[1. CALL TO ORDER]
[00:00:02]
GOOD EVENING. I'M NANCY HUMPHREY, BOARD PRESIDENT AND PRESIDING OFFICER.
ON MARCH 25TH, 2025. ON THE BOARD'S BEHALF, I WELCOME EVERYONE WHO'S IN THE ROOM AND ON THE SCREEN.
AT THIS TIME, I ASK SUPERINTENDENT WILLIAMS TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING NOTICE POSTING NOTICE FOR THE MEETING. PRESIDENT HUMPHREY, I VERIFY THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.
SUPERINTENDENT DOCTOR THERESA WILLIAMS. SHE'S HERE, BUT SHE'S IN THE BACK, DOCTOR SELENDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS.
BOARD SECRETARY, TARRAH LANTZ, TRUSTEE JERI CHAMBERS, TRUSTEE CATHERINE GOODWIN.
LISA WILSON, DEPUTY SUPERINTENDENT OF TEACHING, LEARNING AND LIFE READINESS.
AND DOCTOR. PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.
DOCTOR COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY AND COMMUNITY SERVICES.
AND DANNY STOCKTON MAY BE JOINING US, BUT HE HAS BEEN IN AUSTIN TODAY DOING WORK DOWN THERE.
SO, WE WILL MOVE TO ITEM NUMBER TWO, PUBLIC COMMENT SESSION.
AT BOARD WORK SESSIONS THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS ONLY.
DOCTOR FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS? PRESIDENT HUMPHREY, WE DO NOT HAVE ANY SPEAKERS REGARDING AGENDA ITEMS THIS EVENING.
ALL RIGHT. THANK YOU. THAT WAS GOOD TIMING. ALL RIGHT.
[3. DISCUSSION AND ACTION]
2504015 FOR HEAD START PLAYGROUND REPLACEMENT.AND I WILL TURN THIS OVER TO JOHNNY HILL TO PRESENT.
THANK YOU, PRESIDENT HUMPHREY. SUPERINTENDENT WILLIAMS, MEMBERS OF THE BOARD AND CABINET.
I'M VERY HAPPY THIS EVENING TO PRESENT AN ADDITION.
I'M REALLY HAPPY BECAUSE MAJORITY OF IT WILL BE PAID FOR WITH GRANT MONEY.
SO THIS IS THE ADDITION OF A PLAYGROUND AT THE HEAD START CENTER.
AND SO THIS IS THE DELIVERY METHOD IS CSP OR COMPETITIVE SEAL PROPOSAL.
AND AS YOU CAN SEE FROM THE AGENDA ITEM, THE OVERALL COST ON THIS ARE LOW BID IS 434,962.
AND IT IS FROM THE COMPANY, BELIEVE IT OR NOT IS CALLED WEBUILDFUN.INC, AND I WANT TO SAY THAT THIS IS A COMPANY THAT WE HAVE SETTLED ON DOING ALL OF OUR PLAYGROUNDS, MAINLY BECAUSE THEY DO A GREAT JOB AND THEY'RE THEY ACTUALLY DO A REALLY GOOD JOB, BUT THEY'RE ALSO FAST AND VERY EFFICIENT. AND WE'VE GONE THROUGH SEVERAL COMPANIES TO FIND THIS COMPANY.
SO, I HIGHLY RECOMMEND THAT WE GO WITH WE BUILD FUN FOR THE PLAYGROUND AT HEAD START.
RIGHT, THANK YOU. SO WE HAVE A RECOMMENDATION.
MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSIDERATION AND APPROVAL OF COMPETITIVE SEALED PROPOSAL, CSP 2504015 HEAD START PLAYGROUND REPLACEMENT.
I'LL SECOND. ALL RIGHT. I HAVE A MOTION BY DOCTOR LAUREN TYRA, VICE PRESIDENT.
A SECOND BY CATHERINE GOODWIN THAT THE BOARD OF TRUSTEES APPROVES THE CONSIDERATION AND APPROVAL OF COMPETITIVE SEALED PROPOSALS, CSP 202504015, HEAD START PLAYGROUND REPLACEMENT.
IS THERE ANY FURTHER DISCUSSION? I HAVE TO ASK? OKAY. YOU SAID THEY WERE EFFICIENT. I HAVE TO KNOW ARE THEY FUN? I MEAN, I HAVE TO KNOW YOU SAID ALL THESE OTHER DESCRIPTORS OF THEM AND IT JUST SEEMS OBVIOUS.
THEY'RE FUN FOR US BECAUSE THEY DO A GOOD JOB, AND WE'VE LITERALLY, TO BE HONEST WITH YOU, WE'VE HAD SOME ISSUES WITH A COUPLE OF OTHER COMPANIES WE'VE TRIED BEFORE.
THAT THAT IS A GOOD ANSWER. BUT MORE TO COME ON THE FUN PART.
I NEED A, YOU KNOW, A REPORT. YOU COULD ALWAYS GO TRY IT OUT.
YOU KNOW, ONCE IT'S BUILT, YOU CAN GO. I WILL LOAN YOU MY CHILDREN IF YOU WANT TO.
IF YOU WANT TO GO CHECK IT OUT, PLEASE. LET'S DO THAT. THANK YOU. NO, JUST AS A COMMENT, SUPER EXCITED TO SEE NOT ONLY HEAD START, BUT THE REST OF THE PLAYGROUNDS THAT WE'RE GETTING DONE IN OUR ELEMENTARY CAMPUSES. AND THIS THIS WAS ONE THAT I KNOW WE GOT A GRANT FOR.
AND THAT'S AMAZING. BUT WHO DOESN'T LOVE NEW PLAYGROUNDS? DID YOU HAVE SOMETHING? NO, MA'AM. ALL RIGHT.
[00:05:01]
I THOUGHT WE HAD ANOTHER COMMENT. WELL, AND ALSO, IT'S ALL ACCESSIBILITY, CORRECT? YES. YES IT IS. IT'S 100% ADA ACCESSIBLE. THAT'S WONDERFUL.SO THAT EVEN MAKES IT BETTER. ALL RIGHT. IF THERE'S NO FURTHER DISCUSSION, I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR? AND DO WE HAVE MICHAEL. MICHAEL.
MICHAEL. MICHAEL. MICHAEL. MICHAEL. MICHAEL. I THINK WE ARE HAVING SOME TECHNICAL DIFFICULTIES, AND SO WE'RE WORKING ON GETTING HIM CONNECTED.
AND CLEARLY WE'RE HAVING SOME AUDIO DIFFICULTIES HERE.
SO, WE'RE WORKING ON IT. I'M NOT SURE HOW TO TAKE A VOTE FROM HIM.
IF HE IF HE'S NOT PRESENT THEN OKAY. THAT'S FINE.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. ALL RIGHT.
AND THE MOTION CARRIES UNANIMOUSLY, OR IT'S 5 TO 0 UNANIMOUSLY.
AND WE'LL MOVE ON TO ITEM 3.2 OF OUR DISCUSSION AND ACTION, WHICH IS THE CONSIDERATION AND APPROVAL OF A RESOLUTION ADOPTING THE 25 OR 2025-26 HAZARDOUS ROADWAYS PLAN. AND I'LL TURN THAT OVER TO MR. HILL. THANK YOU, PRESIDENT HUMPHREY SUPERINTENDENT.
AND MR. HILL, IF YOU'LL JUST GO AS SLOW AS YOU CAN.
HOPEFULLY WE CAN GET MR. COOK CONNECTED. I WILL DEFINITELY I CAN DEFINITELY SLOW IT DOWN.
THERE IS A PRESENTATION IF IT'S IF IT'S GOING TO GET LOADED.
IF NOT I CAN JUST GO THROUGH AND TALK US THROUGH IT.
AS YOU KNOW, BACK IN 2023, WE KNOW THAT WE ACTUALLY DID A TRANSPORTATION OF TASBO, WHICH IS TEXAS ASSOCIATION OF SCHOOL BUSINESS OFFICIALS, WHICH ARE PROFESSIONALS THAT ACTUALLY WORK IN THOSE FIELDS ON A DAILY BASIS.
THERE IT IS. YAY! THEY ACTUALLY CAME THROUGH AND AUDITED OUR TRANSPORTATION, OUR OPERATIONS, AS WELL AS OUR PROCEDURES. AND THERE ARE SEVERAL RECOMMENDATIONS THAT CAME OUT OF THAT AUDIT.
WE'VE TALKED ABOUT THIS ON MULTIPLE OCCASIONS, BUT ONE OF THE BIG THINGS THAT CAME OUT OF THAT AUDIT WAS THAT WE NEED TO BE EVERY YEAR, WE NEED TO BE REVIEWING OUR HAZARDOUS ROADWAYS, AND WE NEEDED TO BE UPDATING THE BOARD AND MAKING CHANGES AS OUR INFRASTRUCTURE CHANGED WITHIN OUR ISD. AND SO THAT WAS A BIG RECOMMENDATION THAT CAME OUT OF THAT.
TRANSPORTATION IS ONE OF THOSE ENTITIES BECAUSE OF LABOR, BECAUSE OF THE COST OF GASOLINE, BECAUSE OF THE COST OF ACTUAL BUSSES THEMSELVES AND HOW QUICKLY THEY ARE GOING UP, ESCALATING OUR FUNDING GAP BETWEEN WHAT WE HAVE TO ACTUALLY PAY AND WHAT WE RECEIVE AS AN ALLOTMENT BACK FROM THE STATE.
AND SO THAT FUNDING GAP IS CURRENTLY AT ABOUT $18 MILLION.
AND BACK IN AUGUST AND SEPTEMBER, WE ACTUALLY USED THAT.
THOSE WERE VOTED AND APPROVED BY THE BOARD IN SEPTEMBER OF 2024.
AND THEY WERE ALSO IN COMPLIANCE WITH WHAT OUR WHAT OUR POLICY SAYS ON HAZARDOUS ROADWAYS AND TRANSPORTATION IN GENERAL, WHICH IS FOUND IN CNA, CNA, LOCAL AND LEGAL. WE ALSO HAVE CNA REGULATION, WHICH SPELLS OUT HAZARDOUS ROADWAYS AND HOW YOU ACTUALLY APPLY THOSE. BUT JUST IN A NUTSHELL, JUST TO KIND OF GO OVER THIS REAL QUICKLY.
AGAIN, 4 TO 6 LANE ROADWAYS WITH A SPEED LIMIT OVER 45MPH IS CONSIDERED HAZARDOUS.
4 OR 6 LANE ROADWAYS THAT DO NOT HAVE A PEDESTRIAN ACTIVATED CROSSWALK SIGNAL.
AND THEN THE MAJOR THOROUGHFARES IN OUR SCHOOL DISTRICT, WHICH IS US HIGHWAY 75.
DALLAS NORTH TOLLWAY. PRESIDENT BUSH. PRESTON ROAD.
[00:10:01]
I WILL SAY, BECAUSE IT'S BEEN A WHILE. IT'S BEEN SEVERAL YEARS SINCE WE HAVE ACTUALLY UPDATED OUR HAZARDOUS ROADWAYS IN PLANO ISD.THERE'S BEEN A LOT OF INFRASTRUCTURE WORK THAT'S GONE ON OVER THE LAST SEVERAL YEARS.
AS A RESULT, WHEN WE GO BACK AND WE APPLY THESE GUIDELINES TO OUR HAZARDOUS ROADWAYS, WE DO HAVE A SEE, A REDUCTION IN WHAT WE CONSIDER THROUGH OUR GUIDELINES WHAT'S CONSIDERED A HAZARDOUS ROADWAYS.
SO THIS IS JUST A BOARD PRESENTATION TIMELINE.
THESE ARE THE PRESENTATIONS. AND THIS WILL ALSO BE ON OUR WEBSITE THAT ANYBODY IN OUR DISTRICT THAT WANTS TO KNOW ABOUT THE WORK THAT'S GONE ON WITH HAZARDOUS ROADWAYS, THEY CAN GO AND THEY CAN ACTUALLY SEE PRESENTATIONS.
AFTER TONIGHT, THERE WILL BE ACTUALLY FIVE PRESENTATIONS THAT THEY CAN GO BACK AND LEARN ALL ABOUT THE WORK THAT THE BOARD HAS DONE TO GET US TO THIS POINT THIS EVENING ON HAZARDOUS ROADWAYS. AND SO AS FAR AS A TIMELINE, OBVIOUSLY, WE'VE TALKED ABOUT OKAY, SO WE'VE ACTUALLY HAD THE BOARD.
YOU GUYS HAVE APPROVED HAZARDOUS ROADWAYS. THOSE GUIDELINES PER THOSE GUIDELINES TO DEFINITION.
AND THEN AS A RESULT THE NEXT STEP IS WHAT DOES THAT MEAN FOR US.
AND THEN HOW DO WE COMMUNICATE THAT OUT TO OUR GENERAL PUBLIC.
WELL, WE HAVE BEEN WORKING ON A WHEN I SAY WE I'M TALKING ABOUT OUR TRANSPORTATION DEPARTMENT AND OUR COMMUNICATIONS DEPARTMENT HAVE BEEN WORKING ON DEVELOPING A WEBSITE WHERE YOU'VE GOT ONE LANDING SITE WHERE EVERYBODY CAN GO AND FIND OUT ALL THE INFORMATION THEY NEED TO ABOUT THIS.
WE ARE FINALIZING THAT TODAY, SHOULD BE ACTIVE TOMORROW.
AND THEN, OF COURSE, ONE A COUPLE OTHER THINGS WE'RE GOING TO DO IS WE WILL SEND ANYBODY WHO'S ELIGIBLE FOR TRANSPORTATION, WILL RECEIVE AN INDIVIDUAL EMAIL FROM OUR DISTRICT EXPLAINING WHAT'S GOING ON.
SO EVERYBODY SHOULD ACTUALLY GET A PERSONAL CONTACT, BUT THEY'LL ALSO POINT THEM TO A WEB PAGE, A DEDICATED WEB PAGE WHERE THEY CAN FIND OUT ALL THE INFORMATION THAT'S GONE ON OVER THE LAST 5 OR 6 MONTHS.
SO, I ALSO THINK IT'S IMPORTANT TO TALK ABOUT WHAT'S ON THAT WEBSITE, ON THAT DEDICATED WEBSITE.
IT SPELLS OUT IN THAT IN THE POLICY THAT HAS TO BE IN THE FORM OF A RESOLUTION.
AND THAT'S WHY WE'LL ASK YOU TO APPROVE THE RESOLUTION HERE IN JUST A SECOND.
WE ALSO HAVE THE GUIDELINES THAT THAT REGULATION CNA.
AND THEN ALSO THERE ARE MAPS OF EVERY ATTENDANCE BOUNDARY, EVERY CAMPUS.
THERE IS A PHYSICAL MAP. SOME OF US ARE MORE VISUAL THAN NARRATIVE.
ALSO, THERE WILL BE AN APP THAT WE'RE FINALIZING THAT IT WILL BE AVAILABLE AFTER APRIL 1ST.
THAT IS JUST TO KNOW, OKAY, I LIVE AT THIS ADDRESS.
AM I EVEN ELIGIBLE FOR A BUS? ELIGIBILITY FOR RIDERSHIP.
THEY CAN ACTUALLY PUT IN THEIR ADDRESS AND IT'LL LET THEM KNOW YES YOU ARE OR NO, NO YOU'RE NOT.
THEY'LL ALSO BE BECAUSE WITHIN THE TWO MILE GUIDELINES, WE ALSO WANT TO JUST PUT INFORMATION ABOUT IF YOU IF YOU DO DECIDE THAT YOU WANT TO RIDE YOUR BIKE OR WALK, HERE'S SOME TIPS FOR SAFELY GETTING TO SCHOOL UNDER ONE OF THOSE WAYS OF GETTING THERE.
ALSO, THERE'S AN FAQ TYPICAL QUESTIONS THAT HAVE COME UP.
WE'VE STOLE FROM OUR FRIENDS IN SOUTH FAIR. SOME OF THE FROM THEIR FAQS THAT HAVE COME UP, THEY'VE ACTUALLY BEEN DOING THE SAME THING REALLY HEAVY OVER THE LAST YEAR.
AND SO WE'RE PIGGYBACK ON SOME OF THE QUESTIONS THAT HAVE CAME UP JUST AS A, AS A STARTING POINT.
AS WE ACTUALLY HAVE QUESTIONS IN OUR SCHOOL DISTRICT, WE CAN ADD TO THAT FAQ.
AND THEN ALSO ON FAIR BUSSING, WE'LL TALK MORE ABOUT THAT A LITTLE BIT.
BUT WE ALSO HIT SOME LETTERS AND WE'LL ALSO HIT SOME GUIDELINES.
MORE INFORMATION ALSO ABOUT THAT. AND SO WE'VE ALL ALONG WE WANTED TO LET THE BOARD KNOW OKAY.
WHAT ARE OUR ACTION STEPS. WHAT ARE OUR DIRECTIONS FROM THE BOARD ABOUT THE NEXT THINGS THAT WE NEED TO DO TO ACCOMPLISH THIS? AND SO OBVIOUSLY THE FIRST THING WAS TO ACTUALLY GO THROUGH WHAT IS CONSIDERED TO BE A HAZARDOUS ROADWAYS.
AND THEN HOW DOES THAT APPLY TO PLANO ISD? SO THAT ALL HAPPENED IN SEPTEMBER, AUGUST AND SEPTEMBER.
AND THEN PART OF THIS THAT WE, TO MY KNOWLEDGE, WE'VE NEVER HAD BUT A TRANSPORTATION SAFETY COMMITTEE WHERE WE'RE ACTUALLY HAVING DIALOGS WITH THE MUNICIPALITIES AND ON HOW CAN WE MAKE OUR ROADWAYS SAFER.
WHAT KIND OF INFRASTRUCTURE CAN WE RECOMMEND, OR CAN WE PARTNER WITH THE CITY ON IMPLEMENTING? AND SO WE'VE STARTED THAT PROCESS. WE'RE MEETING 2 OR 3 TIMES.
[00:15:01]
WE'VE ALREADY MET A COUPLE OF TIMES SINCE ALL OF THIS HAS HAPPENED, AND THEN ALSO ADOPTED THOSE ADOPTED GUIDELINES ON HOW IT APPLIES TO PLANO ISD, AND THEN ALSO PREPARING A ROUTE MAPS AND DESCRIPTIONS.BY LAW, IT SAYS THAT YOU'VE GOT TO HAVE A DESCRIPTION OF THE ROADWAYS.
AND SO WE'VE DONE THAT, BUT WE'VE GONE EVEN A STEP FURTHER THAN THAT. WE'VE ACTUALLY SAID, OKAY, THESE ARE THE DESCRIPTIONS, BUT THESE ARE HOW THAT LOOKS ON A MAP.
AND SO YOU CAN ACTUALLY GO ON THIS WEBSITE IF YOU CAN SPECIFICALLY CLICK ON A SPECIFIC CAMPUS AND ACTUALLY SEE WHAT ARE THE AREAS ON THAT CAMPUS THAT IS INCLUDED WITHIN THE TWO MILES OUTSIDE OF THE TWO MILES.
AND IT ALSO GIVES YOU EXPLANATIONS OF HOW WE APPLY HAZARDOUS ROADWAYS TO THAT ATTENDANCE BOUNDARY.
AND THEN THE ONE ITEM THAT WE STILL HAVE NOT DONE, BUT WE WILL DO.
AND THAT IS OKAY. NOW IT'S UPON US EVERY YEAR TO COME BACK AND ACTUALLY UPDATE OR IMPLEMENT ANY KIND OF CHANGES THAT HAPPEN AS INFRASTRUCTURE CONTINUES TO BE DEVELOPED IN OUR SCHOOL DISTRICT. THAT IS THE INFORMATION, SO LIKE I SAID, HEY SO THAT'S WHAT WE'VE TALKED ABOUT.
I DO WANT TO GIVE A HUGE THANK YOU TO MR. STEVE EWING AND HIS TEAM HAVE DONE AN AMAZING JOB.
THESE GUYS HAVE WORKED TIRELESSLY TO EVERYTHING YOU COULD THINK OF EVERY QUESTION THAT'S COME UP.
THESE GUYS HAVE WORKED HARD, VERY HARD TO MAKE SURE THAT THAT WE HAVE A A VERY INTERACTIVE, TRANSPARENT PROCESS. ALL RIGHT. ARE THERE ANY OTHER QUESTIONS THAT YOU HAVE? WE DON'T HAVE A MOTION YET, SO MAYBE WE SHOULD WAIT.
BUT FIRST WE HAVE A RESOLUTION THAT BOARD SECRETARY TARRAH LANTZ WILL READ INTO THE RECORD.
ALL RIGHT, PLANO ISD RESOLUTION FOR THE 2025-2026 HAZARDOUS ROADWAYS PLAN.
WHEREAS THE SCHOOL DISTRICT MAY APPLY FOR AND ON APPROVAL OF THE COMMISSIONER, RECEIVE AN ADDITIONAL AMOUNT OF UP TO 10% OF ITS REGULAR TRANSPORTATION ALLOTMENT TO BE USED FOR THE TRANSPORTATION OF CHILDREN LIVING WITHIN TWO MILES OF THE CAMPUS THEY ATTEND, WHO WOULD BE SUBJECT TO HAZARDOUS TRAFFIC CONDITIONS IF THEY WALKED TO SCHOOL.
AND WHEREAS A HAZARDOUS TRAFFIC CONDITION MEANS AN AREA WITHIN TWO MILES OF A CAMPUS WHERE NO WALKWAY IS PROVIDED AND CHILDREN MUST WALK ALONG OR CROSS A FREEWAY OR EXPRESSWAY, AN UNDERPASS, AN OVERPASS OR A BRIDGE, AN UNCONTROLLED MAJOR TRAFFIC ARTERY, AN INDUSTRIAL OR COMMERCIAL AREA, OR ANOTHER COMPARABLE CONDITION. AND WHEREAS, THE PLANO ISD BOARD OF TRUSTEES HAS CONSIDERED AND APPROVED THE HAZARDOUS ROADWAY GUIDELINES ON SEPTEMBER 17TH, 2024 TO INCLUDE THE FOLLOWING 4 OR 6 LANE ROADWAY WITH A SPEED LIMIT OVER 45MPH.
4 OR 6 LANE ROADWAY THAT DOES NOT HAVE PEDESTRIAN ACTIVATED TRAFFIC SIGNALS US 75 CENTRAL EXPRESSWAY DALLAS NORTH TOLLWAY PRESIDENT GEORGE BUSH TURNPIKE. STATE HIGHWAY 289, ALSO KNOWN AS PRESTON ROAD.
ACTIVE RAILROAD TRACK OR AREAS THAT DO NOT HAVE SIDEWALKS OR SAFE PATHS.
A SAFE PATH DOES NOT HAVE TO BE A SIDEWALK, AND WHEREAS THE DISTRICT ADMINISTRATION HAS APPLIED THESE GUIDELINES IN CREATING A DESCRIPTION AND MAP BY CAMPUS ATTENDANCE BOUNDARY OF ALL APPLICABLE HAZARDOUS ROADWAYS, AND WHEREAS THE DISTRICT HAS PUBLISHED ON OUR TRANSPORTATION DEPARTMENT WEBSITE A LISTING OF ALL ELIGIBLE OF ALL ELIGIBLE HAZARDOUS ROUTES BY CAMPUS ATTENDANCE BOUNDARY LOCATION.
NOW, THEREFORE, BE IT RESOLVED THAT THE PLANO ISD BOARD OF TRUSTEES HEREBY APPROVES THIS DAY, MARCH 25TH, 2025. THE 2025-2026 HAZARDOUS ROADWAYS PLAN.
THIS PLAN INCLUDES THE FOLLOWING 2025-2026 HAZARDOUS ROADWAY GUIDELINES.
2025-2026 HAZARDOUS ROADWAYS DESCRIPTION BY CAMPUS.
2025-2026 HAZARDOUS ROADWAYS MAP BY CAMPUS. AND THEN THIS WOULD BE IF WE APPROVE, ADOPTED THIS 25TH DAY OF MARCH BY THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT.
ALL RIGHT. THANK YOU FOR READING THAT. NOW, I'LL CALL FOR A MOTION.
IS THERE A SECOND? I'LL SECOND. ALL RIGHT, I HAVE A MOTION BY TRUSTEE JERI CHAMBERS AND A SECOND BY TRUSTEE KATHRYN GOODWIN THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION ADOPTING THE 2025-2026 HAZARDOUS ROADWAY PLAN.
IS THERE ANY FURTHER DISCUSSION? NOW, WE CAN ASK MR. HILL ANY QUESTIONS THAT WE MIGHT HAVE HAD. SO, I WILL GO AHEAD.
[00:20:03]
NO. I THIS IS A GRANULAR QUESTION. SO, I REALIZE WE DON'T HAVE THE MAPS IN FRONT OF US TO ASK THE GRANULAR QUESTION, BUT IT APPEARED TO ME WHEN I WAS LOOKING AT THE MAPS, YOU KNOW HOW MUCH I LOVE THE MAPS, THAT THERE ARE FIVE CAMPUSES THAT HAVE HAD HAZARDOUS ROADWAY SERVICE AND ARE NO LONGER GOING TO HAVE THAT SERVICE.SO, IS THAT I MEAN, IS THAT POSSIBLE THAT FROM THE MAPS THAT WE SAW, THEIR CAMPUSES THAT HAD BUS SERVICE OF SOME SORT AND GOING INTO THE NEXT SCHOOL YEAR, THEY WILL HAVE NO BUS SERVICE? I THINK, I MEAN, I DON'T KNOW WHETHER THE FIVE I'D HAVE TO GO AND LOOK FOR SURE, BUT THERE ARE DEFINITELY A SEVERAL BECAUSE OF THE INFRASTRUCTURE THAT'S BEEN IN PLACE OVER OR PUT IN PLACE OVER THE LAST DECADE OR SO.
RIGHT THEN THAT THAT WOULD BE TRUE. OKAY. THAT COULD BE TRUE FOR SURE.
OKAY. I MEAN, I WROTE THEM DOWN. I DON'T KNOW IF IT'S NOT GERMANE TO SAY WHAT THE NAMES OF THEM ARE HERE, BUT I WANT TO MAKE THAT POINT BECAUSE OF A DISCUSSION WE'RE GOING TO HAVE IN THE FUTURE. SO.
SURE. OKAY. THANKS. I JUST WANT TO ASK AN EXPLICIT QUESTION THAT I ALREADY KNOW THE ANSWER TO, JUST SO THAT WE ALL KNOW, BECAUSE THE FOLKS THAT KNOW WHO MY PARENTS ARE AND FIND MY PARENTS AT CHURCH AND GIVE THEM THEIR FEEDBACK TO GIVE TO ME HAD SOME CONCERNS ABOUT THE BUSSING CHANGES IN COORDINATION WITH THE LONG RANGE FACILITY PLAN.
AND SO, HAVING LOOKED AT THE MAPS, I CAN TELL YOU WHAT THE ANSWER TO THIS IS.
BUT THIS PLAN TAKES INTO CONSIDERATION OUR STUDENTS THAT ARE BEING RELOCATED TO DIFFERENT CAMPUSES, AND WE HAVE SEVERAL ADDITIONAL BUS ROUTES FOR THE STUDENTS WHO MAY HAVE PREVIOUSLY BEEN VERY CLOSE TO ONE CAMPUS OR WITHIN THE SAME NEIGHBORHOOD AS ONE CAMPUS, BUT ARE NOW GOING TO A DIFFERENT CAMPUS AS A RESULT OF THE LONG RANGE FACILITY PLAN.
SO THE ANSWER TO THAT WOULD BE DEFINITELY, I THINK, IF I REMEMBER CORRECTLY, MR. EWING, I BELIEVE THERE WAS EIGHT ADDITIONAL ROUTES AS A RESULT OF THAT.
BUT DEFINITELY WHENEVER YOU HAVE A NEIGHBORHOOD CAMPUS AND ALL OF A SUDDEN YOU TAKE THAT AWAY, THERE WILL BE THERE WILL HAVE TO BE SOME ADDITIONAL ROUTES ATTRIBUTABLE TO THAT.
YES, MA'AM. THAT IS CORRECT. GREAT. THANK YOU.
AND JUST A COMMENT TO THE COMMUNITY. SOMETIMES WHEN I KNOW THAT WE'RE MAKING A WHAT WILL BE A CONTROVERSIAL, POTENTIALLY CONTROVERSIAL DECISION. I LIKE TO ASK THE COMMUNITY.
THIS IS THE FIFTH MEETING THAT WE'VE HAD ON THIS, AND SO PLEASE GO BACK.
IF YOU HAVE CONCERNS ABOUT THIS, GO BACK, WATCH THE PRIOR MEETINGS, GO BACK, SEE THE DISCUSSION, THE DELIBERATION, WHY WE'VE DONE THIS, HOW THE DECISIONS HAVE BEEN MADE.
IT HAS BEEN VERY, VERY TRANSPARENT IN TERMS OF ADOPTING THE NEW GUIDELINES AND THEN MAKING CHANGES SO THAT WE CAN CONTINUE TO OFFER BUSSING SERVICE UNDER THOSE TEA GUIDELINES, AS WELL AS ENSURE THAT WE ARE TRYING TO GET KIDS TO SCHOOL SAFELY, BECAUSE THAT'S REALLY WHAT ALL OF OUR GOAL IS GETTING KIDS TO SCHOOL SAFELY.
SO JUST AS A AS A NOTE FOR PEOPLE WHO ARE NOT FREQUENT FLIERS FOR OUR BOARD MEETINGS, WHO ARE GOING TO WAKE UP TOMORROW AND HAVE A CHANGE IN THEIR BUSSING SITUATION, PLEASE, BEFORE FIRING OFF THE ANGRY EMAILS, GO WATCH THE MEETINGS THAT WE'VE HAD, THE FIVE MEETINGS WE'VE HAD ABOUT THIS.
AND YOU KNOW, WE'RE HAPPY TO TALK ABOUT IT, ANY OF US.
BUT I'LL ALSO ADD, YES, STUDENT SAFETY IS ALWAYS GOING TO BE PARAMOUNT.
LEARN THAT VERY EARLY IN THIS SEASON IN THIS ROLE.
HOWEVER, WE ALSO HAVE A FISCAL RESPONSIBILITY.
THIS IS AN EXAMPLE OF US HAVING TO BE REALLY TIGHT AND WE'RE GOING TO HAVE TO GET TIGHTER.
IT LOOKS LIKE AS THINGS MOVE ON, STUDENTS COME FIRST, BUT THAT IS ALSO A PART OF OUR CONSIDERATIONS.
WELL, AND I THINK Y'ALL BOTH BRING UP REALLY GOOD POINTS.
I THINK WE HAVE TO REMEMBER TOO, THAT THIS IS PART OF OUR LONG RANGE FACILITY PLANNING WORK AND PART OF OUR STRATEGIC ROADMAP THAT'S BEEN IN THE WORKS, I THINK, FOR THREE YEARS. SECOND TO THAT, WE HAVE YES, WE'VE, WE'VE WE'RE HAVING TO ADD ROUTES WHERE WE SHOULD. WE ALSO HAVE NEW AREAS THAT WERE IDENTIFIED AS HAZARDOUS ROADWAYS THAT WE'RE NEEDING TO COVER.
AND THAT'S WHY TEA PROVIDES GUIDELINES, BECAUSE ANY TIME THERE'S A NEIGHBORHOOD DEVELOPMENT OR CHANGES WITHIN INFRASTRUCTURE AT THE CITY, WE NEED TO CONSIDER THAT. AND THAT'S WHY WE'RE HERE TONIGHT.
THE OTHER THING, THOUGH, IS, YOU KNOW, WE HAVE A FUNDING GAP, AND IT WOULD BE GREAT TO BE ABLE TO ADD TRANSPORTATION AND, BUT THE REALITY IS, IS WE ONLY HAVE SO MANY BUSSES.
AND THE REALITY IS, IS WE'RE BUS DRIVERS IS, HAS BEEN AND CONTINUES TO BE AN AREA WHERE WE STRUGGLE TO HAVE, IN SOME CASES, COMPLETELY FILLED AS FAR AS OUR BUS DRIVER POSITIONS.
[00:25:05]
THEY HAVE TO BE THERE'S THEY HAVE TO BE LICENSED IN ORDER TO DRIVE BUSSES, AND THAT'S HARD TO FIND.AND SO, WE HAVE TO MAKE IT'S NOT MAKE DO. WE HAVE TO UTILIZE OUR RESOURCES.
SO, PART OF UTILIZING OUR RESOURCES IS WE OUR FAIR BUSSING HAS GROWN INTO ANOTHER FORM THAT I DON'T THINK IT WAS EVER INTENDED TO. SO, WE HAVE TO AND MR. HILL WILL TALK ABOUT THAT IN A LITTLE BIT.
SO THAT'S A HEADS UP TO THE NEXT PIECE. BUT IT'S THE SAVINGS WILL HAVE BY TAPERING DOWN FAIR BUSSING, WHICH IS NO ONE REALLY OFFERS THAT. I THINK CY-FAIR WAS A SCHOOL DISTRICT IN HOUSTON THAT WE FOUND.
WE'VE NOT FOUND ANYBODY THAT OFFERS THAT TYPE OF SERVICE.
IT'S USING THOSE RESOURCES TO THEN PROVIDE THE REQUIRED BUSSING FOR THE NEW IDENTIFIED HAZARDOUS ROADWAYS FOR OUR CHILDREN THAT NEED SPECIALIZED PROGRAMING, WHETHER IT'S SPECIAL EDUCATION OR WHETHER IT'S BILINGUAL OR THEY LIVE, THEY LIVE OUTSIDE THE TWO MILE RANGE, WHICH IS WHAT QUALIFIES YOU FOR TRANSPORTATION.
SO, IT AGAIN IT'S IT, WE'VE SPENT A LOT OF TIME ALMOST THREE YEARS AROUND THIS WORK.
IT'S HARD BECAUSE WE'RE ALL WE WOULD ALL LOVE TO SAY YES TO EVERYTHING, BUT THE REALITY IS WE ONLY HAVE SO MUCH TO WORK WITH, AND WE'VE GOT TO MAKE SURE THAT WE'RE COVERING THOSE REQUIRED AREAS.
WELL, AND I'LL ADD TO THAT, TO ME, THERE'S A DEEP SENSE OF FAIRNESS ABOUT THIS WORK, AND I KNOW THAT I'M GOING TO GET A LOT OF ANGRY EMAILS THAT DO NOT AGREE THAT THERE IS A DEEP SENSE OF FAIRNESS TO THIS WORK. BUT WHAT I MEAN BY THIS IS WE ARE ADOPTING RULES.
AND SO WHEN YOU LOOK AT THE OLD MAPS, FOR EXAMPLE, THE STUDENTS RIGHT ACROSS THE STREET FROM MURPHY MIDDLE SCHOOL AND MCMILLAN HIGH SCHOOL WERE BEING BUSSED ACROSS THE STREET WITH THOSE REALLY GREAT WALKWAYS THAT MURPHY, THE CITY OF MURPHY, HAS DEVELOPED OUT THERE. WHEREAS, YOU KNOW, THE STUDENTS IMMEDIATELY ACROSS THE STREET, FOR EXAMPLE, FROM ROBINSON AND JASPER, ACROSS SPRING CREEK WERE NOT BEING BUSED.
WE HAD MANY SITUATIONS WHERE WHO WAS GETTING BUSSED WAS VERY UNEVENLY APPLIED.
NOT JUST IN FAIR BUSSING, BUT BECAUSE THE HAZARDOUS ROADWAY GUIDEWAY HAZARDOUS ROADWAY GUIDELINES HAD NOT BEEN UPDATED IN SO LONG THAT WE HAD THESE SITUATIONS THAT LIKE TWO ANALOGOUS CAMPUSES, ANALOGOUS SETS OF KIDS, BOTH MIDDLE AND HIGH SCHOOL SETS OF KIDS, ONE GROUP WAS GETTING BUSSING AND ONE GROUP WASN'T BECAUSE THE CITY OF MURPHY HAS GONE AND INSTALLED ALL OF THIS INFRASTRUCTURE SINCE THE LAST TIME WE DID THIS.
AND SO THAT'S ONE THING I APPRECIATE ABOUT THE TEAM THAT THE WORK THAT THE TEAM HAS DONE AND THE COMMITTEE, IS THAT IT THEY WERE VERY, VERY, VERY CLOSE TO STICK TO THE GUIDELINES.
AND YOU KNOW, APPLYING AN EVEN STANDARD ACROSS THE DISTRICT SO THAT WE'RE NOT HAVING SITUATIONS WHERE, YOU KNOW, A KID IN THIS CLUSTER OR A KID IN THAT CLUSTER THAT ARE ESSENTIALLY AN ANALOGOUS SITUATIONS ARE GETTING TREATED TWO DIFFERENT WAYS. AND SO YOU KNOW, AGAIN, IT I'M GLAD WE'RE DOING THIS. I'M GLAD WE'RE GETTING TO A POINT WHERE WE'RE BEING VERY, VERY CONSISTENT WITH, WITH THE RULES AND THE POLICY HERE.
DO YOU WANT TO I SAID THIS DURING ONE OF THE SESSIONS THAT WE HAD REGARDING THIS SUBJECT, AND I WANTED TO REPEAT IT AGAIN FOR ANYBODY WHO MISSED THAT OR WHO TOMORROW MORNING IS GOING TO GET UP AND LOOK AT THIS AND NOT KNOW THE HISTORY OR UNDERSTAND ALL OF US PERSONALLY, AS WITH ALL OF OUR PARENTS AND COMMUNITY MEMBERS, HAVE THEIR OWN PERSONAL OPINIONS ON WHAT WE THINK IS FAIR AND WHAT WE THINK IS OKAY FOR A KID TO WALK TO SCHOOL OR NOT WALK TO SCHOOL.
THOSE ARE PERSONAL OPINIONS, AND I WANT TO ENSURE YOU THAT, YOU KNOW, SOME OF US MAY HAVE PERSONAL FEELINGS THAT DON'T PARTICULARLY CARE FOR THE WAY WE'VE HAD TO DO THINGS AS WELL. BUT WE HAVE HAD TO APPLY THE GUIDELINES SET BY TIA CONSISTENTLY BECAUSE AS DOCTOR TYRA WAS TALKING ABOUT, THAT IS THE FAIR AND EQUAL WAY TO DO THAT.
AND WE CAN'T MAKE EXCEPTIONS FOR ANY OF OUR PERSONAL FEELINGS OR OTHER FOLKS PERSONAL FEELINGS.
[00:30:04]
BUT THIS IS ABOUT IMPLEMENTING WHAT IS THE MOST FAIR AND FACTUALLY CORRECT INFORMATION. AND IN CASE ANYBODY IS CONCERNED, WELL, WHY DIDN'T WE HAVE ANY COMMUNITY FOLKS TALK ON MY COMMITTEE ABOUT THIS? IT'S LIKE, WELL, YOU KNOW WHAT? WHAT OUR FOLKS WERE DOING IS LITERALLY MEASURING, YOU KNOW, WHAT'S TWO MILES TO THIS OR THAT. SO, THERE WAS NO OPINION INCLUDED IN ANY OF THIS.THIS IS ALL FACTUAL DATA IN TERMS OF MEETING THE STANDARDS.
SO JUST KEEP THAT IN MIND AS WELL WHEN YOU'RE CONSIDERING THIS.
I WANT TO GIVE A PERSONAL SHOUT OUT AND THANK YOU TO ALL OF OUR CROSSING GUARDS THAT LIKE, SERIOUSLY IT IS SCARY SOMETIMES TO BE ON THESE ROADS THAT MAY WE KNOW THAT THEY'RE, YOU KNOW, THE SPEED LIMIT IS SET AT 40 AND MANY PEOPLE SPEED BEYOND 40.
AND SO EVEN THOUGH THAT ROAD, THE SPEED LIMIT IS LISTED AT 40.
PEOPLE ARE GOING MUCH FASTER THAN THAT, AND WE HOPE THAT THEY SEE OUR SCHOOL ZONES AND SLOW DOWN.
I'M THINKING SPECIFICALLY ABOUT BOWMAN ON JUPITER.
AND SO AS PEOPLE ARE LISTENING TO THIS, I HOPE THAT WE AS A COMMUNITY, THIS IS A CHANCE FOR US TO THINK ABOUT OUR STUDENTS AND THE ROLE OF WHAT HAVING GREAT SCHOOLS IN PLANO MEANS, ALONG WITH OUR OTHER MUNICIPALITIES.
I KNOW ALSO I'M THE MOM WHO HELPS PICK UP KIDS AT SCHOOL, SO THERE MIGHT BE A NEED TO CALL ON NEIGHBORS AND FRIENDS TO HELP MAKE SURE YOUR CHILD GETS TO SCHOOL, IF PERHAPS THAT ROUTE HAS BEEN YOU KNOW, IS NOW LONGER DISCONTINUED BECAUSE IT'S NO LONGER CONSIDERED A HAZARD, A HAZARDOUS ROADWAY. I THINK AS A COMMUNITY WE CAN PULL TOGETHER.
AND SO I URGE ANYBODY LISTENING WHO HAS A STRONG DESIRE TO SEE THAT OUR KIDS GET TO SCHOOL SAFELY, TO CONSIDER, CONSIDER BEING A CROSSING GUARD.
YOU KNOW, TALK TO THE RETIRED FOLKS IN YOUR NEIGHBORHOOD.
WE HAVE A LOT OF RETIRED FOLKS IN PLANO. YEAH.
AND SLOW DOWN. SLOW DOWN. OKAY. THAT'S ALL I HAD TO SAY.
THANK YOU TO OUR CROSSING GUARDS. WELL, AND I JUST WANT TO JUST TO PIGGYBACK OFF OF THAT.
AND WE'RE VERY GRATEFUL THAT WE HAVE GREAT MUNICIPALITIES AND GREAT PARTNERSHIPS WITH OUR MUNICIPALITIES AND THAT ENSURING THAT STRONG INFRASTRUCTURE IS IN PLACE AND INCLUDING THE HIRING OF CROSSING GUARDS.
AND SO, WE'RE JUST GRATEFUL FOR THE PARTNERSHIP. AND THEY HAVE BEEN GREAT TO WORK WITH.
AND I KNOW THAT DRIVING DOWN 15TH STREET EVERY DAY.
I'M GRATEFUL FOR OUR PLANO POLICE DEPARTMENT THAT IS OUT PATROLLING AND MAKING SURE THAT THAT WE'RE NOT EXCEEDING THE SPEED LIMIT, ESPECIALLY DURING THE DURING THE SCHOOL YEAR AND DURING THOSE SCHOOL HOURS THAT THERE'S A PRESENCE AND MAKING SURE THAT KIDS ARE ABLE TO GET TO SCHOOL SAFELY AND SUPPORTING US.
SO, THANK YOU. I SEE THAT MICHAEL IS WITH US.
MICHAEL, DID YOU HAVE ANY COMMENTS? OH WE CAN.
OH HE'S MUTED I THINK YOU MIGHT BE MUTED. NO.
HE'S TALKING. I THINK WE'RE STILL HAVING TECHNICAL DIFFICULTIES I'M SORRY MICHAEL.
LET'S SEE. WE'RE TRYING TO GET CAN YOU LET'S TRY ONE MORE TIME AND SEE IF WE CAN HEAR YOU. HEAR YOU. I SAID, NO, I DON'T HAVE ANYTHING ELSE, SO I'M GOOD.
HE SAID HE DID THAT. OKAY. ALL RIGHT. SO MICHAEL SAID HE DIDN'T HAVE ANY COMMENTS.
AND I'LL JUST REITERATE WHAT WAS THE FUNDING GAP? $18 MILLION, A LITTLE OVER 18 MILLION. SO, FUNDING GAPS MAKE US MAKE UNFUN DECISIONS. I'M SORRY, IT'S NOT FUN. I'LL, SO, ARE WE FINISHED WITH OUR DISCUSSION? ANY MORE COMMENTS? ALL RIGHT. I WILL CALL FOR A VOTE.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. AND, MICHAEL, CAN YOU.
OKAY, THERE WE GO. I SEE MICHAEL, WE HAVE SEVEN IN FAVOR, SO THE MOTION CARRIES UNANIMOUSLY.
ALL RIGHT, NOW WE'LL MOVE ON TO ITEM 3.3. AS YOU HAD MENTIONED JOHNNY, THAT WE HAVE CONSIDERATION OF APPROVAL FOR THE NEW FARE, FARE BUSSING GUIDELINES. I'LL TURN IT OVER TO YOU.
THANK YOU, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS, MEMBERS OF THE BOARD AND CABINET.
[00:35:07]
IT ALSO CAME OUT OF THE AUDIT BACK IN 2023, FALL OF 2023, WHERE WE WERE TALKING ABOUT TRANSPORTATION IN GENERAL AND GOING THROUGH WITH OUR LONG RANGE FACILITY PLANNING AND BASICALLY TRYING TO BE AS EFFICIENT AND AS CONSISTENT AND TRANSPARENT AS WE COULD.OBVIOUSLY, THIS IS A SLIDE THAT YOU'VE SEEN QUITE A BIT OVER THE LAST SEVERAL MONTHS.
SO THAT WAS THE RECOMMENDATION FROM THE AUDIT THROUGH TASBO THAT WE RECEIVED OUT OF 2023.
AND SO JUST TO REITERATE, BASICALLY THIS IS TRANSPORTATION.
OBVIOUSLY, THIS IS A LABOR INTENSIVE BUSINESS WITH TRANSPORTATION.
SO JUST A LITTLE BIT OF INFORMATION JUST ABOUT FAIR BUSSING.
I THINK EVERYONE HERE OBVIOUSLY WE'VE DISCUSSED THIS AT LENGTH OVER THE LAST SEVERAL MONTHS.
BUT YOU CAN SEE THAT FAIR BUSSING WAS A WAS ORIGINALLY AN ORIGINAL INTENT WAS TO WHEN YOU HAVE ROUTES AND YOU'RE THERE A NORMAL REGULAR EDUCATION ROUTE THAT YOU'RE DRIVING AND YOU BECAUSE OF THE LOCATION, WE TRY TO MAKE ALL OF OUR ROUTES NOT LONGER THAN RIGHT AT AN HOUR, AN HOUR AND FIVE MINUTES MAX. BUT BECAUSE OF SOME OF THE LOCATIONS, SOME OF THESE ROUTES WERE NOT AT CAPACITY.
SO ORIGINALLY DUE TO FUNDING. SOMEBODY HAD THE GREAT IDEA, WHICH, HEY, IF THERE'S AN EXTRA TEN SEATS ON THIS BUS AND WE'RE EVEN THOUGH WE'RE WITHIN TWO MILES, WHY NOT STOP AND PICK UP ADDITIONAL RIDERS FOR, FOR A NOMINAL FEE? SO THAT'S HOW IT ORIGINALLY STARTED. AND YOU SEE, YOU ACTUALLY SEE THAT HAPPEN SOME IN SOME DISTRICTS.
AND SO THAT'S HOW IT BEGAN. BUT BECAUSE OF SOMEBODY COMING TO TRANSPORTATION AND SAYING, HEY, THERE'S, THERE'S ME AND TEN FAMILIES AND I KNOW YOU ONLY HAVE TWO OPEN SEATS, BUT WE'D LIKE TO YOU KNOW, WE'D STILL WE'RE WITHIN TWO. WE'RE WILLING TO PAY.
BUT AS A RESULT WE HAVE 13 JUST FOR BUSSING ROUTES.
THE AUDIT BACK IN 2023 WAS ACTUALLY USING 22-23 NUMBERS CAME UP WITH, WELL, WHAT IS AN ADDITIONAL ONE OF THESE ADDITIONAL ROUTES COST US TO OPERATE. AND SO THEY DID THE SIMPLE MATH BACK THEN.
BUT ALSO WHEN I GOT HERE, I'VE BEEN HERE, BEEN HERE THREE AND A HALF YEARS.
WE WERE PACING OUR WE WERE PAYING OUR BUS DRIVERS, I BELIEVE 21 SOMETHING AN HOUR.
WE'RE NOW UP TO $24 AN HOUR AND FILLING THE NEED TO EVEN GO ABOVE THAT.
AND THEN FUEL, IF YOU WILL KNOW, HAS JUST GONE CRAZY AS WELL.
I THINK. I CAN'T REMEMBER THE PERCENTAGE INCREASE OVER THE LAST 5 OR 6 YEARS JUST ON FUEL, BUT IT'S UP THERE. AND SO, AS A RESULT, THIS IS WHY WHENEVER I SAID THE TASBO AUDIT SAID WE SHOULD JUST CUT OUT FARE BUSSING IN GENERAL.
THAT'S THE REASON WHY WE ACTUALLY DID JUST TO DO SIMPLE MATH, TO COME UP WITH THAT DIFFERENCE BETWEEN BECAUSE THE WHAT WE HEAR IS, OKAY, WE UNDERSTAND THAT IT COSTS MONEY TO OPERATE THESE ADDITIONAL ROUTES, BUT WE'RE PAYING A FEE.
IT'S A NOMINAL FEE. IT HASN'T GONE UP. WE ACTUALLY WENT UP FROM LAST YEAR TO THIS YEAR.
BUT EVEN IF GOING UP ON THAT FEE, IF YOU WERE TO BREAK EVEN ON THE RIDERS THAT ARE CURRENTLY DOING FARE BUSSING, YOU WOULD HAVE TO GO FROM A REGULAR RIDER $500 UP TO 1154 JUST TO BREAK EVEN ON A FREE AND REDUCED RIDER, WHICH WAS PAYING 130. THEY WOULD HAVE TO GO UP TO $507.
THAT IS TO ACTUALLY BREAK EVEN ON WHAT WE'RE CURRENTLY DOING.
AND SO BOTTOM LINE IS THIS IS AN AREA THAT WE JUST FEEL LIKE WE HAVE TO ADDRESS IT.
AS DOCTOR WILLIAMS MENTIONED A WHILE AGO, JUST ABOUT EVERYBODY DID AWAY WITH THIS BACK IN 09-10 TO THE BUDGET CUTS, VERY FEW DISTRICTS CONTINUE TO DO IT. ONE OF THE LARGEST DISTRICTS THAT HAS CONTINUED TO DO IT UP UNTIL THIS LAST YEAR WAS CY-FAIR, AND THEY HIT ABOUT $150 MILLION BUDGET SHORTFALL.
AND SO THIS WAS ONE OF THE CONSEQUENCES OF THAT.
[00:40:02]
IRONICALLY, STEVE AND I ACTUALLY GOT TO SIT DOWN WITH THEIR SUPERINTENDENT A FEW WEEKS AGO AND ACTUALLY DISCUSSED AND HE SAID IT WAS IT WAS HARD, BUT IT WAS IT WAS OBVIOUSLY SOMETHING THEY HAD TO DO BECAUSE OF THE COST OF THIS JUST GOING UP AND UP AND UP.AND HIS ADVICE TO STEVE AND I WAS COMMUNICATE, COMMUNICATE, COMMUNICATE.
AND SO THAT'S OBVIOUSLY WHAT WE'RE TRYING TO DO.
AND THAT IS LET'S LOOK AT LEAST THIS NEXT YEAR.
LET'S LOOK ABOUT GOING BACK TO THE WAY WE ORIGINALLY INTENDED IT TO BE.
IF WE CAN ACTUALLY PICK UP RIDERS WITHOUT HAVING TO PICK UP THE ADDITIONAL DRIVER THE ADDITIONAL BUS? WHY NOT OPEN THAT UP AND SEE WHAT KIND OF FEEDBACK WE MIGHT GET ON THAT? SO THE INTENTION WAS, WELL, LET'S NOT GO ALL THE WAY BACK WHAT TASBO RECOMMENDED.
LET'S GO BACK TO THE ORIGINAL INTENT OF WHAT WE STARTED DOING THIS.
AND LET'S SEE THIS NEXT YEAR, HOW THAT HOW THAT LOOKS FOR US.
SO THAT WOULD BE OUR RECOMMENDATION. THE FAIR BUSSING GUIDELINES ACTUALLY GOES THROUGH.
THERE'S A COPY I'M SURE YOU GUYS HAVE LOOKED THROUGH.
I KNOW THIS IS VERY, VERY WORDY, BUT JUST TO POINT OUT SOME OF JUST THE MAJOR PARTS OF THIS, THIS IS ALSO WILL BE ON THE WEBSITE THAT WE MENTIONED EARLIER THAT WILL BE ACTIVATED TOMORROW.
I DO WANT TO SAY, BECAUSE LESLIE WILL GET MAD AT ME, I THINK MAD AT ME IF I DON'T ACTUALLY SAY THIS WILL BE UPDATED AROUND NOON TOMORROW, NOT IN THE MORNING. SO ABOUT NOON TOMORROW. SO WE WERE TALKING ABOUT THAT THIS AFTERNOON AND SHE SAID, WELL GIVE US WE'VE GOT ONE MORE. WE WANT TO GO ONE MORE. LOOK THROUGH THIS TO MAKE SURE WE'RE SOLID ON EVERYTHING.
SO I CHECKED THAT OFF THE LIST, LESLIE. SO BOTTOM LINE IS YOU CAN ACTUALLY SAY, WELL, WHAT IS FAIR BUSSING AGAIN? THE GUIDELINES GOES INTO THAT. IT'S BASICALLY LIVING WITHIN TWO MILES OF YOUR HOME CAMPUS.
THIS SERVICE IS GOING TO BE ON A FIRST COME, FIRST SERVE BASIS, BUT ONLY IF THERE'S A BUS AVAILABLE, ONLY IF THERE IS THE CAPACITY AVAILABLE ON THAT BUS.
THIS IS A YEAR TO YEAR DECISION. IN OTHER WORDS, JUST BECAUSE YOU WERE ON A BUS LAST YEAR DOESN'T GUARANTEE THAT YOU'LL BE ABLE TO BE ON A BUS THIS NEXT YEAR. IT'LL SOMETHING BECAUSE THINGS CHANGE, RIGHT? PEOPLE MOVE IN, MOVE IN, MOVE OUT. AND SO, IT'LL NEED TO BE EVALUATED ON AN ANNUAL BASIS.
YOU CAN FILL OUT AN APPLICATION IN SEPTEMBER BECAUSE WE REALLY WON'T KNOW BEFORE THAT.
YOU KNOW, WHO'S GOING TO BE WHO'S ACTUALLY GOING TO BE ELIGIBLE AND RIDING BUSSES ANYWAY.
BUT SO YOU FILL OUT AN APPLICATION IN SEPTEMBER.
AND THEY'LL, FILL UP THOSE ADDITIONAL CAPACITY SEATS AT THAT POINT.
AND I GUESS THE MAIN THING WITH THIS GUIDELINE IS THAT I DO WANT TO POINT OUT, GOING BACK TO WHAT CATHERINE SAID EARLIER, ABOUT BEING CONSISTENT AND BEING FAIR, IS IT'S GOING TO BE WE WILL NOT BE ADDING ADDITIONAL BUS ROUTES AS A RESULT OF THIS.
THAT'S ONE OF THE THINGS WE NEED TO BE COMPLETELY OBJECTIVE ON, AND THAT IS IF WE HAVE CAPACITY, WE'LL OPEN IT UP AND WE'LL USE IT AS A WAY TO ACTUALLY MAKE ADDITIONAL MONIES IF WE CAN, BASED ON THE RESOURCES WE ALREADY ARE ALLOCATING.
THIS WILL BE THIS WILL BE SOMETHING THAT THAT WILL BE CONSISTENT ON.
I DO WANT TO POINT OUT, GOING BACK TO THE COMMITTEE, WE HAVE SIGNED UP A COMMITTEE.
SO IF SOMEONE DOES HAVE AN ISSUE AND THEY'LL SAY, WELL, HAVE YOU THOUGHT ABOUT THIS? OR IF, YOU KNOW, YOU'RE NOT REALLY LOOKING AT THIS THE SAME WAY? WE DO HAVE A COMMITTEE THAT'S EXPERTS IN THIS AREA.
THAT'S BEEN A LOT OF TIME IN THIS AREA THAT WILL SIT DOWN PERIODICALLY AND GO THROUGH EVERYTHING.
AND THAT IS SOMETHING WE PLAN ON DOING EVERY YEAR CONSISTENTLY.
MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSIDERATION AND APPROVAL OF NEW FAIR BUSSING GUIDELINES, AND I SECOND. ALL RIGHT. I HAVE A MOTION BY BOARD SECRETARY TARRAH LANTZ AND A SECOND BY TRUSTEE ANGELA POWELL, THAT THE BOARD OF TRUSTEES APPROVES THE CONSIDERATION AND APPROVAL OF THE NEW FARE BUSSING GUIDELINES.
IS THERE ANY DISCUSSION OR QUESTIONS THAT YOU HAVE? I HAVE DISCUSSION, I POINTED OUT EARLIER THAT THERE ARE FIVE CAMPUSES THAT ARE GOING TO GO FROM SOME SORT OF BUS SERVICE TO NO BUS SERVICE.
I MEAN, THAT WOULD BE CORRECT, BECAUSE THE WAY THE FARE BUSSING SYSTEM WOULD WORK IS THERE'S ALREADY BUSSING GOING TO THAT CAMPUS, AND THEY WERE GOING FROM OUTSIDE THE TWO MILES WITHIN TO THAT TWO MILES.
AND SO, IT I CAN'T SEE A POSSIBILITY OF THEM BEING ELIGIBLE FOR A FARE BUSSING UNDER THAT SCENARIO.
[00:45:07]
HOW OR FIND OUT ABOUT FARE BUSSING UNTIL OCTOBER 1ST AND SCHOOL STARTS WHEN OR EVEN AFTER YOU DON'T EVEN DECIDE TILL OCTOBER 1ST.CORRECT. BASICALLY, GIVING THEM GENERAL INFORMATION BUT ACTUALLY POINTING THEM TO A WEBSITE AS WELL.
APPLICATIONS WILL ACCORDING TO THE GUIDELINES, THE APPLICATIONS WILL COME IN IN SEPTEMBER AND THEN THE DECISIONS WILL BE MADE STARTING OCTOBER 1ST. THE REASON WHY IT IS THAT WAY IS BECAUSE AT THE BEGINNING OF THE YEAR, YOU HAVE ESPECIALLY IN MIDDLE SCHOOL AND HIGH SCHOOL, YOU HAVE EXTRACURRICULARS GOING ON. AND SO, THERE'S A LOT OF FLUCTUATION IN THOSE FIRST MONTH OR SO OF SCHOOL.
AND SO WE NEED TO LET THAT SETTLE OUT TO SEE WHAT IS TRUE, TRUE CAPACITY.
BECAUSE THE WORST THING WE COULD DO IS BACKTRACK.
AND ALL OF A SUDDEN FOOTBALL TRYOUTS ARE SOME KIND OF TRYOUTS ARE MADE.
AND THEN ALL OF A SUDDEN, YOU'VE GOT TO MAKE ADDITIONAL CAPACITY FOR ADDITIONAL RIDERS.
SO THAT'S WHY WE NEED TO LET IT TO SIT OUT. WE'VE HAD LOTS OF CONVERSATIONS ABOUT WHAT'S THE BEST TIME TO DO THAT, AND WE FEEL LIKE WE NEEDED TO COVER OURSELVES TO MAKE SURE THAT WE DON'T HAVE TO.
AND THAT'S SMART AND FAIR. IT'S JUST THAT FAMILIES WILL, SCHOOL STARTS IN AUGUST, AND THERE'LL BE A GOOD ALMOST TWO MONTHS BEFORE THEY'LL KNOW WHETHER OR NOT THEY CAN DO THAT. SO, IN REALITY, FAMILIES WILL PROBABLY FIGURE OUT THE PLAN.
THAT SHOULD HAPPEN PROBABLY A LOT. I'M ASSUMING THAT'S WHY WE NEED TO TAKE THIS NEXT YEAR.
ONE THING THAT WE DID WITH THE GUIDELINES, AS FAR AS THE COST IS PRORATED.
SO, SO OBVIOUSLY IF SAY SOMETHING HAPPENS TO YOUR SITUATION AND IT'S THE END OF THE SEMESTER AND YOU NEED SOMETHING TO CHANGE IN THE SECOND SEMESTER, THEN WE PRORATE IT THAT WE DON'T CHARGE YOU THE ENTIRE YEAR.
WE CHARGE YOU THE HALF OF THE YEAR. SO WE FEEL LIKE THAT THAT WAS FAIR.
AND WE FEEL LIKE I SAID, THIS WILL BE A GOOD YEAR FOR US TO ACTUALLY JUST GAUGE AND ACTUALLY DO BENCHMARKING ON, YOU KNOW, HOW IS THIS SOMETHING WE WANT TO CONTINUE TO DO OR IF WE NEED TO TWEAK IT, WE CAN TWEAK IT AT THAT POINT.
SO, WHAT I HEAR YOU SAYING IS, IF WE GET THIS GOING AND THE REALITY IS SOMETHING THAT NEEDS TO BE TWEAKED AND MODIFIED IN REAL TIME, WE WILL DO OUR BEST TO DO THAT TO ACCOMMODATE OUR STUDENTS, DO OUR BEST.
YEAH. I MEAN, YES, MA'AM, DEFINITELY. WE WANT TO DO THAT.
THAT'S WHY WE HAVE A COMMITTEE. BUT ALSO THE COMMITTEE WILL GO THROUGH AND EVALUATE AND THEN MAKE RECOMMENDATIONS TO THIS BODY IN ORDER TO IF SOMETHING NEEDS TO CHANGE, I WILL SAY WE'VE PUT A LOT OF THOUGHT INTO THIS, AND WE'VE TRIED TO GO THROUGH AS MANY SCENARIOS AND POSSIBILITIES.
WE'VE TALKED WITH FOLKS THAT HAVE GONE THROUGH THIS JUST RECENTLY TO TRY TO FIND WHAT ARE THE PITFALLS IN THIS, JUST TO RUN THE TRAPS. AND SO, I HOPE THAT DOESN'T HAPPEN A WHOLE LOT.
BUT OBVIOUSLY IT'S WE'RE YOU KNOW, WE'LL TAKE THEM AS THEY COME.
I JUST AGAIN WANT TO MAKE AN EXPLICIT POINT HERE.
SO THE LAST THING THAT WE APPROVED WAS THE CHANGE IN HAZARDOUS ROADWAYS.
THOSE STUDENTS AND FAMILIES WHO ARE ELIGIBLE WILL FIND OUT IN THE NEXT WEEK OR SO.
THEY'RE GOING TO THEY'RE GOING TO GET THIS COMMUNICATION. THEY'RE GOING TO BE ABLE TO GO TO THE WEBSITE AND LOOK AT THE MAPS. THE FAIR BUSSING IS A TOTALLY DIFFERENT THING, AND THOSE ARE THE PEOPLE THAT ARE GOING TO HAVE TO APPLY IN SEPTEMBER. WELL, YES, THEY WILL FOR FOR THE 25, 26 YEARS. BUT THEY WILL GET THEY WILL GET COMMUNICATION IN THE NEXT SHOULD BE TOMORROW.
I MEAN OUR COMMUNICATION PLAN SAYS TOMORROW. SO THAT'S THE, THAT'S THE HOPE IS THAT WE WILL SEND OUT COMMUNICATION TO THEM SO THEY'LL KNOW THERE'S A CHANGE. IF YOU WANT TO FIND OUT MORE INFORMATION ABOUT IT, THIS IS WHERE YOU GO AND ACTUALLY FIND OUT MORE INFORMATION ABOUT IT.
GOT IT. SO, IF YOU'RE DEFINITELY ELIGIBLE FOR BUSSING, YOU'LL KNOW NOW MONTHS AHEAD IF YOU ARE NOT ELIGIBLE FOR BUSSING, BUT MAYBE THERE'S AN OPPORTUNITY FOR FARE BUSSING.
IT WILL BE NEXT FALL WHEN THAT, YOU KNOW WHEN YOU CAN KIND OF TAKE ADVANTAGE OF THAT.
IF THERE IS A POSSIBILITY TO MAKE OPEN THAT UP PRIOR TO OCTOBER 1ST, THAT WE CAN USE NEXT YEAR AS LIKE A GAUGE TO FIGURE OUT FOR 26, 27, I THINK WHATEVER THE NEXT YEAR IS RIGHT, THEN WE CAN MAYBE MOVE THAT UP TO SEPTEMBER 15TH.
I'M JUST SAYING, BASED ON MY EXPERIENCE WITH WATCHING SCHOOL ROUTINE PATTERNS AND, YOU KNOW,
[00:50:03]
CARPOOL AND WALKING USUALLY BY THE THIRD OR FOURTH WEEK.SO WHEN WE COME BACK FROM LABOR DAY IS WHEN IT ALL SEEMS A LITTLE MORE SETTLED.
YEAH, I THINK THAT'S A GOOD THAT'S A I THINK THAT'S DEFINITELY A GOOD POINT, THAT THIS IS SOMETHING THE GUIDELINES IS SOMETHING JUST LIKE WITH HAZARDOUS ROADWAYS, WE NEED TO COME UP AND REVISIT WITH THE BOARD, EXPLAIN HOW DID IT GO.
THIS IS WHAT WE SAW. THIS IS THE FEEDBACK WE GOT.
THESE ARE RECOMMENDATIONS THAT WE WOULD MAKE.
MOVING FORWARD WE WILL DO THE SAME WITH THE WITH THE GUIDELINES.
AND SO AND YOU GUYS I'M SURE WILL RECEIVE FEEDBACK AS WELL.
SO YEAH EXACTLY. AND SO YES. YEAH I THINK THAT'S A GOOD POINT.
AND YES WE CAN DEFINITELY WE'RE OPEN TO THAT.
YEAH. SO. ALL RIGHT. IF THERE'S NO FURTHER DISCUSSION, I'LL CALL FOR A VOTE.
ALL RIGHT, THAT'S SOME HARD WORK. I KNOW THAT.
AND AGAIN, KUDOS TO STEVE AND THE TEAM FOR GOING THROUGH ALL OF THIS I KNOW, AND YOU TOO JOHNNY.
[4. REPORTS]
ALSO KNOWN AS AP, THE REPORT. I'LL TURN THIS OVER TO LISA WILSON FOR INTRODUCTIONS.THANK YOU, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS, THE REST OF THE BOARD AND CABINET.
I KNOW SHE'S VERY SAD TO NOT BE ABLE TO BE HERE, BUT SHE HAS A FANTASTIC TEAM.
THANK YOU. AS A PART OF A BIGGER TEAM, SO ADVANCED ACADEMICS, COUNSELING SERVICES, CTE, WE ALL WORK TOGETHER AS A PART OF THIS ADVANCED ACADEMICS AND CCCMR TEAM.
AND SO WE ALL ARE, OR THIS IS A GROUP EFFORT AND A GROUP PRESENTATION.
I'M JUST THE PERSON BEHIND THE MICROPHONE. WE'RE HERE TO TALK ABOUT SOME IMPORTANT UPDATES AND INFORMATION AS A MIDDLE OF THE YEAR UPDATE FOR COLLEGE, CAREER AND MILITARY READINESS. CCCMR IS IN OUR STRATEGIC PLAN AS OBJECTIVE 2.3, AND YOU CAN SEE OUR STRATEGIES THERE.
AND WE WILL ADDRESS EACH OF THESE BULLETS AS WE GO.
BUT JUST KNOW THAT ALL OF THESE ARE CURRENTLY IN PROGRESS.
WE ARE PROVIDING PROFESSIONAL LEARNING THROUGHOUT BEGINNING SUMMER, FALL, EVEN THIS SPRING, WE WERE DOING SOME PROFESSIONAL LEARNING WITH OUR STAFF REGARDING CCCMR EFFORTS.
WE HAVE ESTABLISHED EXPECTATIONS AND CONTINUE TO MONITOR CCCMR THROUGHOUT THE CONTINUUM OF REALLY, WE'RE TRYING TO FOCUS K THROUGH 12 IN TRACKING THOSE EFFORTS.
WE ARE REALLY BUILDING AGENCY IN ELEMENTARY AND MIDDLE SCHOOL AND BUILDING AWARENESS EFFORTS, ALTHOUGH THEY'RE NOT TAKING IN MANY CASES, THE SPECIFIC COURSES THAT ARE GETTING THEM TO CCCMR YET THEY ARE LEARNING ABOUT WHAT IT MEANS TO BE COLLEGE, CAREER AND MILITARY READY AT EARLIER AGES. WE'RE GOING TO BE TALKING ABOUT A LOT OF THINGS INVOLVING OUR EDUCATION PROFESSIONAL LEARNING, TRACKING STUDENTS, EXPANDING OPPORTUNITIES FOR COLLEGE PREPARATORY COURSEWORK, SUPPORTING STUDENTS IN COLLEGE ASSESSMENTS.
SO WE'RE GOING TO TALK A LITTLE BIT JUST TO PROVIDE A CONTEXT ABOUT CCCMR. I THINK THAT THAT YOU ALL HAVE BEEN SEEING THIS INFORMATION ABOUT WHAT CCCMR MEANS FOR SEVERAL YEARS NOW.
SO SOME OF THIS WILL BE NEW. BUT AS WITH ALL THINGS THAT ARE HANDED TO US FROM TEA, THERE'S ALWAYS GOING TO BE NEW ON TOP OF THE NEW, SO WE WILL HIGHLIGHT THOSE THINGS AS WELL. THERE ARE TEN INDICATORS FOR BECOMING COLLEGE, CAREER OR MILITARY READY.
THEY'RE REALLY DIVIDED INTO THOSE TWO MAIN PATHWAYS COLLEGE READINESS AND THEN CAREER READINESS, WHICH WILL ALSO INCLUDE MILITARY READINESS. THESE ARE ALL A PART OF OUR A THROUGH F ACCOUNTABILITY FOR THE DISTRICT AND ALSO FOR OUR SENIOR HIGH CAMPUSES, THAT GRADUATE SENIORS. THIS HAS BEEN A JOURNEY FOR US, BUT WE KNOW THAT CCMR IS REALLY AT THE HEART OF OUR WORK AS EDUCATORS.
[00:55:07]
SO THIS IS A GROUP EFFORT. WE KNOW WE ARE DOING THE RIGHT WORK AND WHENEVER WE SEE THINGS THAT ARE GIVEN TO US, WE KNOW WE HAVE TO EMBRACE IT WITH A POSITIVE ATTITUDE.SO AS MUCH AS WE MIGHT GET FRUSTRATED WHEN CHANGES HAPPEN FROM YEAR TO YEAR, WE KNOW IT'S THE RIGHT WORK AND WE KNOW THAT WE WILL CONTINUE DOING THE RIGHT WORK FOR OUR STUDENTS. WHEN YOU LOOK AT THE GRAPHIC ON THE LEFT, I KNOW THERE ARE SOME SMALL PRINT THERE, BUT WHAT THIS IS REALLY TRYING TO SHOW YOU IS FROM YEAR TO YEAR, THERE ARE GOING TO BE SOME METRICS OF COLLEGE, CAREER AND MILITARY READINESS THAT HAVE STAYED CONSISTENT THROUGHOUT THE YEARS.
BUT THERE ARE MANY AREAS THAT CHANGE QUITE OFTEN.
IT'S ALSO IMPORTANT TO REMIND YOU THAT CCMR IN OUR ACCOUNTABILITY IS A LAGGING INDICATOR.
SO A LOT OF THE INFORMATION THAT WE'RE GOING TO BE LOOKING AT COMES FROM 2024 ACCOUNTABILITY, WHICH IS GRADUATES FROM 2023 AND 2023 ACCOUNTABILITY, WHICH COMES FROM THE GRADUATES OF 2022.
WE WILL NOT SEE THE EFFORTS OF THE 2024 GRADUATES FROM LAST MAY UNTIL THE FALL, WHEN WE FINALLY GET OUR NEW ACCOUNTABILITY, AND THEN WE WILL SEE OUR CURRENT YEAR'S GRADUATES IN 2026.
ACCOUNTABILITY. CAN WE MAKE A POINT ABOUT THIS REAL QUICK? I LOVE THIS GRAPH THING CHART WHATEVER YOU WANT TO CALL IT, BY THE WAY.
IN MANY CASES WHEN YOU GO ACROSS HERE, IT'S GETTING MORE RESTRICTIVE, RIGHT? SO, LIKE IF WE TAKE THE TSI CATEGORY HERE IN THE COLLEGE PREP COURSE.
SO AGAIN, ADVANCED STUDENTS FORGET ABOUT IT. OH, SORRY.
AND I'M VERY EXCITED TO SEE THIS BECAUSE IT IT'S SOMETHING THAT WE TALK ABOUT A LOT.
HOW THE CCMR INDICATORS HAVE GOTTEN MUCH MORE RESTRICTIVE.
I MEAN, IBCS ARE EVEN WORSE IN TERMS OF THE, THE CHANGING EVERY YEAR THERE FOR THE LAST FIVE YEARS.
RIGHT, AND WE WHILE WE DO UNDERSTAND THAT THERE ARE REASONS BEHIND THE CHANGES, THEY'RE NOT JUST MAKING CHANGES WILLY NILLY. THERE ARE THERE'S JUSTIFICATION FOR THESE CHANGES. WHAT'S FRUSTRATING FROM US IS SOMETIMES THESE CHANGES ARE MADE WHEN THE GRADUATES HAVE ALREADY WALKED THE STAGE.
SO, THANK YOU FOR POINTING THAT OUT, BECAUSE IT IS GETTING MORE RESTRICTIVE AND FRUSTRATING WHEN WE DON'T HAVE A CHANCE TO GIVE THE STUDENTS WHAT WE THINK AND WHAT THE STATE HAS TOLD US THAT THEY NEEDED BACK THEN.
OKAY, LET'S TAKE A LOOK AT OUR FOCUS AREAS FOR CCMR. SO ON THE LEFT HAND SIDE YOU SEE ALL OF THESE DIFFERENT CRITERIA THAT LEAD A STUDENT TO ACHIEVING THEIR CCMR INDICATOR STATUS.
AND WHAT YOU'RE LOOKING AT IS THE ACCOUNTABILITY YEAR OF 2024 AND THEN 2023.
SO THE NUMBER TO THE LEFT IN EACH OF THESE CELLS IS GOING TO BE THE CLASS OF 2023.
AND THEN THE NUMBER IN PARENTHESES IS GOING TO BE FROM THE CLASS OF 2022.
SO WE DID THAT AS A WAY FOR YOU TO KIND OF SEE THE YEAR TO YEAR.
SO THE MOST RECENT DATA THAT WE HAVE REPORTED IS GOING TO BE ON THE LEFT HAND SIDE.
AND THEN THE PREVIOUS YEAR IS GOING TO BE IN PARENTHESES.
WE ALSO WANTED TO SHOW YOU WHERE PLANO ISD STACKS UP AGAINST THE DISTRICTS THAT ARE A PART OF REGION TEN, AS WELL AS ACROSS THE STATE. THE INDICATORS THAT YOU SEE IN GREEN ARE THE ONES THAT WE HAVE EXCEEDED BOTH REGION TEN AS WELL AS THE STATE, AND THE ONES IN RED ARE THE ONES THAT WE ARE NOT MEETING WHAT THE REGION OR THE STATE HAVE REACHED.
AND THERE ARE SOME REASONS FOR THAT, BUT SPECIFICALLY DUAL CREDIT ON RAMPS, PROGRAMS OF STUDY AND OUR SPECIAL EDUCATION STUDENTS RECEIVING AN ADVANCED DIPLOMA ARE ALL FALLING SLIGHTLY LOWER THAN EITHER THE REGION OR THE STATE.
[01:00:05]
TO BE FOCUSING ON, RATHER THAN TRYING TO THROW A BUNCH OF THINGS AT OUR CAMPUSES AND AT OUR STUDENTS AND TEACHERS, AND HOPING THAT ONE OF THEM WORKS. WE'RE REALLY TRYING TO BE STRATEGIC AND FOCUS OUR EFFORTS ON THE AREAS THAT WE DO SEE THE NEED FOR THE MOST GROWTH.THAT SAID, WE DON'T NEED TO TAKE A BACK SEAT TO THE AREAS THAT YOU SEE IN GREEN.
WE ARE NOT GOING TO BE COMFORTABLE IF WE'RE NOT GROWING AT THE SAME RATE THAT WE SEE.
OUR FELLOW DISTRICTS AROUND THE REGION AS WELL AS THE STATE GROW.
SO WE ARE REALLY TRYING TO FOCUS OUR EFFORTS MORE INTENSELY ON THE AREAS THAT YOU SEE IN RED, BUT THEN ALSO FIND WAYS TO CONTINUE TO IMPROVE OUR EFFORTS IN THE AREAS IN GREEN AS WELL.
WE HAVE TO START EDUCATING STUDENTS, EDUCATING FAMILIES, EDUCATING OUR STAFF AS EARLY AS ELEMENTARY SCHOOL ABOUT WHAT IT MEANS TO LEAVE US COLLEGE, CAREER AND MILITARY READY. THEY MIGHT NOT BE AS INTERESTED IN ALL OF THE MINUTIA IN EARLIER GRADES, BUT IT'S IMPORTANT THAT THEY KNOW THE SPIRIT BEHIND THESE ACCOUNTABILITY STANDARDS AND WHAT IT REALLY DOES MEAN FOR OUR STUDENTS.
WITH CCMR, WE GET TO TALK ABOUT THINGS WHERE STUDENTS CAN SEE TANGIBLE RESULTS.
IT'S NOT A NUMBER THAT MEANS SOMETHING VERY MUCH TO US, AND FOR A STUDENT, IT REALLY DOESN'T MEAN AS MUCH FOR CCMR. THIS IS THEIR LIFE. THIS IS THEIR LIFE AFTER HIGH SCHOOL.
AND SO WE WANT TO MAKE SURE THAT WE ARE MEETING THEIR NEEDS AND MEETING THEIR EXPECTATIONS, BECAUSE THAT HELPS US KNOW THAT WE ARE DOING OUR JOB THE RIGHT WAY, AND WE ARE ABLE TO DO THAT IF WE CAN START EARLIER AND BUILDING A TRUE CCMR CULTURE THROUGHOUT THE DISTRICT. WE'RE REALLY FOCUSED ON BUILDING SUPPORTS FOR OUR CAMPUSES AND OUR PARENTS AND OUR STUDENTS SO THAT THEY CAN FIND THE CCMR PATHWAYS. I WANT TO SAY PATHWAYS, BECAUSE THERE CAN BE MULTIPLE PATHWAYS THAT STUDENTS CAN TAKE IN ORDER TO ACHIEVE A CCMR STATUS. SO, WHAT WE ARE DOING ARE SOME OF THE THINGS THAT YOU SEE ON HERE.
WE HAVE COUNSELORS THAT ARE TRACKING PROGRESS IN CCMR THROUGH SCHOOL LINKS, WHICH IS THE PLATFORM THAT OUR COUNSELORS USE TO FOR A LOT OF DIFFERENT THINGS IN THEIR WORLD. BUT ONE OF THE THINGS THAT ARE THEY ARE ABLE TO DO DURING SCHOOL LINKS IS TRACK WHERE STUDENTS ARE AND THEN PREDICT HOW THEY WILL BE ABLE TO REACH CCMR AND THEN BE ABLE TO INTERVENE IF THOSE PREDICTIONS SHOW THAT THEY MIGHT FALL SHORT.
WE'RE ALSO PROVIDING CCMR RESOURCES AND TOOLKITS TO CAMPUSES SO THAT THEY CAN HAVE EASY TO FIND AND EASY TO IMPLEMENT RESOURCES EVERYTHING FROM PRESENTATIONS FOR PARENT NIGHTS AND TO USE WITH STUDENTS TO INFORMATION GRAPHICS AND HANDOUTS BOTH IN ENGLISH AND SPANISH, SO THAT THEY CAN BE EASILY ACCESSIBLE. THE MORE OF THE BURDEN WE CAN TAKE OFF OF OUR CAMPUSES FOR HAVING TO CREATE THINGS LIKE THIS, THINGS THAT WE CAN DO FOR THEM, HELP MAKE SURE, FIRST OF ALL, THAT THEY CAN BE IMPLEMENTED WITHOUT A LOT OF EFFORT FROM THE CAMPUSES, BUT ALSO THAT THERE IS CONSISTENT MESSAGING THROUGHOUT THE DISTRICT AND ALL OF OUR CAMPUSES.
WE'VE ALSO PROVIDED TIMELINES ASSOCIATED WITH THOSE RESOURCES, SO THAT CAMPUSES ARE ABLE TO HAVE CHECK IN POINTS WHERE THEY KNOW THAT THEY ARE STAYING IN LINE WITH EXPECTATIONS. WE'VE ALSO PROVIDED SOME INCENTIVES FOR STUDENTS TO MEET CCMR. THOSE INCLUDE THINGS LIKE GRADUATION CORDS AND SOME INCENTIVES IN TERMS OF SENIOR RELEASE WHERE RELEASES ARE TIED TO ACHIEVING CCMR. SO THESE ARE NEW THINGS THAT WE HAVE IMPLEMENTED THIS YEAR.
SO JUST KEEP IN MIND WITH OUR 2025 GRADUATES, OUR FIRST YEAR OF IMPLEMENTING THESE THINGS.
WE WILL NOT SEE THOSE THINGS UNTIL THE 2026 ACCOUNTABILITY YEAR.
WE'VE ALSO PROVIDED A LOT OF SUPPORTS TO OUR STUDENTS, PARTICULARLY AROUND THE AREA OF CTE.
CAREER READINESS IS ONE OF OUR FOCUS AREAS. ON THE EARLIER SLIDE THAT YOU SAW IN RED, AS DOCTOR TYRA POINTED OUT, CTE IS ONE OF THOSE THINGS THAT HAS BEEN GETTING MORE RESTRICTIVE, AND SO THERE IS A NEED TO PROVIDE MORE RESOURCES TO STUDENTS AROUND CTE, SO THEY CAN UNDERSTAND HOW THEY SELECT COURSES IS GOING TO BE VERY IMPORTANT IN THEIR ABILITY TO ACHIEVE CCMR BASED ON A CTE PROGRAM OF STUDY. THERE'S ALSO THE BIGGER GAPS IN KNOWLEDGE ABOUT CTE COURSES AND PROGRAMS OF STUDY.
JUST BECAUSE THEY HAVE CHANGED SO MUCH FROM YEAR TO YEAR.
AS WE ADD NEW COURSES, TAKE SOME COURSES AWAY, AND REALLY TO GRADUATE IN AN ALIGNED PROGRAM OF STUDY WITH AN INDUSTRY BASED CERTIFICATION, THAT'S NOT SOMETHING YOU CAN DECIDE TO DO THE SUMMER IN BETWEEN YOUR JUNIOR AND SENIOR YEAR.
[01:05:06]
SO ON THE SLIDE, YOU CAN SEE SOME OF THE THINGS THAT WE'VE DONE REALLY A TRUE COLLABORATION BETWEEN OUR CTE TEAM AND OUR COUNSELING TEAM TO PROVIDE MORE RESOURCES AND INFORMATION TO OUR COUNSELORS, ESPECIALLY OUR MIDDLE SCHOOL AND HIGH SCHOOL COUNSELORS, AS THEY LEARN ABOUT THE OPPORTUNITIES THAT ARE AVAILABLE AT THE END OF THE PROGRAM OF STUDY.SO, BY THE TIME THEY GET TO THE SENIOR HIGH OR EVENTUALLY THE CTE CENTER, THE OPTIONS THAT WILL BE AVAILABLE AND WHERE THEY CAN BEGIN THAT JOURNEY, WHICH FOR MANY OF OUR STUDENTS IS STARTING TO BE IN THE MIDDLE SCHOOLS.
WE HAVE ALSO IMPLEMENTED FIND YOUR FUTURE, WHICH IS ALWAYS AN EXCITING EVENT TO DO EVERY YEAR, AND SIT ON THOSE PANELS AND HEAR THE QUESTIONS THAT THE STUDENTS ASK.
AGAIN, JUST KIND OF GEARING THEM UP, SORT OF PRIMING THE PUMP FOR OH, I DO.
IT'S KIND OF COOL TO START THINKING ABOUT YOUR FUTURE AFTER HIGH SCHOOL. THEY HAVE THE BIG DREAMS, BUT OKAY, WHAT DO I REALLY NEED TO ACTUALLY DO TO GET THERE AND FIND YOUR FUTURE AS ONE OF OUR EVENTS THAT HELPS THAT HAPPEN. WE'RE ALSO EXPANDING COLLEGE PREPARATORY OPPORTUNITIES, SO WE'RE GOING TO TALK A LITTLE BIT ABOUT OUR COLLEGE PREP CLASSES THAT WE OFFER.
SO THAT'S THE ONLINE PLATFORM. BUT THEN WE ALSO HAVE ONE OF OUR TEACHERS IN THE ROOM WITH THE STUDENTS AS THEY WORK THROUGH THESE ACTIVITIES AND ASSESSMENTS IN ORDER TO GET THEM CREDIT, NOT ONLY FOR THE COURSE ITSELF, BUT IF YOU COMPLETE A COLLEGE PREP COURSE IN ENGLISH AND MATH.
IF YOU'RE NOT OTHERWISE CCMR MET THEN THAT IS REALLY SHOWING TO A COLLEGE OR UNIVERSITY, ANY POST-SECONDARY INSTITUTION THAT YOU CAN ARRIVE AT THAT INSTITUTION AND NOT HAVE TO SIT FOR A REMEDIAL COURSE FOR WHICH YOU WILL BE CHARGED, BUT THAT WILL HAVE NO IMPACT ON YOUR DEGREE PLAN WHATSOEVER.
THEY'RE STARTING THEIR SENIOR YEAR. THEY GO INTO THESE COURSES, THEY GET A LOT OF SUPPORT, AND THIS IS THEIR WAY TO SHOW THAT THEY KNOW ENOUGH TO SHOW UP ON THE FIRST DAY OF COLLEGE AND ENTER ONE OF THOSE INTRODUCTORY COURSES.
SO WE HAVE STARTED AN OVERLAY IN OUR ENGLISH FOUR COURSES.
SO REALLY WHAT THIS MEANS IS A STUDENT SITS IN THEIR ENGLISH FOUR CLASS AS A SENIOR.
AND WHILE THEY ARE LEARNING ALL OF THE ENGLISH THINGS AND THEY'RE WORKING THROUGH THE TEKS, THEN THEY'RE ALSO RECEIVING THE INSTRUCTION THROUGH TEXAS COLLEGE BRIDGE SO THAT THEY ARE FINISHING NOT ONLY WITH THEIR ENGLISH FOUR CREDIT, BUT ALSO WITH THE ABILITY TO FINISH THE COLLEGE PREP PROGRAM IN ENGLISH AS WELL.
BUT WE ARE STARTING TO WORK WITH OUR SECONDARY ACADEMIC SERVICES TEAM, AND WE HAVE FOUND SOME CREATIVE OPTIONS FOR US IN POSSIBLE OVERLAYS WITH SOME OF OUR MATH COURSES AT THE SENIOR HIGH AS WELL, BECAUSE WE DO UNDERSTAND THAT THAT REALLY IS THE BEST WAY TO MAKE THIS HAPPEN.
NO SENIOR WANTS TO SIT IN TWO MATH CLASSES OR TWO ENGLISH CLASSES, AND OVERLAY IS REALLY THE BEST WAY TO GET THE MOST BANG FOR OUR BUCK AND TO MAXIMIZE OUR TIME WITH THEM WHILE WE HAVE THEM SITTING IN OUR CLASSROOMS. AS YOU CAN SEE FROM THIS SLIDE, IT'S SORT OF THE RESULT OF SOME OF THESE EFFORTS.
NOW, WHAT I DO WANT TO POINT OUT IS I CHOOSE NOT TO FOCUS ON THE NUMBERS THEMSELVES.
THESE WERE A SNAPSHOT IN TIME. THESE NUMBERS DO CHANGE DAILY, EVERY SINGLE DAY.
AND THE BIG TAKEAWAYS HERE IS THAT WE HAVE MORE STUDENTS THAT ARE ACCESSING THE COLLEGE PREP COURSES, EVEN THOUGH THEY'VE BEEN OFFERED FOR A LONG TIME.
WE HAVE STUDENTS THAT HAVE NOT TAKEN ADVANTAGE OF THOSE COURSES EVEN THOUGH THEY HAVE BEEN OFFERED.
WE HAVE ALSO INCREASED OUR COMPLETIONS OF THE COURSES.
AND SO WHAT WE ARE SEEING IS MORE ACCESS AND MORE COMPLETIONS.
AND REALLY WHAT THE END RESULT OF THAT IS, IS THAT BY THE END OF THE SENIOR YEAR, FOR THESE STUDENTS THAT HAVE COMPLETED AND PASSED BOTH OF THESE COURSES OR HAVE OTHERWISE MET TSI REQUIREMENTS THROUGH A DIFFERENT ASSESSMENT OR PATHWAY IS THE DOOR TO COLLEGE IS OPEN TO THESE STUDENTS.
SOME OF THOSE STUDENTS MIGHT CHOOSE TO WALK THROUGH THAT DOOR AND SOME OF THOSE STUDENTS MIGHT NOT.
BUT WE ARE DOING OUR JOBS IF WE HAVE AT LEAST OPENED THE DOOR.
[01:10:07]
INCLUDING TSIA, PSAT, AND SAT. THESE ARE THE THREE ASSESSMENTS THAT ARE WHAT TEA DESIGNATES AS PART OF THE TEXAS SUCCESS INITIATIVE. THESE ARE TSIA AND SAT ARE THE TWO OF THE THREE ASSESSMENTS, THE OTHER BEING ACT THAT SHOWS THAT A STUDENT IS READY TO ENTER COLLEGE AND TO TAKE THAT INTRODUCTORY LEVEL COURSEWORK.BY MEETING BENCHMARKS ON THOSE ASSESSMENTS, STUDENTS HAVE TO MEET BENCHMARKS IN BOTH ENGLISH AND MATH, ALTHOUGH THEY DO NOT HAVE TO MEET THOSE BENCHMARKS ON THE SAME ASSESSMENT.
THAT ALSO GOES FOR COLLEGE PREP AS WELL. SO, IF YOU'RE ABLE TO ROCK AND ROLL THROUGH SAT ON ENGLISH, BUT NOT SO MUCH IN MATH, THEN YOU MIGHT BE GOING THE COLLEGE PREP ROUTE TO PICK UP YOUR MATH, OR VICE VERSA. THE BENEFIT OF GETTING COLLEGE READINESS THROUGH TSIA, SAT OR ACT IS THAT IN ADDITION TO OR IN ADDITION TO CCMR, IT ALSO OPENS US UP TO SOME EXTRA FUNDING THROUGH OUTCOMES BONUSES, WHICH IS REALLY JUST A GREAT ICING ON THE CAKE BECAUSE ALTHOUGH WE OUR FOCUS IS GOING TO BE ON THE STUDENTS AND MAKING SURE WE'RE GIVING THEM WHAT THEY NEED, IT'S ALSO NICE TO GET A LITTLE MONEY BACK IN ORDER TO REINVEST INTO THESE PROGRAMS THAT CAN CONTINUE TO PROVIDE BENEFITS FOR STUDENTS.
SO, WITH TSIA, THIS IS THE TEXAS SUCCESS INITIATIVE ASSESSMENT.
WE HAVE STARTED OPENING UP ACCESS TO TSIA TESTING BY TESTING ALL SOPHOMORES THIS YEAR IN THE ENGLISH SIDE OF TSIA, STUDENTS HAVE EXPERIENCED AND MASTERED ALL THE STANDARDS THAT THEY NEED IN ORDER TO PASS TSIA ENGLISH BY THE TIME THEY HAVE REACHED ENGLISH TWO, AND SO WE HAVE EMBEDDED THAT INTO ALL OF OUR ENGLISH TWO COURSES AT THE HIGH SCHOOL LEVEL THIS YEAR.
SO, IN JANUARY AND FEBRUARY WE HAD STUDENTS TAKE THOSE ASSESSMENTS.
THE DATA THAT WE GET IS REALLY HELPFUL FOR TEACHERS AND THE STANDARDS THAT ARE ASSESSED ON THE TSIA SPOILER ALERT ARE NOT ALL THAT DIFFERENT FROM THE STANDARDS THAT ARE ASSESSED ON STAR, SO THE EFFORTS THAT WE CAN DO WITH TSIA REALLY FOLD IN NICELY TO THE EOC ASSESSMENT THAT ALL OF OUR SOPHOMORES ARE GOING TO HAVE TO TAKE.
SO IT'S ANOTHER THING THAT'S GOING TO PROVIDE BENEFITS IN MULTIPLE PATHWAYS, NOT JUST ONE.
DOCTOR MOORE, CAN I ASK ABOUT WHEN DO THEY GET THAT TSIA RESULT BACK? IS IT? PRETTY QUICKLY BECAUSE IT IS ONLINE. AND SO THERE ARE ONLY HICCUPS IF AN ESSAY, FOR EXAMPLE, HAS TO BE KICKED BACK FOR A DIFFERENT FORMAT OF GRADING, BUT WE GET THOSE RESULTS BACK PRETTY QUICKLY SO IT CAN BE A DIAGNOSTIC THEN, IN A WAY. OH, ABSOLUTELY. YES. OKAY. YEAH. IF I MAY JUST ADD TO THAT.
SO, WE'LL BE BRINGING BACK ANOTHER PORTION OF OUR CCMR BECAUSE SOME OF OUR DATA IS STILL COMPILING.
AND AS A RESULT OF THE TESTING THAT OCCURRED THIS SPRING, AS WELL AS A LOT OF CTE INFORMATION.
WE ARE ALSO HAVE BEEN RAMPING UP OUR EFFORTS IN PREPARING STUDENTS FOR BOTH THE PSAT AND SAT.
WE PROVIDE THE PSAT TO ALL NINTH GRADE STUDENTS.
THERE'S A PSAT EIGHT NINE THAT WE PROVIDE TO ALL NINTH GRADERS.
THE PSAT NMSQT THE NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST IS GIVEN TO ALL SOPHOMORES IN THEIR 10TH GRADE YEAR, AND THEN STUDENTS THAT CHOOSE TO TAKE THAT SAME TEST AS JUNIORS CAN TAKE THAT EXACT SAME TEST THEIR JUNIOR YEAR.
SO WE HAVE REALLY DONE SEVERAL DIFFERENT THINGS RELATED TO PSAT AND SAT.
SOME OF THOSE ARE THE TOOL KITS THAT I MENTIONED EARLIER, PROVIDING RESOURCES BECAUSE ESPECIALLY WITH THE ADVENT OF THE DIGITAL PSAT AND SAT, THESE TESTS DO NOT LOOK THE SAME AS WHEN THEIR PARENTS TOOK THEM.
SO IT DOES NO GOOD TO HAVE A GROWN UP TELLING THESE STUDENTS HOW TO PREPARE FOR AND TAKE THESE TESTS, BECAUSE THEY ARE NOT. THEY ARE NOT YOUR MOTHER'S SAT ANYMORE.
SO, IF THEY HAVE A TEACHER EVEN THAT'S TRYING TO TALK TO THEM ABOUT THE SAT, AND IF THE WORD ANALOGY COMES OUT OF THEIR MOUTH, THEN THAT'S A BIG TIP OFF THAT WE MIGHT NEED TO DO SOME AN OPPORTUNITY FOR SOME TEACHING AND PROFESSIONAL LEARNING THERE.
[01:15:04]
I KNOW WE LOVE ANALOGIES. THEY HAVE GONE AWAY, I KNOW.SO, WE REALLY HAVE REALLY JUST TRIED TO PROVIDE MORE TRANSPARENCY AND COMMUNICATION, EVEN TO STAFF, BECAUSE IT'S REALLY NOT FAIR TO PREPARE STUDENTS FOR A TEST THAT A TEACHER HAS NEVER SEEN.
SO WE REALLY NEED TO LET THEM KNOW ABOUT THE FORMAT OF THE TEST.
WE DON'T WANT THE FORMAT OF OR HOW A STUDENT TAKES A TEST TO BE THE THING THAT LOWERS THEIR SCORE, AND WE KNOW THAT THERE IS A LOT OF ANXIETY FOR STUDENTS THE FIRST TIME THEY COME INTO ONE OF THESE NEW ASSESSMENTS, ESPECIALLY IF THEY'RE TAKING IT ONLINE. AND WE WANT TO TRY TO DISPEL AS MUCH OF THAT.
WE'VE ALSO BEEN DOING DATA DIVES WITH STAFF ON PSAT DATA.
AND SO, APRIL 3RD, WE'LL BE DOING SOME DATA DIVES BASED ON SAT DATA SO THAT TEAMS CAN REALLY DRILL THAT DOWN AND IDENTIFY STUDENTS WHO MIGHT HAVE JUST ALMOST MET THOSE BENCHMARKS. ONE OF THE BENEFITS OF GIVING SAT SCHOOL DAY IN MARCH OF THE STUDENT'S JUNIOR YEAR IS THEY HAVE MANY MORE OPPORTUNITIES TO TAKE THAT TEST, AND SO IF THEY ARE FALLING JUST SHORT OF WHERE THEY NEED TO BE, THEN WE CAN REALLY IDENTIFY WHO THOSE STUDENTS ARE AND COMMUNICATE WITH THEM ABOUT THE RESOURCES AVAILABLE BASED ON THE REPORTS THAT THEY HAVE ACCESS TO, OF HOW THEY CAN GET BETTER AND BOOST THAT SCORE.
THE NEXT TIME WE'LL TRY TO GET THEM ALL BY SCHOOL DAY, AND THEN WE WILL JUMP INTO ACTION AFTER SCHOOL DAY, BECAUSE WE REALLY DO HAVE ANOTHER FULL ACADEMIC YEAR IN ORDER TO ALLOW THEM TO MAKE GAINS IF THEY SO CHOOSE.
WE HAVE SOME RESULTS FROM OUR OCTOBER PSAT DATA THAT I WANT TO SHARE WITH YOU.
WE'LL START OFF BY LOOKING AT PSAT NINE. AGAIN, THIS IS ALL OF OUR NINTH GRADERS TAKING PSAT NINE.
IF IT'S BOLDED IN BLACK, THAT MEANS THAT THERE IS NO CHANGE FROM THE PRIOR YEAR LAST YEAR.
SO OCTOBER OF 2023 WAS THE FIRST YEAR THAT THE DIGITAL PSAT WAS ROLLED OUT.
SO NOW 2024. THIS WAS OUR SECOND YEAR. I WILL SAY THAT ACROSS THE ENTIRE SCOPE OF THE UNIVERSE THAT TOOK THE DIGITAL PSAT, THERE WERE DROPS ACROSS THE BOARD BASED ON THE DIGITAL FORMAT BECAUSE IT WAS A NEW FORMAT, AND WE SEE THAT ALL THE TIME WHEN ASSESSMENTS CHANGE FORMATS.
SO AGAIN, THAT SHOWS US THAT WE NEED TO JUMP INTO ACTION IN ORDER TO PROVIDE THAT REALLY JUST TRANSPARENCY OF WHAT TO EXPECT ON TEST DAY FOR STAFF, FOR STUDENTS AND FAMILIES FOR SURE, SO THEY CAN FOCUS ON WHAT IS MOST IMPORTANT.
IF YOU WANT TO TAKE A LOOK AT THE DATA HERE, YOU SAW THAT WE INCREASED IN EVERY CATEGORY WITH MATH REMAINING STATIC, AND OUR RESULTS REMAIN HIGHER THAN THE STATE AND THE TOTAL GROUP.
WE KNOW THAT THERE IS WORK TO DO. ALL 10TH GRADERS TAKE THE PSAT/NMSQT, AND THESE SCORES REMAIN HIGHER THAN THE STATE AND THE TOTAL GROUP AS WELL.
IN EVIDENCE BASED READING AND WRITING, WE DID SEE A DECREASE IN MATH BY 2% IN THE DISTRICT, WHILE THERE WAS STATIC LEVELS IN BOTH THE STATE AND THE TOTAL GROUP.
AND SO WE ARE LOOKING AT SOME NEW INTERVENTIONS TO PUT INTO PLACE.
WE WILL DEFINITELY CONTINUE THE ALIGNMENT OF CURRICULUM AND STANDARDS TO THE STANDARDS THAT STUDENTS CAN EXPECT TO SEE ON THE PSAT, AS PROVIDED THROUGH TIER ONE INSTRUCTION IN OUR CLASSROOMS. WE ARE ALSO GETTING MORE INFORMATION OUT TO STUDENTS AND TO FAMILIES AND TEACHERS ABOUT THE USE OF KHAN ACADEMY.
IT'S A REALLY GREAT RESOURCE THAT PARTNERS WITH THE COLLEGE BOARD.
IT'S NOT A SEPARATE THIRD PARTY. THEY REALLY HAVE PARTNERED AS A WAY TO PROVIDE TARGETED, TARGETED PRACTICE TO STUDENTS BASED ON THOSE INDIVIDUAL SCORE REPORTS THAT STUDENTS GET BACK AFTER THEY TAKE THE TEST. THERE ARE A LOT OF INTEGRATIONS NOW WITH TECHNOLOGY, AND WE JUST NEED TO SHOW THEM HOW TO USE IT AND HOW TO TAKE ADVANTAGE OF IT.
BECAUSE EVEN IF YOU ARE THE MOST KNOWLEDGEABLE AND THE MOST SUPPORTIVE PARENT.
THIS NEW WORLD OF A NEW DIGITAL ASSESSMENT. ALL OF THESE TOOLS AND TRICKS, YOU DON'T JUST PULL OUT THE DUSTY OLD BOOK ANYMORE THAT YOU FOUND, YOU KNOW, IN YOUR GRANDMA'S LIBRARY LIKE I DID WHEN I WAS LITTLE AND SAY, LET ME STUDY THIS OLD YELLOW THING.
NO, WE NEED TO WE NEED TO HARNESS OUR RESOURCES IN ORDER TO PROVIDE THIS INFORMATION FOR OUR FAMILIES, BECAUSE THAT'S THE ONLY FAIR THING TO DO. WE DID BREAK DOWN OUR PSAT/NMSQT DATA IN TERMS OF DEMOGRAPHICS AS WELL. WE DO SEE GROWTH IN OUR FOUR HIGHEST DEMOGRAPHIC GROUPS AND EVIDENCE BASED READING AND WRITING.
[01:20:02]
MATH SAW DECREASES IN PERFORMANCE EXCEPT FOR HISPANIC, WHICH REMAINED THE SAME AS LAST YEAR.WE ALSO ARE SHOWING YOU SOME RESULTS FROM THE PSAT/ NMSQT FOR JUNIORS.
AGAIN, THESE NUMBERS AREN'T REALLY A TRUE PICTURE.
THEY'RE TO BE CELEBRATED FOR SURE. BUT THESE ARE STUDENTS THAT CHOOSE TO TAKE THIS TEST AS JUNIORS, SO THEY HAVE TO PAY A LITTLE BIT OF MONEY TO TAKE THE TEST, RATHER THAN TAKING IT FREE OF CHARGE AS FRESHMEN AND SOPHOMORES.
AND THESE ARE THE KIDS THAT REALLY DO WANT TO TAKE THIS CLASS, EITHER BECAUSE THEY'RE GUNNING FOR A NATIONAL MERIT SCHOLARSHIP OR BECAUSE THEY NEED THAT LAST BIT OF PRACTICE. THEY WANT THAT LAST BIT OF REPORTING BACK BEFORE THEY TAKE THE SAT IN MARCH.
SO AGAIN, WE SHOWED GROWTH IN ALL AREAS OVER THE PAST YEAR IN PSAT FOR JUNIORS.
AND THAT'S A I THINK THAT'S SOMETHING TO BE CELEBRATED.
WE HAVE SOME DEMOGRAPHIC DATA FOR PSAT/ NMSQT AS WELL.
WE SAW INCREASES IN PERFORMANCE IN ALL CATEGORIES FOR HISPANIC, WHITE, AND AFRICAN AMERICAN, WITH HISPANIC AND AFRICAN AMERICAN STUDENTS SHOWING THE HIGHEST GROWTH IN EVIDENCE BASED READING AND WRITING.
DEFINITELY SOMETHING TO CELEBRATE WILL BE OUR NATIONAL MERIT SCHOLARS.
WE REALLY DO CONTINUE TO OUTPERFORM A LOT OF DISTRICTS IN OUR AREA WITH OUR NATIONAL MERIT SCHOLARSHIP RECIPIENTS, AND THIS SHOWS YOU KIND OF WHERE WE STACK UP AGAINST OUR NEIGHBORS.
SO WE LOOK AT THE NUMBER OF JUNIORS IN EACH OF THOSE DISTRICTS.
ONE OF THE TOP THREE DISTRICTS IN THE AREA THAT HAVE GOTTEN THAT DESIGNATION.
SO WE'RE VERY, VERY PROUD OF THESE STUDENTS. THE WORK THEY PUT IN IS JUST INCREDIBLE.
TAKING A TEST LIKE THIS IS NOT NATURAL IN A LOT OF WAYS IT IS.
IT'S A LOT DIFFERENT. THEY ARE THEY ARE LEARNING IN THE CLASSROOM IN ONE WAY.
AND THEN THEY HAVE TO KIND OF USE THAT KNOWLEDGE IN A DIFFERENT WAY.
IT'S KIND OF FLEXING A DIFFERENT MUSCLE, WHICH IS FUN FOR THEM, BUT ALSO A HUGE CHALLENGE I THINK, FOR A LOT OF THEM. SO THE FACT THAT THIS CAN OCCUR, I KNOW IT'S A HUGE BADGE OF HONOR FOR THESE STUDENTS AND FAMILIES TO TO GET ONE OF THESE DESIGNATIONS. ALL RIGHT. SO WHAT ARE WE DOING? WE ARE FOCUSED ON CONTINUOUS IMPROVEMENT. SO WHAT YOU SEE HERE ARE SOME OF THE THINGS THAT WE HAVE IMPLEMENTED AND WILL CONTINUE TO IMPLEMENT IN ORDER TO INCREASE OUR PROGRESS IN REACHING BENCHMARKS ON THESE TSI ASSESSMENTS.
SO ONE THING YOU SEE ARE SAT BOOTCAMPS. WE DO OFFER A BOOT CAMP IN WHEN STUDENTS COME BACK AFTER WINTER BREAK, WE GIVE A BOOT CAMP THAT LEADS UP TO SAT SCHOOL DAY WITH HOURS OF INSTRUCTION FROM A PRINCETON REVIEW COACH.
I'M GOING TO SKIP DOWN A COUPLE ROWS THERE, AND WE ALSO OFFER OUR SUPERINTENDENT PLANO SCHOLARS PROGRAM, WHICH IS FOR RISING SOPHOMORES AND JUNIORS THAT ARE SORT OF OUR TOP SCORING STUDENTS.
AND THEY GET AN INTENSIVE WEEK LONG PROGRAM OVER THE SUMMER THAT IS GEARED ON PSAT PREP, AND THAT IS MORE GEARED TOWARDS WHO OUR STUDENTS WHO ARE GOING TO BE TAKING THE NMSQT AS A JUNIOR, WHO ARE REALLY INTERESTED IN GETTING INTO THE GAME OF BECOMING A NATIONAL MERIT SCHOLAR, WE ARE CONTINUING OUR TEACHER TRAINING REGARDING PSAT AND SAT TO BUILD CAPACITY IN THESE TEACHERS TO UNDERSTAND WHAT THE TEST LOOKS LIKE, TO UNDERSTAND WHAT THE DATA MEANS TO UNDERSTAND HOW THEY CAN HELP STUDENTS UNDERSTAND THEIR DATA AND REALLY JUST IMPROVE THEIR NEXT TIME OUT.
PSAT IS A PRACTICE SAT, AND SO IT NOT ONLY HELPS YOU GET BETTER FOR THE NEXT PSAT ADMINISTRATION, IT REALLY ITS ULTIMATE GOAL IS TO HELPING STUDENTS BE SUCCESSFUL ON THE SAT.
AND SO EVERY TIME WE CAN USE THE DATA THAT WE GET BACK FROM EACH OF THESE TEST ADMINISTRATIONS, THE MORE WE'RE GOING TO BE ABLE TO SEE STUDENTS IMPROVE ON THE SAT, WHICH IS THE ULTIMATE GOAL.
THAT'S THE COLLEGE ADMISSIONS EXAM. THAT'S THE EXAM THAT GOES FOR CCMR. A LOT OF TIMES THAT'S GOING TO DEFINE ENTRANCE INTO SPECIALIZED ACADEMIC PROGRAMS AT POST-SECONDARY INSTITUTIONS.
SO, IT'S JUST A REALLY BIG DEAL. AND EVERYTHING THAT WE CAN DO TO HELP THEM FEEL CONFIDENT GOING INTO THAT MARCH ADMINISTRATION, THE BETTER. WE ALSO CONTINUE OUR STUDENT MEETINGS AND TRACKING, WORKING WITH CAMPUS TEAMS TO REVIEW DATA CONTINUOUSLY,
[01:25:09]
TO INTERVENE WHEN NEEDED, TO MAKE SURE THAT WE ARE DOING EVERYTHING WE CAN DO FOR EVERY SINGLE STUDENT.SO I'M GOING TO TALK A LITTLE BIT ABOUT DUAL CREDIT ADVANCED PLACEMENT AND ON RAMPS.
STARTING WITH DUAL CREDIT YOU CAN SEE THAT WE ARE ON TRACK TO INCREASE DUAL CREDIT THIS YEAR.
THAT NUMBER THAT YOU SEE ON THE 2025 ROW ONLY INCLUDES OUR NUMBERS FROM THE FALL SEMESTER.
WE OBVIOUSLY WON'T GET OUR SPRING SEMESTER DATA UNTIL LATER AT THE BEGINNING OF THE SUMMER, BUT YOU CAN SEE SORT OF HOW OUR PROGRAM HAS GROWN OVER THE YEARS, AND WE ARE DEFINITELY EXPECTED TO INCREASE OVER 2024 WHEN WE GET THOSE FINAL NUMBERS IN FROM COLLIN COLLEGE AFTER THE END OF THE SPRING SEMESTER.
WE ARE LOOKING AT EXPANDING THE NUMBER OF OUR EMBEDDED FACULTY MEMBERS, AND EMBEDDED FACULTY MEMBER IS ONE OF OUR TEACHERS WHO IS CREDENTIALED AND HIRED BY OUR UNIVERSITY PARTNER IN ORDER TO PROVIDE THAT INSTRUCTION TO OUR STUDENTS.
THAT IS WHERE THE MAGIC HAPPENS. NOT TO SAY ANYTHING ABOUT ANY OTHER FACULTY MEMBERS THAT MIGHT COME INTO OUR CLASSROOMS, BUT WE TEND TO HOLD OUR TEACHERS IN A LITTLE SPECIAL PLACE IN OUR HEARTS.
AND THEN WITH THE IMPLEMENTATION OF OUR COLLEGIATE ACADEMY, WHEN WE START TO SEE THOSE STUDENTS TAKE MORE AND MORE DUAL CREDIT CLASSES THAN WE DEFINITELY EXPECT TO SEE, THE POPULARITY, POPULARITY, AND THE SUCCESS OF DUAL CREDIT INCREASE EVEN MORE.
AP IS ANOTHER AREA THAT EXPERIENCES GROWTH, AND REALLY, THIS IS JUST A TESTAMENT TO OUR AP TEACHERS, OUR HARD WORKING AP COORDINATORS AT ALL OF OUR CAMPUSES.
AND OUR COUNSELORS THAT HELP OUR STUDENTS GET INTO THESE COURSES TO BEGIN WITH.
BUT REALLY, SOMETHING TO HIGHLIGHT IS REALLY THE GROWTH IN THE NUMBER OF AP STUDENTS FROM YEAR TO YEAR, THE NUMBER OF EXAMS THAT THESE STUDENTS ARE TAKING AND WHAT THE PERCENTAGE OF IT LOOKS LIKE COMPARED TO THE PERCENTAGE OF STUDENTS THAT ARE IN GRADES NINE THROUGH 12.
I MEAN, THOSE NUMBERS JUST BETWEEN LAST YEAR AND THIS YEAR ARE PRETTY REMARKABLE.
AND AP PRECALCULUS IS A NEW COURSE THAT'S BEEN ROLLED OUT BY THE COLLEGE BOARD THIS YEAR.
IT REPLACED OUR HONORS PRE-CALCULUS CLASS AT BOTH THE HIGH SCHOOL AND THE SENIOR HIGH LEVEL.
ONRAMPS IS A NEW PROGRAM FOR PLANO ISD. ALTHOUGH IT IS NOT A NEW PROGRAM TO THE STATE, ONRAMPS IS A DUAL ENROLLMENT PROGRAM WHERE STUDENTS ARE TAUGHT BY A PLANO ISD TEACHER WITH CURRICULUM AND ASSESSMENTS THAT ARE PROVIDED AND ASSESSMENTS GRADED BY PROFESSORS AT THE UNIVERSITY OF TEXAS.
SO AT THE END OF A SEMESTER, STUDENTS GET. I SAW THAT SAME.
YEAH. WHEN STUDENTS GET THOSE GRADES BACK AT THE END OF A SEMESTER, THEY THEN HAVE THE OPTION THEY WILL RECEIVE A HIGH SCHOOL GRADE IN THE HIGH SCHOOL GRADE BOOK. BUT THAT GRADE IS MAYBE GOING TO BE DIFFERENT THAN THE GRADE ON THE COLLEGE SIDE, THE COLLEGE GRADE COMES ONLY FROM THOSE ASSESSMENTS THAT ARE GRADED BY A COLLEGE PROFESSOR. BUT THE HIGH SCHOOL TEACHER CAN THEN SUPPLEMENT GRADES WITH THINGS THAT ARE HELPING KIDS DO BETTER ON THOSE ASSESSMENTS THAT ARE PROVIDED BY THE COLLEGE PROFESSOR. SO I REALLY DO CALL IT THE BEST OF BOTH WORLDS, BECAUSE YOU GET ONE OF OUR TEACHERS IN THE CLASSROOM THAT'S PROVIDING THE SCAFFOLDING, THAT'S PROVIDING THE SUPPORT, AND THEN YOU GET THE BENEFIT OF A FOUR YEAR UNIVERSITY PROFESSOR WHO'S PROVIDING THESE CURRICULA AND ASSESSMENTS AND GRADING THOSE AND GIVING FEEDBACK TO STUDENTS. SO YOU GET THE SAME TYPE OF EXPERIENCE LIGHT THAT YOU DO WITH A COLLEGE PROFESSOR, WITH THE SUPPORT AND LOVE FROM ONE OF OUR TEACHERS AS WELL.
WE STARTED THIS YEAR WITH A PILOT OF ON RAMPS US HISTORY.
THAT'S WHY YOU SEE A SMALLER NUMBER OF STUDENTS.
THAT COURSE ALLOWS THEM TO EARN THREE COLLEGE CREDIT HOURS IN THE FALL AND THREE COLLEGE CREDIT HOURS IN THE SPRING, SO WE WILL HOPE TO SEE MORE EARNED AND ACCEPTED CREDITS IN THE SPRING ONCE THOSE STUDENTS HAVE FIGURED OUT HOW THIS WHOLE THING WORKS.
AND OH, I DO NEED TO DO THE READING IN ORDER TO DO WELL ON THE ASSESSMENTS.
THINGS THAT WE PROBABLY LEARNED THE FIRST SEMESTER OF OUR COLLEGE AS WELL.
[01:30:03]
IN TERMS OF STUDENTS THAT HAVE SELECTED ONRAMPS US HISTORY WHERE THOSE NUMBERS HAVE JUST BLOWN UP, WHICH IS VERY EXCITING TO SEE. WE ARE ADDING TWO NEW ONRAMPS COURSES FOR NEXT YEAR, AND THOSE ARE COLLEGE ALGEBRA AND BIOLOGY.WHAT'S INTERESTING ABOUT THESE COURSES IS IT IS A SEMESTER OF COLLEGE.
YOU END THESE TWO COURSES, ALGEBRA AND BIOLOGY, WITH ESSENTIALLY ONE SEMESTER OF COLLEGE CREDIT.
BUT IT STRETCHES THAT CONTENT OVER A FULL ACADEMIC YEAR.
SO WE HAVE A LOT OF STUDENTS WHO ARE NOT SEEING THEMSELVES IN A DUAL CREDIT CLASSROOM.
THEY ARE NOT SEEING THEMSELVES IN AP CLASSROOM.
THEY SEE THE STUDENTS THAT ARE WALKING INTO THOSE CLASSES. THEY SEE POSSIBLY THE WORKLOAD THAT THEY HAVE, AND THEY SAY, NOT FOR ME, THIS IS GOING TOO FAST, THIS IS TOO HARD.
SO REALLY THAT IS OUR PRIMARY FOCUS OF THE ON RAMPS PROGRAM IS TO PROVIDE A PATHWAY TO COLLEGE CREDIT COURSES IN HIGH SCHOOL FOR STUDENTS WHO HAVE NOT HISTORICALLY SEEN THEMSELVES HAVING THAT OPTION. SO JUST TO KIND OF BRING THIS ALL TOGETHER, THIS IS REALLY CCMR IS NOT THE WORK OF JUST OUR TEAM. THIS IS THE THIS IS THE WORK OF A LOT OF PEOPLE.
SO, WE REALLY DO HAVE TO THANK OUR FRIENDS IN SECONDARY ACADEMIC SERVICES, SLI, OUR CAMPUS PRINCIPALS AND APS, ALL OF OUR TEACHERS, ESPECIALLY OUR MATH AND SCIENCE TEACHERS WHO HAVE TO LISTEN TO ME TALK ALL THE TIME ABOUT PSAT AND SAT STUFF AT EVERY PROFESSIONAL LEARNING DAY.
PROFESSIONAL LEARNING IS A HUGE FOCUS OF OURS, ESPECIALLY SURROUNDING OUR COLLEGE READINESS ASSESSMENTS, MAKING SURE THAT THEY UNDERSTAND WHAT THEY LOOK LIKE.
WE HAVE SPENT SOME TIME TRAINING CERTAIN MATH AND SCIENCE TEACHERS AT EVERY HIGH SCHOOL AND SENIOR HIGH SO THAT THEY CAN BECOME EITHER CERTIFIED TRAINERS FROM PRINCETON REVIEW SO THEY CAN PROVIDE SOME OF THESE BOOT CAMPS AND THE SCHOLARS CAMPS FOR STUDENTS THEMSELVES, RATHER THAN US RELYING ON SOME PERSON BEHIND A SCREEN OVER THE SUMMER THAT IS VETTED FROM PRINCETON REVIEW.
BUT AGAIN, WE WOULD LOVE IT IF OUR TEACHERS WERE WITH OUR KIDS PROVIDING THIS OPPORTUNITY, AND THEN ALSO SO THEY CAN REALLY FIND THE OPPORTUNITIES WHERE THERE ARE MOMENTS IN OUR CURRICULA, IN OUR MATH AND SCIENCE COURSES THAT HIGHLIGHT THE STANDARDS THAT STUDENTS WILL ALSO BE SEEING ON THESE COLLEGE READINESS ASSESSMENTS.
STAAR IS ONE OF THOSE ASSESSMENTS. TSIA IS ONE OF THOSE ASSESSMENTS.
PSAT AND SAT ARE ALSO THOSE ASSESSMENTS. SO THE THINGS THAT YOU'RE LEARNING IN YOUR CLASSES ARE THINGS THAT ARE GOING TO BENEFIT YOU NOT ONLY THROUGHOUT THE FOUR YEARS YOU'RE IN HIGH SCHOOL, BUT IT'S GOING TO SIGNIFICANTLY IMPACT YOUR FUTURE ONCE YOU LEAVE US.
AS IF THAT'S NOT ENOUGH ABOUT CCMR, WE LOOK FORWARD.
DOCTOR WILLIAMS ALLUDED TO THIS A MOMENT AGO, BUT WE LOOK FORWARD TO SHARING A SECOND PART OF THIS PRESENTATION, WHICH WILL REALLY DIVE DEEPLY INTO WHAT WE'VE DONE WITH CAREER READINESS ACTIVITIES AND WILL ALSO BRING ADDITIONAL DATA THAT WE HAVE AT THAT POINT TO SHARE WITH YOU.
SO STAY TUNED FOR PART TWO OF CCMR. SO I HAVE A QUESTION WITH DUAL CREDIT.
I KNOW THAT CURRENTLY OUR PARENTS ARE PAYING FOR OUR STUDENTS DUAL CREDIT.
IS IS THERE ARE WE GOING TO SOMEHOW HELP WITH WITH THE PAYMENTS? WE HELP WITH STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED, BUT THERE IS NO PLAN TO TAKE ON THE ADDITIONAL COST OF PAYING FOR ALL DUAL CREDIT THAT WE CONTINUE TO DO THAT FOR THE COLLEGIATE ACADEMY STUDENTS. SO THAT IT CAN CONTINUE TO BE AN OPPORTUNITY FOR THOSE STUDENTS, BUT FOR OTHER STUDENTS, THAT IS NOT IN OUR PLANS.
OKAY. THANK YOU. HOW DO PARENTS FIND OUT HOW THEIR CHILDREN PERFORMED ON THE PSAT? THAT IS A GREAT IDEA. I KNOW, SO ASKING FOR A FRIEND, I MEAN ME.
OVER THANKSGIVING, I WAS WITH MY MOM'S SIDE OF THE FAMILY.
WE HADN'T GATHERED ALL TOGETHER IN A LONG TIME, AND MY COUSIN, WHO IS A JUNIOR OR SOPHOMORE, WAS ABOUT TO TAKE THE SHE'S A JUNIOR, WAS ABOUT TO TAKE THE SAT THE NEXT SATURDAY AFTER THANKSGIVING.
AND SO I SAID, WHAT ARE YOU DOING TO STUDY? AND SHE JUST LOOKED AT ME AND I SAID, DID YOU TAKE THE PSAT LAST YEAR? AND SHE SAID, YEAH. AND I SAID, WELL, WHAT DID YOU SEE THAT YOU NEEDED TO FOCUS ON? AND SHE JUST LOOKED AT ME. AND THEN I LOOKED AT HER MOM, WHO'S A TEACHER, AND I SAID, WHAT ARE YOU DOING? SO GRANTED, SHE'S AN ELEMENTARY TEACHER, NOT NECESSARILY FRONT OF MIND, BUT STILL, SHE SHOULD KNOW.
BUT SHE DIDN'T. SO THERE ARE A LOT OF DIFFERENT WAYS.
[01:35:03]
AND DOWNLOAD AN APP CALLED FROM THE COLLEGE BOARD CALLED BIG FUTURE.BIG FUTURE IS THE APP FROM THE COLLEGE BOARD.
STUDENTS WILL ALSO GET, IF THEY HAVE WRITTEN DOWN THEIR PHONE NUMBER WHEN THEY TAKE THE PSAT OR SAT.
THEY ALSO GET A TEXT MESSAGE THAT TELLS THEM TO DOWNLOAD IT AND SO THEN THEY CAN GET IT.
THIS IS THE BEST THING. IT HAS ALL OF THEIR SCORE REPORTS YOU CAN TAP, AND IT WILL TAKE YOU DIRECTLY TO PRACTICE AND KHAN ACADEMY, IT'LL GIVE YOU INSTRUCTIONS ON THAT. IT'LL ALSO YOU CAN TAKE LITTLE IT'LL TELL YOU WHAT YOU'RE INTERESTED IN, IN CERTAIN COLLEGES YOU WANT TO LOOK AT. AND YOU'LL START WHEN WE USED TO GO OUT TO OUR MAILBOXES AND IT WOULD BE FILLED WITH MAILERS FROM COLLEGES.
NOW, YOUR INBOX, WE STILL GET THOSE. YOUR INBOXES WILL GET FILLED IN THE BIG FUTURE APP BASED ON THE THINGS EITHER THE SCORES THAT YOU'VE GOTTEN, OR IT COULD BE FROM THE INTERESTS THAT YOU HAVE NOTED ON THE APP.
SO THAT WOULD BE MY NUMBER ONE. SURE THING. SO IF WE CAN, I'D LIKE TO GO BACK TO SLIDE 24.
OKAY. THESE DON'T HAVE NUMBERS. SO TELL ME WHEN TO STOP.
THAT'S A COLLEGE ASSESSMENT. ONE YOU MAY HAVE ALREADY PASSED. WAIT. WHICH ONE? I DON'T. YES. TSI, COLLEGE ASSESSMENT TSI PROGRESS.
24, I THINK YOU PASSED. I DON'T KNOW. OKAY. THAT WAS TOO HARD.
OKAY. RIGHT AFTER THE NATIONAL MERIT CHART. I THINK THAT ONE, THAT ONE.
OKAY. OKAY, SO I'M CURIOUS. ARE WE FINDING THAT OUR COMMUNITY IS TAKING ADVANTAGE OF THESE RESOURCES AND NOT PAYING THE GOBS OF MONEY THAT USED TO BE PAID FOR PREP CLASSES? YES. YEAH. ARE WE PUTTING THOSE PREP CLASSES, PREP PEOPLE? YEAH. I DON'T KNOW IF WE'RE PUTTING HIM OUT OF BUSINESS, BUT WE ARE DEFINITELY PROVIDING OPPORTUNITIES FOR OUR STUDENTS NOT TO HAVE TO PAY THOSE SUMS OF MONEY TO THOSE PLACES. AND THAT'S NOT OUR INTENT.
WELL PLAYED THERESA. AND BUT YES, BUT THAT IS SOMETHING THAT HAS BEEN A BARRIER FOR SOME FAMILIES.
AND SO IT'S GLAD THAT WE HAVE THOSE OPPORTUNITIES. ABSOLUTELY. EVEN IF A STUDENT IS NOT ABLE TO TAKE ONE OF THOSE, LIKE FULL WEEK LONG PREP PROGRAMS, THE MORE TEACHERS WE CAN GET TRAINED IN SOME OF THESE TRICKS AND TIPS FROM AN ORGANIZATION LIKE THE PRINCETON REVIEW OR ANY OTHER SIMILAR ORGANIZATION, THE MORE THEY'RE GOING TO BE ABLE TO TALK TO THEIR STUDENTS ABOUT THOSE THINGS DURING CLASS, RATHER THAN HAVING TO SIT THROUGH A WEEK OUTSIDE OF CLASS AND TAKING 15 OR 30 HOURS OF PREP AND JUST TO PUT A PLUG IN THAT THERE, EVEN IF WHEN PARENTS GO IN AND AFTER THEIR STUDENTS TAKE THE PSAT, THEY CAN GO IN THERE AND DO MY PSAT PLAN.
AND IT PROVIDES A INDIVIDUALIZED, PERSONALIZED PRACTICE AND PRACTICE TEST FOR STUDENTS THAT DON'T COST ANYTHING. I MEAN, IT IS ABSOLUTELY, POSITIVELY FREE.
I AM OVER HERE, LIKE ABSOLUTELY, POSITIVELY FREE, AND OUR RESOURCES THAT WE'RE OFFERING FOR FREE ARE ALSO ADAPTED AND SPECIFIC TO THE STUDENT'S SKILL DEVELOPMENT AND WHERE THEY ARE.
AND SO, THEY'RE VERY PERSONALIZED AND THEY'RE THERE WAITING.
AND WHEN YOU TAKE A FULL LENGTH PRACTICE TEST, I WASN'T LOOKING AT ANYBODY.
WHEN YOU TAKE A FULL LENGTH PRACTICE TEST THROUGH COLLEGE BOARD ONLINE.
IT SIMULATES, FIRST OF ALL, IT SIMULATES THE DIGITAL EXPERIENCE, WHICH IS A BONUS.
BUT THEN YOU ALSO GET REPORTING BACK THAT SAYS HERE'S WHAT YOU NEED TO FOCUS ON FOR NEXT TIME.
YES. SO ONE OF THE THINGS THAT I WAS MISTAKEN ON THAT I'M GLAD TO PUBLICLY SAY IS THAT AND THEN GO BACK TO THE DUAL CREDIT ONE, THE ONE BEFORE THAT. SO BOTH DUAL CREDIT AND BOTH AP INCREASED.
WE'RE NOT DOING THAT, YOU DIDN'T DO ANYTHING ABOUT IB, THAT'S FINE. BUT WHAT IS WHAT IS I MEAN, I WAS WRONG. WHAT DO YOU SEE AS THE EXPLANATION FOR WHY.
AND WE DO HAVE LOWER ENROLLMENT. SO HOW DO YOU EXPLAIN I MEAN, THIS IS VERY, VERY IMPRESSIVE.
WE NEED TO TAKE THE CONTEXT OF HOW IMPRESSIVE I COULDN'T PREDICT WHAT THERE'S A SPECIFIC THING? I THINK THERE'S MAYBE SEVERAL THINGS. FIRST OF ALL, I THINK THAT OUR TEACHERS ARE DOING A GOOD JOB OF HELPING OUR STUDENTS HAVE CONFIDENCE IN THE CONTENT SO THEY FEEL LIKE THEY ARE READY THAT THEY CAN.
[01:40:01]
THEY LEAVE ONE COURSE AND LIKE, OH, I ACTUALLY KNOW THAT I COULD DO THIS, AND THEY ARE WILLING TO TAKE THAT NEXT STEP.ANOTHER REASON MIGHT BE THE INCREASING COST OF COLLEGE.
I DON'T KNOW IF YOU'VE HEARD COLLEGE IS KIND OF EXPENSIVE TODAY, AND PARENTS ARE MAYBE HELPING INFLUENCE THEIR STUDENTS TO TAKE SOME OF THESE COURSES THAT ARE GOING TO HELP THEM EARN SOME CREDITS BEFORE THEY GRADUATE AT A MUCH LESS EXPENSIVE WAY THAN IF THEY TOOK IT ON A COLLEGE CAMPUS.
THAT COULD BE ONE. AND ALSO BECAUSE OF THE TEACHERS THEMSELVES THAT ARE ATTRACTING STUDENTS TO THESE CLASSES OR TO THESE PROGRAMS, THEY REALLY HAVE TO BE MARKETERS OF THESE COURSES.
THE CONTENT IS ONE THING, BUT FOR SOME, ESPECIALLY FOR AP, THEY TAKE THESE CLASSES BECAUSE THEY WANT TO TAKE THIS CLASS FROM THIS TEACHER THAT THEY'VE BEEN HEARING ABOUT, FROM THEIR FRIENDS, FROM THEIR SIBLINGS. AND THAT IS A THAT IS A HUGE DEAL.
THAT'S COOL. OKAY, LAST QUESTION OR LAST COMMENT FOR CCMR. IT IS MY UNDERSTANDING THAT IF YOU LET'S SAY THAT YOU ARE DOING HUMAN GEOGRAPHY AP AS A FRESHMAN AND YOU MAKE FOUR, THREE OR HIGHER ON THE TEST, THEN YOU GO IN THE BUCKET.
THAT'S IT. WE'VE COUNTED YOU. YOU'RE DONE. RIGHT.
AND I APPRECIATE THAT. WE NEED TO HAVE EVERYBODY COUNTED.
AND IT DOES APPEAR THAT AS IF WE ARE ON A PATHWAY, THAT WE CAN HAVE EVERY STUDENT GET A CCRM CREDIT.
MY BEEF IS THAT WE ARE A DISTRICT THAT HAS STUDENTS TAKING MULTIPLE AP.
AND I THINK THAT IF WE WERE TO LOOK AT ACCOUNTABILITY FOR A DISTRICT IN TWO WAYS, ONE, WE WANT TO MAKE SURE EVERYONE HAS AT LEAST ONE CCR EXPERIENCE, BUT WHAT THE HECK WOULD IT BE LIKE IF WE WERE THE DISTRICT IF THE DISTRICT WAS ALSO, DISTRICTS WERE ALSO GRADED ON MULTIPLE HITS IN THE BUCKET, AND SO THAT'S JUST A CONCERN.
I MEAN, OUR THIS DATA IS VERY IMPRESSIVE AND SHOWS THAT WE ARE LEANING INTO THIS AND WE'RE GROWING.
BUT WE DO HAVE, YOU KNOW, HOW MANY PERCENTAGE OF OUR STUDENTS TOOK THE PSAT.
YOU SAID THAT'S 57%. SO I'M PRETTY SURE THEY'VE GOT A LOT OF PUTS IN THE BUCKET.
AM I CRAZY ON THAT, LISA. AND SAYING THAT I APPRECIATE THAT.
THAT'S GREAT THAT IT CHECKS A BOX. BUT WE WANT TO PROVIDE OPPORTUNITIES FOR STUDENTS.
AND WE DO THIS NOT JUST BECAUSE IT'S A NUMBER ON A PAGE, BUT IT'S BECAUSE IT'S EVERY CHILD.
AND SO I THINK I AGREE WITH YOU. AND WE CAN TRY TO DO A, WE CAN CERTAINLY GO BACK TO THE DRAWING BOARD AND SEE WHAT KIND OF DATA WE COULD GATHER, JUST IN TERMS OF AN ACCOUNTING TO OUR BOARD AND OUR COMMUNITY FOR THAT TYPE OF DATA.
BUT BUT CERTAINLY EVERY DATA POINT FOR US IS A CHILD AND THAT WE WANT TO AND I TOTALLY GET THAT, EXCEPT THAT WE ARE NOW BECOMING IN A MARKETING WORLD, WE HAVE TO PROVE THE CASE OF WHY YOU NEED TO BE IN PUBLIC SCHOOL.
ABSOLUTELY. AND SO IF WE'RE SUPPOSED TO BUILD A CASE ABOUT WHY YOU WANT TO BE IN PUBLIC SCHOOL, LET'S TALK ABOUT THE PUBLIC SCHOOL RESOURCES THAT WE ARE PROVIDING IN PISD FOR ALL OF OUR STUDENTS.
SO THEY HAVE MULTIPLE OPPORTUNITIES AND SO IT MAY BE LEGEND, BUT I THINK IT'S VERY IMPORTANT FOR PEOPLE TO KNOW THE LEGEND IS, IS THAT SOME PARENT WAS ON AN ORIENTATION TRIP WITH THEIR KID THEIR FRESHMAN YEAR, AND THE GUY THAT WAS TAKING HIM AROUND SAID HEY, RAISE YOUR HAND IF YOU WENT TO PLANO SCHOOLS.
IT WAS A TATE SCHOOL AND THESE PEOPLE RAISED THEIR HAND, THESE ARE YOUR TUTORS.
NOW, THAT MAY BE LEGEND. I WOULD LOVE TO KNOW WHERE THE ORIGINS OF THAT STORY CAME FROM, BUT THAT'S THE KIND OF STORY WE WANT TO BE TELLING, BECAUSE WE WANT TO MAKE SURE THAT THE STUDENTS WHO HAVE CHOSEN TO LIVE IN THIS DISTRICT, WHO MAY THINK THAT IT'S BETTER FOR THEM TO GO TO A PRIVATE SCHOOL, THE CASE IS RIGHT NOW THAT THIS PLACE IS BETTER.
I THINK THAT'S OUTSTANDING FEEDBACK FOR US, AND I THINK WE CAN CERTAINLY LOOK AT WHAT KIND OF DATA TELLS THAT STORY, BECAUSE IT'S NOT JUST ANY PUBLIC SCHOOL. IN MY MIND, IT'S PLANO ISD THAT.
I THINK YOU BRING UP AN EXCELLENT POINT, AND IT'S I'M NOT TAKING IT PERSONAL AS FAR AS FEEDBACK.
I THINK THE FEEDBACK AND THE WHAT YOU'RE GETTING AT IS WE NEED A BETTER ACCOUNTABILITY SYSTEM THAT TELLS EVERYBODY'S STORY, ESPECIALLY OUR STORY. AND I THINK THERE IS SOMETHING TO BE SAID.
WE'RE NOT CHECKING A BOX AND GOING, OKAY, WELL, THIS KID GOT THIS THING, EVERYBODY GETS ONE.
AND SO WE'RE GOOD. WE'RE SAYING OUR KIDS ARE LEAVING PLANO WITH MULTIPLE EXPERIENCES AND MULTIPLE READINESS BECAUSE IT'S NOT I'M JUST COLLEGE READY OR I'M JUST CAREER READY. BUT WE ARE REALLY PUSHING FOR KIDS TO BE READY IN ANY FIELD,
[01:45:04]
IN ANY ARENA THAT THEY ENTER AND THAT YOU KNOW THAT THOSE WORDS ARE IN OUR VIDEO.AND, YOU KNOW, YOU HEARD US SAY A LOT. WE'RE MORE THAN A SCORE AND WE ARE MORE THAN A SCORE.
BECAUSE THE OTHER PART IS THAT WE'RE EDUCATING KIDS AND EVEN ADULTS.
I MEAN, SOME OF US HAVE, HAVE, HAVE CHANGED JOBS AND CAREERS ALONG THE WAY, SELF INCLUDED.
I THOUGHT I WOULD BE IN THE CLASSROOM TEACHING MY ENTIRE CAREER.
EVERYBODY HAS A DIFFERENT JOURNEY, AND OUR KIDS NEED TO BE PREPARED FOR WHAT'S UP AHEAD.
AND I THINK THE STORY THAT YOU JUST TOLD, I EVERY TIME I WALK SOMEWHERE AND OR I MEET SOMEBODY NEW OR THEY'VE HAD KIDS THAT HAVE GONE THROUGH PLANO SCHOOLS, IT'S A VERY SIMILAR, SIMILAR STORY WHERE KIDS LEAVE AND THEY FEEL PREPARED.
I WAS AT REGION TEN TODAY AND HEARD A GREAT QUOTE, AND I THINK IT KIND OF ENCAPSULATES THIS IN A LOT OF WHEN WE LOOK AT CCMR. WE'RE LOOKING AT SOMETIMES THINGS LIKE AP AND DUAL CREDIT AND ADVANCED, ADVANCED, ADVANCED.
AND WE WHEN WE LOOK AT CCMR AND I THINK WE DO THIS IN OUR DISTRICT, IS WE NEED TO STOP THINKING ABOUT ADVANCED STUDENTS AND START THINKING ABOUT ADVANCED MOMENTS FOR ALL STUDENTS. I DON'T CARE WHAT GRADE YOU ARE.
I DON'T CARE WHAT NEEDS YOU HAVE FOR ALL STUDENTS.
AND IT IS CORRECT AND IT'S FINE. IT'S JUST THAT I FEEL LIKE IT'S ALSO MISSING THE PIECE THAT SAYS, YES, WE'RE TAKING CARE OF ALL STUDENTS, BUT ALSO LOOK AT THE STUDENTS WHO ARE EXCELLING, EXCELLING, EXCELLING. AND FOR US TO I MEAN, THE GAME IS QUITE FRANKLY, WE GOT TO COMPARE OURSELVES AGAINST OTHER SCHOOL DISTRICTS.
AND I THINK THAT IF WE WERE TO HAVE THAT KIND OF ACCOUNTABILITY SYSTEM, IT WOULD BE HANDS DOWN, THE SCHOOL DISTRICTS ARE REALLY MAKING THAT KIND OF DIFFERENCE. AND JUST TO CLARIFY THIS, THE INTENT IS GOOD, BUT IT'S NOT FINE BECAUSE WHEN WE HAVE LAGGING DATA AND IT'S CHANGED AFTER THE KIDS ARE GONE OR WITHOUT ENOUGH TIME TO ACTUALLY PUT THE PATHWAY FOR THE FOR THE CHILD OR THE STUDENT THEN.
WELL. AND TO TO ADD TO THIS CONVERSATION, YOU KNOW, I GRADUATED FROM PLANO EAST WITH AN ENTIRE YEAR LIKE 16 HOURS FROM AP TESTS, AND MY ROOMMATE GRADUATED VALEDICTORIAN OF HER CLASS WITH AP ENGLISH CREDIT BECAUSE HER CLASS HAD 27 KIDS IN IT. AND THAT IS THE ONLY AP COURSE THEY COULD OFFER.
IN TRYING TO DO THAT ACROSS A STATE AS LARGE AND DIVERSE AS TEXAS BECAUSE MATHEMATICALLY.
OUR CLASSES ARE VERY DIFFERENT THAN THESE RURAL CLASSES.
AND, YOU KNOW, I WOULDN'T WANT ANYBODY TO EVER INTERPRET THAT.
WE'RE TRYING TO GAME THE SYSTEM IN A WAY THAT RURAL DISTRICTS WOULD HURT OR BE PUNITIVE OR PUNISHING TO, TO THESE VERY SMALL DISTRICTS THAT ARE LIKE THE BACKBONE OF OUR STATE.
RIGHT. JUST LIKE ALL PUBLIC EDUCATORS ARE THE BACKBONE OF OUR STATE.
I HAVE A COUPLE OF QUESTIONS. I'M FIXATING ON THIS CHART BECAUSE IT'S THE FIRST TIME I'VE EVER SEEN IT, AND I WISH I HAD TIME TO STUDY IT. OKAY, SO YOU MADE A REALLY GREAT POINT ABOUT WHY YOU CAN RESTRICT THIS COLLEGE PREP THING TO SENIOR YEAR.
GREAT POINT. WHAT I'M ALSO VERY CONCERNED ABOUT IS THE CCMR AND INDUSTRY BASED CERTIFICATIONS.
AND THIS OBVIOUSLY IS FOR, YOU KNOW, CCMR REDUX PART TWO.
AND MAYBE I'M TALKING TO LISA. IS INSTEAD OF STUDENTS BEING ABLE TO EXPLORE A COUPLE DIFFERENT COURSES OF STUDY, THE RESTRICTIVENESS HERE SEEMS LIKE KIDS ARE SORT OF NEED TO GET ON A HIGHWAY AND KEEP GOING ON THE HIGHWAY.
SO THEY'RE NOT LOCKED INTO ONE. OKAY. THAT'S GOOD WITH.
[01:50:02]
YEAH THAT'S GOOD TO KNOW. AND SO AS THEY'RE STARTING EVENTUALLY THEY WILL HAVE TO.BUT THAT'S WHY WE'VE BEEN STRATEGIC IN CHOOSING THE COURSES THAT DO LIVE AT THE MIDDLE SCHOOLS, SO THAT WE ARE PROVIDING THOSE FOUNDATIONS, COURSES THAT PROVIDE THEM THE MOST OPPORTUNITY TO YOUR POINT.
SO WE START IN A GOOD PLACE. IT'S THE COMPLETION.
NOW THEY'RE NOT GOING TO BE COMPLETING. AND THEN THAT IS GOING TO NOT COUNT FOR ACCOUNTABILITY.
SO THAT IS A CONCERN. AND SO THAT'S WHERE KIDS, PARENTS, COUNSELORS, TEACHERS, EVERYBODY REALLY UNDERSTANDING EACH INDIVIDUAL PATHWAY AND WHERE KIDS ARE WITHIN THAT PATHWAY.
WELL, THAT'S SO FRUSTRATING BECAUSE THIS IS THE TIME FOR THEM TO EXPLORE.
AND IF THEY IF THEY GET INTO A FIELD AND THEY TAKE A YEAR, TAKE THE FOUNDATION COURSE IN MIDDLE SCHOOL, AND WHEN THEY GET TO HIGH SCHOOL, THEY FIND OUT, WOW, I REALLY DON'T WANT TO BE THAT.
THEY DON'T HAVE THE OPPORTUNITY TO CHANGE. IF THEY WANT TO BE A COMPLETER, THEY'LL BE A CONCENTRATOR, BUT THEY WON'T BE A COMPLETER. AND THAT'S A PROBLEM FOR ME, BECAUSE I WANT KIDS TO BE ABLE TO EXPLORE WHEN IT'S FREE AND NOT WHEN THEY'RE PAYING TUITION AT COLLEGE. THE DOOR ISN'T ALWAYS SLAM SHUT.
THERE'S STILL OPPORTUNITIES LATER. I MEAN BY THE, WHEN YOU'RE A JUNIOR IS PROBABLY THE LAST CHANCE YOU HAVE TO REALLY DECIDE AND JUMP INTO ACTION, BECAUSE THEY'RE STILL GOING TO BE THE COURSES THAT WILL GIVE YOU THE NUMBER OF CREDITS THAT YOU WILL NEED TO BECOME A COMPLETER. BUT YOU'RE RIGHT. YOU CAN'T DECIDE AT THE LAST MINUTE TO SWITCH. YOU CAN'T CHANGE YOUR MAJOR YOUR SENIOR YEAR AND EXPECT TO GRADUATE ON TIME.
OKAY. TSIA IS NEW FOR US THIS YEAR. WE'RE GIVING IT TO 10TH GRADERS.
DO WE PLAN ON GIVING THAT TO 11TH GRADERS OR POTENTIALLY, YOU KNOW, OUR SENIOR HIGH STUDENTS IN THE FUTURE SO THAT IF THEY ARE NOT SUCCESSFUL IN 10TH GRADE IN GETTING MEETING THOSE BENCHMARKS THAT THEY HAVE THE OPPORTUNITY FOR SAT ACT OR TSIA BENCHMARKS, 11TH AND 12TH? YES. WHAT'S NEW FOR US THIS YEAR IS TESTING ALL SOPHOMORES.
SO WE HAVE GIVEN THIS TEST FOR YEARS. SO WHAT? THAT'S THE THAT'S THE NEW THING. THIS YEAR IT'S BEEN ON LIKE AN AS NEEDED BASIS.
SO A STUDENT WOULD ONLY TAKE TSIA TYPICALLY IF THEY WANTED TO TAKE DUAL CREDIT.
SO THERE WERE SEVERAL DIFFERENT ADMINISTRATIONS THROUGHOUT THE YEAR.
OUR SENIOR HIGHS ARE ALL TESTING CENTERS, SO THEY'RE ABLE TO GIVE THE TESTS ON THE CAMPUS. SO, WE CONTINUE TO DO THAT. WHAT WE ARE ADDING IN IS SOME OF THOSE SUPPORT RESOURCES FOR TEACHERS, BECAUSE THOSE HAVEN'T BEEN THERE IN THE PAST. SO WE'RE REALLY THE SAME WAY THAT WE'RE DOING FOR PSAT AND SAT.
WE'RE TRYING TO DO THAT FOR TSIA AS WELL. GOT IT.
AND THIS MAY COME OFF AS A CRITICISM. AND PLEASE, NO ONE, NO ONE TAKE IT THAT WAY.
BUT WHEN YOU LOOK AT HOW LONG TSIA HAS BEEN ACCEPTED FOR CCMR CREDIT, AND YOU LOOK AT HOW LONG ONRAMPS HAS BEEN ACCEPTED FOR CCMR CREDIT. WHEN I LOOK AT THIS AND NOW THIS IS THE FIRST YEAR WE'RE DOING BLANKET TSHA TESTING FOR 10TH GRADERS, THIS IS THE FIRST YEAR THAT WE'RE DOING ONRAMPS.
IT TO ME, IT FEELS LIKE WE'RE A LITTLE BIT BEHIND OR WE'VE HAD A CHANGE IN PHILOSOPHY OR I JUST I WANT TO GIVE YOU ALL AN OPPORTUNITY TO KIND OF UNPACK THAT A LITTLE BIT BECAUSE IT I LOOK AT THIS AND THINK, WHY HAVEN'T WE BEEN DOING THIS ALL ALONG? AND, YOU KNOW, OBVIOUSLY WE'VE HAD A CHANGE IN ADMINISTRATION AND WE'VE HAD WE'VE HAD OTHER CHANGES.
WELL, I'LL SPEAK TO ON RAMPS FIRST. REALLY WHAT WE SAW IS WE WANT TO PROVIDE MORE PATHWAYS.
THAT'S WHAT IT CAME DOWN TO. SO WE HAD STUDENTS THAT WERE SELECTING DUAL CREDIT.
THEY WERE SELECTING THEIR COURSES FOR THE NEXT YEAR. THEY WERE SELECTING DUAL CREDIT. BUT THEN FOR WHATEVER REASON, THEY WEREN'T ABLE TO TAKE DUAL CREDIT. SO THEY DIDN'T DO ALL THEIR PAPERWORK.
THEY DIDN'T GET PROVIDE THEIR ANY SOME SORT OF VACCINATION RECORD.
THEY DIDN'T PASS THE TSIA THEY DIDN'T DO WHATEVER THEY NEEDED TO DO IN ORDER TO GET THERE.
SO, AN ON RAMPS WHEN WE START DESIGN THE PILOT FOR THIS YEAR, IT WAS DESIGNED FOR THOSE STUDENTS WHO WANTED THEY DESIRED TO TAKE A COLLEGE CREDIT LEVEL CLASS BUT COULDN'T. SO, WE SAID WENT TO THOSE STUDENTS.
THE COUNSELORS AT THE HIGH SCHOOLS WENT TO EACH ONE OF THOSE KIDS AND SAID, YOU WANTED THIS, YOU CAN'T DO IT. HOW ABOUT THIS? AND THAT'S HOW WE GOT KIDS IN.
NOW THAT WE HAVE MORE KIDS THAT ARE LEARNING ABOUT IT. NOW THAT THERE'S MORE FAMILIARITY ON THE CAMPUS ABOUT THE PROGRAM, THEN PEOPLE ARE LIKE, THIS IS OKAY, WE CAN DO THIS.
AND SO THAT'S HOW IT GROWS. I THINK IT'S BECAUSE IT IS NEWER THAN WHAT A LOT OF OUR LEGACY PROGRAMS LOOK LIKE, LIKE AP AND IB. IT'S A NEWER THING. AND SO THERE'S SOME TREPIDATION ON FAMILIES TO ENROLL,
[01:55:04]
ESPECIALLY SINCE SOME OF THESE COME WITH A FINANCIAL COST AT THE OUTSET.YOU DON'T HAVE TO PAY TO TAKE AN AP CLASS. YOU HAVE TO PAY TO TAKE THE EXAM.
IF YOU WANT TO TAKE DUAL CREDIT, YOU WANT TO TAKE ON RAMPS. YOU DO HAVE TO PAY FOR THAT EXPERIENCE WHEN WE ARE ABLE TO SEE THE BENEFITS, WHEN WE'RE ABLE TO SEE THE HIGH PERCENTAGES, OF COURSE, COMPLETIONS AND CREDITS BEING EARNED, THAT'S WHAT IS THEN ALSO ADDING TO GROW THE PROGRAM.
SO I CAN'T SPEAK TO WHY WE DIDN'T START BACK IN.
WE WOULD HAVE TO GO TO THE COMMUNITY COLLEGE IN ORDER TO TAKE THAT TEST.
SO A LOT OF THE ACCESS HAS BEEN OPENED UP. SO THAT HAS BEEN A HELP AS WELL.
AND I THINK IT GOES BACK TO AND AGAIN, THIS IS JUST SPECULATION BECAUSE I WASN'T HERE, BUT TO JERRY'S POINT WHERE SHE PREDICTED THAT MAYBE PUSHING DUAL CREDIT WOULD CAUSE A DROP IN AP AND IT DID NOT. THERE COULD HAVE BEEN SOME FEAR.
AND WE HAVE VERY STRONG AP PROGRAMS, IB PROGRAMS AND ALWAYS HAVE.
I JUST WANT TO MAKE A COMMENT BACK IN MY KIDS DAY.
I SEE IMPROVEMENT BECAUSE TSI, CORRECT ME IF I'M WRONG.
YOU HAD TO GO UP TO COLLIN COLLEGE AND GO AND, YOU KNOW, BE RESPONSIBLE ENOUGH TO GET YOUR LITTLE BODY UP THERE AND SIGN UP FOR IT AND SHOW UP AND TAKE THE TEST. AND THAT WAS ONLY IF YOU WANTED TO TAKE A DUAL CREDIT CLASS AT COLLIN COLLEGE.
SO, FOR ME, THIS IS A VAST IMPROVEMENT ON WHAT WE'RE ABLE TO OFFER OUR KIDS SITTING IN THE CLASSROOM, AS LONG AS THEY KNOW ABOUT IT WITHIN EASY REACH, BECAUSE IT REALLY WAS A SPECIFIC THING YOUR STUDENT HAD TO DO NOT THAT LONG AGO.
YEAH. AND WE I WANT TO SAY THAT MAYBE IT'S BEEN FOUR YEARS OR SO THAT EVERY HIGH SCHOOL BECAME A TESTING SITE SO THAT WE WERE ABLE TO, AGAIN, PROVIDE ACCESS AND REMOVE THAT BARRIER SO THAT STUDENTS IT WOULD BE AVAILABLE TO STUDENTS ON THEIR CAMPUS TO TEST RATHER THAN TO SEND THEM TO COLIN ON A CERTAIN DAY.
AND I THINK THAT'S BEEN A REAL BENEFIT AND WHAT I LOVE ABOUT THE WORK OF THIS TEAM.
SO, DOCTOR EDNEY AND KEVIN AND HE MENTIONS THE ENTIRE TEAM.
NOW THEY'RE LOOKING AT WHAT ELSE CAN WE DO, WHAT OTHER THINGS CAN WE OFFER.
AND SO I THINK THE EXCITEMENT IS REALLY BUILDING.
SO, IT'S BEEN A JOY TO WATCH THAT EXCITEMENT BUILD.
IS THERE AN ON RAMP ON RAMPS INFO NIGHT COMING UP SOON? THERE WILL BE, I BELIEVE IF YOU LOOK AT YOUR DISTRICT SOCIALS YOU WILL SEE APRIL 2ND.
IS THAT RIGHT? DOUBLE CHECK ME APRIL 2ND. WEDNESDAY.
APRIL 2ND. WEDNESDAY. APRIL 2ND. 6 TO 7 P.M..
THERE IS INFORMATION ON ALL OF OUR SOCIAL MEDIA FOR THE DISTRICT.
IT IS ON ZOOM AND IT WILL BE LED BY OUR ON RAMPS REPRESENTATIVE AND ME.
WELL, I JUST WANT TO SAY I'VE BEEN ON THE BOARD A LITTLE WHILE, AND I REMEMBER WHEN IT WAS VERY COMPLEX FOR OUR STUDENTS TO EVEN SIGN UP FOR THE TSIA. AND WE AS A BOARD, WE RECOGNIZE THAT.
AND WE WORKED WITH COLLIN COLLEGE TO REMOVE SOME OF THE BARRIERS JUST TO APPLY TO TAKE THAT TEST.
SO I'M SO GLAD THAT WE'VE BECOME A TESTING SITE FOR OUR STUDENTS THAT REALLY OPENS UP DOORS AND ELIMINATES BARRIERS, AS YOU SAID, AND THE WORK THAT YOUR TEAM AND THERESA AND, YOU KNOW, THE WHOLE CCMR GROUP HAS DONE OVER THE LAST 3 OR 4 YEARS IS REALLY AWESOME. AND EXPANDING ALL OF THESE OPPORTUNITIES THAT ARE LISTED ON THIS PAGE TO STUDENTS BECAUSE WITHOUT FEAR, I THINK THERE WAS A PHILOSOPHICAL FEELING BEFORE YOU CAME THAT PERHAPS IT WOULD HURT ENROLLMENT IN THE AP COURSES.
AND WE CAN'T DO THAT. WE HAVE TO HAVE THOSE OPPORTUNITIES.
AND THE DATA YOU SHOWED TONIGHT DISPROVES THAT PHILOSOPHICAL FEAR.
SO I JUST WANT TO SAY KUDOS. I'VE BEEN AROUND A WHILE, I'VE SEEN IT.
AND THE WORK YOU'RE DOING IS REALLY EYE OPENING AND AMAZING FOR STUDENTS.
AND THAT'S REALLY WHAT WE ARE HERE FOR. THANKS, NANCY.
I CAN'T HELP MYSELF. THIS IS CALLED CHOICE. WE'RE GIVING OUR STUDENTS ALL OF THE CHOICES.
YES, AND YOU KNOW WHAT? GO AHEAD. GO AHEAD. OH, I WAS JUST GOING TO SAY TO ADD TO THAT, YOU KNOW, WE TALK A LOT ABOUT HOW CHANGES IN ACCOUNTABILITY HAVE IMPACTED US.
[02:00:02]
BUT THIS IS ABSOLUTELY SHOWING AS OUR ENROLLMENT IS DECLINING BECAUSE OF BIRTH RATES AND HOUSING PRICES AND ALL OF THE REASONS THAT WE TALK ABOUT ALL THE TIME WE'RE GETTING AND THE STATE IS MAKING STANDARDS MORE AND MORE RESTRICTIVE.WE'RE JUST OPENING MORE AND MORE PATHWAYS. AND WE ARE, YOU KNOW, ACCELERATING MORE AND MORE KIDS INTO THINGS LIKE AP COURSES AND DUAL CREDIT COURSES AND TAKING DOWN THOSE BARRIERS. AND SO, IT'S, YOU KNOW, FOR ANYONE WHO THINKS THAT WE'RE NOT TAKING ACTION ON THESE THINGS, IT'S CLEAR THAT THE SUPERINTENDENT IS TAKING ACTION ON THESE THINGS, TO ALWAYS MAKE SURE THAT EVERY CHILD IN OUR DISTRICT HAS AS MANY OPPORTUNITIES AS WE CAN POSSIBLY PROVIDE.
THIS IS ONE OF OUR DISTRICT PRIORITIES. AND SO I'M GRATEFUL FOR OUR TEACHING AND LEARNING TEAM, BUT I'M ALSO VERY GRATEFUL FOR OUR SLI TEAM BECAUSE IT'S AND EVEN JOHNNY, WE'RE NOT TRYING TO LEAVE YOU OUT BECAUSE YOU MAKE SURE WE'VE GOT PEOPLE AND RESOURCES, BUT IT REALLY IS IT IS A PRIORITY.
THIS IS OUR PURPOSE, MAKING SURE KIDS ARE GROWING, BUT MAKING SURE THAT KIDS ARE READY.
AND I CAN GET REALLY PASSIONATE ABOUT THIS. AND SO, I'M SORRY IF I GET A LITTLE EXCITED UP HERE, BUT IT'S JUST BIG WORK, COMPLEX WORK, BUT OUR MOST MEANINGFUL WORK.
AND I'M JUST GRATEFUL FOR THE TEAM FOR THEIR FOCUS ON MAKING THIS HAPPEN.
YOU KNOW, I WOULD BE REMISS IF I DIDN'T ASK MICHAEL IF HE HAD ANY COMMENTS.
I'M SORRY, I DON'T, YOU'RE BEHIND ME RIGHT NOW.
MICHAEL, JUST A MINUTE. BECAUSE WE'RE HAVING SILENCE FROM YOU.
SO JUST A MOMENT FOR TECHNOLOGY. YOU'RE NOT MUTED, ARE YOU, ON YOUR END? NO. OKAY, JUST ONE SECOND.
BUT WE CERTAINLY APPRECIATE DOCTOR PEARSON'S INCREDIBLE SUPPORT OF ALL THIS WORK FOR CCMR. I KNOW YOU'RE OUT THERE, SO THANK YOU. I WOULD ALSO ADD THE COUNSELING DEPARTMENT.
YOU KNOW WHAT I WOULD SAY THAT BECAUSE WE DO HAVE GOOD COUNSELORS AT PLANO ISD.
AND SO, IT'S NOT JUST BEING OFFERED ALL THESE CHOICES THAT ALL THESE PROGRAMS THAT PLANO ISD HAS, BUT IT'S ALSO HAVING COUNSELORS WHO CAN GUIDE OUR STUDENTS TO THE RIGHT PROGRAMS. SO THANK YOU TO OUR ACADEMIC TEAM FOR ALL OF THIS AND ALSO TO THE COUNSELORS FOR ALL THAT THEY DO.
VERY GOOD POINT. AND I'M LOOKING FORWARD TO THE CTE REPORT NEXT TIME.
DO WE HAVE MICHAEL YET? I THINK SO.
WE CAN KEEP GOING. THERE WE GO. WE CAN HEAR YOU.
WE GOT YOU. OKAY, MICHAEL? NO, I DON'T HAVE MUCH.
SO, KUDOS TO ALL THE WORK THAT YOU GUYS ARE DOING TO MAKE THAT HAPPEN.
THANK YOU. ALL RIGHT. ANYONE ELSE HAVE A COMMENT? NO. OKAY. ALL RIGHT. DOCTOR MOORE, THANK YOU SO MUCH.
NOW WE WILL MOVE ON TO ITEM 4.2, WHICH IS OUR REPORT ON MATH PATHWAYS.
THE UPDATE, SO I WILL TURN THIS OVER TO LISA WILSON.
THANK YOU. THANK YOU AGAIN, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS AND BOARD.
[02:05:10]
AND I AM HAPPY TO TURN THIS OVER TO LORI TAYLOR, CHIEF LEARNING OFFICER, AND ALSO ASHLEY DAVIS, OUR DIRECTOR OF ELEMENTARY ACADEMIC SERVICES.THANK YOU, LISA . GOOD EVENING, PRESIDENT HUMPHREY, BOARD MEMBERS AND CABINET COLLEAGUES.
DOCTOR DAVIS AND I ARE GOING TO SHARE WITH YOU KIND OF AN UPDATE THIS EVENING ABOUT OUR CONTINUED WORK WITH MATH PATHWAYS FOR CONTINUED IMPROVEMENT AND OPENING UP OPPORTUNITIES FOR KIDS. THIS ABSOLUTELY CONNECTS TO WHAT DOCTOR MOORE WAS SHARING EARLIER.
AND KEVIN, NOBODY EVER LIKES TO DO A REPORT AFTER.
HE'S NOT LISTENING. BUT NOBODY EVER LIKES TO FOLLOW KEVIN.
SO NICE JOB. HE STILL DIDN'T HEAR ME. THAT'S OKAY.
THAT'S ALL RIGHT. Y'ALL CAN FILL HIM IN. YEAH.
ALL RIGHT, AS ALWAYS, THIS IS GOING TO CONNECT TO OUR STRATEGIC PLAN.
THIS IS PART OF PILLAR ONE, TEACHING AND LEARNING.
AND REALLY THIS IS ABOUT HIGH LEVELS OF LEARNING FOR ALL STUDENTS.
YOU JUST HEARD A LOT ABOUT THAT WITH WHAT DOCTOR MOORE HAD TO SHARE WITH YOU.
AND SO ANYTIME WE EVALUATE PROCESS PRODUCT PRACTICES, PATHWAYS, WOW, THOSE ALL STARTED WITH A P. I JUST REALIZED THAT, I DIDN'T PLAN THAT.
BUT ANYWAY, ANYTIME WE DO THAT. THERE'S PROBABLY GOING TO BE SOME CHANGE.
AND ANYTIME YOU EVALUATE SOMETHING, YOU FIND A PROBLEM STATEMENT.
YOU GUYS JUST GOT TO TAKE A LOOK AT THE PSAT DATA FOR MATH.
IT'S NOT WHERE WE WANT IT TO BE. AND SO THIS BEGINS IN PRE-K.
AND SO THE FOCUS OF THE CHANGE REALLY ALWAYS FOR US IS ABOUT IMPROVING MATHEMATICS PERFORMANCE FOR ALL STUDENTS AND THEN REMOVING BARRIERS THAT WE HAVE FOR KIDS. WE'VE ALREADY STARTED THAT WORK AND WE'RE GOING TO CONTINUE IT.
IT'S NOT JUST ABOUT MATH. WE'VE ALREADY MET WITH COUNSELING AND WE'RE LOOKING AT AUTO ENROLLMENT, WHICH WE'LL TALK A LITTLE BIT ABOUT, NOT JUST IN MATH BUT IN OTHER COURSES AS WELL.
SO WITH THAT, WE CAME UP WITH SOME GUIDING PRINCIPLES.
AND THE FIRST ONE IS ALL ABOUT STUDENTS ACHIEVE AT HIGH LEVELS.
AND THAT'S EQUITY. THAT'S REALLY IMPORTANT TO THE WORK THAT THIS COMMITTEE HAS STARTED.
AND I KNOW IT'S IMPORTANT TO YOU TOO. AND ALL STUDENTS HAVING ACCESS TO ADVANCED MATH.
AGAIN, THAT'S ABOUT ACCESS AND THEN MATHEMATICAL RIGOR AND CURRICULUM AND INSTRUCTIONAL DELIVERY.
AND THAT'S ABOUT EXCELLENCE. AND THAT'S WHAT WE DO AS A DEPARTMENT.
WHETHER WE'RE ADVANCED ACADEMICS, ELEMENTARY, MULTILINGUAL, SECONDARY IS PREPARING OUR TEACHERS TO BE ABLE TO DELIVER STRONG INSTRUCTIONAL PRACTICES IN THE CLASSROOM. SO JUST TO STEP BACK FOR A MINUTE AND WALK THROUGH WHAT WE DID WITH THE RESEARCH COMMITTEE, WE COMPILED A COMMITTEE THAT INCLUDED A VARIETY OF CAMPUS ADMINISTRATORS, PRINCIPALS, ASSISTANT PRINCIPALS.
WE HAD ADVANCED ACADEMICS WITH US IN THE ROOM.
WE HAD RP IN THE ROOM WITH US. WE HAD SOME MEMBERS OF STUDENT SUPPORT SERVICES IN THE ROOM WITH US, AND WE REVIEWED SOME RESEARCH FROM THE HANOVER RESEARCH DEPOSITORY.
LISA WAS WAS GREAT WITH PROVIDING US WITH ACCESS TO THAT DEPOSITORY, SO WE WERE ABLE TO LOOK AT RESEARCH FROM ALL OVER THE UNITED STATES THAT WAS THAT WAS CONNECTED TO WHAT WE WANTED TO DO. WE LOOKED AT BEST PRACTICES, INSTRUCTION, INTERVENTION, ENRICHMENT, ACCELERATION THE SEQUENCING OF COURSES, VARIOUS ACCELERATION FOR MATH PROGRAMING, AND THEN A BIG FOCUS ON MIDDLE SCHOOL MATH INSTRUCTION, BECAUSE WE KNEW THAT WAS ALSO GOING TO BE A BIG FOCUS FOR US.
WE LOOKED AT OUR CURRENT REALITY AND PLANO. WE LOOKED AT QUITE A FEW DATA PIECES AND PRACTICES.
WE ASKED THE COMMITTEE, I GUESS WE MET ABOUT SIX TIMES, BUT I ASKED THEM, WHAT OTHER DATA DO YOU NEED? WHAT DO YOU WANT TO? WHAT DO YOU FEEL LIKE YOU NEED TO TAKE A LOOK AT? AND THEN SENATE BILL 2124 CAME ALONG LAST YEAR, AND WE HAD ALREADY STARTED LOOKING AT NUMBERS TO AUTO ENROLL FIFTH GRADERS AND HONORS MATH. SO, THIS REALLY JUST AFFIRMED THE PATHWAY WE WERE ON AND WIDENED THAT OPPORTUNITY FOR EVEN MORE KIDDOS.
AND THEN I ALSO ASKED THEM, YOU KNOW WHAT? WHAT OTHER ADDITIONAL INFORMATION DO YOU NEED? SO THAT LED TO THIS ENTIRE LIST OF A VARIETY OF DATA SOURCES THAT THE COMMITTEE WANTED TO TAKE A LOOK AT. I'M NOT GOING TO READ ALL THIS TO YOU.
BUT THESE ARE THESE ARE PIECES THAT CAME UP, QUESTIONS THAT WE THAT WERE ASKED.
WE HAD SOME PROTOCOLS IN PLACE EVERY TIME THAT WE MET.
AND THESE WERE JUST ALL THE DIFFERENT DATA PIECES THAT THE COMMITTEE LOOKED AT.
[02:10:02]
WHEN WE LOOK AT DEPARTMENTALIZATION FREQUENCY IN ELEMENTARY SCHOOLS, OF COURSE, WE WERE LOOKING AT GRADES THREE THROUGH FIVE.SO, THIS WAS AFFIRMING WITH OUR COMMITMENT THAT WE REALLY ALREADY HAD TO TWO VERY IMPORTANT COMMITMENTS THAT WE CONTINUE TO STAY FOCUSED ON. AND THE FIRST ONE IS ACADEMIC SERVICES, AND THAT'S A VARIETY OF DEPARTMENTS, IS COMMITTED TO CREATING A SYSTEM THAT PREPARES ALL OF OUR STUDENTS FOR RIGOROUS MATH PATHWAYS, AND THEN ELIMINATING THOSE BARRIERS SO THAT ALL OF OUR KIDS ARE EXPERIENCING HIGH LEVELS OF LEARNING.
YOU HEARD KEVIN SAY THIS IN HIS PRESENTATION AS WELL.
THIS IS ABOUT IT IS ABOUT REMOVING BARRIERS, BUT IT IS ABOUT PROVIDING QUALITY, HIGH LEVEL, STRONG TIER ONE INSTRUCTION IN ALL CLASSES, REGARDLESS OF WHO'S SITTING IN THAT CLASS.
DOESN'T MATTER IF IT'S HONORS, DOESN'T MATTER IF IT'S AP, DOESN'T MATTER IF IT'S AN ON LEVEL COURSE.
IT'S IMPORTANT THAT THEY'RE RECEIVING STRONG INSTRUCTION IN ALL OF THOSE.
AND THEN ALL STUDENTS SHOULD HAVE PREPARATION.
SO I'M GOING TO HAND THIS OVER FOR A LITTLE BIT TO DOCTOR DAVIS, BECAUSE SHE'S NOW LEADING THE ELEMENTARY GROUP AND SHE'S REALLY MORE IN THE WEEDS WITH THIS NOW, MORE SO THAN I AM, AND WORKING WITH THE TEAM TO STAY COMMITTED TO KIND OF THE PATHWAY WE'VE CHOSEN TO IMPROVE, CONTINUOUSLY IMPROVE FOR OUR TEACHERS AND FOR OUR STUDENTS, AND REMOVE SOME BARRIERS AND, AND SUPPORT THE PATHWAYS THAT WE'RE PROVIDING THEM.
ALL RIGHT. THANK YOU, LORI, AND GOOD EVENING EVERYONE.
WHAT YOU'LL SEE HERE ON YOUR SCREEN ARE THE THREE KEY COMPONENTS WE HAVE PUT TOGETHER BASED ON THE WORK LORI JUST DESCRIBED TO YOU, AND STARTING WITH CLOSING OPPORTUNITY AND ACHIEVEMENT GAPS AND MAKING SURE OUR K THROUGH FIVE MATHEMATICS ENRICHMENT IS MEETING THE NEEDS OF THE CORRECT STUDENTS, AND THEN ALSO SOME MATH ROCKS EXPANSION.
SO THESE ARE THE THREE THINGS, THE THREE KEY COMPONENTS THAT I'LL GIVE YOU SOME MORE INFORMATION ON.
SO, TO BE MORE SPECIFIC FOR EACH ONE OF THESE ITEMS, THESE ARE THE SPECIFIC TARGETS THAT WE'RE WORKING ON FOR ENSURING THAT ALL THAT WE'RE CLOSING PERFORMANCE AND ACHIEVEMENT GAPS. WE WANT TO ENSURE ALL STUDENTS ARE PERFORMING AT THE 40TH PERCENTILE.
AND BELOW THAT, THESE STUDENTS HAVE A TARGETED PLAN FOR CLOSING THE ACHIEVEMENT GAPS.
YOU MIGHT BE THINKING, WHAT IS THIS 40TH PERCENTILE? WE HAVE USED THE NWA NATIONAL PERCENTILES, WHICH YOU KNOW THE MAP PERCENTILES TO IDENTIFY WHAT DOES IT MEAN TO BE BELOW GRADE LEVEL, AVERAGE, ABOVE AVERAGE, AND THE 40TH PERCENTILE IS WHAT THEY RECOGNIZE AS BEING AVERAGE OR ON GRADE LEVEL. AND SO WE HAVE COMMITTED TO KNOWING WHICH STUDENTS ARE ON GRADE LEVEL, WHICH STUDENTS ARE NOT ON GRADE LEVEL, AND ENSURING THAT BOTH STUDENTS HAVE A PLAN AND ARE GETTING WHAT THEY NEED.
THE SECOND PART IS FOR OUR MATH ENRICHMENT. WE ARE GOING TO INCREASE THE RIGOR AND ENGAGEMENT THROUGH STEM RELATED LESSONS AND ENRICHMENT EXPERIENCES TO MAKE SURE THAT WE'RE CHALLENGING STUDENTS IN DEVELOPING ADVANCED MATHEMATICAL THINKING IN THE STUDENTS THAT ARE ON GRADE LEVEL AND ABOVE.
AND THEN LASTLY, WE WANT TO ENHANCE OUR DUAL ACCELERATION MODEL, KNOWN AS MATH ROCKS FOR STUDENTS WHO ARE GIFTED IN MATHEMATICS BY PROVIDING MATH ROCKS ON ALL ELEMENTARY CAMPUSES, AND I'M GOING TO GO INTO MORE DETAIL ON EACH OF THESE.
SO FIRST WE ARE GOING TO EXPLORE OUR PLAN FOR CLOSING OPPORTUNITY AND ACHIEVEMENT GAPS.
THIS IS THE ONE THAT CONNECTS TO ALL STUDENTS BEING ON GRADE LEVEL OR ABOVE.
WHEN WE LOOK AT OUR MATH DATA, WE SEE DISCREPANCIES IN OUR STEPS THAT WE ARE NOT HAPPY WITH.
AND SO, WE ARE GOING TO FOCUS ON ENSURING THAT WE'RE CREATING A SYSTEM THROUGH OUR MATH PATHWAYS THAT PROVIDES EVERY SINGLE STUDENT AN OPPORTUNITY TO PARTICIPATE IN THE ADVANCED PATHWAYS, WHICH INCLUDES ALGEBRA ONE BY EIGHTH GRADE AND MEETING OUR CCMR TRACKS. SO OUR GOAL IS TO USE DATA DRIVEN STRATEGIES, AND THAT MEANS WE KNOW WHERE THE KIDS ARE AT AND WE KNOW WHERE THEY SHOULD BE TO IDENTIFY LEARNING AND ACHIEVEMENT GAPS AND THEN PROVIDE TARGETED, PERSONALIZED INSTRUCTION THAT ACCELERATES STUDENT GROWTH.
SO WE WANT YOU TO THINK ABOUT THIS AS WE KNOW WHO'S NOT ON GRADE LEVEL, EVERY ONE OF THEM.
AND WE'RE DOING SOMETHING ABOUT IT FOR EVERY ONE OF THEM.
THAT'S WHAT THIS MEANS. AND OUR GOAL IN DOING THIS IS TO MOVE STUDENTS WHO ARE NOT ON GRADE LEVEL TO GRADE LEVEL OR ABOVE, AND THEN THAT WOULD THEN ENSURE THAT THEY NOW CAN ACCESS ENRICHMENT OPPORTUNITIES AND ADVANCED PATHWAYS.
[02:15:13]
SOME NEXT STEPS THAT WE'RE WORKING ON. SOME OF THIS WORK HAS ALREADY STARTED.WE HAVE ASSESSMENTS IN PLACE. WE WE KNOW HOW TO ANALYZE MAP DATA.
WE HAVE STUDENTS WHO HAVE INTERVENTION PLANS.
AND SO YOU'LL SEE LIKE FALL 2025 AND THEN SUMMER AND THEN FALL.
THAT FIRST ONE WE HAVE ALREADY STARTED. WE HAVE OUR SUPPORTING TEACHERS IN RECOGNIZING THAT 40TH PERCENTILE IS THE ON GRADE LEVEL GOAL FOR ALL STUDENTS. SO WE'RE SPREADING THAT AWARENESS.
WE'RE HELPING THEM ANALYZE THEIR DATA AND TO RECOGNIZE WHAT IT MEANS TO BE ON GRADE LEVEL.
AND WE'VE ALSO BEEN CONNECTING THAT TO CCMR BECAUSE AT THE ELEMENTARY LEVEL, OUR BIGGEST GOAL IS TO ENSURE OUR KIDS ARE ALL ON GRADE LEVEL SO THAT THEY CAN TAKE WHATEVER PATHWAY IS AVAILABLE TO THEM. AND WE WILL CONTINUE TO UPDATE OUR CURRICULUM AND INSTRUCTIONAL RESOURCES, SPECIFICALLY WITH THE FOCUS ON MAKING SURE TEACHERS HAVE WHAT THEY NEED TO PROVIDE INTERVENTION TO DIFFERENT LEVELS OF STUDENT NEEDS, AND PROVIDE PROFESSIONAL LEARNING TO OUR TEACHERS TO SUPPORT THEM THROUGH THIS, AND THEN MONITOR THE STUDENT GROWTH AND REFINE OUR STRATEGIES AS WE GO.
AND THEN WE ALSO WANT TO GATHER FEEDBACK FROM TEACHERS AND PRINCIPALS, AS WE ALWAYS DO, ON HOW THE WORK IS GOING AND WHAT THEY NEED TO SUPPORT THIS WORK ON OUR CAMPUSES. SOME OF THE PROFESSIONAL LEARNING THAT WE HAVE ALREADY STARTED ON, AND WE WILL CONTINUE, FOCUSES ON GRADE LEVEL EXPECTATIONS, LIKE IT'S IMPORTANT FOR TEACHERS TO KNOW WHAT GRADE LEVEL TEACHING LOOKS LIKE.
TARGETED INSTRUCTION, PROGRESS MONITORING, COLLABORATIVE LEARNING, AND EVERY STUDENT EVERY DAY.
AND THAT LAST ONE JUST MEANS THAT WE ARE PROVIDING PROFESSIONAL LEARNING AROUND OUR LEARNING SPACES TO PROVIDE DIFFERENTIATED AND TARGETED INSTRUCTION FOR EVERY STUDENT EVERY DAY. SO WHOLE GROUP INSTRUCTION, SMALL GROUP INSTRUCTION, EVERY STEP OF EVERY MINUTE OF THE DAY IS TARGETED TO THE STUDENT NEEDS.
OKAY. NOW OUR SECOND KEY COMPONENT FOCUSES ON OUR ENRICHMENT AND OUR STEM ENRICHMENT.
AND SO WE WANT TO PROVIDE TARGETED INSTRUCTION FOR OUR STUDENTS WHO ARE NOT ON GRADE LEVEL.
SO YOU'LL SEE THE THEME OF TAKING CARE OF STUDENTS WHEREVER THEY ARE AND HAVING A PLAN FOR THEM.
LIKE I SAID, THESE ARE THE ONES WHO ARE ALREADY ON GRADE LEVEL OR ABOVE GRADE LEVEL.
WE HAVE AN AMAZING MATH ROCKS PROGRAM THAT I'LL SPEAK TO IN JUST A MINUTE THAT YOU ARE ALL AWARE OF.
WE WANT TO MAKE SURE THEY'RE GETTING WHAT THEY NEED, WHERE THEY ARE.
SO YOU'LL SEE BELOW GRADE LEVEL. OUR GOAL IS TO GET THEM ON GRADE LEVEL.
IF THEY'RE ON GRADE LEVEL, THEY'RE GETTING IN STEM ENRICHMENT EXPERIENCES.
AND IF THEY'RE ABOVE GRADE LEVEL, THEY'RE GETTING THE SAME BUT AT THEIR LEVEL OF NEED, SO THAT EVERYONE'S RECEIVING THIS RIGOROUS INSTRUCTION AND GETTING CHALLENGED TO SET THEM UP FOR SUCCESS IN SECONDARY. THE GOAL OF THIS IS TO ELIMINATE BARRIERS FOR ACCESSIBILITY TO RIGOROUS COURSES AND HIGH LEVELS OF LEARNING FOR ALL STUDENTS. WE DON'T WANT TO BE THE CAUSE OF ANY STUDENT NOT HAVING AN OPPORTUNITY.
SO, WE'RE TIGHTENING, TIGHTENING THAT UP AND ENSURING THAT WE'RE DOING WHAT WE NEED TO DO.
NEXT STEPS FOR THIS ARE KIND OF SIMILAR. WE'RE CHECKING OUR CURRICULUM, MAKING SURE TEACHERS HAVE WHAT THEY NEED AND PROVIDING THE PROFESSIONAL DEVELOPMENT AROUND IT AND GATHERING FEEDBACK. YOU'LL SEE THE NEXT STEPS ARE KIND OF CONTINUOUS BECAUSE THAT'S WHAT WE'RE DOING.
LIKE ENSURING THAT OUR CURRICULUM AND ACTIVITY, OUR RESOURCES, PROVIDE EXACTLY WHAT'S NEEDED FOR ALL OF THESE LEVELS OF LEARNING AND THEN SUPPORTING THE TEACHERS AND THE PRINCIPALS AND THE COLLABORATIVE TEAMS THROUGH THIS, AND THEN GATHERING FEEDBACK AND CHECKING DATA TO ADJUST AS WE MOVE FORWARD.
PROFESSIONAL LEARNING FOR THIS IS ALSO OCCURRING WITH ALL OF OUR MATH TEACHERS.
IT WILL FOCUS ON ENRICHMENT INSTRUCTION, LIKE HOW DO YOU CHALLENGE STUDENTS WHO ARE ON GRADE LEVEL?
[02:20:02]
HOW DO YOU CHALLENGE STUDENTS WHO ARE LIKE MUCH ABOVE GRADE LEVEL? AND THEN HOW DO YOU PLAN FOR THIS AS A PART OF THE COLLABORATIVE TEAM? HELPING TEACHERS SHARE BEST PRACTICES AND ADDRESS CHALLENGES THROUGH OUR PROFESSIONAL LEARNING COMMUNITIES AND UNLOCKING MATHEMATICS.AND THE THIRD KEY COMPONENT IS MATH ROCK'S EXPANSION.
AS YOU KNOW, NOW WE HAVE CLUSTER SITES. SO, IF YOU QUALIFY FOR MATH ROCKS STARTING IN THE FOURTH GRADE, YOU HAVE TO MAKE THE DECISION TO LEAVE YOUR HOME CAMPUS IF IT'S NOT PROVIDED AT YOUR HOME CAMPUS ALREADY.
AND WE WANT TO ELIMINATE THAT SO THAT STUDENTS DON'T HAVE TO MAKE THAT CHOICE OF LEAVING THEIR HOME, THEIR SCHOOL COMMUNITY. AND THEY ARE GOING TO BE ABLE TO PARTICIPATE IN THAT AT THEIR AT THEIR CAMPUS.
THIS WILL TAKE PLACE IN THE 26, 27 SCHOOL YEAR, THOUGH.
WE WANT TO MAKE SURE THAT WE DO IT WELL AND THAT THE INTEGRITY OF THE PROGRAM DOES NOT DECREASE.
AND I'LL SHOW YOU OUR NEXT STEPS IN JUST A SECOND.
THE GOAL OF THIS IS TO STRENGTHEN OUR DOUBLE ACCELERATION PATHWAY.
MATH ROCK STUDENTS TAKE GEOMETRY BY EIGHTH GRADE, SO IT IS A DOUBLE ACCELERATION PROGRAM.
THE GOAL FOR HAVING IT ON ALL CAMPUSES IS TO ENSURE THAT STUDENTS WHO ARE IDENTIFIED WITH HIGH APTITUDE AND ACHIEVEMENT IN MATHEMATICS ARE ABLE TO BE SERVED ON THEIR HOME CAMPUS.
SO AGAIN, THIS WE'RE WORKING ON IT NOW, AND WE'LL REALLY AMP UP THE WORK NEXT YEAR SO THAT WE CAN BE READY TO DO THIS ON STARTING WITH 26-27 SCHOOL YEAR, WE WILL BE IN A PLACE WHERE WE CAN HAVE MATH ROCKS ON EVERY ELEMENTARY CAMPUS, AND THAT'S AN EXCITING THING TO THINK ABOUT. SO, SOME THINGS THAT WE ARE GOING TO DO, OF COURSE, OUR COMMUNICATION PLAN FOR STUDENTS, FAMILIES AND STAFF.
AND THERE WILL BE A TRANSITION PLAN FOR STUDENTS WHO ARE IN THE FIFTH GRADE WHEN THIS HAPPENS, BECAUSE IF THEY DID CHOOSE TO GO TO THEIR MATH ROCKS CAMPUS, THEY WILL OF COURSE HAVE THE OPTION TO STAY THERE.
WE WOULDN'T MAKE THEM SWITCH BACK. AGAIN, WE WILL ENSURE OUR MATH ROCKS CURRICULUM IS REFLECTIVE OF WHAT CAMPUSES NEED TO PROVIDE THIS EXPERIENCE ON THEIR CAMPUSES.
THEY GET SPECIALIZED PROFESSIONAL LEARNING, AND THAT PROFESSIONAL LEARNING FOCUSES AROUND BEST PRACTICES OF TEACHING MATHEMATICALLY GIFTED STUDENTS HOW TO USE THE MATH ROCKS CURRICULUM IS A DIFFERENT WAY OF TEACHING.
AND THEN PROGRESSION AND PACING OF THE DOUBLE ACCELERATION.
AND THE PLAN WILL JUST BE TO ENSURE THAT WE HAVE TRAINING FOR ALL THE MATH ROCKS TEACHERS.
OKAY. SO THAT SUMMARIZES THE THREE COMPONENTS THAT WE'RE WORKING ON.
I ALSO WANT TO LET YOU KNOW THAT WE HAVE A PLAN TO COLLECT SOME BASELINE DATA.
YOU KNOW, Y'ALL LOOK AT IT ALL THE TIME. WE HAVE A LOT OF INDIVIDUAL DATA.
WE HAVE ALL THE INDIVIDUAL DATA, BUT WE WANT TO PUT IT TOGETHER IN A WAY THAT CAPTURES A STORY OF HOW THIS WORK IS, HOW IT'S PROGRESSING. IF IT'S SUCCESSFUL, WE WANT TO KNOW HOW MANY KIDS AT EACH GRADE LEVEL ARE ON GRADE LEVEL OR NOT ON GRADE LEVEL, AND HOW THAT ADJUSTS EACH YEAR. WE WANT TO KNOW HOW MANY OF OUR FIFTH GRADERS AND THE AUTO ENROLLMENT AND AUTO ENROLLMENT DOES HELP.
IT HELPS A LOT, BUT WE ALSO WANT TO MAKE SURE THAT WE'RE TRACKING THAT.
[02:25:03]
WE WANT TO TRACK ALL OF THESE THINGS BECAUSE WE WANT TO MAKE SURE THAT WHAT WE'RE DOING IS WORKING, AND TO FIND ANY ADJUSTMENTS THAT WE NEED TO MAKE ALONG THE WAY.AND IT'S EXCITING TO THINK OF PUTTING ALL OF THOSE DATA PIECES TOGETHER IN A WAY THAT CLEARLY LOOKS AT OUR MATH PATHWAYS, AND THEN WE'LL BE ABLE TO BRING THAT DATA TO YOU AND OUR COMMUNITY AND TO OURSELVES TO CHECK AND SEE WHAT WE NEED TO DO DIFFERENTLY MOVING FORWARD.
AND THEN I'LL TURN IT BACK OVER TO LORI. DON'T LEAVE.
OKAY. ALL RIGHT. OOPS. BACK. SORRY ABOUT THAT.
I DON'T THINK I CAN DO THAT, CAN I? YEP, YEP, YEP.
ALL OF THIS WORK WILL BE HAPPENING CONCURRENTLY.
YOU HEARD ASHLEY TALK A LITTLE BIT ABOUT HOW SOME OF THIS HAS ALREADY BEGUN.
AND THIS IS ALL ABOUT OPPORTUNITIES FOR STUDENTS AND HAVING A VERY COMPREHENSIVE PROGRAM.
SO THAT'S OUR GOAL IS, IS TO PROVIDE A MORE COMPREHENSIVE PROGRAM FOR ALL OF OUR KIDS, REMOVE BARRIERS, ENRICH THE KIDS WHEN WE NEED TO ENRICH THEM AND PUSH THEM, PUSH ALL OF THEM.
WE NEED TO BE PUSHING ALL OF THEM REGARDLESS OF WHERE THEY ARE FILLING, FILLING THOSE GAPS AND MAKING SURE THAT WE DON'T HAVE AND THAT OUR THAT GAPS BETWEEN STUDENT POPULATIONS ARE DECREASING. WE DON'T WANT THOSE GAPS TO WIDEN AND THEN TAKING A LOOK.
IT IS EXCITING TO THINK ABOUT MATH ROCKS. WE KNOW THAT EVERY YEAR WE HAVE.
WE'RE SAD WHEN WE HAVE FAMILIES THAT HAVE TURNED DOWN THE OPPORTUNITY BECAUSE THEY DON'T HAVE A WAY TO GET TO THE PROGRAM OR LIKE WHEN I WAS AT SHEPHERD, I HAD A FAMILY THAT TURNED IT DOWN BECAUSE THEY LOVE SHEPHERD.
SO I BELIEVE THAT'S ALL THE INFORMATION WE HAVE FOR YOU THIS EVENING.
AND SO THEREFORE THERE I MEAN, OR IS IT JUST ANECDOTAL? I DON'T HAVE THAT NUMBER ON ME. DO YOU HAVE THE DATA? OKAY. I WOULDN'T CALL IT SIGNIFICANT, BUT EVERY YEAR THERE'S I WOULD SAY IF I HAD TO GUESS, IT COULD BE LIKE 10 TO 15% OF THE PEOPLE WHO QUALIFY CHOOSE TO STAY ON THEIR OWN CAMPUS.
AND MATH ROCKS STARTS IN THIRD GRADE? FOURTH GRADE, FOURTH GRADE.
IN ELEMENTARY IT CONTINUES. RIGHT, EXACTLY. AND ARE WE SEEING THAT I'M AS AN EXPERIENCED BY NOT NECESSARILY A ANYWAY CREDIT BY EXAM IN MATH. HAVE WE LEARNED THAT BECAUSE OF MATH ROCKS, THAT IS NO LONGER A THING FOR MATH. AND I WOULDN'T SAY IT'S NO LONGER A THING.
WE STILL HAVE SOME THAT ARE TAKING CREDIT BY EXAM AND BUT THAT LESSENS THAT WANT OR NEED.
WELL, I MEAN, YOU CAN MAYBE PASS THE TEST, BUT TO REALLY UNDERSTAND THE FUNDAMENTALS OF THE MATHEMATIC CONCEPTS, YOU'RE REALLY RIGHT. YOU'RE GOING TO HIT A WALL SOMETIME IF YOU DON'T HAVE THOSE BASIC THINGS.
THE WALL I THINK WILL HAPPEN SOONER, RIGHT? WHICH IS WHY WE'D REALLY LOVE TO KEEP THE INTEGRITY OF THE PROGRAM, THE CURRICULUM THAT WE OFFER FOR THE KIDS. AND SO THAT THAT'S GOING TO BE THE WORK OF THE TEAM MOVING FORWARD THIS YEAR.
OKAY. THANKS. QUESTION I HAVE, LORI, IS THAT YOU'RE GOING TO DELIVER NEEDED TRAINING FOR MORE MATH TEACHERS. SO, ARE YOU JUST TRAINING THE ONES THE TEACHERS, THE MATH TEACHERS WE HAVE CURRENTLY ON THE CAMPUS? ARE WE ADDING MORE SO THAT THERE WOULD BE MORE HELP WITH THE PROGRAM.
WE'D HAVE TO, LIKE ASHLEY MENTIONED, IF WE'RE GOING TO PROVIDE MATH ROCKS ON EVERY CAMPUS, WE'LL HAVE TO CAMPUSES WILL HAVE TO IDENTIFY WHO IS THAT MATH ROCKS TEACHER GOING TO BE, BECAUSE, YOU KNOW, AND EVERY CAMPUS MAY BE A LITTLE BIT DIFFERENT.
SO WE'LL HAVE TO WORK CLOSELY WITH THEM AROUND THAT.
BUT IT COULD BE THAT THEY, THEY HAVE ONE ADDITIONAL MATH.
IT MAY BE ONE TEACHER ON THEIR FIFTH GRADE TEAM.
[02:30:03]
OKAY. THANK YOU. YEAH. TO JERI'S POINT ABOUT WHO'S DECLINING? SORRY, TARRAH. I DIDN'T REALIZE. OKAY IT WOULD BE VERY INTERESTING TO SEE IF WE HAVE FAMILIES THAT DECLINE PACE, WHICH HAS BEEN OFFERED ON EVERY CAMPUS FOR A WHILE, VERSUS FAMILIES THAT DECLINE.MATH ROCKS. RIGHT? BECAUSE THIS IS A WAY, IF YOU WANT TO SORT OF LOOK AT THAT DATA AND CONVINCE YOURSELF OR GIVE YOURSELF SOME EVIDENCE THAT THE CAMPUS ACCESS IS PART OF THE ISSUE. LOOK AT THE DIFFERENCE IN DECLINES BETWEEN PACE AND MATH ROCKS, BECAUSE I'VE NEVER HEARD OF ANYBODY DECLINING PACE.
YEAH, THAT'S A GOOD POINT. PEOPLE DECLINING MATH ROCKS.
SO AS YOU PULL THAT DATA AND MAYBE PUT IT IN A WORD UPDATE, THAT'S SURE.
YEAH. YOU KNOW WE CAN DO THAT. WE CAN LOOK AT IT THAT WAY.
WE TRACK EVERYONE. WE TRACK EVERY REASON FOR DENIAL.
YEAH, WE HAVE IT'S FEW, BUT THEY EXIST. NO, I GET THAT, I APPRECIATE THAT.
MY YOU KNOW, MY SON IS VERY HE'S VERY GOOD AT MATH, BUT HE DOESN'T LIKE MATH.
HE DOESN'T. HE DOESN'T ENJOY DOING IT. AND SO HE WAS RIGHT ON THAT QUALIFICATION CUSP.
BUT IF HE HAD QUALIFIED, YOU KNOW, WE TALKED ABOUT IT AND I SAID, IF YOU DON'T LIKE IF THIS IS GOING TO STRESS YOU OUT MORE, RIGHT, WE'RE NOT GOING TO DO IT. YOU'RE GOING TO BE ON THE ACCELERATED PATH, NOT THE DOUBLE ACCELERATED PATH. AND IT'S COOL, YOU KNOW, AND SO I, I JUST FOR MY OWN PERSONAL FAMILY, I UNDERSTAND THAT CONCEPT BECAUSE I DON'T WANT, YOU KNOW, I WOULDN'T WANT TO PUSH MY KID INTO SOMETHING THAT THEY DIDN'T ENJOY.
RIGHT. AND THAT NOT EVERYBODY HAS THAT. THAT'S TRUE.
SO, A COUPLE OF THINGS ON THIS, AND I'M VERY, VERY, VERY EXCITED TO SEE THIS WORK AS YOU ALL, AS YOU ALL KNOW IT. AND THANK YOU FOR DOING THIS.
THIS HAS BEEN A LONG TIME COMING AND STUDYING AND VERY THOUGHTFUL.
AND THANK YOU, THANK YOU, THANK YOU. TWO THINGS THAT THAT I WOULD MAKE A COMMENT ON IN TERMS OF APPROACH, THIS IS BOTH ACCESS TO ACCELERATED MATH. BUT THEN ALSO, AS YOU CLEARLY ARTICULATED, WE NEED HIGHER ACHIEVEMENT ACROSS ALL POPULATIONS IN HIGH SCHOOL.
AND THAT STARTS IN ELEMENTARY SCHOOL. AND ONE OF THE THINGS THAT I WAS SHOCKED TO READ ABOUT IN THE LAST COUPLE OF YEARS IS THERE IS A SCHOOL DISTRICT THAT YOU CAN GOOGLE THIS. I WON'T NAME THEM, BUT NOT IN TEXAS THAT DECIDED THAT THEY DID NOT HAVE ENOUGH DIVERSITY AND ADVANCED MATH IN EIGHTH GRADE.
THAT'S HOW UNPOPULAR THAT DECISION WAS. BUT I THINK I THINK IT'S REALLY, REALLY IMPORTANT THAT AS WE ARE LOOKING AT ENSURING THAT ACROSS ALL OF OUR SUBPOPULATIONS, WE ARE GROWING THESE KIDS AND WE ARE ACCELERATING THESE KIDS AND GETTING THESE KIDS TO ACHIEVE THAT, WE ARE NOT, YOU KNOW, WE'RE TAKING A MORE RIGOROUS AND AND MORE ADVANCED APPROACH AND NOT TRYING TO GAME THIS IN SOME OTHER BIZARRE WAY.
SO REALLY APPRECIATE THE APPROACH. WE WE ABSOLUTELY AGREE WITH YOU ON THAT.
LAUREN, I WANT TO SAY WE READ THAT ARTICLE. YES, WE READ THAT ARTICLE.
WE KNOW WHAT YOU'RE TALKING ABOUT. YEAH. YEAH. I WAS HORRIFIED.
RIGHT. BECAUSE I'M LIKE, THAT'S NOT THE WAY TO GET KIDS.
TO ACHIEVE BETTER IS TO HOLD THEM BACK FROM. RIGHT.
YOU KNOW, YOU PUSH UP FROM THE BOTTOM. THE SECOND AND I WAS PARTICULARLY INTERESTED TO SEE IN THIS PRESENTATION WHEN I WAS DOING PACKET REVIEW, THIS COMMITMENT TO HAVE ALL STUDENTS TO HAVE PREPARATION AND ACCESS TO ALGEBRA ONE BY EIGHTH GRADE.
ALGEBRA ONE IS HONORS. THAT'S ONE YEAR AHEAD.
RIGHT. AND SO TO ME, AND PLEASE TELL ME IF THIS IS HOW YOU MEANT IT, BUT IT FELT LIKE A REALLY BIG FLAG BEING STUCK IN THE GROUND AND SAYING, HERE IS OUR FLAG IN THE GROUND. WE ARE DRAWING THIS LINE THAT OUR EXPECTATION IS THAT EVERY STUDENT CAN BE ONE YEAR AHEAD IN MATH IN THIS DISTRICT. YEAH, THAT LIKE THAT SEEMS LIKE A REAL PHILOSOPHICAL SHIFT IN A IN AN UNUSUAL FLAG IN THE GROUND IN TERMS OF WHEN YOU LOOK AROUND THE STATE BECAUSE A LOT OF THE CONVERSATION IS AROUND, YOU KNOW, ON THESE NATIONAL TESTS OR STAAR TESTS OR WHATEVER, YOU KNOW, LEARNING GAPS, ESPECIALLY LEARNING GAPS IN MATH AND, AND EVERYTHING ELSE.
AND SO THIS FELT LIKE A VERY APPRECIATED WELL APPRECIATED, BUT, YOU KNOW, PRETTY AGGRESSIVE GOAL. YEAH. WE DON'T WANT TO HOLD KIDS BACK, PERIOD.
YOU KNOW, WE'VE EXAMINED VERY CLOSELY. DO WE HAVE SOME BOUNDARIES IN PLACE THAT WE'RE NOT EVEN AWARE OF? RIGHT. THAT HAVE BEEN HERE SYSTEMATICALLY FOR A VERY LONG TIME.
AND WE HAVE. AND SO WE'VE BEEN SLOWLY REMOVING THOSE, THOSE BOUNDARIES AS WELL.
[02:35:08]
ON AN IN AN ON LEVEL CLASSROOM. I MEAN, THERE SHOULD BE AMAZING THINGS HAPPENING EQUALLY IN BOTH OR ALL OF THOSE CLASSROOMS. AND SO I THINK THERE ARE OPPORTUNITIES FOR OUR TEACHERS TO LEARN FROM THOSE THAT MAY BE TEACHING HONORS IN AP AND A MINDSET SHIFT IN THE FACT THAT WE'RE GOING TO EXPECT GREAT THINGS FROM ALL KIDS, NOT JUST THE CHOSEN FEW THAT ARE ABLE TO ACCELERATE AND DO WELL IN THE AP COURSES.AND I THINK IT'S REMOVING BARRIERS AND MAKING SURE THAT ACCESS IS THERE FOR STUDENTS.
BUT LET'S JUST SAY ALL OF A SUDDEN, BOOM, SIXTH GRADE GETS HERE AND, YOU KNOW, THERE'S A THERE'S A PERIOD OR THERE'S GROWTH OR READINESS NOW THAT A STUDENT IS SHOWING. AND SO WE WANT TO MAKE SURE THAT THEY'RE ABLE TO HOP ON TO THE PATHWAY WHENEVER THERE'S THAT READINESS.
AND IF WE JUST SAY THIS IS THE ONLY PATHWAY, THIS IS THE ONLY TIME YOU'RE ABLE TO ACCESS IT, PERIOD. AND IF YOU DON'T GET ON, IF YOU DON'T GET ON THE BUS NOW OR THE TRAIN RIGHT NOW, YOU'RE DONE, THEN WE'RE REALLY DOING A DISSERVICE. AND SO FOR US IS JUST LIKE WE WE TALKED EARLIER IN THE LAST PRESENTATION ON MULTIPLE OPPORTUNITIES IN MULTIPLE PATHWAYS. WE NEED TO HAVE MULTIPLE ENTRY POINTS AND MAKING SURE THAT WE'RE REMOVING BARRIERS, RAISING THE RIGOR AND HAVING OPPORTUNITY AND ACCESS TO STUDENTS WHEN THEY'RE READY.
RIGHT, BECAUSE WE HAVE LIKE 93 DIFFERENT LANGUAGES SPOKEN AT HOME ACROSS THE DISTRICT.
AND SO, SOMEONE MAY BE GREAT AT MATH, BUT THEY ARE HAVING TO LIKE, LEARN SCHOOL AND LEARN ALL THIS CONTENT AND LEARN ENGLISH AT THE SAME TIME, WHETHER, YOU KNOW, REGARDLESS OF WHAT LANGUAGE THEY SPEAK AT HOME.
WE HAVE SUCH A SIGNIFICANT POPULATION OF KIDS THAT SPEAK SUCH A PLETHORA OF LANGUAGES AT HOME THAT THAT, YOU KNOW, SAME THING. AND MATH IS UNIVERSAL. SO WE KNOW THAT.
I HAD ONE MORE POINT TO MAKE. I JUST. OH, YES.
AND I JUST SOMETIMES A SITUATION WILL POP UP ON A CAMPUS AND WITH NEW KIDS COMING IN.
AND I WAS NOT AWARE OF THIS. THIS WAS A NEW A NEW LEARNING PIECE FOR ME.
AND WE REALIZED WE HAD SOME BARRIERS IN PLACE FOR THEM.
WHAT DO WE NEED TO. HOW DO WE NEED TO PREP OUR COUNSELORS AND OUR TEACHERS AND UNDERSTANDING THAT WE'RE NOT WE'RE NOT GOING TO PUT A BARRIER IN PLACE FOR A NEW KID THAT COMES TO PLANO, WHO WHETHER DOES HAVE EVIDENCE OR DOESN'T HAVE EVIDENCE OF SOME PREVIOUS COURSEWORK, BUT THEY'RE OBVIOUSLY SHOWING AN APTITUDE AND ACHIEVEMENT TO BE THERE.
WE'RE GOING TO MOVE THEM INTO THAT PATHWAY AS SOON AS WE CAN.
SO THOSE ARE SOME OTHER CONVERSATIONS. AND THEY'VE BEEN REALLY GRACIOUS AND VERY HELPFUL WITH, WITH HELPING US WITH THAT. YEAH. WHEN YOU WERE SAYING LIKE YOU HAVE AN OPEN ENROLLMENT, WOULD THAT MEAN LIKE FOR IF A STUDENT WAS IN FIFTH GRADE AND HE DIDN'T DO SO WELL IN FOURTH GRADE WITH HIS TESTING THAT HE WASN'T ACCEPTED INTO MATH ROCKS, BUT SUDDENLY HIS LIGHT BULB TURNS ON.
AND THEN CAN YOU PUT HIM AFTER DECEMBER IN JANUARY? MATH ROCKS. WE LOOK AT THAT DATA. WELL, NOT MID-YEAR.
SO IF A KIDDO DOESN'T NECESSARILY, YOU KNOW, QUALIFY IN THIRD GRADE TO BE INCLUDED IN MATH ROCKS IN FOURTH GRADE, WE'RE GOING TO LOOK AT IT THE FOLLOWING YEAR AS WELL.
SO, THE LAUREN, YOU BROUGHT UP A VERY GOOD POINT.
AND THIS IS SOMETHING WE'VE WORKED ON IN THE PAST 2 OR 3 YEARS WITH ELEMENTARY IS THAT IS PROVIDING THE TEACHERS WITH IN GRADES TWO THROUGH FIVE, WITH SOME RESOURCES AND TRAINING TO MEET THE NEEDS OF THOSE KIDS THAT ARE HITTING THAT CEILING OF QUALIFYING FOR MATH ROCKS, BUT THEY'RE NOT REALLY QUITE THERE. IT'S NOT REALLY TO BOOST THEM INTO TO GETTING INTO MATH ROCKS.
BUT NOW IT'S TIME TO BE MORE INTENTIONAL. I DON'T WANT TO USE THE WORD FORCEFUL, BUT SETTING SOME EXPECTATIONS AROUND THAT, INCLUDING PRINCIPALS, MORE SO IN THE TRAINING.
[02:40:02]
SO, THEY KNOW THEY KNOW HOW TO MONITOR THAT AND THE EXPECTATIONS AROUND IT AS WELL.SO THE RESOURCES ARE OUT THERE. NOW WE'RE GOING TO KIND OF REDESIGN THE TRAINING AND CONTINUE THAT WORK TO SUPPORT TEACHERS, TO HELP THEM UNDERSTAND THE WHY. AGAIN, BEHIND THE IMPORTANCE OF PROVIDING WHAT THESE KIDS NEED THAT MAYBE DIDN'T QUALIFY BUT ARE HIGH FLIERS IN MATH BECAUSE THEY NEED THE SUPPORT.
I THINK THAT'S REALLY IMPORTANT. AND I THINK IT'S VERY ANALOGOUS TO PRE ATHLETICS OR PRE ATHLETICS PROGRAM IN SIXTH GRADE, BECAUSE I KNOW MANY FAMILIES WHO ARE PAYING FOR TUTORING BETWEEN KINDERGARTEN AND THIRD GRADE, SO THAT THEY MAKE SURE THAT THEIR KID GETS INTO MATH ROCKS.
AND NOT EVERYONE HAS THAT THAT ABILITY. NOT EVERYONE HAS THE TIME.
NOT EVERYONE HAS THE DESIRE TO, YOU KNOW, TO DO THAT.
BUT, YOU KNOW, MAKING SURE THAT WE ARE NOT LETTING KIDS FALL OR WE'RE NOT LEAVING ANY KIDS BEHIND THAT NEED APPROPRIATE ACCELERATION, REGARDLESS OF THEIR FAMILY'S HOME SITUATION, INCOME SITUATION, WHATEVER.
IT FEELS TO ME LIKE IT'S VERY ANALOGOUS TO THE PRE ATHLETICS THING, WHICH ALSO IS TRYING TO, YOU KNOW, LIKE INCREASE READINESS, RIGOR AND PARTICIPATION AT LATER STAGES.
RIGHT? YEAH. I HAVE A QUESTION ON THIS. ON THE SLIDE, USE OF THE DATA REQUESTED AND REVIEWED.
YES. ONE OF THE PIECES OF INFORMATION WAS THE MATH ROCKS HISTORICAL DATA.
WHEN YOU WERE LOOKING AT THAT, OR DID YOU LOOK AT HOW OUR KIDS ARE PERFORMING OVER TIME COMPARED TO KIDS WHO JUST TOOK HONORS? YES. YOU MEAN AS FAR AS ACHIEVEMENT GOES? YES.
SOME MIGHT WANT TO TAKE PRE-CALC AND CALC, SOME WILL TAKE STATISTICS.
WE DO TRACK THAT DATA. HOW MANY KIDS STAY IN MATH ROCKS.
HOW THEY DO ON THEIR ASSESSMENTS? HOW MANY DO NOT STAY IN MATH ROCKS? AND IT'S SOMETHING THAT WAS WHAT I MEANT. WHEN WE HAVE ALL OF THESE INDIVIDUAL DATA PIECES, WE WANT TO PUT THEM ALL TOGETHER WHERE WE CAN SAY, THIS IS THE DATA THAT REPRESENTS THE SUCCESS OF OUR MATH PATHWAYS, BECAUSE WE LOOK AT THAT DATA EVERY YEAR FOR THE SECONDARY LEVEL.
RP HELPS US PUT IT TOGETHER. WE ANALYZE IT. BUT IT'S JUST LIKE A SEPARATE REPORT.
WE WANT TO PUT IT TOGETHER AS A WHOLE, COMPREHENSIVE PICTURE.
AND SO THE SECOND THING I WAS THINKING ABOUT AS I READ THE PACKET AND WAS JUST, YOU KNOW, SITTING HERE THINKING ABOUT WHAT WE OFFER IN THESE PATHWAYS, WHETHER IT'S EVEN MATH OR ENGLISH.
AND THIS IS JUST MORE A THOUGHT THAT I HAD. SO I'M GOING TO THROW IT OUT THERE, IS THAT I LOVE WHAT UIL OFFERS FOR ACADEMICS IN THE ELEMENTARY AND THE MIDDLE SCHOOL ARENA, AND WE DON'T DO A LOT OF THAT IN OUR DISTRICT AT ALL.
SO, DR. MOORE IS GONE. BUT HE ACTUALLY HAS BEGUN.
DOCTOR MOORE HAS BEGUN THAT, I THINK, AT THE ELEMENTARY LEVEL, AND I'VE TALKED TO HIM ABOUT IT.
IT'S SOMETHING THAT HE AND I HAD BEEN TALKING ABOUT FOR A COUPLE OF YEARS, AND IT STARTED THIS YEAR, AND WE'RE VERY EXCITED THAT WE HAVE UIL ON OUR ELEMENTARY CAMPUSES.
I LOVE IT. DOCTOR MOORE AND I ARE BOTH A FORMER SPEECH AND DEBATE KIDS.
SO WHAT THEY OFFER, THOUGH IS IT'S COMPREHENSIVE, IT'S SCIENCE, IT'S MATH, IT'S ENGLISH, IT'S CHESS, AND IT'S FUN AND IT'S FUN. SO HERE WE ARE, FULL CIRCLE.
JUST I'M THROWING THIS OUT THERE AS A WAY BECAUSE I PICKED UP MY DAUGHTER IN HER FIFTH GRADE FRIEND TODAY, AND BOTH WERE EXCITED THAT THEY GOT TO END THEIR DAY WITH A KAHOOT.
AND SO THERE'S THIS IDEA OF THIS COMPETITION IN CLASS, AND THEY'RE GETTING TO COMPETE WITH THEIR, YOU KNOW, THEIR PEERS AND THEIR CLASSMATES TO TALK ABOUT WHAT WAS FUN TO LEARN THAT DAY.
AND I WAS LIKE, WELL, WHAT WAS YOUR KAHOOT ABOUT? IT WAS ABOUT PROPERTY TAXES AND INCOME TAX.
IT'S LIKE A GAMIFYING LIKE IT'S A TOOL WHERE YOU CAN DO ONLINE QUIZZES LIKE A QUICK ASSESSMENT.
AND SO THEY HAD FUN LEARNING ABOUT INCOME TAX.
YEAH. AS FIFTH GRADERS. YEAH. SO I MEAN AND THAT WAS FUN TO THEM.
SO I SEE THAT AS YOUR HIGH ACHIEVING KIDS, I SEE THAT AS JUST ABOUT EVERY KID HAS EQUAL OPPORTUNITY TO EARN, YOU KNOW, CONFIDENCE AS THEY'RE DOING THAT. RIGHT.
YEAH. I GUESS THIS IS MY EDITORIAL COMMENT ABOUT THINGS.
THE WORD FUN BECAUSE THE BEST LEARNING HAPPENS WHEN FUN IS HAPPENING.
YEAH. AND I THINK THAT, YOU KNOW, THAT'S JUST AND OUR FOCUS THE PAST FEW YEARS HAS BEEN ON COLLABORATIVE AND ENGAGING ENVIRONMENTS AND LEARNING SPACES ON WHAT SHOULD BE TAKING PLACE IN EACH LEARNING SPACE.
[02:45:01]
AND THEN ALSO WE'VE BEEN TALKING ABOUT IMPLEMENT.WE HAVE AT THE ELEMENTARY LEVEL. WE HAVE A LOT OF STEM OPPORTUNITIES IN OUR SCIENCE CLASSES, AND I AND I AND K THROUGH TWO. BUT WE'VE BEEN TALKING ABOUT HOW GREAT IT WOULD BE TO BRING MORE OF THAT PROBLEM SOLVING, COLLABORATION TECHNOLOGY FOCUS INTO OUR MATH CLASSES, THE M PART OF STEM.
AND THAT NEEDS TO HAPPEN ON EVERY SINGLE CAMPUS, ON EVERY TYPE OF CAMPUS.
MAYBE TEACHERS FEEL LIKE THEY'VE GOT TO WORK A LITTLE BIT HARDER FOR THEIR KIDS TO MAKE THAT YEARS WORTH OF PROGRESS OR MORE, BUT THAT DOESN'T MEAN THEY CAN'T HAVE FUN, AND IT DOESN'T MEAN THAT THEY CAN'T BE ENGAGED.
SO THAT THAT NEEDS TO BE ROLLED INTO WHATEVER TRAINING COMES FORWARD NEXT YEAR IS HELPING THEM ALL UNDERSTAND THAT, YES, FOUNDATIONALLY, YOU KNOW, MAYBE YOUR KIDS HAVE PARTICULAR NEEDS IN THIS AREA OR THAT, BUT THAT DOESN'T MEAN THAT IT CANNOT BE FUN FOR THEM, BECAUSE I CAN GUARANTEE YOU, THEY'RE GOING TO LEARN FASTER.
WE'VE GOT SOME AMAZING TECH TOOLS TO DO THAT WITH.
JUST YESTERDAY, OUR ELEMENTARY ACADEMIC SERVICES PO, WE DID PARTNER UP WITH DIGITAL LEARNING TEAM.
LIKE ALL OF OUR PO IS WITH THE HEART OF EFFECTIVE INSTRUCTIONAL STRATEGIES.
SO IT'S AT THE HEART OF WHAT WE DO. WE EVEN FOCUS ON LIKE IT'S NOT ABOUT THE CONTENT ALWAYS.
YEAH. OKAY. SORRY, THIS IS TOTALLY OFF THIS TRACK, BUT I REMEMBER READING THAT ONE OF THE BIGGEST NEEDS RIGHT NOW FOR TEACHERS IS MATH TEACHERS, RIGHT? COMPARED TO OTHER AND SPECIAL ED TEACHERS, OF COURSE.
SO, TALKING ABOUT ALL THIS AND OBVIOUSLY TALKING ABOUT HOW WE GET THIS TO WORK IN THE CLASSROOM, EVEN BETTER FOR OUR STUDENTS. SOUNDS LIKE A WHOLE LOT OF TRAINING AND A WHOLE LOT OF TEACHERS WHO ARE WHO LOVE MATH, WHO ARE EXCITED ABOUT MATH. SO DOES THAT HAVE ANY IMPLICATIONS FOR HOW WE NEED TO LOOK AT OUR HIRING PATHS GOING FORWARD IN HIRING TEACHERS? YEAH. DOCTOR KENDALL CAN PROBABLY SPEAK BETTER TO THAT ABOUT THE HIRING PRACTICES THAN I CAN, BUT I, WILL TELL YOU THAT WE DO HAVE A LOT OF NEW TEACHERS NOW.
AND ENERGETIC, LITTLE SPONGES. I MEAN, THEY WOULD YOU COULD JUST TRAIN THEM UP.
AND NOT THAT YOU CANNOT DO THAT WITH VETERAN TEACHERS, BUT I THINK I THINK YOU'RE RIGHT.
I THINK WE'RE ALWAYS GOING TO BE LOOKING FOR REALLY GREAT SPED TEACHERS.
AND UNFORTUNATELY, OFTEN I THINK IN ELEMENTARY SCHOOL, OUR TEACHERS SOMETIMES ARE LESS COMFORTABLE TEACHING THE MATH AND THE SCIENCE THAN THEY ARE WITH THE LITERACY. SO THAT'S SOMETHING THAT HAS TO ALWAYS BE ON OUR MIND.
THEY'VE BEEN TRAINED ON STRONG INSTRUCTIONAL STRATEGIES.
THEY'VE BEEN TRAINED ON HOW TO USE THE ASSESSMENTS TO AND LOOK AT THAT, HOW TO LOOK AT THE ASSESSMENT FIRST SO THEY KNOW HOW THEIR KIDS ARE GOING TO BE TESTED, USE THE DATA AFTERWARDS TO MAKE ADJUSTMENTS. RIGHT.
BUT I DO FEEL LIKE SOMETIMES WE NEED TO GO BACK TO THE GOOD OLD CONTENT PIECE THAT NEEDS TO BE IN THERE, ESPECIALLY FOR OUR NEW TEACHERS. SO ACTUALLY, IVAN CANTU AND I'VE BEEN TALKING A LITTLE BIT ABOUT THAT IS WHAT DOES SOME NEW TRAINING LOOK LIKE FOR OUR NEWEST TEACHERS NEXT YEAR, AS FAR AS NOT DITCHING THE TRAINING ON THE INSTRUCTIONAL STRATEGIES AND HOW TO DELIVER IT, BUT THE CONTENT PIECES THAT WE KNOW NEED TO BE SOLIDIFIED THROUGHOUT THE YEAR IN MATH WOULD BE ONE OF THOSE AREAS.
YEAH. DON'T KNOW IF THAT ANSWERED YOUR QUESTION, KATHERINE.
ANY OTHER QUESTIONS? COMMENTS? ANY QUESTIONS? I GUESS I HAVE A QUICK QUESTION. DID YOU GUYS ALL GET YOURS ASKED? I THOUGHT I SAW JERI REACHING FOR THE MICROPHONE.
OH, MICHAEL, I LEFT YOU OUT AGAIN. ARE YOU GOING? IT'S FINE. I DON'T HAVE ANY QUESTIONS. YOU'RE GOOD.
OKAY. YOU'RE BEHIND ME. I'M SO SORRY. I GUESS THE QUESTION I HAVE IS, DO WE ANTICIPATE.
[02:50:01]
I'M SURE YOU'VE LOOKED AT THE DATA. DO WE ANTICIPATE EVERY CAMPUS, EVERY ELEMENTARY CAMPUS WILL HAVE SOME MATH ROCK STUDENTS? WE HAVE VARYING NUMBERS. YES, WE HAVE MAYBE TWO CAMPUSES WHO MIGHT NOT HAVE ANY.BUT THAT'S ALSO WHY WE'RE DOING SOME PATHWAYS WORK TO ENSURE THAT IF KIDS START AS MEETS AND MASTERS, THEY STAY THAT WAY. OKAY. BUT THE MAJORITY OF OUR CAMPUSES HAVE ANYWHERE FROM 3 TO 20.
AND THAT'S WHY LORI ACTUALLY MENTIONED THAT WE WILL BE WORKING WITH EACH CAMPUS PRINCIPAL AND HELPING THEM WITH THEIR MASTER SCHEDULE, HELPING THEM IDENTIFY THEIR NEEDS, AND HELPING THEM COME UP WITH SOME MAKING SURE THAT WE DON'T LOSE THE FIDELITY OF THE MATH ROCKS PROGRAM.
BUT THERE WILL BE VARYING NUMBERS AT EACH CAMPUS.
AND IF THAT IS A SMALL NUMBER, WHAT DOES THAT LOOK LIKE DURING THAT? DURING THAT MATH INSTRUCTIONAL TIME? OKAY. WELL, THIS HAS BEEN A LONG TIME COMING, AND I KNOW IT TAKES A LOT TO ROLL THIS OUT.
AND SO I KNOW DOCTOR TYRA REALLY APPRECIATES THIS.
THAT IS WHAT'S INCREDIBLY GOING TO BE OFFERED IN THE NEXT YEAR.
SO WE APPRECIATE ALL OF THAT. AND YOU'VE GOT A GREAT REPORT HERE.
THANK YOU. THANK YOU. APPRECIATE IT. ALL RIGHT.
SO, PLANO CHAMBER OF COMMERCE UPDATE. TRUSTEE JERI CHAMBERS, WILL YOU CARE TO PRESENT FIRST? JUST TO STATE THAT COMING UP WEEK IS COLLIN COUNTY DAYS THAT SPONSORED BY THE CHAMBERS OF COLLIN COUNTY.
AND SO WE'LL BE VENTURING DOWN TO AUSTIN AGAIN IN THAT GROUP.
THAT WAS A QUICK REPORT. OKAY. RICHARDSON. RICHARDSON CHAMBER OF COMMERCE, THAT'S YOU ALSO, IT IS MARY CHAMBERS. IT IS ME AND VERY EXCITED TO SAY THAT TOMORROW NIGHT IS OUR, I'M JUST ONE DAY AWAY.
I'M LOOKING FORWARD TO THAT OPPORTUNITY TO CELEBRATE HER AND HER COHORT AND RICHARDSON ISD.
THEY'RE GETTING HONORED TOGETHER FOR CHAIRMAN'S AWARD.
I THANK YOU, THE CHAIRMAN'S AWARD. IT'S A BIG DEAL.
YOU WANT TO SHOUT THAT FROM THE ROOFTOPS? I'M DONE.
BOTH SUPERINTENDENT IN RICHARDSON AND PLANO HERE ARE AMAZING LEADERS, SO.
THANK YOU. I GUESS WE WILL. OH, LOOK AT THAT.
THEY GOT MY SLIDES. WE CAN TALK ABOUT THE LEGISLATIVE UPDATE.
DANNY WOULD HAVE PROBABLY LED MOST OF THIS PRESENTATION, BUT HE IS DOWN IN AUSTIN TODAY, AND SO I'LL RUN IT. BUT I WILL ALSO DEFER TO TARA AND LAUREN FOR ANY COLOR COMMENTARY AS WE MOVE THROUGH THE SLIDES, BECAUSE THEY ARE ON THE LEGISLATIVE SUBCOMMITTEE.
SO, AND I SEE MICHAEL'S IN FRONT OF ME NOW. THANK YOU.
SO HERE BY THE NUMBERS. MARCH 14TH WAS THE LAST DAY TO FILE A BILL.
SO ALL THE BILLS HAVE BEEN FILED. THERE'S OVER 8900 THAT HAVE BEEN FILED, AND ABOUT 1500 OF THOSE ARE RELATED TO EDUCATION. AND OF THOSE, 176 ARE PROPERTY TAX RELATED, 169 ARE SCHOOL GOVERNANCE, 106 ARE SCHOOL FINANCE. I WISH THERE WERE MORE AND THEN CURRICULUM AND INSTRUCTION 106 AND THEN 14 OR NO 11 SCHOOL VOUCHERS AND OR ESAS, WHICH IS AN EDUCATION SAVINGS ACCOUNT. AND SO, SO FAR SINCE THAT MARCH 14TH DATE WHEN THE BILLS WERE FILED, THEY'VE STARTED HEARING BILLS IN COMMITTEE.
SO 122 HAVE BEEN HEARD. 38 BILLS ARE SCHEDULED FOR A HEARING AND I CAN GIVE YOU A CLUE OF WHAT WE'RE WATCHING. AND 26 HAVE PASSED FROM COMMITTEE AND 17 HAVE PASSED FROM PROBABLY MOSTLY FROM THE SENATE TO THE HOUSE, BECAUSE THEY HAD AN OPPORTUNITY TO START SOONER.
AND IF IT WAS PRIOR TO THE 60TH DAY OF THE SESSION, THE ONLY BILLS THAT COULD BE DISCUSSED ARE THE ONES THAT WERE IN THE EMERGENCY AUTHORIZATION BY THE GOVERNOR AND THE LIEUTENANT GOVERNOR.
[02:55:05]
BUT AS IT STANDS TODAY AND LIKE I SAID, EVERYTHING CHANGES QUICKLY.THEY'RE TALKING ABOUT INCREASING THE BASIC ALLOTMENT BY $220, WHICH EQUATES TO $3.2 BILLION NOW A COUPLE OF POINTS THERE. THE STATE CURRENTLY HAS A $22 BILLION SURPLUS.
I'LL JUST POINT THAT OUT. AND THEN IF YOU REMEMBER THE LAST TIME DANNY PRESENTED, HE LET US KNOW THAT JUST TO MAINTAIN THE SAME PURCHASING POWER THAT WE HAD IN 2019, WE WOULD NEED $1,340. OKAY, INCREASE TO THE BASIC ALLOTMENT WOULD GIVE US THE SAME PURCHASING POWER THAT WE HAD IN 2019.
AND WE ALL KNOW A LOT HAS CHANGED SINCE THEN.
SO, WE'RE REALLY HOPING THAT AS THERE'S AN ASTERISK AT THE BOTTOM, SIGNIFICANT CHANGES ARE EXPECTED.
WE'RE HOPING THAT SOME OF THAT MIGHT BE AN INCREASE TO THE BASIC ALLOTMENT.
AND, AND AN INCREASE TO THE BASIC ALLOTMENT FLOATS ALL BOATS AND IT GIVES MORE LOCAL CONTROL TO THE BOARDS THAT UNDERSTAND HOW THEIR WHAT THEIR DISTRICT'S NEEDS ARE. SO IF THIS 2020 COMES THROUGH IN THE BASIC ALLOTMENT, 40% HAS TO BE SPENT ON COMPENSATION AND 75% OF THAT 40% NEEDS TO BE SPENT ON TEACHERS, COUNSELORS AND LIBRARIANS, AND NURSES.
THAT MR. HILL, THAT WOULD BE NO PROBLEM FOR US.
CORRECT? NOW, THE 220 BASICALLY MEANS ABOUT $12 MILLION FOR US.
AND IF YOU DO 40% OF THAT, IT'S RIGHT AT $5 MILLION.
THAT'S ABOUT A 1.5% RAISE. NOT QUITE A 1.5% RAISE.
SO EASY FOR US TO MEET THESE. YEAH, WE'RE PLANNING ON DOING THAT ANYWAY.
WE'RE HOPING SO. YEAH. OKAY. AND THEN THERE WILL BE, WE HOPE, AT $1.6 BILLION TO SPECIAL ED FUNDING.
I THINK THE STATE CURRENTLY HAS. IS IT A $2 BILLION SHORTAGE? IS THAT ARE WE SHORT SPECIAL ED BY 2 BILLION? I'M NOT I KNOW FOR US IT'S ABOUT 40 MILLION FOR THE STATEWIDE, I THOUGHT IT WAS HIGHER THAN THAT.
IT MUST BE. YEAH, BUT I MAY BE WRONG ON THAT, BUT I JUST I KNOW FOR US, I KNOW WHAT IT IS FOR US.
I'M SORRY. I DON'T REMEMBER. NO, THAT'S FAIR, THAT'S FAIR. BUT, YEAH, OURS IS A BIG FUNDING GAP.
IT IS. AND THIS WOULD PROVIDE INCREASES FOR OUTCOMES, BONUSES RELATED TO CCMR. WE HAD A LOT OF DISCUSSION ABOUT THAT TONIGHT.
AND THEN THE MIDSIZE AND SMALL ALLOTMENT WEIGHTS.
THAT DOESN'T IMPACT PLANO ISD BECAUSE WE'RE CONSIDERED LARGE.
BLESS YOU. ALLERGY SEASON AGAIN. OKAY, SO ESAS, WHICH IS HOUSE BILL THREE.
EDUCATION SAVINGS ACCOUNTS. I THINK LAST TIME WE TALKED ABOUT THIS.
I GAVE SOME EXAMPLES OF WHAT THAT 500% OF FEDERAL POVERTY GUIDELINES IS, I THINK, IN PLANO.
AND THE HOUSE BILL LETS THEM GO UP TO $30,000.
AND SO THAT WOULD BE, I GUESS THEY'D HAVE TO APPLY FOR THOSE FUNDS THAT THEY'VE SPENT.
BUT IT PRIORITIZES THE ORDER AS YOU SEE THERE.
AND I'M JUST GOING TO TALK ABOUT THE FIRST ONE.
STUDENTS WITH A DISABILITY AND A HOUSEHOLD INCOME BETWEEN 500% OF THE FEDERAL POVERTY GUIDELINES.
I THINK I MENTIONED THIS IN THE LAST BOARD MEETING.
THAT'S ABOUT $130,000 ANNUALLY, AND I'M HAVING A HARD TIME SEEING THAT THAT'S GOING TO REALLY SERVE THE TRULY IMPOVERISHED FAMILIES. AND THEN DOWN AT THE BOTTOM IT'S EXPECTED TO BE THE SUBSTITUTE FOR SB TWO, AND SB TWO ALREADY PASSED OUT. SO, IT OUT OF THE HOUSE PUBLIC OR EXCUSE ME, THE HOUSE SENATE EDUCATION COMMITTEE INTO THE HOUSE PUBLIC ED.
SO YOU WANT TO JUMP IN? YEAH. I'LL JUST SAY ON THIS YOU KNOW, WE HAD A LOT OF FOLKS GO DOWN FOR PLANO DAYS, INCLUDING PTA RALLY DAY THE DAY BEFORE WHICH CHAIRMAN BUCKLEY WAS TALKING ABOUT THIS SPECIFICALLY AND TALKING ABOUT A FAMILY YOU KNOW, WITH A WITH A CHILD WITH AUTISM, YOU KNOW, WANTING TO SEEK SERVICES OUTSIDE OF THE PUBLIC SCHOOL.
AND THAT RECEPTION FROM THE ROOM OF PTA MOMS AND DADS TO THIS CONCEPT OF THIS IS GOING TO BE FOR STUDENTS WITH DISABILITIES WAS REALLY POOR. TO PUT IT KINDLY AND I KNOW I'M NOT THE ONLY ONE OF US WHO HAS A CHILD WITH A DISABILITY THAT, YOU KNOW, WAS BLATANTLY TOLD BY PRIVATE SCHOOLS THAT THEY WILL NOT ACCOMMODATE AND THAT THEY WILL NOT THEY DON'T HAVE ANY KIDS THAT ARE LIKE MY SON AND THEY'RE JUST, YOU KNOW, HAVE NO INTEREST IN, IN EVEN BASIC ACCOMMODATIONS FOR AN ACADEMICALLY GIFTED CHILD.
[03:00:08]
EVEN SO IF YOU HAVE NOT READ UP ON SOME OF THE CONTROVERSY AROUND SOME OF THIS, IT'S INTERESTING TO ME BECAUSE WHILE ON THE FACE, THIS SEEMS VERY GOOD FOR STUDENTS OF FAMILIES WITH A DISABLED CHILD OR A CHILD THAT HAS SOME DISABILITY. IT IF YOU DIG A LITTLE BIT DEEPER THERE ARE, THERE ARE SCHOOLS THAT CATER TOWARDS ESPECIALLY STUDENTS WHO HAVE AUTISM, BUT THERE ARE A LOT OF PRIVATE SCHOOLS THAT FOR STUDENTS THAT DO NOT HAVE LEARNING DIFFERENCES BUT HAVE A DISABILITY THAT WOULD NOT BE ABLE POTENTIALLY TO ACCESS THIS PROGRAM BECAUSE OF THE LACK OF ACCOMMODATION THAT PRIVATE SCHOOLS ARE WILLING TO OFFER SOME STUDENTS WITH DISABILITIES, UNLESS THEY SPECIALIZE IN THAT.SO SORRY TO TALK IN CIRCLES HERE. BUT THIS IS THIS HAS BEEN A VERY INTERESTING CONVERSATION IN THE PUBLIC ABOUT THE WAY THAT THIS IS STRUCTURED. WELL, AND SPEAKING OF INTERESTING TOPICS, WHEN THE HOUSE RECEIVED THIS BILL, THEY HAD 20 HOURS OF INVITED TESTIMONY, FOLLOWED BY ALMOST 20 HOURS OF PUBLIC TESTIMONY, WHICH WAS LIKE 2 OR 3 MINUTES EACH.
SO I IF ANYBODY REMEMBERS, I DON'T RECALL THE PERCENTAGE THAT WERE FOR, BUT THE PERCENTAGE OF THE TESTIMONY THAT WAS AGAINST IT FAR EXCEEDED 50%. AND I DON'T REMEMBER EXACTLY WHAT THAT NUMBER WAS.
WE'VE HAD SPRING BREAK SINCE THEN. I JUST MY COLORFUL COMMENTARY ON THIS IS THAT YOU KNOW, I WAS REALLY STRUCK BY ONE OF OUR OWN REPRESENTATIVES IN THAT SAME COMMITTEE HEARING.
MENTIONED THAT HE DID NOT UNDERSTAND WHY OUR SCHOOLS SEEM FEARFUL OF COMPETITION.
AND I JUST WANT TO BE ON THE RECORD FOR SAYING WE ARE NOT AFRAID OF COMPETITION.
WE, WHAT BOTHERS US IS THAT THESE SCHOOLS ARE GOING TO BE HELD TO DIFFERENT STANDARDS THAN WE ARE BY AS IN, LIKE NONE, THEY'RE JUST GOING TO GET PUBLIC TAXPAYER DOLLARS.
AND YOU KNOW, POSSIBLE WAYS TO, TO LOOK AT MORE HOLISTIC ACCOUNTABILITY SYSTEMS. IT JUST TO ME, I'M JUST PUZZLED WHY THAT ISN'T EVEN PART OF THE DISCUSSION.
SO THAT'S MY COLORFUL COMMENTARY. LOOK FOR THAT PART OF THE DISCUSSION.
HOPEFULLY ON THE FLOOR, I'LL MAKE EVEN MORE OF A LITTLE BIT OF A COLORFUL STATEMENT, IF, IF I MAY, IN THAT AS THE PARENT OF A CHILD WITH A DISABILITY THAT IS EXTREMELY, EXTREMELY WELL SERVED IN PUBLIC SCHOOL.
IT FEELS A LITTLE BIT YUCKY TO ME WHEN THERE ARE THESE CONVERSATIONS ABOUT SERVING STUDENTS WITH DISABILITIES THAT I FEEL LIKE ARE SOMEWHAT DISINGENUOUS OR VERY DISINGENUOUS. AND SO BECAUSE IT FEELS A LITTLE BIT LIKE LEGISLATORS SAYING, WELL, BUT WE'RE GOING TO TAKE CARE OF STUDENTS WITH DISABILITIES.
AND WHEN PARENTS WHO HAVE STUDENTS WITH DISABILITIES, LIKE AT THIS PTA RALLY DAY, PUSH BACK AND SAY, YOU KNOW, WE'VE I'VE HEARD FROM PARENTS IN OUR DISTRICT WHOSE CHILDREN WERE IN PRIVATE AND NOT GETTING DYSLEXIA SERVICES AND THEN, YOU KNOW, CAME BACK INTO PUBLIC BECAUSE THAT'S WHERE THEY COULD GET THOSE DYSLEXIA SERVICES.
AND SO AS, AS A PARENT OF A STUDENT WITH A DISABILITY, AND I KNOW WE HAVE MANY OF THEM.
IT FEELS VERY ICKY AND DISINGENUOUS TO ME THAT THIS, THAT SOMETIMES THIS LEGISLATION IS SET UP AND IT IS SET UP IN THIS CASE TO SAY WE'RE GOING TO SERVE STUDENTS WITH DISABILITIES FIRST WHEN THE REALITY IS THAT HAVING A CHILD LIKE MINE SERVED IN AN ADEQUATELY AND APPROPRIATELY SERVED IN A PRIVATE SCHOOL AT THE SAME LEVEL THAT PLANO ISD IS SERVING HIM, IS NOT DOES NOT MEET REALITY IN MY.
WELL, IN FACT, THIS PIECE OF LEGISLATION GIVES STUDENTS WITH DISABILITIES A LITTLE BIT EXTRA MONEY, AND THEN THAT MONEY WILL BE FOR THE PARENT TO SEEK ADDITIONAL SERVICES OUTSIDE OF THE SCHOOL DAY.
SO IT HAS NOTHING TO DO WITH THE STUDENT BEING SERVED DURING THE SCHOOL DAY.
JUST CLARITY. WELL, LET'S NOT MENTION THAT JUST CURRENTLY JUST PLANO ISD ALONE, THAT WE HAVE A FUNDING $47 MILLION FUNDING GAP ON SPECIAL EDUCATION SERVICES. SO NOW WE'RE DEPLETING PUBLIC DOLLARS EVEN FURTHER.
AND SO THAT'S A THAT'S A HUGE CONCERN. WELL, AND ALSO IN THE FIRST PRIORITY LEVEL THERE, IF YOU IF YOU CAN'T GET YOUR NEEDS MET IN THAT PRIVATE SCHOOL, THEN IT JUMPS DOWN TO 200% OF THE POVERTY LEVEL.
[03:05:09]
AND THEN, YOU KNOW, IT JUST KEEPS GOING. AND IT ENDS UP THAT THIS MAY JUST BE AN OPPORTUNITY FOR FAMILIES THAT WANT THEIR PRIVATE SCHOOL, OR THEY'RE PROBABLY ALREADY IN PRIVATE SCHOOL AND THEY WANT THEM SERVED THEIR NEEDS SERVED.SO, IT'S A PROBLEM. SO, HOUSE BILL FOUR IS OUR ACCOUNTABILITY BILL.
IT'S JUST THAT WE WANT A FAIR SYSTEM. SO IT AMENDS ALL THE STATUTES.
THIS ONE AMENDS THE STATUTES THAT THE COMMISSIONER HAS VIOLATED IN THE TWO LAWSUITS.
SO THEY'RE NO LONGER A STATUTE THAT HE VIOLATES THEIR ACCEPTABLE.
SO, I WONDER WHAT HIS THOUGHTS ARE ON THAT. IT PROHIBITS DISTRICTS, SCHOOL DISTRICTS FROM SUING THE TEA OR ANY STATE AGENCY, AND IT PLACES A CONSERVATOR AT ANY DISTRICT THAT DOES.
IT PROVIDES THE COMMISSIONER MORE AUTHORITY OVER THE ACCOUNTABILITY SYSTEM.
WELL, I THINK THEY'VE HAD A LOT OF ISSUES AND COMPLAINTS.
EVEN THE LEGISLATORS DON'T LIKE THE STAR EXAM.
BUT AS THE ASTERISK SAYS, THIS IS ALSO EXPECTED TO CHANGE SIGNIFICANTLY.
IS THAT A FAIR STATEMENT? YES, YES. SO, I THINK YOU ALL HAD TALKED TO HIM ABOUT THESE THINGS AND NOT GETTING THE MANUAL IN TIME, RESETTING CCMR IN THE MIDDLE OF GOING FROM 60 TO 88 ON THE CCMR SCORE IN ONE YEAR, WHEN THOSE CHILDREN, HALF OF THEM IN THE SCORE HAVE ALREADY GRADUATED.
I WILL SAY ONE THING THAT WORRIES ME A LITTLE BIT ABOUT THIS BILL.
HE WOULD WAKE UP, GO TO WORK, SUE THE FEDERAL GOVERNMENT AND GO HOME.
AND FOR A STATE THAT, WHEN THEY FEEL LIKE FEDERAL LAW IS IN THE WRONG, TAKES A LITIGIOUS APPROACH TO THEN COME TO US AND SAY, OKAY, OUR SUBORDINATE INSTITUTIONS LIKE A SCHOOL DISTRICT OR A MUNICIPALITY OR OTHERS.
IF YOU FEEL LIKE WE ARE VIOLATING OUR OWN LAWS, WE'RE GOING TO PENALIZE YOU FOR THAT.
I KNOW I'VE USED THE WORD DISINGENUOUS A COUPLE OF TIMES, BUT THIS AGAIN FEELS VERY, VERY CONCERNING BECAUSE THE LAWSUITS ARE NOT WHERE THE TWO LAWSUITS WERE ENGAGED IN, ARE NOT CONSTITUTIONAL LAWSUITS.
WE BELIEVE WE SUED BECAUSE WE BELIEVE THAT THE TEA IS VIOLATING STATUTE AS IS WRITTEN.
WE'RE NOT TRYING TO ARGUE THAT THE STATUTE IS UNCONSTITUTIONAL OR ANYTHING LIKE THAT. AND SO I FIND THIS DEEPLY CONCERNING THAT A STATE THAT BROADLY EXERCISES ITS RIGHTS TO SUE THE FEDERAL GOVERNMENT WHEN IT BELIEVES THE FEDERAL GOVERNMENT HAS GONE INTO OVERREACH OR WHATEVER OTHER REASONS WOULD TRY AND PROHIBIT OUR, YOU KNOW, REALLY LIKE BACK AGAINST THE WALL.
COURSE OF ACTION TO TRY AND CORRECT WHAT WE SEE AS THE TEA VIOLATING STATUTE.
I THINK IT'S INTERESTING THAT AN ACCOUNTABILITY BILL FOCUSES SO MUCH ON EXPANDING THE POWER OF THE COMMISSIONER VERSUS FOCUSING ON WHAT MATTERS, WHICH IS ACCOUNTABILITY, ACHIEVEMENT.
WE'RE LOOKING AT HOW OUR KIDS ARE DOING. I MEAN, TO ME, THAT SHOULD BE THE FOCUS, BUT I JUST THIS BILL IS INTERESTING TO YOUR POINT. WE ARE AN ELECTED BODY ELECTED BY OUR COMMUNITIES, THE STATE BOARD OF EDUCATION AS AN ELECTED BODY, ELECTED IN DISTRICTS BY THE COMMUNITIES. THIS IS PROBABLY WHERE YOU WERE GOING. AND I'M SORRY IF I CUT YOU OFF. BUT THE COMMISSIONER IS APPOINTED.
HE IS AN APPOINTED PERSON THAT THE GOVERNOR APPOINTED.
AND, YOU KNOW, AGAIN, FOR A STATE THAT FEELS LIKE IT'S VERY IMPORTANT TO HAVE ACTION TAKEN BY ELECTED OFFICIALS, AS OPPOSED TO UNELECTED BUREAUCRATS, TO CONCENTRATE MORE POWER AWAY FROM ELECTED OFFICIALS AND INTO THE HANDS OF
[03:10:04]
SOMEONE THAT IS A POLITICAL APPOINTEE, AS OPPOSED TO THE STATE BOARD OF EDUCATION, WHICH IS ELECTED BODY, THE LEGISLATURE OR, YOU KNOW, LOCAL SCHOOL BOARDS IS VERY, VERY CONCERNING TO ME.THAT'S WHERE I WAS GOING. AND IT'S VERY PUNITIVE.
WHOOPS. I'M TRYING TO. THERE WE GO. OOPS. DID IT TWICE.
WE'RE GLAD TO HAVE HIM ON THAT. AND SO THERE'S QUITE A FEW THINGS THAT I THINK HELP WITH TEACHERS HAVING TO DEAL WITH ISSUES IN THEIR CLASSROOM. IT CLARIFIES THAT A THREE DAY LIMIT APPLIES ONLY TO OUT-OF-SCHOOL SUSPENSION, REMOVES THE REQUIREMENT TO PLACE STUDENTS IN THE DAEP FOR PROCESSING OR USING OR SELLING AN E-CIGARETTE.
IS THAT IS THAT THE REASON? YEAH. AND EXPANDS THE REASONS WHICH STUDENTS AND GRADES BELOW THIRD GRADE CAN BE PLACED IN OUT-OF-SCHOOL SUSPENSION TO INCLUDE CONDUCT THAT THREATENS IMMEDIATE HEALTH AND SAFETY OF OTHER STUDENTS IN THE CLASSROOM OR RESULTS IN REPEATED OR SIGNIFICANT DISRUPTION IN THE CLASSROOM.
SO I THINK THIS PROVIDES A LITTLE RELIEF FOR TEACHERS IN THE CLASSROOM.
ANYONE HAVE ANY COMMENT ON THAT? OKAY. I WOULD JUST SAY WHILE I WHOLLY SUPPORT THIS AND I AND I KNOW OUR TEACHERS ARE LOOKING FOR THIS AS WELL AS PARENTS WHOSE CHILDREN ARE THE CHILDREN WHO ARE NOT BEING DISRUPTIVE, WHO ARE CONCERNED THAT THEIR CHILDREN ARE NOT GETTING THE FULL ATTENTION THAT THEY NEED.
I ALSO WANT I'M ALSO CONCERNED, THOUGH, THAT THAT THE PENDULUM DOESN'T SWING THE OTHER WAY BACK TOWARDS BEING PUNITIVE OR DECIDING BECAUSE THERE ARE NO THERE ARE NO DETAILS ABOUT WHAT'S SUPPOSED TO HAPPEN TO THAT CHILD ONCE WE'VE TAKEN THEM OUT OF THAT CLASS.
AS FAR AS I KNOW, OUT OF THAT CLASSROOM. SO ARE WE GOING TO GO BACK TO THE DAYS WHERE WE DECIDE THAT WE'RE GOING TO TAKE THIS KID OUT OF THIS CLASSROOM, WHO OBVIOUSLY NEEDS SOME DIRECTION AND SOME HELP, AND TO SET THEM IN A CLASSROOM AND THEN DO NOTHING ABOUT IT.
RIGHT. OR SEND THEM HOME. AND HOW IS THAT HELPING THAT CHILD COME BACK AND COPE AND LEARN? SO I JUST WANT TO MAKE SURE THAT WE JUST DON'T DECIDE WE'RE JUST GOING TO KICK THOSE CHILDREN OUT OF THE SYSTEM WITHOUT THE ASSISTANCE THAT THEY NEED.
AND SO, IT'S I THINK THERE WOULD BE SOME PARAMETERS ON WHO THIS WOULD APPLY TO.
AND THERE ARE SOME, SOME CASES THAT THAT SUPPORT THE NEED FOR SOME FLEXIBILITY.
IN THIS PARTICULAR CASE AND THAT'S, THAT'S JUST BEEN A PART OF THE CONVERSATION THAT WE'VE HEARD AS TO REALLY THE THIS PARTICULAR BILL. ALL RIGHT. AND THEN THIS ONE MAKES ME HAPPY.
HOUSE BILL 195 TAXPAYER NC. AND THIS IS OUR VERY OWN MIKAYLA PLAZA.
AND THIS IS THE SECOND TIME SHE'S PUT THIS OUT, SECOND LEGISLATIVE SESSION.
AND IN THIS CASE, IT'S REQUIRING THAT THE TAX ASSESSOR COLLECTOR POST THE INFORMATION RELATED TO THE PERCENTAGE OF TAX REVENUE THAT IS PAID IN RECAPTURE ON THE TAX ASSESSOR'S WEBSITE. NOW, IT'S NOT EXACTLY ARTICULATING IT ON THE TAX BILL, WHICH WOULD BE WHAT WE WOULD WANT IN THE LONG RUN.
AND SO THIS BILL WAS ACTUALLY SUPPORTED BY I THINK OVER 40 COUNTY TAX ASSESSOR COLLECTORS.
SO IT'S IT'S REALLY GARNERED SUPPORT. AND IT IT WAS APPROVED OUT OF WAYS AND MEANS ON MARCH 20TH.
SO, IT'S EXCITING. OKAY. AND THEN DON'T FORGET THAT ON OUR PISD.EDU/LEGISLATIVE AFFAIRS, THERE'S THE TRACKING TOOL.
[03:15:03]
OR YOU CAN HOVER OVER THE SUMMARY. I KNOW IT'S REALLY HARD TO SEE IT ON THE SCREEN UP THERE, BUT IF YOU HOVER OVER THE SUMMARY OF A BILL, IT'LL PULL UP ALL OF THAT SUMMARY ON A LITTLE BOX ON THE SCREEN.SO, YOU'LL SEE YOU CAN READ THROUGH THE BILLS AND UNDERSTAND WHAT EACH ONE OF THEM HAS IN SUMMARY.
NOW IT'S NOT GOING TO ARTICULATE EVERYTHING, BUT IT GIVES YOU A GOOD GIST.
SO, I THINK THAT'S WHERE WE ARE. THAT'S THE END.
AND DOES ANYONE ELSE HAVE EITHER LAUREN OR TARA OR ANYONE HAVE ANYTHING ELSE TO ADD? I'LL JUST SAY FOR THOSE THAT ARE, YOU KNOW, WANTING TO DIG IN WITH LEGISLATIVE ADVOCACY OR FOLLOWING THINGS, OR MAYBE NEW TO THE PROCESS, THIS IS ALWAYS THE PART OF THE SESSION WHERE I FEEL VERY OVERWHELMED BECAUSE THERE ARE SO MANY BILLS AND IT'S JUST LIKE, OH DEAR. LIKE, HOW ARE WE EVER GOING TO GET INFORMED ON ALL OF THESE BILLS? AND I THINK IT'S A GOOD REMINDER THAT THE LEGISLATIVE PROCESS, ESPECIALLY IN THE STATE OF TEXAS, WITH OUR LIMITED TIME IN SESSION AND EVERYTHING ELSE IS, MEANT TO KILL FAR MORE BILLS THAN IT'S MEANT TO PASS.
RIGHT. AND, AND SO FOR FOLKS, YOU KNOW, WAITING AT HOME, YOU KNOW, WONDERING, WELL, WHEN, WHEN SHOULD I CALL MY REPS OR, YOU KNOW, IF I WANT TO DO SOMETHING MORE, GET INVOLVED.
THIS LEGISLATIVE TRACKING IS REALLY NICE, BECAUSE IF A BILL IS NOT GOING TO GET A COMMITTEE HEARING, IT'S PROBABLY NOT EVEN WORTH READING. IT'S NOT WORTH THINKING ABOUT ONCE IT GETS A HEARING OR ONCE YOU HAVE, YOU KNOW, OVERNIGHT TESTIMONY ON A BILL OR YOU START SEEING THINGS MOVING.
YOU KNOW, THEY YOUR REPS AND YOUR SENATORS WANT TO HEAR FROM YOU AND THEY WANT TO HEAR YOUR OPINIONS. AND IT THIS BILL TRACKING MAKES IT MAKES IT REALLY NICE SO THAT IF A BILL IS NOT GOING ANYWHERE, YOU DON'T HAVE TO WORRY ABOUT IT SO MUCH.
BUT IF IT IS GOING SOMEWHERE IT'S GOOD TO KNOW.
AND AND ON THAT SAME WEBSITE OR THAT SAME AREA OF OUR WEBSITE, LEGISLATIVE AFFAIRS, THERE IS A PLACE YOU CAN CLICK THAT TELLS YOU WHO YOU NEED TO CONTACT. CORRECT. I THINK SO. I ALREADY KNOW WHO THEY ARE.
I'LL JUST CALL THEM ANYWAY. ALL RIGHT. WELL. THANK YOU.
THE WORK SESSION IS ADJOURNED, AND THE TIME IS 8:48 P.M.
ON TUESDAY, MARCH 25TH, 2025.
* This transcript was compiled from uncorrected Closed Captioning.