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[00:00:01]

GOOD AFTERNOON AND WELCOME TO THIS CALLED MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.

[I. CALL TO ORDER]

I AM REGINA HARRIS, PRESIDENT OF THE BOARD.

WE DO HAVE A QUORUM PRESENT AND THIS MEETING IS CALLED TO ORDER AT 3:03 P.M..

RISD PROVIDED NOTICE OF THIS MEETING IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.

A QUORUM IS PRESENT AGAIN.

[II. ENTER CLOSED MEETING (Part 1 of 2)]

THE NEXT ITEM ON THE AGENDA IS TO CONSIDER THE EMPLOYEE GRIEVANCE FILED UNDER BOARD POLICY DGBA LEGAL.

ACCORDINGLY, THE BOARD WILL NOW CONVENE INTO CLOSED SESSION UNDER THE AUTHORITY OF SECTIONS 551.074 OF THE TEXAS OPEN MEETINGS ACT, AND IF NECESSARY, UNDER SECTION 551.071.

WE HAVE RETURNED FROM CLOSED SESSION AND ARE RECONVENING INTO OPEN SESSION AT 3:57 P.M..

[III. RECONVENE in Open Meeting to vote on matters considered in Closed Meeting, if applicable. (Part 1 of 2)]

NO ACTION WAS TAKEN IN CLOSED SESSION.

IS THERE A MOTION REGARDING THE GRIEVANCE? YES. YES.

I MAKE A MOTION THAT THE BOARD DENY [INAUDIBLE] GRIEVANCE AS IT RELATES TO AN ACKNOWLEDGMENT OF A VIOLATION OF THE LAW AS IT RELATES TO HER INSTRUCTIONAL PLANNING AND PREPARATION TIME BECAUSE OF THE ADDITIONAL TIME WAS PROVIDED TO THE GRIEVANCE.

I ALSO MOVE THAT THE BOARD GRANTS [INAUDIBLE] REQUEST PER DISTRICTWIDE GUIDANCE ON THE APPROPRIATE USE OF THE TEACHERS INSTRUCTIONAL PLANNING AND PREPARATION TIME.

THE BOARD APPRECIATE [INAUDIBLE] BRINGING THIS ISSUE TO OUR ATTENTION, AND THE BOARD ACKNOWLEDGES AND GREATLY APPRECIATES INTERIM SUPERINTENDENT BRANUM'S EFFORTS REGARDING THIS ISSUE AND DIRECTS THE ADMINISTRATION TO CONTINUE THOSE EFFORTS MOVING FORWARD.

WE HAVE A MOTION BY MS. TIMME.

IS THERE A SECOND? SECOND? THANK YOU, MS. RENTERIA. WE HAVE A MOTION BY MS. TIMME. SECOND BY MS. RENTERIA. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES FOUR ZERO.

THIS ACTION WILL SERVE AS THE GRIEVANCE NOTICE OF THE BOARD'S DECISION, AND THIS GRIEVANCE IS CONCLUDED.

THANK YOU, EVERYONE. THE MEETING WILL COME TO ORDER.

THIS MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES IS CONVENED MAY 23RD, 2022 AT 4:06 P.M..

RISD PROVIDED NOTICE OF THIS MEETING IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.

A QUORUM IS PRESENT.

[II. ENTER CLOSED MEETING (Part 2 of 2)]

THE NEXT ITEM ON THE AGENDA IS TO CONSIDER THE STUDENT AND PARENT GRIEVANCE FILED UNDER BOARD POLICY FG LOCAL.

ACCORDINGLY, THE BOARD WILL NOW CONVENE INTO CLOSED SESSION UNDER THE AUTHORITY OF SECTIONS 551.074 OF THE TEXAS OPEN MEETINGS ACT, AND IF NECESSARY, UNDER SECTION 551.071.

WE ARE. WE HAVE RETURNED FROM CLOSED SESSION AND ARE RECONVENING INTO OPEN SESSION AT.

[III. RECONVENE in Open Meeting to vote on matters considered in Closed Meeting, if applicable. (Part 2 of 2)]

5:02 P.M..

NO ACTION WAS TAKEN IN CLOSED SESSION.

IS THERE A MOTION REGARDING THE GRIEVANCE? YES, I HAVE A MOTION.

IS THERE A SECOND? YOU NEED TO READ IT.

I'LL READ IT AND THEN--GO AHEAD.

THE BOARD DENIES THE RIGHTS GRIEVANCE, WHICH MEANS THAT THE BOARD HAS DETERMINED THE RIGHTS ARE NOT ENTITLED TO THE REQUESTED RELIEF.

IS THERE A SECOND? SECOND.

THANK YOU. THERE IS A MOTION BY MR. POTEET. THERE'S A SECOND BY MR. EAGER. IS THERE ANY DISCUSSION BY THE BOARD? HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES FIVE ZERO.

THIS ACTION WILL SERVE AS THE WIFE'S NOTICE OF THE BOARD'S DECISION.

THIS GRIEVANCE IS CONCLUDED.

THANK YOU ALL FOR ATTENDING.

GOOD EVENING EVERYONE AND THANK YOU FOR COMING OUT TO THE RICHARDSON ISD BOARD OF TRUSTEES MEETING TONIGHT.

WE ARE ACTUALLY BEING CALLED BACK INTO THIS MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.

THIS MEETING IS GOING TO RESUME AT 6:01 P.M.

. IT IS TIME FOR OUR PUBLIC COMMENTS SECTION.

[VI. PUBLIC COMMENT SECTION]

[00:05:02]

SO MS. RENTERIA.

DO WE HAVE ANY CARDS FOR PERSONS WISHING TO ADDRESS THE BOARD TONIGHT? WE DO, MS. HARRIS.

THANK YOU VERY MUCH.

ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS.

SPEAKERS MAY COMMENT ON AGENDA RELATED TOPICS OR NON-AGENDA RELATED TOPICS AT REGULAR BUSINESS MEETINGS.

AT A WORK SESSION OR OTHER CALLED MEETINGS, PUBLIC COMMENTS IS LIMITED TO AGENDA RELATED ITEMS. SPEAKERS HAVE 3 MINUTES TO PRESENT COMMENTS UNLESS THE TIME OF ALL THE SPEAKERS HAS BEEN REDUCED DUE TO A LARGE NUMBER OF SPEAKERS OR OTHER CIRCUMSTANCES.

WE HAVE A BRIEF VIDEO TO INTRODUCE THE PUBLIC COMMENTS SECTION AND TO PROVIDE INFORMATION TO MEMBERS OF THE PUBLIC WHO WISH TO ADDRESS THE BOARD OF TRUSTEES.

IN ADDITION, A DIGITAL TIMER WILL PROJECT ON THE SCREEN AND WILL COUNT DOWN A SPEAKER FROM 3 MINUTES TO ZERO.

SPEAKERS MAY REFER TO THE SCREEN FOR THEIR REMAINING TIME.

A COPY OF THE BOARD'S PROCEDURES FOR ADDRESSING THE BOARD ALSO IS LOCATED ON THE TABLE IN THE FOYER.

PLEASE JOIN ME IN WATCHING THE VIDEO.

THE PUBLIC COMMENT SECTION PROVIDES THE OPPORTUNITY FOR MEMBERS OF THE PUBLIC TO CONVEY INFORMATION TO THE BOARD.

SPEAKERS MAY COMMENT ON AGENDA RELATED TOPICS OR NON-AGENDA RELATED TOPICS AT REGULAR BUSINESS MEETINGS.

AT WORK SESSIONS OR OTHER CALLED MEETINGS, PUBLIC COMMENT IS LIMITED TO AGENDA RELATED ITEMS. A PERSON WHO WISHES TO ADDRESS THE BOARD MUST COMPLETE A PUBLIC COMMENT CARD BEFORE THE MEETING TO INDICATE HE OR SHE WISHES TO SPEAK.

CARDS ARE LOCATED IN THE FOYER OF THE AUDITORIUM AND COMPLETED CARDS MUST BE PLACED IN THE DESIGNATED BOX NO LATER THAN 15 MINUTES BEFORE THE MEETING IS SCHEDULED TO BEGIN.

SPEAKERS WHO WISH TO PROVIDE WRITTEN MATERIALS TO THE BOARD SHOULD ATTACH THEM TO THEIR PUBLIC COMMENT CARD.

A STAFF MEMBER WILL PROVIDE THE DOCUMENTS TO THE BOARD.

PLEASE DO NOT APPROACH THE HORSESHOE AREA DURING COMMENTS.

THE BOARD WILL NOT ENGAGE IN DIALOG WITH THE SPEAKERS.

THE BOARD CANNOT DELIBERATE OR MAKE A DECISION ON ANY SUBJECT THAT IS NOT ON THE AGENDA.

A SPEAKER MAY COMPLETE ONE PUBLIC COMMENT CARD FOR EACH MEETING.

EACH SPEAKER IS LIMITED TO A TOTAL OF 3 MINUTES, UNLESS THE TIME OF ALL SPEAKERS HAS BEEN REDUCED DUE TO A LARGE NUMBER OF SPEAKERS OR OTHER CIRCUMSTANCES.

A SPEAKER MAY NOT TAKE THE TIME OF ANOTHER SPEAKER.

SPEAKERS WHO SPEAK THROUGH A FOREIGN LANGUAGE OR SIGN LANGUAGE INTERPRETER WILL RECEIVE ADDITIONAL TIME.

THE PUBLIC COMMENT PERIOD IS NOT THE APPROPRIATE TIME TO PRESENT FORMAL COMPLAINTS.

THE BOARD WILL ONLY CONSIDER FORMAL COMPLAINTS THAT REMAIN UNRESOLVED AFTER THEY'VE BEEN ADDRESSED THROUGH PROPER ADMINISTRATIVE CHANNELS AND WHEN THEY HAVE BEEN PLACED ON THE AGENDA. THE BOARD SECRETARY WILL STATE THE SPEAKER'S NAME AND COMMENT TOPIC OR TOPICS AS IDENTIFIED ON THE PUBLIC COMMENT CARD.

A SPEAKER SHOULD APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN HIS OR HER NAME IS CALLED.

EACH SPEAKER SHOULD CLEARLY STATE HIS OR HER NAME AND THE RISD SCHOOL OR SCHOOLS THE SPEAKER'S CHILDREN ATTEND OR HAVE ATTENDED BEFORE BEGINNING TO COMMENT.

THE BOARD SECRETARY WILL KEEP THE TIME FOR EACH SPEAKER.

A SPEAKER MUST PROMPTLY END HIS OR HER COMMENTS WHEN THE ALLOTTED TIME HAS ELAPSED.

NOT YIELDING THE PODIUM AS WELL AS REMARKS OR OTHER CONDUCT THAT DISRUPT THE MEETING ARE CONSIDERED OUT OF ORDER AND WILL NOT BE ALLOWED.

VISITORS AND STAFF MUST LISTEN QUIETLY DURING THE PUBLIC COMMENT SECTION.

IT IS NOT APPROPRIATE FOR STAFF OR MEMBERS OF THE AUDIENCE TO CLAP, CHEER, BOO, DISPLAY BANNERS OR OTHERWISE ENGAGE IN DISRUPTIVE CONDUCT.

PERSONS WHO DISRUPT THE MEETING WILL BE CAUTIONED TO OBSERVE MEETING RULES.

ANY PERSON WHO PERSISTS IN ENGAGING IN DISRUPTIVE BEHAVIOR MAY BE REMOVED FROM THE MEETING.

A PERSON WHO CHOOSES TO SPEAK DURING THE PUBLIC COMMENT SECTION IS CONSENTING TO THE ONLINE PUBLICATION OF HIS OR HER COMMENTS.

A COPY OF THE PROCEDURES FOR PUBLIC COMMENT IS LOCATED ON THE INFORMATION TABLE AT THE ENTRANCE OF THE AUDITORIUM.

SPEAKERS, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME.

OUR FIRST SPEAKER FOR THIS EVENING IS MR. [INAUDIBLE] BLACKMAN, WHO WILL SPEAK ON DISTRICT RELATION.

GOOD EVENING, SUPEINTENDENT, BOARD OF TRUSTEES AND ESTEEMED EMPLOYEES.

WE LIVE IN PERILOUS TIMES.

HIGH EMOTIONAL DISCUSSIONS OF PAST TRANSGRESSIONS AND EVIL THAT ARE SOMETIMES BEST LEFT TO THE RUBBLE HEAP OF HISTORY.

TODAY, I HAVE SUCH AMBIVALENT FEELINGS WITH REGARDS TO RACIAL HEALING AND ANIMUS ACROSS OUR GREAT COUNTRY.

NOT SINCE I LEFT THE FASCIST AND RACIST GOVERNMENT THAT RULED OVER MY HOME COUNTRY HAVE I SEEN SUCH DIVISION, ILL WILL AND ON MULTIPLE LEVELS.

[00:10:01]

LET'S REMEMBER INNOCENT SHOPPERS JUST LAST WEEK HEADED TO A GROCERY STORE.

IT COULD HAVE BEEN YOU AND ME GUNNED DOWN.

LET US REMEMBER THEIR NAMES.

ROBERTA DRURY, MAGNUS MORRISON, ANDRE MCNEIL, AARON SALTER, GERALDINE TALLEY, [INAUDIBLE] CHENEY, HAYWOOD PATTERSON.

KATHERINE MASSEY, PEARL YOUNG AND RUTH WOODFIELD.

THEIR LIGHT SNUFFED FROM THIS WORLD BECAUSE A RACIST, SICK AND TWISTED INDIVIDUAL DECIDED TO MURDER THEM BECAUSE OF THE MELANIN ON THEIR SKIN.

UNLESS WE GET COMPLACENT AND WE BELIEVE THIS IS A ONE FACETED OR UNIDIMENSIONAL ISSUE, WE ALSO REMEMBER THOSE BRAVE DALLAS POLICE OFFICERS WHO WERE ALSO GUNNED DOWN SOME SIX YEARS AGO BY A RACIST, SICK AND TWISTED INDIVIDUAL WHO DECIDED TO MURDER THEM FOR THE LACK OF MELANIN IN THEIR SKIN.

LET'S REMEMBER THEIR NAMES LORNE AARONS, MICHAEL KROLL, MICHAEL J.

SMITH, BRANT THOMPSON AND PATRICK ZAMARRIPA.

AS WE EMBARK UPON THIS PERILOUS JOURNEY TOGETHER, WE MUST BEAR IN MIND THAT THERE ARE ALWAYS THOSE WHO DON'T WISH FOR US TO SUCCEED, THAT HAVE HIDDEN AGENDAS, CUTTING WORDS FOR THOSE WHO MAY SPEAK UP OR SPEAK OUT, THAT MAY BAN THEIR VOICES BECAUSE THEY ARE UNCOMFORTABLE WITH THE CHALLENGE TO THEIR OWN IDEOLOGY.

WHEN SOME WISH TO REMOVE--MR. BLACKMAN. YES? I'M SORRY.

COULD YOU STOP MY TIME FOR ONE MOMENT, MS. HARRIS, PLEASE? ABSOLUTELY.

IS THIS AN AGENDA RELATED TOPIC? YES, ON THE VERY NEXT PARAGRAPH, I TALKED TO THIS OATH OF SWEARING THAT'LL HAPPEN TODAY.

OKAY, JUST GET A LITTLE MORE TIME.

I DON'T KNOW IF I'LL GET THROUGH OUR TIME, THESE THINGS RIGHT AT 3 MINUTES.

SO IF YOU'D BEAR WITH ME, PLEASE.

WE'VE STOPPED IT FOR YOU JUST TO MAKE SURE.

SURE. THANK YOU. IT'S AN EMOTIVE ISSUE, FOR SURE.

OKAY, WHEN SOME WISH TO REMOVE PORN AND MAKE NO DOUBT THERE WAS FROM SCHOOL LIBRARIES, SOME WILL INSIST IT'S A NUREMBURG BOOK BANNING OR BURNING OR WHEN SEL IS USED TO ASSIST STUDENTS WITH MALADAPTIVE BEHAVIORS, SOME WILL INSISTENCE IT'S AN INCULCATION OF SOME ADVERSE IDEOLOGY, SUCH AS A DICHOTOMOUS WORLD OF BINARY CHOICES.

SO WHAT CAN WE DO, YOU AND ME AND THE RISD? IS THERE HOPE? WELL, TODAY WE WILL SWEAR IN THE THIRD AFRICAN AMERICAN TRUSTEE, THE SECOND AFRICAN AMERICAN WOMAN TO SERVE ON THIS BOARD.

YOU BOTH MUST BE PROUD AND HUMBLED BY THE FAITH THAT YOUR COMMUNITIES DISTRICT FOUR AND FIVE, HAVING YOU TO SPEAK AND TO GOVERN FOR ALL OF THEM.

AND [INAUDIBLE] ALWAYS MEAN ALL Y'ALL.

I HOLD SO MUCH HOPE AND ENERGY AND I'M ENERGIZED BY THE LOVE I SEE IN OUR DISTRICT OF THE DIASPORA, OF CULTURES, OF PEOPLES, THE CONSERVATIVES, THE LIBERALS, AND THOSE IN THE MIDDLE. WE ALL WANT THE BEST FOR OUR KIDS, AND THAT IS WHAT WE SHOULD PROVIDE A WORLD CLASS ACADEMICALLY EXCELLENT EDUCATION FROM A DESTINATION DISTRICT.

I HAVE QUOTED BEFORE AND WILL REITERATE AGAIN.

TO WHOM MUCH IS GIVEN, MUCH IS EXPECTED.

LET THE HARD WORK BEGIN.

LET THE FOCUS BECOME CONCENTRATED, AND LET OUR STUDENTS SUCCESS HAPPEN WITHOUT RESERVATION, IN THE WORDS OF ISIZULU [INAUDIBLE].

THANK YOU.

THANK YOU, MR. BLACKMAN, AND THAT CONCLUDES OUR PUBLIC COMMENTS FOR THIS EVENING.

MS. HARRIS. THANK YOU, MS. RENTERIA. THE NEXT ITEM ON OUR AGENDA IS THE OATH OF OFFICE.

[VII. ADMINISTER OATH OF OFFICE]

THIS EVENING, WE ARE THRILLED TO WELCOME OUR NEWLY ELECTED DISTRICT FIVE TRUSTEE RACHEL MCGOWAN TO THE BOARD. I WOULD ALSO LIKE TO WELCOME THE HONORABLE JULIA HAYES, WHO WILL ADMINISTER THE OATH OF OFFICE TO MS. MCGOWAN AND MYSELF.

FOLLOWING THE OATH OF OFFICE, MS. MCGOWAN AND I WILL TAKE A MOMENT TO SAY JUST A FEW WORDS AND RECOGNIZE OUR FRIENDS AND FAMILY WHO ARE HERE THIS EVENING.

AFTERWARDS, THE BOARD WILL TAKE A BRIEF BREAK.

ARE WE GOING TO DO THEM AT THE SAME TIME? OKAY, FIRST OF ALL, I WANT TO SAY THAT I'M THANKFUL AND HONORED THAT I WAS INVITED HERE TO PERFORM THIS VERY IMPORTANT AND HISTORIC FUNCTION FOR THESE TWO LADIES TONIGHT AND I DON'T USUALLY NEED A MICROPHONE.

CAN YOU HEAR ME WAY IN THE BACK? OKAY, GREAT.

ALL RIGHT. YOU ALL READY? PLEASE RAISE YOUR RIGHT HANDS.

IN THE NAME AND BY THE AUTHORITY OF THE STATE OF TEXAS, I'M GOING TO ADMINISTER THE FOLLOWING OATH TO YOU ALL.

[00:15:03]

I WOULD ASK THAT YOU FILL IN THE BLANKS AS I INSTRUCT YOU TO DO.

I, STATE YOUR NAME.

RACHEL MCGOWAN.

SAY I, RACHEL MCGOWAN, REGINA HARRIS.

REPEAT AFTER ME. I, REGINA HARRIS, I, RACHEL MCGOWAN.

DO SOLEMNLY SWEAR OR AFFIRM.

DO SOLEMNLY SWEAR OR AFFIRM THAT I WILL FAITHFULLY EXECUTE.

THAT I WILL FAITHFULLY EXECUTE.

THAT I WILL FAITHFULLY EXECUTE THE DUTIES OF THIS OFFICE OF STATE, YOUR DISTRICT OR PLACE TRUSTEE.

THE DUTIES OF THE OFFICE OF DISTRICT FOUR TRUSTEE.

THE DUTIES OF OFFICE DISTRICT FIVE TRUSTEE RICHARDSON INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

RICHARDSON INDEPENDENT SCHOOL DISTRICT TRUSTEE BOARD OF TRUSTEES.

RICHARDSON INDEPENDENT BOARD OF TRUSTEE OF THE STATE OF TEXAS.

OF THE STATE OF TEXAS, AND WILL TO THE BEST OF MY ABILITY.

AND WILL, TO THE BEST OF MY ABILITY.

PRESERVE, PROTECT AND DEFEND THE CONSTITUTION.

PRESERVE, PROTECT AND DEFEND THE CONSTITUTION.

PRESERVE, PROTECT AND DEFEND THE CONSTITUTION AND LAWS OF THE UNITED STATES AND LAWS OF THE UNITED STATES AND LAWS OF THE UNITED STATES AND OF THIS STATE AND OF THIS STATE.

SO HELP ME GOD.

SO HELP ME GOD. YOU ARE SO SWORN.

THANK YOU ALL.

[APPLAUSE]. THERE WE GO.

COME ON DOWN! SO I'M NOT GOING TO SAY MUCH.

I WAS ACTUALLY IN THIS POSITION NOT QUITE THREE YEARS AGO, BUT I WAS ELECTED AS THE VERY FIRST AFRICAN AMERICAN FEMALE ON THIS BOARD, AND I CAME ON WANTING TO MAKE A DIFFERENCE FOR KIDS OF COLOR, AND AT THE END OF THE DAY, ALL OF OUR KIDS IN RISD, AND A CRAZY THING HAPPENED.

A PANDEMIC CAME THROUGH, AND WE HAD TO DO SOME HARD CORE PIVOTING, BUT THAT DID NOT MEAN THAT I COULDN'T DO THE WORK THAT I WAS ELECTED TO DO.

IT'S BEEN A LITTLE TOUGHER, BUT THAT'S OKAY.

IT'S JUST MADE ME A HECK OF A LOT STRONGER.

SO I AM GLAD AND HONORED TO HAVE RACHEL MCGOWAN TO COME UP AND TO SIT IN THIS HORSESHOE WITH US.

SO I'M NOT GOING TO TAKE UP ANY MORE TIME.

I'M GOING TO ALLOW HER TO HAVE THIS TIME TO ADDRESS HER FAMILY.

YOUR KIND, THANK YOU SO MUCH.

[APPLAUSE] FIRST GIVE ME HONOR TO GOD AND I JUST HAVE TO GIVE HIM THE GLORY BECAUSE HE IS THE HEAD OF MY LIFE.

I WANT TO THANK MY FAMILY FOR BEING HERE TONIGHT AND SUPPORT AND SUPPORTING ME ALONG THIS LONG, INTENSE JOURNEY.

IT'S NOT BEEN EASY, BUT IT HAS BEEN WELL WORTH IT BECAUSE WE MADE IT.

WE ARE HERE. I AM AN ADVOCATE FOR ALL CHILDREN.

ALL MEANS ALL IN RISD.

I'M A PRODUCT OF THIS DISTRICT.

I BELIEVE IN THIS DISTRICT, AND I BELIEVE IN EVERYTHING THAT WE HAVE TO OFFER ALL CHILDREN HERE.

I HAVE A THREE YEAR OLD HERE ON MY SIDE.

MY 20 YEAR OLD HERE; MY 14 YEAR OLD HERE, AND WE ARE ALL PRODUCTS AND EDUCATED HERE IN RICHARDSON SCHOOL DISTRICT.

THIS JOURNEY IS NOT ABOUT ME.

I AM JUST A VESSEL HERE, ELECTED BY GREAT PEOPLE.

I'VE GIVEN THEM MY HEART AND I WILL CONTINUE TO GIVE YOU MY HEART AND SERVE WITH ALL I HAVE, AND I JUST THANK YOU SO MUCH FOR ELECTING ME TO BE YOUR REPRESENTATIVE FOR DISTRICT FIVE IN THE RICHARDSON SCHOOL DISTRICT.

THANK YOU ALL. [APPLAUSE] I'M SURE YOUR FAMILY WOULD LOVE TO COME ON UP AND GRAB SOME GREAT PICS.

[00:26:39]

ALL RIGHT, WE ARE GOING TO TAKE US A QUICK BREAK.

[00:26:43]

BOARD, WHAT DO YOU NEED? FIVE, TEN? NO, YOU'RE NOT GETTING AWAY WITH THAT.

WE'RE GOING TO START BACK AT 6:30, ACCORDING TO THIS CLOCK RIGHT HERE, 6:30.

WELCOME BACK TO THE HORSESHOE, EVERYONE.

OH, MY GOSH.

IT ALMOST FEELS A LITTLE SURREAL UP HERE.

IT'S A FULL SHOE.

IT'S PRETTY EXCITING.

IT IS EXCITING.

ALL RIGHT FIRST. ALL RIGHT, COLLEAGUES, ARE WE READY TO GET STARTED AGAIN? THAT WAS GREAT, BUT GUESS WHAT? WE DO HAVE A LITTLE BUSINESS TO TAKE CARE OF, AND WE ARE GOING TO GET STARTED AGAIN AT 6:36 P.M..

OUR NEXT ITEM IS TO CONSIDER THE LAKE HIGHLANDS HIGH SCHOOL COMPETITION.

[VIII.A. Consider LHHS Competition Gym Floor Replacement]

GYM FLOOR REPLACEMENT.

MISS BRANUM. THANK YOU, MR. HARRISON. FIRST OF ALL, I WANT TO WELCOME YOU BACK TO THE HORSESHOE AND MS. MCGOWAN, WELCOME TO THE HORSESHOE.

WE'RE SO EXCITED TO HAVE YOU TONIGHT, AND IN OUR FIRST ORDER OF BUSINESS, WE ARE GOING TO BE TALKING ABOUT LAKE COLLINS HIGH SCHOOL, THEIR GYM FLOOR, AND WHY THIS HAS BECOME A PRESSING NEED, AS YOU KNOW, AND AS DEMONSTRATED IN BOTH BOND 2016 AND BOND 2021, WE HAVE AGING FACILITIES. I KNOW THAT IS NOT NEW INFORMATION FOR THE BOARD, BUT MANY OF OUR AGING FACILITIES DUE TO WATER LEAKS AND OTHER INFRASTRUCTURE FAILURES, SOMETIMES OPPORTUNITIES LIKE HAVING TO REPLACE A GYM FLOOR IS OFTEN EXPEDITED ON THE LIST BECAUSE OF THAT, AND SO, MISS HAYES, I'M GOING TO INVITE YOU AND MAYBE MR. WATSON AS WELL, TO PROVIDE A LITTLE BACKGROUND ON WHY THIS IS SOMETHING THAT WE NEED TO GET DONE THIS SUMMER.

THANK YOU, MRS. BRANUM. GOOD EVENING, BOARD OF TRUSTEES.

TONIGHT WE BRING FOR YOUR CONSIDERATION THE LAKE HIGHLANDS HIGH SCHOOL COMPETITION GYM.

WE HAVE FOUR COMPETITION GYMS IN THE DISTRICT, ONE AT EACH OF OUR HIGH SCHOOLS, AND THEN THEY ALSO HAVE PRACTICE GYMS ON TOP OF THAT FOR OUR COMPETITION GYMS. THEY ARE WOOD FLOORS.

THEY ARE SPECIFIC TYPE OF WOOD THAT THEY USE IN GYM FLOORS, AND FOR THIS ONE, THE LIFE OF A FLOOR DEPENDS ON HOW MANY TIMES YOU CAN SAND IT AND REFINISH IT, AND THAT'S WHAT WE DO FOR OUR GYM FLOORS.

THE LAKE HIGHLANDS HIGH SCHOOL HAS BECOME TOO THIN TO SAND AGAIN, AND IT HAD SOME SEVERE WATER DAMAGE THAT BUCKLED MANY PARTS OF THAT FLOOR AND SO IT'S NO LONGER PLAYABLE.

SO WE BROUGHT THAT TO YOU TONIGHT FOR YOUR CONSIDERATION, FOR FUNDING SO THAT WE CAN REPLACE IT.

I'LL LET MR. WATSON ANSWER.

I'LL ASK FOR QUESTIONS AND THEN WE'LL BE HAPPY TO MOVE FORWARD.

SO BEFORE WE TAKE ANY QUESTIONS, I DO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE QUOTE IN THE AMOUNT OF $267,390 FROM ZFLOOR COMPANY FOR THE REPLACEMENT OF THE COMPETITION GYM FLOOR AT LAKE HIGHLANDS HIGH SCHOOL.

ALL RIGHT. IS THERE A MOTION? MOVED. IS THERE A SECOND?

[00:30:01]

SECOND.

WE HAVE A MOTION BY MR. LINN, AND A SECOND BY MR. POTEET. IS THERE ANY DISCUSSION, BOARD? MS. TIMME. SO WHO WAS FIRST? I SAW MS. TIMME. OKAY, THANK YOU.

OKAY. MS. HAYES, MR. WATSON, CAN YOU TELL ME IF THIS MONEY HAS BEEN PROGRAMED AS PART OF [INAUDIBLE] REPAIR ISSUES FOR THE SCHOOL DISTRICT AS PART OF THE BOND? IT WAS ORIGINALLY IN THE 2021 BOND.

YES, SIR, BUT THE FUNDING SOURCE FOR THIS PARTICULAR SCOPE WILL BE OUT OF THE 2016 BOND.

2016? YES, SIR.

OKAY. SOME REMAINING FUNDS, WE'RE FINISHING UP 2016 FUNDING SOME INTEREST FUNDING AND RESOURCES FROM LEFTOVER PROJECTS.

SO WE WERE ABLE TO TAP INTO 2016 TO USE FUNDS FOR THIS FLOOR FROM THAT BOND.

EXCELLENT, THANK YOU. AND WE ALWAYS HAVE ATHLETICS AND FACILITIES IN ALL OF OUR BONDS FOR THIS VERY PURPOSE.

WE'VE ALSO RECENTLY REPLACED BERKNER.

YES, MA'AM, BERKENR LAST YEAR, SIMILAR CIRCUMSTANCES AND A LITTLE BIT OF WATER DAMAGE, AND TO ADD ON TO WHAT MS. HAYS HAS SAID, WE USED THE TONGUE AND GROOVE, THREE QUARTER INCH TONGUE AND GROOVE WOOD SYSTEM.

SO TYPICALLY WE WILL STAND DOWN TO A POINT.

IT'S GENERALLY A THIRD OR SO OF THAT, AND WHEN WE GET TO A POINT WHERE THE TONGUE AND GROOVE STARTS TO EXPOSE THEMSELVES, WE KNOW WE'RE KIND OF AT THE LAST BIT OF SANDING THAT WE CAN DO AND REFINISHING, AND THAT'S WHERE WE ARE WITH LAKE HIGHLANDS.

WE'RE AT THAT POINT. PLUS THE SUSTAINED WATER DAMAGE JUST YIELDS THE URGENCY TO REPLACE IT, AND THEN PEARCE WAS DONE IN 2016, 2017, AND THEN RICHARDSON HIGH SCHOOL WOULD BE THE LAST REMAINING, WHICH DOES NEED IT, BUT WE'LL JUST LOOK FOR SOME FUTURE FUNDING SOURCES TO BE ABLE TO DO THAT.

JUST AS A FOLLOW UP, DOES THIS INCLUDE THE PAINT THAT GOES ON TOP OF THE--YES, SIR, IT DOES.

OKAY, THIS IS COMPLETE WOOD FLOOR REPLACEMENT.

THANK YOU. MISS TIMME? NO, THAT WAS MY QUESTION. IT WAS GOING TO BE AROUND THAT.

OKAY, ALL OF THE SAME PROCESS FOR OUR JUNIOR HIGH FLOORS THAT ARE ALSO HELD COMPETITIONS.

WE DO THE SAME THING FOR ALL OF OUR WOOD FLOORS.

WE TRY TO KEEP THE LIFE OF THAT FLOOR AS LONG AS POSSIBLE BEFORE WE HAVE TO DO A REPLACEMENT.

MS. TIMME. OH, I DID HAVE A QUESTION, BUT THESE ARE ON A CYCLE, RIGHT? LIKE, TYPICALLY I KNOW WHEN WATER DAMAGE HAPPENS THAT CAN CHANGE THAT CYCLE, BUT OUR COMPETITION FLOORS ARE ON A CYCLE AS FAR AS REPAIRS, CORRECT ? YEAH, WE LOOK TO GO AT LEAST--WE TRY TO GO TEN YEARS.

I DON'T KNOW. MR. WATSON, YOU WANT TO ADD ANYTHING TO THAT? AS BEST THEY CAN BE.

WE CERTAINLY AGAIN, WE TRY TO UTILIZE AS MUCH SAND REFINISHING AS POSSIBLE TO EXTEND THE LIFE OF THAT FLOOR.

SO HOWEVER MANY TIMES WE SAND IT OVER A TEN, POSSIBLY EVEN 20 YEAR PERIOD, WE WOULD CERTAINLY LIKE TO DO SO TO EXTEND THE LIFE OF THAT ASSET.

IT JUST DEPENDS IF WE'VE HAD TO SEND IT BECAUSE OF MULTIPLE WATER LEAKS OVER 15 YEARS, WE'RE PROBABLY GOING TO TAKE A LOT OF THE TOP THIRD OFF IN DOING SO TO ADDRESS THE DAMAGE. THEREFORE, THE REPLACEMENT MIGHT BE SOONER THAN OTHERWISE WE WOULD DESIRED.

SO IT REALLY DEPENDS, BUT WE HAVE A REFINISHING SCHEDULE.

WE REFINISH THOSE FLOORS EVERY TWO YEARS, WHICH HAS TAKEN A FEW LAYERS OF THE FINISH OFF AND THEN RESEALING TO GIVE IT A FRESH LOOK.

SO WE DO THAT RECURRING EVERY TWO YEARS.

THE SANDING IS REALLY TO ADDRESS THE DAMAGE.

THEN WE GET TO A POINT WHERE WE CAN'T RE-SAND ANYMORE.

DOES THAT HELP? YES, THANK YOU.

BOARD, ANY ADDITIONAL QUESTIONS? ALL RIGHT, SO WE HAVE A MOTION BY MR. LINN, AND A SECOND BY MR. POTEET. ALL IN FAVOR, PLEASE RAISE YOUR RIGHT HAND . ALL RIGHT, SO MOTION PASSES SEVEN ZERO.

I HAVE NOT SAID THAT IN A LONG TIME.

THANK YOU, MR. WATSON.

OUR NEXT ITEM IS TO CONSIDER A REVISION OF BOARD POLICY BE LOCAL.

[VIII.B. Consider Board Policy Revision: BE(Local)]

MRS. BRANUM. THANK YOU, MS. HARRIS. BOARD OF TRUSTEES.

AS WE ARE EVALUATING THE BOARD MEETING CALENDAR FOR THE 22-23 SCHOOL YEAR, ONE OF THE OPPORTUNITIES THAT I AM ASKING FOR YOUR INPUT IN CONSIDERATION IS TO CONSIDER MOVING OUR BOARD MEETINGS FROM MONDAY NIGHTS TO THURSDAY NIGHTS.

AS YOU KNOW, OUR BOARD MEETINGS, WE TYPICALLY MEET THE FIRST AND THIRD MONDAY OF THE MONTH.

THERE ARE TIMES WHEN WE HAVE TO ADJUST THAT SECOND MEETING BASED UPON THE LIMITATIONS OF THE CALENDAR.

AS WE KNOW, THERE IS NO PERFECT CALENDAR AND SO SOMETIMES THERE ARE HOLIDAYS THAT SOMETIMES INTERFERE WITH THAT MONDAY.

[00:35:02]

BUT ADDITIONALLY, THE REAL REASON FOR THIS CONSIDERATION IS WE TYPICALLY HAVE SOME PRETTY LONG BOARD MEETINGS.

THERE'S A LOT OF IMPORTANT THINGS IN THIS DISTRICT WHERE WE NEED YOUR INPUT.

WE WANT TO PRESENT INFORMATION TO THE COMMUNITY, AND THOSE NIGHTS ON STAFF CAN BE CAN TAKE A REAL TOLL, AND I THINK ALSO FOR YOU ALL, WHEN YOU HAVE A MONDAY NIGHT MEETING, YOU'RE HERE TILL 11 OR MIDNIGHT AND THEN YOU STILL HAVE THE REST OF THE WEEK TO TRY TO MAKE SURE TO SHOW UP AND HAVE OUR BEST FOOT FORWARD FOR STUDENTS.

SO IN ANALYZING A LOT OF OTHER DISTRICTS, THERE ARE MANY OTHER DISTRICTS HAVE MOVED THEIR BOARD MEETINGS LATER IN THE WEEK TO JUST ALLOW FOR A LITTLE BIT MORE BALANCE, AND SO I AM ASKING THE BOARD TO CONSIDER MOVING THOSE BOARD MEETINGS FROM THE FIRST AND THIRD TO THE FIRST AND THIRD THURSDAY OF THE MONTH AND HAVE A PROPOSED CALENDAR FOR THAT OF WHAT THAT COULD LOOK LIKE FOR 22-23.

THE REASON FOR THE ACTION ITEM IS THAT WE HAD IT IN OUR BOARD POLICY THAT THEY WOULD BE ON THE FIRST AND THIRD MONDAY, AND IF WE WERE TO MOVE FORWARD WITH AN ADJUSTMENT TO THURSDAY NIGHTS, WE WOULD NEED TO CHANGE BOARD POLICY, AND SO I'LL ASK LATISHA TO SHARE ANY ADDITIONAL INFORMATION RELATED TO THE PARTICULAR ACTION ITEM FOR THE BOARD POLICY. GOOD AFTERNOON.

TRUSTEES INTERIM SUPERINTENDENT BRANUM.

AS SHE MENTIONED, THE ONE CHANGE TO THE POLICY IS CHANGING THE MEETING DATE FROM MONDAY TO THURSDAY.

THIS WILL PROBABLY BE THE SIMPLEST POLICY CHANGE THAT WE WILL BRING FORWARD BECAUSE IT'S LITERALLY JUST CHANGING ONE WORD.

SO WITH THAT, I KNOW YOU ALL PROBABLY WILL HAVE SOME QUESTIONS, BUT BEFORE WE GET THAT, I DO I DO RECOMMEND THAT THE BOARD APPROVE THE PROPOSED REVISION TO BE LOCAL IN ORDER FOR US TO MOVE OUR BOARD MEETINGS FROM MONDAY NIGHT TO THURSDAY NIGHTS.

THANK YOU, MISS BRANUM. IS THERE A MOTION? SO MOVED.

THANK YOU, MS. TIMME. IS THERE A SECOND? SECOND. THANK YOU, MS. RENTERIA. ARE THERE ANY QUESTIONS OR CONVERSATIONS? MR. LINN.

COLLEAGUES, THIS POLICY IS NOT GOING TO AFFECT ME AT ALL, BUT I'M AGAINST THIS CHANGE, SO I'LL BE VOTING NO.

THANK YOU VERY MUCH FOR YOUR COMMENT.

ANY ADDITIONAL COMMENTS? MISS TIMME. YEAH, I JUST WANTED TO SAY, I THINK THERE'S SOME BENEFITS TO THIS POLICY IN THE SENSE OF IF WE GET THE BOARD AGENDA WHEN THAT'S PUBLISHED AND THEN IT'S ON A MONDAY, AND A LOT OF TIMES WE NEED ADDITIONAL INFORMATION OR CLARIFICATION.

I FEEL LIKE THIS WILL GIVE US A LITTLE BIT MORE OF AN OPPORTUNITY TO DO THAT WITHOUT BLOWING UP PEOPLE'S WEEKENDS AND RESPECTING THE STAFF'S PERSONAL TIME AND NOT FEELING THEY HAVE TO LIKE JUMP FOR ANSWERS WHEN WE NEED THE INFORMATION TO MAKE DECISIONS.

SO I CERTAINLY APPRECIATE THAT PIECE OF MOVING THIS TO THURSDAYS.

I THINK THAT WILL BE HELPFUL IN THAT WAY.

THANK YOU. MS. TIMME, I HAVE TO SAY I AGREE WITH YOU.

I KNOW AND I'VE WITNESSED THAT OUR STAFF HAVE TO WORK THROUGH THE WEEKEND TO GET US AN INFORMATION FOR A MONDAY NIGHT MEETING.

SO I TOTALLY RESPECT THAT THEY WERE MOVING IT FOR FOR THEM.

SO YEAH, ANY ADDITIONAL QUESTIONS OR COMMENTS FROM THE BOARD? ALL RIGHT, SO WE DO HAVE A MOTION BY MS. TIMME, A SECOND BY MS. RENTERIA. ALL IN FAVOR, PLEASE RAISE YOUR HAND.

ALL RIGHT. MOTION PASSES SIX ONE.

[VIII.C. K-12 Social Studies Update]

OUR NEXT ITEM IS AN UPDATE ON OUR K-12 SOCIAL STUDIES CURRICULUM.

MS. BRANUM.

THANK YOU, MS. HARRIS; THANK YOU, BOARD OF TRUSTEES.

THIS IS THE FOURTH PRESENTATION IN OUR SPRING SERIES OF REALLY KIND OF KEEPING TABS AND REALLY PROVIDING THE BOARD WITH A BASELINE FOUNDATION AS WELL AS OUR COMMUNITY WITH A BASELINE BASELINE FOUNDATION OF HOW DO WE SUPPORT TEACHING AND LEARNING OUR CORE WORK, THE WORK THAT OUR TEAM AROUND THIS HORSESHOE SPENDS, THE MAJORITY OF OUR TIME IS AROUND, HOW ARE WE ENSURING ACADEMIC SUCCESS FOR ALL STUDENTS? AND IT REALLY STARTS WITH THE CURRICULUM IN OUR FOUR CORE AREAS, AND YOU'VE HAD THE OPPORTUNITY TO HEAR FROM OUR AMAZING TEAM IN ENGLISH, MATHEMATICS AND SCIENCE, AND TONIGHT WE ARE SHIFTING TO SOCIAL STUDIES, AND AGAIN, THE PURPOSE OF THIS PRESENTATION IS TO MAKE SURE YOU AND OUR COMMUNITY KNOWS WHAT IS THE CURRICULUM, HOW DO WE GO ABOUT SUPPORTING TEACHERS IN THE IMPLEMENTATION OF THE CURRICULUM?

[00:40:03]

AND THEN ULTIMATELY, HOW DO WE KNOW IF IT'S WORKING AND HOW DO WE KNOW WHAT ADJUSTMENTS WE NEED TO MAKE BASED UPON THAT INFORMATION? AND SO TONIGHT WE ARE GOING TO BE LED BY THE PHENOMENAL, OF COURSE, DR.

KRISTIN BYNO AND DR.

EMERY YARBOROUGH AS THEY IMMERSES IN THE WORLD OF SOCIAL STUDIES.

SO I'LL TURN IT OVER TO YOU ALL.

THANK YOU. MS. BRANUM THANK YOU, BOARD OF TRUSTEES, FOR ALLOWING THIS OPPORTUNITY FOR US TO COME AND SHARE OUR WORK WITH YOU AND THE COMMUNITY.

SO WITHOUT FURTHER ADO, WE WILL GET STARTED.

AS YOU KNOW, DR.

BYNO LEADS OUR TEACHING AND LEARNING AND PARTICULARLY OUR CURRICULUM AND INSTRUCTION DIVISION ALONG WITH DR.

DENISE BEUTEL.

I MAY BE A LITTLE BIASED, BUT I DO FEEL LIKE SOCIAL STUDIES HAS THE MOST PHENOMENAL TEAM.

MY TEAM IS BEHIND ME, AND KARLENE JOLLY IS OUR ELEMENTARY SPECIALIST AND SHE IS WONDERFUL.

SHE IS PASSIONATE ABOUT SOCIAL STUDIES, AND THEN SUE SWEENEY, WHO IS OUR SECONDARY SPECIALIST, AGAIN, VERY PASSIONATE ABOUT SOCIAL STUDIES, VERY KNOWLEDGEABLE, AND YOU'LL KIND OF SEE SOME OF OUR PASSION.

SO JUST BEAR WITH US.

SO LET'S BEGIN.

WE HAVE REALLY FOUR OBJECTIVES TODAY.

NUMBER ONE, WE WANT TO MAKE SURE THAT AND DELIVER THAT OUR INSTRUCTION IS GROUNDED IN THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS.

THAT IS WHAT OUR SOCIAL STUDIES INSTRUCTION IS BASED UPON.

NUMBER TWO, WE WANT TO SHARE WITH YOU THE HOW THE CURRICULUM AND INSTRUCTION SUPPORT STUDENT MASTERY OF CONTENT AND SKILLS AND THEN WE WANT TO DETAIL HOW OUR TEAM SUPPORTS TEACHERS AND STUDENTS AND OUR CAMPUS LEADERSHIP IN SOCIAL STUDIES INSTRUCTION , AND THEN FINALLY, WE WANT TO SHARE SOME CELEBRATIONS, SOME OPPORTUNITIES FOR GROWTH, AND THEN, OF COURSE, SOME NEXT STEPS.

AS WE THINK ABOUT SOCIAL STUDIES, I WANT TO TAKE YOU TO THE SWEARING IN, AND I WANT YOU TO REALIZE THAT WHAT WE WITNESSED TONIGHT IS OUR WHY.

IT'S WHY WE ARE PASSIONATE ABOUT SOCIAL STUDIES.

IT'S WHY, AND LIKE, I'M SITTING THERE AND I'M TAKING NOTES AND I'M LIKE SO EXCITED BECAUSE, YOU KNOW, OUR WHY IS SOCIAL STUDIES IS THAT OUR GOAL IS TO PREPARE STUDENTS WHEN THEY LEAVE OUR SCHOOLS TO BE INFORMED, RESPONSIBLE CITIZENS, AND THAT MEANS SERVING AS BOARD OF TRUSTEES, SERVING ON LOCAL COUNCILS, SERVING IN OUR LIKE THEIR RIGHTS AND RESPONSIBILITY, AND THAT IS THE JOB OF A SOCIAL STUDIES TEACHER IS TO REALLY INSPIRE THAT AND BUILD THAT FOUNDATION, AND SO WHEN YOU THINK ABOUT WHAT WE WITNESSED EARLIER IN PROTECTING AND DEFENDING AND PROTECTING THE CONSTITUTION, THAT IS WHAT OUR JOB IS SOCIAL STUDIES, TEACHERS, THAT'S OUR JOB AND THAT'S OUR WHY, AND WE REALLY FEEL PASSIONATE ABOUT MAKING SURE THAT OUR STUDENTS LEAVE US EQUIPPED WITH THE KNOWLEDGE AND SKILLS SO THAT THEY CAN GO INTO THE WORLD AND BE PRODUCTIVE MEMBERS OF SOCIETY, KNOWING THEIR RIGHTS, KNOWING THEIR RESPONSIBILITIES, AND BEING A PART OF THE WORLD AND THE VOICE AND THE CHANGE.

SO WHEN WE THINK ABOUT SOCIAL STUDIES AND I KNOW YOU GUYS HAVE BEEN THROUGH RLA AND MATH AND SCIENCE AND NOW YOU GET SOCIAL STUDIES AND MR. LINN, I PROMISE YOU'RE GOING TO BE REALLY EXCITED.

I KNOW YOU'RE A POLITICAL SCI MAJOR, RIGHT.

ME TOO. SO WHEN YOU THINK ABOUT SOCIAL STUDIES, I WANT YOU TO THINK OF IT THROUGH THE LENS OF TWO WILLS.

I KNOW, JUST WAIT.

MISS BRANUM ALREADY SAID IT WAS BORING, BUT IT'S FINE.

OKAY, SO WHEN YOU THINK OF SOCIAL STUDIES, I WANT YOU TO LOOK AT IT THROUGH TWO LENSES.

SO WHEN YOU THINK OF SOCIAL STUDIES, YOU THINK OF THE CONTENT, RIGHT? YOU THINK OF HISTORICAL FIGURES AND YOU THINK OF DATES AND YOU THINK OF EVENTS AND YOU THINK OF MAJOR TURNING POINTS IN HISTORY, BUT SOCIAL STUDIES IS MORE THAN THAT.

SOCIAL STUDIES IS ABOUT PROCESSING THOSE EVENTS AND THOSE PEOPLE AND THOSE SIGNIFICANT TURNING POINTS IN AMERICAN HISTORY, IN THE WORLD HISTORY AND MAKING MEANING OF THOSE.

I GET CHILLS JUST TALKING ABOUT IT.

SORRY, I'M VERY PASSIONATE ABOUT THIS.

SO WHEN YOU THINK ABOUT IT AND WHEN YOU LOOK AT THE SCREEN AND YOU SEE THE COG, YOU'VE GOT THE CONTENT KNOWLEDGE AND YOU'VE GOT THE PROCESS KNOWLEDGE AND THOSE WORK IN TANDEM.

SO HISTORICALLY, MAYBE WHEN SOME OF YOU WERE IN SCHOOL, NOT ALL OF YOU, BUT YOU MAY HAVE MEMORIZED FACTS, YOU MAY HAVE MEMORIZED THINGS, BUT

[00:45:06]

THAT'S NOT SOCIAL STUDIES ANYMORE.

SOCIAL STUDIES IS ABOUT TAKING THE CONTENT AND PROCESSING IT THROUGH TWO WAYS TOOLS TO KNOW AND WAYS TO SHOW.

SO WHEN YOU THINK ABOUT THE TOOLS TO KNOW, THOSE ARE YOUR PRIMARY AND SECONDARY SOURCES.

THOSE ARE THINKING ABOUT BIAS AND POINT OF VIEW, AND THEN SO THAT'S PART ONE, AND THEN PART TWO IS MAKING MEANING OF THAT THROUGH ANALYZING AND INFERRING AND COMPARING AND CONTRASTING AND DETERMINING CAUSE AND EFFECT AND MAKING THAT APPLICABLE TO OUR NEXT PHASE OF WHATEVER WE ENCOUNTER.

SO SOCIAL STUDIES, LIKE ALL THE OTHER CONTENTS, WE HAVE OUR TWO WAYS OF PROCESSING, AND THAT'S THE TOOLS TO KNOW AND THE WAYS TO SHOW, BUT WE ALSO LEARN SOCIAL STUDIES, WHETHER IT'S GEOGRAPHY OR HISTORY THROUGH EIGHT STRANDS, AND THE EIGHT STRANDS ARE EMBEDDED ON THE RED IS OUR BOOKENDS, RIGHT? WE'VE GOT OUR TOOLS TO KNOW AND THEN THE WAYS WE'RE GOING TO SHOW, AND THEN OUR BLUE, SUCH AS OUR HISTORY CONTENT, OUR GEOGRAPHY, OUR ECONOMICS, OUR GOVERNMENT, OUR CITIZENSHIP, OUR CULTURE, AND OUR SCIENCE AND TECHNOLOGY.

THOSE ARE THE STRANDS AT WHICH STUDENTS LEARN SOCIAL STUDIES EMBEDDED BETWEEN THOSE TOOLS TO KNOW AND PROCESSING THE WAYS TO SHOW. SO AS YOU THINK ABOUT SOCIAL STUDIES BEGINNING IN KINDERGARTEN THROUGH THIRD GRADE, STUDENTS ARE REALLY LEARNING ABOUT THEIR COMMUNITY.

WHY ARE RULES NECESSARY? WHO'S AUTHORITY FIGURES? AND THEN AS STUDENTS MOVE THROUGH UP TO THE FOURTH GRADE AND THROUGH EIGHTH GRADE, THEY'RE EXPANDING THAT REALM OF COMMUNITY TO THEIR STATE, THEIR NATION AND EVEN THE WORLD.

AND THEN AS YOU GET TO THE JUNIOR HIGH, STUDENTS GO INTO A DEEPER STUDY OF TEXAS HISTORY, AND BEGINNING IN EIGHTH GRADE, STUDENTS REALLY DIG DEEP INTO THE FIRST HALF OF AMERICAN HISTORY, AND THIS IS THE FIRST TIME, AS YOU CAN SEE, WE'VE NOTED IT BY THE LITTLE STAR OF TEXAS.

EIGHTH GRADE IS THE FIRST TIME STUDENTS TAKE A SOCIAL STUDIES STAR IN SOCIAL STUDIES, AND IT'S REALLY 1607 THROUGH 1877.

NOW THIS PART I'M REALLY EXCITED TO SHARE WITH YOU GUYS.

SO WHEN WE THINK ABOUT A STUDENT MOVING TO HIGH SCHOOL, WE KNOW THAT STUDENTS HAVE TO HAVE FOUR FULL CREDITS OF SOCIAL STUDIES IN ORDER TO GRADUATE, AND WHAT WE ARE EXCITED TO OFFER STUDENTS AND AS YOU CAN SEE ON THE SCREEN, WE OFFER STUDENTS A MULTITUDE OF OPPORTUNITIES AND CLASSES THAT THEY CAN TAKE TO GET THEIR FOUR CREDITS, AND, YOU KNOW, THE OTHER PIECE THAT I WANT TO CELEBRATE WITH THIS IS THAT SOCIAL STUDIES, WHILE WE HAVE MORE AP TESTS THAN MOST OF THE OTHER CONTENTS, WE OFFER MORE OF THE DUAL CREDIT.

THIS YEAR, WE HAVE OVER 2400 STUDENTS ENROLLED IN AN ADVANCED SOCIAL STUDIES COURSE, AND MORE IMPORTANTLY, I THINK A CELEBRATION IS, IS THAT OVER 53% OF THOSE STUDENTS ARE ASIAN, HISPANIC AND AFRICAN AMERICAN, AND THAT TO ME IS A HUGE CELEBRATION, BECAUSE THAT MEANS THAT OVER 2400 KIDS AND THEN OVER 53% OF THOSE STUDENTS ARE OUR STUDENTS AND THEIR POTENTIAL FOR EARNING COLLEGE CREDIT IS GREAT.

SO THAT'S A CELEBRATION FOR US, AND AGAIN, THE SECOND TEST FOR SOCIAL STUDIES HAPPENS AT 11TH GRADE.

NOW, THIS NEXT PART, I WANT YOU TO JUST BEAR WITH ME FOR A MOMENT, BUT I WANT TO TAKE YOU BACK ON A JOURNEY.

SOME OF YOU MAY NOT BE OLD ENOUGH, BUT THAT'S OKAY.

SOME OF YOU JOIN ME IN MY WORLD.

I WANT YOU TO THINK ABOUT IN THIS NEXT PART, HOW DID YOU LEARN SOCIAL STUDIES? GO BACK TO, AND I'M GOING TO TELL YOU, I HAD A LOT OF COACHES, GREW UP IN A LITTLE SMALL TOWN, WE HAD A LOT OF COACHES, BUT I WANT YOU TO THINK ABOUT AS YOU WATCH THIS CLIP, HOW YOU LEARN SOCIAL STUDIES.

IN 1930, THE REPUBLICAN CONTROLLED HOUSE OF REPRESENTATIVES, IN AN EFFORT TO ALLEVIATE THE EFFECTS OF THE ANYONE? ANYONE? THE GREAT DEPRESSION, PASSED THE ANYONE? ANYONE? A TARIFF BILL, THE HOLLY SMOOT TARIFF ACT, WHICH ANYONE?

[00:50:01]

RAISED OR LOWERED, RAISED TARIFFS IN AN EFFORT TO COLLECT MORE REVENUE FOR THE FEDERAL GOVERNMENT.

DID IT WORK? ANYONE? ANYONE KNOW THE EFFECTS? IT DID NOT WORK ON THE UNITED STATES SANK DEEPER INTO THE GREAT DEPRESSION.

DID ANYONE BY SHOW OF HANDS RECOGNIZE THIS AS THE WAY THAT YOU MAY HAVE LEARNED SOCIAL STUDIES? ANYONE. ANYONE.

YES. RIGHT HERE.

YES. SO, HOWEVER, WHAT I WANT TO SHOW IS THAT IN RICHARDSON ISD, THAT IS NOT HOW WE TEACH SOCIAL STUDIES.

WHEN WE THINK OF SOCIAL STUDIES IN RICHARDSON ISD, WE WANT YOU TO THINK OF AN ENGAGING LEARNING EXPERIENCES WHERE STUDENTS ARE HANDS ON MINDS ON, AND WE REALLY WANT TO PERPETUATE AN IDEA THAT LEARNING IS A PROCESS, NOT AN EVENT.

OH, THAT'S OKAY, EXACTLY, MS. RENTERIA, IT IS NOT HOW WE TEACH SOCIAL STUDIES.

SO OUR APPROACH IN SOCIAL STUDIES IS VERY DIFFERENT.

WE BELIEVE THAT STUDENTS LEARN BEST ABOUT THE FACTS, ABOUT THE CONTENT BY PROCESSING INFORMATION, THROUGH THE TOOLS TO KNOW AND THE WAYS TO KNOW AND THE WAYS TO SHOW.

WE WANT STUDENTS TO ENGAGE WITH AUTHENTIC PRIMARY AND SECONDARY SOURCES, WHETHER THAT'S BIOGRAPHIES OR WHETHER THAT IS FOUNDING DOCUMENTS, LEGISLATION, SPEECHES REALLY ENGAGE WITH THE AUTHENTIC MATERIAL IN ORDER TO CONSTRUCT AND MAKE MEANING.

WE BELIEVE THAT SOCIAL STUDIES INSTRUCTION REQUIRES A HANDS ON MIND SIGN.

GO BACK TO THAT COG AND YOU THINK ABOUT THE KNOWLEDGE, THE KNOWLEDGE CAN'T JUST TURN BY ITSELF.

YOU'VE GOT TO BE ABLE TO PROCESS IT, TO MAKE MEANING IN ORDER TO APPLY IT TO NEW SITUATIONS, AND THAT'S OUR GOAL IN SOCIAL STUDIES, IS TO REALLY MAKE MEANING AND NOT HAVE IT BE, I GIVE YOU INFORMATION, YOU GIVE ME INFORMATION BACK, AND THEN WE MOVE ON BECAUSE THAT'S NOT GOING TO ALLOW US TO REACH OUR GOAL OF CREATING CITIZENS OR STUDENTS THAT ARE READY TO BE CITIZENS AND PARTICIPATE IN THE DEMOCRATIC PROCESS.

SO HOW DO WE DO SOCIAL STUDIES? WELL, IT'S NOT "ANYONE, ANYONE," BUT LET ME JUST BE CLEAR.

WE DO HAVE TO START WITH SURFACE LEVEL LEARNING.

THAT'S VERY IMPORTANT.

THE FACTS, THE PEOPLE, THE EVENTS, STUDENTS HAVE TO KNOW SOMETHING IN ORDER TO DO SOMETHING WITH IT, BUT WE DON'T WANT TO LIVE AT SURFACE LEARNING. OKAY, SURFACE LEARNING IS REALLY, YOU KNOW, WE'RE WE'RE LOOKING AT VOCABULARY, WE'RE IDENTIFYING MAIN IDEA.

WE'RE REALLY LOOKING AT THE CONCRETE.

IN ORDER TO MOVE TO THE SECOND PHASE OF LEARNING, WHICH IS ALLOWING STUDENTS TO CONNECT IDEAS.

THAT'S WHERE WE WANT OUR STUDENTS TO CONNECT CONTENTS ACROSS MULTIPLE AVENUES.

WE WANT STUDENTS TO BE ABLE TO UNCOVER RELATIONSHIPS BETWEEN DIFFERENT EVENTS, SITUATIONS , AND THEN FINALLY, OUR ULTIMATE GOAL IS TO GET STUDENTS TO TRANSFER, AND THAT'S WHERE STUDENTS ARE CREATING IN NEW CONTEXT.

SO, FOR EXAMPLE, IF I'M LEARNING ABOUT THE AMERICAN CIVIL THE CIVIL WAR OR I'M LEARNING ABOUT THE REVOLUTION, AND THEN I'M SEEING I CAN APPLY THOSE ISSUES IN EVENTS TO THINGS THAT ARE HAPPENING WITHIN THE WORLD TODAY, AND THAT'S WHERE WE WANT OUR STUDENTS TO TAKE THE SURFACE LEARNING, MOVE TO THE DEEP LEARNING AND ULTIMATELY BE ABLE TO APPLY THAT KNOWLEDGE AND TO ANY SITUATION THAT THEY COME IN CONTACT WITH.

SO WHAT ARE STUDENTS DOING IN EACH PHASE OF THIS LEARNING? WELL, IN THE SURFACE AREA, LIKE I SAID EARLIER, STUDENTS ARE PRACTICING NEW VOCABULARY.

THEY'RE GATHERING FACTS.

THEY'RE LOOKING AT MAIN IDEA.

AS WE MOVE TO THE SECOND PHASE OF LEARNING, THEY'RE PARTICIPATING IN CLASS DISCUSSIONS.

THEY'RE IDENTIFYING CAUSE AND EFFECT.

THEY'RE REALLY ANALYZING THOSE PRIMARY AND SECONDARY SOURCES, AND THEN AS STUDENTS MOVE TO TRANSFER, THIS IS WHERE THEY BECOME THE TEACHERS OF THEMSELVES, BECAUSE THEY'RE TAKING THE KNOWLEDGE AND THEY'RE APPLYING IT AND MAKING MEANING FOR THEMSELVES, AND THIS IS WHERE STUDENTS REALLY GET TO THE PLACE WHERE THEY CAN THEY CAN MAKE MEANING OF THE WORLD AROUND THEM, AND THAT'S THAT TRANSFER.

THIS NEXT CLIP, THIS IS KIND OF--I'M GOING TO GIVE YOU A LITTLE POP QUIZ BECAUSE I AM A TEACHER--SO WHEN YOU THINK ABOUT THIS, I WANT YOU TO HEAR THIS TEACHER AND I WANT YOU TO LISTEN TO HOW HE GOES THROUGH THE THREE PHASES OF LEARNING.

HE HAS A DIFFERENT METAPHOR FOR IT, BUT I WANT TO SHOW AND DEMONSTRATE HOW ONE OF OUR AMAZING TEACHERS TAKES STUDENTS FROM SURFACE TO DEEP TO TRANSFER.

[00:55:13]

I LOOK AT IT LIKE A BUILDING.

THERE'S FIVE LEVELS OR FIVE FLOORS OF THE BUILDING.

THE BOTTOM IS VOCAB.

WE HAVE OVER 250 VOCABULARY WORDS THEY'VE GOT TO KNOW FROM THE BEGINNING OF THE YEAR TO THE END, AND THEN WE BUILD THOSE INTO QUESTIONS.

THAT'S THE SECOND KIND OF FLOOR OF THE BUILDING.

GOOD CLASSROOM INSTRUCTIONS BUILT ON QUESTIONING, AND THE MORE SCAFFOLDED, THE MORE INTERESTING, THE MORE OPEN ENDED IT CAN GET, THE MORE DEEPER THEY GO, AND THEN WE GO INTO PRIMARY SOURCES, INTO THE LESSON SO THEY CAN ANALYZE THEM, GET THOSE CRITICAL THINKING SKILLS AND REALLY KIND OF STUDY WHAT DOES THIS MEAN? RIGHT. SO PRIMARY SOURCES, CRITICAL THINKING SKILLS, REAL WORLD CONNECTIONS, AND I THINK MOST IMPORTANTLY, MULTIPLE PERSPECTIVES LIKE AMERICAN COLONIES VERSUS THE BRITISH COLONIES. WHAT IS THE BRITISH PERSPECTIVE ON THINGS VERSUS THE AMERICAN PERSPECTIVE ON THINGS? COMPARE AND CONTRAST, AND THEN WE GO INTO REAL LIFE CONNECTIONS.

SO THOSE ARE THE FIVE FLOORS OF THE BUILDING.

SO THAT'S JUST AN EXAMPLE OF TAKING HOW STUDENTS, HOW OUR TEACHERS IN SOCIAL STUDIES ARE REALLY NOT REMAINING AT SERVICE LEVEL AND THEY'RE TRYING TO MOVE STUDENTS THROUGH THE MULTIPLE LEVELS OF DEEP LEARNING AND TRANSFER.

THIS NEXT IMAGE I JUST WANT TO SHARE WITH YOU.

THIS NEXT IMAGE IS JUST SOME OF OUR RISD STUDENTS AND WE REALLY FIND VALUE IN READ ALOUDS FOR SOCIAL STUDIES AND BRINGING IN THOSE RLA CONNECTIONS.

YOU ALSO SEE IN THE MIDDLE YOU'VE GOT OUR KIDS DOING A HANDS ON MAP ACTIVITY AND THEN OVER TO THE RIGHT YOU ARE YOU SEE OUR STUDENTS ENGAGED IN MINDS-ON AND THEY ARE CREATING AND DESIGNING WITH THE USE OF TECHNOLOGY.

SO THAT'S JUST AN EXAMPLE.

SO REMEMBER, WE HAVE THREE PHASES OF LEARNING.

WE HAVE SURFACE LEVEL KNOWLEDGE WHICH WE CAN'T DISCOUNT BECAUSE YOU HAVE TO KNOW SOMETHING IN ORDER TO DO SOMETHING.

WE HAVE THE DEEP LEVEL, WHICH REALLY YOU'RE STARTING TO WORK WITH IT AND THEN YOU HAVE THE TRANSFER.

SO AS WE LISTEN TO THIS STUDENT, I WANT YOU TO THINK ABOUT AND I WON'T ASK YOU TO RESPOND, BUT I WOULD LIKE FOR YOU TO THINK ABOUT AND YOU THINK ABOUT WHICH LEVEL OF LEARNING IS THIS VIDEO DEMONSTRATING.

I THINK THAT'S VERY IMPORTANT TO LEARN ABOUT BECAUSE OF THE WAR IN UKRAINE, RUSSIA, ESPECIALLY KNOWING WHERE WHERE THEY'RE ATTACKING AND WHY THEY'RE ATTACKING.

LIKE, FOR INSTANCE, IF IT WAS LIKE A TRADE PORT AND THEN TO STOP TRADING IN UKRAINE, THEY WOULD MAYBE ATTACK THERE.

SO WHILE THIS WAS A VERY SHORT CLIP, I WANT TO JUST WALK THROUGH AND I WON'T ASK YOU TO RAISE YOUR HAND ONE, TWO OR THREE, IF IT WAS SURFACE DEEPER TRANSFER, BUT I WANT TO GIVE YOU SOME CONTEXT.

SO BASED ON THIS SHORT CLIP, WHEN SHE TALKS ABOUT THE PORTS AND THE GEOGRAPHY THAT IS THAT SURFACE LEVEL, WHEN SHE STARTS REFERENCING THAT WHY PORTS ARE IMPORTANT FOR THE ECONOMIC THAT IS TAKING TO THE DEEP LEARNING, AND THEN HOW DO WE ASK A QUESTION SOMETHING AN OPEN ENDED QUESTION OF PREDICT WHAT YOU THINK RUSSIA WOULD DO NOW BASED ON THE CIRCUMSTANCES THAT'S WHERE YOU TAKE STUDENTS FROM THAT SURFACE ALL THE WAY TO TRANSFER. THAT WAS JUST AN EXAMPLE FROM THE STUDENT PERSPECTIVE.

SO AS YOU GUYS KNOW, YOU HAVE BEEN SHOWED THE PACING TOOLS THROUGH ALL OF OUR PRESENTATIONS AND EACH OF MY COLLEAGUES HAVE HIGHLIGHTED A DIFFERENT PART OF THE PACING TOOLS.

WHAT WE ARE HIGHLIGHTING OBVIOUSLY THROUGH SOCIAL STUDIES IS OUR PROCESSING STANDARDS AND HOW THOSE ARE EMBEDDED AND THEY WORK HAND IN HAND WITH OUR CONTENT.

SO AS YOU CAN SEE ON THE SCREEN, WE HAVE SOCIAL STUDIES IS MASSIVE, RIGHT? THERE'S A LOT OF INFORMATION THAT STUDENTS NEED TO KNOW, BUT WE NEED THEM TO BE ABLE TO PROCESS, AND SO IN ORDER TO HELP OUR TEACHERS, ESPECIALLY IN THE TIME POST PANDEMIC, WE NEEDED TO BE VERY TARGETED IN SAYING FOR THIS PACING TOOL, WHICH IS WRITING THE CONSTITUTION, WE WANT YOU TO EXPLICITLY TEACH, COMPARE, CONTRAST, BIAS, POINT OF VIEW, BECAUSE THOSE ARE THE DISCRETE SKILLS THAT ALIGN WITH THIS UNIT.

SO FOR EXAMPLE, IF YOU LOOK AT THE PERFORMANCE ASSESSMENT AND WE HAVE COMPARE AND CONTRAST, STUDENTS ARE ASKED TO REALLY COMPARE AND CONTRAST THE VIRGINIA PLAN AND THE NEW JERSEY PLAN, AND THAT IS THE SKILL WHERE WE'RE ASKING THEM TO--WE'RE TEACHING THEM HOW TO DO IT.

THEN WE'RE ASKING THEM TO COMPARE AND CONTRAST, AND THEN THEY'RE ANALYZING THE FINAL DOCUMENT TO SEE WHERE THOSE PIECES CAME FROM.

SO, SOCIAL STUDIES, WE ARE ALL ABOUT REALLY MAKING, WE'RE HIGHLIGHTING FOR OUR TEACHING AND LEARNING TEAM IS THE

[01:00:03]

IMPORTANCE OF THE PROCESSING SKILLS.

THE OTHER PIECE THAT WE WANT TO KIND OF HIGHLIGHT AND IT KIND OF GOES BACK TO OUR BUELLER VIDEO, IS WHEN MOST OF US IN THIS ROOM--I'M GOING TO SAY MOST OF US--LEARNED SOCIAL STUDIES, WE LEARNED ALL THE INFORMATION FROM THE TEACHER, FROM A TEXTBOOK AND TODAY, STUDENTS HAVE ACCESS TO ALL OF THAT INFORMATION IN WHAT WE NOW TERM GLOBAL VERSUS NON GLOBAL.

SO WHEN WAS THE BATTLE OF YORKTOWN IS SOMETHING A KID CAN LOOK UP ON THEIR PHONE, LOOK UP ON THEIR CHROMEBOOK.

THAT IS NOT WHERE WE WANT OUR STUDENTS TO LIVE, RIGHT? BECAUSE WE NEED THEM TO BE ABLE TO TRANSFER IN TO MAKE MEANING.

SO THEY'RE GETTING INFORMATION THROWN AT THEM QUICKLY.

SO WE WANT TO MOVE THEM TO THE NON GOOGLE SIDE IN SOCIAL STUDIES.

WHAT DO YOU THINK THE ALLIED POWERS SHOULD HAVE DONE WITH GERMANY AT THE END OF WORLD WAR ONE? THAT'S NOT A QUESTION THAT A STUDENT CAN GOOGLE.

THAT'S A STUDENT THAT THEY HAVE TO TAKE THAT BASE SURFACE KNOWLEDGE, THAT DEEP KNOWLEDGE, AND THEY HAVE TO REALLY THINK ABOUT WHAT WERE SOME ALTERNATIVES THAT THEY COULD HAVE DONE WITH THE ALLIED POWERS.

SO WE REALLY LIKE TO TALK ABOUT GOOGLE-ABLE VERSUS NON GOOGLE-ABLE.

NOW IT'S YOUR TURN TO PRACTICE A LITTLE SOCIAL STUDIES.

SO AT YOUR TABLE AND HERE'S HOW WE'RE GOING TO DO THIS.

MS. TIMME AND MR. LINN, YOU ALL ARE GOING TO BE PARTNERS.

MR. EAGER AND MS. BRANUM PARTNERS, MS. RENTERIA AND MS. HARRIS PARTNERS, AND THEN MR. POTEET AND MS. MCGOWAN PARTNERS.

SO IF YOU ARE ON THE LEFT IN YOUR PARTNER GROUP, YOU ARE PARTNER A.

IF YOU ARE ON THE RIGHT SIDE, YOU ARE PARTNER B.

SO WHAT I WOULD LIKE FOR YOU TO DO IF YOUR PARTNER A IS YOU ARE GOING TO BE RESPONSIBLE FOR ANALYZING DOCUMENT A . IF YOU ARE PARTNER B, YOU ARE GOING TO ANALYZE DOCUMENT B, WHICH INCLUDES THE IMAGE AND THEN THE QUOTE.

SO HERE'S HOW WE'RE GOING TO DO THIS.

REMEMBER I SAID THAT SOCIAL STUDIES IS ALL ABOUT THE CONTENT AND THE PROCESS.

SO WE HAVE A TWO STEP PROCESS TO DO THIS.

SO THE FIRST THING THAT I WANT YOU TO DO, PARTNER A, I'M GOING TO MODEL FOR YOU.

SO PARTNER A YOU'RE GOING TO LOOK AT DOCUMENT A AND YOU'RE GOING TO LOOK AT ON THE SECOND PAGE, YOU'VE GOT A DOCUMENT THAT SAYS [INAUDIBLE] PLUS.

SO RIGHT NOW WE'RE GOING TO DECONSTRUCT THE IMAGE AND THE QUOTE USING [INAUDIBLE] PLUS, WHICH ALLOWS US TO JUST WRITE WHAT WE SEE AND WHAT WE CAN PROVE.

SO WHAT IS THE SUBJECT? WHAT IS THE OCCASION? WHAT IS THE AUDIENCE? WHAT IS THE PURPOSE? WHO'S THE SPEAKER? AND THEN THE PLUS S IS SO WHAT? WHY IS IT IMPORTANT? SO I'M ONLY GOING TO GIVE YOU JUST A MINUTE TO PARTNER A YOU'RE GOING TO DO DOCUMENT A, PARTNER B, YOU'RE GOING TO BE DOCUMENT B AND THEN WE'RE GOING TO SHARE AND TALK WITH OUR PARTNER. I'LL GIVE YOU JUST ABOUT A MINUTE AND A HALF.

YOU MAY NOT BE FINISHED, BUT YOU HAVE ABOUT 20 SECONDS.

THERE'S A LITTLE COMPETITION OVER TO THE RIGHT.

OKAY, VERY GOOD.

MR. LINN IS FINISHED.

ALL RIGHT, SO I KNOW THAT YOU DIDN'T GET TO DO THAT FULL PROCESS, BUT THAT'S STEP ONE.

THAT'S THE CONTENT.

THE WHO, WHAT, WHEN AND WHERE WE CAN PROVE.

SO NOW WHAT I WANT YOU TO DO IS I WANT YOU TO GO TO STEP TWO AND THE GREEN PIECE OF PAPER, AND IT'S ON THE SCREEN, BUT THE GREEN PIECE OF PAPER, WE ARE GOING TO ONLY LOOK AT PART ONE, AND SO PARTNER A, YOU ARE GOING TO SHARE WITH PARTNER B

[01:05:10]

WHAT YOU DISCOVERED AND YOU CAN PROVE FROM YOUR DOCUMENT.

NOW, PARTNER B, HERE'S WHAT I WANT YOU TO LISTEN FOR.

AS Y'ALL ARE SHARING WITH ONE ANOTHER, I WANT YOU TO LISTEN FOR WHAT IS SIMILAR AND WHAT IS DIFFERENT, AND IF YOU'RE NOT COMFORTABLE AND YOU NEED SOME SENTENCE STARTERS ON YOUR SHEET, YOU'VE GOT SOME SENTENCE FRAMES THAT WILL ALLOW YOU TO SAY, BECAUSE I WOULD LIKE FOR YOU TO SPEAK IN COMPLETE SENTENCES AND I WANT YOU TO SPEAK IN THE ACADEMIC LANGUAGE.

SO WE'VE PROVIDED AT THE BOTTOM, WE'VE PROVIDED A WORD BANK THAT IF YOU NEED SOME WORDS, AND SO I'M GOING TO GIVE YOU ABOUT 30 SECONDS, PARTNER A, TO TALK TO PARTNER B ON WHAT YOU DISCOVERED, YOUR DOCUMENT, AND THEN WE'RE GOING TO FLIP AND WE'RE ONLY DOING THIS WITH THE SIMILARITY IN THE DIFFERENCES.

30 SECONDS.

OKAY, PARTNER B IF YOU WILL TAKE 30 SECONDS AND SHARE YOUR INFORMATION FROM YOUR [INAUDIBLE] ON YOUR DOCUMENT.

SO 30 SECONDS FROM PARTNER B TO PARTNER A.

OKAY, THANK YOU FOR AND GO AHEAD AND WRAP UP YOUR CONVERSATIONS.

SO LET'S TALK ABOUT THIS ACTIVITY, AND I KNOW SEE, I KNOW, AND YOU TOLD ME IT WAS GOING TO BE BORING.

[CHUCKLING] JUST KIDDING.

OKAY, I WANT TO BREAK THIS DOWN, AND WE WERE LAUGHING BECAUSE AS A TEACHER, WE WANTED TO BE MONITORING AND I WANTED TO BE WALKING AROUND LISTENING TO PROVIDE GUIDANCE AND FEEDBACK , BUT I WANT TO TALK ABOUT THIS ACTIVITY FOR JUST A MINUTE FROM THE STUDENT LENS.

SO, FIRST OF ALL, OUR STUDENTS, POST-COVID, ARE NOT ACCUSTOMED TO THAT ENGAGED CONVERSATION LIKE THEY WERE PRE-COVID.

SO BY PROVIDING THEM WITH SYSTEMS AND PROVIDING STUDENTS OF EITHER OUR ELS OR OUR STUDENTS THAT JUST NEED SOME SCAFFOLDING BECAUSE THEY'RE NOT COMFORTABLE PROVIDING SYSTEMS, ALLOWS THEM TO LOWER THE AFFECT AND ALLOWS THEM TO ENGAGE IN A CONVERSATION BECAUSE THEY DON'T HAVE TO COME UP WITH IT IF THEY DON'T KNOW WHERE TO START. WE PROVIDE THEM WITH AN AVENUE TO START.

THIS ACTIVITY ALSO ALLOWS FOR STUDENTS TO LISTEN, SPEAK, READ AND WRITE, WHEN YOU THINK ABOUT OUR TELPAS AND YOU THINK ABOUT THOSE ACTIVITIES.

SO THIS IS AN ACTIVITY THAT'S VERY DIFFERENT FROM HONESTLY WHEN I WAS IN SCHOOL, BUT I WANTED TO KIND OF GIVE YOU AN IDEA OF THAT HANDS-ON, MINDS-ON SOCIAL STUDIES INSTRUCTION.

SO THANK YOU FOR HUMORING ME WITH THAT ACTIVITY.

OKAY, SO TEACHERS MAKE THE DIFFERENCE IN OUR CLASSROOMS. WE KNOW THAT OUR CURRICULUM IS BASED ON OUR TEKS.

WE KNOW THAT WE HAVE TO ENGAGE STUDENTS.

SO LET'S LOOK AND LISTEN ABOUT HOW OUR TEACHERS INSPIRE OUR STUDENTS TO LOVE SOCIAL STUDIES WHEN MOST PEOPLE DON'T LOVE SOCIAL STUDIES.

THANK YOU, BRIAN.

SAY THAT MY EXPERIENCE IN HER CLASSROOM IS WHAT MADE ME FIND A SENSE OF LIKE A PASSION FOR SOCIAL STUDIES.

I PREVIOUSLY DID NOT LIKE HISTORY BY ANY MEANS, BUT [INAUDIBLE] WAS ABLE TO CREATE AN ENVIRONMENT THAT STUDENTS COULD

[01:10:03]

TALK FREELY IF THEY WANTED TO.

SHE KNOWS THE INS AND OUTS OF EACH SUBJECT, SO SHE MAKES HER LECTURES MEANINGFUL AND INCLUDES INFORMATION THAT WILL HELP US WHEN WE LATER TAKE THE AP EXAM, AND IT DID BECAUSE I DID WELL ON THE AP EXAM, AND THEN THIS YEAR I'M IN AP PSYCHOLOGY WITH HER, AND WE ACTUALLY JUST TOOK THE AP PSYCHOLOGY EXAM YESTERDAY, AND SAME THING WITH WORLD HISTORY.

SHE JUST KNOWS EXACTLY WHAT SHE'S DOING.

SHE COMES UP WITH GREAT LEARNING STRATEGIES TO HELP US REMEMBER INFORMATION.

IT'S NEVER A DULL MOMENT WITH HER LECTURES, LIKE I NEVER WANT TO FALL ASLEEP IN CLASS.

IT'S ALWAYS A GOOD THING.

HOW DOES SOCIAL STUDIES IMPACT HER OUTSIDE OF THE CLASSROOM? I THINK WITH SOCIAL STUDIES AND WHAT WE'RE LEARNING, YOU FIND A WAY TO APPLY IT TO WHAT'S CURRENTLY GOING ON IN THE WORLD.

SO YOU'RE LEARNING ABOUT HISTORY AND THEN SEEING HISTORY REPEAT ITSELF.

SO IT'S JUST INTERESTING TO MAKE THOSE CONNECTIONS, EVEN THOUGH THEY'RE SEVERAL HUNDRED YEARS APART.

SO WE'VE TALKED ABOUT THE WHAT SOCIAL STUDIES IS, AND IT'S BASED IN OUR STATE AND NATIONAL STANDARDS.

WE'VE TALKED ABOUT HOW WITH THE MINDS ON HANDS ON MINDS ON NOW LET'S LOOK AT OUR DATA FOR SOCIAL STUDIES. SO WHEN WE LOOK AT OUR SOCIAL STUDIES DATA FOR AND REMEMBER SOCIAL STUDIES FOR STAAR IS IN EIGHTH GRADE AND 11TH GRADE. SO THE EIGHTH GRADE IS THE FIRST HALF AND THE 11TH GRADE IS THE SECOND HALF OF US HISTORY FROM 1877 THROUGH THE PRESENT.

SO ONE OF THE THINGS THAT I WANT TO POINT OUT TO YOU ON THE SCREEN IS PRIOR TO COVID IN 2020, OVER 90% OF OUR 11TH GRADE STUDENTS WERE AT APPROACHES AND EVEN POST COVID.

THIS IS AN EXCITING CELEBRATION, EVEN POST-COVID.

52% OF ALL OF OUR 11TH GRADE STUDENTS ARE AT THE MASTERY LEVEL, MEANING THAT THEY ARE 78% MASTERY OF THE CONTENT.

SO OVER 52% OF OUR STUDENTS, THAT'S A CELEBRATION.

NOW, OUR EIGHTH GRADE WE WHEN WE LOOK AT OUR DATA AND WE REALIZE STATE VERSUS WE ALWAYS WANT TO BE AT OR ABOVE THE STATE, AND AS YOU CAN SEE THIS LAST YEAR, OUR 11TH GRADE WE'RE PARALLEL WITH THE STATE, BUT WE IN RICHARDSON WERE ABOVE ON MEETS AND MASTERS, BUT LET'S TALK ABOUT EIGHTH GRADE.

WHAT'S GOING ON WITH EIGHTH GRADE.

SO WHEN WE LOOKED AT THE DATA LAST YEAR BECAUSE DATA IS KIND OF THE IT'S FUN AND WE LIKE TO REALLY BREAK IT DOWN, BUT WE WANTED TO KNOW THE WHY, WHY, WHY IS EIGHTH GRADE NOT PERFORMING AT THE LEVEL OF 11TH GRADE? AND WHAT WE REALIZED IS, FIRST OF ALL, THE EIGHTH GRADE TEST IS AT A HIGHER READING LEVEL THAN THE 11TH GRADE TEST, NUMBER ONE.

AND THEN NUMBER TWO, THE AMOUNT OF STIMULUS ON THE EIGHTH GRADE TEST WAS SIGNIFICANT.

SO THAT GAVE US AN INDICATION THAT WE NEEDED TO COACH AND WORK WITH OUR TEACHERS TO SHIFT THEIR INSTRUCTIONAL PRACTICES TO WHERE THEY WERE UTILIZING MORE STIMULUS BASED.

JUST SIMILAR TO WHAT YOU GUYS EXPERIENCE TODAY VERSUS I'M GOING TO GIVE YOU THE INFORMATION AND IT'S THE SURFACE LEARNING.

SO WE HAVE WORKED THIS YEAR WITH ALL OF OUR TEACHERS AND HELPING THEM, ESPECIALLY OUR EIGHTH GRADE TEACHERS, IN SHIFTING THEIR INSTRUCTIONAL PRACTICES TO INCLUDE IN DAILY PRACTICE QUOTES AND EXCERPTS AND TIMELINES AND MAPS AND ALL OF THOSE STIMULUS THAT THEY CAN'T JUST SEE ON THE TEST.

IT NEEDS TO BE A PART OF THE EVERYDAY PRACTICE AND THAT GOES BACK TO OUR HANDS ON MINDS ON AND THEN THE TWO COGS.

SO YOU CAN SEE THAT POST COVID, WE DID TAKE A DIP AND WE OWN THAT AND WE'RE WORKING WITH OUR TEACHERS DILIGENTLY.

ONE OF THE THINGS THAT YOU'LL SEE LATER IN THE PRESENTATION IS THAT WE GO TO CAMPUSES AND WE DO DATA DIVES WITH OUR TEACHERS.

WE'RE LOOKING AT BY CLASS, BY STUDENT, BY WHAT IS THEIR NEED, WHAT IS THEIR DEFICIT, AND THEN WE MAKE INDIVIDUAL PLANS TO ADDRESS THAT. THE NEXT THING THAT I WANT TO SHARE AND THIS IS SOMETHING THAT WE ALL HAVE OUR WHY, BUT I WANT TO TELL YOU THAT MY WHY EVERY DAY HAS TO DO WITH THE DATA ON THE SCREEN, AND IT IS TO MAKE SURE THAT WE WHEN WE SAY ALL MEANS ALL MY WHY EVERY DAY FOR BEING AN EDUCATOR IS TO COME AND MAKE SURE THAT EVERY STUDENT ACHIEVES AT THE HIGHEST LEVEL, AND WE CLOSE THE GAP.

SINCE I STARTED IN RICHARDSON ISD IN 2007, THAT HAS BEEN MY PASSION.

[01:15:01]

THAT HAS BEEN MY TAGLINE.

WE CAN'T HAVE A GAP, AND AS YOU CAN SEE, OUR 11TH GRADE, WE HAVE A SMALLER GAP BETWEEN OUR WHITE STUDENTS AND OUR AFRICAN AMERICAN AND HISPANIC, BUT YOU'LL SEE THAT OUR EL STUDENTS, WE DO HAVE A GAP.

WE HAVE SOME WORK TO DO THERE.

IN ADDITION, OUR EIGHTH GRADE, WE HAVE A LARGER GAP, AND AGAIN, THAT'S SOMETHING THAT WE HAVE BEEN PROACTIVE THIS YEAR.

EVERY DATA CONVERSATION WE HAVE WITH OUR CAMPUSES THIS YEAR HAS TO DO WITH NAME, NUMBER, ROOM, WHERE ARE THEY SITTING? WHAT IS THEIR LEARNING GAP AND HOW ARE WE CONFERENCING WITH STUDENTS? SO WE'RE REALLY HOPING THAT, YOU KNOW, THIS IS GOING TO BE ONE OF THOSE THINGS THAT WE PROGRESS AND THAT WE CONTINUE TO WORK THROUGH, BUT WE HAVE TO ACKNOWLEDGE WHERE WE ARE CURRENTLY.

THIS IS OUR CURRENT REALITY, AND OUR CURRENT REALITY SAYS THAT THIS IS NOT WHERE WE WANT TO BE AND SO WE WANT ALL OF OUR STUDENTS TO BE AT THE SAME LEVEL, AND THAT IS OUR GOAL AS A DEPARTMENT.

THAT'S WHY I GET UP EVERY DAY IS BECAUSE, YOU KNOW, I WANT EVERY KID TO ACHIEVE AT THE SAME LEVEL AND HAVE THE SAME OPPORTUNITY AS WE MOVE FORWARD.

SO LET ME JUST DO A LITTLE HIGHLIGHTS.

WE'LL COME BACK TO THAT IF YOU HAVE QUESTIONS.

SO CELEBRATION AND CAMPUS SUPPORT SO OUR TEAM OF THREE, WE SUPPORT 55 SCHOOLS AND 37,000 STUDENTS, BUT I WANT TO HIGHLIGHT THIS SECOND KIND OF IMAGE BETWEEN THE THREE OF US.

THIS YEAR WE HAVE CONDUCTED OR BEEN A PART OF OVER 140 CAMPUS VISITS, WHETHER THAT'S SITTING IN PLCS, PLANNING WITH TEACHERS, COACHING THEM AND BUILDING THEIR CAPACITY ON HANDS, ON MINDS, ON GOING THROUGH THEIR DATA, LOOKING AT IT KID BY KID, WHAT DO THEY NEED? WHAT CLASS ARE THEY SITTING IN? IT'S NOT JUST ABOUT BETWEEN STUDENT GROUPS FOR US.

IT'S ABOUT IS OUR ON-LEVELS ACHIEVING AT THE SAME LEVEL AS OUR PRE-AP AND OUR ADVANCED KIDS, AND THAT'S WHERE WE'RE REALLY LIKE NAME NUMBER AND ID AND WHAT IS THEIR GAP AND HOW CAN WE WORK? SO I REALLY WANTED TO HIGHLIGHT THOSE CAMPUS VISITS BECAUSE THAT'S WHERE WE GET TO SIT [INAUDIBLE] WITH TEACHERS AND WE GET TO COACH THEM ON HANDS-ON MINDS-ON. ADDITIONALLY, THE TEAM SITTING BEHIND ME HAS CREATED 125 UNIT PREVIEWS TO SUPPORT OUR TEACHERS.

FURTHERMORE, OUR TEAM WORKED DILIGENTLY WHEN PRE COVID AND OR DURING COVID, AND EVEN THIS LAST YEAR WHEN WE HAD SOME REMOTE LEARNING AND DESIGNING LESSONS FOR OUR AT HOME STUDENTS AND THE KIDS WHO WOULD GO ON QUARANTINE.

WE ALSO SPEND A LOT OF OUR TIME, JUST LIKE MY COLLEAGUES, PACING TOOLS, CALENDARS, CURRICULUM APPS, MAKING SURE THAT OUR TEACHERS HAVE ACCESS TO A GUARANTEED AND VIABLE CURRICULUM, AND THEN IN PREPARATION FOR STAAR 2.0, THIS HAS BEEN REALLY IMPORTANT, IS MAKING SURE THAT K-5, MS. JOLLY HAS DONE A PHENOMENAL JOB AND SHE HAS GONE THROUGH AND MADE AN ALIGNMENT BETWEEN THE RLA CURRICULUM AND THE SOCIAL STUDIES AND SHE'S PULLED THEIR RESOURCES FROM BENCHMARK, AND IF THERE'S A READ ALOUD THAT GOES ALONG WITH OUR SOCIAL STUDIES CONTENT, SHE EMBEDS THAT SO TEACHERS DON'T HAVE TO GO AND FIND THOSE RESOURCES.

FURTHERMORE, YOU GUYS HAVE HEARD ME SAY THE IMPORTANCE OF PRIMARY AND SECONDARY SOURCES.

THOSE ARE NOT EASY TO FIND ALWAYS, AND SO THIS YEAR WE HAVE EMBARKED.

THANK YOU. THE SNOW DAY.

MS. SWEENEY CAME UP WITH A GREAT IDEA THAT SHE MAY HAVE REGRETTED LATER, BUT IT'S REALLY SUPPORTED OUR TEACHERS IN THE SENSE THAT BY UNIT BY TEKS, WE HAVE GONE IN AND IDENTIFIED AND PULLED TEACHERS, THE PRIMARY AND SECONDARY SOURCES FOR THOSE TEKS.

SO THEY CLICK ON 8.6(A) AND THEY'RE GOING TO HAVE A MAP AND THEY'RE GOING TO HAVE A READING AND THEY'RE GOING TO HAVE THE INFORMATION AT THEIR FINGERTIPS.

AND THEN LASTLY, WE HAVE REALLY WORKED WITH OUR COMMUNITY AND OUR TEACHERS TO ENSURE MULTIPLE PERSPECTIVES ARE REFLECTED WITHIN OUR PACING TOOLS.

FURTHERMORE, THIS IS ANOTHER CELEBRATION WITH OUR COMMUNITY PARTNERS.

AS YOU GUYS KNOW, SOCIAL STUDIES, ENTERPRISE CITY FALLS WITHIN SOCIAL STUDIES AND WE ARE EXCITED ABOUT ENTERPRISE CITY 2.0, BUT ALSO WHEN YOU THINK ABOUT CENSUS 2020 AND YOU THINK ABOUT REGISTERING STUDENTS TO VOTE AND YOU THINK ABOUT THE DEMOCRATIC PROCESS THAT WE WITNESSED TODAY, WE WORK WITH CAMPUSES.

WE WORKED WITH STRATEGIC STRATEGY AND ENGAGEMENT WITH THE CENSUS 2020, DOING PARENT INFORMATION IN MULTIPLE LANGUAGES, RESOURCES FOR

[01:20:09]

STUDENTS ACTIVITIES, LEARNING SO THAT WE COULD REALLY MAKE THAT IMPORTANT, KNOWN TO EVERYONE.

THE OTHER PIECE THAT I WOULD LIKE TO HIGHLIGHT IS OUR PARTNERSHIP WITH THE DALLAS HOLOCAUST AND HUMAN RIGHTS MUSEUM.

EVERY SIXTH GRADER IN RICHARDSON ISD HAS THE OPPORTUNITY TO GO AND PARTICIPATE AT THE MUSEUM FREE OF CHARGE , AND AS YOU NOTICE, EVEN DURING THE HEIGHT OF COVID, THE MUSEUM SHIFTED TO A VIRTUAL AND WE HAD OVER 1800 STUDENTS PARTICIPATE VIRTUALLY EVEN DURING COVID, AND THIS YEAR WE'RE AT 2500.

SO WE'RE REALLY EXCITED.

THE NEXT COUPLE OF THINGS THAT FALL WITHIN SOCIAL STUDIES THAT WE'RE REALLY EXCITED ABOUT IS OUR PARTNERSHIP WITH MOCK TRIAL.

WE'VE PARTNERED WITH THE DALLAS COURTS.

WE'VE PARTNERED WITH RICHARDSON COURTS WHERE OUR STUDENTS WILL GO AND HAVE THEIR MOCK TRIAL BEFORE THE ACTUAL COMPETITION.

THIS YEAR AND LAST YEAR, A LITTLE BIT, WE BROUGHT IN JAPAN IN A SUITCASE, AND THEN FINALLY, SENATE BILL 30 IS A REQUIREMENT FOR STUDENTS TO GRADUATE THAT THEY HAVE TO PARTICIPATE IN A COURSE, A MODULE THAT IS HOW TO PROPERLY INTERACT WITH POLICE, AND THAT'S SOMETHING THAT WE HAVE TO, IT CAME DOWN WITH SENATE BILL 30.

WE HAVE TO MAKE SURE THAT THEY COMPLETE IT.

IT'S COMPLETED IN RICHARDSON IN THEIR 10TH GRADE YEAR.

SO WHETHER THEY'RE SITTING IN AP WORLD HISTORY, WORLD HISTORY, MEXICAN-AMERICAN, AFRICAN-AMERICAN, LIKE WHATEVER COURSE THEY'RE SITTING IN 10TH GRADE, THAT'S WHEN THEY TAKE THIS COURSE AND THIS IS SOMETHING THAT GOES ON THEIR TRANSCRIPT.

OKAY, THE OTHER THING, WE HAVE A LOT OF THINGS THAT WE HAVE THAT ARE LEGISLATED FOR US.

SO HERE ARE TWO OF OUR CELEBRATIONS AND OBSERVANCES THAT WE HAVE OVER 15 THAT WE HAVE TO OR NOT THAT WE HAVE TO, BUT THAT WE GET TO CELEBRATE EVERY YEAR, AND OUR TEAM, PARTICULARLY MISS JOLLY, SHE PUTS TOGETHER CAMPUS LESSONS THAT ARE VETTED.

SHE MAKES SURE THAT CAMPUSES HAVE THE ANNOUNCEMENTS, WE HAVE ALL OF THE INFORMATION, AND WE HIGHLIGHTED CELEBRATE FREEDOM WEEK BECAUSE WE FIRMLY BELIEVE IN THE CONSTITUTION AND ALSO VETERANS DAY.

SO THOSE ARE TWO OF 15 THAT WE REALLY WORK TO SUPPORT OUR CAMPUSES EVERY YEAR, AND THEN AS YOU GUYS KNOW, STAAR 2.0 IS COMING AND PRIOR TO 2019 OR 2020, ACTUALLY WHEN YOU LOOK AT THE THIRD 3-6 GRADE READING TEST, 92% OF THOSE PASSAGES WERE SOCIAL STUDIES CONTENT AND IN SEVENTH THROUGH ENGLISH 2, 97% OF THOSE WERE SOCIAL STUDIES CONTENT.

THE DIFFERENCE BETWEEN 2019 AND STAAR 2.0 AS WE MOVE FORWARD IS THE GRADE LEVEL CONTENT THAT WAS ON THE READING STAAR DID NOT MATCH THE CONTENT IN SOCIAL STUDIES, BUT AS WE MOVE TO STAAR 2.0 IN GRADES THREE THROUGH ENGLISH TWO, WE HAVE A CROSS-CURRICULAR MEANING THAT IF YOU'RE IN THIRD GRADE AND YOU'RE LEARNING ABOUT COMMUNITIES, A STUDENT HAS THE SAME OPPORTUNITY AS EVERY OTHER KID IN THE CLASS BECAUSE THEY'RE LEARNING ABOUT COMMUNITIES THROUGH THE SOCIAL STUDIES TEKS.

IT MAY BE THE SCIENCE TEKS THAT OUR THIRD GRADE, SO IT'S REALLY BUILDING THAT EQUITY AND ACCESS FOR STUDENTS BECAUSE THEY DON'T ALWAYS HAVE THE SAME LIFE EXPERIENCES, AND SO THAT'S SOMETHING THAT WE'RE REALLY EXCITED ABOUT.

ALL RIGHT. ALMOST FINISHED.

WHAT ARE WE GOOD AT? WHERE DO WE NEED TO GROW AND WHAT ARE OUR NEXT STEPS? WE PRIDE OURSELVES IN CUSTOMER SERVICE FOR OUR TEACHERS AND PROVIDING SUPPORT, WHETHER IT'S CURRICULUM, WHETHER IT'S INSTRUCTION, WHETHER IT'S DATA. WE ALSO FEEL LIKE WE DO A REALLY GOOD JOB OF PARTNERING WITH OUR ADVANCED ACADEMICS DEPARTMENT IN PROVIDING ALL STUDENTS WITH MULTIPLE OPPORTUNITIES TO EARN COLLEGE CREDIT.

WE ALSO HAVE EXPERIENCES FOR STUDENTS OUTSIDE OF THE CLASSROOM, LIKE ENTERPRISE CITY, JAPAN IN A SUITCASE, THE DALLAS HOLOCAUST AND HUMAN RIGHTS MUSEUM.

OUR TEACHERS DO A PHENOMENAL JOB OF ENGAGING STUDENTS THROUGH HISTORICAL, AUTHENTIC STORIES GROUNDED IN THE TEKS.

TEACHERS LOVE TO HOOK KIDS WITH THAT STORY.

WE ALSO WANT TO HIGHLIGHT THAT THIS YEAR AND IN PARTICULARLY, WE ENSURE LEGISLATION AND IMPLEMENTATION OF

[01:25:06]

LEGISLATION AS IT RELATES TO SOCIAL STUDIES.

I'M NOT SURE IF YOU HAVE HEARD, BUT WE HAVE SOME NEW TEKS COMING, AND MS. SWEENEY, WE ARE FORTUNATE.

SHE SERVES ON TWO OF THE WORK COMMITTEES, WORK GROUP B AND WORK GROUP C IN REPRESENTING THE TEACHERS OF RISD IN MAKING SURE THAT OUR VOICES ARE HEARD, AND THEN THE OTHER THING THAT WE FEEL LIKE WE HAVE A STRONG SOCIAL STUDIES TEACHERS IS BUILDING A FOUNDATION FOR STUDENTS TO BECOME INFORMED CITIZENS READY TO PARTICIPATE IN A DEMOCRATIC SOCIETY, BUT WE ALL HAVE GROWS.

WE HAVE PLACES THAT WE NEED TO GROW.

WE NEED TO DEVELOP OUR TEACHERS CAPACITY IN HANDS ON MINDS, ON SOCIAL STUDIES, INSTRUCTION.

WE NEED TO BE ABLE TO TAKE THAT GIFT THAT THEY HAVE OF ENGAGING STUDENTS WITH A STORY, BUT ALSO ENGAGING THEIR MINDS THROUGH HANDS ON MINDS ON INSTRUCTION. SO THAT'S A CAPACITY BUILDING, AND THAT'S WHY THOSE 140 VISITS TO CLASSROOMS AND PLCS ARE VITAL, BECAUSE THAT'S WHEN WE GET TO SIT WITH THEM AND PROVIDE THAT SUPPORT.

THE OTHER GROW IS WE HAVE TO CLOSE THE ACHIEVEMENT GAP ON STATE AND NATIONAL ASSESSMENTS.

LIKE IT'S A HAVE-TO; IT'S MY THING.

AND THEN THE OTHER THING THAT WE REALLY WANT TO DEVELOP IS STREAMLINE OUR PROCESS.

SO IF TEACHERS ARE WANTING TO FIND A RESOURCE THAT'S OUTSIDE THE SCOPE OF OUR ADOPTED MATERIALS OR RESOURCES, WE WANT TO STREAMLINE AN INSTRUCTIONAL RESOURCE APPROVAL PROCESS SO THAT WE DON'T GO OUTSIDE THE SCOPE OF THE TEKS AND THAT IT'S NOT SOMETHING THAT, YOU KNOW, IS OUTSIDE THE TEKS.

WE WANT TO MAKE SURE WE HAVE A PROCESS, AND THEN FINALLY SOME OF OUR NEXT STEPS WE NEED TO CONTINUE TO BUILD CAPACITY IN QUALITY TIER ONE, INSTRUCTION IN HANDS-ON, MINDS-ON.

WE NEED TO CONTINUE TO STAY PART OF THE TEKS REVISION AND THE LEGISLATIVE AS IT RELATES TO SOCIAL STUDIES.

HAVING SUE, WE'RE HOPING THAT MS. JOLLY GETS ON THE ELEMENTARY WORKGROUPS.

WE'RE WAITING FOR THAT LETTER ANY DAY AND MAKING SURE THAT WE STAY INFORMED.

WE HAVE WORKED WITH MS. MORRIS THROUGHOUT THE LEGISLATIVE PROCESS WHEN SHE'S REALLY GOOD ABOUT CALLING GOING, HEY, WHAT DO YOU THINK ABOUT THIS? AND WE GO BACK AND I LOVE THAT RELATIONSHIP.

THE OTHER NEXT STEP THAT WE REALLY WANT IS TO COLLABORATE WITH OUR RLA BILINGUAL AND OUR EARLY LITERACY TO TRULY DEVELOP AN INTEGRATED APPROACH TO INSTRUCTION, ESPECIALLY K-3, BUT WE WOULD LOVE TO GO K-5 THAT'S OUR LONG TERM, RIGHT? AND THEN WE ARE IN THE PROCESS OF FORMING OUR COMMITTEE FOR ENTERPRISE CITY 2.0, AND THEN WE WANT TO CONTINUE TO FIND WAYS TO ENGAGE OUR STUDENTS OUTSIDE THE CLASSROOM AND BUILD OUR COMMUNITY OUTREACH AND OUR EFFORTS.

THANK YOU FOR YOUR TIME.

DO YOU HAVE ANY QUESTIONS? COLLEAGUES, DO WE HAVE ANY QUESTIONS? I'VE LOOKED OVER HERE AT MR. POTEET. I WASN'T SURE IF HE HAD A QUESTION OR NOT.

NO, NO, I RAISED MY GO AHEAD, I SAID WE'LL COME BACK TO [INAUDIBLE].

SO GREAT PRESENTATION.

APPRECIATE IT. ESPECIALLY THE FERRIS BUELLER SHOUT OUT.

SO THAT RESONATED WITH THIS 50 YEAR OLD.

SO I LOVE LOOKING AT THE HOW YOU HAVE IT STACKED IN THE SURFACE LEARNING DEEP LEARNING TRANSFER LEARNING THAT RESONATES, AND I KEEP AGAIN A THROWBACK TO 30-40 YEARS AGO WAS I THINK BACK TO SCHOOLHOUSE ROCKS AND I'M JUST A BILL AND THAT'S KIND OF THAT SURFACE LEARNING FACTS RIGHT THAT YOU GET AND YOU GOT IT WHILE YOU SIT IN FRONT OF CARTOONS ON A SATURDAY MORNING OR WHATEVER, WHICH IS GREAT.

DOESN'T HAPPEN ANYMORE.

I REALIZE.

QUESTION I HAD SO YOU HAD MENTIONED SOMETHING THERE.

THE CHALLENGES WE HAVE WITH THE EIGHTH GRADE AND I THINK YOU TOUCHED ON IT A LITTLE BIT THAT IT GOES BACK TO READING IS THAT AND SO THERE WAS SOME CONNECTION I THINK THAT YOU WERE MAKING BETWEEN ELAR AND--YES, SIR, SO WHEN YOU LOOK AT THE EIGHTH GRADE SOCIAL STUDIES TEST, IT IS TRULY A READING TEST, AND WHEN YOU DO THE LEXILE LEVELS OF THE EIGHTH GRADE TEST TO THE 11TH GRADE, THE EIGHTH GRADE IS ACTUALLY A HIGHER LEXILE LEVEL AND 69 TO 70% OF THAT TEST IS STIMULUS BASED, MEANING THAT IT'S AN EXCERPT, IT'S A QUOTE AND WE KNOW THAT STUDENTS, ESPECIALLY IN EIGHTH GRADE, THEY GET TO AN EXCERPT IN SOCIAL STUDIES AND THEY'RE LIKE, THIS ISN'T READING, I'M NOT DOING IT.

SO IT'S KIND OF REALLY AND THAT'S WHERE WE WORKED WITH OUR TEACHERS THIS YEAR THAT HAS TO BE AN EMBEDDED PART OF THE INSTRUCTIONAL PROCESS.

[01:30:06]

IT CAN'T BE SOMETHING THEY SEE ON A TEST OR ON LIKE WHAT WE CALL GAME DAY.

IT HAS TO BE PART OF THE PRACTICE.

OKAY, I APPRECIATE THAT.

IT WAS JUST I WAS TRYING TO CONNECT DOTS THERE AND I THINK THAT WAS A GOOD POINT TO BRING UP.

YOU HAD MENTIONED SOMETHING ON HELPING OUT TEACHERS WITH LOCATING PRIMARY AND SECONDARY SOURCES.

IS THAT ALWAYS BEEN AN ISSUE OR CHALLENGE OR IS THAT JUST FOR SOMEBODY THAT'S NOT IN THE--YEAH, SO IF YOU REMEMBER WHEN I BROUGHT BACK, WHEN WE WERE TALKING ABOUT THE COMPENSATION AND WHEN TEACHERS SAID THE NUMBER ONE THING WE NEED IS MORE TIME, AND WHEN WE DUG IN TO UNDERSTANDING BECAUSE WE ALL NEED MORE TIME, LIKE WHAT DOES THAT MEAN TO YOU? AND ONE OF THE THINGS WE HEARD REALLY, ESPECIALLY FOR OUR ELEMENTARY TEACHERS WHO ARE RESPONSIBLE FOR DEVELOPING LEARNING EXPERIENCES FOR CONTENT AREAS, IT WAS HOW CAN YOU PROVIDE THOSE RESOURCES IN EXEMPLARS WITH ONE CLICK? AND SO I THINK THAT WAS ONE OF THE WAYS THAT OUR SOCIAL STUDIES TEAM RESPONDED, IS INSTEAD OF THAT TEACHER GOING THROUGH AND HAVING TO FIND THOSE PRIMARY, WHAT'S THE MAP? WHAT'S THE QUOTE I CAN USE? WHAT'S THAT PRIMARY SOURCE? THEY WENT AND THEY FOUND IT AND THEY DIRECTLY LINKED IT INTO THE CURRICULUM RESOURCES SO THE TEACHER DOESN'T HAVE TO SPEND THEIR TIME SEARCHING FOR IT.

HE OR SHE CAN USE THAT RESOURCE TO DESIGN THAT LEARNING.

SURE, SURE.

NO, THAT MAKES SENSE.

I APPRECIATE THAT, AND I LIKE IN THE CONTEXT OF GIVING BACK SOME TIME TO THE TEACHERS, WHICH IS A PRIORITY THAT WE'VE GOT.

LET ME SEE THE OTHER THING.

YOU KNOW, THE CLOSE THE ACHIEVEMENT GAP, I THINK, IS ALL OF OUR PRIORITIES AND OUR WHYS AND OUR IT'LL BE INTERESTING.

WE'LL HAVE FURTHER CONVERSATIONS ON THE HOW, RIGHT, YOU KNOW, SPECIFICS.

WHAT ARE WE GOING TO DO TO TACKLE THAT? BECAUSE THAT SEEMS TO BE THE CHALLENGE, RIGHT, IS DEFINING WHAT WORKS AND WHAT THAT TOOL IS GOING TO BE AND HOW WE ACHIEVE THAT.

SO I KNOW THAT'S NOT SOMETHING WE NEED TO ANSWER TONIGHT, BUT THAT'S ONE THAT, YOU KNOW, IT'S ONE BULLET ON A SLIDE, BUT, MAN, THAT'S EVERYTHING, RIGHT? WELL, AND IF YOU DON'T MIND, WE REALLY WE TRIED TO THINK OUTSIDE THE BOX THIS YEAR BECAUSE SOCIAL STUDIES DOESN'T HAVE A MAP TEST.

SO DURING I BELIEVE IT WAS OUR SIMULATION, WE TOOK OUR SOCIAL STUDIES SIM DATA AND WE IMPORTED THE STUDENTS MAP DATA BECAUSE WE WANTED TO SEE A CORRELATION.

IS IT A READING ISSUE? AND SO WE HAD THE MOST RICH CONVERSATIONS WITH OUR PRINCIPALS AND OUR AND OUR PLCS BECAUSE LIKE I REMEMBER ONE PRINCIPAL IN PARTICULAR, SHE WAS LIKE, OH MY GOSH, WE'RE GOING TO PULL THIS GROUP BECAUSE IT'S A CONTENT ISSUE.

WE'RE GOING TO PULL THIS GROUP BECAUSE IT'S A READING ISSUE AND WE'RE GOING TO PRACTICE MAPS AND CHARTS, AND WE WERE ABLE TO BREAK THAT DOWN.

SO WHILE IT'S NOT GOING TO SOLVE IT RIGHT NOW, WE ARE TRYING ANY AND ALL WAYS AND DIFFERENT WAYS TO LOOK AT IT.

SURE, TRYING TO IDENTIFY SOME OF THOSE ROOT CAUSES, AND THE LAST THING I'VE GOTTEN THEN I'LL HAND OFF TO MY FELLOW TRUSTEES HERE WAS SO I'M THINKING AS YOU'RE TALKING THROUGH THIS TECHNOLOGY VERSUS BOOKS AND ACCESS TO WHAT WE'RE USING AS MATERIALS AND MY EXPERIENCE WITH THIS IS AN EIGHTH GRADER THAT WILL REMAIN NAMELESS THAT I KNOW VERY WELL, BUT I THINK THROUGH AGAIN TO THE SERVICE LEARNING, THE DEEP LEARNING AND THE TRANSFER LEARNING, AND WITHOUT THOSE BOOKS, YOU KNOW, I THINK BACK WHEN I WAS GOING THROUGH SCHOOL AND I COULD JUST BECAUSE WE WERE ON CHAPTER ONE, I COULD GO TO CHAPTER SIX AND THEN BOUNCE IT OFF OF CHAPTER FOUR AND KIND OF FLY THROUGH THAT AND TRY AND STEP UP THAT PROGRESSION TO THAT TRANSFER LEARNING.

HOW DO WE DO THAT NOW? WHAT KIND OF WITH WHAT MY DAUGHTER BRINGS HOME IS JUST A FOLDER AND A IT'S NOT AN IPAD, BUT WHATEVER CHROMEBOOK, YOU KNOW, ARE THOSE STILL AVAILABLE OR DO WE HAVE TO FIND WORKAROUNDS OR HOW DOES THAT WORK? SO IT'S A BALANCE.

WE DO STILL HAVE OUR ADOPTED INSTRUCTIONAL MATERIALS THAT WE ADOPTED FROM THE STATE.

WE DO HAVE SOME SUPPLEMENTAL RESOURCES, AND I THINK ONE OF THE NEXT STEPS AS KIND OF AS WE'RE BUILDING CAPACITY, YOU KNOW, WITH COVID, WE TRANSITIONED WITHIN A WEEK FROM REAL TRADITIONAL INSTRUCTION TO NEW INSTRUCTION, AND NOW IT'S ABOUT IT'S ABOUT HELPING TEACHERS FIND THE BALANCE BECAUSE THE ACTIVITY THAT YOU DID TODAY, STUDENTS NEED TO BE ABLE TO WRITE, TO READ, TOUCH, TO ANNOTATE, AND WE NEED TO PRACTICE THAT ON PAPER AND ON THE COMPUTER.

SO WE DO HAVE THE PHYSICAL RESOURCES.

WE HAVE SUPPLEMENTAL, BUT NOW WE NEED TO HELP OUR TEACHERS FIND THE BALANCE POST COVID.

GOT IT. THANK YOU VERY MUCH AGAIN.

GREAT PRESENTATION, AND MR. POTEET, IF I CAN JUST ADD TO I THINK IT WAS A QUESTION BEFORE.

I THINK THE OTHER OPPORTUNITY FOR THAT WE HAVE WITH STAAR 2.0 IS OUR ELEMENTARY TEACHERS ESPECIALLY.

THEY ARE SO PHENOMENAL, BUT IF WE KNOW THAT WE ARE BUILDING THIS STRONG FOUNDATION OF LITERACY AND NUMERACY, THERE ARE TIMES WHEN THAT SOCIAL STUDIES AND SCIENCE TIME,

[01:35:07]

THOSE MINUTES AND WE'VE SHARED IN THOSE PRESENTATIONS, THEY CAN SOMETIMES SHRINK BECAUSE TEACHERS ABSOLUTELY FEEL THE URGENCY OF MAKING SURE THAT OUR STUDENTS ARE STRONG IN THOSE TWO FOUNDATIONAL AREAS AND I THINK WHAT STAAR 2.0 IS GOING TO ALLOW IS KIND OF GIVE THAT PERMISSION TO THE TEACHER OF OF SOCIAL STUDIES, AND SCIENCE IS EQUALLY IMPORTANT, AND NOW WE'RE GOING TO SHOW YOU HOW TO EMBED THOSE SO THAT YOU ARE FOSTERING THAT STRONG LITERACY SKILL WHILE YOU'RE MAKING AND DEVELOPING THAT MEANING OF SOCIAL STUDIES AND SCIENCE. SO I THINK THAT'S ANOTHER WAY THAT IN TERMS OF BEGINNING TO ATTACK THAT ACHIEVEMENT GAP, I THINK THAT IS ONE OF THE STRATEGIES THAT'S EMBEDDED IN THIS NEXT LEVEL OF ASSESSMENT THAT'S COMING OUR WAY.

THAT WAS GREAT. THANK YOU FOR THOSE QUESTIONS, MR. POTEET. MR. LINN. YES, EXCELLENT PRESENTATION.

THANK YOU. THIS SUBJECT'S NEAR AND DEAR TO MY HEART.

AS YOU SAID EARLIER.

I DID HAVE THE SAME QUESTION AS MR. POTEET ABOUT THE EIGHTH GRADE VERSUS 11TH GRADE.

I WASN'T SURE I HEARD THAT CORRECTLY, AND I WANTED TO INTERRUPT YOU, BUT I'M GLAD I APPRECIATE MR. PETTIT CATCHING THAT, TOO, AND I APPRECIATE YOUR EXPLANATION.

IT WAS A LITTLE ODD TO ME, BUT, YOU KNOW, I GUESS IT IS WHAT IT IS.

WELL, IF I MAY INTERJECT, THE 11TH GRADE US HISTORY TEST IS THE LAST EOC THAT A STUDENT TAKES.

SO THEY HAVE LIMITED NUMBER OF RETAKES BEFORE GRADUATION.

I DON'T KNOW THAT THERE'S A CORRELATION, BUT THERE MIGHT BE.

OKAY, FAIR ENOUGH.

I'VE GOT NOTES ALL OVER THIS PIECE OF PAPER, SO I'VE TRIED TO ORGANIZE THEM IN A WAY THAT'S COHERENT.

FIRST OF ALL, I WANT TO SAY THAT I REALLY, REALLY APPRECIATE THE FACT THAT WE TAKE OUR YOUNG KIDS, OUR SIXTH GRADERS, TO THE HOLOCAUST MUSEUM IN DALLAS. THAT WAS ONE OF THE MOST IMPACTFUL DAYS I WENT AS, I THINK A NINTH OR 10TH GRADER , BUT IT WAS THE MOST IMPACTFUL DAYS OF MY LIFE.

IT SHOWED ME THE EXTENT OF WHAT PERPETUATING HATE AND FEAR CAN HAVE ON AN ENTIRE RACE OF PEOPLE , AND IT HELPED SHAPE WHO I AM TODAY, AND SO I'M REALLY GLAD THAT WE'RE DOING THAT.

I'VE BEEN TO THE NATIONAL HOLOCAUST MUSEUM IN D.C, AND THE ONE IN DALLAS.

I THINK THE ONE IN DALLAS IS IS INCREDIBLE, AND IT'S AN INCREDIBLE ASSET THAT WE HAVE, AND I'M SO APPRECIATIVE THAT WE'RE DOING THAT.

SO, CIVIL DISCOURSE, SOCIAL STUDIES, OUTSTANDING OPPORTUNITY FOR KIDS TO ENGAGE IN DIFFERENT SUBJECTS AND HAVE CONVERSATIONS ABOUT THINGS THAT ARE TOPICAL AND NEWSWORTHY AND THINGS OF THAT NATURE, AND I THINK IT'S VERY IMPORTANT, CRITICAL, I MIGHT ADD THAT WE TEACH OUR KIDS IN SCHOOL HOW TO HAVE CONVERSATIONS WITHOUT ELEVATING TO THE DEGREE THAT WE HAVE SEEN IN OUR NATIONAL MEDIA, FOR EXAMPLE, BECAUSE AT THE END OF THE DAY, WE CAN DISAGREE WITH EACH OTHER AND WE STILL HAVE TO BE NEIGHBORS, WE STILL HAVE TO BE MEMBERS OF THE COMMUNITY.

THOSE KIDS STILL HAVE TO GO TO SCHOOL TOGETHER, AND WE CAN AGREE TO DISAGREE ON SOME THINGS, AND I THINK IT'S VERY, VERY IMPORTANT, VERY CRITICAL, LIKE I SAID, THAT WE ENCOURAGE THOSE CONVERSATIONS, BUT MANAGE THOSE AS WELL, AND SO I'M HOPEFUL. YOU KNOW, I HAVE THREE KIDS IN THE SYSTEM.

MY OLDEST IS A SEVENTH GRADER, AND I'M VERY HOPEFUL THAT THE THINGS THAT I'M TEACHING HIM AT HOME AND THE THINGS THAT WE'RE TEACHING HIM AT SCHOOL, NOT JUST HIM, BUT ALL THREE WILL BEAR FRUIT LATER ON.

I'M CONFIDENT THAT'S HAPPENING, AND I GUESS, YOU KNOW, THERE WAS A SITUATION NOT TOO LONG AGO WITH MY OLDER SON , AND HE CAME HOME WITH AN ASSIGNMENT, AND I WAS A LITTLE SURPRISED BECAUSE THE TEACHER HIS TEACHER USED A WORD TO DESCRIBE A FORMER PRESIDENT THAT I DIDN'T AGREE WITH, AND I SAT DOWN WITH

[01:40:04]

HIM AND WE TALKED IT OUT, AND OF COURSE, THIS IS MY BACKGROUND.

SO I WAS ABLE TO IMPART THE THINGS THAT I KNOW ABOUT THIS SITUATION, AND LATER ON, A COUPLE OF DAYS LATER, I SAID, DID YOU TURN IT INTO SIMON? I SAID, YES, AND HE SAID, AND I DIDN'T USE THAT WORD.

OKAY, VERY GOOD, BUT I THINK IT BEHOOVES US AS A PUBLIC SCHOOL SYSTEM TO ENSURE THAT OUR TEACHERS ARE NOT IMPARTING THEIR OWN PERSONAL POLITICAL BELIEFS ONTO OUR CHILDREN AND I'M CURIOUS AS TO HOW YOU CAN HOW WE'RE ENSURING THAT IS NOT HAPPENING.

SO I CAN TELL YOU KIND OF THE PROACTIVE THINGS THAT WE'VE DONE THIS YEAR.

I WILL SAY THERE IS SOME OVERSIGHT THAT WE DON'T NECESSARILY HAVE WHEN A TEACHER CLOSES THE DOOR, BUT FOR EXAMPLE, AT THE BEGINNING OF THE SCHOOL YEAR, WE HAD QUITE A BIT OF LEGISLATION THAT WAS IMPACTING SOCIAL STUDIES LIKE SENATE BILL THREE AND 3979, AND SO MS. MARTIN AND I, THE FORMER ATTORNEY, WE DID A CO-PRESENTATION AT THE BEGINNING OF THE YEAR AND I BELIEVE MR. POTEET AND MS. RENTERIA MAYBE, YEAH, I THINK THERE WERE A COUPLE OF THE BOARD MEMBERS.

SO WE DID A PRESENTATION WITH OUR TEACHERS AND WE WERE VERY CLEAR TO STATE, YOU KNOW, YOU MAY NOT AGREE WITH THIS, BUT WE TRY TO IMPOSE UPON OUR TEACHERS THAT THEIR JOB IS NOT TO TEACH KIDS WHAT TO THINK.

IT'S NOT TO IMPART THEIR PERSONAL BELIEFS ON A STUDENT.

THEIR JOB IS TO TEACH THE TEKS, AND THEIR JOB IS TO POSE QUESTIONS TO STUDENTS AND HAVE STUDENTS COME UP WITH THEIR OWN REASONING AND DECISIONS. SO ONE THING THAT WE DID THIS YEAR IS THAT WE WERE PRETTY EXPLICIT DURING THIS PRESENTATION TO THE POINT, AND I BROUGHT IT JUST IN CASE SOMEONE ASKED.

EVERY TEACHER GOT THIS HANDOUT AND WE BASICALLY SAID RISD, AND THIS WAS AFTER MEETING WITH MS. BRANUM AND MS. MARTIN WELL INTO THE EVENING ONE NIGHT THAT WE EXPECT ALL STUDENTS TO FOLLOW THE LAW WHETHER OR NOT THEY AGREE WITH IT OR NOT, BECAUSE 3979 AND THEN LATER SENATE BILL THREE CHALLENGED SOME OF OUR TEACHERS' IDEOLOGIES.

THE SECOND THING THAT WE SHARED WITH THEM IN ALL CAPS IN BOLD DO NOT EXPRESS YOUR PERSONAL OPINIONS ON THE HISTORICAL FACTS YOU ARE TEACHING FROM PRIMARY DOCUMENTS.

YOUR JOB IS TO TEACH WITHIN THE SCOPE OF THE TEKS.

THE SECOND THING, IF AND WHEN YOU CHOOSE TO DISCUSS CURRENT EVENTS AND OTHER CONTROVERSIAL ISSUES, MAKE SURE TO THE BEST OF YOUR ABILITY TO EXPLORE THE TOPIC FROM DIVERSE AND CONTINUING PERSPECTIVES, WITHOUT GIVING DEFERENCE TO ANY ONE PERSPECTIVE.

SO IN THE COURSE OF THE LAST YEAR, WHEN WE'VE HAD SITUATIONS WHERE, YOU KNOW, A TEACHER HAS SAID SOMETHING OR USED A WORD, YOU KNOW, THAT'S WHERE THE PRINCIPAL USUALLY WILL GET AN EMAIL AND WE COACH THE TEACHER IN LIKE GOING AND BEING TRUE AND HOW TO BE TRUE TO THE TEKS.

THAT'S KIND OF LIKE WE CAN SAY, PLEASE, YOU KNOW, LIKE THIS IS WHAT WE'RE IT'S JUST HARD SOMETIMES WHEN TEACHERS CLOSE THEIR DOOR, BUT OUR TEACHERS ARE REALLY GOOD.

LIKE SOMETIMES THEY'LL SAY SOMETHING AND NOT REALIZE THE HARM OR NOT NECESSARILY HARM, BUT THE INTENT WAS MISCONSTRUED, AND SO WE DO SPEND A LOT OF TIME WORKING WITH THE FAMILIES, WORKING WITH THE PRINCIPALS AND WORKING WITH THE TEACHERS TO COACH THEM AND SOMETIMES, YOU KNOW, IT'S A MATTER OF INFORMING AND COACHING.

I DON'T KNOW IF THAT ANSWERS YOUR QUESTION.

INFORMING THE TEACHER? WELL, HELPING THEM SEE PERHAPS WHERE THEIR LANGUAGE OR THEIR ASSIGNMENT DIDN'T FALL WITHIN THE REALM OF THE STATE CURRICULUM, WHICH IS THE TEKS, AND SO SOMETIMES, YOU KNOW, IT'S A MATTER OF PRINCIPLE COACHING AND SOMETIMES, YOU KNOW, A LITTLE MORE DIRECTIVE.

YEAH, I'LL ADD AND THANK YOU FOR THIS QUESTION, I DO BELIEVE AND I TRUST THAT OUR 2800 EDUCATORS, THEY UNDERSTAND WHAT IT IS THAT THEY'RE SUPPOSED TO BE TEACHING, AND WHAT ARE THOSE BEST PRACTICES IN TEACHING THAT I ALSO KNOW THAT THEY ARE HUMAN AND THEY WILL ENGAGE

[01:45:04]

IN A MEANINGFUL DISCUSSION, AND AS THEY'RE FACILITATING THAT DISCUSSION, SOMETIMES IT IS SOMETIMES FILTERING OUT CAN BE A CHALLENGE, AND SO WE DO ENCOURAGE IF A PARENT IF A CHILD COMES HOME AND IS HAVING A CONVERSATION AND A PARENT IS CONCERNED THAT MAYBE THAT FILTER BECAME A LITTLE BIT LOOSE IN THAT CONVERSATION, OR THAT THERE WERE SOME PERSONAL FEELINGS THAT WERE SHARED, THAT CONVERSATION HAPPENED WITH THE TEACHER FIRST, AND SOMETIMES EMAILING THE TEACHER AND JUST SAYING, HEY, YOU KNOW, MY SON OR DAUGHTER CAME HOME TODAY.

THEY WERE SHARING ABOUT A CONVERSATION.

ONE OF THE THINGS THAT THEY DESCRIBED WAS IN THE MIDDLE OF THIS DISCUSSION THAT THIS PHRASE OR THIS DESCRIPTIVE WORD WAS USED.

CAN YOU CLARIFY FOR ME WHAT YOUR INTENT WAS OR HOW THAT CAME ABOUT? NOT IN ANY WAY THAT OUR KIDS MISLEAD US.

THAT NEVER IS THE YOU KNOW, THE INTENT, BUT SOMETIMES A TEACHER MIGHT POSE A QUESTION OR MIGHT ASK A STUDENT TO ARGUE A CERTAIN SIDE, AND THEN THAT STUDENT IS TAKING THAT AS THAT'S WHAT THE TEACHER INTENDED TO SAY, OR THAT WAS THE TEACHER'S BELIEFS.

SO FIRST START WITH THAT TEACHER AND THEN IF A PARENT DOES NOT FEEL GOOD ABOUT THE WAY THAT TEACHER RESPONDED, THEN ABSOLUTELY, WE WANT THE PRINCIPAL TO BE AWARE BECAUSE AS MS. YARBOROUGH SAID, IT MAY BE FOLLOWING UP IN A CONVERSATION WITH THAT TEACHER, HELPING THEM BE AWARE OF WHEN YOU'RE FACILITATING THAT CONVERSATION, HOW DO YOU BE THE ONE THAT ASKS MORE QUESTIONS THEN PROVIDE MORE CONTENT OR PROVIDE MORE ANSWERS? BECAUSE WHEN YOU'RE ASKING QUESTIONS, THAT'S ALLOWING THE STUDENTS TO HAVE THE DIALOG AND TO FACILITATE THE CONVERSATION MORE THAN IT IS YOU FILLING IN THOSE GAPS , BUT ULTIMATELY, OUR TEACHERS ARE HUMAN AND WE ASK A LOT OF THEM AND WE WILL CONTINUE TO COUNSEL THEM, REMIND THEM OF THE EXPECTATIONS, WHAT OUR EXPECTATIONS ARE, BOTH OF THE LAW, AS WELL AS WHAT THEY ARE IN IMPLEMENTATION, BUT IF THERE IS A CONCERN, PLEASE COMMUNICATE THAT.

MR. LINN, I WAS GOING TO SAY YOU MENTIONED CIVIL DISCOURSE.

THAT'S SOMETHING THAT HAS TO BE TAUGHT AND IT HAS TO BE BUILT WITHIN THE CULTURE OF THE CLASSROOM.

AND THOSE ARE THINGS THAT AS WE PROVIDE PROFESSIONAL DEVELOPMENT WITH TEACHERS, WE TALK ABOUT THAT SAFE CULTURE AND YOU THINK ABOUT THOSE SYSTEMS LOWERING THE AFFECT FOR A STUDENT AND GIVING THEM A SAFE ENVIRONMENT TO READ OUT LOUD AND MAYBE SOME LEVEL WORDS OR HAVE, YOU KNOW, CONVERSATIONS WHERE YOU DISAGREE WITH SOMEONE, BUT HOW DO YOU DO IT APPROPRIATELY? THOSE ARE ALL THINGS THAT WHEN WE TALK ABOUT CRITICAL THINKING AND THOSE SKILLS, THOSE ARE THE SKILLS THAT WE HAVE TO TEACH WITHIN THE SOCIAL STUDIES CLASSROOM.

WELL, EVERY CLASSROOM, BUT PRIMARILY SOCIAL STUDIES.

MS. RENTERIA. I JUST WANTED TO COMMENT ON THE LAKE HIGHLANDS.

I THINK IT WAS YEAH, IT WAS MR. POTEET AND MYSELF AND I REALLY DID APPRECIATE THAT PARTICULAR SESSION THAT WE HAD.

YOU'RE SO RIGHT THAT THE TEACHERS, ALL OF THEM SEEM VERY IT WAS AUTHENTICALLY THEY WERE AUTHENTICALLY ENGAGED IN WHAT THE PROTOCOL IS.

WHAT SHOULD THEY BE DOING? I MEAN, OBVIOUSLY, THESE TEACHERS ARE THERE.

THEY KNOW THEIR CONTENT, THEY KNOW ALL THAT, BUT IT'S IN THE APPROACH AND HOW TO DO IT IN A LOVING AND AUTHENTIC WAY AND TO ENGAGE THE KIDS.

SO I KNOW I APPRECIATED BEING THERE AND JUST LISTENING AND HEARING AND IT WAS GREAT TO HAVE OUR FORMAL COUNSEL THERE BECAUSE SHE SHE WAS GREAT. SHE WAS GIVING THE LAW, SHE WAS GIVING THE NEW WHAT ALL THE NEW SENATE BILLS WERE AND WHAT THIS MEANT AND IT WAS GREAT TO SEE THE TEACHERS ASK ALL THOSE QUESTIONS THAT LIKE YOU SAID, I MEAN, I THINK AT THE END OF THE DAY, WE'RE ALL HUMAN AND WE'RE WE'RE TRYING OUR BEST BUT I THOUGHT IT WAS JUST REALLY WELL DONE, AND I LEARNED A LOT FROM IT, AND IT WAS IT WAS JUST GOOD.

SO I REALLY APPRECIATED THAT.

THANK YOU. MR. LINN, WERE YOU DONE? I KNOW YOU SAID YOU HAD QUITE A FEW NOTES, AND DID YOU WANT TO CONTINUE OR--I CAN ASK THE QUESTION AT A DIFFERENT TIME.

OKAY. THANK YOU.

MS. TIMME. GREAT PRESENTATION.

JUST AS EVERYONE ELSE SAID, I JUST WANTED TO HIGHLIGHT THAT I LOVE THE FACT THAT WE'RE OFFERING DIFFERENT OPTIONS IN HISTORY.

THE SOCIAL STATISTICS THEMSELVES ARE SO INCREDIBLY BROAD.

THERE'S NO WAY THAT YOU CAN GET TO THEM IN ANY KIND OF DEPTH WITHIN A YEAR WITHOUT SOME OF THOSE OPPORTUNITIES TO CHOOSE WITH THAT.

SO I REALLY LIKE THAT WE'RE INVESTING IN ALLOWING STUDENTS OPTIONS WHILE ALSO COVERING THE TEKS THAT WE NEED TO COVER.

SO I LOVE THAT WE'RE GOING TO CONTINUE TO DO THAT.

I ALSO CERTAINLY APPRECIATED WHEN YOU'RE LOOKING AT CELEBRATING THE STUDENTS SUCCESS ON THE SOCIAL STUDIES TEST, BUT ALSO CALLING OUT WHERE WE HAVE GAPS AND IMPROVEMENTS THAT ARE NEEDED AND THE ADJUSTMENTS THAT YOU GUYS ARE MAKING FOR THAT.

I THINK THAT'S NOT ONLY CRITICAL FOR EVERY YEAR, BUT ALSO GOING INTO STAAR 2.0, ESPECIALLY WITH THE VOCABULARY PIECES THAT OUR STUDENTS WILL NEED AND BUILDING THOSE

[01:50:08]

SKILLS. SO AND I ABSOLUTELY APPRECIATE THAT YOU GUYS ARE DOING THAT.

SO THANK YOU. THANK YOU, MS. TIMME. DID YOU WANT TO CONTINUE YOUR QUESTIONING, MR. LINN, OR YOU WANT TO GO? ANYONE ELSE. I THINK YOU'RE ON.

[INAUDIBLE] ASK IT.

YES. SO ONE OF THE THINGS I KNOW THAT SOME OF OUR SCHOOLS ALSO HAVE.

WITHOUT PUTTING TOO FINE A POINT ON IT, POLITICAL CLUBS, AND SOME OF OUR TEACHERS, OUR HISTORY TEACHERS ARE SPONSORS OF THESE POLITICAL CLUBS. WHERE DO WE COME DOWN IN TERMS OF HOW MONITORING WHAT THESE CLUBS ARE DOING AND ACTIVITIES, ETC., ETC.? SO I'LL JUST LET YOU GO ON THAT ONE.

WELL, I'M GOING TO ASK MS. BRANUM AND MS. MCGOWAN TO KIND OF HELP, BUT EACH CAMPUS, THERE'S A PROCESS FOR STUDENTS TO HAVE A STUDENT CLUB, AND THOSE STUDENT CLUBS ARE USUALLY TYPICALLY STUDENT REQUESTED, AND I KNOW ONE OF OUR CAMPUSES, PARTICULARLY THERE IS A STUDENT LED POLITICAL CLUB, AND THE OVERSIGHT REALLY COMES FROM, YOU KNOW, MAKING SURE THAT IT'S WITHIN THE LEGAL AND THE LOCAL GUIDELINES AS SET FORTH NOT ONLY IN OUR INSTRUCTIONAL OPERATING GUIDE, BUT OUR LOCAL AND LEGAL POLICIES, AND SO A LOT OF THAT COMES FROM THE CAMPUS LEVEL.

MS. BRANUM YOU WANT TO, ABSOLUTELY, AND I'M HAPPY TO FOLLOW UP WITH THE BOARD ON THE PROCESS FOR STARTING AN AFTER SCHOOL CLUB, BUT BASICALLY, IT HAS TO BE STUDENT GENERATED.

THEY HAVE TO DEVELOP A LEVEL OF STUDENT INTEREST THAT WOULD CONSTITUTE A CLUB.

THEY HAVE TO FIND AN IDENTIFIED SCHOOL SPONSOR THAT IS IN THE CAMPUS THAT WILL BE THE ADULT.

SO IF THEY'RE HAVING AN AFTERSCHOOL MEETING THAT THERE'S AN ADULT PRESENT TO ENSURE THAT THERE IS AN, YOU KNOW, IN ORDER TO THE EVENT THAT EVERYTHING IS SCHOOL APPROPRIATE, AND THEN AFTER THAT, THEN THEY HAVE TO FOLLOW THE GUIDELINES AROUND WHAT THAT CLUB WILL DO, AND WE CAN FORWARD ALL OF THAT INFORMATION TO YOU FOR YOUR CONSIDERATION.

OKAY, ANY ADDITIONAL QUESTIONS? MR. LINN, DID THAT ANSWER YOUR QUESTION? OKAY. ALL RIGHT.

THANK YOU, MISS BRANUM. THANK YOU, BOARD OF TRUSTEES, I APPRECIATE YOUR TIME.

THANK YOU.

WONDERFUL PRESENTATION.

OUR NEXT ITEM IS AN UPDATE ON THE GRADUATE PROFILE.

[VIII.D. Graduate Profile Update]

MS. BRANUM. THANK YOU.

IT IS HARD TO BELIEVE THAT IT IS MAY AND WE ARE AT A PLACE WHERE WE CAN BRING TO YOU THE FIRST DRAFT OF OUR GRADUATE PROFILE, AND I'M GOING TO INVITE DR.

HELLER TO LEAD THIS PRESENTATION.

SHE HAS BEEN INSTRUMENTAL IN BRINGING THIS FORWARD FROM SOMETHING THAT I REQUESTED FROM YOU ALL.

AS IN MY INTERIM PRIORITIES, LET'S DEVELOP WITH THE COMMUNITY A SOMETHING THAT WE CAN ALL UNITE AROUND, AND NOW WE ARE AT A PLACE WHERE YOU CAN REVIEW THE FIRST DRAFT.

SO, DR. HELLER.

YES, THANK YOU, MRS. BRANUM AND BOARD OF TRUSTEES.

I AM EXCITED TO BRING FORWARD TO YOU A DRAFT OF THE WORK THUS FAR THAT THE DISTRICT DESIGN TEAM HAS CREATED AND TO SEEK FEEDBACK FROM YOU.

WE'RE GOING TO START THIS WAS ACTUALLY A SLIDE THAT WE BROUGHT FORWARD ORIGINALLY EARLY THIS SPRING WHEN WE ASKED FOR YOUR SUPPORT IN MOVING FORWARD WITH THIS PROJECT, YOU'LL NOTICE THAT THOSE ITEMS REALLY IT'S THE ENTIRE PROJECT FOR THE GRADUATE PROFILE HAS BEEN DESIGNED IN THREE STAGES ENGAGE DESIGN AND CREATE.

YOU'LL NOTICE THOSE THINGS IN PINK HAVE BEEN COMPLETED AND THAT WE ARE CURRENTLY IN THE CREATE STAGE.

THESE ARE VARIOUS DATES OF ENGAGEMENT ACTIVITIES THAT WE HAVE ALREADY HOSTED EARLIER THIS SPRING.

APRIL WAS VERY BUSY WITH THE COMMUNITY ENGAGEMENT PORTION.

I'M GOING TO SHARE SOME OF THAT COMMUNITY RESPONSE FEEDBACK WITH YOU THIS EVENING.

WE'VE ALREADY HOSTED TWO OF THE THREE DAYS WITH THE DISTRICT DESIGN TEAM AND THEY ARE COMING BACK TOGETHER THIS WEEK ON WEDNESDAY TO FINALIZE THE WORK BASE AND TO ALSO CONSIDER AND INCLUDE FEEDBACK FROM YOU THIS EVENING.

SO DURING THE ENGAGE PHASE, I AM PLEASED TO SHARE WITH YOU THAT WE HAD OVER 2500 PARTICIPANTS ENGAGE DURING THIS PROCESS AND

[01:55:09]

I HAVE BEEN TOLD FROM OUR PARTNER ENGAGED TO LEARN THAT THIS WAS AN INCREDIBLY GREAT RESPONSE COMPARED TO THE WORK THAT THEY'VE DONE IN OTHER DISTRICTS. SO KUDOS TO YOUR SUPPORT AND HELPING TO GET THE WORD OUT AND ENCOURAGING PARTICIPATION IN THIS PROCESS.

YOU CAN SEE HERE THE BREAKDOWN OF OVER 2300 PARTICIPANTS PARTICIPATING IN THE COMMUNITY SURVEY.

WE HAVE HAD QUITE A FEW SURVEYS THIS SPRING, SO THIS IS A GREAT RESPONSE RATE.

OVERALL, OUR FOCUS GROUP PARTICIPATION WAS 71 AND THEN WE HAD 182 ATTEND TWO OF THE SUMMITS THAT WAS HOSTED, WHICH WAS THE VERY FIRST ENGAGEMENT EVENT. HERE ARE SOME PHOTOS FROM THAT COMMUNITY SUMMIT THAT WE HOSTED OVER AT THE PROFESSIONAL DEVELOPMENT CENTER IN THE AUDITORIUM.

A FULL HOUSE, ESPECIALLY IN THE MORNING SESSION, AND I THINK OVERALL EVERYONE ENJOYED THE STUDENT PANELS AND HAVING THAT STUDENT VOICE IN THE ROOM, WHICH HAS BEEN INSTRUMENTAL THROUGH THIS ENTIRE PROCESS.

YOU'LL NOTICE HERE WITH THE SUMMIT PARTICIPATION THE BREAKDOWN OF THOSE 182 PARTICIPANTS, 86 OF THOSE BEING PARENTS, GRANDPARENTS, GUARDIANS, AND HOW THE OTHER STAKEHOLDERS BROKE DOWN.

AS FAR AS THAT ONE COMMUNITY ENGAGEMENT ACTIVITY, WHICH WAS THE SUMMIT.

THERE WERE MULTIPLE POINTS IN WHICH TO ENGAGE IN AND PROVIDE FEEDBACK TO THE DISTRICT AND TO THE DESIGN TEAM FOR THIS PROCESS.

WE ALSO HAD FOCUS GROUPS WITH THESE FIVE DIFFERENT STAKEHOLDER GROUPS AND YOU'LL SEE THE NUMBERS HERE AND THEN THE SURVEY PARTICIPATION AND THE BREAKDOWN OF THE SURVEY PARTICIPANTS TO BRING US TO THAT 2313 NUMBER.

THIS WAS AN ACTUAL THIS IS AN ACTUAL QUESTION FROM THE SURVEY AND HOW IT PROJECTED IN THE REPORT AND THE COMMUNITY SURVEY RESPONSE, AND YOU CAN SEE HERE WHEN ASKED, WHAT ARE YOUR HIGHEST HOPES FOR YOUR STUDENTS IN THE DISTRICT AS A RESULT OF THEIR TIME IN SCHOOL? PLEASE CHOOSE UP TO THREE OPTIONS.

AND SO THIS SHOWS YOU WHAT THOSE RESPONSES WERE AND THE RESPONSE RATE PERCENTAGES BROKEN DOWN IN THE DIFFERENT COLORS AS THEY ALIGNED TO THE STAKEHOLDER. SO THIS WAS ALL OF THE RESPONSE FEEDBACK FROM THOSE NINE QUESTIONS IN THE SURVEY THAT WERE BROKEN DOWN FOR THE DESIGN TEAM TO CONSIDER WHEN THEY BEGAN THE DESIGN PROCESS EARLIER THIS MONTH.

HERE ARE SOME COMMENTS THAT PEOPLE LEFT THROUGH THESE DIFFERENT ENGAGEMENT FROM TEACHERS, PARENT GUARDIANS, COMMUNITY MEMBERS ABOUT THEIR ASPIRATIONS AND THEIR INPUT.

SO DIGGING INTO THE DESIGN PROCESS A LITTLE BIT MORE AND GETTING READY TO BRING FORWARD TO YOU THE WORK OF THE DESIGN TEAM THUS FAR, IT WAS IMPORTANT FOR THE DESIGN TEAM AT THEIR VERY FIRST MEETING AS THEY WERE ESTABLISHING THEIR NORMS AND THEY WERE THEY THE CONTEXT WAS SET IN TERMS OF REALLY HONORING THE DESIGN PROCESS AND ACKNOWLEDGING THAT IT CAN GET MESSY SOMETIMES AS THAT AS THEY BEGAN TO UNPACK THE SURVEY RESPONSES AND TO FORMULATE WHAT WOULD BE THOSE KEY ATTRIBUTES OF A GRADUATE PROFILE.

WE WERE TASKED WITH BRINGING TOGETHER A DISTRICT DESIGN TEAM THAT WOULD BE BETWEEN 25 AND 30 MEMBERS, AND I THINK WE DID WELL IN HITTING THAT TARGET AT 27, AND YOU CAN SEE THERE'S A GREAT OVERALL REPRESENTATION FROM ALL OF OUR DIFFERENT STAKEHOLDERS THROUGHOUT THE DISTRICT AS WELL AS THE BROADER COMMUNITY, INCLUDING PARENTS, BUSINESS PARTNERS, ETC..

THIS VISUAL IS JUST TO HELP US BE REMINDED OF WHAT THE TASK OF THE DESIGN TEAM IS, AND THEY ARE LOOKING AT THAT COMMUNITY ENGAGEMENT REPORT, WHICH IS A RESULT OF THOSE TOUCHPOINTS, INCLUDING THE SUMMITS, THE FOCUS GROUPS AND THE SURVEYS.

THEY ARE ANALYZING THAT FEEDBACK AND GENERATING A SET OF BELIEFS THAT INFLUENCE THE GRADUATE PROFILE AND THE LEARNER OUTCOMES, AND THIS IS THE DRAFT OF WHAT I'M BRINGING FORWARD TO YOU THIS EVENING.

SO HERE ARE JUST A FEW PHOTOS.

THEY HAVE HAD TWO VERY PRODUCTIVE, ENGAGING DAYS OF WORK.

I WILL HAVE TO SAY I'VE BEEN VERY IMPRESSED WITH OUR PARTNER ENGAGED TO LEARN AND HOW THEY'VE DESIGNED THE LEARNING AND THE OPPORTUNITY FOR FEEDBACK TO ACTUALLY GET INTO THE CREATE PROCESS AND APPRECIATE OUR BOARD OF TRUSTEES WHO HAVE PARTICIPATED.

I KNOW MS. HARRIS HAS PARTICIPATED AS WELL AS MS. TIMME AND MS. RENTERIA AND APPRECIATE YOUR REPRESENTATION IN THE ROOM DURING THESE DAYS.

SO THESE WERE THE BELIEFS.

[02:00:01]

AFTER UNPACKING THE COMMUNITY SURVEY FEEDBACK AND THE RESPONSES FROM THOSE DIFFERENT TOUCH POINTS, THEY WERE LED THROUGH A PROTOCOL TO DEVELOP THESE BELIEFS STATEMENTS, AND I DON'T KNOW IF IT WOULD BE APPROPRIATE, MISS BRANUM, MAYBE EACH OF THE TRUSTEES WHO HAVE PARTICIPATED, MAYBE THEY WOULD LIKE TO READ ONE OF THOSE BELIEF STATEMENTS, SINCE IT'S REALLY THEIR VOICE FROM THE DESIGN TEAM WHO CREATED THESE DRAFTS, IF YOU DON'T MIND? I'LL TAKE THE FIRST ONE.

THE FIRST ONE IS WE BELIEVE IN CREATING A SAFE LEARNING ENVIRONMENT THAT EMPOWERS EVERY STUDENT IN RISD TO TAKE RISKS, BE CREATIVE, FIND ACCEPTANCE AND GROW.

WE BELIEVE THAT EDUCATION IS AN EFFECTIVE TOOL THAT CAN PREPARE EVERY STUDENT IN RISD FOR LIFE AFTER HIGH SCHOOL, INCLUDING TEACHING LIFE SKILLS.

WE BELIEVE EVERY STUDENT IN RISD WILL HAVE THE CAPABILITY AND DESIRE TO LEARN AND RISE TO THE LEVEL OF EXPECTATIONS FOR INDIVIDUAL SUCCESS.

THANK YOU VERY MUCH FOR ENGAGING AND SHARING THE VOICE OF THE DESIGN TEAM, AND I MEAN, I FEEL LIKE THESE ARE VERY POWERFUL STATEMENTS AND I'M ALWAYS ENCOURAGED AND EXCITED AND JUST GRATEFUL THAT THERE'S THIS GROUP COMING TOGETHER TO TAKE ALL OF THE INFORMATION AND TO DESIGN WHAT WE WILL BRING FORWARD AS A FINAL GRADUATE PROFILE FOR CONSIDERATION.

SO LOOKING BUILDING ON THEM FROM THESE BELIEFS AS A RESULT OF THAT COMMUNITY RESPONSE REPORT, THESE WERE THE FIVE KEY COMPONENTS THAT THE DESIGN TEAM ACKNOWLEDGED NEEDED TO BE INCLUDED IN A GRADUATE PROFILE FOR RICHARDSON ISD.

THEY INCLUDED FINANCIAL LITERACY, INCLUDING THAT WE ARE GRADUATING STUDENTS TO GO AND BE THEIR NEXT BEST SELVES BEYOND RISD, BUT THAT THEY ARE FINANCIALLY LITERATE.

EFFECTIVE COMMUNICATION SKILLS, AND I THINK THIS TOUCHES ON SOME OF WHAT YOU BROUGHT UP, MR. LINN, WITH THE SOCIAL STUDIES PRESENTATION AND HAVING DIALOG AND CONVERSATIONS WITH THEIR PEERS AND WITH ADULTS, CRITICAL THINKING AND PROBLEM SOLVING, HAVING EMOTIONAL INTELLIGENCE, AND THEN BEING ABLE TO TAKE ALL OF THIS AND MAKE REAL WORLD CONNECTIONS TO PREPARE THEM FOR THEIR LIFE BEYOND RICHARDSON ISD SO THESE ARE THE FIVE KEY COMPONENTS BASED ON THE FEEDBACK FROM THE COMMUNITY ENGAGEMENT ACTIVITIES IN APRIL THAT THE TEAM HAS IDENTIFIED AND SO THIS WAS THEIR CREATE DAY ONE AGAIN.

THEY MET TWO WEEKS AGO AND WILL BE COMING TOGETHER AGAIN THIS WEEK TO FINALIZE THE PROJECT AND YOU CAN SEE THEM HARD AT WORK PROCESSING, PARTICIPATING IN PROTOCOLS TO CONTINUE TO UNPACK AND TO BRING FORWARD THE DRAFT OF THESE LEARNER OUTCOMES, WHICH INCLUDES EVERY STUDENT BEING ABLE TO DEVELOP AND APPLY PROBLEM SOLVING, CRITICAL THINKING AND CREATIVITY, AND REAL WORLD SCENARIOS AND EXPERIENCES TO ACHIEVE INDIVIDUAL GOALS, TO HAVE THE TOOLS TO SUCCEED IN THEIR CHOICE OF COLLEGE, POST-SECONDARY TRAINING AND OR CAREER POST-GRADUATION, AND TO ACCUMULATE MEANINGFUL AND EFFECTIVE COMMUNICATION SKILLS TO ADDRESS AUDIENCES APPROPRIATELY IN A VARIETY OF WAYS.

SO AGAIN, THIS COMES TO YOU AS A DRAFT OF WHAT THOSE LEARNER OUTCOMES WOULD BE FOR EVERY STUDENT, AND THEN WHAT DO WE NEED TO DO AS A SYSTEM SO AS WE GET READY TO GRADUATE FOUR DIFFERENT CLASSES THIS COMING WEEKEND, WHAT ARE WE DOING STARTING IN PRE-K TO GET THEM READY FOR THAT DAY, TO WALK THE STAGE AND TO RECEIVE THEIR DIPLOMA THAT THEY WILL BE ABLE TO EXECUTE AND BE SUCCESSFUL IN ALL THREE OF THESE STATEMENTS.

SO UNPACKING THOSE KEY COMPONENTS, THOSE FIVE KEY COMPONENTS THAT I JUST SHARED WITH YOU WOULD BE UNDER FINANCIAL LITERACY.

THESE ARE SOME OF THE ATTRIBUTES THAT THEY HAVE IDENTIFIED TO KIND OF UNPACK THAT KEY COMPONENT A LITTLE BIT MORE.

SO YOU'LL SEE HERE IN FINANCIAL LITERACY, THEY UNDERSTAND COMPREHEND FINANCIAL SKILLS.

THEY CAN APPLY THE KNOWLEDGE OF FINANCIAL SKILLS TO REAL LIFE SITUATIONS LEARNED THROUGH SIMULATIONS AND EXPERIENCES, AND THEY CAN USE MATH SKILLS AND TECH TOOLS TO ANALYZE FINANCIAL REPORTS AND SCENARIOS WITH EFFECTIVE COMMUNICATION, ENGAGING IN CONVERSATION WHERE ALL PARTICIPANTS FEEL HEARD, VALUED AND UNDERSTOOD.

UNDERSTANDING THEIR AUDIENCE AND THE SITUATION AND IDENTIFYING THE APPROPRIATE RESPONSE, COMMUNICATING PROFESSIONALLY, USING MULTIPLE MODALITIES AND TECHNOLOGIES.

THERE'S BEEN QUITE A BIT OF CONVERSATION WITH THE DESIGN TEAM, SPECIFICALLY THINKING ABOUT AS A RESULT OF THE PANDEMIC AND LEANING IN AND USING ZOOM AND OTHER TECHNOLOGY TOOLS.

[02:05:02]

WHAT DOES THAT LOOK LIKE TO BE ABLE TO USE THAT EFFECTIVELY AND PROFESSIONALLY AS A STUDENT UNPACKING, CRITICAL THINKING AND PROBLEM SOLVING, ANALYZING AND EVALUATING AND APPLYING THEIR LEARNING? I THINK YOU HEARD SOME OF THAT THROUGH THE SOCIAL STUDIES PRESENTATION THIS EVENING, EXHIBITS CURIOSITY, RESOURCEFULNESS AND INNOVATION, AND THEN EMBODIES GRIT AND TENACITY, AND THEN FINALLY WITH THE TWO OTHER COMPONENTS, EMOTIONAL INTELLIGENCE AND REAL WORLD CONNECTIONS.

I KNOW THE EMOTIONAL INTELLIGENCE ARE REALLY TALKING ABOUT DEVELOPING A POSITIVE SELF-WORTH, LEARNING HOW TO ADVOCATE FOR YOURSELF, BEING ABLE TO BE RESILIENT IN THE FACE OF ADVERSITY.

THOSE ARE SOME OF THE KEY CHARACTERISTICS THAT THEY IDENTIFIED WHEN THEY TALKED ABOUT THE IMPORTANCE OF EMOTIONAL INTELLIGENCE.

AND THEN FINALLY, THE REAL WORLD CONNECTIONS.

HOW ARE WE GRADUATING STUDENTS TO GO AND BE SUCCESSFUL IN THEIR NEXT CHAPTER AND MAKING SURE THAT THEY HAVE THOSE REAL WORLD CONNECTIONS, BEING ABLE TO COMMUNICATE AND COLLABORATE EFFECTIVELY, THAT THE ADVOCACY FOR SELF AND OTHERS AND BEING ADAPTABLE AND FLEXIBLE.

NOW THE FILTERS AND QUESTIONS WITH WHICH THEY HAVE BEEN UNPACKING THIS INFORMATION AND THE COMMUNITY SURVEY FEEDBACK REALLY TIES BACK TO THESE TWO QUESTIONS.

HOW DO THE KEY COMPONENTS ADDRESS THE NECESSARY AREAS OF GROWTH AND DEVELOPMENT FOR OUR STUDENTS? AND THEN WHAT ALIGNMENT DO YOU SEE BETWEEN THE BULLETED SKILLS AND THE KEY COMPONENTS THAT WOULD THEN BECOME PART OF THIS FINAL GRADUATE PROFILE? AND SO WITH THAT, WE'D LIKE TO OPEN IT UP FOR SOME FEEDBACK.

THERE'S A BIT OF A PROTOCOL THAT WE WOULD PRESENT IN TERMS OF BEING ABLE TO PROVIDE SOME WARM FEEDBACK, SOME BRIGHT SPOTS, KUDOS, HIGH FIVES OR CELEBRATIONS, SOME THINGS THAT YOU HEARD YOU SAW BASED ON THE SURVEY REPORT THAT HAS BEEN SHARED AND THEN THESE KEY COMPONENTS THAT THE DESIGN TEAM IS BRINGING FORWARD.

SO THINKING ABOUT WARM FEEDBACK AND THEN THE SUGGESTIONS AND FEEDBACK FOR GROWTH, THOSE I WONDERS WHAT IFS AND CONSIDERATIONS AND THIS IS THE FEEDBACK THAT WE WILL TAKE TO THEM AS THEY CONTINUE THE ITERATION AND THEIR CREATION OF THE FINAL PRODUCT LATER THIS WEEK.

ALL RIGHT, WE'LL OPEN IT UP.

MR. EAGER. I WAS GOING TO SAY, I GUESS A CELEBRATION IS THAT I AM VERY EXCITED TO SEE FINANCIAL LITERACY ON THAT LIST BECAUSE I AM JUST TELLING PREPARING OUR KIDS FOR THE REAL WORLD, MAKING THEM LIFE READY. AS A PARENT OF TWIN NINETEEN YEAR-OLDS, YOU KNOW, MAKING FINANCIAL DECISIONS THESE DAYS CAN BE FOR FAMILY AFFECT THE REST OF YOUR LIFE.

IF YOU GO TO THE WRONG COLLEGE, GET BURIED WITH STUDENT DEBT, CREDIT SCORES, ALL THESE THINGS CAN SPIRAL OUT OF CONTROL, AND IT WAS JUST ONE OF THOSE THINGS IT WAS GREAT TO SEE. I DON'T WANT ANYBODY TO LEAVE.

I DON'T WANT ANY STUDENT TO LEAVE AND GRADUATE FROM RISD AND SAY, IF I ONLY HAD KNOWN X, AND THAT IS SO CRITICAL AND THERE'S SO MANY GREAT THINGS THAT ARE COMING OUT OF THIS, I WANT TO APPLAUD THE PROCESS BECAUSE OF THE FACT THAT WE HAVE TO, AS A FAMILY, AS A GROUP OF PARENTS, TRYING TO DO WHAT'S BEST FOR OUR KIDS, WE GOT TO DEFINE WHAT'S OUR DEFINITION OF SUCCESS AS A WHOLE THAT WE ALL WANT FOR OUR KIDS.

WHAT IS IT WHEN THEY WALK ACROSS THAT STAGE AND WE HAND THEM THAT DIPLOMA? WHAT WE WANT TO CHECK OFF AND SAY, GOOD JOB, EVERYBODY.

OUR KIDS ARE READY TO HANDLE THE REAL WORLD AND EQUIPPING THEM WITH THE TOOL SETS TO BE SUCCESSFUL, AND THIS IS A CRITICAL COMPONENT OF ESTABLISHING THE NEXT STEP AS THE BOARD GOES IN AND WE'RE GOING TO GO IN AND CAST THAT VISION OF SUCCESS.

THIS IS A CRITICAL PART, A COMPONENT OF THAT, AND THEN WE'LL BE WORKING INTO THE STRATEGIC PLAN IN THE FALL OF NOT ONLY THE VISION, BUT WE HAVE DEFINITE SUCCESS, BUT WE'LL ALSO GET IN THE COMMUNITY INPUT OF HOW ARE WE GOING TO DO THIS ALL TOGETHER? AND SO KUDOS TO THE COMMUNITY, ALL THESE THINGS.

I COULDN'T BE MORE EXCITED ABOUT SEEING THESE THINGS AS WE'RE PULLING ALL THIS TOGETHER FOR ALL OUR KIDS.

[02:10:01]

THANK YOU. I'LL BE SURE TO SHARE THAT.

YEAH. GREAT. THANKS, MS. RENTERIA. I JUST WANTED TO KIND OF ADD ON TO WHAT MR. EAGER WAS SAYING, THAT DEFINITELY THAT FINANCIAL LITERACY WAS REALLY, REALLY IMPORTANT.

I THINK THAT RESONATED WITH ME AS WELL TOO, BECAUSE WE HAVE A LARGE GROUP OF STUDENTS THAT LIKE WHETHER IT'S OUR ENGLISH LANGUAGE LEARNERS, THEY'RE NAVIGATING HIGH SCHOOL ALREADY ON THEIR OWN.

A LOT OF THEM HAVE BEEN NAVIGATING ON THEIR OWN SINCE MAYBE EVEN JUNIOR HIGH IF YOU'RE TRANSLATING TO A PARENT OR WHATEVER THAT MIGHT BE, AND SO YOU'RE ABSOLUTELY RIGHT, MR. EAGER I THINK THAT WAS REAL IMPORTANT BECAUSE FOR MANY OF THESE STUDENTS, I MEAN, IT'S GREAT WHEN, YOU KNOW, WE'RE TRYING TO TEACH OUR KIDS, RIGHT? BUT IF YOU DON'T HAVE THAT AT HOME OR THE PARENTS JUST DON'T KNOW, I MEAN, IT'S THAT, YOU KNOW, THEY'RE THE FIRST ONES TO GO TO COLLEGE, AND, YOU KNOW, AGAIN, STUDENT LOANS, GETTING INTO DEBT, JUST KNOWING WHAT TO DO.

SO THAT WAS SOMETHING THAT I DID REALLY APPRECIATE, WAS TO HEAR THE CONVERSATIONS OF THOSE THAT WERE THERE AGAIN FROM THE COMMUNITY.

A LOT OF OUR EXPERT STAFF WHO KNEW A LOT ABOUT THIS AND SO ABSOLUTELY AGREE WITH MR. EAGER THAT IT WAS VITAL, AGAIN, THAT OUR STUDENTS GRADUATE AND THAT WE WANT THEM TO HAVE THAT, BUT THAT THEY FEEL CONFIDENT THAT THEY KNOW THAT THEY KNOW WHAT THEY'RE DOING AS THEY MOVE FORWARD.

SO, YEAH, KUDOS TO EVERYBODY.

GREAT. THANKS.

MS. MCGOWAN. I WASN'T GOING TO SPEAK, BUT I COULDN'T RESIST THIS ONE.

WHEN WE LIVE IN A DISTRICT WHERE 53% OF OUR KIDS ARE ECONOMICALLY DISADVANTAGED, I THINK THAT THIS IS A CRITICAL PIECE THAT WE ARE BREAKING A LOT OF CYCLES AND I THINK IT'S VERY IMPORTANT AND WE'RE GIFTING THESE CHILDREN AND FAMILIES AND GENERATIONS TO COME.

SO I REALLY THINK THAT'S AMAZING.

ABSOLUTELY. MR. POTEET.

A COUPLE OF THINGS AND APPRECIATE THE RUNDOWN, MS. HELLER, ON THAT. FIRST THING IS, I MEAN, I THINK ONE OF THE GOALS THAT WE THAT WE HAD AT THE BEGINNING OF THIS WAS ALSO THIS SERVING AS A FUNCTION TO KIND OF GET THE COMMUNITY TOGETHER AND FOCUSED ON ONE GOAL, ONE VISION, AND I THINK THAT WE'RE CHECKING THAT BLOCK.

OBVIOUSLY, WE'VE GOT BETTER THAN WHAT WE EVEN OR THE CONSULTANT EVEN THOUGHT WE'D HAVE AS FAR AS PARTICIPATION, GETTING EVERYBODY IN THE SAME ROOM, WORKING TOWARDS THE SAME DIRECTION. SO I THINK WE'RE CHECKING THAT EXTREMELY WELL, WHICH IS GREAT.

SO REGARDLESS OF THE DELIVERABLE, THE PROCESS IS ONE OF THE GOALS.

SO I THINK WE'VE GOT TO REMEMBER THAT AND CELEBRATE THAT.

SECOND THING IS TOO I MEAN, WE ALWAYS GOT TO REMEMBER HOW THIS FITS IN TO WHERE WE GO OVER THE NEXT SIX MONTHS AND, YOU KNOW, STRATEGY, AND SO WITH OUR STRATEGIC PLANNING COMING UP IN THE FALL, ALONG WITH OUR REVIEW OF MISSION AND VISION BOARD GOALS, I MEAN, ALL OF THIS THESE AREN'T IN VACUUMS. THESE ARE ALL TOGETHER. THIS IS ALL SYNCHRONIZED.

THESE ARE ALL GOING TO WORK HAND IN HAND.

SO I THINK THIS IS GOING TO BE A GREAT PIECE OF THAT PIE THAT WE'RE CREATING OVER THE NEXT SIX MONTHS.

THE THIRD THING I HAD AND LAST THING, YOU KNOW, I LOOK THROUGH THE KEY COMPONENTS THAT HAVE BEEN DEVELOPED AND THE BULLETS THAT ARE ASSOCIATED WITH EACH ONE. I ALWAYS GET HUNG UP IN THE HOW, AND THAT'S NOT MY JOB.

I UNDERSTAND THAT, BUT THAT'S WHERE I JUST I KEEP FINDING MYSELF, AND HOW DO WE DO THIS? HOW DO WE DO THAT? AND I LOOK THROUGH AND I'M LIKE, YOU KNOW, IT'S FUNNY BECAUSE A LOT OF THESE I MEAN, THERE'S SO MANY WAYS THAT WE CAN TEACH THESE TO STUDENTS, AND IT'S NOT JUST IN ELAR AND MATH AND SOCIAL STUDIES, BUT I MEAN, THERE'S SPORTS AND THERE'S CLUBS AND THERE'S STUDENT GOVERNMENT AND THERE'S B AND ALL OF THOSE AND I LOOK AT SOME OF THESE THINGS UNDER THE CRITICAL THINKING, THE COMMUNICATION, THE EMOTIONAL INTELLIGENCE.

I MEAN, THESE ARE THINGS THAT AS A TEACHER OR AN ADMINISTRATOR, WE CAN CRAFT WHAT WE'RE DOING EVERY DAY TO INCLUDE THIS STUFF AND COME FROM THAT PERSPECTIVE, AND SO I'VE GOT TO STOP MYSELF FROM GOING DOWN THE PATH OF THE "HOW" TOO MUCH, BUT I JUST I LIKE THAT THESE ARE THINGS THAT IF I WAS ONE TEACHER, I COULD CRAFT MY DAY OF INSTRUCTION, INCLUDING THESE THINGS PRETTY EASILY, IT LOOKS LIKE TO ME.

SO I LIKE WHERE THIS IS GOING.

SO BRAVO SO FAR.

IF I CAN ADD THE OTHER THING THAT I LOVE ABOUT WHAT WHAT YOU SAID AND WHEN I LOOK AT THESE SKILLS, IS THAT NOT ONLY ARE THESE THINGS THAT EVERY TEACHER, EVERY ADMINISTRATOR, EVERY ONE OF US THAT INTERACTS WITH A STUDENT CAN MODEL AND HAVE A CONVERSATION WITH KIDS, BUT IT'S ALSO SOMETHING THAT PARENTS CAN DO.

I MAY BE A HIGH SCHOOL PARENT AND MY DAUGHTER IS TAKING AP PHYSICS B NEXT YEAR.

I'M NOT SURE I'M GOING TO BE ABLE TO HELP HER MUCH ON THAT, BUT IN THESE AREAS I KNOW I CAN FOSTER THIS, I CAN MODEL IT, I CAN HAVE CONVERSATIONS WITH HER ABOUT WHAT DOES IT

[02:15:06]

MEAN TO EFFECTIVELY COMMUNICATE AND TO ADJUST YOUR STYLE BASED UPON THE AUDIENCE.

I CAN REINFORCE THESE THINGS, AND I THINK THAT ALSO GIVES OUR PARENTS, AN AWESOME WAY TO ENGAGE IN THE PROCESS AND FEEL A PART OF IT AND NOT JUST AN OUTSIDER LOOKING IN, AND SO I'M VERY EXCITED ABOUT THAT AS WELL, AND I DO WANT TO REMIND EVERYONE THAT ONE OF THE BIGGEST ROLES OF OUR STRATEGIC PLAN AND THIS HAS ALL BEEN DONE IN A REALLY INTENTIONAL ORDER, WE FIRST NEEDED TO HEAR FROM THE COMMUNITY, WHAT DID YOU WANT FOR OUR KIDS? THIS IS ULTIMATELY THIS IS NOT MY SCHOOL DISTRICT.

THIS IS OUR COMMUNITY SCHOOL DISTRICT, AND SO WITH THIS, WE'RE ABLE TO HEAR FROM OUR COMMUNITY.

THIS IS WHAT THEY WANT FOR KIDS.

NOW, AS A BOARD THIS SUMMER, YOU ALL WILL HAVE THE OPPORTUNITY TO TAKE THIS INPUT AND BE ABLE TO ESTABLISH HERE'S THE VISION, HERE'S OUR VISION.

IF WE'RE GOING TO ACCOMPLISH THESE THINGS, THIS IS THE VISION THAT WE HAVE FOR THE SCHOOL DISTRICT.

THEN WE PASS THAT OFF TO THE STRATEGIC PLAN, AND THEY'RE THE ONES THAT ARE GOING TO DEVELOP THE ACTION PLANS TO ADDRESS THE HOW, AND THEN IT'S UP TO OUR STAFF TO THEN TAKE THOSE AND EXECUTE, AND I THINK THAT IS AN INCREDIBLE CADENCE FOR US AND FOR OUR COMMUNITY TO KNOW THAT THEY HAVE BEEN A PART OF MAKING THAT ALL HAPPEN IN THAT INTENTIONAL ORDER. SO THANK YOU FOR ADDRESSING THAT.

[INAUDIBLE] GIVE [INAUDIBLE] A CHANCE.

I JUST WANTED TO SAY THAT I THINK YOU WERE JUST AN ECHO, A LITTLE BIT OF WHAT MR. POTEET WAS SAYING, AND ACTUALLY MY OTHER COLLEAGUES IS THE CONVERSATIONS AROUND IT WERE SO GREAT IN THE SENSE OF AND I KNOW MS. RENTERIA AND MS. HARRIS EXPERIENCED THAT AS WELL, THAT EVEN IN TALKING JUST THROUGH COMMUNICATIONS AND GETTING TO EFFECTIVE COMMUNICATIONS WHERE, YOU KNOW, WHEN DO YOU TEXT, WHEN DO YOU WRITE A MEMO? WHEN DO YOU HAVE A PHONE CALL? WHEN DO YOU DO THOSE THINGS? AND REALLY WORKING THROUGH A LOT OF THOSE PIECES BECAUSE IT'S ABOUT BEING EFFECTIVE IN WHAT YOU DO.

ALSO TO WHETHER WE WERE TALKING ABOUT LIKE, LOOK, SOMETIMES YOU GET YOUR POINT ACROSS THROUGH A STORY.

SOMETIMES YOU GET YOUR POINT ACROSS THROUGH, YOU KNOW, THROUGH DIRECT PIECES AND THINGS LIKE THAT.

EVEN WE WERE HAVING A CONVERSATION AT NOT TO SIDEBAR ABOUT THIS, BUT ONE OF OUR TOWN HALLS ABOUT EMAILS, AND IF THAT WAS AN EFFECTIVE COMMUNICATION TOOL, IF WE WERE REQUESTING AND WE WERE LEARNING THAT IT WASN'T, AND SO WE'RE ABLE TO THEN REALLY HONE IN ON SOME OF THOSE PIECES, BUT I ALSO LIKE THE FACT THAT IT WAS FLEXIBLE ENOUGH BASED ON WHAT OUR STUDENTS AND WHAT OUR COMMUNITY NEEDS AS WE GO FORWARD IN OUR STRATEGIC PLAN.

AND THE CONVERSATIONS WERE THAT WE'RE COMING TOGETHER FOR WHAT DO WE WANT FOR OUR KIDS AND FOR ALL OF US TO PULL IN ONE DIRECTION? AND THAT WAS REALLY THE BEST PART OF IT, IS THAT EVERYBODY IN THAT ROOM, I REALLY FELT LIKE WANTED WHAT WAS BEST FOR OUR KIDS, FOR ALL OF OUR KIDS AND FOR OUR STAFF TO BE ABLE TO IMPLEMENT THESE THINGS SO THAT OUR OUTCOME, WHEN OUR STUDENTS LEAVE RICHARDSON ISD PREPARE THEM FOR THEIR NEXT STEP.

ABSOLUTELY. MR. EAGER, AND THEN WE'RE GOING TO GET YOU, MS. RENTERÍA. SORRY I JUMPED AHEAD OF YOU.

I'M SORRY.

TO DOVETAIL ON THIS, THE OTHER THING, TOO, IS THAT, YOU KNOW, SINCE I'VE HAD THE OPPORTUNITY TO BUILD COMPANIES AND I WORK WITH A NUMBER OF CEOS AROUND DALLAS, I CAN TELL YOU ALL THE ITEMS ON THIS LIST IS EVERYTHING WE'RE LOOKING FOR EMPLOYEES RIGHT NOW, AND I MEAN, IS DALLAS IS PROJECTED TO BE THE THIRD LARGEST METROPOLITAN AREA IN THE US IN THE NEXT TEN YEARS, AND SO WE'RE GOING TO SURPASS CHICAGO.

SO THERE'S GOING TO BE JOBS AND OPPORTUNITIES FOR OUR KIDS, AND I WANT US TO BE SAYING I DON'T KNOW WHAT THEY'RE DOING IN RICHARDSON, BUT THEY ARE PRODUCING SOME GREAT KIDS, AND THESE ARE ALL THE ATTRIBUTES I CAN PROMISE YOU MYSELF AND OTHER CEOS I KNOW AROUND DALLAS.

IF WE HAD KIDS WHO ARE CHECKING THESE BOXES, WE COULDN'T HIRE THEM FAST ENOUGH.

ABSOLUTELY. MS. RENTERÍA, I JUST WANTED TO KIND OF SECOND ON WHAT IS BRANUM AND JUST TO KIND OF GIVE MR. POTEET A LITTLE BIT OF OR ALSO MS. TIMME MENTIONED IT WAS THAT BEING IN THOSE CONVERSATIONS AT THE TIME, IT WAS INTERESTING FOR ME TO SEE THAT THERE WAS A TASK, RIGHT, TO DEVELOP THESE DIFFERENT, YOU KNOW, ALL THE DIFFERENT POINTS AND THINGS THAT WE HAD TO DO, BUT IT WAS INTERESTING THAT BECAUSE WE HAD SO MANY EXPERTS ON THIS, ON THE SENSE OF OUR OUR LEADERSHIP TEACHERS, THEY WERE ALREADY TALKING ABOUT THE HOW AND WE HAD TO BE PULLED BACK IN AND SAYING, OKAY, WE'RE NOT TALKING ABOUT HOW WE'RE GOING TO DO IT.

WE NEED TO FIRST COME UP--SO, YOU KNOW, FOR ME, IT WAS JUST SO GREAT TO SEE THAT WE HAVE TO JUST COME UP WITH ALL OF THESE DIFFERENT POINTS. THERE'S NOT GOING TO BE AN ISSUE OR A PROBLEM OF HOW IT'S GOING TO BE DONE, BECAUSE TO SEE THE EXPERTS ON THE ELEMENTARY, JUNIOR HIGH AND HIGH SCHOOL LEVEL THAT ARE

[02:20:01]

READY AND KNOW HOW TO DO THAT, FOR ME, I WAS JUST LIKE, WOW, THESE ARE THESE ARE COOL.

IT WAS JUST BEING AROUND A BUNCH OF REALLY COOL KIDS, YOU KNOW? SO YEAH. DITTO EVERYTHING THAT MY COLLEAGUE SAID, BUT I'M ACTUALLY ALSO GOING TO SAY MY I WONDER, YES, IN MY WHAT IF WE HAD SO MANY MORE PARENTS AND COMMUNITY MEMBERS AT THOSE TABLES, WHAT WOULD THE OUTCOME BE? WHERE WOULD WE BE? WHAT WOULD WE BE TALKING ABOUT? I'M SURE IT WOULD BE THESE SAME THINGS, BUT I'M ALSO SURE THAT THOSE PARENTS AND THOSE COMMUNITY MEMBERS WOULD HAVE AN OPPORTUNITY TO GO BACK AND NOW TALK ABOUT WHAT THEY'VE LEARNED AND WE WOULD HAVE MORE PARENT ENGAGEMENT.

SO WE'VE GOT A LITTLE BIT OF WORK TO DO AND I THINK WE'RE BEGINNING TO DO IT NOW SO THAT WE CAN GET OUT TO OUR COMMUNITIES AND SO WE CAN HAVE SOME REPRESENTATION FROM OUR PARENTS AND FROM OUR COMMUNITIES.

SO THAT WOULD BE MY I WONDER AND MY WHAT IF.

THANK YOU. I'VE NOTED THAT YOU SHARE ON WEDNESDAY.

I WANT TO MAKE SURE CAPTURED ANY OTHER SUGGESTIONS, FEEDBACK FOR GROWTH.

AGAIN, THIS IS ALL GOING TO BE PRESENTED BACK TO THE TEAM ON WEDNESDAY FOR FURTHER CONSIDERATION AS THEY FINALIZE THE GRADUATE PROFILE, AND AGAIN, I'M JUST PRESENTING THEIR WORK TO YOU THIS EVENING.

I LOOK FORWARD TO THEM ACTUALLY BEING HERE ON JUNE 6TH, MEMBERS OF THAT DESIGN TEAM TO PRESENT THEIR FINAL ARTIFACT FOR YOU ALL TO CONSIDER FOR ADOPTION, WHICH THEN TAKES US TO, AS I'VE MENTIONED WEDNESDAY, WE WILL BE BACK TOGETHER TO FINALIZE THE PROFILE.

THERE IS ALSO TIME BUILT INTO THAT AGENDA TO DISCUSS BRANDING AND MARKETING AND SOME OF THOSE THINGS.

WHAT ARE THE ICONS? WHAT ARE THE VISUAL REPRESENTATIONS? WHAT DOES THIS ARTIFACT LOOK LIKE AND HOW ARE WE GOING TO BEGIN TO COMMUNICATE THAT BACK OUT AS WE DO SET THIS UP AS AN ANCHOR ACTIVITY GOING INTO THE NEXT ITERATION OF STRATEGIC PLANNING? AND THEN, AS I'VE MENTIONED, WE LOOK FORWARD TO THE GROUP BEING HERE ON JUNE SIX TO BRING YOU THEIR FINAL ARTIFACT AND DRAFT FOR ADOPTION.

ALL RIGHT, THAT WAS FANTASTIC.

I JUST WANT TO ADD ONE MORE PIECE TO THAT.

I MEAN, I THINK AND I'M NOT SURE IT'S REPRESENTED IN THIS, BUT I DO THINK IN THE CONVERSATIONS I HEARD THAT WE WANT ALL OF THOSE THINGS FOR OUR KIDS, BUT WE ALSO RECOGNIZE THE FACT THAT THE TEKS AND THE CLASSES AND THE COURSES THAT WE TEACH ALLOW US TO GET THAT IS OUR VEHICLE TO GET TO THOSE OUTCOMES, THAT THIS IS IN NO WAY, SHAPE OR SUGGESTING THAT WE DON'T NEED PROFICIENCIES AND ACCELERATION IN OUR CORE CONTENT THAT WE TEACH, AS WELL AS OUR ELECTIVES, OUR CLUBS, OUR SPORTS AS MR. POTEET [INAUDIBLE] ARE FINE ARTS, THAT ALL OF THOSE THINGS ARE THE VEHICLES AS TO HOW WE GET TO ACCOMPLISH THOSE THINGS, AND I DON'T THINK IN ANY WAY, SHAPE OR FORM WE'RE TRYING TO NOT HONOR THE FACT THAT'S NOT THE VEHICLE TO HOW WE SEE OURSELVES GETTING THERE.

ABSOLUTELY, THANK YOU FOR THAT REMINDER.

GREAT POINT. THANK YOU, MISS TIMME.

MR. LINN.

I JUST WANT TO SAY.

GREAT WORK ON THIS.

THIS WAS NOT SOMETHING I HAD BEEN THROUGH BEFORE OR SEEING WHAT THE FINAL PRODUCT MIGHT LOOK LIKE IN MY SIX YEARS, SEVEN YEARS NOW.

SO I JUST THINK THIS IS A REALLY BIG STEP IN THE RIGHT DIRECTION IN TERMS OF FOCUSING EVERYTHING THAT WE'RE TRYING TO DO AND TO, YOU KNOW, JUST PUTTING IT DOWN ON PAPER.

SOMETIMES YOU PUT IT DOWN ON PAPER, YOU KNOW WHAT YOU'RE DOING, BUT SOMETIMES YOU JUST GOT TO PUT IT DOWN ON PAPER.

RIGHT, AND I WANT TO SAY THANK YOU TO THE MEMBERS OF OUR COMMUNITY WHO CAME OUT AND PARTICIPATED IN THIS.

THANK YOU TO MY COLLEAGUES FOR ALL YOUR WORK ON THIS.

AS MR. POTEET TALKED ABOUT, I MEAN, THAT ENGAGEMENT PART OF THIS WAS PROBABLY THE MOST CRITICAL COMPONENT.

SO IN CREATING A DOCUMENT OR AN ARTIFACT, IF YOU WILL, THAT REALLY SPEAKS TO WHAT OUR GOALS ARE FOR OUR KIDS.

SO THANK YOU VERY MUCH.

THANK YOU. I'LL BE SURE AND SHARE THAT.

GREAT WORK.

IF THERE ARE NO ADDITIONAL COMMENTS, THE BOARD WILL NOW CONVENE TO A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.

[IX. ENTER CLOSED MEETING]

TEXAS GOVERNMENT CODE SECTIONS 551.074 PERSONNEL DISCUSSION OF SUPERINTENDENT SEARCH AND 551.071 CONSULTATION WITH ATTORNEY COLLEAGUES.

WE WILL MEET UPSTAIRS IN THE BOARDROOM.

TAKE A QUICK BREAK.

I'D SAY 8:40 OR 7 MINUTES FROM NOW.

WE'LL SEE YOU UP THERE.

[02:25:02]

THE BOARD IS RETURNING TO OPEN SESSION AT 11:27 P.M..

[X. RECONVENE OPEN MEETING]

HAVING TAKEN NO ACTION WHILE IN CLOSED SESSION.

THIS MEETING IS ADJOURNED AND 11:27 P.M.

ON MAY 23RD, 2022.

* This transcript was compiled from uncorrected Closed Captioning.