4. INSPIRATIONAL MESSAGE

[A. Recommendation to Send Notice of Proposed Termination to Term Contract Employee Presenter: Dr. Beth Brockman Assistant Superintendent Employee Services Time: 5 minutes]

CONTRACT EMPLOYEE.

DR. BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES, WILL PRESENT DR.

[00:30:01]

BROCKMAN ADMINISTRATION REQUEST CONSIDERATION TO SEND NOTICE OF PROPOSED TERMINATION TO THE TERM CONTRACT EMPLOYEE.

MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE RECOMMENDATION OF THE SUPERINTENDENT AS PRESENTED TO SEND NOTICE OF PROPOSED TERMINATION FOR GOOD CAUSE, EXPIRATION OF TEMPORARY DISABILITY LEAVE OF A TERM CONTRACT EMPLOYEE.

I SECOND. I HAVE A MOTION BY ANGELA POWELL A SECOND BY DAVID STOLLE THAT THE BOARD OF TRUSTEES APPROVES THE RECOMMENDATION OF THE SUPERINTENDENT AS PRESENTED TO SEND NOTICE OF PROPOSED TERMINATION FOR GOOD CAUSE, EXPIRATION OF TEMPORARY DISABILITY, LEAVE OF A TERM CONTRACT EMPLOYEE. IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY.

THANK YOU. THE NEXT ITEM ON THE AGENDA, IT APPEARS, AS ACTION IS NO LONGER NECESSARY FOR THE NEXT RECOMMENDATION TO SEND NOTICE OF PROPOSED TERMINATION TO TERM CONTRACT EMPLOYEE, ADMINISTRATION HAS REQUESTED REMOVAL OF THIS ITEM.

IS THAT ACCURATE? DR. BROCKMAN.

YES, IT IS. THANK YOU.

[A. Robotics Update: A Summary of Program Development from 2016 - 2020 Presenter: Dr. Katrina Hasley, Assistant Superintendent for Academic Services Time: 20 minutes]

WE WILL NOW MOVE TO REPORTS ON THE AGENDA.

AND WE'LL HEAR FIRST FROM DR.

KATRINA HASLEY REGARDING A ROBOTICS UPDATE, A SUMMARY OF PROGRAM DEVELOPMENT FROM 2016 TO 2020. DR.

HASLEY, THANK YOU.

PRESIDENT RICHARDS , INVITE MS. AMY BATES BACK TO THE PODIUM.

SO SHE IS GOING TO SHARE WITH YOU SOME HIGHLIGHTS AND HOW THE PROGRAM IS GROWN.

AND I'D LIKE TO JUST TAKE A MOMENT TO THANK HER FOR HER LEADERSHIP AND COORDINATION OF THE ROBOTICS PROGRAM IN OUR DISTRICT, AS WELL AS HIGHLIGHT THE SUPPORT OF THE EDUCATION FOUNDATION. THEY'VE BEEN A GREAT SUPPORTER OF THE ROBOTICS PROGRAM.

WE'RE APPRECIATIVE OF THAT AND THE LEADERSHIP OF JAMEE JOLLY, AS AMY WILL TALK A BIT LATER IN THE PRESENTATION.

THANK YOU. GOOD EVENING.

PRESIDENT RICHARDS. MEMBERS OF THE BOARD SUPERINTENDENT BONSER AND MEMBERS OF THE CABINET. IT'S A PLEASURE TO SPEAK TO YOU TONIGHT ON BEHALF OF THE 102 ROBOTICS COACHES WHO PROVIDE THIS OPPORTUNITY TO MORE THAN A THOUSAND STUDENTS ACROSS OUR DISTRICT.

I LAST SPOKE WITH YOU ABOUT ROBOTICS FOUR YEARS AGO IN THE SPRING OF 2016, SHORTLY AFTER BEING TASKED TO CREATE A FIVE YEAR IMPLEMENTATION PLAN WITH THIS GOAL IN MIND.

ROBOTICS IS THE EPITOME OF A LIFE READY PROGRAM AND IS ALIGNED WITH PILLAR 2 OF OUR STRATEGIC PLAN. DEVELOPING LIFE READY COMPETENCIES IS WHAT FIRST ROBOTICS IS ALL ABOUT.

FIRST ROBOTICS IS A 30 YEAR OLD INTERNATIONAL NONPROFIT ORGANIZATION THAT CREATES AN ANNUAL EXTRA CURRICULAR CHALLENGE FOR FIVE DIFFERENT ROBOTICS PROGRAMS THAT IS IMPLEMENTED IN 110 COUNTRIES.

IT WAS DEVELOPED BY AN INVENTOR AND AN ENGINEERING PROFESSOR AT M.I.T.

WITH THE GOAL OF PROVIDING A RELEVANT HANDS ON ENGINEERING CHALLENGE THAT COMBINES THE EXCITEMENT OF A SPORTING EVENT WITH THE RIGOR OF STEM.

TWO HUNDRED SEVENTEEN OF THE FORTUNE 500 COMPANIES SUPPORT THE WORK OF THIS NONPROFIT, AND STUDENTS IN FIRST PROGRAMS HAVE ACCESS TO OVER 80 MILLION DOLLARS IN COLLEGE FELLOWSHIPS. THE SPREAD OF FIRST ROBOTICS IS SO WIDE THAT COLLEGE RECRUITERS AND INDUSTRY HIRING MANAGERS RECOGNIZE THE TYPES OF EXPERIENCES THAT THESE STUDENTS HAVE AND ACKNOWLEDGE THESE EXPERIENCES IN THEIR EVALUATION.

THE RESEARCH BEHIND FIRST ROBOTICS IS COMPELLING.

THE POSITIVE RESULTS FOUND IN THE STUDY ARE EVIDENT FOR FIRST STUDENTS, REGARDLESS OF RACE, GENDER, INCOME AND COMMUNITY TYPE.

IN ADDITION TO THESE STATISTICS, FIRST STUDENTS ARE THREE TIMES MORE LIKELY TO SHOW AN INCREASE IN STEM INTEREST THAN THE COMPARISON GROUP STUDENTS.

AND NOTABLY, FEMALES IN FIRST ARE FIVE TIMES MORE LIKELY TO MAJOR IN COMPUTER SCIENCE THAN THOSE IN THE COMPARISON GROUP.

WE HAVE THREE PROGRAMS HERE IN PLANO ISD.

FIRST LEGO LEAGUE, OR FLL IS FOR STUDENTS FROM FOURTH TO EIGHTH GRADE.

CURRENTLY WE HAVE SIXTY FIVE F LL TEAMS ON 43 ELEMENTARY AND EIGHT MIDDLE SCHOOL CAMPUSES. THEIR SEASON STARTS IN AUGUST AND COMPETITION IS IN NOVEMBER AND DECEMBER ACROSS NORTH NORTH TEXAS.

THERE ARE FOUR HUNDRED EIGHTY FOUR TEAMS. MOST OF OUR TEAMS WORK TWO DAYS A WEEK AFTER SCHOOL FOR ABOUT 45 MINUTES, AND HALF OF OUR TEAMS ARE LED BY ONE TEACHER AND HALF SHARE THE DUTIES WITH A PARTNER.

WE MET IMANI EARLIER TONIGHT, BUT I ASKED HER TO SHARE SOME OF THE THOUGHTS THAT SHE HAD

[00:35:04]

ABOUT FLL. MY NAME IS IMANI KENNEDY AND I'M IN FIFTH GRADE.

WHAT I LIKE THE MOST ABOUT ROBOTICS IS I LIKE TO THIS MERELY CHALLENGES THAT COME MY WAY.

BUT I LIKE THINGS TO BE DIFFICULT SO THEY DON'T JUST COME TO ME EASILY.

I'M GOING TO GET YOUR MISSION TO RUN VERY CONSISTENTLY BECAUSE THERE'S SO MANY MISSIONS ON THE TABLE. AND THEN WE'RE AS A TEAM, WE HAD TO MAKE SURE ALL YOUR MISSIONS RUN CONSISTENTLY. SO I THINK THAT'S REALLY PROBABLY THE MOST CHALLENGING THING.

YES, I LOVE CHALLENGE. I'M DEFINITELY I'M DEFINITELY WANTING PROBLEM SOLVING, ESPECIALLY WITH THE CERTAIN ATTACHMENTS THAT I'VE BEEN DOING .

I'VE HAD MANY PROBLEM WITH IT, BUT I'VE BEEN WATCHING MANY VIDEOS AND THEN I BEEN WATCHING ON HOW TO ATTACH MY ATTACHMENT BETTER AND MAKING IT FASTER .

SO I FEEL LIKE THAT. AND THEN HAVING A DIFFERENT ATTACHMENT ALSO GOES WITH TIME MANAGEMENT BECAUSE IT SAVES MORE TIME WITH A CERTAIN ATTACHMENT THAT I HAD.

I DIDN'T HAVE NO CLUE WHAT ROBOTIC WAS, BUT THEN AFTER THE ONE YEAR, I TRULY LOVE ROBOTICS. GOTTA LOVE THAT ENTHUSIASM.

AND ONE OF OUR COACHES FROM ANOTHER CAMPUS HAD THIS TO SHARE.

THE SECOND PROGRAM THAT WE OFFER IS FIRST TECH CHALLENGE, OR FTC.

FIRST TECH CHALLENGE IS FOR STUDENTS FROM 7TH THROUGH 12TH GRADE.

CURRENTLY, WE HAVE 16 FTC TEAMS ON SIX MIDDLE SCHOOL CAMPUSES, 6 HIGH SCHOOL CAMPUSES AND TWO SENIOR HIGH CAMPUSES.

THE SEASON STARTS IN AUGUST AND COMPETITION STARTS IN NOVEMBER AND CONTINUES THROUGH FEBRUARY AND BEYOND FOR TEAMS WHO QUALIFY FOR STATE AND WORLD CHAMPIONSHIPS.

ACROSS NORTH TEXAS, THERE ARE 163 FTC TEAMS AND 506 IN TEXAS.

MOST OF OUR TEAMS WORK THREE DAYS A WEEK AFTER SCHOOL OR ON SATURDAYS FOR BETWEEN FORTY FIVE MINUTES AND TWO HOURS.

HERE IS A LITTLE WINDOW INTO THIS PROGRAM.

FOR ME, THE BEST PART OF BEING ON A ROBOTICS TEAM IS WORKING WITH A REALLY, REALLY BIG GROUP OF DIVERSE PEOPLE ON THE TEAM.

THERE'S 50 MEMBERS USUALLY AND EACH MEMBER HAS A DIFFERENT OPINION, A DIFFERENT IDEA, AND IT COULD ALL BE ON THE SAME ISSUE.

AND TO REALLY SEEING HOW ALL THOSE IDEAS COME TOGETHER TO MAKE ONE FINAL PRODUCT IS AN AMAZING PROCESS. AND OVER THE YEARS, I'VE MET A LOT OF DIFFERENT PEOPLE ALLOW MY BEST FRIENDS AND THAT'S BEEN, I THINK FOR ME, THE BEST PART OF ROBOTICS.

I THINK ROBOTICS HAS REALLY HELPED PREPARE ME FOR THE FUTURE, ESPECIALLY IN TERMS OF COLLABORATION AND COMMUNICATION.

I THINK BEFORE ROBOTICS I WAS GOOD AT WORKING WITH THE TEAM AND THAT.

I'M PRETTY GOOD AT LISTENING AND COOPERATING WITH OTHER PEOPLE, BUT IN ROBOTICS, I'VE LEARNED A LOT MORE ABOUT HOW TO SPEAK UP AND TO LEAD MORE BECAUSE WE ALL WANT WHAT'S BEST FOR THE ROBOT. SO IF THERE'S SOMETHING THAT I THINK WILL HELP, THEN IN ORDER TO CAN BEST HELP THE TEAM. I HAVE TO SHARE MY IDEAS.

SO I'VE LEARNED A LOT ABOUT BEING MORE ASSERTIVE IN TELLING OTHER PEOPLE WHAT I THINK.

ONE OF OUR FTC FIRST TECH CHALLENGE PARENTS SHARED THIS.

THOMAS ACTUALLY WON THE BROCKMAN SCHOLARSHIP.

FIRST ROBOTICS COMPETITION IS FOR STUDENTS FROM 9TH THROUGH 12TH GRADE.

CURRENTLY, WE HAVE TWO FRC TEAMS, ONE AT PLANO SENIOR HIGH SCHOOL AND ONE AT ACADEMY HIGH SCHOOL. AS THOSE CAMPUSES HAVE ADEQUATE SPACE AND TOOLS TO ACCOMMODATE THE PROGRAM, WE WOULD LIKE TO HAVE FRC AT PLANO EAST IN A PLANO WEST.

BUT AT THIS POINT, WE DO NOT HAVE THE FACILITIES TO ACCOMMODATE FRC TEAMS AT THE SITE.

THE FRC SEASON STARTS IN JANUARY AND DISTRICT COMPETITION IS IN FEBRUARY AND MARCH WITH STATE AND WORLD CHAMPIONSHIPS IN APRIL.

ACROSS NORTH TEXAS, THERE ARE FORTY SIX TEAMS AND ONE HUNDRED EIGHTY FOUR TEAMS IN TEXAS.

MOST OF OUR TEAMS WORK BETWEEN 16 AND 20 HOURS A WEEK DURING THE COMPETITION SEASON AND 12 TO 16 HOURS A WEEK IN THE OFF SEASON.

TEAMS TYPICALLY HAVE THREE OR FOUR COACHES, ALONG WITH PARENTS AND MENTORS TO ASSIST.

[00:40:05]

HERE IS A SNIPPET OF A STUDENT PRODUCED VIDEO FROM ONE OF OUR FRC TEAMS. THE RESPONSE IS TO A QUESTION ABOUT WHY TO PARTICIPATE IN ROBOTICS AND THE RESPONSE IS BOTH FROM A STUDENT AND A COACH PERSPECTIVE.

I ALWAYS WANTED TO KNOW HOW TO CODE, AND I NEVER REALLY HAD ANY REASON TO DO IT.

THERE WAS NO REASON FOR ME TO BE LEARNING.

BUT THEN WITH ROBOTICS, THERE IS A VERY GOOD REASON FOR YOU TO KNOW HOW TO CODE SO YOUR ROBOT WORKS, RIGHT? I AM COACH BURNAM AND I AM HEAD COACH OF TEAM 54 31.

EVERYTHING YOU GET OUT OF THE KIDS, THE EXCITEMENT OF THE GAME, THE REAL LIFE APPLICATIONS THEY LEARN AND THE AMAZING PEOPLE THEY GROW INTO AND THE EXPERIENCES THEY HAVE THAT THEY WILL GET NOWHERE ELSE.

THE YOUNG MAN AT THE BEGINNING OF THAT VIDEO IS NOW A COMPUTER SCIENCE MAJOR AT UT DALLAS. AND HERE'S A PERSPECTIVE FROM ONE OF OUR ALUMNIS.

THAT'S INTERESTING BECAUSE PROBABLY LESS THAN 10 YEARS AGO, ROSE-HULMAN DIDN'T EVEN ADMIT WOMEN. SHE'S REALLY BLOSSOMING THERE, TOO, WHICH IS LOVELY TO SEE.

WHEN WE LOOK AT THE DATA, WE CAN SEE THE KINDS OF IMPACTFUL EXPERIENCES THAT STUDENTS, PARENTS AND COACHES REFER TO ACROSS THE THREE ROBOTICS PROGRAMS THAT WE OFFER IN PLANO ISD. WE WANT AS MANY STUDENTS AS POSSIBLE TO HAVE ACCESS TO THESE IMPACTFUL PROGRAMS. AND WE'VE BEEN WORKING HARD TO GROW THE PROGRAM.

THIS IS WHAT THE PROGRAM GROWTH LOOKS LIKE ACROSS OUR DISTRICT.

OVER THE PAST FOUR YEARS, THIS IS 2016.

AND THIS IS NOW. WE CURRENTLY HAVE 83 TEAMS AND SERVE A TOTAL OF 1047 STUDENTS.

THE DISTRIBUTION WITHIN THE PROGRAM IS ROUGHLY THIRTY NINE PERCENT FEMALE AND 61 PERCENT MALE. SIXTY FOUR OF OUR SIXTY SEVEN CAMPUSES HAVE A ROBOTICS TEAM.

OUR PROGRAM IS ONE OF THE LARGEST IN THE STATE.

AND THESE TEAMS ARE PERFORMING WELL AT COMPETITIONS.

TWO TEAMS FROM SIGLER ELEMENTARY, ALONG WITH TEAMS FROM GULLEDGE, HARRINGTON, BARKSDALE, ANDREWS, HAUN AND MATTHEWS ELEMENTARY ADVANCED TO THE FLL REGIONAL CHAMPIONSHIP.

TEAMS FROM MURPHY, RENNER, MCMILLAN, VINES, PLANO EAST AND PLANO WEST ADVANCED TO THE FTC REGIONAL TOURNAMENT. PLANO EAST FTC TEAM COMPETED AT THE WORLD CHAMPIONSHIP LAST SPRING AND A TEAM FROM PLANO WEST IS COMPETING AT THE STATE CHAMPIONSHIPS NEXT WEEKEND.

OUR TEAM FROM ACADEMY HIGH SCHOOL WAS ESPECIALLY RECOGNIZED AS A TEXAS HALL OF FAME TEAM IN THE SPRING OF 2019.

AND I'D LIKE TO INVITE ALL OF YOU.

YOU HEARD A LITTLE SNIPPET EARLIER, BUT I'D LIKE TO INVITE ALL OF YOU TO THE GYM AT PLANO SENIOR THIS WEEKEND. YOU'LL SEE SOME OF THESE LARGE ROBOTS IN ACTION.

IT'S THROUGH THE SUPPORT OF OUR BOARD, OUR CABINET, OUR PRINCIPALS, ALONG WITH A STRONG PARTNERSHIP WITH OUR EDUCATION FOUNDATION THAT MAKES THIS PROGRAM POSSIBLE ON THIS SCALE.

WE ARE THRILLED THAT CAPITAL ONE ALSO SEES THE VALUE AND IMPACT OF THIS PROGRAM AND HAVE AWARDED THIS A GRANT. WE ARE PROUD TO BE POWERED BY CAPITAL ONE.

WE HAVE ADULTS WHO BRING THEIR INDUSTRY EXPERIENCE TO OUR TEAMS THROUGH MENTORSHIP.

CURRENTLY WE HAVE MENTORS FROM THESE COMPANIES WORKING WITH OUR STUDENTS AND OVER ONE HUNDRED AND FORTY VOLUNTEERS WHO OFFER THEIR TIME AND EXPERTISE AT OUR COMPETITIONS.

WE'RE GROWING STRONG INTERNAL SUPPORT FOR OUR TEAMS BY ENCOURAGING OUR HIGH SCHOOL AND COLLEGE STUDENTS TO RETURN AND PROVIDE MENTORSHIP TO YOUNGER LEARNERS WHO ARE IN TURN REACHING OUT TO THE COMMUNITY.

IN FACT, OUR STUDENTS HAVE PROVIDED A MAJORITY OF THE VOLUNTEER MANPOWER AT OUR FLL, FTC AND FRC EVENTS HOSTED IN THE DISTRICT, INCLUDING KICKOFFS, SCRIMMAGES, MENTORSHIP OPPORTUNITIES, AS WELL AS OFFICIAL COMPETITION EVENTS.

THEY'VE ALSO FACILITATED STEM NIGHTS AT OUR ELEMENTARY SCHOOLS AND ROBOT DEMONSTRATIONS THROUGHOUT OUR COMMUNITY, SUCH AS THAT PLANO BALLOON FEST AND MOST RECENTLY SKI PLANO.

THROUGH MENTORSHIP, SPONSORSHIP AND VOLUNTEER OPPORTUNITIES, WE WORK TO HELP OUR PROGRAMS BE OWNED BY OUR COMMUNITY.

WE HOST COMPETITIONS ACROSS ALL THREE OF OUR PROGRAMS LOCALLY SO THAT OUR STUDENTS CAN BRING THEIR FAMILIES AND FRIENDS TO COME SEE THE ACTION.

OUR STUDENT VOLUNTEERS ARE A MAJOR REASON THAT THIS CAN HAPPEN.

THESE HANDS ON TECHNICAL EXPERIENCES, COUPLED WITH THE EXPECTATION THAT STUDENTS WILL BE INVOLVED IN THEIR COMMUNITIES, LED A SENIOR SENIOR ENGINEER AT BOEING TO SHARE THE FOLLOWING.

[00:45:10]

WHAT QUESTIONS DO YOU HAVE? I ACTUALLY HAVE A QUESTION FOR YOU.

BACK ON THE YOU MENTIONED THE FRC IS AT THE ACADEMY HIGH SCHOOL AND DID YOU SAY PLANO SENIOR HIGH? PLANO SENIOR. OK.

AND YOU MENTIONED THAT THEY HAD THE RESOURCES AND THE SPACE.

YES. SO CAN YOU PLEASE TELL ME WHAT IT WOULD TAKE FOR PLANO WEST AND PLANO EAST TO HAVE THE PROPER RESOURCES? I PRESUME WE COULD FIND THE SPACE.

SPACE SEEMS TO BE QUITE AN ISSUE.

WE HAVE RESOURCE.

WE HAVE FINANCIAL RESOURCES AT THE READY TO HELP HELP START THAT PATH.

THERE IS A STRONG CORRELATION BETWEEN STUDENT SAFETY AND SPACE AVAILABILITY.

SO WHEN WE HAVE STUDENTS WHO ARE WORKING WITH LARGE SCALE TOOLS, WE WANT TO MAKE SURE THAT WE HAVE THE SPACE AND THE PROPER ELECTRICITY AND ALL OF THOSE VENTILATION ISSUES AND ALL OF THOSE THINGS UNDER CONTROL SO THAT WE KEEP EVERYBODY SAFE AND HAPPY.

SO I HAVE TO ECHO NANCY'S QUESTIONS BECAUSE I'VE ASKED THE SAME QUESTION FOR THREE YEARS AND NEVER HEARD SPACE.

I MEAN, WE DID A 35 MILLION DOLLAR ADDITION TO PLANO WEST IN 2013 AND 14.

SO I HOPE WE CAN BE INNOVATIVE QUICKLY AND FIND THE SPACE BECAUSE JUST LIKE WE WOULDN'T HAVE VARSITY FOOTBALL ONLY AT SENIOR AND NOT AT EAST AND WEST, WE SHOULDN'T HAVE VARSITY ROBOTICS AT JUST TWO OF OUR FOUR HIGH SCHOOLS.

THAT CONCERNS ME GREATLY AND I HOPE THE ADMINISTRATION CAN WORK TO A RESOLUTION.

IT'S BEEN PROBABLY THREE YEARS.

THIS HAS BEEN WAITING. SO I DID HAVE ONE QUESTION.

YOU SAID THAT THE FEMALE PARTICIPATION IN THIS IS ABOUT 39 PERCENT.

DO YOU KNOW HOW THAT COMPARES TO OTHER DISTRICTS THAT HAVE SIMILAR PROGRAMS? YOU KNOW, I'VE ASKED THE SAME KINDS OF QUESTIONS AND I HAVEN'T GOTTEN ANY HARD DATA.

BUT WHEN I VISIT COMPETITIONS, I SEE THAT WE HAVE MORE GIRLS REPRESENTED.

VERY GOOD. AND ON THIS LAST SLIDE, WHEN I FIRST MET MY WIFE AT TEXAS A&M, SHE TALKED ABOUT HER HIGH SCHOOL EXPERIENCE AND SHE TALKED ABOUT THE SOAPBOX.

AND I SAID, I DON'T I DON'T KNOW WHAT YOU'RE TALKING ABOUT.

I DIDN'T GO TO PLANO ISD.

AND SO THAT'S AN EXPERIENCE THAT STUDENTS THAT DO THE SOAPBOX DERBY, IT'S VERY IMPACTFUL ON THEM AND REALLY FUN EXPERIENCE FOR THEM.

AND I'M GLAD THIS DISTRICT THAT PLANO ISD HAS THAT AND OFFERS THESE TYPE OF OPPORTUNITIES BECAUSE NONE OF THE SCHOOL DISTRICTS THAT I WENT TO GROWING UP HAD ANYTHING LIKE THIS.

AND FOR STUDENTS BE TALKING ABOUT THEIR HIGH SCHOOL EXPERIENCE INTO COLLEGE AND LATER IN LIFE AND STILL REMEMBERING, YOU KNOW, HOW IT IMPACTED THE CAREER PATHWAY THAT THEY GO DOWN. IT'S REALLY AMAZING THAT WE CAN ACCOMPLISH THAT.

SO I DIDN'T MEET MY WIFE AT TEXAS A&M, BUT I DID GO TO THAT FINE INSTITUTION AS WELL.

I HAVE TWO COMMENTS AND A QUESTION.

THE FIRST COMMENT I HAVE IS THAT I REMEMBER WHEN DR.

BINGLEY TOLD THE BOARD THAT HE WANTED TO DO A ROBOTICS PROGRAM.

AND I THINK THE INITIAL RESPONSE WAS KIND OF SOUNDS COOL.

FIVE YEARS LATER, TO SEE WHERE YOU'VE YOU'VE GOT TEAMS COMPETING FOR STATE AND WORLD CHAMPIONSHIPS SPEAKS VOLUMES TO THE WORK THAT YOU'VE DONE IN THE LAST FIVE YEARS.

AND SO I WANT TO APPLAUD YOU FOR THAT.

AND YOUR TEAMS AND YOUR COACHES AND THE VOLUNTEERS AND THE SUPPORT THAT WE HAVE IS AMAZING TO HAVE THAT LEVEL OF CORPORATE SUPPORT IN A FIVE YEAR PERIOD OF TIME.

AND, YOU KNOW, WE HIRED A NEW FOOTBALL COACH AT PLANO SENIOR HIGH.

AND IF IN FIVE YEARS HE'S PLAYING FOR STATE CHAMPIONSHIPS, EVERYBODY'S GOING TO SAY WHAT A GREAT JOB HE'S DOING. SO I WANT TO TELL YOU, YOU'RE DOING A GREAT JOB AS WELL AS ALL YOUR TEAM. THE OTHER THING THAT I HAD THAT WAS REALLY ONE OF THE VIDEOS YOU HAD, THERE'S A YOUNG LADY FROM PLANO WEST, WHO WAS TALKING ABOUT BEING MORE ASSERTIVE AND LEARNING HOW TO COLLABORATE AND PROBLEM SOLVE.

AND TRADITIONALLY, THOSE ARE THINGS THAT I RECALL LEARNING IN ATHLETICS.

I MEAN, AS A MEMBER OF A TEAM, A FOOTBALL TEAM OR BASEBALL TEAM, YOU LEARN THOSE THINGS.

AND SO TO SEE THESE KIDS HAVE AN OPPORTUNITY, I DON'T KNOW IF THAT YOUNG LADY IS AN ATHLETE AS WELL OR NOT. BUT TO HAVE AN OPPORTUNITY IN A DIFFERENT AVENUE, TO LEARN THE SAME SKILLS THAT WILL BENEFIT HER FOR THE REST OF HER LIFE IS IS SOMETHING THAT'S EQUALLY IMPORTANT. THE QUESTION I HAVE, THAT WAS A LONG WAY TO GET TO THE QUESTION.

SO THE QUESTION I HAD IS FOR YOU R ELEMENTARY PROGRAMS THAT IT LOOKED LIKE WE HAD FIFTH GRADERS HERE TONIGHT. IS ARE OUR TEAMS AGE RESTRICTED OR DO WE ALLOW YOUNGER STUDENTS TO JOIN EARLY ON OR WOULD EXPLAIN TO ME THE PROGRAM AT THE ELEMENTARY LEVEL? THAT'S A GREAT QUESTION, BECAUSE THE PROGRAM IS DESIGNED FOR FOURTH THROUGH EIGHTH GRADERS FLL, FIRST LEGO LEAGUE, WE HAVE TREMENDOUS COACHES LIKE MR. RICHARDS WHO WAS HERE TONIGHT WHO SEES THE VALUE IN THAT.

AND WE HAVE MANY CAMPUSES WHO THROUGH NO LARGE, NO SMALL PART TO HIS LEADERSHIP HAVE REACHED THROUGH THERE. AND THIRD GRADERS AND INVITED THOSE THIRD GRADERS TO COME ON AS AS

[00:50:03]

A DEVELOPMENTAL TEAM.

AND SO WE HAVE MORE KIDS CONNECTED, THEN GO AND COMPETE.

THEY CAN'T OFFICIALLY COMPETE UNTIL THEY'RE NINE.

BUT THAT DOESN'T MEAN THEY CAN'T START LEARNING.

I HAVE ONE FOLLOW UP QUESTION. SECOND QUESTION, THE MENTORSHIP PROGRAM THAT YOU HAVE WITH WITH ALUMNI, DO YOU DO THAT ALSO WITH MIDDLE SCHOOL KIDS GOING BACK DOWN TO THEIR ELEMENTARIES? WE HAVE SOME OF THAT.

WE HAVE SOME CHALLENGES WITH THE WAY THAT OUR SCHEDULES STAGGERED TO HELP MAKE THAT HAPPEN. BUT WE HAVE WE DEFINITELY HAVE.

WE HAVE TWO DIFFERENT GROUPS OF SENIOR HIGH KIDS.

WE HAVE KIDS WHO ARE ACTIVE ON OUR FTC AND OUR FRC TEAMS WHO REACH OUT KIND OF THROUGH MORE OFFICIAL CHANNELS.

AND THEN I HAD KIDS WHO GREW UP THROUGH COMMUNITY TEAMS REACH OUT TO ME AND SAY WE WOULD LIKE TO VOLUNTEER.

AND THEY HAVE SET UP CLUBS ON EACH OF OUR SENIOR HIGHS AND THEY WORK WITH ME TO CONNECT WITH OUR ELEMENTARY AND MIDDLE SCHOOL TEAMS. SO ONE OF THE STATISTICS I HEARD RECENTLY , RELATIVELY RECENTLY, 20 YEARS AGO, AN ORGANIZATION OUT OF TI CALLED HIGH TECH FOR HIGH HEELS THROUGH RESEARCH AND SAID 17 PERCENT OF ALL STEM FIELDS WERE HELD BY WOMEN.

THEY DID THAT RESEARCH 20 YEARS LATER.

JUST RECENTLY AND 17 PERCENT OF ALL WOMEN ARE IN STEM FIELDS.

WE HAVEN'T MOVED THAT DIAL.

SO CLEARLY, I THINK YOU FIGURED OUT SOME SPECIAL SAUCE IF WE HAVE THIRTY NINE PERCENT OF OUR WOMEN PARTICIPATING.

THAT IS WAY MORE THAN WHERE OTHER THING OTHER THINGS WE'RE SEEN.

SO HATS OFF AND CONTINUE IN EXPANDING THAT.

THAT'S THAT'S FABULOUS.

I WANT TO ADD TO THAT, TOO.

I WANT TO SAY THAT I'M GLAD THAT WE'RE ENGAGING OR GETTING GIRLS INTO THE ROBOTICS PROGRAM, INTO THE FIELD OF ENGINEERING, AND THAT, YOU KNOW, I'M REALLY HAPPY WITH THE MORE DIVERSITY AND INCLUSION IN OUR STEM FIELD.

SO WE ARE I BELIEVE WE'RE PREPARING OUR STUDENTS FOR THE FUTURE.

SO YOU'RE DOING A GREAT JOB. I HAVE A QUESTION.

SO I HEARD THESE ROBOTIC TEAMS FOR GIRLS ONLY.

SO I JUST WONDER, IS THAT A WIDESPREAD PHENOMENA OR IS IT JUST A SPORADIC PHENOMENA? WE HAVE WHAT YOU SAW TONIGHT.

WE HAVE THIS TEAM THAT CAME TO US FROM SIGLER.

THAT ONE IS AN ALL GIRLS TEAM.

AND THEY PREPARE AND THEY WORK IN AN ENVIRONMENT WITH A COED TEAM.

AND THE RESEARCH ON ALL GIRLS VERSUS ALL BOYS TEAMS OR COED TEAMS. WE NEED TO MAKE SURE THAT WE GIVE OUR OUR GIRLS THESE EXPERIENCES.

WE ALSO NEED TO MAKE SURE THAT WE GIVE THEM A VOICE.

SO IF WE HAVE TEAMS THAT CAN CAN NURTURE THAT, WE WANT TO DO THAT.

WE DON'T SPECIFICALLY SAY WE SHOULD HAVE ALL GIRLS TEAMS OR WE SHOULD HAVE ALL BOYS TEAMS, BUT WE HAVE MANY OF THEM THROUGHOUT THE DISTRICT THAT ARE THAT WAY.

ONE OF THE CHALLENGES OF SOME OF THESE ROBOTICS COMPETITIONS AND I PUT THEM ON WHEN I WAS AT SMU IS SOMETIMES THE GIRLS GET PIGEONHOLED INTO THE PINK COLLAR JOBS.

THEY PUT TOGETHER THE NOTEBOOKS.

THEY DO THE MARKETING TEAM.

THEY'RE THE SPIRIT LEADER.

AND SO IT'S REALLY IMPORTANT THAT THE GIRLS GET THEIR HANDS DIRTY AND THEY PUT THINGS TOGETHER. THEY DO THE CODING, THEY DRIVE THE ROBOTS.

AND I APPRECIATE THAT YOU HAVE A SENSITIVITY TO THAT.

THIRTY NINE PERCENT IS REALLY GOOD.

WHEN I ATTENDED THE FINE INSTITUTION IN COLLEGE STATION, IT WAS ABOUT 20 PERCENT.

IT'S STILL ABOUT 20 PERCENT.

NOW, SMU HAS ABOUT A THIRD OF THEIR ENGINEERING STUDENTS ARE FEMALE.

SO IF THEY WANT TO GO TO A FEMALE FRIENDLY ENGINEERING SCHOOL, THAT MAY BE A CHOICE.

I DO HAVE A FEW QUESTIONS ABOUT TONIGHT ABOUT EQUALITY, NOT EQUITY IN THIS CASE.

I DIDN'T SEE MILLER ELEMENTARY LISTED.

WAS THAT JUST A MISTAKE ON THE LIST THAT THEY DON'T HAVE A TEAM? NO, THEY OPTED TO NOT HAVE A TEAM THIS YEAR.

OK. I ALWAYS WORRY ABOUT WHO THE THEY IS, THE CHILDREN OR THE GROWN-UPS.

AND SO I WANT TO MAKE SURE THAT IT'S NOT THE CHILDREN WHO ARE MAKING, WANT TO MAKE SURE THE GROWN-UPS WHO ARE MAKING THAT CHOICE.

AND ALSO BOWMAN MIDDLE SCHOOL WAS NOT REPRESENTED.

BOWMAN LOST THEIR ENGINEERING TEACHER ABOUT A WEEK BEFORE SCHOOL STARTED.

AND SO THEY OPTED TO TAKE THE YEAR TO RETRENCH AND COME BACK.

BUT WE WILL ENCOURAGE AND SUPPORT BOTH OF THOSE SCHOOLS.

AND PLEASE DO KIND OF POKE INTO MILLER A LITTLE BIT.

I CAN'T IMAGINE THOSE GREAT KIDS WHO WILL FLOW UP THROUGH OUR OTHER SCHOOLS.

MURPHY HAS TWO TEAMS. WE NEED TO HAVE THEIR TRAINING GROUND.

ANY OTHER QUESTIONS OR COMMENTS? I'LL JUST HAVE ONE LAST COMMENT.

I'M ALWAYS AMAZED WHEN WE HAVE DIFFERENT UPDATES FROM ALL OF OUR DEPARTMENTS AND THIS IS AN AMAZING THING THAT PLANO HAS BEEN ABLE TO DO THAT YOU'VE BEEN ABLE TO ACCOMPLISH WITH SO MANY SCHOOLS AND SO MANY STUDENTS.

AND, YOU KNOW, THERE'S DIFFICULT CONVERSATIONS THAT HAPPENED WITH IT IN TERMS OF WHAT'S GOING ON IN SCHOOL FINANCE AND ALL KINDS OF THINGS.

AND, YOU KNOW, OUR ABILITY TO WORK WITH CORPORATE PARTNERS, BUT ALSO BE SUPPORTED BY THE DISTRICT. I THINK IT'S AWESOME THAT WE CAN DO THIS AND THIS THESE ARE THE TYPES OF PROGRAMS WE NEED TO KEEP IN MIND WHEN WE HAVE THOSE DIFFICULT CONVERSATIONS IN THE FUTURE. THE IMPACT THAT THIS HAS ON YOUNG WOMEN AND YOUNG MEN AND ON BUILDING SOFT SKILLS

[00:55:07]

THAT WE OFTEN ATTRIBUTE TO ATHLETICS THAT CAN BE LEARNED IN SO MANY DIFFERENT WAYS AND, YOU KNOW, BOOSTING THE STEM FIELD.

AND SO I THINK IT'S JUST SO IMPORTANT THAT WE CONTINUE TO HIGHLIGHT AND MAYBE GET UPDATES MORE THAN EVERY FOUR YEARS, NOT JUST TO CELEBRATE THE SUCCESSES, BUT ALSO TO REMIND US WHEN DIFFICULT DECISIONS NEED TO BE MADE THAT THESE ARE SOME SOME OF OUR BEST AND BRIGHTEST. AND ONE OF THE GREAT THINGS THAT WE OFFER AND WE NEED TO REMEMBER THAT AND FIGHT IN DIFFERENT WAYS TO MAKE SURE WE CAN KEEP AND EXPAND PROGRAMS LIKE THIS IN PLANO ISD. SO THANK YOU.

THANK THE FOUNDATION AND CAPITAL ONE.

THESE PROGRAMS ARE NOT CHEAP TO RUN.

THE MATERIALS ARE EXPENSIVE.

AND SO IT'S IMPORTANT THAT WE HAVE THAT BROAD COMMUNITY SUPPORT.

SO THANK YOU FOR ADVOCATING FOR THAT.

DR. HASLEY, ANY FINAL COMMENTS? JUST THANK YOU AGAIN TO AMY BATES FOR HER LEADERSHIP AND THANK YOU TO THE BOARD FOR YOUR SUPPORT OF THE PROGRAM AND ESPECIALLY FOUNDATION I SEE JAMEE JOLLY SITTING OUT THERE, WE COULD NOT DO THAT WITHOUT ALL OF THESE IMPORTANT PIECES.

THANK YOU. WE WILL NOW HEAR AGAIN FROM DR.

[B. Accelerated and Enriched Math Instruction Presenter: Dr. Katrina Hasley, Assistant Superintendent for Academic Services Time: 45 minutes]

HASLEY ABOUT ACCELERATED AND ENRICHED MATH INSTRUCTION.

DR. HASLEY. THANK YOU, PRESIDENT RICHARDS.

WE ARE BRINGING A PRESENTATION TONIGHT ON OUR PROGRAM, WHICH IS CALLED MATH ROCKS.

AND I'LL INVITE TWO OF MY EXECUTIVE DIRECTORS TO COME FORWARD SINCE THIS PROGRAM IS SPANS FROM ELEMENTARY GRADES THROUGH MIDDLE SCHOOL.

WE WILL TAG-TEAM IT.

LAURIE TAYLOR IS OUR EXECUTIVE DIRECTOR FOR ELEMENTARY ACADEMIC SERVICES AND ASHLEY HELMS IS OUR EXECUTIVE DIRECTOR FOR SECONDARY ACADEMIC SERVICES.

AND BEFORE THEY START, I ALSO WANT TO SAY A WORD OF THANK YOU TO THE TEAM.

THIS HAS BEEN A A YEAR OF DIVING DEEP INTO THIS PROGRAM AND LOOKING AT DATA AND CONSIDERING ALL ASPECTS.

AND I APPRECIATE THE WORK AND LEADERSHIP OF THESE TWO LEADERS HERE.

ALSO WANT TO RECOGNIZE OUR TWO MATH COORDINATORS WHO ARE HERE TONIGHT.

GINGER TEAFF, OUR ELEMENTARY AND WHITNEY EVANS SECONDARY MATH COORDINATORS.

AND WE ALSO HAD ASSISTANCE FROM THE ASSESSMENT DEPARTMENT ON PULLING LOTS OF DATA.

SO JUST THANK THE TEAM FOR ALL THE WORK AND I'M EXCITED TO HEAR.

LET SHARE WITH YOU THIS REPORT.

THANK YOU, DR. HASLEY.

GOOD EVENING. BOARD OF TRUSTEES, CABINET MEMBERS, DR.

WILLIAMS AND SUPERINTENDENT BONNER.

WE THANK YOU FOR THE OPPORTUNITY TO SHARE OUR WORK IN SOME OF OUR PLANS MOVING FORWARD WITH ACCELERATED AND ENRICHED MATH INSTRUCTION FOR OUR STUDENTS.

TONIGHT, WE'RE GOING TO PROVIDE YOU WITH SOME INFORMATION ON JUST ONE ASPECT OF OUR MATHEMATICS INSTRUCTIONAL PROGRAM.

AND TO CREATE A SOLID PLAN TO MOVE FORWARD, WE HAD TO REALLY EXAMINE OUR CURRENT STATE, SOME GAPS THAT WE'VE DISCOVERED AND WHAT OUR FUTURE WORK HOLDS FOR ACADEMIC SERVICES AS IT RELATES TO SUPPORTING STUDENTS THROUGH ACCELERATED AND ENRICHED MATH INSTRUCTION.

FOR HISTORICAL PERSPECTIVE, WE REVIEWED THE ORIGINAL PURPOSE OF THE MATH ROCKS PROGRAM.

SO TRADITIONALLY AND HISTORICALLY, THE WAY WE HAVE PROVIDED ACCELERATED MATH INSTRUCTION FOR ELEMENTARY STUDENTS HAS BEEN THROUGH THE MATH ROCKS PROGRAM, WHICH BEGAN IN 2008 WITH THREE CAMPUSES.

PART OF OUR TASK OVER THE LAST SEMESTER HAS BEEN TO REEVALUATE OUR MATH ROCKS CRITERIA FOR IDENTIFICATION TO BE SURE THAT WE ARE EFFECTIVELY CAPTURING STUDENTS THAT WOULD BENEFIT AND SHOW READINESS FOR THE PROGRAM.

YOU SHOULD HAVE A COPY OF THIS MAP, AND THAT GIVES YOU A PICTURE OF WHERE MATH ROCKS CAMPUSES ARE ACROSS THE DISTRICT.

I'M GOING TO GIVE YOU A MINUTE TO KIND OF ORIENT YOURSELF WITH THE MAP AND I'LL KIND OF I'LL TALK YOU THROUGH WHAT'S REPRESENTED ON THE MAP.

THE ELEMENTARY SCHOOLS ARE LISTED IN SMALL BLACK FONT.

THE MIDDLE SCHOOLS ARE IN THE RED FONT.

THE MATH ROCKS ELEMENTARY SCHOOLS ARE IN THE BLUE FONT IN WHITE BOX.

THE MATH ROCKS MIDDLE SCHOOLS ARE WHITE FONT IN A BLUE BOX.

AND THEN THE SENIOR HIGH FEEDERS ARE THE BOLDED BOUNDARIES THAT YOU SEE ALONG THE BOTTOM OF THE MAP. YOU'LL SEE THE HIGH SCHOOLS, THE SIX SHADED AREAS.

THAT'S KIND OF A KEY ALONG THE BOTTOM OF THE MAP.

NOW WE'RE GOING TO REVISIT THE MAP AGAIN LATER IN OUR PRESENTATION, WHEN WE LOOK AT OUR PROCESS FOR DETERMINING WHICH CAMPUSES, HOUSE MATH ROCKS.

AND IT'S BASED ON THIS CRITERIA, WHICH ASHLEY WILL ALSO VISIT A LITTLE BIT LATER AS WELL.

THE NUMBER OF STUDENTS IDENTIFIED FOR THE PROGRAM AT EACH CAMPUS, THE SCHOOL STAFFING CAPACITY AND THEN TEACHER CAPACITY REGARDING THE MATH CONTENT AND NEEDED STAFF TRAINING.

SO THE CURRENT IDENTIFICATION PROCESS IS BASED ON A DISTRICT AVERAGE.

OUR MATH ROCKS PROGRAM IS AVAILABLE TO STUDENTS WHO WILL BE ENTERING GRADES THREE, FOUR, FIVE OR SIX. AND STUDENTS ARE INVITED TO PARTICIPATE IN THE MATH ROCKS PROGRAM BASED ON THE AVERAGE OF TWO MATH TEST ADMINISTRATIONS.

ONCE A STUDENT IS IDENTIFIED, THEY DO NOT HAVE TO REQUALIFY.

AND THIS KIND OF THIS REPRESENTS WHAT THE NUMBER OF STUDENTS WE CURRENTLY HAVE ENROLLED IN MATH ROCKS.

YOU HAVE ANOTHER HANDOUT WITH YOU.

[01:00:02]

LOOKS LIKE THIS IS THIS ONE IN YOUR POCKET? AND WE'LL AGAIN, WE'LL SPEND SOME TIME LOOKING AT THAT JUST A LITTLE BIT LATER AND GO GO MORE IN-DEPTH WITH YOU AND WE'LL PROVIDE YOU WITH SOME NUMBERS OF STUDENTS AT EACH GRADE LEVEL THAT PARTICIPATE IN THE MATH ROCKS PROGRAM AND THE CAMPUS THAT THEY ATTEND WITHIN THEIR FEEDER. IT ALSO INCLUDES SOME TRANSFER INFORMATION FOR STUDENTS THAT ARE PARTICIPATING. SO A FEW YEARS AGO, WE'VE BEEN BEGAN IDENTIFYING SOME THIRD GRADERS WHO PARTICIPATE IN THE PROGRAM.

AND IT'S SUCH A TINY PERCENTAGE, IT REALLY EQUATES TO EIGHT STUDENTS.

BUT WHAT WE'RE GOING TO TALK AGAIN A LITTLE BIT LATER IN OUR PRESENTATION AS THE PROGRAM WAS REALLY NOT ORIGINALLY DESIGNED FOR THIRD GRADERS.

SO IN THE FALL, WE WERE GIVEN THE CHARGE TO REALLY EXAMINE OUR EXTENDED AND ENRICHED MATH PROGRAM IN ALIGNMENT WITH OUR STRATEGIC PLAN.

AND SO OUR PRESENTATION TONIGHT DOES FOCUS ON THE FOUNDATIONAL MATHEMATICS PROGRAM FOR ACCELERATED ENRICHED MATHEMATICS INSTRUCTION IN ELEMENTARY AND MIDDLE SCHOOL, WHICH IS CALLED MATH ROCKS.

THIS OUR TALK TONIGHT WILL REALLY ZOOM IN ON TWO FURTHER THINGS, WHICH IS THE IDENTIFICATION PROCESS AND WE'RE GOING TO LOOK AT ANY EQUITY ISSUES.

SO THOSE ARE THE TWO REALLY FOCUSED AREAS THAT WE LOOKED AT OVER THE COURSE OF THIS FALL.

SO AS WE REALLY DID THIS DEEP DIVE INTO THE DATA AND LOOKING AT OUR PROGRAM, WE IDENTIFIED THREE AREAS OF CONCERN THAT WE'D LIKE TO TALK WITH YOU ABOUT TONIGHT AND ADDRESS SOME SOLUTIONS THAT WE'VE IDENTIFIED IN THE PROCESS THAT WE WILL BE ADDRESSING AS WE MOVE THROUGH THE REMAINDER OF THE SPRING AND INTO NEXT FALL.

SO THE THREE AREAS ARE THE LIMITED SCOPE OF MATH ROCKS IDENTIFICATION PROCESS.

SO LAURIE ALREADY TALKED A LITTLE BIT ABOUT OUR CURRENT IDENTIFICATION PROCESS, THE LIMITED SECOND AND THIRD GRADE ENRICHMENT OPPORTUNITIES.

SO AS WE'VE SAID, WE HAVE EIGHT STUDENTS CURRENTLY IDENTIFIED FOR MATH ROCKS OR PARTICIPATING IN MATH ROCKS IN THIRD GRADE.

AND THEN WE LOOKED AT EQUITY VERSUS EQUALITY IN OUR HIGH SCHOOL FEEDOR PARTICIPATION.

SO WHAT DOES THAT LOOK LIKE AT OUR HIGH SCHOOL CAMPUSES? WILL THAT PARTICIPATION IN OUR MIDDLE SCHOOLS? WHAT DOES THAT LOOK LIKE AS WE'RE REALLY FOCUSING IN ON OUR FEEDER PATTERNS? SO WE'VE WORKED TO ADDRESS EACH CONCERN BOTH SEPARATELY AND IN CONCERT.

AND WHAT WE FOUND IS THAT EACH SOLUTION REALLY WORKS TOGETHER.

SO AS WE MADE ADJUSTMENTS TO THE IMMEDIACY OF ONE AREA, WE FOUND THAT IT REALLY HAD IMPACT ON LONGEVITY OF OTHER AREAS.

SO AS WE ADDRESS THE IDENTIFICATION METHODS, WE SAW THAT WE WERE ABLE TO IMPACT SECOND AND THIRD GRADE ENRICHMENT AND MAYBE THE LONG TERM EFFECTS THAT WE WILL HAVE ON SOME DIFFERENT FEEDER PATTERN. SO AS WE WORK TONIGHT THROUGH THE DIFFERENT SOLUTIONS THAT WE HAVE CREATED TO ADDRESS SOME OF THE CONCERNS, WE'LL MAKE SURE TO POINT OUT HOW WE FEEL LIKE THESE DIFFERENT SOLUTIONS THAT WE'VE CREATED WILL REALLY WORK IN CONCERT TO ADDRESS EACH AREA OF CONCERN.

SO THE FIRST AREA OF CONCERN THAT WE'RE GOING TO TALK THROUGH TONIGHT IS OUR CONCERN RAISED ABOUT THE LIMITED SCOPE OF MATH ROCK'S IDENTIFICATION PROCESS.

SO LAURIE'S ARE A DETAILED THIS PROCESS.

AND AS WE MOVE THROUGH THE NEXT FEW SLIDES, I WILL HIGHLIGHT THE CHANGES THAT WE'RE MAKING FOR THE UPCOMING YEAR.

BUT BEFORE WE MOVE ON, I DO WANT TO MAKE SURE THAT I CLARIFY A COUPLE OF POINTS.

SO THE FIRST ONE IS THIS NEW PROCESS WILL NOT IMPACT ANY CURRENT MATH ROCKS STUDENTS.

SO THIS WILL BE A PROCESS ONLY FOR IDENTIFYING STUDENTS MOVING FORWARD.

IT WILL NOT IMPACT.

NO ONE WILL BE REMOVED BASED ON ANY NEW CRITERIA.

SO I WANT TO MAKE SURE THAT WE UNDERSTAND THAT MOVING FORWARD.

THE SECOND THING THAT I WANT TO MAKE SURE THAT WE HAVE A COMMON UNDERSTANDING OF IS THAT WE'RE NOT EVALUATING THE CURRICULUM PROGRAMING OF MATH ROCKS.

JUST THE IDENTIFICATION CRITERIA.

SO STUDENTS PARTICIPATING IN MATH ROCKS WILL STILL BE TWICE ACCELERATED IN MATH, COMPLETING GEOMETRY BEFORE LEAVING MIDDLE SCHOOL.

THIS IS NOT THE ONLY ACCELERATED MATH PROGRAM THAT WE HAVE.

IT IS ONLY IT'S JUST THE ONLY ONE WITH IDENTIFICATION CRITERIA.

SO WE WANT TO MAKE SURE THAT WE KNOW THAT.

SO TONIGHT WE'RE TALKING ABOUT MATH ROCKS.

SO IT IS THE ONLY ADVANCED OR ACCELERATED MATHEMATICS PROGRAM THAT HAS IDENTIFICATION PROGRAM. ALL OF OUR OTHER ADVANCED PROGRAMS FOR MATHEMATICS AT THE MIDDLE SCHOOL LEVEL, STUDENTS OPT IN SO THEY CHOOSE TO PARTICIPATE.

AND SO THAT WILL STAY THE SAME.

SO TO ASK A CLARIFYING QUESTION, ARE THERE OTHER WAYS TO ACCELERATE IF THE STUDENT'S NOT IN MATH ROCKS BUT IS A GOOD MATH STUDENT.

AND SO HOW DO THEY OPT IN TO TAKING ALGEBRA AS A SEVENTH GRADER AND GEOMETRY AS AN EIGHTH GRADER? THAT'S NOT A PROCESS I'M FAMILIAR WITH.

SO WE WE'RE GONNA BE BRINGING BACK ALL I CAN ANSWER THAT QUESTION NOW TO SOME EXTENT.

BUT WE ARE GOING TO BE TALKING ABOUT MIDDLE SCHOOL HONORS PROGRAMING ON OUR APRIL 7TH BOARD MEETING. SO WE'RE GOING TO BRING BACK ALL OF THE PROGRAMING AS ONE BIG PICTURE FOR MIDDLE SCHOOL MATH, ALL OF THE HONORS PROGRAMING FOR MIDDLE SCHOOL.

[01:05:01]

SO I CAN COOL MY JETS.

OKAY. I MEAN, I CAN ANSWER NOW .

JUST THE DEFINITION ACCELERATE IS WHEN IF THE KIDS READY TO MULTIPLY.

YOU LET THEM MULTIPLY. ENRICHMENT IS TAKING A CONCEPT AND EXPANDING IT IN SOME WAYS.

GOING DEEPER. OKAY.

SO AND THAT REALLY IS AS WE AS WE LOOK AT THIS PARTICULAR PROGRAM, IT DOES BOTH.

SO WHEN WE LOOK AT THE MATH ROCKS PROGRAM IN FOURTH AND FIFTH GRADE AND WE MAY KIND OF TOUCH ON THIS AS WE MOVE THROUGH IT IN FOURTH AND FIFTH GRADE, THEY ACTUALLY COVER FOURTH, FIFTH AND SIXTH GRADE STANDARDS IN SIXTH GRADE.

THEY'RE GONNA BE COVERINGS SIX I MEAN, SEVENTH AND EIGHTH GRADE STANDARDS.

THEN IN SEVENTH GRADE, THEY COVER ALGEBRA 1 IN EIGHTH GRADE THEY GET TO GEOMETRY.

SO THAT'S HOW WE IT'S COMPRESSED.

SO WE DON'T SKIP STANDARDS WHEN WE GO THROUGH.

WE COMPRESS THE STANDARDS OR ACCELERATE THROUGH THEM.

SO THAT'S WHY WE START IN FOURTH GRADE, WHICH IS WHY IT BECOMES HARDER AND HARDER, WHY WE DON'T IDENTIFY STUDENTS FOR THIS PROGRAM IN SEVENTH OR EIGHTH GRADE BECAUSE THE STANDARDS HAVE BEEN COMPRESSED. AND SO IF WE IDENTIFIED STUDENTS FOR THIS PROGRAM IN LATER GRADE LEVELS, THEY WOULD MISS VERY ESSENTIAL STANDARDS THAT BUILD THE FOUNDATIONAL MATH SKILLS THAT YOU NEED TO BE SUCCESSFUL IN MATH THROUGHOUT YOUR SECONDARY MATHEMATICS PROGRAMING.

SO THERE ARE OTHER WAYS AND WE'LL TALK ABOUT THOSE IN APRIL.

BUT AS WE LOOK AT TONIGHT, THAT'S A KIND OF A FOUNDATIONAL UNDERSTANDING FOR THIS PROGRAM THAT IT'S ABOUT COMPRESSED AND THEN IN DEPTH MATHEMATICS, UNDERSTANDING AS WELL AS WE WILL BE ACCELERATING THROUGH THE CONTENT.

SO AWESOME.

SO MY NEXT POINT WAS JUST THAT WE GOING TO ACTUALLY HAVE IT WRITTEN DOWN.

WE'RE GOING TO TALK ABOUT ALL OF OUR MIDDLE SCHOOL MATH PROGRAMING AND HONORS AS WE GO INTO OUR NEXT MEETING.

SO AS WE LOOK AT OUR NEW PROCESS, OUR PAST PROCESS REALLY FOCUSED ON ACHIEVEMENT AND PREPAREDNESS. AND SO WHEN WE LOOK AT THIS, THIS THE ASPECT OF STUDENT DATA THAT WE FOCUSED ON FOR IDENTIFICATION WAS WE UTILIZE MAP, THE MEASURE OF ACADEMIC PRODUCTS, PROGRESS AND ASSESSMENT THAT SHOWS HOW MUCH A STUDENT KNOWS OR WHAT SKILLS THEY CURRENTLY POSSESS AS RELATED TO MATHEMATICS.

SO THAT'S THE THE ASSESSMENT THAT WE'VE BEEN USING OVER THE PAST FEW YEARS TO IDENTIFY OVER THE COURSE OF THE PROGRAM TO IDENTIFY STUDENTS FOR QUALIFICATION.

AS WE MOVE FORWARD, WE'LL CONTINUE TO USE THIS ASSESSMENT AS AN INDICATOR, BUT WE'RE GOING TO USE IT IN CONJUNCTION WITH COGAT, WHICH STANDS FOR COGNITIVE ABILITIES TEST AS AN ADDITIONAL DATA POINT THAT MEASURES APTITUDE.

SO OUR PAST PROCESS ONLY IN MEASURED ACHIEVEMENT AND PREPAREDNESS.

AS WE MOVE FORWARD, WE'RE GOING TO USE THESE TOGETHER TO MEASURE BOTH ACHIEVEMENT PREPAREDNESS PLUS APTITUDE AND POTENTIAL.

SO THIS NEW WAY OF LOOKING AT STUDENT DATA FOR MATH ROCKS IDENTIFICATION SHOULD ENSURE THAT WE ARE BOTH CAPTURING STUDENTS WHO ARE CURRENTLY READY FOR ACCELERATION ENRICHMENT FOR THE OPPORTUNITY TO HAVE ACCESS TO THOSE COMPRESSED STANDARDS AND THEN ALSO HAVE THE POTENTIAL TO PARTICIPATE MEANINGFULLY IN THIS PROGRAM.

SO THEY DON'T HAVE TO HAVE THE CURRENT READINESS, BUT THEY ALSO SHOW POTENTIAL BASED ON THEIR COGAT SCORE.

WE'RE GONNA KIND OF LOOK AT THESE PROCESSES SIDE BY SIDE.

SO FOR A CLOSER LOOK AT HOW WE'RE ADDRESSING THIS FIRST AREA, WE'RE GOING TO LOOK AT THESE THREE AREAS THAT WE REALLY TRIED TO REFINE AS WE MOVE FORWARD.

SO THE FIRST WAS IN METHOD.

SO IN THE PAST, WE USED JUST ONE METHOD TO QUALIFY STUDENTS OR ONE PASSED THROUGH THE DATA. SO IN WORKING WITH OUR AMAZING MATHEMATICS COORDINATORS, OUR ASSESSMENT DEPARTMENT AND WE DEVELOPED MULTIPLE METHODS OR WAYS THAT STUDENTS CAN QUALIFY FOR PARTICIPATION IN MATH ROCKS. SO WHAT WE DID IS WE TRIED TO LOOK AT IF WE PASS THROUGH THE DATA THIS WAY, WHAT WOULD THAT LOOK LIKE? THEN WE LOOKED AT SOME OTHER DATA POINTS THAT WOULD QUALIFY MAYBE A DIFFERENT SET OF STUDENTS AND THEN A THIRD PASS.

SO THERE'S ACTUALLY THREE DIFFERENT IDENTIFICATION METHODS THAT WE'LL BE USING AS WE MOVE FORWARD. THE SECOND THAT WE LOOKED AT AND I ALREADY MENTIONED IT IS THAT WE'LL BE LOOKING AT MULTIPLE MEASURES.

SO INSTEAD OF ONE ASSESSMENT, WE'LL BE LOOKING AT TWO DIFFERENT TYPES OF ASSESSMENT THAT REALLY LOOK AT TOTALLY DIFFERENT THINGS.

SO ONE ACHIEVEMENT OR PREPAREDNESS AND THE OTHER ABOUT OUR APTITUDE OR POTENTIAL.

AND SO WE'LL BE USING THOSE TOGETHER.

AND THEN ALSO IN THE PAST, WE'VE BEEN USING JUST ONE METHODOLOGY, WHICH IS WE'VE BEEN COMPARING STUDENTS BASED ON PLANO ISD MAP SCORES.

SO WE'VE ONLY BEEN COMPARING PLANO STUDENTS TO PLANO STUDENTS.

IN REGARDS TO MAP SCORES, AS WE LOOK AT THE METHODOLOGY MOVING FORWARD, WE'RE GOING TO USE BOTH A PLANO ISD MAP AVERAGE AND THEN ALSO COMPARED TO A NATIONAL MAP AVERAGE.

I REALLY APPLAUD THIS EXPANSION BECAUSE I THINK THIS IS GOING TO HELP US IDENTIFY MORE DIVERSE CANDIDATES, STUDENTS WHO MAY NOT BE GOING TO SUNDAY MATH SCHOOL.

AND SO THEY HAVEN'T LEARNED THE TOPICS YET, BUT THEY HAVE THE CAPABILITY.

SO I'M REALLY PLEASED TO SEE THIS TYPE OF EXTENSION.

IS IT ALSO POSSIBLE, ACTUALLY, THOUGH, THIS PROCESS, YOU WILL ALSO HAVE A QUALITY STUDENT WHO'S GOING TO BE ABLE TO EXTEND THROUGH THE PROGRAM FOR THE WHOLE DURATION? BECAUSE MY CONCERN IS THAT KIDS MIGHT QUALIFY FOR THIS IN FOURTH AND FIFTH GRADE.

[01:10:03]

BUT TO YOUR POINT, THEY GET TO GEOMETRY OR THEY GET SOMEPLACE.

THEY HIT A WALL OR THEY THEY'RE NOT QUITE THEM GOING SO FAST THROUGH MATH IS ACTUALLY CAN BE TROUBLESOME FOR THEM IF THEY ACTUALLY CAUSE THEM TO NOT DO MATH LONG TERM SO IS IT ALSO BOTH A EXPANDER BUT ALSO A LIMITER, TO MAKE SURE THE RIGHT STUDENTS.

YES. SO AND THAT IS OUR HOPE, IS THAT WE HAVE THE RIGHT STUDENTS, THAT WE'RE PLACING THE RIGHT STUDENTS. AND BY RIGHT.

STUDENTS, I MEAN STUDENTS WHO SHOW AND DEMONSTRATE A NEED FOR ENRICHED MATH INSTRUCTION.

RIGHT. SO THAT STUDENTS THAT WOULD NOT REACH THEIR FULL POTENTIAL, THAT IT WOULD NOT BE A SUFFICIENT DIFFERENTIATED PATHWAY IN THEIR MATH CLASSROOM.

HOW CAN WE MAKE SURE THAT THEY'RE GETTING THE MATH INSTRUCTION THAT THEY NEED? SO I QUESTION SO WE'LL LOOK AT THE NUMBERS OF THE PERCENTAGE OF THE STUDENTS GOES UP AND UP ON TO SEVENTH GRADE AND THEY FROM THE SEVENTH GRADE TO EIGHTH GRADE.

THERE'S 5 PERCENT TO 4 PERCENT DROP.

SO IT WAS ANY AND ANY REASONS ACTUALLY WHEN WE LOOKED AT THE DATA.

THIS IS JUST A SMALLER EIGHTH GRADE CLASS.

ACROSS THE BOARD. IT'S NOT A IT'S NOT.

YEAH. THERE'S NOT A SPECIFIC REASON FOR THAT DROP IN EIGHTH GRADE.

IT'S NOT A PERSISTENCE ISSUE IN THIS PARTICULAR GRADE LEVEL.

THIS ONE JUST HAPPENS TO BE A SMALLER GRADE IDENTIFIED WHEN THEY WERE YOUNGER.

IT'S NOT A PERSISTENCE ISSUE.

IN THIS CASE. SO IN ORDER TO ADDRESS THIS LIMITED SCOPE, I HOPE THAT WE HAVE BEEN ABLE TO EXPLAIN THESE DIFFERENT WAYS AND HOW WE REALLY DO HOPE THAT WE'LL BE CLOSING THIS OPPORTUNITY GAP FOR STUDENTS AS WE MOVE FORWARD.

AND AS WE HAVE RUN SOME PRELIMINARY DATA USING SOME SOME, YOU KNOW, SIMULATIONS.

AND WHAT WE HAVE SEEN IS THAT THIS WILL ADD SOME MORE STUDENTS IN FOURTH, FIFTH AND SIXTH GRADE. SO IT WILL EXPAND OUR PROGRAM IN ALL THREE OF THOSE GRADE LEVELS.

SO BECAUSE WE KNOW THAT THIS IS LOOKING TO EXPAND, WE ARE GOING TO HAVE TO CONSIDER THE IDEA AT THE ADDITION OR THE EXPANSION OF OUR CLUSTER SITES.

AND LAURIE MENTIONED IT A LITTLE BIT EARLIER, BUT WE WILL BE WORKING VERY CLOSELY WITH OUR ASSESSMENT DEPARTMENT TO IDENTIFY WHERE THOSE NUMBERS SHOW UP AS FAR AS IDENTIFIED STUDENTS TO ENSURE THAT WE ARE IDENTIFYING THE RIGHT CLUSTER SITES BECAUSE WE DO HAVE TO HAVE A CRITICAL MASS OF STUDENTS.

SO WHERE ARE THOSE STUDENTS ARE CLUSTERED TO MAKE SURE THAT THEY ARE WITHIN A FEEDER PATTERN THAT LIKE AS CLOSE TO THEIR HOME CAMPUS AS WE CAN GET THEM.

AND WE WILL LOOK AT SCHOOL STAFFING CAPACITY.

SO WE'LL BE WORKING WITH PRINCIPALS OVER THE COURSE OF THE SPRING IF THERE IS THE NEED TO EXPAND TO A CAMPUS OR WE MAY JUST NEED TO EXPAND A PROGRAM AT A CURRENT CLUSTER SITE.

AND THEN WE ALSO LOOK AT TEACHER CAPACITY REGARDING THE MATH CONTENT AND THE NEEDED STAFF TRAINING, BECAUSE IN ELEMENTARY THIS IS COMPRESSED STANDARDS.

THAT MEANS THAT IN FOURTH AND FIFTH GRADE, IF THEY ARE COVERING FOURTH, FIFTH AND SIXTH GRADE CONTENT, THERE IS A CONTENT PIECE THAT WE HAVE TO ENSURE THAT WE'RE PROVIDING THE RIGHT KIND OF PROFESSIONAL LEARNING FOR TEACHERS AND THAT THEY HAVE THAT CONTENT BACKGROUND THAT THEY CAN SUPPORT THAT LEARNING AS WE MOVE FORWARD.

ALL RIGHT, SO LET'S TALK ABOUT SECOND AND THIRD GRADE ENRICHMENT OPPORTUNITIES, THIS WAS ANOTHER CONCERN THAT WAS RAISED IN THIS STUDY.

SO AGAIN, YOU HEARD ME MENTION ALREADY MATH ROCKS WAS REALLY NEVER INTENDED FOR THIRD GRADE STUDENTS. WE'RE GOING TO CONTINUE TO PROVIDE ENRICHMENT FOR IDENTIFIED THIRD GRADERS WHO NEED THAT CHALLENGE.

BUT OUR PLAN INCLUDES PROVIDING THAT WITHIN THEIR MATHEMATICS CLASSROOM.

WE'RE REALLY ALSO EXCITED ABOUT THE FACT THAT WE'RE GOING TO EXTEND THAT OPPORTUNITY TO SOME TO SOME IDENTIFIED SECOND GRADERS AS WELL.

SO YOU YOU SORRY, THIS MICROPHONE'S JUST.

AND WITH THE BELIEF THAT WE NEED TO BEGIN ENRICHMENT EARLIER, OUR PLAN INCLUDES PROVIDING SECOND AND THIRD GRADE TEACHERS WITH PROFESSIONAL LEARNING AND SOME CURRICULUM RESOURCES TO SUPPORT SOME VERY TARGETED ENRICHED MATH EXPERIENCES FOR THESE STUDENTS THAT ARE IDENTIFIED THAT REALLY NEED THAT CHALLENGE.

AS YOU'VE ALREADY HEARD, AS MENTIONED, WE'RE PLANNING TO EXTEND THAT TO THOSE OPPORTUNITIES TO SECOND GRADE STUDENTS.

SO WE'LL HAVE IDENTIFIED SECOND AND THIRD GRADE STUDENTS THAT WILL ENGAGE IN STRUCTURED ENRICHMENT OPPORTUNITIES WITHIN THEIR GRADE LEVEL.

OUR HOPE IS TO APPROPRIATELY DIFFERENTIATE FOR STUDENTS WITH UNTAPPED POTENTIAL WHO NEED THAT ADDITIONAL CHALLENGE.

WE ALSO FEEL IT'S IMPORTANT TO GET BACK TO THE ORIGINAL INTENT OF THE PROGRAM, AND THAT IS TO CAPTURE FOURTH AND FIFTH GRADE STUDENTS FOR ACCELERATION TO MIDDLE SCHOOL.

THE CONTENT OF MATH ROCKS, AS YOU HEARD ASHLEY MENTION AT THE ELEMENTARY LEVEL, FOCUSES ON ENSURING MASTERY OF FOURTH, FIFTH AND SIXTH GRADE STANDARDS, AS WELL AS SOME PRETTY INTENSIVE ENRICHMENT TASK.

SO ANY STUDENTS IDENTIFIED TO GO INTO THIRD GRADE MATH ROCKS WOULD BE COMPLETELY MISSING SOME THIRD GRADE STANDARDS, CREATING SOME GAPS JUST AS YOU WERE SPEAKING TO, AND WE ARE CONCERNED ABOUT THAT. SO YOU SAW SOME DATA EARLIER THAT INCLUDED ABOUT .22

[01:15:05]

PERCENT OF THE THIRD GRADERS THAT ARE PARTICIPATING THIS YEAR IN MATH ROCKS, WHICH AGAIN AFFIRMS US GETTING BACK TO THE ORIGINAL INTENT.

SO THIS MEANS THAT ELIGIBLE STUDENTS CAN BEGIN THE MATH ROCKS PROGRAM IN GRADE FOUR.

BUT AS ASHLEY MENTIONED EARLIER, USING A NEW IDENTIFICATION METHOD.

SO BY TARGETING STUDENTS IN SECOND AND THIRD GRADES AND PROVIDING SOME ENRICHMENT LESSONS AND DIFFERENTIATED CLASSROOM SETTINGS, WE REALLY ARE GOING TO BE ABLE TO PROVIDE MORE OPPORTUNITIES FOR STUDENTS THAN ONLY THE VERY SMALL NUMBER OF THIRD GRADERS THAT HAVE HISTORICALLY BEEN IDENTIFIED FOR THE PULLOUT EACH YEAR.

AND AS YOU CAN SEE ON THE SCREEN, THESE ARE JUST THIS WILL BE OUR FOCUS OF THE PROFESSIONAL LEARNING. SO OUR THIRD CONCERN IS ABOUT EQUITY VERSUS EQUALITY IN THE HIGH SCHOOL FEEDER PARTICIPATION.

AND AS A DISTRICT COMMITTED TO EQUITY, WE TOOK A DEEP DOVE INTO THE DATA AND WE'D LIKE TO OUTLINE SOME OF THE WORK WE ANTICIPATE AS WE MOVE FORWARD.

SO YOU HAVE A MAP.

ALL RIGHT. SO WE'RE GONNA LOOK AT THAT MAP IN JUST A MINUTE.

BUT BEFORE WE DO, I WANT TO SHARE THIS GRAPHIC WITH YOU.

I KNOW WE'VE ALL SEEN VARIOUS GRAPHICS USED TO DESCRIBE THE TWO TERMS IN THE PAST OF EQUITY AND EQUALITY.

BUT I FEEL LIKE THIS IMAGE IS ESPECIALLY POWERFUL, UTILIZING THE BICYCLE AS A SYMBOL OF THE VEHICLE FOR ACCELERATION.

EQUALITY MANDATES THE SAME OPPORTUNITY, THE SAME VEHICLE FOR EVERY STUDENT WE SEE IN THAT FIRST ROW. SIMILARLY, SIMILARLY, EQUALITY LIMITS OPPORTUNITY BY CREATING A CAP OR SET NUMBER OF SPOTS FOR CERTAIN CAMPUSES OR FEEDER PATTERNS IN MATH ROCKS WITH NO REGARD FOR STUDENT NEED. AND THAT'S NOT WHAT WE HOPE TO DO AS WE MOVE FORWARD IN THE SECOND ROW.

EACH STUDENT HAS A VEHICLE THAT WORKS FOR THEM, CREATING A WAY FOR EACH OF THEM TO PURSUE THEIR INDIVIDUAL PATHWAY.

LIKEWISE, EQUITY PROVIDES ACCESS TO OPPORTUNITY BY ELIMINATING BARRIERS FOR STUDENTS WITHOUT CREATING BARRIERS FOR OTHERS.

SO THAT'S REALLY WHAT WE HOPE TO DO.

AS WE LOOK AT OUR PROGRAMING MOVING FORWARD IS TO ELIMINATE BARRIERS WHERE WE FIND THEM WHILE NOT CREATING BARRIERS WHERE THERE ARE NONE CURRENTLY.

SO AS WE LOOK AT THE MAP, SO WE'RE GOING TO LOOK AT THE MAP, WE'RE GONNA LOOK AT THE MAP FIRST AND THEN I'M GOING TO ASK YOU TO GET YOUR HAND OUT.

VERY HANDY, BECAUSE WE ARE GOING TO LIKE REALLY WORK THROUGH OUR HAND OUT BECAUSE THIS WILL KIND OF OUTLINE THE WORK THAT WE'RE GOING TO DO TODAY.

SO THE FIRST THING I KNOW THAT LAURIE'S ALREADY GONE OVER THE MAP.

BUT I WANT TO START HERE BECAUSE IT'S THE FIRST PLACE THAT SPARKED THE QUESTION ABOUT EQUITY OF PROGRAMING, BECAUSE AS WE LOOK AT THIS MAP, WE CAN SEE VERY QUICKLY SOME PLACES THAT DON'T HAVE MAC ROCKS CLUSTER SITES.

SO IF YOU LOOK AT THEM LIKE YOU JUST AS AT A QUICK GLANCE, YOU CAN SEE SOME PLACES THAT DON'T HAVE A BLUE HIGHLIGHTED CAMPUS OR A WHITE HIGHLIGHTED CAMPUS.

THOSE ARE THE CLUSTER SITES WHERE WE HAVE A CRITICAL MASS OF STUDENTS THAT ARE ATTENDING MATH ROCKS. BUT IN ORDER TO GET A DETAILED LOOK OF WHERE OUR WORK WILL BE MOVING FORWARD, I'M GOING TO ASK THAT WE LOOK AT OUR HAND OUT AND WE ARE GOING TO START ON THE BACK PAGE JUST FOR FUN. OK. JUST FOR FUN, WE'RE GONNA START ON THE BACK PAGE.

SO IF YOU'LL JUST FLIP BECAUSE WE'RE GONNA START BY LOOKING AT THE PLANO WEST FEEDER.

SO AS WE LOOK AT THE PARTICIPATION IN CLUSTER CAMPUS HANDOUT, I WANT TO SHARE WITH YOU THAT IT'S OUR HOPE.

THAT THE FIRST TWO CONCERNS THAT WE HAVE ADDRESSED IN THIS PRESENTATION WILL GREATLY IMPACT THIS THIRD AREA BY IDENTIFYING STUDENTS WITH BOTH PREPAREDNESS AND POTENTIAL AND GROWING STUDENTS THROUGH SECOND AND THIRD GRADE TARGETED ENRICHMENT.

IT'S OUR HOPE, IT IS OUR GOAL THAT THIS PROGRAM GROWS TO A POINT WHERE PARTICIPATING STUDENTS HAVE CLUSTER CAMPUSES WITHIN THEIR MIDDLE SCHOOL OR HIGH SCHOOL FEEDER, RESPECTIVELY. SO I WANT TO CLARIFY WHAT THAT MEANS.

IT DOESN'T MEAN THAT THERE WILL BE A CLUSTER SITE IN EVERY ELEMENTARY SCHOOL OR IN EVERY MIDDLE SCHOOL. WHAT THAT MEANS IS THAT WITHIN EVERY MIDDLE SCHOOL FEEDER, THERE IS AN ELEMENTARY AND WITH EVERY HIGH SCHOOL FEEDER.

THERE IS A MIDDLE SCHOOL BECAUSE THEN STUDENTS WON'T HAVE TO MOVE OUT OF THEIR HIGH SCHOOL OR MIDDLE SCHOOL FEEDER.

THEY WILL STAY CLOSE TO THEIR NEIGHBORHOOD SCHOOL TO BE ABLE TO ATTEND A CLUSTER SITE.

CAN I ASK YOU A QUESTION.

OF COURSE. WHAT'S THE DISTINCTION BETWEEN A TRANSFER AND A DISTRICT TRANSFER? SO A TRANSFER.

I MEAN, I GET A TRANSFER. WHAT'S A DISTRICT TRANSFER.

SO DISTRICT TRANSFER IS THAT THEY APPLIED FOR A TRANSFER FOR A DIFFERENT REASON OUTSIDE OF MATH ROCKS. AND SO THEY ARE JUST SO MAYBE THEIR PARENT WORKS AT THAT SCHOOL OR IT COULD BE A VARIETY OF REASONS THAT THEY.

SO THEY'RE ON A DISTRICT TRANSFER.

OKAY. SO WE ARE GOING TO LOOK AT THIS.

SO WE'RE GOING TO START WITH THIS PAGE 3.

BUT BEFORE WE DO SO, WE'RE GONNA GET ORIENTED TO THE REPORT.

SO YOU'RE AHEAD OF US AND WHICH IS GREAT.

[01:20:02]

SO YOU CAN PROBABLY ANSWER OUR QUESTIONS.

SO IN EACH TABLE, YOU'RE GOING TO SEE THE PARTICIPATION BY THE HIGH SCHOOL FEEDER DIVIDED BY MIDDLE AND THEN ELEMENTARY SCHOOL.

SO MIDDLE SCHOOL CUP CLUSTER CAMPUSES ARE HIGHLIGHTED.

AND THEN THE COUNTS ARE LISTED NEXT TO THE GRADE LEVEL.

SO RICE HAS HOW MANY EIGHTH GRADERS? SIXTY ONE. YOU WIN. SIXTY ONE EIGHTH GRADERS.

YEAH. OKAY. IT'S A COMPETITION.

TWO POINTS. TWO POINTS FOR NANCY.

LET ME PUT MY GLASSES ON. OK, SO ELEMENTARY CLUSTER SITES ARE ALSO HIGHLIGHTED IN YELLOW.

AND THE TOTAL NUMBER OF STUDENTS IN MATH ROCKS AT THAT CLUSTER SITE IS AT THE FAR RIGHT COLUMN. SO LET'S LOOK AT ANDREWS.

SO ANDREWS IS A CLUSTER SITE AND IT HAS HOW MANY MATH ROCK STUDENTS? TWENTY SEVEN.

GOOD JOB. OK.

LAURIE IS KEEPING TRACK OF YOUR POINTS FOR ALL OTHER ELEMENTARY SCHOOLS.

YOU WILL SEE WHICH SCHOOL THEIR STUDENTS TRANSFER OUT TO AND THEN HOW MANY STUDENTS PARTICIPATE CURRENTLY FROM THAT CAMPUS.

SO LET'S LOOK AT GULLEGE.

SO GULLEGE STUDENTS TRANSFER TO HOHN FOR MATH ROCKS AND CURRENTLY HAVE.

THEY HAVE FOUR STUDENTS PARTICIPATING THAT ARE IDENTIFIED AT MATH OR FOR MATH ROCKS.

JUST ONE IS TRANSFERRED TO SKAGGS, WHICH IS A MATH ROCKS CAMPUS AND THREE ARE TRANSFERRED TO.

TO HAUN KIDS, WE'RE SAYING, OK, LOOK, THIS IS WHERE YOU NEED TO GO FOR MATH ROCKS.

IF ONE PARENT SAID, WELL, I'D RATHER HAVE MINE GO TO SKAGGS.

OR IT COULD BE THAT THEY.

IT COULD BE A VARIETY, A REASON ELECTED TO GO TO A DIFFERENT MATH ROCKS SITE..

THEY ELECTED TO GO TO A DIFFERENT MATH ROCKS SITE.

IT DOESN'T MEAN THAT WE HAVE OPENED UP THAT.

WE DIDN'T OPEN IT UP TO SAY THAT YOU COULD CHOOSE ANY MATH ROCK SITE, YOU ARE LIKE IF YOU'RE IN THIS SCHOOL OR THIS FEEDER PATTERN, THERE IS A DESIGNATED SITE FOR YOU TO PARTICIPATE IN. SO THAT IS NOT BUT THEY MAY HAVE HAD A DISTRICT TRANSFER ALREADY TO A SITE THAT HAD MATH ROCKS.

SO. CAN I ASK ABOUT TRANSPORTATION.

YEAH. IN THAT SITUATION, THE THREE GOING TO HAUN, THEY'RE TRANSPORTED.

NO, NO. OKAY.

ALL RIGHT. ALL RIGHT.

SO SINCE WE STARTED IN THIS FEEDER, IN THE JASPER FEEDER, AND WE'RE GOING TO LOOK AT THAT FEEDER FIRST AS WE TALK ABOUT EQUITY AND EQUALITY, BECAUSE WE DO HAVE SOME CONCERNS AND WE'RE GONNA WORK THROUGH EACH HIGH SCHOOL FEEDER AND TALK ABOUT THE WORK THAT WE KNOW THAT WE HAVE MOVING FORWARD.

SO AS WE LOOK AT THE JASPER FEEDER, I WILL SHARE THAT WE DON'T HAVE ANY EQUITY CONCERNS WITHIN THIS FEEDER. EACH MIDDLE SCHOOL HAS AT LEAST ONE CLUSTER ELEMENTARY SITE AND CURRENTLY BOTH MIDDLE SCHOOLS ARE IDENTIFIED AS CLUSTER SITES FOR JASPER HIGH SCHOOL.

SO THIS SITE ACTUALLY HAS MORE CLUSTER SITES BASED ON THE LEVEL OF PARTICIPATION.

IF WE WERE GOING FOR EQUALITY IN PROGRAMING, IT WOULD MEAN THAT WE WOULD NEED TO LIMIT PARTICIPATION IN THIS.

FEEDER PATTERN, WHICH IS NOT OUR GOAL, LIKE WE KNOW THAT AS WE EXPAND SOME OF OUR IDENTIFICATION PROCESSES, WE WILL GROW THIS FEEDER PATTERN AS WELL.

AND THAT IS GOOD, RIGHT? WE WANT EVERY KID IN EVERY FEEDER THAT NEEDS THIS TO HAVE THE OPPORTUNITY TO PARTICIPATE.

SO THIS FEEDER MAY ALSO GROW AND THAT'S OK.

SO THAT'S GOOD. NOT JUST.

OK. SO LET'S LOOK AT SHEPTON.

SO AT SHEPTON OUR FIRST AREA THAT WE WANT TO REALLY FOCUS ON IS THAT WE WOULD LIKE TO BE ABLE TO ADD A CLUSTER SITE WITHIN THE FRANKFORD FEEDER SYSTEM.

AT THIS TIME , WE DO NOT HAVE ENOUGH STUDENTS IDENTIFIED AT HIGHTOWER, JACKSON, MITCHELL AND ROSE HAGER, COMBINED WITH ONLY THREE TOTAL STUDENTS TO JUSTIFY A CLUSTER SITE.

BUT WE'RE GOING TO REEVALUATE THIS AS WE LOOK AT OUR NUMBERS WITH THE NEW IDENTIFICATION PROCESS. AND THEN AGAIN, THE FOLLOWING YEAR, AS WE'VE INCLUDED THIS SECOND AND THIRD GRADE ENRICHMENT PROGRAM.

IS IT POSSIBLE, ASHLEY, Y ES, THERE ARE FAMILIES THAT ARE IN THAT FEEDER PATTERN WHO CHOSE NOT TO DO MATH ROCKS BECAUSE THE TRANSFER SCHOOL IS GOING TO BE TOO FAR FOR THEM TO GET TRANSPORTATION. IT IS A.

IT IS A POSSIBILITY AS WE IDENTIFY MATH ROCKS THIS YEAR.

LIKE WHEN WE THE WAY THAT WE HAVE WORKED IN THE PAST IS THAT WE LOOK AT THE NUMBER OF STUDENTS WE SEE WHERE THOSE STUDENTS WOULD NATURALLY GO.

AND THEN WE SEE WHERE THE CLUSTER SITES WOULD NATURALLY BE BEFORE MAKING PEOPLE CHOOSE OR GETTING ALL THAT DATA. SO WE'RE GOING TO LOOK AT THAT.

BUT YES, IT'S A POSSIBILITY.

SO ANOTHER QUESTION THAT'S SIMILAR, DO WE KEEP DATA ON THE NUMBER OF PARENTS WHO SAY, I DON'T WANT MY KID PARTICIPATING IN THIS PROGRAM? AND DO WE HAVE KIDS WHO START THE PROGRAM AND THEN PULL OUT OF IT? LIKE, WHAT'S THE DELTA? I MEAN, THOSE ARE TWO DIFFERENT QUESTIONS.

BUT WHAT DO WE HAVE AN ATTRITION ISSUE AND HOW DOES THAT WORK FOR THAT STUDENTS REALLY

[01:25:05]

GOOD QUESTIONS. WE ARE KEEPING DATA ANALYSIS HERE TOO, GINGER, CORRECT? OK. OK.

RIGHT. SO NOW WE'RE KEEPING THAT DATA.

WE HAVE A SMALL NUMBER OF KIDS THAT OFTEN THE REASON THE FAMILIES GIVE IS WE DON'T WANT OUR CHILD TO LEAVE THEIR NEIGHBORHOOD SCHOOL.

THEY'VE BEEN HERE SINCE KINDERGARTEN.

THAT OFTEN HAPPENS. SOME MOVE.

SOME HAVE MOVED OUT OF THE COUNTRY OR MOVED ELSEWHERE.

SO WE ARE TRACKING ALL OF THAT DATA.

ASK ME YOUR SECOND QUESTION AGAIN.

WAS A CHILD WHO STARTS THE PROGRAM, LET'S SAY THEY DO THE FOURTH AND FIFTH GRADE PROGRAM AND THEN THE PARENTS OPT FOR THEM NOT TO DO IT IN SIXTH GRADE.

BECAUSE THERE'S THIS HONORS IN THERE IN A OR I MEAN, HOW DOES THAT WORK? DOES THAT EVER HAPPEN ? JUST RECENTLY, WE GOT ALL THE KIDS WHO ARE CURRENTLY IN MATH ROCKS IN FIFTH GRADE.

WE HAVE THEIR LETTERS OF INTENT TO PARTICIPATE IN SIXTH.

AND I ONLY HAD TWO SAY THEY WEREN'T GOING TO PARTICIPATE.

ONE THEY JUST KIND OF FELT LIKE THE PROGRAM WASN'T FOR THEM.

AND THE OTHER, THEY ARE LOOKING TO MOVE.

I THINK THOSE WERE THE TWO.

SO EMBEDDED IN THAT QUESTION IS THE UNDERSTANDING DO WE HAVE KIDS WHO GET QUALIFY FOR THE PROGRAM AND THEN REALLY STRUGGLE OR THE PARENTS SEE THEM STRUGGLING OR DON'T SUPPORT THAT. I MEAN, THESE ARE KIDS WHO AREN'T USED TO STRUGGLING AND IT'S GOOD FOR THEM TO STRUGGLE. SO DO WE HAVE PARENTS WHO SEE THAT STRUGGLE AND THEN SAY.

I WANT TO BACK OUT OF THAT AND THAT I'M KIND OF GOING OFF A LITTLE BIT.

I WAS JUST KIND OF CURIOUS ABOUT THAT COMING IN AND OUT AND HOW THAT WORKS.

THAT'S A REALLY GOOD QUESTION IS WE'RE THINKING ABOUT TRACKING DATA.

SO COULD I OFFER YOU A SUGGESTION ON THAT CORNER DOWN THERE? AS A FORMER RESIDENT, THE JACKSON KIDS THAT ARE IN THE WEST FEEDER PATTERN PREDOMINATELY COME FROM SOUTH OF THE BUSH.

AND SO JACKSON AND IN HIGHTOWER HAS TWO ELEMENTARIES RIGHT NEXT TO IT THAT COULD ACCOMMODATE A TRANSFER TRANSFER IF A PARENT WANTS TO STAY CLOSE.

I WOULD ENCOURAGE Y'ALL IF YOU'RE GONNA EXPAND INTO THAT AREA TO LOOK AT AT MITCHELL OR HAGER, BECAUSE ALL OF YOUR KIDS THAT ARE THE NUMBER OF KIDS THAT ARE IN THAT SOUTH OF THE BUSH DALLAS AREA ARE THE ONES.

THAT I THINK WE'RE TRYING TO CAPTURE.

YEAH, WELL, AND THE FIRST THE FIRST THING THAT WE HAVE TO DO IS IDENTIFY THE KIDS, RIGHT? RIGHT. SO RIGHT NOW WE'VE ONLY THREE STUDENTS.

THAT'S NOT A CRITICAL MASS WHERE WE CAN PROVIDE THAT LEVEL OF INSTRUCTION AT A CLUSTER SITE. SO THAT'S OUR FIRST OUR FIRST LINE OF.

AS FAR AS OUR GOAL AND OUR WORK MOVING FORWARD IS TO IDENTIFY.

YEAH. I'M JUST. WHAT I MEAN AND NOT TO BELABOR THIS, BUT WHAT I MEAN BY THIS IS THAT THESE PEOPLE WHO LIVE IN THE MITCHELL HAGER JACKSON SOUTH OF BUSH AREA, THEY MAY NOT WANT TO SEND THEIR KID TO HIGHTOWER FOR MATH ROCKS.

THEY MAY NOT WANT TO DRIVE UP TO HIGHTOWER TO TAKE THEIR KID AT MATH ROCKS WHERE YOU HAVE A LOT OF KIDS IN THAT AREA WHERE IT'S JUST A STRAIGHT SHOT DOWN FRANKFORD TO HAGER OR MITCHELL, EITHER ONE. THERE'S BEEN A HISTORIC UNDER COMMUNICATION OF THIS PROGRAM IN A LOT OF THE DISTRICT. FOR THE LONGEST TIME, IT WAS KIND OF CLOAKED IN SECRECY.

YOU DON'T EVEN KNOW HOW YOU GOT YOUR KID IN IT.

AND SO I THINK THERE ARE SOME AREAS OF THE DISTRICT THAT HAVE A LONG HISTORY OF PARTICIPATING THERE. IT'S JUST BETTER KNOWN.

AND SO PARENTS KNOW THEY SHOULD STRIVE FOR THAT FOR THEIR CHILD.

AND SO I I DO SEE THIS AS A WHOLE NEW ERA.

I'D ALMOST LIKE TO SEE A WHOLE NEW NAME FOR THE PROGRAM, GIVE IT A FRESH START IN THAT REGARD. SO PEOPLE WHO BEEN HISTORICALLY UNDERREPRESENTED WON'T HAVE THAT AS A CONTINUATION. BUT AT THE SAME TIME, I DON'T WANT US TO COMMUNICATE THAT A FUTURE STEM CAREER IS ONLY AFFORDED TO THOSE KIDS WHO ARE IN MATH ROCKS.

IT IS INTENDED TO BE THE HIGH OF THE HIGH THE KIDS WHO ARE NOT GETTING THEIR NEEDS MET IN THE CURRENT SITUATION THAT THEY'RE IN.

SO I DON'T WANT US TO START HAVING THIS.

OH, HONORS ISN'T GOOD ENOUGH ANYMORE FOR A WHOLE GROUP OF PEOPLE BECAUSE WE ARE WE HAVE THAT CULTURE IN THIS COMMUNITY AND WE NEED TO MAKE SURE THAT WE'RE DELIVERING THIS PRODUCT TO DELIVER FOR A STUDENT WHO IS EXCEPTIONAL.

AND IN FACT, HAVE A LOT OF CHALLENGES.

AND I WOULD EVEN GUESS YOU MAY HAVE A LOT OF TWICE EXCEPTIONAL KIDS IN THIS CATEGORY.

AND WE NEED TO BE VERY MINDFUL THAT WHEREAS WE'RE COMMUNICATING THAT IT IS THAT NOT YOUR KID IS HONORS IS SOMEHOW NOT GOOD ENOUGH AGAIN.

WELL, I WASN'T GOING TO BRING IT UP, BUT I AM.

MY CHILD WAS NOT IDENTIFIED, EVEN THOUGH HE QUALIFIED.

I DIDN'T LEARN THAT UNTIL IT WAS TOO LATE BECAUSE HE WENT TO HUFFMAN HISTORICALLY IGNORED SCHOOL. AND SO IT IMPACTED HIS MATH EDUCATION.

STILL MADE A FIVE ON THE CALC BC.

BUT HE QUALIFIED AND WE DIDN'T KNOW ABOUT IT.

I HAD NO WAY TO LEARN ABOUT IT.

AND SO I THINK THERE ARE FOLKS OUT THERE WHOSE CHILDREN WOULD QUALIFY.

THEY'VE JUST NOT BEEN PART OF THIS CLUB.

AND I APPRECIATE THIS EXPANSION.

SO THAT DOESN'T HAPPEN AGAIN TO SOMEBODY ELSE'S KID.

[01:30:03]

I'M SORRY THAT HAPPENED. I KNOW THAT.

AND THE BEAUTIFUL THING ABOUT THIS IDENTIFICATION PROCESS AND EVEN BEFORE WE CONSIDER MAKING SOME CHANGES, IT'S WE'RE LOOKING AT THE DATA FOR EVERY SINGLE FOURTH AND FIFTH GRADER ACROSS THE DISTRICT.

SO WE'LL HAVE COGAT FOR ALL OF THEM MAP THE ALL OF THAT CRITERIA.

WE LOOK AT EVERY SINGLE ONE OF THEM.

AND ANOTHER THING IS THAT I AGREE WITH TAMMY, BECAUSE FOR PARENTS WHO SPEAK A DIFFERENT LANGUAGE AND, YOU KNOW, FOR THEM FOR THIS, ENGLISH SHOULD BE THEIR SECOND LANGUAGE.

THEY PROBABLY DIDN'T KNOW ABOUT MATH ROCKS.

YOU KNOW, I MEAN. AND SO I WONDER IF, YOU KNOW, YOU ALSO LET THE STUDENTS KNOW SO THEY CAN TRANSLATE TO THE PARENTS, BECAUSE A LOT OF PARENTS WHO SPEAK A DIFFERENT LANGUAGE, A SECOND LANGUAGE, MAY NOT KNOW ABOUT IT.

WELL, I THINK THAT ACTUALLY IT'S THE CULTURE THAT WE'RE TALKING ABOUT.

YOU LOOK AT NORTH PLANO HIGH ASIAN POPULATION UP THERE WHERE ENGLISH MAY NOT BE THEIR FIRST LANGUAGE, BUT THEY'VE GOT HIGH PARTICIPATION.

AND SO IT'S A CULTURE OF OF GETTING THESE KIDS INTO THESE PROGRAMS AS WELL.

BUT, YOU KNOW, I AGREE, JERI, WITH YOUR POINT.

WE DON'T WANT TO SUGGEST THAT THIS IS THE ONLY AVENUE TOWARDS ACCELERATION.

THAT THERE ARE OTHER AVENUES TOWARDS ACCELERATION AS WELL.

BUT I THINK THE IDEA IS THAT WE'RE GOING TO IDENTIFY THESE CHILDREN WHO WE THINK ARE EXCEPTIONAL AND TRY TO GENERATE THE CULTURE WHERE THERE CURRENTLY IS NOT A CULTURE.

WELL THE OTHER THING I THINK IS IMPORTANT IS THAT THEY'RE SAYING THAT THE CRITERIA IS AND HE SAID IT EARLIER, IT IS EXCLUSIVELY A PARENT CAN'T OPT IN THEIR KID ON THIS PROGRAM.

THE KID HAS TO QUALIFY.

THEY HAVE TO BE ABLE TO MEET THE NEEDS.

I THINK IT'S GREAT. WE HAVE TWO CRITERIA BECAUSE A KID CAN PERFORM HIGH ON ONE AND NOT ON THE OTHER. AND WE MAKE SURE, WELL, I'M HEARING YOU ALL SAY IS THERE'S A PREDICTABILITY FACTOR THAT BEING HIGH IN BOTH SHOWS THAT LONGITUDES IN THE PROGRAM SHOWS SUCCESS OVER THE LONG HAUL. WHAT'S HORRIBLE IS HAVING A CHILD TAKING GEOMETRY IN EIGHTH GRADE AND THEY DON'T. YOU HIT A WALL IN MATH SOMEWHERE AND FOR A KID HIT A WALL IN THIS.

THAT'S GOING TO BE DEVASTATING TO THEIR FUTURE MATHEMATIC CAREER.

IT NEEDS TO BE VERY SOLID.

AND PARENTS HEAR ABOUT IT.

I'M SORRY THAT IT HAPPENED, THAT MAYBE THE PROGRAM HADN'T WASN'T IN THE NEIGHBORHOOD AT THE TIME THAT YOUR SON WAS GOING THROUGH THE PROGRAM.

BUT I HEAR THIS IS A COMPREHENSIVE ACROSS THE WHOLE DISTRICT.

YES. WE'RE COMPARING APPLES TO APPLES ACROSS THE WHOLE DISTRICT.

AND WE'RE JUST TRYING TO FIGURE A PATHWAY TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF KIDS GEOGRAPHICALLY ALSO ACROSS THE DISTRICT.

YOU MENTIONED IT EARLIER. YOU SAID CAPTURING THE RIGHT KIDS IS WHAT IT'S ABOUT.

SO THE IDENTIFICATION PROCESS IS ACTUALLY DONE AT THE DISTRICT LEVEL.

WE IDENTIFY THEM AT THE DISTRICT LEVEL.

WITH WITH OUR ASSESSMENT TEAM.

THE LETTERS ARE GENERATED AT THE DISTRICT LEVEL LIKE WE'VE ALL PARTICIPATED EVEN BEFORE I WAS IN THIS ROLE OF LIKE DELIVERING LETTERS TO CAMPUSES SO THEY ALL GET THEM ON THE SAME DAY. LIKE IT'S A. IT IS A PROCESS, A GROUP EFFORT AT THE DISTRICT LEVEL TO MAKE SURE THE STUDENTS ARE IDENTIFIED. SO WE WANT TO GO BACK TO OUR MAP AND WE WERE LOOKING AT THE SHEPTON FEEDER. AND SO I THINK THAT WE'VE ADDRESSED THOSE CONCERNS THAT WE HAVE IN THE IN THE FRANKFORD MIDDLE THAT WE HOPE TO BE ABLE TO IDENTIFY AND ELEMENTARY AS WE IDENTIFY MORE STUDENTS. SO AS WE LOOK AT THE PLANO EAST, SO WE'RE GONNA GO TO PAGE TO LOOK AT THE PLANO EAST FEEDER. SO IN THE MCMILLAN FEEDER.

OUR CONCERN IS PRIMARILY WITH THE ELEMENTARY AND FEEDER CLUSTER SITES WITHIN THE MCMILLON AREA, BECAUSE AS WE LOOK AT THAT FEEDER SPECIFICALLY, THERE'S ONLY ONE MATH ROCKS FEEDER.

IT'S ONE OF THE FIRST CLUSTER EXPANSIONS THAT WE WILL INVESTIGATE BECAUSE AS WE LOOK AT THIS. ALL OF OUR ELEMENTARY STUDENTS ARE TRANSFERRING OUT OF THEIR HIGH SCHOOL FEEDER LIKE THEY'RE TRANSFERRING OUT OF THEIR HIGH SCHOOL FEEDER PATTERN TO ATTEND A MATH ROCKS CLUSTER SITE. SO THAT IS ONE OF THE FIRST PLACES THAT WE WILL LOOK TO SEE IF THERE IS A CRITICAL MASS THAT WE CAN EXPAND A CLUSTER SITE.

AND AGAIN, WE'LL HAVE TO LOOK AT ALL OF THOSE THINGS.

CAMPUS CAPACITY, A CRITICAL MASS OF STUDENTS AND HOW MANY STUDENTS ARE IDENTIFIED AND CAPACITY OF TEACHERS.

HAVE WE LOOKED AT IT AS WE EXPAND THAT PROGRAM AND CORRECT THAT FEEDER PATTERN? WHAT WILL HAPPEN TO THE STUDENTS THAT ARE CURRENTLY NOT IN THEIR HIGH SCHOOL FEEDER PATTERN? FOR EXAMPLE, PUT MY GLASSES BACK ON, THE STUDENTS THAT ARE SUPPOSED TO GET MURPHY THAT ARE TRANSFERRING CURRENTLY? WELL, THEY'RE COMING BACK TO MURPHY.

SO LIKE THEY'RE TRANSFERRING OUT AND THEN THEY'RE COMING BACK TO MURPHY.

SO THEY'RE TRANSFERRING BACK IN FOR MIDDLE SCHOOL.

BUT THAT'S WHAT WE'RE SAYING, IS THAT WHAT WE WANT TO HAVE HAPPEN IS WE DON'T WANT THEM TO HAVE LIKE WE WOULD LIKE TO EVENTUALLY REACH A CRITICAL MASS WITHIN EACH MIDDLE SCHOOL FEEDER AS WELL TO WHERE THEY'RE AT LEAST NOT HAVING TO TRANSFER OUT OF THEIR FEEDER PATTERN, BECAUSE THAT'S A LONG DISTANCE FOR PEOPLE TO HAVE TO TRAVEL.

SO TO HAVE TO TO TRY TO GET ONE IN THEIR MIDDLE SCHOOL FEEDER WOULD BE IDEAL.

[01:35:03]

BUT AT LEAST IN THIS MCMILLON TO SEE THAT'S OUR FIRST AREA OF INVESTIGATION IS TO SEE IF WE CAN GET A CLUSTER SITE AT ELEMENTARY WITHIN THAT WITHIN THAT ZONE.

SO THAT'S OUR THAT'S ONE OF OUR FIRST AREAS OF PRIORITY THAT WE'RE LOOKING AT.

WHEN WE LOOK AT THE WILLIAMS FEEDER PATTERN, THE CLUSTER CAMPUS RATIO, THERE IS WHAT WE'RE HOPING THAT WE CAN EVENTUALLY ESTABLISH IN ALL OF OUR FEEDER PATTERNS.

HOWEVER, AS WE LOOK AT PARTICIPATION NUMBERS, THEY ARE LOWER IN THE STINSON CLUSTER CAMPUS, WHICH WE WOULD HOPE TO GROW BEFORE ADDING ANY ADDITIONAL CLUSTER SITES.

SO THAT IS ONE OF OUR LOWEST CLUSTER SITES AS FAR AS NUMBERS AND PARTICIPATION.

SO WE'D LIKE TO KIND OF INVESTIGATE THAT A LITTLE BIT FURTHER AND HOPE THAT THAT WOULD GROW OVER THE COURSE OF OUR NEW IDENTIFICATION PROCESS IN OUR SECOND AND THIRD GRADE ENRICHMENT. SO IF WE WOULD THEN GO BACK TO THE FRONT PAGE AND WE'LL LOOK AT THE PLANO SENIOR, AND I REALLY WOULD LIKE FIRST TO TALK ABOUT THE PLANO SENIOR FEEDER AS A WHOLE, BECAUSE AS WE LOOK AT THE CLUSTER CAMPUSES HERE, YOU'LL NOTICE THAT THERE ARE ONLY FOUR TOTAL CLUSTER SITES FOR THIS ENTIRE SENIOR HIGH FEEDER.

SO THE ELEMENTARY'S FROM BOTH HIGH SCHOOLS, BOTH CLARK AND VINES, THERE ARE ELEMENTARIES FROM BOTH OF THOSE THAT FEED OR TRANSFER INTO SAIGLING AND ONLY SAIGLING IS ALSO ONE OF OUR AGAIN, ONE OF OUR LOWEST PARTICIPATION NUMBERS.

AND THERE'S ONLY ONE CLUSTER MIDDLE SCHOOL FOR BOTH OF THESE.

THESE HIGH SCHOOLS, SO WE ONLY HAVE ONE CLUSTER MIDDLE SCHOOL, WHICH IS SCHIMELPFENIG.

AND SO AS SUCH, THIS FEEDER IS REALLY OUR FIRST PRIORITY WHEN WE'RE LOOKING AT EQUITY.

WE'RE LOOKING AT EXAMINING HOW TO BETTER SERVE AND SUPPORT STUDENTS WITH POTENTIAL FOR ACCELERATED MATHEMATICS.

AND LOOKING AT HOW WE CAN TARGET SPECIFIC ENRICHMENT WITHIN THE MIDDLE SCHOOLS HERE FOR STUDENTS WITH SPECIFIC MATHEMATICAL PROFILES.

SO ARE THERE SOME STUDENTS THAT WE MAY HAVE MISSED OVER THE COURSE OF THE LAST FEW YEARS WITHIN THIS SPECIFIC FEEDER PATTERN THAT WE COULD GROW IN MATHEMATICAL UNDERSTANDING? AND THEN WHAT DO WE NEED TO DO TO MAKE SURE THAT THE TARGETED ENRICHMENT AT SECOND AND THIRD GRADE IS IMPLEMENTED HERE, THAT WE SUPPORT THE TEACHERS AND THIS FEEDER PATTERN TO TO GROW AN ACADEMIC CULTURE WITHIN THESE CAMPUSES THAT WE FOCUS ON WHAT CAN WE DO HERE? BECAUSE THIS IS AN AREA OF CONCERN AS WE LOOK AT THE THE LACK OF PARTICIPATION IN MATH ROCKS WITHIN THIS FEEDER.

SO WHEN WE'RE LOOKING AT THE MAP OR THE REPORT, THERE ARE SEVERAL AREAS THAT GIVE US PAUSE OR PROVIDE QUESTIONS THAT WE'D LIKE TO INVESTIGATE FURTHER.

BUT FROM AN EQUITY STANDPOINT, IT'S NOT OUR GOAL, LIKE WE SAID BEFORE, TO ENSURE THE SAME NUMBER OF PARTICIPATING STUDENTS OR CLUSTER SITES IN EACH FEEDER PATTERN, BUT RATHER TO IDENTIFY AND SUPPORT EACH STUDENT IN EVERY FEEDER THAT'S IDENTIFIED WITH THE POTENTIAL FOR THIS LEVEL OF MATH ENRICHMENT IN A WAY THAT'S REALLY MEANINGFUL FOR THAT STUDENT.

AND SO THAT'S OUR GOAL WHEN WE'RE LOOKING AT EQUITY.

SO AS YOU CAN SEE, WE'VE WE'VE IDENTIFIED LOTS OF AREAS THAT WE KNOW THAT WE NEED TO FOCUS AS WE MOVE FORWARD.

THERE'S MANY METHODS THAT WILL HELP US KIND OF LOOK AT THAT.

AND SO LAURIE IS GOING TO KIND OF SUM US UP AS KIND OF OUR ACTION STEPS MOVING FORWARD.

BEFORE YOU DO REAL QUICKLY, THIS IS I'M SORRY, BUT THIS IS AN INTERESTING QUESTION.

WE LOOK AT SCHIMELPFENIG.

THERE'S A REALLY BIG DELTA THERE FOR SEVENTH GRADERS.

DO WE HAVE ANY IDEA WHY WHEN WE LOOK AT THE OTHER MIDDLE SCHOOLS, IT'S ALL PRETTY ON PAR . WHATEVER IS IN THE WATER IN THAT AREA? WE CAN LOOK AT.

TWO IS MORE IN THE 20S.

ALL RIGHT. SO AS A RESULT OF OUR STUDY OF THE FOUR OF THE ACCELERATED ENRICHED MATH INSTRUCTION, WE HAVE SOME ACTION STEPS IN FRONT OF US THAT WE'RE CURRENTLY TAKING TO ADDRESS THE IDENTIFIED CONCERNS THAT WE TALKED TO ABOUT THIS EVENING.

NUMBER ONE, WE WANT TO IMPLEMENT A NEW IDENTIFICATION PROCESS THAT YOU'VE HEARD US TALK ABOUT THAT INCLUDES MULTIPLE MEASURES TO CATCH STUDENTS WITH POTENTIAL FOR ACCELERATION AND OR ENRICHMENT.

WE WANT TO EXPAND ELEMENTARY ENRICHMENT OPPORTUNITIES TO OUR SECOND GRADERS AND MORE OF OUR THIRD GRADERS, WHICH WE HOPE WILL CLOSE THE OPPORTUNITY GAP MOVING FORWARD AND WITH THE POSSIBILITY OF IDENTIFYING MORE STUDENTS, WE WILL HAVE TO CONSIDER THE EXPANSION OF THE PROGRAM ON SOME OF OUR ELEMENTARY CAMPUSES.

AND YOU HEARD ASHLEY MENTIONED THAT WE'RE WORKING REALLY CLOSELY WITH ARPEE THIS SPRING TO MONITOR THAT POSSIBILITY OF CURRENT CAMPUS LOCATION EXPANSION SO WE CAN PLAN ACCORDINGLY AND WE'RE GOING TO PLAN FOR TARGETED ENRICHMENT FOR SPECIFIC FEEDER MIDDLE SCHOOLS. SO THAT KIND OF SUMS UP OUR WORK, OUR CURRENT WORK IN SOME ACTION STEPS WE HAVE IN FRONT OF US. WE'RE HAPPY TO ADDRESS ANY QUESTIONS THAT YOU MAY HAVE.

I REALLY APPLAUD THE RESEARCH AND THE EXPANSION THAT YOU'RE CONSIDERING.

[01:40:03]

I DIDN'T CHOOSE TO BE, BUT I ENDED UP SORT OF THE MATH ROCKS PERSON.

PEOPLE COMPLAIN, TOO. WE ALL HAVE OUR DIFFERENT CONSTITUENCIES ON THE BOARD.

THAT'S WHAT I HAD FOR THE LONGEST TIME.

AND THERE WERE ISSUES ABOUT IDENTIFICATION.

THERE WERE ISSUES ABOUT EQUITY, THERE WERE ISSUES ABOUT TRANSPORTATION.

AND SO I'M GLAD THAT WE'RE TAKING A LOOK AT THIS.

AND THIS IS NOT GOING TO BE KIND OF A THIS PREDATES ALL OF THE ADMINISTRATION HERE, KIND OF A GOOD OLE BOYS CLOSED SOCIETY.

THAT'S WHAT IT WAS FOR A LONG, LONG TIME.

AND SO I THINK THEY'RE SMART, SUPERSMART MATH KIDS THAT LIVE IN EVERY QUADRANT OF THIS DISTRICT. AND I WANT THEM ALL TO HAVE THOSE OPPORTUNITIES.

AND SO I APPLAUD WHAT YOU'RE DOING.

THANK YOU. I HAVE A QUICK QUESTION.

DO YOU HAVE A HYPOTHESIS OR WHAT YOU MIGHT WHAT YOU THINK MIGHT HAPPEN WITH THIS NEW IDENTIFICATION PROCESS? IS THERE ANYTHING THAT YOU KIND OF ARE THINKING? WE'VE RUN SIMPLE AND PRELIMINARY DATA.

WE KNOW FOR SURE THAT WE WILL CAPTURE SOME ADDITIONAL STUDENTS.

WE'VE NOT LOOKED AT EXACTLY WHERE YET AND WHAT THAT MIGHT LOOK LIKE.

BUT WE'VE WE'VE I THINK WE'VE JUST ABOUT WORN ARPEE OUT WITH RUNNING SOME DATA FOR US AND LOOKING AT THOSE THREE DIFFERENT METHODS.

BUT WE FEEL PRETTY GOOD ABOUT IT AND WE FEEL GOOD ABOUT THE NUMBER OF KIDDOS THAT IT WILL CAPTURE. AND WE FEEL REALLY GOOD ABOUT THE OPPORTUNITY TO PROVIDE THAT REALLY TARGETED ENRICHMENT FOR OUR SECOND AND THIRD GRADERS, NOT JUST TO GROW KIDS INTO THE MATH ROCKS PROGRAM. BUT IT'S WHAT'S GOOD FOR KIDS.

AND THEN ONCE THEY GET TO MIDDLE SCHOOL, THEY'RE JUST BETTER PREPARED.

SO I THINK THAT WHAT'S REALLY EXCITING IS AS WE LOOK AT THOSE IDENTIFICATION METHODS, THE FIRST METHOD IS VERY SIMILAR TO WHAT WE CURRENTLY HAVE.

AND IT CAPTURES AT THE SECOND AND THIRD METHOD DIFFERENT KIDS.

SO IT'S NOT JUST MORE KIDS, IT IS DIFFERENT KIDS AT EACH OF THOSE LEVELS.

SO KIDS THAT WOULD NOT HAVE BEEN PREVIOUSLY IDENTIFIED THAT HAVE SOME REAL POTENTIAL.

SO THAT POTENTIAL SCORE THAT WE'VE LOOKED AT, THAT IT IS SHOWING UP IN THE NUMBERS THAT WE'VE RUN SO FAR.

SO WE'RE REALLY HOPEFUL AS WE MOVE FORWARD.

I JUST WANT TO SAY, IS I ECHO TAMMY'S SENTIMENT THAT I APPRECIATE THE WORK, THE JOB DONE HERE. COMING WITH SOLUTIONS IS ALWAYS BETTER THAN JUST COMING WITH, HEY, THIS IS A PROBLEM. AND SO I'M HAPPY TO SEE THAT I.

I CIRCLED THE SCHOOLS ON MY ON MY MAP WHERE THERE'S MATH ROCKS AND THERE'S A A LAID ON IT SIDE HOCKEY STICK THAT GOES FROM OUR WESTERN BORDER SOUTH OF PARK AVENUE, STRAIGHT ACROSS THE DISTRICT AND IN STRAIGHT UP CENTRAL EXPRESSWAY WHERE THERE ARE DESERTS.

AND SO YOU'LL HAVE YOUR WORK CUT OUT FOR YOU.

BUT I HOPE THAT TO TAMMY'S POINT, THAT WE ARE FINDING THOSE KIDS WHO ARE EXCEPTIONAL, IDENTIFYING THEM, GETTING BUILDING A PROGRAM THAT THEN YIELDS ADDITIONAL PARTICIPATION LATER ON DOWN THE ROAD. AND I'D LOVE TO SEE, YOU KNOW, SOMEDAY THAT ALL OVER THE DISTRICT TO LOOK WHAT LIKE WHAT OUR NORTHWEST CORNER LOOKS LIKE.

THANKS. I'D ALSO LIKE TO ADD I'VE HAD CONVERSATIONS WITH SARA AND OTHER BOARD MEMBERS AND LEARNED ABOUT DIFFERENT BRIGHT SPOTS.

THE STUDENTS WHERE WE WERE WORRIED ABOUT LOSING THEM TO DIFFERENT SCHOOLS OR DIFFERENT DISTRICTS BECAUSE WE DIDN'T OFFER SOMETHING THAT CHALLENGED THEM.

AND, YOU KNOW, IF WE DON'T EXPAND THIS.

WHICH, OF COURSE, IS OUR INTENTION.

AND WHAT YOU'RE TALKING ABOUT TONIGHT, THERE'S THE POSSIBILITY OF LOSING THESE STUDENTS TO DISTRICTS THAT WILL EXPAND AND OFFER ENRICHMENT PROGRAMS LIKE THIS.

AND SO, YOU KNOW, I THINK WHEN WE TALK ABOUT OUR ENROLLMENT AND WE'VE HAD CONVERSATIONS ABOUT THAT, EXPANDING PROGRAMS LIKE THIS OPENS UP OPPORTUNITIES FOR FAMILIES THAT ARE IN ALLEN AND FRISCO AND OTHER SCHOOL DISTRICTS THAT WANT THEIR CHILDREN TO BE CHALLENGED.

THE MORE SCHOOLS THAT WE CAN CREATE THESE CLUSTERS, THE MORE OPPORTUNITIES WE HAVE TO INCREASE OUR ENROLLMENT, WHICH WOULD BENEFIT THE DISTRICT AND OF COURSE, THE MOST IMPORTANT PART BENEFIT THE STUDENTS.

SO I THINK IT'S GREAT WHAT YOU'RE DOING AND I THINK IT'S GOING TO BE ANOTHER ONE OF THOSE BRIGHT SPOTS IN THE DISTRICT KNOWING THAT STUDENTS DON'T HAVE TO LOOK OUTSIDE OF PLANO ISD TO BE CHALLENGED AND HAVE THOSE OPPORTUNITIES.

SO THANK YOU. I JUST WANT TO AGAIN GIVE CREDIT TO OUR MATH COORDINATORS AND THE ASSESSMENT DEPARTMENT. THERE'S NO WAY WE COULD HAVE DONE ALL THIS AND PUT IT TOGETHER WITHOUT THEIR HELP. SO IT'S BEEN A BIG GROUP EFFORT.

THANKS. THANK YOU.

SO AS SOON AS WE HAVE OUR NEW AND IDENTIFICATION OF STUDENTS, WE'LL PUT THAT IN A FEATURE OR UPDATE. AND I JUST WANT TO THANK KATRINA AND THE TEAM BECAUSE THIS HAS BEEN A LONG STUDY AND MANY HOURS.

AND SO I APPRECIATE THE EXTRA TIME THE SCRUBBING OUR DATA AND REALLY BRINGING IN A LARGER GROUP TO COME IN AND THINK ABOUT WHERE WE CURRENTLY ARE AND FINDING WAYS AND SOLUTIONS THAT WE CAN ENSURE THAT WE'RE REACHING ALL OF OUR STUDENTS.

AND SO BIG KUDOS TO THE TEAM AND THANK YOU FOR YOUR HARD WORK.

AND I HAVE JUST ONE QUESTION.

SO I'M GLAD WE'RE DOING SOMETHING FOR STUDENTS.

[01:45:02]

YOU KNOW, WE'RE REMOVING BARRIERS FOR STUDENTS WITHOUT THIS WITHOUT CREATING MORE BARRIER FOR OTHERS. SO THAT IS IDEAL.

MY ONLY MY ONLY QUESTION IS, DO WE KNOW THE BUDGET IMPACT OF THIS EXPANSION? AND ARE WE PREPARED TO PAY FOR IT? LOOK, THEY'RE NODDING THEIR HEADS, YES.

SO. IT IS OUR JOB TO FIND THE RESOURCES TO SERVE STUDENTS WHERE THEY ARE.

AND IF THIS IS WHERE THE STUDENTS ARE, THEN WE HAVE TO REORGANIZE OUR RESOURCES BECAUSE YOU CAN'T BE IN TWO MATH CLASSES AT ONE TIME.

IT CAN ONLY BE IN ONE. RIGHT.

SO WE'RE NOT TRYING TO DOUBLE ANYBODY UP.

WE'RE JUST TRYING TO PUT THEM IN THEIR RIGHT PLACE WITH THE RIGHT INSTRUCTION.

AND SO THAT THAT BURDEN IS ON US.

AND WE WILL WE WILL FIND A WAY.

AND I REALLY YOU KNOW, I KNOW THAT THEY'VE THOUGHT THAT THROUGH AS WELL.

AND REALLY UNDERSTANDING IT'S NOT GOING TO ALL HAPPEN AT ONE TIME.

YOU KNOW, THIS IS A PROCESS THAT WILL HAPPEN OVER TIME BECAUSE ENRICHMENT HAS TO BE DELIVERED. IDENTIFICATION STARTS TO LOOK DIFFERENTLY.

SO THE PROCESS IS NOT YOU KNOW, WE'RE NOT GOING TO GO TO EVERY CLUSTER IN EVERY SCHOOL BY NEXT YEAR, IT WILL NOT HAPPEN.

BUT THE GOAL IS TO START WHERE WE ARE AND EXPAND FROM HERE.

AND THAT GIVES US TIME TO ALLOCATE RESOURCES.

I WOULD ALSO LIKE TO SEE THE INFORMATION AS AVAILABLE OF PARENTS WHO ARE MOVING TO OUR DISTRICT BECAUSE WE HAVE THE MATH ROCKS PROGRAM.

RIGHT, WE HAVE, I WONDER IF THAT'S AN ATTRACTION IF OTHER SCHOOL DISTRICTS AREN'T EVEN .

IF WE ARE OFFERING IT, ARE PEOPLE FINDING OUT ABOUT IT TO US? I GUESS THAT'S A GOOD QUESTION, THAT IF SOMEBODY IF A STUDENT OR FAMILY MOVES TO PLANO ISD AND THEIR STUDENT IS ONE THAT WOULD QUALIFY UNDER A MAP OR THE FUTURE ASSESSMENT, ARE WE MAKING SURE THAT WE CATCH THEM AND LET THEM KNOW THAT THEY'RE YOU KNOW, THAT THEY DO QUALIFY UPON ENTERING? AWESOME. YES. YOU GUYS ARE ON TOP OF IT.

ALL RIGHT. WE WILL TAKE A FIVE MINUTE RECESS BEFORE WE HAVE OUR FINAL REPORT ON TECHNOLOGY. ALL RIGHT.

I THINK IT WAS ONLY SIX MINUTES, SO WE DID A GOOD JOB FOR OUR FINAL REPORT TONIGHT.

[C. Technology Update Presenter: Dan Armstrong, Assistant Superintendent for Technology; Dr. Theresa Williams, Chief Operating Officer Time: 20 minutes]

WE'LL HEAR FROM DAN ARMSTRONG, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES, REGARDING THE TECHNOLOGY UPGRADE UPDATE.

MR. ARMSTRONG, THANK YOU.

PRESIDENT RICHARDS, OUR EXECUTIVE DIRECTOR FOR INSTRUCTIONAL TECHNOLOGY.

MR. MATT FR Y WILL BE PRESENTING THIS EVENING.

WE'RE NOW A LITTLE OVER MIDWAY THROUGH OUR THIRD YEAR OF THE 2017 2021 TECHNOLOGY PLAN.

THE DAYS OF STUDENTS HUDDLED AROUND A DESKTOP COMPUTER TO COMPLETE AN ACTIVITY OR IN A REARVIEW MIRROR. THE PROLIFERATION OF DEVICES AND WIRELESS ACCESS HAS SET A NEW PLATFORM FOR LEARNING. THIS REPORT WILL DESCRIBE THESE DEVICES AS THE ROOT STOCK OF INNOVATION.

AND MATT WILL TALK A LITTLE BIT MORE ABOUT THAT AND WE'LL ILLUSTRATE HOW STUDENTS AND STAFF ARE UTILIZING THEM WITHIN THE DISTRICT.

SO, MATT, WITH THAT WONDERFUL GRAPHIC IN THAT WONDERFUL TITLE THERE, WHY DON'T YOU TAKE IT AWAY? OK.

GOOD DEAL. THANK YOU, DAN.

GOOD EVENING, PRESIDENT RICHARD, SUPERINTENDENT BONSER, ALL OTHERS ASSEMBLED HERE TONIGHT. WE HAVE PREPARED FOR YOUR CONSIDERATION A BRIEF TECHNOLOGY UPDATE.

BUT I'D LIKE TO BEGIN, THOUGH, WITH AN ANECDOTE, IF THAT WILL BE OK.

A COUPLE OF WEEKS AGO.