[1. CALL TO ORDER]
[00:00:07]
I'M NANCY HUMPHREY, BOARD PRESIDENT AND PRESIDING OFFICER.
ON THE BOARD'S BEHALF, I WISH TO WELCOME OUR VIEWERS AND ALL WHO ARE PRESENT WITH US THIS EVENING.
OKAY. CAN YOU CONFIRM? IT'S ALL GOOD. I CAN HEAR YOU.
LINDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS, BOARD SECRETARY TARRAH LANTZ, TRUSTEE JERRY CHAMBERS, AND TRUSTEE KATHRINE GOODWIN, AND THAT EMPTY SEAT IS WHERE MICHAEL NORMALLY SITS.
SEATED TO MY RIGHT IS VICE PRESIDENT DR.
LISA WILSON, DEPUTY SUPERINTENDENT OF TEACHING, LEARNING AND LIFE READINESS DR.
PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.
DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT AND FAMILY AND COMMUNITY SERVICES DANNY STOCKTON, CHIEF OF STAFF AND SHARON NOWAK, OUR EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND THE BOARD OF TRUSTEES.
WOULD EVERYBODY PLEASE STAND JOIN ME IN THE PLEDGES OF ALLEGIANCE TO THE UNITED STATES AND THE TEXAS FLAG? ALL RIGHT.
NOW WE'RE AT ITEM 3.1, WHICH IS BOARD RECOGNITIONS.
[3. RECOGNITIONS]
THIS IS ALWAYS A FUN PART OF THE MEETING.THIS EVENING. I WILL NOW TURN THINGS OVER TO DR.
LINDA FREEMAN TO INTRODUCE THIS EVENING'S RECOGNITION.
DR. FREEMAN. THANK YOU, PRESIDENT HUMPHREY.
WE HAVE A VERY SPECIAL RECOGNITION THIS EVENING REGARDING SOME QUICK, LIFE SAVING ACTIONS BY A STAFF MEMBER AND A FORMER PLANO SENIOR HIGH STUDENT. I'D LIKE TO INVITE DIRECTOR OF ATHLETICS LONNIE JORDAN TO THE PODIUM TO LEAD US IN THIS FIRST RECOGNITION.
YES, MA'AM. THANK YOU VERY MUCH.
YEAH, I KNOW THERE'S SOME NEW FACES IN HERE.
WELL, I AM TOO, AND I'M EXCITED.
TODAY, THIS IS A REALLY, REALLY SPECIAL OPPORTUNITY TO CELEBRATE SOME OF OUR STAFF AND ONE OF OUR STUDENTS YOU KNOW, I'VE BEEN HERE A SHORT TIME, BUT I'VE HAD THE OPPORTUNITY TO BE IMPRESSED DAILY WITH THE QUALITY AND THE PROFESSIONALISM OF OUR STAFF AND TO SEE THAT WE'VE GOT STUDENTS OF THIS CALIBER AS WELL IS REALLY INCREDIBLE.
SO I CAN'T WAIT FOR YOU TO HEAR THIS STORY.
AT THIS TIME, I'M GOING TO BRING UP COACH ANTHONY BENEDETTO.
I'M THE ATHLETIC CORNER OF THE PLANO EAST PANTHERS.
GOT ANYBODY IN HERE? OKAY, GOOD.
I'M GOING TO INTRODUCE YOU TWO PEOPLE THAT DID AN INCREDIBLE JOB BACK ON FRIDAY, APRIL 19TH.
ON FRIDAY, APRIL 19TH AT RUSTY FRANKLIN BASEBALL FIELD, WE HAD A PARENT WHO'S BEEN VERY INVOLVED IN OUR BOOSTER CLUBS PASS OUT BY THE CONCESSION STAND. HE TURNED BLUE.
ABDUL-WAHAB SAEED, WHO IS A FOOTBALL PLAYER OR BASEBALL PLAYER, WAS UP BY THE CONCESSION STAND.
HE DID A PRACTICUM AT METHODIST HOSPITAL IN RICHARDSON, AND HE'S GOING TO UTD FOR COLLEGE THIS FALL.
[00:05:02]
OUR ATHLETIC TRAINER, KATIE LONGORIA, WHO'S BEEN THE DISTRICT FOR SEVEN YEARS AND STUDIED AT SAM HOUSTON STATE.SHE'S HERE WITH HER HUSBAND RYAN AND HER DAUGHTER LAYLA, AND SHE RUSHED UP TO THE CONCESSION STAND ADMINISTERED CPR, GOT THE MAN'S SHIRT OFF AND PUT THE AED ON HIM, AND IN A MATTER OF MINUTES HE WAS BREATHING AGAIN AND THEY COMPLETELY SAVED HIS LIFE.
SO OUR ATHLETIC TRAINERS ARE CERTIFIED IN CPR, JUST LIKE OUR COACHES ARE, AND IN THAT MOMENT OF STRESS, I DON'T KNOW WHAT WE ALL WOULD HAVE DONE, BUT SHE TOOK A DEEP BREATH AND SHE DID EXACTLY WHAT SHE WAS TRAINED TO DO, AND THEN FOR OUR STUDENT TO REACT THAT WAY, "A-DUB," WHO'S GOING TO GO MAJOR IN BIOLOGY AT UTD, WE LOOK FORWARD TO SEEING WHAT YOU DO IN THE FUTURE. SO WE WANTED TO RECOGNIZE THEM THIS MORNING OR THIS EVENING AT OUR BOARD MEETING.
ALL RIGHT. WHAT AN AMAZING STORY.
I INVITE THE BOARD TO SHARE COMMENTS WITH ABDUL AND MRS. LONGORIA OR MISS LONGORIA.
ANYONE HAVE A COMMENT? I FEEL COMPELLED TO COMMENT IF NOBODY ELSE WILL.
CONGRATULATIONS FOR MAKING THAT QUICK DECISION.
I KNOW IT'S IN A CRISIS MOMENT.
YOU CAN EITHER JUST STOP AND STARE, OR YOU CAN JUST, LIKE, GO INTO REACTION MODE AND DO WHAT YOU'RE TRAINED TO DO, AND SO FOR THE STUDENT, ABDUL, THANK YOU SO MUCH FOR RECOGNIZING THAT HELP WAS NEEDED AND THANKING, YOU KNOW, THE RIGHT PERSON TO GO TO.
THAT'S AMAZING, AND I'M SO, SO GLAD THAT YOU DID THE RIGHT THING IN THAT MOMENT.
THANK YOU. ALL RIGHT. VERY WELL SAID.
YOU PROBABLY GETTING READY TO HEAD OUT.
WE ARE NOW AT ITEM 3.2 RECOGNITION OF NEW PLANO ISD ADMINISTRATORS.
THE BOARD IS PLEASED TO HAVE THIS OPPORTUNITY TO MEET OUR NEWEST CAMPUS AND DISTRICT LEADERS.
DR. SELENDA FREEMAN WILL LEAD OUR FIRST ADMINISTRATIVE INTRODUCTIONS FOR US.
THIS EVENING, I'D LIKE TO WELCOME DR.
ARE YOU STANDING? THERE YOU ARE. YAY, YAY! DR. PEARSON HAS JOINED THE SLI TEAM THIS YEAR.
IS EXECUTIVE DIRECTOR FOR HIGH SCHOOLS AND SENIOR HIGH SCHOOLS.
SHE HAS OVER 20 YEARS OF EXPERIENCE AS A HIGH SCHOOL ADMINISTRATOR IN BOTH GARLAND ISD AND MCKINNEY ISD, INCLUDING TEN YEARS AS HEAD PRINCIPAL AT MCKINNEY BOYD HIGH SCHOOL.
DR. PEARSON HOLDS A BACHELOR OF SCIENCE AND MASTER OF EDUCATION FROM ANGELO STATE UNIVERSITY, AS WELL AS A DOCTOR OF EDUCATION IN ADMINISTRATION FROM TEXAS A&M COMMERCE.
SHE IS JOINED THIS EVENING BY HER HUSBAND MATT AND HER DAUGHTER, EMMA.
Y'ALL CAN STAND UP, AND HER SON, HUNTER, WHO LIVES IN ARLINGTON, VIRGINIA, IS UNABLE TO ATTEND THIS EVENING, BUT I'M SURE HE'S CHEERING YOU ON FROM THERE.
WE ARE VERY EXCITED TO HAVE DR.
PEARSON. SHE'S A PROVEN TALENT AND LEADERSHIP ON OUR TEAM AND SHE WILL MAKE A GREAT ADDITION.
CONTINUING WITH OUR SCHOOL LEADERSHIP, I'D LIKE TO NOW INVITE EXECUTIVE DIRECTORS DR.
GOOD EVENING, PRESIDENT HUMPHREY, BOARD OF TRUSTEES, SUPERINTENDENT WILLIAMS AND CABINET DR.
[00:10:01]
SO HARRINGTON ELEMENTARY, WE HAVE MR. JEFFREY WALLER, THE NEWEST PRINCIPAL AT HARRINGTON.PRIOR TO HIS ADMINISTRATIVE JOURNEY, MR. WALLER ALSO SERVED IN THE ROLES OF TEACHER, ATHLETIC COORDINATOR, DEPARTMENT CHAIR, AND ASSISTANT PRINCIPAL, AND THANK YOU ALL FOR STANDING AND STAYING WITH HIM DURING THIS TIME, BECAUSE SOMETIMES Y'ALL ARE SEATED TOO QUICKLY, SO I APPRECIATE IT.
YOU JUST WANT TO WAVE? THREE DAUGHTERS, REAGAN, GEORGIA AND OLIVIA.
MOTHER IN LAW PATTY, FATHER IN LAW SCOTT.
BROTHER IN LAW, MICHAEL DURAN, AND SISTER IN LAW SHANNON DURAN.
SO THANK YOU GUYS FOR BEING HERE TONIGHT, AND NEXT WE HAVE SIGLER ELEMENTARY. MISS TARA LANE IS THE NEW PRINCIPAL OF SIGLER ELEMENTARY SCHOOL, AND MISS LANE COMES TO US MOST RECENTLY FROM OMAHA, NEBRASKA, WHERE SHE SERVED AS AN ELEMENTARY PRINCIPAL FOR THE PAST FIVE YEARS.
HOWEVER, MISS LANE IS ACTUALLY FROM TEXAS, SO SHE'S REALLY JUST RETURNING HOME.
SHE'S ALSO SERVED IN THE ROLES OF CLASSROOM TEACHER ESL SPECIALIST, DYSLEXIA INTERVENTIONIST, RTI INTERVENTIONIST, AND INSTRUCTIONAL FACILITATOR AND JOINING HER TONIGHT ARE QUITE A FEW.
WE HAVE MOTHER BECKY MAHER, STEPFATHER, BOB MAHER, SISTER STACY O'CONNOR.
NEPHEWS, GRANT PALMER AND AIDEN O'CONNOR.
WE HAVE BROTHER IN LAW, KEITH O'CONNOR, NIECE EMMA PALMER AND JOHN BROWN, A GOOD FRIEND.
THANK YOU GUYS FOR JOINING AS WE HONOR HER TONIGHT.
MOVING NOW INTO MIDDLE SCHOOL, WE HAVE HAGGARD MIDDLE SCHOOL.
MR. TRAVIS RAGSDALE WILL BE THE NEW PRINCIPAL AT HAGGARD MIDDLE SCHOOL, AND MR. RAGSDALE BEGAN WORKING FOR PLANO ISD AS A PE AIDE RIGHT OUT OF HIGH SCHOOL.
HE SERVED THE COMMUNITY OF MURPHEY AS AN ATHLETIC DIRECTOR, COACH, AND TEACHER FOR 12 YEARS.
HIS ADMINISTRATIVE JOURNEY BEGAN WITH ASSISTANT PRINCIPAL ROLES AT BOTH RENNER AND SHEPTON.
THEN LAST YEAR HE WAS PRINCIPAL AT CARPENTER MIDDLE SCHOOL HERE IN PLANO.
SO JOINING HIM TONIGHT ARE WIFE STACY, DAUGHTER AVERY, AND SON PEYTON.
THANK YOU GUYS FOR BEING HERE TONIGHT, AND RENNER MIDDLE SCHOOL.
SO WE HAVE MR. JORDAN MULLINS.
OKAY, SO MR. JORDAN MULLINS IS THE NEW PRINCIPAL OF RENNER, AND THOUGH MR. MULLINS BEGAN HIS CAREER AS A MATH AND SOCIAL STUDIES TEACHER AS WELL AS COACH IN DUNCANVILLE, IT WASN'T TOO LONG BEFORE HE JOINED HIS WIFE, JACKIE, AS A TEACHER HERE IN PLANO. FOR THE PAST 12 YEARS, MR. MULLINS HAS SERVED IN SEVERAL ROLES AT RICE MIDDLE SCHOOL, INCLUDING SCIENCE TEACHER, COACH, TEAM LEADER AND ASSISTANT PRINCIPAL.
SO JOINING HIM TONIGHT ARE HIS WIFE, JACKIE, WHO SHE LOOKS FAMILIAR BECAUSE SHE IS A SPECIAL EDUCATION BEHAVIOR COORDINATOR HERE IN PLANO, AND CHILDREN PARKER AND QUINN. SO THANK YOU GUYS FOR JOINING TONIGHT.
SO IF I COULD HAVE MR. GREGORY PEARCE STAND FOR CLARK HIGH SCHOOL.
MR. GREGORY PEARCE IS THE NEW PRINCIPAL OF CLARK HIGH SCHOOL.
HE IS NO STRANGER TO PLANO, AS HE IS A GRADUATE OF PLANO EAST SENIOR HIGH.
MR. PEARCE THEN BEGAN HIS TEACHING CAREER IN PLANO ISD, WHERE HE TAUGHT PE, HEALTH SPECIAL ED AND COACHED AT CARLYLE ELEMENTARY, HEDGCOXE ELEMENTARY, SHEPTON HIGH SCHOOL, AND FRANKFORD MIDDLE SCHOOL.
MR. PEARCE WAS ALSO A PRINCIPAL AT [INAUDIBLE] MIDDLE SCHOOL.
WELCOME, AND NEXT WE HAVE MR. JOHN TEDFORD FROM MCMILLAN HIGH SCHOOL.
HE THEN TRANSFERRED INTO THE POSITION OF SECONDARY STUDENT ACHIEVEMENT SPECIALIST IN THE DEPARTMENT.
[00:15:07]
SCHOOL. MR. TEDFORD THEN SERVED AS PRINCIPAL AT ARMSTRONG MIDDLE SCHOOL FOR TWO YEARS.JOINING HIM TONIGHT ARE HIS WIFE ANNE MARIE, DAUGHTER AUBREY, AND HIS SONS JACOB AND LUCAS, AND LAST BUT CERTAINLY NOT LEAST, WE HAVE MRS. NIMISHA [INAUDIBLE] FROM VINES HIGH SCHOOL.
MRS. [INAUDIBLE] BEGAN HER ADMINISTRATIVE CAREER IN DALLAS ISD AS THE ASSISTANT PRINCIPAL AT WOODROW WILSON HIGH SCHOOL, NORTH LAKE EARLY COLLEGE HIGH SCHOOL, AND TOWNVIEW MAGNET CENTER.
WE ARE SUPER EXCITED TO WATCH HER CONTINUE HER LEADERSHIP JOURNEY AT VINES HIGH SCHOOL.
WELCOME! WE ARE SUPER THRILLED TO HAVE THESE DEDICATED AND INSPIRING LEADERS AS PRINCIPALS IN PLANO ISD.
PLEASE JOIN US IN WELCOMING ALL OF OUR NEW PRINCIPALS TO OUR PLANO ISD FAMILY.
ALL RIGHT, WE HAVE A FEW MORE NEW DISTRICT LEADERS TO MEET, AND NOW I TURN IT OVER TO JOHNNY HILL.
ALL RIGHT, I'M GOING TO HAVE DR.
KENDALL COME ON DOWN AND TALK ABOUT THESE FOLKS.
IF YOU WOULD COME DOWN TO THE MIC AND I'M LOOKING AT THE EMPLOYEE SERVICES DEPARTMENT AND I'M THINKING, WE DON'T HAVE ANY NEW GUYS IN THE IN THIS DEPARTMENT, AND THE REASON WHY IS THESE GUYS ARE NEW THIS SUMMER, BUT I SWEAR THESE GUYS HAVE BEEN WORKING NIGHTS SATURDAYS AND SUNDAYS.
I FEEL LIKE I'VE KNOWN Y'ALL FOR ABOUT TEN YEARS ALREADY.
SO IT'S GOOD TO HAVE Y'ALL. I'M GOING TO TURN IT OVER TO DR.
ABSOLUTELY, THANK YOU FOR THAT.
TO PRESIDENT HUMPHREY BOARD AND TO DR.
WILLIAMS. WE ARE SUPER EXCITED, AND MORE IMPORTANTLY THAN THAT, WE ARE FORTUNATE TO HAVE A NEW MEMBER ON OUR TEAM TO SUPPORT ALL THESE GREAT PEOPLE AND THE OTHER EMPLOYEES IN OUR DISTRICT. TONIGHT, I'D LIKE TO INTRODUCE YOU TO MARTHA WARNER.
MARTHA COMES TO US AND SHE'S JOINED BY OUR HR FAMILY.
SO WE'RE GOING TO STAND SUPPORT HER AS WELL.
AS MR. HILL SHARED, MISS WARNER HAS ACTUALLY BEEN WITH US FOR A FEW WEEKS NOW.
WE ARE SUPER THRILLED TO HAVE HER BECAUSE SHE HAS OVER TEN YEARS OF EXPERIENCE AS AN HR DIRECTOR.
ALL RIGHT, AND FINALLY, THERE'S ONE MORE INTRODUCTION TO MAKE.
THANK YOU, PRESIDENT HUMPHREY.
MEMBERS OF THE BOARD, I'M HAPPY TO ANNOUNCE THIS EVENING MISS REBECCA GARCIA AS OUR NEW DIRECTOR OF STUDENT INFORMATION SYSTEMS. REBECCA HAS BEEN A MEMBER OF TEAM PLANO ISD SINCE 2018, STARTING OUT AT HUFFMAN ELEMENTARY SCHOOL BEFORE JOINING THE TECHNOLOGY SERVICES STUDENT RECORDS DEPARTMENT IN 2021. SINCE THEN, REBECCA HAS CONTRIBUTED SIGNIFICANTLY TO OUR TEAM'S SUCCESS, MOST RECENTLY SERVING AS THE PROJECT LEAD AND OUR EFFORTS TO MIGRATE FROM FRONTLINE TEAMS TO OUR NEW STUDENT INFORMATION SYSTEM.
IN HER NEW ROLE, REBECCA WILL MANAGE A TEAM OF DATA CLERKS, STUDENT SPECIALISTS, SYSTEMS ANALYSTS AND APPLICATION DEVELOPERS WHILE ENSURING DATA QUALITY, STANDARDS AND TRAINING AND SUPPORTING OUR CAMPUSES WITH THE NEW STUDENT INFORMATION SYSTEM.
SHE IS JOINED THIS EVENING BY HER SIGNIFICANT OTHER, MR. [INAUDIBLE], MEMBERS OF HER INFORMATION SYSTEMS TEAM IN THE BACK AND THEN A HOST OF FAMILY AND FRIENDS WHO ARE TUNING IN VIA LIVE STREAM.
[00:20:02]
IT APPEARS THAT WE HAVE BEEN VERY GIFTED AND BLESSED TO HAVE A WINNING TEAM IN OUR NEW HIRES, AND YOU ALL COME FROM SUCH GREAT EXPERIENCE.THANK YOU. I THINK YOU'RE, SIR, MAYBE OUR THIRD PRINCIPAL WHO GRADUATED FROM PLANO EAST.
I'M WONDERING IF WE HAVE ANY PRINCIPALS THAT HAVE GRADUATED FROM PLANO SENIOR HIGH, BUT JUST SAYING.
I WENT TO PLANO EAST. THIS IS A RIVALRY TALK.
JERRY'S LOOKING AT ME LIKE I'M CRAZY.
THANK YOU, EVERYONE, FOR BEING HERE, AND THANK YOU, FAMILIES, FOR BEING HERE AND BEING SUPPORTIVE.
Y'ALL'S LEADERSHIP IS SO, SO CRITICAL AND IMPORTANT TO THE DISTRICT AND THEY'RE STILL TALKING.
SORRY. Y'ALL'S LEADERSHIP IS SO CRITICAL AND JUST REALLY IMPORTANT TO THE DISTRICT, AND DAY IN, DAY OUT, THE WORK THAT YOU ALL DO FOR OUR KIDS, AS WELL AS STUDENT INFORMATION SYSTEMS AND HR PEOPLE DON'T SEE Y'ALL VERY OFTEN, BUT IT'S JUST AS IMPORTANT WORK, AND SO I'M SUPER EXCITED, AS JERI SAID, TO HAVE A LOT OF LEADERS THAT HAVE GROWN UP IN THE DISTRICT, AS WELL AS SOME NEW FOLKS JOINING US AND BRINGING NEW IDEAS AND NEW LEADERSHIP AND NEW FACES TO THE DISTRICT.
SO VERY EXCITED TO SEE ALL OF YOU GUYS AND SOME OF YOU CONTINUING YOUR LEADERSHIP JOURNEYS, AND SOME OF YOU BEING NEW TO PLANO ISD, VERY, VERY, VERY EXCITED. HAVE A GREAT SCHOOL YEAR.
WELCOME TO PLANO ISD, TO OUR NEW ADMINISTRATORS AND PRINCIPALS, BUT SOME OF YOU GUYS ARE NOT NEW, AND I HAVE TO SAY THAT TO ONE OF OUR ASSISTANT PRINCIPAL WHO BECAME PRINCIPAL MR. RAGSDALE, I HAVE KNOWN HIM.
SO YOU ARE AN OLD GUY? YOU'RE NOT A NEW ONE, AND SO I'VE KNOWN HIS WHOLE FAMILY FOR 13 YEARS BECAUSE I'VE KNOWN HIS DAUGHTER SINCE SHE WAS IN KINDERGARTEN.
SO THANK YOU FOR BEING IN PLANO ISD.
YOU KNOW, THANK YOU FOR STAYING IN PLANO ISD, AND THANK YOU FOR MOVING THROUGH THE PIPELINE FOR PLANO ISD, AND THAT'S WHAT I WANT TO SAY IS, THANK YOU FOR YOUR DEDICATION TO STAYING IN PLANO ISD AND TO THE NEW PRINCIPALS AND ADMINISTRATORS WHO DECIDE TO BECOME STAY WITH US, TO BE WITH US, AND TO ALSO HOPEFULLY TO STAY WITH US FOR A LONG TIME. SO WELCOME.
I JUST HAVE ONE QUICK THING TO ADD, BECAUSE IT'S NOT JUST, YOU KNOW, PEOPLE WHO HAVE GRADUATED FROM OUR OWN PLANO SCHOOLS OR PEOPLE WHO HAVE MOVED UP IN THEIR CAREER AND SCHOOL ADMINISTRATION THROUGH PLANO ISD, BUT WE HAVE COUPLES THAT ARE BOTH EDUCATORS WITHIN THE ROOM, AND SO THANK YOU TO THE FAMILIES BECAUSE IT'S A LOT OF WORK TO HAVE TWO PARENTS AS TEACHERS.
SO THANK YOU, AND THANK YOU TO THE FAMILIES.
THANK YOU TO ALL THE NEW PEOPLE, NEW TO PLANO ISD.
THIS IS WHAT MAKES OUR SCHOOL DISTRICT SPECIAL.
I THINK THERE'S A THREAD THAT WEAVES THROUGHOUT OUR COMMUNITY OF PEOPLE WHO CAN TELL THOSE STORIES ABOUT HOW INVOLVED THEY ARE IN THEIR SCHOOLS, AND THEN IT'S REALLY WITH THE FAMILIES AND THE RELATIONSHIPS THAT WE DEVELOP OVER THE YEARS.
SO THANK YOU, AND I'M SO EXCITED FOR THIS SCHOOL YEAR.
I JUST WANT TO SAY CONGRATULATIONS.
CONGRATULATIONS TO ALL OF YOU WHO ARE IN NEW ROLES AND ARE PART OF THE PLANO ISD FAMILY AND TEAM, AND THEN I ALSO WANT TO SAY, WELCOME HOME TO ALL OF OUR NEW LEADERS, AND THEN I ALSO WANT TO SAY WELCOME BACK, AND SO JUST TO ADD A LITTLE BIT ON DR.
PEARSON, SHE'S ALSO A FORMER PLANO ISD PARENT.
I BELIEVE THAT HUNTER GRADUATED FROM PLANO EAST, AND SO IN FILLING IN THE SHOES OF OUR PREVIOUS SLI EXECUTIVE DIRECTOR, WHO WAS ALSO PLANO EAST PARENT, WE HAVE A ALSO A FORMER PLANO ISD OR PLANO EAST PARENT, AND SO I JUST WELCOME.
CONGRATULATIONS. WE ARE SO EXCITED TO HAVE YOU IN PLANO ISD, WHETHER YOU'RE CONTINUING OR YOU'RE NEW IN YOUR ROLE YOUR LEADERSHIP IS KEY IN THE ROLES THAT YOU'VE BEEN ENTRUSTED WITH, AND WE'RE JUST SO EXCITED TO HAVE SUCH A STELLAR GROUP OF TEAM MEMBERS JOINING US, AND SO CONGRATULATIONS AND WELCOME HOME AND WELCOME BACK.
ALL RIGHT. I PROBABLY SHOULDN'T PICK ON MR. RAGSDALE, BUT I THINK I'VE KNOWN HIM SINCE HIS BADGE.
HE WAS AT STINSON AS THE COACH THERE WHEN MY KIDDOS WERE THERE.
WELCOME UP, AND GLAD YOU'RE HERE.
GLAD YOU'VE CHOSEN TO STAY IN PLANO ISD OR COME TO PLANO ISD.
[00:25:01]
WE HOPE YOU HAVE A GREAT SCHOOL YEAR.SO THIS NOW CONCLUDES OUR RECOGNITIONS.
THANK YOU FOR JOINING, JOINING US THIS EVENING AND LETTING US RECOGNIZE YOU ALL.
PLEASE FEEL FREE TO EXIT THE BOARDROOM AT THIS TIME IF YOU WOULD.
IF YOU SO CHOOSE WITH YOUR GUESTS AND CONTINUE ON WITH YOUR LOVELY EVENING.
WE WILL NOW MOVE ON TO ITEM FOUR, WHICH IS PUBLIC COMMENT SESSION FOR AGENDA ITEMS ONLY.
AT BOARD MEETINGS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS AND NON AGENDA ITEMS. AGENDA RELATED COMMENTS WILL BE HEARD AT THIS TIME.
NON AGENDA RELATED COMMENTS WILL BE HEARD AT THE END OF THE MEETING.
DR. FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING THE AGENDA ITEMS? PRESIDENT HUMPHREY, WE DO NOT HAVE ANY SPEAKERS REGARDING AGENDA ITEMS. ALL RIGHT. THANK YOU. SO NOW WE WILL MOVE INTO ITEM FIVE WHICH IS OUR CLOSED SESSION.
[5. CLOSED SESSION]
IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES.SECTIONS 551.071, 551.072, 551.074, 551.076, 551.087, AND 551.129, AND THE TIME IS 6:28 P.M..
[6. RECONVENE OPEN SESSION]
THE BOARD WILL NOW RECONVENE OPEN SESSION AND THE TIME IS 9:07 P.M..TRUSTEE COOK, WOULD YOU PLEASE CONFIRM THAT YOU CAN HEAR US? CONFIRMED. WHAT DID HE SAY? CONFIRMED. CONFIRMED.
ALL RIGHT, SO WE WILL MOVE TO THE CONSENT AGENDA.
[7. CONSENT AGENDA]
THE CONSENT AGENDA IS ITEM NUMBER SEVEN.IT CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL WITH NO DISCUSSION.
BOARD MEMBERS, ARE THERE ANY REQUESTS TO REMOVE AN ITEM FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? ALL RIGHT. HEARING NONE.
MAY I CALL FOR A MOTION? ANYONE I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.
I'LL SECOND. I HAVE A MOTION BY DR.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND, AND THEN, MICHAEL, I'M GOING TO ASK YOU TO VERBALLY CONFIRM THAT YOU'RE IN FAVOR.
ALL RIGHT. SO THE MOTION PASSES SEVEN ZERO, AND WITH THE APPROVAL OF THE CONSENT AGENDA, I WANT TO NOTE THAT ITEM 7.18 WILL TEMPORARILY SUSPEND THE FOUR BOARD CITIZEN ADVISORY COMMITTEES, WHICH ARE THE DIVERSITY, SPECIAL EDUCATION, CAREER AND TECHNICAL EDUCATION AND GIFTED AND TALENTED EDUCATION.
[00:30:03]
THOSE THOSE COMMITTEES, THOSE WILL BE SUSPENDED FOR THE 2024 2025 SCHOOL YEAR.THIS PAUSE IS NECESSARY TO ALIGN THE COMMITTEES WITH THE STRATEGIC PLAN PILLARS, AND THE CURRENT MEMBERS OF THOSE COMMITTEES WILL BE INFORMED BY EMAIL.
SO THAT WAS WHAT WE JUST ONE OF THE THINGS WE JUST APPROVED IN THE CONSENT AGENDA.
NO, THAT DOES NOT APPLY TO SHACK.
THAT'S A STATUTORILY REQUIRED COMMITTEE.
ALL RIGHT. SO WE'LL MOVE ON TO 8.1 REPORTS THE SUMMATIVE 2023-2024 PLAN OF WORK.
[8.1 Summative 2023 - 2024 Plan of Work]
WHO'S TAKING THAT? LET'S SEE.THERE WE GO, AND I'LL TURN IT OVER TO YOU.
THE PLAN OF WORK, AS YOU WILL RECALL TAKES STRATEGIES FROM A VARIETY OF PLACES.
WE STARTED WITH OUR STRATEGIC ROADMAP.
WE ADD OUR DISTRICT IMPROVEMENT PLANNING PROCESS, AND WE ALSO THIS YEAR HAD SEVERAL AUDITS THAT WE PULLED INFORMATION ON WAYS TO IMPROVE, AND SO COMPILING ALL OF THOSE INTO THE PLAN OF WORK.
THIS WORK INVOLVES A LOT OF PEOPLE ACROSS THE DISTRICT.
SO EVEN THOUGH I'M THE ONE WHO HAS THE PRIVILEGE OF SHARING THIS WITH YOU TONIGHT, I JUST WANT TO HONOR AND RESPECT ALL THE FOLKS WHO HAVE CONTRIBUTED TO ALL OF THE WORK THAT I'LL BE QUICKLY GOING THROUGH TONIGHT.
AGAIN, JUST A REMINDER, WE START WITH OUR STRATEGIC PLAN PILLARS.
YOU HAVE IN FRONT OF YOU A HANDOUT.
THAT IS A SUMMARY, AND WHEN I SAY THE WORD SUMMARY AND YOU HAVE A THICK PACKET, THAT'S KIND OF AN OXYMORON, BUT IT IS A SUMMARY OF ALL OF THE STRATEGIES THAT ARE INVOLVED IN THE PLAN OF WORK IT INCLUDES FOR YOU A PERCENTAGE OF OUR COMPLETION TOWARD THOSE STRATEGIES.
JUST BECAUSE SOMETHING IS 100%, IT MAY STILL BECOME PART OF OUR WORK IN THE FUTURE, AND SOME OF THOSE THAT WE FELT LIKE WE STILL HAVE MORE WORK TO DO BECAUSE WE WANTED TO DEFINITELY GET IT RIGHT.
WE HAD 37 STRATEGIES IN THIS PILLAR COVERING 15 PERFORMANCE OBJECTIVES.
THIS YEAR WAS EARLY LITERACY AND MATHEMATICS PRACTICES, WHICH WE SAW SOME GREAT RESULTS.
WE'LL TALK ABOUT IT IN A MOMENT.
WE LOOKED AT READING ACADEMIES AND HOW WE'VE IMPLEMENTED THOSE, AND RATHER THAN READING THEM ALL TO YOU AS BECAUSE I KNOW YOU CAN READ, WE JUST HAD A LOT OF AREAS THAT WE WORKED ON THROUGH THE AUDIT LOOKING AT DATA, ALL OF THE THINGS THAT DROVE THOSE STRATEGIES IN THAT PARTICULAR WORK.
JUST TO QUICKLY HIGHLIGHT THE HOUSE BILL THREE GOALS AND OUR PROGRESS TOWARD THOSE PARTICULAR GOALS THIS YEAR, WE STARTED WITH THE GOAL TO IMPROVE BOTH READING AND MATHEMATICS PERFORMANCE.
THE TARGETS WE ARE GOING TO MONITOR FOR.
SO TO SHARE WITH YOU THAT MAP DATA, WE WERE FOCUSED ON GROWTH.
I'M PLEASED TO REPORT THAT IN OUR KINDER THROUGH THIRD GRADE CLASSROOMS IN READING AND MATHEMATICS, WE SAW THE HIGHEST GROWTH THAT WE'VE SEEN IN THE LAST FOUR YEARS.
SO THAT FOCUS ON EARLY LITERACY AND MATHEMATICS REALLY MADE A DIFFERENCE.
[00:35:08]
STILL SAW SOME STRONG GROWTH IN OUR FOURTH AND FIFTH GRADE, MUCH GREATER THAN LAST YEAR, AND WE ARE CONTINUING TO TRY TO IMPROVE GROWTH AT OUR MIDDLE SCHOOL LEVELS IN BOTH READING AND IN MATH FOR OUR STAAR RESULTS, JUST TO REORIENT YOU TO THE BASELINE, A REMINDER THE STAAR TEST WAS REDESIGNED AS AS THE LEGISLATURE ASSIGNED IN 2019.WE SAW THAT FIRST ITERATION OF THAT IN 2023.
WE DIDN'T HAVE ACCOUNTABILITY IN 23, BUT WE DID HAVE THE STAAR REDESIGN.
SO WE HAD A NEW BASELINE THAT WE SET WITH A NEW HOUSE BILL THREE GOAL AND THE IT'S KIND OF HARD TO READ, BUT THOSE THAT ARE IN GOLD SHOW WE MET THOSE TARGETS OR EXCEEDED IT, AND THOSE THAT REMAIN RED.
WE ALMOST DID IT IN OUR EIGHTH GRADE AND ENGLISH ONE AND GOT A LITTLE BIT BEHIND IN READING SEVEN.
THESE ARE SET AT THE MEETS AND REMEMBER THAT IT IS NOT A FIRST.
THIS IS A MUCH MORE RIGOROUS BAR THAT WE'RE TRYING TO HIT TO GET TO THE MEETS LEVEL, ALTHOUGH THE REASON IT CAN BE CONFUSING FOR SOME IS THERE ARE PLACES IN THE STATE THAT OUR APPROACHES LEVELS LOOK LIKE THIS, SO IT CAN BE VERY CONFUSING.
OUR MATH GOALS IF YOU SEE THOSE WE HAD TWO OF THE SEVEN AREAS THAT WE MET.
OUR THIRD AND FIFTH GRADE MATH THAT WE MET THOSE GOALS AND THE OTHERS WE DID NOT.
I WANT TO PAUSE FOR JUST A MOMENT ON SEVENTH GRADE.
SEVENTH GRADE MATH ALWAYS CAUSES SOME HEARTACHE WHEN WE SHOW THIS IN PUBLIC, BUT I WANT TO REMIND EVERYONE THAT OUR SEVENTH GRADERS, ONLY ABOUT A THIRD OF OUR SEVENTH GRADERS, ACTUALLY TAKE THE SEVENTH GRADE STAAR EXAM, BECAUSE WE HAVE SO MANY STUDENTS WHO ARE TAKING ACCELERATED MATHEMATICS IN EITHER HONORS AND TAKING THE EIGHTH GRADE STAAR, OR THEY'RE ALREADY IN ALGEBRA, TAKING THE EOC.
SO THAT IS A LITTLE BIT OF A DIFFERENT NUMBER.
IT'S AN ANOMALY. WE STILL WANT TO GET THOSE NUMBERS HIGHER, BUT THERE IS A DIFFERENCE IN THAT SEVENTH GRADE MATH EVERY YEAR THAT WE TRY TO GIVE THAT CONTEXT FOR OUR SCIENCE AND SOCIAL STUDIES, WE DID MEET THE GOAL IN EIGHTH GRADE SOCIAL STUDIES, US HISTORY.
OUR FIFTH GRADE MAP AND SCIENCE SCORES SHOW US WITH GREAT GROWTH AND GREAT PERFORMANCE, BUT YET ACROSS THE STATE, WE SAW A DROP IN THAT MEETS GRADE LEVEL IN SCIENCE FOR THE STAAR.
MAY I ASK A CLARIFYING QUESTION REALLY QUICK ON THAT? I'M SORRY FOR INTERRUPTING.
NO, YOU'RE FINE. WHEN YOU TALK ABOUT THE INTERPLAY BETWEEN MAP AND STAAR, AS PARENTS, WE'RE LOOKING AT THOSE LITTLE MAP RIVER CHARTS AND IT PROJECTS WHETHER OR NOT OUR STUDENTS ARE LIKELY TO PERFORM A CERTAIN WAY ON STAAR, BUT BECAUSE THE STAAR HAS CHANGED, THAT'S A GREAT THAT'S A GREAT POINT OF CLARIFICATION.
SO THE REFRESHED STAAR WHEN THE NEW NORMS, THE NEW LINKING STUDY COMES OUT, WHICH WE'RE EXPECTING FOR THE BEGINNING OF THE YEAR SCORES, THOSE WILL NOW BE LINKED TO THE NEW STAAR REFRESHED TEST.
SO GREAT POINT OF CLARIFICATION FOR OUR HIGH SCHOOL PSAT.
WE WANT TO LOOK AND SEE HOW MANY OF OUR STUDENTS ARE MEETING BOTH BENCHMARKS.
ALSO JUNIORS THAT SELF-SELECT THAT ARE GOING TO GO INTO THE NATIONAL MERIT QUALIFYING.
YES, AND SO YOU LEFT THEM OUT.
THIS IS ALL OF OUR NINTH, 10TH AND 11TH GRADERS, AND THAT'S WHY WE'LL REPORT THESE OUT FOR THIS PARTICULAR GOAL FOR OUR HIGH SCHOOL READING, THE NUMBER OF STUDENTS WHO MET THE BENCHMARKS ARE INDICATED IN THE RED FONT IN THE MIDDLE.
[00:40:09]
ACROSS THE NATION.ALL RIGHT. FOR PILLAR TWO, OUR LIFE READINESS PILLAR, WE'RE REALLY WANTING TO MAKE SURE ALL OF OUR STUDENTS HAVE THAT PATHWAY TO CHOOSE THEIR PATH WHEN THEY THEY LEAVE US FROM HIGH SCHOOL, WE HAD 19 STRATEGIES IN THIS PARTICULAR PILLAR COVERING FIVE PERFORMANCE OBJECTIVES.
WE COMPLETED JUST OVER HALF OF THOSE.
SO TEN OF THOSE ARE COMPLETED IN PRACTICE, AND NINE WE WILL CONTINUE.
FOR THAT, YOU'LL YOU'LL REMEMBER WE'VE ADDED SOME MIDDLE SCHOOL CTE COURSES TO GET KIDS STARTED.
WE ALSO EXCITING OPPORTUNITY FOR US TO HONOR SOME STUDENTS THIS YEAR WITH THE SUPER FIRST ANNUAL SUPERINTENDENT'S SCHOLAR AWARD, AND WE'RE EXCITED ABOUT THAT NOT ONLY TO CELEBRATE STUDENTS, BUT REALLY TO GET THAT CONVERSATION ROLLING IN OUR WHOLE SYSTEM FROM KINDERGARTEN THROUGH 12TH GRADE ABOUT WHAT IT MEANS TO BE COLLEGE AND CAREER READY AT EVERY STEP.
WE ARE TRYING TO INCREASE OUR INDUSTRY BASED CERTIFICATIONS, OUR ACCESS TO AP AND DUAL CREDIT, AND OF COURSE, WE'VE HAD A BIG EMPHASIS IN OUR CCMR MEETINGS AT OUR HIGH SCHOOLS, OUR SENIOR HIGHS, AND EVEN DOWN TO OUR MIDDLE SCHOOLS.
IN LOOKING AT THOSE PATHWAYS WE CAN PUT TOGETHER.
WE HAD A FEW GOALS HERE AS WELL.
ORIGINALLY, OUR CCMR GOALS WERE A LITTLE LOWER THAN 88%, BUT YOU WILL RECALL WITH THE 23 ACCOUNTABILITY REFRESH, THE CUT SCORE WAS RESET AT THE STATE FROM 60 TO 88.
SO WE ARE TRYING TO REACH THAT AS WELL.
WE HAVE SOME MAKEUP WORK TO DO AND WE'RE CONTINUING TO DO THAT.
WE ALSO WANTED TO WORK ON INCREASING OUR NUMBER OF INDUSTRY BASED CERTIFICATIONS, AND ALSO TO CONTINUE TO IMPROVE OUR 4 YEAR GRADUATION RATE.
WE HAVE A LONG TERM A LONG RANGE GOAL FOR THAT SET AT 98% FOR OUR CCMR DATA.
THIS IS A SUMMARY OF THAT IMPORTANT IN THE MIDDLE THERE.
OUR INDUSTRY BASED CERTIFICATIONS.
YOU'LL NOTICE WE WANTED TO INCREASE THAT TO 17%.
THAT'S A BIT OF A MOVING TARGET BECAUSE THOSE CAN CHANGE OVER TIME.
THE STATE HAS CHANGED THOSE SEVERAL TIMES ON US, AND WE HAVE TO CONTINUE TO KEEP UP WITH THAT, BUT WE ARE NOT YET TO 88%, AS YOU CAN SEE, WITH THE 71% IN THE BOTTOM.
AS A REMINDER, THIS IS ALL LAGGING DATA, AND SO IT TAKES A COUPLE OF YEARS TO SEE THE EFFORTS OR THE RESULTS FROM THE EFFORTS THAT HAVE BEEN PUT IN PLACE. ANOTHER GREAT POINT, DR.
WILLIAMS. THANK YOU, AND REMINDER OF THE CLASS OF 23, WHICH IS THIS SET OF RESULTS.
IF YOU WILL RECALL, THEY HAD ALREADY LEFT US WHEN WE LEARNED WHAT THE NEW RULES WERE.
SO THERE'S AN APPLICATION OF NEW RULES WITH KIDS WHO HAD ALREADY LEFT US, AND WILL CONTINUE TO BE PLAYING CATCH UP ON THAT, AS WELL AS OUR GRADUATING CLASS THAT WE JUST GRADUATED IN 2024.
THOSE STUDENTS WERE ALREADY SENIORS IN HIGH SCHOOL AND ALREADY IN THEIR PATHWAY.
SINCE THIS IS A LONG PRESENTATION, CAN I ASK A QUICK QUESTION? DO WE STILL WAIT? YOU KNOW WHAT IF IT'S KIND OF RELEVANT TO THE THING THAT SHE'S ON.
GO AHEAD. IT'S RELATIVE TO YOUR CONVERSATION.
JUST TO ASK THE QUESTION, WHAT IS A REASONABLE TIMELINE, DO YOU THINK? WHAT'S OUR PREDICTIVE TIMELINE FOR WHEN WE WILL BE ABLE TO CATCH UP? YOU KNOW, BASED ON I MEAN, THERE'S A LOT OF THINGS WORKING AGAINST US.
THERE'S A LOT OF THINGS WE'RE IMPLEMENTING.
NOW, THERE ARE THINGS WE CAN DO TO TRY TO SPEED THAT UP, BUT SOME OF THESE ARE SIMPLY THREE AND FOUR YEAR PLANS, AND IF YOU DON'T START THEM IN THAT YOU KNOW EARLY ENOUGH, THEN YOU'RE NOT GOING TO MEET IT.
SO FOUR YEARS FROM NOW WE'RE GOING TO SEE A HUGE.
TO YOUR POINT THAT'S A FOUR YEAR PROGRAM THAT WE'RE STARTING.
PRECISELY. IT'S JUST THE IT'S PROBABLY GOING TO BE MORE EXPONENTIAL THAN IT IS LINEAR.
[00:45:09]
YEAR, AND THAT'S THE PREDOMINANT REASON WE'VE MOVED AWAY FROM A FOUR YEAR PLAN TO A SIX YEAR PLAN, JUST TO ENSURE THAT WE ARE THAT KIDS ARE STARTING IN MIDDLE SCHOOL WITH THEIR COLLEGE AND CAREER READINESS PLAN.ONE OTHER THING THAT IMPACTS THAT TIMELINE THAT I THINK IS IMPORTANT TO POINT OUT, THAT'S REALLY OUT OF OUR CONTROL, IS IS ANY FURTHER CHANGES FROM THE TEA ON THESE, BECAUSE WE HAVE SEEN THEM MAKE SO MANY CHANGES OVER THE PAST COUPLE OF YEARS, AND THEY CONTINUE TO REEVALUATE, IN PARTICULAR THOSE INDUSTRY BASED CERTIFICATIONS.
SO THAT ALSO IMPACTS, AND DANNY BRINGS UP A REALLY GOOD POINT.
WE WERE ACTUALLY DISCUSSING TODAY THAT ALTHOUGH THE 2017 CHANGE IN STATUTE WITH REGARD TO THE NEW ACCOUNTABILITY SYSTEM AND THEN HOLDING CUT SCORES AND NOT CHANGING FOR FIVE YEARS HAS NOT NECESSARILY BEEN TRUE.
WHEN IT'S COME TO CCMR. THERE HAS BEEN A CCMR CHANGE ALMOST EVERY SINGLE YEAR SINCE 2017, AND SO EVERY TIME THERE'S A CHANGE, IT IMPACTS THE COHORT OF STUDENTS.
I GUESS THE THING I WANT TO JUST HIGHLIGHT FOR THIS, BECAUSE I THINK IT'S REALLY, REALLY IMPORTANT, IS THAT THIS DATA IS REALLY INCREDIBLY IMPORTANT, BUT SO IS ACTION AND I THINK THAT THE ACTION THAT THE DISTRICT IS DOING TO GET US THERE SPEAKS VERY VOLUMES THAT WE ARE.
WE'RE CERTAINLY HEADING IN THE RIGHT DIRECTION.
I APPRECIATE THAT, AND I BELIEVE THAT IS TRUE, AND WE WILL CONTINUE TO DO THAT.
ALL RIGHT. PILLARS THREE, FOUR AND FIVE WERE THE REMAINDER OF OUR PLAN OF WORK.
I PROMISE THEY WON'T BE QUITE AS LONG.
PILLAR THREE IS LOOKING AT OUR TALENT ACQUISITION, SUPPORT AND GROWTH.
WE KNOW HOW IMPORTANT IT IS TO HAVE A QUALITY TEACHER IN EVERY CLASSROOM, A QUALITY LEADER ON EVERY CAMPUS, AND SO WE WANTED TO WORK TO REALLY TAKE CARE OF OUR STAFF AND MAKE SURE WE CAN RECRUIT, HIRE AND RETAIN THE BEST STAFF.
SO WE HAD TEN STRATEGIES COVERING FOUR PERFORMANCE OBJECTIVES.
SOME OF THE THINGS THAT WE IMPLEMENTED THIS YEAR.
WE HAD SOME STAFF LISTENING ROUNDS.
WE, OUR PROFESSIONAL LEARNING DEPARTMENT, WORKED ON OUR PROFESSIONAL LEARNING PLANS, THE WORK THAT WE'VE DONE THROUGH HOLDSWORTH, DEVELOPING OUR LEADERSHIP PROFILE AND OUR EDUCATOR PROFILES, AND REALLY LOOKING AT OUR INSTRUCTIONAL COACH PROGRAM, AND THAT'S BEEN REDESIGNED BY LORI AND HER TEAM TO BEGIN REALLY IN EARNEST THIS YEAR.
PILLAR FOUR IS ABOUT SAFETY, WELLNESS AND COMMUNITY ENGAGEMENT.
WE HAVE EIGHT THAT ARE COMPLETING IN PRACTICE AND SEVEN AGAIN THAT WE ARE WORKING ON.
FREEMAN AND HER TEAM HAS DONE TO REALLY BRING A LOT OF UNITY TO THE DISTRICT, LOOKING AT COMMUNICATIONS AND BRANDING AND REALLY PUTTING A BRAND ON PLANO ISD, AND THEN THE WORK THAT WE DO TO INFORM OUR COMMUNITY AND TO WORK WITH OUR VOLUNTEERS THROUGHOUT THE COMMUNITY, THAT'S SOME OF THE KEY WORK THAT WE'VE DONE THIS YEAR.
WE HAD 14 STRATEGIES COVERING FOUR PERFORMANCE OBJECTIVES HERE.
11 OF THOSE ARE COMPLETE AND THREE ARE STILL IN PROGRESS.
SOME OF THE THINGS WE WORKED ON, OF COURSE, WAS PARTNERSHIP AGREEMENTS, LOOKING AT PART, RECOGNIZING OUR PARTNERS AND THE PI PROGRAM, AND THAT'S ALWAYS A GREAT CELEBRATION TO HONOR THOSE WHO ARE SUPPORTING OUR DISTRICT, LOOKING AT BUILDING EFFICIENCIES, A TECHNOLOGY MASTER PLAN.
YOU'VE HEARD A LITTLE BIT ABOUT A NEW STUDENT INFORMATION SYSTEM.
YOU'VE ALSO HEARD A LITTLE BIT ABOUT SOME LONG RANGE FACILITY PLANNING.
ALL OF THAT WAS DONE THROUGH PILLAR FIVE.
SORRY, I GUESS I SHOULD HAVE LET YOU ASK ME INSTEAD OF JUST JUMPING AHEAD.
THERE YOU GO. SO I THOUGHT YOU WERE STARTING TO TALK.
SO WE HAVE SOME EXCITING CHANGES THAT WE HAVE COMING UP NEXT YEAR.
THANK YOU. SO YES, I'M EXCITED ABOUT ALL OF THE WORK THAT WE HAVE ACCOMPLISHED OVER THE PAST YEAR.
[00:50:06]
ACCOMPLISHED OVER THIS PAST YEAR.WHEN YOU LOOK AT ALL OF THESE STRATEGIES AND DIFFERENT PERFORMANCE OBJECTIVES, BUT WE ALSO STILL HAVE A WAYS TO GO AND QUITE A BIT OF WORK THAT WE'RE STILL DOING TO ACHIEVE THAT STRATEGIC PLAN THAT YOU ALL PUT IN PLACE AT THE BEGINNING OF LAST YEAR.
ONE OF THE THINGS THAT WE'VE EXPERIENCED THIS YEAR THAT WE THINK IS, IS IMPORTANT FOR US TO REFLECT ON AND ADJUST TO IS THAT WHENEVER YOU PUT A LOT OF CHANGE, WHEN YOU WHENEVER YOU'RE TRYING TO MAKE A LOT OF CHANGES AT ONCE IN AN ORGANIZATION, IT PUTS A LOT OF STRAIN ON THAT ORGANIZATION, AND THAT CAN IMPACT THE EFFECTIVENESS OF YOUR CHANGE, AND SO WE WANT TO MAKE SURE THAT AS WE MAKE THESE SYSTEM IMPROVEMENTS TO OUR DISTRICT, THAT WE ARE DOING SO IN AN EFFECTIVE WAY THAT ALLOWS US TO CLEARLY DEFINE AND MEASURE SUCCESS AND TO MOVE FORWARD AS A DISTRICT.
THAT CAN BE REALLY HARD, BECAUSE SOMETIMES THAT MEANS YOU HAVE TO PICK AND CHOOSE WHAT YOU'RE GOING TO FOCUS ON FIRST, AND WHEN YOU KNOW YOU HAVE A LOT YOU WANT TO GET DONE, IT CAN BE HARD TO DO THAT. IT CAN BE HARD TO SAY, WE'RE GOING TO DO THIS PIECE, AND WE'RE GOING TO LET THIS OTHER PIECE SIT WHILE WE WHILE WE FOCUS ON THIS FIRST THIS FIRST ISSUE, BUT THAT'S WHAT WE NEED TO DO.
SO WE HAVE BEEN SPENDING THE PAST REALLY WE STARTED THIS IN DECEMBER AND HAVE CONTINUED TO WORK OVER THE PAST EIGHT MONTHS NOW IN REFOCUSING, REALIGNING AND KIND OF RESTRUCTURING HOW WE'RE GOING TO TALK ABOUT OUR PLAN OF WORK EACH YEAR SO THAT IT IS MORE CONSISTENT WITH AND ALIGNED TO THE STRATEGIC PLAN THAT YOU ALL ADOPTED.
SO EARLIER WHEN LISA TALKED ABOUT THE DIFFERENT PIECES THAT WENT INTO OUR DISTRICT IMPROVEMENT PLAN AND PLAN OF WORK FOR THIS YEAR, WE HAD THE STRATEGIC PLAN, THE DISTRICT IMPROVEMENT PLAN, AND THE CURRICULUM AUDIT AS THREE KIND OF SEPARATE PIECES THAT WE KIND OF JUST STACKED ON TOP OF EACH OTHER, AND SO WE'RE REFRAMING THAT FOR THIS NEXT YEAR, AND WE ARE LOOKING AT EVERYTHING FLOWING INTO THE STRATEGIC PLAN AND OUT OF THE STRATEGIC PLAN.
SO WE'RE ALIGNED FROM TOP TO BOTTOM IN OUR WORK AS AN ORGANIZATION, WHICH ALSO ALLOWS US TO FOCUS.
SO WE HAVE CHOSEN SIX OF THE STRATEGIC PLAN OBJECTIVES THAT YOU ALL ADOPTED, THAT WE WILL BE PRIORITIZING FOR THE 24-25 SCHOOL YEAR, AND IN YOUR SEPTEMBER WORKSHOP, WE WILL BRING A WORK SESSION.
SO WE'RE REALLY TRYING TO FOCUS IN ON WHAT ARE THE HIGH LEVERAGE, COMPREHENSIVE CHANGES TO OUR SYSTEM THAT WE'RE GOING TO MAKE THIS NEXT YEAR TO ADVANCE WHAT WE'RE TRYING TO ACCOMPLISH AS A DISTRICT? AND SO EACH ONE OF THOSE GOALS WILL HAVE SPECIFIC PERFORMANCE TARGETS ASSOCIATED WITH THEM, AND YES, I'M KIND OF JUMPING BETWEEN SLIDES.
I'M SORRY. LISA. SO EACH ONE OF THOSE, EACH ONE OF THOSE GOALS WILL HAVE SPECIFIC PERFORMANCE TARGETS ASSOCIATED WITH THEM, WHICH WILL BE QUANTITATIVE NUMBERS.
RIGHT. SO JUST LIKE WE HAVE THREE GOALS THAT WILL BE A PART OF THIS, AND WE'RE ACTUALLY LOOKING AT THOSE ADJUSTMENTS THAT WE'RE GOING TO MAKE AS A RESULT OF THIS OF THE NEW STAAR TEST.
WHAT DATA ARE WE LOOKING AT TO SEE IS THIS STRATEGY ACTUALLY HELPING US ACHIEVE THIS GOAL, AND WHO ARE THE STAFF RESPONSIBLE, AND THEN WE'VE ALSO WRITTEN PROBLEM STATEMENTS, JUST LIKE OUR CAMPUSES DO FOR THEIR CAMPUS IMPROVEMENT PLANS, TO SHOW WHAT ARE OUR NEEDS AND ARE OUR GOALS AND OUR STRATEGIES ALIGNED TO THOSE NEEDS.
SO THAT WILL ALL TOGETHER MAKE UP THE DISTRICT IMPROVEMENT PLAN AND THE PLAN OF WORK WHICH WILL ALSO THEN INCORPORATE US REPORTING OUT ON OUR STRATEGIES THROUGHOUT OR I'M SORRY, ON OUR PERFORMANCE OBJECTIVES FROM THE STRATEGIC PLAN ON ALL OF THEM, AND SO NOW YOU GO TO THE NEXT SLIDE, AND SO THAT'S WHAT THIS THIS DOCUMENT IS RIGHT HERE, AND THIS IS NOT INTENDED FOR YOU TO BE ABLE TO READ IT ON THAT ON THAT SLIDE, BUT YOU SHOULD HAVE A HANDOUT OF THIS, AND I THINK YOU'VE SEEN THIS BEFORE, BUT WE CHANGED THE COLORS FOR YOU A LITTLE BIT AND SO IN THIS ONE PAGER, THIS IS THE ENTIRE STRATEGIC ROADMAP.
SO THE GREEN IS MAINTAIN EFFORTS.
THAT DOESN'T MEAN WE'RE NOT WORKING ON THESE AREAS, AND I THINK THAT'S KIND OF OUR SHIFT THAT WE THAT WE'RE TRYING TO MAKE IN TERMS OF OUR MINDSET MAINTAINING EFFORTS MEANS WE HAVE A SYSTEM THAT'S SET UP THAT'S GOING TO HELP US ACHIEVE THIS OBJECTIVE, BUT YOU HAVE TO MAINTAIN THOSE SYSTEMS. YOU CAN'T SAY, OH, THE SYSTEM SET UP, WE'RE GOING TO MOVE ON, RIGHT? IT'S STILL CONTINUOUS WORK THAT WE'RE DOING IN THOSE AREAS, BUT BUT WE FEEL GOOD ABOUT THE STRUCTURE OF OUR SYSTEM AND THAT'S WHERE.
SO WE'RE DOING THE ONGOING WORK THERE.
YELLOW ARE AREAS THAT WE KNOW WE NEED TO MAKE SOME SYSTEM IMPROVEMENTS ON, BUT THEY'RE NOT GOING TO BE OUR PRIMARY FOCUS AREAS THIS YEAR, AND SO THAT'LL BE SOMETHING WE'LL BE LOOKING AT TO FOCUS ON IN A FUTURE YEAR OF OUR STRATEGIC PLAN, AND THEN THE RED ARE THE SIX THAT WE'RE FOCUSING ON FOR THIS YEAR, AND YOU CAN SEE THAT WE HAVE ONE IN EVERY PILLAR EXCEPT FOR EXCEPT FOR PILLAR FIVE WHICH WE'LL HAVE TWO, AND THAT'S RELATED TO THE TRANSITION WORK WE'RE DOING OUT OF THE LONG RANGE FACILITY PLAN AND ALSO OUR TRANSITION ON OUR ERP AND STUDENT INFORMATION SYSTEMS PLATFORMS. SO THAT'S WHERE WE'RE GOING.
[00:55:02]
WE'LL HAVE A LOT MORE DETAIL FOR YOU ABOUT ALL OF THIS.THAT IS THE STRATEGIC PLAN OVERVIEW.
NOW WE WILL GO ON TO LISA'S GOING TO CARRY US THROUGH THIS AS WELL.
8.2 REPORTS THE 2023-2024 ACCOUNTABILITY SYSTEM UPDATE.
[8.2 2023 - 2024 Accountability System Update]
MY TEAM IS ALL SITTING HERE KEEPING ME HONEST, MAKING SURE I DO THIS RIGHT.SO I AM HERE TONIGHT WITH A REMINDER OF THE ACCOUNTABILITY SYSTEM REFRESH.
SO YOU WILL RECALL THAT THE ACCOUNTABILITY SYSTEM FOR THE TEXAS EDUCATION AGENCY WAS REFRESHED FOR THE 23 SCHOOL YEAR, BUT NO ONE RECEIVED RATINGS DUE TO LITIGATION AT AT THE STATE LEVEL.
SO WHILE IT WAS REFRESHED OVER A YEAR AGO, THIS WILL BE THE FIRST TIME WE SEE RATINGS USING THIS NEW ACCOUNTABILITY SYSTEM, AND DUE TO THE CHANGES AND BECAUSE OF THE IMPACT OF THE CHANGES, WE THOUGHT IT WAS IMPORTANT THAT WE HIGHLIGHT THIS FOR YOU, AND I WILL SAY, I THINK WE'VE TAKEN OVER FOR MORE CONFUSING THAN SCHOOL FINANCE IN THE ACCOUNTABILITY ARENA.
SO JUST TO YEAH YOU'RE WELCOME JOHNNY.
ALL RIGHT. SO WE WANT TO REMIND YOU THAT THE ACCOUNTABILITY SYSTEM EXISTS FOR A COUPLE OF REASONS, REALLY, TO IMPROVE STUDENT PERFORMANCE AND TO ELIMINATE ACHIEVEMENT GAPS AND REALLY MAKE SURE OUR STUDENTS ARE READY FOR POST-SECONDARY SUCCESS.
INCREASE STUDENT ACHIEVEMENT WHAT STUDENTS KNOW AND ARE ABLE TO DO.
ALSO HOW FAR THEY'VE GROWN AND TRIED AND TRYING TO MEASURE GROWTH.
UNFORTUNATELY FOR US TO COMPARE SYSTEMS OVER YEARS, YOU REALLY NEED THE SAME TYPES OF THINGS EACH YEAR, AND WE'VE ALSO HAD A REFRESH IN THE STAAR, WHICH IS A CRITICAL COMPONENT OF THE MEASUREMENTS, AND WE'VE HAD A CHANGE IN HOW THEY CALCULATE THOSE SCORES.
SO ALL THE THINGS COMBINED, YOU PUT THEM TOGETHER.
YOU HAVE A VERY DIFFERENT SYSTEM.
EVEN IN CLOSING THE GAPS, THERE'S A VERY DIFFERENT SYSTEM AND CALCULATION IN HOW WE'RE LOOKING AT IT IN THE 23 REFRESH SYSTEM, HOW YOU PROGRESS FOR ENGLISH LANGUAGE ACQUISITION, LOOKING AT OUR EMERGENT BILINGUAL GROWTH, OUR GRADUATION RATES, AND OF COURSE, WE'VE ALREADY MENTIONED THE CHANGE IN CUT SCORES TO CCMR THAT WILL HAVE A BIG IMPACT BECAUSE IT'S CALCULATED HERE MULTIPLE TIMES.
SO IN THE REFRESHED SYSTEM THE DOMAINS REMAIN THE SAME.
THEY'RE CALLED THE SAME THING.
THEY'RE JUST CALCULATED VERY DIFFERENTLY.
WE'RE STILL COUNTING APPROACHES, MEETS AND MASTERS.
WE JUST HAVE TO REMEMBER THAT THE ASSESSMENT ITSELF IS FAIRLY NEW, AND WE HAVE THE CCMR THAT COUNTS FOR THOSE SCHOOLS THAT HAVE CCMR AT THE HIGH SCHOOL RATING OR AT THE HIGH SCHOOL LEVEL, AND THOSE WILL INCLUDE GRADUATION RATES AND THE CCMR SCORES IN THAT STUDENT ACHIEVEMENT DOMAIN.
IN THE SCHOOL PROGRESS DOMAIN WE HAVE TWO AREAS.
WE HAVE TWO A THAT LOOKS AT GROWTH, AND WE USED TO COUNT GROWTH IN ONE WAY.
WE NOW COUNT GROWTH IN A DIFFERENT WAY, AND I'LL SHOW YOU THAT IN JUST A MOMENT, AND WE ALSO HAVE AN ADDITIONAL PIECE IN THAT TWO WAY THIS YEAR IN THAT THERE ARE BONUS POINTS THAT CAN BE EARNED FOR MOVING STUDENTS FROM DID NOT MEETS UP TO AS WE WERE TALKING ABOUT PASSING LEVEL A MOMENT AGO TO APPROACHES OR ABOVE. IN PART B, YOU CAN ALSO BE MEASURED RELATIVE TO OTHERS IN THE STATE WHO SHARE YOUR SIMILAR NUMBERS OF ECONOMICALLY DISADVANTAGED STUDENTS.
SO THAT'S CALLED RELATIVE PERFORMANCE, AND THAT IS NOW INCLUDING THE EOC RE-TESTERS.
SO THAT IS WHAT PART TWO B LOOKS LIKE.
IN DOMAIN THREE, WE'RE LOOKING AT HOW WE'RE CLOSING THE GAPS.
SIGNIFICANT CHANGES IN THIS AREA.
WE HAVE 14 FEDERAL ACCOUNTABILITY SUBGROUPS, AND WE USED TO RECEIVE RATINGS ON ALL 14 OF THOSE THAT WERE CALCULATED INTO OUR CLOSING THE GAPS DOMAIN. THAT HAS NOW BEEN CHANGED.
WE STILL RECEIVE REPORTING ON ALL OF THOSE SUBGROUPS, BUT THAT HAS MOVED DOWN TO SOMETHING CALLED FOUR SUPERGROUPS AND I'LL TELL YOU ABOUT THAT IN A MOMENT, AND THIS IS IN ALIGNMENT WITH THE FEDERAL ACCOUNTABILITY SYSTEM, LOOKING AT FEDERAL TARGETS THAT ARE SET FOR EACH YEAR.
[01:00:03]
THE METHODOLOGY LOOKS LIKE THIS.SO YOU PICK YOUR HIGHEST OF THAT, AND THEN YOU GET TO PICK THE HIGHEST BETWEEN 1 AND 2.
SO IT'S IN ESSENCE IS THE BEST OF ONE TWO A OR TWO B COUNTS FOR THAT PORTION, AND THEN DOMAIN THREE IS THE SAME FOR EVERYONE EXCEPT WE HAVE THESE SUPER GROUPS, AND WE'LL TALK ABOUT THAT, AND OF COURSE EVERYONE RECEIVES AN OVERALL RATING, AND THEY ALSO RECEIVE A LETTER GRADE IN EACH OF THE DOMAINS. SO LET'S TALK A LITTLE BIT ABOUT THE CHANGES AND WHAT THAT LOOKS LIKE.
REMINDER NEW STAAR TEST RESULTS OF THE TEXAS LEGISLATION IN 2019.
SO REALLY, THIS IS THE FIRST TIME WE'RE SEEING THE STAAR REFRESH COMING OUT IN ACCOUNTABILITY.
THE REDESIGN DID INCLUDE SEVERAL COMPONENTS.
WE HAD CROSS CURRICULAR PASSAGES, A LIMIT ON MULTIPLE CHOICE.
THE STATE DID NOT WANT IT TO BE JUST A MULTIPLE CHOICE TEST.
SO WE MOVED TO WHAT WE CALLED EVIDENCE BASED WRITING.
SO IF THE STUDENT'S RESPONSE WAS CONSIDERED OFF TOPIC BY THE RATER, IT WOULD RECEIVE A ZERO, AND THIS YEAR, THAT RATER AT TIMES WAS A COMPUTER BECAUSE WE MOVED TO SOME ARTIFICIAL INTELLIGENCE SCORING, AND SO WE HAD SOME ZEROS THAT WERE APPLIED BECAUSE THE COMPUTER DETERMINED THAT THE RESPONSE WAS OFF TOPIC.
THE RATINGS CAME OUT ORIGINALLY IN 1718 AS THIS REFRESH TO A THROUGH F, WE WERE SUPPOSED TO KIND OF REMAIN STEADY FOR SEVERAL YEARS, AND THEN A THING CALLED COVID HAPPENED AND WE DIDN'T GET RATED FOR SEVERAL YEARS, AND THEN WHEN THEY RESUMED, THEY WERE STARTING THE MOVEMENT TO A NEW ACCOUNTABILITY SYSTEM.
SO WE RECEIVED SOMETHING CALLED WHAT IF RATINGS.
WE HAD SOME WHAT IF RATINGS ONE YEAR WE HAD SOME CHANGES TO SOME CUT SCORES THAT AGAIN, WE DID NOT REALIZE IN 22-23 BECAUSE THEY WERE HELD. SO NOW IT'S THE FIRST TIME WE ARE SEEING RATINGS WITH INCREASED THE CHANGES IN THE CUT SCORES TO GRADUATION, TO CCMR, THE CHANGE TO THE TEST AND THE CHANGE TO THE CALCULATION.
SO PUT ALL THOSE CHANGES TOGETHER IS VERY DIFFICULT.
SO AGAIN, DIFFERENT METHODOLOGY.
I'VE REALLY ALREADY SAID THAT DIFFERENT CHANGES.
WHILE IT'S A GOOD THING, IT IS A DIFFERENT CALCULATION AND THE EMPHASIS ON OUR SUBPOPULATIONS, THE WAY THE CALCULATIONS ARE MADE, THEY TAKE YOUR LOWEST PERFORMING GROUPS AND THOSE ARE THE ONLY ONES THEY CALCULATE.
SO YOU REALLY GET NO CREDIT IF YOU'RE MOVING ANY OF THE SUBPOPULATIONS, BECAUSE THEY ONLY CALCULATE IN YOUR TWO LOWEST PERFORMING GROUPS WHEN THEY'RE LOOKING AT THE SUB POP AREA, AND I'LL SHOW YOU THAT.
HOPEFULLY THAT WILL MAKE MORE SENSE.
SO AN A FROM 22 CAN'T BE CONSIDERED THE SAME THING AS AN A IN 24.
WE REMINDED PARENTS AND COMMUNITY LAST YEAR.
IT IS STATISTICALLY POSSIBLE FOR A SCHOOL TO ACTUALLY DO BETTER ON THE TEST, BUT YET GET A LOWER ACCOUNTABILITY RATING DUE TO THE NEW CALCULATIONS AND ALL OF THE THINGS THAT ARE INVOLVED.
IT'S NOT A SIMPLE APPLES TO APPLES COMPARISON.
SO THERE THEY ARE THREE DOMAINS HOW MUCH STUDENTS KNOW, HOW MUCH THEY GROW, OR HOW THEY PERFORM COMPARED TO THEIR PEERS, AND HOW WELL WE ARE CLOSING GAPS IN PARTICULAR GROUPS.
I THINK I'VE KIND OF KILLED IT.
ALL RIGHT, SO DOMAIN ONE STUDENT ACHIEVEMENT.
JUST A REMINDER, WE WENT FROM 60 TO GET AN A TO 88.
THAT IS A HUGE JUMP WHEN THE CRITERIA CHANGES AND WHEN THE STUDENTS WHO ARE HELD TO THAT HAVE ALREADY GRADUATED OR ALREADY STARTED THEIR PATHWAYS, AS WE'VE DISCUSSED.
SO I WILL NOT EDITORIALIZE ABOUT THAT.
I WILL JUST STATE THAT AS A FACT.
THAT IS A HUGE JUMP AND IT IS LAGGING DATA GRADUATION RATES.
JUST AS A SIMPLE EXAMPLE, WE HAD A 94.1% GRADUATION RATE WHERE IN THE OLD SYSTEM, A 94% WOULD HAVE RECEIVED AN 80 ON THE ACCOUNTABILITY RATING, A 94 WILL NOW RECEIVE A 70 ON THE ACCOUNTABILITY RATING.
[01:05:04]
SO A BIG CUT TO THAT.THOSE ARE THE CHANGES, THE BIG CHANGES IN DOMAIN ONE.
IF YOU DON'T COUNT THE CHANGE IN STAAR A BIG ENOUGH CHANGE.
DOMAIN TWO FOR SCHOOL PROGRESS AGAIN TWO AREAS ACADEMIC GROWTH OR RELATIVE.
THIS IS THE OLD METHODOLOGY, AND ONE THING YOU MIGHT NOTICE IS THAT YOU COULD STAY DID NOT MEET FROM ONE YEAR TO THE NEXT IN THE OLD SYSTEM, AND YOU COULD STILL GET A POINT FOR GROWTH IF YOU MOVED.
SO IF YOU WERE VERY, VERY LOW TO BEGIN AND YOU MADE SOME PROGRESS, YOU WOULD GET SOME CREDIT FOR MOVING, AND IT WAS PRETTY MUCH A SIMPLE APPROACHES TO APPROACHES MEATS TO MEATS AND SO ON.
THEY TRIED TO DO SOMETHING TO COMPARE TWO DIFFERENT TESTS BECAUSE THE FIRST TIME THIS WAS APPLIED, EVEN THOUGH WE DIDN'T SEE IT IN RESULTS BUT LAST YEAR WHEN THEY USED THIS, IT WAS THE OLD STAAR TO THE NEW STAAR.
SO THEY HAD TO COME UP WITH SOMETHING THAT TRIED TO TRANSITION THAT IN.
THEY BROKE THE ACCOUNTABILITY AREAS OR THE PERFORMANCE CATEGORIES INTO TWO.
SO IF YOU WENT FROM LOW, DID NOT MEET TO HIGH, DID NOT MEET, YOU WOULD GET A POINT AND SO ON.
SO THEY DID. THEY DID MAKE A DIFFERENT TABLE.
WORKED WELL FOR SOME, DID NOT WORK WELL FOR OTHERS.
THIS IS AN ACCELERATED LEARNING BONUS.
SO IF YOU WENT FROM FAILING THE START OF THE YEAR BEFORE TO PASSING THE STAAR THE NEXT YEAR AT APPROACHES OR ABOVE, YOU WOULD GET A POINT AND IT'S CALCULATED IN AT A .25.
SO IT'S ADDED TO THE NUMERATOR BUT NOT THE DENOMINATOR FOR THE NUMBER OF TESTS.
SO YOU DO GET A LITTLE BIT OF AN EXTRA BUMP IN GROWTH WITH ACCELERATED LEARNING IN DOMAIN TWO A FOR RELATIVE PERFORMANCE NOT MUCH CHANGED EXCEPT THAT FOR THE SENIOR HIGHS THEY ADDED CCMR IN HERE AS WELL.
SO YOUR GROWTH COULD OR YOUR RELATIVE PERFORMANCE SCORE COULD TAKE A HIT.
IF YOUR CCMR SCORE TOOK A HIT, WHICH MOST OF THEM DID BECAUSE OF THE CHANGE IN THE CUT SCORE, AND IN DOMAIN THREE WHERE MOST OF THE CHANGES LIVE AND THIS IS A BIG ONE.
SO HOW THEY DID FOR ACADEMIC ACHIEVEMENT.
SO YOU HAVE A DOMAIN TWO SCORE IN THERE CALCULATED, AND AGAIN YOUR GRADUATION RATE FOR THOSE WHO HAVE WHO ARE AT SENIOR HIGHS, YOUR ENGLISH LANGUAGE PROFICIENCY AND THEN YOUR SCHOOL QUALITY AND SUCCESS, WHICH IS YOUR DOMAIN ONE SCORES AGAIN CALCULATED A DIFFERENT WAY. SO THEY JUST KEEP PUTTING THE SAME NUMBERS IN DIFFERENT WAYS FOR THIS CALCULATION, AND THAT SCHOOL QUALITY STUDENT SUCCESS FOR THE SENIOR HIGHS ALSO INCLUDED CCMR. SO IF YOUR CCMR NUMBER TOOK A HIT YOU TOOK A HIT AGAIN IN THIS CALCULATION.
AGAIN. SO LET'S THINK ABOUT THAT FOR JUST A MOMENT.
SO WE WOULD GET CREDIT FOR ALL OF THE DIFFERENT THINGS THAT WERE GOING ON IN OUR SYSTEM.
NOW THEY HAVE ADDED THOSE INTO FOUR SUPER GROUPS, SO THEY TAKE ALL OF THOSE SCORES.
I JUST OUTLINED THE DOMAIN 1 IN 1 WAY, DOMAIN ONE IN ANOTHER, DOMAIN TWO.
ALL OF THE PIECES, THEY CALCULATE IT FOR ALL STUDENTS.
THEN THEY CALCULATE IT FOR ONLY YOUR TWO LOWEST PERFORMING STUDENT GROUPS.
SO THEY TAKE YOUR LOWEST SCORES AND ADD THOSE IN, AND THEN THEY TAKE A HIGH FOCUS NUMBER, WHICH IS A COMBINATION OF THE FOUR GROUPS THAT ARE LISTED THERE YOUR ECONOMICALLY DISADVANTAGED, YOUR EB STUDENTS, YOUR CURRENT SPECIAL ED AND YOUR HIGHLY MOBILE STUDENTS, AND THEY PUT THAT CALCULATION IN.
SO IF YOU HAPPEN TO BE A STUDENT WHO FALLS INTO ONE OR MORE CATEGORIES, YOUR SCORES, IF THEY HAPPEN TO BE LOW, WOULD BE CALCULATED IN MULTIPLE TIMES IN THIS PARTICULAR FORMULA.
CAN I ASK A POINT OF CLARIFICATION? AGAIN, SORRY, THIS IS A LONG PRESENTATION.
THAT'S A GREAT QUESTION. STILL GO LIKE DOES THE DENOMINATOR MATTER? IT WOULD NOT COUNT UNTIL TEN.
[01:10:02]
IS THAT RIGHT? 25, AND IT HAS DROPPED TO TEN.SO IF YOU HAD TEN OF THOSE STUDENTS THAT COULD BE YOUR LOW GROUP OKAY.
OKAY. I ALSO MIGHT POINT OUT THAT SUPERGROUPS DON'T REALLY CALCULATE.
IT'S DIFFICULT TO SAY IF SOMEBODY WANTS TO ASK ME WHAT ARE THE TWO SUPERGROUPS FOR PLANO? I CAN'T REALLY ANSWER THAT QUESTION BECAUSE THE SUPERGROUPS ARE DETERMINED AT THE CAMPUS LEVEL, AND THE DISTRICT RESULTS ARE A WEIGHTED AVERAGE OF ALL THE CAMPUS SCORES. NOW, THAT'S ALSO NEW.
WE'LL WE'LL GET TO THAT IN JUST A SECOND.
SO IT'S NOT AN EASY QUESTION TO ANSWER.
ALL RIGHT. THE POINTS THAT ARE GIVEN IN EACH OF THOSE CLOSING THE GAP CALCULATIONS ARE BASED ON HOW CLOSE YOU ARE TO MEETING A TARGET. THOSE TARGETS ARE SET BY THE FEDERAL ACCOUNTABILITY SYSTEM, AND THERE'S A FORMULA TO HOW CLOSE YOU ARE IN EACH OF THOSE GROUPS TO MEETING THAT TARGET. YOU GET A ZERO THROUGH FOUR.
NOW YOU USED TO GET A YES OR A NO AND YOU'D CALCULATE IT IN.
NOW IT'S A ZERO TO A FOUR AND THEN THE OVERALL CALCULATIONS.
THIS IS A NICE GRAPHIC THAT WE BORROWED FROM REGION TEN.
YOU CAN SEE IF YOU'RE AN ELEMENTARY MIDDLE OR A 9, 10 HIGH SCHOOL BECAUSE YOU DON'T HAVE CCMR. YOU'LL SEE IT'S THE BEST OF THAT DOMAIN 12A OR TWO B, AND THEN YOUR DOMAIN THREE SCORE GETS 30% OF YOUR OVERALL CALCULATION, BUT AGAIN IF YOU'LL LOOK AT THE NUMBER OF TIMES THE STAAR SCORES ARE IN HOW MUCH THAT ACADEMIC GROWTH COUNTS EACH TIME THEY JUST THEY RECALCULATE IT MULTIPLE WAYS. IF YOU'RE A HIGH SCHOOL, YOU GET DINGED MULTIPLE TIMES IF YOUR CCMR SCORES DROP BECAUSE YOU CAN SEE ALL THE TIME CCMR APPEARS IN THIS PARTICULAR GRAPHIC, AND AS I MENTIONED, THE METHODOLOGY FOR A DISTRICT IN THE PAST, A DISTRICT USED TO BE CALCULATED JUST LIKE THE HIGH SCHOOL.
SO IT WOULD TAKE THE DISTRICT GRADUATION RATE, THE DISTRICT CCMR RATE AND STAAR SCORES.
NOW THEY DO A WEIGHTED AVERAGE OF ALL SCHOOLS IN THE DISTRICT.
SO DEPENDING ON THE NUMBER OF STUDENTS IN EACH SCHOOL, THEY DO A WEIGHTED AVERAGE OF THOSE SCORES.
KEY TAKEAWAYS I THINK I'VE SAID ALMOST ALL OF THEM, BUT HIGH SCHOOLS AND STUDENT ACHIEVEMENT.
THE HIGH SCHOOLS NOW HAVE CCMR AND GRADUATION.
THEY ALWAYS HAVE, BUT THOSE CCMR AND GRADUATION SCORES HAVE NEW CUT SCORES.
WE HAVE A NEW WAY OF MEASURING GROWTH.
WE HAVE A NEW WAY OF MEASURING CLOSING THE GAPS THAT FOCUSES ON LOW PERFORMING GROUPS, AND THEN THE CAVEAT OF IF A SCHOOL STATISTICALLY COMES OUT, LET'S SAY A SCHOOL STATISTICALLY COMES OUT TO A 73, BUT THEY HAPPEN TO HAVE THREE SUB CATEGORIES THAT WERE IN THE 60S THEY ARE NOT ABLE TO RECEIVE A C RATING.
THE HIGHEST THEY CAN RECEIVE IS A 69.
SO IT'S IMPORTANT TO ALSO NOTE THAT.
SO YOU MAY SEE A A SCHOOL HAS A HIGHER NUMERICAL SCORE AND A LOWER GRADE.
IT'S BECAUSE OF THAT PARTICULAR CAVEAT.
IT'S IMPORTANT FOR OUR COMMUNITY TO UNDERSTAND THAT.
IT'S IMPORTANT FOR OUR BOARD TO UNDERSTAND THAT.
IT'S IMPORTANT FOR OUR STAFF TO UNDERSTAND HOW IT'S ALL MEASURED.
SO WE CAN'T COMPARE THEM SIDE BY SIDE.
WE EXPECT TO SEE THE RATINGS ON THE 13TH, AND THE PUBLIC WILL SEE THOSE RATINGS ON THE 15TH.
NOW I HAVE A BUNCH OF DATA SLIDES AND I'M GOING TO GO REALLY QUICKLY.
SO THIS PRESENTATION OBVIOUSLY WILL BE POSTED IN THE NOTES.
SO IF ANYONE WANTS TO STOP AND LOOK AT THE GRAPHS ALL DAY.
THANKS TO ARPE FOR MAKING THESE BEAUTIFUL GRAPHS.
WHAT WE WANT TO SHOW YOU IN EACH AREA IS HOW PLANO BECAUSE STAAR IS SUCH A HUGE PART OF THE MEASUREMENT OF THESE ACCOUNTABILITY RATINGS, WE WANTED YOU TO SEE HOW PLANO IS STILL PERFORMING BOTH PRE-COVID, AFTER COVID, BEFORE THE REDESIGN, AFTER THE REDESIGN, AND HOW WE PERFORM RELATIVE TO OUR STATE COUNTERPARTS, AND PERHAPS EVEN MORE IMPORTANT TO OUR REGIONAL COUNTERPARTS.
SO OUR COLLEAGUES HERE IN REGION TEN AND HOW WE PERFORM RELATIVE TO THOSE.
SO AND THE RED LINES YOU WILL SEE THE SOLID LINE IS PLANO'S PERFORMANCE.
YOU'LL SEE US IN THIRD GRADE READING BOUNCING BACK QUITE NICELY.
YOU'LL SEE THE I DON'T KNOW WHAT THE RIGHT WORD IS.
THE LINES, THE, THE LINES WILL BE THE REGION AND THE DOTS WILL BE THE STATE.
[01:15:06]
ABOVE COLLEGE CAREER READINESS, BUT IT REALLY ABOVE GRADE LEVEL IS IN THE BLUE.THAT IS FOR THIRD GRADE READING.
ARE YOU READY? BUCKLE YOUR SEAT BELT.
WE TOLD YOU IT MATCHES OUR MAP GROWTH.
FOURTH GRADE OR FIFTH GRADE READING.
ENGLISH ONE WHICH WOULD BE MOSTLY OUR FRESHMEN.
IT'S THAT ENGLISH ONE. COURSE.
MATHEMATICS. THIRD GRADE MATH.
EVERYBODY TAKE A BREATH BEFORE I CLICK THE BUTTON.
BECAUSE REMEMBER, NOT EVERYBODY TAKES THE SEVENTH GRADE MATH, BUT WE DO HAVE WORK TO DO, RIGHT? EIGHTH GRADE MATH.
SEE SOME NICE MOVEMENT IN BETWEEN THE REGION AND THE STATE THERE.
ALGEBRA. THIS WOULD INCLUDE BOTH OUR HIGH SCHOOL AND OUR MIDDLE SCHOOL TESTERS IN ALGEBRA.
SCIENCE. WE TALKED ABOUT FIFTH GRADE SCIENCE.
YOU'LL NOTICE EVERYBODY'S LINES WENT "ERR" ON THE FIFTH GRADE STAAR.
SO WE NEED TO FIGURE THAT OUT.
EIGHTH GRADERS? YES. I'VE NOW SAID FOUR TESTS FOR THE EIGHTH GRADERS.
US HISTORY HAS ALWAYS BEEN A STRONG TEST FOR US.
NOTICE THAT MASTER'S LEVEL IS REALLY WAY ABOVE THE REGION AND STATE, AND THAT'S IT.
WOW. I WILL SAY YOU KNOW, WE WILL CERTAINLY.
WE ALSO KNOW HOW IMPORTANT IT IS FOR US TO BE DATA DRIVEN AND LOOK AT THESE DATA POINTS AND FIGURE OUT WHAT WE NEED TO DO TO IMPROVE AND TAKE US TO THE NEXT LEVEL, AND SO THAT'S WHAT OUR TEAMS CONTINUE TO DO.
WE HAVE SOME NEW SYSTEMS IN PLACE THIS YEAR THAT WE'RE TRYING TO IMPROVE OUR PROCESSES AND OUR SYSTEMS AND OUR EXPECTATIONS TO REALLY ELEVATE EVERYONE TO THE NEXT LEVEL AND THE PLACES WHERE WE NEED TO HONE IN ON.
SO WE KNOW WE'LL BE LOOKING AT MIDDLE SCHOOL REALLY CLOSELY, BECAUSE WE SEE THAT IN BOTH MAP AND IN STAAR, THAT'S KIND OF A LEVELING OFF THAT WE NEED TO TAKE A LOOK AT, AND WE KNOW THAT WHEN WE FOCUS ON SOMETHING LIKE WE DID OUR EARLY LITERACY, WE CAN SEE SOME REAL MOVEMENT AND WE'RE VERY PROUD OF THAT.
LISA, I APPRECIATE ALL OF YOUR WORK AND YOUR PRESENTATION.
AS YOU CAN SEE, THE CALCULATIONS ARE YOU REALLY HAVE TO GET IN THE WEEDS TO UNDERSTAND IT'S DEFINED SO SIMPLY, I THINK THERE'S THIS UNIVERSAL UNDERSTANDING OF WHAT AN A OR A B OR C MEANS, AND WE CAN SEE THAT IT'S MUCH MORE THAN JUST WHAT'S ON THE SURFACE.
THERE'S A LOT OF COMPLEX CALCULATIONS THAT ARE TAKEN INTO ACCOUNT.
I WANT TO BE REALLY CLEAR WHEN I SAY THERE ARE THERE WE HAVE LOTS OF POCKETS OF SUCCESS AND WE NEED TO CELEBRATE THOSE THINGS, BUT WE ALSO HAVE REAL WORK TO DO AND IT'S MAKING SURE THAT WE'RE CELEBRATING, AND THEN WE'RE ALSO HYPER FOCUSED ON WHERE WE'VE NOT MET THE MARK FOR KIDS, AND WE REALLY NEED TO SPEND SOME TIME MAKING SURE THAT WE'RE VERY CLEAR, VERY INTENTIONAL AND VERY PURPOSEFUL BY DESIGN ON HOW WE'RE SUPPORTING KIDS THAT ARE NOT GETTING OR ACCESSING OR GETTING THE OUTCOME THAT WE WOULD LIKE FOR ALL STUDENTS TO HAVE IN PLANO ISD.
[01:20:08]
WE HAD A REALLY INTENTIONAL FOCUS WITH OUR BOOKENDS.WE NEED TO MAKE SURE THAT OUR KIDS ARE READY AND ON GRADE LEVEL BY THIRD GRADE.
ALL KIDS ARE MAKING AT LEAST A MINIMUM ONE YEAR'S GROWTH, AND THEN, OF COURSE, KIDS FROM KINDERGARTEN ALL THE WAY THROUGH THAT THEY'RE UNDERSTANDING THAT WE'RE PUSHING THE RIGOR FOR THEM, AND THEY'RE UNDERSTANDING THEIR PATHWAYS TO BEING COLLEGE AND CAREER READY, AND SO WE'VE SPENT A LOT OF TIME REALLY FOCUSING ON, ON OUR CCMR BECAUSE WE ARE HAVING TO PLAY A CATCH UP GAME WHEN IT COMES TO CCMR. IT TAKES 3 TO 4 YEARS TO MAKE SURE THAT KIDS ARE ON TRACK, AND THAT WE HAVE THE PROGRAMS AND SYSTEMS IN PLACE TO ENSURE THAT WE'RE NOT, THAT KIDS ARE NOT FALLING THROUGH THE CRACKS, AS WHEN THEY MAKE THE TRANSITION FROM MIDDLE TO OUR 910 HIGH SCHOOLS, AND THEN FROM OUR 910 HIGH SCHOOLS INTO OUR SENIOR HIGH INTO OUR SENIOR HIGH SCHOOLS AND SO THIS HAS BEEN A LOT OF WORK, BUT WE'RE NOT DONE, AND WE'VE GOT MORE TO DO, AND SO I JUST WANT TO MAKE SURE THAT AS WE'RE NAVIGATING THIS THAT THERE'S A GOOD UNDERSTANDING COMPLEXITY BALANCED WITH, WE'VE GOT WORK TO DO.
SO CAN YOU SPEAK A LITTLE BIT ABOUT BEING ABLE TO TAKE THE RESULTS THAT WE GET AND DRILLING DOWN, AND HOW WE'RE ABLE TO IDENTIFY, LIKE WE HAVE LIMITED RESOURCES? WHERE CAN WE PUT THOSE? CAN YOU SPEAK A LITTLE BIT ABOUT THAT PROCESS? SURE. THERE ARE A VARIETY OF DATA PIECES THAT WE HAVE ACCESS TO THAT WE'RE SO FORTUNATE TO HAVE ACCESS TO.
SO ONE OF THE THINGS WE CAN DO IN K THROUGH EIGHT IS REALLY LOOK AT OUR MAP DATA.
BECAUSE WE HAVE MULTIPLE DATA POINTS THROUGHOUT THE YEAR, WE CAN LOOK AT BOTH PERFORMANCE AND GROWTH, AND WE CAN DRILL DOWN TO THE GRADE LEVEL, AND WHERE DO OUR GREAT COORDINATORS AND DIRECTORS AND EVERYONE NEED TO GO OUT AND SUPPORT THOSE GRADE LEVEL TEAMS, AND WHAT NEEDS TO HAPPEN TO HELP THOSE, THOSE PARTICULAR STUDENTS AND MAYBE EVEN TEACHERS TO GROW IN THEIR CRAFT AND, AND HELP STUDENTS MOVE FORWARD SO WE CAN USE THAT.
WE ALSO HAVE SOMETHING CALLED A LEADERSHIP REPORT CARD THAT WE CAN RUN THAT WILL TAKE MULTIPLE DATA POINTS FROM STAAR, AND ALSO THE WORK THAT WE'VE DONE ON OUR PERFORMANCE ASSESSMENTS AND OUR UNIT ASSESSMENTS WITHIN THE DISTRICT AND IT WILL IT WILL KICK OUT A REPORT THAT WILL SHOW US BY CAMPUS, BY GRADE LEVEL, WHAT THOSE HIGH PRIORITY SKILLS ARE THAT WE REALLY NEED TO ZONE IN ON AND, AND MAKE SURE STUDENTS HAVE BEFORE THEY MOVE TO THE NEXT LEVEL.
WE ALSO HAVE TO TAKE TIME TO REALLY UNDERSTAND THIS IS THE SECOND YEAR OF THE NEW NEW STAAR, AND WHILE WE DON'T WANT TO TEACH TO THE TEST, WE ALSO WE DO WANT TO UNDERSTAND WHAT THE EXPECTATION IS FOR OUR STUDENTS AND WHAT THAT LOOKS LIKE, AND WE DON'T WANT TO SURPRISE THEM.
SO REALLY DRILLING DOWN AND LOOKING AT OUR CURRICULUM AND THE EXPECTATIONS FOR STUDENTS AND HAVE WE MISSED SOMETHING OR DO WE NEED TO ADJUST SOMETHING OR WHAT WORK NEEDS TO BE DONE? HOW DOES THAT ALIGN WITH WHAT MAP IS TELLING US, WITH WHAT STAAR IS TELLING US, WITH WHAT? OUR CLASSROOM ASSESSMENTS AND MULTIPLE DATA POINTS WILL TELL US THE DIRECTION THAT WE NEED TO GO.
IS THERE SOMETHING ELSE YOU WOULD ADD TO THAT? OKAY. DOES THAT ANSWER YOUR QUESTION? OKAY. I JUST I WAS IMPRESSED THAT YOU HAD MENTIONED TO ME BEFORE THIS MEETING THAT IT'S POSSIBLE TO DRILL DOWN INTO THE DATA TO GET TO THE SCHOOL TO LOOK AT THE TEST. WE COULD GET NOT ONLY TO THE CAMPUS BUT TO THE TEACHER, AND SO THAT MEANS YOU'RE IN THAT TEACHER'S CLASSROOM WITH THOSE KIDS SO WE CAN POUR MORE RESOURCES INTO THAT CLASSROOM.
YOU TALKED EARLIER ABOUT THE N EQUAL 25 PREVIOUSLY AND IT'S NOW GONE TO TEN.
I'M TRYING TO FIGURE OUT LIKE I CAN MAYBE UNDERSTAND ON AN ELEMENTARY CAMPUS IF IT'S I JUST HOW IS THAT GOING TO BE IMPACTING US AND HOW ARE WE GOING TO BE RESPONDING? IT COULD BE DIFFERENT ON DIFFERENT CAMPUSES, BUT THAT JUST SEEMS LIKE A PRETTY BIG LEAP TO GO FROM 25 OF A POPULATION DOWN TO TEN.
YEAH, I THINK THE IMPACT THERE IS, YOU KNOW, AND YOU KNOW, YOUR STATISTICS, THE SMALLER THE N, THE GREATER THE IMPACT OF ONE STUDENT, RIGHT? YOU HAVE A REALLY SMALL SUBGROUP AND THAT COUNTS FOR MULTIPLE POINTS IN THE CALCULATIONS, AND ONE STUDENT IMPACTS THAT MUCH GREATER DUE TO THE LOW END I THINK.
[01:25:06]
SO IT DEFINITELY WILL IMPACT US.IT IT WILL NOT CHANGE IN TERMS OF OUR CONCERN AND OUR CARE IS EVERY STUDENT EVERY DAY.
WE HAVE TO LOOK AT MULTIPLE MEASURES.
SO WE CAN'T JUST AND SHOULDN'T JUST LOOK AT STAAR ALONE BECAUSE WE NEED ONE LOOK AT AT STUDENTS AND INDIVIDUAL STUDENTS IN SOME CASES AND HOW THEY'RE DOING EACH YEAR, AND THAT'S WHY IT IS SOMETIMES OR IT'S PARTIALLY STAAR AND STAAR RESULTS, BUT IT'S ALSO MAP AND HOW THESE TWO MEASURES THEN DEFINE THE NEEDS, AND IN SOME CASES, EVEN AS WE START TO LOOK AT OUR STUDENTS THAT ARE GOING INTO NINTH AND 10TH GRADE, IT'S MAP OVER TIME, STAAR OVER TIME, AND THEN HOW ARE THEY DOING ON THEIR ON THEIR NINTH GRADE PSAT? HOW CAN WE HELP SUPPORT STUDENTS USING MULTIPLE MEASURES TO THEN DETERMINE WHAT WHAT THE NEEDS ARE, AND SO TO YOUR POINT, THAT'S A CALCULATION, AND THE THAT CALCULATION CAN MAKE A DIFFERENCE BETWEEN AN A OR A B OR A B OR C, BUT THE BUT THE REAL WORK REMAINS WITH WHERE STUDENTS, AND WHEN WE LOOK AT MULTIPLE MEASURES FOR THOSE STUDENTS AND DEFINING WHAT THE WORK NEEDS TO BE WITH THOSE KIDS AND I THINK THE OTHER IMPORTANT THING TO NOTE IS THAT WE LOOK AT THE DATA A VARIETY OF WAYS.
SO DEPENDING ON THE USER OF THE INFORMATION IT GIVES YOU DIFFERENT DETAILS.
SO WE'LL NOT ONLY LOOK AT THIRD GRADE TO THIRD GRADE TO THIRD GRADE WHICH YOU SAW.
WE'LL ALSO LOOK AT THIRD GRADERS WHO BECAME FOURTH GRADERS, WHO BECAME FIFTH GRADERS AND LOOKING AT THOSE COHORTS, AND SO WE WERE REALLY HAPPY TO SEE EVEN WHERE WE MAY NOT HAVE HAD A GROWTH IN THE GRADE LEVEL.
WE WERE SEEING A GROWTH IN THE COHORT, AND I DON'T EVEN WANT TO MENTION THE WORD COVID, BUT I WILL BECAUSE IT HELPS US TO SEE HOW SOME OF THOSE COHORTS HAVE MOVED THROUGH THAT DISRUPTION IN THEIR LEARNING AND HOW THEY ARE REBOUNDING.
SO LOOKING AT IT MULTIPLE WAYS IS REALLY IMPORTANT FOR US TO KNOW.
IS OUR CURRICULUM READY? ARE WE SUPPORTING KIDS THE RIGHT WAY? DO WE HAVE THE RIGHT INTERVENTIONS IN PLACE? ALL ALL OF THE PIECES, DEPENDING ON HOW YOU LOOK AT THE DATA.
ONE LAST THING. I GUESS THE THING THAT ALSO IS PAUSED FOR ME IS, IS WHEN WE'RE TALKING ABOUT TAKING OUR ADVOCACY OUT AND ABOUT, I'M MARVELING THAT THIS IS A COOKIE CUTTER SYSTEM IN A STATE THAT HAS SUCH DIVERSE SCHOOL DISTRICTS, AND HOW A TINY SCHOOL DISTRICT AND WHAT THEY'RE DEALING WITH AND THEIR ACCESS TO CCMR, I MEAN, WE GOT TO THINK ABOUT LIKE THAT VERSUS LARGER SCHOOL DISTRICTS AND YET WE'RE TRYING TO MAKE SURE THAT REGARDLESS OF THE SIZE, REGARDLESS OF LOCATION IN THE STATE AND THEIR ACCESS.
MAYBE IT'S NOT A BIG DEAL, BUT TO ME, IT'S A BIG DEAL IN TERMS OF HOW WE BEST SERVE OUR STUDENTS.
WELL, YOU KNOW, AS A TEACHER, I ALWAYS WONDER, DOES THE LETTER GRADE THAT I ASSIGN AT THE END OF THE YEAR THAT THE STUDENT EARNS, DOES THAT REALLY REFLECT ALL OF THE THINGS THAT HAVE HAPPENED THIS YEAR FOR THAT CHILD TO LEARN AND GROW? AND IT'S ALL, YOU KNOW, IT'S DISTILLED DOWN TO ONE LETTER GRADE, AND WHEN YOU THINK ABOUT A SYSTEM AS LARGE AS OURS AND THE NUMBER OF STUDENTS AND THE NUMBER OF TEACHERS AND ALL OF THE WORK AND ALL OF THE GROWTH AND ALL OF THE THINGS, AND YOU DISTILL IT DOWN TO A SINGLE LETTER GRADE, IS THAT REALLY A REFLECTION OF THE ENTIRE SYSTEM? SO I JUST IF ANYBODY'S ACTUALLY STILL LISTENING OUT THERE, I JUST WANT TO. WHAT I TAKE AWAY FROM THIS IS TO REMIND PARENTS WHO ARE LOOKING AT THIS.
IT'S A LOT OF DATA, EVEN EVEN FOR US, WHO ARE USED TO LOOKING AT A LOT OF DATA FOR A LOT OF THINGS.
THE TAKEAWAY, I THINK FOR PARENTS IS TO UNDERSTAND, OUT OF ALL THIS THAT DESPITE CHANGES THAT ARE GOING ON AT A STATE LEVEL THAT WE'RE TRYING TO CATCH UP WITH AND MAKE SURE WE'RE ADDRESSING CORRECTLY THAT MAYBE YOU SHOULDN'T GET TOO HUNG UP ON WHAT IT, WHAT YOUR CHILD WAS DOING LAST YEAR, WHATEVER THAT GRADE OR THAT NUMBER WAS LAST YEAR COMPARED TO THIS YEAR, BECAUSE THERE ARE SIGNIFICANT CHANGES AND EVEN IF WE DON'T WANT TO DISPARAGE THAT, THE STATE IS TRYING TO MOVE US FORWARD.
WE'RE JUST TRYING TO ADJUST TO MAKING SURE THAT WE'RE MEETING THOSE PERFORMANCE STANDARDS FOR PARENTS TO UNDERSTAND, NOT TO GET TOO HUNG UP ON THAT, AND THEN ALSO, I THINK THE GOOD THING TO UNDERSTAND IS THAT WE AS A DISTRICT ARE VERY FOCUSED ON ALL THE DIFFERENT
[01:30:01]
LEVELS THAT WE CAN GO TO AND IDENTIFY DOWN TO THE SCHOOL, THE CLASSROOM, THE TEACHER, THE SPECIFIC STUDENT THAT WE ALL, INCLUDING THOSE TEACHERS AND COUNSELORS AND PRINCIPALS AND ADVISORS TO HELP YOUR CHILD GROW FROM WHERE THEY ARE, AND THAT'S WHAT IT'S ABOUT.IT'S ABOUT EVERY SINGLE KID, EVERY SINGLE DAY GETTING THE ATTENTION THEY NEED TO GROW IN THEIR OWN RIGHT AND NOT TO GET HUNG UP ON WHATEVER THAT SCORE IS OR THAT NUMBER IS, AND IF YOU HAVE CONCERNS TO WORK WITH YOUR CHILD'S TEACHER AND SCHOOL TO MAKE SURE THAT YOUR CHILD IS ON THE RIGHT PATH, BECAUSE THAT'S WHAT WE'RE ALL INTERESTED IN HERE.
ABSOLUTELY. I THINK KATHERINE RAISES A REALLY GOOD POINT THAT, YOU KNOW, WE'RE NOT AFRAID OF ACCOUNTABILITY, RIGHT? WE'RE NOT SAYING WE EXPECT ZERO ACCOUNTABILITY.
RIGHT, AND I THINK THAT THE STATE IS TRYING TO HAVE AN ACCOUNTABILITY SYSTEM THAT IS MORE REFLECTIVE, LIKE OF A BELL CURVE OF A WIDER DISTRIBUTION, WHICH IS IS FINE, BUT THEN I THINK THE MAJOR CONCERN IS THE TRANSPARENCY WITH WHICH THEY'VE DONE IT, AND THEN THE, YOU KNOW, MOVING THE GOALPOSTS IN THE MIDDLE OF THE GAME RIGHT.
THE NFL MAKES RULE CHANGES AT THE END OF THE SEASON IN BETWEEN SEASONS RATHER THAN MID-SEASON.
RIGHT, AND THAT'S NOT WHAT WE'RE GETTING.
THIS AI COMPUTER GRADING THING HAS BEEN MUCH DISCUSSED, AND TO MY KNOWLEDGE, NOBODY KNEW THAT WAS HAPPENING UNTIL IT WAS ALREADY IMPLEMENTED.
YEAH, YEAH, BUT IT HASN'T BEEN TRANSPARENT YET.
YEAH. I MEAN, WE GET THESE LIKE, EXTREMELY DENSE PRESENTATIONS, AND I FOUND OUT FROM THE DALLAS MORNING NEWS, RIGHT, AND I THINK ALL OF US DID, INCLUDING THE STAFF THAT HAD ACTUALLY STARTED BEING IMPLEMENTED, AND IT'S JUST ONE MORE EXAMPLE OF A LACK OF TRANSPARENCY FROM THE TEA IN TERMS OF HERE ARE THE EXPECTATIONS WE WANT YOU TO MEET.
HERE'S HOW WE'RE GOING TO EVALUATE THOSE EXPECTATIONS, AND THEN HERE'S HOW WE'RE GOING TO SCORE YOU WHERE WE'RE REALLY, YOU KNOW, GETTING THOSE THINGS MIDSTREAM. ON THE SEVENTH GRADE MATH SLIDE, AND SORRY, I HAD IT PULLED UP HERE.
YOU KNOW, THERE'S A LOT OF DIVERSITY IN THE STATE, RIGHT? THERE'S A LOT OF DISTRICTS THAT, MAYBE BECAUSE OF THEIR SIZE, AREN'T ABLE TO OFFER THE ACCELERATED MATH AT THE DIFFERENT LEVELS THAT WE ARE.
THERE'S A LOT OF OTHER DISTRICTS THAT MAY NOT HAVE THE SAME QUANTITY OF STUDENTS AND ACCELERATED MATH, AND SO I LIKE OUR CURVES LOOK COMPLETELY DIFFERENT THAN BOTH REGION TEN AND THE STATE.
I'M CURIOUS IF YOU GO PULL PEER DISTRICTS SOMEWHAT SIMILARLY TO THE WAY THAT WE DO STAFFING REVIEWS AND LIKE LOOK AT OTHER DISTRICTS THAT HAVE, YOU KNOW, BETWEEN 50 AND 60% OF KIDS IN ACCELERATED MATH OR, YOU KNOW, PUT SOME GUARDRAILS AROUND IT, AND HOW HOW DO WE LOOK COMPARED TO THOSE PEER DISTRICTS? WE CAN BRING THAT BACK TO YOU.
I WOULD SAY YOU'LL SEE SOME SIMILARITIES, BUT I ALSO KNOW THAT WE ARE NOT SATISFIED WITH THAT FOR ANY GROUP OF STUDENTS WE WANT, WE WANT THAT TO BE HIGHER.
YEAH. SO ONE OTHER THING JUST TO NOTE ABOUT THE TIMING OF THE OF THE CURVES AS YOU'RE TALKING ABOUT IS THAT WE HAVE THE NEW LAW IN TEXAS, ABOUT THE TOP 40% HAVING TO BE PUT IN THE ACCELERATED PATHWAYS.
PLANO WAS AHEAD OF THAT NEW LAW.
SO THAT'S A HIGHER GROUPING OF OUR STUDENTS.
SO THAT'S I THINK THAT'S THOSE ARE THOSE ARE IMPORTANT PIECES OF CONTEXT FOR THIS DATA AS WELL.
I WOULD ADD TO WHAT YOU SAID, DANNY, THAT'S WHAT OUR REQUIREMENT IS, BUT WE WOULD STILL TAKE MORE I MEAN IF THE SEVENTH GRADE WAS SHOWING US DOING REALLY WELL, THAT MEANS WE'VE GOT KIDS WHO PROBABLY SHOULD BE IDENTIFIED.
WE'RE NOT IDENTIFYING KIDS WHO SHOULD BE IN HONORS.
SO I THINK THAT'S A REALLY IMPORTANT PART OF THAT STORY IS THAT WE ARE REALLY PUSHING OUR KIDS.
YES, WE CERTAINLY NEED TO FIX THIS, CERTAINLY, BECAUSE THERE ARE, HOWEVER MANY STUDENTS THAT ARE NOT GOING TO BE SUCCESSFUL BECAUSE MATH IS SO CRITICAL, BUT IT IS SOMETHING TO BE AWARE OF.
IF WE DID TOO WELL, THEN THAT MEANS WE AREN'T DOING A GOOD JOB OF OF IDENTIFYING KIDS.
ALL RIGHT, LISA, GREAT PRESENTATION, AND YOU KNOW, WE GOT A NOTEBOOK THIS THICK.
OH MICHAEL, DID YOU HAVE SOMETHING I'M SORRY.
[01:35:01]
I APOLOGIZE BECAUSE I KIND OF FORGOT TO ASK YOU, BUT ALL I WAS DOING IS SAYING THANK YOU FOR THE TEAM OUT HERE AND THE WORK THAT YOU ALL ARE DOING TO GIVE US THE ROADMAP SO THAT WE KNOW WHERE WE'RE GOING AND HOW WE CAN ACHIEVE IT.I DO GET FRUSTRATED WHEN THEY CHANGE ALL THE RULES IN THE MIDDLE OF THE GAME, AND IT'S HARD.
I WOULD BE REMISS IF I DIDN'T MENTION THAT, BUT OVER 110 DISTRICTS HAVE PARTICIPATED IN THAT, SO SOMETHING ISN'T QUITE RIGHT, BUT I KNOW THAT WE'RE NOT AFRAID OF ACCOUNTABILITY, AND WE ARE ALWAYS CONTINUOUSLY IMPROVING.
SO WE WILL NOW MOVE ON TO ITEM 9.1 POLICIES.
[9.1 Approval of Policy FMH(LOCAL) Student Activities: Commencement under First Reading FMH(LOCAL)]
APPROVAL OF POLICY FMH(LOCAL) STUDENT ACTIVITIES COMMENCEMENT UNDER FIRST READING, AND I'M GOING TO TURN THAT OVER TO DR.FREEMAN. THANK YOU, PRESIDENT HUMPHREY.
POLICY FMH(LOCAL) IS UPDATED TO SPECIFICALLY REFERENCE THE DISTRICT'S COMPREHENSIVE GRADUATION GUIDELINES TO ENSURE CONSISTENCY AND CLEARLY DEFINED EXPECTATIONS ACROSS ALL GRADUATION CEREMONIES.
FMH(LOCAL) IS PRESENTED FOR APPROVAL UNDER FIRST READING THIS EVENING.
OH, IS IT FIRST AND FINAL? IT DIDN'T SAY THAT, BUT IT CAN BE FIRST AND FINAL.
WELL, WE NEED TO MAKE SURE WE CLARIFY THAT.
THEN MAY I PLEASE CALL FOR A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES POLICY FMH(LOCAL) STUDENT ACTIVITIES COMMENCEMENT UNDER FIRST READING.
ALL RIGHT. I HAVE A MOTION BY JERRY CHAMBERS AND A SECOND BY TARRAH LANTZ THAT THE BOARD OF TRUSTEES APPROVES POLICY FMH(LOCAL) STUDENT ACTIVITIES COMMENCEMENT UNDER FIRST READING.
IS THERE ANY FURTHER DISCUSSION? ALL RIGHT THEN I HEAR NONE.
I WILL CALL FOR A VOTE, PLEASE.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
ALL RIGHT, AND, MICHAEL, CAN YOU GIVE US A VERBAL.
CONFIRM. I THINK HE'S HE RAISED HIS HAND.
OKAY. YES, I AGREE WITH THE MOTION.
SO THE MOTION PASSES 7 TO 0 AND WE WILL MOVE TO ITEM 9.2.
[9.2 Approval of Policy FNA(LOCAL) Student Rights and Responsibilities: Student Expression under First Reading FNA(LOCAL)]
POLICIES APPROVAL OF POLICY FNA(LOCAL) STUDENT RIGHTS AND RESPONSIBILITIES, WHICH IS STUDENT EXPRESSION UNDER FIRST READING, AND AGAIN I INVITE DR.THANK YOU POLICY FNA(LOCAL) HAS BEEN REVISED TO REFERENCE COMPREHENSIVE GRADUATION GUIDELINES TO ENSURE CONSISTENCY AND DEFINE EXPECTATIONS FOR ALL DISTRICT GRADUATION CEREMONIES.
THIS POLICY IS PRESENTED FOR APPROVAL UNDER FIRST READING.
ALL RIGHT. MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES POLICY FNA(LOCAL) STUDENT RIGHTS AND RESPONSIBILITIES.
STUDENT EXPRESSION UNDER FIRST READING.
IS THERE A SECOND? OKAY, KATHERINE.
OKAY. I HAVE A MOTION BY LAUREN TARRAH AND A SECOND BY KATHERINE GOODWIN THAT THE BOARD OF TRUSTEES APPROVES POLICY FNA (LOCAL) STUDENT RIGHTS AND RESPONSIBILITIES.
STUDENT EXPRESSION UNDER FIRST READING.
IS THERE ANY FURTHER DISCUSSION? ALL RIGHT. I WILL CALL FOR A VOTE.
IT LOOKS LIKE WE HAVE SEVEN IN FAVOR, SO THE MOTION PASSES, AND THEN FINALLY, WE ARE AT ITEM TEN.
[10. CONCLUSION OF PUBLIC COMMENT SESSION - NON-AGENDA ITEMS]
CONCLUSION OF PUBLIC COMMENT SESSION ON NON-AGENDA ITEMS. DR. FREEMAN, DO WE HAVE ANY NON-AGENDA RELATED PUBLIC COMMENTS THIS EVENING? PRESIDENT HUMPHREY.WE HAVE TWO SPEAKERS FOR NON-AGENDA ITEMS THIS EVENING.
AS AS NOTED EARLIER THE PUBLIC WILL ABIDE BY THE RULES AND BOARD POLICY BED(LOCAL) INDIVIDUALS PARTICIPATE BY SIGNING UP ONLINE IN ADVANCE OF THE MEETING IN ACCORDANCE WITH THE SIGN UP INSTRUCTIONS ON THE POSTED AGENDA.
[01:40:02]
IF A SPEAKER IS NOT PRESENT WHEN CALLED UPON, THEIR OPPORTUNITY TO SPEAK WILL BE FORFEITED.PURSUANT TO TEXAS OPEN MEETINGS ACT, SECTION 541.074, PUBLIC COMMENT SESSION WILL NOT BE USED TO VOICE A COMPLAINT INVOLVING NAMING SPECIFIC INDIVIDUALS, INCLUDING, BUT NOT LIMITED TO, NAMES OF DISTRICT EMPLOYEES OR STUDENTS.
SPEAKERS WILL HAVE THREE MINUTES EACH.
IF YOU ARE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, YOU'RE EXPECTED TO STOP.
AS A REMINDER TO ALL IT IS A CRIMINAL OFFENSE TO DISRUPT A LAWFUL MEETING.
IF, AFTER AT LEAST ONE WARNING, AN INDIVIDUAL CONTINUES TO DISRUPT THE MEETING, THE PERSON WILL BE ASKED TO LEAVE AND MAY BE REMOVED FROM THE MEETING BY LAW ENFORCEMENT IF NECESSARY. IF WE HAVE TO STOP FOR A DISRUPTION OF THE MEETING, EXCUSE ME.
THE TIME REMAINING WILL BE REINSTATED ONCE ORDER HAS BEEN RESTORED.
DR. FREEMAN, WILL YOU PLEASE CALL A SPEAKER TO THE PODIUM? YES, OUR FIRST SPEAKER THIS EVENING IS VICTORIA ANDOLINA, PLANO ISD RESIDENT TOPIC MENTAL HEALTH RESOURCES.
BEFORE YOU SPEAK, WOULD YOU LIKE A ONE MINUTE REMINDER? OKAY. SO HELLO, MEMBERS OF THE BOARD, ESPECIALLY SUPERINTENDENT WILLIAMS AND PRESIDENT HUMPHREY.
I AM A CURRENT GRADUATE STUDENT AT THE UNIVERSITY OF TEXAS A&M COMMERCE AND A FORMER PISD STUDENT AS A PART OF MY RESEARCH STUDIES IN COMMUNITY ORGANIZATIONS FOR MY MASTER'S PROGRAM.
I'M HERE TO TALK TO YOU TODAY AS A PREVIOUS PISD STUDENT AND AS A SOON TO BE MENTAL HEALTH PROFESSIONAL ABOUT THE MENTAL HEALTH CONCERNS AFFECTING THE STUDENTS IN OUR COMMUNITY. MENTAL HEALTH IS A CRUCIAL COMPONENT IN A CHILD'S DEVELOPMENT OF SELF, AS THE NUMBER OF ADOLESCENTS REPORTING CONCERNS WITH THEIR MENTAL HEALTH INCREASES, THE NEED FOR STRONG BONDS AND CONNECTING TO THE YOUTH IS AT A CRITICAL POINT.
ALTHOUGH THERE ARE FEW MENTAL HEALTH RESOURCES AVAILABLE FROM THE DISTRICT, IT WOULD BE IT WOULD BENEFIT THE DISTRICT TO ADD A VARIETY OF RESOURCES TO MATCH THE VOLUME OF STUDENTS AND THEIR SPECIFIC NEEDS.
WITHOUT PROPER MENTAL HEALTH CARE OR PREVENTATIVE MEASURES, STUDENT HEALTH, STUDENTS HEALTH WILL BE STUNTED AND FOLLOW THEM STUNTED AND FOLLOW THEM INTO ADULTHOOD, HARMING BOTH THE COMMUNITY AND THE NEW GENERATION OF ADULTS.
I WANTED TO OFFER A SUGGESTION THAT HAS SHOWN SUCCESS IN BONHAM AND OTHER DISTRICTS IN TEXAS.
REGION TEN IS A REGIONAL SERVICE CENTER ESTABLISHED BY THE TEXAS STATE LEGISLATURE TO DELIVER MENTAL HEALTH PROFESSIONALS IN SCHOOL AND RANGE OTHER INNOVATIVE SOLUTIONS.
ONE MINUTE VIOLENCE PREVENTION, DISCIPLINARY UPDATES, AND STUDENT LEADERSHIP.
THIS PROGRAM PROVIDES COUNSELORS TO COME ONTO CAMPUS FOR HOWEVER MANY DAYS AGREED UPON WITH THE SCHOOL DISTRICT FOR THE PURPOSE OF SERVICE TO STUDENTS WHO NEED MENTAL HEALTH RESOURCES, OR TO ADVOCATE FOR THE BENEFITS OF THEIR MENTAL HEALTH RESOURCES.
THIS IS A RESOURCE THAT WOULD BENEFIT PISD IF IMPLEMENTED INTO THE SCHOOL DISTRICT AND PROVIDED BY ALL SCHOOLS BY ADDING A MENTAL HEALTH RESOURCE RESOURCE THAT REACHES OUT TO THE KIDS, RATHER THAN THE KIDS STRUGGLING TO FIND THE RESOURCES THEY NEED TO IMPROVE THEIR OVERALL QUALITY OF LIFE.
THANK YOU FOR YOUR TIME AND CONSIDERATION.
I HOPE YOU HAVE A GREAT AFTERNOON AND A GREAT REST OF YOUR NIGHT.
THANK YOU. OUR LAST SPEAKER THIS EVENING IS CODY WEAVER, PLANO ISD RESIDENT.
TOPIC TITLE IX AND DISTRICT LEADERSHIP.
DID YOU WANT A ONE MINUTE WARNING? NO. THANK YOU. OKAY.
[01:45:02]
I'M A PLANO ISD RESIDENT.SO ACCORDING TO AMANDA ORCUTT, AN EDUCATION LAW ATTORNEY, AS OF AUGUST 1ST, THE DEPARTMENT OF EDUCATION IS ENJOINED FROM ENFORCING THE 2024 TITLE IX REGULATIONS IN MULTIPLE STATES, INCLUDING TEXAS.
THIS INJUNCTION IS ON THE DEPARTMENT OF EDUCATION, NOT SCHOOLS.
THE CONSENSUS AND THE TITLE IX COMMUNITY SEEMS TO BE THAT SCHOOLS COVERED BY THESE INJUNCTIONS SHOULD STICK WITH THEIR 2020 COMPLIANCE COMPLIANT POLICIES AND PROCEDURES. MY QUESTION TO THE BOARD AND THE DISTRICT LEADERSHIP IS THIS WHICH TITLE IX POLICIES AND PROCEDURES DO YOU PLAN TO FOLLOW FOR THE 2024-2025 SCHOOL YEAR? PLANO ISD'S PARENTS AND STUDENTS DESERVE TO KNOW THE POLICIES THE DISTRICT WILL BE GOVERNED BY.
WILL YOU PUBLICLY ANNOUNCE AND POST WHICH POLICIES AND PROCEDURES YOU PLAN ON FOLLOWING THIS YEAR? A TEACHER RECENTLY SENT ME A VIDEO OF A PLANO ISD MANDATORY TRAINING THAT PORTRAYED A TEACHER UNWILLING TO CALL ANOTHER TEACHER WHO IS A TRANSGENDER MAN, ALSO KNOWN AS A WOMAN, BY THEIR PREFERRED PRONOUNS.
THE TRAINING WENT ON TO SAY THAT THE SEXUAL HARASSMENT OR THAT THIS WAS SEXUAL HARASSMENT.
IS IT PLANO ISD'S POLICY THAT TEACHERS WHO DO NOT REFER TO OTHER TEACHERS BY THEIR PREFERRED PRONOUNS ARE COMMITTING SEXUAL HARASSMENT? I WILL BE SURE TO EMAIL THE BOARD PRESIDENT AND SUPERINTENDENT THESE QUESTIONS SO ANSWERS CAN BE PROVIDED IN A TIMELY FASHION.
THIS EVENING YOU APPROVED THE UPDATE.
UPDATED STUDENT CODE OF CONDUCT.
LIKE ALL OF YOUR REPORTS AND MOST OF YOUR ITEMS ON YOUR AGENDA.
THERE WAS NO ATTACHMENT THIS BOARD PRESIDENT, AND TO BE FAIR, PAST BOARD PRESIDENTS HAVE SLOWLY ELIMINATED TRANSPARENCY FROM THE MEETING AGENDA TO HELP AVOID ANY ACCOUNTABILITY OR MEANINGFUL PUBLIC COMMENT.
HOW CAN A PARENT PROVIDE MEANINGFUL PUBLIC COMMENT BEFORE YOU VOTE IF THEY CAN'T SEE THE CHANGES? I PRAY THE BOARD AND THE DISTRICT LEADERSHIP WILL COMMIT TO PROTECTING THE FIRST AMENDMENT RIGHTS OF ALL OUR TEACHERS.
FURTHER, COMMIT TO THE SAFE AND FAIR PARTICIPATION OF ALL STUDENTS IN UIL COMPETITION, AND COMMIT TO INCREASE TRANSPARENCY THROUGH ADDING ATTACHMENTS TO AGENDA ITEMS PRIOR TO MEETINGS.
THANK YOU AND HAVE A GREAT NIGHT.
I BELIEVE WE ARE AT ITEM 11 ADJOURNMENT.
IF THERE IS NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD, THE MEETING IS ADJOURNED.
LISTEN TO ME. I'M MAKING UP TIMES.
10:26 ON TUESDAY, AUGUST 6TH, 2024.
* This transcript was compiled from uncorrected Closed Captioning.