Feb 17, 2026 Board Work Session

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GOOD EVENING. I'M LAUREN

[1. CALL TO ORDER ]

AT THIS TIME, I WILL ASK SUPERINTENDENT DR. TERESA WILLIAMS TO PLEASE VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING. THANK YOU, PRESIDENT TYRA. I'VE VERIFIED THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.

THANK YOU.

THIS SEGMENT IS BEING RECORDED IN COMPLIANCE WITH TEXAS SENATE BILL 413, WHICH AMENDS SECTION 11.0621 OF THE TEXAS EDUCATION CODE. BOARD MEMBERS, WE WILL NOW PROCEED WITH THE ROLL CALL. KINDLY PLEASE RESPOND WHEN YOUR NAME IS ANNOUNCED. LAUREN TYRA, I AM PRESENT. NANCY HUMPHREY, PRESENT. TARA LANCE, PRESENT. SAM JOHNSON, PRESENT. MICHAEL COOK IS NOT PRESENT.

WE WILL ANNOUNCE HIS ARRIVAL WHEN HE GETS HERE. ELISA KLEIN, PRESENT. KATHERINE GOODWIN, PRESENT. ALL RIGHT.

THANK YOU, TRUSTEES. I'D ALSO LIKE TO INTRODUCE THE STAFF SEATED AT THE DAIS. TO MY LEFT, SUPERINTENDENT DR. TERESA WILLIAMS, DR. CELINDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS.

SEATED ON MY RIGHT, MR. JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS EMPLOYEE SERVICES AND TECHNOLOGY. MS. 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 MR. IVAN CANTU, ASSISTANT SUPERINTENDENT FOR STRATEGY AND INNOVATION. ALL RIGHT.

WE'LL MOVE ON TO AGENDA ITEM

[2. RECOGNITIONS ]

THE BOARD IS PLEASED TO HAVE A SPECIAL OPPORTUNITY TO RECOGNIZE SOME OUTSTANDING TEAM MEMBERS THIS EVENING. OUR CHIEF COMMUNICATIONS OFFICER, LESLIE RANGE-STANTON, WILL INTRODUCE THESE RECOGNITIONS FOR US. MS. RANGE-STANTON.

THANK YOU, DR. TYRA, DR.

WILLIAMS AND BOARD. I WOULD LIKE TO INVITE SUPERINTENDENT WILLIAMS AND BOARD VICE PRESIDENT NANCY HUMPHREY TO COME DOWN FRONT AS WE RECOGNIZE OUR TEAM MEMBERS. TEAM MEMBERS FROM ACROSS THE DISTRICT ARE ELIGIBLE TO BE NOMINATED FOR THIS AWARD EVERY MONTH.

AND TONIGHT WE ARE HONORED TO CELEBRATE THE FEBRUARY 2026 PLANO ISD PROUD AWARD RECIPIENTS. THESE OUTSTANDING STAFF MEMBERS WERE NOMINATED FOR THE WAYS THAT THEY LIVE OUT OUR DISTRICT'S VISION OF BEING COMMITTED TO EXCELLENCE, DEDICATED TO CARING, POWERED BY LEARNING, AND PLANO ISD PROUD. AS WE CALL EACH RECIPIENT'S NAME, PLEASE COME FORWARD TO RECEIVE YOUR SPECIALLY DESIGNED LAPEL PIN FROM SUPERINTENDENT DR. TERESA WILLIAMS AND YOUR CERTIFICATE FROM BOARD VICE PRESIDENT NANCY HUMPHREY. AND YOU WILL THEN TAKE AN INDIVIDUAL PHOTO WITH THESE AMAZING LEADERS THAT ARE STANDING HERE TODAY.

AND THEN STICK AROUND FOR A GROUP PHOTO.

SO TAKE YOUR PHOTO, BUT DON'T LEAVE. STICK AROUND FOR A GROUP PHOTO.

OUR FIRST WINNER THAT WE ARE RECOGNIZING TONIGHT IS ROBERT TOWNSEND, WHO SERVES AS THE IN-SCHOOL SUSPENSION ASSISTANT AT MCMILLAN HIGH SCHOOL. THANK YOU. ROBERT WAS NOMINATED BY MCMILLAN ASSISTANT PRINCIPAL CAMDEN KNIZEL, WHO SAYS THAT ROBERT HAS MADE AN IMMEDIATE AND POSITIVE IMPACT AT THEIR CAMPUS SINCE JOINING PLANO ISD. HE APPROACHES EVERY STUDENT WITH PATIENT, CALM, AND NON-JUDGMENTAL ATTITUDE.

DON'T GO ANYWHERE YET.

YOU'VE GOT TO HEAR ALL THESE GREAT THINGS ABOUT YOU. SO MS. KNIZEL DESCRIBES YOU AS A PATIENT, CALM, AND NON-JUDGMENTAL PERSON WHO CREATES AN ENVIRONMENT WHERE STUDENTS FEEL RESPECTED AND SUPPORTED. ROBERT'S DEDICATION TO HELPING STUDENTS MAKE BETTER DECISIONS AND GROW PERSONALLY REFLECTS THE VISION STATEMENT THAT WE TALKED ABOUT. AND THROUGH HIS PROFESSIONALISM AND THROUGH HIS EMPATHY, HIS STEADY SUPPORT, HE EXEMPLIFIES THE DISTRICT'S LEADERSHIP PROFILE, FOSTERING TRUST, DEMONSTRATING INTEGRITY, AND INSPIRING OTHERS THROUGH HIS THOUGHTFUL APPROACH TO STUDENT ENGAGEMENT.

PLEASE JOIN ME AGAIN IN CONGRATULATING ROBERT TOWNSEND. AND NOW I WOULD LIKE TO INVITE ANY GUESTS OF ROBERT WHO ARE WITH US THIS EVENING TO PLEASE STAND TO BE RECOGNIZED. THANK YOU.

OKAY. ALL RIGHT. SO, AND ROBERT, YOU WERE CALLED FIRST. YOU'RE JUST GOING

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OUR NEXT HONOREE IS CARLA LEMUS, A DEDICATED EDUCATOR WITH THE PLANO ISD HEAD START PROGRAM. ALL RIGHT.

AND WE KNOW HEAD START ALWAYS ROLLS DEEP. HE WAS NOMINATED BY HEAD START DIRECTOR DARA VILLAPANDO FOR, SHE WAS NOMINATED FOR HER COMPASSION, PERSEVERANCE, AND COMMITMENT TO EXCELLENCE. CARLA HAS MADE A LASTING IMPACT ON HER STUDENTS, FAMILIES, AND COLLEAGUES. WHILE TEACHING DUAL-LANGUAGE PRESCHOOL STUDENTS EACH DAY, SHE IS ALSO ADVANCING HER OWN EDUCATION THROUGH PLANO ISD'S QUALITY EDUCATION FOR SUCCESSFUL TRAINING OR QUEST PROGRAM. CARLA APPROACHES EVERY CHALLENGE WITH GRACE AND DETERMINATION, MODELING RESILIENCE, AND LIFELONG LEARNING FOR HER STUDENTS AND PEERS.

KNOWN FOR HER CALM PRESENCE, CREATIVITY, AND DEEP CARE FOR CHILDREN, SHE CREATES A CLASSROOM ENVIRONMENT WHERE EVERY CHILD FEELS SEEN, SUPPORTED, AND EXCITED TO LEARN. HER GENUINE KINDNESS AND QUIET LEADERSHIP EMBODY WHAT IT MEANS TO BE COMMITTED TO EXCELLENCE, DEDICATED TO CARING, AND POWERED BY LEARNING.

SO PLEASE JOIN ME ONCE AGAIN IN CONGRATULATING QUEST MEMBER CARLA LEMUS. AND WHILE I KNOW THEY DON'T HAVE TO BECAUSE WE SEE THEM IN THE AUDIENCE, WOULD CARLA'S GUESTS PLEASE STAND? THANK YOU ALL FOR BEING HERE TO SUPPORT CARLA. OKAY. OUR FINAL WINNER THIS EVENING IS JOHN HOLDEN. AND JOHN IS A DEDICATED BUS DRIVER WHO PROUDLY SERVES STUDENTS ACROSS PLANO ISD. OKAY.

NOW, IN HIS TIME IN THE DISTRICT, JOHN HAS BUILT STRONG CONNECTIONS WITH CHILDREN AND FAMILIES ON HIS ROUTES, GREETING EACH STUDENT WITH A SMILE AND SETTING A POSITIVE TONE FOR THEIR DAY. HIS KINDNESS AND CONSISTENCY HELP ENSURE THAT EVERY STUDENT BEGINS AND ENDS THEIR DAY FEELING SAFE, SEEN, AND VALUED. JOHN REGULARLY GOES ABOVE AND BEYOND HIS DRIVING DUTIES, VOLUNTEERING HIS OWN TIME AT JACKSON ELEMENTARY SCHOOL TO SUPPORT STUDENTS DURING LUNCH, RESOURCE, AND CLASS PERIODS. HE SERVES AS A MENTOR AND ROLE MODEL, OFFERING ENCOURAGEMENT AND GUIDANCE THAT STUDENTS TRULY APPRECIATE. JACKSON ASSISTANT PRINCIPAL JOHN RIGGLE EXPRESSED HIS GRATITUDE FOR JOHN'S, WE'VE GOT A COUPLE, JOHN'S POSITIVE INFLUENCE AND THE LASTING IMPACT HE MAKES ON THE JACKSON COMMUNITY AND BEYOND.

THROUGH HIS COMPASSION, COMMITMENT, AND WILLINGNESS TO SERVE OTHERS, JOHN EXEMPLIFIES WHAT IT MEANS TO BE DEDICATED TO CARING AND PLANO ISD PROUD. JOIN ME IN CONGRATULATING AGAIN, JOHN HOLDEN. AND OF COURSE, WE'RE NOT GOING TO LET THEM GO WITHOUT HAVING THE MEMBERS OF JOHN'S FAMILY AND FRIENDS AND PROFESSIONAL COLLEAGUES JOIN US, PLEASE. THANK YOU FOR BEING HERE FOR JOHN.

ALL RIGHT, WE'RE GOING TO GET ONE FINAL PICTURE AND THANK YOU ALL SO MUCH.

THANK YOU FOR THAT WONDERFUL RECOGNITION AND THANK YOU ALL FOR BEING HERE. LESLIE IS RIGHT, HEAD START ALWAYS SHOWS UP BIG. BUT, YOU KNOW, THANK YOU EVERYONE ELSE, FAMILIES BEING HERE.

THESE ARE SUCH WONDERFUL RECOGNITIONS FOR US TO GET TO PARTICIPATE IN. SO THANK YOU ALL FOR BEING HERE. ONE HOUSEKEEPING POINT BEFORE WE MOVE ON TO THE NEXT RECOGNITION.

TRUSTEE MICHAEL COOK JOINED US AT 537 P.M.

FOR THE RECORD. OUR NEXT RECOGNITION IS THE ANNOUNCEMENT OF A NEW ADMINISTRATIVE ASSIGNMENT.

DR. JOY LOVELL WILL INTRODUCE THIS NEXT RECOGNITION. GOOD EVENING, PRESIDENT TYRA, BOARD OF TRUSTEES, SUPERINTENDENT WILLIAMS, AND CABINET. I AM VERY EXCITED TO SHARE THE ANNOUNCEMENT OF OUR NEW PRINCIPAL APPOINTMENT AT DAFFRON ELEMENTARY SCHOOL. AND I MUST SAY SHE IS NOT A NEW FACE. SHE IS A SEASONED VETERAN LEADER IN OUR DISTRICT AND WE LOOK FORWARD TO HER CONTINUED CONTRIBUTIONS AT A NEW CAMPUS. AND WENDY, WOULD YOU PLEASE STAND AND REMAIN STANDING. I AM HONORED TO SHARE THAT MS. WENDY MILLER HAS BEEN NAMED THE NEW PRINCIPAL OF DAFFRON ELEMENTARY SCHOOL.

MRS. MILLER JOINED THE PLANO ISD FAMILY IN 2008 AS A FOURTH GRADE TEACHER, THEN TEAM LEADER AT MENDENHALL ELEMENTARY SCHOOL. SHE EARNED HER MASTER'S DEGREE IN

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JOINING HER TONIGHT IS HER HUSBAND, AARON MILLER, IF HE WOULD PLEASE STAND AS WELL.

AND PLEASE JOIN ME ONCE MORE IN CONGRATULATING MS. MILLER. ALL RIGHT, THANK YOU AND WELCOME. NOT WELCOME, BECAUSE YOU'RE ALREADY WITH THE PLANO ISD FAMILY, BUT BEST OF LUCK IN YOUR NEW ASSIGNMENT. THAT WILL CONCLUDE RECOGNITIONS FOR THE EVENING. EVERYONE HERE FOR RECOGNITIONS, Y'ALL ARE WELCOME TO LEAVE AT THIS TIME AS WE'LL MOVE ON TO PUBLIC COMMENT.

ALL RIGHT, WHILE THEY'RE MAKING THEIR WAY OUT, WE'LL NOW MOVE ON TO AGENDA ITEM THREE, PUBLIC COMMENT SESSION, AGENDA ITEMS ONLY.

AT BOARD MEETINGS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS. AGENDA RELATED COMMENTS CAN BE HEARD AT THIS TIME. DR.

FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS? PRESIDENT TYRA, WE DO NOT HAVE ANY SPEAKERS THIS EVENING.

ALL RIGHT, NO SPEAKERS FOR PUBLIC COMMENT, SO WE WILL MOVE ON

[4. CLOSED SESSION ]

THE TIME IS NOW 542 P.M.

[5. RECONVENE OPEN SESSION ]

[6. PUBLIC HEARING ]

THIS EVENING, THE BOARD IS CONDUCTING A PUBLIC HEARING ON THE 2024-2025 TAPER.

WE'LL BEGIN THE PUBLIC HEARING WITH A PRESENTATION FROM THE ASSISTANT SUPERINTENDENT FOR STUDENT SUCCESS, DR.

COURTNEY GOBER, AFTER WHICH WE'LL INVITE TO THE PODIUM ANY MEMBERS OF THE PUBLIC WHO WOULD LIKE TO COMMENT REGARDING THE 2024-2025 ACADEMIC PERFORMANCE REPORT.

AT THIS TIME, I'LL INVITE DR.

GOBER TO PLEASE PRESENT.

THANK YOU, DR. TYRA, DR.

WILLIAMS, AND MEMBERS OF THE CABINET AND THE BOARD.

I'M PLEASED TO PRESENT THE 2024-2025 ANNUAL REPORT FOR PLANO ISD IN ACCORDANCE WITH THE REQUIREMENTS OF TEXAS EDUCATION CODE 39.053.

THE COMPREHENSIVE TEXAS ACADEMIC PERFORMANCE REPORT, OTHERWISE KNOWN AS TAPER, AND BY THE WAY, I'LL BE SAYING TAPER FROM NOW ON, SYSTEM PROVIDES DETAILED INFORMATION ON DISTRICT AND CAMPUS ACADEMIC PERFORMANCE ALONG WITH FINANCIAL DATA AND INFORMATION REGARDING STAFF PROGRAMS AND STUDENT DEMOGRAPHICS.

THIS PUBLIC HEARING IS HELD IN FULFILLMENT OF THOSE STATUTORY REQUIREMENTS.

THERE ARE SPECIFIC COMPONENTS THAT EACH TEXAS DISTRICT IS REQUIRED TO SHARE WITH THE PUBLIC AS A PART OF ITS ANNUAL PERFORMANCE REPORT, AND THOSE ELEMENTS ARE OUTLINED ON THIS SLIDE.

FOR CLARIFICATION, PLANO ISD PROVIDES THIS REQUIRED INFORMATION TO THE BOARD OF TRUSTEES AND THE COMMUNITY AS IT BECOMES AVAILABLE THROUGHOUT THE YEAR.

THEREFORE, MUCH OF THIS CONTENT HAS ALREADY BEEN PRESENTED TO YOU. YOU WILL ALSO NOTICE LINKS TO RELEVANT DOCUMENTS OR REFERENCES TO WHERE CERTAIN DATA MAY BE ACCESSED FOR THE ITEMS LISTED. AN ADDITIONAL REQUIREMENT OF THE ANNUAL REPORT IS AN UPDATE ON PROGRESS TOWARD HOUSE BILL 3 GOALS. AS A REMINDER, THOSE GOALS FOCUS ON THIRD GRADE READING, THIRD GRADE MATHEMATICS, AND COLLEGE CAREER MILITARY READINESS, OR CCMR. AT THE JANUARY BOARD MEETING, WE SHARE PROJECTIONS RELATED TO THIRD GRADE STAR PERFORMANCE IN READING AND MATH.

AT AN UPCOMING MEETING, WE'LL PROVIDE AN UPDATE ON CURRENT CCMR PROGRESS.

FOR THE PURPOSES OF THIS PUBLIC HEARING, I WILL NOW HIGHLIGHT KEY POINTS FROM THE ANNUAL PUBLIC

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ACCREDITATION BY THE STATE IS REQUIRED FOR A DISTRICT OR CHARTER TO OPERATE AS A PUBLIC SCHOOL. FOR 2025, THE DISTRICT EARNED AN OVERALL B IN ACADEMIC ACCOUNTABILITY WITH 36 CAMPUSES, 57 PERCENT, RECEIVING AT LEAST ONE ACADEMIC DISTINCTION DESIGNATION. PLANO ISD IS FULLY ACCREDITED AND EARNED AN A, SUPERIOR ACHIEVEMENT, UNDER THE FINANCIAL FIRST SYSTEM. ADDITIONALLY, THE DISTRICT RECEIVED A SPECIAL EDUCATION DETERMINATION STATUS OF MEETS REQUIREMENTS, WHICH IS THE HIGHEST DESIGNATION AWARDED BY THE STATE.

THE TAPER FULFILLS A SIGNIFICANT PORTION OF THE ANNUAL REPORT REQUIREMENTS AND PROVIDES A COMPREHENSIVE OVERVIEW OF DISTRICT PERFORMANCE AND OPERATIONS.

THE REPORT INCLUDES A WIDE RANGE OF DATA, INCLUDING DISTRICT STAR PERFORMANCE AT APPROACHES, MEETS, AND MASTER'S GRADE LEVEL STANDARDS ACROSS ALL TESTED GRADES AND SUBJECTS, ANNUAL GROWTH MEASURES REFLECTING YEAR-TO-YEAR STUDENT PROGRESS AND STAR ASSESSMENTS, ACCELERATED LEARNING RESULTS HIGHLIGHTING STUDENTS WHO SCORED DID NOT MEET GRADE LEVEL IN THE PRIOR YEAR AND ADVANCED TO APPROACHES GRADE LEVEL OR HIGHER IN THE CURRENT YEAR, BILINGUAL EDUCATION AND ESL PROGRAM DATA, STAR PARTICIPATION RATES, ATTENDANCE, GRADUATION, AND DROPOUT RATES. I'M SORRY, GRADUATION PROFILE INFORMATION INCLUDING DIPLOMA TYPES EARNED BY GRADUATING SENIORS, CCMR INDICATORS, STUDENT DEMOGRAPHIC DATA, AND STAFF INFORMATION.

TOGETHER, THESE COMPONENTS PROVIDE A COMPREHENSIVE OVERVIEW OF THE DISTRICT DEMOGRAPHICS, OPERATIONS, AND OVERALL ACADEMIC PERFORMANCE.

AT THIS TIME, I WOULD LIKE TO SHARE A FEW HIGHLIGHTS FROM THE TAPER REPORT. THE COMPLETE REPORT IS AVAILABLE ON BOTH THE DISTRICT AND TEA WEBSITES. THIS CHART DISPLAYS DISTRICT PERFORMANCE AT THE APPROACHES, MEETS, AND MASTER'S GRADE LEVEL STANDARDS IN COMPARISON TO THE REGION AND STATE.

BY EXAMINING PLANO ISD'S RESULTS ALONGSIDE REGIONAL AND STATEWIDE PERFORMANCE, WE CAN SEE HOW OUR STUDENTS ARE PERFORMING RELATIVE TO THEIR PEERS.

WE ARE PROUD TO SHARE THAT PLANO ISD STUDENTS OUTPERFORMED BOTH THE REGION AND THE STATE IN EVERY SUBJECT. THE STATE INCLUDED TWO GROWTH INDICATORS IN THE TAPER REPORT.

ON THE LEFT SIDE OF THIS CHART IS THE ANNUAL GROWTH MEASURE FOR READING, MATHEMATICS, AND BOTH SUBJECTS COMBINED.

THE ANNUAL GROWTH SCORE REFLECTS STUDENTS' PROGRESS FROM ONE STAR ADMINISTRATION TO THE NEXT BASED ON A STATE-ESTABLISHED GROWTH CHART. INDIVIDUAL STUDENT GROWTH IS DETERMINED BY MOVEMENT BETWEEN PERFORMANCE LEVELS.

LOW DID NOT MEET, HIGH DID NOT MEET, LOW APPROACHES, HIGH APPROACHES, MEETS, MASTERS FROM THE PRIOR YEAR TO THE CURRENT YEAR. THIS SLIDE REPRESENTS THE PERCENTAGE OF STUDENTS WHO EITHER ADVANCED TO A HIGHER PERFORMANCE LEVEL OR MAINTAINED PERFORMANCE AT THE MEETS OR MASTERS LEVEL IN 2025. ON THE RIGHT SIDE OF THE CHART ARE THE ACCELERATED LEARNING RESULTS. THIS MEASURE REFLECTS THE PERCENTAGE OF STUDENTS WHO DID NOT MEET GRADE LEVEL IN THE PRIOR YEAR AND WERE ACCELERATED TO APPROACHES GRADE LEVEL OR HIGHER IN THE CURRENT YEAR.

FOR BOTH GROWTH INDICATORS, WE HAVE INCLUDED COMPARISON DATA FOR THE REGION AND THE STATE.

WHILE PLANO ISD EXCEEDS BOTH THE REGION AND THE STATE IN OVERALL GROWTH, ACCELERATED LEARNING FOR STUDENTS WHO PREVIOUSLY DID NOT MEET GRADE LEVEL REMAINS AN AREA FOR CONTINUED GROWTH AND IMPROVEMENT.

THIS SLIDE REFLECTS OUR PROGRESS TOWARD HOUSE BILL 3 GOALS ESTABLISHED BY THE BOARD.

AS A REMINDER, THESE GOALS FOCUS ON THIRD GRADE READING AND MATH AND CCMR INDICATORS.

FOR READING AND MATH, THE PERCENTAGES SHOWN REPRESENT STUDENT PERFORMANCE AT THE MEETS GRADE LEVEL STANDARD OR ABOVE. BEGINNING WITH THIRD GRADE READING, THE 2024 GOAL WAS 57 PERCENT AND OUR ACTUAL PERFORMANCE AT THE MEETS GRADE LEVEL OR ABOVE WAS 61 PERCENT, EXCEEDING THE TARGET. FOR 2025, THE GOAL INCREASED TO 58 PERCENT AND WE AGAIN ACHIEVED 61 PERCENT AT THE MEETS LEVEL OR ABOVE, SURPASSING THE GOAL FOR THE SECOND OF YEAR.

IN THIRD GRADE MATH, THE 2024 GOAL WAS 51 PERCENT AND STUDENTS ACHIEVED 55 PERCENT AT THE MEETS GRADE LEVEL OR ABOVE STANDARD. FOR 2025, THE GOAL INCREASED TO 52 PERCENT AND OUR STUDENTS REACHED 56 PERCENT AT THE MEETS LEVEL OR ABOVE, ONCE AGAIN EXCEEDING THE ESTABLISHED TARGET.

LOOKING AT CCMR FOR THE CLASS OF 2023, THE GOAL WAS 75 PERCENT AND WE MET THE GOAL AT 75 PERCENT.

FOR THE CLASS OF 24, THE GOAL

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WHILE THIS REFLECTS CONTINUED PROGRESS, IT INDICATES THAT CCMR REMAINS AN IMPORTANT AREA OF FOCUS AS WE WORK TOWARD MEETING OUR MORE AMBITIOUS LONG-TERM TARGETS.

OVERALL, WE ARE PROUD OF THE PROGRESS OUR STUDENTS AND STAFF HAVE MADE TOWARD HB3 GOALS, PARTICULARLY IN THIRD GRADE READING AND MATH AT THE MEETS GRADE LEVEL STANDARD OR ABOVE AND REMAIN AND WE REMAIN COMMITTED TO STRENGTHENING OUR OUTCOMES IN CCMR. THIS SLIDE REFLECTS THE 2024 COLLEGE CAREER MILITARY READINESS RESULTS FOR PLANO ISD COMPARED TO THE STATE.

PLEASE NOTE THAT CCMR IS LAGGING DATA AND REFLECTS FINALIZED OUTCOMES FOR THE CLASS OF 2024. SO THESE ARE CLASS OF 2024 GRADUATES. OVERALL, 76 PERCENT OF PLANO ISD GRADUATES MET AT LEAST ONE CCMR INDICATOR COMPARED TO 82 PERCENT STATEWIDE. WE SEE PARTICULAR STRENGTHS IN AP AND IB WHERE 44 PERCENT OF OUR STUDENTS MET CRITERION COMPARED TO 21 AT THE STATE AS WELL AS IN OUR ASSOCIATE DEGREE ATTAINMENT AND IEP WORKFORCE READINESS ATTAINMENTS.

AT THE SAME TIME, AREAS SUCH AS DUAL CREDIT, INDUSTRY-BASED CERTIFICATIONS, AND OVERALL CCMR ATTAINMENT REMAIN PRIORITIES AS WE WORK TO INCREASE READINESS OUTCOME FOR ALL GRADUATES.

CCMR DATA CAN BE FURTHER BROKEN DOWN INTO SEVERAL COMPONENTS.

THIS SLIDE HIGHLIGHTS THE PERCENTAGE OF STUDENTS IN GRADES 11 AND 12 WHO PARTICIPATED IN AP OR IB EXAMINATIONS AND PROVIDES OVERALL PARTICIPATION RATES FOR DISTRICT, STATE, AND REGION 10. THE CHART ALSO REFLECTS THE PERCENTAGE OF STUDENTS WHO ACHIEVED AT LEAST ONE AP OR IB EXAM SCORE AT OR ABOVE CRITERION AS WELL AS THOSE WHO MET THE COLLEGE-READY BENCHMARK ON THE SAT OR ACT.

IN ADDITION, THE SAT AND ACT COMPOSITE DATA INDICATE THE PERCENTAGE OF GRADUATES WHO SCORED AT OR ABOVE THE ESTABLISHED COLLEGE-READY STANDARD.

ALL PARTICIPATION AND ACHIEVEMENT DATA SHOWN ARE FROM 2023 TO 2024 SCHOOL YEAR AND REPRESENT LAGGING DATA.

WE ARE VERY PROUD OF THE RIGOROUS ACADEMIC WORK OF THE STUDENTS AND TEACHERS OF PLANO ISD. NOT ONLY ARE WE SEEING IMPROVEMENT IN SEVERAL AREAS, BUT WE ARE ALSO SEEING A IMPROVEMENT IN SEVERAL AREAS, BUT OUR STUDENTS CONTINUE TO OUTPERFORM BOTH THE STATE AND REGION 10 ACROSS EACH OF THESE MEASURES. THIS SLIDE INCLUDES FOUR, FIVE, AND SIX-YEAR GRADUATION RATES FOR ALL STUDENTS AND STUDENT SUBGROUPS ALONG WITH THE 2023 TO 2024 DROPOUT RATES.

GRADUATION DATA ARE REPORTED ONE YEAR IN AREAS AND THEREFORE REPRESENT LAGGING DATA. AS EXPECTED, GRADUATION RATES INCREASE ACROSS THE SIX-YEAR SPAN AS SOME STUDENTS WHO ARE INITIALLY SHORT ON MEETING GRADUATION REQUIREMENTS COMPLETE THE NECESSARY COURSEWORK OR ASSESSMENTS AND ARE SUBSEQUENTLY DESIGNATED AS GRADUATES.

WE ARE ALWAYS INTERESTED IN WHAT OUR STUDENTS DO AFTER THEY LEAVE US AND GRADUATE.

THE TAPER HELPS US UNDERSTAND THE INSTITUTIONS OUR STUDENTS ATTEND AFTER GRADUATION.

FOR THE CLASS OF 2024, THE TOP 20 INSTITUTIONS AND THE NUMBER OF PLANO ISD GRADUATES ENROLLED THERE ARE LISTED ON THIS SLIDE. IT IS IMPORTANT TO NOTE THAT THESE ARE ONLY TEXAS INSTITUTIONS BECAUSE THIS IS KEPT, TEXAS KEEPS TRACK OF THIS AND THEY DON'T HAVE A METHOD TO KEEP TRACK OF STUDENTS WHO LEAVE THE STATE OF TEXAS. SO I'M GOING TO GIVE YOU ONE MORE SLIDE AND THEN I'LL GIVE YOU SOME OUT-OF-TEXAS DATA.

TO MEET THE REPORT REQUIREMENT FOR STUDENT PERFORMANCE IN POST-SECONDARY INSTITUTIONS, THE TEXAS EDUCATION AGENCY TRACKS PLANO ISD GRADUATES TO TEXAS PUBLIC TWO-YEAR AND FOUR-YEAR HIGHER EDUCATION INSTITUTIONS AND REPORTS THEIR GRADE POINT AVERAGES USING A FOUR-POINT SCALE.

THIS DATA REFLECTS THE CLASS OF 2023. FOR THIS COHORT, TEA WAS ABLE TO MATCH 47 PERCENT OF PLANO ISD GRADUATES TO TEXAS PUBLIC HIGHER EDUCATION INSTITUTIONS. IT IS IMPORTANT TO NOTE THAT THIS DOES NOT INCLUDE STUDENTS WHO ENROLLED IN OUT-OF-STATE OR PRIVATE COLLEGES AND UNIVERSITIES.

OF THE GRADUATES ENROLLED IN TEXAS PUBLIC EDUCATION INSTITUTIONS, 1,066 STUDENTS OR 59 PERCENT EARNED A GPA OF 3.0 OR HIGHER AND 1423 STUDENTS OR 79 PERCENT EARNED A GPA OF 2.0 OR HIGHER DURING THEIR FIRST YEAR. I'M GOING TO ASK MS. LISA WILSON TO SHARE SOME OF OUR OUT-OF-TEXAS COLLEGE DATA.

WE ALL KNOW THAT THE TAPER ONLY INCLUDES OUR TEXAS UNIVERSITIES AND AND WE ALWAYS LIKE TO PROVIDE A LITTLE BIT OF COMMENTARY ABOUT WHAT WE KNOW ABOUT OUR STUDENTS WHO GO OUTSIDE OF TEXAS. SO WE TURN TO WHAT WE LEARNED FROM THE NATIONAL STUDENT

[00:25:01]

NOW THEY ONLY RUN THESE A COUPLE OF TIMES A YEAR, SO IN THE FALL WHEN WE LOOKED AT OUR STUDENTS AND IT IS LAGGING DATA AS WELL, SO THIS IS CLASS OF 23 DATA AS WELL, BUT YOU HEARD COURTNEY MENTIONED 47 PERCENT, BUT WHEN WE LOOK IN THE NATIONAL STUDENT CLEARINGHOUSE, WE SEE THAT 76 PERCENT OF THAT CLASS OF 23 ACTUALLY ENROLLED IN A COLLEGE OR UNIVERSITY WITHIN THE FIRST TWO YEARS OF LEAVING HIGH SCHOOL. SO WE KNOW THAT A LARGE NUMBER OF OUR STUDENTS ARE GOING TO COLLEGES OUTSIDE OF TEXAS. WHAT WE ALSO LIKE IS THAT PERSISTENCE DATA WHICH TELLS US HOW OUR STUDENTS WHO ENROLLED ARE DOING IN TERMS OF SUCCESS IN COLLEGE AND ENROLLING FOR A SECOND YEAR.

WE'RE VERY PROUD TO TELL YOU THAT OUR PERSISTENT RATE HAS BEEN OR PERSISTENCE RATE IS AT 93 PERCENT, SO SHOWING THAT WE PREPARE OUR STUDENTS FOR THAT FOLLOWING YEAR.

NOW OTHER THINGS CAN GET IN THE WAY OF STUDENTS DECIDING TO GO BACK FOR A SECOND YEAR.

SOMETIMES LIFE GETS IN THE WAY, BUT THAT 93 PERCENT MAKES US VERY PROUD THAT WE ARE PREPARING STUDENTS FOR THEIR COLLEGIATE EXPERIENCE.

THAT'S JUST INFORMATION WE DON'T NECESSARILY GET FROM THE TAPER, BUT WE LIKE TO ADD JUST TO TO GIVE YOU THAT INFORMATION.

DID YOU WANT TO SHARE THE TOP TWO OR THREE SCHOOLS? YEAH, SO WE ALSO HAVE A LIST SIMILAR TO WHAT THE STATE PRODUCES.

ACTUALLY, SIX OF OUR TOP 25 SCHOOLS WHERE OUR STUDENTS ATTEND ARE NOT IN TEXAS.

NUMBER SEVEN AND EIGHT ARE UNIVERSITY OF ARKANSAS AND UNIVERSITY OF OKLAHOMA. A LOT OF STUDENTS GOING THERE, BUT THE LIST ALSO INCLUDES, YOU KNOW, OKLAHOMA STATE, INDIANA UNIVERSITY, ARIZONA STATE, AND PURDUE, SO JUST FOR EXTRA INFORMATION. THANK YOU, MS. WILSON. THANK YOU, LISA. CAN YOU PUT THAT ALSO IN AN IMPORTANT UPDATE? YES, I'LL BE HAPPY TO.

AWESOME, THANK YOU.

AS PART OF THE ANNUAL DISTRICT REPORT, PLANO ISD IS REQUIRED TO PROVIDE INFORMATION REGARDING REGARDING THE PROCEDURES IN PLACE TO ENSURE STUDENT SAFETY. A REPORT ON VIOLENT OR CRIMINAL INCIDENTS AT EACH CAMPUS AND CAMPUS PERFORMANCE OBJECTIVES, AND ALL OF THAT INFORMATION CAN BE FOUND ON THOSE LINKS THERE.

ANOTHER REQUIREMENT FOR DISTRICTS IS THE DEVELOPMENT OF DISTRICT AND CAMPUS IMPROVEMENT PLANS. EACH YEAR, THESE PLANS ARE DEVELOPED FOLLOWING A COMPREHENSIVE NEEDS ASSESSMENT, AND THE GOALS AND OBJECTIVES ARE APPROVED BY THE BOARD OF TRUSTEES.

THESE PLANS ARE AVAILABLE TO THE PUBLIC ON BOTH THE DISTRICT AND CAMPUS WEBSITES.

FINALLY, THE PEIMS FINANCIAL STANDARD REPORT FOR 24-25 IS LINKED ON THIS SLIDE.

THIS REPORT PROVIDES DETAILED INFORMATION REGARDING DISTRICT REVENUES, EXPENDITURES, AND DISBURSEMENTS. THE ADOPTED BUDGET REPORT IS CURRENTLY AVAILABLE, AND THE 24-25 FINANCIAL ACTUAL REPORT WILL BE POSTED ON THE TEA WEBSITE LATER THIS SPRING. THIS CONCLUDES THE PUBLIC THIS CONCLUDES THE PUBLIC HEARING PRESENTATION OF THE ANNUAL TAPR REPORT.

TRUSTEES, ANY QUESTIONS BEFORE WE INVITE TO THE PODIUM? ANYBODY WOULD LIKE TO SPEAK? ALL RIGHT, I WILL NOW INVITE TO THE PODIUM ANYONE WHO WOULD LIKE TO COMMENT SPECIFICALLY ON THE 2024-2025 TAPR REPORT.

ALL RIGHT, NO TAKERS, SO THAT CONCLUDES THE PUBLIC HEARING.

WE WILL NOW, THANK YOU DR.

GOVER AND LISA, THANK YOU GUYS FOR YOUR GREAT REPORT.

WE'LL NOW MOVE ON

[7. DISCUSSION AND ACTION ]

ALL RIGHT, I HAVE A MOTION BY BOARD VICE PRESIDENT NANCY HUMPHREY, AND A SECOND BY BOARD SECRETARY TARA LANCE THAT THE BOARD OF TRUSTEES APPROVES THE TERMINATION OF THE IDENTIFIED TERM CONTRACT EMPLOYEE, EFFECTIVE IMMEDIATELY.

TRUSTEES, IS THERE ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

MICHAEL, I CAN'T SEE YOU DOWN THERE. OKAY, THAT'S ALL HANDS UP. THAT MOTION PASSES UNANIMOUSLY.

WE WILL NOW MOVE ON TO ITEM 7.2, CONSIDER AND TAKE POSSIBLE ACTION REGARDING THE TERMINATION OF JACOB HOARD, A PROBATIONARY CONTRACT EMPLOYEE. WE WILL NOW CONSIDER THE TERMINATION OF THE IDENTIFIED

[00:30:01]

THANK YOU, TRUSTEES. I HAVE A MOTION BY BOARD SECRETARY TARA LANCE, AND A SECOND BY TRUSTEE SAM JOHNSON THAT THE BOARD OF TRUSTEES APPROVES THE TERMINATION OF THE IDENTIFIED PROBATIONARY CONTRACT EMPLOYEE, EFFECTIVE IMMEDIATELY.

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

ALL RIGHT, THAT'S SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY.

WE WILL NOW CONSIDER ITEM 7.3, CONSIDERATION AND TAKE POSSIBLE ACTION ON THE ADOPTION OF A RESOLUTION REGARDING SENATE BILL 11, TEXAS EDUCATION CODE 25.0823. I WILL INVITE DR. CELINDA FREEMAN TO PLEASE PRESENT.

THANK YOU, PRESIDENT TYRA FORD. SENATE BILL 11 REQUIRES THE BOARD OF TRUSTEES TO CONSIDER AND TAKE ACTION REGARDING WHETHER TO ADOPT A DESIGNATED DAILY PERIOD OF PRAYER. DUE TO THE LIMITED NUMBER OF INSTRUCTIONAL MINUTES IN THE SCHOOL DAY AND THE DISTRICT'S CURRENT POLICIES, F&A LEGAL AND F&A LOCAL, PLANO ISD ALREADY ALLOWS THE STUDENTS VOLUNTARY EXPRESSION OF A RELIGIOUS VIEWPOINT AND ESTABLISHES THE RIGHT TO ENGAGE IN RELIGIOUS EXPRESSION ON THE SCHOOL GROUNDS BEFORE, DURING, AND AFTER SCHOOL.

THEREFORE, PLANO ISD HAS CURRENT POLICIES AND PRACTICES IN PLACE THAT ALLOW STUDENTS TO EXERCISE THOSE RIGHTS, AND THE DISTRICT ADMINISTRATION RECOMMENDS THE FOLLOWING RESOLUTION THAT REITERATES THE DISTRICT'S ENCOURAGEMENT OF VOLUNTARY INDIVIDUAL PRAYER AND RELIGIOUS READING THROUGHOUT THE SCHOOL DAY DURING NON-INSTRUCTIONAL TIMES AND GIVES DIFFERENCE TO PARENTS AND GUARDIANS IN DETERMINING THE RELIGIOUS EDUCATION OF THEIR CHILDREN IN ACCORDANCE WITH THESE EXISTING POLICIES.

THANK YOU, DR. FREEMAN. I WILL NOW ASK OUR BOARD SECRETARY, TARA LANCE, TO PLEASE READ THE RESOLUTION. A RESOLUTION OF THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT REGARDING A PERIOD OF PRAYER AND READING OF RELIGIOUS TEXT DURING THE SCHOOL DAY PURSUANT TO SENATE BILL 11, WHEREAS THE TEXAS LEGISLATURE RECENTLY PASSED SB 11, TEXAS EDUCATION CODE 25.0823, ALLOWING THE PLANO INDEPENDENT SCHOOL DISTRICT, PLANO ISD, OR DISTRICT BOARD OF TRUSTEES BOARD TO ELECT WHETHER TO ADOPT A POLICY THAT MEETS THE SPECIFIC PARAMETERS OF THE LAW REQUIRING EVERY CAMPUS OF THE DISTRICT TO PROVIDE STUDENTS AND EMPLOYEES WITH AN OPPORTUNITY TO PARTICIPATE IN A PERIOD OF PRAYER AND READING OF THE BIBLE OR OTHER RELIGIOUS TEXT ON EACH SCHOOL DAY, WHEREAS PLANO ISD AFFIRMS AND UPHOLDS THE FIRST AMENDMENT FREE EXERCISE OF RELIGIOUS RIGHTS, OR I'M SORRY, EXCUSE ME, FREE EXERCISE OF RELIGION RIGHTS OF STUDENTS AND EMPLOYEES, WHEREAS PLANO ISD ACKNOWLEDGES THE IMPORTANCE OF COMPLYING WITH THE REQUIREMENTS OF TEXAS EDUCATION CODE 25.0823 AS OUTLINED ABOVE, WHEREAS PLANO ISD RECOGNIZES THE PARENTS' RIGHT AND RESPONSIBILITY TO LEAD THEIR CHILD'S RELIGIOUS EDUCATION, WHEREAS PLANO ISD AFFIRMS THE TEXAS EDUCATION CODE 25.901 THAT A PUBLIC SCHOOL STUDENT HAS AN ABSOLUTE RIGHT TO INDIVIDUALLY, VOLUNTARILY, AND SILENTLY PRAY OR MEDITATE IN SCHOOL IN A MANNER THAT DOES NOT DISRUPT THE INSTRUCTIONAL OR OTHER ACTIVITIES OF THE SCHOOL, WHEREAS PLANO ISD MAINTAINS A PERIOD OF SILENCE IN ACCORDANCE WITH 25.082 SECTION D IN WHICH STUDENTS MAY CHOOSE TO REFLECT, PRAY, MEDITATE, OR ENGAGE IN ANY OTHER SILENT ACTIVITY THAT IS NOT LIKELY TO INTERFERE WITH OR DISTRACT ANOTHER STUDENT.

NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT, ONE, THAT THE FINDINGS AND RECITALS IN THE PREAMBLE OF THIS RESOLUTION ARE HEREBY FOUND TO BE TRUE AND CORRECT AND ARE HEREBY APPROVED AND ADOPTED. TWO, THE BOARD SHALL NOT ADOPT A POLICY PROVIDING A SPECIFIC DESIGNATED PERIOD OF PRAYER AND READING OF RELIGIOUS TEXTS DURING THE SCHOOL DAY OR RESOLUTION IN ACCORDANCE WITH 25.0823 OF THE TEXAS EDUCATION CODE. THREE, THAT THE BOARD WILL CONTINUE TO RESPECT AND HONOR THE PARENT'S ULTIMATE RIGHT TO LEAD HIS OR HER CHILD'S RELIGIOUS EDUCATION.

FOUR, THE BOARD AND PLANO ISD ADMINISTRATION WILL CONTINUE TO WORK WITH FAMILIES TO ACCOMMODATE AND SUPPORT THE FREE EXERCISE OF RELIGION.

FIVE, THAT IT IS HEREBY FOUND, DETERMINED, AND DECLARED THAT A SUFFICIENT WRITTEN NOTICE OF THE DATE, TIME, PLACE, AND SUBJECT OF THE MEETING OF THE PLANO ISD BOARD AT WHICH THIS RESOLUTION WAS ADOPTED WAS POSTED AT A PLACE CONVENIENT AND READILY ACCESSIBLE AT ALL TIMES TO THE GENERAL PUBLIC FOR THE TIME REQUIRED BY LAW PRECEDING THIS MEETING AS REQUIRED BY CHAPTER 551 TEXAS GOVERNMENT CODE AND

[00:35:01]

THE PLANO ISD BOARD FURTHER RATIFIES, APPROVES, AND CONFIRMS SUCH WRITTEN NOTICE AND POSTING THEREOF. SIX, THIS RESOLUTION SHALL TAKE EFFECT IMMEDIATELY UPON ITS PASSAGE. THANK YOU, SECRETARY LANCE. BOARD, WE WILL NOW CONSIDER THE ADOPTION OF A RESOLUTION REGARDING SB 11, TEXAS EDUCATION CODE 25.0823. TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD APPROVES THE ADOPTION OF A RESOLUTION REGARDING SB 11, TEXAS EDUCATION CODE 25.0823. I SECOND.

THANK YOU, TRUSTEES. I HAVE A MOTION BY TRUSTEE ALISA KLEIN AND A SECOND BY BOARD VICE PRESIDENT NANCY HUMPHREY THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF A RESOLUTION REGARDING SB 11, TEXAS EDUCATION CODE 25.0823. TRUSTEES, IS THERE ANY FURTHER DISCUSSION? SEEING AND HEARING NONE, I WILL ASK FOR ALL THOSE IN FAVOR TO PLEASE RAISE YOUR HAND.

THAT'S SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY.

ALL RIGHT, THANK YOU. THAT WILL CONCLUDE THE DISCUSSION AND ACTION ITEMS FOR THIS EVENING. WE WILL NOW

[8. REPORTS ]

THANK YOU, DR. TYER AND BOARD. AS PHOEBE GETS SETTLED UP THERE, WE'RE EXCITED TO GIVE YOU AN UPDATE ON HOW THE IMPLEMENTATION OF PBIS IS GOING ACROSS OUR DISTRICT AT ALL OF OUR CAMPUSES.

AND SO WE'RE VERY PROUD, I SHOULD SAY, OF PHOEBE BECAUSE SHE HAS TAKEN THIS WORK AND LED OUR DISTRICT AND EACH OF OUR CAMPUSES THROUGH THE LABORIOUS TASK OF SORT OF SELF-EXAMINING WHAT THEY DO AND WHY THEY DO IT FOR THE BETTERMENT OF CHANGE ON THEIR CAMPUSES.

SO, PHOEBE, IF YOU DON'T MIND, TAKE US THROUGH PBIS.

ABSOLUTELY. THANK YOU, DR.

GOVER. GOOD EVENING, BOARD PRESIDENT, DR. TYER, BOARD MEMBERS, SUPERINTENDENT DR.

WILLIAMS, AND DISTRICT LEADERSHIP. I'M VERY EXCITED TO BE HERE TONIGHT TO PRESENT OUR PBIS UPDATE.

AS DR. GOVER INTRODUCED ME, MY NAME IS PHOEBE LIM, THE STUDENT MANAGEMENT COORDINATOR. SO, I WOULD LIKE TO GO AHEAD AND START WITH, WE ARE CURRENTLY IN OUR FIFTH YEAR OF IMPLEMENTATION WITH PBIS. I WANT TO CLARIFY WITH YOU ALL WHAT EXACTLY PBIS IS AND WHAT PBIS IS NOT. AS WE ALL KNOW, PBIS IS OFTEN A MONIKER THAT IS THROWN AROUND IN THE EDUCATION WORK AND HAS MULTIPLE DIFFERENT MEANINGS AND IS OFTEN REFERRED TO AS A PROGRAM THAT IS REALLY FOCUSED ON JUST PRAISING GOOD BEHAVIOR. HOWEVER, THAT IS NOT THE SOLE FOCUS OF PBIS.

IT IS AN IMPORTANT COMPONENT.

HOWEVER, HERE IN PLANO ISD, WE REALLY WANT TO TALK ABOUT HOW PBIS IS ABOUT BUILDING SUSTAINABLE SYSTEMS AND CREATING SCHOOL-WIDE EXPECTATIONS FOR STAFF AND STUDENTS AND MAINTAINING A COLLECTIVE RESPONSIBILITY ON HOW TO BUILD A STRONG CLIMATE AND CULTURE.

WE BELIEVE THAT IN ORDER TO FIRST CHANGE STUDENT BEHAVIOR, WE MUST CHANGE THE ADULT BEHAVIOR. SO, BY MAINTAINING THAT COLLECTIVE RESPONSIBILITY, STAFF AND STUDENTS ARE ABLE TO ACTUALLY SHAPE THE SCHOOL-WIDE POLICIES THAT ARE IN PLACE AND THEY'RE ABLE TO BUILD IT OUT TOGETHER.

SO, WHEN TEACHERS ARE INVOLVED IN THE DECISION-MAKING PROCESSES, WE BELIEVE THAT STUDENTS WILL THEN LEARN MORE. SO, PARTNERED WITH THE WORK THAT WE ARE CURRENTLY DOING WITH PBIS WAS THE CREATION OF OUR DISTRICT'S CODE OF CIVILITY. WE KNOW THROUGH THE CODE OF CIVILITY, WE KNOW THROUGH THE CODE OF CIVILITY, THERE ARE FOUR CORE PILLARS. TRUSTWORTHY, CARING, RESPONSIBLE, AND RESPECTFUL CITIZEN ARE THE GUIDING PRINCIPLES ON HOW WE WANT OUR STUDENTS, STAFF, AND STAKEHOLDERS TO ACT AND HOW WE WANT THEM TO REPRESENT PLANO ISD.

THE CODE OF CIVILITY WILL GOVERN ALL BEHAVIOR EXPECTATIONS DISTRICT-WIDE WHILE PBIS CAMPUSES HAVE ALSO BEEN ABLE TO CREATE THEIR OWN SET OF GOVERNING BELIEFS THROUGH THE NEEDS OF THEIR CAMPUSES CALLED GUIDELINES FOR SUCCESS.

THEIR GUIDELINES FOR SUCCESS ARE WHAT WE WOULD CALL THEIR MORALS AND VALUES OF WHICH CAMPUSES HOPE THEIR STUDENTS, STAFF, AND THEIR FAMILIES REPRESENT.

I WOULD LIKE TO SAY THAT THE GUIDELINES FOR SUCCESS WORK THAT EACH CAMPUS HAS DONE HAS BEEN GREAT BECAUSE THEY REALLY TAKE THE INPUT FROM THEIR STAKEHOLDERS AND THEN

[00:40:01]

AND IT ALSO REINFORCES OUR CODE OF CIVILITY BY PROMOTING POSITIVE VALUES.

SO, MOVING ON, I'M GOING TO TOUCH BASE A LITTLE BIT ABOUT THE TOPICS OF TRAINING THAT ARE COVERED WITH PBIS. SO, THERE ARE FOUR MAIN MODULES, AS YOU CAN SEE ON THE PRESENTATION, THAT ARE COVERED THROUGH SAFE AND CIVIL THAT OUTLINE OUR BIG PICTURE TOPICS THAT CAMPUSES ADDRESS THROUGH OUR FORMAL YEARS OF PBIS TRAINING. MODULE A IS REALLY WHAT WE WOULD CALL OUR FOUNDATIONAL WORK OF PBIS BECAUSE IT FOCUSES ON HOW CAMPUSES WILL CREATE STRONG PBIS TEAMS, INTRODUCE THEM TO THE IMPROVEMENT CYCLE, AND HOW REALLY TO START COLLECTING DATA, PRESENTING IT TO STAFF, AND USING DATA TO REALLY DRIVE THE DECISIONS THAT ARE HAPPENING ON CAMPUSES.

MODULE B THEN TALKS ABOUT CAMPUSES TAKING THAT DATA THAT THEY'VE COLLECTED AND THEN CREATING WHAT WE CALL A COMMON AREA POLICY, MEANING THEY SELECT AN AREA OF CHOICE SUCH AS THE HALLWAYS, THE CAFETERIA, THE PLAYGROUND, RESTROOMS, ARRIVAL AND DISMISSAL, AND THEY WILL THEN CREATE THINGS LIKE A VISUAL OF RULES AND PROCEDURES, A LESSON PLAN FOR TEACHERS TO REINFORCE THOSE CONCEPTS WHEN TEACHING THOSE EXPECTATIONS TO STUDENTS, A STUDENT-FACING LEARNING COMPONENT THAT IS OFTEN EITHER IN THE FORM OF A SLIDE DECK OR A FUN VIDEO FOR KIDS TO WATCH, AND THEN, OF COURSE, THE PRESENTATION OF DATA SHOWING WHAT IT LOOKS LIKE PRIOR TO THE ROLLOUT OF THE POLICY AND THEN WHAT THE SCHOOL CAMPUS LOOKS LIKE AFTER IMPLEMENTATION OF THE POLICY. MODULE C THEN HEAVILY FOCUSES ON THAT WORK I'D MENTIONED WITH THE GUIDELINES FOR SUCCESS WHERE CAMPUSES ARE REALLY TAKING THAT FEEDBACK FROM STUDENTS, STAFF, AND FAMILIES, TALKING ABOUT WHAT VALUES DO THEY HOLD NEAR TO THEM THAT THEY WANT THEIR STUDENTS TO FOCUS ON THEIR CAMPUSES.

ON TOP OF THAT, THEN, THEY WILL START BEING TRAINED ON VARIOUS PBIS TOPICS SUCH AS HOW STAFF WILL INTERACT POSITIVELY WITH STUDENTS, HOW THE IMPORTANCE OF ATTENDANCE AND HOW STUDENTS AND HOW TO HELP STUDENTS FEEL CONNECTED TO SCHOOL.

LASTLY, MODULE D WILL THEN FOCUS ON HOW TO DEVELOP TEACHER RESPONSES TO MISBEHAVIOR AND CREATING A CONSISTENT SYSTEM AND THEN, OF COURSE, WITH A FOCUS ON HOW DO WE PREVENT MISBEHAVIOR BEFORE IT BEGINS TO HAPPEN.

SO, THE STOIC FRAMEWORK AND THE IMPROVEMENT CYCLE ARE WHAT WE WOULD CALL THE FOUNDATIONAL COMPONENTS OF PBIS AND ARE CONSTANTLY REFERRED BACK TO. SO, THE STOIC FRAMEWORK HAS PBIS TEAMS REALLY LOOKING AT THESE FIVE ELEMENTS. HOW DO WE STRUCTURE OUR CAMPUSES SO THAT STUDENTS ARE SUCCESSFUL? HOW DO WE THEN TEACH OUR STAFF AND STUDENTS WHAT THOSE EXPECTATIONS ARE TO BE SUCCESSFUL? OBSERVE AND COLLECT THE DATA, HOW STAFF SHOULD BE INTENTIONALLY INTERACTING POSITIVELY WITH KIDS, AND THEN IF AND WHEN MISBEHAVIOR OCCURS, HOW ARE WE EQUIPPING STAFF WITH THE KNOWLEDGE AND RESOURCES ON HOW TO BE ABLE TO CORRECT THESE STUDENTS FLUENTLY? SO, OUR STOIC FRAMEWORK NOT ONLY WORKS WITH PBIS, BUT IT IS ALSO OUR TIER ONE CLASSROOM MANAGEMENT SYSTEM HERE IN THE DISTRICT. THE IDEA IS THAT CLASSROOM TEACHERS ARE TAKING THESE SAME IDEAS THROUGH PBIS AND THEN IMPLEMENTING IT WITHIN THEIR OWN CLASSROOMS. OUR WONDERFUL TEAM, THE STUDENT MANAGEMENT TEAM, HAS ACTUALLY TRAINED 50 CAMPUSES SO FAR IN STOIC.

SO, AS I MENTIONED, WE ARE ON OUR FIFTH YEAR OF IMPLEMENTATION. SO, IF YOU'LL START KIND OF ON THE RIGHT-HAND SIDE WITH OUR BLUE CARD, THAT WAS WHAT THE VERY FIRST COHORT WE STARTED WITH. COHORT ONE WAS OUR FIRST ROLLOUT OF PBIS.

THERE WERE 18 ELEMENTARY CAMPUSES THAT JOINED US FOR THAT JOURNEY. THEY HAVE NOW FORMALLY COMPLETED THREE YEARS OF TRAINING AND THEY ARE CURRENTLY ON THEIR SECOND YEAR OF CONTINUATION TRAINING.

COHORT TWO COMPRISED OF OUR 11 MIDDLE SCHOOL CAMPUSES ALONG WITH OUR PASAR PROGRAM AND OUR GWIN SPECIAL PROGRAMS. THEY ALSO HAVE COMPLETED THE THREE YEARS OF FORMAL TRAINING AND THEY ARE CURRENTLY ON THEIR FIRST YEAR OF CONTINUATION TRAINING.

COHORT THREE IS OUR 10 HIGH SCHOOL AND SENIOR HIGH SCHOOLS. THEY ARE ON THEIR LAST YEAR OF FORMAL TRAINING AND THEY HAVE GONE THROUGH MODULES A THROUGH D. AND THEN WE HAVE COHORT FOUR, OUR REMAINING 24 ELEMENTARY CAMPUSES. THEY ARE KIND OF RIGHT IN THE MIDDLE OF OUR PBIS JOURNEY ON YEAR TWO AND THEY HAVE ALSO COVERED ALL THE WAY UP THROUGH OUR GUIDELINES FOR SUCCESS.

SO, I REALLY WANTED TO TAKE A MOMENT TO HIGHLIGHT SOME OF THESE WONDERFUL EXAMPLES OF PBIS IN ACTION HERE AT THE DISTRICT. THE FIRST EXAMPLE I WANTED TO SHOW WAS OVER AT MEADOWS ELEMENTARY. SO, I MENTIONED BEFORE THOSE GUIDELINES FOR SUCCESS ARE THOSE MORALS AND VALUES THAT THIS CAMPUS HOLDS NEAR AND DEAR TO THEIR HEART THAT THEY GOT THROUGH WITH INPUT FROM THEIR STAFF AND THEIR STUDENTS AND THEIR FAMILIES. AND YOU'LL SEE THEIR GUIDELINES FOR SUCCESS IS BE LIKE SPIKE. SPIKE IS THEIR, WHICH I SAY, THEIR BULLDOG.

[00:45:01]

OUR NEXT CAMPUS I WANTED TO HIGHLIGHT WAS ROBINSON MIDDLE SCHOOL.

THEY ACTUALLY INVITED ME OUT TO THEIR PRINCIPAL 100 RECOGNITION CEREMONY IN JANUARY AND IT WAS AN AWESOME THING TO GO TO.

ROBINSON HAS CREATED A PROGRAM WHERE EVERY NINE WEEKS, 25 STUDENTS ARE SELECTED BASED OFF OF THEIR BEHAVIORS THAT ARE ALIGNED TO ROBINSON'S GUIDELINES FOR SUCCESS.

AND SO, THEY'RE INVITED TO THIS MORNING'S CEREMONY WHERE THEIR FAMILIES COME TO CELEBRATE THEM ALONG WITH THEIR PEERS. ONE PERSONAL TOUCH THAT I REALLY ENJOYED THAT THE PBIS TEAM DID WAS NOT ONLY DID THEY CELEBRATE THEIR STUDENTS FOR A POSITIVE OUTCOME, BUT THEY ALSO CELEBRATED THEIR STUDENTS FOR UPHOLDING THEIR GUIDELINES FOR SUCCESS. BUT THEY ALSO MADE AN INTENTIONAL EFFORT TO CELEBRATE THEIR STAFF MEMBERS. THERE WERE ABOUT 10 STAFF MEMBERS WHO WERE ALSO RECOGNIZED FOR UPHOLDING THE SAME VALUES THAT WE'RE EXPECTING OF OUR KIDS. I GOT THE OPPORTUNITY TO TALK TO SOME PARENTS WHO WERE AT THE CEREMONY AND ASKED HOW DID THEY THINK THAT IT WENT.

AND THEY SAID IT WAS REALLY SPECIAL TO SEE THAT THEIR KIDS WERE NOT ONLY BEING RECOGNIZED FOR THEIR ACADEMIC ACHIEVEMENTS, BUT REALLY JUST THAT THEY'RE BEING RECOGNIZED FOR SHOWING GOOD CHARACTER AND SKILLS THAT THEY ARE HOPING THAT WILL CONTINUE WITH THEM WITH THE REST OF THEIR LIVES. AS I MENTIONED, COHORT ONE AND COHORT TWO ARE TWO COHORTS THAT HAVE GRADUATED FORMAL TRAINING. AND SO, WHEN WE HAD TRAINING EARLIER THIS YEAR, WE HAD A TASK AND ASKED THEM TO CREATE A SLIDE THAT WOULD REALLY SHOW OFF WHAT IS THE ONE THING THAT THEY'RE REALLY PROUD OF WHEN IT COMES TO THEIR PBIS WORK. AND SO, I'VE LINKED TWO EXTERNAL THINGS HERE FOR YOU SO THAT WHEN YOU GUYS HAVE THE TIME TO PLEASE LOOK THROUGH THEM, BECAUSE THEY HAVE SOME REALLY WONDERFUL THINGS THAT THEY HAVE DONE.

BECAUSE LIKE I MENTIONED, PBIS IS NOT JUST ABOUT, HEY, HOW ARE WE CATCHING OUR GOOD KIDS, BUT IT REALLY IS TALKING ABOUT HOW THEY'VE BEEN ABLE TO BUILD GREAT SYSTEMS. ONE QUICK VIDEO I WANTED TO SHOWCASE WAS OVER AT WELLS ELEMENTARY. I HAD MENTIONED EARLIER WITH THE ROLLOUT OF COMMON AREA POLICIES, THERE'S USUALLY A COMPONENT.

AND SO, WELLS ELEMENTARY CREATED A VIDEO. AND THIS WAS AN EXAMPLE OF A VIDEO THAT THEY WOULD SHOW TO THEIR STUDENTS PERIODICALLY THROUGHOUT THE YEAR. TO KIND OF JUST REINFORCE THOSE EXPECTATIONS. OUR ROAR MAKES US SHINE. JOIN ME AS WE EXPLORE WHAT NOT TO DO AND WHAT TO DO TO SHOW YOUR TIGER PRIDE.

HEY GUYS, MY CLASS CAN'T FOCUS. WHAT ABOUT OUR ROAR EXPECTATIONS? SO OH YEAH, ANYTIME I CAN REMIND YOU ABOUT IT.

THANK YOU FOR FOLLOWING ROAR EXPECTATIONS.

OKAY, THANK YOU.

YOU'RE WELCOME.

REMEMBER TIGERS, SHOW US YOUR ROAR EVERY DAY.

AND SO AS YOU CAN SEE, THIS WAS TRULY A COLLABORATIVE EFFORT FROM THE ENTIRE CAMPUS WITH THEIR STUDENTS.

THEY IDENTIFIED THE PROBLEMS THAT THEY WERE HAVING IN THE RESTROOM.

THEY GOT KIDS INVOLVED IN CREATING THIS FUN VIDEO.

AND SO REALLY, PBIS IS JUST ALL AROUND HOW CAN WE MAKE SURE THAT EVERYBODY IS INVOLVED IN ALL THE DECISIONS THAT WE'RE MAKING BECAUSE WE ARE ALL A PART OF OUR SCHOOL.

SO LIKE I SAID, WHENEVER YOU HAVE TIME, I WOULD LOVE FOR YOU TO GO THROUGH THOSE PROMISING PRACTICES.

BOTH COHORT 1 AND COHORT 2 HAVE SHOWCASED SOME AMAZING THINGS THAT ARE HAPPENING EVERY DAY.

[00:50:01]

AND ONE THING I REALLY WOULD LIKE TO HIGHLIGHT IS THE FORMATION AND FUNCTIONALITY OF OUR DISTRICT LEADERSHIP TEAM.

OUR DISTRICT LEADERSHIP TEAM IS MULTI-DEPARTMENTAL AND IT CONTAINS VARIOUS LEADERS FROM VARIOUS DEPARTMENTS ACROSS THE DISTRICT.

AND THROUGH OUR COLLABORATION, WE HAVE REALLY BEEN ABLE TO CREATE CLEAR GOALS TO HELP SUPPORT PBIS SUCCESS AT THE CAMPUS AND THE DISTRICT LEVEL.

AND I CAN TRULY SAY THAT THIS DISTRICT LEADERSHIP TEAM HAS BEEN ABLE TO HELP ACCOMPLISH A LOT OF THE GOALS THAT WE HAD SET OUT WITH PBIS BECAUSE OF THEIR SUPPORT.

CAMPUSES FEEL LIKE THIS ISN'T JUST A I'M-BY-MYSELF SILOED, BUT EVERYBODY HAS A PART IN IT.

THE DISTRICT LEADERSHIP TEAM, LIKE I SAID, IT'S GREAT TO HAVE THE COLLABORATION ACROSS ALL OF THE DEPARTMENTS AND EVERYONE UNDERSTANDS WHAT PBIS IS.

AND I'LL GO INTO A LITTLE BIT MORE ABOUT HOW THEY'RE ALSO ABLE TO SUPPORT ON A CAMPUS LEVEL.

MY TEAM, THE STUDENT MANAGEMENT TEAM, ALSO GOES OUT AND CONDUCTS WHAT WE CALL SITE VISITS.

AND THE PURPOSE OF OUR SITE VISITS IS REALLY TO PROVIDE REAL-TIME FEEDBACK ON HOW IMPLEMENTATION OF PBIS IS GOING ON THE CAMPUSES.

WE GO OUT THERE, WE INTERVIEW STAFF AND STUDENTS, WE'LL HELP DO SOME DATA COLLECTION AND REALLY GIVE A CAMPUS SOME ONE-ON-ONE TIME TO BE ABLE TO SHARE OUT ANY KIND OF STRUGGLES OR CHALLENGES THAT THEY'RE HAVING AND WE'RE ABLE TO PROBLEM SOLVE WITH THEM.

EVERY COHORT HAS RECEIVED AT LEAST ONE SITE VISIT FROM US.

LIKE I MENTIONED, COHORT 4 IS IN THEIR SECOND YEAR OF TRAINING.

WE ARE CURRENTLY IN THE MIDDLE OF GOING THROUGH ALL 24 CAMPUSES AND VISITING THEM AND BEING ABLE TO PROVIDE THAT SUPPORT.

WITH OUR CAMPUSES THAT HAVE COMPLETED THOSE THREE YEARS OF FORMAL TRAINING, THERE IS AN AUDIT THAT WAS CREATED WITH THE DISTRICT LEADERSHIP TEAM TO HELP JUST ASSESS WHERE IS IMPLEMENTATION ON A CAMPUS GOING AND THE ACCOUNTABILITY.

BECAUSE WE WANT TO MAKE SURE THAT EVERYONE IS DOING IT WITH THE FIDELITY THAT WITH ALL THE WORK THAT WE'RE PUTTING IN AND IT'S HAPPENING BECAUSE WE KNOW THAT GREAT THINGS ARE HAPPENING BECAUSE OF THE WORK THAT THEY'RE DOING.

SO THE AUDITS HAPPEN AT THE END OF THAT YEAR THREE OF TRAINING.

SO COHORT 3, OUR HIGH SCHOOLS, WILL BE AUDITED THIS SPRING.

BASED OFF OF THE CAMPUSES AUDIT SCORE, SPECIFIC SERVICES AND SUPPORTS WILL THEN BE PROVIDED TO THEIR CAMPUSES ON A NEEDS BASE.

SO SPEAKING MORE ABOUT THOSE TIERED SUPPORT SYSTEMS, SUPPORTS THAT'S PROVIDED FOR ALL CAMPUSES, LIKE I HAD MENTIONED WITH OUR DISTRICT PARTNERSHIP, IS THAT WHEN A COHORT IS CURRENTLY ACTIVELY IN TRAINING, EVERY CAMPUS HAS A DISTRICT PERSON ON THEIR TEAM.

SO THEY HAVE A REPRESENTATIVE FROM VARIOUS DEPARTMENTS THAT WILL SIT WITH THEM DURING PBIS MEETINGS THAT ATTEND THE CAMPUS PBIS MEETINGS AND HONESTLY JUST SERVE AS JUST ANOTHER VOICE TO BE ABLE TO HELP BUILD.

AND REALLY AGAIN, THEY'RE ALSO LEARNING ABOUT WHAT PBIS LOOKS LIKE AND HOW IT IMPACTS SCHOOL CULTURE AND HOW THEY CAN HELP ADD TO IT.

ON TOP OF THAT DISTRICT SUPPORT, OUR TEAM PROVIDES THINGS LIKE A CATCH-UP TRAINING THAT'S OFFERED EVERY YEAR TO ANY NEW PBIS TEAM MEMBERS AND ANY NEW ADMINISTRATORS WHO MAY HAVE MISSED THOSE THREE YEARS OF FORMAL TRAINING.

I PRETTY MUCH GIVE THEM A CRAM SESSION ON EVERYTHING THEY NEED TO KNOW TO BE ABLE TO HIT THE GROUND RUNNING IN AUGUST SO THAT THEY'RE ABLE TO KEEP UP THE MOMENTUM.

I'VE ALSO ROLLED OUT SOMETHING CALLED OUR PBIS PRESS, WHICH IS A MONTHLY NEWSLETTER THAT GETS SENT OUT TO ALL CAMPUSES THAT ALSO SHOWCASES AND HIGHLIGHTS ALL THE ACHIEVEMENTS THAT ARE HAPPENING AT CAMPUSES, ANY IMPORTANT PBIS TIPS AND REMINDERS FOR THEM TO KEEP THAT MOMENTUM FORWARD.

WE'VE ALSO CREATED A LANDING PAGE FOR ALL CAMPUSES.

AND WHAT THAT LOOKS LIKE IS IT IS A ONE-STOP SHOP OF EVERYTHING PBIS.

SO ANY RESOURCES OR DOCUMENTS THEY NEED TO BE SUCCESSFUL, WE'VE CREATED A PLACE FOR IT.

IT ALSO HOUSES WHAT WE CALL OUR FOUNDATIONS HUB, WHICH IS WHERE WE HAVE EXEMPLARS.

SO IF THERE ARE CAMPUSES THAT ARE LOOKING AND SAY, HEY, WHAT DOES THE GUIDELINES FOR SUCCESS LOOK LIKE AT THIS ELEMENTARY BILINGUAL CAMPUSES, THEY CAN LOOK AND KIND OF SEE HOW IT WORKS.

SO THAT COLLABORATION PIECE DISTRICT-WIDE IS THERE.

AS I MENTIONED, THIS IS A SUPPORT THAT'S PROVIDED FOR ALL CAMPUSES.

BUT BASED OFF OF HOW A CAMPUS SCORES ON THE AUDIT, THERE ARE SPECIFIC TIER 2 AND TIER 3 SERVICES THAT ARE THEN PROVIDED BY MYSELF AND MY DIRECTOR.

SOME OF THOSE SUPPORTS AND SERVICES LOOK LIKE MONTHLY CHECK-INS WITH THE PRINCIPALS AT THE CAMPUSES.

AND WE'RE REALLY WORKING THROUGH THEIR AUDIT PLAN, FIGURING OUT HOW WE CAN HELP IMPROVE THEIR PRACTICES AND SEEING HOW WE CAN SUPPORT.

WE ALSO ATTEND THEIR MONTHLY CAMPUS PBIS MEETINGS.

WE DO AT LEAST A YEARLY OR TWICE-A-YEAR SITE VISIT.

THEY GET SUMMER TRAINING.

AND THEN THESE CAMPUSES ARE THEN RE-AUDITED AGAIN TO LOOK AT THE GROWTH THAT THEY'VE BEEN ABLE TO MAKE WITH OUR SUPPORT.

OUR GOAL IS THAT WHEN CAMPUSES HAVE MET A SPECIFIC GROWTH THRESHOLD, WE'RE ABLE TO THEN PULL BACK ON THOSE INTENSIVE SUPPORTS AND BE ABLE TO ALLOW THEM TO CONTINUE TO FLOURISH.

ALL IN ALL, WE ARE SO INCREDIBLY PROUD OF THE WORK THAT OUR SCHOOLS HAVE DONE.

IT REALLY IS HARD WORK BECAUSE IT TAKES A LOT OF INTENTIONAL EFFORT FOR IT TO BE A SUCCESS.

AND WE'RE REALLY PROUD OF WHERE OUR CAMPUSES ARE TODAY.

[00:55:01]

THANK YOU, PHOEBE, FOR THE GREAT PRESENTATION.

TRUSTEES, THIS IS A REPORT.

SO IF YOU HAVE QUESTIONS OR COMMENTS FOR THE TEAM.

I JUST HAVE A QUICK COMMENT.

I DON'T THINK I HAVE A QUESTION.

SO I'M JUST, I WASN'T PLANNING ON SAYING ANYTHING EXCEPT I'M DRAWING PARALLELS BETWEEN THIS PRESENTATION WITH OUR PLANO ISD PROUD AWARD WINNERS THAT WE RECOGNIZED AND HONORED EARLIER.

BECAUSE I WROTE DOWN OUR FIRST ONE FOR ROBERT TOWNSEND FROM MCMILLAN.

HE'S THE ISS COORDINATOR AND DISPLAYED AND IT WAS SPECIFICALLY MENTIONED THAT HE MODELED BEHAVIOR THAT WE WANT FOR OUR STUDENTS.

AND THEN THAT WAS ALSO MENTIONED, I THINK WITH ALMOST ALL OF THEM, THAT THESE ARE ADULTS IN OUR SCHOOL DISTRICT WHO ARE MODELING THIS BEHAVIOR.

BUT THEY SIT OUTSIDE OF THE CLASSROOM.

SO PBIS IS SCHOOL WIDE.

AND I'M JUST WONDERING, I GUESS I DO HAVE A QUESTION.

SO HOW DOES IT, DO YOU KNOW HOW THE SCHOOLS ARE COMMUNICATING THAT WITH THE REST OF THE CAMPUS OR EVEN THE BUS DRIVERS? YEAH.

SO WE LIKE TO SAY THAT THE PBIS FOUNDATION TEAM IS EVERYBODY ON THE TEAM.

FROM THE FAN STAFF TO THE CUSTODIAL STAFF TO EVERYONE WHO SERVES AND INTERACTS WITH OUR KIDS DAILY.

THE FORMAL TITLE OF THE TEAM ARE JUST THE PEOPLE WHO GO TO THE TRAININGS.

BUT THE EXPECTATION IS THAT STAFF ARE CONSTANTLY MEETING AT LEAST ONCE A MONTH, SHARING UPDATES, GETTING FEEDBACK, AND WORKING TOGETHER TO COLLABORATE.

SO I WOULD ASSUME THAT IF THAT MCMILLAN ISS TEACHER, HE'S EITHER ON THE TEAM OR HE'S GETTING THESE MONTHLY UPDATES AND IS INVITED TO THE MEETINGS TO BE ABLE TO GET SOME FURTHER LEARNING IF NEEDED.

WELL THANK YOU FOR HELPING THEM KEEP UP THE MOMENTUM AND KEEP THIS FRONT OF MIND.

I LOVE THAT YOU SEND THEM MONTHLY NEWSLETTERS.

SO THANK YOU.

I HAVE A QUICK QUESTION.

CAN YOU GIVE ME AN IDEA OF SOME OF THE DATA THAT THEY COLLECT THAT GOES INTO THIS DATA DRIVEN, YOU KNOW, SO THAT WE CAN MEASURE GROWTH? WHAT KIND OF ITEMS ARE YOU TRACKING? SO WHEN WE'RE TALKING ABOUT ON A CAMPUS LEVEL, WE ENCOURAGE CAMPUSES TO BE COLLECTING THREE TYPES OF DATA.

OBSERVATION DATA, PERCEPTION DATA, AND STATISTIC DATA.

SO OUR OBSERVATION DATA LOOKS LIKE, SO WE KNOW THAT, FOR EXAMPLE, THE HALLWAYS ARE AN ISSUE AT A CAMPUS.

WE'RE ASKING STAFF TO GO OUT AND THEY'LL GO COLLECT OBSERVATIONAL DATA THAT THEY SEE AT RANDOM TIMES DURING THE WEEK.

THEN THE PERCEPTION DATA WOULD BE ADDRESSED BY SENDING OUT A SURVEY TO OUR STAFF AND STUDENTS AND SAYING, HEY, WHAT KIND OF ISSUES DO YOU SEE HAPPENING IN THE HALLWAY? WE'D LOVE TO HAVE YOUR INPUT.

AND THEN OUR REVIEW 360 DATA IS OUR STATISTIC DATA THAT THEY'RE USING IN COMBINATION OF ALL THREE.

WE THEN PRESENT TO STAFF AND SAY, HEY, HERE ARE THE THINGS THAT WE'RE SEEING.

AND WE ALWAYS LIKE TO SAY THAT ONE DATA POINT IS REALLY NOT A RUSH TO JUDGMENT, BUT REALLY A RUSH TO INVESTIGATE.

AND SO THAT'S HOW CAMPUSES ARE REALLY BEING ABLE TO UTILIZE THOSE DATA DRIVEN POLICIES.

OKAY, THANK YOU. GREAT REPORT. THANK YOU.

I HAVE A QUESTION. FIRST, I LOVE THIS WORK.

IT'S AWESOME.

IT'S IMPORTANT FOR OUR LEARNING, RIGHT? NOT JUST ABOUT BEHAVIOR, BUT THE IMPACT THAT HAS ON THE LEARNING ENVIRONMENT.

I'M CURIOUS, WHAT DOES THIS LOOK LIKE IN THE HIGH SCHOOL SETTING VERSUS ELEMENTARY OR EVEN MIDDLE? IS THERE A DIFFERENT APPROACH? I'M JUST CURIOUS.

SO I WOULD SAY THAT THE TRAINING HAS BEEN TAILORED THE SAME.

IT'S JUST BEEN KIND OF DECIDED ON.

SO I'LL TELL YOU, OUR HIGH SCHOOLS HAVE ALSO MADE VIDEOS.

THEY AREN'T NEARLY AS CUTESY AS SOME OF OUR ELEMENTARY ONES.

BUT OUR HIGH SCHOOLERS DO HAVE SOME FUN ONES.

I THINK OUR HIGH SCHOOL ONES REALLY APPEAL TO THEIR HIGH SCHOOL STUDENTS.

SO I THINK WHAT OUR HIGH SCHOOL CAMPUSES HAVE DONE IS TAKEN THIS LEARNING AND MAKE SURE IT'S APPLICABLE FOR THEIR KIDS WITHOUT MAKING IT SEEM REALLY BABYISH, IF THAT MAKES SENSE.

SO IN OUR ELEMENTARY SCHOOLS, WE'LL SEE A LOT OF CAMPUSES ADOPT LIKE A REINFORCEMENT SYSTEM, SO LIKE A BUCK SYSTEM WHERE THEY CAN EARN PRIZES.

BUT FOR OUR HIGH SCHOOL STAFF, THEY'VE GOT DIFFERENT INCENTIVE SYSTEMS. SO REALLY, THEY'VE JUST BEEN ABLE TO TAKE THE TRAINING AND TAILOR IT TO HOW IT BEST FITS THEIR NEEDS.

BUT THE CONTENT HAS PRETTY MUCH STAYED THE SAME FOR ALL OF THEM. AWESOME. THANK YOU.

SO ALONG THOSE LINES, WHEN YOU'RE TALKING ABOUT OLDER STUDENTS AND, OF COURSE, THEY'RE BECOMING MORE INDEPENDENT, WHICH IS WHAT OUR HOPE IS FOR THEM, I'M HOPING THAT MAYBE THEY TAKE MORE CONTROL OVER WHAT THEY SEE AND WHAT THEY WOULD LIKE TO SEE BETTER ABOUT THEIR OWN SCHOOL.

IS THAT BASICALLY WHAT'S GOING ON THERE? SO I WOULD SAY, EVEN HONESTLY WITH SOME OF OUR ELEMENTARY CAMPUSES, THERE ARE STUDENT LEADERSHIP GROUPS THAT PROVIDE INPUT ON THINGS THAT THEY SEE.

SO THAT PERCEPTION DATA, THEY'LL BRING UP ISSUES TO THE PRINCIPALS AND SAY, HEY, SO WE NOTICED WE DON'T SEE AS MANY STAFF MEMBERS WHO ARE SUPPOSED TO BE OUTSIDE, LIKE OUTSIDE THEIR DOORS.

HOW CAN WE HELP FIX THIS? AND JUST BRINGING ISSUES TO HELP ADDRESS THAT.

SO THEY ARE A BIG PART OF THE COLLABORATION.

[01:00:01]

SO QUESTION BACK ON SLIDE EIGHT, WHICH IS LIKE THE LITTLE CARS GOING DOWN THE ROAD HERE.

I WAS JUST CURIOUS, HOW WERE THESE SORT OF, HOW WAS THIS SEQUENCE CHOSEN IN TERMS OF LIKE WHICH SCHOOL STARTED FIRST, SECOND, THIRD? HOW DID Y'ALL GO THROUGH AND TIER THE SCHOOLS FOR THIS PROCESS? SO WE STARTED THE PROCESS REALLY DURING COVID.

LET ME START THERE.

AND WE JUST WANTED VOLUNTEERS.

WE WANTED CAMPUSES AND PRINCIPALS WHO WANTED TO START THIS WORK AND PILOT THIS WORK.

AND SO WE ASKED FOR VOLUNTEERS.

AND REALLY WE HAD MORE THAN 18.

I CAN'T REMEMBER THAT NUMBER, BUT I WANT TO SAY IT WAS LIKE 27.

I WAS GOING TO SAY THERE WAS 27.

AND SO WE HAD CLOSE TO 30 REALLY IN THE FIRST COHORT.

AND ADMITTEDLY, JUST BECAUSE OF US DOING REMOTE LEARNING, YOU KNOW, HAVING TRAINERS COME THROUGH VIDEOS AND GOING BACK TO CAMPUSES THAT REALLY DIDN'T HAVE A LOT OF KIDS TO PRACTICE THE STUFF, THE FIRST COHORT, I FEEL, AND I KNOW THEY FEEL, SORT OF DIDN'T REALLY GET A GOOD PILOT EXPERIENCE.

AND SO NINE OF THOSE SCHOOLS ELECTED TO JOIN THE LATER, ANOTHER COHORT TO RESTART.

SO THAT'S HOW THE FIRST COHORT CAME TO BE.

AND THEN WE REALLY WANTED TO, FOR THE SECONDARY SCHOOLS, SORT OF GROUP THEM AND KEEP THEM TOGETHER.

SO MIDDLE SCHOOL VOLUNTEERED TO GO SECOND, AND THEN HIGH SCHOOL, AND THEN WE TRAILED COHORT FOUR WITH THE REMAINING ELEMENTARIES.

AND I THINK YOU SEE IT IN COHORT TWO.

WE HAVE OUR PSAR STAFF.

THAT'S OUR AFTER SCHOOL PROGRAM.

THEY ARE ALL PBIS'D UP, AND OUR GWEN STAFF AS WELL.

AWESOME. THANK YOU.

SO JUST IN AN ASK, BECAUSE I'M ALSO INTERESTED, SAM, IN THE MESSAGING BETWEEN THE DIFFERENT TIERS.

IF IN LIKE A BOARD UPDATE, IF WE CAN JUST GET LIKE A LINK TO KIND OF SEE SOME EXAMPLE VIDEOS OF ELEMENTARY, MIDDLE, HIGH SCHOOL.

I THINK THAT THAT WOULD BE INFORMATIVE FOR US, AND I KNOW I WOULD LOVE TO SEE IT, AND IT GETS TO YOUR QUESTION.

MY SON HAS BEEN COMING HOME TELLING ME ABOUT THE SOAP BANDIT IN THE BATHROOM, THAT SOMEONE IN THE BATHROOM IN HIS GRADE LEVEL HAS BEEN SMEARING SOAP ON THE MIRROR, AND IT WAS A WHOLE THING.

AND I ASK HIM, HEY, WHAT DID YOU DO IN CLASS TODAY, STEPH? SO WHAT DID YOU LEARN ABOUT IN PACE, THINGS? BUT THE SOAP BANDIT, HE'S ALL OVER IT, RIGHT? AND I GET ALL THESE DESCRIPTIONS, AND I'M TELLING YOU THIS STORY JUST TO ILLUSTRATE THAT HOW MUCH OF A DISTRACTION THESE THINGS REALLY CAN BE FOR THE KIDS IN TERMS OF ALL OF THE CONVERSATION OUTSIDE OF WHEN YOU HAVE THESE SORTS OF ISSUES THAT ARE BUBBLING UP ON A CAMPUS, AND BEHAVIORAL ISSUES, IT REALLY CAN DOMINATE THE CONVERSATION THAT THE KIDS ARE HAVING, NOT ONLY AMONGST THEMSELVES, BUT WITH THEIR PARENTS IN A WAY THAT MAYBE WE LIKE OUR KIDS MORE CONCENTRATED ON THINGS THAT ARE NOT SOMEONE SEARING SOAP ON THE BATHROOM MIRROR.

SO I JUST, WHEN I REVIEWED, OR WHEN I WAS LOOKING AT THESE SLIDES, I JUST APPRECIATED IT, BECAUSE I WAS LIKE, YEP, HEARD ABOUT THIS.

THESE TYPES OF THINGS, AND THE POSITIVE INTERVENTION THAT WE'RE TRYING TO HAVE HERE.

TRUSTEES, ANY OTHER COMMENTS, QUESTIONS? ALL RIGHT, THANK YOU PHOEBE, WE APPRECIATE IT.

THANK YOU.

ALL RIGHTY, WE WILL NOW MOVE ON TO AGENDA ITEM 8.2, WHICH IS OUR GIFTED SERVICES REPORT.

I WILL INVITE AMY MOORE, ADVANCED ACADEMICS COORDINATOR, TO THE PODIUM TO PLEASE PRESENT.

THANK YOU, PRESIDENT TYRA, SUPERINTENDENT WILLIAMS, CABINET MEMBERS, AND BOARD MEMBERS FOR HAVING ME TONIGHT. I'M SUPER EXCITED TO SHARE UPDATES ON THE PLANO ACADEMIC CREATIVE EDUCATION, OR PACE, PROGRAM IN PLANO ISD.

THE PACE PROGRAM HAS A LONG-STANDING REPUTATION FOR EXCELLENCE SINCE ITS INCEPTION IN THE EARLY 1980S.

IN THE PACE MISSION STATEMENT, WE STRIVE TO PROVIDE A CHALLENGING, RELEVANT, ENGAGING, AND MEANINGFUL LEARNING ENVIRONMENT THAT NURTURES THE UNIQUE POTENTIAL AND DIVERSE NEEDS OF GIFTED AND TALENTED STUDENTS, SO THAT THEY ARE EMPOWERED TO MAKE A LASTING IMPACT ON THE WORLD AROUND THEM.

AS WE DIVE INTO THE ASPECTS OF THE PACE PROGRAM TONIGHT, I THINK YOU'LL FIND THAT THIS MISSION STATEMENT SUPPORTS THE PLANO ISD MISSION STATEMENT, AND IS VERY EVIDENT IN THE WORK THAT WE DO.

[01:05:01]

WE BELIEVE GIFTED LEARNERS DESERVE A SCHOOL EXPERIENCE THAT MATCHES THEIR ABILITIES AND PUSHES THEM BEYOND. AND THROUGH THAT, WE BELIEVE THAT THEY WILL BE COLLEGE, CAREER, AND MILITARY-READY.

THEY NEED A VARIETY OF RELEVANT, AUTHENTIC, AND ENGAGING LEARNING OPPORTUNITIES IN THE CLASSROOM THAT CHALLENGE THEIR UNIQUE NEEDS.

WE VALUE AGENCY AND LEARNING, AND WE FEEL THAT WHEN STUDENTS HAVE THAT IN THE CLASSROOM, THAT THEY CAN BECOME SELF-DIRECTED IN THEIR LEARNING AS WELL.

WE BELIEVE THAT GIFTED LEARNERS DEVELOP CRITICAL THINKING SKILLS THROUGH COMMUNICATING, COLLABORATING, AND CREATIVITY, AND SHOULD BE EXPOSED TO 21ST CENTURY SKILLS THAT ARE GOING TO EXPRESS THEIR TALENTS IN UNIQUE WAYS.

WE ALSO VALUE STUDENTS REALLY KNOWING AND UNDERSTANDING THAT MAKING MISTAKES AS THEY ARE AN OPPORTUNITY FOR DEVELOPING AND GROWING WITH THAT GROWTH MINDSET.

AND THAT OUR GIFTED LEARNERS BENEFIT FROM A STRONG CLASSROOM COMMUNITY WHERE THERE IS RESPECT FOR EACH OTHER'S UNIQUE NEEDS.

THE PACE EXPERIENCE IS GROUNDED IN THE TEXAS STATE DEFINITION AND GOAL.

BY THE STATE DEFINITION, A GIFTED AND TALENTED STUDENT IN TEXAS IS DEFINED AS A CHILD OR YOUTH WHO PERFORMS AT OR SHOWS POTENTIAL FOR PERFORMING AT A REMARKABLY HIGH LEVEL COMPARED TO THEIR SAME AGE PEERS AND EXPERIENCE AND ENVIRONMENT.

OUR SERVICES ARE VERY MUCH GROUNDED IN THE STATE GOAL.

STUDENTS WHO PARTICIPATE IN SERVICES DESIGNED FOR GIFTED AND TALENTED STUDENTS WILL DEMONSTRATE SKILLS IN SELF-DIRECTED LEARNING, THINKING, AND RESEARCH, IN COMMUNICATION THROUGH THOSE INNOVATIVE PRODUCTS AND PERFORMANCES THAT REFLECT THEIR INDIVIDUALITY AND THEIR CREATIVITY, AND ARE ADVANCED IN RELATION TO STUDENTS OF SIMILAR AGE, EXPERIENCE, AND ENVIRONMENT.

TO PAINT A PICTURE TONIGHT FOR YOU OF EXACTLY WHO AND WHAT PACE IS, LET'S BEGIN WITH OUR SERVICE DESIGN. OUR STUDENTS ENSURE, I'M SORRY, OUR DESIGN ENSURES THAT GT STUDENTS RECEIVE DEDICATED TIME WITH LIKE-MINDED PEERS TO COLLABORATE IN AN ACADEMIC SETTING. SO BEGINNING WITH OUR ELEMENTARY STUDENTS, THEY ARE SERVED ANYWHERE FROM ABOUT 120 TO 180 MINUTES PER WEEK.

THAT WILL ALSO DEPEND ON THE AGE OF THE STUDENT OR THE GRADE OF THE STUDENT. WE OFFER PULL-OUT SERVICES THROUGH AN ENRICHMENT PROGRAM THAT IS DESIGNED TO MEET THE VARYING ACADEMIC NEEDS OF THE STUDENTS IT SERVES.

WE PROVIDE A DISTRICT-DESIGNED REQUIRED CURRICULUM THAT TAKES AN INTERDISCIPLINARY APPROACH.

SO LEARNING TO THINK CRITICALLY AND CREATIVELY THROUGH LANGUAGE ARTS, THROUGH MATH, THROUGH SCIENCE, AND THROUGH A SOCIAL STUDIES LENS.

WHEN PACE STUDENTS LEAVE ELEMENTARY FOR MIDDLE SCHOOL, THE SERVICES BECOME A DAILY CLASS PERIOD. OUR GIFTED STUDENTS ARE SERVED THROUGH PACE SOCIAL STUDIES WITH A HUMANITIES EMPHASIS.

SO AT THIS TIME, THEY START TO REALLY KIND OF EXPLORE SOCIAL STUDIES CONTENT THROUGH THAT HISTORICAL LENS OF LITERATURE, FINE ARTS, AND EVEN VISUAL ARTS.

THERE'S A STRONG EMPHASIS ON RESEARCH CREATING ADVANCED PRODUCTS AND PERFORMANCES.

MOVING ON INTO HIGH SCHOOL, IT CONTINUES TO BE A DAILY CLASS ON THEIR SCHEDULE.

OVER TWO YEARS, STUDENTS IN 9TH AND 10TH GRADE ENROLL IN HUMANITIES, WHICH IS A COMBINATION OF AP WORLD HISTORY AND ENGLISH.

HERE THEY LEARN AND DEVELOP THE CRAFT OF WRITING, EXPLORE LITERATURE THROUGH A WORLD HISTORY LENS, AND FURTHER EXPLORE FINE ARTS, VISUAL ARTS, AND EVEN TOPICS SUCH AS ARCHITECTURE.

SHOULD THEY CHOOSE TO, STUDENTS CAN SIT FOR THE AP WORLD HISTORY EXAM, AND THAT GIVES THEM AN OPPORTUNITY FOR COLLEGE CREDIT.

BEYOND THAT, OUR STUDENTS AT THE SENIOR HIGH LEVEL HAVE AN OPPORTUNITY TO TAKE AMERICAN STUDIES, WHICH INCORPORATES BOTH AP U.S.

HISTORY AND AP ENGLISH LANG.

THIS IS ACTUALLY AN ENROLLMENT, AN OPEN ENROLLMENT COURSE, SO THERE IS NO PREREQUISITE.

[01:10:02]

TO NARROW IN, DURING PACE SERVICES, THE PACE CURRICULUM EMPHASIZES ABOVE LEVEL COGNITIVE EXPERIENCES AND EXPECTATIONS WHILE ADDING DEPTH AND COMPLEXITY TO THE GRADE LEVEL TEKS. IT DOES EXTEND AND ENRICH ASPECTS OF OUR CURRENT PISD CURRICULUM.

IT ALSO HONORS BEST PRACTICES IN INSTRUCTION AND CURRICULUM THROUGH A FOCUS ON ANALYTICAL, CRITICAL, AND CREATIVE THINKING SKILLS.

VERY MUCH INQUIRY-BASED INTERDISCIPLINARY LEARNING, WHERE STUDENTS GET THE OPPORTUNITY TO POST QUESTIONS AND HAVE THE OPPORTUNITY TO FIND OUT ON THEIR OWN AS PART OF THE PIECE OF A PUZZLE OF THE BIGGER PICTURE OF WHAT THEY'RE LEARNING IN THAT CLASS.

THIS ALSO GIVES OUR STUDENTS WHO, THROUGH A LENS OF SCIENCE AND THROUGH A LENS OF SOCIAL STUDIES, CAN DIG INTO THAT INQUIRY PIECE.

ADVANCED LANGUAGE IS EXPLORED THROUGH READING AND THROUGH WRITING.

IN OUR ELEMENTARY PROGRAM, OUR ADVANCED MATH HAPPENS THROUGH REAL WORLD PROBLEM SOLVING, LOGIC, AND REASONING SKILL DEVELOPMENT.

STUDENTS HAVE CHOICE, VOICE, AND OWNERSHIP IN THEIR LEARNING, AND A LOT OF THAT ACTUALLY COMES THROUGH IN ADVANCED PRODUCTS AND PERFORMANCES.

LIKE I SAID BEFORE, IN OUR SECONDARY PROGRAM, THERE IS A FOCUS OF THE ARTS THROUGH HISTORY AND LITERATURE.

TO ILLUSTRATE SOME OF THIS, I WANTED TO PUT A SPOTLIGHT ON OUR ROBOTICS FOURTH GRADE PACE CURRICULUM. WHILE MANY STUDENTS IN PISD GET THE OPPORTUNITY TO PARTICIPATE IN ROBOTICS, WE BELIEVE THE PACE ROBOTICS EXPERIENCE IS PRETTY UNIQUE.

OUR STUDENTS START LEARNING HOW TO CODE AS EARLY AS FIRST GRADE, SO BY THE TIME THAT THEY GET UP INTO FOURTH GRADE, THEY HAVE A PRETTY STRONG SKILL SET.

IN THIS UNIT, THE DEPTH THROUGH WHICH THEY LEARN IS VERY STUDENT-CENTERED.

THROUGH INQUIRY, STUDENTS ARE UNDERSTANDING THIS IDEA OF EFFICIENCY AND THE IMPACT TECHNOLOGY HAS VERSUS WHEN PEOPLE CAN BE MORE EFFICIENT.

THEY'RE BUILDING APPROPRIATE RESEARCH SKILLS BY IDENTIFYING INDUSTRIES THAT USE ROBOTICS TO MAKE REAL WORLD CONNECTIONS.

THEY'RE EXPOSED TO ADVANCED READING MATERIAL, DISCOVERING HOW SCIENCE FICTION BECOMES SCIENCE FACT, AND EXPRESSING THEIR IDEAS THROUGH CREATIVE WRITING.

AND THEN THIS MOVES THEM ON THROUGH AN EXPLORATION WHERE THEY'RE BUILDING VARIOUS TYPES OF ROBOTS, THEY'RE WRITING EFFICIENT PROGRAMS, THROUGH SCIENTIFIC INVESTIGATIONS, THEY'RE RUNNING TRIALS, THEY ARE COLLABORATING TO EXPAND CODING CAPABILITIES THROUGH A PACE MISSION THAT IS CALLED QUADMOS, WHICH IS A PLACE BEYOND OUR PLANET THAT WAS ACTUALLY DEVELOPED BY PACE TEACHERS.

SO THIS IS AN EXAMPLE OF HOW OUR STUDENTS EXPLORE CONTENT IN DEEP, COMPLEX, AND MEANINGFUL WAYS.

I WANT TO TAKE A MOMENT TO GIVE YOU A MATH ROCKS UPDATE.

MATH ROCKS SERVES STUDENTS WHO ARE HIGH-ACHIEVING AND GIFTED IN MATHEMATICS.

THE MATH ROCKS EXPANSION, AS YOU KNOW, IS STARTING NEXT YEAR, 2026-2027, WHERE ALL ELEMENTARY CAMPUSES WILL OFFER MATH ROCKS.

STUDENTS MAY REMAIN AT THEIR HOME CAMPUS AND RECEIVE ACCELERATED MATH INSTRUCTION.

STUDENTS ACCELERATE TWO YEARS IN THE PROGRAM.

AT THE END OF 5TH GRADE, THEY'RE GOING TO COMPLETE 6TH GRADE MATH, AND AT THE END OF 8TH GRADE THEY'LL COMPLETE GEOMETRY.

ACADEMIC SERVICES, GIFTED AND TALENTED SERVICES, AND CAMPUS PRINCIPALS ARE CURRENTLY, WE'RE ALL COLLABORATING TO MAKE SURE THAT WE'RE GOING TO MEET THE ADVANCED MATH NEEDS OF THESE STUDENTS, AND WE'RE DEVELOPING THAT AS WE GO RIGHT NOW.

ALRIGHT, SO STUDENTS WHO IDENTIFY FOR GIFTED SERVICES IN PLANO FIRST GO THROUGH A PROCESS. IT'S IMPORTANT TO KNOW THAT A DISTRICT'S IDENTIFICATION PROCESS SHOULD MIRROR THE KIND OF SERVICES THAT THEY PROVIDE. SO WE START WITH OUR REFERRALS. THE MAJORITY OF OUR STUDENTS WHO

[01:15:02]

WE RUN AN ONLINE REFERRAL FORM IN BOTH ENGLISH AND SPANISH WITH THE CAPABILITY OF OTHER LANGUAGES, AND PARENTS, TEACHERS, AND EVEN STUDENTS THEMSELVES CAN REFER AT ANY TIME OF THE YEAR.

IN THE REFERRAL FORM, WE GET PARENT FEEDBACK DURING THAT PROCESS, WHICH IS IMPORTANT BECAUSE IT GIVES OUR PARENTS AN OPPORTUNITY TO ADVOCATE FOR THEIR STUDENTS.

THEY ANSWER A FEW SIMPLE QUESTIONS THAT ALLOWS US TO SEE SOME GIFTED BEHAVIORS THAT ARE HAPPENING AT HOME THAT WE WOULD MAYBE NOT OTHERWISE SEE.

WE ALSO PROVIDE ALTERNATE WAYS FOR PARENTS TO REFER WHO MAYBE DO NOT HAVE THE RESOURCES AT HOME TO BE ABLE TO REFER ONLINE. SO WE WORK WITH OUR PARENTS TO MAKE SURE THAT THEY CAN REFER, WE CAN HELP THEM THROUGH THAT PROCESS.

WHILE REFERRALS FIND US, THEY USUALLY FIND US THROUGH THAT ONLINE FORM, WE ALSO USE UNIVERSAL CAMPUS REVIEWS TO FIND REFERRALS.

SO IN GRADES K, 1ST, 3RD, 5TH, AND 7TH, WE DIG INTO DISTRICT-WIDE ASSESSMENT DATA, AS WELL AS ADMINISTER QUALITATIVE OPEN-ENDED EXPERIENCES THAT ALLOW STUDENTS TO SHOW THEIR UNIQUE WAYS OF THINKING.

WE ALSO USE THOSE QUALITATIVE EXPERIENCES IN THE OTHER GRADES AS WELL, IN 2ND, 4TH, AND WE'RE ACTUALLY DEVELOPING IT RIGHT NOW IN 6TH GRADE.

FROM THERE, WE MEET WITH GRADE LEVELS TO REVIEW THAT DATA AND TALK ABOUT STUDENTS SO THAT WE CAN GENERATE SOME MORE REFERRALS.

WE MOVE INTO THE ASSESSMENT PROCESS, SO DURING THAT PROCESS, WE FOCUS ON BOTH QUANTITATIVE AND QUALITATIVE DATA.

AGAIN, WE USE DISTRICT-WIDE ADMINISTERED ASSESSMENTS THAT MEASURE ABILITY AND ACHIEVEMENT WITH AN ADDITION OF OTHER NON-VERBAL TOOLS.

PRIOR TO AND DURING THE ASSESSMENT PHASE, WE BEGIN GATHERING QUALITATIVE DATA, LIKE TEACHER FEEDBACK, AS WELL AS CLASSROOM SAMPLES, AND THIS JUST ALLOWS US TO SEE HOW STUDENTS PERFORM IN THE CLASSROOM COMPARED TO THEIR PEERS.

FOR MULTILINGUAL STUDENTS, WE PUT MORE OF AN EMPHASIS ON NON-VERBAL ASSESSMENTS, GIVING STUDENTS THE OPPORTUNITY TO SHOW THEIR STRENGTHS WITHOUT LANGUAGE BARRIERS.

THIS IS A REALLY GREAT EXAMPLE ALSO OF WHEN QUALITATIVE DATA, TEACHER INPUT, WORK SAMPLES, ETC., ARE VERY HELPFUL IN DETERMINING A NEED FOR PLACEMENT.

FINALLY, WE GET TO THE COMMITTEE.

THE COMMITTEE GATHERS ALL EVIDENCE IN A MATRIX THAT IS PRESENTED AT THE CAMPUS COMMITTEE MEETING AND WE USE THE CAMPUS AND DISTRICT COMMITTEE TO HELP DETERMINE PLACEMENT.

THE CAMPUS COMMITTEE CONSISTS OF TEACHERS, ADMINISTRATORS, COUNSELORS, SPECIALISTS.

WE WANT AS MANY PEOPLE IN THAT MEETING THAT CAN HELP ADVOCATE FOR STUDENTS. THE COMMITTEE ACTUALLY ENSURES THAT NOT JUST ONE PERSON IS MAKING A DECISION AND THAT THE STUDENTS HAVE MANY ADVOCATES.

STUDENTS QUALIFY THROUGH PHASES, WHICH RELIES HEAVILY ON A PREPONDERANCE OF EVIDENCE.

THE PHASE PROCESS HELPS US, WHICH ALLOWS THE COMMITTEE TO LOOK AT THE WHOLE CHILD RATHER THAN JUST TEST SCORES.

DURING PHASE ONE, STUDENTS WHO HAVE MULTIPLE SCORES SHOWING A NEED FOR PLACEMENT ARE PLACED AT THAT TIME.

DURING PHASE TWO, STUDENTS WHO HAVE SOME SCORES SHOWING A POSSIBLE NEED FOR PLACEMENT, BUT WITH A COMBINATION OF CAMPUS DISCUSSION AND ADVOCACY, THOSE STUDENTS CAN BE PLACED ON CAMPUS AS WELL.

WE DO HAVE A PHASE THREE WHERE STUDENTS WHO DON'T QUALIFY FOR PLACEMENT CAN BE ADVOCATED FOR.

AGAIN, IT GOES BACK TO THE QUALITATIVE DATA THAT WE'RE GATHERING FROM THE VERY BEGINNING OF THIS ENTIRE PROCESS.

THESE STUDENTS WILL GO TO A PHASE THREE DISTRICT COMMITTEE WHERE THE PACE SPECIALIST WILL PRESENT A PORTFOLIO FULL OF EVIDENCE TO SHOW THAT THE STUDENT NEEDS GIFTED SERVICES.

THOSE DISTRICT COMMITTEES DO CONSIST OF GIFTED SPECIALISTS ACROSS THE DISTRICT WHO HAVE THAT EXPERIENCE. IN THE END, FOR STUDENTS WHO DO NOT QUALIFY, WE HAVE AN APPEALS PROCESS WHERE PARENTS CAN MAKE A CASE

[01:20:01]

THESE ARE PACE BY THE NUMBERS. THIS IS A SNAPSHOT OF OUR IDENTIFICATION NUMBERS.

THIS IS AFTER THE 24-25 TESTING SEASON. WE ARE CURRENTLY IN OUR TESTING SEASON FOR THIS YEAR. I WANTED TO MAKE SURE THAT I COULD GIVE YOU SOME FULL DATA OF THE FULL YEAR OF TESTING.

THIS SHOWS HOW MANY REFERRALS WE HAD LAST YEAR IN COMPARISON TO HOW MANY WERE IDENTIFIED.

IF YOU LOOK IN COLUMN ONE, YOU CAN SEE THAT THE MAJORITY OF OUR REFERRALS HAPPEN IN ELEMENTARY.

THEN WE CAPTURE OUR SECONDARY STUDENTS.

DURING THE 24-25 TESTING SEASON, WE REFERRED ABOUT 03,500 PLUS STUDENTS.

AS FAR AS THOSE THAT WERE IDENTIFIED, YOU CAN NOTICE THAT WE PRETTY MUCH HAVE IDENTIFIED AROUND 30% OF THE STUDENTS THAT WERE REFERRED IN BOTH SECONDARY AND ELEMENTARY.

IF YOU LOOK AT OUR CURRENT GT TOTALS, THIS IS A LITTLE BIT OFF BECAUSE AS I WAS PULLING THIS, IT WAS CAPTURING SOME OF OUR DATA THIS YEAR, BUT WE DON'T HAVE ALL OF OUR DATA YET BECAUSE WE ARE NOT DONE WITH SECONDARY TESTING.

YOU CAN SEE THAT WE RELATIVELY HAVE SIMILAR AMOUNTS IN BOTH ELEMENTARY AND SECONDARY AND IN OUR SENIOR HIGH AS WELL.

SERVICING AROUND 8,000 STUDENTS IN OUR DISTRICT.

LET'S NARROW IN JUST A LITTLE BIT TO OUR DEMOGRAPHICS. AGAIN, THIS IS STILL LOOKING AT THE 24-25 SCHOOL YEAR.

AS WE DO THIS EVERY YEAR, WE LOOK AT OUR DEMOGRAPHIC DATA AND IT ALLOWS US TO SEE WHERE WE NEED TO TARGET OUR WORK. IF YOU LOOK AT THAT FIRST COLUMN, YOU CAN SEE THAT THESE ARE THE NUMBERS FOR OUR REFERRALS FOR THAT YEAR AS WELL AS WHO WAS IDENTIFIED.

OVER ON THE RIGHT-HAND SIDE, YOU CAN SEE WHAT THAT PERCENTAGE LOOKS LIKE FOR EACH OF THOSE DEMOGRAPHICS.

WE'VE MADE SOME STRIDES IN SOME AREAS, BUT WE KNOW THAT WE HAVE WORK TO DO. WE ARE COMMITTED TO CLOSING THESE GAPS AND ENSURING OUR PROGRAM REFLECTS THE FULL DIVERSITY OF PLANO ISD. I BELIEVE THAT OUR BIGGEST AREA FOR IMPROVEMENT IS IN OUR REFERRALS. WE CAN'T TEST AND IDENTIFY STUDENTS IF THEY ARE NOT BEING REFERRED.

WE NEED TO IDENTIFY WAYS TO FIND STUDENTS AND NOT RELY ON THEM FINDING US.

WE'RE ACTIVELY WORKING TO IMPROVE THROUGH SOME SPECIFIC PILLARS.

AT THE BEGINNING OF EACH YEAR, WE CONDUCT DATA ANALYSIS OF THE PREVIOUS YEAR LOOKING AT WHO WAS REFERRED, WHO IDENTIFIED AND SPECIFICALLY JUST NARROWING IN ON THE GAPS ON EACH CAMPUS.

EACH PACE SPECIALIST ON CAMPUSES RUN THIS DATA AND THEN WE LOOK AT IT TOGETHER AS A GROUP.

THIS JUST HELPS US REALLY TO GENERATE ADDITIONAL REFERRALS, SO JUST KIND OF REALLY PINPOINTING WHERE OUR GAPS ARE AND WHERE WE NEED TO TARGET.

WE ALSO GO THROUGH UNIVERSAL CAMPUS REVIEW TO CAST, SEE IF WE CAN JUST CAST THAT WIDER NET.

AND AS EARLY AS KINDERGARTEN WE ADMINISTER WHAT WE CALL PLANNED EXPERIENCES.

PLANNED EXPERIENCES HAVE PROVEN PARTICULARLY RESPONSIVE TO UNDERREPRESENTED POPULATIONS AND ENABLE STUDENTS TO DEMONSTRATE GIFTED POTENTIAL.

THEY ARE HIGH-LEVEL, OPEN-ENDED ACTIVITIES DESIGNED TO ELICIT GIFTED BEHAVIORS.

THESE ACTIVITIES ARE NORMED BY THE PACE SPECIALIST AND THE CLASSROOM TEACHERS IN ORDER TO BRING ABOUT CONVERSATIONS ABOUT STUDENTS WHO SHOW POTENTIAL FOR GIFTED SERVICES.

AT THIS TIME TOO, WE USUALLY HAVE UPDATED COGAT AVAILABLE, MAP DATA AVAILABLE AND SO WE REVIEW THAT AS WELL.

AND AGAIN, MEETING WITH THOSE CLASSROOM TEACHERS TO LOOK AT AND HAVE CONVERSATIONS ABOUT WHO ARE WE IDENTIFYING, WHO ARE WE NOT IDENTIFYING AND MAKING SURE THAT WE ARE LOOKING ACROSS ALL DEMOGRAPHICS.

PACE PROFESSIONAL LEARNING IS SOMETHING THAT WE DO THROUGHOUT THE YEAR FOR

[01:25:02]

FINDING OUT HOW CERTAIN CAMPUSES ARE REFERRING, WHAT ARE SOME PROCESSES THAT THEY ARE DOING, WHAT ARE SOME UNIQUE WAYS THAT THEY ARE DOING THAT AND HOW WE CAN SHARE THAT ACROSS THE DISTRICT.

WE HAVE FOUND THAT TALENT DEVELOPMENT TO BE VERY EFFECTIVE WAY TO NOT ONLY INCREASE REFERRALS BUT ALSO TO HELP IDENTIFY STUDENTS DURING THE PHASE 3 DISTRICT COMMITTEES.

BY USING PAST AND CURRENT DATA AS WELL AS TEACHER RECOMMENDATIONS, WE CAN CREATE ENRICHMENT GROUPS THAT GIVE STUDENTS WHO ARE NOT FORMALLY IDENTIFIED THE OPPORTUNITY TO INTERACT WITH ADVANCED THINKING THAT MIGHT NOT OTHERWISE HAVE THAT EXPOSURE.

SO AGAIN WE RECOGNIZE THAT THERE IS MORE WORK TO DO.

ONE OF THOSE TARGETS THAT WE ARE GOING TO BE WORKING ON AND MOVING FORWARD WITH IS PARENT EDUCATION.

WE KNOW THAT THAT IS A KEY AS WELL.

JUST INCREASING AWARENESS OF OUR PROGRAM THROUGH COMMUNITY EVENTS, THROUGH MEETINGS, THROUGH TARGETING POSSIBLY CERTAIN CAMPUSES THAT MIGHT NEED A LITTLE BIT MORE HELP THAN OTHERS AND AGAIN FINDING SOME OF THOSE UNIQUE WAYS THAT WE CAN MAKE SURE THAT WE ARE REACHING OUT TO OUR FAMILIES IN PLANO ISD.

BUT THESE INITIATIVES ARE DEFINITELY THE FOUNDATION OF OUR COMMITMENT.

NOW FOR THE FUN, FUN PART THE GIFTED SPECIALIST. SO I WANTED TO TAKE A MINUTE JUST TO HIGHLIGHT WHO THE GIFTED SPECIALIST IS AND THE MANY HATS THAT THEY WEAR.

THE GIFTED SPECIALIST IS TYPICALLY ONE OF THE MOST EXPERIENCED AND RESPECTED TEACHERS ON THE CAMPUS.

WE ARE FORTUNATE THAT WE HAVE AT ELEMENTARY WE HAVE A GIFTED SPECIALIST ON EVERY CAMPUS. WE ALSO HAVE THREE DISTRICT WIDE LEADS THAT HELP TO SUPPORT ALL OF OUR TEACHERS ON OUR CAMPUSES AS WELL AS WORK WITH ADVANCED ACADEMICS TO MAKE SURE THAT WE ARE IMPROVING OUR PROGRAM AND MOVING FORWARD BECAUSE WE KNOW THAT THEY ARE BOOTS ON THE GROUND AND SO THEY DEFINITELY HAVE THAT EXPERIENCE AND KNOWLEDGE TO HELP US KNOW HOW TO IMPROVE OUR PROGRAM. IN SECONDARY WE HAVE PACE SOCIAL STUDIES TEACHERS AND MOST OF THESE TEACHERS NOT ONLY TEACH PACE BUT THEY'LL TEACH AN ON LEVEL TYPICALLY AS WELL.

SO THEY HAVE A FEW DIFFERENT PREPS THAT THEY HAVE.

EVERY CAMPUS HAS AT LEAST ONE GT SPECIALIST PER CAMPUS AND USUALLY THAT IS ONE OF THE PACE TEACHERS BECAUSE THERE ARE SEVERAL. THAT PERSON CONDUCTS OUR TESTING ON THE CAMPUS DURING OUR TESTING SEASON.

AND THEN WE ALSO HAVE TWO DISTRICT WIDE LEADS THAT ALSO HELP TO SUPPORT THE OTHER PACE TEACHERS IN OUR DISTRICT.

THEIR ROLE IS MANY FOLD.

THEY SERVE IDENTIFIED GIFTED STUDENTS. THEY IDENTIFY GIFTED STUDENTS. THEY COACH TEACHERS TO SUPPORT GIFTED STUDENTS.

IT'S VERY MUCH ESPECIALLY AT THE ELEMENTARY LEVEL IT IS VERY MUCH A PARTNERSHIP BETWEEN THE GIFTED SPECIALIST AND THE CLASSROOM TEACHER. WE KNOW THAT WE ARE ONLY SEEING OUR STUDENTS FOR A SMALL AMOUNT OF TIME SO WE NEED TO MAKE SURE THAT THEY ARE BEING TAKEN CARE OF BACK IN THE CLASSROOM AS WELL.

THAT THEIR NEEDS ARE BEING MET.

THEY SUPPORT GRADE LEVEL PLANNING PLC SUPPORT. THEY DELIVER PROFESSIONAL LEARNING AND THEY ALSO SEE SMALL GROUPS OF STUDENTS AND THAT IS REALLY GOING TO DEPEND ON THE NEEDS OF THE CAMPUS.

SO TO HIGHLIGHT THIS, THIS IS AN EXAMPLE OF A TYPICAL WORK WEEK AT AN ELEMENTARY LEVEL ON A CAMPUS THAT PROVIDES DUAL LANGUAGE INSTRUCTION.

YOU'LL NOTICE IN BLUE THAT THIS TEACHER IS SERVICING IDENTIFIED GIFTED STUDENTS IN GRADES K-5.

THAT'S SIX DIFFERENT PREPS THROUGHOUT THE WEEK. OUTSIDE OF THOSE TIMES THEY SERVE THEIR CAMPUS AND COMMUNITY IN DIFFERENT WAYS. SO IN ORANGE THIS TEACHER IS MEETING IN GRADE LEVEL PLANNING TIMES TO SUPPORT DIFFERENTIATED INSTRUCTION FOR ADVANCED LEARNERS. SO THAT'S WHEN THEY'RE COMING IN AND THEY'RE HELPING TO SUPPORT THE PLANO ISD CURRICULUM TO MAKE SURE THAT WE ARE DIFFERENTIATING IN THE CLASSROOM

[01:30:01]

IN RED, THIS TEACHER IS SUPPORTING TALENT DEVELOPMENT BY PULLING ENRICHMENT GROUPS TO EXPOSE STUDENTS WITH POTENTIAL AND THAT HAVE POTENTIAL WITH CRITICAL THINKING SKILLS. SO WHEN I TALKED ABOUT TALENT DEVELOPMENT EARLIER IT'S CRUCIAL THAT OUR GIFTED SPECIALISTS HAVE TIME TO PULL STUDENTS WHO ARE NOT IDENTIFIED AS GIFTED BUT ARE SHOWING THAT POTENTIAL. AND THAT'S ONE PLACE WHERE WE CAN REALLY MAKE SURE THAT WE ARE REACHING MORE KIDS.

OTHER MODELS ON CAMPUSES MAYBE THE GIFTED SPECIALIST PUSHES INTO CLASSROOMS TO SUPPORT DURING THAT TIME. THEY MIGHT PULL SMALL GROUPS TO SUPPORT ADVANCED MATH AND LANGUAGE ARTS.

JUST TO BE AWARE THAT THE SCHEDULE COULD VARY FROM CAMPUS TO CAMPUS AND THAT REALLY IS DETERMINED BY CAMPUS NEEDS.

SO AS REQUIRED BY THE STATE OF TEXAS ANY TEACHER WHO TEACHES GIFTED STUDENTS IN THE FOUR CORE AREAS MUST RECEIVE 30 HOURS OF TRAINING IN NATURE AND NEEDS, IDENTIFICATION AND DIFFERENTIATING INSTRUCTION.

THOSE FIRST 12 HOURS ARE PROVIDED BY THE ADVANCED ACADEMICS TEAM. WE LIKE TO MAKE SURE THAT THEY ARE LOOKING AT GIFTEDNESS THROUGH A PLANO ISD FILTER SO THAT THEY UNDERSTAND HOW WE DO THINGS IN PLANO.

THOSE LAST 18 HOURS ARE PROVIDED BY REGION 10.

BUT AFTER RECEIVING THIS TRAINING THEY MUST COMPLETE SIX HOURS OF ANNUAL UPDATE EACH YEAR.

AND THAT CAN BE PROVIDED IN A LOT OF DIFFERENT WAYS.

IT CAN BE PROVIDED ON CAMPUS THROUGH THE GIFTED SPECIALIST.

IT COULD BE TAILORED TO MEET CAMPUS NEEDS. IT COULD GO THROUGH DISTRICT PROFESSIONAL LEARNING.

WE OFFER OPPORTUNITIES FOR THEM TO COME THROUGH US.

THROUGH PLC WORK WE TRY TO MAKE SURE THAT IF THEY ARE ACTUALLY TALKING ABOUT DIFFERENTIATION AND THEY'RE PLANNING FOR IT WE WANT TO MAKE SURE THAT THEY'RE GETTING THOSE HOURS TO SHOW THAT THEY'RE ACTUALLY DOING THE WORK.

AND THEN THROUGH US AND EVEN THROUGH REGION 10 HAVE SOME COURSES AS WELL THAT THEY CAN TAKE.

ADMINISTRATORS AND COUNSELORS ARE REQUIRED TO GET THE SIX HOUR CERTIFICATION AND WE HOLD THAT TRAINING YEARLY.

I'M EXCITED TO SHARE OUR DEPTH AND COMPLEXITY INITIATIVE WITH YOU.

THE ADVANCED ACADEMICS DEPARTMENT IS VERY DEDICATED TO PROVIDING PROFESSIONAL LEARNING AND HELPING TEACHERS UNDERSTAND HOW TO DIFFERENTIATE CURRICULUM.

OVER THE COURSE OF THE LAST TWO YEARS WE'VE BEEN WORKING WITH CAMPUSES AND ADDING RIGOR TO THE EXISTING CURRICULUM.

OUR GOAL IS TO EMPOWER TEACHERS.

WE WANT TEACHERS TO FEEL EMPOWERED TO DIFFERENTIATE IN THE CLASSROOM. WE WANT THEM TO FEEL COMFORTABLE.

WE WANT THEM TO UNDERSTAND WHAT IT IS.

AND WE WANT THEM TO FEEL COMFORTABLE TO DO IT AT ANY TIME WITH ANY CURRICULUM THAT IS IN FRONT OF THEM.

SO THIS JOURNEY ACTUALLY BEGAN LAST YEAR WITH SIX CAMPUSES WHO FOUND THEIR QUINTILE ONE AND TWO STUDENTS WERE NOT PROGRESSING AT THE SAME RATE AS OTHER STUDENTS IN READING AND MATH.

AS A TEAM OF MYSELF THE PRINCIPALS, THE PACE TEACHER ON THESE CAMPUSES, WE STARTED PILOTING USING THE DEPTH AND COMPLEXITY FRAMEWORK AND APPLYING IT TO THE PLANO ISD CURRICULUM AND HAVE FOUND SOME REALLY GREAT SUCCESS WITH IT.

SO WHAT IS THIS FRAMEWORK? IT IS A FRAMEWORK OF HIGHER ORDER THINKING SKILLS. IT IS A DIFFERENTIATION TOOL FOR TEACHERS AND FOR STUDENTS. SO WE WANT TO PUT THIS IN THE STUDENTS HANDS BECAUSE THE GOAL IS THAT THE STUDENTS WHILE THEY ARE POSSIBLY WRITING OR READING OR THEY ARE INVESTIGATING THAT THEY ARE ABLE TO DRAW UPON SOME OF THESE ICONS AND TO BE ABLE TO EXPLAIN THEIR THINKING AND SHOW EVIDENCE OF LEARNING USING THESE ICONS.

IT IS K-12 AS A MATTER OF FACT. IT STARTED FOR AP TEACHERS ACTUALLY WHEN IT STARTED YEARS AND YEARS AGO.

AND IT IS APPLIED TO ANY CONTENT AREA AND THAT IS THE BEAUTY OF IT IS THAT IT CAN BE USED ANYWHERE. IT IS NOT A CURRICULUM IT IS A FRAMEWORK. SO WE ARE USING THE PLANO ISD CURRICULUM AND WE ARE FINDING WAYS TO ADD DEPTH AND COMPLEXITY TO THAT BY USING THIS FRAMEWORK.

PROFESSIONAL LEARNING IS HAPPENING ALL ACROSS THE DISTRICT.

IT IS HAPPENING IN SOME SMALL PLACES IT IS HAPPENING IN SOME BIG PLACES AND WE ARE SEEING IT NOT JUST IN ELEMENTARY AND WE ARE SEEING

[01:35:01]

I JUST WANT TO SHARE A FEW PICTURES OF SOME OF THIS WORK THAT WE ARE DOING.

THESE ICONS ARE UP AND WHEN YOU GO INTO SOME CLASSROOMS YOU ARE PROBABLY SEEING SOME OF THESE ICONS UP IN THE CLASSROOM.

THIS TOP EXAMPLE WITH THE ETHICS ICON IS ACTUALLY AN AVID CLASSROOM WHERE THEY WERE USING IT TO DO SOCRATIC SEMINARS.

AT THE BOTTOM, FIRST GRADE STUDENTS ARE LEARNING THE RULES OF LANGUAGE AND THEY ARE GOING THROUGH DETAILS AND THOSE RULES AND TRYING TO FIGURE OUT WHAT ARE THOSE RULES.

SOMETIMES THEY LOOK AT SOME OF THE PATTERNS THAT THEY ARE SEEING AS WELL. IN MATH, THIS IS AN EXAMPLE OF STUDENTS NOT JUST TRYING TO FIND THE RIGHT ANSWER BUT WHAT ARE THE PATTERNS THAT HELP YOU TO FIND THAT RIGHT ANSWER WHAT ARE SOME TRENDS THAT YOU SEE.

UP HERE ON THE RIGHT HAND SIDE THIS IS A SOCIAL STUDIES EXAMPLE IN MIDDLE SCHOOL STUDENTS WERE STUDYING THE FEDERALIST AND ANTI-FEDERALIST THEY WERE DOING RESEARCH INTO THESE HISTORICAL PEOPLE BUT REALLY DIGGING IN DEEPER TO REALLY THINK ABOUT WHAT PATTERNS DO YOU NOTICE ABOUT THESE PEOPLE WHAT ARE SOME ETHICAL STRUGGLES THAT THEY MIGHT HAVE HAD WHAT ARE THEIR BIG IDEAS REALLY THINKING ABOUT THE DETAILS OF THAT PERSON AND WHAT WORDS THEY WOULD USE TO DESCRIBE AFTER LEARNING THEM.

SO YOU CAN SEE THAT THESE ARE ADVANCED WAYS OF THINKING.

IN THE BOTTOM STUDENTS ARE RESEARCHING THE NEW ENGLAND MIDDLE AND SOUTHERN COLONIES AND REALLY THINKING ABOUT THE RULES THAT GO ALONG WITH THOSE COLONIES AND WHAT'S IMPORTANT IS THEY ARE ALSO REALLY LOOKING AT THE MULTIPLE PERSPECTIVES OF ALL THREE OF THOSE COLONIES AS WELL.

FUN THING THAT HAPPENED THE OTHER DAY THIS WAS ACTUALLY YESTERDAY THIS WAS YESTERDAY WE HAD PROFESSIONAL LEARNING YESTERDAY AND OUR PACE TEACHERS WERE TALKING ABOUT THIS DEVELOPMENT OF USING DEPTH AND COMPLEXITY AND ONE OF OUR TEACHERS SAID THAT SHE WAS JUST GOING AROUND TO CLASSROOMS AND ASKING KIDS HOW DO YOU LIKE USING THE DEPTH AND COMPLEXITY FRAMEWORK AND SHE HAD SEVERAL KIDS TELL HER THAT IT HELPS THEM TO THINK THAT IT ACTUALLY GIVES THEM SOMETIMES WHEN WE ASK KIDS TO WRITE THEY DON'T OFTEN KNOW ALL THE THINGS THAT THEY SHOULD BE WRITING ABOUT BUT THIS KIND OF GIVES THEM A PATH FOR THINKING AND SO I THOUGHT THAT WAS KIND OF EXCITING TO HEAR THAT FROM A STUDENT. SO WHY PACE? WELL OUR STUDENTS ARE GETTING WE FEEL A VERY UNIQUE EXPERIENCE THAT THEY MIGHT NOT OTHERWISE HAVE AS EVIDENCED IN THESE PICTURES THEY ARE DEBATERS, THEY'RE SCIENTISTS THEY'RE CODERS, THEY'RE ARTISTS THEY'RE LEADERS AND POETS PROBLEM SOLVERS, COLLABORATORS ALL WHILE DEVELOPING THE SKILLS THAT WILL PREPARE THEM BEYOND PLANO ISD.

AS AN EDUCATOR IN PLANO ISD FOR 30 YEARS I HAVE SPENT MOST OF MY CAREER IN THIS PACE PROGRAM 18 OF THOSE I WAS A GIFTED SPECIALIST MYSELF I KNOW WHAT THIS PROGRAM MEANS TO THE COMMUNITY BUT FOR STUDENTS IT IS LITERALLY THE HIGHLIGHT OF THEIR DAY AND THEIR WEEK AND WE KNOW THIS BECAUSE OF THE VARIED EXPERIENCES THAT NURTURE THEIR UNIQUENESS IN CHALLENGING AND MEANINGFUL WAYS.

THANK YOU FOR GIVING ME THE OPPORTUNITY TO SHARE THE PACE PROGRAM WITH YOU TONIGHT.

ALRIGHT, THANK YOU WE APPRECIATE THE GREAT REPORT.

TRUSTEES THIS IS A REPORT SO QUESTIONS OR COMMENTS? I HAVE A QUESTION AND I MEAN WE DIDN'T PREPARE FOR THIS SO I DIDN'T YOU KNOW YOU MAY NOT HAVE THE NUMBER BUT I WOULD LOVE TO KNOW JUST AS PARENTS PROBABLY DO AT HOME CAN A STUDENT BE IN MATH ROCKS AND PACE AND WHAT DOES THAT LOOK LIKE? OH ABSOLUTELY AS A MATTER OF FACT I THINK THAT IF YOU LOOKED AT THE MAJORITY OF OUR MATH ROCKS STUDENTS YOU WOULD FIND THAT THEY ARE ALSO IN PACE SO WHILE WE ARE NOT NECESSARILY IDENTIFYING JUST FOR MATH WE ARE REALLY LOOKING FOR THE WHOLE CHILD BUT WE DEFINITELY SERVE BOTH OF THOSE FOR SURE THAT THEY ARE DEFINITELY IN BOTH. IF THEY ARE IN MATH ROCKS AND IN PACE THEY DO HAVE MATH OPPORTUNITIES THAT ALSO OCCUR IN MATH AS WELL OR IN PACE I'M SORRY IN PACE.

THANK YOU I HAVE A QUICK QUESTION I'M JUST THINKING BOTH OF MY KIDS HAVE GONE THROUGH PACE OR ARE IN IT BUT I KNOW THAT THERE ARE PARENTS WHO THINK THAT IT'S AN ACCELERATED PROGRAM OR IT JUST MEANS SOMETHING DIFFERENT LIKE FROM A HIERARCHICAL PERSPECTIVE

[01:40:01]

AND IF I CAN ADD KEVIN AND AMY WILL ACTUALLY BE PRESENTING TO ALL PRINCIPALS ON FEBRUARY 25TH SO THAT EVERYONE GETS THIS TRAINING AND THE LOOK FORS AND ALL THAT IS INVOLVED IN THAT AS WELL. THANKS.

CAN I JUST POINT OUT CATHERINE THAT EVEN IF THEY DIDN'T HAVE PACE YOUR CHILDREN HAVE GRADUATED, WENT TO UNIVERSITY AND ARE SUCCESSFUL AND AMAZING SO IT IS JUST A NEED AND I LIKE THE WAY YOU THINK ABOUT THAT.

SO I HAD A COUPLE QUESTIONS AND THEY ARE A LITTLE BIT WEEDY. DID I CUT YOU OFF? I AM SORRY. OKAY.

I WILL ASK MY QUESTIONS AND

[01:45:01]

I HAD A LOT OF ANXIETY WHEN MY SON WAS IN KINDERGARTEN BECAUSE HE IS ONE OF THESE TWICE EXCEPTIONAL KIDS AND AS A CHILD WHO IS DEAF BUT WE ALSO FELT VERY STRONGLY WE NEEDED PACE TESTING AND 2020 WAS A WEIRD TIME SO I WILL JUST ALSO THROW THAT IN THERE IN TERMS OF MOM ANXIETY PERIOD OF MY LIFE BUT I AM WONDERING IN TERMS OF THE IDENTIFICATION AND THE TESTING PROCESS FOR STUDENTS THAT MAY HAVE A 504 OR MAY FIT INTO THAT TWICE EXCEPTIONAL CATEGORY HOW DOES THAT CHILD'S NEED FOR ACCOMMODATION OR OTHER FACTORS HOW DOES THAT PLAY INTO THE REFERRAL AND THE ASSESSMENT PROCESS? YEAH, I MEAN WE IDENTIFY TWICE EXCEPTIONAL STUDENTS THROUGH OUR PROCESS WHILE WE DO HAVE A PROCESS THAT WE GO THROUGH I THINK THAT OUR PHASE 3 PROCESS REALLY HELPS US BECAUSE WE ARE GATHERING ALL KINDS OF DATA ON STUDENTS. WE ARE NOT JUST YOU TAKE THE TEST AND YOU QUALIFY OR YOU DON'T WE ALLOW FOR A LOT OF TEACHER ADVOCACY. I THINK THROUGH OUR REFERRAL PROCESS AND THE WAY WE DIG INTO OUR DATA TO FIND THOSE STUDENTS AS WELL AND THEN IF A STUDENT THAT IS TWICE EXCEPTIONAL CANNOT SHOW THAT THEY NEED GIFTED SERVICES THROUGH THE TRADITIONAL WAY WE ARE GOING TO GATHER A LOT OF EVIDENCE AND PULL A PORTFOLIO TOGETHER. WHEN WE HAVE THESE DISTRICT PHASE 3 COMMITTEES AND THESE PACE TEACHERS ARE BRINGING PORTFOLIO CASES TO PRESENT THEY HAVE A LOT OF PRIDE IN THOSE. THEY HAVE WORKED REALLY HARD TO HELP SHOW THAT A STUDENT NEEDS GIFTED SERVICES IN A NON-TRADITIONAL WAY. WE HAVE A PRETTY HIGH SUCCESS RATE OF IDENTIFYING STUDENTS THROUGH THAT PROCESS. GOT IT.

IN TERMS OF LOOKING IN SOME OF THESE GRADES THAT YOU HAVE FOR UNIVERSAL CAMPUS REVIEW K13 57 AND LOOKING AT THOSE STUDENTS COGAT AND MAP SCORES IS THERE LIKE A CUT OFF LIKE IF THEIR COGAT SCORE IS THIS RATE OR IF THEIR RIT SCORE IS THIS RATE THEY ARE GOING TO BE AUTOMATICALLY REFERRED FOR TESTING OR HOW ARE THOSE DECISIONS MADE JUST TO MAKE SURE THAT WE HAVE CONSISTENCY ACROSS THE DISTRICT IN TERMS OF STUDENTS AT DIFFERENT SCHOOLS BEING FORWARDED FOR PACE TESTING WHEN THEY ARE SHOWING SIMILAR ACHIEVEMENT. YEAH I MEAN I WOULDN'T SAY THERE IS A CUT OFF BUT THERE IS A CRITERIA THAT WHEN WE ARE JUST LOOKING AT NUMBERS THAT WE ARE GOING TO USE. I THINK A BIG PIECE BEYOND LOOKING AT THOSE NUMBERS IS THE CONVERSATION THEN THAT WE HAVE WITH THOSE GRADE LEVEL TEACHERS BECAUSE WE HEAR THIS ALL THE TIME.

WE HAVE STUDENTS THAT ARE REFERRED WE HAVE THEM REFERRED BY TEACHERS OR THEY ARE REFERRED BY PARENTS BUT WHEN THE TEACHER ESPECIALLY IS REFERRING A STUDENT AND THEIR SCORES COME BACK AND THEY ARE NOT WHAT THEY ARE SEEING IN THE CLASSROOM THAT STUDENT IS SHOWING WELL ABOVE THEIR PEERS OFTEN COMPARED TO OTHER GIFTED STUDENTS.

THEY ARE DEFINITELY SHOWING THAT NEED FOR THAT SO IT'S KIND OF A I WOULD SAY THAT WHEN WE LOOK AT THAT DATA IT'S KIND OF A STARTING PLACE BUT WE DEFINITELY OPEN THAT UP REALLY TO ANY STUDENT BECAUSE LIKE I SAID WHEN WE GET TO THAT PHASE 3 DISTRICT COMMITTEE IT'S REALLY NO LONGER ABOUT NUMBERS IT'S ABOUT THE STUDENT. GOT IT.

AND THEN LAST QUESTION.

SORRY I HAVE A TON OF QUESTIONS. YEAH YOU ARE FINE.

AS BOTH A FORMER PACE STUDENT AND HAVING TWO OF THEM MYSELF THIS IS JUST OBVIOUSLY AN AREA OF INTEREST.

STUDENTS WHO ENGLISH IS NOT THEIR FIRST LANGUAGE AND WE HAVE SOMETHING LIKE 93 LANGUAGES SPOKEN ACROSS THE DISTRICT AT HOME AND SO ONE OF THE HIGHEST NEEDS OBVIOUSLY IS SPANISH BUT THEN WE ALSO HAVE A LOT OF OTHER HIGH NEED LANGUAGES SO HOW ARE OUR GIFTED SPECIALISTS WORKING WITH STUDENTS AND FAMILIES THAT ENGLISH MAY NOT BE THEIR FIRST LANGUAGE AND NOT LETTING THAT LANGUAGE BARRIER CREATE THE ISSUE WITH THE ENRICHMENT? SO I'LL KIND OF SPEAK TWO-FOLD TO THIS AS FAR AS THE IDENTIFICATION PROCESS GOES WE HAVE A LITTLE BIT OF A DIFFERENT IDENTIFICATION PROCESS FOR OUR MULTILINGUAL STUDENTS WE ARE LOOKING AT SOME DIFFERENT MEASURES WE DON'T NECESSARILY WANT TO LOOK AT A VERBAL SCORE PER SAY THAT'S PROBABLY NOT GOING TO TELL THE PICTURE THAT WE'RE LOOKING FOR BUT WE DO SOME ADDITIONAL NON-VERBAL TESTS IN ORDER TO BE ABLE TO SEE WHAT THAT STUDENT IS CAPABLE OF. WE WORK WITH THOSE FAMILIES TO MAKE SURE THAT THEY HAVE ACCESS TO ANYTHING IN

[01:50:02]

WE HAVE BEEN ACTUALLY TALKING ABOUT STUDENTS THAT SPEAK OTHER LANGUAGES OTHER THAN SPANISH AND MAKING SURE THAT THEY ARE HAVING THE SAME EXPERIENCES THAT OUR SPANISH STUDENTS ARE HAVING TOO WHEN IT'S IN THE CLASSROOM WE ACTUALLY HAVE SPANISH CURRICULUM THAT WE ARE TEACHING ALONGSIDE OUR ENGLISH SPEAKERS AND FINDING CREATIVE WAYS TO MAKE SURE THAT WE ARE MEETING THEIR NEEDS AND WE DEFINITELY FOLLOW THOSE SIOP STRATEGIES WE ARE MAKING SURE THAT OUR STUDENTS HAVE PICTURES IN FRONT OF THEM, QUESTION STEMS OR STEMS IN ORDER TO HELP THEM BE SUCCESSFUL AND WE ARE SERVING QUITE A FEW OF THEM. THANK YOU. HI.

SO FIRST I JUST WANT TO SAY LOVE THE PACE PROGRAM. ALL THREE OF MY KIDS ARE IN IT. SHEILA SWEARINGEN AT HIGH TOWER HAS PROBABLY RAISED MY CHILDREN MORE THAN I HAVE AND I'M GRATEFUL FOR IT.

AND YOU ALL TOUCHED ON THIS ALREADY BUT IT'S AN IMPORTANT DISTINCTION.

SOMETHING YOU SAID WHEN YOU WERE PRESENTING THAT YOU REFERRED TO IT AS A NEED FOR PLACEMENT, RIGHT? IT'S A DIFFERENTIATED INSTRUCTION MUCH LIKE MANY OTHER SERVICES THAT YOU LAID OUT BUT FOR ME THAT GIVES ME CONCERN WHEN I SEE ESPECIALLY OUR AFRICAN AMERICAN AND HISPANIC STUDENTS AT SUCH A LOWER REFERRAL RATE AND I KNOW WE ARE WORKING ON THAT SO I REALLY JUST WANTED TO ENCOURAGE AS MUCH WORKING ON THAT AS POSSIBLE FOR THAT REASON, RIGHT? BECAUSE WE KNOW THERE HAVE TO BE MORE STUDENTS IN THOSE DEMOGRAPHICS WITH A NEED FOR PLACEMENT AND IT'S IMPORTANT THAT WE DO EVERYTHING WE CAN TO MAKE SURE WE'RE PROVIDING THOSE SERVICES SO THANK YOU FOR THOSE EFFORTS.

I'M NOT A PROFESSIONAL BY ANY MEANS IN THIS AREA BUT ONE THING STRUCK ME WITH I THINK IT WAS THE PROFESSIONAL DEVELOPMENT AND YOU TALKED ABOUT PUTTING LIKE CAMPUSES TOGETHER AND IT MADE ME WONDER IF HAVING TEACHERS FROM DIFFERENT CAMPUSES WITH DIFFERENT DEMOGRAPHIC PROPORTIONS, IF THAT MIGHT BE HELPFUL IN AN EXCHANGE OF IDEAS OR AN EXCHANGE OF OBSERVATIONS THAT TEACHERS AT ONE CAMPUS MIGHT NOT LOOK FOR OR NOTICE CERTAIN THINGS THAT COULD LEAD TO A REFERRAL SO TAKE THAT FOR WHAT IT'S WORTH FROM SOMEONE WHO HAS NEVER WORKED IN EDUCATION BUT TO HELP MAYBE WITH THAT QUALITATIVE ANALYSIS WHEN WE'RE LOOKING AT MAKING REFERRALS.

WE DO BOTH. I DID WANT TO SAY THAT WE DO MEET AS WHOLE GROUPS, WE MEET AS SMALL GROUPS AND IT REALLY JUST KIND OF DEPENDS ON WHAT OUR TARGETS ARE AND WHAT WE'RE WORKING TOWARDS. I HAVE STARTED AN INITIATIVE LAST YEAR WHERE MYSELF AND MULTILINGUAL SERVICES WERE MEETING WITH PACE TEACHERS ON BILINGUAL CAMPUSES SO THAT WE COULD REALLY START A REALLY GOOD CONVERSATION ABOUT THE NEEDS OF THOSE STUDENTS SO THERE'S A BALANCE DEFINITELY FOR THAT AND IT REALLY DOES DEPEND ON WHATEVER THE TOPIC IS THAT WE'RE EXPLORING.

I JUST HAVE ONE MORE QUESTION REAL QUICK. SO IN LOOKING AT THE, JUST PIGGYBACKING ON WHAT SAM SAID, PACE BY NUMBERS BY DEMOGRAPHICS, WE HAVE THE 24-25 REFERRALS BUT I WOULD LOVE TO SEE PRIOR YEARS JUST TO SEE WHERE WE BENCHMARK BEFORE. JUST AS A NEWBIE, THAT INFORMATION COULD GIVE US SOME DIRECTION IF WE'RE IMPROVING, IF WE'RE STAYING THE SAME, IF WHAT WE'RE DOING IS MAKING A DIFFERENCE OR NOT SO I WOULD LOVE TO SEE THAT IN THE FUTURE. I CAN DEFINITELY PULL THAT DATA TOGETHER AND GIVE THAT TO YOU IN A BOARD UPDATE. THANK YOU.

ALRIGHT.

COLLEAGUES, IF THAT'S IT I'LL JUST MAKE ONE MORE COMMENT WHEN WE WERE TALKING ABOUT MATH ROCKS AND WHO ACCEPTS PLACEMENT AND WHO DOESN'T AND WHY AND THEN WE WERE COMPARING THAT DATA. I'LL PUT THIS IN A BOARD UPDATE AT SOME POINT LIKE NINE MONTHS AGO.

PACE, I THINK WE HAD LIKE NO REFUSALS FOR PACE SERVICES OR NO DECLINE.

NOBODY DECLINED PACE SERVICES AND IT WAS NOT THE

[01:55:02]

I DIDN'T GET PACE TESTED UNTIL FIFTH GRADE AND I STARTED IN SIXTH GRADE AND I DEFINITELY HAVE A CHIP ON MY SHOULDER BECAUSE I CAN'T SPELL AND SO I'M LIKE CONVINCED THE FACT THAT I CAN'T SPELL IS WHY THIS WAS MY ISSUE BUT IT CERTAINLY IS A REALLY GREAT PROGRAM FOR THE KIDS THAT HAVE THAT NEED FOR SOMETHING JUST DIFFERENT AND I KNOW MY KIDS ARE BENEFITING A LOT FROM IT SO LAST CHANCE COLLEAGUES ANY OTHER QUESTIONS COMMENTS? I JUST HAVE ONE QUICK COMMENT.

THE SLIDE SECOND FROM THE LAST I THINK IT WAS THAT HAD THE MATH WHERE IT SHOWED LIKE THREE PLUS FIVE PLUS WHATEVER THAT IS HOW I ADD UP YAHTZEE SCORES INCREDIBLY FAST AS YOU LOOK FOR WHAT MAKES TEN AND THEN YOU LOOK FOR WHAT MAKES TEN AGAIN AND MY KIDS IT DRIVES THEM CRAZY BUT I'M LIKE AREN'T YOU GUYS LEARNING THIS IN SCHOOL? I CHUCKLED WHEN I SAW THAT IN PARTICULAR BECAUSE THOSE ARE SKILLS THAT WE UTILIZE WHEN PLAYING YAHTZEE.

ACTUALLY I ALONG WITH ELISA WOULD LOVE TO SEE THE PROGRESSION THAT WE'RE MAKING BECAUSE TO ADDRESS WHAT YOU'RE SAYING I THINK THERE ARE SOME SUBJECTIVE POINTS OF VIEW IN OUR PARENTS' MINDS ABOUT WHAT IT MEANS TO ACCEPT THIS PROGRAM OVER THAT AND I'M NOT TALKING LIKE YOU GUYS AREN'T AWESOME BECAUSE YOU ARE. I'M JUST SAYING THAT THERE ARE SOME PROGRAMS THAT I'M SURE PARENTS ARE MORE EAGER TO ACCEPT BECAUSE IN THEIR MINDS IT MEANS SOMETHING ABOUT THEIR CHILD THAN SOMETHING ELSE MAY MEAN AND SOME PEOPLE HAVE DIFFERENT FEELINGS ABOUT MATH AND WE ALL KNOW THAT'S A CULTURAL ISSUE BUT I DO KNOW FOR A FACT THAT OVER THE YEARS BEING LIKE AN OLD TIMER AROUND HERE THAT WE HAVE MADE IMPROVEMENTS IN ADJUSTING THE EXPECTATIONS AND PREJUDICES IN SOME OF OUR FOLKS IN IDENTIFYING WHAT SOME KIDS NEEDS ARE SO I THINK IT'S REASONABLE AS AWESOME AS WE ARE TO KEEP GOING BACK AND RE-EVALUATING AND MAKING SURE THAT WE'RE NOT LEAVING ANYBODY OUT.

THANK YOU AND I ASKED LAUREN IF I COULD HAVE THE LAST WORD. SO THE LAST WORD IS THIS I WANT TO THANK THE TEAM FOR YOUR VERY THOROUGH PRESENTATION.

I ALSO WANT TO THANK THE COLLABORATION BETWEEN ALL OF OUR DIFFERENT DEPARTMENTS BECAUSE IT IS NOT A ONE DEPARTMENT SHOW BUT IT IS MANY HANDS, MANY DEPARTMENTS COMING TOGETHER BECAUSE IT OVERLAPS INTO OUR CLASSROOMS, PROFESSIONAL LEARNING AND HOW WE PROVIDE INSTRUCTIONAL SERVICES AND SUPPORT TO OUR STUDENTS AND I WANT TO LEAVE IT WITH THAT THAT YES WHEN YOU SEE THE PICTURES THERE'S SOME COOL THINGS IN THE PICTURES OR EVEN IN VIDEO BUT THERE ARE COOL THINGS THAT HAPPEN IN OUR CLASSROOMS IN EVERY CLASSROOM ALL DAY LONG ACROSS OUR DISTRICT AND BEING SERVED IN PACE IS SERVING AN INSTRUCTIONAL NEED AND BEING SERVED IN MATH ROCKS IS SERVING AN INSTRUCTIONAL NEED AND WE CANNOT LOSE SIGHT OF THAT THAT IT'S NOT A COOL PROGRAM THAT SOMEBODY GETS TO SIGN UP FOR WE NEED TO MAKE SURE THAT WE'RE SERVING STUDENTS IN EVERY FASHION AND THAT MEANS STUDENTS WHO ARE ACADEMICALLY ADVANCED WE NEED TO SERVE THEM AT THEIR LEVEL NO DIFFERENT THAN OUR STUDENTS WHO ARE AND WE NEED TO GET THEM CAUGHT UP TO GRADE LEVEL AND SO THIS IS TRULY ABOUT HOW BRAINS DEVELOP HOW APTITUDE AND COGNITION DEVELOP AND WHAT WE KNOW IS THAT IQ IS NOT STATIC WHICH IS WHY HAVING AND GOING AND IDENTIFYING STUDENTS AT DIFFERENT GRADE LEVELS IS REALLY KEY. THE STATE REQUIRES A MANDATORY KINDERGARTEN SCREENING FOR GIFTEDNESS AND WE GO ABOVE AND BEYOND THAT BECAUSE WE KNOW THAT IQS ARE DEVELOPING ALL OF THE TIME AND IT IS NO DIFFERENT THAN

[02:00:01]

ALRIGHT, THANK YOU. THANK YOU AMY AND COLLEAGUES WHO ARE OBVIOUSLY HERE TO SUPPORT YOUR PRESENTATION. WE'RE GOING TO CONTINUE WITH AGENDA ITEM 8.3 BUDGET REPORT PEER STAFFING REVIEW.

I WILL INVITE COURTNEY REEVES, THE CHIEF FINANCIAL OFFICER OF THE DISTRICT TO PLEASE PRESENT.

THANK YOU PRESIDENT TYRA, BOARD OF TRUSTEES, DR.

WILLIAMS AND CABINET. SO TONIGHT'S REPORT IS INTENDED TO PROVIDE A COMPARATIVE VIEW OF THE DISTRICT STAFFING AND SOME FINANCIAL DATA IN RELATION TO OUR PEER DISTRICTS.

THE PURPOSE OF THIS ANALYSIS IS NOT TO PRESCRIBE OUTCOMES BUT TO OFFER INSIGHT IN HOW OUR STAFFING LEVEL AND SOME OF OUR FINANCIAL DATA COMPARES WITH THOSE OF SIMILAR DISTRICTS. AND SO OF COURSE ALL OF YOU KNOW OUR STAFFING REPRESENTS THE LARGEST COMPONENT OF OUR DISTRICT'S OPERATING BUDGET AND EVEN MODEST VARIATIONS IN STAFFING LEVELS CAN HAVE SIGNIFICANT LONG TERM FINANCIAL IMPLICATIONS.

THROUGH THIS PEER REVIEW WE SEEK TO PROVIDE CONTEXT IN IDENTIFYING SOME TRENDS AREAS OF POTENTIAL ALIGNMENT AND POINTS OF DIFFERENTIATION THAT MAY HELP INFORM FUTURE DISCUSSIONS BUT I WANT TO EMPHASIZE THAT THE INFORMATION PRESENTED THIS EVENING IS INTENDED FOR INFORMATIONAL PURPOSES ONLY.

IT IS NOT MEANT TO SERVE AS RECOMMENDATIONS OR GUIDANCE FOR STAFFING DECISIONS BUT RATHER TO SUPPORT TRANSPARENCY AND AN INFORMED DIALOGUE AS WE CONSIDER FUTURE BUDGET PLANNING AND RESOURCE ALLOCATION.

I JUST WANT TO BRIEFLY CLARIFY SOME OF OUR RESOURCES THE TIMING OF THE DATA FOR THE REPORT.

OUR FTE AND ENROLLMENT ARE GOING TO BE BASED ON 2025, THAT SCHOOL YEAR. AND THEN OF COURSE WE DO HAVE A FEW SLIDES THAT ARE SPECIFICALLY FINANCIAL DATA AND IF YOU'LL REMEMBER DR. GOBERT WAS TALKING ABOUT THE TIMING OF THE TAPER OF WHEN OUR ACTUAL FINANCIAL DATA WELL THAT ACTUALLY DOESN'T COME OUT UNTIL THE SPRING SO OUR FINANCIAL DATA IS A LITTLE BIT MORE OF A LAG. IT'S GOING TO BE FROM 23-24. SO JUST WANT TO MAKE SURE BECAUSE YOU'RE GOING TO SEE 25 ON SOME AND THEN PROBABLY SOME 23-24 ESPECIALLY WHEN WE'RE TALKING ABOUT FINANCIAL DATA. JUST WANT TO MAKE SURE.

SO OVER THE PAST FIVE YEARS WE'VE MAINTAINED A HIGH LEVEL OF CONSISTENCY IN OUR PEER DISTRICTS THAT WE'VE USED FOR COMPARISON.

ACTUALLY WE USE A SOFTWARE CALLED FORECASTFIVE COMPARATIVE ANALYTICS AND ACTUALLY IN THIS SOFTWARE IT HAS A PEER FINDER AND YOU CAN ACTUALLY GO IN AND YOU CAN IDENTIFY YOUR PEER DISTRICTS BY USING OBJECTIVE CRITERIA WITH LIKE ENROLLMENT, DEMOGRAPHIC AND FINANCIAL CHARACTERISTICS AND SO THE LAST COUPLE OF YEARS THAT THEY'VE HAD THIS TOOL WITHIN COMPARATIVE ANALYTICS I'VE GONE IN AND JUST KIND OF PLUGGED IN TO SEE IF WE NEEDED TO MAKE ANY ADJUSTMENTS TO OUR PEER DISTRICTS BECAUSE WE'VE BEEN VERY CONSISTENT ON WHO WE'VE UTILIZED FOR OUR DFW AND OUR STATE. I WILL SAY THAT THE LAST TWO YEARS I'VE PLUGGED IN ALL THAT DATA AND I KEEP GETTING THE SAME PEERS SO I FEEL VERY CONFIDENT WITH US BEING CONSISTENT YEAR OVER YEAR WITH OUR PEER DATA. BUT AS YOU CAN SEE OUR DFW PEER GROUP ON THE LEFT HAND SIDE YOU CAN ACTUALLY SEE THAT CARROLLTON FARMER'S BRANCH, FRISCO GARLAND, IRVING, LOUISVILLE MESQUITE AND RICHARDSON OF COURSE AND YOU CAN SEE WHAT COUNTY THAT THEY'RE LOCATED IN. THE DISTRICT ENROLLMENT THE LOW INCOME PERCENTAGE OF ENROLLMENT THE ENGLISH LANGUAGE LEARNER PERCENTAGE OF ENROLLMENT THE SPED PERCENTAGE OF ENROLLMENT AND HOW THOSE COMPARE ACROSS THAT GROUP. AND THEN OUR STATEWIDE PEER GROUP IS CLEAR CREEK, CONROE HUMBLE, AGAIN LOUISVILLE, MANSFIELD AND ROUND ROCK AGAIN COUNTY DISTRICT ENROLLMENT OUR LOW INCOME PERCENTAGE, OUR ELL PERCENTAGE AND OUR SPED PERCENTAGE.

IF YOU ALL WILL ALLOW ME BEFORE WE KIND OF JUMP INTO THE STAFFING ONE OF THE REPORTS THAT'S PROBABLY ONE OF THE MORE POPULAR REPORTS IN OUR FRONTLINE COMPARATIVE ANALYTICS IS CALLED STATE OF THE DISTRICT AND IT GOES THROUGH SEVERAL DIFFERENT AREAS. SOME OF THAT OBVIOUSLY IS ENROLLMENT. OBVIOUSLY YOU ALL ARE VERY AWARE OF OUR ENROLLMENT STORY.

[02:05:01]

AND YOU CAN SEE OUR AVERAGE THAT YEAR IN OUR GRADE LEVEL WAS 03,463 STUDENTS. OBVIOUSLY THE BIGGEST TAKE AWAY IS YOU CAN SEE THE DIFFERENCE BETWEEN OUR KINDERGARTEN CLASS AND OUR 12TH GRADE CLASS. FOR THIS YEAR OUR KINDERGARTEN CLASS WAS JUST UNDER 300. IT WAS 2,964 WITH OUR EXITING GRADUATING 12TH GRADERS AT 3,947.

OBVIOUSLY OUR 12TH GRADE WAS OUR HIGHEST ENROLLED CLASS AND THEN OUR SECOND HIGHEST WAS ACTUALLY OUR 9TH GRADERS FOR THIS YEAR.

ANOTHER ONE IS OUR ENROLLMENT TREND BY CATEGORY. OF COURSE AS YOU SEE THOSE GREY BARS ARE ENROLLMENT GOING ALL THE WAY BACK INTO 2008.

THE ORANGE LINE IS OUR LOW SOCIOECONOMIC PERCENTAGE TO OUR ENROLLMENT.

THAT RED LINE IS OUR ENGLISH LANGUAGE LEARNER PERCENTAGE TO ENROLLMENT AND THEN THE BLUE LINE IS OUR SPECIAL EDUCATION PERCENTAGE TO ENROLLMENT. JUST FOR A LITTLE BIT OF INFORMATION WE DID HAVE A SLIGHT DECREASE IN OUR LOW INCOME PERCENTAGE. WE DID DECREASE FROM 38.4% IN 2004 TO 36.3% IN 2005. OUR ENGLISH LANGUAGE LEARNERS ACTUALLY STAYED PRETTY FLAT.

IT DID INCREASE JUST A LITTLE BIT. IN 2024 WE WERE AT 26.2%.

IN 2005 IT WAS 26.4%.

THEN OUR SPECIAL EDUCATION PERCENTAGE OF ENROLLMENT DID INCREASE FROM 24. IT WAS 14.3% AND IT INCREASED IN 25-16.2% OF OUR ENROLLMENT.

I'LL GIVE A LITTLE BIT OF FINANCIAL DATA. AS YOU CAN SEE THIS IS 2024 DATA. IT'S A LITTLE BIT DATED. THIS IS SPECIFICALLY OUR GENERAL FUND SPENDING. AGAIN THIS IS OUR GENERAL FUND MAINTENANCE AND OPERATIONS SPENDING.

WE'RE NOT LOOKING AT ALL FUNDS. WE'LL LOOK AT THOSE IN A COUPLE OF SLIDES OVER. THIS IS SPECIFIC TO OUR GENERAL FUND. AS YOU CAN SEE ON THE LEFT HAND SIDE IS THE PERCENTAGE OF WHAT OUR EXPENSES WERE BROKEN DOWN.

YOU CAN SEE IT'S PAYROLL COST, OUR PROFESSIONAL SERVICES, SUPPLIES AND MATERIALS, OTHER OPERATING AND CAPITAL OUTLAY.

OF COURSE WE TALK ABOUT THIS ALL THE TIME. WE KNOW THE BIGGEST PART OF OUR BUDGET IS FOR OUR STAFFING. IF YOU'LL LOOK AT US COMPARED TO THE STATE, 84.51% OF OUR EXPENSES IN OUR M&O BUDGET WENT TO PAYROLL. THAT'S COMPARED TO 82.42% OF THE STATE.

ON THE RIGHT HAND SIDE IS OUR TOTAL SPEND PER STUDENT COMPARED TO THE STATE. AS YOU CAN SEE PLANO ISD SPENT A TOTAL, AGAIN THIS IS GENERAL FUND, $10,710 COMPARED TO THE $10,655 TO THE STATE. AGAIN, YOU CAN SEE THAT CORRELATION BETWEEN THE PART OF OUR BUDGET THAT GOES TOWARDS PAYROLL AND OF COURSE THAT'S $9,051 FOR US $8,782 FOR THE STATE.

COURTNEY, CAN I MAKE ONE OBSERVATION? ABSOLUTELY, SIR. WHEN YOU LOOK AT PAYROLL, YOU SEE THAT OUR AVERAGE OF OUR BUDGET, EACH OF OUR DOLLARS THAT WE SPEND, THE PERCENTAGE IS 84 COMPARED TO THE STATE OF 82.

ONE THING I DO WANT TO POINT OUT, THERE'S A LITTLE OVER A THOUSAND PUBLIC SCHOOL DISTRICTS IN THE STATE OF TEXAS.

ABOUT 850 OF THOSE ARE IN SMALL RURAL AREAS.

WHEN YOU TALK ABOUT OUR PAYROLL BEING A LITTLE BIT HIGHER AND MORE CHALLENGING, IT'S BECAUSE WE LIVE IN A MAJOR SUBURBAN AREA THAT'S A LOT MORE COMPETITIVE THAN WHAT YOU'RE GOING TO FIND ACROSS THE STATE.

I WANT YOU TO GO AWAY WITH THAT TAKEAWAY WHEN YOU'RE LOOKING AT THAT AND THINKING, WHY ARE WE SO MUCH HIGHER THAN THE STATE? WE'RE HIGHER THAN THE STATE BECAUSE WE WERE ACTUALLY PLANTED IN A VERY COMPETITIVE MARKET IN MOST OF THE DISTRICTS ACROSS THE STATE AND THAT'S WHY WE'RE COMPARING THAT TO OUR ITTY-BITTY AND MOST OF THEM ARE RURAL. THEY HAVE LESS THAN 1,500 KIDS IN THEIR SCHOOL DISTRICT.

THANK YOU.

MOVING ON TO OUR SPENDING PER STUDENT, WE'RE GOING TO COMPARE THOSE TO OUR DFW PEERS AND THEN TO OUR STATE PEERS. THIS IS A LITTLE BIT DIFFERENT. THIS IS ALL FUNDS. WHAT IT IS, THOUGH, WHAT WE ARE NOT SEEING AS PART OF THIS EXPENDITURE IS ANYTHING FOR CAPITAL OUTLAY, OUR DEBT SERVICE, AND IT'S ALSO NET OF RECAPTURE. AS WE LOOK AT THIS, PLEASE NOTE THAT IT IS ALL FUNDS, SO THAT'S WHY THERE'S THE DIFFERENCE BETWEEN WHEN WE WERE LOOKING AT GENERAL FUNDS, THERE'S A DIFFERENCE BETWEEN THAT AND THIS IS INCLUDING ALL FUNDS. IT INCLUDES YOUR FEDERAL FUNDS AND OTHER FUNDS.

JUST KNOW THAT OUR DFW PEER AVERAGE FOR SPENDING PER STUDENT WAS $12,863. PLANO WAS AT $12,405.00 ONE OTHER THING, I'LL TRY TO BE QUIET, BUT WHEN YOU COMPARE US WITH LIKE FRISCO, BECAUSE WE GET COMPARED A LOT WITH FRISCO SINCE THEY'RE OUR NEIGHBORS AND WE LIKE TO COMPETE WITH THEM, BUT YOU NOTICE THAT THEIR OVERALL IS DOWN QUITE A BIT FROM OURS. THAT DIFFERENCE IS IN FEDERAL MONEY. SO IF YOU LOOK AT WHAT THEIR PERCENTAGE, IF YOU GO BACK AND LOOK AT THEIR FREE AND REDUCED NUMBERS, YOU CAN SEE THAT THEY'RE HALF OF WHAT OURS IS. SO IF YOU LOOK AT THAT AND COMPARE THAT, THIS IS INCLUDING FEDERAL DOLLARS AND THAT'S ONE OF THE MAIN DIFFERENCES THERE.

RIGHT, IF YOU GO BACK TO THAT

[02:10:01]

SO AGAIN, IF YOU GO AND LOOK AND COMPARE THOSE, AGAIN FOR US, THOSE PERCENTAGES COMPARED TO FRISCO ARE A LITTLE BIT HIGHER.

OUR STATE PEERS, IT DOES LOOK A LITTLE BIT DIFFERENT.

OUR AVERAGE FOR OUR STATE PEERS FOR OUR SPENDING PER STUDENT WAS $11,675 AGAIN COMPARED TO WHERE PLANO WAS $12,405.

NOW JUMPING INTO OUR STAFFING INFORMATION, WE'RE GOING TO START WITH TEACHERS. OUR TOTAL FTES FOR 24-25 WAS $3,348.25.

FOR OUR DFW PEERS, YOU CAN SEE PLANO HAD 13.9 STUDENTS PER TEACHER COMPARED TO THE AVERAGE FOR OUR DFW PEERS OF 14.5 STUDENTS PER TEACHER.

OUR STATEWIDE PEERS WAS A LITTLE BIT HIGHER ON THAT AVERAGE AT 14.8 STUDENTS PER TEACHER. NOW THE ALL PEER AVERAGE, WHICH ACTUALLY INCLUDES OUR DFW AND OUR STATEWIDE PEERS, WAS 14.6 AGAIN COMPARED TO PLANO'S 13.9.

AGAIN, THIS IS JUST DATA, JUST INFORMATION. IN ORDER TO ACHIEVE THAT ALL PEER AVERAGE, WE WOULD NEED TO HAVE A NEGATIVE CHANGE IN OUR FTE OF 153.3 FTE.

CAN I SAY ONE THING ABOUT THAT REAL QUICK TO YOU? I'M SORRY, I CAN'T KEEP QUIET.

I'M GOING TO LET HIM DO THIS NEXT YEAR. I'M SO SORRY.

PLEASE FORGIVE ME.

I DO THINK THIS IS SUPER IMPORTANT, THOUGH, BECAUSE I WANT TO SAY THIS.

AS WE LOSE STUDENTS IN GRADE LEVELS ACROSS OUR CAMPUSES, IT GETS MORE AND MORE. WE ARE VERY SCRIPTED WITH HOW WE STAFF, AND WE STICK TO, SPECIFICALLY IN ELEMENTARIES, A VERY STRONG FORMULA.

BUT AS YOU GO FROM FOUR OR FIVE SECTIONS PER GRADE LEVEL AT A CAMPUS DOWN TO TWO OR MAYBE THREE, YOU LOSE EFFICIENCY.

YOU HAVE A LITTLE BIT OF SLIPPAGE AS YOU GO AND EXPERIENCE OVERALL REDUCTION IN STUDENTS. IF YOU LOOK AT THE CAMPUSES THAT ARE DOING MUCH BETTER, A LOT OF THEM ARE IN HOUSTON. IF YOU KNOW WHAT'S HAPPENED IN A LOT OF THESE DISTRICTS IN HOUSTON, THEY'RE STILL GROWING RAPIDLY. I JUST WANT TO POINT THAT OUT.

MOVING ON TO EDUCATIONAL AID, WE HAVE A TOTAL FTE OF 710.57.

AGAIN, OUR DFW PEERS, THAT AVERAGE IS 72.5 STUDENTS PER EDUCATIONAL AID, AND PLANO IS AT 65.6 STUDENTS PER EDUCATIONAL AID.

OUR ALL-STATE PEERS, THAT AVERAGE IS 73.4 STUDENTS PER EDUCATIONAL AID, AND THEN, OF COURSE, OUR ALL-PEER AVERAGE IS 73.6. AGAIN, COMPARED TO PLANO, AVERAGE IS 65.6.

OF COURSE, TO CHANGE TO MEET THAT ALL-PEER AVERAGE, WE WOULD NEED TO REDUCE OUR FTE BY 76.9.

AGAIN, THOSE ARE EDUCATIONAL AIDS. THOSE ARE OUR INSTRUCTIONAL AIDS THAT ARE IN THE CLASSROOM.

OUR PROFESSIONAL SUPPORT.

NOW, THIS IS GOING TO INCLUDE NURSES, LIBRARIANS, COUNSELORS, OUR LSPS.

OUR TOTAL FTES FOR 24-25 FOR OUR PROFESSIONAL SUPPORT WAS 776.92.

OUR DFW AVERAGE WAS 57.9 STUDENTS PER PROFESSIONAL SUPPORT FTE.

WE'RE A LITTLE BIT ABOVE THAT AVERAGE AT 60.7 STUDENTS PER PROFESSIONAL SUPPORT FTE.

FOR OUR STATEWIDE, IT'S 64.5 STUDENTS PER FTE, AND AGAIN, THAT ALL-PEER IS AT 61 STUDENTS PER FTE.

AGAIN, COMPARED TO PLANO, AVERAGE OF 60.7. AGAIN, JUST A SLIGHT CHANGE IN THOSE TO ACHIEVE THAT ALL-PEER AVERAGE OF 3.8, JUST A REDUCTION OF 3.8.

CAMPUS ADMINISTRATION. I THINK THE OTHER THING TO POINT OUT, TOO, IS IT DOESN'T TAKE INTO CONSIDERATION, WE'RE NOT COMPARING HOW MANY BUILDINGS FROM DISTRICT, BECAUSE AGAIN, THAT CAN VARY VERSUS HOW MANY CAMPUSES ARE ON EACH ONE.

AGAIN, SOME OF THESE THINGS DON'T TAKE THOSE THINGS INTO CONTEXT, AND EVEN WHEN WE GET TO AUXILIARY, THERE'S JUST OTHER THINGS THAT AREN'T NECESSARILY APPLES TO APPLES, AND I THINK WHEN WE'RE LOOKING AT CAMPUS ADMINISTRATION, IT WOULD DEPEND ON HOW MANY CAMPUSES ARE ALSO IN YOUR DISTRICT THAT COULD POTENTIALLY AFFECT THIS NUMBER.

OUR TOTAL FTES FOR OUR CAMPUS ADMINISTRATIONS WERE 188.17.

OUR DFW PEERS AVERAGE WAS 259.4 STUDENTS PER CAMPUS ADMINISTRATOR, AND PLANO WAS SITTING AT 247.8 STUDENTS PER CAMPUS ADMINISTRATION

[02:15:01]

OUR STATEWIDE PEERS, 287.8 STUDENTS PER CAMPUS ADMIN, AND THEN OUR ALL-PEER AVERAGE AT 277.4.

AGAIN, OUR PLANO AVERAGE WAS 247.9. TO OBTAIN THAT ALL-PEER AVERAGE, WE WOULD NEED TO REDUCE OUR FTES BY 20.1.

CENTRAL ADMINISTRATION, YOU'LL HAVE TO FORGIVE ME, I HAVE FOUR SLIDES ON THIS ONE, BECAUSE I'M GOING TO TELL YOU THE NEXT TWO SLIDES ARE A LITTLE, RIGHT NOW OUR TOTAL FTES FOR 2425 WAS 77.0.

DONNIE AND I WERE TALKING ABOUT THIS TODAY OVER THE PHONE. IT IS DIFFERENT IN, A TEACHER IS A TEACHER. IT'S VERY EASY TO IDENTIFY THAT ROLE ID. IT IS DIFFERENT WHEN IT COMES TO CENTRAL ADMINISTRATION BECAUSE THERE IS A LITTLE BIT OF, I WOULD SAY DEPENDING ON HOW THEY CATEGORIZE IT AT EACH DISTRICT COULD BE DIFFERENT. SO I JUST WANT TO GIVE YOU OBVIOUSLY THIS INFORMATION AND THEN WANT TO TALK ABOUT REALLY THE NEXT STEP WOULD BE TALKING ABOUT COMPARATIVE OF EXPENDITURES WHICH I FEEL LIKE IS A LITTLE BIT MORE IMPACTFUL WHEN WE'RE TALKING ABOUT ADMINISTRATIVE COSTS.

BUT FOR THIS, WE'RE LOOKING AT OUR DFW PEERS AND THAT AVERAGE PER STUDENT IS 685.4 STUDENTS PER CENTRAL ADMIN. PLANO IS SITTING AT 605.5 STUDENTS PER CENTRAL ADMINISTRATION.

OUR STATEWIDE PEERS, THAT AVERAGE IS A LITTLE BIT HIGHER. IT'S 930.3.

THE ALL-PEER AVERAGE WOULD BE 831.8.

AGAIN, OUR AVERAGE 605.5.

IN ORDER TO ACHIEVE THAT ALL-PEER AVERAGE, WE WOULD REDUCE OUR FTES BY 21.

I WANTED TO TALK A LITTLE BIT MORE ABOUT OUR ADMINISTRATIVE COST RATIO. I THINK THIS KIND OF GIVES A LITTLE BIT MORE PERSPECTIVE ON COST VERSUS OUR CENTRAL ADMINISTRATION. THIS ACTUALLY COMES FROM OUR FIRST INDICATOR 13.

AND OUR FIRST INDICATOR 13 IS SPECIFICALLY, IT'S AN INDICATOR THAT MEASURES THE PERCENTAGE OF THE BUDGET THAT A TEXAS SCHOOL DISTRICT SPENDS ON ADMINISTRATION. SO IT TAKES ADMINISTRATIVE COSTS AND COMPARES IT TO BASICALLY OVERALL INSTRUCTIONAL COSTS.

AND SO FOR THIS GROUP, ANYTHING THAT'S OVER ENROLLMENT OF 10,000, IN ORDER TO GET ALL 10 POINTS, YOU HAVE TO HAVE A RATIO THAT IS LESS THAN 0.0855.

SO ALL, OBVIOUSLY, OF OUR DFW PEERS DID RECEIVE ALL 10 POINTS BECAUSE EVERYONE IS UNDER 0.8055. I JUST WANTED TO POINT OUT THAT OUR RATIO COMPARED TO EVERYONE ELSE IN OUR DFW PEERS IS AT THE LOWEST END. IT'S AT A 0.05481.

I'M SORRY, I DIDN'T PUT THAT AVERAGE IN THERE. THE AVERAGE FOR THESE COMPARISONS FOR OUR DFW PEERS WAS ACTUALLY 0.0685.

AND AGAIN, WE'RE SITTING AT 0.05481.

OUR STATEWIDE AVERAGE PEERS, THEIR AVERAGE IS ACTUALLY 0.055. FOR THAT AVERAGE, WE'RE SITTING AT THAT AVERAGE LINE.

AGAIN, YOU CAN SEE US RIGHT AFTER CONROE AND CLEAR CREEK FOR OUR STATEWIDE PEERS.

AND THEN OUR ALL-STATE AVERAGE FOR ALL OF THEM, IF YOU TAKE THEM INTO CONSIDERATION, WAS 0.06283.

AGAIN, PLANO WAS AT 0.05481.

THAT GIVES YOU A LITTLE BIT CLEARER IDEA OF WHAT'S GOING ON VERSUS JUST LOOKING AT FTE TO FTE.

OUR AUXILIARY STAFF, OF COURSE, OUR AUXILIARY STAFF IS OUR NON-PROFESSIONAL STAFF THAT INCLUDES OUR FOOD SERVICE WORKERS, OUR MARSHALS ARE IN HERE, OUR ADMINISTRATIVE PARAPROFESSIONALS, OUR FACILITY STAFF, OUR TRANSPORTATION STAFF.

AGAIN, THIS IS ONE THAT'S NOT NECESSARILY APPLES TO APPLES.

DIFFERENT DISTRICTS ACTUALLY CONTRACT DIFFERENT AREAS WITHIN AUXILIARY. I ACTUALLY CAME FROM A DISTRICT THAT CONTRACTED FOOD SERVICE AND TRANSPORTATION, BUT HAD CUSTODIAL IN-HOUSE.

OF COURSE, HERE WE CONTRACT CUSTODIANS, BUT YET WE HAVE IN-HOUSE TRANSPORTATION AND FOOD SERVICE.

IT'S NOT EXACTLY APPLES TO APPLES, BUT I STILL THINK IT GIVES US A PRETTY GOOD IDEA OF WHAT'S GOING ON WITH OUR FTES. THOSE TOTAL FTES FOR AUXILIARY STAFF WAS 01,334.41.

OUR DFW PEER AVERAGE WAS 32.9 STUDENT PER AUXILIARY STAFF. PLANO IS SITTING AT 34.9, JUST ABOVE THAT AVERAGE.

COMPARED TO STATEWIDE, THAT AVERAGE WAS 34.4. AND AGAIN, ALL PEER STATE AVERAGE IS 32.7.

PLANO AVERAGE, AGAIN, WAS 34.9.

IN ORDER TO OBTAIN THAT ALL-PEER AVERAGE, WE WOULD NEED TO INCREASE OUR FTES BY 93.7.

SPECIAL EDUCATION FTES.

NOW, THIS IS SPECIAL EDUCATION FTES TO OUR SPECIAL EDUCATION ENROLLMENT. IT'S NOT IN COMPARISON TO OUR TOTAL ENROLLMENT.

SO, OUR FTES FOR OUR SPECIAL EDUCATION WAS 1,374.53.

OUR ACTUAL SPECIAL EDUCATION ENROLLMENT WAS JUST OVER,

[02:20:01]

I HAVE IT IN THERE. IT'S 07,554. SO, AGAIN, WE'RE NOT COMPARING IT TO ALL TOTAL ENROLLMENT.

OUR AVERAGE FTE, OR STUDENT PER FTE FOR OUR DFW PEERS WAS 6.3.

THE AVERAGE, AND THEN PLANO ISD WAS AT 5.5 STUDENTS PER SPECIAL EDUCATION FTE.

OUR STATEWIDE PEERS WAS AT AN AVERAGE OF 6.1 STUDENTS PER SPECIAL EDUCATION FTE. THAT ALL-PEER AVERAGE WAS SITTING AT 6.2.

AGAIN, PLANO'S AVERAGE WAS 5.5.

IN ORDER TO MEET THAT ALL-PEER AVERAGE, WE WOULD NEED TO DECREASE OUR FTES BY 159.2 FTES.

AND THEN JUST ONE LAST ONE. I KNOW IT'S NOT STAFFING RELATED. IT'S SPECIFIC TO, OF COURSE, OUR GENERAL FUNDS.

AGAIN, KEEP IN MIND, OBVIOUSLY, THIS IS, AGAIN, A LITTLE BIT DATED. THIS IS FROM 2023. JUST WANTING TO SHOW WHERE OUR DISTRICT IS COMPARED TO OUR PEERS, SPECIFICALLY OUR DFW PEERS, AS YOU CAN SEE RIGHT NOW.

OF COURSE, THIS IS OUR FUND BALANCE, AND THIS IS NET OF RECAPTURE.

SO KEEP IN MIND, THAT PERCENTAGE AT THE BOTTOM IS THE PERCENTAGE OF OUR FUND BALANCE TO OUR TOTAL EXPENDITURES NET OF RECAPTURE. SO WE HAD 51.9%.

IN ADDITION TO OUR FUND BALANCE AT THE END OF 2024, WHICH IS OVER $273 MILLION. IT JUST, OF COURSE, SHOWS THE FINANCIAL RESPONSIBILITY OF THE DISTRICT IN ORDER TO SUPPORT WHAT WE'RE TRYING TO DO, OBVIOUSLY, FROM A STUDENT INITIATIVE, STAFFING. BUT AGAIN, JUST WANTED TO SHOW YOU THAT IN COMPARISON TO OUR DFW PEERS AND THEN OUR STATE PEERS.

AGAIN, STILL AT THAT END, JUST OVER ALL OF OUR STATE PEERS. AGAIN, THAT PERCENTAGE COMPARED TO EVERYONE ELSE, THAT 51.9%.

AGAIN, THAT PERCENTAGE OF FUND BALANCE IS TO OUR TOTAL EXPENDITURES NET OF RECAPTURE. CAN I MAKE ONE FINAL COMMENT ABOUT FUND BALANCE? BECAUSE I THINK THIS IS IMPORTANT BECAUSE PEOPLE LOOK AT THIS AND SOMETIMES THEY THINK, WELL, YOU'RE SITTING ON TOO MUCH MONEY. BUT WITH RECAPTURE, LIKE WE GET IT, WE'RE NOT OVER 90% OF OUR REVENUES COME IN IN THE FORM OF TAXES.

WELL, UNFORTUNATELY, FOLKS WANT TO GET PAID EVERY MONTH.

AND YET WE COLLECT TAXES IN BASICALLY TWO MONTHS, TWO, MAYBE THREE MONTHS. AND SO WE'RE REQUIRED TO HAVE A CERTAIN LEVEL OF FUND BALANCE JUST TO COVER OUR CASH FLOW FOR THE REMAINING OF OUR YEAR. SO IT IS A LITTLE HIGHER, BUT WE TAKE THAT INTO ACCOUNT BECAUSE WE'VE GOT TO HAVE A CERTAIN LEVEL.

THERE'S OTHER DISTRICTS. YOU CAN LOOK AT THOSE. THEY DON'T HAVE THE AMOUNT OF RECAPTURE THAT WE HAVE TO DEAL WITH. WE ARE MUCH MORE DEPENDENT ON OUR TAXES TO FUND OUR BOTTOM LINE.

AND SO I JUST WANT TO MAKE THAT POINT. THERE'S A REASON WHY WE STRATEGICALLY TRY TO KEEP A LITTLE HIGHER BALANCE, AND THAT IS THE CASH FLOW IN OUR DISTRICTS. SO WE RECEIVE ABOUT OF THAT 94%, ABOUT 94% OF OUR TAX COLLECTIONS ARE ACTUALLY RECEIVED IN DECEMBER, JANUARY, AND FEBRUARY.

AND WE NEED ABOUT 175 TO 180 MILLION TO CASH FLOW OUR DISTRICT FOR THE REMAINDER OF THE YEAR. SO IF YOU TAKE THAT IN CONSIDERATION COMPARED TO OUR 273.

AND THAT CONCLUDES MY PRESENTATION.

THANK YOU, COURTNEY, FOR THE PRESENTATION.

WE APPRECIATE IT. AGAIN, TRUSTEE, THIS IS A REPORT.

SO QUESTIONS, COMMENTS FOR COURTNEY.

OKAY, SO JOHNNY, DO WE PAY THAT RECAPTURE ALL IN ONE LUMP SUM IN AUGUST? YES, WE DO.

YOU'LL KNOW THAT DATE BECAUSE YOU'LL HEAR ME AND COURTNEY CRYING IN THE BACK OFFICE.

AND IT'S SO HEAVY TO CARRY THAT BIG CHECK, ISN'T IT? AND I REALIZE THAT IN THE LAST LEGISLATIVE SESSION, I DON'T THINK THE BILL, I CAN'T REMEMBER THE NUMBER ANYMORE, THAT WOULD ALLOW US TO HAVE A 4% DISCOUNT BECAUSE WE PAY THAT IN ONE LUMP SUM. THAT WOULD BE A SIGNIFICANT AMOUNT IF WE COULD GET THAT.

SO I THINK THAT THAT WILL BE ANOTHER ONE OF OUR LEGISLATIVE PRIORITIES GOING FORWARD IS JUST TO GET THAT DISCOUNT.

THE STATE BENEFITS FROM THAT MONEY UP FRONT.

AND IT'S PROBABLY SAVING THEM QUITE A BIT. AND I THINK THAT WE SHOULD GET THAT 4%.

THE THING TO NOTE IS THAT WE USED TO HAVE IT AND THEY TOOK IT AWAY AS PART OF HOUSE BILL 3 BACK IN 2018-2019.

SO, I MEAN, FOR US, EVEN THOUGH AS THEY'VE COMPRESSED THE TAX RATES, WE'RE DOWN TO, YOU KNOW, ONLY $150 MILLION A YEAR.

BUT I WILL SAY 4% OF THAT IS $6 MILLION. WE CAN DO A LOT OF GOOD WITH $6 MILLION.

YOU STOLE MY THUNDER.

I'M JUST KIDDING. I WAS OVER HERE ON MY CALCULATOR AND I'M LIKE $150 MILLION DIVIDED BY, OR WHATEVER, I DID THE MATH AND I WAS LIKE $6 MILLION. THAT WOULD

[02:25:01]

OH, MY FAVORITE TOPIC, CENTRAL ADMINISTRATION.

THANK YOU FOR INCLUDING THOSE EXTRA SLIDES IN THIS PRESENTATION THAT TIE BACK TO THE FIRST REPORT.

THAT'S STILL SOMETHING THAT PEOPLE REFUSE TO BELIEVE.

THEY THINK EVERY SCHOOL DISTRICT IN TEXAS IS HEAVY ON CENTRAL ADMINISTRATION.

AND IF WE JUST GOT RID OF ALL THOSE PEOPLE IN DISTRICTS, THEN SOMEHOW PLANO ISD IS NOT GOING TO OPERATE WITH A BUDGET DEFICIT.

SO, TO THE COMMUNITY THAT IS LISTENING, THE NUMBERS ARE HERE. THIS IS ANOTHER PLACE TO BE ABLE TO SEE THAT THIS DISTRICT IS OPERATING WITH 77 CENTRAL ADMINISTRATORS.

RIGHT, SO THERE'S MY COMMENT.

THANK YOU.

THERE'S ONE OTHER THING ABOUT THAT.

WHEN WE DO LOSE ENROLLMENT, WE STILL KEEP THE SAME PERCENTAGE OF STAFF TO ENROLLMENT, RIGHT? I MEAN, WE'VE BEEN REALLY I'VE USUALLY CRUNCHED THAT NUMBER EVERY YEAR. I DIDN'T DO THAT PERCENTAGE THIS YEAR. WE DO.

IN FACT, WE'VE GOT A CHART THAT WE ACTUALLY KEEP UP WITH EVERY YEAR THAT WE INTERNALLY TALK ABOUT.

BUT IF YOU GO BACK TO JUST 2018- 2019, YOU KNOW, THAT'S HOUSE BILL 3, WE'VE ACTUALLY CUT OVER 600 OVERALL.

WHEN I SAY CUT, THROUGH ATTRITION, WE'VE ACTUALLY REDUCED OVER 600 STAFF MEMBERS, WHICH IS RIGHT IN LINE IF YOU LOOK AT THE PERCENTAGE OF WHAT THAT IS, IT'S RIGHT IN LINE ALMOST TO THE PERCENTAGE OF WHAT WE'VE REDUCED IN OUR OVERALL STUDENT ENROLLMENT.

SO WE STRATEGICALLY TALK ABOUT IT AND WE WORK EXTREMELY HARD THROUGH THE BUDGET PROCESS TO TRY TO MAKE SURE THAT WE'RE RIGHT SIZING AS WE GO ALONG.

AND THOSE CUTS ARE NOT, OR THOSE ATTRITION REDUCTIONS ARE NOT JUST AT THE CAMPUS LEVEL, BUT ALSO AT CENTRAL OFFICE.

AND SO WE DON'T DO HIRING FREEZES, BUT WE DO A HIRING HOLD.

AND THAT MEANS JUST BECAUSE A VACANCY BECOMES AVAILABLE, THAT VACANCY GETS EVALUATED AND WE'RE IN THAT PROCESS RIGHT NOW.

SO CAMPUSES ARE GOING THROUGH THEIR STAFFING PROCESS AND WE HAVE A FEW VACANCIES THAT WE'RE LOOKING AT AND CONSIDERING, DO WE NEED TO FILL THIS POSITION? CAN THESE DUTIES AND RESPONSIBILITIES BE, CAN WE HANDLE IT IN ANOTHER WAY OR ANOTHER FASHION? SO IT GIVES US AN OPPORTUNITY TO ALSO BE REFLECTIVE IN OUR PRACTICE AND OUR EMPLOYEES AND SO THAT IT'S NOT JUST AT THE CAMPUS LEVEL. YEAH, TO ECHO THAT, I KNOW WE'VE HAD A LOT OF DISCUSSIONS, DR. KENDALL AND HER TEAM, AGAIN, EVERY YEAR WE TALK ABOUT POSITIONS AS WE HAVE TURNOVER. AGAIN, ASKING MORE ABOUT THE POSITION, IS IT, AGAIN, AS DR. WILLIAMS SAYS, IS IT NEEDED OR IS IT, CAN IT BE REDESIGNED, CONFIGURED, DOING SOMETHING AGAIN, NOT ONLY FROM A FINANCIAL IMPACT, WHICH OF COURSE IS WHAT WE'RE, OUR GOAL IS, BUT AGAIN, JUST MAKING SURE WE ARE SERVING THE DEPARTMENT AND THE DISTRICT TO THE BEST OF OUR ABILITY WITH OUR STAFFING.

ALRIGHT, THANK YOU, COURTNEY. WE APPRECIATE IT.

LAST BUT NOT LEAST, OUR LAST REPORT IS AGENDA ITEM 8.4, 2022 BOND PROGRAM UPDATE. I WILL INVITE MR. TONY PEARSON, DIRECTOR OF PLANNING AND NEW CONSTRUCTION TO THE PODIUM FOR THIS UPDATE.

ALRIGHT, THANK YOU.

GOOD EVENING, SUPERINTENDENT WILLIAMS, PRESIDENT TYRA, MEMBERS OF THE BOARD AND CABINET. TONIGHT, I'M PLEASED TO PRESENT THE FEBRUARY 2026 UPDATE ON THE 2022 BOND PROGRAM.

SINCE OUR LAST UPDATE IN OCTOBER, WE'VE CONTINUED TO MAKE STEADY, MEASURABLE PROGRESS ACROSS PROJECTS THROUGHOUT THE DISTRICT. THIS EVENING, I'LL GO THROUGH OUR WORK BY PHASE AND THEN HIGHLIGHT SEVERAL OF OUR MAJOR PROJECTS CURRENTLY UNDER CONSTRUCTION. THIS PROGRESS REFLECTS THE CONTINUED DELIVERY OF THE INVESTMENT OUR COMMUNITY ENTRUSTED TO US IN NOVEMBER OF 2022.

BEFORE WE BEGIN, I WANT TO RECOGNIZE THE TEAM LEADING THIS EFFORT. UNDER JOHNNY HILL'S LEADERSHIP, OUR FACILITIES PLANNING CONSTRUCTION TEAM IS MANAGING AN EXTRAORDINARY VOLUME OF CONCURRENT PROJECTS, MULTIPLE ARCHITECTS, MULTIPLE CONTRACTORS, DOZENS OF CAMPUSES, AND THOUSANDS OF DAILY DECISIONS. AS A REMINDER, THE 2022 BOND PROGRAM IS STRUCTURED INTO FIVE PHASES OVER APPROXIMATELY FIVE YEARS.

WE'RE RIGHT IN THE MIDDLE OF EXECUTION, AS REFLECTED HERE. THE PHASING PLAN REMAINS OUR ROADMAP, AND LIKE ANY GOOD ROADMAP, WE OCCASIONALLY REROUTE, BUT WE ARE STILL HEADING TOWARD THE SAME DESTINATION.

PHASE 1. PHASE 1 ESTABLISHED THE EARLY MOMENTUM OF THIS BOND PROGRAM, AND TODAY WE ARE SEEING THOSE PROJECTS FULLY REALIZED IN CONCRETE, STEEL, TURF, HVAC SYSTEMS, KITCHENS, AND CLASSROOMS. TO DATE, 33 PROJECTS HAVE BEEN DELIVERED.

NINE PROJECTS REMAIN ACTIVE.

OF THOSE, SIX ARE FLAGSHIP PROJECTS, OUR MOST COMPLEX AND LONG-DURATION EFFORTS,

[02:30:02]

IT IS IMPORTANT TO NOTE HAGGARD, ONE OF THE FLAGSHIPS, CAN ALSO BE LUMPED INTO THAT SAME GROUP, SO FOUR BY THE END OF THIS SUMMER.

PHASE 2 HAS MOVED FROM PLANNING TO TANGIBLE PROGRESS WITH CRITICAL INFRASTRUCTURE AND STUDENT-FACING UPGRADES ALREADY HITTING THE FINISH LINE. NINE SYSTEMS IN COMPLIANCE, NINE PLAYGROUNDS, AND THREE TRACK PROJECTS ARE FULLY FINALIZED. INTERIOR DEMOLITION HAS COMMENCED AT THE SERVICE CENTER AND AT HIGHTOWER.

FRANKFURT MIDDLE SCHOOL AND TRANSPORTATION FUELING SYSTEM ARE IN THE FINAL PERMITTING STAGE, AND THEN THE CONSTRUCTION OF THE TRANSPORTATION BUILDING ADDITION IS TIERED TO FOLLOW THE FUELING STATION COMPLETION, A DELIBERATE STRATEGY TO ENSURE UNINTERRUPTED BUS OPERATIONS.

PHASE 3 PROJECTS ARE ADVANCING THROUGH DESIGN AND EARLY CONSTRUCTION.

SEVERAL KITCHEN PROJECTS ARE IN ACTIVE DEVELOPMENT WITH CONSTRUCTION MANAGER RISK RECOMMENDATIONS RECENTLY APPROVED. WE'RE MOVING THESE PROJECTS DELIBERATELY THROUGH DESIGN, ESTIMATING A PROCUREMENT TO MAINTAIN COST, DISCIPLINE, AND SCHEDULE ALIGNMENT.

IN ADDITION, THE HVAC UPGRADES AT JASPER, SAGLING, MCCALL, AND RICE HAVE BEEN ACCELERATED AND ARE NOW SCHEDULED FOR IMPLEMENTATION THIS SUMMER.

IN TOTAL, PHASE 3 INCLUDES 27 PROJECTS.

THEN PHASES 4 AND 5 REMAIN IN PLANNING AND WILL BE BROUGHT BEFORE THE BOARD AS THEY ADVANCE INTO ACTIVE DEVELOPMENT.

WE ARE ALSO EVALUATING THE OPPORTUNITY TO MOVE THE REMAINING PLAYGROUND PROJECTS, ALL OF THEM ARE LISTED HERE UNDER PHASE 4, FROM PHASE 05, TO TRY TO ACCELERATE THE DELIVERY AS SOON AS WE'RE FEASIBLE.

AT ISAAC'S EARLY CHILDHOOD SCHOOL, EXTERIOR BRICKWORK IS LARGELY COMPLETE, AND THE KITCHEN AND DINING ADDITION IS ALMOST READY FOR USE.

RESTROOM TILE INSTALLATION IS COMPLETE WITH PLUMBING FIXTURES TO FOLLOW.

CEILING GRID HAS BEEN INSTALLED IN THE ACTIVITY ROOM, MOTOR LAB, AND STORAGE ROOM, WHILE TILES WILL BE SCHEDULED TO BE DROPPED IN FOLLOWING ABOVE CEILING INSPECTIONS.

IN THE UPPER LEFT IMAGE, YOU CAN SEE THE NEW DINING SPACE, NOW COMPLETELY SIZED AND NO LONGER HAVING TO SHARE SPACE WITH THE ACTIVITY ROOM.

THE LOWER LEFT IS THE NEW ACTIVITY ROOM, WITH CEILING GRID INSTALLED AND FLOORING STILL TO BE DONE.

THE PROJECT WILL IMPROVE MEAL SERVICE, STUDENT FLOW, AND STAFF EFFICIENCY.

COMPLETION IS SCHEDULED FOR NEXT MONTH.

WILLIAMS HIGH SCHOOL PHASE 2. WE CONTINUE TO SEE STEADY PROGRESS ACROSS MULTIPLE AREAS OF THE PROJECT. LOCKER ROOMS ARE ADVANCING WITH FINISHES. KITCHEN EQUIPMENT INSTALLATION AND FINAL DETAILING ARE UNDERWAY, WITH THE KITCHEN OPENING PLANNED FOR FOLLOWING SPRING BREAK.

LIBRARY MEP ROUGH-INS AND FRAMING ARE IN PROGRESS, AND SCIENCE LAB RENOVATIONS ON AREA C'S SECOND FLOOR ARE NEARING COMPLETION.

DEMOLITION OF THE BAND HALL AND FINE ARTS AREAS BEGINS THIS MONTH, AND FOOTBALL BLEACHER REPLACEMENT IS SCHEDULED TO START IN APRIL.

THIS REMAINS A LARGE AND COMPLEX EFFORT, WITH MULTIPLE WORK STREAMS ADVANCING SIMULTANEOUSLY. THE IMAGES REFLECT THE REAL PROGRESS IN REAL TIME. YOU CAN SEE THE CORRIDOR CEILINGS AND LIGHTING, THE LIBRARY TRANSITIONING FROM DEMOLITION TO FRAMING, ACTIVE KITCHEN BUILD-OUT, AND VISIBLE CAFETERIA IMPROVEMENTS.

THESE UPGRADES REPRESENT MEANINGFUL ENHANCEMENTS TO THE STUDENT EXPERIENCE.

THE TEAM CONTINUES TO CAREFULLY SEQUENCE CONSTRUCTION ACTIVITIES TO MINIMIZE CAMPUS DISRUPTION WHILE MAINTAINING FORWARD MOMENTUM.

HAGGARD MIDDLE SCHOOL REPLACEMENT CONTINUES TO ROCK AND ROLL.

STRUCTURAL STEEL IS COMPLETE, AND THE BUILDING IS FULLY DRIED IN. INTERIOR FINISHES ARE UNDERWAY ACROSS AREAS A, B, AND C.

WITH CEILING GRID OVERHEAD, MEP NEARING COMPLETION, EXTERIOR FACADE AND ROOFING ARE WRAPPING UP, AND PERMANENT POWER IS APPROACHING FINALIZATION.

INSTALLATION OF KITCHEN EQUIPMENT AND CLASSROOM CASEWORK HAS ALSO BEGUN.

THE PROJECT IS NOW CLEARLY TRANSITIONING FROM STRUCTURAL WORK INTO FINISHES AND REMAINS ALIGNED WITH THE OVERALL CONSTRUCTION SCHEDULE.

THESE IMAGES REFLECT THAT TRANSITION. YOU CAN SEE CORRIDOR TILE AND CEILING GRID INSTALLATION IN AREA A, INTERIOR PAINT AND OVERHEAD SYSTEMS NEARING COMPLETION, AND THE AERIAL VIEW ILLUSTRATING THE FULL SCALE OF THE NEW CAMPUS TAKING SHAPE.

THE BUILDING IS COMING TOGETHER QUICKLY AND STEADILY, MOVING TOWARD COMPLETION. THIS IS ONE OF THOSE PROJECTS WHERE EACH TIME YOU DRIVE BY, THE BUILDING LOOKS NOTICEABLY DIFFERENT, WHICH IS ALWAYS A GOOD SIGN IN CONSTRUCTION. WE HAVE A FEW STILL IMAGES HERE, AND ON THE NEXT SLIDE, OUR CONTRACTOR, CORE, IS PROVIDING UPDATED DRONE FOOTAGE TO SHOW THE PROGRESS FROM ABOVE AND ALL AROUND.

SO, IF THIS PULLS UP, LET'S TAKE A LOOK.

THIS VIDEO HERE, YOU CAN SEE THE OVERALL SCALE OF THE NEW HAGGARD MIDDLE SCHOOL AND HOW THE CAMPUS HAS BEEN THOUGHTFULLY INTEGRATED ONTO THE EXISTING SITE. A KEY COMPONENT OF THIS PROJECT IS THAT WE ARE BUILDING A NEW 187,900 SQUARE FOOT CAMPUS WHILE THE CURRENT SCHOOL REMAINS IN OPERATION.

FROM THIS VANTAGE POINT, YOU CAN SEE HOW STUDENT ACCESS, TRAFFIC FLOW, AND SAFETY HAVE BEEN CAREFULLY MAINTAINED THROUGH CONSTRUCTION BY THE WAY THAT THE CORE AND THE CONSTRUCTION FENCING HAS BEEN ALIGNED

[02:35:01]

THE BUILDING IS NOW FULLY ENCLOSED WITH ROOFING AND EXTERIOR FACADES SUBSTANTIALLY COMPLETE.

CAN I MAKE A QUICK POINT WHILE THIS VIDEO IS PLAYING? ABSOLUTELY. I CAN SPEED THIS UP, BUT IT IS NICE TO JUST WATCH.

YOU SAID 187,000 SQUARE FEET, AND I'M STRUCK BY EVERY TIME I DRIVE BY THE DIFFERENCE IN SIZE BETWEEN THE OLD BUILDING AND THE NEW BUILDING, SO I LOOKED IT UP IN MY HANDY-DANDY SPREADSHEET HERE.

THE OLD BUILDING IS 134,610 SQUARE FEET, SO IT NOT ONLY INCREASES THE SIZE OF THE BUILDING, BUT IT ALSO NOT ONLY THE DESIGN AND THE LAYOUT IS DIFFERENT, BUT IT IS SUBSTANTIALLY LARGER THAN THE OLDER BUILDING, AND IT DOESN'T JUST LOOK BIGGER.

IT'S A LOT.

ABSOLUTELY. I AGREE WITH YOU.

AND I THINK WE'VE GOT SOME ADDED PROGRAMS. IF WE HAVEN'T DISCUSSED THAT BEFORE IN PREVIOUS ONES, I'D HAVE TO GO LOOK IT UP AND STUFF. I KNOW THE DEAF ED PROGRAM IS HERE AS WELL, KIND OF AN ADDED PROGRAM. I THINK THERE'S AT LEAST ONE OR TWO OTHER ONES THAT KIND OF ADDED TO THAT SIZE OR INCREASED THE SIZE.

AND THEN JUST IN GENERAL, NEW TO MAKE IT EXISTING HAGGARD. IS IT A 1980 BUILDING AND JUST KIND OF NEW STANDARDS AND STUFF? CLASSROOMS ARE LARGER.

GYMS ARE LARGER. JUST EVERYTHING JUST TAKES ON A LITTLE BIT MORE LARGER SCALE TO KIND OF COMPETE AND BE KIND OF FUTURE READY. ALRIGHT.

THANK YOU, CORE.

PLANO SENIOR HIGH SCHOOL, MAJOR RENOVATION.

PACKAGE ONE, OF COURSE, WAS THE BASEBALL AND SOFTBALL COMPLEX, WHICH IS SUBSTANTIALLY COMPLETE.

PACKAGE TWO REPRESENTS A COMPREHENSIVE TRANSFORMATION OF THE CAMPUS.

THE AERIAL VIEW HERE IS SHOWING THE ATHLETIC BUILDING. IT ILLUSTRATES THE SCALE OF THE ATHLETIC ADDITION, INCLUDING THE INSULATED CONCRETE FORMS. THESE ARE OUR GYMS. IT WILL ALSO DOUBLE AS OUR STORM SHELTER.

AND THEN YOU CAN SEE THE PRE-ENGINEERED MANUFACTURED BUILDING.

THAT IS OUR NEW STUDENT ACTIVITY CENTER AS WELL.

THIS IS THE EXISTING ATHLETIC BUILDING HERE.

AND ALL OF THIS WILL BE ONE COHESIVE BUILDING.

THE STORM SHELTER SLAB, OBVIOUSLY, IS COMPLETE.

THE ICF WALLS ARE PROGRESSING AND THE STUDENT ACTIVITY CENTER STRUCTURE IS LARGELY ERECTED. IN BUILDING E, THE NEWLY RENOVATED GIRLS LOCKER ROOM HAS RECEIVED A TEMPORARY CERTIFICATE OF OCCUPANCY AND IS CURRENTLY BEING USED AS OF THE BEGINNING OF THIS YEAR.

THESE RENOVATED ATHLETIC SPACES REFLECT THE LEVEL OF MODERNIZATION AND QUALITY WE ARE DELIVERING FOR THE STUDENTS.

KIND OF PICTURED HERE.

WORK IN THE EXISTING BUILDING HAS TRANSITIONED TO THE BOYS LOCKER ROOM.

AND AT SPRING BREAK, WE WILL LOOK TO TAKE OVER THE COMPETITION GYM.

THIS ENTIRE ATHLETIC BUILDING ADDITION AND RENOVATION TO BE COMPLETE BY START OF SCHOOL IN THE FALL.

THIS IS A LONG DURATION PROJECT, AS YOU KNOW, WITH ALL OTHER PHASES EXTENDING THROUGH 2029.

IT IS MORE THAN A RENOVATION.

IT IS A RESET OF THE CAMPUS TO SERVE THE NEXT GENERATION.

WORK ALSO CONTINUES TO ADVANCE ON THE DEVELOPMENT AND ENHANCEMENT OF THE CONNECTING CORRIDORS.

WE'VE BEEN ASKED ON ALL OF OUR SENIOR HIGH SCHOOLS TO DO CONNECTING CORRIDORS TO TRY TO PROVIDE A SPACE WHERE STUDENTS NO LONGER HAVE TO GO OUTSIDE THE BUILDING AND CAN ACCESS FROM ONE MULTI-BUILDING CAMPUS, CAN GO FROM ONE BUILDING ON THE INTERIOR AND GET TO ANOTHER SIDE.

SO OUR CONNECTING CORRIDORS AT PLANO SENIOR HIGH KIND OF MAKE THIS U-SHAPED LOOP.

AND ON THE OUTSIDE WALL HERE, IT'S SHOWN, AND IT'S KIND OF IN DISCUSSION AS KIND OF A HYBRID WORK, BUT RIGHT NOW IT'S A SOLID WALL.

BUT THE CONNECTION POINT INTERIOR IS THROUGH HERE.

GOT A VIDEO FROM THE ARCHITECT KIND OF SHOWING US THAT PATH.

IT'S GOING TO RUN US FROM THIS NEW BUILDING, OR THE EXISTING BUILDING C IS BEING DEMOED, AND WE'RE GETTING A NEW BUILDING C THAT'S GOING TO CONNECT A AND B.

AND WE'RE GOING TO START RIGHT ABOUT HERE, AND IT'S GOING TO RUN US THROUGH THIS HALLWAY CORRIDOR LOOK.

SO YOU PAUSE RIGHT THERE.

YOU'RE ENTERING THIS PADDOCK RIGHT HERE, GOING FROM THE EXISTING BUILDING B, AND YOU'RE RIGHT HERE, ABOUT RIGHT HERE, TO YOUR RIGHT IS GOING TO BE THE COMMONS AREA ON THE LOWER FLOOR, AND YOU'RE GOING TO SEE THE LIBRARY UP ABOVE.

ON THE LEFT-HAND SIDE OF THIS CORRIDOR SPACE AS WE GO STRAIGHT FORWARD IS GOING TO BE YOUR KITCHEN AND DINING, OR YOUR KITCHEN SPACE.

SO RIGHT HERE IS YOUR KITCHEN SERVERY.

THIS HALLWAY RUNS RIGHT ALONG THE FACE OF IT, AND YOUR DINING AREA AND YOUR LIBRARY ABOVE.

TERRAZZO FLOORING, ONE OF JOHNNY'S FAVORITES.

IT'S GOING TO HAVE THE WILDCAT EMBLEM KIND OF RIGHT THERE AS WE PASS IT BY.

YOU KNOW, A BIG CURTAIN WALL OF FRAMING RIGHT HERE, WHICH KIND OF HAS LOOKS OUT TO THE POND.

SO, YOU KNOW, THIS WALL IS RIGHT THERE, AND IT KIND OF HAS LOOKS OUT TO THE POND.

YOU'LL CONTINUE TO WALK OUT THROUGH THIS CORRIDOR DOOR RIGHT ABOUT HERE.

SO YOU'RE WALKING THROUGH THIS HALLWAY

[02:40:01]

AND YOU'LL BE AIMING YOURSELF TOWARDS THE ATHLETIC BUILDING IN THIS PARTICULAR MODEL.

YOU'LL START TO SEE, THERE YOU GO.

AS YOU START TO GET INTO THE ATHLETIC WING, YOU'LL GET TO START TO SEE WHAT THAT LOBBY IS STARTING TO BECOME FOR THE ATHLETIC WING, WHERE THEY'RE KIND OF, YOU KNOW, KIND OF REDOING THIS.

THEY'RE RIPPING ALL THAT OUT AND MAKING IT A LITTLE BIT WIDER.

THEY'RE ALLOWING, YOU KNOW, A LEGACY SPACE FOR, YOU KNOW, TROPHIES AND, YOU KNOW, KIND OF, YOU KNOW, STUDENTS AND COACHES THAT HAVE BEEN THROUGH THE DISTRICT, AND CURRENT ONES AND PAST ONES TO KIND OF SHOWCASE THEM.

ALL RIGHT, THAT'S OUR PHASING PLAN, AS MENTIONED BEFORE.

LOTS OF PHASING HAPPENING.

FINAL COMPLETION IN 2029 WHEN WE FINALLY DO THE TENNIS COURTS ONCE HAGGARD HAS SERVED ITS PURPOSE.

CAREER AND TECHNICAL EDUCATION CENTER.

THE NEW PLANO ISD CAREER AND TECHNICAL EDUCATION CENTER CONTINUES TO ADVANCE THROUGH VERTICAL CONSTRUCTION.

STRUCTURAL STEEL IS COMPLETE, ROOF DECKING IS PROGRESSING, AND INTERIOR FRAMING IS EXPANDING THROUGH THE BUILDING.

PERMANENT UTILITIES ARE NOW ON SITE.

COMPLETION IS SCHEDULED FOR OCTOBER 2026.

THIS FACILITY IS DESIGNED TO DELIVER AUTHENTIC, INDUSTRY-ALIGNED LEARNING ENVIRONMENTS, PURPOSE-BUILT SPACES THAT REFLECT REAL-WORLD STANDARDS AND EXPECTATIONS.

IT IS ESPECIALLY IMPACTFUL TO SEE THIS PROJECT RISE FROM THE GROUND AS IT REPRESENTS A VISIBLE INVESTMENT IN FUTURE-READY PROGRAMMING FOR PLANO ISD STUDENTS.

THIS ONE, THIS, JORIS WORKING ON THIS ONE, AND COR WORKING ON HAGGARD, ALTHOUGH THEY'RE ACROSS TOWN OR, YOU KNOW, NOT RIGHT NEXT TO EACH OTHER, ARE COMPETING TO SEE WHO CAN COMPLETE THEIR PROJECT FIRST.

I THINK AT LEAST A STEAK DINNER BETWEEN THEMSELVES OR SOMETHING.

THIS, YEAH, IT MAY LET ME DO IT.

IT'S JUST INTERESTING, YOU KNOW, JORIS WASN'T ABLE TO PROVIDE DRONE FOOTAGE, BUT THEY HAVE KIND OF A SET CAMERA THAT ALLOWS YOU TO SEE THE CT CENTER AS WELL.

IF EVERYBODY ORIENTS THEMSELVES CORRECTLY, YOU'VE GOT THE, YOU KNOW, EVERYBODY KNOWS THE RACETRACK AND OUR FINE ARTS BUILDING ACROSS THE STREET.

THIS IS ALMA, AND SO OUR MAIN ENTRY IS COMING IN HERE WITH THE, YOU KNOW, MAIN ENTRANCE BEING AT THIS LOCATION, ADMINISTRATION SUITE ON THAT SIDE.

WE'LL HAVE PLENTY OF ROOM FOR STUDENTS AND STAFF TO PARK.

WE'VE GOT OUR ACADEMY BUILDING RIGHT NEXT DOOR TO US. MAKE OUR WAY AROUND.

LET'S DO IT SLOW SO NOBODY GETS A HEADACHE OR SEIZES UP.

BACK OF THE HOUSE HAS A WALL, YOU KNOW, KIND OF FOR OUR LARGER LABS AND SPACES, YOU KNOW, THAT ABILITY FOR AUTOMOTIVE TO, SAY, PULL A CAR IN, WORK ON IT IN THE SHOP, PULL IT OUT FOR A CUSTOMER AND, YOU KNOW, KIND OF LET IT GO BACK OUTSIDE.

THESE WILL BE GATED.

BUT THEY'LL HAVE ROLL-UP DOORS THAT ALLOW THEMSELVES THROUGH A SCHOOL DAY TO JUST ROLL THOSE DOORS OPEN AND PROVIDE AND STILL BE PROTECTED, SAFE IN AN ENVIRONMENT THAT'S ENCLOSED THAT THEY CAN WORK ON THINGS IN THE BACK.

OUR SECONDARY ENTRANCE, OF COURSE, IS OFF PARK, WHERE WE'LL HAVE A LITTLE BIT OF PARKING AS WELL FOR THOSE TO COME IN, DO TONY AND GUY OVER HERE, AND DO THEIR BANKING AT CREDIT UNION OF TEXAS, AND ROLL OUT. YES. THEY ARE.

YES.

AT PLANO WEST, PLANO WEST HIGH SCHOOL, MASONRY VENEER IS COMPLETE AND MAJOR AREA.

AT THE INTERSECTION OF PARKER AND THE INTERSECTION THERE, YOU SEE OUR TWO-STORY CLASSROOM WING.

IT'S ENTIRELY CLAD IN BRICK, TWO-STORY VOLUME, OBVIOUSLY.

IT TAKES UP THAT CORNER.

YOU CAN SEE THAT'S WELL UNDERWAY.

GYM ADDITIONS ARE ALSO PROGRESSING AT THE MIDDLE LEFT.

YOU CAN SEE THE STORM SHELTER ROOF POURED IN THE LOWER LEFT.

MEP INSTALLATION IS UNDERWAY.

THE TENNIS COURTS ARE ALSO NEARING COMPLETION.

ALL 12 COURTS ARE DOWN.

SLAB, POST-TENSION SLABS ARE DONE, PAINTED.

FENCING IS UP. SLATS ARE IN.

THE ONLY PIECE THAT WAS MISSING THAT'S YET TO COMPLETE IS THE SPECTATOR PAD THAT KIND OF RUNS DOWN THE CENTER OF THE COMPLEX WHERE THE BLEACHERS ARE GOING TO BE FOR FANS.

ONCE THOSE TENNIS COURTS ARE TURNED OVER, THEY WILL START THE AUTO SHOP BUILDING, WHICH CURRENTLY WILL BE LOCATED ON THE EXISTING TENNIS COURTS.

WE WILL ALSO CONTINUE TO DESIGN CONNECTORS AT THIS CAMPUS AND SEE HOW IT FITS INTO THE CURRENT SCHEDULE.

SO WHEN WE START TO KIND OF IDENTIFY WHAT THOSE LOOK LIKE, WE'LL COME BACK WITH PICTURES AND SHOW THAT AS WELL.

AT PLANO EAST SENIOR HIGH SCHOOL, CONSTRUCTION ACTIVITY IS CLEARLY VISIBLE ACROSS THIS CAMPUS.

AS SHOWN IN THE AERIAL PHOTO, WORK FOR THE 37,000 SQUARE FOOT GYM AND LOCKER ROOM ADDITION IS WELL UNDERWAY.

IN THE LOWER LEFT IMAGE, YOU CAN SEE ACTIVE FOUNDATION PLACEMENT FOR THE BASEBALL ADDITION, WHICH IS THE EXTENSION OF THEIR BASEBALL LOCKER ROOM WITH REINFORCING AND CONCRETE OPERATIONS IN PROGRESS.

THE INTERIOR PHOTO HERE

[02:45:01]

LOCKERS AND CABINETRY INSTALLATIONS ARE ONGOING AS WE MOVE TOWARD COMPLETION IN THAT AREA.

IN ADDITION FOR THIS PROJECT, LED LIGHTING REPLACEMENT IN BUILDING B1 AND B2 IS SUBSTANTIALLY COMPLETE, AND THE NORTH PARKING LOT EXPANSION IS NEARING TURNOVER.

WE'RE ALSO DEVELOPING, AS MENTIONED, CONNECTORS HERE AS WELL, AND SO WHEN THOSE GET TO A STATE OF PROGRESS, WE'LL SHOW THOSE TO THE BOARD AS WELL.

TRANSPORTATION BUILDING ADDITION AND RENOVATION, IT'S DEPENDENT UPON THE COMPLETION OF THE FUELING STATION.

THE NEW FUELING STATION AT THE CORNER OF CLARK STADIUM AND VISITOR PARKING IS CLOSE TO PERMIT.

ONCE RECEIVED, THE CONSTRUCTION DURATION IS ANTICIPATED TO BE SIX MONTHS.

THE TRANSPORTATION BUILDING RELIES HEAVILY ON THIS FUEL STATION BEING COMPLETE AND OPERATIONAL FIRST BECAUSE PART OF THE WORK AT TRANSPORTATION IS TO REMOVE THEIR OLD UNDERGROUND FUEL TANKS.

SO WE NEED TO GET THIS IN PLACE, AND THEN WE'LL BE ABLE TO GET THIS ONE GOING.

SERVICE CENTER RENOVATION, THIS PROJECT SUPPORTS THE TEAM TO SUPPORT EVERY CAMPUS, FACILITIES PURCHASING FANS AND NEW CONSTRUCTION HOUSED OUT OF HERE.

WE ARE ALL CURRENTLY SPREAD OUT IN TEMPORARY LOCATIONS FOR THE NEXT YEAR AS OUR BUILDING IS RENOVATED.

DEPARTMENT'S RELOCATED IN NOVEMBER.

INTERIOR DEMO, AS MENTIONED BEFORE, IS UNDERWAY ON THIS PROJECT.

MEP ROUGH-INS BEGIN NEXT MONTH.

SOME KITCHEN RENOVATIONS AROUND CAMPUS, WE'VE GOT FRANKFURT AND HIGHTOWER.

EXISTING FRANKFURT IS CURRENTLY FINALIZING PERMIT.

HIGHTOWER DID BEGIN.

THEY INSTALLED A NEW SERVING LINE AT WINTER BREAK.

SO A NEW SERVING LINE COMES OUT INTO THE DINING ROOM SPACE, AND NOW STUDENTS ARE ABLE TO BE KIND OF FED OFF THIS CATERED SERVING LINE.

MEANWHILE, THE CONTRACTORS PUT UP A CONSTRUCTION PARTITION THAT SEPARATES STUDENTS AND TEACHERS FROM THE WORK HAPPENING BEHIND THIS WALL, AND THEN THEY CAN GET IN THERE AND DO THIS.

THEY CAN BASICALLY GET INTO DEMO AND START DOING THE UNDERGROUND PLUMBING.

SO THE CONTRACTOR IS NOW SAFELY PARTITIONED OFF FROM THE STUDENTS IN CURRENT CAFETERIA, SO DEMO WORK IS COMPLETE, AND UNDERGROUND PLUMBING IS BEING INSTALLED.

THE HOLYFIELD SCIENCE LEARNING CENTER IS CURRENTLY IN PROGRAMMING AND DESIGN.

IT EXPANDS HANDS-ON LEARNING BEYOND TRADITIONAL CLASSROOMS. IT IS IN A POSITION TO BE MASTER PLANNED, SIMILAR TO WHAT WE DID AT WILLIAMS. SO UNDER THIS PROJECT, WE CURRENTLY HAVE ABOUT 5.3 MILLION.

IN TALKING WITH THE USER GROUP AT THIS CAMPUS, THERE ARE BIGGER AMBITIONS HERE, AND SO THE WAY THAT WE'RE GOING TO LINE IT OUT WITH STANTEC IS WE'RE GOING TO LOOK TO SEE WHAT THIS COULD BE, IF, AGAIN, MASTER PLANNED, IF YOU WERE TO DESIGN THE ENTIRE THING, AND THEN WE'RE GOING TO PRIORITIZE THE IMMEDIATE NEEDS THAT WE MIGHT BE ABLE TO SPEND 5.3 ON THIS BOND AND THEN GO OUT TO THE NEXT BOND TO COMPLETE THE REST OF THE WORK.

MURPHY MIDDLE SCHOOL, ANOTHER KITCHEN RENOVATION, ALONG WITH THE MEP UPGRADES.

WE DID, HOWEVER, BREAK OUT A SMALL PIECE OF THE SCOPE EARLY THIS PAST WINTER TO REPLACE THE EXISTING CLASSROOM CARPET WITH LVT, SO THAT'S KIND OF WHAT THIS IS SHOWING.

DEMO OF EXISTING CLASSROOM FLOORING AND THEN WHAT THE NEW LVT FLOORING LOOKS LIKE IN THE CLASSROOM SPACE.

LVT IS SIMILAR TO THE HARD SURFACE VCT YOU SEE IN MOST SCHOOLS, BUT REQUIRES LESS MAINTENANCE.

YOU DON'T HAVE TO ANNUALLY STRIP AND WAX IT.

THE REST OF THE RENOVATION FOR MURPHY WILL CONTINUE THROUGH THIS YEAR.

SHEPHERD ELEMENTARY RENOVATION IS ADDING RESTROOMS TO EACH GRADE-LEVEL POD.

I'M KIND OF WONDERING WHETHER OR NOT ONE OF THESE IS THE SOAP BANDIT.

HE'S LOOKING AT THE MIRROR RIGHT THERE.

THESE UPGRADES AFFECT DAILY LIFE FOR STUDENTS AND STAFF.

SO KIND OF AN ARCHITECT.

THESE ARE RENDERINGS, YOU KNOW, NOT ACTUAL THINGS YET, BUT THIS IS KIND OF WHAT THE NEW RESTROOM BANKS COULD LOOK LIKE.

BEVERLY AND STINSON ARE SMALLER PROJECTS, KITCHEN-RELATED.

THEY'RE KITCHEN EQUIPMENT UPGRADES, BUT BIG DAILY IMPACT TO THE STUDENTS AND TO THE STAFF.

AND THEN LAST, OTHER CAPITAL PROJECTS.

WE'VE GOT OUR MULTI-CAMPUS DEMOLITION PROJECTS WHERE, AT FOREMAN, THEY BEGAN HYDROMULCH, SO THE SITE WORK IS PROGRESSING, BUT THE NEXT STEP IS TO KIND OF HYDROMULCH IT, YOU KNOW, KIND OF GET IT PREPARED FOR GRASS SO IT WILL BEGIN TO LOOK LIKE THIS AS THEY BEGIN TO GROW ON IT.

AT DAVIS, BUILDING AND SITE DEMOLITION ARE COMPLETE AND FINAL SITE PREP IS NOW UNDERWAY.

AT ARMSTRONG, BOTH BUILDING AND SITE DEMOLITION HAVE BEEN COMPLETED WITH CREWS MOVING INTO FINAL SITE PREP.

AND THEN AT CARPENTER, YOU CAN SEE IN THIS PICTURE, WE'RE A LITTLE MORE THAN 50% COMPLETE WITH BUILDING DEMO.

SO BUILDING IS STILL HERE, ABOUT 50%, WITH ABOUT 50% KNOCKDOWN.

PROGRESS THERE HAS BEEN SLIGHTLY DELAYED JUST DUE TO COORDINATION REQUIRED FOR REMOVAL OF THE VERIZON TOWER.

WE'VE BEEN KIND OF WORKING ON KEEPING THAT, YOU KNOW, CELL TOWER SERVICE OPERABLE WHILE WE KIND OF WORK FROM ONE CORNER TO THE NEXT.

THE BOND PROGRAM IS FULLY

[02:50:01]

WE HAVE MAJOR HIGH SCHOOL TRANSFORMATIONS UNDERWAY, A NEW MIDDLE SCHOOL NEARING COMPLETION, A CT CENTER RISING, INFRASTRUCTURE MODERNIZATION DISTRICT-WIDE, KITCHEN SAFETY AND COMPLIANCE IMPROVEMENTS ACROSS MULTIPLE CAMPUSES, AND WE'RE ACCOMPLISHING ALL THIS WHILE SCHOOL REMAINS IN SESSION.

AGAIN, WE SINCERELY APPRECIATE YOUR ONGOING SUPPORT AND LEADERSHIP AS WE CARRY OUT THE WORK ENTRUSTED TO US BY OUR COMMUNITY, SO THANK YOU.

WITH THAT, I'LL OPEN IT TO ANY QUESTIONS.

ALL RIGHT, TRUSTEES, QUESTIONS, COMMENTS, HOT SPORTS OPINIONS? JUST ONE QUICK QUESTION.

HOW ARE WE DOING ON THE POOL AT WILLIAMS? IT IS A WORK IN PROGRESS.

THEY ARE IN THERE.

IT IS CURRENTLY CLOSED OFF TO WHO WAS USING IT BEFORE, THE COPS, THE CERTIFIED, OR THE CITY OF PLANO SWIMMERS.

AS WITH A LOT OF OLDER BUILDINGS, THEY FOUND THEY NEED TO DO SOME ABATEMENT REMOVAL.

SO THAT'S GOING TO ADD A LITTLE BIT OF TIME TO IT, WHICH IS, IF YOU NOTICED ON THE SLIDE, THEY'VE GOT IT KICKED BACK TO ABOUT OCTOBER, NOVEMBER, AND THAT'S BECAUSE OF THAT NATATORIUM TIMELINE JUST KIND OF BEING SHIFTED FOR THE NATATORIUM.

THANKS.

I JUST HAVE A QUICK COMMENT.

I HAVE TWO NEPHEWS.

THEY'RE TWINS, AND THEY PLAY BASEBALL FOR MCKINNEY-FOYD, AND THEY CAME TO PLANO SENIOR HIGH TO PLAY, AND THEY WERE JUST COMPLETELY AWESTRUCK AND HAD SO MANY POSITIVE THINGS TO SAY.

SO KUDOS FOR THOSE KIDS DON'T GIVE OUT COMPLIMENTS, SO I'M JUST SAYING FOR THEM TO ACTUALLY GIVE PROPS TO OUR DISTRICT, I THINK THAT'S A PRETTY BIG DEAL.

FANTASTIC. WELL, THANK YOU.

AND I WILL CERTAINLY PASS THAT ON.

OUR ATHLETIC DEPARTMENT NEEDS TO KNOW THAT, AND THEN OBVIOUSLY CORE AND CORRIGAN.

THAT'S GREAT TO HEAR.

WE'LL CERTAINLY LET THEM KNOW. THANK YOU.

SOME OF THE TOUGHEST CRITICS.

I'LL JUST FOLLOW UP ON THAT REAL QUICK AND SAY I LOVE DRIVING NORTH ON INDEPENDENCE AND SEEING THAT BIG WILDCAT LIT UP AT NIGHT, RIGHT, BECAUSE WHEN YOU'RE DRIVING DOWN AND YOU CAN SEE IT FROM THE ROAD AND IT INSTILLS A SENSE OF PRIDE, AND I THINK A LOT OF PEOPLE THINK OUR ATHLETIC FACILITIES ARE NICE TO HAVE, NOT NEED TO HAVE, BUT THEN WHEN YOU SEE COACH MILLER AND YOU SEE PHILLIP COME AND GIVE THE PRESENTATIONS ON WHO'S PARTICIPATING IN ATHLETICS, WHO'S PARTICIPATING IN FINE ARTS, THE SHEER NUMBER OF STUDENTS WE HAVE PARTICIPATING IN THOSE PROGRAMS. THEY ABSOLUTELY NEED TO HAVE FACILITIES IN GOOD WORKING ORDER, AND I'M GLAD WE'VE INVESTED IN THAT.

I HOPPED IN TO DOVETAIL OFF HER COMMENT, BUT WHAT ELSE DO WE HAVE, FOLKS? I WAS JUST GOING TO ASK, TONY, HOW MANY TOTAL PROJECTS ARE YOU MANAGING RIGHT NOW? SEVERAL, A PLETHORA.

ANYWAY, I JUST WANT TO PERSONALLY THANK YOU ON THE -- I WAS REALLY ASKING FOR A NUMBER BECAUSE I KNOW THAT IT'S LIKE 80, 120? IT FEELS LIKE IT.

IF IT'S NOT, IT FEELS LIKE IT, YEAH.

YOU ARE GOING, AND EVERY DAY YOU DO IT WITH A SMILE ON YOUR FACE, WITH UPMOST PROFESSIONALISM, AND YOU'RE MANAGING A WHOLE LOT AND LEADING A WHOLE LOT, AND I JUST WANT TO THANK YOU FOR YOUR WORK AND BEING SO PATIENT WITH ALL OF THE DIFFERENT TEAMS. I MEAN, YOU'RE -- AND STEVE SITTING THERE, STEVE, YOU AS WELL, BECAUSE YOU'RE JUMPING IN THERE, AND JOHNNY, THANK YOU AS WELL.

THESE GUYS ARE AMAZING.

STEVE USED TO NOT HAVE ANY GRAY HAIR BEFORE HE TOOK THIS JOB A YEAR AGO.

I'M JUST SAYING, HE SHOWED ME A PICTURE.

BUT TRULY, THERE'S A LOT OF MOVING PARTS BETWEEN NOT ONLY INTERNALLY AND GETTING ALL THE DESIGN AND THINGS READY, BUT ALSO MANAGING THE EXTERNAL THINGS WITH PERMITTING AND ON AND ON, SO THANK YOU.

THANK YOU. APPRECIATE IT.

CAN'T SAY IT ENOUGH.

DEFINITELY APPRECIATE ALL THE SUPPORT IN THIS TEAM RIGHT HERE, YOU GUYS' SUPPORT.

IT HELPS WHEN YOU GUYS ARE BEHIND US, SO THANK YOU.

ONE JUST FINAL CLOSING THOUGHT, AND WE'VE TALKED ABOUT THIS BEFORE, BUT IN THE SUMMER OF 2023 AFTER THE BOND PASSED, THE SUPERINTENDENT AND I DID WHAT I LIKE TO CALL, WE LIKE TO CALL, THE UGLY FURNITURE TOUR OF THE DISTRICT WHERE WE WENT AROUND TO A BUNCH OF DIFFERENT CAMPUSES THAT WERE RECEIVING A LOT OF WORK ON THIS BOND JUST TO LOOK AT THE CAMPUSES AND LOOK AT THE CONDITIONS OF THOSE CAMPUSES, AND YOU HAVE NO IDEA HOW GLAD I AM THAT WE ARE GETTING RID OF CARPET IN A LOT OF SPACES BECAUSE IT IS JUST GROSS.

AND I'M VERY GLAD TO SEE US USING NEWER MATERIALS THAT ARE MORE SUSTAINABLE OR IN THE CASE WHERE WE ARE KEEPING CARPET, THAT IT'S A MORE SUSTAINABLE TYPE OF CARPET AND CAN BE REPLACED MODULARLY.

BUT JUST TO MY COLLEAGUES, TO MY TRUSTEE COLLEAGUES, I WOULD ENCOURAGE YOU IF THERE ARE CAMPUSES YOU'RE INTERESTED IN SEEING AS WE START THINKING ABOUT THIS BOND PROGRAM IN MOTION, WE START THINKING ABOUT MAYBE PLANNING FOR THE NEXT BOND PROGRAM AS WE'RE IMPLEMENTING THE NEW FACILITY DATABASE, IF THERE ARE CAMPUSES YOU WANT TO GO SEE, ESPECIALLY IF YOU WANT TO LOOK AT THE NITTY GRITTY ATHLETIC FACILITIES, YOU WANT TO LOOK AT CERTAIN THINGS, TRY AND ASK THE TEAM, RIGHT, BECAUSE THEY HAVE CONTRACT

[02:55:02]

BUT IF YOU REALLY WANT TO GO SEE THE BUILDINGS AND LOOK AT THE CONDITIONS OF THE BUILDINGS, START MAKING THOSE REQUESTS NOW BECAUSE I THINK NOT ONLY IS IT VERY, VERY INFORMATIVE AS A TRUSTEE TO UNDERSTAND OUR BUILDINGS, BUT IT'S REALLY SUMMER IS THE TIME WE HAVE TO DO THAT WITHIN OUR ADMINISTRATOR'S CONTRACT DAYS.

SO JUST NOT A CHALLENGE TO MY COLLEAGUES, BUT AS WE'RE COMING UP ON THE SUMMER, SOMETHING TO THINK ABOUT.

ALL RIGHT. ANYTHING ELSE? I GOT TO BE WITH JOHNNY TODAY AT OUR CHAMBER PUBLIC POLICY MEETING.

JOHNNY DID A WONDERFUL JOB TELLING ABOUT ALL THE GREAT FINANCIAL STUFF THAT'S GOING ON HERE, BUT I'M TELLING YOU WE ARE GOING TO HAVE TO THROW THE BIGGEST PARTY EVER FOR THE CTE CENTER AND INVITE EVERYBODY BECAUSE EVERYBODY WANTS TO SEE IT.

LOTS OF MAJOR INTEREST ACROSS THIS GREAT CITY OF OURS. AWESOME.

WE SHOULD MAKE SURE THAT THE EDUCATION FOUNDATION FOLKS ARE THERE READY TO TALK TO THEM ALSO.

WE HAVE A PLAN FOR THAT.

IT'S GOT A PLAN FOR THAT.

I KNEW YOU WOULD.

I SERVE ON THE RICHARDSON CHAMBER OF COMMERCE WORKFORCE COMMISSION OR COMMITTEE.

IN RICHARDSON, 30 PERCENT OF OUR CITIZENS SEND THEIR STUDENTS TO PLANO ISD, SO THE RICHARDSON CHAMBER WOULD ALSO LIKE TO BE INCLUDED ON THAT TOUR BECAUSE THEY'RE JONESING FOR WORKFORCE SO WE CAN MAKE CONNECTIONS IF WE INVITE THEM TO. AWESOME.

ALL RIGHT. THANK YOU, TONY. THANK YOU. ALL RIGHT.

THAT CONCLUDES OUR REPORTS FOR THE EVENING.

WE ARE NOW READY FOR ITEM 09, WHICH IS ADJOURNMENT.

IF THERE IS NO FURTHER BUSINESS OR ANY OBJECTIONS FROM THE BOARD, THIS MEETING IS NOW ADJOURNED.

THE TIME IS 9.15 P.M. ON TUESDAY, FEBRUARY 17, 2026.

* This transcript was compiled from uncorrected Closed Captioning.