Nov 04, 2020 Regular Board Meeting

[00:00:01]

>> GOOD EVENING. I'M TAMMY RICHARDS, BOARD PRESIDENT AND PRESIDING OFFICER.

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

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 CORONA VIRUS, TONIGHT'S BOARD MEETING IS HELD IN THE BOARD ROOM WITH LIMITED SEATING CAPACITY, AND OVERFLOW LOCATION TO LOBBY WITH LIVE STREAMING IS PROVIDED.

IN ACCORDANCE WITH THE GOVERNOR'S EXECUTIVE ORDER, AND IN THE ABSENCE OF ANY OTHER CLEAR GUIDELINES FROM THE STATE REGARDING ATTENDANCE AT IN-PERSON GOVERNMENTAL MEETINGS DURING THE DECLARATION OF EMERGENCY, ALL PERSONS AND ATTENDANTS MUST WEAR FACE MASK AND PRACTICE SIX FEET SOCIAL DISTANCING.

ADDITIONALLY, IN ACCORDANCE WITH THE TEXAS EDUCATION AGENCY GUIDANCE FOR VISITS BY THE GENERAL PUBLIC, THE DISTRICT HAS SCREENED EVERYONE PRESENT THIS EVENING TO DETERMINE IF THEY HAVE COVID 19 SYMPTOMS OR TEST CONFIRM THE COVID 19.

ENTRY TO THE BOARDROOM AND THE OVERFLOW LOCATION, 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 WHILE GIVING A SPEECH TO AN AUDIENCE.

ANYONE REFUSING TO COMPLY WITH THESE GUIDELINES WILL BE REMOVED FOR VIOLATING TRESPASS IN LAWS.

NOW LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF.

FIRST, SARAH BONSER, SUPERINTENDENT OF SCHOOLS, DR. TERESA WILLIAMS, CHIEF OPERATING OFFICER, SECRETARY, DR. HEATHER WANG, [LAUGHTER] ON THE OTHER SIDE NOW.

VICE PRESIDENT, JERRY CHAMBERS, TRUSTEE DAVID STOLLE, TRUSTEE, NANCY HUMPHREY, TRUSTEE CODY WEAVER AND TRUSTEE ANGELA POWELL.

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 THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS OUT.

>> THANK YOU. IT IS NOW TIME FOR OUR BOARD RECOGNITIONS.

[2. RECOGNITIONS]

THIS LIST IS NATIONAL MERIT COMMENDED.

AS YOU CAN SEE BY THE SCREEN PRESENTATION, WE HAVE MANY TALENTED STUDENTS WINNING AWARDS AT THE STATE AND NATIONAL LEVELS.

WE ARE CELEBRATING 200 NATIONAL MERIT-COMMENDED STUDENTS AND 22 COLLEGE BOARD NATIONAL RECOGNITION PROGRAM FINALISTS.

IN SCIENCE PLANO ISD STUDENTS HAVE CAPTURED FIVE OF THE SIX GRAND PRIZES AT THE TEXAS JUNIOR ACADEMY OF SCIENCE COMPETITION.

HIGH SCHOOL SCIENCE STUDENTS ALSO BROUGHT HOME SEVEN FIRST PLACE, 13 SECOND PLACE, 14 THIRD PLACE, AND 13 HONORABLE [NOISE] MENTION AWARDS.

FOUR MIDDLE SCHOOL STUDENTS WERE NAMED IN THE TOP 300 OF THE BROADCOM MASTERS COMPETITION.

IN CAREER AND TECHNICAL EDUCATION TWO PLANO EAST STUDENTS TOOK SECOND PLACE IN PSI HACKS FOR THEIR WEB APPLICATION CALLED FACE ANALYZER THAT HELPS REMOTE LEARNERS STAY ON TASK.

WE'RE ALSO RECOGNIZING STAFF MEMBERS THIS EVENING.

IT IS MY PLEASURE TO JOIN WITH MY FELLOW BOARD MEMBERS IN RECOGNIZING OUR PLANO ISD, FINE ARTS STAFF MEMBERS FOR THE MANY AWARDS THEY HAVE ONE SO FAR THIS SCHOOL YEAR.

ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT IN DISTRICT SERVICES, DR. KARY COOPER WILL INTRODUCE THESE RECOGNITIONS.

DR. COOPER. [NOISE]

>> I'LL GO BACK HERE [INAUDIBLE] [NOISE].

THIS OCTOBER, OUR FINANCE DEPARTMENT STAFF AND THEIR STUDENTS WHO ARE AMONG THE BEST IN THE STATE AND THE NATION.

FINE ARTS IN PLANO ISD INCLUDES THE VISUAL ARTS, VOCAL AND INSTRUMENTAL MUSIC, SPEECH AND DEBATE, AS WELL AS THEATER.

THE FINE ARTS TOUCH EVERY STUDENT IN OUR DISTRICT, BEGINNING IN PRE-K, LED BY FINE ARTS DIRECTOR KATHY KUDDES, THE TEAM'S COMMITMENT TO EXCELLENT AND THEIR APPROACH TO THE WORK THEY DO TO FURTHER THE ARTS IN OUR PLANO ISD COMMUNITY FOR EVERY PLANO ISD STUDENT.

FOR EXAMPLE, IN SEPTEMBER, THE TEAM PACKAGED ART AND MUSIC SUPPLIES FOR SCHOOL AT HOME LEARNERS, 21,000 PACKETS FOR ELEMENTARY ART, 21,000 FOR ELEMENTARY MUSIC, AND 2000 FOR MIDDLE SCHOOL ART.

THOSE NUMBERS ARE INCREDIBLE, BUT THE FINE ARTS TEAM REGULARLY GOES ABOVE AND BEYOND.

THEY STEP UP AND SERVE THEIR STUDENTS WHEREVER THEY ARE LEARNING.

OUR FINE ARTS STUDENTS AND STAFF ARE HISTORICALLY AWARD-WINNING, AND EVEN THOUGH, THIS YEAR HAS BARELY FINISHED THE FIRST NINE WEEKS, THE FINE ARTS TEAM ALREADY HAS FOUR PRESTIGIOUS AWARDS TO CELEBRATE.

THIS COMMITMENT TO EXCELLENCE IS NOT AN ACCIDENT.

IT COMES WITH MUCH HARD WORK AND GREAT LEADERSHIP.

YOU WILL BE HEARING FROM OUR FINE ARTS DIRECTOR KATHY KUDDES IN A FEW MOMENTS, BUT FIRST, I WANT TO JOIN THE BOARD IN HONORING KATHY FOR HER OWN CONTRIBUTIONS TO THE ARTS IN OUR COMMUNITY.

[00:05:02]

THIS AWARD RECOGNIZES EXCEPTIONAL LONG-TERM LEADERSHIP, VISION AND COMMITMENT IN ENCOURAGING AND DEVELOPING THE ARTS AND OUR PLANO COMMUNITY.

KATHY BEGAN HER CAREER IN PLANO ISD IN 1995 AS A MUSIC TEACHER, THEN COORDINATOR OF VOCAL MUSIC IN 1998, AND FINE ARTS DIRECTOR IN 2000.

SHE HAS BEEN INFLUENTIAL IN THE OPENING OF THE PLANO ISD ROBBIE AND LYNORE ROBINSON FINE ARTS CENTER, SET OPEN ITS DOORS THIS SPRING.

KATHY IS A PASSIONATE ADVOCATE FOR THE ARTS AND ART EDUCATION IN PLANO.

UNDER HER LEADERSHIP, THE DISTRICT IS REGULARLY NAMED A BEST COMMUNITIES FOR MUSIC EDUCATION BY THE NATIONAL ASSOCIATION OF MUSIC MERCHANTS FOUNDATION.

THE SPEECH AND DEBATE TEAMS ARE NATIONALLY RANKED WITH BACK-TO-BACK NATIONAL CHAMPIONSHIPS IN 2019 AND 2020, THEATER GROUPS ARE WINNING AWARDS, AND IN A FEW MOMENTS I'LL LET KATHY TELL YOU MORE ABOUT THE VISUAL ARTS PROGRAM THAT RECENTLY WAS AWARDED AN IMPORTANT STATE DESIGNATION.

>> CONGRATULATIONS, KATHY ON THIS WELL-DESERVED AWARD, VICE PRESIDENT JERRY CHAMBERS WILL PRESENT THE CERTIFICATE OF EXCELLENCE FROM THE BOARD.

AS A FORMER FINE ARTS PARENTS, THANK YOU SO MUCH FOR WHAT YOU DO FOR OUR KIDS.

>> AM SO EXCITED.

[APPLAUSE]

>> SO GRATEFUL FOR THE LOVE OF ART COMMITTEE AND FOR THEIR SUPPORT OF MY WORK.

IT REALLY IS THE BEST KIND OF RECOGNITION WHEN SOMEBODY SIMPLY NOTICES THAT YOU'RE DOING WHAT YOU LOVE TO DO.

OUR NEXT FEW RECOGNITIONS ARE ADDITIONAL EXAMPLES OF OUR COMMITMENT TO EXCELLENCE WITHIN THE FINE ARTS DEPARTMENT.

LINDSEY PETROPOULOS IS THE SPEECH AND THEATER TEACHER AT RICE MIDDLE SCHOOL.

SHE WAS RECENTLY NAMED MIDDLE SCHOOL'S SPEECH TEACHER OF THE YEAR BY THE TEXAS SPEECH COMMUNICATIONS ASSOCIATION.

THE AWARD CRITERIA STATES THAT THE RECIPIENT SHOULD SHOW A HIGH LEVEL OF EXCELLENCE IN TEACHING AS EVIDENCED BY STUDENTS AND SUPERVISORS.

HER PRINCIPAL AND SPEECH COLLEAGUES UNIVERSALLY PRAISED MRS. PETROPOULOS FOR HER FEARLESS APPROACH TO TEACHING PUBLIC SPEAKING AND DEBATE SKILLS TO HER STUDENTS.

HER ABILITY TO DEVELOP SUPPORTIVE RELATIONSHIPS WITH THEM AND THE COMPETITIVE EXCELLENCE OF THE SPEECH TEAM AT RICE.

I PERSONALLY LOVE THE SPEECH TEAM T-SHIRT SLOGAN THAT WAS QUOTED BY A FORMER STUDENT IN HER NOMINATION PACKET.

IT READ "WE DO FOR FUN WHAT OTHERS FEAR MORE THAN DEATH." [LAUGHTER] LINDSEY, CONGRATULATIONS AND THANK YOU FOR GUIDING THESE ASPIRING SPEAKERS.

WOULD YOU COME FORWARD AND LET MRS. CHAMBERS AND THE BOARD CONGRATULATE YOU AS WELL.

[APPLAUSE].

>> NOW, I DON'T KNOW WHO'S OUT THERE TRYING TO TAKE A PICTURE THROUGH THE GLASS, BUT HE PROBABLY SHOULD COME IN.

[LAUGHTER].

>> I THINK MR. PETROPOULOS. [LAUGHTER]

>> COME IN MR. PETROPOULOS.

>> CONGRATULATIONS AGAIN, LINDSEY.

[LAUGHTER] IT'S NOT VERY OFTEN THAT THE CAMPUS PRINCIPAL IS RELEGATED TO THE CHEAP SEATS IN THE LOBBY.

[LAUGHTER] THE TEXAS ART EDUCATION ASSOCIATION ANNOUNCED THEIR MIDDLE SCHOOL ART TEACHER OF THE YEAR RECENTLY AS WELL.

THEY SELECTED HENDRICK MIDDLE SCHOOL ART TEACHER, MATT GRUNDLER.

MATT TAUGHT ART AT BRINKER ELEMENTARY SCHOOL FOR 14 YEARS, AND HE MOVED TO MIDDLE SCHOOL TWO YEARS AGO SERVING BOTH HENDRICK AND RENNER.

HE'S NOW ASSIGNED TO HENDRICK IN PLANO WEST.

HIS APPROACH TO CREATIVITY EDUCATION IS BASED

[00:10:02]

BEYOND HIS WORK WITH STUDENTS HERE IN PLANO ISD, MATT IS THE CO-CREATOR AND CO CURATOR OF THE CREATIVITY DEPARTMENT THAT INCLUDES A WEEKLY TWITTER CHAT, BLOGS, AND PODCASTS.

HE CHAIRS, MEANINGFUL AND CURRENT PROFESSIONAL DEVELOPMENT WITH A GLOBAL COMMUNITY OF NEARLY 7,000 ART EDUCATORS.

THE CRITERIA FOR THE AWARD IS TO HAVE SIGNIFICANTLY CONTRIBUTED TO ART EDUCATION ON THIS STATE, LOCAL, AND NATIONAL LEVEL.

MATT WAS NOMINATED BY MEMBERS OF THIS EXTENDED ART COMMUNITY, BUT WE ARE PROUD TO CALL HIM ONE OF OUR OWN.

MR. GRUNDLER, WOULD YOU COME FORWARD AND LET US CONGRATULATE YOU FOR THE GREAT WORK YOU DO [APPLAUSE] INSPIRING STUDENTS EVERYDAY.

CONGRATULATIONS, MATT.

[APPLAUSE].

LAST BUT CERTAINLY NOT LEAST, WE'RE PLEASED TO ANNOUNCE THAT THE PLANO ISD VISUAL ARTS PROGRAM EARNED THE TAEA A DISTRICT OF DISTINCTION RECOGNITION THIS FALL.

THE APPLICATION RUBRIC INCLUDES 14 SPECIFIC CRITERIA, INCLUDING PARTICIPATION IN SEVERAL STATE-LEVEL EXHIBITIONS, THE VISUAL ART, SCHOLASTIC EVENT, PARTICIPATION IN BIG ART DAY, ACTIVE PROMOTION OF PROGRAMS VIA SOCIAL MEDIA, DISTRICT PUBLICATION OF PROGRAM ADVOCACY, AND MORE.

THERE WERE OVER 1,000 DISTRICTS ELIGIBLE TO APPLY, BUT ONLY 43 DISTRICTS MET THE HIGH STANDARDS OF THIS AWARD.

THE AWARD RECOGNIZES, AND I QUOTE, OUTSTANDING LEADERSHIP IN PROMOTING THE ARTS IN THEIR DISTRICT AND COMMUNITY.

THIS RECOGNITION IS ACTUALLY A STRONG TESTAMENT NOT ONLY TO THE LEADERSHIP OF OUR VISUAL ARTS COORDINATOR, LAURA GRUNDLER, BUT HER AMAZING GROUP OF ART EDUCATORS.

I'D LIKE TO INVITE LAURA GRUNDLER TO COME FORWARD AND BE RECOGNIZED FOR HER INCREDIBLE CONTRIBUTION TO THIS RECOGNITION.

[APPLAUSE] THANKS FOR THE [INAUDIBLE].

IF YOU HAVEN'T SEEN, IN ADDITION TO THE BEAUTIFUL ACRYLIC AWARD, TAEA SENT US A BOX WITH A CROWN IN IT THAT'S ON DISPLAY IN THE LOBBY.

YOU SHOULD SEE IT.

[LAUGHTER] IT'S A PRETTY SPECTACULAR WAY TO ANNOUNCE THAT.

THANK YOU ALL VERY MUCH FOR THIS OPPORTUNITY TO CELEBRATE GREAT TEACHING AND LEADERSHIP AND ARTS EDUCATION HERE IN PLANO ISD.

WE CERTAINLY APPRECIATE YOUR ONGOING SUPPORT AND ENCOURAGEMENT.

THANKS FOR HAVING US HERE TONIGHT.

>> WELL, THANK YOU, KATHY. THE FINE ARTS DEPARTMENT IS OFF TO A WONDERFUL START FOR THIS YEAR AND I INVITE THE BOARD AND THE ADMINISTRATION TO MAKING REMARKS THEY MIGHT WANT TO THIS TIME.

>> KATHY, CAN I JUST WANT TO SAY YOU'VE BEEN WITH US, PLANO ISD FOR 15 YEARS.

THANK YOU FOR YOUR HARD WORK AND DEDICATION TO OUR STUDENTS AND I ALSO WANT TO SAY, THANK YOU TO OUR FINE ARTS DEPARTMENT EDUCATORS FOR ENCOURAGING CREATIVITY AND MAKING ART FINE FOR OUR STUDENTS.

THANK YOU SO MUCH FOR ALL YOU DO.

>> THANK YOU ALSO.

>> I JUST WANT TO TELL A STORY ABOUT LAURA.

[LAUGHTER] SHE'S SUCH AN ENGAGING TEACHER.

SHE STARTS CONVERSATIONS ON SOCIAL MEDIA SO OFTEN.

SOMETIMES I COULDN'T RESIST RESPONDING BECAUSE ONE OF THE QUESTIONS LIKE, IF YOU WANT TO BE AN ART SUPPLY, WHERE WOULD YOU LIKE TO BE? [LAUGHTER] OH MY GOD, I COULDN'T RESIST.

I SAID, I WANT TO BE THAT EASEL.

I LOOK AT THE [INAUDIBLE] SO I DIDN'T HAVE TO DO ALL THE WORK.

IT'S JUST SO MUCH FUN.

SHE MADE IT FUN. THAT'S DEDICATION AND A PROMOTION OF ART, AND I REALLY ADMIRE IN OUR TEACHERS. THANK YOU SO MUCH.

>> I'D LIKE TO SAY THAT I'M REALLY PROUD OF OUR DISTRICT AND THE APPRECIATION OF THE ARTS FOREVER.

WE'VE ALWAYS HAD SUCH A STRONG ART DEPARTMENT, MUSIC, VISUAL ARTS, DANCE, THEATER, EVERYTHING AND I'M JUST SO PROUD OF THE TEAM.

I'M LOOKING AT EVERYBODY OUT THERE AND WHAT AMAZING AWARDS.

[00:15:04]

I'M REALLY OLD, BUT I'M JUST SO PROUD OF THE ARTS IN OUR DISTRICT AND I THINK THAT SETS US APART FROM OTHER DISTRICTS BECAUSE A LOT OF SCHOOL DISTRICTS DON'T REALLY APPRECIATE THE ARTS THE WAY WE DO HERE AND SO I'M PROUD TO SERVE ON A BOARD THAT SUPPORTS THE ARTS.

I HAVE AN ORIGINAL LAURA GRUNDLER IN MY HOUSE.

>> KATHY, I JUST WANTED TO SAY THANK YOU FOR YOUR LEADERSHIP.

YOU'VE BEEN AT THE HELM FOR A LONG TIME LEADING A TREMENDOUS GROUP OF EDUCATORS AND SO THE COMMITMENT OF OUR MUSIC, OUR THEATER, OUR SPEECH, [INAUDIBLE] OUR VISUAL ARTS, [LAUGHTER] ALL OF OUR TEACHERS OUT THERE WORKING HARD EVEN IN THESE TIMES, MAKING IT HAPPEN IS SO CRITICALLY IMPORTANT AND IT'S BEEN AN INTEGRAL PART OF AN EDUCATION IN PLANO ISD AND WILL CONTINUE TO BE AND PART OF THAT AS A STRONG PART TO YOUR LEADERSHIP AND THE LEGACY THAT YOU CARRY ON.

THANK YOU FOR THAT.

I DID MAKE A PROMISE THAT LAURA AND MATT GRUNDLER WERE SURPRISED BY HIS AWARD BECAUSE SHE DID NOT KNOW THAT HE WAS GETTING AN AWARD.

I SAID WELL, I'LL MAKE SURE I'LL SAY THAT MY COMMENTS, [LAUGHTER] BUT LINDSEY AND MATT AND LAURA, TO ALL OF YOU, CONGRATULATIONS ON BEING SUCH EXEMPLARY LEADERS AND ROLE MODELS IN YOUR FIELD AND YOU STAND APART BUT YOU ARE A PART OF AN OUTSTANDING TEAM IN PLANO AND THANK YOU SO MUCH FOR ALL THAT YOU DO.

>> I THINK ONE MORE ROUND OF APPLAUSE.

[APPLAUSE] JUST THANK YOU FOR EVERYONE WHO WAS ABLE TO BE PRESENT THIS EVENING IN SUPPORT OF ART EDUCATION IN PLANO, AND TO OUR HONOREES FOR ALLOWING US THE OPPORTUNITY TO CELEBRATE YOUR ACCOMPLISHMENTS.

PRE-PANDEMIC, THIS ROOM WOULD BE FILLED WITH FINE ARTS TEACHERS, JOINING THE CELEBRATION OF THEIR COLLEAGUES.

WE MISS SEEING THAT CAMARADERIE, HOPEFULLY THEY'RE WATCHING REMOTELY OR ON VIDEO.

I JOINED WITH THE BOARD IN OUR CONTINUED SUPPORT OF QUALITY ART EDUCATION IN PLANO ISD.

WE ARE PROUD OF YOUR ACCOMPLISHMENTS AND YOUR COMMITMENT TO EXCELLENCE AND IMPRESSED WITH THOSE NEARLY 44,000 PACKAGE YOU PUT TOGETHER FOR SCHOOL AT HOME LEARNERS [NOISE]. THANK YOU SO MUCH.

NOW CERTAINLY LAST BUT NOT LEAST, WE HAVE ONE MORE RECOGNITION.

THE BOARD IS PLEASED TO HAVE THE OPPORTUNITY TO CELEBRATE TRUSTEE NANCY HUMPHREY.

NANCY RECENTLY RECEIVED THE ATHENA AWARD FROM THE PLANO CHAMBER OF COMMERCE, IS PART OF THE ANNUAL BEST TO PLANO AWARDS.

FOR THOSE WHO DON'T KNOW, THE ATHENA AWARD HONORS ONE EXCEPTIONAL WOMAN EACH YEAR WHO HAS ACHIEVED EXCELLENCE IN HER PROFESSIONAL AND PERSONAL LIFE.

NANCY HUMPHREY JOINS THE RANKS OF SOME VERY IMPRESSIVE PLANO WOMEN WHO WERE FORMER ATHENA AWARDEES.

WITHOUT THE PANDEMICS SOME OF THEM WOULD HAVE BEEN HERE TO HONOR YOU.

NANCY, WE KNOW FIRSTHAND HOW MANY HOURS YOU DEDICATE TO YOUR DUTIES ON THE BOARD, AND WE WANT TO THANK YOUR FAMILY FOR ALLOWING US TO TAKE SO MUCH OF YOUR TIME.

THIS IS YOUR THIRD TERM ON THE BOARD, WHERE YOU HAVE SERVED AS PRESIDENT, VICE PRESIDENT, AND SECRETARY.

DURING LEGISLATIVE YEARS SUCH AS THIS ONE, YOU'LL WORK ON THE BOARD LEGISLATIVE COMMITTEE AND THE TASK BE LEGISLATIVE ADVISORY COUNCIL ARE IMPORTANT TO ALL DISTRICT STAKEHOLDERS, INCLUDING OUR TAXPAYERS BUT YOUR SERVICE TO THE BOARD IS ONLY PART OF THE PICTURE.

SUPERINTENDENT, I'M SURE YOU HAVE MORE TO ADD [NOISE].

>> I DO. I HAVE A STORY, NO I'M JUST KIDDING [LAUGHTER].

I REMEMBER ONE OF THE FIRST CHAMBER EVENTS I WENT TO WHERE THE ATHENA AWARD WAS GIVEN, AND I STARTED TO LOOK AT LIKE, WHAT IS THAT AND HOW DO YOU EARN THAT? I CAN'T THINK OF A SINGLE PERSON, A WOMAN WHO DESERVES THE ATHENA AWARD MORE THAN YOU NANCY.

IN PLANO ISD WE ARE SO APPRECIATIVE OF YOUR PASSION FOR EDUCATION AND FOR MAKING DECISIONS ON BEHALF OF THE CHILDREN SERVED BY THIS DISTRICT.

BUT THERE'S A LOT MORE TO YOUR SERVICE IN THE COMMUNITY THAT PEOPLE PROBABLY MAY NOT KNOW ABOUT, YOU'RE A MEMBER OF LEADERSHIP PLANO, LEADERSHIP TASK B.

YOU'RE AN AVID SUPPORTER OF THE BOY SCOUTS OF AMERICA, AND YOU HAVE SERVED ON THE EXECUTIVE BOARD AND THE CIRCLE TEN COUNCIL, WHICH SERVES THOUSANDS OF NORTH TEXAS YOUTH.

YOU ARE A PAST BOARD MEMBER OF THE ROTARY CLUB.

YOU RECEIVED THE HEART AND HEROES COMMUNITY SERVICE AWARD FROM THE HEALTH SERVICES OF NORTH TEXAS, AND THESE ORGANIZATIONS GIVE BACK TO THE COMMUNITY IN EVERYTHING THEY DO, AND YOU HAVE BEEN A PART OF ALL OF THAT.

FOR A NUMBER OF YEARS YOU'VE BEEN ACTIVE ON THE BOARD OF THE HENDRICK SCHOLARSHIP FOUNDATION, HAVING SERVED AS THE PAST BOARD PRESIDENT AND RECENTLY AS ITS EXECUTIVE DIRECTOR.

AGAIN, THIS FOUNDATION BENEFITS AT RISK STUDENTS, THROUGH SCHOLARSHIPS, MENTORING AND TUTORING, AS WELL AS LIFE SKILLS WORKSHOPS,

[00:20:03]

YOU HAVE LEFT YOUR MARK ON THIS COMMUNITY, AND NOW IT IS RECOGNIZED FORMALLY IN OUR COMMUNITY.

I DON'T KNOW, PEOPLE JUST DON'T KNOW, WHEN YOU ENGAGE IN THE COMMUNITY, NANCY IS EVERYWHERE.

I GO TO THE RICHARDSON CHAMBER, THERE'S NANCY, I GOT TO THE PLANO CHAMBER, THERE'S NANCY, THE HENDRICK, I MEAN, IT'S JUST, I CAN'T TELL HOW MUCH YOU MAKE A DIFFERENCE.

FOR THAT, WE SHOULD ALL BE VERY THANKFUL AND YOU ARE SO-DESERVING OF THIS AWARD.

CONGRATULATIONS.

>> WE HAVE SOMETHING SPECIAL FOR YOU.

THIS BEAUTIFUL FLOWER ARRANGEMENT [NOISE] WAS MADE BY OUR TALENTED FLORAL DESIGN STUDENTS, IN THE PLANO WEST CAREER AND TECHNICAL EDUCATION PROGRAM.

CONGRATULATIONS NANCY, ON THIS WELL-DESERVED AWARD [NOISE].

I INVITE MY FELLOW BOARD MAYORS TO MAKE THEIR CONGRATULATORY MARKS AT THIS TIME.

>> WELL, NANCY, I WANT TO SAY THAT IS A WELL-DESERVED RECOGNITION [NOISE] , BECAUSE YOU SPENT YEARS AND YEARS VOLUNTEERING.

NOT ONLY THAT, BUT YOU AS A VOLUNTEER ALL THE YEARS ON PTA, FOR ALL THE SCHOOLS. THANK YOU. CONGRATULATIONS.

>> I ALSO HAVE STORIES [LAUGHTER] THAT I CAN TELL [LAUGHTER] BUT I'M NOT GOING TO BECAUSE IT WOULD PROBABLY GET YOU IMPEACHED, IF THERE ARE SUCH THINGS THAT COULD HAPPEN TO A BOARD OF TRUSTEES MEMBER.

AS I WAS LISTENING TO ALL OF THE THINGS THAT WERE BEING SAID ABOUT NANCY, TWO THINGS STRUCK ME, ONE IS, [INAUDIBLE] AND NANCY AND I HAVE BEEN ON THE BOARD TOGETHER FOR NOW 10 YEARS, AND I'VE SEEN A LOT AND BEEN THROUGH A LOT OF THE WARS OF THE LAST DECADE TOGETHER.

NANCY HAS ALWAYS BEEN FIRST TO LEAVE, FIRST TO SPEAK, FIRST [NOISE] TO RAISE HER VOICE ON BEHALF OF OUR DISTRICT AND ON BEHALF OF OUR COMMUNITY.

SHE IS A TIRELESS WORKER.

I THINK THIS IS A WELL-DESERVED HONOR, AND I'M GLAD THAT YOU HAVE BEEN AWARDED THAT, I'M GLAD TO CALL YOU A FRIEND AND A COLLEAGUE AND MANY MORE YEARS TOGETHER.

>> WELL I HAVE STORIES TOO, BUT I CAN'T SAY THEM EITHER.

NOW NANCY, YOU ARE MODEL, WHAT IT MEANS TO BE A SCHOOL BOARD MEMBER.

YOU ARE OUR MODEL ON HOW TO BE ACTIVE, HOW TO BE ENGAGED, YOU ARE THE MODEL PTA BOARD MEMBER, AND TEACHING ME HOW IMPORTANT PTA IS AND OUR ROLE THERE.

YOU'VE BEEN A TREMENDOUS MENTOR TO ME AND AN AMAZING FRIEND.

THIS RECOGNITION IS LONG OVERDUE, AND I'M SO PROUD OF THAT IT'S FINALLY COMING TO YOU AND THANK YOU FOR ALL YOU DO.

>> NOW I HAVE STORY AND I DO TELL, [LAUGHTER].

AS NEW BOARD MEMBER IN THE PAST YEAR AND OVER A YEAR, I TRIED TO GO EVERYWHERE, BE EVERYWHERE, TRY TO LEARN.

EVERY WEEK YOU HAVE A REPORT ON YOUR MICROSOFT, IS A COOPERATION REPORT, IS A SCHEDULE REPORT BASICALLY.

EVERY TIME IT TELLS ME, YOU SPEND THE MOST TIME WITH NANCY, I'M LIKE, I SPENT MOST TIME WITH NANCY? I WAS WONDERING WHY, I'M LIKE, WE'RE GOING, WHEREVER I WAS GOING SHE WAS THERE.

THAT'S WHY WE SPENT A LOT OF TIME TOGETHER IN MY PAST YEARS.

THANK YOU FOR BEING A FRIEND [LAUGHTER].

>> WELL, CONGRATULATIONS AGAIN TO EVERYONE THAT WE'VE BEEN ABLE TO HONOR AND RECOGNIZE TONIGHT.

EVERYONE ATTENDING FOR THE RECOGNITION PORTION IS WELCOME TO ADJOURN TO THE LOBBY FOR PHOTOS EXCEPT FOR MS. HUMPHREY, WHO HAS TO STAY.

ONCE AGAIN, CONGRATULATIONS.

THANK YOU.

[APPLAUSE].

THE FLOWERS ARE LOVELY, SO I'M SO THANKFUL.

THANK YOU VERY MUCH.

ALL RIGHT, IF THERE ARE NO OBJECTIONS FROM THE BOARD,

[3. CLOSED SESSION]

[00:25:05]

AT THIS TIME I ASK EVERYONE WHO'S NOT PART OF THE CLOSE SESSION TO PLEASE EXIT THE BOARDROOM. THANK YOU.

[4. RECONVENE OPEN SESSION]

[5. PLEDGES OF ALLEGIANCE]

>> I PLEDGE MY ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.

HONOR THE TEXAS FLAG, I PLEDGE ALLEGIANCE TO THE TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

>> YOU MAY BE SEATED. TONIGHT'S INSPIRATIONAL MESSAGE

[6. INSPIRATIONAL MESSAGE]

>> GOOD EVENING. WE ALWAYS BEGIN.

SORRY, I CAN'T BREATHE BECAUSE OF MY MASK.

[INAUDIBLE] TOOK IT OFF, I WAS OUT OF BREATH.

WE ALWAYS BEGIN WITH AN INSPIRATIONAL MESSAGE TO HELP TO SET THE TONE OF THE MEETING.

LET US, AS BOARD MEMBERS BE MINDFUL OF THE WORK THAT'S BEFORE US.

IT'S AN OPPORTUNITY FOR US TO FOCUS OUR ATTENTION AND REFLECT ON THE MISSION OF THE DISTRICT AS WE CARRY OUT OUR WORK OF PROVIDING CITIZEN GOVERNANCE AND OVERSIGHT OF THE DISTRICT.

I FIND IT HELPFUL TO REMEMBER A FEW CHARACTERISTICS OF SERVANT LEADERSHIP.

AS I KNOW, EACH OF US TRULY HAS THE COMMUNITY'S BENEFIT IN MIND.

STILL CAN'T CATCH MY BREATH.

[LAUGHTER] FIRST OFF, STEWARDSHIP.

ON STEWARDSHIP AS A PRACTICE OF SERVING OTHERS FOR THE GREATER GOOD.

EMPOWERMENT, EMPOWERMENT IS PROVIDED THROUGH DETERMINING CLEAR POLICIES AND EXPECTATIONS.

ACCOUNTABILITY IS HOLDING YOURSELF AND OTHERS RESPONSIBLE FOR ACTIONS.

CONNECTIVITY IS TO PROVIDE A LINK BETWEEN MANAGEMENT AND STAKEHOLDERS.

HUMILITY IS PLACING YOURSELF IN PERSPECTIVE AMONG OTHERS.

COURAGE IS REQUIRED TO TAKE CALCULATED RISKS AND TO BE INNOVATIVE.

LISTENING IS THE ABILITY TO UNDERSTAND OTHERS PERSPECTIVES.

EMPATHY IS PLACING YOUR VIEWPOINT ASIDE TEMPORARILY AND VALUING OTHERS' PERSPECTIVES, AND THEN CONCEPTUALIZATION IS THE ABILITY TO DEVELOP MISSION VISION, AND GOALS FOR THE LONG-TERM.

THOSE ARE SOME OF THE THINGS THAT I THINK WE KEEP IN MIND AS WE GO FORWARD TONIGHT.

ULTIMATELY, OUR GOAL IS THAT THE PLANO ISD LEARNING COMMUNITY WILL EDUCATE, INSPIRE, AND EMPOWER EVERY STUDENT TO ACHIEVE OR ACTIVATES, THEIR UNIQUE POTENTIAL IN A DYNAMIC WORLD.

DOES THAT SOUND FAMILIAR? WE DESIRE OUR STUDENTS TO BE READY TO ADAPT, EMPLOY CRITICAL THINKING SKILLS, AS WELL AS HAVE GREAT COMMUNICATION SKILLS, A CURIOUS MINDSET, EMPATHY AND CREATIVITY.

WITH ALL THAT IS GOING ON IN OUR WORLD TODAY, LET'S SET THAT ASIDE TONIGHT AND FOCUS ON HOW OUR WORK CAN CONTRIBUTE POSITIVELY TO THE PROCESS OF SERVING.

SERVING OUR COMMUNITY AND SERVING OUR STUDENTS, FAMILIES, TEACHERS, AND STAFF.

>> THANK YOU, NANCY. WE WILL NOW HEAR PUBLIC COMMENTS.

[7. PUBLIC COMMENT SESSION]

>> THANK YOU, PRESIDENT [INAUDIBLE].

WE HAVE ONE SPEAKER TONIGHT.

>> THANK YOU. IS IT AN AGENDA OR NON AGENDA ITEM?

>> I'M SORRY. A NON AGENDA ITEM.

>> ALRIGHT, THANK YOU. TONIGHT THE BOARD HAS TWO OPPORTUNITIES TO HEAR FROM THE PUBLIC.

FIRST, THE BOARD WILL CONDUCT A PUBLIC COMMENT SESSION AS POSTED ON THE AGENDA FOR AGENDA ITEMS, AND IF TIME ALLOWS, NON AGENDA ITEMS. NON AGENDA ITEMS NOT HEARD DURING THE ALLOTTED TIME WILL BE HEARD AT THE END OF THE MEETING DURING THE CONCLUSION OF PUBLIC COMMENT SESSION.

THE SPEAKERS WHO WISH TO ADDRESS AGENDA OR NON AGENDA ITEMS WERE REQUIRED TO SIGN UP PRIOR TO THE START OF THE MEETING AS POSTED ON THE AGENDA.

THEN IN JUST A FEW MINUTES, THE NEXT AGENDA ITEM IS A PUBLIC HEARING ON SCHOOLS FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

FIRST RATING, WHICH THE BOARD IS REQUIRED BY LAW TO CONDUCT.

THE PUBLIC HEARING DOES NOT REQUIRE SIGNING UP TO SPEAK.

HOWEVER, DURING THE PUBLIC HEARING, ONLY THE TOPIC OF COMMENTS IS LIMITED TO THE DISTRICT'S FIRST RATING ONLY.

[00:30:02]

COMMENT CARDS ARE NOT TRANSFERABLE TO OTHER SPEAKERS.

THE INFORMATION SHARED IN PUBLIC COMMENT IS NOT AN ENDORSEMENT OF THE INFORMATION SHARED BY THE PRESENTER, AND SOLELY PROVIDES THE OPINION OF THE INDIVIDUAL SPEAKER, NOT THE DISTRICT.

COMMENTS WE HEARD IN THE ORDER OF THE CORRESPONDING AGENDA ITEM UNTIL ALL AGENDA ITEM COMMENTS HAVE BEEN HEARD.

IF TIME REMAINS NON AGENDA ITEMS WILL BE HEARD.

INDIVIDUAL COMMENTS SHALL NOT EXCEED THREE MINUTES.

A TIMER IS DISPLAYED ON THE SCREEN AND IF YOU ARE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, I WILL INTERRUPT 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 ASKED THE SUPERINTENDENT TO CORRECT ANY MISINFORMATION, THAT HAS BEEN PRESENTED AS FACT, RECITE EXISTING POLICY, OR REFER THIS SPEAKER TO A STAFF MEMBER IN AUTHORITY OVER THE ISSUE.

DR. WILLIAMS, PLEASE CALL OUR SPEAKER TO THE PODIUM.

>> AT THIS TIME, I'D LIKE TO CALL [INAUDIBLE] TO TALK ABOUT HYBRID.

>> HI, MY NAME IS [INAUDIBLE].

I HAVE TWO CHILDREN AT MCMILLAN AND I'VE WATCHED HOW THEY'VE SUFFERED THIS YEAR WITH THE FORCED HYBRID PROGRAM YOU PUT IN PLACE IN THE HIGH SCHOOLS, TEACHING ONLY 40 PERCENT OF THE WEEK WILL NOT GIVE THEM THE EDUCATION THAT THEY NEED TO SUCCEED NOW TO PREPARE FOR THE NATIONAL TESTS, OR TO BUILD THE BASE OF KNOWLEDGE THAT THEY WILL NEED IN COLLEGE AND BEYOND.

MY CHILDREN ARE IN FINE ARTS.

BUT THOSE AWARDS YOU MENTIONED AT THE START OF THIS MEETING WILL CONTINUE TO BECOMING WHEN YOU LEAVE THE KIDS TO DO ARTS AT HOME ON THEIR OWN, THREE DAYS A WEEK.

YOU'RE FORCING CHILDREN TO TEACH THEMSELVES INDEPENDENTLY, THREE DAYS A WEEK WITH ZERO LIVE INSTRUCTION OR INTERACTION WITH TEACHERS OR OTHER STUDENTS.

THERE'S NO DATA THAT YOU'VE SHARED TO SUPPORT WHY YOU IMPLEMENTED THIS OR WHEN IT WILL END.

CHILDREN HAVE A RIGHT TO FIVE DAYS A WEEK SYNCHRONOUS EDUCATION.

DISTRICTS ALL OVER THE COUNTRY HAVE FIGURED OUT A WAY TO MAKE THIS WORK, WITH OPTIONS SUCH AS CO SEEDING AND LIVE VIRTUAL LESSONS.

IF GARLAND AND WILEY CAN FIGURE THIS OUT WITH THEIR RESOURCES NEXT DOOR TO US, SURELY PLANO ISD CAN FIGURE IT OUT WITH OURS.

I HAVE NEVER HEARD OF ANOTHER SCHOOL DISTRICT IMPLEMENTING SUCH A CRAZY HYBRID POLICY, FORCING TEACHERS TO TEACH THE SAME MATERIAL THAT EACH COHORT ON DIFFERENT DAYS OF THE WEEK INSTEAD OF PROVIDING LIVE INSTRUCTION EACH DAY.

MUCH LESS HAVING EACH MONDAY IS BASICALLY A TEACHER WORKDAY BECAUSE YOU COULDN'T FIGURE OUT HOW TO DIVIDE IT EVENLY AMONG THE COHORTS.

HOW CAN OUR KIDS BE EXPECTED TO COMPETE WHEN THEY AREN'T GETTING THE SAME EDUCATION AS OTHER DISTRICTS? WHEN I EXPLAINED TO ANY OTHER PAIRING ANY OTHER SCHOOL DISTRICT WHAT PISD IS DOING, THEY'RE SHOCKED.

I AM SHOCKED THAT YOU HAVE IMPLEMENTED THIS INSANE PLAN.

I KEEP WONDERING WHEN I WILL WAKE UP FROM THIS NIGHTMARE.

I HAVE A CHILD WITH A 504 PLAN.

504 ACCOMMODATIONS CANNOT BE MET WITH THIS HYBRID PLAN BECAUSE THESE KIDS CANNOT LEARN THE SAME WAY WITHOUT LIVE INSTRUCTION EACH DAY.

I'VE BEEN WRITING E-MAILS AND CALLING THE SCHOOL BOARD, THE SUPERINTENDENT, THE PRINCIPAL, THE 504 COORDINATOR SINCE THIS PLAN WAS ANNOUNCED AND THE FEAR RESPONSES THAT ARE SAVED, SAY MY COMPLAINTS WILL BE FORWARDED TO THE APPROPRIATE PERSON.

IF THE APPROPRIATE PERSON IS NOT ONE OF THOSE PEOPLE, WHO IS IT? HOW DO I MAKE MY CONCERNS HEARD? HOW DO I MAKE YOU UNDERSTAND THE DAMAGE YOU'RE DOING? I'VE BEEN TOLD, "EVERYONE IS DOING THEIR BEST." BUT THAT IS NOT TRUE, WE'RE FAILING OUR CHILDREN.

THIS IS GOING TO AFFECT THEIR FUTURES.

WE OWE THEM A REAL EDUCATION.

YOU OWE THEM BETTER THAN THIS.

YOU HAVE THE POWER TO CHANGE THIS.

PLEASE WAKE UP AND CHANGE THIS BEFORE YOU DO MORE DAMAGE TO OUR CHILDREN.

END HYBRID, SHOW US YOU CARE MORE ABOUT THE KIDS THAN PROTECTING YOURSELVES.

BE INNOVATIVE, REMEMBER YOUR RESPONSIBILITY, REMEMBER THE KIDS, REMEMBER ALL THE THINGS THAT SHE JUST SAID, BECAUSE NONE OF THOSE APPLY TO THE DECISIONS THAT YOU'VE MADE ABOUT HYBRID AND OUR HIGH SCHOOLS IN PLANO ISD THAT NO ONE AROUND HERE DOES.

END HYBRID.

>> AT THIS TIME, THE BOARD OF TRUSTEES WILL CONDUCT A PUBLIC HEARING ON

[8. PUBLIC HEARING ON SCHOOLS FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS (FIRST) RATING]

CHIEF FINANCIAL OFFICER WILL GIVE A BRIEF REPORT.

AFTERWARDS, THE BOARD OF TRUSTEES WILL RECEIVE PUBLIC INPUT REGARDING THIS TOPIC, MR. [INAUDIBLE]?

>> YES. THANK YOU, PRESIDENT [INAUDIBLE] , MEMBERS OF THE BOARD.

I WOULD LIKE TO INTRODUCE COURTNEY REEVES, WHO IS OUR EXECUTIVE DIRECTOR OF FINANCIAL SERVICES AND SHE WILL PRESENT THE FIRST RATING TONIGHT.

>> THANK YOU, RANDY. THANK YOU,

[00:35:01]

TONIGHT I HAVE FOR YOU THE 2019-2020 PLANO ISD, SCHOOL FIRST RATING.

A LITTLE BIT OF INTERESTING INFORMATION ABOUT SCHOOL FIRST, THE ACTUAL INCEPTION OF SCHOOL FIRST BY TEA ACTUALLY CAME IN RESPONSE TO SENATE BILL 875 FROM THE 76 LEGISLATURE.

THIS IS ACTUALLY THE 18TH YEAR OF TEXAS SCHOOL FIRST.

FIRST ACTUALLY STANDS FOR FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

THERE ARE SOME GOALS OF SCHOOL FIRST, AND FIRST AND FOREMOST, THOSE ARE THE UNIFORM INDICATORS.

ALL THE DISTRICTS ACROSS TEXAS ACTUALLY HAD THE SAME INDICATORS, AND THOSE INDICATORS ARE TO MEASURE THE DISTRICT'S FINANCIAL MANAGEMENT PRACTICES.

BUT THE PRIMARY GOAL OF FIRST IS TO HELP DISTRICTS ACHIEVE QUALITY PERFORMANCE AND THE MANAGEMENT OF THEIR FINANCIAL RESOURCES.

WE DO HAVE SOME REQUIREMENTS FOR OUR SCHOOL FIRST, ONE IS TO PREPARE A FIRST FINANCIAL MANAGEMENT REPORT WITH REQUIRED DISCLOSURES.

YOU ALL SHOULD HAVE A COPY AND WE ALSO HAVE COPIES AVAILABLE TO THE PUBLIC.

WE ARE ALSO REQUIRED TO ADVERTISE OUR PUBLIC MEETING, WHICH WE DID SO IN THE PLANO STAR COURIER ON OCTOBER 18TH.

THEN LASTLY, WE ARE TO HOLD A PUBLIC MEETING TO DISCUSS THE RATING.

WE ACTUALLY HAVE 60 DAYS AFTER RECEIVING OUR FINAL RATING FROM TEA TO HOLD A PUBLIC MEETING TO DISCUSS THE RATING AND ALSO TO DISTRIBUTE THE MANAGEMENT REPORT.

KEEP IN MIND THE BASIS OF THIS RATING.

IT'S ACTUALLY FROM 2018-2019 DATA.

OUR STAFF AND STUDENT DATA AND OUR BUDGETED FINANCIAL DATA COMES DIRECTLY FROM OUR FALL PEIMS SNAPSHOT OF 2018, AND THEN THE ACTUAL FINANCIAL DATA IS GOING TO COME FROM OUR KAFIR FOR YOUR INNER JUNE 30TH, 2019.

THEY'RE STILL THE SAME FOUR-TIER ACCOUNTABILITY RATING SYSTEM, WHICH LOOKS MUCH LIKE A REPORT CARD.

SO 90-100 POINTS RECEIVED IS AN A FOR A SUPERIOR ACHIEVEMENT, 80-89 POINTS IS A B FOR ABOVE STANDARD ACHIEVEMENT, 60-79 POINTS, C FOR A MEET STANDARD OR STANDARD ACHIEVEMENTS AND A LESS THAN 60 POINTS IS AN F FOR SUBSTANDARD ACHIEVEMENT.

ANY DISTRICT THAT ACTUALLY RECEIVES A SUBSTANDARD ACHIEVEMENT MUST FILE A CORRECTIVE ACTION PLAN WITH TEA WITHIN A MONTH OF THEIR PUBLIC HEARING.

JUST AN OVERVIEW OF THE INDICATOR, SO WE HAVE 15 INDICATORS WITH THIS CURRENT SCHOOL FIRST.

THE FIRST FIVE ARE ACTUALLY CALLED CRITICAL INDICATORS AND WHAT THEY MEAN BY CRITICAL IS BASICALLY YOU MUST ANSWER YES ON ALL FIVE OF THESE INDICATORS.

ANSWERING NO WOULD ACTUALLY CAUSE YOU TO FAIL THE ENTIRE REPORT.

FOR PLANO ISD, WE SCORED YES ON ALL FIVE CRITICAL INDICATORS, AND FROM THERE WE HAVE 10 ADDITIONAL INDICATORS AND THOSE 10 INDICATORS ACTUALLY HAVE A MAXIMUM SCORE OF 10 POINTS A PIECE.

THE MAXIMUM SCORE FOR THE ENTIRE SUMMARY WOULD BE A 100 POINTS.

I'M VERY PLEASED TO REPORT THAT PLANO ISD SCORED A 98 OUT OF 100, WHICH IS THE HIGHEST ACHIEVEMENT OF THE LETTER GRADE A FOR SUPERIOR ACHIEVEMENT.

[NOISE] WE'RE GOING TO GO OVER SOME OF THE INDICATORS.

WE DEFINITELY WON'T GO OVER ALL 15, REALLY QUICKLY ON THESE CRITICAL INDICATORS.

THE FIRST TWO REALLY FOCUS ON OUR ANNUAL FINANCIAL REPORT.

THE FIRST ONE IS ASKING IF WE FILED OUR KAFIR ON TIME.

WE ACTUALLY HAVE 30 DAYS FROM THE NOVEMBER 27TH DEADLINE TO FILE OUR ANNUAL FINANCIAL REPORT WITH TEA, AND ACTUALLY IN THIS YEAR, WE FILED IT ON NOVEMBER 27TH, SO WE ABSOLUTELY FILED IT ON TIME.

THE SECOND 2A AND B, ARE SPECIFICALLY ASKING ABOUT THE ANNUAL FINANCIAL REPORTS AS FAR AS AN UNMODIFIED OPINION, WHETHER IT WAS ISSUED WITH NO MATERIAL WEAKNESSES AND INTERNAL CONTROLS, AND YES, WE RECEIVE AN UNMODIFIED OPINION.

THREE AND FOUR ARE BASICALLY ASKING ABOUT PAYMENTS THE DISTRICT MADE.

THREE IS SPECIFICALLY ABOUT ALL OF OUR DEBT AGREEMENTS THAT WE MADE IF WE MADE THEM TIMELY, AND YES, WE DID.

THEN FOUR IS ASKING ABOUT PAYMENTS MADE TO GOVERNMENT AGENCIES, SPECIFICALLY TEACHER RETIREMENT SYSTEM, TEXAS WORKFORCE COMMISSION, AND THE INTERNAL REVENUE SERVICE, AND OF COURSE, WE MADE THOSE ON TIME AS WELL.

THESE ARE STARTED THE INDICATORS THAT RECEIVED THE 10 POINT.

THERE'S REALLY TWO STRUCTURES FOR THE POINTS, ONE IS THE YES OR NO, AND SO YES WOULD BE THAT YOU'D GET ALL 10 POINTS, NO WOULD BE THAT YOU GET ZERO.

THERE'S THE OTHER WHICH IS A SLIDING SCALE.

WITHIN THE SLIDING SCALE, WHEREVER YOUR RATIO LANDS DETERMINES YOUR POINT TOTAL FOR THAT PARTICULAR INDICATOR.

INDICATOR 7 IS ACTUALLY PART OF THE SLIDING SCALE, AND UNFORTUNATELY INDICATOR 7 IS THE ONLY INDICATOR THAT PLANO ISD DID NOT GET 10 OUT OF 10 POINTS.

THIS SPECIFIC INDICATOR MEASURES OUR CURRENT LIQUIDITY OR OUR SHORT-TERM LIQUIDITY, WHICH IS OUR CURRENT ASSETS TO OUR CURRENT LIABILITY.

TO RECEIVE THE FULL 10 POINTS, WE NEEDED A RATIO GREATER THAN 3.0.

WE DID EARN 8 POINTS OUT OF 10.

[00:40:02]

IT IS A DECREASE FROM THE PRIOR YEAR.

WHAT BASICALLY DROVE THAT DECREASE, OUR CURRENT ASSETS DID DECREASE DUE TO OUR CASH AND INVESTMENTS, AND THAT WAS A DRAW DOWN SPECIFICALLY ON OUR CAPITAL PROJECTS FUND.

AS WE COMPLETE THESE CONSTRUCTION PROJECTS AND OUR CAPITAL PROJECT FUNDS AND WE PAY FOR THEM, THAT CASH BALANCE IS GOING TO CONTINUE TO DECREASE.

ON THE OTHER SIDE, THE OFFSIDE, OUR LIABILITIES ACTUALLY DID INCREASE, AND THAT WAS DUE TO A SLIGHTLY HIGHER RATE OF AMOUNTS DUE TO GOVERNMENTS, SPECIFICALLY DUE TO STATE FOR OUR RECAPTURE PAYMENTS IN JULY AND AUGUST.

>> [LAUGHTER] CAN I, STOP RIGHT THERE A SECOND.

AS YOU'RE SAYING YOU'RE DESCRIBING WHAT THIS IS, I WAS THINKING TO MYSELF IF RECAPTURE IS PART OF OUR CURRENT LIABILITIES, WE WILL NEVER EVER BE ABLE TO GET A THREE TIMES ASSETS LIABILITIES.

IN FACT, WE WILL CONTINUE TO DROP FROM TWO AND HALF LOWER ON AN ANNUAL BASIS, CORRECT?

>> CORRECT.

>> I DON'T LIKE THAT.

>> ACTUALLY THAT MAY BE COMPOUNDED A LITTLE BIT BECAUSE NOW STARTING IN 1920, REMEMBER WE COULD MAKE ALL OF OUR DEBT PAYMENTS IN AUGUST.

THAT REALLY DIFFERS ALL OF THAT AMOUNT OR SETS IT UP AT THE END OF THE FISCAL YEAR AS A PAYABLE.

>> THAT WAS ACTUALLY WHERE I WAS GOING THE FIRST TIME WHEN I THOUGHT IT WAS PROBABLY BECAUSE OF OUR DEBT SCHEDULE, THAT OUR RATIO IS A LITTLE BIT LOWER.

BUT THEN WHEN YOU STARTED DESCRIBING, I THOUGHT IF THEY PUT RECAPTURE IN THERE, THAT'S JUST PATENTLY RIDICULOUS.

[NOISE] FOR A DISTRICT LIKE US THAT HAS, I MEAN, WE GET AN A ON THIS LIKE EVERY YEAR FOR 30 YEARS AROUND OR SOMETHING CRAZY LIKE THAT.

WE ARE A SOUND OF FINANCIAL DISTRICT AS THERE IS IN THIS STATE AND YET OUR SCORE WILL CONTINUE TO DROP ON ANNUAL BASIS AS RECAPTURED CONTINUES TO RISE.

>> WE TAKE CARE OF OUR DEBT.

I MEAN, THAT'S THE PART OF IT THAT WE'RE TAKING CARE OF OUR DEBT, SO THAT'S A GOOD THING, AND WE'RE GIVING IT A WHOLE LOT OF MONEY BACK TO THE STATE AND RECAPTURE, WHICH SOME PEOPLE SAY IT'S A GOOD THING.

BUT THOSE TWO GOOD THINGS CAUSE US TO GET DEDUCTED POINTS.

I JUST THINK IT'S SIMPLIFIED TERMS. THAT'S HOW WORKS.

>> PRETTY.

>> SEE WE HAVE GANG HERE, WE WANT 100 NOT 98.

>> YEAH WE ARE OVERACHIEVERS.

[OVERLAPPING] [LAUGHTER]

>> MOVING ON TO INDICATE 9, THIS ONE IS ACTUALLY A YES OR NO QUESTION AND IT ASKS WHETHER THE DISTRICT SPENDS MORE THAN IT EARNS OR I GUESS THE OTHER SIDE OF IT IS, DID THE DISTRICT'S GENERAL FUND REVENUES EQUAL OR EXCEED EXPENDITURES? THIS WAS YES, OUR REVENUES EXCEEDED EXPENDITURES BY NEARLY FIVE MILLION DOLLARS, $4.96 MILLION.

FOR THIS INDICATOR, WE GOT 10 OUT OF 10 POINTS.

INDICATOR 10, IS OUR DEBT SERVICE RATIO.

THIS ONE IS ON A SLIDING SCALE.

IN ORDER TO GET THE FULL 10 POINTS, WE NEEDED A RATIO GREATER THAN 1.2.

PLANO ISD AGAIN, I'LL PULL 10 POINTS AT 0.12827.

INDICATOR 11, IS ALSO KNOWN AS THE ADMINISTRATIVE COSTS RATIO AND THIS IS JUST MEASURING THE PERCENTAGE OF THE DISTRICT'S BUDGET SPENT ON ADMINISTRATIVE COSTS.

THIS DOES TAKING CONSIDERATION THE SIZE OVER THE DISTRICT, SO THERE'S A THRESHOLD FOR THE RATIO.

FOR THIS SPECIFIC RATIO, WE NEEDED TO HAVE A RATIO LESS THAN 0.0855, WHICH WE DID TO EARN ALL 10 POINTS WITH 0.042.

INDICATOR 12, IS PROBABLY MY LEAST FAVORITE INDICATOR JUST BECAUSE OF HOW IT'S WORDED, IT IS QUITE CONFUSING.

THE QUESTION IS, DID THE DISTRICT NOT HAVE A 15 PERCENT DECLINE AND STUDENTS TO THE STAFF RATIO OVER THREE YEARS? I THINK IT WAS BETTER UNDERSTOOD WHEN I READ IT THAT DID THE DISTRICT, IT'S ASKING BASICALLY HAD THE DISTRICT DECREASED THE NUMBER OF STAFF IN PROPORTION TO THE DECLINE IN STUDENTS OVER THESE THREE YEARS? JUST FOOD FOR THOUGHT, AND THIS IS SPECIFIC TO DISTRICTS WITH DECLINING ENROLLMENT, SO IF YOU ARE A DISTRICT THAT YOUR ENROLLMENT IS INCREASING, YOU AUTOMATICALLY GET THE FULL 10 POINTS.

IF NOT, THERE'S A FORMULA THAT'S APPLIED AND BECAUSE OF DECLINING ENROLLMENT, IF YOU'LL SEE 18-19 VERSUS 16-17.

WE DID HAVE DECLINING SOON ENROLLMENT BY 1,116, BUT WE DID HAVE AN INCREASE IN FTES OF A 118.31.

ULTIMATELY WE NEED A RATIO THAT'S GREATER THAN A NEGATIVE 0.15.

WE DID EARN THE FULL 10 POINTS FOR THIS INDICATOR WITH A NEGATIVE RATIO OF 0.0374.

LASTLY, I JUST WANTED TO SHOW YOU A SNAPSHOT OF WHAT'S GOING ON STATEWIDE FOR THE FIRST.

IF YOU LOOK AT 1819 VERSUS 1920, WE HAD THE SAME NUMBER OF DISTRICTS PASSING AND FAILING BUT IF YOU SCAN DOWN INTO THE SUPERIOR, INTO THE TEARS, YOU'LL SEE THAT 11 DISTRICTS MOVED DOWNWARD FROM SUPERIOR ACHIEVEMENT DOWN TO ABOVE STANDARD.

I DO THINK THAT'S INDICATING TO US IS THAT IT'S GETTING HARDER AND

[00:45:02]

I DO THINK THAT THIS SHOWS THAT PLANO ISD HAS DONE AN EXCELLENT JOB OF MANAGING THEIR FINANCES.

ONE OF THE THING TO CONSIDER, ESPECIALLY WHEN WE LOOK AT THIS SLIDE, THIS TIME NEXT YEAR, THERE WAS SOME SUBSTANTIVE CHANGES TO SCHOOL FIRST IN 2018 AND THOSE CHANGES ARE ACTUALLY GOING TO TAKE EFFECT NEXT YEAR AND IT'S GOING TO BE OUR 2021 RATING, BUT IT'S GOING TO BE FOR OUR 1920 DATA.

WE'RE GOING FROM 15 INDICATORS TO 20.

IT'S GOING TO BE INTERESTING TO SEE AGAIN JUST THE TONE AND THE PULSE AS IT'S GETTING HARDER AND HARDER, WHAT IS THIS GOING TO LOOK LIKE NEXT YEAR AS FAR AS A DISTRICT WIDE.

EXCUSE ME, STATEWIDE.

THAT'S ALL I HAVE FOR YOU THIS EVENING.

I'M HAPPY TO ANSWER QUESTIONS OR TURN IT OVER FOR PUBLIC COMMENT.

>> HEY COURTNEY, I HAVE A QUESTION FOR YOU.

I'M IN THE JUNGLE HERE.

SORRY. [LAUGHTER] WELL, I JUST WANT TO ALWAYS BRAG AND POINT OUT OUR ADMINISTRATIVE COST IS VERY LOW, ONE OF THE LOWEST IN THE STATE.

WHEN THEY GO AND DIG US FOR HAVING A 180 MILLION ON OUR LIQUIDITY RATIO THAT'S RELATED TO RECAPTURE.

WHO DESIGNS THIS FIRST REPORT, WHO PUTS THE METRICS OUT THERE, AND WHO DO WE TALK TO YOU ABOUT GETTING NUMBER 7 AMENDED TO INCLUDE OR SET ASIDE OUR STRAKE OR RECAPTURE?

>> THE SUBSTANTIVE CHANGES THAT ARE COMING FOR 18 SPECIFICALLY CAME FROM THE COMMISSIONER OF TEA.

ULTIMATELY, IT IS TEA.

RANDY COMPRISE SPEAK TO THIS, THAT THEY DO BRING COMMITTEE TOGETHER TO TALK THROUGH, TYPICALLY WHEN THEY MAKE LARGER CHANGES, BUT IT DOES COME DIRECTLY DOWN FROM THE COMMISSIONER TO TEA.

>> THANK YOU.

>> YES MUM.

>> COURTNEY. I JUST WONDER, IF WE FILE FOR A WAIVER EXTENSION TO OUR ADVANTAGE, WILL THAT TAKE CARE OF THE PROBLEM, INCREASE OUR ASSETS AND WE JUST FILE WHEN WE HAVE THE MOST MONEY AT HAND, SO IS THAT POSSIBLE?

>> NOT CURRENTLY.

RANDY, DO YOU WANT SPEAK MORE TO RECAPTURE?

>> IS YOUR QUESTION, GO AHEAD AND PAY EARLY AND PAY IT DURING THE FISCAL YEAR, SO IT'S NOT A YEARLY LIABILITY. [OVERLAPPING]

>> WHAT I MEAN IS THAT WE EXTEND THE FILING OF THE REPORT, TO LIKE WE DID LAST TIME JANUARY THE YEAR AFTER.

>> TALKING [OVERLAPPING] ABOUT THE FINANCIAL REPORT?

>> YES. IF WE FILE AT A DIFFERENT TIME NOW THAT OUR FINANCIAL PICTURE LOOKS DIFFERENT?

>> NO, IT REALLY DOESN'T BECAUSE IT'S STILL YOUR FINANCIALS AS OF JUNE 30, SO THAT'S JUST A FALLING DEADLINE, BUT WE STILL HAVE TO HAVE THE PROPER ACCOUNTING ROD AS OF THE END DAY.

>> YES MUM.

>> ARE THERE ANY FURTHER QUESTIONS OR COMMENTS? ALL RIGHT.

IS THERE ANYONE PRESENT WHO WOULD LIKE TO SPEAK REGARDING THE SCHOOL'S FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS FIRST READY? [NOISE] ALL RIGHT.

I GUESS WE CLOSE THAT HEARING.

THIS IS THE END OF THE PUBLIC HEARING.

[NOISE]

[9.A. Plano Independent School District Education Foundation Annual Report]

JAMIE JOLLY, SENIOR EXECUTIVE DIRECTOR OF THE PLANO ISD EDUCATION FOUNDATION, WILL PRESENT THE PLANO INDEPENDENT SCHOOL DISTRICT EDUCATION FOUNDATION ANNUAL REPORT.

MS. JOLLY.

>> THANK YOU FOR HAVING US.

AS YOU MENTIONED, JAMIE JOLLY, I'M SENIOR EXECUTIVE DIRECTOR FOR THE FOUNDATION.

ALSO JOINING ME THIS EVENING.

WE HAVE OUR CURRENT PRESIDENT, TIM MCCOY, AND OUR IMMEDIATE PAST PRESIDENT, JENNIFER JAMIESON.

TONIGHT WE JUST WANT TO GIVE YOU A QUICK OVERVIEW OF THE 2019-2020 YEAR FOR THE FOUNDATION.

I'LL START WITH OUR BOARD OF DIRECTORS AND SEVERAL OF YOU, SEATED HERE THIS EVENING ALSO SERVE ON OUR BOARD.THIS LAST YEAR WE HAD TRUSTEE PAO REPRESENTING THE BOARD OF TRUSTEES ON THE BOARD, AS WELL AS IN AN ADVISORY CAPACITY, SUPERINTENDENT BONSER AND JERRY CHAMBERS ALSO SERVING AS WELL.

WE HAVE A GREAT MIX OF BOARD MEMBERS AND FEW OF THESE HAVE ROLLED OFF AND WE'VE WELCOMED A FEW NEW MEMBERS THIS YEAR.

LOOKING BACK AT 2019 - 2020, WE WERE ABLE TO RAISE A LITTLE OVER $1.4 MILLION AND EVEN IN SPITE OF THE PANDEMIC, WE WERE ABLE TO MEET MOST OF OUR GOALS,

[00:50:01]

MOST OF OUR DONORS COME IN THROUGH THE EMPLOYEE CAMPAIGN.

WE ALSO HAVE SPONSORSHIPS, SKI PLANO, EVERYBODY'S FAVORITE GALA, AND ALSO THROUGH DIFFERENT GRANT INITIATIVES.

MOST IMPORTANT, I THINK WHEN WE MAY LOOK BACK TO 2019 - 2020, I THINK WE REALLY STRENGTHEN OUR RELATIONSHIP WITH THIS BOARD AND WITH THE PRIORITIES OF THE DISTRICT, WE MADE SURE THAT WHAT WE WERE DOING IN FUNDING AND HOW WE WERE ALIGNING OUR PRIORITIES WERE MATCHING THOSE OF THE DISTRICT.

WE WORKED REALLY HARD TO MAKE SURE THAT WAS HAPPENING.

LITTLE BIT MORE INFORMATION DETAILS.

YOU'LL SEE HERE WHERE OUR CONTRIBUTIONS COME FROM FOR THE FOUNDATION, OUR LARGEST PORTION OF FUNDS DO COME FROM OUR CORPORATE PARTNERS.

WE ALSO HAVE IN-KIND CONTRIBUTIONS THAT COME IN THAT WOULD BE, FOR INSTANCE, THE RENT AT THE CORE STORE THAT'S GIVEN TO US COMPLIMENTARY FROM MEDICAL CITY PLANO.

ALSO YOU'LL SEE SOME THE EVENT REVENUE, DIVIDENDS, AND THEN ALSO OUR INDIVIDUAL AND FOUNDATION CONTRIBUTIONS, SO JUST OVER 1.4 MILLION.

WE'VE HAD SOME AMAZING PARTNERS THIS PAST YEAR.

AS YOU CAN SEE HERE, THE COMPANIES AND INDIVIDUALS ARE LISTED.

IT WAS GREAT IN THE MIDDLE OF EVERYTHING IN MARCH AND APRIL AND MAY AS WE WERE TRYING TO FIGURE OUT NEXT STEPS FOR THE DISTRICT AND THE FOUNDATION.

I CAN'T TELL YOU HOW MANY OF THESE PARTNERS REACHED OUT TO US AND SAID, WHAT CAN WE DO TO HELP YOU? HOW CAN WE HELP YOU MAKE SURE THAT YOUR SERVING FAMILIES RIGHT NOW DURING THIS TIME.

THEY SHOWED FLEXIBILITY, SEVERAL THESE DONORS ALLOWED US TO USE DOLLARS THAT WERE GIVEN TO US AS GRANTS FOR ONE PROGRAM.

WE WERE ABLE TO TRANSITION INTO DIFFERENT PROGRAMS AND BE ABLE TO SERVE OUR FAMILIES WHERE THEY WEREN'T.

I'LL TALK A LITTLE BIT ABOUT THAT IN A MOMENT.

OUR LARGEST CONTRIBUTIONS THIS PAST YEAR, YOU'LL SEE FROM OUR PARTNERS AT CAPITAL ONE, THEY CAME ON AS OUR LEAD SPONSOR FOR OUR ROBOTICS PROGRAM IN 2019 - 2020.

AND ALSO OUR FRIENDS AT TEXAS HEALTH RESOURCES PARTNERED ON THE PLANO UP GRANT, WHICH IS HELPING US TO ADDRESS DEPRESSION IN STUDENTS THAT ARE LOCATED IN OUR 75 OR 74 ZIP CODE.

2019-2020 FUNDING PRIORITIES, THAT'S HOW WE MADE THE MONEY, THIS IS HOW WE SPEND THE MONEY.

AS YOU WILL SEE, THESE ARE ALL PROGRAMS AND INITIATIVES THROUGHOUT THE DISTRICT THAT SUPPORT THE WORK OF THE DISTRICT.

I DO WANT TO TAKE A SECOND AND JUST HIGHLIGHT A FEW OF THE PROGRAMS. WE HAD A COUPLE OF NEW PROGRAMS THIS YEAR, WE HAD THE EMPLOYEE RECOGNITION PROGRAM.

THIS CAME FROM OUR FRIENDS IN HR AND THEY WANTED A WAY TO RECOGNIZE OUR SUPPORT STAFF THROUGHOUT THE DISTRICT.

SO PIERS AND SUPERVISORS CAN NOMINATE FOLKS TO BE RECOGNIZED AND THEY ACTUALLY GET TO GO OUT AND DO THEIR OWN LITTLE PRIZE PATROL AND HANDOUT GIFT CARDS, AND IT'S A GREAT EXPERIENCE.

THIS IS OUR FIRST YEAR AND WE'VE BEEN ABLE TO PARTNER WITH OUR FRIENDS AT UNTOUCHED OFFERED THIS.

ALSO, I NEW THIS YEAR WAS OUR RICHARD DOUGLAS FUND, THANKS TO THE INITIAL CONTRIBUTION FROM PRESIDENT RICHARDS AND HER HUSBAND, WE WERE ABLE TO ESTABLISH THIS FUND TO REALLY HELP THOSE FAMILIES WITH IMMEDIATE NEEDS WHEN THEY FIND THEMSELVES IN A CRISIS.

IT COULD BE ANYTHING FROM TRANSPORTATION NEEDS, TO HOUSING, WE'VE HAD KIDS THAT HAVE HAD MEDICAL CONDITIONS THAT WE'VE BEEN ABLE TO HELP WITH AS WELL MEDICAL BILLS, THIS FUND INITIALLY WAS ABOUT $10,000 WITH THE INITIAL CONTRIBUTION, AND CAPITAL 1 ACTUALLY LET US RE-PURPOSE SOME DOLLARS BECAUSE THEY SAW THAT WE HAD SOME GROWING NEEDS WITHIN THE DISTRICT, AND SO WE WERE ABLE TO MOVE THAT MONEY OVER TO THERE AND HELP THOSE FAMILIES.

ALSO, SOCIAL, EMOTIONAL LEARNING, WE WERE ABLE TO PARTNER WITH OUR FRIENDS AT BAYLOR, SCOTT AND WHITE PLANO, AND EXPAND THE SOCIAL EMOTIONAL LEARNING CURRICULUM AT THREE DIFFERENT ELEMENTARY CAMPUSES.

WASN'T QUITE, WE WERE HOPING TO GET IT TO MORE CAMPUSES, BUT IT WAS A GOOD STARTING POINT.

THIS WAS THE FIRST TIME THAT WE HAVE FUNDED SOCIAL-EMOTIONAL LEARNING.

IT ALLOWED US AN OPPORTUNITY TO SEE MORE ABOUT THE PROGRAM AND HOW WE CAN HELP EXPAND THAT PROGRAM.

ALSO WOULD MENTION THE PLANO APP GRANT BECAUSE IT WAS THE LARGEST GRANT, THIS IS A MULTI-YEAR 18 MONTH GRANT AND IT WILL WRAP UP IN MARCH OF 2021, YEAH, 2021.

THE PROGRAM ALLOWS US TO PARTNER WITH FIVE OTHER AGENCIES IN THE COMMUNITY TO TRULY SERVE OUR FAMILIES AS FAR AS PROVIDING FOOD AND HOUSING,

[00:55:06]

THIS PROGRAM WILL HOPEFULLY BE A MODEL THAT WE CAN EXPAND THROUGHOUT THE DISTRICT TO HELP OUR STUDENTS THAT ARE DEALING WITH DEPRESSION AND ANXIETY.

WE'RE ALSO BEING CONSIDERED FOR THE GRANT FOR THE NEXT TWO YEARS FOR THAT PROGRAM, AND WE SHOULD FIND OUT IN THE VERY NEAR FUTURE IF WE QUALIFIED.

MORE ON THAT.

I DID WANT TO SPEND JUST A SECOND AND SHARE WITH YOU.

I GET THE FUN JOY OF GETTING CARDS FROM OUR FAMILIES AND OUR STUDENTS AND OUR TEACHERS, THE ONES THAT WE WERE HELPING THROUGH OUR GRANTS.

SO I WANTED TO JUST SHARE A LITTLE BIT.

MOST OF THESE COME FROM OUR IMMEDIATE NEEDS, FUN OR RICHARD'S DOUGLAS FUND, ALSO FROM A FEW OF OUR GRANTS TO EDUCATORS PROGRAMS. THIS ONE'S FOR A MOM AND IT SAYS, THANK YOU SO MUCH FOR YOUR CONTRIBUTION, IT'S A HUGE HELP FOR ME, MY SON BENEFITS FROM MY LEARNING SIGN LANGUAGE.

WE ACTUALLY HELP OUR REGIONAL SCHOOL FOR THE DEAF AND PROVIDE SOME GIFT CARDS THROUGH A GRANT TO EDUCATORS PROGRAMS SO THAT THEY CAN GET TRANSPORTATION, BECAUSE IF YOU REMEMBER, THAT PROGRAM IS THROUGHOUT THE COUNTY, A LOT OF THE PROGRAMMING IS HELD IN PLANO, BUT THEY MAY LIVE IN ANNA OR SOMEWHERE FURTHER AWAY.

IT CAN BE COSTLY FOR THEM TO ATTEND THOSE MEETINGS.

THIS ONE WAS FROM A STUDENT IN THE REGIONAL SCHOOL FOR THE DEAF AND SAYS, THANK YOU FOR HELPING US TO GET TO CHEMO TREATMENT.

YOU DON'T KNOW HOW MUCH IT HELPS JUST TO HAVE AN EXTRA GIFT CARD.

WE GAVE OUT GAS CARDS TO THOSE FAMILIES THAT WE'RE HELPING THEIR STUDENTS THEN ALSO HAD DIFFERENT NEEDS THROUGHOUT THE YEAR.

THIS ONE, SEND A PICTURE, IT WAS FROM A GENTLEMAN THAT SAID, THANK YOU FOR HELPING ME GIVE MY SON A CHANCE.

JUST AGAIN, GREAT WORK THAT WE'RE DOING THROUGH THESE DIFFERENT PROGRAMS, IT'S GREAT TO BE ABLE TO SEE IT MAKE A DIFFERENCE IN OUR FAMILIES.

OUR ANNUAL REPORT, THE FULL REPORT IS AVAILABLE ON THE WEBSITE PIC.EDU FOUNDATION, YOU CAN FIND OUT MORE INFORMATION THERE.

THERE'S SOME STORIES ABOUT THE DIFFERENT PROGRAMS THAT WE SUPPORT, ALSO TALKS A LITTLE BIT ABOUT OUR DONORS AND ALL THE DIFFERENT EFFORTS WE HAD DURING THE PANDEMIC AS WELL.

REAL QUICK ON COVID RELATED EFFORTS.

LIKE MANY NON-PROFITS, WHEN COVID HIT, THE FIRST THING YOU THINK IS, OH, WHAT ABOUT FUNDING? THE SECOND THING IS HOW DO WE STILL CARRY OUT OUR MISSION IN A PANDEMIC? WE WERE ABLE TO SHIFT, I WILL SAY FAIRLY SMOOTHLY AND EASILY, I REMEMBER SITTING DOWN WITH SUPERINTENDENT MONSTER AND SAYING, WHAT IS IT THAT OUR FAMILIES NEED AND HOW CAN WE HELP THEM? THINGS JUST STARTED ROLLING FROM THERE.

DURING THE PANDEMIC, WE WERE ABLE TO DELIVER SCHOOL SUPPLIES TO 950 REMOTE LEARNERS.

WE ACTUALLY DELIVERED IT TO THEIR HOMES USING VOLUNTEERS AND OUR STAFF, WE HAD PARENTS THAT REACHED OUT DIRECTLY TO THE FOUNDATION AND ASKED FOR THIS ASSISTANCE.

MANY OF THEM FOUND THEMSELVES AT HOME AND THEY COULDN'T GO TO THE GROCERY STORE AND THEY DIDN'T FEEL SAFE, BUT THEY DIDN'T HAVE SCHOOL SUPPLIES TO HELP THEIR KIDS LEARN.

950 FAMILIES, WE ALSO SECURE DONATION OF 13,000 CHILD MASKS, 10,000 ADULT MASKS, AND 5,000 FACE SHIELDS.

THOSE CAME FROM OUR PARTNERS OVER AT TOYOTA, WALLWAY, AND BOEING.

EACH OF THOSE GROUPS REACHED OUT AND SAID, HOW CAN WE HELP YOU? WE KNOW THIS IS A HUGE BURDEN AND WE UNDERSTAND THAT RESOURCES ARE LIMITED AND AT THAT POINT IT WAS HARD TO EVEN GET ACCESS TO THOSE PPE.

THEN ALSO WE HAD SEVERAL GRANTS COMMANDS.

SO WE SOLICIT AND RECEIVED A LITTLE OVER 215,000 IN GRANTS AND CASH DONATIONS, MOST OF THAT WOULD BE FOR DIGITAL CONNECTIVITY, MAKING SURE IF OUR FAMILIES NEEDED HOTS POTS, ALSO FOR SOME SOFTWARE TO HELP THEM LEARN REMOTELY AND WHEN THEY GET BACK IN THE CLASSROOM DURING HYBRID.

A LOT OF THOSE EFFORTS, I WOULD SAY ARE STILL CONTINUING INTO THIS SCHOOL YEAR AS WELL.

NEW FOR 2020, WE'RE OFF TO A STRONG START, I FEEL VERY THANKFUL THAT WE HAVE AMAZING PARTNERS IN OUR COMMUNITY THAT BELIEVE IN WHAT WE'RE DOING, THEY SEE THE GOOD WORK OF THE DISTRICT, THEY KNOW THAT WE'RE WORKING THROUGH THIS TIME DURING THE PANDEMIC.

WE WILL KICK OFF OUR SKI PLANO EVENT FOR THE FIRST TIME IT WILL BE VIRTUAL.

IT IS OUR 25TH ANNIVERSARY.

ON FEBRUARY 27TH, WE ARE PLANNING SOMETHING THAT WE WILL HAVE MORE INFORMATION ON LATER, BUT IT WILL BE A VIRTUAL EVENT.

ALSO THIS YEAR WE LAUNCHED OUR HONOR ROLL CAMPAIGN.

EACH YEAR WE DO AN EMPLOYEE ANNUAL GIVING CAMPAIGN AND WE RAISED ABOUT A $100,000 FROM THE EMPLOYEES WITHIN THE DISTRICT.

THIS YEAR, WE ACTUALLY BRANDED IT A LITTLE BIT DIFFERENT AND PUT IT OUT IN OUR COMMUNITY.

I'M HAPPY TO SAY THAT BOEING STEPPED UP AND MADE A $10,000 CONTRIBUTION TO OUR GENERAL FUND THROUGH THE HONOR ROLL CAMPAIGN.

MANY OF OUR COMMUNITY MEMBERS THAT HAD NEVER DONATED TO THE FOUNDATION HAVE MADE DONATIONS.

[01:00:02]

SO JUST SAYING, I WANT TO DO THAT.

GRANT EDUCATORS, TYPICALLY OUR DEADLINE WOULD BE TOWARDS THE BEGINNING OF THE SCHOOL YEAR, BUT WITH EVERYTHING GOING ON, WE POSTPONE THE DEADLINE FOR GRANTS TO EDUCATORS, WE ARE STILL AWARDING GRANTS.

WE ARE STILL ACCEPTING APPLICATIONS THROUGH THE 1ST OF DECEMBER, AND WE SHOULD BE ANNOUNCING THOSE SHORTLY AFTER THE NEW YEAR.

SO WATCH FOR THAT INFORMATION.

THEN AS I MENTIONED, JUST THE COVID RELATED PANDEMIC RELATED RELIEF, WE WERE ABLE TO WORK WITH THE DISTRICT.

I REMEMBER EVERY WEEK WE WOULD TALK AND SARAH AND I WOULD SAY, OKAY, WHAT WHAT DID YOU HEAR A CABINET, WHAT DO WE NEED? THERE WERE THREE SOFTWARE REQUEST, AND AT THE SAME TIME, OUR FRIENDS AT TOYOTA REACHED OUT AND SAID, HEY, DO YOU ALL HAVE ANY NEEDS? I JUST LITERALLY COPIED AND PASTED AND FORWARDED AND SAID, IN CASE YOU'RE INTERESTED, HERE'S THREE THINGS, AND THANK GOODNESS, THEY SAW THAT WAS SOMETHING THEY WANTED TO INVEST IN.

THE TOYOTA FOUNDATION STEPPED UP WITH A $156,000 AND THEY WERE ABLE TO FUND THE SOFTWARE FOR THREE DIFFERENT PROGRAMS THAT WILL HELP OUR STUDENTS THAT ARE LEARNING REMOTELY.

AGAIN, WE'RE VERY THANKFUL FOR OUR PARTNERS, THEY'VE BEEN WITH US, THEY WEATHER THIS STORM, THEY'VE HELPED US TO STEP UP AND HELP OUR FAMILIES WHERE THEY'RE AT.

WITH THAT, I WANT TO WRAP UP OUR NEW FOR 2021 OF THE THINGS THAT WE'RE FOCUSED ON, THERE'S A BIG PART OF OUR BUDGET AND OUR PLAN FOR THIS YEAR AND HOPEFULLY GOING FORWARD IS THE FUNDING OF THE PORTION OF THE OPERATIONS FOR THE NEW ROBINSON FINE ART CENTER.

WE'RE ALL VERY EXCITED, WE'VE SEEN THE CONSTRUCTION OF THE BUILDING IS UP AND CONTINUING TO BE FINISHED OUT.

BUT WE ARE SUPPORTING THE FOUNDATION, WE'RE SUPPORTING THE DISTRICT WITH A COMMITMENT TO RAISE A $150,000 A YEAR TO HELP COVER THE OPERATING EXPENSES.

WE ARE WE'LL WE'RE KICKING OFF A CAMPAIGN SHORTLY, YOU'LL SEE THAT HERE IN THE NEXT FEW WEEKS.

BUT TONIGHT, TO WRAP UP MY PRESENTATION, IT IS MY PLEASURE TO ANNOUNCE A $500,000 GIFT FROM DR. ROBBIE AND LYNORE ROBINSON.

THIS GIFT IS MADE TO THE FOUNDATION FOR THE FUNDING OF OPERATIONS FOR THE NEW ROBBIE AND LYNORE ROBINSON FINE ARTS CENTER.

THE GIFT WAS DR. ROBINSON'S LAST DONATION BEFORE HIS PASSING ON OCTOBER 19TH OF THIS YEAR.

I WANT TO TAKE A MOMENT TO THANK THOSE THAT WE PARTNERED WITH TO MAKE THIS HAPPEN.

SO MR. GARY GARCIA WITH THE DALLAS FOUNDATION HELPED US WORK THROUGH THE DETAILS OF GETTING THIS PARTNERSHIP IN PLACE, THIS GIFT AND PLACE.

MR. JOHN CASTLE, HE'S THE POWER OF ATTORNEY AND FRIEND OF ROBBIE ROBINSON.

THEN ALSO SUPERINTENDENT BONDS OR KATHY CURTIS AND THE ENTIRE FINE ARTS TEAM, JUST WORKING THROUGH HOW WE CAN PUT TOGETHER THE BEST PLAN TO HONOR THIS AMAZING COUPLE AND REALLY JUST HIGHLIGHT THEIR WORK IN THE ARTS THROUGH THE FACILITY.

THE ROBINSON'S WERE LONGTIME CHAMPIONS OF THE ARTS IN OUR COMMUNITY, DR. ROBINSON TIRELESSLY, HE LED THE CHARGE FOR THE ARTS AT COLLIN COUNTY.

HE WANTED TO SEE A FACILITY BUILT IN COLLIN COUNTY TO SERVE THE ARTS.

MANY OF US SERVED ON THOSE COMMITTEES AND TASK FORCES TRYING TO GET THAT TO FRUITION.

BUT WE'RE GLAD THAT WE HAVE THIS FACILITY TO HELP EXPOSE OUR COMMUNITY TO THE ARTS AND TO BRING THEM AND SEE THE THINGS THAT THE ROBINSONS REALLY ENJOYED WHEN IT COMES TO ARTS.

THERE WAS UNANIMOUS AGREEMENT FROM THE TRUST, MR. ROBINSON, TO MAKE THIS GIFT, I WANT TO READ A QUICK NOTE FROM THE DALLAS FOUNDATION.

THE DALLAS FOUNDATION HAS HONORED THAT RABIN LYNORE ROBINSON CHOSE THE DALLAS FOUNDATION AS THEIR PHILANTHROPIC PARTNER DURING THEIR LIFETIMES AND THAT WE HAVE BEEN ENTRUSTED TO STEWARD THEIR CONTINUING SUPPORT FOR THE CAUSES THEY CARED ABOUT.

THEIR DEEP PASSION AND COMMITMENT TO BOTH THE ARTS AND EDUCATION WILL LIVE ON THROUGH THEIR GIFT TO THE PLANO IST FINE ART CENTER, IMPACTING THOUSANDS OF STUDENTS AND COMMUNITY MEMBERS WHO WILL LEARN AND ENJOY PERFORMANCES IN THIS VENUE FOR YEARS TO COME.

WITH THAT, I WILL CONCLUDE AND TAKE ANY QUESTIONS.

>> WELL, THANK YOU SO MUCH, JAMIE, FOR SHARING THE IMPRESSIVE WORK, THE EDUCATION FOUNDATIONS DOWN IN SUPPORT OF ALL PLANO ISD, STUDENTS AND EDUCATORS.

ARE THERE ANY QUESTIONS OR COMMENTS AT THIS POINT? WE'D LIKE TO TAKE A FEW MOMENTS NOW TO CELEBRATE OUR RECENT AWARD THAT HONORS AND RECOGNIZE THE EDUCATION FOUNDATION AS AN OUTSTANDING NON-PROFIT.

THE BOARD IS DELIGHTED TO HAVE THE OPPORTUNITY TO RECOGNIZE THE PLANO ISD EDUCATION FOUNDATION FOR THEIR COMMUNITY PARTNER OF THE YEAR AWARD

[01:05:03]

THE EDUCATION FOUNDATION IMPACTS THE EDUCATION OF EVERY STUDENT IN PLANO, THE FOUNDATION FUNDING IN SUPPORT OF LEARNING THE EXPERIENCES INSPIRES HOPE, OPENS DOORS AND HELPS ALL STUDENTS TO ACHIEVE THEIR DREAMS. OUR CITY AND OUR COMMUNITY AND OUR DISTRICT IS STRENGTHENED BY EACH STUDENT WHO GRADUATES READY TO LEAD A SUCCESSFUL LIFE.

WE LOOK FORWARD TO MANY MORE YEARS OF COMMUNITY PARTNERSHIPS AS OUR EDUCATION FOUNDATION CONTINUES TO GROW AND FLOURISH, SO CONGRATULATIONS JAMIE, SUPERINTENDENT [INAUDIBLE].

>> THANK YOU. WELL, THIS IS QUITE AN EVENING.

[BACKGROUND] THANK YOU FOR THE REPORT.

TIM, JENNIFER, THANK YOU FOR BEING HERE THIS EVENING.

THIS IS A POWERFUL TEAM. LET ME TELL YOU.

THEY WORK SO HARD AND GIVE SO MUCH OF THEIR TIME IN SUPPORTING ALL OF THE EFFORTS AND INITIATIVES OF THE DISTRICT.

WE REALLY CAN'T THANK YOU ENOUGH, JAMIE, FOR YOUR LEADERSHIP.

THANK YOU SO MUCH.

THE AWARD, ESPECIALLY DURING THIS TIME, JUST SPEAKS VOLUMES ABOUT THE FOUNDATION AND BEING TRUE TO THE MISSION AND THE VISION OF THE FOUNDATION AND THE SCHOOL DISTRICT AND SUPPORTING STUDENTS AND FAMILIES.

TIM FROM INTOUCH CREDIT UNION AND JENNIFER, YOU'RE PAST PRESIDENT OF THE FOUNDATION.

IF YOU'LL COME FORWARD, WE'D LIKE TO HAVE YOU COME UP AND HAVE A PICTURE AND WE'D LIKE TO RECOGNIZE YOUR ACHIEVEMENT.

[BACKGROUND] WE REALLY APPRECIATE ALL OF OUR FOUNDATION PARTNERS WHO COME ALONGSIDE US FROM BUSINESS AND OTHER NON-PROFITS IN WORKING WITH THE EDUCATION FOUNDATION, WORKING TOGETHER AND WORKING HARDER THAN EVER TO EMPOWER EVERY STUDENT IN PLANO ISD TO ACHIEVE THEIR FULL POTENTIAL AND TO SUPPORT OUR TEACHERS AND CAMPUSES IN THAT WORK.

[BACKGROUND]

>> CONGRATULATIONS AND THANK YOU.

[APPLAUSE] WE WILL NOW ADDRESS THE CONSENT AGENDA,

[10. CONSENT AGENDA]

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

BOARD MEMBERS, ARE THERE ANY REQUESTS TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? SEE NONE. MAY I HAVE A MOTION?

>> ME WITH A BOARD OF TRUSTEE APPEARS THERE IS CONSENT AGENDA AS PRESENTED.

>> SECOND.

>> I HAVE A MOTION BY ANGELA POWELL AND A SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.

WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIERS UNANIMOUSLY.

7, 0. THANK YOU.

[BACKGROUND] WE WILL NOW MOVE TO THE DISCUSSION AND ACTION PORTION OF THE AGENDA.

[11A. Review of the 2019 – 2020 Board Advisory Committees and Approval of the 2020 – 2021 Board Advisory Committee Goals for the Diversity Committee and the School Health Advisory Committee (SHAC)]

>> THANK YOU, PRESIDENT RICHARDS.

TONIGHT WE'RE WE'RE BRINGING BACK TWO BOARD ADVISORY COMMITTEE REPORTS.

BOTH REPORTS WILL INCLUDE A SUMMARY OF THE 19-20 GOALS AND OUTCOMES FROM LAST YEAR AND THEN ALSO RECOMMENDATIONS FOR GOALS FOR 2021.

DR. GERBER WILL PRESENT FOR THE DIVERSITY COMMITTEE, AND THEN MOLLY PIPAK WILL PRESENT A REPORT FOR SHACK OR OUR SCHOOL HEALTH ADVISORY COMMITTEE. DR. GERBER.

>> GOOD EVENING, MISS RICHARDS, MISS [INAUDIBLE] AND BOARD.

ON OCTOBER 27TH, THE DIVERSITY ADVISORY COMMITTEE HAD ITS FIRST MEETING OF THE SCHOOL YEAR.

I AM PROUD TO SERVE WITH A VERY DYNAMIC, PASSIONATE, AND ENGAGED GROUP OF STAFF AND COMMUNITY STAKEHOLDERS.

THE COMMUNITY REVIEWED, GIVE ME ONE SECOND HERE,I'M MAKING SURE.

THE COMMUNITY REVIEW LAST YEAR'S GOALS AND THEY ARE AS FOLLOWS.

I HAVE THEM ON THE SCREEN.

[BACKGROUND] I'M SORRY. HERE WE GO.

[01:10:07]

OKAY, GOOD. THE LAST YEAR'S GOALS WERE FOUR GOALS, THEY ALL HAD TO DO WITH PROFESSIONAL LEARNING.

FIRST REVIEW AND ASSIST WITH THE DEVELOPMENT IN ADDITIONAL LEARNING OPPORTUNITIES TO SUPPORT CULTURAL PROFICIENCY FOR ALL EMPLOYEES.

TO GATHER INFORMATION FROM CORPORATE AND COMMUNITY PARTNERS ON BEST PRACTICES AND DIVERSITY AND INCLUSION TRAINING.

TO REVIEW THE TRAINING TIMELINE AND MAKE RECOMMENDATIONS FOR FOLLOW-UP AND ONGOING LEARNING OPPORTUNITIES.

FIND TO PARTICIPATE IN AND GET FEEDBACK ON FOLLOW-UP ACTIVITIES AND EXTENSION EXERCISES.

ALL FOUR GOALS FROM LAST YEAR FOCUSED ON PROFESSIONAL LEARNING FOR STAFF.

THE GOALS WERE NOT FULLY ACCOMPLISHED AND AS SUCH, WANT TO CONSOLIDATE THESE GOALS AND ADD PROFESSIONAL LEARNING TO THIS YEAR'S SET OF GOALS.

AFTER THE COMMITTEE DISCUSS LAST YEAR'S GOALS IN THE CURRENT WORK THE DISTRICT IS ENGAGED IN WITH REGARDS TO EQUITY, THE COMMITTEE DECIDED ON FOUR GOALS FOR THIS SCHOOL YEAR.

FIRST, TO CONDUCT AN EQUITY AUDIT FOR STUDENTS, STAFF, AND PARENTS.

NEXT, TO DEVELOP A STRATEGIC PLAN FOR DIVERSITY, EQUITY AND INCLUSION.

THEN TO DEVELOP A DIRECTOR POSITION TO OVERSEE OUR WORK AND GOALS THAT SUPPORT DIVERSITY, EQUITY, AND INCLUSION IN OUR SCHOOL DISTRICT.

FINALLY, TO PROPOSE PROFESSIONAL LEARNING FOR ALL STAFF ON CULTURAL RESPONSIVENESS.

THE COMMITTEE ALSO DISCUSSED THEIR SUPPORT ABOUT NEWLY PROPOSED COURSES, WHICH I BELIEVE YOU'LL HEAR LATER ON TONIGHT FOR THE 2021/22 SCHOOL YEAR.

THEY WISH TO EXPRESS THEIR HIGHEST RECOMMENDATION TO THE SCHOOL BOARD FOR THE NEWLY PROPOSED AFRICAN-AMERICAN STUDIES COURSE AND MEXICAN AMERICAN STUDIES COURSES.

LASTLY, THE COMMITTEE FELT, THIS WAS VERY INTERESTING.

LASTLY, THE COMMITTEE FELT THAT THE FOUR SCHEDULED MEETINGS WE HAD FOR THE SCHOOL YEAR, WERE NOT GOING TO BE ENOUGH, SO WE'RE GOING TO BE MEETING MONTHLY, INSTEAD OF FOR 90 MINUTES, WE'LL BE MEETING FOR TWO HOURS EVERY MONTH FOR THE REMAINDER OF THE SCHOOL YEAR.

THAT'S JUST A TESTAMENT TO THE COMMITMENT OF THIS COMMITTEE. THANK YOU.

ANY QUESTIONS? I'M BACK IT UP TO THE SHACK. HERE YOU GO.

>> I HAVE A QUESTION ABOUT THE AFRICAN AMERICAN STUDIES AND THE OTHER ONE IS MEXICAN STUDIES.

>> MEXICAN-AMERICAN STUDIES.

>> DO WE HAVE A CURRICULUM FOR THAT OR WHAT TEXTBOOKS WE USE? DO WE HAVE ANY IDEA OR EVERYTHING HAS TO BE BUILT FROM SCRATCH?

>> THOSE TWO COURSES HAPPEN TO BE ALREADY TEA APPROVED COURSES WITH APPROVED CURRICULUM IN A VARIETY OF TEXTBOOKS THAT A TEXTBOOK COMMITTEE CAN CHOOSE FROM.

I BELIEVE WE'RE GOING TO HEAR A LITTLE BIT MORE ABOUT THAT LATER ON IN THE AGENDA.

>> OKAY.

>> I'M MOLLY PIPAK AND I'M THE CO CHAIRMAN FOR THE SCHOOL HEALTH ADVISORY COUNCIL KNOWN AS SHACK.

STACI ANTELO AND I ARE THE CO CHAIRMAN FOR THIS COMMITTEE.

WE'RE SO GRATEFUL FOR THE OPPORTUNITY TO BE HERE TONIGHT AND NOT ONLY RECOGNIZE LAST YEAR'S COMMITTEE MEMBERS, BUT TO ALSO GIVE YOU A SUMMARY OF THE WORK THAT WE DID LAST YEAR.

THEN SOME INSIGHT INTO WHAT WE'LL BE DOING THIS YEAR.

FIRST AND FOREMOST, I DEFINITELY WANT TO RECOGNIZE OUR COMMITTEE MEMBERS.

I FEEL LIKE THEY SHOULD BE RECOGNIZED FOR THE MOST WORK DONE BY A COMMITTEE IN A YEAR BECAUSE WE DID SO MUCH WORK IN A VERY SHORT AMOUNT OF TIME.

IT'S JUST A REFLECTION OF THEIR DEDICATION TO OUR COMMUNITY AND OUR STAFF AND OUR STUDENTS.

VERY GRATEFUL FOR THEIR WORK AND OUR GOALS FOR LAST YEAR.

GOAL ONE WAS TO REVIEW AND MAKE RECOMMENDATIONS REGARDING PHYSICAL EDUCATION, PHYSICAL ACTIVITY, AND OUR COORDINATED SCHOOL HEALTH PROGRAMS. THEN GOAL NUMBER TWO WAS TO REVIEW AND MAKE RECOMMENDATIONS FOR OUR DISTRICT CAMPUS WELLNESS PLAN, SHACK VISION STATEMENT AND DISTRICT WELLNESS PLANS.

IN REGARDS TO GOAL NUMBER ONE, I'M VERY PROUD TO SAY THAT OUR HIGH SCHOOL HEALTH CURRICULUM NOW INCLUDES INFORMATION ABOUT ELECTRONIC NICOTINE DELIVERY SYSTEMS KNOWN AS ENDS, WHICH A LOT YOU CAN REFER TO IT AS [INAUDIBLE].

OUR COMMITTEE REVIEWED A LOT OF INFORMATION THAT WE WERE PROPOSING TO PUT IN THE CURRICULUM, AND THEY LOOKED AT HANDOUTS, FIRES, RESOURCES.

WE WENT THROUGH A LOT OF INFORMATION AND SO VERY PROUD THAT'S NOW IN OUR CLASSROOMS BEING TAUGHT IN OUR HEALTH CLASSES.

THEN ALSO OUR SHACK VISION STATEMENT.

STACI AND I, THIS IS OUR THIRD YEAR,

[01:15:02]

WE HAD A LOT OF NEW COMMITTEE MEMBERS, SO WE JUST FELT LIKE IT WAS THE RIGHT TIME TO REVIEW THAT VISION STATEMENT AND GIVE EVERYONE AN OPPORTUNITY TO LOOK OVER IT AND SEE IF THERE WERE ANY CHANGES THAT NEEDED TO BE MADE.

THEN LASTLY, WHAT I AM SO HAPPY ABOUT IS OUR CAMPUS WELLNESS PLAN TEMPLATE.

THE COMMITTEE WAS ABLE TO REVIEW THIS TEMPLATE AND MAKE RECOMMENDATIONS FOR IT, AND WITH THEIR WORK, WE WERE ABLE TO TAKE A FOUR-PAGE DOCUMENT AND CONDENSE IT TO TWO PAGES WHILE STILL ACHIEVING THE NEEDS OF A CAMPUS WELLNESS PLAN, WHICH THE FEEDBACK THAT I'VE ALREADY RECEIVED THIS YEAR FROM OUR TEACHERS, IT'S MUCH MORE MANAGEABLE, MUCH EASIER TO NAVIGATE THROUGH.

THE COMMITTEES ARE ENJOYING THE NEW TEMPLATE A LOT.

I HOPE THE COMMITTEE MEMBERS THAT ARE WATCHING KNOW THAT THAT WORK PAID OFF.

WE ALSO HAD A BRILLIANT SUGGESTION FROM ONE OF OUR COMMITTEE MEMBERS THAT STACI AND I SHOULD CREATE A PLANO ISD E-MAIL ACCOUNT THAT HER AND I CAN MANAGE, AND ONCE A CAMPUS WELLNESS PLAN WAS COMPLETED, THE COMMITTEE COULD SUBMIT IT TO THAT EMAIL ACCOUNT AND THAT WAY, STACI AND I CAN QUICKLY GO IN AND GRAB IT IF WE NEED TO REFERENCE IT.

IT'S JUST ALL PAID OFF AND I'M VERY PROUD OF THAT WORK.

FOR THIS SCHOOL YEAR, OUR GOALS ARE TO REVIEW WHAT WE HAD TO REVISE GOAL NUMBER ONE A LITTLE BIT.

I WILL BE HONEST AND TELL YOU THAT OUR GOALS WERE MADE PRE PANDEMIC, SO WE HAD TO GO BACK AND TWEAK GOAL NUMBER ONE A LITTLE BIT.

WE HAVE REVISED IT AND NOW GOAL NUMBER ONE IS TO REVIEW AND MAKE RECOMMENDATIONS REGARDING CURRENT STUDENT WELLNESS RESOURCES AND THE AWARENESS.

THEN GOAL TWO IS THE SAME GOAL.

BUT JUST GEARED TOWARDS STAFF WELLNESS, AND WE JUST FEEL THAT GIVEN OUR SITUATION, STUDENT AND STAFF WELLNESS IS EXTREMELY IMPORTANT RIGHT NOW.

WE'RE EXCITED TO PURSUE THESE TWO GOALS AND TO WORK ON AND KEEP OUR WORK GOING.

WE'VE ALREADY MET ONCE AND TO SAY THAT IT'S AN A LIST OF PEOPLE ON THIS COMMITTEE IS AN UNDERSTATEMENT.

I TRY TO BE COOL, CALM, AND COLLECTED WHEN I'M LEADING THE GROUP.

BUT INSIDE AT OUR LAST MEETING, I WAS A LITTLE NERVOUS BECAUSE IT'S AN ELITE GROUP OF PEOPLE.

THEY ARE ROCK STAR INDIVIDUAL.

WE ALREADY HAVE THE BALL ROLLING ON STUDENT WELLNESS RESOURCES AND SOME RECOMMENDATIONS FOR THAT.

THEN WE WILL BE REVIEWING CURRENT PLANO ISD RESOURCES, WHICH WE HAVE AMAZING RESOURCES ALREADY, BUT JUST BEING ABLE TO SHARE THOSE RESOURCES WITH THE COMMITTEE SO THEY CAN SEE WHAT'S GOING ON, AND THEN WE'LL BE ABLE TO MAKE RECOMMENDATIONS FOR ANY NEW RESOURCES THAT WE MIGHT HAVE.

THEN MOST IMPORTANTLY THE AWARENESS.

WHAT PLATFORMS ARE WE USING AS A DISTRICT TO COMMUNICATE THESE RESOURCES TO OUR STUDENTS AND STAFF? WE'RE EXCITED TO BE ABLE TO PURSUE THIS WORK. YOU HAVE ANY QUESTIONS?

>> YES. I DO HAVE A QUESTION.

>> YES.

>> CAN YOU GIVE ME SOME EXAMPLES OF WHAT CURRENT STAFF AWARENESS WELLNESS RESOURCES WE HAVE?

>> YES. WE HAVE QUITE A FEW, BUT WE HAVE WHAT'S CALLED THE FILING CABINET.

IN THIS FILING CABINET, OUR STAFF, THEY'RE ABLE TO CLICK ON DIFFERENT DAYS OF THE WEEK AND WE HAVE PHYSICAL FITNESS SUGGESTIONS, WE HAVE JOURNAL WRITING ENTRY SUGGESTIONS, WAYS FOR THEM TO BE ABLE TO, WHETHER IT'S A PHYSICAL FITNESS NEED THAT THEY HAVE OR A MENTAL WELLNESS NEED THAT THEY HAVE, JUST PROVIDING THEM SOME OUTLETS AND RESOURCES THROUGH THAT.

ALL TEACHERS AND STAFF HAVE ACCESS TO THAT WEBSITE.

>> I JUST HAVE A VERY BRIEF COMMENT, ACTUALLY, MY COMMENTS ARE EVER BRIEF.

BUT TO SHOW THE POWER OF WHAT OUR SUBCOMMITTEES DO.

THIS IS SOMETHING THAT'S RELATIVELY NEW FOR THIS DISTRICT TO EMPOWER THE SUBCOMMITTEES TO DO THIS WORK.

WE WENT FROM IN ONE YEAR'S TIME FROM HAVING A CONVERSATION ABOUT E-CIGARETTES AND HOW DANGEROUS THAT WAS TO THE COMMITTEE RESEARCHING THAT IN IN ONE YEAR, BRINGING THAT BACK TO THE POINT WHERE IT CAN BE BROUGHT TO STAFF TO ADD TO CURRICULUM, TO DIRECTLY ADDRESS WHAT IS A GROWING ISSUE, THAT HAS A REAL IMPACT ON KIDS LIVES.

I WANT TO THANK YOU ALL FOR THAT WORK.

ALL OF OUR SUBCOMMITTEES CAN HAVE THAT SAME IMPACT ON THE DAILY LIVES OF OUR OWN STUDENTS AND OUR STAFF.

I REALLY COMMEND YOU ALL THIS YEAR, ESPECIALLY FOR YOUR GOALS HERE REGARDING STUDENTS AND STAFF WELLNESS.

BECAUSE I THINK THIS YEAR MORE THAN EVER, PHYSICAL AND MENTAL WELLNESS IN DEALING WITH THINGS THAT WE'VE NEVER HAD TO DEAL WITH BEFORE IS PROBABLY THE BIGGEST CHALLENGE IN TERMS OF HEALTH THAT WE FACE.

I'M LOOKING FORWARD TO THE RESULTS OF YOUR WORK.

UNFORTUNATELY, WHEN WE GET THOSE RESULTS, WE COULD STILL VERY WELL BE DEALING WITH THE SAME SITUATION.

[01:20:03]

>> AGREED. WE'RE VERY EXCITED.

LIKE I SAID, THE BRAINSTORMING THAT TOOK PLACE IN JUST OUR FIRST MEETING, IT BLEW ME AWAY. WE'RE VERY EXCITED.

>> I WANT TO THANK DAVID AND HEATHER FOR SERVING AS BOARD MEMBERS ON THE COMMITTEE TO HELP DEVELOP THE GOAL.

WE APPRECIATE THAT FORWARD-LOOKING WORK.

>> I HAVE A COMMENT AND I JUST LOOK AT THOSE AND I HAVE BEEN INVOLVED IN THESE COMMUNITIES FOR A LONG TIME.

I CAN SEE THE EVOLUTION OF THIS THING AND I CAN SEE THE INVOLVEMENT OF OUR STAFF LIAISONS AND OUR CABIN MEMBERS.

I'M VERY PROUD OF THE PROGRESS WE HAVE MADE.

I MEAN, YOU PUT A WORD INTO ACTION.

THAT'S THE ACTION, THE DISTRICT AND THE BOARD, WE LIKE TO SEE.

IT'S LIKE YOU REALLY CONNECT WITH THE COMMUNITIES AND YOU REALLY PAY ATTENTION, YOU WE'RE REALLY FOCUS ON THEIR NEEDS.

INSTEAD OF JUST THIS YEAR IN, YEAR OUT.

THIS IS THE BIG CHANGE.

I MEAN, JUST HAVING YOU RIGHT IN FRONT OF US. THANK YOU VERY MUCH.

>> YOU'RE SO [OVERLAPPING] WELCOME. IT'S THE COMMITTEE.

THEY ARE AMAZING PEOPLE FOR SURE, SO LOTS OF DEDICATED COMMUNITY MEMBERS.

>> ARE THERE ANY FURTHER QUESTIONS OR COMMENTS?

>> I HAVE A QUESTION.

CONCERNING THE STUDENT AWARENESS FOR THE VAPING, DO WE KEEP DATA? LIKE FOR INSTANCE ARE WE KEEPING DATA FROM LASH, HOW MANY STUDENTS ARE VAPING AND THEN HOW MANY STUDENTS ARE DOING THIS YEAR? SO THAT WE CAN SEE A TREND AND THEY'RE TURNING LAST THINGS, LESS STUDENTS ARE BECAUSE OF THE AWARENESS THAT WE'RE TELLING STUDENTS AND THEIR LEARNING IT INTO CLASSES.

IS THERE CAN BE A TREND THAT WE'RE GOING TO SEE THAT FORM OF DATA THAT WE WILL SEE THAT THERE'S LESS USAGE OF VAPING INSTRUMENTS AND THINGS LIKE THAT?

>> THAT WOULDN'T BE WITH OUR DEPARTMENT, BUT I CAN DEFINITELY FIND OUT WHERE THAT DATA IS BEING COLLECTED AND IF SO, WILL THOSE NUMBERS BE AVAILABLE? BECAUSE I THINK THAT AS A COMMITTEE, THAT WOULD DEFINITELY BENEFIT US FOR SURE.

I KNOW THAT JUST FOR OUR CURRICULUM NEEDS, WE ARE STAYING ON TOP OF THAT CDC WEBSITE AND CONTINUOUSLY MAKING SURE THAT THAT'S OUR MAIN RESOURCE, OUR REFERENCE WHEN IT COMES TO THE VAPING AND THE HEIMS DATA.

BUT AS A DISTRICT, WE CAN ABSOLUTELY FIND OUT IF THOSE NUMBERS WILL BE AVAILABLE.

>> OKAY, THANK YOU.

>> I DON'T KNOW IF I HAVE NUMBERS ON EXACTLY WHO'S VAPING, BUT I MIGHT [LAUGHTER] BE ABLE TO GET DATA ON WHO GOT CAUGHT VAPING.

[LAUGHTER] LET US LOOK THROUGH THEM.

[LAUGHTER] WE'LL SEE IF WE CAN FIND THAT.

>> ONE OTHER REAL QUICK POINT IS.

DR. GERBER, THROUGH THE DISCIPLINE PROCESS THAT THERE'S SOME THINGS BUT THOSE ARE ONLY GOING TO CAPTURE WHAT'S GOING ON AT SCHOOL.

HOPEFULLY, THESE THINGS JUST LIKE THEIR LEARNING IN EVERY OTHER CLASS THAT THEY HAVE, BUT WITH THIS SPECIFIC IN HEALTH CLASSES AND PHYSICAL EDUCATION.

ANYWHERE ELSE THIS IS TALKED ABOUT, THE STUDENTS ARE GOING TO APPLY THAT REGARDLESS OF WHERE THEY ARE.

IT'S A LIFESTYLE DECISION AND WHAT YOU'RE DOING AT NIGHT AND ON THE WEEKENDS AND WHEN YOU'RE OUT OF TOWN AND WITH FRIENDS AND AND THAT'S WHERE THE DIFFICULT DECISIONS COME IN THAT STUDENTS HAVE TO MAKE AND WE HOPE THAT THINGS THAT THEY LEARNED WITH THIS IS THEY'LL STOP AND THINK ABOUT IT WHEN THEY'RE NOT IN SCHOOL.

IT'S EASY TO MAKE CHOICES WHEN YOU HAVE A BUNCH OF PEOPLE AROUND.

IT'S WHEN YOU'RE ALONE AND NOBODY'S WATCHING.

>> THE HEIMS DATA, IT IS CONNECTED TO OUR PEER RELATIONSHIPS AND PEER PRESSURE SECTION THAT WE GO OVER.

WE DO TIE THOSE IN.

WHEN THEY DO MAKE THOSE DECISIONS OUTSIDE OF SCHOOL, WE MAKE SURE THAT WE TALK ABOUT THAT PEER PRESSURE AND MAKING THOSE SMART CHOICES SO THEY DO TIE IN TOGETHER.

>> OKAY, GOOD. THANK YOU.

>> YOU KNOW THAT DR. GERBER IS NOT AFRAID OF TAKING NAMES.

[LAUGHTER] ARE THERE ANY FURTHER QUESTIONS OR COMMENTS? THANK YOU.

>> THANK YOU.

>> MAY. I HAVE A MOTION.

>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE 2020/2021 BOARD ADVISORY COMMITTEE GOALS FOR THE DIVERSITY COMMITTEE AND THE SCHOOL HEALTH ADVISORY COMMITTEE AS PRESENTED.

>> I SECOND. [OVERLAPPING]

>> JERRY.

>> I'VE EMOTION BY DAVIDS DOLLY, A SECOND BY JERRY CHAMBERS AT THE BOARD OF TRUSTEES APPROVES THE 2020/2021 BOARD ADVISORY COMMITTEE GOALS FOR

[01:25:02]

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. OUR NEXT ITEM

[11B. Approval of a Recommendation to Terminate Employment of Contract Employee]

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

>> GOOD EVENING. THANK YOU.

ADMINISTRATION RECOMMENDS THE TERMINATION OF A NON CHAPTER 21 CONTRACT EMPLOYEE FOR GOOD CAUSE, THAT GOOD CAUSE BEING THE EXPIRATION OF TEMPORARY DISABILITY LEAVE.

>> MAY I HAVE A MOTION.

>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE RECOMMENDATION OF THE SUPERINTENDENT AS PRESENTED TO TERMINATE EMPLOYMENT OF A NON CHAPTER 21 CONTRACT EMPLOYEE EFFECTIVE OCTOBER 26TH, 2020.

>> I SECOND.

>> I HAVE A MOTION BY CODY WEAVER, A SECOND BY NANCY HUMPHREY THAT THE BOARD OF TRUSTEES APPROVES THE RECOMMENDATION OF THE SUPERINTENDENT AS PRESENTED TO TERMINATE EMPLOYMENT OF A NON CHAPTER 21 CONTRACT EMPLOYEE EFFECTIVE OCTOBER 26TH, 2020.

IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY.

THANK YOU. OUR NEXT ITEM FOR DISCUSSION

[11C. Approval of Changes to Course Offerings for the 2021 - 2022 School Year]

DR. KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES, WILL PRESENT THIS ITEM, DR. HAZILY.

>> THANK YOU, PRESIDENT RICHARDS.

WE ARE BRINGING TONIGHT FORWARD THE RECOMMENDATIONS OF OUR DISTRICT NEW COURSE COMMITTEE AND YOU HAVE A LIST OF THE COURSES THERE IN YOUR NOTES.

I WANTED TO SPEND A LITTLE BIT OF TIME JUST GOING THROUGH EACH ONE AND GIVING YOU A LITTLE BIT OF INFORMATION ABOUT THAT.

THE FIRST, DO YOU HAVE THE HANDOUT? THIS SHOULD HAVE BEEN WITH THE AGENDA ITEM.

WELL, I APOLOGIZE FOR THAT. I CAN GO OVER THESE ORALLY, I'LL GLAD TO PROVIDE A COPY.

>> HE'S LIKELY PULLED IT UP.

>> YOU DO HAVE IT? OKAY.

>> RIGHT.

>> OKAY. THANK YOU, DAN.

>> PUT THE PC ON.

GIVE ME ONE SECOND, I'LL HAVE IT UP FOR EVERYBODY.

>> I DON'T KNOW WHAT WE'RE GOING TO DO WITHOUT DAN.

[LAUGHTER] HE ALWAYS COMES TO THE RESCUE.

>> THIS RIGHT OVER US HERE.

>> THANK YOU SO MUCH. I'D LIKE TO SPEND JUST A FEW MINUTES EXPLAINING SOME OF THE COURSES TO YOU THAT WE'RE BRINGING TONIGHT.

THE FIRST SEVEN COURSES ARE IN SPECIAL EDUCATION AREA, AND WE'RE VERY EXCITED TO BRING THIS FORWARD.

IN OUR ANALYSIS OVER THE LAST COUPLE YEARS OF THE GRADUATION RATES, ESPECIALLY THE STUDENTS, WE WERE FINDING THAT STUDENTS WERE CREDIT DEFICIENT AND BY THE FOURTH YEAR SWITCH DELAY THEIR GRADUATION AND SO FURTHER INVESTIGATION SHOWED THAT THROUGH THE YEARS A NUMBER OF COURSES HAD BEEN LOCALLY DEVELOPED BY THE DISTRICT, WHICH GAVE STUDENTS LOCAL CREDIT BUT NOT CREDIT TOWARD THEIR GRADUATION, AND SO THESE COURSES BRINGING FORWARD, ARE GOING TO REPLACE THE LOCAL COURSES.

THESE ARE ON THE INNOVATIVE COURSE LISTS, BUT TEA, SO THEY DO COUNT FOR STATE GRADUATION CREDITS.

WE ARE VERY EXCITED ABOUT THIS ADDITION TO THE SPECIAL-ED OFFERINGS, SINCE THEY'RE REPLACING LOCALLY DEVELOPED COURSES,

[01:30:01]

THE TEACHERS WHO CURRENTLY TEACH THOSE WILL TRANSITION TO TEACH THE NEW COURSES AND THESE WILL BE MOSTLY APPROPRIATE FOR MANY OF OUR STUDENTS HERE IN SELF-CONTAINED SETTINGS.

THE GENERAL EMPLOYABILITY SKILLS COURSE PROVIDES STUDENTS WITH KNOWLEDGE, AND PREREQUISITE SKILLS FOR GENERAL EMPLOYMENT.

WORKING AS A MEMBER OF A TEAM, GETTING ALONG WITH COWORKERS, DISCOVERING JOB POSSIBILITIES, ALSO LEARNING AND APPLYING BASIC KNOWLEDGE OF WHAT IS EXPECTED IN THE WORKPLACE.

THE SECOND ONE CALLED STUDENT TO INDUSTRY CONNECTION, HAS A CTE CREDIT ATTACHED TO THAT.

IT CONNECTS STUDENTS WITH A SEASON TO WORKPLACE MENTOR AND WERE THEY LEARN PROFESSIONALISM FOCUSED ON PREPARING SKILLS FOR A VIRTUAL WORKPLACE, AS WELL AS INCLUDING WORK-BASED LEARNING EXPERIENCE ON SITE AT A WORK SITE.

THE THIRD ONE IS COMMUNITY TRANSPORTATION.

IT'S JUST LIKE IT SOUNDS.

IT INTRODUCES KNOWLEDGE AND SKILLS TO EMPOWER STUDENTS TO ACCESS PUBLIC TRANSPORTATION.

IT INCLUDES PEDESTRIAN AND RIDER SAFETY, NAVIGATING PUBLIC TRANSPORTATION SYSTEMS, AND GENERAL SOCIAL SKILLS, SELF-ADVOCACY AND TRANSPORTATION ETIQUETTE, AND THE LAST FOUR ARE A SERIES OF COURSES MAKING CONNECTIONS ONE THROUGH FOUR.

THESE SERVE STUDENTS WHO HAVE A DISABILITY AND THE AREA OF SOCIAL COMMUNICATION DISORDER AND THAT MAY CAUSE INTO HAVE DIFFICULTY WITH SOCIAL SKILLS.

THESE HELPS STUDENTS UNDERSTAND THEIR OWN DISABILITY AS WELL AS DEVELOP APPROPRIATE AND BENEFICIAL SOCIAL SKILLS.

THERE ARE FOUR YEARS OFFERED, SO SOME STUDENTS DO NEED CONTINUED SUPPORT FOR THIS MORE THAN ONE YEAR.

SO WE'RE VERY EXCITED ABOUT THOSE ADDITIONS.

IN THERE SOCIAL STUDIES, YOU'VE ALREADY HEARD DR. GERBER MENTIONED THE COMMITTEE'S SUPPORT FOR THESE TWO COURSES TO AFRICAN-AMERICAN STUDIES AND MEXICAN-AMERICAN STUDIES.

WE ARE EXCITED TO BRING THESE TO THE BOARD.

THERE HAS BEEN INTEREST EXPRESSED BY FACULTY AND STUDENTS OVER THE LAST COUPLE OF YEARS FOR THESE COURSES, BOTH OF THESE WERE ON THE INNOVATIVE COURSE LIST FOR A FEW YEARS, BUT TEA HAS APPROVED THE TICKS ARE THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR EACH ONE, AND THEN NOW HAVE BEEN APPROVED AS SOCIAL STUDIES ELECTIVES BY THE STATE BOARD OF EDUCATION.

ALL OF THESE HAVE APPROVED STANDARDS WHICH THE CURRICULUM WOULD BE BUILT TO ROUND, WILL HAVE TEACHERS WORK OVER THE SUMMER TO DEVELOP THOSE CURRICULUM DOCUMENTS AND THE TEXTBOOKS THAT WILL BE SELECTED WILL GO THROUGH THE PROCESS THAT WE WENT THROUGH THIS YEAR TO BRING THESE TO YOU.

WE'RE ALSO RECOMMENDING TO SUNSET ONE COURSE.

THIS WAS A COMPUTER SCIENCE COURSE ONE AND TWO COMBINED INTO ONE YEAR.

THIS WAS ORIGINALLY DEVELOPED BACK IN 2013-14 AND IT WAS WHEN WE ONLY HAD COMPUTER SCIENCE OFFERED AT THE SENIOR HIGH SCHOOL LEVEL.

SO CREATING THIS COURSE ALLOWED INTERESTED STUDENTS TO OBTAIN THREE LEVELS BY THE TIME THEY GRADUATED.

SO NOW AS YOU KNOW LAST YEAR WE EXPANDED COMPUTER SCIENCE INTO THE MIDDLE SCHOOL, AND WE'RE IN THE FOURTH YEAR OF COMPUTER SCIENCE OFFERINGS AT THE HIGH SCHOOL LEVEL.

WE HAVE A ROBUST CONTINUUM OF COURSES FROM GRADES EIGHT THROUGH 12.

WE REALLY NO LONGER HAVE THE SAME NEED FOR THIS CLASS TO CONTINUE.

BASED ON DATA AND TEACHER FEEDBACK, STUDENTS ARE REALLY NOT AS SUCCESSFUL IN THIS CONDENSED COURSE.

WE HAVE LOW ENROLLMENT.

THESE REALLY WEREN'T DESIGNED TO BE ONE SEMESTER CLASSES, SO STUDENTS ARE MUCH MORE PREPARED WHEN THEY EXPERIENCE THE FULL YEAR OF EACH LEVEL.

UPON THE RECOMMENDATION OF THE DISTRICT DEPARTMENT IN THE COMPUTER SCIENCE TEACHERS, IT'S TIME TO SUNSET THIS COURSE WITH OFFERINGS, COMPUTER SCIENCE ONE AND TWO IN EARLIER GRADE LEVELS.

WE DON'T SEE A NEED TO CONTINUE THIS AT SENIOR HIGH, AND THEN THE LAST COUPLE OF COURSES HERE ARE SPECIFICALLY FOR ACADEMY HIGH SCHOOL.

THEY HAVE AN ADVISORY COMMITTEE AND WE'RE BRINGING FORWARD TWO COURSES TO BE REPLACING SOME EXISTING COURSES AT ACADEMY HIGH SCHOOL.

SO NOW THEY WON'T HAVE 2, 4 PROGRAMS OF STUDY THROUGH CTE WITH THE APPROPRIATE COURSE SEQUENCE AT ACADEMY HIGH SCHOOL.

THE TWO PROGRESSES STUDY ARE ENGINEERING AND TECHNOLOGY.

ALL STUDENTS WILL GO THROUGH BOTH PATHWAYS AND HAVE THE OPPORTUNITY TO EXPERIENCE THAT.

WILL BE OFFERING THOSE BEGINNING NEXT YEAR.

I'LL BE GLAD TO ANSWER ANY QUESTIONS AND THANK YOU DAN, FOR BRINGING THIS UP FOR FIRST TO LOOK AT.

>> KATRINA, I'VE TWO QUESTIONS WITH REGARD TO THE SPECIAL EDUCATION OFFERINGS.

I THINK I HEARD YOU SAY THIS, BECAUSE EVERYTHING YOU SAID, IT SOUNDS LIKE SOMETHING WE'RE ALREADY DOING.

THESE ARE JUST REPLACING COURSES WITH TEA FOR COURSES THAT WE CAN NOW GIVE CREDIT FOR, CORRECT?

>> THAT'S CORRECT, AND THE CURRICULUM IS MORE ROBUST BUT IT IS REPLACING LOCALLY DEVELOPED COURSES SO WE CAN NO LONGER HAVE THOSE.

>> REGARDING THE COMPUTER SCIENCE SUNSET,

[01:35:03]

>> YES. THEY WILL HAVE ENTRY POINTS ALL THROUGHOUT.

>> OKAY. PERFECT. THANK YOU.

>> KATRINA, I HAVE A QUESTION ABOUT THAT COMPUTER SCIENCE.

ARE WE COUNSELING THE STUDENTS, I GUESS, BEGINNING IN EIGHTH GRADE SO THAT THEY KNOW TO DO THOSE PATHWAY COURSES FOR COMPUTER SCIENCE?

>> YES. WHEN WE ROLLED OUT THE EIGHTH GRADE OFFERING OF A COMPUTER SCIENCE, THIS CURRENT SCHOOL YEAR WAS THE FIRST TIME WE HAD THAT COURSE.

I SHOULD HAVE THE NUMBERS OF THE ENROLLED STUDENTS, AND I CAN CERTAINLY SEND THAT TO YOU, BUT I KNOW IT WAS VERY WELL RECEIVED AND A LOT OF INTEREST THERE.

SO YES, IT'S PART OF THE COUNSELING THAT I GET IS IN THERE PREPARING FOR THEIR NINTH GRADE GRADUATION PATH.

>> KATRINA, COULD YOU ACTUALLY PUT IN A BOARD UPDATE WHAT THE NUMBERS ARE FOR THE DIFFERENT COURSES? WHICH COURSES ARE OFFERED AT WHAT SCHOOL LEVEL.

SO WE CAN SEE THAT FLOW, AND I KNOW IN THE PAST YOU COULD TAKE THE AP COMPUTER SCIENCE CLASS WITHOUT HAVING ANY PREREQUISITES.

IS THAT STILL THE CASE?

>> I HAVE MY CHEAT SHEET HERE FROM DAN BELIER, [LAUGHTER] AP CSA.

YES. THAT'S AN ENTRY LEVEL IF YOU HAVE THE PREREQUISITE OF ALGEBRA 2.

>> IF YOU COULD JUST REMIND ALL OF US, I'M JUST SO HAPPY TO SEE A MORE ROBUST OFFERING TO ME IT'S BEEN A TREMENDOUS CHANGE IN JUST THE LAST FIVE YEARS ABOUT WHAT WE LET KIDS TAKE AND I KNOW PARTICULARLY AT THE NINTH GRADE LEVEL, A LOT OF KIDS ARE LOOKING FOR A GOOD ELECTIVE TO TAKE, AND I THINK THIS IS A GREAT OPPORTUNITY TO GET THEM ON A GOOD PATH WAY.

>> YEAH. I'LL BE GLAD TO PROVIDE THAT INFORMATION.

>> I JUST WANTED TO ASK A QUICK QUESTION IN TERMS OF THE SOCIAL STUDIES.

I DON'T REMEMBER HAVING ELECTIVE SOCIAL STUDIES WHEN I WAS IN HIGH SCHOOL, WE WERE PRETTY STREAMLINE, AND SO I THINK IT'S PRETTY COOL FOR US TO HAVE SOME OPTIONS FOR STUDENTS TO LOOK AT AREAS OF INTERESTS, ARE THERE OTHER SOCIAL STUDIES ELECTIVES THAT ARE CURRENTLY OFFERED AT OUR HIGH SCHOOL? OR WOULD THESE BE THE FIRST TWO ELECTIVE SOCIAL STUDIES COURSES?

>> I DON'T HAVE THAT ANSWER, BUT I CAN GET IT FOR YOU.

>> OKAY. THANK YOU.

>> I FEEL SURE THERE ARE, BUT I WOULDN'T WANT TO SPEAK OUT OF TURN.

>> I KNOW WE HAVE BOTH MACRO AND MICROECONOMICS AND YOU ONLY HAVE TO DO ONE, SO IS THE OTHER ONE CONSIDERED AS SOCIAL STUDIES ELECTIVE?

>> IT WOULD BE.

>> OKAY.

>> YES. WE HAVE SEVERAL.

[LAUGHTER] IT'S THE ADMINISTRATION'S RECOMMENDATION TO APPROVE THE COURSES AS PRESENTED.

ARE THERE ANY FURTHER QUESTIONS OR COMMENTS?

>> KATRINA, I HAVE A QUESTION AND IT LOOKS LIKE THE TEA APPROVED IS THE ESSENTIAL SKILLS AS ASCENDERS IS APPROVED BY A BOARD OF EDUCATION, BUT THE CURRICULUM SEEMS WE PICK MATERIALS FOR THE CLASS.

WE PICK BOOKS.

>> THAT'S CORRECT.

>> WHO IN DISTRICT IS RESPONSIBLE FOR PICKING MATERIAL FOR THE MEXICAN-AMERICAN STUDIES AND AFRICAN-AMERICAN STUDIES.

>> WE HAVE A PROCESS FOR THAT AS WELL.

THERE'S A DISTRICT LEVEL INSTRUCTIONAL MATERIALS.

IN FACT, YOU JUST APPROVED TONIGHT THE COMMITTEE TO DO THE WORK FOR NEXT YEAR.

THAT WILL BE ONE OF THE COURSES THAT THE COMMITTEE WILL LOOK AT MATERIALS REVIEW, AND DECIDE ON WHAT TO BRING FORWARD AS A RECOMMENDED.

>> ARE THEY ALL TEACHERS IN OUR DISTRICT?

>> YES. WE HAVE TEACHERS AND DISTRICT STAFF.

>> THERE'S NO COMMUNITY MEMBERS?

>> NO MA'AM, BUT PART OF THE PROCESS IS SHARING THE CHOICES WITH COMMUNITY AND TAKING PARENT INPUT.

>> OKAY, SO AT WHAT POINT DO WE TAKE INPUT FROM PARENTS?

>> IT WOULD PROBABLY BE IN THE FALL OR EARLY SPRING, THAT WOULD HAPPEN.

>> ALL RIGHT. THANK YOU.

>> ARE THERE ANY FURTHER QUESTIONS OR COMMENTS? MAY I HAVE A MOTION? I'LL DO IT.

I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE FOLLOWING E-COURSES.

GENERAL EMPLOYABILITY SKILLS, STUDENT TO INDUSTRY CONNECTION, COMMUNITY TRANSPORTATION, MAKING CONNECTIONS ONE THROUGH FOUR, AFRICAN-AMERICAN STUDIES AND MEXICAN-AMERICAN STUDIES.

I FURTHER MOVE THAT THE BOARD OF TRUSTEES APPROVES TO SUNSET THE FOLLOWING COURSE,

[01:40:01]

I FURTHER MOVE THAT THE BOARD OF TRUSTEES APPROVES THE FOLLOWING NEW COURSES FOR ACADEMY HIGH SCHOOL, PRINCIPLES OF APPLIED ENGINEERING AND PRACTICUM AND INFORMATION TECHNOLOGY; IS THERE A SECOND?

>> I WILL SECOND ALL THREE OF YOUR MOTIONS.

[LAUGHTER].

>> I'VE A MOTION BY JERRY CHAMBERS, SECOND BY DAVID'S DOLLY, THAT THE BOARD OF TRUSTEES APPROVES THE FOLLOWING NEW COURSES.

GENERAL EMPLOYABILITY SKILLS, STUDENT TO INDUSTRY CONNECTION, COMMUNITY TRANSPORTATION, MAKING CONNECTIONS ONE THROUGH FOUR, AFRICAN-AMERICAN STUDIES AND MEXICAN-AMERICAN STUDIES.

A PROVES TO SUNSET THE FOLLOWING COURSE, COMPUTER SCIENCE 1-2, A COMBO COURSE, AND APPROVES THE FAMILY NEW COURSES FOR ACADEMY HIGH SCHOOL, PRINCIPLES OF APPLIED ENGINEERING AND PRACTICUM IN INFORMATION TECHNOLOGY, IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY SEVEN TO ZERO.

JUST BECAUSE THIS IS CONNECTED SLIGHTLY TO STATE BOARD OF EDUCATION, I'M THRILLED THAT ONE OF MY LEADERSHIP TASKS BE CLASSMATES AUDREY YOUNG WAS ELECTED TO THE STATE BOARD OF EDUCATION.

THERE'S AT LEAST ONE REASONABLE PERSON ON THE BOARD.

[LAUGHTER] I SAID AT LEAST.

ALL RIGHT, WE WILL NOW MOVE TO APPROVAL OF BOARD OPERATING PROTOCOLS, SECTION REVISIONS.

[11D. Approval of Board Operating Protocol Section Revisions]

THE TIMELINE FOR REVIEW AND APPROVAL OF THE UPDATES HAS BEEN IMPACTED BY THE PANDEMIC.

THE BOARD IS NOW REVIEWING AND APPROVING BOARD OPERATING PROTOCOL IN SECTIONS.

AT THIS TIME, REVISIONS ARE BEING RECOMMENDED TO THE BOARD BY THE SUBCOMMITTEE FOR THE FOLLOWING SECTIONS: PREFACE, NEW MEMBER ORIENTATION, TRAINING, BOARD EVALUATION, ANNUAL BOARD PLANNING CALENDAR, AND MEETINGS.

THESE SECTIONS WERE REVIEWED AND DISCUSSED BY THE BOARD IN CLOSED SESSION ON OCTOBER THE 20TH 2020, AND INCLUDE REMOVING POLICY LANGUAGE THAT IS ALREADY IN THE DISTRICTS BOARD POLICIES, COMBINING SECTIONS AS APPROPRIATE AND UPDATING PROCEDURES TO ALIGN WITH CURRENT BOARD PRACTICE, MAY I HAVE EMOTION?

>> I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE REVISIONS TO THE FOLLOWING BOARD OPERATING PROTOCOL SECTIONS.

PREFACE, NEW MEMBER ORIENTATION, TRAINING, BOARD EVALUATION, ANNUAL BOARD PLANNING CALENDAR, AND MEETINGS AS RECOMMENDED BY THE BOARD POLICIES SUBCOMMITTEE AND PRESENTED IN CLOSED SESSION ON OCTOBER 20TH 2020.

>> I SECOND.

>> I HAVE A MOTION BY CODY WEAVER, A SECOND BY HEATHER WANG, THAT THE BOARD OF TRUSTEES APPROVES THE REVISIONS TO THE FOLLOWING BOARD OPERATING PROTOCOLS SECTIONS: PREFACE, NEW MEMBER ORIENTATION, TRAINING, BOARD EVALUATION, ANNUAL BOARD PLANNING CALENDAR, AND MEETINGS AS RECOMMENDED BY THE BOARD POLICY SUBCOMMITTEE AND PRESENTED IN CLOSED SESSION ON OCTOBER THE 20TH 2020.

IS THERE ANY FURTHER DISCUSSION?

>> I WOULD JUST LIKE TO ADD THAT OUR PURPOSE IN LOOKING AT THE BOARD OPERATING PROTOCOLS IN THE LAST YEAR OR SO, IS JUST HELPS SLIM THEM DOWN.

WE'VE HAD A VERY LONG AND LENGTHY.

IT'S BEEN WITH THE ADVISEMENT OF OUR WONDERFUL SARAH NOHACH WHO WENT INTO PUBLICLY ACKNOWLEDGED FOR HER EXPERTISE, HER KNOWLEDGE, HER PATIENCE, HER ACUMEN IN THIS FIELD THAT IS ALLOWING US TO MAKE A SLIMMER, MORE ROBUST BOARD OPERATING PROTOCOLS.

I JUST WANTED TO GIVE HER THAT CREDIT AND OUR GRATITUDE FOR THAT.

>> IS THERE ANY FURTHER DISCUSSION?

>> I DON'T HAVE JERRY'S VOCABULARY, BUT THANK YOU AS WELL, SHARON [LAUGHTER] AND TWO OTHER BOARD SUBCOMMITTEE MEMBERS THAT WORKED VERY HARD ON THIS. THANK YOU.

>> ALL RIGHT, WE WILL NOW PROCEED TO VOTE, ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY 7-0, THANK YOU.

[11E. Approval of the 2020 - 2021 District Improvement Plan and Plan of Work - College, Career and Military Readiness (CCMR)]

>> THANK YOU, PRESIDENT RICHARD.

TONIGHT WE'RE BRINGING BACK PART 2 OF OUR 2021 PLAN OF WORK, AND HOUSE BILL 3 GOALS FOR COLLEGE CAREER IN MILITARY READINESS IS NOTED IN OUR DISTRICT IMPROVEMENT PLAN.

OUR PRESENTATION TONIGHT WILL BE IN THREE DIFFERENT PARTS, PART 1, DR. WEASING WILL PRESENT A REVIEW OF HOUSE BILL 3 REQUIREMENTS AGAIN, AS WELL AS EXPLAIN CCMR, AS IT RELATES TO OUR ACCOUNTABILITY AND PRESENT THE 2021 PERFORMANCE OBJECTIVES THAT WE HAVE SET FOR COLLEGE AND CAREER MILITARY READINESS.

[01:45:02]

>> THANK YOU. DEALING WITH THE PRESIDENT AND THE TRUSTEES.

WE'RE GOING TO DO LITTLE BIT THREE PARTS TODAY.

I'M GOING TO GO THE DATA PIECE IN AND THEN AS TERESA SAID, DR. DAVIS IS GOING TO FOLLOW WITH LITTLE BIT MORE DATA.

YOU'LL HAVE A LOT OF DATA TO THINK ABOUT, THEN WHAT WE'RE GOING TO DO ABOUT THE STRATEGIES.

WE TALKED QUITE A BIT ON OCTOBER I THINK THE 20TH ABOUT HOUSE BILL 3.

HOUSE BILL 3 HAS THREE COMPONENTS ,A LITERACY READING, EARLY MATH, WHICH WE COVERED IN LOT OF DETAIL AT THE LAST BOARD MEETING.

THE THIRD LOGICAL COMPONENT IS COLLEGE, CAREER AND MILITARY READINESS.

THAT IS A BIG PIECE ALSO IN THE ACCOUNTABILITY SYSTEM.

HOW THAT WORKS HERE IS WHAT WE GO INTO DETAILS TODAY.

REMEMBER, JUST LIKE THE EARLY LITERACY GOALS ON HOUSE BILL 3, THIS IS ALSO A FIVE-YEAR PLAN AND THAT WE HAVE TO HAVE IT IN PLACE.

WHILE TECHNICALLY THE BASELINE IS 2019, THE CULMINATING YEAR IS 2024.

BUT THERE'S LITTLE BIT OF A TWIST ON ON COLLEGE READINESS.

THE INDICATORS ARE ALL ABOUT A YEAR BEHIND.

FOR EXAMPLE, TODAY WE ARE SITTING HERE AND TALKING ABOUT THE GRADUATING CLASS.

THE MOST RECENT DATA WE HAD WAS REALLY NOT THE 2020 GRADUATING CLASS, WHICH HAS ALREADY LEFT.

FOR THE 2024 ACCOUNTABILITY YEAR, THEY ARE GOING TO USE THE 2023 GRADUATING CLASS.

WE HAVE ABOUT TWO-AND-A-HALF YEARS TO WORK WITH THAT GROUP.

KEEP THAT IN MIND WHEN YOU LOOK AT THESE GOALS, AND I'LL GET INTO SOME DETAILS AS WE GO.

CCMR IS COMPLICATED, THERE ARE A LOT OF MOVING PARTS.

IT TRACKS STUDENT DATA OVER FOUR YEARS, 9TH, 10TH, 11TH, AND 12TH.

TECHNICALLY, CAN GO TO FIFTH YEAR AND SIXTH YEAR ALSO.

WHEN WE SAY CCMR, THERE ARE TWO MAJOR COMPONENTS TO IT.

THERE'S A COLLEGE PATHWAY AND THEN THE CAREER PATHWAY.

MILITARY PATHWAY IS CLUSTERED WITH THE CAREER PATHWAY IN SOME GRAPHICS.

MILITARY PATHWAY IS UNIQUE, I'LL TALK A LITTLE BIT ABOUT IT LATER.

COLLEGE PATHWAYS, WE'VE ALWAYS BEEN PRETTY STRONG IN THAT AREA, A PIANO HAS EXCELLED IN THE NUMBER OF AP TEST TAKERS, NATIONAL MERIT SCHOLARS THOUGH IT'S NOT TECHNICALLY INDICATOR, BUT WHAT'S LEADING TO IT? PSAT, SAT, THOSE THINGS WE HAVE BEEN STRONG.

THE CRITERIA IS GETTING A THREE IN AP, OR FOUR IN IB, AND MEET THE TSI CRITERIA ON THE TSIA TEST.

NOW, AS WELL AS SAT, OR ACT, GETTING DUAL CREDIT, YOU HAD TO GET THREE CREDIT HOURS IN ENGLISH LANGUAGE, ARTS, OR MATH, ON NINE HOURS, IF IT IS NOT ELA OR MATH ON AN ASSOCIATE DEGREE.

FOR EXAMPLE, OUR HEALTH SCIENCE STUDENTS HAVE THE POTENTIAL TO EARN AN ASSOCIATE DEGREE WHEN THEY GRADUATE, IF THEY TAKE SUFFICIENT DUAL CREDIT COURSES IN ADDITION TO THEIR HEALTH SCIENCE COURSE AND COMPLETE AND EARN ON COLLEGE CREDIT FOR ONRAMPS.

WELL, ONRAMPS IS LITTLE BIT TURF IF YOU DON'T KNOW ABOUT.

ONRAMPS IS A DUAL CREDIT PROGRAM THROUGH UNIVERSITY OF TEXAS, AND WE DO NOT OFFER ONRAMPS IN PLANAR BECAUSE WE DON'T HAVE TO OFFER ONE IF WE HAVE ARE STRONG DUAL CREDIT PROGRAM WITH A NEIGHBORING DISTRICT.

IT IS VERY EXPENSIVE BECAUSE THE TEACHERS HAVE TO BE TRAINED.

[01:50:04]

>> DASH, WOULD THAT BE BECAUSE A COMMUNITY THAT MIGHT NOT HAVE ACCESS TO COMMUNITY COLLEGE LIKE WE HAVE, IS THAT THE WHOLE PURPOSE OF THAT?

>> YES THEY ARE. IF THEY DON'T HAVE ANY AGREEMENTS.

IN ONRAMPS IT'S SLIGHTLY DIFFERENT, THE TEACHERS GO AND GET TRAINED BY UT, TO TEACH THIS ONRAMP COURSES AND IT'S OFFERED. THAT'S HOW IT IS DONE.

>> OKAY. THANK YOU.

>> THE THE CAREER READINESS HAS FOUR PIECES, CTE PATHWAYS LEADING TO AN INDUSTRIAL BASE CERTIFICATE.

THAT'S ONE PATHWAY. ON A LEVEL 1, OR LEVEL 2 CERTIFICATE IS ANOTHER PATHWAY.

PRETTY SURE, HOW MANY OF YOU KNOW WHAT LEVEL 1, LEVEL 2, CERTIFICATE ARE? DON'T WORRY, I DIDN'T KNOW ABOUT WHAT IT WAS EITHER UNTIL ABOUT TWO YEARS AGO.

THESE ARE SOMETHING LITTLE BIT LESS THAN AN ASSOCIATE DEGREE THAT YOU CAN EARN FROM A TWO-YEAR OR FOUR-YEAR COLLEGE.

IF YOU EARN A LEVEL 1, CERTIFICATE, YOU HAD TO GET AT LEAST 15, CREDIT HOURS, AND NO MORE THAN 42, CREDIT HOURS, THEN YOU CAN GET A CERTIFICATE FOR LEVEL 1.

THEN, IF YOU GET AT LEAST 30, CREDIT HOURS AND NO MORE THAN 51, CREDIT HOURS, YOU CAN GET THE LEVEL 2, CERTIFICATE.

IT IS TIED TO INDUSTRIAL BASED CERTIFICATES DOING SOME SENSE, YOU CAN GET A CERTIFICATE AND YOU GET ADDITIONAL CERTIFICATES USING LEVEL 1, AND LEVEL 2, ALSO.

YOU CAN GET INDEPENDENTLY LEVEL 1, LEVEL 2, CERTIFICATES THAT CAN GIVE YOU DIRECT ENTRY INTO EMPLOYMENT.

>> DASH, DO ANY OF THESE CERTIFICATES THAT WE OFFER THROUGH THE HEALTH SCIENCES ACADEMY SATISFY THIS?

>> YES, APPARENTLY. BUT THERE IS A POSSIBILITY FOR THEM TO EARN THIS.

MOST LEVEL 1, LEVEL 2 CERTIFICATES ARE EARNED AFTER GRADUATION IN THAT IMMEDIATE FALL SEMESTER.

THERE ARE DISTRICTS THAT REALLY NEED TO DO THAT IN SOME RURAL DISTRICTS, WHERE WE ARE ALLOWED TO COUNT LEVEL 1, LEVEL 2, CERTIFICATES UP TO THE DECEMBER.

I BELIEVE THAT, AT THE END OF THE FALL IN THAT SCHOOL YEAR, SO THEY CAN CONTINUE EDUCATION AND THEN GET A LEVEL 1, LEVEL 2, CERTIFICATE IF YOU DON'T HAVE THE OPPORTUNITIES WITHIN YOUR DISTRICT OR STRONG DUAL LANGUAGE PROGRAM TO GET ON THE CREDIT.

THEN FOR A SPECIAL ED STUDENTS THAT ARE SPECIAL AVENUES AND SPECIAL INDICATORS THAT THEY CAN FULFILL CARRIER AND READINESS.

FOR EXAMPLE, YOU SAW SOME COURSEWORK ABOUT LIFE SKILLS AND WORK SKILLS, THEY ARE TIED BECAUSE ONE OR SOME OTHER REQUIREMENTS IS TO GRADUATE AND EARN WITH CERTAIN GRADUATION PLANS WHERE YOU CAN EARN, GO TO THE WORKFORCE DIRECTLY AFTER GRADUATION.

THERE ARE SPECIAL GRADUATION CODES FOR STUDENTS WHO ARE ELIGIBLE, WHO HAVE AN IEP, AS WELL AS FULFILLED THE WORKFORCE READINESS REQUIREMENTS.

THEN OBVIOUSLY THE MILITARY PATHWAY IS THE OPTION.

NOW IN THE PAST THREE YEARS.

I HAVE THE NUMBER HERE, SO WE HAD 29, IN THE 2017, GRADUATING CLASS THAT INDICATED TO US THAT THEY PLAN TO ENROLL IN THE MILITARY.

THAT'S ALL THEY HAD TO TELL AND THEY COUNT.

WE HAD 46, IN THE 2018 GRADUATING CLASS AND 65, IN THE 2019, GRADUATING CLASS.

WELL, I THINK THIS IS A PRETTY CONSERVATIVE NUMBER.

FOR EXAMPLE, IF A STUDENT WENT TO A&M, JOINED THE ROTC PROGRAM THERE AND BECAME A CADET.

THAT KID DOESN'T COUNT, BUT HE WILL GET CREDIT IN SOME OTHER WAY FOR THAT KID THROUGH APSAT OR SOMETHING.

NOW, THERE WERE SOME DISTRICTS THAT INFLATED THIS NUMBER AND BY A LOT.

THERE ARE SOME DISTRICTS THAT HAD 100 PERCENT OF THEIR STUDENTS COLLEGE AND CAREER-READY.

HALF OF THEM THROUGH SAID THEY'RE JOINING THE MILITARY.

WE GOT NEW FACTS LAST FRIDAY SAYING, TEA, DON'T LET US SELF-REPORT IT ANYMORE, THEY ARE GOING TO GET THE DATA DIRECTLY FROM THE DEPARTMENT OF DEFENSE, AND NOW THEY LITERALLY HAVE TO SHOW UP FOR BOOT CAMP TO COUNT FOR BEING MILITARY READY.

[INAUDIBLE] MUST SERVED, IT'S NOT MILITARY READY ANYMORE.

IT'S ENLISTMENT THAT COUNT.

>> OKAY, SO ROTC, DOES NOT COUNT IN THAT NUMBER THEN?

>> ROTC, DIDN'T TECHNICALLY COUNT,

[01:55:03]

>> I HAVE TO ASK, NO MILITARY ACADEMY COUNCIL THAT TOO, OR IS THAT HOW DO YOU GET A DOUBLE COUNT THERE? BECAUSE THERE'S A COLLEGE.

>> WELL, TECHNICALLY GOING TO COLLEGE DOESN'T COUNT, BUT YOU ARE TO MEET SOME OF THOSE COLLEGE ENTRY, COLLEGE RADIO REQUIREMENTS LIKE GETTING A THREE OR FOUR IN AN AP, MEETING THE COLLEGE READY BENCHMARK ON THE SAT, ACT, AND SO ON.

YOU CAN TECHNICALLY GO TO COLLEGE AND NOT BE COUNTED AS COLLEGE READY UNDER THIS SYSTEM.

[NOISE] HOW DO YOU COMPUTE THE CCMR RATE? THEY SAY IT'S KIND OF ELEMENTARY HERE.

THE DENOMINATOR IS THE NUMBER OF GRADUATES IN THE CLASS, AND THE NUMERATOR IS HOW MANY STUDENTS MET ONE OF THOSE TEN CRITERIA.

I DID SAY TEN BECAUSE I MISSED TELLING YOU SOMETHING.

THERE'S A FOOTNOTE AT THE BOTTOM THAT SAYS, CTE UNTIL THE 2019 GRADUATING CLASS, STUDENTS THAT DIDN'T MEET ANY OTHER CRITERIA, UNDER THIS SYSTEM, YOU GET HALF CREDIT FOR BEING IN A SEQUENCE OF CTE COURSES THAT LEAD TO AN INDUSTRY-BASED CERTIFICATE.

WELL, THAT HALF A CREDIT WAS ALWAYS TEMPORARY, SO IT WENT AWAY WITH THE 2020 GRADUATING CLASS, IMPACTING THE 2020 ACCOUNTABILITY.

SO THAT'S GONE, AND I WILL GO INTO LITTLE BIT OF THE DETAILS.

WE EARNED ABOUT 70% CREDIT ON THAT INDICATOR, WHICH WILL GO AWAY THE FOLLOWING YEAR WITH THE 2020 GRADUATING CLASS.

YOU HAVE A HANDOUT WITH YOU WITH, I BELIEVE IT'S LIKE 15 OR SOMETHING PAGES, THAT GIVES YOU A LOT OF DATA.

I DO NOT INTEND TO GO WITH EACH ONE OF THOSE PAGES OR THE NUMBERS.

I'LL ASK FOR A SPECIAL CLASS FOR THAT ON SATURDAY, BUT IT'S KIND OF AN OVERVIEW [LAUGHTER]

>> [INAUDIBLE] I WILL BE THERE.

>> YOU GET CCMR CREDIT FOR ATTENDING THAT ONE.

I'LL GIVE YOU AN OVERVIEW OF WHAT'S IN THERE.

THIS IS THE DATA WE STUDIED WHEN WE SET THE GOALS.

THE VERY FIRST PAGE, YOU HAVE THREE YEARS OF WHAT THE FINAL OUTCOMES WERE, SO FOR THE 2017 GRADUATING CLASS, 2018 GRADUATING CLASS, 2019 GRADUATING CLASS.

NOW, IN THIS REPORT, OVERALL, WE WENT FROM 71% TO 79% TO 85% EARNING CCMR CREDIT, WHICH IS PRETTY GOOD.

AT THE SAME TIME, IF YOU SEE THIS, DON'T TRY TO ADD UP ALL THE PERCENTAGES BECAUSE UP TO MORE THAN 100.

THAT'S BECAUSE STUDENTS CAN DO CCMR CREDIT IN MULTIPLE CRITERIA, BUT YOU ONLY GET TO COUNT IT ONCE.

A LOT OF OUR STUDENTS THAT GOT CTE PATHWAYS CREDIT, FOR EXAMPLE, THEY WERE EARNING CCMR CREDIT IN OTHER WAYS TOO.

THIS IS KIND OF DIFFICULTY SLEEPING, THIS IS SOMETHING TO LOOK AT.

ON PAGE TWO THROUGH EIGHT, YOU HAVE THIS SAME DATA FOR GRADUATING CLASS OF 2014, 2015, 2016, 2017 BY STUDENT GROUP, BECAUSE UNDER THE HOUSE BILL REQUIREMENT, WE NOT ONLY HAD TO SET GOALS FOR THE STUDENT GROUP, WE HAD TO SET GOALS FOR 10 OTHER STUDENT GROUPS.

>> FOR STUDENTS THEY ONLY GET COUNTED ONCE.

SO IF A STUDENT IS IN AP CLASS AND DOES CORTEX SOMETHING, WHATEVER IT IS, A LEVEL ONE CERTIFICATION, DO THEY GET COUNTED TWICE, THEY ONLY GET COUNTED ONCE BECAUSE THEY FIT INTO THE ONE TIME IN THE BUCKET.

[02:00:02]

IT IS JUST A COURSE, A STUDENT, SO A STUDENT CAN TAKE ONE AP COURSE IN PSYCHOLOGY FOR INSTANCE, AND THAT PUTS THEM IN THE BUCKET, AND THAT'S ALL THEY HAVE TO DO?

>> TAKE THE AP COURSE AND GET A THREE OR HIGHER.

>> THEY HAVE TO TAKE THE AP COURSE, ANY AP COURSE?

>> ANY AP CLASS WILL DO [OVERLAPPING].

>> THREE OR HIGHER THERE IN THE BUCKET, THEY COUNT FOR US, BECAUSE WE HAVE SO MANY STUDENTS WHO ARE OVER ACHIEVING AND DO ALL THESE THINGS THAT DON'T DO ANYTHING FOR US, IN THIS MEASUREMENT.

>> YEAH, FOR US IT DOESN'T, OBVIOUSLY FROM THE STUDENT PERSPECTIVE, IT DOES A LOT.

FOR EXAMPLE, ALMOST EVERY KID THAT GOT A FOUR OR HIGHER IN IB, AND ALMOST ALL THE KIDS THAT GOT A THREE OR HIGHER IN AP, THEY ALSO GOT CREDIT THROUGH MEETING THE CCMR CAT SCORE ON SAT AND ACT.

IT'S ALMOST A 100% OVERLAP IN THOSE TWO GROUPS.

GOING BACK TO THE DATA PACKET, YOU HAVE THE LOT OF DETAILS ON EVERY INDICATOR.

FOR EXAMPLE, YOU HAVE THE ACT, AVERAGE SCORES AND EVERYTHING THAT GOES IN THAT TAPR REPORTS FOR MULTIPLE COHORTS OF GRADUATING CLASSES AND BY STUDENT GROUP.

STARTING FROM THE ORANGE COLORED SHEET, WE HAVE TAKEN THOSE NUMBERS FROM THOSE REPORTS AND THEN SET GOALS AND THESE ARE VERY SIMILAR TO THE ONES THAT WE WENT OVER AT THE PREVIOUS MEETING.

WE HAVE THE 2019 GOALS, THE BASELINES, AND WE SET GOALS FOR EACH AND EVERY SUBGROUP.

I'M GOING TO GO INTO A SLIDE THAT WILL DISCUSS SOME OF THESE DETAILS AND THE METHODOLOGY, SO YOU CAN KEEP IT IN YOUR BACK SHEET SO THAT WHEN WE GO TO THE SLIDE, WE CAN LOOK AT IT.

THE VERY LAST PAGE IS HOW WE USE MAP IN EIGHTH GRADE TO PREDICT WHAT'S THE UNTRACKED TO MEETING THE SAT AND ACT CUT SCORE FOR COLLEGE READINESS USING MAP.

A MAP GIVES A PRETTY DECENT PREDICTION OF HOW YOU ARE GOING TO DO AND MEET THE COLLEGE READY CAT SCORES.

THIS IS A SUMMARY OF WHAT WAS IN THAT VERY FIRST PAGE IN YOUR HANDOUT, THIS ARE THE KEY INDICATORS, AND THE POINT HERE, I WANT TO EMPHASIZE IS THE ONE THAT'S HIGHLIGHTED IN BLUE.

THAT OPTION IS GONE.

OUR BASELINE REALLY FOR 2019 GRADS IS 86% MINUS THAT 7% BECAUSE WE HAD TO FILL THAT GAP.

JUST KEEP THAT IN MIND, AND WE TOOK THAT INTO ACCOUNT WHEN WE SET GOALS [OVERLAPPING]

>> LET ME ASK YOU JUST A REAL DUMB QUESTION ON THIS.

IN LOOKING AT EACH OF THE INDIVIDUAL INDICATORS, IT DOESN'T SEEM TO ME THAT IT GIVES YOU ANYTHING OF VALUE TO COMPARE YEAR OVER YEAR PERCENTAGES.

IT'S ONLY THE TOTAL CREDIT TO ME THAT WOULD SHOW IMPROVEMENT YEAR OVER YEAR.

IF IT'S NOT THE SAME, I GUESS IT'S NOT AN APPLES TO APPLES COMPARISON, FOR EXAMPLE, ON THE FIRST CRITERIA, SCORED AT OR ABOVE COLLEGE READY LEVEL ON SAT ACT.

IN TERMS OF PERCENTAGES, IF A STUDENT COULD IN 2017 SATISFIED THIS INDICATOR AND BE LOGGED IN HERE, BUT THE NEXT YEAR, THE SIMILAR STUDENT IS LOGGED IN UNDER A DIFFERENT CRITERIA.

AM I MAKING ANY SENSE THERE?

>> I THINK I UNDERSTAND YOUR QUESTION, MAYBE I NEED TO EXPLAIN THE DENOMINATOR BETTER.

DENOMINATOR IS THE GRADUATING CLASS, SO YOU COULD EARN AN AP CREDIT WHEN YOU ARE IN 9TH GRADE AND GET A THREE, IN 10TH GRADE YOU CAN TAKE THE SAT AND MEET THE CCMR CUT SCORE.

IN 11TH GRADE, YOU CAN TAKE THE SAT AND MEET THE CCMR CUT SCORE.

IN 12TH GRADE, YOU GET AN INDUSTRY-BASED CERTIFICATE.

SO YOU'VE GOT FOUR.

[02:05:01]

SO, IT DOESN'T MATTER WHICH YEAR YOU EARNED IT, IT DOESN'T MATTER WHAT YOU EARNED FOR THE OVERALL.

NOW WHAT A SINGLE ROW TELLS YOU IS THAT FOR THAT 2017 GRADUATING CLASS, JUST BASED ON SAT, ACT AND TSIA ONLY, 64% MET THE CUT SCORE FOR THE 20 AND THEY COULD HAVE EARNED THAT, IN FACT SOME OF THESE KIDS EARN THAT CUT SCORE IN SAT, ACT AND DSI, ALL THREE, ALRIGHT? ALSO, THEY COULD HAVE EARNED IT IN 10TH GRADE, 11TH GRADE OR 12TH GRADE, BUT THE CLASS IS THE SAME.

SO THAT CLASS IS GONE.

SO IN 2018 GRADS, IT'S A COMPLETELY NEW DENOMINATOR, AND THAT SAME RULE'S APPLIED.

IT IS COMPARABLE WHEN YOU COMPARE FROM CLASS TO CLASS TO CLASS, BUT WHAT THEY CANNOT DO IS COMPARE GRADE TO GRADE TO GRADE.

>> LET ME ASK YOU THIS QUESTION JUST TO CLARIFY AGAIN.

IN YOUR FIRST EXAMPLE WHERE THE STUDENT SATISFIES ONE OF THE INDICATORS IN 9TH GRADE, ANOTHER ONE IN 10TH, ANOTHER ONE, THEY'RE GOING TO COUNT, LET'S SAY THAT'S A 2017 GRAD, THEIR SATISFACTION IS GOING TO COUNT IN EACH OF THE FOUR CRITERIA, CORRECT?

>> YEAH. IN THIS REPORT, THEY WILL APPEAR ON ALL THREE, BUT OVERALL, THEY ONLY COUNT ONES.

>> THEY COUNT ONCE AND THE TOTAL OF HAVING SATISFIED ONE OF THE CRITERIA BUT IN TERMS OF EACH OF THE INDIVIDUAL CRITERIA, THEY COULD TALLY UP MULTIPLE PLACES, SO THEN THAT DOES MAKE IT AN APPLES TO APPLES COMPARISON, YEAR OVER YEAR FOR THE INDIVIDUAL CRITERIA AS WELL.

>> THAT'S WHY THAT EIGHT PAGE REPORT WHERE EACH CRITERIA IS LISTED FOR EVERY SUBGROUP IS VERY IMPORTANT.

BECAUSE WHEN WE OPERATIONALIZE OUR STRATEGIES, WE REALLY CAN'T SAY WE WILL INCREASE OVERALL CCMR. WE NEED TO SAY, WE WILL INCREASE THE PERCENTAGE OF STUDENTS WHO TAKE AP.

WE WILL INCREASE THE PERCENTAGE OF STUDENTS WHO MEET THE CCMR CRITERIA ON THE SAT.

WE HAD TO WORK ON THAT, THOUGH WORKING ON THAT MAY HELP IN ANOTHER CRITERIA TOO [BACKGROUND].

>> THE NUMERATOR CAN NEVER BE MORE THAN THE DENOMINATOR.

>> YES.

>> AGAIN, THIS IS A MINIMAL TEST.

IF A KID CAN TAKE THE AP TEST IN NINTH GRADE AND THEY DO NOTHING, THEY'RE 10TH OR 11TH OR 12TH GRADE YEAR, DO NOTHING, DO NOT JUST TAKE REGULAR CLASSES AND DO NOTHING ABOVE AND THEY GO INTO THE POT AND THEY GET COUNTED?

>> YES.

>> SO THIS IS.

>> IF THEY GET A THREE OR HIGHER.

>> IF THEY GET A THREE OR HIGHER.

SO THIS IS, VERY MUCH A VERY MINIMAL.

>> BASIC.

>> YEAH. YOU CAN ASK ME THE QUESTION.

THAT KID ONLY AP COURSE HE TOOK WAS IN NINTH GRADE.

>> IS HE COLLEGE READY?

>> DIDN'T TAKE THE SAT, DIDN'T TAKE THE ACT.

GOT A THREE, RIGHT? SO WE COUNT THAT KID FOR HIS THREE YEARS LATER FOR THE GRADUATING CLASS AS COLLEGE READY.

>> BUT HE'S NOT.

>> YEAH. BUT CASES LIKE THAT ARE REAR BUT THERE IS A GROUP OF KIDS THAT IMPACTS PLANO THAT DOESN'T COUNT AND MOST PROBABLY YOU ARE GOING TO BE UNHAPPY ABOUT THIS, THERE ARE SOME KIDS IN PLANO THAT TAKE AP IN EIGHTH GRADE, ESPECIALLY THE NATIVE SPANISH SPEAKERS WILL HAVE THE AP.

WE TRIED AND SOME OTHER DISTRICTS THAT HAVE THAT PROGRAM TRIED IT AND COMMISSIONER PRETTY MUCH SAID THAT SPANISH AP IN EIGHTH GRADE, FOREIGN LANGUAGE AP'S TAKEN IN MIDDLE SCHOOLS ARE NOT GOING TO COUNT BECAUSE THEY ARE, ACCORDING TO TA RESEARCH, IT'S NOT AN INDICATOR OF SUCCESS IN COLLEGE, RIGHT? THAT MAY BE TRUE, BUT THAT'S ALSO A VERY CHALLENGING GROUP OF STUDENTS THAT MAY BE THE ONLY AP CLASS THEY TOOK.

>> OKAY, AND BECAUSE SPECIAL ED FITS INTO THIS AS WELL, I'M SORRY, I'M JUST BEING THE DEVIL'S ADVOCATE OF THIS.

THE TOTAL CCMR SCORE, REALLY THE VALUE IN THIS IS NOT THE 86% OF THE KIDS WHO DO THIS.

IT'S IDENTIFYING THE 14% OF THE KIDS WHO'VE DONE NOTHING TOWARDS THESE THINGS AT ALL.

THE FACT THAT WE HAVE 14% OF KIDS THAT DONE, BECAUSE IT'S NOT HARD TO GET IN THE BUCKET. CORRECT?

>> FOR PLANO, IT'S NOT HARD.

BUT SOME DISTRICTS THEY FIND IT VERY HARD [OVERLAPPING].

>> SO THE 14% WHO AREN'T MAKING INTO THE BUCKET IS WHO WE AS A DISTRICT REALLY HAVE A RESPONSIBILITY TO FIND THEM AND GET THEM ENGAGED.

[02:10:04]

>> EXACTLY.

>> OKAY.

>> I HAVE A QUESTION.

>> I THINK THAT'S EVEN WORSE THAN THAT, JERRY, BECAUSE WHEN YOU LOOK AT SOME OF THE GOALS THAT WE HAVE FOR THE DIFFERENT ETHNICITIES OF STUDENTS.

THE GOAL FOR THE 2019 AFRICAN AMERICAN STUDENTS WAS 59%.

SO YOU'VE GOT 41% OF THEM WERE NOT CHECKING OFF, ANY BLOCK.

>> ABSOLUTELY.

>> SO IN TERMS OF FOCUS ATTENTION, OPERATIONALIZING OUR STRATEGY, WE'VE GOT SOME CLEAR DIRECTION HERE.

>> I HAVE A QUESTION. WHEN WE TALK ABOUT AP, THE CUT SCORE IS THREE, RIGHT? SO I'M WONDERING FOR SAT AND ACT, WHICH SCORE WE USE AS CUT SCORE IS A STATE AVERAGE OR REGION ATTAINED AVERAGE?

>> IT IS FOR SAT, ACT AND ALSO THE TSIA TEST, IT'S NOT AN AVERAGE.

THEY HAVE DONE SOME STUDIES AND SAID, THERE IS A NUMBER, LET'S SAY ON SAT VERBAL, THAT SAYS IF YOU SCORE AT THAT POINT OR HIGHER, IT'S 450 I THINK.

IF YOU SCORE 450 OR HIGHER, YOU HAVE HIGH POTENTIAL OF EARNING A C OR HIGHER AS A FRESHMAN, ENGLISH COMPOSITION COURSE AND THAT'S THE NUMBER.

IT'S NOT AN AVERAGE, THEY HAVE DETERMINED IT AT THE STATE LEVEL FOR THAT SUCCESS.

SO THEY HAVE SAID CUT SCORES FOR SAT, READING AND QUANTITATIVE ACT READING AND MATH AND ALSO THE TSIA TEST THEY HAVE SET TWO CUT SCORE.

SO YOU HAVE TO MEET THAT CUT SCORES.

>> THESE CUT SCORES SEEMED TO BE LOWER THAN THE AVERAGE, RIGHT?

>> I THINK THE CUT SCORE IS HIGHER THAN THE AVERAGE.

I NEVER CHECKED WHETHER IT'S HIGHER OR LOWER.

RHONDA, DO YOU RECALL THAT? YEAH. IT'S NOT A LOWER NUMBER THAT CUT SCORE.

>> OKAY.

>> SO LET ME GET BACK TO THE SLIDE THEN MAYBE YOU CAN REFERENCE YOUR HANDOUT.

YOU SAW THE SIMILAR SLIDES WHEN WE DID IT AND THESE ARE THE SAME THINGS THAT THE DISTRICT IMPROVEMENT COMMITTEE APPROVED.

SO OVERALL, OUR BASELINE IS 79, SO WE TOOK OUT THAT 7% ON THE CTE AND OUR TARGET ON THE OVERALL IS GOING TO BE 85 AND WE HAD THE EXACT SAME PHILOSOPHY AS ALL OUR OTHER GOALS.

I PUT THE ROW FOR ECONOMICALLY DISADVANTAGED HERE, AND THEY START OUT AT 58% AND SIMILAR, WE WANT TO NARROW THE GAP BY, AT LEAST BY HALF.

THIS IS A STRETCH GOAL.

REMEMBER WE HAVE TWO AND A HALF YEARS TO MEET THIS GOAL, SO WITH COVID PANDEMIC IT'S MOST PROBABLY, IT'S GOING TO BE A CHALLENGE, BUT IT IS DEFINITELY A HIGH EXPECTATION, TO GET TO THAT GOAL.

>> DASH CAN I JUST CHIME IN REALLY QUICK AND JUST AS A REMINDER THAT ON THE CCMR BOARD ON OUTCOME GOALS THAT THIS ALSO CONNECTS BACK TO DOMAIN THREE IN CLOSING THE GAP.

THAT'S WHY SOME OF THESE ARE STRETCHED GOAL AND THAT'S WHY YOU'RE SEEING.

DASH, WENT OVER DOMAIN ONE BECAUSE THAT'S WHERE MOST OF THE INDICATORS FALL.

BUT THEN FOR THE HOUSE BILL THREE CCMR GOALS, YOU HAVE TO GO BACK TO DOMAIN THREE AND LOOK AT THE INFORMATION BY SUBGROUP.

>> THANK YOU, TERESA.

>> DASH, SINCE OUR CTE, THE 7% IS GONE, RIGHT, IS NOT GOING TO BE COUNTED.

SO THERE'S 79% TO 86 IS GOING TO BE PRETTY EASY BECAUSE FROM 0, YOU'RE GOING TO ADD PRETTY FAST, RIGHT?

>> WELL, WHAT HAPPENS IS, MOST PROBABLY IF YOU START AT 35%, TO GET, TO 60, LET'S SAY GET A 20 POINT INCREASE MOST PROBABLY IS EASY.

BUT ONCE YOU START AT SUCH A HIGH NUMBER, NOW, WE HAVE CAPTURED THE ONES THAT WE CAN GET CCMR CREDIT, WE'VE DONE THAT.

BUT IT'S A CHALLENGE, THE ONES THAT HAVEN'T HAD IT, IN THAT THE REMAINING 21%.

GETTING THAT NUMBER HIGHER, IT'S GOING TO BE A LOT HARDER THAN GOING FROM 50 TO 75.

GETTING THAT 6% MOST PROBABLY IS HARDER THAN GOING FROM 50 TO 60.

THAT GETS TEN TO TEN BECAUSE, AND THAT'S ALWAYS THE CASE WHEN YOU TRY TO SET GOALS ON THESE.

SO WHAT WE DID, Y'ALL ASK THIS QUESTION ABOUT HOW WE APPROACH THIS.

SETTING OVERALL GOALS FOR CCMR IS GREAT.

BUT THEN WHEN WE OPERATIONALIZE IT,

[02:15:01]

WE SET A SEPARATE GOALS OUT OF THAT 79%, 70% PERCENT OF OUR STUDENTS AND THE BASELINE EARNED IT THROUGH THE COLLEGE READINESS PATHWAY AND WE SET A GOAL OF THAT TO BE 75 AND THE SIMILAR ECONOMICALLY DISADVANTAGE FROM 41 TO 60.

ON THE NEXT SLIDE, BY THE WAY, IS THE COMPLEMENT, NOT ACTUALLY COMPLEMENT, WE SET SEPARATE GOALS OF A CAREER READINESS, WHERE WE WANT TO INCREASE IT.

THIS IS KIND OF A STRETCH GOAL HERE TOO.

WE WANT MORE COMING FROM, BECAUSE THAT'S THE AREA THAT WE NEED TO WORK ON IN THE DISTRICT AND THE CAREER READINESS PATHWAYS, CTES INDUSTRY-BASED CERTIFICATES AND ALSO SPECIAL ED STUDENTS GRADUATING WITH ADVANCED DIPLOMA PLANS AND SKILLS TO GO STRAIGHT TO THE WORKFORCE.

SO THAT AREA TARGETING HOPING TO GET A TEN-POINT INCREASE IN THE NEXT TWO AND A HALF YEARS.

SO LARGER CONTRIBUTION TO THE INCREASE IS COMING FROM THE CAREER READINESS COMPARED TO THE COLLEGE READINESS BECAUSE THAT WE ALREADY STARTED OUT PRETTY HIGH.

AGAIN, THIS WE'RE EMPHASIZING THROUGH STUDENT GROUPS, BUT THE STATE REQUIRES US TO DO EACH ONE OF THESE FOR EACH OF THE STUDENT GROUPS IN THAT ORANGE SHEET.

ALL RACE AND ETHNICITY, EL, SPECIAL ED.

IN FACT, THEY REQUIRE US TO DO FORMAL SPECIAL ED TOO.

OKAY. THE NEXT PORTION DR. DAVIS, IS GOING NOW TO CONTINUE FROM HERE.

HI, GOOD EVENING, PRESIDENT RICHARDS, BOARD TRUSTEES, THE SPONSOR.

IT'S GOOD TO BE HERE WITH YOU THIS EVENING TO TALK ABOUT SOME OF OUR COURSE ENROLLMENTS.

I DO WANT TO SAY PUBLICLY HOW MUCH I APPRECIATE DASH AND OTHER WORK THAT HE DOES ON OUR DATA AND HELPING SO MUCH WITH CCM GOALS.

HE TALKED ABOUT THINGS THAT I FEEL SOMETIMES THEY'RE OVER MY HEAD, BUT I HAVE FOUND IT VERY ENLIGHTENING TO HAVE CONVERSATIONS WITH HIM AND BE ABLE TO TALK ABOUT DATA A LOT MORE.

I'VE LEARNED A LOT. I DON'T KNOW WHAT YOUR DEFINITION OF SCARY IS, BUT MINE IS THAT I BEGAN TO THINK LIKE HIM A LITTLE BIT [LAUGHTER].

ANYWAY, I'LL GO ON HERE.

WE'RE GOING TO TALK ABOUT COURSE ENROLLMENT.

THERE IS NOT A DIRECT CORRELATION BETWEEN COURSE ENROLLMENT AND CCM INDICATORS, BUT THERE IS A DIRECT CORRELATION BETWEEN COURSE ENROLLMENT, COURSE COMPLETION, DOING WELL ON THE AP AND IB TESTS, BEING ABLE TO TAKE THOSE SAT, ACT PREP, ALL THINGS THAT THESE LEAD UP TO, SO ENROLLMENT ISN'T AS IMPORTANT.

I WANT TO ALSO NOTE IT SAYS AT THE BOTTOM OF THIS SCREEN, AND IT IS IN THE SAME GOES FOR THE REST OF THE SCREENS THAT I WILL SHOW YOU AS FAR AS ENROLLMENT IS CONCERNED.

THIS IS ENROLLMENT IN AP COURSES, AND A STUDENT MAY BE ENROLLED IN MULTIPLE AP COURSES.

ONE STUDENT MAY REPRESENT FOUR COURSES OR FOUR PLACES.

MY SCREEN WENT OFF.

THIS IS FOR THE LAST THREE YEARS IN PLANO.

IT'S BASED ON FIRST SEMESTER ENROLLMENT FOR EACH SCHOOL YEAR, MOST AP COURSES ARE YEAR-LONG COURSES.

THERE ARE A FEW THAT ARE ONLY SEMESTER-LONG.

BUT ANYWAY, WITH THAT IN MIND, THE SECOND SEMESTER NUMBERS WOULD NOT VARY GREATLY.

NOTE THAT THE ENROLLMENT IS PER COURSE, LIKE I SAID, NOT PER STUDENT.

YOU SAW OUR TEST RESULTS IN DR. GERBER'S PRESENTATION A MONTH OR TWO BACK, BUT WE ALSO WANTED TO TRACK COURSE ENROLLMENT, SHARE THE INFORMATION WITH YOU.

AS I SAID, CCM INDICATORS ARE BASED ON SCORES PER AP TEST, NOT ENROLLMENT, BUT ENROLLMENT IS IMPORTANT IN ENSURING THAT STUDENTS ARE PLANNING FOR AND PREPARING WELL FOR THE AP TESTS THROUGH CLASSES.

THE DISTRICT TOTALS YOU WILL NOTICE HAVE DECLINED A LITTLE BIT EACH YEAR AS HAS OUR ENROLLMENT, AND AGAIN, ENROLLMENT NUMBERS IS THE PERCENTAGE OF SEATS ARE OCCUPIED.

THEY MAY JUST WANT TO MAKE SURE THAT MAKES SENSE.

[02:20:05]

THE COMPLETION OF A DOOR CREDIT CLASS IS INCLUDED IN CCM INDICATORS AND DASH EXPLAINED THAT TO YOU JUST A FEW MINUTES AGO.

WE WANT TO TALK ABOUT ENROLLMENT A LITTLE BIT TO STUDENTS MUST OF COURSE, RECEIVE A PASSING GRADE IN THE CLASS TO RECEIVE A CCM, OR CREDIT, AND THEY CAN MEET IT IN ONE OF THREE WAYS.

THREE HOURS OF ENGLISH, THREE HOURS OF MATH, OR NINE HOURS IN ANY COMBINATION OF OTHER COURSES SUCH AS HISTORY IS THE LARGER ONE THAT THERE ARE STUDENTS ENROLL IN, OF COURSE, US HISTORY, GOVERNMENT ECONOMICS WOULD SUFFICE FOR THAT TOO.

[INAUDIBLE] I WANT TO ASK SO THIS ONE JUST TO CLARIFY, A STUDENT IS NOT JUST FOR ENROLLMENT THAT THEY HAVE TO NOT JUST ENROLL IT.

THEY HAVE TO BE ENROLLED IN UP TO CERTAIN NUMBER OF CLASSES TO COUNT.

THEY HAVE TO PASS A THREE HOUR ENGLISH COURSE, A THREE OUR MATH COURSE, OR NINE HOURS OR ANY COMBINATION OF OTHER COURSES THAT MIGHT BE OFFERED.

IF THEY LET'S SAY THEY'RE ENROLLED IN A US HISTORY 1301, US HISTORY 1302 AND THEY DO GOVERNMENT DUAL CREDIT, THAT'S NINE HOURS.

I HOPE THAT'S NINE HOURS.

[BACKGROUND].

BECAUSE THERE THREE HOURS EACH, THEN THAT WOULD GET THEM THE CCM OR CREDIT.

[INAUDIBLE] I HAD A QUESTION ABOUT ENROLLMENT LOOKING AT FIRST THE AP ENROLLMENT AND THEN THE DUAL CREDIT, I NOTICED THERE WAS A PRETTY BIG DROP OFF IN ALL THE ENROLLMENT NUMBERS, WITH THE EXCEPTION OF ASIAN STUDENTS.

I LOOK AT THE AFRICAN-AMERICAN STUDENTS, FOR EXAMPLE, AT PLANO EAST, IT WENT DOWN FROM 337 TO 217 THIS LAST YEAR AND I THOUGHT, WELL, MAYBE THEY WERE JUST SWITCHING TO DUAL CREDIT, BUT WHEN YOU LOOK AT THE CREDIT NUMBERS, THEY DON'T GO UP BY AN EQUAL AMOUNT.

WHAT ARE THE THOUGHTS ON THAT?.

I KNOW A COUPLE OF YEARS AGO WE HAD A SPECIFIC PROGRAM TO ENCOURAGE STUDENTS FROM OTHER VARIETY OF OUR DIFFERENT STUDENT GROUPS TO ENROLL, IS THAT EFFORT STOPPED?.

IS THAT WHY WE'VE BACKED OFF A LITTLE BIT OR WHAT ARE YOUR THOUGHTS? I DON'T HAVE AN ANSWER FOR YOU.

THIS IS MY FIRST YEAR HERE, I'M NOT SURE WHAT HAPPENED PRIOR, AND I DO KNOW THAT THE EFFORTS HAD BEEN INCREASED.

I CAN'T TELL YOU BECAUSE I ASKED FROM COLLIN COLLEGE, I ASKED FOR DUAL CREDITS THAT STUDENTS RECEIVED, AND SO I CAN TELL YOU THAT EVEN THOUGH THE ENROLLMENT NUMBERS LOOK QUITE LOW FOR 1920, THE NUMBER OF CREDITS RECEIVED WERE NOT THAT MUCH LOWER THAN IN 1819, MEANING THAT STUDENTS WERE TAKING MULTIPLE DUAL CREDIT COURSES.

BUT I DO NOT HAVE AN ANSWER AS TO WHY THE ENROLLMENT NUMBERS WENT DOWN.

SOMEONE THAT WAS HERE WHEN THAT HAPPENED MIGHT HAVE AN ANSWER, AND I CAN CERTAINLY TRY TO LOOK INTO THAT MORE, BUT AND I'LL OWN IT, BUT MOVING FORWARD, I JUST WANT TO CONTINUE TO ENCOURAGE ENROLLMENT AND MAKE SURE THAT OUR COUNSELORS HAVE ALL THE INFORMATION NEEDED TO GIVE STUDENTS ENROLLED.

TAMMY, I THINK YOU WERE TALKING ABOUT THE COMMITMENT TO EQUITY PROGRAM.

[NOISE] I THINK THAT IS SOMETHING THAT AS A BOARD WE REMAIN INTERESTED IN, AND I'M CERTAIN [INAUDIBLE] I'M CERTAINLY YOU'RE LOOKING AT THAT AND DEVISING ACTION PLANS, BUT THOSE DROPS ARE GREATER THAN OUR ENROLLMENT DROPS.

PARTICULARLY SENSE FROM SOME OF THE STUDENT CATEGORIES, THEY'RE HOLDING FIRM.

I REALLY WANT TO MAKE SURE WE LOOK AT THAT.

I THINK WE HAD A LITTLE BIT OF A DISCONNECT, SO WE HAD DISTRICT GOALS, BUT THOSE DISTRICT GOALS WERE NOT TRANSFERRED INTO CAMPUS GOALS, AND LAST YEAR AND THIS YEAR THAT IS A CONNECTION THAT WE'VE NOW MADE THROUGH THE WAY WE DO OUR DISTRICT GOALS AND THEN THE CAMPUS IS ALIGNED TO THAT.

AS WE MOVE INTO THIS YEAR, WE SHOULD START TO SEE BETTER ALIGNMENT.

I THINK THAT'S WHERE WE ADD A BIT OF A DISCONNECT AND KATRINA MAY BE YOU WANT TO SPEAK JUST TO THAT A LITTLE BIT, BUT THAT WAS ONE OF THE THINGS WHEN WE STARTED TO LOOK AT OUR DATA, WE WERE NOT SEEING THE IMPROVEMENT AROUND WHAT THE INITIATIVE WAS INTENDED TO FOCUS ON.

JUST TO ADD MAYBE A PRIDE LAID TO SOME I'M DR. GILBERT'S WORK HE'S LEADING.

YOU REMEMBER THAT YOU APPROVED THE CONTRACT THAT WOULD CATAPULT THE PROFESSIONAL LEARNING COMPANY.

[02:25:03]

THIS IS REALLY ABOUT EQUITY.

WE TAUGHT THE PRINCIPLES A LITTLE BIT ABOUT IT IN THE LAST COUPLE OF MEETINGS, AND WE'RE REALLY RENEWING AND EXPANDING THE WORK THAT WAS STARTED PREVIOUSLY UNDER [INAUDIBLE] WHEN SHE LED THE HEART OF A SCHOLAR PROGRAM AND THE COMMITMENT TO EQUITY WORK.

IT'S EXPANDING BEYOND JUST TRYING TO INCREASE ENROLLMENT IN ADVANCED COURSES FOR UNDER-REPRESENTED POPULATIONS INTO OUR EXPECTATIONS, PERHAPS UNINTENDED, EXPECTATIONS THAT ARE LOWER FOR CERTAIN KIDS, SO IT REALLY IS A DEEPER DIVE INTO HELPING US WITH WHAT PROBABLY IS AN EQUITY ISSUE.

ABOUT TWO YEARS AGO, I WAS WORKING WITH THE DIVERSITY COMMITTEE.

THIS IS ACTUALLY ONE OF THEIR GOALS TO DEVISE THE DELIVERABLE TO THE BOARD.

I DON'T REALLY KNOW WHAT HAPPENED LATER.

THE IDEA IS TO PRODUCE A VIDEO, AND JUST LIKE WHAT WE DID FOR IB SCORES, PROMOTIONAL VIDEO WITH STUDENTS IN THESE MINORITY GROUPS, FEATURING THEM SPEAKING ABOUT AP AND SPEAKING ABOUT DUAL CREDIT AND IN DIFFERENT LANGUAGES EVEN, JUST TO RAISE AWARENESS.

I DON'T KNOW WHAT HAPPENED TO THAT DELIVERABLES.

HAS IT EVER BEEN DELIVERED?.

I HAVE NO IDEA. SO DO WE HAVE SOME PROGRAM LIKE THAT?.

SOMEBODY EVEN MENTIONED THAT WE SHOULD PUT THAT PARENTS ENROLL THEIR STUDENTS, YOU SHOULD PUT THAT VIDEO LIKE YOU NEED TO WATCH THIS VIDEO [LAUGHTER] BEFORE YOU CAN REGISTER YOUR STUDENTS.

THAT ALL GOOD IDEAS WE CAN MAKE PEOPLE REALIZE, BASICALLY RAISE THE EXPECTATION AND CLOSE THE GAP OF HOPE FIRST, THAT EXPECTATION FIRST, AND LETS ALSO WORK WITH WHAT KATRINA MENTIONED LAST TIME.

JUST GIVE STUDENTS THIS CULTURE OF EXCELLENCE, I MEAN, JUST YOU CAN DO IT AND THEN HERE'S SOMEBODY ELSE DID IT, BECAUSE WE, IN THAT COMMITTEE, I THINK WE DID FEAR STUFF LIKE STUDENTS ARE SCARED SOMETIMES, EVEN TO TAKE ON THAT CHALLENGE.

BECAUSE THEY COULD BE ACCUSED OF BEING A [INAUDIBLE] THAT KIND OF RHETORIC.

I THINK THAT IS A BAD INFLUENCE.

AS PARENTS, TEACHERS, PEERS, WE ALL SHOULD SUPPORT STUDENTS IN THEIR ASPIRATIONS.

IT REALLY MAKES A DIFFERENCE.

YOU HAD THERE, I THINK THAT WAS ACTUALLY PART OF THAT SAME COMMITMENT TO EQUITY WHERE I THINK WE WERE WORKING ON PROJECTS TO ACTUALLY TALK TO FAMILIES WHO MIGHT NOT HAVE THEIR OWN PERSONAL EXPERIENCE WITH THIS TYPE OF ACCELERATED COURSEWORK.

I THINK THAT IS SOMETHING WE NEED TO GIVE A GREAT DEAL OF CREDENCE TO.

ALSO THE FACT THAT THIS WORK ACTUALLY STARTS IN PRE-K. YOU DON'T SHOW UP AND TAKE AP ENGLISH AS AN 11TH GRADER WITHOUT A GOOD FOUNDATION.

[INAUDIBLE] THIS IS JUST AN OBSERVATION.

I DON'T EXPECT YOU TO HAVE AN ANSWER TO THIS, BUT JUST ITS INTERESTING OBSERVATION.

THE NUMBER OF STUDENTS IN DUAL CREDIT AT PLANO SENIOR HIGH SEEMS TO BE SIGNIFICANTLY LOWER THAN THE OTHER TWO SENIOR HIGHS.

I THOUGHT MAYBE THAT WAS COMPENSATED FOR WITH AP.

MAYBE THERE'S THE SWITCH OFF THERE, BUT IT'S NOT MUCH, IT'S LOWERING AP AS WELL.

JUST AN OBSERVATION.

MAYBE, AS YOUR [INAUDIBLE] , FIGURING OUT MAYBE WHAT THAT WOULD BE GREAT INSIGHT FOR US.

>> YOU SAID THERE WASN'T A QUESTION, SO I WON'T MAKE ANYTHING UP.

>> ALL I KNOW I DON'T WANT YOU TO MAKE ANYTHING.

THAT'S AN OBSERVATION I HAVE.

IT WOULD BE GREAT TO BE ABLE TO FILL IN MAYBE SOME UNDERSTANDING OF THAT AS WE GO FURTHER DOWN.

>> NO. I DO KNOW THAT ONE OF THE THINGS THAT THEY HAVE DONE IS ONE OF THE OTHER SENIOR HAS DEDICATED AN ASSOCIATE PRINCIPAL TO CCMR, AND TO MAKING SOME DIFFERENCES THERE, WE'VE RUN SOME DATA FOR THEM SPECIFIC TO THINGS THAT THEY'VE ASKED FOR THIS YEAR TO HELP WITH SOME OF THOSE THINGS.

THERE IS A FOCUS THERE JUST SO YOU KNOW.

PRESIDENT RICHARDS, I'M GOING TO COME BACK JUST FOR A SECOND, IF YOU DON'T MIND.

I DID ASK FOR THE ENROLLMENT NUMBERS FROM COLLIN COLLEGE FOR THIS YEAR AND WE ARE BACK UP, THE 1925 FOR THIS SEMESTER.

>> GREAT. THANK YOU.

>> YES. THOUGHT YOU'D WANT TO KNOW.

>> WE ACTUALLY HAVE A COMPLICATED HISTORY WITH DUAL ENROLLMENT,

[02:30:01]

SO IT WASN'T NECESSARILY ENCOURAGED, BUT CERTAINLY IT'S BEEN PART OF MY GOAL TO HAVE MORE OF OUR KIDS GRADUATE WITH THE CREDITS THEY NEED TO BE 30 CREDIT.

I WAS INTO REAL 4-YEAR DEGREE PROGRAMS, AND SO I THINK HAVING A MORE OPEN MIND ABOUT DUAL CREDIT MAKES A LOT OF SENSE.

>> YES, ABSOLUTELY.

MOVING ON TO IB COURSE ENROLLMENT FOR THE LAST THREE YEARS.

IB COURSE ENROLLMENT.

REMEMBER THAT OUR IB SCHOOL AT PLANO EAST, THE DIPLOMA PROGRAM IS FOR 11TH, AND 12TH GRADERS, EVEN THOUGH THEY ALLOW STUDENTS IN AS NINTH GRADERS TO TAKE THE PRE IB OR INTERNATIONAL HONORS COURSES IN NINTH, AND 10TH GRADE AS A PREP PROGRAM.

OUR IB SCHOOL DOES ACCEPT STUDENTS BASED ON INTEREST, AND A LOTTERY SYSTEM WHILE ENROLLMENT AGAIN, IS NOT A CCMR FACTOR, JUST LIKE AP TEST SCORES DO CONTRIBUTE TO CCMR. DASH TOLD YOU SCORES OF FOUR OR HIGHER, WE'LL INDICATE FOR THE SYSTEM THAT WE ARE UNDER, THAT A STUDENT IS COLLEGE READY.

AS YOU SAW ON SLIDE SEVEN, AP AND IB TEST SCORES ARE COMBINED IN THE CC INDICATOR SYSTEM.

WE ARE CONSISTENT.

EACH OF THE PAST THREE YEARS, STUDENTS PASSING AP AND IB TEST HAS COUNTED AS 47% OF OUR COLLEGE READINESS.

ALSO REMEMBER THAT AP TEST SCORES COUNT TOWARDS CCMR IN GRADES NINE THROUGH 12, AGAIN LIKE DASH EXPLAINED, AND IB TESTS ARE ONLY GIVEN IN GRADES 11, AND 12 BECAUSE THAT'S WHERE THE DIPLOMA PROGRAM SITS.

WHEN I INTERRUPT ENROLLMENT TO TALK A LITTLE BIT OF BRAGGING FOR OUR NATIONAL MERIT COMMENDED SCHOLARS, JANA HANCOCK RECEIVED THIS INFORMATION NOT VERY LONG AGO AND SHARED IT WITH US.

I WANTED TO TELL YOU TONIGHT THAT OUR NATIONAL MERIT COMMENDED SCHOLARS ARE DETERMINED BY COMPARING PSAT SCORES WITH THOSE OF OTHER STUDENTS IN OUR STATE USING ITS OWN SELECTION INDEX, WHICH FALLS ON A SCALE BETWEEN 48, AND 228.

THE TOP THREE TO FOUR PERCENT OF SCORES ARE NAMED COMMENDED SCHOLAR.

THE TOP ONE PERCENT, USUALLY ABOUT 16,000 STUDENTS ACROSS THE COUNTRY, NOT JUST IN TEXAS, ARE NAMED NATIONAL MERIT SEMI FINALISTS, AND THEN SEMI FINALISTS MAY GO ON TO APPLY FOR FINALIST STATUS.

WHILE NOT A CCMR INDICATOR, WE DO WANT TO RECOGNIZE THE EXTRAORDINARY EFFORTS OUR STUDENTS TAKE TOWARDS COLLEGE READINESS.

THIS CUT SCORES AS YOU CAN PROBABLY GUESS, BECAUSE OF COVID WENT DOWN A LITTLE BIT.

IN TEXAS THAT IS TRUE LAST YEAR IT WAS 221, THIS YEAR THE CUT SCORE TO BE COMMENDED SCHOLAR WAS 219.

THERE WERE JUST TRIVIA FOR YOU.

THERE WERE 3,448 COMMENDED SCHOLARS IN TEXAS THIS YEAR.

SO FOR PLANO, THAT MEANS THAT 5.8% OF THE STATE'S COMMENDED SCHOLARS COME FROM PLANO ISD. FUN [APPLAUSE] FACT.

LET'S TALK A LITTLE BIT ABOUT AVID.

AS AVID IS A COLLEGE READINESS SYSTEM, COLLEGE AND CAREER READINESS SYSTEM.

YOU RECEIVED A VERY THOROUGH AND POPULAR AVID PRESENTATION LAST YEAR.

EVERYONE WANTED TO BE KRISTIN ANDERSON LAST YEAR BECAUSE OF THE POPULARITY THAT SHE HAD WITH YOU GUYS AND POLICE.

WE WANTED TO PROVIDE YOU WITH AN UPDATE.

AVID IS A STUDENT-CENTERED APPROACH, WHICH ALSO AIMS TO CLOSE THE OPPORTUNITY GAP SO THAT ALL STUDENTS CAN BE PREPARED FOR COLLEGE CAREERS IN LIFE.

SCHOOLS WHO PARTNER WITH AVID RECEIVE PROFESSIONAL DEVELOPMENT, RESOURCES AND COACHING SUPPORT.

IT ACCELERATES AND ENHANCES THE WORK WE ARE ALREADY DOING.

WELL AVID DOES NOT DIRECTLY AFFECT CCMR, IT DEFINITELY HELPS OUR STUDENTS BUILD A SOLID FOUNDATION TO REACH A CCMR INDICATOR THROUGH COLLEGE AND CAREER PREPARATION.

YOU CAN SEE OUR NUMBERS HERE, AND THAT WE HAVE ACTUALLY INCREASED OUR ENROLLMENT IN AVID OF 100 STUDENTS FROM LAST YEAR.

>> I'VE GOT A NICE ANECDOTE ABOUT AVID.

WE WERE AT FRANKFURT WHEN THE FIRST AVID PILOT GOT STARTED UP.

MY SON'S CLASS WAS EITHER THE FIRST OR THE SECOND CLASS IN THAT.

HE HAS A COUPLE OF FRIENDS THAT WERE IN AVID.

ONE IN PARTICULAR IS ONE OF MY GOOD FRIEND'S SON, WHO HAS NOW GRADUATED FROM COLLEGE, AND GAINFULLY EMPLOYED WITH TOP GOLF.

[02:35:02]

THERE YOU GO. IT WORKS.

>> YES, IT DOES. THANKS FOR SHARING THAT.

THAT'S AWESOME. THIS IS REALLY COOL.

IF YOU HAVEN'T TAKEN A LOOK AT IT, THAT'S A LIVE LINK IN YOUR PRESENTATION.

PROVIDING INQUIRY BASED TUTORIALS FOR STUDENTS IN THE AVID ELECTIVE PROGRAM HAS BEEN A STAPLE IN THE PROGRAM IN PLANO ISD FOR YEARS.

WE'VE ALWAYS BEEN GRATEFUL FOR OUR AVID TUTORS, BUT THIS YEAR THEY'VE REALLY GONE ABOVE AND BEYOND.

TRADITIONALLY AVID TUTORIALS ARE IN A FACE TO FACE ENVIRONMENT.

NOT SO MUCH.

HOWEVER, THIS YEAR WE HAD TO SHIFT ALL TUTORIALS TO A VIRTUAL ENVIRONMENT.

I DID SO MANY QUESTIONS.

MY BOSS RECEIVED MORE EMAILS ABOUT THIS EARLY ON THAN ANYTHING.

WE'VE GOT TO FIND A WAY TO DO TUTORIALS.

CAN WE DO THIS? CAN WE DO THAT? ANYWAY, SHE'S BEEN VERY PATIENT WITH US, BUT IT WORKED OUT.

THE TUTORS WERE PATIENT AS KRISTIN ANDERSON, AND AVID COORDINATORS DEVELOPED A SYSTEM THAT WE THOUGHT WOULD WORK WELL WITH MIDDLE SCHOOL, AND HIGH SCHOOL STUDENTS.

ONCE A PROCEDURE WAS ESTABLISHED, THEY WORKED THROUGH TWO HOURS OF TRAINING ON VIRTUAL TUTORIALS.

THEY HAD TO BECOME QUICK EXPERTS IN GOOGLE CLASSROOM, GOOGLE MEET, GOOGLE JAMBOARD, VIRTUAL TUTORIAL REQUESTS FORMS, AND OTHER VIRTUAL TOOLS.

IT WAS A STEEP LEARNING CURVE FOR EVERYONE, BUT THE TUTOR STEPPED UP TO THE CHALLENGE, AND IT HAS PAID OFF.

STUDENTS ARE RECEIVING ACADEMIC HELP IN AN ENCOURAGING AND SUPPORTIVE VIRTUAL TUTORIAL SETTING.

JUST TO NOTE, WHEN OTHER PEOPLE AROUND US, AND OTHER DISTRICTS WERE TRYING TO FIGURE OUT HOW TO DO AVID TUTORIALS, KRISTEN AND HER TEAM WERE ACTUALLY DOING IT.

SHE HAS SHARED OUR PLAN WITH AVID, AND THEY HAVE SHARED IT WITH OTHER SCHOOL DISTRICTS AS A HOW-TO. IT'S VERY COOL.

IT WORKS REALLY WELL, AND A TEACHER CAN POP IN ON A MOMENT'S NOTICE.

THERE'S NEVER JUST ONE TUTOR IN ONE STUDENT, AND IT'S ALWAYS ACCESSIBLE TO THE TEACHERS.

IT'S REALLY COOL, AND IT REALLY WORKED OUT WELL.

A COUPLE OF ADDITIONS FOR AVID THIS YEAR, AVID XL IS BEEN ADDED IT AUTO THIS YEAR.

WE HAVE A SECTION OF SEVENTH-GRADE.

ARMSTRONG ADDED SIXTH GRADE AVID TO THEIR MASTER SCHEDULE FOR STUDENTS WHO ARE NOT DOUBLE BLOCKED IN MATH, AND 84 TEACHERS FROM PLANO OUT PARTICIPATED IN AVID'S FIRST VIRTUAL SUMMER INSTITUTE.

IT'S CALLED AVID DIGITAL XP.

I HAVE NO IDEA WHAT XP STANDS FOR, BUT IT SOUNDS REALLY COOL.

TAKE A LOOK AT THE PLAN IF YOU GET A CHANCE.

IT'S FUN TO LOOK AT.

LET'S TALK ABOUT CTE COURSE ENROLLMENT FROM 2017 TO 19.

I AM SHOWING YOU ONLY HIGH SCHOOL, AND SENIOR HIGH SCHOOL DATA BECAUSE WE ARE TALKING ABOUT CCMR, AND MIDDLE SCHOOL DOES NOT COUNT TOWARDS CCMR IN ANY FORM OF FASHION.

SO CTE DATA NUMBER AT NINE, AND 10 IS LOWER, OF COURSE, AS THE FOCUS IS ON COORDINATE REQUIRED COURSES, AND THERE ARE MORE OPTIONS AVAILABLE DURING THE 11TH, AND 12TH GRADE YEARS.

WE SEE THAT ENROLLMENT HAS INCREASED, AND WE'RE EXCITED ABOUT THAT.

JUST A REMINDER THAT COMPUTER SCIENCE WAS ADDED THIS LAST YEAR AS IS DESIGNATED NOW AS A CTE COURSE THAT PROBABLY HAS SOMETHING TO DO WITH IT, BUT THERE ARE PROBABLY OTHER CONSIDERATIONS AS WELL.

BUT JUST WANTED YOU TO KNOW THAT, AND THAT MAY BE WHY YOU SEE THE INCREASE.

INDUSTRY-BASED CERTIFICATIONS.

FOR THE LAST THREE YEARS, WE CLIMBED FROM 17-18 TO 18-19.

A LOT OF INDUSTRY-BASED CERTIFICATIONS WERE PUT ON HOLD AND HAD TO BE DONE LATER.

STUDENTS STILL MAY HAVE GOTTEN TO TAKE THEM IN THE SUMMER OR FALL.

WE DID TRACK THAT.

WE ARE TRACKING THAT, AND TRYING TO KEEP UP WITH IT AND HOPE THAT STUDENTS, EVEN THOUGH THEY MIGHT NOT HAVE GOTTEN TO TAKE THEIR INDUSTRY-BASED CERTIFICATION LAST YEAR BECAUSE OF COVID WILL CONTINUE AND FINISH THAT TESTS BECAUSE THEY WILL USE IT FOR A JOB.

WE ALSO OFFER CERTIFICATIONS THAT ARE NOT ON THE CCMR LIST BUT ARE NEEDED IN CERTAIN AREAS.

LET ME GIVE YOU SOME EXAMPLES.

I FIND IT ODD.

CPR CERTIFICATION, SERVE SAFE AND THE OSHA 10-HOUR CERTIFICATIONS.

THEY'RE NOT ON THE CCMR. LIST. YES. I KNOW.

I SAID THE SAME THING.

WE DO PETITION EVERY YEAR FOR CERTIFICATIONS LIKE THESE TO BE PLACED ON THE LIST BECAUSE THEY ARE VALUABLE.

[02:40:03]

YOU RECALL LAST YEAR THAT THE PROGRAMS OF STUDY THAT CAME OUT IN SEPTEMBER, WE WORKED VERY DILIGENTLY, AND HARD TO CREATE A COURSE GUIDE FOR THAT.

THE CTE TEAM CONTINUES TO WORK WITH OUR CTE TEACHERS TO ENSURE THAT OUR STUDENTS ARE TAKING THE INDUSTRY-BASED CERTIFICATION TESTS THAT THEY ARE ELIGIBLE FOR THROUGH ALIGNMENT WITH THEIR COURSES.

STUDENTS DO PAY FOR THE TEST.

THAT HOUSE BILL 3 DOES PAY FOR ONE IBC FOR EVERY STUDENT.

AS LONG AS THEY PASS THE TEST, THEY'LL PAY FOR ONE.

SO WHATEVER THEY PASS FIRST, GETS PAID FOR.

LET'S TALK A LITTLE BIT ABOUT STRATEGIES TO INCREASE CCMR. AFTER I FINISH WITH THIS SLIDE [LAUGHTER] MATT FRYE WILL BE SHARING MORE ON PILLAR 2, BUT I WANT TO SHARE A LITTLE BIT MORE DETAIL ON STRATEGIES SPECIFIC TO SEE CCMR. FOR CTE INFORMATIONAL NIGHTS IN THE FALL, WE'RE GOING TO USE THE OTHER ACADEMY ADVERTISING AND INFORMATION NIGHTS TO MARKET COLLIN TECHNICAL COLLEGE THIS YEAR.

IF YOU REMEMBER, LAST YEAR WE GOT REALLY LATE START BECAUSE COLLIN COLLEGE WASN'T READY TO ROLL OUT THEIR PROGRAMS AND THAT'S THEIR TIMING AND THEY WERE DOING THE BEST THAT THEY POSSIBLY COULD.

SO WE ARE GOING TO GET A HEAD START THIS YEAR.

PROGRESSION OF PSAT 9 TO PSAT 10 TO THE PSAT IN MSQT 11 TO SAT SCHOOL DAY 11, THIS IS THE FIRST YEAR THAT WE WILL HAVE THAT.

THIS IS SOMETHING THAT WE'VE ADDED PSAT 9 THIS YEAR.

WE ADDED REMEMBER SAT SCHOOL DAY LAST YEAR.

WHEN ARE WE ACTUALLY HAVE A PROGRESSION? THE SCORES FROM PSAT 9 FORWARD ARE LINKED TO KHAN ACADEMY, A PARTNER WITH COLLEGE BOARD.

THIS IS A FREE SOURCE THAT STUDENTS CAN USE TO WORK ON AREAS OF NEED TO INCREASE ACHIEVEMENT ON THE PSAT AND SAT.

TEST PRACTICE IS RELATED TO HIGHER SCORES.

WE ARE ABOUT TO HAVE A CCMR TRACKER IN OUR DISTRICT, THAT IS EVERYTHING IN ONE SHOP.

DASH AND HIS TEAM ARE WORKING ON DATA UPLOADS NOW AND IT SHOULD BE FUNCTIONAL BY JANUARY 1ST.

THEN WE WILL TRAIN OUR CAMPUSES ON HOW TO USE IT FOR CCMR, AND IN GENERAL, LIFE READINESS.

TODAY, A SMALL TEAM PRESENTED THE DISTRICT PLAN TO OFFER THE TEXAS SUCCESS INITIATIVE ASSESSMENT ON ALL OF OUR HIGH SCHOOL AND SENIOR HIGH SCHOOLS THIS SPRING.

IN THE PAST, STUDENTS' ONLY OPTION WAS GOING TO COLLIN COLLEGE TO TAKE THE TSI-A.

NOW THEIR OWN CAMPUS WILL BE AN OPTION AS WELL.

SO THE TEXAS SUCCESS INITIATIVE IS A COLLEGE ENTRANCE EXAM FOR STUDENTS WHO WANT TO GO TO COLLEGE IN THE STATE OF TEXAS.

IT IS NOT USUALLY THOUGHT TO BE AS RIGOROUS AS THE REQUIREMENTS ON SAT AND ACT.

REMEMBER THAT ABOUT 33 PERCENT OF OUR STUDENTS GO FIRST TO COLLIN COLLEGE A LOT FOR DUAL CREDIT AND TSI-A GETS THEM IN.

ONCE YOU'RE IN, YOU'RE IN, AS LONG AS YOU KEEP UP YOUR GPA.

JUST WANTED TO MAKE SURE THAT YOU GUYS KNEW THAT.

WE'RE GOING TO BE ABLE TO OFFER IT AT A LITTLE BIT LOWER PRICE FOR STUDENTS THAN COLLIN COLLEGE DOES.

WE WILL NOT CHARGE STUDENTS WHO ARE ON FREE AND REDUCED LUNCH TO TAKE THAT TEST.

I JUST WANTED TO LET YOU KNOW THAT.

MATT FRYE IS ABOUT TO COME UP AND SHARE THE MAJOR STRATEGIES SUPPORTING PILLAR 2 WITH YOU.

BUT DO YOU HAVE ANY OTHER QUESTIONS THAT I CAN ANSWER BEFORE I GIVE THE PODIUM TO MAN?

>> RHONDA, I HAVE A QUESTION.

SORRY. I CAN'T SAY RHONDA [LAUGHTER].

WHAT DOES OUR ENROLLMENT IN THE NEW COLLIN TECHNICAL COLLEGE THIS YEAR? I KNOW IT'S PRETTY LOW.

WHAT IS THE EXPECTATION OF IT GOING FORWARD?

>> THIS YEAR IT ENDED UP ONLY BEING 22 AND MORE THAN 22 [LAUGHTER].

NOW, I EXPECT THAT IT WILL GROW.

IT WAS A NEW PROGRAM.

THERE WAS A VERY LATE START.

WE HAD ALREADY COMPLETED ACADEMIC CONFERENCING LAST YEAR BY THE TIME THAT THEY WERE ABLE TO ROLL OUT WHAT THE COURSES WERE.

ANYONE WHO IS INTERESTED HAD TO GO LITERALLY BACK TO THE DRAWING BOARD AND THE TIMES, THE BELL SCHEDULE.

[02:45:03]

WE'VE GOT MORE TIME TO TALK TO STUDENTS THIS YEAR AND GIVE COUNSELORS MORE INFORMATION.

I DO HOPE THAT IT INCREASES, THREEFOLD.

NANCY, I THINK WOULD BE GREAT BECAUSE THAT PLACE IS [OVERLAPPING] REALLY AWESOME.

IT REALLY IS.

>> WELL, AND THEN THERE'S CAPACITY ISSUES THERE.

I DON'T KNOW WHAT THEY ALLOT FOR OUR DISTRICT AS FAR AS CAPACITY.

DO YOU KNOW WHAT THAT WOULD BE?

>> IT IS PRETTY SMALL.

WE ARE ONLY ALLOWED FOUR OR FIVE STUDENTS PER PROGRAM BECAUSE IT'S SHARED WITH OTHER DISTRICTS AS WELL.

THERE'S JUNIORS AND SENIORS THERE.

SO THAT'S TOUGH TOO.

BUT COLLIN COUNTY IS A VERY BIG COUNTY AND THERE'S A LOT OF BIG SCHOOL DISTRICTS HERE.

WE UNDERSTAND, BUT WE CERTAINLY WISH THE CAPACITY WAS MORE AND FOR THE SIZE OF THAT PLACE YOU WOULD THINK SO, BUT THEY OFFER SO MANY PROGRAMS AND EACH OF THEM TAKES UP LOTS OF SPACE, OBVIOUSLY.

SO WE ARE LIMITED BY THAT AS WELL.

GOOD QUESTION. THANK YOU.

>> RHONDA, I HAVE A QUESTION. HERE.

>> SORRY.

>> NO. I KNOW UNDER THE INDUSTRY-BASED CERTIFICATIONS [OVERLAPPING] WE HAVE 340 STUDENTS FOR 12TH GRADE IN 2019/2020.

CAN YOU TELL ME WHICH CERTIFICATION ARE MOST POPULAR FOR STUDENTS THAT ARE TAKING IT?

>> I DO NOT HAVE THAT INFORMATION, BUT IF YOU WOULD LIKE TO KNOW, I CAN FIND OUT.

>> OKAY. THANK YOU.

>> ANGEL, WE CAN PUT THAT IN THE BOARD UPDATE IF THAT'S OKAY.

>> OKAY.

>> YES, MA'AM. I'M GOING TO TAKE THAT AS A MOVE ON.

THANK YOU FOR YOUR TIME TONIGHT.

>> ACTUALLY, [INAUDIBLE] ON RHONDA FROM ROME AND I WAS WORKING ON AN EXTERNAL VOLUNTEER PROJECT ABOUT COLLEGE READINESS, IT WAS A DALLAS WIDE THING IN JUST THE DEPTH OF EXPERTISE THAT SHE HAS IN TERMS OF WALKING THROUGH ALL THESE DIFFERENT PATHWAYS.

WHAT I PARTICULARLY LIKED IS RHONDA TALKED ABOUT HOW THEY WERE ACTUALLY GETTING INTO THE STUDENT LEVEL TO FIND OUT WHICH STUDENTS HAD NOT COMPLETED ANYTHING THAT WOULD BE CCMR. HOW CAN THEY GET THOSE STUDENTS IN FRONT OF THEIR COUNSELORS AND HOW CAN THEY GET A CUSTOMIZED PLAN? THAT'S WHAT IT'S ALL ABOUT.

IT'S NOT ABOUT THE SUMMARY NUMBER, IT'S ABOUT AN INDIVIDUAL CHILD HAVING A PATHWAY TO SUCCESS.

SO THANK YOU VERY MUCH FOR THAT, RHONDA.

>> GOOD EVENING, TRUSTEES.

IT'S MY PRIVILEGE TO LEAD THESE LAST FEW SLIDES AND THERE ARE JUST A FEW OF THEM HAVING TO DO WITH PILLAR 2 AND PILLAR 2, AS DESCRIBED IN OUR STRATEGIC, PLAN IS ALL ABOUT, AS YOU KNOW, LIFE READINESS.

IT'S ABOUT DIRECTING EFFORTS TOWARD DEVELOPING THE SKILLS AND THE COMPETENCIES, THE MINDSETS, AND THE KNOWLEDGE THAT OUR STUDENTS WILL NEED TO BE READY FOR WHATEVER THE FUTURE MAY HOLD.

ITS AMBITIOUS WORK, PREPARING STUDENTS FOR AN UNCERTAIN FUTURE, BUT IT IS UNDENIABLY IMPORTANT WORK.

THE GOALS UNDER PILLAR 2 REMAIN FRANKLY UNCHANGED.

WE WILL CONTINUE TO ENGAGE OUR COMMUNITY AROUND A NEW AND EXPANDED DEFINITION OF STUDENT SUCCESS.

ONE THAT NOT ONLY CELEBRATES THE ACQUISITION OF RIGOROUS ACADEMIC CONTENT, BUT ALSO CULTIVATES AND STRENGTHENS CRITICAL LIFE SKILLS AND SOCIAL COMPETENCIES.

MUCH OF THE PILLAR 2 WORK FROM LAST YEAR FOCUSED ON DEVELOPING OUR PORTRAIT OF A GRADUATE.

OVER THE SPAN OF WHAT I GUESS WAS ABOUT FIVE MONTHS, A REPRESENTATIVE GROUP OF 60 STAKEHOLDERS, MAYBE A FEW MORE, INCLUDING CERTAINLY STUDENTS AND COMMUNITY MEMBERS, AND TEACHERS AND LIBRARIANS AND GUIDANCE PROFESSIONALS AND DISTRICT ADMINISTRATORS, ALL OF US TOGETHER, WE ARRIVED AT A NEW GRADUATE PROFILE THAT REFLECTS OUR HOPES AND OUR DREAMS AND OUR ASPIRATIONS WITH A DEFINITION OF SUCCESS THAT GOES WELL BEYOND GRADE POINT AVERAGES.

UNFORTUNATELY, JUST AS OUR WORK WAS CULMINATING, YOU GUESSED IT MID MARCH OF LAST YEAR, WE WERE ENTERING THE FIRST CRAZY DAYS OF CLOSURE DUE TO COVID-19.

IN EFFECT, WE PUSHED THE PORTRAIT PAUSE BUTTON BEFORE WE HAD A CHANCE TO REALLY ARTICULATE AND SHARE OUR PROGRESS AND TALK ABOUT NEXT STEPS.

THAT'S WHERE WE ARE AT THIS POINT, WHERE WE ARE BEGINNING THIS YEAR, DEVELOPING A COMMUNICATION PLAN TO BUILD AWARENESS AND UNDERSTANDING AROUND THE PORTRAIT AND ALL OF ITS MANY IMPLICATIONS ON TEACHING AND LEARNING IN PLANO ISD.

AT THE SAME TIME, WE WILL BEGIN MOVING FROM REALLY FROM PORTRAIT TO PRACTICE, FROM A BIG PICTURE TO THE LITTLE DETAILS THAT WILL HELP US ACHIEVE IT.

[02:50:01]

THE PILLAR 2 UMBRELLA IS OPENING A LITTLE WIDER THIS YEAR TO MAKE ROOM FOR NEW PERFORMANCE OBJECTIVES THAT ARE CLOSELY ALIGNED TO THE GOAL OF DEVELOPING LIFE READY STUDENTS.

WE BELIEVE THAT WE CAN SIGNIFICANTLY INFLUENCE STUDENTS' SUCCESS BY INCREASING COLLEGE CAREER AND MILITARY READINESS, BY GETTING MORE STUDENTS INVOLVED IN EXTRA CURRICULAR PROGRAMS, BY PAYING CLOSER AND SPECIAL ATTENTION TO GRADUATION RATES ACROSS ALL SUBGROUPS.

ALSO BY BEING ESPECIALLY STRATEGIC ABOUT OUR INNOVATIVE PROGRAMS AND PROGRAMMING.

WE WILL PAY ATTENTION TO A SLATE OF INDICATORS RELATED TO POST-SECONDARY PLANNING.

AS ONE SMALL EXAMPLE, WE'LL USE A PLATFORM TO KEEP TRACK OF AND TO BE RESPONSIVE TO STUDENTS WHO HAVE NOT YET IDENTIFIED A CAREER CLUSTER OR PATHWAY OF INTEREST.

WE ARE COMMITTED TO GIVING STAFF BETTER TOOLS, COMMITTED TO BETTER TRAINING, TO TRACK AND SUPPORT COLLEGE IN CAREER AND MILITARY READINESS.

SEPARATELY, BUT SIGNIFICANTLY, AS RHONDA MENTIONED EARLIER, JUST MOMENTS AGO, PLANO ISD IS NOW AN AUTHORIZED TESTING SITE FOR THE TEXAS SUCCESS INITIATIVE ASSESSMENT.

[NOISE] SHE MENTIONED OUR STUDENTS FORMERLY HAD TO DRIVE TO CALL IN, NOW THEY CAN SIT FOR THOSE TSI EXAMS HERE ON THEIR HOME CAMPUSES AND THAT WILL GROW OUR TSI PARTICIPATION.

THROUGH A FUTURE READY FILTER, WE ARE LOOKING CRITICALLY AT EXISTING PROGRAMS OF STUDY TO DETERMINE IF ANY ADDITIONAL HIGH WAGE, HIGH DEMAND PATHWAYS ARE NEEDED, INCLUDING BUT CERTAINLY NOT LIMITED TO INDUSTRY-BASED CERTIFICATIONS.

FINALLY, YOU'VE HEARD IT BEFORE, AND ACTUALLY I WROTE THAT SENTENCE HAVING NOT BEEN HERE I WAS HERE A COUPLE DAYS AGO.

I SAY YOU HEARD IT BEFORE AND MAYBE YOU WERE TOTALLY, BUT IN FACT, YOU'VE HEARD IT BEFORE TWICE TONIGHT.

JAMEE JOLLY MENTIONED IT WHEN WHEN SHE TALKED ABOUT SOME OF THE PROGRAMS, AND THEN YOU HEARD IT AGAIN FOR MOLLY PIPER, BUT IT BEARS REPEATING NONETHELESS, SOCIAL, EMOTIONAL LEARNING AND DIGITAL CITIZENSHIP ARE BECOMING INCREASINGLY IMPORTANT FOR OUR STUDENTS COLLECTIVE SUCCESS AND THEIR WELL BEING.

TO THAT END, WE ARE CREATING CURRICULUM GUIDES AIMED AT HELPING TEACHERS TO ADDRESS THOSE LIFE READY SKILLS AND THOSE MINDSETS, OTHER SO IMPORTANT AND WILL BE FOR OUR STUDENTS.

WE KNOW THE MANY AND VARIED BENEFITS OF STUDENTS PARTICIPATING IN CLUBS, PROGRAMS, EXTRACURRICULAR ACTIVITIES, AND WE ARE TAKING STEPS TO MAXIMIZE ALL OF THOSE INCLUSIVE OPPORTUNITIES.

IT ALL STARTS, WE MENTIONED THIS EARLIER TOO, IT ALL STARTS BY RECOGNIZING, IDENTIFYING OUR TARGET POPULATION, BY NOT ONLY KNOWING WHICH STUDENTS ARE IN THAT POPULATION, BUT MORE IMPORTANTLY, WHICH STUDENTS ARE NOT IN THAT POPULATION, NOT ENGAGED IN PROGRAMS OUTSIDE OF CORE ACADEMICS.

WE ARE ALSO GOING TO BE DELIBERATE, FINALLY, ABOUT SUPPORTING OUR STUDENT ATHLETES AS THEY NAVIGATE TO THE RECRUITING PROCESS AND PREPARE FOR A TRANSITION TO COLLEGE, SPECIFICALLY, ATTEND TO THOSE.

AS THE WORK OF PILLAR 2 CONTINUES TO UNFOLD, WE LOOK FORWARD TO UPDATING YOU MORE.

I SUSPECT THE LAST SLIDE, PART 3 IS ON THE HORIZON.

I WILL PAUSE AND MAKE EYE CONTACT WITH SOME OF THE PEOPLE WHO ARE LIKELY TO ANSWER QUESTIONS YOU HAVE ABOUT THIS, ANYTHING IN THIS LAST BIT? [LAUGHTER] COURTNEY, I'M LOOKING SPECIFICALLY AT YOU.

>> MANN, I'M JUST GLAD TO SEE THE PART ABOUT INCLUSIVITY OF OUR EXTRACURRICULAR, BECAUSE WHEN YOU LOOK ACROSS PARTICULAR OUR 19 SCHOOLS' PARTICIPATION IN THINGS LIKE BAND VARY A LOT, A LOT OF IT'S BASED ON ECONOMIC NEED.

A CHILD CAN'T AFFORD AN INSTRUMENT, THEY CAN'T AFFORD LESSONS, THEY CAN'T GET TO BAND PRACTICE, AND SO HOW WE CAN BE MUCH MORE SYSTEMATIC ABOUT KNOCKING DOWN THOSE BARRIERS IS GOING TO BE IMPORTANT BECAUSE WE ALL KNOW INCLUSION IN THAT EXTRACURRICULAR TRANSLATES INTO BETTER CURRICULAR WORK.

>> THANK YOU. I KNOW COURTNEY'S TEAM IN PARTICULAR, STEVE EWING HAS A LASER FOCUS ON THAT, BUT REALLY THE WHOLE TEAM DOES SO, KUDOS TO THE WORK THEY'RE DOING AROUND THAT.

>> WELL, THE REALITY IS AS MUCH AS WE WANT AND NEED TO SPEND ON ACADEMICS, KIDS WILL REMEMBER THEIR HIGH SCHOOL EXPERIENCES BASED ON THEIR RELATIONSHIPS AND THOSE RELATIONSHIPS THAT MIGHT END THIS EXTRACURRICULAR ACTIVITIES.

TRUE LEADERSHIP, I MEAN, I'M A BAND PARENT, BUT TRUE LEADERSHIP HAPPENS ON THE SPORTING FIELD AND IN THE BAND AND IN THE ART,

[02:55:05]

>> THANK YOU.

>> THANK YOU, MANN.

>> THANK YOU.

>> TRIX SINCERITY, HAVE ANY CONCLUDING REMARKS ON THAT?

>> I JUST WANT TO THANK THE TEAM, AND THIS IS A COLLABORATIVE EFFORT BETWEEN NOT JUST TECHNOLOGY BUT ACADEMIC SERVICES AS STATE OF FAMILY COMMUNITY SERVICES, STUDENT ENGAGEMENT AND DISTRICT SERVICES, AND SO WE HAVE A LOT OF DIFFERENT DEPARTMENTS WORKING ON THE EFFORTS HERE.

AS WE WERE LOOKING THROUGH THE POWERPOINT SLIDES, THAT IS LAURA GAMAS AND ARTWORK, AND SHE WAS DRAWING, SHE'S A PART OF THE PORTRAIT OR GRADUATE COMMITTEE AND SHE TAKES NOTES AND IN PICTURE FORM.

WE GOT TO SEE SOME OF HER TALENT AND SOME OF HER WORK TONIGHT, JUST INTERESTING HOW THAT ALL CONNECTED, BUT THERE'S A LOT OF MOVING PARTS TO COLLEGE AND CAREER, MILITARY READINESS, FIREARM ACCOUNTABILITY TO PROGRAMS TO GRADUATION PLANS, TO OUR COMMITMENT TO EQUITY AND STUDENT ENGAGEMENT AND EVEN WRAP-AROUND SERVICES.

I LOVE PILLAR 2 BECAUSE IT PUTS IT ALL TOGETHER.

I'M EXCITED ABOUT WHAT THE TEAM AND OUR CAMPUSES, WHAT THE RESULTS WILL LOOK LIKE AFTER THIS NEXT YEAR.

>> I'LL JUST CHIME IN. I THINK THE IDEA OF JUST THE BOARD AGENDA TONIGHT.

IF YOU START TO CONNECT SOME OF THE THINGS THAT HAPPENED IN OUR MEETING TONIGHT.

FIRST OF ALL, I WOULD THINK THE NEW COURSE SELECTIONS FOR SPECIAL EDUCATION STUDENTS ARE GEARED TO HELP OUR STUDENT GRADUATE WITH MORE CTE OPPORTUNITIES THAT WILL CONNECT THEM TO COLLEGE OR CAREER READINESS IN THEIR AREA THAT'S APPROPRIATE FOR THEM.

YOU LINK TO THE GOALS FOR THE DIVERSITY ADVISORY COMMITTEE THAT ARE DIRECTLY CONNECTED TO THE COMMITMENT TO EQUITY WORK, BECAUSE THE COMMITMENT TO EQUITY WORK REALLY STARTED WITH A FOCUS ON ADVANCED ACADEMICS.

BUT COMMITMENT TO EQUITY WORK HAS TO DO MORE THAN TALK ABOUT ACADEMICS.

IT'S ACADEMIC, BUT IT'S ALSO EXTRACURRICULAR, IT'S ALSO IDENTIFYING WHAT OTHER BARRIERS EXIST IN THE HOME FOR NEEDS THAT ARE PREVENTING A STUDENT FROM PARTICIPATING OR TAKING ADVANCED ACADEMICS OR REALIZING FULL POTENTIAL.

THE DIVERSITY WORK, THE COURSE SELECTIONS, THE CCM ARE COMPONENTS THAT ARE PART OF PILLAR TO LIFE READY.

THOSE THINGS ARE COMING TOGETHER AND THEY'RE HAPPENING IN WAYS THAT ARE INTERCONNECTED, BUT MAYBE IT DOESN'T APPEAR THAT WAY IN AN INDIVIDUAL SET OF AGENDA ITEMS. BUT I HOPE THAT YOU'LL START TO SEE HOW THESE THINGS ARE LINKING THROUGH THE STRATEGIC PLAN, SO THAT THE COMMITMENT TO EQUITY WORK AS WE ALMOST REVIVE IT AND EXPAND IT TO BE ABOUT MORE THAN ADVANCED ACADEMICS ALONE.

BUT THAT IS ONE OF THE OUTCOMES OF THE COMMITMENT TO EQUITY WORK.

>> THANK YOU, SARAH AND TERESA.

ARE THERE ANY OTHER QUESTIONS OR COMMENTS? THIS IS AN ACTION ITEM SO I'LL BE HAVING A VOTE.

MAY I HAVE A MOTION?

>> AMAZED THAT THE BOARD OF TRUSTEES APPROVES THE COLLEGE CAREER IN MILITARY READINESS GOALS AS PRESENTED.

>> I SECOND. I HAVE A MOTION BY JERRY CHAMBERS IS SECOND BY NANCY HUMPHREY THAT THE BOARD OF TRUSTEES APPROVES COLLEGE CAREER AND MILITARY READINESS GOALS AS PRESENTED.

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 BOARD WILL NOW CONSIDER ACTION ON POLICIES.

[12.A. BED(LOCAL) Board Meetings: Public Participation on First Reading]

>> THANK YOU, PRESIDENT RICHARDS.

PROPOSED REVISIONS TO POLICY BED LOCAL REFLECT CURRENT DISTRICT PROCEDURES IN REGARD TO PUBLIC COMMENT AT BOARD MEETINGS INCLUDING WORK SESSIONS AND SPECIAL MEETINGS.

THIS POLICY IS PRESENTED FOR APPROVAL UNDER FIRST READING AND WILL BE PRESENTED FOR ADOPTION UNDER SECOND READING AND A SUBSEQUENT MEETING.

>> THANK YOU. MAY I HAVE A MOTION? [NOISE]

[03:00:01]

>> AMAZED THAT THE BOARD OF TRUSTEES APPROVES POLICY BED LOCAL UNDER FIRST READING.

>> I HAVE A MOTION BY ANGELA POWELL, A SECOND BY DAVID STOLLE THAT THE BOARD OF TRUSTEES APPROVES POLICY BED LOCAL UNDER FIRST READING, IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY 7-0.

WE HAVE CONCLUDED ALL THE PUBLIC COMMENT CARDS, THE ONE THAT WE HAD, SO THERE'S NO MORE CARDS TO COVER.

IF THERE'S NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD, THE MEETING WILL BE ADJOURNED.

THE TIME IS 09:49 PM ON WEDNESDAY, NOVEMBER THE 4TH, 2020.

[NOISE]

* This transcript was compiled from uncorrected Closed Captioning.