8.1 Consideration and/or Action to Approve an Agreement for the Purchase of Attendance Credit (Option 3 Agreement) and to Purchase of Attendance Credit (Option 3 Agreement) and to Delegate Contractual Authority to the Superintendent

[8.1 Consideration and/or Action to Approve an Agreement for the Purchase of Attendance Credit (Option 3 Agreement) and to Purchase of Attendance Credit (Option 3 Agreement) and to Delegate Contractual Authority to the Superintendent]

WE'LL MOVE ON TO DISCUSSION AND ACTION 8.1, CONSIDERATION AND/OR ACTION TO APPROVE AN AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDIT OPTION 3 AGREEMENT AND TO DELEGATE CONTRACTUAL AUTHORITY TO THE SUPERINTENDENT.

I'M GOING TO TURN THIS OVER TO MR. HILL.

THANK YOU, PRESIDENT HUMPHREY, MEMBERS OF THE BOARD, DR. WILLIAMS, CABINET.

THIS IS SOMETHING WE HAVE TO DO EVERY YEAR.

THERE'S ACTUALLY FIVE DIFFERENT OPTIONS THAT WE CAN ACTUALLY GO INTO CONTRACT WITH THE STATE ON.

THIS IS THE MOST COST-EFFECTIVE WAY FOR US TO ACTUALLY EQUAL AS OUR WEALTH.

THE WAY WE DO THIS IS THROUGH WHAT'S CALLED AN OPTION 3, WHICH IS SIMPLY JUST PAYING BACK THE MONEY BACK TO THE STATE.

USED TO YOU HAD TO SIGN A BIG CONTRACT, WRITTEN CONTRACT.

NOW, WHAT YOU'RE DOING HERE IS DELEGATING THAT AUTHORITY TO THE SUPERINTENDENT, AND IT'S ALL DONE ELECTRONICALLY.

I WILL SAY THAT WE STARTED OFF THE BUDGET THIS YEAR WITH ESTIMATED RECAPTURE PAYMENT OF ABOUT 252, $253 MILLION BECAUSE OF SENATE BILL 2.

THAT NUMBER WAS TAKEN DOWN FROM 252 ALL THE WAY DOWN TO APPROXIMATELY $173 MILLION, WHICH IS GOOD, BUT I ALSO WANT TO MAKE THE POINT THAT THAT DIFFERENCE IN THE RECAPTURE GOING DOWN, THAT $83 MILLION, THAT RECAPTURE GOING DOWN DOES NOT ACTUALLY COME BACK INTO THE BUDGETS OF OUR CLASSROOMS OR TO THE SCHOOL DISTRICT AT ALL.

IT'S BASICALLY OFFSET WITH A REDUCTION IN TAX REVENUES.

I JUST WANT TO POINT THAT OUT.

THIS IS THE CONTRACT THAT ALLOW US TO ACTUALLY MEET OUR LEGAL OBLIGATION WITH THE STATE ON EQUALIZING OUR WELL.

BE GLAD TO ANSWER ANY QUESTIONS THAT YOU GUYS MIGHT HAVE.

I FEEL LIKE IT NEEDS TO BE ASKED IN PARTICULAR BECAUSE THERE'S ANOTHER SCHOOL DISTRICT THAT UNANIMOUSLY VOTED TO NOT PAY THEIR RECAPTURE.

WHAT HAS HAPPENED PRIOR TO NOW WHEN DISTRICTS HAVE NOT MET THEIR RECAPTURE OBLIGATIONS? OF COURSE, THE DISTRICT OR THE STATE HAS SEVERAL, I GUESS, WEAPONS AT THEIR DISPOSAL, BUT THE BIGGEST ONE WOULD BE FOR THEM TO DNX PROPERTY TO EQUALIZE IT.

FEW YEARS AGO, HOUSTON ISD STARTED DOWN THAT PATH OF REFUSING TO EQUALIZE THEIR WEALTH WHEN THEY FIRST BECAME A CHAPTER 49 SCHOOL DISTRICT.

THE STATE LITERALLY, TEA HAD A GOOD FRIEND WORKING FOR TEA.

THEY STARTED THE PROCESS OF DNXING THEIR PROPERTY AND DOWNTOWN HOUSTON.

THAT IS SOMETHING THAT THEIR ARSENAL AND SO PERSONALLY, I DON'T WANT TO COMMENT ON ANY OTHER SCHOOL DISTRICT, BUT FOR OUR DISTRICT, I WOULD RECOMMEND THAT WE ENTER INTO THIS AGREEMENT.

THAT WAS MY QUESTION. THANKS, LAUREN.

BUT I KNOW PEOPLE HAVE READ THE PAPER AND ARE PROBABLY PRETTY ANGRY THAT RECAPTURE IS THAT THE LEVEL THAT IT IS HERE IN PLANO.

I'LL JUST POINT OUT THAT WE'VE PAID INTO THE SYSTEM SINCE 1994 IN EXCESS OF 2.6 BILLION. IS THAT RIGHT? THAT IS CORRECT.

IT'S A HARD PILL TO SWALLOW WHAT WE'RE APPROVING TONIGHT, BUT AS MR. HILL POINTED OUT, YOU HAVE TO FOLLOW THE STATUTE.

WE REALLY DON'T HAVE A CHOICE, BUT WE CAN SAY THAT WE DON'T LIKE IT.

DO I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES FOR THE 2023, 2024 SCHOOL YEAR DELEGATES CONTRACTUAL AUTHORITY TO OBLIGATE THE SCHOOL DISTRICT AND OUR TEXAS EDUCATION CODE, TEC 11.1511C4, TO THE SUPERINTENDENTS ONLY FOR THE PURPOSE OF OBLIGATING THE DISTRICT UNDER TEC 48.257 AND TEC CHAPTER 49 SUBCHAPTERS A AND D AND THE RULES ADOPTED BY THE COMMISSIONER OF EDUCATION IS AUTHORIZED UNDER TEC 49.006.

[00:40:02]

THIS INCLUDES APPROVAL OF THE AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDIT OR THE AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDIT NETTING CHAPTER 48 FUNDING.

I SECOND.

YOU SECOND? ALL RIGHT.

I HAVE A MOTION BY DR. LAUREN TYRA, A SECOND BY JERI CHAMBERS AT THE BOARD OF TRUSTEES FOR THE 2023, 2024 SCHOOL YEAR DELEGATES CONTRACTUAL AUTHORITY TO OBLIGATE THE SCHOOL DISTRICT UNDER TEXAS EDUCATION CODE PARENTHESES TEC SECTION 11.1511C4, TO THE SUPERINTENDENT SOLELY FOR THE PURPOSE OF OBLIGATING THE DISTRICT UNDER TEXAS EDUCATION CODE, SECTION 48.257 AND TO TEC CHAPTER 49 SUBCHAPTERS A AND D, AND THE RULES ADOPTED BY THE COMMISSIONER OF EDUCATION AS AUTHORIZED UNDER TEC SECTION 49.006.

THIS INCLUDES THE APPROVAL OF THE AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDIT OR THE AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDIT (NETTING CHAPTER 48 FUNDING).

IS THERE FURTHER DISCUSSION ABOUT THIS TOPIC? I'LL CALL FOR A VOTE.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

I KNOW BEGRUDGINGLY.

IT LOOKS LIKE WE HAVE 7:0 VOTES SO THAT MOTION CARRIES.

[9.1 Plano ISD Early Literacy and Numeracy Instruction for Kindergarten through Second Grade ]

WE CAN WIPE THE TEARS. MOVE ON TO SECTION 91 REPORTS, PLANO ISD, EARLY LITERACY AND NUMERACY INSTRUCTION FOR KINDERGARTEN THROUGH SECOND GRADE.

WE WILL HEAR REPORTS.

PLEASE HOLD YOUR QUESTIONS UNTIL THE END OF THE PRESENTATIONS THIS EVENING.

WE WILL TURN THIS OVER TO LISA WILSON FOR THIS REPORT.

THANK YOU, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS AND TRUSTEES.

I AM THRILLED TONIGHT TO INTRODUCE THE POWER TEAM STANDING OVER ON YOUR LEFT THEY ARE GOING TO SHARE WITH YOU A LITTLE BIT ABOUT OUR EARLY LITERACY AND NUMERACY PRACTICES, BOTH FROM THE TEACHER PERSPECTIVE AND THE PRINCIPAL PERSPECTIVE.

REALLY THRILLED TO HAVE THEM ALL.

I'M GOING TO START WITH CHIEF LEARNING OFFICER LORRY TAYLOR, AND SHE'S GOING TO INTRODUCE THE REST OF THE TEAM.

GOOD EVENING, EVERYONE, BOARD COLLEAGUES AND DR. WILLIAMS. AS PROMISED, WE'RE HERE TO TALK TO YOU A LITTLE BIT TONIGHT ABOUT LITERACY AND NUMERACY INSTRUCTION HERE IN PLANO.

WE WANT YOU TO LEAVE TONIGHT FEELING CONFIDENT ABOUT OUR PLAN TO GROW OUR K2 STUDENTS IN LITERACY AND IN NUMERACY.

WE WANT YOU TO WALK AWAY FEELING LIKE, OKAY, WE'VE GOT IT.

WE ALSO WANT YOU TO WALK AWAY FEELING LIKE WE GROW OUR TEACHERS AND ADMINISTRATORS IN KNOWING WHAT STRONG INSTRUCTIONAL PRACTICES LOOK LIKE SO THAT THEY CAN MAKE THAT HAPPEN.

WE ALSO KNOW THAT K2 LITERACY AND NUMERACY IS ONE OF TWO BOOKENDS.

THE OTHER ONE IS CCMR AND OUR GOAL IS FOR EVERY STUDENT TO BE LIFE READY WHEN THEY LEAVE PLANO.

IT'S AN HONOR TO BE A PART OF THAT WORK.

IT'S REALLY IMPORTANT WORK AND WE DO NOT TAKE IT LIGHTLY.

THIS IS THE TEAM THAT MAKES IT HAPPEN.

THEY COULD TALK LITERACY AND NUMERACY ALL NIGHT, NO JOKE.

THEY COULD TALK ABOUT IT ALL NIGHT.

WE'RE GOING TO BE SWIFT AND EFFICIENT AND GIVE YOU SOME TIME FOR QUESTIONS THIS EVENING.

I'M GOING TO INTRODUCE TO YOU DR. ASHLEY DAVIS.

SHE IS OUR DIRECTOR OF ELEMENTARY ACADEMIC SERVICES.

WE FONDLY CALL HER MIGHTY MOUSE BECAUSE SHE IS ALL THAT.

I'M GOING TO TURN IT OVER TO HER AND SIT AND LET THEM WALK YOU THROUGH WHAT OUR PLAN FOR LITERACY AND NUMERACY IS IN THE DISTRICT.

GOOD EVENING. I AM ASHLEY DAVIS AND I WANT TO THANK YOU FOR THE OPPORTUNITY TO SHARE WITH YOU TONIGHT SOME INFORMATION ABOUT OUR K THROUGH 2, NUMERACY AND LITERACY INSTRUCTION, INCLUDING OUR CURRICULUM DEVELOPMENT INSTRUCTION SUPPORT AND ALL THAT GOES INTO CREATING A VERY SOLID EARLY LITERACY AND NUMERACY PROGRAM TO ENSURE THAT OUR YOUNGEST STUDENTS ARE RECEIVING A VERY SOLID FOUNDATION FOR THEIR LEARNING.

UP FIRST TONIGHT IS DR. RACHEL OBICHI.

SHE IS OUR K THROUGH FIVE LITERACY COORDINATOR.

THEN AFTER HER WILL BE GINGER TAFF, OUR K THROUGH FIVE MATHEMATICS COORDINATOR.

>> GOOD EVENING TO YOU ALL. THANK YOU SO MUCH.

THIS IS REALLY A GIFT TO BE ABLE TO SHARE ALL THAT'S HAPPENING WITH OUR LITTLE ONES WITH LITERACY AND MATHEMATICS.

I WANT TO BEGIN JUST WITH OUR BELIEFS, GIVE YOU JUST A FEW MINUTES TO LOOK OVER THIS INSTEAD OF READING IT TO YOU.

BUT WE REALLY BELIEVE THAT ALL

[00:45:03]

THAT WE BELIEVE IS GROUNDED IN RESEARCH AND REALLY FOCUSED ON OUR STUDENTS RECEIVING EXPLICIT SYSTEMATIC FOUNDATIONAL SKILLS, INSTRUCTION AND READING AND WRITING EVERY SINGLE DAY AND THEY'RE COLLABORATING AND THEY'RE SHOWING WHAT THEY KNOW IN A VARIETY OF WAYS.

WE ALSO ENSURE THEY RECEIVE THAT DIFFERENTIATED INSTRUCTION ACROSS THEIR GRADE LEVELS BASED ON THAT DATA DURING SMALL-GROUP TARGETED INSTRUCTION.

WE'VE HAD SOME LEGISLATION OVER THE PAST FOUR YEARS THAT'S REALLY GUIDED OUR WORK.

IN 2019, WE HAD ADOPTION OF NEW STATE STANDARDS AND A NEW TEXTBOOK ADOPTION AND THE PASSING OF HOUSE BILL 3, WHOSE REQUIREMENTS YOU'LL SEE ON THIS SLIDE.

BUT FORTUNATELY, THESE STATE INITIATIVES REALLY SUPPORTED THE WORK THAT WE WERE DOING ALREADY AND WE KNEW WAS THE RIGHT WORK FOR OUR CHILDREN, FOR THE BEST PRACTICES FOR EARLY LITERACY INSTRUCTION.

THEN JUST THIS PAST SPRING, SOME MORE LEGISLATION CAME OUT AND THE STATE RELEASE THE TEXAS ADMINISTRATIVE CODE TO REALLY DEFINE FOR US WHAT THAT EXPLICIT SYSTEMATIC PHONICS PROGRAM HAD TO BE.

THAT'S A MOUTHFUL, SORRY. THIS SLIDE SHOWS YOU EXACTLY WHAT THAT PROGRAM MUST AND MUST NOT INCLUDE.

THAT WAS PART OF THE HOUSE BILL 3 PASSED ALSO IN 2019.

THEN WE RECEIVE THE COMMISSIONERS LIST OF APPROVED RESOURCES THAT WE COULD USE FOR THAT EXPLICIT SYSTEMATIC PHONICS PIECE.

THE GREAT NEWS IS, IS THE PROGRAM WE HAVE AS OUR ADOPTED PROGRAM, HMH INTO LEARNING, ARRIBA LA LECTURA IS ON THAT LIST.

SO WE DIDN'T HAVE TO ASK JOHNNY FOR MONEY.

WE DIDN'T HAVE TO BUY ANYTHING NEW. YOU'RE WELCOME.

IT'S BEEN GREAT BECAUSE OUR TEACHERS HAVE BEEN USING THIS FOR THE LAST FOUR YEARS SO IT WASN'T A NEW PROGRAM THAT WE HAD TO START LEARNING JUST BECAUSE WE FINALLY GOT TOLD EXACTLY WHAT WE COULD USE.

IF YOU'VE BEEN ON THE BOARD FOR A FEW YEARS, THIS IMAGE MIGHT LOOK A LITTLE FAMILIAR TO YOU.

I STAND IN FRONT OF YOU GUYS HAVE TALKED ABOUT PROJECT LITERACY AND ALL WE WERE DOING WITH OUR NEW INITIATIVES FROM 2019.

A LOT'S HAPPENED SINCE THEN.

THESE DOCUMENTS WERE REALLY CREATED TO CAPTURE OUR VISION FOR AN IDEAL LITERACY CLASSROOM.

THINKING BACK TO OUR BELIEFS AND WE WANT TO EMPOWER OUR TEACHERS TO IMPACT STUDENTS LEARNING THROUGH EFFECTIVE TIER 1 WHOLE GROUP INSTRUCTION, AS WELL AS SMALL GROUP TARGETED INSTRUCTION TO SUPPORT THAT DIFFERENTIATION THAT'S DRIVEN BY DATA.

THESE ARE OUR GUIDING DOCUMENTS THAT REALLY HIGHLIGHT THOSE LEARNING SPACES AND INSTRUCTIONAL EXPECTATIONS.

WE HAVE THE KINDERGARTEN MODEL SCHEDULE HERE, BUT WE HAVE THOSE FOR ALL OF OUR GRADE LEVELS AS WELL.

WE ARE VERY FORTUNATE TO HAVE SOME AMAZING RESOURCES HERE THAT WE GET TO USE WITH OUR CHILDREN.

THE HMH ADOPTION IS THE ONE THAT WAS OUR STATE ADOPTED FOR OUR MONOLINGUAL AND BILINGUAL DUAL LANGUAGE CHILDREN.

THAT'S OUR CORE ADOPTED RESOURCE.

THEN OUR SUPPLEMENTAL RESOURCES THAT ARE PICTURED HERE WERE SELECTED BASED ON DATA FROM OUR HIGH PRIORITY STANDARDS TO FURTHER THAT SUPPORTIVE EFFECTIVE LITERACY INSTRUCTION.

THIS DOCUMENT PROVIDES A ZOOMED IN VIEW OF THAT.

THIS IS A TEACHER FACING DOCUMENT WHERE WE TOOK ALL OF OUR HIGH-QUALITY LITERACY PROGRAMS AND PUT THEM ALL IN ONE SPACE.

WE ACTUALLY HAVE THESE, THEY'RE VERY POWERFUL AND K-2, WHICH IS WHAT WE'RE TALKING ABOUT TONIGHT, BUT WE HAVE THEM FOR K-5.

THIS IS WHERE OUR TEACHERS CAN GO TO REALLY FIND THE SPECIFIC GUIDANCE ON WHICH RESOURCES TO USE AND THIS ALSO ACTED AS OUR GROUNDING DOCUMENT FOR PROFESSIONAL LEARNING WE GOT TO HAVE IN AUGUST.

WHERE WE GOT TO HAVE ALL OUR FIRST AND SECOND GRADE TEACHERS FACE-TO-FACE.

IT WAS REALLY AN INCREDIBLE EXPERIENCE AND YOU'LL HEAR MORE ABOUT THAT IN JUST A MOMENT.

WE KNOW THE BEST INSTRUCTION THEN BEST RESOURCES DON'T MATTER IF WE HAVE THAT DATA AND YOU'VE HEARD ME TALK ABOUT THAT A LITTLE BIT ALREADY.

WE HAVE SOME GREAT PHENOMENAL ASSESSMENTS THAT WE USE TO REALLY DRIVE OUR INSTRUCTION.

ONE OF THOSE IS, OUR MCLASS.

THAT'S OUR STATE REQUIRED EARLY LITERACY SCREENER FOR KINDERGARTEN THROUGH SECOND GRADE AND THAT'S ANOTHER EDITION FROM OUR HOUSE BILL 3 LEGISLATION.

WE OF COURSE USE MAP AND THEN WE ALSO HAVE OUR READING RECORDS THAT PROVIDE THOSE STUDENTS READING LEVELS ACROSS OUR ELEMENTARY GRADES.

THEN THE SCREENSHOT TO THE RIGHT, WE HAVE FOR BOTH MATHEMATICS AND LITERACY, AND THAT'S OUR DATA-DRIVEN CONSIDERATIONS DOCUMENT.

THIS WAS DEVELOPED AND HAS HAD SOME GUIDANCE ON HOW TEACHERS AND COLLABORATIVE TEAMS CAN REALLY LOOK AT THIS AND DETERMINE WHAT OUR STUDENTS NEED BASED ON WHERE THEY NEED TO BE THROUGHOUT THE YEAR TO IMPLEMENT THAT DATA-DRIVEN INSTRUCTION FOR ALL OF OUR CHILDREN.

THE REALLY EXCITING PART IS THIS NEXT COUPLE OF SLIDES.

THIS ONE IS OUR TEACHER LEARNING THAT WE'VE GOTTEN A CHANCE TO HOST.

BACK IN 21, 22, WE BEGAN READING ACADEMIES.

THAT WAS A LITTLE BIT OF A CRAZY YEAR IN CASE YOU WANT TO THINK BACK TO THAT.

BUT WE STARTED WITH OUR READING ACADEMIES WITH 12 CAMPUSES, AND BY JUST THIS LAST SPRING, WE GOTTEN ALL 44 OF OUR SCHOOLS THROUGH TEXAS READING ACADEMY FOR ALL THEIR REQUIRED TEACHERS AND ADMINISTRATORS.

[00:50:04]

THEN TO SUPPORT THAT LEARNING, WE HAD A PROFESSIONAL LEARNING WE DEVELOPED IN HOUSE CALLED BRIDGING LITERACY THAT REALLY SUPPORTED WHAT YOU'VE LEARNED IN READING ACADEMY TO WHAT'S ACTUALLY HAPPENING IN THE CLASSROOM AND WE WERE ABLE TO HAVE TEACHERS FACE-TO-FACE FOR THAT.

I'VE ALSO HAD THE PRIVILEGE TO DO SOME LITERACY LEARNING WALKS WITH OUR ADMINISTRATORS AND GENDER AND I ARE ACTUALLY ON A 44 CAMPUS TOUR RIGHT NOW SO WE'RE GOING AND HAVING THOSE GREAT EXPERIENCES WITH ALL OF OUR ADMINISTRATORS ON ALL OF OUR CAMPUSES.

THEN JUST THIS AUGUST, WITH THE EXPERTISE OF EIGHT CAMPUS, TEACHERS AND SPECIALISTS WE FACILITATED LEARNING FOR OUR KINDER FIRST AND SECOND GRADE TEACHERS FACE-TO-FACE.

IT WAS WONDERFUL AROUND EXPLICIT SYSTEMATIC FOUNDATIONAL SKILLS INSTRUCTION.

AT THE END OF THE TRAINING, WE EVEN HAD TEACHERS SAYING, "THANK YOU SO MUCH, THIS IS THE BEST TRAINING I'VE EVER HAD." IT WAS REALLY POWERFUL.

WE SENT THEM AWAY, REALLY UNDERSTANDING WHAT THAT SHOULD LOOK LIKE AND HAVING THE TOOLS NECESSARY FOR IT BECAUSE WE KNOW THAT'S ONE OF OUR DISTRICT GOALS THAT WE WANT EVERY CHILD READING AND WRITING AT OR ABOVE LEVEL BY THE END OF THE YEAR.

THAT WAS REALLY OUR GOAL FOR OUR TRAINING IN AUGUST.

THEN FINALLY, THE MOST IMPORTANT PART, HERE'S WHAT IT LOOKS LIKE IN OUR CLASSROOMS. WE'RE SEEING MATERIALS ORGANIZED TO SUPPORT THAT SYSTEMATIC DAILY ROUTINES.

WE'RE SEEING STUDENTS ENGAGED AND COLLABORATING AROUND THOSE COGNITIVELY COMPLEX TASKS EACH AND EVERY DAY.

I'M GOING TO SHOW YOU A VIDEO CLIP AND HOPEFULLY WE CAN START AND STOP IT HERE.

FOR YOU AND IT IS IN A FIRST GRADE CLASSROOM SO THESE CHILDREN HAVE BEEN PRACTICING A SPECIFIC PHONICS PATTERN AND ARE NOW CONNECTING THAT LEARNING TO TEXTS.

YOU'LL SEE THAT THEY HAVE DECODABLE TEXTS IN HAND AND THEY'VE BEEN HIGHLIGHTING AND WRITING AND CIRCLING WORDS THAT THEY KNOW AND SO THIS TEACHER JUST WALKED AROUND AND GAVE US A GLIMPSE OF WHAT HAPPENS NEXT. [BACKGROUND] I KNOW OUR TIME IS SHORT, BUT I KNOW GINGER HAS SOME TO SHARE WITH YOU AS WELL.

BUT I REALLY JUST APPRECIATE YOUR TIME AND I HOPE THAT THIS GAVE YOU A GOOD GLIMPSE OF ALL THE GREATNESS THAT OUR TEACHERS AND STUDENTS ARE EXPERIENCING IN EARLY LITERACY.

I'M GOING TO TURN IT OVER TO OUR AMAZING MATH COORDINATOR, MS. GINGERTOWN.

>> GOOD EVENING, AND THANK YOU SO MUCH FOR THIS OPPORTUNITY.

MANY TIMES WE SPEND A LOT OF TIME FOCUSING ON 3RD-5TH IN ELEMENTARY AND IT'S GREAT TO BE ABLE TO HIGHLIGHT THE GREAT THINGS THAT ARE HAPPENING IN K-2 MATHEMATICS.

[NOISE] IT'S OKAY, WE GET IT.

>> ONE MORE TIME. THERE'S MATH COMING TOO.

>> THERE'S MATH COMING.

WE'RE GOING TO START WITH OUR BELIEFS AS WELL.

WHILE WE'VE NOT HAD A MANDATED MATHEMATICS ACADEMY, TEA DID CREATE A MATH ACADEMY FOR K-3 AND RECENTLY ADDED FOURTH GRADE THAT IS AVAILABLE TO OUR TEACHERS THAT REALLY FOCUS ON THE EFFECTIVE AND SYSTEMATIC INSTRUCTIONAL STRATEGIES THAT DEVELOP A DEEP UNDERSTANDING OF MATHEMATICS.

PLANO HAS ACTUALLY HOSTED THAT SEVERAL TIMES.

LAST YEAR WE WERE ABLE TO HOST IT AS WELL.

THEY'VE ROLLED OUT FOURTH GRADE FOR TEACHERS, BUT I KNOW WE'RE FOCUSING ON K-2.

WITH THAT, WE'VE HAD AN OPPORTUNITY TO SEE WHAT THEY BELIEVED AND THE RESEARCH BEHIND THAT AND OUR BELIEFS ALIGN WITH THAT, WHICH ALSO WERE IN LINE WITH THE RESEARCH AND BELIEFS BEHIND THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS.

I'M GOING TO GIVE YOU JUST A MOMENT TO TAKE A LOOK AT THOSE.

THEY ALIGN WITH OUR BELIEFS AS WELL BUT WE HAVE NUMBER TALKS, WHICH REALLY PUSHES ON THAT NUMBER SENSE AND FLUENCY THAT WE WANT FOR OUR STUDENTS BECAUSE YES, WE DO WANT THEM TO KNOW THEIR MATH FACTS.

THAT IS NOT A MYTH.

WE DO WANT THEM TO KNOW THEIR MATH FACTS, BUT WE WANT THEM TO DO IT WITH FLEXIBILITY AND UNDERSTANDING.

WE HAVE A SPIRAL REVIEW THAT IS A PROBLEM-SOLVING STRUCTURE THAT GIVES STRUCTURED OPPORTUNITIES FOR KIDS TO GO THROUGH THE PROBLEM-SOLVING PROCESS AND RE-ENGAGE IN CONTENT THEY PREVIOUSLY LEARNED ESPECIALLY OUR ESSENTIAL TIPS.

THEN WE HAVE OUR TIER 1 INSTRUCTION, WHICH IS THE ON-GRADE-LEVEL CONTENT THAT WE WANT KIDS TO ENGAGE WITH, AND WE INCLUDE ALL THE LEARNING SPACES THAT KIDS ENGAGE THAT THROUGH.

[00:55:03]

THEN WE HAVE THE DIFFERENTIATED BLOCK WHERE WE REALLY PROVIDE A 20-30 MINUTE BLOCK PERIOD DURING THE MATHEMATICS INSTRUCTION WHERE KIDS ENGAGE IN THE MATH THAT MEET THEM AT THEIR NEED.

THAT MIGHT BE JUST PRACTICING MORE, IT MIGHT BE INTERVENTION OR ENRICHMENT, IT MIGHT JUST BE RE-ENGAGEMENT WITH THE SAME CONTENT IN A DIFFERENT WAY SO THAT THEY GRASP THAT CONTENT.

CO-DISTRICT RESOURCES ARE HERE AND ENVISION IS OUR STATE-ADOPTED RESOURCE, AND WE'RE VERY BLESSED IN A DISTRICT THIS SIZE TO HAVE SOME SUPPLEMENTAL RESOURCES THAT WE GET TO LEVERAGE.

THEY ARE BASED ON DATA, AND THEY ARE ALSO BASED ON THOSE HIGH-IMPACT INSTRUCTIONAL STRATEGIES THAT ARE EXPLICIT IN SOME OF THESE, ESPECIALLY WITH REPRESENTATIONS SO THAT KIDS MOVE BEYOND MIMICKING TO REALLY UNDERSTANDING THAT MATHEMATICS.

WE ARE BLESSED TO HAVE SOME OF THESE AS WELL.

THEN THEY ALSO ALIGN WITH MANY OF OUR HIGH-PRIORITY KNOWLEDGE AND SKILLS THAT WE WANT TO ENSURE THAT OUR STUDENTS WALK AWAY WITH.

WE HAVE MANY RESOURCES THAT GIVE A LOT OF SPECIFICITY TO OUR TEACHERS ABOUT HIGH-QUALITY MATHEMATICS INSTRUCTION.

HERE'S A SCOPE AND SEQUENCE.

WHILE NUMERACY REALLY WILL FOCUS ON FOUNDATIONAL SKILLS, FOUNDATION FOR MATHEMATICS IN EARLY K-2 IS NUMBER CONCEPTS.

WE KNOW THAT THAT IS THE FOUNDATION AND THE HEART OF MATHEMATICS FOR YOUNG CHILDREN, AND WE ALSO KNOW THAT IT IS A GATEKEEPER FOR THE REST OF MATHEMATICS.

IF OUR STUDENTS DON'T UNDERSTAND NUMERACY AND OPERATIONS, THEN THEY ARE NOT SUCCESSFUL WITH ANY OF THE DATA ANALYSIS, EVEN GEOMETRY, MEASUREMENT, PERSONAL FINANCIAL LITERACY.

ON OUR SCOPE AND SEQUENCE AND MATHEMATICS, K-2, THE FIRST SEMESTER FOCUSED ON NUMBERS AND OPERATIONS.

WE HAVE SOME GREAT INSTRUMENTS AS WELL TO GATHER DATA TO MAKE INSTRUCTIONAL DECISIONS, AND THOSE INSTRUCTIONAL DECISIONS ARE NOT ONLY FOR OUR STUDENTS BUT ARE FOR OURSELVES AS EDUCATORS AND TEACHERS.

WE HAVE MATH GROWTH THAT WE USE FOR ALL OF OUR CONTENTS AND WE HAVE SOMETHING CALLED ASSESSING MATH CONCEPTS.

THIS IS A FORMATIVE AND DIAGNOSTIC TOOL THAT MOVES BEYOND JUST THE RIGHT ANSWERS, BUT GETS TO THE REAL UNDERSTANDING AND UNCOVERING WHERE STUDENTS ARE IN THEIR FOUNDATIONAL UNDERSTANDING OF NUMBER OF CONCEPTS.

WE ALSO HAVE UNIT ASSESSMENTS.

IN K-2, THAT'S UNIQUE FOR MATHEMATICS.

LITERACY HAS M CLASS.

DR. BICI SPOKE ABOUT THAT, BUT WE DON'T HAVE A RESOURCE LIKE THAT, SO WE CREATED PERFORMANCE-BASED UNIT ASSESSMENTS TO GATHER THE DATA THAT WE NEED ABOUT HOW STUDENTS ARE PROGRESSING WITH OUR STATE STANDARDS.

THEN LASTLY, WE HAVE A DIGITAL RESOURCE CALLED DREAMBOX.

IT'S AN ONLINE ADAPTIVE LEARNING PROGRAM, AND THIS YEAR DREAMBOX IS PROVIDING FOR US WEEKLY GROWTH REPORTS THAT GIVE A COMPREHENSIVE PICTURE OF STUDENTS BY DOMAIN AND THE STANDARD.

IT'LL TELL US HOW THEY'RE PROFICIENT WITH SPECIFIC STANDARDS, AND IT'S BASED ON WHEN KIDS ARE JUST INTERACTING.

THEY DON'T KNOW THEY'RE TAKING ASSESSMENT BUT EVERY TIME THEY PICK UP A MANIPULATIVE OR MANIPULATE SOMETHING, IT GATHERS DATA AND GIVES US FEEDBACK ON STUDENTS' UNDERSTANDING OF THOSE CONCEPTS.

WE NEED TO HAVE THAT DATA-DRIVEN CONSIDERATION, SO IT'S SOME GUIDING RESOURCE FOR TEACHERS CONSIDERATIONS TO PUT IN PLACE AS THEY GATHER THAT DATA AND DETERMINE WHAT'S MOST NEEDED FOR STUDENTS IN THOSE INDIVIDUAL NEEDS.

WE HAVE NOT YET HAVE AN OPPORTUNITY BUT STARTING THIS WEEK, WE ARE FACE-TO-FACE WITH K-2 TEACHERS.

WE'RE STARTING THURSDAY WITH OUR FIRST-GRADE TEACHERS, AND IT'S GOING TO BE WITH NUMERACY AND ASSESSING MATH CONCEPTS.

THE FIRST PART WE'RE REALLY FOCUSING ON HOW NUMERACY DEVELOPS AND UNDERSTANDING THOSE CRITICAL LEARNING PHASES THAT STUDENTS MOVE THROUGH AS THEY DEVELOP THAT NUMERACY UNDERSTANDING, AND THEN WE'RE GOING TO TALK ABOUT HOW TO LEVERAGE THOSE AMC ASSESSMENTS TO TRULY UNCOVER WHERE STUDENTS ARE SO THAT WE CAN TARGET THOSE INSTRUCTIONAL NEEDS AND FILL GAPS EVEN BEFORE THEY START.

WE WANT TO IDENTIFY WHERE BECAUSE THERE CAN BE A REAL ILLUSION OF LEARNING WHEN KIDS CAN JUST GIVE A QUICK ANSWER AND IT'S THROUGH MEMORIZATION AND THEY HAVE NOT UNDERSTOOD WHAT'S HAPPENING IN THE MATHEMATICS.

FIRST-GRADE STARTS THIS WEEK ON THURSDAY, SECOND-GRADERS IN SEPTEMBER, AND THEN WE'RE WAITING TILL DECEMBER BECAUSE WE DON'T IDENTIFY TIERED UNTIL A LITTLE BIT LATER, AND SO WE'RE SAVING AND WORKING WITH OUR KINDER TEACHERS IN DECEMBER.

WE HAVE SOME GREAT PICTURES AS WELL.

WHEN YOU WALK IN A MATHEMATICS CLASSROOM, WE WANT IT TO BE A LITTLE NOISY AND WE WANT KIDS TO BE BUILDING AND REPRESENTING AND EXPLAINING THEIR THINKING AND MAKING SENSE OF THE MATHEMATICS.

YOU'LL SEE A LOT OF PICTURES HERE, BUT WE HAVE A LITTLE VIDEO.

I'M GOING TO SET THIS UP, TEACHERS DOING A NUMBER TALK.

[01:00:02]

YOU SEE TWO FRAMES AT THE TOP ON THE WHITEBOARD.

THOSE ARE CALLED 10-FRAMES.

KIDS HAVE BEEN DOING SOMETHING CALLED SUBITIZING.

THE TEACHER HAS SHOWN THE FRAME, TAKEN IT AWAY, AND ASK KIDS HOW MANY DOTS THEY SAW.

SUBITIZING IS ACTUALLY TICKS IN OUR STANDARDS TO INSTANTLY RECOGNIZE A QUANTITY, AND SO SHE TAKES IT AWAY, HOW MANY DID YOU SEE AND HOW DID YOU SEE IT, AND THEN SHE CONTINUES ON TO CONNECT FACTS WITH IT.

WE'LL WATCH HER HERE.

I'M GOING TO MOVE US OUT TO 20 SECONDS. THERE WE GO.

>> WHAT OTHER FACTS CAN WE COME UP WITH? WE KNOW WE ALREADY HAVE THAT 5+2 = 7.

GIVE ME THREE MORE TO MAKE SEVEN.

MATTHEW, GIVE ME SOMETHING TO MAKE SEVEN.

>> WE WILL MOVE TWO TO THAT BOX AND THE LOWER BOX THERE ARE FOUR.

THERE'S PROBABLY A [NOISE] THAT EQUALS 4+3 = 7.

>> HE'S SAYING [NOISE] 4+3 = 7, THAT'S ANOTHER FACT.

IF WE MOVE THE DOTS AROUND, THAT'S ANOTHER FACT THAT WE CAN COME WITH. CHIBU, WHAT DO YOU HAVE?

>> RIGHT THERE, ONE AND ONE.

>> FIVE, A ONE, AND A ONE. 511?

>> NO.

>> WHAT DID YOU MEAN, CHIBU? IS THIS WHAT YOU MEANT? [BACKGROUND] WHAT ARE WE MISSING?

>> PLUS 5.

>> PLUS. SO 5+1+1 = 7.

YES. THAT'S WHAT YOU MEANT? OKAY. WHO CAN GIVE ME ANOTHER ONE? NANI.

>> 2+2+2+1.

>> WE HAVE SOME REPEATED ADDITION [NOISE] 2+2+2+1.

>> YOU CAN SEE STUDENTS ARE STARTING TO BE FLEXIBLE AND UNDERSTAND, IT'S NOT JUST A MEMORIZED PIECE.

WE LOVE SEEING THAT PEACE WITH OUR MATHEMATICS AND EXCITED TO HEAR STUDENTS BE FLEXIBLE AND EXPLAIN THEIR THINKING.

NOW I'M GOING TO TURN IT OVER TO [OVERLAPPING].

>> LET'S SEE.

>> I WISH I WAS ON THAT TEAM, THEY'RE GREAT.

I'M ON THE SCHOOL LEADERSHIP AND INNOVATION TEAM, AND I'M JUST POPPING IN FOR A QUICK SECOND.

WE WANTED TO MAKE SURE THAT OUR BOARD, AND REALLY OUR COMMUNITY KNEW THAT WHEN IT CAME TO ALL OF THESE RESOURCES, WHAT WE'RE DOING TO MAKE SURE WE'RE SUPPORTING OUR PRINCIPALS AND ASSISTANT PRINCIPALS AS THOSE KEY INSTRUCTIONAL LEADERS OF THE CAMPUS.

WE HAVE A FEW THINGS FIRST AND FOREMOST, WE HAVE A STRONG PARTNERSHIP SCHOOL LEADERSHIP AND INNOVATION AND ELEMENTARY ACADEMIC SERVICES.

WE WORKED VERY CLOSELY TOGETHER TO MAKE SURE WE'RE PROVIDING OUR TEACHERS AND OUR PRINCIPALS THE VERY BEST.

WE ALSO PROVIDE INSTRUCTIONAL LEADERSHIP COACHING AND SUPPORT, AND THERE'S REALLY A FEW AREAS THERE.

ONE, WE WANT TO MAKE SURE OUR PRINCIPALS AND ASSISTANT PRINCIPALS HAVE A STRONG UNDERSTANDING OF OUR CORE COMPONENTS OF EFFECTIVE INSTRUCTION TO ENHANCE THEIR WALKTHROUGHS, AND REALLY PROVIDING SPECIFIC FEEDBACK.

WHAT ARE THEY SEEING IN THAT CLASSROOM, WHAT ARE THOSE TEACHERS DOING WELL THAT WE CAN CONTINUE TO ENHANCE? ANOTHER THING WE NEED TO MAKE SURE THAT OUR PRINCIPALS AND ASSISTANT PRINCIPALS HAVE IS A VERY STRONG UNDERSTANDING OF OUR CURRICULUM RESOURCES, THERE ALSO A QUICK SNIPPET OF K2, THERE'S A LOT TO UNPACK.

WE HAVE TO MAKE SURE OUR PRINCIPALS HAVE A STRONG UNDERSTANDING OF WHAT IS AVAILABLE AND HOW DO WE UTILIZE THOSE RESOURCES FOR OUR KIDS.

WE ALSO WANT TO MAKE SURE THAT WE'RE LEVERAGING MULTIPLE MEASURES.

GINGER AND RACHEL SHOWED THAT MAP, M CLASS THERE'S A LOT OF TOOLS.

HOW ARE WE USING THOSE MEASUREMENT PIECES TO MAKE SURE WE'RE PROVIDING INTERVENTION, ENRICHMENT FOR ALL OF OUR KIDS.

EVERY CHILD NEEDS TO BE GROWING, AND WE'VE GOT TO USE THOSE TOOLS TO MAKE SURE THAT'S HAPPENING.

ANOTHER PIECE IS, WE HAVE DIFFERENTIATED SUPPORT USING OUR DISTRICT SUPPORT TEAM.

THAT'S KEY MEMBERS OF DIFFERENT DEPARTMENTS AND SO WHEN WE HAVE CAMPUSES, WHEN LOOKING AT THEIR DATA, SHOW THAT THEY'VE GOT A GREATER NEED FOR SUPPORT, WE COME IN WITH MULTIPLE DEPARTMENTS TO REALLY SUPPORT THOSE PRINCIPLES WITH THEIR LEARNING AND UNDERSTANDING AND IMPLEMENTATION ON THAT CAMPUS.

FINALLY, WE USE OUR PRINCIPAL EVALUATION AND SUPPORT SYSTEM, COMMONLY KNOWN AS T-PESS, AND THAT'S REALLY THEIR APPRAISAL.

THERE'S TWO PIECES TO THAT.

WE'VE GOT THEIR GOAL SETTING, AND THERE'S A STUDENT SUPPORT GOAL, A STUDENT SUCCESS GOAL, AND ALSO THEIR PROFESSIONAL GOALS, SO WE'RE LOOKING AT WHAT ARE YOU DOING FOR YOUR CAMPUS TO GROW YOU, AS A CAMPUS LEADER, BUT ALSO TO ENSURE THAT YOUR STUDENTS ARE LEARNING.

THE OTHER PIECE IS, WE HAVE A PRETTY HEFTY ARTIFACT DOCUMENT, AND THAT'S TIED TO ALL OF OUR PRINCIPLES STANDARDS, WHERE OUR PRINCIPALS AND ASSISTANT PRINCIPALS, COLLABORATIVELY THROUGHOUT THE YEAR, ARE COLLECTING DOCUMENTS AND ARTIFACTS TO REALLY REPRESENT AND SHOW HERE'S WHAT WE'RE DOING, HERE'S HOW WE KNOW OUR KIDS ARE LEARNING, AND THIS IS WHAT WE'RE GOING TO CONTINUE TO IMPROVE ON EACH YEAR.

REALLY BRIEF SLIDE WE JUST WANTED TO MAKE SURE YOU ALL KNEW WITH ALL OF THIS.

OUR PRINCIPALS ARE GETTING A LOT OF SUPPORT ALONG THE WAY.

>> THANK YOU, RYAN. OUR LAST SLIDE IS JUST TO LET YOU KNOW A LITTLE BIT MORE ABOUT HOW WE SUPPORT OUR CAMPUSES AND TEACHERS, SO ALONG WITH EVERYTHING YOU JUST SAW AROUND CURRICULUM,

[01:05:03]

INSTRUCTION, AND ASSESSMENT, OUR TEAM IS ALSO ON CAMPUSES THREE OUT OF THE FIVE DAYS A WEEK, SUPPORTING TEACHERS AND ADMINISTRATORS WITH QUALITY CURRICULUM, QUALITY PLANNING, QUALITY INSTRUCTION.

WE'RE THERE TO OFFER INDIVIDUAL HIGH SUPPORT.

WE MEET REGULARLY TO GO OVER A DATA AND FEEDBACK TO MAKE SURE THAT THE SUPPORT WE'RE PROVIDING TO OUR TEACHERS, OUR GRADE LEVELS, OUR PRINCIPLES MEETS WHAT THEY NEED AT THEIR CAMPUS.

WE ALSO HAVE REGULAR TEAM LEADER AND CAMPUS INSTRUCTIONAL SPECIALISTS MEETINGS TO MAKE SURE THAT WE ARE FURTHER DEVELOPING THE CAMPUS LEADERSHIP CAPACITY OF WHAT IS QUALITY INSTRUCTION, AND HOW DO WE PROVIDE THE BEST LEARNING FOR OUR STUDENTS.

WE ALL STAYED UP HERE, SO THAT IF YOU HAVE QUESTIONS FOR ANY OF US, WE ARE READILY AVAILABLE TO ANSWER.

>> THANK YOU GUYS FOR PRESENTATION.

I HAVE STILL A COUPLE OF QUICK QUESTIONS.

ON THE READING AND MATH SIDE, I GUESS, AT WHAT AGE OR WHAT STAGE IN THE K THROUGH TWO PROCESS DO YOU GUYS START LOOKING AT THINGS LIKE DYSLEXIA, DYSCALCULIA, THOSE THINGS AND AS YOUR PROGRAM, I GUESS, HOW DO WE DETECT THAT WITH YOUR PROGRAM?

>> RACHEL CAN TALK ABOUT IT SOME MORE, BUT WE STARTED LOOKING AT THINGS LIKE THAT IN KINDERGARTEN.

[OVERLAPPING]

>> DEFINITELY START TO COLLECT DATA AND STUFF.

I THINK THEY KEY AND WHAT WE'VE LEARNED A LOT OVER THE PAST FEW YEARS, IS THAT, WHEN OUR KIDS GET EXPLICIT SYSTEMATIC PHONICS INSTRUCTION WITH A BALANCE OF READING AND COMPREHENSION, AND ALL THOSE OTHER THINGS, WE'RE SOMETIMES ABLE TO HELP CHILDREN WHO COULD HAVE POSSIBLY BEEN DIAGNOSED WITH DYSLEXIA, BUT THEY JUST DIDN'T GET THE RIGHT EXPLICIT INSTRUCTION, SO WE'RE HOPEFUL FOR THAT, BUT WE DEFINITELY START ALL THE WAYS THAT WE COLLECT DATA REALLY HELPS SUPPORT IF THAT IS EVER NEEDED FOR A CHILD.

>> THEN IS THERE A DIFFERENT PATHWAY OF CURRICULUM FOR KIDS WITH DYSLEXIA?

>> IF THEY'RE DIAGNOSED WITH DYSLEXIA, THEY ARE PULLED BY THAT DYSLEXIA SPECIALIST, AND THEY RECEIVE THEY TAKE FLIGHT PROGRAM, WHICH IS ALMOST THE WORDS THAT I JUST SAID.

IT REALLY WHAT IT IS VERY EXPLICIT, VERY SYSTEMATIC.

REALLY ENSURING FROM THE BRAIN RESEARCH THAT THOSE CHILDREN REALLY LEARN HOW TO DECODE WORDS, SO THAT CAN REALLY SUPPORT THEM.

>> THANKS.

>> GOOD QUESTION, THANKS.

>> WHAT THEY RECEIVE IN DYSLEXIA IS AN ADDITION TO THE CURRICULUM YOU SAW TONIGHT, SO THEY RECEIVE BOTH.

>> I HAVE TWO QUESTIONS.

ONE IS SPECIFIC.

YOU MADE A COMMENT ABOUT NOT TIERING STUDENTS IN KINDERGARTEN UNTIL A LITTLE BIT LATER IN THE YEAR.

I'M CURIOUS WITH BOTH READING AND MATH, HOW MUCH OF A STUDENT'S DIFFERENTIATED INSTRUCTION IN THE FALL SEMESTER IS DEPENDENT ON THEIR SPRING SEMESTER FROM THE PRIOR YEAR TEST SCORES OR HOW MUCH OF IT IS FRESH NEW EVALUATION DONE AT THE BEGINNING OF THE YEAR?

>> IS ALWAYS A MIXTURE OF BOTH AND RESEARCH SHOWS THAT TIER 2 AND TIER 3 INTERVENTION ISN'T REALLY EFFECTIVE IN KINDERGARTEN, BECAUSE IN ORDER TO NEED TIER 2 AND TIER 3 INTERVENTION, YOU NEED TO BE MULTIPLE YEARS BEHIND AD SO WE SPEND THAT FIRST SEMESTER OF KINDERGARTEN GATHERING INFORMATION TO KNOW WHERE THEIR STRENGTHS ARE AND WHERE THEIR NEEDS ARE, FOR MOST OF THEM IS THEIR FIRST YEAR OF SCHOOL.

THAT'S WHY WE WAIT UNTIL THE SECOND SEMESTER TO START OFFICIAL INTERVENTION.

THAT DOES NOT MEAN THAT WE DON'T DO TARGETED SMALL GROUP INSTRUCTION.

WE DO THAT EVERY DAY FROM THE BEGINNING.

WE CONSTANTLY TAKING WHAT WE SEE IN CLASS AND WHAT DATA WE HAVE, AND MEETING THE NEEDS OF OUR STUDENTS AND SMALL GROUP INSTRUCTION, TIER 2 AND TIER 3 INSTRUCTION JUST MEANS THAT IT'S DOCUMENTED A LITTLE HEAVIER, AND THEY HAVE A PLAN, AND WE'RE TRACKING THE GOALS.

IT'S LIKE THE SAME THING WE DO IN SMALL GROUP TARGETED INSTRUCTION, BUT AN OFFICIAL PLAN FOR THAT STUDENT.

THEN THE OTHER PART OF YOUR QUESTION, EVERY YEAR OUR TEACHERS LOOK AT THE PREVIOUS DATA OF THEIR STUDENTS AND THEN WE USE THAT TO FIGURE OUT WHERE A CHILD NEEDS TO START WITH THEM AND THEN AS WE GET NEW ASSESSMENT DATA, WE ADJUST ACCORDINGLY AS WE NEED TO.

WE LOOK AT HISTORICAL DATA AS WELL AS CURRENT DATA.

>> YOU DON'T WAIT?

>> YES. WE ALWAYS SAY, DON'T WAIT TO INTERVENE.

THAT'S WHAT WE EAT EVERY SINGLE DAY.

WE HAVE SMALL GROUP TARGETED TIME.

THAT JUST MEANS A GROUP OF FOUR OR FIVE STUDENTS AT THE TABLE WITH THE TEACHER WORKING INTENSELY WITH THEM.

WE DO THAT ALL THE TIME, WHETHER YOU'RE TIER 2, TIER 3 INSTRUCTION OR NOT.

>> FOR SUMMER ENRICHMENT PROGRAMS, WHETHER IT'S THE GT PROGRAM OR PROGRAM TARGETED INTERVENTION FOR KIDS, IS THERE DATA FROM THOSE SUMMER INTERVENTION PROGRAMS THAT'S BEING COLLECTED AND FEEDING INTO THE FALL?

>> YES. WE COLLECT DATA FROM

[01:10:01]

OUR SUMMER SCHOOL PROGRAMS THAT WE USE TO ADD TO THE PREVIOUS SCHOOL YEAR.

ANY DATA POINTS THAT WE HAVE. [MUSIC] [LAUGHTER].

IS MUSIC TELLING ME I'M DONE? [LAUGHTER] THAT SOUNDED VERY GRAMMY.

[OVERLAPPING] YES, SUMMER SCHOOL IS STILL SCHOOL, GUYS.

WE COLLECT DATA AND SKIP SUMMER SCHOOL, AND THE NEXT YEAR SCHOOL TEACHERS HAVE ACCESS TO THAT.

>> SECOND QUESTION IS, YOU STARTED OUT BY TALKING ABOUT SOME LEGISLATIVE CHANGES, AND HOW THIS HAS BEEN IMPLEMENTED.

I'M CURIOUS IF YOU LOOK AT OUR READING AND OUR MATH PROGRAMS, LIKE FIVE OR SIX YEARS AGO, COMPARED TO THESE READING AND MATH PROGRAMS THAT YOU'RE PRESENTING, HOW MUCH OF THIS HAS BEEN A NEW BUILD IN TERMS OF BRINGING IN NEW STRATEGIES, NEW ASSESSMENTS, NEW CURRICULUM, EITHER IN RESPONSE TO THE CHANGE IN LEGISLATION OR IN RESPONSE TO LOOKING FOR PERFORMANCE-DRIVEN OUTCOMES TOOLS?

>> WE TOUCHED ON THAT JUST A LITTLE BIT, BUT WE CAN TALK MORE ABOUT IT.

WE ALWAYS STAY IN TUNE WITH RESEARCH AND LEGISLATION DOES THAT AS WELL.

AS RESEARCHERS, GATHER MORE INFORMATION ABOUT THE BEST WAY STUDENTS LEARN TO READ OR THE BEST WAY STUDENTS LEARN TO DO MATH, WE FOLD THAT IN TO WHAT WE'RE DOING.

THAT WILL CAME WITH THE TEXAS READING ACADEMIES, THEY REALLY SPENT A LOT OF TIME STUDYING HOW DO KIDS LEARN HOW TO READ? OUR TEACHERS TEACHING THEM HOW TO READ THE RIGHT WAY.

THE TEXAS READING ACADEMIES WAS ALL AROUND THE SCIENCE OF TEACHING AND READING.

WHAT IS THE BEST WAY TO MAKE SURE KIDS ARE LEARNING AND HOW TO READ? WHAT DO YOU DO WHEN THEY'RE NOT UNDERSTANDING HOW TO READ? A LOT OF IT IS MORE OF JUST RESEARCH.

WHENEVER WE GET MORE RESEARCH THAT DRIVES THE CHANGES IN LEGISLATION AND THE CHANGES THAT WE DO, BUT WITH THIS ROUND OF ANY CHANGES, THEY CANNOT BE ALIGNED A LOT WITH WHAT WE'RE ALREADY DOING? WE DIDN'T HAVE TO CHANGE MUCH.

THE TEXAS READING ACADEMY IS REALLY SUPPORTED WHAT WE WERE DOING AND THEN WE JUST TIGHTENED UP THE AREAS THAT ARE DATA SHOWED NEEDED TO BE STRENGTHENED.

>> THE THING IS THAT I HAVE THIRD-GRADE ALWAYS BEEN THE TARGET OF FOCUS AT AN ELEMENTARY SCHOOL WHERE YOU HAVE TO HIT A CERTAIN TARGET BY THIRD GRADE ON YOUR READING SCORES TO ACTUALLY MOVE FORWARD TO FOURTH GRADE.

>> THIRD GRADE IS WHEN STAR TEST STARTS, THE OFFICIAL STATE TEST.

YEARS AGO, IT WAS A GRADE LEVEL THAT YOU HAD TO PASS THE STAR TEST IN ORDER TO GO TO THE FOURTH GRADE AND FIFTH GRADE WAS AS WELL.

THEY ARE NO LONGER.

THIRD GRADE WAS THE FIRST ONE WHERE YOU NO LONGER HAD TO PASS THE STAR TEST IN ORDER TO BE PROMOTED TO THE FOURTH GRADE.

THEN A FEW YEARS AGO, FIFTH GRADE WAS CANCELED WHERE YOU DON'T HAVE TO PASS THE STAR TEST TO GO ONTO SIXTH GRADE.

BUT THEY STILL TAKE THIRD GRADE AS THEIR FIRST YEAR TO TAKE THE STAR TEST.

BUT THEY DO NOT HAVE TO PASS IT IN ORDER TO BE PROMOTED TO THE NEXT GRADE LEVEL.

>> GOOD. ANOTHER QUESTION IS THAT I REMEMBER STUDENTS IN ELEMENTARY SCHOOL WOULD TAKE BOOKS HOME WITH YOUR READING GROUPS.

YOU'RE READING LEVELS. NOW, DO WE DO IN CHROMEBOOKS THAT YOU DO THE READING LEVELS?

>> WE HAVE BOTH.

TEACHERS HAVE ACCESS TO HARD COPY TEXT AS WELL AS DIGITAL TEXTS SO STUDENTS WHO ARE RECEIVING IT IN MULTIPLE FORMATS.

BUT IT'S NOT JUST ONE OR THE OTHER.

THEY HAVE ACCESS TO BOTH.

>> OKAY.

>> I HAVE A QUESTION. ACTUALLY, I HAVE TWO.

BACK ON THE DISTRICT CURRICULUM RESOURCES FOR THE READING I SAW KEYBOARDING WITHOUT TEARS.

ARE WE TEACHING KIDS PROPER KEYBOARDING SKILLS? YOUR LEFT INDEX FINGER GOES ON THE F AND THEN THE J AND THE SPACE BAR FOR YOUR THUMBS.

>> THAT STARTS IN SECOND GRADE OUR KEYBOARDING WITHOUT TEARS PROGRAM.

IT WAS SOMETHING THAT WE JUST PURCHASED THAT LAST SCHOOL YEAR WITH THE STAR TEST MOVING ONLINE NOW WHERE THE MAJORITY OF STUDENTS TAKE THE STAR TEST ONLINE.

THEN THEY ALSO ADDED RESPONSES WHERE THE STAR TEST IS NO LONGER JUST MULTIPLE CHOICE WHERE YOU CLICK A, B, C, OR D, YOU HAVE TO TYPE YOUR RESPONSE.

ALSO OUR TAIL POST-TEST IS ONLINE.

WE ALWAYS WANT TO PROVIDE OUR STUDENTS WITH THE TOOLS THEY NEED TO BE SUCCESSFUL AND SO YES, KEYBOARDING WITHOUT TEARS IS AN ACTUAL KEYBOARDING CURRICULUM, THAT TEACHES STUDENTS PROPER KEYSTROKES AND THE HAND PLACEMENT AND EACH YEAR HAS A DIFFERENT CURRICULUM.

[01:15:02]

SECOND GRADE, IT'S A MORE OF A BEGINNING CURRICULUM.

THIRD GRADE, FOURTH GRADE, FIFTH GRADE.

IT'S ALL A DIFFERENT CURRICULUM, SO IT BUILDS ON THEIR KEYBOARDING SKILLS.

>> I'M SUPER EXCITED TO HEAR ABOUT THAT.

MY SECOND QUESTION, JOHNNY MIGHT BE ABLE TO ANSWER MORE [LAUGHTER].

I'M NOT GOING TO BRING YOU INTO THE DISCUSSION.

I REMEMBER WHEN THESE READING ACADEMIES WERE PROPOSED BACK IN 2019 FROM AN HB 3, THERE WAS DISCUSSION AT THE TIME ABOUT PLANO ISD HOSTING READING ACADEMIES WHERE OTHER SCHOOL DISTRICTS WOULD SEND THEIR TEACHERS TO US TO LEARN.

DO YOU TEACH THE CLASSES TO THEM OR DID WE GET SOMEBODY WHO IS CERTIFIED AND THEN WE CAN BRING IN OTHER TEACHERS FROM OTHER SCHOOL DISTRICTS AS A POSSIBLE REVENUE SOURCE?

>> WE HAVE TWO DIFFERENT OPTIONS FOR HOW OUR TEACHERS COMPLETE THE READING ACADEMY.

EDUCATIONAL SERVICE CENTER REGION 10, CAN DO THE TRAINING, BUT WE HAVE SO MANY TEACHERS WHO NEEDED IT AND WE WANT IT TO BE ABLE TO CUSTOMIZE OUR COACHING AND SUPPORT TO OUR TEACHERS.

WE HAVE A DISTRICT READING ACADEMY FACILITATOR, AND SHE WALKS OUR TEACHERS THROUGH THE READING ACADEMY.

UP UNTIL THIS YEAR, THERE HAVE BEEN TWO OPTIONS FOR READING ACADEMY WHAT THEY CALL THE BLENDED, WHICH IS AN ONLINE SELF-PACED MODULE WHERE THE TEACHERS ARE WALKING THROUGH THE LEARNING AND TURNING IN THEIR ARTIFACTS AND WORKING WITH READING ACADEMY FACILITATOR.

THIS YEAR WE'VE STARTED THE COMPREHENSIVE, WHICH MEANS THE TEACHERS ARE RECEIVING THE READING ACADEMY LEARNING IN PERSON.

MOVING FORWARD, ALL READING ACADEMY WILL BE COMPREHENSIVE BUT IF TEACHERS FROM OUT OF THE SCHOOL DISTRICT NEEDED, THEY WOULD GO THROUGH REGION 10.

LIKE WE WOULDN'T PROVIDE THAT TO OTHER TEACHERS, THE MATH ACADEMY THAT GINGER WAS TALKING ABOUT, WHERE WE WERE ABLE TO HOST BUT I THINK IT WAS STILL REGION 10 WHO DID THE LEARNING.

>> SORRY, I WAS TRYING TO FIND US MORE MONEY, JOHN.

[LAUGHTER]

>> ONE LAST ONE [LAUGHTER].

I REALLY APPRECIATE OBVIOUSLY THE FOCUS ON DATA AND THAT WE'RE CONCENTRATING ON GIVING OUR TEACHERS THE TRAINING THAT THEY NEED TO BE EFFECTIVE WITH OUR KIDS.

HOW DOES THAT STACK UP WITH THE IDEA THAT THEY HAVE SO MANY THINGS TO ACCOMPLISH IN THE DAY.

HAVE YOU GOTTEN ANY FEEDBACK ON THAT?

>> WE WORK WITH OUR TEACHERS.

THAT'S THE PART OF THE SUPPORT THAT WE PROVIDE.

OUR TEACHERS WHO ARE MORE EXPERIENCED.

THEY LEARN HOW YOU CAN USE THE DATA AND WHEN, WHICH DATA TO USE TO DETERMINE WHAT YOU'RE TRYING TO SEE WHAT THIS CHILD NEEDS.

BUT WE'RE ALWAYS ON CAMPUSES SUPPORTING OUR TEACHERS.

WE PROVIDE TRAINING ON HOW TO GIVE THE ASSESSMENTS, HOW TO READ THE DATA.

WE ALSO HAVE OUR RP DEPARTMENT WHO IS THERE TO PROVIDE EXTENSIVE SUPPORT AROUND DATA.

WE DON'T EVER WANT TO OVERWHELM OUR TEACHERS.

WE CHECK ON THEM, MAKE SURE THAT THEY KNOW HOW TO USE THE DATA AND WHEN TO USE THE DATA.

IF ANYONE EVER REACHES HOUSING AND THEY'RE CONFUSED, OVERWHELMED, NEED HELP, WE'RE ABOUT THERE TO WALK THEM THROUGH IT.

>> ALL RIGHT. THAT WAS A GREAT REPORT, YOU GUYS. THANK YOU.

I LEARNED A LOT. WE APPRECIATE YOUR BEING HERE.

[9.2 2022 - 2023 Plan of Work and District Improvement Plan Summative Review Summative Review]

NOW WE'RE GOING TO MOVE ON TO NUMBER 9.2 OF THE REPORTS AND IT'S THE 2022-2023 PLAN OF WORK AND DISTRICT IMPROVEMENT PLAN SUMMATIVE REVIEW.

I WILL TURN THIS OVER TO LISA WILSON.

>> THANK YOU, PRESIDENT HUMPHREY, BOARD OF TRUSTEES, SUPERINTENDENT WILLIAMS. HERE WE GO.

WE'RE GOING TO SPEND A FEW MINUTES TALKING ABOUT LAST YEAR'S PLAN OF WORK AND DISTRICT IMPROVEMENT PLAN.

IF YOU'RE WONDERING WHY WE'RE JUST NOW TALKING ABOUT LAST YEAR'S SUMMITIVE REPORT WE DID WANT TO WAIT UNTIL WE RECEIVED AT LEAST THE PRELIMINARY DATA FROM THE STATE WHICH WE JUST RECEIVED.

WE ARE TAKING THIS OPPORTUNITY TO JUST TAKE A FEW MOMENTS AT LEAST TO TALK TO YOU ABOUT THE WORK THAT WE COMPLETED LAST YEAR.

I MIGHT REMIND YOU THAT THIS WAS THE TAIL END OF A FIVE-YEAR STRATEGIC PLAN THAT ENDED LAST YEAR.

THAT'S WHY WE OF COURSE, DID THE WORK ON THE NEW ONE.

THIS WAS THE FIFTH YEAR OF THAT.

THIS WAS ORGANIZED WHERE WE HAD FIVE STRATEGIC PILLARS FROM THAT STRATEGIC PLAN.

WE ALSO HAD GOALS 6-11 IN OUR PLAN OF WORK.

THERE WERE PART OF OUR DISTRICT IMPROVEMENT PLANNING WORK, WHICH ARE RP DEPARTMENT WHO'S SITTING OUT THERE AND SUPPORT ALSO HELPED US WITH.

THOSE ARE ALSO TIED TO THE HOUSE BILL THREE GOALS.

YOU MAY REMEMBER THAT HOUSE BILL THREE REQUIRED CERTAIN GOALS FOR BOARDS TO SET FOR EARLY LITERACY, EARLY MATH, AND FOR CCMR RATINGS.

AGAIN, IT'S JUST A VISUAL FIVE GOALS FROM THE STRATEGIC PLANS, 6-11, FROM THE DISTRICT IMPROVEMENT PLAN.

OF COURSE, THAT'S WHAT FEEDS ALSO OUR CAMPUS IMPROVEMENT PLANNING PROCESS.

[01:20:04]

WE CONDUCTED REVIEWS THREE TIMES A YEAR ON THOSE STRATEGIES.

IN FRONT OF YOU, I'M GOING TO ENCOURAGE YOU IF YOU WANT ALL OF THE DETAILS.

THERE'S A HANDOUT IN FRONT OF YOU THAT TALKS ABOUT EACH OF THE STRATEGIES AND THE SUMMATION OF THAT WORK.

I WANT TO CAUTION YOU THAT A LOW PERCENTAGE DOES NOT MEAN NECESSARILY FAILURE.

IT MEANS THAT WORK IS STILL IN PROGRESS OR IT MAY BE A MULTI-YEAR GOAL OR IT MAYBE SOMETHING THAT WE STARTED BUT SOMETIMES NEW LEARNING IS NOT JUST A LIGHT SWITCH.

YOU HAVE TO DO THE LEARNING AND CONTINUE TO PRACTICE AND WORK THROUGH IT.

OUR FOLKS WERE VERY HONEST WITH THEIR PERCENTAGES OF WHERE THEY FELT THEY WERE WITHOUT WORK.

ANYTHING THAT WAS LEFT UNDONE WILL REEVALUATE AND YOU MAY SEE THAT RETURNING TO YOU IN A NEW FORM FOR OUR NEW PLAN OF WORK THAT WILL COME LATER THIS MONTH.

BUT IF YOU WANT TO LOOK AT THAT HANDOUT WHILE I BREEZED THROUGH.

IN PILLAR 1 AGAIN, THAT'S THE PILLAR LANGUAGE FROM LAST YEAR.

I DON'T WANT TO CONFUSE FOLKS.

THIS WAS ON THE OLD STRATEGIC PLAN PILLAR 1.

WE DID HAVE 12 STRATEGIES THAT COVERED THREE PERFORMANCE OBJECTIVES.

AGAIN, THESE STRATEGIES ARE WHAT DRIVE OUR WORK.

THESE ARE THE BIG ROCKS, THE BIG THINGS THAT WE'RE TRYING TO TURN.

YOU PROBABLY NOTICED THAT MANY OF THOSE WERE COMPLETE, WHAT WE WOULD CONSIDER IN PRACTICE AND SEVERAL OF THOSE WE'RE CONTINUING TO WORK ON.

WHAT I THOUGHT YOU MIGHT BE INTERESTED IN IS SEEING THE CONNECTION TO THE STRATEGIC PLAN IN MANY OF THE THINGS THAT YOU'VE BEEN HEARING ABOUT.

YOU'VE HEARD REPORTS IN THE BOARD, BOARD UPDATES, YOU'VE HEARD THESE TOPICS.

THESE HAVE ALL GROWN OUT OF THE PLAN OF WORK.

WHEN WE TALK TO YOU ABOUT OUR INSTRUCTIONAL MODEL REVISION OR THE COLLEGIATE ACADEMY GROUNDWORK THAT WE'RE LAYING THAT YOU HEARD ABOUT IN THE LAST BOARD MEETING, WORKING ON CCMR INDICATORS THAT YOU HEAR ABOUT.

THOSE ARE THE KINDS OF THINGS THAT ARE COMING OUT OF PILLAR 1.

PILLAR 2 IS ABOUT BEING LIFE READY AND WE'VE DONE A LOT OF WORK LOOKING AT WAYS TO LAUNCH CTE THINGS.

I SAY THINGS, IT'S A BAD WORD, BUT CTE PROGRAMS AND OPTIONS FOR STUDENTS, MAKING SURE THAT WE CREATE FUTURE READY CITIZENS.

THAT'S ALL ABOUT PILLAR 2, TWO OF THOSE WERE IN PRACTICE, BUT SIX OF THOSE ARE CONTINUED TO BE IN PROGRESS.

THOSE INCLUDE SOME THINGS LIKE THE CCMR WORK.

WE'RE DOING A LOT OF WORK WITH OUR SENIOR HIGHS OUR HIGH-SCHOOLS AND THIS NEXT YEAR, EVEN OUR MIDDLE SCHOOLS LOOKING AT MAKING SURE EVERY STUDENT IS CCMR OR COLLEGE CAREER MILITARY READY WHEN THEY LEAVE.

SOME OF THE WORK THAT WAS BORN OUT OF PILLAR 2, YOU MAY RECOGNIZE ARE REBRANDING AND FEEDER ALIGNMENT WORK CAME OUT OF PILLAR 2 THE FINE ARTS WORK.

YOU'VE HEARD SEVERAL UPDATES FROM THE MIDDLE SCHOOL RESEARCH TEAM THAT WILL CONTINUE TO WORK, BUT ALL OF THAT WAS BORN IN PILLAR 2.

PILLAR 3 IS THE PILLAR OF THIS PARTICULAR STRATEGIC PLAN WHERE WE WORKED ON OUR STAFF GROWING AND DEVELOPING AND ATTRACTING ALL A QUALITY STAFF FOR OUR CLASSROOMS AND IT INCLUDED 16 STRATEGIES.

YOU MAY NOTE THAT TWO STRATEGIES SAY THEY WILL START THIS YEAR.

YOU MAY SAY WHERE IN THE WORLD WHERE YOU ALL DOING? WHY DID YOU NOT GET STARTED ON THOSE? THE TRUTH IS, ONE OF THOSE IS THE TIA STRATEGY, WHICH IS A REALLY A LONG TERM INPUT.

WE'VE GOT TO DO A LOT OF RESEARCH, A LOT OF WORK ON THAT, AND THAT WILL REALLY PICK UP STEAM NEXT YEAR.

THE SECOND ONE IS THE STUDENT INFORMATION SYSTEM, THE ERP PLATFORM THAT WE REALLY HAD INTENDED TO BE FURTHER ALONG, BUT BECAUSE WE CHANGED VENDORS THAT SLOWED THAT PROGRESS A LITTLE BIT.

THAT MIGHT HELP YOU FEEL A LITTLE BIT BETTER ABOUT SEEING THAT TWO STRATEGIES WE'LL START THIS YEAR.

AGAIN, SOME KEY WORK BORN FROM PILLAR 3.

YOU'VE HEARD US TALK ABOUT NATIONAL BOARD CERTIFICATION SUPPORT.

YOU'VE HEARD US TALK ABOUT OUR LEADERSHIP DEFINITION AND OUR PIPELINE DEVELOPMENT.

WE ALWAYS CONTINUE TO WORK ON EMPLOYEE WELLNESS AND MAKING SURE WE'RE TAKING CARE OF STAFF.

THEN OF COURSE, YOU'VE HEARD ABOUT THE EXCITING QUEST PROGRAM THAT HAS BEEN DEVELOPED THIS YEAR TO GROW MORE TEACHER CANDIDATES.

PILLAR 4 IS WHERE WE WORK ON COMMUNITY AND WHERE WE WERE WORKING ON BRANDING, GETTING INFORMATION OUT TO OUR COMMUNITY, AND THE ONE STRATEGY THAT SAYS IT WILL START THIS YEAR IT ACTUALLY HAS ALREADY STARTED BECAUSE WE STARTED WORKING ON AN UPDATED LOGO, BUT THAT'S WORKING WITH A COMPANY TO REALLY LOOK AT THE LOGO AND THE BRANDING MATERIALS AND DOING A LITTLE BIT OF AN AUDIT OF OUR COMMUNICATIONS.

THAT'S THE ONE THAT WE'LL START THIS YEAR.

BUT THERE WERE 18 STRATEGIES, 14 ARE IN PRACTICE, AND THREE, WE WILL CONTINUE TO WORK ON.

SOME OF THAT WORK INCLUDES THE WELCOME AND

[01:25:03]

ENROLLMENT CENTER THAT YOU'VE HEARD A LOT ABOUT OVER ON THE WEST SIDE.

I KNOW DR. GILBERT'S EXCITED ABOUT GETTING THAT LAUNCHED.

ABOUT OUR PBIS WORK THAT WE'VE DONE WITH CAMPUSES FOR BEHAVIOR SUPPORT AND MAKING SURE OUR CAMPUSES HAVE STRATEGIES FOR BEHAVIOR.

YOU'VE HEARD ABOUT LET'S TALK.

WE WERE ABLE TO DO THE PILOT OF A CAMPUS ROLLOUT LAST YEAR, SO THAT WILL CONTINUE THIS YEAR.

THOSE ARE SOME THINGS IN PILLAR 4.

FINALLY, PILLAR 5, WHICH REALLY INCLUDES A LOT OF RESOURCES AND TECHNOLOGY; 15 STRATEGIES HERE, SIX OF THOSE ARE COMPLETE, REALLY WORKING ON THE TECHNOLOGY PLAN.

IT ALSO INCLUDES THE ERP SELECTION.

IT WAS IN BOTH OF THOSE BUT YOU'VE PROBABLY HEARD A LITTLE BIT ABOUT THE STRATEGIC ROADMAP AND LONG-RANGE PLANNING, THE WORK ON THE ROBINSON FINE ARTS CENTER OPENING ALL OF THOSE THINGS WERE BORN OUT OF PILLAR 5.

THEN WE MOVE TO PILLARS OR GOALS 6-8, WHICH CAME OUT OF HOUSE BILL 3 AND OUR DISTRICT IMPROVEMENT PLANNING PROCESS.

IT'S A VERY CONFUSING SLIDE AND IT'S VERY SMALL, SO I WILL DO THE BEST I CAN.

THESE ARE THE DISTRICT IMPROVEMENT PLAN GOALS THAT WERE SET LAST YEAR WITH THE TARGETS FROM HB3 THAT WERE ACTUALLY FIVE-YEAR TARGETS THAT WERE SET BECAUSE WE ARE NOT A DISTRICT OF MINIMUMS, WE WERE REQUIRED TO SET HB3 GOALS IN A COUPLE OF GRADE LEVELS, BUT WE SET THEM IN ALL GRADE LEVELS AND SO YOU SEE THOSE TARGETS REPRESENTED ON THE BOARD.

WE THEN PUT STRATEGIES IN PLACE.

NOW YOU'LL NOTICE I HAVE 31 STRATEGIES AND GOALS 6-9.

IF YOU ARE FOLLOWING ALONG ON YOUR HANDOUT, YOU WILL SAY, LISA, YOU CAN'T COUNT TO 31.

IT'S BECAUSE MANY OF THOSE WERE REPEATED IN, FOR EXAMPLE, ENGLISH, MATH, SCIENCE, AND SOCIAL STUDIES.

IF WE WERE WORKING ON STRATEGIES, LET'S SAY FOR SPECIAL EDUCATION LEARNERS, IT WOULD BE REPEATED IN MULTIPLE AREAS SO THAT'S WHY YOU WON'T SEE IT REPEATED MULTIPLE TIMES ON YOUR HANDOUT.

YOU'LL NOTICE A LARGE CHUNK OF THOSE SAY THEY ARE STILL IN PROGRESS.

THAT'S BECAUSE OUR ACADEMIC SERVICES TEAM HAS YET TO REALLY WANT TO HAND OVER AND SAY, WE'RE DONE WITH THAT BECAUSE WE'RE NEVER SATISFIED AND WE CONTINUE TO WORK TO IMPROVE INSTRUCTION SO YOU'LL SEE SEVERAL OF THOSE REPEATING OVER THE YEARS.

WE ALSO WORKED ON GRADUATION RATE WITH EIGHT STRATEGIES AND OF COURSE, CCMR READINESS REALLY DIGGING IN.

I THINK OUR CAMPUSES REALLY, WERE EXCITED TO DO SOME OF THAT WORK THIS YEAR AND REALLY LOOK AT THOSE CCMR STRATEGIES TO MAKE SURE WE MAKE ALL STUDENTS READY FOR THEIR FUTURE.

AGAIN, SOME OF THE KEY AREAS OF WORK, ONE THING THAT MIGHT NOT LOOK LIKE IT GOES WITH THE OTHER, BUT CAMP SECURITY WAS A BIG THING THIS YEAR, MAKING SURE OUR OUTDOOR SCIENCE CAMP HAD SECURITY AND THAT WAS ONE OF OUR STRATEGIES THAT WE MADE SURE WE TOOK CARE OF.

BUT REALLY THIS IS ABOUT LOOKING AT INSTRUCTIONAL PRACTICES, DATA ANALYSIS, PLANNING FOR ALL OF OUR LEARNERS.

SOME PRELIMINARY DATA.

THIS IS WHERE IT GETS, I'M GOING TO SOUND A LITTLE BIT CRAZY.

I'M PUTTING A CHART ON THE BOARD COMPARING LAST YEAR'S STAAR SCORES TO THIS YEAR'S STAAR SCORES BUT I'M GOING TO TELL YOU, WE REALLY CAN'T DO THAT.

IN THE NEXT PRESENTATION, WE'LL TALK A LITTLE MORE ABOUT THAT.

THAT'S WHY WE PUT AN APPLE AND A PAIR UP THERE BECAUSE WE'RE COMPARING ONE FORM OF A TEST TO ANOTHER FORM OF A TEST, AND WE'VE CAUTIONED PARENTS, THE COMMISSIONER HAS CAUTIONED THAT YOU CAN'T REALLY NECESSARILY COMPARE THE TWO TOGETHER.

EVEN IF YOU DID, WE DID HIT THE TARGET IN READING A COUPLE OF PLACES.

NOT SURE THAT MEANS A WHOLE LOT BUT WE DID WANT TO SHARE WITH YOU WHAT THOSE RESULTS WERE.

WE HAVE THE RESULTS LISTED FOR YOU BY GRADE LEVEL ON THE LEFT IN THE BLUE AREA, WE HAVE THE RESULTS LISTED ON THE RIGHT SIDE BY COHORT.

FOR GRADE 8 FOR EXAMPLE, THOSE STUDENTS WHO ARE IN EIGHTH GRADE, YOU CAN SEE IN 21-22 HOW THEY DID AS SEVENTH GRADERS.

>> I MEAN TO INTERRUPT YOU REALLY QUICK.

>> YOU BET.

>> BECAUSE I THINK THIS IS SUPER IMPORTANT.

THIS IS MEETS, WHICH IS CONSIDERED THE COLLEGE READINESS INDICATOR AND NOT APPROACHES.

THE NUMBERS ARE A LOT LOWER BECAUSE IT'S AT THE MEETS LEVEL AND NOT THE APPROACHES AND I JUST WANT TO MAKE SURE THAT'S REALLY CLEAR.

HOUSE BILL 3 REQUIRES BOARDS TO SET GOALS AT THE MEETS LEVEL.

>> THANK YOU. I APPRECIATE THAT CLARIFICATION BECAUSE ONE THING WE'LL TALK ABOUT LATER, THE STAAR SCORES THIS YEAR EARLY ANALYSIS FROM ACCOUNTABILITY EXPERTS ARE

[01:30:03]

SHOWING US THAT WHILE THE APPROACHES LEVELS WERE SIMILAR TO LAST YEAR, IT SEEMS BASED ON THE ANALYSIS THAT WE'VE DONE, IT WAS MUCH MORE DIFFICULT TO MEET THE MEETS AND MASTER'S LEVEL THIS YEAR.

AGAIN, YOU CAN SEE WE ACTUALLY MET OUR GOAL IN SOME AREAS IF YOU COULD COMPARE THE TWO.

>> JUST ONE MORE THING THE SHADED GRAY, THOSE ARE THE RESET GOALS THAT THE BOARD SET.

THEN YOU SEE IN THE WHITE WHERE THE FRUIT, THOSE WERE THE OUTCOMES.

THERE WAS 18-19, THERE WASN'T ANYTHING FOR 19-20.

THERE WAS SOME KIDS TOOK THE TEST IN 2021, NOT ALL BECAUSE THAT WAS THE YEAR THAT FAMILIES HAD THE CHOICE OF EITHER SENDING THEIR KIDS TO SCHOOL OR KEEPING THEM AT HOME.

YOU SEE IN 21-22 THERE WAS A RESET GOAL.

YOU SEE THE OUTCOME OF 21-22 AND THEN THERE WAS A RESET GOAL AGAIN LAST YEAR.

THOSE WERE THE TARGETS THAT WERE SET AND THEN THE PAIRS OR THE OUTCOME FROM THE RESET GOLF OF COURSE WHEN THE RESET GOAL WAS PUT INTO PLACE, WE DID NOT KNOW WHAT THE RULES WERE GOING TO BE AND WE STILL DON'T BUT WE CONTINUED FORWARD IN SETTING GOALS AND WORKING TOWARDS STUDENT GROWTH.

SALUTE. THANK YOU.

>> NO, THAT'S PERFECT.

I'LL SHOW YOU THE MATHEMATICS AS WELL.

I DON'T HAVE AS MANY APPLES UP HERE, BUT YOU CAN SEE THAT THERE WERE THE SAME FORMAT.

ON THE LEFT, YOU'LL SEE BY GRADE LEVEL, YOU'LL SEE THE GOAL THAT WAS SET FOR HOUSE BILL 3, YOU'LL SEE THE STAAR SCORES.

I WOULD LIKE TO CELEBRATE THOSE THAT HAVE MET THE GOAL, BUT BECAUSE WE REALLY CAN'T COMPARE THE TWO, I'M GOING TO JUST DO THAT.

I WOULD OFFER CAUTION WITH THAT.

AGAIN, WE'LL TALK ABOUT THAT A LITTLE BIT MORE WHEN WE GET TO THE ACCOUNTABILITY.

I WILL NOTE THAT THE BIG RED, 54% THAT YOU SEE IF YOU WILL RECALL, EVERY TIME WE TALK ABOUT MATH SCORES, WE TALK ABOUT EIGHTH-GRADE MATH SCORES AND SEVENTH-GRADE MATH SCORES BEING A LITTLE BIT OF AN ANOMALY IN THIS BECAUSE MANY OF OUR SEVENTH-GRADE STUDENTS TAKE ALGEBRA SO THEY DON'T TAKE THE SEVENTH-GRADE STAAR.

WHAT WE TRY TO DO IS COMBINE THE SEVENTH-GRADE N WITH THE EIGHTH-GRADE N AND DO OUR OWN CALCULATION SO YOU CAN SEE WHAT A COMBINED SEVENTH AND EIGHTH GRADE WOULD BE IF YOU LOOKED AT ALL OF THE SEVENTH AND EIGHTH GRADERS.

THERE'S THE LAST YEARS.

WHAT THOSE, AGAIN, IF YOU COULD COMPARE THEM, THAT WOULD BE EXCITING, BUT I WOULD USE CAUTION IN THAT.

SAME THING WITH OUR EOC SCORES.

WE HAD THE SCORES FROM 22 WITH THE RESET GOAL IN GRAY, AND THEN THE STAR SCORES FROM 2023 IN THAT FINAL COLUMN.

AGAIN, THIS IS AT MEETS GRADE LEVEL, LIKE THE READING AND MATH WERE.

OUR CCMR INDICATORS, YOU CAN SEE AT THE BOTTOM THE CUT SCORE FOR THE STATE USED TO BE 60.

THIS LAST YEAR WE CAME IN AT A 68%, WHICH IS THE CLASS OF 2022.

I THINK IT'S IMPORTANT TO POINT THAT OUT BECAUSE THE CLASS OF 2022 GRADUATED OVER A YEAR AGO UNDER-THE-CUT SCORE OF 60.

THAT'S GOING TO CHANGE HERE, BUT THAT WAS THE CUT SCORE FOR THAT CLASS FOR AN A AND SO THEY WOULD HAVE DEFINITELY MET THAT TARGET.

GRADUATION RATE.

AGAIN, WE MET THE TARGET THAT WAS SET AT THE STATE, ALTHOUGH THAT ALSO, THOSE TARGETS ARE GETTING READY TO CHANGE.

WE JUST HAVE NOT QUITE SEEN THE FINALIZATION OF THOSE YET.

THAT IS OUR SUMMATIVE REVIEW OF THE PLAN OF WORK LAST YEAR, GETTING READY TO PUT THAT ONE TO BED AND MOVE FORWARD ON THE WORK THAT WE HAVE DISCOVERED WE NEED TO DO.

>> FRANCIS, ONE SMALL QUESTION.

YOU HAD CHECKED OFF EQUITY AND ADVANCED ACADEMICS.

WHAT DID THAT MEAN? BECAUSE FOR EVERYTHING I'VE SEEN, IT FEELS LIKE WE DIDN'T ACHIEVE THAT.

>> I'M GLAD YOU SAID THAT BECAUSE I SHOULD HAVE POINTED THAT OUT.

SOME OF THESE WE CHECKED OFF BECAUSE OF THE WAY THE STRATEGY WAS WRITTEN.

THAT ONE, FOR EXAMPLE, WAS FOR US TO GATHER THE NUMBERS.

THERE WAS NOTHING MORE ON THAT STRATEGY OTHER THAN GETTING THE DATA SO THAT WE COULD MAKE A NEEDS ASSESSMENT AND MOVE FORWARD.

WHILE WE DID THAT, WE STILL HAVE MORE WORK TO DO SIMILAR TO THE COLLEGIATE ACADEMY.

WE CHECKED IT OFF BECAUSE IT WAS JUST TO LAY THE GROUNDWORK THIS YEAR AND THEN WE'LL MOVE FORWARD WITH MORE. GREAT QUESTION.

[01:35:01]

>> JUST TO ADD TO THAT THOUGH, WE HAVE PUT IN NEW SYSTEMS IN PLACE.

ONE OF THE THINGS THAT GOT HIM SOME COUNSELING HAS WORKED ON, IT WAS INTENTIONALITY WITH MAKING SURE THAT THE EIGHTH GRADE, NINTH-GRADE, PSAT SCORES AND THOSE STUDENTS WHO ARE ON TRACK TO BE ON AP, THEY'RE CALLED AP POTENTIAL REPORTS THAT THEY'RE GOING BACK AND MAKING SURE THAT KIDS THAT ARE IN THE POTENTIAL THAT THEY'RE NOT JUST SELF-SELECTING TO GO INTO THE CLASS, BUT THE COUNSELORS ARE BEING INTENTIONAL OF MAKING SURE THAT KIDS ARE SCHEDULED AND THOSE ADVANCED COURSES

>> BASED ON DATA, WE'RE TURNING IT INTO AN OPT-OUT VERSUS AN OPT-IN FOR THOSE ADVANCED COURSES.

>> ONE OF THE QUESTIONS I'VE HAD THE LAST COUPLE OF YEARS ON THIS, IS I'M IMAGINING, AT THE END OF FIVE YEARS, HAVING A VERY LONG LIST OF STRATEGIES.

BECAUSE SOME OF THESE BUILD, SOME OF THESE ARE REPEATABLE, SOME OF THESE BUILD, AND ONE OF THE THINGS THAT IS MAYBE LESS REPRESENTED IN THIS IS HOW DO YOU DEPRIORITIZE OLDER STRATEGIES OR HOW DO YOU DO PRIORITIZE OLDER WORK? THAT THIS IS POTENTIALLY THESE STRATEGIES OR THESE INSTRUCTION MODELS OR WHATEVER IT IS OR POTENTIALLY REPLACING.

>> I'LL ANSWER THAT.

ONE OF THE THINGS IS IF IT HAS BECOME SOMETHING THAT'S OPERATIONALIZED LIKE IT'S A PART OF HOW WE DO THINGS.

IT ENDS UP FALLING OFF AS A STRATEGY.

WE KEEP IT ON IF WE'RE NOT AT 100% IMPLEMENTATION OR IF FULLY OPERATIONAL WIDTH THE STRATEGY.

SOME OF THEM ALSO, IT'S MULTI-STEP SO WE NEED TO DO THIS BEFORE WE GET TO THIS, AND SO IT MAY CARRY ON THE NEXT YEAR WITH A DIFFERENT LEVEL OF BEING EXPLICIT.

>> I KNOW IT'S PROBABLY A LITTLE EARLY TOO, BUT JUST GIVEN SOME OF THESE CHANGES, HAVE YOU GUYS THOUGHT ABOUT WAYS, GIVEN TO THE WAY THE NEW TESTS ARE AND THE NEW METRICS ARE FORMING UP OR SHAPING UP? HOW ARE WE GOING TO START TO THINK ABOUT CHANGING SOME OF THE STRATEGIES THAT WE HAVE IN PLACE NOW?

>> ABSOLUTELY. WE ACTUALLY STARTED THAT WORK THIS PAST YEAR.

WE HAD SOME GLIMPSES INTO WHAT SOME OF THE CHANGES IN QUESTIONS WOULD LOOK LIKE AND WE'D BEEN WORKING WITH TEACHERS ON THOSE.

BUT AGAIN, THAT'S NOT JUST A LIGHT SWITCH.

YOU TURN IT AND EVERYBODY KNOWS HOW TO USE THOSE SO THAT WORK WILL CONTINUE.

WE'LL USE WHAT WE KNOW ABOUT STUDENT PERFORMANCE TO INFORM WHAT WE DO WITH STUDENTS.

I WILL CAUTION YOU THOUGH, AND YOU'RE GOING TO HEAR THIS IN JUST A MINUTE.

WE WANT TO USE MULTIPLE SOURCES OF DATA, NOT JUST ONE DATA POINT.

WE WANT TO USE MULTIPLE SOURCES OF DATA TO SHOW WHAT THOSE NEEDS ARE, AND WE WILL CONTINUE TO DO THAT.

IT'S BEEN ENLIGHTENING. IT'S ALWAYS GOOD TO HAVE A DATA SOURCE TO START TO DIG IN, AND THOSE OF US WHO ARE DATA NERDS LOVE TO START DISSECTING DATA AND FIGURE OUT WHAT ELSE WE CAN LEARN FROM IT.

>> LISA, JUST TO POINT OUT, LIKE THAT'S WHAT TEACHERS ARE DOING.

BUT ALSO PRINCIPALS ARE ENGAGED IN A LOT OF LEARNING ABOUT THE STRATEGIES LEAD FORWARD BEING A BIG ONE.

AS RYAN ALLUDED TO WITH THE PRESENTATION EARLIER, THEY ARE CONTINUOUSLY IN PLCS WORKING ON INSTRUCTIONAL LEADERSHIP AND BETTER WAYS TO HELP WITH STUDENT PERFORMANCE AND LEAD THEIR CAMPUSES AND WHAT THE TEACHERS ARE DOING IN THE CLASSROOM.

>> THAT COLLABORATION THAT THEY TALKED ABOUT.

KNOWING WHAT PRINCIPALS WANT TO SEE, HELPING PRINCIPALS KNOW WHAT THEY WANT TO LOOK FOR AND SEE IN THAT CLASSROOM.

PERFECT EXAMPLE OF WHAT THEY WERE TALKING ABOUT TONIGHT.

>> SPEAKING OF WHAT PRINCIPALS ARE LOOKING FOR, HOW MUCH TIME DO THEY SPEND DOING WALK-THROUGHS? THAT MAY BE A QUESTION FOR YOU.

>> WELL, A LOT [LAUGHTER] BUT I DON'T HAVE A GAUGE ON EXACTLY HOW MUCH TIME, BUT THAT IS A REQUIREMENT LIKE WE PUT THAT OUT THERE WITH THEM.

THEY SHOULD BE SPENDING TIME IN CLASSROOMS. BECAUSE YOU CAN'T GIVE FEEDBACK.

YOU CAN'T HELP LEAD AND BE AN INSTRUCTIONAL LEADER IF YOU DON'T KNOW WHAT'S GOING ON IN THE CLASSROOMS. THERE ARE WALK-THROUGHS THAT THEY DESIGN BUT I ALSO KNOW THAT THEY'RE WORKING WITH ACADEMIC SERVICES ON CREATING A WALK-THROUGH AS WELL WITH THE INSTRUCTIONAL MODEL.

>> THAT'S PART OF THE WORK WITH HRS.

WE HAVE A DISTRICT INSTRUCTIONAL MODEL, BUT CAMPUSES ALSO ARE THEN CREATING THEIR OWN BASED ON THEIR OWN NEEDS SO THAT THEY CAN IDENTIFY WHAT ARE THE TARGETS AND WHAT ARE THE SPECIFIC STRATEGIES THAT WE NEED TO IMPLEMENT AT THIS PARTICULAR CAMPUS.

AS THEY DEVELOP THOSE, THEY SHARE THEM WITH THEIR SLI EXECUTIVE DIRECTOR, ALSO WITH ACADEMIC SERVICES.

[01:40:02]

WHEN EITHER IN PARTNERSHIP OR INDIVIDUALLY, THOSE WALK-THROUGHS OF THE CAMPUSES MAY LOOK A LITTLE BIT DIFFERENTLY.

ALSO, THE FREQUENCY MAY LOOK DIFFERENT AT EACH CAMPUS AS WELL, BUT IT IS A PART OF OUR WORK WITH HRS.

>> EVEN JUST IN ADDITION TO WALK-THROUGHS BECAUSE THAT'S ONE PIECE OF IT.

THE PRINCIPALS ARE HEAVILY INVOLVED IN THE PLCS THAT ARE GOING ON ON THEIR CAMPUSES TOO.

THAT'S BEEN A SHIFT.

THAT WASN'T SOMETHING THAT WE ALWAYS DID, AND NOW WE'RE MOVING TO, IF YOU'RE GOING TO BE AN INSTRUCTIONAL LEADER ON THE CAMPUS, YOU NEED TO BE IN THOSE PLANNING SESSIONS TOO, SO THAT YOU KNOW WHAT'S GOING ON AND WHAT YOUR ROLE AS THE ADMINISTRATOR IN THAT.

>> ANY MORE QUESTIONS? THANK YOU, LISA.

[9.3 A - F Accountability Update ]

NOW WE'LL MOVE ON TO 9.3 A-F ACCOUNTABILITY UPDATE.

AGAIN, WE'LL HEAR BACK FROM LISA WILSON.

PLEASE REMEMBER TO HOLD YOUR QUESTIONS TO THE END OF THE PRESENTATION. BACK TO YOU, LISA.

>> THANK YOU. GO AHEAD. THAT'S RIGHT.

>> WELL, I'M GOING TO JUST INTERJECT SAID BEFORE LISA GETS GOING ON THIS ONE, I'M JUST GOING TO TAKE JUST A MINUTE OR TWO JUST TO SHARE SOME THOUGHTS.

AS LISA'S GETTING READY TO PRESENT JUST AN UPDATE ON OUR ACCOUNTABILITY AND WITH RATINGS ON THE HORIZON AT THE END OF THE MONTH, I THINK IT'S REALLY IMPORTANT FOR US TO UNDERSTAND AND TO BE CLEAR ON THE ONGOING CHANGES THAT CONTINUE TO LEAVE US WITH THESE UNCERTAINTIES.

THE ROLE OF THE COMMISSIONER OF EDUCATION AND TAS IS TO SUPPORT SCHOOL DISTRICTS, INCLUDING SUPERINTENDENTS, PRINCIPALS, AND TEACHERS.

COMMISSIONER MORASS SAID, THROUGHOUT THIS ENTIRE PROCESS, HE HAS SAID OVER AND OVER IN SMALL GROUP, LARGE GROUP, IN FRONT OF MANY AUDIENCES THAT THIS ACCOUNTABILITY SYSTEM IS TO BE FAIR, RIGOROUS, TRANSPARENT.

WE WHOLEHEARTEDLY AGREE WITH THOSE THREE TERMS. WE WANT IT TO BE FAIR, TRANSPARENT, AND RIGOROUS.

HOWEVER, SO FAR, IT'S NOT BEEN FAIR.

IT'S NOT BEEN TRANSPARENT.

IT IS CERTAINLY NOT BEEN TIMELY.

I WOULD DISAGREE WITH THE DEFINITION OF RIGOR.

WE TALK ABOUT RIGOR ALL THE TIME AND MAKING SURE THAT OUR CLASSROOMS ARE PREPARING STUDENTS FOR THE NEXT LEVEL, PREPARING STUDENTS FOR LIFE.

RIGOR IS A WORD THAT WE USE OFTEN IN PLANO ISD.

HOWEVER, I DISAGREE THAT RIGOR AND HIS DEFINITION IS CHANGING CALCULATIONS AFTER THE FACT EQUATES TO RIGOR.

AS WE DISAGREE WITH THE CHANGES THAT FAIL TO RECOGNIZE INDIVIDUAL STUDENT GROWTH, AND THESE CHANGES DELIBERATELY ATTEMPT TO MAKE SCHOOLS AND SCHOOL DISTRICTS APPEARS THAT THEY'RE FAILING STUDENTS.

WE KNOW IN PLANO ISD THAT OUR MAP SCORES TELL US DIFFERENTLY.

ADDITIONALLY, IN ORDER TO ACCURATELY SET REALISTIC AND ACTIONABLE GOALS EACH YEAR, LIKE WE TALKED ABOUT PREVIOUSLY, THEN WE REALLY NEED TO KNOW AND UNDERSTAND WHAT THOSE TARGETS ARE.

IT'S IMPERATIVE THAT WE HAVE DATA IN A TIMELY MANNER AND THAT WE KNOW THE RULES, AND WE NEED TO KNOW THE RULES UP FRONT SO THAT WE KNOW HOW TO GUIDE OUR TEAMS AND WE KNOW HOW TO PROVIDE THE PROPER PROFESSIONAL DEVELOPMENT AND LEARNING FOR OUR TEACHERS.

ACCORDING TO LAW, EACH YEAR, THE COMMISSIONER SHALL PROVIDE A DOCUMENT IN A SIMPLE AND ACCESSIBLE FORMAT THAT EXPLAINS ACCOUNTABILITY, PERFORMANCE MEASURES, METHODS, AND PROCEDURES THAT WILL BE APPLIED THAT SCHOOL YEAR, AND ASSIGNING EACH SCHOOL THE DISTRICT AND CAMPUS PERFORMANCE RATINGS AND THAT'S SECTION 39 AT THE TEXAS EDUCATION CODE.

THAT BEING SAID, WE STARTED AND ENDED THE 22/23 SCHOOL YEAR WITHOUT KNOWING THOSE MEASURES OR METRICS.

YET HERE WE ARE AGAIN AND WE STARTED ANOTHER SCHOOL YEAR WITHOUT KNOWING THE MEASURES OR THE METRICS.

BUT IN THE SPIRIT OF NO EXCUSES, IT'S IMPORTANT FOR US TO NOTE THAT WE'RE A DISTRICT THAT IS NOT ABOUT MAKING EXCUSES.

WE'RE A DISTRICT THAT IS COMMITTED TO MAKING SURE THAT OUR STUDENTS ARE GROWING AND GROWING EACH AND EVERY DAY.

WE'RE A DISTRICT THAT'S COMMITTED TO RIGOR.

WE'RE A DISTRICT THAT'S GOING TO RELY ON MAP TO HELP INFORM INSTRUCTION.

PLANO ISD TEACHERS AND PRINCIPALS HAVE WORKED TIRELESSLY DESPITE THE UNCERTAINTIES THAT HAVE BEEN BROUGHT UPON US, NOT ONLY FROM THIS ACCOUNTABILITY CHANGES, BUT OVER THE LAST SEVERAL YEARS.

THEY HAVE WORKED TIRELESSLY TO MAKE SURE THAT STUDENTS HAVE WHAT THEY NEED AND I SAY WE, THESE TEAMS AND THEIR TEAMS HAVE WORKED TIRELESSLY TO MAKE SURE THAT WE'RE OUT THERE SUPPORTING OUR PRINCIPALS AND OUR TEACHERS, PROVIDING RESOURCES AND HELPING THEM PREPARE OUR STUDENTS TO GET TO THE NEXT LEVEL.

IN TA HISTORY, ANY OTHER CHANGE AND ALL CHANGES THAT ARE AS SIGNIFICANT AS THIS ONE HAS

[01:45:03]

ALLOWED SCHOOL DISTRICTS TO HAVE A YEAR TO SET A BASELINE.

ANY OTHER TIME THAT THERE'S BEEN A CHANGE IN THE TESTS OR A CHANGE IN THE WAY THE METRICS ARE RUN OR CHANGE IN THE OVERALL ACCOUNTABILITY SYSTEM, SCHOOL DISTRICTS HAVE HAD A ONE-YEAR BASELINE TO MAKE THOSE ADJUSTMENTS.

HERE WE ARE, ANOTHER YEAR WITHOUT REALLY KNOWING WHAT THE RULES ARE GOING TO BE, HOW IT'S GOING TO UNFOLD AND WITHOUT HAVING A YEAR TO PROPERLY PREPARE OUR TEACHERS.

WITHOUT A BASELINE YEAR, WE MUST CAUTION THAT WHEN WE'RE COMPARING TEST SCORES FROM ONE YEAR TO THE NEXT, WE'RE NOT COMPARING APPLES TO APPLES, WERE COMPARING APPLES TO PAIRS AS YOU SAW EARLIER, OR APPLES TO ORANGES BECAUSE THEY ARE TWO COMPLETELY DIFFERENT TESTS.

THERE WAS A COMPLETE REDESIGN AND WE DON'T HAVE ALL THE METRICS YET, BUT WHAT WE DO KNOW THE METRICS ARE ALSO VERY DIFFERENT.

WE MUST ALSO USE CAUTION IN THE VALUE THAT WE PLACE ON THIS YEAR'S RATINGS.

I DON'T KNOW ANY ENTITY THAT BELIEVES THAT IT'S FAIR TO CHANGE THE RULES AFTER THE GAME HAS BEEN PLAYED, BUT HERE WE ARE.

THAT'S EXACTLY WHAT COMMISSIONER MORATH HAS DONE, AND IT'S AN INJUSTICE TO SCHOOLS AND IT'S A DISSERVICE TO OUR TEACHERS WHO'VE WORKED TIRELESSLY TO ENSURE THE STUDENTS ARE GROWING.

WE WELCOME ACCOUNTABILITY IN PLANO ISD.

WE ARE NOT AFRAID OF ACCOUNTABILITY.

I THINK WHEN YOU COMPARE PLANO ISD WITH MANY OTHER DISTRICTS OR YOU COMPARE PLANO ISD WITH OVERALL STATE, WE CONTINUE TO RISE TO THE OCCASION; IS THEIR WORK TO DO? ABSOLUTELY. ARE WE PREPARED TO ACCEPT THE CHALLENGE TO GET THAT WORK DONE? ABSOLUTELY. WE CARE ABOUT ALL KIDS AND OUR FOCUS IS GOING TO BE ON GROWTH AND MAKING SURE THAT OUR STUDENTS ARE MAKING ONE YEAR'S GROWTH DESPITE WHATEVER COMES OUR WAY FROM THE STATE.

I WILL QUIT WITH MY PULPIT FOR THE EVENING AND I WILL TURN IT OVER TO LISA.

>> THANK YOU, DR. WILLIAMS AND BOARD OF TRUSTEES.

I JUST WANT TO THANK IN THE BACK AND TON SPENCER AND JORDAN RIOS FROM OUR DIRECTORS IN RP.

THEY HAVE SPENT SO MUCH TIME WITH ME TRYING TO HELP ME TALK THROUGH AND UNDERSTAND SOME OF THE THINGS.

I THINK IT'S REALLY ONLY FAIR FOR YOU AS TRUSTEES AND FOR OUR PARENTS TO AT LEAST UNDERSTAND WHEN THEY'RE RATING COMES OUT WHAT IT DOES AND DOESN'T SAY.

I THINK JUST MAKING SURE EVERYBODY UNDERSTANDS WHAT WE DO AND DON'T UNDERSTAND AT THIS POINT, CERTAINLY SHARE THE FRUSTRATION.

I KEEP TRYING TO THINK BACK TO MY AP ENGLISH DAYS.

IF I HAD GIVEN THE KIDS A TEST AND CHANGE THE RUBRIC AFTER I GAVE THEM A SCORE, HOW MUCH TROUBLE I WOULD HAVE BEEN IN.

BUT I DIGRESS, LET ME START WITH SOME THINGS TO CONSIDER.

WE DO KNOW AND DR. WILLIAMS MENTIONED THIS TO OUR KNOWLEDGE, TEA HAS NEVER CHANGED BOTH THE STATE ASSESSMENT SYSTEM AND THE ACCOUNTABILITY SYSTEM IN THE SAME YEAR.

NOT ONLY ARE WE CHANGING THE RULES OF ACCOUNTABILITY, BUT THE TOOLS THAT WE'RE USING TO MEASURE THAT.

BECAUSE SIGNIFICANT CHANGES IN THE PAST HAVE BEEN ASSOCIATED WITH A NAME CHANGE THAT SENT A MESSAGE TO STAFF TO FAMILIES.

THAT HEY, THERE IS SOMETHING DIFFERENT HERE.

IT WAS ALSO ACCOMPANIED BY A TRANSITION YEAR THAT SAID, HEY, WE NEED TO RESET BECAUSE THE TOOLS ARE CHANGING LET'S SET A NEW BASELINE YEAR.

THAT'S REALLY PROBABLY WHAT FRUSTRATES US MORE THAN ANYTHING IS THAT WE DON'T HAVE THAT CLARITY ON THE CHANGES THAT HAVE BEEN MADE.

OF COURSE, IF RESEARCHERS AND STATISTICIANS WOULD ABSOLUTELY CAUTION THE NUMBER OF VARIABLES THAT ARE CHANGING AT ONCE HERE.

I'M GOING TO TRY TO OUTLINE THOSE FOR YOU AS QUICKLY AS I CAN.

BUT I WILL SAY THAT COMPARISONS SHOULDN'T BE MADE AND THAT THE RULES FOR ACCOUNTABILITY HAVE YET TO BE RELEASED.

WE'RE STILL WAITING ON THOSE FOUR MONTHS AFTER THE END OF INSTRUCTION LAST YEAR, AND IT'S OVER A YEAR AFTER THE GRADUATING CLASS THAT'S BEING CONSIDERED FOR THIS ACCOUNTABILITY YEAR.

OUR ACCOUNTABILITY YEAR RATINGS FOR OUR GRADUATES ARE ACTUALLY A YEAR BEHIND.

I'M GOING TO HIT JOHNNY'S, I'M TALKING WITH MY HANDS.

IT'S ACTUALLY THE CLASS OF 22.

LET'S GO INTO THAT WAS THEN THIS IS NOW.

WE'VE CONTINUED TO TRY TO PROVIDE UPDATES ON THIS ACCOUNTABILITY REFRESH.

ALTHOUGH WE DO TRY TO PROVIDE YOU WITH THE MOST CURRENT INFORMATION, YOU MIGHT THINK WE'VE GONE A LITTLE CRAZY BECAUSE WE TELL YOU SOMETHING DIFFERENT EVERY TIME, BUT IT'S BECAUSE THE RULES AND THE TIMELINES HAVE CONTINUED TO CHANGE.

INFORMATION FROM THE EARLY ANALYSIS OF THE SCORES AT SOME ACCOUNTABILITY EXPERTS ACROSS THE STATE HAVE BEEN DOING ARE PROVIDING US A LITTLE MORE CLARITY ON THE CHANGES.

I'LL TELL YOU WHAT WE'VE LEARNED SO FAR.

[01:50:01]

I DO WANT TO REMIND YOU THAT THE TEA ISSUED WHAT IF RATINGS LAST YEAR THAT WOULD SHOW US IF EVERYTHING STAYED THE SAME, YOUR PERFORMANCE DIDN'T CHANGE, YOU DIDN'T GET BETTER, YOU DIDN'T GET WORSE.

YOUR ACCOUNTABILITY SCORE WAS GOING TO GO DOWN.

SO EVEN WITH IDENTICAL DATA, NO CHANGE IN PERFORMANCE, YOU ARE GOING TO RECEIVE A LOWER SCORE OUT OF THE GATE.

THAT CAN BE A LITTLE DEFEATING FOR TEACHERS WHO ARE REALLY TRYING TO MOVE STUDENTS AND FOR PRINCIPALS WHO ARE REALLY TRYING TO MOVE CAMPUSES.

MULTIPLE CHANGING VARIABLES, LET'S SEE HOW I CAN DO TO TRY TO EXPLAIN SOME OF THIS.

FEW OF THE CHANGES IN TIMELINES.

YOU'LL SEE SOME X'S ON THE SCREEN.

THESE WERE THINGS THAT WERE DELIVERED LATER THAN WE INTENDED, WHICH OF COURSE PUT US A LITTLE BIT BEHIND.

WE'RE STILL WAITING ON THOSE FINAL RULES THAT WERE SUPPOSED TO BE DELIVERED BACK IN SPRING OF '23.

WE WERE ALSO TOLD THAT WE WOULD RECEIVE THE MANUAL THIS SUMMER AND MY RP FOLKS ARE STILL BACK THERE WAITING TO GET THAT MANUAL SO THEY CAN TRY TO PREDICT WHAT OUR SCORES WILL BE, BUT IT HAS YET TO BE RELEASED.

WE WERE SUPPOSED TO RECEIVE AND BY LAW, WE'RE SUPPOSED TO RECEIVE RATINGS BY AUGUST 15TH, AND THEY HAVE NOT YET BEEN RELEASED.

WE EXPECT THEM TO BE RELEASED END OF SEPTEMBER, BUT YOU'LL NOTICE THIS WAS THE TIMELINE THAT WE SHARED WITH YOU IN JANUARY.

ALL THE THINGS THAT CAME LATE OR STILL HAVEN'T ARRIVED.

THIS IS THE MOST RECENT TIMELINE FROM TEA, WHERE YOU'LL NOTICE THAT ORIGINALLY WE WERE SUPPOSED TO GET THE ACCOUNTABILITY OR THE ACCOUNTABILITY PUBLIC COMMENT WAS SUPPOSED TO CLOSE BACK IN THE SPRING.

WE WERE SUPPOSED TO GET THE MANUAL IN THE SUMMER AND WE WERE SUPPOSED TO GET OUR RATINGS IN AUGUST AND ALL OF THAT HAS BEEN PUSHED.

WHY IN THE WORLD ARE WE TRYING TO SAY ALL OF THIS? WHY DO WE THINK IT'S IMPORTANT THAT PEOPLE UNDERSTAND HOW THE ACCOUNTABILITY RATINGS HAVE CHANGED? IT'S IMPORTANT FOR PEOPLE TO UNDERSTAND WHAT THE SCORE MEANS AND WHAT IT DOESN'T MEAN.

THE REDESIGNED WHAT WE WERE TOLD AND WHAT WE SHARED WITH YOU BACK IN JANUARY WAS THIS SLIDE FROM TEA THAT SAID THAT THE TEST WILL NOT BE HARDER, IT'LL BE WEIGHED THE SAME BY A VARIETY OF DIFFICULTY OF ITEMS AND TEST ITEMS, AND THAT WOULD NOT BE HARDER.

WHAT WE'RE DISCOVERING AND I APOLOGIZE, I KNOW YOU CAN'T READ THAT WITH THE LITTLE DATA, BUT WHAT I'LL TELL YOU IS THEY'VE TAKEN MORE ITEMS AND TRIED TO SCALE IT OUT TO THE SAME SCALE SCORES AS LAST YEAR.

BECAUSE RAW SCORES REALLY DON'T MATTER, IT'S THE SCALE SCORES THAT MATTER.

WHAT WE FOUND THOUGH, IS THAT THE SCALE SCORES HAVE HAD TO BE DIALED BACK.

IT ACTUALLY IS A LOWER PERCENTILE TO GET INTO THE SAME APPROACHES RATE, WHICH INDICATES TO US THAT THE ITEMS WERE MORE DIFFICULT.

IF THEY'RE HAVING TO ROLL IT BACK, THE ITEMS WERE MORE DIFFICULT.

THE OTHER THING THAT YOU'LL NOTICE THAT WE'RE STILL SCRATCHING OUR HEADS IN THE ACCOUNTABILITY AND ASSESSMENT DEPARTMENT.

THERE ARE FOUR SCORES YOU CAN GET TO LAND IN THE 100TH PERCENTILE.

THE ONLY ASSUMPTION WE CAN DRAW FROM THAT RIGHT NOW IS THAT PERHAPS NO STUDENTS IN THE STATE RECEIVED OR WERE ABLE TO GET ALL OF THE ITEMS CORRECT. DID YOU WANT TO SAY SOMETHING?

>> WELL, I JUST WANTED TO CHIME IN ON THIS.

IF YOU LOOK AT 22 VERSUS 23, YOU SEE THAT THE 23 STARTS TO FORM A BELL CURVE.

THAT WAS ONE OF THE THINGS WITH THE PREVIOUS OR ACCOUNTABILITY SYSTEM WAS THAT WE WERE MOVING AWAY FROM THIS FORCED DISTRIBUTION AND NOW WE'RE BACK TO A FORCED DISTRIBUTION.

WHICH AGAIN, IN MY OPINION, IS AN OPPOSITION TO WHAT IS CURRENTLY IN STATUTE.

>> AGAIN, AS WE LOOK AT THE DATA THAT COMES FROM THOSE WHO'VE HAD A CHANCE TO LOOK AT LARGE SUMS OF RAW DATA FROM MULTIPLE DISTRICTS.

THEY'RE NOTICING THAT IT WAS MORE DIFFICULT FOR STUDENTS TO GET TO THE MEATS AND MASTER'S LEVEL.

WE HAVE A BOARD DIFFICULT TEST.

WE'RE TRYING TO PUT IT ON THE SAME SCALE SCORE, EVEN THOUGH THAT'S VERY DIFFICULT TO DO.

HOW DOES THIS IMPACT ACCOUNTABILITY? WE'RE TRYING TO MEASURE GROWTH FROM ONE TEST TO ANOTHER THAT ARE NOT SIMILAR.

I'VE EQUATED IT IN MY SIMPLE BRAIN.

I'M MEASURING WITH INCHES AND I'M MEASURING WITH CENTIMETERS, AND I'M TRYING TO SHOW THE DIFFERENCE WITHOUT DOING ANY CALCULATIONS TO MAKE IT DIFFERENT.

[01:55:02]

BECAUSE THE STATE DOES NOT WANT TO USE GROWTH NUMBERS.

THEY HAVE A NEW WAY OF TRYING TO MEASURE GROWTH THIS YEAR.

LAST YEAR, THIS IS THE CHART THAT WAS USED AND YOU'LL NOTICE THAT A STUDENT, FOR EXAMPLE, WHO IS IN THE APPROACHES CATEGORY AND GREW, IF THEY MET THEIR GROWTH MEASURE, THEY WOULD GET A POINT.

EVEN IF THEY STAYED IN THE SAME CATEGORY, THEY WOULD STILL GET A POINT IF THEY MET THEIR GROWTH MEASURE.

THIS YEAR, INSTEAD OF MEASURING GROWTH, WE ARE JUST MEASURING JUMPING ONE CATEGORY TO ANOTHER.

REMEMBER THOSE SCORES HAVE BEEN ASSIGNED BY TEA ON HOW YOU CAN GET FROM ONE SCORE TO ANOTHER.

I'M GOING TO SHOW YOU HOW THIS WORKS WITH NUMBERS.

I'M GOING TO SKIP IT. I'M GOING TO BOUNCE AROUND FOR A SECOND.

THIS IS ACTUAL STUDENT DATA FROM ANOTHER DISTRICT.

I DON'T KNOW WHAT DISTRICT.

I LEARNED THIS IN A SESSION.

STUDENTS SCORED 1045 SCALE SCORE LAST YEAR, SCORED A 1245 SCALE SCORE THIS YEAR FOR GROWTH OF 200 POINTS.

WHERE LAST YEAR THIS CHILD WOULD HAVE RECEIVED ONE POINT FOR GROWTH THIS YEAR USING THE TRANSITION TABLE, THAT CHILD GETS A ZERO.

EVEN A CHILD WHO'S GROWING IS NOT NECESSARILY GETTING GROWTH POINTS.

I KNOW THAT'S CLEAR AS MUD, BUT I'M JUST TRYING TO MAKE A POINT THAT THEY'RE NOT EQUAL TABLES.

THE TABLES ARE NOT EQUAL.

ANOTHER WAY TO DO THIS, AGAIN, THIS IS A LOT.

IF YOU LOOK AT THE BOTTOM DATA, THIS IS NOT PLAIN OLD DATA.

THIS IS ANOTHER DISTRICT WHO HAS OFFERED THIS AS A SAMPLE USING THEIR RESULTS THIS YEAR.

USING THE TRANSITION TABLE, THERE AT A 47 PERCENT WHERE LAST YEAR, THEY WERE AT A 78 PERCENT, AND SO THAT SEEMS LIKE THEY'VE REALLY LOST GROUND.

BUT WHEN YOU MEASURE THEIR DATA THIS YEAR USING LAST YEAR'S SCORES, IT WOULD HAVE BEEN A 37, SEE COMPLETELY DIFFERENT.

THE TEST BEING DIFFERENT AND THE GROWTH MEASURE BEING DIFFERENT IS JUST IMPOSSIBLE TO GET THE SAME TYPE OF GROWTH SCORE.

FOR WHAT THAT'S WORTH, IT'S A LITTLE BIT DEFEATING FOR TEACHERS.

WE'RE NOT GOING TO LIE WHEN THEY SEE THIS.

WE'RE GOING TO HAVE TO WALK THEM THROUGH AND HOLD THEIR HANDS, ESPECIALLY IF THEY HAVE ANOTHER MEASURE LIKE MAP SHOWING GREAT GROWTH FROM A STUDENT AND THE CHILD GETS ZERO GROWTH POINTS FROM THE STATE.

THAT'S GOING TO BE A LITTLE BIT DEFEATING, BUT WE'RE GOING TO WORK ON THEM.

WE'RE GOING TO MAKE SURE WE HOLD ABOUT.

JUST WANTED TO SHOW YOU, FOR EXAMPLE, OUR MAP SCORES ARE SHOWING WE'RE GROWING.

WE WANT ANYWHERE 45TH TO 55TH PERCENTILE IS GOING TO SHOW US THAT WE'RE GROWING KIDS AT LEAST AN ACADEMIC YEAR, AND YOU LOOK AT OUR FALL, THE WINTER GROWTH, OUR FALL TO SPRING GROWTH.

YOU'RE SEEING GROWTH ACROSS THE BOARD SO WE ARE SEEING EVIDENCE OF GROWTH ACROSS THE BOARD.

THERE MAY BE SOME AREAS WHERE WE NEED TO ASK MORE QUESTIONS THAN OTHERS, BUT CERTAINLY WE'RE SEEING GROWTH IN READING AND WE'RE SEEING GROWTH IN MATHEMATICS.

I WILL CAUTION YOU AGAIN ON THE SEVENTH AND EIGHTH GRADE MATH, WE DON'T HAVE ALL THE SAME KIDS TAKING THE TEST. YES.

>> THESE ARE NOT READ SCORES AND THESE ARE NOT SCORES.

THESE ARE GROWTH PERCENTILES, WHICH IS SHOWING THE RATE OF GROWTH AND SO JUST DON'T WANT TO BE CLEAR THAT WE'RE NOT LOOKING AT SCORES HERE, WE'RE LOOKING AT GROWTH.

TO SHOW THAT YOU'RE MAKING AT LEAST ONE YEAR'S GROWTH, YOU WANT TO BE 45-55.

THIS IS ONE OF THE WAYS THAT MAP PROVIDES US INFORMATION.

>> GROWTH IS A LITTLE BIT MESSED UP ON HOW WE'RE MEASURING IT.

THAT'S WHY WE WANT TO USE ALTERNATIVE MEASURES TO MAKE SURE WE ARE STILL GROWING OUR KIDS BECAUSE THAT IS VERY IMPORTANT TO US.

THE CCMR CUT SCORES, I WON'T TAKE A TON OF TIME BECAUSE WE'VE SPENT A LOT OF TIME IN AN EARLIER BOARD MEETING TALKING ABOUT THAT.

BUT THEY HAVE MOVED THE CUT SCORE 60-88.

THAT CLASS OF 22 THAT I TALKED TO YOU ABOUT THAT WOULD HAVE MET THE MARK, NOW WILL BE SCORING A C IN CCMR ON THAT SECTION OF THE SCORING.

I WENT BACKWARDS, AND THAT'S JUST AN ILLUSTRATION OF THAT.

AGAIN, THIS IS A SAMPLE DISTRICT.

THIS IS NOT PLANOISD, BUT THE OFFERING FROM MY TSA LUNCH AND LEARN SHOWED THIS SAMPLE DISTRICT WITH THE VERY SAME SCORES FROM LAST YEAR USING THE NEW CUT POINTS, THIS DISTRICT WOULD HAVE GONE FROM A 93 TO AN 86.

THIS IS WHAT THE WHAT-IF RATINGS AND THE COMMENT FROM COMMISSIONER MARATH WAS YEAH,

[02:00:03]

IF YOU SET CAT SCORES HIGHER, ALL THINGS BEING EQUAL, RATINGS WILL GO DOWN, WHICH IS WHAT WE ARE EXPECTING.

THERE'S ALSO BEEN A REDUCTION IN MINIMUM GROUP SIZE SO BREAK OUT YOUR OLD STATISTICS CLASSES FROM COLLEGE.

IF YOU HAVE A GROUP SIZE OF 25 AND ONE STUDENT SCORES POORLY IN THE GROUP OF 25, IT'S A SMALLER IMPACT THAN IN A GROUP OF 10 AND ONE STUDENT OUT OF 10, SO THEY HAVE LOWERED THE GROUP SIZE TO 10.

THEY ALSO HAVE LOWERED, OR WE THINK THEY'RE GOING TO LOWER.

WE STILL DON'T KNOW YET HOW MANY THEY'RE GOING TO LOWER.

THERE USED TO BE 14 DIFFERENT GROUPS CALCULATED INTO ACCOUNTABILITY.

THEY HAVE SAID THEY'RE GOING TO GO TO FIVE STUDENT GROUPS BUT THERE IS STILL SOME QUESTION ON THE TABLE THAT IS BEING REVIEWED AND MAY DROP TO ONLY FOCUSING ON THE LOWEST PERFORMING STUDENT GROUP, WHICH AGAIN, WILL BE A BIGGER IMPACT ON THE OVERALL SCORE SO WE'RE STILL WAITING TO SEE WHAT THAT'S GOING TO LOOK LIKE.

IN ADDITION TO THAT CHANGE, THE WAY THEY CALCULATE DISTRICT RATINGS WILL CHANGE.

IN THE PAST, THE DISTRICT RATING WAS BASED ON THE SAME METHODOLOGY AS THE AS THE SENIOR HIGHS, WHICH WAS THE STAAR RESULTS, CCMR RESULTS IN GRADUATION RATES.

THIS EXAMPLE DISTRICT, THIS IS NOT OURS.

THIS IS AN EXAMPLE FROM THE TEA WITH THE HIGH SCHOOL, MIDDLE SCHOOL, ELEMENTARY SCHOOLS SCORING AND THE B, C, B, C, AND D, THAT SCHOOL WOULD END UP WITH AN 86 OR A B, THAT SAME DISTRICT.

NOW THAT THEY ARE USING A PROPORTIONAL WAITING, SO EVERY SCHOOL COUNTS AND THEY WEIGHT THEM DIFFERENTLY BASED ON STUDENT ENROLLMENT, THAT SAME DISTRICT WITH THE EXACT SAME SCORES WOULD BE RATED AT A C THIS YEAR.

I THINK WE SHOWED YOU THAT LAST YEAR.

AGAIN, APPLES TO PAIRS, ALL THE MULTIPLE VARIABLES.

NEW TEST INSTRUMENT, WHICH NOT AT NEW TESTERS INSTRUMENT ISN'T A BAD THING IF YOU GIVE US THE YEAR TO GET USED TO WHAT IT IS.

NEW SCALING WITH HIGHER CUT SCORES, WHAT THEY'RE NOTICING IS THEY'RE SETTING THE CUT SCORES MUCH HIGHER FOR OUR SPANISH TESTERS.

WE'RE NOT SURE WHY YET. WE'RE WAITING TO SEE THE MANUAL ON THAT.

MORE DIFFICULT TO MEET THE MEATS AND MASTERS CRITERIA, NEW METHODOLOGY FOR CALCULATING GROWTH WITH THAT NEW TRANSITION TABLE.

INCREASED DIFFICULTY IN CUT SCORES FOR CCMR AND GRADUATION AFTER THOSE STUDENTS ARE ALREADY GONE.

NEW PARAMETERS FOR SUBGROUP FOCUSING ON LOWEST PERFORMING GROUPS AND THE NEW METHODOLOGY FOR DISTRICT SCORES.

SO WHAT NOW, WHAT ARE WE GOING TO DO WITH THAT? WELL, NOW THAT WE'VE CLARIFIED WHAT WE KNOW AND EVERYBODY KNOWS WHAT THE SCORE DOES OR DOESN'T MEAN.

WE DON'T EVEN REALLY KNOW WHAT OUR RATINGS WILL LOOK LIKE BECAUSE WE'RE STILL WAITING.

THAT'S WHY WE'RE GOING TO USE ADDITIONAL MEASURES TO VALIDATE ANY FEEDBACK.

ANYTHING THAT WE WOULD BE EXCITED ABOUT CELEBRATING.

HONESTLY, WE'RE GOING TO MAKE SURE WE CAN VALIDATE IT WITH ANOTHER SCORE BEFORE WE CELEBRATE IT.

IF IT'S SOMETHING THAT'S CONSTRUCTIVE FOR US, THAT IT'S A PLACE THAT WE NEED TO GROW.

AGAIN, WE'LL USE OTHER MEASURES TO VALIDATE THAT IS A SPACE WHERE WE NEED TO GROW.

WE'LL REVIEW OUR RATINGS WITH FULL RECOGNITION OF THE CHANGING VARIABLES AND UNDERSTANDING THAT THEY NEGATE THE ABILITY TO COMPARE.

AS DR. WILLIAMS SAYS, WE WILL HONOR A FAIR, TRANSPARENT, AND RIGOROUS ACCOUNTABILITY SYSTEM.

BUT WE ALSO WANT TO RECOGNIZE MULTIPLE WAYS THAT STUDENTS ACHIEVE BECAUSE OUR STUDENTS ARE MORE THAN A SCORE, AND WE WANT THEM TO REMEMBER THAT.

WE BELIEVE EVERY CHILD IS IMPORTANT.

WE'RE GOING TO LEVEL UP, THERE'S NO EXCUSES.

WE WANT EVERY CHILD TO BE GROWING AT LEAST AN ACADEMIC YEAR.

DR. WILLIAMS HAS ALREADY MENTIONED WE'LL USE MAP AS OUR GUIDE FOR GROWTH.

WE'RE GOING TO MONITOR THOSE K2 NUMERACY AND LITERACY ELEMENTS.

YOU'VE HEARD ABOUT THAT TONIGHT.

THE SPECIFIC THINGS THAT WE'RE DOING, WE CONTINUE TO WORK WITH OUR TEACHERS TO BE RESPONSIVE TO EVERY CHILD'S NEED, AND AT THE END OF THE MONTH YOU'LL SEE A DRAFT OF OUR PLAN OF WORK WITH OUR NEW GOALS BASED ON OUR DATA AND WHERE WE WANT TO GO.

IT'LL INCLUDE OUR STRATEGIC ROADMAP WORK AND THEN WE'LL BRING IT BACK TO YOU FOR APPROVAL NEXT MONTH.

THAT'S IT. THE END. CLEAR AS MUD.

>> YOU ALL HAVE ANY QUESTIONS?

>> I'LL START. I THINK ONE OF THE THINGS I WOULD SAY IS HAVING SEEN OUR DATA DOESN'T LOOK GREAT, BUT WHEN YOU LOOK AT IT COMPARED TO THE REST OF THE STATE AND HOW THEY DID, WE WENT DOWN FAR LESS.

>> ABSOLUTELY.

>> OTHER FOLKS WENT DOWN. ULTIMATELY, I THINK WHILE THE PROSPECT OF US GOING FROM AN A DISTRICT TO B DISTRICT IS TROUBLING.

[02:05:01]

ULTIMATELY, I THINK THAT WHEN YOU SEE SOME DISTANCE FROM THE EAST TO SEIZE OR WORSE, THEY'RE JUST THE SHEER NUMBER OF AGENTS FLUX IS GOING TO GO TO SIGNIFICANTLY AS WELL.

ALL OF THOSE THINGS THEY HAVE TO BE PUT IN SOME LATE SO THAT WE CAN AT LEAST UNDERSTAND THE CONTEXT AND WHERE WE ARE.

ALL OF THAT BEING SAID, HAVE YOU GUYS THOUGHT ABOUT THE WAYS THAT WE CAN UNDER THIS NEW SYSTEM PERFORM BETTER.

WE'VE TALKED ABOUT EARLIER POTENTIALLY MORE EQUITY IN ACADEMICS, HAVING MORE KIDS.

AGAIN, AP TESTS WOULD HELP SOME OF THE SCORING.

HAVE WE THOUGHT ABOUT WAYS TO IMPROVE ON OUR CCMR? I'D BE INTERESTED TO KNOW JUST GIVEN THIS.

YES, IT'S NOT GREAT NEWS, BUT HOW ARE WE THINKING ABOUT ADAPTING TO IT?

>> THE ANSWER TO YOUR QUESTION IS ABSOLUTELY YES.

YOU'VE MENTIONED A COUPLE OF THINGS ALREADY, BUT THEY'RE REALLY SIGNIFICANT THAT WE WANT TO GO TO AN OPT-OUT VERSUS OPT-IN, PUSHING STUDENTS TO MORE RIGORS, MAKING SURE THAT NO ONE IS FALLING THROUGH THE CRACKS AND THAT WE'RE GETTING THOSE THINGS.

OUR COMMITMENT AND DR. WILLIAMS COMMITMENT THIS YEAR THAT EVERY CHILD GROWS, AT LEAST A YEAR'S GROWTH.

WE KNOW THAT SOME STUDENTS NEED TO GROW MORE THAN A YEAR IF WE HAVE GAPS TO CLOSE.

WE ARE CERTAINLY AWARE OF THAT AND WE HAVE THE DATA THAT WE CAN WORK ON ON THOSE PARTICULAR STUDENTS.

CCMR IS PROBABLY ONE OF THE THINGS THAT HAS RECEIVED AN A A LARGE AMOUNT OF ATTENTION THIS YEAR.

OUR CCMR TEAM HAS MET INDIVIDUALLY WITH EVERY CAMPUS TEAM, DIGGING INTO WHAT ARE THE OPPORTUNITIES THAT WE MAKE AVAILABLE FOR OUR STUDENTS TO BE SURE THAT EVERY STUDENT HAS THE OPPORTUNITY TO MEET THAT.

KEEP IN MIND, THAT IS SOMEWHAT OF A MOVING TARGET EVERY YEAR AS WELL.

BUT GIVEN WHAT WE KNOW NOW, WE CONTINUE TO FIND WAYS TO MAKE SURE EVERY CHILD IS CCMR READY.

WE'RE GOING TO DIP THAT DOWN INTO LOOKING AT MIDDLE-SCHOOL, WHAT PADS AND OPPORTUNITIES DO WE CONTINUE TO OPEN FOR THAT? THE ANSWER IS YES, WE'RE NOT GOING TO GO TO ROLLOVER WHERE WE WANT TO DO WHAT'S RIGHT FOR KIDS.

WE WANT TO DO WHAT'S RIGHT FOR EVERY STUDENT.

NOT NECESSARILY EVEN BECAUSE RATING SAYS SO, BUT BECAUSE WE WANT TO DO WHAT'S RIGHT FOR KIDS.

>> THIS IS MY LAST QUESTION.

>> CAN I JUST ADD ONE LITTLE THING TO THAT? THOSE ELISA MENTIONED THE BOOKEND, SO PRE-K, CCMR, BUT ALSO IN THE MIDDLE THERE'S AN UNDERSTANDING WE DID NOT RECEIVE DEFINITIVE INFORMATION OF WHAT THE REDESIGN WAS GOING TO BE UNTIL AFTER THE SCHOOL YEAR STARTED LAST YEAR.

WE HAVE A BETTER UNDERSTANDING OF THAT NOW.

THERE HAS BEEN SOME INTENTIONALITY WITH CURRICULUM AND OVER THE SUMMER THROUGH PROFESSIONAL LEARNING ON WHAT THAT LOOKS LIKE AND REALLY FOCUSING IN ON OUR DISTRICT HIGH PRIORITY KNOWLEDGE AND SKILLS AND LEARNING HOW TO HAVE ALL OF THE STANDARDS TAUGHT AND ASSESSED IN MULTIPLE WAYS.

THERE HAS BEEN A GREAT DEAL OF WORK THAT'S BEEN DONE IN THAT AREA THAT IN ADDITION TO THE BOOK ENDS, WHAT'S HAPPENING IN THE MIDDLE IS ALSO HEAVILY ON WHAT'S BEEN DONE OVER THE SUMMER THIS PAST SUMMER.

>> I KNOW THIS MAY SEEM A SIMPLE THING, BUT ASHLEY MENTIONED IT.

EVEN THE KEYBOARDING WITHOUT TEARS THAT WE IMPLEMENTED THIS YEAR BECAUSE WE KNEW STUDENTS WERE GOING TO BE TYPING THEIR RESPONSES FOR THE FIRST TIME.

WHAT WE DON'T WANT TO HAPPEN IS THE INABILITY TO INTERACT WITH A TEST, MAKING IT LOOK LIKE THE STUDENT DOESN'T KNOW THE MATERIAL.

WE WANT TO REMOVE ANY OF THOSE BARRIERS.

EVEN SOMETHING LIKE THAT HAS BEEN A CHANGE THAT WE'VE MADE.

>> MY SECOND AND LAST QUESTION IS JUST WITH THE CLOSING THE GAPS.

YOU MENTIONED THAT THERE'S GOING TO BE A FOCUS ON THE TWO LOWEST PERFORMING RACIAL AND ETHNIC GROUPS.

I GUESS WHAT DOES THAT MEAN? DOES THAT MEAN THAT THEY'RE GOING TO GIVE US BONUS POINTS IF WE IMPROVE THAT SPECIFIC GROUP.

>> WHO I DON'T THINK SO.

THEY'RE GOING TO LOOK AT THE LOWEST AVERAGE THAT I'M LOOKING AT Y'ALL BECAUSE YOU KNOW, MUCH MORE.

WE REALLY HAVE NOT SEEN IT YET.

THERE'S BEEN A LOT OF CONVERSATION AT THE STATE LEVEL AND AT THE ACCOUNTABILITY MANUAL LEVEL OF WHAT THAT'S GOING TO LOOK LIKE.

I AM SO SORRY THAT I CANNOT PAINT THAT CLEARLY FOR YOU, BUT WE DON'T HAVE THAT INCREMENT.

IT'S STILL CHANGING. YES.

>> IT SEEMS REALLY ODD IN THAT STATE LIKE TEXAS, WE WOULD FOCUS ON OTHERING PEOPLE JUST TO JUST SEEMED ODD.

>> ALL RIGHT. ANY OTHER COMMENTS OR QUESTIONS?

[9.4 Strategic Roadmap Long Range Facility Plan ]

[02:10:04]

WE WILL MOVE ON TO ITEM 9.4.

IT'S OUR FINAL REPORT FOR THE EVENING AND JOHNNY HILL WILL PROVIDE INFORMATION REGARDING THE DISTRICT STRATEGIC ROADMAP, LONG-RANGE FACILITY PLAN.

LET'S REMEMBER TO HOLD YOUR QUESTIONS UNTIL THE END OF THE PRESENTATION, JOHNNY.

>> THANK YOU, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS, BOARD MEMBERS, AND CABINET MEMBERS.

WE'VE BEEN TALKING INTERNALLY ABOUT LONG-RANGE FACILITY MASTER PLANNING FOR AWHILE.

NOW, IT'S TIME THAT WE'VE GOT A LOT OF INFORMATION AND IT'S TIME FOR US TO START SHARING OUT.

WHAT I'D LIKE TO DO THIS EVENING IS START TALKING TO OUR COMMUNITY AND OUR BOARD ABOUT LONG-RANGE FACILITY PLANNING AND WHAT THAT LOOKS LIKE FOR OUR DISTRICT.

ONE THING THAT WE DO KNOW FROM OUR STRATEGIC ROADMAP, THIS WORK THAT WE'VE BEEN CULMINATING IN ON THIS LAST SPRING SEMESTER UNDER OBJECTIVE 5.3 IS SPECIFICALLY SAYS DEVELOP AND IMPLEMENT PLANS TO EFFICIENTLY USE DISTRICT FACILITIES THAT WILL PROVIDE EXPANDED OPPORTUNITIES FOR STUDENTS.

WE KNOW THAT PRIORITIES AND PARAMETERS SET BY THE BOARD OF TRUSTEES SAYS PLANO ISD WILL STRATEGICALLY AND EQUITABLY MANAGE OUR RESOURCES TO MEET, IDENTIFY THE STUDENT NEEDS, AND ALIGN RESOURCE ALLOCATIONS WITH DISTRICT GOALS.

THEN FINALLY, WE KNOW THROUGH OUR AUDIT THAT THE AUDIT FINDINGS SAYS DISTRICT INSTRUCTIONAL FACILITIES ARE CLEAN AND WELL MAINTAINED.

HOWEVER, DISTRICT LEADERS HAVE NOT DEVELOPED AND IMPLEMENTED A COMPREHENSIVE LONG-RANGE FACILITY PLAN.

FACILITIES ARE UNDERUTILIZED RESULTING IN INEFFICIENT OPERATIONS.

WE KNOW ALL OF THESE THINGS IS.

THE NEXT STEP, WE KNOW THAT THE CONTINUING TO OPERATE SCHOOLS THAT ARE NOT NEEDED REPRESENTS UNNECESSARY AND INEFFICIENT EXPENDITURE OF FUNDS AND A LOSS OF PRODUCTIVITY.

KNOWING ALL OF THIS INFORMATION, KNOWING THAT WE NEED TO BE EFFICIENT WITH THE RESOURCES THAT WE'RE GIVING, WE NEED TO BUILD AN EFFICIENCY FRAMEWORK.

IN ORDER TO DO THAT, OF COURSE, THERE'S INPUTS THAT HAVE TO GO INTO THAT.

THERE'S COMPONENTS AND DATA THAT WE NEED TO GENERATE IN ORDER TO DO THIS WORK.

THE FRAMEWORK IS UP ON THE SCREEN.

OBVIOUSLY THERE'S ENROLLMENT PLAYS A BIG ROLE.

WE KNOW THAT BUILDING CAPACITIES AND EFFICIENCIES WITHIN EACH BUILDING PLAYS A BIG ROLE.

WE KNOW THAT WE NEED TO KNOW WHAT SHAPE OUR FACILITIES ARE IN.

WE DO THAT THROUGH AN ASSESSMENT SCORE.

WE'VE TALKED OVER A YEAR, EVEN LEADING UP TO OUR BOND ELECTION WITH WHAT THAT LOOKED LIKE.

WE KNOW THAT ALSO THERE'S A COST THAT'S ASSOCIATED WITH THIS.

NOT ONLY AN ANNUAL COST TO OPERATE ONGOING ACTIVITIES, BUT A CAPITAL COST AS WELL.

THEN FINALLY, WE NEED TO LOOK AT IT PER PUPIL COST AND WHAT THAT LOOKS LIKE BETWEEN OUR DIFFERENT CAMPUSES.

JUST TO GET STARTED, THIS IS A 20-YEAR LOOK OVER OUR ENROLLMENT.

YOU CAN ACTUALLY SEE THERE'S A LOT OF INFORMATION ON HERE, BUT WHAT I'LL POINT OUT IS THE BLUE BAR GRAPH, OUR ACTUAL ENROLLMENTS.

YOU CAN SEE THE ACTUAL ENROLLMENTS AT THE VERY TOP GOING FROM LEFT TO RIGHT.

THEN YOU HAVE JUST A LINE GRAPH GOING THROUGH THIS, THROUGH THE BAR GRAPHED.

THOSE ARE YOUR AVAILABLE SEATS BY YEAR.

I GET ASKED THIS A LOT.

THE QUESTION IS, WHAT'S THE YEAR THAT WE HAD THE HIGHEST ENROLLMENT AT PLANO ISD.

YOU CAN ACTUALLY LOOK AND SEE 2011, 2012.

OUR SCHOOL DISTRICT HAD AN ENROLLMENT OF 55,659.

EVEN IN THAT YEAR, WE STILL HAD OVER 10,000 AVAILABLE SEATS THAT WE HAD FOR OUR STUDENTS.

BUT I WILL SAY THAT'S RIGHT AT AN 85% EFFICIENCY AND CAPACITY.

OUR FACILITIES AT THAT POINT, AT THE LARGEST NUMBER OF STUDENTS THAT WE HAD IN OUR SCHOOL DISTRICT WAS USING ABOUT 85% OF THE CAPACITY OF THOSE FACILITIES.

BASED ON EDUCATIONAL INFORMATION THAT WE GET FROM OUR STRATEGIC ROADMAP AND WORKING WITH OUR EDUCATIONAL PARTNERS AND FACILITY PARTNERS, WE KNOW THAT 80-85% IS THAT MAXIMUM NUMBERS THAT YOU NEED IN ORDER TO OFFER THE BEST CURRICULUM YOU CAN FOR YOUR STUDENTS.

ALSO, IF YOU GO ALL THE WAY OVER, YOU CAN SEE THAT YOU GO FROM BLUE BAR GRAPHS TO GULL BAR GRAPHS.

GULL BAR GRAPHS ARE PROJECTIONS.

WE WORK WITH THE DEMOGRAPHER AND EVERY QUARTER THEY GIVE US INFORMATION.

THEY LOOK OUT NOT ONLY WHERE WE CAME FROM, BUT WHERE WE'RE GOING.

I WILL SAY THERE'S A LOT OF SCIENCE BEHIND THE NUMBERS THEY COME UP WITH BUT AT THE END OF THE DAY, IT'S STILL AN EDUCATED ESTIMATE, AND SO WE LOOK AT THOSE NUMBERS AND WE USE THOSE NUMBERS TO STAFF.

IT'S VERY VERY IMPORTANT THAT WE TRY TO STAY CLOSE AND WE RECONCILE THOSE NUMBERS AS ACTUAL NUMBERS COME IN.

[02:15:02]

BUT IF YOU LOOK FROM LEFT TO RIGHT, THEY'VE GIVEN US 5 ADDITIONAL YEARS OUT FROM WHERE WE ARE RIGHT NOW.

YOU CAN SEE THOSE NUMBERS CONTINUE TO GO DOWN.

IF YOU LOOK AT THE HIGH POINT OF 55,659 AND YOU GO ALL THE WAY TO THE FAR RIGHT, WHICH IS 5 YEARS FROM NOW.

LISTING WHAT THE DEMOGRAPHER GIVES US, IT'S ABOUT 9,500 STUDENTS DROP, AND JUST TO QUANTIFY AND THINK ABOUT WHAT THAT ACTUALLY MEANS.

YOU COULD FIT 6 ELEMENTARIES, 2 MIDDLE SCHOOLS, AND 2 HIGH SCHOOLS INTO THAT 9500 CAPACITIES THAT WE'VE DROPPED IN JUST THE LAST FEW YEARS ALONE THOSE LAST 12 YEARS.

ENROLLMENT, IT IS A HUGE INDICATOR OF OUR FACILITIES AND WHERE WE NEED A HEAD WITH OUR FACILITIES.

I DO ALSO WANT TO POINT OUT ONE THING AND THAT IS BECAUSE WE'VE STARTED A NEW YEAR.

WE ACTUALLY HAVE ACTUALS THAT CAN REPLACE ON THAT FIRST BAR GULL GRAPH THAT YOU SAW IN ENROLLMENT, IT SHOWED 48,083.

THAT WAS THE DEMOGRAPHER'S PROJECTION FOR THIS YEAR.

YOU CAN SAY AS OF I BELIEVE FRIDAY, WE WERE AT 47,423.

EVEN THOUGH THE DEMOGRAPHER HAS THIS CONTINUED TO GO DOWN, IN ACTUALITY, WE'RE TRAINING JUST A LITTLE BIT UNDER WHAT THE DEMOGRAPHER SAYS.

ABOUT 1.37%, ABOUT 660 KIDS LESS WHAT THE DEMOGRAPHER SAID, NOW SOMEBODY ASKED ME THIS LAST WEEK.

WELL, SO WE'RE GOING DOWN, HOW DO OUR NEIGHBORING DISTRICTS, HOW DO THEY LOOK? ARE THEY EXPERIENCING SIMILARITIES? OF COURSE WE ALL TALK.

I REACHED OUT TO A COUPLE OF THEM AND I'VE TALKED WITH THEM, SO I'M SURE THEY WON'T MIND ME SAYING BUT FRISCO AND ALLEN ARE TWO DISTRICTS THAT WE DID REACH OUT TO.

IN FRISCO, WHICH THEY HAVE AN ENROLLMENT OF ABOUT 67,000 STUDENTS, THEY ARE 1,300 STUDENTS UNDER THEIR PROJECTIONS FOR THIS YEAR, THAT'S ABOUT A 1.9%.

THEY'RE ACTUALLY TRENDING A LITTLE WORSE THAN WE ARE.

IF YOU LOOK AT ALLEN ISD, THERE ARE ABOUT 300 KIDS UNDER THEIR PROJECTIONS.

THAT'S ABOUT A 1.4% DECREASE.

YOU SEE THOSE NUMBERS, I WANT TO SAY THAT IT'S JUST NOT PLANO, THAT'S EXPERIENCING A LITTLE BIT STEEPER DECLINE THAN WHAT PROJECTION SAYS.

WE'RE SEEING THAT AROUND US IN DISTRICTS THAT ARE VERY SIMILAR WITH THIS, WE'RE SEEING THAT DROP AS WELL.

NOW I CALL THESE INHIBITORS GROWTH INHIBITORS.

THERE ARE CERTAIN THINGS THAT I'VE SEEN ACROSS THE STATE OVER THE LAST 25 YEARS OR SO.

BUT THERE ARE CERTAIN INHIBITORS THAT KEEP DISTRICTS FROM PUSHING THROUGH, PUSHING FORWARD.

ONE OF THE INHIBITORS THAT WE SEE IS JUST RISING COST OF HOMES.

IN OUR DISTRICT ALONE YOU CAN SEE THAT AN AVERAGE HOUSE THIS LAST YEAR, WE GET THIS FROM THE APPRAISAL DISTRICT IS RIGHT AT $584,000.

WELL, I'VE GOT TWO KIDS THAT ARE IN AROUND 30 YEARS OF AGE THAT ARE STARTING THEIR FAMILIES OUT.

NEITHER ONE OF THEM COULD AFFORD TO LIVE AT A PRICE OF $584,000.

THEY BOTH HAVE COLLEGE DEGREES, THEY'RE EDUCATED, THEY COULDN'T AFFORD TO DO THAT.

THEN WE ALSO KNOW AND WE'VE TALKED A LOT ABOUT THIS, BUT WE HAVE A TREND THAT'S ABOUT 4,000 12 GRADERS THAT ARE GRADUATING EACH YEAR.

WE'RE REPLACING THOSE WITH ABOUT 3,000 KINDERGARTENERS EACH YEAR.

YOU HAVE THIS NEW NORMAL OR THIS TROUGH THAT'S COMING THROUGH OUR SCHOOL DISTRICT AS WELL.

THAT'S JUST VERY VERY COMMON IN DISTRICTS THAT ARE SHOWING MORE BUILT OUT AND THAT ARE MORE MATURING AS A DISTRICT.

THIS IS WHAT HAPPENS.

THEN YOU HAVE THESE PROCESSES, I'M NOT GOING TO SAY OLDER PEOPLE, BUT MORE MATURE PEOPLE THAT ACTUALLY HAVE [LAUGHTER] THESE MORTGAGE RATES.

A THIRD OF THE MORTGAGE RATES NOW ARE STILL LESS THAN 3%.

FOR THEM TO SELL THEIR HOUSE, THEY'RE BIGGER HOUSE THAT THEY'VE RAISED THEIR FAMILIES AND BUY A SMALLER HOUSE, THEY'D HAVE TO GIVE UP A 3% RATE TO POTENTIALLY GO TO 7 OR 8% RATES.

THEY'RE STAYING THERE EVEN THOUGH THEY'RE EMPTY NESTERS, THEY'RE CHOOSING NOT TO MOVE.

WE'RE SEEING THAT AS WELL.

THEN OVERALL THERE IS A DECREASE IN BIRTH RATES IN TEXAS, WE'RE SEEING THAT.

THEN GROWTH IN NORTHERN DISTRICT'S WHAT'S HAPPENING WITH GROWTH.

I DON'T KNOW IF ANY OF YOU GUYS HAVE DRIVEN UP NORTH 75? MY SON BEFORE HE MOVED, LIVED IN HOWE WHICH IS ON THE OTHER SIDE OF VAN ALSTYNE IF YOU KNOW WHERE THAT'S AT.

BUT IF YOU GO THROUGH MELISSA, IF YOU GO THROUGH ANNA, IT ALL THE WAY UP THROUGH THERE, YOU'D GET THESE HOUSING DEVELOPMENTS THAT THEY'RE SELLING HOUSES FOR ALMOST HALF OF THAT PRICES RIGHT THERE FOR A BRAND NEW HOUSE.

I JUST WANT TO POINT OUT AND PUT IT ALL IN CONTEXT, BUT THESE ARE ALL WHAT I CALL GROWTH INHIBITORS.

I THINK IT'S ALSO IMPORTANT TO NOTE THAT IT IS SOMETHING WE'RE JUST HAVING TO DEAL WITH IN PLANO ISD.

FOR ANYBODY WHO'S OVER 50 THAT'S SITTING AT THE DAIS,

[02:20:06]

THAT'S NOT RUDE, IS IT? [LAUGHTER] I'M SORRY.

>> THE 29TH.

>> 29 AND HOLDEN.

I DID PRINT OUT SOME BIG, BIG COPIES OF THESE, WHAT I CALL HEAT MAPS.

THEY'RE OUT IN FRONT OF YOU.

WHAT THOSE SHOW, BASICALLY WHAT YOU CAN SEE IS ON A HEATMAP, IT'S SIMPLY OVER THE LAST DECADE.

ACTUALLY, WHAT'S THE PERCENTAGE CHANGE IN STUDENTS? THIS IS THE FIRST ONE. THIS IS MY ELEMENTARY GRADES PRE-K THROUGH FIVE.

YOU CAN ACTUALLY SEE THE LIGHTER THE COLOR, THE BIGGER THE NET DECREASE IN STUDENTS OVER THAT LAST DECADE.

THIS IS ATTENDANTS BOUNDARIES FOR ELEMENTARY.

THIS IS THE SAME INFORMATION, BUT FOR MIDDLE SCHOOL.

OBVIOUSLY YOU CAN SEE WHERE THE GREATEST LOSS IN STUDENTS AT THE MIDDLE SCHOOL AGE ARE.

IT'S IN THE CENTRAL CLUSTER AND A LITTLE BIT IN THE WEST CLUSTER.

THEN I WANT TO POINT THIS OUT BECAUSE DR. GILBERT MENTIONED IT TO ME THIS ONE, THIS OF THIS IS GRADES 9 THROUGH 12.

I KNOW YOU'VE GOT ALL THE 9-10 HOSPITALS IN HERE, BUT IT'S BASICALLY ALL OF THE KIDS THAT ARE IN 9-12 BY EACH OF THE FEEDER PATTERNS.

YOU MIGHT SEE CLARK, YOU SEE IT IN THE VERY, VERY LIGHT BLUE.

THAT'S CLARK, BUT IT'S ANYBODY THAT'S ALL THE WAY 9TH THROUGH 12TH GRADE THAT ACTUALLY LIVES IN THAT CLARK ATTENDANCE ZONE, I HOPE THAT MAKES SENSE.

IT'S PRETTY DISTINCT WHEN YOU LOOK AT THE HIGH SCHOOL LEVELS WHERE YOUR LOSSES ARE COMING FROM.

IT GOES BACK A LITTLE BIT TOO.

YOU CAN SEE WE'VE TALKING ABOUT PRICE POINTS THAT WERE MAYBE SOME OF THE MORE EXPENSIVE HOUSES ARE AND WHERE SOME OF THE MORE AFFORDABLE HOUSING IS MAKES SENSE.

BUT EVERYTHING HAS GONE UP CRAZY WITH HOUSING PROCESS FOR SURE.

THEN THIS IS ALL GRADE LEVELS.

I KNOW IT'S DONE BY ELEMENTARY, BUT ONCE AGAIN, BY EACH ONE OF THOSE ELEMENTARY ATTENDANCE BOUNDARIES, YOU'VE GOT ALL OF THE STUDENTS THAT PRE-K ALL THE WAY THROUGH 12TH THAT ARE RESIDING IN THAT LITTLE AREA.

JUST GIVES YOU A NICE LITTLE SNAPSHOT OVER THE LAST DECADE OF WHERE ARE THE CHANGES OF STUDENTS ARE COMING FROM.

IT ALSO GIVES US AN AREA WHENEVER WE'RE LOOKING AT FACILITIES LONG-TERM, WHAT ARE THE AREAS THAT WE NEED TO ACTUALLY START STUDYING.

I THINK THIS IS ALSO VERY, VERY IMPORTANT.

THIS IS WHAT I CALL THE LONG-RANGE FACILITY MASTER PLAN.

NOT JUST OUR DISTRICT, ANY DISTRICTS ACROSS THE STATE.

IF YOU'RE EVER IN A DISTRICT THAT'S IN FLUX, IT CAN BE ONE THAT'S GROWING RAPIDLY OR ONE THAT'S DECREASING RAPIDLY.

YOU NEED TO HAVE A LONG-RANGE FACILITY PLAN IN PLACE.

THIS IS JUST SOMETHING THAT'S VERY TYPICAL, AND THAT IS A DEMOGRAPHER.

NORMALLY DEMOGRAPHERS ARE HELPING YOU BECAUSE THEY'RE A LOT MORE VERSED IN JUST THE STUDENTS AND HOW YOU CAN TRACK THAT, BUT THEY ALWAYS WILL GIVE YOU A 10-YEAR OUTLOOK.

WHEN YOU DO A LONG-RANGE FACILITY MASTER PLAN, YOU REALLY NEED TO ALWAYS BE LOOKING AT ABOUT A 10-YEAR WINDOW.

THE REASON WHY YOU SEE THIS BROKEN UP IN THIRD YEAR AREAS AND THEN A PERCENTAGE OF OVERALL CAPACITY, A PERCENTAGE WHAT YOU SEE AT THE VERY BOTTOM ROW IS BECAUSE REALLY IF YOU'RE MAKING A DECISION POINTS WITHIN THAT TEN YEARS, YOU NEED TO AT LEAST BE LOOKING AT IT AND MAKING A DECISION PROBABLY ABOUT EVERY THREE YEARS, THE LAST THREE YEARS BECAUSE TO DO A COMMUNICATION PLAN AND GET COMMUNITY INVOLVEMENT, IT'S REALLY ABOUT A TWO-YEAR PROCESS AND THEN IT'S TIME TO GET YOUR COMMUNITY WHERE THEY CAN GIVE FEEDBACK AND UNDERSTAND THAT.

ONE THING I DO WANT TO POINT OUT HERE IS THIS LONG-RANGE FACILITY MASTER PLAN, THE VERY BEGINNING, AND THIS IS DEMOGRAPHIC INFORMATION.

OUR DEMOGRAPHIC INFORMATION WE ACTUALLY RECEIVE IS BY SNAPSHOT.

THAT'S HOW YOU CAN COMPARE YEAR OVER YEAR.

THAT SNAPSHOT DATE IS THE LAST FRIDAY IN OCTOBER.

WHEN YOU LOOK AT THESE INFORMATION AND YOU LOOK AT HISTORY AS OF THE LAST FRIDAY OF OCTOBER OF EVERY YEAR.

IF YOU LOOK, THE END OF THE SCHOOL YEAR, WE WERE AT 48,759.

YOU CAN SEE THAT 74% FULL.

I CAN TELL YOU THAT AS WE ARE TODAY, WE'RE ACTUALLY SITTING ABOUT 72%.

IF YOU ACTUALLY LOOK AT THE 72% AND THEN RUNNING OUT 10 YEARS, WE ARE WELL BELOW THE 70% IF NO ACTION IS TAKEN OVER THAT TIME PERIOD.

JUST KEEP IN MIND WHAT I SAID A WHILE AGO, TO OFFER THEM THE BEST CURRICULUM WE CAN BEST OFFERINGS FOR OUR STUDENTS, WE REALLY NEED TO BE AROUND THAT 85% OR FOR SURE 80-85%.

THIS IS RIGHT OUT OF THE WORK.

WE ACTUALLY HAD VLK ARCHITECTS THAT HELP US WITH A STRATEGIC ROADMAP.

THEY ALSO HAD AN EDUCATIONAL ARM THAT HELPED US NOT ONLY WITH FACILITIES, BUT ALSO HELPED US WITH THE ACTUAL INSTRUCTIONAL PART OF THAT, THE EDUCATIONAL PART OF THAT.

THIS IS RIGHT FROM THEIR FINDINGS.

[02:25:02]

THIS IS STUFF THAT I'VE MENTIONED ALREADY THROUGHOUT THE PRESENTATION, BUT FOR OPTIMAL RESULTS IN THE CLASSROOM, YOU REALLY NEED TO BE ABOUT 80-85% OF EFFICIENCY.

WE KNOW THAT WE A PEAK OF 55,069, 2011.

IT'S BEEN GOING DOWN STEADILY EVER SINCE THEN.

WE DO KNOW THAT PROJECTIONS FROM DEMOGRAPHERS SAYS THAT WE'RE GOING TO CONTINUE TO GO DOWN AT LEAST UNTIL WE GET TO THE 46,128 WHERE WE TROUGH OUT AND THEN HOPEFULLY HOLDS STEADY.

BUT I WILL SAY THAT I'VE HAD CONVERSATIONS WITH OUR DEMOGRAPHER ALREADY THIS FALL, AND HE'S A LITTLE SURPRISED THAT WE'RE ACTUALLY TRENDING EVEN UNDERNEATH THOSE NUMBERS.

ONCE WE GET TO THE SNAPSHOT, WE'LL ACTUALLY REFIGURE THESE NUMBERS AND ACTUALLY HAVE A NEW PROJECTION GOING FORWARD FOR THE NEXT 10 YEARS.

THEN OF COURSE AT THE BOTTOM THOSE ARE GOING BACK TO THAT HALFWAY POINT.

WE'RE RIGHT AT 85%, AND THEN IF WE DON'T TAKE ACTION, YOU CAN SEE BY FIVE YEARS FROM NOW, WE'LL DEFINITELY BE WELL BELOW THE 70%.

I THINK THIS IS ALSO IMPORTANT BECAUSE IT'S NOT JUST A VERY FEW CAMPUSES THAT WE'RE SEEING A LOW EFFICIENCY.

IF YOU GO BACK AND JUST COMPARE ALL OF 44 OF OUR ELEMENTARIES, WE ARE ACTUALLY UNDER 65% OF CAPACITY IN 13 OUT OF 44 ELEMENTARIES, UNDER 65% CAPACITY IN 5/13 MIDDLE SCHOOLS, 5/7 OF OUR SEVEN HIGH SCHOOLS ARE UNDER 65% CAPACITY OR LESS.

THEN NONE OF OUR SENIOR HIGHS ARE UNDER THE 65%.

THEY'RE ALL ACTUALLY LOOKING REALLY GOOD.

WHENEVER I'VE TALKED ABOUT THIS TROUGH THAT'S COMING THROUGH, OF COURSE, LIKE I SAID BEFORE, WE'RE LOSING 4,000 12TH GRADERS, WE'RE GAINING ABOUT 3,000 KINDERGARTENS.

OBVIOUSLY YOU CAN SEE WHEN YOU LOOK AT THE SENIOR HIGHS, WE'VE GONE THROUGH THE ELEMENTARY IS THE MIDDLE SCHOOLS OR IN THE HIGH SCHOOLS.

WE HAVEN'T GOTTEN THAT TROUGH HAS NOT HIT THE SENIOR HIGHS YET, BUT THEY WILL AS THIS REDUCTION OF 1,000 KIDS PER GRADE LEVEL WORKS IT'S WAY THROUGH.

THEN THE MOST EFFICIENT CAMPUSES, WE HAVE SOME CAMPUSES THAT ARE RIGHT AT 100%, BUT WE ALSO HAVE QUITE A FEW THAT ARE UNDER 50%.

ONE IS LOW UNDER 40%.

THAT'S JUST SOMETHING TO KEEP IN MIND.

GOING ON INTO THE ASSESSMENT SCORES OR THE AGE, THE AGE OF THE CAMPUS IS A BIG PART OF THE ASSESSMENT SCORE.

WE KNOW THAT WE ALSO HAVE SOME AGING CAMPUSES THAT NEEDS TO BE ADDRESSED IN THIS CURRENT BOND ELECTION OR IN FUTURE BOND ELECTIONS.

WE JUST NEED TO BE VERY COGNIZANT OF THAT.

I'LL SHOW YOU WHY IN A SECOND.

BECAUSE FOR US TO RENOVATE OR TO BUILD A NEW SCHOOL IS EXTREMELY EXPENSIVE, HAS GOTTEN REALLY EXPENSIVE OVER THE LAST COUPLE OF DECADES.

BUT BOTTOM LINE IS WE HAVE 14 OF OUR 44 ELEMENTARIES OVER 45 YEARS OF AGE, 4 OF OUR 13 MIDDLE SCHOOLS ARE OVER 45 YEARS OF AGE, 2 OF OUR 7 HIGH SCHOOLS AND 1 OF OUR 3 SENIOR HIGHS ARE ALL OVER 45 YEARS OF AGE.

JUST SOMETHING TO KEEP IN MIND AS WE GO FORWARD.

THEN FINALLY, WE DO KNOW THAT WE ACTUALLY GO OUT AND SCORE OUR FACILITY STAFF FOR DOING AN AMAZING JOB OF GOING OUT BEFORE THIS LAST MONTH PROGRAM AND DOING WHAT THEY CALL IT A FACILITY ASSESSMENT SCORE.

IT'S BUILT ON THREE DIFFERENT PREMISE.

NUMBER 1 IS THE AGE OF THE BUILDING.

NUMBER 2 IS HOW MUCH WORK ARE WE ACTUALLY HAVING TO DO ON THAT BUILDING.

THEN NUMBER 3 IS WE HAVE EXPERTS THAT GO OUT AND ACTUALLY DO A PHYSICAL INSPECTION OF THAT BUILDING.

ALL OF THOSE GO INTO A ASSESSMENT SCORE, IT'S OFF OF 100%.

WE HAVE QUITE A FEW CAMPUSES THAT ARE UNDER 60%.

A LOT OF THESE ASSESSMENT SCORES HAVE COMPONENTS WITHIN THE BUILDINGS THAT ARE WHAT WE CALL LIFECYCLE OR LIFE COMPONENTS.

WHAT I MEAN BY THAT IS HVAC, ONE THING THAT WE'VE NOTICED AND WE'VE STRUGGLED WITH AS TEMPERATURES HAVE BEEN IN THE TRIPLE DIGITS.

WE'VE REALLY STRUGGLED WITH KEEPING UP WITH OUR EQUIPMENT THAT IS ENDING USEFUL OR IS THAT USEFUL LIFE.

WE'VE REALLY STRUGGLED TO KEEP UP.

WE'VE PUT $156 MILLION IN THIS BOND PROGRAM THAT WE ARE CURRENTLY STARTING TO EXPERIENCE.

A LOT OF THE $156 MILLION OF WHAT WE CALL SYSTEM AND COMPLIANCE COMPONENTS IS FOR HVAC.

BUT ACTUALLY IT WILL TAKE THE SCORES DOWN.

WE DO HAVE MONIES TO TRY TO WORK ON THOSE LOWEST BUILDINGS.

12 OF THE 44 ELEMENTARIES, 8 OF THE 13 MIDDLE SCHOOLS, 2 OF THE 7 HIGH SCHOOLS, ALL 3 OF THE SENIOR HIGHS HAVE FACILITY ASSESSMENT SCORES LESS THAN 60.

I WILL SAY THROUGH THIS 22 BOND PROGRAM, WHICH IS ABOUT A SIX-YEAR PROGRAM, WE WILL GET EVERY ONE OF THOSE BUILDINGS UP AT LEAST OVER TO THAT 60 BENCHMARK.

ONE THING THAT WE NEED TO TALK ABOUT IS COST, AND THERE IS A COST ASSOCIATED WITH OPERATING A BUILDING.

JUST SO YOU'LL KNOW, FOR EVERY ELEMENTARY, OF COURSE, OUR ELEMENTARIES HERE ARE NOT ALL BUILT TO THE SAME FOOTPRINT.

[02:30:01]

WE HAVE SOME THAT ARE A LITTLE BIT BIGGER, SOME ARE SMALLER.

BUT FOR EVERY ELEMENTARY CAMPUS THAT YOU ARE ABLE TO RETIRE OR RIGHTSIZE, YOU CAN SAVE APPROXIMATELY $450,000- $750,000, AND THAT'S IN EVERY YEAR OPERATING EXPENSES.

FOR EVERY MIDDLE SCHOOL, YOU'RE TALKING ABOUT ABOUT TWO MILLION DOLLARS OF SAVINGS PER YEAR, AND FOR EVERY HOSPITAL IS ABOUT FOUR MILLION DOLLARS.

I'M NOT TALKING ABOUT THE INSTRUCTIONAL STAFF THAT YOU HAD MOVED FROM ONE CAMPUS TO THE NEXT, I'M TALKING ABOUT THE FIXED COST OF OPERATING AND MAINTAINING A BUILDING, SUCH AS YOUR UTILITIES, YOUR MAINTENANCE, YOUR CUSTODIAN, AND THEN ALL OF YOUR EXPENSES FOR ADMINISTRATION, AND IF YOU HAVE ATHLETIC PROGRAM, STUFF LIKE THAT.

I KNOW THE OPERATIONAL COST CAN GET UP THERE.

REALLY, YOU'RE TALKING MILLIONS OF DOLLARS JUST IN OPERATIONAL COST.

A WHILE AGO WHEN WE TALKED ABOUT ALL OF THOSE CAMPUSES THAT ARE NEARING END OF USEFUL LIFE, TO ACTUALLY BUILD OR REPLACE A CAMPUS IS PRETTY CONSIDERABLE RIGHT NOW.

I KNOW THAT I'VE BUILT AN ELEMENTARY 25 YEARS AGO.

IT'S ABOUT EIGHT MILLION DOLLARS TO BUILD AN ELEMENTARY.

I KNOW, IT'S CRAZY.

BUT RIGHT NOW, DO YOU KNOW THAT TO REBUILD AN ELEMENTARY IS ABOUT $60 MILLION.

THAT'S 25 YEARS, IT HAS GONE UP THAT MUCH.

THAT'S JUST THE COST OF CONSTRUCTION.

TO BUILD A MIDDLE SCHOOL, I DID TWO MIDDLE SCHOOLS IN MY PREVIOUS DISTRICT AND THEY WERE THERE RIGHT AT $60-$65 MILLION.

NOW, HAGER MIDDLE SCHOOL, $107 MILLION.

THEN TO UPDATE, A HIGH SCHOOL IS ABOUT $150-$200 MILLION.

YOU GOT TO BE VERY, VERY CAREFUL WHEN YOU GO TO REDO ONE OF THESE BUILDINGS.

DO YOU NEED TO REBUILD IT, OR DO YOU NEED TO JUST RIGHTSIZE IT OR RETIRE IT? THAT'S JUST SOMETHING TO KEEP IN MIND WHEN YOU DO LOOK AT, WHAT I CALL, RIGHTSIZING OR RETIRING IT.

A CAMPUS, VERY IMPORTANT THAT YOU'RE ALSO ROLLING IN.

YOU WANT TO GET AS END OF USEFUL LIFE AS MUCH LIFE THAT YOU CAN OF THAT BUILDING BEFORE YOU ACTUALLY CONSIDER THAT.

I THINK THIS IS JUST ECONOMIES OF SCALE, ONE THING I JUST WANT TO POINT OUT BECAUSE I THOUGHT THIS WAS PRETTY POWERFUL.

THAT IS IF YOU JUST TAKE THE OVERALL OPERATING COSTS, ALL THE COSTS AT A SPECIFIC CAMPUS, AND YOU DIVIDE IT BY THE ENROLLMENT AT THAT CAMPUS, WHAT WOULD BE THE COST PER STUDENT? YOU SEE A HUGE DIFFERENCE, ESPECIALLY AT YOUR ELEMENTARIES.

YOU CAN ACTUALLY SEE THAT AT THE MOST EFFICIENT ELEMENTARY SCHOOLS, YOU'RE SPENDING ABOUT $5,500 PER STUDENT.

BUT AT ANOTHER ELEMENTARY THAT YOU ONLY HAVE ABOUT HALF THE NUMBER OF STUDENTS, YOU'RE SPENDING TWICE AS MUCH ON COST PER STUDENT.

THAT'S A HUGE SWING.

IT'S JUST ECONOMIES OF SCALE BECAUSE WHAT I MENTIONED A WHILE AGO, YOU SEE THE FIXED COST BECAUSE WHETHER YOU HAVE 344 KIDS OR 727 KIDS, YOU STILL HAVE TO TAKE CARE OF THAT BUILDING AND YOU STILL HAVE TO PAY THE ADMINISTRATION.

IT REALLY RUNS UP THIS HUGE DISCREPANCY AND COST PER STUDENT.

I DO WANT TO POINT OUT BECAUSE MS. WILSON WANTED ME TO MAKE SURE AND I THINK IT'S A VERY POWERFUL POINT.

EVEN THOUGH WE HAVE AN ELEMENTARY CAMPUS THAT IS 344 STUDENTS, IT DOESN'T MEAN THAT WE'RE NOT TAKING CARE AND GIVING THEM EXACT SAME QUALITY OF EDUCATION AS WE DO TO ONE THAT'S MORE EFFICIENT.

IT JUST MEANS THAT WE'RE SPENDING A LOT MORE MONEY PER STUDENT IN ORDER TO DO IT.

ALL OF OUR STUDENTS HAVE EQUAL ACCESS, THEY'RE GETTING THE SAME LEVEL OF SERVICES, BUT YOU CAN SEE THAT THERE'S A HUGE DISCREPANCY IN THE AMOUNT WE'RE SPENDING PER STUDENT TO DO THOSE.

YOU CAN GO ON DOWN AND LOOK AT THE MIDDLE SCHOOLS, THE SAME DEAL.

ENROLLMENT AT THE MOST EFFICIENT MIDDLE SCHOOL, WE HAVE A LITTLE OVER 1,000 STUDENTS SPENDING ABOUT $5,000 PER STUDENT.

WE HAVE A MIDDLE SCHOOL, ABOUT 500 ENROLLMENT, AND YOU CAN SEE THAT IT'S COSTING 9,000 PER STUDENT IN ORDER TO OPERATE.

YOU CAN SEE AT THE HIGH SCHOOLS, THE DISCREPANCIES AND SIZES ARE A LOT CLOSER TOGETHER.

YOU HAVE A LOT FEWER CAMPUSES OF THE HIGH SCHOOL, BUT YOU COULD STILL SAY ABOUT $1,500 SWING BASED ON THE HIGH SCHOOL THAT IS ABOUT ENROLLMENT OF 1,300 VERSUS THE ONE THAT HAS A LITTLE UNDER 1,000.

THEN OF COURSE, THE SENIOR HIGH ARE THE MOST EFFICIENT, BUT YOU COULD STILL SEE THAT DISCREPANCY ALL BASED ON THE NUMBER OF ENROLLMENTS.

I JUST THOUGHT THAT WAS PRETTY POWERFUL TO LOOK AT THE ECONOMIES OF SCALE THAT WAY.

I'M PROBABLY THE ONLY ONE IN THIS ROOM, WELL, MAYBE DR. TARA, [LAUGHTER] THAT FINDS THIS FASCINATING, BUT THIS IS BASICALLY OUR DEBT SCHEDULE.

I DO THINK THIS IS SUPER IMPORTANT BECAUSE WE'RE GOING TO GO OUT AND ASK OUR COMMUNITY, WE DO IT EVERY FIVE OR SIX YEARS.

WE'RE GOING TO ASK THEM TO APPROVE ANOTHER BOND ELECTION.

LIKE I SAID, I'VE BEEN A PART OF SEVEN BOND ELECTIONS.

OUR SCHOOL DISTRICT HAS THE MOST STRINGENT REQUIREMENTS ON DEBT,

[02:35:02]

AND I'M VERY THANKFUL FOR IT BECAUSE IT KEEPS US ON THE LOW END OF THE DEBT SPECTRUM.

BUT I WILL SAY IF YOU LOOK AT THE GOLD BAR GRAPHS THERE, THAT IS THE CAPACITY THAT WE'RE GOING TO HAVE WHEN WE DO OUR NEXT BOND PROGRAM, WHICH WILL PROBABLY BE IN 2028, 2029.

THE ISSUE IS IF WE'RE CONTROLLING AND REALLY MANAGING OUR FACILITIES RIGHT NOW, WE WON'T HAVE TO GO OUT AND ASK FOR AS MUCH FUNDING FROM OUR COMMUNITY WHEN WE GO TO DO THE NEXT BOND. ARE YOU TRYING TO KICK ME?

>> NO. [LAUGHTER]

>> I THOUGHT YOU'RE TRYING TO TELL ME SOMETHING.

BOTTOM LINE IS AS OF LAST YEAR, THE AMOUNT OF CAPACITY WE HAVE IN THE NEXT BOND ELECTION, WHICH WE KNOW IS GOING TO HAPPEN, HOW MUCH CAPACITY DO WE HAVE? RIGHT NOW, WE HAVE ABOUT $800 MILLION.

WE'RE ADDING TO THAT BECAUSE EVERY YEAR, WE ASSUME THAT WE'RE ONLY GOING TO GET ABOUT 2% GROWTH.

THIS LAST YEAR, WE HAD 12% GROWTH IN OUR VALUES.

WE'RE ACTUALLY TAKING THAT EXCESS CAPACITY OR ROLLING IT BACK INTO THIS CAPACITY TO KEEP BUILDING THAT GREAT COMPONENTS.

WE'RE DOING THAT PART OF THE WORK.

BUT WE CAN HELP OURSELVES IMMENSELY IF WE TAKE CARE OF THE CURRENT FACILITIES WE HAVE AND WE MANAGE THOSE APPROPRIATELY AND EFFICIENTLY.

WE CAN ALSO CONTROL THIS DEBT PORTFOLIO GOING FORWARD.

I JUST THINK IT'S IMPORTANT TO ATTACK IT FROM ALL OF THOSE ANGLES.

I'VE GIVEN A LOT OF INFORMATION.

I PROBABLY TALKED WAY TOO LONG, BUT I THINK IT'S IMPORTANT.

WE'VE GIVEN INFORMATION, SO WHAT'S NEXT? WHAT WOULD WE ASK THE BOARD TO CONSIDER? ALL OF THIS INFORMATION IS THE BOARD WOULD CONSIDER THIS INFORMATION AS DATA.

THEN OF COURSE, THEY WOULD MAKE A RESOLUTION IF THEY AFFIRM THIS INFORMATION AND THEY DEFINITELY WANT TO GO TO THE NEXT STEPS.

OF COURSE, THE NEXT STEPS WOULD BE TO SET GUIDING PRINCIPLES IN WHAT THEY BELIEVE.

THEN NUMBER 2 IS THEY WOULD SET PARAMETERS AND THEN THEY WOULD SET A TIMELINE ON THIS NEXT-STEP WORK THAT WOULD ALL BE CODIFIED IN A RESOLUTION.

WE WOULD ASK THEM TO CONSIDER THAT AND WE WOULD RECOMMEND GOING FORWARD WITH THAT RESOLUTION AT A FUTURE BOARD MEETING.

THEN ALSO, WE WOULD ESTABLISH POLICIES AND PROCEDURES ON HOW TO PROCEED.

I WILL SAY THIS IS SOMETHING THAT WE HAVEN'T HAD TO DEAL WITH BEFORE.

IT'S BEEN YEARS SINCE WE'VE GROWN, OBVIOUSLY, SINCE WE'VE HAD THAT HYPERGROWTH WHERE WE'VE HAD TO ADD.

THIS IS NEW FOR US AND SHRINKING US, SHRINKING IN A STRATEGIC WAY.

WE NEED TO ACTUALLY SET SOME POLICIES AND PROCEDURES AROUND THAT.

THEN THE BEST WAY THAT WE WOULD RECOMMEND IS FOR THE BOARD TO CONSIDER AN ADVISORY COMMITTEE.

WHENEVER YOU DO WORK OF FACILITIES, SUPER IMPORTANT THAT YOU GET A LOT OF FEEDBACK FROM THE COMMUNITY, NOT ONLY PARTS OF THE COMMUNITY, BUT A CROSS-SECTIONAL PART OF THE COMMUNITY.

EVERY PARTS OF OUR SCHOOL DISTRICT NEEDS TO WEIGH IN ON THIS, AS WELL AS REPRESENTATION FROM PARENTS THAT ARE ELEMENTARY AND MIDDLE SCHOOL AND HIGH SCHOOL.

I THINK THAT'S SUPER IMPORTANT.

OBVIOUSLY, A LOT OF THAT COMMITTEE WOULD BE MADE UP OF ADVISORY APPOINTEES FROM OUR BOARD OF TRUSTEES AND OF COURSE, THEY WOULD LOOK AT CONSIDERING SEVERAL DIFFERENT FACTORS, AS I JUST MENTIONED, LOOKING AT FEEDER PATTERNS, REPRESENTATIONS FROM EACH OF THE GRADE LEVELS, PARENTS, CURRENT PARENTS, PAST PARENTS, AND THEN ALSO OBVIOUSLY, RESIDENTS OF PLANO ISD, AND OF COURSE LOOKING AT A TIMELINE.

I'VE HAD SOME FRIENDS AND NEIGHBORING DISTRICTS THAT HAVE LOOKED AT THIS AND THEY PUSHED IT REALLY QUICK, AND IT DIDN'T END VERY WELL OR AS WELL AS I THINK THEY WOULD LOCK.

OBVIOUSLY, THE BOARD WILL MAKE CONSIDERATIONS OF AN APPROPRIATE WAY TO DO THAT.

OF COURSE, THERE'S A WAY TO ACTUALLY DO IT IN A RESPECTFUL MANNER.

WE'LL LOOK AT THAT AND HAVE THEM GIVE US FEEDBACK AND GUIDANCE ON THAT.

THEN OBVIOUSLY, THERE'LL BE A DISTRICT APPOINTEES BECAUSE WHEN YOU'RE DOING THIS WORK, YOU DEFINITELY WANT FEEDBACK FROM ADMINISTRATION AND FROM TEACHING STAFF AND SUPPORT STAFF, SUPER IMPORTANT ON THAT.

THAT IS THE PRESENTATION AND I'LL OPEN IT UP FOR QUESTIONS.

>> FIRST, I'M PERSONALLY OFFENDED YOU DIDN'T MENTION ME.

I FIND THIS STUFF RIVETING AS WELL.

[LAUGHTER]

>> I'M SORRY.

>> THAT'S ALL RIGHT. YOU TALKED ABOUT THE SAVINGS.

DOES THE SAVINGS IMPLY THAT WE ARE SELLING THAT BUILDING OR ARE WE STILL KEEPING THE BUILDING BUT OPERATING IT IN SOME SORT OF A FURLOUGHED MANNER?

>> I THINK THAT'S AN EXCELLENT QUESTION, FIRST OF ALL, BECAUSE I THINK IF YOU'RE LOOKING AT POTENTIALLY RIGHTSIZING OR MAYBE RETIRING A CAMPUS, COMMUNITY MEMBERS ALL OF A SUDDEN GET VERY NERVOUS BECAUSE IN MOST CASES,

[02:40:06]

THE LARGEST ASSET THAT THEY OWN IS THE RESIDENTS AND THEY'RE WORRIED ABOUT WHAT'S AROUND IT, SPECIFICALLY IF THEY'RE CLOSE.

I THINK THAT'S A SUPER GOOD QUESTION.

I WOULD SAY THAT THE DISTRICT WOULD ACTUALLY LOOK AT ALL OF THE AVENUES.

IS IT POSSIBLE TO REPURPOSE? I THINK THAT'S SOMETHING THAT BOARD WILL CONSIDER.

I WILL SAY THAT THERE'S NO ISSUES WITH US IF WE DO HAVE ACCESS AND THERE'LL ALWAYS BE A PARTNER TO PURCHASE THAT LAND.

BASICALLY, WE KNOW WE HAVE OPPORTUNITIES.

JUST TO GIVE YOU AN EXAMPLE IS WITHIN THIS LAST YEAR, WE SOLD SHALLOW PROPERTY THAT WE WOULD CONSIDER TO BE EXCESS AND WE WERE ABLE TO GO OUT AND SELL THAT PROPERTY BECAUSE WE DEEMED IT TO BE EXCESS AND SURPLUS.

I THINK WE'LL NEVER HAVE AN ISSUE WITH SELLING PROPERTY.

I DO THINK THAT BEFORE A DECISION IS MADE, IT'S IMPORTANT THAT THAT COMMUNITY AROUND THAT PROPERTY KNOWS WHAT'S GOING TO HAPPEN TO THAT PROPERTY.

I THINK THAT'S WHAT WE SAY, PART OF THE BUY-IN FROM THE COMMUNITY.

I THINK THAT WE NEED TO BE VERY RESPECTFUL OF THE FOLKS THAT ARE IN COMMUNITIES AS WELL.

DOES THAT ANSWER YOUR QUESTION?

>> YES, SIR.

>> DON'T BE OFFENDED TOO BAD, MICHAEL, I WAS OBSESSED OVER THAT SLIDE.

JOHNNY AND THE TEAM WENT BACK AND DID A CONSIDERABLE AMOUNT OF WORK BECAUSE IT IS A CONCERN WHAT FUTURE DEBT CAPACITY IS GOING TO BE IN WITH THE CHANGE IN LEGISLATION AND HOMESTEAD EXEMPTION AND TAX COMPRESSION.

WE'VE GOTTEN A CRASH COURSE IN WHAT YOUR AVAILABLE MONIES LAST YEAR AND WHAT YOUR AVAILABLE MONIES NEXT YEAR ARE NOT NECESSARILY GOING TO BE EQUAL.

BECAUSE WE'RE A RECAPTURED DISTRICT, WE'RE INSULATED FROM SOME OF THAT.

BUT CERTAINLY, ON THE I&S SIDE, WE HAVE ESSENTIALLY A HOLD-HARMLESS NOW FOR AUTHORIZED DEBT.

BUT THAT NEXT PART, THANK YOU, NANCY, IN WORKING WITH CANDY NOBLE, TO MAKE SURE THAT WE HAD SOMETHING THAT WAS REASONABLE AND WORKABLE.

BUT IT DOES IMPACT FUTURE BOND PROGRAMS. A COUPLE OF THINGS, I'M NOT SURE THAT THESE ARE REALLY QUESTIONS SO MUCH THAT THEY CAN BE ANSWERED RIGHT THIS MOMENT, BUT JUST SOME THINGS I'VE BEEN THINKING ABOUT IS REVIEWING THIS AND GOING THROUGH THIS.

IF YOU THINK ABOUT OUR NON-CAPITAL ASSETS IN THE DISTRICT, WE HAVE OUR PEOPLE, WE HAVE OUR PROGRAMS, AND WE HAVE OUR PLACES AS SOME OF THOSE PRIORITIES, AND LISA, BEING AN ENGLISH TEACHER, I HOPE YOU APPRECIATE THE ALLITERATION THERE.

>> I DO.

>> WE ARE, I FEEL LIKE GETTING TO A POINT WHERE AS YOU HAVE OUTLINED HERE, WE HAVE SOME CONCERNS AND WE HAVE SOME OPPORTUNITIES ABOUT THE RIGHT SIZE IN THE FOOTPRINT.

ONE OF THE THINGS I'M INTERESTED TO KNOW IS OVER, LET'S SAY, THE LAST 15 YEARS IS WE HAVE HAD MANY OF THOSE YEARS WITH A DEFICIT BUDGET AND WE HAVE DONE ZERO-BASED BUDGETING, AND WE HAVE CUT BUDGETING, HOW HAVE THOSE BUDGET CUTS IMPACTED OUR PEOPLE AND OUR PROGRAMS? UNDERSTANDING GOING FORWARD IF WE ARE NOT GOING TO ADDRESS PLACES, WHAT WE RISK IN OUR PEOPLE IN OUR PROGRAMS. I'M THINKING ABOUT, YOU HEAR ANECDOTALLY FROM THE STAFF, "WELL, I USED TO HAVE A PLANNING PERIOD AND NOW I DON'T." OR, "WE USED TO HAVE AN ADDITIONAL DIAGNOSTICIAN AND NOW WE DON'T." THOSE ARE THE THINGS THAT I'M THINKING ABOUT AND I DON'T KNOW THAT ANY OF US CAN ANSWER THAT QUESTION SITTING HERE TODAY, BUT CERTAINLY, THE STAFF WILL, I'M SURE, GIVES SOME INTERESTING IDEAS.

THANK YOU FOR PUTTING THE POLICIES IN HERE.

THIS IS SOMETHING THAT I'VE BEEN REALLY WONDERING ABOUT IS, HOW ARE WE DECIDING THESE THINGS? HOW DO YOU DECIDE WHEN TO BUILD A NEW CAMPUS? HOW DO YOU DECIDE WHEN TO LOOK AT THIS? THIS HAS BEEN AN AD-HOC PROCESS COMING OUT OF THE STRATEGIC PLAN IN TERMS OF ENSURING THAT WE'RE EVALUATING THIS AND LOOKING AT THIS AFTER THE LAST BOND.

I KEEP THINKING ABOUT THESE CIRCUIT BREAKERS IN THE STOCK MARKET.

WHEN STOCKS ARE TRADING AND TRADING STARTS GETTING OUT OF CONTROL, YOU HAVE AN AUTOMATIC CIRCUIT BREAKER, IT HELPS TRADING ON THAT PARTICULAR SECURITY UNTIL THE NASDAQ FOLKS CAN FIGURE OUT WHAT'S GOING ON AND EITHER ALLOW TRADING TO PROCEED OR NOT.

WHAT ARE OUR PARAMETERS FOR LOOKING AT THIS GOING FORWARD AND PUTTING THAT INTO POLICY?

[02:45:05]

I'M VERY HAPPY TO SEE THAT IN HERE BECAUSE THE LAST THING WE WANT TO DO IS MAKE DECISIONS THAT ARE ARBITRARY OR RUN THESE EVALUATIONS IN A WAY THAT IS NOT SYSTEMIC AND POTENTIALLY UNFAIR.

THE LAST THING THAT I WILL SAY IS TO THE COMMUNITY, AND THIS IS A REMARKABLY DIFFICULT CONVERSATION TO START WITH ALL OF YOU ALL.

FOR MY OWN PART, I WILL SAY THIS, I WENT TO CHRISTY, I WENT TO HARRINGTON, I WENT TO CARPENTER, I WENT TO CLARK, I WENT TO PLANO EAST.

MY HUSBAND WENT TO MENDENHALL, BOWMAN, WILLIAMS, AND PLANO EAST.

MY PARENTS ARE TAXPAYERS IN THIS COMMUNITY, THEY STILL LIVE IN THE HOUSE THAT I GREW UP IN.

I HAVE TWO CHILDREN ON PLANO ISD CAMPUSES, ONE IN PRE-K, ONE IN THIRD GRADE.

EVERYBODY UP HERE IS IN A DIFFERENT BOAT, BUT EVERY SINGLE ONE OF US HAS HAD CHILDREN GRADUATE FROM THIS DISTRICT OR CURRENTLY HAS CHILDREN IN THIS DISTRICT.

THE FEELINGS THAT EVERY MEMBER OF THE COMMUNITY IS GOING TO FEEL LOOKING AT THIS, WE ARE ALL FEELING THAT, [LAUGHTER] AND THE ANXIETY FOR YOUR KID'S SCHOOL, THE ANXIETY FOR THE STAFF, THE ANXIETY FOR WHAT THE FUTURE IS GOING TO LOOK LIKE, AND I SINCERELY HOPE THAT BY FOCUSING ON THINGS LIKE OUR PROGRAMS AND OUR PEOPLE, WE CAN REALLY PROTECT THOSE THINGS AND TURN THIS INTO AN OPPORTUNITY AS OPPOSED TO JUST LOOKING AT IT LIKE ONE MORE PROBLEM.

BY APPOINTING A COMMITTEE, I THINK THE DISTRICT IS DEFINITELY COMMITTING TO TAKE INPUT.

I HOPE TO SEE MORE COMMITTEE INPUT.

WE GOT A LOT ON THE BOND SESSION.

WE HAD A WHOLE GOOGLE FORM ON WHAT DO WE WANT TO SEE FOR OUR FUTURE SUPERINTENDENT.

I REALLY HOPE WE SEE VERY SIMILAR SOLICITATION OF COMMUNITY INPUT.

THESE ASSETS, THESE BUILDINGS, THIS IS NOT OUR PROPERTY, THIS IS NOT OUR PROPERTY, THIS IS THE PROPERTY OF OUR TAXPAYERS, AND WITHOUT OUR TAXPAYERS' INPUT ON THIS PROCESS, WE'RE GOING TO STRUGGLE.

I WOULD LIKE TO JUST SAY IT FOR MYSELF, A PUBLIC COMMITMENT TO LISTEN TO OUR TAXPAYERS AND LISTEN TO OUR STAKEHOLDERS, OUR PARENTS, OUR STUDENTS, OUR STAFF, AND WORK PRODUCTIVELY AND COOPERATIVELY.

PLEASE UNDERSTAND FROM THE COMMUNITY THAT ALSO MEANS WE WOULD LIKE YOU TO WORK PRODUCTIVELY AND COOPERATIVELY WITH US.

AGAIN, NOT REALLY QUESTIONS, JUST THOUGHTS AND THINGS GOING FORWARD.

>> JUST A COUPLE OF THINGS I WANT TO MAKE COMMENTS BACK TO YOURS.

THIS A REMINDER, THIS IS PART 2 OF THIS STRATEGIC ROAD MAP.

WE SPENT LAST FALL, ACTUALLY, LET'S GO BACK EVEN FURTHER THAN THAT, WE SPENT TIME PRIOR TO BRINGING A BOND PACKAGE FORWARD, REALLY STUDYING THE DISTRICT AND THEIR NEEDS, AND THAT'S WHERE A LOT OF THE FACILITY WORK WAS DONE.

THEN THE BOND CAME FORWARD.

WE SPENT THE SPRING REALLY WORKING ON OUR LONG-RANGE PLAN.

THEN THE BOARD, ALL OF YOU, ADOPTED BOARD BELIEFS AND OUR NEW FIVE PILLARS AND THE OBJECTIVES UNDER THOSE PILLARS, WHICH THIS IS ONE OF THE OBJECTIVES UNDER THOSE PILLARS, WHICH IS TO BRING BACK A PLAN ON HOW WE'RE GOING TO BUILD SOME EFFICIENCIES WITH OUR EXISTING PROPERTIES IN SCHOOLS, SO THAT'S WHAT WE'RE BRINGING HERE TONIGHT.

THIS IS A CONTINUATION OF THE STRATEGIC ROAD MAPPING, IT IS ONE OF THE OBJECTIVES IN THE ADOPTED LONG-RANGE PLAN.

AS WE APPROACH THIS PARTICULAR STRATEGY, IT WILL BE DONE WITH UTMOST CARE, IT WILL BE IN CONTINUATION OF THE WORK.

WE HAD OVER 118 INPUT SESSIONS WITH THE COMMUNITY LAST SPRING AS WE WERE WORKING OUR STRATEGIC PLAN.

ONE OF THE QUESTIONS THAT WE ASKED WAS, WHAT IS IT THAT WE DREAM ABOUT FOR KIDS AND WANT FOR KIDS IN OUR COMMUNITY? THAT WAS A QUESTION OVER AND OVER.

WITH THAT IN MIND, WITH THE PARAMETERS THAT YOU ALL SET FOR THAT WORK, THAT'S WHAT WE'LL CONTINUE TO WORK IN, THOSE GUARD RAILS ALONG WITH ADDITIONAL GUARDRAILS THAT EACH OF YOU WILL SET.

AS WE MOVE FORWARD, I WANT TO REITERATE THAT WE'RE LOOKING AT

[02:50:04]

A TWO-YEAR TIMELINE PROPOSAL THAT WE'LL BRING FORWARD.

THIS IS NOT SOMETHING THAT WE'LL HAVE A MEETING OR TWO AND MAKE A DECISION AND MOVE ON, IT WILL BE HANDLED WITH CARE AND THE UTMOST CARE FOR OUR FAMILIES AND OUR COMMUNITIES.

ULTIMATELY, IT'S A STUDY, ITS RECOMMENDATIONS HAVE COME TO THE TABLE.

I WANT TO JUST MAKE SURE THAT EVERYBODY THAT'S WATCHING OR WILL COME BACK TO WATCH THIS REALLY UNDERSTANDS THAT THIS IS SOMETHING THAT WE'LL CONTINUE TO WORK IN PARTNERSHIP WITH LOTS OF INPUT.

>> DO YOU KNOW, JANET, WHEN YOU WERE TALK ABOUT THE AGING, OUR CAMPUSES AND THEY'RE ABOUT 45 YEARS OLD, THE THING IS THAT WE HAD TO CONSIDER THE COST OF THESE CAMPUSES.

I UNDERSTAND THAT LAUREN YOU SPENT YOUR LIFETIME IN PLANO AND NO ONE WANTS TO SEE ANY OF THESE CAMPUSES RETIRE.

YOU WANT TO SEE THESE CAMPUSES LAST FOREVER.

BUT, OF COURSE, I'M SO GLAD THAT WE DID THE STUDY, I'M SO GLAD THAT WE'RE GOING TO GO FORWARD AND ACTUALLY INVOLVE OUR COMMUNITY.

I THINK THAT WE SHOULD SERIOUSLY THINK WHAT FACILITIES WE NEED FOR OUR FUTURE GENERATION.

THANK YOU FOR STARTING ON THIS PROCESS.

>> I WANT TO ADD ON TO WHAT LAUREN SAID IN TERMS OF HOW I FEEL ABOUT THIS PERSONALLY TOO.

WE'VE HAD LOTS OF DISCUSSIONS ABOUT HOW COMMUNITY INPUT WAS GOING TO BE THE BIGGEST ISSUE AND THE BIGGEST PART THAT WE WANTED TO TAKE CARE.

I WANT TO EMPHASIZE LAUREN'S POINT THAT WE CAN THINK OF THIS MORE AS AN OPPORTUNITY TO DO THE RIGHT THING FOR OUR FUTURE GENERATIONS, FOR OUR FUTURE STUDENTS AND OUR COMMUNITY, AND OUR TAXPAYERS BY MAKING GOOD CHOICES FOR THE FUTURE AND WHILE WE ARE SENTIMENTAL ABOUT THINGS AND WE ARE CONCERNED ABOUT OUR PROPERTY VALUES.

I THINK THE IDEA THAT WE GET AS MUCH INPUT AS POSSIBLE AND MAKE DECISIONS TOGETHER COLLABORATIVELY IS THE MOST IMPORTANT TAKEAWAY.

>> I WAS JUST GOING TO ADD OR EMPHASIZE WHAT JOHNNY'S SAD ABOUT THE PROGRAMS AVAILABLE AT A CAMPUS.

I THINK THAT WE DO HAVE TO MAKE THESE DECISIONS SO THAT WE ARE GIVING EVERY STUDENT ON THE CAMPUS ALL THE PROGRAMS THAT THEY CAN GET AND WHEN THEY'RE SPREAD OUT.

I THINK WE DON'T HAVE THE ECONOMIES OF SCALE TO OFFER THAT TO OUR KIDS.

THIS IS DEFINITELY RIGHT.

SIZING IS GOING TO BE A HARD PROCESS.

BUT I THINK AS YOU SAID, EVERYONE ON THIS TABLE IS COMMITTED TO DOING A VERY HARD LOOK AT THINGS WITH OUR COMMUNITY AND TAKE THAT INPUT.

I KNOW WE'VE PROVEN THAT WE'VE DONE THAT IN THE PAST AND JUST RECENTLY WITH THE BONDS.

I THINK THAT I LOOK FORWARD TO AS GOING THROUGH THIS PROCESS AND HAVING THAT COMMUNITY INPUT.

>> ANYBODY ELSE HAVE ANY COMMENTS?

>> THE THING THAT I THINK IT'S REALLY IMPORTANT FOR US TO CONSIDER AS WE'RE LOOKING THIS.

IS THE HISTORY OF THIS COMMUNITY.

WE HAVE MADE THE CHOICE OF HONORING THE FAMILIES WHO HELPED FOUND THIS COMMUNITY.

ALL OF THESE NAMES ON THESE BUILDINGS BELONG TO A FAMILY THAT MADE A DIFFERENCE HERE.

THAT'S SOMETHING THAT WE NEED TO MAKE SURE THAT WE KEEP MINDFUL AND THAT WE KNOW THAT WE'RE GOING TO MAKE WITH GREAT ADVISEMENT FROM THE COMMUNITY.

THIS IS NOT GOING TO BE THE SEVEN OF US MAKING A DECISION ABSTRACTLY, BUT THAT WE HONOR THE FACT PEOPLE WHO FOUNDED THIS AMAZING PLACE THAT WE LIVE.

WE WILL FIGURE OUT HOW TO DO THAT.

FIGURE, WHAT THAT LOOKS LIKE, WHAT THAT MEANS.

BUT WE'RE SO BLESSED TO HAVE A COMMUNITY THAT HAS BEEN VERY WELL PLANNED.

THERE ARE PEOPLE THAT BEFORE US THAT GOT US HERE.

WE HAVE A RESPONSIBILITY TO MAKE SURE THAT WE SITTING AT THIS TABLE, TAKE IT VERY SERIOUSLY ABOUT HOW WE'RE GOING TO MOVE FORWARD.

>> A LITTLE BIT OF WORK AHEAD.

DON'T WE [LAUGHTER] WE'LL MOVE ON NOW TO ITEM 10.1 POLICIES AND WE'LL DISCUSS

[10.1 Adoption of Texas Association of School Boards (TASB) Localized Policy Manual Update 121, Affecting (LOCAL) Policies as Indicated on the Policy Action List and Review of (LEGAL) Policies, Exhibits and Regulations Included in the Localized Policy Manual Update 121, Affecting (LOCAL) Policies as Indicated on the Policy Action List and Review of (LEGAL) Policies, Exhibits and Regulations Included in the Policy Update under First and Final Reading]

THE ADOPTION OF THE TEXAS ASSOCIATION OF SCHOOL BOARDS LOCALIZED POLICY MANUAL UPDATE 121.

[02:55:01]

I WILL OPEN THIS UP FOR DR. FREEMAN TO TEE UP.

>> THANK YOU, PRESIDENT HUMPHREY.

POLICY UPDATE 121 WAS REVIEWED BY DISTRICT STAFF AS WELL AS THE DISTRICT'S LEGAL COUNCIL.

LOCAL POLICIES INCLUDED IN THE UPDATE ARE INDICATED ON THE POLICY ACTION LIST WITH REVISIONS AS NOTED TO THE POLICY CKE LOCAL, POLICY CKEC LOCAL WILL NOT BE ADDED TO THE POLICY MANUAL IS RECOMMENDED LANGUAGE HAS BEEN COMBINED INTO POLICY CKE.

AS A MATTER OF TIMELINESS, WE ARE ASKING THAT THE LOCAL POLICIES IN THIS UPDATE BE ADOPTED UNDER THE FIRST AND FINAL READING THIS EVENING.

>> GIVEN THAT RECOMMENDATION, I'LL WAIT FOR A MOTION.

>> I MOVE THAT THE BOARD OF TRUSTEES ADDS, REVISES OR DELETES LOCAL POLICIES AND HER FIRST AND FINAL READING AS RECOMMENDED BY TASB POLICY SERVICE.

ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 121 WITH REVISIONS AS NOTED TO POLICY CKE LOCAL.

>> SECOND. THANK YOU.

I HAVE A MOTION MADE BY JERI CHAMBERS.