Sep 17, 2024 Board Work Session

[1. CALL TO ORDER]

[00:00:03]

>> GOOD EVENING. I'M NANCY HUMPHREY.

MY MICROPHONE IS NOT FOR SHORT PEOPLE.

BOARD PRESIDENT AND PRESIDING OFFICER, NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS WORK SESSION OF THE PLANO ISD BOARD OF TRUSTEES AT 5:01 PM ON TUESDAY, SEPTEMBER 17TH, 2024.

ON THE BOARD'S BEHALF, I WELCOME EVERYONE.

AT THIS TIME, I ASK SUPERINTENDENT WILLIAMS TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING POSTING NOTICE FOR THIS MEETING.

>> THANK YOU, PRESIDENT HUMPHREY.

I'VE VERIFIED THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.

>> THANK YOU. I'D LIKE TO INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED WITH ME THIS EVENING.

TO MY LEFT SUPERINTENDENT, DR. TERESA WILLIAMS. DR. SELINDA FREEMAN, DEPUTY SUPERINTENDENT OF LEADERSHIP ON OPERATIONS IS ON HER WAY.

I THINK TRAFFIC WAS A MESS.

BOARD SECRETARY TARA LANCE, TRUSTEE, JERRY CHAMBERS, SAME WITH TRUSTEE KATHERINE GOODWIN, ON HER WAY, AND TRUSTEE MICHAEL COOK.

SEATED TO MY RIGHT, VICE PRESIDENT DR. LAUREN TYRA, TRUSTEE ANGELA POWELL, WHO'S ON YOUR RIGHT.

JOHNNY HILL, DEPUTY SUPERINTENDENT, SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES.

DR. PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.

DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY, AND COMMUNITY SERVICES, DANNY STOCKTON, CHIEF OF STAFF, AND SHARON NOACK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES.

[2. PUBLIC COMMENT SESSION - AGENDA ITEMS ONLY]

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

>> WE HAVE NO COMMENTS TONIGHT.

>> I WAS GOING TO ASK THAT. THANK YOU.

WE HAVE NO COMMENTS THIS EVENING, AND WE WILL THEN MOVE TO ITEM 3, WHICH IS CLOSED SESSION.

[3. CLOSED SESSION]

SECTIONS 551.071, 551.072, AND 551.129, AND THE TIME IS 5:03 PM.

[4. RECONVENE OPEN SESSION]

[5. CONSENT AGENDA]

THE CONSENT AGENDA 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? NOT SEEING ANY. MAY I PLEASE HAVE A MOTION?

>> I'M SORRY.

>> I MOVE THAT THE BOARD OF TRUSTEE APPROVES THE CONSENT AGENDA AS PRESENTED.

>> I'LL SECOND. I HAVE A MOTION BY TRUSTEE ANGELA POWELL AND A SECOND BY SECRETARY TARA LANCE, THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

ANY OPPOSED? THE MOTION PASSES UNANIMOUSLY.

[6. DISCUSSION AND ACTION]

ARMSTRONG MIDDLE SCHOOL, WHICH IS AT 3805 TIMBERLINE DRIVE, DAVIS ELEMENTARY SCHOOL, WHICH IS LOCATED AT 2701 PARK HAVEN DRIVE, AND FORMAN ELEMENTARY SCHOOL, 3600 TIMBERLINE DRIVE AND TO ENGAGE THE CITY OF PLANO REGARDING THE PURCHASE OF THE REAL PROPERTY.

I WILL TURN THIS OVER TO TARA SECRETARY.

JOHNNY, I'M MISSING SOMETHING IN MY SCRIPT. I'M SORRY, JOHNNY.

>> NO PROBLEM.

>> YOU ARE GOING TO DISCUSS THIS, MY MISTAKE.

>> I WILL JUMP IN JUST REAL QUICKLY.

THANK YOU, PRESIDENT HUMPHREYS, MEMBERS OF THE BOARD.

AS YOU KNOW, FOR THE LAST TWO YEARS, WE HAVE BEEN WORKING THROUGH A LONG RANGE FACILITY PLANNING.

AS A END RESULT OR AS ONE OF THE LAST ITEMS ON THIS AGENDA, THE BOARD HAD VOTED TO RETIRE FOUR CAMPUSES.

OUT OF THOSE PROPERTIES, THERE WERE THREE THAT WERE DEEMED TO BE SURPLUS.

[00:05:03]

THIS EVENING, THERE'S A RESOLUTION THAT ACTUALLY TAKES THROUGH.

IF YOU GUYS WILL REMEMBER BACK ON THE 7TH OF MAY, THERE WAS A RESOLUTION PASSED TO BASICALLY JUST TALK ABOUT STEPS THAT WOULD BE INVOLVED WITH PROPERTIES THAT WAS SLATED FOR RETIREMENT.

AT THAT POINT, IT WENT THROUGH AND IT TALKED ABOUT MEETING OUR LEGAL OBLIGATION, AND THEN ALSO GOING THROUGH AND POTENTIALLY HAVING AN AGREEMENT WITH THE CITY TO ACTUALLY PURCHASE THESE PROPERTIES.

THIS IS JUST THE FIRST STEP OF THAT.

THIS RESOLUTION IS BASICALLY JUST DOING THE SURPLUS OF THOSE PROPERTIES.

>> THANK YOU, JOHNNY. I'LL CALL ON SECRETARY, TARA LANCE TO READ THIS RESOLUTION.

DID YOU HAVE YOUR WHEATIES THIS MORNING?

>> I DID. I DON'T EAT WHEATIES AT MY HOUSE.

RESOLUTION OF THE BOARD OF TRUSTEES OF PLANO INDEPENDENT SCHOOL DISTRICT, DECLARING REAL PROPERTY A SURPLUS AND AUTHORIZING SALE.

WHEREAS, PURSUANT TO TEXAS EDUCATION CODE SECTION 11.151, THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT, HEREBY REFERRED TO AS THE DISTRICT, IS AUTHORIZED TO ACQUIRE AND HOLD REAL AND PERSONAL PROPERTY.

WHEREAS, PURSUANT TO TEXAS EDUCATION CODE SECTION 11.154, THE BOARD OF TRUSTEES MAY, BY RESOLUTION, AUTHORIZE THE SALE OF ANY PROPERTY OTHER THAN MINERALS, HELD IN TRUST FOR PUBLIC SCHOOL PURPOSES.

WHEREAS, THE DISTRICT OWNS THAT CERTAIN REAL PROPERTY KNOWN AS ARMSTRONG MIDDLE SCHOOL, DAVIS ELEMENTARY SCHOOL, AND FORMAN ELEMENTARY SCHOOL, AS FURTHER DESCRIBED IN EXHIBIT A, ATTACHED HERE TOO, AND INCORPORATED HEREIN, COLLECTIVELY CALLED THE PROPERTIES.

WHEREAS THE BOARD HAS DETERMINED THAT AFTER THE END OF THE 2024, 2025 SCHOOL YEAR, THE PROPERTIES WILL NOT BE NECESSARY TO MEET THEN CURRENT AND FORESEEABLE NEEDS OF THE DISTRICT FOR EDUCATIONAL PURPOSES.

WHEREAS THE BOARD HAS DETERMINED THAT THE SURFACE ONLY OF THE PROPERTIES SHOULD BE OFFERED FOR SALE SUBJECT TO APPROVAL OR OFFERS BY THE BOARD AND SATISFACTORY CONTRACT OR CONTRACTS FOR THE PROPERTIES IN ACCORDANCE WITH THE PROCESS APPROVED BY RESOLUTION OF THE BOARD ON MAY 7TH, 2024.

THEREFORE, BE IT RESOLVED, ONE, THAT THE FINDINGS AND RECITALS AND THE PREAMBLE OF THIS RESOLUTION ARE HEREBY FOUND TO BE TRUE AND CORRECT AND ARE HEREBY APPROVED AND ADOPTED.

TWO, THAT THE BOARD AUTHORIZES THE SUPERINTENDENT OR HER DESIGNEE TO TAKE ALL ACTION PURSUANT TO THE LAW AND BOARD POLICY CDB LEGAL.

THREE, THAT THE BOARD AUTHORIZES THE SUPERINTENDENT OR HER DESIGNEE TO COMPLY WITH THE REQUIREMENTS OF TEXAS EDUCATION CODE SECTION 11.1542.

FOUR, THAT AFTER THE DISTRICT HAS MET ITS OBLIGATIONS UNDER SECTION 11.1542, THE BOARD AUTHORIZES THE SUPERINTENDENT OR HER DESIGNEE TO ENGAGE THE CITY OF PLANO, THE CITY, TO DETERMINE WHETHER THE CITY IS INTERESTED IN OFFERING TO PURCHASE THE PROPERTIES FOR FAIR MARKET VALUE PRIOR TO OFFERING THE PROPERTIES FOR SALE BY SEALED BID.

FIVE, THAT THE DISTRICT'S ADMINISTRATION IS AUTHORIZED TO WORK WITH THE CITY TO ESTABLISH TERMS SUCH THAT THE PROPERTIES IF SOLD, WILL BE USED FOR A PURPOSE THAT IS CONSISTENT WITH THE SURROUNDING PROPERTY, BENEFITS THE COMMUNITY, AND MAINTAINS THE INTEGRITY AND SECURITY OF THE NEIGHBORHOOD.

SIX, THAT NOTHING IN THIS RESOLUTION OBLIGATES THE BOARD TO ACCEPT AN OFFER FROM THE CITY OR ANY ENTITY, AND ANY SUCH OFFER IS CONTINGENT ON TERMS MUTUALLY ACCEPTABLE TO THE PARTIES AND APPROVAL BY THE BOARD OF TRUSTEES.

SEVEN, THAT IT IS HEREBY FOUND, DETERMINED, AND DECLARED THAT A SUFFICIENT WRITTEN NOTICE OF THE DATE, TIME, PLACE, AND SUBJECT OF THE MEETING OF THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT, AT WHICH THIS RESOLUTION WAS ADOPTED WAS POSTED AT A PLACE CONVENIENT AND READILY ACCESSIBLE AT ALL TIMES TO THE GENERAL PUBLIC FOR THE TIME REQUIRED BY LAW, PRECEDING THIS MEETING AS REQUIRED BY CHAPTER 551, TEXAS GOVERNMENT CODE, AND THAT THIS MEETING HAS BEEN OPEN TO THE PUBLIC AS REQUIRED BY LAW AT ALL TIMES DURING WHICH THIS RESOLUTION AND THE SUBJECT MATTER THEREOF HAS BEEN DISCUSSED, CONSIDERED AND FORMALLY ACTED UPON.

THE BOARD OF TRUSTEES FURTHER RATIFIES, APPROVES, AND CONFIRMS SUCH WRITTEN NOTICE AND POSTING THEREOF.

>> THANK YOU SO MUCH.

BOARD MEMBERS, DO I HAVE A MOTION?

>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES A RESOLUTION TO DECLARE THE FOLLOWING REAL PROPERTY SURPLUS AS OF THE END OF THE 2024, 2025 SCHOOL YEAR, ARMSTRONG MIDDLE SCHOOL, LOCATED AT 3805 TIMBERLINE DRIVE, DAVIS ELEMENTARY SCHOOL, LOCATED AT 2701 PARK HAVEN DRIVE,

[00:10:01]

>> IS THERE A SECOND?

>> I'LL SECOND.

>> I HAVE A MOTION BY DR. LAUREN TYRA AND A SECOND BY KATHERINE GOODWIN, THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION TO DECLARE THE FOLLOWING REAL PROPERTY SURPLUS AS OF THE END OF THE 2024, 2025 SCHOOL YEAR.

ARMSTRONG MIDDLE SCHOOL, 3805 TIMBERLINE DRIVE, DAVIS ELEMENTARY SCHOOL, 2701 PARK HAVEN DRIVE, AND FORMAN ELEMENTARY SCHOOL, 3600 TIMBERLINE DRIVE, AND TO ENGAGE THE CITY OF PLANO REGARDING THE PURCHASE OF THE REAL PROPERTY.

IS THERE ANY FURTHER DISCUSSION?

>> YES. SORRY, I TELL MY SON NOT TO SAY YEAH AND THEN HERE I'M DOING IT MYSELF.

APOLOGIES. YES, THERE'S FURTHER DISCUSSION.

IN THIS RESOLUTION, AND THIS IS PROBABLY FOR JOHNNY, ONE OF THE THINGS THAT SAYS IS THE BOARD HAS DETERMINED THAT THE SURFACE ONLY OF THE PROPERTY SHOULD BE OFFERED FOR SALE.

JUST TO SPELL IT OUT AND MAKE IT CLEAR WHAT WE'RE TALKING ABOUT, CAN YOU EXPLAIN WHAT WE MEAN BY THAT?

>> YES, MA'AM. WHEN WE'RE TALKING ABOUT THE SURFACE, WHAT WE'RE TALKING ABOUT IS THERE'S SEVERAL STEPS THAT WOULD GO INTO THAT.

ONE OF THE STEPS IS THE DISTRICT WOULD TAKE THE CAMPUSES THAT ARE CURRENTLY ON THAT PROPERTY AND THEY WOULD RAISE THOSE.

THIS HAS BEEN A LONG PROCESS OVER TWO YEARS.

PART OF THAT PROCESS JUST TO BE REALLY CLEAR IS THAT THE DISTRICT WENT THROUGH AND DID FACILITIES' ASSESSMENTS ON EACH ONE OF OUR CAMPUSES, ACTUALLY ALL OF OUR BUILDINGS THAT WE OWN IN OUR DISTRICT.

THOSE FOUR CAMPUSES WERE ALL DEEMED NOT TO BE ABLE TO BE USED FOR FUTURE USE BY OUR STUDENTS.

ONE THING THAT THIS PROCESS WILL DO, WE'LL TAKE THOSE BUILDINGS, WE'LL TAKE THEM ALL THE WAY DOWN, AND THEN THE PROPERTIES WILL BE SOLD AS BASICALLY JUST LAND.

>> YOU ALLUDED TO PART OF MY NEXT QUESTION, WHICH IS THAT WE HAVE THIS LONG-TERM FACILITY PLAN PUT TOGETHER BY OUR COMMUNITY THAT WE ARE RETIRING FOR END-OF-LIFE BUILDINGS.

YOU ARE ASKING US TO SURPLUS THREE OF THESE PROPERTIES AND NOT THE FOURTH.

OBVIOUSLY, THERE'S SOME FUTURE STRATEGIC POTENTIAL FOR THE FOURTH PROPERTY, WHICH IS THE CARPENTER PROPERTY.

>> A LOT OF LONG-TERM DISCUSSIONS GOING INTO WHERE THESE PROPERTIES ARE LOCATED, ALSO THE TOPOGRAPHY AND THE MAKEUP AND THE ACREAGE THAT THESE PROPERTIES DO HAVE.

IT IS DETERMINED THAT LONG-TERM ARMSTRONG MIDDLE SCHOOL, DAVIS ELEMENTARY, AND FORMAN ELEMENTARY WOULD NOT BE NEEDED FOR FUTURE USE OF THE SCHOOL.

THAT'S NOT THE CASE WITH JUST THE PROPERTY OF CARPENTER MIDDLE SCHOOL.

BECAUSE OF THE LOCATION, OBVIOUSLY, IF YOU NOTICE WHERE IT'S AT VERY CENTRALLY LOCATED, AND ALSO THE TOPOGRAPHY AND ALSO THE NUMBER OF ACRES, YOU HAVE BASICALLY 18 ACRES OF LAND, THEN THERE IS A POSSIBILITY IN THE FUTURE THAT THE DISTRICT WOULD BE ABLE TO USE THAT FOR SOME BUILDING FOR A FUTURE SCHOOL FUNCTION.

JUST TO GIVE THE DISTRICT FLEXIBILITY IN THE FUTURE, WE FEEL LIKE IT'S IN THE BEST INTEREST OF THE DISTRICT TO HANG ON TO THAT PROPERTY FOR THOSE FUTURE DISCUSSIONS.

>> HANG ONTO THE PROPERTY, BUT NECESSARILY NOT HANG ON OR REPURPOSE THE BUILDING BECAUSE AS YOU'VE SAID, THE BUILDING IS END OF LIFE.

>> THAT'S PART OF THE LONG RANGE FACILITY COMMITTEE WORK WAS TO GO THROUGH AND LOOK AT THE ASSESSMENT, WHAT SHAPE IT WAS IN.

OF COURSE, CARPENTER OUT OF ALL FOUR OF THEM, HAD SOME OF THE WORST FOUNDATIONAL ISSUES.

WE WOULD NOT SEE ANY USE TO KEEP THAT BUILDING STANDING.

>> GREAT. THANK YOU.

>> CAN I JUST ASK ONE QUICK QUESTION? I KNOW, JOHNNY, WE TALKED A LITTLE BIT ABOUT THE APPRAISAL PROCESS.

CAN YOU JUST QUICKLY GO OVER THAT JUST SO THAT WE CAN CONFIRM THAT WE ARE GETTING MARKET PRICE EVEN FROM THE CITY.

>> NOW, IT'S A GREAT QUESTION, MICHAEL.

OBVIOUSLY, WHENEVER WE GO AND THAT WAS WRITTEN INTO THE RESOLUTION, BASICALLY THAT YOU GUYS PASSED BACK IN MAY OF 2024, THAT WE WOULD HAVE A CERTIFIED APPRAISAL COME AND DONE OF THE PROPERTY.

WE SAID THAT WE WOULD SELL IT TO THE CITY OR WE WOULD OFFER IT TO THE CITY AND WE SAID WE WOULD DO THAT AT FAIR VALUE.

WELL, THERE'S AN EXTERNAL WAY TO DO THAT.

IF YOU GO TO THE APPRAISAL DISTRICT AND PULL UP THAT PROPERTY, IT ACTUALLY HAS A VALUE STATED ON IT RIGHT NOW.

OBVIOUSLY, WE'RE TAX EXEMPT.

THAT DOES NOT MEAN THAT THAT'S NECESSARILY MARKET VALUE.

WE WOULD DEFINITELY GO THROUGH AN EXTERNAL PROCESS,

[00:15:01]

>> THANK YOU. IS THERE ANY FURTHER DISCUSSION? WE WILL NOW VOTE.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

I'M COUNTING SEVEN, SO THE MOTION CARRIES UNANIMOUSLY. THANK YOU.

WE'LL MOVE ON TO ITEM 6.2, DISCUSSION IN ACTION, WHICH IS THE APPROVAL OF THE ADOPTION OF HAZARDOUS ROADWAY GUIDELINES FOR 2025, 2026.

I'LL INVITE MR. HILL AGAIN TO PRESENT.

>> I'M GOING TO HAVE MR. EWEN COME IN AND GO OVER THIS.

IF YOU'LL REMEMBER ON THE 20TH OF AUGUST, HE ACTUALLY HAD A VERY GOOD PRESENTATION WHERE HE WENT THROUGH ALL OF OUR HAZARDOUS ROADWAYS AND BASICALLY WENT INTO A LOT OF DETAIL.

IF YOU'LL REMEMBER IN THAT PRESENTATION, PART OF THAT WAS WHAT TA ALLOWED AS WHAT WOULD BE CONSIDERED A HAZARDOUS ROADWAYS GUIDELINE.

WE'VE TAKEN THOSE TA GUIDELINES, AND THIS EVENING WE'LL HAVE MR. EWEN GO THROUGH THOSE GUIDELINES AND HAVE YOU APPROVE.

IT'LL BASICALLY BE THE FIRST STEP IN US ACTUALLY COMING UP WITH WHAT WE CONSIDER ARE HAZARDOUS ROADWAYS AS OF RIGHT NOW.

THE HAZARDOUS ROADWAYS ONCE YOU GUYS APPROVE THESE GUIDELINES, WE'LL COME BACK AND YOU WILL APPROVE THOSE SEPARATELY AT A LATER DATE.

>> GOOD EVENING, EVERYONE. IF YOU REMEMBER, AGAIN, LIKE MR. HILL SAID, ON AUGUST 20TH, I MADE THIS PRESENTATION AND THE PRESENTATION CAME AS A RESULT OF A RECOMMENDATION FROM TASBO, ADDITIONALLY WITH THE GUIDANCE OF TA, WE KNOW WE NEED TO UPDATE OUR HAZARDOUS ROADWAYS, AND IT HAS BEEN SOME TIME SINCE WE'VE DONE THAT.

IN DOING SO, IT IS IMPORTANT TO UNDERSTAND THE IMPACT ON PLANO ISD IS THAT PLANO ISD WILL SEE A REDUCTION IN HAZARDOUS ROUTES AS A RESULT OF UPDATING OUR HAZARDOUS ROADWAYS.

IT HAS BEEN AT LEAST ABOUT 14 YEARS, IS WHAT I CAN ASCERTAIN FROM ALL THE INFORMATION I HAVE SINCE WE HAVE GONE THROUGH THIS PROCESS, SO WE DO EXPECT A REDUCTION IN HAZARDOUS ROUTES AS A RESULT OF THIS WORK.

THESE ARE THE CRITERIA THAT WE ARE ASKING THE BOARD TO TAKE INTO CONSIDERATION TONIGHT FOR APPROVAL SO WE CAN BEGIN THIS WORK, AND THEN I'LL ALSO COVER THE NEXT STEPS.

>> TRANSPORTATION WILL BE PROVIDED TO STUDENTS THAT MUST CROSS FOUR OR SIX LANE ROADWAY WITH A SPEED LIMIT OVER 45.

FOR A SIX LANE ROADWAY THAT DOES NOT HAVE A PEDESTRIAN ACTIVATED TRAFFIC SIGNAL, US 75, CENTRAL EXPRESSWAY, DALLAS, NORTH TOLLWAY, PRESIDENT GEORGE BUSH TURNPIKE, STATE HIGHWAY 289, OR AS WE KNOW, PRESTON ROAD, ANY ACTIVE RAILROAD TRACK AND AREAS THAT DO NOT HAVE SIDEWALKS OR SAFE PATHS.

REMEMBER, OUR SAFE PATH DOES NOT HAVE TO BE A SIDEWALK.

THEN THESE WERE THE NEXT STEPS THAT WERE PRESENTED THAT EVENING, CERTAINLY TONIGHT BOARD APPROVAL IN SEPTEMBER.

THEN JUST TO REITERATE THIS IS FOR THE SCHOOL YEAR 25/26 IMPLEMENTATION.

AND WE WOULD DEVELOP A TRANSPORTATION SAFETY COMMITTEE TO ENSURE WE'RE ALL MAKING COLLECTIVE DECISIONS IN THE BEST INTEREST OF OUR STUDENTS.

AND WE WOULD APPLY THE NEWLY ADOPTED GUIDELINES TO ALL OF OUR PLAN OSD ROADWAYS.

AGAIN, FOR THE 25/26 SCHOOL YEAR, WE WOULD MAKE SURE WE HAVE A SOLID COMMUNICATION PLAN AND TIMELINE FOR THIS.

WE WOULD CERTAINLY FOLLOW UP.

THEN THIS WOULD BE AN ANNUAL REPORT AND PLAN EVERY YEAR FOR OUR SCHOOL DISTRICT MOVING FORWARD.

>> THANK YOU. ON THE APPROVAL OF THE HAZARDOUS ROADWAY GUIDELINES, DO I HAVE A MOTION?

>> CAN WE ASK A QUESTION?

>> WE NEED TO GET A MOTION ON THE TABLE AND THEN WE'LL HAVE QUESTIONS.

>> I AGREE THAT THE BOARD OF TRUSTEE APPROVES THE ADOPTION OF THE HAZARDOUS ROADWAY GUIDELINES, 2025 THROUGH 2026 AS PRESENTED.

>> THANK YOU.

>> SECOND.

>> OKAY TARA. I HAVE A MOTION BY ANGELA POWELL AND A SECOND BY SECRETARY TARA LANCE, THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF HAZARDOUS ROADWAY GUIDELINES 2025-2026 AS PRESENTED.

ARE THERE ANY FURTHER QUESTIONS OR DISCUSSION? YES.

>> THIS IS A QUICK ONE. YOU MENTIONED DEVELOPMENT OF A TRANSPORTATION SAFETY COMMITTEE?

>> YES.

>> I DIDN'T I DIDN'T CATCH IT.

AS A COMMITTEE, ARE YOU GETTING PARENTS? WHO ARE YOU GETTING TO SERVE ON THE COMMITTEE?

>> THAT'S A GREAT QUESTION. SO IDEALLY, WE WOULD HAVE EXPERTS FROM OUR TRANSPORTATION DEPARTMENT,

[00:20:02]

AND I BELIEVE IF I'M NOT MISTAKEN, DOCTOR WILLIAMS MENTIONED THE COMMITTEE WORK WITH THE BOARD AT OUR LAST MEETING AS ANOTHER PART OF THAT, WHICH THEN IS OUR PARENTS AS WELL.

>> THANK YOU.

>> HOPEFULLY, THIS IS AN EASY ONE.

ONE OF THE ITEMS YOU'RE TALKING ABOUT WHERE WE WOULD BE PROVIDING STUDENTS WITH TRANSPORTATION IS A FOUR OR SIX LANE ROADWAY THAT DOES NOT HAVE PEDESTRIAN ACTIVATED TRAFFIC SIGNALS.

WE HAVE LOTS OF BIG LONG ROADS IN PLANO AND OUR SURROUNDING COMMUNITIES.

DOES THAT MEAN ANYWHERE EVER FOR MILES OR IS THERE A SPECIFIC WITHIN X MANY YARDS OR FEET OF A SCHOOL ZONE OR HOW DOES THAT WORK?

>> ABSOLUTELY. IT'S A GREAT QUESTION.

HAZARDOUS ROADWAY, WE'RE TALKING WITHIN TWO MILES OF A SCHOOL IN THESE CONDITIONS.

THEN IF THEY EXIST, WE WOULD PROVIDE TRANSPORTATION TO THOSE STUDENTS WITHIN PLANO ISD ONLY.

>> OKAY.

>> SO I HAD A SIMILAR CLARIFICATION ON THE SPECIFICITY OF THIS, WHICH IS THE SAFE PATH DOES NOT NECESSARILY HAVE TO BE A SIDEWALK.

I'M THINKING THE DIFFERENCE BETWEEN A MODE FIELD AND OVERGROWN FIELD OR SOMETHING LIKE THAT.

CAN YOU GIVE US A LITTLE BIT MORE DETAIL ON WHAT MIGHT BE A SAFE PATH THAT ISN'T NECESSARILY A SIDEWALK, WHAT YOU'RE GOING TO BE LOOKING FOR THERE?

>> YES, MA'AM. I ACTUALLY THOUGHT ABOUT THAT QUESTION TOO WHEN I WAS DOING THE RESEARCH.

THE FIRST THING THAT COME TO MIND IS I ALWAYS HAD TO WALK THROUGH A PARK ON THE WAY TO SCHOOL EVERY DAY AND THAT WAS PROBABLY THE BEST EXAMPLE IN MY HEAD WAS A CITY PARK, FOR EXAMPLE.

THEN ANY OF THOSE OVERGROWN AREAS OR AREAS THAT ARE UNIQUE IN NATURE.

THAT'S WHERE THE SAFETY COMMITTEE.

WE WOULD LOOK AT THE OVERLAY OF THE CRITERIA AND THEN THAT COMMITTEE HELPS MAKE THOSE DECISIONS.

IT'S NOT LIKE STEVE'S DECISION OR JOHNNY'S DECISION.

IT IS TRULY A COMMITTEE DECISION TO MAKE SURE WE'RE MAKING THE BEST DECISION.

>> IS THERE FURTHER DISCUSSION? NO. HEARING NONE, I'LL CALL FOR A VOTE.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND AND IT LOOKS LIKE THE VOTE IS UNANIMOUS.

THANK YOU, MR. EWING, FOR BRINGING THIS FORWARD.

>> YES, MA'AM. THANK YOU.

>> THANK YOU. WE'LL MOVE ON TO ITEM 6.3 OF OUR DISCUSSION AND ACTION AGENDA, WHICH IS CONSIDERATION AND/OR ACTION TO APPROVE AN AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDITS, OPTION THREE AGREEMENT, AND TO DELEGATE CONTRACTUAL AUTHORITY TO THE SUPERINTENDENT.

I WILL ALSO INVITE JOHNNY HILL TO INTRODUCE THIS TOPIC.

>> THANK YOU, PRESIDENT HUMPHREY AND MEMBERS OF THE BOARD.

I WILL SAY THAT EACH YEAR, THIS IS SOMETHING WE'RE REQUIRED BY LAW TO HAVE THE BOARD APPROVE.

I ALWAYS GET QUESTIONED ON IT BECAUSE WE'RE ACTUALLY ASKING THE BOARD TO BASICALLY EQUALIZE ITS WEALTH BY SENDING PART OF IT TO THE STATE AND IT ALWAYS SOUNDS COUNTER INTUITIVE TO ME TO ASK THE BOARD TO DO THAT.

BUT I WILL SAY THIS IS A REQUIREMENT.

THERE ARE ACTUALLY FIVE DIFFERENT WAYS THAT YOU CAN ACTUALLY EQUALIZE YOUR WEALTH.

I WILL SAY THAT THERE'S ABOUT 200 DISTRICTS THAT ACTUALLY COLLECT ENOUGH OR MORE THAN WHAT'S REQUIRED BY LAW, SO THEY HAVE TO SEND IT TO THE STATE.

THERE'S MULTIPLE WAYS THAT YOU COULD ACTUALLY DO THAT.

I WILL SAY OVER THE LAST 15 YEARS OR SO, 100% OF THE DISTRICTS OUT THERE CHOOSE OPTION THREE BECAUSE IT IS THE LEAST EXPENSIVE FOR THE DISTRICT TO DO THAT.

THIS IS WHERE WE BASICALLY JUST SEND THE MONEY BACK TO THE STATE.

OBVIOUSLY, THERE'S OTHER WAYS WE CAN DO IT.

I THINK IN OUR DISTRICT, WE ACTUALLY HAVE TWO OPTIONS.

OPTION THREE, OPTION FOUR.

OPTION FOUR IS IF YOU PARTNER WITH ANOTHER DISTRICT AND ACTUALLY SELL THEM YOUR FICTITIOUS, THEY CALL IT YOUR CREDITS.

WE USED TO BE ABLE TO DO THAT.

I WILL SAY ANY ADVANTAGE YOU HAD OF DOING THAT HAS GONE AWAY OVER THE LAST 15 YEARS.

OPTION THREE IS WHAT YOU'RE LEFT WITH.

LIKE I SAID, 100% OF THE DISTRICTS THAT HAVE BEEN NOTIFIED BY TA THAT THEY'LL HAVE TO EQUALIZE THEIR WEALTH, CHOOSE OPTION THREE.

I WILL SAY I'LL OPEN IT UP.

I'M MORE THAN HAPPY TO DISCUSS THIS OR ANSWER ANY QUESTIONS OR CONCERNS YOU GUYS MIGHT HAVE.

>> THANK YOU. I WILL ASK FOR A MOTION ON THIS ITEM, PLEASE.

>> I MOVE THAT FOR THE 2024/2025 SCHOOL YEAR,

[00:25:03]

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.

>> SECOND.

>> YOU GUYS DID THAT WITH SUCH ENTHUSIASM.

I HAVE A MOTION BY SECRETARY TARA LANCE AND A SECOND BY JERRY CHAMBERS THAT FOR THE 2024/25 SCHOOL YEAR, THE BOARD OF TRUSTEES DELEGATES CONTRACTUAL AUTHORITY TO OBLIGATE THE SCHOOL DISTRICT UNDER TEXAS EDUCATION CODE, SECTION 11.151C4 TO THE SUPERINTENDENT SOLELY FOR THE PURPOSE OF OBLIGATING THE DISTRICT UNDER TEXAS EDUCATION CODE 48.257 AND TEC CHAPTER 49 SUB-CHAPTERS A AND D, AND THE RULES ADOPTED BY THE COMMISSIONER OF EDUCATION AS AUTHORIZED UNDER TEXAS EDUCATION CODE, SECTION 49.006.

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

IS THERE ANY FURTHER DISCUSSION FROM THE BOARD MEMBERS?

>> I JUST HAVE A QUICK QUESTION FOR JOHNNY.

REALLY, THE ONLY OTHER OPTIONS, YOU SAID OPTION THREE IS REALLY ONLY ONE.

IT WOULD BE EITHER TO CONSOLIDATE WITH ANOTHER SCHOOL DISTRICT WHOLLY OR WE JUST GET RID OF SOME PROPERTY.

THOSE ARE REALLY THE ONLY TWO OTHER OPTIONS?

>> BELIEVE IT OR NOT, THERE HAVE BEEN BOARDS BEFORE THAT HAVE VOTED, WE'RE NOT GOING TO SEND ANY OF OUR MONEY TO THE STATE.

BUT I WILL SAY THE TA IS THE BIG BROTHER IN THE ROOM, AND SO THERE ARE CONSEQUENCES.

IN OTHER DISTRICTS, THEY'VE STARTED THE LEGAL ACTION TO ACTUALLY MAKE THIS HAPPEN, AND THAT IS THEY TAKE PROPERTY AND START DNX IN IT AND GIVING IT TO DISTRICTS THAT ARE CONTIGUOUS WITH THAT DISTRICT.

THE OTHER OPTION IS NOT GOOD.

YOU'VE GOT SO MANY DAYS ONCE YOU ARE CONSIDERED TO BE PROPERTY WEALTHY, WHICH WE HAD HAVE TO GO ALL THE WAY BACK TO 1995 IN ORDER TO ACTUALLY HAVE THAT VOTE.

BUT IN OUR DISTRICT, YOU HAVE TO VOTE WHAT ARE THOSE FIVE WAYS YOU ACTUALLY EQUALIZE IT? IN OUR DISTRICT, I THINK WE VOTED OPTION THREE AND OPTION FOUR.

BUT IF WE DECIDED AS A BOARD, IF YOU DECIDED AS A BOARD NOT TO GO FORWARD, THEN THE STATE HAS STARTED THAT PROCESS IN THE PAST OF DNX IN YOUR PROPERTY.

THAT'S HOW THEY WOULD ACTUALLY MAKE THAT.

THEY WOULD EQUALIZE IT FOR YOU.

>> AND CAN YOU REMIND US WHAT OUR RECAPTURE IS EXPECTED TO BE FOR THIS YEAR?

>> IT'S ACTUALLY GONE DOWN.

NOW, THAT DOESN'T MEAN WE GET TO KEEP THAT DIFFERENT MONEY.

BUT IF YOU REMEMBER THE STATE IN THIS LAST SESSION, I BELIEVE FOR $18 BILLION, THEY DID WHAT WE CALL BUYING DOWN THE TAX RATE, WHICH SIMPLY MEANS THAT THROUGH THE EXEMPTION PROCESS.

THEY ACTUALLY LOWERED WHICH IS GREAT FOR OUR COMMUNITY.

THEY LOWERED THE TAX BILL QUITE A BIT.

WHAT THAT MEANS FOR US IS WE WERE PAYING ALMOST $250 MILLION, AND IN 23/24, WE WENT DOWN TO ABOUT $135 MILLION, AND WE'RE NOW EXPECTED TO BE ABOUT $155 MILLION FOR THE 24/25 YEARS.

NOW THAT ONE YEAR, WE'RE HEADED BACK UP AGAIN.

>> JUST TO BE CLEAR, IT WENT DOWN TWO YEARS AGO, BUT NOW IT'S COMING BACK UP, AND WE SAW THAT SAME TREND PRIOR TO 2019 AS WELL.

>> AS LONG AS THEY DON'T CHANGE THE STRUCTURE, WE STILL GET TO KEEP THE SAME AMOUNT OF MONEY THAT WE GOT TO KEEP BACK IN 2018/2019.

BOTTOM LINE IS UNLESS THEY INDEX UP FOR INFLATION OR THEY RAISE THAT ALLOTMENT AMOUNT, THAT STRUCTURE AMOUNT, THEN BASICALLY AS VALUES GO UP, ALL THAT EXCESS VALUE JUST SIMPLY GOES IN OUR POCKETS AND THEN OUT BACK TO THE STATE.

>> NO ONE ELSE. WHAT YOU'RE TALKING ABOUT IS REVENUE IN EXCESS OF ENTITLEMENT.

IF I THINK BACK TO 2019, THAT'S THE LAST TIME THE STATE PASSED ANY ADDITIONAL FUNDING FOR THE SCHOOL DISTRICTS IN THE FORM OF PER STUDENT FUNDING.

WE'VE GONE FIVE YEARS WITHOUT ANY INCREASE TO THE BASIC ALLOTMENT.

THAT ENTITLEMENT AMOUNT HAS STAYED THE SAME.

HOWEVER, I THINK THAT DISTRICTS HAVE FELT ACCUMULATIVE INFLATION RATE OF OVER 20%, THERE'S NUMBERS OUT THERE.

WE'RE HAVING TO DO MORE WITH LESS,

[00:30:04]

PEOPLE BELIEVE THAT THE FUNDING THAT GOES INTO RECAPTURE OR REVENUE IN EXCESS OF ENTITLEMENT GOES TO THE DISTRICTS THAT HAVE LESS PROPERTY VALUE AND THEREFORE EQUALIZES THE WEALTH.

I THINK WHAT IT DOES IS IT PERMITS THE STATE TO JUST REDUCE ITS PAYMENT TO THE SCHOOL DISTRICTS, AND I THINK SOME THINGS THAT WE'VE CALLED FOR IN PAST LEGISLATIVE SESSIONS, WE CALL IT TAXPARENCY.

WE WANT TO SEE TRANSPARENCY IN OUR TAXATION.

OUR TAXPAYERS ARE FRUSTRATED THAT THEY SEE ALL THIS MONEY LEAVING THE LOCAL DISTRICT AND GOING INTO THE GENERAL FUND, OR SOME GOES INTO EDUCATION, BUT NOT ALL OF IT NECESSARILY.

BECAUSE IN SOME YEARS, THEY HAVE EXCESS REVENUE IN EXCESS OF ENTITLEMENT THAN THEY BUDGETED.

THAT'S HARD TO SAY. ANYWAY, THEREFORE, THAT EXCESS REVENUE IN EXCESS OF ENTITLEMENT ISN'T ALWAYS SPENT IN THE NAME IN WHICH IT WAS COLLECTED, WHICH IS PUBLIC EDUCATION.

WHEN OUR TAXPAYERS WRITE A CHECK TO PLAIN OSD OR THE TAX ASSESSOR, THEY SEE THAT 60% OF THEIR TAX BILL GOES TO PLAIN OSD AND SO THEY THINK IT ALL GOES TO PUBLIC EDUCATION, WHETHER IT'S TO OUR DISTRICT OR ANOTHER, AND YET THAT'S NOT NECESSARILY THE CASE.

WE HAVE ADVOCATED FOR A NUMBER OF YEARS SINCE 2015, WE CALLED IT TAXPARENCY.

WE ALSO HAVE ADVOCATED THAT THE STATE MAKE CERTAIN THAT ANY EXCESS REVENUE IN EXCESS OF ENTITLEMENT GOES BACK INTO THE BASIC ALLOTMENT, THEREBY BEING DISTRIBUTED BACK TO THE SCHOOL DISTRICTS IN WHOSE NAME IT WAS COLLECTED, FLOATING ALL BOATS.

IF IT WENT BACK TO THE DISTRICTS WHO HAD CONTRIBUTED IT, WE'D BE BACK IN A POSITION OF DIS-EQUITY, AND THEREFORE, THEY WOULD NEED TO REALLY EQUALIZE THE WEALTH.

WE JUST WANT TO MAKE CERTAIN THAT THOSE FUNDS THAT MIGHT BE REVENUE IN EXCESS OF ENTITLEMENT GO BACK TO THE PURPOSE OF SCHOOL DISTRICTS, AND WE WANT TO SEE ACCOUNTABILITY IN HOW THOSE FUNDS ARE SPENT.

I THINK WE'D ALSO LIKE TO SEE OUR TAXPAYERS WOULD LIKE TO SEE A TAX BILL THAT SAYS, WHEN I WRITE THIS CHECK, X NUMBER OF DOLLARS GOES TO FUND PLANO ISD AND THE X NUMBER OF DOLLARS GOES BACK TO THE STATE IN THE FORM OF RECAPTURE.

THAT IS TRANSPARENCY, AND THAT TAKES AWAY THE MYSTIFICATION WHEN PEOPLE IN OUR COMMUNITY SEE THAT WE HAVE A MULTI MILLION DOLLAR DEFICIT COMING UP, THEY'RE LIKE, WAIT A MINUTE, I PAID A WHOLE LOT OF MONEY FOR THE TAXES.

IF THAT WAS ON THE TAX BILL, IT MIGHT BE A LITTLE MORE CLEAR TO OUR TAXPAYERS WHERE THAT MONEY IS GOING.

I'M WAXING POETIC AS I ALWAYS DO, AND I JUST WANTED TO MAKE CERTAIN THAT WE TALKED ABOUT THIS AGAIN, AND I KNOW THAT IT HASN'T BEEN AS TOP OF MIND AS FAR AS ADVOCATING FOR TAXPARENCY, AS MUCH AS IT HAS BEEN ADVOCATING FOR ACTUALLY FUNDING SCHOOLS BECAUSE WE HAVEN'T RECEIVED THAT ADDITIONAL BASIC ALLOTMENT SINCE 2019.

THE SOUNDING BOARD ON RECAPTURE HAS GONE DOWN A LITTLE BIT ONLY BECAUSE, AS YOU SAID, OR THE STATE HAS BROUGHT DOWN THE TAX RATE AND SO OUR DOLLAR AMOUNT OF RECAPTURE HAS GONE DOWN.

BUT AS YOU POINTED OUT ASTUTELY, THE TREND LINE OF THE REVENUE AND EXCESS ENTITLEMENT PAYMENT THAT WE'RE DOING TONIGHT IS CONTINUING TO INCREASE AND SO THAT IS TIED TO THE VALUES OF PROPERTIES.

THE SCHOOL DISTRICT HAS NO CONTROL OVER PROPERTY VALUATIONS.

BUT I JUST WANTED TO MAKE THOSE POINTS BECAUSE THIS IS AN AREA THAT I'M VERY PASSIONATE ABOUT, I WANT OUR TAXPAYERS TO UNDERSTAND AND IF THIS IS MUDDY, WHAT I'M TALKING ABOUT, IF IT'S MUDDY, EMAIL ME AND I'LL SIT DOWN WITH YOU AND HAVE A CUP OF COFFEE AND EXPLAIN TO YOU ALL OF IT.

DON'T YOU DARE, I KNOW. THEY WILL.

MY HUSBAND MAKES ME STOP TALKING ABOUT SCHOOL FINANCE.

HE SAYS PURPLE AND I HAVE TO STOP.

ANYWAY, HE'S PROBABLY WATCHING.

NOW, ANYONE ELSE HAVE ANY FURTHER DISCUSSION ON THIS ITEM?

>> NANCY, I'M JUST GOING TO SAY IT AGAIN BECAUSE I APPRECIATE WHAT YOU'RE SAYING.

AS A NEW TRUSTEE,

[00:35:02]

>> BUT WE ALL KNOW WHAT THE BILL LOOKS LIKE.

THE FACT THAT OUR COMMUNITY THINKS THAT I'M WRITING THIS CHECK AND IT'S GOING TO PLANO ISD, WHEN IN ACTUALITY, WE ARE ONLY TO KEEP THE MONEY THAT HAS BEEN ALLOCATED TO US, WHICH HAS NOT CHANGED SINCE 2019, AND THE REST GOES BACK TO THE STATE.

I'M GOING TO BE MORE BLUNT ABOUT IT.

THAT SAYS TO ME, THAT IS A TAX ON OUR TAXPAYERS THAT IS GOING TO THE GENERAL FUND THAT IS NOT ACCOUNTED FOR.

I AM VERY CONCERNED THAT OUR COMMUNITY MEMBERS SHOULD UNDERSTAND THAT, AND THEREFORE NOT BEING UP IN ARMS ABOUT US COMPLAINING ABOUT NOT HAVING THE FUNDS TO ADEQUATELY SUPPORT THE LEARNING THAT NEEDS TO GO ON FOR OUR KIDS.

I'M JUST GOING TO SAY IT AGAIN, JUST BECAUSE I FEEL JUST AS STRONGLY ABOUT IT AND I WANT OUR COMMUNITY MEMBERS TO BE INFORMED.

I'LL HAVE COFFEE WITH YOU TOO.

I MIGHT NOT TALK AS AS NANCY.

>> HEARING NO FURTHER DISCUSSION, WE WILL NOW VOTE.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

IT LOOKS LIKE THE MOTION CARRIES UNANIMOUSLY.

[7. REPORTS]

I WILL TURN THIS OVER TO DOCTOR WILLIAMS, AND THEN YOU MIGHT BE ADDING A COUPLE OF OTHER PEOPLE.

SORRY, I GOT WORKED UP OVER RECAPTURE.

YOU'RE GOING TO INTRODUCE SOME OTHER FOLKS. THANK YOU.

>> WELL, THANK YOU, PRESIDENT HUMPHREY, BOARD OF TRUSTEES.

WE HAVE OUR BEGINNING OF YEAR MAP DATA.

AS YOU ALL KNOW, WE USE THIS DATA IN LOTS OF DIFFERENT WAYS, ONE TO DETERMINE GROWTH FOR STUDENTS AND CREATING A BASELINE FOR THE YEAR, BUT ALSO WE USE THIS DATA FOR INSTRUCTIONAL PLANNING.

WE USE IT TO ENSURE THAT WE'RE PROPERLY INTERVENING WITH STUDENTS.

WE HAVE THE DATA, AND MR. SPENCER IS GOING TO GO OVER OUR MAP DATA FROM BEGINNING OF YEAR, AND THEN FOLLOWED BY THAT WE HAVE DOCTOR DAVIS IS GOING TO SPEAK ABOUT LITERACY AND NUMERACY.

AFTER WE HAVE OUR DATA, WHAT'S NEXT? HOW DO WE USE THIS TO INFORM INSTRUCTION IN THE CLASSROOM, AND OF COURSE, ULTIMATELY STUDENT GROWTH?

>> GOOD EVENING, PRESIDENT HUMPHREY, DR. WILLIAMS, CABINET AND BOARD MEMBERS.

DR. ASHLEY DAVIS AND I ARE HERE TONIGHT TO PRESENT AN OVERVIEW OF OUTCOMES FROM THE FALL MAP ADMINISTRATION.

BEFORE WE GO INTO OUR DATA, JUST A FEW REMINDERS ABOUT THE MAP ASSESSMENT. EXCUSE ME.

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

THE TEST IS ADMINISTERED TO 11 MILLION STUDENTS ANNUALLY ACROSS 146 COUNTRIES EACH YEAR, INCLUDING TWO MILLION STUDENTS IN THE STATE OF TEXAS.

WHY IS THIS IMPORTANT? THIS IS A TEST WITH DECADES OF RESEARCH BEHIND IT.

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

THREE THINGS TO REMEMBER ABOUT MAP.

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

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

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

AS MAP IS NOT CONSTRAINED BY GRADE LEVEL STANDARDS, IT GIVES US A BROADER SENSE OF WHAT STUDENTS KNOW AND ARE ABLE TO DO.

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

A GREAT METRIC FOR US TO USE IS A LINKING STUDY TO SAT PERFORMANCE STARTING IN FIFTH GRADE.

THIS GIVES US AN INDICATION OF STUDENT READINESS TO MEET SAT BENCHMARKS BY 11TH GRADE AND LETS US KNOW WHERE WE MIGHT NEED TO INTERVENE.

[00:40:03]

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

THE PURPOSE OF MAP IS TO INFORM WHERE A STUDENT IS ON A CONTINUUM OF LEARNING IN ORDER TO GUIDE INSTRUCTIONAL DECISIONS TO PROMOTE ACADEMIC GROWTH IN EACH STUDENT.

MAP IS SCORED ON THE RIT SCALE THAT GOES 100-350.

STUDENTS IN GRADES KINDERGARTEN AND ONE START OUT IN THE LOW TO MID 100S.

BY EIGHTH GRADE, STUDENTS ARE PERFORMING AT THE LOW TO MID 200S.

THE RIT SCALE IS AN EQUAL INTERVAL SCALE.

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

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

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

ONE THING TO NOTE ABOUT RIT SCORES, HOWEVER, IS THAT STUDENTS ARE EXPECTED TO INCREASE THEIR RIT SCORE MORE IN THE ELEMENTARY GRADES THAN IN THE MIDDLE SCHOOL GRADES.

THEREFORE, YOU WILL SEE THE RANGES GET MORE COMPRESSED AS THE GRADE LEVELS INCREASE.

ALSO, MATH AND READING ARE NOT NECESSARILY ON THE SAME RIT SCALE.

COMPARISONS BETWEEN THE TWO RIT SCORES SHOULD NOT BE MADE.

LET'S TALK ABOUT FALL MAP.

AT THE BEGINNING OF THE SCHOOL YEAR, MAP IS UTILIZED AS A FORMATIVE TOOL TO UNDERSTAND WHERE STUDENTS ARE IN THE LEARNING PROGRESSION AND TO GUIDE PLANNING, INSTRUCTION, AND INTERVENTIONS.

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

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

ADDITIONALLY, RP HAS DESIGNED PROTOCOLS TO ASSIST COLLABORATIVE PLCS IN THIS WORK, AND CAMPUS LEADERS ALSO HAVE ACCESS TO CAMPUS LEVEL REPORTS, INCLUDING NEW ONLINE NWEA TOOLS.

SOMETHING NEW FOR THIS YEAR, NWEA COMPLETED A NEW MAP LINKING STUDY IN JULY 2024.

THE LINKING STUDY FOR STAAR IS BASED ON TEST SCORES FROM STUDENTS IN GRADES THREE THROUGH EIGHT FOR MATH, AND ELA IN GRADES FIVE AND EIGHT FOR SCIENCE WHO TOOK BOTH THE MAP GROWTH AND STAAR ASSESSMENTS IN THE SPRING OF 2023.

IN TOTAL, THIS STUDY INCLUDED 47,303 STUDENTS FROM 278 SCHOOLS WITHIN 75 DISTRICTS IN TEXAS.

EDUCATORS CAN USE THE RIT CUT SCORES TO IDENTIFY STUDENTS AT RISK OF NOT MEETING STATE PROFICIENCY STANDARDS AND PROVIDE TARGETED INSTRUCTION TO IMPROVE ACADEMIC OUTCOMES.

NOW, LET'S GET INTO THE DATA.

I'M EXCITED TO SHARE THAT OUR FALL MAP DATA SHOWS ON AVERAGE.

OUR STUDENTS ARE PERFORMING WELL ABOVE NATIONAL NORMS AND HAVE EXPERIENCED IN ACADEMIC YEARS WORTH OF GROWTH.

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

WE START WITH ACADEMIC PERCENTILE.

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

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

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

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

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

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

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

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

THE EXCEPTION YOU WILL NOTE IS EIGHTH GRADE MATH.

THIS SCORE ONLY REFLECTS THE PERFORMANCE OF OUR ON-LEVEL

[00:45:03]

THOSE SCORES ARE NOT AGGREGATED IN THIS PARTICULAR REPORT.

IF THE EIGHTH GRADE ALGEBRA MAP SCORES WERE INCLUDED, THE MEAN ACHIEVEMENT PERCENTILE WOULD BE MUCH HIGHER.

AS WE KNOW, AVERAGES ARE ONLY ONE WAY OF LOOKING AT THE DATA, BUT LET'S BREAK IT DOWN BY SUBGROUP.

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

THE TREND IN EACH SUBGROUP SHOWS AN INCREASE IN THE MEAN RIT SCORE EACH YEAR.

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

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

HOWEVER, THE RIT SCORE FOR EACH GROUP INCREASES EACH YEAR.

LOOK AT CONDITIONAL GROWTH.

THE STUDENT MEDIAN CONDITIONAL GROWTH PERCENTILE SHOWS THE PERCENTILE RANK FOR GROWTH FOR EACH GRADE LEVEL.

IT INDICATES HOW STUDENTS GREW COMPARED TO STATISTICALLY SIMILAR PEERS.

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

IF THE GRADE LEVEL GROWTH IS 50, THIS MEANS THE GRADE LEVEL GROWTH WAS GREATER THAN 50 PERCENT OF SIMILAR STUDENTS IN THE NWEA NORM GROUP.

THIS IS IMPORTANT FOR SEVERAL REASONS.

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

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

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

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

AS THIS CHART SHOWS, OUR STUDENTS DEMONSTRATE AT LEAST A YEAR'S WORTH OF GROWTH FROM LAST FALL TO THIS FALL AND ALMOST EVERY SUBJECT AND GRADE LEVEL, SHOWN HERE ARE THE FALL 23 TO FALL 2024 CONDITIONAL MEAN GROWTH PERCENTILES FOR EACH GRADE LEVEL AND SUBJECT.

ONLY STUDENTS WITH A FALL 2023 AND FALL 2024 RIT SCORE ARE INCLUDED IN THIS DATA.

FOR EXAMPLE, THE FIRST GRADE MEASURE IS FROM FALL OF LAST YEAR WHEN THESE STUDENTS WERE IN KINDERGARTEN.

AS I MENTIONED EARLIER, A TYPICAL ACADEMIC YEARS GROWTH IS BETWEEN A 45TH AND 55TH PERCENTILE.

I PREVIOUSLY MENTIONED THE METRIC PROVIDED BY MAP THAT SHOWS STUDENTS ARE ON TRACK TO MEET THE SAT BENCHMARK IN 11TH GRADE.

THIS CHART SHOWS THE PERCENTAGE OF STUDENTS BY GRADE LEVEL WHO MET OUR ON TRACK METRIC FOR COLLEGE AND CAREER READINESS.

THESE SCORES ARE ALL BASED ON FALL MAP PROJECTION TO THE MEETS GRADE LEVEL STANDARD.

GRADES 2 AND ABOVE RIT RANGES ARE CONNECTED TO THE NEW LINKING STUDY, WHILE KINDERGARTEN AND FIRST GRADE RANGES ARE EXTRAPOLATED BY RP BY USING HISTORICAL STUDENT DATA.

KINDERGARTEN FALL DATA IS A GREAT INDICATOR.

HOWEVER, STUDENTS HAVE NOT NECESSARILY HAD TIER ONE INSTRUCTION IN THE CONTENT, CAUSING THE INITIAL MEETS GRADE LEVEL PERCENTAGE OF THIS GROUP TO APPEAR LOW PARTICULARLY IN MATH.

BASED ON PREVIOUS DATA, THESE NUMBERS WILL INCREASE SIGNIFICANTLY BY WINTER AND SPRING AFTER INSTRUCTION HAS OCCURRED.

THIS PAST YEAR, WE BEGAN RECOGNIZING STUDENTS WHO WERE ON TRACK FOR COLLEGE READINESS IN BOTH READING AND MATH BASED ON THEIR WINTER MAP SCORE.

WE WANTED TO ACKNOWLEDGE THE HARD WORK OF OUR STUDENTS AND PROVIDE A WAY FOR PARENTS TO JOIN WITH US IN CELEBRATING THIS ACHIEVEMENT.

LAST YEAR, OVER 11,000 OF OUR STUDENTS, ACTUALLY 11,400 OF OUR STUDENTS RECEIVED THE SUPERINTENDENT SCHOLAR AWARD.

THIS SLIDE SHOWS THE PERCENTAGE OF STUDENTS ON TRACK FOR COLLEGE AND CAREER READINESS BY DEMONSTRATING PROGRESS IN MEETING SAT BENCHMARKS IN READING AND MATH.

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

STUDENTS ON TRACK SCORE IN THE 43RD TO 50TH

[00:50:01]

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

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

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

THE NATIONAL RATE FOR MEETING SAT BENCHMARKS IN 2024 IS 52 PERCENT FOR READING AND 27 PERCENT FOR MATH.

IT IS IMPORTANT TO NOTE AGAIN, OUR ALGEBRA 1 STUDENTS ARE NOT INCLUDED IN THE EIGHTH GRADE MAP RESULTS AS THESE STUDENTS TAKE THE ALGEBRA MAP ASSESSMENT, AND I'LL ADD NWEA DOES NOT HAVE A CORRELATION TO SAT FOUR ALGEBRA.

THE FOLLOWING SLIDES SHOW A SUMMARY OF THE MAP DATA WE JUST REVIEWED BY GRADE LEVEL COHORT.

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

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

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

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

>> CAN I ASK A QUESTION AS YOU'RE GOING THROUGH.

JUST TO CLARIFY THAT I'M READING THIS CORRECTLY.

OKAY. YOU HAD SAID ONE YEAR'S GROWTH IS 45-55? RIGHT? AS I'M LOOKING AT THESE NUMBERS, LIKE IF WE LOOK AT THE 2024 COLUMN GRADE THREE THERE, THERE'S A 76 AND A 63.

IS THAT THE SAME NUMBER, THAT WOULD BE ABOVE ONE YEAR'S GROWTH, AM I INTERPRETING THIS WRONG?

>> THE 76 IS ACTUALLY THE PERCENTILE OF THE STUDENT GROUP, AND THE 63 IS SHOWING THE MEDIAN GROWTH, IN THE RED.

>> OKAY. THAT LOWER NUMBER IS THE GROSS.

WE WANT THAT TO BE AT LEAST IN BETWEEN 45 AND 55? OKAY. THANK YOU.

>> YOU'RE WELCOME. THE FOURTH GRADE COHORT.

>> NO. NANCY IS SAYING, WE JUST WANT TO MAKE SURE THAT THIS IS CLEAR, LIKE LOOK AT THOSE NUMBERS GOING UP.

WHEN I WAS DOING PACKET REVIEW THIS WEEK, I KNOW WE'RE SUPPOSED TO WAIT UNTIL AFTER YOU'RE DONE.

BUT I WAS SUPER EXCITED ABOUT THIS, BECAUSE THE SUPERINTENDENT HAS WRITTEN VERY VERY CLEAR, EVERY CHILD IS GOING TO MAKE ONE YEAR'S GROWTH, EVERY KID, ONE YEAR'S GROWTH.

LIKE 24, WHICH IS BELOW 45, AND THEN 64, WHICH IS ABOVE 55, YEAR OVER YEAR, WE'RE SEEING PROGRESS AND GROWTH.

ARE WE ALL EXCITED ABOUT THIS DATE? I'M EXCITED. OKAY.

>> WE'RE SEEING VERY STRONG GROWTH AND WE WILL SEE THAT ON ALL OF THESE.

THIS IS THE SAME DATA AS WE'VE ALREADY TALKED ABOUT FOR OUR CURRENT FOURTH GRADERS.

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

FOR ME, I REALLY LIKE TO LOOK AT THE CONDITIONAL GROWTH PERCENTILE.

IT'S REALLY SMALL FOR ME FROM THIRD GRADE TO FOURTH GRADE, 58 TO 64, THAT IS MUCH HIGHER THAN WHAT YOU WOULD EXPECT TO SEE IN THE SAME COHORT OF STUDENTS.

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

NOW FOR MIDDLE SCHOOL, WE'LL LOOK AT THE SIXTH GRADE COHORT.

CURRENT SIX GRADERS SHOW THAT THEY ARE GROWING AS WELL.

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

IT IS NOT UNCOMMON TO SEE A SLIGHT DIP IN SCORES WITH THE TRANSITION TO THE NEW TEST FOR.

SEVENTH GRADERS ARE SHOWING A YEARS WORTH OF GROWTH IN MATH AND SCIENCE.

HOWEVER, WE WOULD LIKE TO SEE MORE GROWTH IN THIS GROUP IN BOTH MATH AND READING.

THEY STILL PERFORM WELL ABOVE NATIONAL AVERAGES IN ALL THREE AREAS.

EIGHTH GRADE IS OUR LAST ONE.

[00:55:07]

THE MATH SCORES DO NOT INCLUDE ALL EIGHTH GRADE STUDENTS AS THOSE ENROLLED IN ADVANCED MATH TAKE MATH ALGEBRA RATHER THAN THE 612 MATH.

SIMILAR TO SIXTH AND SEVENTH GRADE, WE WOULD LIKE TO SEE MORE GROWTH IN MATH AND READING.

>> THANK YOU, ANTON. AS YOU CAN SEE, WE GET A LOT OF REALLY USEFUL INFORMATION AND DATA FROM MAP.

BUT ULTIMATELY, MAP IS TO INFORM OUR INSTRUCTION.

THAT IS THE MOST IMPORTANT THING WE CAN DO WITH THE BEGINNING OF THE YEAR RESULTS.

I'M GOING TO SHOW YOU A LITTLE BIT OF WHAT WE DO AND HOW WE THE FEATURES WITHIN MAP TO TARGET AND ADJUST OUR INSTRUCTION.

NWEA HAS QUITE A FEW WEB BASED DATA REPORTS THAT ARE AVAILABLE AT THE DISTRICT LEVEL, THE SCHOOL LEVEL, AND THE CLASSROOM LEVEL.

WITHIN A FEW CLICKS, YOU CAN HAVE ALL OF THIS DATA THAT I'M ABOUT TO SHOW YOU AND ANTON SHOWED YOU A LITTLE BIT OF.

YOU CAN HAVE IT IMMEDIATELY AT YOUR FINGERTIPS.

TEACHERS HAVE ACCESS TO THIS DATA.

CAMPUS ADMINISTRATORS HAVE ACCESS TO IT, DISTRICT STAFF HAVE ACCESS TO IT AND YOU'LL SEE THAT YOU CAN DRILL DOWN BY GRADE LEVEL AND STUDENTS.

>> WHEN A TEACHER CLICKS ON THAT STUDENT BAR, IT ACTUALLY TAKES THEM TO THEIR INDIVIDUAL STUDENT DATA.

THE STUDENT PROFILE IS VERY IMPORTANT TOOL IN MAP.

FOR YOUR INDIVIDUAL STUDENTS, IT SHOWS YOU THEIR ACHIEVEMENT, THEIR GROWTH, AND THE INSTRUCTIONAL AREAS THAT THEY WERE STRONG IN AND THAT THEY NEED TO WORK ON MORE.

ALSO WILL SHOW YOU THEIR GROWTH OVER TIME, THEIR ACHIEVEMENT, PERCENTILE AND TEACHERS CAN USE THIS TO GUIDE SMALL GROUP INSTRUCTION AND TO SEE EACH INDIVIDUAL STUDENT IN THEIR CLASSROOM NEEDS.

ANTON TALKED A LITTLE BIT EARLIER ABOUT THE LEARNING CONTINUUM.

THIS IS A LITTLE BIT MORE ABOUT THAT.

IT REALLY HELPS TEACHERS UNDERSTAND WHAT A RIT SCORE MEANS AND WHAT THE DIFFERENT INSTRUCTIONAL LEVELS MEAN.

IN EJEJENCE, THEY HAVE A CLASS BY RIT REPORT THAT BASICALLY WILL SORT YOUR STUDENTS FOR YOU BY THEIR RIT ACCORDING TO WHAT THEY NEED TO WORK ON.

INSTEAD OF A TEACHER HAVING TO SPEND TIME TO ANALYZE THIS DATA AND FIGURE OUT WHAT IT MEANS.

MAP AND EJEJENCE DOES IT FOR THEM.

IT'LL GROUP STUDENTS AND SAY, THESE STUDENTS NEED MORE HELP IN THIS AREA, THESE STUDENTS NEED MORE HELP IN THAT AREA, AND I'LL GIVE THEM SPECIFIC STANDARDS AND SKILLS THAT THE KIDS NEED TO WORK ON SO THAT WE CAN REALLY TARGET WHAT EACH KID NEEDS.

YOU'LL SEE HERE SOME INFORMATION WE USE.

WHAT DO WE DO WITH THE DATA? IT'S SMALL. BUT BASICALLY, IT SHOWS YOU MOST OF THE DATA THAT WE USE.

IT HAS MCLASS FOR OUR LOWER GRADE LEVELS. IT HAS MAP.

WE ALSO HAVE UNIT ASSESSMENTS AND COMMON FORMATIVE ASSESSMENTS, BECAUSE IT'S NOT JUST MAP THAT WE USE, EVEN THOUGH THAT'S WHAT WE'RE MOSTLY TALKING ABOUT TONIGHT.

WE ALSO HAVE DATA IN BETWEEN MAP ASSESSMENTS.

BUT THIS RIGHT HERE IS A DOCUMENT WE HAVE FOR OUR TEACHERS TO HELP THEM SEE WHAT THE SCORES MEAN.

WHAT DOES IT MEAN IF THE STUDENT IS MEETING EXPECTATION, APPROACHES EXPECTATION, DOES NOT MEET EXPECTATION.

WE USE THIS, YOU'LL SEE THE LITTLE ICON OF THE COLLABORATIVE TEAM PLAN.

WE USE THIS TO HELP US KNOW WHAT STUDENTS ALREADY KNOW, WHAT THEY NEED TO KNOW, WHERE THEY ARE, WHERE WE WANT THEM TO BE.

YOU'LL SEE THAT WE TRACK AND WE HAVE GOALS FOR WHERE WE WANT OUR STUDENTS TO BE IN ORDER TO MEET GRADE LEVEL.

THIS IS ANOTHER TOOL.

ONCE WE HAVE THE DATA, WE HAVE THE BEGINNING OF THE YEAR MAP DATA, MCLASS DATA, ALL THE THINGS THAT WE USE.

THIS SHOWS YOU JUST AN EXAMPLE OF WHAT WE DO TO TARGET OUR SMALL GROUP INSTRUCTION.

EVEN THOUGH THIS SCREEN SHOT IS JUST DAY ONE IN DAY TWO, WE HAVE FIVE DAY ROUTINES, AND THIS IS SHOWING YOU HOW WE USE OUR DATA TO INFORM THE INSTRUCTION IN OUR NUMERACY AND OUR LITERACY BLOCKS OF TIME.

BASICALLY, IT'S SAYING IF THE CHILD SCORES AT GRADE LEVEL,

[01:00:04]

IF THEY'RE BELOW OR WELL BELOW, HERE'S THE THINGS YOU SHOULD DO, AND IT'S A FIVE DAY ROUTINE SO THAT THE TEACHER KNOWS EXACTLY WHAT'S BEST FOR EACH STUDENT IN THEIR LEVELS.

I WANT YOU TO THINK ABOUT HOW WE DISCUSSED EARLIER HOW WE'VE HAD SOME PRETTY SIGNIFICANT GROWTH IN K THROUGH THREE.

I JUST WANT YOU TO SEE THE THINGS THAT WE HAVE BEEN DOING TO TARGET OUR INSTRUCTION BASED ON THE DATA THAT WE GET.

EVERYTHING WE DO, IT'S VERY TARGETED AND INFORMED BY THE STUDENT DATA.

THIS IS THE READING EXAMPLE OF OUR SMALL GROUP ROUTINE, AND WE ALSO HAVE ONE FOR THE MATHEMATICS CLASSROOM THAT SAYS IF THE CHILD IS AT EACH OF THESE LEVELS, HERE'S WHAT YOU SHOULD DO WITH THEM AT THE SMALL GROUP TABLE AND THE RESOURCES THAT YOU COULD USE.

TAKING IT DOWN TO THE FAMILY LEVEL, MAP ALSO HELPS US SHARE THE DATA WITH PARENTS SO THAT THEY KNOW EXACTLY WHAT'S GOING ON WITH THEIR KID, WHAT THEY'RE WORKING ON, WHAT THEIR STRENGTHS ARE, WHAT THE TEACHERS DOING TO HELP THEM.

THIS YEAR, WE WILL MAKE SURE THAT ALL STUDENTS TAKE HOME A HARD COPY OF THE FAMILY REPORT.

THE FAMILY REPORT IS REALLY HELPFUL.

IT EXPLAINS THE ACHIEVEMENT, THE RIT SCORE, THE GROWTH.

IT EVEN HAS WHAT THE PROJECTION IS TO THE STAR TEST, LIKELY TO BE APPROACHES, LIKELY TO BE MEETS.

IT REALLY HELPS THE PARENT UNDERSTAND WHAT MAP MEANS AND WHAT THEIR CHILD'S SCORE MEANS.

WE WILL MAKE SURE THAT ALL STUDENTS GET A HARD COPY OF THIS.

THEN ALONG WITH THAT IN THE COMMUNICATION THAT WILL BE SENT TO FAMILIES.

NWEA HAS A REALLY COOL RESOURCE FOR FAMILIES, CALLED THE FAMILY TOOLKIT.

IT SHOW YOU A SAMPLE OF A MAP TEST.

IT TELL YOU ALL STUFF ANTON BASICALLY JUST TOLD US.

IT EXPLAINS THAT IN PARENT FRIENDLY LANGUAGE.

BECAUSE WE WANT TO MAKE SURE THAT OUR PARENTS ARE AWARE OF WHAT WE'RE DOING, WHAT THEIR CHILD IS WORKING ON, AND WHAT ALL OF THIS MEANS WHEN THEY GET THE SCORES.

WE REALLY WANT THEM TO KNOW WHAT IT MEANS AND HOW TO GET MORE RESOURCES THAT THEY NEEDED.

I HOPE YOU SEE THAT WE TAKE THE DATA FROM A HIGH LEVEL AND WE TAKE IT ALL THE WAY DOWN TO THE CLASSROOM AND WE REALLY USE IT TO FIND WHAT THE KID NEEDS.

EACH KID ADJUSTS OUR INSTRUCTION, ADJUST OUR SMALL GROUP INSTRUCTION, AND THEN WE USE THINGS LIKE COMMON INFORMATIVE ASSESSMENTS AND UNIT ASSESSMENTS IN BETWEEN TO SEE IF WHAT WE'RE DOING IS WORKING SO THAT WHENEVER THE MIDDLE OF THE YEAR MAP WINDOW ROLLS AROUND, WE WILL BE PREPARED.

YOU DON'T HAVE ANY QUESTIONS? FROM ME OR ANTON.

>> CATHERINE ANY QUESTION.

>> A BUNCH QUESTIONS THAT ARE MORE DEEP DIVING, BUT I'M JUST CURIOUS YOU SAY WE SEND A HARD COPY HOME OF THOSE RESULTS TO THOSE PARENTS.

DO WE DO THAT BASED ON THE LANGUAGE THAT WE HAVE RECORDED FOR THOSE PARENTS AND THEIR STUDENTS RECORDS?

>> YES. WE DO HAVE IT IN SPANISH AND ENGLISH AND MAP HAS THE ABILITY, I BELIEVE TO PRINT IT WE CHECK THE LANGUAGES AND IT'S A LOT OF LANGUAGES.

IT CAN BE PRINTED IN MULTIPLE LANGUAGES, YES.

>> I HAVE QUESTIONS. CAN I GO? I KNOW THAT THERE ARE A LOT OF PEOPLE NEARER TO THE DISTRICT, BUT DO WE KNOW THE YEAR IN WHICH WE STARTED DOING MAP IN THE DISTRICT.

WELL, LET'S WEIGH OVER.

>> IT'S MORE THAN A DECADE.

>> I WAS DOING IT IN 2008, IN THE DISTRICT.

IT HAD BEEN AROUND IN 2008.

THE REASON WHY I ASKED THE QUESTION IS BECAUSE THERE'S LANGUAGE THAT WE USED TO USE IN THE CLASSROOM AND I SEE THAT IT IS USED IN THE WEBSITE.

I GUESS I WANT TO KNOW WHY WE'RE NOT USING IT IN THE CONVERSATION TODAY.

BACK IN THE DAY, IT WAS CALLED STRANDS.

I UNDERSTAND NOW IT'S CALLED INSTRUCTIONAL AREAS, WHICH MAKES A WHOLE LOT MORE SENSE TO SAY INSTRUCTIONAL AREAS.

THERE'S SEVERAL STRUCTURAL AREAS.

FOR ME, AS BATH BEING THE THING THAT WAS MY SPECIALTY OR MY THING THAT I LOVED IS THERE'S PROBABILITY, THERE'S ALGEBRAIC CONCEPTS, THERE'S ALL THE THINGS THAT ARE LISTED OUT.

WE WOULD TALK ABOUT RELATIVE STRENGTHS AND OPPORTUNITIES FOR GROWTH.

I GUESS IS THAT LANGUAGE IN OUR CLASSROOMS? I DEAL WITH FIFTH GRADERS.

EVERY ONE OF MY FIFTH GRADERS COULD GO AROUND THE ROOM AND SAY, MY RELATIVE STRENGTH IS AND THEY CAN NAME IT.

[01:05:02]

THIS IS FIFTH GRADERS. THEY KNEW WHAT THEY NEEDED TO WORK ON.

WHEN I WOULD TALK ABOUT A CONCEPT, I WOULD SAY, WE'RE GOING TO BE DOING ALGEBRAIC REASONING.

HOW MANY PEOPLE IN HERE HAVE ALGEBRAIC REASONING AS THEIR RELATIVE STRENGTH? YOU HAVE FIVE OR SIX HANDS RELATIVE.

WHAT THEY DIDN'T KNOW WHAT THAT MEANT WAS THAT IT COULD BE ONE OF THE LOWEST ACHIEVING KIDS IN THE CLASS, BUT THEY KNEW THAT THEY WERE SMARTEST ON THEIR RELATIVE STRENGTH WAS ALGEBRAIC REASONING.

THEY WOULD RAISE YOUR HAND.

I WOULD JUST SAY OKAY, EVERYONE LOOK AROUND THE CLASSROOM.

THESE ARE YOUR TUTORS.

IF YOU'RE HAVING A DIFFICULTY, WOULD YOU TALK TO ONE OF THESE PEOPLE? THE CHILD WHO MAY NOT BE ACADEMICALLY THE BRIGHTEST, THEY KNEW THEY WERE GOOD AT ALGEBRAIC REASONING AND THEY WOULD SHINE.

THEN YOU WOULD ALSO SAY, NOW, THERE ARE MANY OF YOU THAT MAY THIS IS YOUR OPPORTUNITY.

I WANT YOU TO BE FOCUSING WHEN THINKING ABOUT THAT.

THIS ISN'T JUST MY CLASSROOM.

THIS WAS ALL OF FIFTH GRADE.

WE HAD CHARTS.

WE DIDN'T HAVE THE BENEFIT OF A COMPUTER.

WE LITERALLY HAD A GRID AND WE HANDWROTE IN THE GRID, FIRST, MIDDLE, AND LAST, AND WHEN THEY DID THEIR MAP IN MID YEAR, THEY WOULD GO, OH MY GOSH, MY RELATIVE STRENGTH IS NOW, BLAH, BLAH, BLAH, WHATEVER I'VE GAINED.

CAN OUR KIDS DO THAT?

>> I LOVE THE WAY THAT YOU EXPLAIN THAT.

YOU'RE INSPIRING ME.

I MIGHT JUST RECORD YOU AND LET OUR TEACHERS SEE IT.

>> I LOVED THIS.

I LOVED MAP TO A POINT OF PEOPLE NOT LIKING ME, HOW MUCH I LOVE MAP.

>> YOU ARE KIND OF PEOPLE THEN.

>> STUDENT GOAL SETTING, IT'S ACTUALLY SOMETHING THAT WE'VE STARTED WORKING ON MORE THIS YEAR, WE DID PL WITH OUR TEACHERS AT THE BEGINNING OF THE YEAR AND ALL OF THEM RECEIVED SOME LEARNING AROUND THE IMPORTANCE OF SETTING GOALS WITH YOUR STUDENTS AND INCLUDING THEM IN THEIR OWN LEARNING.

BUT I ALSO LOVE THE WAY THAT YOU EXPLAIN IT, CONNECTING IT TO THE MAP.

WE DID CONNECT IT TO THE MAP, BUT IT WAS MORE OF PICK ONE LEARNING AREA THAT YOU WANT TO IMPROVE IN AND HOW WE'RE GOING TO DO THAT.

BUT I REALLY LIKE THE INTENTIONALITY THAT YOU'RE DESCRIBING THIS IS MY STRENGTH.

THIS IS WHAT I'M WORKING ON, SHARE IT WITH THE CLASS.

BUT WE ARE WORKING ON STUDENT GOAL SETTING AND USING MAP TO HELP US DO THAT.

>> GOOD.

>> IT'S JUST THAT THERE WERE WORDS THAT WE USED BACK IN THE DAY THAT I'M NOT HEARING.

ONE OF THEM IS THE WORD ASSERTIVE AND ASSERTIVE BEING THAT HERE NORM REFERENCE AND CRITERION REFERENCE, AND WE AS A TEACHER, I LEARNED ABOUT ASSERTIVE, WHICH MEANS THAT HOW AM I GROWING AGAINST MYSELF? THAT'S THAT METACOGNITION.

HOW IS A KID UNDERSTANDING HOW THEY'RE LEARNING? THOSE WERE WORDS WE USED WITH FIFTH GRADERS.

THE POWER OF A STUDENT OWNING WHAT THEY CAN AND CAN'T DO, AND NOT THAT I'M BAD AT THIS.

THIS IS MY OPPORTUNITY.

THIS IS THE AREA I NEED TO BE FOCUSING.

AS A CLASSROOM TEACHER, I WOULD SAY, HEY, THOSE OF YOU THAT HAVE AN OPPORTUNITY TO LEARN MEASUREMENT YOU NEED TO BE PAYING ATTENTION RIGHT NOW.

THOSE OF YOU THAT ARE GREAT AT IT, WELL, YOU MIGHT WANT TO LISTEN BECAUSE THERE'S STILL SOMETHING FOR YOU TO LEARN.

BUT IT JUST CAUSED THAT ENGAGEMENT AND CAUSED THEM TO OWN IT.

THEN WHEN THEY WOULD GO HOME AND I LOVE THAT YOU HAVE A FAMILY PLAN.

BUT WHEN THEY WOULD GO HOME, THE CHILD WAS LEADING WITH A PARENT, OKAY MOM, THIS IS WHAT I KNOW, AND THIS IS WHAT I NEED TO BE WORKING ON.

FOR ME, IT WAS HARDER WITH THE READING PART.

BUT WHEN MEASUREMENT CAME UP, A PARENT COULD SAY, MEASUREMENTS WHERE YOU'RE WORKING ON.

WELL, LET ME SHOW YOU WHAT I'M DOING WITH MEASUREMENT AND MAKE IT PART OF THE FAMILY CONVERSATION.

THAT'S JUST WHAT I'M HOPING.

I DON'T KNOW HOW MANY TEACHERS LISTEN TO THIS TONIGHT, BUT THAT WAS MAGICAL TO BE ABLE TO HAVE IN THE CLASSROOM AND DO THAT.

THAT'S WHERE I HOPE WE CAN REALLY LEAN INTO THAT.

ALSO, I WOULD LOVE VERY MUCH TO KNOW AND I KNOW I WILL APOLOGIZE BECAUSE MAY GET IN THE WEEDS BUT WHAT INSTRUCTIONAL AREAS ARE WE FINDING ACROSS THE BOARD THAT WE NEED TO BE FOCUSING ON, JUST SO WE CAN KNOW IT SO THAT IT CAN BE PART OF OUR LANGUAGE AS A DISTRICT TO SAY PROBABILITY, IT'S THE NINTH UNIT IN THE LAST SEMESTER AND SOMETIMES WE DON'T KNOW HOW DO WE BRING THAT IN, AND SPIRAL THAT INSTRUCTION IN TO SAY, THAT'S WHAT WE'RE DOING.

OR LAST YEAR, THIS IS WHERE IT WAS COMPARE.

THIS IS WHERE WE CAN LOOK AT HOW WE DID THE INSTRUCTIONAL AREAS IN STAR ARE ALIGNED.

HOW CAN WE COMPARE THOSE THINGS AND SAY, WE WERE DOING POORLY IN THIS INSTRUCTIONAL AREA, WHAT DO WE NEED TO BE DOING ENHANCING THAT MAKING THE WHOLE CAMPUS KNOW FROM CAMPUS BASE IMPROVEMENT PLAN.

[01:10:02]

>> YOU'RE EXACTLY RIGHT. THAT'S WHAT WE'RE HOPING TO PROVE IN THE PRESENTATION IS HOW IT ALL CONNECTS.

IF YOU USE IT IN THE WAY THAT YOU'RE DESCRIBING, WHAT ALL YOU CAN ACCOMPLISH.

WE'VE TALKED ABOUT DOING STUDENT LED CONFERENCES, AND THIS IS THE TOOL THAT WOULD ALLOW US TO DO THAT.

ALL OF THE THINGS THAT YOU'RE SAYING IS DEFINITELY THINGS THAT WE HAVE STARTED TO PUT IN MOTION THIS YEAR MORE INTENTIONALLY WITH STUDENTS KNOWING WHERE THEY'RE AT, THE PARENTS KNOWING WHERE THEY'RE AT, WHAT THEY'RE WORKING ON.

JUST THE OTHER DAY, WE WERE ACTUALLY LOOKING AT SOME PREMIUM NWEA REPORTS THAT WOULD SHOW US EXACTLY WHAT YOU'RE TALKING ABOUT AT A DISTRICT AND GRADE LEVEL AND CONTENT AREA, WHICH AREAS WERE WEAKER.

WE WERE TALKING ABOUT COMPARING THOSE TO OUR HIGH PRIORITY KNOWLEDGE AND SKILLS.

IF YOU REMEMBER WHENEVER I WAS HERE LAST, I TALKED ABOUT HOW WE IDENTIFIED THOSE, WHICH ARE THE TIPS THAT WE DIDN'T PERFORM SO GREAT ON THE STAR TEST.

WE TALKED ABOUT CROSS REFERENCING THAT WITH THE MAP, FINDING THE COMMONALITIES, FINDING AREAS THAT WE NEED TO BEEF OUR CURRICULUM UP IN, OR SUPPORT CAMPUSES AND TEACHERS AND MORE.

WE CAN GET ALL OF THAT FROM THIS, I APPRECIATE YOU SEEING HOW IT ALL CONNECTS AND WHAT ALL IT CAN BE USED FOR.

>> LAST TIME WE WERE HERE WE WERE TALKING ABOUT WORKING SMARTER AND USING RESOURCES.

I CAME AWAY FROM THAT MEETING WITH A VERY HEAVY PRESENCE AS A TEACHER. I'LL ALWAYS BE.

AS A TEACHER, I FELT THIS HEAVY RESPONSIBILITY AND I FELT THE WEIGHT OF HOW MUCH IT IS ON OUR TEACHERS TO HOW RESPONSIBLE THEY ARE.

BUT IT'S THE KIDS THAT HAD TO HAVE THE AGENCY ON THEIR OWN LEARNING.

HOW CAN WE AS TEACHERS, INSPIRE OUR KIDS TO SAY, FIRST OF ALL, IT'S A GROWTH MINDSET FOR EVERYBODY.

EVERYONE HAS A RELATIVE STRENGTH.

EVEN THAT STUDENT WHO MAY HAVE THAT SELF-ESTEEM OF FEELING THAT THEY CAN'T ANSWER THE QUESTIONS AND THEY'RE LOW, THEY HAVE A RELATIVE STRENGTH.

HIGHLIGHT THAT, SHINE THAT, AND HAVE THEM HAVE THE AGENCY TO SAY THAT.

JUST GIVING THEM THAT.

THAT'S WHERE SOME REALLY SPECIAL MAGIC CAN BE HAPPENING, I JUST WANT TO ENCOURAGE THAT.

>> THAT'S WHAT I DID ON MY CAMPUS.

WE DID THAT WORK WITH THE GOAL SETTING AND CONNECTING IT TO THE LEARNING STRANDS AND STUDENTS KNOWING BECAUSE THE WAY YOU SET GOALS WITH THE STUDENT IS NOT BY SAYING YOU NEED TO GO FROM 100-102.

YOU HAVE TO LOOK AT WHERE THE STUDENT NEEDS TO GROW, WHERE THE STRENGTHS AND WEAKNESSES ARE.

I JUST WANT TO ECHO EVERYTHING ASHLEY SAID, AND WE AGREE WITH THAT.

THE WORK IS HAPPENING IN POCKETS, BUT WE NEED TO FIND WAYS TO MAKE SURE IT'S HAPPENING ACROSS THE DISTRICT.

>> I APPRECIATE. THANK YOU VERY MUCH.

>> THANK YOU.

>> 2003, 2004 IS WHEN MAP CAME.

THAT'S WHEN JAMES ASHBY WAS HERE.

HE BROUGHT IT, I DON'T KNOW IF YOU REMEMBER JAMES ASHBY.

>> SAY THAT AGAIN, WHAT YEAR?

>> 2003, 2004.

>> I KNEW IT WAS A WHILE.

>> I DON'T REMEMBER TAKING MAP AS A KID.

I GRADUATED AROUND THAT TIME.

I GUESS THE THING THAT JUST MAKES ME AND I'M SURE THERE'S POCKETS BIT, AND I HOPE THERE'S POCKETS BIT THAT WE CAN CELEBRATE IS, IT WAS 2009, THAT WE WERE LITERALLY.

WE HAD BLUE CARDSTOCK GRID PAPER THAT WE HANDWROTE ALL THE THINGS ON IT AND OUR KIDS CARRIED IT WITH THEM AND THEY WERE THESE TATTERED WORN DOWN PIECES OF CARDSTOCK AFTER A WHILE, AND THEY HAD TO GET OUT YOUR CHART AND THEY WOULD GET IT OUT FOR CLASS AND WE WOULD TALK ABOUT IT.

I JUST HOPE THAT THERE'S SO MANY BETTER TOOLS THAN A CARDSTOCK PIECE THAT GETS WORN DOWN FOR US TO BE DOING THAT.

>> CAN I DOVETAIL OFF JERRY'S COMMENT REAL QUICK.

MICHAEL, I KNOW YOU PROBABLY HAVE A LOT OF QUESTIONS BECAUSE THIS IS ONE THAT YOU MIGHT BE INTERESTED IN.

BUT ON THE STUDENT GOAL SETTING AND ON PROMOTING STUDENT AGENCY, WE AS TRUSTEES EXPERIENCE THESE PRESENTATIONS YOU GIVE, AS TRUSTEES OF THE DISTRICT, THOSE OF US THAT STILL HAVE KIDS IN SCHOOL.

WE EXPERIENCE THESE PROCESSES AS PARENTS.

ONE OF THE THINGS, I HAVE TWO CHILDREN WITH TWO ABSOLUTELY OPPOSITE PERSONALITIES.

I HAVE ONE THAT COMES HOME NOW AND FLIPS HER HAIR AND SAYS, MOMMY, I NAILED THAT TEST.

DID IT. FIST BUMP, SHE'S ON WITH HER DAY.

MY OTHER ONE, MY SON COMES HOME AND IS LIKE, I ABSOLUTELY FAILED THAT TEST.

THEN I PULL UP HIS RIVER PLOT AND I'M LIKE, NOW YOU'RE GOOD.

GOOD JOB. THIS HAS BEEN

[01:15:02]

YOU'RE ON TRACK, YOU'RE DOING OKAY.

IN THIS STUDENT GOAL SETTING AND INVOLVING THE STUDENTS MORE AND GIVING THEM MORE AGENCY IN THAT, MY HOPE IS ALSO THAT IT WILL CUT DOWN ON SOME OF THE FRUSTRATION THAT THESE STUDENTS FEEL, NO MATTER WHERE ON THE SPECTRUM THEY ARE, WHETHER THEY'RE GETTING QUESTIONS THAT ARE HARD TO THEM BECAUSE THEY NEED SOME CATCH UP GROWTH, OR WHETHER BECAUSE IT'S ADAPTIVE, THEY'RE GETTING QUESTIONS THAT ARE HARD FOR THEM BECAUSE THEY'RE FOUR GRADE LEVELS AHEAD IN THE QUESTION BANK.

I LOVE THAT Y'ALL ARE STARTING TO WORK ON THAT.

AS A ANOTHER PIECE.

MY SON CAME HOME AT THE END OF LAST YEAR AND HE SAID, MOM, CAN YOU ORDER SOME AWARD FRAMES, SOME FRAMES FOR AWARDS.

I WAS LIKE, OKAY, WHAT DO YOU WANT THAT FOR? HE SAYS, JUST ORDER ME SOME AWARD FRAME.

I ORDERED SOME AWARD FRAMES.

HE PULLS THAT SUPERINTENDENT AWARD OUT OF HIS BACKPACK TWO DAYS LATER AND PUTS IT IN A FRAME AND GOES PUTS IT IN A VERY PROMINENT PLACE IN OUR HOUSE.

I DIDN'T KNOW HE HAD GOTTEN IT, BUT HE ASKED ME FOR FRAMES, HE FRAMED IT, HE PUT IT IN A PROMINENT PLACE, AND THEN HE GATHERED EVERYONE UP AND WAS LIKE, HERE IS AN AWARD I GOT FROM DOCTOR WILLIAMS JUST FOR ME.

I WAS READING THE LETTER LIKE, THIS IS GREAT, BUT THE KID THAT'S MEANINGFUL.

THAT WAS REALLY MEANINGFUL TO MY CHILD AND A LOT OF CHILDREN, I THINK, AND GIVING THEM AGENCY AND MAKING THEM AWARE OF WHERE THEY'RE AT.

I COULD NOT AGREE MORE WITH WHAT JERRY IS SAYING AND OBVIOUSLY YOU ALL ARE TAKING GOOD STEPS.

>> [INAUDIBLE] ONE MORE THING, CATHY ON THAT, LAUREN, SORRY.

I HIGHLIGHTED THE ESTEEM BUILDING OF A STUDENT WHO IS POOR STUDENT AND KNOWING THEY HAD RELATIVE STRENGTH.

BUT I ALSO WANT TO GO TO THE OTHER END BECAUSE MY SECOND TO LAST TEACHING YEAR, I JUST ACTUALLY HAD A CONVERSATION WITH PEOPLE ABOUT IT.

I HAD SOME OF THE MOST GIFTED AND THEY WERE ALL BOYS, THAT HAPPENED TO BE.

DROVE ME CRAZY, BUT THEY'RE AMAZING.

BUT TO LOOK THEM IN THE EYE AND TELL THEM THEY HAVE A RELATIVE WEAKNESS THAT THEY NEED TO WORK ON TO THESE VERY GIFTED STUDENTS IS LIKE, I HAVE SOMETHING THAT I NEED TO WORK ON.

NO ONE HAD EVER TOLD THEM THAT BEFORE.

THEN IT BECAME ONE OF THOSE THINGS THAT THE TAKING THE MAP WAS TO PROVE SOMETHING, AND HOW IMPORTANT IT WAS FOR THEM TO DO THAT RATHER THAN, I KNOW TO DO THIS AND IT OFF.

YOU'RE LIKE, OKAY. THEN I HAD ONE OTHER QUESTION THAT I JUST REMEMBERED.

I WANT TO ASK IS THE ENVIRONMENT FOR TESTING.

I REMEMBER BECAUSE I DID DO A SMALL SUBSTITUTE STINT IN MIDDLE SCHOOL AFTER IN ONE LIFETIME.

I NOTICED THAT THE MATH TEST WAS DONE BY CLASSROOM, NOT BY COMPLETION.

IN ELEMENTARY, YOU START THE TEST AND YOU KEEP GOING UNTIL COMPLETION AND THE KIDS CAN WORK ON IT USUALLY IN ONE TIME.

SOMETIMES YOU HAVE TO HAVE KIDS COME BACK AND REPEAT BECAUSE THERE'S LUNCH AND YOU HAVE TO FEED THEM.

THEY HAVE TO STOP. BUT IN MIDDLE SCHOOL, I NOTICED THAT STUDENTS WERE DOING IT BY PERIOD.

THEY WOULD GO IN AND THEY WOULD GET SO FAR, THE BELL WOULD RING, THEY GET [INAUDIBLE] THEY HAD COME BACK THE NEXT DAY.

ARE WE LOOKING AT ENHANCING THAT MIDDLE SCHOOL ENVIRONMENT? DO WE HAVE CAMPUSES THAT ARE EMBRACING THE IMPORTANCE OF EMPHASIZING THIS SO THAT THEY CAN BE MORE SUCCESSFUL AND GIVE IT THEIR BEST EFFORT AND NOT BE DISTRACTED BY THAT BREAK AND SHIFT?

>> YES. JERRY, GOING BACK TO YOUR FIRST COMMENT ABOUT STUDENTS BEING WILLING TO FAIL OR KNOWING THAT THEY HAVE AREA THAT THEY NEED TO WORK ON AND GROWTH IS THAT CONCEPT OF NEUROPLASTICITY AND UNDERSTANDING THAT YOU MAY BE THE SMARTEST STUDENT OR THINK YOU'RE THE SMARTEST STUDENT IN THE CLASS, BUT YOU STILL HAVE AREAS TO GROW AND NOT TO BE AFRAID OF EMBRACING A CHALLENGE WHEN YOU HIT IT.

THAT WAS SOMETHING THAT WE WORKED ON AS A STAFF.

WE HAD A HIGH POPULATION OF STUDENTS WHO ARE HIGH PERFORMING HAD TROUBLE WHEN THEY REACHED A CONCEPT THAT WAS CHALLENGING FOR THEM.

WE HELP STUDENTS SOME SKILLS TO BE ABLE TO WORK THROUGH THAT.

BUT THE TESTING ENVIRONMENT, WE ARE RECOMMENDING THAT CAMPUSES RUN TESTING SCHEDULE SIMILAR TO STAR, AND MANY PRINCIPALS ARE NOW USING MAP AS A WAY TO START SETTING UP THEIR STAR TESTING SESSION.

STUDENTS ARE TESTING WITH THE SAME TEACHER FOR MAP, IF THEY TEST FOR STAR IN THE SAME GROUPINGS AND THINGS OF THAT NATURE SO THAT WE DO WANT THE STUDENTS TO TAKE THE TEST.

WE KNOW THE AVERAGE AMOUNT OF TIME A STUDENT SPENDS ON A MAP TEST ON AVERAGE IS ABOUT 30-45 MINUTES.

THAT'S TYPICAL. YOU CAN RUN

[01:20:03]

CHANGING PRACTICE TAKES TIME, AND AS WE HAVE CONTINUED TO ADVOCATE FOR THAT TESTING SCHEDULE, AND AS PRINCIPALS SEE THE BENEFIT OF IT.

WE SEE IT HAPPENING IN MORE INSTANCES AS OPPOSED TO SPREADING OUT THE TESTING OVER TWO OR THREE DAYS, WHICH WE KNOW IS NOT EFFECTIVE.

>> WELL, THIS IS IMPORTANT AND WE WANT TO GET IT RIGHT.

WE WANT TO HAVE IT DONE RIGHT AND SO I APPRECIATE.

I KNOW THAT'S VERY DIFFICULT FOR PEOPLE WHO ARE USED TO HAVING THE DAY ALWAYS LOOK LIKE A CERTAIN WAY.

>> YES.

>> BUT IT'S APPRECIATED TO EMPHASIZE HOW IMPORTANT THIS IS. THANK YOU.

>> CAN I ASK A QUESTION ABOUT THAT BECAUSE YOU SET IT UP LIKE IF YOU'RE HAVING THE SAME SCHEDULE AND THE SAME TEACHERS BETWEEN MAP AND STARS, STUDENTS ON 504, IF THEY HAVE TESTING ACCOMMODATIONS, THAT'S ANOTHER AREA THAT POTENTIALLY THEY'RE GOING TO BE GETTING THE SAME ACCOMMODATIONS ON MAP AND STAR AND YOU'RE SETTING THAT UP TO BE SUCCESSFUL FOR STAR ALSO.

>> WE DID REALIGN THAT.

MORE SPECIFICALLY, I HAVE DIFFERENT MEMBERS OF MY TEAM WHO ARE ACTUALLY RUNNING MAP TESTING.

THE SAME STAFF WHO ARE RESPONSIBLE FOR COORDINATING STAR TESTING ARE NOW COORDINATING MAP.

THEY'RE HANDLING THE ASSESSMENTS IN THE SAME WAY.

YES, WE'RE WE'RE ALIGNING ACCOMMODATIONS FOR 504 FOR MAP AND STAR VERY SIMILAR.

EVEN THOUGH MAP DOES OFFER DIFFERENT TYPES OF ACCOMMODATIONS, WE TRY TO KEEP IT AS CLOSE TO WHAT'S OFFERED FOR STAR AS MUCH AS POSSIBLE.

>> PERFECT. LAST QUESTION.

YOU TALKED ABOUT THE MAP NORMING STUDY, AND ONE OF MY CONCERNS IS THAT BECAUSE THE TEA SIGNIFICANTLY OVERHAULED THE STAR TEST, WE NEEDED A NEW NORMING STUDY.

BUT THEN THE TEA HAS ALSO MOVED SOME CUT SCORES AROUND IN NOT JUST THE REDESIGN OF THE TEST, BUT CUT SCORE CHANGES.

IF THE TEA CONTINUES TO REDESIGN OR MOVE CUT SCORES, EITHER OR BOTH, DOES THAT NORMING STUDY REMAIN VALID YEAR OVER YEAR.

I UNDERSTAND THE VALUE AND I'M EXCITED THAT WE HAVE IT, BUT I'M A LITTLE BIT CONCERNED ABOUT LEANING TOO HEAVILY ON IT JUST BECAUSE, AND IT'S THE BEST ONE WE HAVE, BUT BECAUSE OF WHAT WE'VE BEEN SEEING WITH THE STAR TEST THE LAST COUPLE OF YEARS.

>> JUST MY EXPERIENCE IS THAT THEY UPDATE THAT QUITE FREQUENTLY AND SO I THINK THIS ONE TOOK A LITTLE BIT LONGER JUST BECAUSE THERE WERE NEW STANDARDS IN THE WHOLE NEW TEST, BUT THEN ONCE THE TEST IS IN PLACE, THEN GOING BACK IN AND DOING A LINKING COMPONENT TO SET YOUR NEW PREDICTIONS, SEEMS TO BE A PRETTY QUICK PROCESS.

THAT'S BEEN MY EXPERIENCE.

>> I THINK THIS LATEST ONE WAS VERY QUICK.

I WAS SURPRISED THAT WE HAD ONE SOON.

WITHOUT HAVING VERY CLEAR INFORMATION FROM NWEA, I WOULD ASSUME THAT THEY WOULD MONITOR THAT BASED ON STUDENT STAR RESULTS AND ADJUST IT AS THEY RECEIVE MORE TEST EVENTS.

BECAUSE 75,000 TEST EVENTS THAT THEY USE TO DO THIS LINKING STUDY, THAT'S REALLY NOT VERY MANY WHEN YOU CONSIDER HOW MANY TEST EVENTS MAP WOULD HAVE IN A FIVE YEAR PERIOD.

>> THANK YOU. I HAVE A COUPLE OF QUESTIONS.

THE FIRST IS MORE OF A STATEMENT REAL QUICK, LEADING TO A QUESTION. I CAN ATTEST.

FIFTH GRADERS ARE GREAT AT WRITING OUT THEIR STRENGTHS AND WEAKNESSES? MY DAUGHTER JUST FINISHED HER ROBOTICS ESSAY TO TRY TO GET ON THE TEAM AND THAT WAS ONE OF THE QUESTIONS.

THEY'RE ALREADY THINKING ABOUT THIS.

WE HAVE A LOT OF CAMPUSES THAT ARE AVID CAMPUSES.

MY DAUGHTER, FIFTH GRADE, BRINGS HOME HER PLANNER EVERY NIGHT AND IN THERE SHE CAN TELL ME WHAT THEY ARE DOING IN EACH GRADE OR IN EACH SUBJECT.

THEN I SIGN AT THE BOTTOM.

SHE RETURNS IT AND GET A POINT FOR THE NEXT DAY IN SOME REWARD SYSTEM THAT'S SET UP IN THE CLASSROOM.

IS THERE A WAY TO MARRY MAP GOAL SETTING WITH AVID.

>> I'M THINKING ABOUT HOW WE DO IT.

>> PIGGYBACKING OFF OF WHAT JERRY TALKED ABOUT IN PROMOTING SELF-GOALS AND THE KID COMING IN AND SAYING, I REALLY WANT TO LEARN MORE ABOUT FRACTIONS THIS YEAR.

>> I THINK IT GOES HAND IN HAND WITH THE STUDY STRATEGIES, THE NOTE TAKING STRATEGIES.

IT'S LIKE HOW TO DO SCHOOL, HOW TO BE A GOOD STUDENT, IF YOU WILL.

IT'S ALMOST LIKE IF THIS IS YOUR GOAL, THESE STRATEGIES CAN HELP YOU ACCOMPLISH THAT GOAL.

I WROTE THAT DOWN, AVID STRATEGIES TO HELP US ACCOMPLISH THAT.

[01:25:04]

>> THEY DEFINITELY GO TOGETHER. THERE'S NO QUESTION.

THIS IS HOW IT HAPPENS IN THE CLASSROOM.

AVID HAS THEIR OWN SYSTEM THAT THEY HAVE IN PLACE.

BUT LET'S SAY YOU HAVE A CAMPUS WHITE SYSTEM OF SETTING GOALS, THAT IS GOING TO TRANSFER TO EVERY CLASSROOM, INCLUDING THE AVID CLASSROOM AND WOULD COME OUT IN THOSE CLASSROOM DISCUSSIONS AND CONFERENCES WITH THE TEACHER TO SET GOALS FOR THAT STUDENT IN THE ALGEBRA CLASS OR THAT HIGH SCHOOL CREDIT COURSE THAT THE STUDENT IS IN, BUT ALSO IN ALL CLASSES AND SETTING UP THOSE LIFELONG HABITS TO BE SUCCESSFUL IN SCHOOL AND BEYOND.

>> SO GOOD. I'D LOVE TO SEE MORE OF THAT AND LIKE LAUREN SAID, PROMOTING AGENCY OF OUR STUDENTS.

THE SECOND THING IS THESE FAMILY REPORTS, YOU SAID THEY'LL BE GOING HOME.

I'VE GOTTEN THESE AT PARENT TEACHER CONFERENCES.

SHOULD PARENTS EXPECT TO SEE THESE AT PARENT TEACHER CONFERENCES IN A FEW WEEKS?

>> WE TALKED ABOUT THAT. WE ARE GOING TO REQUEST PARENTS TO GO OVER IT AT PARENT CONFERENCES.

BUT WE WERE ALSO CONSIDERING SENDING THEM HOME ALL WITHIN THE SAME TIME FRAME BECAUSE ESPECIALLY AT THE ELEMENTARY LEVEL, WE HAVE A PRETTY LARGE WINDOW FOR CONFERENCES.

IT CAN START AS SOON AS ASSESSMENTS ARE OVER.

THEY HAVE BASICALLY A MONTH TO SCHEDULE PARENTS FOR CONFERENCES, AND WE DID NOT WANT SOME PARENTS TO GET IT AND OTHER PARENTS NOT GET IT.

WE HAD THE DISCUSSION OF, YES TEACHER CONFERENCES ARE COMING UP.

BUT IF WE GO AHEAD AND SEND THIS HOME NOW WITH ALL KIDS, EVEN IF THEY GET IT AGAIN AT PARENT TEACHER CONFERENCES TO GO OVER IT WITH THE TEACHER THAT'S FINE, BUT WE REALLY WANTED TO MAKE SURE ALL PARENTS RECEIVED IT AT THE SAME TIME AS MUCH AS POSSIBLE.

>> I LOVE THAT BECAUSE I THINK IT WILL LEAD TO A MORE PRODUCTIVE PARENT TEACHER CONFERENCE WHERE THEY CAN FIND OUT WAYS AS FAMILIES HOW TO ENGAGE.

THE OTHER QUESTION I HAD WAS ABOUT THE WEBSITE THAT YOU POPPED UP WITH THE FAMILY TOOLKIT.

DOES THAT PROVIDE EXPLICIT EXAMPLES FOR PARENTS THAT THEY MAY NOT KNOW HOW TO HELP THEIR KIDS.

THEY HEAR THE TEACHER SAY, YOUR KID REALLY NEEDS TO WORK ON LEARNING CURRENCY AND LEARNING COINS AND MONEY AND HOW THAT WORKS.

A PARENT MAY NOT KNOW HOW TO DO THAT.

WOULD THIS PROVIDE EXAMPLES FOR THEM?

>> IT HAS MORE OF AN EXPLANATION.

I DON'T THINK IT HAS EXAMPLES ON HOW OR WHAT TO DO AT HOME.

BUT I THINK IF IT EXPLAINS TO PARENTS HOW TO REPORT AND WHAT IT MEANS, IT WOULD EMPOWER PARENTS TO ASK THOSE QUESTIONS AT CONFERENCES OR TO EMAIL THE PARENTS.

BUT WHENEVER I'VE EXPLORED IT, I HAVEN'T SEEN ACTUAL EXAMPLES OF HOW TO WORK ON SOMETHING AT HOME.

>> COOL. THANK YOU.

>> THANK YOU.

>> MICHAEL, DID YOU HAVE A QUESTION?

>> I DID. THANK YOU FOR GIVING ME SOME TIME.

I'VE GOT FIVE QUESTIONS.

I'M GOING TO TRY TO KEEP THEM BRIEF BECAUSE MOST OF WELL, REALLY THREE QUESTIONS, AND TWO COMMENTS.

FIRST, BY THE WAY, EVERYTHING THAT YOU GUYS SAID IS WONDERFUL.

I REALLY APPRECIATE IT. CAN WE GO BACK TO SLIDE 9? IS THAT POSSIBLE? I JUST WANT TO MAKE SURE I'M READING THIS RIGHT AND I REALLY WANT TO JUST HIGHLIGHT THIS FOR THE PEOPLE BECAUSE IT LOOKS TO ME LIKE AND I WANT TO MAKE SURE THAT WHEN I SAY THIS.

[OVERLAPPING] WE'LL GET TOO THAT ONE TOO. WE'RE STARTING ON THIS ONE.

BASED ON THIS MAP, DOES THIS SUGGEST THAT OUR AFRICAN AMERICAN AND HISPANIC KIDS ARE THREE GRADE LEVELS BEHIND OUR ASIAN WHITE KIDS? IF I LOOK AT, SAY, FOR EXAMPLE, AFRICAN AMERICAN READING AT 216, THAT WOULD BE THE EXACT SAME 216 AS OUR ASIAN COUNTERPARTS AT READING 5.

IF I LOOK AT OUR HISPANICS AT READING 8 AND I LOOK AT OUR WHITES AT READING 4.

THOSE ARE VERY SIMILAR.

AM I CORRECT IN JUST SAYING THAT THAT'S WHAT IT WOULD APPEAR BASED ON THIS DATA?

>> YEAH, THAT RIT DO CHANGE

>> YEAH. THE RIT BANDS DO CHANGE, THEY DO GO UP, BUT THERE'S A RANGE, AND I WOULD NEED TO LOOK AT THE RANGE BEFORE I WOULD SAY A GRADE LEVEL.

I WOULD NEED TO LOOK AT THE RANGES FOR THE RIT BANDS.

>> IF WE'RE SAYING READING 8 THOUGH, ARE WE SAYING THAT THE AVERAGE RIT SCORE FOR AFRICAN AMERICANS IS 216?

>> WELL, WOULDN'T THE RIT BAND START OVER BECAUSE THE SIXTH GRADE TEST IS DIFFERENT THAN THE K5.

[01:30:03]

>> IF MY SON GETS A 216, FOR EXAMPLE, NOT SAY HE DID, HE MAY HAVE IN MATH, THAT'S NOT THE SAME AS SAY A SIXTH GRADER GETTING A 216 IN MATH?

>> RIGHT.

>> I WANT TO MAKE SURE I'M CLEAR BECAUSE I WAS VERY CONFUSED AND STRUCK BY THAT.

I KNOW WE HAVE SOME GAPS.

I WAS HOPING THAT THEY WERE NOT THAT LARGE. PERHAPS OR NOT.

BUT IT WOULD STILL BE HELPFUL THOUGH BECAUSE EVEN LOOKING AT LET'S JUST SAY THEY RESET IN MIDDLE SCHOOL, LOOKING AT SIXTH GRADE TO SIXTH GRADE.

BASICALLY, OUR ASIAN KIDS IN THEORY AND OUR WHITE KIDS IN THEORY ARE COMING IN SIXTH GRADE AND THEY ARE BASICALLY GOING TO BE FURTHER ALONG WHEN THEY INITIALLY TAKE THE TEST THAN WHEN OUR AFRICAN AMERICAN KIDS GRADUATE MIDDLE SCHOOL BASED ON THIS.

YES. I JUST WANT TO MAKE SURE THAT WE'RE ALL CLEAR ON THAT BECAUSE WHEN WE TALK ABOUT ACHIEVEMENT GAPS, I THINK SOMETIMES IT'S LIKE NEBULOUS.

BUT I THINK WHEN YOU ACTUALLY SEE THESE RIT SCORES, IT STARTS TO AT LEAST COALESCE IN THE THING THAT I THINK WE'RE TRYING TO AT LEAST FIGURE OUT AN APPROACH.

I KNOW WE'RE TARGETING THIS, SO I'M NOT TRYING TO SPEND A LOT OF TIME ON THIS, BUT I DO THINK IT'S IMPORTANT JUST LOOKING AT THE DATA BECAUSE IT'S EVEN MORE PRONOUNCED IN MATH WHERE YOU SEE THE SIXTH GRADE SCORES WELL ABOVE, WHERE AGAIN, IN THIS CASE, WE'LL SAY SEVENTH GRADE JUST BECAUSE I KNOW OUR EIGHTH GRADE IS A LITTLE FUNNY, IN BOTH THE ASIAN AND THE WHITE.

THE GAP IS BIG, AND AGAIN, I KNOW WE'RE ATTACKING IT.

BUT WHEN I SEE THIS DATA, SEEING IT IN REALITY, I THINK THE IMPORTANT THING TO ME IS ALSO THAT WHEN YOU LOOK AT WHERE THEY START, THEY DON'T START IN THAT DIFFERENT PLACE, AND SO THE GAPS SEEM TO BUILD OVER TIME.

AGAIN, JUST BASED ON THE DATA.

AGAIN, PLEASE CORRECT ME IF I'M WRONG HERE, BUT IT SEEMS LIKE THE GAPS ARE BUILDING OVER TIME.

>> YOU'RE CORRECT. THEY DO BUILD OVER TIME, AND THAT ONE THING THAT YOU'LL SEE WHEN WE BRING OUR DISTRICT IMPROVEMENT PLAN AND CAMPUS IMPROVEMENT PLANS.

WE ARE LOOKING AT OUR STUDENTS NOT JUST AS A WHOLE, WE'RE ALSO LOOKING AT THEM BY GRADE LEVEL BY SUBGROUP.

WHEN WE SAY STUDENTS AT A MINIMUM NEED TO MAKE ONE YEARS GROWTH, WE HAVE STUDENTS NEED TO MAKE TWO YEARS GROWTH.

UNTIL WE START TO REALLY DISSECT THE DATA TO THAT LEVEL OF DETAIL, WE MAY VERY WELL JUST KEEP DOING THE SAME OLD THING AND BLUSHING OVER, AND SO REALLY LOOKING AT STUDENTS BY THEIR STRENGTHS OR WEAKNESSES AND WHERE WE NEED TO MAKE GROWTH AND NOT JUST ONE YEAR IN SOME CASES MORE THAN A YEAR.

YEARS WORTH OF GROWTH IS I THINK A MORE DETAILED WAY THAT WE'RE ANALYZING AND LOOKING AT DATA.

IT ALSO PLAYS INTO THE DATED ACCOUNTABILITY SYSTEM AND NOT JUST FROM THE STATE LEVEL, BUT ALSO THE FEDERAL LEVEL.

THE FEDERAL LEVEL WHICH COINCIDES WITH DOMAIN 3, YOU START TO SEE WHERE WE NEED TO SET TARGETS SO THAT WE'RE MAKING SURE THAT WE'RE GROWING ALL KIDS.

>> NO, AND ONE OF THE REASON WHY I LIKE MAP BETTER THAN STAAR IS BECAUSE STAAR JUST HAS THIS NEBULOUS DOES NOT MEET.

IT DOESN'T TELL YOU HOW DOES NOT MEET AN ACTUAL KID IS.

DOES NOT MEET COULD MEAN WELL, THEY'RE HALF A GRADE UNDER, BUT IT COULD ALSO MEAN THAT THEY'RE THREE GRADED.

I THINK MAP QUANTIFIES THAT IN A WAY THAT I THINK IS REALLY IMPORTANT FOR US TO JUST LOOK AT HERE JUST BECAUSE AGAIN, LIKE I SAID, I THINK WHEN THEY COME IN, THEY GENERALLY ALL COME IN AT A SIMILAR LEVEL, CERTAINLY DIFFERENT BUT SIMILAR, ESPECIALLY IN MATH.

THEY ALL COME IN VERY SIMILAR IN KINDERGARTEN, BUT THEN THE RAPID GROWTH IS WHERE WE SEE CHALLENGES.

THAT WAS MY FIRST TWO QUESTIONS.

GIVE ME ONE SECOND.

>> JUST TO ADD ON THAT POINT, MICHAEL, I'M BACK TO THE BAR GRAPHS THAT I WAS REALLY EXCITED ABOUT IN SEEING THOSE PERCENTAGE GROWTHS AND HOW THEY'VE GROWN.

THAT PERCENTAGE GROWTH DATA WOULD BE REALLY INTERESTING TO SEE DESEGREGATED LIKE THIS BECAUSE THAT'S GOING TO GET EXACTLY WHAT YOU'RE TALKING ABOUT IN THAT WE HAVE SUBPOPULATIONS THAT WE KNOW WE NEED TO GROW MORE THAN A YEAR.

IF WE START TRACKING THAT GROWTH DATA DESEGREGATED, WE CAN SEE, OUR STUDENTS THAT ARE MAYBE COMING IN HIGH ACHIEVING ARE

[01:35:01]

BUT THEN IF WE HAVE AFRICAN AMERICAN STUDENTS THAT NEED 18 MONTHS OF GROWTH, NOT A YEAR, ARE WE GOING TO START SEE THEM OUTPACING ON GROWTH?

>> I'LL SAY THESE. I WILL CREATE BY SUBGROUP AS I DID LAST YEAR.

IT'S A LITTLE EYE CROSSING TO MAKE THESE.

>> THE IRONY, BY THE WAY, IS LIKE MOST OF THOSE ARE SHOWING ONE YEAR GROWTH FOR THE POPULATIONS, JUST THAT MANY OF THOSE POPULATIONS NEED MORE THAN ONE YEAR GROWTH.

>> I WANT TO HIGHLIGHT ON THIS ONE.

>> WHILE YOU'RE GETTING THAT SLIDE TOO, I THINK ONE NEW REPORT THAT WE NOW HAVE ACCESS TO IS ALSO DISTRIBUTION OF STUDENTS.

HOW MANY STUDENTS ARE IN THE 90TH PERCENTILE VERSUS HOW MANY STUDENTS ARE IN THE 10TH PERCENTILE? YOU CAN SEE THAT DATA AS WELL BY SUB-POP.

IN MANY CASES, WE SEE STUDENTS STARTING IN DIFFERENT PLACES WHERE THEY FALL ON THE SCALE OF PERCENTILE.

THAT'S ANOTHER PIECE OF DATA THAT'S NEW TO US THAT WE'RE ALSO USING.

>> THAT'S EXACTLY WHAT I WANTED TO ADD WAS THE RIT SCORE IS ALIGNED TO A PERCENTILE, NOT NECESSARILY A GRADE LEVEL.

IN SOME WAYS, THIS COULD BE A LITTLE MISLEADING BECAUSE THE RIT SCORE IS NOT ASSOCIATED TO A GRADE LEVEL BECAUSE WE KNOW THE MAP TEST IS NOT GRADED.

THERE IS A SIXTH GRADE READING TEST.

IT'S ALL BASED ON PERCENTILE.

>> IT KEEPS GETTING HARDER.

>> YES.

>> I'M NOT SURE WHY I THOUGHT OF THIS.

THIS IS WHY AI. YOU HAVE A LARGE AMOUNTS OF DATA.

YOU NEED TO PROCESS THE DATA.

WE TALK ABOUT HOW ARE YOU USING AI.

YOU HAVE TO FIGURE OUT WHAT THE WHY IS.

THIS WOULD BE COMPLICATING THINGS, BUT I THINK IT WOULD ALSO BE REAL INTERESTING TO SEE ABOUT MOBILITY, AND STUDENTS WHO START WITH US IN KINDERGARTEN AND HOW THEY ARE GROWING VERSUS STUDENTS WHO ARE GETTING IN A CERTAIN PERIOD OF TIME AND THEIR ABILITY TO CATCH UP ON THE GROWTH BECAUSE I THINK THERE WAS A TIME PASSED AND WE TALKED ABOUT MOBILITY A LOT AS A BOARD BECAUSE WE KNEW WHICH CAMPUSES HAD HIGHER MOBILITY RATES AND THAT THING.

BUT I ALSO WONDER HOW THAT INFORMS THE STORY.

THE REASON WHY IS BECAUSE I JUST FOUND A CUE TO TELL YOU MY VERY FAVORITE MATH STORY OF ALL TIME.

IT WAS DURING KATRINA.

WE HAD A CONSTRAINT OF STUDENTS THAT HAD BEEN IN THE SCHOOL FOR A LITTLE BIT.

IN FIFTH GRADE, I WAS NOT TEACHING SCIENCE, BUT I WAS CO-TEACHING, I WAS THE MATH TEACHER TO THE SCIENCE TEACHER.

WE HAD A STUDENT WHO, YOU'RE ALL LOOKING AT THE SCORE, SO THIS WILL MAKE SENSE TO YOU.

THEIR SCIENCE MAP TEST BEGINNING OF YEAR, FIFTH GRADE WAS 105.

I'M NOT MAKING IT UP. IT WAS 105.

YOU CAN'T GET ANY LOWER THAN THAT.

THE SCIENCE TEACHER CAME TO ME IN TEARS OF WHAT ARE WE GOING TO DO? WE'RE LIKE, WE'RE GOING TO PUT A PLAN TOGETHER, AND WE'RE GOING TO FIGURE IT OUT.

NOW, PASSING, IF YOU WILL, WAS 200 OR 205.

WE'RE LIKE, HOW IN HEAVEN, THAT'S WHERE WE'RE SUPPOSED TO BE.

END OF YEAR MAP FOR THAT STUDENT.

THIS IS WHY IT'S ASTUTE.

IT'S GROWING AGAINST YOURSELF. SHE MADE A 195.

WE WERE DOING THE HAPPY DANCE.

WE WERE DANCING IN THE HALLWAYS.

WE WERE SQUEALING WITH THIS YOUNG LADY.

IT WAS THE MOST BEAUTIFUL MOMENT, AND YET SHE FAILED THE STAAR TEST.

THAT'S JUST ONE OF THOSE EXAMPLES OF HOW FRUSTRATING THAT IS.

BUT THAT IS THAT THERE IS OPPORTUNITY TO BE ABLE TO.

IT'S GOT ABOUT RESOURCES, AND IT'S ABOUT PUTTING TOGETHER A TEAM AND IT'S ABOUT AGAIN, OWNING IT AND LETTING HER KNOW WHERE HER STRENGTHS WERE.

IT'S HARD TO FIND THEM WHEN YOU'RE AT THAT LEVEL.

>> ANYWAY, THAT'S WHY I TOO WITH YOU, MICHAEL, I'M A BIG FAN OF THE MAP MONSTER.

>> THANK YOU. I HAVE A QUESTION.

YOU GO TO SLIDE 14 IS THE MAPPING COLLEGE AND CAREER WRITTEN.

[BACKGROUND]

>> NO, IT'S FINE. WE'RE GOING TO THE SAME SIDE.

I WAS HOPING TO GO TO THAT SLIDE 14 BECAUSE

[01:40:02]

IT SEEMS LIKE A KID COMES IN, THEY DON'T KNOW ANYTHING.

WE TEACH THEM AND THEY GET PROFICIENT OVER TIME, WHEREAS READING, IT SEEMS TO GO THE OTHER WAY.

IT SEEMS LIKE THEY COME IN WITH SOME BASIC KNOWLEDGE OF LETTERS, AND THEN I HAVE NO IDEA WHAT WE DO IN THE FIRST TWO YEARS, BUT IT SEEMS LIKE WE DON'T GROW THEM THE WAY WE NEED TO AND THEY SEEM TO GET WORSE.

IT DOESN'T REALLY CORRECT ITSELF UNTIL PERHAPS MIDDLE SCHOOL.

I WOULD REALLY LOVE TO BETTER UNDERSTAND THIS AND BETTER UNDERSTAND WHAT IT IS.

A, I WOULD LOVE TO UNDERSTAND WHY THEY'RE DIFFERENT.

OBVIOUSLY, THEY'RE TAUGHT DIFFERENTLY.

MAYBE THAT'S IT. BUT THEN I'D ALSO LIKE TO UNDERSTAND WHAT IS GOING ON WITH THE READING? IT SEEMS STRANGE.

THE READING NUMBERS SEEM MUCH STRANGER TO ME THAN THE MATH NUMBERS.

>> THAT'S THE CONVERSATION WE HAVE A LOT WITHIN MY TEAM.

MAKING SURE THAT OUR CURRICULUM IS ALIGNED AND RIGOROUS WHERE IT NEEDS TO BE, MAKING SURE OUR INSTRUCTIONAL PRACTICES ARE WHERE THEY NEED TO BE.

ALL OF OUR TEACHERS ARE K-3 COMPLETING THE TEXAS READING ACADEMIES.

WE'VE REALLY BEEN FOCUSING ON ENSURING THAT WE'RE READING IN THE CORRECT WAY.

>> HAVE WE COMPARED OURSELVES TO OTHER DISTRICTS SPECIFICALLY IN THIS METRIC? DO OTHER DISTRICTS HAVE A SIMILAR PATTERN, OR IS THIS UNIQUE TO US?

>> MAP ALWAYS SHOWS THIS FIRST GRADE DIP FOR PLANO AND WE HAVE ASKED THAT QUESTION AND THAT SPECIFIC PROBLEM IS SOMETHING THAT'S UNIQUE TO US.

THE UP AND DOWN OF THE READING IS MORE COMMON.

OUR STAR SCORES IN READING WERE ACTUALLY HIGHER THAN OUR STAR SCORES IN MATH.

WE ALWAYS LOOK AT MULTIPLE DATA POINTS TO SEE WHAT'S GOING ON AND WHERE WE NEED TO IMPROVE IN ELEMENTARY.

>> I WOULD SAY SOME OF THIS IS NOT JUST UNIQUE TO PLANO.

IF WE HAD DATA TO LOOK AT FOR EVERYBODY, I THINK YOU WOULD PROBABLY SEE SOME OF THE SAME THINGS.

I WILL TELL YOU, I DON'T HAVE A HARD FACT, BUT SOMETIMES TEACHERS THAT HAVE THE MOST SUCCESSFUL KIDS ARE SOMETIMES THEY GET MOVED INTO THE TESTED AREAS.

I THINK THAT SOMETIMES WHEN IT'S A NON TESTED AREA, THERE'S PROBABLY A LITTLE LESS PRESSURE.

THAT'S WHY IT'S REALLY IMPORTANT FOR DISTRICTS TO FOCUS ON EARLY LITERACY.

IT'S FOUNDATIONAL.

IT'S THE BUILDING BLOCKS FOR EVERYTHING ELSE.

FOR US HAVING AND USING MAP ALONG WITHIN CLASS SO THAT WE'RE MAKING SURE THAT WE'RE NOT LOSING GROUND WITH KIDS IS REALLY A HUGE THING.

I THINK THAT IS PROBABLY A LITTLE BIT OF WHY YOU SEE SOME OF THE DIPS THAT YOU SEE.

THEN FOR US, IT'S ENSURING THAT WE'RE SEEING THE PROPER RIGOR IN THE CLASSROOM.

AS WE'RE IN FIRST GRADE CLASSROOMS, WERE THEY TEACHING FIRST GRADE CONTENT OR IS THE CURRICULUM OR THE INSTRUCTION, IS IT LOWER THAN WHAT IT NEEDS TO BE? I KNOW THAT THIS HAS BEEN A PART OF YOUR WORK THE LAST COUPLE OF YEARS AND THE EARLY LITERACY, BUT WE'RE NOT WHERE WE NEED TO BE AND WE KNOW THAT THIS IS AN AREA ALONG WITH OTHERS WHERE WE NEED TO DO GREATER WORK BECAUSE THE ISSUE BECOMES IF WE DON'T DO IT BY THIRD GRADE, YOU'LL HAVE SOME KIDS THAT MAY NOT EVER CATCH UP.

THAT'S THE DANGER OF THIS.

>> ONE THING I DO THINK IS IMPORTANT TO NOTE, EACH OF THESE GRADES IS A DIFFERENT GROUP OF KIDS.

YOU CAN'T TAKE FIRST GRADE ON HERE AND COMPARE IT TO KINDERGARTEN FOR THIS YEAR BECAUSE THOSE ARE TWO COMPLETELY DIFFERENT GROUPS OF KIDS.

YOU REALLY HAVE TO LOOK AT THE COHORTS WHEN YOU'RE LOOKING AT WHAT'S HAPPENING BETWEEN EACH GRADE LEVEL, WHICH IS THOSE GROWTH NUMBERS THAT THEY WERE SHOWING US BEFORE, WHICH SHOWS THAT OUR KIDS ARE MAKING THAT GROWTH.

>> TO BE FAIRLY, DANIEL, WHEN YOU LOOK AT THE ACTUAL COHORT, IT LOOKS VERY SIMILAR.

THE COHORTS DEFINITELY STILL SHOW A DIP.

YOU ARE CORRECT, THIS IS DIFFERENT KIDS.

BUT WHEN YOU LOOK AT THE SAME DATA BY COHORT, IT STILL SHOWS THE DIP.

>> ANOTHER THING I WANT TO MENTION IN K AND 1, THE MAP TEST IS READ TO THE STUDENTS, AND IN SECOND GRADE, IT'S NO LONGER READ TO THE STUDENT.

[01:45:01]

WE ACTUALLY SEE QUITE A FEW STUDENTS WHO SCORED HIGH AT THE END OF FIRST GRADE AND THEY DROP DOWN DRAMATICALLY IN SECOND GRADE BECAUSE IT ACTUALLY HELPS US IDENTIFY LEARNING DISABILITIES AND STUFF TOO AT TIMES IF THEY HAVE HIGH COMPREHENSION, AND THEN ALL OF A SUDDEN YOU TAKE THAT READING ASSIST AND EVEN THEY READ THE WHOLE TEST.

THAT EXPLAINS ONE OF THE DIPS, BUT I DIDN'T WANT TO LEAD WITH THAT BECAUSE I WOULD NEVER WANT TO MAKE IT SEEM LIKE WE'RE OFFERING EXCUSES BECAUSE LIKE DR. WILLIAMS SAID, IT IS SOMETHING THAT WE ARE CONTINUOUSLY STRIVING TO GET BETTER AT TO ENSURE THAT KIDS ARE ON GRADE LEVEL.

>> BUT CAN I ADD BECAUSE WE'RE ON THE RIGHT SLIDE THAT I WANT US TO GO TO.

THANKS. THE THING IS THAT THIS SLIDE I FEEL SAYS A LOT.

I ACTUALLY HAD THE SAME CONCERNS AS MICHAEL CONCERNING READING.

BUT THE THING IS THAT I WAS ALSO LOOKING AT MATH AND READING.

WHEN OUR STUDENTS ARE STARTING SO LOW AT 15% IN KINDERGARTEN, WE HAVE EARLY LEARNING FACILITIES AND WE WANT TO START OUR KIDS EARLY LEARNING.

HOW COME OUR KIDS ARE COMING AT 50% IN KINDERGARTEN IN MATH WHEN WE ALSO HAVE EARLY LEARNING PROGRAMS?

>> WHAT ANTON MENTIONED WITH THIS IS K AND 1, WE DIDN'T HAVE THE LINKING, THEY DIDN'T DO THE LINKING STUDY FOR.

WE LOCALLY NORMED IT THE BEST THAT WE COULD.

IT'S NOT A PART OF THE LINKING STUDY THAT STARTS IN SECOND GRADE.

BUT YES, MANY OF OUR STUDENTS DO ATTEND PRE-K.

THEY HAVE MATH GUIDELINES THAT WE TEACH.

NOT ALL OF OUR STUDENTS DO, BUT A LOT DO, BUT THAT'S SOMETHING WE ARE GOING TO LOOK AT.

WHENEVER ANTON WAS DOING HIS PRESENTATION, HE MENTIONED THAT WE WOULD SEE SIGNIFICANT GROWTH IN THIS AREA ONCE WE HAVE MIDDLE OF THE YEAR DATA, BUT WE DON'T WAIT UNTIL THEN EITHER.

WE COLLECT DATA IN THE MIDDLE TO MAKE SURE THAT WE'RE GROWING THAT NUMBER.

>> THE THING IS THAT 50% IS PRETTY LOW, BUT WHEN YOU LOOK AT FIRST GRADE 2, THAT COHORT 34%.

THEY'RE STARTING SLOW.

IT JUST SEEMS LIKE TO ME WHEN I LOOK AT THESE NUMBERS, OUR LEARNERS ARE STARTING SLOW AND THEY'RE MOVING GRADUALLY.

IS THERE ANY WAY THAT WE CAN START THEM EARLIER, THIS WAY WE HAVE BEEN FOCUSED ON EARLY LEARNING AND PRE-K PROGRAM AND EXPANDING OUR PRE-K PROGRAM THAT WE WANT THESE EARLY NUMBERS TO BE STRONGER COMING IN?

>> CAN THE STATE FUND IT?

>> WELL, WE HAVE TO REMEMBER TOO THAT ONLY ABOUT A THIRD OF OUR KINDERGARTEN STUDENTS ACTUALLY WERE WITH US IN PRE-K AND ABOUT TWO THIRDS ARE STARTING SCHOOL FOR THE VERY FIRST TIME.

YES, I DEFINITELY AGREE WITH WHAT YOU'RE SAYING, BUT WE DON'T HAVE ALL OF OUR KINDERGARTNERS WITH US.

FOR SOME, THIS IS THE VERY FIRST TIME THEY'RE TAKING ANY TEST OR ANY ASSESSMENT.

WE HAVE TO KEEP THAT IN MIND.

THEN ONE THING I WANT TO JUST EMPHASIZE.

WHEN WE SEE THESE NUMBERS, NO ONE LIKES THE NUMBERS.

I ALSO WANT TO REMIND EVERYBODY THAT THESE ARE THE CCMR METRICS.

THEY'RE THE HIGHEST LEVELS AND NOT AT A PASSING.

IT'S OVER AND BEYOND WHAT A PASSING.

THAT BEING SAID, WHEN WE MEASURE OURSELVES COMPARED TO THE STATE AND TO THE NATION IN A COLLEGE READINESS INDICATOR, WE DO EXCEED AND IN SOME CASES BY DOUBLE DIGITS.

I JUST WANT TO MAKE THAT POINT.

YOU'LL SEE IN OUR DISTRICT IMPROVEMENT PLAN, YOU WON'T SEE APPROACHES AS A TARGET, YOU'LL SEE EVERY SINGLE TARGET ON A COLLEGE READINESS STANDARD LINKED TO SAT OR LINKED TO THE METS GOAL BECAUSE WE WANT TO MAKE SURE THAT KIDS GO OVER AND BEYOND JUST APPROACH OR PASSING STANDARD.

>> I JUST HAVE TWO MORE QUICK ONES.

AGAIN, THE LAST TWO OR MORE COMMENTS.

MY CHILDREN DEFINITELY BROUGHT HOME THEIR MAP SCORES.

THEY'RE STILL ON MY KITCHEN COUNTER.

THEY DID NOT BRING THEM HOME IN ANY A JERRY METHODOLOGY.

THEY JUST BROUGHT THEM HOME, LEFT THEM IN THE BOOK BAG.

I FOUND THEM IN THE BOOK BAG. I WAS LIKE, HEY, WHAT'S THIS? THEY DON'T KNOW. I ONLY USE THAT ANECDOTE JUST TO SAY, I DO THINK IT'S IMPORTANT FOR US TO GET TO THE PARENTS.

I KNOW THAT DR. TANNER IS NOT HERE, BUT I ALSO KNOW THAT THEY'RE NOT YET AVAILABLE IN SKYWARD FOR THE PARENTS,

[01:50:05]

JUST BECAUSE I KNOW IT'S REALLY IMPORTANT ONCE IT'S FRESH IN THEIR MIND I GO THROUGH WITH THEM AND I DEFINITELY LIKE TO DO THAT.

I ALSO ENJOY THE PARENT TEACHER CONFERENCE WHERE THE TEACHERS GO THROUGH IT.

I JUST WANT TO MAKE SURE THIS YEAR THAT WE'RE NOT MISSING OPPORTUNITIES BECAUSE WHEN THEY GET IN THE SKYWARD, IT'LL BE WEEKS AFTER THE KIDS HAVE TAKEN THEM AND THE PARENTS MAY MISS THE CONNECTION.

I DON'T KNOW, AGAIN, MY KIDS WERE NOT LIKE LAUREN'S KIDS.

THEY DID NOT COME HOME AND THERE WAS NO EXCITEMENT ABOUT IT.

IF I DIDN'T EVEN MENTION IT, THEY WOULD NOT HAVE EVEN TOLD ME IT IS A TEST.

I'M CURIOUS AS TO THE ROLLOUT THIS YEAR BECAUSE IT FEELS LIKE IT'S DIFFERENT THAN PREVIOUS YEARS.

ONLY BECAUSE IN PREVIOUS YEARS, LIKE A DAY AFTER THEY TOOK IT, IT WAS AVAILABLE.

I FELT LIKE THERE WAS JUST A LITTLE MORE EXCITEMENT AROUND IT THIS YEAR, AGAIN, IT COULD BE A PERSONAL THING.

I KNOW WE SENT IT HOME, BUT SENDING SOMETHING HOME WITH AN ELEMENTARY KID IS LIKE ROLLING THE DICE.

HOW ARE WE ALERTING PARENTS THAT THIS IS HAPPENING? HOW IS THIS BEING COMMUNICATED? HOW ARE WE ENSURING THAT PARENTS KNOW THIS IS COMING AND THE IMPORTANCE OF IT?

>> WE HAVE CREATED PARENT COMMUNICATION THAT WE'RE WORKING TO SEND OUT IN OUR PARENT COMMUNITY UPDATE SO THAT PARENTS KNOW IT'S BEING SENT OUT AND THEY CAN LOOK FOR IT.

WITH THAT, WE'RE INCLUDING INSTRUCTIONS ON HOW YOU CAN ACCESS YOUR CHILD'S DATA THROUGHOUT THE SCHOOL YEAR, WHETHER THAT'S IN SKYWARD OR THROUGH THE STUDENTS WEB DESK THROUGH THEIR ED AGENTS.

WE WANT TO MAKE SURE THAT PARENTS KNOW HOW TO CHECK IT ESPECIALLY WITH THE NEW SIS.

THEN WE'RE ALSO GOING TO SEND HOME COMMUNICATION LIKE, HEY, HEADS UP, THIS IS BEING SENT HOME WITH YOUR CHILD.

THAT COMMUNICATION HASN'T GONE OUT YET.

I THINK YOUR CHILD'S TEACHERS MAY HAVE JUST BEEN AHEAD OF THE GAME AND SENT IT HOME.

BUT THAT'S BEING WORKED ON FOR THIS UPCOMING WEEK THAT WE PUT THE COMMUNICATION TOGETHER TO SEND OUT BECAUSE WE DO WANT PARENTS TO KNOW HOW TO ACCESS THE DATA, WHAT IT MEANS, WHAT TO DO IF YOU HAVE A QUESTION.

IT TELLS THEM ABOUT THIS WEBSITE THAT WE PUT IN THE PRESENTATION TONIGHT.

WE WANT TO MAKE SURE THAT WE'RE AS TRANSPARENT AS POSSIBLE AND THAT PARENTS HAVE WHAT THEY NEED AND KNOW WHO TO CONTACT IF THEY HAVE A QUESTION ABOUT ANYTHING.

>> I TRUST AND BELIEVE YOU, BUT I JUST WANT TO JUST PUT AN EXTRA EMPHASIS ON.

WE NEED SOME COMMUNICATION THERE.

I ALWAYS ENJOYED THE TIME THAT I SPENT WITH THE TEACHER GOING THROUGH IT BECAUSE MY KIDS ARE ALL VERY DIFFERENT AND THEY DEFINITELY HAVE AREAS OF WORK AND HAVING THEM GIVE US REAL EXAMPLES OF AREAS WHERE WE CAN WORK WITH KIDS IS TRULY VALUABLE.

I WOULD REALLY HATE FOR OTHER FOLKS TO JUST MISS IT JUST BECAUSE THIS YEAR IS A TRANSITION YEAR IN SO MANY WAYS.

THAT WAS IT. MY LAST ONE WAS JUST A COMMENT OF, I DO AGAIN, JUST WANT TO PUT ANOTHER PLUG IN FOR THIS, I THINK THAT WE SHOULD FIGURE OUT A WAY TO RECOGNIZE OUR KIDS THAT HAVE THE BIGGEST MOVEMENTS IN THESE TESTS.

WE HAVE SEEN A TREMENDOUS AMOUNT OF GROWTH.

I KNOW I'VE BEEN HIGHLIGHTING SOME OF THE NEGATIVE DATA, BUT THERE IS A TON OF POSITIVE DATA IN HERE, AND I DO THINK THAT IT'S REALLY IMPORTANT THAT WE HIGHLIGHT SOME OF THIS GROWTH, WHETHER IT BE THE TEACHER WITH THE MOST GROWTH, THE SCHOOL WITH THE MOST GROWTH.

I DON'T KNOW HOW WE DO IT, BUT I DO THINK IT'S REALLY IMPORTANT THAT WE REALLY START TO CELEBRATE THIS IN A WAY THAT IS MORE BIGGER THAN WE DO TODAY.

I DO THINK THE SUPERINTENDENT'S AWARD IS DEFINITELY A STEP FORWARD, BUT I WOULD LOVE TO SEE OUR TOP 10 GROWTH FOLKS IN THIS ROOM SO THAT WE CAN CELEBRATE THEM AS WELL.

>> THAT WILL BE FORTHCOMING.

I KNOW THAT LISA AND LAUREN AND TEAM HAVE A PROPOSAL THAT WE HAVE NOT SHARED WITH THE BOARD YET, BUT THAT WILL BE FORTHCOMING.

>> WELL, DO YOU KNOW WHEN YOU WERE SAYING, TO SHOW GROWTH IS NICE FOR US TO SHOW GRADE K TO GRADE EIGHT.

ALSO WE AWARD OUR HIGH SCHOOL KIDS.

BUT THE THING IS, MICHAEL'S RIGHT.

[01:55:02]

BUT ALSO NOT JUST THE ELEMENTARY AND MIDDLE SCHOOL, BUT HIGH SCHOOL TOO.

HIGH SCHOOL PARENTS AND HIGH SCHOOL STUDENTS, THAT THEY CAN DO GROWTH TOO.

NOT JUST TO GO COLLEGE, ACHIEVE TO DO CAREER, BUT THEIR GROWTH FROM WHERE THEY WERE FROM EIGHTH GRADE TO 12TH GRADE AS WELL.

THANK YOU, MICHAEL FOR BRINGING IT UP.

>> THANK YOU, THAT WAS A LOT OF RICH DISCUSSION.

I APPRECIATE THAT AND BEFORE WE WENT INTO ITEM 7.1, THANK YOU FOR YOUR PRESENTATION.

THANK YOU, I NEGLECTED TO MENTION THAT ITEM 6.4 HAS BEEN REMOVED FROM TONIGHT'S AGENDA.

I APOLOGIZE, I SKIPPED OVER THERE.

BUT I'LL TURN SOME DISCUSSION OVER TO DOCTOR WILLIAMS REAL QUICK.

DO YOU WANTED TO RECAP THAT, SO YES NOW WE MOVE ON TO ITEM 7.2 OF OUR REPORTS.

IT'S THE INTERNATIONAL BACCALAUREATE OR IB PROGRAM EXPANSION, ADDING MIDDLE YEAR PROGRAM, MYP.

I'LL TURN THAT OVER TO DR. WILLIAMS FIRST AND THEN DR. GOBER.

>> THANK YOU AND THIS IS JUST A REMINDER THAT THIS PROPOSAL TONIGHT HAS BEEN, I THINK, ON OUR DISTRICT IMPROVEMENT PLAN FOR AT LEAST THREE YEARS.

I THINK WE'VE ALSO HAD IT IN A LINE ITEM IN OUR BUDGET FOR ABOUT THREE YEARS.

WE STARTED OUT OF THE CHUTE AND THEN DECIDED THAT WE NEEDED TO GO AHEAD AND DO OUR LONG RANGE FACILITY PLAN FIRST.

I KNOW THAT THIS YEAR WE'RE BRINGING BACK THE PLAN FOR THE WEST SIDE ALONG WITH POTENTIAL PROGRAMS THAT WE NEED TO ADD OR EXPAND UPON ACROSS THE DISTRICT.

THIS ONE WE'RE PULLING OUT FROM THAT ONLY IN THAT IN ORDER TO IMPLEMENT THIS TYPE OF PROGRAM, REQUIRES LOTS OF PRE-PLANNING IN ADVANCE.

WE NEEDED TO BRING IT FORWARD NOW RATHER THAN LATER.

DR. GOBER HAS A PRESENTATION TO SHARE WITH YOU TONIGHT, AND I JUST WANTED TO REMIND EVERYBODY AROUND THE TABLE THAT THIS HAS BEEN I GUESS A LONG TIME COMING.

WE HAVE IB AT ELEMENTARY, WE HAVE IT AT HIGH SCHOOL.

WE REALLY DON'T HAVE THE FULL CONTINUUM AND THAT BEING SAID, DR. GOBER.

>> THANK YOU, DR. WILLIAMS, THANK YOU PRESIDENT HUMPHREY ON BOARD.

TONIGHT, WE'RE GOING TO TALK ABOUT IB, SPECIFICALLY THE MIDDLE YEARS PROGRAM.

YOU'LL ALSO HEAR ME REFER TO THAT AS MYP.

RIGHT NOW WE'RE LOOKING AT WILSON MIDDLE SCHOOL AS OUR TARGET SCHOOL.

I'M GOING TO GO OVER A LITTLE BIT ABOUT WHAT IB IS JUST TO REFRESH US ALL.

IB IS A GLOBALLY RECOGNIZED PREMIER STELLAR EDUCATIONAL PROGRAM.

IT STARTED REALLY WITH THE DIPLOMA PROGRAM, WHICH IS TARGETED FOR 11TH AND 12TH GRADERS WHO QUALIFY FOR THE PROGRAM.

BUT OVER TIME IN THE LAST 20 YEARS THEY'VE ADDED THE PYP, THAT WE HAVE AT HUFFMAN AND THE MYP.

IB IS ABOUT AN INTERNATIONAL UNDERSTANDING BASED ON TEACHERS BEING FACILITATORS, ENCOURAGING INQUIRY IN THEIR CLASSROOM, HAVING A BROAD AND BALANCED CURRICULUM.

EVERY PART OF IB HAS A SERVICE PORTION TO IT, WHETHER IS A PROJECT OR A PAPER OR SOMETHING OF THAT NATURE.

THERE'S FOUR IB PROGRAMS, WE ARE ONLY LOOKING AT THREE.

WE HAVE THE PYP AT HUFFMAN, WE'RE LOOKING AT MYP TONIGHT GOING TO WILSON.

WE ALREADY HAVE AND HAD SINCE THE LATE '90S, I BELIEVE THE DIPLOMA PROGRAM AT PLANO EAST.

THE FOURTH ONE THAT I DON'T HAVE UP HERE AND HONESTLY I DON'T KNOW A WHOLE LOT ABOUT IS THE CAREER PROGRAM.

IT SOUNDS LIKE IT'S CTE, IT'S REALLY NOT BECAUSE YOU GOT TO THINK GLOBALLY AND CTE IS AN AMERICAN THING.

BUT JUST FOR OUR PURPOSES, IT'S LIKE CTE, BUT IT'S NOT.

WHAT IS THE MYP PROGRAM? HOLD ON I'M CLICKING BUT IT'S NOT MOVING.

HERE WE GO. MYP IS NOT THE DIPLOMA PROGRAM.

REMEMBER THE DIPLOMA PROGRAM IS AN IB CURRICULUM, WHAT THEY ARE LEARNING IN THE DIPLOMA PROGRAM COMES FROM THE IB.

THE MYP IS VERY MUCH LIKE THE PYP BUT WE'RE USING THE PLANO ISD CURRICULUM.

[02:00:06]

THERE'S EIGHT SUBJECT MATTERS THAT THE MYP HAS, THE FIRST ONE IS DESIGN.

REMEMBER THIS IS INTERNATIONAL PROGRAM, SO DESIGN IS LIKE AN ELECTIVE.

ENGLISH LANGUAGE, ARTS, FINE ARTS, LANGUAGE ACQUISITION, THAT'S A FOREIGN LANGUAGE.

I WANT TO PAUSE HERE FOR A MINUTE BECAUSE THIS IS GOING TO BE A LITTLE BIT OF A CHANGE.

BECAUSE EVERY STUDENT AT AN MYP SCHOOL, JUST LIKE EVERY STUDENT AT A PYP SCHOOL IS AN IB STUDENT.

AS SUCH EVERY STUDENT IN AN MYP SCHOOL NEEDS TO TAKE EIGHT SUBJECTS.

ONE OF THOSE SUBJECTS IS LANGUAGE ACQUISITIONS, SO THAT MEANS SIX GRADERS WILL HAVE TO TAKE A SECOND LANGUAGE OR A THIRD LANGUAGE.

BECAUSE IF MY PRIMARY LANGUAGE IS, FOR EXAMPLE, SPANISH.

ENGLISH IS NOT A LANGUAGE ACQUISITION COURSE, SO THEY WOULD NEED A THIRD LANGUAGE LIKE A FRENCH OR MANDARIN OR SOMETHING.

MATH, PE, PHYSICAL EDUCATION, SCIENCE AND SOCIAL STUDIES, THOSE ARE THE EIGHT SUBJECTS IN THE MYP.

I'M TRYING TO CLICK JAMES, I HAVE A SHORT THREE MINUTE VIDEO, JUST A PAUSE AND STOP THE MELATONE.

>> MY FIRST IMPRESSIONS OF THE MYP WERE, WOW, THIS ISN'T A TRADITIONAL SETTING.

THIS IS A CREATIVE FRAMEWORK THAT ALLOWS STUDENTS TO ENGAGE WITH ONE ANOTHER, ENGAGE WITH THE TEACHER.

>> THE MYP ALLOWS THE TEACHER TO BE MORE OF A FACILITATOR.

IN THAT, I LIKE BEING ABLE TO GO AROUND, SEEING THE KIDS WORK TOGETHER, HELPING THEMSELVES, HELPING EACH OTHER.

>> REALLY FOCUSES ON THE PERSON AS AN INDIVIDUAL THINKER, AN INDIVIDUAL LEARNER, AND SOMEBODY THAT IS CREATING THEIR OWN PATHWAY.

I LOVE BEING ABLE TO NURTURE THEIR INDIVIDUAL STRENGTHS.

THAT'S WHAT THE MYP DOES, WHAT I DON'T WANT THE STUDENTS TO JUST THINK THAT SCIENCE AND ARTIST ART.

THAT'S SOMETHING THAT THE MYP REALLY NURTURES AND NURTURES THAT CROSS COLLABORATION.

THOUGH ONE OF THE MAIN IDEA FOR MYP IS WE EMPHASIZE THE HOLISTIC LEARNING.

WE'RE NOT LOOKING INTO HOW LONG THE ESSAY THEY CAN PRODUCE, BUT WE'RE ACTUALLY ASSESSING THEIR UNDERSTANDING AND ANALYZING SKILLS.

>> THE WAY WE LEARN IS DIFFERENT BECAUSE WE UNDERSTAND WHAT WE'RE LEARNING. WE DON'T MEMORIZE IT.

>> [FOREIGN]

>> OUR STUDENTS ARE EXPOSED TO DIFFERENT PARTS OF THE WORLD.

OUR STUDENTS ARE THEN MORE GLOBALLY AWARE AND MORE PREPARED FOR THE REAL WORLD.

>> THE INTERNATIONALISM, THE CAPACITY TO UNDERSTAND OTHERS TO PUT YOURSELF IN OTHERS SHOES AND SEE DIFFERENT PERSPECTIVES, SOMETHING WHICH IS SO CRUCIAL.

>> THEN THE KNOWLEDGE THAT WE ARE HOPEFULLY NOT ONLY GIVING THEM THE ACADEMIC SKILLS THAT THEY NEED, BUT REALLY THE LIFE SKILLS TO BE ABLE TO BUILD ON, TO BE ABLE TO TAKE WITH THEM.

>> [FOREIGN]

>> THEN WE HAVE THE ASSESSMENTS THAT ARE USED AROUND THE WORLD THAT REALLY PUT THE STAMP ON THE RIGOROUS INSTRUCTION.

>> THEY'RE GOING OUT WITH THE SENSITIVITY AS TO THEIR ROLE IN THE WORLD.

>> THE MYP PROVIDED THEM WITH SOME OF THE MOST VALUABLE TOOLS.

>> YOU SAW DIFFERENT SCHOOLS AND STUDENTS FROM REALLY ALL OVER THE WORLD, AND I SHOW THIS VIDEO AND I HIGHLIGHT THAT BECAUSE, IF YOU EVER TRAVEL ANYWHERE IN THE WORLD OUTSIDE OF THE US, IB IS AN INTERNATIONAL STANDARD.

[02:05:02]

THE FACT THAT WE ALREADY HAVE IB SCHOOLS AND WE'RE LOOKING TO ADD MORE IS SAYING TO NOT ONLY OUR DISTRICT, BUT THE WORLD THAT WE HAVE SOME PREMIER SCHOOLS HERE.

CLICK IT JAMES. THERE'S FIVE FEATURES I'M GOING TO POINT OUT ABOUT, ONE MORE BACK, SORRY JAMES, THERE YOU GO, ABOUT THE MYP.

THE FIRST ONE IS CONCEPTUAL TEACHING.

AS I SAID, WE USE THE PLAN OID CURRICULUM, BUT THE TEACHERS WILL WORK TOGETHER ACROSS THE GRADE LEVEL TO CREATE TRANS-DISCIPLINARY UNITS CENTERED AROUND A CONCEPT.

FOR EXAMPLE, IT MIGHT BE INTERDEPENDENCE, AND EVERYBODY ON THE GRADE LEVEL AND ALL EIGHT SUBJECT GROUPS WILL WORK ON THIS CONCEPT OF INTERDEPENDENCE IN THEIR CURRENT CURRICULUM.

I'M NOT GOING TO READ ALL THAT, BUT I PRETTY MUCH TOLD IT TO YOU.

THERE'S ALSO INQUIRY BASED LEARNING.

THIS IS HUGE NIB TO ASK A LOT OF QUESTIONS FOR THE TEACHER TO BE MORE OF A FACILITATOR, NOT A PONTIFICATOR, TO FOCUS ON WORLD PROBLEMS TO GET THE KIDS ENGAGED, AND ACTIVE IN THEIR LEARNING AND TO FOSTER AND ENRICH THAT SENSE OF CURIOSITY.

ANOTHER PART OF THIS CONCEPT OF INTERNATIONAL MINDEDNESS TO THINK ABOUT CONCEPTS AND WHAT THEY'RE LEARNING IN THE GLOBAL CONTEXT.

THIS IS, BY THE WAY, WHY IB IS SO POPULAR AROUND THE WORLD, BECAUSE 20 YEARS AGO AROUND THE WORLD, IT WAS NOT A POPULAR THING FOR CERTAIN COUNTRIES TO TEACH ANY DIFFERENTIATING IDEAS OUTSIDE OF THAT COUNTRY.

IF YOU HAD AN IB SCHOOL, THAT WAS GOING TO HAVE TO HAPPEN, AND SO IT GREW FROM THERE.

THERE'S THIS CONCEPT CALLED APPROACHES TO TEACHING AND APPROACHES TO LEARNING.

I'M GOING TO HIGHLIGHT SOME APPROACHES TO LEARNING THINGS BECAUSE THESE ARE WHAT THE STUDENTS WILL EXPERIENCE IN EVERY UNIT, THAT IS CENTERED AROUND A CONCEPT THAT IS DEVELOPED BY THE TEACHERS OF THE EIGHT SUBJECTS IN OUR TRANS-DISCIPLINARY TEAM.

THEY HAVE TO MAKE SURE THAT THEY'RE ADDRESSING FIVE SKILLS, COMMUNICATION SKILLS, SOCIAL SKILLS, SELF MANAGEMENT, RESEARCH AND THINKING, AND THAT THOSE HAPPEN IN EVERY SINGLE UNIT IN MYP, OF COURSE.

JAMES, GIVE ME ANOTHER CLICK.

AUTHENTIC ASSESSMENTS.

NOW, MYP HAS ITS OWN ASSESSMENTS.

WE ARE NOT TALKING ABOUT USING THE MYP ASSESSMENTS, AT LEAST NOT AT THIS TIME, BUT THEY ARE TRAINED, THAT IS THE TEACHERS ARE TRAINED ON HOW TO MAKE AUTHENTIC ASSESSMENTS.

THIS IS NOT A HUGE DEAL FOR US IN PLANO.

OUR LOCAL LEGAL DEVELOPED ASSESSMENTS ARE PRETTY CHALLENGING AND RIGOROUS ENOUGH.

BUT WHERE THEY'RE NOT, THEY'LL BE ABLE TO BEEF IT UP AFTER THEY GET THEIR IB TRAINING.

I HAVE A VN DIAGRAM, LOOKING AT THE MYP COMPARED TO THE DIPLOMA PROGRAM.

ONE THING I FORGOT TO MENTION IS THAT MYP IN THE WORLD IS REALLY A SIXTH THROUGH TENTH GRADE PROGRAM.

WE'RE LOOKING AT IT TO BE A SIXTH THROUGH EIGHTH GRADE PROGRAM VERY COMMON IN THE US TO DO THIS, SO THE NINE AND 10 YEARS, THERE WILL BE A GAP IN THE IB CONTINUUM, AND I'LL SHOW YOU HOW THAT'S ADDRESSED.

I ALREADY MENTIONED THAT EVERYONE AT MYP SCHOOL IS AN IB STUDENT.

THAT IS NOT THE SAME FOR THE DIPLOMA PROGRAM.

EVERYBODY AT PLANO EAST IS NOT AN IB STUDENT.

MYP IS A FRAMEWORK.

IT IS NOT A CURRICULUM.

NIP STUDENTS DO NOT TAKE IB EXAMS, AND THEY DO HAVE A SPECIALIZED CLASS IT'S CALLED MPP DESIGN, AND THEY DO HAVE AN INDIVIDUAL PROJECT AT THE END OF THE YEAR AS WELL.

I LEAVE MY MYP MIDDLE SCHOOL, WHAT DOES THAT DO FOR ME? REALLY IT SETS YOU UP QUITE NICELY TO DO A LOT OF THE THINGS THAT WE HAVE OPEN FOR OUR STUDENTS.

IDEALY, WE WOULD HOPE THAT THEY WOULD WANT TO TAKE ADVANTAGE OF OUR IB PROGRAM AT PLANO EAST.

THEY CERTAINLY WOULD BE SET UP TO GO TO OUR NEW COLLEGIATE ACADEMY, AS WELL AS OUR HEALTH SCIENCES ACADEMY.

[02:10:01]

>> I PLANO ISD, OUR IB CONTINUUM LOOKS LIKE THIS.

WE HAVE IB AT HUFFMAN IN THE PYP PROGRAM.

WE HAVE IB AT PLANO ISD FOR 11TH AND 12TH GRADERS IN THE DIPLOMA PROGRAM.

WE FILLED A GAP YEARS AGO WITH THE PLANO ISD PROGRAM THAT WE CALL INTERNATIONAL HONORS.

THAT IS NOT AN IB PROGRAM, BUT IT IS CERTAINLY A GOOD FIT AND GAP FILL FOR THE DIPLOMA PROGRAM.

IF YOU CAN LOOK AT WHY DID WE LAND ON WILSON? WELL, THERE'S LOTS OF REASONS.

ONE, WE KNEW WE NEEDED TO FILL OUR CONTINUUM.

WHEN YOU LOOK AT OUR DISTRICT, WE DIDN'T HAVE ANYTHING IB IN THE CENTRAL CLUSTER.

WHEN YOU LOOK AT THE MIDDLE SCHOOLS IN THE CENTRAL CLUSTER AND WHAT'S THE IDEAL LOCATION.

WILSON JUST BEING SO CLOSE TO BUSH AND 2075 AND CUSTER AND JUST ALL THE MAJOR THOROUGHFARES, IT JUST MADE SENSE FOR WILSON.

BUT ON TOP OF THAT, THOUGH, YOU ALSO HAVE TO LOOK AT THE STAFF AND THE LEADERSHIP AND THAT STAFF AND THAT LEADERSHIP IS MORE THAN CAPABLE AND ABLE TO MEET THE REQUIREMENTS TO GET AUTHORIZED TO BE AN IB SCHOOL.

PUTTING IB AT WILSON, CONNECTS OUR DISTRICT ACROSS OUR FEEDERS AND ACROSS OUR CONTINUUM K THROUGH 12.

THAT IS IT. I DO WANT TO JUST TALK ABOUT A COUPLE OF THINGS, IN TERMS OF NEXT STEPS.

LAST WEEK, WILSON REALLY A FEW WEEKS AGO, WE TALKED TO THE WILSON MIDDLE SCHOOL PRINCIPAL WHO IS ON FIRE EXCITED.

LAST WEEK, SHE TALKED TO HER STAFF AND AS WITH ANYTHING NEW, SOME ARE EXCITED, SOME ARE LIKE, WHAT IS THIS? SOME ARE LIKE I DON'T KNOW.

THEY'RE GETTING INFORMATION RIGHT NOW.

THEN I GO TO THE CAMPUS WITH DR. MOORE NEXT TUESDAY, I BELIEVE, AND WE'LL TALK TO THEM SOME MORE, GIVE THEM SOME MORE INFORMATION AND START TO GET THEIR FORMAL FEEDBACK.

BECAUSE EVENTUALLY, AND I DO MEAN VERY SOON, WE'RE GOING TO HAVE TO PULL THE TRIGGER, IF YOU WILL, ON APPLYING TO BE A CANDIDATE IB SCHOOL.

THAT'S WHERE WE'RE AT RIGHT NOW.

>> THIS IS FANTASTIC BECAUSE I'VE BEEN WAITING FOR THIS FOR AT LEAST THREE YEARS.

I UNDERSTAND THIS IB PROGRAM VERY WELL BECAUSE I WAS IB BACH CLUB PRESIDENT.

THE THING IS THAT I'M SO HAPPY IS THAT YOU CHOSE THE SCHOOL IN THE CENTRAL CLUSTER, THAT WAS THE LOCATION THAT WE HAD A GAP IN.

I'M GLAD THAT WE'RE GOING FROM WEST CLUSTER, CENTER CLUSTER AND THEN CAN GO TO EAST CUSTER.

THANK YOU FOR THAT VERY STRATEGIC PLAN.

THE QUESTION I ASKED IS THAT WHEN WE GET APPROVED, WHEN WOULD THAT BE YOU THINK ESTIMATE?

>> I CANNOT SAY WHEN WE GET APPROVED [LAUGHTER].

IF WE GET APPROVED, WHICH WE CERTAINLY HOPE TO BECAUSE WE'RE CERTAINLY GOING TO MAKE SURE OUR TEACHERS GET THE TRAINING AND WE PUT THE PROGRAM IN PLACE EFFECTIVELY TO GET AUTHORIZED.

THE EARLIEST, I THINK TO ANSWER YOUR QUESTION WOULD BE MAYBE THE 26TH, 27TH SCHOOL YEAR, SOMETIME DURING THAT YEAR.

I DON'T BELIEVE IT WILL BE AT THE START OF THE YEAR, BUT SOMETIME DURING THE 26TH, 27TH SCHOOL YEAR, THEY COULD BE ELIGIBLE FOR AUTHORIZATION.

HOWEVER, I'M GLAD YOU ASKED THIS QUESTION.

THAT DOES NOT MEAN THAT WE'RE GOING TO WAIT UNTIL WE'RE AUTHORIZED TO START BEING IB.

WE CANNOT GET AUTHORIZED UNTIL WE SHOW THE IB THAT WE'RE DOING IB.

AS EARLY AS NEXT SEMESTER, WE'LL BE STARTING TO IMPLEMENT SOME IB THINGS IN THE SCHOOL, GETTING TEACHERS TRAINED, GETTING THE PRINCIPALS AND COUNSELORS TRAINED.

A LOT OF THE TRAINING THINGS WILL BE DONE THIS YEAR, NEXT SCHOOL YEAR.

IT WILL LOOK AND FEEL LIKE AN IB SCHOOL.

IT WON'T BE AN OFFICIAL AUTHORIZED IB SCHOOL, BUT NEXT YEAR IT WILL CERTAINLY LOOK AND FEEL LIKE AN IB SCHOOL.

>> I FORGOT FOR THE IB STUDENTS IN EAST, THEIR PARENTS HAD TO DRIVE THEM THERE.

FOR THE CLUSTER, IF YOU DON'T LIVE NEXT TO WILSON, WOULD THEY GET BUSTED IN?

>> WILSON WOULD BE TREATED LIKE ANY OTHER OF OUR MAGNET OR OIC SCHOOLS.

[02:15:05]

>> OKAY.

>> WHAT'S THE CAPACITY AT WILSON TODAY? DO WE KNOW IF YOUR CAPACITY IS?

>> I HAVE TOO MANY NUMBERS IN MY HEAD TO GIVE YOU A ANSWER, SO I'LL LET JOHNNY PLAY WITH THAT.

I PROMISE WE'LL GET YOUR ANSWER THOUGH.

>> YOU'RE SAYING WOULD IT BE LIKE HUFFMAN WHERE IF YOU WOULD BE GOING TO WILSON ANYWAY, THAT'S YOUR NEIGHBORHOOD SCHOOL, WOULD YOU AUTOMATICALLY GO TO WILSON AND THEN WHATEVER EXTRA SPACE WE HAD, YOU COULD CHOOSE TO TRY TO GO TO WILSON?

>> THAT'S ABSOLUTELY CORRECT.

THERE IS EXTRA SPACE TO ANSWER THE QUESTION.

PARTLY, THERE IS EXTRA SPACE.

YOU WANT TO KNOW HOW AND WE'RE GOING TO TRY TO GET THAT FOR YOU.

>> I'VE GOT IT CAN GET.

>> I MEAN, THE CAPACITY AT WILSON, LET'S SEE IS 12.49 IS THE CAPACITY? THAT'S THE FUNCTIONAL CAPACITY RIGHT NOW.

WE HAVE 801 STUDENTS THERE AS OF FRIDAY.

WE'RE SITTING AT 64% CAPACITY RIGHT NOW.

SO THERE'S PLENTY OF ROOM.

>> PLENTY OF ROOM.

>> PLENTY ROOM I DON'T KNOW IF I ANSWERED YOUR QUESTION.

YES. I LIVE IN THE WILSON ZONE.

[OVERLAPPING] I STILL TO GO TO WILSON AND I'M AN IB STUDENT.

>> YEAH, YOU WERE LUCKY.

>> YOU ARE VERY FORTUNATE.

>> DID YOU MENTION IT IS THIS GOING TO BE A LOTTERY LIKE ACADEMY OR HOW ARE THE STUDENTS GOING TO BE ACCEPTED TO MP?

>> IF I GO TO WILSON, I STAY AT WILSON, I DON'T NEED TO APPLY TO GO TO WILSON.

IF I WANT TO TRANSFER TO WILSON, YOU TRANSFER TO WILSON.

IF WE EVER GET TO THE POINT WHERE WE HAVE MORE TRANSFERS THAN WE HAVE SEATS, THEN WE'LL HAVE TO LOOK AT A LOTTERY SYSTEM.

RIGHT NOW, I DON'T WANT TO SAY THAT THERE IS GOING TO BE A LOTTERY BECAUSE THAT WOULD ONLY HAPPEN IF WE EXCEED THE NUMBER OF SEATS THAT WE HAVE TRANSFERS FOR.

>> IT SOUNDS LIKE A REALLY GOOD PROGRAM, VERY VIGOROUS ACADEMIC PROGRAM FOR STUDENTS.

I SEE THAT AS IF STUDENTS AND PARENTS WOULD WANT TO BE A PART OF IT. YES.

>> JUST A QUICK QUESTION.

WOULD THE KIDS THAT GO TO HUFFMAN BE LIKE GRANDFATHERED IN, AGAIN, ASSUMING THERE WAS SOME SORT OF A LOTTERY?

>> AMONGST MY TEAM, WE TALKED ABOUT THIS THE TRANSFER DEPARTMENTS ON MY TEAM, TOO.

WE DID TALK ABOUT THAT, IF WE DID GET INTO A SITUATION WHERE THERE WAS MORE TRANSFERS THAN THERE WERE SEATS, WE'D PROBABLY HAVE TO PUT SOME WEIGHTED SYSTEM IN PLACE BECAUSE IDEALLY WE WOULD WANT THE KIDS TO STAY IN THE CONTINUUM.

THE ANSWER IS, I THINK THEY ABSOLUTELY WOULD GET CONSIDERATION, I CANNOT DEFINE WHAT THAT IS RIGHT NOW.

>> ANOTHER QUESTION IS THAT WHEN THEY FINISH, IN THE EVENT THAT WE GET CERTIFIED AND QUALIFIED, AND THEY FINISH THAT PROGRAM OUR FIRST COHORT FINISH THAT PROGRAM, AND THEY GET THE OPTIONS.

WHEN THEY GET THE OPTION TO GO TO THE DIFFERENT HIGH SCHOOLS, WILL THEY BE AUTOMATICALLY IF THEY CHOOSE, THEY GO AUTOMATICALLY INTO THAT HIGH SCHOOL AND THEY'RE IN THE PROGRAM, OR THEY WOULD STILL HAVE TO DEPENDING ON SPACE?

>> GREAT QUESTION. SIMILAR TO THE PYP TO MYP.

I THINK THEY WOULD HAVE SOME PREFERENTIAL TREATMENT IN TERMS OF THAT TRANSFER, BUT THERE'S STILL GOING TO BE SOME QUALIFICATIONS FOR THE DP PROGRAM.

THEY HAVE TO HAVE A CERTAIN LEVEL OF MATH AND THERE ARE CERTAIN MINIMAL THINGS THEY WOULD HAVE HAD TO OBTAIN BEFORE THEY CAN GO THERE.

I AM NOT GOING TO SAY THAT ALL THE WILSON STUDENTS WOULD GET THERE.

IT'S NOT NECESSARILY A, ADVANCED ACADEMIC PROGRAM.

IT IS JUST A DIFFERENT WAY TO TEACH IN TERMS OF INTERNATIONAL MINDEDNESS, CONCEPTUAL LEARNING, BEING A FACILITATOR OF YOUR OWN LEARNING AND DOING IT IN A RIGOROUS WAY THAT PROVOKES CRITICAL THINKING AND INQUIRY.

BUT THAT DOESN'T MEAN THEY WOULD ALL HAVE FINISHED ALGEBRA 1, FOR EXAMPLE, WHICH WOULD BE A QUALIFICATION.

>> A COUPLE OF THINGS. ONE, I THINK IT WAS A GREAT MOVE TO MOVE TO CLUSTER.

I REALLY APPRECIATE THAT WE'RE HAVING ALL CLUSTERS REPRESENTED WITH A INTERNATIONAL PROGRAM.

THANK YOU FOR THAT. ON THE CONSIDERATION FOR THE LANGUAGE OPTION, WILL IT MODEL WHAT'S HAPPENING AT

[02:20:01]

CAN SOMEBODY TELL ME WHAT WILL BE THE RATIONALE OR THE THOUGHT PROCESS TO COME UP WITH WHAT THAT LOOKS LIKE.

>> RIGHT NOW, WE'RE JUST IN THE DISCUSSION PHASE OF THAT.

WE DO KNOW WE'RE GOING TO HAVE TO ADD ANOTHER LANGUAGE TO WILSON.

THAT HAS TO HAPPEN.

THAT'S AND WE'RE PROBABLY GOING TO HAVE TO ADD ONE TO TWO ADDITIONAL LANGUAGE TEACHERS.

>> WHICH LANGUAGE THEY WANT TO HAVE IN THE MIDDLE PROGRAM VERSUS AT THE ELEMENTARY THE YOUNG PROGRAM IT'S THE ONE MANDARIN.

SO DICK HAVE OPTIONS OF LANGUAGE MIDDLE SCHOOL? I DIDN'T I DIDN'T UNDERSTAND THAT. THAT'S GOOD.

THE ONE IS, YOU SAID THAT STAFF, WHICH I THOUGHT THAT WAS A NICE COMPLIMENT FOR THEM.

IN THE PAST, THE ELEMENTARY, IF I REMEMBER CORRECTLY, THEY STARTED OVER THE COMPLETE STAFF.

I WAS PEOPLE HAD TO REHIRE, HAD TO INTERVIEW, ALL THAT KIND OF THING.

IS THAT THE SAME ANTICIPATED WAY OF DOING IT FOR THIS OR WHAT WILL THAT LOOK LIKE?

>> RIGHT NOW, NEXT WEEK, I'LL BE GOING TO THE WILSON TEAM, AND DR. MOORE IS GOING TO COME WITH ME.

WE'RE GOING TO DO SOME MORE PRESENTING.

ANSWER SOME QUESTIONS, ALLOW THEM TO ASK QUESTIONS THERE IN THE MEETING AND WRITE THEM DOWN ANONYMOUSLY FOR US AND JUST TO ENLIGHTEN AND EMPOWER THEM AS MUCH AS WE CAN.

WHEN WE GET TO THE POINT OF SAYING, OKAY, WILSON IS GOING TO BE A MYP CAMPUS.

IF YOU ARE ABSOLUTELY AGAINST THIS TYPE OF TEACHING, YOU NEED TO LET US KNOW AND WE'LL TRY TO FIND A BETTER PLACE FOR YOU HERE IN PLAN OISD, BECAUSE YOU DON'T WANT SOMEBODY THAT'S NOT GOING TO SUBSCRIBE TO THAT TYPE OF PEDAGOGY.

>> THEN THE OTHER THING, I HAVE TO ASK, THE EXPENSE THAT YOU HAVE LISTED IN THE PROGRAM, THE POWERPOINT PRESENTATION.

THAT IS TO BECOME A PARTICIPANT.

WHAT DOES THE VARIOUS LEVELS OF AMOUNT MEAN AND IS THERE A POSSIBILITY THERE'S GOING TO BE ADDITIONAL EXPENSES IN TERMS OF FACILITIES ADJUSTING THOSE KIND OF THINGS OR IS THAT AN ALL IN ANTICIPATION OF COST FOR IMPLEMENTING THIS?

>> FACILITY EXPENSES SHOULD BE VERY MINIMAL, IT'S HOUSE DRESSING, IF YOU WILL, YOU WOULDN'T WANT TO MAKE THE SCHOOL FEEL MORE INTERNATIONAL, PUTTING SOME FLAGS UP AND THINGS OF THAT NATURE.

THE REAL EXPENSE IS REALLY WITH TRAINING AND SOME ADDITIONAL STAFF.

I DEFINITELY SEE TWO ADDITIONAL STAFF MEMBERS, BUT IT COULD POSSIBLY BE THREE.

TWO TO THREE ADDITIONAL STAFF MEMBERS.

>> THAT'S FIGURED INTO THAT 150,000 AND THE 250,000 YOU PUT IN?

>> I THINK TWO IS FIGURED INTO THE 150.

I THINK I WAS FIGURING IN TWO STAFF MEMBERS, BUT IT'S PROBABLY GOING TO IT'S LOOKING LIKE IT MIGHT BE THREE.

>> TWO STAFF MEMBERS PLUS ALL THE EXTRA TRAINING OR IS THAT TRAINING INCLUDED IN THAT? TO STAFF MEMBERS PLUS THE ADDITIONAL TRAINING PLUS THE IB FEES.

>> THAT ALL IS THAT WILL THEN FOR THAT BE 150,000 AND THEN 250,000 EVERY YEAR THEREAFTER?

>> THEREABOUTS.

>> I JUST WANT TO MAKE SURE THIS IS AN INVESTMENT.

>> IT IS.

>> WE ARE A DISTRICT FOR WHICH WE ARE VERY CONCERNED ABOUT OUR FINANCES.

CERTAINLY, IT HAS BEEN PART OF WHAT WE WANTED TO DO.

BUT I THINK WE JUST NEED TO BE VERY STRAIGHTFORWARD WITH WHAT THE COST AND IMPLICATION TO OUR ANNUAL BUDGET WILL BE OVER A LONG PERIOD OF TIME WITH ADDING THIS PROGRAM. YES.

>> JUST TO REMIND YOU THAT IS FIGURING TWO ADDITIONAL STAFF MEMBERS.

IF WE ADDED A THIRD, YOU WOULD JUST ADD THE COST OF A THIRD TEACHER SALARY.

>> I JUST WANTED TO SAY THIS SOUNDS REALLY GOOD.

I'M SO GLAD THAT YOU DID THE RESEARCH AND THE STRATEGIC IDEA OF DOING IT SO EARLY.

THANK YOU SO MUCH FOR MOVING OUR DISTRICT FORWARD AND COMPLETING THE IB PROGRAM COHORT. SORRY.

>> GO AHEAD.

>> I HAVE A QUICK QUESTION ABOUT HOW THIS IMPACTS CTE AND FINE ARTS.

I SEE THAT FINE ARTS IS ONE OF THE EIGHT PERIODS IN THE DAY.

I ASSUME IF I'M AN INCOMING SIXTH GRADER AT WILSON IN THE NEW IB PROGRAM, I COULD TAKE BAND CHOIR, ORCHESTRA, ART OR THEATER.

BUT WHAT ABOUT THE CTE CLASSES THAT WE'RE OFFERING? I DON'T SEE WHERE THAT WOULD WORK IN.

>> THAT COULD BE THEIR DESIGN CLASS.

>> I SEE. THEN I'M GOING TO ASK HOW WILL THIS IMPACT OF ATHLETICS?

>> NOT AT ALL. THAT'S THEIR PE.

[02:25:01]

>> I THINK THAT WOULD BE THE QUESTION PEOPLE MAYBE ASK PE HERE INSTEAD OF PE ATHLETICS.

>> REMEMBER, THEY HAVE TO HAVE EIGHT CLASSES OR EIGHT SUBJECTS, AND THE DESIGN CLASS IS IP LAND, EVERYTHING IS A GLOBAL.

DESIGN IS WHAT WE CALL ELECTIVES AND PE IS PE IN TEXAS ATHLETICS IS PE.

>> [INAUDIBLE].

>> SIX GRADE THEY DO P E.

>> [INAUDIBLE]

>> YES.

>> WHERE WOULD DEBATE FALL IN THAT?

>> DESIGN.

>> GO AHEAD, GIVE ME ONE MORE.

>> THEY FINALLY TOOK THE CLASS.

I'M SO EXCITED.

>> WELL, GOOD DEAL. I JUST WANT TO JUST CLOSE BY SAYING, FOR WILSON TO TAKE THIS ON, I JUST WANT US ALL TO SORT OF APPRECIATE THAT FOR THE NEXT TWO TO THREE YEARS, THEY ARE GOING TO BE DOING A LOT.

I MEAN, THEY'RE GOING TO BE TAKING THE PLANOL ID CURRICULUM.

AND PUTTING IT INTO THE MIP FRAMEWORK.

IT'S NOT EASY, AND IT'S CERTAINLY GOING TO MAKE THEM LOOK AT WHAT THEY'RE DOING, WHY THEY'RE DOING IT, AND HOW THEY CAN DO IT BETTER.

THOSE ARE SOME GREAT CONVERSATIONS, BUT ALSO SOME HARD HARD WORK.

JUST THINK ABOUT WILSON OVER THE NEXT FEW YEARS AS THEY STRIVE TO MAKE THEIR CAMPUS AUTHORIZED.

>> I KNOW WHEN THEY DID HUFFMAN, IT WAS REALLY HARD WORK.

AS MATTER OF FACT, THERE WERE TEACHERS AND ADMINISTRATORS WHO THOUGHT THAT'S WHAT THEY WANTED TO DO AND THEN GOT PART WAY THROUGH AND DECIDED, WAIT, THIS IS NOT WHAT I WANT TO DO.

IT IS HARD WORK FOR THOSE FOLKS ON CAMPUS.

>> ABSOLUTELY. THANK YOU.

>> IT'S HARD WORK, BUT MAGICAL WHEN IT'S COMPLETE AND FULLY IMPLEMENTED AND THE LEARNING EXPERIENCE THAT STUDENTS WILL HAVE WILL BE SO WORTH IT.

>> ALL RIGHT. THANK YOU, DR. GOBER.

WE'RE GOING TO MOVE ON TO ITEM 7.3 OF OUR REPORTS, AND IT IS THE BOARD MEMBER LIAISON SUBCOMMITTEE AND COMMITTEE UPDATES.

SO I'LL FIRST TURN IT OVER TO SECRETARY TARA LANCE, TO GIVE US AN UPDATE ON THE PLANOL ISD, COUNCIL OF PTAS.

YOU GUYS, THIS IS SO EXCITING.

SHOUT OUT TO ALL 67 OF OUR PTAS IN PLANOL ISD, BECAUSE THEY HELPED PLAN PLANOL ISD COUNCIL OF PTAS BE RECOGNIZED AT THE END OF AUGUST AS ONE OF THE TOP FIVE COUNCILS IN THE STATE IN REGARDS TO TOTAL MEMBERSHIP.

THAT'S VERY EXCITING.

THURSDAY, THEY ARE HOLDING SEPTEMBER 19, A ROUNDTABLE DISCUSSION.

ANY PTA MEMBERS LISTENING TO THIS, PRINCIPALS, TELL YOUR PTA MEMBERS.

THIS ROUNDTABLE DISCUSSION IS OPEN TO TALK ABOUT ALL THINGS, PTA 9:30 A.M. AT PAR LIBRARY THURSDAY THE 19TH.

THE NEXT THING THEY'LL BE DOING IS THE COUNCIL WILL BE AT THE BALLOON FESTIVAL, THE PLANOL BALLOON FESTIVAL ON FRIDAY NIGHT.

IF YOU'RE THERE, STOP BY AND SAY HI TO THEM, BRAG ON YOUR SCHOOL AND STOP AND SAY HI.

THIRD THING IS WE HAVE TWO BIG EVENTS COMING UP ON SATURDAY THE 28TH.

ONE IS IN CONJUNCTION WITH THE COLLABORATIVE ARTS OF PLANOL.

THEY'RE HOLDING A GIANT CARNIVAL OF THE ARTS AT WILLOW BEND FROM 10:00 A.M. TO 5:00 P.M. ON THE 28TH, AND THERE WILL BE TABLES FROM ALL DIFFERENT ARTS ORGANIZATIONS AND THE COUNCIL OF PTAS WILL BE THERE.

MOST LIKELY TO TALK ABOUT REFLECTIONS, WHICH IS THE NATIONAL ART PROROGRAM, AND ART CONTEST PUT ON BY PTAS.

IF YOU NEED MORE INFORMATION ABOUT REFLECTIONS, CHECK WITH YOUR CAMPUS PTA.

BUT ALSO THAT DAY IN THE ACADEMY HIGH SCHOOL PARKING LOT FROM 11:00 A.M. TO 3:00 P.M. ON THE 28. CREDIT UNION OF TEXAS, AT TEXAS PTA, THEY'RE HOLDING A STRATEGIC IMPACT DAY.

SO THERE'S GOING TO BE LOTS OF FUN ACTIVITIES IN THE ACADEMY HIGH SCHOOL PARKING LOT.

THE FIFTH THING I WANTED TO MENTION IS SOMETHING YOU BROUGHT UP, JERRY, ABOUT.

NO, IT'S A GOOD THING.

IF ANY OF YOU ARE SO INCLINED OR ANY OF THOSE THAT ARE LISTENING WOULD LIKE TO BUY A LEGACY PTA PACKAGE FOR MEMBERSHIPS AT THE FOUR CAMPUSES THAT ARE CLOSING.

THAT'S AVAILABLE AT PLANOLPTA.ORG.

I THINK IT WAS $46.

I JUST BOUGHT ONE RECENTLY.

THAT'S MY CHALLENGE TO ALL OF YOU LISTENING.

THAT'S A FUN WAY TO CONTRIBUTE TO THOSE CAMPUSES.

THEN THE LAST THING I WANT TO MENTION IS THAT YOU SHOULD MARK YOUR CALENDARS NOW FOR MARCH 26, BECAUSE THE HONORARY LIFE MEMBER RECEPTION IS COMING BACK.

[02:30:01]

WE HAVE TOO MANY PTAS, TOO MANY PEOPLE, BUT WE HAVE A VOLUNTEER WHO HAS STEPPED UP TO SAY, WE NEED TO HAVE THIS AGAIN IN PLANOL ISD.

MARCH 26, THERE WILL BE MORE INFORMATION TO COME ABOUT WHAT THE HONORARY LIFE MEMBER BANQUET MEANS, AND THAT'S TO RECOGNIZE PEOPLE WHO HAVE BEEN GIVEN THIS HONOR BY THEIR CAMPUSES TO BE AN HONORARY PTA LIFE MEMBER.

I'VE RECEIVED THAT HONOR.

I KNOW CATHERINE HAS, I THINK NANCY HAS, DR. GOBER, A LOT OF US AT THE TABLE HAVE.

THAT'S JUST A SPECIAL EVENING TO RECOGNIZE THEE.

DOCTOR WILLIAMS HAS GOTTEN.

UM, I THINK ALL OF US HAVE.

ANGELA. YEAH, ALL OF US.

LAUREN. OH, WELL, YOU HAVE SOMETHING TO LOOK FORWARD TO.

MAYBE YOU'LL GET NOMINATED THIS YEAR.

WHO KNOWS? BUT MARCH 26, OR GO CELEBRATE THE PTA PEOPLE YOU KNOW FROM HUFFMAN WHO ARE AMAZING.

BUT THAT'S IT. THOSE ARE THE SIX BIG THINGS.

THANK YOU AGAIN TO ALL THE PTA PEOPLE WORKING SO HARD AND VOLUNTEERING FOR SCHOOLS.

>> THANK YOU, TARA, YOUR REPORT REMINDED ME I'M IN TROUBLE BECAUSE I HAVE FAILED TO JOIN.

I JOIN EVERY YEAR, BUT I NEED TO DO THAT.

I'M GOING TO PUT SOME PRESSURE ON MY FELLOW BOARD MEMBERS TO MAKE SURE YOU'VE DONE THAT.

I'M BEHIND THEM. I DON'T KNOW WHY I HAVE FORGOTTEN, SO THAT'S ME.

>> CAN I ADD ONE THING?

>>YES.

>> THIS IS CATHERINE SUPPORTING BARN ELEMENTARY PTA.

ON OCT SEPTEMBER 25, WE ARE HAVING A PTA MEETING, BUT WE ARE FEATURING SOME GUESTS THAT WE'D LIKE TO SHARE REPRESENTATIVE FROM CHILDREN'S HEALTH, WHO WILL BE TALKING ABOUT THE CHILDREN'S HEALTH INSURANCE PROGRAM.

SHE'LL BE AVAILABLE TO EXPLAIN WHAT THAT IS TO ANYBODY AND SET UP APPOINTMENTS WITH FAMILIES TO HELP THEM QUALIFY TO GET THEIR CHILDREN COVERED BY THE CHILDREN'S HEALTH INSURANCE PLAN, AS WELL AS THE DISTRICT IS HAVING SOMEBODY HERE FROM SECURITY TO HELP INDIVIDUALS THAT HAVE NOT DRIVER'S LICENSE FOR IDS AND HAVE A HARD TIME GETTING THEIR VOL APPLICATION DONE.

NORMALLY, YOU HAVE TO GET TO THE ADMIN BUILDING BY 5:00.

WE'RE GOING TO HAVE SOMEBODY AVAILABLE THERE TO HELP THOSE PARENTS AND COMMUNITY MEMBERS SIGN INTO VOL. 25TH.

>> ALL RIGHT. THANK YOU FOR THAT GREAT ADDITION.

WE'LL TURN IT OVER TO BOARD MEMBER ANGELA POWELL TO TALK ABOUT THE PLANOL ISD EDUCATION FOUNDATION.

>> YES. BEFORE I GIVE YOU A QUICK UPDATE AND A HIGHLIGHT OF THE EDUCATION FOUNDATION, I JUST WANTED TO SHARE WITH OUR COMMUNITY MEMBERS THAT OUR FOUNDATION IS A 501C3 NONPROFIT ORGANIZATION.

OUR MISSION FOR THE EDUCATION FOUNDATION IS TO HELP OUR STUDENTS IN PLANOL ID BY PROVIDING FINANCIAL SUPPORT TO OUR EDUCATORS IN OUR ACADEMIC PROGRAMS. THE PEOPLE WHO SERVE ON THE EDUCATION FOUNDATION ARE OUR BOARD DIRECTORS.

I THINK WE HAVE ABOUT 30 BOARD DIRECTORS THIS YEAR.

TWO OF THEM ALSO OUR BOARD MEMBERS, TARA AND JERRY.

HERE ARE THE HIGHLIGHTS FROM THE FOUNDATION UPDATES.

THEY RECENTLY WE RECENTLY HAD A ARTS INSPIRES EVENT AT THE ROBINSON FINE ARTS CENTER, AND IT WAS HOSTED ON THURSDAY, SEPTEMBER 12.

WE HAD ABOUT 1,000 GUESTS THAT ATTENDED THAT NIGHT, AND IT'S TO HELP BASE MONEY FOR THE STAGE IN THE FUTURE ENDOWMENT.

WE HAD AN AWARD WINNING A BRANDY AND TONY AWARD WINNING ACTOR, MRS DAVID DIGGS, WHO WAS ON THE PERFORMANCE.

WE HAD NEARLY 300 PLANOL IC FINE ART STUDENTS WHO PERFORMED THE SHOW.

THE CONVERSATION IS MODERATED BY PLANOL WEST SENIOR HIGH SCHOOL ALUMNI, HUNTER RYAN, HERDITA, WHO HAS BEEN CAST IN MULTIPLE BROADWAY PRODUCTIONS, INCLUDING A ROLE STARRING OPPOSITE CATHERINE ZIA JONES.

SO THAT'S REALLY IMPRESSIVE.

WE HAVE STARTED THE 2024 GRANTS TO EDUCATION APPLICATIONS.

THEY'RE OPEN NOW. THEY WERE OPEN IN AUGUST 28.

ANY EDUCATORS CAN APPLY FOR THE GRANT IS UP TO 2000 FOR SINGLE APPLICANTS.

FOR MULTI CAMPUS TEAMS, YOU CAN APPLY FOR UP TO 3,500.

GRANT REQUESTS CAN INCLUDE NEW TECHNOLOGY, AFTER SCHOOL PROGRAMMING, MATERIALS OR STUDENT EXPERIENCES.

THE FOUNDATION ALSO HAD A NEW STAFF THIS YEAR.

WE NEED TO WELCOME A NEW STAFF MEMBER, ASHLEY JEFFREY AS THE PROGRAMS AND EVENTS COORDINATOR FOR THE EDUCATION FOUNDATION.

[02:35:05]

THAT'S OUR UPDATES FOR EDUCATION FOUNDATION. THANK YOU.

>> ALL RIGHT. ANYONE HAVE ANYTHING TO ADD? JUST PARTICIPATE IN THAT NORTH TEXAS GIVING DAY. I'LL JUST SAY THAT.

NOW WE'LL MOVE ON TO BOARD MEMBER JERRY CHAMBERS, AND SHE HAS TWO UPDATES, THE RICHARDSON CHAMBER OF COMMERCE AND THE PLANOL CHAMBER OF COMMERCE. JERRY?

>> THANK YOU, NANCY HUMPHREY. LAST WEEK, WE HAD AN OPPORTUNITY TO GO INTO THE LUNCH THE RICHARDSON CHAMBER WAS SPONSORING AND I WOULD CALL IT OUR OWN KELLY THOMAS, WHO IS A FORMER PTA COUNCIL PRESIDENT, PRESENTED A GREAT PRESENTATION, REPRESENTING FROM RESER HAN TEXAS ON SCHOOL FINANCE.

THEN A PANEL WAS PUT TOGETHER WITH DR. WILLIAMS AND JOHNNY HILL WITH THE SUPERINTENDENT OF RICHARDSON AND THEIR EQUIVALENT TO JOHNNY.

IT JUST IS A GREAT UPDATE IS WELL ATTENDED, AND IT WAS AN IMPORTANT CONVERSATION TO TALK ABOUT SCHOOL FINANCE AND PUBLIC EDUCATION.

THEN IN ADDITION, I'M NOW GOING TO TALK ABOUT THE PLANOL CHAMBER OF COMMERCE.

A COUPLE OF THINGS THERE.

LEADERSHIP PLANOL HAS ANNOUNCED THEIR NEW CLASS 41, AND IT'S VERY GREAT HONOR THAT WE HAVE TWO PLANOID REPRESENTATIVES FROM STAFF, DOCTOR EDNE, IS GOING SERVING TO SUPPORT OR TO PARTICIPATE.

THERE'S A GREAT PICTURE OF HER.

SHE MADE IT TO THE TOP OF THE POLL THAT I SAW ON FACEBOOK.

THAT WAS FUN TO SEE.

THEN SHANE AND PATTERSON FROM THE EDUCATION FOUNDATION IS THE OTHER REPRESENTATIVE FOR PLANOL.

THAT WAS A SEVERAL OF US SHOWED UP SATURDAY MORNING BRIGHT AND EARLY TO WISH THEM OFF ON THEIR RETREAT.

THEN THIS THURSDAY EVENING, STARTING AT 5:30, THERE WILL BE A NETWORKING OPPORTUNITY AT 6:15 A PRESENTATION TO REPRESENT THEM AND PISD IS HOSTING THAT AT OUR FINE ARTS CENTER.

PLEASE COME IF YOU ARE ABLE.

IT WOULD BE A COUPLE OF OPPORTUNITIES ALSO ON SEPTEMBER THE 19TH AND STARTING NOW.

WE CAN SUPPORT THE PLANOL EDUCATION FOUNDATION AS NANCY MENTIONED THROUGH NORTH TEXAS GIVING DAY.

WE CAN ALSO NOW SUPPORT LEADERSHIP PLANOL, AS THE CHAMBER NOW HAS OPENED THEIR PLANOL WORKS LEADERSHIP FOUNDATION THAT WILL BENEFIT CAREER PIPELINE, BE OUR PARTNERSHIP WITH THE DISTRICT TO HELP PEOPLE WITH CAREER OPPORTUNITIES AND THEN ALSO SUPPORT THINGS LIKE LEADERSHIP PLANOL.

ENCOURAGE PEOPLE TO CONSIDER SUPPORTING BOTH OF THOSE.

I THINK THAT'S IT. THANK YOU.

>> ALL RIGHT. GREAT JOB.

AND FINALLY, WE HAVE A REPORT FROM VICE PRESIDENT, DOCTOR LAUREN TYRA, ABOUT THE BOARD AUDIT COMMITTEE.

>> I REALIZE I'M THE THING BETWEEN Y'ALL AND GETTING OUT OF HERE AT 9:00, SO I'M GOING TO BE VERY BRIEF.

WE'VE HAD PERSONNEL CHANGE ON THE BOARD AUDIT COMMITTEE.

JERRY ROLLED OFF THE BOARD AUDIT COMMITTEE FROM LAST YEAR TO THIS YEAR.

NANCY JOINED US AND THEN ANGELA AND I ARE ON THAT COMMITTEE.

WE MET WITH JENNA, OUR INTERNAL AUDITOR IN EARLY SEPTEMBER.

THERE HAS BEEN AN UPDATE TO THE INTERNATIONAL STANDARDS OF INTERNAL AUDIT.

AND THESE ARE AUDIT STANDARDS THAT ARE MEANT TO APPLY ACROSS JURISDICTION.

SO YOU LAYER IN THESE AUDIT STANDARDS IN A WAY THAT ALSO MEETS THE CRITERIA OF THE LAWS AND REGULATIONS OF YOUR JURISDICTION OR THE POLICIES OF YOUR ORGANIZATION OR WHATEVER.

AND IT'S A VERY LARGE DOCUMENT, IF YOU WOULD LIKE TO GO GOOGLE THAT AND HAVE SOME FREE TIME TO READ IT.

BUT WE HAVE SPENT A LOT OF TIME DISCUSSING DIFFERENT CHANGES OF COMPLIANCE, DIFFERENT CHANGES IN LANGUAGE, AS WELL AS US AS THE BOARD AUDIT COMMITTEE UNDERSTANDING JENNA'S ROLES AND RESPONSIBILITIES IN TERMS OF REPORTING, AND THEN OUR ROLES AND RESPONSIBILITIES IN TERMS OF OVERSIGHT.

THE BIGGEST THING TO KEEP AN EYE ON COMING FORWARD IS THAT THIS IS LIKELY GOING TO NECESSARY NECESSITATE SOME CHANGES TO OUR POLICIES AND ESSENTIALLY UPDATE THE DISTRICT'S INTERNAL AUDIT CHARTER IN ORDER TO NOT ONLY COMPLY WITH FEDERAL AND STATE REGULATION, BUT COMPLY WITH THESE UPDATED INTERNAL AUDIT STANDARDS.

SO BEYOND THAT, WE HAD DISCUSSION ABOUT WHAT IS ON THE AUDIT CALENDAR FOR THIS YEAR.

[02:40:04]

WHO ON THE AUDIT TEAM IS WORKING ON WHAT THINGS, AS WELL AS SOME DISCUSSION ABOUT WHAT ITEMS ARE ON ROTATING AUDIT YEAR OVER YEAR.

OF COURSE, SHE IS REPORTING THESE THINGS OUT TO US AS PART OF HER OVERSIGHT AND GIVING US THE OPPORTUNITY TO ASK QUESTIONS AND HAVE DISCUSSION ON THOSE THINGS.

VERY PRODUCTIVE MEETING, AND GOOD LUCK, EVERYBODY ON YOUR AUDITS THIS YEAR.

ALL RIGHT. THANK YOU. GREAT REPORT, GREAT SUMMARY.

WE MOVE. MY MOUTH ISN'T WORKING.

WE'LL MOVE ON TO ITEM EIGHT, WHICH IS OUR ADJOURNMENT.

IF THERE'S NO FURTHER BUSINESS OR ANY OBJECTIONS FROM THE BOARD, THE MEETING IS ADJOURNED.

THE TIME IS 8:57 P.M. ON SEPTEMBER 17, 2024.

* This transcript was compiled from uncorrected Closed Captioning.