[00:00:02] ALL RIGHT. READY OR NOT. GOOD EVENING. I AM LAUREN TYRA, BOARD PRESIDENT AND PRESIDING OFFICER. [1. CALL TO ORDER] NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS BOARD MEETING OF THE PLANO ISD BOARD OF TRUSTEES AT 5:30 P.M. ON TUESDAY, NOVEMBER 18TH, 2025. ON THE BOARD'S BEHALF, I'D LIKE TO WELCOME EVERYONE AT THIS TIME I WILL ASK SUPERINTENDENT DOCTOR TERESA WILLIAMS TO PLEASE VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING. THANK YOU, PRESIDENT TYRA, I VERIFY THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT. THANK YOU, DOCTOR WILLIAMS. THIS SEGMENT IS BEING RECORDED IN COMPLIANCE WITH THE TEXAS SENATE BILL 413, WHICH AMENDS SECTION 11.0621 OF THE TEXAS EDUCATION CODE. BOARD MEMBERS WE WILL NOW PROCEED WITH THE ROLL CALL. KINDLY PLEASE RESPOND WHEN YOUR NAME IS ANNOUNCED. LAUREN TYRA, I'M PRESENT, NANCY HUMPHREY. I'M PRESENT. TRUSTEE TARRAH LANTZ IS ON HER WAY AND WILL ANNOUNCE HER ARRIVAL WHEN SHE GETS HERE. SAM JOHNSON. PRESENT. MICHAEL COOK. PRESENT ELISA KLEIN. PRESENT. KATHERINE GOODWIN. PRESENT. GREAT THANK YOU TRUSTEES. I'D ALSO LIKE TO INTRODUCE STAFF SEATED AT THE DAIS TO MY LEFT. SUPERINTENDENT DOCTOR THERESA WILLIAMS. DOCTOR SELENDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND HONOR IN OPERATIONS. SEATED ON MY RIGHT JOHNNY HILL, SUPERINTENDENT FOR BUSINESS EMPLOYEE SERVICES AND TECHNOLOGY. LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING AND LEARNING. PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES. DOCTOR COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT SUCCESS. AND IVAN CANTU, ASSISTANT SUPERINTENDENT FOR STRATEGY AND INNOVATION. WE WILL NOW MOVE ON TO ITEM TWO ON THE AGENDA, WHICH IS RECOGNITIONS, THE RECOGNITION PORTION OF OUR MEETING. [2. RECOGNITIONS] THE BOARD IS PROUD TO RECOGNIZE SOME OF OUR HIGH ACHIEVING STUDENTS THIS EVENING IN PERSON. I WOULD I WOULD LIKE TO INVITE DOCTOR KRISTYN EDNEY, EXECUTIVE DIRECTOR OF COUNSELING, ADVANCED ACADEMICS AND CCMR TO THE PODIUM TO PLEASE INTRODUCE OUR FIRST STUDENT RECOGNITION, DOCTOR EDNEY. AND I DID NOT TELL HER GOOD EVENING, BOARD OF TRUSTEES. CABINET MEMBERS, THANK YOU FOR ALLOWING ME TO RECOGNIZE SOME VERY, VERY OUTSTANDING SPECIAL STUDENTS. DOCTOR EDNEY BEFORE YOU GET GOING, JUST FOR COMPLIANCE. TRUSTEE TARRAH LANTZ HAS JOINED THE TIME IS 5:32 P.M. WE JUST NEED TO ADD THAT. GOOD EVENING, THE NATIONAL MERIT SCHOLARSHIP PROGRAM, WHICH BEGAN IN 1955 AS AN ANNUAL ACADEMIC COMPETITION THAT AWARDS RECOGNITIONS AND COLLEGE SCHOLARSHIPS TO HIGH SCHOOL STUDENTS BASED ON THEIR PERFORMANCE ON THE PSAT NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST, OR, AS WE TEND TO SAY, NMSQT. PLANO ISD JUNIORS MAY ELECT TO TAKE THE PSAT NMSQT, WHICH ENTERS THEM INTO THE RECOGNITION COMPETITION. EACH FALL, APPROXIMATELY 3.5 MILLION STUDENTS TAKE THE PSAT NMSQT. LET THAT SINK IN 3.5 MILLION, AND OUT OF THAT, APPROXIMATELY 1.3 MILLION STUDENTS WILL MEET THE REQUIREMENTS TO ENTER THE NMSQT PROGRAM. FROM THERE, AROUND 50,000 TOP SCORING STUDENTS ARE RECOGNIZED FOR THEIR PERFORMANCE, AND OF THOSE, APPROXIMATELY 16,000 OUT OF 3.5 MILLION HIGH SCORING STUDENTS ARE NAMED NATIONAL MERIT SEMIFINALISTS. THESE STUDENTS REPRESENT LESS THAN 1% OF THE NATION'S HIGH SCHOOL GRADUATING SENIORS, AND I WANT TO LET THAT SINK IN. REALLY IMPRESSIVE. THESE SEMIFINALISTS MAY SUBMIT A DETAILED SCHOLARSHIP APPLICATION THAT INCLUDES ESSAYS AND INFORMATION ABOUT THEIR EXTRACURRICULAR ACHIEVEMENTS, THEIR AWARDS, THEIR LEADERSHIP ACTIVITIES. THESE SUBMISSIONS ALLOW NATIONAL MERIT SEMIFINALISTS TO BE NAMED NATIONAL MERIT FINALISTS, WHICH CAN BE WHICH CAN OPEN DOORS TO A VARIETY OF SCHOLARSHIPS THAT ARE ANNOUNCED IN FEBRUARY AND IN MARCH. DESIGNATION AS A NATIONAL MERIT SEMIFINALIST IS AN HONOR THAT FEW STUDENTS ACHIEVE, AND THEY ARE IN GOOD COMPANY. FELLOW NATIONAL MERIT HONOREES INCLUDE BILL GATES, SUPREME COURT JUSTICES JOHN ROBERTS, AND ELENA KAGAN. JEFF BEZOS, FILM DIRECTOR M NIGHT SHYAMALAN. AM I SAYING THAT RIGHT? [LAUGHTER] SHYAMALAN. AND TWILIGHT AUTHOR STEPHENIE MEYER. TONIGHT, WE HONOR THE 36 SENIORS FROM PLANO WEST SENIOR HIGH SCHOOL WHO HAVE BEEN NAMED NATIONAL MERIT SEMIFINALISTS. WE ARE PROUD OF THE COMMITMENT THESE STUDENTS MADE TO PURSUING ACADEMIC EXCELLENCE, AND WILL CHEER THEM ON AS THEY CONTINUE THEIR EDUCATIONAL JOURNEY AS MEMBERS OF THE PLANO [00:05:03] WEST WOLFPACK NATION. CONGRATULATIONS TO EACH OF YOU FOR ACHIEVING THIS DISTINCTION OF ACADEMIC EXCELLENCE. I ALSO WANT TO RECOGNIZE THE PARENTS AND FAMILY MEMBERS OF THESE STUDENTS. IT IS OBVIOUS THAT THESE STUDENTS HAD SUPPORT FROM THEIR HOME. BEFORE WE CALL UP THESE REMARKABLE STUDENTS, I WANT TO TAKE A MOMENT TO RECOGNIZE MEMBERS OF THE PLANO WEST ADMINISTRATION TEAM AND STAFF THAT ARE HERE TONIGHT IN SUPPORT OF THEIR STUDENTS. BILLIE JEAN LEE, PRINCIPAL. TRACY EUBANKS. [APPLAUSE]. TRACY EUBANKS, LEAD COUNSELOR [APPLAUSE]. VALERIE REED, ASSISTANT PRINCIPAL [APPLAUSE]. MELISSA WEGLEITNER, SOCIAL STUDIES DEPARTMENT CHAIR [APPLAUSE]. BRIAN ROBINSON, SOCIAL STUDIES TEACHER [APPLAUSE]. BEV MAHONEY, SCIENCE TEACHER [APPLAUSE]. AND LINDA TAYLOR, COUNSELOR [APPLAUSE]. OF THE 36 STUDENTS, SEVERAL STUDENTS ARE HERE TONIGHT WITH THEIR FAMILIES. AND AS WE CALL YOUR NAME, PLEASE STEP FORWARD SO THAT WE CAN RECOGNIZE YOU. WRONG BY DI. DIVYA ARUNKUMAR. ISHAN DAS. [APPLAUSE]. IF THE STUDENTS WOULD STAY, BECAUSE WE'RE GOING TO GET A GROUP PHOTO OF EVERYBODY AND PARENTS WITH THE CELL PHONES OUT, WE SEE Y'ALL. DO NOT WORRY, WE'LL KEEP THE STUDENTS UP SO EVERYBODY CAN GET PICTURES AFTER THE COMMUNICATIONS TEAM IS DONE. OKAY? KATELYN VAN [APPLAUSE]. COLE HONGQIAO [APPLAUSE]. KASTUBI JOSHI [APPLAUSE]. RAHUL METTI [APPLAUSE]. MIHIR MONDAL [APPLAUSE]. RITHVIK PUNATTI. ELIZA SHAKE [APPLAUSE]. AND FINALLY, ERIC WANG [APPLAUSE]. CAN WE LET'S DO A COUPLE OF PICTURES WITH THE STUDENTS. AND THEN IF WE CAN GET THE PLANO STAFF TO COME UP AND PARENTS WILL GIVE YOU ALL AN OPPORTUNITY TO, TO GET OUT IN THE CENTER AISLE AND GET SOME PICTURES. AND STUDENTS, IF YOU'LL KIND OF SQUISH TOGETHER. [LAUGHTER] YEAH. KIND OF GET SHOULDER TO SHOULDER IF YOU CAN. SO EVERYBODY CAN GET IN. ALL RIGHT, PARENTS. [00:10:54] SUCH A SIGNIFICANT ACCOMPLISHMENT. AND THANK YOU TO ALL OF OUR HONOREES, OUR FACULTY AND OUR FAMILIES WHO WERE ABLE TO JOIN US TO THIS DAY TO HONOR YOUR STUDENTS. FOR ALL OF OUR HONOREES AND GUESTS, Y'ALL ARE WELCOME TO LEAVE AT THIS TIME AND ENJOY THE REST OF YOUR EVENING. WE WILL NOW MOVE ON. ACTUALLY, WE'LL GIVE A PAUSE HERE BEFORE MOVING ON TO AGENDA ITEM THREE FOR ANYONE WHO WOULD LIKE TO DEPART. ALL RIGHT. WE WILL NOW MOVE ON TO AGENDA ITEM 3 PUBLIC COMMENT SESSION AGENDA ITEMS ONLY AT BOARD MEETINGS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS. AGENDA RELATED COMMENTS WILL BE HEARD AT THIS TIME. DOCTOR FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS? PRESIDENT TYRA WE DO NOT HAVE ANY SPEAKERS REGARDING AGENDA ITEMS THIS EVENING. OKAY THANK YOU. ALL RIGHT WE WILL NOW MOVE ON TO AGENDA ITEM FOR CLOSED SESSION. [4. CLOSED SESSION] IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER THE TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES. SECTION 551.071 TO CONSULT WITH THE BOARD'S ATTORNEY IN THE BACK. THEN THE BOARD WILL RETURN TO THE BOARD ROOM TO CONDUCT THE LEVEL FOR APPEAL FILED BY MS. MEGAN VECCHIO WHILE REMAINING ADJOURNED IN CLOSED SESSION UNDER SECTION 551.074 AND 551.0821, ALL PARTIES OUTSIDE OF THE COMPLAINANT, THE COURT REPORTER AND DISTRICT ADMINISTRATION MAY PLEASE STEP OUTSIDE OF THE BOARD ROOM AT THIS TIME. THE TIME IS NOW 5:43 P.M. THE BOARD WILL NOW RECONVENE OPEN SESSION THE TIME IS [5. RECONVENE OPEN SESSION] 07:54 P.M. WE WILL NOW MOVE TO AGENDA ITEM 6, THE CONSENT AGENDA, WHICH CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL WITH NO DISCUSSION. BOARD MEMBERS, ARE THERE ANY REQUESTS TO REMOVE AN ITEM FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? ALL RIGHT SEEING AND HEARING NONE. WE WILL PROCEED WITH THE APPROVAL OF THE CONSENT AGENDA. [6. CONSENT AGENDA] TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA. I'LL SECOND. THANK YOU TRUSTEES, I HAVE A MOTION BY BOARD VICE PRESIDENT NANCY HUMPHREY AND A SECOND BY TRUSTEE KATHERINE GOODWIN, THAT THE BOARD OF TRUSTEES. BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. ALL RIGHT, THAT'S SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY, 7 TO 0. WITH THE APPROVAL OF THE CONSENT AGENDA, I WILL INVITE TRUSTEE TARRAH LANTZ, BOARD SECRETARY, TO READ THE RESOLUTION THAT WAS APPROVED IN AGENDA ITEM 6.3, APPROVAL OF THE RESOLUTION, CASTING VOTES FOR THE BOARD OF DIRECTORS FOR THE CENTRAL APPRAISAL DISTRICT OF COLLIN COUNTY FOR 2026. ALL RIGHT. RESOLUTION PLANO INDEPENDENT SCHOOL DISTRICT CASTING VOTES FOR BOARD OF DIRECTORS OF THE CENTRAL APPRAISAL DISTRICT OF COLLIN COUNTY FOR 2026, WHEREAS THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT MET IN OPEN SESSION AT A REGULAR MEETING ON NOVEMBER 18TH, 2025, TO VOTE FOR MEMBERS OF THE 2026 BOARD OF DIRECTORS OF THE CENTRAL APPRAISAL DISTRICT OF COLLIN COUNTY. AND WHEREAS, THE COLLIN COUNTY ELIGIBLE TAXING ENTITIES APPROVED AN OPTION WHICH ALLOWS FOR REPRESENTATION TO THE BOARD OF DIRECTORS OF THE CENTRAL APPRAISAL DISTRICT [00:15:05] IN ACCORDANCE WITH SECTION 6.03 OF THE TEXAS PROPERTY TAX CODE, AND WHEREAS, THE PLANO INDEPENDENT SCHOOL DISTRICT IN PLANO, TEXAS, DOES HEREBY CAST ITS 352 VOTES ON THE OFFICIAL BALLOT FOR THE ELECTION OF MEMBERS TO THE BOARD OF DIRECTORS OF THE CENTRAL APPRAISAL DISTRICT OF COLLIN COUNTY FOR MR. DOUG BENDER. WHEREAS THE BOARD OF TRUSTEES DOES HEREBY AUTHORIZE THAT THIS RESOLUTION SHALL BECOME EFFECTIVE IMMEDIATELY FROM AFTER ITS PASSAGE. NOW, THEREFORE, BE IT RESOLVED THAT THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT HAS HEREBY DULY ADOPTED THIS RESOLUTION IN PLANO, TEXAS, ON NOVEMBER 18TH, 2025, PASSED AND APPROVED BY THE BOARD OF TRUSTEES OF PLANO INDEPENDENT SCHOOL DISTRICT THIS 18TH DAY OF NOVEMBER, 2025. THANK YOU, SECRETARY LANTZ. WE WILL NOW MOVE ON TO AGENDA ITEM 7.1, WHICH IS TO CONSIDER AND TAKE POSSIBLE ACTION [7. DISCUSSION AND ACTION] REGARDING THE LEVEL IV APPEAL FILED BY MS. MEGAN VECCHIO UNDER BOARD POLICY FNG LOCAL. THE BOARD CONDUCTED THE LEVEL FOUR APPEAL HEARING FILED BY MS. MEGAN VECCHIO IN CLOSED SESSION UNDER AGENDA ITEM 4.2. TRUSTEES, MAY I PLEASE HAVE A MOTION ON THIS APPEAL? I MOVE THAT THE BOARD DENY THE LEVEL IV APPEAL FILED BY MS. MEGAN VECCHIO UNDER BOARD POLICY FNG LOCAL. I SECOND. THANK YOU TRUSTEES. I HAVE A MOTION MADE BY BOARD SECRETARY TARRAH LANTZ AND A SECOND BY BOARD VICE PRESIDENT NANCY HUMPHREY. TRUSTEES IS THERE ANY FURTHER DISCUSSION? SEEING AND HEARING NONE. I HAVE A MOTION BY BOARD SECRETARY TARRAH LANTZ AND A SECOND BY BOARD VICE PRESIDENT NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES DENIES THE LEVEL IV APPEAL FILED BY MS. MEGAN VECCHIO UNDER BOARD POLICY FNG LOCAL. I WILL CALL FOR A VOTE. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S SEVEN HANDS UP. NONE OPPOSED. THE MOTION CARRIES UNANIMOUSLY. THAT CONCLUDES DISCUSSION AND ACTION ITEMS FOR THIS EVENING. WE WILL NOW MOVE ON TO REPORTS. [8. REPORTS] WE WILL BEGIN WITH AGENDA ITEM 8.1, WHICH IS AN AVID UPDATE. I WILL INVITE KRISTIN ANDERSON, OUR AVID COORDINATOR, TO PLEASE PRESENT. OKAY WELL GOOD EVENING. THANK YOU, DOCTOR TYRA, DOCTOR WILLIAMS, TRUSTEES AND CABINET. I AM DELIGHTED TO SHARE AN UPDATE WITH YOU. I'M ALWAYS DELIGHTED TO TALK ABOUT AVID. WELL, I'M GOING TO GO BACK A SLIDE HERE. SO AVID IS AN ACRONYM. IT STANDS FOR ADVANCEMENT VIA INDIVIDUAL DETERMINATION. AND I ALWAYS LIKE TO BEGIN WITH OUR MISSION, OUR PLANO ISD MISSION, AND THEN KIND OF DO A SIDE BY SIDE WITH THE AVID MISSION. AND I LOVE THIS BECAUSE WHEN YOU LOOK AT OUR MISSION STATEMENT, THERE ARE SO MANY SIMILARITIES WITH OUR DISTRICT'S MISSION STATEMENT. SO THE THINGS THAT WE'RE DOING IN AVID ARE SUPPORTING THE THINGS THAT ARE DISTRICT BELIEVES IN. I LOVE THE IN THERE WITH AVID SAYING WE WANT THEM TO BE READY IN A GLOBAL SOCIETY AND IN OUR DISTRICT MISSION, THAT DYNAMIC WORLD. AND THEN THE OTHER WORD THAT STICKS OUT, THAT EVERY STUDENT AND ALL STUDENT, WE'RE GOING TO KIND OF COME BACK TO THAT IN OUR DISCUSSION. SO I WANT TO I WANT TO KIND OF HANG ON THOSE TWO WORDS EVERY AND ALL BECAUSE WE'RE GOING TO WE'RE GOING TO COME BACK TO THAT. SO HERE'S A LITTLE BIT ABOUT OUR AVID SYSTEM. I KNOW IT'S A LOT OF WORDS UP THERE [LAUGHTER]. BUT WE BEGAN INITIALLY WITH THE AVID ELECTIVE. AND THAT'S KIND OF THE CORNERSTONE OF THE AVID PROGRAM. WE HAVE 20 CURRENTLY HAVE 20 AVID CAMPUSES, SECONDARY AVID CAMPUSES THAT HAVE THE AVID ELECTIVE PROGRAM. AND SO YOU CAN SEE THE THINGS THAT ARE IMPORTANT TO US STUDENT AGENCY, RIGOROUS ACADEMIC PREPAREDNESS AND OPPORTUNITY KNOWLEDGE. THIS WAS ABOUT SERVING KIDS THAT WE FELT LIKE NEEDED TO BE SERVED IN AN ELECTIVE. AND THEN WHEN WE SAW SORT OF WHAT KIND OF THINGS HAPPENED AND THE RESULTS OF THE STUDENTS BEING IN THAT ELECTIVE, THAT'S WHEN WE STARTED LOOKING AT AVID ELEMENTARY. AND SO WE HAVE 22 AVID ELEMENTARY CAMPUSES, AND IT'S MORE OF LIKE A WHOLE SCHOOL OR WHOLE GRADE LEVEL APPROACH AS OPPOSED TO THE AVID ELECTIVE. AND SO WE LOOK AT STUDENT SUCCESS SKILLS, ORGANIZATIONAL SKILLS AND WICKER, WHICH IS WRITING INQUIRY, COLLABORATION, ORGANIZATION AND READING. AND THEN OUR MOST RECENT ADDITION IN 2018, 2019, [00:20:05] WE STARTED WITH AVID EXCEL AND AVID EXCEL IS A 7TH AND 8TH GRADE AVID ELECTIVE THAT REALLY CONCENTRATES ON SERVING LONG TERM ENGLISH LANGUAGE LEARNERS. SO IT'S AN AVID ELECTIVE, BUT EVERYTHING THEY DO IN THERE IS VERY MUCH ABOUT ACCELERATING LANGUAGE AND LITERACY. SO THEY SPEND TWO YEARS IN AVID EXCEL IN MIDDLE SCHOOL, AND THEN THEY MOVE RIGHT IN PIPELINE, RIGHT INTO THE AVID ELECTIVE IN HIGH SCHOOL, AND ARE SERVED IN THE AVID ELECTIVE THROUGH THEIR HIGH SCHOOL. A QUICK JUST A COUPLE OF SLIDES JUST SHOWING YOU THE YEARS AND THE ROLLOUT OF THE SECONDARY IMPLEMENTATION BEGINNING BACK IN 2006. AND THEN EVERY COUPLE OF YEARS, WE PULLED ON A FEW MORE CAMPUSES, AND THEN MCMILLAN CAME ON RIGHT AFTER IT WAS IT WAS BUILT [LAUGHTER]. OUR SECONDARY IMPLEMENTATION WAS STRATEGIC BECAUSE WHAT WE DID WAS THANKS TO A GRANT FROM UNITED WAY, WE ROLLED OUT AVID ELEMENTARY, THREE CAMPUSES AT A TIME AND BASED THAT ON NUMBERS OF LOW SES STUDENTS. SO WE JUST BEGAN WITH THE THREE SCHOOLS WITH THE LARGEST NUMBER OF STUDENTS. AND THEN WE WENT THROUGH THE UNITED WAY CYCLE THAT YEAR. AND THEN EVERY YEAR WE WENT BACK THROUGH THE UNITED WAY CYCLE. SO ALL OF THESE CAMPUSES, THEIR INITIAL TWO YEAR, FIRST TWO YEARS, WERE FUNDED THROUGH GRANTS FROM UNITED WAY. SO I GET THIS QUESTION A LOT. AND SO I WANTED TO PUT PUT THIS ON THE SCREEN FOR YOU. PEOPLE SAY, WELL, WHAT DOES AVID'S SELECTION LOOK LIKE OR WHAT DOES THE SELECTION PROCESS LOOK LIKE? AND SO I HAVE SOME BULLETS UP THERE ABOUT SOME THINGS THAT AN AVID STUDENT MAY HAVE. THE FIRST ONE IS WE WANT THEM TO HAVE DESIRE AND DETERMINATION. WE'RE LOOKING FOR KIDS WITH DESIRE AND DETERMINATION. THE SECOND ONE, WE WANT THEM TO WANT TO BE CHALLENGED IN SCHOOL, BUT WE ALSO WANT TO PROVIDE SUPPORT FOR THOSE CHALLENGES. AND THEN THE REST OF THE LIST KIND OF SAYS MAY OR MIGHT. AND SO YOU SEE SOME THINGS LISTED THERE. AND THAT CERTAINLY ISN'T THE PROFILE OF ALL OF OUR AVID STUDENTS. BUT THAT'S A PROFILE OF SOME OF OUR AVID STUDENTS. I KIND OF SAY, YOU KNOW, IT'S IT'S THE ACADEMIC MIDDLE THAT WE'RE LOOKING AT AND STUDENTS WHO ARE BEING SUCCESSFUL ON STATE EXAMS BUT THAT WE REALLY WANT TO PUSH INTO THAT NEXT LEVEL OF COURSES. AND SO SOME OF OUR STUDENTS MIGHT NOT SELF-SELECT HONORS OR OR AP OR DUAL CREDIT TYPE COURSES, BUT WITH THE SUPPORT OF AVID, THEY ARE SELECTING AND ARE BEING SUCCESSFUL IN THOSE STUDENTS. SO TEACHERS CAN RECOMMEND STUDENTS. PARENTS CAN RECOMMEND STUDENTS, COUNSELORS, STUDENTS CAN RECOMMEND THEMSELVES, WHICH THEY DO. AND WE ACTUALLY HAVE QUITE A FEW FRIENDS THAT ARE LIKE, I THINK THIS STUDENT WOULD BENEFIT FROM AVID. AND SO WE REALLY TAKE RECOMMENDATIONS FROM ANYWHERE. AND THEY THEY GO THROUGH AN APPLICATION AND AN INTERVIEW PROCESS. SO JUST A FEW QUICK AVID BY THE NUMBERS. SO THIS IS LAST YEAR. I JUST FINISHED GATHERING ALL THE NUMBERS FOR THIS YEAR. SO. AND THEY'RE SIMILAR AND, AND IN SOME CASES INCREASES IN THE NUMBER OF COURSES, BUT 2024-25 IN OUR SECONDARY AVID ELECTIVE PROGRAM, THAT'S THE TOTAL NUMBER OF STUDENTS. AND YOU CAN SEE THE TOTAL NUMBER OF HONORS COURSES THAT THEY'RE TAKING, THE TOTAL NUMBER OF AP COURSES THAT THEY'RE TAKING, THEY TOOK, AND THE TOTAL NUMBER OF DUAL CREDIT COURSES THAT THEY TOOK. THAT'S JUST LAST YEAR. AND SO JUST KEEPING IN MIND THAT MANY OF THESE STUDENTS WOULD NEVER HAVE SELECTED THAT LEVEL, OF COURSE, AND THAT LEVEL OF RIGOR. I THINK THAT'S PRETTY INCREDIBLE. AND WE KNOW THAT JUST TAKING THESE COURSES MAKES THEM BETTER PREPARED TO, TO BE SUCCESSFUL IN COLLEGE OR WHATEVER THEY CHOOSE AFTER HIGH SCHOOL. JUST A COUPLE OF SLIDES WITH THE DEMOGRAPHICS. SO YOU CAN SEE KIND OF THE MAKEUP OF THE AVID ELECTIVE. WE HOVER RIGHT AROUND 50% LOW SES, 50% NOT LOW SES STUDENTS EVERY YEAR. JUST KIND OF THAT LITTLE SWAYS BACK AND FORTH ALMOST EVERY YEAR. OUR SENIOR CLASS LAST YEAR, WE HAD 269 SENIORS THAT RECEIVED OVER 880 COLLEGE ACCEPTANCES AND EARNED OVER $8.4 MILLION IN SCHOLARSHIPS AND GRANTS. AND THEN OUR PERSISTENCE RATE SO STUDENTS THAT GO OFF TO COLLEGE AND THEN RETURN BACK TO COLLEGE THE NEXT YEAR IS THAT'S AN AVERAGE OVER THE LAST THREE YEARS, 89%. SO IT'S RANGED FROM 88% TO 91%, WHICH THAT'S PRETTY GOOD. [00:25:02] OKAY SO I WANTED TO TALK A LITTLE BIT ABOUT SCHOOL WIDE AVID. REMEMBER I SAID WE'RE GOING TO KIND OF COME BACK TO THE EVERY CHILD AND ALL STUDENTS. AND SO THAT'S WHAT SCHOOL WIDE AVID IS ABOUT. LAST SPRING WE WERE ABLE TO GET TOGETHER K-8 PRINCIPLES WITH A SMALL TEAM, WITH THEIR AVID COORDINATOR AND A SMALL TEAM, AND SPEND A DAY TOGETHER REALLY TALKING THROUGH SCHOOL WIDE AVID AND WHAT THAT LOOKS LIKE AND HOW WE JUST TAKE THE IMPACT AND SPREAD IT TO MORE STUDENTS. AND SO I DON'T KNOW IF ANY OF Y'ALL HAVE EVER DONE ANY HOME RENOVATION, BUT I HAVE, AND I LIKE THIS ANALOGY A LOT. WHEN WE REDID OUR PRIMARY BATH, THE ONLY PEOPLE IN OUR HOUSE THAT WERE AFFECTED BY THAT RENOVATION WERE MY HUSBAND AND I. RIGHT? WE'RE THE ONLY ONES THAT USED THAT BATHROOM, SO WE'RE THE ONLY ONES THAT ARE AFFECTED BY THAT RENOVATION. BUT WHEN WE REDID THE KITCHEN, Y'ALL KNOW THAT AFFECTS EVERYONE IN THE HOUSE. AND SO WE SPENT SOME TIME THIS DAY TALKING ABOUT HOW DO WE TAKE AVID FROM A BATHROOM RENOVATION, [LAUGHTER] WHICH SOUNDS SILLY, TO A KITCHEN RENOVATION WHERE IT'S AFFECTING EVERYONE IN THE HOUSE OR THE SCHOOL. AND SO WE HAD SOME REALLY GREAT DISCUSSIONS AND WORKED THROUGH A LOT OF INFORMATION TO KIND OF TALK THROUGH THAT. AND SO THIS IS KIND OF A SUMMARY OF THAT. AND SO LIKE SOME KEY COMPONENTS WE WOULD BE LOOKING FOR ARE HOW DO WE VERTICALLY ALIGN CCMR SKILLS LIKE NOTE TAKING AND ORGANIZATION AND TIME MANAGEMENT, SO THAT STUDENTS VERTICALLY AND HORIZONTALLY KNOW THE EXPECTATIONS. THEY'RE NOT GOING FROM ONE CLASS WHERE THIS IS THE EXPECTATION, TO ANOTHER CLASS WHERE THIS IS EXPECTATION, OR ANOTHER GRADE LEVEL WHERE THIS IS EXPECTATION. SO LET'S VERTICALLY ALIGN SOME OF THOSE SKILLS THAT ARE TRULY LIFE SKILLS. YOU CAN SEE SOME OTHER THINGS ON THERE ABOUT CCMR CAMPUS CULTURE. I WANT TO HIGHLIGHT THE BULLET THAT SAYS AVID TRAINS TRAINED ADMINISTRATORS THAT SET THE VISION FOR SCHOOL WIDE AVID. I WANTED TO HIGHLIGHT THAT BECAUSE IT'S A IT'S A PRIORITY AND I HAVE A SLIDE LATER THAT IT'S GOING TO KIND OF SHOW YOU HOW WE'RE MAKING THAT A PRIORITY. SO THESE WOULD BE SOME KEY COMPONENTS THAT WE WOULD LIKE TO SEE. AND IF WE SEE THOSE, THEN THE SCHOOL SHOULD HAVE SOME BENEFITS. RIGHT. LIKE WE SHOULD SEE A CONSISTENT AVID LANGUAGE AND CONSISTENT EXCUSE ME EXPECTATIONS. WE SHOULD SEE THESE ENGAGING IN RIGOROUS CLASSROOMS AND A FUTURE FOCUSED CULTURE AND HIGH EXPECTATIONS FOR ALL STUDENTS. AND AT THIS, IF YOU'RE SEEING THESE THINGS SCHOOL IN THE SCHOOL, THEN THERE SHOULD BE SOME OUTCOMES FOR THE STUDENTS. AND THAT WOULD BE STUDENT ENGAGEMENT, STUDENT AGENCY MEANING, RESILIENCY, PERSISTENCE, ACADEMIC SKILLS, AWARENESS OF THE POST-SECONDARY OPTIONS. PREPARED FOR THE NEXT STEP IN THEIR EDUCATIONAL JOURNEY BY SETTING GOALS, USING ORGANIZATIONAL TOOLS, MANAGING THEIR TIME, AND TAKING NOTES. SO WE TALKED ABOUT THOSE THINGS RELATED TO SCHOOL WIDE AVID. AND SO THEN WE TALKED THROUGH OKAY IF THIS IS WHAT WE'RE LOOKING AT THEN HOW DO WE SET GOALS AROUND THAT. AND SO WE WE TALKED A LITTLE BIT ABOUT THIS FLOW CHART OUR WORK THROUGH THIS FLOW CHART. AND SO IT BEGINS WITH REALLY LOOKING AT WHAT ARE THE DISTRICT PRIORITIES FOR THIS YEAR? WE WERE LOOKING AT THIS LAST APRIL. WHAT ARE THOSE PRIORITIES AND THINGS WE WANT TO SEE ON THE CAMPUS THAT THE DISTRICT SETS? AND THEN WHAT ARE YOUR CAMPUS PRIORITIES? SO HERE'S WHAT THE DISTRICT SAYS IS PRIORITY. HERE'S WHAT YOU'RE SAYING IS A PRIORITY FOR YOUR CAMPUS. THEN HOW CAN AVID SUPPORT THOSE PRIORITIES? SO HERE'S THE PRIORITIES. WHAT CAN I DO TO SUPPORT THAT AT YOUR CAMPUS? WHAT AVID CCR SKILLS SHOULD MAKE? SHOULD WE MAKE A PRIORITY FOR ALL STUDENTS? AND SO THAT LINK ACTUALLY GOES TO KIND OF LIKE A RUBRIC OF LET'S LOOK AT NOTE TAKING AND WHAT THAT SHOULD LOOK LIKE. AND LET'S LOOK AT ORGANIZATION AND WHAT THAT LOOKS LIKE. AND SO WHAT CAMPUS? WHICH ONES OF THOSE DO YOU WANT TO MAKE A PRIORITY AT YOUR CAMPUS AND THEN TALK ABOUT WHAT ARE SOME POSSIBLE GOALS, LIKE WHAT WOULD THOSE GOALS BE, THOSE AVID GOALS FOR YOUR CAMPUS? AFTER WE'VE DETERMINED WHAT ARE SOME POSSIBLE GOALS, THEN WE START TO ALIGN IT WITH AVID. HOW DOES IT ALIGN WITH OUR OUR FRAMEWORK, AVID FRAMEWORK? HOW DO THEY ALIGN WITH THESE ARE OUR CERTIFICATION DOCUMENTS. THE CCI AND SIT ARE OUR AVID CERTIFICATION DOCUMENTS. THEN VERY IMPORTANTLY, ARE THESE GOALS MEANINGFUL LIKE WE'VE LOOKED AT ALL THESE WE'VE SET SOME GOALS. THEY'RE ALIGNING. BUT ARE THEY MEANINGFUL GOALS MEANINGFUL GOALS? SHOULD WE DO IT? AND THEN LASTLY ARE THEY MANAGEABLE? [00:30:01] AND SO CAN WE DO IT. LIKE IS THIS MANAGEABLE? AND SO THIS IS KIND OF THE FLOWCHART THAT THE PRINCIPALS AND THEIR COORDINATORS AND THEIR SMALL TEAM WORKED THROUGH TO DETERMINE WHAT THEIR GOALS MIGHT BE. COULD YOU JUST ELABORATE WHAT CCI AND SIT ARE? OKAY, SO AVID HAS A CERTIFICATION DOCUMENT THAT WE COMPLETE EVERY YEAR FOR EVERY CAMP, EVERY CAMPUS COMPLETES IT. AND THE AVID CCI, THAT'S THE ELEMENTARY ONE, THE SECONDARY ONE JUST CHANGED THIS YEAR. IT'S NEW AND IT'S THE SECONDARY IMPLEMENTATION TOOL IS WHAT SIT IT STANDS FOR. SO THAT'S WHAT OUR COORDINATORS AND OUR CAMPUS SITE TEAMS ARE LOOKING AT TO DETERMINE IF THEY'RE. OKAY PRINCIPAL TRAINING. SO WE HAVE A LOT OF PRINCIPALS THAT KIND OF INHERITED AN AVID CAMPUS RIGHT? THEY CAME TO THE CAMPUS AFTER AVID WAS ALREADY THERE. AND SO THEY MAY NOT HAVE EVER ATTENDED ANY AVID TRAINING OR HAVE THE BACKGROUND. AND SO WE'RE REALLY MAKING THAT A PRIORITY FOR THE NEXT YEAR, SO THAT THEY ARE ABLE TO SET THE VISION AND ENSURE FIDELITY AND LEAD THE CHANGE. SO WE HAVE AN ADVOCATE COORDINATOR AT EVERY CAMPUS, BUT REALLY THE PRINCIPAL IS THE ONE THAT LEADS THAT CHANGE. AND THAT'S KIND OF WHAT THAT PICTURE IS THERE. IF YOU THINK ABOUT WHO SHOULD HAVE THE MOST INFLUENCE AT A CAMPUS OR SHINE THE LIGHT THE BRIGHTEST AND THE FARTHEST, IT SHOULD BE THAT CAMPUS PRINCIPAL AND THE ADMINISTRATION. AND SO WE HAVE GIVEN ALL OF THE AVID CAMPUS LEADERS THREE OPTIONS TO ATTEND TRAINING. ONE IS IN FEBRUARY, ONE IS THE SUMMER AND NEXT THE LAST ONE IS NEXT FALL. THAT DATE IS TO BE DETERMINED. AND SO I THINK THAT IS GOING TO HELP WITH THE VISION, THE FIDELITY AND LEADING THAT CHANGE. OKAY. I WANTED TO KIND OF END WITH SOMETHING FUN. DID I BRING IT UP HERE? HOLD ON OKAY SO AVID JUST PUT TOGETHER A COMPILATION OF 45 ALUMNI STORIES FROM ALL THE YEARS THAT AVID HAS BEEN AROUND. THAT'S A LOT OF YEARS AND A LOT OF STORIES. AND GUESS WHAT? ONE OF OUR STUDENTS IS ONE OF THE 45 AND HER NAME IS BRUNA TAVARES. AND HER QUOTE, EDUCATION WAS A MEANS TO BREAK THE CHAINS I'M BORN WITH. IF YOU'LL JUST INDULGE ME FOR A SECOND, IT'S TEN PAGES. I AM NOT GOING TO READ ALL TEN PAGES, BUT I DID WANT TO READ A COUPLE OF QUOTES OUT OF HERE BECAUSE SHE HAS A PRETTY AMAZING STORY. IT SAYS. WHEN BRUNA WAS ADMITTED TO THE AVID PROGRAM IN THE EIGHTH GRADE, SHE FELT LIKE IT WAS A TURNING POINT. FOR THE FIRST TIME, I FELT HOPE. HOPE IS EVERYTHING FOR A CHILD. I FELT LIKE I WASN'T ALONE IN THIS JOURNEY. WHEN YOU START WITH NOTHING, YOU CAN BUILD SOMETHING. IN HIGH SCHOOL, AVID BECAME BRUNA'S LIFELINE BY PROVIDING HER EXTRA HELP WITH CONCEPTS OR EXPLAINING THINGS TO ME STEP BY STEP, SHE SAID. ALL I HAD TO DO WAS ASK FOR HELP. SAYS. THROUGH AVID, BRUNA LEARNED THAT HIGH SCHOOL GRADE POINT AVERAGES WERE NOT ENOUGH TO BE ADMITTED TO COLLEGE. SO WHEN I TALKED ABOUT OPPORTUNITY KNOWLEDGE EARLY, THAT'S THIS IS OPPORTUNITY KNOWLEDGE, RIGHT? UNIVERSITIES WANTED WELL-ROUNDED STUDENTS WHO VOLUNTEERED, TOOK ON LEADERSHIP AND KNEW HOW TO WORK IN TEAMS. THAT OPENED MY EYES. I VOLUNTEERED WHENEVER I COULD, I JOINED ORGANIZATIONS AND EVENTUALLY STEPPED INTO LEADERSHIP ROLES. I CHALLENGED MYSELF TO GROW OUTSIDE OF THE CLASSROOM AS MUCH AS INSIDE. I'M GOING TO SUMMARIZE THE NEXT FEW PAGES, BUT ESSENTIALLY BRUNA WENT ON TO GET A DEGREE FROM UTD, THEN DECIDED TO GET HER MASTER'S IN ACCOUNTING. EVEN THOUGH HER UNDERGRADUATE DEGREE WAS IN PSYCHOLOGY, SHE HAD TO TAKE SOME SHORTLY INTO HER ACCOUNTING PROGRAM. SHE LEARNED THAT THE ARMY NEEDED PEOPLE WHO SPOKE PORTUGUESE. SHE DESCRIBES HERSELF IN HERE AS A SKINNY BOOKWORM [LAUGHTER]. I WOULD NOT HAVE SAID THAT ABOUT HER SHE SAID THAT ABOUT HERSELF. SO SHE TRAINED AND ENLISTED IN THE ARMY, SPENT THREE YEARS IN THE ARMY, EARNED HER CITIZENSHIP. AFTER THE ARMY, SHE GOT HER MASTER'S IN SUPPLY CHAIN MANAGEMENT BECAUSE THAT'S WHAT SHE DID IN THE ARMY AND CURRENTLY. CURRENTLY, [LAUGHTER] SHE'S IN SPAIN WORKING ON HER MBA AFTER WORKING AT TI FOR A LITTLE BIT, TOO. AND THEN AT THE END SHE SAID, IT SAYS WHEN BRUNA STARTED AN AVID SHE FELT STUCK AND IN PRISON. BACK THEN I WAS BROKE, CLUELESS, AND I COULD NOT LEAVE THE COUNTRY. TODAY I'M FINANCIALLY INDEPENDENT, KNOWLEDGEABLE AND HAVE TRAVELED TO OVER 70 COUNTRIES. YEAH, AND THE LAST LITTLE QUOTE SHE HAS THAT I WANTED TO SHARE WAS BEING BRAVE DOESN'T MEAN BEING FEARLESS. IT'S DECIDING THAT SOMETHING ELSE IS MORE IMPORTANT THAN YOUR FEARS. [00:35:03] AND SO I THOUGHT THAT WAS REALLY FUN. THIS LITERALLY GOT PUBLISHED LIKE LAST MONTH. AND SO I LOVED THE TIMING OF IT. AND I GOT TO READ YOU A LITTLE BIT ABOUT THAT, AND I THINK IT'S PRETTY SPECIAL. SHE WAS IN OUR SECOND GRADUATING CLASS. SO THANK YOU. THIS IS A PICTURE OF OUR AVID STUDENTS AT THE AVID LEADERSHIP RETREAT LAST YEAR FOR THE LAST TIME AT COLLIN COUNTY ADVENTURE CAMP, [LAUGHTER] WHICH I DID CRY, BY THE WAY, WHEN THAT CLOSED [LAUGHTER]. SO THAT'S MY PRESENTATION. IF YOU ALL HAVE ANY QUESTIONS, I'M HAPPY TO ANSWER THEM. THANK YOU, KRISTIN, FOR THE GREAT REPORT. TRUSTEES, THIS IS A REPORT. SO WHATEVER QUESTIONS, COMMENTS, HOT SPORTS OPINIONS YOU HAVE FOR KRISTIN. SO WHAT YEAR DID SHE GRADUATE? JUST OUT OF CURIOSITY. WHAT YEAR DID BRUNA GRADUATE? YEAH. SO OH, GOSH. I MEAN, APPROXIMATELY? OKAY APPROXIMATELY 2010 YEAH. OKAY SO BECAUSE I WAS LIKE LOOKING FOR A REFERENCE POINT BECAUSE. YES. BECAUSE I'M OLD [LAUGHTER]. SHE WOULD HAVE STARTED AVID IN 2007, 2008 AS A FRESHMAN SO SHE AS A STUDENT WITH US IS IN THE SAME RUNS IN THE SAME TIMELINES AS MY, AS MY DAUGHTER. SO FIRST OF ALL, THAT'S REALLY AWESOME. SECOND, I NEED TO UNDERSTAND I'M JUST KIND OF CURIOUS BECAUSE ACTUALLY, WAY BACK IN 2006, I SEEM TO RECALL THAT MY DAUGHTER WAS ACTUALLY OFFERED THE OPPORTUNITY TO BE IN AVID. AND SHE WAS A LITTLE [LAUGHTER] OFFENDED, ACTUALLY, SHE WAS A LITTLE INCENSED BECAUSE SHE RAN WITH A CROWD OF, YOU KNOW, OTHER KIDS THAT PERFORMED WELL. AND SO SHE FELT LIKE SHE WAS, YOU KNOW, THAT CROWD. AND SO AT THAT POINT, BECAUSE IT WAS BRAND NEW, YOU KNOW. YES YOU KNOW, AND AS A PARENT, I WAS UNSURE AS WELL AS WHAT IT REALLY MEANT FOR HER TO BE PART OF THAT PROGRAM. AND I WENT TO SEE HER PRINCIPAL, WHICH WAS MR. KING [LAUGHTER] AT THE TIME, AND ASKED ABOUT IT. SO HAS IT EVOLVED IN OUR THIS ALL TO SAY HAS AVID EVOLVED IN OUR DISTRICT? IT SEEMS LIKE IT STARTED AS A SECONDARY THING AND MORE LIKE WE PULLED CHILDREN OUT AND IT WASN'T LIKE A SCHOOL WIDE THING. IT WAS WE KIND OF AIMED AT SPECIFIC KIDS THAT WE THOUGHT THIS WAS GOING TO REALLY HELP WITH. AND NOW YOU'RE TELLING ME THAT IT'S SCHOOLWIDE, WHERE I'M THINKING THAT'S AT THE ELEMENTARY LEVEL? SO AVID ELEMENTARY, THERE IS NO ELECTIVE. SO IT IS GRADE LEVEL SECONDARY. WE WOULD LIKE TO MAKE IT MORE OF A SCHOOL WIDE OPPORTUNITY. SOME OF THE SKILLS THAT WE KNOW ARE ARE HELPING OUR STUDENTS, MAKING SURE ALL STUDENTS HAVE ACCESS TO THAT. AND IF I MAY, I'LL JUST CHIME IN A LITTLE BIT. SO AVID DID CHANGE FROM LIKE BACK IN 2007. SO IT ORIGINALLY STARTED OUT AS A SECONDARY HIGH SCHOOL PROGRAM WHERE STUDENTS WERE IDENTIFIED. MOST OF THE TIME, STUDENTS MAY HAVE BEEN IDENTIFIED IF THEY'RE FIRST GENERATION OR STUDENTS WHO PERHAPS SHOWED THE POTENTIAL BUT NEEDED SOME ADDITIONAL ASSISTANCE, MAYBE WITH HOW TO STUDY, HOW TO HOW TO PREPARE, HOW TO ORGANIZE THEMSELVES. THAT MOVED INTO A SCHOOL WIDE MODEL WHERE AND THIS IS STILL THE SECONDARY LEVEL, I WANT TO SAY, BACK IN 2009, BUT IT MAY HAVE BEEN 2011 WAS WHEN ELEMENTARY AVID WAS INTRODUCED. AND IT IS A SCHOOL WIDE WALL TO WALL SYSTEM. SO YOU DON'T IDENTIFY AVID STUDENTS ANYMORE. GRADE LEVELS DETERMINE HOW THEY'RE GOING TO TEACH. AND THEY DETERMINE AND IDENTIFY WHAT ARE THE SYSTEMS THAT WE CAN PUT IN PLACE FOR. FOR KIDS TO BE SUCCESSFUL. SO, FOR EXAMPLE, TEACHERS MAY DECIDE, WELL, WE'RE GOING TO DO TWO COLUMN NOTES. AND SO OR THREE COLUMN NOTES. AND SO IT MAY BE THAT IS THE NOTE TAKING STYLE THAT STUDENTS NOW ARE EXPECTED IN THEIR CLASSROOM. MAYBE HOW THEY ORGANIZE THEIR NOTEBOOKS, HOW THEY ORGANIZE THEIR SPIRAL NOTEBOOKS, HOW THEY'RE TAKING NOTES EVEN HAVING A CHECK HOME SYSTEM HOW THEY STUDY. SO IT'S REALLY TEACHERS THEN IDENTIFYING WHAT IS MOST APPROPRIATE FOR OUR KIDS THAT WOULD MEET THEIR NEEDS SO THAT THEY KNOW HOW TO ORGANIZE THE LEARNING IN THE CLASSROOM, HOW THEY CAN KEEP ORGANIZED WHEN THEY GO HOME. AND HOW DO HOW DO YOU INVOLVE THE PARENTS AS PART OF THAT LEARNING PROCESS? SO IT'S A REALLY STRONG, ROBUST MODEL. AND THAT'S WHAT THE ELEMENTARY MODEL IS FOUNDED ON. WHEN YOU MOVE INTO MIDDLE SCHOOL, IT'S A IT'S A MESH OF BOTH THINGS. [00:40:01] AND SO REALLY FOR LIKE SIXTH GRADE IT SHOULD BE STILL THAT WALL TO WALL MODEL. SO HOW DO YOU TRANSITION FROM ELEMENTARY NOW INTO MIDDLE SCHOOL. HOW DO YOU CREATE THOSE SYSTEMS. AND THEN IN 7TH GRADE AND 8TH GRADE, IT SHOULD BE THAT THOSE TEACHERS ARE ALSO CREATING A WALL TO WALL EXPERIENCE. BUT AT THAT POINT, THAT'S WHEN THE AVID ELECTIVE BECOMES A PART OF THE AVID MODEL AND IMPLEMENTATION. SO IT HAS EVOLVED OVER TIME. AND I THINK THE AVID CENTER CONTINUES TO MAKE ADJUSTMENTS TO BEST MEET THE NEEDS OF EITHER INDIVIDUAL CAMPUSES OR SCHOOL DISTRICTS. AND I WILL TELL YOU THAT HAVING AVID HAS BEEN A PART OF MY CAREER, I IMPLEMENTED AVID FOR THE VERY FIRST TIME IN, IN THE YEAR 2000. SO IT'S BEEN A LONG TIME THAT I THINK STARTING WITH THE AVID SCHOOLWIDE MODEL VERSUS THE ELECTIVE IS ACTUALLY A BETTER A BETTER WAY TO GO. I KNOW THAT THAT THAT THAT'S NOT ALWAYS THE AVID IMPLEMENTATION. BUT REALLY IT'S IT CAN BE INCREDIBLY POWERFUL AND TRANSFORMATIVE. WHEN SCHOOLS HAVE A SCHOOL WIDE, A STRONG SCHOOL WIDE COMPONENT. SO MY EXTRA THINKING ON THAT. SO THANK YOU FOR THAT. THAT HELPS ME. IT'S NO, NO IT'S BEEN A WHILE SO THAT HELPS ME. BUT SO GOING ON BEYOND THAT CONSIDERING HOW OVER TIME THE POPULATIONS IN OUR SCHOOLS HAVE CHANGED AND THERE'S DIFFERENCES. I'M JUST WONDERING HOW WE RECONCILE. AND I'M JUST BEING PICKY HERE. HOW WE HOW WE RECONCILE IDENTIFYING ONLY CERTAIN SCHOOLS. AS OPPOSED TO OTHER SCHOOLS. YOU KNOW, WE'RE HAVING STARTING TO HAVE SCHOOLS THAT HAVE A MIXED POPULATION WHERE PART OF THE POPULATION MAY NOT NECESSARILY, YOU KNOW, NEED THE EXTRA BOOST BECAUSE WE'RE MAKING ASSUMPTIONS ABOUT HOW THEIR FAMILIES WORK. BUT THEN NOW THERE, THERE'S NEW POPULATION FOR WHICH AVID WOULD BE VERY HELPFUL. SO I'M JUST WONDERING IF IN THE FUTURE WE NEED TO THINK ABOUT, YOU KNOW, MAYBE ALL CAMPUSES NEED SO SOME COMPONENT. IF I CAN ADDRESS THAT. I THINK ONE OF THE GOALS IS SOMETHING THAT I'M SUPER PROUD OF MS. ANDERSON IS SOMETHING THAT SHE'S DOING IS KIND OF GETTING US BACK ON TRACK. I THINK AFTER COVID AND AFTER A FEW OTHER THINGS WE MIGHT HAVE SLIPPED A LITTLE BIT IN SOME AREAS. SHE'S BEEN SUPER PERSISTENT. SHE CAME TO ME LAST YEAR WITH THE IDEA OF HOW DO WE VERTICALLY ALIGNED SO THAT IT CAN SPREAD A LITTLE BIT FURTHER. AND THEN THIS YEAR, WE ALSO DISCUSSED HOW DO WE MAKE SURE THAT OUR PRINCIPALS ARE TRAINED BECAUSE OF JUST CHANGES IN LEADERSHIP. WE HAD. PLEASE CORRECT ME. KRISTIN. 30? ABOUT 30 PRINCIPALS, NOT AVID TRAINED. SO GOING BACK TO THAT SLIDE AND THAT TOPIC THAT SHE TALKED ABOUT THAT LEADERSHIP AND WHAT THAT'S WHAT THAT CAN DO. THAT'S WHERE WE START, RIGHT? THAT'S WHERE WE START. IN ORDER TO HAVE A SYSTEM AND A SUCCESSFUL SYSTEM IN PLACE, WE NEED TO MAKE SURE THAT LEADERSHIP IS IS IN IT, TRAINED AND READY TO EXECUTE. AND THAT'S WHERE WE'RE HEADED TOWARDS. THERE'S A FEW OTHER THINGS THAT WE'RE WANTING TO DO. SO GOING BACK TO THE SIXTH GRADE PROGRAM THAT LISA HAS PRESENTED IN THE PAST MAKING SURE THAT WE ARE FULLY TRAINED, TRAINING OUR FUTURE READY TEACHERS BEYOND JUST HERE'S SOME AVID RESOURCES. WE WANT TO PULL THEM OUT AND MAKE SURE THEY FULLY UNDERSTAND THE AVID PROGRAM, WHAT THAT SHOULD BE LOOKING LIKE FOR THOSE SIXTH GRADERS SO THAT IT CAN EXPAND BEYOND ONE OF THE CHALLENGES IN EXPANDING AVID IS TRAINING IN THE SUMMERTIME IS EXPENSIVE. KRISTIN HAS DONE AN AMAZING JOB MAKING SURE THAT WE HAVE PATH TRAINING THROUGHOUT THE YEARS. SOMETHING THAT THAT WE WILL CONTINUE TO DO. BUT IN ORDER FOR US TO BE ABLE TO EXPAND AVID SCHOOL WIDE, THE STRUGGLE IS SOMETIMES MAKING SURE THAT TEACHERS UNDERSTAND THE STRATEGIES AND THE STUDENTS KNOW HOW TO DO THOSE STRATEGIES. WE KNOW THAT WHEN NEW TOOLS ARE INTRODUCED IN THE CLASSROOM, TEACHERS HAVE TO SPEND TIME TRAINING ON THOSE TOOLS. IF WE HAVE A 6TH GRADE FUTURE READY CLASS, WHERE THE WHERE THE STUDENTS ARE BEING TRAINED ON HOW TO USE THOSE, SOME OF THOSE STRATEGIES, THE REST OF THE TEACHERS DON'T HAVE TO WORRY ABOUT TEACHING THAT. THEY JUST DO. AND THAT'S HOW WE CREATE AN AVID SCHOOL WIDE SYSTEM. THAT'S JUST NOT THE AVID ELECTIVE WHERE A FEW KIDS, IT'S BEYOND DEMOGRAPHICS, WALL TO WALL, ALL THAT GOOD STUFF. SO WE'RE ON IT. WE HAVE PLENTY OF IDEAS. WE WILL GET THERE. AND I THINK KRISTIN'S THE RIGHT PERSON TO GET US THERE AS WELL. I JUST HAD A QUICK COMMENT BECAUSE YOU ANSWERED MY QUESTION AS YOU TALKED. I WAS GOING TO ASK, WHAT'S THE DIFFERENCE BETWEEN THE FUTURE READY CLASSES FOR 6TH GRADE AND THEN GOING INTO AVID? SO IT'S ALMOST LIKE A TRAINING GROUND, RIGHT? [00:45:02] OKAY. YES AND THE SECRETARY WILL ADDRESS OTHER THINGS AS WELL. WE HAVE SOME IDEAS AROUND JUST DIGITAL LEARNING OTHER THINGS. BUT WE WANT TO MAKE SURE THAT THE THINGS WE WANT TO SEE TO USE SOME OF THE LANGUAGE THAT'S BEEN USED WALL TO WALL THAT WE ARE WE ARE INTRODUCING AT THE SIXTH GRADE SO THAT IT CAN BECOME PART OF THE CAMPUS. I WILL SAY, AND MY SON IS ON ONE OF OUR ELEMENTARY CAMPUSES THAT HAS AVID SCHOOL WIDE. AND AND WHEN YOU LOOK AT HIS BINDER ON THE FRONT, IT SAYS MY AVID BINDER. AND SO I'M ALWAYS I'M ALWAYS TICKLED TO SEE THAT. AND CERTAINLY HE'S NOT, YOU KNOW, FIRST GENERATION. MY GRANDMOTHER'S GRANDFATHER WAS COLLEGE EDUCATED. SO HE, YOU KNOW, COMES FROM A REAL NERDY FAMILY [LAUGHTER]. I GUESS, BUT SOMETIMES IT'S EVEN WE AS EDUCATED PARENTS DON'T KNOW WHAT CURRENT PRACTICE OR STUDY SKILLS OR WHAT THE EDUCATION RESEARCH SAYS IS LIKE, THIS IS WHAT'S GOING TO BE THE RIGHT STRATEGIES FOR THESE KIDS. OR WHAT WORKED FOR ME MAY NOT WORK FOR HIM. AND SO EVEN AS A PARENT THAT HAS A CHILD THAT IS NOT ECONOMICALLY DISADVANTAGED AND IS IS NOT A FIRST GENERATION COLLEGE STUDENT, I HAVE REALLY APPRECIATED THE PROGRAM BECAUSE IT HAS GOTTEN HIM ORGANIZED IN A WAY THAT YOU KNOW, IT IS PROBABLY NOT SOMETHING THAT I WOULD HAVE BEEN CAPABLE OF HELPING HIM WITH. AND ALL OF HIS CLASSMATES SHARE, YOU KNOW, SHARE THE SAME. AND SO I THINK THAT THAT'S I THINK I LOVE THE SCHOOL WIDE APPROACH TO THAT KIDS ALSO SORT OF TAKE THINGS DIFFERENTLY SOMETIMES FROM STAFF. AND THEY DO PARENTS LIKE, THEY TAKE THINGS DIFFERENTLY FROM THEIR TEACHERS AND THEY DO THEIR PARENTS. AND SO YOU KNOW, I THINK THAT'S REALLY BENEFICIAL. IF I CAN JUST JUMP IN FOR ONE MORE THING. I THINK THE OTHER TRANSFORMATION WITH AVID IS THE TEACHER BECAUSE IT'S GROUNDED AND FOUNDED. I MEAN, THERE'S A COGNITIVE MODEL THAT GOES WITH THIS. AND SO IT'S LOOKING AT THE DIFFERENT LEVELS OF INQUIRY. AND SO IF A TEACHER IS USING AVID STRATEGIES, WHICH IS THAT INQUIRY MODEL TO PLAN FOR INSTRUCTION, THEN THAT SHOULD BE EVIDENT IN SETTING THE INITIAL LEARNING ASKING THE QUESTIONS THAT CONNECTS TO PRIOR LEARNING, ASKING THE QUESTIONS TO LAUNCH INTO THE DESIRED LEARNING AND THE DESIRED OBJECTIVES, HOW THEY'RE ENGAGING STUDENTS IN THE CLASSROOM, HOW THEY'RE PREPARING STUDENTS FOR FOR FOR THE ASSESSMENT OF THE LEARNING. SO THAT'S THE OTHER REAL BIG COMPONENT TO THIS. YES, WE TALK A LOT ABOUT THE KIDS AND IT BUILDING THE KIDS, BUT AVID AND WHEN IT'S DONE WELL AND DONE AT THE SCHOOL WIDE MODEL, IS VERY TRANSFORMATIVE TO HIGHER LEVEL INSTRUCTION IN THE CLASSROOM. AND SO I THINK THAT'S THE BEAUTY OF IT. I WOULD LOVE IF WE WERE A A DISTRICT WIDE AVID SCHOOL DISTRICT BECAUSE IT'S GOOD FOR ALL KIDS AND IT'S GOOD FOR ALL LEVELS OF INSTRUCTION, AND IT'S GOOD FOR ALL CLASSROOMS. IT'S IT'S VERY TRANSFORMATIVE IF DONE WELL. AND I THINK THE OTHER THING, TOO, IS I WANT TO RECOGNIZE THAT WE DO HAVE SOME NATIONAL AVID STAFF, DEVELOPERS ON STAFF. AND SO HAVING OTHER FOLKS ON STAFF TOO MIGHT HELP US FROM A PROFESSIONAL LEARNING ASPECT TOO. SO THANK YOU TIMELINE. I WILL INVITE JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES AND TECHNOLOGY, TO PLEASE PRESENT. THANK YOU, PRESIDENT TYRA, SUPERINTENDENT WILLIAMS, BOARD OF TRUSTEES AND CABINET AND EVERYBODY ELSE THAT'S STILL HERE [LAUGHTER]. I'M GOING TO GO THROUGH THIS PRETTY QUICK, BUT THIS IS SOMETHING THAT WE ACTUALLY TRY TO DO IN NOVEMBER OF EACH YEAR. IT'S JUST TO GIVE YOU AN IDEA OF WHAT'S COMING DOWN THE PIKE AS FAR AS BUDGET. AND OBVIOUSLY NOVEMBER IS WHEN WE ACTUALLY START THAT PROCESS. I WAS REFLECTING A LITTLE BIT EARLIER THIS AFTERNOON, AND THIS IS MY 32ND YEAR TO ACTUALLY HAVE SOME KIND OF HAND IN THE BUDGETING PROCESS. I WILL SAY MY ROLE HAS CHANGED CONSIDERABLY OVER THE LAST SEVERAL YEARS, BECAUSE WE HAVE MS. COURTNEY REEVES AND HER AND HER TEAM DO AN AMAZING JOB THROUGH THIS PROCESS. BUT ONE THING THAT I HAVE REALIZED MORE AND MORE AS I'VE GONE THROUGH THIS OVER THE LAST COUPLE OF DECADES, AND THAT IS IT'S NOT JUST A FINANCIAL SERVICES PROCESS. AND WE HAVE GREAT LEADERSHIP WITH COURTNEY AND HER TEAM. THEY'LL LEAD US THROUGH THIS PROCESS OVER THE NEXT 8 OR 9 MONTHS. BUT I CAN TELL YOU THAT IT TAKES THE ENTIRE DISTRICT TO MAKE THIS SUCCESSFUL. THIS IS ONE OF THE BOARD'S DIRECTIVES, IS ESTABLISHING A BUDGET FOR THAT SUBSEQUENT YEAR. SO THIS IS ONE OF YOUR DIRECTIVES. SO YOU GUYS, YOU ALL PLAY A VERY ACTIVE AND VITAL ROLE IN THIS PROCESS AS WELL. [00:50:08] SO WHEN WE THINK ABOUT YOU KNOW, SETTING THE BUDGET, GOING THROUGH THE BUDGET PROCESS, WE ACTUALLY THINK ABOUT RESOURCES. AND WHEN WE THINK ABOUT RESOURCES, WE AUTOMATICALLY OUR MIND AUTOMATICALLY GOES TO PILLAR NUMBER 5, WHICH IS MY PERSONAL FAVORITE PILLAR [LAUGHTER]. AND THAT IS HOW WE ACTUALLY ALLOCATE OUR RESOURCES. AND ONE THING THAT WE WANT TO ALWAYS KEEP IN THE BACK OF OUR MIND IS OUR RESOURCES NEED TO BE CLOSELY ALIGNED WITH OUR DISTRICT GOALS, AND WE NEED TO BE ABLE TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF PRIMARILY OUR STUDENTS, BUT ALSO OUR STAFF. SO GUIDING QUESTIONS. AND ACTUALLY, I'D LIKE TO TAKE CREDIT FOR THIS, BUT I WON'T. BECAUSE COURTNEY REEVES CAME UP WITH THESE AND WITH HER AND HER TEAM, WHENEVER THEY SIT DOWN WITH ALL OF THE DIFFERENT DEPARTMENTS AND THE CAMPUSES TO GO OVER THE ALLOCATIONS, THESE ARE GUIDING PRINCIPLES OR GUIDING QUESTIONS THAT THEY ACTUALLY LIKE TO ASK THEMSELVES TO MAKE SURE THAT THEY'RE ALIGNED WITH THESE THINGS. OUR CAMPUS IS ADEQUATELY RESOURCED. OUR CAMPUSES WITH THE GREATEST NEEDS EQUITABLY RESOURCED. DO RESOURCE ALLOCATIONS, ALIGN WITH OUR DISTRICT GOALS? OUR PROGRAMS, ENROLLMENTS AND STUDENT NEEDS ARE ALL CONSIDERED IN A STRATEGIC, ADEQUATE AND EQUITABLE MANNER? DO ALLOCATIONS FOLLOW STATE AND FEDERAL MANDATES? AND THEN FINALLY, ARE RESOURCES ALIGNED TO MAXIMIZE STUDENT LEARNING OUTCOMES? AND I CAN TELL YOU, WE GET THIS ALL THE TIME FROM OUR SUPERINTENDENT WILLIAMS. AND THAT IS WHAT'S THE MAIN THING? LET'S KEEP THE MAIN THING THE MAIN THING. WHAT IS THE MAIN THING? AND THAT IS STUDENT OUTCOMES. OKAY? AND SO WE GET WE TALK ABOUT THAT A LOT. YOU GO THROUGH AND WE HAVE A STRATEGIC PLAN. AND I CAN BE I CAN HONESTLY SAY THIS AT PREVIOUS DISTRICTS THERE'S MOST DISTRICTS THAT I'VE WORKED AT HAVE HAD A STRATEGIC PLAN. I CAN TELL YOU THAT WE AT PLANO ISD FOLLOW OUR STRATEGIC PLAN A LOT CLOSER THAN ANY PLACE I'VE EVER, I'VE EVER BEEN. WE WE TALK ABOUT THIS A LOT, AND WE WANT TO MAKE SURE THAT OUR RESOURCES ARE STRICTLY ALIGNED TO OUR FIVE PILLARS UNDER OUR STRATEGIC PLAN. YOU CAN SEE WHAT THOSE FIVE PILLARS ARE. I KNOW EVERYBODY HERE KNOWS WHAT THEY [LAUGHTER] ARE. BUT PILLAR ONE OF COURSE, IS I WOULD SAY LISA'S FAVORITE, WHICH IS TEACHING AND LEARNING. AND THAT IS ALL STUDENTS WILL BE CHALLENGED TO MAKE APPROPRIATE INDIVIDUAL GROWTH THROUGH HIGH QUALITY PROGRAMING AND INSTRUCTION THAT IS RELEVANT, ENGAGING AND DIFFERENTIATED TO MEET STUDENT LEARNING NEEDS. AND OF COURSE, UNDERNEATH THAT WE HAVE SPECIFIC OBJECTIVES THAT WE'RE TRYING TO ACTUALLY MEET THROUGH STRATEGIES ON A YEARLY BASIS. LIFE READY THIS IS I SEE DOCTOR KRISTYN EDNEY BACK THERE. THIS IS, I WOULD SAY, MAYBE HER FAVORITE. BUT THIS IS ALL PLANO ISD STUDENTS WILL HAVE ACCESS TO PROGRAMS AND EXPERIENCES THAT WILL BUILD FUTURE READY WORKFORCE AND SUCCESSFULLY BRIDGE STUDENTS TO THEIR CHOSEN PATHWAYS. I CAN SAY OVER THE LAST COUPLE OF YEARS, THIS HAS BEEN ONE OF OUR BIGGEST EMPHASIS AS A DISTRICT IS TO MAKE SURE STUDENTS ARE READY TO GO AS SOON AS THEY LEAVE OUR HIGH SCHOOLS, THAT THEY'RE READY FOR THAT NEXT BIG STEP. DOCTOR KENDALL IS NOT HERE IN THE AUDIENCE, BUT I PROMISE YOU, SHE'S BACK IN HER OFFICE WORKING, AND SHE'S WATCHING ME [LAUGHTER] AND I WOULD SAY THIS IS HER FAVORITE ONE. AND SO THE CARE DEVELOPMENT, SUPPORT OF OUR, OF OUR PLANO ISD STAFF ARE THE FOUNDATIONAL OF OUR ABILITY TO RECRUIT, HIRE AND RETAIN THE NECESSARY TALENT TO PROVIDE A CARING, NURTURING, YET RIGOROUS ENVIRONMENT FOR ALL OF OUR STUDENTS. SO WE DO KNOW THE MAIN IMPORTANT THING IF WE WANT THAT STUDENT OUTCOME. WHAT'S THE MAIN INHIBITOR? WHAT'S THE MAIN CATALYST INHIBITOR? WHAT'S THE MAIN CATALYST FOR THAT? IT'S HAVING A QUALITY TEACHER. RIGHT? AND THEN SECOND TO THAT IS HAVING A QUALITY CAMPUS ADMINISTRATOR. AND SO IT'S A VERY, VERY IMPORTANT THAT WE FOCUS AND GET THE VERY BEST TALENT THAT WE CAN AND KEEP THE VERY BEST TALENT THAT WE CAN. 4 SAFETY, WELLNESS, COMMUNITY ENGAGEMENT. I DO KNOW THAT NORMALLY THIS IS SOMETHING I THINK THAT DOCTOR FREEMAN JUMPS IN ON. BUT I'LL PLANO ISD FACILITIES WILL PROVIDE A SAFE AND WELCOMING ENVIRONMENT FOR STUDENTS, STAFF, AND FAMILIES TO EXPERIENCE A SENSE OF BELONGING, MAKING SURE THAT WE DO THE VERY BEST, MOST SAFE AND SECURE FACILITIES THAT WE CAN DO. AND OF COURSE, FINALLY I WOULD SAY THIS IS MY FAVORITE. I THINK COURTNEY PROBABLY WOULD FIGHT ME FOR THIS ONE, BUT THAT IS NUMBER 5, WHICH IS PARTNERSHIPS, STRATEGIC RESOURCE MANAGEMENT. WE'RE GOING TO MAXIMIZE OUR RESOURCES. WE'RE GOING TO ACTUALLY WORK ON BUILDING COMMUNITY PARTNERSHIPS TO ACHIEVE DISTRICT GOALS THAT MEET THE NEEDS OF OUR STUDENTS AND OUR STAFF. SO I SAID THIS BEFORE, BUT IT IS TRULY A CROSS-DEPARTMENTAL COLLABORATION. AND I CAN SAY FOR DECADES, WHENEVER I PRESENTED IN NOVEMBER OF EACH YEAR, IT WAS, HEY GUYS, THIS IS OUR BUDGET CALENDAR. WE'RE GOING TO START HERE. WE'RE GOING TO FINISH HERE. WE'RE GOING TO ASK YOU TO MAKE SOME TOUGH DECISIONS ALONG THE WAY. IT WAS VERY LINEAR. IT WASN'T VERY STRATEGIC. IT WAS JUST HERE IT IS. WE'RE GOING TO FOLLOW THIS THIS PLAN. I'M GOING TO SHOW YOU IN A SECOND HOW MORE COMPLEX AND HOW MORE STRATEGIC THAT WE'VE BECOME AS A DISTRICT. [00:55:04] BUT NUMBER ONE IS YOU CAN SEE THAT IT REQUIRES COLLABORATION. WE'VE TALKED ABOUT THAT. THE FINANCE, EMPLOYEE SERVICES AND ACADEMICS ARE THREE OF THE BIG CATALYSTS FOR THAT PROCESS. AND I'LL SHOW YOU WHAT WE MEAN BY THAT. AT YOUR AT YOUR FOLDERS, YOU'VE GOT A SHEET THAT HAS ABOUT 3 OR 4 PAGES STAPLED TOGETHER. WE CALL THIS OUR BUDGETING, STAFFING AND MASTER SCHEDULING, BUT WE ACTUALLY HAVE OUR ACADEMICS IN THE RIGHT. THEY'LL KEEP UP WITH OUR CALENDAR. AND OF COURSE, COURSE REQUEST IS A BIG, BIG PART OF THIS. WE THAT'S A VERY IMPORTANT PART OF OUR ACADEMICS IS WHAT ARE YOUR COURSE SELECTION PROCESSES. WHEN THAT WHEN IS THAT DUE. WE KNOW THAT'S DUE IN IN OUR CASE IN DECEMBER. AND SO THAT ACTUALLY STARTS THE PROCESS WHEN YOU DO COURSE REQUEST. WHAT DOES THAT FEED INTO. IT'S OUR ONE OF OUR BIGGEST RESOURCES RIGHT? IT'S OUR STAFFING. SO THAT COURSE REQUEST WE SHOULD HAVE STAFFING THAT REFLECTS COURSE REQUESTS. RIGHT? WE NEED TO ADEQUATELY PROVIDE TOP TALENT IN ORDER TO MEET THOSE COURSE REQUESTS. AND THEN OF COURSE, THE STAFFING FEEDS INTO, WHAT? FEEDS INTO OUR BUDGET. WHICH DO YOU DO YOU REMEMBER HOW MUCH OF OUR BUDGET IS STAFF PERSONNEL? MAN, LOOK AT THAT. SOMEBODY'S BEEN PAYING ATTENTION 84% [LAUGHTER]. YOU HIT IT ON THE HEAD. IT'S ABOUT 84%. YOU GET A GOLD STAR. SO BOTTOM LINE IS THIS IS SUPER IMPORTANT. AND IT'S NICE THAT IT'S ALL FOUND IN ONE PLACE BECAUSE TO BE HONEST WITH YOU, IF I'M IF I'M WANTING TO KNOW SOMETHING ABOUT ACADEMICS, I CAN READ THROUGH HERE AND WE'RE KEEPING UP EVERYTHING THAT'S IMPORTANT ON THOSE DATES THAT FEEDS INTO OUR STAFFING IS RECORDED IN THAT RIGHT COLUMN. EVERYTHING THAT'S ON STAFFING, WHICH MAKES UP THE LION'S SHARE OF OUR BUDGET, IS IN THAT MIDDLE COLUMN, ALL OF THOSE CRITICAL DATES. AND THAT FEEDS INTO OUR BUDGET, WHICH IS THAT LEFT HAND. THE LEFT HAND COLUMN IS WHAT I, FOR YEARS AND YEARS IS THE ONLY THING THAT I WOULD PRODUCE. AND WE TALK THROUGH. SO YOU SEE, IT'S A LOT MORE STRATEGIC IN NATURE. THAT'S ONE OF THE WAYS WE CAN ACCOMPLISH ALIGNING OUR RESOURCES WITH WHAT OUR DISTRICT GOALS IS. SO ONE THING THAT STARTED BEFORE I GOT HERE, AND I THINK IT'S BEEN EXTREMELY SUCCESSFUL, AND THAT IS ON OUR ON OUR DEPARTMENTAL BUDGETS, WE DO A ZERO BASED BUDGETING. I THINK MY PREDECESSORS SAT DOWN WITH, I THINK, DOCTOR WILLIAMS, WHEN SHE WAS THE DEPUTY HERE AND ACTUALLY CAME UP, CAME UP WITH THE ZERO BASED BUDGETING HAS BEEN AROUND FOR A WHILE, BUT THEY ACTUALLY DID A LOT OF FIDELITY IN IMPLEMENTING IT IN OUR DISTRICT. AND WE'VE STARTED TARGETING WE ACTUALLY STARTED TARGETING IT BACK IN 1819. THIS IS JUST THE LAST THE LAST FEW YEARS. BUT IF YOU JUST TAKE THE LAST FIVE YEARS, YOU CAN ACTUALLY SEE THAT WE'VE GONE UP OVERALL ACCUMULATIVE OVER THOSE FIVE YEARS, ABOUT 13%. AND YOU THINK, WELL, 13%, THAT'S NOT GREAT. BUT YOU NEED TO REALIZE AND COMPARE THAT AGAINST WHAT IS THE INFLATION [LAUGHTER] OVER THAT SAME PERIOD. IT'S BEEN MORE THAN DOUBLE THAT. SO THE FACT OF THE MATTER IS WE ANYTHING IF YOU ARE EXACTLY EQUAL WITH INFLATION THAT WOULD BE HOLDING CONSTANT. YOU CAN SEE THAT ZERO BASED BUDGETING IN OUR DEPARTMENT BUDGETS HAS ACTUALLY BEEN VERY, VERY SUCCESSFUL. NOW ANOTHER THING THAT WE'VE IMPLEMENTED BEFORE I GOT HERE WAS A CAMPUS RESOURCE ALLOCATION MODEL THAT IS BEING VERY STRATEGIC WITH HOW WE ACTUALLY ALLOCATE OUR RESOURCES OUT TO OUR CAMPUSES. AND YOU CAN SEE ON THE LEFT HAND A LOT OF DISTRICTS. THAT'S THE APPROACH THAT YOU ACTUALLY SEE. IT'S JUST LINEAR. BUT ONE THING WE TRY TO DO IS AS NEEDS AS NEEDS ARE IDENTIFIED ON CAMPUS LEVELS, WE ACTUALLY ADD ADDITIONAL RESOURCES TO MEET THOSE, THOSE SPECIFIED NEEDS. SO THIS IS JUST THE CAMPUS BUDGETING. AND THIS IS NON NON-PERSONNEL. THIS IS ANYTHING THAT'S NON-PERSONNEL. YOU CAN SEE THAT WE HAVE LEVEL 1 FUNDING, WHICH IS YOUR BASIC ALLOTMENT ALLOCATION PER STUDENT AS WELL AS WHAT WE CALL STATE MANDATED PROGRAMS. SO THE STATE ACTUALLY GIVES ADDITIONAL WEIGHTED FUNDING BASED ON YOUR STUDENT CHARACTERISTICS. AND WE ACTUALLY GIVE OUT ADDITIONAL FUNDINGS FOR CAMPUSES BASED ON THOSE STUDENT CHARACTERISTICS. ON TOP OF THAT, WE HAVE OF COURSE, A LOT OF OUR CAMPUSES HAVE SPECIAL CURRICULAR TYPE. AND I'M THINKING ABOUT LIKE YOUR IB CAMPUSES AND STUFF LIKE THAT, THEY'LL ACTUALLY RECEIVE AN ADDITIONAL LEVEL OF RESOURCES. AND THEN ON TOP OF THAT, IF YOU'VE GOT STATE A VERY HIGH ECONOMICALLY DISADVANTAGED CAMPUS. WE GIVE AN ADDITIONAL ALLOTMENT FOR THOSE CAMPUSES. AND OF COURSE, OUR LEVEL 3, WHICH IS OUR IS OUR FEDERAL LEVEL. ONE THING WE'VE DONE, AND YOU SEE IT MARKED IN RED, THAT'S A CHANGE FROM WHAT WE'VE DONE IN THE PAST, IS WE'VE RAISED THAT FROM 35%, UP TO 40% BECAUSE THOSE FUNDS HAVE BEEN DIMINISHING. WE WANT TO MAKE SURE THAT WE ARE ALLOCATING AND PUTTING THOSE FEDERAL FUNDS TO THE HIGHEST NEED STUDENTS THAT WE HAVE AS A DISTRICT. THOSE NUMBERS HAVE BEEN GOING UP. SO WE'RE TRYING TO MATCH THOSE FEDERAL FUNDS WHERE THEY'RE NEEDED THE MOST. I KNOW THAT'S SUPER HARD TO READ CURRENTLY DESIGNATED TITLE 1 THAT HAVE 36% FREE AND REDUCED, ARE THEY GOING TO LOSE THEIR TITLE ONE DESIGNATION? [01:00:10] AND BUT WE ACTUALLY HAD ONE CAMPUS THAT LOOKS LIKE IT'S GOING TO GAIN THAT DESIGNATION, AND WE HAVE ONE THAT POTENTIALLY COULD LOSE THAT THAT DESIGNATION. NOW THE STATE, NOT THE STATE, THE WELL THROUGH THE STATE WILL ALLOW US ONE YEAR OF TRANSITION IF THEY'RE COMING OFF OF THAT. SO A DISCUSSION WE NEED TO HAVE IS, YOU KNOW, WITH DIMINISHING RESOURCES, WE NEED TO KNOW DO WE WANT TO GIVE THEM A SOFTER COMING OFF OF THAT WITH THAT ONE YEAR TRANSITION? WE CAN DO THAT. OR DO WE JUST CUT THAT OFF AND THEN ACTUALLY, BECAUSE WE'RE ADDING ONE MORE, MAKE SURE THAT THOSE RESOURCES, BECAUSE THEY'RE ACTUALLY DIVIDED EQUALLY AMONGST THOSE, THOSE TITLE 1 CAMPUSES. GREAT QUESTION THAT'S A CONVERSATION THAT WE HAD A MEETING TODAY TO ACTUALLY START THAT PROCESS. OKAY? REALLY GOOD QUESTION. I KNOW THIS IS HARD TO READ, BUT CAN YOU TELL US WHAT SCHOOLS COMING OFF? IS THAT IS THAT? SO, SO THE, THE CAMPUS THAT LOOKS LIKE IT MAY BE COMING OFF AND THERE'S STILL CONVERSATIONS ABOUT THIS. IT LOOKS LIKE HUFFMAN MAY BE COMING OFF, AND I THINK HICKEY MAY BE COMING ON. JUST YEAH, JUST BASED ON THE NUMBERS, I KNOW WE'RE STILL HAVING CONVERSATIONS ABOUT THAT, BUT JUST LOOKING AT THOSE NUMBERS, THAT'S WHAT WE WERE DISCUSSING TODAY SO. OKAY? SO THIS IS ACTUALLY WHAT WE TALKED ABOUT ON THE PREVIOUS SCREEN, THE PREVIOUS SLIDE. BUT THIS IS HOW THE, THE DOLLARS ACTUALLY RESOURCE ALLOCATE OUT TO THOSE, THOSE SPECIFIC CAMPUSES. YOU CAN SEE THOSE STATE MANDATED PROGRAMS UNDER LEVEL 1 FUNDING. YOU CAN SEE ON TOP OF THAT IS THAT LEVEL, THE LEVEL 1 FUNDING, THE SECOND LEVEL, WHICH IS THE SPECIAL CURRICULAR. AND THEN OBVIOUSLY IT SEEMS LIKE, YOU KNOW, WE'RE BEING MORE STRATEGIC WITH OFFERING MORE OFFERINGS TO OUR STUDENTS THROUGH OUR ACADEMIES, THROUGH THE IB PROGRAMS. AND THEN YOU CAN ACTUALLY SEE THAT LEVEL 2, WHICH IS THE HIGHER AT RISK STUDENTS. THERE'S AN ADDITIONAL FUNDING FOR THAT. AND THEN OF COURSE, YOU SEE AT THE VERY, VERY TOP IS YOUR FEDERAL MONIES. AND YOU CAN SEE AS AS YOUR STUDENT CHARACTERISTICS ARE BUILD AND YOU HAVE MORE, YOU KNOW, NEEDS THAT A CAMPUS, YOU CAN SEE THAT THE RESOURCES SHOULD FOLLOW THOSE NEEDS. CAN I ASK YOU A QUICK QUESTION? SURE A COUPLE OF SESSIONS BACK WE GOT AN ADDITIONAL BUMP FOR DYSLEXIA STUDENTS. IS THAT IN THAT SPECIAL EDUCATION ALLOTMENT THERE? SO IT WOULD BE INCLUDED. IT'S NOW CONSIDERED A SPECIAL ED. OKAY. ALLOTMENT. OKAY. SO IT WOULD BE PART OF THAT OF THAT YES. YEAH IT'S NOW CONSIDERED A SPECIAL EDUCATION PROGRAM. ALL RIGHT WELL, HOW IS THAT ALLOCATED OUT? YOU CAN ACTUALLY SEE ON THE VERY THE LEVEL, THE LEVEL 1.A THAT IS JUST YOUR CLASSROOM TEACHERS. EVERY CAMPUS, OF COURSE, WILL HAVE A CERTAIN NUMBER OF CLASSROOM TEACHERS. ON TOP OF THAT, YOU'VE GOT FOUNDATIONAL CAMPUS PROGRAMS. THAT IS, YOU KNOW, EVERY CAMPUS GETS A PRINCIPAL, AN ASSISTANT PRINCIPAL, A NURSE, A COUNSELOR. SO THAT'S WHAT YOU SEE IN THAT LEVEL 1 STAFFING B AND THEN WE DO HAVE SOME CAMPUSES THAT, YOU KNOW, ARE LARGER BECAUSE OF WHERE THEY'RE LOCATED OR AND SO AFTER A CERTAIN LEVEL, THEN IT ACTUALLY WOULD BE A RESPONSE FOR, HEY, AT SOME POINT WE'VE GOT TO ADD ADDITIONAL STAFF FOR THAT. THAT'S WHAT YOU SEE UNDER A LEVEL 1 STAFFING C AND THEN SPECIALIZED CURRICULAR PROGRAMS WOULD BE LEVEL 1 STAFFING D. AND THEN THAT'S, THAT'S IF YOU'VE GOT SPECIAL PROGRAMS. AND I'M AND I'M REALLY THINKING ABOUT EVEN AT THAT WHERE YOU'VE GOT, YOU KNOW, YOUR FINE ARTS PROGRAMS OR YOUR ATHLETICS OR YOUR OR MAYBE EVEN A DST CAMPUS, SOMETHING OF THAT NATURE YOU WOULD LOOK AT THAT MIGHT NEED ADDITIONAL HELP BECAUSE OF THE NATURE OF THAT CAMPUS. AND THEN AS YOU GO UP TO LEVEL TWO. YOU'VE GOT ADJUSTMENTS BASED ON SPECIFIC NEEDS, AND I'M THINKING ABOUT SPECIAL. IF YOU'VE GOT SPECIAL ED PROGRAMS, IF YOU'VE GOT ESL SPECIFIC ESL OR BILINGUAL OR BEHAVIORAL OR ANY OF THOSE SPECIAL TYPE PROGRAMS THAT WOULD BE IN THAT YELLOW SECTION. AND THEN OF COURSE, THE LEVEL 3 IS YOUR TITLE. IS YOUR TITLE STAFFING ADDITIONAL RESOURCES YOU GET FOR YOUR TITLE. SAM, WOULD YOU MIND READING THAT SECOND COLUMN? [LAUGHTER] SURE [LAUGHTER] SO I'M JUST JOKING WITH YOU. SO I KNOW THAT'S HARD TO READ, AND I'M SO, SO SORRY I CAN. HOPEFULLY YOU GUYS, I CAN GIVE YOU HARD COPIES OF THOSE. BUT THAT IS JUST HOW THOSE RESOURCES ARE ALLOCATED OUT. IF YOU IF YOU GO ALL THE WAY UP. AND I KNOW IT'S HARD TO READ, BUT DO YOU SEE UNDER THE LEVEL 1 STAFFING D DO YOU SEE THAT ROW THAT'S RED? [01:05:04] SO DOCTOR TYRA HAD ASKED ME EARLIER, YOU KNOW WHAT CHANGES ARE WE ACTUALLY LOOKING AT IN THIS MATRIX? THIS STAFFING ALLOCATION MATRIX? WELL, A COUPLE OF THINGS THAT WE HAVE TALKED A LOT ABOUT RECENTLY, YOU KNOW, RECENTLY. AND THAT IS AS WE WERE LOSING STUDENTS IF WE'RE GOING TO OFFER PROGRAMS, WE STILL HAVE TO ADEQUATELY STAFF PROGRAMS. AND I'M MAINLY TALKING ABOUT LIKE OUR FINE ARTS PROGRAMS, OUR ATHLETIC PROGRAMS, BECAUSE IT YOU KNOW, SOME OF THOSE, OF COURSE, ARE. PROGRAM. SO ONE THING THAT WE'VE DONE IS WE'RE LOOKING VERY CLOSELY AT PULLING THOSE RESOURCES OUT. AND IF WE'RE GOING TO OFFER THIS PROGRAM, THIS IS WHAT IT'S GOING TO TAKE. AND THEN WHENEVER WE ACTUALLY LOOK AT EVERYBODY ELSE, ALL THE OTHER TEACHERS, WE CAN USE A RATIO FOR THAT. BECAUSE WHAT WAS HAPPENING WAS AS WE WERE LOSING STUDENTS, WE STILL HAD TO, YOU KNOW, OFFER THOSE COURSES THAT WERE PROGRAM DRIVEN, MORE PROGRAM DRIVEN. AND WHAT THAT WAS DOING THAT WAS BALLOONING UP SOME OF OUR OTHER CORE NUMBERS ARE TEACHER TO STUDENT RATIOS. THAT WAS KIND OF BALLOONING THOSE UP A LITTLE BIT. AND TO BE HONEST WITH YOU, THOSE ARE THE ONES I MEAN, WE WANT TO MAKE SURE THAT WE ARE ADEQUATELY DOING A GREAT JOB AT A CORE CLASSES, THAT WE'RE ADEQUATELY RESOURCING THOSE BECAUSE THOSE ARE, YOU KNOW? THOSE ARE THE ONES THAT WE'RE BEING TESTED ON. THOSE ARE, YOU KNOW, THE COURSES THAT'LL TAKE US TO THAT NEXT LEVEL. IF YOU ALSO LOOK, THERE'S ALSO IN RED AT THE VERY WHERE IT SAYS STAFFING LEVEL 2, THE VERY BOTTOM OF THAT. DO YOU SEE DST CAMPUSES ADDITIONAL STAFFING BASED ON STUDENT NEEDS. THAT'S A FOCUS THAT WE'RE REALLY, REALLY LOOKING AT FOR THIS NEXT YEAR. AND I WOULD SAY THAT DOESN'T NECESSARILY ALWAYS MEAN WE'RE GOING TO GIVE EVERYBODY. IF YOU'RE A DST CAMPUS, THAT DOESN'T MEAN THE SAME FOR EVERY CAMPUS. EVERY CAMPUS IS GOING TO BE DIFFERENT. THEY MAY NEED DIFFERENT THINGS. WE NEED TO SIT DOWN AND HAVE A CONVERSATION. HOW DO WE TAILOR MAKE A PROGRAM FOR THIS DST CAMPUS BASED ON THEIR SPECIFIC NEEDS? AND SO THAT'S SOMETHING WE WANT TO BE MORE INTENTIONAL ABOUT THIS NEXT YEAR AS WELL. AND THAT IS IT IN A NUTSHELL. I DON'T THINK I MADE MY 15 MINUTES, BUT HOPEFULLY, HOPEFULLY THAT'S OKAY. THANK YOU, JOHNNY, FOR THE GREAT REPORT. TRUSTEES QUESTIONS, COMMENTS, HOT SPORTS OPINIONS? SO YOU WERE TALKING ABOUT HOW, I MEAN, IS IT VALID FOR US TO HAVE CONCERNS ABOUT HOW SOME OF THOSE FEDERAL DOLLARS MAY BE GETTING CUT AT A TIME WHERE PERHAPS THE PROGRAMS THAT WE'VE BEEN FUNDING WITH FEDERAL DOLLARS, [LAUGHTER] THAT WE'RE HAVING MORE STUDENTS WITH MORE NEED. AND SO NOW WE HAVE KIND OF A DISCONNECT WITH FUNDING AND NEED. SO ARE WE CONCERNED ABOUT IT? YES, BECAUSE WE ACTUALLY HAVE EVEN STAFFING AND RESOURCES. WE HAVE ABOUT $3 MILLION TIED UP INTO OUR ESA PROGRAMS OR TITLE 1 OR TITLE 2 OR TITLE 3, TITLE 4 WE HAVE ABOUT $3 MILLION A YEAR TIED UP INTO THOSE AND THOSE JUST PERSONNEL. THAT DOESN'T MEAN THE OVERALL PROGRAMS. AND SO WE ARE CONCERNED, WE ARE CLOSELY TRYING TO MONITOR. RIGHT NOW IT'S KIND OF TAKEN A LITTLE BIT OF A BACK SEAT. YOU KNOW, IT WAS HOT AND HEAVY THERE FOR A WHILE. AND SO I WILL SAY WE HAD A CONVERSATION EVEN TODAY ABOUT THAT. WE'RE TRYING WE'RE ACTUALLY REACHING OUT TO OUR RESOURCES TO MAKE SURE WE'RE TAPPING IN. SO AS SOON AS WE KNOW, WE WILL DEFINITELY REPORT BACK THAT BACK TO YOU GUYS. RIGHT NOW, I WILL SAY WE ARE UNDER THE IMPRESSION THAT WE ARE KEEPING GOING FORWARD. BUT WE DEFINITELY, DEFINITELY ARE WORRIED ABOUT IT. AND WE WILL, WE WILL I WILL SAY THE GOOD NEWS IN OUR DISTRICT IS THAT WE DO HAVE QUALITY RESERVES TO ACTUALLY IF WE MAKE DECISIONS AND LIKE I SAID, RIGHT NOW, WE DON'T REALLY KNOW. WE'VE BEEN TOLD THAT WE WILL HAVE BETTER INFORMATION, PROBABLY IN DECEMBER. AND SO WE ARE KIND OF JUST WAITING TO SEE WHAT THAT MIGHT LOOK LIKE. SO WOULD THAT BE ARE WE ARE WE HAVING DISCUSSIONS DIRECTLY WITH FEDERAL PROGRAMS, OR ARE WE HAVING TO DEAL MORE WITH THE STATE LEVEL WHERE THEY'RE TELLING US WHERE THEY'RE GOING TO SEND ALLOCATIONS? WELL, I MEAN, SO ONE ONE HAS A DIRECT IMPACT ON THE [LAUGHTER] ON THE OTHER, UNFORTUNATELY SO. RIGHT. SO BECAUSE IF WE IF WE GET CUT IN OUR FEDERAL AND WE ARE, THAT'S STILL A PRIORITY FOR OUR DISTRICT TO ACTUALLY CONTINUE THOSE SERVICES, THEY'LL HAVE TO ROLL DOWN INTO THE STATE AND LOCAL LEVEL. AND SO THAT WILL ONE WILL DEFINITELY DRIVE CONVERSATIONS ON THE OTHER MAJORITY OF WHAT WE ASK, WE TAKE YOU GUYS THROUGH IS THE LOCAL STATE BUDGET. WE DON'T REALLY HIT A WHOLE LOT ON THE FEDERAL. THAT MAY CHANGE A LITTLE BIT THIS YEAR DEPENDING ON WHAT THOSE CONVERSATIONS, WHAT DIRECTION THOSE CONVERSATIONS TAKE. [01:10:07] ANYTHING FROM FROM YOU GUYS ON THAT. I JUST I THINK THAT WE ARE CLOSELY MONITORING THAT. AND LIKE I SAID, I AM I'M GOING TO I WOULD BE LYING IF I SAY I WASN'T WORRIED ABOUT IT. SO JOHNNY, DOES THAT WARRANT US TALKING TO SOME OF OUR CONGRESSIONAL REPRESENTATIVES? I MEAN, WE HAVE TWO. YEAH OH, THREE THAT'S RIGHT, I FORGOT. YEAH I MEAN, I THINK IT'S DEFINITELY A CONVERSATION THAT WE NEED TO HAVE. I WILL SAY WE HAVE GOOD RESOURCES THAT WE CAN REACH OUT TO AND ASK FOR ADVICE ON WHAT THEY OUR RESOURCES OUR CONSULTANTS THINK MAY BE MOST EFFECTIVE. WE HAVE A VERY CLOSE RELATIONSHIP WITH OUR TSA, AND THEY ACTUALLY HAVE A VERY, VERY STRONG FEDERAL PRESENCE. OKAY. AND SO I WOULD SAY WE'VE GOT A MEETING COMING UP IN WHAT, ABOUT TWO WEEKS? 2 OR 3 WEEKS AT A TSA IN AUSTIN THAT THEY ALWAYS GIVE A FEDERAL UPDATE ON THAT WE CAN ASK THEM AT THAT MEETING IF THAT'S SOMETHING, YOU KNOW, WHAT'S THE BEST WAY TO GET ENGAGED. YEAH THEIR SCHOOL DISTRICTS, I THINK THAT THEY WOULD AT LEAST BENEFIT FROM BEING INFORMED THAT THIS IS A CONCERN OF OURS. YEAH, I WOULD AGREE. OKAY. ALL RIGHT NOT SEEING ANY MORE QUESTIONS, COMMENTS OR HOT SPORTS OPINIONS. SO WE WILL MOVE ON. THANK YOU, JOHNNY, AGAIN FOR THE REPORT. THAT CONCLUDES OUR REPORTS FOR THE EVENING. WE'RE NOW READY FOR ITEM 9, WHICH IS ADJOURNMENT. IF THERE IS NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD, THE MEETING IS NOW ADJOURNED. THE TIME IS 8:53 P.M. ON TUESDAY, NOVEMBER 18TH, 2025. * This transcript was compiled from uncorrected Closed Captioning.