4. INSPIRATIONAL MESSAGE

[B. 2019 - 2020 Credit-by-Exam Resolution and Annual Report Presenter: Dr. Dash Weerasinghe, Senior Executive Director for Assessment, Research and Program Evaluation Time: 15 minutes]

PRESENTED BY DR. KATRINA HASLEY.

DR. HASLEY. THANK YOU, PRESIDENT RICHARDS.

TEXAS EDUCATION CODE ALLOWS DISTRICTS TO OFFER CREDIT BY EXAMS WHICH ARE USED TO DEMONSTRATE MASTERY OF CONTENT IN ORDER TO OBTAIN CREDIT WITHOUT TAKING A COURSE.

AND THE DISTRICT, THE EDUCATION AGENCY ALLOWS DISTRICTS TO LOCALLY DEVELOP SOME OF THESE TESTS OR USE APPROVED VENDORS FOR DEVELOPING THE TEST ASSESSMENTS.

UNDER THE NEW RULES PUBLISHED BY TEA, THE DISTRICT SCHOOL BOARD OF TRUSTEES MUST FORMALLY APPROVED THE EXAMINATIONS SELECTED BY THE DISTRICT FOR CREDIT BY EXAM.

IN ADDITION, IT REQUIRES THE DISTRICT TO MAKE AN ANNUAL PUBLIC REPORT ON THE PARTICIPATION AND PERFORMANCE OF STUDENTS WHO TAKE THE EXAMS. SO WE'RE BRINGING THIS RESOLUTION FOR BOARD APPROVAL THAT WILL AUTHORIZE PISD TO CONTINUE USING THE CBE ASSESSMENTS WE'RE CURRENTLY USING FOR THE REST OF THIS YEAR.

IN ADDITION, THE DOCUMENTS INCLUDE THE ANNUAL REPORTING REQUIREMENTS FOR EACH ASSESSMENT THAT WAS ADMINISTERED. THANK YOU, DR.

HASLEY. I REALLY WANT TO THANK THE ADMINISTRATION FOR PUTTING THE EFFORT THEY DO INTO CREDIT BY EXAM, THIS SERVES AN IMPORTANT ROLE FOR MANY STUDENTS AS THEY TRY TO CUSTOM CRAFT THEIR EDUCATION SO THEY CAN ACTUALLY EMPHASIZE THE TOPIC AREAS THAT THEY FIND MOST INTERESTING. SO THANK YOU FOR YOUR WORK HERE.

MAY I HAVE A MOTION? I MOVE THAT THE BOARD TRUSTEE APPROVES THE RESOLUTION OF BOARD APPROVED CREDIT BY EXAMINATION AUDIT PROCESS CERTIFYING THAT THE EXAMINATION MEETS THE CRITERIA IN THE TEXAS EDUCATION CODE.

I SECOND.

I HAVE A MOTION BY ANGELA POWELL, A SECOND BY HEATHER WANG THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION OF BOARD APPROVE CREDIT BY EXAMINATION AUDIT PROCESS, CERTIFYING THAT THE EXAMINATION MEETS THE CRITERIA AND THE TEXAS EDUCATION CODE.

IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIED UNANIMOUSLY.

THANK YOU. WE WILL NOW MOVE TO REPORTS ON THE AGENDA.

AND WE HEAR FIRST FROM DR.

[A. Solomon Center for Adult Transition Report Presenter: Dr. Katrina Hasley, Assistant Superintendent for Academic Services Time: 15 minutes]

KATRINA HASLEY REGARDING THE SOLOMON CENTER FOR ADULT TRANSITION REPORT.

DR. HASLEY. THANK YOU.

I'D LIKE TO INVITE SHELLEY CROWDER TO THE PODIUM.

SHELLEY IS OUR DIRECTOR FOR ADULT TRANSITION SERVICES AND SHE LEADS THE SOLOMON CENTER CAMPUS. AS YOU KNOW, WE OPENED LAST YEAR, SO WE'RE IN THE SECOND YEAR OF OUR SERVICES AT SOLOMON CENTER. AND SHELLEY IS JUST GOING TO PROVIDE YOU AN UPDATE OF THE WORK, THE EXCITING WORK THAT HAPPENS THERE.

ALL THE AMAZING THINGS THAT HAVE BEEN GOING ON WITH OUR YOUNG ADULTS AT THE SOLOMON CENTER. SO FIRST I WANTED TO START BY EXPLAINING JUST BRIEFLY ABOUT HOW STUDENTS MAKE IT TO OUR CAMPUS.

SO STUDENTS AT THE SOLOMON CENTER ARE SERVED IN SPECIAL EDUCATION AND THEY HAVE COMPLETED THEIR HIGH SCHOOL CREDITS, BUT THEY STILL SHOW SOME NEED FOR SKILL BUILDING IN THE AREAS OF EMPLOYABILITY SKILLS, INDEPENDENT LIVING AND SELF-HELP.

WHEN THAT'S THE CASE, THEIR OUR COMMITTEE CONVENES ALONG WITH THEM, THE STUDENT AND THE FAMILY, TO MAKE SOME DECISIONS ABOUT WHAT THOSE NEEDS ARE AND HOW THEY'RE GOING TO BE ADDRESSED. SO GOALS OR DEVELOP STRATEGIES, SUPPORTS THAT PLAN OF SUPPORT IS DEVELOPED SO

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THAT THEY CAN BEGIN THAT TRANSITION FROM SCHOOL LIFE TO ADULT LIFE AND THEN THEY JOIN US.

AND WE CARRY THAT PLAN FORWARD SO THAT OUR COMMUNITY CONTINUES TO RECONVENE EVERY YEAR AFTER THAT, TO MAKE THOSE DETERMINATIONS ABOUT THE PROGRESS THAT THOSE STUDENTS HAVE MADE ON THOSE SKILLS AND WHETHER OR NOT THEY CONTINUE TO NEED SERVICES.

WITH US AT THE SOLOMON CENTER.

SO WHEN WE FIRST OPENED THE STAFF AND I REALLY WE KNEW WHAT WE WANTED TO DO.

WE KNEW WHAT OUR PURPOSE WAS.

BUT WE REALLY WANTED TO WORK ON PUTTING THAT INTO WORDS.

SO WE'VE WORKED OVER A PERIOD OF TIME AT DEVELOPING THE MISSION STATEMENT THAT YOU SEE IN FRONT OF YOU AT THE SOLOMON CENTER.

WE WILL EMPOWER AND GUIDE YOUNG ADULTS TO MEET THEIR MAXIMUM POTENTIAL AND EQUIP FROM THEM FOR THEIR ADULT LIFE.

AND WE HAVE OUR #LIFEREADYADULTS THAT THE STUDENTS REALLY LIKE BECAUSE WE'RE ALL INTO HASHTAGS THESE DAYS.

SO WE FEEL LIKE THAT OUR MISSION IS THE SAME AS ANY OTHER CAMPUS IN OUR DISTRICT.

WE ARE COMING TOGETHER AND WORKING HARD TO PROVIDE THESE INDIVIDUALIZED PROGRAMS THAT SUPPORT THE NEEDS OF OUR STUDENTS AND HELP THEM MEET THEIR GOALS FOR WHATEVER IS COMING NEXT FOR THEM AND THEIR FUTURE.

AND SO WE FEEL LIKE WE'RE VERY MUCH IN LINE WITH WHAT WE ARE DOING FOR ALL STUDENTS IN THE DISTRICT. SO I JUST WANTED TO GIVE YOU SOME NUMBERS.

SO AS WE SIT RIGHT NOW, TODAY WE ARE ACTUALLY SITTING AT 110 STUDENTS, EVEN THOUGH THIS IS ONE HUNDRED AND NINE, WE HAD A NEW YOUNG LADY THAT BEGAN WITH US TODAY.

SO WE'RE AT ONE HUNDRED AND TEN.

LAST YEAR WE SERVED APPROXIMATELY ONE HUNDRED AND SEVEN STUDENTS AND OUR VERY EARLY PRELIMINARY NUMBERS FOR NEXT YEAR WERE SITTING AT ABOUT ONE HUNDRED AND THIRTY ONE.

THAT NUMBER WILL SHIFT OVER TIME AS STUDENTS MOVE IN AND OUT OF THE DISTRICT.

SO WE'LL WE'LL KNOW A MORE SOLID NUMBER OF THAT CLOSER TO THE END OF THE SCHOOL YEAR.

CAN YOU TELL ME WHAT YOUR CAPACITY IS? WE I WOULDN'T SAY THAT WE HAVE A CAPACITY.

WE'RE SERVING THOSE STUDENTS AS WE AS WE NEED TO.

WE HAVE THE ABILITY.

SOME OF OUR STUDENTS ARE SERVED AT OUR PROJECT SEARCH SITE, WHICH IS OFF OUR ACTUAL PHYSICAL CAMPUS SITE.

SO NOT EVERY SINGLE ONE OF THOSE STUDENTS IS ON OUR IN OUR CAMPUS ALL DAY LONG.

WE ALSO, AS YOU'LL SEE IN A LITTLE BIT, HAVE STUDENTS THAT ARE PARTICIPATING IN DIFFERENT TYPES OF INTERNSHIPS THAT ARE, YOU KNOW, LENGTHY AND SO.

THAT NUMBER OF STUDENTS ISN'T NECESSARILY SERVED WITHIN THE FOUR WALLS OF OUR CAMPUS ALL THE TIME. IF THAT HELPS TO ANSWER.

SO THAT'S A LITTLE BIT ABOUT OUR NUMBERS.

SO THESE ARE THE NUMBERS THAT I FIND VERY, VERY EXCITING.

SO AS SOME OF YOU KNOW, A BIG FOCUS OF OUR PROGRAM IS ON EMPLOYMENT AND BUILDING EMPLOYABILITY SKILLS SO THAT WE CAN WORK TOWARD THAT PAID EMPLOYMENT EMPLOYMENT PIECE AFTER THEY LEAVE US.

SO BY PULLING OUR RESOURCES TOGETHER TO ONE CAMPUS, WE HAVE BEEN ABLE TO PROVIDE STUDENTS WITH MANY DIFFERENT OPPORTUNITIES THAT THEY MAY NOT HAVE HAD ACCESS TO WHEN THEY WERE HOUSED AT THEIR SENIOR HIGH CAMPUSES.

AND IN PAST YEARS, THE WORK BASED LEARNING SITES THAT WE HAD AVAILABLE TO US WERE SPLIT BETWEEN THOSE THREE SENIOR HIGH CAMPUSES.

SO THE ACCESS THAT A STUDENT WOULD HAVE HAD TO THAT PARTICULAR WORK BASED LEARNING SITE WAS REALLY DETERMINED BY WHAT CAMPUS THEY HAPPENED TO BE ON.

SO WE'VE SOLVED THAT PROBLEM.

WE DON'T THAT'S NOT A BARRIER FOR US ANYMORE.

SO WE HAVE REALLY HAD THE OPPORTUNITY TO SERVE STUDENTS TO TRULY MEET THEIR NEEDS IN TERMS OF THOSE WORK BASED LEARNING EXPERIENCES.

AND SO NOW STUDENTS HAVE THAT OPPORTUNITY.

SO WE CURRENTLY HAVE 75 STUDENTS THAT HAVE PARTICIPATED IN SOME TYPE OF INTERNSHIP OPPORTUNITY. THOSE INTERNSHIPS ARE MEANT TO MIMIC FULL OR PART TIME EMPLOYMENT.

AND SO, FOR INSTANCE, AN INTERNSHIP EXPERIENCE IS GOING TO BE ANYWHERE FROM FOUR TO SIX HOURS WORTH OF WORK A DAY, AND THAT'S GOING TO BE THREE TO FIVE DAYS A WEEK, DEPENDING ON WHAT THE INTERNSHIP, HOW THAT'S SET UP AND STRUCTURED.

SO AS YOU CAN SEE, IT TRULY MIMICS WHAT PAID PART TIME OR FULL TIME EMPLOYMENT WOULD BE.

OUR CURRENT INTERNSHIP SITES ARE TOYOTA, BLUE CROSS BLUE SHIELD, HOPE'S DOOR, HOLIFIELD OUTDOOR LEARNING CENTER OUR OWN SOLOMON CENTER CAFETERIA AND PROJECTS SEARCH, WHICH IS

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OUR FULL TIME INTERNSHIP PROGRAM THAT WE HAVE AT BAYLOR, SCOTT AND WHITE.

THAT IS WHERE OUR STUDENTS DO NOT COME TO OUR CENTER LIKE WE WERE TALKING ABOUT JUST A FEW MINUTES AGO. THOSE STUDENTS ARE FULLY INTEGRATED INTO BAYLOR IN DIFFERENT DEPARTMENTS OF THE HOSPITAL FIVE DAYS A WEEK, FULL DAY.

IT IS MIMICS FULL TIME EMPLOYMENT TO THE VERY BEST OF OUR ABILITY.

AND THOSE STUDENTS ARE DOING REALLY WELL UP THERE.

SO WE ALSO HAVE FORTY SEVEN STUDENTS THAT ARE PARTICIPATING IN WORK BASED LEARNING SITES OR HAVE SINCE WE'VE STARTED MOVING TOWARDS THIS PROGRAM.

THESE SITES ARE FOR STUDENTS THAT ARE GAINING THOSE BEGINNING WORK SKILLS.

SO STUDENTS GO TO THESE SITES FOR ONE OR TWO HOURS A DAY, TWO TO THREE DAYS A WEEK.

SO WE'RE SLOWLY BRINGING THEM IN TO BUILD THOSE SKILLS IN A REALLY AUTHENTIC WAY.

AND GIVING THEM THOSE HANDS ON EXPERIENCES OUTSIDE OF THE CLASSROOM.

WE ARE CURRENTLY PARTNERED WITH 13 LOCAL BUSINESSES AND OF COURSE WE'RE ALWAYS LOOKING TO GROW THAT NUMBER. AND AND I HAVE A LIST OF THOSE.

A LITTLE BIT LATER ON IN THE PRESENTATION, IN THIS PARTICULAR IN THESE PARTICULAR SETTINGS OF THAT WORK BASED LEARNING, WE HAVE A TEACHER OR A JOB COACH THAT SUPPORTING THOSE STUDENTS AS THEY LEARN HOW TO NAVIGATE A WORKPLACE AND THEY'RE LEARNING HOW TO DO THE ACTUAL JOB OF THE WORKPLACE.

WORKING ON THOSE SOCIAL ASPECTS THAT GO ALONG WITH BEING ON THE JOB AND THOSE SELF-MANAGEMENT SKILLS, OF HAVING A JOB AND BEING IN A DIFFERENT TYPE OF ENVIRONMENT.

SO THROUGH THESE EXPERIENCES, STUDENTS ARE THEY'RE THRIVING.

IT'S BEEN WONDERFUL.

THEY ARE ABLE WE ARE HAVE BEEN ABLE TO PROVIDE THEM MORE INDIVIDUALIZED PROGRAMS AND SUPPORTS FOR THOSE STUDENTS AND THEIR FAMILIES JUST BY HAVING ALL OF THE FLEXIBILITY AND THE OPPORTUNITIES THAT WE HAVE TO PROVIDE THEM.

WE'RE REALLY ABLE TO LOOK AT THAT STUDENT, WHAT THEIR INTERESTS ARE, WHAT THEIR NEEDS ARE, AND THEN FIND REALLY THE RIGHT FIT TO GIVE THEM WHAT THEY NEED.

SO THAT'S BEEN FANTASTIC.

AND SO BECAUSE OF ALL OF THESE FANTASTIC OPPORTUNITIES, WE CURRENTLY HAVE 15 STUDENTS THAT ARE STILL ACTUALLY CURRENTLY ENROLLED WITH US OR THAT WERE ENROLLED WITH US LAST YEAR THAT ARE IN PAID EMPLOYMENT.

MANY, MANY THROUGH THESE EXPERIENCES.

SO WE'RE REALLY EXCITED ABOUT THAT.

AND THAT NUMBER ACTUALLY IS GROWING ALL THE TIME AS WE ARE CONTINUING TO WORK ON THOSE SKILLS WITH THOSE STUDENTS AND BUILDING THOSE CONNECTIONS FOR THEM WORKING TOWARDS THAT PAID EMPLOYMENT PIECE. SO THAT'S REALLY EXCITING TO ME.

SO WE ALSO I WANTED TO MENTION SOME KEY AGENCY PARTNERSHIPS THAT WE HAVE.

SO WE HAVE SEVERAL AGENCIES THAT WE ARE WORKING VERY CLOSELY WITH TO SUPPORT OUR STUDENTS AND THEIR FAMILIES AND TRANSPORTATION OPTIONS AFTER STUDENTS LEAVE SCHOOL FOR OUR STUDENT POPULATION ARE THAT'S IT'S DIFFICULT FOR THEM.

IT'S DIFFICULT TO NAVIGATE.

IT'S DIFFICULT TO GET CONNECTED.

IT'S DIFFICULT FOR FAMILIES TO FIGURE OUT HOW THEY'RE GOING TO HANDLE THAT TRANSPORTATION PIECE ONCE THERE IS NO MORE SCHOOL BUS TO DO THAT.

SO WE ARE PARTNERED WITH DART.

WE'VE HAD DART COME IN AND DO SEVERAL STUDENT PRESENTATIONS WITH OUR STUDENTS, AS WELL AS SOME TRAVEL TRAINING, WHICH MEANS A REPRESENTATIVE FROM DART HAS PARTNERED WITH US TO TAKE OUR STUDENTS OUT TO TEACH THEM HOW TO NAVIGATE THE BUS SYSTEM , NAVIGATE THE TRAIN SYSTEM. HOW DO YOU DO THAT? AND PROVIDED SOME OF THAT TRAINING, WHICH THEN WE AS A CAMPUS CONTINUE ON WITH THAT WITH THOSE STUDENTS. WE ALSO HAVE A ]VERY STRONG RELATIONSHIP WITH TEXAS WORKFORCE AND ARE WORKING ALL THE TIME ON GETTING AS MANY FAMILIES CONNECTED TO TEXAS WORKFORCE AS POSSIBLE AND AS EARLY AS POSSIBLE.

WE THROUGH THAT PARTNERSHIP HAVE BEEN ABLE TO PROVIDE LOTS OF ADDITIONAL OPPORTUNITIES TO OUR STUDENTS THAT THEY WOULD NOT HAVE THE OPTION TO BE A PART OF IF THEY WERE NOT CONNECTED WITH TEXAS WORKFORCE.

THERE'S FUNDING THAT COMES WITH THAT.

AND WHEN THOSE FAMILIES GET CONNECTED , WE CAN PROVIDE THEM ADDITIONAL TRAINING AND SERVICES. ONE ON ONE JOB COACHING, PRE-EMPLOYMENT CLASSES.

I'M GOING TO TALK ABOUT THAT A LITTLE BIT MORE IN JUST A SECOND.

ALL FUNDED THROUGH TEXAS WORKFORCE WITH SOME SUPPORT THAT COMES FROM THEM.

SO WE ARE ALWAYS ACTIVELY WORKING ON GETTING THOSE FAMILIES CONNECTED.

WE'VE HAD OUR REPRESENTATIVE THAT WORKS WITH US FROM TEXAS WORKFORCE COME TO FAMILY NIGHTS. OPEN HOUSE, ANYTIME WE CAN GET OUR FAMILIES CONNECTED WITH THAT PERSON, W E ARE WORKING HARD TO DO THAT FOR THEM.

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AND THEN LIFEPATH SYSTEMS, WE WORK WITH LIFEPATH SYSTEMS. WE'VE HAD THEM COME IN AND DO SOME TRAINING WITH OUR FAMILIES TO DISCUSS THE MEDICAID WAIVER PROGRAMS, GETTING THEM CONNECTED, THE IMPORTANCE OF THAT, GETTING CONNECTED AS EARLY AS POSSIBLE AND PROVIDING SOME ADDITIONAL SUPPORTS THAT ARE AVAILABLE THROUGH LIFE PATH SYSTEMS IN OUR WITH OUR PARTNERSHIP WITH US.

SO ONE OF THE PROGRAMS THAT WE CAN OFFER TO STUDENTS THAT ARE CONNECTED WITH TEXAS WORKFORCE ARE PRE-EMPLOYMENT SERVICES.

WE OFTEN REFER TO THEM AS PRE-ETS.

AND WHAT THIS IS.

ARE WHEN STUDENTS GET IN PLAN WITH TEXAS WORKFORCE, SOME DOORS OPEN UP TO THEM.

AND ONE OF THOSE ARE CLASSES.

SO WE HAVE BEEN PARTNERING WITH THE SENIOR HIGHS, THE ACADEMY, AS WELL AS OUR OWN CAMPUS TO PROVIDE CLASSES, PRE-EMPLOYMENT CLASSES ON THOSE CAMPUSES FOR THOSE PARTICULAR STUDENTS. AND SOME OF THOSE CLASSES ARE WORKPLACE READINESS, WORK BASED LEARNING, SELF-DETERMINATION. AND THERE ARE MANY OTHERS.

SO WE'VE BEEN WORKING TO, AGAIN, MAKE THOSE CONNECTIONS SO THAT WE CAN PROVIDE THOSE SERVICES TO THOSE STUDENTS.

SO LAST YEAR, WE HAD 28 STUDENTS THAT PARTICIPATED IN SOME OF THOSE CLASSES, BOTH AT OUR CAMPUS AND AT PLANO SENIOR HIGH.

AND THIS YEAR, WE ANTICIPATE THAT NUMBER TO BE FIFTY TWO.

SO WE JUST STARTED OUR FIRST ROUND OF CLASSES FOR THE YEAR A FEW WEEKS AGO AND THIS YEAR, PLANO SENIOR HIGH, PLANO WEST, THE ACADEMY AND OUR OWN CAMPUS ARE ALL PARTICIPATING IN THAT. AND THOSE STUDENTS.

AT THOSE SENIOR HIGH CAMPUSES AND THE ACADEMY, OUR GOAL WITH THAT IS REALLY TO GIVE THEM SOME OF THAT PRE-EMPLOYMENT SKILL BUILDING WHILE THEY ARE STILL STUDENTS BEFORE THEY GRADUATE, BEFORE THEY EXIT, SO THAT THEY CAN HAVE THOSE SUPPORTS THAT THEY NEED TO GRADUATE WITH THEIR COHORTS.

SOME OF THEM JUST NEED A LITTLE ADDITIONAL LEARNING.

AND SO WE ARE TRYING TO PROVIDE THAT AT THOSE CAMPUSES EARLIER RATHER THAN LATER.

WE'VE ALSO CONTINUED OUR WORK WITH DEBBIE WILKES.

SO OVER THE PAST THREE YEARS, WE'VE WORKED WITH HER.

SHE'S OUR TRANSITION CONSULTANT THAT HAS HELPED US DEVELOP AND PROVIDED US GUIDANCE AS WE'VE DEVELOPED THIS TRANSITION PROGRAM.

AS IT IS NOW, SHE'S KNOWN AS AN EXPERT IN OUR AREA AND WE'VE BEEN VERY LUCKY TO HAVE HER EXPERTISE ON OUR JOURNEY.

SO THIS YEAR, DEBBIE HAS HELPED US TRAIN THREE HUNDRED AND SEVENTY THREE TEACHERS ON TRANSITION PLANNING FOR STUDENTS AND WAYS TO SUPPORT STUDENTS THROUGH THE PROCESS OF TRANSITION. AND SHE'S HELPED US REACH SEVENTY TWO FAMILIES BY PROVIDING TRAINING ON THE TRANSITION PROCESS AND TRANSITION PLANNING ACROSS THE LIFESPAN.

AND ACTUALLY, SHE'S AT THE CENTER RIGHT NOW DOING A TRAINING TONIGHT FOR SOME MORE FAMILIES. SO IT'S REALLY HELPED.

THAT PARTNERSHIP HAS REALLY HELPED US REACH MORE FAMILIES IN HELPING THEM UNDERSTAND THE BENEFITS OF GOING THROUGH THAT TRANSITION PLANNING PROCESS EARLY.

DEBBIE ALSO WAS A KEY A KEY PROPONENT FOR OUR PARENT NAVIGATOR THAT JUST LAUNCHED IN THE FALL. AND SHE HAS PROVIDE A WEALTH OF INFORMATION THAT IS NOW LOCATED ON THAT PARENT NAVIGATOR UNDER THE TRANSITION TAB.

SHE PROVIDED A LOT OF CONTENT FOR US AND HELPED US PUT PULL THAT TOGETHER THROUGH THAT WORK WITH HER. SO A LITTLE BIT MORE ABOUT OUR OUR OUR PARENT NIGHTS, THAT PARENT OUTREACH PIECE IS A PIECE THAT WE HAVE REALLY KIND OF PICKED UP AND CARRIED FORWARD.

IT'S SO INCREDIBLY IMPORTANT THAT NOT ONLY THAT WE'RE PARTNERING WITH OUR FAMILIES, BUT THAT WE'RE PROVIDING THEM THE EDUCATION THAT THEY NEED TO MAKE THE CHOICES FOR THEIR YOUNG ADULTS THAT THEY NEED TO BE ABLE TO MAKE.

SO WE HAVE HELD SIX PARENT OUTREACH OUTREACH NIGHTS IN THE FALL OF THIS YEAR, AND WE HAVE FOUR MORE PLANNED FOR THE SPRING OF THIS YEAR.

WE HOSTED SIX OF THOSE NIGHTS LAST YEAR.

AND THESE ARE NIGHTS THAT ARE NOT JUST OPEN TO FAMILIES AT OUR CENTER, BUT ACROSS THE DISTRICT. AND SO IT'S FOR ALL OF OUR FAMILIES THAT WE SERVE IN PLANO.

SO RIGHT NOW WE'VE REACHED ONE HUNDRED AND FORTY SIX FAMILIES AND PROVIDED THEM INFORMATION AND RESOURCES SO THAT THEY CAN CAN GET CONNECTED WITH THOSE ADULT AGENCIES AS WELL AS GET THAT REALLY NEEDED INFORMATION.

SO THESE ARE SOME OF THE TOPICS THAT WE'VE COVERED, THAT TRANSITION PLANNING.

OF COURSE, TEXAS WORKFORCE, LIFE PATH SYSTEMS AND LEGAL INFORMATION FROM WEEKS LAW FIRM.

LET'S GET A QUICK QUESTION. YES.

SO ARE YOU SEEING THE FAMILIES THAT ARE COMING TO THIS ACROSS THE SPECTRUM IN TERMS OF AGE OR IS IT JUST OUR OLDER STUDENTS? AGE, NO ACROSS THE AGE.

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YES. SO WE'VE REALLY MADE A PUSH TO GET THOSE PBCD, THOSE EARLY CHILDHOOD, THOSE ELEMENTARY FAMILIES IN AND HAVE REALLY PROVIDED SOME VERY TARGETED NIGHTS JUST FOR THEM SO THAT THEY CAN START LEARNING THIS PROCESS AS EARLY AS POSSIBLE.

BECAUSE WHAT WE KNOW IS YOU HAVE TO START PLANNING EARLY AND LITERALLY ACROSS THE LIFESPAN. THAT'S GREAT, THANK YOU .

SO JUST A LITTLE MORE ABOUT THAT TRAVEL TRAINING PIECE THAT WE WERE TALKING ABOUT.

AS I MENTIONED BEFORE, THAT TRANSPORTATION PIECE IS A CONCERN THAT WE SEE FOR ALL OF OUR STUDENTS AS THEY EXIT SCHOOL.

SO WE HAVE BEEN ONGOING WORKING ONGOINGLY WITH OUR STUDENTS ON TRAVEL TRAINING.

SO BUS, DART, PARATRANSIT, WHICH IS A DOOR TO DOOR SERVICE THROUGH DART.

SO RIGHT NOW WE HAVE 26 STUDENTS THAT ARE CONNECTED IN THAT WAY AND WE HAVE SIX THAT ARE IN PROCESS. AND THAT NUMBER IS PROBABLY ACTUALLY LARGER NOW BECAUSE WE HAVE A FEW STUDENTS THAT WE HAVE GOTTEN CONNECTED AGAIN.

SO PART OF THAT PROCESS IS THAT THE FAMILY HAS SOME THINGS THAT THEY HAVE TO APPLY FOR AND WORK THROUGH WITH DART.

AND THEN WE TAKE ON THE SKILL BUILDING PIECE OF TEACHING THE STUDENT HOW TO NAVIGATE THAT SYSTEM. AND SO I ALSO WANTED TO HIGHLIGHT SOME OF THE GREAT SUPPORT THAT WE HAVE RECEIVED FROM PISD FAMILY ACROSS THE BOARD.

SO LAST YEAR THE SOLOMON CENTER WAS SELECTED BY THE THREE SENIOR HIGH SCHOOLS AS THE BENEFICIARY FOR THEIR NATIONAL HONOR SOCIETY COLOR RUN.

AND SO WHAT THAT DID WAS PROVIDE US IT PROVIDED A STARTUP FUNDS SO THAT OUR STUDENTS COULD START SOME STUDENT RUN BUSINESS VENTURES.

THEY'VE DONE SOME BUSINESS PROPOSALS FOR ME AND I'VE APPROVED SOME THINGS AND THEY HAVE DONE ALL OF THE PLANNING AND THE PUTTING TOGETHER AND THEN THE DEVELOPING OF THE PRODUCT.

THAT'S ALL BEEN A PART OF THAT PROCESS, WHICH HAS BEEN GREAT.

THEY'VE SELECTED US AGAIN THIS YEAR AND OUR FOCUS THIS YEAR IS GOING TO BE ON HEALTH AND WELLNESS AND AN INITIATIVE FOR HEALTH AND WELLNESS.

WE'VE ALSO HAD A GREAT PARTNERSHIP WITH PROFESSIONAL LEARNING AND THE HAPPY MAIL PROJECT, AND WE TALKED A LITTLE BIT ABOUT THAT LAST YEAR.

SO THAT'S STILL GOING ON.

AND OUR STUDENTS ARE REALLY JUST HAVE THE OPPORTUNITY TO BUILD THEIR SKILLS IN PUTTING THOSE HAPPY MAIL PIECES TOGETHER, BUT ALSO THE DELIVERING OF THAT HAPPY MAIL AND WORKING THROUGH SOME OF THOSE SOCIAL PIECES AS THEY GO OUT AND DO THAT.

AND IT'S JUST REALLY EXCITING TO SEE THEM GET TO GO DELIVER TO THEIR TEACHERS AND HOW EXCITED THEIR FORMER TEACHERS ARE WHEN THEY GET THAT AND GET TO SEE THEIR THEIR FORMER STUDENTS IN ACTION. IT'S BEEN FANTASTIC.

WE ALSO HAVE TAKEN UP THE BANNER FOR THE I AM PLANO I SD SHIRTS.

AND THAT HAS TRULY BEEN A CAMPUS WIDE EFFORT WHERE EVERY SINGLE ONE OF OUR STUDENTS HAS HAD THE OPPORTUNITY TO PARTICIPATE IN SOME PIECE OF THAT.

SO OUR STUDENTS HAVE BEEN RECEIVING, SORTING, CHECKING THE INVENTORY LIST.

THEY LABEL IT, THEY FOLD ALL THE SHIRTS AND THEN THEY WORK.

THEY EITHER GO OUT AND DELIVER OR THEY'RE WORKING WITH MAIL DISTRIBUTION TO GET THEM DELIVERED. AND SO, SO FAR, THE SPRING OF LAST YEAR, WE DID THREE HUNDRED AND FIFTY NINE SHIRTS. IN THE FALL OF THIS YEAR, WE DID EIGHT HUNDRED AND FORTY ONE SHIRTS.

SO YOU SEE, IT'S A BIG TEAM EFFORT.

AND THEN WE JUST OPENED OUR ONLINE STORE AGAIN THIS WEEK AND THEN WE WERE AT TRADE LEARNING SATURDAY THIS PAST SATURDAY SELLING, WHICH WAS A FANTASTIC EXPERIENCE.

BECAUSE THOSE STUDENTS TRULY HAVE THE OPPORTUNITY TO GO THROUGH EVERY PIECE OF THAT'S THE SALES THEY WERE DOING THE FACE TO FACE SALES, THEY WERE COLLECTING THE MONEY THEY'RE EXCHANGING, THEY WERE THEY WERE RECORDING ON OUR RECORD RECORD KEEPING DOCUMENT.

AND IT'S JUST A REALLY FANTASTIC OPPORTUNITY FOR THEM TO GET TO PRACTICE THOSE SKILLS AGAIN IN A REALLY AUTHENTIC WAY.

AND THOSE SALES ARE STILL OPEN.

THEY ARE STILL OPEN.

THEY ABSOLUTELY ARE.

SO THESE ARE OUR INTERNSHIP SITES AGAIN.

I BRIEFLY MENTIONED THEM EARLIER.

AND THEN OUR WORK BASED LEARNING SITES.

MANY OF THESE WE'VE HAD PARTNERSHIPS WITH FOR SEVERAL YEARS AND BUT THEY'VE BEEN EXCELLENT PARTNERS FOR US.

AND THEN I JUST WANTED TO CLOSE BY SAYING BEING A PART OF THIS HAS BEEN AN AMAZING EXPERIENCE AND GETTING TO SEE THE GROWTH OF THESE STUDENTS IS PHENOMENAL.

THE STAFF HAS WORKED AND CONTINUES TO WORK VERY HARD TO MAKE SURE THAT OUR STUDENTS AND THEIR FAMILIES ARE REALLY, TRULY PREPARED FOR WHATEVER IS GOING TO BE NEXT FOR THEM.

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AND IT'S IT'S BEEN A GREAT HONOR TO SEE THESE STUDENTS STEP UP TO THE CHALLENGE.

AND SO ONE FINAL THOUGHT.

SO I OFTEN GET ASKED, WHY IS HAVING OUR STUDENTS IN ONE CENTRAL LOCATION BETTER THAN HAVING THEM AT THE THREE SENIOR HIGHS? AND I REALLY COULD SPEND A LOT OF TIME TALKING ABOUT THAT .

AND SO I'M JUST GOING TO SHARE AN ANECDOTE WITH YOU.

SO THERE IS A THERE IS A STUDENT THAT WE THAT WE ARE WORKING WITH WHO AT THE SENIOR HIGH CAMPUS HAD SOME BEHAVIORAL DIFFICULTIES.

THERE WERE SOME STRUGGLES THERE.

SOMETIMES IT WAS PRETTY SIGNIFICANT.

ONCE THAT STUDENT MOVED TO OUR CENTER AND WE HAD THE FLEXIBILITY TO PROVIDE THAT STUDENT WITH WITH OPPORTUNITIES THAT TRULY MET HIS NEEDS AND HIS INTERESTS AND THE ENVIRONMENT THAT WAS RIGHT FOR HIM.

HE HAS DONE AMAZING.

HE PARTICIPATED IN ONE OF OUR INTERNSHIP PROGRAMS AND NOW HE IS IN PAID EMPLOYMENT WITH THAT PROGRAM.

SO HE AND THAT IS JUST ONE EXAMPLE.

THERE IS A WHOLE LIST OF EXAMPLES OF STUDENTS THAT ARE IN THAT SIMILAR SITUATION.

AND SO REALLY PULLING ALL OF OUR RESOURCES TOGETHER HAS REALLY PROVIDED US WITH THE RESOURCES THAT WE NEED AND THE FLEXIBILITY THAT WE NEED TO TRULY PROVIDE THOSE INDIVIDUALIZED PROGRAMS SO THAT WE CAN SEE THOSE STUDENTS JUST GROW AND FLOURISH.

SHELLEY? YES.

I WOULD SAY YOU AND YOUR STAFF ARE DOING AMAZING JOB AT THE SOLOMON CENTER.

AND THE THING IS THAT FOR MANY YEARS, THIS TRANSITIONAL CENTER, YOU KNOW, WE NEEDED SOMETHING LIKE THIS. WE NEEDED THIS TRANSITION CENTER TO OFFER STUDENTS WITH MORE SKILLS AND MORE OPPORTUNITIES.

AND WHAT YOU'RE DOING IS GREAT.

AND THEN WHAT I WANT TO SEE IS LESS INCREASE THE NUMBER OF STUDENTS THERE.

THANK YOU. I'VE GOT A COUPLE OF QUESTIONS AND A REQUEST.

IF YOU COULD GO BACK ON THE SLIDE, MAYBE ONE .

I THINK THESE PEOPLE NEED TO BE LEFT ON THE BOARD.

ABSOLUTELY. FOR A WHILE.

AND IF YOU GET AN OPPORTUNITY TO TO SUPPORT THESE THESE BUSINESSES AND SERVICES, THAT WE SHOULD DO SO BECAUSE THEY'RE SUPPORTING US.

BUT MY QUESTION ARE TWO QUESTIONS.

ONE IS, IS THERE A DART STOP NEAR YOU? THERE IS. THERE'S ACTUALLY A DART STOP ONE BLOCK UP FROM US.

AND WE'VE WE'VE HAD SOME STUDENTS THAT ARE THAT USE THAT STOP TO COME TO SCHOOL.

IS IT. IS IT FAR ENOUGH AWAY THAT WE NEED THE PETITION TO SEE ABOUT HAVING THAT MOVED? I DON'T THINK SO.

IT'S WE HAVEN'T HAD ANY ISSUE WITH WITH IT AT ALL.

IT'S BEEN EASY TO NAVIGATE.

THE SECOND QUESTION, I THINK THIS IS PROBABLY KIND OF A SPIN ON CODY'S QUESTION ABOUT CAPACITY. YOU KNOW, WE HAVE A CENTRAL BUILDING NOW, FINALLY.

DO YOU FEEL LIKE THAT WHAT YOU HAVE IS SUFFICIENT TO SERVE THE NEEDS OF THE STUDENTS THAT WE HAVE AND KNOWING THAT THEY'RE NOT ALL GOING TO BE THERE AT THE SAME TIME? BUT DO YOU FEEL LIKE YOU'RE IN ENOUGH SPACE .

I THINK THAT WE WILL KNOW THE ANSWER TO THAT IN THE NEXT COUPLE OF YEARS AS WE SEE HOW THESE NUMBERS SHIFT AND AND KIND OF WHERE WE SETTLE OUT.

SO I THINK I THINK IN A COUPLE OF YEARS THAT WE'LL REALLY HAVE A SOLID ANSWER TO THAT QUESTION. WITH REGARD TO THE PARTNERS THAT YOU HAVE FOR THE WORK BASED LEARNING AND THE INTERNSHIP SITES.

WHAT IS THE PROCESS FOR YOU TO PARTNER WITH OTHER.

YEAH, BECAUSE I MEAN, I CAN THINK OF OTHER COMPANIES THAT I THINK WOULD.

SEND THEM OUR WAY.

SO. SO BASICALLY HOW THAT HAPPENS IS EITHER WE'RE WE HAVE I HAVE TWO SPECIALISTS THAT WORK WITH ME ON MY TEAM AND THEY GO OUT AND DO SOME JOB DEVELOPMENT.

WE ALSO HAVE HAD SOME BUSINESSES THAT WE HAVE JUST KIND OF COLDLY GONE OUT TO AND TALK TO ABOUT, YOU KNOW, SOME OPPORTUNITIES FOR OUR STUDENTS.

AND MANY OF THEM HAVE BEEN INTERESTED IN THAT OR WE'VE HAD SOME KIND OF CONNECTION.

SO SOMEONE KNOWS SOMEBODY.

THEY PUT THEM IN CONNECTION WITH US.

AND THEN WE KIND OF GO AND TALK TO THAT BUSINESS ABOUT WHAT KIND OF WORK DO THEY NEED? HOW MANY STUDENTS COULD THEY SUPPORT AT THAT BUSINESS? WHAT HOURS? ALL THOSE LITTLE DETAILS.

BUT YES, IF ANYBODY HAS LEADS ON THESE TYPES OF BUSINESSES THAT WOULD BE INTERESTED IN PARTNERING WITH US. PLEASE SEND THEM OUR WAY.

AND THEN WE WILL WORK WITH THEM TO MAKE SURE IT'S THE RIGHT FIT THAT WE GET THAT GOING.

ABSOLUTELY. SHELLEY, FIRST, THANK YOU FOR WHAT YOU DO.

WHEN WE FIRST MET AND I FIRST TOWARD THE SOLOMAN CENTER, NOW CALLED , YOU TALKED ABOUT DIFFERENT TOOLS AND TECHNOLOGY, BETTER USED TO HELP WITH THE WORK BASED LEARNING.

AND I JUST WANTED TO SEE, DO YOU FEEL THAT YOU HAVE ALL THE TOOLS THAT YOU NEED OR ARE THERE SOME ADDITIONAL TOOLS AND TECHNOLOGY THAT HAVE BEEN DEVELOPED THAT YOU'RE

[01:00:04]

CONSIDERING OR THINK WOULD MAKE AN IMPACT ON BUILDING THOSE WORK READY AND LIFE READY SKILLS? I THINK THE PACKAGE OF TECHNOLOGY THAT WE HAVE CURRENTLY, IT IS MEETING OUR NEEDS. BUT I AM ALWAYS LOOKING FOR OTHER, YOU KNOW, OTHER OPTIONS AND OTHER OPPORTUNITIES AND PROGRAMS AND PIECES THAT COULD BENEFIT OUR STUDENTS.

SO AS THOSE THINGS COME UP, THEN KIND OF WORK THROUGH THEM FROM THERE.

AWESOME. YEAH. THANK YOU. OK.

THANK YOU. THANK YOU VERY MUCH FOR YOUR DOING.

AND THANK YOU FOR YOUR ENTHUSIASM.

I'M CURIOUS, AS YOU'VE DONE THIS NOW FOR A YEAR AND YOU'RE GETTING READY TO WRAP UP YOUR SECOND YEAR. WHAT'S THE RELATIONSHIP WITH MY POSSIBILITIES SINCE IT'S FOR THE NAMESAKE, FOR MRS. SOLOMON, AND HOW'S THAT RELATIONSHIP? I MEAN, WE HAVE A GOOD RELATIONSHIP WITH THEM.

WE HAVE LOTS OF FAMILIES THAT THAT ARE CONNECTED WITH THEM.

AND, YOU KNOW, WE'RE WE'RE SUPPORTING THAT CONNECTION AS WE MOVE FORWARD.

WE HAVE SOME OF OUR WORK BASED LEARNING SITES IN OUR INTERNSHIPS THAT ARE SUPPORTED THROUGH LAUNCHABILITY. SO THAT'S A VENDOR PIECE.

SO FOR SOME OF THOSE PIECES, WE ARE USING THEM AS A VENDOR TO PROVIDE SOME ADDITIONAL JOB COACHING. TOYOTA IS AN EXAMPLE OF THAT PROGRAM, BLUE CROSS BLUE SHIELD.

SO THOSE ARE SOME PARTNERSHIPS THAT WE HAVE IN THAT ARENA.

THANK YOU VERY MUCH, SIR. THANK YOU.

WE WILL NOW HEAR A SOCIAL EMOTIONAL LEARNING UPDATE FROM SUSAN MODISETTE, ASSISTANT

[B. Social Emotional Learning Update Presenter: Susan Modisette, Assistant Superintendent for Student and Family Support Services Time: 15 minutes]

SUPERINTENDENT FOR STUDENT AND FAMILY SUPPORT SERVICES.

MS. MODISETTE. THANK YOU, PRESIDENT RICHARDS.

I WOULD LIKE TO INVITE SHARON BRADLEY TO THE PODIUM AND TO SHARE THE WORK THAT.

HAS BEEN ONGOING THIS YEAR IN SOCIAL EMOTIONAL HEALTH.

GOOD EVENING, PRESIDENT RICHARDS SUPERINTENDENT BONSER, TRUSTEES AND CABINET MEMBERS.

I AM PLEASED TO BRING FORTH THE UPDATE ON OUR SOCIAL EMOTIONAL LEARNING EFFORTS.

THIS IS SOCIAL, EMOTIONAL LEARNING IN PLANO ISD.

THIS IS OUR OPERATIONAL FRAMEWORK.

OUR DEFINITION IS SOCIAL , EMOTIONAL LEARNING IS AN EDUCATIONAL PROCESS THROUGH WHICH SKILLS FOR LIFE EFFECTIVENESS ARE INTENTIONALLY TAUGHT AND MODELED IN A SAFE, SUPPORTIVE AND CULTURE RESPONSIVE ENVIRONMENT.

IN PLANO ISD, W E WILL GROW TO UNDERSTAND AND MANAGE EMOTIONS, CARE FOR SELF AND OTHERS, DEVELOP EMPATHY, BUILD RESILIENCY AND SOLVE PROBLEMS EFFECTIVELY AND ETHICALLY.

SOCIAL EMOTIONAL LEARNING WILL EMPOWER STUDENTS TO BECOME RESPONSIBLE, PRODUCTIVE AND CONTRIBUTING MEMBERS OF A GLOBAL COMMUNITY.

OUR CORE VALUES THAT DRIVE OUR WORK ARE COMPASSION, RELATIONSHIPS, HOPE, COMMUNITY, DIVERSITY AND TRUST.

THE FIVE COMPETENCIES THAT ALIGN OUR WORK IS SELF-AWARENESS, RESPONSIBLE DECISION MAKING, RELATIONSHIP SKILLS, SOCIAL AWARENESS AND SELF MANAGEMENT.

OUR APPROACH IS UNIVERSAL, HOLISTIC AND INTEGRATED.

SOCIAL EMOTIONAL LEARNING IS AN INTEGRAL COMPONENT OF THE PLANO ISD STRATEGIC PLAN.

THIS SEL SKILLS ARE EMPHASIZED IN PILLAR TWO.

PLANO ISD GRADUATES WILL POSSESS THE SKILLS AND KNOWLEDGE THAT ENABLE THEM TO BECOME LIFE READY CITIZENS AND LEADERS IN THE GLOBAL WORKFORCE.

THERE ARE SEVERAL APPROACHES TO SOCIAL EMOTIONAL LEARNING.

OF COURSE, MOST PEOPLE ARE FAMILIAR WITH SEL LESSONS.

BUT IN ADDITION TO EXPLICIT TEACHING OF THOSE SKILLS, THROUGH THOSE LESSONS, WE ALSO HAVE AND WE ALSO FOCUS ON INTEGRATING SOCIAL, EMOTIONAL LEARNING AND TEACHING PRACTICES INSTEAD OF FOCUSING ALWAYS ON THE WHAT WE ALSO FOCUS ON THE HOW TO CREATE A LEARNING ENVIRONMENT SUPPORTIVE OF SEL.

FOR E XAMPLE, ONE OF THE EVIDENCE BASED TEACHING STRATEGIES THAT ALIGN WITH SEL IS COOPERATIVE LEARNING PROJECT BASED LEARNING AND THAT ALIGNS WITH RELATIONSHIP SKILLS.

ALSO DISCUSSIONS, ESPECIALLY WHEN YOU ARE ABLE TO GATHER KIDS TOGETHER AND ALLOW THEM THE OPPORTUNITY TO LISTEN TO EACH OTHER, TO RESPOND TO ONE ANOTHER AND TO TRULY TAKE PERSPECTIVE THE DIFFERENT PERSPECTIVES OF ONE ANOTHER.

AND THAT IS NATURALLY INTEGRATED IN SUBJECTS LIKE ENGLISH AND SOCIAL STUDIES.

[01:05:05]

BUT THEN YOU CAN ALSO INTEGRATE SOCIAL EMOTIONAL LEARNING AND MATH LIKE AN ALGEBRA WHEN ASKING STUDENTS TO SOLVE FOR X, YOU KNOW, WHICH IS AN UNKNOWN.

YOU CAN TAKE THAT AS A LEARNING OPPORTUNITY TO AS A TEACH ING OPPORTUNITY TO ASK STUDENTS TO THINK OF A TIME IN THEIR LIVES WHEN THEY WERE CONFRONTED WITH AN UNKNOWN AND HOW THEY WENT ABOUT SOLVING THAT.

AND THAT IS TOTALLY ALIGNED WITH RESPONSIBLE DECISION MAKING.

AND THEN ALSO SOCIAL, EMOTIONAL LEARNING CAN BE INTEGRATED IN OUR POLICIES, ORGANIZATIONAL STRUCTURE, STRUCTURES, A POSITIVE CULTURE AND CLIMATE, YOU KNOW, SO IT BECOMES WHO WE ARE AND NOT JUST A PART OF WHAT WE DO.

THERE ARE SEVERAL EVIDENCE BASED SEL RESOURCES THAT WE UTILIZE WITHIN THE DISTRICT.

IN OUR YOUNGER ELEMENTARY GRADES, WE HAVE SET TLE YOUR GLITTER.

IN ALL OF OUR MIDDLE SCHOOL SCHOOLS, WE HAVE SECOND STEP AND THEN WE ALSO USE ON A HIGH SCHOOL LEVEL SCHOOL CONNECT.

AND THEN THERE ARE ALSO OTHER RESOURCES LIKE NEARPOD, RETHINK ED AND EVERFI.

NOW, WHEN WE UTILIZE THESE RESOURCES, WE ALIGN THEM WITH OUR PLANO ISD K-THROUGH-12 STANDARDS. THIS ALLOWS OUR.

THIS REALLY DRIVES THE INSTRUCTION AND AND HELP US ORGANIZE LIFE, FOR INSTANCE, IF WE HAVE MIDDLE SCHOOL TEACHERS WHO FEEL AS IF THEIR KIDS NEED TO FOCUS ON EMPATHY OR SO FORTH. WE HAVE OUR CORE AREAS AND IS ALSO ORGANIZED BY ELEMENTARY, MIDDLE AND HIGH SCHOOL. OUR DISTRICT SUPPORT FOR SOCIAL EMOTIONAL LEARNING IS ALSO EXHIBIT WITH OUR SOCIAL EMOTIONAL TEACHER LEADERS THAT ARE ON ABOUT SEVEN OF OUR ELEMENTARY CAMPUSES AT WILLIAMS HIGH SCHOOL, AT THE GUINN CENTER AND ALSO AT THE BIRD ALTERNATIVE SCHOOL SPECIAL PROGRAMS. THESE SEL TEACHER LEADERS, THEY HELPED BUILD SEL CAPACITY AND STUDENTS AND STAFF AND THEY ALSO HELPED LEAD SEL IMPLEMENTATION.

AND THEY ARE AN INVALUABLE RESOURCE FOR STUDENTS AND STAFF ON THE CAMPUSES.

WE ALSO HAVE OUR SECONDARY SEL FACILITATORS AND THEY PARTNER WITH CAMPUS LEADERSHIP TO DRIVE SEL ON CAMPUS IN ADDITION TO.

BUT THIS IS ALSO IN ADDITION TO THEIR EXISTING ROLE.

THEY GET TO HELP INTEGRATE SEL AND LEAD IT THROUGH SEL COLLABORATIVE TEAMS, THROUGH PROFESSIONAL LEARNING AND ALSO THROUGH MODELING.

WE CONTINUE TO BUILD STAFF CAPACITY THROUGH CAMPUS SPECIFIC TRAININGS.

WE SPEND LOTS OF TIMES WITH COLLABORATIVE TEAMS ACROSS THE DISTRICT.

WE PROVIDE TRADE HOUR PROFESSIONAL LEARNING OPPORTUNITIES AND WE ALSO HOST , WELL, SEVERAL TWO DAY SUMMER SEL RESTORATIVE INSTITUTES.

THE SOCIAL SERVICES SPECIALISTS AND MYSELF, WE HAVE FACILITATED WELL OVER 100 TRAININGS TO DATE THIS SEMESTER.

I AM SORRY, THIS SCHOOL YEAR.

THIS IS OUR SEL TRAINING COURSE CATALOG, SO TO SPEAK.

WE HAVE EXPANDED AND ENHANCE THE SEL TRAINING COURSE OPTIONS SO THAT THERE ARE PROFESSIONAL LEARNING OPPORTUNITIES FOR ALL LEVELS OF SEL EXPERIENCES AND NEEDS BECAUSE THEY HAVE SEVERAL CAMPUSES AND SEVERAL STAFF MEMBERS THAT ARE ON THIS SEL J OURNEY IN DIFFERENT SPACES.

AND THIS IS A KIND OF COPY OF OUR PARENT ENGAGEMENT SERIES FLYER.

WE JUST LEFT OUR JANUARY SESSION WAS AT JASPER AND WE FOCUSED ON SOCIAL AWARENESS.

PARENTS LEARN MORE ABOUT WELL RECEIVED AN OVERVIEW OF ALL THE COMPETENCIES, BUT THEY BEGAN TO TAKE A DEEPER DIVE INTO SOCIAL AWARENESS.

WHAT IT LOOKS LIKE IN THE CLASSROOM AND WAYS THAT THEY CAN SUPPORT IT AT HOME.

OUR NEXT SESSION WILL BE AT CARLISLE THIS MONTH.

BUT ALL OF THESE SESSIONS ARE FACILITATED IN ENGLISH AND SPANISH.

THE SPANISH SESSION FACILITATORS HAVE BEEN ACQUIRED THROUGH OUR PARTNERSHIP WITH THE MULTILINGUAL DEPARTMENT AND CHILD CARE IS ALSO AVAILABLE .

I'M SORRY. YOU KNOW WHAT? YOU'VE HAD TWO SO FAR.

WHAT'S THE ATTENDANCE BEEN LIKE? WE HAVE ABOUT 20 TO 30 PARENTS AT EACH SESSION.

AND THEY'RE COMING FROM ALL OVER THE DISTRICT.

ALL OVER THE DISTRICT.

WE KIND OF TAKE THIS AS A ROAD SHOW.

WE GO TO VARIOUS CAMPUSES.

[01:10:02]

BUT NO MATTER WHAT GRADE LEVEL, NO MATTER WHERE YOU LIVE IN THE CITY, EVERYONE IS INVITED. THIS IS A PICTURE OF WHEN WE WERE THE BAYLOR SCOTT AND WHITE GRANT RECIPIENTS.

THROUGH FUNDING SUCH AS THIS ONE, W E HAVE BEEN ABLE TO EXPAND OUR EFFORTS THROUGHOUT THE DISTRICT TO SUPPORT THE SOCIAL EMOTIONAL DEVELOPMENT OF MORE STUDENTS.

SO I WANT TO TAKE A MOMENT TO KIND OF GIVE YOU SOME INSIGHT AS TO WHAT SEL LOOKS LIKE ON THE VARIOUS LEVELS, THIS FOR FOR INSTANCE, AT MEADOWS.

THIS IS IF YOU LOOK AT THE VERY TOP, THE MUSIC TEACHER FACILITATED A LESSON IN A CIRCLE.

THEY TALKED ABOUT AND THEY EXHIBITED AND PRACTICED BREATHING EXERCISES AS PART OF A MUSIC CLASS. AND THEN TOWARDS THE BOTTOM, YOU SEE ONE OF THOSE SCHOOL WIDE MORNING MEETINGS AT MEMORIAL ELEMENTARY.

I WOULD LIKE TO SHARE JUST A LITTLE CLIP OF A VIDEO FROM HAGGAR ELEMENTARY.

HI, I'M KATIE BRITTIAN, PROUD PRINCIPAL OF ROSE HAGAR ELEMENTARY IN PLANO ISD.

OURS IS A STORY OF ORGANIZATIONAL TRANSFORMATION.

THE INTENTIONAL IMPLEMENTATION OF SEL STRATEGIES AND PRACTICES OVER THE COURSE OF FOUR SCHOOL YEARS HAS ALLOWED US TO CREATE AN ENVIRONMENT MOST CONDUCIVE TO HIGH LEVELS OF LEARNING AND ACHIEVEMENT FOR STUDENTS AND STAFF.

THIS TRUE LABOR OF LOVE HAS TRANSFORMED OUR SCHOOL COMMUNITY.

SEE THESE FACES? THESE ARE OUR WHY.

WHEN DATA SHOW THAT OUR SCHOOL HAD MORE DISCIPLINARY REMOVALS THAN ANY ELEMENTARY CAMPUS IN OUR DISTRICT , WE KNEW THAT'S NOT WHAT WE WANTED TO BE.

TRANSFORMATION WAS BORN OUT OF THE NECESSITY TO PROVIDE A RISK FREE LEARNING ENVIRONMENT FOR STUDENTS, FOUNDED ON A CULTURE OF RESPECT.

AS A STAFF, WE KNEW THAT BEING GREAT FOR KIDS FIRST STARTS WITH BEING GREAT FOR EACH OTHER. THAT MEANS MODELING THE ACTIONS WE WANT TO SEE AND INVOLVING STUDENTS IN THE SAME WORK AND PROCESS.

RELATIONSHIPS AREN'T JUST A THING IN OUR CLASSROOMS ANYMORE.

THEY'RE THE THING.

INCORPORATING SEL INTO OUR CLASSROOM HAS REALLY CHANGED EVERYTHING.

WE START OUR DAY WITH A MORNING MEETING WHERE STUDENTS ARE BUILDING COMMUNITY WITH EACH OTHER. WE END OUR DAY WITH A CLOSING CIRCLE TO REFLECT ON OUR DAY.

THIS HAS REALLY GIVEN A LOT OF OPPORTUNITIES FOR US TO HAVE MEANINGFUL CONVERSATIONS ABOUT OUR FEELINGS, OUR EMOTIONS, HOW WE REACT.

AND IT'S REALLY CREATED A CULTURE OF COMMUNITY.

MY STUDENTS REALLY TAKE CARE OF EACH OTHER.

THEY LOVE EACH OTHER.

AND I THINK PART OF THAT IS FROM THE EXPLICIT TEACHING OF HOW TO INTERACT, HOW TO BUILD STRONG RELATIONSHIPS WITH EACH OTHER AND HOW TO WORK THROUGH CONFLICTS.

SO REALLY IT'S MADE ALL THE DIFFERENCE.

AND I'VE ALSO NOTICED ACROSS THE SCHOOL, ALL THE CLASSROOMS ARE DOING THIS AND IT'S REALLY BEAUTIFUL TO SEE THE EFFECT THAT IT'S HAD IN OUR SCHOOL AS A WHOLE.

SO I WOULD ALSO LIKE TO SHARE SOME OF THE THINGS THAT ARE GOING ON ON THE MIDDLE SCHOOL CAMPUSES. ARMSTRONG MIDDLE SCHOOL AND RICE MIDDLE SCHOOL.

THEY HAVE A LINE, LOTS OF THEIR DIFFERENT ACTIVITIES WITH THE COMPETENCY OF SOCIAL AWARENESS AS IT RELATES TO SERVICE LEARNING PROJECTS.

AND THEN ALSO AT FRANKFURT MIDDLE SCHOOL STUDENTS ON A REGULAR BASIS ARE ENGAGING IN COMMUNITY BUILDING CIRCLES.

WE HAVE SECOND STEP, THE EXPLICIT SEL INSTRUCTION PROGRAM ON ALL OF OUR MIDDLE SCHOOL CAMPUSES. HERE IS.

HERE ARE SOME OF THE SEL FACILITATORS AT HAGGARD MIDDLE SCHOOL THAT ARE HIGHLIGHTING SOME OF THEIR CAMPUS EXPERIENCES WITH THE PROGRAM, WHICH IS FACILITATED DURING THEIR ADVISORY PERIODS EACH DAY.

AND THEN ON THE HIGH SCHOOL CAMPUS THERE IS SOME SEL IN ACTION AT SHEPTON HIGH SCHOOL.

SCHOOLS I SHIPPED IN HIGH SCHOOL, EVEN JASPER, IN ADDITION TO A LOT OF THE THINGS THEY'RE DOING ON A REGULAR BASIS.

I LOVE WHEN THEY START THE SCHOOL YEAR WITH LIKE THE FIRST FIVE DAYS TAKING TIME TO CONNECT WITH ONE ANOTHER.

BUILD COMMUNITY. BUILD THAT CULTURE.

AND THEN WE ALSO HAVE WILLIAMS HIGH SCHOOL STUDENTS ENGAGING AND KIND OF LIKE SOME COMMUNITY LUNCH QUESTIONS TO KIND OF CONNECT AND GET TO KNOW ONE ANOTHER ON A DEEPER

[01:15:01]

LEVEL. AND THEN YOU ALSO HAVE CAMPUSES LIKE, FOR INSTANCE, CARPENTER MIDDLE SCHOOL, ALSO IN THE HIGH SCHOOL CAMPUSES WHERE THEY'RE TEACHING.

THE COUNSELORS ARE TEACHING STRATEGIES SUCH AS BREATHING TO HELP COMBAT TEST ANXIETY.

ALSO ON THE SECONDARY CAMPUSES, WE ARE UNDERGOING KIND OF LIKE IN-SCHOOL SUSPENSION TRANSFORMATION.

WE BELIEVE THAT THIS IS A MISSED OPPORTUNITY TO TEACH OUR STUDENTS THE SKILLS THAT THEY NEED IN ORDER AND PROVIDE THEM WITH THE TOOLS TO HELP THEM AVOID NEGATIVE SITUATIONS THAT WILL TYPICALLY GET THEM REMOVED FROM THE LEARNING ENVIRONMENT.

SO THIS WE'RE IN THE PROCESS OF SHIFTING FROM RE-IMAGINATION TO REALITY, INTEGRATING, YOU KNOW, RESTORATIVE PRACTICES, YOU KNOW, JUST CHANGING WHAT THE STRUCTURE LOOKED LIKE INSTEAD OF STRAIGHT ROWS OR IN CUBICLES.

YOU KNOW, EVEN THE DESKS ARE IN CIRCLES AND THE THE ISS MONITOR IS ACTUALLY SITTING IN THE CIRCLE WITH THEM TO KIND OF HELP GUIDE THEM AND AND SUPPORT THEM ALONG THE WAY.

AND THIS IS A PICTURE FROM THE ISS ROOM WITH THE AREA FORMERLY KNOWN AS ISS AT WILSON MIDDLE SCHOOL. OUR FOCUS IS WHAT REALLY I BELIEVE THAT SETS US APART FROM A LOT OF SCHOOL DISTRICTS THAT ARE INTEGRATING SOCIAL EMOTIONAL LEARNING IS THAT WE ALSO FOCUS AND WE PRIORITIZE ADULT SEL BECAUSE WE TRULY BELIEVE THAT WE CAN'T GIVE WHAT WE DON'T HAVE. SO WE PROVIDE LOTS OF PROFESSIONAL LEARNING OPPORTUNITIES.

WE ALSO HAVE A PROFESSIONAL LIBRARY OF DIFFERENT RESOURCES.

AND THEN WE ALSO PROVIDE A MONTHLY NEWSLETTER THAT'S FILLED WITH A VARIETY OF DIFFERENT RESOURCES LIKE REFLECTIVE ACTIVITIES TO HELP CULTIVATE THAT ADULT EMOTIONAL COMPETENCE AND TO SUPPORT THAT WELLNESS.

WE HAVE SOME EXCITING THINGS ON THE HORIZON.

SEL IS BEING INTEGRATED INTO THE WORK AND THE OUTCOMES OF THE PORTRAIT OF A GRADUATE, WHICH IS AWESOME.

NEXT MONTH, WE WILL BE HAVING OUR SECOND SEL STUDENT ART SHOWCASE.

THESE ARE SOME PICTURES FROM LAST YEAR.

IT WAS AMAZING.

THIS IS THROUGH OUR PARTNERSHIP WITH THE FINE ARTS DEPARTMENT.

SO REALLY LOOKING FORWARD TO THAT.

AND THAT'S OUR FLYER FROM MUSIC, STUDENT ARTWORK, REFRESHMENTS.

EVERYONE'S INVITED.

ANOTHER ONE OF OUR HUGE COLLABORATIVE EFFORTS IS WITH THE SPECIAL EDUCATION DEPARTMENT.

AND AMONG SEVERAL THINGS, WE ARE TRULY WORKING TO ALIGN NUMEROUS OF THE SOCIAL SKILLS RESOURCES WITH THE FIVE SOCIAL EMOTIONAL LEARNING COMPETENCIES IN ORDER TO ENSURE ALIGNMENT WITH THE GENERAL EDUCATION EXPERIENCE.

FOR INSTANCE, AN EXAMPLE IS SKILL STREAMING TO USE AND DEVELOP TO DEVELOP THESE STUDENT GOALS FOR SOCIAL SKILLS.

AND WE HAVE ROBBYE PROBST.

SHE IS THE SOCIAL SERVICE SOCIAL SKILLS SPECIALIST FOR THE DISTRICT.

SO AND THIS IS JUST AN EXAMPLE.

THERE'S NOT ONE SOCIAL SKILL.

I MEAN, WITH SKILL STREAM, THEY'RE LIKE 60 QUESTIONS IDENTIFY FOR ELEMENTARY, 50 FOR THE ADOLESCENT ASSESSMENT.

BUT THERE WEREN'T ANY LIKE SOCIAL SKILL THAT WE COULD NOT ALIGNED TO THE FIVE COMPETENCIES.

ANOTHER ONE OF OUR WONDERFUL COLLABORATIONS IS WITH THE MULTILINGUAL DEPARTMENT AND THE UNIVERSITY OF TEXAS AT DALLAS.

WE HAVE SEVERAL OF OUR NEW COMMERCE STUDENTS WHO ARE TRANSITIONING, NOT JUST TRANSITIONING INTO OUR SCHOOLS, JUST TO THE COUNTRY.

SO THROUGH COLLEGE AND CAREER READINESS EXPERIENCES, SOCIAL EMOTIONAL LEARNING LESSONS AND STORIES FROM CURRENT UT DALLAS IMMIGRANT STUDENTS OF OVERCOMING ADVERSITY.

THESE NEW COMMERCE STUDENTS CAN UNCOVER AND REINFORCE THEIR INDIVIDUAL AND GROUP STRENGTHS AND BUILD COMMUNITY AND ACQUIRE THOSE SEL SKILLS FOR A SUCCESS, SCHOOL AND LIFE. AND IT'S BEEN A WONDERFUL EXPERIENCE.

JUST THERE IS A PORTION LIKE THE STRUCTURE OF OF THIS.

WE MEET ABOUT THREE TIMES, I'M SORRY, SIX TIMES THROUGHOUT THE YEAR.

WE START WITH THE COMMUNITY BUILDING CIRCLE WITH THE U.T.

STUDENTS AND WITH OUR STUDENTS.

WE ALWAYS HAVE AN SEL COMPETENCE FOCUS.

I THINK MY FAVORITE IS THE MY JOURNEY.

[01:20:03]

THAT'S WHEN A U.T.

DALLAS STUDENT TALKS ABOUT THEIR PERSONAL EXPERIENCES WHEN THEY WERE NEWCOMERS AND AND HOW THEY HAVE PERSEVERED IN THEIR TALLE GOMEZ WAS THERE WITH US AND THERE IS A BIO METRICAL MEDICAL ENGINEER THAT'S DOING WONDERFUL THINGS.

AND AND I NEVER FORGET, YOU KNOW, THERE WAS A KID AS LIKE I DIDN'T KNOW THAT I COULD GO TO SCHOOL. I COULD BE A SUCCESS STORY, TOO, BECAUSE THEY WERE ABLE TO SEE IT.

AND AND I JUST TRULY LOOKED FORWARD TO OUR TIME TOGETHER.

WE CONTINUE TO FOCUS ON BUILDING OURSELVES AND OUR PROGRAMS WITHIN THE DISTRICT, BUT WE HAVE TAKEN A VERY ACTIVE STANCE IN STATEWIDE SEL ADVOCACY.

WE WERE LAST YEAR DURING THE EIGHTY SIXTH LEGISLATIVE SESSION.

WE SPOKE BEFORE CONGRESS I'M SORRY THE LEGISLATIVE GROUP TO SUPPORT AND ADVOCATE FOR HOUSE BILL 4 4 5 4, WHICH WAS TO PROVIDE STATEWIDE SEL STANDARDS.

IT MADE IT TO THE FLOOR.

THERE WERE TWO BILLS IN FRONT OF US AND NOON STRUCK AND THE BILL DIED.

BUT THAT'S OK BECAUSE EVIDENTLY WE MADE SUCH AN IMPRESSION DOWN THERE THAT IN SENATE BILL 11, HOUSE BILL 18.

THERE IS LOTS OF LANGUAGE FROM THAT BILL.

MANAGING EMOTIONS, BUILDING RELATIONSHIPS AND RESPONSIBLE DECISION MAKING.

THIS YEAR WE HOSTED SEL IN TEXAS SCHOOLS.

IT WAS A ONE DAY CONVENING OF JUST SO WE COULD SHARE OUR JOURNEY, OUR SEL IMPLEMENTATION JOURNEY AND THE ACQUIRED KNOWLEDGE THAT WITH SURROUNDING SCHOOL DISTRICTS.

THERE WERE OVER 250 PEOPLE THAT CAME FROM ALL OVER ABILENE, SAN ANGELO, EVEN OKLAHOMA.

THE TOPIC I MEAN THE TITLE WAS SEL IN TEXAS SCHOOLS.

BUT HEY, IF THEY WANTED TO LEARN, THAT'S FINE TOO.

AND AND WE'RE BEGINNING TO NOTICE THAT AS SEL CONTINUES TO BUILD MOMENTUM IN TEXAS AND IN THE SURROUNDING STATES, WE GET LOTS OF PHONE CALLS AND EMAILS.

I MEAN, PLANO ISD IS QUICKLY EARNING A REPUTATION OF BECOMING ONE OF THE LEADING SCHOOL DISTRICTS IN THIS AREA IN THE FIELD OF SOCIAL EMOTIONAL LEARNING.

COMING SOON IS OUR SEL STUDENT LEADERSHIP SUMMIT.

WE HAVE A GROUP WE CALL COMMUNITY KEEPERS.

WE PROVIDE DIFFERENT TRAININGS AND WE TEACH GROUPS OF KIDS RESTORATIVE APPROACHES AND SEL SKILLS TO EMPOWER THEM TO CONTRIBUTE TO THE SAFETY AND WELL-BEING OF THE SCHOOL COMMUNITY. SO TO THE LEFT THAT'S AT CLARK HIGH SCHOOL, ACTUALLY, THAT WAS WITH THE [INAUDIBLE]. AND WE SPENT SOME TIME DURING THE, A FEW SESSIONS DURING THE CLASS PERIOD TO TEACH THEM COMMUNITY BUILDING, RESTORATIVE PRACTICES AND SO MANY DIFFERENT THINGS.

AND THEN TO THE RIGHT WE WERE AT MENDENHALL AND THAT WAS FUN TOO.

SAME THING. YOU KNOW, JUST GROWING AND TEACHING COMMUNITY KEEPERS.

SO THE SUMMIT WILL BE ON MARCH 27, WHICH IS ALSO IT WILL BE, YOU KNOW, HOW WE HAVE TACO DAY AND PI DAY AND SO FORTH.

WELL MARCH 27 IS GOING TO BE THE FIRST INTERNATIONAL SEL DAY.

SO THAT WILL BE OUR CELEBRATION.

SO NEXT STEPS FOR US IS TO EXPAND OUR SOCIAL, EMOTIONAL LEARNING, SUPPORT AND RESOURCES TO MORE CAMPUSES DISTRICT WIDE AND TO CREATE PISD SEL RESOURCES FOR ALL GRADE LEVELS THAT ALIGN LESSONS AND PROGRAMS AND PRACTICES TO OUR PLANO ISD SEL STANDARDS THERE SHOWED EARLIER. AND THEN WE WANT TO CONTINUE TO BUILD THE SEL CAPACITY IN ALL STAFF MEMBERS, NOT JUST THE TEACHERS IN THE CLASSROOM.

SO OUR GOAL IS TO CONTINUE TO GROW STRONGER AND MORE INCLUSIVE LEARNING COMMUNITIES WHERE EVERY CHILD FEELS SAFE, VALUED AND HONORED AS AN AMAZING, UNIQUE INDIVIDUAL.

SO FOR MORE INFORMATION ABOUT SOCIAL EMOTIONAL LEARNING PLANO ISD IS OUR PISD WEBSITE.

WE'RE ON TWITTER AND INSTAGRAM.

THANK YOU. SHARON, THAT WAS A REALLY AMAZING AND RICH REPORT.

THANK YOU. AND KUDOS ON YOUR WORK IN THE HOUSE.

AND EVEN IF YOU DIDN'T GET THE BILL PASSED, YOU'VE GOT PARTS OF IT INTO OTHER BILLS.

AND THERE'S ALWAYS ANOTHER LEGISLATIVE SESSION.

WE'RE GETTING READY NOW.

YEAH, YOU SHOULD. THAT'S WHAT YOU HAVE TO DO.

[01:25:02]

I HAVE A QUESTION REGARDING WHAT KIND OF DATA ARE WE TRACKING? BECAUSE I KNOW WE'VE BEEN WORKING WITH SEL IN THE DISTRICT FOR A NUMBER OF YEARS NOW.

IS THERE ANYTHING THAT'S THAT WE CAN QUANTIFY? WHEN I'M TALKING TO PEOPLE ABOUT SEL IN PLANO, IS THERE ANYTHING I CAN REFER TO AS FAR AS HOW WE'RE MOVING THE NEEDLE, WHETHER IT'S IN THAT ISS ROOM OR IN OTHER WAYS THAT WE'RE MEASURING THAT? THAT'S JUST A QUESTION I HAVE SO I CAN COMMUNICATE.

ASSESSING SEL IS STILL A WORK IN PROGRESS AND WE'VE SPENT LOTS OF TIME AND ENERGY RESEARCH ING THAT. AND ONE THING THAT WE'VE KNOWN NATIONWIDE THAT THERE IS NOT A GOLD STANDARD FOR SOCIAL EMOTIONAL LEARNING.

BUT WE WE DO MAKE SURE THAT WE ARE LOOKING AT ATTENDANCE, WE'RE LOOKING AT GRADES.

BUT BECAUSE WE HAVE INTEGRATED SEL IT'S NOT JUST ONE STAND ALONE PROGRAM.

WE REALLY CAN'T IT'S HARD TO QUANTIFY THAT IT IS SEL THAT HAS CAUSED, YOU KNOW, THE NEEDLE TO SHIFT IN WHATEVER WAY BECAUSE OUR APPROACH IS UNIVERSAL AND INTEGRATED.

OK. WELL, AND I KNOW THAT, YOU KNOW, WE'RE DOING IT AN INTERDISCIPLINARY WAY, SO IT'S PROBABLY HARD TO MEASURE.

BUT SOMETIMES I'LL HEAR PEOPLE PUSH BACK ON THAT THE FIRST FIVE DAYS, I'M LIKE, NO, YOU DON'T UNDERSTAND HOW IMPORTANT THAT IS.

AND THE TRUST BUILDING THAT CREATES IN THE CLASSROOM BETWEEN THE STUDENTS AND THE TEACHER AND THE STUDENTS AND AMONG THEMSELVES.

SO I WONDER HOW WE CAN GET THAT MESSAGE OUT MORE SO PEOPLE DON'T SAY, NO, WE NEED TO BE WORKING ON OUR STAR TEST.

SO, I'M GOING TO FOLLOW UP ON NANCY'S COMMENTS AND QUESTIONS, BECAUSE, YOU KNOW, I RECALL WHEN WE STARTED DOWN THIS PATH OF SOCIAL EMOTIONAL LEARNING, WE SAID IT WAS GOING TO BE IT WAS REALLY A CULTURAL CULTURE SHIFT IN IT, THAT OUR GOAL WAS TO HAVE KIDS WHO STARTED IN FIRST GRADE LEARNING OR KINDERGARTEN, LEARNING THESE TOOLS THAT WHEN THEY GRADUATED FROM HIGH SCHOOL, THAT THEY WOULD BE WELL BALANCED IN TERMS OF BEING ABLE TO MAKE DECISIONS AND THINGS LIKE THAT.

AND SO IN TERMS OF BEING ABLE TO QUANTIFY SUCCESS, I DON'T KNOW THAT YOU CAN OTHER THAN WHAT YOU SEE IN THE PRODUCT.

YOU KNOW, I'M ENCOURAGED TO HEAR THAT ROSEMARY HAGGAR IS ABOUT TO HAVE FIFTH GRADERS MOVE INTO FRANKFORD WHO STARTED THIS IN SECOND GRADE.

SO THOSE THAT'S A GOOD COHORT OF KIDS WHO ARE GOING TO WHO HAVE, YOU KNOW, A GOOD SOLID BASE. BUT I WOULD I DON'T KNOW HOW WE QUANTIFY IT, BUT AS A BOARD, I WOULD ENCOURAGE US TO REMAIN VERY PATIENT WITH THIS, BECAUSE IT IS IMPORTANT.

IT'S VERY IMPORTANT. BUT QUICKLY ON THE HOUSE BILL THAT YOU ALL WERE ADVOCATING FOR.

IF THERE ARE COMPONENTS OF THAT BILL THAT DID NOT MAKE IT IN OR THAT NEED TO BE ADDRESSED IN THE NEXT LEGISLATIVE SESSION, LET US KNOW, BECAUSE THE SUBCOMMITTEE HERE IS WORKING ON OUR LEGISLATIVE AGENDA NOW AND WE CAN BUILD THAT COMPONENT.

YOU KNOW, THOSE THOSE THINGS THAT WE CAN HELP ADVOCATE FOR, WE CERTAINLY ARE WANT TO DO THAT AS BEST WE CAN .

AND SO LET'S WORK TOGETHER IN THAT REGARD.

THANK YOU. WELL SHARON, I THANK YOU FOR THE WORK YOU'RE DOING.

I KNOW YOUR DEPARTMENT IS VERY SMALL, BUT THE WORK IS VERY IMPORTANT.

AND I ALSO WANT TO GIVE IT A SHOUT OUT TO MARILYN HINTON, A RETIRED TRUSTEE WHO PIONEERED THIS DISCUSSION PROBABLY SEVEN YEARS AGO.

SO IT'S NICE TO SEE THE WORK TAKING HOLD.

AND I THINK THERE ARE A LOT OF ADULTS THAT WOULD BE WELL SERVED BY WATCHING THE SETTLE YOUR GLITTER VIDEO.

I THINK THAT WOULD BE HELPFUL FOR A LOT OF PARTS OF LIFE.

SO THANK YOU FOR WHAT YOU'RE DOING.

THANK YOU, SHARON.

I JUST WANT TO GIVE A QUICK COMMENT.

WHAT YOU'RE DOING IS INCREDIBLE.

I'M SO HAPPY THAT YOU'RE WORKING WITH THE SPECIAL EDUCATION DEPARTMENTS.

THANK YOU. YOU'RE WELCOME.

THANK YOU VERY MUCH. THANK YOU.

[C. Southern Methodist University Center for Family Counseling and Mediation at Plano Independent School District Presenter: Susan Modisette, Assistant Superintendent for Student and Family Support Services Time: 15 minutes]

FOR OUR FINAL REPORT TONIGHT, WE WILL HEAR AGAIN FROM SUSAN MODISETTE REGARDING THE SOUTHERN METHODIST UNIVERSITY CENTER FOR FAMILY COUNSELLING AND MEDIATION AT PLANO INDEPENDENT SCHOOL DISTRICT.

M S. MODISETTE. THANK YOU , PRESIDENT RICHARDS.

I'VE SHARED UPDATES WITH YOU ALONG THE WAY MORE INFORMALLY THROUGH BOARD UPDATES, BUT WANTED AN OPPORTUNITY TONIGHT TO LOOK BACK AT OUR FIRST SEMESTER AND OUR PARTNERSHIP WITH SMU. WE BEGAN THIS WORK WE HAVE WE HAVE PARTNERED WITH SMU THROUGH THE YEARS AND TWO ROADS KIND OF CONVERGED LAST YEAR, WHICH ALLOWED US TO TO STRENGTHEN OUR PARTNERSHIP. ONE WAS AS WE BEGAN TALKING WITH SMU IN THEIR ORIGINAL COUNSELING CENTER AND TENNYSON. THEY LET US KNOW THAT THEIR BUILDING HAD BEEN SOLD AND THEY WERE UNCERTAIN OF

[01:30:03]

WHERE THEIR NEXT STEPS WOULD BE.

AND AT THAT SAME TIME, AS YOU'RE AWARE, OUR DISTRICT WENT THROUGH A REORGANIZATION.

AND SO WE HAD THE OPPORTUNITY.

THEN AS WE BEGAN LOOKING AT OUR WRAPAROUND SERVICE MODEL TO MAKE SPACE AVAILABLE AT OUR COX BUILDING FOR SMU FOR A PLANO SITE.

THE THERE'S TWO PARTS OF OUR PARTNERSHIP.

THE FIRST IS THE FAMILY COUNSELLING SERVICES, AND THE SECOND IS THEIR CONFLICT IN MEDIATION CENTER.

IN THEIR COUNSELING SERVICES.

THEY HAVE A UNIVERSITY PROFESSOR IN GRADUATE COUNSELING SERVICES THAT OVERSEES INTERNS WHO ARE WORKING ON THEIR PRACTICUM.