Aug 25, 2022 Study Session

[00:00:02]

WE ARE IN OPEN SESSION.

[I. CALL TO ORDER]

TODAY, WE WILL CONSIDER THE LEVEL THREE GRIEVANCE OF LAUREN MCDONNELL UNDER BOARD POLICY, EPA, LOCAL STUDENT AND PARENT

[II. A. Consider and Take Possible Action Regarding the Administration's Recommendation on the Appeal from LM (Parent)]

THE FOLLOWING BOARD MEMBERS ARE PRESENT.

I AM REGINA HARRIS AND I WILL SERVE AS THE CHAIR OF THE MEETING.

WE ALSO HAVE MS. DEBBIE RENTERIA, WHO IS OUR VICE PRESIDENT OF THE BOARD.

WE HAVE MS. RACHEL MCGOWAN.

WE HAVE VANESSA PACHECO AND MR. CHRISTOPHER POTEET.

A QUORUM IS PRESENT AND WE PREVIOUSLY CONVENED AN OPEN MEETING, ANNOUNCE THAT A CLOSED SESSION WOULD BE HELD, AND IDENTIFY THE APPLICABLE SECTION OF THE TEXAS OPEN MEETINGS ACT AUTHORIZING THIS CLOSED SESSION.

BUT WE ARE NOW IN OPEN SESSION AGAIN.

ALSO PRESENT IN THIS HEARING ARE LAUREN MCDONOUGH [INAUDIBLE].

RANDY BLANKENSHIP.

NON-LEGAL REPRESENTATIVE FOR MS. MCDONOUGH, TABITHA BRANUM SUPERINTENDENT.

DR. MATTHEW GIBBONS, ASSISTANT SUPERINTENDENT.

ADMINISTRATIVE SERVICES.

PEGGY DILLON EXECUTIVE DIRECTOR.

PIERCE LEARNING COMMUNITY.

LATISHA MCGOWAN GENERAL COUNSEL.

GILBERT GARCIA ASSISTANT GENERAL COUNSEL.

WE ARE MAKING A RECORD OF THE PROCEEDINGS BEFORE THE BOARD IN THIS LEVEL THREE GRIEVANCE APPEAL.

THESE PROCEEDINGS ARE BEING TAPED AND OR VIDEO RECORDED TO PROVIDE AN ACCURATE RECORD.

I REQUEST THAT ALL PARTICIPANTS AVOID TALKING WHEN OTHERS ARE SPEAKING SO THAT THE RECORD WILL ACCURATELY REFLECT THE PROCEEDINGS. PLEASE ENDEAVOR TO MAKE YOUR VERBAL STATEMENTS AS CLEAR AND COMPLETE AS POSSIBLE.

REMEMBER THAT THE RECORDING WILL NOT REFLECT GESTURES OR ANY OTHER FORM OF NONVERBAL COMMUNICATIONS.

THE RECORDING AND ANY TRANSCRIPT OF WHAT IS PRESENTED HERE TODAY, TOGETHER WITH THE DOCUMENTS RELATING TO THIS GRIEVANCE WHICH HAVE BEEN PROVIDED TO THE BOARD AND ADMITTED INTO THE RECORD TOGETHER WITH THE DISTRICT'S FMG COMPLAINT POLICY, OTHER APPLICABLE POLICIES AND THE AGENDA AND MINUTES FOR THIS MEETING, ONCE APPROVED, WILL CONSTITUTE THE DISTRICT'S RECORD OF THE GRIEVANCE HEARING.

THIS IS A GRIEVANCE PRESENTATION AND NOT A FORMAL EVIDENTIARY HEARING.

THERE WILL BE NO PRESENTATION OR CROSS-EXAMINATION OF WITNESSES.

THIS PRESENTATION WILL BE CONDUCTED AS FOLLOWS.

WHO WILL BE PRESENTING ON YOUR END.

ALL RIGHT. SO MISS MCDONOUGH AS WELL, MR. BLANKENSHIP, AS THE REPRESENTATIVE FOR MS. MCDONOUGH IS HERE WITH US.

BUT MS. MCDONOUGH WILL BE PRESENTING HER REMARKS TO THE BOARD.

MRS. MCDONOUGH WILL HAVE 10 MINUTES TO MAKE HER PRESENTATION.

AFTER THE GRIEVANCE PRESENTATION, THE ADMINISTRATION'S REPRESENTATIVE, DR.

MATTHEW GIVENS, WILL PRESENT THE ADMINISTRATION'S RESPONSE.

DR. GIBBONS ALSO WILL HAVE 10 MINUTES FOR HIS PRESENTATION.

MS. MCDONOUGH, IF YOU WOULD LIKE TO RESERVE UP TO 2 MINUTES OF YOUR 10 MINUTES FOR REBUTTAL, PLEASE TELL ME HOW MUCH TIME YOU WOULD LIKE TO RESERVE. I REMIND YOU THAT YOUR REBUTTAL IS LIMITED TO MATTERS RAISED IN THE ADMINISTRATION'S RESPONSE AND NOT NEW MATTERS. SO.

MS. MCDONOUGH.

HOW MUCH TIME WOULD YOU LIKE TO RESERVE IF YOU WOULD LIKE TO RESERVE THAT TIME? YOU WANT THAT 2 MINUTES. MS. OLIVER, WOULD YOU PLEASE SAVE TIME FOR US? THANK YOU VERY MUCH.

THE BOARD HAS RECEIVED THE DOCUMENTS IDENTIFIED LAST WEEK THROUGH THE DOCUMENT SUBMISSION PROCESS, AND THOSE DOCUMENTS ARE ADMITTED INTO RECORD.

NO NEW DOCUMENTS OR EVIDENCE SHALL BE PRESENTED.

BOARD MEMBERS MAY ASK SUCH QUESTIONS OF THE PARTIES, AS WILL AID THEIR UNDERSTANDING OF THE GRIEVANCE OF THE ADMINISTRATION'S RESPONSE.

I WOULD REQUEST, HOWEVER, THAT THE BOARD REFRAIN, THE BOARD MEMBERS REFRAIN FROM INTERRUPTING OR ASKING QUESTIONS UNTIL THE PARTIES HAVE COMPLETED THEIR PRESENTATIONS SO THAT WE CAN MAINTAIN AN ACCURATE RECORD OF THE TIME USED BY EACH PARTY.

ARE THERE ANY QUESTIONS REGARDING THE CONDUCT OF THIS HEARING?

[00:05:05]

RIGHT. SO.

THE AGREEMENT MAY PROCEED WITH THE LEVEL THREE GRIEVANCE PRESENTATION.

THANK YOU. I MISS MCDONOUGH.

MS. MCDONOUGH.

FILE THIS F&G FORMAL COMPLAINT APPEAL LEVEL THREE.

I WANT TO THANK YOU ALL FOR SCHEDULING THIS AND TAKING THE TIME TO HEAR AND PROVIDE REMEDY TO THE MANY ALLEGATIONS CONTAINED IN THIS PRESENTATION.

YOU WILL FIND THAT THIS COMPLAINT BEGINS WITH MS. BLACKWOOD, MY DAUGHTER'S THIRD GRADE MUSIC TEACHER, NOT TAKING RESPONSIBILITY FOR SHOWING AN INAPPROPRIATE, UNAPPROVED PG MOVIE, TURNING READ TO HER CLASS AT MOHAWK ELEMENTARY, FOLLOWED BY A GROWING LIST OF EDUCATORS AND SCHOOL DISTRICT OFFICIALS UNABLE TO APPROPRIATELY HANDLE THIS FORMAL COMPLAINT, UNDERSTAND CONFLICT OF INTEREST, AND CONFORM TO SCHOOL DISTRICT POLICY AND TEXAS LAW.

I HAVE YET TO RECEIVE A COMPLETE RESPONSE OR REMEDY TO ANY ALLEGATIONS MADE, MUCH LESS AN APOLOGY.

CASUAL OBSERVERS FROM OUTSIDE THE SCHOOL DISTRICT WOULD MOST LIKELY SAY THAT RICHARDSON ISD HAS INEPT EDUCATORS IN SCHOOL OFFICIALS GIVING DEFIANT NONSENSE, ILLOGICAL RESPONSES THAT GIVE THE IMPRESSION OF, AT BEST, INCOMPETENCE AND, AT WORST, CONSPIRACY.

TRUST HAS BEEN BROKEN WITH THE TEACHERS, ADMINISTRATORS AND DISTRICT, AND I WISH TO ENSURE THAT THIS DOES NOT HAPPEN TO OTHER STUDENTS.

THE FOLLOWING TEXAS LAWS HAVE BEEN IGNORED AND VIOLATED A TEXAS EDUCATION CODE SECTION 4.001B PARENTS WILL BE PARTNERS WITH EDUCATORS VIOLATED BY MS. BLACKWOOD AND MRS. NEWMAN BY NEGLIGENCE TO HONOR PARENTAL RIGHTS.

B FAMILY CODE SECTION 261.0011A AND B REFERRING TO ABUSE OF A CHILD RELATING TO THE ACTIONS OF MRS. BLACKWOOD OFFERING AND SHOWING AN INAPPROPRIATE AND UNAPPROVED PG MOVIE TO THIRD GRADERS.

FAMILY CODE SECTION 261.0015 CLARIFIES PERSON RESPONSIBLE FOR A CHILD'S CARE INCLUDES EDUCATORS VIOLATED BY MS. BLACKWOOD AND MS. NEWMAN, WHO, BY POSITIONS OF AUTHORITY, WERE RESPONSIBLE.

THE TEXAS EDUCATION CODE SECTION 26.001 REFERS TO PARENTAL RIGHTS VIOLATED BY MS. BLACKWOOD AND MS. NEWMAN BY NEGLIGENCE TO HONOR PARENTAL RIGHTS.

TEXAS EDUCATION CODE SECTION 26.010 EXEMPTION FROM INSTRUCTION VIOLATED BY MS. BLACKWOOD AND MS. NEWMAN.

FURTHERMORE, MS. DILLON CONTESTED THE LEGAL STANDING OF THE NOTICE AND DECLARATION OF PARENTAL RIGHTS FORM, WHICH MS. NEWMAN ACCEPTED AND SIGNED THE NOTICE AND DECLARATION OF PARENTAL RIGHTS AS A LEGAL AND BINDING CONTRACT BACKED BY CODIFIED LAW.

MS. BLACKWOOD DOES NOT UNDERSTAND THE UNETHICAL PRACTICE OF SHOWING PG MOVIES TO CHILDREN OR THE DANGERS OF COVERING HUMAN SEXUALITY TOPICS WITHOUT PARENTAL PERMISSION AND NOTIFICATION, ESPECIALLY WHEN THIS HAS BEEN EXPLICITLY REQUESTED.

MS. BLACKWOOD HAS YET TO ACKNOWLEDGE THE ETHICAL CONCERN SHE HAS CREATED.

MS. NEWMAN REJECTED HER CONFLICT OF INTEREST AS ADMINISTRATOR OF THE LEVEL ONE AND REFUSED TO RECUSE HERSELF.

TEXAS EDUCATION CODE SECTION 28.00 FOR VIOLATED BY MS. BLACKWOOD, WHO WILLINGLY AND INTENTLY INTRODUCED A PG MOVIE CONTAINING INAPPROPRIATE CONTENT IN HUMAN AND SEXUALITY.

TOPICS 19 TEXAS ADMINISTRATION CODE ADMINISTRATIVE CODE 247 EDUCATORS CODE OF ETHICS SECTION 247.1.

MS. BLACKWOOD EXPOSED AND ABUSED CHILDREN KNOWINGLY AND INTENTIONALLY WITH MATERIAL CAPABLE OF PRODUCING MENTAL, EMOTIONAL AND PSYCHOLOGICAL INJURY.

MS. BLACKWOOD LACKS GOOD JUDGMENT AND MATURITY.

I REQUESTED MS..

BLACKWOOD RESIGN OR BE GIVEN A TWO YEAR SUSPENSION OF HER TEACHING CERTIFICATE.

IT SHOULD BE NOTED THAT NO DISCUSSION OF AN ALTERNATIVE ACTION HAS BEEN PRESENTED.

MRS. NEWMAN, ADMINISTRATOR, LEVEL ONE AND MS. DILLON, ADMINISTRATOR LEVEL TWO HAVE NOT FAITHFULLY ADDRESSED THE CLAIMS LISTED IN THE F&G COMPLAINT.

IN ADDITION, MRS. NEWMAN ADMITTED SHE DID NOT HAVE THE AUTHORITY TO REMEDY THE ALLEGED PROBLEMS, WHICH I HAD ANNOUNCED PRIOR TO THE LEVEL ONE HEARING.

BOTH MS. NEWMAN AND MS. DILLON LACK COMPETENCE TO ADMINISTRATE ADMINISTER EITHER.

LEVEL OF THE COURT FORMAL COMPLAINT DR.

DARWIN SPILLER, MRS. NEWMAN AND MS. DILLON REFUSED TO COMPLY WITH OR ACKNOWLEDGE THE VIOLATIONS OF THE BOARD MANUAL F AND G LOCAL BY HOLDING THE INITIAL HEARING AT A LEVEL ONE WHEN IT SHOULD HAVE BEGUN AT A LEVEL TWO.

DR. MATTHEW GIBBONS ASKED FOR AN INFORMAL MEETING, WHICH I AND MY REPRESENTATIVE ACCEPTED.

MS. NANCY KINSEY AND MS. DILLON WERE ALSO IN ATTENDANCE FOR THE INFORMAL MEETING THAT TOOK PLACE ON JUNE 15TH, 2022.

GOING THROUGH THE LIST OF CLAIMS, ALL REQUESTED ACTIONS WERE OPEN TO DISCUSSION, ALLOWING GREATER LATITUDE FOR ALTERNATIVE DISCIPLINARY ACTIONS.

DR. GIBBONS HAS RESPONDED WITH SILENCE ON MOST CLAIMS AND NO DISCIPLINARY ACTIONS, ALTHOUGH I APPRECIATE THE MEETING I HAD WITH PRINCIPAL NEWMAN, MS. DILLON, AND MY TEACHER, MY CHILDREN'S TEACHERS BEFORE THE SCHOOL YEAR BEGAN.

THIS ONLY HELPS PROTECT MY CHILDREN.

IT DOES NOT MITIGATE THE SYSTEMIC PROBLEMS OF TRANSPARENCY, VIOLATION OF PARENTAL RIGHTS, AND INAPPROPRIATE CONTENT BEING PROVIDED TO THE STUDENTS OF RISD.

[00:10:07]

ONE MS.. BLACKWOOD SUBMIT HER RESIGNATION OR HAVE HER TEACHING CERTIFICATE SUSPENDED FOR TWO YEARS FOR REASONS GIVEN.

TO REQUEST MRS. NEWMAN BE CONSIDERED FOR SUSPENSION OF HER CERTIFICATE OR OFFICIALLY REPRIMANDED FOR REASONS GIVEN.

THREE REQUEST DR.

SPILLER BE OFFICIALLY REPRIMANDED FOR HIS FAILURE TO CONDUCT THE SCHEDULING REQUIREMENTS HE WAS ASSIGNED AND FOR IGNORING ALL QUESTIONS AND CONCERNS THAT MANIFESTED HIS UNPROFESSIONAL CONDUCT.

FOR REQUEST. INTERIM SUPERINTENDENT TABITHA BRANUM TO BE OFFICIALLY REPRIMANDED.

SHE FAILED TO EXERCISE HER LEADERSHIP POSITION AFTER BEING FULLY AWARE OF THE CONFLICT OF INTEREST MATTER, THE NONCOMPLIANCE TO BOARD MANUAL POLICY AND FAILURES OF DR.

SPILLER. FIVE REQUESTS THAT BOARD REVIEWS AND EDITS THE FORMAL GRIEVANCE PROCESS PROCEDURES, INCLUDING THE CONFLICT OF INTEREST ISSUES TO BETTER SERVE THE CONSTITUENTS OF RISD.

SIX REQUESTS THE RISD REVIEWS, EDITS AND CREATES POLICIES TO ENSURE TRANSPARENCY WITH THE COMMUNITY AND PARENTS.

ENSURE THAT PARENTAL RIGHTS ARE NOT VIOLATED, AND ENSURE AN OPT IN PERMISSION VERSUS OPT OUT FOR ALL CONTROVERSIAL ISSUES.

THIS MUST INCLUDE A PUBLIC STATEMENT REINFORCING THAT PARENTS ARE THE PRIMARY DECISION MAKERS FOR THEIR CHILDREN'S EDUCATION, MEDICAL CARE, ETC.

AND THE DISTRICT AND TEACHERS PLAY A SECONDARY ROLE.

ALL DISTRICT EMPLOYEES SHOULD BE THOROUGHLY EDUCATED ON THESE POLICIES AND ASSOCIATED LAWS, INCLUDING, BUT NOT LIMITED TO PARENTAL RIGHTS LAWS AND CONTROVERSIAL ISSUES.

SEVEN REQUEST THAT THERE IS A DISCIPLINARY PROCESS CREATED AND ENFORCED FOR ALL VIOLATIONS OF THE ITEMS LISTED ABOVE.

EIGHT REQUESTS THAT ISD PROVIDES DOCUMENTATION ON ALL REQUESTS TO SHOW EVIDENCE OF NOT ONLY HEARING THESE COMPLAINTS, BUT ALSO TAKING APPROPRIATE ACTION TO PROVIDE REPARATIONS TO MY FAMILY, OTHER PARENTS IN THE COMMUNITY.

TRUST HAS BEEN BROKEN WITH RAISED IN THE COMMUNITY.

IT IS IMPERATIVE FOR YOU TO TAKE ACTION TO REPAIR THIS TRUST.

NOT AT THE END OF MY PRESENTATION.

THANK YOU. THE ADMINISTRATION MAY NOW PROCEED WITH ITS PRESENTATION.

THANK YOU, BOARD OF TRUSTEES. BEFORE I BEGIN, I WANTED TO GIVE SOME CONTEXT AROUND THE LOGISTICS OF THIS PARTICULAR GRIEVANCE.

TO BE CLEAR, THERE WERE TWO LEVEL ONE GRIEVANCES SUBMITTED BY MS. MCDONOUGH. THE FIRST FOCUSED ON THE EVENT OF CONCERN THAT HAPPENED AT MOHAWK ELEMENTARY, AND THE SECOND INVOLVED COMPLAINTS AROUND THE GRIEVANCE PROCESS IN REGARD TO THE INTERPRETATION OF THE FNG POLICY ITSELF AND THE EMPLOYEES WHO ARE RESPONSIBLE FOR ENACTING THIS POLICY.

ALTHOUGH THE DISTRICT DOES VALUE FEEDBACK IN THE AREA OF LOCAL POLICIES, THE GRIEVANCE DOES NOT HAVE THE ABILITY TO DICTATE THE DISTRICT PROCESS OR CLAIMS OF NEGLIGENCE AROUND EMPLOYEES WHO ARE SIMPLY ACTING WITHIN THE SCOPE OF THEIR RESPONSIBILITIES.

IN RESPECT TO THE TIME LIMIT WE HAVE HERE TODAY.

I'M GOING TO KEEP MY RESPONSE FOCUSED ON THE ORIGINAL COMPLAINT AND THE DISTRICT'S ATTEMPT TO RECTIFY THE ISSUE WITH MS..

MCDONOUGH AND MOHAWK ELEMENTARY.

ON FRIDAY, MARCH 11TH, MS. BLACKWOOD MUSIC TEACHER AT MOHAWK ELEMENTARY SHOWED THE MOVIE TURNING RED AS A REWARD FOR POSITIVE STUDENT BEHAVIOR.

MS. MCDONAGH BECAME AWARE OF THE MOVIE EVENT OVER SPRING BREAK AND REACHED OUT TO THE CAMPUS ON MONDAY, MARCH 28TH, VIA EMAIL TO VOICE HER CONCERN AROUND THE CONTENT OF THE MOVIE AND THE VIOLATION OF A PARENTAL CONSENT DOCUMENT SHE HAD TURNED IN AT THE BEGINNING OF THE YEAR.

UPON READING ABOUT THE COMPLAINT FROM MS. MCDONOUGH, MS. BLACKWOOD SENT A VERY APOLOGETIC AND TRANSPARENT RESPONSE BACK, ADMITTING TO HER MISTAKE, APOLOGIZING FOR THE MISTAKE, AND ASSURING MS. MCDONOUGH AND THE ENTIRE CLASS WOULD BE CONTACTED FOR APPROVAL PRIOR TO ANY ADDITIONAL MOVIES, ET CETERA OCCURRING IN HER CLASSROOM.

MS. BLACKWOOD'S REPLY WAS HONEST AND RESPONSIVE TO THE ISSUE AT HAND AND IS WHAT IS EXPECTED IN REGARD TO PROFESSIONAL COMMUNICATION FROM AUTHORIZED STAFF.

HER EMAIL WAS PROMPTLY PREEMPTED BY A TELEPHONE CALL BETWEEN MR. BENSON, THE MOHAWK ASSISTANT PRINCIPAL, AND MS. MCDONOUGH. SO AS YOU CAN SEE, ATTEMPTS WERE MADE AT THE INITIAL COMPLAINT TO RESOLVE THE ISSUE WITH THE CORRECTIVE ACTION STATED IN MS. BLACKWOOD'S RESPONSE.

DESPITE THESE ATTEMPTS TO RESOLVE THIS CONCERN INFORMALLY, MS. MCDONOUGH, WITH ASSISTANCE FROM HER NON LEGAL REPRESENTATION, RANDY BLANKENSHIP FILED A NINE PAGE LEVEL ONE GRIEVANCE WITH VOLUMINOUS NUMBERS OF ATTACHMENTS ON APRIL 8TH. WITHIN THIS COMPLAINT, ITEMS WERE SUBMITTED INCLUDING BUT NOT LIMITED TO COMPLAINING.

THERE WAS A CONFLICT OF INTEREST WITH MS. NEWMAN BEING THE LEVEL ONE HEARING OFFICER AND REQUESTING A RESIGNATION OR A TWO YEAR SUSPENSION OF MS. BLACKWOOD'S TEXAS TEACHING CERTIFICATE.

AS MENTIONED EARLIER, IT WAS ALSO REQUESTED TO ADDRESS AND CHANGE VERBIAGE TO THE FLAG POLICY.

A LEVEL ONE GRIEVANCE WAS HELD ON APRIL 21ST.

PRESENT FOR THE MEETING WHERE LAURA MCDONOUGH, RANDY BLANKENSHIP, STEPHANIE BLACKMAN AS A FACILITATOR AND DENISE NEWMAN AS A HEARING OFFICER.

A RESPONSE TO THE MEETING FOR MISS NEWMAN WAS SENT ON APRIL 28TH.

IN REVIEWING MS. NEWMAN'S RESPONSE, SHE'S CLEAR IN HER STATEMENTS THAT MS. BLACKWOOD WAS TRULY REMORSEFUL FOR HER MISTAKE AND THAT MS. NEWMAN HAD MET WITH MS. BLACKWOOD, REVIEWED THE PARENTAL RIGHTS DOCUMENT SHE HAD RECEIVED AT THE BEGINNING OF THE YEAR, REVIEWED THE CAMPUS POLICY AROUND SHOWING MOVIES AND DISCUSS POSSIBLE ALTERNATIVE REWARD IDEAS OTHER THAN SHOWING MOVIES.

[00:15:01]

MS. NEWMAN CONCLUDED SHE WOULD NOT BE SEEKING A TWO YEAR SUSPENSION OR RESIGNATION OF MS. BLACKWOOD BASED ON THE INCIDENT BROUGHT FORTH.

SHE ALSO STATED THAT ANY PERSONNEL RECOMMENDATIONS WOULD START WITH THE PRINCIPAL AND THAT SHE WAS THE APPROPRIATE PERSON TO HEAR THE LEVEL ONE COMPLAINT.

AND LASTLY, THAT THE MULTIPLE ADDITIONAL REQUESTS MADE AT THE LEVEL ONE HEARING WERE OUTSIDE THE SCOPE OF HER AUTHORITY TO GRANT.

SO THE ADDITIONAL REQUESTED RELIEF WAS ALSO DENIED.

LEVEL TWO APPEAL WAS RECEIVED ON MAY 5TH.

IN THEIR APPEAL RESPONSE, MS. MCDONOUGH AND MR. BLANKENSHIP ARGUED THAT THE LEVEL ONE RESPONSE RECEIVED FAILED TO COMPLY WITH THE REMEDIES SOUGHT IN THEIR ORIGINAL COMPLAINT, SUCH AS MS. NEWMAN NOT BEING APPROPRIATE LEVEL ONE FACILITATOR AND MS. BLACKWOOD SHOWING A DISNEY CHILDREN'S MOVIE TO REITERATE THEIR CLAIMS AROUND MS. BLACKWOOD, THEY SHARED COMMENTS THAT EVEN THOUGH SHE APOLOGIZED FOR NOT GETTING PARENTAL CONSENT, MS. BLACKWOOD DID NOT APOLOGIZE SPECIFICALLY FOR SHOWING A PG MOVIE, WHICH IN THEIR CONCLUSION INDICATES THAT SHE DOES NOT OBSERVE SCHOOL POLICY, DOES NOT GRASP ETHICAL ISSUES AT HAND, AND LACKS MATURITY TO BE LEFT IN THE CARE OF CHILDREN.

SEVERAL OTHER REQUESTS FOR ADDITIONAL ACTIONS WERE SHARED IN THEIR LEVEL TWO APPEAL.

ONE THING TO NOTE IS THAT THE PARENTAL RIGHTS DOCUMENT MS..

MCDONOUGH SUBMITTED WAS A FORM PRINTED OFF OF THE INTERNET.

IT'S NOT A DOCUMENT CREATED OR DISTRIBUTED BY TEA OR THE STATE.

A LEVEL TWO APPEAL HEARING WAS HELD ON MAY 12TH IN ATTENDANCE, WHERE STEPHANIE BLACKMAN IS THE FACILITATOR, PEGGY DILLON, THE EXECUTIVE DIRECTOR OF THE PEIRCE LEARNING COMMUNITY.

AS A HEARING OFFICER, LORA MCDONOUGH AND RANDY BLANKENSHIP.

IN THIS MEETING, MS.. MCDONOUGH AND MR. BLANKENSHIP REITERATED THE SAME CONCERNS AROUND MS. NEWMAN HAVING A CONFLICT OF INTEREST, PERMISSION SLIP, NOT BEING SENT HOME TO SEEK APPROVAL FOR THE MOVIE PLAY TO MS. BLACKWOOD'S CLASS AND FINALLY ALLEGING THAT TEACHERS ARE ARE ALLOWED TO DO WHATEVER THEY WANT AT MOHAWK.

AS MENTIONED THROUGHOUT MY RESPONSE, SEVERAL OTHER ISSUES AROUND THE GRIEVANCE PROCESS WERE BROUGHT UP DURING THE MEETING THAT CAN BE REVIEWED IN PEGGY DILLON'S LEVEL TWO RESPONSE AS A SUMMARY OF THE RELEVANT TOPICS TO THE ORIGINAL COMPLAINT WAS STILL IN RESPONDED WITH SOME OF THE FOLLOWING PROFANITY POLICY LOCAL.

IT IS THE LOWEST LEVEL ADMINISTRATOR WHO HAS THE AUTHORITY TO REMEDY THE ALLEGED PROBLEM THAT WILL RESIDE OVER A LEVEL ONE HEARING.

MS. NEWMAN WAS WELL WITHIN HER PURVIEW TO PRESIDE OVER THE HEARING, SINCE SHE IS MS. BLACKWOOD'S PRINCIPAL AND SUPERVISOR.

MS. NEWMAN FOLLOWED PROPER PROTOCOL AND PROCEDURE WHEN DEALING WITH THE FIRST TIME OFFENSE OF THIS NATURE BY A TEACHER.

THE SPECIFICS OF DISCIPLINARY DECISIONS INVOLVING TEACHERS ARE CONFIDENTIAL BY LAW AND CANNOT BE DISCUSSED.

BASED ON MY INVESTIGATION, THE SITUATION WITH MS. BLACKWOOD HAS BEEN THOROUGHLY ADDRESSED.

AND FINALLY, THE ACTIONS OF MS. BLACKWOOD AND MS. NEWMAN DO NOT RISE TO THE LEVEL OF AN OFFICIAL REPRIMAND OR SUSPENSION AND WILL NOT BE GRANTED.

DESPITE THE CLARITY GIVEN IN MS. DYLAN'S LEVEL TWO RESPONSE ON MAY 26TH, THE LEVEL THREE NOTICE OF APPEAL WAS SUBMITTED BY MS. MCDONOUGH AND MR. BLANKENSHIP, REITERATING THE REQUEST OF A TWO YEAR SUSPENSION OF MS..

BLACKWOOD AND THE CONSIDERATION OF SUSPENSION FOR MS..

NEWMAN. THROUGH THE APPEAL PROCESS.

MR. BLANKENSHIP AND MS. MCDONOUGH REQUESTED SEVERAL EXPERIENCED PROFESSIONAL EMPLOYEES BE EITHER TERMINATED OR REPRIMANDED BASED ON THEIR ACTION AROUND THE FLAG POLICY.

AS A REPRESENTATIVE OF THIS DISTRICT, I CANNOT ESCAPE THE NEED TO EXPRESS MY SUPPORT AND FULL CONFIDENCE IN ALL OUR EMPLOYEES MENTIONED THROUGHOUT THE VARIOUS RESPONSES.

I STRONGLY CONCUR THAT PUBLIC EDUCATORS SHOULD BE HELD TO A HIGH STANDARD OF CONDUCT AND PROFESSIONALISM.

BUT THE CLAIMS LAID OUT BY MS. MCDONOUGH AND MR. BLANKENSHIP AND THE VARIOUS SUBMITTED RESPONSES HAVE BEEN DISRESPECTFUL IN NATURE AND WITHOUT ANY MERIT.

THESE EMPLOYEES WERE SIMPLY FULFILLING THEIR DUTIES OF THE GRIEVANCE PROCESS.

HER POLICY AND INFORMAL MEETING WAS OFFERED TO MS. MCDONOUGH, AND SHE ACCEPTED.

ATTENDEES INCLUDED NANCY KINSEY, EXECUTIVE DIRECTOR OF HR.

PEGGY DILLON, EXECUTIVE DIRECTOR OF THE PEARSON LEARNING COMMUNITY.

LAURA MCDONOUGH. RANDY BLANKENSHIP.

AND MYSELF. THE MEETING WAS HELD ON JUNE 15TH AT 7 A.M.

AS THE MEETING BEGAN, MR. BLANKENSHIP PASSED OUT A DOCUMENT ENTITLED ISSUES TO PRESENT AND RESOLVE THAT MR. GIBBONS CALLED INFORMAL MEETING.

HE REQUESTED THAT I DOCUMENT AND SIGN OFF ON THE REQUESTED RELIEF OF THE VARIOUS REMEDIES THAT WERE LISTED ON THE DOCUMENT.

I DECLINED, BUT DID AGREE TO ADDRESS THE ISSUES THAT WERE PRESENTED ON THE DOCUMENT.

IN MY OPINION, THIS WAS A PRODUCTIVE MEETING IN WHICH I AND OTHER STAFF WERE ABLE TO HEAR THE BASIS BEHIND SOME OF THE FRUSTRATIONS MS. MCDONOUGH HAD EXPERIENCED THROUGHOUT THE GRIEVANCE PROCESS, AS WELL AS THE COMMUNICATION GAP SHE FELT HAD HAPPENED WITH MOHAWK THAT RESULTED IN A LOSS OF TRUST.

I APPRECIATED HER HONESTY AND PLAUSIBLE IDEAS FOR RESOLUTION.

WE TALKED THROUGH WHAT NEXT STEPS COULD HAPPEN IN ORDER TO REBUILD THE TRUST AND CONFIDENCE SHE NEEDED TO HAVE AS A PARENT A STUDENT AT MOHAWK.

AFTER THE MEETING WAS COMPLETE, US IN AN EMAIL TO RECAP MY TAKEAWAYS AND NEXT STEPS.

THOSE STEPS DID INCLUDE A BEGINNING OF THE YEAR MEETING TO TAKE PLACE WITH MS. DILLON. APPROPRIATE CLASSROOM TEACHERS AND ADMINISTRATORS TO DISCUSS THE REQUESTS MADE BY MS. MCDONOUGH. THAT MEETING OCCURRED ON AUGUST 15.

IN MY EMAIL, I DID ASK FOR MS. MCDONOUGH TO RESPOND AND LET ME KNOW IF SHE WANTED TO PROCEED WITH THE LEVEL THREE HEARING.

ON JULY 10TH, MS. MCDONOUGH SENT AN EMAIL IN REGARD TO THE LEVEL THREE HEARING.

SHE STATED IN THE EMAIL THAT WAS THE IDEA THAT AN INFORMAL RESOLUTION WOULD BE CONSIDERED IF SHE AND MR. BLANKENSHIP RECEIVED ADEQUATE INFORMATION PERTAINING TO ANY DISCIPLINARY ENTRIES.

[00:20:02]

OBVIOUSLY, THIS REQUEST IS NOT VIABLE AS WELL AS NOT LEGAL.

I RESPONDED, LETTING THEM KNOW I WOULD NOT SHARE PERSONAL INFORMATION AT ANY LEVEL AND THAT THE LEVEL THREE HEARING WOULD NEED TO BE SCHEDULED.

IN SUMMARY, THIS ENTIRE GRIEVANCE AND APPEAL PROCESS CENTERS BACK TO A MUSIC TEACHER AT MOHAWK, MAKING THE MISTAKE OF SHOWING A PG MOVIE TO STUDENTS WITHOUT GETTING THE PROPER PERMISSIONS FROM PARENTS.

THIS BLACKWOOD ADMITTED TO THE MISTAKE, COMMUNICATED TO MS..

MCDONOUGH AND APOLOGIZED FOR THE ERROR.

SHE WAS COUNSELED BY HER IMMEDIATE SUPERVISOR.

THERE WAS TRAINING AND EXPECTATIONS THAT WERE COMMUNICATED TO THE ENTIRE MOHAWK STAFF, AND NEXT STEPS WERE PUT IN PLACE TO SUPPORT MS..

MCDONOUGH'S CHILDREN FOR THE 22-23 SCHOOL YEAR.

BASED ON THE DISTRICT'S RESPONSE, I WOULD ASK THAT THE BOARD UPHOLD THE DENIALS INCLUDED IN PEGGY DILLON'S LEVEL TWO RESPONSE.

THOSE INCLUDE SUSPENDING OR TERMINATING MS. BLACKWOOD'S TEACHING POSITION.

TERMINATING THE CONTRACT OR ENACTING ANY OFFICIAL REPRIMAND OF DENISE NEUMANN TERMINATING THE CONTRACT OR ENACTING ANY OFFICIAL REPRIMAND OF THE VARIOUS OTHER EMPLOYEES MENTIONED AS PARTICIPANTS IN THE FNG POLICY RESPONSIBILITIES.

AND AS FINAL NOTE, I CAN ASSURE THE BOARD WE WILL USE THE INFORMATION FROM BOTH THE WRITTEN SUBMISSIONS AND THE INFORMAL MEETING AS FEEDBACK.

AS THE DISTRICT BEGINS THE PROCESS OF REVIEWING AND REVAMPING THE MULTIPLE POLICIES, LOCAL POLICIES THAT GOVERN THE DISTRICT.

THANK YOU. THANK YOU, MS. MCDONOUGH. YOU MAY PRESENT ANY REBUTTAL TO MATTERS RAISED BY THE ADMINISTRATION'S RESPONSE AT THIS TIME.

THANK YOU. I WOULD LIKE TO.

I THINK THERE'S A LOT OF DIFFERENT WAYS TO READ INTO THE EMAIL FROM MS. BLACKWOOD THAT I RECEIVED BACK.

I WOULD NOT SAY IT WAS AN APOLOGY.

IT WAS, AND I'M SORRY FOR PROBLEMS THAT I'VE CAUSED.

THERE WAS NOT AN APOLOGY FOR ANY OF THE ACTIONS THAT WERE DONE OR ANY ACKNOWLEDGMENT THAT WHAT SHE DID WAS WRONG IN ANY WAY.

SAME WITH MS. NEWMAN.

I ACTUALLY HAVE A RELATIONSHIP WITH MS. NEWMAN AS I HAVE TALKED TO HER SEVERAL TIMES THROUGHOUT THE YEAR, AND I THOUGHT IT WAS VERY UNPROFESSIONAL THAT AT THAT POINT SHE HAD MR. BENSON CONTACT ME, WHO I'D NEVER SPOKEN WITH BEFORE, TO DEAL WITH THIS MATTER.

THE. AND MY RESPONSE WAS THAT FROM MR. BENSON WAS THAT AN EMAIL WAS SENT TO THE TEACHERS TO REINFORCE THIS POLICY.

TO ME, THAT'S NOT GOOD ENOUGH.

TRUST HAS BEEN BROKEN.

IT'S TELLING ME THAT YOU'VE DISCIPLINED, TELLING ME THAT YOU'VE DONE THESE THINGS.

I DON'T HAVE ANY TRUST IN THE DISTRICT ANYMORE.

SO WHY AM I GOING TO BELIEVE ANYTHING THAT I CAN'T VERIFY? I WAS EVEN DENIED LOOKING AT THE TEACHER HANDBOOK TO EVEN SEE THAT A POLICY WAS IN PLACE FOR THESE MOVIES.

AS FOR THE CONFLICT OF INTEREST IN NORMAL SITUATIONS, I WOULD BELIEVE MS. NEWMAN WOULD BE APPROPRIATE, EXCEPT FOR THE FACT THAT WE HAD HAD THE CONVERSATION ABOUT THE PARENTAL RIGHTS, WHICH THEN CREATED THE CONFLICT OF INTEREST.

THAT WE MENTIONED.

I JUST WANT TO SAY TO THE BOARD, I HOPE THAT YOU WILL NOT DISRESPECT JUSTICE LAWS IN YOUR OWN POLICIES OF MY COMPLAINT IN GIVING IN NOT TAKING IMMEDIATE ACTION OR DISMISSAL ON THIS FORMAL COMPLAINT, BUT TAKING THE TIME TO CONSIDER IT.

I FEEL THAT DR.

GIBBONS STATEMENT ABOUT MY COMPLAINT WAS VERY DISMISSIVE, VERY DISRESPECTFUL, AND VERY MUCH INVALIDATES MY CLAIM AS A PARENT.

AS MUCH AS I WANT TO TRUST MY TEACHERS AND HAVE GIVEN THEM THE BENEFIT OF THE DOUBT IN MY CHILDREN'S EDUCATION, THEY HAVE SHOWN THAT THAT TRUST HAS BEEN BROKEN AND I NEED MY TRUST TO BE REBUILT AND I NEED TO BE ALSO RESPECTED AS A PARENT IN KNOWING WHAT'S BEST FOR MY CHILDREN AND KNOWING WHAT HAPPENS WITH OTHER PARENTS IN THE DISTRICT.

AND THIS IS A SYSTEMIC ISSUE.

THANK YOU SO MUCH TO BOTH OF YOU.

DOES THE BOARD HAVE ANY QUESTIONS OF EITHER PARTY? MR. POTEET. THE I KNOW BOTH REFERENCED THE EMAIL FROM THE MUSIC TEACHER ORIGINALLY.

IS THERE JUST ONE? IS THAT RIGHT? OR IS THERE MULTIPLE EMAILS THAT THERE WERE? THERE WAS JUST ONE ITERATION OF CORRESPONDENCE.

THERE IS ONE EMAIL.

JUST WANT TO CONFIRM THAT I READ IT.

JUST WANT TO MAKE SURE I WASN'T MISSING ANOTHER.

IN ADDITION TO QUESTIONS FROM THE BOARD.

THANK YOU. SO THE LEVEL THREE GRIEVANCE PRESENTATION IS NOW CONCLUDED.

I WILL INSTRUCT THE BOARD MEMBERS REGARDING THE PROPER PROCESS OF REACHING A DECISION IN THIS CASE.

NOW THAT THE BOARD HAS HEARD THE APPEAL, THE BOARD HAS AT LEAST TWO OPTIONS.

ONE, THE BOARD MAY VOTE TO GRANT THE GRIEVANCE, WHICH MEANS THAT WE HAVE DETERMINED THAT MISS MCDONOUGH SHOULD BE GRANTED THE RELIEF REQUESTED IN THE GRIEVANCE, OR THE BOARD MAY VOTE TO DENY THE GRIEVANCE, WHICH MEANS THAT WE HAVE DETERMINED THAT MS. MCDONOUGH IS NOT ENTITLED TO THE RELIEF REQUESTED THROUGHOUT ITS DECISION MAKING PROCESS.

[00:25:04]

WE MAY NOT CONSIDER ANY STATEMENT, RUMOR OR OTHER INFORMATION THAT WE MAY HAVE HEARD OUTSIDE OF THIS PARTICULAR HEARING.

THE BOARD MAY NOW DELIBERATE REGARDING THE APPEAL WITH ALL PARTIES AND REPRESENTATIVES.

[CLOSED SESSION]

WE HAVE RETURNED FROM CLOSED SESSION.

[III. A. Consider and Take Possible Action Regarding the Administration's Recommendation on the Appeal from LM (Parent)]

NO ACTION WAS TAKEN IN CLOSED SESSION.

IS THERE EMOTION REGARDING THE GRIEVANCE? THERE IS MS. HARRIS.

THANK YOU FOR BRINGING YOUR CONCERNS TO THE TO THE BOARD.

PARENTS ARE A VITAL AND VALUABLE PARTNER IN THEIR CHILD'S EDUCATION, AND WE ACKNOWLEDGE THAT PARTNERSHIP.

HERE. THE TEACHER ACKNOWLEDGED THAT SHE DID NOT FOLLOW THE PROCEDURES AND THE TEACHER AND ADMINISTRATORS APOLOGIZED FOR HER ACTIONS.

THE REQUESTED REMEDY, HOWEVER, IS NOT APPROPRIATE FOR THE ACTION THAT OCCURRED.

THEREFORE, I MOVE TO DENY MS..

MCDONOUGH'S GRIEVANCE.

IS THERE A SECOND? SECOND. THANK YOU, MR. POTEET. THANK YOU, MS. RENTERÍA.

THERE'S BEEN A MOTION ON THE FLOOR BY MS. RENTERÍA. A SECOND BY MR. POTEET. IS THERE ANY DISCUSSION? AS PART OF THE BOARD RESPONSIBILITIES, WE DO HAVE A PROCESS FOR PERIODIC POLICY REVIEW.

PART OF THAT PROCESS.

THESE POLICIES REFERENCED TODAY WILL DEFINITELY BE REVIEWED.

ADDITIONALLY, THE ADMINISTRATION ALWAYS CONSIDERS OPPORTUNITIES FOR STAFF TRAINING.

WHEN DID YOU SAY THAT? THANK YOU, MR. POTEET.

IS THERE ANY OTHER DISCUSSION? ALL RIGHT. HEARING NONE.

BOARD, ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES 5-0.

THIS MOTION WILL SERVE AS MS. MADONNA'S NOTICE OF THE BOARD'S DECISION.

THIS GRIEVANCE IS CONCLUDED.

THANK YOU ALL FOR YOUR TIME.

[IV. BREAK]

[V. RESUME WORK SESSION]

THANK YOU AND WELCOME TO THE WORK SESSION OF THE RICHARDSON ISD BOARD OF TRUSTEES.

I AM REGINA HARRIS, PRESIDENT OF THE BOARD.

WE DO HAVE A QUORUM PRESENT AND THE MEETING IS CALLED TO ORDER AT 6:00 PM.

MR. EAGER AND MISS TIMMY COULD NOT BE HERE THIS EVENING.

SO WE ACTUALLY HAVE MR. EAGER, WHO WILL BE HERE VIA VIDEO CONFERENCE.

YOU CAN SEE HIM WAY UP THERE AT THE VERY TOP OF THE.

THERE YOU GO. HELLO, MR. EAGER. HOW ARE YOU?

[VI. PUBLIC COMMENT SECTION]

WELCOME TO YOUR NEW ROLE.

MR. POTEET IS SECRETARY, IF YOU DON'T MIND.

DO WE HAVE ANY CARDS FOR PERSONS WISHING TO ADDRESS THE BOARD? WE DO. WE DO.

AND PLEASE GIVE ME SOME GRACE.

AND DON'T COMPARE ME TO MS. RENTERÍA ON THE FIRST ONE.

AND I'M GOING TO USE I'M GOING TO USE THE THE AGENDA HERE.

SO THANK YOU, MS. HARRIS. 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 WORK SESSIONS LIKE THIS OR OTHER CALLED MEETINGS, PUBLIC COMMENT IS LIMITED TO AGENDA RELATED ITEMS. SPEAKERS HAVE 3 MINUTES TO PRESENT COMMENTS UNLESS THE TIME OF ALL SPEAKERS HAS BEEN REDUCED DUE TO A LARGE NUMBER OF SPEAKERS OR OTHER CIRCUMSTANCES, THAT'S NOT THE CASE.

TONIGHT, WE HAVE A BRIEF VIDEO TO INTRODUCE THE PUBLIC COMMENT 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 WE'LL COUNT DOWN A SPEAKER'S TIME 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 DOWNSTAIRS.

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.

[00:30:02]

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.

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

AND WE'LL START WITH MISS MELANIE VON EBERT.

GOOD EVENING. MY NAME IS MELANIE VON EBERT.

I HAVE A 10TH GRADER AT RICHARDSON HIGH SCHOOL.

I AM HERE TONIGHT TO DISCUSS OR TO SPEAK ON THE IMPORTANCE OF EDI IN OUR SCHOOL DISTRICT.

HELPING CHILDREN RECOGNIZE THE UNIQUE SIMILARITIES AND DIFFERENCES IN ALL PEOPLE, NOT JUST THE ONES THAT LOOK LIKE THEM OR ACT LIKE THEM IS IMPORTANT BECAUSE RACIAL AND CULTURAL DIVERSITIES ARE HALLMARKS OF OUR SOCIETY.

SOME WILL ARGUE AND TRY TO CONVINCE YOU THAT CRT AND EDI.

ARE ONE IN THE SAME.

THAT'S SIMPLY NOT TRUE.

AND THIS IS ALL BECAUSE OF FEAR MONGERING BEING SUPPORTED BY WIDESPREAD MISINFORMATION AND CONSPIRACY THEORIES BY POLITICAL EXTREMISTS.

MEDIA INITIATIVES ARE EXTREMELY IMPORTANT, COMMON AND NON-THREATENING.

TO CELEBRATE THIS DIVERSITY AND CULTIVATE HARMONY AND ASPECTS FOR ALL PEOPLE.

EDUCATORS MUST NURTURE EQUALITY AND INCLUSION WITHIN THE CLASSROOM.

STUDENTS ENTER THE CLASSROOM CARRYING AN ASSORTMENT OF BELIEFS.

THIS MAY INCLUDE RACIAL AND CULTURAL PREJUDICE, PREJUDICES PICKED UP FROM THEIR NEIGHBORHOODS OF CULTURE AND THEIR FAMILIES.

EDUCATORS CAN HELP COMBAT PREJUDICE AND RACIAL DISORDER BY SUPPORTING POSITIVE BEHAVIORS AMONG STUDENTS, FOSTERING A SENSE OF BELONGING FOR ALL STUDENTS AND THEIR FAMILIES, AND INSTILLING RESPECT FOR ALL PEOPLE.

WE GO. IF WE ARE GOING TO WORRY ABOUT CURRICULUM, LET'S ENSURE THAT WE ARE INCLUDING AN ACCURATE PORTRAYAL OF OUR COUNTRY'S HISTORY, INCLUDING THE GOOD, THE BAD AND THE UGLY.

KIDS NEED TO LEARN THAT IT IS POSSIBLE TO BE SIMULTANEOUSLY PROUD OF YOUR COUNTRY AND ACKNOWLEDGE ACKNOWLEDGE ITS SHORTCOMINGS.

BEYOND THIS, STUDENTS NEED TO BE EXPOSED TO DIVERSE POINTS OF VIEW AND LIFE EXPERIENCES TO HELP PREPARE THEM TO BE PART OF AN AGGRESSIVE AND AGGRESSIVELY

[00:35:07]

THANK YOU FOR YOUR TIME AND CONSIDERATION.

THANK YOU, MS. EBERT.

THE NEXT SPEAKER IS MR. EWAN BLACKMAN.

TO BE ABLE TO TRUST THESE ESTEEMED EMPLOYEES.

MANY GREAT ORATORS HAVE QUIPPED OVER THE AGES THAT IF THEY HAD TO DELIVER A SPEECH OF 5 MINUTES, THEN GIVE THEM WEEKS TO PREPARE A SPEECH OF 20 MINUTES.

A FEW HOURS TO PREPARE.

BUT THAT OF OURS.

WELL, I'M HERE NOW.

WHEN CAN WE START? IT TAKES AN EFFORT AND EDITING TO PRESENT THOUGHTS TO THE BOARD OF TRUSTEES.

IT IS A FOUNDING PRINCIPLE OF OUR ROBUST DEMOCRACY, TO QUOTE.

YOU PETITION THE GOVERNMENT FOR A REDRESS OF GRIEVANCES? WE, THE RESIDENTS OF RICHARDSON, YOUR CONSTITUENTS DESERVE TO BE HEARD AND SEEN.

WITH THAT IN MIND, I PROPOSE THREE CHANGES TO YOUR SPEAKING RULES.

I'VE BEEN HERE WHEN WE'VE HAD 32 PEOPLE SPEAK.

MY FIRST POINT AND SUBSEQUENTLY THEIR TIME IS CUT TO ONE MINUTE.

THAT MEANS WE GO FROM 96 POTENTIAL MINUTES OF COMMENTS TO 32 MINUTES OF COMMENTS.

DOES THAT ONE EXTRA HOUR BECOME A MAKE OR BREAK FOR OUR NIGHT? I'VE SAT HERE WITH YOU MANY TIMES TILL MIDNIGHT.

I DON'T THINK THAT'S TOO MUCH TO ASK.

WOULD YOU TRUNCATE THE AWARDS AND ACCOLADES AND THE CEREMONIES BEFORE THE BOARD MEETING TO GIVE YOUR CONSTITUENTS MORE TIME, PERHAPS IF MORE OF THEM HAVE SIGNED UP? THE PLEASE REMOVE CUTTING OF TIME TO ALLOW US TO SPEAK UNENCUMBERED.

SECONDLY, THE BOARD OF TRUSTEES HAS ON MANY OCCASIONS SAID, END QUOTE, WE SEE YOU MEANING.

WE SEE YOU AS HUMANS. WE SEE YOU AS VALUABLE.

IT'S DURING THESE MEETINGS QUITE OFTEN.

WE ARE NOT FILMED WHEN WE SPEAK.

APPARENTLY WE ARE SEEN UNLESS YOU SPEAK AT THE PODIUM AND THEN IT'S MORE LIKE WE DON'T WANT YOU TO BE SEEN, BUT PLEASE CHANGE THAT.

PUT THE CAMERA BACK ON THE SPEAKERS.

THAT'S RESPECTFUL AND DIGNITY FOR THE PEOPLE SPEAKING.

IT TAKES A LOT TO STAND HERE, AS YOU CAN HEAR MY VOICE.

IT IS STILL TO THIS DAY AND IT'S BEEN SEVEN YEARS.

IT IS INTIMIDATING, BUT THAT'S THE LEAST I THINK WE CAN DO.

THEN THANK YOU FOR ADDING NUMBER THREE, THE ONLINE SUBMISSION FORM.

THAT WAS A GREAT ADDITION, ALLOWING OUR CONSTITUENTS TO THE PEOPLE OF RICHARDSON TO ADD A REQUEST TO SPEAK.

THAT CLOSES AT NOON, HOWEVER.

I WOULD SAY LET'S MAKE THAT AN ADDITION AND NOT A REPLACEMENT TO THE CARD PROCESS.

LET'S LEAVE THE CARD PROCESS IN THERE AS WELL, BECAUSE SOME PEOPLE CAN'T ACCESS THE INTERNET DURING THE DAY.

MIGHT FORGET ABOUT IT WHEN THEY'RE BUSY.

SO LEAVE THAT. THERE'S A SMALL COST.

A VERY SMALL COST.

BUT IT WOULD HELP PEOPLE, YOU KNOW, 15 MINUTES BEFORE THE BOARD MEETING TO SIGN UP TO SPEAK RATHER THAN NOON THE DAY OF.

BUT PLEASE KEEP THOSE.

AND FINALLY GOING OVER SPEAKING RULES.

THEN PLAYING THE VIDEO AND THEN HANDING OUT PAGES WITH THE RULES ON THEM IS A BIT, AS MY STUDENTS WOULD SAY, EXTRA.

SO PLEASE COVER THE RULES WHEN THEY SIGN UP OR WHEN THEY GET A CARD.

SAVE THE VALUABLE TIME FOR THE SPEAKERS.

SO LET'S NOT ACCEPT THESE CHANGES STRAIGHT UP TONIGHT.

I KNOW IT'S AN INFORMATION ITEM, BUT PERHAPS WE CAN AMEND THEM AND CHANGE AND RESPOND TO THESE COMMENTS.

FIX THE POLICY BY ASCRIBING TO THOSE THREE SIMPLE CHANGES THAT I JUST OUTLINED.

I'LL BE SENDING OUT A SUMMARY TOMORROW FOR YOU GUYS TO REMEMBER WHAT I SAID, AND THANK YOU SO MUCH FOR YOUR TIME.

HAVE A GOOD EVENING. THANK YOU, MR. BLACKMAN. OUR NEXT SPEAKER IS MR. TJ CALLOWAY.

HELLO. MY NAME IS T.J.

CALLAWAY, AND MY CHILD ATTENDS ELEMENTARY HERE IN RISD.

I'M HERE TONIGHT TO EXPRESS SUPPORT FOR THE EQUITY, DIVERSITY AND INCLUSION DEPARTMENT, AND I LOOK FORWARD TO THEIR PRESENTATION TONIGHT.

THERE ARE MANY THAT HAVE COME TO THESE MEETINGS TO COMPLAIN ABOUT THIS PROGRAM.

THEY ARGUE THAT WE SHOULD RETURN TO TEACHING ONLY THE BASICS, BUT THAT THAT IS AN INADEQUATE AND SHORTSIGHTED VIEW OF HOW TO PREPARE OUR CHILDREN FOR ADULT LIFE, EMPLOYMENT AND ENTREPRENEURSHIP IN A MODERN AND GLOBAL GLOBALIZED WORLD.

MOST MAJOR CORPORATIONS TODAY HAVE SOME FORM OF AN EDI PROGRAM IN PLACE.

COMPANIES THAT DON'T ARE RAPIDLY ADOPTING THESE PROGRAMS BECAUSE THEY SEE WHAT GOOD EDI BRINGS TO THE WORKPLACE IN THE WAY OF BETTER COLLABORATION, CREATIVE PROBLEM SOLVING, MORE PRODUCTIVE TEAMS, EMPLOYEE RETENTION, AND INCREASED PROFITABILITY.

BUT MORE IMPORTANT THAN IT'S PROFIT THAN PROFITS, IT HELPS TO CREATE A BETTER SOCIETY.

IT HELPS PEOPLE TO CORRECT THE WRONGS OF THE PAST, NOT BY GUILTING OR SHAMING ANYONE, AS SOME PEOPLE ROUTINELY CLAIM, BUT BY TEACHING PEOPLE HOW NOT TO REPEAT THOSE SAME MISTAKES.

HOW NOT TO CONTINUE ABUSIVE CYCLES OF RACISM OR EMOTIONAL TRAUMA.

IT TEACHES PEOPLE TO BE SENSITIVE TO THE NEEDS OF OTHERS.

IT TEACHES PEOPLE TO PUT IN THE WORK TO UNDERSTAND WHERE OTHER PEOPLE ARE COMING FROM.

THIS IS GOOD AND NECESSARY WORK FOR EVERYONE IN ORDER TO BECOME A BETTER TO BECOME BETTER PEOPLE AND CREATE A KINDER AND MORE JUST SOCIETY FOR THOSE THAT DO NOT WANT TO PUT IN THAT WORK OR DON'T WANT THEIR CHILDREN TO.

[00:40:02]

IF THAT'S WHERE YOU ARE, THEN PLEASE SIMPLY OPT OUT AND STOP FIGHTING.

THE FACT THAT EDI EXISTS IN THIS WORLD.

THE REST OF US VALUE IT AND WANT TO PUT IN THE WORK.

I ASK SUPERINTENDENT BRANUM AND THE BOARD TO SUPPORT EDI AND RISD NOW AND IN THE FUTURE.

THANK YOU FOR YOUR TIME. THANK YOU, MR. CALLOWAY. AND OUR FINAL SPEAKER TONIGHT IS MISS AMY PHIPPS.

COMING IN HOT. OKAY.

MY NAME'S AMY PHIPPS. I HAVE THREE KIDS IN THE DISTRICT.

I WANTED TO TALK ABOUT THE SCHOOL STILL BEING THE FIRST THING IN THE MORNING THAT THE KIDS ARE TAUGHT.

MY DAUGHTER, I GOT AN AGENDA FROM HER FOURTH GRADE TEACHER, AND RIGHT OFF THE BAT, FIRST 25 MINUTES OF THE DAY IS.

SO AGAIN, WE'VE ADDRESSED THIS BEFORE.

WHY IS THIS STILL LIKE THE VERY, VERY FIRST THING THAT WE'RE GOING OVER KIDS RIGHT IN THE DOOR FRESH, THEY'RE READY TO GO? IT SEEMS LIKE WE HAVE BIGGER PRIORITIES.

DON'T INCLUDE.

NON CORE CURRICULUM, I GUESS IS THE WAY TO SAY.

AND I REALLY SHOULD BE DEDICATED TO CORE LEARNING, AND ESPECIALLY FOR THOSE OF US THAT HAVE OPTED OUT IN THE PAST.

SO AS SOON AS MY KID WALKS IN THE DOOR, SHE GETS SHIPPED TO THE LIBRARY.

SOMETIMES THE ATTENDANCE GETS MESSED UP.

THEY DON'T EVEN KNOW THEY'RE THERE.

IT'S LIKE. SO I WOULD JUST ASK THAT YOU AT LEAST RECONSIDER WHERE THAT GOES AND WHAT SLOT OF THE DAY.

ADDITIONALLY, HAVE YOU EVER ASKED THESE TEACHERS IF THEY'RE EVEN? SO WE'LL COVERING THIS TOPIC BECAUSE MOST OF THEM ARE NOT TRAINED IN THIS AREA.

AND I KNOW LOTS OF TEACHERS THAT HAVE.

OR NOT BECAUSE THEY FEEL LIKE IT'S OUT OF THEIR REALM OF WHAT THEY'RE SUPPOSED TO.

THEY HAVE NEVER FORMALLY BEEN TRAINED IN.

I LOVE MY NOTES. THE SECOND THING I WAS GOING TO ASK WAS.

I HAVE TO WAIT FOR ANOTHER MEETING.

THANK YOU FOR YOUR TIME. THANK YOU, MISS PHIPPS AND MS. HARRIS. THAT CONCLUDES OUR SPEAKERS TONIGHT.

PUBLIC SPEAKERS. WELL, THANK YOU, MR. POTEET. VERY GOOD JOB.

[VII.A. Superintendent's Start of School Update]

MRS. BRANUM. THANK YOU, MS. HARRIS. THANK YOU, BOARD OF TRUSTEES, AND THANK YOU TO ALL OF OUR VISITORS AND THOSE WHO MIGHT BE WATCHING AT HOME.

AND HELLO, MR. IGER.

WE'RE SO GLAD YOU WERE ABLE TO JOIN US AS WELL.

WE JUST THOUGHT IT WOULD BE A GREAT OPPORTUNITY.

WE ARE, BELIEVE IT OR NOT, IN WEEK TWO OF THE SCHOOL YEAR, WE ARE EIGHT DAYS IN TO THE 2223 SCHOOL YEAR.

AND IT REALLY, TRULY HAS BEEN A PHENOMENAL START AND A TREMENDOUS AMOUNT OF WORK, A TREMENDOUS AMOUNT OF BEHIND THE SCENES WORK BY MANY, MANY OF OUR CENTRAL AND CAMPUS LEADERS.

TAKE PLACES TAKE PLACE OVER THE SUMMER.

AND I KNOW SOMETIMES THERE MAY BE A PERCEPTION THAT LIKE, WHAT DO YOU ALL DO ALL SUMMER? IT'S GOT TO BE QUIET UP THERE.

AND OFTENTIMES IT'S REALLY A VERY INTENSE TIME FOR US BECAUSE WE'RE MAKING SURE THAT WE HAVE THE SUPPORTS AND THE RESOURCES AND QUALITY PROFESSIONAL DEVELOPMENT READY FOR OUR EDUCATORS WHEN THEY COME BACK SO THAT THEY CAN WELCOME OUR STUDENTS.

SO TONIGHT, WE'RE JUST GOING TO QUICKLY RUN THROUGH A LITTLE BIT OF OF HOW WE LAUNCH THE 22, 23 SCHOOL YEAR.

FIRST, I HAVE NOT HAD A CHANCE TO PUBLICLY AND TO OUR WHOLE COMMUNITY REALLY INTRODUCE OUR THEME FOR THIS YEAR.

AND IN CASE YOU HAVE NOT HEARD, IT IS HASHTAG RISD BELIEVES AND THIS WAS VERY IMPORTANT FOR OUR CENTRAL TEAM BECAUSE WE KNOW IT'S BEEN A CHALLENGING SEVERAL YEARS FOR A LOT OF DIFFERENT REASONS.

AND THIS WAS REALLY A CHANCE FOR ALL OF US TO KIND OF RECENTER, RECONNECT AND MAKE SURE THAT THEY HEARD LOUD AND CLEAR THAT OUR TEAM, OUR CENTRAL TEAM, WE BELIEVE IN WE BELIEVE IN OUR EDUCATORS.

WE BELIEVE IN OUR STUDENTS.

WE BELIEVE IN OUR COMMUNITY.

WE BELIEVE IN OUR PARENTS.

AND WE BELIEVE GREAT THINGS ARE POSSIBLE.

AND BECAUSE OF OUR EDUCATORS, WE BELIEVE BIGGER THINGS ARE POSSIBLE THAN EVEN WHAT SOMETIMES OUR KIDS BELIEVE FOR THEMSELVES.

AND THAT REALLY HAS BEEN OUR FOCUS.

WE WE REALLY DID HAVE SOME SOLID RESULTS THIS SPRING THAT WE'RE VERY PROUD OF.

WHETHER YOU LOOK AT OUR AP TESTING OR YOU LOOK AT OUR STAR TESTING, WE SAW INCREASES IN OUR ATTENDANCE, JUST SO MANY METRICS THAT SAW GREAT OUTCOMES. AND WE WANT THAT TO FUEL THE BELIEFS THAT THAT BELIEF GETS EVEN DEEPER.

AND WE WERE ABLE TO LAUNCH THIS YEAR WITH THIS THEME.

AND IF YOU HAPPEN TO FOLLOW US ON TWITTER, IT IS REALLY AMAZING TO WATCH OUR EDUCATORS REFLECT ON THIS.

AND YOU SEE EVIDENCE OF THEIR BELIEF IN STUDENT LEARNING AND EVERY CHILD EVERY DAY YOU SEE EVIDENCE OF THAT.

AND LEADING INTO THAT, THE BOARD PROBABLY IS ALREADY THIS IS A REDUNDANT PHRASE THAT THEY'VE HEARD FROM ME AND THEY'RE PROBABLY TIRED OF HEARING FROM ME AS

[00:45:10]

BUT THIS IS OUR WORK.

IF I HAD TO BOIL IT DOWN TO THREE LINES, THIS IS OUR WORK.

EVERY CHILD, EVERY DAY.

EVERY CHILD, EVERY DAY.

THE COMMUNITY ABSOLUTELY SHOULD BE HOLDING US ACCOUNTABLE FOR HOW ARE WE GROWING OUR STUDENTS EVERY DAY, EVERY DAY.

HOW ARE WE GROWING OUR TEACHERS, EVERY TEACHER EVERY DAY.

OUR TEACHERS CANNOT BE STAGNANT EVERY DAY.

THEY HAVE TO BE IMPROVING AND GROWING AND HOW THEY ARE CONNECTING AND BUILDING RELATIONSHIPS WITH THEIR STUDENTS, HOW THEY ARE DELIVERING, DELIVERING TIER ONE INSTRUCTION, EVERY TEACHER, EVERY DAY.

AND IN ORDER FOR THOSE THINGS TO HAPPEN, IT MEANS EVERY LEADER EVERY DAY.

AND I THINK IT'S REALLY IMPORTANT THAT SOMETIMES WE ASSOCIATE THE WORD LEADER WITH TITLE.

AND WHEN I USE THE WORD EVERY EVERY LEADER, EVERY DAY, THAT MEANS EVERY SINGLE PERSON THAT INTERACTS WITH OUR STUDENTS.

IF YOU ARE THAT BUS DRIVER AND YOU ARE THAT FIRST PERSON THAT WELCOMES THAT STUDENT ON THE BUS IN THE MORNING, YOU WERE LEADING THAT BUS.

YOU WERE LEADING THAT BUS ENVIRONMENT.

AND SO HOW ARE YOU GROWING EVERY DAY? HOW ARE YOU IMPROVING WHAT YOU DO EVERY DAY SO THAT YOU CAN SUPPORT THE GROWTH OF OUR STUDENTS? SO, AGAIN, YOU WILL HEAR THIS ALL THE TIME.

EVERY CHILD, EVERY DAY.

WE WANT AT LEAST A MINIMUM OF A YEAR'S WORTH OF GROWTH FOR EVERY ONE OF OUR STUDENTS.

AND THAT IS OUR WORK.

I WANTED TO JUST AGAIN, IN CASE IN CASE YOU HAVEN'T FOLLOWED ME ON TWITTER, FOLLOW ME ON TWITTER AT I AM BRANUM.

AND I THINK THIS IS REALLY IMPORTANT BECAUSE AS A LOT OF OUR COMMUNITY IN THE PAST COUPLE OF YEARS, BECAUSE OF COVID PROTOCOLS AND WE WANTED TO MAKE MITIGATE RISK AND WE WANTED TO MAKE SURE THAT THE PHYSICAL SPACE IS SAFE FOR STUDENTS.

AND WE ARE STILL REALLY COMMITTED TO FOLLOWING PROTOCOLS AND ALLOWING OUR, YOU KNOW, REALLY CREATING THAT THAT CULTURE OF CARING THAT IF YOU NEED TO PROTECT YOURSELF AND IF YOU'RE WORRIED FOR OTHERS, THAT HOW ARE YOU WEARING YOUR MASK? BUT THAT'S ALSO LEFT SOME DISTANCE BETWEEN THE COMMUNITY AND OUR PARENTS AND WHAT'S HAPPENING IN OUR SCHOOL BUILDINGS.

AND SO I THINK TWITTER HAS BEEN ONE OF THOSE PLACES WHERE WE CAN REALLY SHARE WHAT IS HAPPENING.

WE CAN CELEBRATE STUDENT ACHIEVEMENT.

WE CAN CELEBRATE THAT CONNECTION THAT WE'RE MAKING EVERY DAY IN THAT GROWTH.

AND SO HERE ARE JUST A FEW HIGHLIGHTS OF PICTURES.

I HAD THE OPPORTUNITY THIS SUMMER AS A RESULT OF A RICHARDSON ISD FOUNDATION AUCTION TO MEET WITH AND HAVE LUNCH WITH 12 RETIRED RICHARDSON EDUCATORS THAT ALL SPENT OVER 20, EACH OF THEM INDIVIDUALLY SPENT OVER 25 YEARS IN RICHARDSON ISD AS AN EDUCATOR.

MANY OF THEM WERE PRINCIPALS, MANY OF THEM WERE EDUCATORS THEIR ENTIRE TENURE.

AND TO HEAR THEIR STORY OF WHAT MAKES THIS DISTRICT SPECIAL MADE MY LOVE AND JOY OF BEING ABLE TO SERVE IN THIS POSITION EVEN DEEPER.

AND SO I HAD TO CELEBRATE THEM AS WELL.

AND IF THEY'RE WATCHING, I'M SENDING A SHOUT OUT TO THEM.

WHAT DO WE CARE ABOUT? WE KNOW ENROLLMENT IS IMPORTANT.

WE KNOW WE BUILD A BUDGET.

WRITE MR. PATE ON HOW MANY STUDENTS ARE GOING TO BE WALKING THROUGH THAT DOOR.

RIGHT NOW WE ARE SITTING AT AND PLEASE, THIS IS REALLY IMPORTANT.

THIS NUMBER IS A DYNAMIC NUMBER.

I PROMISE YOU. THIS NUMBER IS ALREADY OUTDATED BECAUSE WE HAD STUDENTS THAT ENROLLED TODAY.

AND SO THERE IS NO WAY THAT THIS NUMBER IS.

THIS IS JUST A SNAPSHOT OF WHERE WE ARE AT A CERTAIN POINT IN TIME.

BUT OUR ENROLLMENT IS SITTING AT 36,848.

AND YOU CAN SEE THE BREAKDOWN BETWEEN ELEMENTARY AND SECONDARY.

IT'S IMPORTANT TO NOTE THAT THIS NUMBER IS SIGNIFICANTLY HIGHER THAN WHERE WE WERE SITTING ON DAY EIGHT LAST YEAR.

SO WE FEEL VERY GOOD THAT WE ARE ON TARGET TO HIT THE DEMOGRAPHERS PROJECTION.

WE GET A SECOND SURGE OF ENROLLMENT, USUALLY AFTER LABOR DAY.

AND SO WE ARE PREDICTING THAT THAT NEXT SURGE, IF WHAT HAS HAPPENED IN THE PAST HOLDS TRUE, THAT THAT SECOND SURGE WOULD PUT US EITHER AT OR ABOVE WHERE THE DEMOGRAPHER PROJECTED US.

IN JUST A FEW INTERESTING TRENDS, WE ARE STILL SEEING SOME DECREASE ENROLLMENT IN SOME OF OUR CAMPUSES THAT ARE LARGELY POPULATED BY APARTMENT COMPLEXES.

AND WE CONTINUE TO HEAR THAT IT'S EITHER THE KIND OF REFRESH OF THE APARTMENT COMPLEX AND THE INCREASES OF THOSE RATES.

WE'VE SEEN A SHIFT IN SOME OF OUR BILINGUAL POPULATION WHERE THEY HAVE BEEN SLOWLY MOVING FROM THE LAKE HIGHLANDS AREA INTO NORTHERN DALLAS AREA.

GREENWOOD HILLS, FOR EXAMPLE, HAS SEEN A SIGNIFICANT INCREASE IN OUR BILINGUAL PROGRAMING THERE.

SO WE ARE PAYING ATTENTION TO THAT AND BEGINNING TO SEE WHERE OUR FAMILIES ARE MOVING TO ENSURE THAT WE HAVE THE RIGHT STAFFING AND THE RIGHT SUPPORTS IN PLACE FOR OUR STUDENTS.

[00:50:03]

OKAY. AGAIN, OUR SDS IS, AGAIN, THE UNSUNG HEROES.

I THINK ONE OF THE THINGS I HOPE THE BOARD IN OUR COMMUNITY HERE HEARS ARE THE UNSUNG HEROES OUR SDS IS.

THINK ABOUT THAT. THEY PROCESS 36,000 ENROLLMENTS AT A CAMPUS.

THEY MIGHT BE RESPONSIBLE FOR PROCESSING 600 ENROLLMENTS AND CHECKING RESIDENCY AND ENSURING IMMUNIZATIONS.

AND ALL OF THOSE PIECES ARE IN PLACE.

AND OUR SDS DOES MAKE THAT MAGIC HAPPEN.

SO A SHOUT OUT TO THEM.

I AM GOING TO BE SHARING THE MIC TODAY.

SO I'VE ASKED EACH OF OUR CABINET MEMBERS TO QUICKLY, QUICKLY SHARE A LITTLE BIT OF THE HIGHLIGHTS, AS KAZIN WOULD REMIND ME, DO NOT BE SO LOQUACIOUS.

YOU KNOW, WE WANT TO KEEP OUR WORDS TO A MINIMUM.

YES, HE HAD A GOOD SECOND GRADE WORD, LOQUACIOUS.

THAT WAS HIS CLASS WAS BEING LOQUACIOUS ONE DAY.

AND SO I ASKED HIM IF HE WAS CONTRIBUTING TO THE LOQUACIOUS MS. AND HE SAID, MOM, LET'S FOCUS ON THE FACT THAT I'M USING THAT BIG SECOND GRADE VOCABULARY WORD AND NOT ON MY CONTRIBUTION.

SO WE'RE GOING TO HOLD DOWN OUR LOQUACIOUS MS. THIS EVENING, AND WE'RE GOING TO START OFF WITH DR.

GOODSON, SHARE A LITTLE BIT OF A HIGHLIGHT.

YOU'VE NOT BEEN BUSY. YOUR TEAM HAS NOT BEEN BUSY AT ALL WITH HIRING STAFF THIS SUMMER.

YEAH, WE CAN JUST SKIP.

NO, I'M KIDDING. GOOD EVENING.

THANK YOU, SUPERINTENDENT BRANUM.

GOOD EVENING, BOARD. JUST A FEW HIGHLIGHTS FOR WHAT THE HR DEPARTMENT HAS BEEN SUPPORTING.

OBVIOUSLY, OUR TOP PRIORITY IS TO CONTINUE TO FIND THE BEST CANDIDATES FOR THE DIFFERENT POSITIONS THAT ARE IN THE DISTRICT.

ONE BIG RESULT THAT WE'RE HAPPY TO SHARE IS WITH THE INCREASED FLEXIBILITY FOR HIRING THAT WE'VE BEEN ABLE TO TAKE ADVANTAGE OF, INCLUDING THE DISTRICT OF INNOVATION PLAN THAT WE'VE TALKED WITH YOU ABOUT, HIRING ASSOCIATE TEACHERS AND THEN RETIRE, REHIRE OPTIONS.

WE'RE SEEING QUITE A FEW NEW HIRES FALL INTO THOSE CATEGORIES.

AND SO AS YOU SEE ON THE SLIDE THERE, WE'VE ALREADY HIRED ABOUT 90 DISTRICT OF INNOVATION NEW TEACHERS.

AND AGAIN, JUST AS A REMINDER, THESE ARE CANDIDATES WHO MAY HAVE A DEGREE AND A CERTIFICATION, BUT MAYBE THEY DON'T HAVE A CERTIFICATION IN ONE PARTICULAR GRADE LEVEL OR MAYBE THEY HAVE A DEGREE AND DON'T HAVE TEACHER CERTIFICATION OR THEY HAVE EXTENSIVE EXPERIENCE IN THE WORKFORCE THAT MAKES THEM A QUALITY CANDIDATE.

AND SO WITH THAT NEW FLEXIBILITY, WE HAVE 90 VACANCIES THAT NO LONGER EXIST.

THAT'S KIND OF HOW I LIKE LOOKING AT IT.

ASSOCIATE TEACHERS ARE CANDIDATES WHO ARE GOING THROUGH A PROGRAM.

THEY MAY HAVE ALREADY TAKEN A FEW TESTS AND MAYBE THEY HAVE ONE MORE CERTIFICATION TEST TO TAKE THAT WOULD MAKE THEM FULLY CERTIFIED RATHER THAN LOSE A POTENTIAL CANDIDATE.

WE BRING THEM IN AS AN ASSOCIATE TEACHER.

THEY ARE NOT THE TEACHER OF RECORD.

THEY GET SUPPORT FROM ANOTHER TEACHER, BUT THEY ARE IN THE DISTRICT, THEY'RE WORKING IN THE CLASSROOM.

AND WHEN THEY FINALLY PASS THAT LAST TEST, THEN WE GET TO HIRE THEM AS A FULL TIME TEACHER.

SO IT'S A REALLY GOOD PATHWAY FOR RECRUITING WHERE WE CAN KEEP QUALITY CANDIDATES.

AND THEN WE'VE ACTUALLY HIRED ABOUT 25 RETIREES.

AND THOSE ARE A COUPLE OF PICTURES FROM ONE OF OUR JOB FAIRS THAT WE HAD FOR OUR RETIREES.

AND WHAT'S GREAT ABOUT THAT IS THESE ARE QUALITY EXPERIENCED.

TEACHERS WHO HAVE IN MOST CASES BEEN IN RISD.

THEY FINISH THEIR CAREER WITH US AND THEY WERE READY TO COME BACK AND HELP OUT.

AND SO WE ARE SO GLAD THAT THEY'VE BEEN ABLE TO JOIN, REJOIN THE TEAM IN SOME CAPACITY.

THE BIG QUESTION, OBVIOUSLY, IS HOW MANY VACANCIES WE HAVE.

AND I KNOW ABOUT A MONTH AGO WE WERE LOOKING AT ABOUT 130 VACANCIES, TEACHER VACANCIES.

AS OF YESTERDAY, WE WERE RIGHT AT ABOUT 100.

AND ACTUALLY AS OF TODAY, I WENT BACK AND LOOKED AND WE'RE ABOUT 96.

SO AS MS. BRANUM MENTIONED, THE NUMBERS ARE CHANGING EVERY DAY.

AND I HAVE TO COMPLIMENT AND COMMEND THE PRINCIPALS WHO ARE REALLY PUTTING IN AN AMAZING EFFORT.

THEY ARE NOT STOPPING.

I HAVE TO THANK OUR HR TEAM TOO.

WE'RE NOT DONE RECRUITING.

WE KNOW THAT JUST BECAUSE SCHOOL HAS STARTED, WE'RE NOT DONE.

WE HAVE TO GET THESE SPOTS FILLED.

THIS IS STILL MORE THAN WE WERE ACCUSTOMED TO IN THE LAST COUPLE OF YEARS WITH COVID.

OUR VACANCIES WERE AROUND 70.

BEFORE COVID, WE WERE USED TO LOOKING AT ABOUT 45 OR SO.

IN MY TIME, I DON'T KNOW IF I'VE EVER IF WE'VE EVER BEEN COMPLETELY STAFFED BY THE FIRST DAY OF SCHOOL, BUT WE'VE BEEN FORTUNATE TO KIND OF FILL THOSE SPOTS ALONG THE WAY.

SO THIS IS STILL GOING TO TAKE SOME TIME.

IT'S STILL A PRETTY BIG NUMBER THAT WE'RE TARGETING IN TERMS OF OVERALL.

DR. H.R., REAL QUICK, BEFORE YOU MOVE ON THERE, CAN YOU SHARE BECAUSE AGAIN, OUR COMMUNITY IS LISTENING TO THAT AND THEY'RE LIKE, WELL, IF THAT'S 100 VACANCIES, THEN HOW IS MY CHILD BEING EDUCATED IF THEY'RE IN A CLASS WITH ONE OF THESE VACANT POSITIONS? SO CAN YOU TALK ABOUT HOW WE FILL IN THAT GAP? YES, THANK YOU. WE ARE FORTUNATE TO BE WORKING WITH ESS FOR OUR SUBSTITUTES AND SO WE HAVE SUBSTITUTES WHO ARE AVAILABLE.

WE HAVE OVER 400 THAT ARE IN THE PIPELINE NOW.

AND AS RECENTLY AS TODAY, THIS IS CONTINUING TO COMPLETE ORIENTATIONS TO BRING IN MORE SUBS AND THEY HAVE ABOUT 300 MORE IN THE PIPELINE.

SO RIGHT NOW WE HAVE SUBS WHO ARE ASSIGNED TO THOSE POSITIONS, MAYBE LONG TERM POSITIONS.

THERE HAVE BEEN SITUATIONS WHERE WE'VE BEEN ABLE TO REVIEW ENROLLMENT AND MAYBE THERE WASN'T ENOUGH ENROLLMENT TO SUSTAIN A SECTION.

[00:55:05]

THAT'S A PRACTICE THAT WE'VE DONE EVERY YEAR, JUST TO BE SURE THAT WE'RE MAXIMIZING OUR RESOURCES.

BUT WE'RE VERY THANKFUL FOR THE SUBSTITUTES THAT WE HAVE WHO ARE AVAILABLE IN SOME CASES, IF WE NEED TO REASSIGN OTHER POSITIONS, WHETHER IT'S ESSER TEACHER POSITIONS OR INSTRUCTIONAL COACHES OR EVEN CENTRAL STAFF, WE HAVE ALSO DONE THAT THEY CAN GO IN AND SUB IN A CLASS UNTIL WE CAN FIND A MORE LONG TERM SOLUTION.

I THINK THIS IS A REALLY IMPORTANT NOTE FOR THE BOARD TO HAVE.

AS YOU KNOW, THE BOARD SUPPORTED A DECISION THAT WE WOULD REALLY DEDICATE SOME ESSER FUNDS TO PROVIDE THAT ADDITIONAL K TO SUPPORT FOR ESSER TEACHERS, NOT ONLY TO HELP SUPPORT WITH INTERVENTION, BUT TO REALLY SUPPORT OUR TEACHERS WHO ARE GOING THROUGH THE TEACHER READING ACADEMIES, BECAUSE WE KNOW THAT THAT IS SUCH AN INTENSE PROFESSIONAL DEVELOPMENT OPPORTUNITY.

BUT AGAIN, WHAT'S AS WE'RE PRIORITIZING WHETHER OR NOT WE HAVE AN ESSER TEACHER OR IF WE FILL A VACANCY, WE ARE GOING TO ALWAYS PRIORITIZE FILLING A VACANCY. SO THIS YEAR WE HAVE FAR LESS ESSER TEACHERS THAN WE DID LAST YEAR.

BUT AS DR. GOODSON SAID, WE ARE CONTINUING TO COMMIT TO ONCE WE FIND SOMEONE THAT IS A HIGH QUALITY PERSON THAT WE CAN PUT IN THAT VACANCY TO THEN PROVIDE THAT ESSER RELIEF TO THAT CAMPUS.

BUT I DID WANT TO BE VERY TRANSPARENT THAT WE DO NOT HAVE THE NUMBER OF ESSER TEACHERS THIS YEAR, AS WE DID LAST YEAR, BECAUSE WE WE ARE PRIORITIZING THEM, FILLING THESE VACANCIES. AND THE CURRENT ESSER VACANCIES AS A RESULT OF THAT ARE INCLUDED IN THIS NUMBER, THE 96, THE 100 FROM YESTERDAY AND THE 96 FROM TODAY.

SO WE ARE STILL ACTIVELY LOOKING FOR THEM AS WELL.

I ALSO DID WANT TO MENTION WE HAVE ABOUT 40 PARAPROFESSIONAL POSITIONS THAT ARE STILL VACANT AND THAT THE BULK OF THOSE POSITIONS ARE IN SPECIAL EDUCATION.

AND SO, AGAIN, WE'RE MAKING SURE THAT WE FIND QUALITY SUBSTITUTES.

AND MS. BARRETT IS ACTIVELY WORKING WITH HER TEAM TO SUPPORT THAT ROLE, SUPPORT THOSE VACANCIES AS WELL.

OVERALL, WHEN WE TAKE A VERY PRELIMINARY AND I WANT TO REITERATE PRELIMINARY LOOK AT TEACHER TURNOVER, USUALLY THE STATE WILL PROVIDE THE ANNUAL PERFORMANCE REPORT IN THE LATE FALL, AND THAT IS WHEN THE OFFICIAL TURNOVER NUMBERS COME OUT.

WE WILL GO AND TAKE A LOOK FROM TIME TO TIME JUST TO CALCULATE ON OUR OWN.

AND I JUST WANT TO CLARIFY, THE WAY THAT WE CALCULATE TURNOVER INTERNALLY IS IF A TEACHER LEFT THE CLASSROOM AND LEFT THE DISTRICT, THE STATE CALCULATES TEACHER TURNOVER DIFFERENTLY.

THEY CALCULATE IT FROM A STANDPOINT OF IF A TEACHER LEAVES THE CLASSROOM, MAYBE THEY WENT TO BE AN INSTRUCTIONAL COACH, MAYBE THEY WENT TO BE AN ASSISTANT PRINCIPAL OR A CURRICULUM SPECIALIST. THE STATE WILL COUNT THAT AS TEACHER TURNOVER BECAUSE THEY ARE NO LONGER IN THE CLASSROOM TEACHER ROLE.

SO TYPICALLY OUR TURNOVER NUMBER LOOKS A LITTLE BIT LOWER THAN THE STATE NUMBER RIGHT NOW AT APPROXIMATELY 16% TURNOVER AS OF AUGUST 1ST.

THAT IS DEFINITELY HIGHER THAN WE USUALLY HAVE.

WE HAVE RANGED ANYWHERE FROM 14 TO 13% OVER THE LAST COUPLE OF YEARS.

BEFORE COVID, WE WERE AROUND THE 15%.

SO WE TOOK A LITTLE BIT OF A DIP AND NOW WE'RE HEADING BACK UP AS WE FINISHED PROCESSING ALL OF THE NEW HIRES AND THE TERMINATIONS AND EVERYTHING.

OVER THE NEXT MONTH OR SO WE'LL HAVE A BETTER NUMBER THAT WE CAN SHARE, BUT RIGHT NOW IT'S APPROXIMATELY 16%.

SO THAT'S DEFINITELY HIGHER THAN WE'RE ACCUSTOMED TO, AND I ANTICIPATE THAT THAT WILL GO UP A LITTLE BIT MORE.

OTHER THAN THAT, I JUST AGAIN WANT TO THANK EVERYBODY ON THE HR TEAM AND THE CAMPUS PRINCIPALS FOR DOING EVERYTHING THAT THEY CAN.

BUT THIS IS STILL THIS IS STILL OUR PRIORITY GOING INTO THE NEXT SEVERAL WEEKS.

THE ONLY THING I WOULD ADD AND THEN WE'RE HAPPY TO TAKE ANY QUESTIONS AS WE GO ALONG.

SINCE EACH TOPIC IS SO UNIQUE, I THINK IT'S REALLY IMPORTANT TO NOTE THAT AS YOU'RE LOOKING AT THE ASSOCIATE OR THE DOI TEACHERS, WE ARE VERY COMMITTED TO ENSURING THAT THEY HAVE THE SUPPORTS IN PLACE JUST AS WE WOULD AT FIRST YEAR.

TEACHER SO WHETHER IT'S MAKING SURE THAT THEY HAVE A MENTOR.

WE ALSO HAVE CONNECTED WITH, FOR EXAMPLE, FORMER RETIRED PRINCIPALS, FOR EXAMPLE A MS. MIXON OR EVEN A MS. PAYNE TO BEGIN TO CONNECT WITH THEM TO SEE IF THEY WILL COME IN.

AND WE WOULD GIVE THEM A CASE MANAGEMENT LOAD WHERE THEY'RE SPECIFICALLY REALLY SUPPORTING A GROUP OF ASSOCIATE OR DOI TEACHERS SO THAT WE'RE ENSURING THAT THEY FEEL LIKE THEY ARE BEING SUPPORTED AND THEY'RE BEING SET UP FOR SUCCESS BECAUSE WE DON'T WANT TO PUT INDIVIDUALS INTO A CLASSROOM JUST FOR THEM TO STRUGGLE AND THEN THEM END UP WANTING TO LEAVE BECAUSE THEY DON'T FEEL THAT SUPPORT.

SO I WANTED TO SHARE THAT AS WELL.

IF I COULD ADD ALONG THOSE SAME LINES, WE ARE WORKING WITH OUR PROFESSIONAL LEARNING DEPARTMENT TO PROVIDE MORE CUSTOMIZED PROFESSIONAL LEARNING OPPORTUNITIES FOR FOR THESE DIFFERENT CANDIDATES.

BECAUSE IF I AM A DOI NEW HIRE, BUT I HAVE A DEGREE IN A CERTIFICATE, THE LEVEL OF PROFESSIONAL LEARNING THAT I MIGHT NEED TO TAKE ADVANTAGE OF STARTING OUT WILL BE VERY DIFFERENT THAN IF I DO NOT HAVE A TEACHING CERTIFICATE OR SOME OTHER VARIABLE COMING INTO PLAY THERE.

SO WE'RE TRYING TO CUSTOMIZE THAT EXPERIENCE TO BE SURE THAT THEY CAN ALSO BE BROUGHT UP TO SPEED WITH OUR EXPECTATIONS.

[01:00:02]

SO I JUST HAVE ONE QUESTION.

AH. IF PARENTS WANT TO KNOW IF THEIR CHILDREN HAVE A DOI TEACHER OR AN ASSOCIATE TEACHER IN THE CLASSROOM, IS THAT INFORMATION THEY CAN FIND OUT OR. ABSOLUTELY.

THEY CAN CHECK WITH THEIR CAMPUS PRINCIPAL.

THEY CAN CERTAINLY SHARE THAT.

JUST A REAL QUICK QUESTION.

SO IS THERE A NEED THAT IS IS THERE MORE OF A NEED THAT'S IN ELEMENTARY OR JUNIOR HIGH OR HIGH SCHOOL FOR STAFF? SPECIAL EDUCATION.

SPECIAL EDUCATION.

SPECIAL EDUCATION.

SPECIAL EDUCATION.

THERE YOU GO. BILINGUAL, SPECIAL EDUCATION.

BILINGUAL, BILINGUAL, SPECIAL EDUCATION.

I WOULD SAY THIS YEAR IT WAS A LITTLE BIT OF AN ANOMALY THAT WE SAW.

AND WE STILL WE AN ELEMENTARY HAS BEEN A GREATER CHALLENGE THAN WHAT WE EVEN SAW IN SECONDARY.

WE HAVE A FEW SPECIALIZED SECONDARY, SUCH AS ROBOTICS.

WE HAVE A GREAT ROBOTICS TEACHER OUT THERE.

WE NEED YOU. SO THERE HAVE BEEN A FEW SPECIALIZED AREAS IN SECONDARY, BUT ELEMENTARY HAS BEEN MORE CHALLENGING THAN IT'S EVER BEEN.

BUT AGAIN, SPECIAL EDUCATION AND BILINGUAL BY FAR.

AND AGAIN, AS I TALKED TO MY COLLEAGUES AND CHRIS, I DON'T KNOW IF YOU WANT TO SHARE ANYTHING DIFFERENT.

IT IS I'M HEARING THAT FROM EVERY DISTRICT THAT I ENGAGE WITH THAT IS THE REAL CHALLENGE.

ABSOLUTELY. IT IS STILL VERY MUCH A CHALLENGE ACROSS THE DOZENS OF OTHER DISTRICTS THAT WE CONNECT WITH DURING THE YEAR.

THEY'RE STRUGGLING AS WELL.

THE NUMBERS MIGHT BE A LITTLE BIT DIFFERENT, BUT THEY'RE STILL DEALING WITH THE.

A NARROWER PIPELINE OF EDUCATOR PROFESSIONALS WHO ARE COMING OUT OF THE UNIVERSITIES AND I WILL SAY THAT I HAD AN OPPORTUNITY AT THE PICNIC TO SPEAK WITH SOME OF OUR STAFF WHO HAVE TRANSITIONED TO SPECIAL EDUCATION.

AND SO I THANK THOSE WHO HAVE STEPPED UP TO THE PLATE TO MAKE THAT TRANSITION.

BUT I WILL ALSO ADD THAT THESE PARTICULAR STAFF JUST ABSOLUTELY LOVE THE TRANSITION.

SO I THANK THEM.

BUT I WILL CONTINUE TO PUT THAT WORD OUT THERE.

THANK YOU. COUPLE OF QUESTIONS FOR CLARIFICATION.

FIRST OF ALL, GREAT JOB.

I KNOW IT'S BEEN JUST LIKE CRAZY PROBABLY THE LAST MONTH OF TRYING TO GET EVERYBODY SET UP FOR THE START.

AND THEN OBVIOUSLY THAT'S NOT THE FINISH LINE.

SO WE'RE STILL IN THE RACE FOR A WHILE, PROBABLY ALL YEAR.

SO DO TEACHERS.

SO IF WE HIRE SOMEBODY WITHIN THE DOE PROGRAM, DO WE HAVE A REQUIREMENT THAT THEY HAVE TO GET THEIR CERTIFICATION WITHIN A CERTAIN AMOUNT OF TIME OR THEY HAVE TO? IT'S OPEN ENDED OR JUST SO I UNDERSTAND THAT.

NO. SO THERE'S NO REQUIREMENT FOR THEM TO GET THEIR CERTIFICATION.

THE ONE UNIQUE ASPECT OF THE DOI PLAN FOR US IS IF THEY WERE TO LEAVE THE DISTRICT, HOWEVER, THEY THEY WOULD NOT BE ABLE TO JUST GO TO ANOTHER DISTRICT AND START TEACHING. SO OUR DOI PLAN IS VERY CUSTOMIZED FOR RICHARDSON'S NEEDS AND SO THEY DO HAVE AN OPPORTUNITY TO WORK WITH US.

THEY'RE NOT REQUIRED TO GET IT, BUT WE STILL HOLD THEM TO THE SAME EXPECTATIONS OF ANY OTHER TEACHER WHO IS IN THE CLASSROOM.

SO IF THERE ARE PERFORMANCE CONCERNS OR A NEED FOR SUPPORT, WE'RE STILL GOING TO PROVIDE THAT FOR THEM.

BUT THERE'S NOT A REQUIREMENT AND IT'S IMPORTANT TO NOTE THEY HAVE A DIFFERENT CONTRACT TYPE.

CORRECT. SO AGAIN, IF FOR ANY REASON WE HAVE CONCERNS ABOUT PERFORMANCE, THERE IS MORE FLEXIBILITY IN HOW WE ADDRESS THAT.

GOOD POINT. THANK YOU.

RETIRED TEACHERS, I KNOW WE'D PUT OBVIOUSLY WE PUT A BIG PUSH ON SEEING WHO IS INTERESTED THERE TO THE TUNE OF 25 THAT WE LANDED.

AND THAT'S GREAT. YOU KNOW, THEY'VE BEEN ON THIS SIDE.

THEY'VE THEY'VE ENJOYED SOME RETIREMENT AND THEY WANT TO COME BACK AND THAT'S GREAT.

I LOVE HAVING THEM. NOW, MY UNDERSTANDING AND THIS IS SOMETHING I THINK WE'LL TOUCH ON WITH MISS MORRIS HERE IN A LITTLE BIT.

BUT THERE'S A COST THAT COMES WITH THAT THAT IS BORNE BY THE DISTRICT, I THINK.

CAN YOU JUST KIND OF EXPLAIN WHAT THAT IMPACT IS? SURE. SO FOR RETIREE, IF A DISTRICT IS PLANNING ON HIRING A RETIREE, THERE IS A SURCHARGE THAT IS ASSOCIATED WITH BRINGING THAT RETIREE IN.

IN THE PAST, DISTRICTS WOULD EITHER OFFSET THAT SURCHARGE BY CHARGING IT TO THE NEW HIRE.

BUT RECENT LEGISLATION, I THINK IN THE LAST LEGISLATIVE SESSION, THE STATE SAYS THAT THE DISTRICTS ARE NOT ALLOWED TO DO THAT ANYMORE.

AND SO IT WAS A LITTLE BIT OF A COST PROHIBITIVE ISSUE.

AND YOU DIDN'T HAVE A LOT OF DISTRICTS HIRING LOTS OF RETIREES.

BUT AT THIS POINT, BECAUSE OF WHERE WE ARE WITH WITH EVERYTHING WHEN IT COMES TO RECRUITING, WE'VE WE BELIEVE THAT IT IS WORTH THE FINANCIAL INVESTMENT TO COVER THE SURCHARGE, TO BRING IN AN EXPERIENCED TEACHER WHO HAS CONNECTED WITH THIS DISTRICT OR REALLY ANY DISTRICT, IF THEY'RE A RETIREE FROM ANOTHER DISTRICT, WE'RE

[01:05:02]

SURE. BUT THE THE NEED IS MUCH GREATER NOW THAN IT EVER HAS BEEN, JUST BECAUSE OF THE NUMBER OF VACANCIES THAT WE'RE DEALING WITH.

BUT WE THINK IT'S AN APPROPRIATE INVESTMENT TO REALLY GET A QUALITY CANDIDATE IN THE CLASSROOM.

OKAY. AND JUST SO I UNDERSTAND IS WHAT'S THE BENEFIT? DO THEY GET DO THEY GET TO TACK ON THOSE YEARS TO THEIR TEACHERS RETIREMENT? SO THERE'S A BENEFIT TO THEM AS WELL.

EACH PERSON IS UNIQUE WITH THEIR RETIREMENT SITUATION, BUT THEY DO GET TO CONTINUE RECEIVING THEIR ANNUITY.

WE TRY TO MAKE SURE THAT THEY STAY IN CLOSE CONTACT WITH TEACHERS BECAUSE WE DON'T WANT TO AFFECT ANYBODY'S RETIREMENT, BUT THEY ARE ABLE TO GET THE SALARY THAT WE PROVIDE AND ANY ADDITIONAL BENEFITS IN ADDITION TO THE NEW HIGHER STIPEND AND THINGS LIKE THAT.

OKAY, GREAT.

AS YOUR TEACHERS AND I LIKE YOU EXPLAINING KIND OF HOW THAT SHIFTS TAKING PLACE, PLUGGING HOLES WHERE WE HAVE IT SO THAT FUNDING FOR THOSE POSITIONS WILL EXPIRE NEXT.

IS IT 24? I FORGET WE COMMITTED TO FUNDING ESSER FUNDS THROUGH THIS SCHOOL YEAR TO THIS SCHOOL YEAR.

SO AT THE END OF THIS YEAR THAT FUNDING.

SO THEN WHAT ARE WE EYEING A MORE PERMANENT HIRING THEM ON TO FILL THOSE GAPS PERMANENTLY ON THIS YEAR THEN.

YES, SIR. SO WE WILL EVALUATE BASED UPON ALL OF THE BOARD GOALS AND THE GOAL PROGRESS MEASURES.

WHEN THE BOARD ADOPTS THOSE, WE WILL BASICALLY BE BRINGING FORWARD A RECOMMENDATION AROUND.

IT MAY BE THAT WE DECIDE THAT FOR SOME OF THE UNSPENT ESSER FUNDS THAT WE'VE HAD THIS YEAR, THAT WE MAY PRIORITIZE A PORTION OF THOSE AND STILL DEPLOY ESSER TEACHERS TO CAMPUSES THAT WE HAVE SEEN HAVE ADDITIONAL NEEDS.

SO WE WILL EVALUATE THAT AS NEW DATA COMES IN, AS WE RESPOND BOTH TO THE SPRING AS WELL AS TO THE BEGINNING IN THE MIDDLE OF THE YEAR.

BUT ULTIMATELY, YES, AND I THINK THE SAME.

REMEMBER YOU ALSO AGAIN, SO APPRECIATIVE TO THE BOARD OF YOUR COMMITMENT OF ESSER FUNDS FOR OUR INTERVENTIONISTS.

AGAIN, EVERY CAMPUS HAS TWO INTERVENTIONISTS, A MATH AND READING INTERVENTIONISTS.

AND SO, AGAIN, THAT FUNDING WE HAVE COMMITTED THROUGH THIS SCHOOL YEAR.

AND SO THE SAME THING WE WILL HAVE A GROUP OF HIGHLY, HIGHLY TRAINED INTERVENTIONISTS THAT WOULD BE ABLE TO FILL ANY GAPS FOR 23, 24 PENDING ON HOW MANY, OF COURSE ESSER POSITIONS IN INTERVENTION.

INTERVENTION AS WE DECIDE TO HANG ON TO.

GREAT. AWESOME. THANK YOU.

THE ONLY OTHER COMMENT REALLY I HAD WAS THE.

SO WHEN WE SAY WE'RE 100 LIGHT ON TEACHER VACANCIES RIGHT NOW, YOU KNOW, AND FOR EVERYBODY ELSE TO UNDERSTAND, WHOEVER'S WATCHING, BECAUSE I KNOW THERE'S A BUNCH OF PEOPLE WATCHING, PROBABLY NOT REALLY, BUT HOPEFULLY.

BUT THAT 100 IS NOT EQUALLY DISTRIBUTED ACROSS CAMPUSES.

SO JUST FROM A JUST FROM A RELEVANCE, YOU KNOW, I TALKED TO A, YOU KNOW, WHERE MY SON'S IN SCHOOL AND HE SAID THERE ARE 100% AND THAT'S GREAT, YOU KNOW, BUT THERE MAY BE SCHOOLS THAT ARE HIT HEAVIER WITH THAT THAN OTHERS.

AND SO IT'S JUST SOMETHING TO KIND OF UNDERSTAND THAT HUNDREDS NOT ACROSS 55 CAMPUSES.

THAT'S CORRECT. WE HAVE SEVERAL CAMPUSES WHO ARE FULLY STAFFED AND THEN WE HAVE OTHERS WHO ARE HAVING TO LOOK FOR MORE THAN JUST A COUPLE OF TEACHERS.

SURE. OKAY.

THAT'S ALL I HAD. I APPRECIATE IT.

THANK YOU. ALL RIGHT.

WE ARE GOING TO SHIFT AND MOVE OVER TO ADMINISTRATIVE SERVICES, I THINK.

MR. EAGER? MR. EAGER? SORRY.

SORRY. HEY, LISTEN, I JUST HAD ONE QUESTION IN REGARDS TO TURNOVER.

OBVIOUSLY, THERE'S BEEN A LOT OF DISCUSSION OF TEACHER PIPELINE AND TEACHER TURNOVER.

HOW DOES THAT PERCENTAGE COMPARE TO PRIOR YEARS? AND THEN HOW ARE WE COMPARING, IF WE DO, TO OTHER DISTRICTS AND SEEING HOW GOOD A JOB ARE WE OF HOLDING ON TO OUR TEACHERS THAT HAVE WORKED SO HARD THROUGH A COUPLE OF REALLY TOUGH YEARS? SO, YES, WE DON'T HAVE AN IDEA ABOUT OTHER DISTRICTS UNTIL THE STATE RELEASES THE TAPER REPORTS WHERE YOU CAN GO IN TO THE TEA WEBSITE AND TAKE A LOOK AT ANY DISTRICT'S OVERALL DATA.

BUT AS WE LOOK AT OUR CALCULATIONS FOR TURNOVER, THIS IS HIGHER THAN THE 2120 I'M SORRY, THE 2021 SCHOOL YEAR.

WE WERE AT ABOUT 14% BASED ON OUR CALCULATIONS.

THE YEAR BEFORE THAT, WE WERE AT ABOUT 13% FOR 19-20, THE YEAR BEFORE THAT, AND 18-19, WHICH WAS BEFORE COVID, WE WERE AT ABOUT 15%.

SO WE WERE AT 15 DOWN TO 13, BACK UP TO 14, AND NOW WE'RE UP TO 16.

SO WE'RE WE'RE DEFINITELY INCREASING AGAIN.

THE TAPER NUMBERS HAVE ALWAYS BEEN A LITTLE BIT HIGHER COMPARED TO HOW WE CALCULATE IT.

SO WE'LL HAVE A BETTER IDEA OF THAT IN A FEW MONTHS WHEN THE STATE RELEASES THEIR REPORTS.

MR. EAGER I THINK THIS REALLY GOES BACK TO THE WORK THAT WE'VE TALKED ABOUT IN THE SPRING RELATED TO AN OVERALL COMPENSATION PACKAGE AND CONTINUING TO FIND THOSE CREATIVE, INNOVATIVE WAYS TO RETAIN TEACHERS.

AND SO I THINK EVEN THE POSITIVE START, I CAN'T TELL YOU HOW MANY TEACHERS I HAVE SPOKEN TO AND PRINCIPALS WHO SAID THIS HAS FELT LIKE THE BEST START THAT THEY'VE

[01:10:01]

AND SO IF WE CAN KEEP THAT MOMENTUM GOING, IF WE CAN CONTINUE TO FUEL OUR TEACHERS THROUGH THE DAYS THAT MAYBE DON'T FEEL SO POSITIVE, BUT THEY FEEL THAT REWARD, I THINK THAT WILL PAY OFF AS WELL AS THE COMMITMENT THAT THE BOARD HAS MADE AROUND COMPENSATION AND HAVING A COMPENSATION PACKAGE.

BUT WE ARE ANALYZING THIS DATA AS SOON AS IT IS MORE FORMALIZED BECAUSE AGAIN, THIS IS THIS IS ROUGH BACK OF THE NAPKIN KIND OF NUMBERS BECAUSE WE KNEW YOU ALL WOULD WANT TO KNOW WHERE, WHAT, HOW IS IT TRENDING? BUT ONCE WE KNOW, WE WILL BE ANALYZING THIS BY CAMPUS.

SO IF WE SEE CAMPUSES THAT HAVE HAD AN INCREASED TURNOVER, THAT IS UNLIKE IT HAS BEEN IN THE PAST, WE'RE GOING TO LOOK AT DID THEY HAVE A PRINCIPAL CHANGE? WERE THERE OTHER CIRCUMSTANCES THAT MAY HAVE CAUSED THAT? DID THEY HAVE DID WE SEE X GROUP OF STAFF MEMBERS THAT MOVED INTO ADMINISTRATIVE PRINCIPAL ROLES? SO ALL OF THOSE THINGS WILL BE ANALYZED.

AND IF WE SEE A CAMPUS THAT IS A HOTSPOT, WE WILL ADDRESS IT IN THEIR CAMPUS IMPROVEMENT PLAN AS WELL AS OUR EXECUTIVE DIRECTORS WILL WORK INDIVIDUALLY WITH THAT PRINCIPAL.

OKAY. WELL, AGAIN, THANK YOU FOR THAT.

AND THEN FROM WHAT YOU'RE TELLING ME, IT IS NOT A IT'S NOT A 5%.

IT'S NOT A MASSIVE INCREASE.

IT'S A 1%.

AND IT SOUNDS LIKE WE ARE DOING A LOT OF GOOD PROACTIVE ACTIVITIES TO BRING THAT NUMBER EVEN BACK DOWN TO PRE-PANDEMIC NUMBERS. SO COMPLIMENTS TO THE STAFF AND THE TEAM AND ALL THE HARD WORK THEY'RE DOING TO SHOW AND SUPPORT OUR TEACHERS.

THANK YOU, MR. EAGER.

DR. GIBSON, I JUST HAD A QUESTION.

I THINK MR. POTEET RAISED SOMETHING ABOUT THE THE 100 VACANCIES AND HOW THEY'RE KIND OF ACROSS THE BOARD.

IT'S NOT JUST BUT I AM WONDERING HOW THAT RELATES TO YOU WERE SAYING OR SUPERINTENDENT BRANUM HAD SAID BILINGUAL, BILINGUAL, BILINGUAL AND ALSO SPECIAL ED. SO IN THOSE CAMPUSES THAT NEED BILINGUAL TEACHERS LIKE HOW HOW WOULD A PARENT KNOW LIKE JUST MY STUDENT IS MY STUDENT WITH A PERMANENT BILINGUAL TEACHER OR LIKE WHAT IS THE RATIO I GUESS OF SUBSTITUTE BILINGUAL TEACHERS TO SAY YOUR PERMANENT.

I'D HAVE TO TAKE A LOOK AT THE INDIVIDUAL CAMPUSES TO SEE, BECAUSE I DON'T KNOW RIGHT OFF THE BAT WHERE THOSE PARTICULAR VACANCIES ARE.

THE TYPICAL APPROACH THAT WE WOULD EXPECT THE PRINCIPAL TO DO IS TO, FIRST OF ALL, FIND A QUALITY SUB.

AGAIN, WE HAVE MORE SUBS IN THE PIPELINE WITH ESS NOW AND THEY THAT INCLUDES BILINGUAL AND SPECIAL ED.

I THINK THEY WOULD ALSO WORK TO LOOK AT WHO'S ON STAFF AT THE CAMPUS RIGHT NOW.

IF THEY HAVE OTHER BILINGUAL SUPPORTS ON SITE, THOSE INDIVIDUALS WOULD BE GOING IN TO SUPPORT THOSE CLASSROOMS AS WELL.

BUT RIGHT OFFHAND, I DON'T KNOW HOW MANY AT THOSE PARTICULAR CAMPUSES.

AND AGAIN, WE ARE WE HAVE BEEN VERY FORTUNATE.

AND I WANT TO COMMEND SHAWNA BALLAST AND HER TEAM.

WE WERE ABLE TO IDENTIFY EIGHT BILINGUAL INTERVENTIONISTS.

FOR EXAMPLE, TODAY WE IDENTIFIED WE HAVE A CAMPUS THAT IS SEEING AN INCREASE IN ENROLLMENT IN OUR BILINGUAL POPULATION.

AND WE NEED TO OPEN UP A SECOND SECTION OF FIRST GRADE AT A CAMPUS.

AND UNTIL WE CAN FIND THAT PERMANENT TEACHER, WE ARE GOING TO BE PLACING ONE OF OUR EXPERT BILINGUAL INTERVENTIONISTS IN THAT ROLE.

SO THAT THAT IS, WE ALWAYS ARE GOING TO LOOK FIRST FOR AN ESSER TEACHER, THEN AN INTERVENTIONIST.

AND IF WE DON'T HAVE ONE THAT WE CAN EASILY TRANSITION, THEN THAT IS WHEN WE'RE GOING TO A LONG TERM PERMANENT SUB.

PERFECT. NOAH, THANK YOU SO MUCH FOR CLARIFYING THAT.

I APPRECIATE THAT. DR.

GIBBONS. YES, MA'AM.

THANK YOU. QUICKLY, JUST WITH ADMINISTRATIVE SERVICES, WE THEY HAVE SIX DEPARTMENTS.

WE HAVE SIX DEPARTMENTS THAT ARE UNDER THE UMBRELLA OF ADMINISTRATIVE SERVICES.

I PUT FOUR ON THE SLIDE BECAUSE WE ONLY HAD ONE SLIDE.

JUST KIDDING. THE OTHER TWO ARE STUDENT SERVICES, THE STUDENT SERVICES DEPARTMENT AND OUR ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT DEPARTMENT AS WELL.

BUT JUST RELEVANTLY, SPEAKING FROM ATHLETICS, FINE ARTS, SPECIAL STUDENT SERVICES, OUR SPECIAL EDUCATION DEPARTMENT AND OUR HEALTH SERVICES.

I JUST WANTED TO GIVE YOU GUYS AN OVERVIEW OF THE AMOUNT OF STAFF THAT WE HAVE IN THOSE AREAS AND THEN WHAT HOW THAT CORRESPONDS TO THE AMOUNT OF STUDENTS THAT WE SERVE.

SO IT'S JUST A QUICK LOOK AT THE AMOUNT OF STUDENTS THAT WE SERVE FOR THE DIFFERENT AREAS.

AND THEN AS DR.

GOODSON WAS MENTIONING, THE SPECIAL STUDENT SERVICES, YOU CAN TELL THE SIZE AND BREADTH OF THAT DEPARTMENT AND HOW HOW VITAL IT IS TO OUR DISTRICT WITH THE AMOUNT OF STUDENTS THAT WE SERVE. AND SO THAT'S SOMETHING THAT WE ARE ALL CONTINUALLY WORKING ON TO MAKE SURE THAT THOSE ALLOCATIONS ARE FILLED AND THAT THE CENTRAL STAFF IS APPROPRIATELY TRAINING THE CAMPUS STAFF AS BEST POSSIBLE.

SO THANK YOU.

AND I AM GOING TO SHAMELESSLY PLUG HERE AGAIN.

YOU KNOW, OUR FINE ARTS, WE ASK OUR FINE ARTS TEACHERS TO DO A LOT MORE THAN IN MOST DISTRICTS BECAUSE WE DO HAVE THE K SIX CURRENT

[01:15:09]

AGAIN, I WANT TO THANK THE COMMUNITY AND I WANT TO THANK THE BOARD FOR SUPPORTING THE MIDDLE SCHOOL TRANSFORMATION, BECAUSE THE GREATEST SINGLE THING WE CAN DO TO RETAIN OUR FINE ARTS STAFF IS TO HAVE THAT 6 TO 8 MODEL WHERE OUR FINE ARTS TEACHERS ARE NOT HAVING TO TRAVEL TO 6 TO 8 ELEMENTARY CAMPUSES EVERY WEEK AND TRY TO TEACH ORCHESTRA AND BAND IN A CAFETERIA OR IN A CLASSROOM THAT IS NOT MADE FOR FINE ARTS.

AND SO JUST AGAIN, I WANT TO SHOUT OUT TO OUR FINE ARTS TEACHERS WHO WE ASK THEM TO DO BIG THINGS AND THEY DELIVER EVERY SINGLE TIME.

ANY QUESTIONS FOR ADMINISTRATIVE SERVICES? ALL RIGHT, DR. HELLER? YES? GOOD EVENING. BOARD OF TRUSTEES, SUPERINTENDENT BRANUM.

OUR OUR BACK TO SCHOOL RUSH AND EXCITEMENT REALLY BEGINS BY MID-JULY, END OF JULY, WITH OUR COMMUNICATIONS EFFORTS AND ALL THINGS BACK TO SCHOOL.

AND SO A FEW DATA POINTS AND STATISTICS THAT WE WANTED TO BRING FORWARD AND SHARE WITH YOU.

WE HAD WE HAVE HAD SO FAR 38 UNIQUE BACK TO SCHOOL MEDIA STORIES FACILITATED SINCE LATE JULY.

THAT INCLUDES BOTH EARNED MEDIA ON LOCAL NEWS AS WELL AS PRINT.

NOW, THIS EXCLUDES ALL OF THE ANNOUNCEMENT AND EXCITEMENT AND CELEBRATION AROUND OUR LONE FINALIST AND SUPERINTENDENT SEARCH EFFORTS AS WELL.

SO IF YOU INCLUDED THE MEDIA AROUND THAT ANNOUNCEMENT, THAT WOULD GO TO OVER 50.

SO WE'RE REALLY PROUD AND EXCITED ABOUT THAT AND HOW WE WORK TO CULTIVATE AND DEVELOP A VERY POSITIVE RELATIONSHIP WITH OUR LOCAL MEDIA OUTLETS.

I KNOW WE CELEBRATED OUR BACKPACK BASH AT OUR MONTHLY MEETING EARLIER THIS WEEK THAT I DO THINK IT'S IMPORTANT TO REMEMBER THAT THROUGH THE EFFORTS OF OUR COMMUNITY PARTNERS AND OUR DONORS AND FUNDRAISING EFFORTS, WE HAVE DISTRIBUTED 6000 BACKPACKS AND SCHOOL SUPPLY KITS TO STUDENTS AND FAMILIES THROUGHOUT THE DISTRICT. AND MANY OF YOU ATTENDED ONE OF THE EVENTS EITHER AT LAKE HIGHLANDS HIGH SCHOOL OR AT RICHARDSON HIGH SCHOOL, AND APPRECIATE THE SUPPORT WITH THAT BECAUSE OF THE UPDATE AND CAPACITY THAT WE HAVE CREATED BY UPGRADING TO A NEW VERSION OF BLACKBOARD CONNECT, WHICH IS OUR PARENT MASS PARENT COMMUNICATION TOOL. WE HAVE INCREASED THE EMAIL ADDRESSES OF THE SCHOOL TIMES, WHICH IS OUR FRIDAY WEEKLY COMMUNITY NEWSLETTER FROM 52,000 EMAIL ADDRESSES LAST YEAR TO YOU CAN SEE HERE 92,000.

SO WE ARE REALLY WORKING HARD TO EXPAND THAT REACH AND CELEBRATE ALL OF THE GREAT THINGS.

I CAN TELL YOU ONE OF THE BIG GOALS FOR OUR TEAM THIS YEAR IS REALLY TRANSITIONING FROM THIS REACTIVE CRISIS COMMUNICATION MODE THAT WE HAVE BEEN IN FOR THE LAST THREE YEARS AND MOVING INTO A MORE PROACTIVE APPROACH AND REALLY BEING STRATEGIC WITH OUR COMMUNICATION EFFORTS TO CELEBRATE ALL OF THE GREAT THINGS THAT ARE HAPPENING EACH AND EVERY DAY WITH EVERY CHILD, WITH EVERY TEACHER IN OUR CLASSROOMS. SO WE'RE GOING TO CONTINUE TO WORK ON THIS STATISTIC AS WE CONTINUE TO GROW INTO THE NEW SCHOOL YEAR.

AND EARLIER THIS WEEK, I HAD ANDY PULL STATISTICS FROM WEBSITE VISITS AND LOOK AT THIS JUST UNDER 100,000 HITS ON RISD ORG THIS PAST MONTH AS WE'RE DRIVING TRAFFIC THERE FOR NEWS AND INFORMATION AND I CAN SHARE ABOUT A QUARTER OF THOSE WERE SPECIFIC TO OUR BACK TO SCHOOL INFORMATION SITE THAT WAS A PORTAL FOR ALL THINGS BACK TO SCHOOL THAT THAT COULD REALLY DIRECT PARENTS AND FAMILIES AND REMEMBER ALL OF THE THE SCHOOL TIMES USING OUR NEW SMALL NEWSLETTER TOOL WHICH IS NEW THIS YEAR AND TRANSLATABLE IN ALL LANGUAGES, AND THEN OUR WEBSITE AS WELL.

WE'RE REALLY TRYING TO BE MORE STRATEGIC AND EXPAND OUR PARENT COMMUNICATION EFFORTS.

WE DO HAVE A NORM.

AS A LEADERSHIP TEAM THAT WE ARE GOING TO BE PROACTIVE AND LESS REACTIVE.

SO THAT IS ONE OF OUR NORMS. ANY QUESTIONS FOR STRATEGY AND ENGAGEMENT? GREAT JOB TO THAT ENTIRE TEAM.

TECHNOLOGY SERVICES.

THANK YOU, SUPERINTENDENT BRANUM AND GOOD EVENING.

BOARD WITH TECHNOLOGY SERVICES, WE DO A LOT OF WORK BEHIND THE SCENES IN THE EVENINGS AND ON WEEKENDS, MAKING SURE THE 37,000 STUDENTS, 6000 STAFF MEMBERS, THOUSANDS OF CLASSROOMS, OVER 60 BUILDINGS, ALL HAVE THE HARDWARE, SOFTWARE AND TOOLS AVAILABLE AND FUNCTIONING PROPERLY BY DAY, ONE MINUTE, ONE DAY ONE.

ALL THOSE THINGS HAD TO BE WORKING.

SO WE'RE A SMALL BUT MIGHTY TEAM, AND IN A LOT OF CASES, THERE'S ONLY ONE PERSON THAT DOES THAT JOB FOR THE ENTIRE DISTRICT TO MEET THOSE NEEDS.

SO ON THE INSTRUCTIONAL SIDE, WE HAVE WE DID A LOT OF WORK WORKING WITH OUR LIBRARY SERVICES TEAM TO REVAMP THE DIGITAL CITIZENSHIP CURRICULUM AND PUT SOME

[01:20:03]

WE CREATED A TECHNOLOGY ONBOARDING COURSE THROUGH SCHOOL, OUR LMS WITH OUR IN CONJUNCTION WITH OUR PROFESSIONAL LEARNING DEPARTMENT.

SO ALL OF OUR STAFF MEMBERS CAN COMPLETE THOSE, THE REQUIRED MODULES AND COMPLIANCE TRAININGS THAT THEY HAVE TO DO EACH YEAR.

WE'VE ALSO DEVELOPED A NEW HI TECH BOOK.

I KNOW IT SEEMS ODD THAT THAT'S IN PAPER, BUT FOR POPULAR DEMAND THEY REQUESTED THAT IT BE IN PAPER SO THEY CAN USE IT TO MANAGE AND MANIPULATE THE TECHNOLOGY AS THEY KIND OF WORK THROUGH EACH OF THOSE THINGS.

SO THAT WE ALSO REVISED OUR FACILITATING LEARNING WITH TECHNOLOGY GUIDE TO HELP WITH SOME OF THOSE INSTRUCTIONAL PRACTICES AND MAKE SURE OUR NEW TEACHERS KIND OF KNOW WHAT OUR BEST PRACTICES ARE AROUND HOW TO USE THE TECHNOLOGY IN THE CLASSROOM.

ON THE NETWORKING SIDE, YOU CAN KIND OF SEE IN THE MIDDLE OF THE SCREEN, WE HAD ONE GUY IN THE MIDDLE, PAUL, HE'S IN CHARGE OF ALL 5000 CAMERAS, SECURITY AND SURVEILLANCE, THE SECURITY SURVEILLANCE SYSTEM FOR THE ENTIRE DISTRICT, AND INSTALLING THE NEW CAMERAS AND MAKING SURE THE EXISTING CAMERAS FUNCTION PROPERLY AND ARE MAPPED ACCORDINGLY TO ALL OF THE NEW CONSTRUCTION AND THINGS THAT HAVE HAPPENED ON THE CAMPUS OVER THE SUMMER.

WE'VE UPDATED A LOT OF THINGS WITHIN OUR NETWORK AND YOU'LL SEE MANY OF THOSE THINGS TO COME AS EQUIPMENT ARRIVES.

THE WORLD IS STILL ON BACKORDER AND WE'RE STILL GETTING THINGS IN SLOWLY, BUT WE ARE REFRESHING OUR ENTIRE NETWORK BETWEEN THIS YEAR AND NEXT YEAR AS THOSE PIECES COME IN AS WELL AS WE'VE UPDATED THE FIRMWARE ON ALL OF OUR WIRELESS ACCESS POINTS, THAT'S OVER 4000 OF THOSE IN THE DISTRICT.

SO THAT WAS A BIG PROJECT THIS SUMMER.

AND ON THE OPERATIONAL SIDE, JUST MAKING SURE ALL OF THAT 50 PLUS THOUSAND FOLKS WITHIN OUR OR STUDENTS AND STAFF HAVE THE DEVICES THAT THEY NEED TO BE ABLE TO CONNECT TO, TO CONTENT, TO EACH OTHER AND TO THE WORLD TO TRANSFORM LEARNING.

SO WE'VE ALSO TAKEN OUR TECHNOLOGY HELP DESK AND REBRANDED IT AS THE TECHNOLOGY RESOURCE CENTER AND ADDED A LOT OF FEATURES, A GENIUS BAR STYLE WALK UP AND SUPPORT TYPE SYSTEM.

WE NOW OFFER TRAININGS THERE FOR STUDENTS, STAFF AND PARENTS CAN EVEN SIGN UP FOR TECHNOLOGY TRAININGS THERE AND AND ADDED A CHAT FEATURE AND SOME REAL TIME TOOLS FOR TEACHERS TO INPUT THEIR WORK ORDERS AND CHECK THE STATUS AND THINGS OF THAT SORT.

SO LOTS OF THINGS GOING ON IN TECHNOLOGY.

SUPER PROUD OF THIS TEAM, AND AGAIN, WE HAVE CAMPUS TECHNOLOGY ASSISTANTS ON OUR CAMPUSES THAT ARE SUPPORTING THIS EFFORT AND MAKING SURE TEACHERS HAVE WHAT THEY NEED TO TEACH, AND OUR NETWORKING SERVICES TEAM AND OUR INSTRUCTIONAL TEAM, THERE'S JUST SO MANY PEOPLE BEHIND THE SCENES AND HUGE SHOUT OUT TO THEM.

LET'S TALK OPERATIONS.

SANDRA HAYES.

GOOD EVENING, BOARD OF TRUSTEES.

THANK YOU, SUPERINTENDENT BRANUM.

THREE OF THE OPERATIONS DEPARTMENTS.

JUST TO GIVE YOU A BRIEF OVERVIEW OF OUR FIRST WEEK OF SCHOOL.

ABOUT 4200 KIDS GOT ON OUR BUSSES BEFORE AND AFTER SCHOOL.

WE WILL DOUBLE THAT BY THE END OF THIS MONTH, THE FIRST WEEK OF SCHOOL.

LOTS OF PARENTS OBVIOUSLY LIKE TO TAKE THEIR KIDS AND THEY'RE FIGURING THINGS OUT.

SO OUR BUS RIDERSHIP WILL INCREASE OVER THE NEXT FEW WEEKS AND WE'LL TOP OUT.

WE SERVED 15,665 BREAKFAST THIS FIRST WEEK OF SCHOOL AND 50 OVER 53,000 LUNCHES.

SO WE'RE BACK ON TRACK.

AS YOU MIGHT REMEMBER, THIS YEAR, WE ARE NOT ABLE TO FEED EVERYONE FOR FREE.

SO WE ARE BACK TO OUR FREE AND REDUCED LUNCH PRICES AND ADULT PRICES AS WELL.

ON THE OPERATIONS SIDE FOR FACILITIES ABOUT 1185 WORK ORDERS THE FIRST WEEK OF SCHOOL.

SO LOTS OF THINGS PEOPLE FIND THAT NEED SOMETHING DONE TO THEM WHEN THEY GET BACK INTO SCHOOL AND KIDS START COMING THROUGH THE BUILDINGS AND THINGS START HAPPENING.

SO THAT'S ABOUT AN AVERAGE WEEK FOR US ON OUR WORK ORDERS.

SO WE'RE PLUGGING RIGHT ALONG THE OTHER TWO OPERATIONS DEPARTMENTS, OBVIOUSLY, SAFETY AND SECURITY IS ONGOING AND THEN OUR STUDENT DATA REPORT AND WE TALKED ABOUT EARLIER WITH ENROLLMENT SO OPERATIONS IS UP AND MOVING AND COULD NOT COMPLETE THIS SECTION WITHOUT A HUGE SHOUTOUT TO OUR CUSTODIAL STAFF AND ESPECIALLY AT OUR CAMPUSES THAT WERE UNDERGOING CONSTRUCTION.

IF YOU COULD SEE THAT TEAM, THERE WAS A CONSTANT VIGILANT COMMITMENT TO AS A CONSTRUCTION CREW WOULD COME THROUGH AND PAINT A WALL OR HANG SOMETHING.

THEY WERE RIGHT BEHIND IT TO CLEAN IT.

SO TO ENSURE THAT OUR STUDENTS AND OUR STAFF JUST HAD AN IMPECCABLE WORK ENVIRONMENT AND THEY ARE CONTINUING TO BECAUSE CONSTRUCTION IS STILL HAPPENING , AND SO OUR WHAT THAT TEAM DOES AND HOW MS. HAYES LEADS THEM, I JUST COULD NOT BE MORE PROUD OF ALL OF THEM.

JUST A QUICK QUESTION.

[01:25:01]

HOW ARE WE DOING ON THE SUPPLY CHAIN, DOES ANYONE KNOW, LIKE HOW WE'RE DOING ON SUPPLY CHAIN ISSUES FOR FOOD FOR KIDS? YES. WE'VE HAD TO ADAPT TO A NEW TRAY SYSTEM BECAUSE WE CAN'T GET THE STYROFOAM AND THE CARDBOARD THINGS THAT WE'VE USED IN THE PAST.

SO YOU'LL SEE PLASTIC TRAYS BEING USED.

THEY ALSO HAVE TO SUBSTITUTE SOME OF THE FOODS THAT ARE REQUIRED BY THE USDA, AND WE'VE HAD TO RECEIVE WAIVERS FOR FOOD THAT WE COULDN'T RECEIVE.

SO IT'S ONGOING AND IT REALLY GOES WEEK TO WEEK ON WHAT DELIVERIES WE'RE GOING TO RECEIVE AND WHAT'S GOING TO BE AVAILABLE.

SO OUR STAFF HAS COME UP WITH A REALLY FLEXIBLE PLAN TO BE ABLE TO ADAPT AS NECESSARY FOR FOODS THAT ARE NOT AVAILABLE ON THE MARKET. IF IT'S NOT IN YOUR GROCERY STORE, IT'S PROBABLY NOT IN OUR CAFETERIAS.

TRUE THAT. CAN YOU REAL QUICKLY, YOU GLOSSED OVER THE CHANGE IN THE FEDERAL FUNDING FOR PROVIDING FREE MEALS.

CAN YOU JUST CLARIFY? BECAUSE I KNOW THAT THERE WAS SOME DISCUSSION ON SOCIAL MEDIA AROUND THAT AND THAT WAS FEDERAL FUNDING AND THAT WAS NOT A DISTRICT.

COULD YOU JUST ADDRESS THAT A LITTLE BIT? YES, THE USDA DROPPED THE ABILITY FOR SCHOOLS TO PROVIDE FREE LUNCHES AS A FEDERAL SUBSIDY.

SO WE HAD TO REVERT BACK TO OUR EXISTING FREE AND REDUCED LUNCH AND OUR CEP CAMPUSES ACROSS THE DISTRICT.

SO NO ONE, WE ARE NOT ABLE TO RECEIVE ANY SUBSIDIES FROM THE US DEPARTMENT OF AG.

IF WE WERE TO IF WE DECIDED TO DO FREE LUNCHES FOR EVERYBODY, IT WOULD BE A DIFFERENT FUNDING SET UP FOR US, AND SO IN ORDER TO MAINTAIN THE FUNDING THAT WE HAVE, WE HAVE TO GO BACK TO CHARGING FOR OUR FREE AND REDUCED MEALS.

DID I ANSWER YOUR QUESTION? YES, MA'AM. THANK YOU. AGAIN, HUGE SHOUT OUT TO SANDRA AND MR. WATSON AGAIN.

MR. SELLERS WATCHING A NETWORK OF BUS ROUTES AND TRYING TO ENSURE AND AGAIN, WHEN YOU HAVE MAGNET PROGRAMING AND YOU'RE GETTING KIDS FROM ALL OVER THE DISTRICT TO OUR MAGNET CAMPUSES, THEY DO A PHENOMENAL JOB.

AND SO I JUST CELEBRATE THEM.

I JUST HAD A QUICK QUESTION ABOUT THE APPLYING NOW FOR THE FREE AND REDUCED LUNCHES.

IS IT THE SAME TIMELINE? SO IT'S THE SAME TIME.

SO WHEN DOES THAT END? WE NEED IT IN SEPTEMBER.

EVERYBODY HAS TO HAVE IT TURNED IN, AND SO THEY'RE COLLECTING THE FORMS NOW, DOING IT THROUGH WITH THE FORM TRANSLATED FOR THOSE THAT ARE NECESSARY.

YOU COULD HAVE DONE IT ONLINE.

WE HAD A LOT OF FOLKS THAT HAVE ALREADY DONE IT ONLINE WITHOUT HAVING TO HAVE THE PAPER COPIES, BUT WE DO HAVE PAPER COPIES AVAILABLE.

THANK YOU, AND IF YOU DON'T MIND ME ADDING TO THAT, CERTAINLY IF A FAMILY CIRCUMSTANCE CHANGED DURING THE YEAR, THEY CAN APPLY AT ANY POINT DURING THE YEAR , BUT CERTAINLY THE PROCESS WORKS WHERE YOU YOU DROP OFF THE LIST AND SO YOU HAVE TO REAPPLY BY A CERTAIN DATE, BUT CERTAINLY WE JUST WANT TO MAKE SURE THAT PEOPLE DO KNOW THAT IF ANYTHING HAPPENS, THEY CAN APPLY FOR FREE AND REDUCED LUNCH THROUGHOUT THE SCHOOL YEAR.

THANK YOU FOR CLARIFYING THAT.

I KNOW THAT I DID GET SOME QUESTIONS FROM SOME PARENTS WHO THOUGHT THAT THEY HAD MISSED THE DEADLINE OR THERE WAS.

I KNOW IN THE PAST, AT LEAST WHEN MY KIDS WERE IN SCHOOL, YOU HAD ABOUT A MONTH, RIGHT.

I THINK TO DO THAT, AND SOME WERE CONCERNED THAT IT HAD GONE DOWN TO A FEW DAYS.

SO I WASN'T SURE, BUT ALL OF THAT IS PROBABLY ON THE WEBSITE OR THROUGH THEIR CAMPUS, RIGHT, AND TRANSLATED AND WHATEVER, AND WE CERTAINLY ENCOURAGE THEM TO GET IT IN SOONER RATHER THAN LATER. SO THERE IS A PUSH ON THE CAMPUSES.

SO PARENTS ARE BEING ASKED TO PLEASE GET THOSE FORMS TURNED IN AND THEY WILL CONTINUE TO ASK FOR THAT.

OBVIOUSLY, WE WOULD PREFER THAT YOU NOT WAIT TILL THE LAST MINUTE TO DO THAT.

THANK YOU AND THANK YOU, AND DEFINITELY, LAST BUT NOT LEAST, OUR MIGHTY TEACHING AND LEARNING TEAM.

YES. THANK YOU. GOOD EVENING, BOARD.

SO, YEAH, THE SUMMER IS KIND OF TEACHING AND LEARNING SUPER BOWL YEAR, SO WE GET VERY EXCITED TO GET THE YEAR UP AND RUNNING.

SO WE SUPPORT ALL OF OUR NEW HIRES, GET THEM READY INTO THE CURRICULUM, HOW TO ACCESS THE CURRICULUM, FOCUS WHERE ANYTHING THAT THEY MIGHT NEED TO GET READY FOR THE FIRST DAY OF SCHOOL, AND THEN WE'RE BLESSED TO HAVE THEM AGAIN AT THE DISTRICT WIDE DAYS.

WE HAVE AN ELEMENTARY DAY AND WE HAVE A SECONDARY DAY WHERE THEY'RE SPLIT AND WE DIVE DEEPER INTO THE DESIGN AND DELIVERY OF EFFECTIVE TIER ONE INSTRUCTION FOR ALL KIDS.

WHAT DOES IT MEAN TO KNOW THE CURRICULUM, THE TEKS, THE RIGOR OF THE VERB AND THE [INAUDIBLE] SCAFFOLD THAT UP FOR EVERY KID? AND REALLY, WHAT DOES IT MEAN TO USE THE RESOURCES THAT T&L PROVIDES TO DESIGN A HIGH QUALITY INSTRUCTIONAL LESSON FOR EVERY KID EVERY DAY? AND THEN HOW DO WE DELIVER THAT? WHAT ARE EFFECTIVE INSTRUCTIONAL STRATEGIES FOR ALL KIDS, REGARDLESS OF THE CLASS THAT YOU'RE IN, THERE ARE BEST PRACTICE INSTRUCTIONAL STRATEGIES THAT WE REALLY FOCUS ON FOR OUR TEACHERS, AND WE'RE JUST VERY BLESSED.

YOU KNOW, THIS IS JUST KIND OF A KICKOFF, AS WE SAY.

[01:30:02]

I'M SURE YOU SAW SOME TWEETS THE OTHER DAY.

WE'RE ALREADY DOING MAKE AND TAKES.

WE HAD 32 TEACHERS ON TUESDAY, K-2 THAT CAME IN AND DID MAKE AND TAKES AFTER SCHOOL.

THEY'RE JUST POSITIVE AND READY TO GO, AND SO WE'RE VERY EXCITED ABOUT THAT.

OUR CTE TEACHERS, WE ALSO HAVE AROUND 180 CTE TEACHERS IN THE DISTRICT.

THEY HAD JIM MORRIS, WHO IS HERE FROM THE ROOKIE.

YOU PROBABLY HEARD OF HIM. HE USED TO BE A TEACHER AND COACH AND TALKED REALLY ABOUT OUR CTE TEACHERS AND HOW THEY'RE THE DREAM MAKERS FOR OUR STUDENTS, AND THAT WAS A REALLY AMAZING DAY, LED BY OUR CTE EXECUTIVE DIRECTOR [INAUDIBLE] BRIAN, AND THEN, YOU KNOW, WE'RE JUST CONSTANTLY OUT HELPING OUR INNOVATION CAMPUSES.

THEY NEED BULLETIN BOARDS, SETTING UP WHATEVER THEY CAN DO OUR TEAM JUST GETS OUT AND DOES JUST KIND OF [INAUDIBLE] BEHIND THE SCENES A LOT, TOO, AND WE ALSO JUST GO OUT AND CELEBRATE A LOT TO ANY TIME WE CAN CELEBRATE OUR TEACHERS, OUR AMAZING CAMPUSES, THE WORK WE REALLY TRY TO MAKE AN EFFORT TO DO SO BECAUSE THEY DO NEED TO BE CELEBRATED.

THEY'RE THE ONES IN THE TRENCHES EVERY DAY IN FRONT OF OUR KIDS.

SO, OUR TEAM REALLY MAKES A BIG EFFORT TO CELEBRATE GROWTH AND REALLY JUST ALL THAT THEY'VE DONE FOR OUR KIDS OVER THE PAST FEW YEARS.

AS FAR AS EXPLORER IS CONCERNED, WE HAVE ABOUT SEVEN, A LITTLE OVER 1700 KIDS IN EXPLORER AS WELL.

WE HIRED ACTUALLY 24 OF OUR DISTRICT SENIORS.

WE'VE NEVER DONE THAT BEFORE, REALLY TRYING TO GET VERY CREATIVE IN THE HIRING FOR OUR EXPLORER AND THEIR WHOLE TEAM IS INTO OUR EDUCATIONAL INTERN PROGRAMS. A LOT OF OUR HIGH SCHOOLS THIS WEEK AS WELL TO REALLY START GETTING THEIR INTERNSHIPS ARE NOW GOING TO BE WITH A DISTRICT IN OUR EXPLORER PROGRAM.

SO WE'RE REALLY HOPING TO HAVE KIDS THAT WERE ENROLLED PRIOR TO SCHOOL STARTED, AND I SAY THAT BECAUSE THERE IS A DIFFERENCE.

WE HAD A HUGE INFLUX OF PEOPLE WHO STARTED ENROLLING THIS WEEK, BUT THE ONES THAT WERE ENROLLED BEFORE SCHOOL STARTS, WE'RE REALLY HOPING TO HAVE THAT WAITING LIST CLEARED WITHIN THE NEXT TWO OR THREE WEEKS.

YOU KNOW, HE'S BEEN REACHING OUT TO PTA, RETIRED TEACHERS.

WE REALLY REACHED OUT TO TIM AND MELISSA AND [INAUDIBLE] ENGAGEMENT SAID, HEY, HELP US [INAUDIBLE] BRAND SO REALLY WORKING ON THAT AS WELL BUT OVERALL OUR OUR WHOLE DEPARTMENT AND TEACHING AND LEARNING IS REALLY JUST HERE TO SUPPORT AND SERVE OUR CAMPUSES ROLE.

THAT'S WHAT WE DO. WE'RE BLESSED TO DO IT EVERY DAY.

SIGNIFICANT WORK WAS DONE THIS SUMMER TO REALLY AND IF YOU REMEMBER WHEN WE SHARED THE CLIMATE SURVEY THAT WE HEARD FROM TEACHERS THAT IT TOOK TOO MANY CLICKS TO GET AND ACCESS OUR CURRICULUM AND THERE WEREN'T ENOUGH EXEMPLARS, AND I THINK AT THE CORNER OF THE SLIDE, YOU'LL SEE ONE OF THE TWEETS THAT WE HAD FROM ONE OF OUR TEACHERS THAT REALLY HAD A SHOUT OUT FOR THE NEW CNI WEBSITE.

IT'S A GAME CHANGER FOR TEACHERS.

JUST ONE CLICK LIKE WHAT THAT MEANS TO OUR TEACHERS IN TIME.

EVERY SECOND MATTERS.

SO I JUST WANT TO COMMEND OUR TEACHING AND LEARNING TEAM I HAD THE CHANCE TO BE AT ALREADY SINCE LAST TUESDAY 35 CAMPUSES AND TO SEE EACH AND EVERY EDUCATOR IN THOSE 35 CAMPUSES WITH A SHARED COMMITMENT THAT GREAT THINGS ARE HAPPENING AND GREAT THINGS ARE GOING TO BE POSSIBLE FOR OUR KIDS.

I JUST COMMEND EVERY SINGLE ADULT THAT IS IN THIS DISTRICT THAT MADE AUGUST 16TH AND ARE MAKING EVERY SINGLE DAY POSSIBLE FOR OUR KIDS, AND IT TAKES EVERY SINGLE ONE OF US, AND I WANT TO THANK THE BOARD FOR YOUR SUPPORT IN YOUR RESOURCING TO DO TO ENSURE THAT WE HAVE WHAT WE NEED TO MEET THE NEEDS OF ALL OF OUR KIDS.

SO IT'S BEEN A GREAT, GREAT START.

OUR WORK IS NOT DONE.

WE KNOW WE STILL HAVE MORE WORK TO DO, BUT WE ARE VERY PROUD.

THANK YOU, EVERYONE, FOR ALL OF YOUR HARD WORK.

I KNOW THIS THIS YEAR HAS BEEN VERY EXCITING FOR ALL OF US TO GET STARTED.

SO THANK YOU.

THANK YOU. THANK YOU FOR ALL OF YOUR HARD WORK.

WE REALLY APPRECIATE IT.

OUR NEXT ITEM IS TO CONSIDER THE BOARD LEGISLATIVE PRIORITIES FOR 2023.

[VII.D. Adopt Legislative Priorities]

THANK YOU FOR HELPING ME WITH MY MIC ANYWAY.

THANK YOU, EVERYONE. IT'S GOOD TO SEE YOU, BOARD.

WE HAVE BEEN HARD AT WORK WITH THE LEGISLATIVE SUBCOMMITTEE TO DEVELOP LEGISLATIVE PRIORITIES FOR THE UPCOMING SESSION.

THIS IS GOING TO BE AN INTERESTING SESSION BECAUSE THERE IS MONEY TO BE SPENT AND WE NEED SOME AND FOR A VARIETY OF THINGS, AND SO SOME OF OUR PRIORITIES ADDRESS IT, BUT I WANT TO SAY THAT I THINK ONE OF THE MAIN THINGS WE'RE GOING TO FOCUS ON WITH OUR PRIORITIES IS LOCAL CONTROL, OR IN OTHER WORDS, LET US MEET THE NEEDS OF THE PEOPLE AND THE STUDENTS IN OUR DISTRICT, AND THAT IS A REAL FOCUS, AND IT'S A REAL CHALLENGE FOR THE LEGISLATORS THERE WHO HAVE AN ENTIRE

[01:35:04]

SO, IT'S DIFFICULT FOR THEM, AND WE WANT TO DO OUR PART TO TRY TO EXPRESS WHAT WE NEED THROUGH OUR PRIORITIES AND OUR ADVOCACY IN AUSTIN AND ALSO UNDERSTAND THEIR JOB, AND SO ONE OF THE THINGS AS WE DEVELOPED THESE PRIORITIES WAS TO TRY TO PUT TOGETHER A LIST OF THINGS THAT COULD POTENTIALLY HAPPEN.

I KNOW A LOT OF PEOPLE CAN ASK FOR A LOT OF THINGS AND.

JUST ISN'T GOING TO HAPPEN. SO WE TRIED TO GET IT TO BE SOMETHING THAT WE THINK WOULD HAPPEN.

THE PRIORITIES ARE DEVELOPED TO GIVE US A FRAMEWORK, A MAP, IF YOU WILL, OF THE THINGS THAT ARE MOST IMPORTANT TO US.

IT DOESN'T MEAN THAT THERE ARE THINGS THAT WON'T COME UP THAT WILL ALSO BE IMPORTANT THAT WE WILL ALSO REACT TO, BUT THE PRIORITIES WILL SERVE AS OUR NORTH STAR IN TERMS OF WHEN WE SPEAK TO OUR LEGISLATORS AND WHEN WE WORK IN AUSTIN DOWN THERE AND ADVOCATE FOR THESE THINGS, THESE ARE GOING TO BE OUR PRIORITIES.

SO THAT SAID, WE HAVE OUR LIST OF PRIORITIES, WHICH I THINK YOU ALL HAVE.

HOPEFULLY, AND WE'LL GO OVER THEM JUST BRIEFLY, AS YOU'VE SEEN BEFORE, WE ARE GOING TO SUPPORT MEASURES TO ENHANCE SCHOOL SAFETY, AND ONE OF THE THINGS YOU ALL PASSED A RESOLUTION IN JUNE TALKING ABOUT SCHOOLS BEING SCHOOL LOCATIONS BEING USED AS POLLING PLACES.

THAT'S ACTUALLY SOMETHING THAT HAS BUBBLED UP FROM OUR PARENTS WONDERING WHY IN THE HECK THE SCHOOLS ARE OPEN AND VOTING WHEN THERE ARE KIDS IN THERE, AND ACTUALLY SCHOOL BUILDINGS ARE SEEN AS PUBLIC BUILDINGS AND AS PART OF THE TEXAS ELECTION CODE, WE HAVE NO CHOICE, BUT WE WANT TO WORK TO HAVE CHOICE.

WE WOULD LIKE TO ADVOCATE FOR THE LEGISLATURE TO GIVE SCHOOL DISTRICTS THE CHOICE OF WHETHER OR NOT THEY WANT THEIR BUILDINGS USED.

AS I'M TALKING TO PEOPLE ABOUT THIS, IT'S A BIG LIFT.

IT SEEMS LIKE A NO BRAINER, BUT IT'S GOING TO BE WORK, DEBBIE, AND SO WE'RE GOING TO WORK ON THAT, BUT THAT'S ONE OF OUR FIRST THINGS THAT WE WANT TO WORK ON, ON OUR SCHOOL SAFETY AND THEN OTHER THINGS.

YOU CAN SEE WE WANTED TO INCREASE THE SCHOOL SAFETY ALLOTMENT AND SOME OF THE FUNDING THAT WE THINK IS GOING TO COME TO SCHOOLS FOR SAFETY WE WANT TO BE ABLE TO WORK ON.

SECURING OUR CAMPUSES, TRAINING FOR OUR PERSONNEL, AND THEN MENTAL HEALTH SUPPORT IN ALL KINDS OF WAYS WITH NEW COUNSELORS AND THINGS LIKE THAT.

AGAIN, THERE ARE ALREADY BILLS IN WHAT THEY CALL LEGISLATIVE COUNCIL THAT ARE BEING WRITTEN AND WILL BE FILED THE WEEK AFTER THE ELECTION THAT WILL DEAL WITH SECURITY.

I THINK THAT WILL BE ONE OF THE NUMBER ONE ISSUES THAT THE THAT THE LEGISLATURE WILL DEAL WITH, ESPECIALLY IN THE AFTERMATH OF UVALDE; THAT IS NOT GOING AWAY ON THE NEWS.

AND I DON'T THINK THAT IT WILL, BECAUSE I THINK PARENTS, TEACHERS, EDUCATORS, EVERYBODY WANTS TO SECURE OUR SCHOOL BUILDINGS AS MUCH AS WE CAN.

SO THAT WAS OUR NUMBER ONE PRIORITY.

OUR NUMBER TWO PRIORITY WAS TO ADDRESS THE TEACHER RECRUITMENT, RETRENCHMENT AND RETRAINING, WHICH WE'VE TALKED ABOUT ALREADY, AND WE WANT TO HAVE SOME.

WE WANT TO GIVE THEM SOME IDEAS.

ONE OF THE THINGS THAT WE THOUGHT OF AS A SUBCOMMITTEE WAS TO ELEVATE THE TEACHING PROFESSION.

LET'S. MAKE OUR TEACHERS FEEL LIKE THE PROFESSIONALS THAT THEY ARE AND THE CRITICAL NEED FOR OUR TEACHERS, AND SO WE HAVE SOME IDEAS FOR THEM.

WE WANTED TO MAYBE HAVE THE STATE DO A CAMPAIGN FOR TEACHERS AND HAVE THAT BE PART OF IT , AND THOSE WILL BE IDEAS THAT WE'LL FLESH OUT MORE.

WE WANTED THE STATE TO MAYBE PROVIDE SOME FUNDING FOR BENEFITS OR THINGS THAT WOULD THAT WOULD ENHANCE THE TEACHING PROFESSION.

I KNOW WE'VE TALKED ABOUT AND THE INSURANCE PREMIUMS AND THE THINGS WE HAVE A PARENTAL FOR NEW PARENTS, PAID PARENTAL LEAVE, WHICH WOULD BE, I'M SURE, VERY HELPFUL.

CHRIS. RIGHT. DR.

GOODSON MM HMM, AND ALSO AND THEN I KNOW CHRIS POTEET TALKED ABOUT SOME OF THE VETERAN BENEFITS THAT THEY HAVE, EXTENDING THOSE TO TEACHERS AS WELL.

THOSE WILL BE SOMETHING THEY'VE HAD TWO COMMITTEES IN BOTH CHAMBERS, BOTH THE SENATE AND THE HOUSE, AND THEY'VE TALKED A LOT.

THEY HAVE SPECIAL COMMITTEES THAT ARE GOING THROUGH THIS.

SO THIS, AGAIN, THERE ARE WELL AWARE OF THE TEACHER SHORTAGE AND THERE ARE PEOPLE WORKING ON IT RIGHT NOW.

WELL, WE WILL TAKE WHAT WE'VE WRITTEN AND RESPOND OR ADD TO IT IN HOPES THAT SOME OF THESE THINGS THAT WE'RE HOPING FOR WILL HAPPEN.

ANOTHER PRIORITY OF OURS UNDER THE BIG UMBRELLA IS TO ESTABLISH A FAIR PUBLIC SCHOOL FUNDING SYSTEM.

SOMETIMES IT DOESN'T FEEL VERY FAIR.

I THINK ONE OF THE THINGS WE'RE GOING TO ASK FOR MORE THAN ANYTHING THAT WOULD HELP EVERY DISTRICT AND EVERY STUDENT IS IF THEY INCREASE THE BASIC ALLOTMENT.

[01:40:04]

WE NEED IT WITH INFLATION IS EATING INTO THE BUDGET AND THE COSTS AND GIVEN THOSE EXPENSES THAT WE HAVE TO MEET, WE END UP CUTTING SOMEWHERE AND IT'S NEVER TO THE BENEFIT OF KIDS, AND SO WE WANT TO MAKE SURE THAT WE WORK ON THAT.

WE ALSO HAVE TALKED ABOUT KEEPING MONEY THAT IS TAKEN FROM YOUR TAXPAYER.

AS A TAXPAYER, WHEN YOU WRITE A CHECK, IF YOU PAY INDIVIDUALLY TO THE SCHOOL DISTRICT, YOU'D LIKE FOR IT TO KNOW THAT IT'S AT LEAST GOING TO EDUCATION.

IT DOESN'T ALWAYS.

SO WE'RE ALWAYS GOING TO SUPPORT THAT EFFORT TO DO THAT, AND WE'RE NOT THE ONLY DISTRICT.

IN FACT, A LOT OF THESE THINGS THAT YOU SEE HERE ARE INCLUDED IN MANY DISTRICTS, OTHER FINANCE THINGS WE'D LIKE FLEXIBILITY AND SPENDING REQUIREMENTS. I KNOW MR. PATE HAS TALKED ABOUT, WE HAVE CERTAIN PERCENTAGES WE HAVE TO MEET AND SOMETIMES THEY JUST DON'T MAKE SENSE.

SO WE'D LIKE THAT WE TALK ABOUT UNFUNDED MANDATES.

A LOT OF THESE THINGS ARE FINANCIAL THINGS.

WE TALK ABOUT ALL THE TIME, EVERY SESSION.

SOMETIMES THEY WORK, SOMETIMES THEY DON'T, BUT IT'S ALWAYS WORTH GIVING IT A SHOT FOR SURE.

THE FINAL WELL, IT'S NOT THE FINAL THING, BUT IN TERMS OF AN UMBRELLA TO ENHANCE THE STATE'S ACCOUNTABILITY SYSTEM AND THAT THIS FIRST BULLET, IT SAYS, SPECIFY THAT ANY PUBLIC TAX DOLLARS USED TO FUND EDUCATION FOR ANY INSTITUTION, PUBLIC, CHARTER, HOME OR PRIVATE SHALL BE HELD ACCOUNTABLE TO TAXPAYERS BY COMPLETE PARTICIPATION IN THE EDUCATION INSTITUTIONS IN THE STATE ACCOUNTABILITY SYSTEM, AND REALLY WHAT THAT SAYS IS IF YOU'RE GOING TO DO VOUCHERS, WHICH THEY'VE BEEN TALKING A LOT ABOUT, AT THE VERY MINIMUM, THEY SHOULD BE ACCOUNTABLE TO THE TAXPAYERS IN THE SAME WAY PUBLIC SCHOOLS ARE.

SO THAT IS AN ISSUE THAT I THINK WE'VE HEARD FROM PEOPLE IN THE HOUSE WHO SAID THEY DON'T KNOW WHY THAT'S COMING UP.

THEY DON'T HAVE ANY INTENTION, AND THEN YET YOU HEAR OTHER CONFLICTING REPORTS THAT SAY, YES, IT IS DEFINITELY SOMETHING THAT'S GOING TO BE CONSIDERED.

WE WILL KEEP A CLOSE EYE ON THAT.

I WILL TELL YOU, I'VE BEEN DOING THIS WORK OFF AND ON SINCE 1997, AND VOUCHERS HAVE ALMOST ALWAYS BEEN PART OF A LEGISLATIVE AGENDA.

SO, WE WOULD LIKE ON THE OTHER ONE ABOUT ACCOUNTABILITY, ALLOW NATIONAL ASSESSMENTS TO CONTRIBUTE TO THE ACCOUNTABILITY.

LIKE YOUR PSAT, YOUR SAT TESTS, THINGS LIKE THAT.

MAYBE THAT SHOULD COUNT INSTEAD OF SOME OF THE END, OF COURSE.

SO THAT'S KIND OF A DETAIL THAT WE'LL GET IN, BUT THE ACCOUNTABILITY FOLKS GET VERY DETAILED, AND SO WE THOUGHT THAT WAS AN IDEA THAT WOULD CERTAINLY BE HELPFUL.

WE'D LIKE TO BE ENSURED THAT THE EMERGENT BILINGUAL STUDENTS DO NOT RECEIVE MORE TESTING THAN OTHER STUDENTS.

SOME OF THESE THINGS SEEM VERY LOGICAL, BUT THEY I'M HERE TO TELL YOU THEY'RE KIND OF HARD TO GET THROUGH SOMETIMES.

THEN ON THE LAST, WE WANTED TO PRIORITIZE LOCAL CONTROL, LIKE I SAID, AND ALL OF THESE THINGS WHERE THERE'S FUNDING THAT'S CONCERNED, WE WANT TO BE ABLE TO DIRECT IT TO THE PLACES THAT ARE NEEDED, AND THAT'S SOMETHING.

SOME PEOPLE HAVE TROUBLE WITH IN AUSTIN.

SO WE'RE GOING TO WORK ON IT.

WE WANT TO ENSURE THAT SCHOOL DISTRICTS ARE ALLOWED REPRESENTATION IN ALL FORMS BEFORE THE TEXAS LEGISLATURE AND EXECUTIVE BRANCH.

IN THE LAST TWO SESSIONS, THERE HAVE BEEN A BIG PUSH TO LIMIT THE LEGISLATIVE SUPPORT THAT SCHOOL DISTRICTS GET FROM LIKE TASB AND SOME OF THE EDUCATION ORGANIZATIONS, AND SO WE WOULD LIKE FOR THAT TO NOT HAPPEN.

WE'D LIKE TO REMAIN ABLE TO DO THOSE THINGS, AND THEN YOU ALL MIGHT REMEMBER IN OUR LAST BOND THAT WE HAD TO HAVE THAT LANGUAGE IN IT THAT SAID THAT WAS GOING TO INCREASE FOR TAXES, WHICH IS NOT ALWAYS TRUE.

SO WE'RE GOING TO TRY TO WORK TO GET THAT LANGUAGE CHANGED SO THAT WHEN WE WOULD ASK FOR ANOTHER BOND REFERENDUM THAT LANGUAGE IS EITHER MORE EASY, IS EASIER TO UNDERSTAND WHEN THERE IS NOT ACTUALLY A TAX INCREASE.

SO THOSE ARE THE MAJOR.

ISSUES THAT WE'RE GOING TO WORK ON.

THERE ARE LOTS OF THINGS THAT FALL UNDER THESE.

WE WATCH LOTS OF BILLS.

THERE'LL BE THINGS THAT WILL POP UP THAT WE WILL PAY ATTENTION TO, AND THEN THEY BECOME A PRIORITY.

WE DON'T KNOW WHAT THEY ARE RIGHT NOW, BUT THESE ARE ITEMS THAT WE DO KNOW.

SO. THANK YOU.

MISS MORRIS, AGAIN, I WANT TO I SO APPRECIATE MS. MORRIS IS CONNECTED IN SO MANY WAYS, AND SHE IS THIS CONSTANT ADVOCATE FOR RICHARDSON ISD IN THE STUDENTS AND STAFF AND COMMUNITY OF THIS DISTRICT, AND I THANK YOU FOR LEADING THIS PROCESS. THANK YOU TO THE SUBCOMMITTEE WHO WORKED DILIGENTLY IN THE LAST REALLY COUPLE OF MONTHS TO HELP PUT FORWARD THIS PRODUCT, AND SO WITH THAT, I DO RECOMMEND THAT THE BOARD OF TRUSTEES ADOPT THE RICHARDSON ISD 2023 LEGISLATIVE PRIORITIES AS PRESENTED.

THANK YOU. MS. BRANUM THANK YOU.

MS. MORRIS. THANK YOU SO VERY MUCH FOR THAT.

IS THERE A MOTION SO MOVED? THANK YOU, MR. POTEET. IS THERE A SECOND? SECOND. THANK YOU, MS.

[01:45:01]

I STILL AM, I GUESS, AND I JUST WANTED FROM A PROCESS POINT TO MS. MORRIS' POINT WITH THE SESSION COMING UP AND THE TIMELINE OF WHEN BILLS GET GET BUILT AND FILED.

YOU KNOW, THIS IS OUR PREEMPTIVE TRYING TO BE PROACTIVE ABOUT PUTTING OUT THERE WITH OUR LEGISLATIVE REPRESENTATION WHAT WE THINK IS IMPORTANT TO US.

THEN WE TRANSITION ONCE THOSE BILLS START GETTING FILED AND THERE'LL BE THOUSANDS OF BILLS FILED DURING THE SESSION.

WE'VE GOT TO KEEP OUR EYES ON.

THE ONES THAT HAVE THAT ARE NOT GOOD FOR RISD, ARE THE ONES THAT ARE GOOD FOR RISD AND GET DOWN THERE AND ADVOCATE FOR THE ONES THAT ARE GOOD AND GET DOWN THERE AND WHATEVER THE OPPOSITE OF ADVOCATE IS FOR THE ONES THAT AREN'T.

YES. SO I MEAN, IT'S KIND OF A GAME THROUGH THIS WHOLE PROCESS, BUT THIS IS KIND OF THE FIRST PORTION OF THAT OR THE FIRST PHASE.

SO I THINK WE'VE GOT A GOOD PLAN HERE TO START OUT WITH AND WE'LL START KNOCKING ON DOORS FOR REPRESENTATION AND MAKE SURE THAT THEY UNDERSTAND WHAT'S IMPORTANT TO THE DISTRICT.

SO I APPRECIATE IT.

I'M EXCITED TO BE A PART OF THAT GOING FORWARD.

I THINK MS. MORRIS CAN SPEAK TO THIS AS WELL, BUT I FEEL REALLY GOOD WHEN I LOOK AT OUR LEGISLATIVE PRIORITIES AND I THINK OUR SUPERINTENDENT GROUP HAS BEEN VERY COMMITTED TO HAVING ALIGNMENT THAT WHEN WE'RE SPEAKING THAT OUR, YOU KNOW, OUR EDUCATION, REGARDLESS OF THE SIZE WE ALL BELIEVE AND WE ALL NEED THESE SAME THINGS, AND THERE MAY BE NUANCES THAT ARE DIFFERENT BECAUSE YOU'RE SMALL OR BIG OR THE WAY THAT THE FINANCE FORMULA WORKS.

IT MAY APPLY DIFFERENTLY, BUT WE REALLY ARE UNITED AROUND THESE BIG TOPICS, SAFETY AND SECURITY, THE FUNDING FORMULA, ACCOUNTABILITY AND TEACHERS THERE IS REALLY KIND OF A STRONG COMMITMENT AROUND THOSE BIG TOPICS.

I'M SORRY. YEAH. NO, NOT SO MUCH A QUESTION, BUT I JUST WANTED TO DITTO WHAT SUPERINTENDENT BRANUM SAID ABOUT THIS, MS. MORRIS. I THINK THAT I ALSO JUST.

I MEAN, MORRIS IS SO WELL CONNECTED AND JUST A TRUE AND A PERSISTENT AND CONSTANT ADVOCATE FOR OUR DISTRICT, AND I SO APPRECIATE THAT, LIZ. I MEAN, YOU KNOW HOW I FEEL ABOUT YOU.

I APPRECIATE YOU, BUT I THINK ON MR. POTEET'S NOTE, TOO, THAT IT'S JUST SO IMPORTANT THAT OUR COMMUNITY, WHO IS A VERY ACTIVE COMMUNITY, WHICH I LOVE THAT RICHARDSON, IS THAT OUR PARENTS ARE VERY INVOLVED, THAT THE CONSTITUENTS OF THIS COMMUNITY, THAT WE DO GET INVOLVED.

WHEN THESE BILLS DO COME UP, IT CAN BE VERY COMPLICATED.

IT CAN SOUND SO OVERWHELMING, BUT I THINK TO MR. POTEET'S POINT THAT, YOU KNOW, BEING IN THERE, RIGHT, SHOWING UP WHEN WE CAN TO GO AGAINST SOMETHING THAT'S GOING TO BE NOT A POSITIVE THING FOR RISD AND TO FIGHT AND USE OUR VOICES TO GO UP AND ALSO HELP OUR REPS THAT ARE UP THERE DEFENDING AND FIGHTING FOR OUR STUDENTS AS WELL, TOO.

BUT MS. MORRIS IS WHAT MAKES ALL THAT BALANCE, WHETHER IT BE WITH ALL OF THE STATE OFFICIALS DOWN TO THE COMMUNITY.

SO I'M VERY, VERY GRATEFUL FOR EVERYTHING YOU DO.

OH, I'M ON NOW. I ALSO WANTED TO LET YOU KNOW THAT ONE OF THE OTHER THINGS THAT THIS PRIORITY DOES IS THAT I WORK WITH CHAMBERS OF COMMERCE, THE NORTH TEXAS COMMISSION AND OTHERS, AND THEY ARE VERY INTERESTED IN WHAT WE DO, AND SO YOU WILL PROBABLY SEE THINGS LIKE THIS SHOW UP AS A CHAMBER, DOES THEIR EDUCATION PRIORITIES.

THEY'LL DO OTHERS, WATER, TRANSPORTATION, THOSE THINGS, BUT THEY ALL HAVE AN EDUCATION BANK AND THEY WILL USE WHAT WE HAVE WRITTEN TO PUT FOR THEIR PRIORITIES AS WELL.

SO WHAT WE WHAT YOU ALL VOTE ON AND DECIDE HERE WILL ALSO THEN GO OUT INTO THE COMMUNITY AND HELP THEM DEVELOP THEIR PRIORITIES AROUND WHAT'S IMPORTANT TO EDUCATION, AND I LOVE THAT THEY LOOK TO US FOR WHAT AND THEY'LL SAY, WHAT DO YOU GUYS NEED? AND SO NOW WE TELL THEM, THANK YOU.

ANY ADDITIONAL QUESTIONS, COMMENTS, BOARD? AND I JUST WANTED TO SAY THANK YOU FOR THE SUBCOMMITTEE, WHICH WAS MR. POTEET MR. EAGER AND MYSELF.

WE HAD TO MOVE PRETTY QUICKLY ON THIS ONE.

SO I THANK YOU SO MUCH, ESPECIALLY TO MR. POTEET, WHO GOT THAT CALL, AND I WAS LIKE, HEY, CAN YOU HELP ME OUT? SO I APPRECIATE YOU.

THANK YOU SO MUCH, AND ABSOLUTELY.

WE DEFINITELY APPRECIATE YOU.

MS. MORRIS.

WE REALLY APPRECIATE THAT.

SO WE HAVE A MOTION BY MR. POTEET, A SECOND BY MS. PACHECO. ALL IN FAVOR.

PLEASE RAISE YOUR HAND.

ALL RIGHT, MR. EAGER'S GOT HIS HANDS UP, TOO.

SO WE'VE GOT A 6-0 MOTION PASSES.

THANK YOU SO MUCH.

SO WE CAN TAKE A BREAK IF WE WANT TO.

WHAT DO YOU ALL THINK IF YOU WANT TO KEEP PUSHING THROUGH.

WANT TO TAKE A BREAK? WE'RE GOING TO TALK ABOUT EIGHT TO TEN MINUTES.

[01:50:05]

COME ON BACK.

WE'RE GOING TO GO AHEAD AND GET STARTED.

WE'RE GOING TO GO AHEAD AND GET STARTED.

ALL RIGHT, I HOPE EVERYBODY HAD A GREAT BREAK.

WE ARE BACK.

YOU ARE ALL BACK.

OUR NEXT ITEM IS AN UPDATE ON OUR EQUITY, DIVERSITY AND INCLUSION PRIORITIES FOR THIS SCHOOL YEAR.

[VII.C. Equity, Diversity & Inclusion Priorities for 2022-2023]

I WANT TO ANCHOR ALL OF US THAT THIS WAS A POLICY THAT WAS ADOPTED, AND IT IS A PART OF THE EXPECTATION THAT YOU ALL HAVE OF OUR STAFF OF IMPLEMENTATION.

WE ARE HELD ACCOUNTABLE FOR IMPLEMENTING THIS BOARD POLICY AS WE ARE ALL BOARD POLICIES AND AS WE DO WITH MANY ASPECTS OF OUR DISTRICT'S WORK.

WE BRING FORWARD ANNUAL UPDATES TO ALLOW YOU TO UNDERSTAND WHAT WE'RE DOING, WHAT OUR WORK IS, WHAT OUR WORK IS, IT THE PRIORITIES FOR THE YEAR AND HOW WE'RE GOING TO SUPPORT IMPLEMENTATION.

WHERE IT MATTERS MOST IS ON THE CAMPUS LEVEL.

SO I HAVE INVITED MS. LEE AND MR. JEWETT HERE TONIGHT THAT ARE GOING TO SHARE THIS YEAR'S 22-23 EQUITY, DIVERSITY AND INCLUSION PRIORITIES.

SO I WILL TURN IT OVER TO THEM.

GOOD EVENING, WE ARE SO EXCITED TO BE HERE TO SHARE THIS SCHOOL YEAR'S PLAN WITH YOU ALL.

WE ARE GOING TO PULL SOME THINGS FORWARD THAT ARE ONGOING, BUT WE'RE GOING TO KIND OF SKIM THROUGH THOSE, BUT BECAUSE WE HAVE SO MANY NEW BOARD MEMBERS WHO HAVEN'T HAD A CHANCE TO JUST REALLY SIT DOWN AND TALK TO US ABOUT OUR PROGRAMING, WE DID WANT TO AT LEAST MENTION SOME THINGS THAT WE'RE PULLING FORWARD, AND SO, AGAIN, WE ARE JUST GRATEFUL AND EXCITED TO BE HERE.

I JUST WANT TO ACKNOWLEDGE THE CABINET AND OUR BOARD OF TRUSTEES AND OUR SUPERINTENDENT.

THANK YOU FOR HAVING US.

SO LET'S JUST GET STARTED.

FIRST, I WOULD LOVE FOR YOU ALL JUST TO MEET OUR TEAM.

I'M ANGIE LEE. I'M THE EXECUTIVE DIRECTOR OF THE DEPARTMENT OF EQUITY, DIVERSITY AND INCLUSION, AND MR. JEWETT IS HERE WITH ME.

HE IS THE DIRECTOR IN THE DEPARTMENT.

THEN WE HAVE JONAH BALLESTEROS, WHO IS AN EQUITY DIVERSITY AND INCLUSION SPECIALIST, AND THEN THE REST OF THE LADIES WHO YOU SEE ON THE SCREEN, MARIA ETHETTON.

SHE IS OUR FAMILY ENGAGEMENT COORDINATOR, AND THEN WE HAVE TWO FAMILY ENGAGEMENT PROGRAMS, SPECIALISTS, AND THEY ARE ALEJANDRO PHILLIPS AND ESTHER LLAUCE, AND WE ALSO HAVE ONE MORE PERSON WHO WILL BE TRANSITIONING VERY SOON.

I HAD AN EXECUTIVE ASSISTANT POSITION THAT HAS BEEN OPEN FOR MOST OF THE SUMMER, AND I'VE NOW BEEN ABLE TO FILL IT, AND SHE'S ONE OF OUR OWN HOME GROWN PEARCE GRADUATE ANNA SOTO-NORIEGA, AND SO SHE'LL BE SLIDING IN AS SOON AS SHE'S ABLE TO COME OVER FROM THE NEWCOMER INTAKE CENTER. COULD BE ME, COULD BE THE CLICKER.

WELL, APPARENTLY.

SO WE JUST WANT TO KIND OF JUMP RIGHT IN AND WE WANT YOU TO REALLY MEET THE RISD COMMUNITY FIRST, OUR RISD COMMUNITY.

WHAT I'VE REALIZED SINCE SUPERINTENDENT BRANUM PRESENTED IS THAT OUR NUMBERS MAY BE MOVING TARGETS AS WELL AS SHE INDICATED, AND SO WE JUST LIFTED THIS INFORMATION, AND SO SOME OF THE NUMBERS MAY BE A LITTLE OFF, BUT WE DO WANT TO INTRODUCE YOU TO OUR COMMUNITY.

YOU'LL NOTICE FROM THIS SLIDE THAT WE ARE CONSIDERED A LARGE DISTRICT WITH RIGHT AT 37,000 STUDENTS.

AT THIS POINT, THOSE STUDENTS ARE MATRICULATING AMONG 55 OF OUR CAMPUSES, AND OF THOSE 55 CAMPUSES,

[01:55:03]

THERE WE GO. POINT THE OTHER WAY.

THIS DATA SHOWS US THAT RISD IS A BEAUTIFULLY DIVERSE DISTRICT.

WE ARE ECONOMICALLY DIVERSE.

AS NOTED WITH THE PREVIOUS SLIDE OF OUR 31 TITLE ONE CAMPUSES.

I ALSO WANT YOU TO NOTICE THAT WE ARE RACIALLY DIVERSE.

IF YOU LOOK AT THE GRAPH, YOU SEE THE BREAKDOWN BY RACE THERE.

WE ARE ALSO DIVERSE IN LANGUAGE WITH THE TOP FIVE LANGUAGES SPOKEN IN OUR DISTRICT BEING SPANISH, ARABIC, VIETNAMESE, PASHTO AND URDU.

LET'S SEE.

I THINK I'LL WORK IT OUT IN A MINUTE, AND SO THEN AS WE CONTINUE TO MEET THE RISD COMMUNITY, YOU'LL NOTICE THAT WE ARE DIVERSE IN OUR LEARNING NEEDS AS WELL. WHEN SOME OF THE CABINET MEMBERS SPOKE, THEY ALSO PULLED SOME OF THAT INFORMATION FORWARD, AND SO WE ARE DIVERSE IN OUR LEARNING NEEDS.

IF YOU NOTICE THAT ENGLISH LANGUAGE LEARNERS AT 28%, OUR SPECIAL EDUCATION POPULATION AT 12%, ECONOMICALLY DISADVANTAGED, 57 AND GIFTED AND TALENTED AT 9.9%, AND THEN LASTLY, WHAT I WOULD LIKE FOR YOU TO NOTICE IS THAT WE ARE ALSO GEOGRAPHICALLY DIVERSE.

OUR DISTRICT IS UNIQUE IN THAT IT WE DO SPAN THREE DIFFERENT CITIES AND THOSE CITIES BEING RICHARDSON, DALLAS AND GARLAND.

SO WE ARE SO INCREDIBLY DIVERSE.

THAT NICHE, BASED ON THEIR RANKING INDICATORS, CLASSIFIES OUR ISD AS THE FIFTH MOST DIVERSE DISTRICT IN TEXAS, AND THAT IS OUT OF 1033 SCHOOL DISTRICTS, AND THEY ALSO CLASSIFY RISD AS THE 50TH MOST DIVERSE DISTRICT IN AMERICA, AND THAT IS OUT OF 11,844 SCHOOL SYSTEMS. THERE IS NOT A SINGLE LENS OF DIVERSITY IN RISD, BUT RATHER MULTIPLE LENSES OF DIVERSITY, WHICH LEADS TO MULTIPLE STORIES OF DIVERSITY IN OUR DISTRICT, AND THIS RICH DIVERSITY ILLUSTRATES THE NEED AND THE WHY FOR EQUITY, DIVERSITY AND INCLUSION IN RISD.

IT IS EXACTLY WHY THE DEPARTMENT EXISTS.

WE EXIST TO SUPPORT AND UNDERGIRD OUR DEPARTMENTS, OUR CAMPUSES, OUR STAFF.

WE EXIST TO SUPPORT AND UNDERGIRD OUR FAMILIES AND OUR STUDENTS, STUDENTS AS WE ALL WORK TOWARD CLOSING ACHIEVEMENT AND OPPORTUNITY GAPS.

SO EVERY STUDENT AND EVERY RISD GRADUATE EXEMPLIFIES THE OUTCOMES OF THE GRADUATE PROFILE.

SO I'D LIKE TO TAKE JUST A MOMENT AND TALK TO YOU ABOUT OUR JOURNEY , AND SO A LOT OF PEOPLE WILL ASK US, WHAT DO YOU ALL DO AND HOW DO YOU DO IT AND HOW DO YOU ACTUALLY START TO THINK ABOUT YOUR PROGRAMING? AND SO I ALWAYS POINT BACK TO 2017 AND THE STRATEGIC PLAN WORK AND IN 2017, THE DISTRICT AS A WHOLE ENGAGED IN STRATEGIC PLANNING.

THERE WAS AN ALL CALL THAT WENT OUT TO COMMUNITY MEMBERS, STAFF MEMBERS TO COME AND PARTICIPATE AND EMBARK ON THIS JOURNEY OF STRATEGIC PLANNING, AND LOTS OF PEOPLE ENGAGED.

SOME OF YOU IN THIS VERY ROOM TONIGHT, I'M SURE, WERE PART OF THAT PROCESS, AND SO SPENT THAT YEAR DOING THAT STRATEGIC PLAN WORK, AND WHAT CAME OUT OF THAT WORK WERE EDUCATIONAL EQUITY GOALS OUT OF THAT STRATEGIC PLANNING.

AND SO THOSE EDUCATIONAL EQUITY GOALS, REALLY, THOSE ARE THE GOALS THAT I USE WHEN PLANNING AND THINKING ABOUT OUR PROGRAMING.

WE HAVE OUR BEAUTIFUL EDI POLICY.

THAT IS, OF COURSE, YOU KNOW, IT'S A GUIDE AS WELL, BUT THEN THOSE SPECIFIC GOALS THAT WE USE TO DRIVE OUR WORK ACTUALLY COME FROM THE STRATEGIC PLAN, AND SO WHAT DO PROGRAMING AND INITIATIVES LOOK LIKE?

[02:00:04]

WE ARE EXCITED TO ANNOUNCE TO YOU ALL TONIGHT THAT WE ARE STARTING THE NEW YEAR WITH A NEW CAMPAIGN, AND IT IS CALLED EQUITY AS A VERB , AND SO WE REALLY WANT TO SPEND THIS YEAR.

KIND OF GETTING BACK TO THE BASICS OF WHAT EQUITY REALLY IS.

THERE'S A LOT OF IDEAS ABOUT IT.

THERE'S A LOT OF CONVERSATION ABOUT IT, BUT WHAT DOES EQUITY REALLY MEAN? AND SO WE WANT TO SPEND THIS YEAR REDEFINING EQUITY AND REALLY ILLUSTRATING THAT EQUITY IS NOT THIS GIGANTIC, TERRIFYING, ABSTRACT, ABSTRACT IDEA, BUT EQUITY IS THE EVERYDAY PRACTICES, THE EVERYDAY ACTIONS THAT WE CAN ALL EMPLOY, AND SO WITH THIS EQUITY AS A VERB CAMPAIGN, IT'S GOING TO ROLL OUT DISTRICT WIDE, AND MATTER OF FACT, IT IS ALREADY ROLLED OUT.

WE STARTED THIS SUMMER WITH TRAINING OUR EQUITY LIAISONS, SO WE PUT TOGETHER AN EQUITY AS A VERB TRAINING PIECE.

WE TRAINED OUR EQUITY LIAISONS AND USING THAT TRAIN THE TRAINER MODEL, THEY ARE NOW TRAINING THEIR CAMPUSES, AND SO WE HAVE 55 CAMPUSES IN OUR DISTRICT, SO WE HAVE 55 EQUITY LIAISONS AND SO THEY'RE ON THEIR CAMPUSES TRAINING THEIR STAFF, GEARING UP AND PREPARING FOR THIS EQUITY AS A VERB CAMPAIGN, AND SO WHAT IS EQUITY IS A VERB EVERY MONTH, EVERY MONTH, A NEW TOPIC THAT WE HAVE IDENTIFIED IS GOING TO ROLL OUT TO THE CAMPUS, AND SO WE BELIEVE AND WE SAID SAID IT BEFORE, IF WHAT EQUITY IS A VERB MEANS IS THAT EQUITY IS ACTION.

A LOT OF TIMES WE SPEND A LOT OF TIME TALKING ABOUT EQUITY, BUT WHAT ARE THOSE ACTIONS THAT TEACHERS AND STAFF MEMBERS, OUR FRONT OFFICE STAFF, THEY CAN EMPLOY EVERY SINGLE DAY WHEN WORKING AND INTERACTING WITH ONE ANOTHER, BUT ALSO WITH OUR FAMILIES AND OUR STUDENTS.

SO THOSE WILL ROLL OUT A NEW TOPIC WILL ROLL OUT MONTHLY, AND WITH THE NEW TOPIC, THERE WILL BE CAMPUS MARKETING MATERIAL AROUND THE NEW TOPIC, AND THEN WE ALSO WANT TO CLARIFY AND MAKE SURE THAT WE UNDERSTAND THAT THIS IS A STAFF AND STUDENT CAMPAIGN.

WE WANT STAFF AND STUDENTS TO ENGAGE IN LEARNING THESE EVERYDAY PRACTICES THAT HELP BUILD EQUITY, WHICH OF COURSE, WILL THEN DRIVE SUCCESS FOR STUDENTS ON OUR CAMPUSES.

SO EQUITY IS A VERB.

VERB MEANING THE V MEANS VOICE IT E IS ENGAGE IT, R IS REIMAGINE IT AND B MEANS TO BUILD IT.

REMEMBER WE TALKED ABOUT EQUITY IS ACTION.

SO THESE TOPICS, WE ARE GOING TO START VERBING THESE TOPICS.

SO WE'RE GOING TO VOICE THE TOPIC.

WE'RE GOING TO ENGAGE IT, REIMAGINE IT, AND BUILD IT.

THIS MONTH'S VERB.

JUST TO GIVE YOU A SNEAK PEEK IS WE ARE WORKING ON HOW THE IMPORTANCE OF PRONOUNCING NAMES CORRECTLY.

YOU KNOW, THIS IS SOMETHING THAT WE TAKE FOR GRANTED, ESPECIALLY IF YOU HAVE A NAME THAT NO ONE EVER MISPRONOUNCES, BUT IT'S ACTUALLY SOMETHING THAT IS VERY IMPORTANT.

IT'S SOMETHING THAT, YOU KNOW, WE GET OUR NAMES FROM THEY'RE PASSED DOWN GENERATION AFTER GENERATION.

WE CARRY FAMILY, FAMILY NAMES, AND IT'S SOMETHING THAT'S IMPORTANT, AND SO WE WANTED TO START WITH TALKING ABOUT THE IMPORTANCE OF PRONOUNCING THE NAME, AND SO HOW ARE WE GOING TO VERB IT, WE VOICE IT, PRACTICE SAYING THE NAME CORRECTLY, ENGAGE IT, LEARN WHO GAVE THEM THE NAME.

DOES IT HAVE SPECIFIC MEANING TO THEM? RE-IMAGINE IT? WHY IS IT IMPORTANT TO PRONOUNCE NAMES CORRECTLY? IF YOU MISPRONOUNCE A NAME, WHAT SHOULD YOU DO? ARE THERE FACTORS THAT COULD IMPEDE CORRECT PRONUNCIATION? AND IF THAT'S THE CASE, THEN WHAT? SO WE WANT TEACHERS TO START REALLY ENGAGING WITH THESE TOPICS AND HAVING THESE CONVERSATIONS AND THEN ULTIMATELY BUILD IT.

WHAT IS AN ACTION OR RESOURCE THAT COULD MAKE LEARNING AND PRONOUNCING STUDENT AND STAFF NAMES CORRECTLY EASIER? AND SO THAT'S A LITTLE SNEAK PEEK.

THERE'S A WHOLE LIKE A WHOLE TRAINING THAT GOES ALONG WITH THIS, BUT I DID WANT TO GIVE YOU A SNEAK PEEK OF THE FIRST TOPIC THAT HAS ROLLED OUT, AND SO THEN WHY THIS TOPIC? WHY THIS TOPIC? SO BASED ON A STUDY, STUDENTS NAMED NINE DISTINCT REASONS FOR HOW THEIR INSTRUCTORS KNOWING AND SAYING THEIR NAMES CORRECTLY IMPACTED THEM AND SO STUDENTS FEEL MORE VALUED.

STUDENTS INDICATE THAT THEY FEEL MORE INVESTED IN THE COURSE.

STUDENTS FEEL MORE COMFORTABLE GETTING HELP.

STUDENTS INDICATED THEY FEEL MORE COMFORTABLE TALKING TO THE INSTRUCTOR.

[02:05:04]

THEY ALSO INDICATED THEY FEEL AN INSTRUCTOR CARES WHEN THEY PRONOUNCE THEIR NAMES CORRECTLY.

STUDENTS FEEL IT BUILDS STUDENT INSTRUCTOR RELATIONSHIPS, IT BUILDS CLASSROOM COMMUNITY, AND THEY ALSO INDICATED THEY FEEL INSTRUCTORS ARE MORE LIKELY TO PROVIDE GUIDANCE GOING FORWARD.

SO WHEN WE TALK ABOUT WHAT'S IN A NAME HERE, THEY HAVE CLEARLY INDICATED THE WORTH AND VALUE THAT'S COMMUNICATED TO THEM WHEN THEY ARE SITTING IN CLASSROOMS. IF INSTRUCTORS TAKE THE TIME TO PRONOUNCE THEIR NAME AND CAN CALL THEM BY NAME CORRECTLY, AND SO AT THE END OF THIS SCHOOL YEAR, WHAT WE HOPE TO HAVE ACCOMPLISHED IS THAT WE HAVE PUT INTO ACTION NINE BEST PRACTICES THAT SUPPORT EQUITY, DIVERSITY AND INCLUSION.

THAT RESEARCH SUGGESTS IMPACTS BETTER OUTCOMES FOR STUDENTS.

SO HERE'S SOMETHING THAT WE CAN DO EVERY DAY, EVERY DAY, PRACTICE EVERYDAY REAL LIFE, REAL TIME ACTION THAT WILL RESULT IN BETTER STUDENT OUTCOMES, AND AT THE END OF THE YEAR, AGAIN, WE HOPE TO HAVE GONE THROUGH NINE OF THESE EVERYDAY ACTIONS THAT WE CAN GET A BIG BANG FOR OUR BUCK FROM.

SO NEXT, WE'RE GOING TO MOVE TO PROFESSIONAL LEARNING.

OUR PROFESSIONAL LEARNING IS PRIMARILY DESIGNED IN-HOUSE.

WE DO A LOT OF THE DEVELOPMENT AND DESIGNING OF OUR PROFESSIONAL LEARNING.

IT'S DESIGNED AROUND THE CULTURAL COMPETENCE, PROFESSIONAL LEARNING RUBRIC AND ALL OF OUR PROFESSIONAL LEARNING.

I DO WANT TO MAKE SURE THAT WE ARE ON THE SAME PAGE.

ALL OF OUR PROFESSIONAL LEARNING IS STAFF BASED, SO WHEN WE TALK ABOUT PROFESSIONAL LEARNING, WE'RE TALKING ABOUT THE LEARNING THAT OUR TEACHERS AND OUR ADMINISTRATORS, OUR PARAPROFESSIONALS, THAT OUR ADULT STAFF ENGAGE IN, AND THEN ALSO I WANT TO MAKE SURE THAT WE ALL UNDERSTAND THAT OUR STAFF DEVELOPMENT, OUR PROFESSIONAL LEARNING, IS OPT-IN, THAT TEACHERS AND PARAPROFESSIONALS, THEY CHOOSE TO PARTICIPATE IN THE LEARNING WITH US.

SO HOW DO WE OFFER PROFESSIONAL LEARNING? WE OFFER IT SEVERAL DIFFERENT WAYS.

WE DO IT DISTRICT WIDE.

WE PUT OUR PROFESSIONAL LEARNING AND OUR PROFESSIONAL LEARNING PLATFORMS. TEACHERS ARE ABLE TO GO IN THERE AND SEARCH FOR WHAT THEY WANT TO PARTICIPATE IN AND THEY CAN CHOOSE ONE OF OUR SESSIONS.

WE ALSO PRESENT PROFESSIONAL LEARNING AT SUMMER CONFERENCES SUCH AS OUR GROW CONFERENCE THAT'S HELD ANNUALLY, OUR EL INSTITUTE THAT IS HELD ANNUALLY IN THE SUMMER AS WELL, AND THEN PROFESSIONAL LEARNING CAN ALSO BE CAMPUS BASED, AND SO WHAT DOES THAT MEAN? THAT MEANS THAT WE HAVE EQUITY LIAISONS ON OUR CAMPUSES EVERY DAY SAYING, I WOULD LOVE TO HOST THE DEPARTMENT.

CAN YOU ALL COME OUT AND DO A PROFESSIONAL LEARNING? BECAUSE MAYBE THEY'VE HEARD SOMETHING THAT THE TEACHERS ARE SAYING, WE'D LOVE TO PARTICIPATE IN THAT LEARNING TOGETHER.

AND SO THEY START TO ADVOCATE FOR THAT.

WE HAVE PRINCIPALS WHO WILL INVITE US OUT ON DISTRICT WIDE DAYS TO ENGAGE THEIR STAFF WITH SOME PARTICULAR SESSION THAT THEY'RE INTERESTED IN HOSTING ON THE CAMPUS. AGAIN, I WANT TO MAKE SURE THAT WE UNDERSTAND THAT EVEN THOUGH IT'S CAMPUS BASED, IT'S STILL OPTIONAL.

TEACHERS AND STAFF MEMBERS STILL WILL CHOOSE TO PARTICIPATE IN THAT.

THEY DO HAVE THAT OPTION.

WE ALSO PRESENT AT NEW TEACHER ACTIVITIES OR NEW TEACHER DAYS EARLY IN THE SUMMER AND BACK TO SCHOOL DAYS AS WELL, AND THEN ONE OF THE THINGS THAT WE'VE MOVED TO AND WE STARTED THIS LAST YEAR, WE TALKED ABOUT A TRAIN THE TRAINER MODEL, YOU KNOW, IT'S IMPOSSIBLE FOR US TO GO AND HOST PROFESSIONAL LEARNING ON ALL OF OUR CAMPUSES.

SO WE'VE REALLY EMPLOYED THIS TRAIN THE TRAINER MODEL, WHERE WE ARE TRAINING OUR EQUITY LIAISONS TO GO AND REPLICATE THE TRAINING ON THEIR CAMPUSES.

ANYTHING THAT WE WANT ROLLED OUT DISTRICT WIDE WHERE WE FEEL LIKE THE STAFF, THEY NEED TO BE TRAINED, AND SO FOR EXAMPLE, WITH THE EQUITY AS A VERB TRAINING, WE TRAINED THE EQUITY LIAISONS AND THEY ARE THE ONES ON THE CAMPUSES NOW ROLLING THAT OUT AT THE CAMPUS LEVEL, AND THEN I ALSO WANT TO SPEND JUST A LITTLE BIT OF TIME TALKING ABOUT TEACH PLUS, AND SO TEACH PLUS IS AN ORGANIZATION THAT WE HAVE PARTNERED WITH AND PROFESSIONAL THE PROFESSIONAL LEARNING DEPARTMENT ALONG WITH US.

WE BOTH WE KIND OF CO-HOST THE TEACH PLUS EXPERIENCE FOR OUR TEACHERS, AND SO THIS IS REALLY WHERE TEACHERS CAN APPLY TO PARTICIPATE WITH TEACH PLUS, AND THIS IS FOR THOSE TEACHERS WHO ARE LOOKING FOR MORE.

THESE ARE THE TEACHERS WHO SAY, YOU KNOW, I LOVE THE WORK OF EQUITY.

I SEE SO MANY THINGS THAT WE CAN DO BETTER ON OUR CAMPUSES.

[02:10:04]

THEY'RE NOT REALLY LOOKING TO MOVE INTO ADMINISTRATION.

THEY'RE NOT REALLY LOOKING.

YOU KNOW, THEY WANT TO GO ANYWHERE.

THEY WANT TO STAY ON THE CAMPUS, BUT THEY WANT TO BE ABLE TO HELP THEIR ADMINISTRATIVE TEAMS ADDRESS SOME OF THE ISSUES THAT THEY SEE OCCURRING, AND SO FOR THOSE TEACHERS WHO HAVE THAT TYPE OF PASSION, THEY CAN APPLY TO PARTICIPATE IN THE TEACH PLUS LEADERSHIP FELLOW PROGRAM, AND IF THEY ARE ACCEPTED, THEY GO THROUGH A YEARLONG PROGRAM WHERE THEY EXPLORE THE PROCESSES OF CHANGE MANAGEMENT IN ORDER TO DEVELOP INNOVATIVE SOLUTIONS TO THEIR SCHOOLS AND STUDENTS NEEDS WHILE THEY'RE ALSO DEVELOPING THEMSELVES AND BECOMING THESE HIGH IMPACT TEACHER LEADERS ON THEIR CAMPUSES.

SUPERINTENDENT BRANUM USED THAT EARLIER.

EVERY DAY, EVERY LEADER, EVERY DAY, AND SO WE HAVE FANTASTIC TEACHERS WHO, AGAIN, THEY WANT TO STAY IN THE CLASSROOM, BUT THEY HAVE AN INCREDIBLE ABILITY TO ACTUALLY LEAD DIFFERENT WORK ON THEIR CAMPUSES.

AND SO SOME OF OUR TEACHERS HAVE PLUGGED INTO THAT WORK AND CAN JUST INTERRUPT FOR JUST A QUICK SECOND, BECAUSE I THINK JUST AN EXAMPLE OF ONE OF THE PROJECTS THAT ONE OF OUR TEACH PLUS INDIVIDUALS EXERCISED THIS PAST YEAR WAS SHE RECOGNIZED THAT THERE WAS A DISPARITY IN THE NUMBER OF PARENTS WHO WERE ATTENDING CAMPUS BASED EVENTS.

SO IF THEY WERE HAVING A STEM NIGHT OR IF THEY WERE HOSTING A CURRICULUM NIGHT, THEY WERE REALLY NOT GETTING THE LEVEL OF PARENT ENGAGEMENT THAT THEY KNEW THEY NEEDED IF THAT PARENT WAS GOING TO BE THAT PARTNER WITH HIM IN THAT EDUCATIONAL EXPERIENCE, AND SO THIS TEACH PLUS EDUCATOR, THAT WAS HER PROJECT AND SHE SPENT A YEAR AND TO SEE THE GROWTH WHERE I BELIEVE IN THE BEGINNING THEY HAD LESS THAN 50 PARENTS THAT ATTENDED A BEGINNING OF THE YEAR EVENT TO THE END OF THE YEAR WHERE THEY HAD MORE THAN 300 PARENTS, AND THIS IS A VERY SMALL CAMPUS WITH AN ENROLLMENT OF ABOUT 350 STUDENTS, AND SO I THINK THAT AGAIN, I THINK JUST TO PROVIDE CLARITY AROUND WHAT THE WORK IS AND WHAT IT ISN'T, IT'S THAT KIND OF I IDENTIFY A NEED ON MY CAMPUS WHERE I CAN MAKE A DIFFERENCE IN CLOSING THE OPPORTUNITY OR PARENT ENGAGEMENT GAP.

EVEN ONE OF THE ZOOM EVENTS, YOU KNOW, THAT THEY HOSTED WAS SO WELL ATTENDED AND THE INNOVATION THAT WENT INTO THEM PLANNING AND RECORDING PARENTS AND THEIR HOMES AND THE PARENTS BECAME THE STORYTELLERS DURING THAT TIME FRAME.

IT'S JUST BEAUTIFUL. SO IT'S REALLY ABOUT THOSE TEACHERS WHO WANT TO DO MORE, BUT FIRST, YOU KNOW, THEY'RE A LITTLE SCARED.

HOW DO I DO MORE? THIS IS A PROGRAM THEY CAN APPLY TO AND GET THAT GOOD COACHING BECAUSE TEACH PLUS THEY THEY PROVIDE THE COACHING AND THE FOLLOW UP THE GUIDANCE THROUGHOUT THE PROGRAM, AND THEN LAST, I WANT TO TALK ABOUT COURAGEOUS CONVERSATION PROTOCOLS, CERTIFICATION, AND SO ONE OF THE THINGS THAT WE HAVE BEEN TALKING ABOUT IN THE DISTRICT AND AS A DEPARTMENT FOR A FEW YEARS NOW IS THE NEED TO BE ABLE TO HAVE COURAGEOUS CONVERSATIONS AROUND AND COURAGEOUS MEANING AROUND, VERY DIFFICULT TOPICS, AND SO ONE OF THE THINGS THAT YOU WILL HEAR US TALKING ABOUT OFTEN IS THIS COMMON THREAD THAT WE HEAR FROM STAFF MEMBERS OF FROM EVERY LEVEL, FROM CENTRAL TO THE CAMPUS LEVEL TO OUR PARAPROFESSIONALS.

IF I COULD JUST INTERRUPT YOU FOR A MINUTE.

I JUST WANT TO REMIND THE AUDIENCE TO NOT ENGAGE IN DISRUPTIVE BEHAVIOR OR WE WILL HAVE YOU REMOVED.

SO WHAT COURAGEOUS CONVERSATIONS, AND SO ONE OF THE THINGS THAT IS THAT COMMON THREAD, AGAIN, IS THAT STAFF MEMBERS TELL US THEY READILY ADMIT THAT THEY WITNESS INCIDENTS.

THEY ARE A PART OF CONVERSATIONS.

THEY SEE THINGS THAT THEY KNOW ARE NOT RIGHT, BUT THEY JUST DO NOT KNOW HOW TO ENTER A CONVERSATION ABOUT WHAT THEY'RE SEEING.

THEY ARE FEARFUL OF ENTERING THAT CONVERSATION AND NOT BECAUSE THEY THEY DON'T THINK IT NEEDS TO BE ADDRESSED.

THEY KNOW IT NEEDS TO BE ADDRESSED, BUT THEY JUST DON'T KNOW HOW TO ADDRESS IT AND HOW TO START THAT PROCESS.

SO ONE OF THE THINGS THAT WE WOULD LOVE TO DO, AND WE'RE GOING TO ATTEND THE COURAGEOUS CONVERSATIONS NATIONAL CONFERENCE, AND THEY'RE OUR GOAL AGAIN.

WE ARE GOING TO WE'VE DONE SOME SESSIONS BEFORE WITH THE PROTOCOL, BUT WE'VE NEVER BECAUSE OF THE PANDEMIC AND EVERYTHING THAT HAPPENED, WE WERE NEVER ABLE TO ATTEND THE CONFERENCE AND START THAT CERTIFICATION PROCESS, AND SO WE WANT TO START THAT CERTIFICATION PROCESS

[02:15:03]

SO OUR EXISTING PROFESSIONAL LEARNING, WE WOULD EMBED THAT COURAGEOUS CONVERSATION PROTOCOL INTO OUR EXISTING PROFESSIONAL LEARNING AS WELL AS ANY PROFESSIONAL LEARNING THAT WE BUILD OUT GOING FORWARD, AND SO WE HAVE AN EXAMPLE UP HERE OF THE CONTINUUM AND THEN ALSO THE COMPASS, AND THIS IS WHAT THE COURAGEOUS CONVERSATION PROTOCOL KIND OF CENTERS AROUND, AND REALLY IT'S ABOUT HELPING YOU IDENTIFY WHEN IT'S WHEN YOU ARE GETTING READY TO ENGAGE IN A CONVERSATION, HELPING YOU TO NAVIGATE WHERE YOU ARE ON THAT COMPASS SO THAT YOU KNOW HOW YOU ARE COMING ACROSS IN THAT CONVERSATION, BUT ALSO HELPING YOU TO START TO UNDERSTAND WHERE SOMEONE ELSE IS COMING FROM AND WHERE THEY ARE.

YOU CAN NAVIGATE AND KIND OF SEE WHERE THEY ARE ON THE COMPASS.

THE GOAL IS FOR YOU BOTH TO CENTER IN THE MIDDLE WHERE YOU'RE THEN ABLE TO COMPROMISE OR COME TO A HEALTHY RESOLUTION AROUND WHATEVER THE ISSUE YOU ARE TALKING ABOUT AND DEALING WITH , AND SO FOR PROFESSIONAL LEARNING, WE WANTED TO GIVE YOU AN IDEA OF WHEN I TALK ABOUT OUR STRATEGIC PLAN GOALS, WHAT THOSE LOOK LIKE, WHY DO WE PLAN OUT PROFESSIONAL LEARNING? AND SO IN THE STRATEGIC PLAN, WE HAVE THE GOAL TO DEVELOP PROGRAMS FOR MULTICULTURAL UNDERSTANDING, COMPREHENSION AND ENGAGEMENT, DEVELOP DISTRICT WIDE CULTURAL SENSITIVITY, AWARENESS FOR ALL RISD STAKEHOLDERS INTERNALLY AND EXTERNALLY, IMPLEMENT CULTURAL TRAINING PROGRAMS, AND THEN ALSO IMPLEMENT PLAN FOR ALL STAFF TO COMPLETE CULTURAL COMPETENCY TRAINING.

WE ALSO WANT TO NOTE THAT THE SESSIONS ALIGN WITH AT LEAST ONE FACET OF THE RISD GRADUATE PROFILE, AND SO GOING FORWARD, ANY TIME THAT WE ARE HOSTING A PROFESSIONAL LEARNING SESSION, THAT WE'RE ALWAYS GOING TO INDICATE TO OUR PARTICIPANTS WHAT WE ARE ADDRESSING AS IT RELATES TO THE GRADUATE PROFILE.

SO THEY ALSO KNOW HOW TO TURN THAT AROUND WHEN THEY TAKE THAT LEARNING BACK TO THEIR CLASSES AND THEN PROGRESS MONITORING.

AS ALWAYS, WITH OUR PROFESSIONAL LEARNING, THERE ARE THE POST LEARNING SURVEYS, AND THEN WE HAVE A PROFESSIONAL LEARNING SUB-COMMITTEE.

LATER, WHEN WE GET TO THE COMMITTEE SECTION, YOU'LL HEAR ME TALK ABOUT A CULTURAL COMPETENCE SUBCOMMITTEE THAT IS PROFESSIONAL LEARNING.

THEY ARE CONSTANTLY EVALUATING AND PROVIDING FEEDBACK ON THE SESSIONS THAT WE'RE HOSTING AND THEN THE EQUITY COUNCIL AS WELL.

SO ONE INITIATIVE THAT WE ARE PULLING FORWARD IS CONNECTING CULTURES, BUT WE DO WANT TO HAVE A CONVERSATION ABOUT THAT TONIGHT BECAUSE THERE ARE SOME CHANGES, AND SO OUR CONNECTING CULTURES RESOURCES, THEY ARE ROLLING BACK OUT AGAIN THIS YEAR DISTRICT WIDE.

THE CHANGE, THE BIGGEST CHANGE IS THAT NOW THOSE RESOURCES ARE GOING TO BE ALIGNED TO THE NATIONALLY RECOGNIZED HERITAGE MONTHS.

SO INSTEAD OF LIKE IT WAS IMPLEMENTED LAST YEAR, BEING SOMETHING THAT OCCURS AT THE ELEMENTARY LEVEL ON A WEEKLY BASIS IN ROTATION WITH ANY OF THE OTHER INITIATIVES THAT THE CAMPUS IS ROLLING OUT, INSTEAD OF IT BEING ON A WEEKLY BASIS OR AT THE SECONDARY LEVEL TWICE A MONTH, WE ARE ALIGNING THOSE RESOURCES TO THE NATIONALLY RECOGNIZED HERITAGE MONTH OR MONTHS.

SO OUR FIRST TOOLKIT OF RESOURCES WILL GET READY TO ROLL OUT FOR HISPANIC HERITAGE MONTH , AND SO WHAT DOES THAT RESOURCE TOOL KIT LOOK LIKE? WELL, THIS YEAR THE TEACHERS WILL HAVE ACCESS TO COLLECTIONS OF MATERIAL.

THE MOTIF THAT'S GOING TO PLAY OUT WITH ALL OF THE COLLECTIONS FOR EACH HERITAGE MONTH IS THIS MOTIF OF WINDOWS, AND SO THERE THERE WILL BE A COLLECTION THAT IS WINDOW TO THE PEOPLE.

THERE'S A COLLECTION THAT'S CALLED WINDOW TO THE LANGUAGE, WINDOW TO THE CULTURE AND TRADITIONS, WINDOW TO UNDERSTANDING, AND THEN ALSO A WINDOW OF AFFIRMATION.

AND SO THESE FIVE COLLECTIONS WILL ROLL OUT THE SAME WITH THE SAME WINDOW THEMES FOR EACH HERITAGE MONTH.

ANOTHER BIG CHANGE IS THAT NOW IT WILL ALLOW FOR TEACHER CHOICE OF MATERIAL SELECTION.

[02:20:02]

THIS TIME THE TEACHERS CAN GO INTO ANY OF THOSE COLLECTIONS AND POOL WHAT THEY WOULD LIKE TO USE.

SO THERE'S MORE FLEXIBILITY OF CHOICE THIS YEAR IN WHAT THEY USE.

AGAIN, WE HAVE OUR INTENDED OUTCOMES THAT ARE BASED ON OUR GOALS THAT ARE FROM THE STRATEGIC PLAN.

I WON'T READ ALL OF THEM, BUT BULLET TWO ENSURE THAT OUR CURRICULUM IS CULTURALLY INCLUSIVE AND ADDRESSES THE SOCIAL AND EMOTIONAL NEEDS FOR ALL PRE K-12 STUDENTS.

SO HERE PROVIDING RESOURCES FOR TEACHERS TO USE IN THE CLASSROOM TO MAKE SURE THAT WE ARE FOSTERING AN INCLUSIVE CULTURE. OUR STUDENT PROGRAMING.

WE HAVE A PLETHORA OF STUDENT PROGRAMING.

I WON'T GO THROUGH ALL OF THEM, BUT ALL OF OUR ESTABLISHED STUDENT PROGRAMS ARE BEING PULLED FORWARD.

SOME EXAMPLES OF THAT.

ONE IN PARTICULAR WOULD BE OUR FUTURE COMETS PROGRAM.

THAT IS OUR PARTNERSHIP WITH UTD, AND WHAT THIS PROGRAM DOES IS FOR ALL OF OUR STUDENTS WHO DECIDE TO TAKE ADVANCED LEVEL MATHEMATICS STARTING IN JUNIOR HIGH.

IF THEY OPT TO ALONG WITH THEIR PARENTS, IF THEY CHOOSE TO PARTICIPATE IN THE FUTURE COMETS PROGRAM, THIS IS WHERE THEY ATTEND A WEEK LONG MATH SUMMER CAMP.

IT'S A RESIDENTIAL CAMP ON THE CAMPUS OF UTD.

IT'S A TOTALLY FREE CAMP.

THEY GO THERE FOR A WEEK AND THEY ENGAGE IN MATH CAMP AND ALL THE THINGS THAT COME ALONG WITH THAT, AND THEN WHAT UTD DOES IS THEY PROVIDE THE FOLLOW UP. SO ONE SATURDAY, EVERY MONTH THE STUDENTS GO TO UTD, WHERE AGAIN THEY ENGAGE IN A MATH CAMP DAY, AND SO THERE'S THAT ONGOING SUPPORT THAT UTD PROVIDES.

THE PURPOSE OF THIS PROGRAM IS FOR THOSE STUDENTS WHO WANT TO TAKE ADVANCED LEVEL MATHEMATICS.

IT SUPPORTS THEM AND STAYING ON THAT TRACK, ENCOURAGE THEM, ENCOURAGING THEM TOWARDS STEM FIELDS, BUT ALSO ENCOURAGING THEM TO STAY ON THE ADVANCED LEVEL MATH TRACK.

ANOTHER EXAMPLE OF OUR STUDENT PROGRAMING IS OUR AFRICAN AMERICAN MALE ACADEMIC BOWL.

YOU ALL ARE PROBABLY FAMILIAR WITH THAT.

WE JUST HONORED THEM A COUPLE OF MONTHS BACK AT THE BOARD MEETING BECAUSE ONE OF OUR TEAMS FROM APOLLO JUNIOR HIGH ACTUALLY WON THE COMPETITION , AND SO THIS IS SOMETHING THAT WE DO ANNUALLY.

CAMPUSES CAN ELECT TO PARTICIPATE AND THEN THEY BUILD TEAMS AND STARTING AS EARLY AS OCTOBER, THEY GET STUDY MATERIAL AND THEY BEGIN STUDYING FOR SEVERAL AREAS OF COMPETITION.

THERE'S A MATH COMPETITION, THERE'S AN ENGINEERING COMPETITION, AND THEN THERE IS KIND OF LIKE A JEOPARDY STYLE QUIZ BOWL, AND SO THESE YOUNG MEN, THEY SPEND ALL OF THE FIRST SEMESTER STUDYING FOR THAT AFTER SCHOOL, DURING LUNCH WITH THEIR SPONSOR, AND THEN THEY COMPETE IN JANUARY.

SO THAT'S JUST A COUPLE OF EXAMPLES OF SOME OF THE PROGRAMS THAT WE WILL PULL FORWARD, AND THEN ONE, I WANT TO GO TO NUMBER TWO, AND THIS IS ACTUALLY SOMETHING NEW THIS YEAR THAT I WANT TO MAKE SURE THAT I INTRODUCE TO YOU ALL.

WE WENT THROUGH AN EXTENSIVE APPLICATION PROCESS TO PARTICIPATE IN A DEMONSTRATION PROJECT.

THIS PROJECT IS RUN BY THE CDC'S WHAT THEY CALL DASH, THAT IS THE DIVISION OF ADOLESCENT AND SCHOOL HEALTH, AND SO THEY ARE DOING A PILOT TOOL KIT.

THIS IS AN INCLUSIVITY TOOL KIT FOR LGBTQ STUDENTS, AND SO WHAT WE WANT YOU TO KNOW RIGHT OFF THE BAT IS THAT. THIS IS ONLY GOING TO HAPPEN IN TWO OF OUR HIGH SCHOOLS.

SO THIS IS NOT SOMETHING THAT WE'RE DOING DISTRICT WIDE.

IT WILL BE A PILOT PROJECT ON TWO OF OUR HIGH SCHOOL CAMPUSES AND IT'S NOT EVEN GOING TO BE CAMPUS WIDE.

WE ARE RUNNING THE PILOT PROJECT THROUGH CLUBS THAT ARE ALREADY THE CLUBS THAT ALREADY EXIST, WHICH ARE OUR JESUS.

THOSE ARE THE GAY STRAIGHT ALLIANCE ORGANIZATIONS.

ALSO, IT'S IMPORTANT TO NOTE THAT WE HAVE HAD THESE ORGANIZATIONS ON OUR CAMPUSES ON ALL FOUR OF OUR HIGH SCHOOL CAMPUSES PRE THIS DEPARTMENT.

[02:25:08]

ALL OF THE GSA'S ARE ACTIVE.

THEY HAVE GOOD NUMBER OF STUDENTS WHO PARTICIPATE.

WE SPECIFICALLY CHOSE LAKE HIGHLANDS HIGH SCHOOL AND BERKNER HIGH SCHOOL BECAUSE THEY HAVE THE LARGEST GSA ORGANIZATIONS ON THOSE TWO CAMPUSES AND THEY ARE VERY ACTIVE.

ALSO IMPORTANT TO NOTE THAT NO DISTRICT FUNDS WILL BE USED FOR THIS PILOT PROJECT, AND THEN ALSO, I WANT TO MAKE SURE THAT, YOU KNOW, THAT WE HAVE COMPLETE CONTROL OVER WHAT WE USE OUT OF THE TOOLKIT.

SO THEY HAVEN'T RELEASED THE TOOLKIT YET, BUT ONCE WE GET IT, WE ARE ABLE TO GO THROUGH AND MAKE CHOICES ABOUT THE ACTIVITIES THAT WE ARE GOING TO USE WITH THE GSA ORGANIZATIONS.

SO IT'S OUR CHOICE.

THERE ARE NO PARAMETERS FOR HOW MANY ACTIVITIES WE DO.

THERE ARE NO PARAMETERS FOR WHICH ONES WE DO.

WE HAVE COMPLETE CONTROL OVER THAT.

SO THOSE GSA SPONSORS, ALONG WITH CAMPUS ADMINISTRATION, WILL LOOK THROUGH AND MAKE DECISIONS ABOUT WHAT THE WHAT.

SO AGAIN, THE WHAT AND THE HOW IS COMPLETELY UP TO US BASED ON WHAT'S IN THAT TOOLKIT, AND THEN LASTLY, I WANT TO MENTION ETHNIC STUDIES.

WE HAVEN'T HAD AN OPPORTUNITY TO TALK ABOUT ETHNIC STUDIES IN A WHILE.

SO WE STARTED A PILOT PROJECT FOR AFRICAN AMERICAN STUDIES A FEW YEARS BACK.

THAT PARTICULAR COURSE IS NOW IN EVERY ONE OF OUR HIGH SCHOOLS, THE SAME FOR MEXICAN-AMERICAN STUDIES.

THAT COURSE IS ALSO NOW IN ALL OF OUR HIGH SCHOOLS.

IT WENT IN THE PILOT PHASE OR THE FIRST YEAR OF IMPLEMENTATION FROM A SEMESTER COURSE FOR AN ELECTIVE CREDIT TO NOW BEING A FULL YEAR COURSE FOR AN ACTUAL SOCIAL STUDIES CREDIT THAT THE STUDENTS CAN EARN.

SO THAT'S WHY I WANTED TO PULL IT FORWARD AGAIN, BECAUSE I DON'T KNOW THAT YOU ALL HAD BEEN UPDATED ON THOSE CHANGES.

SO NOW OUR STUDENTS CAN TAKE THE YEAR-LONG COURSE AND RECEIVE AN ACTUAL SOCIAL STUDIES CREDIT, AND WE CONTINUE TO MONITOR WHAT THE STATE IS DOING BY WAY OF ETHNIC STUDIES.

WE DO KNOW THAT TEA'S GOAL IS TO EVENTUALLY RELEASE TEKS FOR ASIAN-AMERICAN STUDIES AND FOR NATIVE AMERICAN STUDIES, AND AS SOON AS THAT HAPPENS, WE WILL AGAIN COLLABORATE WITH OUR SOCIAL STUDIES DEPARTMENT, WHICH IS HOUSED UNDER OUR TEACHING AND LEARNING UMBRELLA.

WE WILL COLLABORATE WITH THEM TO FIGURE OUT THE BEST WAY TO ROLL OUT THOSE HISTORY COURSES AS WELL , AND AGAIN, HERE YOU CAN SEE THE INTENDED OUTCOMES, THOSE EQUITY GOALS FROM THE STRATEGIC PLAN.

NEXT IS OUR CAMPUS PATHWAY TO EQUITY PLANS.

WE REALIZE HERE IN RISD AND IF YOU THINK BACK TO THE MEET THE RISD COMMUNITY DATA THAT WE SHOWED AT THE VERY BEGINNING AND HOW INCREDIBLY DIVERSE OF A DISTRICT WE ARE, THAT DOESN'T LEND ITSELF TO US HAVING A ONE SIZE FITS ALL APPROACH EVER, AND SO WITH OUR CAMPUS PATHWAY TO EQUITY PLANS, THIS ALLOWS EACH CAMPUS TO TAILOR THEIR EQUITY PLAN BASED ON WHO THEY ARE SERVING, AND SO WE'VE BEEN WORKING WITH THIS AND BUILDING CAPACITY WITH OUR CAMPUS LEADERS FOR A COUPLE OF YEARS NOW.

AND SO NOW WE ARE AT THE POINT WHERE WE ARE FORMALIZING THE CAMPUS PATHWAY TO EQUITY PLANS AS A PART OF THE CAMPUS IMPROVEMENT PLAN.

SO THIS YEAR, FOR THE FIRST TIME, IT IS A PART OF THE CAMPUS IMPROVEMENT PLAN, AND REALLY WHAT WE'RE TALKING ABOUT IS NOW OUR ADMINISTRATORS WILL, WHEN THINKING ABOUT EQUITY, THEY IDENTIFY A PROBLEM OF PRACTICE AROUND EQUITY ON THEIR CAMPUSES, AND THEN AS A TEAM, THEY COME UP WITH THIS PATHWAY TO EQUITY PLAN TO ELIMINATE THAT INEQUITY.

HOW CAN WE REDUCE AND OR ELIMINATE THE INEQUITY THAT WE SEE AROUND THIS PROBLEM OF PRACTICE? AND SO, AGAIN, WE FORMALIZED THAT, AND NOW IT'S A PART OF THE CAMPUS IMPROVEMENT PLAN.

ALSO, I WANT TO NOTE THAT A PART OF THE PLAN, THEY HAVE TO MAKE SURE THAT WHATEVER THEY ARE ADDRESSING, THEY HAVE TO

[02:30:02]

WHERE DOES THIS FIT IN WITH OUR GRADUATE PROFILE? I JUST WANT TO CHIME IN HERE REAL QUICK, BECAUSE THESE EQUITY PLANS FOR THE EXECUTIVE DIRECTORS, FOR OUR TEACHING AND LEARNING TEAM, FOR OUR CABINET TEAM, FOR ME ARE REALLY ESSENTIAL TO THE WORK BECAUSE IT IS ABOUT EACH CAMPUS IDENTIFYING THAT THEIR INEQUITY THAT THEY MIGHT IDENTIFY MIGHT BE THAT THEIR SPECIAL EDUCATION LEARNERS ARE NOT PERFORMING AT THE SAME LEVEL, THAT THEY'RE GEN ED LEARNINGS, AND THAT GAP IS SO SIGNIFICANT THAT THEY RECOGNIZE THEY HAVE TO DO SOMETHING DIFFERENT IF THEY'RE GOING TO GET DIFFERENT RESULTS. THE INEQUITY MIGHT BE THAT THEY IDENTIFY I WILL JUST CELEBRATE PARK HILL JUNIOR HIGH.

THEY IDENTIFIED IN THE 21-22 SCHOOL YEAR THAT THEY HAD THAT THERE WAS A SIGNIFICANT GAP IN THE NUMBER OF STUDENTS, AFRICAN AMERICAN STUDENTS, HISPANIC STUDENTS, ASIAN-AMERICAN STUDENTS THAT WERE ENROLLING IN PREP OR ADVANCED COURSES AND THEIR CAMPUS PUT TOGETHER A PATHWAY TO EQUITY PLAN IN WHICH NOW THEY THAT GAP IS ALMOST NONEXISTENT BECAUSE THEY SEE THIS THIS CHANGE IN ENROLLMENT, AND THEY WERE VERY INTENTIONAL ABOUT KNOWING AND UNDERSTANDING WHY, WHAT THE BARRIERS WERE, WHY STUDENTS WERE NOT ENROLLING IN THOSE COURSES, AND THEY'VE ADDRESSED THOSE, AND THEIR ENROLLMENT LOOKS COMPLETELY DIFFERENT THIS YEAR.

IT MIGHT BE EXTRACURRICULAR ENGAGEMENT, IT MIGHT BE DISCIPLINE, IT MIGHT BE THERE ARE SO MANY DIFFERENT BASED UPON THE INDIVIDUAL DATA THAT EXISTS WITHIN THAT CAMPUS.

SO A LOT OF TIMES PEOPLE WILL HAVE THIS NARRATIVE THAT IT IS JUST A RACIAL INEQUITY THAT WE'RE IDENTIFYING, BUT THERE ARE INEQUITIES ACROSS OUR DATA IN A LOT OF DIFFERENT WAYS, AND WE ARE ASKING OUR CAMPUSES TO RECOGNIZE IT AND THEN WE'RE NOT GOING TO ADMIRE THE PROBLEM.

WE'RE GOING TO TAKE SPECIFIC ACTIONS TO ADDRESS IT.

WE ALSO KNOW THAT THEY CAN'T DO IT ALL IN ONE YEAR.

SO WHAT IS THE TANGIBLE, CONCRETE MOVEMENT THAT WE ARE GOING TO TACKLE IN THIS 22-23 SCHOOL YEAR THAT IS GOING TO GET US TOWARDS THE GOALS THAT YOU ALL HAVE SET THAT IS REQUIRED BY TEA, THAT IS REQUIRED BY HOUSE BILL THREE TO ADDRESS THIRD GRADE READING, THIRD GRADE MATH AND OUR GOALS.

WE CANNOT HIT OUR GOALS IF WE DON'T HAVE ALL STUDENTS ENROLLED IN ADVANCED COURSES THAT WE DON'T HAVE ALL STUDENTS THAT ARE ACCESSING.

TSAI A DUAL CREDIT AP COURSES.

I CAN'T HIT THAT TARGET IF WE DO NOT HAVE MORE STUDENTS THAT ARE ENGAGING IN THAT RIGOR OF WORK.

SO THOSE ARE JUST SOME EXAMPLES, SOME VERY SPECIFIC EXAMPLES OF WHAT THE PATHWAY TO EQUITY WORK WILL LOOK LIKE.

THE PATHWAY TO EQUITY WORK IS MEASURED BY ACADEMIC OUTCOMES.

FARRAH, SHE HAD ONE SET OF ENROLLMENT DATA AS A RESULT OF THIS WORK.

ARE MORE STUDENTS NOW ACCESSING AP COURSES AND ARE MORE STUDENTS BEING SUCCESSFUL IN THOSE AP COURSES? THAT'S THE BEFORE AND AFTER THAT WE'RE LOOKING AT.

IF IT'S A GAP IN MAP PERFORMANCE AND STAAR PERFORMANCE FOR SPECIAL EDUCATION STUDENTS.

HERE'S OUR BEFORE.

HERE ARE THE ACTIONS THAT WE'RE PUTTING IN PLACE, AND AT THE END OF IT, HOW ARE WE MEASURING IT? AND ALL OF THAT WILL BE TRANSPARENTLY COMMUNICATED IN THE CAMPUS IMPROVEMENT PLANS.

SORRY TO INTERRUPT. OH, YOU'RE FINE.

YOU'RE FINE, AND JUST TO ADD TO THAT, WE ARE TRYING TO SCAFFOLD EVEN WITH OUR STUDENT PROGRAMING.

AGAIN, IF WE'RE ASKING STUDENTS TO ENROLL IN MORE RIGOROUS PROGRAMING, THEN HOW DO WE SUPPORT THAT? AND AGAIN, GOING BACK TO THE FUTURE COMMENTS PARTNERSHIP WITH UTD, IF YOU'RE GOING TO IF WE'VE CONVINCED YOU THAT YOU CAN DO IT AND YOU CAN TAKE ADVANCED LEVEL MATH, HOW DO WE KEEP YOU THERE? HOW CAN WE OFFER YOU THE SUPPORT THAT YOU NEED? WE'VE TALKED A LOT ABOUT YOU CAN GO TO EQUITY LIAISONS.

WE'VE TALKED A LOT ABOUT OUR CAMPUS EQUITY LIAISONS.

SO I WON'T SPEND A LOT OF TIME HERE, BUT AGAIN, WE HAVE ONE CAMPUS EQUITY LIAISON ON EACH ONE OF OUR CAMPUSES.

SOME CAMPUSES HAVE TWO.

SOME OF OUR BIGGER CAMPUSES WILL HAVE TO, BUT I JUST CANNOT SAY ENOUGH ABOUT THESE TEACHERS WHO HAVE TAKEN UP THE CHARGE TO HELP US ROLL OUT THESE INITIATIVES AT THE CAMPUS LEVEL.

AGAIN, WE RECOGNIZED EARLY ON THAT AS A DEPARTMENT OF ONE AND THEN A DEPARTMENT OF TWO, AND NOW AS A DEPARTMENT, YOU KNOW, WITH A TEAM OF SIX, WE CANNOT ROLL OUT INITIATIVES WELL TO 55 CAMPUSES.

YOU KNOW, IF THE BULK OF THE TRAINING IS JUST ON US OR THE IMPLEMENTATION, AND SO THOSE CAMPUS EQUITY LIAISONS HAVE PICKED UP AND FILLED IN THE GAP THERE, AND WE MEET WITH THEM MONTHLY.

WE HAVE TRAINING SESSIONS THAT ARE HELD MONTHLY WITH OUR CAMPUS EQUITY LIAISONS.

[02:35:04]

SO WHATEVER WE ARE ROLLING OUT THAT WE EXPECT TO HIT THE CAMPUS LEVEL, THE EQUITY LIAISONS ARE THOROUGHLY TRAINED ON.

SO THEY'RE NOT JUST SHOOTING IN THE DARK WITH ROLLOUT, BUT WE ARE MEETING WITH THEM REGULARLY AND BEING VERY INTENTIONAL ABOUT HELPING THEM BUILD THEIR SKILL SET TO DO IT WELL AND THEN THERE ARE THE.

THE STRATEGIC PLAN GOALS THAT SUPPORT THAT WORK.

NEXT, I WANT TO MOVE TO COMMITTEES.

WE HAVE A LOT OF QUESTIONS ABOUT DISTRICT LEVEL COMMITTEES THAT COME FROM THIS DEPARTMENT, AND WE DO HAVE A FEW.

THERE IS THE EQUITY COUNCIL.

THE EQUITY COUNCIL WAS BORN OUT OF THE BOARD'S CALL FOR A COUNCIL THAT WOULD HOLD US ACCOUNTABLE TO THE EQUITY GOALS, AND SO WE MEET QUARTERLY.

THAT REALLY ENDS UP BECAUSE OF THE SCHOOL YEAR MEETING ABOUT THREE TIMES A YEAR, AND THIS IS WHERE WE GIVE A FULL ACCOUNT OF WHERE WE ARE WITH MEETING ALL OF THE STRATEGIC PLAN GOALS, AND SO THAT COUNCIL KEEPS US ACCOUNTABLE FOR THAT.

IT IS A COMMITTEE THAT IS BOTH INTERNAL AND EXTERNAL, EXTERNAL MEANING THAT THERE ARE PARENT AND COMMUNITY SPOTS, SEATS AVAILABLE. WITH THAT COUNCIL, AND THEN WE HAVE THE RACIAL EQUITY COMMITTEE.

THE RACIAL EQUITY COMMITTEE SPENT THE LAST TWO YEARS, ALMOST TWO YEARS, REALLY RESEARCHING TEN DIFFERENT AREAS THAT WERE IDENTIFIED AS AREAS THAT HAVE INEQUITIES.

YOU KNOW, THERE'S NO RACIAL INEQUITIES.

THERE'S NO OTHER WAY TO SAY THAT.

SO THOSE SUBCOMMITTEES SPENT TWO YEARS REALLY RESEARCHING THE PROBLEM OF PRACTICE.

FOR EXAMPLE, WE HAVE A SUBCOMMITTEE THAT IS DISCIPLINED DISPROPORTIONALITY.

WHY DOES OUR DISCIPLINE CONTINUE TO BE DISPROPORTIONATE? WHY ARE OUR AFRICAN-AMERICAN MALES AND OUR HISPANIC MALES DISCIPLINED AT DISPROPORTIONATE RATES COMPARED TO OTHER STUDENTS? AND SO THEY SPENT THAT TIME REALLY RESEARCHING AND THEN THEIR DELIVERABLE WAS TO COME UP WITH A RECOMMENDED SOLUTION AND SO THOSE COMMITTEES SPENT THAT TIME RESEARCHED THOSE AREAS, AND THEN THEY PRESENTED WHAT THEY BELIEVE ARE SOME SOLUTIONS, SOME STEPS THAT WE CAN TAKE TO BEGIN TO REMEDIATE THOSE INEQUITIES WITHIN THOSE SUBCOMMITTEES , AND SO SOME OF THE OTHER SUBCOMMITTEES, RACIALIZED OCCURRENCES, SPECIAL EDUCATION, DISPROPORTIONALITY, HIRING, RECRUITMENT AND RETENTION, TEACHING AND LEARNING, FAMILY ENGAGEMENT, ENVIRONMENTAL EQUITY AND THEN EXTRACURRICULAR EXCLUSIONARY PRACTICES AND GT PRE-AP DISPROPORTIONALITY.

AGAIN, THIS COMMITTEE IS REALLY ON A PAUSE RIGHT NOW BECAUSE THAT WORK HAS BEEN COMPLETED.

THE NEXT STEP FOR THOSE PARTICIPANTS WILL BE TO WHEN WE BEGIN THE NEXT PHASE OF STRATEGIC PLANNING, BECAUSE WE ARE IN YEAR FIVE OF OUR STRATEGIC PLAN THAT WE IMPLEMENTED AND THAT WE BUILT IN 2017.

SO NOW A NEW PHASE OF STRATEGIC PLANNING IS GETTING READY TO HAPPEN, AND SO THOSE RACIAL EQUITY COMMITTEE MEMBERS WILL THEN TRANSITION AND VOLUNTEER TO BE A PART OF THE STRATEGIC PLANNING WITH THIS KNOWLEDGE AND THIS INFORMATION THAT THEY'VE RESEARCHED.

THE NEXT ONE IS OUR CULTURAL COMPETENCE COMMITTEE.

IT'S AN INTERNAL COMMITTEE.

IT'S MADE UP OF STAFF MEMBERS.

THEY VOLUNTEER.

I ACTUALLY DIDN'T START THIS COMMITTEE.

THIS WAS THE BRAINCHILD OF DR.

GIBBONS, WHO'S SITTING DOWN THERE.

I INHERITED THE COMMITTEE FROM DR.

GIBBONS. ONCE I GOT THIS POSITION, IT IS JUST OH, MY GOD.

IT'S THE BEST COMMITTEE OF DEDICATED STAFF MEMBERS WHO REALLY WANT TO SEE OUR DISTRICT MOVE FORWARD WHEN WE TALK ABOUT EDI AND SO THAT COMMITTEE HOUSES, AGAIN, FIVE SUBCOMMITTEES, EQUITY AND EXCELLENCE, HIRING, CULTURALLY RESPONSIVE PEDAGOGY AND TEACHING, FAMILY ENGAGEMENT AND PROFESSIONAL LEARNING, AND SO A LOT OF I MENTIONED EARLIER WITH PROFESSIONAL LEARNING THAT THE BULK OF OUR PROFESSIONAL LEARNING WAS DESIGNED IN-HOUSE, AND SO THAT PROFESSIONAL LEARNING SUBCOMMITTEE MADE UP OF COUNSELORS, TEACHERS, ADMINISTRATORS, THEY WERE THE ONES REALLY CRANKING OUT THAT PROFESSIONAL THOSE PROFESSIONAL LEARNING MODULES.

SO THAT'S WHERE A LOT OF THAT MAGIC HAPPENS, AND THEN LAST, WE HAVE THE RELIGIOUS COMMITTEE.

[02:40:05]

AGAIN, IT'S ONE THAT I INHERITED, AND REALLY JUST RECENTLY THIS ONE WAS MY INHERITANCE RECENTLY.

IT IS MADE UP OF EXTERNAL AND INTERNAL MEMBERS, AND REALLY THE PRIMARY GOAL OF THIS COMMITTEE IS TO PRODUCE THE RELIGIOUS OBSERVANCES CALENDAR AND TO MAKE SURE THAT WE ARE REALLY DOING A THOROUGH JOB IN PRODUCING THOSE CALENDARS YEARLY.

ONE OF THE THINGS THAT I LOVE THAT HAPPENED THIS YEAR, BECAUSE OF OUR CONNECTION THROUGH CELEBRATING OUR HERITAGE MONTHS, WE'VE BUILT UP A GOOD, SOLID CONNECTIONS WITH SOME OF OUR FAMILIES THAT ARE HINDU, SOME OF OUR FAMILIES, YOU KNOW, THAT BUDDHISTS AND SO SOME OF THEIR OBSERVANCES HADN'T BEEN ACKNOWLEDGED OR RECOGNIZED ON THOSE CALENDARS BEFORE, AND SO WE WERE ABLE TO REALLY INVITE THEM IN SOME OF THOSE CONNECTIONS THAT JUST HADN'T HAPPENED OVER THE YEARS, INVITE THEM IN TO REALLY TALK THROUGH WHAT ARE THE DAYS THAT THOSE MAJOR HOLY DAYS OR OBSERVANCES THAT HADN'T PREVIOUSLY BEEN HIGHLIGHTED OR INDICATED ON THAT CALENDAR.

SO THAT'S THE RELIGIOUS COMMITTEE, AGAIN, BOTH INTERNAL AND EXTERNAL.

LEADERSHIP SUPPORT.

WE PROVIDE EXTENSIVE LEADERSHIP SUPPORT FOR OUR DEPARTMENT LEADERS AT THE CENTRAL LEVEL.

WE PROVIDE SUPPORT FOR OUR CAMPUS ADMINISTRATORS IN EACH OF OUR LEARNING COMMUNITIES.

THIS YEAR, WITH THE NEW FORMAL REQUIREMENT FOR THE CAMPUS PATHWAY TO EQUITY PLAN BEING INCLUDED IN THE CAMPUS IMPROVEMENT PLAN, THAT IS ONE OF THE SUPPORTS THAT WE WILL OFFER ON AN ONGOING BASIS FOR OUR OUR CAMPUS LEVEL ADMINISTRATORS, JUST REGULARLY MEETING WITH THEM, TALKING THROUGH THE PLAN, CHECKING IN, WHERE ARE YOU? DO WE NEED TO GO BACK TO SQUARE ONE? DO WE NEED TO RETHINK SOME THINGS? HOW CAN WE SUPPORT YOU IN DOING THAT? AND THEN ALSO CENTRAL STAFF, PROFESSIONAL LEARNING AND SUPPORT, AND SO WE DO OFFER THAT.

THAT COMES UP QUITE A BIT WHERE SOMEONE FROM A DEPARTMENT WILL REACH OUT AND INDICATE THAT THEY MIGHT NEED SOME SPECIALIZED TRAINING FOR THEIR PARTICULAR TEAM, AND THEN WE WILL CURATE THAT LEARNING FOR THEIR FOR THEIR TEENS.

SO THAT'S SOME OF THE LEADERSHIP SUPPORT THAT WE OFFER AND THEN DEPARTMENTAL PARTNERSHIPS.

WE DO THAT OFTEN AS WELL.

WE SPENT THE BETTER PART OF LAST YEAR PARTNERING WITH STUDENT SERVICES, FOR EXAMPLE, WHEN REALLY LOOKING AT DRESS CODE AND HOW DO WE REWRITE OR PRODUCE A DRESS CODE THAT BETTER SERVES OUR STUDENTS? AND SO WE OFTEN WILL PARTNER WITH DIFFERENT DEPARTMENTS TO HELP FULFILL SOME OF THEIR EQUITY GOALS AS WELL AS OURS.

AND SO THERE ARE THOSE STRATEGIC GOALS FOR THAT.

FAMILY ENGAGEMENT FIRST, JUST SO EVERYONE KNOWS, LAST YEAR WAS THE FIRST YEAR THAT FAMILY ENGAGEMENT MOVED UNDER THE UMBRELLA. SO WE ARE NOW ONE DEPARTMENT.

SO FAMILY ENGAGEMENT IS HOUSED WITH US, AND SO WE WANT TO TALK ABOUT PARENT UNIVERSITY TONIGHT.

PARENT UNIVERSITY ORIGINALLY CAME WITH THE PANDEMIC, WITH GOING HOME AND A NEED TO COMMUNICATE, YOU KNOW, QUICKLY WITH PARENTS AND PUSH OUT JUST GREAT INFORMATION SO PARENTS COULD LEARN AND UNDERSTAND KEEP IN COMMUNICATION WITH THE DISTRICT AROUND PLATFORMS AND ALL OF THESE THINGS THAT CAME INTO PLAY WHEN THE STUDENTS HAD TO STAY HOME, AND SO THAT WAS THE ORIGINAL PARENT UNIVERSITY AND HOW IT ROLLED OUT.

SO WE'VE REDESIGNED PARENT UNIVERSITY, WE'VE GIVEN IT A NEW LOOK, AND SO PARENT UNIVERSITY NOW IS GOING TO HAVE, THINK OF THREE TIERS.

WE HAVE PARENT UNIVERSITY, DISTRICT ACADEMY, AND THOSE ARE THOSE PARENT ENGAGEMENT, THOSE FAMILY ENGAGEMENT INITIATIVES THAT COME FROM A DISTRICT LEVEL, PARENT UNIVERSITY, CAMPUS ACADEMY.

THOSE ARE THOSE FAMILY ENGAGEMENT ACTIVITIES AND EVENTS AND THINGS THAT ARE HAPPENING RIGHT AT THE CAMPUS LEVEL THAT PARENTS ARE INVITED TO

[02:45:01]

YOU SKIPPED. OH, AND SO THEN WE ALSO WANT TO ACKNOWLEDGE OUR ONGOING PARTNERSHIPS WITH OUR FAITH, FAITH BASED AND COMMUNITY.

WE COULD NOT DO A LOT OF THE FAMILY ENGAGEMENT PROGRAMING THAT WE ARE ABLE TO DO WITHOUT THOSE PARTNERSHIPS , AND SO WHAT DOES PARENT UNIVERSITY DISTRICT ACADEMY LOOK LIKE? WE'VE PROGRAMED THIS YEAR SOME SOME VERY DIFFERENT INITIATIVES.

WE HAVE OUR CLUBHOUSE CORRALS, AND ONE OF THE COMMITMENTS THAT WE'VE MADE THIS YEAR IS THAT WE'RE NO LONGER GOING TO EXPECT PARENTS TO ALWAYS COME TO US.

WE ARE GOING TO GO OUT INTO THE COMMUNITY, TO THE PARENTS, AND SO ONE OF THE WAYS WE'RE GOING TO DO THAT IS WITH WHAT WE'RE CALLING CLUBHOUSE CORRALS. WE'VE ALREADY SCHEDULED OUR FIRST ONE AT THE VISTA BUENA APARTMENTS.

THAT'S GOING TO BE IN OCTOBER, AND WE ARE DEVELOPING OUT.

WHAT IS IT THAT PARENTS REALLY NEED TO KNOW? WHAT IS KEEPING THEM FROM ACCESSING THEIR STUDENT'S EDUCATION IN SOME WAY? AND SO ONE OF THE THINGS THAT WE'RE REALLY GOING TO TALK ABOUT IS ATTENDANCE AGAIN, PARTNERING WITH STUDENT SERVICES TO REALLY LOOK AT ATTENDANCE AND HOW DO WE MAKE SURE THAT STUDENTS ARE COMING TO SCHOOL.

SO THAT'S GOING TO BE A PART OF THE INFORMATION THAT WE MAKE SURE PARENTS ARE REALLY EDUCATED AROUND GRADUATION.

WHAT ARE THOSE THINGS THAT PARENTS JUST DON'T KNOW? BUT THEN THOSE THINGS END UP TRIPPING UP THEIR KIDS AT THE JUNIOR OR SENIOR YEAR AND THE PARENTS ARE LIKE, I DIDN'T KNOW.

SO REALLY TALKING TO OUR COUNSELORS ABOUT WHAT IS IT THAT PARENTS NEED TO KNOW STARTING FRESHMAN YEAR THAT WE CAN'T WAIT ANYMORE TILL THEY GET JUNIORS TO START GIVING THIS INFORMATION TO PARENTS.

SO THAT'S A PART OF THE TRAINING.

ANOTHER PART IS FOCUS PARENT REALLY HELPING PARENTS UNDERSTAND PROGRESS REPORTS AND BEING ABLE TO ACCESS THAT FOCUS PORTAL TO LOOK AT PROGRESS REPORTS, LOOK AT THE REPORT CARDS.

HOW DO WE DO THAT? HOW DO WE REALLY TRAIN OUR PARENTS TO GET INTO THOSE SYSTEMS AND ACCESS THAT INFORMATION AND THEN ALSO EDUCATING THEM ABOUT WAYS THEY CAN BECOME INVOLVED WITH US THROUGH PARENT UNIVERSITY.

THE NEXT ONE THAT I WANT TO TALK ABOUT ARE POP UP SHOPS.

I KNOW YOU'RE THINKING POP UP SHOP.

WE GO BUY CUTE BAGS AT THESE LITTLE BOUTIQUES THAT ARE POPPING UP AROUND.

WE'RE ALWAYS SEEING THOSE ADVERTISEMENTS, BUT THIS IS THE REVISED POP UP SHOP, AND SO THIS IS WHERE ANYTHING THAT WE'RE TRYING TO ROLL OUT DISTRICT WIDE THAT WE REALLY WANT PARENTS TO KNOW WE'RE GOING TO GO WE'RE GOING TO SET UP OUR TENTS AT IN THE COMMUNITY AND START EDUCATING PARENTS AND GETTING PARENTS TO REGISTER FOR THINGS, AND SO WE ARE CURRENTLY WORKING ON OUR FIRST POP UP SHOP AT EL RANCHO LA MICHOACANA AND FIESTA.

THESE STORES THAT WILL ALLOW US TO COME PUT OUR TENTS IN THE PARKING LOT AND REALLY TALK TO THE PARENTS THAT ARE COMING THROUGH.

WE'RE GOING TO USE THE FIRST POP UP SHOP TO REALLY ADVERTISE OUR PARENT CONFERENCE.

THAT'S COMING UP AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT LATER, BUT AGAIN, REALLY COMMITTING TO GOING TO THE COMMUNITY AND SHARING AND GIVING THE INFORMATION AND GETTING INFORMATION BACK FROM OUR PARENTS, AND THEN AND I WANT TO MENTION POP UP SHOPS, TOO.

WE'RE NOT THE ONLY ONES THAT CAN SAY, OH, WE'RE GOING TO DO A POP UP SHOP.

IF THERE IS A CENTRAL LEVEL DEPARTMENT THAT HAS SOMETHING THAT THEY WANT COMMUNICATED OUT, WE WILL PARTNER WITH THAT DEPARTMENT AND WE'LL GO DO A POP UP SHOP FOR THEM. SO I WAS JUST THINKING EARLIER, SANDRA, IT WOULD HAVE BEEN A GREAT PARTNERSHIP FOR US TO GO OUT AND DO SOME OF THE LUNCH ENROLLMENT, SIGNING UP FOR THE FREE AND REDUCED LUNCH, BUT THAT IS AN EXAMPLE OF GOING FORWARD, A DEPARTMENT CAN SAY, HEY, WE REALLY NEED YOU ALL TO DO A POP UP SHOP FOR US, GIVE US THE GOAL AND THE TASK, AND THEN WE'LL GO OUT AND DO IT, AND THEN PAPER THE CITY.

THIS IS WE'RE GOING TO PARTNER WITH OUR CAMPUSES AGAIN, GOING OUT AND PUSHING OUT INFORMATION INTO THE COMMUNITIES.

CAMPUSES CAN SEND US INFORMATION THAT THEY WANT TO GET OUT, AND AGAIN, WE WILL GO OUT INTO THE COMMUNITY.

[02:50:04]

CAN YOU GO OUT? WE'RE GOING TO FIND THOSE REMOTE LOCATIONS, THE LAUNDROMATS, THE GROCERY STORES.

WE'VE TALKED TO CHURCHES ABOUT GETTING INFORMATION PUT INTO THE CHURCH BULLETINS.

ANYONE WE CAN CONNECT WITH, ANY PLACE WE CAN CONNECT WITH TO GO AND PAPER.

THAT'S WHY WE'RE CALLING THE PAPER THE CITY.

POST THOSE FLYERS OR HAND OUT THOSE FLYERS.

PRACTICAL PARENT EDUCATION IS COMING BACK.

THIS IS WHERE ALEJANDRA PHILLIPS PRE-PANDEMIC WORKED WITH FIVE CAMPUSES WHERE PARENTS WOULD COME UP EVERY WEEK AND SHE WOULD TEACH PRACTICAL PARENT EDUCATION.

THIS YEAR, WE'RE COMING BACK WITH A BANG, AND WE'RE GOING FROM FIVE CAMPUSES TO FIVE CAMPUSES IN EACH LEARNING COMMUNITY, AND SO SHE IS GOING TO PARTNER WITH THOSE SCHOOLS, AND EACH DAY OF THE WEEK, SHE WILL BE AT A DIFFERENT LOCATION HOSTING FAMILIES THAT HAVE OPTED INTO THIS PRACTICAL, PRACTICAL PARENT EDUCATION CURRICULUM, AND THEN WE HAVE ONGOING PARTNERSHIPS WITH MOMENTUS AND THEN OUR RISD EXTENDED LEARNING FOR PARENT AND FAMILY ENGAGEMENT, AND THEN LAST BUT NOT LEAST, I DO WANT TO TALK BRIEFLY ABOUT OUR PARENT STEP AHEAD CONFERENCE.

THIS IS THE FIRST CONFERENCE THAT WE ARE GOING TO HOST FOR PARENTS THAT'S GOING TO BE FULLY IN SPANISH WITH ENGLISH TRANSLATION, AND SO PARENTS GET TO COME UP.

ALL THOSE WHO REGISTER SPEND A DAY WITH US AT A PARENT CONFERENCE, AND SO SOME OF THE COURSES OR THE TOPICS THAT ARE GOING TO BE COVERED, FINANCIAL LITERACY, JPMORGAN CHASE, THEY'RE COMING OUT.

THEY'RE GOING TO DO A FINANCIAL LITERACY PIECE.

THE IMPORTANCE OF HAVING A CHECKING AND SAVINGS ACCOUNT, SAVING FOR COLLEGE, MAKING BIG PURCHASES SUCH AS HOME AND AUTO.

WE'RE DOING FAMILY COMMUNICATION, BUILDING STRONG FAMILY COMMUNICATION SKILLS THAT WILL LAST A LIFETIME HEALTH AND WELLNESS SESSIONS, AND THEN EDUCATION AND TECHNOLOGY. HOW TO COMMUNICATE WITH YOUR CHILD'S TEACHER, IDENTIFYING OPTIONS TO PARTICIPATE IN YOUR CHILD'S SCHOOL.

SO THOSE ARE SOME OF THE COURSES OR THE SESSIONS THAT WILL BE OFFERED AT THE PARENT STEP AHEAD CONFERENCE.

AGAIN, WE'RE EXCITED.

IT'S GOING TO BE A CONFERENCE DAY-LONG.

IT'S GOING TO BE AT RISD ACADEMY.

THEY ARE GOING TO BE THE HOST SCHOOL, BUT ALL OF OUR FAMILIES ARE INVITED , AND THEN JUST REAL QUICK, OUR CAMPUS ACADEMIES, EVERY TITLE ONE CAMPUS HAS A FAMILY ENGAGEMENT SPECIALIST, AND SO THOSE SPECIALISTS, ALONG WITH THE ADMINISTRATORS ON THOSE CAMPUSES, ARE TRAINED TO IMPLEMENT THE FEDERAL REQUIREMENTS, STATE REQUIREMENTS FOR TITLE ONE CAMPUSES, AND THEN ALSO THOSE TITLE ONE CAMPUSES ARE RESPONSIBLE FOR FAMILY ENGAGEMENT PROGRAMING, AND SO THESE ARE SOME OF THE THINGS THAT YOU'VE SEEN BEFORE, I'M SURE STEM NIGHTS, READING AND MATH NIGHTS.

ALL OF THOSE FALL UNDER THE FAMILY ENGAGEMENT UMBRELLA FOR THE REQUIREMENTS FOR OUR CAMPUSES AND THOSE FAMILY ENGAGEMENT NIGHTS, AND THEN MOVING TO PARENT UNIVERSITY, THE CLASSROOM ACADEMY, THIS IS ONE THAT I'M JUST SO PASSIONATE ABOUT AND I'M EXCITED ABOUT.

WE ARE COLLABORATING WITH THE RISD LITERACY AND INTERVENTION TEAM, AND WE'RE GOING TO REALLY FOCUS ON LITERACY WITH THIS CLASSROOM ACADEMY THIS YEAR, AND SO WE'RE TAKING A K-2 FOCUS, AND DURING THE PARENT UNIVERSITY ZOOM NIGHTS, WE HAVE TEACHERS WHO SPECIALIZE IN K-2 LITERACY WHO WILL COME AND DO DEMONSTRATION LESSONS.

THIS IS NOT REMEDIATION, THIS IS NOT INTERVENTION.

THIS IS TO GIVE PARENTS GOOD, SOLID STRATEGIES OF HOW TO HELP SUPPORT EARLY LITERACY AT HOME, AND SO, AGAIN, I WANT TO REITERATE, IT'S NOT ABOUT INTERVENTION, IT'S NOT ABOUT REMEDIATION.

THIS IS HOW ARE YOUR STUDENTS LEARNING TO READ AND HOW CAN YOU TURN THAT AROUND AT HOME TO HELP SUPPORT EARLY LITERACY? SO THOSE DEMONSTRATION LESSONS WILL TAKE PLACE ONCE A MONTH, BUT THEN WHAT FOLLOWS? THAT IS EQUALLY EXCITING FOR ALL OF THE PARENTS K-2 WHO SUBSCRIBE EVERY WEEK THEY WILL GET A TEXT MESSAGE THAT IS A READING ACTIVITY.

IT'S SOMETHING THAT CAN BE TURNED AROUND IN 1 TO 2 MINUTES REGARDLESS OF WHERE YOU ARE.

SO YOU CAN DO IT IN THE CAR, YOU CAN DO IT IN THE GROCERY STORE, YOU CAN DO IT AT THE LAUNDROMAT WHEREVER YOU ARE AT GRANDMOTHER'S HOUSE.

[02:55:03]

THEN AGAIN, OUR STRATEGIC GOALS TOWARD BUILDING OUT THAT PROGRAM ARE THERE FOR YOU TO REVIEW, AND SO WE JUST HAVE ONE PARTING THOUGHT AS YOU THINK ABOUT EVERYTHING THAT WE HAVE SHARED WITH YOU TONIGHT.

WHEN STUDENTS ARE FULLY SEEN, SUPPORTED AND AFFIRMED IN THEIR UNIQUE IDENTITIES AND EXPERIENCES, THEY HAVE THE POTENTIAL TO DO GREAT THINGS CREATING SUCH A LEARNING ENVIRONMENT, ONE THAT IS JUST EQUITABLE AND EMBRACES THE HISTORY AND EXPERIENCES OF ITS LEARNERS.

IT'S NOT ONLY GOOD FOR STUDENTS, BUT IT IS ALSO GOOD FOR OUR COMMUNITIES AND OUR SHARED FUTURE.

THANK YOU. THANK YOU VERY MUCH.

THAT WAS GREAT. [APPLAUSE] ABSOLUTELY.

DID YOU WANT TO [INAUDIBLE] ANYTHING? I WANT TO SO THANK MR. JEWITT FOR BEING HERE TONIGHT, MS. LEE, FOR BEING HERE TONIGHT, AND I APPRECIATE YOUR KIND OF YOUR STAMINA.

I KNOW THAT THAT WAS A LONG PRESENTATION, BUT MS. LEE AND I HAVE HAD A LOT OF CONVERSATIONS IN THE LAST REALLY EIGHT MONTHS AROUND.

YOU KNOW, WE HAVE A CHARGE THAT ALL KIDS ALL KIDS WILL BE SUCCESSFUL.

ALL KIDS, ALL KIDS WILL ACHIEVE GREAT THINGS.

ALL KIDS WILL HAVE HIGH ACADEMIC ACHIEVEMENT.

WE HAVE REQUIRED GOALS AROUND THAT, AND SO WE BELIEVE AND WE HAVE HEARD THE COMMUNITY AROUND TRANSPARENCY.

WHAT IS THE DEPARTMENT DOING? WHAT ARE OUR ACTIONS? WE WANT TO KNOW AND WE WANT TO BE CLEAR, AND SO WE WERE VERY THOROUGH TONIGHT BECAUSE WE ARE COMMITTED TO THAT TRANSPARENCY.

HERE'S WHAT WE'RE DOING, HERE'S WHAT IT IS, HERE'S WHAT IT IS, AND HERE'S WHAT IT'S NOT, AND SO I HOPE AND I THANK THE BOARD FOR YOUR PATIENCE AND EVERYONE FOR LISTENING, BUT THIS THIS YOU CAN HEAR OUR HEARTS.

YOU CAN HEAR OUR COMMITMENT AROUND WHAT ARE THOSE BARRIERS THAT WE HAVE? HOW DO WE ATTACK THOSE BARRIERS SO THAT WE CAN HELP ALL KIDS ACHIEVE AND ALL, AGAIN, IT MEANS A LOT OF DIFFERENT THINGS, AND IT IS NOT JUST ONE DEFINITION, IT IS NOT ONE DEFINITION.

SO WITH THAT, WE WOULD LOVE TO HAVE ANY COMMENTS, FEEDBACK, QUESTIONS.

WE WELCOME THAT.

YES, ABSOLUTELY. SO WE WANT TO GIVE THE BOARD AN OPPORTUNITY.

[INAUDIBLE] DID YOU WANT TO? I HAVE TO APOLOGIZE AHEAD OF TIME FOR MY EMOTIONS.

PEOPLE KNOW ME FOR WEARING MY HEART ON MY SLEEVE, AND I JUST WANTED TO SAY THAT THROUGHOUT THIS PRESENTATION ESPECIALLY WITH THAT LAST QUOTE I HAVE NEVER BEEN MORE SEEN AND HEARD THAN WITH THIS PRESENTATION.

IT WAS SO MANY PARTS OF IT THAT I CAN CONNECT WITH THAT I CAN NOT ONLY SEE MYSELF AS A LATINA IN THIS DISTRICT AS A LATINA MOM AND ALSO IN WORKING WITH SO MANY PARENTS THAT I'VE WORKED WITH THROUGHOUT MY TIME HERE AT THE DISTRICT, AND SO I'M OVERWHELMED WITH EMOTION BECAUSE I SEE THE FACES OF THESE PARENTS THAT HAVE BEEN SO TOUCHED.

THANK YOU, AND SO.

AGAIN HAVE FELT SO SEEN AND SO APPRECIATED AND HAVE FELT SO WELCOMED. I HAVE BEEN ON THE RACIAL EQUITY COMMITTEE FROM DAY ONE.

SO BACK IN REGINA, 2018, 2017.

YES, IT'S BEEN A LONG TIME.

[INAUDIBLE] EQUITY COUNCIL, I THINK IT WAS CALLED SOMETHING DIFFERENT BACK THEN, BUT ANYWAY, AND DOING THAT WORK, AS

[03:00:02]

SO I LOVE SEEING ALL OF THE DATA OF WHAT OUR DISTRICT IS MADE OF, AND SO I KNOW THAT PEOPLE HAVE HEARD ME OVER AND OVER AND SAY, YOU KNOW, AGAIN, BEING THE FIRST LATINA OR LATINO TO BE ELECTED TO THE SCHOOL BOARD HERE AND NOW, WE HAVE TWO I HAVE MORE COLLEAGUES, YOU KNOW, MS. HARRIS, THE FIRST AFRICAN AMERICAN WOMAN, AND NOW WE HAVE MS. MCGOWAN, BUT ALL OF MY COLLEAGUES, EVERY SINGLE ONE OF THEM MR. POTEET. MS. TIMME, MR. EAGER THAT TOGETHER HOW WE'RE JUST COMMITTED TO THIS WORK, BUT BEING AGAIN, THE FIRST LATINA.

AGAIN, I HAD SAID THAT OVER AND OVER ABOUT, YOU KNOW.

REPRESENTING AND WHY? LIKE WHAT WAS MY WHY TO BE ON THIS BOARD? IT'S BECAUSE I FELT LIKE THERE WAS A NEED LIKE ALL OF MY COLLEAGUES HAVE DONE THE SAME AND ASKING THEMSELVES THIS QUESTION, BUT WHEN WE ARE THE LARGEST DEMOGRAPHIC GROUP, THE LARGEST DEMOGRAPHIC GROUP IN THIS DISTRICT AND AGAIN COMING TO SOMETIMES I EVEN FELT LIKE, OH, MY GOSH, LIKE BEING ON THIS, YOU KNOW, ON THE BOARD AND WHAT DO WE REALLY DO? HOW DOES IT REALLY WORK? DOES IT REALLY MATTER? BUT MEETING PEOPLE LIKE MS. LEE, LIKE MR. JEWETT, AND JUST EVERYBODY WHO PUTS EVERYTHING TOGETHER FOR EVERY CHILD EVERY DAY.

IS IS WHAT IS SO LIKE FOR ME, IT'S JUST BEEN SO IMPORTANT AND THE COMMITMENT THAT YOU'VE GIVEN AND IN SPITE OF THE PANDEMIC AND EVERYTHING ELSE.

SO I JUST WANT TO SAY THANK YOU AND I LOVE THE PRESENTATION.

I WANT TO THANK YOU FOR GOING DEEP WITH SO MANY DIFFERENT THINGS AND FOR GIVING CLARIFICATION JUST EVERYTHING.

AGAIN, I WAS SO PROUD TO BE PART OF OF THAT COMMITTEE OF ONE OF THE SUBCOMMITTEES, WHICH I WAS ON THE EXTRACURRICULAR ONE AND SO FOR ME TO SEE THAT LIKE WITH OUR MARIACHI THAT WE NOW HAVE AT BERKNER AND TO SEE THOSE KIDS THAT ARE JUST SO LIKE DRIVING.

SO, YOU KNOW, THIS, THIS WORK, IT, IT DOES WORK.

IT IS A COMMITMENT THAT WE ALL HAVE TO ALL OUR STUDENTS, TO ALL OF OUR STUDENTS, REGARDLESS OF WHAT THE DEMOGRAPHICS ARE, BECAUSE IT'S EVERY CHILD, EVERY DAY, EVERY DAY, ALL THE TIME.

SO, AGAIN, I JUST WANT TO COMMEND YOU ON ALL OF THAT.

I THINK, AGAIN, I HAVE SO MANY NOTES ON DIFFERENT THINGS, BUT I DON'T WANT TO TAKE MY COLLEAGUE'S TIME.

I DO ALSO WANT I WANTED TO SAY ABOUT THE POP UPS, AND I THINK IT WAS THE PAPER, THE CITY , AND I JUST THINK THAT WAS SO IMPORTANT ABOUT ESTABLISHING THAT TRUST THAT IS SO, SO VITAL, BECAUSE I DO I DO KNOW, AS MANY OF YOU KNOW, WHY MY COMMITMENT WAS TO PADRES UNIDOS (PARENTS UNITED) ORIGINALLY BECAUSE MY KIDS WENT TO THE RHS FEEDER, AND SO I SAW THAT NEED THAT WE HAD AND WE STILL HAVE THAT.

WE HAD OUR VERY FIRST MEETING TODAY, AND TO SEE THE COMMITMENT OF PEOPLE LIKE MR. [INAUDIBLE], WHO HAS BEEN OUR COUNSELOR, THAT IN SPITE OF THE PANDEMIC, BUT YOU GUYS WERE ALWAYS THERE TO HELP US, ALWAYS THERE TO GUIDE US.

ETHETTON, WHO IS NOW PART OF YOUR DEPARTMENT FAMILY ENGAGEMENT WITH DR.

HELLER, WHO ALSO WAS GREAT IN HELPING US, BUT ALEJANDRA PHILLIPS.

I CANNOT SAY MORE.

I MEAN, THIS WOMAN WORKS SO HARD.

I THINK SHE'S BEEN IN THE DISTRICT OVER 25 YEARS, AND I DO KNOW THAT WHEN I STARTED SOMETHING AT RHS AND THEN GOT TO GET LIKE EVEN IN MEETING MR. [INAUDIBLE], IT WAS LIKE I WAS LIKE, WHY DIDN'T ANYBODY EVER TELL ME THAT YOU WERE HERE AT THE SAME CAMPUS DOING THE SAME THING? AND THEN WHEN I MET ALEJANDRA PHILLIPS, IT WAS SHE'S DOING SOMETHING AND THEN MARIA ETHETTON.

SO IT WAS GREAT TO SAY, WOW, WE DO EXIST.

YOU KNOW, IT WAS LIKE LIKE THE M&MS, RIGHT? LIKE WE DIDN'T KNOW WHO EXISTED WHERE, AND SO BUT ALEJANDRO PHILLIPS, WHAT SHE DOES IN THE IN THE COMMUNITY AND WHAT SHE'S DONE FROM THE VERY BEGINNING BEFORE ANY OF THIS WAS GOING ON, SHE HAS TRANSLATED FOR US.

SHE HAS DONE SO MUCH OF THE WORK AND SHE CONTINUES TO GO FROM CAMPUS TO CAMPUS, AND I'M SO GRATEFUL TO HER BECAUSE THE COMMUNITY TRUST HER , AND I'M SO I GIVE I COMMEND YOU GUYS AS WELL, TOO, FOR PUTTING THOSE PEOPLE IN PLACE THAT OUR COMMUNITY WILL TRUST AND HOW WE CONTINUE TO MOVE FORWARD WITH THAT.

[03:05:09]

WE NEED THAT COMMUNITY OF LIKE OUR VIETNAMESE COMMUNITY, OUR MUSLIM COMMUNITY, WHATEVER THAT IS, AND AGAIN, I THINK IT'S ALSO SO IMPORTANT THAT WE STRESS AND I LOVE THAT YOU BROUGHT THIS UP, THAT IT'S NOT JUST ABOUT RACIAL EQUITY, IT'S NOT JUST ABOUT RACE AND SO MANY TIMES WE SEE EQUITY AND WE THINK, OH, IT'S BLACK AND WHITE BROWN, AND, YOU KNOW, BUT I JUST THAT EMPHASIS IS SO IMPORTANT BECAUSE IT'S SO MUCH MORE THAN THAT.

I THINK EVERYTHING THAT IS GOING ON, THE PARENT UNIVERSITY LIKE FOR ME THAT IS THE PASSION THAT I HAVE.

FOR ME, I'VE ALWAYS STRESSED THAT THE COMPONENT OF OUR PARENTS IS SO, SO IMPORTANT AND THE IMPORTANCE OF BRINGING AGAIN EVERY PARENT EVERY DAY.

EVERY PARENT.

THEY THESE THINGS THAT YOU MENTIONED ABOUT GRADUATION, ALL OF THESE THINGS SO IMPORTANT THAT THERE ARE SO MANY PARENTS THAT CULTURALLY MAY NOT KNOW WHO TO ASK WHERE TO GO, AND BECAUSE I'VE SEEN IT, I'VE LIVED IT.

I HAVE PARENTS THAT COME TO ME LIKE THE LAST SEMESTER OF THEIR CHILD'S SENIOR YEAR, AND THEY WANT TO KNOW, HOW DO I GET MY KID INTO COLLEGE? AND THEY HAVE NO CLUE THAT YOU SHOULD HAVE STARTED THREE YEARS AGO, AND SO I THINK THAT, AGAIN, IF WE'RE REALLY COMMITTED TO EVERY SINGLE CHILD, THAT WHAT THE WORK THAT YOU'RE DOING, AGAIN, I'M JUST SO, SO GRATEFUL TO YOU AND YOUR DEPARTMENT AND I PROBABLY HAVE A WHOLE LOT MORE STUFF, BUT I WILL STOP HERE SO THAT I CAN LET MY FELLOW COLLEAGUES TALK. SO THANK YOU.

THANK YOU, MS. RENTERÍA.

ANY OF MY OTHER COLLEAGUES.

SURE. GO AHEAD, MS.. MCGOWAN.

WE HAD MS. MCGOWAN.

ALL RIGHT, SO I JUST WANTED TO SAY THANK YOU SO MUCH.

I DON'T WANT TO BE EMOTIONAL EITHER, AND I SAID, I'M NOT GOING TO CRY.

RIGHT. BECAUSE I DIDN'T WANT TO BE SEEN ON VIDEO CRYING, BUT DEBBIE IS EXACTLY RIGHT.

WE ARE WHERE WE ARE TODAY BECAUSE PEOPLE FOUGHT FOR POLICIES LIKE THIS.

PEOPLE CREATED POLICIES LIKE THESE.

WE AS FAMILIES SEE THIS FIRSTHAND WITH OUR OWN CHILDREN'S FRIENDS THAT WE HAVE AND WE BRING INTO OUR HOMES THAT NEED SHOES, THAT HAVE NEVER HAD A MEAL FROM CHICK-FIL-A, THAT HAVE NEVER EVEN BEEN TO A MOVIE THEATER.

THOSE ARE EQUITABLE EXPERIENCES, AND THERE ARE SO MANY PARENTS IN OUR COMMUNITY THAT JUST CAN'T GIVE IT TO THEIR KIDS.

THAT'S WHY WE ARE HERE.

SO I TOOK A LOT OF NOTES TOO, AND I'VE BEEN WORKING ON THIS PROBABLY LIKE ALL WEEK THINKING THIS IS COMING UP, AND I REALLY FEEL LIKE YOU HAVE THE BIGGEST JOB IN THIS IN THIS COMMUNITY OUTSIDE OF OUR TEACHERS.

RIGHT. YOU HAVE A HUGE ROLE TO PLAY IN INCREASING STUDENT OUTCOMES FOR CHILDREN OF ECONOMICALLY DISADVANTAGED.

WE HAVE 57% DISADVANTAGED CHILDREN, AND THERE IS NO COLOR THAT GOES TO A 57% NUMBER.

RIGHT, AND WHEN WE ARE TALKING ABOUT SOCIOECONOMIC CLASS, WE TALK ABOUT EDUCATION.

WE TALK ABOUT FINANCES.

WE TALK ABOUT EDUCATION AND.

AS WE ENGAGE WITH THE DIVERSITY IN THE BACKGROUNDS IN OUR COMMUNITY, WHETHER THAT'S SPED, SOCIOECONOMIC BACKGROUNDS, THE LGBT COMMUNITY, THE CHILDREN THAT ARE SUFFERING FROM BULLYING ISSUES IN SCHOOLS BECAUSE THEY ARE DIFFERENT THAN AN ETHNICITY ISSUES.

WE HAVE TO REMEMBER THOSE KIDS.

WE HAVE TO REMEMBER THOSE FAMILIES, AND THAT'S WHAT YOU'RE CHARGED TO DO IN THE SCHOOL DISTRICT, AND MY HAT GOES OFF TO YOU, AND I'LL BE PRAYING FOR YOU EVERY STEP OF THE WAY.

I DON'T HAVE MUCH MORE TO SAY EITHER.

I LOVE THE COMMUNITY OUTREACH.

LIKE YOU SAID, WE'RE NOT GOING TO WAIT FOR THE PARENTS TO COME TO US.

WE ARE GOING TO GO TO THEM.

THAT'S IMPORTANT IN MANY SOCIOECONOMICALLY DISADVANTAGED FAMILIES.

THEY DON'T HAVE THE TOOLS, THEY DON'T HAVE THE RESOURCES.

THEY JUST CAN'T GET TO US.

THEY'RE WORKING TWO JOBS.

THEY DON'T GET ENOUGH SLEEP.

THEIR KIDS ARE TAKING CARE OF SIBLINGS.

THESE ARE THE REALISTS.

THESE ARE THE FACTS. THIS IS WHAT WE'RE DEALING WITH EVERY DAY.

SO, I LOVE WHAT YOU'RE DOING.

IT'S HARD WORK.

IT'S THE HARDEST WORK, AND THE RESULTS DO SHOW UP IN STUDENT OUTCOMES, AND THAT IS THE FOCUS IN EDUCATION.

THAT'S OUR FOCUS EVERY DAY IS TO PRODUCE POSITIVE STUDENT OUTCOMES AND RESULTS SO THAT WE CAN BREAK THE SOCIOECONOMIC CYCLE AND THE

[03:10:03]

THAT'S WHY WE HAVE THE HOMELESS POPULATIONS WE HAVE SURROUNDING OUR NEIGHBORHOODS BECAUSE OF THE EQUITABLE EXPERIENCES THAT SOME OF US ARE JUST NOT GIVEN, AND SOME OF US DON'T HAVE THE RESOURCES TO ACQUIRE, SO THANK YOU FOR ALL YOU'RE DOING.

I PRAY THAT OUR COMMUNITY HEARS YOUR CHARGE, THEY UNDERSTAND THE CHARGE, THEY GET BEHIND YOU AND SUPPORT YOU NO MATTER WHAT THEIR DISBELIEF IS, NO MATTER WHAT THEY LIKE, WHAT MATTER WHAT, NO MATTER WHAT THEY DISLIKE ABOUT IT.

EMPATHY IS IMPORTANT THAT WE LEARN TO EMPATHIZE WITH THOSE THAT JUST ARE NOT LIKE US AND THAT HAVE THESE DIFFERENCES AND THAT WE KEEP IN MIND THAT WE WANT THE VERY BEST FOR EVERY SINGLE CHILD IN THIS SCHOOL DISTRICT, AND THAT MEANS THAT THEY ARE SUCCESSFUL AND THEY ARE GROWING AND THAT THEY ARE CCMR-READY WHEN THEY CROSS THAT GRADUATION STAGE EVERY SINGLE YEAR.

SO THANK YOU.

LET'S PUSH AND LET'S DO THIS WORK.

THANK YOU, MISS MCGOWAN.

MISS PACHECO. YES.

THANK YOU SO MUCH.

YOUR PRESENTATION WAS AMAZING.

I CAN'T THANK YOU ENOUGH TO FOR THE WORK THAT YOU DO AS FAR AS IDENTIFYING BARRIERS AND BREAKING THEM DOWN FOR THE ENTIRETY OF OUR LEARNING COMMUNITY.

THIS IS FOR ALL STUDENTS AND ALL STUDENTS BENEFIT WHEN THIS HAPPENS.

I REALLY APPRECIATE THAT.

I APPRECIATE THE FACT THAT OUR SCHOOL IS LOOKING TO OUR LGBTQ YOUTH AND HELPING WITH PILOTING PROGRAMS THAT HELP THEM TO BE SEEN, HEARD, AND BECOME THEIR BEST SELVES AND FEEL SAFE IN OUR SCHOOL ENVIRONMENTS.

I WANT TO ALSO SAY THAT I'M SO GLAD THAT THE APPRECIATION OF NATIONAL HERITAGE MONTH IS BEING LOOKED AT, AND I HOPE THAT THE ADDITIONAL MONTHS ARE BEING ADDED ON IN THE FUTURE BECAUSE WE HAVE SO MANY MORE CULTURES AND COMMUNITIES IN OUR DISTRICT THAT ALSO WANT TO BE SEEN AND HEARD AND UNDERSTOOD. AS FAR AS YOUR ETHNIC STUDIES, I THINK IT'S GREAT BECAUSE THIS IS NOT JUST A MIRROR FOR THE STUDENTS THAT TAKE THESE CLASSES AND THEY LOOK LIKE THE HISPANIC LATIN AMERICAN HISTORIES OR BLACK HISTORIES OR ANY FUTURE ASIAN AND ARAB HISTORIES THAT YOU MIGHT ADD TO IT , BUT THEY'RE ALSO WINDOWS, WINDOWS FOR STUDENTS WHO DON'T LOOK LIKE THOSE HISTORIES.

TO LEARN MORE ABOUT THE EXPERIENCES AND EMBRACE, BECAUSE THAT'S WHO WE ARE AS A DISTRICT.

THAT'S WHO WE ARE AS AMERICA, AND THEY WILL BE BETTER INDIVIDUALS.

THEY'LL BE READY. THEY'LL BE READY FOR THEIR FUTURE CAREERS OR FUTURE LIVES, AND I'M JUST SO THANKFUL FOR YOU ALL DOING THAT FOR OUR STUDENTS , AND FINALLY, I'M JUST SO HAPPY TO SEE THESE COMMITTEES AND THE FACT THAT THEY HAVE OPPORTUNITIES FOR OUR COMMUNITY AND OUR FAMILIES TO JOIN THEM.

I'D LIKE TO SEE MORE ENGAGEMENT ON THAT AS WELL.

I'M GRATEFUL THAT WE'RE GOING OUT TO THE COMMUNITY TO PARTICIPATE AND SHOW THEM IN THEIR SPACES, AND I'M SUPER EXCITED ALSO ABOUT THE PARENTS STEP AHEAD.

I DID SEE THAT IT WAS IN SPANISH AND I WAS LIKE, OH, WOW, THAT'S GREAT, BUT I MEAN, I SAW THAT WHEN WE WERE DOING THE DIFFERENT THINGS THROUGHOUT THE SUMMER TOO, AND LAST YEAR AND I JUST I'M SO APPRECIATIVE BECAUSE A LOT OF OUR FAMILIES, CULTURALLY, FROM SO MANY PARTS OF THE WORLD, COME FROM SYSTEMS WHERE SCHOOLS WENT TO THEIR LOCAL AREAS TO SPEAK TO THEM, AND THEN THEY WOULD TRUST US AND BRING THEIR STUDENTS TO THOSE SCHOOLS.

RIGHT. SO I REALLY APPRECIATE THAT.

RICHARDSON WE'RE A COMMUNITY WHERE ONE AND I BELIEVE WE CAN DO THIS AND I'M SO THANKFUL.

SO THANK YOU FOR THAT GREAT PRESENTATION.

THANK YOU, MS. PACHECO. MR. POTEET. YES.

HEY, GREAT PRESENTATION, BY THE WAY.

I KNOW THERE WAS A LOT OF WORK THAT WENT INTO THAT, A LOT OF TIME.

IT WAS A LONG TIME COMING.

SO I APPRECIATE YOU TAKING THE TIME AND SPENDING IT WITH US ON THIS.

I MEAN, I'M GOING TO REPEAT A COUPLE OF QUICK THINGS THAT WERE SAID BY MS. MCGOWAN AND MS. PACHECO, BUT ONE, I LOVE THE FIRST MONTH ON THE NAME FOCUSING ON THE NAMES.

I MEAN, THAT'S HUGE. I'VE BEEN ALL OVER THE WORLD AND THAT'S A MAJOR PART OF CULTURE.

RIGHT, AND INSTEAD OF US GOING ALL OVER THE WORLD AND SEEING THOSE CULTURES OF CULTURES ARE COMING TO US.

RIGHT, AND SO UNDERSTANDING THEM, I THINK THAT'S A HUGE PARADIGM SHIFT THAT WE NEED TO IN NAME SUCH AN IMPORTANT PART OF THAT.

I MEAN, THAT'S A STARTING POINT, REALLY.

SO I REALLY I THINK THAT'S A GREAT ACTION.

[03:15:02]

YOU'VE GOT A LOT TO DO ACCORDING TO THOSE SLIDES.

YEAH, I THINK IT'S EASIER TO SAY WHAT ARE YOU NOT TASKED WITH THAN, WHAT ARE YOU TASKED WITH? YOU'VE GOT A LOT TO DO.

SO JUST, YOU KNOW, YOU'VE GOT A HIGH BAR, YOU'VE GOT A MOTIVATED STAFF, YOU'VE GOT SUPPORT, AND I KIND OF AS YOU WENT THROUGH ALL THESE DIFFERENT PIECES OF YOUR TASKS, I KIND OF SAW YOU AS A KIND OF A CONNECTIVE TISSUE BETWEEN A LOT OF PIECES OF THE DISTRICT.

YOU'RE A VALUE ADD.

THAT'S YOUR ROLE TO GET SOME OF THESE OTHER PEOPLE OVER THE LINE, AND SO I THINK THAT'S A THAT'S A GREAT OPPORTUNITY TO PLAY THAT ROLE. I THINK THAT I MEAN, I COULD SEE THE LINKAGE THROUGHOUT YOUR PRESENTATION, AND I KNOW WHEN SUPERINTENDENT BRANUM TALKS ABOUT FOCUSING ON OUTCOMES, I MEAN, THAT'S KIND OF THE END ALL BE ALL.

THAT'S WHAT WE'RE HERE FOR, RIGHT? WE'RE HERE TO GET AND YOU KNOW HOW THAT'S DEFINED AND HOW IT LOOKS.

IT'S IN THAT GRADUATE PROFILE THAT WE'VE GOT, AND SO MUCH OF THIS LINKS BACK AND EVERY ONE OF YOUR SLIDES YOU WERE LINKING TO THAT LINK TO THE STRATEGIC PLAN, WHICH STRATEGIC PLAN SHOULD LINK TO THE GRADUATE PROFILE? SO I MEAN, I'M THE ENGINEER.

SO THIS IS KIND OF I'M LOOKING FOR THAT LOGIC, RIGHT, AND YOU CAN SEE IT THERE.

SO I COMMEND YOU ALL FOR FOCUSING ON THAT AND HOW DO WE GET THERE? WHAT CAN YOU ALL DO TO HELP EVERY ONE OF THESE KIDS GET TO THAT POINT? SO I THINK THAT'S A GREAT FOCUS TO KEEP AS WE AS WE MOVE FORWARD.

THE PARK HILL JUNIOR HIGH STORY, I MEAN, THAT'S THE KIND OF THING THAT WE NEED TO BE JUST YELLING FROM THE TOP OF THE BUILDING.

YOU KNOW, WE NEED TO ADVERTISE THAT.

WE NEED TO PUT THAT OUT THERE, THOSE SUCCESSES, AND THEN BUILD ON THOSE, YOU KNOW, AND EVERY ONE OF THOSE.

WE NEED COMMUNICATION CAMPAIGN TO TALK ABOUT THOSE SUCCESSES BECAUSE THERE'S SALES THERE, THERE'S IT'S JUST NECESSARY AND YOU'VE GOT TO SELL IT, AND I THINK THAT THAT'S A GREAT, EASY WAY TO SHOW THOSE KIND OF SUCCESSES.

SO I WOULD JUST CHALLENGE THE ADMINISTRATION TO MAKE SURE THAT WE'RE REALLY TELLING THOSE STORIES AND GETTING THEM OUT THERE.

I GUESS THE LAST THING THAT I HIGHLIGHTED HERE WAS JUST UNDERSTANDING.

I WROTE DOWN UNDERSTANDING THAT THE PATH TO OUTCOMES RELIES ON PARENT PARENTAL SUPPORT AND BEING PART OF THAT TEAM.

SO TO DEBBIE'S POINT AS WELL, I MEAN, YOU'RE GOING TO THE PARENTS AND HAVING THAT FAMILY ENGAGEMENT, I MEAN, THAT WAS OBVIOUSLY A HUGE PIECE OF AND I KNOW THEY DIDN'T USE TO, I GUESS, FALL UNDER YOU, BUT NOW THEY DO, AND THAT'S GOING TO BE A SUPER CRITICAL PIECE, AND LIKE YOU SAID, THAT'S ALSO A CONDUIT FOR OTHER PIECES OF THE DISTRICT TO ACCESS THE PEOPLE THAT NEED THAT ACCESS AND SOMETIMES WE I KNOW I FEEL LIKE WE BEAR ALL THE RESPONSIBILITY ON THE DISTRICT AND THE STAFF AND THE TEACHERS AND THE ADMINISTRATION.

IT'S NOT SUPPOSED TO BE LIKE THAT, AND WE HAVE TO STEP UP WHERE WE NEED TO STEP UP, BUT I THINK THAT MAKING SURE THAT WHEN WE HAVE PARENTS THAT ARE WILLING TO BUT DON'T KNOW HOW WE NEED TO GET OUT THERE AND WE NEED TO INCLUDE THEM BECAUSE THAT'S SUPER CRITICAL TO THE SUCCESS OF THAT STUDENT.

SO I THINK RECOGNIZING THAT IS A HUGE PIECE.

WE CAN'T WRITE THEM OFF.

WE CAN'T TRY TO DO THIS ALL BY OURSELVES.

YOU KNOW, WE'RE ALL ON THE SAME TEAM IN THE SAME BOAT TRYING TO ROW THE SAME DIRECTION.

SO RECOGNIZING THE PARENTS AND GETTING THEM INVOLVED AND HAVING TO DO EXTRA; WE HAVE TO DO EXTRA TO GET A LOT OF THE PARENTS INVOLVED, BUT THAT'S A CRITICAL PIECE TO SUCCESS, I THINK. SO THAT RESONATED WITH ME.

SO I APPRECIATE THE WORK AND THAT'S ALL I'VE GOT.

CAN I JUST SAY ONE THING BEFORE? BECAUSE MS. HARRIS BECAUSE SHE'LL HAVE THE MOST SALIENT POINTS AN.

OH, MR. EAGER. OKAY, SORRY.

MR. EAGER, AND THEN MS. HARRIS.

I KEEP FORGETTING HE'S UP IN THE LITTLE SCREEN.

I ALWAYS WANT TO, TO COME BACK TO BECAUSE I THINK A LOT OF TIMES WE CREATE A MENTAL MODEL IN OUR HEAD THAT WHEN WE ARE TALKING ABOUT EXPECTATIONS AND ACHIEVEMENT FOR ALL THAT IT MEANS IN ORDER TO HAVE STUDENTS GO HEAR THAT AND TO HAVE A GROUP OF STUDENTS GO HERE, THAT THIS GROUP OF STUDENTS HAS TO DECLINE, WHETHER IT'S WE'RE TALKING ABOUT PARENT ENGAGEMENT, THAT IN ORDER FOR MORE PARENTS TO BE INVOLVED, THAT WE ARE GOING TO IN SOMEHOW DECREASE THE AMOUNT OF INVOLVEMENT OR COMMITMENT TO ENGAGING ALL PARENTS AND THE MENTAL MODEL I WANT EVERYONE TO LEAVE WITH IS OUR GOAL IS THIS OUR GOAL IS I HAVE TWO KIDS IN THE DISTRICT, I HAVE A SECOND GRADER AND I HAVE A JUNIOR EVERY CHILD EVERY DAY.

I NEED MY TWO CHILDREN BECAUSE BY GOLLY, I WANT THEM TO BE SUCCESSFUL AND OUT OF MY HOUSE SOMEDAY.

I NEED THEM TO BE GROWING AT A RATE AS WELL.

SO IT IS NOT THIS.

IT HAS TO BE THIS, AND SO AS ANY PART OF WHAT WE'VE TALKED ABOUT IN THIS PLAN, IT IS A COMMITMENT FOR THAT

[03:20:05]

SO I JUST, I THINK EVERYTHING THAT YOU'VE SHARED IS SO IMPORTANT, AND I NEED THE COMMUNITY TO HEAR WHEN WE SAY ALL WE MEAN ALL IN THAT WAY AND THAT THAT'S WHAT IT LOOKS LIKE, AND I'M SORRY MS. HARRIS MR. EAGER FOR [INAUDIBLE].

YOU ARE FINE. MR. EAGER. I GOTTA CHECK MY NOTES HERE.

YOU KNOW, I DON'T KNOW IF THERE'S GOING TO BE MORE THAN I CAN ADD THAT MY COLLEAGUES HAVEN'T ALREADY SAID, BUT I CAN SAY AND AGAIN, I WANT TO COMMEND MS. LEE AND HER TEAM, BECAUSE I WAS PART OF THAT STRATEGIC PLANNING COMMITTEE IN 2017 BEFORE I JOINED THE BOARD, AND THERE WERE SO MANY THINGS THAT CAME OUT OF STRATEGIC PLANNING, BUT HERE'S THE THING.

IN MY EXPERIENCES, STRATEGIC PLANS CAN BECOME DUST ON A SHELF IF THERE'S NOT PEOPLE IN THERE EXECUTING TO MAKE THE THING, MAKE IT HAPPEN, AND YOU AND YOUR TEAM ARE MAKING IT HAPPEN AND IT'S HARD WORK AS MY FRIENDS AND COLLEAGUES HAVE SAID BUT IT'S SO MUCH NEEDED AND IT IS GOING TO BE SO REWARDING FOR OUR KIDS AND OUR COMMUNITY, AND THE THINGS THAT I WANT TO SAY ALSO IS THAT I LOVE. PEOPLE GET SICK OF ME SAYING THIS BUT LITTLE BIG THINGS, AND SO YOUR FIRST VERB, PRONOUNCING PEOPLE'S NAMES SOMETHING IS LITTLE IS THAT CAN BE SUCH A BIG THING AND THANK YOU FOR BRINGING THAT UP, BUT YOU KNOW THE OTHER THING THAT I GET EXCITED ABOUT IS, YOU KNOW, ONE OF THE THINGS AND OUR GRADUATE PROFILE FOR OUR KIDS, ALL KIDS, IS THAT THINK ABOUT IT, RICHARDSON HAS I WAS SURPRISED.

I KNEW WE WERE THE FIFTH IN THE STATE, BUT I DIDN'T REALIZE WE'RE THE 50TH MOST DIVERSE DISTRICT IN THE ENTIRE COUNTRY AND THAT IS A HUGE OPPORTUNITY FOR OUR KIDS, BECAUSE I JUST KNOW IN THE WORKPLACE, OUT IN THE REAL WORLD THAT HAVING CULTURAL AWARENESS IS ONE OF THE TOP THREE SKILL SETS THAT EMPLOYERS AND JUST LIFE SKILLS IS IN SUCH HIGH DEMAND, AND THINK ABOUT IT. WE HAVE AN OPPORTUNITY IN OUR COMMUNITY FOR OUR KIDS AND OUR EVERYONE INVOLVED TO LEARN AND APPRECIATE FROM ALL THESE CULTURES AND ALL THESE COMMUNITIES THAT IS GOING TO GIVE OUR KIDS A CHANCE TO BE THAT NEXT STEP UP.

IT'S GOING TO GIVE THEM AN ADVANTAGE IN LEADERSHIP.

WHEN THEY CROSS ACROSS THAT STAGE AND WE HAND THEM THOSE DIPLOMAS, THEY'RE GOING TO BE BETTER EQUIPPED AND HAVE HIGHER SKILL SETS THAN OTHER KIDS IN OTHER DISTRICTS, AND THAT'S SOMETHING WE SHOULD ALL BE PROUD OF, AND IT'S GOING TO HAPPEN WITH THE HARD WORK OF EVERYBODY AT THAT TABLE, EVERYBODY IN THE VIDEO, EVERY PARENT IN THE COMMUNITY, ALL THE THINGS THAT WE'RE DOING IS GOING TO BE THINGS THAT WE'RE ALL PROUD.

WE ARE ALL GOING TO MAKE A DIFFERENCE, AND SO I COMMEND YOU AND THANK YOU FOR THE HARD WORK YOU'RE DOING.

IT IS NEEDED AND IS GOING TO MAKE.

I'M JUST GOING TO SAY IT'S GOING TO AFFECT GENERATIONS OF FAMILIES AND KIDS, AND I CAN'T ADD MORE THAN WHAT MY COLLEAGUES HAVE ALREADY SAID, AND AGAIN, I APPRECIATE THE WORK THAT'S BEING DONE AND I LOOK FORWARD TO SEEING THE AFTER EFFECTS ON THE FIRST STAGES OF THIS AND YEARS TO COME.

SO AGAIN, THANK YOU AND I COMMEND YOU AND I APPRECIATE THE TIME TO SAY WHAT I GOT TO SAY.

THANK YOU, MR. EAGER.

OF COURSE, I CAN'T FOLLOW WHAT MY COLLEAGUES HAVE SAID, BUT I WILL GIVE YOU MY PERSONAL WORDS AND I HAVE TO LOOK AT MS. RENTERÍA AND SAY, OH MY GOSH, CAN YOU BELIEVE THAT TWO LADIES IN THE PTA CLOSET WHO HAVE HAD SO MANY CONVERSATIONS ABOUT THIS VERY THING? IN TRYING TO UNDERSTAND WHY WE ARE NOT DOING JUST THIS THAT YOU ALL ARE IMPLEMENTING TODAY.

IT JUST EXCITES ME, ESPECIALLY THE FAMILY ENGAGEMENT.

ESPECIALLY THE FAMILY ENGAGEMENT.

IT IS AN ABSOLUTE GAME CHANGER TO GET OUR FAMILIES INVOLVED, NOT JUST INVOLVED, BUT TO HELP THEM UNDERSTAND THAT YOU ARE NOW SEEING YOU ARE VALUABLE, AND GUESS WHAT? YOU CAN DO THIS.

YOU CAN DO THIS!

[03:25:01]

THAT IS A GAME CHANGER.

IT IS A GAME CHANGER.

IT IS FOUNDATIONAL AND IT IS SOMETHING I GUARANTEE YOU A LOT OF DISTRICTS ARE NOT DOING.

I APPRECIATE YOU.

I APPRECIATE YOU.

I APPRECIATE YOU FOR MORE THAN JUST THE COMMITMENT, BECAUSE I KNOW PERSONALLY THAT THIS WORK IS HARD.

I KNOW YOU SHED SOME TEARS.

I KNOW YOU'VE SHED A WHOLE LOT OF TEARS AND I KNOW YOU'VE WANTED TO GIVE UP, BUT YOU CAN'T, BECAUSE YOU'VE GOT 37,000 PLUS STUDENTS THAT ARE DEPENDING ON YOU AND THAT ARE DEPENDING ON THIS BOARD, AND WE COMMIT TO BE THERE FOR THEM.

WE COMMIT TO BE THERE FOR THEM EVERY DAY.

EVERY DAY, AND I APPRECIATE YOU FROM THE BOTTOM OF MY HEART.

BECAUSE I TELL YOU, I AM ON THIS BOARD BECAUSE MANY YEARS AGO I OFTEN WONDERED, WHY DO KIDS LIKE ME NEVER EXCEL? I COULD NEVER UNDERSTAND IT.

I COULD NEVER UNDERSTAND IT.

UNTIL NOW, I'M OLDER AND NOW, YOU KNOW, THERE'S THINGS THAT YOU CAN DO TO ASSIST WITH THAT, AND I KNOW THAT WE NEED TO GET OUR COMMUNITY ENGAGED, AND I'M READY.

I'M READY TO HELP, AND THEY'RE READY TO HEAR WHAT WE HAVE FOR THEM.

WHEN I WAS YOUNG, MY GRANDMOTHER BOUGHT US THIS LITTLE POEM AND PUT IT ON OUR DOOR, AND I NEVER UNDERSTOOD IT UNTIL I BECAME OLDER, AND IT WAS CHILDREN LEARN WHAT THEY LIVE BY DOROTHY NOLTE , AND I LOOKED AT IT EVERY DAY AS A KID AND NEVER KNEW THE IMPACT OF THAT POEM.

IF YOU'VE NEVER READ IT, PULL IT UP.

IT'S PRETTY LENGTHY, BUT IT HAS SO MUCH TRUTH IN IT.

CHILDREN AND ADULTS.

WE LEARN WHAT WE LIVE EVERY DAY.

I APPRECIATE YOU AND I THANK YOU.

WE ARE GOING TO MOVE ON.

ARE WE READY? YES, I THINK SO.

OUR NEXT ITEM IS AN UPDATE ON THE STRATEGIC PLAN AND REQUEST FOR PROPOSAL OR RFP PROCESS.

[VII.D. Strategic Plan Timeline & Request For Proposal (RFP) Process]

THANK YOU, MS. HARRIS.

IT'S LIKE HARD TO LIKE TRANSITION, BUT I THINK OUR LAST PRESENTATION WAS COMPLETE EVIDENCE OF THE PROGRESS OF OUR 2017 STRATEGIC PLAN.

I HAVE BEEN A PART OF AND I HAVE WITNESSED AND I'VE OBSERVED MANY STRATEGIC PLANS, BOTH IN EDUCATION AND BOTH OUTSIDE OF EDUCATION, WHERE THERE'S A REALLY PRETTY POSTER THAT'S DEVELOPED AND THESE REALLY BIG, WORDY, LOFTY GOALS THAT ARE SET, AND MAYBE THE FIRST YEAR THERE'S SOME MOVEMENT ON THAT, BUT THEN SHORTLY AFTER IT LOSES STEAM AND IT GOES NOWHERE, BUT I THINK JUST IN THIS LAST PRESENTATION, YOU HAVE HEARD EVIDENCE UPON EVIDENCE, UPON EVIDENCE OF OUR COMMITMENT TO ACTIVATE THE STRATEGIC PLAN, AND AS A RESULT, WE HAVE THOSE OUTCOMES.

WE HAVE ACTIVATED AND COMPLETED OVER 90% OF OUR ACTION PLANS, WHICH IS A TRIGGER THAT IT IS TIME TO BRING BACK TOGETHER OUR INTERNAL AND EXTERNAL STAKEHOLDERS AND RESET A NEW LONG TERM STRATEGIC PLAN FOR RICHARDSON ISD, AND I'M BEYOND EXCITED TO HAVE THAT WORK.

DR. HELLER IS OUR CHIEF FOR STRATEGY AND ENGAGEMENT.

SHE WILL BE LEADING THIS PROCESS, AND SO I'VE ASKED HER TO JUST BRIEFLY WALK THE BOARD THROUGH THE TIMELINE AND WHAT DOES THE PROCESS LOOK LIKE? THANK YOU, DR. HELLER.

THANK YOU, SUPERINTENDENT BRANUM, BOARD OF TRUSTEES.

HOPEFULLY NOW WITH THE PREVIOUS INFORMATION ITEM AND WHAT I'M BRINGING FORWARD OR WHAT WE ARE BRINGING FORWARD AS A LEADERSHIP TEAM THIS EVENING IS TO NOW GIVE YOU ANOTHER MENTAL MODEL ON WHERE WHERE WE'RE GOING ON OUR PATH TO DEVELOP STRATEGIC PLAN 2023.

SO WITH THIS SHORT OVERVIEW THIS EVENING, WITH THESE FEW SHORT SLIDES, JUST WANT TO LEVEL SET ON WHAT IS STRATEGIC PLANNING AND THE PURPOSE AND THE GOAL OF THAT, WHAT OUR STRATEGIC PLAN 2023 TIMELINE LOOKS LIKE AND HOW WE HAVE ALREADY ACTIVATED THIS PROCESS WITH THE DEVELOPMENT AND RELEASE OF AN RFP, A REQUEST FOR PROPOSAL FOR A CONSULTANT TO PARTNER WITH US ON THIS JOURNEY SIMILAR TO WHAT WE DID WITH THE GRADUATE PROFILE PROJECT LAST

[03:30:01]

SO AGAIN, JUST TO LEVEL SET, I THINK YOU'VE HEARD VERY CLEARLY AND SEEN SOME VERY CONCRETE EXAMPLES OF THE PURPOSE AND THE WHY BEHIND STRATEGIC PLANNING, BUT IT IS A PROCESS THAT ORGANIZATIONS, BUSINESSES, DISTRICTS USE TO IDENTIFY THEIR GOALS, THEIR STRATEGIES AND HOW WE'RE GOING TO GET THERE AND HOW WE'RE GOING TO ACCOMPLISH THOSE GOALS.

IT SETS DIRECTION, IDENTIFIES PRIORITIES.

WE'RE GOING TO SHARE WITH YOU SOME OF WHAT THOSE PRIORITIES WERE WITH STRATEGIC PLAN 2017 AND HOW WE'RE GOING TO USE THAT AS A LEVER GOING INTO STRATEGIC PLANNING FOR 2023.

IT HELPS US IDENTIFY RESOURCE ALLOCATION, NOT ONLY FINANCIAL RESOURCES AND BUDGET PRIORITIES, BUT TIME AND EFFORT, STAFFING, ETC.

, AND THEN ULTIMATELY IT'S A TOOL FOR ANY ORGANIZATION AND FOR OUR DISTRICT FOR CONTINUOUS IMPROVEMENT.

SO JUST TO ANCHOR IN AND YOU'VE HEARD SOME OF OUR OUTCOMES FROM STRATEGIC PLAN 2017 THIS EVENING AND SOME REFERENCES SPECIFIC TO OUR EDUCATIONAL EQUITY WORK, BUT THE PREVIOUS PLAN OR CURRENT PLAN THAT WE ARE NEARING THE END OF HAD SIX PRIMARY GOALS THAT DEVELOP STRATEGIES AND ACTION PLANS AROUND, AND YOU CAN SEE THOSE YOU'VE SEEN THESE PRESENTED PREVIOUSLY AS PART OF OUR INDIVIDUAL DEPARTMENT DIVISION WORK. WE HAVE INFORMATION ON THE WEBSITE AND GOING INTO STRATEGIC PLAN 2023, WE WILL WORK TO DEVELOP THE NEXT GENERATION OF WHAT THESE GOALS AND STRATEGIES WILL BE AND THEN DEVELOP THE ACTION PLANS TO ACHIEVE AND ACCOMPLISH THAT END.

THESE WERE JUST A FEW HIGHLIGHTS FOR THOSE OF YOU THAT WERE ON THE BOARD LAST YEAR, WE GAVE AN UPDATE TO KIND OF START CREATING A PATH AND TO PLANT SEEDS TOWARDS, HEY, WE WERE HITTING THAT ALMOST 90% ACTIVATION WITH COMPLETION OF STRATEGIC PLAN 2017, BUT I THINK IT'S IMPORTANT TO ALSO REMEMBER SOME OF THE CELEBRATIONS AND SOME OF THE THINGS THAT HAVE COME OUT OF OUR CURRENT STRATEGIC PLAN, INCLUDING THE BOND 2021 STEERING COMMITTEE, AND THAT PROCESS AND THE PASSAGE OF BOND 2021 THAT INCLUDED PROJECTS THAT WERE IDENTIFIED FROM ACTION TEAMS THAT WERE ASSOCIATED WITH STRATEGIC PLAN 2017, OUR WORK AROUND EDUCATIONAL EQUITY, CLOSING THOSE ACADEMIC AND OPPORTUNITY GAPS FOR ALL STUDENTS.

THE LONG RANGE FACILITIES PLAN OUR MIDDLE SCHOOL TRANSFORMATION THAT HAS BEEN ACTIVATED AS PART OF BOND 2021 AND WE'RE SEEING THAT WORK.

IF YOU DRIVE BY LAKE HIGHLANDS JUNIOR HIGH OR FOREST MEADOW JUNIOR HIGH, OUR PRE-K WORK AND ENSURING EVENTUALLY HOPEFULLY THAT TRUE NORTH STAR PRE-K FOR ALL AND FINDING OPPORTUNITIES TO START EDUCATING AT THE PRE-K LEVEL, AND THEN OF COURSE, OUR SAFETY AND SECURITY DEPARTMENT ACTUALLY CAME FROM THE ACTION TEAM WORK THAT WAS GENERATED FROM STRATEGIC PLAN 2017.

SO I WANTED TO SHARE THESE HIGHLIGHTS FROM THE EXISTING PLAN TO SHOW THE IMPACT AND HOW IT HAS REALLY HELPED US STAY GROUNDED IN OUR ANNUAL AND SHORT AND LONG TERM CONTINUOUS IMPROVEMENT EFFORTS.

SO AT THE HEART OF ALL OF THIS GOING INTO STRATEGIC PLAN, 2023 IS OUR GRADUATE PROFILE, AND THIS IS WHAT THE WORK WE DID LAST SPRING THAT IS GOING TO REALLY SERVE AS THIS TRUE NORTH.

SO I KNOW I'M LOOKING I'M SITTING ACROSS FROM MR. POTEET. I REMEMBER WHEN WE PRESENTED THIS AT THE JUNE MEETING, WE WERE REALLY ANXIOUS TO START TALKING ABOUT THE HOW AND GETTING LIKE, HOW ARE WE GOING TO DO THIS? HOW ARE WE GOING TO, YOU KNOW, WHERE IS THE PLAN? BUT THEN ALSO RECOGNIZING THIS IS NOW THE NEXT PART OF THE PROCESS IS TAKING THE GRADUATE PROFILE AND LETTING THAT SERVE AS OUR TRUE NORTH UNPACKING THOSE FIVE COMPONENTS.

HOW WE DEVELOP THE GOALS AND STRATEGIES AND ULTIMATELY ACTION PLANS THAT THEN BECOME PART OF OUR DISTRICT IMPROVEMENT PLANNING PROCESS THAT WE COMPLETE ANNUALLY, AND THEN THAT IS THE TRUE NORTH EACH YEAR FOR OUR CAMPUS IMPROVEMENT PLANNING.

SO HOPEFULLY YOU'RE STARTING TO SEE THIS ALIGNMENT AND OF COURSE ALL OF THIS CROSSWALKS WITH BOARD GOALS, AND I KNOW YOU GUYS ARE GETTING READY TO ENGAGE IN THAT WORK THIS FALL.

SO YOU'RE GOING TO SEE LOTS OF CROSSWALK AND OVERLAP AND CONGRUENCY AS WE ALIGN ALL OF THIS WORK.

SO LOOKING AT OUR TIMELINE AND WHERE WE'RE AT.

SO THIS FALL AND I MENTIONED WE'VE ALREADY ACTIVATED THE RFP THAT WENT LIVE JUST THIS PAST WEEK ON AUGUST 22ND.

SO WE ARE LOOKING FOR CONSULTANT SERVICES TO PARTNER WITH US TO HELP ENGAGE ALL OF OUR STAKEHOLDERS, OUR ENTIRE COMMUNITY, PARENTS, TEACHERS, STAFF, STUDENTS TO HELP US DEVELOP THIS NEXT ITERATION OF OUR STRATEGIC PLAN.

[03:35:02]

SO WE'RE LOOKING FOR A PARTNER.

WE HAD A PARTNER IN WITH STRATEGIC PLAN 2017.

WE HAD A DIFFERENT PARTNER FOR THE GRADUATE PROFILE, AND SO IN THAT THAT RFP IS POSTED ON OUR PURCHASING WEBSITE AND WE ARE GOING THROUGH THE RFP PROCESS TO IDENTIFY A PARTNER TO WORK WITH TO ENGAGE OUR STAKEHOLDERS IN STRATEGIC PLAN 2023.

THE GOAL AND THE PLAN IS TO BRING TO YOU OUR RECOMMENDATION AT THE SEPTEMBER 15TH MEETING FOR ACTION ON WHO THAT PARTNER, WHO WE ARE RECOMMENDING TO PARTNER WITH AND WHAT THEIR SPECIFIC PLAN OUTLINE LOOKS LIKE AND WILL BE INCLUDED AND THEN WE KNOW THAT WE ARE GOING TO WANT TO RE-ENGAGE THE GRADUATE PROFILE DESIGN TEAM WHO DID THIS INITIAL WORK WITH A GRADUATE PROFILE, BRING THEM BACK TOGETHER, AND ALSO WE KNOW WE HAVE AN OPPORTUNITY TO EXPAND THAT TEAM.

SO THERE WOULD BE AN INVITATION FOR THOSE THAT ENGAGED IN THAT WORK IN THE SPRING.

IF THEY WANT TO COME BACK TO HELP NOW FURTHER DEVELOP THAT WORK OUT, THEY WILL HAVE AN OPPORTUNITY, BUT WE ALSO KNOW WE GET TO CAST A WIDER NET AND INVITE ADDITIONAL STAKEHOLDERS TO THE TABLE TO PARTICIPATE IN THAT DISTRICT DESIGN TEAM THAT ARE GOING TO REALLY HELP US FINE TUNE AGAIN ALIGNED WITH YOUR BOARD GOALS, DESIGN OUR DISTRICT GOALS AND STRATEGIES AS THEY ARE GOING TO HELP US ACTIVATE THAT GRADUATE PROFILE AND REALIZE OUR HOPES AND ASPIRATIONS FOR ALL, EVERY CHILD, EVERY DAY, AND ESPECIALLY WHEN THEY CROSS THE STAGE TO GRADUATE.

SO THAT'S REALLY LOOKING FROM NOW UNTIL THE END OF THE FALL SEMESTER.

GETTING US TO THE HOLIDAY AND THEN ACTIVATING ACTION TEAMS ONCE THOSE GOALS AND STRATEGIES ARE DEVELOPED, ACTIVATING ACTION TEAMS THAT ARE GOING TO HELP US DEVELOP THOSE ONE, TWO, THREE, FOUR AND FIVE YEAR PLANS TO REALIZE THE WORK.

THIS FOLLOWS A SOMEWHAT SIMILAR MODEL TO WHAT WE HAD WITH STRATEGIC PLAN 2017, BUT THEN OPEN TO SEEING WHAT THE RFP PROCESS WILL BRING TO US IN TERMS OF OTHER RECOMMENDATIONS FROM A CONSULTANT PARTNER AND THEN OUR GOAL WOULD BE TO BRING THIS TO YOU IN THE SPRING.

WE ANTICIPATE AND THROUGH OUR RESEARCH AND WHAT WE UNDERSTAND, STRATEGIC PLAN 2017 TOOK ABOUT SEVEN MONTHS.

WE ANTICIPATE OUR PLAN.

WE ARE ACTIVATING EARLY IN THE SCHOOL YEAR, 3 TO 6 MONTHS, I THINK MAYBE 4 TO 5 MONTHS.

IF WE COULD BRING OUR STRATEGIC THE NEXT ITERATION OF THE STRATEGIC PLAN TO YOU IN EARLY SPRING, THAT SETS US UP TO START BEGINNING THE WORK FOR IMPROVEMENT PLANNING AT THE DISTRICT LEVEL AND CAMPUS LEVEL GOING INTO THE END OF THE SCHOOL YEAR.

SO WE CAN HAVE THOSE PLANS AND THEN WE'RE ACTIVATING FOR THE 23-24.

THAT HOPEFULLY PAINTS A ROADMAP OF WHERE WE ARE RIGHT NOW, THE WORK THAT WE'RE ALREADY ENGAGED IN, WHAT WE PLAN TO DO THIS FALL, WHAT WILL CARRY US INTO THE SPRING, EARLY SPRING, AND THEN WHAT IS THEN GOING TO BE THAT DRIVER GOING INTO THE SUMMER AS WE ACTIVATE YEAR ONE OF STRATEGIC PLAN 2023 IN THE 23-24 SCHOOL YEAR.

SO AS I'VE MENTIONED, THAT RFP IS LIVE, IT'S ON OUR WEBSITE AND WE'RE FOLLOWING ALL OF THOSE LEGAL PURCHASING PROCESSES AND PROTOCOLS WORKING WITH OUR PURCHASING DEPARTMENT, BUT WANTED TO JUST SHARE WITH YOU THE SCOPE OF THE SERVICES THAT WE ARE ASKING IN OUR RFP, OUR REQUEST FOR PROPOSAL IS, YOU KNOW, HOW WE ARE GOING TO CONTINUE THIS INCREDIBLE OPPORTUNITY FOR COLLABORATION AND ENGAGEMENT WITH OUR ENTIRE DISTRICT COMMUNITY.

WE HAD A REALLY ENGAGED COMMUNITY WITH THE GRADUATE PROFILE PROCESS, AND WE WANT TO LEVERAGE THAT AND CONTINUE THAT.

THAT'S WHERE THE BAR SET FOR THAT COMMUNITY ENGAGEMENT GOING INTO THE STRATEGIC PLANNING PROCESS.

WE ARE ASKING FOR THESE PROPOSALS TO BE VERY SPECIFIC AND THEIR PROCESSES, HOW THEY'RE GOING TO PROGRESS MONITOR WITH US THAT'S THAT MUTUAL ACCOUNTABILITY TO ENSURE THAT WE HIT THOSE TARGETS AND THOSE TIMELINES THAT I'VE ALREADY SHARED WITH YOU, HOW WE'RE GOING TO USE VARIOUS ASSESSMENTS.

REMEMBER, WE HAVE LOTS OF GREAT DATA THAT WE GATHERED IN THE SPRING FROM THE GRADUATE PROFILE PROCESS, AND HOW CAN WE LEVERAGE THAT DATA, THAT SURVEY FEEDBACK? WHAT OTHER DATA DO WE NEED? WE HAVE OUR STUDENT ACHIEVEMENT DATA, OBVIOUSLY, OUR STUDENT DEMOGRAPHIC DATA.

WHAT OTHER DATA POINTS ARE WE GOING TO NEED TO ENSURE THAT WE ARE DEVELOPING THE NEXT BEST PLAN FOR RISD? AND THEN, OF COURSE, THE RFP, WE'RE ASKING FOR AN OUTLINE OF ALL THE DIFFERENT COMPONENTS AND WHAT'S INCLUDED IN THE PLANNING PROCESS AND THEN THEIR BACKGROUND AND EXPERIENCES WITH

[03:40:03]

SO THAT'S JUST A VERY BRIEF OVERVIEW OF THE SCOPE OF SERVICES THAT WE ARE CURRENTLY LOOKING FOR IN THE LIVE RFP.

SO THAT IS A VERY QUICK INFORMATION.

I WANT TO LET YOU KNOW THAT WE'VE ACTIVATED THE PROCESS WITH THE RFP GOING LIVE AND THAT WE LOOK FORWARD TO COMING BACK TO YOU NEXT MONTH AS AN ACTION ITEM WITH A RECOMMENDATION ON A CONSULTANT TO PARTNER WITH, AND THEN THINGS ARE GOING TO START GETTING ACTIVATED PRETTY QUICKLY TOWARDS THE END OF SEPTEMBER, GOING INTO THE REST OF THE FALL.

ALL RIGHT, GREAT. DR.

HELLER, ANY QUESTIONS OR COMMENTS FROM THE BOARD? MR. EAGER. MS. PACHECO? THANK YOU FOR YOUR PRESENTATION.

I WAS JUST CURIOUS WHEN THESE COMMITTEES ARE GOING TO OPEN UP AGAIN FOR STAKEHOLDERS AND WILL THAT BE ADVERTISED? OH, ABSOLUTELY, WE WILL USE ALL OF OUR DISTRICT AND CAMPUS COMMUNICATION CHANNELS TO BE SURE THAT WE ARE CASTING A VERY WIDE NET SO THAT WE ARE ENSURING ALL OF OUR COMMUNITY PARENTS, STUDENTS, BUSINESS PARTNERS, OTHER COMMUNITY PARTNERS, STAFF, ETC.

WILL HAVE AN OPPORTUNITY, AND THAT'S VERY SIMILAR TO WHAT WE DID WITH STRATEGIC PLAN 2017.

WE HAD A RECRUITMENT CALL.

THERE IS USUALLY A FORM LINK THAT'S SENT OUT.

IT'LL BE POSTED ON WEBSITES, IT WILL BE SENT VIA SOCIAL MEDIA.

WE'LL USE OUR CAMPUS COMMUNICATION CHANNELS, WE WILL CAST IT WIDE AND FAR, AND PEOPLE CAN, IF IT FOLLOWS A SIMILAR PROCESS, SIGN UP FOR AN ACTION TEAM THAT MAYBE THEY HAVE A DESIRE TO GIVE BACK.

MAYBE THEY HAVE A PASSION DEPENDING ON WHAT THOSE GOALS AND STRATEGIES ARE IDENTIFIED THROUGH THAT DISTRICT DESIGN PROCESS AND THEN ALIGNMENT WITH BOARD GOALS.

BUT YES, WE WILL BE VERY ACTIVE IN LEVERAGING ALL OF OUR COMMUNICATION CHANNELS TO ENCOURAGE PARTICIPATION FROM ALL COMMUNITY STAKEHOLDERS.

THANK YOU. I JUST WANTED TO ADD TO THAT.

I JUST WANTED TO THANK YOU, DR.

HELLER, BECAUSE I KNOW THAT BEING PART OF THE GRADUATE PROFILE, YOU KNOW, IT WAS SO GREAT TO PARTICIPATE IN THAT AND TO SEE THE VARIETY AND SUCH A DIVERSE GROUP FROM, AGAIN, HAVING PARENT INPUT, HAVING STUDENT INPUT AND JUST BEING THERE AND HEARING FROM OUR STAFF.

THERE WERE GREAT CONVERSATIONS THERE AGAIN AND THAT TIED IN THAT WHOLE EQUITY COMPONENT OF MAKING SURE THAT IT WAS ALL IN ALIGNMENT, AND SO I COMMEND YOU FOR JUST GOING ALL OUT AND DOING THAT AND CASTING THAT WIDE NET BECAUSE IT'S SO IMPORTANT, AND I THINK FOR OUR COMMUNITY TO KNOW THAT THAT'S WHAT THE DISTRICT HAS DONE AND TO ALSO KIND OF SELF DIRECT THEMSELVES TO KNOW THAT AGAIN, THEY HAVE A VOICE.

IT'S IMPORTANT GO OUT THERE IF YOU WANT TO BE A PART OF THIS AND THIS IS SOMETHING THAT YOU HAVE A PASSION FOR.

I KNOW THAT YOU GUYS ARE ALWAYS WELCOMING.

YOU'RE ALWAYS GREAT ABOUT GIVING DIRECTION AS TO HOW THEY CAN HAVE THAT VOICE, AND I KNOW MANY OF YOU HAVE ALREADY BEEN SENDING US NAMES OF COMMUNITY THAT HAVE EXPRESSED INTEREST TO YOU. WE'VE BEEN KEEPING A SPREADSHEET.

WE HAVE THAT, AND SO WE LOOK FORWARD TO ACTIVATING THAT LIST LATER THIS FALL AND WITH A FORMAL INVITATION TO PARTICIPATE IN STRATEGIC PLANNING 2023.

GREAT, ANY ADDITIONAL COMMENTS? ALL RIGHT, THAT'S GREAT.

DID YOU HAVE SOMETHING ELSE IN SPAIN? OKAY, GREAT. OUR NEXT ITEM IS TO REVIEW OUR PUBLIC COMMENT PROCEDURES.

[VII.E. Review Public Comment Procedures]

WE WANT THEM TO BE A PART OF THEM.

WE NEED TO HEAR FROM OUR COMMUNITY, AND SO THE BOARD HAS DONE SOME RESEARCH AND EVALUATED OUR CURRENT PUBLIC COMMENTS AND PROVIDED SOME UPDATES AND SOME IDEAS AROUND HOW WE COULD REFINE THOSE, AND SO I THINK MS. MCGOWAN IS GOING TO GO OVER AND DO A REVIEW OF THE PROPOSED CHANGES THAT AS THE BOARD PRESIDENT, YOU WOULD LIKE TO POTENTIALLY MOVE FORWARD.

ALL RIGHT, THANK YOU VERY MUCH.

GOOD EVENING. IT'S ALWAYS NICE TO, I GUESS, BRING UP THE REAR HERE.

THE CHANGES THAT YOU WILL SEE IN THE DOCUMENT, AND THEY ARE HIGHLIGHTED IN RED FOR THE PUBLIC.

SO IT'S VERY EASY TO SEE WHAT THE PROPOSED CHANGES ARE.

THE FIRST CHANGE HAS TO DO WITH THE FACT THAT WE HAVE MOVED OUR MEETINGS FROM MONDAY TO THURSDAY, SO THAT INFORMATION NEEDS TO BE

[03:45:04]

THE NEXT CHANGE UNDER SPEAKER TOPICS IS JUST TO PROVIDE CONSISTENT LANGUAGE AND MAKE SURE THAT WE'RE CALLING THE THING THE SAME THING THROUGHOUT THE DOCUMENT. SO YOU SEE THE ADDITION OF THE NON AGENDA ITEMS LANGUAGE BECAUSE THAT'S HOW WE REFER TO IT THROUGHOUT THE DOCUMENT, AND ON THE NEXT PAGE IS WHERE WE START MAKING CHANGES RELATED TO.

WE CURRENTLY HAVE COMMENT CARDS.

THAT IS WHAT TRUSTEE POTEET READ FROM EARLIER AND THE SUGGESTION HAS BEEN TO CREATE AN ONLINE PUBLIC COMMENT FORM THAT WILL CONTAIN THE SAME INFORMATION THAT IS CURRENTLY CAPTURED ON THE COMMENT CARDS, BUT HAVING A FORM THAT'S AVAILABLE ONLINE LETS YOU, AND.

THE PUBLIC WILL ACTUALLY HAVE A LONGER TIME FRAME TO BE ABLE TO SIGN UP TO SPEAK AT THE BOARD MEETINGS.

THE LINK FOR THE PUBLIC TO BE ABLE TO SIGN UP TO SPEAK WILL ACTUALLY OPEN UP WHEN THE BOARD AGENDA IS POSTED, AND AS YOU ALL ARE AWARE, THAT HAS TO HAPPEN AT LEAST 72 HOURS BEFORE THE MEETING AND THEN THEY WILL HAVE UNTIL 12 NOON OF THE DAY OF THE MEETING TO SIGN UP.

FOR OUR MEMBERS OF THE PUBLIC WHO MAY NOT HAVE COMPUTER ACCESS, THEY WILL BE ABLE TO CONTACT OUR BOARD OFFICE AND GET ASSISTANCE AND HAVE THAT FORM COMPLETED ONLINE FOR THEM, AND SO THEY WILL STILL BE ABLE TO SIGN UP TO SPEAK BEFORE THE BOARD IN THAT CAPACITY, AND, YOU KNOW, THE RECOMMENDED CHANGES FOR A COUPLE OF REASONS AND I KNOW WE'VE HAD A SUGGESTION ABOUT CONTINUING TO HAVE THE CARD AS WELL.

THERE ARE A NUMBER OF THINGS THAT OCCUR BEFORE THE BOARD MEETING THAT REQUIRES STAFF ATTENTION AND HAVING TO PULL STAFF TO SIT DOWNSTAIRS IMMEDIATELY BEFORE THE BOARD MEETING REQUIRES THAT WE ARE ALSO KEEPING STAFF BEYOND THEIR SCHEDULED WORK TIME TO BE THERE AND IT'S JUST NOT AN EFFECTIVE PROCESS, AND SO THIS IS WHY THE SUGGESTION FOR A LONGER PERIOD OF TIME TO ALLOW MEMBERS OF THE PUBLIC TO SIGN UP IS BEING SUGGESTED IN CREATING THAT ONLINE FORM, AND AS I MENTIONED, ALSO PROVIDING A MECHANISM FOR THOSE WHO MAY NOT HAVE COMPUTER ACCESS TO STILL BE ABLE TO SIGN UP.

WE HAVE RECEIVED FEEDBACK.

I KNOW MS. HARRIS AND I HAVE AROUND THE FACT THAT THEY CAN SIGN UP ONLY FROM 5 TO 5:45, AND IF THERE IS TRAFFIC OR IF THEIR WORK SCHEDULE DOES NOT ALLOW THAT, IT CAN BE VERY LIMITING TO THOSE WHO CAN GET HERE IN THAT WINDOW TO BE ABLE TO SIGN UP, AND SO WE AGAIN, I THINK THIS IS A WAY TO MAKE THAT PROCESS EVEN MORE EQUITABLE. THAT'S ALL.

YES, AND THIS IS JUST FOR INFORMATION.

THIS IS NOT FOR THE BOARD TO VOTE ON TONIGHT.

SO JUST ONE QUESTION IN REFERENCE TO THE CARDS.

SO WHEN WE MAKE THIS CHANGE, ARE WE JUST GOING TO IMPLEMENT IT JUST AT ONE TIME OR? YES, THE SUGGESTION IS THAT THE CHANGE BE ONCE THE BOARD APPROVES, IF THE BOARD APPROVES THE NEW PROCESS, THEN THIS WOULD GO INTO EFFECT AT THE NEXT MEETING. RIGHT, AND WHAT ABOUT OUR CAMERAS? I'VE GOT SOME QUESTIONS IN REFERENCE TO CAMERAS, BECAUSE NOW THE CAMERAS ARE FOCUSED ON US, AND WHAT DID WE DECIDE TO DO IN REFERENCE TO THAT, OR WHAT IS THE SUGGESTION? SO IT'S REALLY THE WILL OF THE BOARD.

THERE IS NOT AND I WANT TO BE CLEAR, BECAUSE I KNOW I'VE HEARD THIS FROM SEVERAL PEOPLE.

THERE IS NOT A LEGAL REQUIREMENT THAT THE CAMERA FACE THE AUDIENCE OR THE SPEAKER.

IF YOU LOOK AT THE OPEN MEETINGS ACT, THE LANGUAGE AROUND THE TECHNICAL REQUIREMENTS FOR CAMERAS IS THAT THE BOARD MEMBERS BE CLEARLY VISIBLE TO THE PUBLIC.

THAT IS THE LEGAL [INAUDIBLE].

THANK YOU, AND SO WE'LL HAVE THAT DISCUSSION NOW TO SEE WHAT THE BOARD RECOMMENDS, BUT FIRST, WE'LL GO BACK TO THE PUBLIC COMMENTS AND I'LL SEE IF MY COLLEAGUES HAVE ANY QUESTIONS OR COMMENTS IN REFERENCE TO THE CHANGES THAT WE'VE MADE THUS FAR.

ANY QUESTIONS? COMMENTS?

[03:50:03]

SO SINCE THIS IS GOING TO BE SINCE THIS IS ME, SO THIS NEXT YEAR, BUT NOW I'M TYING TOGETHER THIS I'M TYING TOGETHER WHAT, WHAT WE JUST HEARD ON THE NAMES AND IMPORTANCE OF NAMES, AND I KNOW THAT WE'VE STRUGGLED OVER THE YEARS WITH, I MEAN, UNDERSTANDABLY ON NAMES AND STUFF AS WE CREATE THAT FORM ONLINE, IS THERE ANY WAY TO ADD A LINE FOR PRONUNCIATION OR PHONETICALLY SPELL IT NEXT TO THEM OR SOMETHING? AND MAYBE WE CAN BRIDGE THESE TWO THINGS SO THAT MAYBE IT OPENS IT UP TO PARENTS FEEL A LITTLE BIT MORE COMFORTABLE.

ABSOLUTELY. THANK YOU.

ARE YOU GUYS OKAY? I JUST WANTED TO ADD TO WHAT MR. POTEET SAID THAT MAYBE, YOU KNOW, I DO LOVE THE IDEA OF PHONETICALLY BECAUSE I KNOW THAT I WAS ALWAYS TRYING TO BE VERY RESPECTFUL OF EVERYONE'S NAME, AND SO I KNOW THAT JUST THOSE FEW MINUTES BEFORE A MEETING, I'M TRYING TO MAKE SURE AND I WOULD I WOULD DOUBLE CHECK AND ASK LIBBY AS WHOEVER TO SAY, HOW DO I PRONOUNCE THIS? IS THIS CORRECT. HOWEVER, I WONDER IF ALSO WE CAN I DON'T KNOW IF EVEN SAYS IT ON THE CARD.

I NEVER PAID ATTENTION, BUT IF IT CAN BE PRINTED, WE CAN PRINT OUT AND SAY, PLEASE PRINT YOUR NAME LEGIBLY.

I KNOW WE'RE RUSHING AND WE'RE MAYBE WRITING A CARD, BUT I THINK THAT A LOT OF TIMES IT MAY NOT HAVE BEEN THAT I COULDN'T PRONOUNCE THE NAME.

IT WAS JUST THAT I COULDN'T WRITE LEGIBLY.

SO MAYBE IF WE CAN--THAT'S ONE OF THE BENEFITS OF HAVING AN ONLINE FORM.

IT WILL BE TYPED AND SO IT WILL BE LEGIBLE.

RIGHT, BUT WE'LL STILL HAVE THE CARDS OR WE'RE ELIMINATING THOSE COMPLETELY.

[INAUDIBLE] I'M SORRY, I MISUNDERSTOOD, BUT [INAUDIBLE] SO GREAT. SO I MISUNDERSTOOD.

SO, YES, THAT'S GOING TO BE GREAT THEN, BECAUSE I THINK THAT THAT'S A GREAT COMPONENT OF THE FACT THAT YOU CAN BE ABLE TO READ IT AND THAT PEOPLE HAVE ACCESS TO AND I'M SURE THEY'LL BE ACCESS TO SOMEBODY WHO SPEAKS ANY OTHER LANGUAGE THAT THEY CAN CONVEY THAT EXACT QUESTION.

SO WONDERFUL.

THANK YOU. GREAT QUESTION.

THANK YOU, AND MS. PACHECO. OH, I JUST THOUGHT OF THIS BECAUSE IT'S ELECTRONIC.

ARE WE GOING TO HAVE, LIKE A CONTINGENCY IN CASE SOMETHING GOES DOWN AND WE CAN'T PRINT THIS OR THE SITE GOES DOWN? I DON'T KNOW. YES.

CAN YOU REPEAT THAT QUESTION AGAIN? I'M NOT SURE I'M REAL CLEAR ABOUT WHAT YOUR QUESTION WAS.

DO WE HAVE A CONTINGENCY PLAN IF THE SITE GOES DOWN OR WE CAN'T PRINT ALL THE PEOPLE THAT REGISTERED TO DO THEIR PUBLIC COMMENT FOR THE DAY.

GOT YOU. THANK YOU. I JUST WANTED TO MAKE SURE I WAS CLEAR ABOUT YOUR QUESTION.

MR. EAGER, DID YOU HAVE ANYTHING? I JUST WANT TO MAKE SURE--I SEE YOU UP THERE.

GOOD. ALL RIGHT, ANY ADDITIONAL QUESTIONS? AND THIS IS JUST AN INFORMATION ITEM, RIGHT? THIS IS JUST AN INFORMATION ITEM.

WE'LL VOTE ON IT AT OUR NEXT MEETING.

SO WE JUST WANT EVERYBODY TO BE CLEAR ABOUT THE NEW PROCESS.

SO THERE IS A QUESTION IN REFERENCE TO THE CAMERAS.

SO AGAIN, CURRENTLY THEY'RE JUST FACING THE BOARD.

WE'VE HAD JUST A FEW PEOPLE COME IN AND WANT THE CAMERAS MORE FACE OUTWARDLY OR LIKE YOU WOULD ACTUALLY SEE THE BACK OF THE PRESENTER RIGHT. THE SPEAKER [INAUDIBLE] IN FRONT OF THE SPEAKER AS THEY'RE SPEAKING, AND SO IF YOU ALL ARE OKAY WITH MAKING THAT CHANGE.

ANY COMMENTS? SURE. MS. MCGOWAN. BEHAVIOR MATTERS.

OKAY.

OKAY, SO THIS QUESTION IS FOR CAMERAS TO BE FACING OUT TOWARDS THE SPEAKER OR JUST TOWARDS THE BOARD? TO BE ABLE TO SHOW THE SPEAKER AND THE BOARD WHEN THEY'RE SPEAKING.

CURRENTLY, IT DOES NOT SHOW THE SPEAKER WHEN THE SPEAKER IS SPEAKING.

THERE'S NO REQUIREMENT BASED ON WHAT MS. MCGOWAN SAID. SO THERE IS NO LEGAL REQUIREMENT TO FACE THE CAMERA TOWARD THE SPEAKERS, THE REQUIREMENTS AND THE TEXAS OPEN MEETINGS ACT.

AS FAR AS THE TECHNICAL REQUIREMENTS RELATED TO VIDEO CAMERAS AND RECORDING IT IS THE BOARD THAT HAS TO BE

[03:55:03]

I'M WITH THE WAY IT IS, AND AGAIN, WE'D LIKE TO REMIND OUR VISITORS IN THE ROOM, THAT WE WILL NOT TOLERATE ANY DISRUPTIONS.

SO WE WILL BRING THAT TO THE NEXT BOARD MEETING TO VOTE ON THAT AS WELL.

SO YOU GUYS WILL HAVE AN OPPORTUNITY TO KIND OF THINK ABOUT IT, AND IF YOU WANT TO, YOU CAN ACTUALLY GO TO SOME OF THE RECORDINGS TO SEE EXACTLY WHAT WE'RE REFERENCING, JUST SO YOU WILL HAVE AN IDEA AND THEN YOU CAN GO BACK A COUPLE OF YEARS TO KIND OF SEE WHAT IT WAS PRIOR TO JUST KIND OF SEE THE DIFFERENCE, AND THEN WE'LL COME BACK AND TAKE A VOTE.

I CAN PROVIDE THAT IN THAT UPDATE.

YEAH, YEAH, THAT'D BE GREAT.

THAT'D BE PERFECT. RIGHT.

ANY ADDITIONAL POINTS? MS. MCGOWAN. JUST ONE MORE QUESTION ABOUT THE NOTIFICATION, THE NEW PROCESS FOR ONLINE SIGN UPS.

SPEAKING AT A BOARD MEETING, WHERE ARE WE PUBLICIZING THAT INFORMATION AND THAT CHANGE? I THINK IT WOULD BE AWESOME TO HAVE IT ON OUR SCHOOL OUTLETS SO THAT PARENTS CAN CLICK AND SIGN UP TO COME TO A BOARD MEETING.

SO THAT'S A LITTLE MORE INVITING.

THE PLACE TO SIGN UP OR THE INFORMATION ABOUT THE NEW PROCESS IF THE BOARD CHOOSES TO CHANGE IT.

JUST HOWEVER WE CAN GET THAT INFORMATION OUT TO AS MANY PARENTS AS POSSIBLE.

I THINK WE SHOULD DO IT. WE WILL WORK WITH DR.

HELLER'S GROUP TO MAKE SURE THAT IT IS PUBLICIZED AND ALL OF THE LOCATIONS.

ANY ADDITIONAL QUESTIONS? ALL RIGHT, WELL, THAT'S IT FOR TONIGHT.

SO I'D LIKE TO THANK MY COLLEAGUES, THE STAFF AND ALL OF OUR GUESTS TONIGHT FOR STAYING HERE WITH US THIS EVENING, AND WE DEFINITELY WANT TO THANK THE PUBLIC FOR YOUR PARTICIPATION AS WELL.

THANK YOU. THANK YOU. THANK YOU.

THANK YOU TO ALL OF OUR PRESENTERS.

SOME OF THEM HAVE LEFT, BUT THANK YOU SO MUCH FOR YOUR TIME.

THIS MEETING IS ACTUALLY ADJOURNED AT 9:38 P.M., AUGUST 25TH, 2022.

* This transcript was compiled from uncorrected Closed Captioning.