[1. CALL TO ORDER: 6:00 P.M.]
[00:00:05]
I'M TAMMY RICHARDS, BOARD PRESIDENT AND PRESIDING OFFICER.NOTING THAT A QUORUM IS PRESENT, I CALL THE ORDER THIS BOARD MEETING OF THE PLANO ISD BOARD OF TRUSTEES AT SIX O'CLOCK ON TUESDAY, OCTOBER THE 6TH, 2020.
ON THE BOARD'S BEHALF, I WISH TO EXTEND A WARM WELCOME TO OUR VIEWERS AND TO ALL WHO ARE PRESENT WITH US THIS EVENING.
DUE TO HEALTH CONCERNS AND IN LIGHT OF THE STATEWIDE DECLARATION OF EMERGENCY RELATED TO THE COVID-19 CORONAVIRUS, TONIGHT'S BOARD MEETING IS HELD IN THE BOARDROOM WITH LIMITED SEATING CAPACITY.
AN OVERFLOW LOCATION IN A LOBBY WITH LIVE STREAMING IS PROVIDED.
IN ACCORDANCE WITH THE GOVERNOR'S EXECUTIVE ORDER AND IN THE ABSENCE OF ANY OTHER CLEAR RULES AND GUIDELINES FROM THE STATE REGARDING ATTENDANCE THAT IN-PERSON GOVERNMENTAL MEETINGS DURING THE STATEWIDE DECLARATION OF EMERGENCY, ALL PERSONS IN ATTENDANCE MUST WEAR FACE MASK AND PRACTICE SIX FEET SOCIAL DISTANCING.
ADDITIONALLY, IN ACCORDANCE WITH THE TEXAS EDUCATION AGENCY GUIDELINE FOR VISITS BY THE GENERAL PUBLIC, THE DISTRICT HAS SCREENED EVERYONE PRESENT THIS EVENING TO DETERMINE IF THEY HAVE COVID-19 SYMPTOMS OR OUR TESTS CONFIRM WITH COVID-19.
ENTRY TO THE BOARDROOM AND OVERFLOW LOCATION IN THE LOBBY IS ON A FIRST-COME, FIRST-SERVE BASIS.
EVERYONE PHYSICALLY PRESENT MUST WEAR A FACE MASK AT ALL TIMES IN ACCORDANCE WITH THE GOVERNOR'S EXECUTIVE ORDER, EXCEPT ALL THE PERSONS GIVING A SPEECH TO AN AUDIENCE.
ANYONE REFUSING TO COMPLY WITH THESE GUIDELINES WILL BE REMOVED FOR VIOLATING TRESPASSING RULES.
NOW, LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF.
SEATED TO MY LEFT ARE: SARAH BONSER, SUPERINTENDENT OF SCHOOLS; DR. THERESA WILLIAMS, CHIEF OPERATING OFFICER; AND SECRETARY DR. HEATHER WANG.
SEATED TO MY RIGHT ARE VICE PRESIDENT JERI CHAMBERS, TRUSTEE DAVID STOLLE, TRUSTEE NANCY HUMPHREY, TRUSTEE CODY WEAVER, AND TRUSTEE ANGELA POWELL.
SEATED AT THE TABLES ARE: DAN ARMSTRONG, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES; DR. COURTNEY GOBER. IS COURTNEY WITH US? I'M SURE DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY, AND COMMUNITY SERVICES, WILL BE JOINING US IN.
RANDY MCDOWELL, CHIEF FINANCIAL OFFICER; DR. KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES; DR. KARY COOPER, ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES; DR. BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES; AND SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES.
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.
>> THANK YOU. IT'S NOW TIME FOR OUR RECOGNITIONS.
[2. RECOGNITIONS]
AS YOU CAN SEE BY THE SCROLLING PRESENTATION, WE HAVE MANY TALENTED STUDENTS WINNING AWARDS AT THE STATE, NATIONAL, AND INTERNATIONAL LEVEL ALREADY THIS SCHOOL YEAR.WE ARE CELEBRATING 103 NATIONAL MERIT SEMIFINALISTS, A HUGE NUMBER.
IN FINE ARTS, THREE SCHOOLS HAVE EARNED THE MARK OF EXCELLENCE DESIGNATION.
RICE MIDDLE SCHOOL CHOIR WAS HONORED TWICE, SO THERE WERE FOUR MUSICAL ENSEMBLES HONORED.
PLANO ISD HAS BEEN NAMED A DISTRICT OF DISTINCTION FOR VISUAL ARTS BY THE TEXAS ART EDUCATION ASSOCIATION AND FOUR PLANO EAST COMPUTER SCIENCE STUDENTS TOOK SECOND PLACE IN THE INTERNATIONAL COMPETITION DURING HACKRICE, SPONSORED BY RICE UNIVERSITY.
OUR FIRST RECOGNITION THIS EVENING IS FOR A SPECIAL GROUP OF STUDENTS WHO ARE SERVING IN THE SUPERINTENDENT STUDENT ADVISORY COUNCIL FOR 2020-2021.
SUPERINTENDENT BONSER, WOULD YOU LIKE TO INTRODUCE THIS RECOGNITION?
>> I WOULD. THANK YOU, PRESIDENT RICHARDS.
IT'S A PLEASURE AND AN HONOR TO RECOGNIZE THE STUDENTS WHO SERVE ON THE SUPERINTENDENT STUDENT ADVISORY COMMITTEE.
THEY ARE NOT WITH US IN PERSON TODAY, BUT THEY ARE WITH US VIA ZOOM BECAUSE THERE'S SUCH LIMITED SEATING.
THE REALLY COOL THING WITH THESE KIDS IS THAT THEY ALSO MET WITH US THROUGH ZOOM, ALL THROUGH COVID AND OVER THE SUMMER.
WE'RE CONTINUING TO MEET WITH THESE STUDENTS VIRTUALLY.
I WANT TO TELL YOU A LITTLE BIT ABOUT WHAT THE STUDENT ADVISORY DOES. HEY, THERE THEY ARE.
I DON'T KNOW IF YOU CAN SEE US. CAN YOU HEAR ME? YEAH. GOOD. THE SUPERINTENDENT STUDENT ADVISORY COMMITTEE IS MADE UP OF 14 STUDENTS, AND THEY REPRESENT EACH ONE OF OUR SENIOR HIGH SCHOOLS AND ACADEMY HIGH SCHOOL.
THEY HAVE BEEN RECOMMENDED BY THEIR PRINCIPAL TO SERVE ON THIS DISTRICT-WIDE COMMITTEE.
THE STUDENTS SERVE IN THEIR JUNIOR AND SENIOR YEARS.
WE HAVE THE OPPORTUNITY TO GET TO KNOW THESE KIDS OVER A TWO-YEAR PERIOD AND SPEND TIME TOGETHER AND THEY MEET WITH THE DISTRICT LEADERSHIP TEAM AND I EVERY MONTH AND THEY TALKED TO US ABOUT THINGS THAT ARE IMPORTANT TO THEM AND WE GET THEIR INPUT ON THINGS THAT WE WANT TO HEAR THE STUDENT VOICE AROUND AND THEY HELP US WITH ALL OF THAT.
[00:05:02]
WE'RE GOING TO GO AHEAD AND DO AN INTRODUCTION.WE'RE GOING TO START WITH PLANO EAST.
I'M GOING TO CALL YOUR NAME AND THEN WHEN YOU HEAR YOUR NAME, IF YOU WILL TELL US THE NAME OF YOUR SCHOOL, YOUR GRADE, AND MAYBE JUST SOMETHING ABOUT YOURSELF, LIKE AN ACTIVITY OR WHAT YOU'RE GOING TO DO AFTER GRADUATION OR WHATEVER YOU WANT US TO KNOW, THAT WAY THE BOARD AND OUR VIEWERS WILL GET TO KNOW YOU JUST A LITTLE BIT BETTER.
I'M GOING TO KICK US OFF WITH TIANA AMOS.
I GO TO PLANO EAST SENIOR HIGH SCHOOL.
I'M A JUNIOR, AN 11TH GRADER AND I PLAY ON MY TEAM VARSITY GIRL BASKET BALL TEAM.
>> HI, I GO TO PLANO EAST SENIOR HIGH SCHOOL AS WELL.
MY NAME IS ANIKA BOKIL, I'M A SENIOR, AND I'M PLANNING ON STUDYING ECONOMICS SO I CAN EVENTUALLY GO TO LAW SCHOOL,.
>> ALL RIGHT. JACQUELINE GEORGE.
>> HI, MY NAME IS JACQUELINE GEORGE AND I'M A JUNIOR IN THE IB WORLD SCHOOL PLANO EAST SENIOR HIGH SCHOOL.
I'M ON THE JV CHEERLEADING TEAM.
A LITTLE BIT ABOUT ME IS I LIKE TO MAKE MY FRIENDS LAUGH.
I'M A VERY DEDICATED PERSON WHEN IT COMES TO SCHOOL.
WHEN I GRADUATE HIGH SCHOOL, MY GOAL IS TO GRADUATE WITH THE IVY DIPLOMA, A 4.0 GPA, A HIGH SAT AND ACT SCORE, AND GET ACCEPTED TO ANY IVY LEAGUE UNIVERSITY. THANK YOU.
>> THANK YOU. FINALLY, CONNOR JOHNSON.
>> HI, MY NAME IS CONNOR JOHNSON.
I GO TO THE IB WORLD SCHOOL PLANO EAST AS WELL.
I'M A SENIOR AND I'M THE TEAM CAPTAIN OF THE [INAUDIBLE] BASKETBALL TEAM.
>> NEXT, WE HAVE CADEN GLASSCOCK.
CADEN, ARE YOU WITH US? [NOISE] NO CADEN.
CADEN IS A SENIOR AT PLANO SENIOR HIGH SCHOOL. GABRIELA RUPP.
I'M A JUNIOR AT PLANO SENIOR AND I'M ALSO INVOLVED AN ORCHESTRA THERE.
>> THANK YOU VERY MUCH, GABRIELA.
>> HI. I'M A JUNIOR AT PLANO SENIOR HIGH.
AFTER HIGH SCHOOL, I WOULD LIKE TO MAJOR IN ENGLISH OR JOURNALISM TO BECOME A JOURNALIST.
>> VERY GOOD. WRITER IN THE HOUSE.
>> HI, MY NAME IS GIANNI SPEARS.
I'M A SENIOR AT PLANO SENIOR AND SOMETHING ABOUT ME IS I'M STUDYING TO BE FLUENT IN FOUR LANGUAGES.
PLANO SENIOR HIGH SCHOOL AND MOVING ON TO PLANO WEST.
>> HI, I'M AVA DAWSON AND I'M A JUNIOR AT PLANO WEST.
AFTER I GRADUATE, I WANT TO STUDY ARCHITECTURE AND DESIGN. I ALSO LOVE TO SKI.
>> VERY GOOD. ALSO FROM PLANO WEST, KAYLA LEWIS.
I'M A SENIOR AT PLANO WEST AND I PLAN ON MAJORING IN BIOMEDICAL ENGINEERING.
>> THANKS, KAYLA. TANVI TALLA.
I'M TANVI TALLA, I'M A SENIOR AT PLANO WEST AND [INAUDIBLE]
>> THANK YOU VERY MUCH AND FINALLY FROM PLANO WEST, MARY-KATHERINE WAIDE.
>> HI, I'M MARY-KATHERINE WAIDE.
I'M A JUNIOR AT PLANO WEST, AND WHEN I'M IN COLLEGE, I WOULD LIKE TO STUDY BUSINESS MARKETING AND I ENJOY PLAYING TENNIS WITH MY FAMILY ON THE WEEKENDS.
>> THANK YOU VERY MUCH, AND FROM OUR ACADEMY HIGH SCHOOL, WE HAVE NATALIA HOULE.
I'M A SENIOR FROM THE ACADEMY HIGH SCHOOL.
I AM A CO-PROJECT MANAGER IN ROBOTICS, AND I HOPE TO STUDY CIVIL ENGINEERING WHILE SERVING IN THE NATIONAL GUARD.
>> VERY GOOD, AND THEN FINALLY FROM ACADEMY HIGH SCHOOL, ALETHIA WILLIAMS.
>> HI EVERYONE. MY NAME IS ALETHIA WILLIAMS. I GO TO THE ACADEMY HIGH SCHOOL AND I'M A JUNIOR, AND ONE THING THAT'S INTERESTING ABOUT ME I GUESS IS AFTER HIGH SCHOOL I WOULD LIKE TO STUDY FORENSIC PSYCHOLOGY.
[00:10:04]
>> VERY GOOD. WELL THANK YOU ALL FOR JOINING US VIRTUALLY TO BE RECOGNIZED FOR YOUR SERVICE TO THE DISTRICT, AND WE CAN'T WAIT TO SEE YOU AGAIN NEXT WEEK.
WE HAVE ANOTHER MEETING NEXT WEEK, SO WE'LL ALL BE READY FOR YOU AND I KNOW YOU'LL BE READY FOR US, AND I DON'T KNOW IF THE BOARD WANTS TO SAY ANYTHING BUT IT'S GOOD TO SEE YOU.
>> I WANT TO THANK YOU FOR YOUR SERVICE.
I KNOW YOU'RE ALL VERY BUSY STUDENTS AND SO WHEN YOU NEED SOMETHING DONE, YOU GIVE IT TO A BUSY PERSON.
SO I APPRECIATE VERY MUCH THE PATHWAY THAT YOU'RE ON NOW SO YOU CAN EVEN HAVE GREATER SERVICE IN THE FUTURE.
ARE ANY OF MY COLLEAGUES WISH TO SAY ANYTHING TO OUR GRADUATES? [OVERLAPPING]
>> YEAH. I'D LIKE TO TELL YOU, THANK YOU ALL.
THIS IS GREAT TO START OUR MEETING OFF WITH, AND I JUST WANT TO TELL YOU CONGRATULATIONS.
THANK YOU FOR PROVIDING YOUR VOICE BECAUSE THAT'S AN IMPORTANT PIECE FOR US TO HEAR SO THAT WE KNOW THAT THE STUDENT'S VOICE IS HEARD AND WE'RE ABLE TO DEVELOP STRATEGIES TO MAKE THE CAMPUS MORE FUN, AND [LAUGHTER] MORE ENGAGING, SO PLEASE CONTINUE THIS KIND OF SERVICE THAT YOU'RE DOING NOW AS YOU GET OLDER AND DO IT IN THE COMMUNITY.
>> I ALSO WANT TO THANK OUR STUDENTS.
THANK YOU STUDENTS FOR SERVING ON THE COUNCIL.
WHAT YOU'RE DOING, YOU'RE MAKING A HUGE IMPACT FOR THIS YEAR AND GOOD LUCK AT SCHOOL.
>> HI ADVISORS. MY DAUGHTER SERVED IN THE SAME ROLE WHEN SHE WAS AT PLANO SENIOR HIGH, AND I THINK SHE ALWAYS WONDERED IF IT REALLY MATTERED OR MADE A DIFFERENCE OR WHAT SHE HAD TO SAY WAS IMPORTANT, AND I WILL SAY ON BEHALF OF ALL OF US, WE DO REALLY WANT TO HEAR FROM YOU, WE WANT TO HEAR HONESTY AND WE WANT TO HEAR THE REAL SKINNY ON WHAT'S GOING ON SO THAT WE CAN SERVE ALL OF PLANO BETTER.
SO PLEASE BE SURE AND BRACE YOURSELVES IN RESPONSE, I WANT THEM TO BE COMPLETELY HONEST, SO WE APPRECIATE YOUR SERVICE. [OVERLAPPING]
>> [LAUGHTER] GOOD. GLAD TO HEAR THAT.
>> NEXT WE HAVE A VERY SPECIAL RECOGNITION, THANKS TO THE TEXAS INSTRUMENTS FOUNDATION'S SUPPORT OF STEM TEACHING.
DR. HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES WILL INTRODUCE THIS RECOGNITION.
>> THANK YOU PRESIDENT RICHARDS.
FOR THE LAST 14 YEARS, OUR STAFF HAS BEEN HONORED TO WORK WITH THE TEXAS INSTRUMENTS FOUNDATION AND THE PLANO ISD EDUCATION FOUNDATION TO RECOGNIZE OUTSTANDING PLANO ISD SECONDARY TEACHERS IN THE AREAS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS.
IT'S MY PLEASURE TO INTRODUCE AMY BATES, OUR DIRECTOR OF SPECIAL PROJECTS TO ANNOUNCE THIS YEAR'S WINNERS.
>> THE INNOVATION IN STEM TEACHING AWARDS ARE MADE POSSIBLE THROUGH THE GENEROSITY OF THE TEXAS INSTRUMENTS FOUNDATION.
THE TI FOUNDATIONS' TOP PHILANTHROPIC PRIORITY IS EDUCATION, SPECIFICALLY STEM OR SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS EDUCATION, AND WHAT MORE IMPACTFUL WAY TO MAKE A DIFFERENCE THAN TO SUPPORT TEACHERS.
A TEACHER WILL TOUCH HUNDREDS IF NOT THOUSANDS OF STUDENTS THROUGHOUT HIS OR HER CAREER.
THE TI FOUNDATION INNOVATIONS IN STEM TEACHING AWARDS IS NOW IN ITS 14TH YEAR.
SINCE THE PROGRAM WAS STARTED, ALMOST TWO MILLION DOLLARS HAVE BEEN AWARDED TO TEACHERS IN SIX LOCAL SCHOOL DISTRICTS.
THIRTY-SIX TEACHERS HAVE BEEN RECOGNIZED FROM PLANO ISD, INCLUDING THE THREE AWARDEES TONIGHT.
I WOULD ALSO LIKE TO RECOGNIZE AND THANK EXECUTIVE DIRECTOR AT THE TEXAS INSTRUMENTS FOUNDATION, ANDY SMITH, WHO IS UNABLE TO JOIN US THIS EVENING.
[NOISE] WITH THE PANDEMIC AND THE MOVE TO REMOTE LEARNING IMPACTING THE WAY THAT WE WOULD NORMALLY SELECT THE RECIPIENTS, MR. SMITH AND THE FOUNDATION WERE ACCOMMODATING AND ALLOWED US TO EXTEND THE PROCESS THROUGH THE FALL, SO THAT WE COULD FINISH THE SELECTION PROCESS AND PROPERLY EVALUATE THE FINALISTS.
PRESIDENT RICHARDS, BOARD OF TRUSTEES, SUPERINTENDENT BONSER, I WILL NOW ANNOUNCE OUR THREE WINNERS FOR THE 2020 TEXAS INSTRUMENTS FOUNDATION INNOVATIONS IN STEM TEACHING AWARDS.
THESE TEACHERS WERE SURPRISED ON CAMPUS LAST WEEK BY THEIR PRINCIPALS', SO THEY HAVE ALREADY RECEIVED THE IMPORTANT ANNOUNCEMENT AND ARE EXCITED TO JOIN US HERE TONIGHT.
AS I ANNOUNCE YOUR NAME, I INVITE YOU TO COME FORWARD.
EACH WINNER WILL RECEIVE $10,000 IN CASH AWARDS.
WINNERS WILL RECEIVE A $5,000 PERSONAL CASH AWARD AND A $5,000 AWARD FOR THEIR SCHOOL TO GO TOWARDS
[00:15:01]
CLASSROOM TECHNOLOGY OR PROFESSIONAL DEVELOPMENT OPPORTUNITIES.WE ALSO HAVE A PLAN TO PRESENT TO YOU THIS EVENING.
I PRESENT IN NO PARTICULAR ORDER.
OUR FIRST AWARDEE TONIGHT IS AMY SWANNER, SEVENTH GRADE MATH TEACHER AT MURPHY MIDDLE SCHOOL.
[APPLAUSE] ACCORDING TO HER PRINCIPAL, MR. MATT CONRAD, MS. SWANNER'S NUMBER ONE SKILL IS RELATIONSHIP BUILDING WITH HER STUDENTS.
SHE UNDERSTANDS THAT MANY STUDENTS MUST FIRST HAVE THEIR BASIC SOCIAL AND EMOTIONAL NEEDS MET IN THE CLASSROOM BEFORE EXCELLING IN MATHEMATICS.
WHILE WATCHING HER TEACH, ONE CAN CLEARLY SEE HER INNATE ABILITY TO RELATE TO STUDENTS, LEARN THEIR NEEDS, AND THEN ASSIST THEM IN MEETING THOSE NEEDS.
SHE EXPLAINS THINGS IN WAYS THAT STUDENTS EASILY UNDERSTAND WHICH IS WHY SHE HAS SUCH A HIGH RATE OF STUDENT SUCCESS IN HER CLASS.
OUR SECOND AWARD HONOREE TONIGHT IS BILL MITCHELL, SEVENTH-GRADE MATH TEACHER AT CARPENTER MIDDLE SCHOOL.
[APPLAUSE] ACCORDING TO PRINCIPAL COURTNEY WASHINGTON, TO ACCOMPLISH GREAT THINGS, ONE MUST BE WILLING TO GO ABOVE AND BEYOND.
TO GO ABOVE AND BEYOND, ONE MUST BE DETERMINED, INNOVATIVE, AND WILLING TO TAKE RISKS.
MR. MITCHELL'S DETERMINATION TO INNOVATE AND TAKE RISKS HAS PAID OFF.
TAKE A BOW BECAUSE YOU ARE TRULY DESERVING OF THIS HONOR FOR ALL YOU DO FOR THE CARPENTER MIDDLE SCHOOL COMMUNITY.
CONGRATULATIONS BILL MITCHELL, YOU ARE A ROCK STAR.
OUR FINAL AWARDEE TONIGHT IS EMILY MIZNAZI , SIXTH GRADE SCIENCE TEACHER AT FRANKFURT MIDDLE SCHOOL.
[APPLAUSE] [NOISE] PRINCIPAL MELANIE SCHULTE SAID, ''WE ARE SO PROUD TO HAVE OUR INCREDIBLE EMILY MIZNAZI CHOSEN AS ONE OF THE 2019/2020 STEM TEACHING AWARD WINNERS." EMILY IS A CREATIVE, PASSIONATE, AND DEDICATED EDUCATOR WHO CONSISTENTLY GOES ABOVE AND BEYOND TO SERVE HER STUDENTS IN OUR CAMPUS AS A WHOLE.
DURING ANY VISIT TO MS. MIZNAZI'S SIXTH GRADE SCIENCE CLASSROOM, YOU WILL FIND STUDENTS HIGHLY ENGAGED AND EXCITED ABOUT THEIR LEARNING IN INNOVATIVE WAYS.
MS. MIZNAZI CONSISTENTLY LOOKS FOR WAYS TO BRING HER LESSONS TO LIFE, AND TO CREATE A SAFE, HANDS-ON EXPERIENCE FOR HER STUDENTS.
IN ADDITION TO HER WORK INSIDE HER OWN CLASSROOM, EMILY SERVES AS A VALUABLE MEMBER ON OUR DISTRICT CURRICULUM WRITING TEAM.
IN THE FMS COMMUNITY, SHE GIVES HER TIME AS A SPONSOR FOR BOTH STUDENT COUNCIL AND STEM CLUB.
MS. MIZNAZI HAS DEVOTED HER HEART AND HER TIME TO SHARING HER LOVE FOR SCIENCE WITH ALL STUDENTS.
CONGRATULATIONS EMILY, WE ARE SO PROUD OF YOU AND THANKFUL FOR ALL YOU GIVE TO THE FALCON COMMUNITY.
LET'S GIVE A BIG ROUND OF APPLAUSE TO THESE AMAZING PLANO TEACHERS.
[APPLAUSE] AGAIN, THANK YOU TO ANDY SMITH OF THE TEXAS INSTRUMENTS FOUNDATION, THE PLANO ISD EDUCATION FOUNDATION, THE PLANO ISD BOARD OF TRUSTEES, AND ALL THE AMAZING TEACHERS AND STUDENTS AND STAFF MEMBERS OF PLANO ISD.
>> THE MULTIPART PROCESS TO SPEAK NOW.
[LAUGHTER] FELLOW BOARD MEMBERS, DO YOU HAVE ANY COMMENTS YOU WOULD LIKE TO MAKE?
>> YEAH. I WOULD FOR ONE JUST CONGRATULATIONS TO ALL THREE OF YOU.
BUT I THINK ALL THREE WERE MIDDLE SCHOOL.
THAT TO ME, IT'S AMAZING BECAUSE I THINK YOU GUYS IN MIDDLE SCHOOL DESERVE HAZARD DUTY PAY ANYWAY.
[LAUGHTER] BUT THE FOUNDATION THAT YOU ALL CAN LAY WITH THESE KIDS IN SIXTH GRADE, SEVENTH GRADE, EIGHT GRADE, THAT THEN IF THEY GO ON TO STEM SPECIALTIES, THAT'S ALL BECAUSE OF THE HARD WORK THAT YOU ALL ARE DOING IN MIDDLE SCHOOL.
I THINK IT'S AMAZING THAT WE HAVE THREE AWARD WINNERS THAT ARE IN MIDDLE SCHOOL. I LOVE IT.
THIS IS ONE OF MY FAVORITE NIGHTS IN THE YEAR WHEN WE DO THIS EVERY YEAR.
CONGRATULATIONS, WELL EARNED, AND WELL-DESERVED.
>> I'LL SAY JUST A CONGRATULATIONS ALSO AND I HOPE WE CAN BOTTLE WHAT YOU GUYS HAVE AND SCALE IT THROUGHOUT THE DISTRICT.
I THINK THAT YOU'RE THE REASON THAT WE HAVE 103 NATIONAL MERIT SEMIFINALISTS IN PLANO, TEACHERS JUST LIKE YOU.
THANK YOU FOR EVERYTHING YOU'RE DOING.
HE'S RIGHT ABOUT THE HAZARDOUS DUTY PAY.
>> AS SOMEONE WHO USED TO BE A MIDDLE SCHOOL MATH TEACHER IN PISD, I KNOW [LAUGHTER] THE HAZARD DUTY YOU DESERVE AND THANK YOU FOR YOUR SCIENCE AS WELL. THANK YOU ALL VERY MUCH.
SEVENTH GRADE IS A SPECIAL PLACE.
I ALWAYS JOKE THAT I HAD TO REMIND MYSELF THAT I WAS NOT THE CRAZY ONE, IT WAS THEM.
[00:20:04]
KEEP YOUR SANITY AND KEEP YOUR LOVE FOR TEACHING.WE APPRECIATE YOUR COMMITMENT SO MUCH.
>> I WOULD LIKE TO DO A QUICK CONGRATULATIONS TO ALL THREE WINNERS.
TO TELL THE TRUTH, I LOVE MURPHY MIDDLE SCHOOL. MY SON WENT THERE.
I TELL YOU, MURPHY MIDDLE SCHOOL, ALL YOUR TEACHERS, THEY LOVED THEIR STUDENTS, AND THANK YOU.
THANK YOU TO CARPENTER MIDDLE SCHOOL AND THANK YOU EMILY TOO FOR WHAT YOU DO.
BECAUSE OF WHAT YOU DO IS YOU ACTUALLY SPEND EXTRA HOURS.
I'M SURE YOU SPEND EXTRA HOURS AT HOME PREPARING FOR YOUR STUDENTS' LESSONS THE NEXT DAY.
>> I ACTUALLY JUST WANT TO SAY, CONGRATULATIONS.
I KNOW IT'S VERY COMPETITIVE AWARD BECAUSE I ATTENDED ONE OF YOUR INFORMATION SESSION LAST YEAR IN THE ROOM FULL OF TEACHERS, A LOT, 100, 60, I DIDN'T COUNT.
BUT TO WIN THIS AWARD IS REALLY ACCOMPLISHMENT.
THANK YOU AND THANK YOUR PRINCIPALS TOO FOR SUPPORTING YOU GUYS.
>> WELL, STEM IS VERY IMPORTANT TO ME.
IN MY FAMILY, WE HAVE SEVEN ENGINEERS.
THE TWO STRAGGLERS ARE APPLIED MATHEMATICS AND SUPPLY CHAIN AND LOGISTICS.
ALTHOUGH, ONE IS NOW GETTING A LAW DEGREE SO WE'RE A LITTLE BIT PUZZLED ABOUT HOW WE'RE GOING TO TALK TO HIM NOW.
IT ALLOWS KIDS FROM MODEST MEANS TO GET AN EDUCATION AND THEN DO THINGS WHERE THEY CAN TAKE CARE OF THEIR FAMILIES AND IT CHANGES THE WORLD.
BECAUSE WHAT ENGINEERS DO, SCIENTISTS DO EVERY DAY MAKES LIFE BETTER FOR ALL OF US.
THANK YOU FOR STARTING THAT PROCESS WITH THESE YOUNG KIDS.
>> ON BEHALF OF THE SCHOOL DISTRICT AND ADMINISTRATION, THANK YOU SO MUCH FOR EVERYTHING YOU DO EVERY SINGLE DAY.
YOU ARE THE VISION STATEMENT COME TO LIFE FOR TEACHERS BECAUSE YOU ARE COMMITTED TO EXCELLENCE.
CLEARLY, YOU ARE DEDICATED TO CARING FOR YOUR KIDS.
YOU ARE POWERED BY LEARNING AND TONIGHT, WE ARE ALL SO PROUD OF YOU.
TAKE THAT WITH YOU THAT WE KNOW THAT YOU'RE LIVING THE VISION AND TONIGHT, YOU GET TO REAP THE REWARD OF THAT.
THANK YOU SO MUCH ON BEHALF OF THE DISTRICT.
SO GOOD TO SEE YOU. [APPLAUSE]
>> WE ARE GRATEFUL TO THE TI FOUNDATION FOR THEIR LONG-TERM COMMITMENT TO STEM EDUCATION AND WE APPLAUD ALL OF THE WINNERS WITH US AND THE FINALIST FOR THEIR COMMITMENT TO EXCELLENCE IN TEACHING.
TEACHERS, AFTER THIS EVENING'S RECOGNITIONS ARE COMPLETE, YOU'RE INVITED TO TAKE PHOTOS OUTSIDE WITH YOUR FAMILIES.
IF YOU COULD RETURN TO YOUR SEATS FOR NOW AND ENJOY THE REST OF OUR RECOGNITIONS FOR THIS EVENING.
THANK YOU AGAIN FOR ALL THAT YOU'VE DONE AND CONTINUE TO DO FOR PLANO ISD. SUPERINTENDENT BONSER.
>> THANK YOU, PRESIDENT RICHARDS.
IT IS MY PRIVILEGE TO INTRODUCE THE RECOGNITION OF A SPECIAL PERSON IN OUR DISTRICT.
OVER THE PAST 15 YEARS, KELLEY THOMAS HAS SERVED AS A VOLUNTEER AND AN ADVOCATE IN SUPPORT OF ALL CHILDREN AND PARENTS IN PLANO ISD.
KELLEY'S PASSION IS UNPARALLELED AS SHE ENGAGES WITH PARENTS AS A VOICE FOR ALL CHILDREN THROUGH HER SERVICE IN PTA.
KELLEY'S GOAL HAS ALWAYS BEEN IMPROVING EDUCATIONAL OUTCOMES FOR ALL CHILDREN.
ON BEHALF OF PLANO ISD, I TOOK THE PRIVILEGE TO NOMINATE KELLEY FOR THE 2020 HEROES FOR CHILDREN AWARD FROM THE STATE BOARD OF EDUCATION, DISTRICT 12.
IT'S NOT SURPRISING THAT SHE WAS CHOSEN AS ONE OF ONLY 15 AWARD WINNERS IN THE STATE OF TEXAS TO RECEIVE THIS RECOGNITION OF OUTSTANDING VOLUNTEERS.
I KNOW THAT OUR STATE BOARD REPRESENTATIVE, PAM LITTLE IS WATCHING TONIGHT AND SO PAM, WHEREVER YOU ARE OUT THERE, IF YOU HAD ANYTHING TO DO WITH KELLEY BEING THE WINNER, THANK YOU SO MUCH FOR THAT.
KELLEY, IF YOU WOULDN'T MIND COMING FORWARD TO THE DAIS.
WE'D LIKE TO SHARE A LITTLE REWARD WITH YOU.
>> THE BOARD IS DELIGHTED TO HAVE THE OPPORTUNITY TO HONOR KELLEY FOR HER MANY CONTRIBUTIONS TO PLANO ISD.
KELLEY HAS MADE A REAL IMPACT ON OUR DISTRICT.
THE LIST OF YOUR ACCOMPLISHMENTS IS VERY LONG, SO I'M JUST MENTIONING THE HIGHLIGHTS.
KELLEY IS THE IMMEDIATE PAST PRESIDENT OF THE PLANO ISD COUNCIL OF PTAS.
UNDER HER LEADERSHIP, MEMBERSHIP IN PTA HAS GROWN EACH YEAR.
SHE MENTORS AND SUPPORTS LOCAL CAMPUS PTAS.
SHE'S A GRADUATE OF THE TEXAS PTA EMERGING LEADERS ACADEMY.
SHE WAS A PRESENTER AT THE TEXAS PTAS LAUNCH.
SHE HELPED GROW THE DISTRICT'S NATIONAL PTA SCHOOLS OF EXCELLENCE DISTINCTIONS FROM 3-14.
SHE SERVES ON THE PLANO ISD EDUCATION FOUNDATION.
SHE'S A GRADUATE OF LEADERSHIP PLANO AND NOW SERVES ON THE LEADERSHIP PLANO BOARD.
WITH A GOAL OF MAKING EVERY CHILD'S POTENTIAL A REALITY, KELLEY LEADS THE DISTRICT'S PARENTS IN PROVIDING A POWERFUL VOICE FOR ALL CHILDREN.
SHE IS A STRONG ADVOCATE FOR THE EDUCATION AND WELL-BEING OF EVERY CHILD.
SHE'S AN EXEMPLARY VOLUNTEER AND A TRULY DEDICATED MEMBER OF OUR PLANO ISD FAMILY.
[00:25:06]
THE BOARD IS DELIGHTED TO RECOGNIZE HER FOR RECEIVING THE HEROES FOR CHILDREN AWARD.VICE PRESIDENT JERI CHAMBERS, WOULD YOU DO THE HONOR OF PRESENTING THIS CERTIFICATE OF APPRECIATION? [LAUGHTER]
>> KELLY, WE'RE VERY PROUD OF ALL THAT YOU'VE ACCOMPLISHED FOR PLANO ISD, AND FOR YOUR CONTINUAL SUPPORT OF OUR STUDENTS, STAFF, AND FAMILIES.
WOULD YOU LIKE TO SAY A FEW WORDS.
YOU CAN TAKE YOUR MASK OFF FOR THAT.
>>THIS IS PROBABLY DANGEROUS TO GIVE ME A MIC.
BECAUSE OF COURSE I'M GOING TO ASK EACH AND EVERY ONE OF YOU TO JOIN YOUR LOCAL PTA AND SUPPORT ALL OF OUR KIDS, THAT WE CAN ALL MAKE SURE THAT OUR CHILDREN CAN REACH THEIR FULL POTENTIAL.
IT HAS BEEN MY PASSION TO BE PART OF THE EDUCATION SYSTEMS SINCE I GRADUATED FROM COLLEGE.
I TOO WAS A MATH TEACHER, BUT IN A FARAWAY STATE CALLED NORTH CAROLINA.
MY TIME IN THE CLASSROOM TAUGHT ME THAT KIDS HAD POTENTIAL AND THEY JUST NEEDED TO HAVE THE RIGHT PEOPLE IN THEIR COURT TO MAKE SURE THAT THEY COULD REACH THAT FULL POTENTIAL EACH AND EVERY TIME.
I HAVE SPENT MY ADULT LIFE WORKING TO MAKE SURE THAT MY OWN CHILDREN HAVE THAT, AS WELL AS THEIR CLASSMATES, ALL OF THEIR SCHOOL FRIENDS, AND THE ENTIRE DISTRICT.
EXCEPT FOR THIS LITTLE PART ABOUT JOINING PTA.
BUT THANK YOU. I DO APPRECIATE IT.
>> THANK YOU. COLLEAGUES DO YOU HAVE ANY COMMENTS?
>> OH I DEFINITELY WANT TO GO FIRST.
I GET TO CALL HER A GOOD FRIEND, AND I'M SO PROUD OF YOU FOR WINNING THIS MUCH DESERVED AWARD.
THANK YOU, SARAH FOR NOMINATING HER BECAUSE THAT IS SPOT ON.
I'M TELLING YOU SHE IS A STALWART SUPPORTER OF PTA AND PTSA AND ALL THE YEARS THAT HER CHILDREN HAD BEEN IN SCHOOL.
I'VE PROBABLY SLEPT EYES OR WHAT DO YOU CALL THEM? SNOW CONES TOGETHER WITH YOU? WHEN OUR KIDS WERE IN SCHOOL TOGETHER.
I'VE WATCHED HER GROW AS A PTA OFFICER AND THEN LEAD THE COUNCIL OF PTAS AND SHE IS JUST A THOUGHTFUL AND ARTICULATE, ALWAYS HAS MOTIVATING WORDS FOR THE COUNCIL MEMBERS.
NOW SHE'S A MEMBER OF THE TEXAS PTA BOARD OF DIRECTORS AS VICE PRESIDENT OF MEMBERSHIP.
SHE LIVES HER PASSION TO FURTHER THE MISSION OF PTA, WHICH AS YOU SAID, IS TO MAKE EVERY CHILD'S POTENTIAL A REALITY BY ENGAGING AND EMPOWERING FAMILIES AND COMMUNITIES TO ADVOCATE FOR ALL CHILDREN.
THANK YOU, KELLY. CONGRATULATIONS.
>> IT IS AN HONOR TO BE ABLE TO PRESENT TO YOU THIS CERTIFICATE KELLY.
AND I'M ALSO THRILLED TO RECOGNIZE YOU ALSO AND THRILLED THAT YOU ARE SUCH A BIG LEADER IN THE GENERALLY GOOD COLLIN COUNTY AS WELL.
THE LIST IS LONG AND WE COULD GO ON FOR DAYS.
YOU ARE TRULY AN INSPIRATION AND SOMEHOW I THINK YOU'VE MANAGED TO GET MORE TIME IN A 24-HOUR PERIOD THAN THE REST OF US HAVE, SO THANK YOU.
FULL OF OUR GENUINE RECOGNITION BECAUSE YOU DESERVE IT.
YOU KNOW, I HAVE SEEN YOU IN ACTION BECAUSE WE WERE BOTH ON THE WILLIAMS HIGH WINDS HIGH SCHOOL PTA BOARD TOGETHER AND I'VE SEEN YOU RUN FROM ONE PLACE TO THE NEXT.
THANK YOU SO MUCH FOR VOLUNTEERING, AND FOR DOING ALL THAT YOU DO. THANK YOU, KELLY.
>> KELLY, I ACTUALLY HAVE A PICTURE OF YOU IN A SUPERHERO SUIT.
YOU WENT TO ONE OF THE PTA EVENTS WE HELD WITH THE CHILDREN'S MEDICAL CENTER.
AND IT'S COLD AND SHE IS BY HERSELF.
SHE IS A LEADER OR A SERVANT LEADER I ADMIRE, AND YOUR VISIBILITY EVERYBODY CAN SEE IT IS GREAT.
I'M GLAD YOU GOT THIS AWARD AND YOU DESERVE IT.
>>KELLY, THE ONLY VOLUNTEERS WHO SERVE MORE HOURS THAN SCHOOL BOARD, ARE PTA.
THANK YOU SO MUCH FOR ALL YOU DO IN THE LEADERSHIP AND THE GRACE YOU SHOW.
ONCE AGAIN, IT'S OUR HONOR TO RECOGNIZE YOU FOR EVERYTHING YOU DO FOR THE DISTRICT AND FOR OUR STUDENTS.
NOW WE'VE GOT ONE LAST FINAL RECOGNITION.
AFTER WE COMPLETE THAT, THAT'S WHEN YOU'D BE INVITED OUTSIDE TO TAKE PHOTOS, THANK YOU.
[00:30:01]
>> OUR FINAL RECOGNITION IS FOR A SPECIAL PERSON WHO IS SEATED TO MY RIGHT, BOARD VICE PRESIDENT JERI CHAMBERS.
AS A BOARD, WE ARE HONORED TO BE ABLE TO CONGRATULATE JERI ON RECENTLY BEING NAMED THE 2020 PLANO CITIZEN OF THE YEAR.
AS A PLANO RESIDENT FOR MORE THAN 25 YEARS, JERI IS A DEDICATED ADVOCATE FOR OUR CITY, THE PLANO ISD COMMUNITY AND BEYOND.
JERI IS A FORMER PLANO ISD TEACHER, MIDDLE SCHOOL MATH.
SHE WAS NAMED COLLIN COUNTY WOMAN OF THE YEAR IN 2019, AND CURRENTLY SERVES AS THE COMMUNITY FOUNDATION OF TEXAS DONOR RELATIONS OFFICER FOR COLLIN COUNTY, WHERE SHE ENGAGES WITH LOCAL NON-PROFIT ORGANIZATIONS PROVIDING SUPPORT FOR COLLIN COUNTIES' MOST VULNERABLE CITIZENS.
SHE'S A GRADUATE OF LEADERSHIP PLANO AND LEADERSHIP MARK TEXAS.
SHE IS ACTIVE IN THE JUNIOR LEAGUE OF COLLIN COUNTY AND IS THE CREATOR AND FOUNDER OF SCI-TECH DISCOVERY CENTER.
WE HAVE A LITTLE TOKEN, AND THESE FLOWERS WERE ACTUALLY DESIGNED AND ARRANGED BY OUR PLANO WEST HIGH SCHOOL FLORAL STUDENTS.
ANY COMMENTS FROM THE PEANUT GALLERY?
>> THIS PEANUT IS GOING TO TALK AGAIN.
JERI, YOU'RE MY PARTNER IN CRIME AND I JUST WANT TO TELL YOU, YOU'RE A GOOD FRIEND AND I'M SO PROUD OF YOU FOR BEING NAMED CITIZEN OF THE YEAR BY THE CHAMBER OF COMMERCE.
JERI'S THOUGHTFUL, LOGICAL, AND I'M NOT SURE ABOUT THAT MIDDLE SCHOOL IF THE KIDS ARE THE ONES THAT ARE CRAZY, BUT I KNOW YOU PRETTY WELL, MAYBE I WON'T CALL YOU CRAZY.
BUT I'VE SEEN YOUR PASSION FOR NON-PROFITS FIRSTHAND AND I'VE SEEN THE WORK YOU DO TO IMPROVE THE ORGANIZATIONS IN OUR COMMUNITY THROUGH YOUR WORK IN COMMUNITIES FOUNDATION AND I'VE SEEN YOU INDIVIDUALLY SUPPORT, FOR INSTANCE, MY STUDENTS IN THE HENDRICK SCHOLARSHIP FOUNDATION.
IT NEVER STOPS. YOU JUST DON'T.
YOU ARE THE DEFINITION OF SERVICE ABOVE SELF.
I'M PROUD TO HAVE YOU AS A COLLEAGUE ON THE SCHOOL BOARD AND I KNOW YOUR EXPERIENCE AS A TEACHER AND A PARENT, AND AN EXCELLENT PARENT BY THE WAY, BRING YOU THE BROAD AND VALUABLE PERSPECTIVE.
>> MY CONCLUSION IS THAT YOU EITHER HAVE A CLONE OR YOU'RE A ROBOT.
BECAUSE NOBODY COULD DO ALL OF THE THINGS THAT YOU DO SO SUCCESSFULLY.
AND WITH SUCH A GREAT ATTITUDE 100 PERCENT OF THE TIME.
WITHOUT EITHER BEING A CLONE OR A ROBOT OR A THIRD POSSIBILITY IS THAT YOU'RE JUST FLAT CRAZY.
BUT THIS IS A WELL-DESERVED HONOR.
THERE ARE TIRELESS WORKERS ALL THROUGHOUT OUR COMMUNITY, BUT YOU ARE AT THE TOP OF THE LIST AND WE ARE BLESSED TO HAVE YOU ON OUR BOARD WITH US HERE.
WE'RE BLESSED TO HAVE YOU AT THE COMMUNITY FOUNDATION AND WE'RE BLESSED TO HAVE YOU IN COLLIN COUNTY.
>> JERI, MAZEL TOV, YOU'VE BEEN WORKING VERY HARD AND I FOLLOWED YOUR SOCIAL MEDIA THROUGH NORTH TEXAS GIVING AND ALL THE WORK THAT YOU DID.
YOU DID AS MUCH SOCIAL MEDIA AS I DO IN A YEAR, IN A DAY.
I REMEMBER THINKING TO MYSELF, YOU KNOW, WHEN IS SHE GOING TO GET SOME RECOGNITION? I KNOW YOU DON'T DO IT FOR THE RECOGNITION LIKE MOST PEOPLE THAT ARE OUT THERE DOING GOOD DON'T DO IT FOR THE RECOGNITION.
BUT THEN A COUPLE OF DAYS OR TWO WEEKS LATER, I SAW THAT YOU WERE GIVEN THIS AWARD OF THE 2020 PERSON OF THE YEAR FOR PLANO AND I SAID, OKAY, SHE GOT THE RECOGNITION, I FEEL GOOD NOW THERE'S BALANCED.
IT'S WELL-DESERVED AND EARNED, AND I'M SURE IT WON'T BE THE LAST RECOGNITION FOR THE WORK YOU DO.
ALL OF THOSE RECOGNIZED TONIGHT WITH EXCEPTION OF JERI, MAY NOW LEAVE FOR PHOTOS OUTSIDE THE MAIN BUILDING ENTRANCE.
THANK YOU SO MUCH FOR BEING WITH US HERE TONIGHT AND THANK YOU FOR YOUR EACH INDIVIDUAL CONTRIBUTIONS TO PLANO ISD AND OUR STUDENTS. THANK YOU VERY MUCH.
AT SOME POINT WE WILL EXPLAIN TO, SOME OF US OUR CHILDREN, OTHER OF US OUR GRANDCHILDREN, WHY ALL THESE PICTURES HAD US HIDING BEHIND MASK.
[NOISE] IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW,
[3. CLOSED SESSION]
ADJOURN TO CLOSE SESSION AS AUTHORIZED UNDER SECTION 551.001 OF THE TEXAS GOVERNMENT CODE FOR THE FOLLOWING PURPOSES, SECTION 551.072.THE TIME IS 06:35 PM ON TUESDAY, OCTOBER 6TH, 2020.
[00:35:03]
WERE THERE ANY OBJECTIONS? ONLY BOARD MEMBERS AND SUPERINTENDENT BONDS WILL REMAIN IN THE BOARD ROOM FOR CLOSED SESSIONS, SO I ASK EVERYONE ELSE TO EXIT. THANK YOU.>> SHARON, ARE GOING TO BE ABLE TO FLIP THE TABLES REALLY QUICKLY?
>> PLEASE STAND AND JOIN ME IN THE PLEDGES OF
[5. PLEDGES OF ALLEGIANCE]
ALLEGIANCE TO THE UNITED STATES AND TEXAS FLAGS.>> TONIGHT'S INSPIRATIONAL MESSAGE WILL BE DELIVERED BY VICE PRESIDENT CHAMBERS.
[6. INSPIRATIONAL MESSAGE]
>> EXCUSE ME. HELLO, EVERYONE.
MY INSPIRATIONAL MOMENT TODAY WAS INSPIRED BY THE GENERAL ROBERT VAN ANTWERP.
HE RETIRED FROM THE US ARMY AS A THREE-STAR GENERAL.
I BECAME ACQUAINTED WITH GENERAL VAN ANTWERP AS HE SPOKE THIS FALL TO THE WEST POINT CADETS AND HIS ALMA MATER, AND THEY'RE FALL SCHOOLS START TO THE YEAR.
ONE OF THE NICE THINGS ABOUT OUR CURRENT STATE IS THEY DO A WHOLE LOT MORE VIDEOTAPING AT WEST POINT, SO WE, AS PARENTS, GET TO SEE A LITTLE BIT MORE WHAT'S GOING ON WITH OUR KIDS.
GENERAL VAN ANTWERP, WHEN HE WAS A COLONEL, HE SERVED AS AN AID TO THE ADMIRAL BILL OWENS, WHO AT THE TIME WAS AN EQUIVALENT OF A FOUR-STAR ADMIRAL.
EVERY MORNING, VAN ANTWERP WOULD ARRIVE AT ADMIRAL OWENS' HOME TO BRIEF HIM ON HIS DAILY SCHEDULE THAT WOULD BEGIN FULL DAY AND A VERY LONG DAY.
EVERYDAY, ADMIRAL OWENS WOULD JUMP INTO THE CAR AND GREET THE COLONEL WITH, "WHAT DO WE GET TO DO TODAY?" FROM THIS EXPERIENCE, GENERAL VAN ANTWERP HAD DEVELOPED HIS UNDERSTANDING OF THREE TYPES OF LEADERS.
I DISAGREE WITH HIM A LITTLE BIT, BUT I'M NOT IN CHAIN COMMAND SO I CAN.
BUT HE SAID THERE'S THREE KINDS OF LEADERS.
I HAVE TWO LEADERS. I WANT TWO LEADERS, AND I GET TWO LEADERS.
WITH A GROWTH MINDSET IN MIND AS EDUCATORS, I'D LIKE TO CALL THESE INSTEAD OF LEADERSHIP TRAITS OR STYLES, MINDSET STYLES.
EACH DAY WHEN WE WAKE UP, WE HAVE A CHOICE ON OUR MINDSET.
DO I HAVE TO GET UP? DO I WANT TO GET UP? OR DO I GET TO GET UP? THIS IS WHERE MY TEXAS TWANG IS GOING TO COME IN BECAUSE I THINK GET IS GREAT, BUT GET IS A WHOLE LOT MORE FUN.
SO WHO KNOW THE POWER OF THE WORD GET? DURING THIS CHALLENGING TIME WE ARE CONSTANTLY CHALLENGED IN OUR MINDSET.
DO I HAVE TO DO SCHOOL? DO I WANT TO DO SCHOOL? DO I GET TO DO SCHOOL? THINK WOULD IT CHANGE? IT WOULD BE, WE ALL CHANGED OUR HAVE TO'S TO WANT TO'S, AND OUR WANT TO'S TO GET TO'S.
DO I HAVE TO GO TO MEETING? OR I WANT TO GO THE MEETING, OR I GET TO GO TO THE MEETING.
OF COURSE, DO I HAVE TO EAT MY [LAUGHTER] VEGETABLES? OR I WANT TO EAT MY VEGETABLES, OR I GET TO EAT MY VEGETABLES.
I CHALLENGE MY COLLEAGUES, OUR DISTRICT, OUR STUDENTS, AND OUR COMMUNITY TO LET'S TRY TO ADOPT A GET TO MINDSET.
I WANT TO SAY TO MY COLLEAGUES, AND I FEEL VERY BLESSED THAT I GET TO WORK WITH YOU ALL.
>> THANK YOU, JERI. WE WILL NOW HEAR PUBLIC COMMENTS, DR. THERESA WILLIAMS,
[7. PUBLIC COMMENT SESSION]
CHIEF OPERATING OFFICER, WILL ADVISE IF ANYONE HAS SIGNED UP TO ADDRESS THE BOARD. DR. WILLIAMS.>> THANK YOU, PRESIDENT RICHARDS.
WE HAVE FOUR COMMENT CARDS OR FOUR FOLKS WITH US TONIGHT.
>> THANK YOU. A PUBLIC COMMENT SESSION IS PROVIDED TO HEAR PERSONS WHO DESIRE TO MAKE COMMENTS TO THE BOARD REGARDING AGENDA ITEMS OR NON-AGENDA ITEMS, AND WHO HAVE SUBMITTED A PUBLIC COMMENT CARD IN ADVANCE OF THIS MEETING AS INSTRUCTED ON THE MEETING NOTICE.
COMMENT CARDS ARE NOT TRANSFERABLE TO OTHER SPEAKERS.
THE INFORMATION SHARED IN PUBLIC COMMENT IS NOT AN ENDORSEMENT BY THE PRESENTER AND SOLELY PROVIDES THE OPINION OF THE INDIVIDUAL SPEAKER, NOT THE DISTRICT.
COMMENTS WILL BE HEARD IN THE ORDER OF THE CORRESPONDING AGENDA ITEM UNTIL ALL AGENDA ITEM RELATED COMMENTS HAVE BEEN HEARD.
[00:40:02]
IF TIME REMAINS, COMMENTS ADDRESSING NON-AGENDA ITEMS WILL BE HEARD.COMMENTS RELATED TO NON-AGENDA ITEMS THAT ARE NOT HEARD DURING THE ALLOTTED 30 MINUTES WILL BE HEARD AT THE END OF THE BOARD MEETING.
INDIVIDUAL COMMENTS SHALL NOT EXCEED THREE MINUTES.
THE TIMER IS DISPLAYED ON THE SCREEN, AND IF YOU ARE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, I WILL INTERRUPT YOU SO WE CAN MOVE TO THE NEXT ITEM.
DUE TO THE REQUIREMENTS OF THE OPEN MEETINGS ACT, THE BOARD MAY NOT DISCUSS A SUBJECT THAT IS NOT ON THE AGENDA, AND MAY ONLY MAKE A STATEMENT OF FACTUAL INFORMATION OR ASK THE SUPERINTENDENT TO CORRECT ANY MISINFORMATION THAT HAS BEEN PRESENTED AS FACT, RECITE EXISTING POLICY OR REFER THE SPEAKER TO A STAFF MEMBER IN AUTHORITY OVER THE ISSUE.
DR. WILLIAMS, PLEASE CALL OUR FIRST SPEAKER TO THE PODIUM.
>> YES. OUR FIRST SPEAKER IS MARILYN LOCKRAY, TO DISCUSS THE MENTAL HEALTH OF THE CHILDREN.
>> CAN I REMOVE THIS MASK? MY NAME IS MARILYN LOCKRAY.
I HAVE THREE GRANDCHILDREN I'M RAISING.
A MIDDLE SCHOOLER IS 504C ADD, THE HIGH-SCHOOLER IS 504C DYSLEXIC, AND THE SENIOR HIGH HAS BEEN IN PACE SINCE KINDERGARTEN.
I WANT TO CALL ATTENTION TO THE CDC REPORT IN JULY THAT THAT CITED, "THE HARMS ATTRIBUTED TO CLOSE SCHOOLS ON THE SOCIAL, EMOTIONAL, AND BEHAVIORAL HEALTH, ECONOMIC WELL-BEING, AND ACADEMIC ACHIEVEMENT OF CHILDREN IN BOTH LONG AND SHORT TERM ARE WELL-KNOWN AND SIGNIFICANT." "NO OTHER SETTING HAS MORE INFLUENCE ON A CHILD'S HEALTH AND WELL-BEING THAN THEIR SCHOOL." THEN IN SEPTEMBER, AN NRP REPORT CALLED THE PANDEMIC HAS RESEARCHERS WORRIED ABOUT TEEN SUICIDE.
CITED, "TEENAGERS ARE IN A DEVELOPMENTAL SPACE WHERE IT IS CRITICALLY IMPORTANT THAT THEY HAVE REGULAR CONTACT WITH THEIR PEERS AND ARE ABLE TO DEVELOP CLOSE AND ONGOING RELATIONSHIPS WITH ADULTS OUTSIDE THE HOME, SUCH AS THEIR TEACHERS, THEIR COACHES, THEIR ADVISORS." AS OF THIS MONTH, HARVARD, OXFORD, AND STANFORD EPIDEMIOLOGISTS WROTE THE GREAT BARRINGTON DECLARATION THAT SAYS, "KEEPING STUDENTS OUT OF SCHOOL IS A GRAVE INJUSTICE.
KEEPING THIS MEASURE IN PLACE UNTIL A VACCINE IS AVAILABLE WILL CAUSE IRREPARABLE DAMAGE." THEY ALSO SAID, "FOR CHILDREN, COVID-19 IS LESS DANGEROUS THAN MANY OTHER HARMS, INCLUDING INFLUENZA." THE NUMBER 1 CAUSE OF TEENS DEATHS ARE ACCIDENTS.
THE NUMBER 2 IS SUICIDE, AND COVID DOESN'T EVEN SCORE.
MY FINAL COMMENT IS THAT, I LOST AN ADULT DAUGHTER TO SUICIDE VIA DEPRESSION.
HER THREE CHILDREN ARE MY GRANDCHILDREN, THAT I'M RAISING AND THEY HAVE BEEN IN PISD SINCE KINDERGARTEN.
YOU WILL BE HELD LEGALLY RESPONSIBLE FOR THE EMOTIONAL AND PSYCHOLOGICAL DAMAGE TO OUR CHILDREN, INCLUDING POSSIBLE SUICIDES BECAUSE OF THE DECISIONS YOU HAVE MADE.
>> NEXT, WE HAVE SIMIDA [INAUDIBLE] TO TALK ABOUT HYBRID.
>> HELLO, MY NAME IS SIMIDA [INAUDIBLE].
I HAVE TWO STUDENTS IN HIGH SCHOOL, ONE IN CLARK AND ONE IN PLANO SENIOR.
I AM PRESENTING THIS PETITION SIGNED BY 300 PLANO PARENTS AND MYSELF INCLUDED.
WE AS PLANO PARENTS DO NOT WANT THE EXTENSION OF THE FORCED HYBRID MODEL FOR GRADES 9-12.
TWO DAYS A WEEK IS NOT A SUFFICIENT EDUCATION.
FORTY PERCENT LEARNING MODEL REDUCTION WITH NO END DATE IS NOT HELPING OUR STUDENTS.
THAT'S A 60 PERCENT DECREASE IN DIRECT TEACHING TO OUR STUDENTS AND SOME OF THESE CLASSES ARE GRADUATION REQUIRED CLASSES.
THIS WILL NOT HELP THEM BE SUCCESSFUL IN THEIR HIGH SCHOOL CAREER AND IN THE FUTURE.
IT IS HARMING THE MENTAL AND EDUCATIONAL HEALTH OF THE STUDENTS.
PISD DID NOT GIVE PARENTS THE CHOICE FOR HYBRID.
[00:45:01]
PISD DID NOT GIVE THEM THE EQUAL CONSIDERATION TO THE 9-12TH GRADE STUDENTS WHO CHOSE FACE-TO-FACE.IN FACT, HYBRID WAS PRECLUDED AS AN OPTION, NOT ONE PARENT VOTED FOR IT.
IT IS A MANDATED DECISION WITH NO END DATE.
OUR STUDENTS IN 9-12TH GRADES HAVE A RIGHT TO FIVE DAYS A WEEK SYNCHRONOUS EDUCATION.
PARENTS WERE NOT GIVEN A CHOICE, A SEAT AT THE TABLE, OR A WARNING.
PUT THE EDUCATIONAL NEEDS OF THE STUDENTS FIRST AND ALLOW THE STUDENTS THE CHOICE THEY MADE FOR FIVE DAYS A WEEK, FACE-TO-FACE EDUCATION FOR HIGH SCHOOL STUDENTS.
AS YOU ARE ALLOWING THAT CHOICE FOR ALL THE OTHER STUDENTS.
THE NEIGHBORING SCHOOL DISTRICTS, ALL ARE OPEN TO HIGH SCHOOL STUDENTS WHO CHOOSE FACE-TO-FACE.
DO NOT CREATE A FURTHER EDUCATIONAL DISPARITY FOR OUR HIGH SCHOOL STUDENTS AND END THE HYBRID MODEL.
I'D LIKE TO SPEAK TO THE INSPIRATIONAL MESSAGE.
OUR STUDENTS DON'T GET TO GO TO SCHOOL, WE WILL NOT TAKE THAT. THANK YOU.
>> OUR THIRD SPEAKER IS SHANNON WARRICK.
I'M A 20 YEAR RESIDENT OF PLANO ISD.
OVER 15 YEARS AS A PUBLIC SCHOOL EDUCATOR.
I'VE MAINLY WORKED IN MENTAL HEALTH AND SPECIAL EDUCATION.
I'M A EDUCATIONAL DIAGNOSTICIAN AND HAVE BEEN A SCHOOL COUNSELOR.
SO I THINK I CAN SPEAK TO THE MENTAL HEALTH EFFECTS THAT I SEE IN MY OWN CHILDREN IN MY OWN HOUSE.
I WOULD LIKE TO ALSO SPEAK TO THE INSPIRATIONAL MESSAGE.
THERE IS NO GET TO, TO GET TO GO.
MY KIDS DON'T GET TO GO TO SCHOOL AND SEE THEIR FRIENDS WHOSE LAST NAME IS IN DIFFERENT PART OF THE ALPHABET.
I HEARD A LOT OF TALK ABOUT MAKING CAMPUSES MORE EXCITING.
USUALLY KIDS ON CAMPUS, THAT MAKES IT EXCITING AND NOT DENYING KIDS THE OPPORTUNITY TO MAKE FRIENDS.
I HAVE A FRESHMAN, SHE HASN'T MADE ANY NEW FRIENDS IN HIGH SCHOOL.
SHE ONLY SEES HALF HER FRIENDS.
SHE DOESN'T EVEN SEE HALF HER FRIENDS BECAUSE THEIR LAST NAME IS DIFFERENT FROM HERS.
I HEARD A LOT OF TALK ABOUT STEM.
HOW CAN YOU PROMOTE STEM, AND SCIENCE, AND MATH, WHEN YOU DON'T EVEN REQUIRE YOUR SCIENCE AND MATH TEACHERS TO PROVIDE DIRECT INSTRUCTION ANYMORE? MY CHILDREN ARE SUFFERING.
HAD I KNOWN THAT THIS WAS GOING TO BE BUSINESS, WHAT WAS GOING TO HAPPEN, I COULD'VE TAKEN MY KIDS ELSEWHERE.
I WORK IN A DISTRICT THAT ACTUALLY PROVIDES FIVE-DAY FACE-TO-FACE INSTRUCTION, AND EVERYTHING'S FINE.
YOU ARE DESTROYING OUR COMMUNITY.
YOU'RE RUINING OUR KIDS CHANCES.
HOW ARE OUR SENIORS GOING TO FIGHT FOR SEATS AT COLLEGES AND FOR SCHOLARSHIPS WHEN THEY'VE ONLY BEEN INSTRUCTED TWO DAYS A WEEK? BY THE TIME SHE GETS TO COLLEGE, SHE WILL BE MISSING A YEAR.
YOU KNOW WHAT LACKING A YEAR OF GOOD EDUCATION WILL DO.
MY FRESHMAN HAS ANXIETY AND DEPRESSION THAT HAS INCREASED BECAUSE OF THIS.
I CANNOT BE AT HOME WITH THEM BECAUSE I'M EXPECTED TO WORK.
YOU ARE EXPECTING 14-YEAR-OLDS TO BE AT HOME ALONE, TO TEACH THEMSELVES ON THE COMPUTER? THEY DON'T HAVE THE DEVELOPMENTAL RESOURCES TO DO THAT.
YOU HAVE NO METRICS AND HAVE PROVIDED ZERO DATA ON THIS PANDEMIC THAT YOU'VE BASED YOUR DECISIONS ON.
THERE IS NOTHING THAT YOU'VE MADE PUBLIC.
MY DAUGHTER CANNOT SEE HER OLD FRIENDS AND DOESN'T HAVE AN OPPORTUNITY TO MAKE NEW FRIENDS.
MY SENIOR IS READY TO DROP OUT.
SHE HAS A 40 IN ECONOMICS, WHICH IS ACTUALLY EQUIVALENT TO THE PERCENTAGE THAT YOU EXPECT HER TEACHER TO TEACH HER.
THERE MAY BE JUST FIVE OF US HERE, BUT FOR EVERYONE HERE, WE CAN TALK TO 10 PARENTS THAT HAVE EXPERIENCED THIS.
DO YOU EVEN HAVE SKIN IN THE GAME? DO YOU LIVE IN THIS COMMUNITY? PEOPLE ARE MOVING OUT OF THIS COMMUNITY AND MOVING NORTH BECAUSE THEY CAN GET AN EDUCATION.
[NOISE] EDUCATE [OVERLAPPING] OUR KIDS OR STOP [OVERLAPPING] DOING WHAT YOU'RE DOING.
[00:50:04]
>> I'M SORRY YOU'RE OUT OF TIME.
>> OUR FINAL SPEAKER, TERRY MCFARLAND, TO ADDRESS THE BOARD WITH COMMENTS ON HYBRID.
>> HI, MY NAME IS TERRY MCFARLAND.
I HAVE TWO CHILDREN IN PLANO, I HAVE ONE AT SENIOR AND ONE AT VINES.
I'M HERE TO ASK YOU TO PLEASE RECONSIDER [NOISE] THE HIGH-SCHOOL HYBRID LEARNING OPTION.
THIS IS SUPER INCREDIBLY HARD FOR MY CHILD WHO'S ON A 504 PLAN AND NEEDS FACE-TO-FACE LEARNING ENVIRONMENT EVERY DAY IN ORDER TO BE SUCCESSFUL.
THE TEACHERS ARE NOT ABLE TO FOLLOW ACCOMMODATIONS PROPERLY, WHICH LEAVE HER STRUGGLING AND FRANKLY IS ACTUALLY ILLEGAL.
HAVING A CHILD WITH ADHD AND PROCESSING DISORDERS GO TO A SCHOOL TWO DAYS A WEEK, IS SUCH A DISSERVICE TO HER.
THESE PLANS CANNOT BE IMPLEMENTED CORRECTLY WHEN CHILDREN ARE NOT IN SCHOOL EVERY DAY.
YOU THE BOARD, AND THE SUPERINTENDENT ASKED US TO MAKE A CHOICE, FACE-TO-FACE OR REMOTE.
WE THE MCFARLAND'S CHOSE FACE-TO-FACE AND THEN AT THE 11TH HOUR, THAT WAS PULLED RIGHT OUT FROM UNDER US AND WE WERE PUT INTO HYBRID.
WITH THAT, YOU MADE THESE COHORTS.
WE'RE JUST A TYPICAL MIDDLE-CLASS FAMILY TRYING TO MAKE IT.
WE TRY TO PAY OUR MORTGAGE, PUT FOOD ON OUR TABLE, WE BOTH HAVE JOBS.
WHEN YOU DECIDED TO DO HYBRID AND DO THE COHORTS WITH ZERO FLEXIBILITY, YOU PUT OUR JOBS AT RISK.
MY CHILD PLAYS IN THE BAND, SHE HAS TO BE EARLY TUESDAY, THURSDAY.
HOWEVER, SHE'S IN THE WEDNESDAY, FRIDAY COHORT BECAUSE HER NAME MISSED TUESDAY, THURSDAY BY ONE LETTER.
WE E-MAILED THE PRINCIPAL ABOUT OUR SITUATION AND KINDLY ASKED THAT SHE BE SWITCHED COHORTS BECAUSE WE CAN'T BE LATE TWO DAYS TO WORK.
I'M SORRY. I GOT A CALL FROM THE ASSISTANT PRINCIPAL AND SHE SAID THE COMMITTEE REVIEWED OUR REQUEST AND TOLD US THAT OUR REQUEST WAS DENIED WITH NO EXPLANATION.
SHE DID SAY WE COULD APPEAL. WE DID.
WE REACHED OUT TO THE PRINCIPAL AGAIN AND AGAIN FOUR TIMES, AND WE NEVER HEARD ONE THING BACK FROM HER.
IN FACT, MRS. RICHARDS YOU WROTE AN ANSWER TO AN E-MAIL, A FRIEND OF MINE AND YOU SAID IN THEIR, "IF YOUR HIGH SCHOOL STUDENT WOULD BENEFIT FROM ADDITIONAL SUPPORT, I'M SURE YOUR CAMPUS ADMINISTRATORS WOULD BE HAPPY TO WORK WITH YOU." SORRY. THIS IS HOW FAR REMOVED I FEEL YOU GUYS ARE FROM THE SCHOOLS THEMSELVES AND WHAT THE ADMINISTRATORS IN THE SCHOOLS ARE DOING.
AGAIN, WE REACHED OUT FOUR TIMES TO THE PRINCIPAL AND WE NEVER RECEIVED AN ANSWER.
WE ARE TRYING TO KEEP OUR JOBS AND BEING LATE TO WORK TWICE A WEEK HAS BEEN VERY HARD ON BOTH OF US IN OUR JOBS.
WE KEEP HEARING GRACE, GRACE, GRACE.
GIVE THE TEACHERS GRACE, GIVE THE ADMINISTRATORS GRACE.
I THINK THE PARENTS WANT GRACE TOO.
WE JUST WANT A LITTLE BIT OF HELP, THAT'S ALL WE ASK, IS A LITTLE BIT OF HELP.
SO I JUST ASK, THE KIDS ARE DOING WHAT THEY'RE REQUIRED.
THEY'RE WEARING MASKS, THEY'RE WASHING THEIR HANDS, THEY DON'T HAVE FRIENDS IN BETWEEN PERIODS.
THEY JUST WANT TO GO BACK TO SCHOOL FIVE DAYS A WEEK.
MY DAUGHTER, IT'S HER FIRST YEAR IN HIGH SCHOOL [OVERLAPPING] AND SHE HASN'T MET ONE NEW FRIEND.
SHE JUST WANTS TO GET TO GO TO SCHOOL FIVE DAYS A WEEK. THANK YOU.
>> THANK YOU. WE WILL NOW MOVE TO THE NEXT AGENDA ITEM.
[8. CONSENT AGENDA]
WE WILL ADDRESS THE CONSENT AGENDA, WHICH CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL AS ONE ACTION ITEM.UNLESS REMOVED FROM THE CONSENT AGENDA, THESE ITEMS WILL BE ACTED ON AT ONE TIME WITH NO DISCUSSION.
BOARD MEMBERS, ARE THERE ANY REQUESTS TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? SEEING NONE, MAY I HAVE A MOTION?
>> I MOVE THAT THE BOARD OF TRUSTEE APPROVES THE CONSENT AGENDA AS PRESENTED.
>> I HAVE EMOTION BY ANGELA POWELL, A SECOND BY HEATHER WANG, THAT THE BOARD OF TRUSTEES APPROVE THEY CONSENT AGENDA AS PRESENTED.
ALL THOSE IN FAVOR, RAISE YOUR HAND.
THANK YOU. [NOISE] WE NOW MOVE TO DISCUSSION AND ACTION.
[9.A. DISCUSSION AND ACTION Approval of Adoption of Resolution Regarding Investment Policy, Investment Strategies, Investment Training Providers and Investment Broker/Dealers Presenter: Randy McDowell, Chief Financial Officer Time: 20 minutes]
[00:55:02]
RANDY MCDOWELL, CHIEF FINANCIAL OFFICER, WILL PRESENT THE APPROVAL OF ADOPTION OF RESOLUTION REGARDING INVESTMENT POLICY, INVESTMENT STRATEGIES, INVESTMENT TRAINING PROVIDERS, AND INVESTMENT BROKER DEALERS. MR. MCDOWELL?>> THANK YOU PRESIDENT RICHARDS, MEMBERS OF THE BOARD.
TONIGHT, I'M GOING TO TRY TO KEEP THIS AS SHORT AS I CAN AND I KNOW THAT THIS IS THE REASON WE HAD PERFECT BOARD ATTENDANCE TONIGHT WAS FOR THE INVESTMENT REPORT [LAUGHTER] SO WE APPRECIATE THAT.
WE'RE JUST GOING TO GO THROUGH THE [NOISE] BOARD BOOK.
WE'VE GOT SEVERAL DIFFERENT ATTACHMENTS THAT WE NEED TO GO OVER TONIGHT.
THIS IS THE ANNUAL INVESTMENT REPORT AND WE'RE DOING ALL THIS IN COMPLIANCE WITH OUR DISTRICT INVESTMENT POLICY AND SO THIS IS FOR THE FISCAL YEAR ENDING JUNE 30 OF 2020.
WE'VE GOT A MARKET RECAP HERE, I'M NOT GOING TO READ THAT, BUT YOU CAN TELL BY THE FIRST SENTENCE, "WITH THE STEEPEST DECLINE EVER," ALL OF THAT IS WHEN COVID HIT AND SO IN MARCH AND APRIL, THE ECONOMIC OUTLOOK WAS VERY POOR.
WE DID [NOISE] GET A PRETTY SIGNIFICANT REBOUND IN THE LAST TWO MONTHS OF THE FISCAL YEAR, IN MAY AND JUNE, AND SO THAT DID HELP OUR ANNUAL INVESTMENT REPORT.
JUST TO BREAK DOWN, WE'VE GOT OUR ACCOUNTS SUMMARY HERE AND THIS IS THE INVESTMENTS AS OF THE BEGINNING OF THE FISCAL YEAR AND THE INVESTMENTS AS OF THE END OF THE FISCAL YEAR.
AT THE END OF THE FISCAL YEAR, WE HAD JUST OVER $708 MILLION INVESTED.
THERE'S A BREAKDOWN OF THAT IN THE GRAPH ON THE RIGHT, AND YOU CAN SEE 76 PERCENT OF THAT WAS IN INVESTMENT POOL.
AS THE OTHER INVESTMENT INSTRUMENTS GET LESS ATTRACTIVE AND WE TYPICALLY SEE THE MARKET FALLING, THEY NORMALLY WE'LL BACK UP AND GO INTO THE INVESTMENT POOLS BECAUSE WE DON'T KNOW HOW LONG THAT'S GOING LAST.
WE DON'T WANT TO GO OUT LONG ON THE YIELD CURVE WITH THE HOPES THAT THINGS MIGHT TURN AROUND.
UNFORTUNATELY, THIS TIME IT FELL SO FAST, WE REALLY WEREN'T ABLE TO GET THINGS LOCKED IN LONG-TERM.
THE MARKET CHANGED PRETTY MUCH OVERNIGHT.
WE'VE ALSO GOT A BI USER DOWN ON THE BOTTOM LEFT.
I'M SORRY, I KNOW THAT'S HARD TO SEE.
IF I CAN PULL IT UP JUST A LITTLE BIT.
THESE ARE DIFFERENT INVESTMENT POOLS.
TEXAS CLASS HAS ABOUT 46 PERCENT OF OUR FUNDS SO THEY DID AT THE END OF THE FISCAL YEAR.
TEXSTAR, ANOTHER INVESTMENT POOL HAS 22 PERCENT.
WE HAD ABOUT 11 PERCENT IN US TREASURIES.
LONE STAR GOVERNMENT POOL THAT'S MANAGED BY TEXAS ASSOCIATION OF SCHOOL BOARDS AT ABOUT FOUR PERCENT.
TEXPOOL, THAT'S THE LARGEST INVESTMENT POOL IN THE STATE, HAD ABOUT THREE PERCENT AND THEN WE HAD SOME OTHER FUNDS AND MOST OF THE OTHER ISSUERS THERE ARE THE PRIVATE INVESTMENTS THAT WE HAVE.
THIS IS THE YIELD CURVE FOR ABOUT THE LAST YEAR-AND-A -HALF AND SO THERE'S NO SECRETS HERE.
YOU CAN SEE THE INVESTMENT RATES WERE ALREADY FALLING AS WE SAW THE FEDERAL RESERVE MAKE SEVERAL ADJUSTMENTS THERE AND CUT FEDERAL RESERVE RATES.
THEN, OF COURSE, WE HAD MORE CUTS IN THE ECONOMIC ISSUES THAT WE RAN INTO.
[NOISE] FOR EXAMPLE, TEXPOOL THERE HAS ABOUT $30 BILLION OF GOVERNMENT FUNDS INVESTED AS OF TODAY.
NOW, THE CURRENT YIELD ON THAT IS 0.1465 AS OF TODAY.
THEY'VE GOT ANOTHER POOL WHICH ALL OF THESE ALSO HAVE, WHAT WE CALL, LIKE A GOVERNMENT POOL THAT HAS COMMERCIAL PAPER INVESTED AS WELL.
IT IS JUST UNDER A QUARTER OF A PERCENT OR ABOUT 24 BASIS POINTS.
IT IS OUTPERFORMING THE ONES WITHOUT COMMERCIAL PAPER.
IT DOES COME WITH JUST A LITTLE BIT MORE RISK.
BUT YOU CAN SEE FROM THE GRAPH HOW LOW THOSE HAVE GOTTEN.
UNFORTUNATELY, IT'S HARD TO MAKE ANY MONEY RIGHT NOW.
IN INTEREST INCOME LAST YEAR WE MADE JUST IN THE GENERAL FUND ABOUT SIX MILLION DOLLARS.
THIS YEAR WE'LL BE LUCKY TO GET TWO MILLION.
I THINK WE BUDGETED JUST OVER A THREE AND WE'RE PROBABLY NOT GOING TO ACHIEVE THAT UNLESS WE SEE RATES IMPROVE.
[NOISE] THE REMAINING PAGES OF THE ANNUAL INVESTMENT REPORT, YOU CAN SEE THE FUND TOPS HERE AND THE DIFFERENT INVESTMENTS THAT THEY HAD, AND SO IF THEY STILL HAVE A MARKET VALUE OUT ON THE RIGHT, ABOUT THE FOURTH COLUMN FROM THE RIGHT, THAT MEANS THAT WE STILL HOLD THAT INVESTMENT, IT STILL HAS A MARKET VALUE AS OF THE END OF THE FISCAL YEAR.
AS WE GO ON THROUGH HERE, YOU'LL SEE WE'VE GOT SOME WITH NO MARKET VALUE, AND OF COURSE, THOSE ARE ONES THAT MATURE,
[01:00:01]
THAT WE SOLD AND REINVESTED SOMEWHERE ELSE.I'M NOT GOING TO DRAG YOU THROUGH ALL OF THAT, BUT JUST YOU HAVE THE DETAIL.
YOU CAN SEE THAT WE'RE PRETTY ACTIVE IN THE MARKETS.
AGAIN, WE'VE GOT A LOT IN INVESTMENT POOLS.
WE ALSO WORK WITH OUR FINANCIAL ADVISORS, WHICH IS HILLTOP SECURITIES, OUR INVESTMENT ADVISERS.
THEY ASSIST US IN IN WORKING WITH BROKERS AND PURCHASING SOME OF THESE INVESTMENTS DIRECTLY.
>> HEY RANDY, JUST OUT OF CURIOSITY.
WHAT ARE THE RATES [INAUDIBLE] IN THE LAST QUARTER? SINCE JUNE, IN Q3, DID THE RATES BOUNCE BACK UP?
>> NO, WE'RE NOT SEEING THEM UP.
THAT WAS TODAY'S RATES THAT WERE 0.1465 IN [INAUDIBLE].
>> SO WE'RE REALLY NOT SEEING ANY REBOUND UP TO THIS POINT.
THE INVESTMENTS WE CAN INVEST IN DON'T NECESSARILY MIRROR WHAT THE STOCK MARKET IS DOING.
>> THAT'S REALLY WHAT I WAS ASKING IS, IF YOU WERE SEEING A V-SHAPE RETURN IN THESE RATES LIKE WE SEE IN STOCK MARKET.
BECAUSE THE FED FUND RATE IS REALLY MORE WHAT DRIVES YOUR BONDS AND THE THINGS THAT WERE INVESTED, THE US TREASURIES, COMMERCIAL PAPER, THOSE TYPES OF INVESTMENT.
I WISH WE COULD INVEST IN THE STOCK MARKET RECENTLY.
THAT WOULD HAVE BEEN MUCH MORE BENEFICIAL.
>> ACTUALLY, WE JUST HAD A REPORT TODAY THAT THEY'RE THINKING THAT THOSE BOND RATES MIGHT START INCREASING, WHICH WE WILL [OVERLAPPING] TALK ABOUT AFTERWARDS.
REASONING, BUT THAT IS A POSSIBILITY.
>> WE'LL TALK ABOUT THAT IN THE NEXT PRESENTATION.
IT'S DEFINITELY NOT AN INVESTOR'S MARKET RIGHT NOW.
WE HOPE AT LEAST THAT PART MAINTAINS UNTIL WE CAN GET A REFUNDING DONE.
THE NEXT REPORT IS A LOT MORE OPTIMISTIC WHEN WE'RE ON THE OTHER SIDE OF THIS, LOOKING AT IT FROM THE ISSUER SIDE.
THAT NEXT EXHIBIT HERE IS, AGAIN, THIS IS ALL IN COMPLIANCE WITH OUR INVESTMENT POLICY, THE INVESTMENT TRAINING PROVIDERS.
THE BOARD DOES HAVE TO APPROVE THE ONES THAT [INAUDIBLE] INVESTMENT OFFICERS ARE ALLOWED TO ATTEND, TO OBTAIN OUR REQUIRED TRAINING.
THESE ARE THE SAME ONES THAT WE PREVIOUSLY HAD.
THE APPROVED BROKER DEALERS, NO CHANGES TO THIS LIST.
AGAIN, THESE ARE THE ONES THAT WE WORK WITH, OR THE BROKER, THE INVESTMENTS THAT WE MAKE OUTSIDE OF THE POOLS.
THIS IS JUST A SUMMARY OF THE ANNUAL INVESTMENT REPORT.
IT TALKS ABOUT THE DIFFERENT FUNDS.
IT TALKS ABOUT HOW DEBT SERVICE AND CAPITAL PROJECTS TYPICALLY HAVE LONGER INVESTMENT THRESHOLDS BECAUSE WE CAN PLAN OUT MORE THE CASH FLOW ON THOSE TYPES OF FUNDS.
ALSO, OUR POLICY ALLOWS US TO INVEST IN NINE DIFFERENT TYPES OF INVESTMENTS.
THIS IS SAYING THAT WE DID LIMIT OURSELVES TO THOSE THAT ARE APPROVED WITHIN OUR INVESTMENT POLICY.
SOME OF THE HIGHLIGHTS OF THE FISCAL YEAR INVESTMENT INCLUDE PORTFOLIO EARNINGS OF ABOUT 10.5 MILLION.
AGAIN, MUCH OF THAT WAS PRIOR TO THE RATE CUTS.
WE HAD MATURITIES THAT TOTALED ABOUT 238 MILLION THAT MATURED, ARE ABOUT 2.26 PERCENT AVERAGE YIELD TO MATURITY.
WE HAD NEW PURCHASES OF ABOUT 275 MILLION DURING THE FISCAL YEAR.
THOSE, OF COURSE, WERE REINVESTED OVERALL AT LOWER RATES AT ABOUT 1.82 YIELD TO MATURITY.
DAY-TO-DAY INVESTMENTS ARE MANAGED BY THE EXECUTIVE DIRECTOR OF FINANCIAL SERVICES.
I OVERSEE THE INVESTMENT FUNCTION OF THE DISTRICT AND PRESENT QUARTERLY REPORTS TO THE BOARD AS YOU KNOW, AND ALL DESIGNATED INVESTMENT OFFICERS HAVE MET THROUGH TRAINING REQUIREMENTS FOR THE LAST FISCAL YEAR.
WE ALSO HAVE A LETTER FROM OUR INVESTMENT ADVISOR FROM HILLTOP SECURITIES THAT THEY HAVE REVIEWED OUR POLICY, THAT THEY HAVE REVIEWED OUR INVESTMENTS.
THEY FEEL LIKE WE ARE IN COMPLIANCE WITH OUR INVESTMENTS IN CHAPTER 2256 OF THE GOVERNMENT CODE, WHICH IS ALSO OUR CDA LEGAL POLICY.
NEXT, WE DID INCLUDE JUST THE CURRENT CDA POLICY.
[NOISE] OUR POLICY DOES SAY, THAT THIS WILL BE REVIEWED ANNUALLY BY THE BOARD.
WE HAVE NO RECOMMENDED CHANGES, NOR DOES OUR FINANCIAL ADVISOR, [NOISE] NOR DOES TASB ON THIS POLICY.
[01:05:02]
SO OUR RECOMMENDATION WOULD BE TO LEAVE THAT POLICY THE SAME.WE BASICALLY WRAP UP ALL OF THESE REQUIREMENTS INTO A RESOLUTION THAT SAYS WHAT THE BOARD REVIEWED, THAT THE BOARD IS APPROVING OUR TRAINING PROVIDERS, OUR BROKERS, AND SO ON.
I'D BE HAPPY TO GO THROUGH THIS, UNLESS RICHARD, I'M NOT SURE HOW YOU WANT TO HANDLE THAT.
>> DOES ANYONE WANT A MORE DETAILED EXPLANATION? I THINK WE'RE FINE.
>> OKAY. I DON'T THINK THERE'S ANYTHING IN HERE THAT WE HAVEN'T ALREADY TALKED ABOUT.
IT JUST [NOISE] REAFFIRMS THAT WE DON'T HAVE ANY CHANGES THIS YEAR.
IT JUST REAFFIRMS ALL OF THE POSITIONS.
BUT IT DOES KEEP US IN COMPLIANCE WITH OUR LOCAL POLICY.
>> THANK YOU. ANY QUESTIONS FOR ANDY? IF NOT, MAY I HAVE A MOTION.
>> I MOVE THAT THE BOARD OF TRUSTEE APPROVES THE ADOPTION OF THE RESOLUTION APPROVING INVESTMENT POLICY, INVESTMENT STRATEGIES.
THESE ARE TRAINING FOR PROVIDERS AND INVESTMENT BROKER, THE DEALERS.
>> I HAVE A MOTION BY ANGELA POWELL.
SECOND BY JERI CHAMBERS, THAT THE BOARD OF TRUSTEES APPROVES THE ADOPTION OR THE RESOLUTION APPROVING INVESTMENT POLICY, INVESTMENT STRATEGIES, INVESTMENT TRAINING PROVIDERS AND INVESTMENT BROKER DEALERS.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.
ALL THOSE IN FAVOR RAISE YOUR HAND.
MOTION CARRIES UNANIMOUSLY, 7-0.
THANK YOU. THE NEXT ITEM FOR DISCUSSION AND ACTION IS TO CONSIDER
[9.B. Consider all matters incident and related to the issuance and sale of “Plano Independent School District Unlimited Tax Refunding Bonds, Series 2020," including the adoption of an order authorizing the issuance of such bonds, establishing parameters for the sale and issuance of such bonds and delegating certain matters to authorized officials of the District Presenter: Randy McDowell, Chief Financial Officer Time: 20 minutes]
ALL MATTERS INCIDENT AND RELATED TO THE ISSUANCE AND SALE OF PLANO INDEPENDENT SCHOOL DISTRICT UNLIMITED TAX REFUNDING BONDS SERIES 2020, INCLUDING THE ADOPTION OF AN ORDER AUTHORIZING THE ISSUANCE OF SUCH BONDS, ESTABLISHING PARAMETERS FOR THE SALE AND ISSUANCE OF SUCH BONDS, AND DELEGATING CERTAIN MATTERS TO AUTHORIZED OFFICIALS AT THE DISTRICT.MR. MCDOWELL WILL ALSO PRESENT THIS ITEM. MR. MCDOWELL?
>> YES, THANK YOU. BY THE WAY, I DID NOT WRITE THAT AGENDA.
LEGAL BOND COUNSEL WROTE THAT.
>> THAT ALMOST TELLS THE WHOLE STORY JUST IN THE AGENDA ITEM.
THIS ONE IS A LITTLE MORE ON THE OPTIMISTIC SIDE WITH THE MARKET AS IT IS.
WE'RE NOT LOOKING AT DOING ANOTHER ISSUANCE ON THE 2016 BOND FOR THIS YEAR.
SO WE WERE ABLE TO WORK WITH TECHNOLOGY AND OTHERS.
WE CURRENTLY HAVE ENOUGH ISSUED THAT WE CAN COVER OUR TECHNOLOGY NEEDS.
REALLY, WE'RE FOCUSING A 100 PERCENT ON A REFINANCING AND TRYING TO PULL UP EVERYTHING THAT WE CAN AND PAY IT OFF EARLY AND GET AS MUCH SAVINGS AS WE CAN.
TYPICALLY, THIS TIME OF YEAR THOUGH, WE'RE GIVING YOU AN UPDATE ON THE 2016 BOND.
THIS IS JUST A RECAP OF THE ISSUANCES THAT WE'VE MADE.
OBVIOUSLY OUT OF THE GATE, A LARGE ISSUANCE WAS MADE IN AUGUST OF 2016 FOR ABOUT ALMOST 284 MILLION.
THEN WE FOLLOWED THAT THE FOLLOWING YEAR WITH A 120 MILLION.
YOU CAN SEE THE BREAKDOWN BETWEEN FACILITIES, SCHOOL BUSES, AND TECHNOLOGY.
AS YOU KNOW, WE DO FACILITIES AT NO MORE THAN 20 YEARS.
SCHOOL BUS IS AT A MAXIMUM, 10 YEARS; AND TECHNOLOGY AT A MAXIMUM FIVE YEARS.
THEN YOU CAN SEE THE 2017 ISSUANCE.
THEN IN 2018, WE ISSUED 14 MILLION OF TECHNOLOGY AND WE FINANCED THOSE OVER FIVE YEARS.
THEN LAST YEAR, WE ISSUED ANOTHER 13 MILLION FOR TECHNOLOGY.
AS YOU'LL RECALL, WE'VE FUNDED THAT OVER ONE YEAR.
WE ACTUALLY ISSUED THOSE IN THE FALL AND PAY THEM ALL OFF IN FEBRUARY.
WE HAD THOSE BONDS LIKE FOUR MONTHS.
WE SAVED A LOT OF MONEY DOING THAT, OBVIOUSLY, JUST BECAUSE OF THE SHORT TERM.
WE GOT THAT OUT AT A 1.96 PERCENT RATE.
SO TOTAL ISSUED TO DATE IS 431.125 MILLION, THAT LEAVES JUST UNDER 50 MILLION THAT'S OUTSTANDING.
OF THAT, 14.75 MILLION IS FOR TECHNOLOGY AND RELATED ITEMS. WE'RE LOOKING AT ISSUING THAT IN '21 INSTEAD OF '20.
WE'LL JUST PUNT THAT OUT A YEAR AND WE'LL LOOK AT THAT AT THE SAME TIME NEXT YEAR.
THERE WAS A NEW ELEMENTARY SCHOOL THAT WAS INCLUDED IN THE BOND THAT WE HAVEN'T ISSUED ON.
THERE'S ALSO ADDITIONAL FUNDS THAT HAVEN'T BEEN ISSUED ON ELEMENTARY GROWTH, IF WE NEED TO HAVE MORE CLASSROOMS. YOU'LL RECALL WE'VE ADDED AT GULLEDGE AND WE ADDED AT BARKSDALE.
IF WE HAVE ADDITIONAL NEEDS, THERE IS MONEY THAT WE CAN ISSUE THERE.
THEN THERE'S ALSO FUNDS IN THE BOND TOO, FOR NECESSARY SADDS FOR SCHOOL BUILDINGS IS THE WAY THAT WAS WORDED.
THE ACCUMULATION OF ALL THAT IS ABOUT 35 MILLION.
WE WILL BE HOLDING OFF ON THOSE UNTIL WE
[01:10:02]
GET MORE OF A PLAN OR DIRECTION THAT WE NEED TO ISSUE THOSE.AS YOU'RE AWARE, WE'VE ALSO MAINTAINED THE SAME HONEST RATE OF 26.9 CENTS SINCE 2014.
NOW AS WE LOOK AT THIS FROM THE ISSUER SIDE, THIS IS THE BOND BAR 20-YEAR INDEX FOR THE LAST 40 YEARS.
YOU HEAR ABOUT ALL TIME LOW BOND RATES.
WELL, THIS PRETTY MUCH PROVES THAT YOU CAN SEE BY THE TIME WE GET OUT TO SEPTEMBER OF '20, WE'RE THE LOWEST THAT'S BEEN IN 40 YEARS.
BY FAR, WHEN YOU LOOK AT THIS, THE END SET UP AT THE TOP IS THE LAST 12 MONTHS FROM SEPTEMBER OF '19 THROUGH SEPTEMBER OF '20.
YOU CAN SEE, IT GETS TOO HARD TO TELL WHERE THAT GRAPH IS, BUT THIS ONE BLOWS THAT UP.
YOU CAN SEE EVEN OVER THAT 12 MONTH PERIOD IT CONTINUED TO DECLINE WITH A LITTLE UPTICK IN SEPTEMBER.
I HAVEN'T CHECKED THAT AS FAR AS SINCE 9-24.
JUST BEING TOLD BY THE FINANCIAL ADVISOR TO EXPECT THE RATE.
YOU'LL SEE THE PARAMETERS ORDERS HIGHER THAN THIS.
BUT I EXPECT WE'RE GOING TO GET A RATE OF TWO PERCENT OR BELOW ON THE RE-ISSUANCE, SO VERY GOOD RATES.
ANY QUESTIONS THERE? I THINK THAT TELLS ITS OWN STORY.
THEN AGAIN, JUST ON FUTURE BOND ISSUES, WE TALKED ABOUT THIS, SO PROBABLY THE 14.75 WILL BE ISSUED A YEAR FROM NOW, AND THEN THE OTHER 35.125 WAS UNDETERMINED.
NOW WE'RE MOVING MORE INTO THE REFUNDING AND SO WHAT WE DID IS, WE WENT BACK THE LAST FIVE YEARS, JUST FOR INFORMATION TO SEE HOW MUCH MONEY THE DISTRICT HAD SAVED ON REFUNDINGS AND TAKEN ADVANTAGE OF THE REALLY LOW BOND RATES.
THE TOTAL OF ALL THESE IS, LET'S JUST CALL IT 70 MILLION OVER THE LAST FIVE YEARS IN PRESENT VALUE SAVINGS.
ACTUALLY, IF YOU TOOK TWO DEBT SCHEDULES AND LAID THEM SIDE-BY-SIDE AND DIDN'T DO THE PRESENT VALUE CALCULATION, IT'S CLOSER TO 80 OR 85 MILLION THAT WAS ACTUALLY SAVED ON DEBT PAYMENTS.
THERE'S HUNDREDS OF MILLIONS OF DOLLARS THAT HAD BEEN REFUNDED DURING THIS FIVE YEAR PERIOD AND SIGNIFICANT SAVINGS HAVE BEEN TAKEN ADVANTAGE OF.
WE LOOKED AT THE PRIOR FIVE YEARS QUICKLY THIS AFTERNOON.
I KNOW MR. STOLLE, ASKED US TO LOOK AT THAT.
THERE'S ABOUT ANOTHER 20-30 MILLION IN SAVINGS WHEN YOU LOOK AT THE FIVE YEARS BEFORE.
I MEAN, OVER A 10 YEAR PERIOD, WE'RE LOOKING IN SOMEWHERE AROUND $100 MILLION OF REFUNDS SAVINGS AND THAT'S A LOT OF MONEY.
HONESTLY, ONE OF THE MORE FUN PARTS OF MY JOB IS, ONE IS ON INHERITATIVE, AN AMAZING DEBT SCHEDULE AND JUST GETTING TO CONTINUE TO TRY TO IMPROVE IT BECAUSE THE CONDITIONS ARE GOOD TO DO THAT.
WITH THIS NEW REFUNDING WE'LL SURPASS PROBABLY 100 MILLION ON THIS ONE.
WHAT WE'RE ASKING THE BOARD TO DO TO NIGHT, AND BOND COUNCIL AND FINANCIAL ADVISOR BOTH SEND THERE REGRETS THAT THEY COULDN'T BE HERE.
I'D TOLD THEM WITH THE SITUATION WE HAVE, IT'S PROBABLY BETTER THAT THEY WEREN'T, AND SO YOU'LL HAVE TO AGREE NOT TO ASK ME ANY HARD QUESTIONS THAT I CAN'T ANSWER THAT I WOULD DEFER TO THEM.
BUT IN THE REFUNDING, THESE ARE 2012 BONDS.
DOWN AT THE BOTTOM YOU CAN SEE THEY WERE INITIALLY ISSUED AT A 3.26 PERCENT RATE.
THEY HAVE A MATURITY OF 2037, CURRENTLY.
AGAIN, THERE'S 64,585,000 THAT WILL BE REFUNDED UNDER THE PARAMETERS ORDER AND OF COURSE, I THINK EVERYBODY REMEMBERS THE PARAMETERS ORDER, WHAT IT SAYS IS, YOU'RE AUTHORIZING ADMINISTRATION TO WORK WITH BOND COUNSEL AND THE FINANCIAL ADVISOR TO GO OUT IN THE MARKET AND REFINANCE THESE BONDS.
IT'S A DEAL THAT'S AT LEAST AS GOOD AS WHAT'S IN THE PARAMETERS ORDER.
IN THE PARAMETERS ORDER WE HAVE A TRUE INTERESTS COST RATE OF THE BONDS AT 2.7 PERCENT.
I THINK WE CAN OUTPERFORM THAT SIGNIFICANTLY.
A NET PRESENT VALUE SAVINGS OF AT LEAST SEVEN PERCENT, I THINK WE CAN EXCEED THAT PRETTY WELL ALSO.
KEEPING THIS SAME FINAL MATURITY AT THE MAXIMUM.
WHEN WE ISSUED THIS WAS LAST WEEK, AND WE HAD TO GET IT IN THE BOARD AGENDA.
I WORKED WITH THE FINANCIAL ADVISOR A LOT TODAY.
WE MAY ACTUALLY PAY THESE BONDS OFF BY 2023.
WE'RE GOING TO PULL A LOT OF THAT PRINCIPLE UP INTO THE NEXT THREE YEARS.
WE'RE GOING TO HAVE SAVINGS THAT ARE PROBABLY GOING TO FAR EXCEED THE NUMBERS THAT YOU'RE LOOKING AT.
BUT BECAUSE OUR DEBT SCHEDULE IS STRUCTURED SO WELL, OUR DEBT PAYMENTS TO DROP OFF AND SO WE'RE REALLY GOING TO WORK ON REFUNDING.
[01:15:02]
NOT ONLY THIS ONE, WE HAVE A COUPLE MORE NEXT YEAR AND ONE MORE THE FOLLOWING YEAR, AND WE REALLY WANT TO PULL AS MUCH OF THAT UP AND HAVE SIGNIFICANT SAVINGS.I CAN SAY THAT A FUN PART OF PLANO IS THE DEBT SIDE AND REALLY I THINK IN THE NEXT 5-10 YEARS, THE DISTRICT WILL BE ABLE TO PASS A LARGE BOND AND PROBABLY FINANCE IT OVER FIVE YEARS.
WE ARE ABOUT TO GET TO THAT POINT AND THAT'S A STRATEGY THAT STARTED LONG TIME AGO.
ALL THOSE REFUNDING THAT WE LOOKED AT, IT WAS REALLY WELL DEBT STRUCTURED.
IT'S LIKE PUTTING MONEY IN THE PIGGY BANK, ALL OF A SUDDEN ONE DAY, IT ALL PAYS OFF AND ALL OF THAT WORK OVER THE NEXT 5-10 YEARS, YOU'RE GOING TO SEE IT REALLY PAY OFF AND THE DISTRICT WOULD BE ABLE TO PASS, $500 MILLION BOND PROBABLY AND PAY IT OFF WITHIN FIVE YEARS.
I DON'T KNOW IF THAT'S EVER BEEN DONE.
I DON'T KNOW THAT A LARGE DISTRICT HAS EVER BEEN IN THE POSITION WHERE I THINK THAT WE'RE HEADED TO.
I KNOW THERE'S SMALL ONES, THERE'S REAL PROPERTY WEALTHY ONES THAT ARE SMALL, THAT DO HAVE AN ISSUANCE OVER FIVE OR 10 YEARS AND GO BUILD A SCHOOL.
BUT AS FAR AS A LARGE DISTRICT, I'M NOT AWARE OF ONE THAT COULD DO THAT SHORT.
PREVIOUSLY, THE DISTRICT WOULD GO UP TO 30 YEAR BONDS AND THEN THE DECISION MADE, LET'S NOT EXCEED 20 AND I THINK THAT'S JUST GOING TO KEEP BACKING UP.
VERY POSITIVE AS FAR AS THAT GOES.
MANY DISTRICTS LOOK AT THERE TOTAL INTEREST COST AS MUCH AS THEIR ISSUANCE.
WE'RE MUCH BETTER THAN THAT, WE'RE MORE AT ABOUT 30 PERCENT INTEREST, IF YOU LOOK AT OUR CURRENT DEBT SCHEDULE OR EVEN UNDER THAT.
I THINK DOWN THE ROAD, THAT COULD BE 10-15 PERCENT OF THE TOTAL ISSUANCE.
>> RANDY, I THINK THOSE COMMENTS ABOUT OUR FINANCIAL FLEXIBILITY ARE REALLY IMPORTANT BECAUSE WE'LL CONTINUE TO HAVE NEEDS IN OUR DISTRICT, WHETHER IT'S FINISHING OUT WILLIAMS REBIRTH OR LOOKING AT SIGNIFICANT FACILITY NEEDS, WE HAVE AT PLANO SENIOR.
I THINK IT'S IMPORTANT FOR US AND THE COMMUNITY TO KNOW THE REASON WHEN WE HAVE NO NEEDS, AND SO IT'S GOOD THAT WE CAN'T AFFORD TO TAKE CARE OF OUR STUDENTS.
>> RANDY ON THAT. I THINK WHAT YOU JUST DESCRIBED IS WHAT A LOT OF TAXPAYERS HAVE AS AN EXPECTATION OF THEIR SCHOOL DISTRICTS, AND FOR US TO HAVE BEEN WORKING TOWARDS THAT EVEN BEFORE I WAS ON THE BOARD AND YOU OBVIOUSLY WORKING TOWARDS THAT NOW IS AWESOME.
NOT ONLY BECAUSE IT'S GOING TO SAVE TAXPAYERS MONEY, BUT IT'S ALSO GOING TO ALLOW THE BOARD TO ISSUE BONDS THAT IT NEEDS WHEN IT NEEDS IT TO ADAPT TO NEW LEARNING ENVIRONMENTS, CAMPUS NEEDS, CAMPUS SECURITY, WHICH IS SUPER IMPORTANT TO DO IT IN A WAY THAT MINIMIZES THOSE INTEREST PAYMENTS THAT ARE 40, $50 MILLION SOMETIMES JUST AN INTEREST THAT'S MONEY GONE TO THE TAXPAYERS.
TO BE ABLE TO RECOVER SO MUCH OF IT WITH YOUR EFFORTS IS AWESOME AND MEETING THE EXPECTATIONS OF OUR TAXPAYERS, THAT'S SO IMPORTANT. THANK YOU.
>> THIS HAS BEEN A LONG-TERM STRATEGY OF THE BOARD, PREDATING RANDY BY AT LEAST TWO CFOS BACK TO RICHARD'S TIME, AND THIS IS THE FRUIT OF ALL OF THAT LABOR, IS TO MARRY WHAT TAMMY JUST SAID AND WHAT CODY JUST SAID.
OUR TAXPAYERS EXPECT US TO BE GOOD FINANCIAL STEWARDS AND WHEN WE DO NEED TO GO BACK FOR ANOTHER BOND, WE HAVE A TRACK RECORD AS A BOARD TO GO TO OUR TAXPAYERS AND SAY, "LOOK WHAT WE HAVE DONE.
WE MADE YOU PROMISES AND WE KEPT THOSE PROMISES." I'M FULLY SUPPORTIVE OF THIS.
I ASK RANDY TO LOOK BACK AT THE PRIOR 5-10 YEAR PERIOD BECAUSE IN MY RECOLLECTION, IT WAS SIGNIFICANTLY MORE THAN 20 OR $30 MILLION WORTH OF SAVINGS, I'LL TAKE YOUR WORD ON IT, BUT I'M HOPING IT WAS [LAUGHTER] MORE.
BUT THE FACT THAT WE COULD JUST IN THE COURSE OF 10 YEARS, SAVE $100 MILLION IN BASICALLY INTEREST EXPENSE, IS EXTREMELY SIGNIFICANT ESPECIALLY IN A CHALLENGING DISTRICT LIKE PLANO, WHERE WE HAVE LARGE CHUNKS OF THE OTHER POOL OF OUR MONEY OR OUR TAX DOLLARS GOING TO AUSTIN.
I APPLAUD YOU. I THINK THE LAST ITEM WE JUST HAD IS IMPORTANT.
HILLTOP ADVISORS, ALL OF OUR FINANCIAL ADVISORS ARE KEY TO THIS, BEING ABLE TO DO THIS, OUR BOND COUNSEL.
THESE ARE ALL IMPORTANT PARTS OF THE MACHINE THAT ALLOWS US TO REFUND BONDS AND SAVE 70 MILLION BUCKS.
>> KUDOS, AS HE SAID, AND I'M GLAD IT HAS BEEN PART OF A PLAN THAT WE'VE BEEN AGGRESSIVELY REFUNDING THAT DEBT.
QUICK QUESTION. WHAT ARE THE COSTS ASSOCIATED WITH AN ISSUANCE LIKE THIS?
>> I'D HAVE TO GET THOSE FROM BOND COUNSEL.
I CAN'T GIVE YOU A DOLLAR AMOUNT.
[01:20:01]
I CAN TELL YOU THOSE WERE BUILT IN TO THE PV SAVINGS THAT WE'RE LOOKING AT.>> ALL RIGHT. [OVERLAPPING] THAT ANSWERS MY QUESTION.
>> ULTIMATELY, I THINK WE'RE GOING TO SEE SAVINGS SOMEWHERE BETWEEN 8-15 MILLION ON THIS RE-ISSUANCE.
IT'S GOING TO BE PRETTY SUBSTANTIAL, AND THAT PULLING IT OUT FROM 2037 UP TO 2023, IF WE'RE ABLE TO DO THAT, IS A BIG PART OF THAT.
BUT I WANT TO THANK THE BOARD.
I MEAN, THE BOARD HAS BEEN VERY COHESIVE ON THIS SINCE I'VE BEEN HERE.
I KNOW YOU WERE COHESIVE ON THIS LONG AGO.
YOUR CFO WAS ONLY PART OF IT BUT THE BOARD HAS HAD A SHARED VISION.
I THINK THE BOARD HAS HAD A SHARED VISION ON THE DEBT FOR A VERY LONG TIME AND IT'S PAYING OFF.
IT'S PAYING OFF FROM THIS BOARD AND THE BOARD BEFORE.
THIS HAS BEEN A MIND SET HERE FOR A LONG TIME.
IT'S REALLY GOING TO PAY OFF FOR THE DISTRICT.
>> ARE THERE ANY OF THE QUESTIONS? MAY I HAVE A MOTION?
>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE PARAMETERS ORDER AUTHORIZING THE SALE AND ISSUANCE OF PLANO INDEPENDENT SCHOOL DISTRICT UNLIMITED TAX SCHOOL REFUNDING BONDS, SERIES 2020.
>> I HAVE A MOTION BY DAVID STOLLE, IS SECOND BY NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES APPROVES THE PARAMETERS ORDER AUTHORIZING THE SALE AND ISSUANCE OF PLANO INDEPENDENT SCHOOL DISTRICT UNLIMITED TAX SCHOOL REFUNDING BONDS, SERIES 2020.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.
ALL THOSE IN FAVOR RAISE YOUR HAND.
MOTION CARRIES UNANIMOUSLY, SEVEN, ZERO. THANK YOU.
>>THANK YOU. WE WILL NOW GET TO WORK ON THAT.
>> THANK YOU, RANDY. [OVERLAPPING] [NOISE] THE BOARD WILL NOW CONSIDER POLICIES.
[10.A. Adoption of Texas Association of School Boards Localized Policy Manual Update 115, Affecting (LOCAL) policies (see Policy List) on First and Final Reading]
DR. THERESA WILLIAMS WILL PRESENT THE ADOPTION OF TEXAS ASSOCIATION OF SCHOOL BOARDS LOCALIZED POLICY MANUAL UPDATE 115, AFFECTING LOCAL POLICIES ON FIRST AND FINAL READING. DR. WILLIAMS,.>> THANK YOU, PRESIDENT RICHARDS FOR BRINGING FORWARD LOCALIZED POLICY MANUAL UPDATE 115 LIKE GO POLICIES, REGULATIONS, AND EXHIBITS WERE INCLUDED IN THE UPDATE PACKET ALONG WITH ADDITIONS, REVISIONS, AND DELETIONS BASED ON TASB'S INSTRUCTION SHEET, NOTING EXCEPTIONS TO THE FOLLOWING POLICIES: BDF (LOCAL) BOARD INTERNAL ORGANIZATION CITIZENS ADVISORY COMMITTEES, THE DISTRICT IS PROPOSING TO RETAIN THIS POLICY, AS WELL AS DED (LOCAL) COMPENSATIONS AND BENEFITS, VACATION AND HOLIDAYS AND THE DISTRICT IS ALSO PROPOSING TO RETAIN THE CURRENT VERSION OF THIS POLICY.
UPDATES WERE REVIEWED BY CABINET AND STAFF IN THEIR RESPECTIVE AREAS AND HAVE BEEN REVIEWED BY LEGAL, AND THE ADMINISTRATION RECOMMENDS CHANGES AS PRESENTED.
>> THANK YOU. ARE THERE ANY QUESTIONS? NOW I HAVE A MOTION.
I MOVE THAT THE BOARD OF TRUSTEES ADDS, REVISES, OR DELETES LOCAL POLICIES ON FIRST AND FINAL READING AS RECOMMENDED BY TASB POLICY SERVICE AND ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 115 WITH EXCEPTIONS AS NOTED TO THE FOLLOWING POLICIES, BDF (LOCAL) BOARD INTERNAL ORGANIZATION CITIZEN ADVISORY COMMITTEES RETAINING POLICY, AND DED (LOCAL) COMPENSATION AND BENEFITS, VACATIONS AND HOLIDAYS RETAINING CURRENT DISTRICT VERSION OF POLICY.
>> I HAVE A MOTION BY JERI CHAMBERS AS SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES ADDS, REVISES, OR DELETES LOCAL POLICIES ON FIRST AND FINAL READING AS RECOMMENDED BY TASB POLICY SERVICE AND ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 115 WITH EXCEPTIONS AS NOTED TO THE FOLLOWING POLICIES: BDF (LOCAL) BOARD INTERNAL ORGANIZATION CITIZEN ADVISORY COMMITTEES RETAINING POLICY AND DED (LOCAL) COMPENSATION AND BENEFITS, VACATIONS AND HOLIDAYS RETAINING CURRENT DISTRICT VERSION OF POLICY.
IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.
ALL THOSE IN FAVOR, RAISE YOUR HAND.
[NOISE] MOTION CARRIES UNANIMOUSLY, 7-0. THANK YOU.
[11. REPORTS]
>> THE BOARD WILL NOW HEAR REPORTS.
THE FIRST REPORT THIS EVENING IS TEACHER EVALUATION IN A VIRTUAL SETTING PRESENTED BY DR. BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES. DR. BROCKMAN.
>> GOOD EVENING. I WANTED TO TAKE AN OPPORTUNITY THIS EVENING JUST TO UPDATE YOU ON WHAT TEACHER EVALUATION LOOKED LIKE LAST SPRING, AS WELL AS WHAT IT WILL LOOK LIKE THIS YEAR.
ONE OF THE ABBREVIATIONS YOU WILL HEAR ME USE QUITE A FEW TIMES THIS EVENING IS T-TESS.
THAT IS OUR TEACHER EVALUATION SYSTEM AND THAT STANDS FOR TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM,
[01:25:01]
WHICH IS A HUGE MOUTHFUL.LAST SPRING, YOU MAY RECALL THAT WE APPLIED FOR SOUGHT A WAIVER FROM TEA TO COMPLETE SOME OF OUR EVALUATIONS.
THIS WAS A WAIVER REQUEST TO THAT WENT THROUGH OUR DBI CER, OUR LOCAL DISTRICT SITE-BASED COMMITTEE BEFORE COMING TO YOU.
THIS WAS TO COMPLETE EVALUATIONS FOR TEACHERS WHO HAD NOT HAD A CLASSROOM OBSERVATION BEFORE SPRING BREAK.
IN ALL, WE HAD 47 TEACHERS ACROSS THE DISTRICT THAT WERE IMPACTED BY THAT LAST SPRING AND AGAIN, THAT WAS ONLY FOR THOSE WHO HAD NOT HAD A CLASSROOM OBSERVATION.
WE WERE ABLE TO COMPLETE OTHER PORTIONS OF THEIR EVALUATION.
LATE IN AUGUST THIS YEAR, TEA DID RELEASE A VIRTUAL T-TESS RUBRIC THAT DISTRICTS COULD ADOPT AND USE FOR THEIR TEACHERS WHO WERE ASSIGNED TO A VIRTUAL SETTING.
WE DID A VERY CLOSE EXAMINATION OF THE VIRTUAL RUBRIC WITH THE CURRENT T-TESS RUBRIC AND WE MADE A DECISION NOT TO ADOPT THE VIRTUAL RUBRIC.
WE FELT THAT THE MODIFICATIONS BETWEEN THE ONE WE HAVE BEEN USING AND THE VIRTUAL VERSION WERE MINOR.
HOWEVER, WHAT WE DID DECIDE TO USE AND WE'VE BEEN USING WITH OUR ADMINISTRATORS AND TEACHERS WERE SOME OF THE LOOK-FORS THAT WERE PROVIDED THAT ADMINISTRATORS WHO WERE IN A CLASSROOM DOING OBSERVATIONS A VIRTUAL CLASSROOM COULD REFER TO.
IT JUST FURTHER REFINED SOME OF THE ITEMS THAT THEY WERE ABLE TO OBSERVE IN A CLASSROOM.
IN ADDITION TO THAT, SINCE IT WAS RELEASED IN LATE AUGUST, WE HAD ALREADY STARTED SCHOOL AND OUR T-TESS PROCESSES WERE ALREADY UNDERWAY.
A TEACHER OBSERVATION REALLY HAS A COUPLE OF COMPONENTS.
ONE IS THE GOAL-SETTING PIECE, AND THAT IS REQUIRED FOR ALL TEACHERS ON AN ANNUAL BASIS.
WE DO HAVE A ROTATION SYSTEM HERE IN PLANO WHERE A TEACHER MAY ONLY HAVE A CLASSROOM OBSERVATION EVERY THIRD YEAR, BUT THEY ARE INVOLVED IN GOAL SETTING ON AN ANNUAL BASIS.
WE DID PROVIDE FOR OUR CAMPUSES AND OUR TEACHERS SOME IDEAS AROUND GOALS THAT COULD BE USED BY TEACHERS IF THEY WERE PRIMARILY WORKING IN A VIRTUAL OR REMOTE LEARNING SETTING.
WE FOUND, AND OUR PRINCIPLES APPRECIATED, HERE ARE SOME SAMPLE GOALS THAT PEOPLE COULD USE.
ACCORDING TO TEXAS EDUCATION CODE, TEACHER EVALUATIONS MUST INCLUDE A COMPONENT OF STUDENT GROWTH.
IN PLANO, UNDER OUR DISTRICT OF INNOVATION PLAN, WE CREATED A SYSTEM OF WHAT WE CALL A TPG/SLO, WHICH IS A TEACHER PROFESSIONAL GROWTH/STUDENT LEARNING OUTCOME GOAL.
OUR GOALS, OUR TEACHER GOALS ARE WRITTEN IN SUCH A WAY THAT A TEACHER LEARNING PIECE SHOULD THEN LEAD TO GROWTH IN STUDENTS, AND THAT IS A PIECE THAT HAS WORKED VERY WELL FOR US.
ON THE ROTATION SYSTEM, THERE ARE SOME LIMITATIONS.
IF AN EMPLOYEE IS ON A PROBATIONARY CONTRACT, THEY HAVE AN OBSERVATION EVERY YEAR.
IF THEY'RE ON A TERM CONTRACT, IF THEY'RE CERTIFIED, IF THEY AGREE IN WRITING, IF AT LEAST NINE OF THE 16 DIMENSIONS IN THE EVALUATION ARE AT PROFICIENT OR ABOVE, THEY CAN AGREE TO BE ON A ROTATION SYSTEM.
BOTH THE ADMINISTRATOR AND THE TEACHER HAVE TO AGREE TO THAT AND WITH OUR 47 INDIVIDUALS LAST SPRING, WHERE WE WERE NOT ABLE TO COMPLETE AN OBSERVATION FOR THEM, THEY AUTOMATICALLY THEN WERE PUT IN THE ROTATION TO HAVE TO DO A CLASSROOM OBSERVATION THIS YEAR.
>> BETH, REAL QUICK. WHEN YOU'RE MEASURING STUDENT GROWTH, IS THAT I'M ASSUMING FOR K THROUGH EIGHT IS MAPPED TEST OR HOW IS IT MEASURED?
>> THAT MAY NOT BE UNIFORM FROM TEACHER TO TEACHER.
[OVERLAPPING] SO IF THIS IS A MUSIC TEACHER AT AN ELEMENTARY, IT WOULD OF COURSE BE SOMETHING VERY MUSIC-DRIVEN.
IT MAY BE THAT A FIRST GRADE TEACHER IS CHOOSING OR THE CAMPUS IS REALLY CHOOSING TO EMPHASIZE A BALANCED LITERACY APPROACH
[01:30:03]
AND SO THEIR GOAL MIGHT BE AROUND READING GROWTH OR WRITING GROWTH, BUT NOT MATH THIS YEAR BECAUSE THEY'RE FOCUSED IN THAT ONE AREA.>> LET'S TALK ABOUT OBSERVATION AND HOW IN THE WORLD IS THAT GOING TO WORK? BECAUSE THE GOAL SETTING REALLY ISN'T IMPACTED FOR TEACHERS, WHETHER THEY ARE FACE-TO-FACE OR FULLY-VIRTUAL.
OBVIOUSLY, THE BEST POSSIBLE SITUATION IS TO DO AN IN-PERSON CLASSROOM OBSERVATION.
IF A TEACHER, SAY AT THE SECONDARY LEVEL, HAS BOTH IN-PERSON CLASSES AND VIRTUAL CLASSES, OR THEY HAVE A CO-SEAT SITUATION, IT'S GREAT FOR THE ADMINISTRATOR TO GO INTO THAT CLASSROOM AND DO THAT OBSERVATION.
IN MANY CASES THOUGH, WE HAVE TEACHERS THAT ARE TEACHING FULLY-REMOTE AND OF COURSE THEY WOULD NEED TO HAVE THEIR OBSERVATION DONE IN THE SETTING THAT THEY'RE TEACHING IN ALL DAY LONG.
THEIR FIRST CHOICE IS IN-PERSON, BUT WE STILL ARE KEEPING WITH OUR GUIDELINES OF WE NEED OUR PROBATIONARY TEACHERS TO HAVE THEIR CLASSROOM OBSERVATION COMPLETED BY WINTER BREAK.
THAT IS A GUIDELINE WE'VE SET IN THE DISTRICT FOR OUR PRINCIPALS TO MAKE SURE THAT IF WE HAVE ISSUES, WE HAVE TIME TO ADDRESS THOSE AND TRY AND HELP A TEACHER IMPROVE.
WHETHER WE'RE OBSERVING IN-PERSON OR IN A VIRTUAL SETTING, THERE'S A PRE-CONFERENCE AND A POST CONFERENCE.
THE PRE-CONFERENCE IS NO MORE THAN 10 DAYS BEFORE THE INTENDED OBSERVATION, WHICH CAN BE ANNOUNCED ARE UNANNOUNCED, AND THEN THE POST-CONFERENCE IS WITHIN 10 DAYS AT THE END OF THE OBSERVATION.
THE LOOK-FORS THAT I REFERRED TO EARLIER, THE VIRTUAL LOOK-FORS COME INTO PLAY WHEN WE'RE HAVING A PRE-CONFERENCE AND WE'RE TALKING ABOUT WHAT I SHOULD EXPECT TO SEE IN YOUR CLASS AND YOU'RE FILLING ME IN AS THE ADMINISTRATOR AND WHAT I SHOULD EXPECT TO SEE IN YOUR CLASS.
WE'RE ENCOURAGING OUR PRINCIPALS THAT NEED TO OBSERVE IN A VIRTUAL SETTING TO ACTUALLY LOGIN LIKE A STUDENT, EXPERIENCE IT LIKE A STUDENT NOT WALKED DOWN THE HALLWAY AND SIT IN THAT TEACHER'S EMPTY CLASSROOM WHILE THEY ARE INSTRUCTING VIRTUALLY BECAUSE THAT'S JUST AWKWARD.
REALLY AWKWARD. [LAUGHTER] ONE OF THE ADJUSTMENTS THAT WE ARE MAKING THAT IS ALLOWED IS CURRENTLY THE DEFAULT, IS A CLASSROOM OBSERVATION FOR TEACHER EVALUATION IS 45 MINUTES AT ONE TIME, AND IT WAS AN EXCEPTION TO THAT WITH MUTUAL AGREEMENT TO DO 15-MINUTE SEGMENTS.
AN EXAMPLE MIGHT BE IN CERTAIN CLASSROOMS, CERTAIN SELF-CONTAINED SPECIAL EDUCATION SETTINGS, WHERE THE INSTRUCTION IS SO PIECED THAT THE ADMINISTRATOR MAY SEE MORE IF THEY COME THREE TIMES FOR SHORTER PERIODS OF TIME.
BUT THAT WAS REALLY IN THE PAST, THE EXCEPTION, NOT THE RULE.
NOW, 15-MINUTE SEGMENTS, ESPECIALLY FOR A VIRTUAL SETTING, MAY BE MUCH MORE COMMON, MUCH MORE REALISTIC FOR THE SETTING THAT IS HAPPENING.
WE HAVE MADE THAT EASIER FOR OUR STAFF.
WE'VE CHANGED IN OUR POWERSCHOOL PLATFORM, WHICH IS WHERE WE HOUSE ALL OF OUR EVALUATIONS, ALLOWING FOR THOSE 15-MINUTE SEGMENTS TO BE DOCUMENTED AS A SINGLE VISIT.
WE JUST REQUIRE THAT FROM THE FIRST ONE TO THE LAST ONE, IT'S WITHIN A 10-DAY PERIOD.
WE'RE NOT DOING ONE IN OCTOBER AND ONE IN DECEMBER, AND ONE IN FEBRUARY, WE'RE DOING THEM WITHIN 10 DAYS, SO WE CAN THEN HAVE OUR 10-DAY POST CONFERENCE.
WHAT ARE SOME OF THESE EXAMPLE LOOK FORS? DOMAIN 1 OF TEACHER EVALUATION IS AROUND PLANNING, AND IT INCLUDES STANDARDS AND ALIGNMENT DATA ASSESSMENT, KNOWLEDGE OF STUDENTS, AND ACTIVITIES.
I JUST REALLY PULLED A FEW EXAMPLES OF WHAT THESE LOOK FORS COULD BE IN A VIRTUAL ENVIRONMENT.
HOW ARE WE DOING QUESTION AND ANSWER? HOW ARE WE KEEPING TRACK OF AND RESPONDING TO STUDENT NEEDS? HOW INDEPENDENT ARE OUR STUDENTS IN NAVIGATING OUR GOOGLE CLASSROOM, AND THOSE PIECES? AGAIN, THERE ARE LOTS OF LOOK FORS, I JUST PULLED A FEW EXAMPLES.
DOMAIN 2 IS ABOUT INSTRUCTION.
THE INDIVIDUAL PIECES AND INSTRUCTION ARE ACHIEVING EXPECTATIONS, CONTENT, KNOWLEDGE, AND EXPERTISE, COMMUNICATION, DIFFERENTIATION, AND HOW AS A TEACHER DO YOU MONITOR AND ADJUST WITHIN THAT LESSON? YOU CAN SEE SOME OF THE SAMPLE LOOK FORS IN THE INSTRUCTION DOMAIN.
[01:35:07]
ARE WE USING A VARIETY OF FORMAL AND INFORMAL ASSESSMENTS? HOW ARE WE USING OUR TECHNOLOGY FEATURES TO COMMUNICATE BETWEEN STUDENTS AND BETWEEN STUDENTS AND TEACHERS, AS AN EXAMPLE? DOMAIN 3 IS THE LEARNING ENVIRONMENT.WELL, ABSOLUTELY, IN A VIRTUAL SETTING, THE LEARNING ENVIRONMENT FEELS DIFFERENT, LOOKS DIFFERENT.
THIS INVOLVES CLASSROOM ENVIRONMENT ROUTINES, PROCEDURES, MANAGING STUDENT BEHAVIOR AND CLASSROOM CULTURE.
YOU CAN SEE SOME SAMPLE LOOK FORS.
THE PROCEDURES YOU WOULD NEED TO HAVE AS A TEACHER IN A VIRTUAL ENVIRONMENT, ARE VERY DIFFERENT THAN THE ONES YOU WOULD HAVE IN A FACE-TO-FACE ENVIRONMENT.
WE DON'T NEED TO TALK ABOUT HOW YOU GET UP TO GO SHARPEN A PENCIL.
A PROCEDURE MAY BE MORE, HOW DO YOU RAISE YOUR HAND? HOW DO YOU CONTRIBUTE? HOW DO YOU GET THE TEACHER'S ATTENTION DURING THAT TIME? DOMAIN 4 IS NOT REPRESENTED HERE.
IT'S PROFESSIONALS' PRACTICES AND RESPONSIBILITIES.
IT DOES NOT HAVE ANY VIRTUAL SETTING LOOK FORS, IT INVOLVES PROFESSIONAL DEMEANOR AND ETHICS.
THIS IS WHERE THE GOAL SETTING COMES INTO PLAY.
PROFESSIONAL DEVELOPMENT AND SCHOOL COMMUNITY INVOLVEMENT ARE ALL HELD WITHIN DOMAIN 4.
IN CONCLUSION, WE HAVE AN ARMY, A SMALL BUT MIGHTY ARMY OF SUPPORT FOR OUR ADMINISTRATORS AS WELL AS OUR TEACHERS THIS YEAR AS THEY'RE NAVIGATING, NOT ONLY LEARNING AND TEACHING IN A VIRTUAL OR BLENDED ENVIRONMENT, BUT HOW DO WE NAVIGATE TEACHER EVALUATION IN THIS SYSTEM? WE HAVE SUPPORT FROM HUMAN RESOURCES, THE PROFESSIONAL LEARNING TEAM, ACADEMIC SERVICES, AS WELL AS INSTRUCTIONAL TECHNOLOGY.
EVERYONE INVOLVED IN THESE TEAMS IS INSTRUMENTAL IN HELPING OUR TEACHERS AND ADMINISTRATORS BE SUCCESSFUL WITH TEACHER EVALUATION.
I'M HAPPY TO ENTERTAIN ANY QUESTIONS.
>> BETH, BACK IN THE OLD DAYS, YOUR EVALUATION WAS YOUR PRINCIPAL CAME IN, SAT IN THE BACK OF THE ROOM, AND THEN A WEEK LATER, YOU GOT A TEAR AWAY COPY OF THE THING IN YOUR BOX, AND THAT WAS PRETTY MUCH IT.
I WOULD THINK THAT THIS WOULD BE A GOOD OPPORTUNITY IN THE ENVIRONMENT WE'RE IN FOR MORE CRITICAL AND INSTANT FEEDBACK? HOW QUICKLY ARE EVALUATIONS BEING COMPLETED OR EVEN MAYBE INFORMAL CRITIQUE BEING GIVEN TO OUR INSTRUCTORS AFTER AN ONLINE SESSION, WHERE A PRINCIPAL GOES ON TO THREE ONLINE SESSIONS? I THINK THIS ENVIRONMENT, GIVEN WHAT IT IS AND EVERYBODY STILL TRYING TO FIGURE OUT BEST APPROACHES, THAT, THAT COULD BE SOMETHING THAT WOULD BE MORE VALUABLE RIGHT AWAY?
>> FORTUNATELY, OUR TOOL, POWERSCHOOL, IS LIGHT YEARS AHEAD OF THE TRIPLICATE COPY THAT I REMEMBER VERY WELL.
THE COPIES IN MY FILES ARE PINK.
IN THAT, AS SOON AS THAT INFORMATION OR THE NOTES ARE IN POWERSCHOOL, THAT CAN BE RELEASED TO THE TEACHER TO VIEW.
REALLY EVEN THE GOAL SETTING PIECES ARE INTERACTIVE IN THAT SETTING, WHERE THE TEACHER CONTRIBUTES, THE ADMINISTRATOR CONTRIBUTES, AND IT'S REALLY EQUIPPED TO ALLOW THAT VIRTUAL ANYTIME DIALOGUE AND FEEDBACK.
BUT I WILL ALSO SAY THIS, OUR PRINCIPALS ARE NOT JUST IN CLASSROOMS FOR THOSE CUMULATIVE 45 MINUTES, THEY'RE IN AND OUT.
ESPECIALLY, IN OUR VIRTUAL SETTINGS, THEY'VE BEEN POPPING IN AND MEETING STUDENTS AND GREETING STUDENTS AND ENGAGING, AND THEN PROVIDING VERY QUICK FEEDBACK TO TEACHERS.
I CAN ALSO SAY THAT MEMBERS OF THE ACADEMIC SERVICES TEAM HAVE BEEN VISITING VIRTUALLY IN THOSE VIRTUAL CLASSROOMS AS WELL AND GATHERING SOME IDEAS ABOUT WHAT'S WORKING AND WHAT'S A LITTLE MORE CHALLENGING, SO THEY CAN BETTER SUPPORT TEACHERS AND PROVIDING FEEDBACK.
IT'S LIGHT YEARS BEYOND THE TRIPLICATE.
>> ARE THOSE VISITS PREANNOUNCED OR THEY JUST POP IN?
>> THE ACTUAL FORMAL OBSERVATION, WHICH IS THE 45 MINUTES, CAN BE ANNOUNCED OR UNANNOUNCED, WITH A 10-DAY PRE-CONFERENCE,
[01:40:02]
SO A TEACHER HAS GIVEN A WINDOW.HONESTLY, MANY TEACHERS PREFER THAT IT IS UNANNOUNCED.
IT'S EASIER FOR THEM AND THEIR STRESS, JUST COME SEE ME WHENEVER AND SEE WHAT I DO.
OF COURSE, INFORMAL WALKTHROUGHS ARE UNANNOUNCED, WHETHER IN-PERSON OR IN THE VIRTUAL SPHERE.
ANY OTHER QUESTIONS I CAN ANSWER? ALL RIGHT. THANK YOU VERY MUCH.
>> THE BOARD WILL NOW HEAR A 2020-2021 ELEMENTARY ENROLLMENT UPDATE PRESENTED BY SUPERINTENDENT [INAUDIBLE]. MS. [INAUDIBLE].
>> THANK YOU, PRESIDENT RICHARDS.
IT'S OUR PLEASURE TONIGHT TO GIVE THE BOARD AN UPDATE ON OUR ELEMENTARY ENROLLMENT SINCE THE BEGINNING OF AUGUST.
WE'VE GONE THROUGH A COUPLE OF TRANSITIONS.
FIRST WITH OUR REMOTE, WHERE WE HAD OUR FACE-TO-FACE KIDS WERE REMOTE AND THEN OUR REMOTE KIDS WHO WERE SCHOOL AT HOME REMOTE.
THEN BRINGING OUR KIDS BACK INTO FACE-TO-FACE INSTRUCTION WITH PARENT CHOICES.
JUST LIKE EVERY YEAR, WE, DURING THE BEGINNING OF THE SCHOOL YEAR, HAVE TO BALANCE CLASSES AND MAKE SOME ADJUSTMENTS FOR STUDENT-TEACHER RATIOS, AND OF COURSE, THIS YEAR WAS A DIFFERENT KIND OF BALANCING BECAUSE WE WERE BALANCING TWO DIFFERENT LEARNING MODEL IN THOSE ENVIRONMENTS.
SO TONIGHT, WE'LL GO THROUGH, ONE, JUST A BIT OF AN ENROLLMENT OVERVIEW.
WE'LL TALK A LITTLE BIT ABOUT FACE-TO-FACE ENROLLMENT, AND RATIOS, AND THOSE CLASSROOMS, OUR SCHOOL AT HOME RATIOS, AND A COMPARISON OF WHERE WE WERE WHEN WE STARTED THE SEMESTER AND WHERE WE ARE AT ABOUT THE SIX-WEEK MARK.
THEN WE'LL TALK ABOUT THE FLEXIBLE STAFFING SUPPORT MODEL THAT WE'RE USING TO MAXIMIZE INSTRUCTION AND LEARNING FOR ELEMENTARY KIDS, SOME OF THE THINGS ACADEMIC SERVICES ARE DOING, AND WHERE WE'RE HEADED NEXT.
I'M GOING TO TURN IT OVER TO THERESA AND SHE'S GOING TO TALK YOU THROUGH A BUNCH OF NUMBERS.
I'M FORTUNATE TONIGHT THAT I GET TO TALK ABOUT ENROLLMENT.
BUT BETH AND KATRINA, WE'VE ALL BEEN WORKING ON THIS AS A TEAM, SO THEY'LL BE AVAILABLE TO ANSWER ANY QUESTIONS.
I'M GOING TO ZIP THROUGH SOME OF THE STATUS OF OUR ENROLLMENT WITH ELEMENTARY.
WE STARTED OUT WITH, WE HAVE APPROXIMATELY 22,055 ELEMENTARY STUDENTS.
AT THE END OF OUR CHOICE SELECTION, ABOUT THE FIRST DAY OF SCHOOL, WE HAD ABOUT 10,282 THAT SELECTED FACE-TO-FACE AT ABOUT 46 PERCENT OF OUR STUDENTS AT ELEMENTARY, AND THEN 11,873 SCHOOL AT HOME, WHICH WAS ABOUT 54 PERCENT OF OUR STUDENTS AT ELEMENTARY THAT SELECTED THE SCHOOL AT HOME LEARNING ENVIRONMENT.
THE NEXT SLIDE IS LOOKING AT THE FIRST NINE WEEKS, LOOKING AT THE ENROLLMENT BY PROGRAM.
LOOKING AT OUR STUDENTS NOT ONLY THAT ARE FACE TO FACE OR AT SCHOOL AT HOME.
BUT LOOKING AT STUDENTS BY OUR MONOLINGUAL SECTIONS AND OUR BILINGUALS SECTIONS.
WHEN WE REFER TO SECTIONS, IT'S THE SAME THING AS A CLASSROOM.
WE STARTED OUT AT THE BEGINNING WITH 579 FACE-TO-FACE SECTIONS, 395 SCHOOL AT HOME SECTIONS, AND 974 TOTAL.
AFTER BALANCING OUT OUR SECTIONS, WE REDUCED.
WE ENDED UP HAVING FAMILIES DECIDE.
WE HAD OUR ORIGINAL ONE AND THEN WE EXTENDED A SECOND TIME, AND I THINK SOME OF OUR FAMILIES DECIDED TO GO AHEAD AND TRY SCHOOL AT HOME.
WE REDUCED OUR FACE-TO-FACE SECTIONS AFTER BALANCING BY SEVEN, AND WE INCREASED THE SCHOOL AT HOME SECTIONS FROM 395 TO 418.
THEN THAT WAS A NET TOTAL OF 16 SECTIONS THERE.
FOR OUR STUDENTS THAT ARE BILINGUAL, THE FACE-TO-FACE SECTIONS AND THE BILINGUAL ACADEMY, WHICH IS WHAT WE'RE CALLING OUR SCHOOL AT HOME, THOSE SECTIONS REMAIN THE SAME FROM THE FIRST WEEK TO THE ADJUSTMENT PERIOD, WHICH IS RIGHT AROUND THE SIX-WEEK MARK.
PART OF THAT IS OUR FACE-TO-FACE ENROLLMENT WAS FAIRLY SMALL, AS WELL AS OUR SCHOOL AT HOME.
[01:45:01]
IT WAS A LITTLE BIT LARGER, BUT WE DID NOT HAVE ENOUGH STAFF AT EACH CAMPUS TO HAVE DUAL BILINGUAL, AT HOME AND FACE-TO-FACE, AND SO WE PUT ALL OF OUR SCHOOL AT HOME BILINGUAL STUDENTS TOGETHER.IT IS CALLED THE BILINGUAL ACADEMY.
THE TEACHERS ARE HOUSED AT, WELL, SOME OF THEM STAY AT THEIR CAMPUS, BUT THEY'RE WORKING VIRTUALLY AT THE BIRD CENTER.
JANA, WHO'S THE PRINCIPAL AT BIRD HAS BEEN OVERSEEING THIS PROGRAM AND IS VERY EXCITED ABOUT THE WORK.
YOU SEE THAT THE SECTIONS REMAIN THE SAME, BUT THE ADJUSTMENTS WERE MADE MAYBE BETWEEN GRADE LEVELS, AND YOU'LL SEE THAT AS WE GO THROUGH.
NOW WE'RE GOING TO LOOK AT THE FACE-TO-FACE SECTIONS AND THOSE RATIOS.
AT THE VERY BEGINNING, WE HAD, OF THOSE 579 SECTIONS, 526 OR 91 PERCENT, WERE AT 17 OR LESS THAN 17 STUDENTS PER CLASSROOM OR PER SECTION.
FOUR SECTIONS THAT WERE RIGHT AT 18, WE HAD 16 OF THOSE OR THREE PERCENT.
THEN SECTIONS AT 19 OR GREATER, WE HAD 37 SECTIONS AT SIX PERCENT.
YOU CAN SEE AFTER BALANCING OUT AFTER THE SIXTH WEEK, THAT WE WERE ABLE TO DECREASE THOSE SECTIONS THAT WERE GREATER THAN 19 DOWN TO ZERO, AND YOU SEE THE ADJUSTMENTS AT 18 AND THEN THOSE 17 DOWN BELOW, AND THAT'S FOR A MONOLINGUAL FACE-TO-FACE.
BILINGUAL FACE-TO-FACE, AGAIN, THE SECTIONS REMAIN THE SAME, BUT YOU CAN SEE THE ADJUSTMENTS.
THERE WAS A FEW SLIGHT ADJUSTMENT BETWEEN THOSE AT 17 TO LESS THAN, AND THAT INCREASED FROM 90 TO 96.
THEN YOU SAW A DECREASE FROM 18, AND THEN SECTIONS AT 19.
AGAIN, THIS IS DUE TO BALANCING THOSE CLASSROOMS. [NOISE] MOVING ON AND LOOKING AT OUR MONOLINGUAL SCHOOL AT HOME, AND THIS IS WHERE WE HAD ORIGINALLY STAFFED FROM THE FIRST SELECTION WINDOW.
THEN WE HAD FAMILIES CHANGE THEIR MIND FROM THE FACE-TO-FACE TO SCHOOL AT HOME, WHICH MADE OUR NUMBERS LARGE AND WE NEEDED TO SPEND SOME TIME BALANCING THOSE OUT.
WE STARTED OUT WITH 395 SECTIONS AND WE ENDED UP WITH WHERE WE'RE AT RIGHT NOW AT 418.
WE HAD 145 SECTIONS THAT WERE AT 23 OR BELOW, 150 THAT WERE BETWEEN 24 AND 30.
WE HAD 71 THAT WERE BETWEEN 31 AND 35, AND 29 SECTIONS THAT WERE 36 STUDENTS PLUS.
AFTER BALANCING, YOU SEE THE REDUCTION.
FOR SECTIONS THAT HAD 24-34 STUDENTS, THAT WAS INCREASED FROM 150 TO 174 SECTIONS THAT HAD 31-35 STUDENTS.
THEN WE DO NOT HAVE ANY SECTIONS AT 36 PLUS STUDENTS.
>> THERESA, ON THE SECTIONS THAT WE HAVE THAT ARE STILL UP IN THE 31-35 RANGE, THE TYPES OF CLASSES THOSE, ARE THEY ACROSS THE BOARD? WE HAVE GRADE LEVELS? I GUESS THE LOCATION WOULDN'T MATTER, WOULD IT, NECESSARILY, SINCE IT'S AT HOME?
>> AS WE GO THROUGH THE PRESENTATION, YOU'LL BE ABLE TO SEE A BREAKDOWN OF THOSE BY GRADE LEVEL OR AN AVERAGE.
>> I GUESS I WAS REALLY THINKING MORE ALONG THE LINES OF THE TOPIC ITSELF AND WHETHER OR NOT IT'S CONDUCIVE TO THAT LARGE A NUMBER OF PEOPLE BEING WITH ONE INSTRUCTOR.
>> MAYBE I'M NOT UNDERSTANDING THE QUESTION ALL THE WAY, BUT WE DO HAVE A PLAN TO ADDRESS HOW WE'RE WORKING WITH STUDENTS THAT ARE SCHOOLING AT HOME AND WHAT THE SCHEDULE LOOK LIKE, AND THAT'S ACTUALLY WHAT KATRINA IS GOING TO GO OVER IN A COUPLE OF SLIDES.
>> DAVID, BECAUSE THE WAY THE ELEMENTARY ARE STAFFED.
>> NEVER MIND. THIS IS ELEMENTARY. I'M SORRY.
[OVERLAPPING] I TOTALLY WAS THINKING SECONDARY AND THIS IS NOT SECONDARY.
>> WHAT YOU'RE GOING TO HEAR IN A MINUTE IS A LITTLE BIT MORE ABOUT WHAT WE'RE DOING FOR THE 24-30 GROUP TO HELP THEM.
[01:50:05]
THEN WHAT WE'RE DOING FOR 31-35, AND WHAT WE'VE DONE TO ASSIST THEM.>> MY MIND WANDER TO A TOTALLY DIFFERENT TYPE OF EDUCATION.
DON'T WORRY ABOUT IT. [LAUGHTER] [NOISE] I DID.
>> WE ARE LOOKING AT OUR BILINGUAL SCHOOL AT HOME SECTIONS.
AGAIN, NO CHANGE BETWEEN THE NUMBER OF SECTIONS, BUT THIS IS WHERE YOU SAW THE SHIFT OF SECTIONS THAT WERE 31 PLUS A REDUCTION AND YOU DID SEE AN INCREASE.
THEN AS THAT WAS REDUCED, THERE WAS AN INCREASE OF 23-30.
SO WE WENT FROM 11-19 AND 17 DOWN TO NINE.
THE NEXT SEVERAL SLIDES IS A BREAKDOWN OF MONOLINGUAL SCHOOL AT HOME BY GRADE LEVEL AND THIS IS BEFORE THE ADJUSTMENT AND THEN AFTER THE ADJUSTMENT.
THIS NEXT SLIDE IS LOOKING AT KINDERGARTEN AND FIRST GRADE.
WE WENT FROM 53 SECTIONS TO 60, SO WE ADDED SEVEN SECTIONS AT KINDER.
FIRST GRADE, WE WENT FROM 66-67 WITH AN INCREASE OF ONE THERE.
SECOND AND THIRD GRADE, WE WENT FROM 67-69 SECTIONS.
AS WE ADDED THE SECTIONS, YOU CAN SEE THE AVERAGE IN THE REDUCTION THAT WAS MADE BY THAT ADJUSTMENT.
FOR THIRD GRADE, WE ADDED THREE FROM 70-73.
FOURTH GRADE, WE ADDED SIX SECTIONS.
FIFTH GRADE, WE ADDED FIVE SECTIONS.
>> THERESA, CAN I ASK A QUICK QUESTION? DOES THIS INCLUDE STUDENTS WHO WERE NOT ENROLLED IN WEEK 1, SO IT'S INCLUSIVE OF GROWTH IN THE ENROLLMENT BESIDES CHANGING JUST FROM SCHOOL AT HOME VERSUS FACE-TO-FACE?
>> THEN WE INCLUDED ALL THE GRADE LEVELS KINDER THROUGH FIFTH GRADE FOR BILINGUAL ACADEMY.
THERE WASN'T A CHANGE IN THE NUMBER OF SECTIONS, BUT AS WE MADE ADJUSTMENTS TO BALANCE OUT CLASSES.
SO THEY'RE SLIGHTLY DIFFERENT FROM THE FIRST WEEK TO THE LAST WEEK OR THE SIXTH WEEK.
THIS IS ALL ELEMENTARY SECTIONS COMBINED.
JUST WHAT I WANT TO HIGHLIGHT AT THE TOP PART OF THIS SLIDE IS, JUST THE NET INCREASE OF 16 SECTIONS TO BALANCE OUT OUR CLASSES.
THE REDUCTION OF THE 29 SECTIONS THAT WE STARTED OUT WITH AT THOSE CLASSROOMS THAT WERE 30, HENCE THEY HAD 36 PLUS STUDENTS.
THEN ALL OF THOSE ADJUSTMENTS WERE MADE.
WHEN WE ADJUSTED THE BOTTOM, IT INCREASED AND HELPED SUPPORT THOSE ACROSS THE TOP AND BETTER BALANCE.
AT THIS TIME, I'M GOING TO TURN IT OVER TO DR.
HASLEY WHO'S GOING TO TALK ABOUT OUR FLEXIBLE STAFFING SUPPORT MODEL.
JUST A COUPLE OF THINGS ABOUT THE SUPPORT MODEL IS, THIS HAS BEEN PUT IN PLACE.
IT'S BEEN IN PLACE, MAYBE ALL OF TWO MAYBE GOING ON THREE WEEKS, THIS THE THIRD WEEK THAT HAS BEEN PUT IN PLACE.
IS TO SUPPORT ANY CLASSROOM THAT HAS OVER 22 STUDENTS AT SCHOOL AT HOME.
[NOISE] SO IT'S AN ADJUSTMENT TO THEIR SCHEDULE AND DOCTOR HAS LITTLE GO INTO THE DETAILS WITH THAT.
BUT IT ALSO ALLOWS US TO UTILIZE ALL INSTRUCTIONAL STAFF AT EACH ELEMENTARY CAMPUS, WHICH IS REALLY IMPORTANT.
ADDITIONALLY, I WANT TO SAY THAT THE TEA IS STUDYING THIS MODEL.
THERE ARE 12 DISTRICTS ACROSS THE STATE, THEY'VE ASKED US TO PARTICIPATE AS PART OF THIS STUDY GROUP TO LOOK AT THIS TYPE OF MODEL.
IT'S FLEXIBLE AS WE KNOW, WE'LL CONTINUE TO SEE A SHORTAGE OF SUBSTITUTE TEACHERS EVEN AS SHORTAGE OF TEACHERS.
SO BY HAVING THIS PARTICULAR STAFFING MODEL AS AN OPTION, IT'S A WAY TO SUPPORT OUR STUDENTS WITH OUR EXISTING RESOURCES AND STAFF.
>> OKAY. I THINK WE'RE GOING TO GET OUR SLIDES BACK UP [OVERLAPPING] HERE.
>> THERESA, BASED ON WHAT YOU JUST MENTIONED,
[01:55:02]
IS THE TEA EXPECTING THAT CLASS SIZES FOR THE VIRTUAL ENVIRONMENT WILL CONTINUE TO BE LARGER? SO THIS EXPERIMENTAL PROGRAM THAT WE'RE DOING, IT'S BEING A DISTRICT OF INNOVATION.OF COURSE, WE'D BE ONE THAT'S CHOSEN FOR THIS, THAT THIS COULD BE A MODEL THAT THEY AUTHORIZE STATEWIDE TO ALLOW FOR THESE ELEMENTARY CLASSROOMS TO BE ABOVE THAT ONE TO 22 RATIO?
>> I DON'T NECESSARILY THINK THAT THEIR PURPOSE WAS JUST FOR THAT.
BUT IT'S A MODEL THAT CAN BE USED IF YOU HAVE TEACHERS THAT MAYBE YOU'RE OUT BECAUSE YOU'RE SICK OR QUARANTINING.
CERTAINLY, IN THIS PARTICULAR SITUATION, [NOISE] THERE ARE OTHER DISTRICTS THAT ARE IN THE SAME BOAT, ONCE WITH FAMILIES AND GIVEN THE CHOICE.
I THINK THERE'S ALSO PROBABLY A SHORTAGE IN OUR PROFESSION.
IF THAT IN IT'S PLANNING FOR THE FUTURE.
[NOISE] THIS MODEL WILL ALLOW SCHOOL DISTRICTS TO CONTINUE TO HAVE GREAT QUALITY INSTRUCTION BY MASTER TEACHERS.
I DON'T WANT TO GET INTO TOO MUCH DETAIL WITH THAT, BUT I THINK IT'S VERY VERSATILE AND I THINK THAT'S WHY THE TERM FLEXIBLE BECAUSE IT CAN BE USED TO ADDRESS SEVERAL PROBLEMS THAT ARE IMPLICATIONS THAT SCHOOL DISTRICTS MAY HAVE IN OUR CURRENT STATE.
>> SO MY ADDRESS ISSUES ON CAMPUS AFTER THE VIRTUAL LEARNING ENVIRONMENT IS OVER?
>> WE'RE PRESENTING THE ELEMENTARY VERSION, BUT WE ARE USING THIS MODEL AT SECONDARY TO ADDRESS THEM OF OUR [NOISE] SHORTAGES WITH SUBSTITUTES AT THE SECONDARY LEVEL.
>> THEN ARE THERE OTHER SCHOOL DISTRICTS IN OUR AREA, PART OF THE 12?
>> I THINK THEY'RE ACROSS THE STATE AND WE JUST RECEIVED AN INVITATION END OF LAST WEEK.
I DO NOT HAVE THE NAMES OF THE OTHER 12.
>> I KNOW THAT THE COMMISSIONER AND LISTENING TO DISTRICTS TALK ABOUT WHEN STAFF OR STUDENTS HAVE TO GO HOME TO QUARANTINE OR THE FLIPPING BACK AND FORTH.
THE REMOTE NUMBERS IN SITUATIONS JUST KEEPS [LAUGHTER] EVOLVING AND REVOLVING [NOISE] THE DOOR.
SO JUST A COMBINATION OF STAFFING, SUBSTITUTES, SWITCHING OF LEARNING ENVIRONMENTS.
WHEN YOU GO HOME TO QUARANTINE, CAN YOU TEACH FROM HOME? IF YOU CAN'T TEACH FROM HOME, HOW DO YOU DELIVER QUALITY INSTRUCTION? YOU DON'T HAVE A SUB. WHAT DO YOU DO? IT'S BEEN A TANGLE OF PERSONNEL COMPONENTS THAT YOU DON'T WANT TO HAVE A NEGATIVE IMPACT ON STUDENT ACHIEVEMENT OR STUDENT LEARNING.
THEY'RE LOOKING FOR CREATIVE SOLUTIONS TO THOSE HR COMPONENTS.
>> WE'VE TAKEN OUR MAP PENCILS OUT OF THE BOX [BACKGROUND] TO GET CREATIVE.
SO DR. HASLEY IS GOING TO TAKE IT FROM HERE.
>> I WOULD INTERJECT REALLY QUICKLY THAT, BASICALLY THIS IS MAKING LEMONADE OUT OF LEMONS.
I THINK I STILL STRONGLY BELIEVE THAT TEACHER-STUDENT RATIO MATTERS A LOT, PARTICULARLY FOR THE YOUNG KIDS.
WE'RE DOING THIS TO MAKE A CHALLENGING SITUATION BETTER.
BUT IT TAKES A LOT OF RESEARCH TO CONVINCE ME THAT THIS IS HOW I'D WANT TO EDUCATE FOR THE LONG-TERM.
OUR FIRST RESPONSE IS WHEN A CLASSROOM GETS OVER 22 STUDENTS, AN ELEMENTARY CLASSROOM.
AGAIN, WE'RE TALKING ABOUT THE SCHOOL AT HOME STUDENTS WHO ARE REMOTE LEARNERS.
OUR FIRST RESPONSE IS THE TEACHER OF RECORD, WHICH IS THE CLASSROOM TEACHER, IS GOING TO CHANGE THE WAY THEY DO SYNCHRONOUS INSTRUCTION.
BASICALLY IT'S PROVIDING SYNCHRONOUS INSTRUCTION TO SMALLER GROUPS OF THE CLASS AT A TIME.
IN THE SAMPLE SCHEDULE HERE, LET'S SAY THERE WAS A CLASS THE SIZE OF 24 STUDENTS, SO THE TEACHER WOULD SPLIT THEM IN HALF.
AS THE SCHEDULE SHOWS, THAT GROUP B WOULD START AN ASYNCHRONOUS ASSIGNMENT IN GOOGLE CLASSROOM WHILE THE TEACHER MEETS WITH GROUP A, WHICH IS ABOUT 12 STUDENTS, AND DOES A MINI-LESSON FOR THE FIRST PART OF THE CLASS.
THEN THE NEXT PART OF THE CLASS, THE GROUP A, GOES ONTO THEIR ASYNCHRONOUS LESSON, AND THE TEACHER REPEATS THE MINI-LESSON WITH GROUP B.
DOING THIS AT STRATEGIC TIMES THROUGHOUT THE DAY, REALLY ALLOWS STUDENTS BETTER ACCESS TO THE TEACHER BECAUSE THEY'RE IN A SMALLER GROUP, AND ALLOWS A TEACHER TO GIVE MORE FEEDBACK EASIER WITH A SMALLER GROUP OF STUDENTS.
AT THE ELEMENTARY LEVEL, OUR BLOCKS OF TIME ARE ALREADY DIVIDED INTO A VARIETY OF GROUPINGS,
[02:00:03]
AND A MIX OF ASYNCHRONOUS AND SYNCHRONOUS INSTRUCTION THROUGHOUT THE DAY, SO THAT ALLOWS THIS MODEL TO WORK NICELY WITH ELEMENTARY.OUR NEXT RESPONSE IS WHEN WE GET UP TO OVER 30 STUDENTS AND WE HAVE 31-35.
ABOVE 35, AS YOU NOTICED EARLIER THERE WERE NO CLASSES AT THAT SIZE ANY LONGER BECAUSE THAT'S WHEN WE LOOK AT ADDING A STAFF MEMBER TO REDUCE CLASS SIZE.
BETWEEN 31 AND 35, THIS IS THE TEACHING TEAM MODEL THERESA WAS REFERRING TO.
REALLY CAMPUSES CREATE A FLEXIBLE TEACHING TEAM FROM EXISTING STAFF MEMBERS, IF POSSIBLE, TO SUPPORT A CLASS OR A GRADE LEVEL WHO HAS LARGER CLASS SIZES IN OUR SCHOOL AT HOME CLASSES.
IN THIS SITUATION, THE CURRENT TEACHER REMINDS THE TEACHER OF RECORD THEIR STILL THE CLASSES TEACHER.
THEY CONTINUE TO PROVIDE SYNCHRONOUS INSTRUCTION JUST AS WE REFERRED TO IN THE LAST SLIDE, WHEN THEY DO IT TO SMALLER PARTS OF THE CLASS AT A TIME.
BUT AN ADDITIONAL STAFF MEMBER COMES IN AND TAKES ON THE ROLE OF THE SUPPORT TEACHER.
WHILE THE CLASSROOM TEACHER CONTINUES TO DO LESSON PLANS AND DELIVER THAT INSTRUCTION, AND WORKS COLLABORATIVELY WITH THAT SUPPORT TEACHER TO FIND STRATEGIC TIMES THROUGHOUT THE DAY, FOR THAT TEACHER TO COME IN AND SUPPORT THE INSTRUCTION.
FOR EXAMPLE, DURING GUIDED READING GROUP TIMES, IF YOU HAVE 35 STUDENTS, THAT'S A LOT MORE GROUPS THAN ONE TEACHER MIGHT HAVE TIME TO GET TO IN THE CLASS PERIODS.
IF YOU HAVE TWO TEACHERS WORKING GROUPS THAT ALLOWS THE STUDENTS TO SEE A TEACHER MORE FREQUENTLY.
THE IDEA WOULD BE THAT THE TEACHER WOULD REMAIN CONSISTENT, WORK WITH THE SAME SMALL GROUP OF STUDENTS OVER A PERIOD OF TIME SO THAT THEY ARE WORKING WITH THAT TEACHER NOT HAVING SOMEONE DIFFERENT EVERY TIME.
[NOISE] CURRENTLY, WE HAVE 20 CAMPUSES THAT ARE UTILIZING THIS TEACHING TEAM SUPPORT MODEL.
WE DON'T HAVE EXTRA TEACHERS SITTING ON CAMPUS WAITING FOR THINGS TO DO, [LAUGHTER] SO WHEN WE SAY THEY'RE USING EXISTING STAFF MEMBERS, IT COULD BE SOMEONE LIKE A LIBRARIAN, OR SOMEONE LIKE AN INSTRUCTIONAL ASSISTANT.
THAT DOESN'T MEAN THEY JUST DO AWAY WITH THEIR CURRENT RESPONSIBILITIES, IT TAKES THE TEAM, THE CAMPUS ADMINISTRATOR, AND I KNOW THE SCHOOL LEADERSHIP INNOVATION EXECUTIVE DIRECTORS, AND MY EXECUTIVE DIRECTORS HAVE BEEN WORKING WITH CANVASES TO CREATE FLEXIBLE, CREATIVE SCHEDULING.
IT HAS CONTINUE TO TAKE CARE OF ALL THE NEEDS OF STUDENTS, AND TO HELP ASSIST WITH THESE LARGER CLASS SIZES.
THIS IS JUST ANOTHER EXAMPLE OF WHERE TO LOOK AT THAT SCHOOL AT HOME TEACHING TEAM SCHEDULE.
JUST TALK ABOUT THAT A LITTLE FURTHER.
AGAIN, THE EXAMPLE OF SMALL GROUP INSTRUCTION.
IT ALLOWS THE SUPPORT OF THE SMALL GROUPS SO THAT STUDENTS HAVE MORE ACCESS TO THEIR TEACHER, AND IT WOULD NOT ONLY BE DOING SMALL GROUP INSTRUCTION.
YOU CAN SEE THE EXAMPLE HERE SHOWS AGAIN THE TEACHER LEADING THE MINI-LESSON WITH GROUP A.
IT MIGHT BE AN ASSIGNMENT WHERE A SUPPORT STAFF PERSON IS NEEDED TO HELP THE GROUP B AS THEY'RE WORKING ASYNCHRONOUSLY.
[NOISE] WE CURRENTLY HAVE ADDED 10 PROFESSIONALS, AND ONE PARAPROFESSIONAL TO CAMPUSES WHO DID NOT HAVE THE EXISTING STAFF MEMBERS TO MAKE THIS MODEL WORK TO MEET THE NEEDS OF THEIR CLASSES.
WHILE WE WERE ABLE TO MEET THE NEEDS AT LOT OF CAMPUSES, THERE WERE THIS MANY POSITIONS THAT WE ADDED.
THESE ARE TEMPORARY STAFFING POSITIONS, SOME ARE SUBSTITUTES, SOME ARE LONG-TERM SUBS.
SOME HAPPEN TO BE SOME OF OUR EXPERIENCED TEACHERS WHO WERE ON LEAVE BECAUSE OF ADA, AND THEY WEREN'T ASSIGNED TO AN AT HOME PLACEMENT, SO WE WERE ABLE TO BRING SOME OF OUR FOLKS BACK IN TO DO THIS.
[NOISE] THAT'S AN OVERVIEW OF THE RESPONSES AND THE MODELS THAT WE'RE USING TO ASSIST WITH THOSE CLASS SIZES.
I DID WANT TO TAKE JUST A MINUTE TO BRAG ON THE TEAM, AND ALL THE SUPPORT THAT'S BEEN PROVIDED TO TEACHERS SINCE THE SUMMER, BUT ESPECIALLY THROUGHOUT THIS LAST SIX WEEK PERIOD.
OF COURSE, ALL TEACHERS ARE RECEIVING SUPPORT FROM DISTRICT STAFF, THE ELEMENTARY ACADEMIC SERVICES TEAM, MULTILINGUAL TEAM, SPECIAL EDUCATION TEAM, ADVANCED ACADEMICS ARE ALL WORKING TO BE RESPONSIVE, PROVIDE GUIDANCE AND PROFESSIONAL LEARNING TO PROVIDE JUST IN TIME TRAINING, AND ALL OF THAT.
YOU CAN SEE THIS IS A LIST OF SOME OF THE THINGS THAT THE TEAM BRAINSTORMED.
WE'VE BEEN DOING THIS WITH TEACHERS.
SOME OF THE CONTENT IN OUR PROFESSIONAL LEARNINGS, RANGE FROM ASSESSING MATH CONCEPTS IN KINDERGARTEN TO HOW DO YOU DO GUIDED READING IN A VIRTUAL SETTING,
[02:05:04]
AND HOW TO USE VIRTUAL MATH MANIPULATIVES.WE'VE HAD A VARIETY OF CONTENT SPECIFIC AND INSTRUCTIONAL PROFESSIONAL LEARNING PIECES TO SUPPORT, ESPECIALLY WORKING IN THE VIRTUAL SETTING.
THEN WE COULDN'T TALK ABOUT SUPPORT WITHOUT MENTIONING TECHNOLOGY.
OUR TECHNOLOGY TEAM, DIGITAL LEARNING AND PROFESSIONAL LEARNING TEAMS HAVE JOINED TOGETHER AND DESIGN AND DELIVERED SO MANY PROFESSIONAL LEARNING OPPORTUNITIES FOR TEACHERS REALLY SUPPORTING.
WE'VE BEEN REACHING OUT TO FIND OUT WHAT DO YOU NEED MORE OF? WHAT DO YOU HAVE QUESTIONS ABOUT? IT'S JUST BEEN VERY RESPONSIVE.
YOU CAN SEE THE GOOGLE CLASSROOM THERE, AND THIS IS ACROSS THE DISTRICT.
THE NUMBER OF LAUNCHES WE'VE HAD SINCE SCHOOL STARTED, AND THE NUMBER OF TRAININGS.
THEN WE ALSO CONTINUE TO PROVIDE TOOLS AND APPLICATION TRAININGS TO SUPPORT THAT VIRTUAL LEARNING.
OUR TECHNOLOGY TEAM ALSO PROVIDES OFFICE HOURS.
WHAT THAT MEANS IS THERE ARE SPECIFIC BLOCKS OF TIME THROUGHOUT THE WEEK WHERE TEACHERS KNOW THEIR AVAILABLE TO CALL OR, ZOOM IN, AND GET QUESTIONS ANSWERED, OR GET THEM TO HELP WITH SPECIFIC CHALLENGES THEY MIGHT BE HAVING.
ONE OTHER NOTE ON ZOOM, IS WE WERE ABLE TO PROVIDE THE UPGRADED VERSION OF ZOOM FOR ALL TEACHERS IN THE DISTRICT, SO [NOISE] THAT ENHANCED THE EXPERIENCE OF THE STUDENTS.
THAT'S OUR PREVIEW OF THE FLEXIBLE SUPPORT IN RESPONSE TO CLASS SIZES, AND I'LL BE GLAD TO ANSWER ANY OTHER QUESTIONS YOU MAY HAVE BEFORE TURNING IT BACK OVER TO SARAH.
I'M PLEASED TO SEE THIS INVESTMENT IN OUR KIDS.
I KNEW IT WOULD BE A BUDGET UPTICK.
BUT WHEN I THINK ABOUT HOW WE'VE ALL TALKED ON THIS BOARD, IF THE TEXAS RAINY DAY FUND IS NOT USED NOW AND IT'S POURING ON US, WHEN SHOULD IT BE? I THINK THE SAME THING ABOUT OUR RESERVE ACCOUNT.
THIS IS A TIME THAT'S POURING FOR TEACHERS AND CHILDREN, AND I'M GLAD WE'VE RESPONDED.
>> I DON'T KNOW WHO WOULD BE THE APPROPRIATE PERSON FOR THIS QUESTION.
BUT I GUESS WITH ELEMENTARY KIDS, IF YOU'VE GOT SOMEBODY THAT'S REMOTE, OF COURSE THERE'S AN ADULT IN THE HOUSE MORE LIKELY THAN IN SECONDARY SITUATION.
ONE IS, ARE WE SEEING AN UPTAKE IN OUR PARENTS AT HOME WHO ARE MORE HANDS-ON WITH THEIR KIDS IN TRYING TO LEARN IN THIS TYPE OF ENVIRONMENT? TWO, ARE WE SEEING AN UPTICK IN COMMUNICATION BETWEEN PARENTS AND STAFF IN THAT REGARD?
>> WELL I THINK THE ANSWER WOULD BE YES TO BOTH QUESTIONS JUST BY VIRTUE OF THEIR HOME WITH THEIR CHILD AND THEY'RE THERE.
I'M SURE A LOT OF PARENTS WORKING FROM HOME AND CAN'T BE RIGHT THERE, BUT THERE ARE SOME WHO ARE RIGHT THERE THAT ARE SEEN ON CAMERA MANY TIMES.
BUT I KNOW THAT TEACHERS ARE WORKING SO HARD TO RESPOND.
ESPECIALLY YOU CAN IMAGINE THE FIRST FOUR WEEKS WHEN WE WERE ALL REMOTE AND IT WAS PROBABLY TEACHERS WERE UP 24 HOURS A DAY TRYING TO RESPOND TO ALL OF THE E-MAILS.
WE HAVEN'T HEARD A LOT OF THAT MASSIVE AMOUNT CONTINUING.
I'M SURE IT VARIES TEACHER TO TEACHER AND CAMPUS TO CAMPUS.
BUT HOPEFULLY THAT HAS SETTLED DOWN A LITTLE BIT.
>> I THINK IT WOULD BE A DOUBLE-EDGED SWORD.
CERTAINLY, IN MY PROFESSION, I GET E-MAILS ALL DAY, EVERY DAY AND IT IS EXTREMELY HARD TO KEEP UP.
BUT THE GOOD OF THIS SITUATION IS THAT YOU MAY HAVE PARENTS AT HOME WHO ARE STAFF CAN LEVERAGE TO HELP THEIR CHILD MASTER A TOPIC.
SO THAT'S REALLY WHAT I'M WONDERING, IS IF WE ARE SEEING MORE OF THAT AND MORE INTERACTION BETWEEN TEACHERS AND PARENTS, SO THAT PARENTS CAN THEN BE ANOTHER TOOL AT HOME.
>> I THINK SO. I THINK RIGHT NOW THE FAMILIES OR THE STUDENTS THAT ARE AT HOME, THE FAMILY SELECTED FOR THEIR CHILDREN TO BE AT HOME.
SO THEY'VE MADE A COMMITMENT TO WORK WITH STUDENTS ON THEIR SCHEDULE.
OUR STUDENTS AT THE ELEMENTARY LEVEL ARE NOT SITTING ON A COMPUTER 7.5 HOURS DAYS STRAIGHT.
SO IT DOES REQUIRE AN ADULT AT HOME TO HELP MAKE SURE THAT STUDENTS ARE LOGGING IN WHEN THEY'RE SUPPOSED TO DO IN THEIR ASSIGNMENTS AND TURNING THINGS IN.
OUR TEACHERS ALSO ARE SHARING THEIR WORK A WEEK AT A GLANCE.
SO PARENTS, THAT IS THE MAJOR, I THINK A FOUNDATIONAL COMMUNICATION TOOL BETWEEN THE TEACHER AND PARENTS AT HOME.
HERE'S THE LEARNING FOR THE WEEK.
SO THAT PARENTS CAN THEN HELP SUPPORT FROM THERE IN AS NEEDED.
[02:10:03]
WHAT I'VE HEARD IS THEY HAVE ESTABLISHED HOW THEY'RE COMMUNICATING TO HELP MAKE SURE THAT STUDENTS AT SCHOOL AND AT HOME ARE SUCCESSFUL.AGAIN, THE FAMILIES THAT ARE OR THE STUDENTS THAT ARE THERE NOW, IT WAS BY CHOICE OF THE FAMILIES AND I THINK I HAVEN'T HEARD ANYTHING.
WE'VE RECEIVED ACTUALLY A LOT OF POSITIVE FEEDBACK FROM OUR FAMILIES THAT MADE THAT SELECTION AT THE ELEMENTARY LEVEL.
NOW WE WERE HEARING FROM SOME OF THE LARGER SIZES AND WE'VE MADE THESE ADJUSTMENTS AND IT'S GOING TO LOOK BETTER THE NEXT TIME WEEKS.
>> THE BASIC ASSUMPTION THAT ELEMENTARY STUDENTS WHO ARE AT HOME, THAT WAS A CHOICE PARENTS MADE.
THAT'S WHAT LED ME DOWN THE RABBIT HOLE OF WHERE I WAS GOING TO.
IS THERE MORE OPEN LINES OF COMMUNICATION? WE HAVE PARENTS WHO ARE MORE ACTIVELY ENGAGED AND MAYBE THEY WOULD HAVE BEEN IN THE PAST.
>> I THINK THEY'VE FOUND A WAY TO SUPPORT EACH OTHER TO PARENT.
>> YEAH. I THINK THAT'S WHAT THE PARTNERSHIP SHOULD BE AND THAT'S WHAT OUR EXPECTATION, EVEN PRE-COVID, THAT'S WHAT THE EXPECTATION SHOULD BE.
IT'S JUST NOT ALWAYS THE REALITY.
>> I HAD A QUESTION AND THIS TIES INTO THE NEXT TOPIC WE'RE GOING TO GO INTO, BUT I PROMISE IT'S RELEVANT.
DURING THE TASB DELEGATION ON SATURDAY, THERE WAS A RESOLUTION ABOUT TRYING TO LOOSEN RESTRICTIONS ON RETIRED TEACHERS.
THAT SEEMS LIKE THAT WOULD BE A GREAT POOL OF TALENT TO PULL FROM FOR SOMETHING LIKE THIS.
DO YOU FEEL THAT CURRENTLY, OUR POOL IS LIMITED BECAUSE WE DON'T HAVE ACCESS DUE TO RESTRICTIONS ON OUR RETIRED TEACHERS?
>> YEAH. THAT CAME UP IN A TA CALL.
BUT IT'S COMING UP ALL AROUND.
I DON'T THINK WE WOULD BE OPPOSED TO TRYING TO GET SOME RETIRED FOLKS BACK.
IF SOME OF THOSE THINGS COULD TEMPORARILY BE SUSPENDED, THAT WOULD NOT AFFECT THEIR RETIREMENT.
THAT'S THE PROBLEM OF THE WAY THE LAWS ARE WRITTEN.
BUT IF THERE WAS A SUSPENSION, BETH, MAYBE YOU CAN SPEAK TO IT MORE THAN OTHERS.
I THINK YOU NEED THE RIGHT FIT FOR A RETIRED PERSON TO COME BACK IN.
HEALTH AND SAFETY MIGHT BE ONE ISSUE, AND THEN EASE OF TECHNOLOGY AND TRAINING PROVIDED TO SUBS WOULD BE THE OTHER SIDE OF THE EQUATION.
THERE ARE A LARGE NUMBER OF PLANO RETIREES IN OUR SUB POOL.
THAT AGE GROUP HAS BEEN VERY HESITANT TO COME BACK IN THE BUILDING.
IF THEY'VE BEEN RETIRED VERY LONG, THEY'RE NOT COMFORTABLE WITH THE TECHNOLOGY SOMETIMES.
WE'VE BEEN DOING QUITE A BIT OF TRAINING AND OFFERING QUITE A BIT OF TRAINING FOR OUR SUBSTITUTES IN GOOGLE CLASSROOM, SO THEY CAN BE LEVERAGED IN THIS WAY, EVEN ON A PART-TIME BASIS.
BUT ONE OF THE CHALLENGES IS, THEY'RE REALLY IMPACTED ON HOW MUCH THEY CAN WORK UNLESS THEY ARE SUBBING IN A POSITION FOR SOMEBODY WHO'S ABSENT.
ANYTHING WE COULD DO TO ALLOW RETIREES TO SERVE MORE IN AN INSTRUCTIONAL SETTING AND SUPPORT IN THAT MANNER, WOULD PROVIDE SOME RELIEF.
>> WE WOULD WANT AS MANY AS WE COULD HAVE WHO ARE WILLING TO COME.
I THINK ANY DISTRICT AROUND WOULD SAY THE SAME THING.
>> JUST HAVE A QUESTION ABOUT THE, WE ADDED 10 PROFESSIONALS AND PARAPROFESSIONALS TO THE SUPPORT TEAM [NOISE].
DID WE HAVE TROUBLE FINDING THOSE PEOPLE [NOISE] OR IS A EASY JOB?
>> THOSE WERE LONGER TERM POSITIONS.
SO THEY'RE A LITTLE EASIER TO FILL.
>> OUR FIRST ROUND WAS TO LOOK FOR EXPERIENCED TEACHERS WHO HAD NOT BEEN ASSIGNED TO SCHOOL AT HOME, BUT HAD AN ADA REQUEST TO WORK REMOTELY THAT WE WERE NOT ABLE TO ACCOMMODATE ON THEIR CAMPUS.
SO THEY WERE SITTING OUT ON LEAVE AND WE HAD SEVERAL THAT WE WERE ABLE TO BRING BACK FROM LEAVE TO WORK IN THIS SETTING.
THE OTHER SPOTS WERE FILLED WITH SOME SUBSTITUTES AND WE LOOKED FOR
[02:15:08]
SUBSTITUTES AND THE CAMPUSES WERE ABLE TO RECOMMEND SOME THAT WERE GOING TO BE REALLY COMFORTABLE IN THAT VIRTUAL ENVIRONMENT, WORKING EITHER ON CAMPUS, WHICH WAS OUR FIRST CHOICE FOR SUBS BECAUSE THAT'S WHERE THE HELP IS IF WE'RE HAVING TROUBLE OR REMOTELY.WE DIDN'T HAVE A PROBLEM BECAUSE THE NUMBER WAS SO SMALL.
THOSE ARE NOT PERMANENT POSITIONS.
WITH THE CHANGE OF ENVIRONMENT IN THE NEXT NINE WEEKS, WHERE IS THE HELP NEEDED AND MAY GET MOVED? [NOISE]
>> I NOTICED THE NUMBERS FOR THE SCHOOL AT HOME BILINGUAL ACADEMY ARE SOME OF OUR HIGHER RATIOS.
POSSIBLY THAT MIGHT BE A GROUP OF PARENTS LESS EXPERIENCED WITH ADVOCATING WITHIN OUR DISTRICT.
SO I WANT TO MAKE SURE THAT WE ARE NOT GLOSSING OVER NEEDS THAT THEY MAY HAVE.
>> NOW THAT IS ONE AREA WHERE WE HAVE A LOT OF INSTRUCTIONAL SUPPORT.
SO REALLY THEY'VE BEEN IMPLEMENTING THIS MODEL BEFORE WE'VE ROLLED IT OUT TO EVERYONE ELSE.
EVEN THOUGH IT'S SHOWING A TEACHER OF RECORD, IT MAYBE IN UPPER 20S TO LOW 30S.
WE HAVE INSTRUCTIONAL SPECIALISTS THAT ARE PUSHING IN AND ESL SPECIALISTS THAT ARE PUSHING IN TO SUPPORT OUR STUDENTS.
KATRINA AND BETH, PLEASE FEEL FREE TO CHIME IN.
ALSO, BILINGUAL SERVICES OR MULTILINGUAL SERVICES AT THE DISTRICT LEVEL HAVE BEEN SUPPORTING THE BI-LINGUAL ACADEMY ALONG THE WAY.
>> JUST WHEN WE GOT COMFORTABLE WITH THE FACT THAT WE HAD FOUND OUR WAY THROUGH REDUCING THE LARGEST CLASS SIZES AND SUPPORTING THE NEXT LAYERS, AS PER TEA, AT THE END OF EACH GRADING PERIOD, A PARENT CAN RE-SELECT EITHER FACE-TO-FACE OR SCHOOL AT HOME.
SO LAST WEEK, WE WENT THROUGH ANOTHER SELECTION PERIOD.
IF YOU'LL RECALL FROM, YOU DON'T HAVE TO FLIP BACK, BUT FROM THE THIRD SLIDE OF THE PRESENTATION, IN THE FIRST SELECTION PERIOD FOR THE FIRST NINE WEEKS, WE HAD 51 PERCENT OF OUR FAMILIES SELECT FACE TO FACE, AND WE HAD 49 PERCENT SELECT SCHOOL AT HOME.
SO ELEMENTARY WAS SLIGHTLY DIFFERENT.
[NOISE] FORTY SIX FACE-TO-FACE, 54 SCHOOL AT HOME.
THEN IN OUR UPCOMING SELECTION, WE'RE STILL WORKING THE NUMBERS BUT OUR FACE-TO-FACE IS GROWING AND OUR SCHOOL AT HOME IS SHRINKING IN ELEMENTARY.
WE WILL HAVE MORE KIDS COMEBACK TO FACE-TO-FACE, THEN WE CURRENTLY ARE SERVING IN THE FACE-TO-FACE ENVIRONMENT.
WE'RE WORKING THE NUMBERS, WE JUST FINISHED THE SELECTION PERIOD.
FRIDAY, CAMPUSES ARE CLEANING UP.
[LAUGHTER] ANY PARENTS WHO CALLED AND SAID, "HEY, SOMETHING DIDN'T WORK RIGHT," AND THAT KIND OF STUFF.
SO THEN WE'LL HAVE TO MAKE ADJUSTMENTS TO ALL OF WHAT WE JUST SHOWED YOU IN ORDER TO PREPARE FOR NEXT WEEK.
BUT THERESE, I DON'T KNOW IF THERE'S ANYTHING YOU WANT TO ADD TO THAT OR THEM TEAM?
>> THE TEAM MET TODAY TO LOOK AT THOSE NUMBERS.
WE'RE SEEING MAYBE AROUND ONE-AND-A-HALF PERCENT DIFFERENCE AT A GLANCE, AND IT WAS JUST AT A GLANCE, BETH AND HER TEAM, ALONG WITH OUR THREE ELEMENTARY SCHOOL LEADERSHIP AND INNOVATION EXECUTIVE DIRECTORS, THAT WAS REALLY LONG, SPENT TIME TODAY, A COUPLE OF HOURS, LOOKING AND BALANCING, AND THE CLASSES LOOK MUCH BETTER THAN WHAT WE SHOWED YOU TODAY.
BETTER BALANCE, AND I THINK IT'S THE SHIFT FROM LESS STUDENTS AT HOME COMING TO THE CAMPUSES, AND IT WILL LOOK BETTER AND WE CAN PUT THAT IN A FRIDAY BOARD UPDATE TO SHARE.
>> DO WE HAVE ANY SENSE OF SECONDARY AT ALL?
I MEAN IT'S ABOUT ONE PERCENT.
>> IS IT ALSO IN THE DIRECTION OF FACE-TO-FACE?
>> NO, IT'S INTERESTING, ITS A MIX.
[02:20:05]
WE WILL SHARE ALL OF THAT IN OUR UPDATE AS WELL.WE'LL PUT THAT ON OUR WEBSITE AS WELL.
WE'LL HAVE THE SECOND NINE WEEKS BY CAMPUS, AND WHAT THE SELECTION WAS.
>> ONE PARENT QUESTION THAT CAME THROUGH WAS CONCERNED AS MORE PARENTS DECIDE FACE-TO-FACE, IT'LL BE IMPOSSIBLE TO SOCIAL DISTANCE IN THE CLASSROOM.
I'M ASSUMING THE SAME SHARES YOU'RE MAKING NOW FOR RATIOS, YOU'LL ALSO MAKE IN TERMS OF CAPACITY.
AT THE ELEMENTARY LEVEL, THAT'S WHERE WE HAVE HEAVILY INVESTED IN DIVIDERS AND LOTS OF PPE.
WE WILL HAVE SOME CLASSROOMS THAT WILL BE AT 22 FACE-TO-FACE, NOT A LOT BUT WE WILL HAVE SOME.
AT SECONDARY, THAT'S WHERE WE'RE CO-SEATING AT MIDDLE SCHOOLS THAT'S ALLOWING US TO KEEP THE NUMBERS DOWN TO STILL SAFELY SOCIAL DISTANCE.
AT THE HIGH SCHOOL, THAT'S WHERE HYBRID IS HELPING.
WE DON'T HAVE HARDLY ANY OF THE PPE.
WE DIDN'T HAVE TO BUY THE PPE BECAUSE WE HAD REDUCED NUMBERS IN THE CLASSROOM AT THE SECONDARY LEVEL.
AS STUDENTS START TO COME BACK, WE ARE HAVING TO ADD SOME OTHER DIVIDERS AND OTHER PIECES TO THAT.
THAT'S JUST ONE FACTOR TO CONSIDER IN [INAUDIBLE]
>> [NOISE] ARE THERE ANY OTHER QUESTIONS OR COMMENTS? I WANT TO THANK THE ADMINISTRATION.
WE HAD A NUMBER OF THOUGHTFUL PARENT INCREASE ADVOCATING FOR THEIR CHILDREN, AND I'M PLEASED TO SEE HOW WE HAVE RESPONDED. THANK YOU.
OUR FINAL REPORT THIS EVENING IS ADVOCACY EFFORTS FOR THE 87TH TEXAS LEGISLATURE.
FIRST [INAUDIBLE] NANCY HUMPHREY WILL START US OFF, AND THEN I BELIEVE THAT JERI CHAMBERS AND CODY WEAVER MAY HAVE SOME COMMENTS ABOUT THE DELEGATE ASSEMBLY AS WELL.
>> [NOISE] THANK YOU. I'M SORRY.
ARE WE NOT DOING, WHAT AM I TRYING TO SAY? BOY, I'M LOSING MY TRAIN OF THOUGHT.
>> YES. YOU'LL TEA US UP AND THEN WE'LL ALSO LEAVE TIME FOR JERIDAH TO ADD HER ALSO.
>> YOU KNOW WHAT? MY SCREEN IS SHOWING JUST THE PRIORITIES.
THAT'S MY PROBLEM, I'M NOT SEEING THAT.
THERE WE GO. I JUST DIDN'T SCROLL FAR ENOUGH.
WE'VE BEEN WORKING ON RESPONSES TO THE FOUR INTERIM CHARGES THAT WE HAVE RECEIVED FROM THE HOUSE, DAN HIBERTIES GROUP.
THE INTERIM CHARGES ARE BASICALLY, THE LEGISLATURE IS NOT MEETING IN PERSON IN THEIR COMMITTEES.
THEY'VE REQUESTED DISTRICTS TO PROVIDE RESPONSES TO THESE FOUR AREAS.
THEY'RE TRYING TO GATHER INFORMATION.
THE FIRST ONE IS TO OVERSEE LEGISLATION THAT WAS PASSED IN THE LAST LEGISLATIVE SESSION IN THE 86TH LEGISLATIVE SESSION.
WE'RE LOOKING AT HOW ARE WE FAIRING WITH HOUSE BILL 3 AND WHAT IS ITS IMPACT? DO YOU WANT ME TO GO THROUGH?
>> HOWEVER YOU WANT TO DO IT, IT'S PERFECTLY FINE. YOU'RE DOING GOOD.
>> JUST HOW IT RELATES TO US, IF YOU WILL, AND WHAT ARE WE FEELING? WHAT IS THE IMPACT ON RECAPTURE? I BELIEVE WE GOT A REPORT LAST BOARD OR WAS IT WORK SESSION ABOUT RECAPTURE.
WE'RE LOOKING AT TEACHER PAY INCREASES AND WE'RE ASKING FOR THE STATE SHARE OF SCHOOL FUNDING TO BE EVEN WITH THE LOCAL SHARE BECAUSE OUR TAXPAYERS ARE BEARING A LARGER BURDEN.
WE'RE LOOKING AT THE OVERALL SUSTAINABILITY FOR HOUSE BILL 3.
THERE WERE A LOT OF MANDATES IN THAT LEGISLATION THAT WE'RE CURIOUS TO KNOW HOW WE'RE GOING TO GET IT FUNDED IN THE CURRENT ENVIRONMENTAL SITUATION.
THEN THE NEXT BULLET WITHIN THAT INTERIM CHARGE NUMBER 1 IS THIS SCHOOL ACCOUNTABILITY AND ASSESSMENT AND THOSE INTERVENTIONS AND DISTRICT AND CHARTER PARTNERSHIPS.
[02:25:04]
WE'RE TRYING TO LOOK AT THE LONG-TERM COVID IMPACT ON STUDENT ACHIEVEMENT.WE'RE LOOKING AT WHAT CAN WE DO TO MODIFY THE EIGHTH REF SYSTEM, IF YOU WILL, PUNISH US WITH UNINTENDED CONSEQUENCES.
I THINK DASH HAD TALKED TO US ABOUT THIS IN THE LAST BOARD MEETING.
BECAUSE OF THE CHANGES IN THE CAT SCORES AND WE'RE NOT PROBABLY GOING TO HAVE THE SECOND ADMINISTRATION AS A STAR.
IT'S NOT AN APPLES TO APPLES SITUATION.
WE WANT TO HAVE THE DISCRETION LOCALLY.
THIS IS MORE OF THAT LOCAL CONTROL THAT WE'VE ALWAYS HARPED ON.
WE WANT TO BE ABLE TO IDENTIFY THE STUDENTS THAT NEED THE ACCELERATED LEARNING BECAUSE THERE ARE COSTS ASSOCIATED WITH THAT.
WE'RE LOOKING AT ASKING FOR HIGH PERFORMING DISTRICTS TO BE ALLOWED THE ADDITIONAL FLEXIBILITY.
WE USE MEASURES OF ACADEMIC PERFORMANCE TO MEASURE GROWTH OF OUR STUDENT LEARNING.
WE FEEL LIKE IF WE ARE TRULY HIGH PERFORMING, THEN PLEASE TAKE THE HANDCUFFS OFF A LITTLE BIT SO THAT WE'RE NOT IMPEDED BY SOME OF THESE MANDATES.
THEN WE MOVE ON TO THE NEXT SLIDE.
STILL WITH THE 86 LEGISLATIVE SESSION, WE ALSO WANT TO MAKE CERTAIN THAT SCHOOL DISTRICT HEALTH AND SAFETY, THE MANDATES.
WE JUST DON'T WANT TO HAVE THE UNFUNDED MANDATES.
WE HAVE A MULTI-PAGE DOCUMENT THAT IDENTIFIES WHAT THOSE COSTS ARE TO THE DISTRICT.
WE'D LIKE TO BE ABLE TO PRIORITIZE THOSE FUNDS WHERE WE NEED TO.
UTILIZE THE RESOURCES TO HIRE ADDITIONAL COUNSELORS, NURSES, AND SOCIAL WORKERS.
I NOTICED THAT EARLIER IN THE MEETING, THE BOARD PASSED IN THE CONSENT AGENDA.
I'VE GOT SOMETHING HERE THAT I HAD WRITTEN DOWN.
IN THE CONSENT AGENDA. WE PASSED BUDGET AMENDMENT, CORRECT? IF YOU GO BACK AND YOU LOOK AT THAT, WE'VE RE-PURPOSE WITHIN OUR BUDGET ALMOST $552,000 INTO THOSE AREAS; THE COUNSELING, AND GUIDANCE, AND THE INSTRUCTION, AND SOCIAL WORK SERVICES, AND COMMUNITY SERVICES, AND HEALTH SERVICES.
WE'VE REALLOCATED THAT OUT OF THINGS LIKE GNA AND FOOD SERVICE.
THAT'S AN EXAMPLE HERE OF WHAT WE'RE DOING AND WANTING THAT LOCAL CONTROL TO BE ABLE TO CONTINUE TO DO THAT.
WE WOULD LIKE TO SEE ADDITIONAL FUNDING IN THOSE AREAS.
AS STUDENTS IN EIGHTH GRADE ARE PICKING THEIR ENDORSEMENTS FOR HIGH SCHOOL, WE STILL NEED MORE ASSISTANCE WITH COUNSELORS, FUNDING FOR COUNSELORS.
WE WANT TO PRIORITIZE SOCIAL AND EMOTIONAL LEARNING IN THE CURRICULUM AT ALL GRADE LEVELS.
THEN AGAIN, THE LAST ONE IS THE TEXAS CHILD MENTAL HEALTHCARE CONSORTIUM.
I KNOW WE HAVE SOME PILOTS HERE IN OUR DISTRICT WHERE WE'RE DOING TELEHEALTH AND TELEBEHAVIORAL HEALTH, AND VIRTUAL COUNSELING.
ALL OF THESE ARE AREAS THAT WE ARE SAYING THAT WE NEED FUNDING FOR TO PIVOT INTO THIS VIRTUAL LEARNING ENVIRONMENT, AND WE JUST NEED THAT ASSISTANCE.
I CAN'T ECHO MORE WHAT TAMMY SAID ABOUT NEEDING THAT.
IT'S COLLOQUIALLY CALLED THE RAINY DAY FUND, BUT IT TRULY IS THE TEXAS ECONOMIC DEVELOPMENT FUND.
IF YOU'RE GOING TO BENEFIT THE ECONOMY, THIS IS THE TIME TO SPEND THOSE FUNDS.
WHAT WAS THE SHORTAGE THAT WAS JUST-
>> OKAY. YES, 3.5 BILLION [LAUGHTER].
JERI IS LOOKING AT INTERIM CHARGE TOO, IS THAT CORRECT?
>> NO, I'LL DO THE REST OF THE INTERIM CHARGES.
THEN JERI, DO YOU WANT TO GIVE [OVERLAPPING] THEM AGAIN?
>> MY MISTAKE? [OVERLAPPING] OKAY.
>> OKAY. INTERIM CHARGE NUMBER 2 WAS REQUESTED THAT WE PROVIDE INPUT ON VIRTUAL LEARNING AND PERCEIVED BARRIERS TO VIRTUAL LEARNING.
PLANO ISD PROVIDED FEEDBACK TO CHAIRMAN HUBERTY ABOUT THE FIRST BARRIER THAT WE THINK, WHICH IS BEING PRECLUDED FROM OFFERING A COMPREHENSIVE VIRTUAL SCHOOL DUE TO CURRENT FUNDING RESTRICTIONS.
[02:30:01]
THE CURRENT LEGISLATION THAT IS IN PLACE PUTS A LIMIT ON PUBLIC SCHOOL SYSTEMS. THAT CHARTER SCHOOL OR VIRTUAL SCHOOL PROVIDERS, PRIVATE PROVIDERS, OR THE TEXAS SCHOOL VIRTUAL NETWORK CAN PROVIDE.WE REALLY FEEL LIKE WHILE VIRTUAL LEARNING MIGHT NOT BE A SOLUTION FOR MOST KIDS, THIS SITUATION WILL CHANGE FOREVER THE ACADEMIC SETTING FOR SOME KIDS.
I HEARD SOMEBODY SAY TODAY, IT ISN'T THAT WE WANT TO CHERRY PICK KIDS FROM ANOTHER DISTRICT TO COME TO US FOR VIRTUAL SCHOOL, BUT IF WE HAVE PLANO ISD STUDENTS WHO THAT IS THEIR BEST ACADEMIC SETTING AND THEY ARE THRIVING, LIKE I SAID, I DON'T THINK IT'S THE MAJORITY, BUT EVEN A SMALL AMOUNT, WE WANT TO BE ABLE TO SERVE THOSE KIDS IN PLANO ISD AND GET THE SAME FULL DAY FUNDING THAT THOSE OTHER ORGANIZATIONS GET.
RIGHT NOW, WE HAVE A LIMIT ON THE NUMBER OF ELECTRONIC COURSES THAT WE CAN PROVIDE.
WE'VE BEEN AN E-SCHOOL PROVIDER SINCE THE FIRST TIME IT EVER BEGAN.
WE CAN OFFER A LOT OF E-SCHOOL, BUT WE CANNOT OFFER A FULL REMOTE LEARNING ENVIRONMENT.
WE THINK IT'S IMPORTANT THAT WE PUSH ON THIS, AND IT IS PART OF OUR LEGISLATIVE PRIORITIES.
THE OTHER THING IS THE DIGITAL INEQUITIES PRESENT AN ONGOING CHALLENGE.
WE PROVIDED HOTSPOTS AND DEVICES TO OUR FAMILIES, BUT BROADBAND ACCESS FOR ALL STUDENTS AND FAMILIES TO CROSS THE DIGITAL DIVIDE NEEDS TO BE A LEGISLATIVE SOLUTION, NOT A LOCAL BAND-AID [LAUGHTER].
WE NEED BROADBAND, NOT BAND-AID.
WE WILL NEED TO CONTINUE TO ADVOCATE FOR MATCHING FUNDS FOR THE REPLACEMENT OF OBSOLETE DEVICES.
THEN ALSO, WE REALLY WOULD LIKE TO SEE THE INSTRUCTIONAL MATERIALS ALLOTMENT BE EXPANDED TO INCLUDE LINE ITEMS FOR DEVICES, HOTSPOTS, AND INFRASTRUCTURE, SO THAT TECHNOLOGY IS A BIGGER PART OF THE INSTRUCTIONAL MATERIALS ALLOTMENT.
INTERIM CHARGE 3 WAS AROUND SPECIAL EDUCATION.
WE GAVE FEEDBACK ON TWO PARTICULAR AREAS; ONE, ON THE RESOURCES NECESSARY FOR THE EXPANSION OF EXTENSIVE BEHAVIORAL AND THERAPEUTIC SERVICES FOR STUDENTS.
THERE'S A LOT OF INFORMATION ON THIS SLIDE, BUT REALLY, THE RATIONALE IS THAT DISTRICTS NEED TO BE ABLE TO PROVIDE A SAFE EDUCATIONAL ENVIRONMENT TO SERVE STUDENTS WITH OUR MOST SIGNIFICANT NEEDS, TO STABILIZE THE KIDS, AND WITH THE GOAL OF INTEGRATING KIDS BACK INTO THEIR REGULAR SCHOOL ENVIRONMENT.
WE USED OUR INSPIRE PROGRAM MODEL AS AN EXAMPLE, AND SO WE SUBMITTED VERY DETAILED INFORMATION ABOUT THESE PROGRAM, AND WHAT IT COSTS AND HOW YOU STAFF IT.
IF THEY'RE WONDERING LIKE HOW DO YOU DO THAT, [OVERLAPPING] THEY HAVE AN INNOVATIVE MODEL TO CONSIDER.
JUST LOOKING AT PLANO ISD THAT'S SERVING KIDS WITH SIGNIFICANT THERAPEUTIC BEHAVIORAL NEEDS, THE NUMBER OF STUDENTS WITH AUTISM AND EMOTIONAL DISTURBANCE HAS INCREASED BY 13 AND 30 PERCENT RESPECTIVELY IN EACH OF THOSE CATEGORIES.
WITH THAT, COMES THE NEED FOR INCREASED AND IMPROVED SERVICES FOR STUDENTS TO KEEP STUDENTS SAFE AND LEARNING, AND TO KEEP STAFF SAFE AND TEACHING.
>> JUST FOR MY OWN REFRESHER, THE INSPIRED PROGRAM, THAT'S ONE OF OUR PROGRAMS THAT'S A RATIO OF ONE-TO-ONE?
>> NO, IT'S NOT ONE-TO-ONE, IT'S A VERY SMALL GROUP OF STUDENTS SERVED BY A LARGER THERAPEUTIC TEAM OF STAFF.
>> IT'S NOT ONE-TO-ONE, BUT IT'S A THERAPEUTIC TEAM APPROACH TO SERVING OUR KIDS.
>> THIRTEEN TO THIRTY PERCENT.
IS THAT CURRENT STUDENTS THAT HAVE BEEN IDENTIFIED WITH AUTISM OR EMOTIONAL DISTURBANCE, OR IS THAT INCREASE DUE TO STUDENTS COMING IN?
>> WHAT'S THE COMPARISON? WHERE'S THE 13 PERCENT AND THE 30 PERCENT GROWTH? IS IT YEAR-OVER-YEAR?
>> I BELIEVE IT'S FROM LAST YEAR TO THIS YEAR.
>> WHAT'S THE CAUSE OF THAT GROWTH, DO WE KNOW?
>> IT'S REALLY A MIX OF NEWLY IDENTIFIED STUDENTS AND MOVE INS.
[02:35:03]
>> YEAH. WHERE I'M GOING WITH THIS LINE OF QUESTIONING IS TRANSACTIONAL, OR I KNOW YOU CAN SAY LINE OF QUESTIONING.
[LAUGHTER] BUT WHERE I'M GOING WITH THIS IS IF DISTRICTS LIKE PLANO CAN PROVIDE SOMETHING LIKE INSPIRE THAT SETS THEM APART OR WE NOW THEN A BEACON DISTRICT THAT IS WHERE WE ARE GOING TO HAVE FAMILIES COMING INTO US SPECIFICALLY FOR THAT PROGRAM, AND IF THAT'S WHAT WE'RE STARTING TO SEE.
>> BUT THEY CAN ELECT TO GO INTO THE PROGRAM.
[LAUGHTER] IT'S NOT LIKE AN OPT IN.
>> THERE'S A VERY EXTENSIVE PROCESS THAT YOU HAVE TO GET THROUGH TO BE ABLE TO REACH THAT LEVEL ON A CONTINUUM OF SERVICE.
>> BUT IF YOU HAVE A CHILD WHO IS ALREADY AT THAT LEVEL AND YOU KNOW IT, AND YOU KNOW THAT THAT CHILD NEEDS THIS LEVEL OF SERVICE AND YOU SEE PLANO'S PROVIDING IT, DO YOU MOVE HERE BECAUSE OF THAT?
>> DAVID, I WOULD SAY THAT AS LONG AS I WAS A PRINCIPAL IN PLANO, EVERYBODY KNEW AND PEOPLE WOULD COME INTO OUR SCHOOLS FROM ALL AROUND THE COUNTRY, SAYING, OUR MEDICAL PROFESSIONAL SAID YOU GO TO PLANO.
I DON'T THINK IT'S A NEW THING, BUT I ALSO THINK IT'S THE RIGHT THING TO DEVELOP THE PROGRAMS THAT MEETS THE NEEDS OF THE STUDENTS THAT WE'RE SERVING AND IF THAT MAKES US A MODEL THAT'S ATTRACTIVE, THEN THAT'S WHO WE ARE BECAUSE THAT'S HOW WE SERVE.
>> BUT NOW, THE NEXT STEP FOR ME IS BECAUSE WE'RE TALKING ABOUT LEGISLATIVE PRIORITIES IS THAT WE GO TO THE STATE AND WE SAY, LOOK, WE ARE A MAGNET DISTRICT FOR A HIGH DOLLAR EXPENSIVE PROGRAM THAT WE ARE WILLING TO PROVIDE.
HOWEVER, WE NEED HELP FROM THE STATE, WHETHER THAT IS IN ADDITIONAL FUNDING OR QUITE FRANKLY, A CREDIT AGAINST OUR RECAPTURE FOR EVERY STUDENT THAT WE SERVE, THAT'S SOMETHING WE MIGHT BE ABLE TO ACHIEVE.
>> YEAH. WE EVEN TALKED A TEA AND THE COMMISSIONERS CABINET.
THIS WAS ONE OF THE TOPICS THAT WE SPENT A GREAT DEAL OF TIME FROM ALL AROUND THE STATE, ALL THE SUPERINTENDENTS IN THE ROOM.
TEA, [NOISE] THIS WAS PRE-COVID, REALLY SAYING THAT THEY WERE GOING TO TRY TO PUT INNOVATIVE DOLLARS TOWARDS INNOVATIVE PROGRAMS TO TRY TO FIND MODELS THAT THEN COULD GET FUNDED.
I WAS LIKE, SIGN US UP, WE'RE READY.
WE'LL BE ONE OF YOUR INNOVATIVE PROGRAMS. I CAN TELL YOU EXACTLY HOW MUCH IT'S GOING TO COST AND WE'RE READY TO ROLL WITH IT.
>> I THINK THEN WE CAN ALSO TAKE IT TO HIM, SAY, NOT ONLY CAN WE TELL YOU HOW MUCH IT'S GOING TO COST, WE CAN TELL YOU HOW YOU CAN PAY FOR IT.
>> HOW YOU CAN PAY FOR IT IS CUT IN AS A BREAK OR CREDIT, OR WHATEVER YOU WANT TO DO ON OUR RECAPTURE PAYMENT LETTING US KEEP THOSE DOLLARS.
WE FINALLY HAVE A BENEFIT OF HAVING TO PAY $180 MILLION A YEAR, WHATEVER THE DANG THING IS GOING TO BE THIS YEAR, IS THAT WHEN WE CAN MAYBE LEVERAGE THAT TO KEEP SOME OF IT HERE FOR THINGS LIKE THIS.
>> I DO THINK IT'S IMPORTANT TO EDUCATE OUR LEGISLATORS ON WHAT IT CAN COST TO EDUCATE A CHILD WITH SEVERE NEEDS WHERE IT CAN BE AS MUCH AS $30,000 TO $200,000 TO PROVIDE THE RIGHT SERVICES FOR A GIVEN CHILD.
>> WE DID GIVE ALL OF THAT BACKGROUND INFORMATION TO CHAIRMAN HUBERTY, ALL OF IT.
>> WELL, IT'S ALSO NOT JUST ABOUT SERVING STUDENTS.
IT'S ALSO WHAT YOU'D SAID VERY CLEARLY, SARAH, IS PROTECTING OUR STAFF BECAUSE THESE ARE STUDENTS THAT ARE VIOLENCE AND STAFF HAVE TO BE VERY HIGHLY TRAINED TO DEAL WITH THAT COMES [INAUDIBLE].
>> WELL, THERE'S MORE DETAIL IN THAT REPORT BACK TO THEM ON THIS REGARDING WORKMAN'S COMP CLAIMS AND THE COSTS.
TO YOUR POINT, THAT'S IN THERE.
I WAS WORKING ON THE SPECIAL ED PIECE.
I WAS MORE PREPARED ON THAT ONE.
SORRY, I'M THE FIRST ONE. [LAUGHTER]
>> OUR FOURTH INTERIM CHARGE FROM CHAIRMAN HUBERTY HE WAS ON COVID.
THEY ASKED AROUND SIX DIFFERENT AREAS, COVID SAFETY IN THE FALL SEMESTER, CLASSROOMS, LABS, CAFETERIAS IN PARTICULAR.
WE DID PROVIDE VERY DETAILED INFORMATION ABOUT THE NUMBER OF PARENTS THAT SELECTED TO COME BACK FACE-TO-FACE, AND THEN WHAT IT TOOK TO GET OUR CLASSROOMS, OUR LABS, AND OUR CAFETERIAS.
[02:40:01]
IT'S MORE THAN THAT. IT'S THE HALLWAYS, THE BATHROOMS, THE CLINIC, THE BUSES, THE PLAYGROUNDS, I MEAN, IT'S A LOT.WE EXPANDED BEYOND THOSE THREE SETTINGS IN OUR FEEDBACK.
BUT WE TALKED A LOT ABOUT THE NEED TO HELP THE SCHOOL DISTRICTS BECAUSE AS MORE FAMILIES COME BACK, OUR COSTS CONTINUE TO RISE BECAUSE WE STILL HAVE TO CONTINUE TO BUY PPE AND SANITIZER AND DISINFECTANT.
THERE'S A LOT OF MAINTENANCE INVOLVED IN KEEPING SCHOOLS SAFE THIS FALL AND WE THINK INTO THE SPRING, AND SO WE'VE TALKED A LOT ABOUT THAT.
THEN HE RAISED THE QUESTION OF OUR SCHOOL DISTRICTS DOING COVID TESTING IN THE DISTRICT OR ON THE CAMPUSES.
WE ACTUALLY TALKED ABOUT THIS EARLIER.
WE SOUGHT LEGAL GUIDANCE ON THIS.
WE TALKED TO THE HEALTH DEPARTMENT.
BECAUSE WE'RE IN AN AREA WHERE WE HAVE SO MUCH ACCESSIBILITY TO MEDICAL FACILITIES AND ACTUALLY FREE TESTING UP AT THE ROUGHRIDER STADIUM THROUGH THE EMERGENCY MANAGEMENT, WE PUT IN OUR FEEDBACK THAT WE DID NOT FEEL LIKE WE WERE GOING TO BECOME COVID TESTERS.
IF YOU DO IT ON CAMPUS, THAT'S ANOTHER THING FOR THE NURSE TO HAVE TO DO.
THE NURSES WITH ALL THE CONTACT TRACING AND WHAT WE'RE ASKING THEM TO DO, THEIR PLATE IS REALLY VERY, VERY FULL AND SO IS OUR HEALTH SERVICES DEPARTMENT, BECAUSE THEY'RE COORDINATING WITH THE CDC, WITH THE TEXAS DEPARTMENT OF STATE HEALTH SERVICES, WITH TEA.
WE DO A LOT OF CONTACT TRACING AND REPORTING, AND THERE'S JUST A WHOLE LOT EVERYDAY ON CERTAIN FOLKS THAT WOULD THEN NOW NEED TO TAKE THIS ON AS WELL.
WE SAID NOT FOR US, BUT THERE MIGHT BE OTHER DISTRICTS WHERE THAT MIGHT BE APPROPRIATE.
THEY TALKED ABOUT WANTING TO KNOW ABOUT ATHLETICS, ATHLETICS SAFETY, SO WE GAVE GUIDANCE ON OUR PROTOCOLS AND OUR EVENT CAPACITY FOR GUESTS AND WHERE THAT WAS FALLING AND WHAT WE WERE REQUIRING REGARDING SAFETY IN ORDER TO TRY TO HAVE AS MUCH NORMAL ACTIVITY AS POSSIBLE IN A SAFE WAY FOR OUR KIDS AND FAMILIES.
THERE WAS QUITE A BIT OF FEEDBACK GIVEN ON PROJECTED ENROLLMENT AND FORMULA FUNDING FOR 2021.
THE FEEDBACK WINDOW COINCIDED WITH THE ANNOUNCEMENT LAST WEEK THAT THE HOLD HARMLESS HAS BEEN EXTENDED TO THE END OF THE FIRST SEMESTER.
THEY'RE ALSO LOOKING AT ATTENDANCE FUNDING.
THEY'RE ALSO LOOKING AT FREE AND REDUCED LUNCH, AND WE GOT AN EXTENSION ON THAT AS WELL FOR GETTING BACK APPLICATIONS BECAUSE THAT AFFECTS COMPENSATORY EDUCATION FUNDING AND OUR FEDERAL FUNDING.
THERE WILL BE MORE TO COME ON THIS.
WE WERE ACTUALLY AT A MEETING TODAY WITH CHAIRMAN HUBERTY IN COLLIN COUNTY, AND HE GAVE US A PRETTY GOOD UPDATE ON WHAT WE COULD EXPECT TO SEE AND HEAR IN THE COMING DAYS, MONTHS, AND INTO THE NEXT LEGISLATIVE SESSION REGARDING THIS.
BECAUSE ACROSS THE STATE, ENROLLMENT IS DOWN ANYWHERE BETWEEN 2-3 PERCENT ON THE LOW END.
WE'VE HEARD AS MUCH AS 10-15 PERCENT ON THE HIGH-END.
GOING OUT AND FINDING ALL THOSE KIDS TO BRING THEM BACK TAKE SOME TIME WHILE WE'RE DOING EVERYTHING ELSE.
WE'RE VERY THANKFUL THAT THE WHOLE TERM GOT EXTENDED, BUT WE DID GO AHEAD AND GAVE FEEDBACK, THAT DEPENDING ON WHAT HAPPENS, WHAT WE ARE GOING TO DO IN THE SPRING.
WE'VE ALREADY HIRED ALL THE TEACHERS, THEY'VE SIGNED THE CONTRACTS, AND WE'VE OFFERED THEM.
WE'LL CONTINUE TO STAY ON TOP OF THIS.
WE'RE VERY INVOLVED AND ENGAGED IN THESE CONVERSATIONS.
I FEEL LIKE OUR VOICE ON THIS WILL BE HEARD AND WE'VE GIVEN A LOT OF GOOD INFORMATION TO THEM ABOUT THIS.
STAFF/FACULTY RETENTION, GAVE THEM SOME INFORMATION ABOUT THAT, AND OF COURSE, WE ALL HAVE A GREAT CONCERN ABOUT ANY STAFF AND FACULTY RETENTION RELATED TO COVID AND THEY'RE MONITORING THAT CLOSELY.
THEN FINALLY, THE IMPACT ON THE BUDGET, I GET A LOT OF INFORMATION ON THAT.
JUST BECAUSE THE STATE AND FEDERAL COVID RELATED FUNDS, TDEM OFFERED RELIEF BETWEEN MARCH AND MAY.
[02:45:03]
WE REALLY INCURRED VERY FEW EXPENSES DURING MARCH TO MAY BECAUSE PRETTY QUICKLY EVERYBODY GOT SHUT DOWN.WE DIDN'T SPEND A LOT ON THINGS THAT ARE ELIGIBLE FOR REIMBURSEMENT THROUGH THE TDEM, WHICH IS CARES ACT FUNDING.
WE WERE ELIGIBLE FOR MAYBE 16,000.
WE DID SUBMIT FOR THAT, BUT THE FACT THAT THE CUTOFF FOR SUBMITTING WAS MAY 20TH, MOST OF OUR EXPENSES CAME AFTER THAT WHEN WE REALIZED THIS WAS GOING TO BE A MUCH LONGER PROPOSITION TO MANAGE.
THEN THE SR FUNDS CAME IN AND WE WERE ELIGIBLE FOR $4.03 MILLION.
THAT MONEY CAME IN, BUT IMMEDIATELY THE FSP AND RECAPTURE, AND THEN THE AMOUNT WE HAVE TO LEAVE FOR PRIVATE SCHOOL RATIO EQUALED $4.03 MILLION.
THAT WAS NOT AVAILABLE TO US TO PAY FOR COVID RELATED COSTS BECAUSE IT WAS A ZERO OUT.
THEN ON THE FEMA SIDE, WE APPLIED FOR WHATEVER WE COULD QUALIFY FOR THERE, WHICH WAS ABOUT $12,900.
BUT WE'VE SPENT CLOSE TO FIVE MILLION, AND SO OPERATION CONNECTIVITY GAVE US $183,000 BREAK ON TECHNOLOGY.
WE'RE ON THE HOOK FOR THE OTHER 183 OF THAT.
THEY AUTHORIZED $500,000 OF FUNDING FOR PPE TO HELP OFFSET OUR PPE COSTS, WHICH IS GREAT.
BUT THAT STILL LEAVES US, I THINK ON THE HOOK FOR ABOUT 4.1 MILLION.
WE'LL CONTINUE TO SEEK REALLY FOR WHAT WE CAN.
I'M HEARING CHAIRMAN HERE ALREADY LISTENING TO US SAY, WE DON'T NEED ANYMORE SHIPMENTS OF PPE, WE NEED MONEY TO PAY FOR THINGS THAT ARE ACCUSTOMED TO THE DISTRICT AND THE DISTRICTS NEEDS FOR WHATEVER THE COVID SCENARIO IS FOR YOUR CURRICULUM, YOUR INSTRUCTION, YOUR TECHNOLOGY, YOUR PPE, YOUR FACILITIES, DOWN TO THE CONFIGURATION OF A DESK IN AN ELEMENTARY ROOM.
IF YOU'VE GOT THE TANDEM DESK, YOU HAVE ONE NEED.
IF YOU HAVE INDIVIDUAL DESKS, YOU MAY HAVE A COMPLETELY DIFFERENT NEED.
SO AT THIS POINT IN THE GAME, IT'S REALLY, PLEASE LET US MANAGE THE PURCHASE, JUST [LAUGHTER] GIVE US SOME MONEY, NOT IN THOSE TERMS EXACTLY, BUT ANY HELP WE COULD GET WOULD BE APPRECIATED.
BUT WE NEED LOCAL CONTROL OVER SOME DISCRETIONARY FUNDS THAT ARE CARES RELATED WITHOUT HAVING TO GO ASK THE CITY, ASK THE COUNTY.
WE'RE TRYING TO RUN ALL THE EDUCATION, HELP US OUT ON THE MONEY SIDE HERE, AND MAKE IT EASIER FOR US TO NOT HAVE TO GO THROUGH ALL THESE CHANNELS, BECAUSE WE'VE ALREADY GOT THE ENROLLMENT WOES.
THEN YOU ADD ATTENDANTS TAKING ON, CHASING DOWN FREE AND REDUCED LUNCH APPLICATIONS ALL ON A TIMELINE.
THEN ADD, GOING TO BEG FOR [LAUGHTER] COVID BODY ON TOP OF IT.
LUCKILY, OUR COMMUNITY AND OUR FOUNDATION HAVE HELPED US A LITTLE BIT, BUT WE HAVE REAL WORK TO DO ON RECOVERING LEARNING AND INSTRUCTIONAL LOSS THAT IS WHERE OUR EXPERTISE IS AND THAT IS WHERE WE SHOULD BE SPENDING OUR TIME AND ATTENTION, NOT CHASING DOWN CARES ACT MONEY, SO HELP US MAKE THAT EASIER, SO WE DON'T HAVE TO DO THAT.
I HEARD GREAT RECEPTION TO THAT, BOTH FROM THE COMMISSIONER AND FROM CHAIRMAN HEBREW.
>> I GUESS I WOULD ALSO APPLAUD THE CITY FOR THEIR HELP AND INDICATE THAT THE COUNTY HAS THE OPPORTUNITY TO STEP UP AND DO THE SAME.
>> WE DID SUBMIT OPERATION CONNECTIVITY FOR THE $90,000 MATCHING FUND, THAT WOULD HAVE ALLOWED US TO THEN APPLY TO TEA BY A CERTAIN DATE TO GET AN ADDITIONAL MATCHING WHICH WOULD HAVE NETTED ZERO THEN ON THAT TECHNOLOGY COSTS, AND WE WERE DENIED.
IT WAS NOT A LARGE AMOUNT OF MONEY IN THE BIG PICTURE OF THE MILLIONS, BUT WE FELT LIKE BECAUSE THAT WAS AN OPPORTUNITY TO TRY TO GET SOME RELIEF, THEN IT'S ON US TO AT LEAST TRY.
[02:50:03]
THEY'RE MAKING THEIR DECISIONS BASED ON THEIR NEEDS AND THE NEEDS OF THIS COMMUNITY, SO I AT LEAST WANTED TO GIVE IT A GO.WE GET LOTS OF FEEDBACK UNCOVERED.
THEN NEXT STEP IS, THERE'S A SUPER TENANTS LEGISLATIVE SUMMIT IN GEORGETOWN, TEXAS NEXT WEEK.
I'M ON THE ADVOCACY COMMITTEE FOR THAT.
THAT'S A VIRTUAL MEETING THAT'S COMING UP.
THE NORTH TEXAS TECH SCHOOL COALITION WILL HAVE ITS NEXT LEGISLATIVE PLANNING MEETING COMING UP IN NOVEMBER AND ALSO WE'RE PART OF THE NORTH TEXAS LEGISLATIVE CONFERENCE, WHICH IS THE NORTH TEXAS SCHOOL DISTRICTS WORKING TOGETHER.
THEN FOLLOWING THE ELECTION, WE'LL START TO SCHEDULE OUR BOARD LEGISLATIVE SUBCOMMITTEE MEETINGS WITH EACH OF OUR ELECTED OFFICIALS FOR INDIVIDUAL MEETINGS TO DISCUSS OUR PRIORITIES WITH THEM AND LISTEN TO WHAT THEY'VE GOT TO SAY.
I GUESS THAT'S THE ADVOCACY UPDATE.
FEELS LIKE THROUGH THE TEXAS SCHOOL ALLIANCE, WE'VE BEEN DOING A LOT OF ADVOCATING ON THE BACK SIDE OF THINGS, WHICH HAS BEEN A REALLY BENEFICIAL ORGANIZATION AND RELATIONSHIP FOR US TO HAVE A SEAT AT THE TABLE ON SOME OF THE CONVERSATIONS THAT HAVE BEEN GOING ON, THAT HAVE REALLY LED TO SOME OF THE RELIEF THAT WE'RE NOW SEEING COME FROM THE STATE.
I GUESS, JERI, IF YOU WANT TO GIVE A DELEGATE UPDATE FOR YOUR TASB AS WELL.
>> SURE. I'VE BEEN REPRESENTING YOU ALL AS TASB, TEXAS ASSOCIATION SCHOOL BOARDS DELEGATE, AND CODY IS THE ALTERNATE.
THIS PAST SATURDAY FROM 02:00 PM TILL 06:00 PM, WE WERE ON A VIRTUAL DELEGATE MEETING.
THERE WERE A LITTLE LESS THAN 250 DELEGATES THAT WERE PRESENT.
THAT'S OUT OF THE OVER 1,000 SCHOOL DISTRICTS, SO EACH SCHOOL DISTRICT HAD ABOUT FOUR OF THESE SCHOOL DISTRICTS PARTICIPATED.
BASICALLY FOUR ACTION ITEMS THAT WERE TO BE VOTED ON.
ONE WAS OUR REGION 10 DELEGATE.
OUR REGION 10 DELEGATE DID NOT GARNER ENOUGH VOTES TO GET IT OUTRIGHT.
THE PERSON WHO HAS HAD THE POSITION, KEVIN CARBO FROM MESQUITE IS GOING TO CONTINUE TO SERVE IN THAT POSITION.
THE THREE OTHER PIECES WERE CORNERSTONE PRINCIPLES.
THEY WERE APPROVED WITH AMENDMENTS.
ADVOCACY PRIORITIES WERE ALSO APPROVED WITH AMENDMENTS, AND THERE WERE A MERE 54 RESOLUTIONS THAT WERE NARROWED DOWN FROM ALMOST A 150 RESOLUTIONS TO BE VOTED ON.
THERE WERE THREE THAT WERE POLLED.
TWO OF THEM HAD TO DO WITH CHARTER SCHOOLS AND THEY BOTH PASSED.
ONE THAT WAS POLLED DID NOT PASS.
I FOUND IT TO BE PRETTY INTERESTING AND I'M SORRY, I'LL JUST READ IT TO YOU.
THE REQUEST WAS TO HAVE ADA FUNDING FLEXIBILITY ADVOCATED FOR TEA TO DESIGNATE A PILOT COHORT OF HIGH-PERFORMING SCHOOL DISTRICTS TO BE GIVEN FLEXIBILITY REGARDING ATTENDANCE FOR ADA FUNDING, WHICH I FELT LIKE THAT FELL UNDER US COMPLETELY AND THERE WAS A LOT OF PUSHBACK THAT IT DID NOT COME CLOSE.
THAT WASN'T INTERESTING. THERE'S THAT, AND THEN THEY WERE ABLE TO HAVE SEVERAL DISTRICTS CAME TOGETHER TO ADD A LAST MINUTE.
THE RULES ARE REALLY TIGHT ON HOW YOU COULD AMEND AND DO ALL THIS IN THIS VIRTUAL ENVIRONMENT.
BUT THREE SCHOOL DISTRICTS CAME TOGETHER AND PUT TOGETHER AMENDMENT RESOLUTION.
IT'S REALLY WORDY, BUT IT'S BASICALLY EMPHASIZING LOCAL CONTROL DURING AN EMERGENCY SITUATION, MAKING SURE THE SCHOOL DISTRICTS HAVE THAT LOCAL CONTROL.
SO OF COURSE, I SUPPORTED THAT.
CANDY WAS ALSO LISTENING IN ON IT.
IS THERE ANYTHING THAT YOU WANT TO ADD THAT I MISSED.
>> THIS WAS MY FIRST TASB DELEGATION TO BE A PART OF.
VERY INTERESTING. I'M TOLD THAT IT'S A DIFFERENT ONE.
IT'S IN-PERSON COMPARED TO THE VIRTUAL ENVIRONMENT.
I WISH THERE WEREN'T ONLY A QUARTER OF SCHOOLS PARTICIPATING BECAUSE I THINK A LOT OF VOICES SHOULD BE HEARD ON THAT, AND I THINK A LOT OF SMALLER DISTRICTS BENEFIT FROM THE ASSOCIATION AND ALSO LEARNING WHAT'S GOING ON IN OTHER DISTRICTS AND HAVING A VOICE IN THE PRIORITIES BECAUSE TASB DOES REPRESENT ALL OF THE TEXAS' SCHOOL BOARDS, AND IF ONLY 25 PERCENT OF THOSE SCHOOL BOARDS ARE PARTICIPATING, THEN THAT'S 75 PERCENT THAT ARE DENIED A VOICE, BUT ON THEIR OWN ACCORD, NOT THAT ANYTHING HAS BEEN TAKEN AWAY FROM THEM.
I WISH THAT THERE WAS MORE VOICES HEARD THERE, AND I LOOK FORWARD TO CONTINUED PARTICIPATION IN THE LEGISLATIVE ACTION COMMITTEE WITH JERI.
I'M AN ALTERNATE IN THAT AS WELL.
FOLLOWING TASB, I THINK A LOT OF OUR LEGISLATIVE PRIORITIES ARE ALIGNED.
IT WAS INTERESTING DELEGATION AND I LOOK FORWARD TO THE NEXT ONE.
[02:55:11]
I DID HAVE ONE QUESTION.SARAH, JUST IN TERMS OF AROUND THE WATER COOLER, MAYBE YOU'VE HEARD SOMETHING FROM THE TEXAS SCHOOL ALLIANCE OR ANYTHING LIKE THAT.
IN TERMS OF IN THE NEXT LEGISLATIVE SESSION, PEOPLE POTENTIALLY TALKING ABOUT LOOKING AT OR TARGETING SCHOOL DISTRICTS WITH HEALTHY FUND BALANCES TO HELP WITH THE SITUATION, AND THAT WAS PARTICULARLY TROUBLESOME WHEN I HEARD THAT BECAUSE WE WORK HARD TO BE FISCALLY RESPONSIBLE, AND TO HEAR THAT ANYBODY IN THE STATE CAPITAL WOULD TALK ABOUT THAT, IF YOU COULD ELABORATE.
>> YEAH. I THINK IT'S TWO-FOLD.
ONE, I THINK WE'RE GOING TO HAVE TO GET REALLY GOOD ABOUT EXPLAINING WHAT FUND BALANCE IS AND WHAT IT IS NOT.
THAT'S ONE THING. WE HEARD IT TODAY WHEN WE WERE WITH THE CHAIRMAN, IT CAME UP.
I THINK THEY'RE GATHERING THOSE NUMBERS TO LOOK AT HOW MUCH MONEY IS IN FUND BALANCES, AND HE DID SAY, HE SAID, "WE'RE NOT CHASING ALL OF IT," HE SAID.
BUT THERE ARE DISTRICTS IN THE STATE, THEIR FUND BALANCE IS 100 PERCENT.
HE SAID, "YOU'RE NOT FOR PROFIT.
THAT'S A LOT OF FUND BALANCE, AND THAT'S MORE THAN OPERATING." IT CAME UP TODAY AND WE DIDN'T BRING IT UP.
[LAUGHTER] NEXT WEEK AT THE LEGISLATIVE SUMMIT, CHAIRMAN [INAUDIBLE] WILL BE THERE AGAIN.
SO I'LL BE GOING AND LISTENING CLOSELY ON THAT.
I KNOW THROUGH THE TEXAS SCHOOL ALLIANCE.
I THINK I SHARED A POWERPOINT WITH THE BOARD ON FUND BALANCE FROM [INAUDIBLE] PROVIDED A VERY GOOD INFORMATIONAL THING ON FUND BALANCE AND I THINK AS WE MOVE FORWARD IN OUR LEGISLATIVE PLANNING, WE'RE GOING TO NEED TO HAVE VERY ARTICULATE AND CLEAR COMMUNICATION ABOUT FUND BALANCE.
>> YEAH, I WORRY ABOUT ANY LEGISLATION, ESPECIALLY GOING IN, WE OFTEN FIND THAT LEGISLATION THAT'S INITIALLY PRESENTED WHEN IT GETS TO THE FINAL VOTE, OFTEN LOOKS VERY DIFFERENT.
IF THERE ARE SCHOOL DISTRICTS OUT THERE THAT ARE KEEPING A LOT OF MONEY IN THE PIGGYBANK TOO MUCH THAN THAT THEY SHOULD, THAT'S ONE THING THAT SHOULD BE LOOKED AT, AND I THINK THAT SHOULD BE LOOKED AT REGARDLESS OF LEGISLATIVE ACTION.
I HOPE THEIR TAXPAYERS HOLD THEM ACCOUNTABLE.
BUT I KNOW THAT'S NOT WHAT WE'RE DOING HERE AND I WOULD HATE WITH THE RISING RECAPTURE, [OVERLAPPING] THAT'S A REAL CONCERN FOR OUR DISTRICT.
>> THAT'S WHAT I WAS GOING TO SAY IS THE RECAPTURE, WE WOULD HAVE TO HAVE THAT CORRELATE WITH ANY GRAB OF FUND BALANCE.
THEY NEED TO MAKE SURE THAT THAT'S LOOKED AT IN TANDEM.
>> I AGREE. THAT'S WHAT I WAS GOING TO SAY, IS THAT'S ANOTHER WAY TO ATTACK RECAPTURE OR TO LEVERAGE RECAPTURE, IS TO SUGGEST THAT WE NEED TO TIE THE IF.
IF THEY TAKE THE STEP OF GOING AFTER FUND BALANCES, THEY NEED TO LOOK FIRST TO DISTRICTS WHO ARE ACCUMULATING FUND BALANCE AND RECEIVING DOLLARS, AS OPPOSED TO THOSE THAT HAVE FUND BALANCES AND ARE PAYING IN.
THE OTHER THING IS THE SIZE OF THE DISTRICT AND THE COSTS ASSOCIATED WITH THE SIZE OF THE DISTRICT.
IT CANNOT BE A BRIGHT LINE, RED LINE, WHERE YOU HAVE SO MANY MILLIONS OF DOLLARS AND FUND BALANCE, AND THEREFORE, YOU'RE BAD, WHICH IS EXACTLY HOW THEY'RE GOING TO TRY TO SPEND IT.
>> RANDY, IS THERE ANYTHING YOU WANT TO ADD TO THAT CONVERSATION? BECAUSE I'M SURE YOU'VE BEEN IN SOME OF THOSE CONVERSATIONS AS WELL.
>> YEAH. AS YOU'LL RECALL, I THINK IT WAS ABOUT TWO YEARS AGO THAT WE DID A PRESENTATION ON OUR FUND BALANCE AND TALKED ABOUT WHAT DISTRICTS HAVE DIFFERENT NEEDS AND DIFFERENT FUND BALANCES.
A COUPLE OF THE MAJOR FACTORS THERE, ONE OF THEM IS DISTRICTS ON A JULY 1 FISCAL YEAR HAVE A NEED AND HAVE A HIGHER FUND BALANCE BECAUSE THAT'S A REASON SOME DISTRICTS EVEN CHANGED THEIR FISCAL YEAR, IS SO THEY CAN INCREASE THEIR FUND BALANCE, BECAUSE YOU DON'T RECEIVE MUCH REVENUE IN JULY AND AUGUST.
SO IF YOU CAN PULL THOSE EXPENDITURES INTO THE NEXT YEAR, BUT YOUR REVENUES DON'T CHANGE AS OF JUNE 30TH, IT DRIVES YOUR FUND BALANCE.
SO YOU'VE GOT TO LOOK AT DISTRICTS ON JULY 1 VERSUS DISTRICTS THAT ARE ON SEPTEMBER 1.
THE SECOND BIG FACTOR FOR US IS WE'RE OBVIOUSLY ONE OF THE LARGEST RECAPTURE DISTRICTS IN THE STATE AND THAT MEANS WE'RE NOT GETTING THOSE STATE AID PAYMENTS IN AUGUST,
[03:00:04]
SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER THAT MANY DISTRICTS ARE GETTING.WHEN YOU'RE A PROPERTY POOR DISTRICT, YOU'RE GETTING MOST OF YOUR STATE FUNDING IN THE FALL.
WE DON'T GET HARDLY ANY STATE FUNDING IN THE FALL AND OUR TAX COLLECTORS DON'T START COMING IN UNTIL, TAX BILLS DON'T EVEN GO OUT UNTIL LATE FALL, AND MOST OF THOSE AREN'T PAID.
SOME COME IN IN DECEMBER, THE MAJORITY WON'T COME IN UNTIL JANUARY AND FEBRUARY.
WE'RE A DISTRICT ON A JULY 1 FISCAL YEAR AND WE HAVE TO CASH FLOW THIS FOR THE MAJORITY OF THAT SIX MONTH PERIOD.
WHEN YOU'RE IN A SITUATION LIKE US, THAT'S TOTALLY DIFFERENT THAN A DISTRICT THAT'S ON A SEPTEMBER 1 THAT RECEIVES A LOT OF STATE AID.
THEY CAN CASH FLOW THEIR DISTRICT.
BUT LET ME JUST SAY THEIR CASH FLOW NEEDS ARE TOTALLY DIFFERENT THAN A DISTRICT LIKE OURS.
YOU CAN'T PAINT EVERYBODY WITH THE SAME BRUSH AND SAY, WELL, YOU NEED THIS PERCENTAGE IN YOUR FUND BALANCE, BECAUSE THERE'S GREAT DIFFERENCES IN THE WAY A SCHOOL DISTRICT'S FINANCES ARE STRUCTURED.
>> IT'S GOING TO BE VERY IMPORTANT WHEN WE MEET INDIVIDUALLY WITH OUR LEGISLATORS THAT THEY UNDERSTAND THIS VERY CLEARLY.
>> TWO YEARS AGO, I WATCHED YOU AND RANDY TRY TO EXPLAIN AT THE DALLAS ISD BUILDING TO THE CAMERAS AND THE TEXAS LEGISLATURE, THE DIFFERENCE BETWEEN CURRENT YEAR AND PRIOR YEAR VALUES AND THE IMPACT IT COULD HAVE, AND NOBODY WAS LISTENING.
[LAUGHTER] I REALLY FEAR THAT THEY'RE NOT GOING TO UNDERSTAND THE FUNDING NEEDS AND THE DIFFERENCES BETWEEN DISTRICTS DEPENDING ON WHEN THEIR BUDGET STARTS, AND THAT THAT'S GOING TO BE ONE OF THOSE SMALL DETAILS WITH A HUGE IMPACT.
WE'RE ALREADY TALKING ABOUT GOING BACK THIS LEGISLATIVE SESSION AND MAKING THOSE SMALL CORRECTIONS THAT HAVE BIG IMPACTS ON HB3, AND NOW WE'RE TALKING ABOUT NEW LEGISLATURE THAT I DON'T HAVE CONFIDENCE IS GOING TO TAKE IN THE SMALL INTRICACIES THAT HAVE SUCH A BIG IMPACT ON OUR BUDGET.
I GUESS GET READY FOR MORE OF THOSE PRESS CONFERENCES, RANDY.
>> I GUESS IN THE MOST SIMPLE EXAMPLE, YOU CAN EXPLAIN THAT IF WE HAVE TO GO OUT AND BORROW MONEY TO PAY OUR TEACHERS, THE TAXPAYERS WILL BEAR THE COST OF THAT INTEREST.
THAT'S VERY UNFORTUNATE, YOU HAVE TO GET LOANS JUST TO MAKE PAYROLL.
ARE THERE ANY OTHER COMMENTS OR QUESTIONS ON THIS? [LAUGHTER] IT'S JUST BEEN ONE OF THOSE DAYS.
[LAUGHTER] ANY OTHER COMMENTS OR QUESTIONS? I THANK YOU-ALL.
I THANK DAVID AND NANCY FOR THEIR WORK ON THE LEGISLATIVE AGENDA, AND I THANK JERI AND CODY FOR YOUR PARTICIPATION IN THAT, WHAT WAS PROBABLY A FUN-FILLED FOUR HOURS.
[BACKGROUND] [LAUGHTER] WE'VE ACTUALLY LISTENED TO ALL OF OUR COMMENTS TODAY AND SO WE HAVE NOTHING UNDER THIS SECTION.
IF THERE IS NO FURTHER BUSINESS OR ANY OBJECTIONS FROM THE BOARD? SEEING NONE, THE MEETING IS ADJOURNED.
THANK YOU. [NOISE]
* This transcript was compiled from uncorrected Closed Captioning.