Sep 22, 2026 Board Work Session

[1. CALL TO ORDER]

[00:00:02]

GOOD EVENING. I'M LAUREN TYRA, BOARD PRESIDENT AND PRESIDING OFFICER. NOTING THAT A QUORUM IS PRESENT, I WILL CALL TO ORDER THIS WORK SESSION OF THE PLANO ISD BOARD OF TRUSTEES AT 5:30 PM ON TUESDAY, SEPTEMBER 22ND, 2026.

ON THE BOARD'S BEHALF, I'D LIKE TO WELCOME EVERYONE.

AT THIS TIME, I WILL ASK SUPERINTENDENT DR. THERESA WILLIAMS TO PLEASE VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING.

THANK YOU, PRESIDENT TYRA. I VERIFY THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.

THANK YOU. THIS SEGMENT'S BEING RECORDED IN COMPLIANCE WITH TEXAS SENATE BILL 413, WHICH AMENDS SECTION 11.0621 OF THE TEXAS EDUCATION CODE. THE MINUTES OF THIS MEETING WILL REFLECT EACH MEMBER'S ATTENDANCE AND THEIR VOTE ON ANY ITEM. ADDITIONALLY, THE APPROVED MINUTES, ANY ADOPTED RESOLUTIONS, AND THE RECORDING OF THIS MEETING WILL BE POSTED ON OUR DISTRICT'S WEBSITE NO LATER THAN 7 CALENDAR DAYS AFTER TODAY'S MEETING. BOARD MEMBERS, WE WILL NOW PROCEED WITH ROLL CALL. KINDLY PLEASE RESPOND WHEN YOUR NAME IS ANNOUNCED. LAUREN TYRA, I'M PRESENT. NANCY HUMPHREY.

I'M PRESENT.

KATHERINE GOODWIN.

PRESENT.

ELISA KLEIN.

PRESENT.

TARRAH LANTZ IS ON HER WAY.

UH, WE WILL NOTE HER TIME WHEN SHE GETS HERE. SAM JOHNSON.

PRESENT.

AND MICHAEL COOK, ALSO ON HIS WAY. WE WILL NOTE HIS TIME WHEN HE GETS HERE. THANK YOU, TRUSTEES. I'D ALSO LIKE TO INTRODUCE THE STAFF SEATED AT THE DAIS. TO MY LEFT, SUPERINTENDENT THERESA WILLIAMS, DR. SELENDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS. ON MY RIGHT, JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS EMPLOYEE SERVICES AND TECHNOLOGY, LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING AND LEARNING, DR.

PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES, IVAN CANTU, ASSISTANT SUPERINTENDENT FOR STRATEGY AND INNOVATION, DR.

JENNIFER MILEY, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY, AND COMMUNITY SERVICES, AND LAST BUT NOT LEAST, DR. DUANA KINDLE, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES. WE WILL NOW MOVE ON TO AGENDA ITEM TWO, PUBLIC COMMENT SESSION, AGENDA ITEMS ONLY. AT BOARD MEETINGS AND WORK SESSIONS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS. AGENDA RELATED COMMENTS WILL BE HEARD AT THIS TIME. DR. FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS? PRESIDENT TYRA, WE DO NOT HAVE ANY SPEAKERS THIS EVENING.

OKAY. THANK YOU, DR. FREEMAN.

IF THERE ARE NO OBJECTIONS

[3. CLOSED SESSION]

[4. RECONVENE OPEN SESSION]

[5.1 Measures of Academic Progress (MAP) Beginning of the Year (BOY) Report]

GOOD EVENING, PRESIDENT TYRA, DR. WILLIAMS, CABINET AND BOARD MEMBERS. EXCUSE ME. IT IS AN HONOR TO BE HERE THIS EVENING TO PROVIDE THE BOARD WITH AN OVERVIEW OF RESULTS FROM THE FALL 2026 BEGINNING-OF-YEAR MAP ADMINISTRATION. FROM AUGUST 24TH THROUGH SEPTEMBER 9TH, STUDENTS IN GRADES K THROUGH 9 COMPLETED MORE THAN 95,000 MAP ASSESSMENTS ACROSS 5 ASSESSMENT AREAS. MAP PROVIDES AN EARLY MEASURE OF WHERE STUDENTS ARE ON THE LEARNING CONTINUUM.

CAMPUS TEAMS USE THESE RESULTS TO PLAN INSTRUCTION, IDENTIFY STUDENTS WHO MAY NEED INTERVENTION OR ENRICHMENT, AND MONITOR GROWTH THROUGHOUT THE YEAR. THREE CHANGES ARE IMPORTANT WHEN INTERPRETING THIS YEAR'S RESULTS. MATH NOW USES UPDATED 2025 NATIONAL NORMS, AN ENHANCED METHOD FOR SELECTING ASSESSMENT ITEMS, AND REVISED STAAR LINKING SCORES. BECAUSE THESE CHANGES MAY AFFECT PERCENTILE RANKINGS AND PROJECTIONS, COMPARISONS WITH PRIOR YEARS SHOULD BE MADE WITH CAUTION. WE WILL BEGIN WITH ACHIEVEMENT PERCENTILES.

THESE RESULTS SHOW HOW PLANO ISD STUDENTS PERFORMED AT THE BEGINNING OF THE YEAR COMPARED WITH STUDENTS IN THE NATIONAL MAP NORMED GROUP. ACHIEVEMENT PERCENTILE PROVIDES A NATIONAL COMPARISON BASED ON STUDENTS IN THE SAME GRADE WITH THE SAME NUMBER OF WEEKS OF INSTRUCTION. FOR EXAMPLE, PERFORMANCE AT THE 60TH PERCENTILE MEANS THAT THE SCORE WAS EQUAL TO OR HIGHER THAN THE SCORES OF 60% OF STUDENTS

[00:05:01]

THE UPDATED NORMS INCLUDE APPROXIMATELY 116 MILLION ASSESSMENT SCORES. PLANO ISD STUDENTS GENERALLY BEGIN THE YEAR ABOVE THE NATIONAL MEDIAN.

READING ACHIEVEMENT RANGES FROM THE 52ND TO THE 67TH PERCENTILE, WHILE MATHEMATICS IN GRADES K THROUGH 7 RANGES FROM THE 57TH TO THE 73RD PERCENTILE. 8TH GRADE ON-LEVEL MATHEMATICS IS THE EXCEPTION AT THE 44TH PERCENTILE. THIS RESULT DOES NOT INCLUDE STUDENTS TAKING ALGEBRA WHO COMPLETE THE ALGEBRA MATH ASSESSMENT. THIS YEAR, 8TH GRADE ON-LEVEL MATH IS STARTING THE YEAR AT THE 44TH PERCENTILE. WHILE THEY ARE STILL BELOW THE OVERALL DISTRICT TREND, THIS IS A STRONG STARTING POINT AND A GROUP TO WATCH FOR IMPROVED ACHIEVEMENT AND GROWTH THROUGHOUT THE YEAR. OVERALL, THIS GRAPH HIGHLIGHTS THE STRENGTH OF PLANO ISD ACADEMICS AND THE CONSISTENT ACHIEVEMENT ADVANTAGE OUR STUDENTS DEMONSTRATE COMPARED TO PEERS NATIONWIDE. NATIONWIDE. WIDE.

THE MATHEMATICS RESULTS SHOW A SIMILAR PATTERN WITH HIGHER AVERAGE RIT SCORES ACROSS SUCCESSIVE GRADE LEVELS.

DIFFERENCES AMONG STUDENT GROUPS REMAIN EVIDENT AND WILL HELP CAMPUSES IDENTIFY WHERE ADDITIONAL SUPPORT AND ENRICHMENT MAY BE NEEDED. AS WITH READING, THIS TABLE PROVIDES A BEGINNING OF THE YEAR SNAPSHOT RATHER THAN, I'M LOOKING AT READING.

THIS IS READING. AS THESE ARE DIFFERENT GROUPS OF STUDENTS, THE INCREASES ACROSS GRADES SHOULD NOT BE INTERPRETED AS A LONGITUDINAL GROWTH. AND I APOLOGIZE, MY ALLERGIES ARE WORKING OVERTIME EVEN. I APOLOGIZE. I AM SO SORRY. UH, THE MATHEMATICS RESULTS SHOW A SIMILAR PATTERN WITH HIGHER AVERAGE RIT SCORES ACROSS SUCCESSIVE GRADE LEVELS.

DIFFERENCES AMONG STUDENT GROUPS REMAIN EVIDENT AND WILL HELP CAMPUSES IDENTIFY WHERE ADDITIONAL SUPPORT OR ENRICHMENT MAY BE NEEDED. AS WITH READING, THIS TABLE PROVIDES A BEGINNING-OF-YEAR SNAPSHOT RATHER THAN A MEASURE OF STUDENT GROWTH OVER TIME.

WE WILL NOW LOOK AT TWO ADDITIONAL MAP MEASURES, THE PERCENTAGE OF STUDENTS PERFORMING ON GRADE LEVEL AND THE PERCENTAGE PROJECTED TO BE ON TRACK FOR COLLEGE AND CAREER READINESS.

THIS TABLE SHOWS THE PERCENTAGE OF STUDENTS PERFORMING AT OR ABOVE THE 40TH PERCENTILE, SHOWING THE PERCENTAGE OF STUDENTS IN THE TOP THREE QUINTILES. WE SEE THAT A STRONG MAJORITY OF STUDENTS ARE MEETING THIS BENCHMARK IN BOTH READING AND MATH ACROSS ALL GRADE LEVELS, WITH MATH ESPECIALLY STRONG IN THE EARLY GRADES. READING PERFORMANCE IS ALSO SOLID, WITH STEADY GROWTH AS STUDENTS MOVE UP THROUGH THE GRADES.

BY EIGHTH GRADE, THREE OUT OF FOUR STUDENTS ARE MEETING OR EXCEEDING THE 40TH PERCENTILE.

THIS CHART SHOWS THE PERCENTAGE OF STUDENTS BY GRADE LEVEL WHO MET OUR ON-TRACK METRIC FOR COLLEGE AND CAREER READINESS.

THESE SCORES ARE ALL BASED ON FALL MAP PROJECTION TO THE MEETS GRADE LEVEL STANDARD.

GRADES 2 AND ABOVE RANGES ARE CONNECTED TO, UH, THE 2005 LINKING STUDY, WHILE KINDERGARTEN AND FIRST GRADE RANGES ARE EXTRAPOLATED BY ARPE USING HISTORICAL STUDENT DATA. GENERALLY, THE PERCENTAGE OF STUDENTS ON TRACK FOR COLLEGE AND CAREER READINESS INCREASES FOR EACH GRADE LEVEL IN BOTH READING AND MATH, WITH 67% OF STUDENTS MEETING THE ON TRACK METRIC FOR EIGHTH GRADE READING. AS WITH PREVIOUS SLIDES, THE EIGHTH GRADE MATH PERCENTAGE REFLECTS THE PERFORMANCE OF THE ON LEVEL, UH, STUDENTS ONLY. OVERALL, MOST REPORTED ACHIEVEMENT PERCENTILES ARE ABOVE THE NATIONAL MEDIAN. ON GRADE LEVEL PERFORMANCE IS STRONGEST IN ELEMENTARY MATHEMATICS AND MIDDLE SCHOOL READING. THE UPDATED NATIONAL NORMS AND REVISED STAAR LINKING SCORES PROVIDE IMPORTANT CONTEXT FOR INTERPRETING THESE BEGINNING OF YEAR RESULTS AND COMPARING THEM WITH EARLIER YEARS. THE DISTRICT'S 26-27 HOUSE BILL 3 TARGET CALLS FOR 60% OF THIRD GRADE STUDENTS TO PERFORM AT MEETS GRADE LEVEL OR ABOVE IN READING. THE BEGINNING-OF-THE-YEAR MAP PROJECTION IS RIGHT AT 54.7 OR 55%, APPROXIMATELY 5 PERCENTAGE POINTS BELOW THE ANNUAL TARGET. THIS PROJECTION ESTABLISHES AN EARLY BASELINE, AND I ANTICIPATE THAT THE DISTRICT WILL MEET ITS READING GOAL THIS SPRING

[00:10:01]

THE BEGINNING-OF-THE-YEAR MAP PROJECTION IS 49.9% OR 50%, ALSO APPROXIMATELY 5 PERCENTAGE POINTS BELOW THE ANNUAL TARGET.

AGAIN, THIS IS OUR BASELINE.

WINTER MAP RESULTS SHOULD DEMONSTRATE PROGRESS TOWARD THE TARGET, WITH STUDENTS ULTIMATELY MEETING THE GOAL ON THE SPRING STAAR ASSESSMENT.

CAMPUS TEAMS ARE NOW MOVING FROM RESULTS TO ACTION. THEY ARE REVIEWING DATA BY GRADE, SUBJECT, STUDENT GROUP, AND CLASSROOM, THEN ADJUSTING INSTRUCTION AND IDENTIFYING STUDENTS WHO NEED INTERVENTION OR ENRICHMENT. THE WINTER BOARD UPDATE WILL INCLUDE MAP GROWTH, CAMPUS RESPONSES TO THE BEGINNING OF THE YEAR RESULTS, AND PROGRESS TOWARD DISTRICT ACADEMIC GOALS.

THIS CONCLUDES OUR FALL 2026 BEGINNING OF THE YEAR MAP UPDATE.

AT THIS TIME, I'M HAPPY TO ANSWER ANY QUESTIONS.

THANK YOU, ANTOINE. TRUSTEES, THIS IS AN UPDATE, SO QUESTIONS OR COMMENTS FOR THE TEAM? I REALLY APPRECIATE YOU LINKING THIS BACK TO THE HB3 GOALS SO THAT WE CAN, WE CAN SORT OF SEE LIKE, OKAY, BEGINNING-OF-YEAR MAP, HERE'S WHERE WE STAND, HERE'S WHAT THE GOALS ARE, LIKE THE LEVEL OF CLARITY YOU PROVIDED ON THAT FOR US THIS YEAR, I THOUGHT WAS REALLY, REALLY, UM, HELPFUL, UH, LINKING THOSE TWO THINGS TOGETHER, AND I'M, I'M EXCITED THAT THE CAMPUS TEAMS ARE DIGGING IN ON THIS. IT SEEMS LIKE EVERY TIME I'M ON A CAMPUS OR CHAPERONING A FIELD TRIP OR SOMETHING, YOU KNOW, I'M HEARING ABOUT THESE THINGS. SO SUPER EXCITED TO SEE THE TEAMS DIGGING IN AND, AND, UH, TAKING US, YOU KNOW, TAKING OUR STUDENTS, GETTING THEM ON GRADE LEVEL, GETTING THE ONE-YEAR GROWTH.

I'M JUST KIND OF CURIOUS, YOU KNOW, YOU'RE SAYING 5%, AND I, I REMEMBER WHEN I WAS REVIEWING THIS, I'M THINK- MADE THE SAME CALCULATION, MM.

YOU KNOW, EASY CALCULATION, 05, ABOUT 5%.

IN RELATIVE TERMS, HOW HARD IS 5%? IS THAT...

IT, IT SOUNDS TO ME LIKE YOU'RE SAYING, OH, WE SHOULD BE ABLE TO DO THAT.

THAT'S NOT REALLY... SO I'M JUST KIND OF... HOW STEEP A HILL IS THAT? WHERE DOES THE, WHERE IS THE CONFIDENCE COMING FROM? YEAH, WELL, YEAH.

YEAH, I'M SURE WE'RE GOING TO MEET THAT. UM, I, I HAVE CONFIDENCE BECAUSE THAT, UM, 5% GROWTH WOULD GET US ABOUT WHERE WE WERE IN THE SPRING ON STAAR. SO I WOULD ANTICIPATE THAT WE'RE GOING TO GROW THAT MUCH, IF NOT MORE. SO WE, WE SHOULD, WE SHOULD REACH IT. WE'LL KNOW, UH, WE'LL KNOW FOR SURE AT WINTER MAP.

JANUARY.

BECAUSE WE SHOULD BE MOVING TOWARDS THAT 5%. UH, BUT LAST YEAR OUR MEETS, UH, LEVEL FOR THIRD GRADE WAS RIGHT ABOUT WHERE OUR TARGET IS. SO ACTUALLY LAST YEAR WE EXCEEDED OUR HB3 GOAL. THIS YEAR WE'RE LOOKING TO BE RIGHT ON TRACK WITH IT IF WE MAINTAIN WHERE WE TYPICALLY SCORE.

THANKS.

YES. YES.

ALL RIGHT, NOTHING ELSE. THANK YOU, ANTOINE. WE APPRECIATE IT.

[5.2 Early Literacy and Numeracy Spotlight]

OUR NEXT REPORT IS AGENDA ITEM 5.2, EARLY LITERACY AND NUMERACY SPOTLIGHT. I WILL INVITE DR. ASHLEY DAVIS, EXECUTIVE DIRECTOR FOR ELEMENTARY ACADEMICS, TO PLEASE PRESENT FOR US.

ASHLEY. FROM ANT- FROM ANTOINE. HIS PREVIOUS PRESENTATION PROVIDED AN IMPORTANT LOOK INTO OUR BEGINNING OF THE YEAR MAP DATA, AND I WANT TO USE THIS TIME TO FOCUS ON WHAT WE DO IN RESPONSE TO THAT DATA AND WHAT OUR STUDENTS NEED AND WHAT WE'RE SEEING. I'M GOING TO SHARE HOW WE ARE STRENGTHENING EARLY LITERACY AND MATHEMATICS INSTRUCTION, HOW WE ARE BUILDING LEADERSHIP CAPACITY, AND HOW OUR VARIOUS EFFORTS, INCLUDING THE LIFT GRANT, ARE COMING TOGETHER IN A MORE COHERENT INSTRUCTIONAL SYSTEM. AS YOU KNOW, YOU HAVE SEEN THESE REPORTS BEFORE.

THIS SHOWS FOR READING THE MEDIAN CONDITIONAL GROWTH BY GRADE LEVEL FOR THE PAST FIVE YEARS, AND SOMETHING THAT WE'RE PROUD TO SHARE IS THAT IN MANY GRADE LEVELS, LAST YEAR WE SAW THE HIGHEST GROWTH THAT WE HAVE SEEN IN THE 5 YEARS.

AND AGAIN, FOR MATH, VERY STRONG GROWTH AS WELL.

UM, AND I JUST WANT YOU TO SEE THAT WE TAKE THE MAP DA- THE MAP DATA AND WE ANALYZE IT VERY THOROUGHLY DOWN TO THE CAMPUS AND THE STUDENT LEVEL TO KNOW WHAT SUPPORT AND ADJUSTMENTS WE NEED TO MAKE. AND IN ALIGNMENT

[00:15:02]

WE'RE DOING ALL OF THIS SO THAT ALL STUDENTS CAN BE READING ON GRADE LEVEL BY THE TIME THEY REACH THIRD GRADE. AND IN ORDER TO ACHIEVE THIS GOAL, IT REQUIRES STRONG CURRICULUM IMPLEMENTATION, STRONG FOUNDATIONAL LITERACY INSTRUCTION, EFFECTIVE PROGRESS MONITORING, INSTRUCTIONAL LEADERSHIP, TARGETED CAMPUS SUPPORT, AND PROFESSIONAL LEARNING AND COACHING. AND ONE OF THE WAYS WE'RE APPROACHING THIS WORK IS THROUGH OUR EARLY LITERACY COMMITTEE THAT WE HAVE FORMED END OF LAST YEAR, AND WE'RE THEY'RE REALLY GETTING TO WORK THIS YEAR. THE PURPOSE OF THIS COMMITTEE IS TO BRING TOGETHER THE DEPARTMENTS THAT INFLUENCE EARLY LITERACY SO THAT WE'RE WORKING TOWARD THE SAME GOAL AND MAKING DECISIONS FROM A SHARED UNDERSTANDING OF THE DATA, RESEARCH, AND OUR STUDENT NEEDS. THIS COMMITTEE IS INTENTIONALLY A CROSS-FUNCTIONAL GROUP. WE HAVE REPRESENTATION FROM ELEMENTARY ACADEMIC SERVICES, ASSESSMENT RESEARCH AND PROGRAM EVALUATION, SPECIAL EDUCATION, INCLUDING DYSLEXIA, MTSS AND 504, MULTILINGUAL AND ACADEMIC SUPPORT SERVICES, AND DIGITAL LEARNING. THE, THAT REPRESENTATION FOR MULTIPLE DEPARTMENTS IS CRITICAL BECAUSE EARLY LITERACY IS NOT OWNED BY JUST ONE DEPARTMENT. OUR STUDENTS EXPERIENCE ALL OF THESE SYSTEMS, SO OUR WORK NEEDS TO BE ALIGNED AROUND THEM. SO FAR, THE COMMITTEE HAS ANALYZED HISTORICAL MCLASS AND MAP DATA TO IDENTIFY OPPORTUNITIES FOR GROWTH. THEY HAVE WORKED TO ALIGN THEIR WORK AROUND THE SCIENCE OF READING AND RESEARCH-BASED INSTRUCTIONAL STRATEGIES. THEY HAVE LOOKED AT HOW INSTRUCTIONAL TIME IS BEING USED. THEY'VE DEVELOPED AND IMPLEMENTED K THROUGH 2 PROGRESS MONITORING EXPECTATIONS AND EMBEDDED OPPORTUNITIES TO MONITOR FOUNDATIONAL SKILLS.

AND THEY'VE ALSO BEGUN LYING- LAYING THE GROUNDWORK FOR UPCOMING WORK THAT WILL HAPPEN NEXT YEAR, INCLUDING THE HOUSE BILL 2 INTERVENTION REQUIREMENTS, A REVIEW OF OUR K THROUGH 2 INTERVENTION MATERIALS, AND CONTINUED REFINEMENT OF OUR PROGRESS MONITORING APPROACH.

SO THIS COMMITTEE IS REALLY HELPING US MOVE FROM IDENTIFYING OUR NEEDS TO BUILDING THE SYSTEMS TO ADDRESS THOSE NEEDS. SO ALONG WITH KNOWING THE DATA AND WHAT OUR STUDENTS NEED, WE ALSO HAVE TO UNDERSTAND WHAT HAPPENS IN OUR CLASSROOMS. SO WE'RE USING THE TEA RLA CLASSROOM OBSERVATION TOOL TO GIVE US A COMMON LENS FOR LOOKING AT LITERACY INSTRUCTION. THIS OBSERVATION TOOL IS ORGANIZED AROUND THREE AREAS: LEARNING ENVIRONMENT, INSTRUCTIONAL DELIVERY, AND MONITORING AND RESPONDING TO STUDENT LEARNING. AND THE IMPORTANT PIECE IS WHAT WE DO WITH THAT DATA. ONCE WE GO INTO THE CLASSROOMS AND WE SEE, THEN WE WALK, WE WALK WITH OUR CAMPUS LEADERSHIP TEAMS USING THAT CLASSROOM OBSERVATION TOOL, SO THEY'RE WITH US.

TOGETHER WE OBSERVE CLASSROOM PRACTICE, IDENTIFY STRENGTHS AND AREAS FOR GROWTH THAT WE'RE SEEING, PROVIDE FEEDBACK, AND DETERMINE NEXT ACTION STEPS. THAT NEXT STEP COULD BE DIFFERENT FOR EVERY TEACHER, EVERY CLASSROOM, EVERY CAMPUS. IT COULD INCLUDE COACHING, PROFESSIONAL LEARNING, MORE TARGETED CAMPUS SUPPORT, OR SIMPLY CONTINUING TO MONITOR AREAS. THE GREAT THING ABOUT THIS TOOL IS THAT IT CREATES A SHARED INSTRUCTIONAL LENS SO THAT CAMPUS LEADERS, CAMPUS COACHES, AND DISTRICT TEAMS ARE LOOKING FOR THE SAME EVIDENCE OF STRONG LITERACY INSTRUCTION, AND THEN WE CAN USE THAT TO PROVIDE TARGETED FEEDBACK AND SUPPORT. TEACHERS, CAMPUS ADMINISTRATORS, CAMPUS COACHES, AND DISTRICT TEAMS ALL HAVE ACCESS AND USE THIS TOOL, SO WE ALL HAVE A COMMON VISION FOR LITERACY INSTRUCTION.

LET'S SEE. OKAY. SO THIS BRINGS US TO THE LIFT GRANT, WHICH I'VE SHARED INFORMATION WITH YOU ALL ABOUT. IT'S A LARGE GRANT THAT WE RECEIVED TO SUPPORT OUR K THROUGH 5 LITERACY INSTRUCTION, AND MUCH OF OUR WORK AROUND THE GRANT RIGHT NOW IS FOCUSED ON BUILDING CAPACITY AND ESTABLISHING SYSTEMS THAT SUPPORT IMPLEMENTATION OF STRONG LITERACY INSTRUCTION.

THE GRANT IS PROVIDING SEVERAL REALLY IMPORTANT OPPORTUNITIES FOR US. FIRST, CAMPUS ADMINISTRATORS AND INSTRUCTIONAL COACHES ARE RECEIVING TRAINING IN OBSERVATION AND FEEDBACK, AND THIS WEEK THEY RECEIVED TRAINING IN RLA, UM, RESEARCH-BASED INSTRUCTIONAL STRATEGIES,

[00:20:02]

SECOND, WE ARE ESTABLISHING A CONSISTENT INSTRUCTIONAL LENS ACROSS THE CAMPUS. SO USING THAT CLASSROOM OBSERVATION TOOL I SHARED WITH YOU PREVIOUSLY, ALL 42 ELEMENTARY SCHOOLS ARE RECEIVING AT LEAST MONTHLY OBSERVATIONS AND SUPPORT ALIGNED TO THAT OBSERVATION TOOL. AND THEN WE'RE DIFFERENTIATING THEIR SUPPORT. OUR FOCUS SCHOOLS RECEIVE MORE FREQUENT SUPPORT. EACH FOCUS SCHOOL PRINCIPAL HAS A DEDICATED LIFT COACH WHO PROVIDES JOB EMBEDDED COACHING AND FEEDBACK. I THINK THIS SLIDE RIGHT HERE CAPTURES WHAT WE ARE TRYING TO ACCOMPLISH THROUGH ALL OF THIS. NONE OF THIS IS INTENDED TO OPERATE I- UM, INDEPENDENTLY. WE ARE WORKING TO ALIGN OUR CURRICULUM, PROFESSIONAL LEARNING, CAMPUS LEADERSHIP, COACHING, CLASSROOM OBSERVATIONS, STUDENT DATA, THE EARLY LITERACY COMMITTEE, AND THE LIFT GRANT, ALL AROUND OUR STUDENTS BEING ON GRADE LEVEL BY THIRD GRADE. ULTIMATELY, WE WANT THE ADULTS WHO SUPPORT INSTRUCTION TO HAVE A SHARED UNDERSTANDING OF WHAT STRONG INSTRUCTION LOOKS LIKE, HOW WE IDENTIFY IT, AND HOW WE RESPOND WHEN STUDENTS NEED SOMETHING DIFFERENT. AN IMPORTANT PART OF STRENGTHENING INSTRUCTION FOR ALL STUDENTS IS MAKING SURE WE ARE INTENTIONALLY ADDRESSING THE NEEDS OF OUR EMERGENT BILINGUAL STUDENTS. OUR WORK IN THIS AREA IS FOCUSED AROUND THREE AREAS. FIRST, STRENGTHENING DUAL LANGUAGE IMPLEMENTATION. WE ARE WORKING WITH CAMPUSES TO ENSURE FIDELITY TO OUR DISTRICT DUAL LANGUAGE MODEL, INCLUDING LANGUAGE ALLOCATION, THE INTENTIONAL USE OF BOTH LANGUAGES, AND SUPPORTING CAMPUSES AND STRENGTHENING EFFECTIVE LANGUAGE ACQUISITION PRACTICES.

SECOND, BUILDING TEACHER AND LEADERSHIP CAPACITY, AND THIRD, INTEGRATING LANGUAGE AND CONTENT SO THAT THAT'S NOT TWO SEPARATE THINGS, BUT THEY WORK TOGETHER. ALL RIGHT, SO UP UNTIL THIS POINT, WE'VE BEEN TALKING ABOUT LITERACY, BUT I DO WANT TO SAY THAT WE'RE TAKING A SIMILAR SYSTEMS APPROACH IN MATHEMATICS INSTRUCTION.

THIS YEAR, WE HAVE A NEW K THROUGH 5 MATHEMATICS RESOURCE CALLED AMPLIFY DESMOS. IT PROVIDES A PROBLEM-BASED APPROACH THAT EMPHASIZES CONCEPTUAL UNDERSTANDING, PROCEDURAL FLUENCY, AND APPLICATION. LAST YEAR, THROUGH THE LASO CYCLE 3 GRANT, WE RECEIVED MATHEMATICS-BASED INSTRUCTIONAL STRATEGIES TRAINING, AND WE DEVELOPED A COMMON DISTRICT MATHEMATICS FRAMEWORK. WE THEN ALIGNED OUR MATH CLASSROOM OBSERVATION TOOL TO THAT INSTRUCTIONAL FRAMEWORK. SO, JUST AS WE'RE DOING THIS YEAR IN LITERACY, WE ARE CREATING GREATER ALIGNMENT AMONG CURRICULUM INSTRUCTION, OBSERVATION, AND PROFESSIONAL LEARNING, AND MATH AS WELL. SO NOW, THE NEXT COUPLE OF SLIDES, I JUST WANT TO SHOW YOU A GLIMPSE INTO THE NEW MATH RESOURCE.

EVERY UNIT BEGINS WITH A NARRATIVE UNIT STORY, WHICH IS A PROBLEM, LIKE A REAL LIFE PROBLEM THAT THE KIDS NEED TO SOLVE THROUGHOUT THE UNIT, USING THE MATHEMATIC CONCEPTS THAT THEY'VE LEARNED THUS FAR AND THAT THEY'RE GOING TO LEARN IN THE UPCOMING UNIT. THIS CONNECTS IT TO REAL LIFE AND GIVES THEM A PROBLEM THAT WEAVES THROUGH THE ENTIRE UNIT. THE LESSONS FOLLOW A LAUNCH, MONITOR, AND CONNECT STRUCTURE. THIS INCLUDES ACCESSIBILITY TIPS TO ENSURE ALL STUDENTS HAVE ACCESS TO GRADE LEVEL LEARNING AND STRATEGIES FOR MONITORING, UNDERSTANDING, AND HOW TO RESPOND AND OFFER SUPPORT.

AND IT'S ALL DONE IN A WAY THAT REALLY SUPPORTS EXPLICIT INSTRUCTION. AND THE RESOURCE ALSO INCLUDES BUILT-IN DIFFERENTIATION OPPORTUNITIES FOR SMALL GROUP TEACHER TABLE STATIONS AND STUDENT INDEPENDENT PRACTICE. THESE FALL INTO 3 CATEGORIES: SUPPORT, STRENGTHEN, AND STRETCH. THIS ALIGNS WITH THE WORK FROM THE LAST COUPLE OF YEARS OF OFFERING SUPPORT AND ENRICHMENT TO STUDENTS CONNECTED TO THEIR DATA. AND I WANTED TO PROVIDE AN OPPORTUNITY FOR US TO HEAR FROM THE PEOPLE WHO THAT I REALLY ENJOY ABOUT AMPLIFY MATH IS THAT THE KIDS AREN'T JUST SITTING AND GETTING.

THEY'RE ACTIVE, THEY'RE ENGAGED, AND THE TEACHER FEATURES ON IT, OH MY GOODNESS, DON'T GET ME STARTED. THE INSTANT FEEDBACK THAT WE GET TO BE ABLE TO KNOW WHO WE NEED TO PROVIDE INTERVENTION FOR, EXTENSIONS, AND EXTRA HANDS-ON LEARNING, IT'S GREAT. I REALLY

[00:25:09]

AND ALONG WITH ALL OF THIS WORK THAT MY TEAM IS DOING, ALONG WITH OTHER DISTRICT TEAMS, I ALSO WANTED TO TAKE A MOMENT TO CALL OUT WHAT WE'VE DONE TO PARTNER WITH OUR PARENTS.

OVER THE SUMMER, WE DID A SUMMER READING CAMPAIGN. YOU MAY HAVE SEEN A FEW OF OUR SOCIAL MEDIA POSTS JUST PROVIDING TIPS ON HOW TO ENCOURAGE READING AND LEARNING OVER THE SUMMER. WE DID SOME READING CONTESTS, UM, WE OFFERED TIPS ON, HEY, IF YOU'RE TRAVELING, WE WERE KIND OF INTENTIONAL WITH THE TIMING, LIKE AROUND 4TH OF JULY, WE MADE OUR TRAVEL POST, RIGHT, OF TAKE BOOKS WITH YOU, TAKE MAGAZINES WITH YOU WHENEVER YOU'RE TRAVELING.

UM, WE ALSO HAVE A HOME LEARNING WEBSITE THAT'S UP ALL YEAR. WE DO SEND HOME COMMUNICATION TO PARENTS BEFORE THE SUMMER BEGINS, LETTING THEM KNOW OF THIS WEBSITE. IT HAS LEARNING ACTIVITIES THAT ARE EASILY DONE AT HOME, AS WELL AS LETTING THEM KNOW OF THE DIGITAL PLATFORMS THAT WE HAVE THAT THEY ALSO HAVE ACCESS TO OVER THE SUMMER.

BUT THIS IS OPEN YEAR ROUND FOR PARENTS. SO AS WE LOOK AHEAD, OUR NEXT STEPS FALL INTO THESE THREE AREAS.

STRENGTHENING INSTRUCTION, WE WILL CONTINUE SUPPORTING CURRICULUM IMPLEMENTATION AND TARGETING PROFESSIONAL LEARNING AROUND THE INSTRUCTIONAL PRACTICES OUR STUDENTS NEED.

STRENGTHENING LEADERSHIP AND SUPPORT BY CONTINUING OUR LIFT COACHING, USING THE OBSERVATION INFORMATION TO TARGET OUR SUPPORT, AND CONTINUE BUILDING THE CAPACITY OF CAMPUS LEADERS AND COACHES.

AND OF COURSE, MONITORING THE IMPACT. WE WILL CONTINUE TO LOOK AT STUDENT DATA AND PROGRESS MONITOR THROUGHOUT THE YEAR, BUT WE WILL ALSO LOOK AT IMPLEMENTATION. WE WANT TO KNOW IF THE INSTRUCTIONAL PRACTICES WE ARE WORKING TOWARD ACTUALLY SHOW UP CONSISTENTLY IN CLASSROOMS. AND WHEN WE SEE SOMETHING NOT WORKING, HOW ARE WE ADJUSTING OUR SUPPORT? THESE ARE THINGS THAT WE CONTINUOUSLY DISCUSS AND TALK ABOUT THROUGHOUT THE YEAR. AND THAT CYCLE OF MONITORING AND ADJUSTING IS VERY IMPORTANT TO THE WORK THAT WE'RE DOING.

AND I JUST WANT TO SAY, ALL OF THIS MATTERS BECAUSE EVERY STUDENT DESERVES STRONG FOUNDATIONAL LITERACY AND NUMERACY INSTRUCTION EVERY SINGLE DAY. UM, WE'RE NOT SIMPLY IMPLEMENTING A NEW RESOURCE, CREATING AN OBSERVATION TOOL, PROVIDING PROFESSIONAL LEARNING. THOSE ARE JUST THE STRUCTURES THAT ARE IN PLACE TO SUPPORT OUR LARGER GOAL OF EVERY STUDENT DEVELOPING THE FOUNDATIONAL SKILLS THEY NEED TO BE SUCCESSFUL IN THIRD GRADE AND BEYOND, AND THAT WE HAVE THE INSTRUCTIONAL SYSTEMS AND CAPACITY IN PLACE TO MAKE THAT HAPPEN FOR EVERY STUDENT. I WANT TO SAY THANK YOU AND SEE IF THERE'S ANY QUESTIONS.

UM, OH, THANK YOU FOR THAT, UM, PRESENTATION. I LIKE HOW YOU'RE ALWAYS SO SCIENTIFIC AND THOROUGH AND TARGETED, AND YOU HAVE AN APPROACH FOR EVERYTHING. UM, FOR SOMEBODY WHO'S NO LONGER A PARENT IN THE DISTRICT, CAN YOU TELL ME THE NAME OF THAT WEBSITE SO THAT I CAN TELL FRIENDS WHO ARE YES.

MAYBE NOT AWARE OF IT? YES. SO, UM, IF YOU, ON OUR PAGE, IT'S HOME RESOURCES. I CAN GET THE EXACT LINK FOR YOU, PISD.EDU/HOMERESOURCES, PROBABLY. I WILL CHECK THAT TO MAKE SURE.

OKAY, BECAUSE THAT'S WHAT WE TRY TO MAKE IT.

ALL RIGHT, I'LL FIND, I'LL FIND IT FOR THE PERSON THAT I'M THINKING OF THAT IS ALWAYS WANTING TO ENRICH HER CHILD.

YES.

SO WE'LL- WE HAVE GREAT THINGS ON THERE.

YES.

AND WE TRY TO SHARE IT AFTER ANY BIG BREAK AS WELL.

I APPRECIATE THAT.

BEFORE ANY BIG BREAK, I MEAN.

VERY SMART. THANK YOU.

YES.

SO JUST TO PIGGYBACK OFF OF WHAT NANCY WAS TALKING ABOUT, I APPRECIATE HOW MUCH WORK YOUR TEAM HAS PUT INTO FOCUSING ON EARLY LITERACY AND NUMERACY, UM, AND I REALLY APPRECIATE THE PARTNERING WITH PARENTS AND TAKING THIS OUTSIDE OF THE CLASSROOM AND BRINGING IT TO THE HOME, BECAUSE I HAD WRITTEN DOWN AND WAS THINKING ABOUT, LIKE, PTAS HELPING, AND AS A PERSON WHO WAS LIKE, WE'RE GOING TO HAVE A READING NIGHT, A MATH NIGHT, A SCIENCE NIGHT, LIKE, JUST THIS IS REALLY IMPORTANT.

UM, SO ARE THOSE RESOURCES AVAILABLE YEAR ROUND OR JUST DURING THE BREAKS? THESE RESOURCES ARE AVAILABLE YEAR ROUND. SO THEY'RE THE, THE DIGITAL RESOURCES THAT ARE ON THIS WEBSITE. STUDENTS HAVE ACCESS TO THOSE YEAR ROUND, AND WE ENCOURAGE PARENTS TO USE THOSE VERSUS SOMETHING THEY MIGHT FIND ON THE INTERNET BECAUSE WE CHOOSE THEM FOR A REASON. WE KNOW THAT THEY'RE GRADE LEVEL, WE KNOW THAT THEY WORK, AND UM, SO STUDENTS CAN USE THEM

[00:30:01]

WE HAVE LIKE HIGH FREQUENCY WORD LISTS FOR EVERY GRADE LEVEL ON THERE. SO WE DON'T WANT PARENTS TO THINK THAT AT HOME LEARNING IS JUST DIGITAL LEARNING BECAUSE THAT'S JUST A SMALL PART. IT CAN BE, IT DOESN'T EVEN HAVE TO BE A PART OF IT, BUT IF THAT'S SOMETHING THAT THEY WANT TO DO, IT'S THERE.

BUT WE ALSO FOCUS ON QUESTIONS YOU CAN ASK, GAMES YOU CAN PLAY TOGETHER, AND ALL OF THAT'S ON THE WEBSITE YEAR ROUND.

SO IT SOUNDS LIKE IF ANY OF OUR LOCAL ELEMENTARY PTAS WANTED TO HOST ANY OF THOSE MATH NIGHTS OR LITERACY NIGHTS, THEY COULD GO TO THAT PAGE AS A RESOURCE AND COME UP WITH, LIKE, STATIONS.

YES.

UM, OKAY.

AND I'VE ALSO, UM, PRESENTED LAST YEAR TO THE PTA DELEGATES.

OH, GOOD.

AND WE, WE TALKED ABOUT DIFFERENT IDEAS FOR LITERACY NIGHTS AND STEM NIGHTS AND MATH NIGHTS. UM, BUT YES, IT HAS GREAT IDEAS. THAT'S A GREAT POINT.

I LOVE THAT. THANK YOU SO MUCH FOR ALL THE WORK YOUR TEAM'S DOING.

THANK YOU.

ASHLEY, AREN'T YOU ALSO PARTNERING WITH PTA AGAIN THIS YEAR? YES, SO WE'RE WORKING, WE'RE WORKING TOGETHER ALWAYS TO ENCOURAGE EARLY LITERACY AND, UM, HELPING THEM WITH THE NIGHTS, AND ALSO WE'RE WORKING WITH DEVELOPING SOME PARENT UNIVERSITY CLASSES AS WELL.

MM-HMM.

THAT, WHAT IS THE PARENT UNIVERSITY, IF YOU COULD GET INTO THAT A LITTLE BIT MORE? IT'S JUST SOME COURSES. WE'RE WORKING TO- IT'S VERY NEW, BUT IT'S DISTRICT TEAMS ARE WORKING TOGETHER TO PUT INFORMATION TOGETHER THAT CAN BE SHARED PUBLICLY WITH PARENTS SO THEY CAN LOOK THROUGH IT WHENEVER IT IS AVAIL- LIKE ON THEIR OWN TIME. SO WE'RE STARTING WITH WHAT ARE THE MOST IMPORTANT TOPICS PARENTS, WHAT WOULD BE MOST HELPFUL FOR THEM. SO WE'RE, WE'RE IN THE VERY BEGINNING STAGES, BUT IT'S SOMETHING THAT THE DISTRICT TEAMS ARE COMING TOGETHER TO WORK ON.

THAT'S AWESOME. THAT GRABBED MY ATTENTION REAL QUICK.

YEAH.

OH, DID I INTERRUPT? I'M GLAD THAT YOU'RE EXCITED ABOUT IT. THAT'S OKAY. WE ARE, UM, WORKING AS PART OF CODE OF CIVILITY AND, AND WORKING WITH, UM, OUR, OUR FAMILIES.

UM, PARENT UNIVERSITY IS SOMETHING THAT HAS BEEN IN THE WORKS FOR QUITE A WHILE, AND WE'RE, WE HAVE A WEBSITE THAT WE'LL BE LAUNCHING SOON, BUT AS DR.

DAVIS MENTIONED, WE, UM, ARE WORKING TOWARDS BUILDING THOSE BIG ROCKS FOR THE FAMILIES SO THAT THEY, WHAT IS IT THAT IT'S ESSENTIAL LEARNING FOR THEM AS THEY WANT TO LEARN MORE ABOUT THE DISTRICT AND HOW TO ENGAGE, UM, WITH THEIR, YOU KNOW, THE, THE THEIR CHILDREN AND WITH THE DISTRICT. UM, AND SO WE ARE STARTING THAT PROCESS AND BUILDING OUT STRANDS AND THEN ADDITIONAL RESOURCES SO THAT THEY CAN GO DEEPER DIVING IF THEY'D LIKE TO DO THAT. SO WE'RE EXCITED TO SHOW THAT TO YOU SOON, HOPEFULLY.

THAT'S AWESOME. UH, THE REASON THAT GRABBED MY ATTENTION, I WAS GONNA ASK... UH, HOW WE INVOLVE FAMILIES WHERE, LIKE, YOU KNOW, MY HOUSE IS LIKE TARA DESCRIBED, RIGHT? WE, WE READ, I DO THE READING IN SCIENCE AND SOCIAL STUDIES, MY WIFE DOES LANGUAGE ARTS AND MATH. UH, BUT NOT EVERY HOUSEHOLD HAS THAT FOR TIME REASONS, FOR EDUCATION, OR ALL OF THOSE, ALL THE REASONS. SO I WAS JUST CURIOUS, ARE WE, UH, INTERACTING WITH A WIDE ARRAY OF FAMILIES TO SEE WHAT IT IS THEY NEED THAT SUPPORT WITH AT HOME? BECAUSE WHILE WE'RE THE PROFESSIONALS IN THE CLASSROOM, WE ALL KNOW THAT SUPPORT FROM THE FAMILY IS, IS CRUCIAL FOR THE STUDENT TO REALLY LOCK THAT INFORMATION IN.

YEAH.

SO ARE WE INVOLVING FAMILIES IN THAT PROCESS TO FIGURE OUT WHAT THEY NEED? YEAH. I THINK WE TRY TO.

WHENEVER I TALK WITH THE PTA DELEGATES AND PTA, UM, DELEGATE, THE PRIN- THE PRESIDENT, I LOVE TO ASK THEM WHAT THEY'RE HEARING FROM PARENTS WHO ARE COMING TO THEIR MEETINGS AND ASKING THEM QUESTIONS. UM, TEACHERS ALSO SHARE WITH US QUESTIONS THEY RECEIVE FROM PARENTS, SO WE TRY TO STAY CONNECTED TO THE PEOPLE WHO ARE THE MOST CONNECTED TO THE PARENTS MM-HMM.

AND USE THAT INFORMATION TO TRY TO PROVIDE WHAT THEY NEED IN A WAY THAT WORKS FOR THEM, KNOWING, LIKE YOU SAID, THAT THERE ARE SO MANY DIFFERENT NEEDS AND ABILITIES WITH TIME, AND IF YOU THINK ABOUT WORKING PARENTS AND THEN SPORTS, THEN YOU MIGHT HAVE AN HOUR AT HOME WITH YOUR KIDS AT NIGHT. SO WE'RE REALLY, OR MILEY MENTIONED, WE'RE WORKING WITH HER TO REALLY THINK ABOUT THOSE BIG ROCKS, LIKE WHAT ARE THE THINGS THAT WOULD BE THE MOST IMPACTFUL THAT OUR PARENTS CAN EASILY DO, BECAUSE WE ALL WANT WHAT'S BEST FOR OUR KIDS, RIGHT? RIGHT. THANK YOU.

JUST KIND OF TO FOLLOW UP ON THAT AS WELL, UM, I WOULD LOVE TO SEE THIS, UM, PRESENTED TO LIKE THE HEAD START COUNCIL, BECAUSE I THINK THAT'S A GROUP THAT COULD

[00:35:02]

YOUNGEST STUDENTS.

YES, THANK YOU.

ALL RIGHT, IF NOTHING ELSE FROM THE TRUSTEES, THANK YOU, DR. DAVIS. WE APPRECIATE THE REPORT. UH, OUR NEXT REPORT ON THE AGENDA IS ITEM 5.3, PLANO ISD EDUCATION FOUNDATION

[5.3 Plano ISD Education Foundation Update]

YES.

ALSO, SO WE'RE VERY EXCITED TO SEE ALL OF Y'ALL AND, UM, GET THE UPDATE ON THE EDUCATION FOUNDATION TONIGHT.

WELL, THANK YOU VERY MUCH, PRESIDENT TYRA, UM, TRUSTEES, DR. WILLIAMS, STAFF MEMBERS, THANK YOU VERY MUCH FOR ALLOWING US THIS TIME TO GIVE YOU AN UPDATE ON THE EDUCATION FOUNDATION. UH, I AM AL ELY, AND I AM THE BOARD PRESIDENT OF THE EDUCATION FOUNDATION. UM, FOR 33 YEARS, PLANO ISD EDUCATION FOUNDATION HAS SERVED ALONGSIDE PTA AS A SUPPORT SYSTEM FOR THE DISTRICT, HELPING TO ENGAGE THE COMMUNITY IN PUBLIC EDUCATION AND FILL ANY GAPS THAT WE MIGHT HAVE. SO WHAT DOES THIS MEAN? WELL, WE GO OUT AND RAISE PRIVATE FUNDS.

WE WORK TO CREATE INNOVATIVE PROGRAMS AND GRANTS THAT EMPOWER TEACHERS TO BRING CREATIVE LEARNING AND EX- AND EXPERIENCES TO STUDENTS IN THE CLASSROOM. WE INVEST IN THE ACADEMIC, CAREER, AND TECHNICAL EDUCATION, STEM, FINE ARTS, ATHLETICS, COLLEGE, AND CAREER READINESS INITIATIVES. WE TRY TO REMOVE BARRIERS. WE DEVELOP AND MANAGE ENDOWMENTS THAT PROVIDE LONG-TERM, SUSTAINABLE FUNDING FOR DISTRICT PRIORITIES, INCLUDING FINE ARTS AND ATHLETICS. SO WHAT DOES THAT MEAN FOR OUR DONORS AND OUR PARTNERS? WE CREATE OPPORTUNITIES FOR OUR DONORS TO INVEST. WE ENGAGE WITH VOLUNTEERS IN THE COMMUNITY IN SUPPORTING STUDENTS, EDUCATORS, AND THE FOUNDATION INITIATIVES.

WE HELP MANAGE THE PARTNERS IN EDUCATION PROGRAM, FOSTERING MEAN- MEANINGFUL RELATIONSHIPS BETWEEN SCHOOLS AND THE BUSINESS COMMUNITY. HERE'S A LIST OF OUR 31 BOARD MEMBERS, UH, WHO DO THE MEANINGFUL WORK OF THE BOARD. THE BOARD OF DIRECTORS IS R- IS RESPONSIBLE FOR LEGAL, FINANCIAL, STRATEGIC OVERSIGHT, AND GOVERNANCE OF THE ORGANIZATION. I'D LIKE TO REALLY HAVE YOU TAKE A LOOK AT THE MEMBERS OF THIS BOARD AND NOTICE THEIR BACKGROUNDS.

WE HAVE SMALL BUSINESS OPERATORS, WE HAVE LARGE CORPORATIONS, WE HAVE CPAS, WE HAVE FINANCIAL FOLKS, UM, SO WE HAVE A BREADTH OF EXPERIENCE WITHIN THIS BOARD THAT IS REALLY LOOKING OUT FOR THE EDUCATION FOUNDATION, AS WELL AS THE STUDENTS AND STAFF WITHIN PISD. THIS IS THE EXECUTIVE COMMITTEE, WHO WERE HERE ABOUT 2 HOURS AGO, BUT NOW THEY HAVE LEFT.

BUT IT'S A GREAT TEAM THAT WORKS TOGETHER, UM, UH, FORMULATING EVERYTHING THAT WE NEED TO DO AS A EDUCATION FOUNDATION. HERE'S THE STAFF, THE STAFF THAT REALLY MAKES IT WORK FOR US. UM, AS YOU MENTIONED, SEVERAL OF THE STAFF MEMBERS ARE HERE TONIGHT.

BRITTNEA COULD NOT MAKE IT BECAUSE SHE HAD A FAMILY SITUATION THAT SHE NEEDED TO, TO WORK ON AND TAKE CARE OF.

DONNA FOX IS THE OFFICE MANAGER, RUQIAN TENG, FINANCE MANAGER. MALLORY CRUMB IS OUR PARTNERS IN EDUCATION COORDINATOR.

JENNIFER ROTTER IS OUR DEVELOPMENT DIRECTOR, AND ASHLEY JEFFERY IS OUR PROGRAMS AND EVENTS COORDINATOR. AND I DO WANT TO ACKNOWLEDGE THAT WE HAVE A NEW POSITION, AND THAT IS JENNIFER ROTTER'S POSITION AS A DEV- DEVELOPMENT DIRECTOR. THE EDUCATION FOUNDATION HAS BEEN AROUND FOR 33 YEARS, AND WE'VE REALLY NEVER HAD A SINGLE PERSON WHO'S FULLY DEDICATED TO THE FUNDRAISING OF THE FOUNDATION. WE NOW HAVE

[00:40:01]

WE BROUGHT IN 17, UH, CAREER AND TECHNICAL EDUCATION PARTNERS, UM, OVER THIS LAST YEAR, AND PARTNERS IN EDUCATION IMPACT OVER 4 MILLION DOLLARS. HERE GIVES YOU AN OUTLINE OF WHAT THE GOALS ARE FOR 26 AND 27. UH, WE'VE GOT A LOT ON OUR PLATE WITH REGARDS TO THIS. UM, LAST YEAR SAW A HEALTHY LEVEL OF SUPPORT PROVIDED TO THE DISTRICT, BUT WE KNOW OUR NEEDS ARE GROWING. THIS YEAR WE HAVE BUMPED UP THE BUDGET TO INCLUDE 1.975 MILLION TO SUPPORT PROGRAMMING LIKE THE WELCOME AND ENROLLMENT CENTER, WILDCAT COLLEGIATE ACADEMY TUITION, STEM LABS FOR ALL 42 ELEMENTARY CAMPUSES, CTE, AND NUMEROUS INVESTMENTS IN PROFESSIONAL LEARNING FOR OUR TEACHERS AND PRINCIPALS.

WE'RE ALSO WRAPPING UP THE STAGING THE FUTURE FINE ARTS ENDOWMENT THIS YEAR. IT IS GOING TO BE FULLY FUNDED BY THIS TIME NEXT YEAR. WE ARE ALSO LAUNCHING ANOTHER ENDOWMENT, AND THAT ENDOWMENT IS FIELDING THE FUTURE TO SUPPORT ATHLETICS, AND THAT HAS ALREADY TAKEN OFF AND STARTED. BOTH EFFORTS SHOULD RESULT IN 100,000 TO 150,000 IN ANNUAL FUNDING FOR BOTH PROGRAMS. FINALLY, THE GOAL FOR PARTNERS IN EDUCATION IS 4.5 MILLION DOLLARS THIS YEAR, AND WE WILL CONTINUE TO SECURE NEW PARTNERSHIPS IN SUPPORT OF CTE. SO HOW DO WE FUND OUR MISSION? THREE WAYS.

INDIVIDUAL DONORS, CORPORATE DONATIONS, AND GRANTS FROM OTHER FOUNDATIONS. AS MENTIONED BEFORE, WE REALLY HAVEN'T SPENT A LOT OF TIME ON GRANTS FROM OTHER FOUNDATIONS, BUT THAT'S NOW TAKING A HIGH PRIORITY WITH THE NEW ROLE THAT WE HAVE.

CORPORATE DONATIONS HAVE BEEN EXTREMELY HIGH FOR US, AND, UM, PROBABLY HIGHER THAN WHAT OTHER EDUCATION FOUNDATIONS HAVE, WHICH IS VERY, VERY GOOD, BUT IT GIVES US AN OPPORTUNITY TO LOOK FOR INDIVIDUAL DONORS WITHIN PLANO TO START MAKING GENEROUS DONATIONS. I WANT TO GIVE YOU A COUPLE DONOR HIGHLIGHTS AND PARTNER HIGHLIGHTS AND SPOTLIGHTS. YOU ALL KNOW ABOUT ALL THE WORK THAT TOYOTA HAS DONE FOR US OVER THE YEARS. UM, AS YOU CAN SEE HERE, TOYOTA HAS NOT ONLY PROVIDED US VERY GENEROUS FUNDING, THEY ARE ALSO GIVING SO MUCH OF THEIR TIME, FROM PACKING 04,000 BACKPACKS FOR THE BACK-TO-SCHOOL FAIR, TO SERVING AS SUBS IN OUR CLASSROOM THROUGH TEACHER OF A DAY AND WORKING REGULARLY IN CLASSROOMS WITH OUR ROBOTICS TECHNOLOGY STUDENTS AND OTHER CTE PROGRAMS. THEY HAVE BEEN INCREDIBLY GENEROUS WITH THEIR TIME, THEIR TALENTS, AND THEIR MONEY. CAPITAL ONE, ANOTHER LONG-TERM PARTNER FOR US. WE'RE VERY LUCKY TO HAVE A SIMILAR RELATIONSHIP WITH CAPITAL ONE. THIS YEAR ALONE, THEY WILL SUPPORT THE PAINT AND COLLISION REPAIR PROGRAM AT THE CTE CENTER, AVID, THE WELCOME ENROLLMENT CENTER, ELEMENTARY MATH AND MIDDLE SCHOOL COMPUTER SCIENCE, AND ADDITIONALLY, WE ARE WORKING WITH THEIR TEAM TO LAUNCH THE AUTO FUTURES PROGRAM, PAIRING THE CLIENTS FROM THE AUTO INDUSTRY WITH OUR STUDENTS FOR APPRENTICESHIPS, IN-CLASS SUPPORT, PROFESSIONAL PLANNERS, AND OTHER WORK-BASED LEARNING OPPORTUNITIES. THEY HAVE BEEN A WONDERFUL PARTNER FOR US. SKI PLANO. I THINK WE ALL HAVE TO, WHEN WE COME ACROSS FOLKS IN THE, IN THE COMMUNITY,

[00:45:02]

UM, OUR GOAL THIS YEAR IS 350,000 DOLLARS, UH, AND IT IS OUR LARGEST FUNDRAISER OF THE YEAR.

EMPLOYEE GIVING CAMPAIGN. THIS IS VERY SIMILAR TO WHAT HAPPENS OUT IN THE MARKETPLACE, WHETHER YOU'RE A, A HOSPITAL, WHETHER YOU'RE A CPA FIRM, OR WHETHER YOU'RE A CORPORATION. UH, YOU LOOK FOR YOUR EMPLOYEES TO ALSO INVEST IN WHAT'S GOING ON WITHIN, UH, YOUR COMMUNITY, THE DISTRICT, AND THE FOUNDATION. IT'S AN ANNUAL EMPLOYEE CAMPAIGN. WE ASK PISD EMPO- EMPLOYEES WHO HAVE THE CAPACITY TO GIVE, TO INVEST IN OUR MISSION.

THESE FUNDS ARE MAINLY USED TO FUND EMPLOYEE-CENTERED SUPPORT PROGRAMS, SUCH AS THE EMPLOYEE CRISIS FUND, THE CORE STORE, AND THE EMPLOYEE WELLNESS PROGRAM. THE GOAL THIS YEAR IS TO RAISE 80,000 DOLLARS. THE I CAN INVEST COMMUNITY CAMPAIGN. IT'S ANOTHER CAMPAIGN THAT WE DO IN THE SPRING TO GO OUT INTO THE COMMUNITY, NOT ONLY OUR SCHOOLS, BUT THE ENTIRE PLANO COMMUNITY AND PISD STAFF COMMUNITY. IT'S OUR ANNUAL COM- CAMPAIGN. IT'S HELD IN THE SPRING. THE FOUNDATION PARTNERS WITH PTA IN THIS CAMPAIGN TO HELP SHARE INFORMATION WITH CAMPUSES DIRECTLY. WE UTILIZE A GIVE BACK AND PRIZE PROGRAM TO THANK YOU AND THANK THE PTAS, SO IT'S A JOINT EFFORT. I WANT TO GIVE A THI- QUICK THANK YOU TO LAST YEAR'S COUNCIL OF PTAS, UH, LEAD JERRY DUNCAN AND THIS YEAR'S LEAD JULIA WIBLIN, FOR THEIR SUPPORT AROUND THIS CAMPAIGN. THE CORE STORE, ONE OF MY FAVORITES. UM, IT'S JUST A WONDERFUL OPPORTUNITY. UM, I KNOW MOST OF YOU ARE AWARE OF IT. MOST OF YOU HAVE PROBABLY PARTICIPATED IN IT, UM, AND PEOPLE GIVE A LOT OF TIME, EFFORT, AND ENERGY TO THIS. THIS IS WHERE OUR TEACHERS CAN SHOP, SHOP FOR FREE CLASSROOM AND SCHOOL SUPPLIES ONCE A SEMESTER. THIS YEAR, THE TEAM ALSO HOSTED TWO SATURDAY SHOPPING DAYS WHERE HUNDREDS OF NEW AND RETURNING TEACHERS CAME THROUGH TO STOCK UP FOR THE CURRENT YEAR. THIS YEAR, THE FOUNDATION HAS BUDGETED OVER 100,000 DOLLARS IN SUPPORT OF THIS EFFORT.

THANK YOU TO MEDICAL CITY PLANO FOR SO GRACIOUSLY DONATING THE SPACE FOR OUR STORE FOR THE LAST DECADE. ANOTHER GREAT ONE IS THE GRANTS TO EDUCATORS. THIS IS JUST A WONDERFUL CAMPUS PROGRAM AND A WONDERFUL PROGRAM THAT THE EDUCATION FOUNDATION IS JUST VERY, VERY THRILLED TO BE INVOLVED IN. UM, IT'S PROBABLY MY FAVORITE OF ALL OF THESE. THIS YEAR, THE FOUNDATION WILL GIVE OUT 185,000 DOLLARS IN CLASSROOM GRANTS. THAT'S 25,000 DOLLARS MORE THAN LAST YEAR AND 35,000 DOLLARS MORE THAN THE YEAR BEFORE. WE WANT TO REALLY THANK OUR SPONSORS, HEB, COSERV, HILLTOP SECURITIES, TOYOTA, AND OUR FOUNDING SPONSOR, PARK PLACE LEXUS, FOR REALLY WORKING ON THESE GRANTS, AND IT IS JUST SUCH A WONDERFUL DAY FOR OUR TEACHERS, STAFF, AND SCHOOLS. PRINCIPAL FOR A DAY. IT'S THE SECOND YEAR OF OUR PRINCIPAL FOR A DAY PROGRAM. UH, THIS EFFORT BRINGS BUSINESS AND CIVIC LEADERS TOGETHER INTO PLANO ISD CAMPUSES TO EXPERIENCE THE DAY IN THE LIFE OF A PUBLIC SCHOOL PRINCIPAL.

PRINCIPAL FOR A DAY IS A COLLABORATION BETWEEN THE PLANO CHAMBER, PLANO WORKS LEADERSHIP FOUNDATION, THE PISD EDUCATION FOUNDATION, AND PLANO ISD. WE WANT TO INCREASE COMMUNITY AWARENESS OF THE STRENGTHS OF PLANO ISD.

WE WANT TO DEMONSTRATE THE PRIVATE SECTOR'S COMMITMENT TO ENSURING A QUALITY PUBLIC EDUCATION FOR ALL STUDENTS. WE WANT TO IDENTIFY OPPORTUNITIES FOR COLLABORATION BETWEEN THE BUSINESS COMMUNITY AND PLANO ISD. UH, THE INAUGURAL YEAR LAST YEAR, WE HAD 25 CAMPUSES PARTICIPATING, AND THIS YEAR WE HAVE 50

[00:50:01]

ALL RIGHT, THANK YOU ALL. I JUST, I'LL, I'LL SAY FROM THE BEGINNING, IN PLANNING THE AGENDA, THE SUPERINTENDENT AND I HAD SOME DISCUSSION ABOUT HOW EDUCATION FOUNDATIONS ARE SORT OF A TOPIC AROUND THE STATE OF DISCUSSION. THERE WERE SOME INTERIM CHARGES IN THE LEGISLATURE ABOUT EDUCATION FOUNDATIONS.

WE SAW SOME TESTIMONY, UM, YOU KNOW, A COUPLE WEEKS AGO IN SOME INTERIM HEARINGS, AND SO I THINK IT'S REALLY IMPORTANT FOR OUR COMMUNITY TO UNDERSTAND WHO OUR EDUCATION FOUNDATION IS, WHO THE MEMBERS ARE, WHO THE STAFF ARE, THAT Y'ALL ARE ALL COMMUNITY MEMBERS, YOU KNOW, WHETHER, AS YOU SAID, LARGE CORPORATIONS OR SMALL BUSINESSES OR PARENTS, UM, AND THEN SEE THE WORK THAT THE EDUCATION FOUNDATION DOES IN OUR COMMUNITY. AND SO THIS WAS A WONDERFUL PRESENTATION, AND I'M REALLY GLAD THAT THE COMMUNITY, UH, GETS TO SEE THIS LEVEL OF DETAIL ABOUT THE WORK THAT Y'ALL ARE DOING.

THANK YOU VERY MUCH.

UH, NANCY, GO AHEAD.

UM, WELL, THANK YOU, AL. WE, I APPRECIATE ALL THAT YOU DO, UM, FOR THIS DISTRICT AND YOUR VOLUNTEER ROLE. BUT, UM, YOU KNOW, TO HER POINT, I DON'T UNDERSTAND WHY THEY'RE LOOKING AT OUR FOUND- AT FOUNDATIONS AS A WHOLE IN THE STATE. THERE'S ONE BAD ACTOR, SO THEY THEY MAKE IT BAD FOR EVERYBODY.

BUT WHAT I WANTED TO MENTION TO YOU, UM, THE CORE STORE IS A GREAT PLACE, YOU KNOW THIS, YES.

FOR PEOPLE TO VOLUNTEER. AND SO I WOULD JUST LIKE TO MENTION THAT THERE IS A LINK PROBABLY ON THE FOUNDATION WEBSITE TO VOLUNTEER, SET UP A TIME TO VOLUNTEER. AND I KNOW MY ROTARY CLUB IS GOING TO COME AND VOLUNTEER AT THE CORE STORE ON OCTOBER 29TH TO HELP ORGANIZE, UNPACK, YOU KNOW, MM-HMM.

AND DO WHATEVER WE NEED, BUT MANY HANDS MAKE, UM, LITTLE WORK. SO I THINK I ENCOURAGE ANYONE IN THE COMMUNITY WHO WANTS TO VOLUNTEER FOR A DAY OR AN HOUR.

ACTUALLY, IT'S ONLY LIKE AN HOUR OR TWO. THERE'S A LINK, I THINK, ON THE FOUNDATION WEBSITE.

THERE ABSOLUTELY IS, AND WE'LL MAKE SURE THAT WE GET THAT OUT AGAIN.

OKAY, THANKS.

I- I'M, I'M GONNA DO THE, UH, ROTARY COMPETITION. UH, PLANO WEST ROTARY, WE'RE GONNA BEAT.

IF YOU VISIT PLANOWESTROTARY.COM AND LOOK UP OUR VOLUNTEER OPPORTUNITIES, WE ACTUALLY GET A LINK DIRECTLY INTO OUR CORE STORES, UM, SIGN- SIGN UP GENIUS TO SIGN UP FOR VOLUNTEER HOURS. SO, RIGHT THERE.

AND STUDENTS CAN ALSO VOLUNTEER, LIKE NCL GROUPS, NHS, BOY SCOUTS, GIRL SCOUTS.

MM-HMM.

I KNOW OUR NCL HAS GONE AND VOLUNTEERED AS WELL, SO OPPORTUNITIES FOR THE WHOLE FAMILY TO VOLUNTEER, UM, WHICH I KNOW YOU GUYS APPRECIATE. UM, NO, I JUST QUICK COMMENT FOR ME, UM, AL, YOU'RE DOING A WONDERFUL JOB. I JUST, I'M SO THANKFUL THAT THE EDUCATION FOUNDATION HAS YOU AND EVERY SINGLE ONE OF YOU OUT THERE. YOU GUYS ARE AMAZING, AND BRITTNEA AT HOME, WHEREVER SHE MAY BE.

UM, I JUST WANT TO EMPHASIZE THAT, YOU KNOW, THE REASON THAT WE HAVE THESE PROGRAMS IS, UM, BECAUSE OF FUNDING, RIGHT? THERE, WE DON'T HAVE FULLY FUNDED SCHOOLS. WE DO WHAT WE CAN.

OUR EDUCATION FOUNDATION IS ROCK STAR IN WHAT THEY DO. NOT ALL DISTRICTS HAVE AN EDUCATION FOUNDATION. WE GO TO CONFERENCES ALL THE TIME WHERE DISTRICTS ARE TRYING TO FIGURE OUT WAYS TO DEAL WITH ALL THE UNFUNDED MANDATES AND THINGS, AND AND WHO ARE LOOKING AT US AND SAYING, HOW DID, YOU KNOW, HOW DOES YOUR EDUCATION FOUNDATION WORK? BECAUSE WE'VE HAD THIS FOR, WHAT DID YOU SAY, OVER 30 YEARS? 33 YEARS.

33 YEARS. UM, WE'RE DOING A PRETTY GOOD JOB OF IT, I THINK, BUT EVERY YEAR THERE'S MORE AND MORE PRESSURE FOR THE FOUNDATION TO DO MORE AND TO PROVIDE MORE FOR THE DISTRICT. SO WE'RE TALKING ABOUT THESE COMMUNITY RELATIONSHIPS THAT WE HAVE WITH OUR, OUR LOCAL PARTNERS, OUR, OUR BUSINESSES, OUR HOSPITALS, UM, AND INDIVIDUALS. UM, YOU DON'T HAVE TO HAVE A KID IN SCHOOL TO DONATE TO THE FOUNDATION, TO THE DONATE TO THE PTA. SO IT, IT REALLY TAKES ALL OF US. AND AGAIN, THE PRESSURE IS THAT WE NEED MORE MONEY BECAUSE WE'RE NOT, WE'RE GETTING LESS AND LESS EVERY YEAR FROM THE LEGISLATURE.

SO, UM, WONDERFUL JOB, WONDERFUL PROGRAMS. I THINK THAT ALSO WHAT YOU'RE DOING IS GETTING THE WORD OUT ABOUT THE FOUNDATION BECAUSE JUST LIKE SOME OF OUR OTHER THINGS, UH, MAYBE OUR COMMUNITY DOESN'T KNOW OR ISN'T AWARE THAT YOU GUYS PROVIDE WHAT YOU DO FOR THE DISTRICT. SO, UM, I LOVE ALL OF THE SIGNS THAT YOU HAVE OUT IN THE SCHOOLS. I THINK THAT'S WONDERFUL VISIBILITY WITH THE SCAN CODES AND THE QR CODES.

SO, UM, YEAH, BESIDES, YOU KNOW, VOLUNTEERING, DEFINITELY, YOU KNOW, ALL OF THE DIFFERENT TYPES OF WAYS THAT YOU CAN HELP THE FOUNDATION IS JUST GO TO THEIR PAGE. YOU'LL FIND LOTS OF INFORMATION THERE.

BUT THANK YOU. THANK YOU ALL.

I JUST HAVE A COUPLE COMMENTS.

UM, ELISA AND I BOTH SERVE

[00:55:01]

AND THEN MALLORY, WELCOME TO THE TEAM, BECAUSE IN-KIND DONATIONS ARE JUST AS IMPORTANT AND OFFER SOMETHING DIFFERENT.

SO YOU GUYS ARE BOTH, YOU KNOW, YOU'RE LIKE A COIN, DIFFERENT SIDES. UM, SO I'M SO EXCITED YOU'RE HERE. SECOND, PLANNED GIVING. ANYBODY IN THE COMMUNITY IS ABLE TO GIVE, AND THE NUMBER I ALWAYS THINK ABOUT IS THAT WHEN WE LOOK AT PLANO ISD, 30% OF THOSE WHO VOTE AND LIVE WITHIN PLANO ISD HAVE KIDS IN SCHOOLS, AND 70% DON'T. SO THERE'S AN ENTIRE COMMUNITY, AS YOU WERE MENTIONING, ANYBODY IN THE COMMUNITY CAN GIVE TO PLANO ISD. UM, AND THANK YOU TO ALL THE STAFF THAT GIVE A PORTION OF YOUR PAYCHECK TO THE, UM, FOUNDATION. THAT IS SO LOVELY, AND I JUST WANT TO MAKE SURE WE GIVE A SHOUT OUT TO YOU AND THANK YOU FOR THAT. BUT PLANNED GIVING COULD MEAN LEAVING A LIFE INSURANCE POLICY, LISTING THE EDUCATION FOUNDATION AS A BENEFICIARY. THERE ARE DONOR ADVISED FUNDS. THERE ARE SO MANY DIFFERENT WAYS THAT YOU COULD DONATE AND HELP, AND SO I'M JUST THROWING ALL OF THAT OUT THERE.

UH, I ECHO EVERYTHING THAT EVERYONE SAID. I DO HAVE ONE VERY SERIOUS QUESTION, THOUGH.

FOR THOSE OF US WHO LIKE TO PLAN, WHEN DO WE FIND OUT THE THEME FOR SKI PLANO 2027? OKAY, Y'ALL CAN FOLLOW UP ON THAT LATER.

NO, I'LL TELL YOU.

TELL US.

IT'S SKI PLANO. IT'S SUPPORTING KIDS IN PLANO. YOU KNOW, THAT'S WHAT WE NEED TO DO.

OUR, OUR JOB IS TO FUNDRAISE.

YES.

AND WE NEED TO MAKE SURE THAT PEOPLE UNDERSTAND WHAT SKI PLANO IS ALL ABOUT. AND WE'RE GOING TO MAKE A VERY, VERY STRONG EFFORT TO NOT ONLY WRAP OUR ARMS AROUND THOSE ARE WHO ARE IN THE EDUCATION COMMUNITY, BUT WE'VE GOT 300,000 PEOPLE WHO ARE IN PLANO, AND AS YOU JUST SAID JUST A MOMENT AGO, NOT EVERYBODY IS ASSOCIATED WITH THE SCHOOL. THAT DOESN'T MEAN THEY DON'T HAVE AN INTEREST IN THE SCHOOL AND DON'T HAVE AN INTEREST IN, UH, KIDS WHO ARE WORKING, WHO HAVE GRADUATED FROM HERE.

THOSE ARE THE IMPORTANT THINGS, SO.

I'VE TH- I'VE THROWN OUT THERE THAT, UM, WE SHOULD ADD A FLAIR, AND THE FLAIR COULD BE THAT YOU DRESS UP TO REPRESENT YOUR FAVORITE PROGRAM. SO I'M KIND OF THINKING THAT MAYBE FIFTH GRADE CAMP GEAR MIGHT BE IN STORE FOR YOU.

I- I'D LIKE TO JUST ADD ONE THING A FEW FOLKS HAVE BROUGHT UP, THE EDUCATION FOUNDATIONS AND THE, UM, OVERSIGHT COMMITTEES THAT HAVE BEEN DONE. I, I LISTENED TO 4 AND A HALF HOURS, UM, THE ORIGINAL LIVE VERSION, UM, AND WE DO KNOW THAT IT'S ASSOCIATED BASICALLY WITH ONE ISD, BUT THAT DOESN'T MEAN THAT THE REST OF US AREN'T UNDER ANY SCRUTINY. AND I JUST WANT TO GO BACK TO THAT, REMIND YOU OF THAT PAGE OF THE 31 MEMBERS OF OUR BOARD, HOW DIVERSE THOSE MEMBERS ARE, FINANCIAL INSTITUTIONS, BANKS, CPAS, LAW FIRMS, MAJOR HOSPITALS, NONPROFITS, AND COMMUNITY VOLUNTEERS.

VERY, VERY BROAD BASE OF FOLKS. WE ARE ALSO, OUR BOOKS AND RECORDS GET AUDITED EVERY YEAR, EVERY SINGLE YEAR. SO WE WILL BE AN OPEN BOOK IF ANYONE HAS ANYTHING TO SAY ABOUT THAT.

I'LL BE MORE THAN HAPPY TO DEFEND IT AT ANY POINT IN TIME. AND, UM, UH, I'M VERY, VERY CONFIDENT THAT WE HAVE A VERY, VERY STRONG, UH, GOVERNANCE WITHIN OUR EDUCATION FOUNDATION, AND THAT WE CAN STAND UP TO ANY SCRUTINY.

ALL RIGHT, THANK YOU, AL. IS IF IF WE'RE GOING TO DO DRESS UP LIKE YOUR FAVORITE PROGRAM, I'M GOING TO HAVE TO FIGURE OUT HOW TO DRESS UP LIKE AN ELEMENTARY STEM LAB, I GUESS. UM, IF THAT'S WHAT WE'RE DOING, IF SAM'S GOING TO TAKE FIFTH GRADE CAMP. I KNOW, I KNOW, I'LL FIGURE IT OUT.

UH, THANK YOU VERY MUCH. THANK YOU ALL FOR BEING HERE.

THANK YOU VERY MUCH.

WE REALLY, UH, GREATLY APPRECIATE Y'ALL BEING HERE AND THE GREAT WORK Y'ALL DO FOR OUR, OUR KIDS. OKAY, OUR LAST REPORT IS AGENDA ITEM

[5.4 Legislative Priorities Report]

[01:00:01]

SHE HAS THE MOST CLARITY OF THOUGHT, I THINK, AROUND OUR LEGISLATIVE PRIORITIES, AND IS REALLY OUR ANCHOR AND OUR FOUNDATION IN ALL THINGS LEGISLATIVE.

UH, ELISA IS OUR OTHER TRUSTEE WHO'S BEEN ON THE LEGISLATIVE SUBCOMMITTEE LAST YEAR AND THIS YEAR, AND SO THIS HAS SORT OF CROSSED YEARS, UH, AS IT HAS BEEN IN THE WORKS.

UM, AND ELISA HAS BROUGHT A TREMENDOUS AMOUNT OF FRESH IDEAS AND, YOU KNOW, ALL OF THE BACK AND FORTH AMONG THE COMMITTEE IN TERMS OF TAKING THE, THE 18 PAGES THAT IS NANCY'S WISH LIST AND MAKING SURE THAT, THAT WE ARE, UM, PROVIDING OUR LEGISLATORS WITH GREAT ACTION ITEMS. UM, ALSO A HUGE THANK YOU TO BOTH, UH, LISA WILSON AND JOHNNY HILL, BECAUSE WE CAN SIT HERE ALL DAY LONG AND SAY, HERE'S OUR LEGISLATIVE PRIORITIES, BUT IF IT'S NOT BACKED UP BY ACTUAL DATA AND ACTUAL NEED FROM THE DISTRICT, IT'S LESS IMPACTFUL. AND SO THIS PRESENTATION IS A LITTLE BIT LONGER, UM, THAN WE MIGHT HAVE HAD IN PREVIOUS YEARS, BUT I THINK IT'S IMPORTANT FOR A COUPLE REASONS. FIRST, THE LEGISLATIVE REPORT PRIORITIES DO NEED TO BE APPROVED BY THE BOARD IN OCTOBER. AND SO FOR THOSE OF YOU THAT ARE NOT ON THE LEGISLATIVE SUBCOMMITTEE, UM, YOU, WE WANTED TO BRING THIS FORWARD IN A REPORT PRIOR TO THAT APPROVAL, UH, NEXT MONTH, SO THAT IF THERE ARE DISCUSSIONS OR THERE'S TWEAKING THAT NEEDS TO HAPPEN BASED ON THE WILL OF THE BOARD, WE CAN, WE CAN ACCOMMODATE THAT.

UM, THE SECOND IS, TO ME, UH, AND I, I THINK MY COLLEAGUES WOULD AGREE, THIS IS BOTH A CONVERSATION WITH OUR LEGISLATORS AS WELL AS OUR COMMUNITY. AND I THINK THAT A LOT OF OUR FREQUENT FLYERS PROBABLY REALLY HAVE A GOOD UNDERSTANDING THAT MUCH OF THE WORK THAT WE DO HERE, UM, IS CONTROLLED IN AUSTIN, WHETHER IT IS, UH, BASIC ALLOTMENT, WHETHER IT IS THINGS LIKE, UH, SAFETY SECURITY REQUIREMENTS, UH, STATE TESTING OR ACCOUNTABILITY. MUCH OF THE WORK WE DO HERE, UH, IS IS REALLY STARTS IN AUSTIN, AND THE WHAT WE DO AND DON'T HAVE LOCAL CONTROL OVER, UH, IS SOMETHING THAT I THINK ALWAYS WARRANTS DISCUSSION, ESPECIALLY AS, AS THAT HAS FLUCTUATED AND CHANGED OVER THE YEARS. AND SO, UM, PART OF THE, THE THEORY AROUND PRESENTING THIS, UH, IS ALSO SO THAT OUR COMMUNITY CAN BE VERY WELL INFORMED OF WHAT WE AS TRUSTEES, WHAT WE AS A BOARD ARE THINKING GOING INTO THIS NEXT LEGISLATIVE SESSION AND WHY. AND, UM, JUST FOR ME, A LITTLE BIT OF A CAUTIONARY WORD IN THAT WE HAVE SOME VERY SIGNIFICANT FUNDING GAPS, AND WE HAVE SOME VERY SIGNIFICANT CHALLENGES THAT IF WE DO NOT SEE SOME MOVEMENT LEGISLATIVELY IN THE NEXT SESSION, UM, OUR COMMUNITY IS NOT GOING TO BE PLEASED WITH WHAT COMES NEXT, AND IT IS NOT SOMETHING THAT WE CAN CONTROL NECESSARILY. WE DO NOT CONTROL HOW MUCH OF OUR OWN TAX LEVY THAT WE KEEP TO EDUCATE OUR KIDS, AND, UH, I WOULD RATHER THE COMMUNITY KNOW THAT BEFORE THE SESSION THAN AFTER.

ALL RIGHT, 90TH LEGISLATIVE SESSION PRIORITIES. UH, SO THIS IS OUR FRAMEWORK, AND WE REALLY WANTED TO PROVIDE DATA-DRIVEN LEGISLATIVE PRIORITIES, AS I SORT OF ALLUDED TO, AND, UM, WE WANT TO SAFEGUARD PUBLIC EDUCATION IN OUR COMMUNITY. AS GO THE SCHOOLS, SO GO THE COMMUNITY.

WE THINK THAT THIS IS IMPORTANT TO A DEMOCRATIC SOCIETY.

SAFEGUARD LOCAL DECISION-MAKING AND ENSURE FINANCIAL STEWARDSHIP. AND SO WE HAVE STRICT STEWARDSHIP OF THE TAXPAYER DOLLARS. WE WANT THE BEST LEARNING CONDITIONS FOR OUR STUDENTS, ALSO THE BEST WORKING CONDITIONS FOR OUR STAFF. AND WE THINK THAT AS A LARGE STEWARD OF PUBLIC FUNDS, UH, THAT ALL RECIPIENTS OF PUBLIC SCHOOL FUNDING SHOULD MEET THE SIMILAR STANDARDS, SAME STANDARDS FOR ACADEMIC TRANSPARENCY, FINANCIAL ACCOUNTABILITY, AND STUDENT SAFETY. SO THIS IS SORT OF OUR HIGH LEVEL. WE HAVE 4 DIFFERENT POINTS.

BY THE WAY, TRUSTEES, IF YOU HAVEN'T LOOKED IN YOUR PURPLE FOLDER, YOU HAVE A COPY, UH, OF THIS IN, IN A ONE-PAGE FORMAT. SO I'M GONNA GO THROUGH EACH PRIORITY. I'LL STOP AT THE END OF EACH PRIORITY AND, AND ASK NANCY AND, AND ELISA OR LISA AND JOHNNY TO WEIGH IN IF THERE'S ANYTHING, UH, CRITICAL THAT Y'ALL THINK I'VE MISSED OR COLOR YOU WANT TO ADD. SO PRIORITY NUMBER 1, MODERNIZE AND STABILIZE PUBLIC SCHOOL FUNDING. UM, THIS IS REALLY, REALLY IMPORTANT. UM, THINGS COULD BE A LOT SIMPLER, UM, IN TERMS OF HOW THE BASIC ALLOTMENT IS DONE, AND WE HAVE TO WAIT EVERY TWO YEARS FOR THE LEGISLATURE TO DECIDE IF THEY'RE GOING TO MAKE CHANGE. IT DOESN'T MATTER WHAT INFLATION HAS DONE.

IT DOESN'T MATTER, UH,

[01:05:02]

SECOND IS TRANSPARENCY IN STATE FUNDING. THIS IS REALLY, FOR US, UH, IN MANY WAYS ABOUT RECAPTURE, THAT MONEY THAT WE SEND TO THE STATE IN RECAPTURE, SOME OF THAT IS REDISTRIBUTED TO OTHER SCHOOL DISTRICTS, SOME OF THAT IS NOT, AND IS NOT ACCOUNTED FOR IN EDUCATION, AND WE THINK OUR TAXPAYERS DESERVE TO KNOW WHERE THAT FUNDING IS GOING. UH, THIRD KEY ACTION ITEM HERE, ALIGN MANDATES AND FUNDING WITH THE NEEDS. SO WE HAVE BOTH STATE AND FEDERAL MANDATES FOR THINGS LIKE SPECIAL EDUCATION, SAFETY, SCHOOL SAFETY, AND PRE-K, AND MANY OF THEM ARE NOT FULLY FUNDED.

UH, SOME OF THEM ARE NOT EVEN HALF FUNDED. MOST OF THEM ARE NOT EVEN 50% FUNDED. AND SO THIS IS, THIS IS SOMETHING THAT, UM, WE WOULD LIKE TO SEE, UH, GREATER ACKNOWLEDGEMENT OF FROM THE LEGISLATURE AND PERHAPS A STUDY TO, TO SEE CAN SOME, DO SOME OF THESE MANDATES STILL NEED TO BE IN PLACE? AND IF SO, HOW ARE WE GOING TO GET THEM FUNDED? SO- JUST TO ADD ONE THING, AND IF THOSE MANDATES THAT WE'RE REQUIRED TO SPEND ACTUALLY PROVIDE SOMETHING FOR STUDENT OUTCOMES, I THINK THAT'S A PRIORITY FOR THAT.

YEAH. UM, SO INCREASE THE BASIC ALLOTMENT AND INDEX TO INFLATION. THIS IS ONE THAT, AND I'M GOING TO SHOW YOU SOME DATA HERE IN A MINUTE, THAT HAS REALLY HIT US HARD IN THE LAST SEVERAL YEARS. AND SO IN 2025, WE GOT SIGNIFICANT INCREASE IN TEACHER PAY, AND THAT MONEY WAS SORT OF RESTRICTED AND ALLOCATED TO TEACHER PAY. BASIC ALLOTMENT, WE ONLY, UH, RECEIVED A 55 DOLLAR PER STUDENT INCREASE. AND SO THIS LEFT DISTRICTS WITH VERY LITTLE FLEXIBILITY TO OPERATE CORE, UH, COSTS, THINGS LIKE FUEL FOR BUSING, THINGS LIKE NON-TEACHER EMPLOYEES, UM, OTHER, OTHER THINGS THAT THE DISTRICT IS, IS PAYING FOR THAT, YOU KNOW, COMES OUT OF THE BASIC ALLOTMENT. UM, IN THE, UH, EVENT THAT INDEXING TO INFLATION MAY NOT BE ADOPTED, UH, YOU COULD PUT IN SOME SORT OF PERIODIC REVIEW TO ENSURE THAT THE BASIC ALLOTMENT, UH, IS REASSESSED, UH, ON A SET CYCLE, RATHER THAN IT SORT OF BEING THIS POLITICAL BRINKSMANSHIP EVERY SINGLE SESSION. SO, UM, HERE IS THE DATA THAT I'M REALLY EXCITED TO SHARE WITH YOU. AND SO IN THE BARS, YOU'VE GOT THE ANNUAL US CPI RATE. SO, YOU KNOW, WHAT DOES CPI LOOK LIKE FROM 2019 TO 2026? YOU CAN SEE IT'S PRETTY HOT. IT'S PRETTY HOT IN AGGREGATE. THE BLUE LINE IS THE BASIC ALLOTMENT FUNDING.

SO FROM 2019, YOU HAVE 6160.

WE GOT UP TO 20, 20, 6215 LAST YEAR, RIGHT? SO THAT BLUE LINE IS FAIRLY STATIC. THAT RED LINE IS IF YOU ADJUSTED THE BASIC ALLOTMENT FOR INFLATION. UH, AND, AND THE, THE CLEAR DIVERGENCE THERE, UH, REALLY GOES TO SHOW YOU THAT THE DIFFERENCE BETWEEN 6215 AND 8257, YOU COULD THINK ABOUT THAT AS WE HAD 6160 TO EDUCATE STUDENTS IN 2019 AT THAT COST LEVEL. WE ALL KNOW THAT COSTS HAVE GONE UP SIG- SIGNIFICANTLY BECAUSE THAT'S WHAT THE CPI IS TELLING YOU.

AND SO IF WE COULD HAVE 8257 IN PURCHASING POWER, THAT WOULD BASICALLY KEEP US STEADY WITH 2019 WHEN ACCOUNTING FOR INFLATION, BUT THAT'S NOT WHAT WE HAVE.

WE HAVE 6215. SO, VERY CLEAR WHAT'S GONE ON THE LAST 5 YEARS, 6 YEARS. EVERYBODY SEES THIS AT THE GROCERY STORE AND AT THE GAS PUMP RIGHT NOW, SO I THINK THIS IS VERY INTUITIVE.

UM, THIS IS THE SHORTFALL, UH, BASED ON INFLATION SINCE 2019, THAT 2,042 DOLLARS, JUST ANOTHER WAY OF LOOKING AT THE SAME DATA. SO THE, UH, DISTRICT DEFLATIONARY INCREASES SINCE 2019 ARE DRIVEN BY A CORE SUBSET OF THINGS, RIGHT? UM, AS INFLATION GOES UP IN THE ECONOMY, OUR STAFF EMPLOYEE COMPENSATION GOES UP, RIGHT? OUR TEACHERS' GROCERY BILLS ARE GOING UP, JUST LIKE OUR GROCERY BILLS ARE GOING UP.

SO EMPLOYEE COMPENSATION GOES UP, UTILITIES, UH, ARE GOING UP, CONTRACTED SERVICES. THIS IS THINGS LIKE JANITORIAL, UH, SECURITY SERVICES AT FOOTBALL GAMES. THESE ARE, THESE ARE THE TYPE OF CONTRACTED SERVICES THAT, UH, WE SEE INFLATIONARY COSTS ALSO.

INSURANCE PREMIUMS, UH, THIS IS ACROSS THE STATE. MANY

[01:10:02]

AND, UM, I, I CAN'T WAIT TO SEE WHAT THIS LOOKS LIKE AT THE END OF THIS YEAR, GIVEN THE PRICE OF DIESEL RIGHT NOW AND HAVING A BUNCH OF DIESEL SCHOOL BUSES. SO THESE ARE REALLY WHAT'S DRIVING THOSE INFLATIONARY COSTS AND LOOKING AT THE DISTRICT'S ACTUAL DATA IN TERMS OF WHAT OUR INFLATIONARY COSTS ARE SINCE 2019, WHAT THOSE PERCENTAGES ARE, AND WHAT THOSE DOLLAR AMOUNTS ARE. UM, OKAY, SO TRANSITION TO ENROLLMENT-BASED FUNDING AND STABILITY. SO THIS IS ANOTHER OPPORTUNITY. WHETHER OR NOT YOUR KID SHOWS UP TO SCHOOL EVERY DAY, OUR CAMPUS HAS TO BE PREPARED TO HAVE YOUR KID THERE EVERY DAY, EVERY KID, RIGHT? THE DISTRICT NEEDS TO BE STAFFED, READY, PREPARED FOR ALL 41,300 OF OUR STUDENTS TO SHOW UP EVERY DAY. BUT IN REALITY, WE KNOW THAT'S NOT THE CASE, RIGHT? AND WHETHER IT'S THROUGH ILLNESS OR WHETHER IT IS THROUGH, YOU KNOW, INCIDENTAL TRAVEL OR FAMILY BEREAVEMENT LEAVE OR WHATEVER THE REASON IS, KIDS ARE NOT IN SCHOOL EVERY DAY, AND BECAUSE THE STATE HAS A, UH, A, A AVERAGE DAILY ATTENDANCE FUNDING MODEL AS OPPOSED TO AN ENROLLMENT-BASED FUNDING MODEL, WE AS A DISTRICT ARE REQUIRED TO BE PREPARED FOR ALL 43,300 KIDS AND HA- INCUR THE EXPENSE TO BE PREPARED FOR EVERY KID EVERY DAY WHEN WE DO NOT GET FUNDED FOR EVERY KID EVERY DAY. AND SO THAT'S REALLY WHAT THIS IS ABOUT, THAT THE OPERATIONAL COSTS ARE FIXED, UM, AND THIS DATA IS SHOWING YOU SORT OF WHAT THE DIFFERENCE IS. SO THE BLUE LINE ON TOP IS ENROLLMENT. THIS IS PISD'S ACTUAL ENROLLMENT SINCE 2019. UM, ADA IS AVERAGE DAILY ATTENDANCE. THAT'S SORT OF THAT BOTTOM BLUE LINE. THE BLUE SHADING IN THE MIDDLE IS THAT ENROLLMENT VERSUS ADA GAP, AND THEN THE RED BARS OR SALMON COLORED BARS OR WHATEVER COLOR THAT IS, YOU'RE SEEING THE LOST REVENUE, WHICH IS THE DIFFERENCE BETWEEN AN ADA FUNDING MODEL AND AN ENROLLMENT-BASED FUNDING MODEL.

SO FOR 2025, FOR EXAMPLE, THE DIFFERENCE BETWEEN THE COST THAT WE HAVE TO BE FULLY STAFFED AND FULLY OPERATIONAL FOR OUR TOTAL ENROLLMENT AND WHAT WE RECEIVED IN FUNDING FROM THE ADA FUNDING MODEL WAS ABOUT 37 MILLION DOLLARS, RIGHT? AND SO OUR COMMUNITY EXPECTS US TO BE READY EVERY DAY WITH THE DOORS OPEN, WELCOMING EVERY ONE OF OUR CHILDREN, BUT THE STATE DOES NOT FUND US FOR THAT MODEL. AND SO THIS IS ANOTHER POTENTIAL OPPORTUNITY.

DR. TYRE.

LEGISLATIVELY. GO AHEAD.

ONE THING WE'RE, I THINK MOST STATES HAVE GOTTEN, UNDERSTAND THAT, THAT CONCEPT, AND I THINK THERE'S ONLY 5 STATES REMAINING THAT STILL DO IT ON ADA VERSUS ENROLLMENT.

SO TEXAS IS DEFINITELY NOT LEADING THE CHARGE IN THAT.

THEY, I THINK THEY KNOW IT, BUT THEY DON'T WANT TO, THEY JUST DON'T WANT TO PAY THAT DIFFERENCE, SO.

YEAH, THANK YOU. UM, SO WHEN WE LOOK AT THIS NEXT, UH, GRAPH HERE, THIS IS SHOWING THE, UH, PROJECTED ENROLLMENT VERSUS OUR ACTUAL ENROLLMENT AND THE REVENUE VARIANCE. AND SO WE HAVE DEMOGRAPHY, WE SORT OF PREDICT EVERY YEAR WE THINK THERE'S GOING TO BE THIS MANY KIDS NEXT YEAR IN THE DISTRICT, AND THEN WE DO BUDGET PLANNING BASED ON THAT PROJECTED ENROLLMENT, WHICH YOU SEE HERE IS THE BLUE LINE. AND THEN YOU SEE OUR ACTUAL HISTORICAL ENROLLMENT GOING BACK TO 2020 IS THAT GOLD LINE, AND THEN THE SORT OF MAROON SHADING IN THE MIDDLE, WHICH IS THE DIFFERENCE BETWEEN THE TWO. AND SO IN THE SPRING, WHEN WE'RE PLANNING FOR THE FALL SEMESTER TO START, JOHNNY, HIS TEAM, LISA'S TEAM, CELINDA'S TEAM, ALL OF OUR TEAMS ARE GOING THROUGH THE BUDGETING PROCESS AND SAYING, WE BELIEVE THAT WE WILL HAVE, IF WE TAKE 2025, WE BELIEVE THAT WE WILL HAVE 45,669 STUDENTS IN AUGUST. THAT IS WHAT WE BELIEVE THAT WE ARE GOING TO GET NEXT YEAR. AND LAST YEAR, FOR EXAMPLE, WE ENDED UP WITH 43,838 STUDENTS. SO IF WE START FULLY STAFFED, FULLY OPERATIONAL FOR 46,669 STUDENTS ON DAY ONE, AND THEN WE HAVE A SHORTFALL, IN THIS CASE LESS THAN 2%, BUT THAT CREATED AN 18, A LITTLE OVER 18 MILLION DOLLAR FUNDING GAP FOR US TO BE FULLY OPERATIONAL. AND SO THIS IS ANOTHER OPPORTUNITY TO HELP BUFFER, UH, THAT GAP AS DISTRICTS HAVE CHANGES IN ENROLLMENT. UH, SO WHAT WE TALKED ABOUT IN THE LAST TWO SLIDES, AND THIS IS SHOWING YOU JUST THE SAME DATA IN A DIFFERENT WAY.

IF WE CLOSE THE ADA GAP, UH, THAT FOR THIS YEAR, THERE ARE THE 25-26 SCHOOL

[01:15:03]

SO, UH, WHAT WE'RE LOOKING AT HERE IS THE RECAPTURE, THE ARTICLE 3 BUDGETED VERSUS ACTUAL COLLECTIONS. SO THE BLUE BARS ARE WHAT WAS BUDGETED, THE GREEN BARS ARE WHAT WAS COLLECTED. YOU CAN SEE THAT SOME YEARS, UH, IF YOU TAKE 2018, 2019, FOR EXAMPLE, THEY COLLECTED AN EXTRA BILLION DOLLARS, UH, IN RECAPTURE THAN WAS ACTUALLY BUDGETED, UH, THROUGHOUT THE STATE. SO THIS IS PLUS MINUS SOME YEARS, BUT WHERE DID THAT BILLION DOLLARS GO? AND IT WAS COLLECTED IN THE NAME OF THE ISD TO WHOM THE TAXPAYER RESIDES IN. SO IT'S, IT'S METHOD OF, UM, DISBURSEMENT SHOULD HAVE BEEN IN PUBLIC EDUCATION. NO MATTER WHAT THE DISTRICT WAS, IT SHOULD HAVE GONE BACK TO PUBLIC ED.

OKAY, SO THIS IS A REALLY KEY SLIDE FOR PLANO ISD, AND, UH, I THINK IT'S REALLY IMPORTANT.

THERE'S A LOT OF BILLION DOLLAR ON THIS SLIDE, UH, BUT THAT MAKES IT VERY SIMPLE FOR OUR, OUR DISTRICT TO UNDERSTAND. UM, RECAPTURE COLLECTIONS COLLECTED ABOVE ENTITLEMENT OVER THE LAST FIVE YEARS THAT REMAIN UNACCOUNTED FOR IN PUBLIC EDUCATION SPENDING, BILLION DOLLARS. AMOUNT PAID BY PLANO ISD IN JUST THE LAST SIX YEARS, WHILE WE HAVE BEEN LARGELY LEFT WITH BUDGET DEFICITS, BILLION DOLLARS, OKAY? AND SO SAM ALWAYS LIKES TO ASK, HEY, IF WE COULD KEEP EVEN A PORTION OF OUR RECAPTURE, WOULD HE, WE HAVE A BUDGET DEFICIT? UM, I- NO, NO, YOU KNOW, AND THIS IS, THIS IS A REALLY SIMPLE WAY TO LOOK AT IT, THAT WHILE WE'VE PAID A BILLION DOLLARS IN RECAPTURE, THE STATE HAS COLLECTED EVEN MORE IN EXCESS OF WHAT'S NEEDED TO SUPPORT OTHER DISTRICTS, UH, IN THE SAME MAGNITUDE. SO THE REALITY OF THIS IS, IS THAT ADDITIONAL AMOUNTS COLLECTED OVER THE ARTICLE 3 BUDGET ARE NOT RETURNED TO EDUCATION, NOT NECESSARILY RETURNED TO EDUCATION. THEY ARE NOT RETURNED TO THE TAXING AUTHORITY, WHICH WOULD BE US, OR THE THE TAXING ENTITY, WHICH WOULD BE US, OR THE OTHER RECAPTURE DISTRICTS. UM, THEY'RE NOT RETURNED TO THE TAXPAYER, AND WE DON'T HAVE OVERSIGHT OF WHERE THAT MONEY IS GOING.

UM, ALIGN MANDATES AND FUNDINGS WITH STUDENT NEEDS. AND NANCY, YOU, YOU TOUCHED ON THIS A LITTLE BIT, AND SO WE'RE GOING TO DIVE DEEPER INTO THIS A LITTLE BIT. UM, INCREASE FUNDING FOR TRANSPORTATION AND EXTRACURRICULAR ACTIVITIES.

UH, WE HAVE TALKED ABOUT THE TRANSPORTATION FUNDING GAP BEFORE, AND WE'LL TALK ABOUT IT AGAIN HERE IN A SECOND. FULLY FUND STATE REQUIRED PROGRAM, AND UH, WE HAVE BOTH STATE AND FEDERAL REQUIREMENTS THAT WE, WE HAVE TO IMPLEMENT THAT NEED TO BE FUNDED, UH, THAT ARE NOT FULLY FUNDED.

THIS INCLUDES HOUSE BILL 2 SECURITY REQUIREMENTS, UM, TO HAVE ARMED OFFICERS ON EVERY CAMPUS AND FULL DAY PRE-K, WHICH WE ARE PROVIDING, BUT NOT FULLY FUNDED BY THE STATE FOR. UM, ALLOTMENT IN PARTICULAR, THEY DID INCREASE FUNDING FROM 10 DOLLARS TO 20 DOLLARS PER AVERAGE DAILY ATTENDANCE.

SO AGAIN, IT'S BASED ON THIS SKEWED SCALE, UM, OF NOT, YOU KNOW, WE'RE NOT GETTING PAID TO SERVE EVERY KID EVERY DAY, AND 15,000 TO 33,000 PER CAMPUS. UM, THERE IS STILL SIGNIFICANT EXTRA COST ON TOP OF HOW THAT WAS INCREASED.

UM, NANCY, YOU BROUGHT THIS UP, AND AND THIS IS SOMETHING THAT WE TALK ABOUT OFTEN,

[01:20:02]

WE DON'T WANT THE STATE TO JUST COME IN AND SAY, WE'RE GOING TO SUPPORT DISTRICTS LESS BECAUSE YOU NEED LESS IN THESE UNFUNDED MANDATES.

THERE HAS TO BE AN EVENING UP AT THE END OF THE DAY. SO THESE ARE OUR UNFUNDED MANDATES, AND WE'VE TALKED ABOUT THIS BEFORE. WE TALKED ABOUT IT IN THE BUDGET WORKSHOP, UM, AND I THINK THIS IS A REALLY ANOTHER KEY IMPORTANT SLIDE FOR US, AND THE DATA IS SHOWN A COUPLE DIFFERENT WAYS HERE, BUT WHAT YOU'RE LOOKING AT IS OUR TOP SIX UNDERFUNDED STATE MANDATES, THINGS THAT WE ARE REQUIRED TO PROVIDE BY LAW, AND THE FUNDING GAPS THAT WE HAVE.

SO, UM, THIS IS ABOUT 75 MILLION DOLLARS CUMULATIVE SHORTFALL ACROSS THESE SIX PROGRAMS FOR 2026-20. ONE SCHOOL YEAR, ALMOST $75 MILLION FUNDING GAP.

SO SPECIAL EDUCATION, EXCUSE ME, YOU CAN SEE COST TO THE DISTRICT, 95 MILLION, STATE ALLOTMENT, 54.9 MILLION.

THOSE ARE THE RED AND THE BLUE DOT SQUARE, AND THEN THAT'S A 40.1 MILLION DOLLAR FUNDING GAP. STUDENT TRANSPORTATION, 18.2 MILLION DOLLAR FUNDING GAP. SAFETY SECURITY, 7 MILLION. UM, GIFTED TALENTED, 5.7 MILLION. FULL DAY PRE-K, 2.6 MILLION. DYSLEXIA SERVICES IS 800,000. SO THESE ARE OUR MOST SIGNIFICANT FUNDING GAPS, AND IF YOU REMEMBER, UH, FROM THE BUDGETING WORKSHOP, OUR DEFICITS OVER THE LAST COUPLE YEARS HAVE, HAVE, OUR ADOPTED BUDGET DEFICITS HAVE RANGED BETWEEN, SINCE I'VE BEEN A TRUSTEE, MAYBE 25 MILLION AND 40 MILLION, UH, DEPENDING ON ON WHAT YEAR, AND JOHNNY'S USUALLY ABLE TO MAKE THE MATH MATH BY THE END OF THE YEAR, THANKFULLY. UH, BUT IF THESE THINGS WERE FULLY FUNDED, WE WOULD HAVE A BUDGET SURPLUS.

WE WOULD NOT HAVE A BUDGET DEFICIT EVERY YEAR THAT I'VE BEEN A TRUSTEE, AND THIS IS, AGAIN, THIS IS ONE YEAR OF A DEFICIT. UM, SO WE WANT TO ALIGN THESE THINGS WITH STUDENT NEEDS, SCHOOL SAFETY AND SECURITY.

UH, WE, OF COURSE, GOT OUT THERE AFTER HOUSE BILL 2 AND IMPLEMENTED THE MARSHALL PROGRAM. WE HAVE AN ARMED SCHOOL MARSHAL OR AN SRO ON EVERY CAMPUS. WE HAVE UPGRADED SURVEILLANCE SYSTEMS. WE HAVE DONE SOME FACILITY HARDENING, SIGNIFICANT UPGRADES TO EMERGENCY INFRASTRUCTURE.

UH, ALL OF THIS HAS BEEN A SIGNIFICANT LOCAL EXPENSE ABOVE WHAT, UH, OUR STATE ALLOTTED FUNDING IS.

HOWEVER, I THINK WE ALL AGREE WE VALUE THESE THINGS FOR OUR KIDS. OUR KIDS NEED TO BE SAFE AT SCHOOL EVERY DAY. FULL DAY PRE-K SERVICES. WE FUND FULL DAY PRE-K SERVICES FOR QUALIFYING STUDENTS. WE THINK THIS IS REALLY IMPORTANT TO ENSURE ACADEMIC READINESS, RIGHT? THERE IS A TON OF DATA OUT THERE, UH, THAT SHOWS THE BENEFITS OF PRE-K AND THAT EVERY DOLLAR SPENT IS SEVERAL DOLLARS COMING BACK TO THE STATE IN EITHER ECONOMIC POTENTIAL OR, UM, YOU KNOW, SEVERAL DOLLARS SAVED IN THINGS LIKE THE CRIMINAL JUSTICE SYSTEM, RIGHT? YOU CAN LOOK AT THESE STUDIES HOWEVER WAY YOU WANT TO, UH, BUT WHAT'S VERY, VERY CLEAR IS THE VALUE OF HIGH QUALITY PRE-K EDUCATION. SO THIS IS SOMETHING THAT WE AS A DISTRICT AND BOARD VALUE AND BELIEVE IS ALIGNED TO STUDENT NEEDS. WE WOULD LIKE THAT TO BE FUNDED. IS THAT THE MONDAY NIGHT FOOTBALL? IT'S TUESDAY. INTERLUDE.

OKAY, UH, SPECIAL EDUCATION AND DYSLEXIA.

AGAIN, IT IS VERY IMPORTANT FOR US TO PROVIDE HIGH QUALITY SPECIAL EDUCATION AND DYSLEXIA SERVICES, AND IT'S VERY IMPORTANT FOR US IN OUR COMMUNITY TO HI- TO HAVE HIGH QUALITY GIFTED TALENTED SERVICES AND TRANSPORTATION SERVICES. SO THERE'S NO ARGUMENT. WE DON'T WANT ANY OF THESE THINGS TO BE SUNSETTED, RIGHT? WE JUST NEED THEM TO BE FUNDED. SO THAT'S THE END OF PRIORITY ONE, WHICH IS REALLY ALL ABOUT FUNDING. NANCY, ELISA, JOHNNY, LISA, ANYTHING TO ADD REAL QUICK? WELL, ON THAT SLIDE RIGHT THERE, I'D LIKE TO HIGHLIGHT OUR DISTRICT HAS TO PROVIDE THE EVALUATIONS FOR STUDENTS WHO MIGHT BE, UM, GOING TO A ANOTHER SCHOOL SYSTEM, UM, AND WE HAVE TO PROVIDE THAT TESTING FOR THE EVALUATIONS,

[01:25:01]

THAT'S, THAT'S ONE OF THOSE THINGS THAT, YOU KNOW, YOU, YOU WONDER, IS THAT FAIR? IS THAT RIGHT? WE SHOULD BE FUNDED TO DO, I MEAN, IF WE'RE GOING TO DO THE WORK, FUND US FOR THAT. I THINK THAT'S THE GENERAL CONSENSUS HERE IS, UM, YOU KNOW, STOP PULLING AWAY THE RECAPTURE IF YOU'RE NOT DEPLOYING IT FOR PUBLIC EDUCATION. MAKE CERTAIN THAT ALL OF THE THINGS THAT YOU'RE REQUIRING THE DISTRICTS TO DO GET FUNDED, AND, UM, YOU KNOW, AT THE END OF THE DAY, THE DOLLARS THAT ARE SPENT, WHETHER THEY'RE COMING OUT OF PISDS OR DIRECTLY FROM THE STATE, THEY NEED TO BE HELPING STUDENT OUTCOMES, AND WE ARE TRYING TO, UM, TEACH CHILDREN TO BE, YOU KNOW, GREAT CITIZENS OF THE STATE, WORKING AND ALL OF THAT. UM, SO WHEN THEY START TO DIVERT FUNDS THAT GO INTO THE SUPPLEMENTAL APPROPRIATIONS BILL AFTER THEY'VE DISTRIBUTED THEIR BUDGETED RECAPTURE, THAT'S NOT FAIR. THAT'S NOT, THAT'S DISINGENUOUS WHEN THEY DON'T SPEND IT IN THE NAME IN WHICH IT WAS COLLECTED BY OUR TAXPAYERS. SO THAT'S JUST A COUPLE OF THINGS THAT I THROW OUT.

MEANWHILE, WE HAVE SOME STATE LEGISLATORS THAT LIKE TO REMIND OUR TAXPAYERS THAT WE'RE THE, WE'RE THE TAXING AUTHORITY. SO WHILE THIS MONEY IS BEING PUT INTO THE GENERAL FUND, THAT WE, WE SET THE TAX RATE AND WE'RE THE TAXING AUTHORITY, AND WE ARE COMPLYING WITH STATE LAW AND TURNING THIS MONEY OVER TO AUSTIN, THEN OUR LEGISLATORS IN AUSTIN ARE COMING BACK AND TELLING OUR TAXPAYERS, WELL, IT'S YOUR SCHOOL BOARD'S FAULT.

RIGHT.

AND NOT ACKNOWLEDGING, UM, THEIR ROLE IN, IN THAT PROCESS. I SEE ELISA'S GOT HER JUST BACK TO YOUR POINT THERE, I ENCOURAGE ANYONE TO LOOK AT THE BUDGET AND TAX RATE PRESENTATION THAT WAS PRESENTED A FEW WEEKS AGO THAT EXPLAINS THE COMPRESSION OF THE TAX RATE AND THAT IT IS OUT OF OUR DISCRETION TO GO BEYOND OUR VOTER APPROVAL TAX RATIFICATION ELECTION.

YES, UM, I JUST WANT TO MENTION TO ANYONE THAT, YOU KNOW, IS LOOKING AT OUR UNFUNDED MANDATES, SO SLIDE 16 THAT HAS THAT DIFFERENCE BETWEEN WHAT WE, WE PROVIDE, THE DISTRICT PROVIDES VERSUS THE STATE. UM, I THINK EVERY SINGLE PARENT CAN PROBABLY LOOK AT THE SLIDE AND HAS A STORY FOR EACH ONE OF THESE. UM, I CAN THINK OF, YOU KNOW, MY OWN CHILDREN AND, AND WHAT CATEGORIES THEY FALL INTO ON THIS. SO THIS IS, YOU KNOW, YOU CAN MAKE THIS AS A PERSONAL STORY TO TELL YOUR LEGISLATOR. UM, THAT'S WHAT THEY NEED TO HEAR. THEY NEED TO HEAR FROM YOU WHY THE SPECIAL EDUCATION PROGRAM NEEDS TO BE FUNDED IF YOU HAVE A 504. UM, LET THEM KNOW HOW THAT'S AFFECTING YOUR STUDENT.

IF YOU HAVE A, A STUDENT THAT, YOU KNOW, DOESN'T HAVE ADEQUATE TRANSPORTATION BECAUSE THINGS HAVE BEEN CUT, THAT'S YOUR STORY. SO TO ME, THIS IS ALMOST LIKE A GUIDE TO COME UP WITH THIS PERSONAL STORY THAT YOU CAN TELL, UM, YOUR REPRESENTATIVE, YOUR, YOU KNOW, YOUR SENATOR, AND SAY, THIS IS WHY THIS IS IMPORTANT TO ME AND HOW IT AFFECTS ME, WHAT YOU'RE DOING AT THE STATE. THANKS.

THAT'S A SALIENT POINT, AND I JUST, AS YOU WERE SPEAKING, I'M LOOKING AT THIS, AND I BELIEVE HO- I BELIEVE IN SAFETY AND SECURITY. I'M GLAD WE HAVE SAFE CAMPUSES. I HIT EVERY OTHER BOX WITH MY OWN CHILDREN, EXCEPT FOR DYSLEXIA. NEITHER OF MY, MY CHILDREN IS DYSLEXIC, BUT, FOR EXAMPLE, MY SON WAS UNDER SPECIAL EDUCATION PRIOR TO STARTING KINDERGARTEN BECAUSE HE'S DEAF. WE ELIMINATED THE FAIR BUSING ROUTE TO MY NEIGHBORHOOD, SO MY SON DOES NOT GET BUSING TO MIDDLE SCHOOL NOW, UM, MUCH TO HIS CONSTERNATION. UH, MY CHILDREN BOTH QUALIFIED FOR PRE-K, AND MY CHILDREN ARE BOTH IN GIFTED AND TALENTED, AND SO I THINK THAT IS A REALLY EXCELLENT POINT, AND I, A GOOD CALL TO ACTION FOR OUR TAXPAYERS TO SCREENSHOT THIS.

SCREENSHOT THIS AND, AND TAKE IT WITH YOU.

THERE YOU GO.

IT'LL BE ON THE WEBSITE.

IT'LL BE, YES, NANCY'S POINTED OUT, IT'LL BE ON THE WEBSITE.

AND THANK GOODNESS WE HAVE OUR EDUCATION FOUNDATION WHO HELP US WITH A LOT OF THE ENRICHMENT AND A LOT OF THE GAPS FOR PROGRAMS TO HELP ACROSS THE BOARD WITH SOME OF THESE, SO.

VERY GOOD POINT. OKAY, WE WILL MOVE ON TO PRIORITY TWO, UH, WHICH IS REALLY ALL ABOUT ACCOUNTABILITY. AND WE SAY THIS ALL THE TIME, PLANO ISD, WE ARE NOT AFRAID OF ACCOUNTABILITY. WE WANT A FAIR, STABLE, RELIABLE, AND FUTURE-READY ACCOUNTABILITY SYSTEM. AND, UH, THIS IS A QUOTE FROM LISA ON HERE THAT I THINK IS REALLY EXCELLENT, SO I'M GONNA JUST GO AHEAD AND READ IT. THE TEXAS A THROUGH F SYSTEM MEASURES FORMULA COMPLIANCE, NOT STUDENT POTENTIAL. A STATE B LABEL MASKS PLANO ISD'S TOP DECILE NATIONAL GROWTH, CERT 37% HIGHER COLLEGE READINESS SCORES, AND 5-YEAR GROWTH HIGHS REFLECTING S- THE STATE'S ALGORITHMIC GRADE FORMULA SHIFTS, NOT TRUE STUDENT SUCCESS. AND SO THESE ARE OUR KEY ACTION ITEMS HERE, SUMMARIZED ON THIS SLIDE, AND WE'RE GOING TO DRILL INTO EACH OF THESE

[01:30:01]

UM, THIRD, UH, MOBILITY AND GROWTH. ADJUST RATING MODELS FOR STUDENT DE- MOBILITY AND DEMOGRAPHIC CHANGES. FOURTH, STABILIZE CCMR. GIVE US, GIVE US A 5-YEAR STABILITY WINDOW, RIGHT? IF WE'RE CONSTANTLY CHANGING THE CCMR REQUIREMENTS, INCLUDING CTE AND WORKFORCE CERTIFICATION RULES, I- IT'S LIKE ONCE YOU GET YOUR FEET UNDER YOU, SOMEBODY PULLS THE RUG OUT FROM UNDER YOUR PROGRAM, AND AND WE NEED SOME STABILITY AND SOME PREDICTABILITY, ESPECIALLY IN THOSE METRICS.

UM, AND THE FIFTH ACTION ITEM IS THE TRANSITION, SO REQUIRE HOLD HARMLESS PROVISIONS DURING STATE METHODOLOGY SHIFTS. SO WHEN THERE ARE SHIFTS IN ACCOUNTABILITY METHODOLOGY, UM, ENSURE A SAFE TRANSITION FOR DISTRICTS. SO THE KEY ASSESSMENT ONE, TO DRILL IT A LITTLE BIT DEEPER, IS, UH, MODERNIZING THE ASSESSMENT.

UM, WE WOULD LOVE TO REGA- RECLAIM SOME INSTRUCTIONAL DAYS WHILE GAINING REAL WORLD DIAGNOSTIC GROWTH. UM, WE WANT HIGH QUALITY TESTING THAT REALLY HELPS US UNDERSTAND WHAT OUR STUDENTS NEED, UM, WHICH IS WHY WE USE THINGS LIKE MAP, AND WE CONSIDER THAT ONE OF OUR MULTIPLE MEASURES OF SUCCESS. SO THE REQUIRE STATE, IT'S THIS TO OUR GOAL HERE TO REQUIRE THE STATE ACCOUNTABILITY SYSTEM TO INCORPORATE MULTIPLE MEASURES INTO STUDENT SUCCESS BEYOND STAAR PERFORMANCE, WHICH AT THE ELEMENTARY LEVEL, IT'S ALL ABOUT STAAR, RIGHT? YOU DON'T HAVE THOSE CCMR METRICS LIKE YOU DO AT THE HIGH SCHOOL LEVEL. UM, THE SECOND IS THROUGH YEAR LOCAL ASSESSMENT FLEXIBILITY.

UM, AND SO THE LEGISLATURE DID PASS THROUGH YEAR ASSESSMENT, SO BEGINNING OF THE YEAR, MIDDLE OF YEAR, END OF YEAR.

UM, WE WOULD LIKE THE LOCAL FLEXIBILITY TO USE NATIONALLY NORMED REFERENCE ASSESSMENTS, UH, WITHIN THE THROUGH YEAR TESTING FRAMEWORK.

SO WE WOULD LIKE TO BE ABLE TO CONTINUE USING MAP, WHICH IS A HIGH QUALITY NATIONALLY NORMED REFERENCE ASSESSMENT, UH, FOR BEGINNING OF YEAR, MIDDLE OF YEAR, AND HAVE STAAR END OF YEAR, FOR EXAMPLE, UH, SO THAT NOT ONLY CAN WE ASSURE, OR WE CAN ENSURE BASED ON, UH, STAAR BEING A CRITERION REFERENCE TEST, THAT WE ARE HITTING THE TEKS AND THAT WE ARE, UH, OUR STUDENTS ARE REALLY GETTING WHAT THEY'RE SUPPOSED TO GET OUT OF EVERY YEAR OF EDUCATION, BUT THAT WE'RE ABLE TO NATIONALLY NORM REFERENCE OUR STUDENTS, UM, AND UNDERSTAND WHERE THEY'RE PERFORMING STRONGLY, WHERE THEY NEED, WHERE WE NEED TO TO CLOSE SOME GAPS, UH, NOT ONLY, YOU KNOW, SPECIFIC LEARNING GAPS IN THE TEKS, BUT POTENTIALLY SPECIFIC LEARNING GAPS, UH, BASED ON HOW THEIR PEERS ARE PERFORMING NATIONALLY. UH, SO WE HAVE A DISTRICT REALITY IN A SNAPSHOT HERE, AND, UH, THIS IS SORT OF A, A TALE OF TWO STORIES A LITTLE BIT.

SO WHEN WE LOOK AT GROWTH ACROSS ALL MEASURES, OUR READING AND MATH IMPROVED IN EARLY LEARNERS, UH, 14 TO 15% DURING LAST SCHOOL YEAR. UH, K THROUGH 8 PERFORMANCE EXCEEDED NATIONAL MAP AVERAGES BY 20 TO 45%, AND WE HAD THE HIGHEST GROWTH IN 5 YEARS. UH, COLLEGE READINESS PSAT SAT BENCHMARK WAS 37% ABOVE THE STATE AVERAGE. AND ADVANCED OUTCOMES, WE HAD 05,813 AP STUDENTS TAKE 13,970 EXAMS, 84% OF WHOM SCORED A 3 OR HIGHER, WHICH IS AN EXTRAORDINARY ACHIEVEMENT, AND 1,577 AP SCHOLARS AND 73 NATIONAL MERIT SEMI-FINALISTS. SO THIS IS A, A CLEAR INDICATION OF THE STRENGTH OF ACADEMIC PERFORMANCE WITHIN THE DISTRICT, AND THESE THINGS ARE NOT TAKEN INTO CONSIDERATION, UH, IN THIS WAY ON THE STATE ACCOUNTABILITY SYSTEM. AND SO WHEN YOU LOOK AT THE STATE SNAPSHOT, YOU SEE, WELL, PLANO ISD HAS A B RATING, AND, UM, IT IGNORES INDIVIDUAL PROGRESS TRAJECTORIES. IT IGNORES MULTI-YEAR GROWTH CURVES FOR THESE STUDENTS.

DOMAIN 1 IS OVERWEIGHT. SO THIS SINGLE STANDARDIZED TEST ANCHORS MULTIPLE DOMAINS AND THE OVERALL DISTRICT CALCULATIONS. SO MUCH STAR IN THE MATH, UH, ON ACCOUNTABILITY, AND IT MASKS ADVANCED SUCCESS.

IT EXCLUDES AP ACHIEVEMENT, DUAL CREDIT, AND NATIONAL MERIT PERFORMANCE, UM, ALL OF WHICH WE HAVE LARGE PROGRAMS. AP, WE HAVE SIGNIFICANTLY EXPANDED DUAL CREDIT OVER THE LAST SEVERAL YEARS

[01:35:01]

I THINK THE WORLD OF THEIR SUPERINTENDENTS. I THINK THAT THEY'RE DOING EXCELLENT WORK, BUT THESE ARE ALL B'S. I THINK THEY'RE ALL 8, RIGHT? AND WHEN YOU LOOK AT THE DIFFERENCE HERE, OUR STAAR PERFORMANCE AND APPROACHES, SO PASSING IS 80% COMPARED TO 75% IN THESE OTHER 2 DISTRICTS. MEETS IS 62% COMPARED TO 50 AND 54% IN THE OTHER DISTRICTS.

MASTERS IS 35%. 35% OF OUR KIDS ARE MASTERING STAAR, SIGNIFICANTLY HIGHER THAN THE STATE AVERAGE AND SIGNIFICANTLY HIGHER THAN DISTRICT, THESE OTHER 2 DISTRICTS AT 22 AND 29%. AND THEN WHEN YOU LOOK AT THE GRADUATION RATE, AND WE HAVE AN ALMOST 97% GRADUATION RATE COMPARED TO AN 85 AND A 92. AND SO THIS IS HOW COMPLEX THESE ACCOUNTABILITY FORMULAS ARE. ARE, DID I MISREAD SOMETHING? LISA'S SMILING AT ME. OKAY. OH, I, THIS IS A GOOD SLIDE, YES.

THAT FONT IS REALLY SMALL. I'M JUST, OKAY, MAKING SURE I'M READING THE RIGHT THINGS. ALL RIGHT, UM, SO THIS IS, THIS IS A TALE OF THREE DISTRICTS THAT ALL GOT THE SAME SCORE, AND I'VE BEEN ASKED THIS. I'VE BEEN ASKED THIS BY TEACHERS, AND I'VE BEEN ASKED THIS BY PARENTS, LIKE, WHY DID WE GET THE SAME SCORE AS THIS DISTRICT, OR WHY DID WE GET THE SAME SCORE AS THAT DISTRICT WHEN OUR LITTLE HALF PIE GRAPHS HERE LOOK WILDLY DIFFERENT? AND THIS IS JUST AN INDICATION OF HOW COMPLEX, AND ONE MIGHT SAY A LITTLE CONVOLUTED, UH, THE STATE ACCOUNTABILITY SYSTEM HAS BECOME. UH, AND SO TO DIG A LITTLE BIT DEEPER INTO THE STATE-MANDATED TESTING VERSUS THE ADAPTED LOCAL TOOLS, AND WE HEAR ABOUT THESE ADAPTIVE LOCAL TOOLS, NOT ONLY MAP, BUT WE HEARD ABOUT SOME ADAPTIVE TOOLS IN OUR EARLY LITERACY AND OUR EARLY NUMERACY PRESENTATION EARLIER. SO THE STAAR TESTING, UH, REQUIRES WHOLE SCHOOL SCHEDULING, SHIFTS ACROSS MULTIPLE WEEKS. UM, YOU KNOW, IT'S ALWAYS A RACE TO THE FINISH BETWEEN SPRING BREAK AND SUMMER IN TERMS OF TRYING TO SCHEDULE ANYTHING THAT IS NOT TESTING, UH, PARTICULARLY AT OUR, AT OUR SENIOR HIGHS THAT MAY BE DOING A LOT OF AP OR IB TESTING IN ADDITION.

UM, YOU DO NOT GET IMMEDIATE FEEDBACK, SO THE RESULTS ARRIVE SOMETIME IN THE SUMMER, SO YOU CAN'T MAKE ACTIVE INSTRUCTIONAL ADJUSTMENTS UNTIL THE FOLLOWING SCHOOL YEAR. WE WERE ABLE TO, BASED ON STAAR RESULTS THIS YEAR, GET SOME EXTRA SUMMER SCHOOL FOR MANY OF OUR STUDENTS, AND THAT WAS A FIRE DRILL FOR THE DISTRICT, AND ONE THAT Y'ALL PULLED OFF SPECTACULARLY, BUT IT WAS STILL A FIRE DRILL FOR THE DISTRICT TO GET THOSE EXTRA OPPORTUNITIES FOR STUDENTS BASED ON THEIR STAAR TESTING. UM, AND THEN IT'S A FIELD TESTING BURDEN. IT CONSUMES CLASS TIME, UM, YOU KNOW, TESTING UNRATED ITEMS SOLELY FOR WHAT THE STATE HAS DESIGNED. UM, ADAPTIVE TOOLS LIKE MAP, WHICH WE USE BEGINNING, MIDDLE, AND END OF YEAR, REQUIRES ONLY A THIRD OF THE DAY PER WINDOW WITHOUT SCHOOL-WIDE DISRUPTION.

IT DELIVERS REAL-TIME STUDENT GROWTH METRICS DIRECTLY TO TEACHERS AND TO STUDENTS. I WILL SAY MY CHILDREN COME HOME AFTER MAP TESTING, AND THEY KNOW WHAT THEIR SWIMMER PLOT LOOKS LIKE, AND THEY TELL ME, OR THEIR RIVER PLOT, AND THEY TELL ME HOW THEY DID.

AND, AND, WELL, MY DAUGHTER DOES, MY SON DOESN'T. BUT, UM, THE KIDS KNOW, RIGHT? AND, AND IT'S A LITTLE BIT GAMIFIED FOR THEM AT THIS POINT. AND THEN IT HAS THAT ACTIONABLE THROUGH YEAR TRACKING. SO NOT ONLY DOES IT MEASURE, MEASURE INDIVIDUAL PROGRESS THROUGHOUT THE ACADEMIC YEAR, IT GIVES YOU SPECIFIC AREAS WHERE ONE STUDENT MAY NEED FURTHER ENRICHMENT OR ONE STUDENT MAY NEED FURTHER, UM, SUPPORT.

UH, SO THE SECOND, UH, PRIORITY ACTION HERE IS HOLD ALL PUBLIC FUNDING RECIPIENTS TO THE SAME STANDARD. UH, SO THIS REALLY WOULD SAY THAT ANYBODY RECEIVING PUBLIC FUNDS SHOULD HAVE THE SAME EXPECTATIONS. IT SHOULD BE EQUIVALENT STANDARDS FOR ACADEMIC ACCOUNTABILITY, FINANCIAL TRANSPARENCY, STUDENT SAFETY, UH, INCLUDING SOME OF THE MANDATES WE TALKED ABOUT EARLIER, THOSE UNDERFUNDED MANDATES, EMPLOYEE CERTIFICATION AND BACKGROUND CHECK REQUIREMENTS, CIVIL RIGHTS COMPLIANT- COMPLIANCE, AND DISCIPLINE REPORTING CONSISTENT WITH THE TEXAS EDUCATION CODE. SO THIS WOULD BE CHAPTERS 29, 37, AND 38, AS WELL AS ANY APPLICABLE CHARTER SCHOOL PROVISIONS. AND SO THIS IS REALLY, UH, BROKEN DOWN FURTHER HERE WHEN YOU LOOK AT SUBPOPULATION OVERSIGHT IN DOMAIN 3, WHICH IS OUR CLOSING THE GAPS DOMAIN ON ACCOUNTABILITY, ACCOUNTS FOR 30% OF PUBLIC SCHOOL DISTRICTS A THROUGH F RATINGS, UH, EVALUATING RIGID PERFORMANCE TARGETS ACROSS DISAGGREGATED STUDENT GROUPS. OKAY, SO WHEN WE HAVE TO LOOK AT OUR DOMAIN 3 AND DISAGGREGATE OUR STUDENT GROUPS, WE MAY BE LOOKING AT, UH, ANY GROUP WITH 10 OR MORE

[01:40:09]

AND SO NON-PUBLIC RECIPIENTS OF STATE FUNDING OPERATE WITHOUT THIS EQUIVALENT SUBGROUP PERFORMANCE REPORTING OR ANY STATUTORY OVERSIGHT IN THIS REGARD. UM, THE OPERATIONAL TRANSPARENCY BURDEN. PUBLIC SCHOOLS MAINTAIN VERY RIGOROUS REPORTING PROTOCOLS FOR STUDENT SAFETY, SPECIAL EDUCATION SERVICES, STUDENT DISCIPLINARY ACTIONS, AND EMPLOYEE BACKGROUND CHECKS.

UM, EMPLOYING, APPLYING THESE MANDATES EXCESSIVELY TO TRADITIONAL PUBLIC SCHOOLS CREATES AN ASYMMETRICAL COMPLIANCE BURDEN. NOW, I DON'T THINK... NO ONE HAS ANY INTEREST IN NOT DOING RIGOROUS EMPLOYEE BACKGROUND CHECKS, OKAY? THAT'S NOT WHAT WE'RE SAYING, SO PLEASE NOBODY MISUNDERSTAND.

WE'RE NOT TRYING TO DECREASE OUR COMPLIANCE ON THIS, JUST TO BE CLEAR THAT WE THINK THAT THESE ARE GOOD ACTIONS FOR A SCHOOL DISTRICT TO TAKE, BUT THE FACT THAT THEY ARE ASYMMETRICALLY A BURDEN TO US, WHEREAS OTHER SCHOOLS THAT RECEIVE PUBLIC FUNDS, UH, NON-PUBLIC SCHOOLS THAT RECEIVE PUBLIC FUNDS DO NOT HAVE THESE SAME COMPLIANCE BURDENS. UH, WE THINK THAT SHOULD BE EQUALIZED.

UH, ACTION NUMBER THREE, ACCOUNT FOR MOBILITY AND GROWTH. SO REQUIRE ACCOUNTABILITY RATINGS TO ACCOUNT FOR STUDENT MOBILITY, CONTINUITY OF ENROLLMENT, AND DEMOGRAPHIC CHANGE SO THAT RATINGS REFLECT INSTRUCTIONAL EFFECTIVENESS RATHER THAN PENALIZE DISTRICTS FOR STUDENT TURNOVER. OKAY, AND SO IF WE WANT TO BREAK THAT DOWN, STUDENT MOBILITY IS STUDENTS MAYBE MOVING IN AND OUT OF DISTRICT. UH, CONTINUITY OF ENROLLMENT IS HOW LONG THEY'VE BEEN ENROLLED WITH US IN PLANO ISD, AND UH, DEMOGRAPHIC CHANGE IS, IS OBVIOUSLY WE HAVE DEMOGRAPHIC CHANGES THROUGHOUT THE DISTRICT, EITHER AN INCREASE IN EMERGENT BILINGUAL STUDENTS OR UH, INCREASE IN STUDENTS WHO MAY HAVE HIGHER SOCIOECONOMIC NEED, THOSE KINDS OF DEMOGRAPHIC CHANGES THAT WE SEE, OR CHANGE IN SPECIAL EDUCATION ENROLLMENT, UH, SO THOSE KINDS OF DEMOGRAPHIC CHANGES THAT WE MAY SEE, THAT STUDENTS REQUIRE MORE SUPPORT, UH, THAN OUR PREVIOUS, UH, OUR PREVIOUS YEAR. SO EMERGENT BILINGUAL STUDENTS FACE TWO ADDITIONAL TESTING DAYS FOR TELPAS, UH, AND SO THAT SORT OF COMPOUNDS THE TESTING ISSUE.

AND THEN UNDER DOMAIN 3 RULES, WE HAVE THESE STATIC CUT SCORES THAT FAIL TO ACCOUNT FOR LANGUAGE ACQUISITION TIMELINES, AND SO THIS PENALIZES HIGH NEED GROWTH, IN PARTICULAR FOR EMERGENT BILINGUAL STUDENTS.

UM, AND THEN WE HAVE ADVANCED ACCELERATION AND PULL DISTORTIONS AS ANOTHER POINT HERE. SO ACCELERATING HIGH PERFORMING MIDDLE SCHOOL STUDENTS INTO ADVANCED PATHWAYS LIKE ALGEBRA 1 REMOVES THEM FROM STANDARD GRADE LEVEL TESTING POOLS, AND SO CONCENTRATING ON REMAINING TESTING POOLS WITH ON-LEVEL STUDENTS CREATES ARTIFICIAL PERFORMANCE DIPS THAT PENALIZE DISTRICTS. EVERY TIME WE TALK ABOUT EIGHTH GRADE MATH, EIGHTH GRADE MATH, Y'ALL, LIKE OUR FREQUENT FLYERS KNOW ABOUT EIGHTH GRADE MATH, AND THIS IS WHAT WE'RE TALKING ABOUT, THAT BECAUSE WE HAVE EIGHTH GRADE STUDENTS TAKING ALGEBRA 1, OR WE HAVE OUR MATH ROCK STUDENTS TAKING GEOMETRY, UH, IN EIGHTH GRADE, WE HAVE A VERY SIGNIFICANT NUMBER OF STUDENTS, UH, THAT ARE NOT ACCOUNTED FOR IN OUR ON-LEVEL EIGHTH GRADE MATH TESTING, BUT THE STATE DOES NOT ALLOW ANY, UM, ANY CORRECTION FOR THAT IN OUR ACCOUNTABILITY. SO WHEN LOOKING AT, UH, BOTH MOBILITY AND GROWTH, SO WE'RE LOOKING AT HEADCOUNT GROWTH, AND HERE WE HAVE EMERGENT BILINGUAL AND SPECIAL EDUCATION. SO THE BLUE BAR IS 2016, 2017, THE RED BAR IS 2024, 2025. AND SO YOU CAN SEE THE REALLY SIGNIFICANT GROWTH IN EMERGENT BILINGUAL STUDENTS RIGHT THERE, FROM SEVEN, ABOUT 7,500 STUDENTS TO ABOUT 12,300 STUDENTS, AND THEN SPECIAL EDUCATION, UH, ABOUT 5,600 STUDENTS TO ABOUT 7,200 STUDENTS, UH, IN THAT TIME FRAME. AND WHEN YOU LOOK AT THE GRAPH ON THE RIGHT, THAT'S ACTUALLY NOT NUMBER OF STUDENTS, THAT'S THE SAME DATA EXPRESSED IN PERCENTAGES. AND SO IN THE 2016-2017 SCHOOL YEAR, EMERGENT BILINGUAL STUDENTS WERE ABOUT 14% OF OUR STUDENT POPULATION.

IN THE 24-25 SCHOOL YEAR, THEY WERE 26.5% OF OUR POPULATION. SPECIAL EDUCATION WAS 10.4%, AND IN THE 20, IN THE 16-17 SCHOOL YEAR, AND THEN IN THE 24-25 SCHOOL YEAR, YOU'RE LOOKING AT A GROWTH THERE, IT'S ABOUT 15.4% OF OUR POPULATION. SO THESE ARE SOME OF THE KEY CHANGING DEMOGRAPHICS THAT, UH, IMPACT OUR ACCOUNTABILITY YEAR OVER YEAR. UM, KEY ACTION FOUR, MOVING INTO THE COLLEGE CAREER

[01:45:04]

UM, JUST THROWING THAT OUT THERE. SOMETIMES WE DON'T ALWAYS MEET THE TIMELINES, STATE OF TEXAS, THAT WOULD BE, THAT WOULD BE NICE TOO. UM, SO FOR EXAMPLE, HOUSE BILL 8, 2025, SO IT WAS PASSED LAST LEGISLATIVE SESSION, SET THE TRANSITION FROM STAR TO A SHORTER THREE-YEAR ASSESSMENT MODEL FOR 27-28 WITH A LEGISLATIVE TRANSITION REPORT DUE IN FEBRUARY OF 2027.

THEY'LL USE THAT REPORT AS A VEHICLE TO REFINE IMPLEMENTATION BASED ON DIRECT EDUCATOR FEEDBACK.

SO THIS IS A STEP IN THE RIGHT DIRECTION, UM, BUT WHAT WE'RE REALLY TRYING TO ENSURE THAT WE AVOID IS WHAT HAPPENED SEVERAL YEARS AGO WITH ACCOUNTABILITY, AND THE REASON THAT WE ULTIMATELY PARTICIPATED IN THE LITIGATION ON ACCOUNTABILITY, UH, WAS THAT CHANGES, LIKE LARGE MAJOR CHANGES WERE MADE WITHOUT A PHASE IN OR A PHASE OUT PERIOD, AND WITHOUT ESSENTIALLY REASONABLE NOTICE TO THE DISTRICT TO BE ABLE TO ACCOMMODATE THOSE CHANGES IN OUR EDUCATION OF THE KIDS.

OKAY, PRI- THAT'S THE END OF PRIORITY TWO.

I'LL JUST CHIME IN REAL QUICK AND JUST SAY A COMMON THEME I'M HEARING OVER AND OVER IS LOCAL CONTROL. AND SO LOCAL CONTROL TO UNDERSTAND WHAT OUR WORKFORCE NEEDS ARE.

WE, WE, WE COMMUNICATE WITH OUR COMMUNITY. WE HONESTLY WANT TO PROVIDE THE GREATEST EDUCATION FOR WHAT ARE THE JOBS THAT ARE DEMANDED IN THE FUTURE. AND THEN ALSO, UM, JUST THE ABILITY TO USE THAT MEASURES OF ACADEMIC PROGRESS TESTING.

IT'S NATIONALLY NORMED, IT'S NOT MONKEYED WITH, IF YOU WILL, UM, BECAUSE OUR M- ALL 50 STATES CAN PARTICIPATE IN THAT, AND SO WE KNOW HOW TO, UM, TRUST THAT TEST, AND WE CAN USE A L- MANY YEARS OF PRIOR YEARS OF MAPS TESTING IN THIS DISTRICT TO COMPARE HOW OUR STUDENTS ARE DOING AS THEY GROW IN OUR COHORTS, AS WELL AS AGAINST OTHER STUDENTS IN THE NATION. SO THE, THE THING THERE IS LOCAL CONTROL ON BOTH OF THOSE.

I THINK TO, TO BUILD ON NANCY'S POINT, OUR, WE BELIEVE, I THINK AS A BOARD AND AS A DISTRICT, THAT OUR COMMUNITY EXPECTS OUR STUDENTS TO BE NATIONALLY COMPETITIVE.

AND WHEN YOU LOOK AT THE NUMBER OF PLANO ISD STUDENTS THAT ARE NATIONAL MERIT SCHOLARS OR THAT GO TO NATIONALLY TOP RANKED UNIVERSITIES, IT, IT, IT'S A CLEAR EXPECTATION OF THE COMMUNITY THAT OUR CHILDREN ARE NA- OUR STUDENTS ARE NATIONALLY COMPETITIVE, AND I THINK THAT THAT MAP TESTING IS CRITICALLY IMPORTANT TO ENSURE THAT WE CONTINUE TO MEET THAT EXPECTATION OF THE COMMUNITY. OKAY, PRIORITY THREE, ALL ABOUT EDUCATORS. RECRUIT, RETAIN, AND SUPPORT. KEY ACTION ITEM ONE IS WORKFORCE STABILIZATION, AND THIS INVOLVES PREDICTABLE FUNDING AND COMPETITIVE REGIONAL- REASONABLE COMPETITIVE REGIONAL COMPENSATION MECHANISMS. UH, KEY ACTION ITEM TWO IS STRENGTHENING THE TEACHER PIPELINE, AND KEY ACTION ITEM NUMBER THREE IS PROTECTING TEACHER RETIREMENT AND BENEFITS. Y'ALL ARE GOING

[01:50:02]

EVERY YEAR AS WE GO THROUGH THE BUDGET CYCLE IN A LEGISLATIVE YEAR, LIKE WE SAW LAST YEAR, WE CAME OUT AND WE HAD THIS DISCUSSION ABOUT WE REALLY, AS A BOARD, WANTED TO, UM, ENSURE THAT WE WERE PAYING OUR MOST SENIOR EDUCATORS AND OUR HIGH QUALITY EDUCATORS, UH, IN A, IN A WAY THAT THEY, UM, WE WERE PRIORITIZING THAT FUNDING. AND SO EVEN BEFORE THE LEGISLATURE TOOK ACTION ON THE TEACHER FUNDING, WE WERE ALREADY WORKING THROUGH THAT MODEL. BUT EVERY YEAR IT'S A LITTLE BIT UNPREDICTABLE IN TERMS OF WHAT WE WILL OR WON'T BE ABLE TO GIVE IN TEACHER PAY RAISES BY THE NATURE OF THE FACT THAT THE, IS THE LEGISLATOR GONNA, LEGISLATURE GONNA CHANGE THE BASIC ALLOTMENT? ARE THEY GONNA DO A TEACHER PAY ALLOTMENT? ARE THEY, WE, WE DON'T KNOW NECESSARILY WHAT THE LEGISLATURE IS GOING TO DO EVERY YEAR, AND SO THAT MAKES US IN OUR BUDGET PLANNING, IT MAKES THINGS A LITTLE BIT UNPREDICTABLE, AND WE'RE A PEOPLE BUSINESS.

OUR, OUR, OUR COST IS, IS HIGHEST ON OUR, OUR PEOPLE.

UM, HIGHER COST LABOR MARKET AND, AND ALLOTMENT, WE NEED A COLA. UM, SO THIS IS A COST OF LIVING ADJUSTMENT.

UM, PLANO IS EXPENSIVE TO LIVE IN. WE ARE ONE OF THE MOST EXPENSIVE AREAS OF THE STATE TO LIVE IN. WE ARE ALSO IN A HIGHLY COMPETITIVE MARKET.

IF YOU ARE ONE OF TWO SCHOOL SYSTEMS IN THE COUNTY, UM, YOU'RE PROBABLY LIKELY GONNA RETAIN YOUR TEACHERS PRETTY WELL IF THEY DON'T WANT TO DRIVE 200 MILES TO THE NEXT COUNTY TO WORK, UH, FOR A DIFFERENT DISTRICT, WHEREAS WE HAVE MANY, MANY LARGE COMPETITIVELY PAYING DISTRICTS AROUND US, AND AND TEACHERS CAN DRIVE 10 MINUTES TO A DIFFERENT DISTRICT, AND MANY ARE WILLING TO MAKE THAT CHOICE FOR A DIFFERENCE IN 3,000, 05,000 DOLLARS A YEAR IN PAY.

AND SO WE REALLY NEED TO, UM, UH, HAVE THIS TYPE OF COST OF LIVING ALLOWANCE SO THAT WE CAN REMAIN REGIONALLY COMPETITIVE.

AND SO THIS IS JUST OUR, OUR PAY SCALE. AND SO YOU'RE LOOKING HERE AT OUR STARTING SALARY, OUR 5 YEAR, OUR 10 YEAR, OUR 15 YEAR.

WE'VE LOOKED THROUGH THIS SEVERAL TIMES. WE HAVE OUR CONTRACT DAYS, SO WE HAVE 2 LESS CONTRACT DAYS THAN MOST DISTRICTS, UM, AND WE'RE FOURTH IN, IN PAY ON THE, THE CHART HERE FROM 24-25. AND SO THIS IS OUR REGIONAL COMPARISON, BUT LIKE I SAID, MCKINNEY IS NOT THAT FAR OF A DRIVE, OR IF YOU'RE AT A JOB FAIR AND YOU'RE A NEW TEACHER STRAIGHT OUT OF COLLEGE AND YOU GET OFFERED, UM, OKAY, MYSTERY DISTRICT, THERE WE GO. UH, IF YOU GET OFFERED AN EXTRA 2,000 DOLLARS BETWEEN THE PLANO ISD OFFER AND ANOTHER DISTRICT'S OFFER, UM, THAT MAY BE COMPELLING TO A NEW GRADUATE IN TERMS OF, IN TERMS OF THE DISTRICT, UH, THAT THEY DECIDE TO GO WORK IN. UH, THIS ALSO, UH, SHOWS THE STATE AVERAGE SALARIES COMPARED TO THE PLANO ISD MARKET. SO YOU CAN SEE THE, THE SALARIES HERE FOR OUR TEACHERS, UH, OUR PROFESSIONAL SUPPORT STAFF, AND OUR CAMPUS ADMINISTRATION, OUR SCHOOL LEADERSHIP. STATE AVERAGE SALARIES ARE, FOR TEACHERS, ARE ABOUT 3,000 DOLLARS LOWER THAN PLANO ISD.

PROFESSIONAL SUPPORT ALSO ABOUT 3,000 DOLLARS LOWER, AND CAMPUS ADMINISTRATION ALSO ABOUT 3,000 DOLLARS LOWER FOR THE REST OF THE STATE COMPARED TO PLANO ISD. AND SO, UH, WE HAVE A LITTLE BIT HIGHER SALARY IN A MUCH, IN A SIGNIFICANTLY HIGHER COST OF LIVING AREA COMPARED TO STATE AVERAGES HERE. SO, KEY ACTION ITEM NUMBER TWO, UH, STRENGTHEN THE PIPE RI- PIPELINE. INVEST IN INCENTIVIZED TEACHER RESIDENCY PROGRAMS, ALTERNATE CERTIFICATION PATHWAYS, GROW YOUR OWN PARTNERSHIPS, PAID STUDENT TEACHING, AND WE NEED TO PUT SOME PRIORITIZATION ON HIGH NEED AND HARD TO STAFF CAMPUSES, AS WELL AS SUBJECTS. AND SO THIS IS SOMETHING THAT WE HAVE BEEN DOING A LOT OF THIS WORK LOCALLY, AND SEEING STATE SUPPORT FOR THE SOME OF THIS WORK WOULD BE REALLY IMPACTFUL, IN ADDITION TO FUNDING STRUCTURED MENTOR INSTRUCTION SUPPORT FOR EARLY CAREER TEACHERS, AND INCENTIVIZE THE COMPLETION OF CERTIFICATION PATHWAYS ONCE A TEACHER STARTED ONE. UM, THESE INVESTMENTS ARE REALLY AROUND WORKFORCE STABILITY.

THEY ARE MATERIAL TO INSTRUCTIONAL QUALITY FOR OUR STUDENTS, AND THIS IS SOMETHING THAT WE CAN, WE CAN OFFER AS AN INCENTIVE FOR TEACHERS THAT IS NOT BASED ON COMPENSATION ALONE. AND SO HERE WE'RE LOOKING AT A VACANCY ANALYSIS, AND THE

[01:55:01]

72% OF OUR ACUTE SHORTFALL IS IN SPECIALIZED AND STEM ROLES.

SO WE'RE LOOKING AT SPECIAL EDUCATION, BILINGUAL, SECONDARY MATH, AND SECONDARY SCIENCE. SO SPECIAL EDUCATION IS OUR HIGHEST SEVERITY SHORTFALL, UH, FOLLOWED BY BILINGUAL AND ESL TEACHERS, STEM, AND GENERAL AND CORE SECONDARY.

SO THE, THE BOTTOM LINE HERE, STATEWIDE SHORTAGES AND SPECIALIZED DISCIPLINE FORCE LOCAL BUDGETS TO ABSORB ELEVATED COVERAGE AND RECRUITMENT COSTS. WE'RE SPENDING A LOT MORE MONEY TO RECRUIT SECONDARY STEM TEACHERS AND BILINGUAL AND ESL TEACHERS AND SPECIAL EDUCATION TEACHERS.

THIS IS A STATEWIDE PROBLEM, AND IF YOU INCENTIVIZE TRAINING PROGRAMS IN THESE AREAS AND ALTERNATE CERTIFICATION PROGRAMS IN THESE AREAS AT A STATEWIDE LEVEL, YOU CAN START TO RELIEVE SOME OF THAT PRESSURE ACROSS THE STATE AND RELIEVE PRESSURE ON THE LOCAL ISDS. UH, CERTIFICATION CHALLENGES. SO THERE HAS BEEN A SHIFT TOWARDS NON-TRADITIONAL PATHWAYS, AND IT INCREASES EARLY CAREER MENTORING DEMANDS AND LONG-TERM RETENTION RISKS. AND, UH, SO WHAT YOU'RE SEEING HERE IS A HIRING PATHWAY BREAKDOWN. SO STANDARD CERTIFICATION, ABOUT 82% OF TEACHERS, ALTERNATE CERTIFICATION OR DISTRICT OF INNOVATION TYPE CERTIFICATION IS 9%, AND ABOUT 9% UNCERTIFIED TEACHERS.

SO THIS CREATES A REALLY HEAVY LOCAL MENTORING BURDEN THAT THESE ALTER ALT CERTIFICATION TEACHERS OR UNCERTIFIED TEACHERS MAY BE EXTRAORDINARILY, EXTRAORDINARY INDIVIDUALS.

THEY'RE, THEY'RE GREAT. THEY ARE IN THE CLASSROOM. THEY WANT TO TEACH. THEY WANT TO DO GREAT THINGS FOR OUR STUDENTS. THEY NEED INVESTMENT FROM THE DISTRICT ON THE TRADITIONAL TEACHING, UH, THE THINGS THAT YOU GET IN A TRADITIONAL TEACHING CERTIFICATION PROGRAM. THEY'RE ALSO MORE LIKELY TO CHURN.

SO, UH, THERE, THERE IS AN ELEVATED TURNOVER RISK THAT TEACHERS CERTIFIED THROUGH, UH, ALTERNATE PATHWAYS EXHIBIT SIGNIFICANTLY HIGHER 3-YEAR ATTRITION RATES STATEWIDE. AND SO, UM, IT, IT REALLY GOES TO SHOW THAT THESE TRADITIONAL CERTIFICATION PATHWAY, THE STANDARD CERTIFICATION PATHWAYS, UM, MAKE A LARGE DISTRICT, A LARGE DIFFERENCE, AND, AND WE NEED THAT TO BE INCENTIVIZED. WE CAN USE THESE ALTERNATIVE PATHWAYS TO FILL IMMEDIATE GAPS, BUT IT DOES NOT ENSURE LONG-TERM RETENTION, AS YOU CAN SEE BY THE STATEWIDE DATA. UH, SO LOOKING HERE, A SHRINKING UNIVERSITY PREP PIPELINE, AND THIS RESTRICTS CANDIDATE POOLS BEFORE RECRUITMENT EVEN BEGINS.

STATEWIDE, THERE HAS BEEN A 34% DECLINE IN TRADITIONAL EDUCATOR PREPARATION PROGRAMS SINCE 2019. THAT'S HUGE, AND THAT'S IMPACTING EVERY DISTRICT ACROSS THE STATE. UH, PLANO ISD PIPELINE, WE HAVE 89 STUDENT TEACHERS AND TEACHER OBSERVERS IN 25, 26. THIS IS PART OF OUR OWN GROW YOUR, YOUR PART OF OUR GROW YOUR OWN EFFORTS HERE. AND SO OVERALL, UNIVERSITY GRADUATES AND OR UNIVER- UNDERGRADUATE ENROLLMENT IN EDUCATION CONTINUES TO DECREASE. UH, UNPAID SEMESTER FOR STUDENT TEACHING, STUDENT TEACHING IS UNPAID, AND I THINK A LOT OF THE PUBLIC DOES NOT REALIZE THE FINANCIAL BARRIER THAT CREATES. UH, AND IF WE COULD PAY, UH, STUDENT TEACHING COSTS, ESPECIALLY FOR HIGH NEED CANDIDATES, UM, WE THINK THAT WOULD MAKE A MATERIAL DIFFERENCE. AND IT IS VERY DIFFICULT, UH, TO BE DOING UNPAID WORK FOR THAT, THAT SEMESTER, AND IT CREATES SIGNIFICANT BURDEN, ESPECIALLY FOR STUDENTS THAT ARE SELF-SUPPORTING.

ACTUALLY, THEY'RE PAYING TO TO STUDENT TEACH BECAUSE THEY'RE TAKING RIGHT, THEY'RE PAYING TO STUDENT TEACH BECAUSE THEY'RE PAYING TUITION. THEY CAN'T, IF THEY'RE SUPPORTING THEMSELVES, THEY CAN'T WORK WHATEVER THEIR JOB IS. THEY'VE BEEN WORKING IN COLLEGE TO SUPPORT THEMSELVES, AND THEY'RE NOT GETTING PAID TO STUDENT TEACH. AND SO IT'S SORT OF LIKE, YOU KNOW, A TRIPLE THREAT OF FINANCIAL COSTS ON OUR TEACHERS. UH, SO WE TALKED ABOUT THIS A LITTLE BIT WITH THE COLA, THE THE COST OF LIVING ADJUSTMENT THAT WE WOULD LIKE, BUT HIGH COST OF LIVING AND REGIONAL COMPETITION, UM, FURTHER SHRINK, UH, HIRING POTENTIAL FOR DISTRICTS LIKE OURS THAT ARE IN HIGH COST OF LIVING AREAS, AS WELL AS HAVE SIGNIFICANT REGIONAL COMPETITION IN OUR PIPELINE. SO THE NEXT COUPLE OF POINTS, OR THE NEXT KEY ACTION POINT HERE, IS ABOUT TRS. UH, SO THE TEACHER RETIREMENT SYSTEM WOULD BE GREAT TO HAVE, UH, THAT RESPONSIVE TO INFLATION SO THAT RETIRED TEACHERS, AGAIN, ARE NOT WAITING ON THE LEGISLATURE TO TAKE ACTION, UM, EVERY 2 YEARS TO UNDERSTAND WHAT THEIR, UH, TRS IS GOING TO LOOK LIKE. AND AFFORDABLE BENEFITS AND IMPROVE ACCESS TO AFFORDABLE HEALTHCARE BENEFITS FOR BOTH ACTIVE AND RETIRED EDUCATORS. THIS IS SOMETHING THAT ACROSS THE BOARD, ACROSS THE

[02:00:03]

UH, SO THIS IS REALLY THE STATIC STATE FUNDING FORCES LOCAL DISTRICTS TO ABSORB THE HEALTHCARE INFLATION. UM, WHEN LOCAL DISTRICT BUDGETS REACH A CAPACITY THAT THEY CAN'T ABSORB THAT ANYMORE, THAT COST GETS PASSED ON TO EMPLOYEES. AND SO THE, THE END RESULT OF THIS EVERY YEAR TYPICALLY TENDS TO BE, OKAY, WELL, MAYBE THE STAFF GOT A 3% RAISE, BUT IF A SIGNIFICANT PORTION OF THAT IS EATEN UP BY THE INCREASE IN HEALTHCARE COSTS, UM, IT DOESN'T FEEL LIKE A 3% RAISE TO OUR TEACHERS, AND WE WOULD LIKE THE STATE TO CONSIDER, UM, REALLY CHANGING THAT CONTRIBUTION FOR THE FIRST TIME IN 25 YEARS.

SO THIS IS A REGIONAL HEALTHCARE COMPARISON, UM, AND I FOUND THIS TO BE VERY, VERY INTERESTING. SO IT'S BASED ON EDUCATION SERVICE CENTER REGION, SO REGION 4 IS HOUSTON, UH, 13 IS AUSTIN, 10 IS DALLAS, AND 20 IS SAN ANTONIO. AND YOU CAN SEE THE ACTIVE PRIMARY CARE, ACTIVECARE HD, AND ACTIVECARE PRIMARY PLUS. SO THESE ARE INSURANCE PLANS, UM, THAT OUR TEACHERS MAY PICK FROM. AND YOU CAN SEE THAT WE ARE SIGNIFICANTLY HIGHER, UH, IN, IN COSTS COMPARED TO THESE OTHER REGIONS. AND SO 33% HIGHER THAN, UH, REGION 4.

UM, OUR PEAK REGION 10 PREMIUM RATE IS 653 DOLLARS A MONTH, AND REGION 10 IS DEFINITELY A HIGH COST OF AREA, AND SO, OR HIGH COST AREA, AND SO WE FACE SIGNIFICANTLY, WELL, NOT US, OUR STAFF, OUR, OUR STAFF THAT RELY ON THE INSURANCE FACE SIGNIFICANTLY HIGHER MONTHLY PREMIUMS ACROSS EVERY PLAN COMPARED TO OTHER MAJOR METROPOLITAN AREAS IN THE STATE OF TEXAS. AND THIS IS NOT DATA IN 5 YEARS THAT I'VE SEEN AS A TRUSTEE. UM, AND SO AGAIN, WE'RE, WE'RE GOING INTO A LOT OF DETAIL HERE, BUT WE THINK IT'S IMPORTANT FOR EVERYONE TO UNDERSTAND THE REALITY THAT OUR TEACHERS FACE.

THEY KNOW IT, AND I WOULD LIKE THE COMMUNITY AND OUR LEGISLATORS TO KNOW IT TOO.

UM, SO THESE ARE JUST THE PLANS AT A GLANCE. AND SO FOR THOSE OF YOU, WHEN YOU THINK ABOUT SIGNING UP FOR YOUR, UH, OPEN ENROLLMENT PLAN OR WHATEVER YOU'RE SIGNING UP FOR EVERY YEAR THROUGH YOUR EMPLOYER, WHAT YOUR MONTHLY COST IS, WHAT YOUR, UH, EMPLOYER CONTRIBUTION IS, WHAT THAT PLAN LOOKS LIKE.

THIS IS JUST FOR EVERYONE TO BE ABLE TO TRANSPARENTLY SEE WHAT OUR ACTUAL MEDICAL PLAN COSTS ARE SHOWN AS MONTHLY PREMIUMS. AND SO IT CERTAINLY, UH, CAN BE A LARGE BURDEN ON THE EMPLOYEE, UH, ESPECIALLY IF THEY ARE, UH, COVERING THEIR FAMILIES. AND WE HAVE MANY, UH, FAMILIES IN THE DISTRICT WHERE BOTH A, A MOM AND A DAD MAY BE WORKING FOR THE DISTRICT, THIS IS THE HEALTHCARE, THIS IS THEIR OPTION FOR HEALTHCARE. THEY MAY NOT HAVE A SPOUSE THAT HAS AN ALTERNATE OPTION THAT THEY CAN RELY ON, UH, FOR HEALTHCARE.

DR. TYRE, I'D LIKE TO POINT OUT ONE THING ON THIS. SO YOU NOTICE THESE RATES ARE SLIGHTLY HIGHER THAN ON THE PREVIOUS SLIDE FOR OUR REGION. THE REASON WHY IS THE REGIONAL INFORMATION WAS 20, IT'S, IT'S ALWAYS A LITTLE BIT LAGGY.

IT'S 25, 26 YEARS DATA. THIS IS 26, 27, WHICH IS THE MOST CURRENT WE HAVE. ONCE AGAIN, 26, 27, DFW AREA WAS THE HIGHEST REGION IN THE STATE, SO IT HAS BEEN FOR SEVERAL, SEVERAL YEARS NOW. SO I JUST, I WANT TO POINT THAT OUT.

THANK YOU.

ALSO, THE 330 YOU SEE THERE FOR THE PISD CONTRIBUTION IS RIGHT IN LINE WITH WHAT THE STATE AVERAGE IS,

[02:05:01]

THANK YOU. ALL RIGHT. UH, SO THAT'S THE END OF PRIORITY THREE, WHICH IS ALL ABOUT TEACHERS AND STAFF. ANY OTHER COMMENTS? I JUST WANTED TO RE-EMPHASIZE, YOU MENTIONED THAT, UM, DFW AREA IS A HIGH COST, AND AND WE JUST SAW THAT, ESPECIALLY WITH HEALTHCARE.

BUT IN ADDITION TO THAT, JUST THE DAILY COST OF HOUSING AND AND EVERYTHING ELSE TO LIVE IN THIS AREA IS A LITTLE BIT HIGHER THAN OTHER REGIONS OF THE STATE.

BUT MY POINT IS THAT OVER THE YEARS, IN THE PAST LEGISLATIVE SESSIONS, WE'VE SEEN THE LEGISLATURE PROVIDE, UH, BENEFITS TO SMALL RURAL DISTRICTS FOR THEIR, UM, IN ORDER FOR THEM TO MAKE THE DIFFERENCE AND HELP ATTRACT TEACHERS TO COME TEACH AND LIVE IN THEIR REGIONS. BUT AT THE SAME TIME, THE TEACHERS THAT ARE LIVING HERE ARE FACING THE HIGHER COSTS, AND SO I THINK WE JUST, IN IN YOUR POINT WAS WE WE NEED TO ASK THE LEGISLATURE TO GIVE US A LITTLE BIT OF A BUMP FOR COST OF LIVING DIFFERENCES HERE.

ONE OF THE THINGS WE TALK ABOUT OFTEN, I THINK, IS THE, UM, INCREASE IN PROPERTY VALUES, RIGHT? BECAUSE THAT'S WHAT MAKES YOUR PROPERTY TAX BILL GO UP, IS IS EVEN IF WE'RE HOLDING THE TAX RATE STEADY, THE INCREASE IN PROPERTY VALUES. AND I WAS HAVING A CONVERSATION WITH A VERY SENIOR TEACHER IN THE DISTRICT ABOUT HOW 20, 25 YEARS AGO IT WAS POSSIBLE FOR, YOU KNOW, A, A DUAL INCOME HOUSEHOLD WITH, YOU KNOW, UH, ONE SPOUSE WITH A STABLE JOB, REASONABLE STABLE JOB, AND THE OTHER SPOUSE BEING A TEACHER TO AFFORD A SINGLE FAMILY HOME IN PLANO. AND NOW A LOT OF OUR YOUNGER STAFF MEMBERS ARE SHUT OUT FROM BEING ABLE TO AFFORD A SINGLE FAMILY HOME IN PLANO. UM, BECAUSE OF NOT ONLY THE, THE INFLATIONARY PRESSURES AND EVERYTHING ELSE WE'VE SEEN FROM 20 YEARS AGO, UH, BUT THE COST OF HOUSING, RIGHT? AND SO WE SEE THAT IN OUR TAX BASE INCREASING, AND, YOU KNOW, MY PARENTS BOUGHT THEIR HOUSE, UH, THAT THEY STILL LIVE IN IN 1990, UH, AND THEY COULD PROBABLY SELL IT TODAY FOR 4 TIMES WHAT THEY PAID FOR IT, RIGHT? AND SO A TEACHER BEING ABLE TO AFFORD A, YOU KNOW, SINGLE FAMILY 2600 SQUARE FOOT HOME, EH, IN 20, 30 YEARS AGO IS VERY DIFFERENT YEAH.

THAN A TEACHER BEING ABLE TO, UH, WITH A FAMILY SO- AFFORD THAT SAME HOME IN PLANO TODAY WITH SUCH A SIGNIFICANTLY HIGHER AVERAGE FAMILY HOME PRICE.

WELL, SO, UH, JOHNNY, WHAT IS THE AVERAGE HOME VALUE RIGHT NOW IN PLANO ISD? IT'S ABOUT 615,000.

YEAH, SO THERE YOU GO. THERE'S TO YOUR POINT, 615,000.

I THINK MY PARENTS PAID LIKE 125 FOR A 4-BEDROOM, 3-BATHROOM, 2,600 SQUARE FOOT HOUSE IN 1990 IN THE HARRINGTON NEIGHBORHOOD. SO, THROWING THAT OUT THERE FOR COMPARISON. OKAY, PRIORITY 04, THIS IS OUR LAST PRIORITY, SO WE'RE, WE'RE GETTING TO THE END HERE. UM, PRIORITIZE STUDENT SAFETY, MENTAL HEALTH, AND DIGITAL RESPONSIBILITY. WE THINK THESE ARE ALL REALLY SORT OF KEY, IMPORTANT THINGS FOR OUR STUDENTS THAT AREN'T ADDRESSED IN THE OTHER 3 PRIORITY ACTION ITEMS. UM, AND SO THIS IS A LITTLE BIT OF A CATCH-ALL, BUT ONE THAT WE THINK THAT THESE ARE NO LESS IMPORTANT THAN THE OTHERS.

SO, UH, FIRST KEY ACTION ITEM, SUPPORT RESPONSIBLE AI USE.

THIS IS A HUGE TOPIC OF CONVERSATION, BOTH IN TERMS OF CYBERSECURITY, STUDENT SAFETY, DEEPFAKES, ALL OF IT.

AND I THINK THIS IS REALLY, UH, AN IMPORTANT THING THAT WE SHOULD SEE LEGISLATION ON, AND WE WELCOME THAT. UM, THE SECOND IS ADDRESS THE IMPACT OF SOCIAL MEDIA ON YOUTH MENTAL HEALTH AND, UH, PRESERVE LOCAL CONTROL ON DEVICES. UM, WE ARE PART OF THE SOCIAL MEDIA LITIGATION, THE CLASS ACTION LITIGATION, AND, UH, I THINK THAT IT IS VERY IMPORTANT, UH, THAT THE LEGISLATURE, POTENTIALLY THE SOCIAL MEDIA COMPANIES, ADDRESS THE IMPACT THAT THOSE PLATFORMS ARE HAVING, UH, ON OUR STUDENTS AND, AND FRANKLY, ON SOCIETY AS A WHOLE. UH, IT'S, IT'S NOT JUST THE, THE STUDENTS. UM, STRENGTHEN CYBERSECURITY. UH, AI IS CREATING AN EVEN MORE THREATENING CYBERSECURITY ENVIRONMENT. UM, I'M SURE DR.

CHANNER WILL TELL YOU WE'RE BASICALLY CONSTANTLY UNDER ATTACK AT ALL TIMES, UH, FROM A CYBERSECURITY PERSPECTIVE, AND CYBER THREATS CAN BE VERY, VERY DISRUPTIVE TO SCHOOL DISTRICTS IF THEY GATHER YOUR STUDENTS' DATA AND START EMAILING YOUR FAMILIES, OR IF THEY LOCK YOU OUT OF YOUR STUDENT INFORMATION SYSTEM OR YOUR EMPLOYEE INFORMATION SYSTEM, OR, YOU KNOW, DEMAND 8 MILLION DOLLARS IN BITCOIN OR WHATEVER IT IS THEY'RE LOOKING FOR. BUT THIS IS, THIS IS A HEIGHTENED AREA, UH, THAT IS A GROWING NEED FOR ALL ISDS. UM, THE LAST IS FUND, FUND MENTAL HEALTH SUPPORT DIRECTLY, UM, DEDICATED FUNDING FOR

[02:10:01]

SEPARATE FROM THE SCHOOL SAFETY ALLOTMENT. WE THINK THAT THIS IS A, AN IMPORTANT PRIORITY IN AND OF ITSELF, UM, THAT CAN BE DECOUPLED AND FUNDED SEPARATELY FROM THE SCHOOL SAFETY ALLOTMENT. SO, UH, WE CERTAINLY SUPPORT THE INTEGRATION OF AI AND EDUCATION. UM, THIS IS SOMETHING THAT I THINK ALL OF US ARE ADOPTING, AND EVERYBODY IN THE COMMUNITY IS LIKELY ADOPTING AI TOOLS IN THEIR WORK. UM, BUT WE BELIEVE THAT THERE NEED TO BE CLEAR DATA PROTECTIONS AND THAT THERE NEEDS TO BE STATE GUIDANCE TO LET DISTRICTS ADOPT THESE TOOLS SAFELY AND RESPONSIBLE- RESPONSIBLY. UH, AGAIN, THIS IS SOMETHING THAT IT'S A, IT'S A FAST MOVING FIELD, AND UH, WE'D LIKE TO HAVE THAT CONVERSATION WITH OUR LEGISLATORS ABOUT WHAT UH, THIS GUIDANCE COULD LOOK LIKE.

AND SO THIS IS JUST SHOWING UH, SOME INTRODUCTION OF AI USE WITH STUDENTS AND STAFF. SO CHATGPT ADOPTED- ADOPTION TRAJECTORY FROM NOVEMBER OF 22 TO MAY OF 26, UM, ACTIVE MONTHLY USERS AND, UH, TOTAL SESSIONS. AND SO YOU CAN SEE IT'S BEEN A PRETTY STEEP CURVE SINCE 2022, AND IT, IT SORT OF, UH, CHANGES A LITTLE BIT OVER THE SUMMER, UM, BUT CERTAINLY IT'S SOMETHING THAT WE ALL KNOW IS GAINING SPEED WITHIN THE DISTRICT, WITHIN OUR OWN LIVES. UH, HERE WE'RE LOOKING AT DIVERSIFICATION AND PROLIFERATION OF AI TOOLS AMONG OUR STUDENTS. SO GOOGLE AI MODE IN SEARCH, UH, IS IS CLEARLY THE MOST IMPACTFUL.

THE RED BAR THERE IS SEPTEMBER OF 2026, UH, FOR 16 DAYS COMPARED TO AUGUST OF 2026, WITH THIS, WHICH IS THE FULL MONTH. AND SO THIS IS JUST DATA FROM THIS SCHOOL YEAR, COMPARING AUGUST AND THEN THE FIRST 16 DAYS OF SEPTEMBER IN THAT RED BAR AND SHOWING THE GROWTH. UH, LOOKING AT THE GROWTH IN GEMINI THERE, UM, COPILOT, CHATGPT, GEMINI NOTEBOOK, AND CLAUDE. AND THIS IS 2.6 MILLION, UM, INTERACTIONS ON THESE TOOLS.

SO IT, IT IS GAINING GROUND.

OH, I WENT BACK, NOT FORWARD.

UM, THIS IS A MAP OF STATES THAT HAVE GUIDANCE FOR AI IN K THROUGH 12 SCHOOLS.

UH, YOU NOTICE THAT TEXAS IS NOT ONE OF THE GREEN STATES.

UM, WE, UH, DO NOT HAVE ANY AI GUIDANCE FOR SCHOOLS AT THE STATE LEVEL. ALL OF THE STATES IN GREEN DO, AND SO MUCH LIKE THE AVERAGE DAILY ATTENDANCE VERSUS FUNDING BASED ON ENROLLMENT, UM, THIS IS ONE WHERE, UH, WE'RE CERTAINLY BEHIND THE CURVE ON ENSURING THAT WE'RE PUTTING CLEAR GUIDANCE IN PLACE FOR THESE TOOLS. UH, HERE WE'RE SHOWING DAILY INTERACTIONS IN THE FIRST 16 DAYS OF SEPTEMBER. YOU'VE SEEN THIS DATA. THIS IS JUST A SLIGHTLY DIFFERENT FORMAT THAT WE'RE SHOWING IT. SO 39% INCREASE IN INTERACTIONS IN AI IN JUST THE FIRST 16 DAYS OF SEPTEMBER. UM, S- AND THE REALITY FOR US IS THAT THIS GUIDANCE IS CRITICAL TO SUPPORT SAFE, EFFECTIVE, ETHICAL USE, UM, AND THAT SITE-SPECIFIC DOMAIN BLOCKING OR BLANKET BLANKET BANS ARE NOT GOING TO PREPARE STUDENTS FOR THIS FU- FOR THEIR FUTURE. SO IF WE SAY NO AI, WE'RE JUST NOT USING AI, WE'RE HANDICAPPING OUR STUDENTS BECAUSE THE WORKFORCE IS GOING TO EXPECT THEM TO HAVE AI LITERACY, BUT THERE NEEDS TO BE SOME CLEAR GUARDRAILS AROUND WHAT THAT LOOKS LIKE, UH, FROM THE STATE LEVEL.

OKAY, KEY ACTION ITEM NUMBER TWO, UH, ADDRESS SOCIAL MEDIA'S IMPACT ON STUDENT, UH, STUDENT STATE SUPPORTING ACTION, ADDRESSING THE IMPACT ON STUDENT MENTAL HEALTH WHILE PRESERVING LOCAL CONTROL OVER STUDENT DEVICE POLICY.

UM, SO REALLY THE CONCERN IS THAT SOCIAL MEDIA AND CELL PHONE USE DIRECTLY HARM STUDENT MENTAL HEALTH AND CLASSROOM LEARNING ENVIRONMENTS. I THINK THAT WE ALL AGREE, UH, WITH THAT DATA, AND ACCORDING TO NEA'S 2024 NATIONWIDE SURVEY, 91% OF EDUCATORS VIEW STUDENT MENTAL HEALTH AS A SERIOUS ISSUE, CITING SOCIAL MEDIA AND PERSONAL DEVICES AS PRIMARY DRIVERS. UH, SO THIS IS SOMETHING THAT I THINK ALL OF US, I'M THE YOUNGEST ON THE BOARD, AND I DIDN'T HAVE A CELL PHONE UNTIL COLLEGE. UH, AND SO THIS IS SOMETHING THAT CERTAINLY IS UNIQUE TO STUDENTS NOW THAT NONE OF US GREW UP WITH, AND MANY OF OUR LEGISLATORS DID NOT GROW UP, UH, WITH CELL PHONES IN SCHOOL AND THIS CONSTANT THING, YOU KNOW, A LITTLE COMPUTER IN YOUR POCKET THAT ALWAYS WANTS YOUR ATTENTION, AND THE SOCIAL MEDIA PLATFORMS THAT HAVE FIGURED OUT HOW ONCE THEY GET YOUR ATTENTION TO TRY AND KEEP IT. UH, AND THIS IS SOMETHING THAT IS JUST, AGAIN, A NATIONWIDE ISSUE, AND WE'RE INVOLVED IN IN THE CLASS ACTION LITIGATION ON THIS. BUT WHEN YOU LOOK AT BEHAVIOR ISSUES, 40% OF EDUCATORS IN THE SURVEY

[02:15:01]

HOWEVER, UNDER STATE LAW, THE DISTRICT IS TASKED WITH RESPONDING TO THESE TYPES OF INCIDENTS, AND SO IT, IT COMES INTO, IT COMES TO OUR DOORSTEP EITHER WAY.

UM, ANOTHER CONCERN HERE, UNDERDEVELOPED SOCIAL SKILLS.

38% OF TEACHERS NOTED THAT DUE TO HEAVY SOCIAL MEDIA USE, THEY BELIEVE THAT IMPAIRS A STUDENT'S ABILITY TO FORM OFFLINE, OTHERWISE KNOWN AS IRL, INTERPERSONAL C- CONNECTIONS AND COMMUNICATION SKILLS.

AND, YOU KNOW, THIS IS SOMETHING THAT, AGAIN, SOME OF OUR STUDENTS ARE PROBABLY GOING TO HAVE JOBS WHERE THEY WORK EXCLUSIVELY THROUGH THEIR CELL PHONE, BUT PROBABLY MOST WILL NOT.

AND, UH, HAVING THOSE INTERPERSONAL CONNECTIONS AND COMMUNICATION SKILLS IS REALLY VITAL FOR WORKFORCE DEVELOPMENT. THE THIRD KEY ACTION HERE IS CYBERSECURITY. UM, TEXAS CYBER COMMAND RESOURCES, UH, WE WOULD LIKE THEM TO EXPAND THESE RESOURCES, UH, WITH YOUR STATE-SUPPORTED CYBERSECURITY RESOURCES THROUGH THE TEXAS CYBER COMMAND AND HELP DISTRICTS PREVENT, DIRECT, AND RESPOND TO CYBER THREATS. AND PATRICK, IF I MESS THIS UP, JUMP RIGHT ON IN. UH, CONTINUOUS CYBER THREAT DETECTION AND RESPONSE, AND SO THIS IS OUR 24/7 MONITORING TICKET SERVICES FOR 2024, 2025, AND 2026, IN THE GREEN, ORANGE, AND BLUE RESPECTIVELY. YOU CAN SEE THAT 2026, UH, COVERS DATA FROM JANUARY 1ST THROUGH SEPTEMBER 15TH, 2026, AND SO WE ARE ON TRACK TO EXCEED, UH, 2025 IN OUR MONITORING SERVICE TICKETS. AND WHEN YOU LOOK AT THESE VERIFIED CRITICAL INCIDENTS, THESE ARE INCIDENTS THAT WE KNOW HAVE OCCURRED, UH, THAT REQUIRED SOME RESPONSE, UM, THEY DOUBLED FROM 24 TO 25, AND AGAIN, WE ARE ON TRACK TO EXCEED THOSE NUMBERS FOR 26. AND I WILL JUST POINT OUT, NOBODY IS IMMUNE. UM, WE, WE ALL RECEIVED EMAILS RECENTLY FROM A STAFF MEMBER AT TEA, UH, THAT WAS MALICIOUS, THAT HIS EMAIL HAD BEEN HACKED, THIS TEA STAFFER'S EMAIL HAD BEEN HACKED, AND THEN STUFF GOT SENT OUT STATEWIDE TRYING TO HACK ALL OF OUR, YOU KNOW, UM, COMPUTERS, AND NO ONE IS IMMUNE, AND IT'S GOTTEN VERY, VERY SOPHISTICATED AND, AND EVER, UH, PRESENT INCREASING THREAT, UM, TO LARGE ORGANIZATIONS LIKE OURS. SO WHY DOES THIS MATTER? UM, YOU MAY THINK, WELL, JUST EDUCATE KIDS. WHY DOES CYBERSECURITY MATTER? IT CAN DISRUPT INSTRUCTION. UH, IT CAN DISRUPT ESSENTIAL DISTRICT OPERATIONS. UM, IT CAN, UH, WE'VE SEEN INCIDENTS BEFORE WHERE STUDENTS AND FAMILIES' PERSONAL INFORMATION, UH, IN OTHER DISTRICTS WAS COMPROMISED BECAUSE OF CYBERSECURITY INCIDENTS.

THIS CAN BE DISRUPTIVE IN MANY, MANY WAYS. UM, SO TEXAS CREATED THIS K THROUGH 12 INITIATIVE IN RESPONSE TO INCREASING RANSOMWARE AND MALICIOUS CYBER ATTACKS. UM, WHEN YOU LOOK AT THIS, THE DISTRICT HAS GAINED OR BENEFITED, UH, FROM THESE INITIATIVES FUNDED THROUGH TEA AND THESE OTHER STATE AGENCIES, INCLUDING TEXAS CYBER COMMAND, ABOUT 4 AND A HALF MILLION DOLLARS IS OUR CURRENT BENEFIT, AND YOU CAN SEE A LIST OF WHAT THOSE STATE COVERED, STATE FUNDED SERVICES ARE.

ON THE OTHER SIDE, WE HAVE THE DISTRICT FUNDED INITIATIVES AND SERVICES, UM, WHICH ARE SOME REALLY KEY, UH, THINGS HERE. MULTI-FACTOR AUTHENTIC- AUTHENTICATION.

THAT IS A KEY CYBERSECURITY PROTECTION. UM, NETWORK SECURITY, IDENTITY PROTECTION. THOSE ARE DISTRICT COVERED COSTS AT THIS POINT TO THE TUNE OF 1.5 MILLION DOLLARS. SO THIS IS A SIGNIFICANT EXPENDITURE, AND WE ARE THANKFUL FOR THIS SUPPORT FROM THE STATE ON THIS, UH, BUT IT DOES NOT FULLY FUND THE, THE CYBER FOOTPRINT OR THE CYBER LANDSCAPE, THE CYBER TOOLS THAT WE NEED TO KEEP OUR DISTRICT OPERATING AND ALL OF OUR STUDENT TEACHER DATA SAFE. UH, SO THE IMPLICATION HERE IS THAT FUNDING GAPS LEAD TO VULNERABILITIES. COSTS AND THREATS ARE CONTINUING TO INCREASE. CONSISTENT ATTENTION TO FUNDING FOR CYBERSECURITY SUPPORTS SAFE, UNINTERRUPTED, AND EFFECTIVE DISTRICT OP- OPERATIONS.

AT THE BOTTOM HERE, WHEN YOU LOOK AT THINGS LIKE SIGNIFICANT THREATS, WE TALKED ABOUT HOW AI-ENABLED

[02:20:01]

UH, INTERNAL EXPOSURE, SO SLOW PATCHING AND REMEDIATION LEAVE UNKNOWN WEAKNESSES EXPOSED, AND OPERATIONAL NEED. THIS IS A 24 HOURS A DAY, 7 DAYS A WEEK, 365 DAYS A YEAR MONITORING. IT IS CRITICAL ALL THE TIME MONITORING, AND, UM, YOU KNOW, YOU HEAR, FOR EXAMPLE, THE CEOS IN MAJOR BANKS SORT OF MAKE JOKES LIKE, OH, WE'RE ACTUALLY A CYBERSECURITY COMPANY THAT ALSO DOES BANKING, RIGHT? BECAUSE THEY'RE ONE OF THE BIGGEST TARGETS FOR, FOR, UH, CYBER ATTACKS, AND WE DON'T HAVE THE LUXURY OF HAVING THE CYBER BUDGET OF JPMORGAN CHASE OR BANK OF AMERICA OR GOLDMAN SACHS. UM, WE HAVE A SMALL BUT MIGHTY AND LIMITED STAFF, UH, IN THIS AREA, AND, UM, WE REALLY HAVE TO COVER AN INSANE AMOUNT OF GROUND WITH, UH, THE OPERATIONAL NEEDS FOR CYBER. OKAY, UH, LAST KEY ACTION POINT HERE IS, FUND MENTAL HEALTH DIRECTLY.

AND WHAT WE ARE ASKING FOR IS CREATING A DEDICATED MENTAL HEALTH APPROPRIATION AND NOT HAVE THAT FUNDED THROUGH THE SCHOOL SAFETY ALLOTMENT. AND THIS WOULD NEED TO BE SUFFICIENT TO FUND COUNSELORS, SOCIAL WORKERS, INTERVENTION SPECIALISTS, AND CRISIS RESPONSE SUPPORT, AND WITHOUT DEPLACE- DISPLACING INSTRUCTIONAL RESOURCES OR TRADITIONAL ACADEMIC COUNSELING. AND SO THESE ARE ADDITIONAL DEDICATED MENTAL HEALTH RESOURCES FOR OUR STUDENTS THAT ARE NOT DISPLACING TRADITIONAL COUNSELING, NOR ARE THEY, UM, WITHIN THE SCHOOL SAFETY ALLOTMENT. AND SO THIS GRAPH HERE, YOU'VE GOT THE SAFETY SECURITY, UH, COST IN RED FROM 23 TO 27.

ON THE STACK BAR GRAPH, THE BLUE IS COUNSELING SERVICES, THE COST, AND THE GOLD IS SOCIAL WORKER COST.

AND THESE ARE SPLIT OUT BY FUNCTIONS. UH, SO IF YOU'RE WANTING TO LOOK AT THIS IN THE BUDGET, THAT'S FUNCTION 52, 33, AND 32. UM, THAT GRAY BAR AT THE BOTTOM IN THE SORT OF ACROSS THE RED, UH, STACKED BARS THERE, UM, THE GRAY BAR IS THE SCHOOL SAFETY ALLOTMENT FROM THE STATE OF TEXAS. AND SO IF YOU LOOK AT 2027, FOR EXAMPLE, WE ARE PROJECTING, UH, A SCHOOL SAFETY ALLOTMENT OF 3.32 MILLION DOLLARS FOR A COST OF OVER 16 MILLION DOLLARS BETWEEN SAFETY AND SECURITY, WHICH IS ONE OF OUR LARGEST UNDERFUNDED MANDATES, AS WELL AS COUNSELING SERVICES AND SOCIAL WORK ADDED ON TOP OF THAT. AND SO THE CURRENT FUNDING NOT ONLY IS INSUFFICIENT, UM, BUT WE THINK A DISAGGREGATION OF THAT FUNDING, UH, WOULD, WOULD HELP SHORE UP OUR COUNSELING SERVICES AND SOCIAL WORK SERVICES. UH, SO DIFFERENT WAY OF LOOKING AT IT, THIS IS A FUNDING GAP OF ABOUT 16.3 MILLION DOLLARS WITH 19,950,000 IN SAFETY, SECURITY, AND STUDENT MENTAL HEALTH EXPENSES. THE 3,320,000 DOLLARS LEAVES THIS 16.3 MILLION DOLLAR FUNDING GAP.

THE STATE IS NOT PROVIDING ADEQUATE FUNDING FOR SAFETY AND SECURITY, MUCH LESS FUNDING TO ADDRESS STUDENT MENTAL HEALTH WITHIN THIS ALLOTMENT.

OKAY, ANY TH- ANY, ANY ADDITIONS ON POINT FOUR FROM LEGISLATIVE SUBCOMMITTEE OR ANY OF THE STAFF? OKAY.

SO, 90TH TEXAS LEGISLATIVE SESSION, UH, WE WILL BE HEADED INTO THIS IN THE SPRING. UM, OUR ROLE AS TRUSTEES, AND WE HOPE YOU JOIN US IN THIS ROLE AS COMMUNITY MEMBERS, UH, IS TO ADVOCATE FOR THE 41,300 PLUS STUDENTS, UH, OF PLANO ISD, ADVOCATE FOR PUBLIC TRANSPARENCY AND SUSTAINABLE EXCELLENCE FOR PLANO ISD. UM, WE ARE WANTING TO SUPPORT POLICIES THAT WILL STRENGTHEN PUBLIC EDUCATION, PROMOTE GOOD FINANCIAL STEWARDSHIP AND FISCAL RESPONSIBILITY AND TRANSPARENCY, PROTECT OUR LOCAL DECISION MAKING, OUR LOCAL CONTROL, ENSURE MEANINGFUL ACCOUNTABILITY. WE WANT TO SUPPORT OUR EDUCATORS. WE WANT TO EXPAND STUDENT OPPORTUNITY, AND WE FEEL VERY STRONGLY ABOUT PREPARING TODAY'S LEARNERS TO BE TOMORROW'S LEADERS. SO THIS IS OUR, OUR WRAP UP AND OUR OVERALL GOAL HERE AND WHAT WE ARE HEADED INTO THE 90TH

[02:25:02]

I'M GONNA JUMP IN REAL QUICK BEFORE ANYBODY ADDS SOMETHING.

I WANT TO JUST SAY THANK YOU.

YOU DID A PHENOMENAL JOB PRES- PRESENTING ALL OF THIS AND EXPLAINED EVERYTHING VERY ARTICULATELY, SO GREAT JOB.

UM, I'M GOING TO EXPRESS OUR APPRECIATION FOR OUR LEGISLATIVE PRIORITY TEAM.

UM, IT'S A LOT OF WORK, AND IT'S HARD, AND IT'S HARD TO NOT GET EMOTIONAL ABOUT THIS, AND SO AGAIN, I THANK YOU FOR DIGGING INTO THIS AND COMING UP WITH, UM, DATA, WELL-SUPPORTED DATA, AND COHERENTLY EXPRESSING IT.

UH, I NOT ONLY, I'M SURE, DO WE WANT FEEDBACK FROM THE REST OF US, UH, ON THE BOARD, BUT ALSO ANY OF OUR, OUR PARENTS OR COMMUNITY MEMBERS WHO HAVE FEEDBACK TOO. I MEAN, I THINK WE'D BE HAPPY TO, TO TAKE THAT AS WELL, AS WELL AS COUNT YOU AS, UM, TEAM MEMBERS IN THE ADVOCACY FOR OUR STUDENTS AND OUR COMMUNITY. IT'S SO EASY FOR PEOPLE TO TRY TO CONFUSE YOU, BECAUSE I GET IT. I AM JUST AS MAD ABOUT PROPERTY TAXES AS THE NEXT PERSON WHO HAS TO PAY FOR THAT. BUT AGAIN, IF YOU STAND WITH US AND YOU UNDERSTAND AS BEST AS WE COULD EXPLAIN TO YOU WHY THAT MONEY THAT IS MAKING YOU MAD ISN'T ACTUALLY COMING TO OUR STUDENTS AND OUR EDUCATORS, UM, PLEASE, PLEASE COME AND GIVE YOUR INPUT AND HELP US.

I'LL JUST REITERATE ON THAT POINT, AND I, I WANT TO MAKE THIS CRYSTAL CLEAR TO THE COMMUNITY, AND YOU'RE GOING TO HEAR ME BEATING THIS DRUM, UH, FOR THE NEXT YEAR, AS YOU'VE HEARD AT THE LAST COUPLE MEETINGS.

OUR CURRENT BUDGET IS NOT SUSTAINABLE WITHOUT SIGNIFICANT CHANGE TO SCHOOL FUNDING AND WITHOUT SIGNIFICANT CHANGE TO RECAPTURE. OUR CURRENT BUDGET IS NOT SUSTAINABLE. OUR CURRENT PROGRAMS ARE NOT SUSTAINABLE. OUR CURRENT FOOTPRINT IS NOT SUSTAINABLE.

OUR CURRENT BUSING IS NOT SUSTAINABLE. AND, UM, WE HAVE BEEN VERY LUCKY THAT WE HAVE, HAVE, YOU KNOW, WE GOT BASIC ALLOTMENT ADJUSTMENT IN 2019. WE GOT THE TEACHER PAY ADJUSTMENT, UM, WITH A SMALL BASIC ALLOTMENT ADJUSTMENT LAST YEAR THAT WAS NOT SUFFICIENT.

UM, REALLY TO MEET THE NEEDS IN THE BASIC ALLOTMENT.

BUT WHEN YOU LOOK AT OUR BUDGET YEAR OVER YEAR AND THE BUDGET DEFICITS WE'VE ADOPTED, AND, UM, SOME YEARS WE HAVE, WE HAVE HAD BETTER LUCK THAN OTHERS, UH, CLOSING THE BOOKS IN THE BLACK OR LESS IN THE RED, UH, THAN OTHERS.

BUT I, I REALLY NEED THE COMMUNITY TO UNDERSTAND, UM, WITHOUT SIGNIFICANT CHANGE TO SCHOOL FUNDING AND/OR RECAPTURE, UM, EDUCATION IS GOING TO LOOK DIFFERENT, NOT JUST IN PLANO ISD, BUT THROUGHOUT THE STATE. AND THAT IS A REALITY THAT I THINK THE PUBLIC NEEDS TO UNDERSTAND AND INTERNALIZE, UM, GOING INTO THIS LEGISLATIVE SESSION.

WELL, SO I THINK WHAT YOU MEAN IS EDUCATION WILL LOOK DIFFERENT BECAUSE WE'RE GOING TO HAVE TO CUT PROGRAMS AND SERVICES.

OR CLOSE MORE SCHOOLS. I MEAN, THIS IS REALLY TRULY A CRISIS OF THEIR OWN CREATION, AND I THINK EVERYBODY IN THE COMMUNITY, I'M SORRY, I'VE LISTENED FOR AN HOUR AND A HALF TO THE PRESENTATION WHILE MY BLOOD HAS BEEN BOILING, AND I'M SO ANGRY. SO THANK YOU FOR BEING CALM, DR. TYRA, FOR EXPLAINING THIS IN A REALLY NICE WAY, UM, BECAUSE THERE ARE, I'M CYNICAL.

I DON'T BELIEVE THEY HAVE THE WILL OR THE WANT TO FIX IT, BUT I'M OPEN FOR THEM TO PROVE ME WRONG. I THINK THAT, UM, EDUCATION HAS BEEN PUNTED BY OUR LEGISLATORS AS A SERIOUS ISSUE. SO I'M EXCITED THAT THESE ARE THE AREAS THAT YOU

[02:30:01]

WE'RE PAYING FOR DIAGNOSING AND TESTING STUDENTS WHO DON'T GO TO OUR SCHOOLS, AND WE ARE HERE TO FIX EVERY SOCIETAL PROBLEM.

SO MY BLOOD IS BOILING, I'M ANGRY. I'M MAD THAT OUR TEACHERS' RAISES AREN'T RAISES BECAUSE THEY HAVE TO PAY MORE FOR THEIR HEALTHCARE. UM, I DID WRITE SOME NOTES, UM, SO I- I- I'M CLEARLY ANGRY.

UM, WE COMPLIED, BY THE WAY, WITH THE HB3 SCHOOL MARSHAL PROGRAM. WE HAVE TRAILBLAZED AN INCREDIBLE PROGRAM THAT MULTIPLE SCHOOL DISTRICTS ACRO- ACROSS THE STATE WANT TO COPY, AND, AND I WANT THEM TO. WE CREATED A REALLY GREAT PROGRAM, UM, BUT I WOULD LOVE FOR OUR LEGISLATORS TO BE PROUD OF US FOR DOING THAT, AND I DON'T KNOW THAT THEY ARE.

SO IF YOU'RE LISTENING, PLEASE, YOU KNOW, FEEL FREE TO REACH OUT. I THINK MOST OF YOU HAVE MY PHONE NUMBER.

UM, THIS IS TOO MANY WORDS ON ONE PAGE FOR ME TO READ, SO LOTS OF REDUNDANT, UM, WORDS ARE USED, BUT I WOULD CUT IT DOWN, LIKE TAKE OFF THE WORD PRIORITY AND WRITE JUST LIKE NUMBER ONE, NUMBER TWO.

SO THERE'S WAYS TO TAKE THE KEY ACTION IS LISTED OUT A LOT. I THINK THERE'S WAYS TO TAKE THIS TO MAKE IT TO WHERE IT'S MORE EYE-CATCHING, BUT THAT'S MY ONLY FEEDBACK. I MEAN, I REALLY DO LOVE ALL THE PRIORITIES. OKAY, I'LL STOP.

I JUST WANT TO ASK WHERE, I KNOW IN THE PAST WE'VE HAD A LEGISLATIVE PRIORITIES ON THE WEBSITE, SO I JUST WANT TO MAKE SURE THAT THE COMMUNITY UNDERSTANDS WHERE TO GO TO FIND, UM, INFORMATION AND WHERE THEY CAN GET, YOU KNOW, EVEN LIKE THE BITE-SIZED INFORMATION THAT THEY CAN SHARE AS WELL, UM, BECAUSE I KNOW IN THE PAST WE'VE DONE THAT, AND IT WAS VERY HELPFUL.

YEAH, SO, UM, THESE WILL COME BACK, UM, ON OCTOBER THE 6TH FOR, UH, FINAL, UH, CONSIDERATION AND HOPEFULLY APPROVAL, AND ONCE THOSE ARE APPROVED, UM, YOU'LL SEE, UH, UH, TARA, THANK YOU FOR YOUR FEEDBACK. UM, I GUESS FINAL, UH, COPIES OF THINGS THAT YOU CAN EITHER DOWNLOAD OR PRINT, AND THEN OF COURSE, UH, OUR WEBSITE WILL BE UP AND RUNNING WITH THIS INFORMATION.

AND I WILL NOT TALK OCTOBER 6TH, I PROMISE. GO AHEAD, SAM.

SO, AS A GOVERNMENT MAJOR, I REALLY ENJOYED ALL OF THIS.

UH, WELL, I ENJOYED THE DEPTH OF DISCUSSION. I CAN'T SAY I LOVE THE REALITY OF, OF WHERE WE'RE AT, LIKE EVERYBODY ELSE. SOMETIMES WHEN I MEET WITH A CLIENT, ESPECIALLY A NEW CLIENT AT WORK, I'LL, IF I CAN'T TELL EXACTLY WHAT OUTCOME THEY'RE LOOKING FOR, I'LL ASK THEM, IF YOU COULD WAVE A MAGIC WAND, LET'S SAY I HAD A MAGIC WAND IN THE CONFERENCE ROOM RIGHT NOW, YOU COULD WAVE IT AND TELL ME WHAT IT WOULD ACCOMPLISH, EVERY, JUST GO CRAZY, EVERYTHING YOU WANT. UH, I FIND THAT'S A GREAT WAY TO GET PEOPLE TO, LIKE, REALLY THINK CREATIVELY AND OPEN UP, AND AND IT GIVES ME GOOD INSIGHT. I FEEL LIKE THAT'S WHAT THIS IS, BUT THAT'S NOT A CRITICISM, IT'S AN OBSERVATION. I THINK IT'S A FANTASTIC MAGIC WAND ANSWER. UM, I, I WONDER, ASSUMING WE PASS THIS SPECIFIC LIST AT THE NEXT MEETING, HOW WE'LL BE ABLE TO FOCUS ON THE BIG ONES THAT ARE HOPEFULLY ATTAINABLE ONCE SESSION STARTS.

AND I KNOW BECAUSE I'VE PARTICIPATED, AND I KNOW BECAUSE WE'VE GOT GREAT PROFESSIONALS THAT WORK FOR OUR DISTRICT, MM-HMM.

WE'LL FIGURE THAT OUT DEPENDING ON WHAT THE SESSION LOOKS LIKE AS WE GET TO IT AND GO THROUGH IT. UM, BUT REALLY, I, I JUST HAD TO, I REALLY APPRECIATE THE LEVEL OF DETAIL AND THOUGHT THAT WENT INTO THIS, LIKE, REALLY IMPRESSIVE. UM, AND THEN DO WE TALK ABOUT ANY OF THE ACTUAL ONES RIGHT NOW, OR IS THAT FOR DISCUSSION AND ACTION NEXT WEEK OR NEXT MONTH? THE HOPE IS TO, WE CAN HAVE SOME DISCUSSION ABOUT THINGS THAT NEED TO BE REFINED, GOTCHA.

AND THEN THAT WHAT WE WOULD BRING BACK NEXT MONTH, YEAH.

UM, WOULD BE THE FINAL FOR APPROVAL. IT SOUNDS LIKE MAYBE WE HAVE THE FOUR PRIORITY AREAS. IT SOUNDS LIKE, IF I'M SORT OF INTERPRETING WHAT YOU'RE SAYING CORRECTLY, MAYBE HAVING LIKE A KEY, ONE KEY ASK FOR EACH PRIORITY AREA THAT IS LIKE THE MAJOR ASK.

YEAH.

AND THEN WE HAVE A LIST OF LIKE MINOR, YOU KNOW, WISHES.

WISHES, LIKE THINGS TO CONSIDER. SO LIKE YEAH.

[02:35:01]

RIGHT, YEAH.

OKAY.

YEAH.

YOU KNOW, IN THE PAST, WE HAVE DONE IT WHERE IT WAS A LOT MORE CONCISE AND, YOU KNOW, LEVEL PRIORITY 1, 2, AND 3, AND WE KIND OF LEFT IT THAT WAY TO SIMPLIFY IT BECAUSE IN ORDER TO GET THE MESSAGE ACROSS, YOU WANT PEOPLE TO LISTEN TO YOU AND NOT FALL ASLEEP.

BUT I THINK THAT ALL OF THIS IS EXACTLY WHAT, IN A PERFECT WORLD, IF WE COULD PLANT IN THE BRAINS OF OUR LEGISLATORS, IT WOULD BE THIS. SO I, I AGREE WITH YOU AS FAR AS SIMPLIFYING THIS DOCUMENT HERE, BUT I THINK WE SHOULD ALWAYS HAVE THE STUFF BEHIND IT THAT GIVES THEM THE WHY, AND, UM, WHEN WE DO GET TO MEET WITH THEM AND TALK, WE WILL BE ABLE TO TELL THOSE STORIES, WHICH WERE ENUMERATED IN THE, UH, NUMEROUS DATA POINTS THAT YOU SO ELOQUENTLY TALKED US THROUGH. BUT YEAH, WE COULD, WE, I'M SURE WE CAN PARE THIS DOWN FOR SIMPLICITY, BUT WE STILL WANT, AT AT SOME POINT, IF IT'S NOT A LEGISLATOR THEMSELVES, IT'S THEIR STAFFER THAT UNDERSTANDS IT, BECAUSE THEY MIGHT BE THE ONE DOING A LOT OF THE WORK.

YEAH, TO- EV- EVERY SINGLE THING ON HERE HAS VALUE. NO QUESTION ABOUT THAT WHATSOEVER. IT'S ABILITY TO EXECUTE WHEN WE'RE IN THERE MM-HMM.

BEGGING THEM TO DO THEIR JOBS.

YEAH, AND I THINK I KNOW WHAT YOU'RE GETTING AT IS I WOULD LOVE IT IF IT WAS SOMETHING THAT ANYBODY IN OUR COMMUNITY COULD PRINT AND GO TAKE AND TALK TO THE LEGISLATOR AND BE LIKE, THIS IS MY STORY THAT HITS ON THIS POINT. UH, I THINK THAT'S THE LEVEL THAT WE'RE TRYING TO GET TO, YEAH.

OKAY, SO IF WE'RE, IF WE'RE- GIVEN THE AMOUNT OF TIME WE SPEND ON THIS, I WOULD REALLY LOVE TO MAYBE EVEN SEE WHAT SUCCESS WE'VE HAD WITH OUR LEGISLATIVE PRIORITIES IN THE PAST. I MEAN, I KNOW WE HAVE PUT A NUMBER OF THINGS OUT IN THE PAST. I'M NOT SURE HOW SUCCESSFUL WE'VE BEEN AT THE LOBBYING OF THESE THINGS, JUST GIVEN HOW MUCH TIME AND ENERGY WE'RE DEDICATING TOWARDS IT. I REALLY WOULD LOVE, I THINK, TO SEE WHERE WE'VE BEEN SUCCESSFUL IN THE PAST AND MAYBE LOOK AT, UM, WHAT WE'VE DONE THERE THAT WE COULD MAYBE THEN TAKE OVER TO THESE. UH, I'M GENERALLY WITH SAM. I MEAN, I THINK I LOVE EVERYTHING YOU'VE GOT THERE. I DON'T THINK ANY OF IT WILL, UM, MAKE A DENT WITH OUR CURRENT LEGISLATION, UM, BUT I DO THINK THAT THERE ARE THINGS THAT WE'VE DONE IN THE PAST THAT I THINK HAVE CERTAINLY AT LEAST SORT OF HELPED US ALONG THE WAY. SO I WOULD, I'D BE INTERESTED IN SEEING OF OUR PAST PRIORITIES, WHICH WE DO EVERY SINGLE YEAR, WHERE, WHERE WE FOUND SOME SUCCESS, AND THEN HOW MAYBE WE CAN CRAFT WHAT WE HAVE HERE INTO SOMETHING THAT WE CAN MAYBE GET.

AND, AND MICHAEL, TO YOUR POINT, SOME OF IT IS THE DEFENSE THAT WE ARE PLAYING. IT'S NOT NECESSARILY RESULTS FROM, BUT IT'S PREVENTING THEM FROM DOING MORE DAMAGE TO PUBLIC ED. SO I GUESS THAT'S KIND OF TWO WAYS TO LOOK AT THAT ONE.

I THINK IT'S AN INTERESTING POINT. I'M, AS I'M SITTING HERE PROCESSING THAT, QUANTIFYING THAT MAY BE DIFFICULT, BUT WE HAVE BEEN ADVOCATING FOR THREE-YEAR TESTING FOR SEVERAL YEARS, AND THAT CAME OUT OF THE LAST LEGISLATIVE SESSION. UM, WE DID GET A SIGNIFICANT INCREASE. WE ARE ABLE TO GET LEGISLATORS TYPICALLY TO FIRE- FILE, UM, BILLS AROUND RECAPTURE. NOW, LEGISLATORS FILING THOSE BILLS AROUND RECAPTURE AND THOSE BILLS MAKING IT OUT OF COMMITTEE AND ACTUALLY GETTING A VOTE ARE DIFFERENT THINGS.

AND SO I THINK, I THINK, UM, I THINK WE WOULD HAVE TO THINK VERY CAREFULLY ABOUT HOW WE WOULD, UM, QUANTIFY THAT SUCCESS, BECAUSE I THINK JUST SITTING HERE TODAY, WE CAN CERTAINLY NAME SOME ANECDOTAL THINGS THAT WE HAVE ADVOCATED FOR THAT MADE IT ACROSS THE FINISH LINE, OR THAT WE HAVE ADVOCATED FOR THAT OUR LEGISLATORS HAVE FILED BILLS IN SUPPORT OF. UM, BUT, UM, OVERALL SUCCESS, I THINK IF... I W- I WISH WE COULD HAVE BEEN MORE SUCCESSFUL IN NOT FEELING LIKE WE'RE ON A CLIFF IN PUBLIC EDUCATION RIGHT NOW.

UH, SO TARA SAID I, I HAVE BEEN CALM, BUT, UH, IN, IN GOING THROUGH THIS PRESENTATION, BUT IT, IT REALLY, UM, I HAVE VERY SIGNIFICANT CONCERNS, UH, AS I'VE EXPRESSED, UH, BOTH WITH FUNDING AND, AND RECAPTURE AND WHAT THAT MEANS FOR THE FUTURE OF EDUCATION IN OUR DISTRICT. GO AHEAD, CATHERINE.

OKAY, I'M, I'M, I'M, THIS IS JUST ME, NOT ALL OF US. SO, UM, SO LEGISLATIVE SEASON STARTS IN JANUARY, AND CLEARLY THIS IS

[02:40:02]

SO I COUNT THAT AS A SUCCESS, OKAY? BUT I'M GONNA GO OUT HERE ON A LIMB A LITTLE BIT AND ASK PEOPLE TO THINK REALLY HARD, WHEN YOU START EARLY VOTING, ABOUT WHO IS GONNA SUPPORT EXACTLY THIS THAT WE'RE TALKING ABOUT. BECAUSE THE PEOPLE WHO DON'T SUPPORT THIS, IF THEY WIN, THEN YOU'RE RIGHT, MICHAEL, WE HAVE ABSOLUTELY NO CHANCE, AND THERE WILL BE SOME SERIOUS, SERIOUS CONSEQUENCES. SO FOLKS HAVE A DUTY COMING UP VERY SOON IN ORDER FOR THIS TO BE SUCCESSFUL.

OKAY, SO IF I'M GOING TO SYNTHESIZE SOME FEEDBACK, WE HAVE A REQUEST TO SORT OF LOOK, MAYBE WE CAN LOOK AT THE LAST TWO SESSIONS OF THINGS THAT WORKED AND DIDN'T WORK AND TRY AND INCORPORATE THAT FEEDBACK. UM, A REQUEST TO SORT OF SIMPLIFY OUR ONE-PAGER HERE, UM, AND POTENTIALLY SORT OF ORGANIZE INTO LIKE, FOR EACH PRIORITY, A MAJOR ASK AND THEN ADDITIONAL CONSIDERATIONS. DID I CAPTURE EVERYBODY'S FEEDBACK? OKAY, THANK YOU GUYS. THIS IS THE FIRST YEAR WE'VE, WE'VE DONE IT WITH SO MUCH DISCUSSION, UM, AT LEAST THAT I'VE BEEN ON THE BOARD. YOU, YOU MAY HAVE DONE IT THIS FORMAT BEFORE, BUT, UM, I KNOW THAT ALL OF OUR TRUSTEES ARE VERY INTERESTED IN THIS, AND SO RATHER THAN, YOU KNOW, SORT OF THE FIRST TIME Y'ALL SEEING IT, THAT IS WHEN YOU'RE EXPECTED TO APPROVE IT, UM, I REALLY WANTED TO TO GIVE ROOM FOR SOME MORE ROBUST DISCUSSION ON THIS ITEM. ALL RIGHT. THANK YOU, TRUSTEES. THAT CONCLUDES ITEM 5.4. IT'S BEEN A LONG TIME SINCE I HAD TO TALK THROUGH THAT MANY SLIDES. UH, SO THANK YOU FOR FOR STICKING WITH ME, AND TO OUR FREQUENT FLYERS FOR STICKING WITH ME AT ALMOST 9, ALMOST 10 O'CLOCK AT NIGHT. UH, WE ARE NOW READY FOR ITEM 6, WHICH IS ADJOURNMENT. IF THERE IS NO

[6. ADJOURNMENT]

THE TIME IS 9:58 P.M. ON TUESDAY, SEPTEMBER 22ND, 2026.

* This transcript was compiled from uncorrected Closed Captioning.