[1. CALL TO ORDER: 6:00 P.M.]
[00:00:05]
GOOD EVENING. I AM TAMMY RICHARDS BOARD PRESIDENT. I CALL TO ORDER THIS MEETING IN THE PLANO ISD BOARD OF TRUSTEES AT 6 P.M. ON TUESDAY NOVEMBER 5TH 2019 IN THE PLANO ISD ADMINISTRATION BUILDING NOTING THAT A QUORUM IS PRESENT I WILL ENTERTAIN A
[2. CLOSED SESSION: 6:00 P.M.]
MOTION TO ADJOURN TO CLOSED SESSION. I MOVE THAT THE BOARD OF TRUSTEES ADJOURNS TO CLOSED SESSION. SECOND. I HAVE A MOTION BY ANGELA POWELL A SECOND BY JERRI CHAMBERS OF THE BOARD OF TRUSTEES ADJOURNS TO CLOSE SESSION. ALL THOSE IN FAVOR RAISE YOUR HAND. MOTION APPROVED UNANIMOUSLY. THE BOARD WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER SECTION 551.001 OF THE TEXAS GOVERNMENT CODE FOR THE FOLLOWING PURPOSE. SECTION 551.074 FOR THE TIME IS 6:01 P.M.. OK. SESSION[3. RECONVENE OPEN SESSION: 7:00 P.M.]
TODAY IS TUESDAY NOVEMBER 5TH 2019 AND THE TIME IS 7 PM. I'M TAMMY RICHARDS PRESIDENT THE PLANO ISD BOARD OF TRUSTEES AND PRESIDING OFFICER ON THE BOARD'S BEHALF I WISH TO EXTEND A WARM WELCOME TO ALL WHO ARE PRESENT AND TO OUR VIDEO VIEWERS. LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED TO MY LEFT ARE SARAH BONSER OUR SUPERINTENDENT OF SCHOOLS. DR. THERESA WILLIAMS CHIEF OPERATING OFFICER JERRI CHAMBERS BOARD SECRETARY TRUSTEE DR. HEATHER WANG, TRUSTEE CODY WEAVER AND TRUSTEE NANCY HUMPHREY. SEATED TO MY RIGHT ARE ANGELA POWELL BOARD VICE PRESIDENT DAVID STOLLE BOARD MEMBER RANDY MCDOWELL CHIEF FINANCIAL OFFICER DAN ARMSTRONG ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES DR. KATRINA HASLEY ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES SUSAN MODISETTE ASSISTANT SUPERINTENDENT FOR STUDENT AND FAMILY SUPPORT SERVICES DR. KARY COOPER ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES DR. BETH BROCKMAN ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES. KARLA OLIVER, ASSISTANT SUPERINTENDENT FOR COMMUNITY ENGAGEMENT AND STRATEGIC PARTNERS PARTNERSHIPS AND SHARON NOWAK EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES. SUPERINTENDENT BONSER WILL YOU VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING. YES. THANK YOU PRESIDENT RICHARDS. THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT. THANK YOU. I HAD THE HONOR PROVIDING TODAY'S INSPIRATIONAL MESSAGE. IT'LL BE BRIEF AS WE ENTER THE HOLIDAY SEASON AND REFLECT ON THE PAST YEAR AND PREPARE FOR THE NEXT YEAR. I'D LIKE TO MENTION JUST A COUPLE OF THINGS THAT MATTER. OUR WORDS MATTER. IN A TIME WHEN OUR DISCOURSE IS BECOMING LESS CIVIL AND MORE HATE FILLED AS ADULTS WE NEED TO SET A BETTER EXAMPLE FOR THE YOUNG PEOPLE IN OUR CARE. OUR EXAMPLE WILL ESTABLISH THE PATTERN OF THEIR BEHAVIOR FOR YEARS TO COME. SO MAY THE WORDS OF OUR MOUTH AND THE MEDITATIONS OF OUR HEART BE PLEASING AND KINDNESS MATTERS. I READ A WONDERFUL ARTICLE THIS LAST WEEK ABOUT A TEACHER IN A LOCAL SCHOOL DISTRICT WHO LOST HER HUSBAND WHEN HE WAS ONLY IN HIS FORTIES. EACH YEAR ON HIS BIRTHDAY SHE HER CHILDREN AND THEIR FRIENDS DO HUNDREDS OF ACTS OF KINDNESS TO PROPERLY HONOR AND CELEBRATE HIS LIFE A WONDERFUL LEGACY. SO AS WE ENTER THIS HOLIDAY SEASON LET'S CONSIDER OUR WORDS AND LET'S BE KIND. THANK YOU. THE BOARD WELCOMES FOOTBALL PLAYERS FROM THE PLANO EAST SENIOR HIGH WHO WILL LEAD THE PLEDGES OF ALLEGIANCE TO THE UNITED STATES AND THE TEXAS FLAGS. PLEASE COME TO THE FRONT OF THE ROOM. WE'RE DELIGHTED THAT YOU'RE ABLE TO BE HERE THIS EVENING AFTER THE PLEDGES WE WILL TAKE A MOMENT TO FIND OUT MORE ABOUT YOU. WOULD EVERYONE PLEASE STAND FOR THE PLEDGES.STUDENTS WOULD YOU PLEASE INTRODUCE YOURSELVES. TELL US YOUR GRADE POSITION ON THE TEAM AND HOW LONG YOU'VE BEEN PLAYING FOOTBALL. HELLO I'M COLE COKER AND I PLAY SAFETY FOR PLANO EAST AND I'VE BEEN PLAYING SINCE SEVENTH GRADE. SO FOUR OR FIVE YEARS AND THIS WILL BE MY SIXTH. MY NAME IS CARSON COKER. I AM A SENIOR AT PLANO EAST. I PLAY OUTSIDE LINEBACKER AND I'VE BEEN PLAYING AS LONG AS HE AS. HI MY NAME'S CARTER WADE. I'M A SENIOR. I AM AN OFFENSIVE LINEMAN AND LONG SNAPPER AND I'VE BEEN PLAYING SINCE ABOUT SIXTH GRADE. SO YEAH LONG TIME. HI I'M [INAUDIBLE] WALKER. I PLAY OFFENSIVE LINE AND I'VE BEEN PLAYING SINCE 7TH GRADE. THANK YOU SO MUCH. PLEASE JOIN ME IN APPLAUDING THESE STUDENTS. [APPLAUSE] STUDENTS PLEASE STAY AT
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THE FRONT AS WE INTRODUCE A VERY SPECIAL RECOGNITION. WE HAVE A SPECIAL AND UNUSUAL[6. RECOGNITIONS]
RECOGNITION THIS EVENING. THIS EVENING WE ARE HONORING A STAFF MEMBER WHO STEPPED IN DURING DURING AN EMERGENCY AND SAVED THE LIFE. ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES DR. KARY COOPER WILL INTRODUCE THIS RECOGNITION. THANK YOU MISS RICHARDS. I WANT TO GIVE A A BRIEF BACKGROUND ON THIS RECOGNITION TONIGHT ON AUGUST 16TH AT PLANO EAST SENIOR HIGH TWO COACHES WERE IN THE RIGHT PLACE AT THE RIGHT TIME TO PREVENT THE LOSS OF LIFE OF A COLLEAGUE THAT IS PLANO EAST ASSISTANT HEAD COACH TOM RAPP. I'D LIKE TO INVITE COACH RAPP TO THE PODIUM TO SAY A FEW WORDS HERE IN JUST A MINUTE. AND ALSO IF COACH BRAD BAILEY AND ATHLETIC TRAINER CHRIS FOLEY WOULD PLEASE COME TO THE FRONT OF THE ROOM AND STAND WITH THE PLAYERS AT THIS TIME. COACH RAPP HAS SPENT MORE THAN 40 YEARS AS A COACH AND A TEACHER. HE IS WELL RESPECTED AND VALUED MEMBER OF THE PLANO EAST TEACHING AND COACHING STAFF FOR A NUMBER YEARS HE HAS IN THE CLASSROOM. HE TEACHES AP ECONOMICS AND I KNOW HE'S A CRITICAL PART OF THAT DEPARTMENT ON CAMPUS AND I THINK ANYBODY MR. KING AND ALL THE OTHER HIS COLLEAGUES WOULD SHARE THAT AS WELL. HE IS HERE TODAY THANKS TO THESE TWO PLANO EAST TEACHERS AND COACHES. IN AUGUST AS YOU CAN IMAGINE WHEN THE TEMPERATURE IS HOVERING AROUND 100 PLUS COACH RAPP COLLAPSED ON THE FIELD AND COACH BAILEY AND MR. FOLEY WERE ON HAND WERE TRAINED FOR AN EMERGENCY SUCH AS THIS AND THEY STEPPED IN AND WORKED AS A TEAM TO ADMINISTER CPR. THE AUTOMATED EXTERNAL DEFIBRILLATOR WHICH WE OFTEN REFER TO AS THE AED UNITS THAT WE ARE VERY FORTUNATE TO HAVE ON ALL OF OUR FACILITIES HERE IN THE DISTRICT AND IN MULTIPLE LOCATIONS WAS USED AND MINUTES LATER COACH RAPP WAS ON HIS WAY TO THE HOSPITAL. IN ADDITION TO BEING IN THE RIGHT PLACE AT THE RIGHT TIME IT WAS SKILL TRAINING AND COURAGE THAT SAVED COACH RAPP'S LIFE. AND WE THANK YOU MR. FOLEY. COACH BAILEY ON BEHALF OF PLANO ISD. THE PLANO EAST HIGH SCHOOL STAFF AND STUDENTS AS WELL AS THE PLANO EAST FOOTBALL TEAM ARE GRATEFUL FOR THE SWIFT ACTIONS OF BOTH OF YOU AND I'M SURE COACH RAPP'S FAMILY AND COACH RAPP HIMSELF ARE THANKFUL FOR THAT AS WELL. SO AT THIS TIME COACH RAPP IF YOU WOULD LIKE TO SHARE ANY COMMENTS WITH WITH THE GROUP THAT WOULD BE APPRECIATED. WELL, NUMBER ONE OBVIOUSLY I'M BLESSED TO BE HERE. YOU KNOW OBVIOUSLY WITH THAT YOU KNOW WITHOUT BRAD BAILEY BEING BACK BEHIND ME BECAUSE I WAS WALKING AROUND THE OUTFIELD FENCE OF THE BASEBALL FIELD. AND REALLY THAT'S THE LAST THING I REMEMBER. TO BE HONEST WITH YOU BUT VERY BLESSED THE FACT THAT BRAD WAS THERE HE IMMEDIATELY STARTED CPR AND THEN HE SHOUTED FOR CHRIS FOLEY WHO WAS HELPING PICK UP THE TRAINING STUFF THAT WAS ON THE FIELD. AND TO MY KNOWLEDGE AND TALKING WITH CHRIS AFTER THAT DAY. THE FACT THAT HE ADMINISTERED CPR FOR LIKE 12 MINUTES AND THEN YOU KNOW RICK WOODARD WHO IS RIGHT BEHIND ME HERE OUR SOCCER COACH HE RAN INTO THE INDOOR GOT THE AED NATHAN COLLINS WHO'S A DEAR FRIEND OF MINE A DEFENSIVE LINE COACH. HE WAS IMMEDIATELY ON 9 1 1. SO YOU KNOW THESE ARE MY GUARDIAN ANGELS SO TO SPEAK. SO THE OTHER THING THAT WE'RE BLESSED IS THE FACT THAT WE AS COACHES AT PLANO ARE REQUIRED TO BE CERTIFIED IN CPR AND BE ABLE TO USE THE AED SO YOU KNOW WITHOUT THAT IT'S A COMPLETELY DIFFERENT STORY. SO YOU KNOW I OWE MY LIFE TO THOSE TWO AND I KNOW THEY THEY DON'T THINK OF IT THAT WAY BUT IT'S IT'S VERY TRUE. BOARD AND ADMINISTRATION.ANYONE WANT TO OFFER SOME WORDS. WELL COACH RAPP IT IS GOOD TO SEE YOU HERE TODAY. YOU SO MUCH FOR YOUR TAKING INITIATIVE AT A TIME WHEN YOU KNOW I ALWAYS PRAYED AS A PRINCIPAL THAT I WOULD NEVER HAVE TO USE IT RIGHT. I MEAN THAT'S WHAT YOU HOPE THAT YOU NEVER HAVE TO BE IN A POSITION TO HAVE TO USE IT. THE TRAINING THAT YOU'VE HAD BUT THE FACT THAT YOU CAN USE THE TRAINING AND SAVE A LIFE. WE JUST CAN'T THANK YOU ENOUGH FOR THAT. SO WE REALLY APPRECIATE IT. THANK YOU. [APPLAUSE] PLAYERS WE NOW INVITE YOU TO SHARE YOUR CONNECTIONS TO COACH RAPP MR. BAILEY AND MR. FOLEY. THIS HAD TO BE AN EVENT THAT NO ONE ON THE TEAM WILL FORGET IN A TIME WHERE PERSONAL CONNECTIONS AND WHAT REALLY MATTERS CAME INTO FOCUS. SO COACH RAPP IS
[00:10:09]
LIKE A REALLY BIG ROLE MODEL TO THE WHOLE FOOTBALL TEAM. HE'S A HE'S A STRICT MAN AND I FEEL LIKE THAT'S WHAT WE NEED ON A FOOTBALL TEAM. ONE THING I WANTED TO SAY HE'S ALWAYS THERE FOR US. AND HE WILL ALWAYS BE THERE FOR US. I'M NOT IN AP ECONOMICS BUT I TAKE [INAUDIBLE] ECONOMICS AND THERE'S BEEN TWO MORNINGS WHERE I NEED HELP LIKE DIRELY. HE STEPPED IN HE HELPED ME AND I HAVE A B IN THAT CLASS NOW.SO THANK YOU COACH RAPP. I MEAN YOU WANT TO TALK ABOUT HARDWORKING MAN. YOU CAN FIND ONE IN COACH RAPP. I MEAN THERE WILL BE NIGHTS WHERE I'LL BE LEAVING THE SCHOOL LATE AND COACH RAPP WILL JUST NOW LIKES GETTING IN THE OFFICE WORKING AND HE'S COME UP ON SATURDAY MORNINGS WHEN I BRING ALL THE COACHES SNACKS WITH MY MOM AND YOU SEE COACH RAPP THERE DOING IT OLD SCHOOL WITH A SHARPIE ON THE MANILA FOLDER INSTEAD OF USING A ELECTRONICALLY THROUGH HUDDLE. AND I MEAN HE JUST HE IS A IT'S A CORRECT REPRESENTATION OF HARD WORK AND HE'S A MAN I WOULD LIKE TO BE SOMEDAY. I'VE KNOWN COACH RAPP FOR QUITE A LONG TIME NOW GOT TO KNOW COACH RAPP SINCE I'VE BEEN GOING THROUGH THE SUMMER CONDITIONING PROGRAM AT EAST. AND SINCE THEN HE'S ALWAYS REMINDED ME OF MY GRANDFATHER WHO WAS A LINEBACKER COACH. COACH RAPP IS MY LINEBACKER COACH AT EAST. AND HE'S ALSO MY AP ECONOMICS TEACHER. SO I SPEND A LOT. I SPENT A LOT OF TIME WITH COACH RAPP AND I LOOK UP TO HIM A LOT AND HE IS EXACTLY WHAT I WANT TO BE SOMEDAY. AND HE MEANS A LOT TO ME. SO I WAS VERY HAPPY THAT COACH BAILEY AND COACH FOLEY HERE WERE ABLE TO CONTRIBUTE TO SAVING HIS LIFE BECAUSE HE IS CERTAINLY A GREAT INFLUENCE IN MY LIFE. HELLO. SO LIKE THEY ALL SAID COACH RAPP IS AN AP ECONOMICS TEACHER AND I AM NOT THAT GOOD AT AP ECONOMICS AND I'VE FAILED MULTIPLE OF HIS TESTS BUT HE'S VERY PATIENT WITH ME AND HE'S HELPED ME THROUGHOUT THAT. SO NOT ONLY IS HE A GREAT FOOTBALL COACH BUT HE'S A GREAT TEACHER.
HE CONTRIBUTED SO MUCH FOR SCHOOL AND JUST THANK YOU SO MUCH FOR EVERYTHING COACH RAPP.
WELL LIKE I SAID IN THE INTERVIEW SEVERAL INTERVIEWS BEFORE. I'M JUST GLAD SOMEBODY WAS THERE AT THE RIGHT TIME. THANKS TO PLANO FOR THE TRAINING BECAUSE LIKE YOU SAID MY SPONSOR. YOU DON'T YOU DON'T WANT TO BE IN THAT POSITION BUT YOU'RE REALLY GLAD WHEN WHEN YOU ARE THAT YOU HAD THE TRAINING. SO THANK YOU PLANO FOR THAT. JUST ANYTHING THAT BRINGS LIGHT TO PLANO EAST. I'M GLAD TO BE A PART OF IT BECAUSE WE ALL LOVE PLANO EAST AND WE ALL LOVE COACH RAPP. THANK Y'ALL. LIKE COACH BAILEY SAID WE ALL LOVE COACH RAPP. HE'S SOMEONE WE ALL LOOK UP TO. THEY COULDN'T FIND A BETTER PERSON TO BE THERE FOR AND TRY TO HELP AND WE'RE JUST GLAD THAT IT ALL WORKED OUT. WOULD EVERYONE IN THE AUDIENCE WHO IS HERE TONIGHT WITH THESE COACHES AND STUDENTS PLEASE STAND. [APPLAUSE] COACHES WE APPLAUD YOU AGAIN FOR STEPPING UP WITH A PRESENCE OF MIND AND SKILLS THAT HAVE ALLOWED AN IMPORTANT MEMBER OF THE PLANO EAST TEAM TO BE HERE TONIGHT. THANK YOU ALL. YOU MAY BE SEATED OR YOU'RE WELCOME TO CONTINUE YOUR EVENING ELSEWHERE. I'M SURE OUR STUDENTS HAVE SOME STUDYING TO DO. SOUNDS LIKE FOR AP ECONOMICS. [LAUGHTER] THERE ARE A LOT OF DIFFERENT THINGS THAT GO INTO BEING A BOARD MEMBER BUT EVENINGS LIKE THIS REALLY BRING ALL I'M ALL INTO FOCUS ABOUT WHY WE DO IT. WE JUST LOVE SERVING THE COMMUNITY SO MUCH WITH WONDERFUL PEOPLE LIKE COACH RAPP. SO THANK YOU ALL. FOR OUR NEXT RECOGNITION IT IS THE BOARD'S PLEASURE TO HONOR ONE OF OUR OWN BOARD SECRETARY JERRI CHAMBERS WHO HAS BEEN NAMED THE 2019 COLLIN COUNTY WOMAN OF THE YEAR. [APPLAUSE] THIS AWARD SYMBOLIZES EXCELLENCE IN BUSINESS PHILANTHROPY AND COMMUNITY INVOLVEMENT WITH NEARLY 30 YEARS SHE STARTED WHEN SHE WAS 6 SERVICE TO OUR COMMUNITY JERRI'S COMMUNITY ROOTS RUN DEEP. SHE WORKS TIRELESSLY AS A PROFESSIONAL AN ADVOCATE AND VOLUNTEER. SHE'S A FORMER PLANO ISD TEACHER A DONOR RELATIONS OFFICER AT THE
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COMMUNITIES FOUNDATION OF TEXAS A MEMBER OF THE JUNIOR LEAGUE OF COLLIN COUNTY SERVING AS COMMUNITY STRATEGIC DIRECTOR. SHE IS THE CREATOR AND FOUNDER OF SCI TECH DISCOVERY CENTER PAST PRESIDENT OF PLANO YOUTH LEADERSHIP AND SERVES ON THE COLLIN COUNTY HOMELESS COALITION. JERRI IS A GRADUATE OF LEADERSHIP PLANO AND LEADERSHIP NORTH TEXAS. CONGRATULATIONS JERRI ON THIS WELL-DESERVED AWARD. [APPLAUSE] AT THIS TIME I WILL HAND THE GAVEL TO VICE PRESIDENT ANGELA POWELL TO PRESIDE OVER[7. PUBLIC HEARING, DISCUSSION AND POSSIBLE ACTION ON THE AMENDED AND RESTATED AGREEMENT FOR LIMITATION ON APPRAISED VALUE BETWEEN THE DISTRICT AND TEXAS INSTRUMENTS INCORPORATED, ORIGINALLY DATED APRIL 9, 2019 AND IDENTIFIED BY TEXAS COMPTROLLER APPLICATION NUMBER 1286, PURSUANT TO CHAPTER 313 OF THE TEXAS TAX CODE]
THE NEXT AGENDA ITEM. I'M ABSTAINING FROM ANY DISCUSSION AND VOTE ON THIS ITEM BECAUSE OF MY PROFESSIONAL CAREER WITH TEXAS INSTRUMENTS CREATES A CONFLICT OF INTEREST. MS. POWELL. THE BOARD WILL NOW CONDUCT A PUBLIC MEETING DISCUSSION AND POSSIBLE ACTION ON THE AMENDED AND RESTATED AGREEMENT FOR LIMITATION ON APPRAISED VALUE BETWEEN THE DISTRICT AND TEXAS INSTRUMENTS INC. ORIGINALLY DATED APRIL 9 2019 AND IDENTIFIED BY TEXAS CONTROLLER APPLICATION NUMBER 1 2 8 6. PURSUANT TO CHAPTER 313 OF THE STATE TEXAS STATE CODE RANDY MCDOWELL CHIEF FINANCIAL OFFICER WILL PROVIDE INFORMATION AND AFTERWARDS THE BOARD OF TRUSTEES WILL RECEIVE PUBLIC INPUT REGARDING THIS TOPIC. RANDY. YES THANK YOU VICE PRESIDENT POWELL. SO AS YOU STATED THE BOARD DID APPROVE A CHAPTER 313 AGREEMENT WITH TEXAS INSTRUMENTS ON APRIL 9TH AFTER EXECUTION OF THAT AGREEMENT TEXAS INSTRUMENTS REQUESTED AN AMENDMENT TO THAT AGREEMENT THAT WOULD SHIFT THE TAX LIMITATION PERIOD WHICH IS A 10 YEAR PERIOD TO BEGINNING IN TAX YEAR 2025. THE AMENDED AGREEMENT HAS BEEN REVIEWED BY LEGAL COUNSEL AND HAS BEEN APPROVED BY THE STATE COMPTROLLER'S OFFICE AND I WOULD BE HAPPY TO ANSWER ANY QUESTIONS THAT THE BOARD HAS ON THIS.OKAY. OTHERWISE IF THERE IS NOT ANY WE ARE REQUIRED TO MAKE THIS A PUBLIC HEARING AND ASK FOR ANY PUBLIC COMMENTS AND THEN IT WOULD GO FOR A VOTE. IS THERE ANYONE PRESENT WHO WOULD LIKE TO SPEAK REGARDING THE AMENDED AND RESTATED AGREEMENT FOR LIMITATION OR APPRAISAL VALUE BETWEEN THE DISTRICT AND TEXAS INSTRUMENTS INC. NO SPEAKERS OK. THEN THIS IS THE END OF THE PUBLIC HEARING. MAY I HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE AMENDED AND RESTATED AGREEMENT OF LIMITATION ON APPRAISED VALUE BETWEEN THE DISTRICT AND TEXAS INSTRUMENTS INC. AS PRESENTED THEREBY MODIFYING THE AGREEMENT OF LIMITATION ON APPRAISED VALUE DATED APRIL 9TH 2019 AND AUTHORIZES THE BOARD OF VICE PRESIDENT TO EXECUTE THE AMENDED AND RESTATED AGREEMENT ON BEHALF OF THE DISTRICT TO TAKE SUCH OTHER ACTION AS MAY BE REQUIRED UNDER CHAPTER 313 OF THE TEXAS TAX CODE OR THE COMPTROLLERS RELATED RULES. SECOND. I HAVE A MOTION BY TRUSTEE JERRI CHAMBERS A SECOND PITCH BY TRUSTEE CODY WEAVER THAT THE BOARD OF TRUSTEES APPROVES AMENDED AND RESTATED AGREEMENT FOR LIMITATION ON APPRAISED VALUE BETWEEN THE DISTRICT AND TEXAS INSTRUMENTS INC. AS PRESENTED THEREBY MODIFYING THE AGREEMENT FOR LIMITATION AND APPRAISED VALUE DATED APRIL 9 2019 AND AUTHORIZES THE BOARD VICE PRESIDENT TO EXECUTE THE AMENDED AND RESTATED AGREEMENT ON BEHALF OF THE THIS DISTRICT AND TO SUCH OTHER ACTION AS THEY MAY BE REQUIRED UNDER CHAPTER 313 OF THE TEXAS TAX CODE OR THE COMPTROLLERS RELATED RULES. IS THERE ANY FURTHER QUESTIONS DISCUSSION? WE'LL NOW PROCEED TO VOTE. ALL THOSE IN FAVOR RAISE YOUR HAND. OPPOSED. I'M ABSTAINING FROM THIS VOTE BECAUSE MY PROFESSIONAL CAREER WITH TEXAS INSTRUMENTS CREATES A CONFLICT OF INTEREST. MOTION PASSES 6 TO 0 WITH ONE ABSTENTION. [INAUDIBLE] THANK YOU VERY MUCH ANGELA. AT THIS TIME THE BOARD OF TRUSTEES WILL CONDUCT A
[8. PUBLIC HEARING ON SCHOOLS FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS (FIRST) RATING]
PUBLIC HEARING ON SCHOOLS FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS FIRST RATING. RANDY MCDOWELL WILL GIVE A BRIEF REPORT ON THE SCHOOL'S FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS FIRST RATING. AFTERWARDS THE BOARD OF TRUSTEES WILL RECEIVE PUBLIC INPUT REGARDING THIS TOPIC. RANDY. YES THANK YOU PRESIDENT RICHARDS. SO I WOULD LIKE TO INVITE ELAINE COGBURN UP WHO'S OUR EXECUTIVE[00:20:04]
DIRECTOR OF FINANCIAL SERVICES. SHE'S THE ONE THAT PUT THIS PRESENTATION TOGETHER AND HER AND HER DEPARTMENT HAVE BEEN A VERY ACTIVE PART OF THIS. ELAINE. THANK YOU RANDY. GOOD EVENING MEMBERS OF THE BOARD MEMBERS OF THE COMMUNITY. I AM HERE TO PRESENT THE ANNUAL MANAGEMENT REPORT ON THE FIRST AND FIRST IS ALSO MY FIRST PRESENTATION TO THE BOARD. SO LET'S SEE IF WE CAN GET THROUGH THIS. BUT THAT'S NOT WHAT FIRST STANDS FOR. IT DOES STAND FOR FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS. THIS HAS BEEN A PROGRAM THAT HAS EXISTED FOR 17 YEARS AND EACH YEAR WE ARE REQUIRED TO PREPARE A MANAGEMENT REPORT AND PRESENT THAT TO THE PUBLIC AND THE BOARD. THE GOAL OF THE FIRST RATING IS TO IMPROVE THE MANAGEMENT OF THE SCHOOL DISTRICT'S FINANCIAL RESOURCES AND TO DO THAT THERE ARE UNIFORM INDICATORS THAT MEASURE THE FINANCIAL MANAGEMENT PRACTICES. I'M PLEASED TO REPORT THAT SINCE THE EXISTENCE OF THE FIRST RATINGS PLANO HAS RECEIVED SUPERIOR OR PASSING SCORES WHEN THE RATING WENT TO A PASS. AND SO THAT'S A GREAT ACCOMPLISHMENT FOR THE SCHOOL DISTRICT. SO PART OF THE REQUIREMENTS ARE THAT FIRST OF ALL THE DISTRICT PREPARE A MANAGEMENT REPORT WITH REQUIRED DISCLOSURES AND YOU SHOULD HAVE ALL RECEIVED A COPY OF THAT AT YOUR PLACE AND THERE ARE SOME AVAILABLE FOR THE PUBLIC. THE DISTRICT IS ALSO REQUIRED TO ADVERTISE THE PUBLIC MEETING AND THAT ADVERTISEMENT RAN ON OCTOBER 17TH. AND THEN THERE IS A REQUIREMENT WITHIN TWO MONTHS OF THE FINAL RATINGS BEING RELEASED TO HOLD A PUBLIC MEETING TO DISCUSS THE RATING. AND SO THAT'S WHY WE'RE HERE THIS EVENING SO SOME OF THE THINGS TO KEEP IN MIND AS WE'RE LOOKING AT THE NUMBERS THE RATINGS ARE REALISTICALLY TWO YEARS OLD.SO WE'RE LOOKING AT DATA THAT WAS BASED ON THE 17-18 FISCAL YEAR AND IT IS OUR RATING FOR THE 18 19 SCHOOL YEAR. SO HERE WE ARE IN 19-20 AND TALKING ABOUT DATA THAT'S TWO YEARS OLD. AND SO WHERE THAT DATA COMES FROM IS THE FALL PIEMS SUBMISSION FROM THE FALL OF 2017. THAT'S WHERE THE RATING GETS THE STAFF AND STUDENT AND BUDGET DATA. AND THEN THE ANNUAL CAFR THE FINANCIAL AUDIT FOR THE YEAR ENDING JUNE 30 2018. SO WE'VE GOT LOTS OF DIFFERENT DATES FLOATING AROUND HERE SO JUST REMEMBER WE'RE LOOKING AT THE RATING FOR THE PRIOR FISCAL YEAR BASED ON DATA FROM TWO YEARS AGO SO THE RATINGS ARE A FOUR TIER RATING SYSTEM.
IT'S MUCH LIKE A REPORT CARD. SO TO GET AN A. YOU HAVE TO HAVE A 90 OR ABOVE AND THEN YOU CAN SEE HOW THE POINTS ARE DISTRIBUTED. ANYTHING BELOW A 60 IS AN F OR A FAILING AND A SUBSTANDARD RATING. SO I'M PLEASED TO REPORT FOR 18-19 PLANO DID RECEIVE AN A OR A SUPERIOR RATING. SO THIS IS A TESTAMENT THAT NOT ONLY ARE WE ACCOUNTABLE FOR STUDENT PERFORMANCE BUT WE ALSO DELIVER THAT WITH A COST EFFECTIVE AND EFFICIENT MANNER. AND SO THE RATINGS ARE BROKEN DOWN INTO FIVE CRITICAL AND I SAY CRITICAL BECAUSE IF YOU FAIL ANY ONE OF THESE YOU AUTOMATICALLY FAIL THE FIRST RATING. AND THEN THERE ARE OTHER RATINGS THAT MEASURE THE FINANCIAL SOLVENCY AND COMPETENCE OF THE DISTRICT. SO WE'LL GO THROUGH SOME OF THOSE RATINGS NOT ALL 15 BECAUSE YOU WOULD BE EXTREMELY BORED IF WE WENT THROUGH ALL OF THEM. BUT WE'LL HIGHLIGHT THE MOST IMPORTANT ONES. BUT AS YOU CAN SEE HERE OUT OF A MAXIMUM 100 POINTS AVAILABLE PLANO RECEIVED 98 AND ALL ANSWERED YES TO ALL OF THE CRITICAL INDICATORS AND SO THAT RESULTED IN A RATING. OK. SO LET'S LOOK AT THE CRITICAL INDICATORS IN MORE DETAIL. THEY FOCUS ON THE FINANCIAL AUDIT VERY HEAVILY SO THE FIRST QUESTION IS DID THE AUDIT GET FILED ON TIME WITH TEA. AND SO YOU HAVE SO MANY DAYS WHICH AFTER THE FISCAL YEAR END AND SO PLANO DID SUBMIT THE AUDIT TO TEA ON TIME. THE SECOND INDICATOR ASKS ABOUT AN UNMODIFIED OPINION AND MATERIAL WEAKNESSES IN INTERNAL CONTROLS. AGAIN WE WERE ABLE TO SATISFY THAT INDICATOR. THEN WE LOOK AT IS THE DISTRICT IN COMPLIANCE WITH THEIR DEBT AGREEMENTS. SO DID YOU MAKE BOND PAYMENTS ON TIME DID YOU MAKE ANY LEASE AGREEMENT PAYMENTS ON TIME AND IF YOU.
IT'S A SIMPLE YES OR NO. AND SO AGAIN PLANO WAS IN COMPLIANCE WITH MAKING THEIR PAYMENTS ON TIME AND THEN AGAIN LOOKING AT TIMELY PAYMENTS TO TEACHER RETIREMENT SYSTEM THE INTERNAL REVENUE SERVICE THE TEXAS WORKFORCE COMMISSION. SO THESE INDICATORS REALLY MEASURE IS THE DISTRICT PAYING BILLS ON TIME AND IN COMPLIANCE WITH WHAT THEY OWE. AND SO AGAIN AN ANSWER OF YES
[00:25:03]
FOR EACH OF THESE THEN AS WE MOVE INTO THE OTHER INDICATORS SOME OF THESE ARE A STRICT YES OR FULL 10 POINTS OR ZERO AND THEN SOME ARE A SLIDING SCALE. SO THIS FIRST INDICATOR THAT WE'LL LOOK AT IS INDICATOR NUMBER SEVEN. AND IT AGAIN IS A SLIDING SCALE SO YOU WILL BE ASSIGNED POINTS DEPENDING ON WHERE YOU FALL IN THE SPECTRUM. SO THIS INDICATOR MEASURES SHORT TERM LIQUIDITY AND LOOKS AT CURRENT ASSETS TO CURRENT LIABILITIES. SO NOT GETTING INTO A LOT OF ACCOUNTING LINGO FOR YOU.BUT THE RESULT FOR PLANO ISD FOR THE YEAR IN QUESTION WAS TWO POINT EIGHTY SIX. YOU NEEDED A FULL THREE POINTS TO GET ALL 10. AND SO THIS IS THE ONLY INDICATOR THAT WE DID NOT RECEIVE FULL 10 POINTS ON BECAUSE OUR RATIO WAS SLIGHTLY BELOW THREE. AND WHY IS THAT RATIO BELOW THREE WHEN YOU LOOKING AT YOUR CURRENT ASSETS. SO THE DISTRICT DID HAVE A LARGE CASH BALANCE DUE TO HIGHER PROPERTY TAX COLLECTIONS BUT AT THE SAME TIME THE ACCOUNTS PAYABLE BALANCE WAS A LOT HIGHER. AND THE DUE TO OTHER GOVERNMENTS WHICH IS YOUR RECAPTURE PAYMENT FOR THE JULY AND AUGUST PAYMENTS SO YOU HAVE TO ACCRUE THOSE FOR JUNE 30. AND SO IT'S NOT THAT THE DISTRICTS IN BAD SHAPE BUT OUR RATIO ON THIS INDICATOR WAS A LITTLE BIT LOWER. SO CAN I JUST ADD JUST TO CLARIFY THAT POINT. SO THE FACT THAT OUR RECAPTURE PAYMENT GOES UP IS THEN DINGS US ON OUR CURRENT LIABILITIES BECAUSE THAT'S AN INCREASE IN THE CURRENT LIABILITY. SO WE GET DINGED ON THE FIRST RATING BECAUSE THE FACT THAT OUR PROPERTY VALUES HAVE GONE UP SO MUCH AND OUR TAXES OUR TAX COLLECTIONS ARE SO HIGH AND OUR RECAPTURE IS SO HIGH IS THAT KIND OF THE GIST? YOU COULD DERIVE THAT FROM THIS. I AM DERIVING THAT FROM THIS. THIS IS FUN TEST TO THROUGH. ALL RIGHT. SO WE'LL MOVE TO INDICATOR NUMBER NINE. THIS IS LOOKING SIMPLY AT DID YOU SPEND MORE THAN YOU BROUGHT IN. SO IF A SCHOOL DISTRICT IS SPENDING MORE THAN THEY'RE EARNING THAT'S A GOOD INDICATOR THAT YOU'RE FACING FINANCIAL HARDSHIPS. SO FOR THE YEAR INCREASE IN QUESTION 2017 18 THE DISTRICT'S REVENUES DID EXCEED EXPENDITURES BY FOUR POINT SIX MILLION. AND SO WE WERE AWARDED THE FULL TEN POINTS ON THIS INDICATOR INDICATOR NUMBER 10. AGAIN LOOKS AT YOUR DEBT AND WHETHER OR NOT YOU HAVE THE FUNDS AVAILABLE TO MAKE YOUR FUTURE PRINCIPAL AND INTEREST PAYMENTS IN THE UPCOMING YEAR. WE DID RECEIVE THE FULL TEN POINTS HERE AND THIS IS A SLIDING SCALE AGAIN. AND SO OUR RATIO WAS ONE POINT THREE FOUR. YOU NEED A RATIO OF ONE POINT TWO AND SO WE WERE ABOVE THAT. SO IN GOOD SHAPE THERE. THE NEXT INDICATOR IS OUR FAVORITE ADMINISTRATIVE COST RATIO. THIS HAS BEEN AROUND FOR YEARS REALLY JUST LOOKING AT HOW MUCH OF YOUR BUDGET IS GOING TOWARDS ADMINISTRATION.
THIS IS A SLIDING SCALE AS WELL. AND SO PLANO ISD RATIO WAS POINT ZERO FOR THIS RATIO IS ALSO BASED ON A DISTRICT'S ADA AND SO DISTRICTS OF DIFFERENT SIZES THEIR RANGE IS DIFFERENT. FOR PLANO WE WOULD NEED A .0855 OR LESS. AND SO YOU CAN SEE THE ADMINISTRATION RATIO WAS WELL WITHIN OUR ALLOTTED RANGE. AND SO THE FULL 10 POINTS WERE RECEIVED. SO I WANT TO POINT OUT THAT THAT IS HALF OF WHAT'S REQUIRED. SO THAT SAYS THAT WE ARE MEANT TO DO REALLY POSITIVE STATEMENTS WHO ARE ADMINISTRATIVE SPENDING CORRECT. WE SHOULD GET LIKE TWO EXTRA CREDIT POINTS FOR THAT. WE SHOULD RIGHT? AT LEAST. I'LL WRITE TEA AND SEE IF THEY'LL GIVE US THAT. THEY TOOK THOSE TWO POINTS AWAY FROM US. WE NEED TO DO SOMETHING. OVERACHIEVERS ON THE ADMINISTRATION. ALL RIGHT. AND THEN THIS ONE IS A VERY TRICKY ONE BECAUSE I LOVE INDICATORS THAT USE THE WORD NOT. AND SO YOU HAVE TO READ IT A FEW TIMES TO TRY TO UNDERSTAND WHAT THEY'RE ASKING BUT THIS IS LOOKING AT YOUR DECLINE IN STUDENTS OVER A THREE YEAR PERIOD IN THAT THREE YEAR PERIOD IS THE 2015 16 YEAR VERSUS THE 2017 18 YEAR. SO LOOKING AT IF YOU HAD A DECLINE IN STUDENTS WHAT DID THAT NUMBER LOOK LIKE VERSUS YOUR INCREASE IN FTES. AND SO THIS IS A CONSIDERATION IN PLANO BECAUSE WE DO KNOW THAT WE HAVE A DECLINING STUDENT ENROLLMENT AND RANDY HAS SHOWED YOU NUMBERS ON THE FTES. WE WERE ABLE TO RECEIVE THE FULL POINTS ON THIS.
OUR RATIO WAS MINUS POINT ZERO TWO THREE AND WE NEED A RATIO OF LESS THAN MINUS POINT 15. BUT THIS IS AN INDICATOR THAT WE WILL CONTINUE TO WATCH AND MONITOR AS WE MOVE FORWARD AND MAKE SURE THAT WE DON'T GET INTO A SITUATION WHERE WE DON'T RECEIVE THE FULL POINTS HERE. ONE OF THE THINGS I'D LIKE TO POINT OUT IS THAT THIS DOES NOT TAKE INTO CONSIDERATION THE FACT THAT BIRTH RATES IN THE AREA HAVE DECLINED
[00:30:03]
ABOUT EIGHT AND A HALF PERCENT SINCE 2007. SO AGAIN THIS WOULD BE WE WOULD BE GETTING DINGED FOR SOMETHING THAT IS NOT WITHIN OUR CONTROL LIKE THE RECAPTURE BUT IF OUR ENROLLMENT CONTINUES TO DECLINE TO WHERE IT HITS THAT POINT IT'S MOST LIKELY BECAUSE OUR GRADUATING CLASSES ARE LARGER THAN OUR INCOMING KINDERGARTEN CLASSES RIGHT. THESE INDICATORS ARE VERY TRICKY. AND SO IT'S VERY IMPORTANT TO PAY ATTENTION TO WHAT'S COMING IN THE FUTURE AS WE MOVE INTO THE NEXT SLIDE. I'VE GOT THE STATEWIDE STATISTICS AND JUST TO THROW IN AT THIS POINT THERE'S BEEN SIGNIFICANT CHANGES TO THE FIRST RATING OVER THE YEARS ESPECIALLY IN THE LAST THREE YEARS. THERE ARE CHANGES CONTINUING TO HAPPEN IN ONE COMING UP IN THE NEXT YEAR THAT WILL BE RATED ON 19-20 IS HOW WELL YOU BUDGETED REVENUES. WELL THAT'S GOING TO BE A REAL GOTCHA THIS YEAR BECAUSE WE'RE BUDGETING REVENUES ON A LOT OF ESTIMATES WITH HOUSE BILL 3. AND SO THAT INDICATOR FOR 19-20 WILL BE VERY IMPORTANT TO LOOK AT BECAUSE IT'S BECOMING MORE AND MORE DIFFICULT FOR DISTRICTS TO BUDGET REVENUES ON A JUNE 30 YEAR WHEN YOU DON'T REALLY EVEN KNOW ALL OF THE COMPONENTS FOR A YEAR LATER. AND SO TEA HAS BEEN CHANGING THE INDICATORS AND TRYING TO MAKE IT MORE DIFFICULT TO PASS AND YOU CAN SEE THAT SOME OF THESE INDICATOR CHANGES ARE RESULTING IN THAT YOU KNOW IF YOU'RE A CLASSROOM TEACHER AND THE BELL CURVE AND EVERYONE'S RIGHT THERE YOU TRY TO MAKE THE TEST A LITTLE BIT HARDER OR EASIER DEPENDING ON THE PERCENTAGES. SO YOU CAN SEE FOR THE LAST YEAR RATING IN 17-18 YOU HAD A THOUSAND EIGHTEEN DISTRICTS PASSING IN THIS MOST CURRENT RATING THAT DROPPED 1009. SO IF YOU GO DOWN TO THE BOTTOM YOU ONLY HAD FOUR DISTRICTS FAILING ON THE 17-18 RATING AND THAT'S JUMPED TO ELEVEN. AND SO I WOULD GUESS THAT THESE TRENDS WILL CONTINUE JUST BECAUSE THE RATINGS ARE GETTING OR THE INDICATORS ARE GETTING TIGHTER AND MORE DIFFICULT TO PASS. BUT OVERALL THIS IS A TESTAMENT THAT PLANO IS DOING A VERY GOOD JOB MANAGING THE FINANCES. AND WITH THAT I WILL TURN IT OVER TO PUBLIC COMMENT. BEFORE WE GET THERE. I WANTED TO POINT OUT ONE OTHER THING BECAUSE YOU GUYS DO A GREAT JOB WITH THIS AND WE GET A GRADES ON THIS EVERY SINGLE TIME IT'S AMAZING WHAT YOU KNOW HOW WELL WE USE THE DOLLARS WE HAVE GOING BACK TO YOUR INDICATOR 10 THAT'S YOUR DEBT SERVICE RATIO MEETS REQUIREMENTS YOU KNOW THIS IS POST THE MOST RECENT BOND WHERE WE AS A BOARD ELECTED TO BE MORE AGGRESSIVE IN THE WAY THAT WE'RE PAYING DOWN OUR DEBT SO THEREFORE RATHER THAN TAKING A 10 YEAR BOND OUT WE TOOK A FIVE YEAR BOND OUT FOR THINGS INSTEAD OF 15 WE DID 10. WE WANTED TO PAY BACK MORE QUICKLY WITHOUT RAISING THE TAX RATE. AND SO WE'RE STILL SATISFYING THE OBLIGATIONS OF OUR DEBT PAYING IT DOWN FASTER AND STILL GETTING A SUPERIOR RATING ON THIS FIRST TEST AND SO I JUST WANT TO COMMEND Y'ALL FOR BEING ABLE TO MANAGE THAT AND HELP GUIDE THE BOARD IN THAT AS WELL. I WILL PASS THOSE KUDOS ON TO RANDY BECAUSE HE'S RESPONSIBLE FOR THAT. I SAID Y'ALL. THANK YOU. I DO WANT TO TAKE THIS OPPORTUNITY I DID MENTION THIS IS MY FIRST PRESENTATION AND UNFORTUNATELY MY LAST. BUT I WANT TO THANK YOU FOR THE OPPORTUNITY TO HAVE SERVED AT PLANO AND I WILL TAKE SO MUCH OF WHAT I LEARNED HERE ON WITH ME TO LEANDER. BUT THANK YOU FOR THIS OPPORTUNITY. THANK YOU. IS THERE ANYONE PRESENT WHO WOULD LIKE TO SPEAK REGARDING THE SCHOOL'S FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS? ALL RIGHT. AND THIS IS THE END OF THE PUBLIC HEARING. I'D ALSO LIKE TO RECOGNIZE AT THIS TIME SCOUT TROOP 181. WOULD YOU PLEASE STAND. [APPLAUSE] THANK YOU FOR BEING HERE TONIGHT. THANK YOU FOR LEARNING MORE ABOUT HOW YOUR LOCAL GOVERNMENT WORKS. WE NOW MOVE TO THE PUBLIC COMMENT SESSION OF OUR AGENDA. MS.[9. PUBLIC COMMENT SESSION]
OLIVER DO WE HAVE ANY SPEAKERS FOR THE PUBLIC COMMENT SESSION THIS EVENING? WE DO PRESIDENT RICHARDS WE HAVE THREE CARDS THIS EVENING. ONE AGENDA ITEM AND TWO THAT ARE NONE AGENDA ITEM. ALL RIGHT. THANK YOU. A PUBLIC COMMENT SESSION IS PROVIDED TO HEAR PERSONS WHO DESIRE TO MAKE COMMENTS TO THE BOARD REGARDING AGENDA OR NON AGENDA ITEMS AND WHO COMPLETE PUBLIC COMMENT CARDS WHICH ARE AVAILABLE ON SITE FOR ONE HOUR PRIOR TO THE START OF THE MEETING. COMMENT CARDS ARE NOT TRANSFERABLE TO OTHER SPEAKERS. COMMENTS ADDRESSING AGENDA ITEMS WILL BE HELD AT THE BEGINNING OF THE MEETING IN ORDER OF THE CORRESPONDING AGENDA ITEM ALLOTTING 30[00:35:01]
MINUTES OR UNTIL ALL AGENDA RELATED COMMENTS HAVE BEEN HEARD. IF TIME REMAINS COMMENTS REGARDING NON AGENDA ITEMS WILL BE HEARD. COMMENTS RELATED TO NON AGENDA ITEMS THAT ARE NOT HEARD DURING THE ALLOTTED 30 MINUTES WILL BE HEARD AT THE END OF THE REGULAR BOARD MEETING. SPEAKERS WHO SUBMIT COMMENT CARDS MAY HAVE UP TO THREE MINUTES TO ADDRESS THE BOARD. PLEASE BE ADVISED THAT THE INFORMATION SHARED IN PUBLIC COMMENT IS NOT AN ENDORSEMENT OF THE INFORMATION SHARED BY THE PRESENTER AND SOLELY PROVIDES THE OPINION OF THE INDIVIDUAL SPEAKER NOT THE DISTRICT. NO PRESENTATION SHALL EXCEED THREE MINUTES. THE TIME IS DISPLAYED ON THE SCREENS AND IF YOU'RE NOT FINISHED SPEAKING AT THE END OF THE TIME I WILL INTERRUPT YOU SO WE CAN MOVE TO THE NEXT ITEM. REMEMBER THAT DUE TO THE REQUIREMENTS OF THE OPEN MEETINGS ACT THE BOARD MAY NOT DISCUSS A SUBJECT THAT IS NOT ON THE AGENDA AND MAY ONLY MAKE A STATEMENT OF FACTUAL INFORMATION OR ASK THE SUPERINTENDENT TO CORRECT ANY MISINFORMATION THAT HAS BEEN PRESENTED AS FACT, RECITE EXISTING POLICY OR REFER THE SPEAKER TO A STAFF MEMBER IN AUTHORITY OVER THE ISSUE. MISS OLIVER PLEASE CALL OUR FIRST SPEAKER TO THE PODIUM. THANK YOU. I'M GOING TO ATTEMPT TO SAY THIS LAST NAME I'M NOT COMPLETELY SURE. BUT I'LL ASK JULIE MCKINLEY THANK YOU SO MUCH FOR YOUR HELP. PLEASE COME FORWARD. AND JULIE I'LL LET YOU KNOW THAT AT THE 1 MINUTE MARK I'LL JUST SAY ONE MINUTE. I DON'T WANNA THROW YOU OFF WHEN I SAY THAT. ALL RIGHT. I APPRECIATE THE OPPORTUNITY TO SPEAK. I KNOW I'VE MET SOME OF YOU BEFORE. I WANTED TO KIND OF GO INTO THE BALANCED LITERACY ITEM ON THE AGENDA. I WANT TO READ WHAT IS BALANCED LITERACY AND STRUCTURED LITERACY. SO I'M READING FROM THE IOWA READING RESEARCH ORG BLOG STRUCTURE LITERACY BALANCED LITERACY. BALANCED LITERACY IS A PHILOSOPHICAL ORIENTATION THAT ASSUMES THAT READING AND WRITING ACHIEVEMENT ARE DEVELOPED THROUGH INSTRUCTION IN SUPPORT AND MULTIPLE ENVIRONMENTS USING VARIOUS APPROACHES THAT DIFFER BY LEVEL OF TEACHER SUPPORT AND CHILD CONTROL BY [INAUDIBLE].ALTHOUGH PHONICS DECODING AND SPELLING MAY BE TAUGHT IN WORDS STUDY LESSONS THE SKILLS TYPICALLY ARE NOT EMPHASIZED AND ARE RARELY TAUGHT SYSTEMATICALLY. RATHER STUDENTS ARE ENCOURAGED TO USE WORD ANALOGIES PICTURES A CONTEXT TO IDENTIFY WORDS BALANCED LITERACY INSTRUCTION IS FOCUSED ON SHARED READING. IN OTHER WORDS TEACHERS READ ALOUD IN STUDENTS AND ASK QUESTIONS ABOUT THE TEXT GUIDED READING IN OTHER WORDS STUDENTS READ TEXTS AT THEIR CURRENT ABILITY AND DISCUSS WHAT THE TEACHER IN A HOMOGENEOUS GROUP AN INDEPENDENT READING. THE ALTERNATIVE IS STRUCTURED LITERACY WHICH IS THE UMBRELLA TERM USED BY THE INTERNATIONAL DYSLEXIA ASSOCIATION THE IDA TO UNIFY AND ENCOMPASS EVIDENCED BASED PROGRAMS AND APPROACHES THAT ARE ALIGNED WITH THE KNOWLEDGE AND PRACTICE STANDARDS. THE IDA DEFINES KPS AS THE KNOWLEDGE AND SKILLS AT ALL TEACHERS OF READING SHOULD POSSESS TO TEACH ALL STUDENTS TO READ PROFICIENTLY STRUCTURED LITERACY APPROACHES ARE EFFECTIVE AT HELPING STUDENTS WITH LEARNING DISABILITIES IN THE AREA OF READING SUCH AS DYSLEXIA LEARN TO READ AND WRITE. PUT SIMPLY STRUCTURED LITERACY IS AN EXPLICIT SYSTEMATIC TEACHING THAT FOCUSES ON PHONOLOGICAL AWARENESS WORD RECOGNITION PHONICS AND DECODING SPELLING AND SYNTAX AT THE SENTENCE AND PARAGRAPH LEVELS. WHAT I WILL SHARE IS THAT BALANCED LITERACY IS NOT AN EVIDENCED BASED PROGRAM AND IT'S LEAVING KIDS BEHIND. THE TEXAS PRISON SYSTEM IS FILLED 80 PERCENT WITH ILLITERATE PEOPLE. CASE YOU DIDN'T KNOW 53 PERCENT OF THEM ARE DYSLEXIC. THESE KIDS ARE THE PRODUCT OF PROGRAMS LIKE BALANCED LITERACY GUIDED READING AND THE THREE QUEUING SYSTEM. RECENTLY. ONE MINUTE.
RECENTLY THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS HAS INDICATED THAT MISSISSIPPI OF ALL STATES HAS MADE THE MOST GAINS IN READING. THEY HAVE MOVED ON TO THE SCIENCE OF READING. ME MYSELF IF IT WASN'T FOR ONE BOY IN MY LIFE I WOULDN'T HAVE KNOWN THE DIFFERENCE. AND BECAUSE OF THAT ONE BOY I HAVE DONE THE RESEARCH AND I'VE LOOKED INTO THIS AND THERE IS A DIFFERENT WAY. AND THERE IS A BETTER WAY. AND IN YOUR OWN PRESENTATION SAYS DO THE BEST YOU CAN UNTIL YOU KNOW BETTER THAN WHEN YOU KNOW BETTER DO BETTER. I'M CHALLENGING YOU TO DO BETTER.
YOU KNOW BETTER DO BETTER. DO BETTER FOR OUR KIDS AND IMPROVE YOUR LITERACY. THANK YOU.
OUR NEXT SPEAKER IS KIMBERLY [INAUDIBLE]. AND AGAIN KIMBERLY AT THE 1 MINUTE MARK I WILL SAY ONE MINUTE. OKAY. I DIDN'T WANT TO THROW YOU OFF. YEAH. NO PROBLEM. I SENT AN E-MAIL TO SOME OF YOU. YOU MAY REMEMBER MY NAME. I WANT TO THANK YOU ALL FOR BEING AT THE IB [INAUDIBLE] HUFFMAN UNVEILING OF THE OFFICIAL PROGRAM. I AM A HUFFMAN MOM. I HAVE TWO KIDS WHO FOR THE FIRST YEAR IN HUFFMAN I'M SURE MOST OF YOU KNOW ABOUT THE IB WORLD PROGRAM. WE RECENTLY MOVED FROM NEW YORK CITY AND ONE OF THE THINGS THAT I WAS NERVOUS ABOUT WAS NOT BEING ABLE TO GIVE MY KID A MULTICULTURAL DIVERSE EDUCATION AND I'M A PRODUCT OF PLANO SCHOOLS. SO I HAD MOVED AWAY FOR 10 YEARS
[00:40:03]
AND MOVED BACK AND THEN I SAW THIS EMAIL ABOUT THIS PROGRAM AND I WAS LIKE THIS IS AMAZING ESPECIALLY BEING EXPOSED TO MANDARIN YOU KNOW LEARNING ANOTHER LANGUAGE BECAUSE MY KIDS WOULD HAVE BEEN ENROLLED IN THE SCHOOL IN NEW YORK THAT THEY WOULD HAVE AUTOMATICALLY GONE INTO A BILINGUAL PROGRAM. SO LEARNING A SECOND LANGUAGE IS EXTREMELY IMPORTANT TO ME AND MY KIDS LOVE THE SCHOOL. WE KNOW THE PARENT I'VE GOTTEN TO KNOW THEM THE COMMUNITY HAS BEEN AMAZING. AND MY POINT BEING IS THAT WE WANT TO SEE THIS CONTINUE AFTER THE ELEMENTARY SCHOOL. SO RIGHT NOW THERE'S NOT A MIDDLE SCHOOL PROGRAM FOR IB YOU KNOW THE INTERNATIONAL BACCALAUREATE PROGRAM. SO YOU KNOW IT'S JUST I DON'T HAVE A LOT OF FACTS AND STUFF YOU KNOW TO SPEW OUT THERE YOU KNOW ABOUT HOW WONDERFUL THE PROGRAM IS AND YOU KNOW BUT AS A PARENT I JUST WANT TO MAKE SURE TO SEE THAT THIS IS HAPPENING AND NOT WAITING A LONG TIME TO KEEP THE MOMENTUM UP AND KEEP IT GOING. SO I'M GOING TO BE THE VOICE THEN YOU KNOW HOPEFULLY YOU'LL BE HEARING FROM ME AND I'D LIKE TO GET TO ME GET TO KNOW SOME OF YOU PERSONALLY. BUT I KNOW THE NEXT MEETING WILL WE'RE GOING TO GET A GROUP TOGETHER AND WE'RE GOING TO I DON'T KNOW I'M KIND OF NEW TO ALL THIS. I ACTUALLY WOULD NEVER HAVE BEEN AT A SCHOOL BOARD MEETING UNLESS THIS CAME TO MY PLATE BECAUSE I SAID YOU KNOW. I NEED TO MAKE A DIFFERENCE YOU KNOW WITH THAT. SO NOT JUST FOR MY KIDS BUT FOR THE OTHER KIDS. SO ANYWAY THAT I HAVE TO SAY THANK YOU SO MUCH. THANK YOU. OUR LAST SPEAKER IS JOHN STAFFORD. GOOD EVENING BOARD MEMBERS. JOHN STAFFORD 1401 HARVEST GLEN DRIVE. I VOLUNTEER AT THE CARPENTER MIDDLE SCHOOL WHERE MY OLDEST DAUGHTER GOES AND AT OUR SPORTING EVENTS WE ARE ONLY TAKING CASH AT THE SPORTING EVENTS TO ENTER AND NOWADAYS A LOT OF PEOPLE DON'T CARRY CASH WITH THEM AT ALL. SO I'M GOING TO MAKE A REQUEST TO DAN TO ACTUALLY INVESTIGATE THE POSSIBILITY OF HAVING CARD READERS SO THAT PEOPLE CAN PAY WITH A CREDIT CARD WHEN THEY'RE COMING TO A SPORTING EVENT AT OUR SCHOOLS OR POSSIBLY USING THE PLANO ISD APP IN ORDER TO PURCHASE TICKETS IN ADVANCE OF THE EVENT AND BE ABLE TO SHOW THAT HEY I'VE GOT A TICKET ON THE SCHOOL APP. SO THAT WAS MY ONE COMMENT IS JUST LOOK INTO WHAT WE DO TO MOVE CASH [INAUDIBLE] TO OUR SPORTING EVENTS. THANK YOU. THANK YOU. ARE THERE ANY FURTHER SPEAKERS.[10. CONSENT AGENDA]
WE WILL NOW ADDRESS THE CONSENT AGENDA WHICH CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL AS ONE ACTION ITEM. UNLESS REMOVED FROM THE CONSENT AGENDA THESE ITEMS WILL BE ACTED ON AT ONE TIME WITH NO DISCUSSION BOARD MEMBERS ARE THERE ANY REQUEST TO REMOVE ITEMS FOR THE FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION. RIGHT THEN A MOVEMENT, A MOTION WOULD BE APPROPRIATE. I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED. I SECOND. I HAVE A MOTION BY NANCY HUMPHREY A SECOND BY DR. HEATHER WANG THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED. WE WILL NOW PROCEED TO VOTE. ALL THOSE IN FAVOR RAISE YOUR HAND MOTION CARRIES UNANIMOUSLY. MUCH FURTHER BACK IN THE BINDER WE WILL NOW ADDRESS ITEMS FOR DISCUSSION AND ACTION. DR. KATRINA HASLEY[A. New Courses for the 2020 - 2021 School Year Presenter: Dr. Katrina Hasley, Assistant Superintendent for Academic Services]
ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES WILL PRESENT NEW COURSES FOR THE 2020 2021 SCHOOL YEAR. DR. HASLEY. THANK PRESIDENT BENDER. AS YOU KNOW WE HAVE A PROCESS IN PLACE WHERE A DISTRICT COMMITTEE REVIEWS ALL NEW COURSES THAT ARE BROUGHT FORWARD FOR THE FOLLOWING SCHOOL YEAR AND THIS COMMITTEE IS MADE UP OF CAMPUS AND DISTRICT REPRESENTATIVES AND I WOULD LIKE TO SHARE SOME INFORMATION NOW ON EACH OF THOSE RECOMMENDATIONS FROM THE COMMITTEE. AND AS I GET TO THE CAREER AND TECHNICAL ED COURSES I'M GOING TO HAND OFF TO THE EXPERTS IN THE ROOM. KAREN [INAUDIBLE] OUR DIRECTOR AND [INAUDIBLE] OUR COORDINATOR SO THE FIRST NEW COURSE PRESENTED IS A COMPUTER SCIENCE COURSE AT THE MIDDLE SCHOOL LEVEL. AND AS PART OF OUR COMMITMENT TO BUILDING A COMPUTER SCIENCE PROGRAM PRE-K THROUGH 12. THIS OPPORTUNITY WILL GIVE STUDENTS A CHANCE TO ENGAGE EARLIER IN THIS FIELD. THIS IS A ONE SEMESTER COURSE FOR HIGH SCHOOL CREDIT AND WE ALSO WILL NOW RECEIVE ADDITIONAL WEIGHTED FUNDING FOR THOSE WHO TAKE COMPUTER SCIENCE AT THE MIDDLE SCHOOL LEVEL. I JUST REALLY APPLAUD THIS WORK IN REALLY LESS THAN THE LAST THREE YEARS WE'VE SIGNIFICANTLY ENRICHED THE EDUCATION IN COMPUTER SCIENCE THAT OUR STUDENTS CAN RECEIVE. SO THANK YOU VERY MUCH FOR THAT WORK. THANK YOU FOR SAYING THAT. AMY BATES[00:45:03]
IS A BIG PART OF THAT WORK TOO. NEXT WE'LL GET INTO HIGH SCHOOL COURSES. LOTE STANDS FOR LANGUAGES OTHER THAN ENGLISH. AND WE HAVE ONE COURSE BEING BROUGHT FORWARD THIS IS AMERICAN SIGN LANGUAGE 4 THIS WOULD TAKE STUDENTS THROUGH TO COLLEGE LEVEL ESL COURSES. THE LOTE DEPARTMENT CURRENTLY OFFERS FIVE LANGUAGES AMERICAN SIGN LANGUAGE CHINESE FRENCH GERMAN AND SPANISH AND ASL IS THE ONLY ONE LACKING A FOUR YEAR SEQUENCE. SO THIS COMPLETES ALL OF OUR LANGUAGES.STUDENTS HAVE THE OPPORTUNITY EARN UP TO FOUR LOTE CREDITS. THIS WILL FULFILL STUDENTS WHO RECEIVE FOUR YEARS OF ASL FOR THE ARTS AND HUMANITIES ENDORSEMENT. WE ALSO ARE BRINGING FORWARD INTERNATIONAL BACCALAUREATE MATH COURSES. IB ROLLED OUT A REVISION OF THEIR MATH COURSES AND SO WE WERE OBLIGED TO ADJUST ACCORDING TO WHAT THEY HAVE REQUIRED US TO DO. THE SL REFERS TO STANDARD LEVEL AND HL REFERS TO HIGHER LEVEL STANDARD LEVELS OF ONE YEAR COURSE AND HIGHER LEVELS OF TWO YOUR COURSE AND WHITNEY'S WORKED HARD WITH HER TEACHERS TO IMPLEMENT THIS QUICKLY AND THESE COURSES ARE ACTUALLY PROVIDING GREATER CHOICES FOR STUDENTS. AND THEN OUR ESL DEPARTMENT ENGLISH AS A SECOND LANGUAGE BRINGS FORWARD A NEW CLASS THAT'S ENDORSED BY TEA THIS ENGLISH LANGUAGE DEVELOPMENT AND ACQUISITION COURSE IS A NEW COURSE DESIGNED TO PROVIDE INSTRUCTIONAL OPPORTUNITIES FOR SECONDARY RECENT IMMIGRANT STUDENTS WITH LITTLE TO NO ENGLISH BUT THEY COME IN AT THE SECONDARY LEVEL. THE HIGH SCHOOL LEVEL. FROM FINE ARTS WE HAVE A NEW MUSIC THEORY 2 CLASS THAT'S BEING BROUGHT FORWARD THIS IS A CONTINUATION OF THE MUSIC THEORY CLASS WE CURRENTLY HAVE AND IT'S DESIGNED FOR STUDENTS WHO WISH TO PURSUE COLLEGE LEVEL MUSIC STUDIES. THIS ALLOWS FOR MUSIC THEORY COURSE IN THE SENIOR YEAR TO FOLLOW THE ONE THAT WE OFFER FOR THEIR JUNIOR YEAR AS YOU'LL RECALL IF PREVIOUS MEETING WE DISCUSSED THE HONORS BAND CHOIR AND ORCHESTRA THREE AND FOUR CORE COURSES THAT ARE BEING REINSTATED. THEY WERE BROUGHT BACK TO THE NEW COURSE COMMITTEE FOR DISCUSSION BUT AS I MENTIONED BEFORE THEY'RE NOT NEW COURSES SO THEY'RE NOT LISTED ON THE RECOMMENDATION TO ADD. THE CURRICULUM WAS ADJUSTED. WE DON'T USUALLY BRING BACK COURSES WHEN IT'S JUST A CURRICULUM REVISION BUT I HAVE TO NOTE HERE THAT THOSE ARE BEING REINSTATED AGAIN IN THIS COURSE CATALOG. FROM OUR ADVANCED ACADEMICS DEPARTMENT WE HAVE A COUPLE OF COLLEGE PREP CLASSES ONE ENGLISH AND ONE MATH AND THESE COURSES ARE FOR STUDENTS IN THEIR SENIOR YEAR WHOSE ACADEMIC PERFORMANCE INDICATES THEY ARE NOT YET READY FOR COLLEGE LEVEL WORK. THE ENGLISH COURSE MAY BE TAKEN AS A ONE OR TWO SEMESTER COURSE BUT THE MATH IS ONE IS A YEAR LONG. AND THEN LASTLY A SPEECH COMMUNICATIONS DUEL CREDIT SO DUEL CREDIT SPEECH WILL BE OFFERED THIS YEAR IN THE FIRST YEAR TO HEALTH SCIENCE ACADEMY STUDENTS AS A PILOT AT PLANO EAST SO THAT THEY ARE A STEP CLOSER TO OBTAINING THAT ASSOCIATES OF APPLIED SCIENCE DEGREE BEFORE THEY GRADUATE. WHILE WE DON'T CURRENTLY HAVE QUALIFIED EMBEDDED FACULTY THE COURSE IS AVAILABLE ONLINE THROUGH COLLIN COLLEGE SO IT WOULD NOT ACTUALLY BE A COURSE DURING THEIR SCHOOL DAY THEY WOULD NEED TO DO THAT ON THEIR OWN BUT TAKE ADVANTAGE OF THAT ONLINE COURSE.
WE'RE TRYING TO MOVE THIS FORWARD SO WE CAN GET SOME OF THOSE KIDS WE HAVE IN THE PIPELINE. HOPEFULLY THEY WOULD BE ABLE TO GET THAT DEGREE BY GRADUATION THIS SPRING. KATRINA ON THAT SPEECH COMM CLASS IS THAT A REQUIREMENT FOR THAT DEGREE OR WOULD THIS FALL UNDER THEIR ELECTIVES [INAUDIBLE] IT'S A REQUIREMENT FOR THE DEGREE. GOOD. I'M GLAD WE'RE ADDING THAT. THAT ALSO HAS AN ADDITIONAL BENEFIT BECAUSE THAT CLASS I BELIEVE IS ONE OF THE ONES THAT ACTUALLY TRANSFERS TO OTHER UNIVERSITIES LIKE UNIVERSITY OF NORTH TEXAS FOR SOME OF THEIR CORE DEGREES LIKE BUSINESS AND EDUCATION. SO THIS IS ONE STEP CLOSER TO LETTING PLANO KIDS GRADUATE WITH COURSEWORK THAT'S REALLY GOING TO HELP THEM WITH THEIR DEGREE PLAN. I LOOK FORWARD TO IT'S EXPERIMENTATION AND THEN ALSO SPREADING IT WITH OUR OTHER SENIOR HIGH SCHOOLS. PLANO EAST HAS GRACIOUSLY OFFERED TO MAKE COMPUTER LAB TIME AVAILABLE TO THESE KIDS DURING THEIR LUNCH AND BEFORE AND AFTER SCHOOL SO THAT THEY CAN HELP TAKE ADVANTAGE OF THAT OPPORTUNITY. IF PAST CURRENT SENIORS WILL BE NOTIFIED OF THIS IMMEDIATELY. NOW I'M GOING TO ASK KAREN BECKMAN TO TAKE OVER AND TALK A LITTLE BIT ABOUT OUR CAREER AND TECHNICAL EDUCATION COURSES FOR BRINGING FORWARD. THANK YOU. GOOD EVENING. SO BEFORE I START I TALK ABOUT THESE COURSES OUR TEAM IS WORKING THIS YEAR TO IMPLEMENT THE PROGRAMS OF STUDY WHICH ARE REQUIRED BY TEA IN REFERENCE TO THE NEW PERKINS FIVE WHICH WILL BE IN EFFECT FOR NEXT YEAR. SO AS I TALK THROUGH THESE I CAN KIND OF EXPLAIN SOME OF THE JUST INFORMATION AND THE REASON THAT WE'RE NEEDING TO ADD THEM. SO FOR TEA TO RECOGNIZE A PROGRAM A STUDY WITHIN CTE YOU MUST HAVE THREE CLASSES FOR FOUR OR MORE CREDITS THAT ARE IN WITHIN THE PROGRAM A STUDY THAT TEA HAS DEFINED. SO WHEN WE LOOK AT THAT FIRST CLASS WE CURRENTLY OFFER IN THE DISTRICT ARTS AVIAN TECHNOLOGY AT THE SENIOR HIGH LEVEL WE OFFER THAT AS A FIRST LEVEL COURSE AND
[00:50:02]
THEN ALSO AS A SECOND YEAR COURSE. AND SO TO MEET THAT PROGRAM OF STUDY WE WERE NEEDING TO ADD A THIRD COURSE TO THAT PROGRAM OF STUDY AND SO WE WENT BACK AND OFFERED ARE PROPOSING PRINCIPAL OF ARTS AV TECHNOLOGY AND COMMUNICATION TO HAVE THAT THIRD CLASS FOR FOUR MORE CREDITS. SO THAT WAS THE REASON THAT WAS ADDED. WE'VE ALSO SEEN A HUGE INTEREST IN THAT PROGRAM AT THE SENIOR HIGH LEVEL. AND SO IT'S A GREAT STARTING POINT FOR OUR STUDENTS TO GET INVOLVED IN THAT CURRICULUM AREA. THE NEXT ONE YOU SEE IS CHILD DEVELOPMENT. THIS IS NOT A NEW COURSE BUT THE REASON THAT WE BROUGHT THIS BACK TO THE COMMITTEE WAS BECAUSE WE WANTED TO OFFER THIS COURSE AT THE 10TH GRADE LEVEL. AND WHEN WE OFFER IT AT THE 10TH GRADE LEVEL IT WOULD PROVIDE THE STUDENTS WITH A COHERENT SEQUENCE OF COURSES FROM 9 TO 12 IN THAT CHILD DEVELOPMENT AND EARLY EDUCATION TRACK. AND SO THAT'S THE REASON THAT WE BROUGHT IT BACK TO HAVE CONVERSATIONS ABOUT WAS JUST ADDING THAT ADDITIONAL GRADE LEVEL DOWN TO 10. WHEN YOU LOOK AT AGRICULTURE STRUCTURE DESIGN AND FABRICATION CURRENTLY WE OFFER OF COURSE IN OUR AG PROGRAM THAT WAS WELDING THAT WAS NOT INCLUDED IN THE AG PROGRAM OF STUDY. AND SO WE WERE NEEDING TO ALTER THAT CLASS TO AG STRUCTURES DESIGN AND FABRICATION TO MEET THE PROGRAM OF STUDIES SO THAT WE COULD MAKE SURE WE WERE IN COMPLIANCE WITH THAT. AND THEN THE LAST COURSE THAT YOU SEE THERE IS A [INAUDIBLE] LIKE THE WAY MEDICAL INTERVENTIONS THREE I GUESS FOUR YEARS AGO IN THE HEALTH SCIENCE ACADEMY WE STARTED THE WITH THE BIOMEDICAL SCIENCE TRACK AND THAT WAS ADDED FOR STUDENTS THAT WEREN'T NECESSARILY INTERESTED IN THE BEDSIDE MANNER. YOU KNOW STUDENT INTERACTION BUT THEY WERE MORE INTERESTED IN THE RESEARCH SIDE. AND SO THAT'S THE THIRD CLASS THAT WE'RE MEETING TO ADD TO FINISH THAT TRACK IN THE HEALTH SCIENCE ACADEMY. SO THOSE ARE THE COURSES THAT WE HAVE PROPOSED. AND I'M GOING TO TURN IT OVER NOW TO ELAINE WHO CAN TALK TO YOU A LITTLE BIT ABOUT THESE NEW COURSES AT THE COLLIN TECHNICAL CAMPUS GOOD EVENING IN WORKING WITH COLLIN COLLEGE AS THEY HAVE RECEIVED APPROVAL FOR THEIR PROGRAMS AND COURSES THAT THEY'RE OFFERING ON THE COLLIN COLLEGE TECHNICAL CAMPUS. WE HAVE COME TOGETHER AND WHAT WE CALL CROSSWALKS OR MATCHED OUR COURSES THAT TEA OFFERS TO THE COLLEGE COURSES SO THAT STUDENTS RECEIVING COLLEGE CREDIT WOULD ALSO RECEIVE THEIR HIGH SCHOOL CREDIT. SO THESE ARE THE COURSES THAT WE'RE PROPOSING TO MATCH INTO THOSE PROGRAMS. CURRENTLY COLLIN HAS GOTTEN APPROVAL FOR THE ADVANCED MANUFACTURING, ARCHITECTURE AND CONSTRUCTION AND SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS PROGRAMS. AND THAT'S WHERE THESE PROGRAMS OR THESE COURSES WOULD FIT INTO THOSE DIFFERENT PROGRAMS WE DO OFFER SOME OF THE COURSES THAT WE ARE CROSS WALKING THAT ARE ALREADY IN OUR COURSE CATALOG AND SO THAT'S WHY YOU DON'T SEE EVERYTHING LISTED. PLUS AS COLLIN CONTINUES TO RECEIVE THEIR APPROVAL THAN WE WILL OF COURSE CONTINUE THROUGH THIS PROCESS TO MAKE SURE THAT WE HAVE THE CORRECT COURSES CROSSWALKED. ANY QUESTIONS. ACTUALLY THIS QUESTION'S PROBABLY MORE FOR SARAH. HAVE WE DISCUSSED THE LOGISTICS OF ALLOWING OUR STUDENTS TO GET TO THESE CLASSES? WELL WE'RE WORKING ON THAT RIGHT NOW. SO ONE OF THE GOOD NEWS IN THE NEW HOUSE BILL THREE FUNDING TRANSPORTATION TO AND FROM A TECHNICAL SCHOOL WHERE KIDS ARE EARNING COLLEGE CREDIT TRANSPORTATION IS PAID FOR. SO THAT SHOULD HELP US OFFSET AND RANDY YOU CAN SPEAK ON THAT A LITTLE BIT THAT THERE'S THE TRANSPORTATION ALLOTMENT FOR KIDS TO BE GOING TO THAT FACILITY IF WE PROVIDE THE TRANSPORTATION. SO WE HAVE HAD PLANNING MEETINGS WITH COLLIN COLLEGE ON A VERY REGULAR BASIS. AND SO I KNOW ALL OF THE DETAILS OF THAT ARE BEING WORKED OUT RIGHT NOW. SO SARAH, THAT TRANSPORTATION COMPONENT IS REQUIRED. IS THAT JUST FOR DUAL CREDIT. I MEAN COULD WE RUN A BUS BETWEEN OUR SENIOR HIGH SO THAT THAT KIDS COULD GO BETWEEN FROM FOR EXAMPLE PLANO SENIOR TO PLANO EAST IF SOMETHING'S OFFERED AT EAST THAT'S NOT OFFERED AT SENIOR CAN GET FUNDING. YES SO PREVIOUSLY PLANO DIDN'T GET TRANSPORTATION FUNDING BECAUSE WE WERE CHAPTER 41. SO IN ALL THOSE CHANGES CHAPTER 41 DISTRICTS ARE RECAPTURE DISTRICTS CAN NOW GET TRANSPORTATION FUNDING AND SO ANYTHING THAT'S RELATED TO CAREER TECHNOLOGY QUALIFIES FOR FUNDING. SO LET ME GIVE YOU AN EXAMPLE I'M THINKING ABOUT SOMEBODY AT WEST OR SENIOR WHO WANTS TO GO TO THE CULINARY ARTS SCHOOL BUT STAY AT THEIR HOME CAMPUS WOULD WE BE ABLE TO RUN A BUS OVER THERE AND BUS THOSE KIDS OVER AND GET FUNDING FOR THAT. I WANTED TO DO THIS FOR THIS IS NOT FOR THIS CONVERSATION THIS MEETING BUT JUST JOT THIS DOWN. I'VE WANTED TO DO THIS FOR EIGHT YEARS TO ALLOW OUR KIDS TO GO BACK AND FORTH BETWEEN CAMPUSES AND TAKE ADVANTAGE OF COURSES THAT ARE OFFERED IN OTHER PLACES IN THE CULINARY ARTS IS A PRIME EXAMPLE AND IF WE GET FUNDING FOR IT NOW I DON'T KNOW WHY WE WOULDN'T DO IT. BUT THAT'S FOR ANOTHER DAY. SORRY. IT IS INTERESTING HOW THESE PROJECTS SOMETIMES HAVE LONG GESTATION. AND ONE REASON I WANTED THE ADMINISTRATION[00:55:05]
TO ACTUALLY PRESENT THIS VERSUS JUST DOING IT ON THE CONSENT AGENDAS BECAUSE THIS IS ACTUALLY THE CULMINATION OF WORK THAT A SUBCOMMITTEE YOU AND NANCY WERE ON IT THAT WE'RE LOOKING AT OPPORTUNITIES FOR OUR SECONDARY STUDENTS TO HAVE ACADEMIES. THE OTHER COMMITTEE ACTUALLY CONNECTS TO THE HUFFMAN IB PROGRAM WHERE WE HAD AN ELEMENTARY COMMITTEE THAT ACTUALLY DID THE BEGINNING FOR THAT WORK. SO SOMETIMES YOU HAVE TO BE REALLY REALLY PATIENT IN THE SCHOOL BUSINESS. BUT IT'S NICE TO SEE SOME OF THESE PROGRAMS COMING TO FRUITION FOR THE CHILDREN. WELL OUR LAST PIECE OF THE RECOMMENDATION IS TO SUNSET THESE THREE COURSES AND THESE WERE DISCONTINUED BY TEA AND REPLACED BY THAT NEW ESL COURSE THAT I BROUGHT FORWARD EARLIER THE ENGLISH LANGUAGE DEVELOPMENT AND ACQUISITION COURSE. SO THAT CONCLUDES OUR RECOMMENDATIONS FOR NEW COURSES. KATRINA. I JUST WANT TO GO BACK TO MAKE SURE I UNDERSTOOD WHAT YOU SAID CORRECTLY ON THAT SPEECH COMM CLASS THAT'S ONLINE. YOU SAID NOTIFYING OUR CURRENT SENIORS. SO IF WE APPROVE THIS ARE WE GOING TO ALLOW OUR CURRENT SENIORS TO TAKE ADVANTAGE OF THIS NOW THAT IS WHAT WE WOULD LIKE TO DO. AWESOME. COLLIN HAS BEEN GREAT TO WORK WITH TO GET SOMETHING IN PLACE QUICKLY FOR THESE STUDENTS AND BECAUSE IT IS AN ONLINE. THAT'S NOT WHAT WE WANT TO OFFER 9 THROUGH 12. WE'RE GONNA WORK ON AN EMBEDDED FACULTY MODEL OR A COURSE THAT THEY GET PUT IN THEIR SCHEDULE FOR OTHER STUDENTS. PERFECT THANK YOU. CAN I ASK ONE QUESTION KATRINA. THE ENGLISH LANGUAGE DEVELOPMENT AND ACQUISITION WE OFFER THAT FOR GRADES 9 THROUGH 12. DO WE HAVE THAT AT ALL OF THOSE NINE THROUGH TWELVE FACILITIES BECAUSE THAT INCLUDES HIGH SCHOOL AND SENIOR HIGH. I JUST DIDN'T KNOW IF WE HAVE. THAT'S THE ONE FOR THE SECONDARY. YES. THAT'S A NEW COURSE.RIGHT. SO I CAN GET MORE INFORMATION FROM [INAUDIBLE]. SHE IS AT HER DOCTORAL CLASS TONIGHT. I CAN GET BACK TO YOU ON THAT. OKAY. BUT USUALLY WE WOULD OFFER IT WHEREVER IT'S NEEDED WHEREVER WE HAVE THE NEWCOMERS. OKAY. THANKS. KATRINA CAN YOU EXPLAIN WHAT SOCIAL INTELLIGENCE CLASS IS. THAT WAS ANOTHER ONE OF THE CLASSES THAT THAT WE HAD USED BEFORE FOR NEWCOMERS IN THE SENIOR HIGH IN THE HIGH SCHOOL LEVEL. THESE THREE CLASSES WERE ACTUALLY DEVELOPED BY ANOTHER DISTRICT.
THEY WERE CALLED AN INNOVATION. INNOVATIVE COURSES. BUT THEY NOW HAVE BEEN DISCONTINUED BY TEA AND REPLACED WITH THE OTHER ONE THAT I BROUGHT FORWARD. WE'RE STILL WAITING ON THEIR REPLACEMENT FOR THE SOCIAL INTELLIGENCE CLASS. WITH THE DISTRICT 1 AND PROPOSE OUR OWN CLASS BECAUSE I KNOW I THINK ANY NUMBER OF FOLKS CAN COMPOSE INNOVATIVE COURSES. THAT'S A POSSIBILITY. WE CAN ALWAYS LOOK INTO THAT.
ARE THERE ANY OTHER QUESTIONS OR ANY FURTHER DISCUSSION? MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE NEW REVISED AND SUNSET COURSES FOR THE 2020 AND 2021 SCHOOL YEAR AS PRESENTED. SECOND. I HAVE A MOTION BY CODY WEAVER A SECOND BY DAVID STOLLE THAT THE BOARD OF TRUSTEES APPROVES THE NEW REVISED AND SUNSET COURSES FOR THE 2020 2021 SCHOOL YEAR AS PRESENTED. IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE ALL THOSE IN FAVOR RAISE YOUR HAND. MOTION CARRIES UNANIMOUSLY. WE WILL NOW MOVE TO REPORTS ON THE AGENDA AND WE'LL HEAR FIRST
[A. Advancement Via Individual Determination (AVID) Update Presenter: Dr. Katrina Hasley, Assistant Superintendent for Academic Services]
AN ADVANCEMENT VIA INDIVIDUAL DETERMINATION AVID UPDATE. DR. HASLEY ASSISTANT SUPERINTENDENT ACADEMIC SERVICES WILL PRESENT. DR. HESLEY. THANK YOU.PRESIDENT RICHARDS AVID STANDS FOR ADVANCEMENT VIA INDIVIDUAL DETERMINATION IN PLANO ISD HAS IMPLEMENTED THE AVID PROGRAM IN THE EARLY 2000S STARTING WITH SECONDARY SCHOOLS AND WE ADDED ELEMENTARY SEVERAL YEARS LATER. KRISTIN ANDERSON OUR AVID COORDINATOR IS HERE TO SHARE INFORMATION ABOUT THE PROGRAM WITH YOU AND HOW IT IS SUPPORTING OUR PLANO ISD STUDENTS. THANK YOU KATRINA AND GOOD EVENING AND THANK YOU FOR THE OPPORTUNITY TO TO TALK TO YOU A LITTLE BIT ABOUT AVID TONIGHT. I DID WANT TO INTRODUCE [INAUDIBLE] MCMILLAN. SHE'S RIGHT HERE SHE'S OUR AVID REPRESENTATIVE AND OUR PROGRAM MANAGER AND OUR COACH. SO SHE'S VERY FAMILIAR WITH OUR WITH OUR AVID PROGRAM AND OUR DISTRICT. I WANTED TO START BY PUTTING UP A SIDE BY SIDE OF THE PLANO ISD MISSION STATEMENT AND AVIDS MISSION STATEMENT. I LOVE THE SIMILARITY AND THAT WE'RE SPEAKING ABOUT ALL STUDENTS OR EVERY STUDENT AND REALLY LOOKING AT THEIR SUCCESS IN A DYNAMIC WORLD OR A GLOBAL SOCIETY. I ALSO WANTED TO HIGHLIGHT A FEW OF THE PLANO ISD BELIEF STATEMENTS THAT I REALLY FEEL LIKE AVID EXEMPLIFIES AND THOSE ARE THAT HIGH EXPECTATIONS LEAD TO GROWTH AND ACHIEVEMENT FOR EACH STUDENT. GRADUATES MUST POSSESS SKILLS AND KNOWLEDGE THAT
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PREPARE THEM TO BE SUCCESSFUL LEADERS ALL STUDENTS WILL UTILIZE SOCIAL EMOTIONAL AND ACADEMIC SKILLS TO BE RESILIENT AND REALLY THE IMPORTANCE OF EQUITY AND ACCESS TO EQUAL OPPORTUNITIES. WHEN WE'RE LOOKING AT OUR STRATEGIC PLAN. I THINK WE FIT WITH PILLAR 1. I REALLY WANT TO HIGHLIGHT PILLAR 2 IN THE LIFE READY ASPECT OF AVID. IN AVID WE FEEL LIKE WE ARE PREPARING OUR STUDENTS TO BE LIFE READY. WE REALLY WANT OUR AVID GRADUATES TO HAVE GRIT AND PERSEVERANCE TO HAVE A GROWTH MINDSET TO DEVELOP RELATIONSHIPS SKILLS AND HAVE SOCIAL AND EMOTIONAL SKILLS AND WE WANT OUR AVID GRADUATES TO BE CRITICAL THINKERS AND PROBLEM SOLVERS EFFECTIVE COMMUNICATORS AND WE WANT THEM TO BE INQUISITIVE AND ADAPTABLE LEARNERS. AND THE RELATIONSHIP TO HIGH RELIABILITY SCHOOLS LEVEL ONE SAFE AND SUPPORTIVE AND COLLABORATIVE CULTURE. I LOVE THIS FIT. AS A MATTER OF FACT YOU KNOW AVID IS I THINK A SAFE PLACE. AND AS A MATTER OF FACT SOME OF OUR STUDENTS MANY OF OUR STUDENTS REFER TO AVID AS THEIR AVID FAMILY. THAT'S MY FAMILY THAT'S MY SCHOOL FAMILY. AND IF YOU ASK AVID STUDENTS TO SUMMARIZE AVID IN ONE WORD OFTEN FAMILY IS THE ONE WORD THEY SAY AND I LOVE THAT. AND THEN IN ADDITION THE EFFECTIVE TEACHING IN EVERY CLASSROOM AVID PROFESSIONAL LEARNING IS ALL ABOUT FOCUSING ON EFFECTIVE TEACHING AND THEY USE WICKER AS THEIR WRITING TO LEARN AND INQUIRY AND COLLABORATION AND ORGANIZATION AND READING TO LEARN ALL OF THEIR PROFESSIONAL LEARNING IS GEARED TOWARDS THOSE THINGS AND ALL ABOUT DEEPENING UNDERSTANDING SO I WANTED TO SHARE WITH YOU THE AVID SYSTEM COMPONENTS THAT WE HAVE IN OUR DISTRICT. WE HAVE THREE BIG COMPONENTS OF AVID EXCEL ELEMENTARY AVID AND SECONDARY AVID ELECTIVE PROGRAM. I'M GOING TO SPEAK BRIEFLY ABOUT EACH OF THOSE. SO AVID EXCEL IS ACTUALLY THE NEWEST PIECE OF OUR SYSTEM WE IMPLEMENTED LAST YEAR AVID EXCEL IS A PROGRAM FOR LONG TERM ENGLISH LANGUAGE LEARNERS AND IT'S ALL ABOUT DEVELOPING LANGUAGE ACQUISITION AND LITERACY. IT'S FOR SEVENTH AND EIGHTH GRADE AND AFTER SEVENTH AND EIGHTH GRADE AVID EXCEL THOSE STUDENTS PIPELINE RIGHT INTO THE AVID ELECTIVE SO THEY'RE CONTINUING TO BE SERVED UNDER THAT AVID UMBRELLA UNTIL THEY GRADUATE FROM HIGH SCHOOL. THE BEST WAY FOR ME TO SHOW YOU AVID IS TO KIND OF SHOW YOU THE HEART OF IT. AND THAT'S THE STUDENTS KNOW WHICH I'LL SEE THE STUDENTS WITH EACH OF THESE.THESE ARE SOME AVID EXCEL STUDENTS.
[01:05:57]
SO HOPEFULLY THROUGH THAT YOU REALLY GOT TO SEE A LITTLE BIT ABOUT THE HEART OF AVID EXCEL. AND I LOVE SOME OF THOSE QUOTES THAT WERE IN THERE. I WANTED TO SHOW A LITTLE BIT ABOUT AVID ELEMENTARY. AVID ELEMENTARY IS A GRADE LEVEL APPROACH SO ALL STUDENTS IN GRADE LEVELS THESE SKILLS ARE INFUSED INTO THEIR DAY.AND SO ALL STUDENTS ARE EXPOSED TO THAT AND IT REALLY CREATES COMMON EXPECTATIONS AND A COMMON LANGUAGE FOR THE STUDENTS AT THAT CAMPUS. I PUT UP THE AVID ELEMENTARY IMPLEMENTATION SO YOU CAN SEE THAT OVER SEVERAL YEARS WE IMPLEMENTED AVID AT CAMPUSES. WE KIND OF ROLLED OUT THREE A YEAR OVER SEVERAL YEARS. AND THEN I HAVE VIDEO TO SHOW SOME AVID ELEMENTARY STUDENTS TO AGAIN SORT OF THE HEART OF AVID ELEMENTARY AS MUCH AS I CAN TALK ABOUT IT. YOU CAN REALLY SEE IT WELL IN THESE VIDEOS VIDEOS. IT IS A BUNCH OF BLENDING SKILLS THAT HELPED PREPARE US FOR COLLEGE. KEEP [VIDEO]
[01:10:24]
OK. THAT WAS SIX MINUTES I HAD TO CUT OUT THREE MINUTES OF GREAT CUTENESS SO OUR SECONDARY PROGRAM IS REALLY THE CORNERSTONE. OUR SECONDARY AVID ELECTIVE. IT'S WHAT'S BEEN AROUND THE LONGEST IN OUR DISTRICT. AND YOU CAN SEE SOME OF THE MAJOR COMPONENTS OF OUR SECONDARY AVID PROGRAM OUR SECONDARY AVID ELECTIVE WE TARGET STUDENTS IN THE ACADEMIC MIDDLE.I KIND OF DESCRIBE THEM AS STUDENTS THAT MIGHT NOT SELF SELECT HONORS OR AP COURSES BUT THEY'RE STUDENTS THAT SHOULD BE WE THINK SHOULD BE TAKING THOSE COURSES SO MAYBE WITH SUPPORT OR ENCOURAGEMENT WHATEVER IT BE THAT THOSE COURSES ARE WHERE WE THINK THEY SHOULD BE. WE DO TARGET STUDENTS WHO ARE FIRST GENERATION COLLEGE STUDENTS AND STUDENTS WHO ARE LOW INCOME OR HAVE OTHER SPECIAL CIRCUMSTANCES. BUT YOU DO NOT HAVE TO BE ONE OF THOSE TWO THINGS TO BE IN AVID. OUR SECONDARY IMPLEMENTATION LOOK LIKE THIS AND MCMILLAN WAS LAST BECAUSE IT JUST DIDN'T EXIST BEFORE THEN. I LOVE THIS PICTURE. THIS SHOWS OUR AVID. ALL OF OUR AVID STUDENTS FROM OUR AVID DISTRICT EVENT LAST YEAR YOU CAN SEE THAT WE HAVE OVER TWENTY SEVEN HUNDRED AND WE DO CELEBRATE OUR GRADUATING SENIORS EVERY YEAR AT THE STADIUM WITH A BIG SORT OF LIKE A PEP RALLY AND SOME OF OUR SENIORS SPEAK AT THAT. IT'S A GREAT EVENT AND I LOVE THOSE STATISTICS OVER ON THE SIDE BECAUSE REMEMBER WE WERE LOOKING AT STUDENTS THAT MIGHT NOT HAVE SELF SELECTED HONORS OR OR AP COURSES AND YET YOU CAN SEE THE NUMBERS THAT ARE TAKING THEM AND WE JUST REALLY FEEL LIKE THAT'S GREAT PREPARATION FOR WHAT COMES AFTER HIGH SCHOOL FOR THEM. A LITTLE BIT ABOUT OUR AVID CLASS OF 2019 SO OUR MOST RECENT GRADUATES WE HAD THREE HUNDRED AND THIRTY FOUR. THREE HUNDRED AND EIGHTEEN ARE IN COLLEGE SEVEN ARE IN THE MILITARY AND NINE WENT INTO THE WORKFORCE AND THEN IN ADDITION TO SOME OF THEIR SCHOLARSHIPS THAT ARE OFFERED UPON ACCEPTANCE TO UNIVERSITIES SOME ADDITIONAL SCHOLARSHIPS THAT THEY RECEIVED LAST YEAR OR AWARDS. WE HAD A NATIONAL MERIT HISPANIC SCHOLAR LAST YEAR WE HAD A STUDENT RECEIVE UNIVERSITY OF OKLAHOMA'S PRESIDENTS SCHOLARSHIP AND THAT'S AWARD TO ONE HUNDRED STUDENTS OUT OF APPROXIMATELY TWENTY THOUSAND APPLICATIONS. [INAUDIBLE] DRIVING THE DREAM SCHOLARSHIP AND GOING TO SEE HIM IN JUST A MINUTE ON THIS VIDEO ADEL SCHOLAR SEVERAL UNT EMERALD EAGLE SCHOLARSHIPS A QUEST BRIDGE FINALIST UNITED METHODIST MEN'S SCHOLARSHIP RECIPIENTS AND A TOYOTA SCHOLARSHIP RECIPIENT. AND JUST A LITTLE BIT ABOUT THE HEART OF THE AVID ELECTIVE.
A QUICK VIDEO FROM THAT DRIVING IN THE DREAM. I WILL BE ATTENDING THAT UNIVERSITY [VIDEO] SO HE WAS A SENIOR LAST YEAR AT PLANO SENIOR HIGH AND IN AVID. AND HE'S AT UNIVERSITY OF OKLAHOMA NOW. SO A COUPLE MORE THINGS THAT I WANTED TO SHOW QUICKLY ABOUT THE HEART OF AVID ARE THESE [INAUDIBLE] AND THESE. BUT
[01:15:37]
AND SO QUICK PRESENTATION BUT HOPEFULLY THROUGH THAT PRESENTATION YOU'VE SEEN HOW IN AVID WE FEEL LIKE WE'RE COMMITTED TO EXCELLENCE DEDICATED TO CARING EMPOWERED BY LEARNING. SO THANK YOU FOR YOUR TIME. KRISTEN I HAVE A QUESTION. [APPLAUSE] I DON'T MEAN TO AGE YOU KRISTEN, BUT HOW LONG HAVE YOU BEEN DOING AVID WITH THE DISTRICT. TWELVE YEARS. YES. WELL I APPRECIATE VERY MUCH YOUR DEDICATION AND YOUR HEART TO THE PROGRAM. IT CLEARLY IS A GAME CHANGER. AND THANK YOU. THANK YOU. SO I HAVE A COUPLE OF THINGS AS WELL. JUST THIS BECAUSE I LOVE THIS PROGRAM. MY EXPERIENCE TO AVID DATES BACK TO THE YEAR TWO AT FRANKFORD WHEN I HAD A REALLY GOOD FRIEND WHOSE SON WAS IN THE AVID CLASS AND HE HAS SINCE GRADUATED COLLEGE NOW HAS GAINFULLY EMPLOYED BUT THAT WE SAW WE WERE EXPOSED TO THAT AND THEN WHEN MY YOUNGEST SON IN EIGHTH GRADE NEEDED THIS. AND SO WE ENROLLED HIM IN AVID AND HE TO THIS DAY STILL USES SOME OF THE SAME STUDY SKILLS AND THE SAME THE SAME LESSONS THAT HE LEARNED THERE. HE WILL GRADUATE IN MAY AND GO ON TO COLLEGE AS WELL. SO YOUR SLIDE ABOUT THE 2018-19 SECONDARY AVID THOSE ARE JUST CURRENT AVID STUDENTS CORRECT. THOSE WERE THE STUDENTS FROM LAST YEAR BU YES. JUST THOSE THAT WERE ENROLLED IN AVID LAST YEAR. CORRECT. CORRECT. I'LL TAKE YOU'VE GOT A LOT MORE STUDENTS WHO'VE BEEN EXPOSED TO AVID. OH ABSOLUTELY. WHO STILL TAKE AP CLASSES DUAL CREDIT CLASSES MY SON BEING ONE OF THOSE. YES. CORRECT. I ABSOLUTELY LOVE THIS THING. I THINK I WOULD WANT IT ROLLED OUT TO EVERY SINGLE CAMPUS THAT WE HAVE. ONE THING I HEARD FROM YOU AND A QUESTION I HAVE FOR YOU IS THIS. YOU KNOW WHEN WHEN I FIRST STARTED OUT IT WAS DESIGNED TO TARGET KIDS WHO WOULD BE FIRST GENERATION COLLEGE STUDENTS. BUT WHAT I HEARD YOU SAY IS THAT YOU'RE NOW TARGETING THOSE WHO ARE IN THE MIDDLE WHICH IS WHERE MINE WAS. AND SO WE'VE EXPANDED THE PROGRAM TO WHERE WE ARE NOW SEEKING THOSE KIDS THAT ARE IN THE MIDDLE REGARDLESS OF THEIR BACKGROUND THEIR FAMILIES BACKGROUND ET CETERA.CORRECT. YES. SO THAT'S JUST SORT OF IN GENERAL WE'RE LOOKING AT THAT ACADEMIC MIDDLE AND AS WE LOOK AT THE MIDDLE WE WANT TO MAKE SURE THAT WE HAVE KIDS THAT AREN'T FALLING THROUGH THE CRACKS THAT ARE GETTING THAT SUPPORT THAT THEY NEED DISTRICT WIDE WE'RE ABOUT 50 PERCENT LOW SES. SO ABOUT 50 PERCENT NON LOW SES YES. CORRECT. WELL ONE MORE THING AND I'LL STOP TALKING. WHEN THE YEAR THAT MY SON WAS IN IT IN EIGHTH GRADE MY DAUGHTER WAS IN NINTH GRADE AND WILL. MY SON WAS TALKING ABOUT THE THINGS THAT THEY WERE DOING AN AVID. AND MY DAUGHTER SAYS WELL WE'RE DOING THAT AS WELL IN MY HISTORY CLASS OR WHATEVER HER CLASS WAS IN NINTH GRADE. BUT THE POINT BEING IS THAT THAT NINTH GRADE TEACHER KNEW WHAT THE SKILLS WERE. I THOUGHT THAT'S BENEFICIAL TO ALL OF MY KIDS. AND THAT'S ANOTHER THING ABOUT THIS PROGRAM IS THAT THESE SKILLS CAN BE ROLLED OUT ACROSS THE BOARD TO ALL KIDS. I'M ACTUALLY REALLY GLAD YOU POINTED THAT OUT. THAT'S TRUE. AND SO WE HAVE THE AVID ELECTIVE BUT THEN WE TRY TO PUSH SKILLS SCHOOL WIDE FOR THAT ALL STUDENT EFFECT. AND SO WE DO TRAIN AS MANY TEACHERS AS WE CAN DISTRICT WIDE ON AVID STRATEGIES AND WE SEND THEM TO PATH TRAININGS AND WE CAN DO IN-HOUSE PATH TRAININGS NOW AND SO WE HAVE THE CAPACITY TO TRAIN 400, 500 TEACHERS THROUGH IN-HOUSE PATH TRAININGS NOW TO CONTINUE THAT SCHOOL WIDE EFFECT. WELL. I'M GLAD YOU BROUGHT THAT UP. YEAH IT'S WORKING. AND I JUST WANTED TO TOUCH ON THE AVID COMMUNITY. I ACTUALLY WAS AN AVID STUDENT IN SAN ANTONIO [INAUDIBLE] MACARTHUR HIGH SCHOOL AND I BOUNCED AROUND FOUR DIFFERENT HIGH SCHOOLS IN TWO DIFFERENT STATES AND WHEN I FINALLY LANDED AT MACARTHUR HIGH SCHOOL THEY IDENTIFIED ME AS A STUDENT THAT WOULD BENEFIT FROM THAT PROGRAM. AND IT WOUND UP BEING ONE OF THE BEST EXPERIENCES FOR ME. AND HAVING THAT ENVIRONMENT WHERE AS A STUDENT YOU OFTEN DON'T HAVE THE OPPORTUNITY TO BE VULNERABLE AND YOU KNOW ADMIT WHERE YOU NEED HELP AND ALSO IDENTIFY OTHER STUDENTS THAT ARE IN THE SAME BOAT AND THAT FEELING OF HELPLESSNESS
[01:20:01]
THAT ADDED CAN HELP WITH AND PROVIDE YOU THAT COMMUNITY WAS VERY IMPORTANT TO ME AND IT MADE ME LOVE LEARNING AND READING AGAIN. AND SO TO KNOW THAT WE'VE EXPANDED IT SO WIDELY AND I STILL I'M FACEBOOK FRIENDS OF MY AVID TEACHERS. SO I SEE HOW MUCH THEY'VE EXPANDED AT OUR HIGH SCHOOL. I'M FACEBOOK FRIENDS WITH SOME OF MY STUDENTS. AND IT'S JUST SUCH A GREAT PROGRAM AND NOT JUST WHAT IT DOES ACADEMICALLY BUT THE SOCIAL EMOTIONAL ASPECT AND PROVIDING THAT COMMUNITY BOTH FOR EMOTIONAL AND ACADEMIC SUPPORT IS AMAZING. SO WHAT YOU GUYS ARE DOING IS AWESOME. THANK YOU SO MUCH FROM A PREVIOUS PAST AVID STUDENT. SO GOOD TO HEAR. THANK YOU. WELL I HAVE JUST ONE COMMENT. I WORK WITH STUDENTS THAT HAVE GRADUATED FROM PLANO ISD AND I FOUND OUT TODAY THAT ONE OF OUR STUDENTS WHO IS IN COLLEGE WAS TALKING TO HIS COACH AND SAID I LEARNED THIS IN AVID. I DID THIS IN AVID AND HE'S STILL USING THOSE SKILLS AND APPLYING IT TO HIS WORK IN COLLEGE. SO I JUST WANTED YOU TO KNOW THAT. THANK YOU. THAT'S GOOD TO HEAR. JERRI USED THE TERM GAME CHANGER AND I DO THINK IT'S A LIFE TRAJECTORY CHANGER. YEAH. I JUST WANT TO MAKE ONE COMMENT. WE ALL VERY. WE ALL CARE ABOUT CLOSING THE GAP. AND HERE YOU SEE THE [INAUDIBLE] OF CLOSING THE GAP OF HOPE AND EXPECTATIONS. I COULDN'T BELIEVE I GET TEARY EYED WATCHING THE FIFTH GRADERS. AND I'M VERY GRATEFUL. I GUESS A LOT OF PARENTS ARE FOR WHAT YOU DO THERE. YOU ARE MISSING ONE PLANO ISD PROUD. OH YEAH I DEFINITELY AM THAT AS WELL. TOO MODEST. YES YOU'RE TOO MODEST. SO A QUESTION IS OUR PROGRAM BIG ENOUGH. ARE WE LEAVING ANY KIDS OUT THAT WOULD BENEFIT. I MEAN I'M FROM I MEAN I THINK ALL STUDENTS COULD BENEFIT FROM AVID. SO I'M HOPING THAT WE AREN'T LEAVING KIDS OUT THAT DESPERATELY NEED LIKE THE AVID ELECTIVE BUT DEFINITELY SOMETHING THAT WE CAN LOOK AT. WELL OUR JOB AS TRUSTEES IS TO PROVIDE THE RESOURCES SO STUDENTS CAN BE SUCCESSFUL. SO IF THERE ARE RESOURCE NEEDS PARTICULARLY IN A PROGRAM YOU CAN TELL IS WILDLY EMBRACED BY THE TRUSTEES.WE'D LIKE TO UNDERSTAND THAT. SO DON'T BE SHY. OK WELL THANK YOU VERY MUCH. ONE QUESTION IS THIS PROGRAM IN TERMS OF YOU KNOW I KNOW A COUNSELOR IDENTIFIED IT FOR ME. IS THIS TYPICALLY SOMETHING WHERE STUDENTS REFERRED TO OR THAT THEY COULD ALSO SEEK IT OUT. BOTH SO WE WILL TAKE RECOMMENDATIONS FROM TEACHERS OR COUNSELORS OR PARENTS OR STUDENTS WILL RECOMMEND THEIR FRIENDS OR A STUDENT CAN ADVOCATE FOR THEMSELVES FOR I MEAN REALLY ANY ANY SOURCE WE'LL TAKE RECOMMENDATIONS FROM. YES. AND OFTEN KIDS TO GET OUT OR STUDENTS WILL SAY I HAVE A FRIEND THAT REALLY NEEDS THIS AND THEY BRING THEM. SO WE GET A LOT OF STUDENTS COMING TO US THEMSELVES OR FROM FRIENDS THAT SAY THEY'LL BENEFIT. YES. KRISTEN, I JUST WANT TO SAY THAT PRESENTATION IS EXCELLENT AND YOU HAVE DONE A VERY GOOD JOB FOR US. THANK YOU. THANK YOU. ANY OTHER COMMENTS OR QUESTIONS? THANK YOU VERY MUCH. ALL RIGHT DR. HASLEY TONIGHT IS YOUR NIGHT. WE WILL
[B. Balanced Literacy Report Presenter: Dr. Katrina Hasley, Assistant Superintendent for Academic Services]
NOW HEAR FROM YOU REGARDING A BALANCED LITERACY REPORT. THANK YOU. PRESIDENT RICHARDS ONCE AGAIN. TONIGHT WE DO WANT TO SHARE WITH YOU THE APPROACH TO TEACHING LITERACY THAT WE ARE USING IN PRE-K THROUGH FIFTH GRADE A BALANCED LITERACY APPROACH IS CHARACTERIZED BY EXPLICIT SKILL INSTRUCTION AND THE USE OF AUTHENTIC TEXT. IT IS STRONGLY SUPPORTED BY RESPECTED RESEARCHERS AND PRACTITIONERS IN THE FIELD OF LITERACY. SO I WANT TO SPEAK TONIGHT ABOUT WHAT OUR BALANCED LITERACY PROGRAM IN PLANO ISD AND WHAT IT ISN'T BALANCE LITERACY ISN'T LITERACY IS NOT A PROGRAM YOU PURCHASE IT IS A PHILOSOPHY OF ADDRESSING ALL COMPONENTS IN LITERACY IN A BALANCED WAY EVERYONE MAY NOT DESCRIBE BALANCED LITERACY IN THE SAME WAY. IT'S A LITTLE BIT LIKE THE TERM P L C THAT MEANS DIFFERENT THINGS TO DIFFERENT PEOPLE.BALANCED LITERACY IS NOT THE OLD WHOLE LANGUAGE APPROACH. SOME OF YOU MAY REMEMBER WHEN WE TAUGHT WHOLE LANGUAGE IT WAS A METHOD OF TEACHING CHILDREN TO READ BY RECOGNIZING WORDS AS WHOLE PIECES OF LANGUAGE. PROPONENTS BELIEVED THAT YOU WERE NOT SUPPOSED TO BREAK DOWN WORDS INTO LETTERS AND SOUNDS AND DECODE. INSTEAD THEY BELIEVE THAT LANGUAGE IS A COMPLETE SYSTEM OF MAKING MEANING WITH WORDS FUNCTIONING IN RELATION TO EACH OTHER. THAT METHOD OF TEACHING HAD NO PHONICS INVOLVED. OUR BALANCED LITERACY MODEL IS BASED ON RESEARCH. IT IS AN APPROACH THAT IS ABOUT BALANCING EXPLICIT LANGUAGE INSTRUCTION WITH LANGUAGE EXPLORATION AND INDEPENDENT LEARNING USING REAL TEXT OR BOOKS IN PRINT LITERACY INSTRUCTION MUST ADDRESS THESE CRITICAL COMPONENTS PHONEMIC AWARENESS PHONICS INSTRUCTION VOCABULARY
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FLUENCY COMPREHENSION AND WRITING. NOW I WANT TO TAKE JUST A MINUTE TO EXPLAIN A LITTLE BIT ABOUT WHAT EACH OF THOSE IS PHONEMES ARE THE SMALLEST UNITS OF SOUND MAKING UP SPOKEN LANGUAGE THAT COMBINE TO FORM SYLLABLES IN WORDS PHONEMIC AWARENESS REFERS TO THE STUDENT'S ABILITY TO FOCUS ON AND MANIPULATE THESE PHONEMES IN SPOKEN SYLLABLES AND WORDS. PHONICS INSTRUCTION IS THE RELATIONSHIP BETWEEN THE LETTERS OR LETTER COMBINATIONS IN WRITTEN LANGUAGE AND THE INDIVIDUAL SOUNDS IN SPOKEN LANGUAGE PHONICS INSTRUCTION TEACHES STUDENTS HOW TO USE THESE RELATIONSHIPS TO READ AND SPELL WORDS. THIS IS WHERE SPELLING INSTRUCTION OCCURS. WE REFER TO THIS AS PHONICS AND WORD STUDY IN OUR MODEL VOCABULARY DEVELOPMENT IS CLOSELY CONNECTED TO COMPREHENSION. OF COURSE THE LARGER THE READERS VOCABULARY WHETHER ORAL OR IN PRINT THE EASIER IT IS TO MAKE SENSE OF TEXT AND FLUENCY. FLUENT READERS ARE ABLE TO READ ORALLY WITH APPROPRIATE SPEED ACCURACY AND PROPER EXPRESSION AND OF COURSE COMPREHENSION IS THAT COMPLEX COGNITIVE PROCESS THAT READERS USE TO UNDERSTAND WHAT THEY HAVE READ AND WRITING IS THE PROCESS OF STUDENTS GENERATING TEXT WHETHER ON PAPER ON A SCREEN WRITING AND READING STRENGTHEN AND SUPPORT EACH OTHER ACTIVELY COMBINING ALL OTHER COMPONENTS OF A LITERACY PROGRAM TOGETHER. THAT IS WHY IT'S SO IMPORTANT TO INCLUDE WRITING IN OUR LITERACY BLOCK. OUR PISD BALANCED LITERACY MODELS SUPPORTS EFFECTIVE AND STRUCTURED LITERACY INSTRUCTION TO ADDRESS ALL OF THOSE COMPONENTS LEARNING EXPERIENCES ARE DESIGNED TO PROVIDE WHOLE GROUP SMALL GROUP AND INDEPENDENT LEARNING OPPORTUNITIES AND THIS SUPPORTS THAT CONTINUUM OF A GRADUAL RELEASE MODEL OF INSTRUCTION WE HAVE UNIVERSAL SCREENERS IN PLACE TO ASSESS ALL OF THESE COMPONENTS OF LITERACY AND IDENTIFY STUDENTS WHO ARE AT RISK FOR READING DIFFICULTIES SUCH AS DYSLEXIA. IT HELPS TEACHERS WITH DESIGNING SPECIFIC INTERVENTIONS TO HELP STRUGGLING STUDENTS BECAUSE EARLY DETECTION AND INTERVENTION ARE KEY. TEACHERS ALSO REGULARLY TAKE INDIVIDUAL RUNNING RECORDS TO PROGRESS MONITOR STUDENTS GROWTH AND DEVELOPMENT AND TO IDENTIFY READING PROBLEMS EARLY IF STUDENTS ARE NOT MAKING ADEQUATE GROWTH. ALL OF THIS IS BUILT INTO OUR SYSTEM WITH OUR NEW RESOURCES AND A CLEARLY DEFINED LITERACY MODEL TEACHERS ARE ABLE TO ORCHESTRATE INDIVIDUALIZED AS WELL AS GROUP LEARNING EXPERIENCES THAT WILL HELP STUDENTS BECOME STRONG READERS AND WRITERS. AS YOU KNOW HOUSE BILL 3 HAS REQUIREMENTS ON READING PRACTICES AND PREPARING TEACHERS WITH THE KNOWLEDGE OF THE SCIENCE OF TEACHING READING. IN FACT THOSE WHO ARE GOING TO BE CERTIFIED BEGINNING IN 2021 HAVE AN ADDITIONAL TEST TO THEIR CERTIFICATION WHO ARE TEACHING THOSE LEVELS. AND IT'S CALLED THE STR FOR TEACHERS SCIENCE OF TEACHING READING. WHEN THOSE READING ACADEMIES ARE RELEASED OUR TEACHERS WILL BE IN A VERY GOOD PLACE WITH THEIR LEVEL OF KNOWLEDGE BECAUSE OF THE EFFORTS OF OUR CURRICULUM TEAM WHICH BEGAN LAST YEAR. WE PLAN TO EMBED THAT TRAINING IN OUR DISTRICT DAYS FOR TEACHERS FOR ALL THOSE ELEMENTARY TEACHERS AND I'LL BE SHARING MORE WITH YOU ABOUT THOSE REQUIREMENTS AS WE LEARN MORE ABOUT THOSE HOUSE BILL THREE REQUIREMENTS FOR YOUR REFERENCE WE'VE PROVIDED A COUPLE OF COPIES OF SOME SLIDES THAT THE TEA HAS PUT OUT OUTLINING THE IMPORTANCE OF PHONICS INSTRUCTION THAT IS REQUIRED BY THE STATE PLAN. OUR MODEL INCLUDES ALL OF THOSE ELEMENTS AND THEY WILL REQUIRE THAT THEY REQUIRE THOSE SLIDES ARE FROM THE TEA WEB SITE THE HOUSE BILL 3 AND 30. BEGINNING READERS DO NEED TO START WITH A SOLID INTENSIVE PHONICS REGIMEN THAT'S ESSENTIAL AND OUR MODEL DOES HAVE THAT THIS EMPHASIS. IN FACT IT'S MUCH MORE PROMINENT IN OUR MODEL NOW THAN IT HAS BEEN IN THE PAST IN PLANO ISD. BUT PHONICS INSTRUCTION ALONE IN ISOLATION IS NOT A LITERACY PROGRAM. LITERACY NEEDS TO BE BALANCED AND INCLUDE ALL THOSE COMPONENTS THAT I MENTIONED EARLIER. THE BALANCE COMES WITH APPLYING THE SKILLS LEARNED IN PHONICS AND WORD WORK IN THEIR READING AND WRITING BLOCKS. SO NOW WE'D LIKE TO INTRODUCE THE REAL EXPERTS LAURIE TAYLOR OUR EXECUTIVE DIRECTOR FOR ELEMENTARY ACADEMIC SERVICES AND DR. RACHEL [INAUDIBLE] OUR ELEMENTARY LITERACY COORDINATOR TO PRESENT TO YOU MORE INFORMATION ABOUT OUR BALANCED LITERACY MODEL AND THE WORK THEIR TEAM IS DOING WITH TEACHERS TO ENSURE OUR STUDENTS SUCCESS. THANK YOU DR. HASLEY.GOOD EVENING. AND WE REALLY APPRECIATE THE INVITATION THIS EVENING TO SHARE WITH YOU HOW LITERACY PRACTICES ARE REALLY TRANSFORMING ACROSS OUR ELEMENTARY CAMPUSES. THIS HAS BEEN A BIG YEAR FOR REMODELING IN READING LANGUAGE ARTS AND WITH THE HARD WORK AND FOCUS OF OUR ELEMENTARY CURRICULUM TEAM IN PARTNERSHIP WITH OUR TEACHERS AND OUR CAMPUS LEADERSHIP. WE'VE REALLY SEEN SOME TREMENDOUS ADVANCEMENTS IN OUR LITERACY PRACTICES ACROSS THE DISTRICT SO AS ALWAYS OUR WORK IS GUIDED BY OUR DISTRICT STRATEGIC PLAN SPECIFICALLY GOAL ONE OF PILLAR 1 WHICH IS ALL ABOUT ENSURING ALL STUDENTS HAVE ACCESS TO HIGH EXPECTATIONS AND THE APPROPRIATE LEARNING AND LEARNING ENVIRONMENT TO GROW AND SUSTAIN THEIR
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PROGRESS. DR. [INAUDIBLE] YOUR ELEMENTARY LITERACY COORDINATOR AND OUR ELEMENTARY ACADEMICS TEAM'S BEEN DEEP INTO DESIGNING LEARNING EXPERIENCES AND PROVIDING SUPPORT FOR OUR TEACHERS AND ADMINISTRATORS AROUND BALANCE LITERACY. A RESEARCH BASED BASED APPROACH TO LITERACY DEVELOPMENT THAT'S REALLY ESSENTIAL FOR EQUIPPING STUDENTS WITH STRATEGIC READING WRITING AND ANALYTICAL THINKING SKILLS.NOW YOU MAY BE WONDERING IF THIS IS A BIG CHANGE FROM WHAT WE'VE BEEN DOING AND YOU HEARD DR. HASLEY TALK A LITTLE BIT ABOUT THAT. IT'S REALLY A REMODEL OF OUR LITERACY PLAN WITH AN EMPHASIS ON EXPLICIT INSTRUCTION IN PHONICS AND THE INCLUSION OF READERS AND WRITERS WORKSHOP FRAMEWORKS IN OUR UNIT PLANS TO ALIGN THE STRUCTURE OF THE LITERACY CLASSROOM IN PRACTICES TO REFLECT THIS BALANCED APPROACH. YOU ALSO HEARD HER TALK A LITTLE BIT ABOUT A HOUSE BILL THREE REQUIREMENTS WE ARE SUPER EXCITED ABOUT THAT BECAUSE WE DO HAVE A SYSTEMATIC APPROACH TO PHONICS HAPPENING ALREADY AND WE'RE SITTING IN A REALLY GREAT PLACE WITH OUR CURRENT MODEL. THIS MAY LOOK FAMILIAR TO YOU HOPEFULLY AS ALWAYS OUR WORK IS FRAMED BY OUR DISTRICT'S COLLABORATIVE TEAM FRAMEWORK WHICH HAS BECOME A REALLY POWERFUL INSTRUCTIONAL TOOL TO ENSURE THAT WE ARE REALLY CONSISTENTLY GETTING THE HEART OF GETTING TO THE HEART OF WHAT EVERY SINGLE STUDENT NEEDS BY USING THESE FOUR PLC QUESTIONS AND THE INTEGRATION OF QUESTION NUMBER FIVE WHICH IS ALL ABOUT BUILDING INSTRUCTIONAL COMPETENCE FOR ALL OF OUR TEACHERS. SO I'M GOING TO I WANT TO INTRODUCE YOU NOW TO DR. RACHEL [INAUDIBLE] OUR ELEMENTARY LITERACY COORDINATOR WHO'S GOING TO WALK YOU THROUGH OUR PROJECT LITERACY GOALS FOR THIS YEAR. GOOD EVENING EVERYONE. THANK YOU. SO PROJECT LITERACY STARTED OUT AS A REMODELLING OF OUR PRACTICES BECAUSE WE KNEW THAT THERE WAS LOTS OF NEW COMING THIS YEAR. AND SO IN THE SPRING OF LAST YEAR AND ALL OF OUR TEAM LEADER MEETINGS WE PROVIDED EXPLICIT INSTRUCTION IN OUR NEW READING LANGUAGE ART STANDARDS THAT WE KNEW WERE GOING TO BE IMPLEMENTED FOR THE SCHOOL YEAR. A HUGE UNDERTAKING OF THE CURRICULUM DEPARTMENT OVER THE LAST FEW YEARS HAS BEEN THE PLANNING PROTOCOL WHERE WE REALLY FOCUS ON THOSE STANDARDS AND UNPACKING THEM AND THEN DETERMINING LEARNING BASED ON THOSE AND NOT JUST USING A RESOURCE TO GUIDE OUR INSTRUCTION. AND SO REALLY TEACHING OUR TEACHERS ABOUT OUR NEW READING LANGUAGE ARTS STANDARDS HIGH PRIORITY ON THAT. SO WE BEGAN IN THE SPRING WITH OUR TEAM LEADERS AND WE REALLY NOTICE FROM OUR NEW STANDARDS THAT THE STATE IS REALLY FOCUSED ON THE INTEGRATION OF LITERACY AND ALL CONTENT AREAS. OUR NEW KNOWLEDGE AND SKILLS STATEMENT SAY IN LISTENING SPEAKING READING WRITING AND THINKING SO LITERACY DEFINITELY NEEDS TO BE INCLUDED IN ALL OUR CHILDREN DO EVERY DAY DURING SCHOOL. AND WE WANTED THAT TO BE A BIG FOCUS FOR ALL OF OUR INSTRUCTIONAL LEADERS ACROSS THE DISTRICT. SO ON JULY 11TH WE CAME UP WITH THIS WONDERFUL IDEA TO HAVE THIS PROJECT LITERACY TRAINING AND JULY 11TH WE HAD 96 CAMPUS REPRESENTATIVES COME AND JOIN US AT [INAUDIBLE] CENTER AND WE DID AN ENTIRE DAY OF LITERACY. WE HAD SOME WE HAD FIVE MAJOR GOALS AND I'M GOING TO REVIEW THOSE WITH YOU QUICKLY. AND SO THESE ARE SOME JUST PICTURES OF OUR TRAINERS THAT ARE BEING TRAINED. AND THEN ON AUGUST 5TH AND 6TH THEY TOOK ALL THAT TRAINING BACK TO THEIR CAMPUSES AND THEY ACTUALLY EDUCATED THEIR CAMPUSES. SO THIS IS PICTURES OF THEM UNPACKING SOME OF THEIR NEW RESOURCES AND ACTUALLY PROVIDING THE TRAINING ON THEIR CAMPUSES. SOME OF THEIR ADMINISTRATORS BEING INVOLVED IN THAT AS WELL. SO OUR NUMBER ONE GOAL FOR PROJECT LITERACY THIS YEAR WAS AGAIN TO UNDERSTAND OUR NEW READING LANGUAGE ARTS STANDARDS. EVERY SINGLE ONE OF OUR TEACHERS WAS PROVIDED THIS FANTASTIC RESOURCE THAT'S A VERTICAL ALIGNMENT OF THE NEW TEKS THAT JUST CAME OUT THIS YEAR THAT ARE BEING IMPLEMENTED THIS YEAR AND WE REALLY WANTED TO ENSURE THAT THIS WAS THE MOST CRITICAL LEARNING FOR CLASSROOM TEACHERS BECAUSE IT WOULD IN TURN INFLUENCE THE BEST INSTRUCTION FOR OUR CHILDREN. OUR SECOND GOAL WAS DEVELOPING A FRAMEWORK TO IMPLEMENT THESE TEKS THESE NEW TEKS THROUGH. SO AS DR. HASLEY HAS DISCUSSED ALREADY WE DID CREATE THIS UNDER A FRAMEWORK OF BALANCED LITERACY BUT WITHIN EACH COMPONENT OF THIS THERE IS VERY EXPLICIT INSTRUCTION THAT OUR CURRICULUM WRITERS AND OUR CURRICULUM DEPARTMENT HAVE VETTED TO ENSURE THAT OUR STUDENTS ARE PROVIDED THAT EXPLICIT INSTRUCTION BECAUSE WE KNOW THAT THAT IS THE NUMBER ONE WAY TO HELP KIDS LEARN. SO WE CREATED THIS MODEL.
JUST TO GIVE US ALL A VISUAL TO FRAME OUR INSTRUCTION AROUND FOR LITERACY AND WE ALSO CREATED A QUICK REFERENCE GUIDE BECAUSE WE WANTED TO BE SURE THAT WE WERE ABLE TO EDUCATE ALL OF OUR K THROUGH 5 TEACHERS ACROSS THE DISTRICT AT OUR FORTY FIVE ELEMENTARY CAMPUSES ON WHAT EACH OF THESE COMPONENTS MEANS. SO HAVING THESE TWO TOGETHER REALLY HELPED TO MAXIMIZE BEST PRACTICES AND HELP US ALL TO UNDERSTAND THE FRAMEWORK FOR LITERACY THAT WE WANT TO SEE HAPPENING IN CLASSROOMS. OUR THIRD BIG GOAL WAS OUR NEW RESOURCE ADOPTION. SO WHEN OUR TEACHERS SHOWED UP
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IN AUGUST THEY HAD PILES OF SPARKLY NEW THINGS AND WE KNEW THAT COULD BE A LITTLE BIT OVERWHELMING. SO WE VERY PURPOSEFULLY INTEGRATED A COUPLE OF THOSE RESOURCES INTO OUR PISD LESSONS AND THIS YEAR WE'RE SLOWLY LEARNING MORE AND MORE ABOUT THEM AND ENSURING THEY'RE ALIGNED WITH OUR NEW TEKS. MANY RESOURCES ARE 100 PERCENT ALIGNED BUT SOMETIMES THERE'S A LITTLE BIT OF COMMON CORE THAT SNEAKS IN THERE. SO AS THE CURRICULUM DEPARTMENT WE'RE VETTING JUST TO ENSURE THAT EVERYTHING THAT OUR TEACHERS USE TO INSTRUCT OUR CHILDREN IS 100 PERCENT ALIGNED TO OUR TEXAS STANDARDS AND IS THE RIGHT MATERIALS TO USE. AND OUR FINAL TWO GOALS WERE AN INCREDIBLE NEW RESOURCE THAT YOU GUYS ACTUALLY GRACIOUSLY AGREED TO PURCHASE FOR US. AND ONE OF THOSE WAS A READING RECORD ASSESSMENT SYSTEM. SO THIS NEW SYSTEM ALLOWS US TO HAVE A, TO VERTICALLY ACROSS EVERY CAMPUS EVERY ONE OF OUR ELEMENTARY CAMPUSES HAVE A VERY VALID AND RELIABLE READING SYSTEM THAT'S NOT CONNECTED TO A RESOURCE OR A CERTAIN SEQUENCE OF INSTRUCTION BUT REALLY PROVIDES ALL THE TEACHERS TO BE ABLE TO SIT DOWN WITH A CHILD AND LISTEN TO THEM READ AND IDENTIFY AREAS OF NEED IN DECODING AND ACCURACY COMPREHENSION FLUENCY RETELLING. AND WE WANTED OUR TEACHERS TO ALL BE ABLE TO SPEAK THE SAME LANGUAGE AROUND THAT AND REALLY USE THESE TO INFLUENCE INSTRUCTION AND THAT DIFFERENTIATED INSTRUCTION WHICH BEAUTIFULLY ALIGNS WITH OUR STRATEGIC PLAN 1.2 WHICH IS EQUIPPING EDUCATORS TO CONTINUALLY ASSESS LEARNING USING A VARIETY OF METHODS IN DETERMINING THE NEXT STEPS IN THAT PROGRESS AND STUDENT'S PROGRESSION. SO SINCE OUR AUGUST TRAININGS WE HAVE CONTINUED TO WORK ON THIS OUR CURRICULUM DEPARTMENT SPENDS MANY OF OUR DAYS ON CAMPUSES AND EXTEND PLANNING'S IN PLANNING TIMES WITH OUR TEACHERS. WE WORK WITH TEACHERS TO ANALYZE DATA. WE WORK WITH TEACHERS TO FIGURE OUT WHAT STUDENTS NEED. AND WE'VE HAD THREE FOLLOW UP DISTRICT TRAININGS ON THE ACTUAL ON THE READING RECORD ASSESSMENT AND HOW TO USE THAT TO INFLUENCE THE DIFFERENTIATED GUIDE TO READING INSTRUCTION FOR OUR STUDENTS. AND WE'D LIKE TO JUST SHARE A COUPLE OF VIDEOS OF THIS ACTUALLY HAPPENING IN ACTION. THESE WERE FILMED ON THE IPHONE SO THEY'RE NOT AS FANCY AS LAST ONES YOU SAW BUT THEY ARE THEY'RE REAL. SO WE'D LIKE TO JUST SHARE A LITTLE BIT OF OUR REMODEL PRACTICES AND HOPEFULLY WHILE YOU'RE WATCHING THIS IS A VIDEO OF A FIRST GRADE TEACHER COMPLETING A RUNNING READING RECORD WITH ONE OF HER STUDENTS AND YOU'LL SEE AT THE END HE ACTUALLY IS TRACKING HIS OWN DATA WHICH IS A HUGE PART OF WHAT WE WANT TO SEE HAPPENING IN CLASSROOMS. [VIDEO][01:40:51]
SO WITH OUR READING RECORD ASSESSMENT OUR STUDENTS DO HAVE THE OPPORTUNITY TO READ WITH THEIR TEACHERS WHICH CAN BE REALLY POWERFUL AND REALLY SUPPORTING OF THEM TOO.AND THAT THEY JUST GET A CHANCE TO DO THAT. AND ALONG WITH THAT ONCE OUR STUDENTS ARE ASSESSED WE'RE ABLE TO PROVIDE THAT DIFFERENTIATED GOT A READING INSTRUCTION WHICH WE'VE REALLY FOCUSED AND REALLY TRY TO HAVE TRIED TO PUSH OUT TO ENSURE THAT THAT IS HAPPENING IN ALL OF OUR CLASSROOMS. NOW WITH HAVING THE ASSESSMENT THAT STREAMLINES AND GIVES US ALL THE SAME LINGO ACROSS THE DISTRICT WE CAN NOW ALL REALLY HAVE THE SAME LINGO ABOUT DOING GUIDED READING AND REALLY DIFFERENTIATING FOR OUR STUDENTS. THIS DIRECTLY ALIGNS AGAIN TO THE STRATEGIC PLAN ACTION 1.1 WHICH IS EMPOWERING EDUCATORS TO DESIGN LEARNING EXPERIENCES THAT MEET THE INDIVIDUAL NEEDS OF OUR KIDS. SO THIS IS JUST VARIOUS GUIDED READING STATION OR GUIDED READING TIME HAPPENING ACROSS THE DISTRICT. AND WE HAVE ONE MORE QUICK VIDEO OF A TEACHER PROVIDING GUIDED READING INSTRUCTION FOR HER STUDENTS. SHE'S ALREADY ACTUALLY GONE THROUGH THE EXPLICIT PHONICS PIECE AND WRITING AND PHONICS WITH THE STUDENTS AND NOW SHE'S JUST LISTENING TO THEM READ AND WORKING ON THEIR COMPREHENSION AND DECODING WITH THEM.
[VIDEO] I HAVE TO BRAG MY CHILD IS A STUDENT AT HUFFMAN AND THAT'S HIS TEACHER SO PROUD OF THAT ONE. HOPEFULLY YOU SEE DURING GUIDED READING THAT IT REALLY IS A GREAT INCREDIBLE OPPORTUNITY FOR TEACHERS TO IMMEDIATELY AND DIRECTLY ADDRESS. SO EVEN THOUGH ALL THE CHILDREN ARE READING I KNOW IT WAS HARD TO HEAR BUT SHE SAID I'M GOING TO TAP IN ON YOU. AND SO SHE TAPS IN AND THEN SHE'S ABLE TO FIX AND WORK WITH STUDENTS IMMEDIATELY ON ISSUES THEY MAY HAVE WITH READING SO VERY POWERFUL INSTRUCTIONAL TOOL FOR THEM. AND SO OUR LAST THING IS OUR QUOTE THAT'S KIND OF GUIDING ALL OF OUR ALL OF OUR DECISIONS AND CHOICES THAT WE MAKE AND WE JUST HAD A MEETING WITH TWO OF OUR TEAM LEADER GRADES TODAY AND WE TALKED ABOUT THIS AGAIN THAT YOU KNOW IN THE WORLD OF EDUCATION WE'RE CONSTANTLY CHANGING AND AT THE BEGINNING OF SCHOOL YEARS YOU OFTEN HEAR WHAT'S THE NEW THING. WHAT'S THE NEW THING. AND BUT IN EDUCATION THAT'S OUR JOB IS THAT WE HAVE TO KEEP EVOLVING AND CHANGING. AND THAT'S PART OF THE FUN IS THAT WE DO GET TO KEEP GROWING AND WE DO GET TO KEEP FIGURING OUT WHAT'S BEST FOR KIDS AND WHAT WORKS. AND WE CERTAINLY KNOW THAT WE WANT TO GROW ALL OF OUR PLANO STUDENTS TO BE LITERATE AND TO JUST BE SUCCESSFUL FOR THE REST OF THEIR LIVES. SO THANK YOU GUYS VERY MUCH. AND I'M HAPPY TO ANSWER ANY QUESTIONS. WHAT IS THAT CUTE LITTLE THING IS THAT SO THEY CAN HEAR THEMSELVES TALK IN A QUIET SPACE. ABSOLUTELY. THAT'S SO CUTE. YES. AND SHE SAID YOU CAN ACTUALLY IF YOU WANT TO
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USE SOME OF THESE YOU CAN SO THE STUDENTS ARE ABLE TO DECIDE BECAUSE WE DO WANT THEM ALL READING AT THE SAME TIME AT THEIR OWN PACE AND SO THEY'RE NOT JUST CHORAL READING ALTOGETHER. SO THAT PROVIDES THEM THE OPPORTUNITY TO HEAR THEMSELVES. AND THAT'S ACTUALLY A GREAT PHONICS TOOL AS WELL BECAUSE THEY CAN HEAR THEMSELVES MAKING THE SOUNDS AND THAT'S GOOD FOR THEM TO PRACTICE. WRITING IS A HOT BUTTON OF MINE. AND SO WHAT DOES A WRITING INSTRUCTION LOOK LIKE. WHAT IS A WRITING TASK THAT THESE FIRST GRADERS WOULD DO. PERFECT. SO WE DEFINITELY HAVE A REALLY COOL THING ABOUT THE WAY THAT THE TEKS HAVE BEEN REDESIGNED IS THAT STRAND 6 IS COMPOSITION AND WITHIN STRAND 6 WE ACTUALLY HAVE OUR SKILLS NOW IN THERE SO INSTEAD OF JUST BEING THE WRITING PROCESS OF GENERATING IDEAS AND DRAFTING REVISING AND EDITING AND THEN PUBLISHING IT ACTUALLY TELLS US TO EDIT FOR SPECIFIC THINGS. AND SO AS OUR AS WE'VE TRAINED OUR TEACHERS THROUGH WRITING WE HAVE GUIDED RELEASE WRITING LESSONS WHERE THE TEACHER VERY EXPLICITLY MODELS A SKILL WITHIN A PARTICULAR GENRE AND ADDING MORE AND MORE TO THAT PIECE OF WORK OVER A WEEK OR WEEKS AND JUST REALLY HOLDING CHILDREN ACCOUNTABLE FOR WHATEVER THE SKILL MAY BE FROM CAPITALIZING THE LETTER I, WHICH WOULD BE A FIRST GRADE SKILL THAT THEY LEARN TO PUTTING PERIODS AT THE END OF SENTENCES. AND I KNOW EVEN OUR FOURTH GRADE TEACHERS WHO THINK THEY'RE THE ONLY ONES WHO TEACH WRITING WOULD SAY YES PLEASE LET'S KEEP PRACTICING CAPITALIZING THE I AM PUTTING PERIOD AT THE END. SO WE PROVIDE THAT VERY EXPLICIT SKILL INSTRUCTION AND THEN THE TEACHERS INTEGRATE THAT WITHIN THEIR GENRES THAT THEY'RE RESPONSIBLE FOR FOR THEIR GRADE LEVELS. AND SO THERE IS THE GUIDED MODEL THERE'S THE MODELING THE GUIDED PRACTICE AND THEN THE INDEPENDENT PRACTICE WHERE TEACHERS ARE CIRCULATING AND ACTUALLY PART OF OUR GUIDED READING LESSONS IS ALSO A GUIDED WRITING COMPONENT WHERE THEY CAN IDENTIFY WITHIN THAT MENTOR TEXT THAT THEY'RE USING FOR GUIDED READING A SKILL THAT THEY'RE WORKING ON AND THEN THEY IN TURN PRACTICE THAT RELATED TO THE BOOK AS A READING RESPONSE. DO THE STUDENTS ACTUALLY PRODUCE PORTFOLIOS THAT SHOW THEIR WORK AS THEY PROGRESS THROUGH GRADE LEVEL? AND ARE THOSE PORTFOLIOS SIMILAR FROM SCHOOL TO SCHOOL. SO I WOULD HOPE YES BUT I CAN'T ANSWER THAT FOR SURE BUT I DO KNOW AS A CURRICULUM DEPARTMENT WE ADVOCATE THAT THEY ARE WRITING IN A WRITER'S NOTEBOOK. SO AT SOME PLACES THAT IS A NOTEBOOK THAT TRAVELS WITH THEM. I KNOW AT HUFFMAN FOR SURE THEY SAID THAT FROM GRADE LEVEL TO GRADE LEVEL SOME TEACHERS USE SPIRALS SOME USE COMPOSITION BOOKS BUT WE ADVOCATE THAT EVERY TIME THEY WRITE IT'S IN THERE AND SO YOU CAN USE THAT AS A PROGRESSION OF WRITING DEVELOPMENT AND SEE HOW THE STUDENTS HAVE GROWN THROUGHOUT THE YEAR. I THINK THAT'S A GREAT CONSIDERATION THOUGH SENDING IT WITH THEM YEAR TO YEAR SO THAT OTHER TEACHERS CAN SEE WHAT KIND OF HAPPENED BEFORE AND WHERE THEY'RE GOING TO START FROM. IT'S A GREAT FORMATIVE ASSESSMENT. MY CONCERN IS CONSISTENCY ACROSS SCHOOLS. I WANT A CHILD REGARDLESS OF WHICH SCHOOL THEY ATTEND THEY SHOULD HAVE RICH DEEP WRITING EXPERIENCES. ANOTHER QUESTION DO TEACHERS EVER USE RED PENS ANYMORE. I THINK THERE IS POWER IN A RED PEN. WELL I DO KNOW I THINK MAYBE THEY MIGHT USE SMELLY MARKERS AT THIS POINT BUT I DO KNOW THAT WHEN YOU'RE WHEN YOU'RE WHEN THEY'RE CIRCULATING AND CONFERRING WHICH IS PART OF OUR PISD LESSONS IS THAT THEY ARE HAVING THAT CONFERRING TIME WITH STUDENTS. THEY DO WALK AROUND AND TALK TO THE CHILD ABOUT SOMETHING THAT THEY'RE NOT DOING THAT THEY KNOW THEY HAVE BEEN EXPLICITLY TAUGHT AND REMINDING THEM. REMEMBER WE DID SAY WE'RE GOING TO CAPITALIZE I'S AND I SEE I'S HERE THAT AREN'T CAPITALIZED AND WE JUST KEEP USING THAT BECAUSE THAT'S A FIRST GRADE STANDARD BUT THEY REMIND THE STUDENT AND POSSIBLY CORRECT IT ON THEIR PAPER AND THEN REMIND THEM THAT'S SOMETHING THEY ARE HELD ACCOUNTABLE TO KEEP DOING. OK. [INAUDIBLE] COMMENT I JUST WANT TO THANK YOU FOR BRINGING THE CLASSROOM TO THE BOARDROOM. IT'S REALLY MAKE OUR JOB REALLY ENJOYABLE. AND I HAVE A QUESTION AND I HAVE TWO STUDENTS IN PISD. ONE IS EXTROVERT AN OTHER ONE IS INTROVERT. I'VE FOUND LIKE THE EXTROVERT IS SERVED VERY WELL BUT THE INTROVERT HAS A CHALLENGE BECAUSE SHE WAS SHE WOULD NOT AS YOU KNOW THE TEACHER ASK QUESTION MY INTROVERT WOULD NOT ANSWER. AND WE TRY SO HARD TO BRING HER OUT OF HER SHELL AS SHE WOULD SAY THESE ARE SILLY QUESTIONS. SO HOW DO YOU HOW DO CLASSROOM TEACHERS DEAL WITH THE INTROVERTED KIDS AND YOU KNOW RELIABLY ASSESS THEM. THAT'S MY QUESTION. SO I THINK I'M NOT AN EXPERT ON INTROVERTS AND EXTROVERTS BUT I DO KNOW THAT THE TEACHER IS THE BIGGEST DIFFERENCE MAKER IN THE CLASSROOM RIGHT. AND SO HAVING THAT CONVERSATION WITH YOUR CHILD'S TEACHER THAT THIS MAY BE SOMETHING THAT THEY'RE GOING TO NEED A LITTLE EXTRA LOVE. I THINK IN ELEMENTARY SCHOOL FOR SURE WE'RE REALLY GOOD AT PROVIDING THAT.AND I THINK TOO BY PROVIDING THIS DIFFERENTIATED INSTRUCTIONAL OPPORTUNITIES
[01:50:02]
WHERE THE CHILD ISN'T HAVING TO ANSWER IN A WHOLE GROUP SETTING THEY DO GET TO BUILD THAT RELATIONSHIP WITH THEIR TEACHER AND HAVE A ONE ON ONE EXPERIENCE THAT THEY'RE READING TO THEM. AND ALSO IN A SMALL GROUP WHERE THE TEACHER IS REALLY PUSHING IN AND JUST FOCUSING ON THAT CHILD ONE AT A TIME. I HAVE SEEN CHILDREN THAT DO NOT READ ANYTHING AT THE BEGINNING OF THE YEAR BECAUSE THEY ARE MAYBE ANXIOUS OR NERVOUS OR SHY OR WORRIED AND THEIR TEACHERS THAT JUST BUILD THEM UP AND PROVIDE THAT OPPORTUNITY THAT EVENTUALLY THEY DO REALIZE THAT THEY HAVE SUCH A GOOD RELATIONSHIP WITH THEIR TEACHER AND THEY WILL SHOW THEM WHAT THEY KNOW. THAT'S TRUE. BECAUSE MY EXPERIENCES FROM WHEN MY KIDS WERE LITTLE. SO THAT'S ABOUT EIGHT YEARS AGO. SO I'M SO GLAD WE'RE MAKING PROGRESS ON THAT INDIVIDUALIZED INSTRUCTION. THANK YOU SO MUCH FOR YOUR PRESENTATION. I DID HAVE ONE QUESTION IN TERMS OF THE NUMBER OF INSTRUCTIONAL MINUTES WE DEDICATE TOWARDS LITERACY PER DAY. COULD YOU EXPAND ON THAT AND HOW THAT MIGHT BE BROKEN DOWN. ABSOLUTELY. THANK YOU. YOU KNOW WHAT WE HAD THE SCHEDULES IN HERE BUT WE TOOK THEM UP WAS SHOWN TO YOU AND WE ACTUALLY MADE SOME EXAMPLE BALANCED LITERACY SCHEDULES SO IN KINDERGARTEN WE RECOMMEND ONE HUNDRED AND FIFTY MINUTES IS HAPPENING. WE KNOW OUR KINDERGARTNERS NEED A LITTLE BIT MORE MOVING AND SHAKING IN TIME SO WE PROVIDE THAT WITHIN THEIR BLOCK OF LITERACY AND THAT'S THE WAY OUR LESSONS AND OUR SCHEDULE IS ORGANIZED AROUND ALL OF OUR COMPONENTS WITHIN THAT HUNDRED FIFTY MINUTE BLOCK. KINDER AND FIRST. SORRY FIRST AND SECOND GRADE 120 MINUTE BLOCK AND THEN THIRD FOURTH AND FIFTH GRADE 90 MINUTE BLOCKS. ARE THOSE BLOCKED TOGETHER OR ARE THEY SPACED OUT OVER THE DAY. CAMPUS TO CAMPUS DETERMINES WE WANT IT MOSTLY BLOCKED TOGETHER BUT ON OCCASION SPECIAL AS WELL YOU KNOW P.E. MIGHT HAPPEN IN THE MIDDLE AND STUFF. SO THEY ARE WE DO WORK WITH TEACHERS ON CHUNKING UP THEIR BLOCKS SO THAT THEY DO KEEP KIND OF THEIR READING PART TOGETHER AND MAYBE THEY JUST HAVE THEIR GUIDED READING TIME AND THEN THEIR WHOLE GROUP LESSON IF SOMETHING HAPPENS COME BACK AND DO WRITING AND WORK ON THAT. SO WE WANT IT NOT WE WANT IT TOGETHER UNLESS IT'S BROKEN UP BY A SPECIAL CLASS OR LUNCH. ANY OTHER QUESTIONS? THANK YOU VERY MUCH. THANK YOU GUYS FOR YOUR TIME. WE WILL NOW HEAR FROM SUSAN MODISETTE ASSISTANT SUPERINTENDENT FOR[C. Texas Health Resources Grant Update]
STUDENT AND FAMILY SUPPORT SERVICES REGARDING THE TEXAS HEALTH RESOURCES GRANT UPDATE. MS. MODISETTE. THANK YOU PRESIDENT RICHARDS. I HAVE A QUICK UPDATE THIS EVENING THAT'S COMING SOON. OUR PLANO UP GRANT WHICH AS A REMINDER IS THE PROJECT NAME FOR THE IMPLEMENTATION OF THE GRANT THAT WE RECEIVED LAST SPRING THROUGH TEXAS HEALTH RESOURCES. FOR THIS GRANT WE COLLABORATED WITH LOCAL NONPROFIT AGENCIES THAT ARE SHOWING ON THE SCREEN IN AN EFFORT TO TACKLE THE ISSUE THAT TEXAS HEALTH RESOURCES PRESENTED THROUGH THEIR RESEARCH STUDY THAT SHOWED A HIGHER THAN NORMAL RATE OF DEPRESSION IN OUR YOUTH AGES 12 TO 18 IN THE 75074 ZIP CODE.SO WITH THESE PARTNERS ALONG WITH OUR EDUCATION FOUNDATION WHO IS THE FISCAL MANAGING PARTNER OF OUR GRANT WE WROTE AND WERE APPROVED FOR A COLLABORATIVE GRANT AND THE SCHOOLS THAT ARE PARTICIPATING IN THIS PROJECT ARE ARMSTRONG AND BOWMAN MIDDLE SCHOOL AND WILLIAMS HIGH SCHOOL. THIS IS A COORDINATED SYSTEM OF SUPPORT TO BOTH TREAT DEPRESSION DIRECTLY WITH COUNSELING AND TREATMENT AS WELL AS LOOKING AT WHAT SOME OF THE UNDERLYING FACTORS ARE THAT MAY CONTRIBUTE TO DEPRESSION AND PROVIDE SERVICES FOR THOSE AS WELL. SO THOSE ARE FACTORS SUCH AS FOOD INSECURITY, LACK OF HOUSING OR PERHAPS A LACK OF TRANSPORTATION TO ACCESS RESOURCES. ADDITIONALLY WE WROTE IN SEVERAL PROACTIVE MEASURES TO HELP BUILD STRONG POSITIVE MENTAL HEALTH IN OUR YOUTH SUCH AS UTILIZING THE UT SOUTHWESTERN PROGRAM OF YAM YOUTH AWARE OF MENTAL HEALTH WHICH IS PROVIDED TO THE STUDENTS AT THESE SCHOOLS THROUGH THEIR HEALTH CLASSES AND YAM IS A PROGRAM THAT'S DELIVERED THROUGH UT SOUTHWESTERN FACILITATORS AT LAST FOUR OR FIVE CLASS SESSIONS AND IS A VERY INTERACTIVE APPROACH THAT FOCUSES ON INCREASED DIALOGUE WITH STUDENTS ABOUT MENTAL HEALTH SUICIDE PREVENTION AND DEVELOPMENT OF PROBLEM SOLVING SKILLS. THE OTHER PROACTIVE MEASURE THAT'S BUILT INTO THIS GRANT IS THE PROVISION OF MENTAL HEALTH FIRST AID COURSES THAT ARE AVAILABLE TO NO AT NO COST TO STAFF AT THESE SCHOOLS. THESE ARE EIGHT HOUR COURSES
[01:55:05]
FOCUSED ON HELPING STAFF TO IDENTIFY UNDERSTAND AND RESPOND TO SIGNS OF MENTAL ILLNESS OR SUBSTANCE USE DISORDERS. AND WE'VE ARMSTRONG MIDDLE SCHOOL STAFF HAS COMPLETED THE ENTIRE EIGHT HOUR COURSE. SO WHAT MAKES THIS PROJECT MODEL UNIQUE ARE A COUPLE OF THINGS. FIRST OF ALL IT ALLOWS US IN FACT REQUIRED US TO COLLABORATE WITH EXTERNAL PARTNERS AROUND A COMMON CAUSE AND THE SYNERGY THAT THAT MODEL BRINGS IS IT IS VERY POSITIVE. EACH PARTNER COMES WITH SPECIFIC EXPERTISE AND PERSPECTIVE AND THROUGH VERY REGULAR CASE MANAGEMENT AND DIALOGUE THAT TRULY THE WHOLE SITUATION IS TREATED FOR THESE STUDENTS AND FAMILIES. AND THEN THE FINAL THING THAT I WOULD SAY IN HELPING MAKE THIS PROJECT MODEL UNIQUE IS THAT OUR SERVICES ARE PROVIDED ON THE CAMPUS. SO A LITTLE BIT I'LL TALK ABOUT WHAT SOME OF THOSE SPECIFIC SERVICES ARE BUT THIS HAS ALLOWED US TO BRING SERVICE PROVIDERS TO OUR STUDENTS AND FAMILIES ON CAMPUS DURING THE SCHOOL DAY. SO A QUICK RECAP ON OUR PROGRESS TODAY. ONCE WE WERE AWARDED THE GRANT THROUGHOUT THE SUMMER WE BEGAN MEETING WITH CAMPUS ADMINISTRATIVE TEAMS TO MAKE THEM AWARE OF WHAT WAS COMING AND WHAT SERVICES WOULD BE PROVIDED COLLABORATIVELY DEVELOPING TIMELINES FOR IMPLEMENTATION TALKING ABOUT SPACE AND NEEDS AND COMMUNICATION THAT THEY MIGHT HAVE. OUR FINANCIAL PARTNERSHIP MOUS WERE DEVELOPED. WE BEGAN WRITING JOB DESCRIPTIONS AND INTERVIEWING FOR THE FOUR STAFFING POSITIONS THAT FOUR OF THE PARTNERS WERE ABLE TO HIRE. AND THEN WE BEGAN TO OFFER OUR FIRST MENTAL HEALTH FIRST AID TRAINING. AND THEN MOVING INTO SEPTEMBER THE PERSONNEL AT THE FOUR AGENCIES WERE HIRED. WE BEGAN DEEPLY WORKING ON THE SCREENING AND DATA COLLECTION TOOL WHICH UT SOUTHWESTERN IS RESPONSIBLE FOR BECAUSE THIS IS ALSO A RESEARCH PROJECT. THIS IS GOING THROUGH INTO INDEPENDENT RESEARCH REVIEWS SO THAT HAS BEEN PART OF THE WORK AS WELL. WE BEGAN PLANNING FOR THE MOBILE FOOD PANTRY DROPS AND WORKED ON IMPLEMENTING COMMUNICATION TOOLS SO THAT ALL CAMPUS PERSONNEL WERE AWARE AND THEN UT SOUTHWESTERN BEGAN MEETING WITH THE PRINCIPALS TO IMPLEMENT YAM. AND THEN LAST MONTH WE STARTED OUR MOBILE FOOD PANTRY SO WE HAVE HAD A WE HAVE ONE A MONTH AND HAVE HAD ONE AT EACH OF THE THREE SCHOOLS SO FAR. WE'VE TRAINED COUNSELORS BOTH AND AN OVERVIEW OF THE PROJECT AND THEN JUST THIS WEEK ON SPECIFIC TRAINING ON THEY UT SOUTHWESTERN TOOLS THAT THEY'LL BE USING.WE'RE CONTINUING SOUTHWESTERN IS CONTINUING TO FINISH THE WORK ON THE SCREENING AND DATA COLLECTION TOOLS. THOSE ARE NOT GOING TO BE READY AS WE HOPED BY NOVEMBER 1ST SO WE THEN CREATED A PAPER PROCESS FOR SCREENING AND DATA COLLECTION SO THAT THIS COUNSELING REFERRALS COULD BEGIN THIS WEEK. AND ALSO DEVELOPING AND FINALIZING PARENT PERMISSION. SO NEXT STEPS WILL BE UT SOUTHWESTERN WILL FINALIZE THE APPROVAL FOR THE RESEARCH AND DATA COLLECTION. WE'LL HAVE A SECOND COMMUNICATION PUSH FOR COMMUNITY AWARENESS COUNSELING SERVICES WILL BEGIN AND I HAD A TEXT FROM ONE OF THE SCHOOLS RIGHT BEFORE THIS EVENING BEGAN THAT WE HAD OUR FIRST REFERRAL. OUR YAM CLASSES WILL BEGIN IN THE MONTH OF OCTOBER AND THEN WE'LL COMPLETE THE IN-DEPTH TRAINING FOR COUNSELORS AND THE REFERRAL PROCESS AND TOOLS. SO SOME WAYS IT FEELS LIKE IT'S BEEN A LONG PROCESS A LOT OF WORKING WITH SIX DIFFERENT ENTITIES IT TAKES TIME TO MOVE THINGS THROUGH EACH PARTICULARLY LEGAL DEPARTMENT. BUT I THINK WE'RE FINALLY THERE AND REALLY READY TO KICK THIS OFF
[02:00:01]
BEGINNING THIS MONTH. HAPPY TO ANSWER ANY QUESTIONS. WELL IT'S FUNNY YOU SAY THIS YOU FEEL LIKE THIS HAS BEEN A LONG PROCESS. TO ME IT FEELS LIKE IT'S GONE AT LIGHTNING SPEED FOR THE TYPE OF GROUPS YOU'RE WORKING WITH AND FOR DISTRICT OUR SIZE. SO GREAT WORK. YEAH. I DIDN'T HAVE JUST A FEW QUESTIONS IN TERMS OF THE RESEARCH ASPECT OF THIS. ARE THERE ANY HYPOTHESES OR IDEAS THAT UT SOUTHWESTERN IS GOING INTO WHILE DEVELOPING THESE QUESTIONS THAT THEY EXPECT TO FIND AND IS THERE SOMETHING THAT OUR DISTRICT IS EXPECTING TO GET A BETTER UNDERSTANDING OF THROUGH THIS PROCESS. YEAH THAT'S A REALLY GOOD QUESTION. I WOULD SAY YES AND NO. ONE AT FIRST I WANT TO CLARIFY PART OF THIS RESEARCH IS REALLY THE RESEARCH REQUIRED BY TEXAS HEALTH IN IMPLEMENTING THE PROJECT AND DATA TRACKING.UT SOUTHWESTERN BECAUSE THEY'RE PART OF THIS IS THEIR YAM PROGRAM THAT'S THEIR INTEREST IN THE RESEARCH COMPONENT. I'M NOT SURE THERE'S A HYPOTHESIS BUT I WOULD SAY THIS WE HAVE SOUGHT TO LOOK AT WHAT THE MITIGATING FACTORS ARE BEYOND JUST THE DEPRESSION THAT'S PRESENTED. AND SO THE HOPE IS THAT THE FACTORS THAT WE'VE CHOSEN THINGS THAT WE BELIEVE ARE CONTRIBUTING AND RESEARCH SAYS ARE POSSIBLY CONTRIBUTING TO YOUTH DEPRESSION AND ANXIETY ARE THE THINGS THAT WE'RE ADDRESSING IN THE PROJECTS. SO IT WILL BE THAT THE RESEARCH WILL REALLY LOOK AT STUDENTS LEVELS OF DEPRESSION ON A SCALE INITIALLY AND THEN AT EACH THREE MONTH MARK AS THEY'RE SEEN IN THE PROGRAM. WOULD YOU SAY THAT THE FACTORS THAT WE'VE CHOSEN FOR PLANO ISD AND FOR THIS RESEARCH ARE THEY PRETTY STANDARD OR ARE THEY SOMETHING SPECIFIC TO PLANO WHERE IF WE WERE IN DALLAS ISD OR A DIFFERENT ISD WE MIGHT CONCENTRATE OR FOCUS ON OTHER FACTORS. I REALLY I THINK THEY'RE COMMON. YOU KNOW I THINK THINGS LIKE INSTABILITY AT HOME WORRYING ABOUT ARE WE GONNA BE ABLE TO STAY IN THIS RESIDENCE TOMORROW. DO WE HAVE FOOD FOR THE WEEKEND. AND THEN THINGS LIKE TRULY BEING ABLE TO ACCESS IF A STUDENT IS DEPRESSED ACCESS COUNSELING AND AN EDUCATIONAL TRAINING TO HELP COME OUT OF THAT. I THINK THOSE ARE ARE VERY COMMON. AND LAST QUESTION DO YOU HAVE ANY IDEA OF WHAT CAPACITY YOU EXPECT TO HAVE FOR THIS OR JUST THIS IS JUST A NEW. WE DON'T YOU KNOW WE HAVE ALL OF THIS AS NEW CAPACITY SO THERE'S COUNSELING SERVICES OFFERED THROUGH LIFE PATH AND THROUGH CITY HOUSE AND BOTH OF THOSE ARE FULL TIME POSITIONS. SO THAT'S BRAND NEW CAPACITY. AND THE FACT THAT THE PROVIDERS WILL BE ABLE TO COME DURING THE SCHOOL DAY ON CAMPUS KNOCKS OUT SOME OBSTACLES THAT FAMILIES MIGHT ENCOUNTER. AND THEN THE OTHER RESOURCES ARE REALLY THE PROJECT MANAGER AND WHAT'S CALLED THE COMMUNITY HEALTH NAVIGATOR ARE SERVING IN ROLLS SIMILAR TO A SOCIAL WORKER SO THEIR WORK IS TO CONNECT THE WORK THAT THE SERVICES WITHIN AGENCIES AND HELP FAMILIES FOLLOW UP. SO PART OF IT IS CONNECTING TO RESOURCES THAT WE'VE IDENTIFIED BUT HAVING SOMEBODY ASSIGNED THAT CAN NOT JUST GIVE YOU THE RESOURCE BUT SAY I'M GOING TO CALL BACK IN A COUPLE DAYS AND BE SURE YOU'RE ABLE TO MAKE THAT CONNECTION AND IF NOT WHAT'S WHAT'S KEEPING YOU FROM THAT. AND LET ME TRY TO WORK THAT OUT FOR YOU. THANK YOU SO MUCH FOR YOUR WORK ON THIS AND I'M REALLY EXCITED TO SEE THE RESULTS IN THE COMING MONTHS. WE ARE TOO. HEY SUSAN I HAVE A QUESTION. HOW LONG IS THE PROJECT THE TEXAS HEALTH OR TEXAS HEALTH RESOURCE. IT RUNS THROUGH DECEMBER OF NEXT YEAR. SO PART OF WE HAVEN'T PART OF OUR CHALLENGE WILL BE IS TO FIGURE OUT HOW WE'LL MAINTAIN THE PROGRAM DURING THE SUMMER MONTHS. BUT WE HAVE IT FOR ABOUT 14 MORE MONTHS. OKAY. AND SO THEY'RE GOING TO COME BACK AND THEY'RE GOING TO ASSESS THE PROCESS AND THE PROJECT THAT THEY'VE AND THEY'LL PROBABLY GIVE US A REPORT OF SOME SORT. WE'RE REPORTING TO THEM MONTHLY. SO I DON'T KNOW IF THIS IS WHERE YOUR QUESTION'S GOING NANCY. I DON'T KNOW AND TEXAS HEALTH HAS HAS BEEN FAIRLY OPEN ON THE FRONT END THAT THIS WILL BE
[02:05:02]
NECESSARILY IF OBVIOUSLY IF IT'S SUCCESSFUL THERE'S A GREATER CHANCE IT WOULD BE FUNDED IN THE FUTURE BUT ALSO AS WITH MANY GRANTS LIKE THIS PART OF THE RESPONSIBILITY WILL BE ON THE PARTNERS TO BEGIN LOOKING FOR OTHER SOURCES OF FUNDING SHOULD THAT NOT BE AVAILABLE. I MEAN THAT WAS PART OF WHAT THE SUSTAINABILITY WAS PART OF WHAT WE HAD TO WRITE INTO OUR PROJECTS SO THAT THE IDEA WASN'T DECEMBER OF NEXT YEAR THIS GOES AWAY AND WE HAVEN'T THOUGHT ABOUT HOW TO CONTINUE. THAT'S WHERE I WAS GOING AND BECAUSE FOR INSTANCE WE HAVE A MOBILE FOOD PANTRY YOU KNOW WE CAN'T JUST DROP THAT AFTER DECEMBER NEXT YEAR. THAT'S WHAT I WAS WONDERING ABOUT WAS THE SUSTAINABILITY. YEAH. AND IN ALL OF THAT YOU KNOW THAT WAS NORTH TEXAS'S FINANCIAL ASK IN THE GRANT WAS THE MANPOWER TO BRING THE TRUCK. AND SO THAT WOULD WOULDN'T BE ABLE TO CONTINUE WITHOUT SOME ADDITIONAL FUNDING. ALL RIGHT. WELL IT SOUNDS LIKE A GREAT WRAP AROUND SERVICE THAT YOU'RE WORKING ON AND THANK YOU SO MUCH FOR BRINGING IT TO THAT PART OF PLANO AND I HOPE THAT WE CAN CONTINUE IT TOO. THANK YOU. SUSAN. JUST TO FOLLOW UP ON NANCY'S QUESTION HOW ARE THEY DEFINING SUCCESS IN ORDER TO CONTINUE FUNDING THE PROGRAM AFTER NEXT DECEMBER. WELL THEY HAVE THEY THEY HAVE GRANTS OUT IN MULTIPLE AREAS. AND SO I THINK PART OF WHAT THEY'LL LOOK AT IS RELATIVE SUCCESS AS THEY LOOK ACROSS ALL THE GRANTS THAT THEY FUNDED. THEY ARE NOT ALL AROUND YOUTH DEPRESSION.THERE ARE DIFFERENT ISSUES THAT ROSE IN DIFFERENT GEOGRAPHICAL AREAS BUT CERTAINLY PART OF I THINK WHAT THEY WOULD LOOK AT IS THE NUMBER OF STUDENTS AND FAMILIES WE WERE ABLE TO SERVE AND THEN HOW DID DEPRESSION DECLINE BASED ON THE TOOLS THAT WE'RE USING. I THINK 14 MONTHS IS KIND OF A SHORT WINDOW TO REALLY BE ABLE TO SHOW THE RESULTS I THINK THAT THEY WOULD PROBABLY WANT. BUT YOU KNOW DO WE NEED TO BE THINKING NOW ABOUT FUNDING SOURCES ASSUMING THAT THIS WOULD NOT CONTINUE TO BE FUNDED. WE PLAN FOR THE WORST CASE SCENARIO HOPE FOR THE BEST. YEAH I THINK I THINK EACH OF THE PARTNERS THAT'S PART OF WHAT OUR ONGOING DIALOGUE IS WE MEET. RIGHT NOW WE'RE MEETING WEEKLY AND HOPING THAT'LL DROP OFF MAYBE TO TWICE A MONTH BUT I THAT ONCE WE HAVE THIS PART UP AND ROLLING THAT'LL BE OUR NEXT WORK TO BEGIN LOOKING AND CERTAINLY I WOULD SAY THAT PEOPLE WE'RE PARTNERING WITH ARE VERY FAMILIAR WITH GRANT WRITING MUCH MORE SO THAN WE ARE. YOU KNOW THAT'S THEIR LIVELIHOOD AND SO I THINK PROBABLY SEVERAL OF THE PARTNERS ALREADY HAVE IDEAS AND THOUGHTS ON THAT. SUSAN, I WANT TO SAY THAT YOU'RE DOING A VERY GOOD JOB WITH THE COMPLYING WITH THE GRANT REQUIREMENTS AND THE QUESTIONS THAT WITH THE MOBILE FOOD PANTRY ARE ANY STUDENTS ALLOWED TO GO TO THAT. YEAH. YES. AND SO THAT'S THE ONE PART OF OUR GRANT THAT IS NOT TIED SPECIFICALLY TO PLANO UP. SO THERE WOULD BE HONESTLY WE'VE HAD [INAUDIBLE] AND I HAD AT THE AT ONE OF THE FOOD BANK. SO WOMAN A GRANDMOTHER WHO LIVED IN THE AREA WHO HAPPENED TO BE WALKING LOOKING FOR A GARAGE SALE AND SAW THEY ALWAYS BRING THE FOOD TRUCK THE BIG FOOD TRUCK SO THAT IT'S AN ADVERTISEMENT TO THE COMMUNITY THAT IT'S THERE. AND SHE JUST HAPPENED TO COME UP AND SO WE GOT ALL OF THE FOOD READY AND THEN REALIZED SHE WAS WALKING AND IT'S PROBABLY 50 POUNDS WORTH OF FOOD. SO WE LOADED HER UP AND DROVE HER TO HER HOUSE AND YOU KNOW IT'S JUST SO ANYBODY IS IS ELIGIBLE TO COME. THEY DON'T CHECK I.D.S THEY DON'T. THERE'S NOTHING OTHER THAN A FAMILY OR AN INDIVIDUAL SHOWS UP AND SAYS I NEED SOME FOOD. THANK YOU SUSAN I WANT TO REMEMBER FROM A PREVIOUS PRESENTATION THAT THE PURPOSE OF SOME OF THE COUNSELING THAT OUR STUDENTS WILL RECEIVE IS NOT TO BE ON A PERMANENT BASIS BUT THAT THERE'S I THINK A SET NUMBER OF MEETINGS.
NO WITH THIS THERE IS AND IT'S IT'S GOING TO BE BASED ON THE INDIVIDUAL NEEDS. SO IT WOULD JUST BE THEY WOULD THAT LIKE IN ANY COUNSELING SITUATION THE
[02:10:01]
COUNSELOR WOULD ASSESS AS THEY'RE MOVING THROUGH THE SESSIONS AT WHAT POINT THAT NEEDS TO BE ADJUSTED. BUT I MEAN IT COULD BE A SITUATION WHERE THEY RECEIVE COUNSELING ALL YEAR. AND I THINK THEY ALSO MENTIONED THERE'S ALSO A POINT WHERE THEY MIGHT ALSO RECOMMEND SOMEBODY OUTSIDE OF OUR SYSTEM DEPENDING ON THE COUNSELING NEEDS. THAT MAY BE MORE TIED TO THAT TO THE TELEHEALTH THEN TO THIS. YEAH. THIS WE REALLY THINK WILL BE ALL INCLUSIVE. OK GOOD. SUSAN I HAVE A QUESTION WHEN WE REPORT TO OUR RESEARCH PARTNERS DO WE REMOVE ALL THE IDENTIFYING INFORMATION ABOUT THE FAMILY AND THE STUDENTS. WE DO. OK. ANOTHER QUESTION. SO THIS IS THIS FOOD MOBILE FOOD TRUCK IS ONLY FOR THE 75070 ZIP CODE. 75074. SO [INAUDIBLE], BOWMAN AND ARMSTRONG. BUT YOU KNOW WE I LIVE IN WEST PLANO ALSO WORKED MANY YEARS FOR PTA. SO WE ACTUALLY DO HAVE A HUNGER PROBLEM IN WEST SIDE, CLARK AND JASPER. SO DO WE HAVE SOMETHING TO CATCH THE STUDENTS SOMEHOW FELL THROUGH THE CRACKS. YOU KNOW SUFFER. I MEAN THERE ARE STUDENTS WHO ARE NOT IN SHELTER AND JUST RAN AWAY OR SOMETHING. THEY DO NOT REPORT THEY DO NOT TELL ANYONE THEY ARE HOMELESS. THEY PROBABLY BE CAR CAMPING LIVING ON SOMEBODY'S COUCH. SO BUT THESE STUDENTS GO TO SCHOOL HUNGRY AND ALSO THEY DO NOT HAVE A PARENT SOMETIME TO APPLY FOR THE FREE AND REDUCED LUNCH. SO I WAS BROUGHT TO THESE MANY TIMES SO I'M JUST WONDERING DO DOES THIS STREET HAVE A PLAN TO YOU KNOW FOR THESE STUDENTS TO FALL BACK ON. YEAH THAT'S A GREAT QUESTION. I MEAN I THINK WE RELY HEAVILY ON OUR SCHOOL STAFF TO HELP UNEARTH THOSE SITUATIONS AND THEN CONNECT TO OUR COUNSELORS WHO ARE ABLE TO YOU KNOW AT LEAST PROVIDE SOME RESOURCES THAT ARE CLOSER IN THE AREA. AND WE HAVE OUR BACKPACKS FOR KIDS PROGRAM AT OUR ELEMENTARY SCHOOLS FOR STUDENTS TO HAVE FOOD ON THE WEEKENDS. WE HAVE OUR SUMMER FEEDING PROGRAMS. BUT CERTAINLY THAT'S PART OF THE WORK THAT THAT WE NEED TO EXPAND. WE HAVE NOT WE'VE NOT ANYWHERE NEAR MET ALL OF THE NEEDS ACROSS OUR DISTRICT. AND THIS JUST HAPPENED. THIS GRANT FROM TEXAS HEALTH WAS WAS CENTERED SOLELY ON THIS PARTICULAR ZIP CODE. RIGHT. THAT'S WHAT I WAS GOING TO ASK FOR CLARIFICATION THAT THAT WAS NOT OUR DETERMINATION. THAT'S THAT CAME FROM TEXAS HEALTH RESOURCES. RIGHT.YEAH. I THINK AS WE CONTINUE TO CANVAS THE NEEDS OF THE DISTRICT I THINK HEATHER'S COMMENTS ARE VERY WELL CONSIDERED. HUNGER EXISTS AT ALL AGES. I HAVE A COUSIN WHO COACHED MIDWAY ISD AND SHE ACTUALLY ESTABLISHED A FOOD PANTRY AT THEIR HIGH SCHOOL FOR KIDS WHO OFTEN WOULDN'T IDENTIFY BUT THE TEACHERS WOULD SEE THE NEED. AND SO I THINK IT'S GOING TO BE INCUMBENT UPON US TO DO MORE AND MORE OF THAT TYPE OF SERVICE WITH OUR COMMUNITY PARTNERS HELPING US. YEAH FOR SURE WE'RE EXPLORING AND I HOPE TO BE ABLE TO BRING BACK MAYBE IN A COUPLE MONTHS A MODEL FOR A PILOT FOR A FOOD PANTRY AT A WEST SIDE CAMPUS. SO WE'RE WE'RE WORKING ON THAT FOR SURE. ANY OTHER COMMENTS OR QUESTIONS? THANK YOU. IT'S INCREDIBLY IMPORTANT WORK. ALL RIGHT. NEXT THE BOARD WILL CONSIDER ACTION ON POLICIES. THE FIRST
[A. BDAA(LOCAL) Officers and Officials: Duties and Requirements of Board Officers on Second Reading]
POLICY PRESENTED THIS EVENING IS BDAA LOCAL OFFICERS AND OFFICIALS DUTIES AND REQUIREMENTS OF BOARD OFFICERS ON SECOND READING. KARLA OLIVER ASSISTANT SUPERINTENDENT FOR COMMUNITY ENGAGEMENT AND STRATEGIC PARTNERSHIPS WILL PRESENT.MISS OLIVER. THANK YOU PRESIDENT RICHARDS. AN UPDATE TO POLICY BDAA LOCAL IS PRESENTED TO ALIGN OUR POLICY WITH CURRENT PRACTICE AND IS PRESENTED FOR YOUR APPROVAL TONIGHT. ARE THERE ANY QUESTIONS? MAY I HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY BDAA LOCAL UNDER SECOND READING. SECOND. I HAVE A MOTION BY JERRI CHAMBERS A SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES ADOPTS POLICY BDAA LOCAL UNDER SECOND READING. IS THERE ANY FURTHER DISCUSSION. WE WILL NOW
[02:15:06]
PROCEED TO VOTE. ALL THOSE IN FAVOR RAISE YOUR HAND. MOTION CARRIES UNANIMOUSLY. THE NEXT POLICY FOR CONSIDERATION THIS EVENING IS DEE LOCAL COMPENSATION AND BENEFITS[B. DEE(LOCAL) Compensation and Benefits: Expense Reimbursement on Second Reading]
EXPENSE REIMBURSEMENT ON SECOND READING. MISS OLIVER. AN UPDATE TO POLICY DEE LOCAL IS PRESENTED TO ALIGN AGAIN OUR POLICY WITH WITH PROPOSED PRACTICE AND IT WILL ELIMINATE MEAL RECEIPT REQUIREMENTS IN FAVOR OF PAYING EMPLOYEES FOR MEALS ON AN ALLOWED PER DIEM BASIS. MAY I HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY DEE LOCAL UNDER SECOND READING. I SECOND. I HAVE A MOTION BY HEATHER WANG A SECOND BY ANGELA POWELL THAT THE BOARD OF TRUSTEES ADOPTS POLICY DEE LOCAL UNDER SECOND READING. IS THERE ANY FURTHER DISCUSSION WE WILL NOW PROCEED TO VOTE ALL THOSE IN FAVOR RAISE YOUR HAND. MOTION CARRIES UNANIMOUSLY. NEXT FOR[C. DGBA(LOCAL) Personnel-Management Relations: Employee Complaints/Grievances on Second Reading]
CONSIDERATION IS POLICY DGBA LOCAL PERSONNEL MANAGEMENT RELATIONS EMPLOYEE COMPLAINTS AND GRIEVANCES. ON SECOND READING MISS OLIVER. THANK YOU ONCE AGAIN THIS IS A POLICY DGBA A LOCAL TO ALIGN OUR POLICY WITH OUR CURRENT PRACTICES. MAY I HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY DGBA LOCAL UNDER SECOND READING. SECOND. I HAVE A MOTION BY JERRI CHAMBERS A SECOND CODY WEAVER THAT THE BOARD OF TRUSTEES ADOPTS POLICY DGBA LOCAL UNDER SECOND READING. IS THERE ANY FURTHER DISCUSSION WE WILL NOW PROCEED TO VOTE ALL THOSE IN FAVOR RAISE YOUR HAND MOTION CARRIES UNANIMOUSLY. THE NEXT POLICY FOR[D. FMG(LOCAL) Student Activities: Travel on Second Reading]
CONSIDERATION IS FMG LOCAL STUDENT ACTIVITIES TRAVEL ON SECOND READING MISS OLIVER. THANK YOU THIS POLICY IS BEING REVISED TO CLARIFY THE USE OF THE ALTERNATE TRAVEL FORUM. MAY HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY FMG LOCAL UNDER SECOND READING. I SECOND. I HAVE A MOTION BY CODY WEAVER A SECOND BY ANGELA POWELL THAT THE BOARD OF TRUSTEES ADOPTS POLICY FMG LOCAL UNDER SECOND READING. IS THERE ANY FURTHER DISCUSSION. WE WILL NOW PROCEED TO VOTE. ALL THOSE IN FAVOR RAISE YOUR HAND. MOTION CARRIES UNANIMOUSLY. THE NEXT POLICY FOR[E. FMH(LOCAL) Student Activities: Commencement on Second Reading]
CONSIDERATION IS FMH LOCAL STUDENT ACTIVITIES COMMENCEMENT ON SECOND READING MISS OLIVER. THANK YOU AGAIN THIS UPDATE IS FOR FMH LOCAL IS PRESENTED TO ALIGN OUR POLICY WITH OUR CURRENT PRACTICES. MAY I HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY FMH LOCAL UNDER SECOND READING. SECOND. I HAVE A MOTION BY CODY WEAVER A SECOND BY JERRI CHAMBERS THAT THE BOARD OF TRUSTEES ADOPTS POLICY FMH LOCAL UNDER SECOND READING. IS THERE ANY FURTHER DISCUSSION. WE WILL NOW PROCEED TO VOTE. ALL THOSE IN FAVOR RAISE YOUR HAND. MOTION CARRIES UNANIMOUSLY. THE NEXT POLICY[F. FNG(LOCAL) Student Rights and Responsibilities: Student and Parent Complaints/Grievances on Second Reading]
FOR CONSIDERATION THIS EVENING IS FNG LOCAL STUDENT RIGHTS AND RESPONSIBILITIES STUDENT AND PARENT COMPLAINTS GRIEVANCES ON SECOND READING. MS. OLIVER THANK YOU WE HAVE A COUPLE OF POLICIES THAT ARE COMING TO YOU FOR APPROVAL REGARDING ADDING NAMES AND OR CHANGING TITLES SO AN UPDATE TO POLICY FNG LOCAL IS PRESENTED TO ALIGN WITH OUR CURRENT PRACTICE THE TITLE OF EXECUTIVE DIRECTOR FOR CAMPUS SERVICES HAS BEEN RENAMED AS EXECUTIVE DIRECTOR FOR SCHOOL LEADERSHIP AND INNOVATION. MAY I HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY FNG LOCAL UNDER SECOND READING. I SECOND. I HAVE A MOTION BY HEATHER WANG A SECOND BY ANGELA POWELL THAT THE BOARD OF TRUSTEES ADOPTS POLICY FNG LOCAL UNDER SECOND READING. IS THERE ANY FURTHER DISCUSSION. WE WILL NOW PROCEED TO VOTE. ALL THOSE IN FAVOR RAISE YOUR HAND.MOTION CARRIES UNANIMOUSLY. THE FINAL POLICY PRESENTED THIS EVENING IS GE LOCAL
[G. GE(LOCAL) Relations with Parent Organizations on Second Reading]
RELATIONS WITH PARENT ORGANIZATIONS ON SECOND READING MISS OLIVER. THANK YOU.NAMED ADMINISTRATORS RESPONSIBLE FOR ACTIONS IN THIS POLICY HAVE BEEN REVISED TO REFLECT UPDATED TITLES. MAY I HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY GE LOCAL UNDER SECOND READING. SECOND. I HAVE A MOTION BY JERRI CHAMBERS A SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES ADOPTS POLICY GE LOCAL UNDER SECOND READING. IS THERE ANY FURTHER DISCUSSION. WE WILL NOW PROCEED TO VOTE. ALL
[02:20:03]
THOSE IN FAVOR RAISE YOUR HAND. MOTION CARRIES UNANIMOUSLY. IF THERE IS NO FURTHER BUSINESS BEFORE THE BOARD THE MEETING WILL BE ADJOURNED THE TIME IS 9:20 P.M.* This transcript was compiled from uncorrected Closed Captioning.