[00:00:02] GOOD EVENING. I AM LAUREN TYRA, BOARD PRESIDENT PRESIDING OFFICER. [1. CALL TO ORDER ] NOTING THAT A QUORUM IS PRESENT, I WILL CALL TO ORDER THIS BOARD MEETING OF THE PLANO ISD BOARD OF TRUSTEES AT 5:30 P.M. ON TUESDAY, FEBRUARY 3, 2026. ON THE BOARD'S BEHALF, I'D LIKE TO WELCOME EVERYONE AT THIS TIME. I WILL ASK SUPERINTENDENT DR. WILLIAMS TO PLEASE VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING. THANK YOU. PRESIDENT TYRA, I VERIFY THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE TEXAS WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT. GREAT. THANK YOU. THIS SEGMENT IS BEING RECORDED IN COMPLIANCE WITH TEXAS SENATE BILL 413, WHICH AMENDS SECTION 11.0621 OF THE TEXAS EDUCATION CODE. THE MINUTES OF THIS MEETING WILL REFLECT EACH MEMBER'S ATTENDANCE AND THEIR VOTE ON ANY ITEM. ADDITIONALLY, THE APPROVED MINUTES AND ANY ADOPTED RESOLUTIONS AND THE RECORDING OF THIS MEETING WILL BE POSTED ON THE DISTRICT'S WEBSITE NO LATER THAN SEVEN CALENDAR DAYS AFTER TODAY'S MEETING. BOARD MEMBERS, I WILL NOW PROCEED WITH THE ROLL CALL. KINDLY PLEASE RESPOND WHEN YOUR NAME IS ANNOUNCED. LAUREN TYRA I AM PRESENT. NANCY HUMPHREY. PRESENT. TARRAH LANTZ. PRESENT. SAM COOKE. SAM JOHNSON I'M SORRY I SKIPPED LINES HERE. SAM JOHNSON. [LAUGHTER] PRESENT. SAM COOKE WAS PRESENT IN MY KITCHEN LAST NIGHT, THOUGH. [LAUGHTER] OKAY. MICHAEL COOK. PRESENT. THANK YOU GUYS. ELISA KLEIN. PRESENT. KATHERINE GOODWIN. PRESENT. THANK YOU, TRUSTEES. I WOULD ALSO LIKE TO INTRODUCE THE STAFF SEATED AT THE DAIS TO MY LEFT. SUPERINTENDENT DR. THERESA WILLIAMS. DR. SELENDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS. ON MY RIGHT, JOHNNY HILL, SUPERINTENDENT FOR BUSINESS EMPLOYEE SERVICES AND TECHNOLOGY. LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING AND LEARNING. DR. PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES. DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT SUCCESS. AND IVAN CANTU, ASSISTANT SUPERINTENDENT FOR STRATEGY AND INNOVATION. WE WILL MOVE ON TO AGENDA ITEM TWO THIS EVENING. WE ARE HONORED TO HAVE TWO OF OUR AWARD WINNING SPEECH AND DEBATE STUDENTS FROM PLANO EAST HERE TO LEAD US IN THE PLEDGE OF ALLEGIANCE TO THE UNITED STATES AND THE TEXAS FLAGS. WOULD EVERYONE PLEASE STAND? HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THEE, TEXAS. ONE STATE UNDER GOD, ONE AND INDIVISIBLE. THANK YOU FOR LEADING OUR PLEDGES AND WE LOOK FORWARD TO VISITING WITH YOU A LITTLE BIT MORE IN A FEW MINUTES. WE'LL MOVE ON TO ITEM THREE, WHICH IS RECOGNITIONS, THE RECOGNITIONS PORTION OF OUR MEETING. [3. RECOGNITIONS ] WE ARE SO PROUD TO RECOGNIZE SEVERAL OF OUR STUDENTS AND STAFF MEMBERS EXCELLING AT THE STATE, NATIONAL, AND INTERNATIONAL LEVELS. EACH RECOGNITION WILL BE DISPLAYED ON THE MONITOR'S SLIDE ONE PLANO EAST SENIOR HIGH'S ANANYA NAGENDRA HAS BEEN NAMED REGENERON SCIENCE TALENT SEARCH TOP 40, A REGENERON SCIENCE TOP. I'M THE SCIENTIST AND YOU THINK I COULD READ. OKAY HAS BEEN NAMED A REGENERON SCIENCE TALENT SEARCH TOP 40 FINALIST OUT OF MORE THAN 2600 ENTRANTS FROM ACROSS THE WORLD. THE TOP TEN REGENERON STS 2026 WINNERS WILL BE ANNOUNCED DURING AN AWARD CEREMONY ON MARCH 10TH IN WASHINGTON, DC. AND BEST OF LUCK TO ANANYA ON. NEXT WE HAVE JASPER HIGH SCHOOL SPEECH AND DEBATE TEAM HAS ADVANCED TO THE TOP 32 TEAMS WORLDWIDE IN THE PRESTIGIOUS INTERNATIONAL PUBLIC POLICY FORUM, REPRESENTING PLANO ISD AMONG A RECORD BREAKING 332 TEAMS FROM 39 COUNTRIES. BEST WISHES TO THIS TEAM, WHICH INCLUDES ABHAY HAKURA, DAN ZHI, PREETHAM KARIA, JACOB YANG AND JAY LI AS THEY COMMUNICATE IN THE IPPF FINALS TO BE HELD IN AT NYU IN APRIL. GO, WOLFPACK! FINALLY, WE WOULD LIKE TO GIVE A BIG SHOUT OUT ALONG WITH OUR SINCEREST GRATITUDE FROM THE BOARD TO OUR INCREDIBLE PLANO ISD FACILITIES TEAM. DURING LAST WEEK'S WINTER WEATHER CLOSURES, THESE DEDICATED STAFF MEMBERS WERE OUT IN THE FIELD WALKING SCHOOLS, INSPECTING BUILDINGS AND DRIVING DISTRICT ROADWAYS TO HELP ASSESS SAFETY FOR STUDENTS AND STAFF. MANY HEARTFELT THANKS TO THIS AMAZING GROUP FOR THEIR HARD WORK, TEAMWORK AND CARE FOR OUR PLANO ISD COMMUNITY. [00:05:01] THEY REALLY DO KEEP THE DISTRICT MOVING. ALL RIGHT, I WOULD NOW LIKE TO INVITE CASSIDY MCQUISTON, FINE ARTS COORDINATOR FOR SPEECH AND DEBATE AND THEATER, TO THE PODIUM TO LEAD OUR FIRST RECOGNITION. HONORED TO STAND BEFORE YOU TONIGHT TO CELEBRATE THE EXCEPTIONAL TALENTS AND DEDICATION OF OUR PLANO EAST SPEECH AND DEBATE TEAM. THIS JANUARY, OUR STATE QUALIFYING STUDENTS TRAVELED TO AUSTIN TO COMPETE IN THE 6A UIL ANNUAL CONGRESS STATE CHAMPIONSHIP. REPRESENTING PLANO EAST AND PLANO ISD AT THE STATE CAPITOL IS A MASSIVE UNDERTAKING, AND OUR STUDENTS WERE SO INCREDIBLE AND HANDLED THEMSELVES WITH SUCH POISE. SUCCESS AT THIS LEVEL REQUIRES IMMENSE PREPARATION AND MENTORSHIP. I WOULD LIKE TO RECOGNIZE THEIR COACH, MADDY GACKENBACH, FOR HER DEDICATION TO THESE STUDENTS AND LEADERSHIP OF THE PLANO EAST PROGRAM THAT HAS BEEN INSTRUMENTAL TO GETTING THE PANTHERS TO THE STATE STAGE. THANK YOU FOR YOUR WORK. SHE HATED THAT. SO FIRST WE'RE GOING TO RECOGNIZE ASHRAF KUBARI AND ASHRAF QUALIFIED FOR THIS PRESTIGIOUS TOURNAMENT, MARKING HIM AS ONE OF THE TOP STUDENTS AND STUDENT LEGISLATORS IN TEXAS. AND WHILE HE COULDN'T BE WITH US THIS EVENING, WE ARE INCREDIBLY PROUD OF HIS ACHIEVEMENTS AND HIS CONTRIBUTION TO HIS TEAM'S SUCCESS. NEXT, I'M THRILLED TO INTRODUCE A YOUNG MAN WHO HAS MADE THE STATE PODIUM A SECOND HOME. PLEASE JOIN ME IN CONGRATULATING AKASH ARULKUMARAN WHO PLACED SIXTH IN THE STATE. AND WHILE HE'S TAKING PHOTOS, I WANT YOU TO KNOW HE'S A SENIOR AND HIS RECORD OF CONSISTENCY IS TRULY REMARKABLE. THIS IS HIS THIRD CONSECUTIVE TRIP TO THE UIL STATE TOURNAMENT, HIS THIRD TIME ADVANCING TO THE FINAL ROUND AND HIS SECOND TIME RANKING IN THE TOP SIX IN ALL OF TEXAS. YOUR LEGACY AT PLANO EAST IS ONE OF EXCELLENCE AND HARD WORK. THANK YOU AKASH. THESE ARE LATE NIGHTS, LONG WEEKENDS OF PICKUP AND DROP OFFS EARLY IN THE MORNING, LATE AT NIGHT. AND SO I KNOW THAT YOUR FAMILY'S NOT FEELING WELL, BUT I WANT TO GIVE A HUGE SHOUT OUT TO TO YOUR FAMILY FOR MAKING THAT HAPPEN. [APPLAUSE] OKAY, NOW WE'RE GOING TO MOVE ON TO OUR THEATER RECOGNITIONS. THIS PAST FALL, OUR STUDENTS ATTENDED THE TEXAS THESPIAN FESTIVAL. AND AS A STATE FESTIVAL TO PROVIDE SOME CONTEXT, THE INTERNATIONAL THESPIAN SOCIETY IS THE WORLD'S LARGEST HONOR SOCIETY FOR THEATER STUDENTS, AND THE TEXAS CHAPTER CHAPTER IS THE LARGEST IN THE NATION, AND THEATER IS BIGGER IN TEXAS. OUR STUDENTS COMPETED WITH OVER 9000 OF THEIR PEERS IN TECHNICAL PERFORMANCE CATEGORIES TO ADVANCE TO NATIONALS, AND A STUDENT MUST RECEIVE A SUPERIOR RATING, AND THAT'S THE HIGHEST SCORE POSSIBLE TO MARK THEM AS SOME OF THE TOP HIGH SCHOOL ARTISTS IN THE COUNTRY. SO FIRST, WITH PLANO SENIOR HIGH SCHOOL, A TROOP 844, INCLUDING STUDENTS FROM CLARK AND VINES, WE LIKE WE ARE ONE TROOP IN OUR CLUSTER. SO SO IT'S AN ORGANIZATION THAT INVOLVES ALL OF OUR STUDENTS, WHICH IS REALLY, REALLY NEAT. AND THEY TRAVEL TOGETHER FOR THIS. THEY WERE NAMED A GOLD HONOR TROOP, AND THEY RECEIVED THE ALL STAR TROOP DISPLAY. AND SO JOINING ME AT THE FRONT TO REPRESENT TROOP 844 IS HEIDI MYERS AND MATILDE RODRIGUEZ GLASS. [APPLAUSE] AND WHILE THEY'RE TAKING A PHOTO, WE'RE GOING TO GO THROUGH AND RECOGNIZE OUR NATIONAL QUALIFIERS. WE HAVE THREE PRESTIGIOUS STATE HONORS. MIKAYLA BIGELOW WAS NAMED BEST PERFORMER AT THE SHOW. WORKS PLAY FESTIVAL. HEIDI MYERS WAS AWARDED THE TEXAS THESPIAN SCHOLARSHIP, AND MATILDE RODRIGUEZ WAS SELECTED AS A STUDENT AMBASSADOR FOR THE STATE OF TEXAS. ONLY 12 STUDENTS ARE SELECTED OUT OF HUNDREDS OF STUDENT CANDIDATES, WHICH REALLY IS A TESTAMENT TO HER LEADERSHIP. I'M GOING TO NAME OUT A FEW MORE PEOPLE. I'M SO SORRY. IT'S LIKE APOLOGIZING FOR THE SUCCESS, I DON'T KNOW. LIKE, THANK YOU FOR BEARING WITH ME. SUMMER ANDERSON, MILES GOLEMBIEWSKI, K WHEELER, ROBBY COPPEDGE, CONNOR KING AND HEIDI MYERS, CODA MCCARDEL AND CASSIE SVATEK AND OUR DUOS WITH MIKI NAKAMOTO AND MATILDE RODRIGUEZ GLASS WERE ALL ADVANCING TO REGIONALS OR, SORRY, ADVANCING TO NATIONALS FROM PLANO SENIOR HIGH SCHOOL. LET'S GIVE THEM A ROUND OF APPLAUSE. [APPLAUSE] LET'S GO WILDCATS! SO MOVING ON FROM THE WILDCATS. WE'RE GOING TO THE EAST SIDE WITH PLANO EAST SENIOR HIGH SCHOOL. TROOP THREE, FOUR, THREE, SIX, INCLUDING STUDENTS FROM MCMILLEN AND WILLIAMS HIGH SCHOOL. WE HAVE FIVE STUDENTS WHO EARNED A SUPERIOR RATING TO ADVANCE TO THE NATIONAL LEVEL UNDER THE DIRECTION OF BRIAN JANKOWSKI, CAROLINE KENEMORE AND JOSH BATTY AND KELLY SUTTON. SO IF VISHY KRISHNA IF YOU COULD JOIN US UP HERE AND WE'RE GOING TO DO A NICE LITTLE PHOTO OP TO, [00:10:03] TO CELEBRATE OUR NATIONAL QUALIFIERS, ADDISON BARON, LUCY BREEDLOVE AND BRIANNA PAULA FOR THEIR SOLO MUSICAL THEATER PERFORMANCE AND THE DUO OF IAN MISHRA AND VISHA KRISHNA FOR THE TWO PERSON SCENE. LET'S GIVE THEM A ROUND OF APPLAUSE. [APPLAUSE] YEAH. ALL RIGHT. AND FINALLY, WE RECOGNIZE THE WEST SIDE. WE GOT THE WOLF PACK PLANO WEST TROOP 6101. LOOK AT ALL THE BLUE OVER HERE. CAN I GET A WOLF PACK? [CHEERING] THERE IT IS. ALL RIGHT. ALONG WITH STUDENTS FROM JASPER AND SHEPTON, LED BY DIRECTORS ALEX RODRIGUEZ, MARLY GONZALEZ, CARMEN MCELWAIN AND KATHLEEN DUBROWT, THIS WAS A HISTORIC YEAR FOR THE WOLF PACK. THEY WERE SELECTED TO PRESENT SIX THE MUSICAL AT THE CONVENTION CLOSING MAIN STAGE PERFORMANCE FOR 9000 PEOPLE. I WAS IN THAT ROOM AND IF I CAN TELL YOU THE ENERGY THAT WAS IN THERE, IT WAS WILD, LIKE IT WAS THE NERDIEST THEATER CONVENTION. LIKE IT ALL FOR LIKE YOU WOULD HAVE THOUGHT TAYLOR SWIFT HAD WALKED THROUGH THOSE DOORS. THEY WERE NUTS. AND SO JOINING ME TO, TO AT THE FRONT TO REPRESENT TROOP 6101 IS CATHERINE COCKRELL. [APPLAUSE] AND WHILE WE DO FUN PHOTOS AND THE DIRECTOR COMES UP HERE FOR THIS. WE HAD FROM SIX THEY EARNED SEVERAL MAJOR HONORS. BEST PERFORMER CAMILLE DOBRINDT. EXCELLENT AND SUPERIOR PERFORMERS ADDISON ROSENTHAL, GRACIANA MAYNE, TADALA KACHETE, CATHERINE COCKRELL, ELIZABETH SUTHERLAND. TECHNICAL AWARDS FOR BEST ENSEMBLE LIGHTING, BEST SOUND AND BEST COSTUME AND HAIR. SO WE HAD JASPER WOLF, JOHN TAYLOR, DANIELA RASHDIE, CHANEL CASTRO, AND EZRA BOAZ, AND THEN WE GET TO CELEBRATE SIX NATIONAL QUALIFIERS, EARNING A PERFECT SCORE, WHICH MEANS EVERY JUDGE IN THE ROOM WAS LIKE, THIS IS A TEN OUT OF TEN. JAKE KIRSTEN IN SOLO MUSICAL AND THE DUO OF NOE ECKERT AND ELLIA GODASI, AND FOR THEIR DUET MUSICAL PERFORMANCE AND THEN EARNING OVERALL SUPERIOR SCORES. CATHERINE COCKRELL IN CONTRASTING MONOLOGUES, CAMILLE DOBRIENT AND CASSIE FALCON AND KASSIA MACIEJEWSKI FOR THE SOLO MUSICAL. AND CAN WE GIVE THEM A ROUND OF APPLAUSE? [APPLAUSE] THE SUCCESS OF THESE STUDENTS IS A TESTAMENT TO THE DEDICATION OF OUR DIRECTORS, THE DISTRICT TEAM, AND THE UNWAVERING SUPPORT OF THEIR FAMILIES AND OUR COMMUNITY. SO IF YOU'RE A PARENT FAMILY FRIEND, STUDENT HERE RECOGNIZED TONIGHT. LET'S GIVE THEM A ROUND OF APPLAUSE. AND THANK YOU FOR CHAMPIONING THE ARTS IN OUR SCHOOLS. [APPLAUSE] THANK YOU. THAT IS AMAZING. CONGRATULATIONS AND GOOD LUCK INSOFAR AS YOU ALL ARE GOING ON TO MORE COMPETITIONS. OUR NEXT RECOGNITION THIS EVENING IS FOR A VERY IMPORTANT AND DEDICATED. AND I'M GOING TO MAKE AN EDIT TO MY SCRIPT HERE AND SAY CRITICAL GROUP OF INDIVIDUALS, OUR SCHOOL COUNSELORS, LATER ON THE AGENDA, THE BOARD WILL HAVE AN OPPORTUNITY TO APPROVE A RESOLUTION IN THE MEETING IN HONOR OF NATIONAL SCHOOL COUNSELING WEEK. I'D NOW LIKE TO INVITE LAURA ZIMMER, OUR DIRECTOR OF COUNSELING SERVICES, TO PLEASE STEP TO THE PODIUM TO RECOGNIZE SOME OF OUR OUTSTANDING COUNSELORS, MISS ZIMMER. GOOD EVENING. ALL RIGHT. SO I'M HONORED TO BE HERE TODAY TO CELEBRATE NATIONAL SCHOOL COUNSELING WEEK, BUT ALSO RECOGNIZE SOME OF OUR CAMPUSES WHO HAVE EXCELLENCE IN SCHOOL COUNSELING. BEFORE WE START THOSE AWARDS, THOUGH, I WANT TO TAKE A MOMENT AND ACKNOWLEDGE SOME SPECIAL COUNSELORS THAT ARE HERE WITH US TODAY. EVERY YEAR WE STARTED THIS ABOUT 4 OR 5 YEARS AGO WE STARTED OUR DISTRICT SCHOOL COUNSELOR THE YEAR PROCESS, WHERE OUR SCHOOL COUNSELORS ARE SELECTED BY THEIR PEERS FOR EXCELLENCE IN SCHOOL COUNSELING AND FOR IMPLEMENTING COMPREHENSIVE SCHOOL COUNSELING PROGRAMS THAT'S FOCUSED ON STUDENT ACHIEVEMENT, COLLEGE, AND CAREER READINESS. AND EVERY YEAR, I'M JUST AMAZED AT THE COUNSELORS THAT COME OUT OF THE WOODWORK AND HOW PASSIONATE THEY ARE ABOUT WHAT THEY DO. SO WE HAVE OUR FOUR DISTRICT FINALISTS WITH US TONIGHT. WE'RE NOT GOING TO PULL THEM UP AND, CELEBRATE THEM INDIVIDUALLY. RIGHT NOW. ON THURSDAY, WE HAVE OUR SCHOOL COUNSELOR OF THE WEEK, SCHOOL COUNSELOR OF THE YEAR LUNCHEON, WHERE WE'RE GOING TO ANNOUNCE OUR DISTRICT FINALIST OF THE YEAR, WHO WILL GO ON TO BE A CONTESTANT FOR OUR STATE FINALISTS FOR SCHOOL COUNSELOR OF THE YEAR. SO CAN I HAVE LAUREN TOLAR FROM MATHEWS ELEMENTARY IS OUR ELEMENTARY COUNSELOR FINALIST. [APPLAUSE] NINA YATES FROM BOWMAN MIDDLE SCHOOL IS FOR OUR MIDDLE SCHOOL COUNSELOR OF THE YEAR FINALIST. [00:15:03] AIMEE EDWARDS FROM VINES HIGH SCHOOL IS OUR HIGH SCHOOL COUNSELOR OF THE YEAR FINALIST. AND JENNIFER SPRING FROM PLANO EAST SENIOR HIGH FOR OUR SENIOR HIGH COUNSELOR OF THE YEAR FINALIST. [APPLAUSE] HEY, LAURA, CAN I INTERRUPT? AND CAN Y'ALL FOUR COME UP TO THE FRONT TOGETHER FOR A PHOTO? YEAH. THANK YOU. COME ON. [APPLAUSE] CAN YOU ANNOUNCE NAMES AGAIN? I'M SORRY WE COULDN'T HEAR YOU ANNOUNCING THE NAMES WHILE THEY WERE CLAPPING, WHICH WE'RE EXCITED ABOUT THE CLAPPING. THANK YOU. YES. SO WE HAVE LAUREN TOLAR FROM MATTHEWS ELEMENTARY. WE HAVE NINA YATES FROM BOWMAN MIDDLE SCHOOL, AIMEE EDWARDS FROM VINES HIGH SCHOOL, AND JENNIFER SPRING FROM PLANO EAST. [APPLAUSE] ALL RIGHT. AND THESE COUNCILORS REPRESENT THE VERY BEST OF OUR PROFESSION, AND WE WANT TO ACKNOWLEDGE THE IMPACT THEY HAVE ON OUR STUDENTS, OUR CAMPUSES AND JUST THE EVERYDAY FUNCTION OF THEIR CAMPUS IN THE DISTRICT. SO THANK YOU SO MUCH FOR YOUR COMMITMENT TO OUR STUDENTS AND TO PLANO ISD. WE REALLY APPRECIATE IT. AND THEN WITH THAT, I WANT TO RECOGNIZE CAMPUSES THAT HAVE DEMONSTRATED OUTSTANDING EXCELLENCE IN COMPREHENSIVE SCHOOL COUNSELING THROUGH OUR LONE STAR STATE SCHOOL COUNSELOR ASSOCIATION. THIS ASSOCIATION IS THE TEXAS AFFILIATE OF THE AMERICAN SCHOOL COUNSELOR ASSOCIATION AND SET STANDARDS, ETHICAL GUIDELINES, AND BEST PRACTICES THAT GUIDE COMPREHENSIVE SCHOOL COUNSELING PROGRAMS THAT ARE FOCUSED ON ACADEMIC ACHIEVEMENT, COLLEGE AND CAREER READINESS, AND PERSONAL DEVELOPMENT FOR ALL OF OUR STUDENTS. THESE AWARDS ARE TIERED RECOGNITIONS ALIGNED WITH STATE AND NATIONAL STANDARDS AND REFLECT DATA DRIVEN, STUDENT CENTERED AND SUSTAINABLE PRACTICES. PROGRAMS PROGRESS THROUGH BRONZE, THEN SILVER, THEN GOLD, AND THEN MOVE TO THE HIGHEST NATIONAL RECOGNITION, WHICH IS AN ASCA MODEL RECOGNIZED COUNSELING PROGRAM. EARNING THESE AWARDS REQUIRES VERY RIGOROUS DOCUMENTATION, REFLECTION, AND A CLEAR EVIDENCE OF IMPACT ON STUDENTS ACADEMICALLY AND SOCIALLY AND EMOTIONALLY, AND IT DEMONSTRATES A SIGNIFICANT DEDICATION AND SUSTAINED EFFORT IN THOSE COUNSELING PROGRAMS. THESE ACHIEVEMENTS RELY ON STRONG PARTNERSHIPS ACROSS THE CAMPUS, PARTICULARLY WITH THEIR CAMPUS ADMINISTRATORS. AND SO I WANT TO SAY THANK YOU TO THOSE CAMPUS ADMINISTRATORS THAT ARE HERE WITH US TODAY, BECAUSE WITHOUT YOU, YOUR COUNSELING PROGRAMS WOULD NOT BE AS STRONG AS THEY ARE. SO THANK YOU SO MUCH FOR YOUR PARTNERSHIP. SO TO RECOGNIZE THESE TWO PROGRAMS, FIRST, I WOULD LIKE TO RECOGNIZE PLANO WEST COUNSELING PROGRAM. IF YOU GUYS COULD COME UP. [APPLAUSE] SO PLANO WEST, THIS WAS THEIR FIRST YEAR APPLYING FOR A STATE AWARD, AND THEY SUCCESSFULLY MET THE METRICS FOR THE BRONZE AWARD. THE FIRST STEP IN THESE TIERED AWARDS WHICH SHOWS SUCCESSFUL IMPLEMENTATION OF THEIR COUNSELING PROGRAM THAT'S ALIGNED TO BOTH STATE AND NATIONAL STANDARDS. AND WHILE THEY'RE TAKING A PICTURE, CAN WE GET BILLIE JEAN AND ALSO OUR ASSOCIATE PRINCIPAL FROM PLANO WEST TO JOIN US? AND I DO WANT TO SAY ONE THING ABOUT THE SENIOR HIGH CAMPUS. WHENEVER YOU'RE DOING AWARDS LIKE THIS, IT'S NOT JUST ONE COUNSELOR. IT'S ABOUT THE ENTIRE COUNSELING PROGRAM. AND THE MORE COUNSELORS YOU HAVE, THE HARDER IT IS TO GET ALL OF YOUR DOCUMENTATION AND DATA TOGETHER. SO THE FACT THAT THE SIZE OF THEIR TEAM, THAT THEY WERE ABLE TO COME TOGETHER AND HAVE THIS COMMON GOAL OF, WE WANT THIS AWARD, WE WANT TO STRIVE FOR IT. WE WANT THIS RECOGNITION IS A HUGE TESTAMENT OF THEIR CAMPUS AND THEIR CULTURE AND HOW WELL THEY WORK TOGETHER. SO THANK YOU FOR THAT. AND THE SECOND CAMPUS I WANT TO ACKNOWLEDGE TONIGHT IS ALDRIDGE ELEMENTARY. [APPLAUSE] NGINA HARDY. NGINA IS THE COUNSELOR AT ALDRIDGE ELEMENTARY, AND THIS IS NGINA'S SECOND YEAR IN A ROW TO RECEIVE AN AWARD. LAST YEAR, SHE RECEIVED THE BRONZE AWARD. THIS YEAR SHE IS TIERED UP AND SHE HAS EARNED THE SILVER AWARD, WHICH IS REFLECTING CONSISTENT USE OF DATA, INTENTIONAL PROGRAM PLANNING AND DEMONSTRATED IMPACT ON STUDENT OUTCOMES ON HER CAMPUS. AND SO SHE HAS WORKED VERY, VERY HARD FOR THIS, AND WE HOPE THAT WE'LL BE HERE NEXT YEAR AND BE PRESENTING HER WITH THE GOLD AWARD, [00:20:04] WHICH MEANS SHE WILL BE ON TRACK FOR NATIONAL RECOGNITION. SO. SO JUST IN CONCLUSION, THESE RECOGNITIONS REALLY HIGHLIGHT THE DEDICATION OF OUR COUNSELORS AND THE COLLABORATIVE EFFORTS THEY MAKE OR THAT THEY MAKE IN A MEANINGFUL DIFFERENCE THAT THEY MAKE ON THEIR CAMPUSES. THANK YOU TO OUR COUNSELORS, OUR CAMPUS LEADERS, OUR TO OUR BOARD, TO THE CABINET. WE ARE VERY PROUD TO BE COUNSELORS IN PLANO ISD, AND WE LOOK FORWARD TO CELEBRATING THE REST OF NATIONAL SCHOOL COUNSELING WEEK. SO THANK YOU. [APPLAUSE] ALL RIGHT. THANK YOU. AND OKAY. PLEASE JOIN US IN GIVING ALL OF OUR RECIPIENTS TONIGHT ANOTHER ROUND OF APPLAUSE. [APPLAUSE] AND AS MUCH AS I LOVE THIS AMAZING ENERGY THAT SOMEHOW A COMBINATION OF SPEECH AND DEBATE, THEATER STUDENTS AND COUNSELORS ALL OF OUR HONOREES AND GUESTS, Y'ALL ARE NOW WELCOME TO LEAVE AT THIS TIME AND ENJOY THE REST OF YOUR EVENING. THANK YOU. THANK YOU. ALL RIGHT. WE WILL NOW MOVE ON TO AGENDA ITEM FOR PUBLIC COMMENT SESSION AGENDA ITEMS ONLY AT BOARD MEETINGS. THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS. AGENDA RELATED COMMENTS WILL BE HEARD AT THIS TIME. DR. FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS? PRESIDENT TYRA WE DO NOT HAVE ANY SPEAKERS REGARDING AGENDA ITEMS THIS EVENING. OKAY. THANK YOU, DR. FREEMAN. WE WILL NOW MOVE ON TO AGENDA ITEM FIVE. [5. CLOSED SESSION ] IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER THE TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSE. SECTION 551.071 AND SECTION 551.074. FOLLOWING CONSULTATION WITH LEGAL COUNSEL, THE BOARD WILL RETURN TO THE BOARDROOM FOR A LEVEL FOUR APPEAL HEARING. THEREFORE, WE WOULD ASK THAT EVERYONE PLEASE GO AHEAD AND VACATE THE BOARDROOM AT THIS TIME EXCEPT FOR THE COMPLAINANT, COMPLAINANTS REPRESENTATIVES, DISTRICT ADMINISTRATION AND OUR COURT REPORTER. THE TIME IS NOW 5:53 P.M.. THE BOARD WILL NOW RECONVENE INTO OPEN SESSION. [6. RECONVENE OPEN SESSION ] THE TIME IS 7:12 P.M.. WE WILL NOW MOVE ON TO AGENDA ITEM SEVEN, THE CONSENT AGENDA, WHICH CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL WITH NO [7. CONSENT AGENDA ] DISCUSSION. BOARD MEMBERS, ARE THERE ANY REQUESTS TO REMOVE AN ITEM FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? SEEING AND HEARING NONE. WE WILL PROCEED WITH THE APPROVAL OF THE CONSENT AGENDA. TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA. SECOND. I HAVE A MOTION BY BOARD VICE PRESIDENT NANCY HUMPHREY AND A SECOND BY BOARD PRESIDENT OR BOARD SECRETARY TARRAH LANTZ, THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. ALL RIGHT, THAT'S SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY. WITH THE APPROVAL OF THE CONSENT AGENDA, I NOW WELCOME BOARD SECRETARY TARRAH LANTZ TO READ OUR RESOLUTIONS FROM AGENDA ITEM 7.1 FOR APPROVAL OF A RESOLUTION OF THE PLANO INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. DELEGATION OF AUTHORITY DURING INCLEMENT WEATHER, CLOSURE AND ACTION AGENDA ITEM 7.15 APPROVAL OF THE 2026 2027 PLANO ATTENDANCE REVIEW BOARD. PARB GRANT NUMBER 4465304 RESOLUTION YEAR TWO OF THREE. SECRETARY LANTZ. ALL RIGHT. THANK YOU, DR. TYRA FOR AGENDA ITEM 7.14 APPROVAL OF A RESOLUTION OF THE PLANO INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES DELEGATION OF AUTHORITY DURING THE 2025 2026 ACADEMIC YEAR INCLEMENT WEATHER CLOSURES. RESOLUTION OF THE PLANO INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES REGARDING DELEGATION OF AUTHORITY DURING THE 2025 2026 ACADEMIC YEAR INCLEMENT WEATHER CLOSURES. [00:25:01] ON THE DAY OF FEBRUARY 3, 2026, THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT ADOPTED BY VOTE THE FOLLOWING FINDINGS AND RESOLUTIONS. WHEREAS THE DISTRICT RECOGNIZES THE VALUE AND BENEFIT OF ENCOURAGING ITS EMPLOYEES TO BE MODELS FOR STUDENTS IN THE DISTRICT. WHEREAS THE DISTRICT MAINTAINS THE SAFETY OF ALL STUDENTS AND STAFF IS A TOP PRIORITY OF THE DISTRICT. WHEREAS THE BOARD IS AUTHORIZED BY TEXAS EDUCATION CODE SECTION 45.105 TO EXPEND FUNDS OF PLANO INDEPENDENT SCHOOL DISTRICT HERE WILL AFTERWARDS PLANO ISD OR DISTRICT FOR PURPOSES NECESSARY IN THE CONDUCT OF THE PUBLIC SCHOOLS AS DETERMINED BY THE BOARD. WHEREAS THE BOARD ACKNOWLEDGES THAT DURING AN EMERGENCY CLOSURE, MOST DISTRICT EMPLOYEES ARE INSTRUCTED NOT TO REPORT TO WORK OR REPORT FOR WORK, AND OTHER EMPLOYEES MAY BE CALLED UPON TO PROVIDE CRITICAL OR EMERGENCY RELATED SERVICES. WHEREAS THE BOARD HAS A SUBSTANTIAL PUBLIC INTEREST IN PROTECTING THE HEALTH AND SAFETY OF ITS STUDENTS, STAFF AND COMMUNITY, AND THEREFORE DESIRES TO ENSURE THAT THE DISTRICT AND COMMUNITY ARE EQUIPPED TO THE FULLEST EXTENT POSSIBLE TO PROTECT THE HEALTH AND SAFETY OF STUDENTS, STAFF, COMMUNITY AND PUBLIC FACILITIES. WHEREAS THE BOARD SEEKS TO RETAIN ITS EMPLOYEES, MAINTAIN EQUITABLE TREATMENT OF EMPLOYEES, INCREASE MORALE, ENCOURAGE THE SAFETY OF ALL EMPLOYEES AND THEIR CHILDREN AND FAMILY MEMBERS, AND FACILITATE THE RETURN TO DUTY OF EMPLOYEES TO CLOSE BUILDINGS AND FACILITIES, AND BELIEVES THAT AN ADDITIONAL PUBLIC PURPOSE EXISTS IN DOING SO. NOW, THEREFORE, BE IT RESOLVED THAT THE BOARD FINDS A SUBSTANTIAL PUBLIC PURPOSE EXISTS, AS STATED ABOVE, IN MAKING THE FOLLOWING DELEGATIONS TO THE SUPERINTENDENT FOR THE 2025 2026 ACADEMIC YEAR. ONE, THE AUTHORITY TO IMPLEMENT THE PROVISIONS OF BOARD POLICY DEA LOCAL REGARDING PAYMENT OF EMPLOYEES DURING AN EMERGENCY CLOSURE AND TO MAKE DETERMINATIONS REGARDING THE PURPOSE AND PARAMETERS OF ANY SUCH PAYMENTS. TWO, THE AUTHORITY TO APPROVE PAYMENTS AND ENSURE THAT ACCURATE TIME RECORDS ARE KEPT OF ACTUAL HOURS WORKED DURING EMERGENCY CLOSINGS IN ACCORDANCE WITH BOARD POLICY DEA LOCAL. THREE THE AUTHORITY TO ALTER THE PLANO ISD 2025 2026 SCHOOL CALENDAR BY CHANGING AND OR ADDING SCHOOL INSTRUCTIONAL HOURS AND WORK SCHOOL DAYS, AS NECESSITATED BY ANY EMERGENCY CLOSURE OR RELATED CONCERNS, FOR THE AUTHORITY TO SEEK ANY NECESSARY WAIVERS FROM THE TEXAS EDUCATION AGENCY WITHOUT FURTHER ACTION OF THE BOARD OF TRUSTEES REGARDING MISSED INSTRUCTIONAL DAYS EMERGENCY CLOSURES, LOW ATTENDANCE, OR ANY MATTERS RELATED TO THE EMERGENCY CLOSURES AS PART OF THIS RESOLUTION. AND THE RESOLUTION FOR AGENDA ITEM 7.15 APPROVAL OF THE 2026 2027 PLANO ATTENDANCE REVIEW BOARD PARB GRANT NUMBER 4465304 RESOLUTION YEAR TWO OF THREE. RESOLUTION OF THE 2026 2027 PLANO ATTENDANCE REVIEW BOARD. WHEREAS THE PLANO ISD BOARD OF TRUSTEES FINDS IT IS FINDS IT IN THE BEST INTEREST OF THE CITIZENS OF PLANO ISD COMMUNITY THAT PLANO ISD ATTENDANCE REVIEW BOARD, OR PARB, BE OPERATED FOR THE 2026 2027. AND WHEREAS, THE PLANO ISD BOARD OF TRUSTEES AGREES TO PROVIDE APPLICABLE MATCHING FUNDS FOR THE SAID PROJECT AS REQUIRED BY THE TPW TRUANCY PREVENTION GRANT PROGRAM GRANT APPLICATION. AND WHEREAS, PLANO ISD BOARD OF TRUSTEES AGREES THAT IN THE EVENT OF LOSS OR MISUSE OF THE OFFICE OF THE GOVERNOR FUNDS, PLANO ISD BOARD OF TRUSTEES ASSURES THAT THE FUNDS WILL BE RETURNED TO THE OFFICE OF THE GOVERNOR IN FULL, WHEREAS THE PLANO ISD BOARD OF TRUSTEES DESIGNATES COURTNEY REEVES, CHIEF FINANCIAL OFFICER, AS THE GRANTEE'S AUTHORIZED OFFICIAL. THE AUTHORIZED OFFICIAL IS GIVEN THE POWER TO APPLY FOR, ACCEPT, REJECT, ALTER, OR TERMINATE THE GRANT ON BEHALF OF THE APPLICANT AGENCY. WHEREAS THE PLANO ISD BOARD OF TRUSTEES DESIGNATES ELAINE GUZMAN AS THE GRANTEE'S FINANCIAL OFFICER. THE FINANCIAL OFFICER IS GIVEN THE POWER TO SUBMIT FINANCIAL AND OR PROGRAMMATIC REPORTS, OR ALTER GRANTS ON BEHALF OF THE APPLICANT AGENCY. NOW, THEREFORE, BE IT RESOLVED THAT THE PLANO ISD BOARD OF TRUSTEES APPROVED SUBMISSION OF THE GRANT APPLICATION FOR THE PLANO ISD ATTENDANCE REVIEW BOARD PARB TO THE OFFICE OF THE GOVERNOR. THANK YOU VERY MUCH, TARRAH. I WILL NOW INVITE DR MARK LEDERER, EXECUTIVE DIRECTOR FOR SCHOOL LEADERSHIP AND INNOVATION, TO PLEASE INTRODUCE OUR NEW ADMINISTRATIVE APPOINTMENT THE CHRISTIE ELEMENTARY SCHOOL PRINCIPAL. BOARD OF TRUSTEES, SUPERINTENDENT WILLIAMS AND CABINET. [00:30:01] IT IS WITH GREAT EXCITEMENT THAT I ANNOUNCED THE NEW PRINCIPAL OF CHRISTIE ELEMENTARY, DR. LILIANA MARQUEZ. [APPLAUSE] IT GETS BETTER. DR. MARQUEZ BRINGS 16 YEARS OF EXPERIENCE IN EDUCATION, BEGINNING HER CAREER AS A BILINGUAL CLASSROOM TEACHER, SERVING STUDENTS FROM KINDERGARTEN THROUGH UPPER ELEMENTARY GRADES HERE IN PLANO ISD SHE SUPPORTED STUDENTS AS A BILINGUAL THIRD GRADE TEACHER AT BARRON ELEMENTARY, WHERE SHE BUILT A STRONG FOUNDATION IN INSTRUCTIONAL EXCELLENCE AND STUDENT CENTERED LEARNING. THROUGHOUT HER CAREER, DR. MARQUEZ HAS HAD THE OPPORTUNITY TO SERVE AS BOTH AN ASSISTANT PRINCIPAL, A PRINCIPAL, AND MOST RECENTLY AS THE DISTRICT LEADER FOR DUAL LANGUAGE AND ESL PROGRAMS IN A NEIGHBORING SCHOOL DISTRICT. THESE EXPERIENCES HAVE DEEPLY SHAPED HER INSTRUCTIONAL LENS AND LEADERSHIP APPROACH, AND HAVE WELL PREPARED HER FOR THE IMPORTANT WORK. SHE WILL BEGIN AT CHRISTIE ELEMENTARY. BORN IN COLUMBIA, SOUTH AMERICA, DR. MARQUEZ MOVED TO THE UNITED STATES 26 YEARS AGO. SHE HOLDS A DEGREE IN MEDICINE AS WELL AS A MASTER'S DEGREE IN EDUCATIONAL ADMINISTRATION, REFLECTING HER STRONG COMMITMENT TO SERVICE LEARNING AND LEADERSHIP. JOINING US TONIGHT IN SUPPORT OF DR. MARQUEZ ARE HER HUSBAND, GABRIEL, WHO JUST QUALIFIED TO RUN IN THE BOSTON MARATHON. I HAVE TO SAY THAT. [APPLAUSE] AND HER DAUGHTER LUANA, A STUDENT, A SEVENTH GRADE STUDENT AT RICE MIDDLE SCHOOL. WE ALSO WANT TO RECOGNIZE HER SON, LORENZO, AN 11TH GRADER AT PLANO WEST SENIOR HIGH SCHOOL WHO SENDS HIS SUPPORT FROM WORK THIS EVENING. CONGRATULATIONS, DR. MARQUEZ, AND WELCOME HOME TO PLANO ISD. [APPLAUSE] YEAH. THANK YOU. THANK YOU. IT'S AWESOME. WELCOME. WELCOME HOME. AND WE ARE SO EXCITED TO HAVE YOU HERE. AND THANK YOU TO YOUR FAMILY FOR JOINING US THIS EVENING. THAT CONCLUDES THE CONSENT AGENDA ITEMS. AND WE WILL NOW MOVE TO AGENDA ITEM EIGHT, WHICH IS DISCUSSION AND ACTION. THE FIRST ITEM IS 8.1. WE WILL NOW CONSIDER ITEM 8.1. [8.1 Consider and take possible action regarding Level Four grievance filed by Dr. Shelise Tillman under Board Policy DGBA (LOCAL).] CONSIDER AND TAKE ALL TAKE POSSIBLE ACTION REGARDING THE LEVEL FOUR GRIEVANCE FILED BY DR. SHELISE TILLMAN UNDER BOARD POLICY DGBA LOCAL. TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD DENY THE LEVEL FOUR GRIEVANCE FILED BY DR. SHELISE TILLMAN UNDER BOARD POLICY DGBA LOCAL. I SECOND. THANK YOU, TRUSTEES. I HAVE A MOTION MADE BY BOARD VICE PRESIDENT NANCY HUMPHREY AND A SECOND BY TRUSTEE ELISA KLEIN THAT THE BOARD OF TRUSTEES DENIES THE LEVEL FOUR GRIEVANCE FILED BY DR. SHELISE TILLMAN UNDER BOARD POLICY DGBA LOCAL. TRUSTEES IS THERE ANY FURTHER DISCUSSION? SEEING AND HEARING NONE. I WILL CALL FOR A VOTE. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY. WE WILL NOW CONSIDER ITEM 8.2. CONSIDERATION AND APPROVAL OF DEPUTY SUPERINTENDENTS, ASSISTANT SUPERINTENDENTS, [8.2 Consideration and Approval of Deputy Superintendents, Assistant Superintendents, Chief Officers, Senior Executive Directors and Executive Directors contracts for the 2026 - 2027 school year] CHIEF OFFICERS, SENIOR EXECUTIVE DIRECTORS AND EXECUTIVE DIRECTOR CONTRACTS FOR THE 2026 2027 SCHOOL YEAR. I WILL INVITE JOHNNY HILL TO PLEASE PRESENT. THANK YOU, DR. TARRAH, MEMBERS OF THE BOARD AND CABINET. THIS EVENING WE BRING BEFORE YOU THE ADMINISTRATION. WE HAVE THE SENIOR ADMINISTRATION THIS EVENING. ACCORDING TO BOARD POLICY DL LOCAL, THE BOARD ACTUALLY RETAINS THE AUTHORITY TO ACTUALLY MAKE CONTRACT APPROVALS. AND SO NEXT MONTH WE'LL BRING PRINCIPALS AND DIRECTORS. BUT THIS MONTH WE'RE TALKING ABOUT DEPUTY SUPERINTENDENTS, ASSISTANT SUPERINTENDENTS CHIEF OFFICERS AND SENIOR EXECUTIVE DIRECTORS. THANK YOU. WE WILL NOW CONSIDER THE APPROVAL OF DEPUTY SUPERINTENDENTS, ASSISTANT SUPERINTENDENTS, CHIEF OFFICER, SENIOR EXECUTIVE DIRECTORS AND EXECUTIVE DIRECTOR CONTRACTS FOR THE 2026 2027 SCHOOL YEAR. TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD APPROVES THE DEPUTY SUPERINTENDENTS, ASSISTANT SUPERINTENDENTS, CHIEF OFFICERS, SENIOR EXECUTIVE DIRECTORS AND EXECUTIVE DIRECTOR CONTRACTS FOR THE 2026 2027 SCHOOL YEAR. SECOND. THANK YOU. I HAVE A MOTION BY BOARD SECRETARY TARRAH LANTZ AND A SECOND BY TRUSTEE SAM JOHNSON THAT THE BOARD OF TRUSTEES APPROVES DEPUTY SUPERINTENDENTS, ASSISTANT SUPERINTENDENTS, CHIEF OFFICER, SENIOR EXECUTIVE DIRECTORS AND EXECUTIVE DIRECTOR CONTRACTS FOR THE 2026 2027 SCHOOL YEAR. TRUSTEES IS THERE ANY FURTHER DISCUSSION? I JUST WANT TO SAY I HOPE, I'M SO GLAD TO SEE THAT EVERYONE IS STAYING, [00:35:05] BECAUSE I THINK WE HAVE AN INCREDIBLY GREAT ADMINISTRATIVE TEAM. SO THANK YOU ALL AND I'M VERY HAPPY TO VOTE FOR THIS. ALL RIGHT. I'LL JUST I'LL ECHO THAT. I'LL NO MORE DISCUSSION. OKAY. SEEING AND HEARING NONE. WE'LL CALL FOR A VOTE. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY. WE WILL NOW CONSIDER ITEM 8.3 ADOPTION OF A RESOLUTION DESIGNATING FEBRUARY 2ND [8.3 Adoption of a Resolution Designating February 2-6, 2026, as National School Counseling Week in Plano Independent School District] THROUGH 6TH TO 2026 AS NATIONAL SCHOOL COUNSELING WEEK IN PLANO INDEPENDENT SCHOOL DISTRICT. I INVITE IVAN CANTU, ASSISTANT SUPERINTENDENT FOR STRATEGY AND INNOVATION, TO PLEASE PRESENT. IVAN. THANK YOU, PRESIDENT TYRA BOARD OF TRUSTEES. EVERY FEBRUARY, PLANO ISD IS PROUD TO RECOGNIZE NATIONAL SCHOOL COUNSELING WEEK, AND TO TAKE THE OPPORTUNITY TO THANK AND CELEBRATE SOME OF OUR DISTRICT'S HARDEST WORKING AND MOST DESERVING STAFF MEMBERS. EARLIER THIS EVENING, WE RECOGNIZED SEVERAL OF OUR SCHOOL COUNSELORS, AND IT WAS A POWERFUL REMINDER OF THE IMPACT THEY HAVE ACROSS OUR CAMPUSES. OUR SCHOOL COUNSELORS, OUR TRUSTED LISTENERS, PROBLEM SOLVERS AND ADVOCATES SUPPORTING STUDENTS ACADEMIC GROWTH, COLLEGE AND CAREER READINESS, AND THEIR PERSONAL DEVELOPMENT, OFTEN BEHIND THE SCENES AND AT THE MOMENTS WHEN STUDENTS NEED THEM THE MOST. MANY THANKS TO OUR COUNSELORS FOR THEIR DEDICATION, COMPASSION, AND COMMITMENT TO STUDENTS. AS WE RECOGNIZE THEM AND NATIONAL SCHOOL COUNSELING WEEK ACROSS PLANO ISD. THANK YOU. THANK YOU. IVAN. I WILL NOW ASK BOARD SECRETARY TARRAH LANTZ TO PLEASE READ THE RESOLUTION. ALL RIGHT. RESOLUTION OF THE PLANO ISD BOARD OF TRUSTEES, NATIONAL SCHOOL COUNSELING WEEK, FEBRUARY 2ND THROUGH SIXTH, 2026. WHEREAS FEBRUARY 2ND THROUGH THE SIXTH, 2026 IS RECOGNIZED AS NATIONAL SCHOOL COUNSELING WEEK IN COORDINATION WITH THE AMERICAN SCHOOL COUNSELOR ASSOCIATION, HONORING THE ESSENTIAL ROLE SCHOOL COUNSELORS PLAY IN SUPPORTING STUDENT SUCCESS ACROSS THE UNITED STATES. AND WHEREAS SCHOOL COUNSELORS ARE EMPLOYED IN PLANO INDEPENDENT SCHOOL DISTRICT TO HELP STUDENTS ACTIVATE THEIR UNIQUE POTENTIAL. AND WHEREAS PLANO ISD SCHOOL COUNSELORS ARE ACTIVELY COMMITTED TO HELPING STUDENTS EXPLORE THEIR ABILITIES, STRENGTHS, INTERESTS, AND TALENTS AS THESE TRAITS RELATE TO CAREER AWARENESS AND DEVELOPMENT. AND WHEREAS SCHOOL COUNSELORS HELP FAMILIES FOCUS ON WAYS TO FURTHER THE ACADEMIC CAREER AND PERSONAL GROWTH AND DEVELOPMENT OF THEIR CHILDREN. AND WHEREAS PLANO ISD SCHOOL COUNSELORS WORK WITH TEACHERS AND OTHER EDUCATORS TO HELP STUDENTS EXPLORE THEIR POTENTIAL AND SET REALISTIC GOALS FOR THEMSELVES. AND WHEREAS SCHOOL COUNSELORS SEEK TO IDENTIFY AND UTILIZE COMMUNITY RESOURCES THAT CAN ENHANCE AND COMPLEMENT COMPREHENSIVE SCHOOL COUNSELING PROGRAMS AND HELP STUDENTS BECOME PRODUCTIVE MEMBERS OF SOCIETY. AND WHEREAS, COMPREHENSIVE SCHOOL COUNSELING PROGRAMS ARE CONSIDERED AN INTEGRAL PART OF THE EDUCATIONAL PROCESS THAT ENABLES ALL STUDENTS TO ACHIEVE SUCCESS IN PLANO ISD. NOW, THEREFORE, BE IT RESOLVED THAT THE PLANO ISD BOARD OF TRUSTEES HEREBY ONE DESIGNATES FEBRUARY 2ND THROUGH THE SIXTH, 2026 AS NATIONAL SCHOOL COUNSELING WEEK IN PLANO INDEPENDENT SCHOOL DISTRICT, AND TWO EXPRESSES ITS SINCERE APPRECIATION AND GRATITUDE TO ALL PLANO ISD SCHOOL COUNSELORS FOR THEIR DEDICATED SERVICE AND TIRELESS PURSUIT OF SUCCESS FOR EVERY STUDENT, AND THREE ENCOURAGES ALL MEMBERS OF THE SCHOOL COMMUNITY TO OBSERVE THIS WEEK WITH APPROPRIATE ACTIVITIES AND PROGRAMS THAT RECOGNIZE THE SIGNIFICANT CONTRIBUTIONS OF SCHOOL COUNSELORS. THANK YOU TARRAH. WE WILL NOW CONSIDER THE ITEM 8.3 ADOPTION OF A RESOLUTION DESIGNATING FEBRUARY 2ND THROUGH 6TH, 2026, AS NATIONAL SCHOOL COUNSELING WEEK IN PLANO INDEPENDENT SCHOOL DISTRICT. TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD ADOPTS A RESOLUTION DESIGNATING FEBRUARY 2ND THROUGH 6TH, 2026, AS NATIONAL SCHOOL COUNSELORS WEEK IN PLANO INDEPENDENT SCHOOL DISTRICT. SECOND. THANK YOU. TRUSTEES, I HAVE A MOTION BY TRUSTEE KATHERINE GOODWIN AND A SECOND BY BOARD SECRETARY, TARRAH LANTZ, THAT THE BOARD OF TRUSTEES ADOPTS A RESOLUTION DESIGNATING FEBRUARY 2ND THROUGH 6TH, 2026, AS NATIONAL SCHOOL COUNSELING WEEK IN PLANO INDEPENDENT SCHOOL DISTRICT. TRUSTEES IS THERE ANY FURTHER DISCUSSION? I'D LIKE TO JUST SAY AS AS ALONG THE SAME LINES AS WHAT CHAIR WAS SAYING ABOUT OUR RE APPROVING THE CONTRACTS OF OUR ADMINISTRATORS. I'M SO PROUD OF YOU GUYS AND PLANO ISD. SO Y'ALL DESERVE YOUR WEEK OF CELEBRATION. I'LL JUMP ON THAT TRAIN REAL QUICK AND JUST TO DISCLOSE MY BIAS. MY WIFE IS A FORMER ELEMENTARY SCHOOL COUNSELOR. I KNOW I'VE MENTIONED THAT UP HERE A NUMBER OF TIMES. BUT I'M REALLY GLAD TO SEE THIS. IT'S SO IMPORTANT WE RECOGNIZE ALL OF OUR EDUCATORS BECAUSE IT'S ALL OF YOU ARE UNSUNG HEROES, [00:40:09] BUT OUR COUNSELORS ESPECIALLY HELP CARRY THAT WEIGHT. WHEN OUR STUDENTS NEED HELP, THEY'RE THERE TO GIVE A HUG OR GIVE A SMILE GUIDING THROUGH CHOOSING YOUR COURSES AS YOU MOVE ALONG THROUGH THE DISTRICT, AND ALSO THE OFTEN THANKLESS WORK OF HELPING MAKE SURE OUR STUDENTS DEVELOP INTO GREAT CITIZENS AS THEY MAKE THEIR WAY THROUGH THE DISTRICT. AND THAT IS BOTH NOT AN EASY TASK INHERENTLY. AND I KNOW THAT THERE ARE CERTAINLY MEMBERS IN OUR COMMUNITY AND EVEN FAMILIES WHO DON'T APPRECIATE THAT WORK. AND SO I JUST WANT OUR COUNSELORS TO KNOW THAT YOU ARE APPRECIATED. WE DO RESPECT THE WORK THAT YOU'RE DOING AND THE THINGS YOU'RE TRYING TO ACCOMPLISH, AND THAT IS WIDELY TRUE THROUGHOUT OUR COMMUNITY. AND YOU HAVE AT LEAST ONE, I SUSPECT, MANY SCHOOL BOARD MEMBERS UP HERE WHO ARE GRATEFUL THAT YOU ALL SHOW UP FOR WORK EVERY SINGLE DAY. THANK YOU. I JUST HAVE A QUICK COMMENT. YOU KNOW, ECHOING WHAT EVERYONE HAS SAID HERE AND HAVING A SENIOR AND EVERYTHING THAT THE COUNSELOR HAS TO GO THROUGH IN ASSISTING ALL OF THOSE SENIORS. THANK YOU FOR WHAT YOU DO. WE COULD NOT THOSE KIDS COULD NOT DO IT WITHOUT YOU. AND I AM JUST SO PROUD TO HAVE THE AMAZING COUNSELOR THAT WE HAVE AT THE ACADEMY. SO THANK YOU ALL AND I APPRECIATE YOU. I'M GOING TO GO AHEAD AND JUMP IN. I JUST WANT TO THANK ALL OF OUR COUNSELORS AND PLANO ISD. TRULY, THEY'RE THE HEART AND SOUL OF OUR SCHOOLS AND THE WORK WITH OUR STUDENTS. THERE WERE SO MANY HATS, FROM TEACHING GUIDANCE LESSONS IN THE CLASSROOMS TO PREPARING AND GUIDING STUDENTS THROUGH PICKING THEIR COURSES EVERY YEAR. PREPARING FOR THEIR COLLEGE APPLICATIONS. AND THEN WE KNOW THAT THEY ARE READY, AND THEY JUMP IN WHEN THERE'S A STUDENT IN CRISIS AND NEEDS EXTRA SUPPORT. AND I'M JUST SO GRATEFUL FOR THE MANY HATS THAT THEY WEAR THE HEART AND THEY BRING TO THEIR WORK EACH AND EVERY DAY. AND IT'S NOT JUST AT OUR CAMPUS LEVEL EITHER. WE HAVE GREAT LEADERSHIP AT THE DISTRICT LEVEL THAT GUIDE OUR COUNSELORS AND ARE THERE TO SUPPORT THEM DAY IN AND DAY OUT. AND SO I WANT TO THANK OUR LEADERSHIP, OUR GUIDANCE AND COUNSELING LEADERSHIP TEAM, AS WELL AS ALL OF OUR SCHOOL COUNSELORS FOR LOVING OUR KIDS AND TAKING CARE OF OUR KIDS IN SO MANY WAYS. THANK YOU. I'M JUST GOING TO JUMP IN REAL QUICK. I WAS SO EXCITED TO SEE MY KIDS COUNSELOR AND MY KIDS GRADUATED 2014 AND 2016 FROM PLANO EAST. SHE'S ONE OF THE TOP FOUR FINALISTS IN THE DISTRICT. THAT IS A COMMITMENT THAT SHE'S BEEN HERE AND SHE WAS THERE BEFORE MY KIDS WERE IN PLANO EAST, SO KUDOS TO HER AND THE LONGEVITY AND KUDOS TO ALL THE COUNSELORS IN THIS DISTRICT, BECAUSE I KNOW HOW HARD THEY WORK. AND UNFORTUNATELY, NOT EVERYBODY SEES THE WORK THEY DO. SO WE REALLY, TRULY APPRECIATE OUR COUNSELORS. ALL RIGHT. THANK YOU, TRUSTEES I'LL ECHO EVERYONE'S GREAT GRACIOUS COMMENTS. NOT A SINGLE ONE OF THOSE COUNSELORS LOOKED OVER THE AGE OF 30. NANCY. SO I'M NOT SURE WHICH ONE YOU'RE TALKING ABOUT, BUT SHE'S AMAZINGLY YOUNG LOOKING. YEP, YEP. OKAY I'M GOING TO REPEAT THIS MOTION. I HAVE A MOTION BY TRUSTEE KATHERINE GOODWIN AND A SECOND BY BOARD SECRETARY TARRAH LANTZ OF THE BOARD OF TRUSTEES ADOPTS A RESOLUTION DESIGNATING FEBRUARY 2ND TO 6TH, 2026 IS NATIONAL SCHOOL COUNSELING WEEK IN PLANO INDEPENDENT SCHOOL DISTRICT TRUSTEES. ALL THOSE IN FAVOR, WILL YOU PLEASE RAISE YOUR HAND? THANK YOU. THAT'S SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY, AND THIS WILL CONCLUDE THE DISCUSSION AND ACTION FOR THIS EVENING. WE WILL NOW MOVE TO THE REPORT SECTION OF THIS MEETING. [9.1 2027 - 2028 Academic Calendar for Review] WE WILL BEGIN WITH AGENDA ITEM 9.1 2027 2028 ACADEMIC CALENDAR FOR REVIEW. I WILL INVITE LESLEY RANGE STANTON TO PLEASE PRESENT. THANK YOU. AND GOOD EVENING, PRESIDENT DR. TYRA, DR. WILLIAMS AND BOARD AND CABINET. I'M SORRY, I NEED TO GET. THERE'S NO STUFF UP HERE. SORRY. OKAY. HOLD ON. THERE WE GO. LET'S GO BACK. WE HAVE BEEN WORKING ON PLANNING THE ACADEMIC CALENDAR FOR, BELIEVE IT OR NOT, 2027, 2028, SINCE SEPTEMBER OF THIS SCHOOL YEAR. AND WE STILL DON'T HAVE A FINAL, FINAL CALENDAR. WE'VE BEEN GETTING A LOT OF GOOD FEEDBACK THIS YEAR. [00:45:03] I KNOW THAT TRUSTEE KLEIN WAS ABLE TO HEAR WHEN I PRESENTED TO PTA. PTA HAD GREAT FEEDBACK. WE'VE ALSO GOTTEN FEEDBACK FROM AS EARLY AS SEPTEMBER FROM CABINET, FROM OUR PROFESSIONAL OUR PLANO LEADERSHIP EXECUTIVE COMMITTEE. THE OUR PRINCIPALS ON JANUARY 14TH HAD SOME REALLY GREAT IDEAS. COUNCIL PTA IS ON JANUARY 22ND. LAST NIGHT I MET WITH DBIC AND OUR TEACHER LEADER COUNCIL AND OUR SUPERINTENDENT STUDENT ADVISORY COUNCIL WILL HEAR FROM US NEXT WEEK. SO WE HAVE SOME EARLY DRAFTS OF THE CALENDAR FOR THIS PRESENTATION. WE WILL COME BACK IN MARCH WITH SOME FINAL DRAFTS AND SEEK YOUR APPROVAL. THAT IS THE TIMELINE. SO WE'RE GOING TO DO THE REPORT TONIGHT. AND THEN IN MARCH, WE WOULD HOPE TO RECEIVE FINAL APPROVAL FOR 2027 2028. AGAIN, IT'S HARD TO BELIEVE THAT WE'RE THINKING THAT FAR AHEAD RIGHT NOW, BUT WE'RE TRYING TO STAY TO TWO YEARS AHEAD. GUIDING PRINCIPLES. AND I KNOW THAT YOU ALL HEAR THIS EVERY YEAR WE HAVE TWO NEW MEMBERS, SO MAYBE THIS WON'T BE TOO REPETITIVE TO YOU GUYS YET, BUT OUR LENGTH OF THE REQUIRED SCHOOL DAY THE INSTRUCTIONAL MINUTES THAT ADD UP FOR THE DAY NEED TO BE 75,600 MINUTES. WE WANT OUR CALENDAR TO BE STUDENT FOCUSED. WE WANT TO BALANCE THE SEMESTERS AS POSSIBLE, BUT WE ARE ALWAYS GOING TO GIVE CONSIDERATION TO ALL THE TESTING THAT HAPPENS IN THE SPRING. THE DISTRICT EXAM TESTING CALENDAR IS SOMETHING ELSE TO CONSIDER, AND THERE'S SOME NEW LEGISLATION THAT MAKES IT A LITTLE TRICKY FOR 2027 AND 28 THAT I'M LEARNING. AND THEN THERE'S THE EXTENDED EXTENDED PLANNING FOR OR PLC TIME FOR OUR TEACHERS. THEN OF COURSE, WHEN GRADUATION FALLS AFTER THE END OF THE SCHOOL YEAR IS AN IMPORTANT CONSIDERATION. WE ALSO LOOK AT STUDENT ACTIVITIES, OVERALL COMMUNITY PREFERENCES, THAT HISTORICAL DATA THAT WE HEAR YEAR AFTER YEAR. WE WANT TO ALIGN WITH OUR DUAL CREDIT OR HIGHER EDUCATION PARTNERS. THE PLACEMENT AND DURATION OF BREAKS IS IMPORTANT. MORE RECENTLY AND IN RECENT YEARS, WE'VE ADDED THE NOVEMBER ELECTION DAY AS A DAY THAT WE ARE CLOSE TO STUDENTS IN ORDER BECAUSE SO MANY OF OUR SCHOOLS ARE USED AS POLLING PLACES. WE LOOK AT ALIGNMENT WITH OUR NEIGHBORING SCHOOL DISTRICTS AND THEN FLEXIBILITY OF INSTRUCTIONAL MINUTES IS IMPORTANT. AND SO WE HAVE ABOUT THREE WE HAVE THREE DRAFTS IN THIS VERSION FOR YOU GUYS. AND WE HAVE MASSAGED IT EVEN MORE SINCE WE GOT FEEDBACK LAST NIGHT AND A LITTLE WHILE AGO. WE KEEP MAKING SOME EDITS, BUT WE WANT YOU TO TAKE A LOOK AT WHAT WE'RE LOOKING AT RIGHT NOW. SO IF YOU LOOK AT DRAFT ONE AND DRAFT ONE B, THESE TWO ARE VERY, VERY SIMILAR IN NATURE. THEY BOTH START ON A WEDNESDAY AND ONE ENDS ON A WEDNESDAY, ONE ENDS ON A TUESDAY. BUT WE WERE TRYING TO SEE WHAT A CALENDAR LOOKED LIKE STARTING ON WEDNESDAY, GOING BACK TO THAT MIDWEEK START THAT EVERYBODY LIKES. WE'VE BEEN STARTING ON TUESDAY FOR THE PAST FEW YEARS. THIS IS WHAT A WEDNESDAY START MIGHT LOOK LIKE. AND THEN DRAFT TWO IS THE CALENDAR. IF WE TOOK THE CALENDAR THAT WE'RE SITTING IN RIGHT NOW AND LIFTED IT UP AND PUT IT ON 2027, 2028, THAT WOULD BE THIS CALENDAR. SO WE ARE PLAYING AROUND WITH PUSHING THE START TO WEDNESDAY AS OPPOSED TO TUESDAY AND SEEING WHAT THAT MIGHT LOOK LIKE. SO JUST DOING A SIDE BY SIDE COMPARISON. WE'RE LOOKING AT THE FIRST DAY OF SCHOOL BEING ALTERED SLIGHTLY BY ACROSS THE DRAFTS. SO AUGUST 4TH, FIRST IS AUGUST 3RD FOR STAFF, AND THEN AUGUST 11TH VERSUS AUGUST 10TH FOR STUDENTS. THE FALL BREAK LOOKS SIMILAR ACROSS CALENDARS. ONE PIECE OF FEEDBACK THAT WE GOT FROM PRINCIPALS. THEY FELT VERY STRONGLY ABOUT STAFF BEING ABLE TO HAVE THE FULL WEEK OFF FOR FALL BREAK. SO WE ARE EXPLORING OPTIONS RIGHT NOW TO SEE WHAT THAT MIGHT LOOK LIKE. WINTER BREAK ALTERS A LITTLE BIT ACROSS THE CALENDARS. SPRING BREAK REMAINS THE 13TH THROUGH 17TH. THAT'S CONSISTENT WITH OUR NEIGHBORS. AND THEN WHETHER OR NOT WE HAVE A WORK DAY ON THE FOLLOWING DAY, THAT'S THE DIFFERENCE THAT YOU SEE IN DRAFT CALENDAR ONE B. OUR APRIL TIME OFF, THERE'S A SLIGHT VARIATION THERE. AND THEN THE LAST DAY OF SCHOOL, THE SIGNIFICANT DIFFERENCE IS IF YOU PICK UP THIS CALENDAR, PUT IT DOWN. FRIDAY, MARCH 19TH WOULD BE OUR LAST DAY OF SCHOOL COMPARED TO THESE OTHER DATES. BUT THE OTHER DATES THE MID WEEK ENDING GOES WITH THE LATER MID WEEK START. BUT ALSO IF WE WERE GOING TO LOOK AT TAKING THAT FULL FALL BREAK FOR TEACHERS TO HAVE OFF. SO THAT FRIDAY, MAY 19TH BECOMES A LITTLE LESS ATTAINABLE WHEN WE'RE LOOKING AT THOSE OPTIONS. SO THAT IS WHERE WE ARE IN OUR PLANNING. WE ARE GETTING LOTS OF FEEDBACK RIGHT NOW. [00:50:03] AND LIKE I ALWAYS SAY, I AM READY TO HEAR AND LISTEN TO YOUR FEEDBACK AS WELL OR ANSWER ANY QUESTIONS. THANK YOU, LESLEY, FOR THAT PRESENTATION. TRUSTEES, THIS IS A REPORT. SO QUESTIONS COMMENTS, HOT SPORTS OPINIONS. OH I JUST HAVE A QUICK QUESTION. MEMORIAL DAY IS LATER. IT'S MAY. SO WHATEVER THAT FRIDAY THE 26TH WOULD BE NORMALLY WHEN WE WOULD IN SCHOOL. SO WHAT FEEDBACK WERE YOU GETTING ABOUT GETTING OFF THAT WEEK BEFORE. WELL, I THINK THAT THAT GIVES US THAT LEEWAY TO HAVE MAYBE A LITTLE BIT LATER START AND LOOK AT THAT FALL BREAK SO THAT WE HAVE THAT MIDWEEK. THE FEEDBACK THAT I GOT FROM PARENTS IS THEY LOVE FRIDAY AND DATES BECAUSE CAMPS START ON MONDAY. BUT IF YOU LOOK AT IT OPTIMISTICALLY, YOU CAN SAY YOU GET A FEW DAYS HEAD START ON CAMP BEFORE, YOU KNOW, BEFORE CAMP STARTS, IF WE END UP A LITTLE BIT LATER. SO THAT'S THE FEEDBACK ABOUT THE MIDWEEK ENDING THAT WE'VE GOTTEN. MOSTLY PARENTS OUR STAFF DOES NOT BALK AT THAT, AND I CAN'T WAIT TO HEAR WHAT THE KIDS SAY NEXT WEEK. THAT'S ALWAYS MY FAVORITE FEEDBACK. I HAVE A QUESTION IF I COULD ON CALENDAR DRAFT TWO WINTER BREAK LOOKS A LITTLE BIT SHORTER THAN IN CALENDAR DRAFT ONE. AND WAIT A MINUTE, DRAFT ONE AND ONE B IS THAT CORRECT? THAT IS CORRECT. SO THAT HAS THE DRAFT ONE VERSION HAS ONE DAY OFF AFTER THE END OF THE BREAK FOR EVERYONE, STAFF AND STUDENTS, AND THE FOURTH AS THE WORKDAY FOR STAFF IN ORDER TO ENDING ON THE 19TH DOES CONDENSE THE CALENDAR A LITTLE BIT. SO WE'RE NOT SEEING THAT EXTRA DAY OFF AFTER THE BREAK FOR DRAFT TWO. OKAY. THANK YOU. QUESTION. IF OUR TEACHERS HAVE EXPRESSED A STRONG PREFERENCE OF THEM RETURNING ON THE THIRD OR THE FOURTH VERSUS THE 4TH OF JANUARY? LIKE THAT EXTRA DAY AFTER NEW YEAR'S WEEKEND? JUST TO I KNOW THAT THEY WOULD PREFER AS MUCH TIME AS POSSIBLE, BUT THEY HAVE ALSO SAID THAT COMING BACK WITH NO KIDS IS STILL AN OPPORTUNITY TO COLLECT AND REGROUP. SO I THINK THAT THEY ARE THEY'RE VERY FLEXIBLE, BUT I THINK THAT EVERYBODY WOULD ENJOY ONE EXTRA DAY AROUND THE HOLIDAYS. THANKS. I'M NOT SURE IF THIS IS A LESLEY QUESTION OR IS LESLEY PLUS LISA QUESTION OR PLUS SELENDA QUESTION? HOW DOES THE FINAL DAY, WHETHER IT'S TUESDAY, WEDNESDAY, OR FRIDAY, IMPACT LIKE FINAL EXAM SCHEDULE WOULD THE FINAL EXAM STILL BE MONDAY THROUGH THURSDAY OR MONDAY THROUGH FRIDAY. AND THEN WE'VE GOT A COUPLE EXTRA BONUS DAYS. OR HOW DOES THAT WORK? MOSTLY WELL, I'LL LET LISA ANSWER, BUT YEAH, TYPICALLY IF IT WE END MIDWEEK WE WOULD DIVIDE AND WE WOULD WE MIGHT HAVE A FEW FINAL EXAMS BEFORE THE WEEKEND AND A FEW AFTER THE WEEKEND. AND DEPENDING ON WHO YOU ASK, SOME KIDS LIKE THAT BECAUSE THEY'RE NOT TRYING TO PLAN FOR ALL FINALS IN WITHOUT HAVING A BREAK A LITTLE BIT. SO THAT'S USUALLY WHAT WOULD HAPPEN. SO IT SOUNDS LIKE THAT'S SOMETHING TO REALLY EMPHASIZE WITH THE STUDENT GROUP AND AND GET SOME FEEDBACK THERE. YES. AND WE GOT A LITTLE BIT OF FEEDBACK FROM WITH DBIC. WE HAD SOME TEACHERS IN THAT GROUP AND PRINCIPALS, AND THEY SAW A VERSION, A COUPLE OF VERSIONS WHERE WE END ON A TUESDAY AND A WEDNESDAY, AND THEY SEEMED REALLY OKAY WITH THAT. AND WE HAVE PARENTS ON DBIC TWO PARENTS THAT ARE APPOINTED. AND THEN WHAT ABOUT COUNCIL OF PTAS? WHAT DID THEY EXPRESS STRONG OPINION ON THE FRIDAY, TUESDAY, WEDNESDAY ENDING? THEY ARE THE ONES WHO SAID THEY PREFERRED FRIDAY BECAUSE DURING THE YOU KNOW, IF IT'S TWO WEEKS, IT'S CAMP. SO IT WAS ABOUT WHEN CAMP STARTED AND WHEN THEY COULD GET THEIR KIDS TO CAMP. GREAT. TRUSTEES ANY OTHER DISCUSSION? ALL RIGHT. THANK YOU, LESLEY. WE APPRECIATE IT. OKAY. THANK YOU. ALL RIGHT, MOVING ON. OUR NEXT REPORT IS AGENDA ITEM 9.2 VIRTUAL ACADEMY PROGRAM. [9.2 Virtual Academy Program] I WILL INVITE DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT SUCCESS, TO PLEASE PRESENT COURTNEY. THANK YOU. PRESIDENT TYRA AND BOARD AND CABINET. I'M GOING TO ASK THAT OUR DIRECTOR FOR EXPANDED LEARNING, STACY SINGLETON. PLEASE COME. AND HE'LL WALK US THROUGH OUR SHORT PRESENTATION. A WONDERFUL, EXCITING OPPORTUNITY FOR VIRTUAL LEARNING IN PLANO ISD. STACY. THANK YOU, DR. GOBER. ALL RIGHT. GOOD EVENING. PRESIDENT TYRA. WELL, DR. WILLIAMS, IN YOUR ABSENCE, BOARD OF TRUSTEES AND CABINET. [00:55:05] TONIGHT WE'RE SHARING AN OVERVIEW OF PLANO ISD'S PROPOSAL. PROPOSED VIRTUAL AND HYBRID LEARNING ACADEMY. THIS INITIATIVE IS DESIGNED TO EXPAND HIGH QUALITY, FLEXIBLE LEARNING OPTIONS FOR STUDENTS WHILE REMAINING FULLY ALIGNED WITH STATE LAW, DISTRICT EXPECTATIONS, AND OUR COMMITMENT TO STUDENT SUCCESS. TEXAS SENATE BILL 569 CREATED STATE LAW AROUND VIRTUAL AND HYBRID LEARNING. IT ALLOWS DISTRICTS TO OFFER INDIVIDUAL, INDIVIDUAL VIRTUAL COURSES, HYBRID COURSES, AND FULL TIME VIRTUAL OR HYBRID PROGRAMS. IMPORTANTLY, STUDENTS ENROLLED IN THESE MODELS COUNT TOWARDS STATE FUNDING UNDER UPDATED ATTENDANCE AND ACCOUNTABILITY RULES. STUDENTS ALSO REMAIN ELIGIBLE FOR EXTRACURRICULAR ACTIVITIES, INCLUDING UIL, WHICH IS OFTEN A MAJOR CONCERN FOR FAMILIES. AND JUST AS IMPORTANT, THE BILL INCLUDES TEACHER PROTECTIONS. TEACHERS ARE NOT REQUIRED TO TEACH IN PERSON AND ONLINE STUDENTS SIMULTANEOUSLY. WE ARE ESSENTIALLY PROPOSING TWO INSTRUCTIONAL MODELS IN PLANO ISD. TEA HAS OUTLINED A FEW DIFFERENT OPTIONS FOR VIRTUAL AND HYBRID MODELS. THERE IS A CAMPUS OPTION AND A PROGRAM OPTION. AS A DISTRICT, WE'RE PLANNING TO PURSUE THE PROGRAM OPTION. THIS ALLOWS US TO HOUSE OUR VIRTUAL AND HYBRID PROGRAMS AT OUR HIGH SCHOOL AND SENIOR HIGH CAMPUSES, WHILE STILL KEEPING STUDENTS CONNECTED TO THEIR HOME CAMPUS. THE FULL VIRTUAL MODEL IS DELIVERED IN AN ADAPTIVE ONLINE ENVIRONMENT. STUDENTS TAKE PRESCRIBED COURSES NEEDED FOR GRADUATION AND FOLLOW A STRUCTURED DAILY SCHEDULE WITH PROGRESS MONITORING AND SUPPORT SYSTEMS. STUDENTS ARE REQUIRED TO LOG IN AND ACTIVELY WORK FOR A MINIMUM NUMBER OF HOURS. THE HYBRID MODEL BLENDS FLEXIBILITY WITH FACE TO FACE ENGAGEMENT. STUDENTS ATTEND ALL IN-PERSON COURSES ON THEIR HOME CAMPUS AND TAKE ADDITIONAL COURSES ONLINE. AND TO BE CLEAR, THIS IS NOT A SINGLE COURSE TAUGHT PARTLY ONLINE AND PARTLY IN PERSON. IT'S A COMBINATION OF FULLY ONLINE COURSES AND FULLY IN-PERSON COURSES. SO THE QUESTION WHY NOW? FAMILIES ARE INCREASINGLY SEEKING FLEXIBLE, HIGH QUALITY LEARNING ENVIRONMENTS. THESE REQUESTS ARE OFTEN DRIVEN BY MEDICAL NEEDS, MENTAL HEALTH CONSIDERATIONS, COMPETITIVE ATHLETICS, FINE ARTS, OR OTHER PERSONAL CIRCUMSTANCES. BY OFFERING DISTRICT MANAGED VIRTUAL AND HYBRID OPTIONS, PLANO ISD CAN MEET FAMILIES WHERE THEY ARE, PROVIDE MODERN PATHWAYS TO GRADUATION, AND MOST IMPORTANTLY, KEEP STUDENTS CONNECTED TO PLANO ISD CAMPUSES, TEACHERS, AND EXTRACURRICULAR OPPORTUNITIES. THIS WORK DIRECTLY ALIGNS WITH OUR COMMITMENT TO EXCELLENCE, CARING, AND STUDENT CENTERED LEARNING. IT'S IMPORTANT TO EMPHASIZE THAT THESE ARE NOT CREDIT RECOVERY PROGRAMS. PLANO ISD ALREADY OFFERS ONLINE CREDIT RECOVERY THROUGH ILEAP. THESE PROGRAMS ARE GOING TO BE DESIGNED FOR STUDENTS WHO ARE ON TRACK FOR GRADUATION, CAN WORK INDEPENDENTLY, AND WOULD BENEFIT FROM A FLEXIBLE INSTRUCTIONAL MODEL. THIS IS ABOUT PROACTIVE CHOICE AND NOT REMEDIATION. THIS PROGRAM WILL BE OPEN TO STUDENTS IN GRADES NINE THROUGH 12 WHO ARE PASSING STAAR EXAMS, DEMONSTRATE GOOD ATTENDANCE, AND HAVE NO TECHNOLOGY OR OTHER DISCIPLINE INFRACTIONS. STUDENTS MUST BE INDEPENDENT LEARNERS FOR STUDENTS RECEIVING SPECIAL EDUCATION OR LANGUAGE SERVICES, AND ARD OR LPAC APPROVAL WILL BE REQUIRED TO ENSURE THIS SETTING IS APPROPRIATE. VIRTUAL PROGRAMS WILL BE HOSTED AT EACH PLANO ISD HIGH SCHOOL AND SENIOR HIGH CAMPUS STUDENTS REMAIN FULLY CONNECTED TO THEIR HOME CAMPUS FOR SUPPORT, ACCOUNTABILITY, AND EXTRACURRICULAR INVOLVEMENT. TO ENSURE STUDENT SUCCESS PARTICIPATION INCLUDES AN APPLICATION PROCESS WITH CLEARLY DEFINED ELIGIBILITY CRITERIA. WE WILL REVIEW ACADEMIC HISTORY, ATTENDANCE, AND DISCIPLINE AND REQUIRE A PARENT OR GUARDIAN COMMITMENT. THIS PROCESS ENSURES STUDENTS ARE WELL MATCHED TO THE LEARNING ENVIRONMENT AND SUPPORTED FROM THE VERY BEGINNING, WHICH WILL BE CRITICAL FOR LONG TERM SUCCESS IN A VIRTUAL AND HYBRID SETTING. THE VIRTUAL AND HYBRID LEARNING ACADEMY REPRESENTS AN IMPORTANT STEP FORWARD IN PLANO ISD'S LONG TERM VISION. IT EXPANDS ACCESS, SUPPORTS DIVERSE LEARNER NEEDS, AND HELPS US RETAIN AND ENGAGE STUDENTS WITHIN THE DISTRICT. THIS INITIATIVE ALLOWS US TO SERVE TODAY'S STUDENTS WHILE THOUGHTFULLY PREPARING FOR THE LEARNING ENVIRONMENTS OF TOMORROW, ALL WHILE MAINTAINING PLANO ISD'S TRADITION OF EXCELLENCE AND INNOVATION. OVER THE NEXT SEVERAL MONTHS, WE WILL TAKE A PHASED AND THOUGHTFUL APPROACH. WE'LL BEGIN WITH AN INTEREST SURVEY, WHICH ACTUALLY WENT OUT TODAY. THIS IS FOR STUDENTS IN GRADES 8 THROUGH 11. WE'RE GOING TO FINALIZE THE VIRTUAL LEARNING MANUAL. IT'S A WORK IN PROGRESS RIGHT NOW, AND WE'RE GOING TO RECOMMEND POLICY UPDATES RELATED TO ONLINE LEARNING AND GPA CONSIDERATIONS. [01:00:04] WE'LL ALSO POST INFORMATION ON THE DISTRICT WEBSITE, SEND MARKETING MATERIALS TO FAMILIES, OPEN REGISTRATION MID-MARCH AND THEN CLOSE IN APRIL. THEN OVER THE SUMMER, WE'LL PROVIDE TARGETED PROFESSIONAL LEARNING FOR OUR VIRTUAL LEARNING TEACHERS TO ENSURE STRONG IMPLEMENTATION FROM DAY ONE. THANK YOU VERY MUCH. THANK YOU STACY. AND JUST TO CLARIFY A FEW THINGS, WHEN WE HAD VIRTUAL LEARNING BEFORE VIRTUAL ACADEMY, BEFORE THAT WAS A STANDALONE I'M GOING TO SAY BUILDING, EVEN THOUGH IT WAS VIRTUAL IT HAD ITS OWN CAMPUS ID, ITS OWN ACCOUNTABILITY SYSTEM, ITS OWN PRINCIPAL, ITS OWN COUNCIL AND EVERYTHING ELSE. WHAT WE'RE TALKING ABOUT TODAY IS VIRTUAL PROGRAMS AT EACH OF THE HIGH SCHOOLS. SO I JUST WANT TO MAKE SURE WE UNDERSTAND THAT CLEAR DIFFERENCE. OKAY. ANY QUESTIONS. I HAVE A QUICK QUESTION. SO IN REGARDS TO AP DUAL CREDIT CLASSES, ALL OF THAT CAN TRANSFER AND BE VIRTUAL. YES AND NO. THAT'S WHAT I WAS LIKE HOW WOULD THAT WORK? AP WE WILL BE ABLE TO TO EXPLORE SOME AP. I WOULD SAY A LOT OF AP OPPORTUNITIES BUT NOT ALL. BUT DUAL CREDIT IS NO, BECAUSE THOSE COURSES ARE NOT CONTROLLED BY US. THEY'RE CONTROLLED BY THE UNIVERSITY OR THE COLLEGE. ARE WE CONSIDERING OFFERING COURSES WITH A LABORATORY COMPONENT AS VIRTUAL, OR WOULD THOSE BE ONES THAT WOULD ONLY BE OFFERED IN PERSON? THE PRIMARILY THE SCIENCE COURSES THAT HAVE THE LAB REQUIREMENTS, THOSE ARE BUILT INTO THE ONLINE CURRICULUM THAT WE'LL BE USING. AND SO NOW WHEN WE GET TO THE AP SCIENCE COURSES I CAN'T REALLY SPEAK TO THAT RIGHT NOW, BUT WHATEVER THEY ARE, THE AP COURSES THAT WE'RE SELECTING WILL ALREADY BE APPROVED BY THE COLLEGE BOARD. OKAY. WHEN YOU GET SOME MORE INFORMATION ON THAT, WOULD YOU PUT IT IN A BOARD UPDATE? I HAVE SOME BIG HOT SPORTS OPINIONS ABOUT ABOUT THAT. IF YOU HAVEN'T GUESSED. THE OTHER THING THAT I WANT TO MAKE SURE THAT THE COMMUNITY UNDERSTANDS, THIS IS NOT LIKE HALF TIME HOMESCHOOL, HALF TIME PLANO ISD SCHOOL. THIS IS A TOTAL COMPREHENSIVE PROGRAM WHERE YOU'RE DOING VIRTUAL OR HYBRID WITHIN PLANO ISD. IT'S NOT YOU'RE GOING TO DO SOME CREDITS, HOMESCHOOL AND SOME CREDITS PLANO ISD. THIS IS COMPREHENSIVE WHETHER YOU'RE HYBRID OR VIRTUAL. CORRECT. EVERYBODY'S NODDING. I'M JUST ALL THESE STUDENTS WILL HAVE A SCHEDULE WITH A PLANO ISD CAMPUS, AND IT'LL BE A FULL SCHEDULE, SEVEN, EIGHT PERIODS THAT WILL THAT WILL ALL BE PLANO ISD COURSES. SO EVEN IF I'M A FULL TIME VIRTUAL STUDENT WHO STAYS AT HOME TO TAKE MY COURSES I WILL HAVE A PLANO ISD STUDENT ID, I WILL BELONG TO ONE OF OUR HIGH SCHOOLS. THEY WILL HAVE ACCESS TO SKYWARD AND SEE THEIR SCHEDULE AND EVERYTHING ELSE THAT EVERYBODY SEES ON SKYWARD. THEY WILL BE A BONA FIDE, PLANO ISD STUDENT TAKING THEIR COURSES FROM HOME VIRTUALLY. AND SO ALL CREDITS LIKE WHEN WE GET READY TO GRADUATE A STUDENT, THEY'VE MET GRADUATION REQUIREMENTS. THESE STUDENTS WILL HAVE GRADUATION REQUIREMENTS MET WITHIN PLANO ISD. IT'S NOT LIKE THEY CAN DO HALF HOMESCHOOL CREDIT AND HALF. YOU CAN BE A WE ONLY HAVE FULL TIME STUDENTS. SO WHEN WE'RE TALKING ABOUT THAT'S REALLY A GREAT QUESTION BECAUSE IT'S SOMETHING WE PROBABLY WANT TO DELINEATE WHEN WE'RE TALKING ABOUT HYBRID WE'RE NOT TALKING ABOUT BEING A HALF TIME STUDENT. YOU'RE STILL A FULL TIME STUDENT, BUT YOU'RE CHOOSING TO TAKE HALF OR TWO OR 3 OR 4 COURSES IN PERSON AT THE CAMPUS, ON THE CAMPUS, AND THE OTHER THE REMAINDER VIRTUALLY. BUT THERE IS NO OPTION. THERE IS NO PROGRAM HERE OR ANYWHERE ELSE THAT I KNOW OF WHERE YOU CAN BE A HALF TIME DISTRICT STUDENT FOR ANY DISTRICT AND HALF TIME HOME SCHOOL STUDENT. AND, I DO WANT TO POINT OUT IN RESPONSE TO YOUR QUESTION, DR. TYRA, I THINK THAT'S THE THE BEAUTY OF THIS MODEL. AND I APPRECIATE THAT THE TEAM REALLY RESEARCHING THIS, THE ABILITY TO TAKE A CLASS ON CAMPUS AND THEN STILL BE A VIRTUAL STUDENT FOR PART OF THE DAY. MAYBE I AM AN ATHLETE WHO SPENDS FOUR HOURS A DAY IN THE GYM, AND SO I NEED TO KIND OF WORK MY SCHEDULE THAT WAY I CAN STILL GO AND GET THAT LAB CLASS HANDS ON DO, YOU KNOW, THE THINGS THAT I NEED TO DO. I'M SURE THAT'S WHERE YOUR YOUR MIND IS GOING. BUT IT ALSO MAY BE THAT I, I WANT TO BE THERE FOR, YOU KNOW, I WANT TO PARTICIPATE IN FOOTBALL. [01:05:04] SO I NEED TO BE THERE FOR THE FOOTBALL HOUR AND WHATEVER IT MAY BE, SO I DO THAT'S THE THE BEAUTY OF THIS MODEL VERSUS THE FULL TIME CAMPUS. YOU'RE KIND OF STUCK TO THAT CAMPUS. YOU DON'T GET TO BE PART OF THAT SENIOR HIGH STUDENT BODY. YEAH. I MEAN, I'M SORT OF THE OPINION THAT VIRTUAL LABORATORY SCIENCE IS LIKE PLAYING MADDEN COMPARED TO, YOU KNOW, ACTUALLY BEING OUT ON THE FIELD PLAYING FOOTBALL, RIGHT, IT'S A WAY TOTO SORT OF EXPLAIN IT LIKE IT IS A HANDS ON IT IS A HANDS ON ENGAGEMENT. AND AND SO YEAH. NANCY, YOU HAD? I HAD A QUESTION. IS THERE A LIMIT TO HOW MANY COURSES CAN BE TAKEN ONLINE. AND IS THAT TAILORED FOR THE STUDENT. AND THEN PART B OF MY QUESTION IS WHAT IF IT TURNS OUT THAT THEY'RE NOT DOING WELL? DO THEY HAVE TO TRANSITION BACK TO A FULL TIME? SO ANSWER YOUR FIRST QUESTION, WE CAN BUILD OUT FROM GRADES 9 THROUGH 12 FOR THEM TO TAKE EVERY SINGLE COURSE THAT THEY WOULD NEED TO GRADUATE THROUGH A VIRTUAL SETTING. SO WE HAVE THAT OPPORTUNITY FOR THEM TO TAKE SEVEN COURSES EACH YEAR AND THEN HAVE THEIR GRADUATION AT THE END OF THAT, SO THAT WE CAN SET IT UP MANY DIFFERENT WAYS. IF A STUDENT WANTS TO DO 4 IN-PERSON CLASSES WHERE THEY'RE TAKING DUAL CREDIT OR AP CLASSES IN A FACE TO FACE SETTING, AND THEN HAVE THE OTHER VIRTUAL WE CAN DO THAT. YOUR YOUR SECOND QUESTION. REMIND ME WHAT THAT WAS REAL QUICK THERE. NOT ACHIEVING WHAT WE EXPECT THEM TO ACHIEVE. YES, MA'AM. SO WE'RE GOING TO ASK THAT A STUDENT STAY FOR THE ENTIRE SEMESTER, BECAUSE OUR ONLINE CURRICULUM MAY NOT EXACTLY LINE UP WITH WHAT THEY'RE DOING IN PERSON. SO WHENEVER WE HAVE A COMMITMENT FROM THE STUDENT AND FROM THE PARENT, WE WOULD WANT THEM TO FINISH OUT THAT SEMESTER. AND THEN INTEGRATE BACK INTO THE FACE TO FACE CLASSES. THERE'S ALWAYS EXCEPTIONS TO THE RULE. THERE'S ALWAYS THAT STUDENT THAT THAT WILL THRIVE MORE IN THE CLASSROOM. AND WE'LL TAKE THOSE ON A CASE BY CASE BASIS. WELL, AND JUST TO CLARIFY YOUR ONE STATEMENT, THEY MAY NOT LINE UP WITH REGARDS TO TIMING OR SEQUENCE. YEAH. WHETHER IT'S A COURSE THAT IS TAUGHT ONLINE OR A COURSE THAT IS TAUGHT IN PERSON, THEY WILL BOTH COVER THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STANDARD. SO IT'S NOT A MATTER OF STANDARDS. IT'S A MATTER OF TIMING AND SEQUENCING. OKAY. I AM GOING TO HAVE HOT SPORTS. TYRA LAUREN. LAUREN OKAY GUYS, I'M GOING TO BE LIKE REAL GRUMPY, A REAL GRUMPY PUSS ABOUT THIS. I AM SERIOUSLY CONCERNED ABOUT OUR YOUNG FOLKS AND THEIR ABILITY TO COMMUNICATE WITH OTHER HUMAN BEINGS. AND I BELIEVE THAT OUR PORTRAIT OF GRADUATE SPECIFIES THAT OUR GRADUATES ARE ABLE TO FUNCTION WITH EMPATHY AND COLLABORATION IN THE WORLD. SO I HAVE SOME SERIOUS CONCERNS. YOU KNOW, I RECOGNIZE THIS IS AWESOME BECAUSE THERE ARE STUDENTS WHO ARE LEAVING OUR DISTRICT TO GO PURSUE SOMETHING SIMILAR TO THIS. SO I RECOGNIZE THIS IS A GREAT WAY TO SAVE SOME STUDENTS AND AND AVAIL THEM OF THE GREAT THINGS THAT WE HAVE AT OUR CAMPUSES AND IN OUR DISTRICT. BUT I HAVE REAL CONCERNS ABOUT HOW FAR A LINE WE DRAW BECAUSE, FOR INSTANCE, I'M GOING TO AGREE WITH LAUREN. I DON'T KNOW HOW YOU'RE DOING LAB AT HOME. I'M SORRY. I THINK ESPECIALLY HIGH SCHOOL AND NOT BENEFITING FROM THE TEACHER IN A SCIENCE CLASS THAT HAS SO MUCH MORE TO OFFER THAN WHAT CAN BE ONLINE. AND I'M THINKING I'M EVEN GOING TO BE MEAN ABOUT THOSE AP CLASSES. PART OF THOSE AP CLASSES IS THAT DISCUSSION THAT YOU'RE HAVING WITH YOUR PEERS, AND HOW THOSE PEERS, WHAT THEY SAY MAY BE CHANGING YOUR MIND, MAYBE MAKING YOU THINK ON OTHER PATHWAYS. AND I, I JUST THE VALUE OF THAT EDUCATION, OF THAT IN-PERSON EDUCATION. I MEAN, EVEN IF THAT MEANS, OKAY, THESE CLASSES THAT ARE MAYBE SOME CORE CLASSES THAT YOU CAN OKAY, WE CAN DO THOSE, BUT I HOPE THAT WE DRAW THE LINE ON SOME CLASSES THAT I THINK THE VALUE ADD OF INTERFACE WITH THEIR TEACHERS AND THEIR PEERS MAKE THAT CLASS ALL THE MUCH MORE VALUABLE TO THEM AS AS STUDENTS AND PEOPLE. I HOPE WE DRAW THAT LINE. THAT FAVORS INTERACTION WITH PEOPLE. I APPRECIATE YOUR, WE APPRECIATE YOUR FEEDBACK. THIS IS A A PROPOSAL AND A I MEAN, THERE'S STILL SOME REFINING TO TONIGHT'S PROPOSAL THAT WE'RE GOING TO GO [01:10:08] THROUGH. AND ONE IS, YOU KNOW, THIS IS NOT GOING TO BE APPROPRIATE FOR EVERY SINGLE STUDENT. I THINK WE NEED TO TAKE THAT INTO CONSIDERATION. THERE'S OTHER ELIGIBILITY CRITERIA THAT WE NEED TO SET AND PARAMETERS. AND SO THIS WILL NOT IN ANY WAY SHAPE OR FORM MIRROR AN ONLINE OR HYBRID VERSION THAT WE SAW ONCE UPON A TIME OF WHICH I SHALL NOT MENTION THE PAST BECAUSE I THINK ALL OF US WOULD LIKE TO FORGET THAT THIS IS REALLY WE ARE SEEING POP UP SCHOOLS EVERYWHERE. KIDS ARE LEARNING ONLINE SOMEWHERE ELSE. AND WE BELIEVE THAT THAT WE WANT TO KEEP OUR KIDS AND WE WANT TO WE WANT OUR KIDS TO HAVE A PLANO ISD DIPLOMA. AND I THINK OUR, GOAL IS TO HAVE A HIGH QUALITY ONLINE PROGRAM TO DO THAT. AND SO WE WILL TAKE NOTE OF ANY FEEDBACK AND WHAT YOUR CONCERNS ARE SO THAT WE'RE ABLE TO ADDRESS THOSE AS, AS THE TEAM IS, IS STILL SHAPING THE WHAT THIS WILL LOOK LIKE. SO THANK YOU. I HAVE A QUESTION. YOU MENTIONED THAT THERE WAS A SURVEY THAT WAS GOING TO BE SENT OUT. YES, MA'AM. I WAS WONDERING IF WE'RE GOING TO BE ABLE TO REPORT BACK THE FINDINGS OF THE SURVEY OR. WE CERTAINLY CAN. YES, MA'AM. OKAY. I WANT TO KIND OF DOVETAIL OFF KATHERINE'S COMMENTS, AND I APPRECIATE YOUR COMMENTS. AND I THINK A LOT ABOUT THESE ISSUES AND THAT AS A VENTURE CAPITALIST, I GET PITCHED ALL THE TIME THAT PART OF THE SOLUTION TO THE CHILDHOOD AND YOUTH MENTAL HEALTH CRISIS THAT IS IN PART LIKELY CAUSED BY THIS, BY TECHNOLOGY IS MORE TECHNOLOGY. AND AS A NEUROSCIENTIST, LIKE, I JUST FUNDAMENTALLY CAN'T BUY THAT IN A LOT OF CASES. AND SO THIS IS SOMETHING THAT IS JUST A LOT ON MY MIND. AND SO I THINK YOUR POINTS ARE REALLY SALIENT. AND I WAS READING TODAY IN MY, YOU KNOW, THE SCIENTIFIC JOURNAL NATURE. RIGHT. THE ROUNDUP WAS TALKING ABOUT HOW, YOU KNOW, SORT OF THE WAY THAT YOUR BRAIN PROCESSES WRITING THINGS BY HAND IN EITHER PRINT OR CURSIVE. I'M NOT GOING TO START SAYING WE NEED TO TEACH KIDS CURSIVE. SO PLEASE, NOBODY ASSUME THAT I'M TRYING TO GET ON THE CURSIVE BANDWAGON, BUT IS FUNDAMENTALLY DIFFERENT THAN TYPING, RIGHT? AND THIS IS ONE OF THESE THINGS THAT CHILDREN HAVE TO TYPE FOR. START TESTING. RIGHT? LIKE WE CAN'T, YOU KNOW, GO. WE CAN'T REVERSE THE SHIP. THAT GENIE'S ALREADY OUT OF THE BOTTLE, RIGHT? AND IN PART BECAUSE OF THE NECESSITY, OF STATE TESTING IN TERMS OF TECHNOLOGY INTEGRATION INTO THE CLASSROOM. BUT I THINK YOUR POINT IS REALLY, REALLY WELL MET THAT NOT ONLY DO I THINK THAT CERTAIN COURSES NEED TO BE IN, YOU KNOW, IN PERSON JUST THE FUNDAMENTAL NATURE OF THAT COURSE, LIKE YOUR, BRAIN PROCESSES THAT INFORMATION DIFFERENTLY IF IT'S FLORAL DESIGN, VIRTUAL ON A COMPUTER OR IF YOU'RE PLAYING MADDEN OR IF YOU'RE ACTUALLY PLAYING FOOTBALL, YOUR BODY, YOUR BRAIN PROCESS THOSE THINGS DIFFERENTLY. SO I AGREE WITH YOU. I HOPE THE VAST MAJORITY OF OUR STUDENTS ARE STILL GOING TO BE WELL SERVED IN OUR TRADITIONAL I WOULD SAY, FOUR YEAR HIGH SCHOOL PROGRAM, BUT THEY'RE NOT NECESSARILY FOR YOUR CAMPUSES, BUT OUR FOUR YEAR HIGH SCHOOL PROGRAMS WHETHER IT'S ACADEMY OR OUR YOU KNOW, MORE TRADITIONAL FOUR YEAR PROGRAMS AND THAT THIS REALLY IS PEOPLE ARE TAKING ADVANTAGE OF THIS WHEN THEY HAVE EXCEPTIONAL STUDENTS THAT NEED AN EXCEPTION. RIGHT. AND WE TAKE TO HEART THAT THIS IS AN EXCEPTION TO THE TRADITIONAL FOUR YEAR PROGRAM FOR STUDENTS, THAT IT'S A REALLY, REALLY GOOD AND APPROPRIATE FIT FOR. SO, I MEAN, I SHARE YOUR CONCERNS FOR MANY REASONS, EVEN BEYOND EVEN BEYOND THE FACT THAT YOU HAVE TO DROP A ELECTROPHORESIS GEL TO KNOW HOW TO CARRY THE TRAY CAREFULLY. JUST I'M GETTING STARES, SO I'M GOING TO STOP TALKING NOW. ANY OTHER COMMENTS OR CONCERNS? I HAVE A FEW QUESTIONS ALSO. AND I ECHO SOME OF THOSE SENTIMENTS. YOU KNOW, I HAND WROTE THE BAR EXAM. I WAS LIKE A VERY SMALL GROUP OF PEOPLE THAT WAS DOING THAT INSTEAD OF TYPING. AND I STILL, YOU KNOW, MY KIDS COME HOME AND THEY HAD A TEST AND IT WAS ALL ON THE COMPUTER. AND I STILL KIND OF WINCE AT THAT, BUT THAT'S JUST WHERE WE ARE. I DO THINK THIS IS AN EXCITING I THINK IT'S AN EXCITING OPPORTUNITY. AND FRANKLY, I THINK THIS IS SOMETHING THAT'S JUST GOING TO BE EXPECTED IF WE'RE GOING TO KEEP UP WITH SURVEYING OUR STUDENT POPULATION. SO I HAVE A FEW QUESTIONS TO HELP ME THROUGH THAT. [01:15:01] AND I KNOW THIS IS Y'ALL ARE PUTTING THIS TOGETHER. SO IF THE ANSWER IS WE'RE STILL NAILING THAT DOWN. YES, SIR. PLEASE DON'T FEEL LIKE YOU HAVE TO HAVE AN ANSWER FOR ME. ALL RIGHT. AND SOME OF THESE MAY BE SILLY. SO WHERE WE HAVE A HYBRID PROGRAM STUDENT AND THEY'RE COMING ON CAMPUS FOR AN IN-PERSON CLASS, IS THAT JUST GEN POP? YOU KNOW, GENERAL IN-PERSON CLASS, JUST LIKE THEY WOULD BE IN IF THEY WERE FULL TIME IN PERSON? OR IS THAT JUST GOING TO BE A SEPARATE GROUP OF HYBRID STUDENTS DOING THAT? NO, THEY'RE NOT GOING TO BE SEPARATED OUT. THEY WOULD BE INTEGRATED INTO EVERY OTHER CLASS THAT WE HAVE ON CAMPUS. COOL. WHERE THEY'RE TAKING A COURSE VIRTUALLY. ARE THOSE GOING TO BE AND I HAVEN'T USED THIS WORD SINCE COVID, BUT ARE THEY GOING TO BE SYNCHRONOUS OR ASYNCHRONOUS? I KNOW THAT'S ANYWAY. THEY'LL BE ASYNCHRONOUS AND STUDENTS IT'S A LOT OF INDEPENDENT STUDY FOR THE STUDENTS. SO THAT'S THAT'S WHY WE WANT TO MAKE SURE THAT WE'RE TARGETING THE CORRECT STUDENT THAT WILL EXCEL IN THIS TYPE OF SITUATION AND BEING AND I UNDERSTAND YOUR CONCERNS AS WELL. AND I COMPLETELY AGREE THAT THE MAJORITY OF OUR STUDENTS WILL NEED TO BE IN A FACE TO FACE SETTING. THIS IS NOT FOR THE MAJORITY. THIS IS FOR A SMALLER MINORITY THAT WILL EXCEL IN THIS TYPE OF SITUATION. I HAVE A COUPLE MORE QUESTIONS. YES, SIR. I AGREE, AND IT MAKES ME WONDER IF THERE'S SOME SORT OF LIKE CLINIC REQUIREMENT WHERE, YOU KNOW, EVEN IF YOU'RE FULLY VIRTUAL, THERE'S SOME SORT OF LIKE WEEKLY OR MONTHLY IN-PERSON WITH A COHORT OF OTHER STUDENTS OR SOMETHING LIKE THAT THAT WE COULD WORK IN, BUT I'LL LEAVE THAT TO THE PROFESSIONALS THAT JUST POPPED INTO MY HEAD. THAT'S A GREAT IDEA. THAT OKAY. AND AS FAR AS, LIKE TEACHERS KNOW, I THINK I'VE GOT MY ANSWER ON TEACHERS. HOW ABOUT FOR, LIKE, DEALING WITH ADMINISTRATORS AND COUNSELORS? BECAUSE I KNOW THE STUDENTS WILL STILL BE LINKED TO THEIR HOME CAMPUS. WILL THEY STILL HAVE THE SAME. YOU KNOW, THEIR LAST NAME IS J THEY'RE STILL GOING TO HAVE THE SAME COUNSELOR THAT THEY WOULD HAVE IF THEY WERE FULL TIME ON CAMPUS. IT'S GOING TO BE THEY ARE GOING TO BE PART OF THAT CAMPUS NOW. THEY JUST MAY NOT BE UP THERE ALL THE TIME, BUT THEY'RE STILL A PLANO EAST STUDENT THAT'S GOING TO HAVE THIS COUNSELOR THAT JENNIFER SPRING, WHO IS SO GREAT THAT YOU GUYS TALKED ABOUT EARLIER. I KNOW JENNIFER PERSONALLY. SHE WILL STILL BE THEIR COUNSELOR. SHE'LL STILL LOOK AT THEIR SCHEDULE AND MAKE SURE THAT THEY HAVE ALL THE CREDITS THAT THEY NEED FOR GRADUATION. AND THEN IF THERE'S FOR ANY REASON A DISCIPLINARY ISSUE OR ANYTHING LIKE THAT, THEN THEN THE ASSISTANT PRINCIPAL THAT WOULD BE ASSIGNED TO THEM WOULD WOULD COVER THAT AS WELL. THANK YOU. I THINK THOSE ARE ALL MY QUESTIONS FOR RIGHT NOW. I THINK IT'S A GOOD IDEA. ALSO, AS THESE KIDS GET READY TO MOVE ON TO WHATEVER'S AFTER GRADUATION, I THINK THIS COULD MIMIC SOME OF THAT AND HELP PREPARE THEM SIMILARLY TO THE WAY OUR SENIOR HIGH CAMPUS LAYOUTS PREPARE YOU TO GO TO COLLEGE WHERE YOU'RE GOING TO. CERTAINLY LIKE I HAVE A DAUGHTER RIGHT NOW DOING HER MBA, AND SHE DOES TWO CLASSES ONLINE A WEEK, AND SHE DOES TWO CLASSES IN PERSON A WEEK. SO THE COLLEGES HAVE ALREADY STARTED THE HYBRID MODEL LONG BEFORE NOW. I MEAN, I DID MY MASTER'S FULLY VIRTUAL 15 YEARS AGO. SO, YOU KNOW, WE'RE WE'RE JUST GETTING IN ALIGNMENT WITH THAT COLLEGE LEVEL COURSES. MY LAST THOUGHT ON THIS IS ALSO I SHARE EVERYONE'S CONCERNS ABOUT MAKING SURE STUDENTS ARE ESPECIALLY THE FULLY VIRTUAL, BUT ALSO HYBRID ARE SET UP FOR SUCCESS. I ALSO WANT TO MAKE SURE WE KEEP IN MIND, MOST IMPORTANTLY, PARENTS WATCHING LISTENING RIGHT NOW. IT'S ALSO UP TO THAT FAMILY AND AND THOSE PARENTS AND THEIR INVOLVEMENT IN EXERCISE OF JUDGMENT TO HELP US MAKE SURE THAT IF THEIR STUDENT IS GOING TO PARTICIPATE IN THIS PROGRAM, THAT THAT THEY AGREE IT'S A GOOD IDEA FOR THEIR PARTICULAR STUDENT. AND THAT, AGAIN, WITH THEY LOOK AT THIS AS A COLLABORATION WITH US AS A DISTRICT TO MAKE THAT SUCCESSFUL FOR THEM AND NOT JUST US SAYING, HERE ARE SOME HERE'S AN ONLINE COURSE, GO FORTH AND GRADUATE FROM HIGH SCHOOL, RIGHT. SO 100%. ALL RIGHT, I WILL STOP. I THINK THAT WAS MY LONGEST QUESTION COMMENT SINCE GETTING ELECTED, I FEEL HONORED. JUST A COUPLE CLARIFYING THOUGHTS THERE. FIRST, THANK YOU ON BEHALF OF ALL EDUCATORS, I FEEL HONORED. I'M SURE ALL OF EDUCATORS WOULD FEEL HONORED TO KNOW THAT YOU DON'T BELIEVE A COMPUTER CAN REPLACE US. I STRONGLY BELIEVE A COMPUTER. REALLY? I DON'T BELIEVE ANYBODY CAN REPLACE ME. [01:20:04] I FEEL BAD FOR ALL THE KIDS THAT I'M NO LONGER TEACHING, BUT WE LIVE ON. SO WE'RE NOT SAYING THAT THIS IS A REPLACEMENT FOR THE TEACHER. HOWEVER TIME AND DEMANDS OF DIFFERENT FAMILIES DO REQUIRE US TO HAVE SOME FLEXIBILITY IN THE OPTIONS THAT WE OFFER. AND I KNOW WE CAN ALL NAME EXAMPLES OF, YOU KNOW EITHER STUDENTS IN ELITE COMPETITIONS MEDICAL EXAMPLES. BUT WE ALSO HAVE QUITE REGULARLY FAMILIES THAT NEED TO EITHER TRAVEL FOR PRIVATE REASONS, FAMILY MATTERS. AND THEY'RE GOING TO BE GONE FOR AN EXTENDED PERIOD OF TIME. THIS WOULD BE AN OPTION FOR THEM TO SAY, YOU KNOW WHAT, I WANT TO GO VIRTUAL FOR THAT SEMESTER SO THAT I CAN, YOU KNOW, DO THE TRAVELING THAT I NEED TO DO WITH MY FAMILY. AND THE KID THAT NEEDS TO START WORKING TO HELP PRODUCE FOR HIS HOUSEHOLD AND SO ON AND SO FORTH. THERE'S MANY DIFFERENT EXAMPLES OF HOW THIS PROGRAM COULD BENEFIT JUST A MULTITUDE OF OUR STUDENTS. LASTLY BECAUSE OF ALL THE THINGS EXPRESSED BY ALL OF YOU, INCLUDING KATHERINE IS ONE OF THE REASONS THAT WE WE DID NOT PROPOSE TO YOU TODAY, A K THROUGH 12 PROGRAM. IT'S ONLY A 9 THROUGH 12 PROGRAM FOR ALL THOSE REASONS THAT YOU'VE EXPRESSED SO WELL. AND SO RIGHT NOW, THE PROPOSAL IS JUST A 9 THROUGH 12 PROGRAM. WITH THE STUDENTS HAVING THE OPTION OF TAKING SOME OF THEIR CLASSES ONLINE OR ALL OF THEIR CLASSES ONLINE, AND ALL THE CLASSES WILL BE TEXAS TEA BONA FIDE CERTIFIED CLASSES FACILITATED BY CERTIFIED PLANO ISD TEACHER AND WILL EARN YOU A PLANO ISD CREDITS TOWARDS YOUR OWN GRADUATION. OKAY, I HAVE TWO MORE QUESTIONS. I'M SORRY. I KNOW THIS IS A GOOD DISCUSSION. YES. WILL THIS BE OFFERED AT ACADEMY AS WELL AS THE OTHER CLUSTERS? GREAT QUESTION. THIS IS AN ACADEMY. THIS THIS WOULD BE, I SHOULD SAY, A ANOTHER ACADEMY OPTION. AND SO IF I'M AN ACADEMY HIGH SCHOOL STUDENT AND, AND THAT IS GOING TO BE DIFFERENT BECAUSE THE ACADEMY HIGH SCHOOL HAS A PBL MODEL THAT YOU JUST HAVE TO BE THERE TO EXPERIENCE AND GAIN ALL THAT THE ACADEMY HAS TO OFFER. SO THIS WOULD REALLY BE COUNTERINTUITIVE TO THE ACADEMY HIGH SCHOOL EXPERIENCE. SO RIGHT NOW WE'RE NOT LOOKING AT THAT. IT'S SOMETHING THAT WE MIGHT LOOK IN THE FUTURE. BUT RIGHT NOW THIS WOULD BE COUNTERINTUITIVE TO WHAT THE ACADEMY IS BUILT FOR. YEAH. SECOND IS STUDENTS WOULD HAVE FULL ACCESS TO EXTRACURRICULAR ACTIVITIES OR? SO RIGHT NOW AS THE LAW IS WRITTEN, WHICH IS SENATE BILL 569. AND LET ME SAY THIS, WE PROBABLY SHOULD HAVE STARTED WITH THIS. WE'RE STILL WAITING. WAITING FOR FROM GUIDANCE FROM THE STATE STILL. I'M EXPECTING IT ANYTIME THIS MONTH OR CERTAINLY HOPEFULLY BY SPRING BREAK. WE ONLY HAVE AN OUTLINE OF WHAT THE STATE HAS PUT OUT THERE IN TERMS OF GUIDELINES AND PARAMETERS. ONE OF THOSE GUIDELINES THAT I DON'T SEE CHANGING, THOUGH, IS THAT STUDENTS WOULD HAVE ACCESS TO EXTRACURRICULAR ACTIVITIES, INCLUDING UIL WHICH IS ANOTHER REMINDER THAT WE WOULD STILL BE WAITING FOR GUIDANCE FROM UIL ON WHAT THAT WOULD LOOK LIKE FOR STUDENTS PARTICIPATING IN ATHLETICS. GREAT. IF THERE'S NO OTHER QUESTIONS OR COMMENTS FROM THE BOARD. I'LL JUST SAY, SINCE THIS HAS BEEN SUCH A ROBUST DISCUSSION, IF YOU LIKE, AT 3:00 IN THE MORNING, YOU KNOW, COME UP WITH ANOTHER QUESTION FEEL FREE TO SEND THAT ALONG TO THE TEAM. AND, BEFORE THEY ARE GOING TO BRING BACK SURVEY RESULTS OR WHATEVER THE NEXT PRESENTATION ON THIS IS GOING TO BE. DID YOU. YEAH. JUST TO ADD, I MEAN, REALLY I WAS GOING TO SAY THAT AND THEN JUST AS A REMINDER TOO, THIS IS NOT THE FINAL PRODUCT, THIS IS THIS IS A DRAFT OF WHERE WE ARE RIGHT NOW. KNOWING THAT WE WANTED TO BRING HERE, WE'VE HEARD YOUR CONCERNS. WE ARE STILL IRONING OUT SOME OF THESE DETAILS. AND OF COURSE, AS COURTNEY STATED, WAITING FOR ADDITIONAL GUIDANCE. WE WILL YOU'LL SEE THIS BACK AGAIN. GREAT. THANK YOU ALL. THANK YOU STACY. THANK YOU COURTNEY. ALL RIGHT. OUR NEXT REPORT IS AGENDA ITEM 9.3 2025 PSAT UPDATE. [9.3 2025 PSAT Update] I WILL INVITE DR. SELENDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS, AND IVAN CANTU, ASSISTANT SUPERINTENDENT FOR STRATEGY AND INNOVATION, DR. KRISTYN EDNEY, EXECUTIVE DIRECTOR OF CCMR. AND DR. [01:25:03] KEVIN MOORE, DIRECTOR OF ADVANCED ACADEMICS TO PLEASE PRESENT. AND KEVIN, MY SON SAW YOU AT SCHOOL AT SOME POINT. AND WHEN I SAW YOU WALKING OUT OF THIS BUILDING THE OTHER DAY, MY SON WAS LIKE, HE WAS AT SPELLING BEE. HE WAS. YEAH. SO I JUST I WAS TICKLED. I PRONOUNCED FOR HIS SPELLING BEE. YEAH. YEP, YEP. WELL, THANK YOU, DR. TYRA AND TRUSTEES. DR. WILLIAMS AND CABINET. I'M HERE TO SHARE A REPORT ON OUR RESULTS FROM OUR 2025 ADMINISTRATION OF THE PSAT. JUST AS A REMINDER, WE DO ADMINISTER THE PSAT EVERY YEAR IN OCTOBER. WE DO PROVIDE THE PSAT EIGHT NINE TO ALL NINTH GRADERS. THE PSAT NMSQT TO ALL 10TH GRADERS. 11TH GRADERS CAN OPT IN TO TAKING THE PSAT NMSQT AS A JUNIOR. THE FORMAT HAS CHANGED A LITTLE BIT. IF YOU HAVEN'T BEEN IN THE KNOW ABOUT SOME CHANGES IN THE COLLEGE BOARD WE NOW HAVE DIGITAL ADMINISTRATIONS OF ALL SAT ASSESSMENTS, INCLUDING THE PSAT. IT IS A MULTI-STAGE ADAPTIVE TEST, WHICH MEANS YOU TAKE A FIRST PART. DEPENDING ON HOW YOU DO IN THE FIRST PART, YOU GET SPAT OUT INTO OPTION A OR OPTION B FOR THE SECOND PART, AND IT STILL CONTAINS OUR READING AND WRITING AND MATH SECTIONS. THERE IS NO LONGER AN ESSAY, THERE'S NO ANALOGIES. THERE ARE ALL KINDS OF FUN CHANGES. IT'S A TOTAL OF 98 QUESTIONS, TAKING A LITTLE OVER TWO HOURS. SO IT'S NO LONGER AN ALL DAY AFFAIR. HERE IN PLANO, WE USE THE PSAT FOR A FEW DIFFERENT REASONS. ONE VERY IMPORTANT REASON IS IT PROVIDES VALUABLE PRACTICE FOR THE SAT THAT OUR STUDENTS WILL TAKE DEFINITELY AS JUNIORS, AND MANY OF THEM WILL TAKE THEM AS A SENIOR AS WELL. IT PROVIDES ALSO AN ADDITIONAL DATA POINT FOR US. WE HAVE STANDARDS THAT ARE TESTED ON THE SAT SUITE OF ASSESSMENTS THAT CORRESPOND TO STANDARDS THAT WE TEACH ACROSS MANY OF OUR CLASSES, SPECIFICALLY MATH AND ENGLISH CLASSES. BUT THERE'S THINGS THAT POP UP IN SCIENCE AND SOCIAL STUDIES CLASSES. THEY GET THEIR STIMULI FOR MATH AND READING QUESTIONS THAT COME FROM A VARIETY OF DIFFERENT DISCIPLINES. WE ALSO USE THE CCMR ON TRACK MEASURE FROM PSAT SCORES IF WE MEET BENCHMARKS. AS A NINTH GRADER OR AS A 10TH GRADER, YOU ARE CONSIDERED CCMR ON TRACK, WHICH GIVES YOU SOME VALUABLE THINGS LIKE EXAM WAIVERS FOR YOUR SPRING EXAMS. AND IT HELPS KIND OF GIVE YOU AN INDICATOR OF KIND OF WHERE YOU'RE HEADED ON YOUR CCMR JOURNEY. FINALLY, AS AN 11TH GRADER, IT'S THAT NMSQT THAT CAN ENTER YOU INTO THE SCHOLARSHIP COMPETITION FOR THE NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST. WE'RE GOING TO START OFF WITH PSAT NINE. IT'S IMPORTANT TO KNOW THAT WHEN WE GIVE THE PSAT IN OCTOBER, AS A NINTH GRADER, THOSE NINTH GRADE TEACHERS HAVE REALLY ONLY SEEN THOSE STUDENTS FOR ABOUT SIX WEEKS BEFORE WE'RE GIVING THAT TEST. SO WE USE THIS AS SORT OF OUR BASELINE OF DATA BECAUSE WE ARE TESTING THEM ON THINGS THAT, YOU KNOW, A LOT OF THE STANDARDS THEY'VE ALREADY BEEN EXPOSED TO IN MIDDLE SCHOOL. THIS IS NOT AN UNFAIR TEST WHERE THE BAR IS SET OBSCENELY HIGH, BUT IT PROVIDES US SOME VALUABLE INFORMATION THAT WE CAN START ACTING UPON DURING A STUDENT'S NINTH GRADE YEAR. AND WE CAN KIND OF USE THAT YEAR AFTER YEAR AS STUDENTS ARE PROGRESSING THROUGH THESE EXAMS AS A WAY TO COMPARE. IN OUR NINTH GRADE RESULTS FOR THIS YEAR YOU SEE LOTS OF BLUE ON THERE. THAT'S A GOOD THING, BECAUSE THAT MEANS WE WERE ABLE TO MAKE GAINS ACROSS ALL METRICS. YOU SEE, OUR MEAN TOTAL SCORE INCREASING OVER LAST YEAR, THE PERCENTAGE OF STUDENTS THAT MET THEIR BENCHMARKS IN BOTH READING AND WRITING AND MATH WERE INCREASED, AS WELL AS INDIVIDUAL SECTION BENCHMARKS IN READING AND WRITING AND MATH. WE ALSO IMPORTANT TO NOTE ARE OUTSCORING THE STATE AND THE TOTAL GROUP THERE. LOOKING AT DEMOGRAPHICS WE SEE THAT OUR LARGEST SUBPOPULATION THAT WE TEST FOR PSAT NINE THIS YEAR IS OUR HISPANIC POPULATION, WHICH DID SEE AN INCREASE ACROSS ALL METRICS THERE. THAT'S WHERE THE GOOD NEWS ENDS IN THIS DEMOGRAPHIC BREAKDOWN, BECAUSE WE DO NOT SEE THOSE SAME RESULTS REPLICATED ACROSS ALL OF OUR SUBPOPULATIONS. OUR NUMBER ONE AREA OF GROWTH WILL BE OUR AFRICAN AMERICAN POPULATION FOR PSAT NINE WE SAW DECREASES A LITTLE BIT MORE EXTREME THAN WE SAW IN SOME OF THE OTHER SUBPOPULATIONS. SO THAT IS AN AREA OF CONCERN THAT WE NEED TO ADDRESS. IF YOU'RE WONDERING WHY ECONOMICALLY DISADVANTAGED IS NOT SHOWING UP ON THESE THE REPORTS THAT WE GET FROM COLLEGE BOARDS, SINCE WE PAY FOR ALL THE TEST ADMINISTRATIONS FOR THE NINTH AND THE 10TH GRADERS, WE DON'T GET THE FEE REDUCTION AS A PART OF OUR REPORT, SINCE WE ARE PAYING FOR ALL THOSE TESTS. SO WE COULD DO SOME ADDITIONAL ANALYSIS THAT WOULD INVOLVE SOME OTHER FOLKS ON OUR END TO BE ABLE TO MAKE THAT HAPPEN. BUT THAT'S WHY YOU'RE NOT SEEING THAT TONIGHT. MOVING ON TO OUR 10TH GRADERS THAT TAKE THE PSAT NMSQT. [01:30:02] THIS IS THE SAME TEST THAT STUDENTS WILL TAKE AS A JUNIOR, SO THEY'RE JUST TAKING IT AS A 10TH GRADER. HERE WE SEE THAT WE OUTPERFORMED 2024 TESTING ACROSS ALL METRICS. AND WHAT I ALSO WANT TO POINT OUT IS OUR GROWTH PERCENTAGES WERE HIGHER THAN THEY WERE FOR PSAT 9. SO WE'RE REALLY OUTPERFORMING OURSELVES WHEN BY THE TIME WE GET TO OUR 10TH GRADE ADMINISTRATIONS THAN WHERE WE WERE IN NINTH GRADE. AND I THINK THAT'S IMPORTANT TO POINT OUT, BECAUSE WE NOT ONLY SEE THE BENEFITS FROM KIDS THAT ARE TAKING THE TEST ALREADY AS A NINTH GRADER, THEY ARE USED TO IT. THEY'RE USED TO SEEING IT. THEY'RE GETTING EXPOSED TO MORE OF THE INSTRUCTIONAL MOVES THAT OUR TEACHERS ARE BEING ASKED TO MAKE IN THE CLASSROOM. THEY NOW HAVE A FULL YEAR OF THAT AS A NINTH GRADER. THEN THEY COME IN AT THE BEGINNING OF 10TH GRADE AND THEY'RE MAKING THOSE HUGE GAINS. I THINK THAT'S IMPORTANT BECAUSE THAT'S REINFORCING THE WORK THAT'S HAPPENING IN OUR CLASSROOMS TO BETTER PREPARE STUDENTS FOR THESE EXAMS. OUR DEMOGRAPHIC STORY FOR PSAT NMSQT FOR 10TH GRADERS IS BETTER THAN IT WAS FOR NINTH GRADE. AGAIN, STUDENTS HAVE THE BENEFIT OF THE EXPERIENCE OF TAKING THE TEST ONCE ALREADY AS A NINTH GRADER, IN ADDITION TO ALL OF THE SUPPORTS THAT THEY'RE GETTING FROM THEIR CLASSROOM TEACHERS THROUGHOUT THEIR FRESHMAN YEAR. SO WE SAW INCREASES ACROSS ALL OF OUR SUBPOPULATIONS AND ACROSS ALL OF OUR METRICS HERE. AND AGAIN, THE MORE THAT STUDENTS KNOW ABOUT WHAT TO EXPECT ON THESE TESTS AND HOW THE QUESTIONS ARE GOING TO BE ASKED, THE FORMAT OF JUST TAKING A HIGH STAKES TEST LIKE THIS ONLINE, IT'S DIFFERENT THAN TAKING A STAAR TEST ONLINE. SO JUST GETTING USED TO ALL OF THOSE THINGS IS VERY, VERY VALUABLE. AND OUR RESULTS HAVE SHOWN THAT. FOR OUR JUNIORS, THEY TAKE THE PSAT NMSQT IF THEY CHOOSE TO REGISTER AND PAY FOR THE EXAM THEMSELVES. SO WE DON'T TYPICALLY LOOK AT RESULTS FROM THE 11TH GRADE ADMINISTRATION OF PSAT NMSQT TO ACT ON, BECAUSE WE KNOW WE'RE ONLY GETTING A PORTION OF OUR JUNIOR POPULATION, WE CAN REALLY LOOK AT GRADE WIDE ADMINISTRATIONS OF THE NINTH AND 10TH GRADE SATS TO REALLY MAKE SOME SOME DECISIONS ABOUT WHAT'S HAPPENING, ESPECIALLY IN OUR CLASSROOMS WITH THE NMSQT RESULTS FROM 11TH GRADERS. IT'S A LITTLE HARDER TO DO THAT, BECAUSE WE'RE DEALING WITH ONLY THOSE STUDENTS THAT CHOSE TO REGISTER AND PAY FOR THIS EXAM THEMSELVES. THAT SAID, WE DID SEE A SLIGHT DIP IN OUR OVERALL MEAN SCORE, BUT WE DID SEE INCREASES FOR STUDENTS THAT ARE MEETING BOTH THEIR BENCHMARKS AND MEETING THOSE INDIVIDUAL BENCHMARKS AS WELL. SO I THINK THAT'S AN IMPORTANT CELEBRATION AS WELL. AND WE ARE ALSO OUTSCORING THE, THE STATE AND THE TOTAL GROUP ADMINISTRATIONS ACROSS ALL THOSE METRICS. THERE'S SOME DIFFERENT REASONS IN TALKING TO OUR SENIOR HIGH TEAMS COUNSELING TEAMS. THERE'S A FEW DIFFERENT REASONS THAT THEY POINT TO AS POSSIBLE REASONS WHY WE DID SEE A DECREASE IN THE PERCENTAGE OF THE JUNIOR CLASS THAT CHOSE TO TAKE THE NMSQT THIS YEAR OVER LAST YEAR, BECAUSE YOU SEE THERE IN THE LANGUAGE AT THE BOTTOM THAT IT DID DIP QUITE A BIT. ONE REASON IS WE ARE SEEING AN INCREASED TREND OF STUDENTS THAT ARE CHOOSING TO TAKE THE, THE MAIN S.A.T.. THEY ARE NOW TAKING THAT EARLIER THAN BEFORE. A LOT OF OUR STUDENTS ARE TAKING PRIVATE SAT TUTOR AND PREPARATION, AND SO THEY ARE ENCOURAGED TO TAKE A FIRST ADMINISTRATION OF SAT RIGHT AFTER THEY'RE FINISHING THAT LATEST CYCLE OF PREP. WHILE THE INFORMATION IS STILL FRESH, AND IF A STUDENT TOOK THE REAL SAT OVER THE SUMMER, THEY MIGHT NOT BE AS INCLINED TO TAKE ANOTHER PRACTICE SAT COME OCTOBER. ANOTHER REASON IS JUST A DECREASE IN AWARENESS OF THE NEED TO REGISTER FOR THE TEST THEMSELVES. STUDENTS ARE USED TO. IN NINTH AND 10TH GRADE THEY SHOW UP FOR SCHOOL. WHAT DO YOU KNOW? THEY'RE GETTING THE PSAT. NOW THEY HAVE TO KIND OF TAKE SOME EXTRA STEPS. AND SO OUR CAMPUS TEAMS ARE REALIZING THE NEED TO SORT OF INCREASE THE AWARENESS, MAKE SURE THE WORD IS GETTING OUT, MAKE SURE THAT EVERYBODY KNOWS WHAT THEY NEED TO DO IF THEY WANT TO TAKE ADVANTAGE OF THIS OPPORTUNITY. FINALLY IS COST. THEY DO GET TO TAKE THE PSAT AS A FRESHMAN AND SOPHOMORE FOR FREE. IT'S A VERY IT'S A IT'S A SMALL COST RELATIVELY SPEAKING, WHEN WE COMPARE IT TO AP AND IB EXAMS AND OTHER THINGS THAT KIDS ARE HAVING TO PAY FOR TO TEST THE PSAT COST IS RELATIVELY LOW, BUT IT IS A BARRIER FOR SOME OF OUR STUDENTS THAT COULD IMPACT THEM CHOOSING TO TAKE THIS TEST. LOOKING AT OUR OUR BREAKDOWN DEMOGRAPHICALLY HERE AS WELL, WE SAW ACROSS MOST OF SUBPOPULATIONS. WE DID SEE AN INCREASE IN OUR METRICS HERE. FOR OUR 11TH GRADERS, OUR BIGGEST AREA OF CONCERN IS IS OUR HISPANIC POPULATION. THE DECREASES, ALTHOUGH THEY ARE IN RED WERE SLIGHT. SO I DON'T WANT TO IGNORE THEM AND SAY THAT IT'S NOT AN AREA OF CONCERN. IT STILL IS. IT IS NOT TO ME AS MUCH OF AN AREA OF CONCERN AS SOME OF OUR POPULATIONS IN EARLIER PSAT ADMINISTRATIONS. [01:35:02] BUT I DEFINITELY WANT TO CELEBRATE GROWTH WHEN GROWTH IS DUE AS WELL, BECAUSE WE DID SEE SOME BIG JUMPS IN GAINS FOR OUR 11TH GRADERS, PARTICULARLY LOOKING AT OUR AFRICAN AMERICAN POPULATION IN THE READING AND WRITING SECTION. THAT WAS A VERY IMPRESSIVE GAIN OVER 2024. HOW ARE WE COMPARING TO DISTRICTS AROUND US? WELL, IF WE IGNORE THAT DISTRICT TO THE NORTH, WE ARE THE BEST. WE CONTINUE TO BE INDEFINITELY THE TOP THREE OF NOT ONLY OUR TOTAL NUMBER OF NATIONAL MERIT SEMIFINALISTS, BUT ALSO AS A POPULATION OF THE JUNIOR CLASS. THAT'S THAT PERCENTAGE THAT YOU SEE THERE. SO WE ARE I THINK THAT THIS IS SOMETHING DEFINITELY TO BE CELEBRATED IN PLANO WE'RE NEVER HAPPY WITH WHERE WE ARE. WE ARE ALWAYS LOOKING TO HOW WE CAN IMPROVE, AND WE HAVE SOME THINGS IN PLACE AND THAT WE'VE HAD IN PLACE FOR FOR A COUPLE OF YEARS THAT ARE HOPING TO HELP US SEE THESE NUMBERS INCREASE EVEN BEYOND THESE ALREADY IMPRESSIVE NUMBERS. SOMETHING THAT HAS BEEN IMPLEMENTED THIS YEAR THAT HAS BEEN VERY SUCCESSFUL. IT'S BEEN IN THE PAST. IT'S BEEN A LOT OF PROFESSIONAL LEARNING WITH TEACHER TEAMS. IT'S BEEN A LOT OF MEETING WITH PRINCIPALS. IT'S BEEN WHERE WE CAN CATCH TEACHERS HERE AND THERE TO EDUCATE AND TO HAVE SOME OF THIS INFORMATION. AND LEARNING ABOUT THE SAT SUITE OF ASSESSMENTS TAKE HOLD. THIS YEAR WE FORMED SAT CAPACITY TEAMS. THIS CONSISTS OF THREE TEACHERS, AT LEAST ON EVERY HIGH SCHOOL AND SENIOR HIGH CAMPUS. THEY WERE DESIGNATED BY THEIR PRINCIPAL. WE HAVE AN ENGLISH TEACHER, A MATH TEACHER, AND AN AVID TEACHER AT EVERY HIGH SCHOOL AND SENIOR HIGH THAT ARE SERVING ON THESE CAPACITY TEAMS. THESE TEAMS ARE REALLY IN PLACE TO BE THE KNOWLEDGEABLE PEOPLE THAT OTHER TEACHERS AROUND THE CAMPUS CAN GO TO, TO HELP ME UNDERSTAND WHAT IS THIS TEST ALL ABOUT? WHY IS IT IMPORTANT? WHY IS IT IMPORTANT THAT OUR STUDENTS KNOW WHAT'S GOING TO BE ON IT? WHY IS IT IMPORTANT THAT THEY DO WELL ON IT? HOW DO WE UNDERSTAND THIS DATA? HOW CAN WE USE THIS DATA? SO THESE TEAMS ARE SORT OF OUR CAMPUS BASED EXPERTS ON ALL THINGS SAT. WE'VE INVESTED IN THEM HEAVILY. WE TRAINED THEM THROUGH THE PRINCETON REVIEW IN THE FALL, SO THEY ARE CERTIFIED TRAINERS TO HELP STUDENTS PREPARE FOR THE SATS SUITE OF ASSESSMENTS. WE USE THEM. WE MEET WITH THAT TEAM, IN ADDITION TO THEIR CCMR ADMINISTRATOR ON THE CAMPUS, TO GO THROUGH A DATA ANALYSIS PROTOCOL LOOKING AT THEIR PSAT SCORES. THEY ARE THE ONES THAT ARE SORT OF LEADING THE CHARGE OF HOW ARE OUR TEAMS ON CAMPUS IMPLEMENTING SOME OF THESE PREPARATION RESOURCES IN OUR INSTRUCTIONAL TIME TO TAKE FULL ADVANTAGE OF STUDENTS WHILE WE HAVE THEM IN CLASS? SO THEY HAVE REALLY BEEN A GREAT TEAM TO WORK WITH. THEY ARE DOING THIS WITHOUT ANY ADDITIONAL COMPENSATION. THEY ARE NOT GETTING A STIPEND FOR THIS WORK. THEY ARE DOING THIS BECAUSE THEY BELIEVE IN IT. THEIR PRINCIPALS BELIEVE IN THEM, AND THEY BELIEVE IN THE POST-SECONDARY JOURNEYS OF THEIR STUDENTS THAT ARE SITTING IN FRONT OF THEM. SO THEY ARE GOING TO BE THE ONES. FOR SEVERAL YEARS WE'VE HAD WE'VE IMPLEMENTED AN SAT BOOT CAMP. THESE ARE FOR OUR JUNIORS THAT ARE FALLING. MAYBE ON WE CALL THEM ON THE BUBBLE. THEY'RE PROBABLY JUST UNDER THOSE BENCHMARKS WITH JUST A LITTLE BIT OF EXTRA HELP THEY CAN NUDGE PAST THOSE BENCHMARKS AND GET THEM TO WHERE THEY NEED TO BE. AND SO WE HAVE THEY ARE STARTING ACTUALLY THIS WEEK AT TWO OF OUR SENIOR HIGHS. THEY KIND OF HAVE THE FREEDOM AND FLEXIBILITY TO MAKE THEIR OWN MODELS FOR HOW THESE THESE SESSIONS ARE GOING TO WORK. THEY HAVE A LIST OF IDENTIFIED STUDENTS THAT I'VE PROVIDED TO THEM FOR SOME OF THESE CAMPUSES. THEY ARE PULLING STUDENTS OUT OF CLASS. SOMETIMES THEY'RE HAVING SOME FLEXIBLE LUNCH SESSIONS. THEY'RE USING SATURDAYS AS A LAST RESORT. THEY'RE REALLY TRYING TO MAKE THINGS FLEXIBLE SO THAT THEY ARE GETTING THEIR PARTICIPATION MAXIMIZED. SINCE WE'RE ABLE TO USE OUR OWN STAFF NOW TO FACILITATE THESE SESSIONS BEFORE THESE WERE DONE COMPLETELY ONLINE THROUGH PRINCETON REVIEW CONSULTANTS. NOW WE GET TO USE OUR TEACHERS TO LEAD THESE SESSIONS, WHICH IS A GAME CHANGER. THEY KNOW THESE KIDS. THEY CAN CONNECT WITH THESE KIDS. THEY KNOW THE KINDS OF THINGS THEY'RE DOING IN CLASS ALREADY AND SPEAK THEIR LANGUAGE. THAT IS GOING TO CARRY OVER INTO THE SUMMER, WHERE WE'VE HISTORICALLY DONE A PLANO SCHOLARS PROGRAM, WHERE WE TAKE OUR TOP SCORERS ON PSAT NINE AND TEN. SO THESE WILL BE OUR RISING SOPHOMORES AND RISING JUNIORS. AND THIS IS A LONGER PREP SESSION TOTALING 15 HOURS AS OPPOSED TO FIVE HOURS FROM THE BOOST CAMP. AND THIS IS MEANT TO REALLY BOOST OUR KIDS INTO THE NATIONAL MERIT SCHOLARSHIP. THEY'RE GOING TO COMPETE THERE WITH SOME THINGS THAT ARE FREE OF CHARGE, RATHER THAN MOM AND DAD PAYING FOR YOU TO TO GO TO A PRIVATE TEST PREP NO SHADE TO THEM, BUT WE CAN PROVIDE THINGS JUST AS WELL AS THEY CAN. WE HAVE ACCOMPLISHED A LOT OVER THE LAST FEW YEARS. WE STILL HAVE A LONG WAYS TO GO. SAT, MY BOSS LIKES TO CALL IT THE CADILLAC OF, POST-SECONDARY TESTING. [01:40:05] AND SO THAT IS REALLY OUR GOAL. WE WOULD LOVE AS MANY STUDENTS AS POSSIBLE TO MEET THEIR CCMR THROUGH SOMETHING LIKE THE SAT. IT REALLY IS VALUABLE TO THEIR FUTURES TO DO WELL ON THIS. AND SO WE WANT TO WE ARE TAKING THAT ON AS PART OF OUR RESPONSIBILITY TO GET THEM THERE, IN ADDITION TO ALL OF THE OTHER THINGS THAT THAT WE ARE PROVIDING FOR THEM AT SCHOOL. ALL RIGHT. THANK YOU, DR. MOORE, FOR THE GREAT REPORT. TRUSTEES THIS IS A REPORT. SO ANY DISCUSSION QUESTIONS, COMMENTS FOR DR. MOORE. I JUST HAVE A COMMENT. OH SORRY MARK. IT'S OKAY. YOU JUST HAVE A COMMENT. I HAVE A NUMBER OF QUESTIONS PLEASE. OKAY. I'LL JUST MAKE A QUICK COMMENT. I REALLY APPRECIATE THAT YOU'RE DOING THE BOOST AND THE SCHOLARS PROGRAM. I KNOW WE'VE DONE THAT FOR A LITTLE WHILE, BUT I KNOW I HAD MY CHILDREN GO THROUGH A PRIVATE ONE, WHICH WAS YEARS AGO, AND I WOULD I THINK WE'RE GIVING OPPORTUNITIES TO OUR STUDENTS WHETHER OR NOT THEY CAN PAY FOR A COURSE OR NOT. WE'VE GOT IT HERE, SO THANK YOU FOR DOING THAT. ALL KIDS CAN BE ENRICHED BY THAT. AND STAY TUNED. THE COLLEGE BOARD JUST ANNOUNCED TODAY THEY'VE STARTED A PARTNERSHIP WITH A PEER TO PEER TUTORING PROGRAM. SO FOR FREE YOU CAN GET PEER TO PEER TUTORING. SO WE HAVE STUDENTS THAT MIGHT WANT TO VOLUNTEER TO BE SAT TUTORS. THERE'S A THRESHOLD. YOU HAVE TO HAVE DONE WELL ON THE SAT TO BE A TUTOR. AND THEN KIDS CAN ACCESS REALLY EFFECTIVE PEER TO PEER TUTORING. THAT'S FOCUSED ON THE SAT THAT JUST WAS ANNOUNCED TODAY. SO WE'RE STILL DIGGING INTO WHAT THAT OPPORTUNITY COULD BE. SO THERE'S MORE TO COME ON THAT FRONT. OH I BET SOME NHS STUDENTS WOULD WANT TO DO THAT FOR SURE. [LAUGHTER] ALL RIGHT. THANK YOU. YEAH I'VE GOT A WE'RE GOING TO GO WITH FIVE QUESTIONS. MY FIRST QUESTION IS A DATA RELATED QUESTION. SO WHEN YOU'RE COMPARING YOUR 9TH YEAR 10TH AND YOUR 11TH, YOU'RE COMPARING BASICALLY THREE DIFFERENT KINDS OF KIDS, RIGHT? SO YOU'RE COMPARING NINTH GRADE, 10TH GRADE, 11TH. HAVE WE TRACKED AND IT WOULD BE HELPFUL TO TRACK HOW THE NINTH GRADERS ARE PROGRESSING SO THAT I COULD SEE NINTH GRADER BECOMES A 10TH GRADER, BECOMES AN 11TH GRADER? YES. BECAUSE THAT, TO ME WOULD BE MORE IMPACTFUL THAN THIS DATA HERE, BECAUSE THIS IS BASICALLY JUST THREE SETS OF KIDS TAKING THE TEST. AND I DON'T REALLY KNOW, LIKE OUR SUCCESS OVER LAST YEAR IS NOT AS HELPFUL BECAUSE IT'S A DIFFERENT SET OF KIDS. DOES THAT MAKE SENSE? YES. YEAH. WE CAN LOOK AT COHORT DATA. YEAH FOR SURE. YEAH. SO I THINK IT'D BE HELPFUL TO HAVE THAT NUMBER ONE. TWO WHEN WE LOOK AT THIS DATA, YOU PRESENTED A PLAN TO US. I THINK YOU POINTED OUT THAT THERE WAS A SIGNIFICANT THERE WAS A SIGNIFICANT GAP IN THE BENCHMARKS OF THE AFRICAN AMERICANS, BUT YOU DO NOT SPECIFY ANYTHING WE'RE DOING TO SPECIFICALLY TARGET THAT POPULATION. I WOULD LIKE TO UNDERSTAND, I GUESS TWO PARTS. ONE, WHY DO WE THINK THAT THERE IS SUCH A GAP? WHY DO WE THINK THAT'S DECLINED? AND THEN WHAT SPECIFICALLY ARE WE DOING? BECAUSE EVERY YEAR WE DO THIS, WE COME UP WITH A PLAN. AND THIS IS I'M COMBINING LIKE 3 OR 4 QUESTIONS. SO I WILL SUM THEM UP. EVERY YEAR WE COME UP WITH A PLAN. SO WE HAD A PLAN LAST YEAR. AND THE PLAN CLEARLY WAS PARTIALLY SUCCESSFUL AND PARTIALLY NOT SUCCESSFUL. SO CAN YOU TALK TO ME ABOUT WHY YOU THINK THE AFRICAN-AMERICAN GAP IS SO LARGE? ONE. SO I WOULD NOT SAY THAT ANY DATA THAT WE'RE SEEING FROM PSAT OR SAT OR ANYTHING ACTS IN A VACUUM. SO STUDENTS DON'T LEARN HOW TO TAKE THE PSAT DIFFERENTLY FROM ANY OF THE LEARNING THEY'RE DOING IN ANY OF THEIR OTHER CLASSES, SO I WOULD BE CONCERNED IF WE SAW RESULTS ON THE PSAT, FOR EXAMPLE, THAT WERE NOT THAT WERE OUTLIERS WHEN COMPARED TO SOME OF OUR OTHER ASSESSMENTS THAT WE SEE RESULTS IN DATA FROM LIKE MAP LIKE STAAR. SO IF TO ME. YES. I'M GOING TO JUST TAKE THAT POINT. SO IF I'M JUST LOOKING AT THE LET'S JUST SAY THE PSAT NINE DEMOGRAPHIC, WHEN I LOOKED AT OUR EIGHTH GRADE MATH AND OUR EIGHTH GRADE STAAR, THOSE KIDS WERE NOT CALL IT 60 BASIS POINTS, DIFFERENT OR 60 POINTS DIFFERENT THAN ASIAN KIDS. THEY WEREN'T, YOU KNOW 40 POINTS DIFFERENT THAN WHITE KIDS. SO THE GAP IS SIGNIFICANTLY LARGER THAN WHAT I'M SEEING ON OUR STAAR RESULTS AND OUR MAP RESULTS. YEP. AND SO THAT'S THE THING. LIKE WHAT MAKES THE PSAT DIFFERENT OR WHAT MAKES THE KIDS DIFFERENT. THE FORMAT IS GOING TO BE COMPLETELY FOREIGN TO A NINTH GRADE STUDENT WHEN IT COMES TO TAKING THEIR VERY FIRST COLLEGE BOARD ASSESSMENT. [01:45:08] WHEN A STUDENT SITS DOWN TO TAKE SOMETHING FOR THE FIRST TIME IN NINTH GRADE, THEY'VE NEVER SEEN SOMETHING LIKE IT BEFORE. AND SO THEY HAVE MAYBE SOME OF THE CONTENT KNOWLEDGE, BUT THEY DON'T KNOW HOW TO SHOW THAT CONTENT KNOWLEDGE IN A FORMAT THAT THEY'RE BEING ASKED FOR, AN ASSESSMENT THAT'S CREATED BY A GROUP THAT IS DIFFERENT THAN ANY OTHER ASSESSMENT THAT THEY'VE EVER TAKEN. JUST BECAUSE YOU TAKE AN ASSESSMENT ON A COMPUTER, THAT DOES NOT MEAN THAT ALL COMPUTER BASED ASSESSMENTS ARE THE SAME. SO THERE'S A COUPLE OF DIFFERENT ISSUES. ONE IS GOING TO BE AN INSTRUCTIONAL ISSUE. OUR STUDENTS ARE ALL STUDENTS MASTERING THE CONCEPTS THAT ARE GOING TO BE TESTED ON THE PSAT. ANOTHER IS JUST THE FORMAT OF THE TEST ITSELF. ARE THEY AWARE OF THE TEST? DO THEY KNOW WHAT IT MEANS? DO THEY KNOW HOW TO TAKE IT? AND THERE'S ONLY SO MUCH WE CAN DO TO PREPARE THEM FOR THAT BEFORE THEY ACTUALLY SIT DOWN THEMSELVES AND TAKE IT FOR THE FIRST TIME. SO SINCE WE THAT IS THE FIRST TIME AS NINTH GRADERS, THEY HAD TO TAKE IT. I THINK THAT'S WHY YOU SEE NUMBERS SO MUCH LOWER IS BECAUSE MAYBE THEY HAVEN'T BEEN EXPOSED TO THAT IN SOME OF OUR OTHER POPULATIONS. I DON'T KNOW, MAYBE THEY HAVE HAD A PREP OUTSIDE OF SCHOOL. MAYBE THEY HAVE TAKEN A LOOK AT IT. I DON'T KNOW WHO HAS AND WHO HASN'T BECAUSE WE DON'T HAVE THE ABILITY TO TRACK THAT. THAT'S JUST SOMEBODY WHO'S BEEN A PART OF THIS WORLD FOR LONG ENOUGH TO KNOW THAT IT'S HARDER TO DO SOMETHING WELL THE FIRST TIME WHEN YOU HAVEN'T SEEN ANYTHING LIKE IT BEFORE. AND I COULDN'T GIVE AN ANSWER AS TO WHY ONE GROUP OF STUDENTS IS OUTPERFORMING OTHER GROUPS OF STUDENTS. WELL, I GUESS IF YOU CAN'T ANSWER THAT QUESTION, THEN HOW COULD YOU FIX IT? I GUESS AT THE END OF THE DAY, HOW ARE WE GOING TO FIX THIS? AND IF WE DON'T KNOW WHAT THE ISSUE IS, HOW DO WE THEN? WELL, WE THINK AN AWARENESS IS THE FIRST. AND SO WE HAVE MADE A SIGNIFICANT PUSH REALLY I THINK THIS WAS THE FIRST YEAR WITH OUR CAPACITY TEAMS, THAT WE'VE REALLY TRIED TO ENSURE THAT EVERY SINGLE STUDENT IS EXPOSED TO PRESENTATIONS, INFORMATION, TRAINING OPPORTUNITIES. WE PROVIDE ALL OF THOSE THINGS AND WE HOPE THAT THEY HAPPEN. AND WE HAVE SEEN WHEN THEY DO HAPPEN, THEY WORK BETTER THAN WHEN THEY DON'T HAPPEN. SO WE CAN PLAN, WE CAN MONITOR, AND THAT'S WHEN WE COME TO YOU HERE AND WE GIVE YOU THE RESULTS AND THEN WE RECALIBRATE AND SAY, OKAY, WELL IT WORKED FOR THIS GROUP THIS YEAR ON THIS CAMPUS, BUT MAYBE IT DIDN'T WORK FOR THIS OTHER GROUP HERE ON THIS CAMPUS. THAT'S ALSO ANOTHER IMPORTANT POINT IS I DID NOT BREAK THIS OUT BY CAMPUS. I CAN PROVIDE THAT TO YOU IF YOU'D LIKE, BUT WE'RE JUST LOOKING AT POPULATIONS AS A WHOLE AND NOT NECESSARILY DIFFERENCES FROM CAMPUS TO CAMPUS THAT COULD PROVIDE SOME VALUABLE INFORMATION AS WELL. AND THAT'S WHAT WE ADDRESS IN SOME OF OUR DATA MEETINGS WHEN WE'VE HAD THOSE WITH OUR CAMPUSES. OKAY, I HEAR THAT, I HEAR THAT. I JUST THINK IT'S REALLY STRANGE THE AFRICAN AMERICAN GAP IS REALLY STRANGE. AND THEIR PERFORMANCE IN COMPARISON TO EVERYONE ELSE IS ALSO REALLY STRANGE. AND SO I AM SURPRISED THAT WE HAVE NOT TRIED TO ZERO IN ON WHAT THAT LOOKS LIKE MORE, BECAUSE MY CONCERN IS IF WE DON'T DO THAT AND THEN WE TAKE YOUR APPROACH THAT YOU MENTIONED ON SLIDE TEN, I GUESS I DON'T SEE HOW THAT APPROACH ON SLIDE TEN IS GOING TO FIX THE PROBLEMS THAT WE HAD HERE. AND MY FEAR IS THAT WE'RE GOING TO COME BACK HERE NEXT YEAR AND THIS DATA WILL LOOK THE SAME. AND IT DOES NOT, I GUESS I'M CONCERNED NORMALLY THAT WHEN WE SORT OF APPROACH THESE THINGS, WE HAVE A MORE CLEAR IDENTIFIED PROBLEM. AND HERE I AND AGAIN, IT DOES NOT APPEAR THAT THE PROBLEM IS, WELL, PEOPLE JUST DIDN'T KNOW HOW TO TAKE THIS TEST BECAUSE THEY'VE BEEN TAKING A TEST. THEY'VE BEEN TAKING ONLINE TESTS. THIS TEST IS DIFFERENT, BUT IT'S NOT THAT DIFFERENT. AND WHEN YOU LOOK AT THE LET'S JUST SAY, FOR EXAMPLE, WHEN YOU LOOK AT THE HISPANIC SORT OF READING NUMBERS IN 10TH GRADE AND YOU LOOK AT STAAR YOU KNOW, IT'S PROBABLY PRETTY CLOSE TO LINING UP. BUT I THINK THAT WHEN YOU THEN GO TO LIKE AFRICAN AMERICAN MATH, FOR EXAMPLE, THAT'S VERY DIFFERENT THAN, SAY, MAP OR STAAR. AND SO I'M JUST WONDERING AGAIN, AND I KNOW I'M ASKING THE SAME QUESTION, BUT I'M TRYING TO GET TO AT LEAST I'M TRYING TO GET TO SOME KIND OF A RESPONSE THAT I THINK MAKES SENSE TO ME. AND I THINK DOING THE SAME THING OVER AND OVER AGAIN DOESN'T MAKE SENSE. AND NOT BEING ABLE TO IDENTIFY LIKE WHAT IN PARTICULAR WAS GOING ON HERE IS ALSO A LITTLE CONCERNING WITHOUT DOING, I THINK, AT LEAST A DEEPER DIVE INTO WHAT'S HAPPENING. YEAH. I'D ALSO WANT TO LOOK AT A DEEPER DIVE INTO SOME OF OUR BREAKDOWN OF ALGEBRA ONE STUDENTS THAT ARE TAKING THAT IN NINTH GRADE, [01:50:07] AS OPPOSED TO EIGHTH GRADE. THE MATH SECTION SPECIFICALLY IS PREDOMINANTLY ALGEBRA BASED. AND SO IF STUDENTS AREN'T TAKING ALGEBRA ONE UNTIL NINTH GRADE, THEN THEY JUST HAVEN'T BEEN EXPOSED TO A LOT OF THAT CONTENT YET, AS OPPOSED TO SOME OF THE STUDENTS THAT ARE TAKING ALGEBRA IN EIGHTH GRADE, THEY'VE ALREADY HAD THE BENEFIT OF THAT. THAT COULD BE ONE DIFFERENCE, BUT I WOULD NEED TO LOOK AT THAT DATA TO BE ABLE TO NARROW DOWN THAT. THAT COULD BE A DECIDING FACTOR. SO I APPRECIATE THAT. THAT'S HELPFUL. LIKE THOSE ARE THE KINDS OF THINGS THAT ARE HELPFUL BECAUSE I THINK THAT'S WHERE WE CAN MAKE REAL CHANGE, RIGHT? I MEAN, I THINK FIGURING OUT HOW TO GET MORE OF OUR AFRICAN-AMERICAN KIDS INTO ALGEBRA ONE, FOR EXAMPLE, WOULD BE A GOOD START TO FIGURING OUT HOW WE IMPROVE SOME OF THESE THINGS. AND MY LAST QUESTION, BECAUSE I DON'T WANT TO BELABOR THIS POINT, BUT I AM GENERALLY I KNOW WE'RE ALL EXCITED ABOUT OUR NATIONAL MERIT SEMIFINALISTS, BUT I'M GENERALLY DISAPPOINTED IN THIS DATA. I MEAN, I THINK EVERY SINGLE YEAR, LIKE, I KNOW I'VE BEEN HERE AT LEAST THREE YEARS NOW, WE HAVE MADE A PLAN AROUND THE PSAT, AND I KNOW SPECIFICALLY THAT WE ARE FOCUSED ON THE PSAT AS A METRIC OF IMPROVING OUR OVERALL CCMR. AND I THINK IF WE'RE USING THIS TO IMPROVE OUR OVERALL CCMR FOR OUR AFRICAN AMERICAN KIDS, FOR ALL KIDS, BUT FOR OUR AFRICAN AMERICAN KIDS SPECIFICALLY, IT FEELS LIKE WE'RE NOT DOING THE RIGHT JOB AS IT RELATES TO MOVING THAT NUMBER FORWARD. BECAUSE TO ME, THIS IS ONE OF OUR BIGGEST OPPORTUNITIES TO HIT THAT 86% CCMR GOAL. AND IF WE'RE NOT SEEING SIGNIFICANT IMPROVEMENT IN THE MEETING OF BOTH BENCHMARKS WE ARE NOT GETTING TO THAT THAT POINT. DOES THAT MAKE SENSE? BECAUSE AGAIN I'M NOT OUT HERE AGAIN. I'M NOT TRYING TO PUT YOU ON THE SPOT AT ALL. I'M JUST GENERALLY TALKING ABOUT OUR PHILOSOPHY AS BOTH A BOARD AND A DISTRICT, AND HOW DO WE SORT OF GET TO OUR CCMR GOAL IF WE'RE NOT SEEING SIGNIFICANT IMPROVEMENTS ON THE PSAT TEST, SPECIFICALLY AROUND SOME OF OUR MORE SOME OF OUR DEMOGRAPHICS THAT HAVE TRADITIONALLY NOT BEEN AS SUCCESSFUL? YOU HAD ME THINKING ABOUT THIS CONVERSATION. WE HAD, MICHAEL, WHEN WE WERE TALKING ABOUT MATH PATHWAYS AND SORT OF THE FLAG IN THE GROUND THAT WE WANT EVERY EIGHTH GRADER IN THE DISTRICT IN ALGEBRA ONE, LIKE EIGHTH GRADE STANDARDS. SO LIKE, YOU KNOW, THERE I DON'T KNOW. I THINK IT WARRANTS MORE. I THINK IT WARRANTS A LOT OF THOUGHT. TRUSTEES, WHAT OTHER COMMENTS OR QUESTIONS DO YOU ALL HAVE, MICHAEL ARE YOU DONE? I AM DONE. I JUST MORE HAVE AN ANECDOTE BECAUSE I'M AN 11TH GRADE PARENT WHOSE CHILD DID NOT TAKE THE PSAT. AND SO YOU ARE SPOT ON. IT'S AN AWARENESS ISSUE. ONCE HE GOT TO THAT DAY WHERE THEY WERE TESTING, HE WAS SO MAD BECAUSE HE'S LIKE, MOM, WHY DIDN'T YOU SIGN ME UP? AND I'M LIKE, NOT MY JOB. YOU NEEDED TO BE THE ONE TO TELL ME. SO THE OTHER THING YOU MENTIONED WAS POSSIBLY COST. I THINK THAT IF THERE ARE, WE NEED TO MAKE SURE THAT PEOPLE KNOW PARENTS KNOW, STUDENTS KNOW THAT IS NOT A REASON TO NOT TAKE THE TEST. WE WILL FIND A WAY TO MAKE SURE THAT KIDS CAN TAKE THE TEST, AND COST SHOULD NOT BE A BARRIER. SO I THINK IF WE'RE GOING TO WORK ON AWARENESS, THOSE TWO THINGS ARE PARENTS NEED TO KNOW. AND YOU WOULD THINK AS A TRUSTEE I WOULD KNOW. BUT I WAS JUST BUSY AND I FORGOT. SO I THINK THAT YOU ARE RIGHT ON. IT'S AN AWARENESS ISSUE AND IT MIGHT BE A COST ISSUE. AND THEN FOR PARENTS WHO WANT TO WORK WITH THEIR HIGH SCHOOL STUDENTS, THEY GET A COLLEGE BOARD ACCOUNT IN NINTH GRADE, RIGHT. SO THEY CAN SIGN UP, THEY HAVE ACCESS TO THE COLLEGE BOARD PREP TESTS. SO FOR THOSE SENIORS, JUNIORS WHO ARE ABOUT TO TAKE THE SAT IN MARCH, THEY CAN GO ONLINE RIGHT NOW. SO. ELLIOT LANTZ, IF YOU'RE LISTENING, GO ONLINE AND START TEST PREPPING. BUT THERE'S ALSO THE KHAN ACADEMY. KHAN ACADEMY IS FULLY INTEGRATED WITH SAT. THEY USE THEIR PREVIOUS SCORES TO HELP THEM STUDY. SO THERE'S LOTS OF OPTIONS. AND I THINK PART OF THAT AWARENESS IS JUST LETTING PARENTS AND STUDENTS KNOW THAT THIS CAN BE DONE OUTSIDE OF SCHOOL. SO THANKS FOR ALL YOU'RE DOING. I JUST WANT TO MAKE A COUPLE OF COMMENTS. FIRST ANYTIME THE FIRST TIME A STUDENT TAKES THE PSAT, WHETHER IT'S AN EIGHTH OR NINTH GRADE, THEY HAVE WHAT'S CALLED MY PSAT AND IT CREATES A CUSTOMIZED PRACTICE. ONGOING MODULES, PRACTICE TESTS THAT ARE CUSTOMIZED TO THE STUDENT BASED ON WHAT THEY NEED. AND TO ME, THAT IS LIKE THE BIGGEST WAY THAT WE NEED TO PROMOTE AND FOR PARENTS TO UNDERSTAND. I KNOW LOTS OF MONEY GETS SPENT ON OUTSIDE AGENCIES AND TUTORING, AND THAT'S ALL FINE AND GREAT, [01:55:01] BUT THERE ARE OTHER RESOURCES FOR STUDENTS THAT DON'T COST ANYTHING. SECOND THING I WANT TO MAKE A POINT ON IS THAT WE COVER THE COST OF NINTH GRADE, 10TH GRADE, 11TH GRADE. IT REALLY IS NOT OF A BENEFIT TO EVERY SINGLE STUDENT. IT IS FOR STUDENTS WHO ARE GOING TO GO INTO THE NATIONAL MERIT SCHOLAR QUALIFYING TEST COMPONENT. IT IS MOST APPROPRIATE. ALSO, PROBABLY THE STUDENTS THAT ARE TAKING THE 11TH GRADE PSAT ARE ALSO TAKING THE SAT BECAUSE YOU REALLY NEED TO START PLANNING AND BE READY TO TO START YOUR APPLICATION THIS SUMMER OR AUGUST BEFORE YOUR SENIOR YEAR. AND YOU NEED TO HAVE AN SAT SCORE. AND A LOT OF TIMES STUDENTS THINK OR PARENTS THINK THEY HAVE TIME AND SAY, OH, I'LL JUST TAKE IT IN THEIR SENIOR YEAR, AND THAT'S FINE. BUT SOMETIMES YOU'RE PLAYING THE CATCH UP GAME. SO AGAIN, WE'RE PAYING AND COVERING THE COST THERE. AND THEN I WANT TO SAY WE HAVE KHAN ACADEMY AND OUR MIDDLE SCHOOLS ARE SUCCESSFULLY USING THAT. THAT IS ANOTHER FREE TOOL AND ACCESS FOR STUDENTS ALONG WITH I'M SUPER EXCITED ABOUT ALL OF THE SAT PREP AND PSAT PREP WORK THAT YOU. I FORGET WHAT THE NAME IS CALLED, THE CAPACITY TEAM OR THE BOOT CAMP, THE BOOT CAMP, THE CAPACITY TEAM. AND THEN BEING FOCUSED BECAUSE THIS HAS NOT BEEN AN AREA OF THESE ARE NEW STRATEGIES THAT WE HAVE PUT IN PLACE OR THAT DID NOT EXIST. AND WE'RE NOT THERE YET WHERE WE WANT TO BE. WE KNOW THAT. BUT THIS IS SOMETHING THAT IS HAS BEEN IMPORTANT, I KNOW, TO THE WORK THAT YOU'RE LEADING ON A DAILY BASIS AND YOUR TEAM AND DR. EDNEY, YOUR TEAM. SO I'M VERY GRATEFUL AND APPRECIATIVE OF THE WORK THAT YOU'RE LEADING. AND ALSO WANT TO THANK OUR CAMPUSES BECAUSE THEY HAVE BEEN THEY'RE MAKING THIS WORK AND HAPPEN AT THE CAMPUSES. AND I KNOW THAT THEY WANT THE SAME THING THAT YOU ALL ARE EXPRESSING. WE WANT TO MAKE SURE THAT OUR KIDS ARE SUCCESSFUL. WE WANT TO MAKE SURE THAT THAT GAPS ARE CLOSED FOR KIDS. WE WANT TO MAKE SURE THAT OPPORTUNITIES ARE PRESENT, AND WE WANT TO MAKE SURE THAT WE ARE FINDING EVERY WHICH WAY WE CAN TO SUPPORT OUR KIDS ALONG THE WAY. SO THANK YOU FOR THAT. CAN I ASK ONE MORE QUESTION THAT POPPED INTO MY HEAD AS YOU WERE TALKING ABOUT THIS, I WAS THINKING BACK TO OUR PRIOR MEETING WHERE WE HAD THE PRESENTATION THAT DR. EDNEY GAVE ON, LIKE THE INTENTIONAL GOAL SETTING RIGHT FOR MAP AND FOR OTHER TYPES OF TESTING, AND HAVING STUDENTS DOING INTENTIONAL GOAL SETTING AROUND THEIR OWN ACADEMIC PERFORMANCE. IS THIS PART OF THAT SORT OF INTENTIONAL GOAL SETTING? ARE WE DOING INTENTIONAL GOAL SETTING WITH THESE METRICS, AS WELL AS SOME OF OUR OTHER METRICS THAT WE'RE USING? ON A CAMPUS LEVEL, ABSOLUTELY. ALL OF OUR HIGH SCHOOLS AND SENIOR HIGHS ARE INCLUDING A CCMR GOAL AS A PART OF THEIR CAMPUS IMPROVEMENT PLANS. AND A LOT OF THOSE ARE FOCUSED ON THINGS LIKE PSAT AND SAT. WE HAVE CCMR CAMPUS ADMINISTRATORS THAT ARE REALLY THAT'S THEIR MAIN FOCUS AREA IS ALL COMPONENTS. AND WE'VE LEANED INTO THEM HEAVILY FOR THE SAT SUITE. SO WHAT CAN WE DO WHEN WE'RE WORKING WITH INDIVIDUAL TEAMS OF TEACHERS, INDIVIDUAL TEACHERS, OR JUST CAMPUS GOALS AS A WHOLE TO HELP MAKE THAT HAPPEN? YOU SPARKED ONE MORE THING I WANT TO MAKE SURE BECAUSE GOAL SETTING HAS BEEN HIGH. WE ARE WORKING ON THAT HEAVILY WITH OUR STUDENTS AND THEIR MAP DATA, AND THERE IS A LINKING COMPONENT STARTING IN FIFTH GRADE. SO PARENTS, IT'S SO, SO IMPORTANT THAT WE START TO HAVE THESE CONVERSATIONS NOT ONLY AND WE'RE DOING THEM IN THE CLASSROOM, BUT THAT ALSO AT HOME THAT STUDENTS ARE THERE IS THAT LINKING COMPONENT AS EARLY AS FIFTH GRADE THAT WE CAN START TO ENCOURAGE WHAT THAT PROJECTION IS GOING TO LOOK LIKE ON THEIR SAT. AND SO I JUST WANT US TO MAKE SURE THAT WE'RE UTILIZING EFFECTIVELY THE TOOLS THAT WE HAVE AVAILABLE. I HAVE A COUPLE QUESTIONS. SO THE SAT BOOT CAMPS AND THE PLANO SCHOLARS PSAT PREP, ALL THAT IS GEARED TOWARDS HIGH SCHOOL, RIGHT? THE HIGH SCHOOL STUDENTS. SO, YOU KNOW, MY DAUGHTER'S IN EIGHTH GRADE, SO THERE'S SO MANY AMAZING OPPORTUNITIES THAT WE'VE HAD TO, LIKE, GET IN FRONT OF THOSE KIDS. AND I KNOW WE HAD THIS DAY WHERE WE INTRODUCED FAMILIES TO LIKE, ALL THE DIFFERENT ACADEMY AND DIFFERENT PROGRAMS THAT WE HAVE. I FEEL LIKE THERE'S AN OPPORTUNITY FOR US TO, LIKE, REINFORCE THE IMPORTANCE OF THE SATS AND SATS TO FAMILIES BECAUSE WE'VE GOT FAMILIES THAT, YOU KNOW, MAYBE THEY DIDN'T GET EDUCATED HERE AND THEY NEVER HAD TO TAKE THE SATS. AND THEY DON'T, YOU KNOW, THEY DON'T KNOW HOW TO NAVIGATE THROUGH THAT. [02:00:04] SO AND THE OTHER THING IS JUST NOT ONLY SHOWING THEM THE PROCESS AND LIKE, HAND-HOLDING THEM EARLY OR ON, LIKE IN EIGHTH GRADE BUT ALSO LETTING THEM KNOW WHAT A GAME CHANGER YOUR SAT SCORE CAN BE, BECAUSE YOU CAN HAVE A STUDENT THAT IS WELL-ROUNDED, HAS PRETTY AVERAGE GPA, BUT DOES PHENOMENAL ON THE SAT, AND THAT IS AN OPPORTUNITY THAT OPENS UP IMMEDIATELY. THAT PUTS THEM JUST ON A DIFFERENT SCALE, RIGHT? SO I THINK THERE'S OPPORTUNITIES FOR US TO DO THINGS THAT ARE CURRENTLY IN PLACE WITH EIGHTH GRADERS AND EIGHTH GRADE FAMILIES AND KIND OF STARTING THEN. JUST BECAUSE THEN YOU START, YOU KNOW, THE MORE THAT YOU LIKE HAMMER IT IN, THE MORE THAT THEY'LL START UNDERSTANDING WHAT THAT PROCESS IS AND THE IMPORTANCE OF THAT TEST. BECAUSE AGAIN, I MEAN, TO MICHAEL'S POINT, I THINK THERE'S AND, YOU KNOW, TARA'S THERE'S FAMILIES THAT MAYBE JUST ARE NOT AWARE THAT AWARENESS IS NOT THERE. SO, YOU KNOW, WE'VE GOT TO DO A BETTER JOB OF MAKING THAT AWARE, BECAUSE YOU'RE RIGHT, THERE ARE FAMILIES WHOSE CHILDREN START PREPPING FOR SATS IN LIKE FIFTH GRADE, RIGHT? SO AND WE'VE GOT TO HELP LIKE ALL THE KIDS. I REALLY AGREE. AND I DO SEE THAT AS KIND OF THE NEXT PHASE OF THIS WORK IS GOING DOWN INTO OUR MIDDLE SCHOOLS. ONCE WE GET THE HIGH SCHOOLS IN A PLACE WHERE WE FEEL GOOD ABOUT EXPANDING OUR, SCOPE A LITTLE BIT BECAUSE IT'S NOT YOU DON'T HAVE TO TAKE THE OFFICIAL PSAT EIGHT, NINE AND EIGHTH GRADE TO GET VALUABLE FEEDBACK. YOU CAN TAKE THE PRACTICE TESTS THAT ARE AVAILABLE. KIDS ARE ALREADY BEING EXPOSED TO STANDARDS THAT ARE GOING TO BE PSAT AND SAT TESTED IN SEVENTH AND EIGHTH GRADE. SO EVEN THE MATH CONCEPTS ARE MIDDLE SCHOOL MATH CONCEPTS. ENGLISH CONCEPTS ARE RECURSIVE YEAR AFTER YEAR AFTER YEAR. SO THERE IS NO REASON WHY WE COULDN'T START PUSHING THAT DOWN. WE DO HAVE SOME SEVERAL OF OUR MIDDLE SCHOOL AVID ELECTIVE TEACHERS HAVE REACHED OUT ABOUT. COULD WE GIVE THIS TO OUR AVID STUDENTS, THIS EIGHTH GRADERS, TO JUST TO GET THAT FIRST REPORT BACK WHERE THEY CAN START GETTING SOME MORE TARGETED PREP BEFORE NINTH GRADE? SO THERE ARE A LOT OF OPPORTUNITIES AVAILABLE IN MIDDLE SCHOOL THAT WE CAN TAKE ADVANTAGE OF. AND I FEEL LIKE IN EIGHTH GRADE IS WHEN YOU, THE PARENTS REALLY DO START KIND OF PAYING ATTENTION, LIKE, OH, WE'RE GETTING CLOSE TO HIGH SCHOOL. WHAT IS UP? WHAT IS UP NEXT? RIGHT. HOW CAN WE PREPARE SO. OKAY. WELL THANK YOU. I'M GOING TO PIGGYBACK OFF OF YOU REALLY FAST. THAT BRINGS UP EVEN LAST WEEK OR LAST WEEK OUR LAST MEETING, WE TALKED ABOUT DEMOGRAPHICS AND ENROLLMENT, AND WE'VE TALKED BEFORE ABOUT TRANSITIONS, BUT HIGHLIGHTING JUST HOW IMPORTANT THOSE TRANSITION MEETINGS ARE FROM ELEMENTARY TO MIDDLE, MIDDLE TO HIGH SCHOOL. STUFF LIKE THIS, INFORMATION LIKE, THAT'S SO CRITICAL. SO I SEE THAT GOING HAND IN HAND WITH CTE TALKING ABOUT THIS ACADEMIC PORTION OF IT. SO ANYWAY, JUST BRAINSTORMING, THROWING THIS ALL OUT THERE. COUPLE QUESTIONS BECAUSE I NOTICED THE SAME THING MICHAEL WAS ASKING ABOUT. I'M GLAD HE ASKED THAT. AND IT'S PRETTY SIMILAR CONCERN WITH THE HISPANIC STUDENT POPULATION AS WELL. MY, WHAT I'M WONDERING IS SINCE THE DISTRICT OR MAYBE WE WOULD ANYWAY, BUT SINCE WE'RE PAYING FOR THE EXAM, FOR THE TEST, FOR OUR STUDENTS, DO WE GET THE RESULTS ON A STUDENT BY STUDENT. WE DO LEVEL? DO WE DO ANYTHING FOR THE STUDENTS WHO DIDN'T PERFORM, YOU KNOW, ON AVERAGE WITH THE DISTRICT OR WITH THEIR OWN SUBPOPULATION OR ANYTHING LIKE THAT, TO PUSH EXTRA RESOURCES LIKE AFTER NINTH GRADE TO HELP THEM AND SAY, HERE ARE SOME ADDITIONAL RESOURCES AS WE START LOOKING AHEAD AT 10TH GRADE FOR EXAMPLE. WHERE WE'RE AT NOW, PROVIDING THE INFORMATION OF HOW TO LOOK AT THOSE SCORE REPORTS, THERE ARE STUDENT FRIENDLY DOCUMENTS AND FAMILY FRIENDLY DOCUMENTS THAT KIND OF GIVE SCREENSHOTS AND CLICK SHEETS OF WHEN YOU GET THIS REPORT. HERE'S WHAT THIS MEANS. HERE'S WHERE YOU GO NEXT FOR MORE PRACTICE. THOSE ARE AVAILABLE IN ENGLISH AND SPANISH. WE DON'T HAVE A LOT OF CAPACITY WITHIN THE INSTRUCTIONAL DAY TO BE ABLE TO DEVOTE TO THAT KIND OF ANALYSIS, BUT IT IS AVAILABLE, SO THAT IS PROBABLY SOMETHING WE COULD LOOK AT DOING MORE OF, WHETHER IT'S AN ONLINE WORKSHOP FOR FAMILIES, JUST TO HELP THEM UNDERSTAND. I HAVE MY SCORES BACK NOW. WHAT COMES NEXT? THANK YOU. I JUST WANT TO ADD TO THAT THAT OUR ACADEMIC SERVICES TEAM AT SECONDARY LEVEL, THEY TAKE AND USE THIS FOR THESE REPORTS WHERE OUR STUDENTS WE THEY'RE CALLED SKILL REPORTS. SO WHERE ARE THE STRENGTHS THAT OUR STUDENTS HAVE WHERE THEIR DEFICIENCIES AND AREAS FOR GROWTH. AND SO THAT IS USED AS FAR AS ACADEMIC PLANNING, CURRICULUM PLANNING, PROFESSIONAL LEARNING. AND, I'M SPEAKING AND SPEAKING UP FOR LISA. SO FEEL FREE TO AUGMENT MY RESPONSE. BUT I KNOW THAT WE'RE ALSO USING THEM TO HELP SUPPORT INSTRUCTION IN THE CLASSROOM IN OUR MATH AND ENGLISH CLASSROOMS. [02:05:07] YES, THE ONLY THING I WOULD ADD TO THAT IS THE WORK. AND YOU KNOW, MICHAEL, WE'VE HAD THIS CONVERSATION QUITE A FEW TIMES. THE WORK WE STARTED DOING WITH AUTOMATICALLY ENROLLING STUDENTS AT THE MIDDLE SCHOOL LEVEL, PUSHING MORE STUDENTS INTO HONORS COURSEWORK, GETTING MORE MATH ROCKS AT ELEMENTARY. ALL OF THAT WORK IS GREAT WORK, BUT IT'S NOT REFLECTED YET NECESSARILY IN THESE STUDENTS. SO I DON'T WANT TO GIVE UP HOPE THAT THE WORK THAT WE'RE DOING IS GOING. WE ARE GOING TO SEE THOSE RESULTS. I THINK WE'RE JUST PERHAPS A LITTLE BIT AWAY FROM FROM THAT. ALL RIGHT. THIS HAS BEEN A REALLY ROBUST DISCUSSION TRUSTEES. KATHERINE. I JUST WANTED TO ADD TO MICHAEL'S POINT, I THINK IT WOULD BE REALLY INTERESTING AND I'M SURE IF WE WANTED TO, WE COULD DO IT OURSELVES. BUT TO COMPARE LIKE THE COHORT ON THESE SCORES, BECAUSE I COULD SEE HOW, YOU KNOW, THERE JUST MIGHT BE SOMETHING VERY DIFFERENT ABOUT, YOU KNOW, THAT YEAR'S NINTH GRADERS COMPARED TO THE YEAR BEFORE AS NINTH GRADERS. AND SOMETHING HAPPENED, LIKE, I CAN THINK OF LIKE I WONDER, YOU KNOW, WE'RE I'M ASSUMING WE'RE TRACKING LIKE THE KIDS THAT, LIKE, WERE IN FIRST GRADE DURING COVID, RIGHT? BECAUSE I THINK THOSE KIDS IN A CRITICAL YEAR, LIKE FIRST GRADE, YOU KNOW, THERE'S GOING TO BE SOME DIFFERENCES FOR THOSE KIDS, HOPEFULLY NOT HUGE. BUT SO I THINK IT WILL BE GOOD TO LOOK AT THAT. I'LL GET THAT COHORT DATA FOR A FUTURE UPDATE FOR SURE. YEAH. FOR LIKE YEAH FOR LIKE A BOARD UPDATE OR WHATEVER. BECAUSE I THINK THAT'S KIND OF A WEIRD COMPARISON BECAUSE YOU CAN'T REALLY KNOW ANYTHING ABOUT ONE YEAR'S NINTH GRADERS VERSUS ANOTHER YEAR'S NINTH GRADERS. SURE. THANKS. ALL RIGHT, LAST CHANCE, Y'ALL. ALL RIGHT. THANK YOU, DR. MOORE. THANK YOU. WE APPRECIATE IT. ALL RIGHT. WITH THAT. THAT CONCLUDES THE REPORTS FOR THIS EVENING. WE WILL NOW MOVE ON TO AGENDA ITEM TEN WHICH IS POLICIES. [10.1 Adoption of Policy BDF(LOCAL) Board Internal Organization: Advisory Committees on Second Reading BDF(LOCAL)] WE WILL BEGIN WITH ITEM 10.1 THE ADOPTION OF POLICY BDF LOCAL BOARD INTERNAL ORGANIZATION ADVISORY COMMITTEES. ON SECOND READING, I WILL INVITE DR. SELENDA FREEMAN, DEPUTY SUPERINTENDENT OF LEADERSHIP AND OPERATIONS, TO PLEASE PRESENT. THANK YOU, PRESIDENT TYRA. ALL RIGHT. REVISIONS TO POLICY BDF LOCAL HAVE BEEN MADE TO REFLECT DISTRICT PRACTICE. THIS POLICY IS PRESENTED FOR ADOPTION UNDER SECOND READING THIS EVENING. ALL RIGHT. THANK YOU, SELENDA. WE WILL NOW CONSIDER ADOPTION OF POLICY BDF LOCAL BOARD INTERNAL ORGANIZATION ADVISORY COMMITTEES ON SECOND READING. TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF POLICY BDF LOCAL BOARD INTERNAL ORGANIZATION ADVISORY COMMITTEES ON SECOND READING. SECOND. THANK YOU. I HAVE A MOTION BY BOARD VICE PRESIDENT NANCY HUMPHREY, AND A SECOND BY BOARD SECRETARY TARRAH LANTZ THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF POLICY BDF LOCAL BOARD INTERNAL ORGANIZATION ADVISORY COMMITTEES ON SECOND READING. TRUSTEES IS THERE ANY FURTHER DISCUSSION? HEARING AND SEEING NONE. I WILL CALL FOR A VOTE. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. THAT IS SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY. WE WILL CONTINUE WITH ITEM 10.2, THE APPROVAL OF TEXAS ASSOCIATION OF SCHOOL BOARDS TASB LOCALIZED POLICY MANUAL UPDATE 126. [10.2 Approval of Texas Association of School Boards (TASB) Localized Policy Manual Update 126, Affecting (LOCAL) Policies as Indicated on the Policy Action List and Review of (LEGAL) Policies included in the Policy Update under First Reading.] AFFECTING LOCAL POLICIES AS INDICATED ON THE POLICY ACTION LIST AND REVIEW OF LEGAL POLICIES INCLUDED IN THE POLICY UPDATE UNDER FIRST READING. I WILL INVITE DR. SELENDA FREEMAN, DEPUTY SUPERINTENDENT OF LEADERSHIP AND OPERATIONS, TO PLEASE PRESENT. THANK YOU. UPDATE 126 REFLECTS POLICY REVISIONS PRIMARILY DRIVEN BY CHANGES ENACTED DURING THE 89TH REGULAR LEGISLATIVE SESSION. THE UPDATE HAS BEEN REVIEWED BY DISTRICT STAFF AND LEGAL COUNSEL. APPROVAL IS REQUESTED FOR LOCAL POLICIES LISTED ON THE POLICY ACTION LIST UNDER FIRST READING THIS EVENING. THANK YOU SELENDA. WE WILL NOW CONSIDER THE APPROVAL OF TEXAS ASSOCIATION OF SCHOOL BOARDS TASB LOCALIZED POLICY MANUAL UPDATE 126 AFFECTING LOCAL POLICIES AS INDICATED ON THE POLICY ACTION LIST AND REVIEW OF LEGAL POLICIES INCLUDED IN THE POLICY UPDATE UNDER FIRST READING. TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE TEXAS ASSOCIATION OF SCHOOL BOARDS LOCALIZED POLICY MANUAL UPDATE 126, AFFECTING LOCAL POLICIES AS INDICATED ON THE POLICY ACTION LIST AND REVIEW OF LEGAL POLICIES, INCLUDING IN THE POLICY UPDATE UNDER FIRST READING. I'LL SECOND. THANK YOU TRUSTEES, I HAVE A MOTION BY TRUSTEE LISA KLEIN, AND A SECOND BY TRUSTEE KATHERINE GOODWIN THAT THE BOARD OF TRUSTEES APPROVES [02:10:03] THE TEXAS ASSOCIATION OF SCHOOL BOARD TASB LOCALIZED POLICY MANUAL UPDATE 126, AFFECTING LOCAL POLICIES, AS INDICATED ON THE POLICY ACTION LIST AND REVIEW OF LEGAL POLICIES INCLUDED IN THE POLICY UPDATE UNDER FIRST READING. TRUSTEES IS THERE ANY FURTHER DISCUSSION? I JUST HAVE ONE COMMENT TO MAKE ON THIS, BECAUSE THERE ARE SEVERAL POLICIES ON THIS ACTION LIST THAT BOTH ARE A TASB UPDATE AND HAVE BEEN UPDATED BY OUR OWN POLICY SUBCOMMITTEE. AND I WANT TO MAKE THAT DISTINCTION, BECAUSE EVERY TIME THERE'S ONE OF THESE MAJOR POLICY UPDATES, THERE'S THE DISCUSSION IN CERTAIN COMMUNITIES ABOUT HOW WE'RE RUBBER STAMPING EVERYTHING TASB SENDS US. AND I, I WANT THE REST OF THE TRUSTEES TO MAKE SURE YOU ALL KNOW AS WELL AS THE COMMUNITY KNOWS, THAT THE POLICY SUBCOMMITTEE HAS ALSO BEEN WORKING ON SEVERAL OF THESE POLICIES IN PARALLEL, WAITING FOR THIS POLICY UPDATE. AND SO FOR TRUSTEES, THAT WAS INDICATED. IF THIS WASN'T OBVIOUS, I JUST WANT TO MAKE SURE THIS IS SUPER OBVIOUS. THOSE WERE INDICATED BY POLICY. THE RED TEXT ON YOUR IN YOUR PACKET FOR REVIEW THAT IN CASES WHERE WE DIDN'T JUST, YOU KNOW, BLANKET ADOPT A TASB UPDATE, WE ACTUALLY THE POLICY SUBCOMMITTEE HAS MET SEVERAL TIMES THIS SCHOOL YEAR AND HAS BEEN WORKING ON DIFFERENT LANGUAGE AND DIFFERENT UPDATES FOR SOME OF THESE POLICIES. SO I JUST WANTED TO MAKE SURE THAT WAS CLEAR TO EVERYBODY WHO IS NOT MYSELF, TARRAH AND MICHAEL, WHO HAVE BEEN DOING THAT WORK AS THE SUBCOMMITTEE AS WELL AS JUST MAKING IT CLEAR TO THE COMMUNITY, WE'RE NOT JUST TAKING WHATEVER TASB AND LEGAL HANDS US AND SAYING, OKAY, THAT'S GREAT. LIKE WE'RE MAKING SURE THAT THESE POLICIES MAKE SENSE FOR US AND, AND WORK FOR US AND WORK FOR OUR COMMUNITY AND OUR, OUR PRACTICES. SO SORRY FOR THE LENGTHY COMMENT, BUT JUST TO MAKE THE POINT. I HAVE A RESPONSE TO THAT COMMENT AND I'M GOING TO SAY IT'S A LOT. I MEAN, IF ANYBODY HAS ANY CONCERNS ABOUT HOW MUCH WORK WE DO UP HERE I MEAN, THE POLICY. THANK YOU GUYS. THANK YOU. THE POLICY COMMITTEE BECAUSE IT'S A LOT AND IT'S A LOT OF WORDSMITHING. AND JUST FROM A PERSONAL POINT OF VIEW HERE, JUST ME SAYING THAT THERE WERE LOTS OF THINGS THAT NEEDED TO BE WORKED INTO OUR POLICY BECAUSE THE LAW CHANGED. AND SOME OF US DON'T PERSONALLY AGREE WITH WHAT HAPPENED, BUT IT IS OUR JOB TO IMPLEMENT THE LAW. SO I WILL TELL YOU, IT'S HARD, NOT ONLY BECAUSE OF THE VOLUME OF POLICY THAT HAD TO BE CHANGED, BUT ALSO THE THOUGHT THAT GOES INTO HOW WE IMPLEMENT IT AT OUR LOCAL LEVEL, WHERE WE FIND IT ACCEPTABLE FOR OUR DISTRICT AND WHAT THE VALUES OF OUR DISTRICT ARE. I THINK SOMEBODY AT ONE POINT SAID, TARRAH, THIS MAY HAVE BEEN YOU THAT THAT SOMEBODY DID THE MATH ON A FULL QUARTER OF POLICIES IN OUR POLICY MANUAL NEEDED TO CHANGE IN SOME WAY, SHAPE OR FORM BECAUSE OF THE PRIOR LEGISLATIVE SESSION. SO IT IS TO YOUR POINT. IT IS A SIGNIFICANT NUMBER OF POLICIES. SAM, I SAW YOU GOING FOR YOUR MICROPHONE. BUSTED. YEAH. I MEAN, ALSO, IF YOU WANT TO TALK ABOUT RUBBER STAMPING, WE ARE REQUIRED BY THE LEGISLATURE TO RUBBER STAMP SOME OF THESE LOCAL POLICIES THAT I VERY MUCH DO NOT AGREE WITH, SPECIFICALLY BEING FORCED TO ADOPT THE STATE'S NEW ANTI DEI LAWS. AND WE'RE DOING IT BECAUSE WE'RE LEGALLY OBLIGATED TO THE METHOD AND SPECIFIC LANGUAGE WE'RE REQUIRED TO USE. NOT SOMETHING I PERSONALLY SUPPORT, BUT HERE WE ARE. SO IF YOU DON'T LIKE THE RUBBER STAMPING, CALL YOUR LEGISLATOR. [LAUGHTER] OR VOTE. I THINK THAT WAS THE MOST HOT SPORTS OPINION THE POLICY DISCUSSION HAS EVER BEEN. OKAY, IN ALL SERIOUSNESS ANY OTHER DISCUSSION, TRUSTEES, ON THIS POLICY? THIS IS FIRST READING, SO WE'LL HAVE A SECOND BITE AT THIS APPLE IN A SUBSEQUENT MEETING. OKAY. I'M GOING TO REREAD THIS MOTION. I HAVE A MOTION BY TRUSTEE LISA KLEIN AND A SECOND BY TRUSTEE KATHERINE GOODWIN THAT THE BOARD OF TRUSTEES APPROVES THE TEXAS ASSOCIATION OF SCHOOL BOARDS TASB LOCALIZED POLICY MANUAL UPDATE 126, AFFECTING LOCAL POLICIES AS INDICATED ON THE POLICY ACTION LIST AND REVIEW OF LEGAL POLICIES INCLUDED IN THE POLICY UPDATE UNDER FIRST READING. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. ALL OF THOSE HANDS ARE UP. THAT MOTION PASSES UNANIMOUSLY, 7 TO 0. WE ARE NOW READY FOR ITEM 11 ADJOURNMENT. IF THERE IS NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD, THE MEETING IS ADJOURNED. THE TIME IS 9:03 P.M. ON TUESDAY, FEBRUARY 3, 2026. * This transcript was compiled from uncorrected Closed Captioning.