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I'M NANCY HUMPHREY, BOARD PRESIDENT AND PRESIDING OFFICER.
[1. CALL TO ORDER]
NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS MEETING OF THE PLANO ISD BOARD OF TRUSTEES AT 5:31 P.M ON TUESDAY, MAY 6TH, 2025.ON THE BOARD'S BEHALF, I WISH TO WELCOME EVERYONE, EITHER ON VIDEO OR IN PERSON. THANK YOU.
AT THIS TIME, I ASK SUPERINTENDENT WILLIAMS TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS REGARDING NOTICE FOR THIS MEETING.
>> PRESIDENT HUMPHREY, I VERIFY THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.
>> THANK YOU. I'D LIKE TO INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED AT THE DIAS TO MY LEFT SUPERINTENDENT, DR. TERESA WILLIAMS, DR. SELENDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS, BOARD SECRETARY TARRAH LANTZ, TRUSTEE JERI CHAMBERS, TRUSTEE KATHERINE GOODWIN, AND TRUSTEE MICHAEL COOK.
SEATED TO MY RIGHT, BOARD VICE PRESIDENT, DR. LAUREN TYRA, TRUSTEE ANGELA POWELL, JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES, LISA WILSON DEPUTY SUPERINTENDENT OF TEACHING, LEARNING, AND LIFE READINESS, DR. PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES, AND DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT FAMILY AND COMMUNITY SERVICES.
DANNY STOCKTON IS NOT WITH US THIS EVENING.
HE IS REPRESENTING THE DISTRICT DOWN IN AUSTIN.
I'M HONORED TO ANNOUNCE THAT WE HAVE SOME OF OUR AWARD WINNING AUDIO VISUAL STUDENTS FROM PLANO WEST HERE TO LEAD US IN THE PLEDGES OF ALLEGIANCE TO THE UNITED STATES AND THE TEXAS FLAGS.
>> THANK YOU SO MUCH FOR BEING HERE TO LEAD THE PLEDGE, AND WE'LL MOVE ON.
[3. RECOGNITIONS]
WHICH IS 3.1 OF OUR AGENDA.AS YOU CAN SEE, BY THE SCROLLING PRESENTATION, IT'LL BE DISPLAYED ON THE MONITORS IN A MINUTE.
WE ARE SO PROUD TO RECOGNIZE SOME OF OUR STUDENTS AND STAFF MEMBERS EXCELLING AT THE STATE AND NATIONAL LEVELS.
PLANO ISD, PROUDLY CELEBRATES 14 OUTSTANDING STUDENTS WHO HAVE BEEN NAMED RECIPIENTS OF CORPORATE SPONSORED, SORRY, NATIONAL MERIT SCHOLARSHIPS AS PART OF THE 2025 NATIONAL MERIT SCHOLARSHIP PROGRAM, WHICH ARE FUNDED BY CORPORATIONS, COMPANY FOUNDATIONS, AND BUSINESS ORGANIZATIONS.
THESE SCHOLARS, WHOSE NAMES APPEAR ON OUR SCREEN ARE AMONG APPROXIMATELY 830 STUDENTS NATIONWIDE RECOGNIZED FOR THEIR ACADEMIC EXCELLENCE, LEADERSHIP, AND POTENTIAL SUCCESS IN RIGOROUS COLLEGE STUDIES.
CONGRATULATIONS TO THESE EXCEPTIONAL STUDENTS [APPLAUSE].
ADDITIONALLY, TWO PLANO ISD SENIORS HAVE BEEN SELECTED AS 2025 US PRESIDENTIAL SCHOLAR SEMIFINALIST, PRISHA BHAT FROM PLANO EAST AND SAHAND I CAN NEVER DO THIS.
I'M SORRY. KHAVARI FROM PLANO WEST.
THIS ELITE PROGRAM HONORS SOME OF THE NATION'S MOST DISTINGUISHED GRADUATING HIGH SCHOOL SENIORS.
NEARLY 4,000 STUDENTS ARE SELECTED AS CANDIDATES FOR THE AWARD EACH YEAR, AND APPLICATION IS BY INVITATION ONLY.
BEST OF LUCK TO BOTH OF THESE HIGH ACHIEVING STUDENTS IN THE NEXT ROUND [APPLAUSE].
APRIL WAS A VERY BUSY MONTH OF COMPETITION FOR ALL THREE PLANO ISD, SENIOR HIGH SCHOOL SPEECH AND DEBATE TEAMS AND THEIR INDIVIDUAL TEAM AND ACCOLADES ARE SHOWN ON OUR SCREENS UP ABOVE.
I THINK SOME OF THEIR TROPHIES ARE BIGGER THAN THEY ARE.
BOTH PLANO SENIOR AND PLANO WEST COMPETED AT THE REGIONAL TOURNAMENT WHERE PLANO SENIOR TOOK THE SEVENTH PLACE OVERALL, AND PLANO WEST FINISHED IN THE SECOND PLACE OVER SPOT.
BOTH TEAMS HAVE INDIVIDUAL STUDENTS ADVANCING TO THE STATE.
PLANO EAST COMPETED AT THE TOURNAMENT OF CHAMPIONS AT
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BOTH THE UNIVERSITY OF KENTUCKY AND NORTHWESTERN UNIVERSITY AND WILL COMPETE IN THE CHAMPIONS CIRCUIT IN KANSAS CITY NEXT WEEK AS WELL AS THE NATIONAL SPEECH AND DEBATE TOURNAMENT IN DES MOINES, IOWA IN JUNE.IN ADDITION TO THEIR INDIVIDUAL AWARDS, THEY WERE NAMED THE TOURNAMENTS TEAM SWEEPSTAKES CHAMPIONSHIPS OR CHAMPIONS AND THEY DISPLAY THE TROPHY FOR THE FIRST TIME EVER AT PLANO EAST.
CONGRATULATIONS TO ALL THREE SENIOR HIGHS AND WE WISH THEM THE BEST OF LUCK FOR THEIR CONTINUED SUCCESS AS THEY FINISH OUT THEIR COMPETITION SEASON.
MY HEARTFELT CONGRATULATIONS TO ALL OF THESE WELL DESERVING STUDENTS AND STAFF MEMBERS [APPLAUSE].
I GOT A LOT OF GOOD THINGS GOING ON.
THE BOARD IS PLEASED TO RECOGNIZE IN PERSON TONIGHT, MORE OF OUR AMAZING STUDENTS AND STAFF MEMBERS.
WE ARE THRILLED TO HONOR ONE OF OUR TALENTED ELEMENTARY STUDENTS THIS EVENING, AND I'D LIKE TO INVITE JERRY DUNCAN TO THE PODIUM.
SHE IS OUR PLANO PTA COUNCIL PRESIDENT, AND SHE WILL GIVE OUR FIRST RECOGNITION, MISS DUNCAN.
>> GOOD EVENING, DOCTOR WILLIAMS, PRESIDENT HUMPHREY, TRUSTEES, AND CABINET.
FOR OVER 50 YEARS, THE NATIONAL PTA REFLECTIONS PROGRAM HAS BEEN A STABLE ART PROGRAM IN SCHOOLS.
IT WAS FOUNDED WITH THE VISION TO GIVE STUDENTS A PLATFORM TO CREATIVELY EXPRESS THEMSELVES AND WHAT BEGAN AS A LOCAL INITIATIVE IN COLORADO HAS GROWN INTO ONE OF THE LARGEST NATIONWIDE STUDENT ART PROGRAMS WITH OVER 200,000 PARTICIPANTS ANNUALLY.
WHAT SETS THIS REFLECTIONS ART PROGRAM APART IS ITS FOCUS ON POSITIVE RECOGNITION, NOT COMPETITION.
STUDENTS OF ALL AGES AND ABILITIES ARE ENCOURAGED TO PARTICIPATE AND NOT JUST TO WIN AWARDS, BUT TO EXPERIENCE CREATIVE EXPRESSION AND TO FIND THEIR VOICE THROUGH ART.
IT'S ABOUT STORYTELLING, IDENTITY, AND PERSONAL GROWTH.
STUDENTS CREATE AND SUBMIT ORIGINAL WORKS OF ART IN THE CATEGORY OF THEIR CHOICE THAT REFLECTS ON THE ANNUAL THEME.
THESE CATEGORIES INCLUDE DANCE CHOREOGRAPHY, FILM PRODUCTION, LITERATURE, MUSIC, COMPOSITION, PHOTOGRAPHY, AND VISUAL ARTS.
THIS YEAR'S THEME WAS CALLED ACCEPTING IMPERFECTION.
LOCALLY, SUBMISSIONS WERE COLLECTED AND REVIEWED BY PTA VOLUNTEERS AT 36 PLANO CAMPUSES, 227 ENTRIES WERE THEN ADVANCED TO THE COUNCIL LEVEL FOR JUDGING.
FROM THERE, 20 EXCEPTIONAL ENTRIES WERE SUBMITTED TO THE STATE LEVEL WITH TEXAS PTA.
THIS YEAR, TEXAS PTA RECEIVED OVER 875 ENTRIES FOR STATE LEVEL JUDGING.
THIRTY OF THOSE ENTRIES THEN ADVANCED TO NATIONAL PTA FOR A FINAL ROUND OF JUDGING.
ONE OF THOSE ENTRIES WAS FROM OUR OWN CAMPUS HERE, STENSON ELEMENTARY.
WE HAVE A THIRD GRADER, SEAN JENNINGS FROM STENSON PTA.
HE CREATED A POEM OR A ENTRY TITLED MY SECRET SUPERPOWER.
WE'RE VERY PROUD OF SEAN FOR REPRESENTING PLANO AT THE NATIONAL LEVEL.
THIS IS A TRUE TESTAMENT TO THE CALIBER OF HIS ENTRY.
NATIONAL RECEIVED 850 OVERALL ENTRIES TO CONSIDER.
CONGRATULATIONS TO SEAN JENNINGS FROM STENSON PTA [APPLAUSE].
I'LL GIVE A LITTLE PLUG FOR THIS COMING YEAR'S PROGRAM.
THE THEME IS GOING TO BE CALLED I BELONG.
IF WE HAVE ANY INTERESTED PARTICIPANTS, THEY SHOULD REACH OUT TO THEIR LOCAL PTA.
THEY'LL BE PROMOTING THIS PROGRAM EITHER COMING SOON BEFORE THE END OF THE YEAR OR THIS FALL.
SOON WE'LL HAVE MORE INFORMATION ON OUR COUNCIL WITH THE INSTRUCTIONS AND HOW TO SUBMIT ENTRIES AND HOW THE LOCAL PTAS CAN COLLECT THOSE ENTRIES. THANK YOU [APPLAUSE].
>> THANK YOU, MISS DUNCAN. I'D LIKE TO NOW INVITE ELAINE ANAYA, COORDINATOR FOR CAREER AND TECHNOLOGY EDUCATION, WHICH WE CALL CTE TO THE PODIUM TO LEAD OUR NEXT STUDENT RECOGNITION, MISS ANAYA.
>> GOOD EVENING PRESIDENT HUMPHREY, DR. WILLIAMS, BOARD OF TRUSTEES, AND CABINET MEMBERS.
EACH YEAR, OUR STUDENTS HAVE THE OPPORTUNITY TO ENGAGE IN A WIDE RANGE OF ENRICHING EXPERIENCES THROUGH FFA, INCLUDING CAREER DEVELOPMENT EVENTS, LEADERSHIP DEVELOPMENT EVENTS, SCIENCE FAIRS, CONVENTIONS, AND LIVE STOCK SHOWS.
AS PART OF THEIR SUPERVISED AGRICULTURAL EXPERIENCE PROGRAM,
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STUDENTS MAY EXHIBIT LIVESTOCK PROJECTS, THE STATE FAIR OF TEXAS, THE COLLIN COUNTY LIVE STOCK SHOW, AND TWO MAJOR LIVESTOCK SHOWS.THIS YEAR, FOR OUR CATTLE PROJECTS, THOSE WERE THE FORT WORTH AND HOUSTON LIVESTOCK SHOWS.
THIS EVENING, WE ARE PROUD TO RECOGNIZE A STUDENT WHO'S DEMONSTRATED EXCEPTIONAL ACHIEVEMENT IN THE SHOW RING, LANDON PRICE.
A JUNIOR AT PLANO EAST SENIOR HIGH SCHOOL COMPETED AT THE FORT WORTH LIVESTOCK SHOW WITH HIS CHARLES STEER, EARNING A 10TH PLACE FINISH AND QUALIFYING FOR THE SALE.
LANDON WAS AWARDED, GET THIS, $13,500, AN ACCOMPLISHMENT ACHIEVED BY ONLY A SELECT FEW DURING THEIR SHOW SEASON.
PLEASE JOIN ME IN CONGRATULATING LANDON ON THIS OUTSTANDING ACHIEVEMENT [APPLAUSE].
FOR OUR NEXT RECOGNITION, I'D LIKE TO INVITE TREY O'BAR, COORDINATOR FOR CAREER AND TECHNOLOGY EDUCATION TO THE PODIUM TO LEAD OUR NEXT STUDENT RECOGNITION. MR. O'BAR.
>> GOOD EVENING. PRESIDENT HUMPHREY, DR. WILLIAMS, MEMBERS OF THE BOARD OF TRUSTEES, AND ESTEEMED CABINET MEMBERS.
IS WITH GREAT PRIDE THAT WE ANNOUNCE A HISTORIC EVENT OR ACHIEVEMENT FOR PLANO WEST SENIOR HIGH SCHOOL.
FOR THE FIRST TIME IN THE SCHOOL'S HISTORY, THE ADVANCED AUDIO VIDEO PRODUCTION STUDENTS LED BY SARAH MATEO HAVE CLAIMED FIRST PLACE IN THE UIL FILM FESTIVAL.
THE THE ORIGINAL FILM [APPLAUSE]. THERE YOU GO.
THEIR ORIGINAL FILM, A SECRET MESSAGE, EARNED THEM THE DISTINGUISHED TITLE OF STATE CHAMPIONS.
WE ARE INCREDIBLY PROUD TO RECOGNIZE THE TALENTED STUDENTS WHO CONTRIBUTED TO THIS REMARKABLE ACCOMPLISHMENT, AND THOSE STUDENTS ARE LUKE PEREZ, ZACHARY TWO, JOSHUA BARN BAUM, REX PEARSON, JADA DAVIS, RYAN PARKER, JUAN MATA ALVARADO, MARIA TORINO JIMENEZ, EVA BERGNER, IAN GUTIERREZ, MAURICE EASON, JUAN RINCON MEDINA, AND EVAN CLEMENS.
PLEASE JOIN US AND CONGRATULATE THESE STUDENTS FOR THEIR CREATIVITY, DEDICATION, AND EXCELLENCE IN FILM MAKING [APPLAUSE].
>> CONGRATULATIONS. WHAT AN HONOR.
WE'RE EXCITED TO CELEBRATE A VERY SPECIAL GROUP OF STAFF MEMBERS THIS EVENING.
I'D LIKE TO INVITE ZOHEB HASSANALI, ASSISTANT DIRECTOR FOR COMMUNICATIONS TO THE PODIUM TO INTRODUCE THIS FOR US. ZOHEB.
>> GOOD EVENING. AS WE END THE NEAR ANOTHER INCREDIBLE SCHOOL YEAR, WE'RE HONORED TO RECOGNIZE THE CONTRIBUTIONS OF A SMALL, BUT VITALLY IMPORTANT GROUP OF STAFF MEMBERS WHO DEDICATE THEIR TIME AND ENERGY TO HELPING US PROMOTE THE AMAZING THINGS HAPPENING INSIDE AND OUTSIDE PLANO ISD SCHOOLS.
I'D LIKE TO DIRECT YOUR ATTENTION TO THE SLIDE PRESENTATION ON YOUR SCREENS SHOWCASING THEIR INVOLVEMENT THIS YEAR.
FRIDAY, MAY 9TH IS NATIONAL SCHOOL COMMUNICATORS DAY, AND PLANO ISD IS GRATEFUL TO HAVE OUR SCHOOL PR LIAISON PROGRAM IN ITS FIFTH YEAR OF EXISTENCE TO HELP ENRICH AND BROADEN OUR MEDIA AND SOCIAL MEDIA COVERAGE OF SCHOOLS AND SHARE DISTRICT MESSAGES WITH CAMPUSES, HELPING FULFILL THE DISTRICT'S OBJECTIVE AND BETTER ENGAGING WITH STAKEHOLDERS.
IN ADDITION TO THEIR NORMAL DUTIES, THESE 77 INDIVIDUALS, MANY OF WHOM ARE WATCHING FROM HOME TONIGHT, CONTRIBUTE SCHOOL RELATED SOCIAL MEDIA CONTENT, TAKE AND COLLECT CAMPUS PHOTOS AND VIDEOS, MANAGE STUDENT MEDIA RELEASE PERMISSIONS AND ASSIST IN MAKING SCHOOL WEBSITES UP TO DATE.
THEY ALSO WORK WITH OUR DEPARTMENT TO UTILIZE OUR EDITORIAL CALENDAR, SHARE DISTRICT RELATED CAMPAIGNS AND INITIATIVES, ATTEND QUARTERLY TRAININGS, AND COLLABORATE ON GREAT OR SPECIFIC INITIATIVES.
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THIS YEAR, IN THE SPIRIT OF TEAM PLANO ISD, WE LAUNCHED THE SCHOOL PR TOUCHDOWN AWARD, WHERE LIAISONS SUBMIT A MONTHLY SOCIAL MEDIA ANALYTICS REPORT AND A MONTHLY CHECKLIST TO ENSURE DUTIES ARE BEING MET AND THAT THEIR SOCIAL MEDIA PRESENCE STEADILY GROWS.AT EACH MONTHLY LEADERSHIP MEETING, OUR DEPARTMENT AWARDS THE HELMET YOU SEE IN FRONT OF YOU TO A PRINCIPAL WHOSE LIAISON EXCEEDED ALL THE REQUIREMENTS MENTIONED WHILE FINDING CREATIVE SOCIAL MEDIA CONTENT THAT RESULTED IN IMPRESSIVE ENGAGEMENT.
THE HELMET INCLUDES A STICKER OF EACH WINNING SCHOOLS LOGO, AND OUR TEAM ALSO SURPRISES THE WINNING LIAISON WITH AN ANNOUNCEMENT AND A PHOTO UP ON THEIR CAMPUS.
TO FURTHER SHOW OUR APPRECIATION TO ALL OF OUR LIAISONS, THE DEPARTMENT HOSTED AN END OF YEAR APPRECIATION EVENT LAST WEEK AT HAGGARD PARK, FEATURING PLENTY OF ICE CREAM, MUSIC, CERTIFICATES, AND FELLOWSHIP.
WE'RE HONORED TO HAVE TWO OF THESE AWARD WINNING LIAISONS WITH US TONIGHT.
WHEN I CALL YOUR NAME, PLEASE STEP UP TO THE FRONT OF THE ROOM TO BE RECOGNIZED.
FROM SHEPTON HIGH SCHOOL, LIBRARIAN WENDY TYLER [APPLAUSE] AND FROM GWEN SPECIAL PROGRAM CENTER TEACHER VICTORIA TAYLOR [APPLAUSE].
>> IN CONCLUSION, WE LOOK FORWARD TO FINISHING OUT THE YEAR STRONG.
WE WOULD LIKE TO THANK THE BOARD AND THE LEADERSHIP TEAM FOR YOUR CONTINUED SUPPORT IN HELPING US SHARE THE DAILY SUCCESS STORIES THAT MAKE US ALL PLANO ISD PROUD.
>> I'M EXCITED TO INVITE LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING LEARNING AND LIFE READINESS TO INTRODUCE THE NEXT RECOGNITION FOR US. MISS WILSON.
>> THANK YOU, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS AND BOARD.
FOR THE LAST 19 YEARS, OUR STAFF HAS BEEN HONORED TO WORK WITH THE TEXAS INSTRUMENTS FOUNDATION AND THE PLANO ISD EDUCATION FOUNDATION TO RECOGNIZE OUTSTANDING PLANO ISD TEACHERS OF SECONDARY SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS.
THE INNOVATIONS AND STEM TEACHING AWARDS ARE MADE POSSIBLE THROUGH THE GENEROSITY OF THE TEXAS INSTRUMENTS FOUNDATION.
THE TI FOUNDATION'S TOP PHILANTHROPIC PRIORITY IS EDUCATION, SPECIFICALLY STEM OR SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH.
WHAT WAY CAN BE MORE IMPACTFUL THAN TO SUPPORT OUR TEACHERS? A TEACHER WILL TOUCH HUNDREDS IF NOT THOUSANDS OF STUDENTS THROUGHOUT HIS OR HER CAREER.
WE WOULD ALSO LIKE TO THANK THE EXECUTIVE DIRECTOR OF THE TEXAS INSTRUMENTS FOUNDATION, ANDY SMITH, WHO'S UNABLE TO BE HERE TONIGHT.
BUT I WOULD ALSO LIKE TO RECOGNIZE HARSHAL CHHAYA, A SYSTEM ENGINEER AND PRODUCT MANAGER OVER STEM PRODUCTS FOR TEXAS INSTRUMENTS, WHO ALSO SERVES ON THE EDUCATION FOUNDATION BOARD.
HARSHAL IS HERE WITH US TONIGHT AND WOULD LIKE TO SHARE A FEW THOUGHTS.
>> GOOD EVENING, EVERYONE, PRESIDENT HUMPHREY, SABINA WILLIAMS, CABINET, BOARD MEMBERS, AND GUESTS.
HAD THE TI HAT AND THE EDUCATION FOUNDATION HAT.
IT'S ONE OF THE GREAT THINGS I LOVE DOING HERE IS RECOGNIZING THE EXCELLENT TEACHERS OF PLANO ISD.
I HAVE TWO KIDS IN THE DISTRICT AND REALLY REALLY APPRECIATE EVERYTHING THAT TEACHERS DO JUST FOR THEM, BUT EVERY STUDENT IN THE PLANO DISTRICT.
THIS WEEK IS TEACHER APPRECIATION WEEK AND IS JUST A COUPLE OF DAYS AFTER STAR WARS DAY.
MAY THE FORCE BE WITH ALL THE TEACHERS.
[LAUGHTER] I'M NOT GOING TO BE HERE TALKING TOO LONG, SO I'LL JUST PASS IT ON TO BRITTNEY AND WE WILL ANNOUNCE WHO THE WINNERS FOR THIS YEAR'S AWARDS ARE. THANK YOU VERY MUCH.
THANK YOU SO MUCH, AND I BELIEVE IT'S GOING TO BE KAREN BEEKMAN.
DIRECTOR OF CAREER AND TECHNICAL EDUCATION,
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WHO IS GOING TO INTRODUCE THIS YEAR'S FINALISTS AND AWARD RECIPIENTS.THANK YOU AGAIN, TEXAS INSTRUMENTS AND TO OUR EDUCATION FOUNDATION.
>> GOOD EVENING, PRESIDENT HUMPHREY DR. WILLIAMS CABINET AND BOARD OF TRUSTEES.
THIS YEAR, WE HAD 23 DESERVING NOMINEES FROM OUR SECONDARY CAMPUSES, AND I HAVE TO SAY IT WAS PROBABLY OUR TOUGHEST YEAR THAT WE'VE HAD TO DATE THAT I'VE SERVED ON THE COMMITTEE.
EACH NOMINEE RESPONDS TO AN APPLICATION SHARING ABOUT THEIR INSTRUCTIONAL APPROACH, WHY THEY BELIEVE THEIR FIELD OF STUDY IS IMPORTANT AND HOW THEY MEASURE STUDENTS SUCCESS BEYOND TEST SCORES.
IT IS ALWAYS SO INSIGHTFUL TO READ WHAT THEY HAVE SHARED FROM THOSE RESPONSES, WE NARROW IT DOWN TO SIX INDIVIDUALS AS FRONT RUNNERS FOR THE INNOVATIONS IN STEM TEACHING.
AS WE VISITED CLASSES OF ALL SIX TEACHERS, WE WENT AROUND IN MARCH AND HAD THE OPPORTUNITY TO SEE ALL THE GREAT THINGS HAPPENING IN THE CLASSROOM, WE'D LIKE TO SHARE A LITTLE BIT FROM OUR VISITS.
>> TWENTY FIVE IS THE NUMBER OF PERFECT SQUARE THAT GOES [BACKGROUND]
[BACKGROUND] AS MUCH OF YOUR TUMOR.
YOU WANT ALL OF YOUR TUMOR WITH A LITTLE EXCESS SURROUNDED AS PUZZLE.
BUT WE WANT TO MEASURE IS IN THAT SURFACE FOR BI-LUMINEN.
THIS IS WHAT'S USING THAT LUCIFERIN THAT WE'VE INJECTED INTO THE MICE.
THIS IS WHAT'S GOING TO BE [BACKGROUND]
>> [BACKGROUND] THREE, FOUR, FIVE PEOPLE TO WORK WITH THE TINY BABIES, AND THEN FIVE FOR THE TODDLERS OVER HERE.
>> WHAT ELSE CAN WE TALK ABOUT DOING FOR THAT? RED PILL, NUTRITION.
THAT'S WHAT WE'RE DOING TODAY. WE'RE COMBINING ALL OF THOSE THINGS, AND YOU ARE GOING TO APPLY THAT KNOWLEDGE.
YOU ARE GOING TO BY THE END OF TODAY, DEMONSTRATE PROPER MEASURING TECHNIQUES.
YOU'RE GOING TO DISCOVER THE IMPACT MEASUREMENTS HAVE ON NUTRITION, AND YOU ARE GOING TO MAKE A HEALTHY MODIFICATION TO A RECIPE.
>> [INAUDIBLE] ARTIFACTS. THEY MAKE KINETIC SCULPTURES.
THEY HAVE A MULTIMEDIA PROJECT THAT THEY'VE DONE.
[BACKGROUND] THIS IS SOMETHING [LAUGHTER]
>> IN THOSE CLASSROOMS. I HAVE TO SAY HONESTLY, THOSE DAYS THAT WE GET TO SPEND IN THE CLASSROOM ARE THE BEST DAYS BECAUSE IT GETS TO SEE WHAT THE STUDENTS GET TO EXPERIENCE ON A DAILY BASIS, AND THAT'S OUR TEACHERS DOING.
WE HAVE THE BEST TEACHERS, BUT THOSE ARE THE BEST OF THE BEST IN THE CLASSROOM AND SHINING EVERY DAY FOR OUR STUDENTS.
WE'RE GOING TO START THIS EVENING BY CONGRATULATING OUR THREE FINALISTS.
I WOULD LIKE TO HAVE THE FOLLOWING PEOPLE JOIN US AT THE FRONT AND PLEASE COME FORWARD WHEN I ANNOUNCE YOUR NAME.
WE HAVE GWEN THOMAS FROM THE ACADEMY HIGH SCHOOL, WHO IS A CTE TEACHER.
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SCIENCE TEACHER FROM PLANO SENIOR HIGH SCHOOL.[APPLAUSE] JULIA DRAKE FROM PLANO WEST SENIOR HIGH SCHOOL.
[APPLAUSE] CONGRATULATIONS TO YOU THROUGH FROM THE BEHALF OF THE COMMITTEE.
WE REALLY DID ENJOY OUR TIME IN YOUR CLASSROOM AND THANK YOU FOR INVITING US. THANK YOU AGAIN.
[APPLAUSE] WE ARE NOW GOING TO RECOGNIZE THE THREE WINNERS.
THE THREE WINNERS FOR THE 2025 TEXAS INSTRUMENTS FOUNDATIONS INNOVATION AND STEM TEACHING AWARD.
THESE TEACHERS WERE SURPRISED LAST WEEK WITH THE NEWS ON THEIR CAMPUS WITH NOISEMAKERS, CONFETTI, BY THE PRIZE PATROL.
SOME OF THEM WERE WONDERING WHAT WE WERE DOING THERE.
WITH OUR COMMITTEES, THEIR PRINCIPALS, THE EDUCATION FOUNDATION.
WE HAD ONE CAMPUS THAT LINED THE HALL WITH ABOUT 50 STUDENTS WAS REALLY EXCITING AND OTHER TEACHERS TEARING THEM ON.
AS I ANNOUNCED YOUR NAME, I INVITE YOU TO COME FORWARD.
JUST SO YOU KNOW EACH WINNER WILL RECEIVE $10,000.
[APPLAUSE] THANK YOU TO OUR AMAZING PARTNER, TI ON THAT.
FIVE THOUSAND DOLLARS WILL BE A PERSONAL CASH AWARD AND $5,000 FOR THEIR SCHOOL TO GO TOWARDS CLASSROOM TECHNOLOGY, PROFESSIONAL DEVELOPMENT OPPORTUNITIES, OR OTHER ITEMS THAT THEY SEE ARE APPROPRIATE.
WE ALSO HAVE A PLAQUE TO PRESENT YOU WITH THIS EVENING.
IN NO PARTICULAR ORDER, OUR FIRST AWARD NOMINEE TONIGHT IS STEPHANIE HIRSCH, WHO IS A MATH TEACHER FROM WILLIAMS HIGH SCHOOL.
[APPLAUSE] STEPHANIE'S PRINCIPAL, JILL ENGLE KING SAYS, THAT STEPHANIE IS ONE OF THE MOST EFFECTIVE, IMPACTFUL AND HARDWORKING TEACHERS I HAVE EVER HAD THE HONOR OF WORKING WITH.
HER SKILLS AS A TEACHER CAN BE SEEN IN HER CREATIVE AND ENGAGING CLASSROOM INSTRUCTION THAT CAPTURES STUDENTS AND MOTIVATES THEM FORWARD AS LEARNERS, AND HER INSTRUCTIONAL EXCELLENCE IS EQUALED BY HER LEADERSHIP EXCELLENCE.
STEPHANIE IS NOT ONLY MOVES HER STUDENTS FORWARD, SHE ALSO INSPIRES HER MATH TEAM TO GROW AS TEACHERS SO THAT THEIR STUDENTS CAN ACHIEVE AND LEARN AT HIGH LEVELS.
WILLIAMS HIGH SCHOOL IS SO GRATEFUL FOR STEPHANIE'S UNWAVERING COMMITMENT TO STUDENT LEARNING, INNOVATION, AND CREATIVITY AS SHE STRIVES TO MOVE EVERY STUDENT AND TEACHER FORWARD.
[APPLAUSE] OUR SECOND AWARD NOMINEE TONIGHT IS EUNICE SANTOSO, WHO IS A SCIENCE TEACHER FROM FRANKFORD MIDDLE SCHOOL.
>> EUNICE'S PRINCIPAL FELIPE VARGAS SAYS THERE IS NO ONE MORE DESERVING OF THE TEI STEM TEACHING AWARD THAN EUNICE.
BORN IN POVERTY IN INDONESIA, EUNICE'S PARENTS SACRIFICED AND BORROWED MONEY TO ENROLL HER IN PRIVATE CHRISTIAN SCHOOL.
THESE HUMBLE BEGINNINGS IGNITED THE SPARK THAT WOULD FUEL HER LIFELONG EDUCATIONAL JOURNEY.
EUNICE KNOWS HER PURPOSE AND WHY SHE IS PLACED ON THIS EARTH, AND THAT IS TO EDUCATE AND INSTILL THE BELIEF THAT EDUCATION IS THE KEY TO UNLOCKING SUCCESS.
EUNICE EMBODIES THE ESSENCE OF WHAT IT MEANS TO BE AN EDUCATOR, AN AGENT OF CHANGE FOR GOOD AND THE CHAMPION OF THE HUMAN SPIRIT.
EUNICE SERVES AS FRANKFORD'S ESL SCIENCE TEACHER, WHERE SHE FACES THE CHALLENGE OF DIFFERENTIATING THREE DISTINCT CURRICULUM FOR NEWLY ARRIVED STUDENTS TO THE UNITED STATES IN SIX, SEVENTH, AND EIGHTH GRADES.
THERE'S NO EASY TASK, YET SHE HANDLES IT WITH EXCEPTIONAL SKILLS, DEDICATION, AND EXCELLENCE.
THROUGH BUILDING STRONG PERSONAL CONNECTIONS WITH HER STUDENTS, EUNICE FOSTERS TRUST, MOTIVATION, AND A SENSE OF BELONGING, KEY INGREDIENTS FOR BOTH ACADEMIC AND PERSONAL GROWTH.
SHE GOES BEYOND THE CLASSROOM TO UNDERSTAND HER STUDENTS STRUGGLES AND ASPIRATIONS DRAWING FROM HER OWN EXPERIENCES WITH POVERTY AND HOMELESSNESS,
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TO HELP THEM SEE ADVERSITY, NOT ONLY AS A SETBACK, BUT AS AN OPPORTUNITY FOR RESILIENCE.WHEN YOU STEP INTO A CLASSROOM, THIS COMPASSION AND DEDICATION ARE PALATABLE.
IN THE CLASSROOM, EUNICE EXEMPLIFIES EXCELLENCE IN SCIENCE BY DESIGNING HANDS ON LEARNING EXPERIENCES AND REAL WORLD APPLICATIONS.
APPLYING TO A CLASSROOM, YOU WILL SEE STUDENTS ACTIVELY ENGAGE IN ACTIVITIES THAT ALLOW STUDENTS TO EXPLORE IDEAS THROUGH PRACTICAL EXPERIENCES, WHICH PLAYS A CRUCIAL ROLE IN MAKING ABSTRACT STEM CONNECTIONS UNDERSTANDABLE AND ENGAGING.
LASTLY, BY INCORPORATING REFLECTION AND CONNECTING CONCEPTS TO WORLD SCENARIOS, SHE HELP STUDENTS SEE THE NEED FOR THEIR LEARNING.
SHE'S MADE AN EXTRAORDINARY IMPACT ON HER STUDENTS, HER COLLEAGUES, AND THE ENTIRE FRANKFORD COMMUNITY.
HER DEDICATION, PASSION, AND HER TRANSFORMATION MAKE HER TRULY DESERVING OF THIS RECOGNITION.
>> OUR FINAL WORD NOMINEE TONIGHT IS GERRI GOODSPEED, WHO UNFORTUNATELY COULDN'T BE WITH US TONIGHT BECAUSE SHE IS AT IB TRAINING WITH HER CAMPUS, BUT WE STILL WANT TO RECOGNIZE HER.
GERRI'S PRINCIPAL, NATALIE BAUER CAMPER SAYS THAT AS A FAMILY CONSUMER SCIENCE TEACHER, GERRI BRINGS MORE THAN JUST INSTRUCTION TO HER CLASSROOM.
SHE BRINGS HEART, PURPOSE, AND UNWAVERING COMMITMENT TO STUDENT GROWTH.
GERRI CREATES A SPACE WHERE STUDENTS FEEL SAFE TO TAKE RISK, EXPLORE THEIR PASSIONS, AND SEE THEMSELVES AS CAPABLE, CURIOUS LEARNERS.
SHE BELIEVES THAT LEARNING IS NOT JUST ABOUT MASTERING CONTENT, IT'S ABOUT CULTIVATING CONFIDENCE AND CHARACTER.
HER CLASSROOM IS FILLED WITH SOUNDS OF CREATIVITY, COLLABORATION, AND DISCOVERY.
WHETHER STUDENTS ARE SEWING, COOKING OR DESIGNING, THEY'RE ALSO BUILDING ESSENTIAL STEM SKILLS THAT ARE LIKE CRITICAL THINKING, MATHEMATICAL APPLICATION, AND SCIENTIFIC REASONING.
ONE OF THE MANY TESTAMENTS TO HER IMPACT IS A FORMER STUDENT WITH AN IEP WHO ONCE STRUGGLED AND BELIEVE SCHOOL WASN'T FOR HER.
BUT WITH GERRI'S KINDNESS AND ENCOURAGEMENT, SHE FOUND HER PASSION AND TODAY SHE'S STRIVING IN COLLEGE, STUDYING TO BECOME AN EYE DOCTOR.
WITH THIS POWER, MISS GOODSPEED'S TEACHING.
THIS IS THE POWER OF GOODSPEED'S TEACHING.
SHE DOESN'T JUST PREPARE STUDENTS FOR CAREERS, SHE HELPS THEM DISCOVER WHO THEY CAN BE.
IN HER CLASSROOM, SUCCESS ISN'T MEASURED BY A TEST SCORE, BUT BY GROWTH, GRIT, AND REAL WORLD READINESS.
HER STUDENTS LEAVE HE CLASS, NOT ONLY PREPARED FOR STEM PATHWAYS, BUT EQUIPPED WITH LIFE SKILLS, CONFIDENCE, AND DETERMINATION TO THRIVE WELL BEYOND THE WALLS OF THE SCHOOL.
WE'RE HONORED TO HAVE HER AT WILSON MIDDLE SCHOOL.
LET'S GIVE ALL OF THESE INDIVIDUALS AROUND OF THE CLASS.
[APPLAUSE] ONCE AGAIN, WE'D LIKE TO THANK TEXAS INSTRUMENTS, THE PLANO ISD EDUCATION, THE PLANO ISD BOARD OF TRUSTEES, AND ALL THE AMAZING TEACHERS AND PLANO ISD STUDENTS AND STAFF.
NOW, I GUESS WE OPEN IT UP FOR THE BOARD TO SHARE ANY WORDS THAT THEY HAVE.
>> BOARD MEMBERS, ARE THERE ANY COMMENTS YOU'D LIKE TO MAKE?
>> I'M GOING TO START WITH THE SPEECH AND DEBATE KIDS AND OUR PLANO EAST SPEECH AND DEBATE TEAM THAT WENT TO THE TOURNAMENT OF CHAMPIONS.
FOR THOSE THAT DON'T KNOW, THIS IS AN ELITE TOURNAMENT THAT HAS BEEN AROUND FOR A VERY LONG TIME, BACK WHEN IT WAS MY TIME TO BE IN HIGH SCHOOL, YOU HAD TO GET A SPECIFIC BID FOR THIS.
THOSE STUDENTS COMPETED AT THE RIGHT TOURNAMENTS TO GET THE BID TO GO TO THE TOC.
BACK IN THE DAY IN PLANO, YOU COULD NOT TRAVEL AS PLANO ISD.
I KNOW SOMEONE PERSONALLY FROM PLANO, MY HUSBAND, WHO TRAVELED TO THE TOC AS PLANO DEBATE AND PAID HIS OWN WAY.
BUT I WOULD LIKE TO RECOGNIZE HOW PLANO EAST WAS ABLE TO GO TO THIS TOURNAMENT.
THEY GOT AN INCREDIBLE DONATION FROM A PLANO EAST ALUM NAMED SANDIP GUPTA, CLASS OF 2004.
HE WAS A DECORATED SPEECH AND DEBATE COMPETITOR AT EAST AND AT THE UNIVERSITY OF TEXAS AND CONTINUED TO SUPPORT THE SPEECH AND DEBATE COMMUNITY AFTER GRADUATING.
[00:35:01]
HE SADLY PASSED AWAY UNEXPECTEDLY IN FEBRUARY OF 2025 AT THE AGE OF 38.HIS COMMITMENT AND SUPPORT OF THE COMMUNITY CONTINUES AFTER HIS PASSING, AND HE HAS A CHARITABLE PORTFOLIO DESIGNATING PLANO EAST AS A RECIPIENT OF A SIGNIFICANT DONATION.
THAT'S WHAT ALLOWED THESE KIDS TO TRAVEL TO CHICAGO AND TO TRAVEL TO KENTUCKY FOR THE TOC.
I JUST WANT TO GIVE A SHOUT OUT AND LET EVERYBODY KNOW ABOUT THAT INCREDIBLE YOUNG MAN WHO DEDICATED SO MUCH TO THE DEBATE COMMUNITY, BUT ALSO BELIEVED IN HELPING STUDENTS ALSO LOVED DEBATE AS MUCH AS HE DID.
CONGRATULATIONS, WINNING SWEEPS IS INCREDIBLE.
THEN I NOTICED WE HAVE A SECRET MESSAGE FROM PLANO WEST, WHICH WAS THE TITLE OF YOUR FILM, AND THEN SEAN JENNINGS, YOUR REFLECTIONS PIECE WAS TITLED MY SECRET SUPERPOWERS.
THERE'S SOME SECRET SAUCE HAPPENING THAT IS HAPPENING WITH ALL OF THE AMAZING EXCELLENCE THAT'S HAPPENING IN PLANO ISD.
I'M JUST SO PROUD SITTING UP HERE BEING A TRUSTEE FOR OUR DISTRICT AND WATCHING THE AMAZING PROJECTS AND THINGS THAT YOU'RE DOING EACH AND EVERY DAY.
THEN TO END WITH THE TI STEM AWARDS AND SEE TEACHERS THAT I KNOW, AND IT IS JUST AMAZING EVERYTHING THAT YOU'RE DOING.
THANK YOU. I FEEL VERY PROUD TONIGHT.
YOU'RE ALL MAKING PLANO ISD PROUD.
>> I'M GOING TO PIGGYBACK ON YOU, TARA BECAUSE I LOVE HOW YOU'VE GOT A THEME AND YOU CONNECTED IT FOR ALL THINGS. I HAVE ANOTHER THEME.
EUNICE SAID IN HER SPEECH, WRITTEN WAS EDUCATION IS THE KEY TO UNLOCKING SUCCESS, AND I THINK EVERYONE IN THIS ROOM UNDERSTANDS THE POWER OF THAT AND HOW IMPORTANT THAT IS.
BUT A THEME THAT I'VE NOTICED TONIGHT, SUBTLE THAT IT MAY BE IS GENERATIONAL PARENTS AND HOW THEY INFLUENCE THEIR KIDS.
EUNICE ALSO HAD THAT THEME, BUT IT DOESN'T MATTER HOW OLD YOU GET.
IT'S REALLY GREAT WHEN YOUR PARENTS SHOW UP TO TAKE PICTURES OF YOU, AND TO SUPPORT YOU, WE HAVE A LEGACY FAMILY OF THE HIRSCH'S BEING HERE.
MULTIPLE PEOPLE HAVE BEEN TOUCHED BY THE HIRSCH FAMILY.
MY SON WAS TOUCHED BY ANOTHER HIRSCH AT HAGGARD A WHILE AGO.
NO MATTER WHAT YOU DO AS A KID, WHEREVER YOU ARE, YOUR PARENTS ARE ALWAYS THERE TO BE YOUR NUMBER ONE CHAMPION.
THE PARENTS OF YOUNGER KIDDOS IN THE ROOM, PLEASE KNOW THAT NO MATTER HOW OLD YOUR KID GETS, SHOW UP FOR THEM BECAUSE IT IS AN IMPORTANT PART OF THAT KEY TO SUCCESS IN EDUCATION, IS THAT SUPPORT.
ALSO NOTE SPOUSAL SUPPORT, ALSO NOTING COLLEAGUE SUPPORT.
I THINK THAT'S JUST ANOTHER THREAD THAT I'M SEEING THIS EVENING.
>> I'M GOING TO KEEP THIS SHORT.
THE THING THAT IMPRESSED ME THIS EVENING WAS NOT ONLY ARE ALL OF US GIFTING OUR KIDS WITH ACADEMIC EXCELLENCE, BUT THE AMAZING DIFFERENCE WE MAKE FOR HUMANITY, FOR EACH ONE OF US, THAT WE CAN TOUCH A LIFE AND MAKE IT BETTER.
AS JERRY SAID THAT THAT'S GENERATIONAL AND THAT THAT SPARK MOVES ON, NOT ONLY THAT STUDENT, BUT THEIR FAMILY.
>> I WOULD LIKE TO SAY THAT, CONGRATULATIONS TO ALL THE WINNERS TODAY.
THEN ALSO, BECAUSE I AM A FFA HONORARY MEMBER, I WOULD LIKE TO SAY, LANDON PRIZE, $13,500 A LOT OF MONEY.
>> I LOVE TI STEM DAY, AND IT'S ALWAYS VERY EXCITING FOR ME BECAUSE AS THE PROFESSIONAL SCIENTIST OF THE BUNCH, IT ALWAYS GIVES ME A MOMENT OF THINKING BACK TO MIDDLE SCHOOL AND THINKING ABOUT MY SIXTH GRADE SCIENCE TEACHER AT CARPENTER, AND THE WAY MS. WOMACK MADE A BIG DIFFERENCE IN MY TRAJECTORY GOING THROUGH MIDDLE SCHOOL AND THEN MY NINTH GRADE BIOLOGY TEACHER AT CLERK, MS. SILVA, NOW MS. FERGUSON, WHO PUT ME ON A EVEN BETTER TRAJECTORY AND THE IMPACT THAT YOU ALL HAVE, YOU MAY NOT REALIZE FOR 20 YEARS, HOW YOU'RE HAVING THOSE IMPACTS ON YOUR STUDENT, AND THEN ALL OF A SUDDEN, THEY GO FROM BEING IN YOUR CLASS, WATCHING THE VOYAGE OF THE MIMI FOR ANYBODY WHO WENT TO CARPENTER WITH ME TO COLLEGE, TO BEING A NATIONAL SCIENCE FOUNDATION FELLOW, TO BEING A PROFESSIONAL SCIENTIST, TO THEN TALKING ABOUT YOU AT THE BOARD [INAUDIBLE] IN THE DISTRICT THAT THAT YOU TAUGHT IN, AND SO CONGRATULATIONS.
WE ALWAYS TALK ABOUT THOSE TEACHERS THAT MADE AN IMPACT ON US.
I KNOW FOR THE SUPERINTENDENT, IT'S A FFA TEACHER,
[00:40:02]
AND I HOPE I'M NOT STEALING HER THUNDER FOR MR. PRICE.BUT EVERY SINGLE TEACHER MAKES A HUGE IMPACT EVERY DAY AND JUST DAY IN AND DAY OUT, YOU NEVER KNOW WHEN SOMEONE'S GOING TO COME BACK AND TALK ABOUT YOU.
BUT IT'S WONDERFUL THE GREAT WORK THAT ALL ARE DOING AND THE GREAT WORK TAKING ALL OF YOUR TEACHING TO THE NEXT LEVEL.
THANK YOU TO TI FOR THE SPONSORSHIP.
ALWAYS GREAT TO HAVE THAT PARTNERSHIP WITH A LOCAL EMPLOYER AND A LOCAL EMPLOYER THAT NOT ONLY DEEPLY UNDERSTANDS THE IMPORTANCE OF STEM EDUCATION, BUT DEEPLY UNDERSTANDS THE IMPORTANCE OF OUR STEM EDUCATORS IN THAT PROCESS.
>> THANK YOU, BOARD MEMBERS. THOSE WERE AMAZING COMMENTS.
I JUST WANT TO SAY THANK YOU TO ALL THE RECIPIENTS OF CONGRATULATIONS THIS EVENING AND THANK YOU TO TI FOR ALWAYS BEING HERE SUPPORTIVE OF OUR EXCELLENT STEM TEACHERS.
LET'S GIVE ALL OF OUR AMAZING STUDENTS AND STAFF MEMBERS ONE MORE ROUND OF APPLAUSE BECAUSE WE'RE SO VERY PROUD TO RECOGNIZE ALL OF THESE INDIVIDUALS.
[APPLAUSE] I HATE TO BE THE ONE, THIS CONCLUDES OUR BOARD RECOGNITIONS THIS EVENING.
YOU'RE ALL WELCOME TO EXIT WITH YOUR GUESTS AND CONTINUE YOUR EVENING.
MANY THANKS TO ALL OF YOU FOR JOINING US AND LETTING US HONOR YOUR SUCCESS.
THANK YOU FOR BEING HERE THIS EVENING. [BACKGROUND]
>> DO YOU THINK WE'RE STILL GOING TO DO THIS?
>> WE WILL NOW MOVE ON TO 3.2, WHICH IS RECOGNITIONS OF NEW PLANO ISD CAMPUS ADMINISTRATORS.
I'D LIKE TO INVITE DR. SELENDA FREEMAN TO INTRODUCE OUR NEW PLANO ISD CAMPUS ADMINISTRATORS THIS EVENING.
>> THANK YOU, PRESIDENT HUMPHREY.
WE ARE THRILLED TO SHARE A FEW VERY SPECIAL ADMINISTRATIVE ANNOUNCEMENTS THIS EVENING.
I'D LIKE TO INVITE DR. JOEL [INAUDIBLE], EXECUTIVE DIRECTOR FOR SCHOOL LEADERSHIP AND INNOVATION TO PODIUM TO SHARE THE ANNOUNCEMENTS.
>> GOOD EVENING, PRESIDENT HUMPHREY BOARD OF TRUSTEES, SUPERINTENDENT WILLIAMS AND CABINET.
I AM VERY EXCITED ON BEHALF OF SCHOOL LEADERSHIP AND INNOVATION TO SHARE THE ANNOUNCEMENT OF OUR NEW PRINCIPAL PLACEMENTS AT JACKSON, BARRON AND ALDRIDGE.
THEY ARE SEASONED VETERAN LEADERS IN OUR DISTRICT, AND WE LOOK FORWARD TO THEIR CONTINUED CONTRIBUTIONS AT THEIR NEW CAMPUSES.
PRINCIPALS, AS WE INTRODUCE YOU, PLEASE STAND WITH YOUR GUESTS.
FIRST, I AM HONORED TO SHARE THE EXCITING NEWS THAT MS. [INAUDIBLE] BUELL WILL BE THE NEW PRINCIPAL OF JACKSON ELEMENTARY SCHOOL.
MS. BUELL JOINED THE PISD FAMILY IN 2007.
SHE STARTED AS A THIRD GRADE TEACHER, TEAM LEADER, AND INSTRUCTIONAL SPECIALIST AT FORMAN ELEMENTARY SCHOOL.
DURING THAT TIME, SHE PURSUED HER SECOND MASTER'S DEGREE IN EDUCATIONAL LEADERSHIP AT THE UNIVERSITY OF TEXAS AT DALLAS.
NEXT, SHE SERVED AS AN ASSISTANT PRINCIPAL AT DOOLEY, [INAUDIBLE] AND BOGGESS ELEMENTARY SCHOOLS, AND IN MAY 2016, SHE WAS APPOINTED AS PRINCIPAL OF ALDRIDGE ELEMENTARY SCHOOL, A ROLE SHE HAS HELD FOR THE PAST NINE YEARS, WITH A FOCUS ON RELATIONSHIPS, GROWTH, AND UNWAVERING SUPPORT FOR STUDENTS AND STAFF.
WE ARE SO EXCITED TO HAVE MS. BUELL LEADERSHIP AND HER EXPERTISE AT JACKSON, WHERE SHE PLANS TO FOCUS ON BUILDING MEANINGFUL CONNECTIONS, MAINTAINING A VISIBLE PRESENCE,
[00:45:01]
AND GUIDING THE JAGUARS TOWARDS CONTINUED ACHIEVEMENT.JOINING HER TONIGHT, IF THEY WILL JUST ALSO STAND BRIEFLY WITH HER, ARE HER PARENTS, CARL AND JERRY BUELL.
[APPLAUSE] THANK YOU SO MUCH FOR BEING HERE.
NEXT, I'M EXCITED TO ANNOUNCE THAT MS. CARMA CUNNINGHAM WILL BE THE NEW PRINCIPAL AT ALDRIDGE ELEMENTARY.
[APPLAUSE] CARMA'S JOURNEY IN EDUCATION BEGAN AS A PTA MOM, AND OVER THE PAST 26 YEARS, SHE HAS SERVED AS A CLASSROOM TEACHER, INSTRUCTIONAL COACH, ASSISTANT PRINCIPAL, AND FOR THE LAST TEN YEARS AS A PRINCIPAL.
FIRST IN THE OMAHA PUBLIC SCHOOLS AND FOR THE PAST EIGHT YEARS AS PRINCIPAL AT DAVIS ELEMENTARY HERE IN PISD.
CARMA IS A PROVEN LEADER WHOSE EXPERIENCES HAVE SHAPED WHO SHE IS AS AN EDUCATOR AND DEEPENED HER BELIEF THAT STRONG RELATIONSHIPS, SHARED PURPOSE, AND A COMMITMENT TO EVERY CHILD'S SUCCESS IS AT THE HEART OF A GOOD SCHOOL.
WE ARE VERY EXCITED FOR CARMA TO JOIN THE ALDRIDGE FAMILY NEXT YEAR.
ONE MORE ROUND OF APPLAUSE FOR CARMA.
[APPLAUSE] LAST BUT NOT LEAST, I AM NOW EXCITED TO SHARE THAT THE NEW PRINCIPAL AT BARRON ELEMENTARY SCHOOL WILL BE MS. NOLEN MARTIN.
[APPLAUSE] NEXT YEAR WE'LL MARK NOLEN'S 22ND YEAR IN EDUCATION.
THROUGHOUT HER CAREER, SHE'S TAUGHT AND LED AT THE ELEMENTARY, MIDDLE, AND HIGH SCHOOL LEVELS IN VARIOUS ROLES THAT INCLUDE ESL TEACHER, BILINGUAL TEACHER, SPANISH TEACHER, READING SPECIALIST, INSTRUCTIONAL COACH, ASSISTANT PRINCIPAL, AND MOST RECENTLY, PRINCIPAL FOR THE PAST TWO YEARS AT FORMAN ELEMENTARY RIGHT HERE IN PISD.
NOLEN HAS A STRONG BELIEF THAT GREAT SCHOOLS ARE BUILT ON STRONG RELATIONSHIPS BETWEEN EDUCATORS, STUDENTS, AND THEIR FAMILIES.
SHE IS DEEPLY COMMITTED TO FOSTERING AN ENVIRONMENT WHERE ALL STUDENTS ARE ENCOURAGED TO REACH THEIR FULL POTENTIAL, AND SHE BELIEVES THAT EVERY CHILD CAN LEARN AT HIGH LEVELS WHEN SUPPORTED BY DEDICATED TEACHERS WHO SHARE THE SAME BELIEF.
AS SUCH, SHE'S A STRONG ADVOCATE FOR COMMUNITY INVOLVEMENT AND COLLABORATION, AND WE'RE REALLY EXCITED TO WELCOME YOU TO THE BARRON FAMILY.
ONE MORE ROUND OF APPLAUSE FOR NOLEN.
[APPLAUSE] IN CLOSING, WE ARE THRILLED TO HAVE THESE DEDICATED AND INSPIRING LEADERS AS PRINCIPALS IN PLANO ISD.
WITH A WEALTH OF EXPERIENCE AND A PASSION FOR EDUCATION, THEY ARE EAGER TO LEAD OUR STUDENTS, STAFF AND FAMILIES TOWARD A SUCCESSFUL AND ENRICHING YEAR.
EACH PRINCIPAL BRINGS UNIQUE STRENGTHS AND A SHARED COMMITMENT TO FOSTERING A SUPPORTIVE AND INCLUSIVE ENVIRONMENT WHERE EVERY STUDENT CAN THRIVE.
PLEASE JOIN ME ONCE MORE IN CONGRATULATING ALL THREE OF THESE LEADERS ON THEIR NEW OPPORTUNITY FOR NEXT YEAR.
>> THANK YOU SO MUCH FOR BEING HERE THIS EVENING AND JOY, THANK YOU FOR THE INTRODUCTIONS.
ARE WE DOING PICTURE? NO. WE'LL MOVE TO ITEM 4,
[4. PUBLIC COMMENT SESSION - AGENDA ITEMS ONLY ]
WHICH IS OUR PUBLIC COMMENT SESSION FOR AGENDA ITEMS ONLY.IF YOU WANT TO GO OUT IN THE FOYER FOR A PICTURE, YOU'RE WELCOME TO DO SO, OR YOU CAN STAY FOR US TO GO THROUGH THE REST OF OUR AGENDA.
YES. WE SHOULD TAKE ONE UP FRONT.
NOLEN, [INAUDIBLE] AND CARMA, AND JOY? WHERE'S DR. [INAUDIBLE]? THERE SHE IS.
>> THIS IS OUR PUBLIC COMMENT SESSION ON AGENDA ITEMS ONLY.
[00:50:01]
AT BOARD MEETINGS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS AND NON-AGENDA ITEMS. AGENDA RELATED COMMENTS WILL BE HEARD AT THIS TIME.NON-AGENDA RELATED COMMENTS WILL BE HEARD AT THE END OF THE MEETING.
DR. FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS?
>> PRESIDENT HUMPHREY, WE HAVE ONE SPEAKER REGARDING AGENDA ITEMS THIS EVENING.
>> THANK YOU. IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, THE PUBLIC WILL ABIDE BY THE RULES IN BOARD POLICY BED(LOCAL).
INDIVIDUALS PARTICIPATE BY SIGNING UP ONLINE IN ADVANCE OF THE MEETING IN ACCORDANCE WITH THE SIGN-UP INSTRUCTIONS ON OUR WEBSITE AND POSTED ON THE AGENDA.
IF A SPEAKER IS NOT PRESENT WHEN CALLED UPON, THEIR OPPORTUNITY TO SPEAK WILL BE FORFEITED.
FAILURE TO LIST THE AGENDA ITEM BEING ADDRESSED WILL RESULT IN THE PRESUMPTION THAT YOU ARE SPEAKING ON A NON-AGENDA ITEM, WHICH WILL BE HEARD AT THE END OF THIS MEETING.
THE SPEAKERS WHO FAIL TO ADHERE TO THE TOPIC THEY LISTED UPON SIGN-UP ARE OUT OF ORDER AND WILL BE ASKED TO LEAVE THE PODIUM.
PURSUANT TO TEXAS OPEN MEETINGS ACT, SECTION 551.074, PUBLIC COMMENT SESSION WILL NOT BE USED TO VOICE A COMPLAINT INVOLVING THE NAMING OF SPECIFIC INDIVIDUALS, INCLUDING BUT NOT LIMITED TO THE NAMES OF DISTRICT EMPLOYEES OR STUDENTS.
ADDITIONALLY, NO INFORMATION THAT MAY BE REASONABLY LINKED TO AN INDIVIDUAL PERSON MAY BE SHARED DURING PUBLIC COMMENT.
ALL CONCERNS ARE ADDRESSED IN ACCORDANCE WITH POLICIES DGBA, F AND G AND GF.
TONIGHT, SPEAKERS WILL HAVE THREE MINUTES EACH.
IF YOU'RE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, YOU'RE EXPECTED TO STOP.
SPEAKERS WHO FAIL TO STOP SPEAKING WHEN INSTRUCTED TO DO SO ARE OUT OF ORDER AND THE MICROPHONE WILL BE TURNED OFF.
SPEAKERS HAVE RECEIVED INFORMATION REGARDING THE EXPECTATIONS OF PATRONS DURING PUBLIC COMMENT SESSION.
AS A REMINDER TO ALL, IT IS A CRIMINAL OFFENSE TO DISRUPT A LAWFUL MEETING.
IF AFTER AT LEAST ONE WARNING, AN INDIVIDUAL CONTINUES TO DISRUPT THE MEETING, THE PERSON WILL BE ASKED TO LEAVE AND MAY BE REMOVED FROM THE MEETING BY LAW ENFORCEMENT IF NECESSARY.
IF WE HAVE TO STOP FOR A DISRUPTION OF THE MEETING, THE CLOCK WILL BE STOPPED AND THE TIME REMAINING WILL BE REINSTATED ONCE ORDER HAS BEEN RESTORED.
FINALLY, THE DISTRICT IS NOT RESPONSIBLE FOR THE CONTENT OF THE SPEECH SPOKEN AT THE PUBLIC PART OF OUR MEETINGS.
WHEN YOU'RE CALLED TO THE PODIUM, PLEASE STATE YOUR NAME AND WHETHER OR NOT YOU RESIDE IN THE DISTRICT.
DR. FREEMAN, PLEASE CALL OUR FIRST SPEAKER TO THE PODIUM.
>> OUR SPEAKER THIS EVENING IS CODY WEAVER, PLANO ISD RESIDENT.
>> WOULD YOU LIKE A ONE MINUTE WARNING?
>> NO. THANK YOU. AT THE MARCH 14, 2023, PLANO ISD SCHOOL BOARD MEETING IN REGARDS TO PLANO ISD'S SEL PROGRAMS, DR. GOBER SAID, WE'RE LOOKING AT, I DON'T WANT TO SAY THE BRAND WE'RE LOOKING AT, BUT WE'RE LOOKING AT SOMETHING THAT WOULD REALLY PULL US AWAY FROM THAT TRADITIONAL CASEL MODEL INTO A MORE CHARACTER MODEL LIKE THE STATE HAS.
CONSENT AGENDA ITEM 7.5, APPROVAL OF DONATIONS TO PLANO INDEPENDENT SCHOOL DISTRICT LISTS THE SCHOOL-CONNECT CHARACTER EDUCATION PROGRAM AS A $120,000 IN KIND DONATION TO THE DISTRICT.
THE SCHOOL-CONNECT CO-AUTHOR, R. KEETH MATHENY, RECEIVED CASEL'S HIGHEST HONOR FOR EDUCATORS, THE 2021 MARY UTNE O'BRIEN AWARD FOR EXCELLENCE IN EXPANDING EVIDENCE-BASED PRACTICE OF SEL.
WHY WOULD PLANO ISD PARENTS BELIEVE THE DISTRICT WHEN IT SAYS, IT'S MOVING AWAY FROM THE CASEL MODEL GIVEN THIS ITEM? WHAT IS PLANO ISD BEING PROVIDED THAT AMOUNTS TO A $120,000 IN KIND DONATION FROM THE CASEL CELEBRATED SCHOOL-CONNECT PROGRAM? WILL PLANO ISD CONTRACT THE SCHOOL-CONNECT FOR ADDITIONAL SERVICES, SUCH AS PROFESSIONAL DEVELOPMENT OR CURRICULUM DEVELOPMENT? WHAT OTHER CHARACTER-BASED PROGRAMS WERE CONSIDERED BEFORE DECIDING ON SCHOOL-CONNECT? WHAT GRADE LEVELS WILL SCHOOL-CONNECT BE IMPLEMENTED IN? BEFORE PRESENTING THIS TO THE BOARD, WAS THERE A PARENTAL OR COMMUNITY INPUT PERIOD? DOES A VOTE TO APPROVE THIS CONSENT AGENDA ITEM 7.5 CONSTITUTE BOARD ADOPTION OF SCHOOL-CONNECT AS PLANO ISD'S OFFICIAL SEL MODEL? SCHOOL-CONNECT 4.0, ALIGNMENT WITH CHARACTER EDUCATION ADDRESSES THE FOLLOWING TOPICS.
1.2, APPRECIATING THE POWER OF A NAME.
WILL THIS TOPIC TEACH STUDENTS TO USE PREFERRED PRONOUNS AND OTHER GENDER IDEOLOGY? 1.9, AGREEING ON A CLASSROOM CONTRACT.
IS THERE AN IDEAL CLASSROOM MODEL OR WILL STUDENTS BE COLLABORATING TO CREATE A MODEL LIKE THE LORD OF THE FLIES? VALUING COMMUNITY AND CULTURAL WEALTH.
HOW DOES THE DISTRICT DEFINE CULTURAL WEALTH? ARE SOME CULTURES WEALTHIER THAN OTHERS? APPRECIATING DIVERSITY.
HOW DOES THE DISTRICT DEFINE DIVERSITY?
[00:55:03]
WILL STUDENTS BE COMPELLED TO ACTIVELY APPRECIATE AND CELEBRATE OTHER STUDENTS BASED ON THE DISTRICT'S DEFINITION OF DIVERSITY? ENVISIONING MORE INCLUSIVE COMMUNITIES.WHAT ASPECTS OF OUR COMMUNITY DOES THE PLANO ISD CONSIDER EXCLUSIVE? IS THERE A MODEL INCLUSIVE COMMUNITY THAT SCHOOL-CONNECT ENVISIONS? BEING YOUR TRUE SELF, WHAT DOES THIS MEAN? BEING A LIFE PARTNER.
BEING A PRO-LIFE PARTNER, BEING A COMMON LAW MARRIAGE PARTNER.
WHAT ARE WE TALKING ABOUT HERE? PLEASE PULL THIS FROM THE AGENDA AND TALK ABOUT THIS IN PUBLIC. THANK YOU.
>> THANK YOU. WE'LL MOVE TO ITEM 5.1,
[5. CLOSED SESSION]
WHICH IS CLOSED SESSION TO DISCUSS THE BOARD OF EDUCATION SPEC REPORT PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 551.074.FOR THE PURPOSE OF CONSIDERING APPOINTMENT, EMPLOYMENT, EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE OR TO HEAR COMPLAINTS.
IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN TO CLOSED SESSION AND AS AUTHORIZED UNDER TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSE, SECTION 551.071 AND THE TIME IS 6:27 PM.
THE BOARD WILL NOW RECONVENE OPEN SESSION AND THE TIME IS 7:08 PM.
[6. RECONVENE OPEN SESSION]
WE'LL MOVE TO ITEM 7,[7. CONSENT AGENDA ]
WHICH IS THE CONSENT AGENDA.THE CONSENT AGENDA CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL WITH NO DISCUSSION.
BOARD MEMBERS, ARE THERE ANY REQUESTS TO MOVE AN ITEM FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION?
>> I HAVE ONE. I WOULD REQUEST THAT WE REMOVE ITEM 7.26, NOT FOR FURTHER DISCUSSION, BUT BECAUSE THESE ARE CONTRACTS THAT WE HAVE ALREADY APPROVED AT PRIOR MEETINGS.
>> JOHNNY WISHES TO ADD TO THAT.
>> YES. IT WAS INADVERTENTLY PUT ON.
OBVIOUSLY, SOME OF YOU MAY OR MAY NOT KNOW, BUT THOSE CONTRACTS WERE APPROVED BACK IN FEBRUARY AND MARCH, SO I APOLOGIZE.
I HAVE NO IDEA WHY THAT WAS PUT ON THERE AGAIN, BUT THAT WAS JUST INADVERTENT ON OUR PART, SO I APOLOGIZE AND WE'LL TRY TO DO A BETTER JOB OF WATCHING THAT IN THE FUTURES.
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED REMOVING AGENDA ITEM 7.26.
>> I HAVE A MOTION BY DR. LAUREN TYRA AND A SECOND BY ANGELA POWELL, THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA WITH THE OMISSION OF ITEM 7.26.
ALL THOSE IN FAVOR, CAN YOU PLEASE RAISE YOUR HAND? I THINK I'M COUNTING A UNANIMOUS VOTE THERE.
WE'LL MOVE ON TO 8.1, WHICH IS REPORTS, FIFTH GRADE SCIENCE CAMP LOCATION. PARDON ME.
>> WE GOT ONE INTRODUCTION IF YOU DON'T MIND. [OVERLAPPING]
>> I'M SORRY. I'VE GOT AN OLD SCRIPT.
MY APOLOGIES. I'LL TURN THIS OVER TO JOHNNY HILL.
[7.26 Consideration and Approval of Administration Contracts for the 2025 - 2026 School Year]
>> I'M GOING TO ASK DR. KENDALL TO COME ON UP.
I DON'T WANT TO STEAL ANY OF HER THUNDER, BUT WE HAVE A NEW DIRECTOR OF HR THAT I'M SUPER EXCITED ABOUT.
I HAVE THE HONOR OF DOING ONE OF THE INTERVIEWS WITH THIS YOUNG MAN AND SO I'M VERY EXCITED TO INTRODUCE HIM AND HAVE HIM COME WORKING FOR US.
I WISH HE COULD START YESTERDAY. DR. KENDALL.
>> THANK YOU, JOHNNY, PRESIDENT HUMPHREY, BOARD, SUPERINTENDENT AND OTHER MEMBERS OF THE DS.
WE APPRECIATE THAT YOU'VE ALREADY VOTED, BUT WE ARE SUPER EXCITED TO ROUND OUT OUR HR LEADERSHIP TEAM WITH THE ADDITION OF MR. SHANNON BENNETT.
MR. BENNETT IS JOINING US WITH A LONG HISTORY IN EDUCATION.
HE'S ORIGINALLY FROM WACO AND ONE OF THE THINGS THAT HE SHARED IS HE BEGAN THAT STRONG COMMITMENT TO EDUCATION BY HIS THIRD GRADE TEACHER, WHO IS AN INSPIRATION FOR HIM.
HE HAS SERVED IN A VARIETY OF CAPACITIES.
HE HAS SERVED AS AN ASSISTANT PRINCIPAL.
HE'S ALSO SERVED AS AN ASSISTANT SUPERINTENDENT AND HENDERSON.
WE'RE ALSO PLEASED TO HAVE SUPPORTING HIM THIS EVENING, HIS WIFE, YVETTE, IF YOU PLEASE STAND.
HE HAS A HOST OF OTHER EDUCATORS THAT HAVE ALSO COME TO JOIN HIM THAT TELLS YOU THE IMPACT THAT HE HAS AND WE'RE SO EXCITED THAT HE'S BRINGING THAT IMPACT TO PLANO.
WITH HIM, WE ALSO HAVE DR. RON GRIFFIN AND TALANDRA GRIFFIN.
WE ALSO HAVE DR. THURSTON LAMB, HIS SUPERINTENDENT FROM HENDERSON.
[01:00:02]
DR. LEON DARDEN, FARAH SMOCK, I'M NOT SURE IF SHE MADE IT AND MR. JOE COPLAND.THANK YOU SO MUCH FOR BEING HERE TO SUPPORT HIM.
[APPLAUSE] ALTHOUGH THEY'RE NOT HERE, WE WOULD BE REMISS NOT TO INCLUDE HIS LOVELY CHILDREN, BAILEY, SCHUYLER, NADIA AND SHANNON JUNIOR.
WE'RE SUPER EXCITED AGAIN TO HAVE HIM AS A PART OF OUR TEAM.
I HAD THE WRONG SCRIPT, BUT I DID NOT MEAN TO LEAVE YOU OUT.
I APOLOGIZE. NOW WE'LL MOVE TO 8.1. YES, PLEASE DO.
>> I JUST WANT TO CONGRATULATE MR. BENNETT.
I WANT TO WELCOME HIM TO THE PLANO ISD FAMILY.
I KNOW TWO OF YOUR MENTORS, DR. LAMB AND DR. GRIFFIN, AND SO I KNOW THAT YOU HAVE COME TO US WITH A WEALTH OF EXPERIENCE AND KNOWLEDGE AND WE'RE JUST SO EXCITED TO HAVE YOU AND YOUR FAMILY JOINING US AND YOU TO BE A PART OF OUR LEADERSHIP TEAM, SO CONGRATULATIONS AND WELCOME.
>> THANK YOU SO MUCH. WE'LL MOVE TO 8.1 OF OUR REPORTS,
[8.1 Fifth Grade Science Camp Location Update ]
WHICH IS THE FIFTH GRADE SCIENCE CAMP LOCATION UPDATE AND I WILL NOW INVITE LISA WILSON TO INTRODUCE THE UPDATE.WHY AM I MIXED UP HERE? THEN JOHNNY, YOU WILL DO AN INTRODUCTION AFTER THAT. I'LL TAKE IT AWAY, LISA.
>> NO. IS THERE ANOTHER INTRODUCTION?
>> THANK YOU, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS AND BOARD.
WE ARE REALLY EXCITED TONIGHT NOT ONLY TO BRING YOU AN UPDATE ABOUT FIFTH GRADE CAMP, BUT THIS MAY VERY WELL BE CHIEF LEARNING OFFICER LAURIE TAYLOR'S LAST BOARD PRESENTATION.
I'D LIKE TO WELCOME HER AND ASHLEY DAVIS AND KEITH GRIFFIN.
WE ARE VERY EXCITED THEY'RE HERE WITH US TONIGHT.
>> THANK YOU. PROBABLY MY LAST ONE.
I THOUGHT I WAS FINISHED AND THEN THIS POPPED UP, BUT I'M HAPPY TO DO IT BECAUSE THIS IS REALLY NEAR AND DEAR TO MY HEART.
GOOD EVENING, ALL. THANK YOU, PRESIDENT HUMPHREYS AND BOARD OF TRUSTEES, DR. WILLIAMS, CABINET COLLEAGUES FOR BEING SO INVESTED IN OUR FIFTH GRADE SCIENCE CAMP EXPERIENCE.
IT IS A LEARNING EXPERIENCE NEAR AND DEAR TO OUR HEARTS AND THAT'S WHY IT TOOK A TEAM OF US TO BE HERE TONIGHT.
OUR GOAL IS TO PRESENT OUR FINDINGS TO YOU AND RECOMMEND A SUSTAINABLE STUDENTS CENTER CAMP MODEL AT A NEW LOCATION THAT ALIGNS WITH OUR DISTRICT VALUES AND OFFER SOME ENHANCED PROGRAMMING FOR OUR FIFTH GRADE STUDENTS.
I KNOW YOU'RE ALL AWARE OF THE CLOSING OF CCAC AND SO WE HAD TO MOVE QUICKLY.
I SAY WE, THESE TWO DID ALL THE WORK AND I'M GOING TO TURN IT OVER TO DR. DAVIS IN JUST A MINUTE.
JUST TO SHARE A LITTLE BIT OF HISTORY AND THE BENEFITS OF SCIENCE CAMP, I KNOW THAT MANY OF YOU HAVE EITHER ATTENDED OR YOU HAVE CHILDREN THAT HAVE ATTENDED.
THIS IS A 30+ YEAR TRADITION IN OUR DISTRICT, NOT ALWAYS AT CCAC.
THERE HAVE BEEN OTHER CAMPS THAT OUR KIDDOS HAVE GONE TO THAT SUPPORT SCIENCE AND MATH LEARNING.
MORE THAN EVER, WE CERTAINLY NEED STUDENTS WHO HAVE AN APPRECIATION FOR THE NATURAL WORLD AROUND THEM.
IF YOU'VE EVER BEEN TO SCIENCE CAMP, YOU SEE THE TEAMWORK THAT HAPPENS AMONG OUR STUDENTS AND THE ADULTS THAT ARE THERE AS WELL.
IT BUILDS STUDENT CONFIDENCE AND INDEPENDENCE.
YOU ASK A STUDENT WHO'S GRADUATED FROM PLANO ISD ABOUT SOME OF THEIR FONDEST MEMORIES, SORRY DIDN'T ADVANCE THE SLIDE.
YOU ASKED THEM ABOUT SOME OF THEIR FONDEST MEMORIES, 95% OF THE TIME THEY'RE GOING TO TALK ABOUT FIFTH GRADE CAMP, SO THAT'S ALWAYS GREAT TO HEAR.
OUR VERY OWN COMMUNICATIONS TEAM DID AN AMAZING VIDEO OF CAMP THIS PAST SEASON, SO WE'RE GOING TO SHARE IT WITH YOU. IT'S NOT VERY LONG.
>> [MUSIC] YOU COULD PUT THIS ON TOP.
IT NEEDS TO BE LEANING PRETTY GOOD [MUSIC].
[01:05:08]
[INAUDIBLE]>> [MUSIC] IT'S PRETTY GREAT. SORRY. THAT JUST GIVES YOU AN IDEA OF WHAT THE STUDENTS EXPERIENCE.
IT'S REALLY IMPORTANT TO US TO FIND SOMETHING COMPARABLE TO THAT, IF NOT EVEN BETTER.
WHEN WE LOOKED AT EXPLORING OPTIONS, I KNOW THE TEAM LOOKED AT DISTANCE, IS IT GOING TO BE FURTHER FROM PLANO THAN WHAT CCAC WAS.
HOW MANY STUDENTS OR ADULTS CAN THEY HOST? WHAT DOES THEIR AVAILABILITY FOR SESSIONS FOR OUR STUDENTS LOOK LIKE? OF COURSE, THIS ARE GOING TO BE A COST DIFFERENCE.
THOSE ARE ALL THE THINGS THAT THEY HAD TO CONSIDER.
I'M GOING TO STOP. I DON'T WANT TO STEAL DR. DAVIS'S THUNDER ON WHAT THEY FOUND.
SHE'S GOING TO SHARE A SITE DECISION AND THE AMENITIES THAT GO WITH IT AND THEN KEITH HERE, KEITH GRIFFIN, HE'S OUR OUTDOOR LEARNING COORDINATOR.
PEOPLE ALWAYS SAY, "WHAT DOES KEITH HAVE A HAT ON? IF HE COMES IN THE BED I'M LIKE, KEITH ALWAYS HAS A HAT ON AND THAT'S OKAY.
HE'S THE ONE PERSON WHO CAN WEAR A HAT EVERY DAY BECAUSE HE'S OUT THERE WITH THE KIDS JUST ABOUT EVERY DAY.
THEY'VE WORKED VERY QUICKLY TO FIND A LOCATION.
WE HAVE A SOLID PLAN FOR OUR FIFTH GRADERS FOR THE '25/26 SCHOOL YEAR.
>> THANK YOU, LAURI. GOOD EVENING, EVERYONE.
AS SOON AS KEITH AND I HEARD ABOUT CCAC CLOSING.
WE IMMEDIATELY BEGAN LOOKING FOR OTHER CAMPS.
LAURI EXPLAINED HOW IMPORTANT THIS IS TO OUR DISTRICT TO OUR STUDENTS AND WE STARTED OUT WITH 11 CAMPS THAT WE WERE LOOKING AT, BASED ON THE CRITERIA THAT LAURI JUST DESCRIBED RIGHT THERE.
WE NARROWED IT DOWN TO ABOUT FOUR.
WE VISITED THREE AND IN THIS SEARCH, WE FOUND CAMP JOLT, WHICH STANDS FOR JOURNEY ON LAKE TEXOMA.
WE FEEL LIKE IT CHECKED ALL OF THE BOXES THAT WE'RE LOOKING FOR TO SERVE OUR STUDENTS AND PROVIDE A SIMILAR EXPERIENCE TO WHAT THEY RECEIVED AT CCAC.
THEY HAVE STRONG LEADERSHIP, THE GROUNDS ARE BEAUTIFUL, VERY WELL MAINTAINED AND WE FEEL LIKE THIS COULD BE A VERY POSITIVE PARTNERSHIP.
THERE ARE A FEW DIFFERENCES BETWEEN CCAC AND CAMP JOLT.
THESE TWO BEING THE BIGGEST ONES.
CAMP JOLT HAS A LOT FEWER STUDENT BEDS THAN CCAC HAS AND OF COURSE, IT'S A LITTLE BIT FURTHER AWAY.
WE'RE PLANNING FOR THOSE DIFFERENCES BY INCREASING THE NUMBER OF CAMP SESSIONS WE'LL OFFER AND ALSO EXPLORING THE POSSIBLE USE OF CHARTER BUSING IN COMBINATION WITH PLANO ISC TRANSPORTATION.
BECAUSE WE WILL HAVE MORE SESSIONS AND IT IS FURTHER AWAY.
WE ANTICIPATE WE'RE PROJECTING.
WE'RE STILL WORKING OUT A LOT OF THE DETAILS.
WE HAVE MOVED VERY QUICKLY ON THIS.
WHEN NORMALLY, YOU HAVE MORE TIME TO EVEN WORK ON A CAMP SESSION WHEN YOU'RE NOT MOVING CAMPS.
WE'RE STILL WORKING ON SOME THINGS, BUT BASED ON OUR PROJECTIONS, WE'RE ANTICIPATING A SLIGHT BUDGET INCREASE JUST DUE TO THE FACT THAT IT IS FURTHER AWAY AND WE ARE GOING TO HAVE TO HAVE MORE SESSIONS.
BUT WE ARE GOING TO BE ABLE TO MANAGE THE BUDGET WE HAVE AND ALONG WITH THE SUPPORT OF THE EDUCATION FOUNDATION, WE'RE ANTICIPATING VERY MINIMAL BUDGET HIT TO THE ACTUAL DISTRICT, WHERE WE THINK WE'LL BE ABLE TO MANAGE IT WITH WHAT WE HAVE.
OUR PLAN INCLUDES ATTENDING CAMP JOLT AT LAKE TEXOMA FOR THIS UPCOMING SCHOOL YEAR FOR OUR FIFTH GRADERS.
WE'RE EXCITED TO HAVE FOUND THIS LOCATION, SO WE CAN CONTINUE THIS MEMORABLE EXPERIENCE IN A SIMILAR WAY TO WHAT STUDENTS ARE USED TO.
WE'RE EXCITED TO LET OUR STAFF, STUDENTS, AND PARENTS KNOW THAT WE ARE MOVING FORWARD WITH ANOTHER OPTION FOR FIFTH-GRADE CAMP.
LASTLY, WE'RE ALSO EXCITED TO SHARE THE NEWS THAT WE HAVE BEGUN CONVERSATIONS AND PLANNING TOWARD FUTURE PLANS FOR THE HOLIFIELD OUTDOOR LEARNING CENTER.
THIS IS LANDING WITH CAMP, MOVING CAMP, MOVING THINGS AROUND.
THIS IS THE LANDING AT THE PERFECT TIME AS WE THINK THROUGH EXPANDED LEARNING OPPORTUNITIES WITH THE STEAM FOCUS AT THE HOLIFIELD OUTDOOR LEARNING CENTER.
WE JUST WANTED TO SHARE THAT INFORMATION WITH YOU THAT WE'RE BEGINNING THE PLANNING
[01:10:02]
FOR EXPANSION OPPORTUNITIES AT THE OUTDOOR LEARNING CENTER.WE'VE GOT SOME EXCITING THINGS GOING ON.
IS IT? WHAT QUESTIONS OR COMMENTS DO YOU HAVE?
>> I HAVE QUESTIONS. I KNOW YOU'RE SURPRISED.
I'M PROUD TO SAY THAT I HAVE BEEN TO FIFTH-GRADE CAMP FIVE TIMES AND ONLY ONE OF THOSE TIMES WAS SOLELY FOR A CHILD.
THE OTHER FOUR WAS AS A FIFTH GRADE TEACHER.
I HAVE QUESTIONS AND I HAVE A COMMENT.
MY QUESTION IS, WHAT TRENDS OR CHANGES ARE YOU SEEING IN PARTICIPATION WITH CHAPERONS? I'VE HEARD SOME RUMBLINGS ABOUT JUST CONCERNS ABOUT CAMP.
CAN YOU ADDRESS THOSE AS WHAT YOU HAVE SEEN?
>> KEITH DOES AN AMAZING JOB OF KEEPING UP WITH ENROLLMENT FOR EVERY YEAR.
WE SEE A SLIGHT DECREASE SINCE COVID.
WE THINK MAYBE LITTLE MORE CAUTIOUS OF LETTING THEIR KIDS STAY OVERNIGHT AT THIS AGE, BUT WE STILL HAVE A LARGE AMOUNT OF STUDENTS WHO GO TO CAMP.
80% DISTRICT WIDE OF OUR FIFTH GRADERS GO.
WE'RE ALWAYS DOING THINGS TO LET PARENTS KNOW OF THE SAFETY.
KEITH IS OUT THERE EVERY SESSION.
HE HAS A PHONE, [NOISE] THE HAVE THAT DIRECT NUMBER.
HE WORKED WITH COMMUNICATIONS LAST YEAR BEFORE WE KNEW CCAC WAS CLOSING.
COMMUNICATIONS WENT OUT TO CCAC AND FILED A PROMOTIONAL VIDEO JUST SO WE WANTED PARENTS TO BE ABLE TO SEE WHAT CAMP LOOKS LIKE.
WE WORK WITH CAMPUSES, CAMPUSES SHARE IDEAS WITH EACH OTHER ON WHAT THEY DO TO ENCOURAGE FAMILIES WHO HAVE QUESTIONS OR CONCERNS.
SLIGHT DECREASE EACH YEAR IN ENROLLMENT, BUT STILL A LARGE PERCENTAGE OF STUDENTS WHO ARE ATTENDING CAMP.
>> YOU AFFIRMED WHAT I HEARD THAT THERE'S PERHAPS MAYBE SOME TRUST CONCERNS ABOUT LETTING THEIR CHILDREN BECOME SO PROTECTIVE OF OUR KIDS, THAT THE IDEA THAT AT TEN, THEY WOULD GO AND SLEEP AWAY SOMEPLACE ELSE.
YES, THIS IS THE THING THAT I'VE HEARD.
ANYWAY, I'M GLAD THAT WE'RE AWARE OF IT AND JUST WANT TO MAKE SURE THAT WE'RE DOING WHATEVER WE CAN TO HAVE FAMILIES FEEL COMFORTABLE ABOUT IT AND ALL THAT PIECE.
I HAVE SHARED THIS STORY BEFORE.
SINCE LAURI, THIS IS YOUR LAST PRESENTATION.
THIS IS MY LAST FULL MEETING, SO WE'RE GOING OFF FULL CIRCLE HERE.
MY FIRST YEAR AT CAMP WAS TAKING MY DAUGHTER AND HER GROUP.
I WAS AT THAT POINT A STAY HOME PARENT AND I WILL NOT FORGET COMING BACK FROM THE CAMPSITE.
I REALLY HAD HALF A CABIN, I WAS THE SOLE CHAPERONE FOR THESE FIVE GIRLS.
BLESS THEM. BLESS ME. I DON'T KNOW WHAT.
[LAUGHTER] I WAS ON BECAUSE I DIDN'T HAVE ANYBODY SHARE MAKING SURE THAT MY FIVE ARE ALL THE THINGS.
I REMEMBER WALKING AHEAD OF THEM A LITTLE BIT AND I HEARD THIS HORRIFIC.
I WAS LIKE, OH, GOSH, WHAT JUST HAPPENED? I TURNED AROUND TO THE LITTLE GIRL AND I GO, "WHAT'S WRONG?" SHE GOES, I DIDN'T KNOW THAT STARS LOOK LIKE THIS.
WE'VE LOSE SIGHT OF THE FACT THAT WE THINK WE'RE SUBURBAN, BUT WE ARE VERY URBAN AS WELL AND WE HAVE FAMILIES THAT DON'T HAVE THEIR CHILDREN.
THAT TRUST FACTOR IS SO INCREDIBLY IMPORTANT TO PROVIDE KIDS AN EXPERIENCE THAT THEY REALLY AND TRULY WON'T HAVE OTHERWISE.
WE HAVE FAMILIES THAT CAN AFFORD FOR THEIR KIDS TO DO SOME SCOUTING ADVENTURE, I THINK IT'S 39, 38.7% OF OUR STUDENTS ARE ON FREE AND REDUCED LUNCH, THOSE ARE NOT FAMILIES THAT ARE GOING TO HAVE NECESSARILY A CAMP EXPERIENCE IS A PRIORITY FOR THEIR FAMILY EXPERIENCE.
I DO BELIEVE WHOLEHEARTEDLY THAT THIS IS JUST AN INCREDIBLY IMPORTANT PART OF IT.
I WILL DARE TO SAY THAT THE FIFTH-GRADE EXPERIENCE MADE ME REALIZE FIFTH GRADERS WEREN'T AWFUL.
THEY WERE ACTUALLY PRETTY ENTERTAINING.
IT WASN'T BUT SIX, EIGHT MONTHS LATER THAT I GOT A CALL FROM WELLS ELEMENTARY ASKING ME IF I'D BE INTERESTED IN HAVING A POSITION AT WELLS.
THAT STARTED THAT TRAJECTORY OF ME HAVING THAT ELEMENTARY EXPERIENCE.
I OWE A LOT TO FIFTH-GRADE CAMP.
I JUST WANTED TO BE SURE AND SHARE THAT STORY AND ALSO HOPEFULLY EMPHASIZE IT BEING SUCH A GREAT IMPORTANT PART OF THE CULTURE OF THE SCHOOL DISTRICT.
I WAS VERY CONCERNED WHEN I SAW THIS PRESENTATION THAT YOU ALL WERE GOING TO PIVOT TO HOW WE WERE GOING TO MAKE FIFTH-GRADE CAMP BE A FUN STACATION EXPERIENCE ON CAMPUSES RATHER THAN BEING ABLE TO DO THIS.
I'M VERY THRILLED AND THANK YOU.
FOR LOOKING AT 11 DIFFERENT PLACES AND VISITING THREE DIFFERENT ONES AND MAKING HOPEFULLY WHAT IS GOING TO BE A GOOD FIT FOR OUR KIDDOS MOVING FORWARD. THANK YOU VERY MUCH.
[01:15:02]
I AM AMAZED AT THE FACT THAT AS LARGE OF A DISTRICT AS WE ARE, WE GUARANTEE THE OPPORTUNITY FOR EVERY FIFTH GRADER TO GO TO CAMP AND THE FOUNDATION HELPS US WITH THAT.IF THEY DON'T GO, IT'S A FAMILY CHOICE, BUT WE ABSOLUTELY MAKE SURE THAT EVERY FIFTH GRADER HAS THAT OPPORTUNITY TO GO.
>> AS A MEMBER OF THE FOUNDATION AS WELL, THAT IS ALWAYS A PRIORITY FOR US TO TRY TO MAKE SURE THAT THAT PART OF THE BUDGET IS COVERED.
>> I HAVE A QUESTION. [OVERLAPPING]
>> I'M SORRY. I JUST WANTED TO SAY THANK YOU FOR THOSE COMMENTS AS WELL AND I APPRECIATE YOU BRINGING UP OUR ECONOMIC DISADVANTAGED POPULATION.
ONE OF THE EARLY 20S, SHE NOW WORKS AT A CAMP AND SHE WAS TELLING US THAT SHE NEVER HAD THE OPPORTUNITY TO GO TO CAMP WHEN SHE WAS YOUNG UNTIL SHE WAS IN FIFTH GRADE.
WHEN SHE WENT TO FIFTH-GRADE CAMP, THAT'S WHEN SHE DECIDED THAT OUTDOOR EDUCATION WAS WHAT SHE WANTED TO DO FOR A LIVING AND NOW SHE WAS WORKING AT ONE OF THESE CAMPS.
IT'S JUST A WONDERFUL REMINDER TO SEE HOW IMPACTFUL IT REALLY CAN BE FOR STUDENTS.
>> IT'S ALSO IMPACTFUL FOR CHAPERONES.
[LAUGHTER] I WILL SAY THIS BECAUSE I THINK I'M THE MOST RECENT ATTENDEE FROM EARLY DECEMBER.
I WAS LIKE, OH, THE WEATHER WAS SO NICE.
[LAUGHTER] BECAUSE IT WAS COLD AND VERY [OVERLAPPING] MUDDY WHILE I WAS THERE.
I CAN ATTEST TO THE FACT THAT KEITH DOESN'T SLEEP BECAUSE I THINK MULTIPLE KIDS GOT SICK.
THERE WAS LAUNDRY THAT HAD TO BE RUN BECAUSE THE GIRLS ONLY BROUGHT ONE PAIR OF PANTS AND THEY WERE WET.
THERE'S SO MUCH RANDOM STUFF THAT YOU JUST DON'T THINK ABOUT WHEN IT COMES TO AN OVERNIGHT CAMP.
ONE OF THE QUESTIONS I HAD WAS JUST THINKING ABOUT THIS LOGISTICALLY, THE WAY THAT WEEK WORKED, I THINK WE LEFT MIDDAY WEDNESDAY.
IT WAS TWO SESSIONS DURING THE WEEK.
IS THAT MODEL EXPECTED TO COME [OVERLAPPING].
>> I'M GLAD YOU BROUGHT THAT UP. YES. THAT MODEL WILL CONTINUE WHERE WE HAVE [NOISE] TWO SESSIONS A WEEK, MONDAY, TUESDAY, WEDNESDAY, THEY SWITCH IN THE MIDDLE OF THE DAY ON WEDNESDAY WHERE THE BEGINNING OF THE WEEK GROUP GOES BACK AND THE SECOND GROUP RETURNS FOR WEDNESDAY, THURSDAY, FRIDAY.
IT'S GOING TO BE A VERY SIMILAR EXPERIENCE TO WHAT KIDS GOT TO DO AT CCAC.
>> ARE YOU GOING TO BE ABLE TO HAVE SOME DOWNTIME IF THERE'S INCREASED SESSIONS? [LAUGHTER].
>> WELL, I APPRECIATE THIS FOR EVERY REASON THAT JERRY SAID, BECAUSE FOR ME, I HAD TWO GIRLS IN MY CABIN WHO HAD NEVER HAD AN OVERNIGHT EXPERIENCE, IT WAS SO HEARTWARMING BECAUSE JUST LIKE YOU SAY, YOUR CHILD IS THERE AND YOU TELL YOUR CHILD, GOOD NIGHT AND I LOVE YOU.
THEN I LOOKED AT ALL THE GIRLS AND TOLD THEM GOOD NIGHT AND I LOVED THEM BECAUSE WE CREATED A LITTLE FAMILY WHILE WE WERE IN THAT CABIN AND THEY WERE JUST THE SWEETEST AND FOR CHAPERONES, IT'S DEEPLY IMPACTFUL.
I ALSO WANT TO ADD THAT A COUPLE OF YEARS AGO AT GRANTS EDUCATORS, I WENT TO A CAMPUS THAT THEIR GRANT WAS TO MAKE SURE THAT, BECAUSE KIDS DON'T HAVE EQUIPMENT.
THEY WERE MAKING SURE THAT ALL THE KIDS THAT WERE IDENTIFIED AS LOW-INCOME AND WERE CONCERNED ABOUT IT, THAT THEY HAD THE NORMAL EXACTLY LIKE EVERYBODY ELSE AND SO THAT IS A TRUE GIFT.
I'M SO GLAD THAT OUR STAFF IS SENSITIVE TO THAT, AND THOSE ARE THE GRANTS THEY'RE ASKING FOR SO THAT WE CAN MAKE SURE THAT WE GIVE DIGNITY.
THAT JUST SCREAMS IT TO ME, GIVE DIGNITY TO OUR KIDS IN ALL THE WAYS.
BUT ESPECIALLY ON SOMETHING LIKE THIS, WHICH THEY DO HAVE FEAR.
THEY MAY HAVE THE FEAR BECAUSE THE PARENTS PUT THE FEAR IN THEM, TRY TO MAKE IT AS NORMAL AS POSSIBLE IS JUST REALLY IMPORTANT.
>> YES. I KNOW WE MENTIONED HOW MUCH THE EDUCATION FOUNDATION HELPS WITH SCHOLARSHIPS.
THE COUNCIL OF PTA REACHES OUT TO KEITH EVERY YEAR SAYING, "HEY, WHAT DO YOU NEED THIS YEAR?" THEY'VE PROVIDED BLANKETS, HYGIENE PRODUCTS, ALL STUFF.
IT'S JUST AMAZING TO SEE THE TRUE COLLABORATION TO GIVE STUDENTS THIS EXPERIENCE.
>> I WANT TO SAY GREAT JOB, FINDING THE RIGHT CAMP.
THANK YOU SO MUCH FOR KEEPING THE TRADITION ALIVE.
I WAS ONE OF THE CHAPERONE MOMS AND WENT TO CAMP FREEZING WEATHER.
[LAUGHTER] IT WAS ICE OUTSIDE AND WE HAD TO BE CAREFUL WITH THE KIDS THAT THEY WOULDN'T SLIP AND SLIDE.
>> I KNOW SUCCESSION SO WELL NOW BECAUSE OF CAMP.
I SEE CEDAR TREES NOW AND I SEE THEM BEING ENCROACHED, I LEARNED A LOT.
>> I'M JUST GOING TO SPEAK AS PROBABLY THE OLDEST MOM HERE.
I'M REALLY PLEASED THAT WE CAN DO THIS BECAUSE WHEN I HEARD, WE THOUGHT THAT, OH, MY GOODNESS, MAYBE THIS ISN'T AN EXPERIENCE THAT
[01:20:01]
OUR CURRENT PARENTS WANT OUR KIDS TO HAVE.IT JUST BROKE MY HEART BECAUSE I'M FROM THE OLD DAYS, MY DAUGHTER WENT TO CAMP CLASSEN AND THAT WAS FIVE DAYS.
JERRY, WHAT DO YOU MEAN? I HAD SIX GIRLS BY MYSELF IN THE ACADEMY.
>> FOR A WEEK. I WANT YOU TO KNOW WE HAD TO KEEP OUR EYES ON THOSE GIRLS [LAUGHTER] THE WHOLE TIME AND THE ONLY TIME WE HAD OFF WAS AT CAMPFIRE.
WE HAD LIKE AN HOUR, AND SO YOU WOULD RUN SO YOU COULD GET A SHOWER WITHOUT CHILDREN BEING AROUND YOU.
I WILL TELL YOU, THE DIFFERENCE BETWEEN EVEN MY DAUGHTER BEING ABLE TO GO TO CLAUSTIN VERSUS THE NEW, MY SON FOUR YEARS LAYER WAS THE CUTOFF AND HE WENT TO THE NEW CAMP.
I NEVER TOLD HIM HOW MUCH BETTER THE OLD CAMP WAS.
I'M REALLY GLAD BECAUSE I REALLY DON'T WANT US EVER TO THINK THAT THIS IS AN EXPERIENCE THAT IS WORTHWHILE FOR OUR KIDS.
NO MATTER WHAT PARENTS THINK, IT'S AN OPPORTUNITY THAT SHOULD NOT BE MISSED, ESPECIALLY WHEN WE TAKE SUCH CARE TO MAKE SURE THAT EVERY CHILD CAN PARTICIPATE.
>> YEAH. WE APPRECIATE ALL SUPPORT SO MUCH AND IT WOULDN'T BE POSSIBLE WITHOUT CHAPERONES AND STAFF WHO ATTEND AS WELL.
I'M GLAD YOU-ALL BROUGHT UP THAT PERSPECTIVE.
>> I ALSO HAVE GONE TO FIFTH GRADE CAMP, ALTHOUGH IN A VERY DIFFERENT CONTEXT THAN MY COLLEAGUES.
I WENT AS A FIFTH GRADER TO CAMP CLASSEN.
IT WAS A WEEK, AND I FEEL LIKE WE HAD LIKE SIX OR EIGHT GIRLS AND MY MOM WAS A CHAPERONE.
IT'S ABSOLUTELY A GREAT EXPERIENCE.
I MEANT TO DIG OUT PICTURES BECAUSE I STILL HAVE PICTURES FROM CAMP CLASSEN, BUT I DID NOT HAVE THE TIME TO DO THAT TODAY.
FIRST OF ALL, THANK YOU FOR DOING THIS PRESENTATION.
MY SON IS IN FOURTH GRADE, AND IT MIGHT JUST BE BECAUSE HE'S A FOURTH GRADER AND EVERYONE AT HIS CAMPUS IS LIKE, WHAT ARE WE DOING NEXT YEAR? I HAVE BEEN BOMBARDED WITH QUESTIONS ABOUT THIS.
I'M LIKE, THEY'RE BRINGING AN UPDATE.
THANK YOU FOR DOING THIS BECAUSE IT IS SOMETHING THAT I HAVE HAD SIGNIFICANT OUTREACH FROM THE COMMUNITY ASKING, WHAT'S THE PLAN?
PRINCIPALS, TEACHERS, THEY ENJOY THE EXPERIENCE.
MY DAUGHTER IS IN SECOND GRADE, AND SHE TOLD ME I HAVE THREE YEARS TO FIGURE THIS OUT.
MY SON HEARD ABOUT IT AT SCHOOL, I GUESS AND CAME HOME AND WAS LIKE, YOU ARE NOT CANCELING FIFTH GRADE CAMP, MOMMY, AND I WAS LIKE, LET'S TAKE A STEP BACK AND HAVE A CONVERSATION ABOUT THAT.
SIMILARLY TO JERI'S THOUGHTS ABOUT PRIVACY ISSUES OR SOCIO-ECONOMIC STATUS, I'M CURIOUS.
WHEN FAMILIES DECLINE TO GO, ARE WE TRACKING THOSE THINGS AND UNDERSTANDING LIKE, IS THERE SOMETHING THAT WE CAN DO BETTER? THAT'S ONE PART OF THIS QUESTION.
THE SECOND IS, WHAT ARE WE DOING FOR STUDENTS THAT MAY HAVE A DISABILITY TO ACCOMMODATE THEM TO BE ABLE TO PARTICIPATE IN FIFTH GRADE CAMP?
>> ABSOLUTELY. GREAT QUESTIONS.
FOR THE FIRST QUESTION, YES, WE WORK A LOT WITH CAMPUSES ON IF THEY GIVE A CERTAIN REASON, WHATEVER THEIR CONCERN IS, WE TRY TO MEET THAT INDIVIDUAL CONCERN.
WE'VE EVEN HAD CAMPUSES WHO HAVE PARENTS OF CURRENT FIFTH GRADERS WHO HAVE GONE, TALK TO THE FOURTH GRADE PARENTS SO THAT THEY CAN ASK THEM QUESTIONS PARENT TO PARENT.
KEITH WORKS WITH THE CAMPUSES A LOT ON ANSWERING QUESTIONS.
WE PROVIDE A LOT OF COMMUNICATION.
WE HAVE A PARENT NIGHT WHERE FOURTH GRADE PARENTS CAN COME WITH CCAC.
WE'VE GOT TO FIGURE OUT WHAT THAT LOOKS LIKE WITH THE NEW CAMP ON SUCH SHORT NOTICE.
BUT ACTUALLY, WHEN WE FOUND OUT CCAC WAS CLOSING, IT WAS THE WEEK KEITH AND I WERE GETTING READY FOR THE OPEN HOUSE AT CCAC BECAUSE WE FIND THAT THAT HELPS.
ANY PARENT WHO'S CONCERNED, THEY CAN DRIVE UP THERE AND KEITH IS THERE, THE STAFF IS THERE.
THEY WALK THEM THROUGH WHAT IT LOOKS LIKE, WHAT THE CABINS LOOK LIKE, AND THAT'S SOMETHING EVEN IF WE CAN'T DO IT THIS YEAR BECAUSE OF THE TIMING, WE'RE GOING TO CONTINUE IT IN THE FUTURE BECAUSE THAT HELPS A LOT, THEN BEING ABLE TO SEE IT.
EACH CAMPUS HAS A CAMP DIRECTOR WHO'S VITAL IN THAT COMMUNICATION PIECE WITH THE PARENTS.
THEY KNOW THIS IS MY PERSON I CAN TALK TO.
IF I HAVE A QUESTION, IF I HAVE A CONCERN, WE REALLY DO LIKE ENCOURAGE IT'S GOING TO BE OKAY, WHATEVER YOUR CONCERN IS.
AM I MISSING ANYTHING, KEITH? THERE WAS SOMETHING I WAS GOING TO SAY THAT I FORGOT.
>> THANK YOU Y'ALL. I THINK THE TWO MAJOR REASONS THAT WE TRACK ARE EITHER
[01:25:02]
CULTURAL REASONS THAT FAMILIES DON'T WANT TO LET THEIR CHILDREN GO OR DISCIPLINE.WE ALWAYS TRY TO INTERVENE IN THOSE SITUATIONS AND SAY, THIS IS NOT A GOOD TIME FOR THAT OR LET'S TRY THIS.
WHEN IT COMES TO OUR SPECIAL EDUCATION STUDENTS, I WORK 15 YEARS AS A PARA AT HARRINGTON IN A SPECIAL NEEDS CLASSROOM, AND WE'RE HUGE ADVOCATES FOR IT.
WE'LL FIND A WAY. IF IT'S FOR A DAY TRIP, THERE WILL BE SOME CHALLENGES WITH US BEING FURTHER AWAY, BUT WE'VE ALREADY HAD A MEETING WITH TRANSPORTATION AND EVEN IF IT'S FOR AN HOUR, I THINK IT'S WORTH THE COST.
IT'S IMPORTANT TO ME THAT THOSE KIDS GET, MAYBE NOT THE WHOLE EXPERIENCE, BUT A SIMILAR EXPERIENCE.
WE WILL TRY OUR BEST TO MEET THOSE NEEDS AS WELL.
>> AWESOME. THANK YOU. I'M EXCITED BECAUSE THESE MY SON WILL BE FIFTH GRADE NEXT YEAR, SO WHEN I SAW THIS, I WAS LIKE, MAYBE I CAN GO CHECK IT OUT IF I CAN CHAPERONE.
I WILL SAY TOO, YOU TALK ABOUT THE MEMORIES MADE AT FIFTH GRADE CAMP.
SOME OF MY BEST MEMORIES WERE OUTDOOR LEARNING CENTER.
I'M VERY HAPPY TO SEE THE BOND MONEY BEING PUT TO WORK THERE.
BECAUSE I'M OF THE KATIE THE SNAKE GENERATION.
I HAVE VERY FOND MEMORIES OF OUTDOOR LEARNING CENTER AND I LOVE THE WORK THAT YOU GUYS DO THERE AND I HAVE BEEN ABLE TO GO THERE WITH MY SON, SO I'M EXCITED TO SEE THE UPDATES THERE AND THAT BOND MONEY GETTING PUT TO WORK THAT YOU ALL TOUCHED ON.
>> WELL, KATHERINE, I MIGHT HAVE TO ARGUE.
I THINK I'M THE OLDEST MOM AT THE FIFTH GRADE CAMP.
[LAUGHTER] BUT WHEN I FIRST SAW THAT CCAC WAS GOING TO BE CLOSING, I WAS LIKE, OH, WHAT ARE WE GOING TO DO? I KNOW YOU GUYS HAVE ALREADY HANDLED THAT.
WE'RE VERY THANKFUL BECAUSE THOSE ARE THE TIMES WHEN KIDS BUILD SUCH MEMORY AND THEY LEARN TO BE FRIENDS WITH PEOPLE THAT MAYBE THEY DIDN'T KNOW THAT CLOSELY.
IT'S GOT SO MANY ENRICHMENT OPPORTUNITIES FOR KIDS.
THANK YOU. DID YOU HAVE SOMETHING ELSE? NO.
>> I WAS GOING TO SAY, I FEEL LIKE WE NEED TO MAKE SURE MICHAEL GOES TO FIFTH GRADE CAMP.
[LAUGHTER] BECAUSE YOU'RE THE ONLY ONE THAT I THINK HAS NOT BEEN TO FIFTH GRADE CAMP.
>> YEAH, IT'S REQUIRED, MICHAEL.
>> YEAH. I JUST WANT TO THANK THE EDUCATION FOUNDATION FOR CONTINUING TO SUPPORT FIFTH GRADE CAMP.
THIS IS ONE OF THEIR BIG INITIATIVES OR ONE OF THE THINGS THAT THOSE DOLLARS THAT THEY RAISE EACH YEAR GOES TO HELP SUPPORT OUR FIFTH GRADE CAMPS.
AS YOU HEARD TONIGHT, IT IS REALLY A PART OF THE FABRIC OF THE LEARNING EXPERIENCE IN PLANO ISD, AND I'M JUST VERY GRATEFUL TO THE TEAM FOR GOING OUT AND BEING SO RESPONSIVE AND QUICKLY FINDING AN ALTERNATIVE FOR US TO CONSIDER.
THANK YOU FOR THAT. LAURIE, THANK YOU FOR ALL OF YOUR WORK WITH THIS.
WE'RE GOING TO MISS YOU AND WE HOPE THAT YOU'LL COME BACK POSSIBLY AND VOLUNTEER TO GO TO FIFTH GRADE CAMP. I'M JUST SAYING [LAUGHTER].
>> I KNOW THAT CAMP. I AM GOING TO COME BACK AND VOLUNTEER THOUGH.
>> THANK YOU ALL. THANK YOU SO MUCH.
NOW, WE'LL MOVE ON TO ITEM 8.2 OF THE REPORTS,
[8.2 2025 - 2026 Compensation Follow Up Report - Part 2 ]
WHICH IS THE 2025-2026 COMPENSATION FOLLOW UP, PART 2.I WILL TURN THIS OVER TO JOHNNY, AND YOU HAVE A CO-PRESENTER.
>> I DO. THANK YOU, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS, MEMBERS OF THE BOARD AND CABINET, GUEST.
OBVIOUSLY, DR. KENDALL IS UP HERE.
BUT I DO WANT TO JUST STARTED OFF BY WE'VE TALKED ABOUT THIS A COUPLE OF MEETINGS ALREADY AND I LOVE IT.
I LOVE THE FACT THAT WE ARE SO INVOLVED WITH THE DISCUSSION, EVEN THOUGH IT MAY BE HARD DISCUSSION AT TIMES.
I'M SO THANKFUL THAT WE HAVE A BOARD THAT IS VERY MUCH INTERESTED IN THIS SUBJECT ABOUT OUR COMPENSATION FOR OUR STAFF.
I'M GOING TO TURN IT OVER TO DR. KENDALL.
WHAT WE TRY TO DO IS TAKE WHAT WE HEARD FROM THE LAST TWO MEETINGS AND WE TRY TO GIVE INFORMATION THAT WOULD ANSWER SOME OF THOSE QUESTIONS AND CONCERNS.
>> I'M GOING TO TAKE A POINT OF PRIVILEGE JUST TO ADD ONE LITTLE THING BEFORE YOU START, DR. KENDALL, IF I MAY.
THIS IS ONE OF THE MOST IMPORTANT THINGS THAT WE DO ALL YEAR LONG.
THIS IS A HUGE PART OF OUR BUDGET.
THIS IS 83% OF OUR RESOURCES IN PLANO ISD AND OUR TEACHERS AND OUR COMPENSATE.
OUR TEACHERS ARE NUMBER ONE RESOURCE.
WE KNOW THAT STUDENT OUTCOMES, AND THE RESEARCH SHOWS TIME AFTER TIME,
[01:30:03]
THE NUMBER ONE FACTOR TO STUDENT OUTCOMES IS HAVING A HIGH QUALITY TEACHER IN THE CLASSROOM.SECOND TO THAT IS A HIGH QUALITY PRINCIPAL.
THOSE ARE TWO OF OUR MOST IMPORTANT RESOURCES.
WE ARE ABOUT TEACHING AND LEARNING BUSINESS, THAT IS OUR PRIMARY BUSINESS.
MAKING SURE THAT WE HAVE THE VERY BEST IN FRONT OF OUR KIDS AT ALL TIMES AND THE VERY BEST LEADING OUR CAMPUSES AT ALL TIMES IS HIGHLY IMPORTANT AND A HIGH PRIORITY FOR OUR DISTRICT.
I APPRECIATE THE RICH DIALOGUE THAT'S OCCURRED AT THE DAIS.
I APPRECIATE YOUR CARE AND REALLY YOUR ATTENTION TO DETAIL AND HOW IMPORTANT THIS WORK IS.
I THINK IN THE LAST COUPLE OF MEETINGS, THIS IS PART OF THAT TEAMWORK WHERE YOU'RE ASKING GOOD QUESTIONS.
WE WENT BACK TO THE DRAWING TABLE.
OUR GOALS AND ONE OF OUR MAJOR PILLARS, AND WE'LL TALK ABOUT THIS IN THE PRESENTATION IS AROUND OBTAINING AND HIRING TOP TALENT, ALSO RETAINING OUR TALENT.
THANK YOU FOR KEEPING THAT FRONT AND CENTER OF OUR WORK AND DR. KENDALL, YOU'LL TAKE US AWAY.
>> PRESIDENT HUMPHREY, BOARD, DR. WILLIAMS, I FEEL LIKE I SHOULD JUST SAY IT'S DONE.
[LAUGHTER] I ECHO EVERYTHING THAT MR. HILL AND DOCTOR WILLIAMS SAID.
I'VE HAD A LOT OF CONVERSATION WITH A VARIETY OF PEOPLE, WHETHER IT'S EMPLOYEES, ADMINISTRATORS.
THERE'S SO MUCH DISCUSSION ABOUT COMPENSATION.
THE RESPONSE IS, YES, THAT'S A GOOD THING BECAUSE THAT SHOWS THAT THERE IS AN INVESTMENT IN ENSURING THAT WE ARE DOING OUR VERY BEST FOR STAFF.
WE WANT TO SUPPORT THEM WHEN IT COMES TO OUR INSTRUCTIONAL MATERIALS, BUT WE ALSO WANT TO SUPPORT THEM WHEN IT COMES TO COMPENSATION.
JUST THE FACT THAT YOU GUYS AS A BOARD HAVE INVESTED AS MUCH TIME AS YOU HAVE, NOT ONE, NOT TWO, BUT THREE PLUS TIMES WE'VE HAD THE CONVERSATION, EACH TIME IT HAS NOT BEEN THE SAME, IT'S EXPANDED.
I THINK THAT IT'S REALLY IMPORTANT FOR EMPLOYEES, ALL OF US TO UNDERSTAND THAT THIS IS NOT JUST ABOUT WHETHER OR NOT YOU THINK THAT COMPENSATION IS IMPORTANT.
IT IS ABOUT HOW YOU CAN SQUEEZE THE LEMON TO MAKE SURE THAT EMPLOYEES ARE RECEIVING THE HIGHEST DEGREE OF COMPENSATION POSSIBLE.
JUST KNOWING THAT YOU'RE WILLING TO DIG DEEP AND PAY CLOSE ATTENTION TO THE COMPENSATION IS REALLY APPRECIATED.
I JUST WANTED TO EXPRESS THAT THANK YOU.
I ALSO WANT TO MAKE SURE THAT AS EMPLOYEES WE UNDERSTAND, AS DR. WILLIAMS SAID, TEACHERS ARE BREAD AND BUTTER NEXT TO OUR STUDENTS, AND ALL THE THINGS THAT WE DO SUPPORT OUR TEACHERS AND SUPPORT OUR STUDENTS.
WE HEAR A LOT OF CONVERSATION ABOUT TEACHERS AND LOOKING AT TEACHER SALARIES, BUT THE REALITY IS ANY DECISION MADE IMPACTS US ALL.
AGAIN, WE'RE VERY APPRECIATIVE.
WITH THAT BEING SAID, JUST AGAIN TO ECHO DR. WILLIAMS, THAT THIS IS REALLY ABOUT HOW WE GET GREAT TALENT AND WE KEEP GREAT TALENT.
THAT'S WHAT OUR DISCUSSION IS ABOUT.
THAT'S WHY WE'RE LOOKING AT, HOW CAN WE ENSURE THAT WE HAVE A ROBUST COMPENSATION PLAN, BECAUSE ONCE WE GET THEM, IT'S ADVANTAGEOUS FOR US TO BE ABLE TO MAINTAIN THAT TALENT.
AS WE LOOK AT THIS AND REALLY NARROWING IN ON THIS, WE'VE LOOKED AT THIS SLIDE BEFORE, BUT THERE'S A LITTLE BIT MORE DETAIL THERE BECAUSE AS WE TALK ABOUT ATTRACTING THE TOP TALENT, WE KNOW THAT COMPENSATION IS A HUGE PART OF THAT.
IT IS NOT ALL ENCOMPASSING BECAUSE THE REPUTATION OF THE DISTRICT, THE GREAT STAFF AND OPPORTUNITIES ARE ALSO A PART OF THAT ATTRACTION.
IN ADDITION, WE WANT TO MAKE SURE WE'RE INCREASING STAFF RETENTION.
A BIG PART OF THAT IS MAKING SURE THAT WE HAVE A ROBUST COMPENSATION PLAN THAT WOULD NOT CAUSE EMPLOYEES TO SEEK OPPORTUNITIES IN OTHER DISTRICTS.
THAT ALLOWS US TO REMAIN COMPETITIVE.
THEN THE LAST PART IS OUR STRATEGIC STAFF RAISES AND THE MARKET RATE.
WE'VE ALREADY TALKED ABOUT THE FACT THAT THE MARKET FOR EDUCATION IS VERY DIFFERENT THAN THE MARKET FOR CORPORATE AMERICA, BUT WE DO TRY TO MAKE SURE WE DO OUR DUE DILIGENCE TO REGULARLY CHECK THE MARKET AGAINST WHAT WE'RE DOING AS A COMPENSATION PACKAGE WITHIN OUR DISTRICT.
THAT DOESN'T MEAN THAT WE'RE ALWAYS AT THE TOP, BUT WE ALWAYS WANT TO MAKE SURE THAT WE ARE WITHIN A COMPETITIVE RANGE.
THOSE ARE IMPORTANT PIECES TO REMEMBER.
>> I WANT TO JUMP INTO THIS PART.
THIS IS GOING BACK AND JUST DOING A LITTLE BIT OF HISTORY AND I'LL TRY TO BE QUICK ABOUT THIS.
BUT I WANT TO EXPLAIN JUST A LITTLE BIT ABOUT WHEN WE TALK ABOUT GIVING FUNDING FOR COMPENSATION, WHY IT FEELS LIKE ALMOST GOING TO THE DENTIST SOMETIMES.
YOU NEED TO DO IT, BUT IT'S VERY PAINFUL, AND THE REASON WHY IS BECAUSE WE LIVE UNDER SCHOOL FINANCE IN A VERY CONSTRAINED ENVIRONMENT.
THERE'S SPECIFIC MILESTONES THAT ACTUALLY ARE ATTRIBUTABLE TO THAT.
I THINK IT'S IMPORTANT THAT YOU GO BACK.
MY FIRST YEAR IN EDUCATION WAS 1995,
[01:35:04]
AND I'LL BE PERFECTLY HONEST WITH YOU, THE FIRST 10 YEARS WE ARE A BLUR.BUT THERE'S SOMETHING THAT REALLY HAPPENED THAT WAS A MILESTONE IN 2006.
IN 2006, THE STATE, IN ITS WISDOM, DECIDED TO CHANGE OR ACTUALLY TRIED TO BALANCE THE PORTION OF HOW THEY WERE GOING TO FUND EDUCATION BASICALLY THROUGH THE STATE VERSUS THROUGH LOCAL PROPERTY TAXES.
THEY SET UP BASICALLY THE SAME TIER_1 SYSTEM THAT WE'RE USING NOW, THE TIER_2 SYSTEM THAT WE'RE USING NOW.
IT WAS REVOLUTIONARY WITH HOW IT CAME ABOUT.
ONE THING THAT THEY DID WAS, I DON'T KNOW IF ANYBODY WAS WORKING IN SCHOOL EDUCATION AT THE TIME OR WAS FAMILIAR, BUT THE TIER_1 SYSTEM TAX RATE ON THE M&O SIDE WAS $1.50 AT THAT TIME.
IN TWO YEARS, THEY TOOK IT FROM $1.50 ON TIER_1 ALL THE WAY DOWN TO A DOLLAR.
THEY WERE GOING TO POUR MONEY BACK INTO IT.
THEY WERE GOING TO DO A BUSINESS FRANCHISE TAX.
THEY WERE GOING TO HAVE ALL THE MONEY IN THE WORLD TO PAY FOR THIS.
UNFORTUNATELY, IT MADE A LOT OF SENSE AND TAXPAYERS LIKE IT BECAUSE THEY DID REDUCE THE PERSONAL PROPERTY TAXES AS A RESULT OF THAT BY QUITE A BIT, BUT THE FRANCHISE TAX DID NOT EVER MATERIALIZE LIKE THEY THOUGHT IT WOULD.
AS A RESULT, THEY WERE SHORT, AND IT ACTUALLY TUMBLED RIGHT INTO WHAT HAPPENED IN 2008.
IF YOU'LL REMEMBER WHAT HAPPENED IN 2008, WE HAD WHAT WE CALL THE GREAT RECESSION.
BOTTOM LINE IS THEY HAD GREAT GOALS, THE GREAT GOALS BASICALLY DIDN'T MATERIALIZE, AND THEN ON TOP OF THAT, THEY HAD THE GREAT RECESSION HIT.
WE WERE ABLE TO SUSTAIN THAT A LITTLE BIT BETTER THAN MOST STATES, BECAUSE THEY ACTUALLY HAD THE FEDERAL STIMULUS MONEY.
THIS WAS ARRA, WHICH IS AMERICAN RECOVERY AND REINVESTMENT ACT.
THEY ACTUALLY POURED MONEY. BASICALLY, IT KEPT THE STATE OF TEXAS FROM GOING RIGHT OFF THE CLIFF FOR A COUPLE OF YEARS.
BUT YOU KNOW WHAT HAPPENED AFTER THOSE FEDERAL STIMULUS MONIES WENT AWAY.
THE STATE PLUGGED THE HOLES WITH THAT FEDERAL STIMULUS MONEY.
IT LEFT US ON THIS HUGE CLIFF, WHICH LED US INTO 2011.
IF YOU KNOW WHAT HAPPENED IN 2011, IT WAS REALLY HISTORIC CUTS IN SCHOOL FUNDING.
IT WAS ABOUT $5.4 BILLION OVERALL.
IF YOU REMEMBER, THAT'S THE YEAR, I KNOW JERI, YOU MIGHT HAVE BEEN TEACHING DURING THAT TIME.
>> IT'S SO STRANGE, YOU SAID THIS.
I'M SORRY, I WAS LIKE THAT NO ONE CARES, BUT THAT IS EXACTLY WHEN I WAS AT WELLS, 2008 TO 2011, THOSE FOUR SCHOOL YEARS.
I'M SITTING HERE GOING, TRYING TO REMEMBER WHAT IT WAS LIKE.
>> IT WAS MAYBE THE ONLY TIME IN OUR SCHOOL HISTORY THAT WE ACTUALLY HAD A RIFT, WHICH WAS UNFORTUNATE, AND IS BECAUSE THERE WAS JUST NO MONEY.
THERE WAS A FREEZE ON TEACHER HIRING, YOU WERE LETTING TEACHERS GO.
IT WAS ACTUALLY JUST A VERY MUCH CONSTRICTED ENVIRONMENT FOR TEACHING AND EDUCATION.
>> FIRST OUT, I WAS ONE OF THE LAST IN, I DO REMEMBER THAT.
>> THERE WAS NO RAISES ONE OF THOSE YEARS. ZERO.
>> IF YOU GO BACK AND LOOK AND HERE IN A SECOND, YOU'LL SHOW A HISTORY OF OUR RAISES.
WE STARTED WITH 2012, 2013, BUT IF YOU ACTUALLY ADDED '11, '12, IT WAS THE LAST YEAR IN OUR SCHOOL DISTRICT THAT WE WERE NOT ABLE TO GIVE A RAISE AT ALL.
THAT WAS THE CASE FOR A LOT OF SCHOOL DISTRICTS ACROSS THE STATE.
IN FACT, ALL OF THEM THAT I WOULD IMAGINE.
WELL, THAT LED TO A LAWSUIT AND THIS WAS, I BELIEVE THE SEVENTH LAWSUIT THAT HAD HAPPENED IN THE STATE OF TEXAS SINCE 1995, MY FIRST YEAR.
IT WAS ON INEQUITIES AS WELL, BUT ALSO A BIG PART OF THIS WAS ADEQUACY.
THE DISTRICTS WERE FED UP BECAUSE THEY JUST WEREN'T ENOUGH MONEY IN THE SYSTEM TO ACTUALLY ADEQUATELY RUN A SCHOOL DISTRICT.
DOES THAT SOUND FAMILIAR? AS A RESULT, IT WENT UP THROUGH THE SYSTEM AGAIN.
I THINK THIS WAS THE SEVEN LAWSUIT, AND IN 2014, JUDGE DIETZ IN TRAVIS COUNTY CAME BACK AND HE SAID, "UNCONSTITUTIONAL AGAIN." WE THOUGHT, WE'RE GOOD.
THEY'RE GOING TO DO SOMETHING ABOUT THIS AGAIN BECAUSE THEY JUST DON'T KEEP UP WITH THE FUNDING.
IT WENT ALL THE WAY UP TO THE SUPREME COURT.
IF YOU'LL KNOW WHAT HAPPENED BACK, I THINK IT IS 2016, THE SUPREME COURT BASICALLY OVERRULED THE LOWER DECISION.
THEY SAID, "HEY, YOUR SYSTEM IS UNDENIABLY IMPERFECT." BUT REALLY THAT'S NOT OUR JOB.
WE'RE GOING TO THROW IT BACK ON THE BACKS OF LEGISLATORS TO FIX THIS PROBLEM.
BASICALLY, IN 2017, THERE WAS A COMMISSION THAT ACTUALLY STUDIED THIS.
REALLY, ONE OF THE BEST THINGS THAT THE LEGISLATORS HAVE ACTUALLY DONE IN MY 31-YEAR CAREER WAS THEY CAME OUT WITH HOUSE BILL 3, WHICH CAME OUT IN 2019.
IT WAS LANDMARK. THERE'S OVER $11 BILLION PUT INTO THE SYSTEM.
THEY REALLY TWEAKED THE FORMULAS WHERE EVERYTHING WOULD ACTUALLY FEED THROUGH THE BASIC ALLOTMENT, AND SO IT WAS VERY BIPARTISAN.
[01:40:01]
IT WAS REALLY IN MY OPINION, A GOOD TIME.THEY MADE ONE HUGE MISTAKE WHEN THEY DID HOUSE BILL 3.
THEY DID NOT INDEX IT FOR INFLATION. IT WAS A GREAT SYSTEM.
WE'RE ALL HAPPY IF THEY WOULD HAVE INDEXED FOR INFLATION, WE WOULD NOT BE HAVING THESE CONVERSATIONS TODAY, BUT THEY DID NOT DO THAT.
AS A RESULT, YOU HAD ISSUES AND IMMEDIATELY, OUR RECAPTURE STARTED JUMPING UP, WE HAD ONE YEAR REPRIEVE, AND THEN WHAT HAPPENED WITH COVID WITH INFLATION? IT WENT CRAZY.
FROM 2019 TO REALLY EVEN NOW, YOU'VE HAD ABOUT A 26% INFLATION, AND WE HAVE NOT BEEN ABLE TO KEEP UP WITH THE SALARIES, HAVE NOT KEPT UP.
BUT REALLY EVEN MORE THAN THAT, WE HAVEN'T BEEN ABLE TO KEEP UP WITH OUR CONTRACTED COST, SUPPLIES.
STUFF THAT'S REALLY TIGHT INFLATION IS LIKE YOUR SOFTWARES, CONTRACTED SERVICES, YOUR UTILITIES HAVE GONE CRAZY, YOUR FUEL, YOUR INSURANCE HAS GONE JUST CRAZY.
WE HAVEN'T BEEN ABLE TO KEEP UP WITH THAT.
WE THOUGHT WE WOULD GET SOME RELIEF IN THE LAST LEGISLATIVE SESSION.
THERE WAS A FINANCE BILL THAT GOT ACTUALLY APPROVED.
THE PORTION OF THE BUDGET GOT APPROVED FOR THAT, AND YET YOU HAD THIS BACK AND FORTH, THIS TAG OF WAR WITH THE SCHOOL VOUCHER SYSTEM.
AS A RESULT, BECAUSE THE STATE DID NOT GET THEIR SCHOOL VOUCHER SYSTEM PASSED, THEY BASICALLY KILLED THE SCHOOL FINANCE.
THERE WAS I THINK FIVE MILLION DOLLARS EVEN IN THE LAST SESSION TO PAY FOR THAT.
THAT BRINGS US UP TO WHERE WE ARE RIGHT NOW, WHICH IS INFLATION.
WE HAVE NOT BEEN ABLE TO KEEP UP.
EVEN THOUGH WE'VE GIVEN SALARY INCREASES, THEY HAVEN'T KEPT UP ANYWHERE WITH INFLATION.
JUST THE LAST THREE YEARS, WE'VE GIVEN 3% A YEAR, WHICH IS ABOUT 9%.
I WILL SAY IN MOST CASES, THAT COMPARES VERY WELL WITH MOST PARTS OF THE STATE, BUT THAT DOESN'T EVEN COME CLOSE TO DOING WHAT INFLATION HAS DONE OVER THAT PERIOD OF TIME.
THAT'S WHERE WE'RE AT RIGHT NOW.
BUT I CAN TELL YOU ALL THE WAY BACK FROM NOW, AND ALL THE WAY BACK TO 2006, THERE HAS BEEN A SYSTEM, LIKE I SAID, IT'S LIKE GOING TO THE DENTIST.
WE WANT TO GIVE TEACHERS WHAT THEY'RE DESERVING.
WE WANT TO GIVE THE REST OF OUR EDUCATIONAL STAFF WHAT WE FEEL THEY DESERVE.
THE REASON WHY IT'S BEEN HARD IS BECAUSE WE'VE BEEN LIVING IN THIS CONSTRICTED ENVIRONMENT.
IT LOOKS LIKE THERE MAY BE SOME MOVEMENT ON THAT.
IF SO, THAT WON'T BRING US BACK TO WHERE WE WERE WITH HB 3, BACK IN 2019.
IF WE WERE JUST TO KEEP UP WITH INFLATION, IF THEY WOULD HAVE JUST INDEXED WITH INFLATION, I'M JUST TELLING YOU WE WOULD BE ABOUT $40 MILLION BETTER OFF THAN WE WERE RIGHT NOW.
WE WOULD BE IN THE BLACK BY QUITE A BIT.
WE COULD POUR THAT EXCESS FUNDING BACK INTO OUR STAFF LIKE WHAT WE WANT TO.
BUT WE'RE NOT IN THAT SITUATION.
WE'RE HOPING HB 2 WILL PASS AND FINALLY FOR THE FIRST TIME IN OVER SIX YEARS, BE ABLE TO POUR SOME BACK INTO IT.
THAT'S WHAT WE'RE FOLLOWING, WE'RE MONITORING THAT PRETTY CLOSE.
AS SOON AS WE HEAR MORE ABOUT THAT, WE'LL OBVIOUSLY LET YOU GUYS KNOW.
BUT I WANT TO EXPLAIN THAT THERE IS A REASON THE ENVIRONMENT THAT WE'RE LIVING IN HAS CAUSED US TO REALLY MAKE THIS A CHALLENGING EXPERIMENT, NOT A CHALLENGING PROJECT EVERY YEAR WHEN WE'RE TRYING TO DO THIS WORK.
I JUST WANTED TO LAY THAT FOUNDATION.
>> WELL, I THINK JUST TO ADD JUST A LITTLE BIT, THIS IS THE FUNDING PIECE FOR THE STATE OF TEXAS FOR OVER A DECADE.
THESE ARE THE CHALLENGES, AND IN A MANNER OF TRYING TO FIND A WAY TO COMPENSATE OUR EMPLOYEES, THAT'S HOW WE ENDED UP WITH THOSE MIDPOINT ADJUSTMENTS.
NOW WE'RE AT A DECADE OF DOING THAT MIDPOINT ADJUSTMENT INSTEAD OF ACROSS THE BOARD ADJUSTMENT, HAS REALLY COMPRESSED THE SALARY SCHEDULE THAT WE'VE GOT TO SPEND SOME TIME EXPANDING OUT.
>> A VISUAL TO GO ALONG WITH THAT IS ON THE SCREEN NOW.
THE REFLECTION IS THAT WE'VE REALLY TRIED TO MAINTAIN.
THAT'S THE BIGGEST PART, AND EVERY DISTRICT ACROSS THE STATE HAS TRIED TO MAINTAIN.
BUT MAINTAINING HAS HAD A VERY COMPRESSED SALARY SCHEDULE FOR MOST DISTRICTS.
NOT JUST FOR THE SAKE OF EXPANDING, BUT ALSO TO HONOR THE TEACHERS AND THEIR EXPERIENCE.
AS WE SPOKE LAST TIME, IT IS VERY DIFFICULT TO KNOW THAT WHEN YOU GO FROM YEAR TO YEAR, THE DIFFERENCE IN PAY IS MERELY $200.
ALMOST EVERY TIME THAT I TALK ABOUT COMPENSATION, THERE'S A LOVELY EMAIL SAYING, YOU'RE NOT EVEN HITTING THE COST OF LIVING, AND WE REALIZE THAT.
THAT'S ONE OF THE REASONS THAT THE CONVERSATIONS THAT WE'RE ENGAGING IN AND THE DISCUSSIONS WE'RE HAVING IS ABOUT TRYING TO MINIMIZE THAT NEGATIVE IMPACT.
[01:45:05]
THE GOAL IS TO LOOK AT HOW WE CAN DECOMPRESS OUR SALARY SCHEDULE AND DECOMPRESSING IT MEANS THAT WE'RE PUTTING A GREATER DISTANCE BETWEEN EACH STEP.PUTTING A GREATER DISTANCE BETWEEN EACH STEP INCREASES THE OVERALL INCOME AS YOU GET TO THOSE HIGHER LEVELS.
THAT IS THE IMPORTANCE OF THAT.
WE WANT TO JUST PROVIDE THAT VISUAL BECAUSE I KNOW SOMETIMES HEARING THE COMPRESS VERSUS THE DECOMPRESS.
BUT HOPEFULLY SEEING THAT EVERYBODY BEING VERY TIGHT TOGETHER IS WHERE WE LIVE FOR THE MOST PART RIGHT NOW OVER THE LAST THREE YEARS, THOUGH.
PLANO HAS WORKED DILIGENTLY TO ADD SOME INCREMENTAL CHANGE TO THAT SO WE ARE SEEING A LITTLE BIT MORE SPACE, BUT THE GOAL IS TO SEE WHAT WE CAN DO TO ADD EVEN MORE TO THAT.
>> I KNOW THIS IS A LOT OF INFORMATION, BUT I THINK IT'S SUPER IMPORTANT TO LOOK AND LET'S TALK THROUGH A COUPLE OF ASSUMPTIONS HERE.
THE FIRST ASSUMPTION THAT WE WANT TO TALK ABOUT IS RAISING THE STARTING SALARY FOR TEACHERS WILL CAUSE AN ADJUSTMENT FOR THE ENTIRE TEACHER PAY SCHEDULE.
WHAT YOU HAVE RIGHT ON THE LEFT-HAND COLUMNS, THE FIRST FOUR OR FIVE, YOU CAN ACTUALLY SEE THE STEPS.
I'LL JUST USE THE FIRST 10 JUST TO GIVE YOU AN EXAMPLE OF HOW THIS ACTUALLY WORKS.
YOU'VE GOT OUR '24, '25 TEACHER SALARY SCHEDULE FROM STEP 0 ALL THE WAY THROUGH STEP 10.
THEN IF YOU ACTUALLY JUST WALK IT A FORWARD, YOU DON'T DO ANY CHANGE TO YOUR BEGINNING SALARY STEP.
STEP 0, YOU CAN ACTUALLY SEE THAT AS YOU GO THROUGH THAT, YOU WOULD JUST BE GOING FROM THE INTERVALS BETWEEN ONE STEP TO THE OTHER, WHICH WOULD BE LOOKING AT BASICALLY A $400 RAISE BY GOING FROM ONE STEP TO THE OTHER.
THAT IS WHAT DR KENNEL IS TALKING ABOUT AS BEING VERY CONSTRICTING.
BUT UNDER THAT FIRST ASSUMPTION, WHAT HAPPENS WHENEVER YOU ADD TO THE BEGINNING SALARY SCHEDULE? WHAT DOES THAT DO TO YOU? WELL, YOU CAN JUST LOOK TO SEE IF YOU WENT FROM 61,000 ALL THE WAY UP TO THE 622, YOU CAN ACTUALLY SEE THAT YOU ACTUALLY GO FROM 400 FROM EACH STEP ALL THE WAY UP TO 1,600 PER STEP.
THE SECOND ASSUMPTION, DECOMPRESSING OR STRETCHING OUT THAT SALARY SCHEDULE WILL REQUIRE STRATEGIC PAY ADJUSTMENTS FOR EXISTING EMPLOYEES.
IF YOU WANT TO KEEP DECOMPRESSING OR STRETCHING OUT THAT SALARY SCHEDULES, YOU'VE GOT TO PUT SOME STRATEGIC PAY ADJUSTMENTS INTO EACH ONE OF THOSE STEPS.
HOWEVER YOU DO THAT IS HOW QUICKLY YOU CAN DECOMPRESS THAT.
WHAT YOU SEE RIGHT HERE IS ONCE YOU GET TO STEP 5, YOU GO FROM 400-500, AND ONCE YOU GET TO STEP 9-10, YOU'RE GOING TO 600 PER EACH STEP.
BY JUST PUTTING THOSE STRATEGIC PAY ADJUSTMENTS INTO THAT SALARY SCHEDULE, YOU CAN SEE YOU'RE GOING FROM 1,600.
THEN ALL SUDDEN YOU CAN SEE AT THE VERY END OF THAT, EVEN FROM STEP 8-10, YOU CAN SEE HOW YOU'RE STRETCHING THAT OUT FROM 1,600-1,900 TO 02,000 ALL THE WAY UP TO 2,500 IN JUST A SHORT PERIOD OF TIME.
THOSE ARE THE TWO ASSUMPTIONS THAT WE'RE LOOKING AT.
NUMBER 1, IS WE WANT TO ADD SOMETHING TO THAT BEGINNING SALARY SCHEDULE.
WHY? BECAUSE IT AFFECTS EVERY STEP BEYOND THAT POINT.
THEN NUMBER 2, IS WE WANT TO BE STRATEGIC AND BASICALLY GIVE ADDITIONAL PAY ADJUSTMENTS BASED ON EXPERIENCE AS YOU GO OUT WITH EXPERIENCES, WE WANT TO STRATEGICALLY PLACE THOSE IN ORDER TO STRETCH IT OUT AS QUICKLY AS WE CAN.
I DO WANT TO KEEP IN TALKING ABOUT THIS.
THIS GOES BACK TO WHAT DR. WILLIAMS WAS TALKING ABOUT.
WHAT WE DON'T HAVE IN HERE IS IF YOU WENT BACK ONE MORE YEAR 2011, 2012, THAT IS THE YEAR THAT WE WERE NOT ABLE TO GIVE A RAISE.
BUT IF YOU GO UP FROM THAT POINT, WE HAVE BEEN CONSISTENT WHEN GIVING RAISES.
I CAN TELL YOU, THESE ARE A LOT LOWER THAN WHAT THE COST OF LIVING THE CPI HAS BEEN FOR THOSE YEARS BY QUITE A BIT.
BUT THIS IS OUR POINT TO AT LEAST TRY OUR BEST WITHIN THAT CONSTRICTED ENVIRONMENT TO GIVE RAISES.
WHEN WE WERE TALKING ABOUT A CONTROL POINT, LET ME JUST EXPLAIN WHAT THAT IS BECAUSE YOU ACTUALLY ARE GIVING FOR THE ENTIRE TEACHER PAY SCHEDULE, YOU SAY THAT THE AVERAGE TEACHER PAY SCHEDULE IS SAY YEARS OF EXPERIENCE 10, A 3% ON THAT, MAYBE $65,000 OR WHATEVER THAT IS, SAY THAT'S $1,200.
EVERY TEACHER THAT YOU'VE GOT ALL 3,400 TEACHERS WOULD GET THE EXACT SAME $1,200 RAISE.
THAT IS WHAT A RAISE ON THE CONTROL POINT ACTUALLY MEANS.
BASICALLY, YOU'VE GOT YOUR WHOLE GROUP OF TEACHERS AND THEY'RE GOING UPWARDS.
THEY'RE GOING UPWARDS BECAUSE THEY ARE ALL GIVING RAISES, BUT THEY'RE STAYING THIS GROUPED UP.
THEY'RE GOING UP LIKE THIS, ALL GROUPED UP.
BY WHAT WE'VE DONE IN THE LAST COUPLE OF YEARS, WHEN YOU LOOK TO THE LAST TWO YEARS, THE STRAIGHT RAISES, VERY SMALLY, YOU START TO SPREAD OUT BECAUSE A 3% FOR SOMEBODY ON STEP 20 IS MORE THAN A 3% FOR SOMEBODY WHO IS ON STEP 2.
YOU SPREAD IT OUT AND WHAT WE'VE DONE IN THE LAST TWO YEARS ALSO IS WE'VE GONE FROM $300 FOR EACH STEP TO 350-400.
THAT STRETCHES IT OUT EVEN FURTHER.
[01:50:01]
THAT'S WHAT YOU SEE BY CONTROL POINT, OUR GOAL AND WE'VE HAD IT FOR THE LAST COUPLE OF YEARS.WE HAVEN'T GONE AS QUICK AS WE'D LIKE TO BECAUSE IT DOES COST MONEY TO DO THIS.
BUT BASICALLY WHAT WE'RE TRYING TO DO IS TO DECOMPRESS AS YOU GO OUT ON THE EXPERIENCE ON THE SALARY SCHEDULES.
>> WITH THAT IN MIND, WHEN WE CONSIDER THE RECOMMENDATIONS, THE FIRST RECOMMENDATION IS A MINIMUM OF A 3% RAISE.
WE USE A 3% MINIMUM BECAUSE AS WE CONSIDER THINGS LIKE THE MARKET, STRATEGIC PAY, THERE WOULD BE AN EQUITY ADJUSTMENTS, THERE WOULD BE SOME BECAUSE OF WHERE THEY SIT, THEY MIGHT GET A LITTLE BIT MORE THAN 3%.
BUT THE GUARANTEE THAT WE WILL BE LOOKING FOR IS 3%.
NOW, WHEN I SAY THEY GET A LITTLE BIT MORE, THAT'S NOT TO SET THEM ABOVE OR HIGHER, BUT IT'S TO PUT THEM STILL WITHIN RANGE OF WHERE THEY SHOULD BE.
BECAUSE WE HAVE TO LOOK AT EACH INDIVIDUAL SALARY WHEN WE GET TO THAT POINT TO ENSURE THAT THEY ARE NOT EXPERIENCING A LOSS IN THEIR PAY VERSUS BEING ABLE TO KEEP UP WITH WHEREVER WE'RE RAISING THAT MINIMUM.
THE OTHER TWO OPTIONS THAT WILL BE DISCUSSED A LITTLE BIT FURTHER IN DETAIL, LOOKING AT WHAT WE WOULD WANT TO HAVE AS A NEW HIGHER STARTING SALARY.
THERE ARE TWO OPTIONS BEING PRESENTED FOR THAT.
MY GO-TO FOR A STRATEGIC PAY IS ALWAYS GOING TO BE BUS DRIVERS BECAUSE THAT'S ONE OF THOSE THAT WHILE WE MAY NOT NEED TO ADJUST IT EVERY SINGLE YEAR, IF WE DON'T, WE WILL FALL DRAMATICALLY BEHIND.
WHEN YOU'RE LOOKING AT A COMPENSATION PACKAGE THAT INCLUDES A POSITION LIKE THAT, IT'S ADVANTAGEOUS TO ADD A LITTLE BIT EACH YEAR SO THAT YOU CAN PROGRESSIVELY MOVE TOWARDS THAT AND STAY WITHIN MARKET, THEN HAVING A BIG DROP AND TRYING TO PLAY CATCH UP.
THAT IS ONE OF THE THINGS THAT WE LOOK AT WHEN WE LOOK AT STRATEGIC PAY.
THEN WE ALSO HAVE MARKET ADJUSTMENTS.
WE PRETTY REGULARLY WORK WITH TASB TO GET A MARKET STUDY SO THAT WE'RE NOT JUST LOOKING OUT ON THE WEB TO FIGURE OUT WHAT'S GOING ON, BUT WE'RE ACTUALLY GETTING MARKET INFORMATION FROM OUR PEERS THROUGH TASB SO THAT WE CAN DO A COMPARISON, AND MAKE SURE THAT WE'RE CONSIDERING A NUMBER OF FACTORS BECAUSE IT'S NOT JUST LOOKING AT THE DOLLAR AMOUNT.
WE HAVE TO LOOK AT THE DAYS WORKED, WE HAVE TO LOOK AT THE RESPONSIBILITIES BECAUSE WE CAN HAVE ONE POSITION IN ONE DISTRICT IN THE SAME TITLE, IN ANOTHER AND RESPONSIBILITIES ARE TOTALLY DIFFERENT.
WE DO HAVE TO EVALUATE THAT AS WELL TO ENSURE THAT WE ARE ALIGNING OUR POSITIONS WITH THOSE IN OUR NEIGHBORING DISTRICTS WITHIN THAT MARKET.
THIS NEXT ONE IS A COMPARISON CHART.
THIS IS WHAT WE'VE LOOKED AT BEFORE, AND I THINK IT WAS THE IMPETUS OF A GOOD DEAL OF DISCUSSION, WHICH WAS VERY HELPFUL DISCUSSION BECAUSE THIS IS WHERE WE HAVE TO FIGURE OUT WHERE DO WE WANT TO BE AS A DISTRICT.
THERE'S BEEN SOME ADDITIONAL WORK IN LOOKING AT THIS PARTICULAR SLIDE TO LET US KNOW WHERE WE FALL.
YOU SEE NUMBERS IN A NUMBER OF DIFFERENT PLACES.
GOING ALONG THE SIDE, WE JUST FOUND SOME COMPARISON DISTRICTS, AND THEN THAT RANKS US BASED ON ZERO YEAR.
THE NUMBERS ALONG THE SIDE IN BLUE ON THE LEFT SIDE, ARE RANKED BASED ON ZERO YEAR.
THEN ONE OF THE THINGS TO DRAW YOUR ATTENTION TO IS THE AVERAGE YEARS OF EXPERIENCE BECAUSE I KNOW THAT WAS A BIG TOPIC OF CONVERSATION TOO.
AS YOU'RE LOOKING AT THE DIFFERENT DISTRICTS AND THE SALARIES AT THE VARIOUS YEARS, IT'S ALSO IMPORTANT TO SEE WHAT THEIR AVERAGE YEARS OF EXPERIENCE LOOKS LIKE.
TO SEE THAT WHEN WE TALKED BEFORE, DEFINITELY, WE WANT TO TARGET ALL OF OUR TEACHERS BECAUSE OUR GOAL IS QUALITY.
THAT'S WHAT WE'RE REALLY LOOKING FOR.
BUT WE CAN SEE BY LOOKING AT THIS THAT THERE'S A MIDPOINT FOR MOST DISTRICTS IN TERMS OF THAT NINE TO 11-12 YEARS OF EXPERIENCE, SEEMS TO BE SOMEWHAT OF A SWEET SPOT WHEN YOU LOOK AT MOST OF THE DISTRICTS THAT ARE PULLING IN TEACHERS.
THERE ARE A VARIETY OF REASONS FOR THAT.
BUT AT THE VERY BOTTOM, WE WOULD LOOK AT WHAT WE WOULD IDENTIFY AS OPTION 1, AND THAT IS LOOKING AT THE 622 OR $62,200 THAT WAS PRESENTED PREVIOUSLY WITH A LITTLE BIT OF ADJUSTMENT MOVING ALONG THE SPAN OF THE YEAR SO THAT YOU CAN SEE AT 10 YEARS, WE GET A LITTLE BIT MORE IN ALIGNMENT WITH WHERE WE WOULD LIKE TO BE PROGRESSIVELY.
IT'S NOT AN AGGRESSIVE JUMP, BUT IT IS A MEANINGFUL JUMP.
THAT REALLY DOES MAKE A DIFFERENCE AS WE LOOK AT EACH OF THOSE YEARS IN COMPARISON.
WHEN YOU LOOK AT THE NUMBERS THERE IN THE CENTER, THAT TELLS YOU WHERE THAT WOULD SHIFT US.
WE STILL STAY IN THAT 6, 7, 8 RANGE IN TERMS OF POSITION COMPARED TO THE DISTRICTS THAT WE CONSIDER A PART OF OUR COHORT.
>> CAN I SAY ONE THING BEFORE YOU LEAVE THAT SLIDE? THE AVERAGE RAISES UNDER THIS SCENARIO OPTION 1.
DR. KENDALL SAID A MINIMUM 3%, BUT THEY BASED ON EXPERIENCE BECAUSE WE'RE PUTTING ABOUT 2.6 ADDITIONAL MILLION DOLLAR OVER WHAT WE'VE HAD BEFORE ON STEPS 5 THROUGH 20.
[01:55:01]
YOU CAN ACTUALLY SEE THAT THE RAISES ACTUALLY GO UP WITH EXPERIENCE, AND WE'LL GIVE MORE DETAIL IN A SECOND.BUT THE RANGES GO ALL THE WAY FROM 3% ALL THE WAY UP TO 7%.
I THINK THAT'S IMPORTANT THAT YOU SEE THE RANGES ON THAT.
>> NEXT, WE'LL LOOK AT A VERY SIMILAR PRESENTATION, BUT THIS IS OPTION 2.
IF YOU LOOK AT THE BOTTOM AT THE GRAY, THIS IS WITH A NEW HIGHER SALARY OF 63,000.
THAT'S THE ENTRY POINT A LITTLE BIT MORE, WHICH BUMPS UP THE SUBSEQUENT YEARS OF PAY.
LOOKING AT THAT DOESN'T ADJUST A HUGE AMOUNT WHEN YOU LOOK AT WHERE WE ARE POSITIONALLY, BUT IT DOES HAVE A SIGNIFICANT IMPACT ON THE FINAL OUTCOME FOR TEACHER COMPENSATION.
SIMILAR INFORMATION HERE AS YOU LOOK ALONG THE SIDE, THAT PART DOESN'T CHANGE, BUT JUST LOOKING AT WHERE WE COULD BE POSITIONALLY IS IMPACTED.
THAT ONE WOULD REFLECT A 4-8.5% RAISE.
AGAIN, THAT RANGE WOULD BE THERE BECAUSE IT DEPENDS ON WHERE THE TEACHERS ARE AND WHERE THEY WOULD BE ADJUSTED BASED ON THE YEARS OF EXPERIENCE.
>> THEN I DO WANT TO POINT OUT ON THIS, TOO.
WE KNOW THAT THERE'S BEEN I BELIEVE OUT OF THIS LISTING ANYWAY.
I'VE TALKED WITH JUST ABOUT ALL OF THESE CFOS, BUT WE DO KNOW THAT RICHARDSON HAS COME OUT WITH THEIRS ALREADY.
THEN WE ALSO KNOW THAT DALLAS HAS ALREADY COMMUNICATED THEIR STARTING PAY.
DALLAS HAS A STARTING PAY OF 64,000, AND WE KNOW THAT RICHARDSON JUST CAME OUT, I BELIEVE LAST NIGHT, WITH 63.
THE REASON WHY YOU SEE THIS OPTION 2, DALLAS IS NOT AS MUCH OF A COMPETITOR, BUT RICHARDSON DEFINITELY IS A COMPETITOR, WE WANT TO MAKE SURE THAT WE CAN STAY RIGHT THERE WITH RICHARDSON.
THAT'S ONE OF THE REASONS WHY YOU SEE US GOING BACK AND ACTUALLY LOOKING AT ADDITIONAL RESOURCES TO MAKE SURE THAT WE CAN ACTUALLY COMPARE WELL.
HERE IN A SECOND, DR. KENDALL WILL TALK ABOUT THE NEW EMPLOYEES THAT WE ARE ATTRACTING, WHERE THEY'RE SITTING ON THE SALARY SCHEDULE.
WE WANT TO MAKE SURE THAT WE CAN BE COMPETITIVE WITH BRINGING IN THAT TOP TALENT.
I KNOW THIS IS A LOT OF INFORMATION.
I APOLOGIZE. I REALLY DON'T EXPECT ANYBODY TO READ ALL OF THIS, OTHER THAN I DO WANT TO POINT TO A CERTAIN PART OF THIS.
WE HAD REALLY GOOD INFORMATION FEEDBACK THAT WE GOT FROM THE LAST MEETING.
ONE THING I DO WANT TO TALK ABOUT THAT WE HEARD LOUD AND CLEAR IS THAT AS YOU GET MORE EXPERIENCE IN THE SYSTEM, WE WANT TO MAKE SURE WE REWARD THAT.
THIS IS OPTION 1, AND THEN WE'LL GO TO OPTION 2 IN A SECOND.
BUT THIS IS JUST THE FIRST 18 STEPS OF OUR TEACHER SALARY SCHEDULE.
BUT ONE THING TO POINT OUT IS, YOU LOOK TO THE RIGHT AND YOU CAN SEE AS YOU GO DOWN, THIS IS JUST ZERO THROUGH 18.
YOU GO FROM A $1,830 RAISE, 3%.
JUST ON THE TOP 18 STEPS, YOU GO ALL THE WAY DOWN TO A $4,500 RAISE, WHICH IS A 6.6% STEP.
NOW, IF YOU GO TO THE SECOND PAGE OF THIS, YOU CAN ACTUALLY SEE THAT IT CONTINUES ALL THE WAY UP TO A $4,800 RAISE, WHICH IS RIGHT AT A 7%.
UNDER OPTION 1, YOU GO 3-7%, AND AS YOU GAIN EXPERIENCE OF THROUGH STEP 20, YOU ACTUALLY WILL AGAIN ALL THE WAY UP TO A 7% RAISE OR $4,800.
NOW, IF YOU GO TO THIS NEXT, THIS IS WHERE WE ACTUALLY THOUGHT, OH, MY GOODNESS, WE NEED TO BE EVEN A LITTLE MORE AGGRESSIVE WITH THIS.
THIS IS WHAT WE DID WHEN WE WENT TO A $63,000 STARTING PAY.
WHAT WE DID IS WE ADDED AN ADDITIONAL $800 TO START, OBVIOUSLY, THAT $800 REFLECTED ALL THE WAY THROUGH THE SYSTEM.
THEN ONE THING WE ALSO SAID IS THAT BEYOND STEP 20, MOST DISTRICTS THAT DO COMPARISONS, IN FACT, ALL OF THEM THAT I'VE EVER BEEN FAMILIAR WITH, WILL COMPARE FROM STEP 0-20.
BUT ON OPTION 2, WE ACTUALLY CONTINUE THAT INCREASE EVEN ALL THE WAY DOWN THROUGH STEP 35. THAT'S WHAT YOU SEE.
CAN YOU GO BACK TO THE PREVIOUS ONE REAL QUICK? YOU'LL SEE THEM GOING ALL THE WAY FROM 4% OR 2440, AND NOW ALL THE WAY TO THE 835 ON THE NEXT SHEET, ALL THE WAY UP TO 6350, WHICH IS AN 8.5% RAISE.
THAT REFLECTS NOT JUST ZERO THROUGH 20, AND THEN YOU TOPPING OUT AT STEP 20.
THIS WILL CONTINUE ALL THE WAY THROUGH 35.
THIS WOULD BE YOUR OPTION 2, WHICH, IN OUR OPINION, IS MOST COMPETITIVE WITH OUR SURROUNDING DISTRICTS AT THIS TIME.
>> CONSIDERING THAT INFORMATION, IT WAS IMPORTANT TO TAKE A LOOK BACK AT WHERE OUR TEACHERS ARE CURRENTLY, WHEN WE LOOK AT OUR NEW TEACHERS, AND THE IMPORTANT NOTE IS THE FOOTNOTE THERE THAT 63% OF OUR NEW TEACHERS FALL WITHIN 1-5 YEARS WHEN WE LOOK AT EXPERIENCE.
THAT'S THE MAJORITY OF THE NEW TEACHERS THAT WE'RE BRINGING IN CURRENTLY.
[02:00:05]
LOOKING AT THAT AND THEN LOOKING AT THE TEACHERS AFTER WE INCLUDE EVERYBODY, WE SEE THAT 67% OF OUR TEACHERS HAVE FIVE OR MORE YEARS OF EXPERIENCE.THERE ARE A COUPLE OF THINGS TO TAKE AWAY FROM THAT, AND ONE THAT'S REALLY IMPORTANT IS THE FACT THAT WE ARE RETAINING.
WE DO HAVE A GOOD RETENTION OF TEACHERS, AND SO THEY'RE BUILDING THEIR EXPERIENCE WITH PLANO ISD, WHICH IS EXACTLY WHAT WE WANT.
AND I THINK THE DISCUSSION THAT WE'RE HAVING RIGHT NOW ONLY CONTRIBUTES TO SUPPORTING AND SUSTAINING THAT EFFORT AS WE TRY TO ENSURE THAT WE'RE SUPPORTING THE TEACHERS AS THEY CONTINUE TO SUPPORT PLAINTIFF.
>> OUR GOAL IS, HOW CLOSELY CAN WE ALIGN OUR PILLAR 3.
IF YOU GO BACK TO PILLAR 3, WHAT ARE THE TWO MOST IMPORTANT THINGS, ATTRACT AND RETAIN TOP-QUALITY STAFF.
WHEN YOU TALK ABOUT ATTRACT, THAT'S THE BLUE THAT WE TALKED ABOUT.
HOW DO WE ATTRACT THE BEST TALENT THAT WE CAN? THAT'S WHAT WE'VE DONE BY UP AND THAT STARTING PAY AS MUCH AS WE CAN AND THEN LET A TRICULATE ALL THE WAY THROUGH.
THEN HOW DO WE RETAIN? WE DO STRATEGIC PAY INCREASES TO STRETCH OR DECOMPRESS THAT SCHEDULE.
WE WANT OUR RESOURCES TO BE CLOSELY ALIGNED WITH WHAT OUR PILLAR 3 SAYS.
THEN JUST TO GO THROUGH, OBVIOUSLY, AT THE END OF THE DAY, YOU'VE GOT TO PAY THE PIPER.
THERE IS A BILL, AND WE DO WANT TO BE AS TRANSPARENT AS WE CAN, THAT THIS DOES COST MONEY.
THE 3% RAISE, IF YOU JUST DO THE BASE 3% RAISE, ACROSS THE BOARD, WE'VE TALKED ABOUT THIS THE LAST SEVERAL MEETINGS.
WE'RE TALKING A LITTLE OVER $11 MILLION.
WE'RE TALKING ABOUT THOSE MARKET PAY RAISES THAT DR. KENDALL TALKED ABOUT, THE STRATEGIC PAY ADJUSTMENTS.
THAT'S WHERE WE'RE ACTUALLY COMING IN AND DOING THOSE STRATEGIC PAY, INSERTING RESOURCES INTO THAT TEACHER PAY SCHEDULE.
THERE IS SOME STAFFING THAT WE WENT THROUGH A PROCESS TO ACTUALLY MAKE SURE THAT THINGS HAVE CHANGED, MAINLY THE EFI SYSTEM.
WE NEEDED TO PUT IN A DATA CLERK AT THE ELEMENTARY SCHOOLS TO HELP WITH THAT.
WE'RE TALKING ABOUT CAMPUSES THAT ARE HAVING A LITTLE MORE STRUGGLES, GETTING A LITTLE MORE CAMPUS ADMINISTRATION TO HELP THAT.
THERE'S A COUPLE OF OTHER PROFESSIONAL POSITIONS LIKE THAT BASED ON SOME OF THE SPECIAL EDUCATION NEEDS.
THAT'S WHERE YOU SEE THE STAFFING NEEDS.
WE DO KNOW, AND I DO WANT TO TALK ABOUT THIS.
WE DO HAVE PAYROLL EFFICIENCIES.
WE'VE GAINED THOSE BECAUSE WE WANT TO CLOSELY ALIGN WHENEVER WE'RE REDUCING OUR STUDENTS.
WE WANT TO MAKE SURE WE'RE REDUCING OUR TEACHING STAFF ACCORDINGLY.
WE DON'T DO THAT, WE NO LONGER GOING TO NEED YOU.
WE'VE ACTUALLY BEEN VERY BLESSED THAT WE'VE BEEN ABLE TO DO THAT THROUGH ATTRITION.
BUT I ALSO WANT TO TALK ABOUT WHENEVER WE WRITE SIZE, AND WE ACTUALLY LOOK AT OUR FACILITIES, WE'VE BEEN ABLE TO GAIN EFFICIENCIES THROUGH THAT PROCESS AS WELL.
AS A RESULT, WE ESTIMATE THERE'S ABOUT A $7 MILLION SAVINGS THAT WE'RE GOING TO BE ABLE TO RECOUP THAT ACTUALLY HELPS OUR BOTTOM LINE OPTION 1.
THE BOTTOM COMPENSATION IS $11.6 MILLION.
THEN, IF YOU JUST LOOK AT THE DIFFERENCES BETWEEN THAT AND OPTION 2, YOU SEE THAT THE DIFFERENCE THERE IS THAT STRATEGIC PAY ADJUSTMENT.
YOU'RE BASICALLY INFUSING MORE COMPENSATION INTO THE TEACHER SALARY SCHEDULE.
I THINK THAT'S IMPORTANT. THAT'S THE DIFFERENCE IN COMPENSATIONS.
UNDER CURRENT LAW, I'LL JUST SAY THIS IF YOU WANT TO KNOW, BECAUSE I'M ALWAYS THE BOTTOM LINE GUY.
WHAT DOES THAT DO TO THE BOTTOM LINE OF THE BUDGET? I KNOW DR. WINNIE IS LAUGHING BECAUSE SHE HEARS ME SAY THIS ALL THE TIME. WHAT'S THE BOTTOM LINE? BOTTOM LINE IS UNDER THE CURRENT LAW, BECAUSE NOTHING'S PASSED YET.
BUT UNDER THE CURRENT LAW, THE OPTION 1 WOULD ACTUALLY TAKE US TO RIGHT AT A $30 MILLION DEFICIT.
OPTION 2 WOULD TAKE US RIGHT AT A LITTLE BIT LESS THAN A $33 MILLION DEFICIT.
NOW, I WILL SAY, IF YOU REMEMBER, I JUST WANT TO POINT THIS OUT THERE, WE NEED TO BASE IT ON CURRENT LAW.
BUT WE DO KNOW THAT BOTH SENATE AND HOUSE IS TALKING ABOUT TEACHER RAISES AND GIVING COMPENSATION IN ORDER TO HELP WITH THAT.
HB2, WHICH LOOKS LIKE IT MAYBE CARRYING THE DAY THAT WOULD HELP US ABOUT $24 MILLION TO OUR DISTRICT IF THAT WERE TO HAPPEN.
OBVIOUSLY, THAT MIGHT HELP, BUT I JUST WANTED TO POINT OUT THERE IS A BILL THAT WE NEED TO KEEP IN MIND.
IT NEEDS TO BE A BALANCING ACT BECAUSE ALSO WE WANT TO BE ABLE TO GIVE RAISES NEXT YEAR AND THE YEAR AFTER THAT, AND THE YEAR AFTER THAT.
WE WANT TO MAKE SURE WE ARE CREATING A VEHICLE THAT WE CAN SUSTAIN OVER TIME.
>> I THINK THAT LAST THING YOU JUST SAID IS SO IMPORTANT BECAUSE YOU CAN BE VERY AGGRESSIVE, BUT IF YOU CANNOT SUSTAIN THE AGGRESSIVE MOVE, THEN IT IS ALL FOR NOT.
WE WANT TO MAKE SURE THAT WHATEVER WE ARE PURSUING THAT IT IS SOMETHING THAT WE CAN SUSTAIN, SO THAT THE INVESTMENT THAT OUR STAFF HAS IN THE DISTRICT, WE CAN CONTINUE THAT INVESTMENT IN THEM.
WITH THAT BEING SAID, THIS SLIDE HAS CHANGED JUST A LITTLE BIT WITH THE RECOMMENDATION, HAVING THAT STARTING SALARY AT 63,000,
[02:05:01]
AND STILL ALL THE WONDERFUL REASONS IN ADDITION TO THE 63,000 THAT ANYONE SHOULD WANT TO COME AND JOIN THE PLANO ISD TEAM.THAT COMPLETES OUR PRESENTATION THIS EVENING.
>> I HAVE A QUESTION. SHOCK. DON'T LIKE IT TOO HARD, MICHAEL.
I REMEMBER BEING A FIRST-YEAR TEACHER, AND I WAS REALLY PROUD IN A DATE THAT I WILL NOT BE MENTIONED THAT I WAS GOING TO GET $35,000 AS A STARTING TEACHER.
>> WELL, I WAS REALLY EXCITED TO FIND OUT IS THAT MY FRIENDS WHO WERE GETTING THEIR AUDIT JOBS WITH THE FANCY BIG 8 BECAUSE THAT WAS WHAT IT WAS AT THE TIME, THE BIG 8, THEY'RE MAKING 36,000.
THEY SAID THIS TEACHING THING WAS SO BAD.
I'M NOT MAKING MUCH LESS THAN MY FRIENDS ARE.
BUT WHAT HAPPENED WAS, WHAT WE ALL KNOW, IS I STAYED AT 35 OR WHATEVER, THEY GREW FASTER.
MY QUESTION IS, MY AHA WITH ALL OF THIS IS, CAN YOU EXPLAIN WHY WE ONLY EMPHASIZE FIRST-YEAR SALARY IN OUR MARKETING, AND WE DON'T TALK ABOUT THE LONGEVITY? BECAUSE THAT'S WHAT WE WANT.
BECAUSE IT GETS COMPLICATED, ALL OF THIS IS COMPLICATED, AND THAT'S WHY WE AVOID IT.
>> WELL, THAT IS A GREAT QUESTION, AND I KNOW JOHNNY IS CHOMPING AT THE BIT TO RESPOND BECAUSE THIS IS ONE OF HIS BIG STATEMENTS THAT HE LIKES TO MAKE.
>> IS THIS ABOUT THE BOTTOM LINE.
>> FOR THE BOTTOM LINE IS YES.
[LAUGHTER] YES, 31 YEARS, I'VE NEVER SEEN ANYBODY SAY, HEY, COME WORK FOR PLANO ISD BECAUSE OUR YEAR 20 SALARY IS THIS.
THERE IS A LOT OF ASSUMPTIONS, NOT NECESSARILY ACCURATE.
BUT THERE ARE A LOT OF ASSUMPTIONS THAT'S BAKED INTO WHEN YOU SAY YOUR STARTING SALARY IS X, THERE IS A UNDERLYING ASSUMPTION THAT EVERYTHING BELOW THAT IS ALSO GOING TO BE REFLECTIVE IS GOING TO BE CORRESPONDING.
THAT DOESN'T HAPPEN, BUT THERE IS A HUGE REFLECTION ON THAT.
I WILL SAY THAT TO GET ALL OF THAT INFORMATION, YOU SAW A LOT OF INFORMATION ON THE SCREEN.
MOST PEOPLE DON'T WANT TO TAKE THE TIME TO GO THROUGH ALL OF THAT.
IT TAKES TIME AND A LOT OF ENERGY TO SIT DOWN AND TRY TO FIGURE THAT OUT.
IT'S JUST A MARKETING TOOL THAT THIS IS WHAT OUR STARTING SALARY IS.
THIS IS HOW WE COMPARE STARTING SALARIES EVERYWHERE ELSE.
I THINK IT HAS TO DO WITH THERE'S AN UNDERLYING ASSUMPTION.
THEN I THINK THAT THERE'S JUST A LIMITED FOCUS ON TRYING TO ACTUALLY GO THROUGH THE DATA.
>> THE BOTTOM LINE IS THAT WE ARE LOOKING AT NEW AND DIFFERENT WAYS TO MARKET BECAUSE WE NEED TO I THINK HIGHLIGHT MORE THAN JUST THE STARTING SALARY, BUT WHY YOU WANT TO WORK IN PLANO ISD, SO THAT WE ARE ALSO ATTRACTING VETERAN TEACHERS AND TEACHERS THAT ARE OF ALL QUALITY AND YEARS EXPERIENCE.
WE ARE LOOKING AT HOW DO WE MARKET THAT A LITTLE BIT DIFFERENT.
I THINK WE PUT SOME OF THE BULLET POINTS ON THAT VERY LAST SLIDE.
>> I THINK IT'S REALLY IMPORTANT FOR PEOPLE TO KNOW BECAUSE I'M SHOWING RESTRAINT, BUT I'M GIDDY ABOUT THIS PRESENTATION.
IF I WERE TO EXTRAPOLATE, IF I HAD STOPPED TEACHING, I'D BE IN THAT 30-YEAR CATEGORY STEPS, AND TO THINK THAT THERE WAS AN OPPORTUNITY IN THE SCHOOL DISTRICT FOR ME TO MAKE AN 8.4% INCREASE IS REVOLUTIONARY.
I DON'T WANT PEOPLE TO GO AWAY BECAUSE WE'RE NOT VOTING ON THIS.
I WISH WE COULD. HOW, WOULD THAT BE A GREAT WAY TO GO OUT? BUT I THINK IT'S REALLY IMPORTANT FOR PEOPLE TO UNDERSTAND A LOT OF THINGS GET OUT OF CONTEXT.
THE BOARD SAID THE BOARD DID WHEN AS SOON AS YOU GET THAT BACK, AND WE DIDN'T DO THAT, WHATEVER.
BUT THIS IS A GREAT STORY THAT I HOPE THAT WE CAN SEE OVER THE GOAL LINE.
>> JERRY, ONE YEAR FROM NOW, YOU CAN APPLY.
>> I KNOW. I WAS LOOKING AT THAT.
>> THERE'S AN OPENING IN FIFTH GRADE.
>> I REALLY WANT TO TEACH ALGEBRA.
JOHNNY. SORRY. NO. TO DOVETAIL, THIS IS AMAZING.
THANK YOU FOR THE TEAM FOR ALL THE WORK.
THANK YOU FOR LISTENING TO US AS WE WERE ASKING QUESTIONS AND ASKING FOR ALL OF THIS.
TO DOVETAIL ON JERRY'S COMMENTS THERE, I JUST LOVE IT WHEN PEOPLE CALL US A RUBBER-STAMP BOARD AND SAY, WE JUST COME IN AND WE JUST RUBBER STAMP WHATEVER THE ADMINISTRATION WANTS, AND WE NEVER ARGUE AND WE NEVER DISAGREE, AND THAT WE'RE JUST RUBBER STAMPING AND COLLECTING OUR CHECKS, WHICH WE DON'T RECEIVE.
[02:10:02]
THIS IS A PERFECT EXAMPLE BECAUSE THIS IS FOLLOW-UP NUMBER 2.WE HAD ORIGINAL CONFUSION DISCUSSION.
I NOW UNDERSTAND THE STEP THING.
THANK YOU BOTH FOR YOUR PATIENCE, BECAUSE THIS IS NOT COMMON IN CORPORATE AMERICA, THE WAY THAT THIS IS DONE.
THEN WE HAD ONE FOLLOW-UP, AND YOU ALL TOOK THE FEEDBACK AND THE DISCUSSION BACK AND DID A LOT MORE WORK SO THAT BY THE TIME WE ACTUALLY VOTE ON SOMETHING, YES, WE ARE IN ALIGNMENT BECAUSE WE'RE ON MEETING NUMBER 4 OR 5 IN MANY CASES.
>> I JUST FEEL VERY, VERY STRONGLY ABOUT, AS JERRY HAS STARTED SAYING, THANK YOU FOR, NOT ONLY TO MY COLLEAGUES ABOUT THE ROBUST DISCUSSION, BUT TO YOU ALL FOR TAKING THAT ROBUST DISCUSSION, TAKING IT BACK, DOING THE GOOD WORK, ACTUALLY SHOWING US WHAT THIS WOULD COST, WHAT IT'LL DO TO OUR BUDGET AND BRINGING IT BACK.
FOR ANYONE WHO THINKS WE'RE A RUBBER STAMP BOARD, AND WE JUST ALWAYS AGREE ALL THE TIME, YOU SHOULD WATCH THE FIRST TWO DISCUSSIONS ON THIS TOPIC.
>> THE THING I WANT TO ADD IS YOU'RE USING THE ROAD DISCUSSION.
YOU USED THE WORD DISCUSSION, WE'VE BEEN LISTENING, WE'VE BEEN REFLECTING, WE'VE BEEN ASKING QUESTIONS, AND THEN WE WERE HEARD BY STAFF, AND THIS IS JUST REALLY TREMENDOUS.
LAUREN, YOU MISSED OUT ON YOUR FIRST DAYS OF A SCHOOL BOARD TRUSTEE, BUT THE WORK IS SUPPOSED TO BE BORING AND STEADFAST AND FOR BETTER.
THIS IS CERTAINLY NOT BORING, BUT IT CERTAINLY IS NOT DRAMATIC OR EXCITING, BUT YET IT IS TREMENDOUSLY GREAT OUTCOMES FOR TEACHERS.
>> WELL, AND I JUST WANT TO SAY, DEFINITELY NOT A RUBBER STAMP BOARD, BUT A VERY COMMITTED BOARD THAT ASKED LOTS OF QUESTIONS BECAUSE YOU REALLY THOROUGHLY WANT TO UNDERSTAND AND YOU DO NOT TAKE YOUR ROLE AS AN UNDERPAID TRUSTEE.
YOU'RE DOING THIS WORK A NO PAY, MANY, MANY, MANY HOURS, AND THEN THAT'S JUST THE HOURS AROUND THE DIS, NOT TO MENTION THE AMOUNT OF TIME THAT YOU PUT IN PREPARING EACH WEEK FOR EITHER READING UPDATES OR PREPARING FOR BOARD MEETINGS SO THAT YOU'RE COMING PREPARED TO ASK THOSE QUESTIONS.
BUT THEN TO YOUR POINT TOO, THAT'S THEN THE CONVERSATION OF YOU GUYS DON'T LIVE HERE EVERY DAY, SO THAT'S MY JOB TO MAKE SURE THAT I'M COLLECTING YOUR FEEDBACK OR YOUR QUESTIONS, AND WE'RE BRINGING THAT BACK TO THE TABLE SO THAT EVERYBODY CAN HEAR THE DISCUSSION OR THE QUESTIONS THAT HAVE COME UP.
I THINK THAT THAT'S PART OF THE TEAMWORK, AND I'M INCLUDING MY TEAM AS PART OF THE TEAMWORK TO MAKE SURE THAT WE'RE LISTENING, PROCESSING, BRINGING INFORMATION BACK, AND THEN ALSO AN OPPORTUNITY TO TEACH.
EVERY TIME I GO SOMEWHERE, SOMEBODY IS ALWAYS, I KNOW JOHNNY HILL, HE IS AWESOME.
OH MY GOSH, THAT GUY IS SO SMART.
I REALLY APPRECIATE THE TEACH PIECE TONIGHT BECAUSE SOMETIMES WE CAN GET GOING INTO WHAT'S HAPPENING NOW, WHAT'S HAPPENING CURRENTLY LEGISLATIVELY, THAT WE FORGET HOW DID WE GET HERE? WHY ARE WE HAVING SOME OF THE CHALLENGES THAT WE'RE HAVING WITH ADEQUATELY COMPENSATING OUR STAFF? I THINK SOMETIMES WE HAVE TO GO BACK TO GO FORWARD AND TO REALLY THOROUGHLY UNDERSTAND HOW THIS THING HAS BEEN LAYERED ON YEAR AFTER YEAR AFTER YEAR WHEN SCHOOLS HAVE NOT BEEN ADEQUATELY FUNDED.
THANK YOU FOR PROVIDING US WITH A LESSON TONIGHT ON THAT.
>> I HAVE TWO QUESTIONS WHEN YOU'RE DONE, I'M NOT DONE.
>> SORRY. FOR TIRADE NUMBER 2, OUR TEACHERS ARE DEGREED, EDUCATED, CREDENTIALED PROFESSIONALS.
WITHIN THE FIGHT THAT JOHNNY TALKED ABOUT FOR VOUCHERS AND WITHIN OTHER EDUCATION FIGHTS NATIONALLY, THEY HAVE BEEN PUT THROUGH THE RINGER, AND HORRIBLE THINGS HAVE BEEN SAID WITHOUT MERIT, WITHOUT REASON TO DENIGRATE THIS PROFESSION.
I BELIEVE IT'S PARTICULARLY IMPORTANT, AND I THINK ALL OF US AGREE AND WE APPRECIATE AGAIN, THE EXTRA WORK ON THIS BECAUSE COMING OUT OF THE NASTY POLITICAL LANDSCAPE THAT HAS LED TO THESE THINGS, I THINK IT'S VERY, VERY IMPORTANT THAT WE DO TAKE THE EXTRA TIME TO LOOK AT OUR STAFF COMPENSATION AND OUR TEACHER COMPENSATION AND MAKE THAT STATEMENT TO THE COMMUNITY.
OUR TEACHERS ARE EDUCATED, DEGREED CREDENTIAL PROFESSIONALS WHO DESERVE TO BE FAIRLY PAID FOR THEIR WORK, SO NEITHER OF THOSE WERE QUESTIONS.
YOU GOT A COUPLE OF TIRADES THIS EVENING, BUT THANK YOU VERY MUCH FOR THE WORK.
>> WELL, AND TEACHERS TEACH ALL PROFESSIONS, JUST ADD THAT PIECE.
[02:15:02]
I WOULD LIKE TO SAY THAT THANK YOU SO MUCH FOR MOVING THIS FORWARD BECAUSE WE HAD WORKED ON THIS TOPIC FOR A WHILE.THE THING IS THAT FOR BOARD MEMBERS AND ADMINISTRATION, WE HAVE ANSWERED THE CALLS BECAUSE I DID RECEIVE TEACHERS CALLS IN THE PUBLIC AND WE HAVE SPOKEN TO OUR TEACHERS IN DIFFERENT SCHOOLS, AND WE EXPLAINED TO THEM THAT WE WERE REALLY GOING TO BE VERY A PROACTIVE IN MAKING SURE THAT THEY GET WELL PAID DURING THIS TIME PERIOD, AND WE'VE DONE IT.
WE'VE SHOWN THEM A PRESENTATION TODAY THAT HAS SHOWN THAT WE WORKED VERY HARD AS A BOARD IN ADMINISTRATION AND AS THE WHOLE TEAM.
THANK YOU SO MUCH FOR WORKING SO HARD ON THIS AND THAT $63,000 START IS A GREAT START.
>> I JUST WANTED TO SAY BACK WHEN I WAS NOT ON THE DIAS YET, IT WAS 2019.
I THINK 87% OF OUR SCHOOL DISTRICT FUNDS WENT DIRECTLY TO PAYROLL, AND I'VE SEEN THAT NUMBER DECREASE.
AS I SIT UP HERE, AND TO ME THAT'S SO SAD, BUT IT ALSO IS A SIGN OF THE TIMES.
IT'S THE SIGN OF THIS 26% INFLATION, AND TO THINK THAT WE COULD TAKE OUR OVERALL BUDGET AND STILL MOLD 83% OF THAT AND DIRECT IT JUST TO PAYROLL IS TO ME QUITE INCREDIBLE, AND SO I APPLAUD THE TEAM FOR MAKING SURE THAT YOU ARE FINDING AS MUCH MONEY AS POSSIBLE TO PAY OUR STAFF.
SPEAKING TO THAT, I MET ONE OF OUR NEWEST STAFF MEMBERS, ONE OF THE NEW DATA CLERKS TODAY WHEN I WAS AT AN ELEMENTARY SCHOOL.
I WAS JUST GOING TO ASK, HAVE SOME OF THEM ALREADY STARTED AT THE ELEMENTARY SCHOOLS TO HELP WITH THE YEAR-END PROCESSING?
>> MAY 5TH WAS THEIR FIRST DAY.
YESTERDAY, IF THEY WERE EITHER CURRENTLY IN THE POSITION OR ABLE TO START, THEY STARTED YESTERDAY.
WE DO HAVE A FEW THAT'LL START A LITTLE BIT LATER.
>> I LOVE THAT. THEN I JUST WANTED TO REMIND AND ALSO TO TIE THIS BACK TO WHAT ZOHEB SAID EARLIER WHEN HE WAS TALKING ABOUT COMMUNICATION PR LIAISONS, THERE'S A STIPEND FOR THAT.
THERE'S A STIPEND TO NOT BE JUST A PR LIAISON, A LEADERSHIP ROLE, A COACH, CTE, CRITICAL NEEDS AREA, AND I JUST WONDERED AND I PROBABLY SHOULD HAVE ASKED THIS BEFORE.
DO WE HAVE A STIPEND FOR THOSE WHO ARE IN SPECIAL EDUCATION?
>> WE DO HAVE IT FOR WHAT WE CALL OUR STRUCTURED CLASSROOMS, WHICH ARE THE SELF-CONTAINED CLASSROOMS.
>> THAT'S FOR TEACHERS IN PARIS, THERE'S AN INCREASE.
>> THAT'S GREAT. IT'S PART OF THE OVERALL COMPENSATION PACKAGE BEYOND JUST STARTING SALARY.
>> ALONG WITH ALL THESE OTHER BENEFITS THAT INCLUDE A FOUNDATION.
ONE OF THE THINGS I'VE HEARD FROM TEACHERS IS THAT THEY LOVE THE SUPPORT THAT PLANO ISD PROVIDES TO THEIR STAFF BECAUSE THAT'S NOT THE SAME AT OTHER SCHOOL DISTRICTS AROUND US.
THE OPTION OF BRINGING YOUR CHILD TO THE SCHOOL OR THE EMPLOYEE RECOGNITION PROGRAMS, I THINK THOSE ARE WONDERFUL. THANK YOU.
>> DR. KINDA, THANK YOU SO MUCH FOR THE WORK YOU'VE DONE HERE.
JOHNNY, CERTAINLY, THANK YOU AS WELL.
I KNOW WE'VE TALKED ABOUT THIS YEAR 0 SALARY AND LINKING THINGS TO THAT YEAR 0 SALARY.
I DID NOTICE ON, I THINK IT'S SLIDE 13 THAT WE WERE $2 ABOVE RICHARDSON.
I DON'T KNOW, I'M SURE THAT'S INTENTIONAL, BUT THAT SEEMS PETTY.
>> AGAIN, I'M NOT TRYING TO OVERHAUL WHAT YOU'VE DONE HERE BECAUSE I THINK WHAT YOU GUYS HAVE DONE HERE IS A HUGE STEP IMPROVEMENT TO WHAT WE STARTED WITH, BUT I AM CURIOUS AS TO JUST THE THOUGHT PROCESS AROUND PERHAPS ANCHORING TO MAYBE A YEAR 5 SALARY INSTEAD OF A YEAR 0 SALARY.
>> I THINK THAT'S A GOOD POINT.
WHAT YOU HAVE ACTUALLY ON OPTION 1 AND 2 IS YOU ACTUALLY HAVE THE STRATEGIC FUNDING PUSHES STARTING ON STEP 5.
YOU GO FROM STEP 0-4, YOU'VE GOT $400, AND THEN ON STEP 5-9, YOU'VE GOT $500, STEP 10-15, YOU'VE GOT $600, AND ON STEP 16-20, YOU'VE GOT $700, AND SO THERE'S LITERALLY ABOUT $2.6 MILLION THAT ARE ACTUALLY PUT IN ON STEP 5 THROUGH STEP 20.
>> JUST THAT PROCESS IS ULTIMATELY, I THINK WE CAN'T BE COMPETITIVE ACROSS EVERY SINGLE YEAR.
ULTIMATELY, I AM VERY RETICENT OF LOOKING AT AN ADDITIONAL $14 MILLION IN OUR BUDGET, THAT IS A REAL COST THAT WE HAVE TO FIGURE OUT HOW TO ADDRESS AND DEAL WITH.
[02:20:05]
THE BEST WAY TO DEAL WITH THIS IS PERHAPS BEING SLIGHTLY LESS COMPETITIVE IN THAT YEAR 0 TO YEAR 5 TIMEFRAME.SIMPLY BECAUSE AGAIN, I THINK WHEN YOU'RE A BRAND NEW TEACHER, YOU'RE A BRAND NEW TEACHER, AND I THINK THAT THERE'S VALUE TO ATTRITION, THERE'S VALUE TO ALL THOSE THINGS, EXPERIENCE, ALL THOSE THINGS.
I DO WONDER IF PERHAPS BEING SLIGHTLY LESS COMPETITIVE AT YEAR 0 WOULD SAVE US BUDGET DOLLARS AS WE THINK ABOUT PERHAPS REWARDING RETENTION, REWARDING EXPERIENCE, AND THEN MAYBE BEING A LITTLE BIT LESS COMPETITIVE, I DON'T KNOW.
AGAIN, I'M NOT SUGGESTING THAT WE DO THAT, I'M SAYING THAT I'M SURE THAT THERE ARE SOME OTHER COMPLICATIONS OF THAT, BUT I'M JUST CURIOUS IF WE'VE THOUGHT ABOUT THAT.
>> WE DEFINITELY DID TAKE THAT FEEDBACK, AND THAT'S WHY WE STARTED THAT INFLUX OF MONEY ON STEP 5.
ON THE $400, THAT'S BASICALLY WHAT WE HAD FOR '24, '25, WE'RE NOT PUTTING ADDITIONAL RESOURCES ON THOSE STEPS.
ONE THING WE DID DO IS WE DID PUT RESOURCES ON THAT BEGINNING SALARY, AND OBVIOUSLY THAT FLOWS ALL THE WAY THROUGH.
BUT THE REASON WHY WE DID THAT IS BECAUSE TO BE PERFECTLY HONEST WITH YOU, WE SAW WHAT WAS HAPPENING AND WE WERE READING THE TEALEAVES AND WE WERE LIKE, WE HAD EMERGENCY MEETING THIS MORNING WITH DR. WILLIAMS. I WAS LIKE, WE NEED TO UNDERSTAND WHAT'S GOING ON AROUND US.
THE BEGINNING SERVICE IS BASICALLY US TRYING TO GET IN, BECAUSE IF YOU LOOK AT WHERE OUR NEW STUFF ARE COMING FROM, WE STILL HAVE A LOT OF STUFF THAT WE'RE TRYING TO GET IN THE SYSTEM AND WE WANT TO KEEP THEM IN THE SYSTEM, BUT WE'VE GOT TO GET THEM IN THE SYSTEM.
WHEN WE HAVE DISTRICTS THAT ARE SURROUNDING RIGHT NEXT TO US THAT ARE DOING SOMETHING, WE'VE GOT TO TAKE A STEP IN THAT DIRECTION.
>> NO, I TOTALLY UNDERSTAND THAT.
I NOTE AS WE THINK ABOUT HOW TO, I GUESS DIGEST THIS $14 MILLION BECAUSE IT IS SUBSTANTIAL.
BUT THAT BEING SAID, I DO THINK THIS IS CERTAINLY AN IMPORTANT THING WE'RE DOING.
MY ONLY OTHER QUESTION IS, I KNOW THIS FOCUSES ON TEACHERS, WHAT ABOUT OUR PRINCIPALS AND OUR OTHER ADMINISTRATORS?
>> LOOKING AT OTHER ADMINISTRATORS AND OTHER POSITIONS, A BIG PART OF THAT IS GOING TO BE IN THE MARKET ADJUSTMENTS, THAT'S WHERE WE LOOK AT WHAT OUR PEERS ARE DOING AND WHAT IT LOOKS LIKE.
WE LOOK AT RESPONSIBILITIES SO THAT WE CAN MAKE ADJUSTMENTS.
FOR EXAMPLE, I'LL USE LAST YEAR, WE CAN'T MAKE ANY DECISIONS THIS YEAR UNTIL WE DO HAVE A COMPENSATION PLAN.
BUT ONE OF THE THINGS THAT WE DID LAST YEAR WAS WE PULLED APART OUR MIDDLE SCHOOL PRINCIPALS FROM OUR ELEMENTARY PRINCIPALS.
FOR THE LONGEST TIME, WE HAD THEM GROUPED TOGETHER, AND SO STRATEGICALLY, WE NEEDED TO CREATE A BROADER BAND BETWEEN THE TWO BECAUSE THERE IS A DIFFERENCE AS WE PROGRESSIVELY MOVE.
THE OTHER THING IS LOOKING AT WHEN YOU TALK ABOUT OUR HIGH SCHOOL PRINCIPALS, WE ARE UNIQUE IN THAT.
WE HAVE HIGH SCHOOL AND SENIOR HIGH, THE MARKET REALLY JUST DOES HIGH SCHOOL.
WE SEE THAT THERE IS A NEED TO ADJUST WHERE OUR HIGH SCHOOL SITS TO BE COMPETITIVE THERE AS WELL BECAUSE IF WE WANT SOMEONE FROM A NEIGHBORING DISTRICT OR ANOTHER DISTRICT TO COME IN AND CONSIDER ONE OF OUR HIGH SCHOOLS, WE'VE GOT TO BE MORE COMPETITIVE THAN WHAT WE WERE.
THOSE ARE AREAS THAT WE'RE LOOKING AT.
WE ALSO ARE LOOKING AT OUR AUXILIARY, THAT'S ANOTHER BIG AREA, I THINK I SHARED THAT BEFORE.
A PLUMBER, WHAT OUR PLUMBERS ARE GETTING, OUR HVAC HVAC IS A REALLY BIG ONE THAT WE'RE PUSHING THAT AGAINST.
NOW, FOR THOSE, WE DO PUSH AGAINST THE MARKET WITHIN THE SCHOOL DISTRICT, BUT WE ALSO HAVE TO COMPETE WITH THE PUBLIC SECTOR A LITTLE BIT MORE THERE.
DEPENDING ON WHETHER OR NOT THEY ARE JOURNEYMEN OR THEY ACTUALLY HAVE LICENSURES, THEN WE CAN GIVE CREDIT FOR THOSE THINGS SO THAT WE CAN BE MORE COMPETITIVE.
BUT THAT'S WHERE THOSE MARKET ADJUSTMENT AND STRATEGIC PAY PIECES COME INTO PLAY THAT WE GO IN AND WE LOOK AT, WHERE DO WE NEED TO MAKE THOSE ADJUSTMENTS SO THAT WE CAN KEEP EVERYBODY MOVING IN THE RIGHT DIRECTION AND WE'RE SUPPORTING THEM.
THAT'S ONE OF THOSE THAT'S A LITTLE BIT DIFFERENT BECAUSE IT'S NOT ACROSS THE BOARD.
IT'S NOT JUST YOU DO THIS, AND YOU DO IT FOR EVERYBODY WITHIN THAT PAY GRADE, YOU HAVE TO LOOK AT WHERE DO YOU NEED TO MAKE ADJUSTMENTS AND EACH YEAR COULD BE A DIFFERENT PART OF THAT PAY GRADE.
>> GOT IT. NOW, THANK YOU GUYS SO MUCH.
I KNOW THIS IS A LOT OF WORK TOO, SO I DEFINITELY REALLY APPRECIATE YOU GUYS BEING SUPER RESPONSIVE TO ALL THAT WE ASK. THANK YOU GUYS A LOT.
>> I JUST WANT TO SAY, I REALLY APPRECIATE THE HISTORICAL PERSPECTIVE.
MY ALLERGIES ARE SO BAD, BUT I WAS HERE IN 2011, AND I REMEMBER WHEN WE HAD THAT REDUCTION IN FORCE, AND THAT WAS VERY PAINFUL.
WE LOST, 250 TEACHERS, SOMETHING LIKE THAT, IT WAS TERRIBLE.
TO BUILD BACK FROM THAT, IS WHAT YOU'RE DOING NOW.
I THINK THAT YOU'VE ANSWERED THE BOARD'S QUESTION ABOUT,
[02:25:03]
HOW DO WE ATTRACT, AND 63% OF OUR NEW TEACHERS ARE 1-5 OR 0-5 YEARS.THEN WHEN YOU LOOK AT ALL TEACHERS, 67% HAVE FIVE OR MORE YEARS, YOU'VE ANSWERED WHAT WE ASKED YOU TO DO.
YOU RAISED THE STARTING PAY UP AND WE'RE $2 AHEAD OF OUR COMPETITION.
THEN YOU'VE ALSO ADDED THE STEPS OR THE DECOMPRESSION IN THE LATER YEARS SO THAT THAT WE'LL BE RETAINING OUR EXISTING TEACHERS.
I THINK YOU'VE DONE AN AMAZING JOB HERE PULLING IT TOGETHER.
I KNOW WE'LL TALK ABOUT LEGISLATIVE PRIORITIES AFTER THIS AND THAT MIGHT OFFER AN EXPLANATION OF FUNDING, BUT THANK YOU FOR THIS AMAZING REPORT AND THE HISTORICAL PERSPECTIVE.
I THINK THAT THAT WAS SO KEY TO UNDERSTAND HOW WE GOT HERE.
>> I HAVE A QUICK QUESTION. WHAT IF WE RAISED THE STARTING SALARY TO $63,002?
>> JUST TO DO SIMPLE MATH, HOW MANY TEACHERS DO WE HAVE WITH 3,398 TIMES $2? THAT'S WHAT THAT WOULD DO TO YOU.
>> I DO WANT TO SAY ONE THING.
I CAN'T TAKE THE CREDIT FOR THE HISTORY BECAUSE, TO BE HONEST WITH YOU, OUR SUPERINTENDENT CAME UP WITH THAT IDEA.
IT WAS AMAZING AND I GRUMBLED A LITTLE BIT AT FIRST BUT I WANT TO GIVE HER THE CREDIT FOR THAT BECAUSE TO BE HONEST WITH YOU, THAT WAS HER IDEA, AND IT REALLY WAS GOOD.
THANK YOU, DR. WILLIAMS, FOR THAT.
>> I THINK TO ADD TO THAT, WE WOULD BE REMISS TO NOT SAY THAT DR. WILLIAMS SERVED AS A GREEK TRANSLATOR FOR WHAT NEEDED TO HAPPEN.
THERE'S A LOT OF INFORMATION THAT HAS BEEN SHARED, AND EVEN THE IDEA OF THINKING DIFFERENTLY ABOUT WHERE WE START.
WHETHER YOU'RE IN THE STATE OF TEXAS OR OUTSIDE OF THE STATE OF TEXAS, WHEREVER YOU GO, WHEN WE RECRUIT, YOU ALWAYS SEE A BIG SIGN WITH THE STARTING SALARY, BECAUSE THERE ARE INSINUATIONS THAT ARE BUILT ON THAT.
ONE IS, HOW MUCH AM I VALUED AS A TEACHER, NO MATTER WHAT MY YEAR IS, IF I SEE A HIGH STARTING SALARY, I DO MAKE AN ASSUMPTION THAT THE REST OF THAT IS GOING TO LOOK GOOD, AND THAT THAT IS A DISTRICT THAT HAS VALUE IN THEIR TEACHERS.
THAT'S JUST AN ASSUMPTION THAT'S BEEN THERE FOR YEARS.
BUT I THINK THE THINGS THAT YOU SHARED ARE STILL FOOD FOR THOUGHT, AND THAT WE DO NEED TO CONTINUE TO LOOK AT HOW WE CAN STRATEGICALLY ENTICE AND PULL IN TEACHERS ACROSS THE BOARD.
WHILE THAT'S OUR FOCUS POINT, WE ARE FOCUSED ALSO ACROSS THE BOARD FOR ALL OF OUR TEACHERS BECAUSE I CAN'T STRESS ENOUGH THAT QUALITY IS OUR GOAL.
NO MATTER WHAT YOUR YEARS OF EXPERIENCE, WE'RE LOOKING FOR QUALITY BECAUSE WE KNOW OUR KIDS DESERVE THE BEST.
WE'RE NOT JUST LOOKING FOR SOMEONE WHO WILL STAND IN FRONT OF STUDENTS BECAUSE OF A SALARY, BUT WE ARE ALSO LOOKING FOR THOSE THAT STAND IN SPITE OF BECAUSE THAT'S WHAT MOST EDUCATORS DO.
THEY ARE STANDING IN FRONT OF KIDS IN SPITE OF THE SALARIES.
THANK YOU VERY MUCH FOR YOUR WORDS THIS EVENING.
I SAY THAT ON BEHALF OF OUR EMPLOYEES, BUT MORE IMPORTANTLY YOUR ACTIONS, AND SHARING AND GENERATING ADDITIONAL IDEAS OF HOW WE COULD DO THIS.
>> THANK YOU. DON'T GO TOO FAR.
WE'RE GOING TO MOVE ON TO 8.3 OF OUR REPORTS,
[8.3 Teacher Incentive Allotment Update ]
THE TEACHER INCENTIVE ALLOTMENT, AND I WILL INVITE DR. WILLIAMS TO INTRODUCE THIS UPDATE.>> ACTUALLY, IT'S SUPPOSED TO BE JOHNNY, BUT I INSERTED MYSELF AGAIN.
TEACHER INCENTIVE ALLOTMENT, ALTHOUGH IT MAY SEEM AS A NEW TOPIC FOR US IT'S REALLY AN OLD TOPIC FOR US.
THIS CAME OUT SEVERAL YEARS AGO.
AS WE WORKED WITH THE IMPLEMENTATION, SCHOOL DISTRICTS HAD THE OPTION TO DETERMINE WHICH COHORT WERE WE GOING TO BE A PART OF BECAUSE THAT'S NOT AN OVERNIGHT IMPLEMENTATION.
IT'S NOT A DECISION WHERE WE DECIDE, WE'RE GOING TO IMPLEMENT TEACHER INCENTIVE ALLOTMENT, AND NEXT YEAR, IT HAPPENS.
IT IS SOMETHING THAT REQUIRES DATA COLLECTION AND DATA VALIDATION TO THEN DETERMINE THE APPROPRIATE STRUCTURE AND PAYOUT, AND HOW ALL OF THAT OCCURS.
OUR FIRST INITIAL STEP IN THIS, AND YOU'LL HEAR MORE ABOUT THIS IN THE PRESENTATION, WAS IN THE FORM OF OUR NATIONAL BOARD CERTIFICATION THAT WE'RE REALLY PROUD OF.
WE KNOW THAT WHEN OUR TEACHERS GO THROUGH THAT CERTIFICATION, WE'VE HEARD TIME AND TIME AGAIN THAT IT'S THE BEST PROFESSIONAL LEARNING THEY'VE EVER HAD.
IT CHANGES PRACTICE AND PROVIDES THAT QUALITY THAT WE'RE LOOKING FOR IN EVERY SINGLE CLASSROOM.
AND WE'RE VERY PROUD OF THE INITIAL STEP INTO THE TEACHER INCENTIVE ALLOTMENT WORK THAT WE'VE DONE SO FAR.
WHAT WE'RE BRINGING TONIGHT IS IN ACCORDANCE WITH WHERE WE SUBMITTED WHICH COHORT WE WERE GOING TO BE A PART OF.
[02:30:02]
THAT BEING SAID, MR. HILL, I DON'T KNOW IF YOU HAD SOMETHING ELSE TO ADD TO THAT, SO I'LL TURN IT OVER OFFICIALLY TO YOU TO DO YOUR THING.>> I HAVE NOTHING TO ADD TO THIS OTHER THAN I'M EXCITED THAT WE'RE UNDERTAKING THIS WORK, AND I THINK IT WILL DEFINITELY PAY DIVIDENDS TO WHAT WE'RE TRYING TO DO SPECIFICALLY IN PILLAR 3 AS WE GO FORWARD.
>> I THINK THAT THERE'S A PRESENTATION THAT'LL BE COMING UP SHORTLY. THERE WE GO.
NOW I CONTINUE TO STAND BEFORE YOU, PRESIDENT HUMPHREY BOARD, DR. WILLIAMS, AND THE DIAS.
THIS TIME, I THINK THIS IS A VALUE ADD. THAT'S WHAT I CONSIDER.
IT'S A VALUE ADD TO OUR COMPENSATION PLAN IN A GREAT WAY TO HONOR OUR TEACHERS.
AS WE DIVE INTO THIS, LOOKING AT OUR TEACHER INCENTIVE ALLOTMENT, ONE OF THE CHARGES IS THAT THIS IS, ALTHOUGH I STAND HERE, THIS IS NOT AN HR ENDEAVOR.
IT IS MUCH BROADER THAN HR, AND YOU CAN SEE THAT THERE ARE A NUMBER OF FACES THERE, AND THEY ARE HERE ON THE FRONT ROW.
SOMEHOW, I LEFT THE ROOM AND I CAME BACK, AND I WAS A DESIGNEE DURING OUR LAST MEETING.
I APPRECIATE THAT, BUT WHAT THEY SAID IS WE WILL SIT ON THE FRONT ROW AND SUPPORT YOU.
THANK YOU FOR THAT. I APPRECIATE THAT.
WITH THAT BEING SAID, WE'LL JUST DIVE INTO THE FACT THAT THIS IS A MULTIFACETED EFFORT, AND WE HAVE PROFESSIONAL LEARNING, WE HAVE ASSESSMENT, WE HAVE SCHOOL LEADERSHIP, WE HAVE HR, WE HAVE ACADEMIC SERVICES, AND THAT IS JUST THE CORE TEAM THAT WORKED DILIGENTLY TO TRY TO GET US UP AND RUNNING WITH THE PILOT AND TO GET OUR APPLICATION SUBMITTED.
LET'S TALK A LITTLE BIT MORE ABOUT WHAT TIA REALLY IS, THE TEACHER INCENTIVE ALLOTMENT.
THIS IS A GREAT WAY TO ALLOW TEACHERS THE OPPORTUNITY TO GAIN ADDITIONAL COMPENSATION WITHOUT LEAVING THE CLASSROOM.
THAT WAS THE SYNTHESIZED STATEMENT THAT WAS MADE ON MANY OCCASIONS WHEN TIA FIRST STARTED.
BECAUSE WHAT WE REALIZE IS THAT FOR MOST EDUCATORS, THE ONLY WAY TO GROW YOUR COMPENSATION WAS TO LEAVE THE CLASSROOM, TO SEEK A LEADERSHIP ROLE ON THE CAMPUS AS AN ACADEMIC LEADER, OR TO BECOME A PRINCIPAL, WHICH IS STILL AN ACADEMIC LEADER OR GO INTO A CENTRAL OFFICE POSITION.
THE GOAL OF TIA IS REALLY TO ENSURE THAT TEACHERS HAVE VALUABLE AND VIABLE OPTIONS BEYOND JUST LEAVING THE CLASSROOM TO BECOME AN ADMINISTRATOR.
WITH THAT, THIS ALSO IS A BIG PART OF RECRUITMENT.
THERE ARE LOTS OF STAFF THAT GO ONTO THAT TIA WEBSITE, AND THEY LOOK AT WHAT SCHOOLS HAVE WHAT PAYOUTS, AND THAT DRIVES WHERE THEIR INTERESTS MAY LIE.
IT DOES SERVE AS A VERY STRONG RECRUITMENT PIECE AS ALSO A PART OF THE PLACEMENT, AND THAT SCHOOLS WHO HAVE A MORE CHALLENGING POPULATION ARE TYPICALLY IDENTIFIED WITH A GREATER PAYOUT.
THE PLACEMENT OF TEACHERS IS VERY IMPORTANT AS WELL BECAUSE FOR A LONG TIME, THOSE WERE THE SCHOOLS THAT IT WAS A LITTLE BIT HARDER TO GET THE QUALITY STAFF TO GO TO.
ONE OF THE THINGS THAT TIA DOES IS IT ENSURES THAT EVERY STUDENT HAS A FAIR OPPORTUNITY TO HAVE QUALITY STAFF BECAUSE OF THE COMPENSATION THAT ALSO GOES ALONG WITH THAT.
THEN, OF COURSE, THE THIRD PART OF THAT IS THE RETENTION.
UNDERSTANDING THAT ONCE YOU OBTAIN ONE OF THESE DESIGNATIONS, YOU GET TO KEEP IT, AND WE'LL TALK ABOUT THAT FOR FIVE YEARS.
BEING ABLE TO RETAIN BECAUSE ONCE SOMEONE IS AT THAT LEVEL AND THEY'RE RECEIVING THAT ADDITIONAL COMPENSATION, IT'S HARD TO WALK AWAY FROM THAT AND SAY, I'M GOING TO LEAVE NEXT YEAR AFTER I'VE JUST GOTTEN THAT.
BEING ABLE TO COMMIT TO THOSE FIVE YEARS IS A BIG PART OF WHAT WE'RE LOOKING AT AS WELL.
FIRST OF ALL, LOOKING AT THE VARIOUS DESIGNATIONS, AND TEACHERS HAVE AN OPPORTUNITY TO OBTAIN ONE OF THREE DESIGNATIONS, AND EVERY YEAR IS A NEW OPPORTUNITY BECAUSE THEY CAN INCREASE THEIR DESIGNATION.
AS DR. WILLIAMS SAID, IF THEY ARE A BOARD-CERTIFIED TEACHER, THEY'RE AUTOMATICALLY GOING TO GET THE RECOGNIZED DESIGNATION; THAT'S AN AUTOMATIC THING, AND AS LONG AS YOU ARE CERTIFIED AND MAINTAINING YOUR CERTIFICATION AS A BOARD-CERTIFIED TEACHER, YOU ARE ENTITLED TO THAT INCOME.
IT'S A BIG INVESTMENT, A LOT OF TIME ON OUR TEACHERS' PARTS, BUT ONE THING THAT THEY SAY IS THAT THEY'VE NEVER EXPERIENCED ANYTHING LIKE IT.
THE BOARD CERTIFICATION PIECE IS A VALUE ADD BECAUSE OF THE PROFESSIONAL LEARNING AND THE GROWTH THAT THEY EXPERIENCE AS A PART OF PARTICIPATION.
IN ADDITION TO THAT, WE KNOW THAT THE INCOME THAT THEY RECEIVE CAN BE ANYWHERE FROM 3,000-32,000.
OF COURSE, THAT'S GOING TO VARY BY CAMPUS.
WE'LL TALK HERE IN A MINUTE, BUT WE HAD A RECENT MEETING WHERE WE SAT DOWN WITH THE CAMPUSES THAT ARE PART OF THE PILOT AND WE TALKED ABOUT WHAT THAT COULD LOOK LIKE, AND I THINK MOST OF THOSE TEACHERS WERE AMAZED AT THE AMOUNT OF
[02:35:01]
POTENTIAL INCOME THAT COULD BE ADDED TO THEIR COMPENSATION.BUT THAT IS A REALLY BIG PART OF THE TIA PROCESS AS WELL.
IN ADDITION TO THAT, IT PRIORITIZES HARD-TO-STAFF POSITIONS, AS WE TALKED ABOUT, REALLY LOOKING AT THOSE CAMPUSES THAT OTHERWISE MIGHT NOT BE ATTRACTIVE TO SOME STAFF MEMBERS SO BEING ABLE TO ENSURE THAT THOSE STUDENTS ARE SUPPORTED.
THEN IT IS REALLY THE TEACHER FOCUS FUNDING.
THE GREAT THING ABOUT TIA IS THAT IT'S NOT THAT A DISTRICT GETS SOME FUNDS, AND A FEW OF THOSE DOLLARS GO TO THE TEACHER.
NINETY PERCENT OF THAT AMOUNT GOES TO THE TEACHER.
AND IT COULD BE A LITTLE BIT MORE.
THAT'S A DECISION THAT THE DISTRICT MAKES, BUT TYPICALLY, THE 90% IS WHAT GOES TO THE TEACHER, AND THE 10% IS SOMEWHAT OF ADMINISTRATIVE COST.
IT JUST DEPENDS ON THE NEEDS OF THE DISTRICT, AND CERTAINLY WHERE WE ARE RIGHT NOW, I WILL TELL YOU THE APPLICATION WE SUBMITTED, INCLUDED 90% GOING TO THE TEACHER AND 10% HELPING TO GET IT UP AND RUNNING BECAUSE WE DO REALIZE THAT MORE THAN LIKELY WITH THE DISTRICT OUR SIZE, THERE'S GOING TO NEED TO BE SOMEONE WHO'S A DRIVER OF THIS PROCESS TO ENSURE THAT IT IS DONE CONSISTENTLY FAIRLY AND EQUITABLY.
IN ADDITION TO THAT, THE FIVE-YEAR COMPONENT IS ANOTHER BIG PART.
I APOLOGIZE, IT'S NOT SHOWN UP ON THE SCREEN, SO I'M HAVING TO LOOK AT MY NOTES A LITTLE BIT MORE.
ALSO, LOOKING AT THE AVERAGE TIA ALLOTMENT.
HERE IS JUST A BREAKDOWN OF WHAT YOU MIGHT SEE WHEN YOU LOOK AT A RURAL CAMPUS, JUST TO GIVE YOU A GENERAL IDEA, AND THEN WE CAN MOVE ON AND LOOK AT WHAT THAT AVERAGE ALLOTMENT LOOKS LIKE FOR PLANO ISD, JUST TO UNDERSTAND WHAT THAT LOOKS LIKE.
YOU CAN SEE ANYWHERE FROM JUST OVER 3,000 OR THE UPPER 3,000S TO ALMOST $15,000.
I GO BACK TO A STATEMENT THAT I MADE WHEN WE WERE TALKING ABOUT THE COMPENSATION PLAN.
I HAD A CFO ONE TIME SAID, OH, IT'S JUST $200, AND I SAID, WELL, YOU ASKED THAT TEACHER ABOUT $200, AND THEY'RE GOING TO TELL YOU THAT'S A LOT.
WHEN WE GET TO 3,000 PLUS, THAT IS A SIGNIFICANT AMOUNT TO BE ABLE TO ADD TO THEIR COMPENSATION.
LET'S TALK ABOUT WHERE WE ARE WITH THE PLANO ISD PILOT.
EVERY EFFORT THAT WE HAVE EMBARKED UPON HAS BEEN REALLY GUIDED, AND I GUESS, THE OVERSIGHT BY DR. WILLIAMS. SHE HAD A VERY CLEAR VISION, SHE HAS A RICH HISTORY IN THE IMPLEMENTATION OF THIS TYPE OF PROGRAM, AND WE WERE VERY GRATEFUL FOR THE INSIGHT THAT SHE PROVIDED FOR THINGS THAT WE NEEDED TO CONSIDER AND THE PEOPLE WHO NEEDED TO BE AT THE TABLE.
IN ADDITION TO THE FIVE OF US, WE'VE ALSO BEEN WORKING WITH OTHER DISTRICTS THAT HAVE STARTED THE PROCESS TO GET INFORMATION. LESSONS LEARNED.
WE'VE ALSO LOOKED AT HOW CAN WE ENSURE THAT WE HAVE A START THAT IS GOING TO BE SUCCESSFUL.
A PART OF THAT WAS A PILOT THAT WOULD BE SMALL ENOUGH THAT WE COULD CONTROL THE OUTCOMES A LITTLE BIT BETTER, IN TERMS OF WE KNOW HOW TO LOOK AT OUR K12.
WE KNOW HOW TO LOOK AT OUR READING AND OUR MATH.
IT'S A LITTLE BIT MORE CHALLENGING WHEN YOU LOOK AT HOW DO YOU IDENTIFY THAT FOR SPECIAL ED? HOW DO YOU IDENTIFY THAT FOR PE? THAT'S A VERY CHALLENGING ENDEAVOR.
WE KNOW THAT WE WANT TO GET THERE, BUT THAT'S GOING TO TAKE TIME.
THAT IS NOT AS QUICKLY IDENTIFIED.
THIS GIVES YOU A BIG PICTURE LOOK AT HOW WE PROGRESSED, I WOULD SAY IN THE LAST FIVE TO SIX MONTHS, HOW WE'VE PROGRESSED TO THE POINT WHERE WE ARE.
THE FIRST PART WAS IDENTIFYING THAT LEADERSHIP TEAM, WHICH ARE THE PEOPLE THAT WE JUST TALKED ABOUT.
WE ALSO LOOKED AT THAT POINT OF ENTRY AND REALIZING THAT WE DIDN'T NEED TO BE AGGRESSIVE AND SAY, WE'RE DOING THIS ACROSS THE DISTRICT, BECAUSE ONE, THAT WOULD HAVE SIGNIFICANTLY DELAYED OUR IMPLEMENTATION EFFORTS.
IT TAKES A LOT TO BUILD A PROGRAM THAT WILL ALLOW YOU TO ASSESS AND EVALUATE IN AN AUTHENTIC WAY THAT WOULD BE APPROVED BY THE STATE AND BY TEXAS TECH BECAUSE THEY ARE PART OF THAT AS WELL.
BUT WE KNEW IF WE LOOKED AT WHAT WE HAD IN PLACE IN OUR RELIABLE ASSESSMENT PIECES, AS WELL AS OUR EVALUATION APPRAISAL PIECES FOR OUR TEACHERS, THAT WE WERE LIKELY TO HAVE MORE SUCCESS.
THE NEXT STEP IN BUILDING THAT PILOT WAS TO IDENTIFY THE CAMPUSES.
WHEN WE LOOKED AT THAT, WE LOOKED AT A COUPLE OF THINGS.
ONE, WE LOOKED AT CAMPUSES THAT WERE POSITIONED TO TAKE ON THE RESPONSIBILITY OF THE ASSESSMENT PIECE BECAUSE NOW YOU HAVE TO APPRAISE EVERYBODY ON THAT CAMPUS, WHEREAS BEFORE, THERE MAY HAVE BEEN A ROTATION.
THAT WAS ONE PART. WE HAD TO LOOK AT THE CAPACITY TO DO THAT.
WE KNEW THAT THAT WAS PROBABLY SOMETHING SOMEONE WITH EXPERIENCE, I.E ADMINISTRATOR WITH EXPERIENCE, WOULD BE MORE SUITED OR BETTER SUITED, NOT TO SAY THAT THEY WOULD BE BETTER, BUT BETTER SUITED BECAUSE OF THEIR EXPERIENCE TO NAVIGATE ALL THE OTHER THINGS THEY HAVE TO DO IN ADDITION TO TIA AS A NEW IMPLEMENTATION.
I WANT TO BE CLEAR ABOUT THAT BECAUSE WE'RE NOT SAYING THAT TIA IS A WEIGHT IN AND OF ITSELF, BUT IT IS A LITTLE BIT MORE OF A WEIGHT WHEN YOU'RE STARTING IT AND TRYING TO FIGURE OUT ALL THE PIECES.
THERE'S EFFORT AND ANYTHING NEW.
[02:40:01]
WE WANTED TO MAKE SURE WE HAD COMMITTED FOLKS; THAT WAS THE OTHER PART WHO WOULD BE GUNG HO, COMMITTED, GIVE GREAT FEEDBACK, THAT'S WHAT WE WERE LOOKING FOR AS WELL.ONCE WE IDENTIFIED THOSE CAMPUSES, WE DID GO FROM CAMPUS TO CAMPUS, ALL OF US, WENT FROM CAMPUS TO CAMPUS TO MEET WITH THOSE STAFF MEMBERS BECAUSE THAT WAS A REALLY IMPORTANT CONVERSATION.
ONE, WE HAD IDENTIFIED THAT WE WERE GOING TO BE LOOKING AT K-12, NOT K-5.
THAT WAS A REALLY IMPORTANT CONVERSATION TO BE ABLE TO TALK TO THOSE THIRD, FOURTH, AND FIFTH GRADE TEACHERS, THE SUPPORT STAFF, AND ALL THE OTHER PEOPLE THAT WOULD NOT BE A PART OF THE PILOT SO THAT THEY WOULD UNDERSTAND THAT THEIR TIME IS COMING.
IN ADDITION TO TALKING TO THOSE CAMPUSES, WE TALK TO THE PRINCIPALS OF THE CAMPUSES THAT WE'RE NOT PARTICIPATING.
WE TALK WITH MIDDLE SCHOOL PRINCIPALS, WE TALK WITH HIGH SCHOOL PRINCIPALS AND SENIOR HIGH BECAUSE WE WANTED EVERYONE TO UNDERSTAND THAT THIS IS WHAT WE ARE WANTING TO DO AS A START, BUT WE'VE GOT TO LOOK AT THE BIG PICTURE AS WE'RE MOVING ALONG SO THAT WHEN WE GET TO THE OPPORTUNITY TO ADD MORE, WE'RE READY AND WE'RE NOT HAVING TO START OVER AGAIN.
IN ADDITION TO THAT, WE SPENT TIME COMPLETING THE APPLICATION, AND IT'S A PRETTY LENGTHY APPLICATION.
THE GREAT PART IS THAT THEY DO PROVIDE YOU WITH A NUMBER OF EXEMPLARS THAT YOU CAN LOOK AT AS A REFERENCE POINT, BUT IT ALSO IS A PRETTY INTUITIVE APPLICATION.
BETWEEN LOOKING AT THE EXEMPLARS AND THE INFORMATION WE HAVE REGARDING PLANO ALREADY, WE WERE ABLE TO CULL TOGETHER THE INFORMATION NEEDED TO SUBMIT THE APPLICATION.
NOW WHAT WE'RE DOING IS WORKING ON THE TRAINING AND SUPPORTS BECAUSE ONCE YOU'VE SUBMITTED YOUR APPLICATION, THERE'S A TIME PERIOD IN WHICH IT'S REVIEWED SO THAT THEY IDENTIFY WHETHER OR NOT YOU MEET THE CRITERIA TO BE ABLE TO MOVE FORWARD BUT AT THE POINT THAT THEY TELL YOU YOU CAN MOVE FORWARD, YOU GOT TO BE READY.
THEY WANT TO KNOW WHAT ARE THE DETAILS OF HOW YOU'RE GOING TO EXECUTE.
WHAT WE'RE WORKING ON RIGHT NOW ARE THOSE DETAILS SO THAT WE'RE CLEAR ON HOW TO EXECUTE.
THAT'S THE PROCESS AND THE WORK THAT WE'RE DOING RIGHT NOW, AND THE JOURNEY IS NOT ONE OF JUST THE FIVE, AS I SAID.
WE'VE ASKED EACH OF THE THREE PARTICIPATING CAMPUSES TO IDENTIFY TEACHER REPRESENTATIVES.
ONE, SO THAT THEY CAN GIVE US FEEDBACK, BUT ALSO SO THAT THEY CAN SERVE AS AN INFORMATION SOURCE FOR THEIR PEERS AND WE CAN ENSURE THAT AS WE'RE MOVING ALONG, THEY HAVE AN UNDERSTANDING EQUAL TO THAT OF OURS AS WE'RE GROWING AND LEARNING THIS PROCESS TOGETHER.
>> THIS GOES INTO THE LOCAL DESIGNATION SYSTEM AND I'VE DROPPED SOME OF THESE NUGGETS IN AS TO WHAT WE'VE ALREADY TALKED ABOUT, THAT WE HAVE THREE CAMPUSES, WE'RE LOOKING AT THE K2.
THE DATA THAT WE'RE LOOKING AT REFERENCING FOR STUDENTS IS OUR MAT DATA BECAUSE WE DO HAVE THAT INFORMATION READILY AVAILABLE, IS SOMETHING THAT WE ALREADY DO, BUT WE DO REALIZE THAT YOU CANNOT JUST IMPLEMENT IT THE WAY THAT YOU'VE ALWAYS IMPLEMENTED IT.
BECAUSE WE NEED TO MAKE SURE THAT THERE'S INTEGRITY AND RELIABILITY IN OUR IMPLEMENTATION PROCESS.
PARTICULARLY WITH OUR YOUNGER STUDENTS.
I WILL ALSO SAY THAT ONE OF THE REASONS THAT IT WAS IMPORTANT FOR US TO START WITH THE YOUNGER STUDENTS IS WE WANTED TO ENSURE THAT WE WERE BUILDING A FOUNDATION THAT THOSE STUDENTS WE ARE GETTING THE QUALITY OF INSTRUCTION THAT GOES ALONG WITH THIS.
ALL OF OUR STUDENTS DESERVE THAT.
BUT WE WILL BE AS A PART OF THIS PROCESS REALLY SUPPORTING THE TEACHERS IN A VERY DIFFERENT WAY THAT ARE PART OF TIA SO THAT WE CAN ALSO FIGURE OUT HOW DO WE ENSURE THAT WE'RE SUPPORTING EVERYONE ONCE WE GO TO THE BROADER BAN.
THAT SUPPORT IS A REQUIREMENT WITH TIA.
IF I'M A TEACHER GOING THROUGH THE PROCESS, AND I'M STRUGGLING WITH HOW TO DO CLASSROOM MANAGEMENT, A PART OF THE TIA EXPECTATION IS THAT I HAVE RESOURCES THAT ARE VERY TARGETED FOR ME SO THAT I CAN GROW AND I CAN POSSIBLY ATTAIN THE HIGHEST DESIGNATION POSSIBLE.
WE'RE REALLY WORKING DEEPLY ON THAT, AND THEN WE HAVE OUR COMPENSATION PLAN AGAIN THAT WE'VE LOOKED AT WITH THE 90% AND THE 10% FOR THE OVERHEAD.
IT'S ALREADY BEEN DISCUSSED, AND I'M MOVING THROUGH THIS.
SO IF I GO TOO FAST, PLEASE JUST SAY SLOW DOWN.
BUT IT'S ALREADY BEEN DISCUSSED THAT WE HAVE OUR NATIONAL BOARD AND I DO WANT TO CLARIFY THAT AS A PART OF TIA, IT GOES WITH YOU.
IF YOU EARN A DISTINCTION, THAT DISTINCTION TRAVELS WITH YOU WHEREVER YOU GO AS LONG AS YOU'RE IN THE CLASSROOM.
IF YOU EARN A DISTINCTION AND YOU LEAVE THE CLASSROOM, YOU LEAVE THE COMPENSATION THAT GOES ALONG WITH THAT.
BUT AS LONG AS YOU'RE IN THE CLASSROOM, IF YOU GO TO ANOTHER DISTRICT, THAT MONEY IS GOING TO GO TO THAT DISTRICT OR GO TO YOU THROUGH THAT DISTRICT AS WELL.
WE DO HAVE SEVERAL TEACHERS THAT HAVE RECEIVED DISTINCTIONS FROM OTHER DISTRICTS AND THEY'VE EXPRESSED EXCITEMENT THAT WE'RE EMBRACING IT SO THAT WHEN THEY END THEIR FIVE YEARS, HOPEFULLY, WE'LL BE AT A POINT THAT THEY COULD BE UP AND HAVE A DISTINCTION YET AGAIN.
WE ALSO HAVE A NUMBER OF TEACHERS THAT HAVE MOVED INTO OUR DISTRICT WITH THEIR NATIONAL BOARD CERTIFICATION, AND WE'VE HAD SEVERAL COHORTS TO GO THROUGH AND WE HAVE NATIONAL BOARD CERTIFICATIONS AS A RESULT OF THAT.
THAT IS A BIG EMPHASIS FOR US.
FOR THOSE THAT ARE NOT A PART OF THE PILOT, WE ARE ENCOURAGING THEM BECAUSE THERE'S A LOT OF DISTRICT SUPPORT NOT ONLY THROUGH THE FACT THAT WE HAVE A COHORT, BUT THERE'S COMPENSATION TO PAY FOR THEM GOING THROUGH THAT PROCESS AS WELL.
I THINK THAT IS THANKS TO THE FOUNDATION YET AGAIN.
THE FOUNDATION KEEPS COMING UP AS A GREAT RESOURCE.
THIS INFORMATION JUST GIVES YOU A GENERAL BREAKDOWN, JUST LOOKING AT THE NUMBERS OF TEACHERS THAT WE HAVE CURRENTLY,
[02:45:02]
AND YOU CAN SEE THAT WE'VE HAD A PRETTY STEADY NUMBER, BUT I DO BELIEVE THAT THE LAST MEETING HAD QUITE A FEW MORE AS A RESULT OF OUR TIA EFFORTS, AND WE'RE REALLY TRYING TO PUSH THAT INFORMATION TO ANY TEACHER WHO'S NOT A PART OF THE PILOT.THESE ARE JUST GOALS AND OUTCOMES AS A RESULT OF TIA, SO I WON'T GO THROUGH EACH ONE OF THOSE.
THAT CONCLUDES OUR PRESENTATION.
I HOPE THAT WASN'T TOO RAPID FIRE, BUT I ALSO HOPE THAT YOU FEEL THE EXCITEMENT THAT WE HAVE BECAUSE JUST LIKE TALKING ABOUT THE COMPENSATION PLAN FOR OUR ENTIRE DISTRICT, THIS IS SUCH AN AWESOME OPPORTUNITY FOR TEACHERS AND ALL TRANSPARENCY, I REMEMBER BACK WHEN TIA WAS FIRST INTRODUCED, WE ALL POOH POOHED IT AND THOUGHT HERE TODAY GONE TOMORROW, BUT IT REALLY HAS SUSTAINED AND THERE HAVE BEEN MILLIONS OF DOLLARS ADDED TO IT.
THERE'S A GREAT OPPORTUNITY FOR PLANOL TO CONTINUE THAT JOURNEY AND BE ABLE TO EXPAND AND INCLUDE ALL OF OUR TEACHERS AS A PART OF THE PROCESS.
>> JUST TO BE CLEAR, DR. KENDALL, THE MONEY FOR TIA COMES FROM THE STATE.
THAT IS A STATE PROGRAM THAT WE ARE NOW APPLYING INTO, AND ONCE THEY APPROVE OUR PLAN, THEN ESSENTIALLY, THEY WILL BE FUNDING THE ADDITIONAL DOLLARS THAT WE WERE DISPLAYING HERE.
>> THAT IS CORRECT. THAT IS I THINK AS I REFLECT IN HEARING YOU SAY THAT I PRESENTED A SHORT CUT VERSION OF THAT.
RIGHT NOW WE ARE DOING THE APPLICATION PROCESS AND WE'RE GETTING ALL OF OUR DUCKS IN A ROW, AND WE'RE SAYING HERE'S HOW IT WILL LOOK FOR US, THEN WE GO THROUGH WHAT WE CALL A DATA CAPTURE.
WE HAVE TO COLLECT ALL THE INFORMATION, THE ASSESSMENT INFORMATION, THE APPRAISAL INFORMATION, AND WE SEND THAT OUT OFF TO TEXAS TECH.
THEY LOOK AT IT TO SAY, IS THIS RELIABLE? IS IT VALID? IS IT A GOOD PROCESS THAT YOU COULD SAY THAT IF YOU IMPLEMENTED OR EXECUTED THIS ACROSS YOUR DISTRICT, WE GET THE SAME RELIABLE RESULTS? THAT IS GOING TO REQUIRE A LOT OF CALIBRATION BECAUSE IN ALL HONESTY, THE STUDENT APPRAISAL PART IS PROBABLY GOING TO BE THE MOST STRAIGHTFORWARD.
THE TEACHER APPRAISAL PART IS GOING TO BE MORE CHALLENGING BECAUSE WE HAVE TO REALLY WORK TO MAKE SURE WE'RE CALIBRATED.
THE EXPECTATION WITH TIA IS, IF I AM A TEACHER WITH A DISTINCTION IN ONE DISTRICT, I SHOULD PROBABLY GET THAT DISTINCTION IN ANOTHER, AND I SHOULD BE FAIRLY APPRAISED AROUND THE SAME LEVEL.
WE REALLY HAVE TO MAKE SURE THAT WE'RE CALIBRATED.
I DO WANT TO CLARIFY IT'S NOT SUBMIT THIS YEAR, GET PAID NEXT YEAR.
IT WILL TURN OUT TO BE ALMOST A THREE YEAR PROCESS BECAUSE I THINK WHEN WE LOOKED AT IT, THEY ACTUALLY WOULD GET PAID IN '27 '28 WOULD BE THE FIRST PAYOUT.
>> THEN I KNOW THERE ARE OTHER DISTRICTS AROUND US THAT ARE DOING THIS.
I KNOW DALLAS ISD, I SHOULD SAY HAS BEEN A TRAILBLAZER IN THIS RESPECT.
HAVE WE TALKED TO THEM OR HAVE WE TALKED TO OTHER DISTRICTS ABOUT HOW THEY'RE DOING IT AND GOTTEN ANY FEEDBACK THERE?
>> NOT ONLY HAVE WE TALKED TO THEM ABOUT HOW THEY'RE DOING IT, WE ASKED FOR THEIR SAMPLES AND INFORMATION.
I THINK ONE OF THE FIRST THINGS I ASKED ABOUT WHEN I BECAME A TRUSTEE WAS THIS PROGRAM AND SO I'M VERY EXCITED THAT WE ARE FINALLY ACTUALLY DOING IT.
I DID NOT KNOW HOW I DID NOT KNOW THE COMPLEXITIES OF IMPLEMENTING IT.
I JUST KNEW THAT THERE WAS MONEY OUT THERE TO BE HAD THAT WE WEREN'T NECESSARILY GETTING AND SO I'M REALLY EXCITED FOR US TO DO THIS BECAUSE I THINK THAT THIS IS A HUGE WAY FOR US TO A, POTENTIALLY HAVE TEACHERS THAT HAVE THIS DESIGNATION COME INTO OUR DISTRICT, AND ACTUALLY, I KNOW WE WOULDN'T BE GETTING THOSE TEACHERS IF WE DIDN'T HAVE THIS PROGRAM.
>> THEN B, AS ANOTHER JUST A RETENTION TOOL AND FRANK AS A RECRUITMENT TOOL.
I THINK THIS COULD BE REALLY EXCELLENT FOR US.
I'M REALLY EXCITED FOR THIS, AND I WISH YOU GUYS THE BEST OF LUCK ON IMPLEMENTING IT AND GETTING IT ALL THROUGH.
I KNOW, AGAIN, IT'S A LOT OF WORK.
>> YES. I WONDERED ABOUT THAT, BUT WE CAN CALL THAT END.
I THINK THE ONLY THING THAT WE DIDN'T SHOW AND I'M NOT SURE WIDES UP.
WE ACTUALLY DID HAVE A VIDEO OF THE TEACHERS WHO SHARED THEIR THOUGHTS.
I'M NOT QUITE SURE IF IT IS WORKING.
>> YEAH. WELL, I HATE THAT WE CAN'T. IT'S NOT WORKING? [OVERLAPPING] WELL, WE DO APPRECIATE THE EFFORT THAT THOSE TEACHERS PUT INTO SHARING THEIR THOUGHTS BECAUSE THEY WERE VERY AUTHENTIC, AND I THINK THAT THEY TRULY DO HAVE AN EXCITEMENT ABOUT WHERE WE'RE TRYING TO GO.
>> I WAS ABLE TO WATCH THEM WHEN I WAS REVIEWING MY PACKAGE.
WHAT I JUST WANTED TO ADD FOR OUR FOLKS WHO ARE LISTENING AT HOME, WHO MIGHT NOT BE AS UP ON TIA AS WE ARE
[02:50:04]
BECAUSE IT'S ONE OF THE THINGS THAT WE'RE STUDYING AS BOARD MEMBERS AND THINKING ABOUT.I WILL SAY THAT IT NEEDS TO BE PUT TO THE CONTEXT, THAT TIA IS VERY MUCH TOUTED BY TEA AS A WAY TO GET OUR TEACHERS TO PAY MORE.
I'M JUST GOING TO BE HONEST HERE.
THEY'VE USED IT AS A BLUDGEON TO TRY TO MAKE TEACHERS BELIEVE THAT SOMEHOW SOME OF US ARE HOLDING BACK THAT IF WE ONLY ALL STEPPED INTO THE TIA MODEL, THAT WE WOULD HAVE MORE DOLLARS AVAILABLE.
WE SHOULD STOP BUGGING THE LEGISLATORS TO GIVE US MORE MONEY BECAUSE MORE MONEY WAS AVAILABLE TO US.
I JUST WANTED TO BE CLEAR TO FOLKS WHO ARE UNAWARE OF THAT ISSUE.
AGAIN, AS MICHAEL WAS SAYING, THIS IS A REALLY GOOD STEP FORWARD.
I APPRECIATE THAT WE ARE DOING THIS, BUT INDEED, OUR STAFF AND EVERYBODY NEEDS TO RECOGNIZE THAT IT IS A PROCESS AND EXACTLY BECAUSE IT IS A STATE WIDE PROCESS, THE INTEGRITY OF THE DATA AND OUR QUALIFICATIONS HAS TO MEET SNUFF.
THAT IS A REASON WHY JUST NOT ONLY US, BUT OTHER DISTRICTS HAVE NOT IMPLEMENTED IT.
IT'S NOT THAT THEY DON'T CARE.
IT'S JUST THAT IT'S A VERY TIME INTENSIVE AND RESOURCE INTENSIVE PROCESS TO GET THROUGH TO GET TO THOSE DOLLARS.
>> WELL, KATHERINE, I APPRECIATE YOU BRINGING THAT UP, THAT IS A GOOD REMINDER.
AGAIN, I THINK I SAID THIS IN THE INTRO, THAT'S NOT AN OVERNIGHT IMPLEMENTATION, IT'S SOMETHING THAT REQUIRES SEVERAL YEARS BECAUSE OF THE DATA VALIDATION AND THE STUDY OF THE DATA.
THAT'S THE FIRST THING. THEN THE SECOND THING IS WE'RE IN THE MIDDLE OF THE ROAD OF THIS IMPLEMENTATION.
AS WE'VE SEEN THIS IMPLEMENTED, THERE ARE SOME DISTRICTS THAT HAVE SEEN SOME SUCCESSES WITH IT.
ANYTIME YOU CAN HELP A CHILD GROW AND GROW SIGNIFICANTLY, THEN IT'S WORTH THE EFFORT.
I WANT TO SAY THAT FIRST AND FOREMOST.
SECOND, WE NEED TO MAKE SURE THAT OUR KIDS AS EARLY AS WE HAVE THEM IN PRE-K KINDER FIRST, SECOND, THAT THEY ARE ON OR ABOVE GRADE LEVEL, BECAUSE OUR CHANCES OF THEN GETTING KIDS CAUGHT UP, AND THE RESEARCH SHOWS THAT WHEN THEY GET TO THIRD GRADE, SIGNIFICANTLY IS REDUCED.
IF THEY LEAVE FIFTH GRADE, NOT ON GRADE LEVEL, THEN THE CHANCES ARE EVEN SLIMMER.
THIS WORK IS REALLY IMPORTANT.
I WANT TO SAY THAT TOO THAT EVEN THOUGH SOME OF OUR DISTRICTS HAVE REALLY GREAT MODELS AND THEY'VE BEEN DOING THIS WORK FOR A REALLY LONG TIME, IT'S NOT THAT 100% OF ALL TEACHING STAFF ARE ALSO RECEIVING THE RECOGNITION OR THE AWARD.
EVEN, I WON'T MENTION NAMES, BUT THERE'S A COUPLE OF DISTRICTS THAT THIS WILL BE THEIR FIRST OR SECOND YEAR PAYOUT, AND IT'S A FEW OR IT'S A SMALL, BUT THAT AGAIN IS A START.
WE'RE GOING TO TAKE AND APPROACH THIS IMPLEMENTATION NOT ONLY CAUTIOUSLY, BUT WHERE IT MATTERS THE MOST FIRST AND THAT'S REALLY BUILDING A SOLID FOUNDATION FOR OUR PRIMARY GRADES TO THEN BUILD UPON.
>> A COUPLE OF THINGS. ONE, FOR ME, IT'S VERY BASED ON SCORES AND KIDS PERFORMANCES ON TESTING.
I THINK ONE OF THE CRITICISM IS THAT IT LEAVES OUT ALL THE TEACHERS IN THE BUILDING WHO ARE BEING TESTED.
YOU MENTIONED PE, YOU MENTIONED, SPECIAL ED.
WELL, SPECIAL ED HAS SOME TESTING, BUT THAT'S ONE OF THE THINGS.
SECONDLY, I'M CURIOUS BECAUSE WHAT YOU SAID, DR. WILLIAMS IS, WILL YOU EXPAND THIS AT OTHER CAMPUSES K-2, OR ARE YOU ANTICIPATING EXPANDING IT ON THE CAMPUS THAT YOU'RE STARTING IT?
>> THAT IS AN EXCELLENT QUESTION AND THAT WAS ONE OF THE PARTING THINGS I WAS GOING TO LEAVE WITH.
GETTING THIS STARTED AT K-2 MAKES IT A LOT EASIER TO ADD K-2, BECAUSE WE WILL HAVE ESTABLISHED THAT DATA POINT OF WHAT THAT LOOKS LIKE.
WE CAN SUBMIT TO INCLUDE ADDITIONAL CAMPUSES.
WE WILL HAVE TO FIGURE OUT AS A DISTRICT WHAT THAT MODEL LOOKS LIKE BECAUSE IT'S NOT JUST NOW IT'S EVERYBODY AT K-2, WE WILL STILL HAVE TO PROGRESSIVELY ADD, AND THAT IS INFORMATION WE'VE GOTTEN AS FEEDBACK FROM OTHER DISTRICTS AS WELL AS THEY'VE LOOKED AT THEIR IMPLEMENTATION.
IT IS BETTER TO BE SLOW AND STEADY THAN AGGRESSIVE AND ALL OVER THE PLACE.
WE WANT TO MAKE SURE THAT WE HAVE A STRUCTURED PLAN.
BUT THE OTHER PART THAT I REALLY WANT TO STRESS BECAUSE I WOULD HATE FOR ANYONE TO LEAVE THINKING THAT ANYONE IS BEING LEFT OUT OF THE PROCESS.
I WANT TO STRESS THE NATIONAL BOARD CERTIFICATION.
BUT I ALSO WANT TO STRESS THAT WE ARE WORKING DILIGENTLY TO BUILD THE TEAM THAT IS LOOKING AT ALL THE OTHER AREAS.
WHEN I SAY COMPLEX, COMPLEX, CHEMISTRY SITS ALONE.
[02:55:03]
YOUR ALGEBRA SITS ALONE.IT'S NOT LIKE YOU JUST TEST IN THE AREA OF MATH.
WHEN YOU GET TO YOUR SECONDARY CAMPUSES, IT'S VERY COMPLEX TO ENSURE THAT YOU'RE HITTING ALL OF THOSE AREAS.
WHAT WE DON'T WANT TO DO IS TO WAIT UNTIL WE'RE READY TO SAY WE WANT TO INCLUDE YOU.
WE'RE READY TO START THAT PROCESS NOW.
THAT'S JUST WORKING OVER HERE TO THE SIDE SO THAT THOSE YEARS CAN BE PUT INTO GETTING IT READY SO THAT WE HAVE A SUCCESSFUL IMPLEMENTATION AT SOME POINT IN THE NEAR FUTURE.
>> PERFECT. THANK YOU SO MUCH FOR THAT.
I DO WANT TO ADD, THIS IS THE FIRST, WE'VE DONE BEFORE, BUT I DID, AS IT SAYS LIKE KATHERINE DID AS WELL, I DID LOOK AT ALL THE VIDEOS.
IT WAS REALLY A NICE WAY FOR US TO BE ABLE TO HAVE THAT CONTEXT OF A CLASSROOM AND THE PRINCIPAL AND THE TEACHER.
THEY WORK TOO HARD FOR THEM TO COME AT 9:07 AT NIGHT AND HAVE TO PRESENT TO US. I APPRECIATE THAT.
I JUST WANT TO GIVE A SHOUT OUT BECAUSE IT'S SITTING IN FRONT OF ME TO LIZETH, KELSEY, JANA, TARA, MADELINE, JADE, KATHY, AND ELISA.
WE APPRECIATE YOU TAKING THE TIME TO THOSE VIDEOS.
IF YOU ALL DID NOT HAVE A CHANCE TO LOOK AT IT.
I HIGHLY ENCOURAGE THE REST OF THE BOARD TO DO THAT.
I WAS A NICE, WONDERFUL PEAK THAT WE DON'T ALWAYS GET TO HAVE. THANK YOU.
>> DID YOU WANT TO SAY SOMETHING?
>> [LAUGHTER] YOU'RE LUCKY YOU WERE COMING UP HERE.
SORRY. THANK YOU SO MUCH, DR. KENDALL.
>> THAT WAS REALLY INFORMATIVE.
WHAT? AND TO THE COMMITTEE, YES.
THANK YOU. [APPLAUSE] I KNOW THIS IS HARD WORK.
WE'RE MOVING ON TO 8.4 OF THE REPORTS,
[8.4 Board Member Community Liaison and Board Subcommittee ]
THE BOARD MEMBER COMMUNITY LIAISON AND BOARD SUBCOMMITTEE UPDATES.I THINK THEY'RE GOING TO GET THIS PRESENTATION UP ON THE SCREEN.
WE'RE GOING TO TALK ABOUT OUR LEGISLATIVE UPDATE. THERE IT IS.
I'VE GOT THE THING, DON'T I? I GOT TO REMEMBER.
WE'RE IN THE THROES OF THE 89TH LEGISLATIVE SESSION, I CAN'T SEEM TO MAKE THIS GO.
WHAT DO WE PUSH? DO YOU HAVE A CLICKER?
>> THERE WE GO. THEY'RE CLICKING FOR ME.
THE FIRST BILL, AND AGAIN, THE SUBCOMMITTEE MEMBERS INCLUDE DR. LAUREN TYRA AND TARA LANCE AND [OVERLAPPING].
>> CLICK. WE'RE GOING TO TALK ABOUT HOUSE BILL 2.
I WILL SAY THAT DANNY IS DOWN IN AUSTIN AND HE HAD SOME REALLY GOOD MEETINGS TODAY, AND I'LL LET YOU KNOW ABOUT THAT.
>> THERE'S A POWER BUTTON. HOUSE BILL 2.
I DID NOT DO THAT. DID YOU DO THAT? HOUSE BILL 2, THERE'S A FUNDING GAP BETWEEN THE HOUSE AND THE SENATE VERSIONS.
CURRENTLY, THE SENATE IS WORKING ON THEIR OWN VERSION OF HOUSE BILL 2, AND IT'S GOING TO SPEND A LITTLE LESS THAN WHAT THE HOUSE HAS INCORPORATED AND FOCUS MORE ON TEACHER PAY INCREASES AND SPECIAL ED.
HOWEVER, THERE'S A LITTLE WORD ON THE STREET THAT PERHAPS THE SENATE MAY TAKE HOUSE BILL 2 THE WAY IT IS, SO THAT WOULD BE GREAT.
IT'S JUST VERY UNKNOWN AT THIS TIME WHERE IT'S GOING TO LAND.
IT'S SUPPOSED TO BE HEARD NEXT WEEK, PERHAPS ON TUESDAY.
THEN IF IT GOES TO THE SENATE AND THEY MAKE CHANGES, THEN AFTER THEY PASS IT OUT OF THEIR CHAMBER, THEN IT'LL GO TO CONFERENCE COMMITTEE.
I'M NOT SURE WHO WILL BE ON THE CONFERENCE COMMITTEE, BUT THE DIFFERENCES WILL BE WORKED OUT THERE IN CONFERENCE COMMITTEE.
BUT IF THE SENATE PASSES IT LIKE THE HOUSE HAS WRITTEN IT, THAT WOULD MAKE LIFE EASIER.
>> [OVERLAPPING] JUST TO ADD, I THINK THIS WAS ABOUT 23 OR $25 MILLION SOMETHING FOR PLANO ISD.
>> TWENTY-FOUR MILLION UNDER HOUSE BILL 2, AND THAT'S SIGNIFICANT.
WHEN WE TALK ABOUT ADOPTING A DEFICIT BUDGET OR AS JOHNNY SAID, BY TAKING THE OPTION 2 BETTER OF THE COMPENSATION PACKAGE OPTIONS, THAT WOULD BE A $33 MILLION DEFICIT BUDGET.
SUBTRACT 24 FROM THAT, THAT'S A MUCH MORE REASONABLE NUMBER TO THEN DRIVE THOSE EFFICIENCIES DURING THE SCHOOL YEAR AND COME OUT ON THE OTHER END OF THE SCHOOL YEAR IN THE BLACK.
I THINK THAT THERE'S A LOT OF REASON FOR THE COMMUNITY TO BE WATCHING THIS CLOSELY, I WILL SAY.
[03:00:04]
IT'S A LITTLE BIT OF A HOT SPORTS OPINION, BUT AS WE HAVE TALKED TO OUR LEGISLATORS AND WE HAVE SEEN THE VOUCHER LEGISLATION MOVE AND THEN ULTIMATELY BE SIGNED BY THE GOVERNOR ON SATURDAY, THAT IS ABOUT ONE BILLION DOLLARS FOR 100,000 KIDS, AND THEY MADE SURE THAT GOT ACROSS THE FINISH LINE BEFORE TAKING CARE OF THE 5.5 MILLION KIDS IN TEXAS PUBLIC SCHOOLS.AS MUCH AS THE MAJORITY OF OUR LEGISLATORS, NOT ALL, HAVE SAID, WE'RE PRO PUBLIC EDUCATION, BUT WE'RE ALSO PRO VOUCHER.
I'M NOT FEELING THAT SO MUCH RIGHT NOW BECAUSE IT SHOWS WHERE THEIR PRIORITIES LAID.
SHOWS WHERE THEIR PRIORITIES WERE THIS SESSION IN TAKING CARE OF 100,000 KIDS BEFORE TAKING CARE OF THE 5.5 MILLION THAT ARE IN TEXAS PUBLIC SCHOOLS.
I AM HOPEFUL THAT OUR LEGISLATORS ARE GOING TO GET THIS DONE EXPEDITIOUSLY AND THE GOVERNOR IS GOING TO SIGN IT AND WE'RE NOT GOING TO SEE SHENANIGANS WITH THIS.
I GUESS REALLY WHAT I'M SAYING IS I HOPE ALL OF OUR LEGISLATORS THAT HAVE ASSURED US THAT THEY ARE PRO PUBLIC EDUCATION FOLLOW THROUGH ON THEIR WORDS BECAUSE WORDS HAVE MEANING, AND WE HAVE BEEN TOLD THAT YEAR AFTER YEAR, AND WE HAVE REALLY TRIED TO WORK WITH OUR LEGISLATORS COOPERATIVELY THIS YEAR, ALL OF THEM, AND SAY, HERE ARE THE THINGS THAT WE NEED IN PLANO ISD, AND WE NEED YOU TO COME THROUGH FOR US ON THESE THINGS.
I WANT TO SEE THE FOLLOW-THROUGH IN THE ACTION ON THAT.
I WANT TO SEE THE TRUTH OF THAT.
>> JUST TO FOLLOW UP ON WHAT DR. TYRA SAID.
WE'VE GOT HB 2 WITH THE $24 MILLION WIN FOR PLANO ISD, AND THE SENATE IT'S HOUSE BILL 4.
I THINK OUR WIN WOULD BE EIGHT MILLION?
>> TWENTY-SIX. SORRY, I KNEW I WAS GOING TO GET MY NUMBERS [INAUDIBLE].
>> THERE IS A HOUSE BEFORE, BUT I THINK WE'LL TALK ABOUT THAT IN A SECOND.
>> SORRY. THIS IS WHERE I'M GETTING CONFUSED. IT'S SLATE.
BUT WE'RE TALKING ABOUT 24 MILLION FROM THE HOUSE, 7-8 FROM THE SENATE.
WE NEED THAT 24 MILLION, AND THAT'S NOT US NEEDING IT.
OUR KIDS NEED IT, OUR STAFF NEEDS IT.
WE NEED IT TO MAKE SURE THAT OUR EDUCATION SYSTEM WORKS HERE IN PLANO ISD, AND NOT JUST US, EVERY OTHER DISTRICT ACROSS THE STATE NEEDS HB 2.
WHEN YOU SAY, SHOULD THERE BE SHENANIGANS, SHENANIGANS PURSUE COMMUNITY KEEP WATCHING, THIS IS WHERE WE'RE GOING TO CALL YOU TO ACTION IS TO REACH OUT TO YOUR SENATORS.
>> TWO YEARS AGO, DURING THE 89 LEGISLATIVE SESSION, WE WERE AT PTA RALLY DAY, AND YOU WERE THERE.
I'M NOT SURE JERRY IF YOU WERE WITH US, BUT WE WERE IN THE BASEMENT OFFICE OF ONE OF OUR REPRESENTATIVES WHO SAID, "I GUARANTEE WE'RE GOING TO GET AN INCREASE TO THE BASIC ALLOTMENT THIS YEAR." I'M STANDING BACK IN THE CORNER AND I JOKINGLY SAY, "CAN YOU SAY THAT AGAIN SO I CAN RECORD IT." I'M GOING TO HOLD UP MY PHONE, AND HE REPEATED IT AND THEN WE GOT NOTHING.
I WANT TO MAKE SURE THAT AT THE END OF THIS LEGISLATIVE SESSION, WE ARE ABLE TO TALK ABOUT OUR STATE REPRESENTATIVES AND OUR STATE SENATORS AND HOW THEY SUPPORTED US BECAUSE THEY HAVE TOLD US FOR YEARS THAT THEY WILL AND SUPPORT US AND NOW IS THE TIME, FOLKS.
>> SINCE WE HAD THE HISTORY LESSON EARLIER, I REMEMBER VERY DISTINCTLY IN 2019 WHEN HB 3 WAS PASSED, AND OUR LEGISLATION TEAM CAME BACK AND THEY WERE SO EXCITED AND THEY WERE SO JUBILANT THAT WE DID ALL THESE WONDERFUL THINGS FOR US AND WE WENT BACK AND SAID, "THANK YOU.
IT WILL LAST TWO YEARS." THEY WERE VERY UPSET WITH US THAT WE WERE NOT JUBILANT THAT THEY WERE ABLE TO DO THAT.
SURE ENOUGH, TWO YEARS LATER COME BY AND WE'RE WORSE OFF THAN WE WERE BEFORE HB 3 STARTED.
THAT'S THE THING THAT'S REALLY FRUSTRATING, IS BECAUSE WE'RE ONLY LOOKING AT A SHORT RUNWAY, AND WE REALLY HAVE TO BE LOOKING FOR THAT LONGER RUNWAY, AND HOW DO WE MAKE SURE THAT WE DON'T HAVE TO KEEP VISITING THIS EVERY TWO YEARS.
>> I THINK WE DARE THE STATE LEGISLATORS TO BE VISIONARY INSTEAD OF JUST FOCUSING ON TWO YEARS AT A TIME.
>> BUT THEY CARE ABOUT GETTING ELECTED IN TWO YEARS.
>> [OVERLAPPING] THEN THEY CAN BE VISIONARY LEADERS.
>> JERRY, TO YOUR POINT, IT GOES BACK BEFORE THEN BECAUSE IT WAS JUDGE DIETZ THAT IN 2015 SAID, "THE FUNDING SYSTEM IS UNCONSTITUTIONAL." THEN THE SUPREME COURT SAID, "NO, IT'S BYZANTINE." THAT WAS ONE OF THE WORDS IN THE OPINION.
[03:05:02]
WE PUT IT ON THE LEGISLATURE TO FIX IT.THAT WAS 2015. 2017 WAS THE BATHROOM BILL, GOT NOTHING THERE.
FINALLY CAME BACK FOUR YEARS LATER IN 2019, HOUSE BILL 3, WHICH WAS SUPPOSED TO BE TRANSFORMING CHANGE.
LIKE YOU SAID, OUR RECAPTURE WENT UP EXPONENTIALLY AFTER THAT IN TWO YEARS.
IT'S HARD BECAUSE IN '21, WE SUFFERED THROUGH A PANDEMIC, AND THEN IN '23, WE GOT NOTHING BECAUSE THEY WANTED TO GET THE ESA VOUCHER PASSED.
NOW THAT THEY'VE GOT THE ESA AND VOUCHER PASSED FOR THE 100,000 KIDS OR LESS, THEY'VE GOT TO COME FORWARD AND FUND THE PUBLIC ED FOR THESE 5.5 MILLION STUDENTS IN TEXAS BECAUSE WE ARE THE EIGHTH LARGEST ECONOMY IN THE WORLD, AND IF THEY WANT TO SEE THAT SUSTAINABLE, THEY HAVE TO HAVE AN EDUCATED WORKFORCE.
SO WE'VE ALL GOT A HOT SPORTS OPINION.
THIS ONE IS ACTUALLY SOMETHING THAT MAKES US A LITTLE BIT HAPPY BECAUSE THEY REWROTE IT BASICALLY, AND THE NEW VERSION ELIMINATES THE STAR TEST AND REQUIRES THE STATE BOARD OF EDUCATION TO ADOPT A NATIONALLY NORMED REFERENCE ASSESSMENT.
THIS WOULD BE PHENOMENAL BECAUSE WE COULD CONTINUE TO USE, MAP, MEASURES OF ACADEMIC PROGRESS, WHICH REALLY DOES PROVIDE EXCELLENT DATA FOR OUR TEACHERS TO INFORM THEIR PROCESSES AND SEE WHERE THEIR KIDS ARE, WHERE THEY NEED TO BE MET.
THE BILL ALSO ALLOWS LOCAL DISTRICTS TO REQUEST THE INCLUSION OF LOCAL ACCOUNTABILITY MEASURES SUCH AS STUDENT ENGAGEMENT AND WORKFORCE DEVELOPMENT.
WE'VE BEEN ASKING FOR THAT FOR AT LEAST 10 YEARS TO HAVE SOME SORT OF MEASURE BESIDES JUST A ONE-AND-DONE TEST, A HIGH STAKES TEST.
FINALLY, THE BILL CODIFIES THE NEW ACCOUNTABILITY MANUAL SCHEDULE, WHICH CLARIFIES WHEN THE COMMISSIONER MUST PROVIDE INFORMATION ABOUT THE ACCOUNTABILITY SYSTEMS BEFORE THE SCHOOL YEAR STARTS.
I THINK THAT WAS ONE OF THE STATUTES THAT HE BROKE THE LAW ON.
>> THIS IS A PERFECT EXAMPLE OF HOW ADVOCACY, EITHER BY MEMBERS OF OUR COMMUNITY OR THE ADVOCACY WORK THAT WE ARE DOING OR THAT DISTRICT STAFF ACROSS THE STATE ARE DOING, MAKE SUCH A BIG DIFFERENCE BECAUSE THIS IS A COMMITTEE SUBSTITUTE.
THE FIRST VERSION OF THIS BILL LOOKED LIKE A TEA COMMISSIONER REVENGE TOUR WHERE THEY WERE GOING TO PUNISH DISTRICTS THAT HAD SUED BECAUSE WE BELIEVE THE TEA HAD NOT COMPLIED WITH STATUTE THAT VASTLY EXPANDED THE COMMISSIONER'S POWER.
I HAVE SAID BEFORE, WE ARE A STATE THAT PRIDES OURSELVES IN DECISIONS BEING MADE BY THOSE THAT ARE ELECTED, AND THE COMMISSIONER IS NOT ELECTED.
WE ARE ELECTED, THE STATE BOARD OF EDUCATION IS ELECTED, THE LEGISLATURE IS ELECTED.
>> IT JUST DEPENDS WHICH LEGISLATION.
SOMETIMES UNELECTED BUREAUCRATS ARE ACCEPTABLE WHEN IT COMES TO EDUCATION.
>> [LAUGHTER] I'M SORRY, I SAID THAT INCORRECTLY.
UNACCEPTABLE, BUT WHEN IT COMES TO EDUCATION, IT'S ACCEPTABLE.
>> THIS IS ONE THAT THEY HEARD LOUD AND PROUD FROM DISTRICTS ACROSS THE STATE FROM TRUSTEES ACROSS THE STATE THAT THE ORIGINAL VERSION OF THIS BILL WAS JUST HEINOUS FOR LACK OF A BETTER WORD.
HAVING THE SYLLABUS, ESSENTIALLY, I THINK IT'S JULY 15, PRIOR TO THE YEAR STARTING AND UNDERSTANDING HOW THE ACCOUNTABILITY IS GOING TO BE MEASURED AND THEN SAYING THAT MAJOR CHANGES MADE TO THE ACCOUNTABILITY SYSTEM, NEED TO BE MADE BY THE LEGISLATURE AND NEED TO BE MADE BY OUR ELECTED OFFICIALS.
I THINK IS VERY, VERY GOOD PROGRESS HERE.
I WILL NOTE, I HAD MY KIDS DOWN IN AUSTIN WITH US THIS WEEKEND FOR THE HEB SCHOOL BOARD OF THE YEAR THING THAT WE WERE A TOP FIVE FINALISTS FOR.
I WAS ABLE TO GET MEETINGS WITH BOTH REPRESENTATIVE PLESA'S OFFICE AND ALSO SENATOR PAXTON.
MY SON GOT UP LOUD AND PROUD IN FRONT OF BOTH REPRESENTATIVE PLESA AND SENATOR PAXTON AND TALKED ABOUT HOW HE HATES STAR TESTING, BUT HE CAME WITH DATA.
HE SAID THERE ARE 5.5 MILLION KIDS IN PUBLIC SCHOOLS, 1.1 MILLION OF THEM HAVE TESTING ANXIETY.
I WAS LIKE, "HE DID RESEARCH," BECAUSE THAT IS NOT SOMETHING HE'S HEARD ME SAY.
AT LEAST FROM THE COUPLE OF ELECTED OFFICIALS THAT MY SON TALKED TO YOU ABOUT THIS EFFORT YESTERDAY,
[03:10:01]
I'M REALLY HOPEFUL THAT WE HAVE SUPPORT.I KNOW THAT BOTH REP PLESA AND SENATOR PAXTON SAID THAT THEY WOULD BE VERY SUPPORTIVE OF USING THAT.
>> WE'LL MOVE ON. OOPS, I WENT TOO FAR. I DIDN'T DO THAT ONE.
HOUSE BILL 7. THAT'S PARENTS RIGHTS AND GRIEVANCES AND THE DO NOT HIRE REGISTRY.
IT WILL BE INCLUDING PRIVATE SCHOOLS ON NON-CERTIFIED EMPLOYEES SO PARAPROFESSIONALS CAN BE PUT ON THE SAME DO NOT HIRE REGISTRY IF THERE'S SEVERAL OFFENSES.
IT CREATES AN OFFICE OF INSPECTOR GENERAL FOR EDUCATION.
RIGHT NOW, IT IS SOMEONE THAT WOULD BE APPOINTED BY THE COMMISSIONER.
NO, THE GOVERNOR WOULD APPOINT, ANYWAY.
BECAUSE THE OFFICE OF INSPECTOR GENERAL IS NOT AN ELECTED POSITION, IT WAS PREFERABLE THAT IT NOT BE APPOINTED BY SOMEBODY WHO IS NOT AN ELECTED OFFICIAL, SO THEREFORE, WE'RE ADVOCATING THAT THE OIG POSITION BE APPOINTED BY THE SBOE BECAUSE THEY ARE ELECTED MEMBERS, ABOUT A 25-MEMBER BODY.
THAT'S ONE OF THE POINTS THAT DANNY STOCKTON, CHIEF OF STAFF WAS DISCUSSING WITH THE CHAIRMAN THIS MORNING.
IT ALSO REVISES THE GRIEVANCE PROCEDURES.
I THINK IT EXPANDS THE TIMELINE FOR FILING A GRIEVANCE AND IT HELPS PARENTS MAKE SURE THAT THEY'RE HEARD.
THEN IT DOES PUT A LOT OF AUTHORITY ON THE OIG, THAT OFFICE OF INSPECTOR GENERAL TO HEAR APPEALS OF SCHOOL BOARD DECISIONS.
IF A SCHOOL BOARD RENDERS JUDGMENT IN A GRIEVANCE, IT CAN BE APPEALED TO THE OIG, BUT RIGHT NOW, I THINK IT CAN BE APPEALED TO THE COMMISSIONER, SO IT WOULD TAKE SOME OF THE WORK OFF OF THE COMMISSIONER AND PUT IT ON THE OIG. ANYBODY HAVE ANY COMMENTS?
>> I WAS JUST GOING TO SAY GIVEN THE LAST BULLET POINT, I WILL REITERATE THAT I THINK THIS IS VERY IMPORTANT THAT THE OIG BE VOTED ON AND APPOINTED BY THE SBOE AND NOT HAVE ONE UNELECTED PERSON WITH REALLY SIGNIFICANT POWER APPOINTING ANOTHER UNELECTED PERSON WITH REALLY SIGNIFICANT POWER TO THEN GO IN AND OVERRULE THE DECISION OF LOCALLY ELECTED OFFICIALS.
I THINK THAT'S REALLY IMPORTANT TO HAVE THIS PERSON ADVOCATE THAT WE HAVE THIS PERSON VOTED ON BY THE SBOE WHO ARE ELECTED.
>> I THINK YOU LOOK AT LIKE AN ORG CHART OF THE STATE AND YOU'VE GOT THE GOVERNOR APPOINTING TEA, AND THEN YOU'VE GOT ALL OF US ELECTING SBOE, AND THEN THEY WERE TO APPOINT AN OIG, IT JUST MAKES SENSE FROM A DEMOCRACY STANDPOINT.
>> TO YOUR POINT, WHY WOULD THAT UNELECTED PERSON OVERTURN DECISION MADE BY ELECTED INDIVIDUALS?
>> I'M NOT SURE THE TIMING ON THIS BILL, BUT I THINK THAT THERE MIGHT BE A FLOOR AMENDMENT WITH REGARD TO THE SBOE.
HOUSE BILL 19, AND THIS ONE HURTS. I KNOW.
IT PUTS ALL BOND ELECTIONS INTO THE NOVEMBER ELECTION, WHICH FOR SCHOOL DISTRICTS, WILL BE DOWN THE BALLOT, ABOUT WHERE YOUR SOCKS ARE, WAY DOWN HERE.
WE'RE HOPING THAT PEOPLE WOULD ACTUALLY COME OUT AND VOTE.
IT'S JUST A LITTLE BIT PUNITIVE.
IT ALSO PUTS A CAP ON THE DEBT BY PREVENTING THE ISSUANCE OF DEBT IF THE RESULTING DEBT SERVICE WOULD BE MORE THAN 20% OF THE AVERAGE TAX COLLECTIONS FOR THE PRIOR THREE FISCAL YEARS, EVEN IF IT WAS APPROVED BY VOTERS.
RIGHT NOW, I THINK THE NUMBER THAT WE'RE SITTING AT IS ABOUT 21%.
>> IT MAY NOT BE TERRIBLY PUNITIVE FOR US RIGHT NOW.
>> THIS WILL BE HARD FOR ALL DISTRICTS IN THE STATE OF TEXAS, US INCLUDED.
IT WILL BE DEBILITATING FOR DISTRICTS THAT ARE GROWING FAST OR THAT ARE MAYBE A LITTLE SMALLER IN NATURE.
THIS WILL BE HARD FOR EVERYBODY, BUT SPECIFICALLY FOR THOSE TYPE OF DISTRICTS.
>> THE PAST GROWTH WITH JUST THE HOUSE ROOFTOPS AS THEIR TAX BASE.
THEY DON'T HAVE ALL THE BUSINESSES UP THE 121, STATE FARM, ALL OF THAT, TOYOTA.
>> THE POINT OF THIS BILL TO ME IS THAT THERE IS CONCERN BY THE LEGISLATURE.
[03:15:02]
THE SCHOOL DISTRICTS ARE BEING IRRESPONSIBLE WITH THEIR BONDS AND TAKING ON TOO MUCH DEBT.I THINK THAT'S THE INTENT OF THE BILL.
I DON'T KNOW IF THEY REALIZE THAT FOR MANY DISTRICTS, ESPECIALLY FAST-GROWING ONES, THERE'S NO OTHER WAY TO BUILD SCHOOLS, THERE'S NO OTHER WAY TO RENOVATE SCHOOLS.
IF WE'RE SPENDING 83% OF OUR BUDGET ON PAYROLL, AND THEN WE'RE DEALING WITH THE INCREASE OF COST OF INSURANCE-CONTRACTED SERVICES, SUBSCRIPTION SERVICES, FUEL, ALL OF THE STUFF, THERE IS NO WAY WE CAN THEN PUT INTO OUR LITTLE M&O BUDGET, LET'S GO REBUILD SOME OF OUR CENTRAL FEEDER PATTERN ELEMENTARY SCHOOLS.
WHEN WE TALK ABOUT LOCAL CONTROL, THIS JUST SEEMS ABSURD.
>> I DO YOU WANT TO SAY, WE ARE ALREADY TALKING WITH OUR BOND FINANCIAL ADVISORS ON IF THIS WERE TO COME LAW, WHAT ARE THE NEXT STEPS FOR US? WE ARE KEEPING A CLOSE EYE ON THIS AND WE ARE VISITING WITH OUR NON-FINANCIAL ADVISORS TO, THIS HAPPENS, WHAT DOES THAT MEAN FOR US GOING FORWARD?
>> WELL, THE VOTERS APPROVE THE BOND.
WE HAVE A BOND ELECTION, THE VOTERS APPROVE THE BONDS, AND ONE THING THAT WOULD BE FINE WITH ME, FOR EXAMPLE, THE NOVEMBER ELECTION THING, WE DID THAT AND WE HAD A GOOD RESULT DOING A NOVEMBER BOND ELECTION, AND IF IT'S A TRANSPARENCY ISSUE AND WE NEED TO REPORT OUT, WHAT ARE PERCENTAGES IN A BOND ELECTION, THAT'S ONE THING, BUT THE VOTERS APPROVE THE BONDS, AND SO WE HEARD LOUD AND CLEAR FROM OUR VOTERS, YES, WE WANT YOU TO PRIORITIZE MAINTAINING GOOD SCHOOL FACILITIES.
I TELL PEOPLE ALL THE TIME, IT'S FUN AND GAMES UNTIL KIDS ARE IN PORTABLES.
WHEN YOU GET THESE REALLY INTENSE PACK CAMPAIGNS AGAINST BOND ELECTIONS AND THAT HAS REAL REPERCUSSIONS FOR SOME OF THESE DISTRICTS.
WELL, IN THE LAST PART, IT REQUIRES A SUPER MAJORITY OF THE BOARD TO APPROVE AN I&S TAX RATE THAT EXCEEDS THE RATE REQUIRED TO PAY THE DEBT.
I THINK WHEN I SPOKE TO DANNY TODAY, I THINK THEY'RE CHANGING THAT TO BE A UNANIMOUS BOARD APPROVAL, SO DON'T PAY YOUR DEBT OFF EARLY AND SAVE YOUR TAXPAYER'S MONEY AND INTEREST.
NOT ONLY ARE WE REQUIRED TO TAKE MORE TRAINING THAN ANY OTHER ELECTED OFFICIAL IN THE STATE, THIS IS JUST SO DISAPPOINTING BECAUSE AGAIN, IT TAKES AWAY ALL LOCAL CONTROL, NOT JUST FROM US, BUT FROM THE VOTERS.
>> WELL, AND I THINK ONE OF THE THINGS TO POINT OUT HERE IS THAT PLANO ISD IS VERY AGGRESSIVE IN PAYING BACK DEBT.
THERE IS A POLICY THAT WE CUT.
BY LAW, IT'S 40 YEARS, AND BY POLICY, IT'S 20 FOR US, BY PRACTICE, IT'S REALLY 10 OR LESS.
NOT EVERY SCHOOL DISTRICT HAS ESTABLISHED THAT.
AGAIN, I FEEL LIKE WE'RE AN OUTLIER.
AGAIN, I FEEL LIKE THAT WE'RE IGNORED ON WHAT THIS REALLY MEANS TO OUR COMMUNITY.
THIS IS A GOOD EXAMPLE OF WHY IT WAS INTENDED FOR THERE TO BE CITY GOVERNMENT AND SCHOOL DISTRICT GOVERNMENTS TO MAKE SURE THAT THE UNIQUENESS OF EACH COMMUNITY WAS TAKEN INTO ACCOUNT.
HERE'S ANOTHER EXAMPLE, ESPECIALLY IN A LARGE STATE LIKE TEXAS, WHERE MANDATES FROM THE STATE OF TEXAS DON'T ALWAYS APPLY LIKE THEY SHOULD TO EVERY SINGLE COMMUNITY.
>> CAN YOU SAY OVERREACH? [LAUGHTER]
I DID. THAT'S IT IN A NUTSHELL.
EVERYTHING'S STILL MOVING QUICKLY, AND WE WANT YOU TO KEEP YOUR EYE ON THE BALL.
WE HAVE A LEGISLATIVE TRACKING TOOL ON THE WEBSITE.
IF YOU GO TO WWW.PISD.EDU/LEGISLATIVEAFFAIRS, YOU CAN KEEP UP TO-DATE.
WE HAVE ALL THESE BILLS SUMMARIZED.
YOU CAN CLICK ON ONE AND SEE WHERE IT IS IN THE PROCESS.
I THINK, TERRY, YOU MENTIONED STAY ALERT AS FAR AS ANY CALLS TO ACTION.
WE WOULD LOVE TO SEE THE FUNDING BILL COME THROUGH THE SENATE, AND I THINK IT'S ABOUT TIME.
STAY TUNED, AND PLUGGED IN, AND GO TO OUR WEBSITE IF YOU WANT TO GET MORE INFORMATION.
>> I'LL JUST MAKE A PLUG THAT WE DO HAVE A WEEKLY NEWSLETTER GOING OUT.
FOR ANYONE WHO WOULD LIKE THIS DROPPED INTO YOUR E-MAIL BOX FRIDAY EVENING, SO WHEN YOU'RE HAVING YOUR FRIDAY EVENING GET OFF OF WORK TIME, YOU CAN PERUSE THROUGH WHAT'S GOING ON IN AUSTIN.
[03:20:05]
THERE IS A NEWSLETTER YOU CAN SIGN UP FOR, WE GET IT, THE TRUSTEES WE GET IT, AND IT'S VERY HELPFUL AND VERY INFORMATIVE.>> I GUESS IF I WERE TO ADD ANYTHING, IT WOULD BE THAT WE'RE IN MAY AND IT'S MAY 6TH, AND THE SESSION IS LESS THAN 30 DAYS OUT, SO THERE WILL BE A LOT OF MOVEMENT AND A LOT HAPPENING IN THE NEXT FEW WEEKS.
>> THERE'S DEADLINES BEFORE THAT.
[LAUGHTER] THAT CONCLUDES OUR REPORTS AND WE'LL MOVE TO POLICIES.
[9.1 Adoption of FD(LOCAL) Admissions under Second Reading FD(LOCAL)]
POLICY ADOPTION OF FD LOCAL ADMISSIONS UNDER SECOND READING.I WILL TURN THIS OVER TO DR. FREEMAN.
>> THANK YOU, PRESIDENT HUMPHREY.
POLICY FD LOCAL HAS BEEN UPDATED TO REMOVE REFERENCES TO DELETED EXHIBITS.
THIS POLICY IS PRESENTED FOR ADOPTION UNDER SECOND READING THIS EVENING.
>> THANK YOU. MAY I HAVE A MOTION?
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF POLICY FD LOCAL ADMISSIONS UNDER SECOND READING.
>> THANK YOU. I HAVE A MOTION BY DR. LAUREN TYRA AND A SECOND BY TARRAH LANTZ THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF FD LOCAL ADMISSIONS UNDER SECOND READING.
IS THERE ANY FURTHER DISCUSSION? I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
I SEE SEVEN HANDS, SO NONE OPPOSED.
ITEM 9.2 AND POLICIES IS THE ADOPTION OF REVISED POLICIES REVIEWED AS PART OF
[9.2 Adoption of Revised Policies Reviewed as Part of the Curriculum Audit as Indicated on the Policy Action List Under Second Reading]
THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.I'LL TURN THIS OVER TO LISA WILSON.
>> THANK YOU. POLICIES REVISED OR ADDED BASED ON RECOMMENDATIONS FROM THE CURRICULUM AUDIT ARE PRESENTED FOR ADOPTION UNDER SECOND READING TONIGHT.
THE POLICY ACTION LIST HIGHLIGHTS REVISED POLICIES, INCLUDING LOCAL POLICIES AE, BQ, DMA, EHBE, EIA, EMB, AND FB.
ADDITIONALLY, EH LOCAL IS A PROPOSED NEW POLICY.
>> THANK YOU. WE'LL MOVE TO ITEM A, WHICH IS THE ADOPTION OF REVISED POLICY AE LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY LIST UNDER SECOND READING.
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF REVISED POLICY AE LOCAL REVISED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> WAS THAT JERI? I TALKED RIGHT OVER YOU, I'M SORRY.
I HAVE A MOTION BY TARRAH LANTZ AND A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF REVISED POLICY AE LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE ANY FURTHER DISCUSSION?
WE TALKED ABOUT THIS THE LAST MEETING.
I DID NOT HAVE MY DUCKS IN A ROW.
MY DUCKS AND MORE A ROW THIS MEETING.
I DON'T UNDERSTAND WHY EMB LOCAL SPECIFICALLY.
>> WE'RE JUST ON AE LOCAL RIGHT NOW.
>> OH, I THOUGHT IT WAS ALL OF THEM.
>> WELL, WE'RE GOING ONE AT A TIME.
>> WE'RE JUST ON AE LOCAL. THAT'S IT.
>> THAT'S RIGHT. I'M WITH YOU. LET'S DO IT.
>> [LAUGHTER] THERE'S NO FURTHER DISCUSSION ON AE LOCAL? MAY I CALL FOR A VOTE? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
I SEE SEVEN HANDS UP, SO THE MOTION CARRIES UNANIMOUSLY.
WE'LL MOVE TO IT SAYS B, BUT I THINK THIS IS.
>> WELL, PARENTHESES THERE, ADOPTION OF REVISED POLICY BQ LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE ADOPTION OF REVISED POLICY BQ LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> I HAVE A MOTION BY JERI CHAMBERS AND A SECOND BY KATHERINE GOODWIN, THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF THE REVISED POLICY BQ LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE FURTHER DISCUSSION? I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR, RAISE YOUR HAND.
WE'LL MOVE ON TO THE NEXT POLICY, WHICH IS THE ADOPTION OF REVISED POLICY, DMA LOCAL, REVIEWED AS PART OF
[03:25:02]
THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF REVISED POLICY DMA LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> THANK YOU. I HAVE A MOTION BY DOCTOR LAUREN TYRA AND A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF THE REVISED POLICY.
DMA LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE ANY FURTHER DISCUSSION? SEEING NONE, I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR, RAISE YOUR HAND.
THE MOTION CARRIES UNANIMOUSLY.
WE WILL MOVE TO ADOPTION OF POLICY EH LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT, AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF REVISED POLICY EH LOCAL, REVIEWED AS PART OF THE CURRICULUM AUDIT, AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> I HAVE A MOTION BY TARRAH LANTZ AND A SECOND BY KATHERINE GOODWIN, THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF REVISED POLICY EH LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE ANY FURTHER DISCUSSION?
I THINK, LISA, THIS IS THE NEW POLICY.
>> THIS IS A NEW POLICY, AND I KNOW THAT WE HAVE A TYPO IN OUR LANGUAGE HERE, BUT THIS IS THE ONE POLICY THAT [INAUDIBLE].
>> YOU'RE RIGHT. LET ME REMAKE MY MOTION.
I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE ADOPTION OF NEW POLICY, OR CAN I JUST SAY POLICY, EH LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT OR ADDED AS PART OF THE CURRICULUM AUDIT.
INSTEAD OF REVIEWED THE WORD ADDED AND TAKE OUT THE WORD REVISED.
IT'S I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE ADOPTION OF STRIKE REVISED POLICY EH LOCAL, AND THEN STRIKE REVIEWED AND ADD THE WORD ADDED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> WE HAVE A MOTION BY TARRAH LANTZ AND A SECOND BY KATHERINE GOODWIN THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF POLICY EH LOCAL ADDED AS PART OF THE CURRICULUM AUDIT, AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE ANY FURTHER DISCUSSION? I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR, RAISE YOUR HAND.
I SEE SEVEN HANDS UP SO THE MOTION CARRIES UNANIMOUSLY.
WE WILL LOOK AT THE ADOPTION OF REVISED POLICY, EHBE LOCAL, REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE ADOPTION OF REVISED POLICY EHBE LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> THANK YOU. I HAVE A MOTION BY DR. LAUREN TYRA, A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF REVISED POLICY EHBE LOCAL, REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE ANY FURTHER DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR, RAISE YOUR HAND.
>> WE HAVE SEVEN HANDS UP, SO THE MOTION CARRIES UNANIMOUSLY, AND WE WILL NOW MOVE TO ADOPTION OF REVISED POLICY EIA, LOCAL, REVIEWED AS PART OF THE CURRICULUM AUDIT, AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> I MOVE THAT THE BOARD OF TRUSTEE APPROVES THE ADOPTION OF REVISED POLICY EIA LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> I HAVE A MOTION BY KATHERINE GOODWIN AND A SECOND BY ANGELA POWELL, THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF REVISED POLICY EIA LOCAL, REVIEWED AS PART OF THE CURRICULUM AUDIT, AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE ANY FURTHER DISCUSSION? HEARING NONE. I WILL CALL FOR A VOTE.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
AMAZING. MOTION CARRIES UNANIMOUSLY.
NOW, MICHAEL, WE'RE GOING TO GO TO ADOPTION OF REVISED POLICY EMB LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT, AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE ADOPTION
[03:30:03]
OF REVISED POLICY EMB LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT IS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING. IS THERE A SECOND?>> I HAVE A MOTION BY DOCTOR LAUREN TYRA, A SECOND BY KATHERINE GOODWIN, THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF REVISED POLICY EMB LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE ANY FURTHER DISCUSSION?
>> THANK YOU, NANCY, FOR MAKING SURE I DIDN'T MESS THIS ONE UP THIS TIME.
NO, I THINK WE ARE APPROVING A LIST OF POLICIES THAT HAVE BEEN, I GUESS, SUGGESTED BASED ON OUR CURRICULUM AUDIT.
I THINK THIS IS IMPORTANT JUST FOR PEOPLE TO KNOW, WE HAD A CURRICULUM AUDIT.
THERE WERE PLACES THAT WE HAD GAPS.
THESE POLICIES ARE SORT FILLING THOSE GAPS.
IT'S DOING THINGS LIKE MAKING SURE THAT OUR TEACHERS ARE NOTIFYING PARENTS WHEN THEIR STUDENTS ARE MISSING MILESTONES.
I THOUGHT ALL THAT WAS GREAT UNTIL I GOT TO THIS PARTICULAR ONE.
I WAS NOT SURE WHY WE ADDED THE SPECIFIC LANGUAGE AROUND A TEACHER ADMINISTRATOR OR OTHER EMPLOYEE, MAY NOT DISCUSS CONCEPTS PROHIBITED.
UNDER EDUCATION CODE 28.0022(A)(4).
IT'S WEIRD THAT WE'RE SPECIFICALLY CALLING OUT (A)(4) BECAUSE, IN THAT CODE, (A)(3) ALSO HAS THINGS THAT WE SHOULDN'T DISCUSS.
I'M REALLY CURIOUS AS TO WHAT MADE (A)(4) SPECIAL.
WHY WE DECIDED TO SAY (A)(4) SPECIFICALLY IS THE ONE THING THAT WE'RE GOING TO HIGHLIGHT IN THIS POLICY WHEN THERE'S A NUMBER OF THINGS IN THE TEXAS EDUCATION CODE RELATED TO THINGS THAT OUR TEACHERS CAN AND CANNOT SAY IN CLASS AND CANNOT TEACH ABOUT IN CLASS, BUT WE SPECIFICALLY CHOSE (A)(4).
>> MICHAEL, I DON'T KNOW THAT I CAN GIVE YOU A SPECIFIC ANSWER OTHER THAN WE WANTED TO MAKE SURE OUR TEACHERS BECAUSE THE ENTIRE CODE IS NOT NECESSARILY ITEMS THAT ARE PROHIBITED TO TALK ABOUT.
YOU HAVE TO DISCUSS THEM WITHIN CERTAIN PARAMETERS.
THAT PORTION WAS JUST POINTED OUT AS SOMETHING THAT YOU ARE NOT SUPPOSED TO DISCUSS.
>> BUT THERE ARE OTHER THINGS, FOR EXAMPLE, I HAVE THIS CODE UP NOW BECAUSE I WAS PREPARED FOR THIS.
THERE'S A SPECIFIC SECTION THAT SAYS, WE'RE NOT SUPPOSED TO DISCUSS, FOR EXAMPLE, THE 1619 PROJECT, AND THAT'S NOT AN (A)(4).
WHY DID WE PUT THAT ONE IN THERE? BECAUSE THAT'S ALSO TECHNICALLY STATE POLICY.
WHY DID WE JUST CHOOSE (A)(4)? IT SEEMS ODD AND WEIRD THAT WE WOULD MAKE THIS WHOLE LARGE POLICY AND THEN JUST TARGET THAT SMALL LITTLE SECTION OF THINGS FOCUSING ON WHY WE'RE NOT GOING TO OR WHY WE'RE DOUBLING DOWN ON THAT SPECIFIC SECTION.
>> THE ONLY THING I CAN OFFER IS THAT WHEN OUR COMMITTEE PUT IT TOGETHER, THE FOUR PROBABLY SHOULDN'T HAVE BEEN IN THERE.
BUT I ALSO KNOW THIS IS PART OF LEGAL POLICY.
WE WERE JUST REITERATING THINGS THAT ARE NOT SUPPOSED TO BE DISCUSSED, SO OUR TEACHERS WOULD BE AWARE.
>> BUT THERE'S A LOT MORE THAN JUST THIS ONE THING.
>> THIS ONE THING MAKES IT SEEM LIKE THIS BOARD IS REALLY SUPPORTIVE OF THAT ONE THING THAT WE SHOULDN'T BE DISCUSSING.
ADDING THAT SPECIFIC POLICY SAYS THAT THIS BOARD SAYS THAT THESE ARE THE THINGS THAT ABOVE ALL ELSE, WE WANT TO MAKE DAMN SURE OUR TEACHERS AREN'T TEACHING THIS.
THAT'S NOT SOMETHING I COULD GET BEHIND, BUT CLEARLY, PEOPLE HAVE VOTED FOR IT.
>> WELL, AND I WANT TO MAKE SURE YOU'RE LOOKING AT THE SAME (A)(4).
>> THE FOUR ACTUALLY GOVERNS ALL OF THE THINGS THAT ARE LISTED UNDER THERE THAT YOU'RE NOT SUPPOSED TO TALK ABOUT.
>> THAT STATEMENT JUST SAYS YOU MAY NOT DO THESE THINGS.
THE OTHER PIECES THAT ARE REFERENCED IN THAT POLICY ARE THINGS THAT YOU MAY NOT DISCUSS OR REQUIRE, BUT IF YOU CHOOSE TO DO SO, YOU HAVE TO DO IT OBJECTIVELY.
THERE ARE CHARACTERIZATIONS OF HOW YOU CAN ADDRESS CERTAIN CONTROVERSIAL TOPICS.
(A)(4) SPECIFICALLY POINTS OUT THINGS YOU MAY NOT DISCUSS.
>> (A)(2) AND (A)(3) ALSO TALK ABOUT THINGS THAT YOU SHOULD DISCUSS AND THEN WHAT MANNER YOU SHOULD DISCUSS THEM IN.
THEN (A)(3) SAYS THAT WE MAY OR MAY NOT REQUIRE, I DON'T WANT TO GET TOO FAR DOWN INTO THE POLICY HERE BECAUSE I DON'T THINK IT SERVES THE PEOPLE WHO DON'T HAVE THE POLICY IN FRONT OF THEM.
[03:35:02]
BUT I DO THINK IT'S WORTHWHILE FOR PEOPLE TO GO LOOK AT THE POLICY BECAUSE I DON'T THINK THAT WE AS A DISTRICT SHOULD BE DOUBLING DOWN ON IT.I THINK THAT IT'S ALREADY TEXAS LAW.
BY LAW, OUR TEACHERS CAN'T DO THIS ANYWAY.
I PUT IT IN OUR POLICY OR NOT, DOESN'T MATTER.
>> WE COULD NOT INCLUDE IT IF YOU CHOOSE TO DO SO.
IT IS TEXAS LAW, SO IT DOES NOT NEED TO BE REITERATED IN LOCAL POLICY.
IT WAS JUST A SUGGESTION MADE BASED ON NEW TEXAS LAW AND THE AUDITORS THAT WENT THROUGH THAT.
>> WELL, I JUST WANT TO SAY, I DON'T KNOW WHO WAS ON THE INITIAL COMMITTEE OF STAFF THAT REVIEWED THESE.
I WOULD SAY THAT THEY PROBABLY THOUGHT, WELL, LET'S PUT IT IN THERE AS A POINT OF EMPHASIS IN CASE SOMEBODY DOESN'T GO BACK TO READ STATUTE OR DOESN'T GO BACK TO READ LEGAL BECAUSE SOMETIMES PEOPLE JUST PULL UP LOCAL, JUST TO RESTATE TO KEEP TO MAKE SURE THAT TEACHERS KNOW AND ARE WELL AWARE WHAT ARE THE HOT TOPICS THAT YOU ABSOLUTELY ARE NOT ALLOWED TO TALK ABOUT.
I THINK LISA IS CORRECT THAT IT IS LAW, AND WHETHER THE BOARD APPROVES IT OR NOT, IT'S IN STATUTE AND OUR TEACHERS ARE REQUIRED TO ABIDE BY IT.
IT'S JUST A POINT OF EMPHASIS THAT COULD CERTAINLY COME OUT, SO IT COULD BE A STRIKE-THROUGH.
OR IF REALLY, IT'S UP TO THIS BOARD TO DECIDE WHETHER IT'S SOMETHING YOU WANT TO LEAVE AND TAKE A VOTE ON OR YOU WANT TO STRIKE THROUGH AND TAKE A VOTE ON.
>> I THINK IF IT WAS MEANT TO BE A POINT OF EMPHASIS, WE SHOULD HAVE PUT THE ACTUAL LANGUAGE IN THERE BECAUSE IT'S NOT LIKE IT'S MUCH LANGUAGE.
BECAUSE IT REALLY JUST POINTS TO A NUMBER OF THINGS THAT OUR TEACHERS CAN'T TALK ABOUT BASED ON THE STATE LAWS, WHICH IS BASICALLY A NUMBER OF THINGS ABOUT BOTH RACE AND SEX AND SLAVERY.
AGAIN, FOR ME, IT JUST SEEMED LIKE WE WERE I DON'T KNOW, DOUBLING DOWN AND RECOMMITTING TO IT.
AGAIN, IT'S SOMETHING THAT WE ALREADY KNOW IS ALREADY IN LAW.
IT'S NOT SOMETHING THAT I FELT LIKE WE NEEDED TO HAVE A SPECIFIC POLICY ABOUT, PARTICULARLY WHEN I THINK THE CURRICULUM AUDIT HAD A NUMBER OF REALLY GOOD THINGS IN THERE AND WE'VE MADE A NUMBER OF REALLY GOOD POLICY CHANGES.
IT JUST SEEMED WEIRD TO SLIP THIS IN BECAUSE IT SEEMED INCONGRUENT WITH ALL THE OTHER CHANGES WE'RE MAKING. THAT'S ALL.
>> JUST FOR THE RECORD, THOSE ARE ALL CLEARLY LAID OUT IN THE LEGAL POLICY.
BUT TO DOCTOR WILLIAMS POINT, WE TEND TO PULL UP LOCAL POLICY WHEN WE PULL UP OUR POLICIES, IT WAS JUST A REFERENCE BACK.
>> BUT I THINK WHAT I'M HEAR, MICHAEL SAY THEN IS THAT WE SHOULD HAVE DELINEATED ALL THE PIECES OF THE EDUCATION CODE, NOT JUST THAT ONE.
>> WOULD YOU WANT TO AMEND THE MOTION AND STRIKE THROUGH A TEACHER ADMINISTRATOR OR OTHER EMPLOYEE MAY NOT DISCUSS CONCEPTS PROHIBITED UNDER EDUCATION CODE 28.0022(A)(4)?
>> JERRY, YOU MADE THE MOTION.
>> NO, WAIT. HANG ON. BACK UP.
LAUREN MADE THE MOTION AND KATHERINE SECONDED IT.
>> IF WE'RE GOING TO AN AMENDMENT NOW, WE HAVE TO GO DOWN.
I NEED TO MAKE A MOTION FOR AN AMENDMENT.
YES. I MOVE TO AMEND EMB LOCAL, TO REMOVE THE LANGUAGE HIGHLIGHTED AND READ A TEACHER ADMINISTRATOR, OTHER EMPLOYEE MAY NOT DISCUSS CONCEPTS PROHIBITED UNDER EDUCATION CODE 28.0022(A)(4) AND THEN YOU NEED TO ASK FOR A SECOND.
>> THAT'S MY MOTION. I MOVE THAT.
>> NOW WE VOTE ON THE AMENDMENT.
WE'RE GOING TO VOTE ON THE AMENDMENT.
>> THAT'S ALL RIGHT. WE ARE GOING TO VOTE ON THE AMENDMENT THAT JERRY MADE AND KATHERINE SECONDED TO APPROVE THE ADOPTION OF REVISED POLICIES E AND B LOCAL STRIKING THE LANGUAGE, A TEACHER, ADMINISTRATOR, OR OTHER EMPLOYEE MAY NOT DISCUSS CONCEPTS PROHIBITED UNDER THE EDUCATION CODE 28.022(A)(4).
>> I MADE AN AMENDMENT. WE HAVE TO VOTE ON THE AMENDMENT AND WE GO BACK.
THAT'S VOTING WE HAVE TO VOTE ON THE AMENDMENT.
THEN WE'LL GO BACK TO VOTE ON THE AMENDED POLICY.
>> YOU THINK I'D REMEMBER ALL THE ROBERT SEARLS.
>> DONE THIS IN A LONG TIME THAT I JUST THIS IS SO MUCH FUN. I DOING THIS STUFF.
[03:40:01]
>> CHERRY AND KATHERINE HAS SECONDED THE MOTION TO MAKE AN AMENDMENT.
>> LET'S VOTE ON THE AMENDMENT.
>> WE HAVE A DISCUSSION FIRST. WE HAVE A MOTION ON THE TABLE.
YOU'RE RIGHT. IS THERE ANY FURTHER DISCUSSION?
>> THERE IS. BECAUSE I'M WONDERING IF WE ARE JUST MERELY REFERENCING EDUCATION CODE IN THIS ONE LOCAL POLICY.
THEN DO WE AND SHOULD IT BEHOOVE US TO BE CONSISTENT WITH OUR LOCAL POLICIES ACROSS THE BOARD? IF OUR LEGAL ALREADY SAYS THIS, SHOULD WE CONSIDER TAKING EDUCATION CODE REFERENCES OUT OF MORE OF OUR POLICIES?
>> WELL, THAT'S A SEPARATE ISSUE THAN.
>> BUT IT'S PART OF A DISCUSSION OF THIS AMENDMENT BECAUSE THEN I WOULD MOVE THAT WE TABLE THE BILL AND SEND IT BACK TO COMMITTEE.
>> YOU MOVED. IS THERE A SECOND? I CAN'T FOLLOW.
>> NOW WE HAVE A MOTION ON THE TABLE TO TABLE THE REVISED POLICY FOR EMB LOCAL TO TABLE THE MOTION FOR A LATER DATE, YOU HAVE TO GIVE THE DATE CERTAIN.
WOULD WE BRING THIS BACK ON THE MAY 20? WE HAVE A MOTION ON THE TABLE TO TABLE THE MOTION. WHAT DID YOU SAY?
>> SORRY, I THINK WE HAVE TO VOTE ON THE AMENDMENT FIRST BEFORE WE CAN HAVE THIS NEW MOTION.
>> WE HAVE TO VOTE ON THE AMENDMENT THAT WAS JUST-
>> WE NEED A ROBERT'S RULE OF ORDER PERSON HERE.
>> WE HAVE TO TAKE CARE OF THE AMENDMENT FIRST.
>> LET'S TAKE CARE OF THAT AMENDMENT.
IS THERE ANY FURTHER DISCUSSION ON THE AMENDMENT THAT JERRY AND KATHERINE BROUGHT FORWARD? I WILL CALL FOR A VOTE ON THE AMENDMENT.
WILL THOSE IN FAVOR OF THE AMENDMENT PLEASE RAISE YOUR HAND? WE HAVE FIVE TO TWO, AND THE MOTION PASSES.
>> IT'S BEEN NOW. WHAT THAT MEANS IS WE MOVED THAT.
>> NOW WE CAN GO BACK TO THE LANGUAGE.
>> TO ORIGINAL PIECE AND THEN IF WE WANT TO ADD NOW A NEW MOTION.
I WANT TO ADD A NEW MOTION NOW.
>> I MOVED TO TABLE THIS AND SEND IT BACK TO COMMITTEE FOR FURTHER EVALUATION.
>> IS THERE ANY FURTHER DISCUSSION TO TABLE THE ITEM? HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR.
PLEASE RAISE YOUR HAND. THE MOTION DOES NOT CARRY.
NOW WE MOVE BACK TO THE ORIGINAL MOTION THAT DOCTOR LAUREN TYRA MADE AND A SECOND BY KATHERINE, THAT THE BOARD OF TRUSTEES.
>> I WAS GOING TO READ IT WITH THE LANGUAGE.
THE ADOPTION OF REVISED POLICY EMB LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING WITH THE LANGUAGES AS AMENDED.
PARDON? IS THERE ANY FURTHER DISCUSSION? I WILL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF THE REVISED POLICY EMB LOCAL REVIEWED AS PART OF THE CURRICULUM MODE AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING AS AMENDED.
WE DID THE DISCUSSION ALL IN FAVOR, RAISE YOUR HAND.
THE MOTION CARRIES FIVE TO TWO.
>> TARRAH I'M SORRY, I DIDN'T CALL FOR OPPOSED.
>> I WILL AGAIN STATE THAT I FEEL LIKE IF WE STRIKE LANGUAGE THAT SAYS WE'RE JUST FOLLOWING STATE LAW, I DON'T DISAGREE WITH WHAT MICHAEL'S SAYING.
I JUST THINK WE NEED TO FURTHER EVALUATE THE CONSISTENCY OF WHAT THIS MEANS TO ALL OF OUR LOCAL POLICIES. THAT'S ALL.
>> I WOULD SECOND THAT I WOULD AGREE WITH THAT.
BECAUSE WHEN YOU CHANGE A CERTAIN POLICY THAT HAS BEEN, I WOULD SAY, CONSISTENT WITH OTHER POLICIES, I PREFER THAT WE'VE JUST KEPT IT THE WAY THAT WE'VE DONE IN THE PAST SO THAT WE DON'T CHANGE BACK AND FORTH HOW WE WRITE POLICIES.
>> JUST TO ADD THERE'S NOTHING KEEPING US FROM GOING BACK AS A SUBCOMMITTEE LOOKING AT THAT CONSISTENCY AND BRINGING IT BACK.
YOU CAN BRING BACK AGAIN A REVISED POLICY.
>> I COMPLETELY CONCUR, I THINK WE NEED TO MAKE SURE THEY'RE ALWAYS CONSISTENT.
BUT I THINK IN THIS PARTICULAR POLICY,
[03:45:05]
IT WAS HIGHLIGHTING ONE SPECIFIC CODE AND IT EITHER DO ALL OR NOTHING.I DO SUGGEST THAT THE FUTURE POLICY COMMITTEE OR THE CURRENT POLICY COMMITTEE GO BACK AND REVIEW THIS.
WE HAVE ONE MORE POLICY, THE ADOPTION OF REVISED POLICY FB LOCAL REVIEWED AS A PART OF THE CURRICULUM AUDIT.
AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING, MAY I PLEASE HAVE A MOTION? PAGE 30.
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE ADOPTION REVISED POLICY FB LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
>> I HAVE A MOTION BY KATHERINE GOODWIN AND A SECOND BY TARRAH LANTZ THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF THE REVISED POLICY FB LOCAL REVIEWED AS PART OF THE CURRICULUM AUDIT AS INDICATED ON THE POLICY ACTION LIST UNDER SECOND READING.
IS THERE FURTHER DISCUSSION? HEARING NONE, I WILL CALL FOR A VOTE.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
THE MOTION CARRIES UNANIMOUSLY.
NOW WE ARE FINISHED WITH POLICY.
[10. CONCLUSION OF PUBLIC COMMENT SESSION - NON-AGENDA ITEMS ]
WHICH IS THE CONCLUSION OF PUBLIC COMMENT SESSION FOR NON-AGENDA ITEMS. DR. FREEMAN, DO WE HAVE ANY NON AGENDA RELATED PUBLIC COMMENTS THIS EVENING?>> PRESIDENT HUMPHREY, WE HAVE FOUR NON-AGENDA ITEMS.
>> THANK YOU. AS NOTED EARLIER, THE PUBLIC WILL ABIDE BY THE RULES AND BOARD POLICY BED LOCAL.
AS A REMINDER, INDIVIDUALS PARTICIPATE BY SIGNING UP ONLINE IN ADVANCE OF THE MEETING IN ACCORDANCE WITH THE SIGN UP INSTRUCTIONS ON THE POSTED AGENDA.
IF A SPEAKER IS NOT PRESENT WHEN CALLED UPON, THEIR OPPORTUNITY TO SPEAK WILL BE FORFEITED.
SPEAKERS WHO FAIL TO ADHERE TO THE TOPIC THEY LISTED UPON SIGN UP ARE OUT OF ORDER AND WILL BE ASKED TO LEAVE THE PODIUM.
PURSUANT TO THE OPEN MEETINGS ACT, SECTION 551.074, PUBLIC COMMENT SESSION WILL NOT BE USED TO VOICE A COMPLAINT INVOLVING THE NAMING OF SPECIFIC INDIVIDUALS, INCLUDING BUT NOT LIMITED TO THE NAMES OF DISTRICT EMPLOYEES OR STUDENTS.
ADDITIONALLY, NO INFORMATION THAT MAY BE REASONABLY LINKED TO AN INDIVIDUAL PERSON MAY BE SHARED DURING PUBLIC COMMENT.
ALL OF THOSE COMPLAINTS ARE ADDRESSED IN ACCORDANCE WITH POLICIES DGBA, FNF AND GF.
SPEAKERS WILL HAVE THREE MINUTES EACH.
IF YOU ARE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, YOU'RE EXPECTED TO STOP.
SPEAKERS WHO FAIL TO STOP SPEAKING WHEN INSTRUCTED TO DO SO ARE OUT OF ORDER AND THE MICROPHONE WILL BE TURNED OFF, SPEAKERS HAVE RECEIVED INFORMATION REGARDING THE EXPECTATIONS OF PATRONS DURING THE PUBLIC COMMENT SESSION.
AS A REMINDER TO ALL, IT'S A CRIMINAL OFFENSE TO DISRUPT A LAWFUL MEETING, IF AFTER AT LEAST ONE MORNING, AN INDIVIDUAL CONTINUES TO DISRUPT THE MEETING, THE PERSON WILL BE ASKED TO LEAVE AND MAY BE REMOVED FROM THE MEETING BY LAW ENFORCEMENT IF NECESSARY.
IF WE HAVE TO STOP FOR A DISRUPTION OF THE MEETING, THE CLOCK WILL BE STOPPED.
THE TIME REMAINING WILL BE REINSTATED ONCE ORDER HAS BEEN RESTORED.
FINALLY, THE DISTRICT IS NOT RESPONSIBLE FOR THE CONTENT OF THE SPEECH SPOKEN AT THE PUBLIC PART OF OUR MEETINGS.
WHEN YOU ARE CALLED TO THE PODIUM, PLEASE STATE YOUR NAME AND WHETHER OR NOT YOU RESIDE IN THE DISTRICT.
DR. FREEMAN, WILL YOU PLEASE CALL A SPEAKER TO THE PODIUM?
>> OUR FIRST SPEAKER IS GIANTE RATLIFF, PLANO ISD, PARENT AND RESIDENT.
>> MR. RATLIFF, ARE YOU GOING TO WANT A ONE MINUTE WARNING?
>> GOOD EVENING. I WANT TO THANK DR. WILLIAMS AND DR. PEARSON.
I DON'T SEE HER HERE FOR TAKING MY E MAILS THE LAST COUPLE OF WEEKS ABOUT SOME ISSUES THAT I NEEDED ADDRESSED.
ALTHOUGH THERE ARE STILL SOME THINGS LEFT UNDONE.
I CAME HERE IN SEPTEMBER ABOUT AN ISSUE RELATED TO BOOSTERS COACHES ON THE EAST SIDE, AND THAT STILL HAS NOT BEEN FULLY ADDRESSED.
I WILL SAY I DID NOTIFY DR. WILLIAMS THAT THE COACHES HAVE CONTROL OVER AT THE TIME THE BOOSTER CLUB ACTIVITIES WHEN IT CAME TO STUDENTS AND FUND RAISING.
IF I'M NOT MISTAKEN, I THINK THAT IF THE COACH HAS CONTROL AND SUPERVISION OVER THAT, THEN THOSE FUNDS ARE SUPPOSED TO BE DEPOSITED INTO THE STUDENT ACTIVITY AS ACCOUNTS OF THE DISTRICT, BUT THOSE FUNDS HAVE BEEN DIVERTED TO WHERE THE BOOSTERS HAVE BEEN SPENDING THOSE FUNDS THE LAST THREE YEARS.
I CAN ALSO WHICH I CAN TELL YOU THAT'S A BOARD VIOLATION, AND I THINK YOU GUYS NEED TO MAKE SURE YOU RECOUP THOSE FUNDS.
[03:50:02]
I CAN TELL YOU THAT THERE'S BEEN COACHES OR A COACH WHO HAS TOLD STUDENTS THAT THEY COULDN'T GET THEIR EQUIPMENT WITHOUT HAVING A CERTAIN NUMBER OF CONTACT LISTED FOR THE FUNDRAISER, WELL THAT'S AN IRS VIOLATION.I TOLD THIS BOARD THIS BACK IN SEPTEMBER.
I COMPLAINED ABOUT A FRPA VIOLATION WITH THE ASSOCIATE PRINCIPAL OVER THERE.
HE FORWARDED MY E MAIL WITH THAT FRPA VIOLATION TO THE COACH WITH MY NAME STILL ATTACHED TO IT.
THEREFORE, SUBJECTING MY SON TO POTENTIAL RETALIATION OR HARASSMENT.
NOBODY WANTED TO LISTEN TO ME.
BECAUSE OF THAT, MY SON LEFT HIS SPORT, AND MY SON QUIT.
NOW ALTHOUGH HE'S NOW DOING ANOTHER SPORT.
THAT IS A SECONDARY SPORT THAT HE WANTED TO PLAY, BUT NOBODY LISTENED.
THEY LET MR. 14 AND 18 LITERALLY ACCORDING TO HELL.
I CAN DO WHAT THE HELL I WANT.
BECAUSE NOBODY'S DOING ANYTHING, YOU'RE HOLDING UP TO THAT.
BUT WHEN I WAS HERE IN SEPTEMBER, I WASN'T FEELING TOO WELL.
BECAUSE I'M HEALTHIER NOW, THIS IS PERSONAL.
BECAUSE IT'S PERSONAL, I'M COMING.
I'M GOING TO MAKE SURE I KNOW THAT I'M GOING TO REACH OUT TO THE SBOE.
I'M GOING TO REACH OUT TO UIL.
I WANT TO REACH OUT TO THE IRS.
WE'RE GOING TO REACH OUT TO THE DOE AND WHOMEVER I NEED TO.
BUT THIS IS PERSONAL. HE ATTACKING MY KID. I'M COMING.
>> OUR NEXT SPEAKER IS MARSHALL JACKSON, PLANO ISD RESIDENT.
>> WOULD YOU LIKE A ONE MINUTE WARNING?
>> WELL, I WANTED TO START OFF BY SAYING THANK YOU.
THANK YOU TO OUR BOARD MEMBERS THAT ARE RETIRING, JERI CHAMBERS AND ANGELA POWELL.
YOUR SERVICE TO THE DISTRICT, THE PARENTS AND THE KIDS ARE VERY MUCH APPRECIATED.
THE ACCOMPLISHMENTS TO THE DISTRICT ACHIEVED DURING YOUR TENURE ARE MANY.
A FEW INCLUDE THE PASSAGE OF THE VADER.
THE LARGEST BOND PACKAGE IN PLANO ISD HISTORY WITHOUT A TAX INCREASE, WHICH IN TURN GAVE MUCH NEEDED REPAIRS TO MANY ELEMENTARY AND MIDDLE SCHOOLS, AS WELL AS MANY GENERAL FACILITIES ACROSS OUR DISTRICT, NOT TO MENTION PLANO SENIOR HIGH GETS A FACE LIFT.
WE GET A NEW HAGGARD MIDDLE SCHOOL AND A STATE OF THE ART CTE CENTER THAT WILL BE THE NV OF NORTH TEXAS. THANK YOU.
YOUR STRENGTH AND LEADERSHIP WHEN FACED WITH MAKING TOUGH DISTRICT DECISIONS SUCH AS RETIRING, FOUR SCHOOLS IN PLANO'S PORTFOLIO OF SCHOOLS DUE IN PART TO DECLINING ENROLLMENTS AND LACK OF FUNDING FROM AUSTIN WILL SAVE OUR DISTRICT MILLIONS IN M&O.
YOUR COMMITMENT TO EXCELLENCE AND TENACITY TO SIT THROUGH ENDLESS BOARD MEETINGS WHERE NATIONAL PARENT GROUPS, UPSET PARENTS, CITIZENS, AND NON CITIZENS LIE, CHASTISE, ACCUSE, AND BULLY.
YOUR COMPOSURE AND GRACE IS REMARKABLE.
PRESIDENT RONALD REAGAN WAS ASKED AT THE END OF HIS PRESIDENCY.
HOW DO YOU THINK YOU DID? HE REPLIED, ALL IN ALL, NOT BAD, NOT BAD AT ALL.
THIS ALUMNI, THIS PARENT, AND THIS CITIZEN, THANKS YOU FROM THE BOTTOM OF THIS HEART FOR A JOB WELL DONE.
>> THANK YOU. I YIELD MY TIME BACK.
>> OUR NEXT SPEAKER IS GIANTE RATLIFF JUNIOR, PLAINTIFF IST STUDENT.
>> WOULD YOU LIKE A ONE MINUTE WARNING?
>> I CAME TODAY TO URGE THE BOARD TO LOOK AT SEPARATING ROWS OF ATHLETE DIRECTOR AND HEAD COACH BECAUSE IT IS A CONFLICT OF INTEREST BETWEEN THE HEAD COACHES THE LETTER SPORTS AND THE HEAD COACHES OF THE ATHLETE AND THE HEAD COACH WHO WAS ALSO SERVES TO BE THE ATHLETE DIRECTOR OF CERN PART OF PLANO EAST OR ANY OTHER PART OF THE DISTRICT.
[03:55:03]
HOW CAN ONE REMAIN TO BE UNBIASED WHEN DEALING WITH MONEY AND THE ATHLETICS OF OLD PROGRAM WHEN DEALING WITH THE ENTIRE SCHOOL? I YIELD MY TIME.>> OUR LAST SPEAKER IS STEVEN CHAMPION, PLANO ISD RESIDENT.
>> WOULD YOU LIKE A ONE MINUTE WARNING?
>> I'M A PLANO RESIDENT. I RAISED THREE KIDS WHO GRADUATE FROM PLANO SENIOR TWICE AND THEN PLANO EAST.
WE DID THE IB PROGRAM, VERY PLEASED WITH THE PLANO EXPERIENCE FOR OUR FAMILY.
NOW I'M A LITTLE BIT TROUBLED AS I SEE THE CHALLENGES OF THE LEGISLATIVE SESSIONS AND THE LACK OF PROGRESS WITH ROBINHOOD.
IT MAKES ME ANGRY LIKE SO MANY OTHER FAMILIES AND THE CHILDREN ARE HAVING TO PAY THE PRICE A LITTLE BIT AS WE GIVE A THIRD OF OUR REVENUE OVER BACK TO THE STATE, FOR SOMEONE ELSE, SOME OTHER ORGANIZATION TO DECIDE HOW THAT GETS SPENT WITHIN THE ENTIRE STATE.
BEING THE TECHNOLOGIST AND THE PERSON WHO HAD SOME TIME OVER A WEEKEND, AND I DECIDED TO SPEND A COUPLE HOURS LETTING AI AND CHAT GPT SOLVE THE WORLD'S PROBLEMS, LIKE IT SEEMS TO SOLVE FOR SO MUCH ELSE.
BUT THIS TIME, I ASKED IT TO BE A LITTLE BIT REALISTIC AND APPLY SOME REALISTIC MODELS.
I MERGED THE COLLIN COUNTY TAX INFORMATION.
I LOOKED AT HOW MUCH WE WOULD PAY IF WE WERE TO SUPPORT SPLITTING UP THE DISTRICT INTO THREE PIECES, ALIGNED WITH EACH SENIOR HIGH SCHOOL.
THAT SOUNDS ABSOLUTELY LUDICROUS AND CRAZY, AND I'M NOT ONE OF THOSE WILD GUYS THAT COMES IN.
BUT I DO THINK IT'S TIME FOR A PLAN B. I THINK IT'S TIME TO COME WITH A BIT OF A LOADED GUN, SO TO SPEAK TO AUSTIN TO LET THEM KNOW THAT WE'RE A LITTLE BIT SERIOUS ABOUT HOW CAN WE KEEP ROBINHOOD REVENUE LOCAL.
WHEN YOU RUN THE NUMBERS AND YOU START DOING ANALYSIS, AND MY MODEL IS PRETTY SIGNIFICANT AND LIKE I SAID, IT TOOK TWO HOURS ON CHAT GPT, SO THAT'S A LOT.
I JOKE, BUT IN ALL HONESTY, IT IS A MODEL I'M WILLING TO SHARE AND I'D LIKE TO AT LEAST HAVE A COMMITTEE EXPLORE OR LOOK FURTHER INTO IT.
>> BECAUSE WHAT WE SEE IS THE ABILITY TO LEGALLY, UNDER THE CURRENT STRUCTURE, CURRENT LAWS, KEEP EVERY PENNY OF ROBINHOOD.
THAT SOUNDS RIDICULOUS UNTIL YOU DO THE NUMBERS AND WORK THE MATH.
YOU CAN DO OPTION 4 TO GIVE MONEY FROM WEST TO EAST.
PLANO SENIOR COMES IN JUST A LITTLE BIT ABOVE THE CUT OFF AND GETS A LITTLE BIT OF RECAPTURE.
BUT WHAT'S INTERESTING IS THAT YOU HAVE SHARED AGREEMENTS, YOU HAVE THE ABILITY TO HAVE SHARED SERVICES, YOU HAVE YOUR BUSES, YOUR FOOD, ALL THOSE THINGS.
BUT ALL I'M DOING IS SUGGESTING AN ADMINISTRATIVE CHANGE TO THE STRUCTURE TO WHERE WE START TREATING EACH DISTRICT SEPARATELY.
BECAUSE THEN THE LAW FAVORS US ENORMOUSLY.
IT'S GOING TO BE MORE, I GUESS IT WAS 140.
BUT THE NEXT 3-5 IT'S GOING TO GET WORSE.
>> THANK YOU. WE'LL MOVE TO ITEM 11, WHICH IS THE ADJOURNMENT.
IF THERE'S NO FURTHER BUSINESS NO ANY OBJECTIONS FROM THE BOARD, THE MEETING IS ADJOURNED AND THE TIME IS 10:11 PM ON TUESDAY, MAY 6TH, 2025.
* This transcript was compiled from uncorrected Closed Captioning.