Sep 01, 2020 Regular Board Meeting

[1. CALL TO ORDER: 6:00 P.M.]

[00:00:12]

GOOD EVENING, I AM TAMMY RICHARDS, PRESIDENT OF THE PLANO PISD BOARD OF TRUSTEES AND PRESIDING OFFICER, NOTING THAT A QUORUM IS PRESENT.

I CALL TO ORDER THIS MEETING OF THE PISD BOARD OF TRUSTEES AT FIVE FIFTY NINE P.M.

ON MY COMPUTER ON TUESDAY, SEPTEMBER THE 1ST, TWENTY TWENTY ON THE BOARD'S BEHALF, I WISH TO EXTEND A WARM WELCOME TO OUR VIEWERS ON MARCH THE 16TH TWENTY TWENTY GOVERNOR GREG ABBOTT TEMPORARILY SUSPENDED A LIMITED NUMBER OF OPEN MEETING LAWS IN RESPONSE TO THE COVID-19 CORONAVIRUS TO ALLOW VIDEO CONFERENCE MEETINGS.

IN ACCORDANCE WITH THESE SUSPENDED RULES, WE CERTIFY THAT ALL THE MEMBERS OF THE BOARD ARE NOT GATHERED IN A CENTRAL PHYSICAL LOCATION.

WE DO HAVE A QUORUM IN ATTENDANCE VIA VIDEO CONFERENCE, AS WE WOULD AT ANY IMPERSONATING MEMBERS OF THE PUBLIC WHO FOLLOW THE INSTRUCTIONS ON THE MEETING NOTICE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION BY SUBMITTING WRITTEN COMMENTS IN ADVANCE WILL HAVE THEIR COMMENTS READ ALOUD.

IF YOU WOULD LIKE TO PROVIDE COMMENTS AT A FUTURE MEETING, PLEASE FOLLOW INSTRUCTIONS ON THE MEETING NOTICE.

ALL OTHER MEETING PROCEDURES WILL ADHERE TO BOARD ADOPTED PROTOCOLS TO THE EXTENT POSSIBLE . A RECORDING OF THIS MEETING IS BEING MADE.

IT WILL BE MADE AVAILABLE ON THE DISTRICT'S WEBSITE AS SOON AS POSSIBLE AFTER THIS MEETING. NOW LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF.

WHEN I INTRODUCE YOU, PLEASE ACKNOWLEDGE WITH "HERE".

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

THANK YOU, PRESIDENT RICHARDS.

I VERIFY THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT AS TEMPORARILY AMENDED BY GOVERNOR ABBOTT ON MARCH 16TH, 2020.

THANK YOU. IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN TO CLOSE SESSION

[2. CLOSED SESSION: 6:00 P.M.]

SECTION FIVE FIVE ONE POINT ZERO SEVEN FOUR.

THE TIME IS 6:02 P.M..

[3. RECONVENE OPEN SESSION: APPROXIMATELY 7:00 P.M. (IMMEDIATELY FOLLOWING CLOSED SESSION)]

TODAY IS TUESDAY, SEPTEMBER THE FIRST TWENTY TWENTY, AND THE TIME IS SIX TWENTY EIGHT PM.

THE BOARD NOW WELCOMES PLANO SENIOR HIGH JUNIOR RESERVE OFFICERS, TRAINING COURSE, SENIOR

[4. PLEDGES OF ALLEGIANCE]

WOULD EVERYONE PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.

THANK YOU TO JROTC CADET COLONEL ALEXIA MOLINA AND JROTC CADET FIRST LIEUTENANT LANDRY LEWIS FOR LEADING US IN THE PLEDGES AT OUR VIRTUAL MEETINGS.

TONIGHT'S INSPIRATIONAL MESSAGE WILL BE PROVIDED BY BOARD MEMBER ANGELA POWELL.

[5. INSPIRATIONAL MESSAGE]

IT IS ALSO ONE OF THE MOST IMPORTANT ROLES IN AMERICAN SOCIETY ON BEHALF OF OUR BOARD PRESIDENT AND TRUSTEES.

WE'RE THANKFUL TO ALL OUR DISTRICT TEACHERS, PRINCIPALS, PARAPROFESSIONALS, LIBRARIANS,

[00:05:04]

THE IMPACT OF YOUR WORK HELP FOSTERS A CARING ENVIRONMENT THAT IS MUCH NEEDED DURING THIS UNPRECEDENTED TIME.

THIS DIFFICULT YEAR IS EXTRA SPECIAL.

BUT THOSE ARE THE HEART OF LEARNING.

WE APPRECIATE YOUR LONG HOURS AND DEDICATION TO TO OUR STUDENTS, TO YOUR STUDENTS, TO OUR SUPERINTENDENT, CABINET MEMBERS AND STAFF.

THANK YOU. THANK YOU FOR WANTING NOTHING BUT THE BEST FOR OUR STUDENTS AND FAMILIES.

WE CARE VERY MUCH ABOUT OUR STUDENTS AND FAMILIES.

I USED TO TEACH BECAUSE I LOVE THE CONNECTIONS WE MAKE WITH OUR STUDENTS AND HELPING THEM LEARN NEW SUBJECTS.

SO TONIGHT, INSPIRATIONAL MESSAGE IS THE MESSAGE OF GRATITUDE TO OUR TEACHERS.

SO THANK YOU FOR ALL THAT YOU DO.

THANK YOU SO MUCH, ANGELA.

WE REALLY ECHO YOUR INSPIRING AND YOUR THANKFUL WORDS.

THANK YOU. NOW IT'S TIME FOR A BOARD OF TRUSTEES RECOGNITIONS.

[6. RECOGNITIONS]

SUPERINTENDENT BONSER WANT TO DO SOME EXCITING WORK ACCOMPLISHED BY STUDENTS DURING THE COVID-19 PANDEMIC.

MS. BONSER. THANK YOU, PRESIDENT RICHARDS AND ANGELA, THANK YOU VERY MUCH FOR THAT WARM AND INSPIRATIONAL MESSAGE REGARDING ESPECIALLY OUR TEACHERS WHO ARE WORKING SO, SO HARD DURING THIS TIME. I REALLY APPRECIATE THAT.

SO AS OUR FIRST RECOGNITION OF THE SCHOOL YEAR, WE THOUGHT THAT IT WOULD BE FITTING FOR US TO SHINE THE LIGHT ON SOME STUDENTS WHO HAVE TAKEN IT UPON THEMSELVES TO HELP OTHERS AND TO DEMONSTRATE EXCELLENCE.

THESE STUDENTS ARE EXAMPLES OF PLANO PISD STUDENTS WHO FOUND THE SILVER LINING AND HAVE DETERMINED NOT TO LET THE CHALLENGES OF THESE TIMES STEAL THEIR THUNDER.

THIS EVENING, WE'RE RECOGNIZING FOUR AMAZING STUDENTS WHO DEMONSTRATE THE VERY BEST OF WHAT IS POSSIBLE EVEN DURING A PANDEMIC.

FIRST, WE WANT TO RECOGNIZE FORMER BETHANY ELEMENTARY STUDENT.

WE SAY FORMER BECAUSE SHE WAS A FIFTH GRADER WHEN SHE DID THIS, BUT NOW SHE'S AT MIDDLE SCHOOL MIYA MATHUR.

WHO AS A FIFTH GRADER HAS PROVED HER TENACITY DURING COVID-19 AND HER COMMITMENT TO EXCELLENCE. MIA IS THE 2020 SECURITIES INDUSTRY AND FINANCIAL MARKETS ASSOCIATION FOUNDATION'S 2020 INVESTWRITE FIRST PLACE NATIONAL ELEMENTARY DIVISION WINNER.

MIYA, A TWENTY NINETEEN TWENTY TWENTY STUDENT OF BETHANY ELEMENTARY PACE TEACHER S.

MANN ENTERED THIS WINNING ESSAY IN APRIL TWENTY TWENTY DURING REMOTE LEARNING.

MIYA RESEARCHED AND COMPOSED AN INVESTMENT PLAN, AND YOU CAN READ HER AWARD WINNING ESSAY IN OUR DISTRICT HEADLINE SECTION IN THE DALLAS MORNING NEWS.

TO INVEST FOR A BRIGHT FINANCIAL FUTURE, MYIA WROTE, TAKING ADVICE FROM INFORMED PEOPLE YOU CAN TRUST CAN BE A GREAT WAY TO RECEIVE TIPS ABOUT WHAT TO INVEST IN AND HOW MUCH MONEY TO INVEST.

ALSO, IT IS BENEFICIAL TO HAVE VARIOUS WAYS TO INVEST AND NOT JUST ONE.

HAVING A PLAN OR A GOAL AHEAD OF TIME CAN HELP YOU ORGANIZE YOUR INVESTMENT IDEAS.

MOST ADULTS, MAYBE INCLUDING RANDY MCDOWALL, IS INTERESTED IN HAVING A CONVERSATION HERE, COULD LEARN SOMETHING FROM MIYA'S RESEARCH ON INVESTMENTS.

SO CONGRATULATIONS TO MIYA AND HER AMAZING AWARD DURING REMOTE LEARNING FOR HER FINANCIAL ANALYSIS AND ESSAY.

PRETTY COOL. OUR NEXT RECOGNITION IS TO JASPER HIGH SCHOOL STUDENTS IRIS LAI AND VEDHA VADDARAJU, WHO HAVE PROVIDED ENCOURAGEMENT DURING COVID-19 AND TRULY DEMONSTRATED DEDICATION TO CARING.

THESE TWO AMAZING STUDENTS HAVE CO-FOUNDED A CHARITY CALLED LETTERS OF GOLD, AND THEY WRITE LETTERS TO CREATE LIGHT IN TIMES OF DARKNESS.

THESE LETTERS OF GOLD GIVE WORDS OF HOPE TO PEOPLE IN TIMES OF NEED BY PROVIDING OPPORTUNITIES FOR PEOPLE WORLDWIDE TO WRITE LETTERS OF COMPASSION, LOVE AND RESILIENCE.

AS OF AUGUST, TWENTY, TWENTY SEVEN HUNDRED AND FIFTY LETTERS HAVE BEEN DELIVERED TO HEALTH CARE WORKERS IN SEVERAL STATES.

AND IN CANADA, THESE STUDENTS HAVE BEEN INTERVIEWED BY THE NBC FIVE LOCAL NEWS TEAM.

AND GOOD MORNING, TEXAS.

AND YOU CAN SEE THEIR INTERVIEWS ON THE NEWS WEBSITES AS WELL AS READ ABOUT THEM IN THE PLANO STAR COURIER.

IRIS AND VEDHA ARE ROLE MODELS OF CARING AND COMPASSION.

[00:10:03]

BOTH OF THESE STUDENTS ARE PLANNING CAREERS IN THE MEDICAL PROFESSION WHERE THEY WILL SHINE THEIR LIGHTS BRIGHTLY.

OUR THIRD RECOGNITION CAME TO OUR ATTENTION THROUGH TICK TOCK AND NBC FIVE WAKE UP TO SOMETHING GOOD REPORTING.

THE UNSTOPPABLE PARISA VAZIRI FROM PLANO EAST SENIOR HIGH SCHOOL IS POWERED BY LEARNING DURING COVID-19.

PARISA HAD PLANNED TO CONTINUE HER NEURO RESEARCH ON FRUIT FLIES AT THE UNIVERSITY OF CALIFORNIA, BERKELEY, THIS SUMMER.

THEN THE PANDEMIC, IT HAPPENED AND SHE HAD TO GET CREATIVE.

WHEN SHE WAS UNABLE TO TRAVEL TO UC BERKELEY, UC BERKELEY CAME TO HER SPECIFICALLY TO A BATHROOM SCIENCE LAB IN HER PARENTS HOME.

BATHROOM SCIENCE TIKTOK STORY HAS GONE VIRAL WITH OVER A MILLION VIEWS, EVEN RECEIVING ATTENTION FROM OTHER STEM ORGANIZATIONS.

YOU CAN SEE THE STORY IN AN NBC FIVE NEWS WEBSITE.

WE THINK THAT'S PRETTY COOL, TOO, THAT SOMEONE WOULD TAKE THEIR SCIENCE RESEARCH RIGHT HOME AND KEEP THEIR LEARNING GOING.

WE'RE VERY PROUD OF THESE STUDENTS AND FOR THEIR RESILIENT APPROACH TO THE PANDEMIC.

THEY SAW AN OPPORTUNITY WHERE OTHERS MIGHT ONLY SEE ADVERSITY.

THEY ARE AN INSPIRATION TO US, AN INSPIRATION TO OTHER STUDENTS AND I'M SURE AN INSPIRATION TO THEIR TEACHERS AND PARENTS.

SO THERE IS OUR RECOGNITION, AND I HOPE YOU'VE ENJOYED JUST A QUICK SNAPSHOT OF SOME AMAZING THINGS FROM SOME AMAZING KIDS THANK YOU, SO MUCH SUPERINTENDENT BONSER.

THINGS WE USED TO TAKE FOR GRANTED HAVE BEEN UPENDED DUE TO COVID-19, IT'S REFRESHING TO HEAR INSPIRING STORIES FROM OUR STUDENTS WHO ARE LIVING OUR PLANO PISD MISSION.

OUR PLANO PISD COMMUNITY WILL EDUCATE, INSPIRE AND EMPOWER EVERY STUDENT TO ACTIVATE THEIR UNIQUE POTENTIAL IN A DYNAMIC WORLD.

WHEN WE OFFER THESE WORDS, WE HAD NO IDEA A PANDEMIC WOULD BE PART OF OUR DYNAMIC WORLD.

I CERTAINLY HOPE FOR THE PARENTS THAT THE FRUIT FLIES STAY WHERE THEY'RE SUPPOSED TO STAY. WOULD ANY BOARD MEMBERS LIKE TO COMMENT? I THINK WE'RE ALL JUST OVERWHELMED BY WHAT OUR STUDENTS DO IN ADDITION TO BALANCING REALLY HEAVY ACADEMIC LOAD.

SO THANK YOU TO THE STUDENTS, TO THEIR TEACHERS AND TO THEIR PARENTS.

WE COULDN'T THANK THESE STUDENTS IN PERSON, SO WE'RE MAILING CERTIFICATES OF ACHIEVEMENT FROM THE BOARD AND WISH THEM FUTURE SUCCESS.

WE APPLAUD YOUR HARD WORK.

YOU MAKE US ALL PLANO PISD PROUD.

WE NOW MOVE TO THE PUBLIC COMMENT SESSION ON OUR AGENDA.

THE BOARD HAS RECEIVED TWENTY TWO COMMENTS.

ALL COMMENTS ADDRESS NON AGENDA ITEMS. GENERALLY, THE BOARD CONDUCTS PUBLIC COMMENT AT THE BEGINNING OF ITS MEETINGS.

HOWEVER, IN THE INTEREST OF TIME AND ORDERLY CONDUCT OF OUR BUSINESS, THE BOARD RESERVES THE RIGHT TO MAKE REASONABLE ADJUSTMENTS TO THE TIMING OF PUBLIC COMMENT IN ACCORDANCE WITH LAW, INCLUDING DECREASING THE PER SPEAKER TIME LIMIT.

AND MOVING COMMENTS ON NOT AGENDA TOPICS TO THE END OF THE MEETING.

TONIGHT, THESE COMMENTS RELATING TO NON-AGENDA ITEMS WILL BE HEARD AT THE END OF THE BOARD MEETING AT THE AGENDA SESSION CONCLUSION OF PUBLIC COMMENT SESSION.

WE NOW ADDRESS THE CONSENT AGENDA, WHICH CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR

[8. CONSENT AGENDA]

UNLESS REMOVED FROM THE CONSENT AGENDA, THESE ITEMS MAY BE ACTED ON AT ONE TIME WITH NO DISCUSSION.

BOARD MEMBERS, ARE THERE ANY REQUEST TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? SEEING NONE, MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED, NANCY HUMPHREY . THANK YOU. SECOND, JERI.

I HAVE A MOTION BY NANCY HUMPHREY, A SECOND BY JERI CHAMBERS.

THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.

WE WILL NOW PROCEED TO VOTE BY ROLL CALL.

[00:15:01]

[9A. DISCUSSION AND ACTION Action Requested Approval of the Plano Independent School District Legislative Priorities for the 87th Texas Legislative Session]

SUPERINTENDENT BONSER, WOULD YOU LIKE TO BEGIN? ABSOLUTELY. EARLIER IN THE...I GUESS IT WAS IN JUNE, WE BROUGHT A PRELIMINARY LEGISLATIVE PRIORITY PRESENTATION TO THE PUBLIC AND SINCE THEN HAVE HAD AN OPPORTUNITY TO REFINE AND REVISE THE BOARD LEGISLATIVE PRIORITIES WITH THE HELP FROM OUR BOARD LEGISLATIVE SUBCOMMITTEE.

THE WORK STARTED WITH LAST YEAR'S SUBCOMMITTEE, WHICH WAS PRESIDENT RICHARDS, ANGELA POWELL, AND [INAUDIBLE] FORGET DAVID STOLLE.

AND THEN WHEN BOARD SUBCOMMITTEES CHANGE, THE NEW SUBCOMMITTEE IS PRESIDENT RICHARDS, DAVID STANLEY AND NANCY HUMPHREY.

SO THERE'S BEEN A LITTLE BIT OF A CHANGE, BUT THE CONTINUOUS WORK CONTINUES TO MOVE FORWARD. AND SO THIS EVENING, THE SUBCOMMITTEE WILL PROVIDE A QUICK REVIEW OF THE TIMELINE AND THEN WE'LL DIG A LITTLE MORE DEEPLY INTO THE PRIORITIES FOR THE EIGHTY SEVENTH TEXAS LEGISLATIVE SESSION, WHICH WILL KICK OFF JANUARY TWENTY TWENTY ONE.

SO I'LL TURN IT OVER TO NANCY HUMPHREY.

OK, THANK YOU, SARA OR SUPERINTENDENT BONSER.

WE'RE LOOKING AT THE CALENDAR THERE.

YOU CAN SEE WE'RE ABOUT TWO THIRDS OF THE WAY THROUGH.

SO WE'RE PICKING UP WHERE IT SAYS THE TOP LEGISLATIVE PRIORITIES.

IT'S REALLY AT THIS MEETING WHERE WE'RE GOING TO LOOK AT ADOPTING THOSE.

THE SUBCOMMITTEE MET WITH STAFF ON AUGUST 6TH.

AND SO TONIGHT WE'LL TALK ABOUT THE SUMMARY OF PRIORITIES THAT WE'VE PUT TOGETHER THEN IN NOVEMBER AND DECEMBER, YOU KNOW, I THINK WE HAVE AN ELECTION COMING UP.

SO WE WILL THEN HAVE MEETINGS WITH DELEGATES AFTER THAT PERIOD OF TIME AND THEN WE WILL BE BRINGING IN SPEAKERS AND.

YOU KNOW, PEOPLE WITH SPECIFIC INFORMATION ON CERTAIN TOPICS THAT WILL HELP LEAD THE CONVERSATION, THE LEGISLATIVE SESSION BEGINS IN EARLY JANUARY AND I GUESS WE'RE GOING TO HAVE FINAL LEGISLATIVE DAYS IN FEBRUARY.

IS THAT GOING TO BE VIRTUAL? I'M NOT SURE THE FORMAT, BUT ANYWAY, YOU CAN MOVE THE SLIDE TO THE NEXT ONE.

ALL RIGHT, SO THE COMMITTEE HAS CREATED THREE DIFFERENT CATEGORIES, AND SO YOU'LL SEE THE ORANGE BANNER ON THE LEFT SIDE OF THE SCREEN TELLS YOU NUMBER ONE IS SCHOOL FINANCE.

WE HAVE ANOTHER TOPIC, WHICH IS ACCOUNTABILITY, WHICH IS NUMBER TWO.

AND NUMBER THREE IS SAFE AND HEALTHY SCHOOLS.

BUT WE'LL LOOK AT NUMBER ONE FIRST.

AND THE OVERARCHING THEME IN SCHOOL FINANCE IS TO PRESERVE THE PUBLIC EDUCATION FUNDING AND SEEK COST-SAVING OPPORTUNITIES THAT HAVE NO NEGATIVE IMPACT ON STUDENT LEARNING.

I THINK THAT'S WELL ARTICULATED AND I THINK REALLY NO ONE CAN DISAGREE WITH THAT.

DO YOU WANT TO GO THROUGH EACH ONE? I CAN PROVIDE A SMALL COMMENT WITH EACH OTHER.

HOW DO YOU HOW DO YOU WANT TO MOVE FORWARD? I THINK IT WE'D BE GOOD FOR AT LEAST THE PURPOSE OF THE VIDEO AND OUR VIEWING AUDIENCE TO AT LEAST READ THROUGH THE COMMENTS.

ANY CLARIFICATION OR QUESTIONS.

SOUNDS GOOD. WE'LL MOVE FORWARD THEN.

THE FIRST BULLET IS OOPS, I THINK IT OK, SORRY, I DIDN'T MEAN TO TELL YOU TO MOVE THE SCREEN FORWARD, MODIFY THE FUNDING FORMULAS BASED ON ENROLLMENT RATHER THAN AVERAGE DAILY ATTENDANCE, AND THEN ALSO ALLOW FOR GREATER FLEXIBILITY FOR THE CALCULATION OF INSTRUCTIONAL MINUTES.

AS AS WE ALL KNOW, WE'RE MOVING TO A LOT OF VIRTUAL LEARNING.

AND SO AVERAGE DAILY ATTENDANCE IS A LITTLE BIT I MEAN, ENROLLMENT IS A LITTLE BIT BETTER VIEWPOINT THAN AVERAGE DAILY ATTENDANCE, ESPECIALLY WHEN WE BEGIN OFFERING VIRTUAL LEARNING. SO I THINK THAT'S THE ENROLLMENT PIECE IS A MORE EFFECTIVE WAY TO RECOGNIZE OUR STUDENT, COUNTING OUR STUDENTS, IF YOU WILL.

THE SECOND ONE IS TO MAINTAIN THE BASIC ALLOTMENT AND THE NEW FUNDING PROVIDED THROUGH HOUSE BILL THREE PROGRAMS. IN PARTICULAR FOR THE COLLEGE CAREER, MILITARY AND READINESS CCMR OUTCOMES AND THE FORMULA TRANSITION GRANTS.

THE FORMULA TRANSITION GRANTS ARE KIND OF A HOLD HARMLESS PROVISION FOR DISTRICTS THAT ARE GOING TO RECEIVE A DIFFERENT AMOUNT THAN THEY WOULD HAVE UNDER THE OLD RULES.

[00:20:02]

I THINK WE WOULD ACTUALLY BENEFIT FROM THAT.

THE THIRD BULLET IS THE TAX RATE COMPRESSION FORMULA AND HOUSE BILL THREE, IT WAS INTENDED TO REDUCE PROPERTY TAXES AND HELP EQUALIZE THE STATE SHARE FUNDING FOR SCHOOLS.

SO WE'RE ASKING AND WE SUPPORT THE MAINTENANCE OF THE MINIMUM BASIC ALLOTMENT THAT WAS PROVIDED IN HOUSE BILL THREE, AS WELL AS THE INSTRUCTIONAL INSTRUCTIONAL ALLOTMENTS AND THE TAX RATE COMPRESSION RATES IN ORDER THAT THE STATE SHARE OF FUNDING FOR SCHOOLS DOES NOT DECREASE THE COMMITMENTS THAT WERE SET FORTH IN HOUSE BILL THREE.

LET ME SEE IF I HAD ANYTHING ELSE ON THAT.

I THINK THAT SAYS A LOT RIGHT THERE.

THEN WE HAVE PRIORITIZED THE USE OF THE FUNDS FROM THE TEXAS ECONOMIC STABILIZATION FUND TO LIMIT THE DEVASTATING ECONOMIC EFFECTS TO PUBLIC EDUCATION FROM THE CURRENT FUNDING SHORTFALLS. AND I'LL JUST POINT OUT THAT THE TEXAS ECONOMIC STABILIZATION FUND CURRENTLY HAS A BALANCE OF APPROXIMATELY 11 BILLION DOLLARS, AND IT WAS CREATED BY A CONSTITUTIONAL AMENDMENT IN NINETEEN EIGHTY EIGHT TO COUNTERBALANCE RECESSIONS.

AND SO I'LL JUST POINT OUT THAT IN THE NINETEEN NINETIES, THE LEGISLATURE TAPPED INTO THE THEY CALL IT THE RAINY DAY FUND.

THAT'S THE NICKNAME. THEY TAPPED INTO IT THREE TIMES IN THAT DECADE AND EACH TIME ALMOST EXHAUSTED THE ENTIRE BALANCE.

SO I DON'T EXPECT THAT THEY WILL DO THAT THIS, THIS GO ROUND.

BUT WE CERTAINLY DO KNOW THAT THE TEXAS ECONOMIC STABILIZATION FUND IS THERE TO PROVIDE COUNTERBALANCE TO ECONOMIC SHORTFALLS.

NANCY, I'M SO SORRY TO INTERRUPT YOU, BUT THIS IS WE HAD TWO PRESENTATIONS FOR THIS.

AND THE ONE THAT WAS SUBMITTED IN BOARD BOOK WAS A REVISED VERSION OF THIS.

CAN WE TAKE ONE PAUSE.

I REALLY WOULD LIKE TO JUST WE'RE ON THE FIRST SLIDE HERE.

ONLINE HASN'T CHANGED.

I WOULD LIKE TO ASK DAN TO JUST TAKE ONE SECOND AND PULL UP THE OTHER ONE SO THAT WE GET THIS CORRECT. GIVE ME ONE MINUTE.

I DON'T WANT US TO MOVE FORWARD WITHOUT DOING THE RIGHT PRESENTATION.

I APPRECIATE THAT. I NOTICED THAT WHEN I GOT TO THE THIRD BULLET, WHICH HAD A LITTLE BIT MORE LANGUAGE IN IT THAN WE ENDED UP WITH, WHICH CAN'T HURT, IT WAS JUST ELABORATION OF THE POINT. WHERE'S THE JEOPARDY MUSIC? PERFECT. WHO'S DOING THAT? THAT WOULD PROBABLY BE YOU, DAVID.

[LAUGHTER] WELL, JUST FOR THE BENEFIT OF OUR FELLOW TRUSTEES, I THINK THAT WHILE DAN'S PULLING THAT OTHER PRESENTATION, THE CHANGES ARE REALLY SEMANTIC IN NATURE, THAT THE SUBCOMMITTEE MADE A HANDFUL OF CHANGES TO THE LANGUAGE THAT WE THOUGHT WERE MORE CLARIFYING IN NATURE TO FURTHER KIND OF PINPOINT WHAT THE ASK WAS AND WHAT THE POSITION WAS AND SO FROM A BIG PICTURE PERSPECTIVE, [INAUDIBLE] ARE THE SAME.

IT'S JUST DIFFERENT LANGUAGE OR SOME NOT EVEN THAT BIG A DIFFERENCE IN THE LANGUAGE.

THAT'S RIGHT. WE JUST KIND OF MAYBE REORDERED SOME OF THE PRIORITIES, BUT WE DIDN'T CHANGE THEM MATERIALLY. SO WE'RE BACK ON THAT FIRST PAGE WE HAVE.

I'VE GONE THROUGH EACH ONE OF THOSE.

THE ONE THAT IS A LITTLE DIFFERENT I'LL REREAD IS NUMBER THREE, THE BULLET THAT SAYS MAINTAIN THE MINIMUM BASIC INSTRUCTIONAL ALLOTMENTS AND TAX RATE COMPRESSION RATES IN ORDER THAT THE STATES SHARE FUNDING FOR SCHOOLS MAINTAINS THE COMMITMENTS SET FORTH AND HOUSE BILL THREE, THUS PRESERVING THE INTENDED EFFECT OF HOUSE BILL THREE, OF REDUCING

[00:25:02]

THAT WAS THE MAJOR CHANGE ON THAT ONE.

BUT LIKE DAVID SAID, THE MEANING DIDN'T CHANGE.

WE JUST WORDED IT DIFFERENTLY.

SO IF YOU WOULD, DO YOU PREFER TO GO OVER ALL OF THEM AND THEN ASK QUESTIONS OR DO YOU WANT TO ASK QUESTIONS AS WE MOVE THROUGH INDIVIDUALLY? WHY DON'T WE DO THEM SORT OF SLIDE BY SLIDE, SO IF THERE ARE ANY COMMENTS OR QUESTIONS ABOUT THIS ONE WOULD BE THE RIGHT TIME TO BRING THEM UP.

OK, AND I WOULD ALSO INVITE RANDY IF HE WANTS TO SAY ANYTHING TO AMPLIFY WHAT WE'VE GOT HERE. YOU CAN JUMP IN ALSO.

I PERSONALLY APPRECIATE THE WORK THAT NANCY AND DAVID HAD DONE TO COME UP WITH THESE THREE MAIN CATEGORIES AND THEN PRESENT THE ITEMS IN SUCH [INAUDIBLE] MATTERS BECAUSE WE KNOW OUR LEGISLATORS WILL HAVE A LOT TO CONSIDER BESIDES JUST SCHOOL FINANCE.

AND SO THE MORE CLEAR WE CAN MAKE OUR REQUESTS AND OUR MESSAGE, THE MORE OUR CHILDREN, OUR STUDENTS WILL BENEFIT.

ALL RIGHT, IF THERE AREN'T ANY QUESTIONS ON THAT FIRST SLIDE, WE CAN MOVE TO THE SECOND PAGE, PLEASE, AND WE'RE STILL ON SCHOOL FINANCE.

THERE'S ALWAYS QUITE A FEW OF THOSE BULLETS.

SO WE'RE STILL TALKING ABOUT MAINTAINING EDUCATIONAL FUNDING, COST SAVING, THAT HAVE NO DIRECT IMPACT ON STUDENT LEARNING.

SO THE FIRST BULLET WE'RE TALKING ABOUT LIMIT THE EXPANSION OF CHARTER SCHOOLS SO THAT ALL AVAILABLE STATE FUNDS FOR PUBLIC EDUCATION ARE USED TO SUSTAIN THE PROMISES MADE IN HOUSE BILL THREE AND TO HELP EXISTING PUBLIC SCHOOLS MEET THE CHALLENGES OF UNANTICIPATED COSTS OF COVID-19.

AND THEN THE SECOND ONE.

CAN I INTERJECT HERE? I UNDERSTAND THE STATE BOARD OF EDUCATION IS MEETING NEXT WEEK AND THEY ARE GOING TO BE LOOKING AT APPROVING [INAUDIBLE] IS THERE A NEED OR A THOUGHT PROCESS FOR US TO SHARE WITH AT LEAST 10 LITTLE OUR REPRESENTATIVES THAT, IF WE VOTE ON THIS, THIS IS ONE OF OUR LEGISLATIVE CONCERN.

WE CAN DEFINITELY AT THE END OF THIS SESSION OR THIS PIECE OF THE AGENDA, IF WE APPROVE, THEN I THINK WE SHOULD HAVE THAT CONVERSATION AND MAYBE REACH OUT TO THEM SO THAT THEY KNOW WHAT OUR PERSPECTIVE IS.

ARE THEY TAKING ACTION? THAT'S MY UNDERSTANDING, YES.

OK, CAN THEY TAKE ACTION ON THAT OR DOES THAT HAVE TO GO FROM COMMISSIONER? IT'S COMING, I THINK, FROM THE COMMISSIONER FOR THEM TO EVALUATE AND APPROVE.

THAT WAS MY UNDERSTANDING.

I COULD BE COMPLETELY WRONG ON THIS, BUT THAT WAS WHAT I GLEANED FROM MY CONVERSATIONS WITH [INAUDIBLE].

I CAN ASK TRICIA W.

FOR CLARIFICATION ON THAT.

SO AND THEN DECIDE, WITH YOUR APPROVAL, WE CAN HAVE HER SEEK CLARIFICATION FROM THAT ISSUE. AND THEN IF WE DECIDE TO DRAFT SOMETHING, SHE CAN HELP US PUT THAT TOGETHER AND GET THAT SUBMITTED.

OK, THAT'S GOOD TO KNOW, BECAUSE SOMETIMES IT'S JUST ADDITIONAL CAMPUSES OF CHARTERS THAT HAVE ALREADY BEEN GRANTED.

SO I'M NOT SURE IF THEY'RE GRANTING ADDITIONAL CHARTERS.

WE'LL HAVE TO LOOK INTO THAT.

BUT GOOD POINT. THANK YOU.

THE SECOND ONE IS APPLY THE SAME ACCOUNTABILITY AND FINANCIAL TRANSPARENCY STANDARDS TO CHARTER SCHOOLS THAT ARE REQUIRED BY TRADITIONAL SCHOOLS.

SO ALL WE'RE ASKING FOR IS A LEVEL PLAYING FIELD.

AND THEN THE LAST ONE IS PROVIDE FULL FUNDING AND EXPAND OPPORTUNITIES FOR VIRTUAL EDUCATION TO ENSURE TRADITIONAL PUBLIC SCHOOLS CAN SERVE ALL STUDENTS AND APPLY UNIFORM GUIDELINES EQUALLY TO VIRTUAL CHARTER SCHOOLS AND VIRTUAL EDUCATIONAL PROGRAMS WITHIN TRADITIONAL PUBLIC SCHOOLS.

I DON'T KNOW IF WE HAVE ANYONE ON STAFF THAT WANTS TO FURTHER TALK ABOUT THE VIRTUAL LEARNING AND THE DIFFERENCES BETWEEN TRADITIONAL SCHOOLS AND THE CHARTERS ON THIS MATTER.

DR. WILLIAMS, DO YOU WANT TO CHIME IN ON THAT? SO JUST TO ELABORATE A LITTLE BIT FURTHER ON THAT PARTICULAR BULLET POINT, CURRENTLY WE ARE NOT SET UP TO BE A FULL VIRTUAL SCHOOL PROVIDER.

OF COURSE, ALL SCHOOLS IN TEXAS THIS YEAR ARE REQUIRED TO OFFER FULL ONLINE LEARNING BUT BEYOND THIS YEAR, WE DON'T KNOW WHAT THE FUTURE HOLDS.

[00:30:04]

WE WANT TO MAKE SURE THAT OUR FAMILIES STAY WITHIN OUR DISTRICT.

AND IF THIS WERE AN OPTION THAT A FAMILY WOULD WANT IN THE FUTURE FOR THEIR OWN HEALTH AND SAFETY REASONS OR FOR THEIR OWN PERSONAL REASONS, THAT WE WOULD BE ABLE TO PROVIDE AND MEET THE NEEDS OF ALL OF OUR FAMILIES REGARDLESS OF THEIR SITUATION.

AND BY HAVING THIS, THIS WOULD ALLOW US TO PROVIDE THE SAME TYPE OF SERVICES TO OUR FAMILIES WITHOUT THEM LEAVING TO GO TO CHARTER SCHOOLS.

WE WOULD WANT TO MAKE SURE THAT WE'RE ABLE TO ACCESS AND PROVIDE THE SAME SERVICES.

SO WITH THIS EFFECTIVELY JUST THINKING FUTURE DOWN THE ROAD, YOU KNOW, KIDS ARE BACK IN SCHOOL, EVERYTHING'S BACK TO PRE COVID WAYS, AND WE WANT TO RETAIN A VIRTUAL PRESENCE FOR STUDENTS THAT CHOOSE TO EITHER BY CHOICE OR CIRCUMSTANCE TO DO ONLINE LEARNING, BUT STILL WITHIN PISD.

THAT IS CORRECT.

THIS WOULD BE FOR US TO BE ABLE TO PROVIDE OUR FAMILIES WITH A CHOICE.

AND SO CURRENTLY OUR FUNDING SYSTEM THAT WE HAVE IN PLACE, WELL, PREVIOUSLY, WITH THE EXCEPTION OF THIS YEAR.

BUT YES, YOU'RE CORRECT.

I THINK THAT'S A GREAT IDEA AND SOMETHING TO PUSH FOR.

I MYSELF MISSED HALF OF THIRD GRADE AND ALMOST THE LAST NINE WEEKS OF SIXTH GRADE BECAUSE I WAS OUT WITH SURGERY AND HOMESCHOOLING WAS JUST NOT GREAT FOR THAT TRYING TO CATCH UP.

SO IF WE HAVE THIS OPPORTUNITY FOR STUDENTS THAT NEED TO HAVE A SURGERY OR ILL OR ANY OTHER CIRCUMSTANCE FOR THEM TO HAVE ACCESS TO THEIR PISD EDUCATION, WHICH THEY DESERVE FOR FUTURE CIRCUMSTANCES, I THINK IT'S A GREAT IDEA FOR US TO HAVE THAT BUILT UP AND READY. SO DEFINITELY SUPPORTIVE OF THIS.

CODY, I THINK THAT PART OF THE THINKING BEHIND THIS IS IS SIMILAR TO WHAT COVID IS GOING TO DO WITHIN THE MARKETPLACE AND PEOPLE GOING TO AMAZON INSTEAD OF GOING TO WAL-MART FOR THEIR SHOPPING NEEDS. IT'S SIMILAR IN THAT THERE WILL BE OPPORTUNITIES THAT ARISE OUT OF WHAT WE'VE DONE WITH THE VIRTUAL LEARNING ENVIRONMENT HERE THAT CAN BENEFIT OUR STUDENTS IN THE FUTURE. AND WE JUST WANT EVERYBODY WE WANT TO BE ABLE TO COMPETE ON A LEVEL PLAYING FIELD WITH OTHER PROVIDERS.

I DID HAVE A QUESTION ON THE SECOND BULLET POINT, I'M NOT SURE IF MAYBE RANDY WOULD ANSWER THIS. WHAT ACCOUNTABILITY AND FINANCIAL TRANSPARENCY STANDARDS DO WE ADHERE TO THAT CHARTER SCHOOLS DO NOT? YES, SO I CAN'T TALK ON THE ACCOUNTABILITY SIDE, THE FINANCE SIDE, REALLY, I HAVEN'T LAID THEM SIDE BY SIDE.

THEY DO HAVE TO HAVE ANNUAL FINANCE AUDIT, JUST LIKE WE DO THAT GETS SUBMITTED TO TEA.

SO I KNOW THERE'S SOME DIFFERENCES THERE, BUT I CAN'T TELL YOU EXACTLY WHAT THEY ARE.

I'VE NEVER WORKED IN A CHARTER SCHOOL, AND SO I'M NOT THAT FAMILIAR WITH WHAT OTHERS ARE.

BUT, YOU KNOW, THEY DO HAVE TO FOLLOW ON ANY STATE GRANT ALLOTMENTS OR ANYTHING SIMILAR TO WHAT WE DID, THAT THEY HAVE TO SPEND THOSE DOLLARS ACCORDINGLY.

I COULD DO SOME MORE RESEARCH ON THAT.

YEAH, I APPRECIATE THAT.

I MEAN, IT MAY BE THEIR A THROUGH F SYSTEM OR WHATEVER IT IS, BUT I JUST LIKE TO HAVE A BETTER UNDERSTANDING OF WHAT WE'RE ASKING FOR IN THAT BULLET POINT.

YEAH, AND IN FACT, CODY, ONE OF THE THINGS THAT WE'RE GOING TO DO WITH THIS LIST IS PROVIDE, IF YOU WILL, LIKE A WHITE PAPER BEHIND EACH BULLET THAT WILL EXPLAIN IT A LITTLE MORE IN DEPTH, I THINK, ON THAT ACCOUNTABILITY AND FINANCIAL TRANSPARENCY, DIFFERENCES BETWEEN CHARTERS AND PUBLIC.

FOR INSTANCE, DISCIPLINE RECORDS ARE DIFFERENT IN PUBLIC VERSUS THE CHARTER OR THEY'RE ALL PUBLIC, BUT TRADITIONAL SCHOOLS AND CHARTER.

SO THAT'S ONE OF THE THINGS THAT IS NOT A LEVEL PLAYING FIELD.

BUT THERE'S A PRETTY GOOD LIST OF THINGS THAT WE'VE TALKED ABOUT IN THE PAST.

SO WE'LL PROVIDE SOME MORE DEPTH TO THIS.

GREAT, THANK YOU SO MUCH. SHOULD WE MOVE ON TO THE NEXT ONE? ALL RIGHT, WE'RE IN THE SECOND THEME OF LEGISLATIVE PRIORITIES.

THIS ONE IS ABOUT ACCOUNTABILITY.

PISD SUPPORTS ACCOUNTABILITY MEASURES APPLIED TO ALL PUBLIC SCHOOLS, BUT BELIEVES CURRENT

[00:35:02]

SO THAT'S THE OVERARCHING THEME OF OUR MESSAGE TO OUR LEGISLATORS ABOUT ACCOUNTABILITY.

WE WANT TO BE ACCOUNTABLE, BUT WE ALSO WANT TO ASK FOR A FEW ENHANCEMENTS, IF YOU WILL.

SO THE FIRST ONE, THIS ONE GETS A LITTLE COMPLEX.

THERE'S A LOT OF WEEDS HERE, BUT WE WANT TO IN GENERAL, MODIFY THE SYSTEM TO MITIGATE THE UNINTENDED CONSEQUENCES RELATED TO THE SINGLE ADMINISTRATION OF THE STAAR EXAM IN THIS TWENTY, TWENTY, TWENTY, TWENTY ONE SCHOOL YEAR.

SO IN JULY, THE COMMISSIONER EXERCISED HIS AUTHORITY TO WAIVE THE GRADE PROMOTION REQUIREMENTS FOR STUDENTS IN FIFTH AND EIGHTH GRADE.

AND THERE WILL ONLY BE, HOWEVER, THERE WILL ONLY BE ONE ADMINISTRATION OF THE STAR IN FIFTH AND EIGHTH GRADE. TRADITIONALLY, STUDENTS HAVE A SECOND AND THIRD OPPORTUNITY TO TAKE THE EXAM.

SO WE'RE ASKING THAT WE RESET THE LETTER, LETTER GRADE CUT SCORES TO REFLECT THE ABSENCE OF THAT SECOND ADMINISTRATION OF THE STAR.

AND ALSO WE'RE ASKING TO PROVIDE LOCAL SCHOOL DISTRICTS THE DISCRETION TO IDENTIFY STUDENTS REQUIRING ACCELERATED INSTRUCTION BASED ON THE LOCAL CRITERIA AS OPPOSED TO STANDARDIZED STATEWIDE CRITERIA.

BECAUSE WE'LL FIND UNFORTUNATELY, ONE OF THE UNINTENDED UNINTENDED CONSEQUENCES IS THAT MORE STUDENTS WILL BE IDENTIFIED TO RECEIVE ACCELERATED INSTRUCTION THAN WOULD HAVE BEEN IF THEY HAD GIVEN A SECOND OR THIRD OPPORTUNITY TO TAKE THE EXAM.

SO THAT MAKES LOGICAL SENSE.

THE NEXT BULLET IS TO ALLOW FLEXIBILITY TO INCORPORATE LOCAL CONTROL INTO THE ACCOUNTABILITY SYSTEMS FOR HIGH PERFORMING DISTRICTS.

AND DR.

DASH WEERASINGHE CAN EXPLAIN THIS IN MUCH BETTER DETAIL.

BUT WE BELIEVE THAT THE STAAR EXAM IS A HIGH STAKES TEST THAT IS A ONE TIME OPPORTUNITY FOR STUDENTS TO TAKE THE TEST.

AND IT DOESN'T NECESSARILY MEASURE GROWTH.

AND WE FEEL LIKE WE HAVE THOSE OTHER METRICS THAT COULD BE USED.

WE WISH WE COULD HAVE SOME LOCAL CONTROL IN THAT PART OF THE ACCOUNTABILITY SYSTEM.

AND THE THIRD ONE IS TO PRESERVE THE DISTRICT OF INNOVATION.

WE CALL IT DOI FLEXIBILITY AND INCREASE OPPORTUNITIES FOR LOCAL CONTROL.

WE PASSED A RESOLUTION TO ADOPT DISTRICT OF INNOVATION.

I DON'T KNOW WHAT FIVE, SIX YEARS AGO, YOU ALL HELP ME OUT, BUT IT GIVES US FLEXIBILITIES TO MANAGE THINGS LIKE MINUTES OF INSTRUCTION AND SCHOOL START DATE.

SO WE DON'T WANT TO LOSE THOSE FLEXIBILITIES.

ALL RIGHT, IF THERE ARE NO QUESTIONS THERE, AND LIKE I SAID, A LOT OF THIS WILL BE BACKED UP WITH MUCH MORE SPECIFIC GUIDANCE BEHIND IT SO THAT IF THERE ARE QUESTIONS OUR LEGISLATORS HAVE, WE WILL HAVE THAT.

AND DR.

WEERASINGHE WILL HELP US WITH THOSE A-F BECAUSE HE'S GOT ALL OF THAT.

YOU KNOW, I JUST WANT TO MAKE A COMMENT THAT, YOU KNOW, I AM ONE OF THE TWO BOARD MEMBERS WHO STILL HAVE A CHILD AT PLANO SCHOOLS, BUT I DON'T BELIEVE IN LIMITING THE EXPANSION OF CHARTER SCHOOLS OR ANY FORM OF SCHOOLS BECAUSE I DO BELIEVE IN SCHOOL CHOICE.

AND I WANT TO GIVE PARENTS THEIR RIGHT TO CHOOSE WHERE TO PUT THEIR STUDENTS AND NOT LIMITING THEIR OPTIONS SO THAT BULLET POINT LIMITING THE EXPANSION OF CHARTER SCHOOLS.

I'M NOT A FAN OF THAT. I MISSED THAT LAST SENTENCE ABOUT THE BULLET POINT, I'M SORRY.

I THINK YOU'RE ON MUTE.

THE BULLET POINT, THE PREVIOUS SLIDE, SO NOT THIS ONE, BUT THE ONE BEFORE IT.

OK. YES, I JUST.

YOU KNOW, I BELIEVE THAT, YOU KNOW, GIVING PARENTS SCHOOL CHOICE INCREASES PARENTAL SATISFACTION INVOLVEMENT, SO THEY DECIDE WHERE THEY WANT TO TAKE THEIR CHILDREN, THAT'S JUST THEIR CHOICE.

THANK YOU. OK.

ALL RIGHT, IF WE'RE READY TO MOVE ON, WE'LL GO ON TO--.

MAY I ASK A QUESTION? SO DO WE KNOW HOW MANY STUDENTS IN PLANO PISD DISTRICT WIDE? HOW MANY STUDENTS ARE NOW IN CHARTER SCHOOLS? WHAT IS THE PERCENTAGE OF THE TOTAL ELIGIBLE STUDENTS OF PUBLIC SCHOOL?

[00:40:03]

AS WE GO THROUGH THE PROCESS OF THE WHITE PAPER, WE CAN CERTAINLY GATHER THAT INFORMATION AND WE WOULD WANT TO TAKE A LOOK BACKWARDS A YEAR AND SEE WHAT THAT LOOKED LIKE IN LAST YEAR AND THEN MAYBE THIS YEAR AS WELL.

BUT WE CAN GATHER THAT INFORMATION AS WELL.

SO I REALLY WOULD LIKE A LOT MORE INFORMATION ON CHARTER SCHOOLS AND TO MAKE IT A LEGISLATIVE PRIORITY.

YOU KNOW, I WANT TO SEE HOW MANY STUDENTS GO TO CHARTER SCHOOL IN COMPARISON TO PISD.

AND WHAT KIND OF [INAUDIBLE] LOSS IS THAT FOR AND SO WHAT IS THE SATISFACTION RATE? YOU KNOW, LIKE A [INAUDIBLE] SURVEY OF PARENTS WHO LEFT US FOR CHARTER SCHOOLS.

I MEAN, IT'S A FOR ME, I DON'T THINK I HAVE ENOUGH INFORMATION TO SAY THIS DEFINITELY SHOULD BE OUR TOP LEGISLATIVE PRIORITY.

AND YOU KNOW, JUST MY PERSONAL OPINION, I THINK COMPETITION MAKES US BETTER.

I MEAN, I BELIEVE IN PISD BECAUSE I THINK WE AS A PUBLIC SCHOOL DISTRICT, WE OFFER A LOT OF CHOICES. I MEAN, EVEN LIKE THE EFFORT WE MAKE TO KEEP OUR VIRTUAL LEARNING ENVIRONMENT, LIKE DAVID AND CODY JUST SAID, IT'S GREAT INITIATIVE.

WE NEED TO OFFER MORE AND MORE CHOICES TO MAKE US MORE COMPETITIVE WOULD MAKE US A CHOICE, I MEAN, PEOPLE CANNOT REFUSE.

AND THEN I THINK THAT FOR ME THAT'S A BETTER WAY TO LOOK AT IT THAN JUST SAY SAY NO TO THINGS. AND I THINK.

BASICALLY, I THINK A COMPETITION MAKES US BETTER.

SO THAT'S MY THOUGHTS ABOUT [INAUDIBLE] NOW.

I WOULD LIKE TO KNOW MORE INFORMATION ABOUT CHARTER SCHOOLS.

I AGREE WITH HEATHER, TOO.

WE NEED MORE INFORMATION ON THIS.

AND PLUS, YOU KNOW, DEFENDING CHARTER SCHOOL IS NOT ONE OF MY TOP POINTS, BECAUSE I WANT PARENTS TO HAVE FLEXIBILITY.

AND I WOULD LIKE TO KNOW HOW MANY OF OUR STUDENTS GO TO CHARTER SCHOOLS.

BUT THEN WE KNOW THE THING IS THAT WE HAVE STUDENTS WHO GO TO PRIVATE SCHOOLS AND WE GOT STUDENTS WHO HOMESCHOOL.

SO THERE ARE OPTIONS.

AND I WOULD LIKE TO KEEP OUR CURRICULUM AND EVERYTHING VERY COMPETITIVE SO THAT STUDENTS WANT TO BE HERE.

THANK YOU. SO I ALSO THINK, YOU KNOW, WHEN PARENTS MAKE A CHOICE, THEY ARE MORE INVESTED.

IF THEY MAKE A CHOICE, I MEAN, THEY WILL INVEST MORE.

THEY WILL BE A BETTER EDUCATIONAL PARTNER FOR US.

SO, WE SHOULDN'T BE KIND OF RUNNING SCARED OF CHARTER SCHOOLS AND.

YEAH, THAT'S WHAT I THINK ABOUT IT.

I CERTAINLY THINK THE BACKGROUND INFORMATION THAT'S BEEN REQUESTED WILL BE HELPFUL, IN PARTICULAR THE IDEA, ARE THERE ARE THERE DIFFERENT STANDARDS, EITHER IN ACCOUNTABILITY OR FINANCIAL REPORTING? SO WE CAN UNDERSTAND THAT WOULD ALSO BE INTERESTING FOR ME TO KNOW THE PERCENTAGE OF CHILDREN IN LOCAL CHARTER SCHOOLS THAT HAVE SPECIAL NEEDS OR SPECIAL EDUCATION WE KNOW PROVIDING THOSE SERVICES CAN BE MORE EXPENSIVE THAN A TYPICAL PER STUDENT ALLOTMENT.

AND SO WE WANT TO MAKE SURE THAT WE ARE REALLY COMPARING SORT OF APPLES TO APPLES IN TERMS OF THE TOTAL PACKAGE THAT THE CHARTER SCHOOL WOULD BRING TO ITS COMMUNITY.

GOOD POINT. OK, SO I GUESS SHOULD WE MOVE ON TO THE NEXT ONE? ALL RIGHT. THE THIRD BULLET OR THE THIRD TOPIC IS SAFE AND HEALTHY SCHOOLS.

PISD SUPPORTS PROVIDING A SAFE AND HEALTHY LEARNING ENVIRONMENT FOR ALL STUDENTS AND CAMPUSES, REGARDLESS OF WHETHER IN A TRADITIONAL IN PERSON OR A VIRTUAL ENVIRONMENT OR AN ALTERNATIVE ENVIRONMENT.

SO OBVIOUSLY, WE'RE ON A VIRTUAL ENVIRONMENT TONIGHT.

AND I HAVE TO JUST ANECDOTALLY SAY I COMMEND THE DISTRICT FOR HOW IT HAS PIVOTED SO WELL TO THIS METHOD OF COMMUNICATION WITH ALL OF OUR FAMILIES AND STUDENTS.

SO BULLET NUMBER ONE IS PROTECT THE SCHOOL SAFETY ALLOTMENT, WHICH ALLOWS DISTRICTS TO PROVIDE A SAFE AND SECURE ENVIRONMENT FOR ALL STUDENTS AND STAFF.

SO WE DON'T WANT TO SEE FUNDING CUT THERE.

WE WANT TO MAKE SURE WE HAVE THAT ALLOTMENT.

WE ALSO THE SECOND BULLET IS PRIORITIZE THE MENTAL AND PHYSICAL HEALTH OF STUDENTS BY

[00:45:01]

AND SOME OF THOSE RESOURCES THAT WE WOULD WANT TO SEE INCLUDED WOULD BE FUNDING FOR SOCIAL EMOTIONAL LEARNING, TRAINING OF STAFF, THREAT ASSESSMENT SUPPORTS AND POSSIBLY THERAPEUTIC LEVEL RESOURCES THAT WOULD SUPPORT SIGNIFICANT SOCIAL EMOTIONAL LEARNING NEEDS. SO AGAIN, THIS WILL BE EXPANDED WITH MORE DETAIL, BUT THAT'S JUST KIND OF AN IDEA OF WHAT IS BEHIND THIS BULLET.

AND THE THIRD ONE IS PROVIDE RESOURCES NECESSARY TO ENSURE SPECIAL EDUCATION PROGRAMS, INCORPORATE INNOVATIONS IN LEARNING AND APPROPRIATE SAFETY MEASURES IN ALL SPECIAL EDUCATION CLASSROOM SETTINGS.

SO I'LL PAUSE FOR ANY QUESTIONS.

[INAUDIBLE] OTHER SPECIFIC SPECIAL EDUCATION PROGRAM THAT WE'RE THINKING ABOUT.

YOU WANT ME TO CHIME IN? CHIME IN, IF YOU WILL.

SO OVER THE COURSE OF THE LAST SEVERAL YEARS AND IN THE LAST LEGISLATIVE SESSION, WE APPROACHED OUR LEGISLATORS ABOUT INNOVATIVE PROGRAMS TO MEET THE NEEDS OF STUDENTS WHO REQUIRE ALMOST THERAPEUTIC BEHAVIORAL SUPPORT IN ADDITION TO ACADEMICS, WHICH YOU HAVE TO PUT A LOT OF RESOURCES BEHIND THAT.

AND THERE WAS A GREAT DEAL OF INTEREST IN TEA AND WITH THE LEGISLATORS ABOUT GETTING AROUND THAT IT DID NOT MAKE IT INTO A LEGISLATIVE BILL AT THE TIME, HOWEVER, WE FELT LIKE IT WAS WORTHY OF BRINGING BACK SO THAT WE CAN CONTINUE TO SUPPORT ALL OF OUR LEARNERS IN BOTH THEIR ACADEMICS AND IN THEIR OTHER SPECIAL NEEDS.

SARA, WOULD AN EXAMPLE OF THIS BE THE INSPIRE PROGRAM.

YES, THAT WOULD BE AN EXAMPLE.

OK, BECAUSE I ACTUALLY AGREE WITH INSPIRE PROGRAM AND THAT I'M GLAD THAT YOU GUYS KEPT THIS SPECIAL EDUCATION BULLET IN.

THANK YOU. AND I THINK WE HAVE A REALLY GOOD MODEL TO SHOW WHAT COULD BE AND THAT MIGHT HELP MOVE THIS ALONG IN A PRIORITY.

ALL RIGHT, LET'S MOVE ON, IF YOU WILL, PLEASE.

WE HAVE LONG TERM PRIORITIES, SO THESE ARE IN ADDITION TO THE SPECIFIC PRIORITIES THAT WE'VE OUTLINED ABOVE, BUT WE HAVE OTHER LONG TERM PRIORITIES THAT WE CONTINUE TO SUPPORT.

SO DECREASE THE BURDEN OF ROBIN HOOD OR THE PROPER NAME IS RECAPTURE ON LOCAL COMMUNITIES, INCLUDING LIMITING THE YEAR OVER YEAR GROWTH AND RECAPTURE PAYMENTS AND PERMITTING DISTRICTS TO MAKE PAYMENTS IN AUGUST AS ALLOWED BY HOUSE BILL THREE.

THERE'S SIGNIFICANT ADVANTAGES TO THE TIMING OF THAT SO THAT WE ARE NOT HAVING TO GO OUT AND BORROW MONEY TO MAKE OUR RECAPTURE PAYMENT AND INCUR INTEREST.

SECOND, BULLET, AS OPPOSE ANY ACCESS TO OR USE OF SCHOOL DISTRICT FUND BALANCES BY THE STATE, INCLUDING ANY USE OF DISTRICT FUND BALANCES TO OFFSET STATE FINANCIAL OBLIGATIONS OR ANY CONSIDERATION OF SCHOOL DISTRICT FUND BALANCES AS PART OF ANY FUNDING FORMULA OR ANY COMPONENT THEREOF.

THE THIRD BULLET IS SUPPORT THE CONTINUATION OF CHAPTER THREE 13 AGREEMENTS THAT BENEFIT LOCAL SCHOOL DISTRICTS, THAT PORTION OF THE LAW IS NOT NECESSARILY GOING TO BE SUN-SETTED, BUT IT CAN IT COULD BE UP FOR RENEWAL.

AS I UNDERSTAND, THE FOURTH BULLET IS TO DEFER THE IMPLEMENTATION OF THE TEACHER INCENTIVE ALLOTMENT UNTIL RESOURCES ARE AVAILABLE IN THE STATE BUDGET.

AND THE FIFTH ONE IS PRESERVE LOCAL CONTROL AND FLEXIBILITY SO THAT LOCAL DISTRICTS CAN ADDRESS THE UNIQUE NEEDS OF THEIR COMMUNITIES.

THAT'S KIND OF AN OVERARCHING THEME.

ARE THERE ANY COMMENTS ON THESE FIVE FOR THE TEACHER INCENTIVE ALLOTMENT? WAS THAT PART OF I'M JUST TRYING TO REMEMBER IS THAT PART OF HOUSE BILL THREE THAT, IF MASTER TEACHERS CAN MAKE X AMOUNT DEPENDING ON WHAT STUDENTS THEY'RE TEACHING? IS THAT CORRECT? THAT'S CORRECT.

AND THERE'S FOUR TIERS AND HOW IT GETS ALLOTTED OUT TO DISTRICTS, AND IT MAY BE QUITE EXPENSIVE FOR THE STATE.

AND SO WE WERE KIND OF GETTING OUT OF THAT AND SEEING IF PERHAPS WE COULD CONSIDER THE DEFERRAL OF IT UNTIL THEY HAVE MORE RESOURCES GIVEN THE CURRENT NATURE OF OUR ECONOMY

[00:50:04]

SO CORRECT ME IF I'M WRONG, I THINK HE PISD DIDN'T APPLY FOR THE TEACHERS INCENTIVE ALLOTMENT PROGRAM. I THINK WE'RE IN, IS THAT A COHORT D? WE'RE IN COHORT D. HOWEVER, ANY TEACHERS THAT WE HIRE WHO WERE IN TEACHER INCENTIVE ALLOTMENT DISTRICT THAT WE WOULD HIRE INTO US OR WHO HAVE NATIONAL BOARD CERTIFICATION, WE AUTOMATICALLY HAVE TO PARTICIPATE FROM THE FIRST YEAR THEY COME TO US.

SO THERE'S NO WAY, WE'RE NOT OPTING IN AS A WHOLE COHORT.

BUT ANYBODY WHO COMES TO US, WE WOULD BE REQUIRED TO PARTICIPATE.

IS THAT SOMETHING WE KNOW OR THAT'S ON THEIR APPLICATION WHEN WE'RE DOING HIRING? I THINK THEY GET FLAGGED; BETH MIGHT HAVE A BETTER ANSWER ON THE TECHNICALITY OF THAT, HOW WE KNOW. SO ONCE A DISTRICT'S PLAN IS APPROVED AND THEY GO IN AND THEY ACTUALLY ASSIGN THE DESIGNATION TO THEIR APPROPRIATE EMPLOYEES, THEY INFORM TEA AND THOSE DESIGNATIONS WILL THEN APPEAR ON THOSE TEACHER'S CERTIFICATES, INCLUDING AN END DATE, BECAUSE THOSE DESIGNATIONS ARE ONLY GOOD FOR FIVE YEARS BEFORE THEY HAVE TO BE RENEWED.

BASICALLY, IT'S THAT THAT ALLOTMENT FOLLOWS THE TEACHER.

THAT IS CORRECT.

THE ACTUAL AMOUNT THEY MAY BE ELIGIBLE FOR WOULD DIFFER FROM CAMPUS TO CAMPUS.

SO WHILE THEIR, DESIGNATION OF MASTER TEACHER WOULD FOLLOW THEM, IT IS ACTUALLY WORTH DIFFERENT AMOUNTS OF MONEY AT DIFFERENT CAMPUSES.

AND SO WHICH PART OF THAT IS SOMETHING THAT SUNSETS OR ENDS, AFTER FIVE YEARS? THEIR ACTUAL DESIGNATION AS A MASTER TEACHER OR WHICHEVER DESIGNATION THEY HAD WOULD END AT FIVE YEARS? THEY HAVE TO RENEW IT.

IT HAS TO BE EITHER THEY REQUALIFY FOR IT OR IF IT'S A NATIONAL BOARD CERTIFICATION THERE'S A RENEWAL PROCESS THERE.

OK, AND THEN IT'S NOT SO MUCH THAT WE'RE WORRIED ABOUT PISD HAVING TO COME OUT OF POCKET MORE, BUT THAT THE STATE WOULD BE COMING OUT OF POCKET MORE FOR THIS.

AND WE DON'T BELIEVE THE STATE'S GOING TO HAVE THE MONEY TO COME OUT OF POCKET FOR THIS.

THAT'S EXACTLY CORRECT.

I MEAN, WE THINK PAYING TEACHERS MORE IS IMPORTANT AND THAT THIS IS NOT A BAD THING.

TEACHER INCENTIVE ALLOTMENT IS A GOOD THING.

HOWEVER, IF IT CAME TO CHANGING THE BASIC ALLOTMENT OR REDUCING THE STATE SHARE IN FUNDING THE BASIC ALLOTMENT AND OTHER PROVISIONS OF THE HOUSE BILL THREE, WE WOULD REALLY WANT TO THINK CAREFULLY ABOUT WHAT GETS PAID FOR FIRST BY THE STATE.

OK, I DEFINITELY AGREE THAT, YOU KNOW, IF WE'RE BALANCING THESE TWO, PUTTING MORE DOLLARS IN THE CLASSROOM IS DEFINITELY WHERE MY HEART LIES.

I JUST WORRY THAT WE MIGHT BE SENDING THE WRONG MESSAGE TO TEACHERS WHEN WE'RE SAYING TO DEFER THIS AND EVEN IF IT'S COMPLETELY RATIONAL AND REASONABLE AND IF WE'RE WORRIED THAT IT MIGHT GET IN THE WAY OF VERY IMPORTANT FUNDING TO GO TO THE CLASSROOM, TO GET TO THE STUDENTS, I COMPLETELY UNDERSTAND AND AGREE WITH THAT.

I JUST IT JUST READING IT ON ITS OWN MIGHT SEND THE WRONG MESSAGE.

DO YOU HAVE ANY WORDING SUGGESTIONS OR SOMETHING YOU WANT TO DISCUSS? POSSIBLY, RATHER THAN DEFER, PRIORITIZING? YOU KNOW, IF WE WERE TO SAY, YOU KNOW, PRIORITIZE BASIC ALLOTMENT AND, YOU KNOW, I THINK THERE WERE A COUPLE OTHER MAIN FINANCIAL POINTS THAT WERE ON THE FIRST SLIDE THAT I THOUGHT WERE PRETTY IMPORTANT AND JUST SAY THAT, YOU KNOW, PRIORITIZING THOSE OVER THE IMPLEMENTATION OF THE TEACHER INCENTIVE ALLOTMENT UNTIL RESOURCES ARE AVAILABLE TO FUND IT. I THINK THAT THAT MAKES MORE SENSE.

THAT KIND OF CLARIFY THE NEGATIVE AFTERTASTE [INAUDIBLE] I WANT THE TEACHERS TO KNOW IT'S STILL A PRIORITY.

BUT WE ALSO NEED TO BE REALISTIC ABOUT WHERE IT IS IN THE PRIORITY LIST.

YEAH, THAT PROBABLY SAYS IT BETTER.

SO, DAVID, AS OUR ENGLISH TEACHER ON THE BOARD, CAN YOU RE-CRAFT THAT BULLET QUICKLY FOR

[00:55:05]

I DON'T THINK I CAN. IT'S A PDF OR A OH, YEAH, YOU KNOW WHAT I'M SAYING? WE CAN TAKE NOTES AND LET ME GRAB THAT AND.

WHERE IS THAT, NUMBER? I THINK THE LAST BULLET ON LONG TERM PRIORITIES, I THINK IT'S IMPORTANT SINCE WE'RE VOTING ON THIS, THAT WE ARE IN AGREEMENT OVER THE LANGUAGE.

OK, SO EVEN IF WE CAN JUST ARTICULATE WHAT THAT BULLET WOULD SAYING NOW AND AND MAKE SURE WE JUST READ IT OUT LOUD, I THINK THAT'S IMPORTANT.

I MEAN, I COULD READ SO I MEAN, BECAUSE I WAS TALKING ABOUT THAT MAIN POINT.

SO SOMETHING ALONG THE LINES OF PRIORITIZED MINIMUM BASIC ALLOTMENT CONSTRUCTION ALLOTMENTS AND TAX DEPRESSION RATE OVER IMPLEMENTATION OF THE TEACHER INCENTIVE ALLOTMENT UNTIL RESOURCES ARE AVAILABLE IN THE STATE BUDGET.

YOU'RE SAYING TO REVISE THE PAGE ONE? NOT NECESSARILY, BECAUSE I THINK PAGE ONE IS GOOD.

I WOULD SAY THE ONLY REASON I'M ASKING FOR A REVISION AT ALL IS BECAUSE OF THE WAY THAT IT'S ON THE LONG TERM PRIORITIES FOR BULLET NUMBER FOUR.

AND SO I JUST WANT TO PUT BULLET NUMBER FOUR IN THE PROPER CONTEXT OF IT'S NOT THAT WE DON'T WANT TO DO THIS.

AND YEAH, THE MONEY'S NOT THERE.

BUT THE REASON THAT WE'RE SAYING WE WANT TO DEFER THIS IS BECAUSE WE DON'T WANT IT TO BE IN COMPETITION WITH THREE PRIORITIES THAT ARE MORE IMPORTANT TO US.

YEAH, AND I GUESS THE QUESTION I WOULD HAVE IS, SHOULD WE THEN TAKE THIS LANGUAGE AND MOVE IT UP INTO THE FUNDING PRIORITY? THAT'S WHAT I [INAUDIBLE]. WELL, WHERE WE HAVE ON IF, DAN, YOU COULD GO TO NUMBER ONE SCHOOL FINANCE THE VERY FIRST PAGE OF IT.

DAVID, YOU'RE SAYING TAKE BULLET NUMBER FOUR AND MOVE IT TO THAT BULLET NUMBER TWO? TAKE THE CONCEPT AND BUILD IT INTO THE SECOND BULLET POINT.

I AGREE WITH THAT.

OH, OK, YEAH, SO, ONE MORE PAGE DAN.

WELL, ACTUALLY TWO MORE PAGES.

RIGHT. YEAH, SO THE SECOND BULLET POINT.

MM HMM.

SO MAINTAIN THE BASIC ALLOTMENT IN NEW FUNDING-- MAYBE THE THIRD BULLET POINT.

UH. OH, YEAH, YEAH, THIRD BULLET POINT, MAINTAIN MINIMUM [INAUDIBLE] I MEAN, MAYBE AT THE END OF THE SENTENCE, WE TAKE OUT.

UH. I ALMOST SUGGEST YOU JUST ADD ANOTHER BULLET ON THIS PAGE, BECAUSE THAT THIRD BULLET POINT WAS MAKING SURE THE STATE WAS PAYING THEIR FAIR SHARE AND I WOULDN'T WANT TO DILUTE THAT MESSAGE. I AGREE WITH THAT.

IF IT'S ON THE SAME PAGE AND IT'S THE NEXT BULLET, I THINK IT GOES TO SHOW PRIORITY WISE WHERE IT STANDS.

AND ALSO, ANYBODY THAT WOULD GO BACK AND LOOK AT OUR CONVERSATION RIGHT NOW WILL SEE OUR INTENTIONS ARE CLEAR. OK, SO WE TAKE THE FOURTH BULLET POINT FROM OUR OTHER PRIORITIES, AND WE MAKE IT A NEW FOURTH BULLET POINT ON THE FIRST PAGE OF SCHOOL FINANCE, WE CAN ESSENTIALLY I THINK WE TAKE WE JUST TAKE THE LANGUAGE FROM THE OTHER PRIORITIES PAGE OR DEFER TO PRIORITIZE AND SAY PRIORITIZE THE MINIMUM MAINTENANCE OF THE MINIMUM BASIC ALLOTMENT STRUCTURAL ALLOTMENTS OVER IMPLEMENTATION OF THE TAX TEACHER INCENTIVE ALLOTMENT, UNTIL [INAUDIBLE] AVAILABLE.

[INAUDIBLE] CODY WHAT YOU'RE THINKING? YEAH, THAT'S EXACTLY WHAT I WAS THINKING.

THAT'S PERFECT. OK, YOU WANT ME TO READ IT AGAIN, OR DO YOU HAVE IT? I MEAN, I'VE GOT IT.

I TYPED IT UP. YEAH, READ IT BACK.

OK. PRIORITIZE MAINTENANCE OF THE MINIMUM BASIC ALLOTMENT AND INSTRUCTIONAL ALLOTMENTS OVER IMPLEMENTATION OF THE TEACHER INCENTIVE ALLOTMENT UNTIL RESOURCES ARE AVAILABLE IN THE STATE BUDGET. YEAH.

DO WE WANT TO SAY ANYTHING ABOUT THE TAX COMPRESSION RATE.

THAT'S WHAT I WAS WONDERING. WE MIGHT AS WELL ADDED IN BECAUSE THAT'S NOT GOING TO HURT AND THAT IS A PRIORITY ABOVE IT.

SO IT WOULDN'T HURT TO INCLUDE THAT.

[01:00:01]

GREAT EXAMPLE OF PROJECT--.

ONE MORE TIME FOR THE VIDEO.

OK, PRIORITIZE MAINTENANCE OF THE BASIC ALLOTMENT, INSTRUCTIONAL ALLOTMENTS AND TAX COMPRESSION RATES OVER THE IMPLEMENTATION OF THE TAX I'M SORRY, OVER THE IMPLEMENTATION OF THE TEACHER INCENTIVE ALLOTMENT UNTIL RESOURCES ARE AVAILABLE IN THE STATE BUDGET.

SO WHEN IT COMES TIME TO MAKE MOTIONS AND VOTE, WHAT WE'LL BE VOTING ON WILL REFLECT THIS EDIT.

JUST, SO EVERYONE KNOWS. .AND PRESIDENT RICHARD, YOU COULD ALSO SAY AS AMENDED WHEN YOU MAKE THAT MOTION, WHEN SOMEONE MAKES THAT MOTION.

OK? OK.

I'M TYPING SORRY.

ALL RIGHTY, SO WE ARE FINISHED WITH THAT PAGE, CORRECT? AND THEN WE HAVE ONE MORE PAGE.

AND DAN, THAT'LL BE THE LAST.

YES, THERE YOU ARE.

OK, SO THIS IS A CONTINUATION OF THOSE PRIORITIES.

CONTINUE TO SEEK REPLACEMENT REVENUE SOURCE TO OFFSET THE LOST FUNDING DUE TO THE ELIMINATION OF THE COST OF EDUCATION INDEX.

WE'VE KIND OF KEPT THAT AS A PRIORITY FOR MORE THAN ONE BIENNIUM.

SECOND BULLET IS TO PROVIDE MORE AFFORDABLE HEALTH INSURANCE OPTIONS FOR SCHOOL DISTRICT EMPLOYEES. THAT ALIGNS WITH THE BENEFITS OF THE TEXAS ERS HEALTH INSURANCE PROVIDED FOR EMPLOYEES OF STATE AGENCIES AND HIGHER EDUCATION INSTITUTIONS.

KIND OF A LEVEL PLAYING FIELD THERE.

AND NUMBER THREE, DIRECT ANY ADDITIONAL FEDERAL FINANCIAL AID TO BE DIRECTLY DISBURSED TO SCHOOL DISTRICTS FOR COSTS INCURRED IN RESPONSE TO THE CORONAVIRUS PANDEMIC AND PROHIBIT ITS USE TO SUPPLANT STATE BUDGET OBLIGATIONS.

SO IF THERE ARE ANY ADDITIONAL FEDERAL FUNDS, IN ADDITION TO WHAT WAS ALREADY DISBURSED IN THE CARES ACT, WE WOULD LIKE TO BE CONSIDERED IN THAT DISBURSEMENT DIRECTLY AND NOT HAVE TO DEPEND ON CITIES AND COUNTIES TO SHARE THAT.

ARE THERE ANY QUESTIONS ON THAT? YEAH, IS THAT LAST ONE TO INCLUDE AND MAKING SURE THE MONEY COMES STRAIGHT TO US, SO THAT WE'RE NOT HAVING TO PURCHASE THINGS ON OUR BEHALF THAT WE DON'T NECESSARILY NEED.

IS THAT WHAT THAT IS IMPLYING THERE? I THINK THAT THAT'S A GOOD INTERPRETATION AS WELL.

BUT I THINK IF YOU RECALL, WE RELIED ON THE CITY OF PLANO TO MAKE I WANT TO SAY IT WAS FIVE HUNDRED THOUSAND DOLLARS FROM CARES ACT TO FUNNEL IT THROUGH TO US BECAUSE SCHOOL DISTRICTS WERE NOT DIRECTLY DISBURSED FROM THE FEDERAL GOVERNMENT.

THEY WERE NOT PART OF THAT.

AM I CORRECT, RANDY? YOU ARE. SO, TO THROW OUT SOME NUMBERS THERE.

SO THE ONE POINT THREE BILLION THAT CAME TO TEXAS, THE STATE HELD THAT.

THE STATE'S GOING TO SEND THAT TO US, BUT THEY'RE REDUCING THAT OUT OF OUR STATE AID.

AND SO FOR PLANO, PISD, THAT'S JUST OVER FOUR MILLION DOLLARS.

NOW, WE DID RECEIVE SOME STATE PURCHASED PPE.

THE VALUE OF THAT WAS JUST OVER SIX HUNDRED THOUSAND.

AND SO WE DIDN'T GET ANYWHERE NEAR WHAT OUR FEDERAL ALLOTMENT WOULD HAVE BEEN OF JUST IN PPE THAT WAS PURCHASED THROUGH THOSE FUNDS.

AND SO IT APPEARS THE STATE KEPT MOST OF THOSE FUNDS IN ORDER TO SUPPLEMENT THE STATE BUDGET. THAT HAS TAKEN A BIG REVENUE HIT DURING THESE TIMES WHERE OTHER STATE AGENCY OR LOCAL AGENCIES, WHETHER CITIES OR COUNTIES, THEY GOT THAT MONEY DIRECTLY, THEY RECEIVED IT DIRECTLY. AND SO THEY DIDN'T HAVE ANY OFFSET AGAINST STATE FUNDING LIKE SCHOOL DISTRICTS DID ALSO KNOWN AS A SHELL GAME.

WELL, AND THIS IS REALLY AN ASK OF FEDERAL, BUT I THINK OUR STATE LEGISLATORS CAN BE A VOICE FOR US. THAT'S WHY IT'S IN HERE.

I SURE HOPE SO.

I DID WANT TO MAKE ONE COMMENT ON SOMETHING THAT HEATHER AND ANGELA DID MENTION ABOUT THE PART ABOUT THE CHARTER SCHOOLS AND THE LANGUAGE I SEE THERE.

YOU KNOW, IT SAYS TO LIMIT THE EXPANSION OF CHARTER SCHOOLS.

IT DOESN'T SAY TO STOP THE EXPANSION.

I AGREE WITH COMPETITION.

I AGREE WITH SCHOOL CHOICE.

AND I THINK ALL OF US CHOSE PLANO PISD VERY INTENTIONALLY.

[01:05:07]

AND, YOU KNOW, I TOTALLY AGREE THAT WE NEED TO BE ON THE SAME PLAYINGFIELD, WHICH IS THAT SECOND POINT AND THAT, YOU KNOW, THAT NEEDS TO BE THERE.

AND THERE'S ALSO, YOU KNOW, SCHOOL DISTRICTS IN AREAS WHERE A CHARTER SCHOOL MIGHT BE THE ANSWER. AND SO, YOU KNOW, I WILL END UP VOTING AND SUPPORTING THAT LANGUAGE BECAUSE IT'S JUST TALKING ABOUT LIMITING.

AND I THINK WE DO NEED TO LIMIT BECAUSE, YOU KNOW, IT'S PRIVATE GROUPS COMING IN.

AND I THINK THAT WHEN THEY'RE NEW TO THE STATE OR WHEN THEY'RE OPENING A NEW SCHOOL, THERE NEEDS TO BE A VERY HIGH LEVEL OF SCRUTINY, MORE SO THAN I WOULD SAY, WITH PUBLIC SCHOOLS, BECAUSE THERE'S SO MANY UNKNOWNS.

AND WHEN IT COMES TO PUBLIC SCHOOLS AND SCHOOL DISTRICT, YOU KNOW, THAT'S LOCAL GOVERNMENT. WE HAVE A BOARD AND AN ELECTED BOARD.

AND THERE'S JUST DIFFERENT THINGS WITH CHARTER SCHOOLS, WHICH I'LL GIVE AND THEIR SCHOOL BOARDS NOT EXACTLY THE SAME AS OURS.

SO THE ACCOUNTABILITY, I SEE A LITTLE DIFFERENT ON THAT AS WELL.

SO I'M NOT FOR ENDING CHARTER SCHOOLS.

I'M NOT FOR GETTING RID OF THEM.

I THINK THERE ARE ACCOUNTABILITY MEASURES THAT THERE ARE CHARTER SCHOOLS THAT HAVE BEEN SHUT DOWN. AND IT'S NOT EVERY DAY THAT YOU SEE A SCHOOL SHUT DOWN, YOU SEE A STATE COME IN AND TAKE OVER. BUT, YOU KNOW, CHARTER SCHOOLS GET SHUT DOWN AND THEY'RE GONE.

SCHOOLS, PUBLIC SCHOOLS, THE STATE COMES IN AND TAKES CARE OF THOSE.

AND SO NEVER A GREAT SITUATION.

I THINK THERE IS A PLACE FOR CHARTER SCHOOLS.

AND I THINK PLANO IS SO COMPETITIVE THAT PLANO IS REALLY NOT THE PLACE FOR THEM.

BUT AGAIN, THE LANGUAGE ABOUT LIMITING THEM AND HAVING A HIGHER LEVEL OF SCRUTINY AND MAKING SURE WE'RE ON THE SAME PLAYING FIELD AS FAR AS ACCOUNTABILITY AND FINANCIAL TRANSPARENCY, I COMPLETELY AGREE AND I CAN SUPPORT THAT LANGUAGE.

BUT I DO WANT TO ALSO HAVE MY AGREEMENT WITH HEATHER AND WITH ANGELA THAT SCHOOL CHOICE IS IMPORTANT AND HAVING OPTIONS IS IMPORTANT AND THAT CHARTER SCHOOLS DO PROVIDE SOME COMPETITION, NOT SO MUCH FOR PLANO PISD IN MY OPINION, BUT FOR OTHER SCHOOL DISTRICTS THAT MIGHT NOT BE MEETING THE NEEDS OF THEIR STUDENTS.

DAN AND CODY, I APPRECIATE YOUR COMMENTS.

I MEAN, I WANTED TO REVISIT THAT PAGE FOR ALL OF US BECAUSE IDEALLY THIS WORKS BETTER IF EVERYBODY IS AGREES ON WHAT OUR PRIORITIES ARE.

BUT, YEAH, THAT I.

I WANTED TO GO THROUGH WALK THROUGH THE SAME ANALYSIS THAT YOU DID, AND YOU DID IT PROBABLY MUCH MORE ARTICULATELY THAN I WOULD.

BUT THE THE ONE THING THAT IF YOU LOOK AT THESE SPECIFIC ITEMS, WE ARE SAYING LIMIT THE EXPANSION. WE'RE NOT SAYING STOP CHARTER SCHOOLS OR ELIMINATE CHARTER SCHOOLS.

WE'RE SAYING LIMIT THE EXPANSION AND THEN ALSO TAKE MIND OF THE END OF THAT STATEMENT TO HELP EXISTING PUBLIC SCHOOLS MEET THE CHALLENGES AND UNANTICIPATED COSTS OF COVID-19.

BUT THE OTHER TWO BULLET POINTS ARE ABOUT THE COMPETITION.

AND LOOK, PLANO PISD DOES NOT SHY FROM COMPETITION.

IN FACT, WE THINK THEY WERE BETTER THAN JUST ABOUT ANYBODY ELSE IN THE STATE AND WE WANT TO STAY THAT WAY. WE CERTAINLY THINK WE'RE BETTER THAN ANY OTHER OPTION WITHIN THE BOUNDARIES OF PLANO PISD PRIVATE OR CHARTER.

BUT IF YOU WANT TO HAVE COMPETITION, IT HAS TO BE FAIR COMPETITION AND YOU DON'T AGREE TO A FIGHT WITH ONE HAND TIED BEHIND YOUR BACK.

AND THAT IS UNFORTUNATELY PART OF WHAT HAS HAPPENED WITH THE CHARTER SCHOOL MOVEMENT IN OUR STATE IN THAT.

THERE ARE ACCOUNTABILITY ISSUES, THERE ARE FINANCIAL TRANSPARENCY ISSUES, THERE ARE ISSUES WITH UNELECTED BOARDS GOVERNING PUBLIC FUNDS.

THOSE ARE ALL THINGS THAT I THINK AS A PUBLIC SCHOOL TRUSTEE THAT SHOULD CONCERN US.

AND THEN THIRD BULLET POINT IS RELATIVE TO THE VIRTUAL LEARNING ENVIRONMENT, WHICH I THINK WE CAN ALL SEE IS COMING IN THE FUTURE.

SO WE WANT THE SAME ADVANTAGES AND THE SAME GUIDELINES.

WE'RE ASKING THE STATE TO APPLY THE SAME ACROSS THE BOARD TO TRADITIONAL PUBLIC SCHOOLS AND VIRTUAL SCHOOLS OR VIRTUAL CHARTER SCHOOLS.

SO, CODY I APPRECIATE ALL OF YOUR COMMENTS.

I THINK, I ALSO SUPPORT IT.

IT'S SOMETHING-- YOU MIGHT WANT TO REPEAT THAT LAST SENTENCE.

I AM UNSTABLE IN MANY WAYS.

[01:10:01]

I CAN LIVE WITH THAT, AND I THINK THAT WE DO OFFER A LOT OF CHOICE IN THE DISTRICT, LOOK AT THE ACADEMY PROGRAMS THAT WE'VE PROVIDED AND PEOPLE DO MOVE HERE FOR THE EXCELLENT SCHOOLS AND HAVE ALWAYS MOVED HERE FOR THE SCHOOLS.

BUT I REALLY BELIEVE IN THAT THIRD BULLET POINT BECAUSE THERE ARE HANDCUFFS ON US RIGHT NOW THAT WE CAN'T PROVIDE THAT VIRTUAL EDUCATION, WHICH WE HAVE THE EXCELLENT CURRICULUM FOR THAT WE CAN WE PROVIDE IT HERE.

WE BRING IT TOGETHER HERE.

I ALSO ADD THE THOUGHT ON THE FIRST BULLET IS THAT WE ARE NOT CONCLUDING CHARTER SCHOOLS ALSO FROM BEING ENGAGED IN THE FUNDING, BECAUSE WHEN WE SAY EXISTING PUBLIC SCHOOLS, THAT DOES EMBRACE TRADITIONAL PUBLIC SCHOOLS AND CHARTER SCHOOLS TO ENSURE WE ALL CAN MEET THESE NEW CHALLENGES WITH FUNDING BEFORE WE MIGHT EXPAND THE FAMILY.

AND SO THAT'S ONE WAY ALSO TO LOOK AT THAT PHRASING.

WE'RE HELPING ALL EXISTING PUBLIC SCHOOLS MAKE IT THROUGH THESE CHALLENGING TIMES.

AND MY CONCERN WOULD BE WITH COVID-19, IF WE HAVE THESE NEW CHARTER SCHOOLS POP UP OUT OF NOWHERE SAYING, YOU KNOW, WE'RE THE KING OF VIRTUAL AND, YOU KNOW, THE HOT NEW BUTTON IN TOWN, THAT CAN BE A CONCERN IF WE YOU KNOW, IF THOSE ARE JUST GREENLIT THROUGH THE STATE BECAUSE THERE'S A CLAIM THAT THEY'RE THE BEST WITH ONLINE AND OBVIOUSLY THE VIRTUAL EDUCATION. EVERYBODY'S GOING AS FAST AS THEY CAN IN ADAPTING.

AND I'M SURE NEW TECHNOLOGY IS GOING TO COME OUT REAL SOON.

BUT RIGHT NOW, THIS IS DEFINITELY IT SEEMS LIKE THE TIME, JUST BASED ON FUNDING ALONE TO KIND OF INVEST IN WHAT, YOU KNOW, ALREADY WORKS AND CONTINUE TO SUPPORT THAT THROUGH THESE TIMES. SO DEFINITELY LIMITING THAT EXPANSION OF CHARTER SCHOOLS SEEMS LIKE A PROPER THING TO DO UNDER THESE CIRCUMSTANCES RIGHT NOW.

I THINK THAT'S VERY WELL SAID, I THINK IT'S NOT NECESSARILY WHAT WE WOULD CONTINUE TO SAY IN THE FUTURE, BUT GIVEN THE CIRCUMSTANCES WE HAVE RIGHT NOW AND IT'S IMPORTANT FOR ALL OF OUR [INAUDIBLE] TO BE ABLE TO THRIVE, WE NEED TO HELP THE EXISTING PUBLIC SCHOOLS MEET THE CHALLENGES THAT [INAUDIBLE] WELL SAID.

ARE THERE OTHER COMMENTS OR QUESTIONS? SO IF I READ THE FIRST BULLET AND I REALLY DIDN'T IT DIDN'T SAY, YOU KNOW, JUST CLOSED SHUTTERS, DON'T WANT NO SHUTTERS.

AND HERE IT REALLY IS A SITUATION SPECIFIC TO DEAL WITH WHAT WE ARE FACING RIGHT NOW.

AND IT LOOKS REASONABLE.

I CAN GO WITH THE LANGUAGE.

I THINK WITH THE EXPLANATION IS, IT WAS MORE CLEAR ABOUT THE WORD LIMIT.

THANK YOU. ANY OTHER COMMENTS OR QUESTIONS? NO, I THINK WE'RE AT THE END OF THE PRESENTATION, SO I'LL TURN IT BACK OVER TO YOU, TAMMY. OK, THIS IS SO IMPORTANT AND I THINK THE MORE WE CAN ALL FEEL UNITED IN THESE, THE MORE IMPACT WE CAN HAVE WITH OUR LEGISLATIVE BODIES AND ALSO LEGISLATORS ACROSS THE STATE. SO I APPRECIATE VERY MUCH THE WORK DONE BY MY COLLEAGUES.

I APPRECIATE THE WORK THAT SARA HAS DONE TO BRING US TO THIS POINT.

SO IF THERE ARE NO FURTHER COMMENTS OR QUESTIONS, I'LL ENTERTAIN A MOTION.

OK, I MOVE THAT THE TRUSTEES APPROVE THE LEGISLATIVE PRIORITIES FOR THE 87TH TEXAS LEGISLATIVE SESSION AS AMENDED.

I SECOND, CODY WEAVER.

I HAVE A MOTION BY JERI CHAMBERS AND THE SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES APPROVES THE LEGISLATIVE PRIORITIES FOR THE 87TH TEXAS LEGISLATIVE SESSION AS AMENDED.

IS THERE ANY FURTHER DISCUSSION? THE ONLY THING I'D LIKE TO ADD REAL' QUICKLY IS IN WORKING AS THE TASB LEGISLATIVE FOR YOU ALL AS A BODY. WE ARE VERY MUCH IN LINE IN KEEPING EXACTLY WHAT THE SCHOOL BOARDS ARE SETTING FORTH WITH THEIR LEGISLATIVE AGENDA.

WE ARE VERY MUCH LOCKSTEP WITH WHAT THEY'RE SAYING.

SO WE'RE SPOT ON.

THANK YOU. ALL RIGHT, WE WILL NOW PROCEED TO VOTE BY ROLL CALL:

[01:15:31]

ONCE AGAIN. I APPRECIATE EVERYONE'S WORK IN THIS REGARD.

I THINK THIS MIGHT BE AN APPROPRIATE POINT TO TAKE A QUICK TEN MINUTE BREAK TO GO FILL UP OUR COFFEE CUPS AND OUR WATER CUPS AND THEN WE WILL RESUME WITH OUR REPORTS.

SO SEE YOU BACK AT SEVEN FIFTY.

THANK YOU. THAT WAS SO FUNNY LAST TIME. WE'RE READY TO GO IN FIVE.

[10A. REPORTS Information and Discussion Only Plano Independent School District Employee Handbook 2020 - 2021]

TWENTY, TWENTY, TWENTY, TWENTY ONE PRESENTED BY DR.

BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES.

DR. BROCKMAN.

GOOD EVENING. THANK YOU SO MUCH.

DAN, CAN YOU PULL UP MY PRESENTATION, PLEASE? APPRECIATE THE OPPORTUNITY TO SPEND JUST A COUPLE OF MINUTES THIS EVENING TALKING ABOUT THE PISD EMPLOYEE HANDBOOK.

GO AHEAD AND GO TO THE NEXT SLIDE, PLEASE, DAN.

SO THIS WAS ACTUALLY PART OF OUR STRATEGIC PLAN IN PILLAR THREE, THREE POINT ONE WAS ACTUALLY TO MOVE FROM OUR H.R.

POLICY GUIDE WHICH WE TYPICALLY SENT TO EMPLOYEES AND REQUIRED THEIR ACKNOWLEDGMENT OF TO AN ACTUAL EMPLOYEE HANDBOOK.

AND YOU CAN SEE HERE FROM THE SOCIETY OF HUMAN RESOURCES MANAGEMENT THE VALUE OF AN EMPLOYEE HANDBOOK.

WE CONSIDER IT AN IMPORTANT COMPONENT OF A COMPREHENSIVE ONBOARDING EXPERIENCE FOR NEW EMPLOYEES, AS WELL AS A STRONG COMMUNICATION TOOL WITH OUR CURRENT EMPLOYEES TO KEEP THEM INFORMED ABOUT THINGS THAT THEY REALLY NEED TO BE AWARE OF BOTH THEIR RIGHTS AND THEIR RESPONSIBILITIES.

THIS IS A DISTRICT LEVEL EMPLOYEE HANDBOOK.

IT WILL GO TO ALL EMPLOYEES AND IT WILL THAT WILL BE AN ANNUAL EVENT.

IT IS IMPORTANT TO NOTE THAT MANY CAMPUSES ALSO HAVE AN EMPLOYEE HANDBOOK THAT ADDRESS CAMPUS SPECIFIC ITEMS THAT ARE NOT ADDRESSED IN A DISTRICT WIDE HANDBOOK.

AND THANK YOU.

SO WE BROUGHT TOGETHER A, AS YOU CAN SEE, A LONG LIST OF RESOURCES AS WE WERE PULLING THIS TOGETHER. THE TEXAS ASSOCIATION OF SCHOOL BOARDS, THEIR H.R.

SERVICES DIVISION, ACTUALLY PROVIDES A MODEL EMPLOYEE HANDBOOK ON AN ANNUAL BASIS TO THEIR MEMBER DISTRICTS THAT PROVIDED LIKE THE STARTING POINT FOR US.

BUT WE ALSO USE SOME OTHER RESOURCES, OF COURSE, PISD SPECIFIC ITEMS, WHETHER IT BE FROM OUR STRATEGIC PLAN, OUR POLICY MANUAL ONLINE, OUR BOARD POLICIES, THE POLICY GUIDE WE'VE USED IN THE PAST PULLED IN SOME RESOURCES FROM THE TEXAS EDUCATION AGENCY.

IT'S BEEN THROUGH LEGAL REVIEW.

WE ACTUALLY ASKED FOR SOME LEGAL SUPPORT IN A COUPLE OF AREAS THAT WE WANTED TO ADDRESS.

AND THEN, AS I THINK IS WISE, WE DIDN'T JUST RELY ON EDUCATION MODELS OF HANDBOOKS.

WE ACTUALLY LEVERAGED OUR RELATIONSHIP WITH AND MEMBERSHIP WITH THE SOCIETY FOR HUMAN RESOURCES MANAGEMENT TO POOL ADDITIONAL IDEAS.

INDUSTRY HAS A LOT TO OFFER US WHEN IT COMES TO BEST PRACTICES.

DAN. SO HERE ARE THE MAJOR SECTIONS OF AN EMPLOYEE HANDBOOK, IT IS IMPORTANT TO NOTE THAT A HANDBOOK IS MEANT TO BE DYNAMIC.

IT CAN ADJUST AS NEEDS DICTATE, ABSOLUTELY WILL BE ADJUSTED ON AN ANNUAL BASIS.

BUT AS NEEDED, WE CAN UPDATE IT MORE FREQUENTLY WITH NOTIFICATION TO OUR EMPLOYEES.

GONE ARE THE DAYS OF A PAPER EMPLOYEE HANDBOOK.

THIS LIVES IN THE VIRTUAL SPACE ON OUR EMPLOYEE WEB PAGE.

SO THOSE THINGS ARE EASY TO UPDATE AS WE GO.

AS YOU CAN SEE, IT IS THE COMBINATION OF RIGHTS AS WELL AS RESPONSIBILITIES AND THE TYPICAL THINGS THAT WE SEE IN THE H.R.

ARENA AS WELL AS IN OTHERS.

[01:20:01]

SO THERE ARE SOME NEW AND AMENDED SECTIONS THIS YEAR THAT I WANTED TO POINT OUT.

OF COURSE, THE PREVIOUS SECTIONS ARE ALL NEW AS OUR EMPLOYEE HANDBOOK IS NEW.

BUT THESE ARE OF NOTE ONE.

WE HAVE UPDATED OUR ELECTRONIC COMMUNICATIONS GUIDELINES FOR STAFF, WHETHER IT BE AROUND SOCIAL MEDIA USAGE OR COMMUNICATION WITH OUR STUDENTS WITHIN THE CONFINES OF OUR PROFESSIONAL DUTIES.

THOSE RESPONSIBILITIES, AS WELL AS GUIDELINES, WERE ONE OF THE PIECES THAT WE HAD ASKED LEGAL TO UPDATE FOR US.

OUR PREVIOUS INCLUSIONS IN THE H.R.

POLICY GUIDE IN THIS AREA WERE SEVERAL YEARS OLD AND AND ALL THIS IS AN AREA THAT NEEDS TO BE UPDATED AT LEAST ANNUALLY ON ELECTRONIC COMMUNICATIONS.

WE HAVE UPDATED INFORMATION ON DISCRIMINATION AND TITLE NINE THAT IS REFLECTIVE OF THE MOST RECENT SUPREME COURT RULING THIS SUMMER.

AN UPCOMING POLICY CHANGES.

AN ITEM THAT WE'VE INCLUDED THAT WE HOPE IS ONLY FOR THIS YEAR, AND THAT IS THE NOTIFICATION OF HEALTH SCREENING REQUIREMENT FOR ALL EMPLOYEES.

THIS IS A REQUIREMENT FOR ALL ADULTS ENTERING SCHOOL FACILITIES.

SO THAT NOTIFICATION IS THERE AS WELL AS OUR TEMPORARY ASSIGNMENT TO VIRTUAL TEACHING AGREEMENT AND UNDERSTANDING.

AGAIN, WE HOPE THAT THAT IS AS A ONE YEAR PIECE, BUT BECAUSE WE HAVE AN EMPLOYEE HANDBOOK NOW, THEY CAN BE INCORPORATED THERE INSTEAD OF IN IN SEPARATE PIECES.

DAN, THANK YOU.

SO OUR NEXT STEPS, THIS WILL BE RELEASED TO ALL PISD EMPLOYEES LATER THIS WEEK WITH ELECTRONIC NOTIFICATION AND LINKS TO WHERE THEY CAN ACCESS IT.

THEY WILL THEN GO INTO TEAMS AND ACKNOWLEDGE RECEIPT OF IT BY FRIDAY, SEPTEMBER 18TH.

THIS IS THE SAME ACKNOWLEDGMENT PROCESS WE'VE USED IN PREVIOUS YEARS WITH THE H.R.

POLICY GUIDE.

BUT IT IS AN EARLIER TIMELINE.

IN THE PAST, WE HAVE PUSHED THIS OUT IN OCTOBER AND I AM OF THE PHILOSOPHY THAT IT NEEDS TO BE EARLIER IN THE YEAR, SO, PLUS, YOU SEE IT, SEPTEMBER 1ST.

HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE.

S, BETH, YOU REFERENCED THAT THERE AND HANDBOOKS OR GUIDELINES AT CAMPUS LEVELS.

WHAT IS THE HIERARCHY IN TERMS OF WHAT OVERRULES WHAT AND WHAT TYPE OF ASSESSMENT ARE WE DOING TO MAKE SURE THAT THOSE DOCUMENTS ARE ALL EQUAL AND APPROPRIATE? SO THE HIERARCHY WOULD BE THAT THE DISTRICT EMPLOYEE HANDBOOK TRUMPS, IF YOU WILL, THE CAMPUS EMPLOYEE HANDBOOK.

BUT IN OUR EVALUATION LAST YEAR OF CAMPUS EMPLOYEE HANDBOOKS, YOU WILL FIND THAT THE ISSUES ADDRESSED IN A VERY DIFFERENT.

CAMPUS EMPLOYEE HANDBOOK IS TYPICALLY DEALING WITH DUTY SCHEDULES AND HOW YOU REQUEST A CHANGE SWAPPING WITH SOMEONE ON YOUR DUTY SCHEDULE GUIDELINES AROUND WHEN VARIOUS COLLABORATIVE TEAMS MEET WHAT CAMPUS GUIDELINES ARE OR SUPPORT ARE FOUR SPIRIT DAYS FOR PARENT CONFERENCES, THOSE KINDS OF PIECES.

WE DID ASK ALL CAMPUSES LAST YEAR THAT HAD THEIR OWN EMPLOYEE HANDBOOK TO SEND THEM TO US SO WE COULD DO A DO A REVIEW.

AND WE REALLY FOUND IT WAS IT WAS SEPARATE ISSUES.

I JUST WANT TO ENSURE THAT THERE'S PARITY ACROSS THE DISTRICT SO ONE TEACHER CAN'T SAY THEY'RE TREATED DIFFERENTLY JUST BECAUSE THEY TEACH AT A DIFFERENT CAMPUS.

WELL, WE DO HAVE SOME THINGS THAT ARE DIFFERENT FROM CAMPUS TO CAMPUS AND, YOU KNOW, AS THOSE COME TO LIGHT, WE HAVE NOT FOUND THAT ANY OF THOSE RISE TO THE LEVEL OF CONCERN IN THE H.R. ARENA.

I MEAN, LET ME USE AN EXAMPLE.

SOME CAMPUSES HAVE QUITE EXTENSIVE GUIDELINES FOR MONITORING THE STUDENTS GETTING ON AND OFF THE BUS THAN OTHER CAMPUSES, AND THEY HAVE MORE PEOPLE INVOLVED IN BEFORE OR AFTER SCHOOL BUS DUTY.

BUT WHEN YOU LOOK AT THE NUMBER OF BUSES SERVING ONE CAMPUS VERSUS ANOTHER, IT EXPLAINS THE NEED FOR THE DIFFERENCE.

SO SOME CAMPUSES DON'T HAVE MANY BUSES SERVING THAT CAMPUS, NOT VERY MANY BUS RIDERS, AND

[01:25:02]

THAT IS A REALLY OVERSIMPLIFIED EXAMPLE, BUT IT IS ONE THAT IS ILLUSTRATIVE OF THE TYPES OF DIFFERENCES WE MAY SEE BETWEEN CAMPUSES THAT THAT WE FEEL ARE VERY APPROPRIATE.

BACK IN THAT REGARD, IF THE CAMPUS OPERATIONAL GUIDELINES--EMPLOYEE HANDBOOKS, RATHER--ARE REALLY OPERATIONAL IN NATURE FOR THOSE SPECIFIC CAMPUSES, WHICH IS WHAT IT SOUNDS LIKE, DO WE DO YOU ALL DO AN AUDIT OR ANYTHING? WILL YOU CONTINUE DOING AUDITS LIKE YOU DID LAST YEAR JUST TO ENSURE THAT THERE'S NO OVERLAP BETWEEN WHAT OUR DISTRICT WIDE EMPLOYEE HANDBOOK STANDARDS ARE VERSUS A LOCAL CAMPUS HANDBOOK? WE SURELY CAN.

WE REALLY DID IT AS A INFORMATION PIECE FOR US LAST YEAR TO SEE WHAT ISSUES THE CAMPUSES WERE CHOOSING TO DEAL WITH.

BUT THAT IS SOMETHING WE CAN CERTAINLY CONTINUE WITH ON AN ANNUAL BASIS, IS A REVIEW OF CAMPUS HANDBOOKS AND ENSURING THAT THERE IS NOT CONFLICTING OVERLAP.

YEAH, I MEAN, I'M NOT TRYING TO PILE ON MORE WORK FOR YOU, AND IT SOUNDS LIKE YOU DID AN AUDIT LAST YEAR WITHOUT THIS NEW HANDBOOK IN PLACE AND FOUND THAT THERE WASN'T MUCH OVERLAP, THAT'S A GOOD SIGN ALREADY.

IT WAS REALLY RESEARCH FOR US.

IT'S PART OF THE RESEARCH AND DEVELOPMENT PROCESS LEADING TO THE HANDBOOK THAT YOU SEE TODAY.

FOR THE HANDBOOK, AND I HAVEN'T READ ENTIRELY THROUGH IT, BUT THE POLICIES, THERE'S POLICIES IN REGARDS TO SOCIAL MEDIA.

CORRECT. SO IT IS ALL WITHIN THE UMBRELLA OF ELECTRONIC COMMUNICATIONS IN THE HANDBOOK.

YES, OK. AND THEN ALSO E&B LOCAL.

I KNOW THAT'S SOMETHING THAT WE'VE TOUCHED ON IN THE PAST.

IS THAT SOMETHING THAT'S TOUCHED ON IN THE MANUAL? YES. AND ARE EITHER OF THOSE TWO TOPICS I KNOW AT SOME POINTS I THINK IN PREVIOUS YEARS THERE'S BEEN REMINDER EMAILS OR THINGS SENT OUT TO TEACHERS AND I THINK LEADING UP TO THE ELECTION, I DO FIND IT TO BE PRUDENT.

I THINK THAT'S A WORD DAVID LOVES TO USE.

I THINK THAT WOULD BE PRUDENT FOR US TO MAYBE SEND THOSE OUT AND HIGHLIGHT THOSE POLICIES AS WE MOVE INTO THE ELECTION TIME FRAME.

ABSOLUTELY. AND WE'VE ALREADY DONE SOME WORK WITH OUR CAMPUS ADMINISTRATORS, SUPPORTING THEM AND PROVIDING SOME CONTEXT AND BACKGROUND FOR THEM IN THOSE AREAS AS THEY WORK WITH TEACHERS AND EVEN PROVIDING SOME TALK ABOUT THIS, TALK ABOUT THIS, TALK ABOUT THIS.

BUT WE WILL CONTINUE TO DO SO.

THANK YOU SO MUCH. ABSOLUTELY.

ARE THERE OTHER COMMENTS OR YOUR QUESTIONS? THIS IS A REPORT ONLY, NOT AN ITEM FOR VOTE.

WELL, THANK YOU VERY MUCH, BETH, WE APPRECIATE EVERYTHING YOU'VE DONE TO PUT THIS TOGETHER FOR OUR EMPLOYEES. ABSOLUTELY.

I HAVE TO THANK THE TEAM.

THIS IS A REAL TEAM EFFORT.

I HAVE A GREAT TEAM THAT I WORK WITH.

SO THANK YOU VERY MUCH FOR THIS OPPORTUNITY THIS EVENING.

THANK YOU. NEXT, THE BOARD WILL HEAR FROM DR.

[10B. Plano Independent School District Enrollment, Persistence and Graduation in Higher Education]

THANK YOU VERY MUCH AND GOOD EVENING TO EVERYONE.

THIS PRESENTATION WILL CONTAIN INFORMATION ON PISD STUDENTS AND THEIR RATES OF ENROLLMENT IN COLLEGE. THEIR PERSISTENCE IN REMAINING ENROLLED AND COMPLETING DEGREES.

DATA IS PROVIDED BY THE NATIONAL STUDENT CLEARINGHOUSE BASED ON ENROLLMENT AND GRADUATION INFORMATION FROM MEMBER HIGHER EDUCATION INSTITUTIONS.

APPROXIMATELY NINETY SIX PERCENT OF OUR HIGHER EDUCATION INSTITUTIONS ARE MEMBERS OF A CLEARINGHOUSE, AND DATA IS COLLECTED BY A MATCHING SYSTEM THAT CONNECTS SECONDARY AND POSTSECONDARY DATABASES.

SO NOW LET'S GET READY, LOOK AT SOME CHARTS AND GRAPHS HERE.

FIRST, LET ME SAY THAT THE DATA IS COMPILED IN NOVEMBER OF EACH YEAR.

AND SO THIS REPORT WAS INITIALLY SCHEDULED TO BE DELIVERED IN MARCH AND THEN SOMETHING CALLED COVID HAPPENED.

AND SO WE'RE PRESENTING THIS TODAY.

SO YOU'RE GOING TO SEE THE NOVEMBER TWENTY NINETEEN DATE AS WHEN THIS DATA WAS COLLECTED AND IT GETS REPORTED OUT TO CAMPUS, OR TO DISTRICTS IN MARCH.

AND WE NORMALLY PRESENT THIS INFORMATION IN MARCH.

SO PLANO PISD CLASS OF TWENTY NINETEEN ENROLLMENT IS AT SEVENTY THREE PERCENT, WHICH IS

[01:30:03]

REASONS MAY INCLUDE GAP YEARS BECOMING MORE POPULAR, MORE STUDENTS SELECTING CAREER AND TECHNICAL TRAINING.

THIS SLIDE IS SHOWING ALL INSTITUTIONS.

I WANT TO SHOW YOU THREE MORE SLIDES HERE AND BREAK THOSE INSTITUTIONS UP, DAN IF YOU CAN CLICK IT. THIS CHART REPEATS THE OVERALL PERCENTAGE AND THEN BREAKS OUT THE DATE TO SHOW THE PERCENTAGE OF THE TOTAL ATTENDING COLLEGE IN AND OUT OF STATE.

THESE RESULTS MIRROR THE SENIOR GRADUATION SURVEY AND THAT THE MAJORITY OF OUR GRADUATES CHOOSE TO ATTEND COLLEGE IN TEXAS.

NEXT SLIDE. THIS CHART REFLECTS THAT MORE THAN TWICE AS MANY PLANO PISD STUDENTS BEGIN THEIR COLLEGE CAREERS AT FOUR INSTITUTIONS AS COMPARED TO THOSE BEGINNING AT TWO YEARS.

WHILE FOUR-YEAR UNIVERSITY ENROLLMENT HAS REMAINED STABLE, THE COMMUNITY COLLEGE PERCENTAGE IS DIPPING SLIGHTLY, POSSIBLY DUE TO SOME OF THE REASONS OUTLINED ON THE FIRST SLIDE. ONE MORE SLIDE.

SIGNIFICANTLY, A MAJORITY OF OUR GRADUATES BEGIN COLLEGE AT A PUBLIC INSTITUTION.

EIGHT PERCENT OF STUDENTS SELECTED PRIVATE INSTITUTIONS.

NEXT SLIDE, THIS SLIDE GIVES INFORMATION FOR FIRST YEAR ENROLLMENT AFTER HIGH SCHOOL BY ETHNICITY, WHILE SEVERAL OF OUR SUBGROUPS HAVE A HIGH PERCENTAGE OF STUDENTS ENROLLING.

WE CONTINUE TO SEE AN ENROLLMENT GAP WITH OUR HISPANIC AND AFRICAN-AMERICAN STUDENTS, WE ARE INCREASING EFFORTS TO CLOSE THIS GAP BY PROVIDING ACCESS TO COLLEGE ADMISSION INFORMATION THROUGH COLLEGE NIGHTS, AVID PROGRAMS, MENTORING PROGRAMS, COLLEGE REPRESENTATION, VISITS TO SENIOR HIGHS DURING THE SCHOOL DAY, AS WELL AS WORK WITH OUR CCMR ACADEMICS DEPARTMENT.

ADDITIONAL FINANCIAL AID APPLICATION ASSISTANCE IS ALSO BEING MADE AVAILABLE TO STUDENTS AND THEIR FAMILIES, AS WELL AS PLANS FOR NEXT YEAR TO EXPAND THESE EFFORTS.

THIS NEXT SLIDE SHOWS AN EIGHT YEAR SUMMARY OF WHERE OUR STUDENTS HAVE ATTENDED OR ARE ATTENDING COLLEGE.

AS YOU SEE, A LARGE NUMBER OF OUR STUDENTS ELECT TO BEGIN THEIR FOUR YEAR DEGREES AT C OLLIN COLLEGE. I'LL LET YOU LOOK AT THIS FOR A MINUTE.

DR. GOBER, THIS IS CODY WEAVER, COULD I ASK YOU A QUESTION ACTUALLY ABOUT THE PREVIOUS SLIDE? YES.

AND I KNOW YOU CAME FROM ANOTHER DISTRICT, SO YOU'VE GOT SOME EXPERIENCE AROUND THE STATE.

AND I WAS JUST CURIOUS AS TO WHAT PLANO PISD IS CURRENTLY DOING TO HELP OUR BLACK AND AFRICAN-AMERICAN AND HISPANIC STUDENTS, YOU KNOW, IT SOUNDS LIKE WE'RE DOING A LOT AND WE'RE TRYING A LOT OF THINGS.

IS THERE SOMETHING THAT OTHER DISTRICTS HAVE DONE THAT THEY'VE FOUND SUCCESS IN OR SOMETHING THAT YOU'RE CONSIDERING IN THE FUTURE TO TRY OR JUST CURIOUS, YOU KNOW, WHAT'S ON THE CUTTING EDGE OF THIS THAT, YOU KNOW, WE MIGHT BE CONSIDERING? GREAT QUESTION. WELL, FIRST, YES, THERE ARE SOME MORE THINGS WE CAN BE DOING AND THAT WE HOPEFULLY WILL START DOING.

A LOT OF THOSE THINGS ARE MORE INVOLVED, WRAPAROUND SERVICES.

FOR EXAMPLE, A LOT OF LOW INCOME STUDENTS AND FAMILIES, THOSE STUDENTS DON'T WANT TO LEAVE HOME. THOSE STUDENTS NEED TO SUPPORT THEIR FAMILIES FINANCIALLY.

AND SO THE IDEA OF COLLEGE VERSUS SUPPORTING MY FAMILY SOMETIMES DOESN'T WEIGH IN THE FAVOR OF COLLEGE.

AND SO WHEN WE PROVIDE WRAPAROUND SERVICES, THAT IS WE WRAP AROUND NOT ONLY THE STUDENT BUT THE FAMILY. WE ENABLE THOSE KIDS TO PURSUE THEIR COLLEGE.

SO I DON'T WANT TO GET INTO THE SPECIFICS RIGHT NOW.

BUT WHEN WE LOOK AT A STUDENT AND WE TRULY SEE A FAMILY, WHEN WE TAKE THAT FILTER AND MAKE IT REAL, I THINK WE'LL SEE SOME BIG DIFFERENCES IN OUR HISPANIC AND AFRICAN-AMERICAN POPULATIONS. I WOULD EVEN SAY AS FAR AS ALL OF OUR POPULATIONS.

THANK YOU SO MUCH.

OK, SO YOU SEE WHERE OUR KIDS ARE GOING TO COLLEGE, A LOT OF OUR KIDS GOING OUT OF STATE, PRIMARILY TO ARKANSAS AND OKLAHOMA, ARKANSAS, BY THE WAY, THIS IS A VERY TEXAS FRIENDLY UNIVERSITY. THEY DO A LOT OF IN-STATE TUITION FOR TEXAS STUDENTS, AND THEY ABSOLUTELY LOVE PISD STUDENTS.

ALL RIGHT.NEXT SLIDE.

DR. GOBER, DO YOU BELIEVE THAT BECAUSE OF THE AFFORDABILITY OF THE COMMUNITY COLLEGE, THAT THE REASON WHY OUR STUDENTS ARE GOING THERE.

WELL, COLLIN COLLEGE IS A BIT UNIQUE BECAUSE COLIN COLLEGE IS A VERY, VERY GOOD COLLEGE.

AND SO STUDENTS ARE GOING THERE.

AND THIS IS JUST MY OPINION, ONE, BECAUSE OF THE AFFORDABILITY, BUT TWO THE REPUTATION,

[01:35:03]

I HAVE A QUICK QUESTION ABOUT THE NUMBERS, AND SO WE GRADUATE ABOUT 4500 KIDS A YEAR, SO HOW DO THESE NUMBERS ON THE SIDE ADD UP? SIXTY FOUR HUNDRED IN COLLIN COLLEGE, IS THAT CUMULATIVE FOR FIVE OR SIX GRADUATING CLASSES? IS THAT JUST A CLASS OF GRADUATES? THIS IS CUMULATIVE OVER TIME, AND I BELIEVE IT'S OVER SIX YEARS, BUT I'M NOT ABSOLUTELY POSITIVE, BUT I BELIEVE IT'S OVER SIX YEARS.

OK, WELL, THAT WOULD THAT WOULD MAKE SENSE.

DIVIDING THOSE SUMS BY ABOUT SIX WOULD MAKE SENSE.

THANK YOU. THAT WAS A GOOD ONE.

YOU STUMPED ME ON THAT ONE THERE.

[CHUCKLE] ALL RIGHT.

WHERE ARE WE AT HERE...

OK, IN THIS CHART, WE WILL LOOK AT THE PERSISTENCE OF OUR STUDENTS IN HIGHER EDUCATION.

91 PERCENT OF ALL STUDENTS RETURN TO COLLEGE FOR A SECOND YEAR.

NINETY SEVEN PERCENT OF THOSE STUDENTS IN FOUR UNIVERSITIES ENROLLING FOR A SECOND YEAR.

THIS CHART ALSO REFLECTS THE PERSISTENCE RATE FOR STUDENTS IN TWO YEAR INSTITUTIONS.

THE FOUR YEAR COLLEGE PERSISTENT RATE IS NEAR ONE HUNDRED PERCENT, WHICH IS VERY GOOD NEWS. THE NEXT GRAPH SHOWS THE PERSISTENCE OF OUR STUDENTS IN HIGHER EDUCATION AFTER TWO YEARS OF ENROLLMENT, THE MOST RECENT DATA THAT WE HAVE IN THIS AREAS FROM THE CLASS OF TWENTY SEVENTEEN.

HERE YOU CAN SEE THAT 82 PERCENT OF OUR STUDENTS WERE STILL ENROLLED IN COLLEGE AT THE END OF TWO YEARS.

OUR ENROLLMENT AVERAGE OF 83 PERCENT HAS REMAINED FAIRLY CONSISTENT THROUGH THE PAST SIX YEARS. NEXT, WE WILL LOOK AT OUR NUMBER OF STUDENTS WHO COMPLETED A DEGREE WITHIN SIX YEARS BASED ON INFORMATION FROM THE CLASSES OF 2012 AND 2013, WHICH IS THE MOST RECENT DATA WE HAVE OVER A SIX YEAR PERIOD, A SLIGHTLY HIGHER NUMBER EARNED A DEGREE IN 2013 OVER THE PREVIOUS CLASS, THAT IS FIFTY SEVEN PERCENT VERSUS FIFTY FIVE, ADDING UP THE ORANGE AND THE BLUE FROM ONE YEAR TO THE NEXT.

YOU CAN ALSO SEE THAT A HIGHER PERCENTAGE OF THE CLASS THIS CLASS IS 2013 COMPLETED A DEGREE IN FOUR YEARS THAN THE PREVIOUS CLASS.

SO 2013 HAD MORE GRADUATES, IF YOU WILL, IN 2012.

I'LL GIVE YOU A MINUTE TO ABSORB THIS.

ONE THING I THINK IS VERY INTERESTING, BECAUSE OF THE NUMBER OF AP AND IB CLASSES, DUAL ENROLLMENT, THINGS OF THAT NATURE, WE HAVE A GOOD CHUNK OF KIDS THAT ARE GRADUATING COLLEGE WITHIN TWO YEARS.

THAT'S THAT LITTLE SLIVER OF MAROON ON THE BOTTOM THERE.

THAT SOUNDS. THAT IS SOMETHING I HAVEN'T SEEN IN MY OTHER DISTRICTS THAT I'M GLAD TO SEE HERE IN PLANO. AND THEN, FOR THAT MATTER, YOU KNOW, A GOOD CHUNK OF KIDS IN THREE YEARS.

SO THOSE NUMBERS ARE REALLY SPEAKING TO THE NUMBER OF CREDITS THAT OUR STUDENTS ARE EARNING FROM BEING EITHER IN OUR IB PROGRAM AT PLANO EAST, OR TAKING SO MANY AP CLASSES.

NEXT SLIDE.

HERE, YOU CAN SEE SOME DETAIL OF THE TWO YEAR PROGRESSION OF THE CLASS OF TWENTY SEVENTEEN SEVENTY FIVE POINT FIVE PERCENT ARE CURRENTLY PURSUING A DEGREE OR HAVE ALREADY GRADUATED. THE NUMBER OF STUDENTS NOT IN THE NATIONAL STUDENT CLEARINGHOUSE DATABASES SHOULD DECREASE OVER TIME AS THOSE STUDENTS BEGIN COLLEGE OR ARE LOCATED AT A PARTICULAR COLLEGE. SO WHAT WE'RE SAYING HERE IS THAT PURPLE ON THE TOP.

IN TWENTY SEVENTEEN, TWENTY EIGHTEEN TWENTY ONE POINT TWO PERCENT OF THE CLASS WAS NOT IDENTIFIED AT ANY COLLEGE, BUT THE NEXT YEAR, I DON'T KNOW, SLIGHTLY OVER THREE PERCENT WERE FOUND OR ENROLLED INTO A COLLEGE.

NEXT SLIDE, AND THIS IS A GOOD EXAMPLE OF LOOKING AT THAT PURPLE ON THE TOP.

THIS IS LOOKING AT THE CLASS OF 2012, YOU'LL SEE OVER TIME THAT MORE AND MORE KIDS IN 2012 FINALLY ENROLLED INTO COLLEGE OR WERE LOCATED AT A COLLEGE BECAUSE SOMETIMES THE DATA

[01:40:02]

SO EVENTUALLY WHEN YOU GET THE TWENTY, EIGHTEEN, TWENTY, NINETEEN AND LOOKING AT THE CLASS OF 2012, ONLY TWELVE POINT SEVEN PERCENT OF THOSE TWENTY TWELVE GRADUATES DID NOT STEP FOOT AT A COLLEGE CAMPUS.

SO LET ME READ MY SCRIPT HERE.

HERE YOU CAN SEE THE PROGRESSION OF THE CLASS OF 2012 THROUGH THE TWENTY SCHOOL YEAR.

BY THE SEVENTH YEAR, FIFTY EIGHT PERCENT GRADUATED WITH A TWO OR FOUR YEAR DEGREE.

YOU CAN ALSO SEE THAT ADDITIONAL STUDENT INFORMATION IS GATHERED EACH YEAR AS THE CLEARINGHOUSE IDENTIFIES STUDENTS WHO ARE ENROLLED FOR THE FIRST TIME OR HAVE RESTARTED; THE RESTARTED COLOR IN THAT LITTLE BLUE IN THE MIDDLE.

ALMOST DONE HERE, FOLKS.

THIS NEXT CHART REFLECTS THE NUMBER OF STUDENTS COMPLETING DEGREES AT TWO AND FOUR YEAR COLLEGES. ALTHOUGH 33 PERCENT OF STUDENTS BEGIN HIGHER EDUCATION AT COLLIN COLLEGE, ONLY SEVEN PERCENT COMPLETE A DEGREE THERE.

A LARGE MAJORITY OF THESE STUDENTS CONTINUE TO A FOUR YEAR UNIVERSITY AFTER LEAVING COLLIN COLLEGE. IN SUMMARY, 87 PERCENT ENTERED HIGHER EDUCATION.

FIFTY FIVE--OR FIFTY FOUR POINT NINE PERCENT--GRADUATE WITH A TWO YEAR OR FOUR YEAR DEGREE . OF THOSE WHO ENTERED COLLEGE, SIXTY THREE POINT ONE PERCENT, EARN A DEGREE.

ANY QUESTIONS? DR. GOBER, THIS IS DAVID, JUST REAL QUICK, IT JUST CROSSED MY MIND, THESE NUMBERS ARE BASED ON THE TOTAL NUMBER OF STUDENTS WHO GRADUATED IN A PARTICULAR CLASS, CORRECT. THEY DON'T BACK OUT KIDS WHO WENT TO MILITARY.

THEY ARE THE GRADUATES OF EACH CLASS FOR EACH DISTRICT.

YES. SO I GUESS MY ONE QUESTION I WOULD HAVE IS WHAT PERCENTAGE OF STUDENTS DO WE HAVE THAT CHOOSE A MILITARY ROUTE VERSUS A SECONDARY EDUCATION ROUTE AND, DO WE LOSE TRACK OF THOSE KIDS WHO GO MAYBE JOIN THE MILITARY FOR TWO YEARS AND THEN COME BACK ON A GI BILL, OR WOULD THEY BE INCLUDED IN THESE NUMBERS AS WELL? THEY WOULD BE INCLUDED.

LET'S JUST TAKE THE CLASS OF 2012, FOR EXAMPLE.

THEY WOULD BE INCLUDED IF WITHIN SIX YEARS OF THEIR GRADUATING CLASS, THEY STEPPED FOOT ON A COLLEGE CAMPUS.

OK, SO THE KIDS THAT I'M TALKING ABOUT, THE ONES WHO GO JOIN THE ARMY FOR TWO YEARS OR FOUR YEARS AND THEY COME BACK AND TAKE THEIR MONEY AND GO BACK TO COLLEGE, THEY'RE CAPTURED IN THESE NUMBERS.

BUT AND THEN, QUITE FRANKLY, I DON'T KNOW WHAT OUR ANNUAL KIND OF PERCENTAGE OF KIDS WHO CHOOSE A MILITARY ROUTE VERSUS GOING STRAIGHT TO COLLEGE, I DON'T KNOW WHAT THAT IS.

YEAH, THEY WOULD BE CAPTURED.

DAN, IF YOU CAN GO BACK MAYBE THREE SLIDES, RIGHT THERE, RIGHT THERE.

SO YOU CAN SEE, LIKE, LET'S SAY I GRADUATE IN TWENTY TWELVE.

WHERE TWENTY POINT TWO PERCENT OF OUR KIDS DID NOT GO TO COLLEGE AT THAT PURPLE, WHEREAS SIX YEARS LATER ONLY TWELVE POINT SEVEN PERCENT.

SO SOMEWHERE THERE WE GRABBED EIGHT PERCENT.

AND IT COULD BE THAT SOME OF THOSE WERE THOSE TWO OR FOUR YEAR MILITARY KIDS.

WELL, AND HONESTLY, THE BLUE GROUP THERE IS WHAT JOGGED THE QUESTION.

THAT IS WHAT CREATED THE QUESTION FOR ME.

GOT IT.

ANY OTHER QUESTIONS? DR.

GOBER, I REALLY APPRECIATE THIS INFORMATION, AND YOU SAID THAT WHAT PERCENTAGE OF OUR KIDS GO TO COLLIN COLLEGE? 30 SOME ODD PERCENT.

Y'ALL THREW TOO MANY NUMBERS OUT THERE, EVEN FOR ME.

THIRTY THREE PERCENT.

I THINK WHAT THIS REINFORCES TO ME IS THE NECESSITY FOR MORE AND MORE DUAL CREDIT, BECAUSE I KNOW WE CONTINUE TO EXPAND OUR OFFERINGS AND WE'RE DOING THEM IN THE MEDIA COURSES, THE SCIENCE COURSES, THE MATH COURSES.

I STILL HARBOR HOPE THAT OUR STUDENTS ARE GIVEN COUNSELING EARLY AND OFTEN THAT SHOW THEM HOW THEY CAN USE DUAL CREDIT WHILE STILL IN HIGH SCHOOL AND SENIOR HIGH SCHOOL IN ORDER TO TICK OFF SOME IMPORTANT BOXES.

SO AS THEY GET TO COLLIN COLLEGE, THEY MAY BE CLOSE TO BEING A SOPHOMORE ALREADY.

AND THEY'VE TAKEN THINGS THAT GO TOWARD MAJOR DEGREES.

THEY GO TOWARD BUSINESS DEGREES OR EDUCATION DEGREES, SOMETHING THEY CAN TRANSFER EASILY TO A FOUR YEAR COLLEGE.

I KNOW THAT COUNSELING IS UNDER YOUR PURVIEW NOW, SO I'M REALLY EXCITED TO SEE HOW YOU HELP AUTOMATE THAT PROCESS, MAKE IT EVEN MORE CLEAR.

YOU TALKED ABOUT CLOSING THE COLLEGE GOING GAP FOR OUR STUDENTS OF COLOR.

[01:45:02]

THAT SOUNDS RIGHT. DALLAS COMMIT IS WORKING A LOT ON PROGRAMS THAT HELP STUDENTS GO THROUGH THAT PATHWAY MORE EASILY, I THINK EVEN TO THE POINT TO DEVELOP SOME APPS TO HELP THEM WORK THROUGH THAT PROCESS.

AND SO I JUST WANT YOU TO KNOW HOW MUCH YOU HAVE MY SUPPORT IN TRYING TO DO MORE DUAL CREDIT, MORE EASY PATHWAYS BECAUSE I WANT TO MAKE SURE KIDS WHO WANT TO GET A DEGREE, EVEN IF THEIR FAMILY CAN'T HELP THEM, THEY HAVE THAT OPPORTUNITY.

IF THEY CAN KNOCK OUT THIRTY TO FORTY FIVE HOURS WHILE STILL UNDER OUR ROOFS, WE'RE DOING A BIG SERVICE FOR THE FAMILY.

SO THANK YOU SO MUCH FOR WHAT YOU'RE DOING.

THANK YOU. DR.

GOBER, I HAVE A QUESTION ON THE LAST SLIDE AND THE SECOND AND THE THIRD BULLET POINTS.

THE FIFTY FOUR POINT NINE PERCENT AND THE SIXTY THREE POINT ONE PERCENT, I MEAN, THE DIFFERENCE IS THAT BECAUSE SOME KIDS HAVE GOT A MASTER DEGREE WITHIN THIS SIX YEARS.

I ASKED THAT SAME QUESTION AND TRUSTEE WANG.

I'M A BIT CONFUSED ABOUT THAT.

I THINK WHAT'S IN THAT SIXTY THREE PERCENT.

I'M NOT EXACTLY POSITIVE ARE SOME CERTIFICATES, BUT I HAVE THAT QUESTION.

I JUST HAVEN'T GOT THE ANSWER BACK YET.

OK, I JUST WANT TO MAKE SURE IT'S NOT ONLY MY QUESTION, BECAUSE IT SHOULD, I MEAN, WHAT ELSE BEYOND TWO AND FOUR, RIGHT, YOU WONDER.

OK, THANK YOU. I GUESS THERE'RE A FEW NURSING PROGRAMS WHERE YOU CAN ACTUALLY GET AN RN, NOT THE FOUR YEAR DEGREE, BUT DR.

GOBER, IF YOU WOULD JUST DO A LITTLE RESEARCH ON THAT AND YOU CAN SEND IT TO US IN THE NEXT BOARD UPDATE.

YEAH, I PLAN ON DOING THAT.

I BELIEVE IT'S CERTIFICATE.

BUT LET ME JUST CONFIRM IT.

ALL RIGHT. THANK YOU.

ARE THERE ANY FURTHER QUESTIONS? THIS IS WHY WE DO WHAT WE DO.

I MEAN, IT'S TO GET STUDENTS TO THE POINT WHERE THEY CAN GO TO THEIR NEXT STEP AND BE ABLE TO SUPPORT THEIR FAMILIES.

AND SO I APPRECIATE SO MUCH THE WORK THAT COMES TOGETHER IN THIS REGARD.

MY DAUGHTER WAS CLASS OF 2012, SO IT'S BASICALLY HER CLASS YOU'RE TALKING ABOUT, AND TO BRAG FOR A MOMENT, SHE WAS JUST PROMOTED TO SENIOR CONSULTANT AT HER CONSULTING FIRM.

SO PISD EDUCATION IS WORKING FOR US.

ALL RIGHT, WELL, THANK YOU VERY MUCH, DR.

GOBER. I APPRECIATE YOUR PRESENTATION, OUR FINAL REPORT OF THE EVENING WILL ALSO WILL

[10C. Social Emotional Learning Tools for Teachers and Students]

GOBER WITH HELP FROM CLAIR SONG, BEHAVIORAL, SOCIAL, EMOTIONAL SUPPORT SPECIALIST REGARDING SOCIAL EMOTIONAL LEARNING TOOLS FOR TEACHERS AND STUDENTS.

MS. SONG, WELCOME TO THE MEETING.

HELLO, WE ARE VERY GLAD TO HAVE YOU WITH US THIS EVENING.

DR. GOBER, WOULD YOU LIKE TO BEGIN? WELL, YES, FIRST, I'M EXCITED TO SEE THAT WE INCLUDED SOCIAL, EMOTIONAL LEARNING IN OUR LEGISLATIVE PRIORITIES AND AS SUCH, OUR FAMILY SERVICES TEAM WITH A NEW ADDITIONAL MEMBER, CLAIR SONG HAS BEEN WORKING VERY HARD TO PROVIDE RESOURCES FOR SOCIAL EMOTIONAL LEARNING, OF COURSE, FOR OUR STUDENTS.

BUT RECENTLY THEY HAVE TAKEN ON A PRETTY FUN TASK OF DOING MORE FOR OUR TEACHERS.

AND SO WITH THAT, I'M GOING TO TURN THE PRESENTATION OVER TO CLAIR AND SHE CAN WALK YOU THROUGH SOME OF THE PROJECTS THEY'VE DONE.

THANK YOU, DR. GOBER.

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

I AM PLEASED TO SHARE AN UPDATE ON OUR SOCIAL EMOTIONAL LEARNING RESOURCE, WHICH WAS DEVELOPED WITHIN OUR STUDENT, FAMILY AND COMMUNITY SERVICE DEPARTMENTS.

CURRENTLY ARE PISD STUDENTS NEED ACCESS TO A VIRTUAL CALMING ROOM AND TO HELP SELF REGULATE AND MANAGE THEIR EMOTIONS DURING THIS UNPRECEDENT TIME.

DUE TO COVID RESTRICTIONS, OUR STUDENTS NO LONGER HAVE ACCESS TO SHARED CALM DOWN AREAS AND TOOLS IN THEIR CLASSROOM.

SO WE CREATED A VIRTUAL CALMING ROOM TO HELP MEET THE NEEDS OF A TRADITIONAL CALM DOWN AREA VIRTUALLY.

SO NOW I WILL SHARE MY SCREEN TO GIVE YOU A DEMONSTRATION FOR OUR ELEMENTARY AND SECONDARY VIRTUAL CALMING ROOMS. OK, SO OUR ELEMENTARY VIRTUAL CALMING ROOM HAS A HOW TO USE THE VIRTUAL CALMING ROOM

[01:50:04]

I WILL HIGHLIGHT MY FAVORITE, WHICH IS THE ANIMAL LIVE CAM, AS STUDENTS CAN SET A FIVE MINUTE TIMER JUST SO THAT THEY ARE AWARE OF THE TIME THAT THEY SPEND.

I WILL GO AHEAD AND CLICK ON THE ELEPHANT AND IT WILL LEAD THEM TO THE SAN DIEGO ZOO LIVE CAM. AND THEN FOR OUR SECONDARY AND VIRTUAL CHILL NOTEBOOK, WE HAVE CREATED THIS FOR OUR MIDDLE SCHOOL AND HIGH SCHOOL STUDENT AND FOR ALSO TEACHERS OR STAFF MEMBERS, THEY ALSO HAVE SIX DIFFERENT RESOURCES, ALONG WITH A.

PHONE APPS AND SUPPORT RESOURCES.

I ALSO WANT TO HIGHLIGHT ONE OF MY FAVORITE IS OUR VISUAL RELAXATION AND VIRTUAL TOUR SECTION, AND YOU CAN WATCH AN UNDERWATER RELAXATION VISUAL.

BUT MY MOST FAVORITE IS THE TOUR, THE BUCKINGHAM PALACE IN ENGLAND.

SO GO AHEAD AND TAKE A TOUR OF THAT OR THE WHITE HOUSE.

AND THROUGH OUR COLLABORATION WITH THE TECHNOLOGY DEPARTMENT, WE HAVE ENSURED FOR ALL OF OUR STUDENTS, FAMILIES AND STAFF MEMBERS TO HAVE ACCESS TO OUR VIRTUAL CALMING ROOMS THROUGH AN APP ON THE WEBSITE.

ADDITIONALLY, WE ARE CURRENTLY COLLABORATING WITH THE MULTILINGUAL DEPARTMENT TO OFFER THESE RESOURCES IN SPANISH.

OUR NEXT RESOURCE IS OUR DAILY DOSE FOR SOCIAL EMOTIONAL WELL-BEING, VIRTUAL FILING CABINET. THIS RESOURCE WAS CREATED SO THAT PRINCIPALS CAN SUPPORT THE SOCIAL EMOTIONAL WELLNESS OF THEIR STAFF AS THEY EMBARK UPON THIS UNPRECEDENTED SCHOOL YEAR.

SO EACH FILING CABINET IS LABELED BY THE DAY OF THE WEEK.

YOU CAN CLICK ON THE FILING CABINET AND THEY HAVE DAILY FILES WITH INFO GRAPHIC ABOUT ADULT SOCIAL EMOTIONAL WELLNESS.

AND SEPTEMBER 7TH, IT HAS A QUICK INFO GRAPHIC OF FIVE MINUTES.

HEALTH CARE, THEY COULD CLICK ON SEPTEMBER 14TH AND IT WILL HAVE LITTLE CUTE LITTLE INFOGRAPHICS THAT YOU CAN SHARE WITH YOUR--PRINCIPLES, CAN SHARE WITH THEIR STAFF MEMBERS. ALL THREE RESOURCES ARE LOCATED IN OUR DISTRICT, SOCIAL, EMOTIONAL LEARNING WEB SITE, UNDER STAFF RESOURCES.

AND I'M HAPPY TO ANSWER ANY QUESTIONS YOU GUYS HAVE.

AND THANK YOU FOR YOUR TIME.

HEY, CLAIR, I HAVE A QUESTION, THIS IS NANCY HUMPHREY.

HI. SO GOOD TO SEE YOU TONIGHT.

YOU TOO. I HAVE A QUESTION ABOUT THE THE THE I DON'T KNOW WHAT YOU CALL THEM.

THE HANGOUTS THAT THE KIDS CAN PARTICIPATE IN.

ARE THERE LIMITS SO THAT THEY'RE NOT LOOKING AT THE ELEPHANTS ALL DAY, WHICH I KNOW I WOULD BE. BUT ARE THEY LIMITED TO ANY OF THAT? SO THERE IS A FIVE MINUTE TIMER.

SO THE STUDENTS ARE AWARE.

ALSO, WE HAVE INSTRUCTED TEACHERS THAT THEY CAN SET A ALLOTTED TIME FOR STUDENTS OR DURING VIRTUAL TEACHING WHEN THEY NOTICE THAT A STUDENT IS A LITTLE STRESSED OUT OR JUST NEED A QUICK BRAIN BREAK. A TEACHER CAN GO AHEAD AND SET A TIMER FOR THAT STUDENTS AND LET THEM KNOW, HEY, YOU HAVE TEN MINUTES TO GO WATCH THE ELEPHANT PLAY AND THAT WHEN MY TIMER GOES OFF, I WOULD LIKE FOR YOU TO REJOIN OUR CLASS.

OK, THANKS.

SO THE TEACHER HAS TO ALLOT IT FOR THEM OR--.

PERHAPS, BUT THERE'S ALSO A FIVE MINUTE TIMER ON THAT PAGE THAT STUDENTS CAN START THE TIMER AND IT WILL GO OFF WITH THAT FIVE MINUTE TIMER IS OFF, OK? ALL RIGHT. THANKS. JUST WANT TO THANK CLAIR AGAIN AND THE SOCIAL, EMOTIONAL OTHER BEHAVIOR SPECIALIST. THIS IS A GREAT RESOURCE.

I RECOMMEND THAT YOU GUYS PLAY WITH IT AND HAVE FUN WITH IT.

MY DAUGHTER CAME HOME FROM COLLEGE ON FRIDAY AND, YOU KNOW, I MISSED HER, BUT I HAD TO GO TO THAT VIRTUAL CALMING ROOM MYSELF AFTER I REALIZED WHAT SHE WAS DOING WHILE SHE WAS AWAY. SO IT'S A GOOD THING TO BOOKMARK.

AND CLAIR, THANK YOU SO MUCH FOR ALL THAT YOU'VE DONE.

THANK YOU SO MUCH, DR.

GOBER. DO WE AS BOARD MEMBERS HAVE ACCESS TO THESE CHILL ROOMS? YES. [INAUDIBLE] YES, MA'AM. WEB DISK.

[01:55:05]

AND IT'S ALSO LOCATED IN OUR SOCIAL EMOTIONAL STAFF RESOURCE IN OUR DISTRICT WEB SITE.

WE'LL MAKE SURE WE PUT LINKS TO IT IN MY BOARD UPDATE THIS WEEK.

THANK YOU. THANK YOU.

HAVE YOU STARTED TO HEAR ANY COMMENTS BACK FROM TEACHERS AND KIDS ON HOW THEY ARE GRAVITATING TO THESE TOOLS? YES, I SENT OUT SEVERAL MIDDLE SCHOOL TEACHERS AND ELEMENTARY TEACHERS, AND THEY HAVE SAID THAT THEIR STUDENTS ARE USING IT PRETTY WELL AND A LOT OF TEACHERS ARE USING THE SECONDARY ONE ALSO.

AND THEY SAID IT'S BEEN VERY HELPFUL, ESPECIALLY SINCE OUR STUDENTS ARE SO USED TO USING THAT CALM DOWN AREA IN THEIR CLASSROOM.

NOW THEY HAVE SOMETHING ACCESSIBLE, ESPECIALLY DURING VIRTUAL LEARNING.

THANK YOU. ARE THERE ANY COMMENTS OR QUESTIONS? I JUST WANT TO MAKE A REAL QUICK COMMENT.

I THINK WHEN TAMMY, NANCY, AND I STARTED ON THIS BOARD 10 YEARS AGO, THIS TYPE OF THING WAS NONEXISTENT. AND IF IT WAS IN EXISTENCE IN THIS DISTRICT, IT WAS ON A CLASSROOM BY CLASSROOM BASIS.

AND SO I APPRECIATE THE WORK THAT YOU ALL HAVE DONE WITHIN THIS GROUP HERE, BUT ALSO THE WORK THAT THIS DISTRICT HAS DONE IN THE LAST 10 YEARS TO EVOLVE, TO MEET A REAL NEED FOR OUR STUDENTS. AND SO I'M REALLY EXCITED TO SEE THIS AND I'M EXCITED TO HEAR YOU SAY THAT YOU'RE ALREADY GETTING POSITIVE FEEDBACK ON THIS JUST A COUPLE OF WEEKS INTO A VIRTUAL LEARNING ENVIRONMENT. AND SO I LOOK FORWARD TO HOW THIS WILL PROGRESS AND HOW OUR STUDENTS WILL BE ABLE TO USE IT.

THANK YOU SO MUCH, DAVID.

IT'S A REALLY GOOD JOB.

I THOUGHT THAT WAS A VERY GOOD PRESENTATION.

SO THANK YOU. THANK YOU.

ANGELA. I CAN'T HEAR SOCIAL EMOTIONAL LEARNING AND NOT THINK ABOUT OUR FORMER COLLEAGUE, TRUSTEE MARILYN HINTON.

MARILYN WAS ACTUALLY THE STANDARD BEARER FOR THIS WORK.

AND SO IT'S NICE TO SEE IT COME TO FRUITION AND HELP SO MANY STUDENTS AND TEACHERS.

SO KUDOS TO MARILYN.

YEAH, [INAUDIBLE] NAME THIS THE MARILYN HINTON WING, OR OFFICE, WE SHOULD DO SO.

THAT'S A GOOD IDEA. ALL RIGHT, TO THE OTHER COMMENTS OR QUESTIONS.

WELL, THANK YOU VERY MUCH, DR.

GOBER, AND THANK YOU, CLAIR, FOR PARTICIPATING THIS EVENING.

THANK YOU, PRESIDENT RICHARDS.

THANK YOU. ALL RIGHT.

[11. CONCLUSION OF PUBLIC COMMENT SESSION]

IN ACCORDANCE WITH THE EXHIBIT TO BOARD POLICY BED.

IF THE TOTAL NUMBER OF SPEAKERS SEEKING TO ADDRESS THE BOARD AT A MEETING EXCEEDS 10, THE FIRST SPEAKER TIME LIMIT MAY BE REDUCED.

TONIGHT'S SPEAKERS WILL HAVE ONE MINUTE OF THEIR COMMENTS READ.

THE BOARD AND ADMINISTRATION HAVE RECEIVED A FULL COPY OF ALL COMMENTS IN THEIR ENTIRETY.

A PUBLIC COMMENT SESSION'S PROVIDED TO HEAR PERSONS WHO DESIRE TO MAKE COMMENTS TO THE BOARD REGARDING AGENDA OR NOT AGENDA ITEMS DUE TO THE UNIQUE FORMAT OF THIS VIRTUAL MEETING, PATRONS WHO WISH TO PARTICIPATE IN PUBLIC COMMENT WERE ASKED TO SUBMIT THEIR NAME AND COMMENTS TO THE BOARD IN ADVANCE OF THIS MEETING, AS INSTRUCTED ON THE MEETING NOTICE. AS STATED EARLIER IN THE MEETING, IN THE INTEREST OF TIME AND THE ORDERLY CONDUCT OF PUBLIC BUSINESS, BOARD RESERVES THE RIGHT TO MAKE REASONABLE ADJUSTMENTS TO THE TIMING OF PUBLIC COMMENT IN ACCORDANCE WITH LAW, INCLUDING DECREASING THE PER SPEAKER TIME LIMIT AND MOVING COMMENTS ON KNOWLEDGE IN THE TOPICS TO THE END OF THE MEETING.

TONIGHT, NO PRESENTATION SHALL EXCEED ONE MEETING.

DUE TO THE REQUIREMENTS OF THE OPEN MEETINGS ACT.

THE BOARD MAY NOT DISCUSS A SUBJECT THAT IS NOT ON THE AGENDA, AND THE BOARD MAY ONLY MAKE A STATEMENT OF FACTUAL INFORMATION OR ASK THE SUPERINTENDENT TO CORRECT ANY MISINFORMATION THAT HAS BEEN PRESENTED AS FACT IN THE PERSON'S COMMENT.

WE MAY RECITE EXISTING POLICY OR WE MAY REFER THE PATRON TO A STAFF MEMBER IN AUTHORITY OVER THE ISSUE. PLEASE BE ADVISED THAT THE COMMENTS READ IN THE PUBLIC COMMENT SESSION DO NOT REFLECT THE OPINION OF THE DISTRICT.

BOARD MEMBER SECRETARY WONG AND SHARON NOWAK, EXECUTIVE ASSISTANT TO THE BOARD, AND SUPERINTENDENT AND BOARD OF TRUSTEES, WILL NOW READ THE COMMENTS.

DR. WONG? OK, ALSO I WILL SAY THAT VICE PRESIDENT CHAMBERS WILL KEEP THE TIMING SINCE SECRETARY WANG IS READING THE COMMENTS.

NUMBER ONE [INAUDIBLE], I'M REQUESTING THE EMAIL THREAD BELOW TO BE READ ALOUD IN ADDITION TO MRS. BONSER'S DISINGENUOUS REPLY, I WOULD LIKE MY QUESTIONS THAT I ATTEMPTED TO

[02:00:03]

ALONG WITH THE THREAD BELOW, I WOULD LIKE THE BOARD TO KNOW THAT, AS A TAXPAYING CITIZEN AND PISD PARENT, THE FACT THAT PISD EMPLOYEES CAN BRING THEIR CHILDREN TO THE SCHOOLS AND YET OUR CHILDREN CANNOT ATTEND SHOWS THE LACK OF LOGIC, [INAUDIBLE]AND CARE THAT PISD IS CHOOSING TO COMMIT TO.

FURTHER, MRS. BONSER REPLIED THAT HEALTH AND SAFETY ARE OUR TOP PRIORITY IS RIDICULOUS.

AS A PARENT, I BELIEVE I KNOW WHAT IS BEST FOR MY CHILD'S HEALTH AND SAFETY IS HIS TOP PRIORITY SHOULD BE EDUCATING CHILDREN.

LET ME DECIDE WHAT IS BEST FOR MY CHILDREN AND PISD MUST PROVIDE THE SERVICES WE PAY FOR. TIME.

NUMBER TWO, AMANDA TURNER I'M WRITING AS I'M AN EXTREMELY CONCERNED, FRUSTRATED AND STRESSED PARENT, I REALIZE THAT WE'RE IN UNPRECEDENTED TIMES.

HOWEVER, REMOTE LEARNING IS TURNING INTO A MAJOR DISASTER FOR MY KINDERGARTNER.

I HAVE THREE CHILDREN IN GRADES K, 4TH, AND 8TH.

I DO HAVE CONCERNS ON THE QUALITY OF EDUCATION AND LACK OF SOCIALIZATION WITH PEERS THAT MY OLDER CHILDREN ARE RECEIVING, BUT I KNOW THAT THEY WILL BE ABLE TO OVERCOME WHAT THEY ARE MISSING, BEING IN PERSON IN THE CLASSROOM.

I KNOW THIS BECAUSE THEY ARE ABOVE AVERAGE STUDENTS.

IT IS A COMPLETELY DIFFERENT STORY FOR MY DAUGHTER ENTERING KINDERGARTEN WHO IS IN ESL AND IS BEHIND EDUCATIONALLY, EMOTIONALLY AND SOCIALLY.

SHE STRUGGLES TO STAY FOCUSED ON MULTIPLE GOOGLE WILL CONFERENCE CALLS AND WATCHING THE DAILY VIDEO SHE'S ASSIGNED TO WATCH.

SHE NEEDS CONSTANT ONE ON ONE ATTENTION FOR EVERY MINUTE OF REMOTE LEARNING.

AS A-- TIME. NUMBER THREE, ADRIAN BREWER, I WOULD LIKE TO RECOMMEND THAT THE DISTRICT REQUIRE ANY PERSON WHO HAS TESTED POSITIVE FOR CORONAVIRUS OR HAS BEEN IN CLOSE CONTACT WITH ANYONE WHO HAS TESTED POSITIVE FOR CORONAVIRUS, PROVIDE DOCUMENTATION SHOWING THAT THEY HAVE HAD TWO NEGATIVE COVID TESTS PRIOR TO ENTER INTO SCHOOL.

I RECENTLY READ AN ARTICLE REGARDING THE OPENING PLAN FOR PISD SCHOOLS AND THE PLANS FOR HOW PEOPLE CAN RETURN AFTER A CONFIRMED POSITIVE CASE OF COVID-19.

THE PLAN LEAVES ME WITH A COUPLE OF BIG QUESTIONS.

WHAT ABOUT ASYMPTOMATIC CHILDREN OR STAFF? WHAT ABOUT CHILDREN OR STAFF WHO HAVE TESTED POSITIVE BUT THEIR SYMPTOMS ARE MILD OR HAVE DIMINISHED? BUT THEIR TESTS ARE STILL POSITIVE.

IF SOMEONE TESTS POSITIVE BUT HAS NO SYMPTOMS OF FEVER, ARE THEY GOING TO BE ALLOWED BACK IN SCHOOL IN PERSON BEFORE THEY TEST NEGATIVE? I WAS-- TIME. NUMBER FOUR: [INAUDIBLE], PLEASE CONSIDER LETTING OUR HIGH SCHOOL KIDS GO BACK TO SCHOOL FIVE DAYS A WEEK IN SEPTEMBER INSTEAD OF THE HYBRID PLAN, MY SENIOR WANTS TO BE IN SCHOOL AND EXPERIENCE ALL THAT COMES WITH HAVING A SENIOR YEAR.

WITH THE STUDENTS THAT OPTED TO STAY ONLINE, THAT SHOULD HELP WITH SOCIAL DISTANCING AND THESE KIDS CAN HANDLE WEARING MASKS AND FOLLOWING DIRECTIONS.

THIS VIRTUAL LEARNING WILL BENEFIT VERY FEW KIDS IN THE LONG RUN.

OUR SCHOOLS ARE NOT SET UP TO EFFECTIVELY TEACH THIS WAY AND WE NEED TO HELP PREPARE THESE KIDS FOR COLLEGE AND BEYOND.

OUR HIGH SCHOOLERS WANT TO BE IN SCHOOL.

FOR THOSE WHO HAVE PARTICIPATED IN EXTRACURRICULAR THIS SUMMER AND FOR THE SPORTS THAT ARE CURRENTLY PRACTICING, THEY ARE FOLLOWING THE RULES TO MAKE SURE THEY CAN CONTINUE.

AND IT IS WORKING.

NUMBER FIVE, ANONYMOUS.

I'M A PARENT OF PLANO WEST SENIOR HIGH SCHOOL SENIOR, JUNIOR, AND HIGHTOWER FIFTH GRADER, THE REASON I'M WRITING YOU IS THAT I BELIEVE THAT OUR STUDENTS WHO ASKED TO GO TO FACE TO FACE LEARNING SHOULD BE ALLOWED TO, ON WEDNESDAY, SEPTEMBER 9TH, BEING SOCIALLY DISTANCED FROM CLASSMATES, FOR THIS LONG HAS REALLY TAKEN A TOLL ON ALL MY THREE KIDS.

THEY LOVE TO BE SOCIAL IN SCHOOL, MEETING AND TALKING WITH OTHER STUDENTS IN THEIR

[02:05:02]

HAVING THE STUDENTS HOME THIS LONG REALLY HURT MY KIDS IN THEIR CONFIDENCE.

THEY'RE EXTREMELY QUIET AND MISS SEEING FACES.

MY FIFTH GRADER SUFFERS MAJOR ANXIETY ISSUES, WHICH HE WORKS WITH A SOCIAL SKILLS TEACHER DURING THE WEEK.

HE HAS BEEN HAVING A VERY HARD TIME WITH THE STAY AT HOME LEARNING, ESPECIALLY WITH ALL THE CHROMEBOOK ISSUES, RAISING NO SOUND, ETC..

TIME.

THANK YOU. NUMBER SIX, JANE [INAUDIBLE] I WRITE TO YOU AS A CURRENT EMPLOYEE AND TEACHER OF PLANO, PISD, WHO HAS GREAT CONCERNS ABOUT RETURNING TO SCHOOL IN PERSON ON SEPTEMBER 9TH. I HAVE SEVERAL CONCERNS THAT WILL OUTLINE THE AREAS OF GREATEST CONCERN.

I WOULD ALSO LIKE TO SAY THAT I'M SO PROUD OF THE WORK I HAVE PUT.

I'M PUSHING FOR REMOTE LEARNING AND THE HARD WORK AND DEDICATION OF MY TEAM, TEAMMATES AND COWORKERS. NOBODY AS I KNOW YOU HAVE BEEN DILIGENTLY WATCHING NUMBERS IN OUR AREA.

I KNOW YOU ARE MORE THAN AWARE OF HOW THE NUMBERS SKYROCKETED IN THE WEEKS FOLLOWING MEMORIAL DAY IN DFW.

GOVERNOR ABBOTT EVEN BEGAN SHUTTING DOWN MORE PLACES AND APPLYING MORE STRICT RULES ON GATHERINGS IN PREPARATION FOR THE HOLIDAY.

EVEN IN DOING SO, NUMBERS SKYROCKETED.

I KNOW THAT THIS IS EXPECTED TO HAPPEN AGAIN AFTER LABOR DAY.

COVID-19 IS ALREADY MAKING ITS WAY THROUGH OUR SCHOOLS, EVEN WITHOUT STUDENTS, BY PLACING ALL BACK-- TIME. THANK YOU.

NUMBER SEVEN [INAUDIBLE].

I'M THE PARENT OF A NINTH GRADE STUDENT AND A 10TH GRADE STUDENT AT VINES HIGH SCHOOL.

YOUR CHOICE TO REOPEN HIGH SCHOOLS WITH THE HYBRID MODEL IS NOT ACCEPTABLE.

I WOULD LIKE TO REQUEST THAT WE HAVE A CHOICE TO ATTEND HIGH SCHOOL IN PERSON FULL TIME.

YOU ARE NOT SERVING A MAJORITY OF FAMILIES IN THE DISTRICT WHO WANT THEIR CHILDREN IN SCHOOL. MY KIDS ARE NOT CHALLENGED OR LEARNING AT THE LEVEL THEY NEED, NOR ARE THEY GETTING THEIR SOCIAL EMOTIONAL NEEDS MET BY BEING IN SCHOOL WITH LIFE TEACHERS AND STUDENTS. SPECIFICALLY, WHAT WILL IT TAKE FOR HIGH SCHOOLS TO GO BACK TO SCHOOL FULL TIME? WHAT IS THE MAGIC FORMULA? IS IT ZERO CASES.

IS IT A VACCINE? THE PUBLIC DESERVES TO KNOW YOUR PLAN SO WE CAN MAKE DIFFICULT DECISIONS ABOUT OUR CHILD'S EDUCATION DURING THIS CRITICAL TIME OF COLLEGE PREP.

THAT PANDEMIC IS NOT COMPLETELY GOING AWAY ANY TIME SOON.

THIS IS GOING TO BE AN [INAUDIBLE] AND ONGOING THREAT TO MANAGE, NOT A BRIEF BLIP IN HISTORY--. TIME.

THANK YOU. NUMBER EIGHT ARIEL [INAUDIBLE].

AS A FIRST YEAR TEACHER, I WOULD ASK THAT THE BOARD CONSIDER THE HEALTH IMPLICATIONS OF OPENING SCHOOLS FOR IN-PERSON INSTRUCTION.

AT THIS TIME, I DON'T FEEL THAT IT IS SAFE FOR THE STUDENTS OR THE TEACHERS TO BE IN SUCH CLOSE PROXIMITY.

AND I WOULD HOPE AND PRAY THAT THE BOARD CONSIDER KEEPING THE INSTRUCTION ONLINE FOR AS LONG AS POSSIBLE UNTIL AN EFFECTIVE VACCINE OR AN EFFECTIVE MANNER OF CONDUCTING IN-PERSON CLASSES SAFELY BECOMES CONDUCTING CLASSES SAFELY BECOMES AVAILABLE.

I FEEL THAT RESUMING CLASSES AT THIS TIME IS DANGEROUS, RECKLESS AND IRRESPONSIBLE.

HONESTLY, SEVERAL DIFFERENT WORDS AND PHRASES CAN BE UTILIZED TO BEST EXPRESS THE DISMAY AND FEAR THAT I AND OTHER SCHOOL PERSONNEL FEEL.

AS THE SCHOOL BOARD, YOU ARE FORCING TEACHERS TO MAKE AN IMPOSSIBLE CHOICE TO COME BACK TO THE CLASSROOM AND RISK BECOMING SERIOUSLY ILL AND POSSIBLY DYING OR TO MAKE A LIVING.

I WANT TO PRESERVE MY HEALTH, BUT HAVE NO OTHER SOURCE OF INCOME.

I VIEW THE POSITIVITY IN OUR AREA IS TOO HIGH TO JUSTIFY OPENING THE SCHOOLS FOR INCREASING INSTRUCTION AT THIS TIME.

I FEEL IT WOULD BE BETTER IF WE AS A DISTRICT FOLLOW IN DISD'S FOOTSTEPS.

THANK YOU.

JULIE F.

PARENT TO ELEMENTARY SCHOOL SPECIAL ED STUDENT.

AS A SPECIAL ED PARENT, I HAVE GRAVE CONCERNS WITH THE REMOTE LEARNING THAT WE ARE FORCED TO BE A PART OF.

THE DISTRICT, DID NOT CONSULT FAMILIES BEFORE UNNECESSARILY PULLING OUT OF ON CAMPUS LEARNING. I SENT MANY EMAILS, MADE PHONE CALLS AND EVEN A VIDEO OF WHAT REMOTE LEARNING LOOKS LIKE TO EVERY LEVEL OF THE DISTRICT AND SCHOOL BOARD REQUESTING THEY OPEN UP FOR SPECIAL ED AT ONCE.

[02:10:01]

THAT WAS NOT THE CASE.

WE WERE FORCED TO ENROLL OUR DAUGHTER IN A SCHOOL THAT WE ARE NOW PAYING OVER TWENTY THOUSAND FOR, SHOULD WE STAY FOR A YEAR, ALL WHILE PAYING TAXES FOR A SCHOOL THAT IS NOW WILLING TO TEACH OUR CHILD IN PERSON? THE EXPECTATION NEEDS TO REMAIN AND BE DEMANDED THAT YOU OPEN IN SCHOOL IMMEDIATELY FOR ALL STUDENTS. I ALSO URGE THE BOARD TO--.

TIME. THANK YOU. NUMBER 10, MARISSA PEARSON, I WANTED TO REACH OUT TO LET YOU KNOW THAT I THINK YOU WANT TO SEE OR ARE DOING A GREAT JOB IN A VERY UNPRECEDENTED TIME.

I APPRECIATE THE THOUGHT AND COMPASSION THAT GOES INTO YOUR CONSIDERATIONS AND DECISIONS.

I'M GRATEFUL FOR THE OPTION FOR OUR BOYS TO LEARN FROM HOME.

NOT ONLY IS IT KEEPING OUR STUDENTS SAFE, BUT ALSO I FEEL THAT THE EDUCATIONAL ASPECT SO FAR HAS BEEN VERY EFFECTIVE.

OUR BOYS ARE IN SEVENTH AT SCHIMELPFENIG AND 10TH AT CLARK, AND OUR 10TH GRADER HAS ACCOMMODATIONS. OUR TEACHERS HAVE BEEN PROACTIVE AND RECEPTIVE AND COMPASSIONATE.

I'M WRITING TO TELL YOU THIS BECAUSE I HAVE HEARD THAT THERE IS A GROUP OF PARENTS WHO THINK OTHERWISE AND THEY ARE OF COURSE, ENTITLED TO THEIR OPINIONS.

HOWEVER, I DIDN'T WANT ONLY THE NEGATIVE ANGRY OPINIONS TO REACH YOU.

I SUPPORT YOUR DECISIONS AND I BELIEVE YOU ARE DOING A GREAT JOB.

KEEP YOUR FOCUS ON THE STUDENTS-- TIME. THANK YOU.

NUMBER ELEVEN, THE [INAUDIBLE]FAMILY.

WE HAVE THREE KIDS AT PISD, TWO SONS AT VINES AND A DAUGHTER AT PLANO SENIOR.

WE CHOSE FACE TO FACE, BECAUSE OUR KIDS ARE BETTER WITH VISUAL LEARNING AND BEING IN THE CLASSROOM. OUR KIDS HAVE NEVER HAD AS MANY ABSENCES OR MISSING ASSIGNMENTS AS THEY HAVE HAD WITH JUST THE PAST TWO AND A HALF WEEKS OF THIS SCHOOL YEAR.

IF YOU LOOK AT OUR KIDS TRANSCRIPTS, YOU WILL SEE THAT THEY ARE VERY GOOD STUDENTS WITH EXCELLENT ATTENDANCE.

ALL THREE OF OUR KIDS MAINTAIN 3.0 GPA OR BETTER.

OUR YOUNGEST IS A VERY INTELLIGENT YOUNG MAN AND HE HAS HAD SEVERAL OF ABSENCES AND MISSING ASSIGNMENTS ALREADY AND HE'S NOT HAPPY WITH THIS REMOTE LEARNING.

OUR DAUGHTER IS IN 11TH GRADE AND ALREADY FAILING CLASSES AND HAS BEEN COUNTED IN OVER 14 DAYS. SHE MAY BE MISSED THREE TOTAL DAYS OF SCHOOL LAST YEAR AND TO HAVE 14 PLUS DAYS ABSENT ALREADY IN THE FIRST TWO WEEKS OF SCHOOL IS ABSURD.

WE ARE VERY WORRIED THAT SHE'S GOING TO HAVE TO REPEAT HER JUNIOR YEAR ALREADY.

IT'S NOT--. TIME-- SCHOOL. THANK YOU.

SHARON, WOULD YOU TAKE A TURN? THANK YOU.

NUMBER 12, MELODY SHELL, I AM A PISD MOTHER OF FOUR CHILDREN IN THE SCHOOL SYSTEM.

TWO OF MY CHILDREN HAVE SPECIAL NEEDS AND HAVE AN IEP WITH GOALS AND ACCOMMODATIONS TO ADDRESS THEIR LEARNING DIFFERENCES.

THE BOARD AND ADMINISTRATION HAVE SIGNIFICANTLY LET ME DOWN AND MORE IMPORTANTLY, FAILED MY CHILDREN IN PROVIDING FREE APPROPRIATE PUBLIC EDUCATION IN WHICH THEY ARE ENTITLED TO.

AND AS A TAXPAYER, I PAY FOR.

HOW ARE THE SPECIAL EDUCATION, ACCOMMODATIONS AND GOALS BEING MET THROUGH THE ONLINE PROCESS? I HAVE THE ANSWER TO THAT QUESTION.

THEY ARE NOT.

BECAUSE THE GOALS AND ACCOMMODATIONS ARE NOT BEING FOLLOWED, FEDERAL LAW IS BEING BROKEN, AND PISD IS AND WILL BE HELD LIABLE FOR THEIR FAILURE TO COMPLY WITH THE FEDERAL MANDATES RELATED TO AN IEP.

VIRTUAL LEARNING THERAPIST HAS FAILED MY CHILDREN IN THE FOLLOWING WAYS.

MY 17 YEAR OLD, WHO HAS AN IEP, A SPECIAL EDUCATION STUDENT, WAS ASSIGNED TO A CLASS-- TIME. THANK YOU.

NUMBER 13, SEAN Z.

I AM WRITING TO EXPRESS MY SIGNIFICANT CONCERNS REGARDING THE STUDENT TEACHER RATIOS FOR SCHOOL AT HOME STUDENTS, WHILE I RESPECT EVERY FAMILY'S DECISION REGARDING WHETHER TO SEND THEIR CHILD TO SCHOOL.

THOSE OF US WHO HAVE CHOSEN TO KEEP OUR KIDS AT HOME ARE BEING UNFAIRLY PUNISHED AND DISADVANTAGED BY THAT DECISION RIGHT NOW, EVEN WHEN ALL STUDENTS ARE BEING TAUGHT VIRTUALLY. I HAVE HEARD OF SCHOOL AT HOME CLASSES HAVING 30 TO 40 STUDENTS.

AT THE SAME TIME, I HAVE HEARD OF FACE TO FACE STUDENTS HAVING RATIOS OF 11 STUDENTS TO

[02:15:02]

THERE CAN BE NO DOUBT THAT THE QUALITY OF EDUCATION IS AFFECTED BY THE RATIO OF STUDENTS TO TEACHER. THIS IS PRECISELY WHY WE HAVE MANDATED MAXIMUM RATIOS IN THE FIRST PLACE.

ADD TO THIS THE SIGNIFICANT CHALLENGES OF ELECTRONIC LEARNING, AND THE DISADVANTAGE IS COMPOUNDED. IT IS A COPOUT TO SIMPLY SAY THAT THE NEED TO SOCIAL DISTANCE FACE TO FACE STUDENTS REQUIRES PISD TO CRAM MORE STUDENTS IN SCHOOL AT HOME CLASSES.

TIME. THANK YOU.

MARY MARTIN NO.14 FOLLOWING CDC STANDARDS, A 14 DAY WINDOW SEEMS MUCH MORE APPROPRIATE THAN 10, AND THIS POLICY, THE CURRENT POLICY ON RETURNING TO SCHOOL AFTER A POSITIVE COVID-19 TEST ALSO DISREGARDS ALL REPORTS OF LONGTAIL VIRAL INFECTION WHERE SYMPTOMS DECREASE ONLY TO INCREASE SEVERAL DAYS LATER.

THE LANGUAGE IS NOT STRONG ENOUGH TO PREVENT POSITIVE CASES FROM RETURNING TO SCHOOL.

IMPROVED SYMPTOMS SHOULD BE REPLACED WITH A NEGATIVE COVID TESTS.

TESTING AND TRACING ARE A CONCRETE WAY TO PROVIDE SAFETY TO EACH CAMPUS AND COMMUNITY.

RATHER THAN PLACING THE BURDEN ON PARENTS TO DECIDE WHEN THEIR CHILD IS COUGHING LESS.

WHY HAS PISD NOT PROVIDED A PARTNER TESTING AGENCY TO MAKE TESTING WIDELY AVAILABLE? WHY IS TESTING OPTIONAL INSTEAD OF MANDATORY TO RETURN TO SCHOOL AFTER A CONFIRMED CASE? FACE TO FACE, FAMILIES NEED TO HAVE THE ASSURANCE THAT ANY POSITIVE CASES ARE CONTAINED.

NUMBER 15, BETHANY [INAUDIBLE] MY SON, ATTENDS BEVERLY ELEMENTARY AS A SCHOOL AT HOME STUDENT, I WROTE YOU DURING YOUR LAST MEETING AS WELL TO RAISE CONCERNS REGARDING THE TEACHER TO STUDENT RATIO USED FOR THE ONLINE PROGRAM.

I APPLAUD BEVERLY ELEMENTARY FOR EMPLOYING ANY AND EVERY MEASURE POSSIBLE TO REDUCE THE SIZE OF THIS CLASS.

BUT WITH THE FACE TO FACE CLASSES RETURNING THE CLASS SIZE WILL RETURN TO THIRTY FOUR STUDENTS TO ONE TEACHER.

AGAIN, I ASK YOU, PLEASE REVIEW OPTIONS TO ADD A TEACHER TO THE SECOND GRADE CLASS TO SUPPORT AN EQUAL LEARNING ENVIRONMENT TO THAT OF THE FACE TO FACE CHILDREN.

THE FACE TO FACE CLASSROOM SIZES REMAINING FOR THIS SECOND GRADE GROUP IS ONE TO TEN AND ONE TO 12. WHILE, I UNDERSTAND THAT WITH A NINE WEEK SELECTION PERIOD, SENDING THE CURRENT TEACHER TO STUDENT RATIO BACK INFLECTS, THERE ARE THINGS THAT CAN BE DONE NOW THAT WILL FURTHER SUPPORT THE SITUATION LONG TERM, SUCH AS TEACHERS AIDES OR EVEN A LONG TERM SUBSTITUTE.

AGAIN, I ASK FOR YOUR ENGAGEMENT, CONSIDERATION AND ACTION TO CORRECT THIS ISSUE WITH MY DEEPEST AND SINCEREST PLEA.

NUMBER 16, ALISSA MACFARLANE, THREE OF MY FOUR CHILDREN ARE IN PISD SCHOOLS.

I WROTE YOU DURING YOUR LAST MEETING AS WELL TO RAISE CONCERNS REGARDING MY SON, WHO IS IN SECOND GRADE AT BEVERLEY ELEMENTARY.

TO DATE, NOTHING HAS BEEN DONE TO MITIGATE THE SITUATION, TO REVIEW.

THERE ARE THIRTY FOUR STUDENTS IN THE CLASS THAT WILL CONTINUE VIRTUALLY.

THERE ARE 10 AND 12 STUDENTS IN THE TWO CLASSES RETURNING FACE TO FACE.

I UNDERSTAND THE NEED FOR SMALL CLASSES AND SOCIAL DISTANCING RETURNING FACE TO FACE.

I AM ASKING THAT YOU CONSIDER THE LEARNING ENVIRONMENT AND NEEDS OF THE STUDENTS WHO WILL CONTINUE TO LEARN. VIRTUALLY A THIRTY FOUR TO ONE STUDENT TO TEACHER RATIO IS NOT CONDUCIVE TO LEARNING.

THE SMALL GROUPS FOR READING AND MATH WILL BE LARGER THAN THE OTHER CLASSES IN FULL.

THERE IS SIMPLY NO WAY THAT THE NEEDS OF THE KIDS IN THE VIRTUAL CLASSROOM ARE BEING MET.

I'M ASKING YOU TO PLEASE ADD AN ADDITIONAL TEACHER, LONG TERM SUB OR PARAPROFESSIONAL TO ASSIST WITH THIS OVERLY CROWDED CLASSROOM OF THIRTY FOUR SEVEN YEAR OLDS AT BEVERLEY ELEMENTARY. NUMBER 17, THE SERVANTES FAMILY.

A PEDIATRICIAN REVIEWED THE TWENTY FIVE PAGES OF MATERIAL DATA SAFETY SHEETS FOR THE CLEANING CHEMICALS LISTED IN THE RETURN PLAN, THAT DOCTOR ADVISED THAT AT LEAST ONE OF THE CHEMICALS IS SO STRONG THAT IT IS USED IN TUBERCULOSIS WARDS.

THESE CHEMICALS CREATE A RESIDUE AND IN MOST CASES LINGER IN THE AIR FOR AN UNKNOWN DURATION. WHERE ARE THE STUDIES OF THESE CHEMICALS BEING USED IN SCHOOLS WITH THE INTENSITY, FREQUENCY, DURATION AND EXPOSURE THAT PISD IS PLANNING? WHAT ABOUT PEOPLE EATING IN THESE ENVIRONMENTS WITH FOOD THAT MAY PICK UP THE RESIDUE OR THE VOCS? WHAT ABOUT SKIN CONTACT WITH THE RESIDUE OR VOCS? HANDS TO EYES, HANDS TO FOOD AND MOUTH.

HOW WILL THE DISTRICT ADDRESS STUDENTS AND EMPLOYEES WHO HAVE ADVERSE REACTIONS, DEVELOP DISEASES OR CONDITIONS, OR MAY DIE DUE TO THE USE OF THESE CHEMICALS IN OUR SCHOOLS? HOW WILL PARENTS BE NOTIFIED WHEN CHEMICALS ARE USED IN THEIR KIDS CLASSROOMS?

[02:20:01]

SEE HOW MANY--. TIME-- THANK YOU.

NUMBER 18 CANDACE HICKEY.

I HAVE THREE EIGHTH GRADERS THAT ATTEND ROBINSON MIDDLE SCHOOL.

I JUST WANT TO REITERATE THE IMPORTANCE OF RETURNING FACE TO FACE ON SEPTEMBER 9TH.

I MYSELF AM A FORMER PISD TEACHER AND ADMINISTRATOR.

I ALSO CURRENTLY WORK FOR THE SCHOOL DISTRICT AS A SUBSTITUTE, SPECIFICALLY A LONG TERM SUB. ONE OF MY DAUGHTERS IS ON A FIVE ZERO FOUR PLAN AND MY OTHER DAUGHTER IS IN SPECIAL EDUCATION.

EVER SINCE LAST MARCH, BOTH GIRLS HAVE NOT RECEIVED THE TYPE OF SUPPORT AND RESOURCES THAT STATE LAW SAYS THEY ARE SUPPOSED TO UNDER THE GUIDELINES FOR SPECIAL EDUCATION AND FIVE ZERO FOUR.

THE VIRTUAL LEARNING IS NOT BENEFICIAL TO THE STUDENTS AT ALL.

THERE HAVE BEEN CONSISTENT CONNECTION ISSUES.

TEACHERS STARTING CLASS LATE TEACHERS ENDING CLASS EARLY LESSONS WILL NOT LOAD, ASSIGNMENTS THAT ARE TURNED IN AND ARE COUNTED INCOMPLETE OR ZERO.

CLASSES THAT REQUIRE IN-PERSON PROJECT BASED LEARNING OR WORKING WITH GROUPS OF STUDENTS ON PROJECTS CANNOT EVEN MEET THE EXPECTATIONS THROUGH VIRTUAL LEARNING.

HONESTLY--. TIME.

THANK YOU. NUMBER 19, ALAN NORTON, IT HAS BEEN BROUGHT TO MY ATTENTION THAT THERE ARE SOME SAFETY PROTOCOLS AT SOME SCHOOLS THAT MIGHT HAPPEN THAT CONTRADICT WHAT HAS BEEN SET FORTH BY THE DISTRICT.

THE DISTRICT WILL BE PROVIDING PPE FOR STUDENTS, BUT AT LEAST ONE ELEMENTARY IS SAYING THAT STUDENTS WILL BE REQUIRED TO LEAVE THEIR DISTRICT-PROVIDED PPE ON THEIR DESKS AT THE END OF THE DAY FOR CLEANING AND NOT TAKE THEM HOME.

I SEE WHERE THIS COULD HAPPEN.

I SEE WHERE THIS CAN HELP THOSE WHO ARE FORGETFUL.

BUT THIS CONTRADICTS WHAT IS STATED IN THE PLAN ABOUT ALL STUDENTS, EVEN K THROUGH 12 K THROUGH TO BEING REQUIRED TO WEAR MASKS IN THE HALLWAYS AND COMMUNITY PLACES IF ALL STUDENTS ARE REQUIRED TO DO SO IN THOSE PLACES, INCLUDING AT RECESS, HOW IS THIS PLAN OF LEAVING THEM IN THE CLASSROOM SAFE? STUDENTS SHOULD BE WEARING MASKS FOR ARRIVAL AND DISMISSAL EACH DAY.

IT IS BAD ENOUGH THAT K THROUGH TWO ISN'T REQUIRED TO WEAR THEM AT ALL TIMES LIKE MY OLDER KID WHO IS IN THE SAME BUILDING AND INTERACTS WITH THE SAME STAFF OR SPECIALS, ET CETERA, AS KIDS WHO WON'T BE WEARING A MASK.

WILL ANY AGE BE TURNED AWAY IF THEY AREN'T WEARING MASKS, IF THEY STEP OFF OUT OF THE CAR ? THEY SHOULD--. TIME.

THANK YOU.

NUMBER 20. MOLLY, WHY DID THE DISTRICT PUT SAFETY OF FACE TO FACE LEARNERS OVER THE EDUCATION OF THE VIRTUAL LEARNERS? THE DISTRICT NEVER PROMISED SOCIAL DISTANCING IN THE CLASSROOM.

WE ONLY HEAR/READ THAT YOU WILL DO YOUR BEST.

ALL FAMILIES HAVE THE CHOICE OF LEARNING ENVIRONMENT, ALL THE WHILE KNOWING THEY WEREN'T PROMISED SMALLER CLASS SIZE.

FURTHERMORE, EVERYONE COULD CHOOSE TO GO BACK TO SCHOOL AND SMALLER CLASS SIZES WOULDN'T EVEN BE POSSIBLE. ALSO, THERE IS A SCENARIO WHERE A MAJOR OUTBREAK COULD OCCUR AND THE SCHOOLS COULD BE FORCED TO CLOSE.

WILL THE CLASS SIZE DISCREPANCIES CONTINUE.

SO WHY DID YOU THINK IT WAS APPROPRIATE AND FAIR TO THE THIRTY ONE STUDENTS IN A VIRTUAL CLASS TO ALLOW SMALLER CLASSES ON CAMPUS? IF THIRTY ONE STUDENTS IS NOT OK IN A NORMAL CLASS, WHAT MAKES IT OK IN A VIRTUAL ONE? MY CHILD'S TEACHER PLAYS THE ROLE OF TECH SUPPORT AND INTERNET MONITOR, ALL WHILE TRYING TO TEACH THIRTY ONE KIDS AND ANSWER THEIR QUESTIONS.

MY CHILD SITS FOR THIRTY MINUTES TO AN HOUR, SOMETIMES MORE EVERY DAY FOR THE FIRST THREE WEEKS, WAITING WHILE THE TEACHER HELPS OTHER STUDENTS GET ONLINE.

NUMBER TWENTY ONE, JOEL AND AMY MOORE.

WE WANTED TO EXPRESS CONCERN FOR THE BEVERLY ELEMENTARY SECOND GRADE VIRTUAL LEARNING CLASS SIZE. THIRTY FOUR SEVEN TO EIGHT YEAR OLDS IN A VIRTUAL CLASSROOM SETTING IS TOO MUCH FOR ONE TEACHER TO GIVE EACH STUDENT THE TIME AND ATTENTION THEY VERY MUCH DESERVE, ESPECIALLY IN UNPRECEDENTED TIMES LIKE THESE.

MY DAUGHTER WAS IN THE LARGE CLASS FOR THE FIRST THREE DAYS OF SCHOOL AND WHILE SHE DID OK, WE COULD TELL SHE WASN'T FULLY ENGAGED AND GETTING LOST IN THE MIX.

AFTER BEING MOVED TO MS. PARK'S SMALLER CLASS, WE NOTICED ALMOST INSTANT CHANGE IN PARTICIPATION, ENGAGEMENT AND PROGRESS. THE LAST FEW WEEKS HAVE BEEN AMAZING FOR OUR DAUGHTER'S LEARNING PROCESS.

WE ARE BLOWN AWAY HOW WELL SHE'S DOING IN THE SMALLER VIRTUAL CLASS SIZE AND WE ARE VERY CONCERNED ABOUT HER MOVING BACK TO THE VERY LARGE CLASS IN A WEEK.

WE ARE WRITING TO ASK FOR YOUR ENGAGEMENT AND CONSIDERATION AND ACTION TO HELP THE TEACHER TO STUDENT RATIO IN THE BEVERLEY'S SECOND GRADE VIRTUAL LEARNING CLASSROOM.

THANK YOU VERY MUCH FOR YOUR TIME.

NUMBER TWENTY TWO, ROXANNE ROBERTSON.

MY DAUGHTER IS IN SECOND GRADE AT BEVERLEY ELEMENTARY, CURRENTLY AS A SCHOOL AT HOME ENROLLEE. I WRITE THIS COMMENT FROM A PLACE OF GRATITUDE FOR ALL PISD HAS DONE TO PREPARE

[02:25:04]

AS A PISD ALUM AND THE PARENT OF A PISD STUDENT, PLEASE CONSIDER THIS FEEDBACK AS THE SITUATION CONTINUES TO EVOLVE AND CONTINUOUS ADAPTATIONS ARE MADE.

MY DAUGHTER'S SCHOOL AT HOME CLASS HAS APPROXIMATELY THIRTY FOUR STUDENTS, SHE SAID, SHE FEELS INVISIBLE.

AS A PARENT, NAVIGATING THE PRESSURE OF THIS PANDEMIC, THAT WAS HEARTBREAKING TO HEAR FROM MY CHILD, WHO HAS OTHERWISE BEEN UNBELIEVABLY ADAPTABLE THROUGH THIS EXPERIENCE.

I URGE YOU TO CONSIDER IMPLEMENTING A DISTRICT WIDE STUDENT TO TEACHER RATIO FOR THE REMOTE ENVIRONMENT THAT ALLOWS FOR EQUITY AND LEARNING ENVIRONMENTS.

ALTHOUGH I KNOW THIS PERIOD OF TIME WILL PASS, THIS WILL NOT BE FOREVER.

MY CHILD SHOULD NOT FEEL PENALIZED BY OUR FAMILY'S DECISION TO ELECT REMOTE LEARNING.

YOUR ATTENTION TO AND CONSIDERATION OF POSSIBLE ALTERNATIVE PLANS TO ADDRESS THE SITUATION WOULD BE GREATLY APPRECIATED.

AND THAT'S ALL PRESIDENT RICHARDS.

THANK YOU VERY MUCH, DR.

WONG AND MS. NOWAK, FOR READING THOSE COMMENTS.

I WANT EVERYONE WHO TOOK THE TIME TO SEND THOSE COMMENTS TO KNOW THAT WE REALLY DO TAKE THEM TO HEART. WE CERTAINLY LOOK FOR PATTERNS AND TRENDS.

AND CERTAINLY WE WANT TO BE VERY RESPONSIVE TO YOUR NEEDS.

I THINK THERE WAS ONE COMMENT ABOUT PPE FOR K-2 CHILDREN, MAYBE MS. BONSER COULD CLARIFY THAT.

DR WILLIAMS, I WANT TO MAKE SURE I GET THIS CORRECT BECAUSE THAT PLAN IS PRETTY BIG, BUT WE'RE TALKING ABOUT THE DIFFERENCE BETWEEN FACE SHIELDS AND MASKS AND WHAT STAYS AT SCHOOL AND WHAT GOES HOME.

AND SO EVERYBODY'S NODDING THEIR HEADS.

DR. BROCKMAN AS WELL.

SO AND DR.

GOBER. SO MASKS WILL GO TO AND FROM WITH THE STUDENT AND THE FACE SHIELDS, BECAUSE WE DON'T BELIEVE THAT THEY WILL TRANSPORT WELL IN A BACKPACK TO AND FROM SCHOOL AND WE'RE AFRAID THEY'LL BE DAMAGED.

THE K THROUGH TWO WILL LEAVE THEM SIT ON THEIR DESK.

TH.EY WILL BE CLEANED.

SO THEN THE NEXT DAY THE FACE SHIELDS WILL BE CLEAN AGAIN FOR THE STUDENTS TO USE, BUT THEY WILL KEEP THEIR MASK WITH THEM FOR BETWEEN CLASSES AND GOING TO AND FROM SCHOOL.

SO ANYBODY HAS ANYTHING TO ADD, JUMP IN.

YOU'RE CORRECT.

SO I HOPE THAT CLARIFIES INFORMATION.

I HAVE A COMMENT AND JUST SOMETHING FOR YOU, MAYBE YOU CAN CLARIFY, SO ONE COMMENT MENTIONED, LIKE, YOU KNOW, SHE EMAILED ALL OF US ONLY GOT ONE RESPONSE FROM ONE OF US.

WOULD YOU PLEASE EXPLAIN A LITTLE BIT ABOUT THE PROCEDURE OPERATING PROCEDURE OF THE [INAUDIBLE]? YES, DR.

WONG, IT IS OUR PROCESS THAT WE SPEAK AS A COLLECTIVE BODY.

WE DON'T SPEAK AS INDIVIDUALS ON THE BOARD OF TRUSTEES BECAUSE OUR AUTHORITY ONLY COMES FROM THE FACT THAT WE ARE A CORPORATE BODY.

AND SO WHEN WE RECEIVE EMAILS, EITHER I RECEIVE THEM, THE WHOLE WORLD SEES THEM OR ANY INDIVIDUAL TRUSTEE RECEIVES ONE.

AND IT'S ABOUT A TOPIC THAT IS OF INTEREST TO THE ENTIRE POPULATION.

I RESPOND ON BEHALF OF THE BOARD, USUALLY WITH GUIDANCE ON SUBSTANCE FROM THE DISTRICT ADMINISTRATORS AS WE WANT TO PROVIDE GOOD FACTS AND INFORMATION.

SO IF YOU EMAIL ALL SEVEN OF US, YOU WILL RECEIVE JUST ONE RESPONSE.

AND THAT'S BECAUSE WE DO RESPOND WITH A UNITED IN A UNIFIED VOICE.

SO SOMETIMES, YOU KNOW, IF WE'RE NOT SURE YOU EMAILED EVERY ONE OF US, WE ACTUALLY WE FORWARD IT TO THE PRESIDENCY. DID YOU RECEIVE THAT? WE ALL MAKE SURE YOUR VOICE IS HEARD.

THANK YOU. THAT IS VERY TRUE AND CERTAINLY DURING THIS TIME WHERE WE'VE RECEIVED A GREAT DEAL OF COMMUNICATION, WE ENDEAVOR TO ANSWER WITHIN TWO BUSINESS DAYS.

BUT OUR RESPONSE HAS BEEN DELAYED AT TIMES TO MAYBE AS MANY AS FOUR BUSINESS DAYS IF WE EVER RECEIVE AN EMAIL THAT INDICATES THE STUDENT IS IN JEOPARDY, HEAVEN FORBID THOSE ARE ANSWERED IMMEDIATELY.

SO I DO THINK EVERYONE FOR SENDING THEIR COMMENTS, WE DO TAKE THEM REALLY TO HEART.

WE WANT TO CREATE THE BEST EDUCATIONAL SYSTEM FOR ALL OUR KIDS.

AND SO WE THANK EVERYONE FOR PARTICIPATING ACTIVELY IN THAT PROCESS.

ARE THERE ANY OTHER COMMENTS THAT PEOPLE WOULD LIKE TO ADD AT THIS POINT? WELL, I THINK EVERYONE I THINK WE'VE GOT SOME BIG DAYS COMING UP.

AFTER THE LABOR DAY HOLIDAY, EVERYONE STAY SAFE, WEAR YOUR MASKS.

STAY SEPARATE AND WE LOOK FORWARD TO WELCOMING STUDENTS OF THE FAMILIES WHO'VE CHOSEN TO RETURN TO CAMPUS ON THE 9TH.

AND SO WE LOOK FORWARD TO THAT.

SINCE THERE'S NO FURTHER BUSINESS AND IF THERE ARE ANY OBJECTIONS, DO I SEE ANY OBJECTIONS TO JOINING THE MEETING? SEEING NONE, MEETING IS NOW ADJOURNED.

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.