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[00:00:01]

ALL RIGHT. GOOD AFTERNOON OR GOOD EVENING. I AM TAMMY RICHARDS BOARD

[1. CALL TO ORDER: 5:30 P.M.]

PRESIDENT. I CALL TO ORDER THIS WORK SESSION OF THE PLANO ISD BOARD OF TRUSTEES AT 5:30PM ON TUESDAY OCTOBER THE 15TH 2019 AND THE PLANO ISD ADMINISTRATION BUILDING AND THEN AS THERE ARE NO ITEMS FOR CLOSED SESSION THIS EVENING THE BOARD WILL RECESS OPEN SESSION AND RECONVENE AT 6 P.M. AS POSTED ON THE AGENDA. THE TIME IS STILL 5:30P.M. UPSTAIRS. GOOD EVENING. THE BOARD WILL NOW

[3. RECONVENE OPEN SESSION: 6:00 P.M.]

RECONVENE OPEN SESSION AT 6:02 P.M. ON TUESDAY OCTOBER 15 2019 IN THE PLANO ISD ADMINISTRATION BUILDING BOARD ROOM. I'M TAMMY RICHARDS PRESIDENT OF PLANO ISD BOARD OF TRUSTEES AND PRESIDING OFFICER ON THE BOARD'S BEHALF I WISH TO EXTEND A WARM WELCOME TO ALL WHO ARE PRESENT AND TO OUR VIDEO VIEWERS. LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED TO MY LEFT ARE SARAH BONSER SUPERINTENDENT OF SCHOOLS DR. THERESA WILLIAMS CHIEF OPERATING OFFICER JERI CHAMBERS BOARD SECRETARY TRUSTEE DR. HEATHER WANG, TRUSTEE CODY WEAVER AND TRUSTEE NANCY HUMPHREY SEATED TO MY RIGHT ARE ANGELA POWELL BOARD VICE PRESIDENT DAVID STOLLE BOARD MEMBER RANDY MCDOWELL CHIEF FINANCIAL OFFICER DAN ARMSTRONG ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES DR. KATRINA HASLEY ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES SUSAN MODISETTE ASSISTANT SUPERINTENDENT FOR STUDENT AND FAMILY SUPPORT SERVICES DR. KARY COOPER ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES DR. BETH BROCKMAN ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES KARLA OLIVER. ASSISTANT SUPERINTENDENT FOR COMMUNITY ENGAGEMENT AND STRATEGIC PARTNERSHIPS AND SHARON NOWAK EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES. SUPERINTENDENT BONSER WILL YOU VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING. THANK YOU. PRESIDENT RICHARDS THIS MEETING HAS BEEN POSTED IN THE TEXAS OPEN MEETINGS ACT. THANK YOU. WE WILL NOW MOVE TO THE PUBLIC COMMENT SESSION OF OUR AGENDA. SO QUESTION FOR SHARON. DID WE RECEIVE ANY CARDS.

ALL RIGHT. SO I WON'T READ THE TEXT BUT TYPICALLY AFTER TURNING YOUR CARD OUR MEETINGS STARTS AND WE ALLOT 30 MINUTES. LET'S SEE. WE WILL NOW MOVE TO THE REPORTS

[5. REPORTS]

ON OUR AGENDA. OUR FIRST REPORT THIS EVENING IS AN ENROLLMENT REPORT PRESENTED BY RANDY MCDOWELL CHIEF FINANCIAL OFFICER MR. MCDOWELL. YES. THANK YOU PRESIDENT RICHARD. SO TONIGHT WE'RE GOING TO BRING YOU OUR FALL ENROLLMENT UPDATE THAT WE BRING ANNUALLY. AND SO WE'LL JUST JUMP RIGHT INTO THE NUMBERS ONE SLIDE AT A TIME. SO OUR ENROLLMENT MOST OF THIS COMPARES US TO ABOUT THE SAME POINT IN TIME LAST YEAR AND SO WE'RE COMPARING OCTOBER 3RD OF 20 19 TO OCTOBER 5TH OF 2018 OUR TOTAL ENROLLMENT. NOW THIS IS ONLY LOOKING AT K THROUGH 12 LAST YEAR AT THIS TIME WE WERE AT FIFTY ONE THOUSAND TWO HUNDRED NINETY FIVE STUDENTS THIS YEAR WE'RE AT FIFTY THOUSAND EIGHT HUNDRED AND FIFTY FOUR. AND SO WE'RE DOWN FOUR HUNDRED AND FORTY ONE STUDENTS IN GRADES K THROUGH 12 A COUPLE OF THINGS I'D LIKE TO POINT OUT IF YOU LOOK IN THE 10 3 19 COLUMN YOU CAN SEE STARTING IN YEAR IN GRADE 6 GRADES 6 THROUGH 12 SIX OF THOSE SEVEN YEARS ARE OVER 4000 STUDENTS. IF YOU LOOK IN GRADES K THROUGH 5 ALL OF THOSE ARE LESS THAN 4000 STUDENTS AND SO THIS IS WHAT THE DEMOGRAPHER HAS BEEN TALKING TO THE DISTRICT ABOUT FOR SOME TIME IS ALL OF OUR LARGER GRADES ARE IN OUR UPPER GRADE LEVELS AND SO AS WE GRADUATE CLASSES OUT WE CONTINUE TO DECLINE IN ENROLLMENT. SO THIS YEAR OUR KINDERGARTEN CLASS IS THREE THOUSAND FOUR HUNDRED AND NINE. AND THEN YOU CAN SEE THE CHANGES BY GRADE LEVEL OUT THERE TO THE RIGHT WHEN WE LOOK AT THE COHORT PROGRESSION. SO THIS IS LOOKING FOR EXAMPLE AT LAST YEAR'S KINDERGARTEN KINDERGARTEN MOVING THIS YEAR'S FIRST GRADE. WE TYPICALLY GET A LARGE BUMP THERE BECAUSE OF THE STUDENTS THAT GO TO PRIVATE KINDERGARTEN SO THAT GRADE LEVEL GREW ONE HUNDRED AND FIFTY TWO STUDENTS THEN WE CAN SEE HOW THAT GOES ON DOWN IN REALLY MOST GRADE LEVELS GREW EXCEPT NINE TO 10 AND THAT'S TYPICALLY THE HIGH SCHOOL ISSUE OF STUDENTS NOT HAVING ENOUGH CREDIT TO MOVE ON TO THE 10TH GRADE. BUT OVERALL IF YOU JUST LOOK AT THE COHORT PROGRESSION WE'RE UP THREE HUNDRED AND FIFTY FIVE STUDENTS SO THAT LOOKS REALLY GOOD. OUR CHALLENGE IS WE GRADUATED A CLASS OF 4200 AND WE BROUGHT IN A 3400 CLASS SO WE LOST 800 JUST IN THE GRADUATION AND BRINGING IN A NEW KINDERGARTEN CLASS. AND SO WHEN YOU

[00:05:04]

TAKE THE THE THE LOSS THERE OF GRADUATING A LARGE CLASS OF ABOUT EIGHT HUNDRED AND THEN THE COHORT PROGRESSION OF ABOUT 355. AND THAT'S ROUGHLY HOW YOU GET THAT WORD DOWN OVER 400 STUDENTS. SO WE ALWAYS TRY TO PROJECT KINDERGARTEN AND IT IS NOT AN EXACT SCIENCE BUT THE DEMOGRAPHER DOES LOOK AT BIRTH RATES AND SO WE DO WE CAN'T SEE THE DECLINING NUMBER OF BIRTH RATES AND WE SEE OUR KINDERGARTEN ENROLLMENT NUMBERS AS THOSE CONTINUE TO DECREASE. SO IN 12 13 13 14 WE WERE BRINGING IN ABOUT THIRTY EIGHT HUNDRED AND THEN THAT'S JUST CONTINUED TO DECLINE DOWN INTO THE 33 34 HUNDRED NUMBERS. I DID WANT TO GIVE YOU SOME STATEWIDE NUMBERS AND A LOT OF THIS IS JUST WHAT'S OCCURRING STATEWIDE AND MAYBE EVEN NATIONALLY. BUT I WENT IN AND I PULLED AVERAGE DAILY ATTENDANCE ON A STATEWIDE BASIS AND 14 15 STATEWIDE DISTRICTS GREW SEVENTY FIVE THOUSAND ADA THE NEXT YEAR THAT WENT DOWN TO SIXTY NINE THOUSAND STUDENTS SIXTY NINE THOUSAND STUDENTS STATEWIDE. THEN THAT WENT DOWN TO FORTY SEVEN THOUSAND THEN I WENT DOWN TO 34000 AND THIS PAST YEAR THAT WAS AT THIRTEEN THOUSAND. SO STATEWIDE FIVE YEARS AGO WE WERE GROWING SEVENTY FIVE THOUSAND STUDENTS LAST YEAR WE GREW 13000 STUDENTS. AND SO THIS ISN'T JUST A PLANO ISSUE BUT IT IS A STATEWIDE ISSUE AS WELL JUST THE GROWTH RATE HAS DRASTICALLY SLOWED DOWN WHEN WE LOOK AT OUR CURRENT ENROLLMENT COMPARED TO THE PROJECTIONS. SO THE DEMOGRAPHER HAD PROJECTED US THIS YEAR JUST IN K THROUGH 12 OF FIFTY THOUSAND SEVEN HUNDRED AND FORTY THREE STUDENTS AND WE'RE SLIGHTLY BETTER THAN THAT AT FIFTY THOUSAND EIGHT HUNDRED AND FIFTY FOUR. SO WE'RE ONE HUNDRED AND ELEVEN BETTER THAN PROJECTION AND THEN IF WE JUST LOOK AT THE GROWTH THAT OCCURRED. SO NORMALLY RIGHT AFTER LABOR DAY WE THAT'S ONE OF OUR BENCHMARKS TO SEE WHERE WE'RE AT. WE WERE AT FIFTY THOUSAND SIX SIXTY NINE IN GRADES K THROUGH TWELVE AS OF OCTOBER 3RD. WE WERE AT FIFTY THOUSAND EIGHT FIFTY FOUR. SO THIS YEAR WE GOT ONE HUNDRED AND EIGHTY FIVE ADDITIONAL STUDENTS FROM THAT POINT IN TIME PRE-K ENROLLMENT WE ARE UP. SO OUR EARLY CHILDHOOD IS UP 72 STUDENTS AND THEN OF COURSE WE HAVE MORE IN FULL DAY AS WELL PPCD IS DOWN APPROXIMATELY 7 STUDENTS HEAD START WE CAP AT 145. AND SO OVERALL OUR PRE-K NUMBERS ARE UP AS FAR AS A HEADCOUNT OF SIXTY FIVE STUDENTS. AND THEN WE'VE GOT A GRAPH THAT OUR DEMOGRAPHER PROVIDES THAT COMPARES US TO SOME OF OUR PEER DISTRICTS LOCATED NEAR US. AND TYPICALLY WE'RE I GUESS THIS TELLS US WE'RE ALL SEEING THAT IN OUR SECONDARY GRADE LEVELS. WE DO HAVE MORE STUDENTS AND SO WE'RE ALL FEELING THE IMPACT OF THOSE LOWER BIRTH RATES AND LOWER LOWER NUMBER OF STUDENTS THAT ARE FEEDING IN KINDERGARTEN GET KINDERGARTEN MOVING UP THEN WE'VE GOT THAT IN A DIFFERENT FORMAT HERE. AND THIS IS ONLY LOOKING AT GRADES 1 THROUGH 12 AND SO DOWN IN THE BOTTOM PART OF THAT AND THE ORANGE YELLOW THAT IS GRADES ONE THROUGH SIX AND SO FOR EXAMPLE PLANO 48.4 PERCENT OF OUR 1 THROUGH 12 STUDENTS ARE IN 1 THROUGH 6 AND THEN IN SECONDARY THAT'S 51.6.

SO EVEN THE WAY OUR NUMBERS LOOK ALL OF OUR NEIGHBORS LOOK VERY SIMILAR TO US FRISCO IS THE MOST EQUALLY DISTRIBUTED AND ACTUALLY ALLEN MCKINNEY AND LEWISVILLE HAVE EVEN A HIGHER RATIO OF SECONDARY STUDENTS THAN WHAT WE HAVE AND SO NOW THEY MAY HAVE MORE GROWTH TO OFFSET THAT. BUT WHEN WE LOOK AT IT THEY'RE ALSO FEELING THE IMPACT OF THEIR LARGER GRADES IN SECONDARY WHEN NOW TO GIVE A LITTLE HISTORICAL PERSPECTIVE. SO OUR TOTAL ENROLLMENT IN 15 16 WAS FIFTY FOUR THOUSAND FIVE HUNDRED NINETY SEVEN STUDENTS THAT NUMBER HAS CONTINUED TO DECLINE AND SO THE NEXT YEAR WE LOST FOUR HUNDRED AND TWENTY FOUR STUDENTS AND WE LOST 146. LAST YEAR WE LOST 969 AND THIS YEAR WE'RE DOWN THREE HUNDRED AND SEVENTY SIX STUDENTS. SO IF YOU ACCUMULATE THOSE FOUR YEARS THAT'S ONE THOUSAND NINE HUNDRED AND FIFTEEN STUDENTS THAT WE LOST. SO I MEAN IT IS STARTING TO HAVE A PRETTY MAJOR IMPACT ON OUR ON OUR  ADA AND WE'LL LOOK AT THAT HERE YOU CAN SEE PRE-K HAS INCREASED AT THAT SAME TIME OVER 300 STUDENTS IN SO. SO THAT REALLY MEANS WE'VE LOST ABOUT 2200 STUDENTS IN K THROUGH 12 WHAT DOES THAT MEAN FINANCIALLY. SO WHEN WE CONVERT THAT OVER

[00:10:06]

TO ADA AGAIN WE'RE GOING OFF THOSE SAME YEARS WE LOST ONE HUNDRED AND THIRTY ADA THEN WE LOST 431, 602 AND THEN 855 THIS YEAR I WAS PRETTY EXCITED THAT WE WERE UP THE FIRST SIX WEEKS BECAUSE LAST YEAR'S AVERAGE ADA WAS 49,849 FOR THE FIRST SIX WEEKS WE WERE 49905. SO THAT LOOKED GOOD. THEN I LOOKED AT LAST YEAR IN FROM THE FIRST SIX WEEKS TO THE CUMULATIVE ADA WE DROPPED FIVE HUNDRED AND NINE SO OUR ATTENDANCE AND OUR ADA KEPT GOING DOWN SO IT PULLED THE AVERAGE DOWN BY 500 AND NON ADA STUDENTS. AND SO IF WE DO THE SAME THING THIS YEAR IF THAT SAME TREND CONTINUES WE WOULD END AT FORTY NINE THOUSAND THREE TWENTY SIX ADA WHICH WOULD BE ANOTHER LOSS OF FIVE HUNDRED AND TWENTY THREE ADA. AND IF YOU JUST LOOK AT THE FOUR YEARS AND READ THAT'S JUST OVER TWO THOUSAND EIGHTY EIGHT THAT WE LOST AND AGAIN THAT'S NOT COUNTING WHATEVER LOSS WE HAVE THIS YEAR BUT THAT EQUATES TO ABOUT 15 MILLION DOLLARS PER YEAR THAT IF WE STILL HAD THE SAME NUMBER OF STUDENTS THAT WE HAD BACK IN 14 15 WE'D BE GENERATING 15 MILLION DOLLARS MORE IN ADA PER YEAR. AND SO IT'S I JUST POINT THE PART OF THIS. I MEAN IT'S OBVIOUSLY TO GIVE YOU AN ENROLLMENT UPDATE BUT IT'S ALSO TO START SETTING THE BUDGET STAGE OF WHAT WE'RE GOING TO BE FACING WE HAVE A 16 18 MILLION DOLLAR DEFICIT BUDGET. THAT NUMBER IS GOING TO CONTINUE TO CLIMB AT A FASTER RATE WHEN WE'RE LOSING WHEN OUR STUDENT ENROLLMENT IS DECLINING AT THIS RATE. IT'S REALLY NOT THAT WE'RE LOSING STUDENTS WE DON'T THINK IT'S JUST THEY'RE AGING OUT THERE THEY'RE GRADUATING AND THEY DON'T HAVE ENOUGH YOUNGER SIBLINGS THAT ARE COMING IN. WHEN WE WHEN WE LOOK AT OUR DEMOGRAPHERS PROJECTIONS GOING OUT THE NEXT FOUR YEARS SO 19 20 WE'RE AT 52 682.

THEY HAVE US DECLINING 527 NEXT YEAR 112 THE NEXT 374 AND 214 THE FOLLOWING SO WE'LL HAVE TO SEE HOW THAT ACTUALLY WORKS OUT BUT IF THAT WERE THE CASE WE WOULD WE WOULD BE DECLINING ANOTHER OVER TWELVE HUNDRED STUDENTS IN THE NEXT FOUR YEARS. AND SO IT'S DEFINITELY SOME ADJUSTMENTS THAT WE'RE GONNA HAVE TO LOOK AT AS FAR AS STAFFING AND BUDGETS ETC. RANDY DO WE HAVE ANY IDEA ABOUT PROJECTIONS OF WHEN IT'S GOING TO STABLE OR THAT'S A GOOD QUESTION AND SO YOU KNOW REALLY IN PLANO WE'RE NOT GROWING VERY MUCH. I MEAN WE'VE GOT YOU KNOW A COUPLE OF AREAS ENVISION OAK POINT IN SOME OF THOSE THAT WE EXPECT TO COME ON THOSE MIGHT HELP STABILIZE THAT A LITTLE BIT IN THE DEMOGRAPHER BUILDS IN A FACTOR OF WHEN NEIGHBORHOODS ARE GOING TO START TURNING OVER IN YOUNGER YOUNGER FAMILIES ARE GOING TO COME IN. I'VE BEEN TALKING TO AT LEAST ONE OF OUR NEIGHBORING DISTRICTS AND THEY'VE BEEN PROJECTING THAT AS WELL AND THEY AREN'T THEY STILL AREN'T SEEING THAT. AND SO THAT'S THE UNKNOWN IS WHEN IS WHEN IS THAT GOING TO KICK IN OR IS THAT GOING TO KICK IN. BUT ACTUALLY THEY'RE BUILDING SOME OF THAT INTO THESE PROJECTIONS. AND SO IF THOSE NEIGHBORHOODS DON'T TURN OVER AND YOUNGER FAMILIES DON'T START MOVING IN AT A FASTER RATE THAN THEY ARE THEN THIS MAY NOT BE AGGRESSIVE ENOUGH AS FAR AS ENROLLMENT DECLINE. ANY OTHER QUESTIONS. ALL RIGHT. THANK YOU MIGHT BE INTERESTING TO DRIVE THE STREETS AND SEE HOW MANY PRIVATE SCHOOL SIGNS ARE THERE. HOW MANY KIDS WE'VE LOST FOR OUR NEXT REPORT DR. BETH BROTMAN ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES WILL PROVIDE A MODEL CODE OF EDUCATOR ETHICS OVERVIEW. DR. BROCKMAN THANK YOU VERY MUCH. SO TONIGHT I WANT TO PROVIDE JUST A LITTLE BIT OF AN OVERVIEW AND ACTUALLY ENGAGE IN SOME CONVERSATION AROUND EDUCATOR ETHICS. BEFORE I DO THAT I WOULD LIKE TO THANK EDNA VIVIAN FROM OUR PROFESSIONAL ARNIE TEAM WHO'S IN THE BACK SHE HAS REALLY SPEARHEADED THIS WORK OVER THE LAST COUPLE OF YEARS AS WELL AS OUR SCOUT TEAM AND I WILL BE TALKING ABOUT THAT IN JUST A MOMENT SO IN THE FALL OF 2017 SHORTLY AFTER I ARRIVED WE HAD A TEAM ATTEND A TESSA SPONSORED TRAINING ON

[00:15:01]

EDUCATOR ETHICS. YOU MAY OR MAY NOT REMEMBER THAT IN 2017 THE LEGISLATIVE SESSION HAD A LOT OF CONVERSATION AROUND EDUCATOR MISCONDUCT AND WHAT THEY WERE CONSIDERING ETHICS. SO THERE WAS A BLOSSOMING OF TRAINING OPPORTUNITIES AND RECOMMENDATIONS FOR SCHOOL DISTRICTS AROUND ETHICS. WE SENT A TEAM INCLUDING MYSELF TO THIS TASK TO SPONSORED TRAINING IT WAS IN ARLINGTON I BELIEVE. AND THAT IS WHERE WE WERE FIRST INTRODUCED TO THIS MODEL CODE OF EDUCATOR ETHICS WHICH I WILL INTRODUCE YOU TO SHORTLY LATER THAT SAME YEAR WE SENT SOMEONE ASHLEY HELMS TO ATTEND A TRAIN THE TRAINER TRAINING ON EDUCATOR ETHICS AT REGION 10 WE ALSO ASSEMBLED A TEAM IN JANUARY OF 2018 THAT WE CALLED THE SCOUT TEAM TO STUDY THE ISSUE ON ETHICS AND EMPLOYEE WELL-BEING BECAUSE THE TWO ARE SOMEWHAT LINKED. AN EMPLOYEE THAT IS IN A GOOD PLACE WELL-BEING WISE IS MORE ABLE TO MAKE GOOD ETHICAL DECISIONS. THEY THEN SPENT THE NEXT COUPLE OF YEARS NEXT YEAR OR A HALF REALLY STUDYING THE ISSUE. AFTER LOOKING AT ALL OF THESE DIFFERENT RESOURCES AND DIFFERENT OPTIONS WE MADE THE DECISION THAT IN PLANO WE NEEDED TO RAISE THE BAR AND GO A SLIGHTLY DIFFERENT DIRECTION WITH ETHICS THE MCP THE MODEL CODE OF EDUCATOR ETHICS AND TROY HUTCHINGS WERE INTRODUCED TO US IN THAT FALL OF 2017 AND SEVERAL OTHER PEOPLE ADMINISTRATORS THEN GOT TO SEE HIM IN VARIOUS SETTINGS OVER THAT NEXT YEAR. OUR SCOUT TEAM COMPRISED OF CENTRAL OFFICE ADMINISTRATORS A FEW CAMPUS ADMINISTRATORS A FEW SOME TEACHERS AND OTHER EDUCATORS FROM THE CAMPUS LIKE A LIBRARIAN A NURSE AND OTHER REPRESENTATIVES FROM ACROSS THE DISTRICT.

WE'RE ON THIS SCOUT TEAM THAT DEVOTED COUNTLESS HOURS TO STUDYING THE ISSUES VIEWER ON THE SCOUT TEAM WOULD YOU RAISE YOUR HAND. THANK YOU. THANK YOU FOR YOUR WORK. SO WE WERE STARTLED BY THIS STATISTIC THAT IN ONE DAY TEACHERS CLASSROOM TEACHERS MAKE BETWEEN 3000 AND 5000 DECISIONS THAT ARE NOT TRIVIAL. SO THIS DOES NOT INCLUDE AM I GOING TO GET THE REESE'S PEANUT BUTTER CUPS OR THE SNICKERS BAR OUT OF THE VENDING MACHINE. PERHAPS MORE THAN ANY OTHER PROFESSION. SO WHEN YOU CONSIDER THAT THAT EACH TIME A TEACHER ASKS A QUESTION AND STUDENTS RAISE THEIR HANDS THEY'RE HAVING TO MAKE A DECISION. WHO DO I CALL ON. THAT'S NOT A TRIVIAL DECISION. AND OUR TEACHERS ARE FACED WITH MAKING THREE TO FIVE THOUSAND OF THOSE PER DAY. WE ADD TO THAT THE GROWING SCOPE IF YOU WILL OF THE RESPONSIBILITY OF A TEACHER IN OUR SOCIETY AND WHAT WE ASK THEM TO DO IT IS VERY DIFFERENT FROM WHEN I WAS A CLASSROOM TEACHER FROM WHEN I WAS SITTING IN A CLASSROOM AND CERTAINLY DIFFERENT FROM WHEN MY PARENTS WERE SITTING IN A CLASSROOM AND WHAT THEIR TEACHERS WERE TASKED WITH WE ARE AT A CROSSROADS AND WE NEED TO CONSIDER THE IMPACT THAT THE DECISIONS WE MAKE HAVE ON THE STUDENT. SO CONSIDER THE TEACHER IS MAKING IN THAT SPLIT SECOND WHEN THEY'RE DECIDING WHO TO CALL UPON IN THE CLASS. THE IMPACT THAT HAS ON THE STUDENT THE STUDENT THEY CALL ON THE OTHER STUDENTS WHO HAD THEIR HAND RAISED AND DIDN'T GET CALLED ON AND THE STUDENT WHO DIDN'T RAISE THEIR HANDS THOSE STORIES OF THOSE STUDENTS THOSE INPUT THAT IMPACT OF THOSE DECISIONS EVENTUALLY HELPS CREATE A PERCEPTION OF THAT TEACHER OF MY CAMPUS OF MY DISTRICT. AND IN THIS DAY AND AGE THE PUBLIC PERCEPTION OF PUBLIC EDUCATION ITSELF CAN BE INFLUENCED BY THE DECISIONS THAT TEACHERS ARE MAKING EVERY MINUTE OF EVERY DAY SO LET'S TALK ABOUT THE DIFFERENCE BETWEEN A CODE OF CONDUCT AND A CODE OF ETHICS. WE HAVE IN TEXAS WHAT WE AFFECTIONATELY CALL AN EDUCATOR

[00:20:04]

CODE OF ETHICS WE USE IT. IT'S IN OUR POLICY. IT'S IN THE TEXAS EDUCATION CODE AND IT IS WHAT WE USE AND REFER TO WHEN WE NEED TO TAKE SOME ADVERSE ACTION WITH AN EDUCATOR. IT'S WHAT WE POINT TO. YOU VIOLATED THESE ASPECTS OF THE TEACHER CODE OF ETHICS IN TEXAS AND THAT MEANS YOUR EVALUATION IS ADVERSELY IMPACTED OR YOUR CONTRACT STATUS IS ADVERSELY IMPACTED YOUR JOB CAN BE ADVERSELY IMPACTED BUT THE ISSUE THAT WE HAVE IS OUR CODE OF ETHICS IN THIS STATE IS REALLY MORE A CODE OF CONDUCT. YOU COULD LIKEN IT TO OUR STUDENT CODE OF CONDUCT. IT'S A COLLECTION OF RULES EXPECTATIONS BEHAVIORS. IT'S A LIST OF DO NOT DO DO NOT DO THIS DO NOT DO THIS DO NOT DO THIS BUT THE PROBLEM IS THAT EMPLOYEE MISCONDUCT IS RARELY IF EVER BASED ON A SINGLE EVENT. THERE ARE ALWAYS THINGS THAT LEAD UP TO THAT SINGLE EVENT THAT CHOICE TO HAVE AN INAPPROPRIATE RELATIONSHIP WITH A STUDENT THAT WAS NOT A WAKE UP THIS MORNING AND DECIDE TO HAVE THAT RELATIONSHIP. IF YOU LOOK BACKWARDS YOU CAN FIND ALL OF THE SIGNS THAT LED UP TO THAT AND WE WANT TO EMPOWER OUR EDUCATORS TO THINK ABOUT THE IMPACT OF THE SMALL DECISIONS BEFORE THEY GET TO THE BIG ONE THAT CAN BE CAREER CHANGING. OTHER PROFESSIONS TRUE PROFESSIONS HAVE A CODE OF ETHICS THAT IS EMPOWERING IN THAT WAY. THE MEDICAL PROFESSION WAS ACTUALLY THE FIRST PROFESSION TO HAVE A CODIFIED CODE OF ETHICS AND THAT'S ONE THAT WE TEND TO COMPARE TO WHEN WE'RE TALKING ABOUT ETHICS IN THIS FRAME OF MIND SO HERE IS A GOOD GRAPHIC THAT EXPLAINS THE WHERE OUR TEACHERS ARE AND THE RELATIONSHIP BETWEEN A CODE OF CONDUCT AND THE MODEL CODE OF EDUCATOR ETHICS SO THE CODE OF CONDUCT LIKE WE HAVE IN TEXAS IS THE AREA IN THE RED WE WOULD LIKE TO AVOID THE RED. IT IS A BOUNDARY YOU CAN'T PASS IT UNLESS YOU'RE WILLING TO FACE SANCTIONS. IT'S SETTING A REALLY LOW BAR. IT'S PROTECTING SOCIETY FROM OUR EDUCATORS. THAT IS A REALLY REALLY LOW BAR. IT'S THE LOWEST STANDARD OF ACCEPTABLE BEHAVIOR AND WE USE IT FOR COMPLIANCE FOR PUNISHMENT AND TO STANDARDIZE. BUT IT IS NOT AT ALL EMPOWERING AND CERTAINLY NOT FORWARDING THE PROFESSIONALISM OF OUR EDUCATORS. THE MODEL CODE OF ETHICS FOR EDUCATORS ON THE LEFT HAND SIDE REALLY IS ABOUT GUIDING DECISION MAKING. IT'S A TOOL. IT HELPS HAVE CONVERSATIONS. IT'S PROTECTING THE PRACTITIONER IN THE LITTLE DECISIONS. IT'S PROTECTING THE PROFESSION AND THE PERCEPTION OF THE PROFESSION AND IN THE END THOSE CONVERSATIONS ABOUT THE SMALLER DECISIONS WILL HELP US MITIGATE SOME RISK BECAUSE EDUCATORS ARE IN A REALLY RISKY PROFESSION WHEN WE REALLY THINK ABOUT THE RESPONSIBILITY THAT WE PLACE IN THEIR HANDS IT'S REALLY RISKY PROFESSION AND WE HAVE NOT DONE A GREAT JOB AS A PROFESSION TO OUR EQUIP OUR EDUCATORS TO MAKE THOSE THREE TO 5000 DECISIONS A DAY IN A LESS RISKY WAY. SO WE NEED TO ENCOURAGE PEOPLE THAT WE OPERATE WITHIN THE GRAY. WE'RE WALKING IN THE GRAY EVERY DAY AND OUR JOB IS TO HELP YOU EMBRACE IT AND EMBRACE THAT UNCERTAINTY TO ASK QUESTIONS TO ENGAGE IN SOME COLLABORATION WITH OTHER EDUCATORS SO YOU CAN NAVIGATE THE GRAY. WE ARE NOT TALKING ABOUT EDUCATORS BEING ABLE TO ESCAPE THE GRAY THAT'S JUST THE WORLD THAT WE LIVE IN. WE'D LIKE TO AVOID THEM GETTING TO THAT LIGHTLY SHADED GRAY BEFORE THE RED AND WE'RE HOPING THAT THE MODEL CODE OF EDUCATOR ETHICS WILL HELP US GET THERE. WE ARE ONE OF THE FEW PROFESSIONS THAT DOES NOT HAVE A DEFINED STANDARD OF CARE. SO I'LL GO BACK TO THE MEDICAL PROFESSION. THERE IS A STANDARD OF CARE YOU CAN HAVE ANOTHER DOCTOR TESTIFY IN A

[00:25:03]

TRIAL THAT THE STANDARD OF CARE WAS MET OR WASN'T MET IN A PARTICULAR PATIENT'S CASE. WE KNOW WHAT THAT LOOKS LIKE. THOSE IN THE MEDICAL PROFESSION KNOW WHAT THAT EXPECTED STANDARD OF CARE SHOULD BE. WE DON'T HAVE THAT IN EDUCATION IN TEXAS. WE HAVE A LIST OF DON'TS BUT IT DOESN'T PROVIDE US WITH ANYTHING TO ESTABLISH A STANDARD OF CARE. AND I WANT TO EMPOWER OUR EDUCATORS IN PLANO ISD TO HELP US DEFINE WHAT THAT STANDARD OF CARE IS IN PLANO ISD BECAUSE THE MINIMUM IS NOT GOOD ENOUGH FOR US AND FOR OUR KIDS. SO WE'RE LOOKING AT A SHIFT OF THINKING WHAT IF WE USED A TRUE CODE OF ETHICS AS A VEHICLE FOR ELEVATING THE PROFESSION AND A TOOL FOR GUIDING DECISIONS. SO IN THE FALL OF 2018 SO BEFORE SCHOOL STARTED LAST YEAR OUR PROFESSIONAL LEARNING AND H.R. DEPARTMENTS COLLABORATED AND THEN CONSULTED WITH OUR SCOUT TEAM TO DESIGN A ONE HOUR CAMPUS STAFF TRAINING ON EDUCATOR MISCONDUCT AND WHAT WE AFFECTIONATELY CALLED RED FLAGS. THIS WAS OUR FIRST STICKING OUR TOE IN THE WATER AND HAVING CONVERSATIONS WITH EDUCATORS ABOUT ETHICS WITHOUT IT BEING. DON'T DO THIS DON'T DO THIS. DON'T DO THIS. THE CONVERSATION STARTED AROUND HAVING COLLABORATIVE CONVERSATIONS EMPOWERING EDUCATORS TO TALK TO OTHER EDUCATORS WHEN THEY'RE FACED WITH A DECISION THAT SEEMS CHALLENGING EVEN A SMALL DECISION AND SUPPORTING EACH OTHER IN THOSE TRICKY DECISIONS WITHOUT JUDGMENT WITHOUT BLAME AND WITHOUT CONSEQUENCES. WE STARTED THAT AROUND SCENARIOS AND RED FLAGS. SO OUR EXPERT THAT I'LL TALK TO YOU ABOUT IT IN A MINUTE HAS DONE EXTENSIVE RESEARCH AROUND FORMER EDUCATORS THAT HAVE BEEN CONVICTED OF INAPPROPRIATE CONDUCT OR INAPPROPRIATE BEHAVIOR WITH STUDENTS AND WALKED ALL THE WAY BACK TO WHEN IT STARTED. AND THE MICRO DECISIONS THAT LED TO THE FIRST SLIPPERY SLOPE AND SO WE WANTED TO SEE HOW OUR EDUCATORS IN THIS DISTRICT WOULD PERCEIVE POSSIBLE THINGS ALONG A SLIPPERY SLOPE. AND SO WE DID SOME RED FLAGS AND WE STARTED WITH THIS SCENARIO. AND DOES THAT RAISE RED FLAGS. IF A TEACHER TOLD YOU A COLLEAGUE TOLD YOU THEY WERE DOING THIS WOULD THAT RAISE A RED FLAG FOR YOU. AND WHAT WOULD BE THE RED FLAG AND WE CONTINUED FROM THERE. THIS TRAINING WAS VERY WELL RECEIVED ON OUR CAMPUSES. ONE THE TEACHERS HAD SOME FUN WITH IT BUT TWO THEY ACTUALLY WERE GIVEN A WAY TO ENGAGE WITH OTHERS AROUND TRICKY SITUATIONS. AND SEVERAL CAMPUSES REQUESTED SOME FOLLOW UP CONVERSATION IDEAS FROM US THAT THEY COULD USE THROUGHOUT THE YEAR SO THE SHIFT STARTED ENTER IN OUR STRATEGIC PLAN WE HAD A FEW SCOUT TEAM MEMBERS THAT WERE ON OUR ACTION TEAM FOR THREE POINT THREE AND ONE OF THE ITEMS THAT CAME FORWARD IN THREE POINT THREE WAS AROUND THE MODEL CODE OF EDUCATOR ETHICS AND BUILDING THAT AS A TOOL FOR OUR EMPLOYEES SO WE'RE GOING TO ACTUALLY ENGAGE WITH THIS A LITTLE BIT IF YOU WOULD FIND IN YOUR FOLDER. BOARD MEMBERS AND CABINET MEMBERS PLEASE FIND IN YOUR FOLDER A BLACK AND WHITE COPY OF THE MODEL CODE OF EDUCATOR ETHICS. LOOKS LIKE THIS. WHAT I'D LIKE FOR YOU TO DO IS TURN TO THE SECOND PAGE WHERE IT SAYS PRINCIPAL TO RESPONSIBILITY FOR PROFESSIONAL COMPETENCE WHAT I'D LIKE FOR YOU TO DO IS READ THROUGH PRINCIPAL TO A B AND SEE IF YOU GET TO IT. AND CIRCLE A WORD OR YOU'RE ALLOWED TO THAT YOU BELIEVE IS

[00:30:03]

PARTICULARLY SIGNIFICANT FOR OUR WORK AND UNDERLINE A PHRASE THAT YOU THINK IS PARTICULARLY SIGNIFICANT FOR OUR WORK IN PLANO. AND I'M GOING TO GIVE YOU JUST A FEW MINUTES TO DO THAT THIS IS YOUR 30 SECOND WARNING AND WE ARE GOING TO REPORT OUT. SO FIND YOURSELF A WORD AND A PHRASE OKAY. SO WHAT WE'RE GONNA DO IS WE'RE GOING TO START WITH KERRY. HE'S BEEN GRACIOUS AND SAID WE COULD AND WE'RE GONNA START WITH THE PHRASE. SO AS WE GO AROUND THE TABLE EVERYONE IS JUST GOING TO SHARE THEIR PHRASE NOT WHY THEY PICKED IT JUST THE PHRASE. SO THIS ROUND WILL GO PRETTY QUICK AND WE'LL JUST GO RIGHT AROUND IN ORDER. KERRY I DIDN'T FOLLOW DIRECTIONS.

CAN I MAKE A COMMENT ON KIND OF THE THEME THAT I PICKED UP ON THAT I APPRECIATE YOU FOR HAVING ME. [INAUDIBLE] ACTS IN THE BEST INTEREST OF ALL STUDENTS. THANK YOU SUSAN. [LAUGHING] AND RELIABLY HOLDING ONESELF RESPONSIBLE EQUITABLE EDUCATIONAL OPPORTUNITIES FOR ALL STUDENTS ONGOING PROFESSIONAL LEARNING PROVIDE EQUALITY AND EQUITABLE EDUCATIONAL EXPERIENCE INCREASING STUDENTS ACCESS TO THE CURRICULUM ACTIVITIES AND RESOURCES PROTECTING STUDENTS FROM ANY PRACTICE THAT HARMS OR HAS THE POTENTIAL TO HARM STUDENTS. COMMITMENT TO HIGH STANDARDS OF PRACTICE ONGOING PROFESSIONAL LEARNING.

INCREASING STUDENTS ACCESS. ADVOCATING FOR EQUITABLE EDUCATIONAL OPPORTUNITIES FOR ALL STUDENT. THANK YOU. WE'RE GONNA DO THE SAME THING WITH A WORD. I DID SAY YOU COULD HAVE TWO BUT ONE WORD IS IS WHAT WE'RE LOOKING FOR. KERRY YOU HAD A WORD.

OK. THANK YOU FOR STARTING US OFF COMMITTED. OK. I ALSO HAD COMMITTED ACCURATE RESPONSIBILITY EQUITABLE DECISION MAKING. PROTECTING. PROTECTING PROFESSIONAL REFLECTING UPON [INAUDIBLE] PROTECTING STUDENTS OK. SO THANK YOU. I

[00:35:05]

KNOW SOMETIMES IT'S TOUGH TO READ THAT MUCH THAT QUICKLY AND PULL THOSE THINGS OUT. NOW LET'S HAVE JUST A COUPLE OF MINUTES. DOES ANYBODY WANT TO SHARE WHY THEY PICKED WHAT THEY PICKED IN THEIR PHRASE OR THEIR WORD. I THINK PROTECTING BECAUSE THE EMOTIONAL WELL-BEING OF THE CHILDREN AND REALLY THE CHILDREN'S FAMILY IS OFTEN DEPENDED UPON THE TEACHERS FRAME OF MIND AND HER FRAME OF REFERENCE. THANK YOU. WHO ELSE WOULD LIKE TO CONTRIBUTE. WELL I CHOSE THE WORD DECISION MAKING THE PHRASE ONGOING PROFESSIONAL LEARNING BECAUSE IN ANY DAY SITUATION WE ARE DOING DECISION MAKING. YOU HAVE TO LEARN WHAT'S GOING ON. IT'S AN ONGOING LEARNING THANK YOU. I GUESS I HAD MY TEACHER HAT ON AND THINKING ABOUT HOW TALKING THROUGH THIS AND YOU'RE WALKING THROUGH THIS. IT SAYS TO ME THAT WE'RE TRYING TO INSPIRE TEACHERS TO ASPIRE AND SO THAT HIGH LEVEL OF HOW WE CAN BE CONTINUE GROWING AND HAVE A HIGH STANDARD OF PRACTICE WAS WHAT CAME FORWARD TO ME AND AND NOT HAVING A BAR OF WHAT NOT TO GO BELOW. THEY'RE REACHING FOR A BAR HIGH ABOVE US THAT WE CAN ASPIRE TO. AND I THINK SOMETIMES TEACHERS IN THE DRUDGERY OF OF JUST WORK NEED TO HAVE THAT NORTH STAR AND BE REMINDED OF THAT NORTH STAR ON A CONTINUAL BASIS. I PICKED ADVOCATING FOR BETTER EQUITABLE EDUCATIONAL OPPORTUNITIES FOR ALL STUDENTS BECAUSE I THINK THAT KIDS DON'T COME IN ONE SIZE FITS ALL. AND SO EVERY EVERY TEACHER HAS TO ASCERTAIN WHERE THEIR KIDS ARE AND WHERE THEY SHOULD BE AND HOW TO GET THEM THERE. THAT SHOWS INCREASING STUDENTS ACCESS TO A CURRICULUM ACTIVITIES AND SO ON. WE HAVE A REALLY REALLY UNIQUE DIVERSE POPULATION IN PLANO. AND YOU KNOW THE STUDENT'S NEEDS ARE SO MANY BARRIERS WHETHER IT BE ECONOMIC BARRIERS LOW SOCIO ECONOMIC BARRIERS THERE'S LANGUAGE BARRIERS OR SO MANY BARRIERS TO ENTRY TO ACCESS WHAT EVERY STUDENT NEEDS. SO FOR TEACHERS TO RECOGNIZE THAT AND SEE THAT NOT EVERY STUDENT IS GOING TO HAVE THE SAME REACTION OR ACCESS TO WHAT THEY'RE PRESENTING. I THINK IT'S SO IMPORTANT FOR THEM TO REALIZE THAT THERE'S GOING TO BE SPECIFIC NEEDS BASED ON EVERY STUDENT. SO ACCESS IS A BIG DEAL FOR ME. THANK YOU.

ANYBODY ELSE WANT TO ADD. YEAH I PICKED A RESPONSIBILITY BECAUSE THE TITLE IS PRINCIPAL 2 IS RESPONSIBILITY FOR PROFESSIONAL COMPETENCE AND I THINK WE REALLY NEED TO COLLECT CLEARLY DEFINE THE RESPONSIBILITIES BEFORE YOU CAN HOLD ANYONE ACCOUNTABLE. SO THAT'S WHY YOU SPEND ANYONE ON MY LEFT AS ALWAYS WHAT I WAS REALLY SAYING PREVIOUSLY WAS THIS ALL OF THE THINGS THAT MOST EVERYBODY HAS MENTIONED ARE ACTION ORIENTED. THANK YOU. SO WHERE DO WE GO FROM HERE. AFTER A YEAR AND A HALF OF STUDY OF ETHICS AND WELL-BEING THE SCOUT TEAM DID DECIDE THAT THOSE TWO ITEMS ALTHOUGH WE SEE THE CONNECTIONS BETWEEN THEM IT'S BETTER TO TACKLE THOSE SEPARATELY. THE CONNECTION IS DEEP AND DIFFICULT TO UNDERSTAND. WE NEED TO WORK ON BOTH OF THOSE THINGS BUT NOT MARRY THEM TOGETHER. TO DO THAT THEY ALSO RECOMMENDED THAT WE USE THE MODEL CODE OF ETHICS FOR EDUCATORS AS IT IS AND DID NOT SEE THE NEED IN PLANO TO MAKE ADJUSTMENTS TO IT TO MAKE A PLANO VERSION OF IT. BUT LIKE ANYTHING ELSE WE HAVE TO BUILD LEADERSHIP CAPACITY BEFORE WE ROLL THIS OUT TO THE ENTIRE DISTRICT SO HOW DO WE BUILD THAT CAPACITY. ONE OF THE THINGS WE ARE LOOKING TO DO IS INCLUDE THE MODEL CODE OF ETHICS FOR EDUCATORS IN THE HANDBOOK THE EMPLOYEE HANDBOOK. WHEN WE HAVE ONE NEXT SUMMER WE ALSO NEED TO BUILD CAMPUS AND DISTRICT LEADERSHIP CAPACITY TO UNDERSTAND THE FRAMEWORK AND UTILIZE IT IN

[00:40:02]

CONVERSATION. IT'S VERY DIFFERENT FROM WHAT WE'VE BEEN RAISED IN OUR PROFESSION AS AS OUR CODE OF ETHICS. AND THEN WE ALSO NEED TO CREATE A DIFFERENTIATED ETHICS TRAINING PLAN FOR ALL EMPLOYEES. WE DESPERATELY DO NOT WANT THIS TO BE ANOTHER THING. WE SEE IT AS PART OF THE VALUE OF A COLLABORATIVE TEAM THAT YOU WORK WITH ON A CAMPUS THAT CAN SUPPORT YOU IN THESE DECISIONS. SO LET ME TELL YOU A LITTLE BIT ABOUT THE AUTHOR OF THE MODEL CODE OF ETHICS FOR EDUCATORS. THIS WAS ACTUALLY A GROUP EFFORT ON HIS PART SEVERAL YEARS AGO LONG BEFORE WE WE SAW IT. BUT TROY STARTED OFF HIS PROFESSIONAL LIFE AS A TEACHER AND COACH IN BOTH PUBLIC AND PRIVATE SCHOOLS HIGH SCHOOL MOSTLY. HE ALSO SERVED AS A HIGH SCHOOL ADMINISTRATOR. SO HE'S LIVED THIS ON THE GROUND. HE HAS MORE RECENTLY IN THE LAST A NUMBER OF YEARS WORKED AT THE COLLEGIATE LEVEL AND IS CONSIDERED A NATIONAL EXPERT AND SERVES AS AN EXPERT WITNESS WHEN IT COMES TO TEACHER MISCONDUCT BUT HAS ACTUALLY FORMED ALLIANCES WITH SEVERAL TEACHING ORGANIZATIONS PROFESSIONAL ORGANIZATIONS TO HELP CRAFT THIS MODEL CODE OF EDUCATOR ETHICS. HE'S DONE EXTENSIVE RESEARCH ON TEACHER MISCONDUCT AND WHAT LEADS TO IT. WE'RE BRINGING HIM IN THREE TIMES THIS YEAR IN NOVEMBER TWICE IN NOVEMBER AND ONCE IN FEBRUARY. WE ARE ASKING OUR CAMPUS ADMINISTRATORS TO ATTEND ONE OF THE DAYS THE THREE DAYS WILL BE THE SAME. WE'RE ASKING THEM TO ATTEND ONE OF THE DAYS AS WELL AS KEY CENTRAL OFFICE LEADERS WHO SUPPORT TEACHERS IN THEIR DECISION MAKING. ABSOLUTELY IF ANY OF YOU WANTED TO ATTEND WE WOULD WE WOULD FACILITATE THAT JUST LET ME KNOW. AND THAT IS WHERE WE START IN OUR NEXT STEP. SO I'M HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE. IS THERE A SUMMARY OF HIS RESEARCH FINDINGS OF THE AREAS THAT WE SHOULD BE MOST COGNIZANT OF. I LOOK AT I HAVE ONE QUESTION THING BACK ON SLIDE 11 CREATE AND IMPLEMENT A DIFFERENTIATED ETHICS TRAINING PLAN. WHAT DO YOU MEAN BY DIFFERENTIATED THERE BY LEVEL OF EMPLOYEE. WHAT IS THE DIFFERENTIATION. SO WE FIND THAT OUR TEACHERS ARE IN SLIGHTLY DIFFERENT ETHICAL DILEMMAS BASED ON THE LEVEL OF STUDENTS THAT THEY TEACH. SO IT LOOKS DIFFERENT AT PRE-K AND CANDOR THAN IT DOES AT MIDDLE SCHOOL AND IN HIGH SCHOOL. THE CONCEPTS ARE THE SAME BUT THE CHALLENGES AND DECISIONS THEY'RE LEFT TO MAKE. THIS IS MOST POWERFUL WHEN EDUCATORS CAN SEE THEMSELVES IN THAT DILEMMA. AND SO SO WE'RE LOOKING AT THAT ALSO THIS LOOKS VERY DIFFERENT. IF YOU'RE AN EDUCATOR IN THE CLASSROOM OR IF YOU ARE AN EDUCATOR THAT SERVING IN CENTRAL OFFICE. OK THANKS BETH IS THERE A SPECIFIC AREA OF ETHICAL DILEMMAS OR ISSUES THAT PLAY INTO WHY A CITY SPECIFICALLY WANTS TO FOCUS ON OR THAT WE'VE SEEN COMMONALITIES AMONG CAMPUSES THAT GENERALLY SPEAKING OR LIKE YOU SAID A GRADE LEVEL WHERE WE SEE THE ETHICAL DILEMMAS MORE ROUTINELY MORE COMMON THAN OTHER GRADE LEVELS. SO IT'S AN INTERESTING QUESTION. I WILL ANSWER IT FROM THE STANDPOINT. EVER SINCE I HAVE ARRIVED I'VE BEEN LOOKING AT TRENDS AND TRYING TO IDENTIFY. DO WE HAVE TRENDS AND IT'S SOMETHING I LOOK AT EACH QUARTER. I ALSO TALK WITH MY COLLEAGUES IN OTHER DISTRICTS. AND WHAT ARE THEY SEEING AS TRENDS. I WON'T SAY THAT I HAVE PARTICULAR THINGS THAT STAND OUT THAT ARE DIFFERENT FROM WHAT OUR NEIGHBORS FACE. SO WHEN WE LOOK AT COMMON DILEMMAS A COMMON ONE IS GIVING A STUDENT A RIDE HOME THAT IS A DILEMMA THAT IS A RISKY PROPOSITION FOR TEACHERS THAT MAY NEVER LEAD TO ANY KIND OF ANYTHING. BUT IT IS SOMETHING THAT THAT OUR TEACHERS DEEPLY WRESTLE WITH WHEN THEY'RE PLACED IN THAT SITUATION. SO THAT ONE IS COMMON SOCIAL MEDIA ENGAGING WITH STUDENTS IN SOCIAL MEDIA ENGAGING WITH THE

[00:45:06]

COMMUNITY ENGAGING WITH PARENTS RELATIONSHIPS WITH THEIR STUDENTS PARENTS THROUGH SOCIAL MEDIA IS ANOTHER CAR HONESTLY ALMOST UNIVERSAL CHALLENGE. THANK YOU. AND THOSE THINGS DON'T AUTOMATICALLY LEAD TO A PROBLEM BUT IT IS AS MICRO ISSUES THAT LEAD TO. WELL THERE'S A COUPLE OF THINGS YOU SAID THAT I REALLY APPRECIATE. ONE IS WHEN I FIRST READ THIS I WAS LIKE ONE MORE THING SO I'M GLAD YOU ADDRESSED THAT. THANK YOU VERY MUCH FOR ADDRESSING THAT IT'S NOT INTENDED TO BE ONE MORE THING. I THINK IT'S SO IMPORTANT TO HAVE THAT REFLECTION TIME BECAUSE I DON'T THINK WE IMPROVE AND GROW AND WE HAVE A CHANCE TO TAKE A STEP BACK AND SCENARIO PLAY AND THINK THROUGH THOSE THINGS. SO I APPLAUD THAT PIECE OF THAT. I THINK IT'S REALLY REALLY IMPORTANT AND I THINK THAT THERE'S SO MUCH THAT WE DO WITHOUT THINKING. AND SO IF WE HAVE AN OPPORTUNITY TO HAVE A MIRROR TO REFLECT AND HELP US KNOW TO THINK AND MAYBE CATCH OURSELVES I YEAH GIVE ME A KID A RIDE SEEMS PRETTY STANDARD UNLESS YOU'VE GOT A KID STRANDED AND IT'S 9 O'CLOCK AT NIGHT AND AND YOU'RE GOING TO BE LEAVING A CHILD IN DARKNESS DECIDING WHETHER OR NOT TO HAVE YOUR STUDENTS PARENTS BE SOCIAL MEDIA. THAT'S A THAT'S TRUE. IT'S JUST THAT REAL THAT'S VERY VERY REAL. I THINK THIS IS A GREAT OPPORTUNITY FOR US TO RAISE THE BAR. SO THANK YOU FOR BRINGING IT FOR THANK YOU. I APPRECIATE THAT I BELIEVE ARE OUR EDUCATORS IN PLANO ARE SPECTACULAR AND CAN BE REALLY USED IN OUR COMMUNITY ELEVATE THE THE PROFESSION OF EDUCATOR BECAUSE THAT'S WHAT IT'S ABOUT.

I ALSO SAY WE HAVE GROWING NEED AND WE HAVE TEACHERS WHO ARE VERY VERY EMPATHETIC AND WANTING TO HELP AND SERVE AND THEY'VE GOT TO THEY'VE GOT TO HAVE SOME TOOLS TO KNOW WHEN TO HELP AND WHEN NOT HELP AND HOW TO FIND HELP. ONE OF THIS ETHICAL NOT ONLY ETHICAL BUT PRESERVING THE PRIDE OF THE FAMILY AND THE STUDENT AND YOU DON'T GO INTO THIS PROFESSION WITHOUT HAVING A HEART FOR PEOPLE AND THEN SEEING PEOPLE NEED IT. IT'S REALLY DIFFICULT. IT'S REALLY REALLY DIFFICULT AND YOU HAVE A STRESSED OUT STUDENT WHERE DO YOU DRAW THE LINE ON HOW YOU SUPPORT THAT STUDENT. THAT'S THAT'S VERY VERY REAL. AND SO I THINK IT'S SO INCREDIBLY IMPORTANT FOR TEACHERS TO HAVE AN OPPORTUNITY TO FIGURE OUT HOW TO WHAT TOOLS AND FIGURE OUT HOW TO HAVE THAT TO BE A BIG CONVERSATION WITH EACH OTHER.

THANK YOU. ANY OTHER QUESTIONS? THANKS FOR GOING THERE WITH ME AND DOING SOMETHING A LITTLE DIFFERENT. THANK YOU BETH NEXT DR. DASH WEERASINGHE SENIOR EXECUTIVE DIRECTOR FOR ASSESSMENT RESEARCH AND PROGRAM EVALUATION WHO WILL PREVENT. WE'LL PRESENT A REPORT ON 2019 2020 STATE AND FEDERAL FEDERAL ACCOUNTABILITY INTERVENTIONS. DR. DASH GOOD EVENING. SO THERE ARE A COUPLE OF IN THIS REPORT WE KIND OF HOPE TO ACHIEVE TWO THINGS. ONE IS THE. IT'S HOW IT HAS DEFINED WHAT OUR ACCOUNTABILITY INTERVENTION SYSTEM LOOKS LIKE. AND THEN THE OTHER OBJECTIVE IS TO GO A LITTLE BIT DEEPER INTO THE INTO THE TIP PLAN THAT WE ARE REQUIRED TO GET BOARD APPROVAL. FATHER THOMAS ELEMENTARY. SO LET ME JUST START SURE THAT YOU CAN SEE THIS CLEARLY AND MAYBE ON YOUR COMPUTER YOU CAN SEE THAT THE DEA DESIGNED THE INTRUSIVE SYSTEM. IT WAS DESIGNED AS TO TO COMPLY WITH STATE STATUTES AS WELL AS FEDERAL REQUIREMENTS SO THAT THE ESA WHICH IS THE EVERY STUDENT SUCCEEDS ACTS HAS INTERVENTION REQUIREMENTS AND ACCOUNTABILITY REQUIREMENTS. AND WHEN DEA DESIGNED THE ACCOUNTABILITY SYSTEM WITH THE FIRST LAUNCHED IN LAST YEAR AND WE HAVE THE SECOND YEAR OF IT AND IT IS THE SECOND YEAR THAT THE FEDERAL THE NEW GUIDELINES KICKED IN FOR THE ACCOUNTABILITY. SO LET ME GO TO COLUMN BY COLUMN ON THESE. THIS ACCOUNTABILITY AND INTERVENTION MATRIX

[00:50:01]

THIS IS CALLED ACCOUNTABILITY INTERVENTION FRAMEWORK. SO DOMAIN. IF YOU HAVE A D IN ANY ONE DOMAIN IN DOMAIN ONE DOMAIN TO OUR DOMAIN THREE HORIZONTALLY ARE THE REQUIRED INTERVENTIONS THAT WE ARE SUPPOSED TO HAVE. WE HAVE ONE SCHOOL IN DOMAIN D. AND IN THE DOMAIN IN THE COLUMNS THE THE NEXT ONE. FIRST YEAR OVERALL LEAVE YOU DON'T HAVE ANY SCHOOLS THERE AND OR ALL F SECOND YEAR OR ALL F AND OR ALL F FOR THREE OR MORE YEARS. SO AS YOU CAN SEE SOME OF THESE REQUIREMENTS AND IT BECOMES MANDATORY AND TRACKING WITH DEA BECOMES MANDATORY. LIKE THE SYSTEM THERE FOR EXAMPLE FOR THE FIRST COLUMN DOMAIN D IN ANY ONE DOMAIN WE DON'T. THERE IS NO DEA PERSON ASSIGNED TO PLANO ISD WE RETAIN ALL DOCUMENTS EVERYTHING IS MANAGED INTERNALLY AND THEN AS AS THE INTERVENTIONS AS ACCOUNTABILITY RATINGS CHANGE THEN THOSE INTERVENTIONS GET OF MORE MANDATORY. THE LAST THREE COLUMNS ARE THE FEDERAL INTERVENTION REQUIREMENTS AND THOSE COLUMNS ARE COMPLETELY DETERMINED BY THE DOMAIN 3 CLOSING THE GAPS INDICATOR. SO ONE AREA IS ADDITIONAL TARGETED SUPPORT AND THE OTHER ONE IS TARGETED SUPPORT WE HAVE WE HAVE 10 SCHOOLS THAT ARE IN THE TARGETED SUPPORT AND TWO SCHOOLS IN THE ADDITIONAL TARGETED SUPPORT AND THEY ARE REALLY NOT. THIS IS ONE THING THAT IS MOST PROBABLY AT A COMPLEMENT DEA. THEY MAKE A LOT OF DECISIONS THAT WE DON'T LIKE BUT WHAT THEY LET US DO THIS YEAR IS INCORPORATE ALL INTERVENTIONS REGARDING THE FEDERAL INTO THE CURRENT CAMPUS IMPROVEMENT PLAN. WE DIDN'T HAVE TO CREATE ANOTHER ADDITIONAL DOCUMENT NO ADDITIONAL PAPERWORK NO ADDITIONAL MEETINGS. SO IT IS BUILT INTO THE CAMPUS IMPROVEMENT PLAN THAT WE'VE ALREADY HAD THAT I'M GONNA GET A LITTLE BIT DEEPER INTO THAT INTERVENTIONS FOR DOMAIN D BECAUSE THAT'S ONE THAT WE THE BOARD HAS TO APPROVE THE THESE UP. SO IN AUGUST AND SEPTEMBER THEY GAVE US A TIMELINE WE ARE REQUIRED TO APPOINT A DISTRICT CO-ORDINATOR FOR SCHOOL IMPROVEMENT. AND THAT WAS ME AND THEN WITH THE DISTRICT COORDINATOR FOR SCHOOL IMPROVEMENT REQUIRED TO SLASH THE CAMPUS LEADERSHIP TEAM WHOLE PUBLIC MEETING. THEN THE FOURTH BULLET. KENT EFFECTIVE SCHOOL FRAMEWORK WHICH WAS A OPTION BUT WE DID ATTEND EFFECTIVE SCHOOL FRAMEWORK. SOME PEOPLE FROM MY DEPARTMENT AND THE CAMPUS SCHOOL LEADERSHIP AND INNOVATION EXECUTIVE DIRECTORS ATTENDED THAT. AND WHAT ARE THE TOOLS ON THE FIFTH BULLET RELEVANT STAKEHOLDERS ENGAGE IN NEEDS ASSESSMENT AND DEVELOP TARGETED IMPROVEMENT PLAN. SO THE IN ORDER TO ACCOMPLISH THAT WE ARE ALSO REQUIRED TO COMPLETE WHAT IS CALLED A SELF ASSESSMENT TO SELF-ASSESSMENT TOOL IS IS A KIND OF A MANDATORY PIECE OF THE OF THE INTERVENTION FROM P E AND IT IS VERY SIMILAR TO COMPREHENSIVE NEEDS ASSESSMENT THAT WE ALREADY DO AT OUR CAMPUSES. WE HAVE A COMPREHENSIVE NEEDS ASSESSMENT IN OUR DISTRICT THAT WE STARTED WORKING IN MAY. I'M SORRY IN MARCH OF LAST YEAR BUT I WILL. I MEAN WE WENT THROUGH SOME OF THESE DETAILS THE WAY WE LOOKED AT DEMOGRAPHICS YOU KNOW SYSTEMS AND PROCESSES STUDENT ACHIEVEMENT AND PERCEPTIONS. SO THEY TOOK ALL THESE TOOLS AND THEY CREATED THIS SELF ASSESSMENT TOOL TO KIND OF GET DOWN INTO WHAT THE ROOT CAUSES OF THE SELF-ASSESSMENT TOOL I'LL SHOW YOU THE EXAMPLE FROM THIS CAMPUS. IT'S VERY KIND OF VERY SIMILAR TO THE SWOT ANALYSIS THAT WE CAN KIND OF GET FAMILIAR WITH. NOW WHAT ARE THE STRENGTHS WEAKNESSES YOU KNOW THREATS AND OPPORTUNITIES YOU KNOW THAT KIND OF TOOL. WE WE ARE RIGHT NOW IN THE OCTOBER TIMELINE AND IN NOVEMBER BY END OF NOVEMBER WE. HAVE YOU HAD TO GET ANY TARGETED IMPROVEMENT PLANS FOR A CAMPUS THAT HAS A DEAN ANY ONE DOMAIN APPROVED BY THE BOARD SO WE FIRST GET INTO THE TARGETED IMPROVEMENT PLAN FOR THOMAS ELEMENTARY AND YOU WANT TO SAY THE PRINCIPAL THAT THOMAS RELEVANT SECRETARY IS IN ATTENDANCE. HE MAY BE TIRED REALLY BECAUSE HE HAD TO PUT LOTS AND LOTS OF WORK INTO THIS INTO THIS PROCESS. ALSO THIS IS GONNA GIVE US THE FIRST TIME THAT

[00:55:03]

WE WERE ALSO TRAINED ON HOW TO DO IT. SO YOU KNOW THIS WAS KIND OF ON THE JOB TRAINING FOR US TO LITERALLY MOST PROBABLY THREE OR FOUR DAYS OF WORK WOULD HAVE GONE INTO THE COMBINED CAMPUS IMPROVEMENT PLAN AND TARGETED IMPROVEMENT PLAN IN ORDER TO GET TO THIS POINT THE. AND WHAT THIS. WAS THAT A ATTESTATION STATEMENT. SO I ASKED THE [INAUDIBLE] HAD TO ATTEST THAT THEY'D HAVE CAMPUS HAS COMPLIED WITH ALL THE REQUIREMENTS AND THE PRINCIPAL SUPERVISOR HOUSE HAS TO ATTEST THAT THEY HAVE PARTICIPATED AND IN THIS PROCESS AND WITNESSED THAT THIS WAS IMPLEMENTED WITH FIDELITY. SO ONE OF THE THINGS THAT THE A'S REALLY BEGUN THIS YEAR IS IMPLEMENTATION FIDELITY THE. AND SO THOSE ARE THE TWO OFFICIAL STATEMENTS. THEN THE DATA ANALYSIS QUESTIONS ARE WHAT WE REACH FROM THE COMPREHENSIVE NEEDS ASSESSMENTS THAT YOU ALREADY HAVE DONE AS PART OF CAMPUS ACIDITY AND YOU ALL TECHNICALLY APPROVE THESE THINGS AT THE LAST BOARD MEETING. IT IS NOT ANY DIFFERENT FAR FOR THE TARGETED IMPROVEMENT PLAN THAT WE HAD TO SUBMIT BECAUSE THESE THESE GUIDELINES CAME IN AUGUST AND THE LATEST ONE CAME ON SEPTEMBER 9TH. BUT WHAT WE REALIZED WAS WHAT WE'VE ALREADY HAVE DONE OVER THE SAT OVER THE SPRING AND THE SUMMER WAS COMPLETELY COMPLIANT WITH WHAT THESE REQUIREMENTS WERE. SO WE WE NEED TO HAVE TO DO THE SELF-ASSESSMENT TOOL. OTHER THAN THAT WE HAD VERY FEW MODIFICATIONS TO BE DONE IN THE CAMPUS IMPROVEMENT PLAN ITSELF. THE GREEN SHEET IS THE SELF ASSESSMENT TOOL AND THIS IS A MANDATORY PIECE. AND YOU KNOW IN THIS THIS RESEARCH THEY'VE 78 DEVELOPED THIS. THEY BASED IT ON AND I REMEMBER THAT THAT'S A VERY POPULAR AUTO PILOT DOUGLAS MOTH AND PILOT. BAMBERY WELL YEAH WELL IT DOES GET BETTER FASTER. SO THE FRAMEWORK THAT WE'RE USED TO DEVELOP STAYS THAT FRAMEWORK. AND THEY CREATED WHAT I CALL ESSENTIAL ACTIONS LIKE SIX ESSENTIAL ACTIONS. YOU KNOW WHEN DR. BROCKMAN WAS GOING OVER SOME PRINCIPLES OF ETHICS AND YOU KNOW TO US.

SO THEY THEY KIND OF ISOLATED SOME PRINCIPLE IMPROVEMENT ACTIONS THAT NEEDS TO BE TO BE TAKEN CARE OF. AND WE WERE REQUIRED TO ADDRESS AT LEAST ONE COMPONENT OF EACH OF THESE FIVE AREAS. OKAY. SO WE SELECTED TWO AS ESSENTIAL ACTIONS DEVELOP INSTRUCTIONAL LEADERS WITH CLEAR ROLES AND RESPONSIBILITIES RECRUIT AND SELECT ASSIGN AND INDUCT AND RETAIN THE FULL STAFF OF HIGHLY QUALIFIED EDUCATORS COMPELLING AND ALIGNED VISION MISSION AND GOALS WITH HIGH EXPECTATIONS CURRICULUM AND ASSESSMENT ALIGNED TO TEAMS WITH A YEARLONG SCOPE AND SEQUENCE AND OBJECTIVELY DRIVEN DAILY LESSON PLANS WITH FORMATIVE ASSESSMENTS AND DATA DRIVEN INSTRUCTIONS. EACH OF THESE HAVE ABOUT FOUR OR FIVE. AND THESE ARE THE ONES THAT WE ARE REQUIRED MANDATORILY TO DO. AND THEN ON THE RIGHT HAND SIDE YOU SEE ABOUT OUR SELF RATING. SO A TEAM THE CAMPUS LEADERSHIP TEAM FROM FROM FROM THOMAS ELEMENTARY THEY MET AS A GROUP AND THEY WENT THROUGH THESE TOOL AND OVER EACH OTHER QUESTIONS AND THEY RATED. WE HAD THE R AWAY REALLY LAST YEAR AND ARRIVED AT THESE RATINGS AND DEPENDING ON THESE LEVEL OF IMPLEMENTATION THERE ARE CERTAIN ACTIONS THAT KIDS KNOW YOU CAN START FROM SCRATCH WITH US YOU CAN START FROM HALFWAY TO GET IT ACCOMPLISHED THE THE THE BAY AREA BELOW IS THE KIND OF THE SITE ANALYSIS PIECE OF IT. WE HAVE TO IDENTIFY WHAT ARE THE OPPORTUNITIES FOR IMPROVEMENT. WHAT'S THE EVIDENCE THAT WILL GUIDE THAT IMPROVEMENT. AND THAT WAS WHEN WE TRAINED THAT REGION 10 ALMOST IF WE SAY WE ARE GOING TO DO THIS THEY ARE NOT ONLY WANT EVIDENCE AT THE END OF THE YEAR WE HAD TO COLLECT EVIDENCE THROUGHOUT THE YEAR AT LEAST TWO OR THREE TIMES. SO THAT WAS THAT WAS REALLY CRITICAL. AND THEN WE ALSO DO THE BARRIERS FOR SUCCESS. SO WE HAD TO ANTICIPATE WHAT COULD HAPPEN AND THEN BE READY FOR IT. YOU KNOW IN CASE THAT THOSE SCENARIOS COME UP DASHED AT ALL CAMPUSES DO THIS SORT OF SELF-ASSESSMENT THE BID DID IT AS PART OF THEIR PERCEPTIONS AND SCHOOL CULTURE. YOU KNOW A CAMPUS IMPROVEMENT PLAN. NOW WHAT WE REALIZED IS I THINK PIECES OF THIS WILL LOOK BETTER DEVELOPED THAN WHAT WE USED.

SO WE ARE GOING TO INCORPORATE SOME OF THIS IN OUR REGULAR CAMPUS IMPROVEMENT

[01:00:04]

PLAN THIS COMING YEAR BECAUSE HONESTLY THIS MAY BE A LITTLE BIT ADDITIONAL WORK BUT I THINK THE STRUCTURE IS SO STREAMLINED AND THEY CAN DO THIS WORK ANYTIME OF THE YEAR BECAUSE THEY CAN LOOK AT FOR EXAMPLE THE MEDIA DATA AND THEY CAN DO A SELF-ASSESSMENT TOOL AROUND THE MEDIA. SO THIS CAN BE DONE ANYTIME THROUGHOUT THE YEAR. SO I HOPE WE ARE GOING TO GET THE BEST PIECES OF THIS AND INCORPORATE IT IN OUR CAMPUS IMPROVEMENT PLAN. YEAH THIS SEEMS VERY STREAMLINED. IT REALLY GETS TO THE HEART OF WHAT THE ISSUES WERE. AND I THINK ANY CAMPUS THAT WOULD WRITE THEMSELVES A TWO ON CURRICULUM OR DATA DRIVEN. WE ALREADY KNOW THAT'S NOT WHAT WE WANT IN PLANO. AND SO I THINK THE MORE THEY HAD THIS SORT OF DISCIPLINE IT CAN BE A BIT OF AN EARLY WARNING INDICATOR FOR SCHOOL SO I APPLAUD THIS WORK. AND AND WE AND THE GUIDANCE WAS DON'T ALWAYS ESTIMATE YOU KNOW IF YOU KNOW BECAUSE THEN YOU KNOW YOU MAY BE CUTTING YOURSELF SHORT AND MAYBE NOT DOING SOME CRITICAL THINGS THAT HAS TO BE IN PLACE. SO AND I MEAN AND YOU KNOW THERE ARE SIX PEOPLE AT THE TABLE TRYING TO READ YOU KNOW YOU YOU KNOW THAT I FACED ONCE YOU KNOW ONCE THEY HAVE THE DISCUSSION YOU KNOW WHY DID YOU RATE YOURSELF. WHY DID YOU READ IT TO YOU FRANKLY PROVIDE EVIDENCE FOR IT. YOU KNOW THEY THEMSELVES KIND OF COME TO THE RIGHT POINT AS A GROUP AND SO THAT WORK LEADS INTO THE CAMPUS IMPROVEMENT PLAN ITSELF. AND YOU MOST PROBABLY MIGHT HAVE SEEN THE CAMPUS PERFORMANCE OBJECTIVES BUT IN ADDITION WE HAVE ALSO WE ARE ALSO SHARING EACH OF THE STRATEGIES ASSOCIATED WITH EACH OTHER PERFORMANCE OBJECTIVES. SO IN THE PERFORMANCE OBJECTIVES FOR EXAMPLE ON PAGE ONE OF ELEVEN IN THE CAMPUS IMPROVEMENT PLAN ALL TEACHERS ACROSS ALL GRADE LEVELS ARE TEACHING THE SCIENCE CONTENT WITH FIDELITY. SO WHAT FOR EXAMPLE HOW DID WE END UP IN THAT PARTICULAR ACTION AND WHAT WE NOTICED WAS WHEN WE SCIENCES TESTED ONLY IN FIFTH GRADE BUT THEN WE DO HAVE A SCIENCE CURRICULUM THROUGH K THROUGH 5. WHEN WE LOOKED OUT AT OUR MAP DATA IN GRADES 4 3 AND 2 2 THEN WE KIND OF REALIZED THAT YOU KNOW THAT'S AN AREA YOU CAN START SHORING UP EVEN BEFORE WE GET TO GRADE 5. SO THAT'S WHY ON ALL GRADE LEVELS WAS A KEY IN THAT OTHER PART OF THE WORK. SO THOSE ARE THINGS THAT WILL BE THE DATA THAT WE SHARED FOR MULTIPLE GRADE LEVELS. FOR EXAMPLE RATING A SIMILAR CASE. YOU KNOW YOU DON'T RATING IS ASSESSED ONLY IN FOURTH GRADE. BUT THEN HOW DO WE ASSESS RATING IN THIRD GRADE SECOND GRADE AND FIRST GRADE. SO THOSE ARE ALSO VERY IMPORTANT FACTORS I WOULD GIVE YOU A FEW MINUTES TO GO THE REST. AND IF YOU HAVE ANY QUESTIONS MYSELF OR [INAUDIBLE] CAN ANSWER.

WHAT DOES THE CAMPUS NEED IN THE WAY OF RESOURCES? AS FAR AS RESOURCES GO THE BIGGEST RESOURCE. THANK YOU GUYS FOR ALLOWING ME TO RESPOND JUST A LITTLE BIT.

I THINK THE BIGGEST RESOURCE THAT WE MAY NEED IS. IS GETTING THERE WORKING WITH TEACHERS MAKING SURE THAT YOU KNOW THESE GOALS ARE ARE BEING FOLLOWED BUT THEY'RE BEING IMPLEMENTED IN THE CLASSROOMS AS WELL. SO IT JUST TAKES ITS TIME WHICH THE TEACHERS ARE TEACHING BUT YOU WON'T BE WORKING WITH THE TEACHERS AT THE SAME TIME YOU KNOW. SO HOW DO YOU GO ABOUT WORKING WITH THE TEACHERS. MAKING SURE THAT A PLAN IS IN PLACE. THAT PLAN IS BEING IMPLEMENTED. AND THEN ALLOWING THEM TO IMPLEMENT THE PLAN AT THE SAME TIME. AND SO IT'S THAT BIG TIME PIECE THAT WE FIGHT EACH AND EVERY DAY THIS MORE FACE TIME WITH THE KIDS IS WHAT WE'RE NEED AND MAKING SURE THAT WE HAVE A REALLY GOOD STRONG INSTRUCTIONAL STRATEGIES. THERE'S MY VERY GENERIC VERY QUICK ANSWER FOR YOU. SO WHAT WAS. SORRY GO AHEAD. WELL I JUST WANT TO DO THAT IS SO. I HOPE THAT YOU ALL CAN COME FROM A LINE. I SAW THE MINDSET AND LANGUAGE THERE AS IT IS AN OPPORTUNITY. AND AS MUCH AS POSSIBLE INTO A SIZE WHAT TAMMY I THINK WAS TRYING TO SAY IS WE SUPPORT YOU. AND WE HOPE THAT YOU WILL ASK FOR THE RESOURCES AND ASK FOR THE HELP THAT YOU NEED AND THAT AND THAT

[01:05:05]

YOU ARE PROVIDED THAT WHAT YOU NEED. SO WE SUPPORT THAT AND ENCOURAGE YOU ENCOURAGE YOUR TEACHERS TO BE AUTHENTIC WITH THE STRUGGLE AND AUTHENTIC WITH DOING WHAT'S BEST FOR KIDS. SO WE HAVE US HAVE OUR SUPPORT. I DO. I DO APPRECIATE IT AND I JUST REALLY APPRECIATE THE QUESTION BEING ASKED AS AS WELL SHOW THE VERY SUPPORTIVE STANCE THAT WE NEED TO BE TAKING FOR THOMAS AND THAT THE GREATNESS THAT IS TAKING PLACE THAT A LOT OF TIMES SOMETIMES THESE SCORES DON'T DON'T INDICATE. SO THANK YOU. SO ARE WE. I DON'T KNOW REALLY THE PHRASES BUT YOU KNOW ONE OF THE THINGS THE KEYWORD HERE IS FIDELITY WHICH TO ME IN ORDER TO ACHIEVE FIDELITY YOU NEED TO HAVE TRAINING YOU HAVE TIME YOU NEED TO HAVE UNIFORMITY IN WHAT THE TRAINING IS.

AND SO ARE WE DOING ANY KIND OF TARGETED SUPPORT FOR A SCHOOL LIKE THOMAS WHERE WE ARE GIVING THEM ADDITIONAL TRAINING DAYS. WE'RE GIVING THEM ADDITIONAL RESOURCES IN TERMS OF STAFF TO PUT INTO CLASSROOMS TO ALLOW TEACHERS TO COME OUT MAYBE AS A GRADE LEVEL TO DO ONE INDIVIDUAL TRAINING TO THEN BE ABLE TO IMPLEMENT THESE THINGS. WE TALKED ABOUT THIS SEVERAL YEARS AGO ABOUT THE SWAT TEAMS BEING ABLE TO GO INTO A CAMPUS AND LET A WHOLE GRADE LEVEL WORTH OF TEACHERS IN-SERVICE DAY. SO THOMAS IS A LEVEL 3 SUPPORT CAMPUS SO THEY HAVE THE AREA. THEY ARE ALSO BILINGUAL CENTRALIZED BILINGUAL CAMPUS SO THEY HAVE A SUPPORT TEAM FROM ACADEMIC SERVICES A VERY LARGE SUPPORT TEAM FROM ACADEMIC SERVICES THAT MOST PROBABLY ADD THEY ARE MULTIPLE TIMES A WEEK THEY ALSO HAVE MEDICAL PEGGY DICKERSON THAT WE HAVE CONTRACTED WITH THAT WORK WITH MEADOWS TWO YEARS AGO AND WE WE CONSULTED WITH HER LAST YEAR TOO AND SHE'S ONE OTHER PERSON THAT IS SUPPORTING THOMAS THIS YEAR. ESL SUPPORT FOR THE PRINCIPAL AND THE LEADERSHIP TEAM IN ADDITION AND THEN FROM EACH OF THE CENTRALIZED DEPARTMENTS SAPPY DISCIPLINE BILINGUAL MULTILINGUAL SPECIAL ED WE ALL HAVE A DEDICATED PERSON THAT WORKS WITH THOMAS TO TO ENSURE THAT THE OTHER COMPONENT HERE IS WE ALSO HAVE PUT IN PLACE SOME NATIVE TRACKING TOOLS THAT WE HAVE THAT WE WILL MONITOR CONTINUOUSLY HOW WE ARE PROGRESSING TOWARDS THE END OF THE YEAR GOALS SO THAT YOU KNOW WE ARE NOT SURPRISED THAT ENOUGH FIRST TIME WE KNOW SOMETHING IS NOT GOING WELL IT'S NOT MUCH WE SHOULD NOTICE THAT STARTING IN OCTOBER AND MAYBE AGAIN IN FEBRUARY MAYBE AGAIN IN APRIL. SO WE ARE ALSO DOING THAT PIECE TOGETHER AND THAT'S A COLLABORATIVE WORK HERE. SO THEY ALSO HAVE EXTENDED PLANNING TIME AND THEY HAVE ALREADY SCHEDULED THEY WERE KIND OF THE TOP PRIORITY CAMPUS TO GET THE EXTENT OF PLANNING SUPPORT AND CURRICULUM TEAMS WILL BE EMBEDDED IN THOSE WITH THE TEACHERS DURING THE EXTENDED PLANNING THE. WELL I NOTICED ONE OF THE ROOT CAUSES FOR STUDENT ACADEMIC ACHIEVEMENT DIFFERENCES WAS DIFFERENTIATION IS NOT SUPPLIED FOR ALL STUDENTS K THROUGH FIVE. SO IS THAT AN EXAMPLE OF WHAT YOU'RE TARGETING AT THAT CAMPUS. YEAH. THAT IS ONE FOR EXAMPLE. SO THE WORK ON THAT ONE WILL KIND OF COME BACK AND START THAT PLANNING TIME AND ALSO AN EXTENDED PLANNING. SO THAT WILL BE EXTENDED PLANNING WHEN THE TEAM LET'S SAY THE FOURTH GRADE TEAM IS DOING X IN THE PLANNING WHICH IS A KIND OF HALF DAY CHUNKS THAT WOULD BE PEOPLE FROM MULTILINGUAL SPECIAL ED AND ALSO REGULAR ED THAT ARE EMBEDDED IN THOSE TEAMS TO KIND OF LEARN THE SKILLS ON HOW TO DIFFERENTIATE THAT WORK. WHAT DO THEY FIND THAT GROUPING STUDENTS AND LIKE ACCELERATED CLASSES VERSUS NEEDING A LITTLE HELP. I MEAN CAN THEY GROUP KIDS AND GROUPS TO HELP WITH THAT DIFFERENTIATION OR ARE WE NOT ALLOWED TO DO THAT. YEAH SORRY. SO THAT'S PART OF THE SMALL GROUP INSTRUCTION AND THAT'S PART OF THE SUPPORT THAT THEY'RE GETTING FROM ACADEMIC SERVICES. AND SO HOW DOES A TEACHER WITH TWENTY TWO STUDENTS CREATE LESSON DESIGNS THAT THEY'RE ABLE TO ADDRESS DIFFERENT GROUPS WHILE WORKING WITH A SMALLER GROUP TO PROVIDE INTERVENTION WHILE OTHER STUDENTS ARE WORKING ON THE SAME TYPE OF LEARNING BUT AT THEIR LEVEL ARE YOU ALSO RECEIVING SUFFICIENT SOCIAL SERVICES FOR YOUR CHILDREN. ARE WE RECEIVING AN EFFICIENT SOCIAL SERVICES FOR OUR CHILDREN THAT SUFFICIENT SUFFICIENT EFFICIENT

[01:10:05]

SUFFICIENT. WE CURRENTLY HAVE. WE HAVE TWO COUNSELORS WORKING THERE WE HAVE A HALF TIME SOCIAL WORKER AS WELL AND WE'RE USING THEM TO THEIR THEIR FULL FORCE ABILITY.

OUR SOCIAL WORKER IS BEING SHARED WITH CHRISTIE ELEMENTARY RIGHT NOW AND SHE'S SHE'S DOING A GREAT JOB PROVIDING THOSE PARTICULAR SERVICES WHEN IT GOES. WHEN YOU GO INTO TALKING ABOUT YOU KNOW PARTICULAR NEEDS OF STUDENTS WE WE ARE DOING OUR VERY BEST. THAT IS NOT JUST A THOMAS QUESTION HERE THAT THAT'S A THAT'S JUST A HUGE PIECE OF EDUCATION WHERE WE'RE SITTING RIGHT NOW IN GENERAL. AND SO I WOULD I WOULD SAY NO. YOU KNOW THAT'S A TOUGH ONE BECAUSE OF THE STRESS THAT THE KIDS ARE UNDERNEATH RIGHT NOW THAT AS DR. BROTMAN TALKED ABOUT ALREADY THAT EDUCATION IS VERY DIFFERENT YOU KNOW EIGHT YEARS FROM FROM A YEAR AGO TO 15 YEARS AGO TO TWENTY FIVE YEARS AGO. AND SO WE ARE NEEDING THAT PARTICULAR COMPONENT IN LOTS OF OUR SCHOOLS NOT JUST JUST THOMAS. SO THAT'S A TOUGH QUESTION TO ANSWER. NO I UNDERSTAND THAT I WAS A HUFFMAN PARENT. [INAUDIBLE]THANK YOU. AND THE DISTRICT IS GETTING IT MORE SO. YES. NO FURTHER QUESTIONS. I JUST WANT TO WRAP UP IN JUST ONE SLIDE SO MAYBE THIS WILL BE COMING TO THE BOARD BY NOVEMBER 5TH. SO FOR BOARD APPROVAL [INAUDIBLE] WELL THANK YOU AGAIN DASH. I REALLY LIKE THE FACT THAT THE PLANS CAN FIT ON ONE PAGE. THEY USE ACTION WORDS THEY HAVE DELIVERABLES AND I THINK ALL OF OUR SCHOOLS WILL BENEFIT FROM THAT TYPE OF SYSTEMATIC PLANNING ANY FURTHER QUESTIONS. ALL RIGHT. NEXT SUSAN MODISETTE ASSISTANT SUPERINTENDENT FOR STUDENT AND FAMILY SUPPORT SERVICES WILL PROVIDE A REPORT ON TRAUMA INFORMED PRACTICES. MS. MODISETTE.

EXACTLY AND I'M GOING TO INVITE SHARON BRADLEY TO COME UP AND SHARE SOME INFORMATION ON THAT. THANK YOU SUSAN. GOOD EVENING. TO THE BOARD AND CABINET. I'M GRATEFUL FOR THE OPPORTUNITY TO PROVIDE TONIGHT'S UPDATE ON TRAUMA INFORMED PRACTICES IN ACCORDANCE TO THE MOST RECENT LEGISLATIVE SESSION PROFESSIONAL LEARNING FOR ALL STAFF MEMBERS MUST INCLUDE STRATEGIES FOR ENSURING ANY REQUIRED TRAINING ONE SUICIDE PREVENTION GRIEF INFORM PRACTICES TRAUMA INFORMED CARE AND IS TO BE PROVIDED TO ALL SCHOOL PERSONNEL AND THIS IS ADDRESSED IN SENATE BILL. ELEVEN AND ALSO IS TO INCLUDE HOW GRIEF AND TRAUMA AFFECTS STUDENT LEARNING AND BEHAVIOR AND HOW EVIDENCE BASED TRAUMA INFORMED STRATEGIES SUPPORT THE ACADEMIC SUCCESS OF STUDENTS AFFECTED BY GRIEF AND TRAUMA. SO ACCORDING TO THE HEALTH SAFETY CODE AND TESTS WE WILL BE RECOMMENDING A TRAUMA INFORMED CARE POLICY DURING THEIR NEXT UPDATE. ACCORDING TO THE SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES ADMINISTRATION INDIVIDUAL TRAUMA RESULTS FROM ANY EVENT OR SERIES OF IT OF EVENTS OR A SET OF CIRCUMSTANCES THAT IS EXPERIENCED BY AN INDIVIDUAL AS PHYSICALLY OR EMOTIONALLY HARMFUL OR LIFE THREATENING AND THAT HAS LASTING ADVERSE EFFECTS ON THE INDIVIDUAL'S FUNCTIONING AND MENTAL PHYSICAL SOCIAL EMOTIONAL AND SPIRITUAL WELL-BEING. WE THOUGHT THAT WHEN OUR TRAINING WOULD BE VERY IMPORTANT FOR OUR STAFF MEMBERS TO NOT ONLY GET A DEEP UNDERSTANDING OF THE DEFINITION OF TRAUMA BUT TO ALSO DEBUNK A LOT OF THE MYTHS THAT ARE OUT THERE AND THAT ALSO BEING TRAUMA INFORMED IS SO MUCH MORE THAN JUST BEING AWARE. SO THE NATIONAL CHILD TRAUMATIC STRESS NETWORK DEFINED TRAUMA INFORMED AS THE ABILITY TO RECOGNIZE AND RESPOND TO THE BEHAVIORAL EMOTIONAL AND RELATIONAL AND ACADEMIC IMPACT OF THE TRAUMA

[01:15:05]

TRAUMATIC STRESS ON THOSE WITHIN THE SCHOOL COMMUNITY. SO OUR GOAL IS TO BUILD CAPACITY IN OUR TEACHERS TO BECOME TRAUMA RESPONSIVE EDUCATORS THE TRAUMA INFORMED PRACTICES SERIES CONSISTS OF FOUR PARTS. PART ONE IS CHILDHOOD TRAUMA AND HOW WE CAN MEET THE NEEDS ABOUT IMPACT STUDENTS AND FOR THE MOST PART. THE GOAL IS TO DEEPEN THE EDUCATORS UNDERSTANDING OF TRAUMA AND EXPLORE CLASSROOM BASED STRATEGIES FOR IDENTIFYING SUPPORTING AND PROVIDING RESOURCES TO THE STUDENTS AND FAMILIES COPING WITH TRAUMA. PART TWO IS THE RELATIONSHIP BETWEEN TRAUMA AND STUDENT LEARNING AND BEHAVIOR SO WE WILL REVIEW THE FUNCTIONS OF THE BRAIN AND HOW IT IS IMPACTED BY CHRONIC STRESS AND TRAUMA AND EXAMINE INSTRUCTIONAL STRATEGIES THAT SUPPORT THE ACADEMIC BEHAVIORAL AND SOCIAL DEVELOPMENT OF STUDENTS COPING WITH TRAUMA. PART 3 IS ABOUT TRAUMA TRIGGERS AND EMPOWERING OUR TEACHERS WITH DE-ESCALATION STRATEGIES. SO WE WILL SHARE TRAUMA SENSITIVE DE-ESCALATION TECHNIQUES AND TOOLS FOR ADDRESSING STUDENTS BEHAVIORAL AND EMOTIONAL OVERREACTIONS AND EXPLORE STRUCTURES AND PROCEDURES THAT CREATE A SAFE SUPPORTIVE AND TRAUMA SENSITIVE CLASSROOM ENVIRONMENT TO HELP PREVENT RE TRAUMATIZED NATION AND PART FOUR IS THE SELF CARE FOR SCHOOL PERSONNEL FROM VICARIOUS TRAUMA TO VICARIOUS RESILIENCE. SO WE WILL ANALYZE WAYS THAT TEACHERS ARE AFFECTED BY EDUCATING STUDENTS IMPACTED BY TRAUMA ON A DAILY BASIS. EXAMPLES OF SECONDARY STRESS BURNOUT AND COMPASSION FATIGUE AND WE WILL BEGIN TO DISCUSS SELF CARE TIPS FOR INDIVIDUAL TEACHERS BUT ALSO WORKFORCE WELLNESS STRUCTURES FOR SCHOOLS THAT SUPPORT THESE EMOTIONAL AND PHYSICAL WELL-BEING OF HIS STAFF MEMBERS FOR SEVERAL YEARS. OUR SOCIAL EMOTIONAL APPROACH HAS BEEN HOLISTIC AND UNIVERSAL TRAUMA INFORMED PRACTICES HAS BEEN INTEGRATED IN OUR ACL IMPLEMENTATION THROUGH HIGH YIELD STRATEGIES SUCH AS SELF-REGULATION STRATEGIES AND COMMUNITY BUILDING AND THUS CREATING A SAFE SUPPORTIVE ENVIRONMENT IN EVERY SINGLE SCHOOL AND PLANO ISD. WE HAVE EVIDENCE BASED STRATEGIES THAT SUPPORT SOCIAL EMOTIONAL GROWTH IN ALL CLASSROOMS TEACHING RESILIENCE TO EVERY SINGLE STUDENT AND BUILDING AND MAINTAINING HEALTHY RELATIONSHIPS. AND THIS REWORK IS MOSTLY SUPPORTED OUR SOCIAL EMOTIONAL TEACHER LEADERS OUR SECONDARY ACL FACILITATORS AND OUR SCHOOL COUNSELORS SO THE TRAININGS FOR THE 2019 2020 SCHOOL YEAR COUNSELORS ARE PROVIDED TRAININGS FOR ALL TEACHERS IN THE BEGINNING OF THE SCHOOL YEAR TRAUMA FORUM PRACTICES TRAININGS ARE FACILITATED DURING OUR MONTHLY STUDENT MANAGEMENT MEETINGS WITH THE CAMPUS ADMINISTRATORS AND WE ASK THAT THEY SHARE THIS INFORMATION WITH THEIR TEACHERS ON CAMPUS SECONDARY ACL FACILITATORS RECEIVE TRAINING DURING ONGOING PROFESSIONAL LEARNING SESSIONS AS A PART OF THEIR PROFESSIONAL DEVELOPMENT PROGRAM AND CAMPUS PRINCIPALS CAN REQUEST THE FAMILY SOCIAL SERVICES DEPARTMENT TO PROVIDE CAMPUS SPECIFIC PROFESSIONAL LEARNING TRAININGS WILL ALSO BECOME AVAILABLE FOR STAFF MEMBERS THROUGHOUT THE SCHOOL YEAR AS AN OPTION TO ACQUIRE TRADE HOURS SO THE INFORMATION THAT WAS USED IN ORDER TO CREATE THIS FOUR PART SERIES FROM THE HANOVER RESEARCH FIRM CASTLE AND OUR FOSTERING RESILIENT LEARNING STRATEGIES FOR CREATING THE TRAUMA SENSITIVE CLASSROOM AND THOSE SERIES OF BOOKS. THANK YOU SO MUCH. QUESTION. SO THIS FIRST CAME TO MY ATTENTION WHEN I WAS LOOKING OVER SOME OF I GUESS THE TRAINING PLANS. I THINK IT WAS AT HUFFMAN WHERE THERE WAS A SPECIALIZED TRAINING DONE FOR THEIR STAFF. CAN YOU TELL ME A LITTLE BIT ABOUT WHAT THAT LOOKS LIKE AT THE CAMPUS LEVEL WHEN THE TEACHERS ARE RECEIVING THIS INFORMATION. WELL I USED GENERALLY TO TALK WITH THE PRINCIPAL FIRST ASK WHAT ARE THE SPECIFIC NEEDS JUST LIKE SOCIAL EMOTIONAL LEARNING LOOKS DIFFERENT ON EVERY CAMPUS EACH CAMPUS HAS DIFFERENT NEEDS AS IT RELATES TO THE POPULATION AND TRAUMA THAT THAT IS AFFECTED BY TRAUMA. AND WE DEVELOP

[01:20:05]

COLLABORATIVELY TOGETHER WHAT THAT TRAINING WILL LOOK LIKE IS TYPICALLY AFTER SCHOOL FOR ABOUT AN HOUR AND A HALF AT A TIME HOUR TO AN HOUR AND A HALF AT A TIME. SO WHAT ARE SOME OF THE BIG AH-HAS THAT THE TEACHERS HAVE HAD ONCE YOU'VE PRESENTED THIS INFORMATION TO THEM. ONE OF THE BIG AH-HAS IS THAT SELF REFLECTION PIECE THAT I HEARD SOMEONE TALK ABOUT EARLIER BELIEVE IT OR NOT A LOT OF OUR ADULTS THAT ARE IN THE CLASSROOM ARE SUFFERING FROM TRAUMA AND TRAUMA. THERE HAS NOT YET BEEN DEALT WITH AND THEY WANT TO DO WELL FOR KIDS AND THEY WANT TO BE THEIR BEST SELVES WHEN THEY ARE IN THE CLASSROOM SO THAT SELF CARE PIECE IS A HUGE PRIORITY. AND THEN ALSO A BIG HIGH IS MOST PEOPLE THINK THAT TRAUMA IS ROOTED IN JUST POVERTY ALONE. AND THAT IS NOT THE CASE. A LOT OF OUR STUDENTS HAVE EXPERIENCE TRAUMA FROM THE LOST OF A LOVED ONE OR MEN IN THE MIDDLE OF A SEPARATION OR DIVORCE OR WE HAVE SEVERAL STUDENTS THAT FAMILIES ARE DEALING WITH IMMIGRATION ISSUES AND THEY DEAL WITH TRAUMA EVERY SINGLE DAY. SO THAT WAS A HUGE AHA FOR A LOT OF OUR CAMPUSES AND TEACHERS SHARING. I FIRST SAW IT WHEN I FIRST GOT WE ARE OFFICE ISSUES [INAUDIBLE] WE HOSTED A MEETING FOR THE PARENTS ABOUT TRAUMA INDUCED PRACTICES AND THAT'S SO IMPORTANT BECAUSE LIKE YOU SAID. A LOT OF PEOPLE DON'T REALIZE. IT. EVEN PARENTS THEY THINK NO WAY MY KIDS CANNOT HAVE THAT PROBLEM. SO WE HAD VERY GOOD RESPONSE WHICH JUST I JUST WONDER DO DO WE REACH OUT TO PTA'S AND THEIR SCHOOLS AND SAY WE HAVE THE RESOURCES WE CAN. WE CAN PROVIDE PERSON TO TALK ABOUT THIS TO PARENTS. SO I SEE. OUR FOCUS IS ON STAFF AND TEACHERS SHOULD YOU KNOW HOW HOW SHOULD PTA AID IN TAKING INITIATIVE. OR CAN WE GET THE INFORMATION TO THEM LIKE WE CAN. PROVIDE THAT. WELL AS I SAY CURRENTLY WE ARE TRAINING AND WORKING WITH OUR ADMINISTRATORS ON ALL CAMPUSES AND WE ENCOURAGE THEM TO TAKE THAT INFORMATION BACK TO THEIR HOME CAMPUS WHETHER THEY FEEL LIKE THE NEED IS TO BUILD THEIR CAPACITY WITHIN THEIR TEACHERS OR WITHIN THEIR PARENTS AND SO FORTH. THANK YOU. AND I REALLY APPRECIATE YOUR BRINGING UP THE POINT THAT IT'S NOT ABOUT ECONOMICS STARTLING STATISTICS THAT ONE IN FOUR WOMEN IN THE COURSE OF THEIR LIFE WILL BE VICTIMS OF DOMESTIC VIOLENCE. AND IF WE THINK ABOUT THAT OUR CHILDREN YOU KNOW WE TALK ABOUT ONE IN FOUR WOMEN WE'RE TALKING ABOUT CHILDREN BEING A WITNESS TO THAT AND WE'RE TALKING ABOUT A MAJORITY OF OUR TEACHERS ARE FEMALE. AND IT'S ALSO NOT JUST FEMALES THEY'RE STATISTICS FOR MEN AND BEING VICTIMS OF DOMESTIC VIOLENCE AS WELL. SO I THINK IT'S REALLY IMPORTANT FOR US TO BE REALLY AWARE AND I IMAGINE THROUGH THIS AND THROUGH OTHER TRAINS IT COULD CAUSE TEACHERS TO DO. YOU SAID THAT REFLECTION PEACE AND FIGURING OUT HOW IT AFFECTS THEM AS WELL. AND IF WE ARE THE COMMUNITY THAT WE WANT TO BE WE HAVE TO BE SUPPORTIVE OF ALL THOSE PEOPLE INVOLVED AND LEARN HOW TO HAVE THE TOOLS. SO THANK YOU. JUST QUICK QUESTION I MEAN A BIG PART OF THIS SEEMS TO BE EDUCATING OUR TEACHERS SO THEY CAN RECOGNIZE THESE CHANGES IN BEHAVIOR AND TO BE ABLE TO INITIATE INTERVENTION FOR SOME OF THESE STUDENTS WHAT TYPE OF SPECIALIZED INTERVENTION DO WE HAVE FOR STUDENTS THAT WE RECOGNIZE ARE EXPERIENCING SOME TYPE OF TRAUMA. WELL WHEN IT COMES TO WORKING WITH STUDENTS WITH TRAUMA IT'S CREATED AN ENVIRONMENT WHERE THE STUDENT CAN FEEL PHYSICALLY AND EMOTIONALLY SAFE SO BE HAVING VISUALS STUDENTS WHO ARE TRAUMATIZED OR WHO SUFFER FROM TRAUMA THEY NEED TO KNOW WHAT TO EXPECT. SO THAT IS A HUGE PIECE AND THEN ALSO YOU KNOW THE CONNECTION JUST BEING A LOT OF THESE ARE PROACTIVE PIECES THAT STRONG SAFE RELATIONSHIP WITH A TEACHER A TEACHER BEING A LITTLE BIT MORE INTENTIONAL ABOUT OK. HAVE I HAD A POSITIVE INTERACTION WITH EVERY SINGLE STUDENT IN THE CLASSROOM. WHAT EMOTIONS AM I DEAL WITH WHEN I ENTER THE CLASSROOM AND THEN JUST CHECKING IN WITH STUDENTS AND CHECKING OUT WITH STUDENTS AND THEN ALSO TEACHING THE SKILLS SELF-REGULATION SKILLS AND SO FORTH. SO THAT'S SOMETHING THAT WE'RE ASKING OUR TEACHERS TO DO IN TERMS

[01:25:04]

OF INTERVENING IN THEIR OWN CLASSROOMS. YES. I WOULD I WOULD ALSO FRAME IT THIS WAY THAT IT'S IT'S REALLY HELPING TEACHERS RESPOND PERHAPS IN A DIFFERENT WAY TO BEHAVIOR RATHER THAN JUST LOOKING AT IT AS BEHAVIOR BUT TRYING TO UNDERSTAND WHAT MIGHT BE BEHIND THAT. AND THEN BETTER RESPOND. SO RATHER THAN A STUDENT WHO EXPLODES LEARNING DE-ESCALATION WITH THAT AND IN HELPING THE STUDENT LEARN HOW TO RESPOND IN A DIFFERENT WAY. NEXT TIME IS REALLY A BIG PART OF THE TEACHERS. THE TEACHERS END OF IT. DO THEY HAVE A LOT OF SUPPORT FROM COUNSELORS AND ADMINISTRATORS. THEY DO. YOU KNOW IT. IT'S A BIG PART OF THAT. LIKE SHARON HAS SAID IS BUILDING THE COMMUNITY AND THE RELATIONSHIPS WITHIN THEIR OWN CLASSROOM.

BUT CERTAINLY THIS WORK EXTENDS TO EVERYBODY WHO INTERACTS WITH STUDENTS ON A CAMPUS. SO THE TEACHERS ARE THE SORT OF THE FIRST LINE AND SEE THE FIRST SIGNS BUT OFTENTIMES THEY MAY REACH A STUDENT THAT THEY CAN SEE REALLY IS STRUGGLING. THEY WOULD REFER TO THE COUNSELOR BUT THAT'S MY CONCERN IS JUST ESCALATING CERTAIN SITUATIONS RATHER THAN TRYING TO HAVE A TEACHER THAT'S GOT A FULL CLASSROOM TO TAKE ON ALL OF THAT. ABSOLUTELY. THANK YOU. SO JUST I GUESS A LITTLE CONFUSED IN TERMS OF ROLLING THIS OUT IMPLEMENTATION AND WHERE WE ARE IN THE PROCESS. SO I THINK I HEARD WAS THAT SO FAR WE'VE TALKED PRINCIPALS. IS THAT WE WORKED WITH PRINCIPALS FIRST AND ASK THEM TO TAKE THESE THIS THIS PRACTICE BACK TO THEIR CAMPUSES AT OUR MONTHLY STUDENT MANAGEMENT MEETING. THERE IS AN ADMINISTRATOR THAT IS REQUIRED TO ATTEND FROM EACH CAMPUS AND FROM AND FROM THERE THEY ARE TO TAKE THAT INFORMATION BACK TO CAMP AND THE COUNSELORS THE COUNSELORS HAVE BEEN TRAINED ON ON CAMPUS. SO WILL WE. IS THE IMPLEMENTATION PLAN THEN TO CONTINUE USING THAT OR WE LATER HAVE THE ABILITY TO SAY OK YOU'VE GOT THE INITIAL TOOLS NOW WE CAN COME INTO YOUR CAMPUS AND DO A SPECIFIC TARGETED PRACTICE OR A TARGETED IMPLEMENTATION OR TARGETED PRESENTATION OR SOMETHING LIKE THAT. IS THAT THE PLAN? THAT'S ACTUALLY HAPPENING NOW. I MEAN [INAUDIBLE] THE TRAINING CAME FROM TO TWO SOURCES ONE WORKING WITH ALL OF THE COUNSELORS SO THAT THEY COULD HELP OVERALL TRAINING WITH THE CAMPUS STAFF AND THEN ONGOING TRAINING WITH THE CAMPUS ADMINISTRATORS. THEN IN ADDITION TO THAT I MEAN SHARON IN A VERY SMALL TEAM BUT AS CAMPUSES HAVE INDIVIDUAL NEEDS THEY'VE ALREADY BEGUN GOING OUT AND WORKING INDIVIDUALLY WITH CAMPUSES OR A TEAM THAT REALLY IS. YEAH. AND THAT'S PROBABLY WHERE MY CONFUSION AROSE BECAUSE I'VE HEARD YOU ALL SAY YOU CAN GO OUT DIFFERENTIATE BEFORE A SPECIFIC CAMPUS AND TO ME THAT'S AS VALUABLE AS IT IS TO GET THIS CAMPUS LEADERSHIP IT'S SIGNIFICANTLY MORE VALUABLE TO BE ABLE TO TARGET TO A SPECIFIC CAMPUS AND GO ON TO THAT CAMPUS. SURE. AND DIDN'T YOU DO THAT AT HUFFMAN IN PART OF THE PRE WORK FOR THE SCHOOL YEAR. YES WORKING WITH THE SOCIAL EMOTIONAL TEACHER LATER YES I HAVE A QUESTION SO THAT SOME OF THIS IS STEMMING FROM SENATE BILL ELEVEN AND HOUSE BILL 18. YOU MENTIONED IN THE BEGINNING IS THERE REPORTING REQUIREMENTS THAT ARE MANDATED TO COMPLY THAT WE HAVE TO COMPLY WITH REGARDING THIS. OK GOOD AND REALLY TO OUR CREDIT THIS WORK STARTED ABOUT FOUR YEARS AGO. SO WE WERE AHEAD OF THE CURVE.

SO I'M VERY PROUD OF THAT FACT ANY FURTHER QUESTIONS OR COMMENTS. THESE WERE LIFE SKILLS THAT YOU'RE TEACHING. I HAVE A FEW FAMILY MEMBERS THAT I WISH COULD DE-ESCALATE. OUR NEXT REPORT IS ALSO PRESENTED BY MS MARTIN SAID REGARDING COLLEGE AND CAREER READINESS COURSE SELECTION PROCESS AND [INAUDIBLE] THANK YOU PRESIDENT RICHARDS. NOW I'M GETTING INVITE MY OTHER COMPANION JENNA HANCOCK TO COME JOIN ME AND JENNA WILL. THIS IS PART ONE OF A TWO PART

[01:30:01]

SERIES YOU'LL HEAR THE SECOND PART OF THIS NEXT MONTH. BUT TONIGHT WE'RE REALLY GOING TO FOCUS ON OUR COURSE SELECTION PROCESS OUR CAREER READINESS AND AWARENESS FOR STUDENTS AND THEN SOME EXPOSURE WITH OUR NAVY AND TOOL. THANK YOU AND THANK YOU FOR YOUR TIME THIS EVENING. I'M EXCITED TO TELL YOU ABOUT ALL THE WORK THAT WE DO TO HELP STUDENTS PREPARE FOR MAKING IMPORTANT DECISIONS ABOUT COURSEWORK WHICH THEN IN TURN PREPARES THEM TO REACH THEIR GOALS FOR POST-SECONDARY PLANNING. SO WE'LL START WITH AN AGENDA. YEAH AND WE GO. SO WE'LL START WITH THE COLLEGE AND CAREER READINESS EXPERIENCES THAT WE PROVIDE STUDENT. AND WE HAVE A LOT OF VARIED EXPERIENCES THAT BEGIN WITH REALLY WITH PRE-K AND THEN WE'LL LOOK AT THE TOOL NAVIANCE FOR THOSE OF YOU THAT HAVEN'T SEEN IT BEFORE AND SHOW YOU HOW WE'RE ABLE TO LEVERAGE THAT TOOL IN HELPING STUDENTS TO PREPARE. THEN WE'LL LOOK AT THE ACTUAL ACADEMIC PLANNING PROCESS AND WHAT THAT LOOKS LIKE IN OUR DISTRICT AND HOW WE PRESENT ADVANCED COURSEWORK OPPORTUNITIES TO STUDENTS. AND THEN WE'LL FINISH WITH A FEW SCREENSHOTS OF SPECIFIC TOOLS THAT WE'RE USING AND I HAVE NOTES HERE AND THERE I WASN'T SURE IF I COULD SEE THAT OR SEE THIS BETTER. BUT WE AS I MENTIONED WE BEGIN THIS PROCESS IN ELEMENTARY SCHOOL AND IT STARTS JUST WITH AN AWARENESS OF WHAT KINDS OF CAREERS ARE AVAILABLE WHAT WHAT A JOB WOULD LOOK LIKE IN A CERTAIN AREA. SO THERE GOT ITS LESSONS THAT RELATE TO THOSE THINGS IN ELEMENTARY SCHOOL. IN ADDITION IN JANUARY IS A BIG COLLEGE AND CAREER WEEK WHERE WE EMPHASIZE COLLEGE AWARENESS CAREER AWARENESS. SO REALLY IT'S ABOUT EXPLORATION IN MIDDLE. I MEAN IN ELEMENTARY SCHOOL AND THEN IN MIDDLE SCHOOL WE BEGIN TO LOOK MORE SPECIFICALLY AT DIFFERENT CLUSTERS OF CAREERS THAT STUDENTS MIGHT BE INTERESTED IN AND WE BEGIN TO MAKE THOSE CONNECTIONS BETWEEN INTERESTING OR CAREER INTERESTS IN THE COURSEWORK THAT MIGHT FIT WITH ONE OF THOSE CAREER INTERESTS OR HELP THEM TO EXPLORE SOME OF THOSE. I MENTIONED COLLEGE AND CAREER WEEK WE ALSO HAVE SOME VERY DYNAMIC CAREER FAIRS IN 60 12TH GRADES AND I KNOW THAT THERE ARE PEOPLE AT THIS TABLE THAT PARTICIPATED IN THOSE AND I WILL TELL YOU THAT HAVING A PICTURE WITH SMOKEY THE BEAR A COUPLE WEEKS AGO WHO WAS THERE AT THE FORESTRY SERVICE AT HAGGARD MIDDLE SCHOOL SO THEY REALLY ARE CREATIVE IN TRYING TO BRING IN A LOT OF DIFFERENT OPTIONS SO THAT KIDS CAN CONSIDER WHAT A CAREER IN THAT AREA MIGHT LOOK LIKE. WE'RE ALSO REALLY PROUD OF THE TWO VERY LARGE COLLEGE NIGHT EVENTS THAT WE HAVE EVERY YEAR IN PLANO ISD. THIS YEAR WE HAD AROUND 3000 PEOPLE STUDENTS AND PARENTS AT EACH ONE OF OUR EVENTS. SO IF YOU HAVEN'T SEEN ONE OF THOSE I ENCOURAGE YOU TO COME SEE WHAT THAT LOOKS LIKE. IT'S QUITE A NIGHT REALLY. BOTH BOTH EVENTS. WE ALSO OFFER A NUMBER OF PARENT INFORMATION MEETINGS WHERE WE COVER INFORMATION ABOUT THE COLLEGE APPLICATION PROCESS. COLLEGE MAJORS WHAT A MAJOR LOOKS LIKE OR WHAT THAT MEANS TO MAJOR IN A PARTICULAR AREA AND WHAT KINDS OF THINGS TO CONSIDER WHEN CHOOSING COLLEGES AND THEN FINANCIAL AID IS ONE OF OUR MOST WELL ATTENDED PARENT INFORMATION NIGHTS BECAUSE IT IS A BIG CHALLENGE AND A FEAR FOR A LOT OF OUR PARENTS. WE'VE BEEN GIVEN A MANDATE FROM THE STATE TO ENCOURAGE HER TO ENSURE THAT EVERY SENIOR GRADUATES HAVING COMPLETED A FREE APPLICATION FOR FEDERAL STUDENT AID.

SO WE'RE ACTUALLY KIND OF AMPING UP THOSE EFFORTS THIS YEAR IN PREPARATION FOR THAT. SO WE PLAN TO HOST ADDITIONAL FINANCIAL AID INFORMATION NIGHTS AND ADDITIONAL FAFSA WORKSHOPS WHERE A PARENT CAN ACTUALLY SIT DOWN WITH WITH A PROFESSIONAL AND WE CAN HELP THEM WITH FILLING OUT THAT INFORMATION. SO WE'RE EXCITED ABOUT INCREASING THE NUMBER OF APPLICATIONS THAT STUDENTS ARE ARE SUBMITTING WHICH WE KNOW LEADS TO GREATER COLLEGE ENROLLMENT IF THEY'RE GOING TO FILL THAT OUT. SO THAT'S A GOAL OF OURS THIS YEAR. WE ALSO HAVE I THINK I CAN SAFELY SAY DAILY VISITS ON OUR CAMPUSES FROM COLLEGE REPRESENTATIVES INCLUDING MILITARY REPRESENTATION. THEY'RE THERE ALMOST EVERY EVERY DAY. SOME BRANCH OF OUR MILITARY SO THAT GIVES US THE OPPORTUNITY CHARGE STUDENTS TO ACTUALLY VISIT ONE ON ONE WITH A WITH A REPRESENTATIVE FROM A COLLEGE OR FROM THE MILITARY. SO THAT'S SOMETHING THAT WE REALLY TRY TO FOSTER THOSE RELATIONSHIPS AND CREATE LOTS OF OPPORTUNITY THERE. ALL THREE OF OUR SENIOR HIGH CAMPUSES ALSO ARE TEST CENTERS FOR

[01:35:03]

EITHER THE S.A.T. OR THE ACT. SO THAT PROVIDES STUDENTS A LITTLE MORE ACCESS TO THOSE EXAMS AND THEN AS MANY OF YOU KNOW WE HAVE A GREAT PARTNERSHIP WITH CALLING COLLEGE WHERE THEY'VE EMBEDDED SOME OF THEIR ADVISORS ON OUR HUSK ARE OUR SENIOR HIGH CAMPUSES. THEY ALSO WORK ON OUR HIGH SCHOOL CAMPUSES AND ARE ABLE TO WORK WITH STUDENTS DIRECTLY ON APPLICATIONS FOR [INAUDIBLE] APPLICATIONS THEY'LL DO SOME CAREER TESTING WITH THEM OR WHATEVER THEY NEED. AND I THINK IT'S REALLY HELPFUL FOR THEM TO TO KIND OF HAVE A FACE THAT THEY RECOGNIZE OVER AT THE COLLEGE AND IT HELPS THEM TO FEEL A LITTLE MORE COMFORTABLE AS THEY'RE WORKING THROUGH THAT PROCESS AND THEN WHEN THEY BEGIN TO ATTEND CLASS IS THERE. SO WHAT TIME DURING THE DAY CAN THE STUDENTS ACCESS THE CALLING COLLEGE ADVISORS. THEY THEY MAINLY ARE FOCUSED AT THE SENIOR HIGHS BUT THEY'RE THERE ALL DAY AND THEY CAN BASICALLY JUST WALK IN THEY ALL HAVE OFFICES AT THEIR LOCATIONS. SAME IS TRUE FOR THE GOING SPECIAL PROGRAM CENTER. SO REALLY THEY'RE ACCESSIBLE MOST OF THE TIME SO STUDENTS CAN COME DURING THEIR LUNCH PERIOD ABOUT BEFORE AND AFTER SCHOOL. ABSOLUTELY. AND THEY COULD EVEN LEAVE A NOTE FOR THAT ADVISOR AND ASK TO YOU KNOW FOR THEM TO SEND FOR THEM IF THEY IF THEY DON'T MIND MISSING A FEW MINUTES OF CLASS AND HAVE A QUICK QUESTION. SO DO THOSE COUNSELORS ALSO EVER TAKE IT ON THE ROAD AND JUST COME TO THE CAFETERIA WHERE THE OTHER RECRUITERS ARE. THEY DO HAVE EVEN EASIER ACCESS. THEY DO. THEY SET UP IN THE CAFETERIA. THEY ALSO SET UP COMPUTER LABS FREQUENTLY SO THAT THEY CAN HELP WITH APPLICATIONS OR FAXES OR WHATEVER IT IS THAT THE STUDENT IS WORKING ON HELP THEM REGISTER FOR TSA. ALL THOSE DIFFERENT THINGS SO THEY WOULD SAY THEY SPLIT BETWEEN THEIR OFFICES AND THOSE COMPUTER LABS BECAUSE THEY RUN A LOT OF LUNCH SESSIONS THAT STUDENTS CAN JUST WALK INTO. THEY DON'T HAVE TO RESERVE A SPOT.

SO THOSE ARE HELPFUL AS WELL. OK. AND THEN WE'LL MOVE ON TO NAVIANCE. IN ABOUT SIX YEARS AGO. WE ROLL THIS OUT WITH THE WITH THE INITIAL GOAL OF PROVIDING PAPERLESS APPLICATIONS FOR OUR STUDENTS BECAUSE THAT WAS THE PLACE WE REALLY FELT WE NEEDED TO HELP THEM IN TERMS OF HELPING THEIR APPLICATIONS TO BE READ AND PROCESSED MORE QUICKLY. AND THEN OVER THE YEARS WE'VE ROLLED THAT INTO OUR HIGH SCHOOLS AND OUR MIDDLE SCHOOLS IN THE LAST THREE YEARS OUR SIXTH GRADERS HAVE STARTED WITH AN INDIVIDUAL ACCOUNT WHERE THEY CAN ACTUALLY STORE THEIR INFORMATION. AND I THINK THAT'S A LOT OF THE APPEAL OF THIS PROGRAM IS THAT IT'S THEIR ACCOUNT IN THE INFORMATION THAT THEY STORE IN THERE IS THEIRS TO REFER TO AS THE YEARS GO BY ONLINE AS THEY CONTINUE TO CHANGE AND DEVELOP THEIR PLANS. ALSO WE BEGAN DOING COURSE PLANNING IN THE NAVIANCE TOOL WE STARTED THAT WITH EIGHTH GRADERS TWO YEARS AGO. SO IN ADDITION TO BEING ABLE TO RESEARCH CAREERS AND LOOK AT DIFFERENT COLLEGES AND THEIR REQUIREMENTS AND WHAT THEY MIGHT OFFER THEY CAN SET GOALS AND THEY CAN PLAN COURSES IN THE SAME PLATFORM THAT THEY DID SOME OF THIS CAREER RESEARCH AND COLLEGE RESEARCH WHICH IS IS REALLY DESIGNED TO HELP THEM CRAFT THOSE CHOICES FOR HIGH SCHOOL COURSES THAT WILL HELP THEM TO REACH THOSE GOALS. SO REALLY ALL OF THIS IS IN PREPARATION FOR THAT COURSE PLANNING PARENT ACCESS IS ALSO AVAILABLE TO ALL OF OUR PARENTS. WE SENT AN EMAIL OUT AT THE BEGINNING OF EACH YEAR TO THOSE PARENTS WHO HAVEN'T ALREADY SET UP AN ACCOUNT AND THEY CAN ACTUALLY SET UP A COMPANION ACCOUNT SO THAT THEY CAN WALK THROUGH THAT PROCESS WITH THEIR STUDENT.

WE WANT THEM TO BE AS ENGAGED AS POSSIBLE AND TO HAVE AS MUCH INFORMATION AS WE CAN PROVIDE THEM ALSO SO THAT THEY CAN MAKE GOOD CHOICES AS A AS A FAMILY ABOUT WHAT COURSEWORK THAT THAT STUDENTS SHOULD BE INVOLVED WITH. ONE OF OUR GOALS IS TO INCREASE PARENT ACCESS THIS YEAR AND I'LL SHOW YOU A LITTLE BIT MORE ABOUT THIS LATER. BUT WE'VE WE BEGAN SENDING OUT TIPS TO OUR PARENTS NAVIANCE SO THAT WE CAN GET THEM TO ENGAGE MORE IN THE PLATFORM AND BE MORE INVOLVED WITH THEIR STUDENTS IN THEIR PLANNING. ABOUT A YEAR AGO NAVIANCE ALSO CREATED A MOBILE APP AND OUR STUDENTS HAVE TAKEN TO THAT QUITE A BIT AND WE CAN ACTUALLY GO IN AND DO A GRADUATION SURVEY FOR EXAMPLE AND THE STUDENTS WILL TAKE OUT THEIR PHONE AND THEIR EYES ARE MUCH BETTER THAN MINE AND THEY CAN COMPLETE IT ON THEIR PHONE. SO THAT'S INCREASED OUR ACCESS AND THEIR ABILITY TO MORE EASILY REQUEST TRANSCRIPTS AND LETTERS OF RECOMMENDATION AND ALL THOSE THINGS THAT THEY CAN DO ON THE PLATFORM IS THE TOOL. ALSO IN SPANISH IT IS NOT. SO THAT'S THAT'S ONE BARRIER THAT WE HAVE. I KNOW THAT NAVIANCE HAS BEEN LOOKING AT THAT AND I'M NOT SURE WHERE

[01:40:03]

THEY ARE IN THEIR ABILITY TO TO MAKE THAT ACCESSIBLE IN SPANISH BUT CERTAINLY CONTINUE TO ASK. YOU ACTUALLY TALKED ABOUT THAT. OBVIOUSLY THAT'S A HUGE ISSUE. YES.

YES. AND THE CONCERN THAT WE WANT PARENTS TO HAVE ACCESS TO IT DO YOU KNOW WHAT PERCENTAGE OF THE PARENTS ARE USING IT. YOU KNOW I DIDN'T BRING THAT INFORMATION WITH ME BUT IT'S IT'S UNDER 50 PERCENT AND WE HOPE TO INCREASE THAT QUITE A BIT THIS YEAR BECAUSE IT IS A GREAT COMMUNICATION TOOL WHERE WE CAN ACTUALLY SEND EMAILS TO THEM THROUGH THE PLATFORM. SO REALLY IT'S JUST ONE THING I THINK THAT WOULD BE HELPFUL IS IF WE SIT DOWN WITH SOME OF THOSE PARENTS AND IT'S SOMETHING WE HAVE IN THE WORKS AND CAN OFFER A WORKSHOP CELL SETTING TO HELP THEM MAYBE EVEN SET UP AN EMAIL ACCOUNT BECAUSE NOT ALL OF THEM HAVE THAT AND THEN SHOW THEM HOW TO USE THE PLATFORM IS THERE AND THIS MAY BE A QUESTION YOU CAN ANSWER BUT IS THERE ANY WAY TO CONNECT NAVIANCE WITH THE PLANO ISD APP SO THAT PARENTS HAVE A ONE ONE STOP PLACE. YOU KNOW I'LL TURN THAT OVER TO SO WE'RE INVESTIGATING. I ACTUALLY HAVE SOME TEAMS RIGHT NOW REWORKING THE PARENT PORTAL LAB AND HOOKING THAT FRONT END FOR THE AUTHENTICATION METHOD BACK TO KIDS THE STUDENTS USE THEIR STUDENT ACCOUNT TO LOG IN AND WE'RE HOPING TO PUT THE PARENT ACCOUNT UNDER THAT SAME PLATFORM NOW ONCE IT'S UNDER THAT PLATFORM. IT WOULD GIVE AN OPPORTUNITY FOR THESE TO LINK UP THAT'S ON THE ROADMAP FOR THE FUTURE OKAY. AND THEN NEXT WE'LL LOOK MORE AT NO AND HOW THAT LOOKS IN GRADE 6 TO 12. AND WE DO HAVE A SCOPE AND SEQUENCE IN PLACE SO THAT COUNSELORS HAVE A GUIDE FOR WHAT WE'RE WORKING ON IN DIFFERENT GRADE LEVELS. SO A COUPLE OF THINGS YOU MIGHT NOTICE HERE. THE STUDENTS ARE ABLE TO MODIFY THEIR CAREER CLUSTERS OR THEIR CAREERS BECAUSE THOSE OF YOU WHO KNOW MIDDLE AND HIGH SCHOOL STUDENTS THAT CAN SOMETIMES CHANGE DAILY. SO AND AGAIN I THINK THEY ENJOY THE FLEXIBILITY OF BEING ABLE TO SAY YOU KNOW I'VE INVESTIGATED THIS AND I NO LONGER WANT THIS ON MY ON MY LIST. SO THEY CONTINUE TO EXPLORE AND IN RESEARCH AND THEY CAN MAKE MODIFICATIONS TO THOSE. YOU'LL ALSO NOTICE THAT THERE ARE SOME ACTIVITIES THAT WE REPEAT AND THAT'S FOR THAT VERY SAME REASON THINGS CHANGE KIDS CHANGE THEIR GOALS CHANGE. SO WE REVISIT ACTIVITIES LIKE THE CAREER CLUSTER FINDER TWICE IN MIDDLE SCHOOL SO THAT THEY CAN LOOK AGAIN AND SAY IS THIS STILL THE PLACE WHERE I WANT TO CONTINUE TO RESEARCH AND EXPLORE. SOMETIMES THEY FIND THAT IT IS AND SOMETIMES THEY JUST TO EXPLORE SOME ADDITIONAL OPTIONS. THAT ALSO MENTION THAT THE SCOPE AND SEQUENCE THAT WE HAVE IN PLACE INCLUDES SOME ENRICHMENT ACTIVITIES. WE HAVE SOME CAMPUSES THAT USE THESE AS PART OF THEIR ADVISORIES. THEY'RE AVAILABLE TO STUDENTS IF THEY WANT TO PURSUE SOME OF THESE OTHER ACTIVITIES AND EXPLORE FURTHER. SO THESE ARE JUST THE REQUIRED ACTIVITIES THAT WE HAVE AT THESE GRADE LEVELS. BUT THERE IS A LOT MORE BUILT INTO OUR SCOPE AND SEQUENCE THAT COUNSELORS OR TEACHERS CAN ACCESS AND THEN WE'LL MOVE TO NOT THROUGH 12TH GRADE AND YOU CAN SEE THAT THE FOCUS BECOMES A LOT MORE COLLEGE ORIENTED. SO THE SHRINKS EXPLORE AS ONE THAT THEY CAN DO ONE TIME AND NAVIANCE BUT IT GIVES THEM A LOT OF INPUT ON WHAT THEY MIGHT BE SKILLED AT WHAT THEY MIGHT BE GOOD AT IN TERMS OF CAREER AND THEN THEY CAN TAKE THAT INFORMATION AND MARRY IT WITH INTEREST THEY THEY'VE UNCOVERED UP TO THAT POINT. THEY ALSO ARE LOOKING AT COLLEGES AND DOING SOME AWARENESS ACTIVITIES IN MIDDLE SCHOOL BUT IN NINTH GRADE WE BEGIN TO EMPHASIZE LET'S LET'S. AS YOU SEE SOME THAT YOU MIGHT WANT TO EXPLORE FURTHER.

LET'S ADD THOSE TO YOUR LIST SO THAT SHE CAN HAVE IMMEDIATE ACCESS TO THAT AND CONTINUE TO LOOK AT IT AND I MIGHT JUST THROW IN AND I THINK IT WAS TWO YEARS AGO WE WERE ABLE TO GET THIS IN THE NAVIANCE APP INTO OUR WEB DESK AND THAT INCREASED OUR STUDENT USAGE QUITE A BIT BECAUSE I THINK WHAT WE WERE TALKING ABOUT WITH THE PARENTS IS THEY HAVE TO GO TO A WEB SITE AND LOG IN. SO THAT'S HELPED OUR STUDENTS GREATLY. JUST TO BE ABLE TO CLICK ON THE APP AND GET IMMEDIATE ACCESS TO THEIR ACCOUNTS. YOU CAN SEE IN 10TH GRADE I THINK THE SUPER MATCH IS THE FAVORITE BECAUSE IT'S A IT'S AN INCREDIBLY GREAT. WELL IT'S A IT'S A VERSATILE TOOL WITH LOTS OF FILTERS SO THEY CAN FILTER BY ABOUT 20 DIFFERENT FACTORS IN IT AND IT

[01:45:02]

NARROWS DOWN ALL THE COLLEGES THAT FIT THEIR CRITERIA. SO THEY THEY REALLY ENJOY THAT WHEN AND FIND A LOT THAT THEY WANT TO PIN AS A RESULT. AND THEN YOU CAN SEE IN 12 GRADE WE'RE FOCUSING ON THE ACTUAL APPLICATION PROCESS. HOW DO YOU REQUEST A LETTER OF RECOMMENDATION FROM ONE OF YOUR TEACHERS IN THE PROGRAM. HOW DO YOU REQUEST A TRANSCRIPT. AND THE GREAT THING ABOUT THIS PROGRAM AS WELL AS THEY CAN TRACK THAT INFORMATION THEY CAN SEE WHEN THE REGISTRAR SENT THE TRANSCRIPT OFF AND IT HELPS EVERYBODY TO FEEL A LITTLE BIT MORE AT EASE ABOUT THE PROCESS. AND I MENTIONED THE GRADUATION SURVEY EARLIER. THAT'S WHERE WE ASK SENIORS TO TELL US WHAT THEIR PLANS ARE FOR THE NEXT YEAR. SO THAT'S WHERE WE GET SOME PRELIMINARY INFORMATION ABOUT WHERE THEY'RE HEADED DO WE STILL USE THE BLUE PACKET YOU FILL UP.

WE DO HAVE THE BLUE PACKAGE. IT VARIES THE NAME VARIES ACCORDING TO SENIOR HOW CAMPUSES. THAT'S A GREAT QUESTION BECAUSE SOMETIMES PEOPLE WONDER HOW DO WE WRITE A REALLY GREAT RECOMMENDATION LETTER FOR A STUDENT THAT WE MAY NOT KNOW EXTREMELY WELL. SO ALL ALL SENIOR HIGH CAMPUSES HAVE WHAT STARTED AT PLANO SENIOR HIGH IS THE BLUE PACKET BECAUSE IT HAD A BLUE COVER IN PLANO WEST HAS A BLUE PACKET. PLANO EAST HAS A GOLD PACKET SO IT'S ALL BASICALLY THE SAME INFORMATION WE ASK FOR INFORMATION FROM STUDENTS ABOUT WHAT THEY'VE BEEN UP TO AND WHAT THEY'RE PROUD OF ABOUT THEIR HIGH SCHOOL CAREERS. WHAT KINDS OF THINGS THEY DO OUTSIDE OF SCHOOL THAT WE MAY OR MAY NOT KNOW ABOUT. AND THEN PROBABLY THE BEST INFORMATION THAT WE GET COMES FROM PARENTS BECAUSE KIDS ARE HESITANT TO BRAG ON THEMSELVES BUT THEIR PARENTS WILL GIVE US ALL SORTS OF GOOD INFORMATION THAT WE CAN INCLUDE IN A LETTER. AND I REALLY AM PROUD TO SAY THAT THE COUNSELORS IN OUR DISTRICT WRITE REALLY DETAILED QUALITY LETTERS ABOUT OUR STUDENTS. AND IF THEY IF THERE IS INFORMATION THAT THEY DON'T SEE OR DON'T HAVE THEY'LL CALL THAT STUDENT IN AND SAY LET'S TALK A LITTLE BIT MORE ABOUT WHAT THIS WAS IN YOUR PACKET OR WHAT WHAT ELSE YOU'VE DONE IN THIS AREA. SO THEY WRITE REALLY DETAILED LETTERS. I WOULD SAY THEY SPEND AROUND AN HOUR ON EVERY LETTER THAT THEY THAT THEY WRITE AND THEY WRITE ON AVERAGE ABOUT 50 A YEAR. SO THEY REALLY SPEND A LOT OF TIME DIGGING INTO WHAT THAT STUDENT'S EXPERIENCE HAS BEEN AND MAKING SURE THEY'RE INCLUDING THINGS ON THOSE LETTERS THAT ARE NOT INCLUDED IN THE APPLICATION BECAUSE THAT'S WHAT COLLEGES TELL US THAT THEY'RE REALLY LOOKING FOR. WITH THOSE LETTERS AND IT'S SO IMPORTANT WHEN I WAS AT SMU AND DOING SCHOLARSHIP REVIEW I WOULD SEE PACKETS FROM KIDS FROM PRIVATE SCHOOLS AND IT WOULD BE THREE PAGES SINGLE SPACED RICH WITH DETAIL AND I'M GLAD THAT WE'RE DOING THE SAME SO OUR KIDS AREN'T AT A DISADVANTAGE JUST BECAUSE GO TO A LARGE SCHOOL. ABSOLUTELY. THEY WRITE SOME EXCELLENT LETTERS SO WE'RE PROUD OF THEM FOR THAT. AND THEN I MENTIONED EARLIER THE WORK THAT WE'RE DOING WITH PARENTS AND PARENTS DO YOU HAVE VIEWING ACCESS TO THEIR STUDENT ACCOUNT.

THEY DON'T HAVE ACCESS TO GO IN AND MAKE THOSE DECISIONS FOR THEIR STUDENTS. BUT WE WANT TO ENCOURAGE. LIKE I SAID INCREASED ENGAGEMENT SO THAT PARENTS ARE INVOLVED IN THAT PROCESS AND PARENTS CAN HAVE A CONVERSATION WITH THEIR STUDENT ABOUT COLLEGE AND CAREER INTERESTS THAT THEY MAY NOT HAVE KNOWN ABOUT IF THEY HADN'T SEEN IT IN THE PROGRAM. YOU KNOW SOMETIMES THEY GET A LITTLE BIT NON COMMUNICATIVE DURING THE PROCESS. SO WE WANT TO. WE WANT THEM TO HAVE ACCESS TO WHAT THE STUDENTS ARE INTERESTED IN AS WELL. AND THEN I MENTIONED THE TIPS AND I'LL SHOW YOU AN EXAMPLE OF ONE OF THOSE THAT WE SENT EARLIER OR THAT WE SENT JUST A WEEK OR SO AGO AND I'LL SHOW YOU THAT LATER IN THE PROGRAM. NOW WE'RE GOING TO TURN TO THE ACTUAL PLANNING PROCESS AND WHAT THAT LOOKS LIKE BECAUSE EVERYTHING I'VE DESCRIBED UP TO THIS POINT IS IT'S WHAT WE DO. THAT'S DESIGNED TO HELP THEM PREPARE FOR THIS MOMENT WHERE THEY'RE ACTUALLY SELECTING SOME COURSEWORK THAT WILL IMPACT THEIR FUTURES. SO WE DO SOME PRE CONFERENCE WORK WHERE COUNSELORS WILL GO INTO CLASSROOMS. WE DO SOME WORK WITH THE FOUR YEAR PLAN ON NAVIANCE IN TERMS OF THE INITIAL CREATION OF THAT OR OR REVISING IT BECAUSE AS AS WE MENTIONED EARLIER THERE ARE FREQUENT CHANGES THEY MAKE TO THEIR FOUR YEAR PLAN AS THEY MOVE ALONG. WE ALSO GO OVER GRADUATION REQUIREMENTS WITH THEM SO THAT THEY'RE REFRESHED ON THAT. AND WE ALSO GO OVER THE COURSE OFFERINGS SO THAT WE'RE NOT JUST SURPRISING THAT THE CONFERENCE IS SAYING YOU NEED TO MAKE A DECISION WITHOUT ANY ANY THOUGHT BEHIND IT. WE DO THOSE SAME KINDS OF MEETINGS WITH PARENTS IN LARGE GROUPS. AND I THINK MANY OF YOU KNOW WE HAVE A LOT OF EVENTS THAT HAPPENED IN THE SPRING SEMESTER WHERE PARENTS CAN GO TO THE NEXT SCHOOL AND MEET WITH ELECTIVES TEACHERS AND MAYBE HAVE A PEP RALLY AND ALL SORTS OF KIND OF WELCOME EVENTS AND INFORMATION MEETINGS SO THAT PARENTS AND STUDENTS HAVE SOME INFORMATION IN ADVANCE OF SITTING DOWN WITH THAT COUNSELOR AND MAKING DECISIONS ABOUT THE SCHEDULE AND

[01:50:05]

THE ACTUAL ACADEMIC CONFERENCES ARE HELD IN SMALL GROUPS AND I STARTED HERE WITH EIGHTH GRADE. WE HAVE SMALL GROUP CONFERENCES AS WELL AND REALLY IN FIFTH SIXTH AND SEVENTH. BUT THAT EIGHTH GRADE CONFERENCE IS IN GROUPS OF ABOUT 10 TO 12 AND ALL THE COUNSELORS ARE TYPICALLY AVAILABLE FOR THOSE EIGHTH GRADE CONFERENCES. THEY SPEND ABOUT AN HOUR. THEY GO OVER AGAIN THOSE GRADUATION REQUIREMENTS. THEY ANSWER QUESTIONS. SO USUALLY LOOKS LIKE THEY'RE ABLE THEY GIVE SOME SORT OF A PRESENTATION AND THEN THEY'RE ABLE TO MOVE AROUND AND WORK MORE INDIVIDUALLY WITH STUDENTS AND PARENTS. I'M ALSO REALLY PROUD TO SAY THAT WE HAVE A REALLY HIGH RATE OF PARTICIPATION FROM OUR PARENTS ACROSS THE DISTRICT. AND I THINK THAT THAT'S DUE TO THE FACT THAT WE SIT DOWN WITH THEM IN SMALL GROUPS OR INDIVIDUALLY AND THEY KNOW THEY'RE REALLY GOING TO GET TO TALK ABOUT THEIR STUDENT AND THEIR STUDENTS NEEDS. SO I REALLY THINK THAT'S A LOT OF THE REASON FOR SUCCESS IN GETTING PARENT INVOLVEMENT IN THE CONFERENCES. ALSO SMALL GROUP CONFERENCE AND THEN IN 10TH AND 11TH GRADERS WE INVITE PARENTS AND STUDENTS IN FOR AN HOUR CONFERENCE. SO THAT'S REALLY KIND OF THE HALLMARK OF OUR ACADEMIC PLANNING. I MEAN TO BE ABLE TO SPEND THAT KIND OF TIME MAKING PLANS WITH YOUR STATE AND I THINK IS REALLY A HUGE BENEFIT TO OUR FAMILIES. I'M A LITTLE BIT STUCK ON THIS LANGUAGE THING WHEN WE HAVE SUCH AN INCREASING POPULATION OF ENGLISH AS A SECOND LANGUAGE AND SO NAVIANCE MAY NOT BE WITH THE PROGRAM YET BUT WHAT ARE WE DOING. DO WE DO ANY OF THOSE SMALL GROUPS AND SOME OF THE MAJOR LANGUAGES THAT ARE SPOKEN. DO WE SEND INFORMATION TO THE PARENTS IN BOTH ENGLISH AND SPANISH SO THEY KNOW THAT WE WANT TO ENGAGE THEM. WE WE SEND A LOT OF OUR INFORMATION IN BOTH LANGUAGES AND THEN ONE THING WE DO IN THESE CONFERENCES IS WE LEVERAGE OUR APPARENTLY [INAUDIBLE] SOMETIMES ESL TEACHERS THAT CAN TRANSLATE WILL HELP. SO WE WE DO OUR BEST TO IDENTIFY THOSE THOSE FAMILIES THAT ARE GOING TO NEED A TRANSLATOR AND BRING IN OTHER STAFF MEMBERS THAT CAN HELP. AND ARE WE ANY MORE FLEXIBLE IN THE SCHEDULING FOR THESE CONFERENCES. I REMEMBER GETTING ONE THAT SAID I WAS ASSIGNED AT 9:27 A.M. AND IF I COULDN'T COME THEN THEY'D JUST DO IT WITHOUT ME. I COULD COME BUT OTHER PARENTS MAY NOT LIKE THE ABILITY SO HAVE WE CHANGED THAT IN ANY WAY. WE'VE ACTUALLY BEEN LEVERAGING TECHNOLOGY TO DO THAT. WE HAVE SOME PROGRAMS THAT ARE FREE THAT WE USE. WELL THE COUNSELOR CAN BASICALLY POST ALL THE TIME SLOTS AND PARENTS CAN JUST GO IN AND SIGN UP. SO THAT'S ACTUALLY HELPING PARENTS AND THEN IT'S IT'S SAVING A LOT OF TIME IN TERMS OF SENDING OUT INVITATIONS AND THAT KIND OF THING AND RESCHEDULING. SO THAT'S THAT'S BEEN A HUGE HELP. I CAN'T REMEMBER THE NAME OF THE PROGRAM THAT WE'RE USING BUT MOST OF OUR CAMPUS IS IT WHAT. NO IT'S. I WILL FIND OUT AND LET YOU KNOW THEY THEY'VE BEEN USING THAT MAINLY JUST SCHEDULE. SO PARENTS HAVE THAT FLEXIBILITY.

WE HAVE AT LEAST FOUR VETS OF PISD HIGH SCHOOLS UP HERE AND I CAN TELL YOU FROM MY PERSPECTIVE THAT'S A VERY VALUABLE TOOL.

THE OPPORTUNITY TO HAVE ONE ON ONE. WE AGREE SOME OF THE COUNSELORS REALLY ENJOY AS WELL BECAUSE I THINK THEY ENJOY BEING ABLE TO GET INTO THAT KIND OF DEPTH WITH EACH OF THEIR STUDENTS. SO THAT'S BEEN THAT'S BEEN VERY HELPFUL. I MIGHT ALSO MENTION THAT WE'RE REALLY MAKING A LOT OF EFFORT TO CONNECT WITH STUDENTS BEFORE THEY COME TO THE NEXT SCHOOL BECAUSE WE HAVE A KIND OF A UNIQUE CHALLENGE WITH OUR HIGH SCHOOL AND SENIOR HIGHS. BUT OUR SENIOR HAS LAST YEAR MADE AN EFFORT TO GO OVER TAKE THE ENTIRE COUNSELING TEAM OVER TO THEIR FEET OR HIGH SCHOOLS FOR EXAMPLE AND OUR OUR HIGHS ARE DOING THE SAME. AND THEN AND THEN KIND OF BREAKING INTO GROUPS WITH THEIR INDIVIDUAL STUDENTS THAT THEY'LL BE WORKING WITH THE FOLLOWING YEAR. SO WE'RE REALLY TRYING TO MAKE THOSE CONNECTIONS THROUGH THE ACADEMIC PLANNING PROCESS. SO I THINK THAT WAS NOT MY IDEA. THEY CAME UP WITH THAT AND I THOUGHT IT WAS A GREAT IDEA TO MAKE THAT CONNECTION AS EARLY AS POSSIBLE AND

[01:55:04]

THEN ONE PART OF THE ACADEMIC CONFERENCE IS IS TO MAKE SURE THAT STUDENTS UNDERSTAND THE DIFFERENT ADVANCED COURSEWORK OPPORTUNITIES THEY HAVE. AND I THINK YOU'RE ALL FAMILIAR WITH THOSE WE'RE CURRENTLY OFFERING 13 DUAL CREDIT COURSES AND THOSE ARE ALL PART OF THE TEXAS COMMON CORE NUMBERING SYSTEM. YOU'VE HEARD THEM YOU'VE HEARD PEOPLE TALK ABOUT THE COMMON CORE. SO WHAT THAT MEANS IS THAT ALL OF THOSE COURSES ARE TRANSFERABLE TO A PUBLIC COLLEGE. AND WE'VE DISCUSSED THIS BEFORE AT BOARD MEETINGS. BUT ONE THING WE'RE REALLY EMPHASIZING WITH STUDENTS IS THAT IF THEY'RE TAKING DUAL CREDIT OR ADVANCED PLACEMENT OR B TESTING THAT THEY REALLY NEED TO CONNECT WITH THE COLLEGE THAT THEY'RE CONSIDERING. AND PROBABLY THE DEPARTMENT THE MAJOR THAT THEY'RE CONSIDERING BECAUSE ALTHOUGH THESE ARE TRANSFERABLE THEY'RE NOT ALWAYS APPLICABLE TO A PARTICULAR MAJOR. SO WE'RE REALLY TRYING TO INCREASE THE THE WORK THAT WE'RE DOING IN HELPING STUDENTS UNDERSTAND THAT THIS IS NOT AN AUTOMATIC STEP TOWARD YOUR PARTICULAR DEGREE. SO THAT'S AN IMPORTANT PART OF OUR ADVISING WHEN IT COMES TO ALL OF THESE OPTIONS. WE DO KNOW THAT ALL OF THIS ADVANCED COURSEWORK IS WONDERFUL IN PREPARING THEM FOR WHATEVER STEP THEY TAKE BEYOND HIGH SCHOOL. SO WE ENCOURAGE THAT INTO WHAT WE TRY TO BE VERY TRANSPARENT ABOUT WHAT IS GOING TO BE TRANSFERRED AND WHAT WON'T BE. WE HAVE A TEAM THAT'S WORKING TO INVESTIGATE SOME FREQUENTLY ATTENDED COLLEGES BY OUR STUDENTS AND LOOK AT SOME SOME POPULAR MAJORS SUCH AS EDUCATION BUSINESS AND ENGINEERING TO DETERMINE WHICH OF OUR COURSES THAT WE'RE OFFERING CURRENTLY ARE TRANSFERABLE AND INTO WHICH MAJORS SO WE'RE HOPING TO BE ABLE TO PROVIDE OUR STUDENTS WITH EVEN MORE INFORMATION GOING FORWARD ABOUT THESE COURSES AND WHAT KIND OF COLLEGE CREDIT THAT MIGHT THAT MIGHT TRANSLATE INTO. I JUST WANT TO EMPHASIZE WHEN YOU USE WORDS COMMON CORE YOU'RE GONNA HAVE PEOPLE FREAK OUT THAT YOU'RE NOT TALKING ABOUT THE COMMON CORE NATIONAL STANDARDS.

WE DEFINITELY WANT TO EMPHASIZE IT'S THE COLLEGE NUMBERING SYSTEM. MOST OF OUR COLLEGES IN TEXAS USE THIS ON THE CROSSWALK SHEET THAT YOU INCLUDED YOU DIDN'T HAVE ALL OF THE DUAL CREDIT COURSES DIDN'T INCLUDE THE HSA COURSES BECAUSE THOSE ARE WORKFORCE CREDITS. AND THEN WE WE DEBATED ABOUT LEAVING MULTI VARIABLE CALCULUS ON THERE BECAUSE IT'S REALLY NOT A DUAL CREDIT COURSE. IT'S ACTUALLY A COLLEGE CREDIT ONLY COURSE. AND I THOUGHT WE ALSO ADDED THE SAME BIOLOGY SPEECH THEATER. THERE WERE A COUPLE MORE DUAL CREDIT COURSES THAT WE WERE LOOKING TO ADD SO WE ARE. SO WE ARE LOOKING TO ADD A FEW MORE AND THOSE WILL BE COMING TO KATRINA.

WE'LL BE BRINGING THOSE BACK. AND WHEN SHE BRINGS NEW COURSES SOME OF THOSE WE'RE NOT CURRENTLY OFFERING. OKAY. I THOUGHT WE WERE IN THE PLANNING PHASE AND ACTUALLY GETTING TO IMPLEMENT A FEW OF THOSE THIS YEAR. SO I GUESS NOT. OH YEAH. BIOLOGY.

YEAH THERE'S SOME OF THE HSA COURSES THAT WE DIDN'T LIST. I'M TALKING ABOUT OUR CURRENT CENTRAL PLANK COURSES SO THE BIOLOGY THAT COULD BE USED. SO ARE WE DOING BIOLOGY OR NOT. [INAUDIBLE] ALL OF THE SENIOR HIGHS SOME OF THEM ARE HSA ASSOCIATED BUT WE ARE ALSO OFFERING IT AT OTHER CAMPUSES. SMALL NUMBERS THIS YEAR. YES. WE STARTED OFFERING IN THIS YEAR IS KIND OF A LAST MINUTE AGREEMENT THAT WE WERE ABLE TO PUT FORWARD WITH. OKAY. WELL THAT'S GREAT BECAUSE I THINK WE OFFER ENOUGH COURSES THAT KIDS CAN PROBABLY GET A FULL YEAR MAYBE A YEAR AND A HALF TOWARD THOSE MAJORS WITH COURSES THAT TRANSFER TO THEIR DEGREES SO SCIENCE WAS ONE OF OUR HOLES AND I'M GLAD THAT ONES FILL. YES.

SKIP THIS SLIDE. SO THIS IS REALLY KIND OF A REVIEW OF THINGS WE'VE ALREADY DISCUSSED IN SOME PART. AGAIN THOSE GOT ITS LESSONS THAT WE START WITH OUR ELEMENTARY STUDENTS IN ORDER TO CREATE AWARENESS OR INCREASE AWARENESS AND THEN TWO THINGS THAT WE WERE ABLE TO ADD KIND OF TO OUR TOOLBOX LAST YEAR WERE TWO VIDEOS ONE OUTLINES ALL OF THE GRADUATION REQUIREMENTS AND WE'RE REALLY PLEASED TO HAVE THAT POSTED ON ON WEB SITES BECAUSE IF A PARENT CHOOSES TO WATCH THOSE IN ADVANCE AND GET SOME INFORMATION AND COME IN WITH QUESTIONS THEY HAVE THAT OPTION. IF FOR SOME REASON A PARENT IS UNABLE TO ATTEND THEY CAN WATCH THAT AND

[02:00:05]

THEN WE ALSO CREATED A VIDEO THAT EXPLAINS OUR GPA AND RANK SYSTEM THAT OUR CURRENT NINTH GRADERS. AND THEN THOSE CLASSES MOVING FORWARD WE'LL BE WORKING WITH. SO WE'RE ABLE TO SHOW THOSE DURING ACADEMIC CONFERENCES LAST YEAR AND MAKE THOSE AVAILABLE TO PARENTS IF THEY WANT TO REVIEW THOSE OR WATCH THEM OVER AND OVER THEY ARE EXCELLENT. JUST AS I SAID WATCH OVER AND OVER I'M NOT SURE HOW MANY OF THEM HAVE DONE THAT BUT IT DOES ALLOW THEM IF THEY WANT TO REVIEW THE INFORMATION THEY CAN THEY CAN VIEW IT ANYTIME. WE ALSO HAVE SOME VERY DETAILED ACADEMIC CONFERENCE HANDBOOKS THAT WE USE WITH OUR 10TH AND 11TH GRADERS. THOSE ARE AVAILABLE ONLINE. WHAT WE FOUND OVER THE YEARS IS THAT THEY WE GIVE THEM A PAPER BOOK AND THEY DISAPPEAR. SO WE DO STILL PRINT SOME PAPER FOR STUDENTS THAT THEY WOULD LIKE TO HAVE IT THAT WAY BUT THEY'RE ACCESSIBLE ON THE WEB SITE. MOST OF OUR CAMPUSES HAVE GONE TO SENDING THIS KIND OF INFORMATION OUT IN ADVANCE SO THAT PARENTS IF THEY HAVE TIME OR CHOOSE TO CAN REVIEW THE INFORMATION BEFORE THEY COME INTO THE CONFERENCE I'M EXCITED TO SEE THAT BECAUSE THAT WAY THERE'S EQUAL ACCESS TO INFORMATION AND YOU ALSO HAVE HIGH FIDELITY IN TERMS OF WHAT ALL THE PARENTS KNOWS JUST WON'T HAVE TO BELONG TO THE RIGHT COFFEE CLUB TO GET THE.

VERY TRUE. AND I WAS GOING TO ASK ON THAT ON THOSE VIDEOS HOW DID THEY ACCESS THOSE THE PARENTS. THERE IS A LINK TO EACH ONE ON OUR COUNSELING AND GUIDES WEB PAGE AND THEN ALL THE CAMPUSES HAVE THE LINKS AS WELL. SO IF THEY GO TO THEIR CAMPUS WEB SITE THEY CAN THEY CAN CLICK IT ON THE COUNSELING PAGE YES. AND SUSAN WILL BE SENDING THAT THOSE LINKS OUT TO YOU. WE DECIDED NOT TO SHOW THEM TO YOU TONIGHT.

SO YES IN YOUR SPARE TIME YOU CAN VIEW THOSE VIDEOS OVER AND OVER BECAUSE THEY'RE THAT GOOD REALLY. OK. THIS IS AN EXAMPLE FROM ONE GRADE LEVEL OF A DOCUMENT THAT WE CREATED LAST YEAR BECAUSE WE REALLY WANT TO EMPHASIZE THAT WE'RE THAT WE'RE MEETING THE NEEDS OF THE WHOLE CHILD NOT JUST THE STUDENT AS AN ACADEMIC. AND WHAT GRADES OF HE MADE AND WHAT COURSES WE TAKE. BUT WE HAVE THREE AREAS THAT WE LOOK TO IN OUR ACADEMIC CONFERENCES AND THEY'RE ARE THE SAME DOMAINS THAT ARE THAT ARE OUTLINED BY THE AMERICAN SCHOOL COUNSELOR ASSOCIATION WHICH IS THE MODEL THAT WE FOLLOW FOR OUR COMPREHENSIVE GOT ITS PROGRAM IN THE DISTRICT. SO WE WANT TO CHECK IN WITH STUDENTS SEE HOW THINGS ARE GOING JUST IN GENERAL WHAT SUPPORTS CAN WE PROVIDE IN TERMS OF THEIR SOCIAL EMOTIONAL GROWTH. WHAT CONCERNS DO THEY HAVE ABOUT THE TRANSITION TO THE NEXT GRADE LEVEL. DO THEY HAVE ANY CONCERNS ABOUT THEIR ACADEMIC NEEDS THAT MIGHT BE CAUSING THEM STRESS. SO THAT'S A GREAT OPPORTUNITY FOR US TO CHECK IN AND THEN OF COURSE WE ADDRESS COLLEGE AND CAREER PLANS. WE WANT. WE WANT TO KNOW BASICALLY WHAT THEY'RE WHAT THEY'RE PLANNING TO DO WHEN THEY LEAVE US AND FIGURE OUT WHAT OPTIONS WE HAVE AND WHAT THINGS THAT WE CAN HELP THEM TO EXPLORE IN ORDER TO GET TO THAT POINT. AND THEN OF COURSE WE LOOK AT HOW ARE CLASSES GOING. WHAT WOULD BE THE NEXT BEST COURSE IN THIS SEQUENCE THAT WOULD THAT WOULD MEET WITH YOUR THE GOALS THAT YOU HAVE FOR POSTSECONDARY EDUCATION OR CAREER. SO THIS GETS MORE DETAILED AS WE GO AND THERE'S A LOT MORE INFORMATION TO COVER BUT WE'RE REALLY PLEASED WITH HAVING A DOCUMENT THAT THE COUNSELORS CAN REFER BACK TO SO THAT WE MAKE SURE THAT WE'RE COVERING KIND OF ALL OF THE AREAS THAT WE WANT TO ADDRESS IN AN ACADEMIC CONFERENCE. ON THIS I JUST WANTED TO POINT OUT SEVERAL THINGS CAME TOGETHER AS I WAS STUDYING THIS FLIGHT IN PARTICULAR BUT MISSING FROM THIS IS ANY ACKNOWLEDGEMENT TO MILITARY I MEAN THE STATE TALKS ABOUT IT BEING COLLEGE CURB MILITARY READINESS AND IN THE 10TH GRADE YEAR IS VERY CRITICAL FOR ANY STUDENT THAT IS INTERESTED IN PURSUING A MILITARY ACADEMY. SO IF THERE'S ANY WAY WE COULD MAKE SURE THAT IT'S COMPREHENSIVE ON THAT PIECE BECAUSE THERE'S SO MUCH THAT CAN BE DONE TO SERVE. ESPECIALLY OUR LOW SOCIOECONOMIC STUDENTS AND ME. AND YOU KNOW I THINK AS WE AS THAT LANGUAGE HAS CHANGED AT THE STATE WE'RE KIND OF CHANGING OUR OUR DOCUMENTS ALONG WITH IT TO TO CREATE THAT THAT AWARENESS OF MILITARY OPTIONS AS WELL. AND SO I THINK THAT'S AN EXCELLENT SUGGESTION THAT WE COULD ADD BECAUSE I'VE CHANGED SOME OF OUR VERBIAGE ALREADY TO COLLEGE CAREER AND MILITARY READINESS. JUST TO TO KIND OF SOLIDIFY ALL THAT EMPHASIS AND I THINK THAT'S AN EXCELLENT ADDITION. MM HMM. OK. AND I'LL SHOW YOU QUICKLY SOME SOME OF THE BASICALLY WHAT THE STUDENTS AND PARENTS ARE SAYING WHEN THEY ACCESS NAVIANCE AS

[02:05:02]

A TOOL WHEN THEY'RE THERE THINKING ABOUT FUTURE PLANNING INCLUDING COURSEWORK. I MENTIONED ALL THE SURVEYS THAT THEY CAN COMPLETE SO THAT THEY CAN GET INTO THAT DETAIL ABOUT WHAT THEY MIGHT BE INTERESTED IN OR WHAT THEY MIGHT BE GOOD AT DOING. SO YOU CAN SEE HERE THEY CAN OPEN THIS LITTLE ASSESSMENT BOX AND THEY CAN SEE WHICH ONES THEY'VE COMPLETED. I CAN'T REMEMBER WHO THIS STUDENT WAS BUT I'M VERY PROUD.

THEY'VE COMPLETED ALL THREE SO THEY CAN CHECK ON THAT AND THEY CAN ACTUALLY LEAVE AND COME BACK TO THOSE SO THEY CAN ENSURE THAT THEY'VE COMPLETED ALL THREE. HERE'S AN EXAMPLE OF A STUDENT'S CAREERS AND I PUT ACCOUNTING ON THERE BECAUSE I THOUGHT THAT NANCY WOULD APPRECIATE THAT THIS STUDENT WANTS TO BE AN ACCOUNTANT POTENTIALLY. SO AGAIN AT MIDDLE THEY'RE CHOOSING MORE MORE CLUSTERS OR GROUPS OF CAREERS AND THEN THEY BEGIN TO PIN MORE SPECIFIC CAREERS THAT THEY MIGHT BE INTERESTED IN WITHIN THAT CLUSTER. AND THEN THE NICE THING ABOUT NAVIANCE TOO IS THAT THEY CAN CLICK ON ANYTHING AND BE DIRECTED TO AN INFORMATION PAGE. SO THAT'S TRUE OF THIS THIS LITTLE SECTION THAT THEY HAVE. SO JANET DO THEY STILL TAKE THAT EXPLORE TEST. THEY DO NOT. I CAN'T REMEMBER WHEN THAT ACTUALLY WAS. SORRY.

THAT WAS SOMETHING THEY DID. I CAN'T REMEMBER HOW MANY YEARS AGO DASH COULD MAYBE WEIGH IN ON THAT BUT WE'RE HOPEFULLY WHERE WE'RE GETTING TO THAT SAME KNOWLEDGE THROUGH THIS TOOL. THAT'S WHAT I WAS GOING TO SAY BECAUSE I THINK THAT ONE WAS FUNNY. I THINK I'VE SAID THIS BEFORE BUT MY DAUGHTER WAS IDENTIFIED AS A POTENTIAL MORTUARY OR.

MINE WAS PRISON GUARD. I HATED THAT SURVEY. [LAUGHING] SHE'S NOW SUCCESSFUL TECHNOLOGY CONSULTANT. I DON'T THINK ANY ASSESSMENT IT'S GONNA BE PERFECT BUT WITH THIS THEY HAV THE CHANCE TO TAKE IT AGAIN. WELL THAT'S WHAT I'M SAYING. I THINK THAT TOOL IS PROBABLY PASSÉ AND THIS IS. THEY'RE BOTH BASED ON THE WHOLE IN CODE IN THOSE CAREER CLUSTERS SO THEY EXPLORE WAS BASED ON THAT AND SO ARE THE CAREER TOOLS IN NAVIANCE IN THESE CLUSTERS ARE BASED ON THAT CODE. SO I FEEL LIKE WE'RE GETTING TO THAT SAME POINT BUT THIS THIS MAY BE THE PREFERRED TOOL BECAUSE THEY HAVE SOME THEY HAVE THE ABILITY TO GO IN AND SAY NO I'M NOT GOING TO DELETE THAT ONE I'M NOT GOING TO PIN THAT ONE OR CHANGE YOUR MIND OR I'M TAKING IT TWO YEARS LATER AND IT'S SOMETHING A LITTLE BIT DIFFERENT. SO IT DOES OFFER THAT FLEXIBILITY OK. AND THIS SHOWS YOU AN AREA THEY CAN ACCESS WHERE WE POST ENRICHMENT OPPORTUNITIES. WE GET MANY FIRES AND E-MAILS FROM COLLEGES IN LOCAL GROUPS THAT DO SUMMER CAMPS. SO WHAT WE DO IS POST ALL OF THOSE IN THE ENRICHMENT AREA AND NAVIANCE AND THEN THEY CAN CLICK ON ANY OF THOSE AND GET MORE DETAILED INFORMATION EARLY LINKED TO THE WEB SITE. SO IF YOU HAVE A PARENT ASK YOU WHERE CAN MY SON OR DAUGHTER FIND OUT ABOUT AN ENGINEERING CAMP OR A COMPUTER SCIENCE CAMP OR A LEADERSHIP CAMP. THIS IS WHERE WE POST ALL OF THAT INFORMATION SO THAT IT'S ACCESSIBLE TO PARENTS AND STUDENTS ALL THE TIME AND THEN I BELIEVE THIS MIGHT BE OUR LAST ONE. BUT I'VE LOST TRACK A LITTLE BIT. THIS IS A GREAT TOOL THAT WE UTILIZE AT THE HIGHS AND SENIOR HIGHS. ANYTIME A COLLEGE OR MILITARY REPRESENTATIVE REALLY IS COMING TO ONE OF OUR CAMPUSES OR IF THEY'RE VISITING THE AREA WE POSTED IN NAVIANCE. AND IF THE STUDENT HAS SAVED A PARTICULAR THAT PARTICULAR COLLEGE TO THEIR FAVORITES LIST THEY GET AN AUTOMATIC E-MAIL THAT TELLS THEM THIS UNIVERSITY IS GONNA BE ON YOUR CAMPUS ON THIS DAY THIS TIME SO THAT IF THEY WANT TO CONNECT WITH THAT UNIVERSITY REP THEY CAN THEY'LL KNOW ABOUT IT AND THEY CAN ALSO ACCESS THIS IT ACTUALLY POPS UP ON THEIR HOME PAGE ANY TIME THEY LOG IT. SO THIS IS A TOOL THAT WE UTILIZE QUITE A BIT ON OUR CAMPUS. SO HOW DO YOU GET THAT INFO.

HOW DOES THE HIGH SCHOOL KNOW THAT? BASICALLY THE REPS CALL AND SET UP VISITS AND USUALLY WHAT ARE OUR SECRETARY IN THE COUNSELING OFFICES IS ON TOP OF THAT ON TOP OF ALL THAT AND PUTTING THEM ALL IN BECAUSE YOU CAN SEE THEIR DAYS WHEN THEY TEAM UP AND WE HAVE FOUR OR FIVE I'VE SEEN AS MANY AS 10 OR 12 SO THEY CAN SEND I THINK THEY LIKE THAT AS OPPOSED TO ONE REP SITTING AT A TABLE. IT GETS A LOT MORE ATTENTION IF THERE ARE MULTIPLE. SO WE'RE ABLE TO HOST ALL THE ALL THE THE COLLEGES THAT WANT TO VISIT. WE NEVER TURN THEM AWAY. WE'RE HAPPY TO HAVE THEM THERE. OK.

ONE MORE THING. COLLEGES I'M THINKING ABOUT I MENTIONED THIS THEY CAN SAVE

[02:10:02]

COLLEGES THEY'RE CONSIDERING AND THEN ULTIMATELY SAY DOES THEY ACTUALLY WANT TO APPLY TO AND ON THIS SCREEN THEY CAN SEE THE DEADLINES. AND OF COURSE A LOT OF COLLEGES HAVE MULTIPLE DEADLINES. THEY CAN THEY CAN SEE IF THE TRANSCRIPT AND THE LETTERS OF RECOMMENDATION HAVE BEEN SENT IN HOW THE COLLEGE ACCEPTS THOSE THAT THAT INFORMATION. SO ALL OF THAT CAN BE TRACKED RIGHT THERE ON THEIR COLLEGE LIST OK. ONE MORE SCHOLARSHIP SEARCH. THIS IS WHERE WE POST EVERY SCHOLARSHIP IN MY TIME. OK. AS I SAID I DON'T NEED 30 MINUTES. SO THERE'S NO WAY I'LL TAKE 30 MINUTES BUT I REALLY THINK THIS IS THE LAST ONE. ANY SCHOLARSHIP THAT WE KNOW ABOUT. IT'S NOT OK. ANY SCHOLARSHIP THAT WE GET INFORMATION ABOUT WE CAN POST IN ALL THE ARTS AND THEN THE STUDENTS HAVE IMMEDIATE ACCESS TO IT. SO HERE YOU CAN SEE A LIST FROM ONE SENIOR HIGH. THIS IS JUST AS A SNAPSHOT OF IT BUT THEY CAN CLICK ON THAT SCHOLARSHIP AND BE LINKED TO THE APPLICATION SIDE OR THE WEBSITE AND APPLY DIRECTLY FROM THERE EVEN IF IT COMES TO US ON PAPER. WE SCAN IT AND PUT IT HERE SO THAT THEY CAN ACCESS IT DIRECTLY FROM THERE AND THEY DON'T HAVE TO COME DIG THROUGH THE OLD FILE CABINET. SO THAT'S A SCREENSHOT OF THAT. AND THEN THIS IS A SCREENSHOT OF THE LINKS THAT THEY HAVE ACCESS TO WE CAN WE CAN MANAGE THOSE BY CAMPUS. SO IT'S KIND OF A ONE STOP SHOP WHERE THEY CAN GET INFORMATION ABOUT OTHER SCHOLARSHIPS THEY CAN GET TO THE COLLEGE BOARD SITE ACT AND THE OTHER RESOURCES THEY WOULD TYPICALLY USE TO DO TO COMPLETE A COLLEGE SEARCH AND DO THAT KIND OF EXPLORATION. THIS IS THE LAST ONE THE COMMUNICATION SLIDE. I MENTIONED THAT WE'RE GIVING THERE WE'RE SENDING TIPS OUT TO PARENTS AND THIS IS ONE THAT WE RECENTLY SENT TO OUR 12 GREAT PARENTS REMINDING THEM THAT THE FREE APPLICATION FOR FEDERAL STUDENT AID IS NOW OPEN AND INFORMATION ABOUT HOW THEY CAN COMPLETE THOSE FORMS. SO WE'RE GOING TO BE DOING THAT EVERY TWO THREE WEEKS JUST TO TIP TO INCREASE THAT PARENT ENGAGEMENT ON THE FREE ON THE FAST. PARENTS CAN OPT OUT BUT THEY HAVE TO DO IT EXPLICITLY. HOW DO WE FACILITATE THAT. YOU KNOW WE'RE WE'RE REALLY WAITING BECAUSE THE REQUIREMENT DOESN'T TAKE EFFECT UNTIL 21 22 SO WE WON'T HAVE TO GET THAT OPT OUT INFORMATION FROM STUDENTS UNTIL THEN. SO OUR GOAL AT THIS POINT IS JUST GOING TO BE TO WORK WITH THOSE KIDS WHO HAVEN'T COMPLETED WHICH WE SHOULD BE ABLE TO START GETTING REPORTS ON IN THE NEXT FEW WEEKS. SO IT JUST OPENED TWO WEEKS AGO AND JUST WORK WITH THOSE STUDENTS YOU KNOW AS IF THE REQUIREMENT WERE HERE NOW BUT WE WON'T HAVE TO ACTUALLY DO THE OPT OUT AND HAVE PARENT SIGN UNTIL 21 22. OK. AND SO WE'RE HOPING THE STATE IS GOING TO GIVE US A SO. A LETTER WHICH THEY TYPICALLY DO THAT WE COULD USE TO BECAUSE THAT OPT OUT. BUT ARE WE COMMUNICATING TO PARENTS THAT IT IS OPTIONAL AT THIS POINT BECAUSE SOME MAY CHOOSE NOT TO BECAUSE THEY KNOW THERE'S NO HOPE OF ANY FINANCIAL AID REQUIREMENT. YEAH. SO IT DEFINITELY IS OPTIONAL AT THIS POINT. OK GREAT. I HAVE ONE QUESTION. SO HOW LONG DOES A STUDENT'S ACCOUNT REMAIN ACTIVE. UPON GRADUATION IS IT GONE. BECAUSE I THINK COULD THEY GO BACK AND LOOK FOR SCHOLARSHIPS. THEY COULD. WE COULD. BUT I BELIEVE IT'S AN ADDITIONAL COST TO LEAVE IT OPEN TO ALARMS. SO THAT'S NOT SOMETHING THAT WE HAVE STARTED DOING YET BUT IT CERTAINLY IS AN OPTION FOR THEM BECAUSE WE HAVE HAD PEOPLE CALL BACK AND SAY I REALLY WANT TO GET IN AND DO THAT SUPER MATCH OR DO OR HAVE ACCESS TO SOME OF THE RESEARCH TOOLS. BUT IT IS AN ADDITIONAL COST TO HAVE ALUMNI ACCESS IS IT AN ADDITIONAL COST FOR THE DISTRICT OR FOR THE INDIVIDUAL ALUMNI. FOR THE DISTRICT. OK.

COULD WE CHARGE A PER USER FEE. WE COULD CERTAINLY CHECK INTO THAT AND SEE WHAT IT WHAT IT WOULD INVOLVE. ANYTHING ELSE I KNOW I NEED TO GET OFF THE STAGE. SORRY ONE MORE QUESTION. SO HOW LONG DO WE KEEP THAT INFORMATION. IT LOOKS LIKE A LOT INFORMATION STORED IN NAVIANCE. HOW LONG DO WE KEEP THEM? LIKE IF MY KID GRADUATED [INAUDIBLE] I MEAN ANYONE CAN ACCESS TO THIS. SO HOW LONG DOES THE DISTRICT KEEP THEM. THE SUMMER. OH THE SUMMER.

ANYTHING ELSE. THANK YOU SO MUCH FOR YOUR TIME. I GUESS I WAS ENJOYING MYSELF VERY MUCH AND I KEPT GOING. SO I APPRECIATE IT. YES. THANK YOU. THANK YOU. NEXT UP FOR

[02:15:02]

TERESA WILLIAMS CHIEF OPERATING OFFICER WILL INTRODUCE A REPORT ON 20 20 20 21 ACADEMIC CALENDAR SURVEY RESULTS. DR WILLIAMS THANK YOU. SO THIS IS THE TIME OF YEAR WHERE WE START TO LIVE ALMOST TWO LIVES SO OUR CURRENT SCHOOL YEAR AND I'LL JUST APPROVED OUR CAMPUS IMPROVEMENT AND DISTRICT IMPROVEMENT PLANS AND NOW WE BEGAN PLANNING FOR 20. AND SO I'M GOING TO ASK AND LASTLY TO COME UP AND HELP AND PRESENT THE INFORMATION TONIGHT. BUT WE HAVE WE'RE SERVING OUR FAMILIES AND OUR COMMUNITY AND SO LESLIE HAS THOSE RESULTS TO SHARE WITH THE GROUP AS WELL AS THIS VETTING PROCESS WILL ENTAIL MULTIPLE LEVELS OR MULTIPLE GROUPS. SO FIRST THIS WILL GO TO OUR PLANO LEADERSHIP EXECUTIVE COMMITTEE AND WE WILL ALSO TAKE THIS TO FACULTY COUNCIL. AND WE WILL HAVE OUR AN ADVISORY GROUP ALSO LOOK AT THIS PRINCIPAL ADVISORY GROUP AND IT WILL GO TO CABINET AND WE WILL BE BRINGING A VERSION BACK DRAFTS IN NOVEMBER AND HOPED TO HAVE APPROVAL IN DECEMBER AND SO LESLIE I'LL TURN IT OVER TO YOU. OK. THANK YOU. YOU HAVE KIND OF GONE THROUGH THE.

[INAUDIBLE] OK. I THINK JONATHAN'S ADVANCING. [LAUGHING] SO THIS IS THE TIMELINE SOME OF WHICH DR. WILLIAMS HAS TALKED ABOUT HERE TONIGHT AUGUST AND SEPTEMBER THE PLANO EXECUTIVE LEADERSHIP COMMITTEE CAME TOGETHER TO TALK ABOUT THE CALENDAR CAME UP WITH SOME SURVEY QUESTIONS AS A GROUP. WE CONDUCTED A SURVEY FROM SEPTEMBER 10 THROUGH OCTOBER 7. THE RESULTS IN DETAIL YOU HAVE AS A REPORT. SO WE DON'T HAVE TO TALK ABOUT ALL OF THOSE DETAILS OCTOBER TO NOVEMBER.

WE'RE GOING TO BE SHARING IT WITH AGAIN WITH THE PLANO WITH A PLANO EXECUTIVE LEADERSHIP COMMITTEE AND STUDENT ADVISORY COUNCIL HAS ALREADY TAKEN A LOOK AT SOME OF THE SURVEY DATA WE'RE SHARING THIS WITH YOU TONIGHT AND THEN WE'RE GOING TO COME BACK AT THE NEXT MEETING WITH SOME DRAFT CALENDARS FACULTY COUNCIL WE'LL GET A CHANCE TO HEAR SOME OF THIS INFORMATION AS WELL NEXT WEEK. I BELIEVE SO AFTER THE CALENDAR DRAFTS ARE VIEWED IN NOVEMBER WE HOPE TO ADOPT THE CALENDAR FOR NEXT SCHOOL YEAR ON DECEMBER 10TH THE CALENDAR ONE CONSIDERATION FOR DEVELOPMENT IS THAT THE SCHOOL YEAR IS MEASURED IN MINUTES RATHER THAN DAYS. AND SO YOU KNOW TEXAS DISTRICTS MUST OPERATE AT LEAST SEVENTY FIVE THOUSAND SIX HUNDRED MINUTES. I HAVE TO RESIST HEARING SEASONS OF LOVE WITH THE 600 METERS AND THEN THE POLICY IS LINKED IN THAT PRESENTATION THERE. IF YOU WANT TO VIEW A LITTLE MORE ABOUT THAT POLICY. HEY QUICK QUESTION. I KNOW ALL THE DIFFERENT PEOPLE THAT ARE LOOKING AT IT THESE FOUR BULLETS. DO WE LET THE PTA HAVE INPUT OR HAVE THEY ALREADY HAD INPUT ON THAT. WELL INPUT WAS RECEIVED THROUGH THE SURVEYS. OK. SO WE'RE SHARING INFORMATION. SO THEY'VE ALREADY HAD A CHANCE TO. RIGHT. AND SO WE GOT A GOOD RESPONSE THAT'S WITH THE NEXT SLIDE WILL SHOW YOU AND MOST OF OUR RESPONSE CAME FROM PARENTS.

PTA HELPED US ADVERTISE FOR THE CALENDAR INPUT SURVEY. THROUGH COUNCIL. SO WE'VE GOT THIS YEAR. WE HEARD FROM FIVE THOUSAND FIVE HUNDRED EIGHTY FOUR ENGLISH LANGUAGE RESPONSES AND TWENTY TWO SPANISH LANGUAGE RESPONSES. AGAIN THE SURVEY WAS OPEN FROM THE 10TH OF SEPTEMBER UNTIL JUST THIS PAST MONDAY. LAST MONDAY THE DISTRICT WE ADVERTISED THE SURVEY THROUGH DIFFERENT AVENUES. OUR DISTRICT ASSETS INCLUDED OUR CAMPUS WEB SITES THE DISTRICT WEB SITE DISTRICT NEWS CAMPUS NEWS SOCIAL MEDIA AND THE PLANO ISD MOBILE APP. SO WE TRED TO PUSH IT OUT THROUGH ALL OF THOSE AVAILABLE AVENUES OF THE ENGLISH LANGUAGE RESPONDENTS SEVENTY FIVE PERCENT WERE PARENTS. SO WE DID HEAR FROM PARENTS AND WITH OUR SPANISH LANGUAGE SURVEY 90 PERCENT OF THOSE RESPONSES WERE FROM PARENTS ON THE NEXT SLIDE. AGAIN YOU HAVE THE DATA AND INFORMATION THAT YOU CAN LOOK AT DEEPLY BUT OVERALL SOME OF THE THINGS THAT WE NOTICED WERE THAT MORE THERE WAS MORE IMPORTANCE PLACED ON ENDING THE SCHOOL YEAR BEFORE MEMORIAL DAY THAN WAS PLACED ON A LATER AUGUST START DATE.

HAVING BALANCE SEMESTERS WAS IMPORTANT TO STUDENTS AND WE HEARD THAT FROM THE STUDENTS IN THE ADVISORY COUNCIL. THEY ACTUALLY NOTICED THAT I WAS PRETTY

[02:20:02]

IMPRESSED. ALL GROUPS EXPRESSED INTEREST IN ENDING THE FIRST SEMESTER BEFORE WINTER BREAK. THE TOTAL RESPONDENTS WHEN WE LOOK AT EVERYBODY THEY PLACE LITTLE IMPORTANCE ON HAVING A FALL BREAK. BUT THE OPTION WAS POPULAR AMONGST STUDENTS. ANYTIME A BREAK CAME UP THOSE KIND OF POPULAR AMONG STUDENTS ACROSS ALL GROUPS HAVING THE FULL WEEK OFF AT THANKSGIVING WAS IMPORTANT. HAVING SPRING BREAK ALIGNED WITH SURROUNDING DISTRICTS DID NOT RISE TO A HIGH LEVEL OF IMPORTANCE. AND I THINK THAT WAS SOMETHING THAT WE FOUND INTERESTING ACROSS RESPONDENTS HOWEVER STUDENTS DID FIND IT SLIGHTLY MORE IMPORTANT TO BE ALIGNED WITH THEIR FRIENDS AROUND NORTH TEXAS STUDENTS WERE ALSO THE GROUP THAT PLACED IMPORTANCE ON SCHEDULING GRADUATION CLOSER TO THE LAST DAY OF SCHOOL. SO THAT WAS THE GROUP. SO THAT'S JUST AN OVERVIEW YOU'LL BE ABLE TO SEE MORE DETAIL IN THE REPORT AND THEN I'M ENDING WITH THE SAME TIMELINE JUST AS A REMINDER. SO OUR NEXT STEPS WILL BE BRINGING THE CALENDAR OPTIONS BACK IN NOVEMBER ON THE 5TH AND HOPEFULLY ADOPTING THE CALENDAR ON DECEMBER 10. ARE THERE ANY QUESTIONS AT THIS POINT. JUST A QUESTION IN TERMS OF. ONE OF MY PERSONAL PREFERENCES IS THE DAY WE START AND I NOTICE THAT THE TEACHERS WE HAD ABOUT A 50 PERCENT RESPONSE RATE AND IT WAS VERY HIGH FOR WANTING TO HAVE THAT MIDWEEK START. I WAS CONVINCED OTHERWISE WHEN I HEARD FROM KINDERGARTEN TEACHERS AND HOW THEY DO THEIR FIRST WEEK. BUT I JUST WOULD ASK THAT WHEN YOU PRESENT THE FACULTY COUNCIL TO HAVE A REAL THOROUGH DISCUSSION WITH THEM ON THAT BECAUSE I DO THINK THAT MIDWEEK HAS SOME ADVANTAGES BUT AT THE SAME TIME I WANT TO MAKE SURE THAT YOU KNOW IF THERE'S ONE THING WE CAN DO THAT HELPS MORALE FOR TEACHERS AND THAT'S HOW THE DAY START WENT TO SCHOOL AND IT'S THAT VALUABLE TO THEM. I WOULD LIKE FOR US TO AT LEAST ATTEMPT TO SATISFY THAT. I HAVE ANOTHER QUESTION BY THE SPRING BREAK ALIGNMENT WITH OTHER SCHOOL DISTRICTS SINCE PARENTS DIDN'T FIND IT SO IMPORTANT. STUDENTS DID. WOULD IT BE BETTER IF THE PARENTS PREFER THE SPRING BREAK TO BE A DIFFERENT WAY FOR OTHER SCHOOL DISTRICTS THAT WOULD COST LESS. SOME PEOPLE SAID THAT IN THE COMMENTS THAT WASN'T VERY POPULAR BUT WE DID HEAR THAT IT NOT NECESSARILY COST LESS. IT'S IT MIGHT BE EASIER TO ENJOY SOME OUTSIDE AMENITIES IF EVERYBODY STOPPED THERE AT THE SAME TIME. THAT'S TRUE. SO IS THERE SOMETHING IS THAT SOMETHING YOU WILL CONSIDER IT'S SOMETHING TO LOOK AT. I THINK THAT BECAUSE NOT A HIGH IMPORTANCE WAS PLACED ON THAT PARTICULAR QUESTION. IT'S SOMETHING THAT IT'LL BE EASIER TO TRY TO FIT IT INTO YOU KNOW BALANCING THE SEMESTERS. AND A LOT OF CONSIDERATIONS THAT HAVE SOME LEARNING JUST. SO IT'S DEFINITELY SOMETHING THAT ROSE TO THE LEVEL OF ASKING THE QUESTIONS. SO THAT'S SOMETHING THAT'S BEEN DONE. AND IF WE WANT TO FINISH A SEMESTER LIKE WE DID BEFORE THE WINTER BREAK DO KEEP THE EARLY START DATE. WE CONSIDER THE EARLY START DATE IN AUGUST. THAT'S WHAT WE DID THIS YEAR.

RIGHT. SO IN THE IMPORTANCE OF ENDING LIKE WE SAID BEFORE MEMORIAL DAY AND THE END OF THE YEAR ROSE TO A MUCH HIGHER LEVEL OF WORDS THAN TRYING TO START AND START LATER IN AUGUST. SO. SO SOME OF THE START DATES YOU KNOW IF WE PICKED UP THIS YEAR'S CALENDAR AND PLACED IT ON TOP OF NEXT YEAR'S CALENDAR YOU KNOW THAT COULD START THE SECOND WEEK OF AUGUST. THAT'S KIND OF WHERE WE WERE AT THIS YEAR BUT WE'LL LOOK OUT A FEW OPTIONS. SO JUST TO KIND OF PIGGYBACK OFF OF THAT SO WE'RE WHERE WE HAVE SOME PARAMETERS WHEN WE'VE GOT THE INSTRUCTIONAL MINUTES AND THAT CALCULATES TO 420 MINUTES PER DAY. SO WHEN YOU LOOK ATTHE NUMBER OF SCHOOL DAYS WE'RE LOOKING AT WE HAVE TO HAVE AT LEAST A HUNDRED SEVEN DAYS SCHOOL DAYS TO MEET THE INSTRUCTIONAL MINUTES. AND THEN THERE'S A STRONG PREFERENCE FOR AND THE LAST DAY OF SCHOOL BEING BEFORE MEMORIAL DAY. SO IT REALLY KIND OF COMPRESSES THE SCHEDULE SO IT LOOKS LIKE AROUND 178 SCHOOL DAYS AND AROUND NINE TO 10 PROFESSIONAL LEARNING DAYS TO TRY TO FIT THE CALENDAR WITHIN. REALLY WE'RE BOUND BY SO MANY CONSTRAINTS THAT THEY'RE NOT A LOT OF TREMENDOUS OPTIONS. I THINK THE PEOPLE THE DISTRICT HAVE ALWAYS ADVOCATED FOR EXAMS BEFORE WINTER BREAK AND I THINK THE STUDENTS ARE RIGHT THAT HAVING THE BALANCE SEMESTER IS THE RIGHT THING FOR LEARNING AND WE ACTUALLY MADE THAT POINT TO OUR LEGISLATORS. I'M ACTUALLY IN A DIFFERENT PLACE THAN THE JURY IN TERMS OF THE MIDWEEK STAR. I MEAN THAT'S FINE IF WE CAN ACHIEVE ALL THE OTHER GOALS BUT I KNOW PARENTS SHOWED A STRONG PREFERENCE FOR A MONDAY STAR BECAUSE THAT WORKS BETTER WITH CHILD CARE. I WAS ALSO GOING TO SAY I DON'T THINK ON SPRING BREAK WE MENTIONED OR ASKED THE QUESTION ABOUT IT LINING UP WITH COLLIN COLLEGE'S SPRING BREAK. IS THAT STILL A GOAL FOR US TO TRY TO DO SINCE WE HAVE STUDENTS AND DUAL CREDIT. WE

[02:25:05]

LOOK TO THAT TOO. IT DIDN'T COME UP IN THE COMMENTS AS MUCH AS WE THOUGHT IT MIGHT.

BUT IT WASN'T A QUESTION THAT WE ASKED. I THINK WE SAID ALIGNED WITH OTHER SCHOOL DISTRICTS. BUT THAT'S SOMETHING THAT THE DISTRICT HAS LOOKED AT EVERY YEAR. LESLIE IT SEEMS THAT MAYBE IT IS MY AWARENESS IT SEEMS THAT WE DID GET THE WORD OUT PRETTY SIGNIFICANTLY WHAT'S THE COMPARISON ROUGHLY ON THE SURVEY RESPONSE THIS YEAR COMPARED TO PREVIOUS YEARS. IT WAS PRETTY CLOSE TO TWO YEARS AGO BUT WE WERE A LITTLE BIT WE HAD A FEW MORE TWO YEARS AGO BECAUSE THAT WAS THE FIRST YEAR WE'RE LOOKING AT STARTING EARLIER. IT WAS MORE THAN LAST YEAR. WE HAD IN THE FOUR THOUSANDS LAST YEAR TOTAL SURVEY RESPONSES. IT JUST SEEMED LIKE A MUCH MORE I WOULD APPRECIATE SEEING THE IMPACT PROMOTED IT. I SAW IT IN A LOT OF DIFFERENT WAYS SO IT WAS IT WAS A GREAT USE OF GETTING THE WORD OUT AS SARAH SAID THE PTA IS PUTTING IT OUT AND I THINK THAT'S HELPFUL FOR THE EFFICACY OF WHAT THE DATA YOU'RE GETTING BACK. SO THANK YOU. THANK YOU. THANK YOU. THANK YOU LESLIE. WE WILL NOW HEAR BOARD MEMBER REPORTS ON THE TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS TEXAS ASSOCIATION SCHOOL BOARDS TACITUS. CONVENTION TESTS AND HAS THE ANNUALLY COLLABORATE TO RIDE A CONFERENCE WITH TRAINING AND NETWORKING TO SCHOOL BOARD MEMBERS SUPERINTENDENTS AND OTHER SCHOOL LEADERS TO IMPROVE GOVERNANCE AND LEADERSHIP IN TEXAS PUBLIC SCHOOLS. THIS YEAR THE CONVENTION WAS HELD IN DALLAS. BOARD MEMBERS OBTAINED STATE MANDATED TRAINING AT THE CONFERENCE.

ADDITIONALLY SECRETARY JERRY CHAMBERS IS OUR HAS DELEGATE AND DELEGATE AND WILL PROVIDE INFORMATION ON THE TASK WE DELEGATE ASSEMBLY THAT OCCURS DURING THE TASK THAT HAS BEEN CONVENTION FOR WHICH SHE IS OUR LIAISON IS CHAMBERS. WOULD YOU LIKE TO START US OFF. WELL THANK YOU MS. RICHARDS I'D BE HAPPY TO. THE DELEGATION WAS AN INTERESTING EXPERIENCE. I FOUND SOME GREAT CONFIDENCE IN OUR PARTICIPATION AND TASB FOR THE THIRD YEAR IN A ROW. ONE HUNDRED PERCENT OF THE SCHOOL DISTRICTS IN THE STATE ARE PARTICIPATING IN TASK B SO I THINK THAT'S A GREAT STATISTIC. DID IN ENJOY OR OBSERVE THE PROCESS OF LOOKING AT RESOLUTIONS THAT TASB IS PUTTING FORWARD EACH YEAR ONE IN PARTICULAR I FOUND TO BE. IT WAS DEBATED AND MODIFIED SIGNIFICANTLY AND I WANT TO SHARE THAT WITH YOU ALL BECAUSE I FOUND IT TO BE SOMETHING THAT WE CARE DEEPLY ABOUT. WE HAD TWO DIFFERENT GROUPS OF OF THOUGHT IN TERMS OF RECOMMENDATIONS FOR THE STATE FUNDING AND I WANTED TO SHARE WITH YOU ALL WHAT THEIR FINAL RESOLUTION WAS. WE ADVOCATE THAT THE STATE SHARE OF FUNDING DOES NOT DECREASE AS RECAPTURE DOLLARS INCREASE AND FOR EVERY DOLLAR RECAPTURED BY THE STATE TO ONLY BE USED FOR PUBLIC EDUCATION. SO I THOUGHT THAT WAS INTERESTING. WE HAD TWO DIFFERENT PIECES. WE WERE ABLE TO PUT THOSE TWO TOGETHER AND I THINK THAT WAS A GREAT MESSAGE COMING OUT TO BE CERTAINLY WAS VERY PRO PLANO ISD STATEMENT. I DO ENCOURAGE AS A BOARD TO BE LOOKING AT THINGS THAT WE CARE ABOUT AND PERHAPS PROPOSED RESOLUTION IN FUTURE YEARS THAT WE FEEL LIKE IS REALLY IMPORTANT. I ATTENDED ONE OF THE SESSIONS IS CALLED HANDS ON LEARNING AND ACTION RESULTS FROM THE STUDENT INNOVATION CHALLENGE. ASK OUR STUDENTS TO PARTICIPATE IN THAT ONE. OUR STUDENTS DISCUSS THEIR TAKEAWAYS THEIR EXPERIENCE OF COLLABORATING WITH CONVENTION 10 [INAUDIBLE] AND OTHER SUBJECT MATTER EXPERTS. SO THEY WERE IN A GROUP FROM OUR ACADEMY CAREY HIGH SCHOOL AND THEY DID A VERY GOOD PRESENTATION FOR ALL OF THE OTHER BOARD MEMBERS AND THE ATTENDEES FOR THIS EVENT. THERE WERE STUDENTS FROM PLANO [INAUDIBLE] CARROLLTON FARMERS BRANCH AND SHERMAN ISD'S. I THINK OUR STUDENTS DID REALLY WELL AND I WANT TO CONGRATULATE THEM FOR PRESENTING OUR SCHOOL AND SHOWING THAT OUR SCHOOL WERE VERY INNOVATIVE AND WE HAVE INNOVATIVE STUDENTS. THANK YOU. I ALSO WANT TO COMPLIMENT SARAH AND TERESA ON THE PRESENTATION ABOUT PRE-K THAT WE DID IN CONJUNCTION WITH ONE OF OUR ARCHITECTURAL FIRMS. I THINK IT'S WONDERFUL TO HIGHLIGHT THAT ONCE AGAIN WE WERE AHEAD OF THE CURVE. FOR YEARS WE'VE DONE A FULL DAY PRE-K FOR ELIGIBLE CHILDREN WHICH IS I THINK A GOOD EXCHANGE WITH THE COLLEAGUES WHICH DISTRICT WAS IT WAS RATHER A SPORT. AND SO I THINK I JUST APPLAUD THE WORK THAT YOU DID. AND DR. BROTMAN DID A PRESENTATION SO THANK YOU VERY MUCH. I THINK IT JUST RAISES THE PROFILE OF PLANO EVEN FURTHER WHEN YOU PERCENT THAT THAT TYPE OF CONFERENCE. WE APPRECIATE YOU BEING ON THE PANEL WITH US TO SHOW THE

[02:30:01]

BOARD MEMBER PERSPECTIVE AND READ THIS PART WHERE WE'RE VERY HAPPY THAT YOU WERE GOING TO DO THAT. SO YOU WERE SPEAKING FOR ALL. I APPRECIATE THAT THEY HAVE SOME GOOD PROGRAMMING. THEY DID LEARN FROM EACH OTHER. ANY OTHER COMMENTS. FOR OUR FINAL REPORT THIS EVENING WE WILL HEAR BOARD MEMBER LIAISON AND SUBCOMMITTEE UPDATES BOARD MEMBER LIAISONS AND SUBCOMMITTEES FOR THE 2019 2020 SCHOOL YEAR WERE APPOINTED ON JUNE 25TH 2019. LIAISONS COMMUNICATE EXECUTIVE LEVEL SUMMARIES TO THE BOARD DURING AN AGENDA ITEM FOR LIAISON. UPDATES INCLUDED ON EACH WORK SESSION AGENDA. WE HAVE THREE UPDATES FOR THIS EVENING. FIRST LET'S HEAR FROM TRUSTEE NANCY HUMPHREY REGARDING THE BOARD AUDIT SUBCOMMITTEE. MISS HUMPHREY. READY.

I'M GOING TO TRY TO GO THROUGH THIS QUICKLY BUT I'VE WANTED TO GIVE A LITTLE BIT OF PERSPECTIVE OF INTERNAL AUDIT FOR THOSE THAT MIGHT BE NEW TO IT. JONAH EISEN C IS OUR CERTIFIED INTERNAL AUDITOR AND SHE IS IN CHARGE OF THE DEPARTMENT AND HAS BEEN HERE FOR NINE YEARS. KATHY PERKINS IS A CPA AND SHE IS THE SENIOR AUDITOR AND SHE'S BEEN WITH THE DISTRICT FOR 15 YEARS BUT CAME AS EXPERIENCE AS A TEACHER SO SHE GIVES GREAT PERSPECTIVE TO THE INTERNAL AUDIT DEPARTMENT. AND THEN SUSAN DYER IS AN ADMINISTRATIVE ASSISTANT THAT THEY BROUGHT IN TWO YEARS AGO OR SHE'S ALMOST 2 YEAR MARK. THEY ARE RESPONSIBLE FOR CONDUCTING A DISTRICT WIDE RISK ASSESSMENT AND WITH THE IMPLEMENTATION OF A NEW STRATEGIC PLAN.

THIS THIS PROCESS IS BEING PUSHED BACK A LITTLE BIT LATER IN THE YEAR. AND SO THE SUBCOMMITTEE WHICH IS DAVID STOLLEY AND JERRY CHAMBERS I MYSELF HAVE MET WITH JENNA ONE TIME AND WE HAVE APPROVED. WE'VE BROUGHT FORWARD TO THE BOARD FOR THE APPROVAL OF THE PLAN. I THINK I SENT EVERYBODY A MEMO. WHEN WAS THAT? I SLEPT SINCE THEN PROBABLY IN SEPTEMBER AUGUST SOMEWHERE IN THERE. BUT SHE WILL BE LOOKING OR HER DEPARTMENT WILL BE LOOKING AT. LET'S SAY 32 CAMPUSES. CAMPUS AUDITS AND FOR THIS YEAR AND THERE'S A LOT OF OTHER THINGS THAT THEY DO. THERE'S A VALUE ADDED PERSPECTIVE TO INTERNAL AUDIT. SO I JUST WANT TO GIVE THEM A SHOUT OUT. BEING A FORMER AUDITOR I HAVE TO SAY THAT JUST WHEN YOU SEE THE AUDITOR COMING DOESN'T MEAN OH GOSH HERE THEY COME IT ACTUALLY THEY'RE ABLE TO KIND OF IDENTIFY BEST PRACTICES AND SHARE INFORMATION WITH OFFICE MANAGERS AND SUCH. SO I APPRECIATE WHAT JENNA AND HER DEPARTMENT DO OVER THE YEARS SHE'S BEEN ABLE TO DO INVESTIGATIONS WHEN WE'VE HAD ISSUES ARISE. AND SHE DOES A GREAT JOB. SO I THINK THE SUBCOMMITTEE WILL BE MEETING AGAIN WITH HER IN NOVEMBER TO WORK WITH THE UPDATE OF THE RISK ASSESSMENT PLAN. SO DO YOU HAVE ANY OTHER COMMENTS DAVID OR JERRY THAT YOU'D LIKE TO ADD.

ADD. THANK YOU NANCY. NEXT WE'LL HEAR FROM VICE PRESIDENT ANGELA POWELL REGARDING HER LIAISON ROLE WITH THE JUNIOR LEAGUE OF COLLIN COUNTY MISS POWELL. YES. ON SEPTEMBER 13 I ATTENDED THE JUNIOR LEAGUE COLLIN COUNTY ADVISORY BOARD MEETING. AND FROM THAT. I LIKE TO READ THEIR MISSION STATEMENT TO LET EVERYONE KNOW WHAT THEY DO. SO THE JUNIOR LEADER COLLIN COUNTY IS THAT [INAUDIBLE] WOMEN COMMITTED TO PROMOTING VOLUNTEERISM DEVELOPING THE POTENTIAL OF WOMEN AND IMPROVING THE COMMUNITY THROUGH THE EFFECTIVE ACTION IN LEADERSHIP OF TRAINED VOLUNTEERS. ITS PURPOSE IS CLOSELY EDUCATION AND TERRIBLE. SO IT'S SUCH A GOOD ORGANIZATION THAT I WANT TO ANNOUNCE THAT THEY ARE HAVING NEATH THE REEF 20 19 AND THEY'RE HAVING A LADIES NIGHT OUT PREVIEW PARTY THE EVENING OF WEDNESDAY NOVEMBER 6.

THAT'S TOMORROW NIGHT. AND THIS INCLUDES THE. THAT'S NOT TOMORROW. THAT'S NEXT IN THE MONTH NOVEMBER 6. ALL RIGHT. ALL RIGHT. AND AND WE BASICALLY WHAT YOU DO IN THE LADIES NIGHT OUT IS THEY. THEY ENJOY SIPS OF BUYS AND THE BID ON A FABULOUS SOUTHERN AUCTION THAT NIGHT. IT'S A PRE SHOP NIGHT FOR THE LADIES AND THE MARKET TIMES THE MARKET DAYS FOR THIS HOLIDAY BASKET IS A FOUR DAY HOLIDAY GIFT MARKET PLANO EVENT CENTER IT IS VISITED BY OVER 13000 SHOPPERS THROUGHOUT TEXAS. SO IT'S FROM NOVEMBER THE 7TH THROUGH NOVEMBER THE 10TH IS NEITHER REEF THANK YOU ANGELA. NOW WE WILL HEAR FROM HIS PAL AGAIN REGARDING HER LIAISON ROLE IN THE

[02:35:03]

PLANO INDEPENDENT SCHOOL DISTRICT EDUCATION FOUNDATION. MISS POWELL THANK YOU. I HAVE ATTENDED THE PLAN AS THE EDUCATION FOUNDATION'S BOARD OF DIRECTORS RETREAT ON TUESDAY SEPTEMBER 10TH. AND FROM THAT FROM THAT BOARD MEETING RETREAT I WANT TO FIRST TO READ THE MISSION STATEMENT OF THEIR FOUNDATION. SO LET EVERYBODY KNOW WHAT IT DOES. THE EDUCATION FOUNDATION IS THE 5 1 1 C 3 ORGANIZATION WITH A MISSION TO HELP ALL STUDENTS IN THE PLANO INDEPENDENT SCHOOL DISTRICT TO ACHIEVE THEIR FULL POTENTIAL. PROVIDING FINANCIAL SUPPORT TO EDUCATORS AND ACADEMIC PROGRAMS. THE ORGANIZATION RAISES FUNDS THAT SUPPORT PRIORITY PROJECTS FOR WHICH TECH DOLLARS ARE NOT AVAILABLE WHICH INCLUDE GRANTS TO EDUCATORS SECONDARY SCIENCE IMPROVEMENT STUDENT SCHOLARSHIPS PROGRAMS TO RECRUIT AND TRAIN THE VERY BEST TEACHERS. PROGRAMS THAT PROMOTE COLLEGE READINESS WAS AT BRIDGE THE ACHIEVEMENT GAP AND INNOVATIVE INITIATIVES AS PART OF LEARNING FOR ALL STUDENTS. SO THE FUND RAISER FOR THE EDUCATION FOUNDATION IS KEY. PLANO IS KEY. PLANO IS GOING TO BE HELD ON SATURDAYS FEBRUARY 8TH AT THE PLANO MARRIOTT LEGACY TOWN CENTER.

BUT COMING SOON IS THE ANNUAL LIFT OFF PARTY. THE PLAN IS GOING TO [INAUDIBLE] LIFTOFF PARTY WHICH IS THURSDAY OCTOBER 17TH AND THEY'RE GOING TO SHOP FOR OFF AUCTION ITEMS FOR THE FOUNDATION. AND BASICALLY WHAT THEY DO IS YOU SIP AND SHOP OR BRING AND DONATE A RAFFLE ITEM THAT'S FOR 50 DOLLARS OR MORE. IT'S FROM 6:00-8:00 P.M. THANK YOU. THANK YOU ANGELA. NEXT AGENDA ITEM.

[6. UPCOMING WORK SESSION AGENDA ITEMS]

ADMINISTRATION HAS PROVIDED INFORMATION REGARDING UPCOMING AGENDA ITEMS FOR THE BOARD TO REVIEW AT THIS TIME I'D LIKE TO ASK IF ANY BOARD MEMBERS HAVE UPCOMING WORK SESSION AGENDA ITEMS TO SUGGEST. I DON'T HAVE A SUGGESTION BUT MAYBE MORE OF ENHANCEMENT I SEE IN FEBRUARY FOR OUR FEBRUARY WORK SESSION. WE'RE GONNA BE DOING A MATH UPDATE AND I HAD SOME CURIOSITY ABOUT HOW WE USE MAP WITH OUR SPECIAL EDUCATIONS POPULATIONS. MY UNDERSTANDING THAT IT'S VERY INFORMATIVE AND HELPFUL THROUGH ALL THE WAY THROUGH THE SENIOR HIGH YEARS. AND I WAS JUST CURIOUS ABOUT THAT PIECE AND IF WE COULD ADD THAT PIECE TO THAT REPORT THANK YOU.

ANYTHING ELSE. ALWAYS STILL WANT TO HEAR ABOUT THE TIP LINE. WE HAVEN'T HEARD A TIP LINE REPORT THIS YEAR AND I'M NOT AWARE OF THE TIMING FOR THAT IS BEST. BUT JUST ANOTHER SNAPSHOT ABOUT ITS EFFECTIVENESS AND WHAT KIND OF REPORTS WE'RE GETTING.

HOW DOES IT COMPARE FROM LAST YEAR'S DATA. JUST A STEPS. AND THAT COULD BE IN A A WEEKLY BOARD UPDATE INSTEAD OF A BOARD MEETING. BUT I THINK IT WOULD BE HELPFUL.

I HAVE A ADDITION. I JUST WANT TO KNOW. THE PROGRESS THAT [INAUDIBLE] IDEA CONNECT TO COMMUNITY RESOURCES WITH DISTRICT NEEDS. SO WE TALKED ABOUT IT AT THE BEGINNING OF THE YEAR. AND. I WOULD LIKE TO SEE A REPORT ON THE ANY OTHER ITEMS. OK WELL WE HAVE A BIG EVENT TOMORROW. TOMORROW IS THE IVY WORLD SCHOOL AT HUFFMAN ELEMENTARY. RIBBON CUTTING. I'VE ONLY WEIGHED 17 YEAR SOMEONE TO BE THERE WITH BELLS ON. AND SO THE EVENT STARTS AT 530. SOUNDS LIKE TO ME A LOT OF FUN. THE RITTER BANDS COMING PLANO S DRILL TEAM AND CHEER. AND THEN AT SIX O'CLOCK WE'LL KICK OFF WITH SARA WELCOMING EVERYONE. IT'S GONNA BE A GREAT CELEBRATION. SO I HOPE YOU ALL CAN COME. IF THERE'S NO FURTHER BUSINESS BEFORE THE BOARD THE MEETING WILL BE ADJOURNED. THE TIME IS 8:40. HAVE A GOOD EVENING.

* This transcript was compiled from uncorrected Closed Captioning.