8.1 Consideration and possible action regarding School Library Advisory Committee (SLAC) recommendations for library materials acquisition

[8.2 Consideration and take possible action to propose termination for Melanie Langley, a term contract employee, pursuant to Board Policy DFBA (LEGAL)]

CONSIDERATION AND TAKE POSSIBLE ACTION TO PROPOSE TERMINATION FOR MELANIE LANGLEY, A TERM CONTRACT EMPLOYEE PURSUANT TO BOARD POLICY DFBA LEGAL.

I WILL INVITE DR. DUANA KENDALL, CHIEF OF EMPLOYEE SERVICES TO PLEASE PRESENT.

GO AHEAD.

>> WELL, I APOLOGIZE.

I'M NOT REALLY PREPARED TO DO THIS, BUT ACCORDING TO BOARD POLICY, IF THERE IS A TERMINATION THAT TAKES PLACE, IT IS REQUIRED TO BE IN AN OPEN SESSION AND NAMED OUT AS SUCH.

THERE WAS DISCUSSION ACCORDING TO BOARD POLICY THAT WAS CONDUCTED.

WHAT WE WOULD REQUEST TODAY IS THAT WE HAVE A MOTION IN A SECOND TO MOVE THAT PROCESS FORWARD.

THIS EVENING, ALL WE'RE DOING IS MAKING THE MOTION TO ACTUALLY PUT IT AS A RECOMMENDATION, AND ACTION WILL BE AT A SUBSEQUENT MEETING.

>> DUANA IS COMING.

DR. KENDALL, WE WILL NOW CONSIDER THE APPROVAL REGARDING SENDING NOTICE OF THE PROPOSED TERMINATION FOR MELANIE LANGLEY A TERM CONTRACT EMPLOYEE PURSUANT TO BOARD POLICY DFBA LEGAL.

TRUSTEES, ARE THERE ANY CLARIFYING QUESTIONS FOR DOCTOR KENDALL? HEARING AND SEEING NONE, TRUSTEES MAY I PLEASE HAVE A MOTION.

>> I MOVE THAT THE BOARD APPROVES THE SENDING NOTICE OF PROPOSED TERMINATION FOR MELANIE LANGLEY, A TERM CONTRACT EMPLOYEE PURSUANT TO BOARD POLICY DFBA LEGAL.

>> SECOND. THANK YOU, TRUSTEES.

I HAVE A MOTION BY TRUSTEE SAM JOHNSON AND A SECOND BY BOARD SECRETARY TARA LANCE THAT THE BOARD OF TRUSTEES APPROVES THE SENDING OF NOTICE OF PROPOSED TERMINATION FOR MELANIE LANGLEY, A TERM CONTRACT EMPLOYEE, PURSUANT TO BOARD POLICY DFBA LEGAL.

IS THERE ANY FURTHER DISCUSSION? HEARING AND SEEING NONE.

ALL I WILL CALL FOR A VOTE.

ALL THOSE IN FAVOR PLEASE RAISE YOUR HAND.

THAT IS SEVEN HANDS UP.

THAT MOTION PASSES UNANIMOUSLY.

THANK YOU. EVERYONE.

>> THANK YOU.

>> THAT WILL CONCLUDE THE DISCUSSION AND ACTION PORTION OF OUR AGENDA.

WE WILL NOW MOVE ON TO THE REPORT SECTION OF THE MEETING.

[9.1 PLANO for Your Future Update]

WE WILL BEGIN WITH AGENDA ITEM 9.1,

[01:00:01]

THE PLANO FOR YOUR FUTURE UPDATE.

I WILL INVITE DR. KRISTYN EDNEY, EXECUTIVE DIRECTOR OF CCMR, TO PLEASE PRESENT.

>> DOUBLE DOSE OF ME TONIGHT.

GOOD EVENING, PRESIDENT TYRA, BOARD MEMBER, SUPERINTENDENT WILLIAMS, AND EXECUTIVE LEADERSHIP TEAM.

TONIGHT, I WILL SHARE A SHORT UPDATE ON PLANO FOR YOUR FUTURE ACTIVITIES AND OUR EFFORTS TO EDUCATE OUR COMMUNITY ABOUT ALL THE GREAT THINGS THAT HAPPEN HERE IN PLANO ISD AND THAT WE OFFER.

THE PLANO FOR YOUR FUTURE IS PART OF OUR DISTRICT VISION AND STRATEGIC PLAN.

IN PARTICULAR, IT'S UNDER PILLAR TWO LIFE READY.

WHEN YOU LOOK AT OBJECTIVE 2.2, WE ARE FOCUSING ON IMPROVED MARKETING COMMUNICATIONS AND ADVISING FOR OUR STUDENTS AND FAMILIES.

BOTTOM LINE, WE WANT TO MAKE SURE OUR STUDENTS ARE INFORMED ABOUT WHAT ALL WE OFFER SO THEY CAN MAKE INFORMED DECISIONS.

YOU'RE GOING TO HEAR ME REPEAT THAT THROUGHOUT THIS PRESENTATION.

THAT'S HOW IMPORTANT IT IS.

OUR COMMITMENT IS INFORMING OUR COMMUNITY AND THE WAY WE DID THAT IS WE HAD OUR PLANO FOR THE FUTURE EXPO.

IT WAS OUR FIRST EVER ATTEMPT AT THIS PLANO FOR YOUR FUTURE EXPO.

IT WAS AT ACADEMY HIGH SCHOOL ON OCTOBER 22ND.

WE HAD OUR EIGHTH GRADE FAMILIES AND STUDENTS COME OUT AND WE TOOK OVER THE ENTIRE BUILDING, ALL THREE FLOORS.

WE HAD ACADEMY PROGRAM OPTIONS.

WE WANTED TO MAKE SURE THAT THE STUDENTS KNEW ABOUT THEIR CTE OPTIONS, THEIR ADVANCED ACADEMICS OPTIONS, THEIR ACADEMY PROGRAM OPTIONS BEFORE THEY WENT INTO THE COURSE SELECTION SEASON.

AGAIN, WANTING TO MAKE SURE THAT OUR STUDENTS AND OUR FAMILIES WERE INFORMED.

THE EXPO WAS POSSIBLE DUE TO A COLLABORATION BETWEEN A LOT OF DEPARTMENTS.

WHEN THEY SAY IT TAKES A VILLAGE, THIS WAS A VILLAGE EFFORT.

WE HAD THE FIVE ACADEMY PROGRAMS, THE STAFF CAME OUT AND STUDENTS THAT ARE CURRENTLY IN THE PROGRAM.

ADVANCED ACADEMICS WAS PRESENT, CAREER TECHNICAL EDUCATION, OUR CCMR TEAM.

COMMUNICATIONS DEPARTMENT WAS VERY MUCH INVOLVED, COUNSELING SERVICES, OUR NEW CTE PRINCIPAL WAS THERE TO ANSWER QUESTIONS ABOUT THE CTE CENTER, AND THEN OUR JOTC STUDENTS WERE THERE TO TALK ABOUT THE JOTC PROGRAM AND ALSO TO SERVE AS GREETERS AND TO HELP GUIDE THE PARENTS TO THE DIFFERENT SESSIONS.

IT WAS BEAUTIFUL TO SEE ALL OF THESE DEPARTMENTS COMING TOGETHER TO MAKE THIS SUCH AN AMAZING EVENT.

THE EVENT WAS STRUCTURED IN A WAY WHERE PARENTS AND STUDENTS COULD CHOOSE WHERE THEY WANTED TO GO AND WHAT THEY WANTED TO SEE.

THEY COULD BASICALLY COME AND GO THROUGHOUT THE EVENING.

IT WAS FROM 6:00 TO 8:00 P.M.

THEY COULD SPEAK WITH PROGRAM STAFF.

I MENTIONED EARLIER THAT THE CURRENT PROGRAM STUDENTS WERE THERE TO ANSWER QUESTIONS.

THIS WAS BOTH ON THE CAREER TECHNICAL EDUCATION SIDE AS WELL AS THE ACADEMY PROGRAMS. IT WAS REALLY FUN TO WATCH THE STUDENTS TALKING ABOUT THEIR OWN EXPERIENCES AND GIVING THEIR STORIES.

THAT WAS VERY IMPACTABLE.

IN FACT, I THINK THAT WAS WHAT MADE THIS REALLY SUPER SPECIAL.

FOR THE EVENT, WE UTILIZED ALL THREE LEVELS OF ACADEMY HIGH SCHOOL.

I MENTIONED THAT EARLIER. THE FIVE ACADEMY PROGRAMS HAD INFORMATION TABLES, AND THEY WERE SPREAD OUT THROUGHOUT THE ENTIRE BUILDING.

WE HAD THEM ON THE FIRST, SECOND AND THIRD FLOORS.

CTE TOOK OVER THE ENTIRE THIRD FLOOR.

THEY WERE IN OUR NEW BIG PROFESSIONAL LEARNING CENTER.

WE HAD 14 DIFFERENT INFORMATION TABLES, AND THOSE ARE ALL THE DIFFERENT CAREER CLUSTERS, PROGRAMS OF STUDY.

ONCE AGAIN, AND YOU CAN SEE FROM THIS PICTURE, WE HAD PLANO EAST CULINARY ARTS.

THEY HAD THEIR TABLE.

WE HAD HEALTH SCIENCES WITH STUDENTS.

IT WAS JUST SUPER FUN TO WATCH THAT THE STUDENTS WERE THERE TALKING ABOUT THEIR PROGRAMS AND THE LITTLE EXPERTS, TALKING TO THE PARENTS, TALKING TO THE STUDENTS, GAINING EXCITEMENT ABOUT THESE DIFFERENT PROGRAMS AND OPPORTUNITIES THAT OUR EIGHTH GRADERS COULD HAVE.

WE HAD 14 INFORMATION TABLES ON THE THIRD FLOOR FOR CTE.

WE ALSO HAD A SPECIAL AREA FOR OUR CTE CENTER WHERE AGAIN, OUR PRINCIPAL WAS THERE TO ANSWER QUESTIONS.

WE HAD CULINARY ART, AUTOMOTIVE, TEACHING AND EDUCATION, HEALTH SCIENCES, ROBOTICS, GRAPHIC ART AND VISUAL ARTS AND MANY MORE.

THAT WAS ALL ON THE THIRD FLOOR.

THEN WE TOOK OVER THE DOME, THAT LARGE THIRD FLOOR SPACE, AND WE HAD INFORMATION SESSIONS SPECIFICALLY ABOUT THE PROGRAMS OF STUDY.

IT WAS LIKE A HIGH LEVEL OVERVIEW AS WELL AS THE CTE CENTER, WHAT WOULD BE OFFERED THERE.

WE ALSO HAD 36 MIDDLE SCHOOL COUNSELORS ON HAND.

THEY WERE SPREAD THROUGHOUT THE BUILDING, AND THEN WE HAD A COUNSELOR CORNER IN THE CAFETERIA.

EVERY MIDDLE SCHOOL HAD ONE COUNSELOR IN THE CAFETERIA, SO THAT WAY IF FAMILIES HAD QUESTIONS, THERE WAS A COUNSELOR ON RIGHT THERE THAT THEY'D GO AND TALK TO AND THAT THEY KNEW.

[01:05:05]

INFORMATION SESSIONS WERE ALSO CONDUCTED EVERY 30 MINUTES WHERE FAMILIES COULD CHOOSE FROM THREE DIFFERENT OPTIONS.

WE HAD ADVANCED ACADEMICS.

DR. KEVIN MOORE WAS DOING A SESSION ON DUAL CREDIT, AP, IB, ON RAMPS, THE DIFFERENT WAYS IN WHICH YOU COULD EARN COLLEGE CREDIT SO THAT THEY CAN MAKE INFORMED DECISIONS ABOUT THOSE DIFFERENT PROGRAMS AS WELL AS THE PSAT AND THE SAT AND THE PORTS OF THOSE AND HOW TO PRACTICE AND PREPARE FOR THOSE.

THE CTE PROGRAMS. I ALREADY MENTIONED, THEY WERE ON THE THIRD FLOOR.

THEN ON THE SECOND FLOOR IN THE BUBBLE.

I WAS THERE WITH COUNSELORS AND WE WERE DOING A HIGH LEVEL OVERVIEW OF ALL THE FIVE DIFFERENT ACADEMY PROGRAMS AS WELL AS HOW TO APPLY.

I JUST WANT TO TELL A REAL QUICK STORY.

ONE OF THE MOTHERS THAT WAS AT THE ACADEMY PROGRAMS HIGH LEVEL OVERVIEW, SHE PULLED ME AFTER THE SESSION WAS OVER AND SAID, I HAVE A QUESTION.

DOES MY CHILD HAVE TO LEAVE THE SCHOOL THAT THEY WOULD NORMALLY GO TO IN ORDER TO HAVE THESE AMAZING EXPERIENCES? I WAS LIKE, NO.

YOU HAVE ALL THESE SPECIALIZED PROGRAMS THAT ARE AMAZING, BUT WE HAVE GREAT THINGS AT THE CAMPUSES THEMSELVES.

I TOOK HER OVER TO DR. MOORE'S SESSION.

SHE WENT AND HEARD ABOUT ALL THE DUAL COLLEGE CREDIT OPTIONS, AND SHE CAME OUT AFTERWARDS, SOUGHT ME OUT TO TELL ME, THANK YOU.

IT IS INCREDIBLE WHAT THE OPPORTUNITIES THAT OUR KIDS HAVE.

IN TWO DAYS THIS FRIDAY, WE HAVE OUR THIRD ANNUAL FINDER FUTURE CAREER FAIR. THANK YOU, NANCY.

THIS IS THE PARTNERSHIP BETWEEN CTE AND COUNSELING SERVICES.

WHEN WE'RE TALKING ABOUT WHAT'S NEXT, WE'RE JUST TRYING TO CHUNK DIFFERENT THINGS AND HAVE DIFFERENT EXPERIENCES WITH THE KIDS.

NOW, KEEP IN MIND, THE FIND YOUR FUTURE MIDDLE SCHOOL CAREER FAIR.

THAT'S FOR SEVENTH GRADE.

WE INVITED EIGHTH GRADE, AND I DO WANT TO TELL YOU WE LIMITED IT TO EIGHTH GRADE FOR THE EXPO BECAUSE OF THE SIZE OF ACADEMY HIGH SCHOOL.

WHEN THE CONSTRUCTION IS DONE WITH THE SENIOR HIGHS, WE HOPE TO HAVE A BIGGER VENUE SO THAT WAY WE CAN OPEN IT UP TO EVERY FAMILY THAT WANTS TO COME.

SIXTH GRADE, SEVENTH GRADE, FIFTH GRADE DOESN'T MATTER, EVERYBODY'S WELCOME.

BUT THIS ONE IS WHERE WE'RE DOING ACTIVITIES FOR SIX, SEVENTH AND EIGHTH GRADE, THE CAREER FAIR IN PARTICULAR IS FOR SEVENTH GRADE.

>> WITH THEIR STUDENTS, FIRST, THE SEVENTH GRADERS, THEY COMPLETE A CAREER INTEREST INVENTORY BECAUSE WE WANTED TO INDIVIDUALIZE THESE SESSIONS.

WE DIDN'T WANT TO JUST POP THEM INTO A SESSION THAT MAY OR MAY NOT BE OF INTEREST TO THEM BECAUSE WE HAVE THESE EXPERTS FROM OUR COMMUNITY COMING IN, FROM I THINK IT'S 13 DIFFERENT PROGRAMS, OUR CAREER FOCUS AREAS THAT ARE GOING TO BE SPEAKING TO OUR STUDENTS.

THEY TAKE A CAREER INTEREST INVENTORY FIRST, AND THEN WE SCHEDULE THE KIDS FOR THOSE SESSIONS THAT THE CAREER INTEREST INVENTORY INDICATED THEY SHOULD ATTEND.

WE'RE SUPER EXCITED ABOUT IT.

IT'S INDIVIDUALIZED.

KIDS GET TO GO TO TWO DIFFERENT CAREER PANELS, AND THEN THEY'RE ABLE TO ASK QUESTIONS OF OUR EXPERTS THAT WILL BE THERE.

YOU CAN SEE THAT WE HAVE THE 13 DIFFERENT CAREER AREAS THAT WILL BE A FOCUS, AND I'M GOING TO BE THE MODERATOR FOR THE HEALTH SCIENCES.

I'M SUPER EXCITED.

WE HAVE SOME HEALTH CARE EXPERTS FROM SOME DIFFERENT HOSPITALS AND NURSES THAT ARE GOING TO BE COMING AND SPEAKING TO THE KIDS.

MY HUSBAND IS ACTUALLY AN ARCHITECT AND HE'S GOING TO BE IN THE ARCHITECTURE AND CONSTRUCTION SESSION.

HE LOVED IT LAST YEAR, AND HE ASKED, "CAN I DO THAT AGAIN? ARE THEY GOING TO ASK ME?" AND I WAS, "ABSOLUTELY.

YOU CAN COUNT ON IT." ALSO, THOSE ARE SOME EVENTS AND SOME EDUCATIONAL PIECES THAT WE HAVE, BUT WE ALSO HAVE REALLY PUT A LOT OF EMPHASIS ON MARKETING TOOLS AND JUST REALLY PUSHING INTO THE POWER OF INFORMATION THROUGH THOSE MARKETING TOOLS.

YOU CAN SEE THERE'S AN EXAMPLE ON THIS SLIDE, BUT WE HAVE NEWLY DESIGNED BROCHURES, ONE PAGERS FOR EACH OF THE PROGRAMS OF STUDY, SOCIAL MEDIA CAMPAIGNS.

I DON'T KNOW IF YOU'VE HAD A CHANCE TO GET ONTO OUR CTE WEB PAGE.

RIGHT NOW, IT'S A WEB PAGE, WILL BE A WEBSITE, BUT WE HAVE VIDEO REELS THAT OUR COMMUNICATIONS DEPARTMENT DEVELOPED, THEY ARE FABULOUS.

WE'RE DOING PROGRAM TOURS.

IN PARTICULAR, WE HAVE OUR EMERGENT BILINGUAL STUDENTS, TALLE IS WORKING WITH KAREN BEEKMAN AND THE TEAM TO HAVE TOURS FOR EMERGENT BILINGUAL STUDENTS AND PARENTS.

WE HAVE TOURS FOR OUR COUNSELORS, WHERE THEY'RE GOING FROM MIDDLE SCHOOL AND HIGH SCHOOLS TO THE SENIOR HIGHS TO SEE THE PROGRAMS. ALSO, OUR TEAM IS GOING OUT AND SPEAKING TO VARIOUS ORGANIZATIONS IN OUR COMMUNITY, SUCH AS PTA, THE LEADERSHIP PLANO, THE LEADERSHIP AMBASSADOR PROGRAM, AND THE EDUCATION FOUNDATION.

THEY'RE GOING AROUND AND SPEAKING TO DIFFERENT PARTNERS SO THAT WAY THEY KNOW ABOUT ALL THE DIFFERENT OPPORTUNITIES. WHAT IS OUR GOAL?

[01:10:04]

WELL, TODAY'S LEARNERS ARE OUR TOMORROW'S LEADERS, AND THAT'S GOING TO HAPPEN BY THEM MAKING INFORMED DECISIONS WHEN THEY DO THEIR COURSE REGISTRATION, WHICH STARTED THIS WEEK.

>> THANK YOU, DR. EDNEY. TRUSTEES, THIS IS A REPORT.

QUESTIONS, COMMENTS, HOT SPOTS, OPINIONS FOR DR. EDNEY.

>> I HAVE A QUESTION.

ON THAT PLANO FOR YOUR FUTURE EXPO, THAT SOUNDED AMAZING.

I LOVE THAT YOU BROUGHT STUDENTS IN BECAUSE THAT REALLY GIVES A FLAVOR OF WHAT THEY'RE THE ACTUAL ONES IN THE COURSE RIGHT NOW, AND THAT'S THE BEST MARKETER, I'M SURE.

BUT HOW WAS THE ATTENDANCE THAT NIGHT, AND THEN IF IT WAS TOO CROWDED, DO WE NEED TO DO TWO NIGHTS? I DON'T KNOW IF THAT'S FEASIBLE, BUT I JUST WANT TO GET A FEEL FOR HOW MANY SHOWED UP.

>> NO, THAT'S A GREAT QUESTION.

WE HAD A LITTLE OVER 200, EIGHTH GRADE STUDENTS THAT SIGNED IN.

WE WERE TRACKING THE STUDENTS THAT WE ASKED THEM TO SIGN IN, AND WE HAD TO ESTIMATE BECAUSE WE SAW STUDENTS WITH THREE, FOUR DIFFERENT PARENTS OR FAMILY MEMBERS, OR BROTHERS AND SISTERS WITH THEM.

WE ACTUALLY HAD SOME UNDERCLASSMEN THERE, BUT EIGHTH GRADERS, IT WAS A LITTLE OVER 200, BUT WE ESTIMATED AT ABOUT ANYWHERE FROM 600-700 COMMUNITY MEMBERS.

IT WAS THE RIGHT NUMBER FOR ACADEMY HIGH SCHOOL.

IF WE WOULD HAVE HAD MORE, IT MIGHT HAVE BEEN UNCOMFORTABLE.

BUT LIKE I SAID, WE WANT TO GROW THIS.

THIS IS OUR FIRST YEAR DOING IT AND WE WANT TO GROW IT AND MAKE IT GO ALL OUT AT SENIOR HIGHS IN THE FUTURE.

>> WELL, THANK YOU FOR DOING THAT.

I THINK THAT PERSONAL EXPERIENCE THAT THE STUDENTS CAN HAVE TO SEE IT, THAT'S ALWAYS SO MUCH BETTER THAN JUST GETTING TO SEE IT ONLINE OR A BROCHURE, BUT THEY ACTUALLY GOT TO TALK TO PEOPLE IN THE PROGRAM. THANK YOU.

>> CAN I JUST MAKE A QUICK COMMENT TOO? THIS IS ALSO ONE OF THE OUTCOMES OF LISTENING.

WE GOT FEEDBACK FROM OUR STUDENT ADVISORY STUDENTS WHO WERE JUNIORS AND SENIORS THAT GAVE US ADVICE ON, I WISH I WOULD HAVE KNOWN ABOUT THESE PROGRAMS IN MIDDLE SCHOOL.

I WANT TO SAY WE, BOARD MEMBERS, YOU HAD SOME LISTENING ROUNDS WITH COMMUNITY MEMBERS AND THAT WAS PART OF THE FEEDBACK TO OF PARENTS NEED TO KNOW WHAT'S AVAILABLE, AND SOMETIMES THEY STRUGGLE KNOWING WHAT IS ALL AVAILABLE TO STUDENTS, AND SO I THINK TAKING THIS FEEDBACK, AND THEN WHAT'S NEXT, AND PUTTING TOGETHER WHAT'S NEXT, JUST LIKE THE EVENT THAT'S GOING TO OCCUR THIS FRIDAY ON FINDING YOUR FUTURE, AND THIS IS JUST ANOTHER LAYER OF HOW WE ARE LISTENING AND THEN GOING BACK AND PROVIDING INFORMATION OR SUPPORT.

A HUGE THANK YOU TO BOARD TRUSTEES FOR LISTENING, BUT ALSO TO OUR STUDENTS, AND TEACHERS, AND FAMILIES THAT HAVE GIVEN US FEEDBACK, AND BIG KUDOS TO THE TEAM THAT CAME TOGETHER TO PUT THIS EVENT, AND I CAN'T WAIT TO SEE WHAT NEXT YEAR LOOKS LIKE.

>> I WAS JUST GOING TO CHIME IN BECAUSE THAT'S EXACTLY IT, IT'S LISTENING TO WHAT PEOPLE ARE WANTING.

AS ONE OF THE PARENTS THAT SHOWED UP WITH HER EIGHTH GRADER, I SAW HER AT DANCE THE FOLLOWING NIGHT AND SHE SAID, "IT WAS SUPER FUN." SHE'S LIKE, "BUT NOW WE ONLY HAVE 30 DAYS FOR MY EIGHTH-GRADER TO FIGURE OUT EXACTLY WHAT CLASSES SHE'S GOING TO BE TAKING." SHE'S LIKE, "I WISH WE HAD MORE TIME." I SAID, "SHE'S ONLY IN EIGHTH GRADE.

THE PURPOSE OF THIS IS THAT SHE CAN EXPLORE." I SAID, "PLEASE DON'T FEEL LIKE IT'S OVERBEARING AND TOO MUCH OF A BURDEN." BUT I THINK YOU ANSWERED THAT WHEN YOU SAID WHEN THE CTE CENTER IS OPEN, WE CAN EXPAND THIS, SO IT'S NOT JUST THE EXPO, ISN'T JUST EIGHTH GRADERS, IT'S ALL THE OTHER GRADES.

I LOVE THE VISION FOR THIS BECAUSE IN LISTENING TO THIS COMMUNITY MEMBER, THIS OTHER MOM FRIEND, WE'RE GOING TO ADDRESS THAT ISSUE BY EXPANDING THIS SO THAT THEY KNOW IN MIDDLE SCHOOL OR FIFTH GRADE.

>> JUST REALLY QUICK, CAN YOU REMIND ME, THERE ARE APPLICATIONS OPEN RIGHT NOW FOR THE PROGRAMS, AND WHERE CAN WE FIND THOSE?

>> YES. IF YOU GO TO THE ACADEMY PROGRAMS WEB PAGE, AND IF YOU JUST EVEN DO A GOOGLE SEARCH OF PLANO ID ACADEMY PROGRAMS, IT WILL TAKE YOU RIGHT THERE.

THE APPLICATION LINK IS THERE.

WE HAD MONDAY AS THE TIMELINE TO GET THEM IN, BUT WE ALWAYS KEEP THE APPLICATION OPEN, AND AS FAMILIES TRANSFER IN, AS THEY ENROLL, WE CONTINUOUSLY ACCEPT MORE STUDENTS, SO WE'RE GOING TO KEEP THAT OPEN.

ANY PARENTS OUT THERE LISTENING, STUDENTS, APPLY.

WE NEED YOU TO GO AHEAD AND APPLY.

>> I JUST WANT TO SAY REALLY QUICK THAT SOMETIMES YOU APPLY AND YOU MIGHT GET ON A WAIT-LIST, AND THEN LO AND BEHOLD, YOU GET THAT SPOT.

>> YES.

>> THAT'S WHAT HAPPENED TO US, SO JUST KEEP TRYING. BE PATIENT.

[01:15:01]

>> YES. I WOULD SAY THAT ALMOST EVERY SINGLE STUDENT ENDS UP GETTING THEIR FIRST CHOICE IN THE END.

>> I JUST WANTED TO SAY AS WONDERFUL AS THIS IS FOR OUR KIDS AND THEIR OPPORTUNITIES TO DO ALL THE THINGS THAT WE CAN GET THEM CONNECTED UP TO LEAVE US ON THE BEST PATH FOR THEM, I WANT TO SAY KUDOS AND THANK YOU BECAUSE ON TOP OF THIS, AS WE EXPAND, THIS IS AN AMAZING MARKETING CAMPAIGN FOR ALL THAT WE OFFER AT PLANO ISD.

I KNOW IF YOU'VE BEEN LOOKING AT THE NEWS LATELY, THERE HAVE BEEN OTHER DISTRICTS WHO ARE LIKE US HAVING CONCERNS ABOUT LOSING STUDENT POPULATION AND DISCUSSIONS ABOUT HOW TO GET THOSE STUDENTS BACK.

I'M EXCITED THAT WE ARE ALREADY ON THE PATH TO MARKETING OURSELVES SO THAT OTHER PEOPLE, BESIDES JUST THE FOLKS WHO ARE IN OUR DISTRICT UNDERSTAND THE GREAT OPPORTUNITIES THAT WE'RE OFFERING TO STUDENTS.

>> I'LL JUST SAY, WHEN YOU LOOK AT THE NEWS, AND I SAW AN ARTICLE LAST WEEK WHERE OPEN AI WAS TALKING ABOUT NOT ONLY DATA ENGINEERS, AND AI ENGINEERS, AND THAT SORT OF THING, BUT THEY SAID, THE ELECTRICIANS REQUIRED TO BUILD THE DATA CENTERS THAT ARE GOING TO POWER THEIR PROGRAMMING, OR SKILLED TRADESMEN THAT ARE GOING TO BE REQUIRED TO REALLY SUPPORT THE AI REVOLUTION WAS JUST REMARKABLE.

THE NUMBERS THAT THEY PUT OUT IN TERMS OF PERCENT OF GDP AND PERCENT OF THE ELECTRICIANS NATIONALLY AND EVERYTHING ELSE.

NOT ONLY AM I JUST HAPPY TO SEE ALL OF THE OPTIONS REALLY PRESENTED FRONT AND CENTER, BUT I THINK IT'S ALSO VERY FORWARD-LOOKING AND ENSURING THAT AS WE'RE LOOKING AT THESE CTE PROGRAMS, WE'RE REALLY LOOKING AT ONES THAT ARE GOING TO BE HIGH-DEMAND, EMPLOYABLE, AND GOOD WAGE.

I'M VERY EXCITED ABOUT THAT JUST BECAUSE IT SEEMS LIKE EVERY WEEK I SEE A NEW ARTICLE ABOUT TRADE JOBS THAT ARE IN DEMAND, THAT THERE ARE JUST NOT ENOUGH PEOPLE TO FILL THOSE SKILLS.

SUPER EXCITED ABOUT THAT.

THERE'S NOTHING ELSE FOR MY COLLEAGUES, THANK YOU, DR. EDNEY.

>> THANK YOU.

>> WE APPRECIATE IT. WE WILL NOW MOVE ON TO OUR NEXT REPORT,

[9.2 Student Support Services Program Report]

WHICH IS AGENDA ITEM 9.2, STUDENT SUPPORT SERVICES PROGRAM REPORT.

I WILL INVITE MACKENZIE CASALL, EXECUTIVE DIRECTOR OF STUDENT SUPPORT SERVICES TO PLEASE PRESENT.

>> GOOD EVENING, DR. TYRA, SUPERINTENDENT WILLIAMS, AND BOARD MEMBERS.

IT'S A PLEASURE TO BE HERE THIS EVENING AND GIVE YOU AN UPDATE ON THE STUDENT SUPPORT SERVICES DEPARTMENT.

OUR STUDENT SUPPORT SERVICE DEPARTMENT SUPPORTS ALL OF OUR STUDENTS ACROSS THE DISTRICT WITH DISABILITIES IN SECTION 504, SPECIAL EDUCATION, AND ALSO STUDENTS THAT REQUIRE HOSPITAL AND HOMEBOUND SERVICES.

WE'RE GOING TO START A LITTLE BIT ON 504.

HERE IS THE TRENDS THAT WE ARE SEEING IN OUR NUMBERS.

YOU CAN SEE THAT WE HAVE DECREASED A LITTLE BIT WITH OUR POPULATION OF STUDENTS IN SECTION 504.

PART OF THAT IS THE BEGINNING OF '23 '24 UNTIL THE END OF LAST SCHOOL YEAR WAS A TWO-YEAR TRANSITION OF STUDENTS WITH DYSLEXIA THAT NEEDED SPECIALLY DESIGNED INSTRUCTION, STILL NEEDED DIRECT INTERVENTION TO GET EVALUATED AND TO MOVE INTO SPECIAL EDUCATION.

SOME OF OUR STUDENTS WITH DYSLEXIA WERE ABLE TO FINISH PROGRAMS, AND THEY WERE ABLE TO STAY IN 504 AND DID NOT NEED TO MOVE OVER.

BUT THAT WAS A CHANGE FROM THE STATE OF CONSIDERING TAKE FLIGHT, ESPERANZA, ANY DYSLEXIA INTERVENTION, ESPECIALLY DESIGNED INSTRUCTION, WHICH PREVIOUSLY WAS NOT CONSIDERED THAT IN TEXAS, ALTHOUGH IN MOST OF THE COUNTRY, IT WAS.

THERE IS A SLIGHT DECREASE, YOU CAN SEE THAT.

HOWEVER, OVERALL, WE'VE BEEN IN THAT EIGHT PERCENTAGE POINT RANGE FOR 504, AND THAT'S NOT A DRAMATIC CHANGE.

LOOKING AT OUR TRENDS, JUST IN ENROLLMENT AS THE DISTRICT, THE 504 NUMBERS ARE NOT A DRAMATIC DECREASE IF YOU LOOK AT THE TRENDS ACROSS THE DISTRICT IN ENROLLMENT.

LOOKING AT WHO WE SERVE IN SECTION 504.

504 COVERS ANY STUDENT WITH A SUBSTANTIAL LIMITATION IN A MAJOR LIFE ACTIVITY.

THAT COULD BE INVOLVING LEARNING, BUT THAT COULD ALSO BE INVOLVING A FOOD ALLERGY, OR A MEDICAL DIAGNOSIS THAT MIGHT HAVE ACCOMMODATIONS THAT ARE NEEDED IN THE SCHOOL SETTING.

NOW, OUR BIGGEST AREAS THAT WE ARE SERVING IN 504 ARE

[01:20:01]

MORE ON THE ACADEMIC AND EDUCATIONAL SIDE WITH ADHD, DYSLEXIA, AND MENTAL HEALTH.

REMEMBER WITH DYSLEXIA, THERE'S STILL LOTS OF KIDS WITH DYSLEXIA THAT NO NOT LONGER NEED SPECIALLY DESIGNED INSTRUCTION, BUT THEY DO NEED ACCOMMODATIONS.

THEY ARE STILL SERVED UNDER 504.

BUT WE DO HAVE SMALLER GROUPS HERE THAT ARE SERVED UNDER MORE OF THE MEDICAL AREAS AS WELL.

SOME OF OUR PRIORITIES FOR SECTION 504, REALLY EMPHASIZING OUR PROFESSIONAL DEVELOPMENT OPPORTUNITIES.

WE HAVE LOTS OF NEW STUDENT SUPPORT LIAISONS AND THEY HELP SUPPORT 504 AS WELL AS MTSS AT THE CAMPUS.

FOCUSING IN ON THE NEEDS BASED ON OUR INTERNAL AUDIT RESULTS.

OUR INTERNAL AUDIT FOR 504 HAS REALLY IMPROVED IN THE LAST FEW YEARS, BUT WE WANT TO CONTINUE TO LOOK AT THOSE RESULTS AND CONTINUE TO SEE WHERE CAN WE REFINE AND IMPROVE OUR PROCESSES ACROSS THE DISTRICT.

WE MEET WITH THE STUDENT SUPPORT LIAISONS MONTHLY TO MAKE SURE THAT THEY'RE GETTING THE PROFESSIONAL DEVELOPMENT THAT THEY NEED TO BE SUCCESSFUL AT THE CAMPUS.

WE ALSO ARE LOOKING AT PARENT ENGAGEMENT NIGHTS IN THE SPRING SEMESTER.

ONE OF THE THINGS WE'RE GOING TO DO THIS YEAR IS PARTNERING TO LOOK AT DUAL CREDIT, AND WHAT ACCOMMODATIONS FOR OUR 504 STUDENTS COULD BE IN PLACE FOR DUAL CREDIT TO HELP MAKE SURE THAT OUR PARENTS UNDERSTAND HOW THAT WORKS WHEN WE PARTNER WITH THE COMMUNITY COLLEGES, AND EVEN AS OUR STUDENTS MOVE OUT OF PLANO ISD AND OUT OF HIGH SCHOOL AND INTO COLLEGE, IT BECOMES A LITTLE DIFFERENT, BUT 504 STILL IS THERE, AND WE WANT OUR STUDENTS AS THEY MOVE INTO POST SECONDARY OUTCOMES TO BE ABLE TO ADVOCATE FOR THE NEEDS THAT THEY HAVE.

THEN ONGOING DISTRICT LEVEL PROGRESS MONITORING OF SECTION 504 DATA AND MAKING SURE THAT WE'RE MAKING THE GROWTH THAT WE NEED TO MAKE.

SOME GROWTH OPPORTUNITIES, AREAS WE CAN CONTINUE TO IMPROVE ON IS CALIBRATION WITH CAMPUSES TO DETERMINE WHAT THAT SUBSTANTIAL LIMITATION IN A MAJOR LIFE ACTIVITY REALLY IS AND WHAT ACCOMMODATIONS.

WE SOMETIMES SEE SOME VARIANCE ACROSS CAMPUSES, AND SO WE HAVE AN OPPORTUNITY THERE TO BE ABLE TO LOOK AT SOME CALIBRATION OF WHO ARE OUR STUDENTS WE SHOULD BE SERVING IN 504 AND WHAT TYPES OF ACCOMMODATIONS DO THEY NEED BASED ON THEIR DISABILITY THAT THEY'RE BEING SERVED UNDER.

THEN PLANNING AND COLLABORATING WITH OTHER DEPARTMENTS WITHIN THE DISTRICT IN ORDER TO REALLY ENHANCE OUR PARENT INFORMATION NIGHTS TO SUPPORT OUR STUDENTS.

THEN HOSPITAL HOMEBOUND, I PUT THIS IN THE MIDDLE BECAUSE IT SERVES OUR KIDS IN 504, IT SERVES OUR KIDS IN SPECIAL ED, WE ALSO SERVE SOME STUDENTS IN HOSPITAL HOMEBOUND SERVICES THAT ARE NOT IN EITHER ONE OF THOSE PROGRAMS. WE SERVE BOTH TRADITIONAL HOMEBOUND SERVICES, WHERE OUR STUDENTS THAT ARE ACTUALLY BOUND TO THEIR HOME DUE TO THEIR MEDICAL NEEDS AND WE GO INTO THE HOMES TO SERVE THEM.

WE OBVIOUSLY PARTNER WITH THE CAMPUS THEY'RE ENROLLED AT TO GET THE WORK THAT THEY'RE NEEDING AND TRY TO HELP FACILITATE THAT INSTRUCTION THAT THEY ARE MISSING.

THEN WE ALSO SERVE FACILITIES, HOSPITALS AND FACILITIES WITHIN PLANO ISD AT CHILDREN'S HEALTH, THE EATING RECOVERY CENTER, ERC, AND CENTER FOR DISCOVERY, WHICH IS ALSO AN EATING DISORDER TREATMENT.

AS YOU LOOK AT THAT HOSPITAL HOMEBOUND, YOU CAN SEE THAT WE HAVE SOME STUDENTS IN SPECIAL EDUCATION, SOME IN 504 IN GENERAL ED.

THE GENERAL ED STUDENTS ARE SERVED UNDER A STUDENT SUPPORT PLAN.

THEY ARE OFTEN THE ONES IN THOSE FACILITIES.

THEY MAY OR MAY NOT EVEN BE PLANO ISD STUDENTS.

WHEN THEY COME FROM ANOTHER DISTRICT AND THEY GO INTO ONE OF THESE FACILITIES, WE SERVE THEM WHILE THEY ARE HERE IN PLANO, AND THEN THEY LEAVE.

SOMETIMES THEY'RE THERE FOR SOMETHING THAT DOESN'T REQUIRE 504 OR SPECIAL EDUCATION SERVICES, BUT WE WANT TO MAKE SURE THAT THEY GET THE SERVICES THAT THEY NEED WHILE THEY ARE IN THIS MOMENT OF THEIR LIFE WHERE THEY NEED A LOT OF EXTRA SUPPORT.

YOU CAN SEE HERE TOO, FOR THE HOSPITAL HOMEBOUND SERVICES BY SETTING, WE HAVE SERVED SEVEN STUDENTS THIS YEAR AT THE EATING RECOVERY CENTER, EIGHT AT CHILDREN'S HOSPITAL, ONLY ONE THIS YEAR AT CENTER FOR DISCOVERY, AND THEN 12 IN OUR TRADITIONAL HOMEBOUND.

THIS FLUCTUATES THROUGHOUT THE YEAR.

STUDENTS COME IN AND THEY COME OUT BOTH FOR TRADITIONAL AND IN THESE FACILITIES.

THERE WILL BE MANY MORE WE SERVE AS THE YEAR GOES ON, BUT THEY COME IN AND OUT AS THEY'RE NEEDING THOSE SUPPORTS.

>> MOVING INTO SPECIAL EDUCATION.

WHILE YOU SEE A LITTLE BIT OF A DECREASE IN 504, IN SPECIAL EDUCATION, WE HAVE BEEN GROWING.

DEFINITELY, THAT'S AN INTERESTING PHENOMENON WHEN THE ENROLLMENT IN THE DISTRICT IS DECREASING, BUT SPECIAL EDUCATION IS SIGNIFICANTLY INCREASING.

NOW, CERTAINLY A PORTION OF THIS IS THE DYSLEXIA CHANGE OVER INTO SPECIAL ED, AND THAT CERTAINLY CONTRIBUTES THAT BIG JUMP 23/24-24/25, BUT IT'S CERTAINLY NOT THE ONLY THING.

IN ADDITION TO THAT, I WILL SAY TEA PUT OUT TECHNICAL ASSISTANCE MANUAL

[01:25:02]

FOR LEARNING DISABILITIES AND REALLY EXPANDED HOW STUDENTS QUALIFY FOR LEARNING DISABILITY.

WHERE WE USED TO LOOK AT VERY SPECIFIC STRENGTHS AND WEAKNESSES CONNECTED FROM THEIR COGNITION TO THEIR ACHIEVEMENT, NOW THEY'VE SAID, LOOK AT THIS MORE BROADLY, AND SO MORE STUDENTS ARE QUALIFYING AS HAVING A LEARNING DISABILITY, AND WE'VE ALSO JUST SEEN MORE REFERRALS FROM OUR CAMPUSES AS WELL.

THE NUMBERS ARE PRETTY HIGH RIGHT NOW.

WE'RE WELL OVER 7,000 STUDENTS AND AT OVER 17%.

HOWEVER, I AM GLAD TO SEE THIS IS STARTING TO LEVEL OUT A LITTLE BIT.

WHILE THERE WAS A HUGE JUMP '23/'24-'24/'25, IT'S NOT QUITE AS DRAMATIC OF A JUMP FOR THIS YEAR, AND THAT'S REALLY GOING SNAPSHOT TO ALMOST SNAPSHOT, THE DATA PULLED JUST A FEW DAYS EARLY SO IT SHOULD BE PRETTY CLOSE THERE FOR A YEAR'S GROWTH.

NOW, WE LOOK HERE AT PRIMARY DISABILITY.

AGAIN, TALKING ABOUT SOME OF THE SHIFTS WITH LEARNING DISABILITIES AND DYSLEXIA.

OUR HIGHEST NUMBER CURRENTLY IS OUR LEARNING DISABILITY.

I THINK THE LAST TIME I PRESENTED TO YOU GUYS, THAT WAS NOT THE CASE.

IT WAS A LARGE PIECE OF THAT PIE, BUT IT WAS NOT THE LARGEST.

IT IS CURRENTLY.

NOW, RIGHT BEHIND THAT WOULD BE AUTISM AND THEN SPEECH IMPAIRMENT.

NOW, THIS IS PRIMARY DISABILITY.

EVEN THOUGH IT'S ONLY SHOWING 16% SPEECH, WE HAVE A LOT MORE STUDENTS THAN THAT THAT GET SPEECH THERAPY, IT JUST ISN'T THEIR PRIMARY DISABILITY, THEY'RE GETTING THAT SECONDARY TO AUTISM OR SECONDARY TO ANOTHER DISABILITY.

THEN ANOTHER CHANGE WITH THIS AND IT'S A TINY LITTLE SLIVER THAT YOU CAN'T EVEN SEE ON HERE, IT'S NOT EVEN LABELED, IS THEY ADDED IN DEVELOPMENTAL DISABILITY ABOUT A YEAR AGO.

NON CATEGORICAL THAT IS IN THERE, THAT IS BEING PHASED OUT.

IT'S NOT GOING TO BE HERE MUCH LONGER AS WE RE-EVALUATE STUDENTS, BUT THEY DID ADD DEVELOPMENTAL DELAY.

I THINK THAT HAS BEEN A REALLY GOOD SHIFT IN TEXAS BECAUSE SO MANY OTHER STATES HAVE DEVELOPMENTAL DELAY AND WHEN STUDENTS HAVE MOVED HERE, WE HAVEN'T HAD THAT, WHICH MAKES IT VERY HARD TO MATCH SERVICES AND MATCH THEIR IEP.

I THINK A POSITIVE FOR US IN THE STATE OF ADDING THAT DISABILITY AREA.

THEN INSTRUCTIONAL ARRANGEMENT.

WE ALWAYS WANT TO BE SERVING OUR STUDENTS IN THE LEAST RESTRICTIVE ENVIRONMENT AS MUCH AS IS APPROPRIATE FOR THAT STUDENT.

YOU CAN SEE THE ABSOLUTE MAINSTREAM MEANING, I'M NOT PULLED OUT AT ALL FOR ANYTHING.

I'M SERVED 100% IN THE GENERAL ED SETTING IS THE MAINSTREAM SETTING, WHICH IS 20% OF OUR STUDENTS IN SPECIAL EDUCATION WITH RESOURCE ROOM, WHICH IS ANYWHERE BETWEEN JUST BEING PULLED OUT A FEW MINUTES TO LESS THAN 50% OF THE DAY IS AT 44.7%.

THAT IS WELL OVER 60% OF OUR STUDENTS, WHICH IS REALLY GOOD.

I WAS LOOKING AGAIN AT THE REPORT THAT I DID FOR YOU LAST TIME, WHICH IS TWO YEARS AGO, AND IT'S IMPROVED BY ABOUT 10% POINTS.

THAT'S A GOAL, IS WE WANT TO BE SERVING KIDS IN THE LEAST RESTRICTIVE ENVIRONMENT SO I'M VERY GLAD TO BE SEEING THAT.

THIS IS A VERY BROAD PICTURE OF OUR CONTINUUM OF SERVICES, STARTING FROM THE LEAST RESTRICTIVE ENVIRONMENT, WHICH IS THAT IN CLASS SUPPORT AND INCLUSION, ALL THE WAY TO BEING PULLED OUT SOME, BUT GOING ALL THE WAY TO OUR CENTRALIZED SELF CONTAINED.

WE ACTUALLY HAVE EVEN A LITTLE BIT MORE THAT HOMEBOUND IS MORE RESTRICTIVE, OUR REGIONAL BEHAVIORAL CENTERS, THOSE THINGS, OR IF WE HAVE A STUDENT THAT'S IN A NON PUBLIC DAY TREATMENT OR A RESIDENTIAL FACILITY.

THIS IS A VERY BROAD PICTURE OF THAT.

BUT I WANTED TO SHOW YOU THE CONTINUUM OF SERVICES AND THAT INSTRUCTIONAL ARRANGEMENT BECAUSE ONE THING THAT CHANGED IN THE LEGISLATION LAST SUMMER WAS HOW WE'RE GOING TO BE FUNDED FOR SPECIAL EDUCATION.

WE HAVE FOR YEARS, AS LONG AS I'VE BEEN IN THIS FIELD, BEEN FUNDED BASED ON INSTRUCTIONAL ARRANGEMENT.

THAT MEANS THAT IF I HAVE A STUDENT THAT IS IN MAINSTREAM ALL DAY, BUT MAYBE HAS AN ORTHOPEDIC IMPAIRMENT AND A LOT OF PERSONAL CARE NEEDS AND REQUIRES A LOT OF SUPPORTS, WE ARE FUNDED VERY LITTLE FOR THAT STUDENT RIGHT NOW WITH THAT ARRANGEMENT.

WITH THIS NEW MODEL, IT'S GOING TO BE BASED ON INTENSITY OF SERVICES AND SO A STUDENT LIKE THAT MIGHT ACTUALLY BE FUNDED MORE AS THEY SHOULD BECAUSE THEY REQUIRE QUITE A BIT OF SUPPORT THAN A STUDENT THAT MAYBE IS PULLED OUT PART OF THE TIME.

IT SEEMS TO BE A VERY FAIR WAY.

WHAT WE ARE WAITING ON RIGHT NOW IS GUIDANCE FROM TEA.

THEY HAVE NOT YET PUT OUT WHAT THE RUBRIC IS FOR THAT,

[01:30:04]

HOW WE'RE GOING TO PUT THAT INTO THE IEP.

THEY PILOTED IT, WE DID NOT PARTICIPATE IN THAT PILOT AND IT WAS INTERESTING THE INFORMATION.

WE ARE WAITING FOR THAT.

WE ARE HOPING WE GET THAT SOON BECAUSE WE DO KNOW THAT ONCE WE GET THAT, THAT'S GOING TO REQUIRE SOME PRETTY SIGNIFICANT TRAINING AND A LOT OF ART MEETINGS TO START PUTTING THAT INTO PLACE FOR OUR STUDENTS BECAUSE WE ARE NOT DOING THAT RIGHT NOW BECAUSE THEY HAVEN'T PROVIDED THAT YET.

BUT THAT WILL BE CHANGING HOW WE ARE FUNDED FOR OUR STUDENTS IN SPECIAL EDUCATION, HOPEFULLY IN A POSITIVE WAY. WE HOPE.

NEXT, I WANT TO HIT ON OUR PRIORITIES.

ONE OF THE BIG PRIORITY THIS YEAR IS WE ARE UP FOR OUR CYCLICAL AUDIT FROM THE STATE.

EVERY SCHOOL DISTRICT AND CHARTER SCHOOL IN THE STATE HAS A CYCLICAL AUDIT EVERY SIX YEARS.

IT DOESN'T MEAN YOU'VE DONE ANYTHING WRONG, IT'S NOT FROM ANY RED FLAGS, IT IS WHAT WE DO FOR ALL DISTRICTS IN CHARTER SCHOOLS.

WE FOUND OUT THAT WE WERE ON THE LIST FOR THIS SCHOOL YEAR ABOUT A YEAR AGO.

WE ACTUALLY STARTED PLANNING IN JANUARY 2025, STARTED MEETING WITH THE TEA LIAISONS AT REGION 10 TO COME OUT AND START PREPARING US AND WHAT DO WE NEED TO BE LOOKING FOR.

YOU CAN SEE ON THE RIGHT HAND SIDE, THIS DIAGNOSTIC FRAMEWORK, THIS IS WHAT TEA WILL BE LOOKING AT WHEN THEY COMPLETE OUR AUDIT.

THEY ARE LOOKING AT PROPERLY CONSTITUTED ARDS, EVALUATION, IEP CONTENT, IEP DEVELOPMENT, IEP IMPLEMENTATION, STATE ASSESSMENT, AND TRANSITION, AND THEN THEY ARE LOOKING AT IT FROM THREE DIFFERENT WAYS OF IMPLEMENTATION, STUDENT OUTCOMES, AND FAMILY ENGAGEMENT.

NOW, THEY WILL NOT BE DOING AN ONSITE VISIT, THIS WILL BE TOTALLY A DESK REVIEW.

THEY ONLY DO ON SITE VISITS FOR THE DISTRICTS THAT HAVE HIGH DETERMINATION LEVELS ON RESULTS DRIVEN ACCOUNTABILITY RDA, PLANO IS NOT THAT DISTRICT.

THEY'RE 100% SURE, THEY ARE NOT COMING ON SITE.

WE ARE ANTICIPATING THAT IN JANUARY, WE WILL BE GETTING ALL THE NAMES OF THE STUDENTS, THEY AUDIT BASICALLY 16 STUDENTS ACROSS THE DISTRICT.

IT'S NOT A LOT OF STUDENTS, BUT WE DON'T KNOW WHO THOSE 16 STUDENTS ARE.

WE HAVE CAMPUSES RIGHT NOW, WE'VE TRAINED TEACHERS, WE HAVE TRAINED ADMINISTRATORS, WE'VE BEEN PUTTING OUT INFORMATION AND CAMPUSES AND OUR DEPARTMENT ON AUDITING FOLDERS, THERE'S NO WAY TO AUDIT ALL OVER 7,000 FOLDERS, BUT WE ARE AUDITING TO LOOK FOR TRENDS AND TRYING TO MAKE SURE THAT EVERYTHING IS CLEAN IN OUR FOLDERS THAT HOPEFULLY THOSE 16 WILL BE.

THEY WILL ALSO BE LOOKING AT POLICIES AND SENDING OUT SURVEYS TO STAKEHOLDERS.

THEN THEY WILL BE PUTTING OUT A REPORT THAT IS PUBLIC FACING, AND WE ANTICIPATE WE'LL GET THAT IN APRIL OR MAY WITH THE RESULTS.

ANOTHER PRIORITY IS FOCUSING ON OUR PROFESSIONAL LEARNING SYSTEMS FOR ALL OF OUR SPECIAL EDUCATORS.

NOW, THIS IS JUST A LITTLE SNIPPET OF A VERY BIG DOCUMENT THAT WE HAVE WORKED ON.

WE HAVE DEVELOPED A DOCUMENT THAT HAS EVERY SINGLE PROGRAM THAT WE HAVE, INCLUSION, RESOURCE, DOWN TO OUR CENTRALIZED STRIVE AND ACHIEVE.

WHAT TRAINING DO WE NEED TO MAKE SURE ALL THOSE TEACHERS OR CARERS NEED TO HAVE IN THAT SETTING BY WHO AND HOW ARE WE MONITORING THAT? WE'VE ALSO LOOKED AT OUR INDIVIDUAL POSITIONS SUCH AS A PHYSICAL THERAPIST OR A SPEECH THERAPIST, OR STUDENT SUPPORT LIAISONS, THEY'RE ALL ACTUALLY PART OF THIS DOCUMENT THAT WE ARE USING, AND WE'VE ALSO BEEN CREATING ONBOARDING DOCUMENTS.

ONE OF THE CHALLENGES WITH THIS HAS REALLY BEEN HOW DO WE MONITOR IT? WE'RE LOOKING AND GOING THROUGH POWER SCHOOL, BUT STAFF SOMETIMES COMES IN AND OUT, AND THAT'S REALLY A CHALLENGE OF MAKING SURE THAT ALL OF OUR STAFF HAS THE PROPER TRAINING.

THIS IS SOMETHING I'M REALLY EXCITED TO SHARE.

IT HAS BEEN DEFINITELY A PASSION PROJECT FOR ME AND MY TEAM, IS WE HAVE DEVELOPED AN ASPIRING SPECIAL EDUCATION LEADERSHIP ACADEMY, WE'RE CALLING IT ASELA.

THIS IS BRAND NEW, AND I'M NOT SURE I KNOW OF ANY OTHER DISTRICTS THAT HAVE DONE THIS, SO IT'S EXCITING WORK, AND IT'S A LEADERSHIP PIPELINE FOR SPECIAL EDUCATION LEADERS.

WE HAD A LOT OF APPLICANTS, AND WE CHOSE 21 OF THEM, THAT IS NOT EVERYBODY THAT APPLIED.

WE WERE EXCITED, WE DIDN'T KNOW IF WE WERE GOING TO HAVE THREE APPLICANTS [LAUGHTER] OR 50, BUT WE HAD QUITE A FEW, WE HAD OVER 30 APPLICANTS.

THEY ARE MEETING ALMOST MONTHLY, AND THE GOAL IS TO FOCUS ON LEADERSHIP DEVELOPMENT AND REALLY LOOKING AT THE PLANO ISD LEADERSHIP DEFINITION AND USING THAT, AND THEN ALSO EXPOSING THEM TO THE THINGS A SPECIAL ED COORDINATORS AND DIRECTORS DO BECAUSE MOST DON'T EVEN KNOW ALL OF THOSE PIECES, THE COMPLIANCE PIECES THAT ARE INVOLVED, BUDGET, ALL OF THOSE, AND SO WE ARE EXPOSING THEM TO THAT.

[01:35:01]

WE ARE BRINGING IN EXTERNAL SPEAKERS AS WELL, SO DEFINITELY MYSELF AND PEOPLE WITHIN MY DEPARTMENT ARE PRESENTING BUT AT OUR LAST MEETING, WE ALSO HAD ANTONE FROM RP COME IN AND WE HAD A FORMER SPECIAL ED DIRECTOR COME IN AND TALK ON ETHICAL DECISION MAKING, WHICH THEY REALLY LIKED AND IT WAS A REALLY GOOD TOPIC.

IT'S BEEN VERY POSITIVE.

THEY ARE ALSO EACH WORKING ON A LEADERSHIP PROJECT THAT THEY ARE TAKING OVER THE COURSE OF THE YEAR.

SOME REALLY EXCITING THINGS THAT THEY'RE DOING, WHICH ALSO EXPANDS THE WORK THAT OUR DEPARTMENT CAN DO THAT WE CAN'T ALWAYS EVEN ALL GET TO.

IT'S REALLY POSITIVE.

WELL, WE ARE FULLY PUTTING IN A NEW MEDICAID BILLING SYSTEM THIS YEAR.

IN FULL TRANSPARENCY, WE WENT TO SOMETHING LAST YEAR AND IT DID NOT GO WELL.

WE NEEDED TO PIVOT.

WE FINISHED OUT THE YEAR FOR MEDICAID BILLING, BUT WE WERE USING IT ALSO FOR OUR DOCUMENTATION SERVICES, AND WE HAD A LOT OF CONCERNS, AND IT WAS THE PERFECT STORM FROM THE TIME WE PUT OUT THE RFP TO WHEN WE ACTUALLY IMPLEMENTED BETWEEN CHANGES IN MEDICAID BILLING AND ALSO CHANGES IN THAT COMPANY, AND THE PRODUCT WE GOT, WAS NOT WHAT WE WERE TOLD WE WERE GETTING, SOMETIMES THAT HAPPENS.

WE DID END UP SWITCHING THIS YEAR TO FRONTLINE, WHICH IS A SYSTEM WE ALREADY USE FOR OUR IEPS AND OUR SPECIAL ED SYSTEM.

THERE ISN'T ANY EXTERNAL EXPORTS, IT'S ALL TALKS TO EACH OTHER WITHIN THE SYSTEM.

THEN THEY DO HAVE SOMETHING WHERE WE CAN TRACK ALL IEP SERVICES, WHICH IS DEFINITELY A NEED IN THIS DISTRICT, BUT WE ARE PILOTING IT AT THREE CAMPUSES SO THAT WE CAN GET THEIR FEEDBACK BOTH FROM THE USERS AND FROM THE ADMINISTRATORS AND SEE WHETHER THEY THINK IT IS EFFICIENT, WHETHER IT'S TAKING MORE TIME, LESS TIME, IS IT USEFUL AND IF IT'S POSITIVE, THEN WE'RE GOING TO LOOK TO POTENTIALLY GO FULL IMPLEMENTATION FOR THAT FOR '26/'27.

WE ARE ANALYZING THAT NOW AS WE SPEAK AND WE'VE SAID WE'RE GOING TO GET THROUGH THAT CYCLICAL AUDIT BEFORE WE MAKE ANY DECISIONS AND THEN WE ARE GOING TO LOOK AT THAT AND MAKE SOME DECISIONS FOR NEXT SCHOOL YEAR.

THEN ANOTHER REALLY EXCITING THING WE HAVE DONE THIS YEAR IS WE PUT OUT APPLICATIONS TO SEE PEOPLE THAT WANTED TO HELP CREATE AN AI TASK FORCE.

WE KNOW THAT AI IS GROWING AND WE'RE HEARING PEOPLE ARE USING IT, SO WE NEEDED TO GIVE SOME GUIDANCE AND HOW WE USE IT SO THAT WE ARE USING IT ETHICALLY AND PROPERLY.

ONE OF THE THINGS WE STARTED HEARING IS PEOPLE ARE USING ALL THESE PRODUCTS THAT AREN'T THE PLANO ISD PRODUCTS WE WANT THEM TO BE USING AND NOT THE ONES WE HAVE DATA SHARING AGREEMENTS WITH, WHICH IS REALLY IMPORTANT.

THAT WAS A BIG AHA FOR THIS GROUP.

WE HAD A REALLY GREAT DIVERSE GROUP THAT ARE FAR SMARTER THAN MYSELF, I WAS GLAD TO HAVE THEM, AND WE HAD FOUR DIFFERENT GROUPS, THEY LOOKED AT AN INSTRUCTIONAL DIFFERENTIATION GUIDE, AN IEP DEVELOPMENT GUIDE, AND THEN WE HAD A GROUP LOOK AT ASSESSMENT FOR OUR EVALUATORS AND HOW WE CAN USE AI TO HELP WITH EFFICIENCY THERE AND ALSO OUR INSTRUCTIONAL RELATED SERVICE PROVIDERS.

WE'VE JUST STARTED TO ROLL THIS OUT, IT IS NOW POSTED ON OUR SITE, WE'VE PUT IT OUT IN NEWSLETTERS, THERE ARE VIDEOS THAT ACCOMPANY THIS, AND THEN WE'RE GOING TO BE THROUGH THE COURSE OF THE YEAR DOING SOME OPTIONAL TRAININGS ON IT.

IT IS NOT SOMETHING WE'RE REQUIRING PEOPLE TO USE, IT IS SOMETHING TO HOPEFULLY HELP TEACHERS WITH LESS TIME ON PAPERWORK AND MORE TIME GETTING TO TEACH KIDS, WHICH IS WHAT'S REALLY IMPORTANT.

BUT WE ALSO WANT TO MAKE SURE VERY SPECIFIC GUIDANCE WAS IN THERE SO THAT WE ARE NOT USING AI TO CREATE IEPS FOR STUDENTS, THAT IS NOT THE GOAL.

IT IS HOW CAN WE USE IT TO HELP INDIVIDUALIZE, BUT WE HAVE TO HAVE THE HUMAN FACTOR IN THERE AND REALLY LOOKING AT EVERYTHING AND MAKING SURE IT IS APPROPRIATE FOR THE STUDENT ALL OF THE TIME.

THE DIFFERENTIATION GUIDE IS REALLY COOL AND SOMETHING THAT COULD REALLY EXPAND BEYOND SPECIAL EDUCATION OF JUST HOW DO WE DIFFERENTIATE FOR STUDENTS AND USING THINGS LIKE PAIR DECK THAT WE HAVE IN THE DISTRICT, AND WHAT CAN WE ROLL OUT TO HELP DIFFERENTIATE? IF I HAVE AN ASSIGNMENT, HOW DO I PUT THIS IN AND MODIFY THE READING LEVELS FOR STUDENTS OR SOMETHING ALONG THOSE LINES.

THAT'S BEEN REALLY EXCITING WORK THAT WE ARE CONTINUING THROUGH THE COURSE OF THIS YEAR.

THEN GROWTH OPPORTUNITIES.

CHALLENGES THAT WE FACE.

WE HAVE STILL HIGH VACANCIES IN SPECIAL EDUCATION AND LOTS OF SUBS IN SOME OF THOSE POSITIONS.

THAT DOES DEFINITELY CREATE CHALLENGES FOR THE TECHNICAL SUPPORT THAT NEW EMPLOYEES NEED, SUBS NEED, OR WHEN THERE IS VACANCIES TRYING TO HELP SUPPORT CAMPUSES ON HOW DO WE MEET THE NEEDS OF OUR STUDENTS.

WE HAVE SOME ACHIEVEMENT GAPS IN SPECIAL EDUCATION,

[01:40:01]

BOTH ON MAP AND STAAR FOR SPECIAL EDUCATION, BUT IT'S DEFINITELY AN AREA WE'RE CONTINUING TO SEE HOW CAN WE PARTNER WITH ACADEMIC SERVICES AND HOW CAN WE HELP TO CLOSE THOSE GAPS FOR OUR STUDENTS? THEN A NEW PIECE THIS YEAR THAT IS PROBABLY A ONE YEAR ONLY GROWTH OPPORTUNITY, IS THE PRIVATE SCHOOL EVALUATIONS ARE FLOODING IN AS PART OF THE EDUCATION SAVINGS ACCOUNT.

ONE OF THOSE REQUIREMENTS FOR THE PRIORITIZATION TO GET THOSE OR THE HIGHER AMOUNT IS HAVING AN IEP FROM A SCHOOL DISTRICT.

WE ARE GETTING A LOT OF THEM, AND IN PARTICULAR, SHELTON, WHICH IS WITHIN PLANO ISD BOUNDARIES, AND IT IS A SCHOOL THAT IS 100% STUDENTS WITH DISABILITIES, AND THEY ALL HAVE EVALUATIONS, BUT MANY OF THEM ARE NOT EVALUATIONS FROM THE SCHOOL DISTRICT, WE ARE HAVING TO EVALUATE THEM AND WE'RE HAVING TO CREATE A IEP EVEN THOUGH WE KNOW THAT FOR MANY OF THESE PARENTS, THERE'S NOT AN INTENT TO COME HERE.

THAT IS A PIECE WE HAVE TO DO.

THAT HAS BEEN A CHALLENGE THAT WE ARE WORKING THROUGH FOR SURE.

THAT IS IT. THANK YOU SO MUCH AND SEE IF ANYBODY HAS QUESTIONS.

>> THANK YOU, MCKENZIE, FOR A GREAT REPORT.

TRUSTEES, QUESTIONS, COMMENTS, HOT SPOTS.

>> I JUST HAVE A REQUEST FOR THE DISTRICT TO CALCULATE HOW MANY HOURS ARE WE SPENDING ON THAT LAST BIT FOR THE SHELTON SCHOOL OR OTHER PRIVATE SCHOOLS? I WOULD LOVE TO KNOW AT THE END OF THIS YEAR, HOW MUCH TIME DID WE SPEND.

>> ABSOLUTELY. WE'RE KEEPING A SPREADSHEET SO WE CAN ABSOLUTELY DO THAT.

A POSITIVE IS WE WILL GET PAID FOR THOSE EVALUATIONS, THE NEW SCHOOL FUNDING WAS WE GET $100 PER SPECIAL ED, BUT WE DON'T GET THAT TILL NEXT YEAR RIGHT NOW THE NEED.

WE'VE ACTUALLY HAD TO CONTRACT SOME EXTRA SUPPORT BECAUSE WE'RE PROBABLY GOING TO HAVE A COUPLE HUNDRED OF THESE AND THERE'S NO WAY THAT WE COULD ABSORB EVERYONE OF THEM.

>> IT'S NOT JUST HOURS SPENT, IT'S ALSO CONTRACTED DOLLARS.

THERE'S A DOLLAR AMOUNT THERE?

>> ABSOLUTELY.

>> BECAUSE WE NEED TO GO BACK AND LET THE LEGISLATORS KNOW THIS ONE TIME COST BURDEN THAT WAS PUT ON OUR SCHOOL DISTRICT.

>> ALL COMING AT THE SAME TIME, IT'S VERY CHALLENGING.

>> I HAD A QUESTION. YOU SAID THAT ON THE DESKTOP AUDIT, THAT THE CYCLICAL AUDIT THAT THEY WERE ONLY LOOKING AT 16 STUDENTS.

DOES THAT VARY BY DISTRICT? DO THEY DO A VERY TINY PERCENTAGE OF YOUR SPED STUDENTS OR WHETHER YOU HAVE 1,000 KIDS IN THE DISTRICT OR 45,000 KIDS IN THE DISTRICT, THEY'RE LOOKING AT 16?

>> IT DOES VARY, BUT IT REALLY ONLY CHANGES IF YOU'RE REALLY A SMALL DISTRICT.

ANYTHING THAT'S ABOUT MEDIUM SIZE ON UP IS 16.

WHETHER HOUSTON ISD OR EVEN PROBABLY A SMALLER THAN US IS STILL 16.

BUT IF I WAS A REALLY SMALL DISTRICT, IT MIGHT ONLY BE FIVE.

THERE IS A CHART IN THE MANUAL, AND IT IS BASED ON YOUR ENROLLMENT, A NUMBER OF SPECIAL EDUCATION STUDENTS.

IT HAD BEEN THE PREVIOUS SIX YEARS HAD BEEN CLOSER TO 24 STUDENTS, BUT THIS NEW MANUAL THAT CAME OUT IS SAYING 16.

>> GOT IT. TRUSTEES, OTHER QUESTIONS.

>> I JUST WANT TO GIVE A SHOUT OUT TO THE 504 COORDINATORS BECAUSE I'VE HAD EXPERIENCE AT SEVERAL SCHOOLS FROM ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL, AND WHEN YOU'RE TALKING ABOUT THE PIE CHART AND PRIMARY VERSUS SECONDARY DISABILITIES, I'VE GOT A KID THAT HITS THREE OF THOSE, LIKE SLICES.

IT CAN BE VERY OVERWHELMING FOR A PARENT.

I JUST HAVE TO SAY THAT THE COORDINATORS WE'VE WORKED WITH HAVE BEEN WONDERFUL AND JUST JUST MADE THE PROCESS SO MUCH EASIER.

HAVING AN OLDER CHILD AND RELATING THIS BACK TO THINGS THAT MAYBE WE DIDN'T KNOW.

THEY ARE 504 COORDINATOR, MR. LUNA, LET US KNOW, HEY, COLLEGE BOARD, SATS, AP CLASSES OR AP TEST, YOU'VE GOT TO GET THIS PAPERWORK IN AND HE ACTUALLY INITIATED THAT BROUGHT THAT TO MY ATTENTION.

I HADN'T EVEN THOUGHT ABOUT THAT.

THE AMOUNT OF KNOWLEDGE AND WORK AND LIKE HANDS ON AND JUST HAVING THE FORESIGHT TO SEE ALL THESE THINGS THAT COULD BE NEEDED IN THE FUTURE, I JUST REALLY APPLAUD THEM FOR ALL THE WORK THAT THEY DO.

I WOULD BE REMISS IF I DIDN'T SAY HAPPY BIRTHDAY TO MY MOM.

SHE WORKED IN SPECIAL ED AS A TA AND SO HAPPY BIRTHDAY MOM.

>> I HAD ONE QUESTION ON THE HOMEBOUND AND HOSPITAL SERVICES SLIDES.

WE HAD YOU HAD SOME NUMBERS FOR YEAR TO DATE AND CURRENTLY SERVED.

IS THAT YEAR TO DATE CALENDAR YEAR OR IS THAT OUR SCHOOL YEAR?

>> I BELIEVE IT'S THIS SCHOOL YEAR.

I'M GOING TO LOOK AT THIS. THE SCHOOL YEAR. YES.

>> THAT'S IT. THANKS.

>> I KNOW WE HEAR ABOUT THIS ALL THE TIME AND YOU TOUCHED

[01:45:03]

ON THE HIGH VACANCIES IN SPECIAL EDUCATION.

CAN YOU GIVE A LITTLE BIT MORE DETAIL ABOUT HOW WE'RE GOING ABOUT ADDRESSING THAT?

>> WE ARE DEFINITELY PARTNERING WITH HUMAN RESOURCES.

WE ACTUALLY HAD AN EVENT JUST LAST WEEK WHERE GREG GASTON HAD ALREADY GONE OUT TO UNIVERSITY OF TEXAS AND WAS TALKING TO STUDENTS THAT ARE GETTING READY TO GRADUATE EITHER IN DECEMBER OR MAY, AND HE INVITED THEM THEN FOR A FOLLOW UP VIRTUAL, INVITED SEVERAL PRINCIPALS, MYSELF, GREG, FROM PROFESSIONAL LEARNING.

AS A WAY TO JUST CONTINUE THAT CONNECTION WITH PEOPLE THAT ARE PURSUING SPECIAL EDUCATION AND WANTING TO RELOCATE TO THIS AREA.

THEY'RE PROBABLY FROM THIS AREA AND JUST WENT OFF FOR COLLEGE.

EVEN AS WE WERE LEAVING THAT, GREG WAS TALKING TO THEM ABOUT COMING OUT AND DOING A TOUR, AND PRINCIPALS OFFERED LOTS OF GOOD INFORMATION.

WE'RE DEFINITELY DOING THOSE TYPES OF EVENTS.

THERE ALSO THE STATE HAS OFFERED RIGHT NOW FOR CERTIFICATIONS FOR SPECIAL EDUCATION THAT ARE FREE RIGHT NOW FOR THE FIRST TIME THEY TAKE THAT.

BUT IT IS JUST TO BE HONEST, WE'RE FINDING LESS AND LESS PEOPLE GOING INTO SPECIAL EDUCATION.

BUT WE'RE GOING TO CONTINUE TO BE OUT THERE AND RECRUITING [LAUGHTER] AND TRYING TO FIND GOOD PEOPLE.

>> MY COLLEAGUES HAVE NOTHING ELSE.

THANK YOU, MCKENZIE. WE APPRECIATE THE REPORT.

>> THANK YOU.

>> OUR LAST REPORT THIS EVENING IS AGENDA ITEM 9.3

[9.3 Expanded Sixth Grade Acceleration & Opportunities]

EXPANDED 6TH GRADE ACCELERATION AND OPPORTUNITIES.

I WILL INVITE DR. CHRISTINE BEER, EXECUTIVE DIRECTOR FOR SECONDARY ACADEMICS AND LEARNING MEDIA SERVICES, AND DR. MARK LETTER, EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP AND INNOVATION, TO PLEASE PRESENT.

WE ALSO HAVE SOME PRINCIPALS HERE.

SUPER EXCITED A FIFTH GRADE MOM. I'LL JUST TELL YOU RIGHT NOW.

I'M A FIFTH GRADE MOM, SO LIKE CLIENT AUDIENCE RIGHT HERE ON THIS REPORT.

[LAUGHTER] I'M SUPER EXCITED TO HEAR THIS REPORT.

>> WELL, GOOD EVENING AGAIN.

PRESIDENT, DR. TYRA, MEMBERS OF THE BOARD, DR. WILLIAMS, THANK YOU SO MUCH FOR THIS OPPORTUNITY THAT WE GET TO SHARE WITH YOU ALL AND REJOIN YOU AGAIN FOR SOME OF US THIS EVENING.

I'M DELIGHTED TO BE JOINED BY MY COLLEAGUE, DR. MARK LETTER, ONE OF OUR EXECUTIVE DIRECTORS IN SCHOOL LEADERSHIP AND INNOVATION, AND THREE OF OUR STANDARD BEARING, PLANO ISD PROUD MIDDLE SCHOOL PRINCIPALS.

MR. FELPE TORRES, THE PRINCIPAL OF BOWMAN MIDDLE SCHOOL, MR. TRAVIS RAGSDALE, THE PRINCIPAL OF HAGGARD MIDDLE SCHOOL, AND MISS LASMA BERROUET, THE PRINCIPAL OF ROBINSON MIDDLE SCHOOL.

THANK YOU ALL FOR BEING HERE.

TONIGHT, WE'RE GOING TO BE SHARING INFORMATION ABOUT OUR EXPANDED 6TH GRADE ACCELERATION AND OPPORTUNITIES FOR STUDENT SUCCESS.

I'M GOING TO LET DR. LETTER TALK A LITTLE BIT ABOUT THE CONTEXT AROUND THIS AND THE STUDY AND COLLABORATION THAT'S BEEN HAPPENING FOR THE LAST COUPLE OF YEARS.

>> THANK YOU, DR. ABER.

WE ARE EXCITED TO SHARE THE NEWEST CHAPTER IN THE WORK OF THE MIDDLE SCHOOL RESEARCH TEAM.

WE ARE ALL ABOUT EXPANDING OPPORTUNITIES FOR OUR KIDS WHILE INNOVATING AND IMPROVING THE MIDDLE SCHOOL EXPERIENCE FOR OUR STAFF AND STUDENTS.

OVER THE PAST SEVERAL YEARS, WE'VE BEEN PRETTY BUSY AND I'M GOING TO HIGHLIGHT THOSE EXCITING EVENTS.

TRANSITIONING FROM A 6TH 7TH SCHEDULE TO A 6 OF 8 SCHEDULE.

THIS TRANSITION HAS ALLOWED US TO OFFER A PLC PERIOD FOR ALL CORE TEACHERS WHERE THEY PLAN, ANALYZE STUDENT DATA AND IMPROVE INSTRUCTION FOR OUR STUDENTS.

THIS CHANGE TO A SIX OF EIGHT ALSO ALLOWED OUR 7TH AND 8TH GRADERS THE OPPORTUNITY TO CHOOSE AN EXTRA ELECTIVE.

WE CREATED MIDDLE SCHOOL SOCCER, WHICH HAS BEEN A GREAT SUCCESS.

WE OFFER PRE ATHLETICS TO OUR 6TH GRADE STUDENTS AS A PIPELINE TO ATHLETICS IN 7TH AND 8TH GRADE.

WE OFFERED AN HONORS ENGLISH OPTION FOR OUR 6TH GRADE STUDENTS THAT ARE READY FOR THAT OPTION.

WE NOW OFFER MORE HIGH SCHOOL CREDIT ELECTIVES IN HEALTH AND CTE, SO STUDENTS CAN GET THOSE HIGH SCHOOL CREDIT COURSES AT AN EARLIER TIME.

THE CREATION OF FUTURE READY, WHICH WE WILL GO INTO MORE DETAIL IN THIS PRESENTATION, AND THE WORK IS NOT DONE.

AS WE PRESENT BEFORE YOU TODAY, MORE CHOICES IN PROGRAMMING FOR OUR 6TH GRADE STUDENTS, AND TO BEGIN THIS CONVERSATION, WE WELCOME BACK DR. ABER.

>> THANK YOU, DR. LETTER.

HE'S A FUN FELLOW TO GET TO WORK WITH AND COLLABORATE FOR CHILDREN. HE TRULY IS.

[01:50:04]

VERY THANKFUL FOR THE COLLEAGUES THAT I GET TO RUB SHOULDERS WITH AND DO WORK THAT IS SO MEANINGFUL.

BACK TO THE PRESENTATION.

EXPANDED PATHWAYS FOR OUR MIDDLE GRADE STUDENTS IS REALLY ABOUT OPPORTUNITY TO ENHANCE, THANK YOU, ENHANCE AND UPGRADE THE LEARNING EXPERIENCES THAT WE PROVIDE OUR STUDENTS.

PARTICULARLY THOSE WITH LEXILE LEVELS THAT EXCEED THEIR GRADE LEVEL, MAP SCORES THAT EVIDENCE GROWTH AND THOSE THAT ARE SCALING OUR STATE STANDARDIZED TEST.

WE'RE INTRODUCING SOME NEW OPPORTUNITIES FOR OUR 6TH GRADERS BEGINNING IN THE 26, 27 SCHOOL YEAR.

THIS WORK EXPANDS AND ACCELERATES ACADEMIC PATHWAYS, ALLOWING STUDENTS TO ACCESS ADDITIONAL ELECTIVES EARLIER IN THEIR MIDDLE SCHOOL EXPERIENCE, AND THE GOAL IS TO BETTER PREPARE THEM ALSO FOR OPPORTUNITIES FOR ADVANCED COURSEWORK, CTE PATHWAYS, AND ULTIMATELY COLLEGE AND CAREER MILITARY READINESS.

THE WORK BUILDS UPON TWO YEARS OF COLLABORATIVE RESEARCH IN PLANNING BY A DEDICATED MIDDLE SCHOOL TEAM COMMITTED TO INCREASED STUDENT CHOICE, READINESS, AND ACCESS.

THROUGH DIFFERENTIATED COURSE STRUCTURES, INCLUDING INTENTIONAL SUPPORT FOR STUDENTS WHO NEED FOCUSED LITERACY AND MATH DEVELOPMENT, WE ENSURE THAT ENRICHMENT AND INTERVENTION CO EXIST MEANINGFULLY.

IN ESSENCE, THIS ISN'T JUST ABOUT RESTRUCTURING COURSES, IT'S ABOUT ELEVATING INSTRUCTION FOR EVERY STUDENT, ESPECIALLY THOSE WHO ARE ALREADY DEMONSTRATING RESILIENCE AND GROWTH, BUT WOULD BENEFIT FROM MORE TARGETED AND RESPONSIVE TEACHING.

THIS APPROACH ALLOWS US TO MEET STUDENTS WHERE THEY ARE AND ENSURE THAT EVERY STUDENT HAS BOTH CHALLENGE AND SUPPORT THAT IS NEEDED TO THRIVE IN THOSE MIDDLE GRADES.

STARTING IN 26 27, ALL 6TH GRADE STUDENTS WILL TAKE ELA 6 OR HONORS ELA 6 IN A 45 MINUTE BLOCK.

THIS MARKS A SHIFT FROM OUR CURRENT DOUBLE BLOCK STRUCTURE.

STUDENTS REQUIRING ADDITIONAL LITERACY SUPPORT WILL BE ENROLLED IN AN ELA LAB 6 AND WHICH IS AN ADDITIONAL 45 MINUTE BLOCK.

THAT WILL SERVE AS A 45 MINUTE CLASS PERIOD DESIGNATED FOR STUDENTS WHO REQUIRE TARGETED LITERACY SUPPORT THAT IS GROUNDED IN THE SCIENCE OF TEACHING READING.

THIS COURSE IS PART OF A BROADER REDESIGN THAT ENSURES EVERY STUDENT RECEIVES MORE OF WHAT THEY NEED TO GROW AS A READER AND WRITER.

THROUGH THE REDESIGN MODEL, ALL STUDENTS ENGAGE IN RIGOROUS ON LEVEL ENGLISH LANGUAGE ARTS INSTRUCTION THAT IT'S ALIGNED TO GRADE LEVEL STANDARDS, AND STUDENTS THAT NEED ADDITIONAL SUPPORT WILL RECEIVE STRUCTURED REINFORCEMENT AND EXPLICIT READING AND WRITING INSTRUCTION THROUGH AN ELA LAB 6 COURSE TO STRENGTHEN THEIR FOUNDATIONAL SKILLS IN CLOSE GAPS.

STUDENTS PERFORMING ON GRADE LEVEL WILL CONTINUE TO DEEPEN THEIR COMPREHENSION, VOCABULARY, WRITING FLUENCY THROUGH RICH, STANDARDS BASED LEARNING EXPERIENCES.

STUDENTS THAT ARE EXCELLING IN LITERACY WILL HAVE OPPORTUNITIES FOR ENRICHMENT AND EXTENSION THAT CHALLENGE THEIR THINKING AND ADVANCE THEIR SKILLS AS ANALYTICAL READERS AND EFFECTIVE COMMUNICATORS.

THIS INTENTIONAL DIFFERENTIATION ENSURES THAT EVERY STUDENT RECEIVES THE LEVEL OF INSTRUCTION NEEDED TO SUPPORT AND CHALLENGE AND MEET THEIR INDIVIDUAL NEEDS AS THEY ACHIEVE SUSTAINED LITERACY GROWTH.

ALSO, BEGINNING IN THE 26 27TH SCHOOL YEAR, WE WILL INTRODUCE MATH LAB 6.

THIS IS A NEW COURSE AND IT IS DESIGNED TO PROVIDE STUDENTS WITH ADDITIONAL TIME AND SUPPORT TO STRENGTHEN THEIR FOUNDATIONAL MATH SKILLS.

MATH SKILLS CREATES A SUPPORTIVE, ENGAGING ENVIRONMENT WHERE STUDENTS CAN BUILD CONFIDENCE PROBLEM SOLVING, SKILL REINFORCEMENT, AND SMALL GROUP INSTRUCTION.

[01:55:01]

THIS EVIDENCE BASED AND TARGETED APPROACH WILL HELP CLOSE LEARNING GAPS DEEPEN UNDERSTANDING AND ENSURING THAT EVERY STUDENT IS READY FOR A SUCCESSFUL FUTURE IN MATHEMATICS.

STUDENTS WHO DEMONSTRATE READINESS IN ELA BY MEETING OR MASTERING GRADE 5 STANDARDS WILL BE ELIGIBLE TO TAKE AN ADDITIONAL ELECTIVE IN 6TH GRADE.

I KNOW IT'S BEEN A LONG TIME SINCE WE'VE BEEN IN MIDDLE SCHOOL, BUT FOR TEN YEARS IN MY LIFE, I WAS A MIDDLE SCHOOL PRINCIPAL AS A BIG STINKING DEAL TO 6TH GRADERS.

[LAUGHTER] IT IS A BIG DEAL TO THEM.

OPTIONS INCLUDE A SECOND FINE ARTS COURSE OR SPANISH ONE FOR HIGH SCHOOL CREDIT.

STUDENTS EMERGING FROM OUR K 5 BILINGUAL PROGRAMS MAY OPT FOR SPANISH TWO FOR NATIVE SPEAKERS.

THESE EXPANDED CHOICES PROVIDE FLEXIBILITY AND ALLOW STUDENTS TO PURSUE THEIR PASSIONS EARLIER.

WHETHER IN THE ARTS OR WORLD LANGUAGES OR ADVANCED ACADEMIC TRACKS, THE DISTRICT IS CONSIDERING FUTURE ELECTIVE OFFERINGS.

ALTHOUGH THOSE WON'T LAUNCH IN THE 26 27TH SCHOOL YEAR, THIS APPROACH SUPPORTS STUDENT ENGAGEMENT AND PREPARES THEM FOR POSITIVE HIGH SCHOOL PATHWAYS.

WE GOT A LITTLE AHEAD OF MYSELF THERE.

WE KNOW THAT THERE ARE SPECIFIC REQUIREMENTS THAT MIDDLE SCHOOL STUDENTS ARE OUTLINED TO TAKE BY THE TEA AND STUDENTS MUST FULFILL THOSE AT THE END OF MIDDLE SCHOOL, AND THAT'S FOUR SEMESTERS OF PE AND A YEAR LONG OF FINE ARTS.

WHILE WE'VE NOT INCLUDED EVERY EXAMPLE THAT AT SAMPLE SCHEDULE HERE THAT THEY MIGHT TAKE, WE DID TRY TO OFFER A BROAD BRUSH OVERVIEW OF WHAT THIS MIGHT LOOK LIKE.

KNOWING SOME STUDENTS MIGHT BE IN HONORS MATH OR ALGEBRA.

THOSE ARE STILL OPTIONS, BUT WE JUST LISTED THEM AS THE CORE CONTENT AREA FOR BREVITY AT THIS SLIDE.

AS WE CONTINUE BUILDING STRONG FOUNDATIONAL PATHWAYS FOR OUR 6TH GRADERS, WE'RE ALSO ENSURING THAT THE RIGHT SUPPORTS ARE IN PLACE FOR STUDENTS WHO NEED ADDITIONAL TIME AND TARGETED INSTRUCTION.

MATH LAB 6 WILL BE INTRODUCED FOR STUDENTS AND THEY WILL BE IDENTIFIED THROUGH MULTIPLE DATA POINTS LIKE STAAR MAP, AND INDIVIDUAL EDUCATION PLANS TO PROVIDE AN ADDITIONAL LAYER OF MATH SUPPORT FOR THEM.

STUDENTS WHO QUALIFY FOR THE ELA 6 LAB AND THE MATH 6 LAB.

WE'LL HAVE CAREFULLY STRUCTURED SCHEDULES THAT PRESERVE ACCESS TO A YEAR LONG FINE ARTS AND PE, AND THEY WILL NOT HAVE TO PARTICIPATE IN THE SIXTH GRADE FUTURE READY TO PRESERVE THE OPPORTUNITY FOR THEM TO TAKE THE FINE ARTS AND THE PE COURSE.

THIS DESIGN REALLY HELPS KEEP US IN FULL COMPLIANCE WITH THE STATE REQUIREMENTS.

AGAIN, INCLUDING THE ONE YEAR OF FINE ARTS AND THE FOUR SEMESTERS OF PE BEFORE THEY EXIT MIDDLE SCHOOL.

THESE LAB COURSES ALSO SERVE AS VEHICLES TO MEET OUR HOUSE BILL 14 16 ACCELERATED INSTRUCTION MANDATES, ENSURING THAT STUDENTS RECEIVE THE SUPPORT THEY NEED WITHOUT SACRIFICING ENRICHMENT OPPORTUNITIES.

WITH THAT, I'M GOING TO HAND THINGS BACK OVER TO DR. LETTER AND HE'S GOING TO WALK YOU THROUGH WHAT SOME OF THOSE EXPANDED ELECTIVE OPTIONS ARE IN AVAILABLE TO OUR 6TH GRADERS.

>> STUDENTS WHO DEMONSTRATE READINESS IN ELA BY MEETING OR MASTERING FIFTH GRADE STANDARDS WILL BE ELIGIBLE TO TAKE AN ADDITIONAL ELECTIVE COURSE IN SIXTH GRADE.

HERE DR. ABER WENT OVER THE ELECTIVE OPTIONS, BUT BAND, ORCHESTRA, CHOIR, THEATER, ART, SPANISH 1, AND SPANISH 2 FOR NATIVE SPEAKERS FOR HIGH SCHOOL CREDIT WILL BE THOSE OPTIONS.

DR. ABER ALSO REFERENCED THE FUTURE READY COURSE.

SO IT GOES INTO A LITTLE MORE DETAIL.

SIXTH GRADE STUDENTS TAKE A FUTURE READY CLASS THAT IS DESIGNED FOR THEM TO ENGAGE IN TECHNOLOGY.

AND CHARACTER EDUCATION, LEARN FOUNDATIONAL AND ORGANIZATIONAL AND STUDY SKILLS FROM AVID, RECEIVE INTERVENTION AND ENRICHMENT FOR CORE CONTENT AND HAVE A SAFE LANDING SPACE TO BRIDGE TO MIDDLE SCHOOL AND EVEN EARN GOOGLE CERTIFICATIONS.

THAT'S WHAT FUTURE READY ENTAILS.

[02:00:03]

JUST AS A REMINDER, STATE REQUIREMENTS FOR MIDDLE SCHOOL ARE FOUR SEMESTERS OF PE AND ONE YEAR OF FINE ARTS, AND WE TRADITIONALLY DO THAT IN SIXTH GRADE TO OPEN UP OPTIONS LATER ON IN SEVENTH AND EIGHTH GRADE FOR THEM TO TAKE THOSE ELECTIVE COURSES THAT ARE MORE TO THEIR INTEREST OR ALSO THOSE HIGH SCHOOL CREDIT ELECTIVES.

NOW, WHAT WE HAVE BEEN WAITING FOR OUR PRINCIPAL ALL STARS, MR. TORRES, MR. RAGSDALE, MS. BARETT, ARE GOING TO SHARE THEIR INSIGHT, AND I'LL KICK IT UP TO [INAUDIBLE].

>> TRUSTEES. THANK YOU FOR HAVING US TODAY.

WE'RE REALLY EXCITED ABOUT THIS.

WHAT YOU'RE GOING TO HEAR TODAY IS FROM EACH PRINCIPAL.

IT'S ANECDOTAL THINGS.

WE KNOW THAT WE HAVE A VERY DIVERSE DISTRICT, WE HAVE VERY DIVERSE SCHOOLS.

I WOULD LIKE TO SHARE A LITTLE BIT ABOUT BOWMAN.

SHUT UP MS. LANCE, REPRESENT BOWMAN, LET'S GO.

WHAT'S REALLY BEAUTIFUL ABOUT THIS STRATEGY IS THAT IT TAILORS TO INDIVIDUAL NEEDS, INDIVIDUAL STUDENTS, INDIVIDUAL COMMUNITIES, AND I'M GOING TO GIVE YOU AN EXAMPLE AS FAR AS MEETING THE NEEDS OF THE STUDENTS.

ROUGHLY OVER 50% OF STUDENTS AT BOWMAN WILL REQUIRE THE ELL LAB.

THIS IS NOT A ONE SIZE FITS ALL.

WE'LL DEFINITELY HAVE THAT EXTRA SUPPORT FOR THOSE STUDENTS WHO ABSOLUTELY NEED IT.

ALSO WHAT'S EXCITING FOR ME IS A LITTLE BIT LESS THAN 50% FROM BOWMAN'S POPULATION, WE'LL HAVE ALSO THAT MATH LAB.

AGAIN, WE'RE MEETING THE NEEDS OF THE STUDENT TO BRING THEM UP TO ACADEMIC SUCCESS AND GET THEM READY FOR HIGH SCHOOL.

AGAIN, SOMETHING UNIQUE FOR BOWMAN IS WHAT I'M REALLY EXCITED ABOUT IS THAT WE GET A LOT OF STUDENTS FROM THE BILINGUAL PROGRAMS. THEY ALREADY COME TO MIDDLE SCHOOL WITH SKILLS.

THE SPANISH 2 FOR NATIVE SPEAKERS WHERE THEY CAN GET HIGH SCHOOL CREDIT.

IT'S JUST GOING TO SET THEM UP FOR SUCCESS.

I GET REALLY EXCITED WHEN I HEAR DR. EDNEY'S PRESENTATION ABOUT CTE.

IT REALLY DOES OPEN THEIR SCHEDULE UP WHEN THEY GET TO HIGH SCHOOL FOR DIFFERENT OPPORTUNITIES THAT I'M GOING TO JUST GIVE A LITTLE BIT OF PERSONAL EXPERIENCE.

WHEN I WAS IN HIGH SCHOOL, I HAD A CHOICE BETWEEN FOOTBALL OR THE AUTOMOTIVE PROGRAM.

BECAUSE OF LIMITED SCHEDULES, I CHOSE FOOTBALL. I'M A FOOTBALL GUY.

BUT NOW WITH THIS OPPORTUNITY, THAT THE STRATEGY THAT'S INDIVIDUALIZED FOR OUR SIX TRADERS AND MOLECULARS, IS GOING TO OPEN UP A WORLD OF OPPORTUNITY, AND IT REALLY IS GOING TO BE AN EXCITING TIME FOR PLANO ISD, SOMETHING WE CAN HIGHLIGHT FOR FUTURE YEARS. THANK YOU.

>> GOOD EVENING, EVERYONE.

I'M PROUD HERE TO REPRESENT ROBINSON MIDDLE SCHOOL.

WE ARE SO EXCITED AT ROBINSON AND REALLY LOOKING FORWARD TO THIS NEW CHANGE.

EVERY SCHOOL IS DIFFERENT AND ROBINSON IS DIFFERENT FROM BOWMAN, AND I AM ANTICIPATING THAT MORE THAN HALF OF OUR STUDENTS WILL NOT NEED THE BLOCK.

ROBINSON STUDENTS ARE VERY HIGH ACHIEVING.

MIDDLE SCHOOL IS THAT TIME WHEN THEY EXPLORE THE INTERESTS AND WHAT THEY WANT TO DO.

SOMETIMES THEY FIGURE OUT WHAT THEY WANT TO DO WHAT THEY DON'T LIKE.

I THINK THIS WILL BE A GREAT OPPORTUNITY FOR MAJORITY OF OUR SIXTH GRADE STUDENTS TO TAKE THAT ANOTHER FINE ARTS ELECTIVE CLASS, WHERE WE HAVE VERY STRONG FINE ARTS PROGRAM AT ROBINSON, SO MANY STUDENTS HAVE A HARD TIME CHOOSING, DO I WANT TO DO CHOIR OR DO I WANT TO DO ART OR I'M REALLY INTO THEATER.

THIS WILL ALLOW THEM OPPORTUNITIES TO TRY EVERYTHING AND THEN FIGURE OUT, DO I WANT TO CONTINUE THAT, MAYBE IN HIGH SCHOOL, OR JUST OPENING UP OPPORTUNITIES IN HIGH SCHOOL TO TAKE A DIFFERENT ELECTIVE.

AGAIN, WHILE MAJORITY OF OUR STUDENTS ARE HIGH ACHIEVING, WE STILL HAVE SOME STRUGGLING STUDENTS, AND EVEN THOUGH THEY MIGHT NOT NEED SUPPORT IN ENGLISH LANGUAGE ARTS, THEY MIGHT NEED SUPPORT IN MATH.

THIS WOULD REALLY MEET THE NEEDS OF ALL OUR STUDENTS AS THEY WOULD BE ABLE TO TAKE THE MATH LAB.

I THINK THAT IS A HIGHER NEED AT ROBINSON, AND THEN EVERY KID TRULY NEEDS THE DIFFERENTIATED INSTRUCTION AND WHAT THEY NEED? IT'S NOT 11 SIZE FITS ALL.

AGAIN, REALLY EXCITED ABOUT THIS AND WHAT THAT I THINK OUR COMMUNITY WILL BE REALLY HAPPY WITH THAT. THANK YOU.

>> GOOD EVENING. EVERY DECISION THAT WE MAKE IN THE HEART OF EVERYTHING THAT WE DO, IT'S ALL ABOUT DOING WHAT'S BEST FOR OUR KIDS AND MEETING THOSE NEEDS OF THE KIDS.

IT'S SOMETHING THAT I CONSTANTLY ASK MYSELF, ARE WE DOING WHAT IS BEST FOR KIDS? THIS OPPORTUNITY GIVES US TO DO WHAT IS BEST FOR KIDS TO MEET THE KIDS WHERE THEY ARE AT, WHETHER THEY ARE STRUGGLING, PUTTING THEM IN A CLASS THAT THEY'RE GOING TO HAVE SOME EXTRA RESOURCES IN,

[02:05:04]

A NEW DEVELOPED CURRICULUM, OR GIVING THEM THE OPPORTUNITY TO EXCEL IN SOMETHING NEW AND BROADEN THEIR SCOPE AND GET READY FOR HIGH SCHOOL.

THE OPPORTUNITY IN MIDDLE SCHOOL THAT WE HAVE TO HAVE OUR STUDENTS GET TO TAKE HIGH SCHOOL CREDIT COURSES.

IT SETS THEM UP REALLY WELL FOR HIGH SCHOOL, FOR EVERYTHING IN CTE THAT DR. EDNEY WAS DISCUSSING EARLIER.

THE MORE OF THESE OPTIONS THAT WE HAVE FOR ALL OUR STUDENTS, THE CHOICES THAT THEY'RE GOING TO MAKE IN HIGH SCHOOL, THE OPPORTUNITIES AND THOSE DOORS, THEY JUST CONTINUE TO KEEP OPENING UP.

EARLIER TONIGHT, OUR SCHOOL IS WORKING ON THE PLAY ANNIE, I'M WATCHING THE PLAY, PRACTICE ANNIE.

THEY'RE DOING A FABULOUS JOB AND I'M LOOKING AT THESE KIDS AND THEY'RE UP THERE AND THEY'RE DOING A GREAT JOB ACTING, AND THEN THEY START SINGING.

MY MIND IS JUST THINKING, I'M LIKE THERE'S SO MANY GIFTED AND TALENTED KIDS.

NOW A SIXTH GRADER COULD BE IN CHOIR AND THEATER AT THE SAME TIME.

THAT KID THAT IS EXCELLING AND IS JUST BRILLIANT, COULD HAVE THAT OPPORTUNITY TO TAKE SPANISH AND REALLY PUSH THEMSELF TO A NEW LEVEL AND EVERYTHING.

I'M REALLY EXCITED ABOUT THE OPPORTUNITY THAT THIS GIVES US TO MEET THE NEEDS OF OUR KIDS, BUT ALSO DOING WHAT'S BEST FOR OUR STUDENTS. THANK YOU.

>> SOME GREAT INSIGHT. THANK YOU ALL.

STAFFING AND CURRICULUM SUPPORT.

HOW WILL WE STAFF AND HOW WILL WE SUPPORT THE CURRICULUM? TEACHERS CURRENTLY TEACHING ELA 6 MAY BE SCHEDULED TO TEACH A VARIETY OF COURSES, INCLUDING ELA 6, HONORS ELA 6, ELA LAB 6, FUTURE READY, WHEN OR OTHER CERTIFIED SUBJECTS.

AS WE DO CURRENTLY, STAFFING DECISIONS WILL BE BASED ON COURSE REQUESTS WITH DISTRICT OFFICE STAFF COLLABORATING WITH PRINCIPALS TO SUPPORT TEACHING ASSIGNMENTS AND MASTER SCHEDULE DEVELOPMENT.

PROFESSIONAL LEARNING WILL ALSO BE A KEY COMPONENT OF THE TRANSITION IN SPRING OF 2026, TWO PULL OUT DAYS WILL BE FACILITATED FOR TRAINING AND EMBEDDED PLCS WILL BE USED TO DISCUSS IMPLEMENTATION, SHARE UPDATES, AND ADDRESS QUESTIONS.

THE SECONDARY ELA DEPARTMENT WILL PROVIDE ONGOING RESOURCES TO SUPPORT AND ENSURE SUCCESSFUL CURRICULUM ALIGNMENT AND INSTRUCTIONAL DELIVERY.

LASTLY, I'D LOVE THIS SLIDE, BY THE WAY.

I'M WAITING FOR THAT GROWTH SPURT STILL.

BUT COMMUNICATION IS KEY, AND WE HAVE ALREADY UNDERTAKEN THE PRINCIPALS HAVE ALREADY MET WITH THEIR ELA FINE ARTS TEACHERS AND SPANISH TEACHERS, THAT OCCURRED ON OCTOBER 27, COUNSELOR UPDATES.

LAURA ZIMMER AND GRANT WILSON HAVE VISITED WITH COUNSELORS, SO THEY HAVE RECEIVED UPDATES AND ALL THE COURSE OPPORTUNITIES.

THAT HAS BEEN TAKEN CARE OF PARENT INFORMATION NIGHTS.

SOME CAMPUSES HAVE ALREADY HAD THEIR PARENT INFORMATION NIGHTS SO THEY'RE HAPPENING NOW IN NOVEMBER.

IF THOSE WILL BE COMING SOON, IF THEY HAVEN'T ALREADY HAPPENED AND JUST TODAY, SOME OF US IN THIS ROOM WERE AT THOMAS ELEMENTARY SCHOOL DOING SOME WALKS, AND THE FIFTH GRADE CLASS WAS ON THEIR WAY TO HENDRICK MIDDLE SCHOOL FOR THEIR CLASS VISITS.

THOSE ARE HAPPENING ALSO.

THEN THE REAL EXCITING PART IS STUDENT COURSE SELECTION.

FAMILIES AND KIDS WILL SELECT THOSE COURSES THAT THEY'RE GOING TO TAKE IN FIRST TIME MIDDLE SCHOOLERS IN DECEMBER.

THAT IS HAPPENING.

THAT IS THE TIMELINE AND COMMUNICATION IS KEY, AND WE ARE MAKING SURE THAT WE ARE THOROUGHLY COMMUNICATING THE EXCITING CHANGES THAT ARE HAPPENING.

THAT IS OUR PRESENTATION ON SIXTH GRADE EXPANSION.

>> THANK YOU ALL FOR THE GREAT PRESENT, TRUSTEES QUESTIONS.

>> I JUST HAVE ONE QUESTION ON THE STAFFING AND CURRICULUM SUPPORT.

YOU MENTIONED WHEN.

WHAT IS THAT AN ACRONYM FOR?

>> WHAT I NEED?

>> GOT IT.

>> THAT REALLY IS FOR STUDENTS THAT HAVEN'T BEEN SUCCESSFUL IN STATE ASSESSMENTS.

THEY GET THE EXTRA SUPPORT IN THOSE CLASSES IN ENGLISH AND MATH.

>> FIRST, I WANT TO THANK YOU ALL, BUT THANK YOU TO THE PRINCIPALS.

I KNOW YOU HAD A VERY EARLY MORNING TODAY AND YOU HAVE ANOTHER ONE TOMORROW.

THANK YOU ALL FOR BEING HERE THIS LATE.

I REALLY APPRECIATE ALL THE WORK THAT'S GONE INTO THIS.

I HAVE ONE THAT JUST CAME OUT OF MIDDLE SCHOOL AND ONE THAT STARTED THIS YEAR AND I'LL HAVE ONE MORE IN A COUPLE OF YEARS.

MIDDLE SCHOOL IS A CHANGE.

I STILL REMEMBER MY TEACHERS AT [INAUDIBLE] SAYING ALL SCHOOL YEAR,

[02:10:05]

ALL THEY SAID WAS, WAIT TILL YOU GET TO MIDDLE SCHOOL.

I CAN STILL HEAR THEM IN MY HEAD.

IT'S A BIG CHANGE NOT JUST FOR THE STUDENTS, BUT FOR THE FAMILIES AS A WHOLE.

I APPRECIATE THE THOUGHTFULNESS THAT'S GONE INTO MAKING A TRANSITIONAL YEAR MAKE MORE SENSE FOR THE FAMILIES, AND OBVIOUSLY FOR OUR STUDENTS IN PARTICULAR.

I KNOW JUST TO REPORT FUTURE READY IS REALLY VALUABLE, AT LEAST FOR MY SIXTH GRADER, EVEN THOUGH I CONTINUOUSLY CALL IT FUTURE FORWARD.

FUTURE READY IS PROVIDING SOME GREAT INFORMATION AND GREAT OPPORTUNITIES AS WELL.

YOU HAD ONE QUESTION.

YOU MENTIONED IT, STAFFING.

DO WE ANTICIPATE AND I KNOW MAYBE TOUGH TO DO RIGHT NOW.

DO YOU ANTICIPATE THAT OUR STAFFING NEEDS WILL BE ROUGHLY THE SAME AS WHAT THEY WOULD BE ANYWAY WITHOUT THIS CHANGE OR DO YOU THINK THEY MIGHT BE DIFFERENT OR IS IT JUST TOO EARLY TO KNOW?

>> I THINK THEY WILL BE THE SAME, BUT WE WILL BE ABLE TO BETTER UTILIZE OUR EXISTING STAFF TO PUT THEM IN MORE SPECIALIZED ROLES.

CLOSER TO THEIR CERTIFICATIONS?

>> THAT'S IT. THANKS.

>> IT'S BEEN A MINUTE SINCE I'VE HAD A MIDDLE SCHOOLER.

I DO SEEM TO RECALL THAT DECEMBER IS PRETTY EARLY, TO BE TALKING ABOUT YOUR SCHEDULE FOR THE NEXT YEAR.

THAT MAKES ME REALLY EXCITED BECAUSE I'M THE PTA QUEEN AT BARN RIGHT NOW.

I'M EXCITED FOR THOSE FIFTH GRADERS TO GET THE OPPORTUNITY.

BOWMAN, I'M TELLING YOU, YOU'RE GOING TO GET A CALL FROM PTA SEEING IF YOU CAN COME TO ONE OF OUR PARENT NIGHTS TO TALK TO OUR FOURTH AND FIFTH GRADE PARENTS.

>> ABSOLUTELY.

>> THAT'S ALWAYS BEEN VERY POPULAR BECAUSE I DO THINK THAT PARENTS ARE VERY CONCERNED ABOUT WHAT'S NEXT FOR OUR KIDS AND THEY'RE A LITTLE BIT ANXIOUS.

I AM SO EXCITED AND THANKFUL THAT YOU GUYS HAVE REFUNK ALL OF THIS AND TO CONCENTRATE ON WHAT I NEED FOR OUR KIDS AND HELP OUR PARENTS MAKE BETTER DECISIONS FOR THEIR KIDS.

>> DECEMBER IS THE TIME, BUT THE KIDS RIGHT NOW ARE VISITING THOSE MIDDLE SCHOOLS.

THEY'RE GETTING EXCITED.

THEY'RE SHARING THE ENTHUSIASM WITH THEIR PARENTS, AND THEN IT'S TIME TO MAKE THOSE INFORMED DECISIONS AND KNOW THAT THEY HAVE WONDERFUL PRINCIPALS THAT ARE GOING TO BE WELCOMING THEM IN SIXTH GRADE.

>> THEY'RE ON THE BUS RIGHT [INAUDIBLE] THREE MONTH BUS.

>> I GOT A MESSAGE THAT I NEED TO SIGN A PERMISSION SLIP TODAY FOR MY SON TO VISIT ROBINSON NEXT WEEK.

YOU'LL BE GETTING MY LITTLE ONE OR MY BIGGER ONE, IS MY OLDER ONE NEXT WEEK.

FIFTH GRADE PARENT NIGHT FOR ROBINSON WAS LAST WEEK AND I HAD A SICK KID AT HOME SO I WASN'T ABLE TO MAKE IT.

BUT THE VISIT FOR HIM IS NEXT WEEK.

I'VE GOTTEN COMMUNICATION ABOUT ALL OF THAT VERY CONSISTENTLY.

I MIGHT JUST ADD TO THAT.

REALLY, WHAT'S IMPORTANT ABOUT BACKING THAT UP IS HELPING US TO GET COURSE SELECTIONS FOR STAFFING, FOR BUDGETING.

IT'S A VERY TIGHT TIMELINE, WHICH I KNOW YOU'VE HEARD ABOUT MANY TIMES, BUT WHAT WE REALLY WANT AT THE END OF ALL OF THAT IS TO GET OUT OF THE GATE EARLIEST TO GET THE BEST CANDIDATES FOR TEACHING.

>> CATHERINE, TO YOUR POINT.

LAST WEEK, WE HAD THE SUPERINTENDENT ROUND TABLE, AND THERE WERE A LOT OF PARENTS AT THE EVENT WHO WERE TALKING ABOUT, WELL, WHAT ABOUT THIS TRANSITION TO MIDDLE SCHOOL? I WISH WE HAD HAD THIS PRESENTATION FOR THEM AND I HOPE THAT SOME OF THEM ARE WATCHING AND THEY CAN GO, PLANO ISD HAS IT DOWN, AND WE'RE THANKFUL THAT THERE IS THAT TRANSITION, THAT SOFTER LANDING FOR SIXTH GRADE.

I KNOW THAT WHEN MY STUDENTS WENT TO MIDDLE SCHOOL, THERE WAS A LITTLE BIT MORE EXPECTED OF THEM BY, FROM ELEMENTARY TO MIDDLE, BUT AT THE SAME TIME, THERE WAS A SOFT LANDING FOR THEM AS WELL.

BUT I HOPE THAT OUR PARENTS THAT WERE AT THE OR THE SUPERINTENDENT ROUND TABLE LAST WEEK COULD SEE THIS AND HOPEFULLY THEY WILL.

>> I HAVE A HANDFUL OF QUESTIONS, AND AGAIN, JUST APOLOGIES, BEING A FIFTH GRADE PARENT AND ON A BILINGUAL CAMPUS, I JUST A COUPLE OF THINGS.

ENGLISH HAS BEEN DOUBLE BLOCKED FOR EVERYONE.

WE'RE PULLING BACK ON THAT DOUBLE BLOCK FOR OUR KIDS THAT ARE MEETING AND MASTERING.

[02:15:01]

WE ARE ADDING MATH LAB.

SOME KIDS WILL HAVE DOUBLE BLOCK MATH LAB, WHICH IS NEW.

I THINK THAT IS AN EXCELLENT THING IN TERMS OF ADDING THE MATH LAB, ESPECIALLY WHEN YOU LOOK AT WHERE WE STILL HAVE SIGNIFICANT GAPS COMING OUT OF COVID, AND ALL ARE ALL NODDING.

I APPRECIATE THAT.

FOR PULLING BACK ON THE ENGLISH BLOCK, THAT MAKES ME A LITTLE NERVOUS.

WHEN WE'RE TAKING AWAY CORE INSTRUCTION, JUST MY FIRST REACTION WAS LIKE, I HAVE VERY HIGH ACHIEVING STUDENTS.

MY STUDENTS NOT GOING TO BE IN IN THE ENGLISH 6 LAB.

EITHER OF MY KIDS BASED OFF THEIR TESTING.

I'M JUST WONDERING, HOW ARE WE GOING TO ENSURE THAT AS WE'RE PULLING AWAY HALF THAT ELA INSTRUCTION FOR OUR MEETS AND MASTERS KIDS, THAT WE'RE NOT GOING TO LOSE GROUND ON ACHIEVEMENT FOR THOSE KIDS AND THAT THEY'RE STILL GOING TO REALLY CONTINUE TO GET A FULL LEVEL OF INSTRUCTION.

>> EXCELLENT QUESTION.

I THINK IF WE LEAN BACK INTO RESEARCH, AND WE REALLY LOOK AT WHERE STUDENTS SIT AT THE FOURTH GRADE LEVEL, OFTEN PREDICTS A LOT.

IF THEY ARE READING ON GRADE LEVEL AND THEY ARE PROFICIENT READERS AT THE FOURTH GRADE LEVEL, IT'S USUALLY INDICATIVE OF THEIR SUCCESS LATER ON.

ONE OF THE BEAUTIFUL THINGS ABOUT THE REWRITE OF THE ELA TEAKS ARE IN THE INTRODUCTION, THEY TALK ABOUT HOW THEY ARE INTERRELATED, THEY'RE INTERCONNECTED, AND THEY'RE PROGRESSIVE.

THE BEAUTY WHEN YOU HAVE STANDARDS LIKE THAT IS YOU CAN DO SOMETHING CALLED BUNDLING.

YOU CAN BUNDLE, BUT YOU CAN GET REALLY FOCUSED WITH THOSE TEAK BUNDLES AND HOW YOU ARE FACILITATING LEARNING AROUND THOSE.

THAT REALLY IS OUR CHARGE AS WE REWRITE ESSENTIALLY WHAT ARE THREE DIFFERENT OPTIONS FOR STUDENTS.

BUT THE OTHER PIECE OF THAT IS WHEN YOU HAVE STUDENTS THAT ARE READING ON GRADE LEVEL OR BEYOND, THE SOPHISTICATION THAT COMES FROM THEM DEVELOPING AS READERS AND WRITERS, REALLY COMES FROM NOT NECESSARILY MORE.

BUT MORE FOCUSED LEARNING WITHIN THE CLASSROOM, GOING DEEPER AND WIDER WITH LITERACY AND REALLY BEING ABLE TO LOOK AT IT FROM DIFFERENT CRITICAL VIEWPOINTS, BEING ABLE TO WRITE TO THOSE VIEWPOINTS.

I WILL SAY, SOMETIMES IT'S NOT ALWAYS ABOUT THE TIME WHEN YOU'RE WORKING WITH STUDENTS THAT ARE ON GRADE LEVEL OR BEYOND, IT IS MORE ABOUT THE INTENSITY AND THE LEVEL OF INSTRUCTION THAT'S HAPPENING IN THAT CLASSROOM.

>> GOT IT. NO MATTER MY NERVOUSNESS, MY SON IS GOING TO BE VERY EXCITED ABOUT THIS WHOLE THING [LAUGHTER].

I KNOW AS THE MOM OF A CURRENT SIXTH GRADER. I'M LIKE, REALLY? SHE WOULD HAVE LOVED TAKING ART THIS YEAR OR THEATER.

FOR OUR BILINGUAL STUDENTS, AND I ASKED THIS IN PRE MEETING QUESTIONS.

WE'RE LOOKING AT DATA IN BOTH ENGLISH AND SPANISH BECAUSE THEY STAR IN ONE LANGUAGE.

THERE ARE MANY OF WHOM ARE MAPPING IN BOTH AND SO SOMEONE WHO IS MEETING OR MASTERING IN SPANISH, BUT MAY NOT BE MAPPING TO THAT LEVEL.

IN ENGLISH, WE COULD END UP WITH SOMEONE IN THE SPANISH IN SIXTH GRADE, BUT ALSO THE ENGLISH 6 AND THE ENGLISH 6 LAB.

THOSE DECISIONS ARE BEING MADE INDEPENDENTLY FOR OUR BILINGUAL LEARNERS.

>> THOUGHTFULLY AND INTENTIONALLY, ABSOLUTELY, LOOKING AT MULTIPLE DATA POINTS REPLACEMENT.

>> GOT IT. THIS IS A LOT OF MOVING PARTS SO I'M JUST CURIOUS.

DR. [INAUDIBLE] WHAT KIND OF STRUCTURED WORKING GROUP IS WORKING ON THIS AND COORDINATING THIS ACROSS, ELAR MATH AND FINE ARTS AS WELL AS JUST ACROSS CAMPUSES AND STAFFING AND EVERYTHING ELSE.

THIS IS A BIG SHIFT, AND IT'S A LOT OF MOVING PARTS.

>> YOU'RE RIGHT. IT IS.

>> I'LL TAKE THAT QUESTION.

THIS IS PART OF OUR CROSS FUNCTIONAL TEAM AND CABINET SO THIS HAS BEEN A PARTNERSHIP, REALLY.

IT'S NOT A PARTNERSHIP THIS IS ALL THREE DIVISIONS WORKING TOGETHER.

STARTING FROM THE COLLABORATION ON HOW THIS WORKS FROM A SCHEDULING, A LEADERSHIP STANDPOINT TO THE CURRICULUM INSTRUCTION TO JOHNNY'S TEAM ON

[02:20:01]

HOW WE STAFF AND OUR BUDGET STAFFING AND MASTER SCHEDULE TIMELINE, WHICH YOU WILL HAVE AS A REPORT NEXT TIME.

IT'S THAT TIME AGAIN.

BUT THOSE THREE PROCESS INTERLOCK THAT REALLY DRIVE THE NEED TO ALIGN WHEN STUDENTS SELECT THEIR COURSES SO THAT WE'RE ADEQUATELY PREPARING A BUDGET AND ALSO SO THAT WE CAN MAKE STAFFING DECISIONS EARLY.

THIS IS A Y TEAM, BUT A CROSS FUNCTIONAL TEAM ACROSS OUR DIVISIONS, AND I KNOW THIS MONTH LISA AND SELINDA WERE OUT VISITING WITH EACH INDIVIDUAL PRINCIPAL TO ADDRESS, ANY QUESTIONS AND JUST JUST TO TALK.

BECAUSE OF ALL OF OUR MIDDLE SCHOOLS HAVE DIFFERENT NEEDS.

YOU CAN SEE, WE'VE GOT OUR SH EXECUTIVE DIRECTOR PARTNERED WITH OUR SECONDARY ACADEMICS.

DIRECTOR TO REALLY SPEND TIME AND IT'S NOT JUST BEEN THIS YEAR.

I THINK THIS GROUP HAS BEEN MEETING OVER TWO YEARS TO LOOK AT DIFFERENT ASPECTS OF THE MIDDLE SCHOOL PROCESS, AND I WOULD WELCOME EITHER SELINDA OR LISA, OR KRISTEN OR MARK TO THAT CONVERSATION ABOUT JUST HOW WE'RE ALL WORKING TOGETHER ON THIS.

>> AS A FORMER MIDDLE SCHOOL PRINCIPAL, MYSELF, AND SPENDING 16 YEARS, I KNOW WHEN WE VISITED EACH OF THE MIDDLE SCHOOL PRINCIPALS, WE ENGAGED IN CONVERSATION ABOUT, DO YOU REMEMBER IF IT'S EVER BEEN DIFFERENT THAN WHAT IT IS CURRENTLY WITH THE BLOCKS? I DON'T THINK IT HAS.

I DON'T KNOW A TIME THAT THERE WASN'T A BLOCK.

IT IS A LITTLE SCARY AND EXCITING, ALL IN THE SAME.

I THINK THE PRINCIPALS DID A PHENOMENAL JOB OF EXPLAINING AND WE TALKED TO THEM AND WE'RE LIKE, WHAT DO YOU THINK YOUR STAFF IS GOING TO THINK? WHAT DO YOU THINK THAT THE TEACHERS ARE GOING TO THINK ABOUT THIS? WE ALSO KNOW THE POWER OF THE PRINCIPAL.

WHATEVER THE PRINCIPAL IS SELLING AND SAYING, HEY, THIS IS THE DIRECTION THAT WE NEED TO GO, KNOWING THEIR COMMUNITY, KNOWING THEIR STUDENTS, AND THEIR NEEDS SO GOES THE STAFF.

I'M JUST REALLY PROUD OF ALL OF THOSE MIDDLE SCHOOL PRINCIPALS THAT WERE VERY INTENTIONAL WITH THE TIME OF GOING TO EACH OF THE SIXTH GRADE STAFF MEMBERS, ELA, THAT ARE GOING TO BE IMPACTED, GOING TO FINE ARTS, MEETING WITH THEM.

IT IS TRUE PARTNERSHIP, AND I CANNOT WAIT TO SEE WHAT YOUR SON'S GOING TO PICK [LAUGHTER].

ALONG WITH ALL THE OTHERS.

WHEN TRAVIS SAID, ANNIE, I JUST STARTED SINGING IN MY HEAD.

I WISH I HAD THAT OPPORTUNITY WHEN I WAS AS YOUNG AS THEY WERE.

>> THEATER AND ART WOULD BE MY GUESS OF KNOWING HIM WHAT HE'S GOING TO PICK.

I WOULD JUST ADD TO THAT, IN ADDITION TO THESE GREAT FOLKS YOU'RE SEEING HERE, YOU HAVE A LOT OF CONTENT FOLKS WHO WILL BE WORKING ON CURRICULUM.

BUT WE'VE ALSO HAD THE OPPORTUNITY TO REALLY TALK TO OUR MULTILINGUAL DEPARTMENT AND OUR SPECIAL ED DEPARTMENT, AND THEY ARE BOTH VERY EXCITED ABOUT THE OPPORTUNITIES THAT THIS GIVES THEM TO DIFFERENTIATE AND REALLY GET THE NEEDS TO YOUR POINT ABOUT A BILINGUAL STUDENT, BUT IT ALSO INCLUDES OUR SPECIAL ED STUDENTS.

THERE HAVE BEEN A LOT OF DEPARTMENTS AT THE TABLE.

WORKING ON THIS JOURNEY.

WE'VE SAT WITH HUMAN RESOURCES TALKING ABOUT WHAT WILL THAT LOOK LIKE? WE'VE SAT WITH EACH PRINCIPAL.

THERE'S BEEN A LOT OF CONVERSATIONS AND NOW WE'RE REALLY EXCITED TO GET OUR TEACHER TEAMS TOGETHER AND REALLY DIG INTO THE CURRICULUM WORK THAT YOU WERE REFERENCING WITH THAT ONE.

>> I JUST WANT TO GO BACK TO WHAT IS BEST FOR KIDS, AND WE HAVE TO MAKE SURE THAT WE'RE LOOKING AT OUR KIDS AND PUTTING OPPORTUNITIES IN FRONT OF OUR STUDENTS.

THEN WE HAVE A LOT OF STUDENTS THAT HAVE SKIPPED COURSES BECAUSE THEY'VE TAKEN CREDIT BY EXAMS BECAUSE THEY'RE READY.

WE NEED TO MAKE SURE THAT WE HAVE THE RIGHT TYPE OF COURSE OPPORTUNITIES WHEREVER THE STUDENT IS, AND WE HAVE NINTH GRADE STUDENTS TAKING COLLEGE COURSES CURRENTLY.

WE NEED TO MAKE SURE THAT IF WE HAVE STUDENTS SITTING IN OUR MIDDLE SCHOOLS READY TO START TAKING HIGH SCHOOL COURSES, THAT THEY'RE ABLE TO ACCESS THOSE COURSES, WHICH THEN ALLOWS ROOM IN THEIR SCHEDULE WHEN THEY'RE IN HIGH SCHOOL, TO TAKE MORE COLLEGE COURSES OR EXPLORE CTE OR TO DO BOTH, OR PERHAPS MAYBE GETTING TO BE AN AUTO BODY AND FOOTBALL.

OR I'M SORRY, AUTO TECH.

>> AUTO TECH.

>> AUTO TECH AND FOOTBALL.

THIS IS JUST A GREAT WAY TO ENSURE THAT WE'RE SPARKING STUDENTS INTEREST AND ALLOWING THEM SPACE TO START DEVELOPING THEIR TALENTS,

[02:25:04]

AND I'M EXCITED ABOUT THE WORK HAS BEEN DONE AND THANK YOU ALL SO MUCH FOR BEING A PART OF THIS AND FOR SHARING WHAT IT MEANS TO EACH OF YOUR SCHOOLS AND CAMPUSES.

>> ONE LAST QUESTION, WE HAVE THESE PARENT GROUPS ON SOCIAL MEDIA THAT HAVE DISCUSSIONS ABOUT THESE THINGS.

THERE WAS A PRETTY ACTIVE DISCUSSION YESTERDAY OR TODAY ABOUT BASICALLY THE FIFTH GRADE TEAM MAKING THESE TYPES OF DECISIONS FOR SIXTH GRADERS WHETHER THEY'RE GOING TO BE IN LABS, WHETHER THEY'RE NOT GOING TO BE IN LABS, AND WHETHER PARENTS WOULD HAVE ANY TYPE OF CHOICE IN THOSE DECISIONS.

HOW IS THAT GOING TO WORK IN TERMS OF COMMUNICATING WITH THE PARENTS, INTERFACING WITH THE PARENTS? WE'RE REALLY SAYING IT IS OUR STRONG RECOMMENDATION THAT THESE ARE THE COURSES ARE STUDENTS GOING TO NEED AND MAKING SURE THAT PARENTS ARE REALLY WELL EQUIPPED TO UNDERSTAND THE IMPLICATIONS OF THESE DECISIONS THAT ARE GUIDED BY DATA.

>> AGAIN, FANTASTIC QUESTION.

I THINK LOOKING AT IT, YOU REALLY HAVE TO LOOK AT IT FROM A QUALITATIVE AND A QUANTITATIVE PERSPECTIVE.

I TALKED ABOUT THE MULTIPLE DATA POINTS THAT WE'LL BE LOOKING AT AS FAR AS STUDENTS HISTORICAL DATA AND HOW THEY HAVE PERFORMED.

BUT ALSO ABSOLUTELY, TEACHERS HAVE A PERSPECTIVE.

WHEN YOU SPEND ROUGHLY A LITTLE OVER 180 DAYS WITH CHILDREN, YOU REALLY GET TO KNOW THEM AS READERS, WRITERS, AND STUDENTS OF NUMERACY.

ALL OF THAT COMES INTO PLAY, AND ALL OF THOSE THINGS WILL BE CONSIDERED WHEN WE TALKED ABOUT THOUGHTFUL AND INTENTIONAL DECISIONS THAT ARE MADE FOR OUR STUDENTS THAT ARE MOVING FORWARD INTO MIDDLE SCHOOL.

I THINK ONE OF THE THINGS THAT I ALWAYS APPRECIATED WHEN I HAD A PARENT THAT MAYBE WASN'T NECESSARILY AS THRILLED ABOUT THEIR CHILD PARTICIPATING IN A LAB CLASS IS OFTEN, THAT WAS A FANTASTIC OPPORTUNITY FOR ME TO GET TO SIT DOWN AND TO HAVE AN IRL [LAUGHTER] CONVERSATION WITH THEM AND REALLY LOOK AT THE DATA AND SPEAK TO HOW AND WHAT WE COULD DO TO ENSURE THAT THEIR STUDENT WOULD BE PROGRESSING TOWARDS GRADE LEVEL, AND BETTER IT HAPPEN IN MIDDLE SCHOOL THAN WHEN THOSE GAPS ARE EXASPERATED, AND IT ONLY BECOMES MORE DIFFICULT.

THE FURTHER AND FURTHER THEY MOVE ALONG IN SECONDARY HEAD.

OFTEN, I CAN'T REMEMBER WHAT MY TRACK RECORD WAS.

IT WAS PRETTY GOOD [LAUGHTER] AS FAR AS, ENSURING THAT WE WOULD BE ABLE TO OFFER THEIR STUDENT WHAT THEY NEEDED.

TO BE ABLE TO OPEN UP FURTHER CHOICES FOR THEM.

>> FIFTH GRADE PARENTS IF THEY GET RECOMMENDATIONS AND THEY HAVE CONCERNS ABOUT THOSE RECOMMENDATIONS FOR THE SCHEDULE, ARE THEY REACHING OUT TO FIFTH GRADE HOMEROOM TEACHER? ARE THEY REACHING OUT TO SOMEONE AT THE MIDDLE SCHOOL? WHO IS THE POINT OF CONTACT FOR FIFTH GRADE PARENTS TO REALLY HAVE THAT IRL CONVERSATION WITH? BECAUSE I THINK IRL CONVERSATIONS ARE SUPER VALUABLE, AND I'M GLAD THAT YOU SAID THAT BECAUSE IT'S A VERY DIFFERENT DYNAMIC.

>> I THINK THE ANSWER TO THAT MAY BE ALL OF THE ABOVE OR SOME OF THE ABOVE, STARTING WITH WHO THEY FEEL MOST COMFORTABLE TALKING TO.

THIS IS A PARTNERSHIP.

WE'RE IN PARTNERSHIP WITH PARENTS AND WE WANT TO HAVE THOSE CONVERSATIONS.

I THINK IF THERE ARE QUESTIONS, CONCERNS, WE'VE TALKED TO YOU BEFORE, WE DO AUTO ENROLL SOME KIDS IN HIGH LEVEL HONORS CLASSES AS WELL.

IF A STUDENT IS ENROLLED IN SOMETHING, PARENTS HAVE QUESTIONS, CONCERNS, WANT TO TALK THROUGH IT.

TEACHER, COUNSELOR, ADMINISTRATOR, ALL ARE PREPARED TO HAVE THOSE CONVERSATIONS, AND WE WANT TO HAVE THOSE CONVERSATIONS.

AS FORMER CAMPUS ADMINISTRATORS, THOSE ARE GREAT OPPORTUNITIES, GREAT CONVERSATIONS TO HAVE AS A PARTNERSHIP IN DOING WHAT'S BEST FOR KIDS.

>> AWESOME. TRUSTEES, OTHER QUESTIONS, COMMENTS, HOT SPOTS OPINIONS? THANK ALL Y'ALL FOR BEING HERE TONIGHT AND FOR THE GREAT PRESENTATION.

THAT CONCLUDES OUR REPORTS FOR THE EVENING.

WE'RE NOW MOVING ON TO AGENDA ITEM 10, WHICH IS POLICIES.

[ 10.1 Approval of Policy BF(LOCAL) Board Policies on First Reading ]

WE WILL BEGIN WITH ITEM 10.1, THE APPROVAL OF POLICY BF LOCAL BOARD POLICIES ON FIRST READING.

I WILL INVITE DR. CYLINDA FREEMAN,

[02:30:02]

DEPUTY SUPERINTENDENT OF LEADERSHIP AND OPERATIONS TO PLEASE PRESENT.

>> THANK YOU, PRESIDENT, TYRA.

POLICY BF LOCAL HAS BEEN REVISED TO DESIGNATE THE CENTRAL ADMINISTRATION OFFICE AS THE LOCATION FOR THE OFFICIAL DISTRICT POLICY MANUAL, AND TO CLARIFY THAT POLICIES TYPICALLY REQUIRE APPROVAL IN TWO BOARD MEETINGS UNLESS EXTENUATING CIRCUMSTANCES NECESSITATE EXPEDITED ADOPTION.

THIS POLICY IS PRESENTED FOR APPROVAL UNDER FIRST READING THIS EVENING.

>> THANK YOU, DR. FREEMAN. WE WILL NOW CONSIDER THE APPROVAL OF POLICY BF LOCAL BOARD POLICIES ON FIRST READING.

TRUSTEES, MAY I PLEASE HAVE A MOTION. GO AHEAD.

>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES POLICY BF LOCAL BOARD POLICIES ON FIRST READING.

>> L'LL SECOND.

>> THANK YOU, TRUSTEES. I HAVE A MOTION BY TRUSTEE KATHERINE GOODWIN AND A SECOND BY BOARD SECRETARY TARA LANCE THAT THE BOARD OF TRUSTEES APPROVES POLICY BF LOCAL BOARD POLICIES ON FIRST READING.

TRUSTEES, IS THERE ANY FURTHER DISCUSSION? SEEING AND HEARING NONE, ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT IS SEVEN HANDS UP, AND THANK YOU, MICHAEL FOR GETTING THAT HAND HIGH UP IN THE AIR SO I CAN SEE IT ON THAT END.

THAT MOTION PASSES UNANIMOUSLY SEVEN TO ZERO.

WE WILL NOW CONTINUE WITH POLICIES AND ITEM 10.2,

[ 10.2 Adoption of Policy CH(LOCAL) Purchasing and Acquisition on Second Reading]

THE ADOPTION OF POLICY CH LOCAL PURCHASING AND ACQUISITION ON SECOND READING.

I WILL AGAIN INVITE DR. CYLINDA FREEMAN, DEPUTY SUPERINTENDENT OF LEADERSHIP AND OPERATIONS TO PLEASE RESENT.

>> THANK YOU, PRESIDENT TYRA.

POLICY CH LOCAL HAS BEEN UPDATED TO RAISE THE THRESHOLD FOR SELECTING BEST VALUE PROCUREMENT METHODS 50000-100 THOUSAND.

THIS POLICY IS PRESENTED FOR ADOPTION UNDER SECOND READING TONIGHT.

>> THANK YOU, DR. FREEMAN. WE WILL NOW CONSIDER THE ADOPTION OF POLICY CH LOCAL PURCHASING AND ACQUISITION ON SECOND READING.

TRUSTEES, MAY I PLEASE HAVE A MOTION?

>> I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY CH LOCAL PURCHASING AND ACQUISITION ON SECOND READING.

>> SECOND.

>> I HAVE A MOTION BY VICE PRESIDENT NANCY HUMPHREY, AND A SECOND BY SECRETARY TARA LANCE THAT THE BOARD OF TRUSTEES ADOPTS POLICY CH LOCAL PURCHASING AND ACQUISITION ON SECOND READING.

TRUSTEES, IS THERE ANY FURTHER DISCUSSION? GO AHEAD.

>> I JUST WANT TO MAKE A COMMENT THAT THIS WAS A CHANGE DUE TO LEGISLATION.

>> AWESOME. HEARING AND SEEING NO FURTHER DISCUSSION.

I WILL ASK FOR ALL THOSE IN FAVOR TO PLEASE RAISE YOUR HANDS.

THAT'S SEVEN HANDS UP.

THAT MOTION PASSES UNANIMOUSLY.

WE ARE NOW READY FOR ITEM 11 ADJOURNMENT.

IF THERE IS NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD, THIS MEETING IS NOW ADJOURNED.

THE TIME IS 9:50 P.M. ON WEDNESDAY, NOVEMBER 5, 2025 [NOISE].

* This transcript was compiled from uncorrected Closed Captioning.

Nov 05, 2025 Regular Board Meeting

Link

Social

Embed

Download

Download Selected Item