Oct 13, 2022 Regular Board Meetings

[00:00:03]

GOOD EVENING, EVERYONE.

[I. CALL TO ORDER]

I AM REGINA HARRIS.

I'M THE PRESIDENT OF THE BOARD.

WE DO HAVE A QUORUM TONIGHT AND THE MEETING WILL BE CALLED TO ORDER AT 6:08 P.M.

DR. HELLER, WOULD YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGES OF ALLEGIANCE THIS EVENING? YES. GOOD EVENING, PRESIDENT HARRIS.

SUPERINTENDENT BRANUM, BOARD OF TRUSTEES.

I APPRECIATE WE HAD A LAST MINUTE RESCHEDULE OF OUR OTHER STUDENT PLEDGE LEADERS, BUT I ASKED TWO OF OUR NATIONAL MERIT STUDENTS WHO ARE BEING RECOGNIZED THIS EVENING IF THEY WOULD VOLUNTEER TO PROVIDE THE PLEDGES THIS EVENING.

SO I WOULD LIKE AND THEY BOTH HAPPEN TO BOTH BE AT RICHARDSON HIGH SCHOOL AND AS A RICHARDSON HIGH SCHOOL PARENT.

I GUESS IT WAS MEANT TO BE. SO I WOULD LIKE TO INVITE MS..

CAMERON DYCK AND MR. OWEN MAYBERRY TO PLEASE COME FORWARD AND THEY ARE GOING TO LEAD US IN OUR PLEDGES.

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

HONOR THE TEXAS FLY.

I PLEDGE ALLEGIANCE TO THE TEXANS.

ONE STATE UNDER GOD, ONE INDIVISIBLE.

THANK YOU SO MUCH.

THANK YOU SO MUCH. AND THANK YOU FOR COMING IN AT THE LAST MINUTE FOR US.

WE REALLY APPRECIATE IT.

THANK YOU. DR. HELLER, PLEASE JOIN US IN A MOMENT OF SILENCE.

THANK YOU VERY MUCH, DR.

HELLER. IT IS NOW TIME FOR OUR RECOGNITION, COLLEAGUES.

[I.B. Announcements / Communications]

AND IF THE BOARD AND SUPERINTENDENT BRANUM WOULD PLEASE JOIN ME IN THE FRONT OF THE HORSESHOE, I CAN TRULY SAY THIS IS DEFINITELY A HIGHLIGHT.

EVERY MONTH WHEN WE GET TO COME TOGETHER AS A DISTRICT LEADERSHIP TEAM AND AS A BOARD OF TRUSTEES AND COMMUNITY TO CELEBRATE ALL OF THE GREAT THINGS THAT OUR STAFF AND STUDENTS AND TEAMS AND CLUBS ARE DOING THROUGHOUT THE DISTRICT.

IT IS ALSO PRINCIPAL APPRECIATION MONTH.

SO AS OUR BOARD IS COMING FORWARD, I WOULD LIKE TO GIVE INSTRUCTIONS TO THE FIRST LEARNING COMMUNITY OF THE BACHNER LEARNING COMMUNITY PRINCIPALS COULD PLEASE RISE AND STAND OVER TO MY LEFT AGAINST THIS WALL WITH DR.

SAUNDERS. SHE'S GOING TO GET YOU LINED UP SO WE CAN CELEBRATE YOU ALL.

AND YES, IT IS PRINCIPAL APPRECIATION MONTH.

YES.

EACH OCTOBER PRINCIPAL APPRECIATION MONTH RECOGNIZES THE ESSENTIAL ROLE THAT PRINCIPALS PLAY IN MAKING A GREAT SCHOOL PRINCIPAL SET THE ACADEMIC TONE FOR THEIR SCHOOLS, AND IT IS THEIR VISION, DEDICATION AND DETERMINATION THAT PROVIDE THE MOBILIZING FORCE FOR ACHIEVING STUDENT SUCCESS.

EACH OCTOBER, WE HONOR THESE INSTRUCTIONAL LEADERS FOR THEIR TIRELESS EFFORTS IN PURSUIT OF EXCELLENCE IN EDUCATION.

IN RICHARDSON ISD, WE HAVE 55 EDUCATORS ALSO SERVING AS CAMPUS LEADERS WHO SUPPORT THEIR STUDENTS AND STAFF WITH THE HASHTAG RISD BELIEVES EACH AND EVERY DAY STUDENTS AND STAFF WILL BE CELEBRATING OUR PRINCIPAL TEAM THROUGHOUT THE MONTH.

AND I KNOW WE HAVE HAD A LOT OF FUN HERE AT CENTRAL OFFICE CELEBRATING THEM.

AND THIS EVENING WE WANT TO PUBLICLY RECOGNIZE OUR RISD PRINCIPAL TEAM WITH OUR BOARD OF TRUSTEES AND LARGER COMMUNITY.

AT THIS TIME, WE'RE GOING TO START WITH THE BACHNER LEARNING COMMUNITY.

AND AS WE RECOGNIZE EACH LEARNING COMMUNITY TEAM, WE WILL INTRODUCE OUR NEW PRINCIPALS FOR THE 2223 SCHOOL YEAR FIRST, SO STARTING WITH THE BACHNER LEARNING COMMUNITY AND WE DO HAVE A TOKEN FOR THEM FOR THEIR OFFICE.

WE HAVE A FRAMED IT'S A PINNED GOOGLE MAP OF THEIR SCHOOL AND THEIR LEARNING COMMUNITY COLORS WITH THEIR NAME AND SCHOOL ON.

THEY'RE JUST A SMALL TOKEN AND HOPEFULLY WHEN THEY LOOK AT THAT, THEY REMEMBER HOW MUCH THEY ARE APPRECIATED FOR THEIR EFFORTS.

SO FIRST NEW A BRAND NEW PRINCIPAL THIS YEAR, BUT NOT NEW TO ISD.

WE HAVE KRISTIN PENNISI WITH DARTMOUTH ELEMENTARY.

I WILL ADD ONE ADDITIONAL INSTRUCTION.

[00:05:01]

NEW TO RICHARDSON ISD THIS YEAR WE HAVE IRENE AGUILAR FROM LIBERTY JUNIOR HIGH.

SHARON ERICKSON, PRINCIPAL AT ABDULLAH CREEK ELEMENTARY.

MR. VAN STARS PRINCIPAL AT BIG SCREEN BIG SPRINGS AND HE SCREAMS THAT ELEMENTARY.

MICHELLE GABRIEL FROM FOREST RIDGE ELEMENTARY.

WE HAVE DR. KATHERINE KELLY, PRINCIPAL AT MARK TWAIN ELEMENTARY.

JENNIFER WILS, PRINCIPAL AT O.

HENRY. MICHELLE ZUPAN FROM RICHARDSON TERRACE ELEMENTARY.

CAROL HOGAN, RICHLAND ELEMENTARY.

JAMILA THOMAS FROM SPRING RIDGE ELEMENTARY.

KARI GREER FROM YALE ELEMENTARY.

YOLANDA GAITHER FROM APOLLO JUNIOR HIGH.

AND KRISTIE CAGE FROM LV BERKNER HIGH SCHOOL.

THANK YOU TO OUR PARTNER LEARNING COMMUNITY PRINCIPLES.

SO NOW WE NEED TO GET YOU ORGANIZED FOR A TEAM PICTURE.

NOW WITH THE LAKE HIGHLANDS LEARNING COMMUNITY PRINCIPALS, PLEASE LINE UP.

THANK YOU. LEARNING COMMUNITY.

ALL RIGHT. MOVING ALONG.

WE NOW GET TO CELEBRATE OUR LAKE HIGHLANDS LEARNING COMMUNITY, CAMPUS LEADERS AND A BRAND NEW PRINCIPAL THIS YEAR SERVING AT AITKIN ELEMENTARY.

WE HAVE ALLISON CONGDON.

AND FINDING HIS WAY BACK TO RICHARDSON ISD, WE HAVE MR. RON ANTHONY, PRINCIPAL AT STULTZ ROAD ROAD ELEMENTARY.

STACY MARKS IS SERVING AS CAMPUS LEADER AT MERRIMAN PARK ELEMENTARY THIS YEAR.

JOSE VEGA, PRINCIPAL AT MOSS HAVEN ELEMENTARY.

MARY KELLEHER, PRINCIPAL AT NORTHLAKE ELEMENTARY.

KATRINA COLLINS, PRINCIPAL AT SKYVIEW ELEMENTARY.

TANYA ANDERSON, PRINCIPAL AT WALLACE ELEMENTARY.

WE HAVE BECKY STEPHENS, PRINCIPAL AT WHITE ROCK ELEMENTARY.

AND STANDING IN FOR MISS BYRD.

WE HAVE AN AP FROM FOREST MEADOW JUNIOR HIGH.

THANK YOU SO MUCH.

WE ALSO HAVE MR. NICK RUSTON, PRINCIPAL AT LAKE HIGHLANDS JUNIOR HIGH.

SOON TO BE LAKE LAKE HIGHLANDS MIDDLE SCHOOL.

AND LET'S GO AHEAD.

ONCE MR. RUSTON HAS A CHANCE TO ACKNOWLEDGE EACH OF OUR BOARD, IF YOU ALL CAN COME AND GET ORGANIZED FOR A PICTURE.

AND I'M GOING TO ASK THE PIERCE LEARNING COMMUNITY PRINCIPALS TO PLEASE LINE UP.

[00:10:04]

AND NEXT, WE ARE GOING TO CELEBRATE OUR PRINCIPLES THAT SERVE IN THE PIERCE LEARNING COMMUNITY.

WE'RE GOING TO START WITH A NEW PRINCIPAL, BUT NOT NEW TO PRAIRIE CREEK BEING PROMOTED UP AS FROM ASSISTANT PRINCIPAL TO PRINCIPAL.

WE HAVE STEPHANIE CONN SOLVES PRAIRIE CREEK ELEMENTARY.

SHANDA ASH FROM BUI ELEMENTARY.

MR. JASON MEYER, PRINCIPAL AT BRIMFIELD ELEMENTARY.

MISTY LEAMAN, PRINCIPAL AT GREENWOOD HILLS.

DENISE NEUMANN, PRINCIPAL AT MOHAWK.

MS.. PAM AKIN, PRINCIPAL AT PRESTON WHITE ELEMENTARY.

CARMEN STEWARD, WHO SERVES AS PRINCIPAL AT CHRISTA MCAULIFFE LEARNING CENTER.

MR. BILL GALLO, PRINCIPAL AT MEMORIAL PARK ACADEMY, A SMALL PRINCIPAL AT PARK HILL JUNIOR HIGH.

WE HAVE THE ONE AND ONLY DOUG BLAYNEY, PRINCIPAL AT RICHARDSON NORTH JUNIOR HIGH.

THANK YOU. AND CELEBRATING KARI BREEDLOVE, PRINCIPAL AT JJ PEARCE HIGH SCHOOL.

ALL RIGHT, LET'S GET ORGANIZED FOR A PICTURE.

PIERCE LEADERS.

YEAH.

ALL RIGHT. THANK YOU TO OUR PIERCE LEARNING COMMUNITY LEADERS.

AND LAST BUT CERTAINLY NOT LEAST, WE WANT TO RECOGNIZE OUR CAMPUS LEADERS FROM THE RICHARDSON LEARNING COMMUNITY.

AND NEW TO RICHARDSON ISD, SERVING AS THE CAMPUS LEADER AT THE RICHARDSON ISD ACADEMY.

WE HAVE CHRISTINE GIBSON.

JENNIFER BALCH, PRINCIPAL AT DOVER ELEMENTARY.

DR. LAUREN BULLOCK'S PRINCIPAL AT THE MASS SCIENCE TECHNOLOGY MAGNET CAMPUS, MST.

DAVID LEWIS, PRINCIPAL AT NORTHWOOD HILLS.

JENNIE LANIER, PRINCIPAL AT RICHARDSON HEIGHTS ELEMENTARY.

AND BRIAN BRANUM HUDSON, PRINCIPAL AT SPRING VALLEY ELEMENTARY.

I KNOW THERE WERE LOTS OF ACTIVITIES HAPPENING AT OUR SECONDARY CAMPUSES IN THE RICHARDSON LEARNING COMMUNITY, SO WE'LL BE SURE AND CELEBRATE OUR SECONDARY HIGH SCHOOL PRINCIPALS. WE'RE GOING TO BE SURE AND GRAB A GROUP PHOTO WITH OUR RICHARDSON LEARNING COMMUNITY.

CAMPUS LEADERS.

TOMORROW.

THANK YOU SO MUCH. WILL YOU PLEASE JOIN ME AND RECOGNIZING ALL OF OUR RICHARDSON ISD PRINCIPLES ONE MORE TIME.

THANK YOU.

[00:15:09]

THE NEXT CELEBRATION IS FOR OUR FINE ARTS TEAM, WHO WAS RECENTLY AWARDED THE 2022 DISTRICT OF DISTINCTION AWARD FROM THE TEXAS ART EDUCATION ASSOCIATION.

A LITTLE BIT A LITTLE BIT MORE ABOUT THIS RECOGNITION.

THE TIA ANNOUNCED THE 59 WINNERS OF THE 2022 DISTRICT OF DISTINCTION AWARD.

AMONG THE LIST OF HONOREES IS RICHARDSON ISD.

THE DISTRICT'S RECEIVED THE HONOR FOR PROVIDING A WELL-ROUNDED EDUCATION THAT ADVOCATES AND INTEGRATES VISUAL ARTS CURRICULUM TO INSPIRE CREATIVITY AND BUILD SOCIAL EMOTIONAL LEARNING THAT CONNECT LEARNERS TO THEIR COMMUNITY AND BEYOND.

TIA IS THE LEADING ADVOCATE FOR THE VISUAL ARTS IN THE STATE.

THE ORGANIZATION HAS PREVIOUSLY HONORED OUTSTANDING TIA MEMBERS FOR WORK IN THEIR CLASSROOM AND DISTRICTS.

THIS IS THE FOURTH YEAR THAT THE ORGANIZATION IS HONORING DISTRICTS THAT MET RIGOROUS CRITERIA, AS EVIDENCED FROM VARIOUS DATA POINTS FOR THE 2022 AWARD. OVER 1200 DISTRICTS WERE ELIGIBLE TO APPLY.

EACH DISTRICT SUBMITTED DOCUMENTATION THEY MET FROM THE 14 POINT RUBRIC OVER THE 2122 SCHOOL YEAR.

ONLY 59 DISTRICTS OUT OF OUT OF THE 1200 MET THE HIGH STANDARD AND WILL RECEIVE THE OUTSTANDING HONOR INDICATING THEY ARE IN THE TOP 4% IN ART EDUCATION OF ALL DISTRICTS IN THE STATE OF TEXAS.

RIGHT. 59 DISTRICTS, INCLUDING OUR SD, WILL BE HONORED AT THE TIA ADMINISTRATION AND SUPERVISION DIVISION MEETING AND GENERAL SESSION DURING THE TIA FALL CONFERENCE GENERAL ASSEMBLY THIS NEXT MONTH.

I KNOW WE HAVE SOME OF OUR FINE ARTS TEACHERS IN THE AUDIENCE.

CAN THEY PLEASE STAND AND BE RECOGNIZED? PLEASE? WE ARE SO PROUD OF YOU.

AND WE WOULD ALSO LIKE TO ASK MR. MYRON STENNETT, DIRECTOR OF VISUAL ARTS, TO COME FORWARD AND ACCEPT A CERTIFICATE AND CONGRATULATIONS.

AS I'M DOING THE NEXT RECOGNITION, I'M GOING TO ASK OUR NATIONAL MERIT SEMIFINALISTS IF YOU ARE ONE OF OUR NATIONAL MERIT SEMIFINALISTS, IF YOU COULD STAND AND COME TO THE SIDEWALL HERE AND WE'LL GET YOU LINED UP FOR RECOGNITION.

THANK YOU. OUR FINAL DISTRICT RECOGNITION THIS MONTH IS A SHOUT OUT TO OUR AWESOME HUMAN RESOURCES DEPARTMENT.

YESTERDAY WAS TEXAS EDUCATION HUMAN RESOURCES DAY, AND WE WANTED TO RECOGNIZE OUR H.R.

TEAM THIS EVENING.

GOVERNOR ABBOTT PROCLAIMED OCTOBER 12, 2022, AS A DAY SET ASIDE TO RECOGNIZE AND HONOR THE IMPORTANT CONTRIBUTIONS MADE BY SCHOOL STAFF WHO WORK IN HUMAN RESOURCES. HUMAN RESOURCES STAFF WORK HARD EACH DAY TO MAKE SURE OUR SCHOOLS ARE STAFFED WITH HIGH QUALITY EMPLOYEES AND THAT THOSE EMPLOYEES HAVE AN AWESOME WORK ENVIRONMENT.

WE APPRECIATE DR.

GOODSON AND HIS TEAM FOR ALL THEY DO TO SUPPORT OUR HUMAN RESOURCE EFFORTS AND ISD.

I KNOW DR. GOODSON AND SOME OF HIS TEAM ARE ATTENDING A CONFERENCE AND GETTING THEIR LEARNING ON.

I DON'T KNOW IF MISTY WILSON IS HERE AS MISSY HERE AND NANCY IS HERE.

IF YOU ALL COULD STAND TO OUR AWESOME EXECUTIVE DIRECTORS AND H.R..

HAPPY TEXAS EDUCATION, HUMAN RESOURCES DAY.

WE ALSO HAVE ONE MORE DISTRICT RECOGNITION.

SHE WAS ILL LAST MONTH AND SO WE ASKED HER TO COME BACK THIS MONTH.

WE'D LIKE TO BRING UP MISS KELLY SELLERS IF KELLY COULD COME FORWARD, PLEASE.

SHE WAS RECENTLY RECOGNIZED AS THE K 12 ADMINISTRATOR OF THE YEAR BY THE TEXAS ASSOCIATION OF PHYSICAL EDUCATION.

WAY TO GO.

AFTER A RIGOROUS SELECTION PROCESS THAT INCLUDED A NOMINATION, INTERVIEWS AND LETTERS OF RECOMMENDATION, KELLY SELLERS WAS SELECTED AS THE K-12 ADMINISTRATOR OF THE YEAR FOR THE TEXAS ASSOCIATION OF PHYSICAL EDUCATION, RECREATION AND DANCE.

SHE WOULD SELECT SHE WAS SELECTED OVER ADMINISTRATORS FROM EVERY OTHER DISTRICT IN THE STATE AND WILL BE OFFICIALLY RECOGNIZED AT THEIR ANNUAL CONVENTION THIS COMING

[00:20:01]

CONGRATULATIONS.

CONGRATULATIONS, KELLY.

OKAY, SO NEXT WE ARE GOING TO RECOGNIZE OUR NATIONAL MERIT STUDENTS.

AND WE HAVE. WE HAVE.

YES, THIS IS REAL EXCITING.

WE HAVE STUDENTS THAT WE ARE WE ARE RECOGNIZED AS RECOGNIZING THIS EVENING BOTH AS SEMIFINALISTS AND COMMENDED STUDENTS.

SO FIRST, OUR SEMIFINALISTS IN EARLY SEPTEMBER, ABOUT 16,000 STUDENTS OR APPROXIMATELY ONE THIRD OF THE 50,000 HIGH SCHOOLS SCORES, HIGH SCORES ARE NOTIFIED THAT THEY HAVE QUALIFIED AS SEMIFINALISTS TO ENSURE THAT ACADEMICALLY TALENTED YOUNG PEOPLE FROM ALL PARTS OF THE UNITED STATES ARE INCLUDED IN THIS TALENT POOL.

SEMIFINALISTS ARE DESIGNATED ON A STATE REPRESENTATIONAL BASIS.

SEMIFINALISTS ARE THE HIGHEST SCORING ENTRANTS IN EACH STATE.

QUALIFYING SCORES VARY FROM STATE TO STATE AND FROM YEAR TO YEAR, BUT THE SCORES OF ALL SEMIFINALISTS ARE EXTREMELY HIGH.

THEY ARE AMONG 16,000 NATIONAL SEMIFINALISTS, REPRESENTING LESS THAN 1% OF ALL SENIORS ACROSS THE COUNTRY WHO ARE COMPETING FOR SOME 7500 NATIONAL MERIT SCHOLARSHIPS, SCHOLARSHIPS WORTH NEARLY $30 MILLION THAT WILL BE AWARDED IN THE SPRING.

AND I ANTICIPATE THAT SOME OF OUR STUDENTS ARE GOING TO CAPTURE SOME OF THOSE FUNDS.

HIGH SCHOOL STUDENTS ENTER THE PROGRAM BY TAKING THE PSAT, NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST THAT SERVES AS AN INITIAL SCREEN OF ABOUT 1.5 MILLION ENTRANTS EACH YEAR.

THIS IS A VERY ELITE GROUP.

I HOPE YOU ARE GETTING OR GETTING THAT MESSAGE TO THIS BACKGROUND.

NATIONAL MERIT FINALISTS ARE SELECTED BASED ON THEIR EXCEPTIONAL ABILITIES, SKILLS AND ACCOMPLISHMENTS, AND ARE HIGHLY RECRUITED BY SELECTIVE COLLEGES ACROSS THE NATION, WITH SOME COLLEGE AND UNIVERSITIES OFFERING SIGNIFICANT SCHOLARSHIPS OR EVEN FULL RIDES BASED ON NATIONAL MERIT STATUS.

SO THIS EVENING WE HAVE NINE STUDENTS THAT WE ARE GOING TO RECOGNIZE.

WE HAVE THREE STUDENTS FROM BACHNER, SO THREE OF OUR SENIORS, AND THEY ARE GETTING IN ADDITION TO THEIR MEDAL.

I ALSO BELIEVE THEY ARE GETTING THEIR OFFICIAL YARD SIGN TO PROMOTE WITH ALL THEIR NEIGHBORS.

WE HAVE ISABELLE MCVICKER FROM BERKNER HIGH SCHOOL.

EVAN POLAK, ALSO FROM BERKNER HIGH SCHOOL.

AND ABIGAIL SMITH.

IS ABIGAIL HERE THIS EVENING? THANKS, ABIGAIL. CONGRATULATIONS.

WE HAVE FOUR SENIORS FROM PIERCE, ELIZABETH CRAIG.

BELLA EVANS.

TANNER KOPEL.

AND NICHOLAS MUKHERJEE.

AND THEN WE HAVE TWO SENIORS FROM RICHARDSON HIGH SCHOOL, KIMBERLY DONOVAN.

AND CAMERON DYCK.

CONGRATULATIONS. WE WANT TO BE SURE AND GRAB A PHOTO HERE IN JUST A MOMENT.

THAT WILL HELP. BUT NO ONE WAS STANDING OVER HERE.

THEY WERE TO THE BORDER, BUT THEY WEREN'T.

OKAY. OKAY.

NO, NO, NO. AT THIS TIME.

CAN WE ASK OUR COMMENDED STUDENTS TO RISE AND PLEASE LINE UP? DR. SAUNDERS WILL HELP GET YOU LINED UP IN NUMBER ORDER.

YES. CONGRATULATIONS.

I WOULD ALSO LIKE TO ASK THE PARENTS, FAMILIES, FRIENDS AND STAFF THAT ARE HERE CELEBRATING THESE STUDENTS TO PLEASE STAND SO WE CAN RECOGNIZE YOU FOR YOUR

[00:25:08]

AWESOME. CONGRATULATIONS.

ALL RIGHT. SO IN ADDITION TO OUR SEMIFINALIST STUDENTS, WE ALSO HAVE OUR NATIONAL MERIT COMMENDED STUDENTS FROM ALL FOUR HIGH SCHOOLS TO RECOGNIZE THIS EVENING.

SO LATE LAST MONTH, MORE THAN TWO THIRDS OR ABOUT 34,000 OF THE APPROXIMATELY 50,000 HIGH SCORES ON THE PSAT RECEIVED LETTERS OF RECOMMENDATION AND RECOMMENDATION AND RECOGNITION OF THEIR OUTSTANDING ACADEMIC PROMISE.

COMMENDED STUDENTS ARE NAME BASED ON A NATIONALLY APPLIED SELECTION INDEX SCORE THAT MAY VARY FROM YEAR TO YEAR.

COMMENDED STUDENTS DO BECOME CANDIDATES FOR SPECIAL SCHOLARSHIPS SPONSORED BY CORPORATIONS AND BUSINESSES.

WE WOULD LIKE TO RECOGNIZE OUR SENIORS AS NATIONAL MERIT COMMENDED STUDENTS, MEANING THEY HAVE DEMONSTRATED EXCEPTIONAL ACADEMIC PROMISE ON THE QUALIFYING TEST.

SO FROM BACHNER, WE HAVE ANNA HAFNER.

IS ANNA HERE THIS EVENING? OK FROM LAKE HIGHLANDS HIGH SCHOOL.

DO WE HAVE JOCELYN HOWELL? CONGRATULATIONS, JOCELYN.

AND JOHN CRAWFORD.

IS JOHN HERE? ALL RIGHT. WE WILL BE SURE AND GET THESE CELEBRATIONS TO THEIR CAMPUS FROM PIERCE HIGH SCHOOL, JOSHUA FIELD.

SOFIA GUERRERO.

JOHN HOLLAWAY.

ROYCE LAFITTE.

I IN MEYER.

THEO ROSEN.

AND LANA ROSENFIELD.

SHE HERE THIS EVENING? ROSENFELD WE'LL BE SURE AND GET THOSE AWARDS TO THEM.

ALL RIGHT. WE WANT TO BE SURE AND GRAB WHAT WE'LL DO.

THESE FINAL STUDENTS FROM RICHARDSON HIGH SCHOOL, WE HAVE MUHAMMAD ASHRAF KHAN.

CATHERINE BANNISTER.

IT'S LILIANA BANNISTER.

OK PARKER CALLED IN AINSLEY HORAN.

AUSTIN JOHNSON.

OH, AND MAYBERRY.

AND THE WHOLE PAUL.

THERE'S ONE OTHER STUDENT, AIDEN TOMLINSON, WHO CANNOT BE HERE THIS EVENING.

WE WILL BE SURE THAT THESE STUDENTS WHO COULDN'T BE HERE GET THEIR RECOGNITIONS AT THE CAMPUS LEVEL.

CONGRATULATIONS. WE WANT TO BE SURE AND GRAB A PHOTO.

DO WE KNOW IF THE TEACHERS HERE? YES. CONGRATULATIONS.

AND ONE MORE SHOUT OUT IF THE PARENTS AND FRIENDS AND FAMILY AND STAFF THAT ARE HERE TO CELEBRATE OUR COMMENDED STUDENTS, IF YOU COULD PLEASE STAND SO WE CAN RECOGNIZE YOU AS WELL FOR ALL OF YOUR SUPPORT.

CONGRATULATIONS. WE ARE SO PROUD OF ALL OF OUR RISD STUDENTS.

FINALLY, WE HAVE TWO RISD BELIEVE RECOGNITIONS THIS EVENING.

ONE STAFF AND ONE STUDENT COULD MISS RHONDA PETERS.

PLEASE COME FORWARD.

I BELIEVE SHE IS HERE THIS EVENING.

THIS IS A RECOGNITION THAT WE GIVE OUT EACH MONTH TO A NOMINATED STAFF AND STUDENT.

AND I JUST LIKE TO TAKE A MOMENT TO READ WHAT WAS PUT ON THE NOMINATION FORM FOR MISS PETERS, WHO IS ONE OF OUR PARENTING PROGRAM TEACHERS.

THIS STAFF PERSON HAS HAD THE PLEASURE OF WORKING WITH MISS PETERS ON SEVERAL TIMES OVER THE YEARS.

SHE ALWAYS GOES ABOVE AND BEYOND OF WHAT IS EXPECTED WHEN WORKING WITH STUDENTS.

WHEN SHE MEETS WITH HER STUDENTS, SHE GREETS THEM IN SUCH A WAY THAT THEY ARE IMMEDIATELY WELCOME AND ACCEPTED.

[00:30:02]

A VERY SPECIFIC EXAMPLE WITH THE RECENT STUDENT, SHE BECAME THE LEAD PERSON IN CONNECTING THE STUDENT TO NOT ONLY LOCAL HEALTH CARE RESOURCES, BUT PAVING THE WAY FOR DIFFERENT APPOINTMENTS AND NEEDED DOCUMENTATION TO RECEIVE SERVICES FOR THIS STUDENT.

THERE IS ONLY AN OLDER BROTHER IN HIS EARLY TWENTIES TO HELP OUT AT HOME, SO MS..

PETERS SERVED AS A VERY IMPORTANT ADULT PERSON IN THIS IN THE STUDENT'S LIFE.

WITHOUT MISS PETERS HELP AND ADVOCACY, THERE WOULD HAVE BEEN NO ADULT TO CHAMPION THIS STUDENT'S NEEDS AND TO BE THE POINT PERSON.

THIS TEACHING POSITION IS SO IMPORTANT IN OUR DISTRICT, AND MS..

PETERS IS A PERSON THAT WHOSE HEART AND ACTIONS MAKE MIRACLES HAPPEN IN THE LIVES OF OUR STUDENTS.

AND FOR THOSE REASONS, WE WANT TO RECOGNIZE YOU THIS EVENING.

THANK YOU. THANK YOU.

CONGRATULATIONS. WE DO HAVE A STUDENT.

IS MR. MARTEL HERE? SHE DIDN'T CHECK IN WITH US, BUT JUST WANTED TO MAKE SURE SHE DIDN'T SNEAK IN AFTER THE MEETING STARTED.

MISS TAMARA, TELL FROM.

OKAY. WE'LL BE SURE THAT SHE IS INVITED BACK NEXT MONTH.

AND THEN FINALLY, WE JUST WANT TO RECOGNIZE WE DO HAVE MEMBERS OF OUR LEADERSHIP.

RICHARDSON, CLASS OF 38.

I BELIEVE THEY ARE HERE AS PART OF THEIR ASSIGNMENT.

IF THEY WANT TO STAND AND BE RECOGNIZED.

WE WANT TO THANK YOU FOR YOUR SUPPORT OF RICHARDSON ISD AND WELCOME YOU TO OUR MONTHLY MEETING.

AND THAT CONCLUDES OUR RECOGNITIONS AND APPRECIATIONS THIS EVENING.

THANK YOU, EVERYONE. GREAT JOB.

WE'RE GOING TO GIVE EVERYBODY JUST A MOMENT TO EXIT THE AUDITORIUM IF YOU'D LIKE TO, AND THEN WE WILL GET STARTED WITH THE REMAINING OF OUR BOARD MEETING.

ALL RIGHT. THANK YOU SO MUCH TO OUR AMAZING STUDENTS, STAFF AND PARENTS FOR YOUR SUPPORT.

WE APPRECIATE IT.

WE WILL NOW OPEN A PUBLIC HEARING PURSUANT TO CHAPTER 39 OF THE TEXAS EDUCATION CODE IN SECTION

[00:35:04]

MRS. BRANUM, DO YOU HAVE SOME INFORMATION FOR US? YES, MS. HARRIS THANK YOU.

THE FIRST REPORTING, THE FIRST RATING REPORT, WHICH RAISED RECEIVES ANNUALLY, PROVIDES INFORMATION ABOUT ALL ASPECTS OF THE DISTRICT'S FINANCIAL ACCOUNTABILITY. WE PRESENT THE REPORT FOR THE BOARD'S INFORMATION AND NO ACTION IS REQUIRED.

I HAVE ASKED MR. PATE TO PRESENT INFORMATION TO THE BOARD AND OUR VISITORS ABOUT THIS YEAR'S FINDINGS.

MR. PATE. THANK YOU, MRS. BRANUM. PRESIDENT HARRIS.

TRUSTEES. THE SCHOOL FIRST RATING SYSTEM IS A FINANCIAL ACCOUNTABILITY RATING SYSTEM THAT HOLDS SCHOOL DISTRICTS ACCOUNTABLE FOR THE QUALITY OF THEIR FINANCIAL MANAGEMENT PRACTICES.

SCHOOL FIRST IS DESIGNED TO ENCOURAGE TEXAS PUBLIC SCHOOLS TO MANAGE THEIR FINANCIAL RESOURCES BETTER IN ORDER TO PROVIDE THE MAXIMUM ALLOCATION POSSIBLE FOR DIRECT INSTRUCTIONAL PURPOSES.

THERE ARE 20 INDICATORS.

ONE OF THEM IS NOT SCORED THIS YEAR.

SOME OF THOSE ARE PASS FAIL AND THERE ARE A COUPLE OF INDICATORS THAT T'A SCORED BUT GAVE ALL SCHOOL DISTRICTS THE MAXIMUM POINTS.

AND WE'LL START WITH THE CRITICAL INDICATORS THAT WE MUST PASS IN ORDER TO RECEIVE ANY RATING ABOVE AN F AND I WILL TRY TO STATE THE INDICATOR AND IN PLAIN LANGUAGE AND HOW WE SCORED.

SO THIS FIRST ONE.

YES, R.S.

EXCUSE ME, OUR ISD SUBMITTED THE AUDIT REPORT AND OTHER FINANCIAL DATA ON TIME.

YES, RISD RECEIVED AN UNMODIFIED OPINION FROM THE AUDITORS ON THE ANNUAL FINANCIAL REPORT.

YES. RISD MADE ALL DEBT PAYMENTS ON TIME.

YES. RISD PAID THE TEACHER RETIREMENT SYSTEM, TEXAS WORKFORCE COMMISSION AND THE INTERNAL REVENUE SERVICE ON TIME.

AND OUR ISDS FUND BALANCE INCREASED OVER THE PAST THREE YEARS AND ASSIGNED PLUS UNASSIGNED FUND BALANCE WAS MORE THAN 75 DAYS OF OPERATING EXPENDITURES. AND NOW THE OTHER INDICATORS ARE RISD HAD 183 DAYS OF CASH ON HAND, SO WE RECEIVED THE MAXIMUM POINTS.

CURRENT ASSETS WERE MORE THAN THREE TIMES CURRENT LIABILITIES.

WE RECEIVE THE MAXIMUM POINTS.

OUR ISDS GENERAL FUND REVENUES EXCEEDED EXPENDITURES, AND THE DISTRICT'S CASH ON HAND WAS 183 DAYS.

SO WE RECEIVED TEN POINTS.

TIA DID NOT EVALUATE THIS INDICATOR AND GAVE ALL DISTRICTS THE MAXIMUM POINTS.

OUR ISD'S LONG TERM LIABILITIES WERE LESS THAN 60% OF TOTAL ASSETS.

WE RECEIVED THE MAXIMUM POINTS.

RISD IS A LONG TERM DEBT PER $100 OF ASSESSED VALUE AS LESS THAN FOUR TIMES THE ASSESSED VALUE.

SO WE RECEIVED MAXIMUM POINTS.

I'M NOT SURE THAT ONE WAS REALLY ANY MORE.

PLAIN LANGUAGE. OUR ISD'S ADMINISTRATIVE COST RATIO WAS 6.43%, SO WE RECEIVED THE MAXIMUM POINTS AND RAISED STUDENT TO STAFF RATIO DID NOT DECREASE MORE THAN 15% OVER THREE YEARS.

WE RECEIVED THE MAXIMUM POINTS AND TDA DID NOT EVALUATE THIS ONE EITHER AND GAVE ALL DISTRICTS THE MAXIMUM POINTS.

ALL RIGHT. SDS ANNUAL FINANCIAL REPORT AND PMS DATA MATCHED.

RISD DID NOT HAVE ANY MATERIAL WEAKNESSES IN INTERNAL CONTROLS OVER FINANCIAL REPORTING AND COMPLIANCE.

RISD DID NOT HAVE ANY INSTANCES OF MATERIAL NONCOMPLIANCE FOR GRANTS, CONTRACTS OR LAWS.

WE RECEIVED THE MAXIMUM POINTS RAISED, POSTED THE REQUIRED FINANCIAL INFORMATION ON ITS WEBSITE.

WE RECEIVED THE MAXIMUM POINTS RAISED, DISCUSSED THE DISTRICT'S PROPERTY VALUES AT A BOARD MEETING WITHIN 120 DAYS BEFORE THE BUDGET WAS ADOPTED.

AND THEN WE'RE REQUIRED TO EITHER INCLUDE IN THIS PRESENTATION OR POST ON THE DISTRICT'S WEBSITE THE SUPERINTENDENT'S CONTRACT, AND THAT CONTRACT IS POSTED AT THAT WEBSITE ADDRESS. AND THEN WE HAVE SOME ADDITIONAL REPORTING REQUIREMENTS, AND I'LL JUST GO THROUGH THOSE QUICKLY.

THERE WAS NO OUTSIDE COMPENSATION AND OR FEES RECEIVED BY THE SUPERINTENDENT FOR PROFESSIONAL AND OR OTHER PERSONAL SERVICES FOR FISCAL YEAR 22.

[00:40:02]

AND FINALLY, RISD EARNED 100 POINTS AND RECEIVED A RATING OF SUPERIOR.

AND THERE ARE SOME STATISTICS ON THE STATEWIDE RESULTS.

8882 DISTRICTS RECEIVED A GRADE OF SUPERIOR.

THAT'S 86, ALMOST 0.6% OF DISTRICTS IN THE STATE AND 1011 DISTRICTS PASSED THEIR FIRST RATINGS.

AND THEN ONE LAST DISCLOSURE WE'RE REQUIRED TO DISCLOSE ALL REIMBURSEMENTS RECEIVED BY THE SUPERINTENDENT AND BOARD MEMBERS FOR FISCAL YEAR 2122. AND THAT IS, THE FISCAL YEAR DOES NOT MATCH THE YEAR OF SERVICE FOR OUR BOARD MEMBERS.

AND SO YOU WILL OCCASIONALLY SEE MORE THAN SEVEN BOARD MEMBERS LISTED THERE, AND THIS PRESENTATION WILL BE POSTED ON THE DISTRICT'S WEBSITE.

THANK YOU.

WELL, THANK YOU, MR. PATE.

WE REALLY APPRECIATE IT.

APPRECIATE THE REPORT AS WELL.

MEMBERS OF THE PUBLIC NOW HAVE THE OPPORTUNITY TO COMMENT ON THE FIRST RATING REPORT THE BOARD RECEIVED.

PERSONS WHO WISH TO ADDRESS THE BOARD DURING THIS PUBLIC HEARING WERE REQUIRED TO SUBMIT AN ONLINE PUBLIC COMMENT FORM FOR THE PUBLIC HEARING BY NOON TODAY. MR. POTEET WILL CALL THE NAME OF EACH SPEAKER.

STAFF WILL KEEP TIME IN THE SAME MANNER AS DURING THE REGULAR PUBLIC COMMENT SECTION.

EACH SPEAKER SHOULD LIMIT HIS OR HER COMMENTS TO 3 MINUTES AND THE TOPIC MUST RELATE TO THE FIRST RATING REPORT.

MR. POTEET DO WE HAVE ANY SPEAKERS FOR THE PUBLIC HEARING? MS. HARRIS WE DO NOT.

THANK YOU SO MUCH.

THIS PUBLIC HEARING IS NOW CLOSED AND NO ACTION IS REQUIRED FOR THE FIRST RATING REPORT.

BOARD MEMBERS.

DO ANYONE HAVE ANY QUESTIONS OR COMMENTS IN REFERENCE TO THE FIRST RATINGS REPORT? THANK YOU. HERE IN NONE.

WE WILL MOVE ON.

I'LL JUST. I JUST WANT TO TAKE A MOMENT TO THANK MR. PATE AND HIS ENTIRE TEAM.

THEY. THEIR DUE DILIGENCE, THEIR UNDERSTANDING OF WHAT THE RULES, LAWS, REGULATIONS ARE.

THEY JUST PAY ATTENTION TO ALL OF THE DETAILS TO ENSURE THAT WE ARE BEING GREAT STEWARDS OF OUR TAXPAYERS INVESTMENTS IN THEIR DOLLARS.

AND SO I JUST. I CELEBRATE YOU AND YOUR TEAM.

THANK YOU, MRS. BRANUM.

AND WE COULDN'T DO IT WITHOUT THE SUPPORT OF THE REST OF THE DISTRICT.

SO THANK YOU VERY MUCH.

THANK YOU. THE NEXT ITEM ON OUR AGENDA IS A PUBLIC COMMENT SECTION.

[III. PUBLIC COMMENT SECTION]

THANK YOU. ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS.

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.

PLEASE JOIN ME IN WATCHING THE VIDEO.

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

SPEAKERS MAY COMMENT ON AGENDA RELATED TOPICS OR NON AGENDA RELATED TOPICS AT REGULAR BUSINESS MEETINGS, AT WORK SESSIONS, OR OTHER CALLED MEETINGS.

PUBLIC COMMENT IS LIMITED TO AGENDA RELATED ITEMS. PERSONS WISHING TO ADDRESS THE BOARD MUST COMPLETE AN ONLINE PUBLIC COMMENT FORM BY SIGNING UP AT THE DESIGNATED REGISTRATION LINK ON THE DISTRICT'S WEBSITE, BEGINNING WHEN THE MEETING AGENDA IS POSTED THROUGH 12 P.M.

ON THE DAY OF THE MEETING.

PERSONS WISHING TO SPEAK MUST COMPLETE THE ONLINE REGISTRATION FORM IN FULL TO BE ELIGIBLE TO SPEAK AND BE PRESENT WHEN THEIR NAME IS CALLED DURING THE PUBLIC COMMENT SECTION TO MAKE THEIR OWN COMMENTS.

ANY REGISTERED SPEAKER WHO IS ABSENT FROM THE MEETING AT THE TIME THEIR NAME IS CALLED FORFEITS THE OPPORTUNITY TO ADDRESS THE BOARD AT THAT MEETING.

SPEAKERS WHO WISH TO PROVIDE WRITTEN MATERIALS TO THE BOARD SHOULD PROVIDE NINE COPIES TO AN RISD STAFF MEMBER PRIOR TO THE START OF THE MEETING.

PLEASE DO NOT APPROACH THE HORSESHOE AREA OR CONFERENCE TABLE 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 REGISTER FOR ONE PUBLIC COMMENT 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

[00:45:03]

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 HAVE 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 FORM.

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 AUTHORIZED SCHOOL OR SCHOOLS THE SPEAKER'S CHILDREN ATTEND OR HAVE ATTENDED BEFORE BEGINNING TO COMMENT.

A DIGITAL TIMER WILL PROJECT ON THE SCREEN AND WILL COUNT DOWN A SPEAKER'S TIME FROM 3 MINUTES TO ZERO.

SPEAKERS MAY REFER TO THE SCREEN FOR THEIR REMAINING TIME.

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

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 RISD BOARD OF TRUSTEES WEBSITE.

MS. HARRIS. DUE TO THE NUMBER OF SPEAKERS TONIGHT, EACH SPEAKER WILL HAVE ONE MINUTE TO PRESENT HIS OR HER COMMENTS.

AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC, THE FOLLOW THE PUBLIC COMMENTS, PROTOCOL, APPLAUSE, HECKLING, BOOING AND OTHER VERBAL DISTURBANCES OF ANY KIND WHILE SOMEONE IS SPEAKING IS NOT ALLOWED.

ATTACKS OF A PERSONAL NATURE AGAINST TRUSTEES, STAFF, STUDENTS, OR OTHERS BY NAME OR UNIQUE TITLE ARE NOT ALLOWED.

THERE ARE A NUMBER OF SPEAKERS HERE TONIGHT TO ADDRESS AN OPEN PERSONAL GRIEVANCE.

PERSONAL GRIEVANCE MATTER.

I WANT TO CAUTION THE SPEAKERS THAT DETAILS SURROUNDING THE GRIEVANCE SHOULD NOT BE DISCUSSED AS THE PUBLIC COMMENTS SECTION IS NOT THE APPROPRIATE FORUM.

FURTHER SPECIFIC STUDENT NAMES SHOULD NOT BE IDENTIFIED IN THIS FORUM.

SPEAKERS. PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME AND WE'RE GOING TO START WITH THE AGENDA RELATED ITEMS. THEN GO THROUGH TO THE NON AGENDA RELATED ITEMS. SO THANK YOU, MR. POTEET. YOU BET.

WE'LL START WITH MISS FANNY DAVIS ON SUPERINTENDENT 2027 SUPERINTENDENT AND BOARD GOALS.

GOOD EVENING. CAN YOU HEAR ME? MY NAME IS FANNIE DAVIS.

MY SON IS AT ACM, IS A SWIMMER, AND HE ALSO PLAYS WATER POLO.

AND SO I'M I'M HERE TONIGHT.

I UNDERSTAND THAT MY COMMENT MIGHT BE ANTITHETICAL TO THE CURRENT CONSTRUCTION BUDGET ISSUES, BUT I AM HERE TONIGHT ON BEHALF OF ALL RISD SWIMMERS AND FUTURE SWIMMERS AND DIVERS, FUTURE DIVERS, WATER POLO PLAYERS, FUTURE WATER POLO PLAYERS TO HIGHLIGHT THE NEED WE HAVE FOR NATATORIUM.

SWIMMING IS A ABSOLUTELY FANTASTIC SPORT THAT IS VERY HEALTHY AND CAN BE DONE LIFELONG.

I'M GOING TO BE VERY SHORT.

INCREASING AND SUPPORTING OUR ATHLETES IS IN LINE WITH THE 2027 BOARD GOALS.

THE DETAILS ARE IN MY DOCUMENTS.

I, I COMMUNICATED AND IT'S ALSO IN LINE WITH THIS VISION.

FOR INSTANCE, THE PEARCE HIGH SCHOOL.

THAT WAS SOCIAL.

THANK YOU. THANK YOU, MS.. DAVIS.

NEXT, WE HAVE MS..

JESSICA MARTINEZ ON THE SPEAKING ON THE CAMPUS IMPROVEMENT PLANS BOND BUDGET SHORTFALL OPTIONS.

YES. GOOD EVENING.

MY NAME IS JESSE MARTINEZ, AND I'M HERE ON BEHALF OF STULTZ ROAD ELEMENTARY.

OUR COMMUNITY VOTED FOR THE BOND WE'RE IN.

IN OUR STOLTZ IS IN GREAT NEED, SO WE WERE THRILLED THAT WE KNEW THE BOND WOULD GIVE $10 MILLION TO OUR SCHOOL IN OUR COMMUNITY.

WE WERE HORRIFIED TO LEARN THAT STOLTZ WOULD BE ONE OF THE SCHOOLS THAT WOULD THE AMOUNT WOULD BE CUT IN HALF.

WE ARE NOT TALKING ABOUT A COVERED WALKWAY FOR STOLTZ NEEDS.

WE'RE TALKING ABOUT BASIC NEEDS AS FAR AS A FENCE SECURITY.

[00:50:03]

IT WAS ACTUALLY BUILT IN THE FIFTIES.

I'D BE CURIOUS IF ANY OF THE BOARD HAVE EVEN TOURED THE SCHOOLS THAT THEY WERE CONSIDERING PULLING FUNDING FROM.

THIS IS A SCHOOL THAT'S IN NEED.

IT'S A SCHOOL THAT HAS COMMUNITY SUPPORT.

WE HAVE JUST IN OUR OWN COMMUNITY GROUP, WE HAVE 40 TO 50 FAMILIES THAT WOULD LOVE THE OPPORTUNITY TO HELP BUILD THAT SCHOOL UP, BUT WE DON'T HAVE $10 MILLION.

AND SO THAT THAT'S WHERE WE'RE AT.

I DON'T EVER WANT TO VOTE.

OH, THERE YOU GO. THANK YOU, MISS MARTINEZ.

NEXT, MR. EWAN BLACKMAN SPEAKING ON THE SUPERINTENDENT AND BOARD GOALS.

BOND BUDGET SHORTFALL OPTIONS.

SO THE FACT THAT ONE MINUTE YOU PUT MY GLASSES ON.

SUPERINTENDENT, SCHOOL BOARD, ESTEEM EMPLOYEES, CONGRESSIONAL NATIONAL MEDAL OF SCHOLARS.

THAT'S A GREAT INCREASE TO SEE, NINE OF THEM.

SO SHOUT OUT TO THOSE FOLKS.

AMAZING. WE SHOULD CELEBRATE THOSE GUYS LIKE WE WOULD A NATIONAL CHAMPIONSHIP.

THERE SHOULD BE LIKE A PARADE AND STUFF.

TRUST ME, THAT'S AN AMAZING ACCOMPLISHMENT.

TAX LEVY APPROVAL AT 394 MILLION FOR THIS UPCOMING BUDGET.

PLEASE COMPARE THAT TO WHAT WAS PREDICTED.

AGAIN, I KEEP TALKING ABOUT THIS.

I'M HERE TO TALK.

LET'S GET IT DONE, FOLKS.

LOOK AT WHERE WE PREDICT WE'RE GOING TO GO AND LOOK HOW MUCH MONEY WE ACTUALLY HAVE.

AS FOR BOARD GOALS, 60%, 55% READING AND MATH FOR THIRD GRADE, THAT'S IN FOUR YEARS.

THOSE KIDS STARTED HERE AND GO THROUGH HERE TO GET TO THIRD GRADE.

HOW CAN THE GOALS BE SO LOW? DIDN'T WE TALK ABOUT THIS A COUPLE OF WEEKS AGO? WE SAID, LET'S SET THEM A LITTLE HIGHER.

LET'S GO FOR A LITTLE HIGHER.

LEVEL EXCELLENCE COMES OUT OF SETTING GOALS THAT ARE ACHIEVABLE FOR SURE, BUT ALSO LAUDABLE.

AND I DON'T THINK GOING TO 60% AND 55% READING AND MATH FOR THIRD GRADE IS LAUDABLE OR OUT OF THE RANGE OF WHERE WE SHOULD BE.

WE SHOULD BE WAY HIGHER.

THANK YOU. THANK YOU, MR. BLACKMAN. NEXT, WE'RE GOING TO HAVE MR. VISIT SPEAKING ON THE BOND BUDGET SHORTFALL OPTIONS.

HI. WHERE IS IT? I'M JUST PASSING AROUND FOR THE DISCUSSION LATER.

A LIST OF 41 ELEMENTARY SCHOOLS IN THE DISTRICT AND THEIR FACILITIES INDEX, AS WELL AS THEIR LEARNING ENVIRONMENT INDEX.

THIS WAS PASSED OUT OR SHARED BACK IN, I THINK, JANUARY OF 2021 TO THE BOND COMMITTEE AND IS KIND OF PART OF THE PROPOSAL FOR BOND 2021.

LET'S LET EVERYONE HAVE IT IN THEIR HAND WHILE DISCUSSING THIS LATER THE FACILITY FACILITY INDEX SCORE AND THE LEARNING ENVIRONMENT SCORE LEARNING ENVIRONMENTS, IT'S VERY IMPORTANT. IT KEEPS TEACHERS, YOU KNOW, AT THE SCHOOL, IT HELPS STUDENTS LEARN AND IT BRINGS PRIDE TO THE COMMUNITY.

SO JUST WANT TO SHARE THAT WITH YOU AND MAKE SURE YOU GUYS HAD IT.

THANK YOU. THANK YOU, MR. BISSETT. NOW WE'RE GOING TO MOVE ON TO THE NON AGENDA RELATED ITEMS. WE'RE GOING TO START WITH MISS BARBARA STEWART.

WE HAVE A COPY FOR THE BOARD MEMBERS.

WE WERE INSTRUCTED TO BRING.

THANK YOU. WE JUST WANT TO REMIND EVERYONE, PLEASE, LET'S SHOW A WHOLE LOT OF RESPECT AND KEEP YOUR CLAPPING DOWN.

WE'RE JUST GOING TO LET OUR SPEAKERS COME UP AND SPEAK.

SO WE REALLY, REALLY APPRECIATE IT.

THANK YOU SO MUCH.

THANK YOU, ALL BOARD MEMBERS, FOR ALLOWING US TO COME TO THIS HEARING TONIGHT.

WE ARE ACTUALLY TALKING IN REGARDS TO REINSTATING AS A CLEAR CALL TO ACTION ARE CHEERLEADING COACH JEFF BIVENS AT RICHARDSON HIGH SCHOOL.

ALL OF US HAVE BROUGHT TOGETHER DIFFERENT POINTS AND WE ARE PASSING AROUND OUR DIFFERENT POINTS THAT EACH SPEAKER HAS.

SOME I WOULD LIKE TO DRAW ATTENTION TO NUMBER TWO, WHICH IS WE DO NOT HAVE ANY PROGRAMS IN PLACE FOR A COACH TO BE MENTORED OR TO BE ABLE TO GROW OR LEARN FROM COMPLAINTS THAT ARE FILED AGAINST THEM.

INSTEAD, THEY ARE BLINDSIDED.

BUT WE DO HAVE PROGRAMS FOR TEACHERS THAT ARE IN PLACE THAT IF THEY ARE NOT OR SEEN AS UNDERPERFORMING OR HAVING DIFFICULTY, CAN GROW AND BE MENTORED.

THEREFORE, WE WOULD LIKE TO, IN REPRESENTING OVER 670 VOICES AND NAMES IN A PETITION, PROPOSE THAT WE CREATE A PROGRAM THAT WOULD ALLOW COACHES AND OUR COACH TO BE REINSTATED, MENTORED, HAVING COUNSELORS COME ALONG, PERSONNEL BEING ABLE TO WATCH GROW, IMPROVING THEM, HOW THEY HANDLE AND DO THEIR STYLE OF COACHING SO THAT THEY MAY BE ENSURED. REINSTATEMENT.

THANK YOU. THANK YOU, MS..

STEWART. NEXT, WE HAVE A NET.

[00:55:01]

NOT A GENDER RELATED ITEM.

MY NAME IS ANNETTE REYNOLDS, AND I'M HERE TO FIGHT FOR THE REINSTATEMENT OF JEFF BIVENS.

I HAVE BEEN EMPLOYED BY RICHARDSON HIGH SCHOOL FOR 43 YEARS.

33 OF THOSE YEARS I HAVE SERVED AS THE RICHARDSON CHEERLEADER COACH.

FOR THE LAST 23 YEARS.

I'VE HAD THE PRIVILEGE OF SHARING THAT COACHING RESPONSIBILITY WITH JEFF.

I HAVE KNOWN JEFF SINCE HE WAS IN COLLEGE.

WE BOTH WORKED TOGETHER FOR THE NATIONAL CHEERLEADERS ASSOCIATION AND I RECRUITED HIM TO JOIN IN COACHING THE ARCH'S CHEERLEADERS.

BECAUSE OF HIS KNOWLEDGE.

HE WOULD BE SUCH A GREAT HELP FOR OUR PROGRAM, WHICH HE HAS DONE ON THE DAY IN QUESTION.

I WAS THE ONLY OTHER ADULT PRESENT AND NOBODY ASKED ME MY OPINION ABOUT WHAT HAD HAPPENED.

JEFF WAS KEEPING ALL THE FLIERS, THE FLIERS, THE BASES, EVERYBODY SAFE FROM ANY FALLINGS, AND HE DID EXACTLY WHAT HE SHOULD DO.

THE DECISION TO REMOVE JEFF AS ONE OF OUR CHEERLEADING COACHES HAD DESTROYED OUR RIGHTS TO YOUR FAMILY.

I'M ASKING YOU NOT TO PUNISH JEFF FOR KEEPING OUR ATHLETES SAFE.

I'M ASKING YOU NOT TO PUNISH OUR GIRLS BY TAKING HIM AWAY FROM THIS PROGRAM.

THANK YOU, MR. REYNOLDS.

NEXT, WE HAVE MR. ROGER REYNOLDS.

GOOD EVENING, FOLKS. YOU CAN TELL I'M ONE OF THE OLDER ONES.

I MIGHT WEAR MY SHIRT INSIDE MY BELT.

SO THAT'S A CLUE.

MY WIFE ANNETTE AND I HAVE BEEN MARRIED OVER 50 YEARS.

WE HAVE TWO CHILDREN WHO GRADUATED FROM RICHARDSON HIGH SCHOOL.

MY PROFESSIONAL WORK HAS BEEN WITH DR.

KENNETH COOPER SPREADING THE WORD OF SAFETY AND EXERCISE AND ACTIVITY THROUGHOUT THE WORLD, STARTING WITH THE WHITE HOUSE ALL THE WAY DOWN TO OUR LOCAL AREAS.

I'VE BEEN RESPONSIBLE FOR THE EXERCISE AND THE SAFETY OF EXERCISE FOR ALL THOSE YEARS.

IT'S MY PLEASURE TO TELL YOU THAT I WATCH JEFF EVANS WORK WITH CHEERLEADERS FOR 23 YEARS IN MY WORK ACROSS THE INTERNATIONAL SET.

I HAVE FOUND THAT HE IS THE HIGH POWER WITH HIS RESPONSIBILITY AS INSTRUCTOR AND SAFETY FOR ALL THE CHILDREN.

ONE OF THE THINGS THAT WE KNOW VERY WELL, SOMETIMES CHILDREN DON'T TAKE THINGS AS SERIOUS AS THEY ARE.

AND IN THIS CASE, I THINK IT MAY HAVE HAPPENED THAT WAY.

SO I WOULD SAY THAT FOR THE SAFETY, WE NEED TO EMPHASIZE THE IMPORTANCE OF HOW WE ARE HANDLING OUR CHILDREN SO THEY GET THE POINT.

THANK YOU VERY MUCH. THANK YOU, MR. REYNOLDS. NEXT, WE HAVE MS..

MADELINE LEE.

AS MS.. MADELINE LAY HERE.

THERE SHE IS.

GOOD EVENING. I'M HERE TONIGHT TO ASK THE BOARD TO REVIEW AND RECONSIDER THE DECISION TO MOVE.

COACH, REMOVE COACH BIVINS.

I'M NOT HERE TO ARGUE THAT THEY SHOULD NOT RECEIVE SOME TYPE OF DISCIPLINE.

ON THE CONTRARY, THE DISTRICT SHOULD EXAMINE THIS INCIDENT AND PUT STEPS IN PLACE TO PROTECT OUR STUDENTS.

AND EQUALLY AS IMPORTANT, TO SUPPORT OUR TEACHERS AND OUR COACHES.

THE DECISION TO REMOVE BIBB DID NOT CONSIDER ALL THE FACTORS RELEVANT TO DISCIPLINE, INCLUDING HIS OVER 20 YEAR HISTORY WITH THE DISTRICT AND THE EXIGENT CIRCUMSTANCES AROUND THE INCIDENT, WHICH INVOLVED THE PHYSICAL SAFETY OF ANOTHER STUDENT AND REQUIRED HIM AS A COACH TO RESPOND QUICKLY.

THE FACTS AND CIRCUMSTANCES SUPPORT A LESSER DISCIPLINE, SUCH AS A LETTER OF REPRIMAND, COUNSELING OR A LIMITED SUSPENSION.

FINALLY, WHEN I TALK ABOUT THE TOLL THAT THIS DECISION HAS HAD ON THE TEAM, IT HAS COMPLETELY DESTROYED THE MORALE OF THE TEAM.

MANY OF OUR STUDENT ATHLETES ARE IN CRISIS, AND I DON'T USE THAT TERM LIGHTLY.

THE STUDENTS FELT BETRAYED.

THEY WERE BETRAYED.

THEY HAD NOT ONLY LOST THE COACH, BUT THE TEAM'S MORAL COMPASS.

SO I URGE THE BOARD TO RECONSIDER THE PUNISHMENT AND SUBSTITUTE A LESSER PUNISHMENT.

THANK YOU, MS.. SLAY. NEXT, WE HAVE MS..

KRISTA HARPER.

WE HAVE SEVERAL MORE SPEAKERS, RIGHT, MR. POTEET? YES, MA'AM, THAT'S CORRECT.

YEAH. AND SO JUST ONE MORE TIME, PLEASE.

CAN WE PLEASE KEEP THE CLAMPS DOWN BECAUSE WE PLEASE JUST RESPECT EVERYONE WHO COMES UP AND JUST SPEAKS? WE WERE REALLY, REALLY APPRECIATED.

MY NAME IS KRISTA HARPER, AND I'M HERE TO SPEAK IN REGARD TO THE REMOVAL OF JEFF BIVENS.

AND I ASK THAT YOU RECONSIDER THE DISCIPLINARY ACTIONS TAKEN.

THE STANDARD NEEDS TO BE THE SAME FOR ALL COACHES AND ATHLETES IN THE DISTRICT, REGARDLESS OF SPORT OR GENDER.

[01:00:01]

I'VE WITNESSED THE INTEGRITY, DISCIPLINE AND SAFETY OF JEFF.

JEFF BIVENS TEACHES CHEER ATHLETES.

HAVING HAD TWO DAUGHTERS CHEER FOR HIM, ONE OF WHICH IS CURRENTLY ON VARSITY.

MY CURRENT VARSITY CHEERLEADER HAD TWO METAL BARS IN HER CHEST REQUIRING A 500 FOR TO BE PUT IN PLACE FOR HER SAFETY WHEN SHE WAS A FRESHMAN CHEERLEADER.

HAD I NOT KNOWN ABOUT STRICT SAFETY PROTOCOLS FROM MY OLDER DAUGHTER'S EXPERIENCE WITH HIM, I WOULD NOT HAVE ALLOWED HER TO PARTICIPATE.

NOW, THREE YEARS LATER, MY DAUGHTER HAS THRIVED AT RHC AND AS A VARSITY CHEERLEADER IN LARGE PART TO THE DIRECTION OF JEFF BIVENS.

SINCE HIS REMOVAL, THERE HAVE BEEN MANY ISSUES AND OUR TEAM HAS FELT OUT LOSS.

THANK YOU FOR YOUR CONSIDERATION.

THANK YOU, MISS HARPER.

NEXT, WE'RE GOING TO CALL MS..

SHARON FEIN.

I BELIEVE FINN.

SHARON FEIN.

OKAY. WE'RE GOING TO MOVE ON TO MS..

KATHERINE WALLER'S.

MS.. KATHERINE WALLER'S.

GOOD EVENING. I'M HERE TO ASK YOU TO RECONSIDER THE DECISION TO REMOVE GEOFF AT OUR HOUSE.

I WAS ON JEFF'S FIRST VARSITY CHEER SQUAD AT OUR HOUSE.

JEFF TREATED US LIKE ATHLETES.

HE WAS MORE DEVOTED TO OUR TEAM'S CONDITIONING AND OUR READINESS TO PHYSICALLY PERFORM THAN ANY OF MY TRACK OR VOLLEYBALL COACHES, BECAUSE JEFF KNEW THE STAKES WERE HIGH.

JEFF DEMANDS THIS LEVEL OF SAFETY BECAUSE THE ALTERNATIVE IS THAT CHEERLEADERS GET EXTREMELY HURT.

HE FEELS A DEEP OBLIGATION TO PROTECT HIS CHEERLEADERS WHILE ALSO PUTTING TOGETHER A PROGRAM THAT'S UNPARALLELED ON THE HIGH SCHOOL LEVEL.

THE EXPECTATIONS JEFF SETS AND COACHING TECHNIQUES HE USES WITH HIS CHEERLEADERS ARE NO DIFFERENT THAN THE COACHES OF ANY OTHER SPORT.

BUT WITH THE DISTRICT SWIFT REACTION TO THIS INCIDENT, YOU'RE HIGHLIGHTING A GROSS DOUBLE STANDARD.

I HAD THE PLEASURE OF SITTING CLOSE TO THE FIELD AT THE REX BERKNER GAME, AND IF YOU'RE SETTING THE STANDARD FOR COACHES ACROSS THE BOARD, YOU NEED TO REMOVE THE ENTIRE FOOTBALL COACHING STAFF ON BOTH SIDES.

THE REALITY IS THIS WOULD NEVER HAPPEN WITH FOOTBALL.

HOWEVER, LIKE FOOTBALL, CHEERLEADING IS A HIGH INTENSITY, DEMANDING CONTACT SPORT.

WE MUST STOP CALLING CHEERLEADERS ATHLETES, BUT TREATING THEM LIKE FRAGILE DOLLS AND CUTE UNIFORMS. THANK YOU, MS.. WALSH.

NEXT, WE HAVE MS..

LULU CHEEK.

HI, MY NAME IS LULU CHEEK, AND I'VE HAD THE HONOR AND PRIVILEGE OF BEING A RICHARDSON HIGH SCHOOL CHEERLEADER FOR FOUR YEARS UNDER THE GUIDANCE OF COACH BIV.

THROUGH ALL MY EXPERIENCES WITH RICHARDSON CHEER, I KNEW I WAS SAFEST AND MOST SECURE UNDER COACH JEFF BIVENS.

DIRECTION AND LEADERSHIP.

NOT ONLY DID BIBBS SERVE AS AN AMAZING, WELL-ROUNDED COACH, BUT HE ALSO NEVER HESITATED TO JUMP IN AT A MOMENT'S NOTICE.

I WAS A PROFESSIONAL GYMNAST FOR TEN YEARS AND I'M FAMILIAR WITH COMPETITIVE COACHING AND NEVER HAVE I EVER HAD A COACH AS PASSIONATE AND SAFETY ORIENTED AS BIBB.

AS A SENIOR VARSITY CHEERLEADER.

I WAS DISHEARTENED WITH THE ABRUPT REMOVAL OF NOT JUST MY BELOVED COACH, BUT ALSO MY MOST WELL RESPECTED ROLE MODEL AT RICHARDSON HIGH SCHOOL.

I ASKED THAT YOU HEAR THE COMMUNITY'S VOICE IN WAY BIBBS PROVEN HISTORY WITH ALL OF RC CHEER.

OTHERWISE YOU ARE TEACHING MY GENERATION THAT WE ARE MEASURED BY SECONDS OF OUR TIME VERSUS 23 YEARS OF EXEMPLARY INFLUENCE, AND NOT ONLY A CHEER TEAM BUT THE ENTIRE RICHARDSON COMMUNITY.

THANK YOU FOR YOUR TIME.

THANK YOU, MISS CHEEK.

NEXT, WE'LL CALL MS..

ANNIE MACY.

ANNIE MACY.

HI, I'M ANNIE MASSEY.

I'M A SENIOR AT RICHARDSON AND A VARSITY CHEER CAPTAIN.

I'M HERE TODAY NOT TO SPEAK ON BIBBS ACTIONS, BUT HIS CHARACTER AND WHAT HE HAS DONE FOR ME AS AN ATHLETE AND A PERSON THAT HAS PREPARED ME FOR LIFE BETTER THAN ANY ADULT OR TEACHER EVER HAS.

HE HAS TAUGHT ME THAT HARD WORK PAYS OFF AND THAT NO MATTER HOW GOOD YOU THINK YOU ARE, YOU CAN ALWAYS BE BETTER.

THAT IS THE TYPE OF COACH THAT PUSHES YOU TO YOUR LIMITS TO SEE WHAT YOU ARE REALLY CAPABLE OF THROUGH WORKOUTS, STUNTING AND CHEERING.

THAT HAS SHOWN ME THAT I AM STRONGER AND MORE TALENTED THAN I PREVIOUSLY BELIEVE MYSELF TO BE.

AMONG MANY SKILLS HAS TAUGHT ME WORK ETHIC, DISCIPLINE, ENDURANCE AND PERSEVERANCE.

BIB CARES.

HE WANTS US CHEERLEADERS TO BE THE BEST THAT WE CAN BE AND TO BE AS SAFE AS WE CAN BE.

IN MY HEAD, HE IS A SUPERHERO.

HE IS A SYMBOL OF STRENGTH, LOYALTY, HARD WORK AND CONFIDENCE.

THIS HAS HELPED SHAPE ME INTO THIS FIERCE, HARD WORKING LADY THAT I AM TODAY, AND I AM FOREVER GRATEFUL FOR THE IMPACT HE HAS HAD ON MY GROWTH AND HIGH SCHOOL JOURNEY.

BEV WAS NOT JUST OUR COACH.

HE IS THE HEART AND SOUL OF OUR HS CHAIR.

THANK YOU, MS.. MACY.

[01:05:01]

CLAIRE LAVONNE.

GOOD EVENING. MY NAME IS CLAIRE LAVONNE, AND I'M A SENIOR AT RICHARDSON HIGH SCHOOL.

I'M A VARSITY CHEER CAPTAIN AND HAVE HAD THE PRIVILEGE TO CHEER FOR BIBB FOR THE PAST FOUR YEARS.

I'M EXTREMELY UPSET AND SKEPTICAL OF THE SHORT TIMEFRAME IN WHICH HIS REMOVAL TOOK PLACE, AND IT DOES NOT SIT WELL WITH ME, NOR DOES IT SIT WELL WITH OTHERS.

IN ADDITION TO EVERYONE IN THIS ROOM, I STARTED A PETITION TITLED BRING BIFF BACK.

IT HAS GAINED OVER 600 SIGNATURES RANGING FROM CURRENT AND PAST CHEERLEADERS, PARENTS, TEACHERS AND OTHER COMMUNITY MEMBERS EXPRESSING THEIR SUPPORT.

SUCH A RASH DECISION JUST SHOWS THE LACK OF RESPECT THERE WAS FOR BIB, AND HE DESERVE SO MUCH MORE, ESPECIALLY FROM A DISTRICT WHOSE VISION IS TO RESPECT, VALUE, SERVE AND SUPPORT ALL ALONG WITH THIS VISION.

THE DECISION CONTRADICTS THE DISTRICT'S BELIEFS, SAYING WE CAN STRENGTHEN OUR TEAM BY ASSUMING POSITIVE INTENT.

IF A PROPER INVESTIGATION WERE TO HAVE BEEN CONDUCTED, IT WOULD HAVE BEEN MADE KNOWN THAT BIB DID WHAT HE HAD TO DO BECAUSE A GIRL WAS SHOT FROM A STUNT.

AS A FLIER, I KNOW HOW DANGEROUS, SCARY AND SERIOUS A DROP IS, AND I'VE NEVER QUESTIONED MY SAFETY WITH HIM.

WHAT HAPPENED TO BIB SHOULDN'T HAVE TAKEN PLACE AND HE DESERVES BETTER THAN WHAT HE WAS GIVEN.

THAT NEEDS TO BE ACKNOWLEDGED AND THAT NEEDS TO BE FIXED.

THANK YOU. BUT.

THANK YOU, MR. BOND.

NEXT. MS..

MARGARET LAWRENCE.

HELLO. MY NAME IS MARGOT.

I'M A SENIOR AT S AND I'VE BEEN A PART OF THE CHEER PROGRAM FOR THE LAST THREE YEARS.

I'M SURE YOU ALREADY KNOW ABOUT ALL THE POSITIVE IMPACTS IT'S HAD ON MANY LIVES, MINE INCLUDED.

SO THAT'S NOT WHAT I PLAN ON DISCUSSING TODAY.

THE MISSION OF RISD IS TO ENSURE THAT ALL CONNECT, LEARN AND GROW AND SUCCEED THROUGH RELEVANT AND PERSONALIZED LEARNING EXPERIENCES DISTINGUISHED BY A WELCOMING AND ACCEPTING CLIMATE, A SAFE, INNOVATIVE AND ADAPTIVE ENVIRONMENT, AND A SUPPORTIVE, COLLABORATIVE AND INVESTED CULTURE AMONG STUDENTS, STAFF, FAMILIES AND COMMUNITY.

I HAVE NOT FELT AS THOUGH THE STANDARD HAS BEEN UPHELD IN THE TREATMENT OF THE AUSTERE PROGRAM THESE LAST FEW WEEKS.

I'VE NOT FELT CONNECTED OR SAFE OR SUPPORTED OR IN A WELCOMING CLIMATE, AND I KNOW THAT THIS APPLIES TO ME, SOME OF MY FELLOW CHEERLEADERS AND THE COMMUNITY AROUND US.

LAST YEAR, MY TEACHER WAS FORCED TO RESIGN DUE TO AN INAPPROPRIATE RELATIONSHIP WITH A STUDENT THAT TOOK MORE OF AN INVESTIGATION.

THEN THIS SITUATION WITH BIB HAS HAS PUT SO MUCH TIME, EFFORT AND ENCOURAGEMENT INTO A KEY PART OF THIS SCHOOL.

THIS HAS BEEN THE HARDEST PART FOR ME.

WE ARE DUE TO REINVESTIGATE AND REEVALUATE THE CIRCUMSTANCES THAT HAVE LED TO THE REMOVAL OF COACH BIVINS FROM THE RHC TIER PROGRAM.

THANK YOU. THANK YOU, MS..

LAWRENCE. NEXT, MS..

BLAIR COKER.

HI, MY NAME IS BLAIR COKER.

I'M A VARSITY CHEER CAPTAIN AT RICHARDSON HIGH SCHOOL.

I'M HERE TODAY TO GIVE MY SIDE OF THE STORY REGARDING THE INCIDENT WITH COACH BIVINS.

I PERSONALLY WITNESSED THE WHOLE THING AND I WAS THERE.

AS YOU KNOW, THIS VIDEO WITHOUT SOUND OR CONTEXT COMES ACROSS COMPLETELY DIFFERENT THAN WHAT WAS ACTUALLY HAPPENING.

WHILE STUNTING, BIBB NOTICED AN ISSUE WITHIN A FEW OF THE FEW FRONT SPOTS AND FLIERS THEY WERE NOT PROPERLY GRABBING AND RESISTING THE SHINS OF THE OTHER FLIERS TO KEEP THEM IN THE AIR. HE TRIED VERBALLY EXPLAINING SEVERAL TIMES TO THE GIRLS WHY THEY WERE FALLING AND HOW TO FIX IT.

AFTER HE EXPLAINED, WE TRIED THE STUNT ONCE MORE AND THIS IS WHEN THE FLIER FELL STRAIGHT FORWARD AND FACE PLANTED TO THE GROUND.

THE FRONT SPOT COMPLETELY BACKED AWAY AND LET THE FLIER FALL, THEN CONTINUE TO LAUGH ABOUT IT.

THEY'VE TURNED TO THE TURN THE GIRL AROUND AND TOOK THIS AS AN OPPORTUNITY TO SHOW THE GIRLS WHAT THEY NEEDED TO DO.

HE DOES THE SAME RESISTING MOTION ON THE FRONT SPOT AND ASSISTING FLIER THAT THE FRONT SPOT AND ASSISTING FLIERS SHOULD HAVE BEEN DOING USING THE GIRL'S FOREARMS. AS AN EXAMPLE, AFTER MAKING IT CLEAR WE HIT THE STUNT PERFECTLY AND HE APPLAUDED THE GIRLS AND TOLD THEM.

TOLD THEM THEY DID AN AMAZING JOB.

I HOPE YOU WILL REEVALUATE THE INCIDENT.

THANK YOU. THANK YOU, MISS COKER.

NEXT, WE HAVE MISS LAILA BADAWI.

I HOPE I DIDN'T DO TOO BAD ON THAT.

GOOD EVENING. MY NAME IS ALIYA BOTWE, AND I'M A J.V.

CHEERLEADER AT RICHARDSON HIGH SCHOOL.

TODAY, I WILL BE REQUESTING THE REINSTATEMENT OF ARCHER COACH JEFF BIVENS.

MY CONCERN IS THAT THE PUNISHMENT OF HIS REMOVAL WAS TOO SEVERE.

ALL CHEERLEADERS ARE HELD TO THE SAME AGREEMENT OVER BEHAVIOR AND CONDUCT.

OUR PROCEDURE IS THAT WHEN WE VIOLATE THE RULES, WE GET PUT ON SUSPENSION, AND THEN THE NEXT TIME IT RESULTS IN REMOVAL FROM THE TEAM, WE SHOULD HAVE NO DIFFERENT EXPECTATIONS FOR OUR CHEERLEADING STAFF.

I UNDERSTAND THAT THE DECISION WAS MADE IN WHAT IS BELIEVED TO BE BEST FOR THE STUDENTS.

HOWEVER, I THINK THERE WEREN'T ENOUGH FACTORS PUT INTO THE CHOICE.

THIS HELPED PUT TOGETHER THE BIG SHOWCASE WITH ALL THE CHEERLEADERS FROM EACH SCHOOL AT THE START OF THE SUMMER.

HE WORKS WITH EACH SCHOOL TO MAKE SURE THAT EVERYBODY IN THE PERFORMANCE LOOKS GOOD.

ONE OF THE BERKNER CHEERLEADERS SPOKE ABOUT THE SITUATION, AND SHE SAID HE DIDN'T JUST WORK FOR THE ARCHER PROGRAM.

[01:10:04]

HE CARES SO MUCH FOR THIS PROGRAM AND WORKS SO HARD TO BREAK THAT CHEERLEADER STEREOTYPE.

HE HAS US WORK HARD IN EVERY PRACTICE AND REQUIRES US TO DO WEIGHT ROOM AND RUN SO WE CAN BE STRONGER IN OUR PERFORMANCES.

HE HAS COACHED EACH AND EVERY ONE OF HIS CHEERLEADERS TO BE DISCIPLINED, NOT ONLY AS A STUDENT ATHLETE, BUT IN OUR PERSONAL LIVES AS WELL.

IT IS FOR THESE REASONS THAT A FOUR WEEK SUSPENSION, WHICH HE HAS ALREADY SERVED, IS A MORE FITTING CONSEQUENCE.

PLEASE SEE YOUR WAY TO REINSTATING COACH BIVENS TO HIS POSITION IMMEDIATELY.

THANK YOU. THANK YOU, MS..

BADAWI. NEXT, WE HAVE MR. RANDY BLANKENSHIP.

GOOD EVENING.

MY NAME IS RANDY BLANKENSHIP.

I WISH TO THANK THE BOARD OF TRUSTEES FOR THIS OPPORTUNITY TO SPEAK.

YOU'VE ALREADY GOT THE EMAIL, SO YOU KNOW WHAT MY TOPIC IS.

BUT I'VE ONLY GOT ONE MINUTE, SO I HAD TO SHORTEN IT DOWN A LITTLE BIT.

USE A LITTLE BIT INK.

ONE OF THE THINGS THAT'S VERY IMPORTANT ABOUT THE BOARD GOALS IS THAT YOU MAKE THEM FIVE YEARS IN A ROW.

WHY IS IT IMPORTANT TO HAVE ANNUAL GOALS? BECAUSE IN SEVEN MONTHS YOU ARE GOING TO DO AN A CONDUCT, AN EVALUATION, A PERFORMANCE EVALUATION ON SOMEBODY, AND YOU HAVE TO HAVE THE GOALS FOR THIS END OF THE SCHOOL YEAR TO EVALUATE THEM ON NOT 2027.

DO YOU UNDERSTAND TEXAS LAW AND YOUR GOALS FOR FIVE CONSECUTIVE YEARS? CORRECT IT. I KNOW YOU'RE GOING TO VOTE ON IT ANYWAY, BUT I'VE SAVED THIS THREE YEARS IN A ROW.

THANK YOU, MR. BLANKENSHIP.

MS.. NATALIE LANGFORD.

GOOD AFTERNOON. MY NAME IS NATALIE LANGFORD AND I'M A CURRENT JV CHEERLEADER AT RICHARDSON HIGH SCHOOL.

I BELIEVE THE RELEASE OF OUR COACH BIB FROM HIS COACHING POSITION WAS AN UNFAIR DECISION, NOT ONLY TO ALL OF THE CURRENT AND FORMER CHEERLEADERS, BUT OVERALL TO HIMSELF HAS BEEN THE BACKBONE OF HIS CHEER FOR OVER 20 YEARS AND IS A CRUCIAL PART OF OUR TEAM.

HE BUILT THIS PROGRAM FROM THE GROUND UP INTO A WELL KNOWN, RESPECTABLE TEAM OF CHEERLEADERS WHO JUST BELIEVE JUST THE SAME.

THIS KIND OF LOYALTY TOWARDS ONE PROGRAM IS SOMETHING I BELIEVE SHOULD BE RESPECTED.

AND I THINK THIS QUICK DECISION HAS DONE JUST THE OPPOSITE.

ALONG WITH THIS, I THINK IT'S UNFAIR HOW IF THIS WERE TO HAPPEN IN ALMOST ANY OTHER SPORT, IT WOULD BE SEEN AS A NORMAL DISCIPLINARY ACTION.

A FRIEND OF MINE SAID TO ME RECENTLY, I'M NOT SURE WHY THE COACH WAS FIRED FOR THAT.

JUST ABOUT ANY FOOTBALL COACH YOU MEET HAS PROBABLY DONE THE SAME OR WORSE, AND HE IS CORRECT.

I WOULD APPRECIATE IF YOU WOULD CONSIDER THE POSSIBILITY THAT IF THIS SITUATION HAPPENED IN DIFFERENT SPORT THAT THE RESULTS WOULD BE DIFFERENT.

I CHALLENGE YOU TO LOOK AT THIS FROM A WIDER PERSPECTIVE AND UNDERSTAND HOW GREATLY THIS IS AFFECTING EVERYONE INVOLVED.

I HOPE YOU DECIDE TO RECONSIDER THE ACTIONS TAKEN AGAINST THIS.

THANK YOU. THANK YOU, MS..

LANGFORD. NEXT, WE HAVE MS..

SARAH GIBSON.

HELLO. MY NAME IS SARAH GIBSON AND I'M A JUNIOR VARSITY CHEERLEADER AT RICHARDSON HIGH SCHOOL.

SEVERAL WEEKS AGO, MY TEAMMATES AND I WERE GREATLY SURPRISED BY THE ANNOUNCEMENT THAT OUR COACH, JEFF BIVENS, WAS REMOVED FROM THE POSITION.

FOR OVER 20 YEARS, COACH BIFF HAS BEEN THE CORE OF THE PROGRAM AND HIS PRIORITY HAS ALWAYS BEEN SAFETY.

ON THE DAY OF THE INCIDENT, HE WAS REPOSITIONING A BASE AND CORRECTING A STUNT GROUP TO ENSURE THAT THEY WOULD BE AS SAFE AS THEY COULD BE.

THE ANNOUNCEMENT OF BIBBS FORCED DEPARTURE AS HEAD COACH CAUGHT US OFF GUARD BECAUSE WE ALL SAW WHAT HAPPENED.

AND EVEN THOUGH BIBBS RESPONSE WAS SERIOUS, IT SEEMED APPROPRIATE GIVEN THE CIRCUMSTANCES.

IN FACT, IT SEEMED LIKE HIS RESPONSIBILITY TO ENSURE OUR SAFETY AS BEST AS HE COULD.

NOT ONLY THAT, BUT IT WAS UNFAIR TREATMENT.

WE HAVE ALL SEEN FOOTBALL COACHES GET PHYSICAL WITH THEIR PLAYERS, WHETHER IT'S GRABBING THEM BY THE FACEMASK, SHOULDER PADS OR PUSHING THEM DOWN.

WE HAVE YET TO SEE THEM BE REMOVED FOR THESE ACTIONS.

CLEARLY, THERE'S AN UNFAIR DIFFERENCE AND HOW CERTAIN COACHES ARE TREATED.

IT MAKES ME WONDER IF RISD TREATS FEMALE ATHLETES DIFFERENTLY THAN THEIR MALE COUNTERPARTS.

MY PEERS AND I ARE HERE TODAY TO SHOW OUR SUPPORT FOR BYB AND ASK THAT YOU RECONSIDER HIS REASONS, HIS REINSTATEMENT AS HEAD COACH AT RICHARDSON HIGH SCHOOL.

THANK YOU, MR. GIBSON.

NEXT, WE'LL ASK MR. SCOTT HARPER.

SCOTT HARPER.

YES. DID HE? OKAY.

THANK YOU, MISS.

LET'S SEE, WE HAVE KEVIN CURRAN.

IS THAT CORRECT? KEVIN.

[01:15:01]

YES. MY NAME IS KEVIN.

SEAN CURRAN. I'M HERE FOR A PLEA FOR BIVINS.

I CROSSFADE TWO CLASS OF 13, CLASS 17.

I WAS A TIERED ED FOR EIGHT YEARS AT RICHMOND HIGH SCHOOL.

I WAS DRUG INTO CHAIR, KICKING AND SCREAMING.

I WAS TERRIFIED MY DAUGHTER BECAUSE MY DAUGHTER WAS GOING TO BE A FLIER DURING MY YEARS.

I MISSED ONE PEP RALLY.

I NEVER MISSED A THURSDAY AND I SET UP A FRIDAY MORNING SET UP OR A PEP RALLY.

DURING THAT TIME, I SPENT MORE HOURS WITH JEFF AND ANNETTE THAN I DID AS A STUDENT.

I ALSO WATCHED AND LISTENED.

I KNEW MY DAUGHTER WOULD BE SAFE BECAUSE I REALIZED THE CORE VALUE IN WHAT JEFF FIRST THOUGHT IN MIND WAS THE SAFETY OF OUR CHILDREN PERFECTION.

SECOND, IF IT WASN'T TRULY TIME TO REMOVE JEFF AS A AS A COACH, I AM TROUBLED BY THE WAY IT WAS HANDLED.

IF, IF, IF IT IS TRUE, THE WAY IT WAS HANDLED, IT WAS HANDLED POORLY.

I'VE WORN THIS SHIRT FOR A DECADE.

I CAN NO LONGER WEAR THIS SHIRT FOR THIS REACTIONARY REACTIONARY THING.

PLEASE RECONSIDER.

GIVE ME A REASON TO WEAR THIS SHIRT AGAIN.

THANK YOU. THANK YOU, MR. CURRAN.

APPRECIATE IT. NEXT, WE HAVE MS..

ELENA SAGE.

GOOD EVENING. I CHEERED UNDER JEFF BIVINS COACHING AND GUIDANCE YEARS TO 2001 THROUGH TO 2004 AND WAS THE CO-CAPTAIN MY SENIOR YEAR. THROUGH JEFF AND ALSO MRS. REYNOLDS, I LEARNED SEVERAL IMPORTANT LESSONS THAT I STILL CARRY WITH ME TODAY, INCLUDING DISCIPLINE, COURAGE, PUNCTUALITY AND RESPECT OF MY TEAMMATES, MY TEACHERS AND COACHES AND MYSELF. I ALSO WAS A THREE YEAR VOLLEYBALL VARSITY STARTER AND I PLAYED ON A CLUB VOLLEYBALL TEAM AS WELL AND CONTINUED TO PLAY IN COLLEGE.

THE HARD WORK AND DISCIPLINE THAT WERE REQUIRED OF ME IN CHEERLEADING PRACTICE AND THE GAMES WE CHEERED AT WERE NO LESS THAN WHAT WAS REQUIRED OF ME ON THE VOLLEYBALL COURT.

AND I KNEW THAT BECAUSE THAT'S JUST PART OF BEING AN ATHLETE.

CHEERLEADING WAS NO LESS OF A SPORT THAN VOLLEYBALL, AND THE PHYSICAL REQUIREMENTS ARE NO LESS.

AND CHEERLEADERS ARE JUST AS MUCH OF ATHLETES AS VOLLEYBALL PLAYERS ARE.

MY ASK TONIGHT IS THAT YOU WOULD LOOK AT THIS ENTIRE SITUATION THROUGH THE LENSES THAT YOU WOULD OF ANY OTHER SPORT.

THANK YOU. THANK YOU, MS..

SAGE. NEXT, MS..

ALYSON GOOCH LOG.

HI, MY NAME IS ALLISON GOOGLE.ORG.

I'M A FORMER EMPLOYEE OF RISD AND THE EAGLE ART DIRECTOR AT RICHARDSON HIGH SCHOOL FOR OVER 15 YEARS.

I KNOW FROM EXPERIENCE HOW HARD AND CHALLENGING IT 100% REWARDING IT IS TO COACH THESE ATHLETES.

I'VE HAD THE PRIVILEGE OF WORKING VERY CLOSELY ALONGSIDE JEFF BIVINS AND ANNETTE REYNOLDS FOR 20 YEARS.

YOU WILL NOT FIND SOMEONE MORE COMMITTED TO COACHING THESE ATHLETES THAN JEFF BIVENS.

JEFF IS FULLY COMMITTED AND KNOWLEDGEABLE COACH WHO LOVES HIS STUDENTS LIKE THEY'RE HIS OWN.

HE TRULY CARES FOR EACH OF THEM AND MAKES THEIR SAFETY A TOP PRIORITY AS WELL AS THEIR SUCCESS.

HE UNDERSTANDS THE SPORT COMPLETELY AND AS A VISIONARY WHEN IT COMES TO CHEERLEADING, JEFF DISPLAYS A CLEAR COMMITMENT TO LOOKING OUT FOR THE BEST INTERESTS OF EACH INDIVIDUAL ATHLETE. JEFF IS THE MAIN MAN OF GREAT CHARACTER AND INTEGRITY AND VERY HIGH ATTITUDE TOWARD HARD WORK AND DEDICATION.

YOU CAN SEE HOW COMMITTED HE, JEFF, IS TO THIS ORGANIZATION AND THE POSITIVE IMPACT HE HAS MADE ON SO MANY.

BY LOOKING IN THIS ROOM TONIGHT, I WANT TO STRONGLY ENCOURAGE YOU TO THINK ABOUT AND RECONSIDER THE DECISION YOU'VE MADE AND REINSTATE JEFF AS THE COACH FOR ARCHER, YOUR PROGRAM. THANK YOU.

THANK YOU, MR. GOOCH. NEXT, WE HAVE MS..

LAUREN LYMAN.

LAUREN LYMAN.

HI. I WANT TO TAKE PART OF MY 60 SECONDS AND SAY, LOOK AT THESE IMPRESSIVE WOMEN OUT HERE.

THEY'RE DOING REALLY GREAT WORK.

AND THIS IS THE SORT OF WOMEN THAT THE PROGRAM THAT JEFF BIVENS RUNS.

THESE ARE THE PEOPLE THAT IT PRODUCES.

THEY'RE GREAT.

IT WAS SAID BY A DISTRICT OFFICIAL THAT IF THIS IF THIS HAD BEEN FOOTBALL, THEN IT WOULD HAVE BEEN DIFFERENT.

IS THIS THE DOUBLE STANDARD THAT RISD WANTS TO ENDORSE FOR ITS COACHES? THESE CHEERLEADERS TRAINED JUST AS HARD AS THE FOOTBALL AND BASKETBALL TEAMS DO, AND THEY DO THINGS JUST AS DANGEROUS, IF NOT MORE.

JEFF WAS REMOVED AS THOUGH IT WAS NO BIG DEAL.

NO PROPER INVESTIGATION WAS DONE TO INTERVIEW ALL IN ATTENDANCE.

AFTER 22 YEARS OF BUILDING A PROGRAM.

THIS IS HOW HE WAS TREATED.

IT'S AWFUL. AND IT'S DISRUPTED THIS CHEERLEADER'S YEARS TREMENDOUSLY.

[01:20:04]

PLEASE SHOW THESE CHEERLEADERS THE RESPECT THEY DESERVE AND USE THIS AS A TEACHING MOMENT THAT SOMETIMES ADULTS MAKE MISTAKES TOO.

PLEASE INTERVIEW EVERYONE THAT WAS THERE AND GIVE THE PROPER REVIEW IT DESERVES.

YOU HAVE THE POWER TO CORRECT THIS.

THANK YOU, MR. LYMAN.

NEXT, MS..

SUSAN HUBBARD.

HI, I'M SUSAN HEBERT.

MY I HAVE TWO DAUGHTERS THAT ARE THAT ARE FROM RICHARDSON, ONE FROM RICHARDSON, ONE FROM BACHNER, ONE TEACHES AT BERKELEY.

THESE DAYS, I'M SPEAKING ON BEHALF OF MY DAUGHTER.

THAT WAS ONE OF JEFFS STUDENTS.

I GOT 44 FOR RICHARDSON HIGH SCHOOL.

HE SHE WAS ONE OF HIS CHEERLEADERS.

SHE ASKED ME TO SPEAK ON HER BEHALF BECAUSE SHE COULDN'T GET HERE TONIGHT.

SHE WANTED TO EMPHASIZE BEING A FORMER COLLEGIATE CHEERLEADER, THAT CHEERLEADING IS A SPORT.

IT'S A HIGHLY INTENSE SPORT.

AND SHE WANTED ME TO ASK THE BOARD ON HER BEHALF THAT IT'S IMPORTANT THE ATHLETES, AS A FORMER ATHLETE AND COACH, AGGRESSIVE, AGGRESSIVE, WHATEVER AGGRESSIVE ACTIONS TAKE OR TAKE PLACE DURING PRACTICE ARE NO DIFFERENT THAN THE AGGRESSIVE ATHLETE'S ACTIONS THAT TAKE PLACE AT ANY SPORT THAT'S PRACTICED ON AN RISD CAMPUS.

AND SHE WOULD SHE'S REQUESTING THAT YOU REINSTATE OR LOOK AT THIS THROUGH THE LENS OF A COACH AND NOT A SOCIAL CLUB BECAUSE CHEERLEADING IS A SPORT.

AND I THANK YOU.

THANK YOU, MS.. HUBBARD.

NEXT, MS.. KAY WOODS.

GOOD EVENING. MY NAME IS KAY WOODS.

MY DAUGHTER WAS A FLYER FOR COACH BIVINS SQUAD ABOUT 10 TO 14 YEARS AGO.

FROM DAY ONE, I SAW THAT HE WAS PROFESSIONAL AND HE EMPHACI ZED SAFETY.

MY DAUGHTER WAS A FLYER.

HE WORKED THE GIRLS HARD, EXPECTED PERFECTION AND RECEIVED IT.

THEY RESPECTED HIM, FELT PART OF A TEAM, AND TOOK PRIDE IN THEIR PERFORMANCES.

AND ISN'T THAT WHAT YOU WANT FROM A COACH THAT IS PART OF RICHARDSON? CHEERLEADING IS A DANGEROUS SPORT, AND IT'S NOT FOR EVERYONE.

IT'S A HANDS ON SPORT.

CHEER COACHES MUST BE ABLE TO USE COACHABLE MOMENTS, AND THAT'S WHAT THIS WAS.

IF THESE GIRLS ARE NOT TOUGH ENOUGH TO TAKE IT TO ACCEPT FORCEFUL HANDS ON INSTRUCTIONS, THEY HAVE NO BUSINESS TO BE ON THE TEAM.

IT IS A DANGEROUS SPORT.

BEING AN ATTORNEY, I'VE SEEN SEVERAL DISTRICT.

MATTER OF FACT I'VE REPRESENTED SCHOOL DISTRICTS IN THE PAST PLEASE CONSIDER. THANK YOU, MS. WOODS. NEXT, WE HAVE MS. LIZ MANGELSDORF.

HI, I'M LIZ MANGELSDORF, STAFF, PARENT OF MIA, SOPHOMORE AND A JUNIOR VARSITY CHEERLEADER AT RICHARDSON HIGH SCHOOL.

I'M HERE TONIGHT BECAUSE WHEN SOMETHING UNJUST HAPPENS, IT IS IMPERATIVE THAT PEOPLE STAND UP AND SAY SOMETHING.

IT IS SIMPLY NOT OKAY TO SIT IDLY BY AND JUST GO ALONG WITH THE DECISION MADE BY AN ADMINISTRATION BECAUSE WE WERE TOLD IT WAS IN THE BEST INTEREST OF OUR ATHLETES.

I'M HERE TONIGHT TO REMIND THE BOARD OF THE FACTS THAT THE PARENTS AND ATHLETES HAVE AT OUR DISPOSAL.

A COACH WITH A TENURE OF OVER 20 YEARS AT RICHARDSON HIGH SCHOOL, THIS COACH THAT HAS BUILT AN INCREDIBLE CHEER PROGRAM KNOWN THROUGHOUT THE DISTRICT IN THE AREA AS TOP NOTCH.

HE HAS THE BEST INTERESTS IN MIND OF THESE ATHLETES WHO HAS CARED ABOUT SAFETY, DISCIPLINE, TEAMWORK AND SPIRIT.

THIS COACH WAS LET GO FROM HIS POSITION BECAUSE HE ACTED SWIFTLY AND QUICKLY TO CORRECT AN ATHLETE WHEN THEIR ACTIONS WERE PUTTING ANOTHER ATHLETE IN POTENTIALLY UNSAFE SITUATIONS. HOW IS IT POSSIBLE THAT A COMPLETE AND THOROUGH INVESTIGATION REGARDING THIS INCIDENT HAPPENED IN ONLY JUST A FEW SHORT DAYS? FROM THE OUTSIDE LOOKING IN THESE ARE MY FACTS.

THESE SEEM UNFATHOMABLE.

THANK YOU, MS.. MANGELSDORF.

TAYLOR ELLIOTT.

GOOD EVENING. I'M TAYLOR ELLIOT, AND I'M A J.V.

CHEERLEADER AT RICHARDSON HIGH SCHOOL.

I'M ASKING THAT YOU REINSTATE COACH BIVINS TO THE RICHARDSON CHEER PROGRAM.

VIV HAS DEDICATED HIMSELF TO THE PROGRAM FOR 20 YEARS.

HIS REMOVAL SEEMS EXTREMELY RASH AND HAS AFFECTED ALL OF US GREATLY.

[01:25:03]

I'VE WITNESSED BULLYING IN MANY SPORTS ACROSS THE SCHOOL.

IF YOU TAKE ONE LOOK AT ANY OF THE FOOTBALL PRACTICES ACROSS THE DISTRICT, COACHES ARE CONSTANTLY CALLING THEIR PLAYERS VULGAR TERMS AND OFFENSIVE SLURS AND NO CONSEQUENCES ARE GIVEN. I WAS MADE AWARE THAT YOU STATED IT IS EXPECTED FROM FOOTBALL COACHES BECAUSE FOOTBALL IS A CONTACT SPORT.

THIS STATEMENT CAN BE SEEN AS SEXIST BECAUSE IT SUGGESTS THAT GIRLS AREN'T AS TOUGH AS BOYS AND ARE INCAPABLE OF HARSH CRITICISM.

TREATMENT OF ATHLETES SHOULD NOT BE BASED ON GENDER ALONE.

I'M AWARE THAT YOU HAVE A VIDEO OF THE BULLYING OCCURRING AND WOULD LIKE TO POINT OUT THAT YOU HAVE NO CONTEXT, SOUND OR CLUE OF WHAT WAS REALLY GOING ON.

I UNDERSTAND THAT YOU THINK YOU HAVE MADE THE RIGHT CHOICE BASED OFF THE INFORMATION YOU HAVE, BUT YOU DON'T HAVE THE WHOLE STORY.

COACH BIV IS A VITAL PART OF OUR CHEER FAMILY AND IT ISN'T THE SAME WITHOUT HIM.

BRING BIV BACK THANK YOU. THANK YOU, MS. ELLIOTT. NEXT, MS. PEYTON OATES.

GOOD AFTERNOON. MY NAME IS PEYTON OATES.

I'M A SOPHOMORE ON THE RHS JV CHEER SQUAD.

I'M HERE TODAY TO ADJUST MY CONCERN ABOUT THE RECENT REMOVAL OF OUR CHEER COACH BIV.

I KNOW THIS IS ONLY MY SECOND YEAR IN THE CHEER PROGRAM.

HOWEVER, I'VE HAD THE PLEASURE OF WATCHING MY SISTER GO THROUGH FOUR YEARS WITH VIV.

FROM FOURTH GRADE TO 10TH GRADE VIV HAS BEEN A PART OF MY LIFE AND WHEN I WAS LITTLE I GOT TO WATCH ALL OF THE AMAZING AND SPECIAL TRADITIONS THAT CAME WITH VIV AND THE CHEER PROGRAM, VIV IS CHEER.

HE HAS BUILT THE PROGRAM TO WHAT IT IS, AND WITHOUT HIM WE ARE LOST.

NOW, I DON'T KNOW EXACTLY WHAT WILL HAPPEN, BUT WHAT I DO KNOW IS WE ARE ALL BROKEN BY IT.

WE DON'T UNDERSTAND HOW THIS IS BETTER FOR US.

WE ONLY KNOW THAT WE WANT HIM BACK.

I'M HERE TO SAY THAT BIV MADE AN IMPACT ON ME AND TONS OF OTHER STUDENTS AND CHEERLEADERS.

I WANT TO SHOW YOU THAT WE ARE FAMILY.

WE CAN'T BE BROKEN AND WE WILL ALWAYS RALLY BEHIND VIV.

THANK YOU FOR YOUR TIME.

THANK YOU, MS. OATES.

NEXT, MS. KERRY IVY FIELDING.

OKAY. THANK YOU VERY MUCH.

MS. TAYLOR HOPKINS.

HI, MY NAME IS TAYLOR HOPKINS AND I'M A JUNIOR ON THE RHS VARSITY CHEER SQUAD.

I'VE HAD THE AMAZING OPPORTUNITY TO CHEER UNDER THE COACHING GUIDANCE OF JEFF BIVENS, SARAH-KATE MILLER AND ANNETTE REYNOLDS SINCE MY FRESHMAN YEAR.

COACH BIVINS SELLS A LEVEL OF GREATNESS IN ALL OF HIS ATHLETES AS YOU WILL HEAR FROM OTHERS COMMENTS.

HE EXPECTS PRECISION AND WORK ETHIC BOTH ON AND OFF THE FIELD.

I HAVE NEVER KNOWN HIM TO MISTREAT A FELLOW ATHLETE.

HE WANTS US TO COMMIT OURSELVES TO A HIGHER STANDARD THAN MOST CHEER PROGRAMS IN THE DISTRICT, ALL WHILE MAKING SURE WE ARE SAFE AND EXECUTING STUNTS PROPERLY.

AS STUDENT ATHLETES, WE WERE NOT PRIVY TO HOW THE DECISION WAS MADE.

THAT LEFT US IN THE MIDDLE OF OUR SEASON WITHOUT A COACH.

WE ARE LUCKY ENOUGH THAT MS. REYNOLDS KNOWS HOW MUCH CHEER MEANS TO ALL OF US AND HAS HAD TO CONTINUE TO DO THE WORK OF THREE COACHES SO THAT WE CAN STILL PARTICIPATE.

AT THIS TIME, I RESPECTFULLY ASK THAT YOU HEAR OUR COLLECTIVE VOICES AND THAT A FEW VOICES DON'T NEGATIVELY IMPACT THE FUTURE OF RHS CHEER.

WE NEED A COACH AND THAT COACH IS BIVENS.

THANK YOU FOR YOUR TIME.

THANK YOU, MS. HOPKINS.

NEXT, MR. BILL AMES.

THE OCTOBER 5TH DALLAS MORNING NEWS PUBLISHED A LONG ARTICLE: SCHOOL CHIEFS CAUGHT IN THE CROSSFIRE." THE ARTICLE DESCRIBED HOW NORTH TEXAS SUPERINTENDENTS ARE DEALING WITH CONSERVATIVE PARENTS WHO HAVE BECOME CRITICAL OF SCHOOL DISTRICT'S ADOPTION OF WOKE POLICIES.

IT IS ASTONISHING HOW THE PUBLIC EDUCATION ESTABLISHMENT HAS ATTACKED THESE FAMILIES.

YOUR HANDOUT IN FRONT OF YOU GIVES A NUMBER OF EXAMPLES OF THOSE ATTACKS.

BUT THOSE ATTACKS HAVE NOT GONE UNNOTICED.

A RECENT POLL OF 1200 REGISTERED VOTERS SAID THAT 71% OF THE RESPONDENTS WERE EXTREMELY CONCERNED OR VERY CONCERNED ABOUT WHAT IS BEING TAUGHT IN PUBLIC SCHOOLS.

FOLKS, CITIZEN CONFIDENCE IN PUBLIC EDUCATION IS AT AN ALL TIME LOW.

WE NEED TO FIX IT BY GETTING RID OF WOKE POLICIES THANK YOU, MR. AMES.

AND TERRY BRANTLEY.

MR. TERRY BRANTLEY.

[01:30:09]

I WANT TO EXPRESS MY SUPREME DISAPPOINTMENT AT THE REMOVAL OF JEFF BIVINS AS THE RHS CHEER COACH.

I HAVE TWO DAUGHTERS, A JUNIOR CHEERLEADER AT RHS AND AN OLDER DAUGHTER WHO CHEERS IN COLLEGE, WHO ALSO WENT THROUGH THE RHS CHEER PROGRAM.

THIS IS MY SEVENTH CONSECUTIVE YEAR IN THIS PROGRAM AND WE ARE A MODEL FOR OTHER SCHOOLS IN SO MANY WAYS AND RHS IS CERTAINLY THE LEADER IN THE DISTRICT.

JEFF BIVINS LOVES THE RHC CHEER PROGRAM AND THE GIRLS LOVE HIM.

FOR SOME OF THEM, IT'S THE FIRST COACH WHO EVER DEMANDED EXCELLENCE FROM THEM.

AND AS THEY MATURE THROUGH THE PROGRAM, THEY LOVE HIM AND APPRECIATE HIM FOR BRINGING OUT THE BEST IN THEM.

I WOULD NOT HAVE PUT MY TWO DAUGHTERS UNDER HIS CARE FOR THE PAST SEVEN YEARS IF I DID NOT IF I DID NOT TRUST HIM.

AND AS I UNDERSTAND IT, HE WAS FRUSTRATED THAT SAFETY MEASURES WERE NOT BEING FOLLOWED.

AND HE WAS MAKING A POINT THAT IF YOU'RE SPOTTING A STUNT, YOU CAN NEVER LEAVE YOUR SPOT AND YOU CAN NEVER LET YOUR FLYERDROP.

MY COLLEGE-AGE DAUGHTER BROKE HER NOSE A MONTH AGO IN CHEER BECAUSE SHE STOOD HER GROUND TO CATCH HER FLIER.

IT'S THE NUMBER ONE RULE OF STUNTING.

BETTER TO HAVE A BASS WITH A BROKEN NOSE THAN A FLYERWHO IS PARALYZED.

MS. HEATHER GRAY.

GOOD EVENING. I'M HERE SPEAKING ON BEHALF OF SEVERAL OTHER PARENTS FROM THE JV SQUAD.

WE REQUEST THAT THIS BOARD RECONSIDER THE REMOVAL OF JEFF BIVINS AS HEAD COACH FOR THE RHS CHEER TEAM.

BASED ON THE INFORMATION AVAILABLE WE BELIEVE THAT COACH BIVINS WAS NOT TREATED JUSTLY, THE SITUATION WAS NOT ADEQUATELY INVESTIGATED, AND THE OUTCOME IS NOT CONSISTENT WITH THE QUALITY AND INTEGRITY COACH BIVINS BRINGS TO RHC CHEER.

FURTHER, IT DOES NOT SEEM THAT THE IMPACT ON THE TEAM WAS CONSIDERED AS A WHOLE.

CHEERLEADING AS A SPORT HAS EVOLVED INTO ONE THAT REQUIRES REAL ATHLETICISM, REAL SKILL, REAL DISCIPLINE AND SAFETY.

STUNTING REQUIRES THAT ALL THE ATHLETES FUNCTION AS A UNIT, AND IF ONE IS JUST NOT PRESENT, THE GIRLS WILL GET HURT.

BASED ON WHAT WE KNOW, WE BELIEVE COACH BIVINS WAS CORRECT IN THE COACHING AND GUIDANCE HE PROVIDED TO THE FRESHMAN TEAM.

WE WOULD LIKE TO SEE A REPLACEMENT HIRED FOR MS. MILLER AND WE WOULD LIKE THAT REPLACEMENT TO WORK WITH COACH REYNOLDS AND COACH BIVINS TO ENSURE THAT THE RHS PROGRAM CONTINUES TO EXHIBIT HIGH STANDARDS ALONG WITH HIGH LEVEL OF DISCIPLINE AND SKILL THANK YOU. THANK YOU, MS. GRAY. MS. HARRIS, THAT CONCLUDES OUR PUBLIC COMMENTS TONIGHT.

ALL RIGHT. THANK YOU, MR. POTEET.

THANK YOU, EVERYONE, FOR COMING OUT TO OUR BOARD MEETING.

BOARD? WOULD WE ALL LIKE TO TAKE A BREAK AT THIS MOMENT? ALL RIGHT, SO WE ARE GOING TO TAKE A BREAK.

LET'S COME BACK 10 MINUTES FROM WHATEVER IT SAYS ON YOUR WATCH.

ALL RIGHT, BOARD MEMBERS, WE'RE GOING TO GO AHEAD AND GET STARTED.

OUR NEXT ACTION ITEM IS THE CONSENT AGENDA.

DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION?

[IV. CONSENT / CONFIRMATION AGENDA ITEMS]

THANK YOU, MS. TIMME. THERE IS A MOTION BY MR. POTEET, A SECOND BY MS. TIMME. ALL IN [INAUDIBLE].

I LOST MY NOODLE FOR A SECOND.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES, 7 TO 0.

ARE THERE ANY QUESTIONS OR COMMENTS? ALL RIGHT. HEARING NONE.

YEAH. I'VE GOT TO GATHER MYSELF.

IT'S BEEN A LONG NIGHT.

IT FEELS LIKE IT'S BEEN FOREVER SINCE WE'VE DONE THIS.

RIGHT. YOU'RE GOOD.

OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS, MS. BRANUM. THANK YOU, MS. HARRIS. THIS IS ALWAYS ONE OF OUR FAVORITE PARTS OF OUR BUSINESS MEETINGS AS WE HAVE AN OPPORTUNITY TO REALLY THANK ALL OF THOSE WHO GIVE TO OUR SCHOOLS, GIVE

[V.A. Consider Gifts]

AND SO, MR. PATE, WILL YOU PLEASE PROVIDE A HIGHLIGHT OF THIS MONTH'S GIFTS? YES, I WILL. THANK YOU, MRS. BRANUM. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.

WE HAVE FIVE GIFTS OVER $5,000 SUBMITTED FOR BOARD APPROVAL.

ARAPAHO CLASSICAL MAGNET PTA DONATED $7,000 TO ARAPAHO CLASSICAL MAGNET.

JACOB RUSSELL DONATED $5,000 TO BOWIE ELEMENTARY.

THE LAKE HIGHLANDS WILDCAT CLUB DONATED $22,750 TO LAKE HIGHLANDS HIGH SCHOOL, AND THE MOSS HAVEN ELEMENTARY PTA DONATED

[01:35:09]

AND WE HAVE 16 GIFTS LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT TOTALING $19,685.90, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.

TOTAL GIFTS THIS MONTH ARE $120,508.90.

VERY NICE. ALL RIGHT.

THANK YOU SO MUCH.

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

ARE THERE ANY QUESTIONS OR COMMENTS? MS. TIMME. I WOULD JUST SAY THAT OUR COMMUNITY CONTINUES MONTH AFTER MONTH TO STEP UP AND PARTNER WITH US TO MAKE OUR DISTRICT BETTER, TO FIND WAYS TO SUPPORT OUR STUDENTS AND OUR SCHOOLS.

AND I KNOW WE ALL ARE IMMENSELY GRATEFUL FOR THAT, THAT THEIR THEIR GENEROSITY JUST CONTINUES.

AND SO WE CERTAINLY DO APPRECIATE THAT.

YES, ABSOLUTELY.

ANY ADDITIONAL QUESTIONS OR COMMENTS? ALL RIGHT. HEARING NONE, WE DO HAVE A MOTION BY MR. EAGER. A SECOND BY, WAS THAT MS. RENTERÍA? THANK YOU.

A SECOND BY MS. RENTERÍA.

ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

ALL RIGHT. MOTION PASSES, 7-0.

OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE APPROVAL OF A NEW MONEY BOND PARAMETER ORDER.

MS. BRANUM THANK YOU, MS.

[V.B. Consider Approval of New Money Bond Parameter Order]

THANK YOU, MRS. BRANUM. YES, WE HAVE JEFF ROBERT WITH HILLTOP SECURITIES TO MAKE A SHORT PRESENTATION.

WE ALSO HAVE JULIE PARTAIN WITH THE DISTRICT'S BOND COUNSEL HERE THIS EVENING.

AND BOND COUNSEL IS BRACEWELL.

YES. AND SO IF YOU HAVE ANY QUESTIONS FOR EITHER ONE OF THEM AS WE GO THROUGH THIS, AND JEFF WILL MAKE A SHORT PRESENTATION RELATED TO SALE OF BONDS FROM OUR 2021 VOTED AUTHORIZATION.

THANK YOU, MR. PATE. PRESIDENT HARRIS.

MS. BRANUM. MEMBERS OF BOARD.

JEFF ROBERT, HILLTOP SECURITIES.

WE'RE HERE A LITTLE EARLIER THAN NORMAL, ABOUT FIVE OR SIX MONTHS, MAYBE SEVEN MONTHS, IN TERMS OF DOING ANOTHER PARAMETER ORDER.

AND THE REASON FOR THAT IS, NUMBER ONE, THE PERMANENT SCHOOL FUND GUARANTEE CAPACITY IS KIND OF GOING DOWN.

SO WE'VE ENSURED WE'VE GOT THE PERMANENT SCHOOL FUND GUARANTEE.

NUMBER TWO, WE HAVE THE CAPACITY WITHIN OUR INS BUDGET TO DO THIS NOW.

AND NUMBER THREE, IT GIVES US AN OPPORTUNITY TO ACTUALLY EARN A LITTLE BIT OF INTEREST ON THE BOND PROCEEDS THEMSELVES.

THE ONE NICE THING, IF YOU WILL, ABOUT IF YOU THINK ABOUT THE INTEREST RATES GOING UP, AS EVERYBODY'S KIND OF AWARE OF, IS THAT IT ALSO HELPS YOUR INVESTMENTS.

THE POOL RATES ARE NOW KIND OF GOING OVER 3%, WHEREAS JUST EIGHT OR NINE MONTHS AGO THEY WERE LESS THAN THAN 20 BACI S POINTS.

SO YOU WILL EARN SOME INTEREST ON THESE PROCEEDS.

IT'LL HOPEFULLY OFFSET SOME OF, A LITTLE BIT OF THE COST INCREASES THAT WE'VE SEEN.

THIS FIRST SLIDE, JUST TO GIVE YOU AN IDEA RATES HAVE GONE UP.

THE BLUE LINE SHOWS THE THE MUNICIPAL MARKET DATA DAILY INTEREST RATE CURVE.

AND SO THE BLUE LINE, IF YOU LOOK ACROSS THE BOTTOM, THIS WAS AS OF SEPTEMBER 30TH, BELIEVE IT OR NOT, THESE RATES AS OF TODAY ARE ABOUT 17 TO 18 BACI S POINTS LOWER ACROSS THE BOARD. SO, FOR INSTANCE, THE TWO YEAR WAS ACTUALLY AT A 2.92.

TODAY, THE 30 YEAR WAS AT A 3.73 TODAY.

SO THEY'RE ACTUALLY LOWER TODAY.

BUT YOU CAN SEE HOW LOWER THEY WERE JUST OVER A YEAR AGO AS A RESULT, PRIMARILY OF COVID.

THIS IS THE BOND BUYER INDEX.

WE LOOK AT THIS TO GIVE YOU AN IDEA OF WHERE LONG TERM TAX EXEMPT INTEREST RATES ARE.

GOES ALL THE WAY BACK TO THE EARLY EIGHTIES.

AND YOU CAN SEE WHERE WE ARE ON THE FAR RIGHT.

WE OBVIOUSLY HAD THAT DIP IN INTEREST RATES AS A RESULT OF COVID.

THEY'VE COME BACK UP.

RIGHT NOW THAT RATE INDEX IS DOWN TO 4.84, EXCUSE ME, 3.84.

IT WAS AT 4.03 ON SEPTEMBER 29TH.

IT COMES OUT EACH THURSDAY.

TODAY, IT WAS AT 3.84.

SO IT'S COME DOWN A LITTLE BIT.

AND THEN THE BLUE JUST SHOWS WHAT THAT INDEX HAS DONE OVER THE LAST YEAR.

IN TERMS OF THE ISSUANCE OF THE 2021 AUTHORIZATION, IF YOU'LL LOOK AT THIS SLIDE HERE IN COLUMN TWO WAS THE FIRST ISSUANCE WE DID OF 200 MILLION.

COLUMN THREE WAS THE 200 WE DID EARLIER THIS YEAR, AND THEN THE PROJECTED ISSUANCE OF THIS 200 MILLION.

I'VE USED 4.70.

IF WE WERE TO DO IT RIGHT NOW, WE'D BE JUST UNDER FOUR AND A HALF AND THEN THE REMAINING AUTHORIZATION, 150 MILLION, COULD BE DONE SOMETIME NEXT YEAR.

BUT JUST FOR NOW, I'VE INCLUDED IT ALL AT ONE TIME THAT COULD BE SPREAD OUT.

AND AGAIN, WE WON'T EXCEED THE CURRENT 35 CENT TAX RATE.

AND THEN THE GRAPH BELOW SHOWS THE PROJECTED I&S TAX RATE GOING FORWARD.

AND YOU CAN SEE AFTER 2024, 2025, WE HAVE EITHER A LARGE DROP OFF IN THE I&S TAX RATE OR CAPACITY FOR FUTURE AUTHORIZATIONS.

[01:40:11]

THE BOARD DELEGATES FINAL PRICING AUTHORITY TO MS. BRANUM OR MR. PATE. THE PARAMETERS THAT ARE INCLUDED WITHIN THE PARAMETER ORDER OR THE MAXIMUM INTEREST RATE, WHICH IS THE TRUE INTEREST COST, THE MAXIMUM PRINCIPAL AMOUNT, FINAL MATURITY DATE AND THE EXPIRATION OF THE DELEGATED AUTHORITY.

AND AGAIN, THE ONLY WAY THAT THE ISSUE CAN BE APPROVED IS IF ALL THE PARAMETERS ARE MET.

AND THEN THE FINAL SLIDE HERE JUST SHOWS THAT THE PARAMETERS ARE INCLUDED IN MS. PARTAIN'S ORDER FOR YOUR CONSIDERATION, AGAIN, DELEGATED PRICING OFFICERS OF SUPERINTENDENT OR CFO, MAXIMUM PRINCIPAL AMOUNT 200 MILLION, WHICH IS COMPRISED OF 186 MILLION FROM PROPOSITION A, 14 MILLION FROM PROPOSITION B.

I PUT THE MAXIMUM TRUE INTEREST COST AT FIVE, FIVE AND ONE HALF.

AGAIN, I FEEL LIKE, I'M HOPING THAT IT CAN HOLD AND WE CAN GET IT UNDER FOUR AND A HALF.

THE FINAL MATURITY DATE IS 2048 AND THE AUTHORITY IS GOOD FOR 365 DAYS.

IF THERE'S ANY QUESTIONS I'D BE HAPPY TO ANSWER.

MS. HARRIS, AT THIS TIME, I RECOMMEND THAT THE BOARD APPROVE THE ATTACHED ORDER AUTHORIZING THE ISSUANCE OF FIXED RATE RISD AND LIMITED TAX SCHOOL BUILDING AND REFUNDING BONDS. ALL RIGHT.

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

IS THERE A SECOND? SECOND.

THERE IS A MOTION BY MS. TIMME, A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? MR. EAGER. YOU MENTIONED OR MADE COMMENT JUST FOR, I GUESS FOR THE PUBLIC, THE PERMANENT SCHOOL FUND.

AND SO, YOU KNOW, ANOTHER REASON, OBVIOUSLY, YOU KNOW, AGAIN, WORKING IN TAXPAYERS BEST INTEREST, MANAGING OUR MONEY THAT WE ARE ENTRUSTED WITH.

BUT CAN YOU TELL US A LITTLE BIT MORE OF THAT AND WHY WE SHOULD BE MOVING TO DO THIS NOW AS WELL? ABSOLUTELY. THE DISTRICT HAS OUTSTANDING UNDERLYING RATINGS, TRIPLE-A WITH MOODY'S AND AA PLUS WITH S&P.

THE PERMANENT SCHOOL FUND GUARANTEE IS KIND OF THE STATE INSURANCE POLICY THAT IS ALSO TRIPLE-A RATED.

THE TRIPLE-A RATING OF THE PSF ON TOP OF THE DISTRICT'S UNDERLYING RATINGS ENSURES THAT YOU'LL GET, I CAN'T THINK OF A BETTER RATED ENTITY OUT THERE.

THERE'S A FEW OTHER DISTRICTS THAT ARE IN A SIMILAR SITUATION, BUT THAT ULTIMATELY SAVES TAXPAYERS MONEY BECAUSE WHENEVER WE GO TO ISSUE BONDS, WE'RE GOING TO GET THE MOST COMPETITIVE RATES IN THE MARKET, AND THAT ENSURES THAT.

YES, SIR. YES, SIR.

MR. POTEET? YES.

GOOD ANSWER ON THE QUESTION.

GOOD QUESTION. SO WHEN DO THEY RE EVALUATE AGAIN, OUR BOND RATINGS AS A DISTRICT AND WHEN DOES THE STATES GET REEVALUATED? THE PSF GUARANTY IS ON A JUST ON A PERIODIC BACI S.

WE GET OURS RATED, I'M SURE THEY DO IT AT LEAST ANNUALLY.

BUT WE GET, THE DISTRICT GETS ITS RATING UPDATED EACH TIME WE DO AN ISSUANCE.

SO MR. PATE AND I ACTUALLY HAVE A CALL WITH BOTH OF THE RATING AGENCIES SCHEDULED FOR NEXT WEEK.

SO WE WILL GET THOSE RATINGS PRIOR TO THE ISSUANCE OF THESE BONDS.

SO RIGHT NOW I THINK WE'RE SCHEDULED TO GET IT EITHER THE 24TH OR 25TH OF OCTOBER.

DO WE ANTICIPATE ANY ISSUES WITH THAT, WITH IMPACT ON THE RATINGS, WITH THAT CALL? DO NOT. NO, SIR. DO NOT.

OKAY. ALL RIGHT.

THANK YOU. AND IF I CAN JUST ADD ON THE JUMPING BACK TO THE PERMANENT SCHOOL FUND GUARANTEE FOR A MINUTE.

THE LAST TIME THAT THE PERMANENT SCHOOL FUND RAN OUT OF CAPACITY OR REACHED CAPACITY, I THINK IT TOOK CLOSE TO TWO YEARS BEFORE FEDERAL ACTION WAS TAKEN TO INCREASE THE CAPACITY OF THE PERMANENT SCHOOL FUND.

AND SO IN THAT CASE, WE WOULD BE ISSUING BONDS ON JUST OUR UNDERLYING RATING.

AND SO THAT'S WHY PART OF THE REASON FOR THIS NOW, BECAUSE WE WILL GET THE PSF GUARANTEE.

MR. EAGER. AND ALSO, I WAS GOING TO SAY THAT THERE AT LEAST, YOU KNOW, I MEAN, YOU CANNOT ANTICIPATE EXACTLY WHAT THE FED IS GOING TO DO.

BUT I THINK THERE'S A TEMPERATURE THAT THEY'RE GOING TO RAISE RATES ANOTHER TIME.

SO IS THIS ANOTHER KIND OF PREEMPTIVE MOVE? I KNOW THAT WE'RE GETTING A HIGHER INVESTMENT INCOME, BUT, YOU KNOW, OVER A LONG TERM PERIOD, IS THIS A KIND OF A PREEMPTIVE MOVE BEFORE WE ANTICIPATE ANOTHER RATE INCREASE? YES, SIR. YOU KNOW, THE THOUGHT RIGHT NOW FROM ECONOMISTS, EXPERTS, ET CETERA, IS THAT THE FED WILL LIKELY RAISE THE OVERNIGHT RATE 75 BASIS POINTS IN NOVEMBER, ANOTHER 50 IN DECEMBER, AND THEN THE POTENTIAL FOR 25 OR 50 IN JANUARY.

SO, YES, THAT HOPEFULLY PUTS US IN FRONT OF THAT.

WHILE WE HAVEN'T SEEN LONG TERM RATES INCREASE AT THE SAME LEVEL THAT SHORT TERM RATES HAVE COME UP, THEY HAVE OBVIOUSLY COME UP.

[01:45:07]

SO, YES, WE DO FEEL LIKE AND HOPE THAT WE'RE GETTING OUT IN FRONT OF THAT.

YES, SIR. ANY ADDITIONAL QUESTIONS, BOARD? ALL RIGHT.

AGAIN, WE'VE GOT A MOTION BY MS. TIMME, A SECOND BY MR. EAGER. ALL IN FAVOR, HEARING NO OTHER QUESTIONS, ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

ALL RIGHT. MOTION PASSES, 7-0.

THANK YOU. THANK YOU SO MUCH.

WE REALLY APPRECIATE IT.

OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE ADOPTION OF THE 2027 SUPERINTENDENT AND BOARD GOALS.

MRS. BRANUM.

THANK YOU, MS. HARRIS.

[V.C. Consider Adoption of 2027 Superintendent and Board Goals]

I THINK IT'S REALLY IMPORTANT FOR THE COMMUNITY TO KNOW THAT THESE GOALS, AS WE ARE PRESENTING THEM, ARE REQUIRED AS PART OF HOUSE BILL 3.

IT WAS PART OF THE TEXAS EDUCATION CODE, SECTION 11.185 AND 186, WHERE EVERY DISTRICT IS SUPPOSED TO IDENTIFY A EARLY LITERACY GOAL, AN EARLY MATH PROFICIENCY GOAL AND A COLLEGE AND CAREER MILITARY READINESS GOAL.

THESE GOALS MUST ALSO BE DEVELOPED BY IDENTIFIED SUBGROUPS AS REQUIRED BY HOUSE BILL 3 AS WELL.

BUT IT'S SO IMPORTANT TO MAKE SURE THAT OUR COMMUNITY HEARS, THESE ARE JUST THREE WAYS THAT WE ARE MEASURING THE GROWTH AND THE OUTCOMES FOR OUR STUDENTS.

THESE ARE JUST THREE GOALS, AND THESE, IF YOU LOOK THROUGH THE SIGNIFICANCE OF OUR DISTRICT IMPROVEMENT PLAN , YOU WILL IDENTIFY THE MANY METRICS, THE MANY METRICS THAT WE USE TO EVALUATE AND TO PROGRESS MONITOR THE GROWTH OF OUR STUDENTS ON AN ONGOING AND ON A SUMMATIVE BASIS.

THESE ARE JUST THREE.

YOU ARE GOING TO BE HEARING NEXT WEEK WHEN WE BRING FORWARD TO YOU TWO DIFFERENT MEASUREMENTS THAT WE USE TO EVALUATE OUR SYSTEM.

ONE IS THE CLIMATE SURVEY, WHICH IS A QUALITATIVE ANALYSIS OF HOW WE ARE DOING AND WHAT KIND OF CULTURE AND ENVIRONMENT WE ARE CREATING FOR OUR STAFF.

AND THEN A SECOND ONE, WHICH IS OUR MAP PERFORMANCE FOR BEGINNING OF THE YEAR.

SO YOU'RE GOING TO BE LOOKING AT AN EXPANSIVE SET OF DATA A WEEK FROM TODAY THAT HELPS PROVIDE YOU AND GIVE YOU INSIGHT THAT YOU NEED ON HOW WELL WE ARE PERFORMING AS AN ORGANIZATION AND HOW WELL OUR STUDENTS ARE LEARNING AND GROWING.

SO AGAIN, THESE THREE GOALS ARE CRITICALLY IMPORTANT.

DON'T GET ME WRONG, THIRD GRADE READING, THIRD GRADE MATH AND CCCMR ARE VITAL INDICATORS OF THE SUCCESS OF OUR ORGANIZATION, BUT THEY ARE NOT THE ONLY MEASUREMENTS THAT WE USE, NOR THAT WE WILL REPORT TO YOU IN THE COMMUNITY TO LET YOU ALL KNOW THE SUCCESS OF RICHARDSON ISD.

SO WITH THAT, I'M GOING TO INVITE MR. CORTEZ TO COME TO THE FRONT.

AND AGAIN, WE HAVE HAD SEVERAL DIFFERENT MEETINGS WHERE WE HAVE TAKEN A DEEP DIVE INTO THE PROCESS THAT WE USE TO DEVELOP THESE, WHY WE LEVEL SET ON THESE NUMBERS.

AND THEN MR. CORTEZ AND I ARE GOING TO KIND OF TAG TEAM THIS A LITTLE BIT AS WE GO THROUGH THE PRESENTATION.

SO, MR. CORTEZ, I'LL TURN IT OVER TO YOU.

THANK YOU, MS. BRANUM.

THANK YOU BOARD FOR THE OPPORTUNITY AGAIN TO JUST REVIEW THE GOALS WITH YOU AND SOME OF THE CONSIDERATIONS THAT WENT INTO THEM.

ONCE AGAIN, MS. BRANUM COVERED THIS FIRST SLIDE.

THESE ARE THE REQUIREMENTS THAT ARE THERE.

AS A REMINDER, THESE GOALS ARE SET AT THE MEETS LEVEL FOR EACH OF THE STAAR RELATED GOALS.

AND THE CCCMR GOALS ARE A LAGGING INDICATOR TYPE OF GOAL THAT'S REPORTED A YEAR IN ARREARS.

SOME CONSIDERATIONS THAT WENT INTO THE DEVELOPMENT OF THE MODEL THAT YOU SAW LAST WEEK.

ONCE AGAIN, JUST TO REITERATE, THE PURPOSE OF THE GOALS REALLY IS AT THIS POINT TO OVERCOME THOSE DEFICITS EXPERIENCED POST COVID AND TO ACCELERATE OUR STUDENT GROWTH TO PRE-COVID TRAJECTORIES, ESPECIALLY IN MATH.

AND THIS IS BY JUNE OF 2027.

COVID DID WIPE OUT A FEW YEARS OF GROWTH FOR US IN MATH AND KIND OF SET THOSE GOALS BACK AS YOU SAW FROM FROM THE

[01:50:01]

FOR READING, WE RECOVERED TO WHAT THAT TRAJECTORY WAS.

AND THE GOALS ARE ACTUALLY ACCELERATING BEYOND THAT POINT AT A SIMILAR RATE TO HOW THEY WERE SET PRIOR.

THE GOALS ARE DEVELOPED AS SMART GOALS WITH THE INTENTION OF ADJUSTING AND UPDATING THOSE, AND OVER TIME IF THEY ARE ATTAINED SOONER THAN PROJECTED.

SO THE GOALS WHEN ONCE AGAIN, WHEN WE LOOK AT THEM, IT IS A GOAL TO GET TO A FIVE YEAR GOAL BY 2027.

BUT EVERY YEAR IS INDICATED FOR YEAR ONE, TWO, THREE, FOUR AND FIVE AS TARGETS ALONG THE WAY.

AND SO ADOPTION IS NOT JUST ADOPTING THAT LONG TERM GOAL, BUT EACH OF THE YEARLY GOALS THAT ARE THERE TO.

AND THOSE CAN BE ADJUSTED IF WE IF WE MEET THEM SOONER THAN ANTICIPATED.

OUR GOALS IN RICHARDSON ISD ARE BASED ON THE GROWTH OF ALL STUDENTS THAT ARE TESTING WITH RISD IN THE SPRING, NOT JUST THE SUBSET OF STUDENTS WHO COUNT FOR ACCOUNTABILITY PURPOSES BASED ON ENROLLMENT IN OCTOBER.

AND I THINK THAT'S IMPORTANT TO NOTE, BECAUSE SEVERAL DISTRICTS AROUND US WHEN THEY SET THEIR GOALS, ARE USING THE ACCOUNTABILITY INFORMATION THAT THEN ALSO GETS PUBLISHED ON OUR TAPER REPORT AND THOSE TYPES OF THINGS.

AND THAT IS BASED ON ENROLLMENT AT THE LAST FRIDAY OF OCTOBER ON WHO COUNTS FOR YOUR DISTRICT IN THOSE ACCOUNTABILITY RATINGS. AND FOR US, EVEN IF A KID SHOWS UP ON NOVEMBER 1ST, WE WANT ALL OF OUR KIDS TO GROW AND ALL OF OUR KIDS TO ACHIEVE.

AND SO OUR GOALS ARE SET BASED ON ALL STUDENTS, NOT JUST THE ONES WHO HAPPEN TO BE HERE THAT LAST FRIDAY OF OCTOBER.

OTHER CONSIDERATIONS FOR THE GOALS AND THEIR RATES INCLUDED THAT THE PROPOSED GOALS WERE DEVELOPED WITH THE UNDERSTANDING THAT CHANGES TO THE STAAR FORMAT AND STAAR ITEM TYPES LIKE WE'VE HAD CONVERSATION ABOUT STAAR 2.0.

THOSE CHANGES ARE HAPPENING THIS YEAR.

ADDITIONALLY, AS WE'VE MENTIONED BEFORE WITH THE ACCOUNTABILITY PRESENTATION, CHANGES TO OVERALL ACCOUNTABILITY, BUT ALSO SPECIFICALLY CCCMR CALCULATIONS ARE BEING PROPOSED ALSO FOR THIS ACCOUNTABILITY CYCLE.

AND IF I CAN JUST CHIME IN HERE, WE HAD AN OPPORTUNITY ON WEDNESDAY TO GO DOWN TO AUSTIN FOR THE TEXAS SCHOOL ALLIANCE MEETING IN WHICH A EARLY DRAFT OF SOME OF THE PROPOSALS THAT ARE COMING FROM TEA REGARDING HOW THEY MIGHT RECALCULATE CCMR FOR THE ACCOUNTABILITY RATING FOR THIS PARTICULAR DOMAIN ARE SIGNIFICANT CHANGES TO HOW WE ARE DOING IT.

SO SIGNIFICANT THAT IT IS ACTUALLY, COULD INCLUDE DATA IN TERMS OF HOW STUDENTS ARE PERSISTING IN THEIR THIRD AND FOURTH YEAR OF COLLEGE.

SO AGAIN, US TRYING TO PREDICT AND TRYING TO SET A GOAL WHEN TEA RIGHT NOW, THESE ARE EARLY, THEY HAVE THREE OR FOUR PROPOSED CHANGES THEY ARE SEEKING FEEDBACK RIGHT NOW.

WE DO NOT HAVE A TIMELINE OF WHEN THEY'RE GOING TO EVEN TELL US HOW THIS DOMAIN IS GOING TO BE CALCULATED.

SO, AGAIN, SUBSTANTIAL CHANGES TO BOTH THE DESIGN OF THE TEST AND WHICH WE'VE KNOWN HISTORICALLY.

AND I THINK OUR STAFF IS ALL SHAKING THEIR HEADS.

ANY TIME WE'VE HAD A CHANGE IN THE ASSESSMENT, WE'VE ALWAYS SEEN AN IMPLEMENTATION DIP AS WE ARE LEARNING.

WHAT DOES THAT ASSESSMENT LOOK LIKE? HOW DO WE BEST PUT TOOLS IN THE HANDS OF OUR TEACHERS SO THAT THEY CAN HELP PREPARE AND EQUIP OUR STUDENTS TO BE SUCCESSFUL? WE HAVE ALWAYS SEEN THAT DIP.

AND SO AGAIN, THAT WAS A BIG FACTOR, SIGNIFICANT FACTOR AS WE DEVELOP THESE THESE GOALS.

THANK YOU. AND THEN FINALLY, THE GOALS.

ONE OF THE ONE OF THE CONSIDERATIONS THAT WENT INTO THE DEVELOPMENT OF THE MODEL WAS ALSO THAT THE CONSIDERATION THAT THE FIRST COHORT OF THIRD GRADE STUDENTS ON THOSE STAAR TESTED GOALS WITHOUT A DISRUPTION IN THEIR PRE-K THROUGH 2 SECOND GRADE EDUCATIONAL EXPERIENCE WILL NOT BE TESTING UNTIL THE FOURTH YEAR OF THE NEW TIMELINE.

SO MOVING INTO, WE ARE STILL OVERCOMING AND SOME OF THE CRACKS IN THE FOUNDATION, IF YOU WILL, DUE TO THE VARIOUS INTERRUPTIONS WE HAD AT THE BEGINNING OF COVID, YOU KNOW, THE THE VARIOUS TIMES THAT'S REARED ITS HEAD THROUGH HYBRID LEARNING, THROUGH OMICRON, LIKE ALL OF THOSE THINGS THAT HAVE CAUSED SETBACKS FOR OUR STUDENTS OR POTENTIALLY CAUSE DISRUPTION TO THEIR SCAFFOLDING.

WE WON'T SEE SOME, A GROUP OF THIRD GRADERS, UNTIL YEAR FOUR WHERE THEY'VE HAD WHAT WE MIGHT CONSIDER A NORMAL, EXPERIENCED EXPERIENCE POST

[01:55:05]

KNOCK ON WOOD.

YOU CAN GO AHEAD AND GO TO THE NEXT SLIDE.

AS AN EDUCATOR, I WANT YOU TO KNOW THERE IS NOTHING MORE THAN I WANT THAN TO SEE 100% IN EVERY SINGLE ONE OF THESE CELLS.

WE DO NOT DO WHAT WE DO EVERY DAY AND EVERY SINGLE ONE OF OUR LEADERS, EVERY PRINCIPAL THAT YOU SAW THAT WALKED IN THESE DOORS TODAY THAT WE CELEBRATED, WE DO NOT DO THIS FOR A GOAL OF ANYTHING LESS THAN A 100%.

WE WANT WE WORK EVERY DAY, EVERY CHILD, EVERY DAY, FOR THEM TO ACHIEVE AT THE VERY HIGHEST LEVELS.

WHEN WE ARE SETTING GOALS, WE ARE CHARGED WITH SETTING GOALS OF UNDERSTANDING WHERE WE ARE AND BASED UPON PRIOR PERFORMANCE WHAT ARE THOSE THOSE GOALS THAT WE CAN SET THAT WILL PUSH THE SYSTEM BUT STILL BE ACHIEVABLE AND ALLOW OUR TEACHERS TO FEEL THAT THIS IS SOMETHING THAT WE CAN WORK HARD, WE CAN GROW OUR KIDS, WE CAN FEEL SUCCESS.

I HOPE WE BLOW THIS OUT OF THE PARK AND STAAR 2023, AND I'M COMING TO YOU IN AUGUST AND WE'RE SAYING, GUESS WHAT? WE GET TO SET A WHOLE NEW TRAJECTORY FOR OUR FIVE YEAR GOALS.

I WANT NOTHING MORE TO BE THE OUTLIER THAT ANYWHERE BETWEEN A 1 TO 5% ANNUAL GROWTH, THAT IS NOT HIGH ENOUGH FOR US.

AND I WANT TO BE THE OUTLIER THAT SHOWS IT CAN BE DONE.

SO I JUST, AGAIN, I WANT TO MAKE SURE EVERYONE HEARS: WE ARE NOT, ANYONE AROUND THIS, WE ARE NOT OKAY WITH ANYTHING LESS THAN 100%.

WE'RE NOT. BUT WE DO HAVE A REQUIREMENT TO SET GOALS BASED UPON THE CRITERIA THAT IS GIVEN TO US.

SO THANK YOU, MR. CORTEZ.

KEEP GOING. THANK YOU.

SO ONCE AGAIN, THE GOALS LISTED HERE THAT FOR OUR EARLY LITERACY GOAL, THAT THE PERCENT OF THIRD GRADE STUDENTS, FOR ALL STUDENTS, THAT SCORE AT THE MEETS GRADE LEVEL OR ABOVE ON STAAR READING WILL INCREASE FROM 49% IN THIS BASELINE YEAR, WHICH WAS SPRING 2022, TO 60% IN JUNE OF 2027.

AND YOU SEE HERE THE INDIVIDUAL YEARLY TARGETS, AS WELL AS THE STUDENT GROUP TARGETS THAT ALSO GO ALONG WITH THAT.

SO THOSE ARE OUR YEARLY MEASURES.

IT'S NOT JUST A SINGLE FIVE YEAR GOAL.

THE OTHER THING TO POINT OUT HERE IS THAT WHILE ON THE SURFACE THIS LOOKS LIKE A LINEAR INCREASE FOR THE OVERALL STUDENTS, 2%, JUST GETTING TWO MORE PERCENT.

IT'S ALSO IMPORTANT TO NOTE THAT COMPARED TO THE BASELINE YEAR, EVERY YEAR WE GO BEYOND THAT BASELINE YEAR IT'S ADDITIVE.

AND THE REASON FOR THAT SAYING IT LIKE THAT IS BECAUSE OUR THIRD GRADERS ARE A NEW GROUP OF KIDS EVERY SINGLE YEAR.

IT WOULD BE DIFFERENT IF THIS WERE A CONTINUING COHORT WHERE OK, 51% THIS YEAR AND THEN WE FOLLOW THOSE KIDS TO FOURTH GRADE AND NOW WE'RE TRYING TO GET TO 53%, 55%, AND WE CONTINUE TO KEEP THE KIDS THAT ARE THERE AND CONTINUE GROWING THEM.

BUT THIS IS A BRAND NEW DECK OF CARDS EVERY TIME.

SO IT'S NOT ONLY LOOKING AT THE THE INTENDED GROWTH OF THIRD GRADERS OVERALL FROM YEAR TO YEAR, BUT THEN IT BECOMES COMPARED BACK TO BASELINE ADDITIVE.

AND SO IT'S THAT MUCH MORE THAT WE HAVE TO GET EVERY SINGLE YEAR.

SO THOSE NUMBERS COMPOUND, IS ESSENTIALLY THE WAY THAT THAT LOOKS.

AND DEPENDING ON OUR ENROLLMENT THAT YEAR, YOU KNOW, GETTING THE NUMBER OF KIDS IS GOING TO VARY.

AND SO WHILE, LIKE I SAID, ON THE SURFACE IT MAY LOOK LINEAR, THAT PERCENTAGE GETS BIGGER AND BIGGER EVERY YEAR COMPARED BACK TO BASELINE.

CONTINUING OUR THIRD GRADE MATH GOAL, THE PERCENT OF THIRD GRADE STUDENTS THAT SCORE AT THE MEETS GRADE LEVEL OR ABOVE ON STAAR MATHEMATICS WILL INCREASE FROM 43% IN THE BASELINE YEAR OF SPRING 2022 TO 55% BY JUNE OF 2027.

AND SO THIS IS WHAT THAT LOOKS LIKE FOR EACH OF THE GROUPS ONCE AGAIN.

WE'RE FOCUSED ON THE ALL STUDENTS, BUT THEN WE HAVE THE TARGETS FOR EACH OF THE STUDENT GROUPS, AND THOSE ARE MEASURED AND WEIGHTED TARGETS FOR THE SIZES OF EACH OF THOSE STUDENT GROUP POPULATIONS, SO THAT IF OUR STUDENT GROUPS ARE HITTING THOSE TARGETS, WE'LL BE GUARANTEED TO MEET OR EXCEED THE YEARLY ALL STUDENTS GOAL. AND THEN FINALLY, FOR OUR CCMR OUTCOME GOAL, THE PERCENTAGE OF GRADUATES THAT

[02:00:09]

SO OUR NEXT STEPS BEYOND TONIGHT.

AND SO THE FIRST STEP WOULD BE THE BOARD ADOPTS THE PROPOSED GOALS.

FROM THERE, WHAT WE WILL DO AS THE ACI DEPARTMENT IS CALCULATE CAMPUS GROWTH RATES.

SO LOOKING AT HOW EACH CAMPUS WILL CONTRIBUTE TO THOSE OVERALL GOALS.

SOME CAMPUSES HAVE MORE OF A WEIGHT FOR DIFFERENT STUDENT GROUPS THAN OTHERS, AND SO THEIR GROWTH WILL EITHER BE WEIGHTED SPECIFICALLY FOR THEIR SCHOOL POPULATION OR IF THEY HAVE FEWER THAN A SET NUMBER OF STUDENTS WHEN WE'RE DOING THE MATHEMATICS, THEY'LL BE SET TO THE DISTRICT RATE FOR THAT YEAR.

AND SO WE'LL DETERMINE WHAT THAT LOOKS LIKE FOR EVERY CAMPUS AND COMPLETE ESSENTIALLY WHAT YOU SAW FOR THE DISTRICT, FOR EVERY SINGLE ONE OF OUR CAMPUSES THAT HAVE THOSE THIRD GRADE GOALS OR THE CCMR GOALS.

FROM THERE, THEN DEVELOPMENT ON THE REQUIRED PROGRESS MEASURES BEGIN.

HOUSE BILL 3 DID ALSO REQUIRE THAT IN ADDITION TO THE BOARD GOALS, WE HAVE AT LEAST ONE MEASURE THAT WE CAN LOOK AT THAT LEADS AND FEEDS INTO THE OVERALL GOAL.

AND SO WE SET SEVERAL OF THOSE LAST TIME.

WE WILL REVIEW TO SEE IF THOSE ARE STILL APPLICABLE WITH SOME OF THE PROGRAMING THAT WE STILL HAVE THAT WE HAVE IN PLACE CURRENTLY AND SOME OF THE INITIATIVES THAT WE'RE LOOKING AT FOR THE NEXT FIVE YEARS AND DETERMINE APPROPRIATE PROGRESS MEASURES TO THEN PROPOSE TO ACCOMPANY THESE GOALS.

AND THEN FINALLY, ONCE ALL THOSE THINGS ARE SET AND ADOPTED, THEN A CALENDAR FOR REVIEW OF THE GOALS WILL BE DEVELOPED AND THAT WILL BE AT WHAT POINTS WILL WE COME BACK THROUGHOUT THE YEAR TO LOOK AT THE PROGRESS MEASURES, THE PROGRESS TOWARDS THOSE SET RATES, AND THEN FINALLY, THE SUMMATIVE GOALS THAT WE'VE SET FOR STAAR AND CCMR. THANK YOU, MR. CORTEZ.

AGAIN, I WANT TO THANK OUR ENTIRE TEAM FOR THEIR WORK ON THIS.

I WANT TO THANK THE BOARD FOR YOUR ENGAGEMENT IN THIS PROCESS, FOR YOUR THOUGHTFUL QUESTIONS, FOR YOU PUSHING US TO CONTINUE TO LOOK AT THIS AND BE VERY REFLECTIVE WITH THIS GOAL SETTING.

SO I JUST I REALLY VALUE THIS PROCESS AND I THANK YOU AND I ESPECIALLY THANK OUR ACI TEAM FOR THEIR WORK.

SO WITH THAT, I RECOMMEND THAT THE BOARD OF TRUSTEES ADOPT THE PROPOSED RISD SUPERINTENDENT BOARD GOALS AS SUBMITTED.

BOARD IS THERE A MOTION? SO MOVED. THANK YOU, MR. POTEET. IS THERE A SECOND? SECOND. THANK YOU, MS. PACHECO. THERE IS A MOTION BY MR. POTEET, A SECOND BY MS. PACHECO. ARE THERE ANY QUESTIONS OR COMMENTS BOARD? MR. POTEET? YES, MA'AM.

GOT A COUPLE OF COMMENTS HERE.

AND MR. CORTEZ, I APPRECIATE IT AGAIN FOR WALKING US THROUGH THE LOGIC AND THE PROCESS AND WHAT THE OUTCOME OF THAT IS.

SO ONE THING THAT OCCURRED TO ME, TOO, THAT I KNOW YOU GUYS ARE TAKING INTO ACCOUNT IS THE ESSER FUNDS.

SO OUR CATCHING UP BASICALLY WAS PART OF THAT, SOME PERCENTAGE OF THAT IS PROBABLY DUE TO THE ADDITIONAL STAFF THAT WE PAID FOR WITH THE ESSER FUNDS THAT WILL GO AWAY THIS YEAR.

SO THAT'S TAKEN INTO ACCOUNT, I'M SURE, AND WE'RE GOING TO HAVE TO OFFSET THAT TO SOME DEGREE AND THANK GOD THAT WE GOT IT WHEN WE GOT IT.

SO THAT'S JUST SOMETHING THAT OCCURS TO ME WILL BE A CHANGE AFTER THIS YEAR AS WELL.

YES. TO YOUR POINT, I ALWAYS WANT 100%.

YEAH, I CAN IMAGINE.

I'M NOT AN EDUCATOR. I HADN'T BEEN IN A CLASSROOM OF THAT STUDENT WHO WAS RARELY THERE THEN.

BUT I MEAN, WHEN YOU LOOK AROUND THAT CLASSROOM, IF YOU'RE NOT ONE 100%, WHICH OF THOSE KIDS ARE YOU GOING TO POINT OUT ISN'T GOING TO SUCCEED OR MEET THE STANDARD? YOU CAN'T.

AT ALL. SO THIS IS AN EXERCISE IN, I HATE TO SAY IT, BUT IT'S A MATH EXERCISE.

AND WE'RE TRYING TO ACHIEVE THESE ENDS BASED ON THE EFFORT AND THE PROGRAMING AND THE ELBOW GREASE OF OUR TEACHERS AND PRINCIPALS.

WE'RE ALWAYS STRIVING FOR THAT 100%.

SO JUST BECAUSE THAT'S NOT ON THAT CHART, I TOTALLY AGREE.

[02:05:01]

SO WHEN I SEE THE GOALS, TOO, AND BACK TO YOUR PRESENTATION LAST MEETING, YOU KNOW, WE'RE COMING OUT OF A SIGNIFICANT DIP, ESPECIALLY IN MATH, YOU KNOW, AND WE'RE HITTING THIRD YEAR.

WE WERE PROBABLY IN FIRST OR SECOND GEAR, YOU KNOW, NOW WE'RE HITTING THIRD GEAR AND WE WANT TO GET THROUGH SOME OF THESE VARIABLES THIS YEAR WITH THE NEW STAAR, THE NEW ACCOUNTABILITY SYSTEM, LOSING SOME OF THAT ESSER SUPPORT.

AND THEN WE WANT TO SHIFT IT INTO FIFTH GEAR.

SO, I MEAN, THIS IS SOMETHING THAT IN A REGULAR FIVE YEAR GOAL SETTING PERIOD, MAYBE WE WOULDN'T BE TOO INTRIGUED WITH WHERE ARE WE NEXT YEAR AND WHAT ARE WE GOING TO DO ABOUT IT THIS YEAR? WE'RE HYPER INTRIGUED WITH THAT AND WE'VE GOT TO BE ON TOP OF THAT BECAUSE WE'VE GOT A LOT OF VARIABLES WE'VE GOT TO OVERCOME AND THEN LET'S JUMP ON IT AND STEP ON THE GAS. THAT'S KIND OF HOW I SEE THAT ANALOGY.

I'M SORRY, I HAD A LIST OF THINGS HERE.

SO THE LOWEST STUDENT GROUPS WHERE WE'RE AT RIGHT NOW, I MEAN, THOSE NUMBERS DON'T LIE.

THAT'S WHERE WE'RE AT TODAY.

BUT I'LL TELL YOU, WHEN YOU LOOK AT THOSE GOALS AND THE ACCELERATION RATES, THE ONES THAT NEED IT MOST HAVE THE MOST AGGRESSIVE RATES.

YES. I MEAN, IF YOU LOOK AT AFRICAN AMERICAN, HISPANIC, ECONOMICALLY DISADVANTAGED, THAT'S WHERE WE'RE ANTICIPATING THE LARGEST GROWTH RATE IN THOSE STUDENT GROUPS. SO I THINK THAT MAKES ALL THE SENSE IN THE WORLD.

WE'VE GOT TO GET THEM FROM WHERE THEY'RE AT TO A BETTER PLACE.

SO. CORRECT. YES.

SO I THINK THAT'S THAT'S SOMETHING TO REALIZE WHEN YOU LOOK AT THOSE NUMBERS.

AND THEN THE LAST THING, I SWEAR, I'LL TAKE A BREATH.

SO TO YOUR POINT ON HAVING A NEW POPULATION OF THIRD GRADERS EVERY YEAR.

YEAH, THAT'S SOMETHING YOU DON'T THINK ABOUT.

YOU KIND OF THINK OF THIS IN ISOLATION, THAT WE'RE DEALING WITH THAT SAME POPULATION AND TRYING TO IMPROVE THAT SCORE EACH YEAR.

BUT THERE'S A WHOLE DIFFERENT POPULATION EACH YEAR.

AND SO TO ME, THAT MEANS WE'RE FOCUSED ON THE PRE-K THROUGH TWO.

THAT'S WHERE WE'RE GOING TO MAKE OUR DIFFERENCE, BECAUSE THAT DIFFERENCE WILL ONLY BE MANIFESTED IN THE SCORES IN THIRD GRADE.

BUT IF WE WAIT TO ATTACK THIRD GRADE, IT'S TOO LATE.

THAT BOAT SAILED.

SO I MEAN, I JUST, THIS IS ME TRYING TO KIND OF GET MY HEAD AROUND THIS.

AND I THINK THAT THERE'S SOME, MAYBE SOME OTHERS THAT COULD BENEFIT FROM THE SAME CONCEPTS THAT I'M TRYING TO FIGURE OUT.

AGREED. AND TO YOUR POINT, THAT'S WHERE THE PROGRESS MEASURES COME IN, BECAUSE WE WANT TO MAKE SURE THAT WE'RE LOOKING AT THE THINGS THAT LEAD TO THOSE THIRD GRADE, NOT JUST THE THIRD GRADE SUMMATIVE OUTCOME.

AND SO THAT'S WHERE WE'LL SIT DOWN AFTER AFTER ADOPTION AND TAKE A LOOK AT WHAT ARE WE LOOKING AT LONG TERM THAT WE KNOW WILL BE THERE.

WHAT DOES MAKE SENSE TO MEASURE PRE-K THROUGH TWO? AND WHERE DO WE THINK THOSE PIVOTAL POINTS ARE TO MAKE SURE THAT WE'RE ALIGNING WHAT WE NEED TO DO IN THAT EARLY EDUCATIONAL EXPERIENCE TOWARDS OUR THIRD GRADE SUCCESS? YEP.

THAT'S ALL I HAD RIGHT NOW. THANK YOU.

THANK YOU, MR. POTEET.

BOARD. IN ADDITIONAL QUESTIONS, COMMENTS.

MS. RENTERIA.

I JUST, I ALSO WANTED TO ECHO WHAT MY COLLEAGUE, MR. POTEET, SAID. I THINK, FIRST OF ALL, THANK YOU, MR. CORTEZ. AND AGAIN, I YOU KNOW, I REFER TO YOU AS OUR DATA KING AND I APPRECIATE ALL THAT.

I APPRECIATE ALL THAT INFORMATION AND UNDERSTANDING IT.

AND AS MS. BRANUM ALSO SAID, YOU KNOW, I TAKE TO HEART WHAT YOU'RE SAYING, AND I HOPE THAT OUR COMMUNITY ALSO KNOWS THAT WE ARE ALL COMMITTED TO THIS, YOU KNOW, AND WE ALL WANT THOSE NUMBERS WHERE THEY NEED TO BE.

I MEAN, I KNOW THAT, AGAIN, I MENTIONED BEFORE THAT SEEING SOME OF THOSE THOSE DATA POINTS, IT DOES BREAK MY HEART AS MS. MCGOWAN ALSO COMMENTED.

AND I KNOW WE HAVE WORK TO DO, BUT I ALSO HAVE A LOT OF FAITH IN OUR EDUCATORS, IN OUR TEAMS THAT ARE WORKING SO HARD.

AS WE POINTED OUT.

AGAIN, JUST TO REITERATE THE SAME THING, I MEAN, ALL THESE VARIABLES, THERE ARE SO MANY DIFFERENT THINGS.

BUT I THINK WHAT'S SO, SO IMPORTANT IS THAT, YOU KNOW, I THINK IT'S ALWAYS IMPORTANT TO MEET PEOPLE WHERE THEY'RE AT.

AND THAT INCLUDES FOR OUR STUDENTS.

I MEAN, AGAIN, NOBODY WANTS TO HAVE ANYTHING LESS THAN 100%.

BUT I THINK THAT, YOU KNOW, OUR TEACHERS, OUR ADMINISTRATORS, EVERYBODY IS WORKING SO HARD TO TO FIRST MEET WHERE WE'RE AT BECAUSE IT'S BEEN A ROUGH, A VERY ROUGH COUPLE OF YEARS.

AND THERE ARE SO MANY DIFFERENT THINGS.

AND NOW WE'RE ADDING DIFFERENT VARIABLES.

SO I'M ALL, YOU KNOW, I'M I'M ALL IN AND I'M VERY PROUD OF OF THE TEAMS THAT TABITHA BRANUM, SHE AND HER TEAMS. BUT YOU KNOW, JUST AGAIN THAT THIS IS SOMETHING THAT'S A WORK IN PROGRESS.

I THINK THAT IF I HEARD CORRECTLY, I AM ALSO ENLIGHTENED BY THE FACT THAT TAT HOPEFULLY WE CAN MOVE AND CHANGE THESE AGAIN.

YOU KNOW, THAT THIS IS NOT SOMETHING THAT.

RIGHT. SO THAT OUR COMMUNITY KNOWS THAT THIS IS NOT LIKE THIS IS IT AND THAT'S IT JUST SET IN STONE AND THAT'S IT.

SO OUR GOAL IS TO HOPEFULLY HAVE THAT CHANGE AND THE FLUIDITY OF THAT AND IT GET BETTER AND BETTER BECAUSE I THINK EVERYBODY KNOWS THAT WE WANT TO CLOSE THOSE GAPS AND SO NEED TO

[02:10:04]

AND I THINK EVERYBODY IN THIS IN THIS PLACE RIGHT NOW IS HERE TO DO WHATEVER IT TAKES TO DO IT.

SO I'M VERY THANKFUL TO EVERYONE.

ABSOLUTELY. THANK YOU.

YEAH, THANK YOU.

MS. MCGOWAN.

I THANK YOU FOR THAT PRESENTATION.

I KNOW WE'VE GONE OVER THIS FOR WEEKS NOW, IT SEEMS LIKE, AND AND HAVE STRUGGLED AND LOST SLEEP OVER A LOT OF IT AS WELL.

I JUST WANT TO SAY THAT, LIKE MS. RENTERIA SAID, AND I DON'T KNOW IF I'M ROLLING MY R'S RIGHT, I'M WORKING ON THAT, BUT THIS IS NOT SET IN STONE.

I LIKE THE FACT THAT THIS IS NOT SET IN STONE.

THIS IS SOMETHING THAT WE CAN CHANGE AND WE SHOULD AIM TO CHANGE.

I'M JUST GOING TO SPEAK VERY CANDIDLY.

I'M A MOTHER OF A AFRICAN AMERICAN STUDENT THAT GOES TO LAKE HIGHLANDS HIGH SCHOOL, AND I TALKED TO HIM ABOUT BEING COMPETITIVE IN THE CLASSROOM AND WHAT THAT MEANS AND WHAT THAT LOOKS LIKE. WE SEE THE DATA, RIGHT? AND LIKE YOU SAID, WE HAVE THE MAJORITY OF OUR CAUCASIAN STUDENTS ARE ACHIEVING AT HIGH LEVELS AND THEY ARE NOT FALLING BEHIND.

THEY ARE CONTINUING TO THRIVE.

AND WE WANT THAT TO CONTINUE.

WE WANT THEM TO CONTINUE TO GROW AT THESE LEVELS.

BUT WE ALSO WANT OUR CHILDREN, OUR AFRICAN AMERICAN CHILDREN, TO SEE THAT AND SAY, I WANT TO THRIVE LIKE THAT.

I WANT TO COMPETE TO GET THERE.

RIGHT. SO JUST LIKE MS. RENTERÍA SAID, WE ARE NOT, THIS IS NOT SOMETHING WE'RE SETTING IN STONE AND WE'RE SAYING THIS IS IT.

NO, WE WANT THIS TO GROW.

WE WANT THIS TO CONTINUE.

THIS IS US LOOKING AT, NOT LOOKING AT OUR KIDS LIKE CORPORATE AMERICA, SAYING TOO BAD WE NEED THE MONEY.

MAKE THE MONEY, GO MAKE THE MONEY.

WE'RE GOING TO KEEP GOING. THIS IS US GIVING THESE KIDS A SECOND CHANCE, A LOT OF THEM A SECOND CHANCE AND A GLANCE AT OK, WE KNOW YOU'VE HAD A TOUGH TIME.

WE ARE LEVELING THE PLAYING FIELD.

LET'S TAKE IT FROM HERE.

WE ARE, LIKE MR. POTEET SAID, IT IS FULL THROTTLE.

WE'RE ASKING OUR ADMINISTRATORS AND OUR TEACHERS TO TO SUPPORT AND BACK THAT UP AND PUSH THESE KIDS TO THE TO THE TO THE LIMITS.

BUT JUST KNOW THAT THERE ARE PARENTS OUT THERE LIKE MYSELF, THAT ARE TELLING OUR KIDS, LOOK, YOU'RE TO COMPETE IN THAT CLASSROOM.

AND THAT'S WHAT MATTERS.

AND THAT'S WHAT'S GOING TO TAKE US TO THE NEXT GOAL, TO THE NEXT LEVEL SO THAT WE ARE LOOKING AT THESE GOALS AGAIN SAYING, OKAY, GOOD, GUYS, WE ACHIEVED IT, ACHIEVE THESE NUMBERS AND NOW LET'S MOVE THEM UP, LET'S KEEP GOING, LET'S KEEP PUSHING.

SO I APPRECIATE THAT.

I APPRECIATE LEVELING THE FIELD OUT WITH THE CHANGES THAT ARE COMING DOWN ON OUR KIDS AND ON OUR TEACHERS THAT ARE GOING TO HAVE TO SUPPORT THE CHILDREN.

SO THAT'S IT.

THANK YOU. THANK YOU, MS. MCGOWAN. MS. PACHECO, THANK YOU SO MUCH FOR YOUR PRESENTATION, MR. CORTEZ. AND I WANT TO ALSO THANK OUR LEADERSHIP, OUR TEACHERS WHO ARE ALWAYS THERE.

AND I KNOW THEY LOOK AT EVERY STUDENT AND WANT 100% PARTICIPATION AND ACHIEVEMENT FOR EACH AND EVERY CHILD IN OUR SCHOOLS.

I JUST WANT TO SAY THAT AGAIN TO THE SAME AS MY COLLEAGUES AND MR. POTEET OVER THERE WITH PUTTING THINGS IN FIFTH GEAR.

WE ARE PREMIUM GAS, RIGHT? WE'VE GOT TO PUT THOSE PROGRAMS IN.

WE'RE PUSHING THEM.

WE'RE PUSHING OUR KIDS.

AND I'M JUST SO PROUD OF THE PROGRAMING AND THE JUST THE VISUALIZATION OF HELPING EVERY SINGLE CHILD AND MEETING THEM WHERE THEY ARE AND PUSHING THEM AND IMPROVING THEIR GOALS.

I WANT TO ALSO INCITE OUR COMMUNITIES AND OUR FAMILIES TO MAKE SURE YOU DREAM BIG FOR YOUR CHILD.

WE HAVE TEACHERS IN YOUR HOMES.

WE HAVE ENGINEERS IN YOUR HOMES.

YOU KNOW EVERYTHING.

WE HAVE MEDICAL PEOPLE THERE, TECHNICIANS, ALL KINDS OF CHILDREN IN EVERY CAREER, IN EVERY SINGLE HOME.

AND THEY ALL HAVE TO DREAM BIG.

WE ALL HAVE TO BELIEVE IN THEM.

PARENTS HAVE TO BELIEVE IN THEM.

GIVE THEM 5 MINUTES.

10 MINUTES. YOU KNOW, ASK THEM, DO YOU UNDERSTAND WHAT YOU JUST READ? BECAUSE I KNOW EVERYONE IN OUR DISTRICT IS WORKING SO HARD AND LEARNING DOESN'T STOP WHEN THEY LEAVE THE SCHOOL GROUND.

THEY LEARN ALL DAY, ALL THE TIME, AND THEY'RE ALWAYS CHANGING AND GROWING.

SO APPRECIATIVE OF EVERYTHING.

THANK YOU. AND I'M LOOKING FORWARD TO SEEING 100% IN EVERY SINGLE CELL MOVING FORWARD.

ABSOLUTELY. THANK YOU.

MR. EAGER. I'M GOING TO REPEAT EVERYTHING ELSE.

NO, I MEAN, I'M SAYING I'M JUST GOING TO REITERATE THE SAME THINGS PRETTY MUCH.

BUT HERE'S THE ONE THING I WANT TO POINT OUT IS THAT A) MUCH LIKE ANYTHING ELSE, WE'RE GOING TO HAVE DIFFERENT DATA POINTS BECAUSE RIGHT NOW THERE IS JUST A LOT OF UNKNOWNS RIGHT NOW. BUT I CAN SAY THIS, IS THAT IF YOU THINK BACK TO JANUARY OF LAST YEAR OR THIS YEAR.

[02:15:07]

WE WERE SITTING HERE SCARED AT SOME OF THE SCORES WE WERE PROJECTING AND THIS GROUP AND THIS TEAM ADJUST AND EXCEEDED COMING OUT OF SUCH UNCERTAIN TIMES DURING COVID.

ABSOLUTELY. OK.

AND SO CAN THIS TEAM RISE TO THE OCCASION? THEY HAVE DEMONSTRATED IT ALREADY.

AND THAT AND THE FACT THAT, AND JUST KEEP SAYING IS THAT, WE'RE GOING TO GET NEW FACTORS, GET NEW DATA, ADJUST, AND THEN NEXT YEAR, I GUARANTEE YOU, NO TEACHER AND NOBODY IN THIS ENTIRE DISTRICT IS GOING TO BE SATISFIED.

OK GOT THERE.

WE'RE JUST GOING TO RAISE THE BAR AND GO AND JUST KEEP RAISING THAT BAR.

BUT, YOU KNOW, IT'S BEEN PROVEN AND WE CAN DO IT.

AND THEN WE'VE GOT SYSTEMS IN PLACE THAT WE'RE IMPLEMENTING THAT CAN HELP THESE KIDS NOW: OUR PRE-K PROGRAMS, OUR MAP PROGRAMS. WE CAN ADJUST. THOSE ARE ALL LEADING INDICATORS FOR YOU, YOU KNOW, DATA GEEKS OUT THERE LIKE US.

THESE ARE THINGS WHERE YOU CAN BE REACTIVE AND TAKE CHANGES AND BE PROACTIVE OF MAKING THESE CHANGES BEFORE YOU GET TO THE LAGGING INDICATORS, WHICH ARE STAAR SCORES, CCMR SCORES.

SO WE'RE GOING TO TAKE ALL THIS IN.

WE'RE GOING TO CELEBRATE THE WORK THAT'S GOING TO BE DONE NEXT YEAR, AND THEN WE'RE JUST GOING TO RAISE THAT BAR OF EXPECTATION, DREAM BIG.

WE'RE JUST GOING TO DREAM A LITTLE BIT BIGGER NEXT YEAR.

AND SO, BUT WE GOT THE REALITY THIS IS WHERE WE'RE AT.

THESE ARE THE FACTS WE'VE GOT.

BUT, YOU KNOW WHAT, THAT'S JUST PART OF THIS BOARD, THIS TEAM, THE ADMINISTRATION SAYING, LOOK, WE'RE NOT AFRAID OF HIDING.

WE'RE NOT GOING TO SIT HERE AND JUST GO THESE ARE THE FACTS WE'RE DEALING WITH, AND WE'RE GOING TO STEP UP TO THE CHALLENGE AND GET IT DONE.

AND I KNOW I HAVE ALL CONFIDENCE IN THE WORLD WE'RE GOING TO DO THAT.

AND WE'RE NOT GOING TO LET ANY KID, NOT A SINGLE KID DOWN.

I CAN PROMISE YOU THAT.

THANK YOU. SURE.

MS. TIMME.

YES. THANK YOU, MR. CORTEZ, YOU'VE BEEN, FOR THIS PRESENTATION AND FOR YOUR PATIENCE, WE WERE ASKING QUESTIONS ALL ALONG FROM WORK SESSION ON AND FOR YOU MS. BRANUM AND FOR YOUR TEAM, BECAUSE YOU GUYS HAVE BEEN SUPER RESPONSIVE.

WE'VE ALL HAD A LOT OF QUESTIONS INDIVIDUALLY AND THEN I KNOW THAT WE'VE BEEN ABLE TO KIND OF PROCESS THROUGH THIS PIECE.

I DID JUST WANT TO ASK, I KNOW ONE OF THE THINGS THAT YOU THAT WE HAD TALKED ABOUT AT ONE POINT WAS, CAN YOU GET BACK TO SLIDE SIX? SURE. YEAH.

I DON'T HAVE A COUNT. WHICH ONE? THAT'S FINE. THAT'S FINE. JUST ANY OF THOSE.

THAT IN LOOKING AT THAT, ESPECIALLY LOOKING AT OUR ECONOMICALLY DISADVANTAGED AND HOW THAT IMPACTS OUR POPULATIONS.

CAN YOU TALK A LITTLE BIT ABOUT THE CORRELATION THROUGH THAT? ABSOLUTELY. SO ONE OF THE THINGS THAT WE NOTICED, THESE ARE THE 14 GROUPS THAT WERE REQUIRED TO REPORT OUT FROM THE STATE.

HOWEVER, THE GROUPS, ONCE WE GET PAST THE RACE, ETHNICITY GROUPS, ACTUALLY BECOME GROUPS IN AGGREGATE.

SO ECONOMICALLY DISADVANTAGED, WE'RE LOOKING AT ALL RACE ETHNICITY STUDENTS IN THAT PARTICULAR GROUP, RIGHT? CURRENT AND FORMER EMERGENT BILINGUAL STUDENTS, SPECIAL EDUCATION STUDENTS, THAT INCLUDES ALL RACE ETHNICITY GROUPS.

HOWEVER, ECONOMIC DISADVANTAGE IS ONE OF THOSE VARIABLES AS AS WE'VE TALKED ABOUT IN A IN A PRIOR SESSION, AND THAT IN MATHEMATICAL TERMS IS CONSIDERED A CONFOUNDING VARIABLE.

ESSENTIALLY, WHAT IT MEANS IS THAT THERE'S MORE THAN ONE THING HAPPENING AT A TIME.

AND SO YOU CAN'T NECESSARILY LOOK AT JUST ONE OF THE PIECES BY ITSELF AND UNDERSTAND THE ENTIRE PICTURE.

SO FOR ECONOMIC DISADVANTAGE, REALLY, THAT IS ONE OF OUR LARGEST CONFOUNDING VARIABLES WHERE ECONOMIC DISADVANTAGE, IF WE LOOK AT THAT, INCLUDES ALL OF THE DIFFERENT RACE ETHNICITIES.

IF WE LOOK AT JUST THE RACE ETHNICITIES, YES, THAT INCLUDES ECONOMIC AND NON ECONOMIC DISADVANTAGE.

BUT IN A LOT OF INSTANCES OUR STUDENTS THAT ARE NON ECONOMICALLY DISADVANTAGED IN EACH OF OUR RACE ETHNICITY GROUPS ARE INFLATING THE NUMBER.

SO IF WE IF WE ONLY LOOK AT, FOR INSTANCE, OUR AFRICAN AMERICAN STUDENTS OR WE ONLY LOOK AT OUR ASIAN STUDENTS, WHEN WE LOOK AT THAT BY ITSELF, THAT IS THE PERFORMANCE OF ALL STUDENTS.

BUT TO REALLY TEASE OUT WHAT NEEDS TO GROW, WE HAVE TO CONSIDER A SECOND PIECE, WHICH IN OUR CASE, WHAT WE'RE SEEING IN OUR DATA IS ACTUALLY THAT ECONOMIC DISADVANTAGE COMPONENT.

AND SO REALLY, OUR STUDENTS, IF WE LOOKED AT THE INTERVENTIONS WE NEED TO DO, IF WE LOOK AT THE DATA AND WE HAVE SOME OF THOSE VIEWS THAT WE

[02:20:06]

IT'S THE ONES THAT ARE ECONOMICALLY DISADVANTAGED ACROSS THE BOARD THAT NEED SUPPORT, AND THEY ALSO NEED DIFFERENT INTERVENTIONS TO KEEP THEM GROWING IN THE DIFFERENT WAYS. HOWEVER, IF WE TREAT ALL HISPANIC STUDENTS THE SAME, OR IF WE TREAT ALL ECONOMICALLY DISADVANTAGED STUDENTS THE SAME, AND THAT'S WHERE JUST LOOKING AT ONE OF THOSE THINGS BY ITSELF, WE'RE NOT GOING TO ADDRESS THE ENTIRE NEED THAT'S THERE.

AND SO THIS VIEW MATCHES WHAT'S REQUIRED BY THE STATE.

AND SO THAT'S WHY WE PRESENT IT LIKE THIS.

BUT THE CONVERSATIONS THAT WE ARE ALSO HAVING ARE THAT, YOU KNOW, REALLY WHEN WE LOOK AT ECONOMIC DISADVANTAGE AND WE CAN MOVE SEVERAL OF THESE NUMBERS IF WE MAKE SURE THAT THAT GROUP HITS REGARDLESS OF RACE, ETHNICITY, AND BECAUSE IT ENDS UP BEING REALLY THE MASKING VARIABLE FOR US.

AND SO WHEN ONE OF THE THINGS THAT WE ARE TALKING ABOUT AND WE'VE BEEN TALKING ABOUT THAT WITH PRINCIPALS AND TEACHERS NOW FOR GOING BACK TO LAST WINTER IN JANUARY WITH MAP, IS THAT WE HAVE TO START CONSIDERING BOTH, RIGHT . AND BEING ABLE TO UNDERSTAND WHERE THAT STUDENT FITS AS FAR AS THE PROGRAMS THAT THEY'RE BEING SERVED THROUGH AND REALLY LOOKING HOLISTICALLY, NOT JUST AT ONE INDICATOR.

AND SO FOR US AND FOR OUR NUMBERS AND, YOU KNOW, IF WE LOOK AT JUST ONE OF THOSE THINGS IN ABSENCE OF THE OTHER, THEN WE MAY BE MISSING. AND SO REALLY TIGHTENING UP WHAT THAT MEANS FOR WHAT THAT MEANS FOR OUR TEACHERS, WHAT THAT MEANS FOR OUR INTERVENTIONS AND THOSE TYPES OF THINGS TO TO REALLY UNDERSTAND THAT THERE ARE MULTIPLE THINGS HAPPENING HERE.

YOU KNOW, TIGHTENING UP ON THOSE SYSTEMS CAN REALLY HELP US WITH WITH THE GROWTH THAT WE NEED TO GET TO THOSE LEVELS OF ACHIEVEMENT.

I REALLY APPRECIATE THAT.

I THINK THAT'S SUCH AN IMPORTANT POINT.

AND THE REASON BEING IS, IS THAT OUR KIDS DO NEED DIFFERENT INTERVENTIONS AND I AM ALL ABOUT ROOT CAUSE.

IF WE'RE GOING TO PUT AN INTERVENTION AND IF WE'RE GOING TO PUT FUNDS BEHIND SOMETHING AND CLEAR THE PATH SO THAT OUR STUDENTS CAN DO WELL, I WANT TO BE SURE IT'S WHAT THEY NEED. RIGHT. AND I THINK THAT'S WHAT OUR BOARD WANTS TO BE SURE AS WELL.

OUR ECONOMIC, I HEARD A LITTLE BIT OF A DIFFERENT TONE LAST WEEK AND A SWITCH IN HOW WE WERE SERVICING AND ALLOWING THOSE SCHOOLS WHERE THE HIGH LEVERAGE IMPACTS ARE DETERMINED BY WHAT THAT SCHOOL NEEDS VERSUS DETERMINING ONE THING WILL FIT EVERYBODY.

AND I CANNOT TELL YOU HOW IMPORTANT I THINK THAT IS.

I THINK ALLOWING OUR TEACHERS TO DO THAT, GIVING, YOU KNOW, THERE ARE SOME SCHOOLS THAT HAVE A HIGHER LEVEL OF ECONOMICALLY DISADVANTAGED STUDENTS.

AND WHEN WE'RE LOOKING AT ALLOCATING OUR RESOURCES, I THINK IT'S INCREDIBLY IMPORTANT TO UNDERSTAND THAT IF WE ADDRESS THOSE STUDENTS WHO ARE STRUGGLING AND ARE ECONOMICALLY DISADVANTAGED AND WE ARE PUTTING THOSE SUPPORTS IN PLACE, WE'RE GOING TO GET BIG OUTCOMES IN LOTS OF DIFFERENT GROUPS.

AND I THINK PRE-K IS A BIG PIECE OF THAT, RIGHT? GETTING STUDENTS WITH ACQUISITION OF VOCABULARY, EXPOSURE TO STRUCTURES AND THINGS LIKE THAT AND GETTING THEM ON READY SO THAT WHEN THEY COME INTO KINDERGARTEN THAT THEY'RE ON THE SAME PLAYING FIELD.

I THINK THAT'S INCREDIBLY IMPORTANT.

I THINK IT WAS AN INCREDIBLY WISE INVESTMENT.

I HOPE THAT WE CONTINUE TO EXPAND AND GROW THAT AS WELL AND REALLY NOT JUST FOR OUR ECONOMICALLY DISADVANTAGED KIDS.

I THINK PRE-K IS REALLY VITAL FOR ALL KIDS.

I MEAN, IT'S VITAL FOR MY KIDS.

IT WAS VITAL FOR. AND SO ANYWAY, THERE ARE THINGS LIKE THAT THAT I THINK THAT REALLY CAN ADDRESS THAT ROOT CAUSE.

AND WE MAY NOT SEE THAT OUTCOME THIS YEAR, BUT WE WILL YEAR OVER YEAR, TO YOUR POINT, SEE THAT COMPOUNDED OUTCOME WHEN WE PUT SOME OF THOSE RIGHT SUPPORTS IN PLACE FROM A FROM AN EARLY AGE.

I WOULD ALSO JUST LIKE TO REITERATE, CORRECT ME IF I'M WRONG, THESE ARE MINIMUM GOALS.

THESE ARE MINIMUM.

THAT'S IMPORTANT FOR ME.

THAT'S REALLY IMPORTANT FOR ME BECAUSE I DON'T THINK, I DON'T THINK THE STAAR IS THE HIGHEST, THAT PASSING STAAR IS THE OUTCOME WE WANT FOR KIDS.

THAT'S NOT WHAT I WANT, I MEAN, THAT'S NOT THE ONLY OUTCOME I WANT FOR MY KIDS.

AND THAT'S NOT WHAT I WANT FOR YOUR KIDS.

THAT'S NOT WHAT I WANT FOR ANYBODY ELSE'S KIDS.

FOR ME, I WANT THAT TO BE THAT MINIMUM PIECE OF WHAT THEY GET TO.

AND THEN WE HAVE ALL OF THESE THINGS THAT WE BUILD ON AFTER STAAR.

SO I PERSONALLY AM THANKFUL THAT WE'RE GOING TO HAVE AN OPPORTUNITY TO PUT THE THINGS IN PLACE THAT ARE REALLY GOING TO MOVE OUR

[02:25:05]

I ALSO, AND I APOLOGIZE FOR THIS, BUT I REALLY, ONE OF THE GROUPS THAT WE DON'T GET TO TALK ABOUT AS MUCH AS I WOULD LIKE IS OUR SPECIAL EDUCATION STUDENTS.

AND I THINK A REALLY IMPORTANT NUMBER OUT THERE IS OUR FORMER SPECIAL EDUCATION STUDENTS.

THESE ARE STUDENTS WHO HAVE LEARNING DIFFICULTIES OF ALL VARIETIES ON A SPECTRUM.

AND TO SEE THAT HIGH NUMBER, I THINK THAT'S GREAT.

I HOPE THAT WE CONTINUE TO TARGET AND MOVE THOSE KIDS TO A HIGHER LEVEL WITH THE ONES CURRENTLY IN AND ALSO TO MONITORING OUR ONES AFTER.

SO I JUST WANTED TO MAKE THAT STATEMENT TO HAVE TO WORK SO MUCH HARDER ALL THE TIME FOR LOTS OF DIFFERENT REASONS AND TO BE ABLE TO COME OUT AND TO SEE THAT SUCCESS. I THINK OUR SYSTEM AND THAT SHOULD BE CELEBRATED FOR THAT.

LET'S SEE. I ALSO.

UMM. I CAN'T READ. FORGOT MY READERS.

SORRY. NO, I'M GOOD.

I KNOW THAT ON HERE BECAUSE OF THE WAY THE STATE DOES THAT IS THAT THIS IS ONLY MEETS BUT I ALSO WANTED TO, THAT IS NOT ALL THAT WE'RE LOOKING AT.

WE ARE NOT ONLY LOOKING AT THE MEETS CRITERIA, CORRECT.

WELL I UNDERSTAND WE'RE NOT JUST LOOKING AT THIRD GRADE READING AND THIRD GRADE MATH.

WE ARE NOT ONLY USING MEASUREMENTS TO ONLY LOOK AT THIS.

IS THAT CORRECT? THAT IS CORRECT.

WE LOOK AT EVERY LEVEL OF PERFORMANCE WITH MASTERS, OF COURSE, BEING OUR GOAL.

AND AGAIN, JUST TO REITERATE OUR STAAR PERFORMANCE IN THE SPRING, WE SAW HIGHER LEVELS OF MEETS IN MASTER'S IN THIRD GRADE READING THAN WE DID PRIOR TO THE PANDEMIC.

ABSOLUTELY. AND I WANT OUR STUDENTS WHO AREN'T GETTING TO THIS LEVEL FOR US TO POUR INTO THAT.

BUT I ALSO WANT US TO LISTEN.

I WANT TO HAVE MORE NATIONAL MERIT SEMIFINALIST.

I THINK THAT WAS A FANTASTIC CELEBRATION.

I WANT TO CONTINUE DOING THAT.

I'M SUPER PROUD OF THOSE KIDS AND I WOULD LIKE TO SEE US HAVE EVEN MORE.

AS IT WAS STATED MS. HELLER, THERE'S A LOT OF MONEY AT STAKE FOR THOSE STUDENTS.

IT CAN BE A REAL GAME CHANGER.

AND SO I WANT TO BE SURE THAT WE'RE GIVING THE MAXIMUM OPPORTUNITY ON THAT FOR OUR STUDENTS THERE AS WELL.

I JUST LASTLY, I JUST WANTED TO TO HIT A COUPLE OF POINTS THAT.

ONE OF THE THINGS THAT I HAD SPOKEN OF AT OUR LAST MEETING, BUT I WANT TO REITERATE THE COMMITMENT TO NOT DOING ADDITIONAL THINGS AND GETTING REALLY GOOD AT WHAT WE HAVE IS HUGE.

I THINK THAT IS GOING TO PAY DIVIDENDS, GIVE OUR TEACHERS TIME TO GET REALLY GOOD AT THOSE THINGS.

CONTINUE WITH THAT, PUTTING THE PHONICS IN AND REALLY DOING A GREAT JOB OF PD.

THAT I KNOW THAT OUR TEACHERS REALLY APPRECIATED.

THEY WERE ALL OVER TWITTER ABOUT IT, ALL I COULD SEE.

SO AND I THINK CONTINUING TO ADD THAT PIECE IN NOTICING THAT THAT WAS A GAP THERE AND TO CONTINUING TO STRENGTHEN THAT I THINK IS CRITICAL.

AND I THINK THE OTHER PIECE THAT I WOULD JUST LIKE TO END ON IS THAT SYSTEMS TAKE TIME.

AND WE SAW THAT IN JANUARY THAT THERE ARE SOME QUICK RESULTS THAT WE CAN GET FROM JANUARY TO MAY.

BUT PUTTING IN REALLY GOOD SYSTEMS WITH THE BACKING THAT WE CAN DO AS A BOARD IN MAKING THOSE SYSTEMS COME TO FRUITION, WHETHER IT'S THROUGH MATERIAL, PEOPLE, BUILDINGS, WHATEVER IT IS, ALL OF THOSE THINGS, ALL OF THE THINGS THAT WE DO HERE SHOULD ALIGN TO GIVING OUR KIDS OUTCOMES FROM THE ROOT CAUSES IN THE RIGHT WAY.

BECAUSE, YOU KNOW, MS. MCGOWAN, AS YOU SAID, LIKE, YOU KNOW, YOU WANT THAT FOR YOUR KIDS.

I WANT THAT FOR MY, EVERYBODY WANTS THAT FOR THEIR KIDS.

AND THAT IS OUR JOB IS TO MAKE SURE THAT WE'RE PUTTING THOSE THINGS IN PLACE.

SO THESE PEOPLE HERE WHO ARE DOING GREAT WORK CAN CONTINUE TO DO THAT AND CAN CONTINUE TO EXCEL, BECAUSE I KNOW THAT THERE ARE NOT OUTSIDE OF THE PARENTS OF THE CHILD THEMSELVES, THERE'S NOT A GROUP THAT WANTS THAT MORE THAN THE FOLKS WE HAVE IN THOSE CLASSROOMS WHO ARE WITH THOSE KIDS DAY IN AND DAY OUT.

AND I'M HERE TO SUPPORT THAT.

AND I DO BELIEVE THAT WE WILL COME BACK AND WE WILL REVISE THESE GOALS BECAUSE I THINK WE'RE PUTTING GREAT SYSTEMS AND GREAT SUPPORTS IN PLACE.

ANY ADDITIONAL COMMENTS, QUESTIONS.

ALL RIGHT. I THINK YOU ALL HIT IT ALL.

MR. CORTEZ. WE HAVE BEEN MEETING TOGETHER.

WE KNOW EACH OTHER VERY WELL AT THIS POINT, DON'T WE? YEAH. AND YOU'LL SEE ME IN THE NEXT FEW, SO [LAUGHTER] I'LL BE HERE WITH YOU ALL.

AND WE ABSOLUTELY APPRECIATE YOU.

THANK YOU SO MUCH FOR ACTUALLY HELPING, I KNOW MYSELF, UNDERSTAND DATA POINTS A HECK OF A LOT BETTER THAN I DID BEFORE THIS TIME, SO I REALLY, REALLY APPRECIATE IT.

AND I'D ALSO LIKE TO SAY TO MS. BRANUM AND TO YOUR TEAM, TO YOUR STAFF, AND TO ALL OF THE TEACHERS, PARENTS, I HOPE WHAT YOU ALL HEAR AROUND THIS HORSESHOE IS PASSION.

ABSOLUTELY. EVERY ONE OF US AROUND THIS HORSESHOE HAVE PASSION AROUND EDUCATING EACH AND EVERY ONE OF OUR STUDENTS IN RICHARDSON ISD.

AND WE UNDERSTAND THAT THAT LOOKS DIFFERENT FOR SOME OF THEM.

IT LOOKS DIFFERENT FOR SOME OF THEM.

YOU'RE ABSOLUTELY RIGHT.

WHEN WE FIRST LOOKED AT SOME OF THESE PERCENTAGES WERE WE HAPPY? ABSOLUTELY NOT! BUT WE KNOW THAT THE PROGRAMS THAT MS.

[02:30:03]

WE KNOW THAT THEY'RE GOING TO WORK.

AND WE ARE SUPER EXCITED TO BE SITTING AROUND THIS HORSESHOE TO SEE THOSE NUMBERS GO UP AND UP AND UP AND UP, BECAUSE I KNOW I AM EXTREMELY PASSIONATE ABOUT SEEING THAT FOR EACH AND EVERY ONE OF OUR STUDENTS.

AND I KNOW OUR FAMILIES OUT THERE ARE AS WELL.

SO I THANK YOU FOR BRINGING THIS FORWARD TO US AND FOR HELPING US UNDERSTAND IT.

THANK YOU. AND THANK YOU, MS. BRANUM AND YOUR STAFF FOR ALL THE WORK THAT YOU ALL HAVE DONE.

WE REALLY, REALLY APPRECIATE IT.

WITH THAT BEING SAID, WE DO HAVE A MOTION BY MR. POTEET, A SECOND BY MS. PACHECO. IF THERE ARE NO ADDITIONAL COMMENTS OR QUESTIONS, ALL IN FAVOR, PLEASE RAISE YOUR HAND.

ALL RIGHT. MOTION PASSES 7-0.

OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE ADOPTION OF THE 2022-2023 DISTRICT IMPROVEMENT PLAN.

[V.D. Consider 2022-2023 District Improvement Plan]

THANK YOU, MS. HARRIS. AND I'M GOING TO QUICKLY GO THROUGH THIS BECAUSE, AGAIN, WE HAD A CHANCE TO TAKE A DEEP DIVE INTO THIS PROCESS AND INTO THE PLANS THAT WE DEVELOPED.

AGAIN, THIS, I THINK THIS DOCUMENT RIGHT HERE, CAPTURES WHAT I SHARED AND HOW I OPENED OUR BOARD GOALS CONVERSATION.

YOU WILL HEAR, AND I'VE ACTUALLY RECEIVED SOME COMMUNITY FEEDBACK, LIKE BE CAREFUL WHEN YOU'RE USING THE WORDS ENSURE OR GUARANTEE BECAUSE THAT LIKE, WE CAN'T GUARANTEE 100% OR CAN WE REALLY ENSURE ALL.

BUT I BELIEVE OUR DISTRICT IMPROVEMENT PLAN IS THE PLACE THAT WE BOLDLY STATE AND COMMUNICATE TO OUR STAKEHOLDERS, INTERNAL AND EXTERNAL, THAT YES, WE BELIEVE ALL STUDENTS CAN, AND HERE ARE THE ACTIONS AND THE STRATEGIES THAT WE ARE PUTTING IN PLACE.

HERE'S HOW WE'RE DEPLOYING RESOURCES, BOTH HUMAN AND FISCAL, TO ENSURE THAT WE ACHIEVE AT THAT HIGH LEVEL.

SO I THINK THIS DOCUMENT REALLY IS THE ONE THAT I HOPE OUR COMMUNITY IS LOOKING AT AS AN ILLUSTRATION OF WHO WE ARE AND WHAT WE'RE DOING TO TRY TO GUARANTEE ALL KIDS SUCCEED AT HIGH LEVELS.

JUST REITERATING THE GRAPHIC AROUND ALL OF THESE THINGS ARE CONNECTED.

THEY DON'T WORK IN ISOLATION.

WE ARE TRYING TO ACHIEVE THAT GRADUATE PROFILE THAT YOU ALL ADOPTED THIS SPRING.

THIS MORNING I WAS AT UTD AND I GOT TO HEAR FROM BOTH INDUSTRY AND HIGHER ED IN WHICH THE NUMBER ONE THING THEY SAID THAT THEY WANTED FROM THEIR EMPLOYEES WERE SKILLS SUCH AS EFFECTIVE COMMUNICATION, THE ABILITY TO PROBLEM SOLVE, THE ABILITY TO WORK WITH OTHERS, THE ABILITY TO MAKE GOOD CHOICES AND BEHAVIORALLY WORK IN A WAY THAT IS A HEALTHY WORK ENVIRONMENT. THOSE SKILLS ON TOP OF THE ACADEMIC CONTENT, OUR GRADUATES NEED TO HAVE BOTH.

THEY HAVE TO HAVE THE ACQUISITION OF THOSE GRADUATE PROFILE SKILLS.

THEY HAVE TO HAVE CONTENT, KNOWLEDGE AND SKILLS.

AND IF WE CAN DO BOTH OF THOSE AT A HIGH LEVEL, THEN WE WILL BE THE VERY BEST DISTRICT IN THE STATE AND IN THE NATION.

WE HAVE A STRATEGIC PLAN, CURRENT STRATEGIC PLAN, THAT WE ARE CLOSING UP.

WE'RE GOING TO BE TALKING A LITTLE BIT LATER IN THIS MEETING ABOUT A NEW STRATEGIC PLAN THAT'S GOING TO HELP KIND OF CREATE OUR NEXT SET OF PRIORITIES IN MOVING FORWARD THAT GRADUATE PROFILE.

BUT THE DIP AND THE SIP AND THE ACTION PLANS BEHIND THAT ARE WHAT BRINGS ALL OF THIS TO LIFE.

AND THEN HOW DO WE MEASURE THAT? WE MEASURE IT THROUGH, ONE WAY IS THROUGH OUR BOARD GOALS.

JUST A REMINDER THAT IT IS A REQUIREMENT UNDER THE TEC CODE FOR THE BOARD OF TRUSTEES TO DEVELOP THE DISTRICT IMPROVEMENT PLAN AND TO ADOPT AT THE IDENTIFIED PERFORMANCE OBJECTIVE LEVEL.

I SHARED THIS WITH YOU LAST TIME, WHAT WE USE AND HOW WE GO ABOUT DEVELOPING THE DISTRICT IMPROVEMENT PLAN.

I DON'T THINK THERE WAS ANYONE IN THIS ROOM THAT WAS NOT A PART OF THE DEVELOPMENT OF THIS PLAN, AND I THANK THEM FOR THE HOURS AND HOURS OF WORK.

YOU ALL GAVE US TREMENDOUS FEEDBACK AT THE LAST MEETING, AND I WANTED TO LET YOU KNOW WE DID MAKE ADJUSTMENTS IN THE DISTRICT IMPROVEMENT PLAN.

YOU ASKED THAT WE HAD A BETTER, TIGHTER ALIGNMENT TO ILLUSTRATE HOW DID THESE SPECIFIC ACTIONS AND PERFORMANCE OBJECTIVES ALIGN TO OUR BOARD GOALS.

SO WE DID MORE OVERTLY SHOW AND INDICATE THAT IN THE DISTRICT IMPROVEMENT PLAN .

AND THEN THE OTHER THING I BELIEVE, MR. EAGER, YOU WERE SPECIFIC WITH, CAN WE BE EVEN MORE CONCRETE AROUND OUR MEASUREMENTS LIKE OUR FROM TO OUR TO?

[02:35:08]

WE ARE STILL REFINING THAT AND WE'RE STILL DISCUSSING THOSE.

BUT YOU SHOULD SEE A LOT OF EDITS FROM THE LAST TIME.

AND I THINK THAT IS A PERFECT EXAMPLE OF, JUST LIKE OUR BOARD GOALS, THESE ARE NOT ADOPTED ONE AND DONE.

THESE ARE EVER CHANGING.

SO WE WILL HAVE AN OPPORTUNITY IN NOVEMBER NEXT MONTH TO REVIEW EVERYTHING THAT WE HAVE PUT IN PLACE, WHAT'S WORKING, WHAT'S NOT, WHAT DO WE HAVE TO SUNSET BECAUSE IT'S NOT GETTING THE RESULTS THAT WE NEED.

IT'S TAKING TOO MUCH TIME.

IT'S A DISTRACTION TO OUR TEACHERS.

IT'S ADDING MORE ON THEIR PLATE AND WE'RE NOT SEEING THE RESULTS FOR IT.

AND DO WE NEED TO MAYBE ADD OR REPLACE SOMETHING OR JUST TAKE SOMETHING OFF? SO THIS IS A TRULY A PLAN THAT IS CONTINUOUS IN ITS DEVELOPMENT.

JUST IDENTIFYING FOR YOU THE PERFORMANCE OBJECTIVE SO YOU CAN, THE GOALS AND THE PERFORMANCE OBJECTIVES.

SO YOU CAN SEE THAT.

YOU CAN SEE HOW WE MEASURE IT BOTH QUANTITATIVELY, QUALITATIVELY.

AND THIS IS WHAT I WAS TRYING TO ILLUSTRATE EARLIER.

IT'S NOT JUST THREE GOALS THAT MEASURE WHO WE ARE AND WHAT WE DO IN RICHARDSON ISD.

SO WITH THAT, I KNOW THAT WAS QUICK, BUT IT'S GETTING LATE AND WE KNOW THIS DOCUMENT BACKWARDS AND FORWARD.

SO WITH THAT I AM GOING TO RECOMMEND AND THEN I'LL TAKE QUESTIONS.

AFTER MY RECOMMENDATION, I'M GOING TO RECOMMEND THAT THE BOARD ADOPT THE DISTRICT IMPROVEMENT PLAN FOR THE 22-23 SCHOOL YEAR AND THE IDENTIFIED PERFORMANCE OBJECTIVES AS PRESENTED. ALL RIGHT.

THANK YOU. MS. BRANUM.

IS THERE A MOTION.

SO MOVED. THANK YOU, MS. TIMME, IS THERE A SECOND? SECOND. THANK YOU, MS. MCGOWAN. ALL RIGHT.

THERE IS A MOTION BY MS. TIMME, A SECOND BY MS. MCGOWAN. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? MS. TIMME. YEAH. JUST REALLY QUICK.

I THINK THE CONTEXT IS IMPORTANT AND I THINK YOU SAID IT.

I JUST WANT TO REITERATE IT, THAT THERE'S THIS DISTRICT IMPROVEMENT PLAN AND IT'S THE BIG PIECES FOR THE DISTRICT, RIGHT, WITH THAT TIGHT ALIGNMENT.

BUT YOUR CAMPUS IMPROVEMENT PLANS, THERE'S A LOT OF ENGAGEMENT FROM FOLKS AT THE LEVEL WHERE THEIR IMPACT IS.

SO PARENTS, TEACHERS, ADMINISTRATORS, COMMUNITY MEMBERS IN THERE.

AND IT ALLOWS THEM TO TAKE THEIR CONTEXT INTO CONSIDERATION WHEN THEY'RE CREATING THEIR GOALS AND THE OUTCOMES THAT THEY'RE WANTING FOR THEIR SCHOOL.

IS THAT CORRECT? ABSOLUTELY. SO YEAH, YOU WILL SEE MANY THINGS WHERE WE MIGHT BE TIGHT IN A CERTAIN OUTCOME, BUT THERE ARE FLEXIBILITIES AND WHAT THAT LOOKS LIKE AND HOW THAT'S IMPLEMENTED AT THE CAMPUS LEVEL.

ABSOLUTELY. AND THEN CAN YOU TALK TO US A LITTLE BIT ABOUT HOW SET IN STONE ALL THESE DOCUMENTS ARE? YEAH, I'LL REITERATE THAT AGAIN.

IT IS, THESE ARE AND SHOULD BE CONTINUOUS IMPROVEMENT DOCUMENTS.

AND CONTINUOUS IMPROVEMENT DOCUMENTS DON'T STOP AT THE TIME THAT THEY'RE ADOPTED.

AGAIN, WE REVISIT THESE IN NOVEMBER AND OUR TEAMS, WILL, WE GO LINE BY LINE AND WE DO AN EVALUATION OF THE PROGRESS THAT WE'RE MAKING AND WE UPDATE THAT. WE PUT METRICS AS WE HAVE THE CERTAIN METRICS, WHETHER IT'S CLIMATE SURVEY DATA, WHETHER IT IS MAP DATA, WHETHER IT IS DRA, [INAUDIBLE], WHATEVER IT IS, WE WILL UPDATE THE DISTRICT IMPROVEMENT PLAN AND THEN WE POST THAT ON THE WEBSITE FOR THAT TRANSPARENCY SO EVERYONE CAN SEE IT.

SO IF THESE LOOK EXACTLY THE SAME WAY THAT THEY DO NOW THAT THEY DO IN MAY, THEN WE ARE NOT MONITORING AND ADJUSTING ACCORDING TO THE NEEDS OF OUR KIDS AND WHAT OUR STAFF IS TELLING US.

AND YOU WOULD SAY THE SAME THING AROUND CIPS WHEN THEY COME AROUND AS WELL, RIGHT? I WOULD PROBABLY SAY EVEN MORE BECAUSE THE INDIVIDUAL DATA OF A CAMPUS, I HAD A CONVERSATION WITH ONE OF OUR LEARNING COMMUNITY LEADERS AND THEY WERE SHARING A PARTICULAR CAMPUS.

WE'RE SEEING A DIP IN THEIR MAP DATA.

THEIR CIP IS ALREADY BEING ADJUSTED BECAUSE WE SAW A DIP THAT WE DIDN'T EXPECT AND WE'RE DIAGNOSING WHAT'S HAPPENING AND MAKING AN ADJUSTMENT BECAUSE WE HAVE NEW TEACHERS TO THAT GRADE LEVEL. SO WE'RE HAVING TO CHANGE ALREADY HOW WE'RE INTERVENING BASED UPON WHAT THE DATA IS TELLING US.

AND THAT WAS FROM BEGINNING OF SEPTEMBER TO NOW.

ABSOLUTELY. OKAY. THANK YOU.

MS. MCGOWAN.

CAN YOU TELL COMMUNITY MEMBERS HOW THEY CAN BECOME INVOLVED IN THIS PROCESS FOR THE CAMPUS IMPROVEMENT? SURE, YEAH. AND THE CIPS ARE COMING NEXT, SO I'LL HANG ON TO THE CIP PROCESS.

SORRY. NO, NO, YOU'RE FINE.

NO, NO, NO. YOU'RE GREAT.

YOU'RE GREAT.

AND I'LL LEAD OFF IN THE NEXT PRESENTATION WITH THAT.

FOR THE DIP, THERE'S ACTUALLY A LINK ON THE WEBSITE WHERE ANY PARENT CAN CLICK ON THAT.

AND THERE'S ACTUALLY, IF YOU GO TO THAT AREA OF THE WEBSITE, IT'S OUR COMMITTEE LIST.

[02:40:03]

AND I CAN TELL YOU, I PULLED OFF SEVERAL DIFFERENT COMMUNITY MEMBERS FROM WHO SUBMITTED THAT GOOGLE DOC TO ME THAT SAID THEY WERE INTERESTED IN IT ON TOP OF RECOMMENDATIONS THAT WE HAD FROM ACROSS ALL FOUR LEARNING COMMUNITIES.

AND THEN I'LL HIT CIP NEXT.

MORE QUESTIONS FOR, COMMENTS? ALL RIGHT. SO THERE IS A MOTION BY MS. TIMME, A SECOND BY MS. MCGOWAN. IF THERE IS NO ADDITIONAL QUESTIONS OR COMMENTS, ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

ALRIGHT. MOTION PASSES 7-0..

THANK YOU BOARD.

THANK YOU. THANK YOU, TEAM, FOR YOUR HARD WORK.

YES, THANK YOU. THANK YOU.

THANK YOU. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE ADOPTION OF THE 2022-2023 CAMPUS IMPROVEMENT PLANS.

MS. BRANUM.

[V.E. Consider 2022 - 2023 Campus Improvement Plans]

SO I DO WANT TO KIND OF, IT'S BEEN A LITTLE BIT SINCE I BROUGHT THIS FORWARD TO THE BOARD.

AND SO JUST WANT TO PROVIDE YOU WITH A REVIEW.

WE UNDERWENT A SIGNIFICANT CHANGE PROCESS IN IMPLEMENTING OUR CIPS.

IN PREVIOUS YEARS, WE HAVE IMPLEMENTED A PROCESS CALLED THE LOCAL SCHOOL COUNCIL.

OVER TIME, AND ESPECIALLY, I WOULD SAY DURING COVID, THERE WERE SOME FLEXIBILITIES THAT WERE AFFORDED TO US BECAUSE OF COVID THROUGH TEA AND OTHER RESOURCES WHERE THAT PROCESS PROBABLY WAS NOT TO MS. TIMME'S QUESTION EARLIER, AS TIGHT AS WHAT WE WOULD NORMALLY HAVE LIKED THEM TO BE.

AND SO OUR TEAM OVER THE COURSE OF THE SPRING REALLY REVITALIZED THAT PROCESS THAT WE USED TO GET INPUT FROM LOTS OF DIFFERENT STAKEHOLDERS AND REALLY RESEARCHED AND KIND OF ANCHORED OUR WORK AROUND SITE BASED DECISION MAKING TEAMS. AND TO US, FOR OUR TEAM, WE FELT LIKE SITE BASED DECISION MAKING TEAMS REALLY EXEMPLIFIES WHAT MS. TIMME WAS TALKING ABOUT IN TERMS OF THAT SITE BASED TEAM IS CLOSEST TO THE STUDENTS THAT THEY SERVE.

THAT SITE BASED TEAM SHOULD BE A REPRESENTATION FROM PARENTS, COMMUNITY MEMBERS, A CENTRAL OFFICE STAFF MEMBER HAS TO SIT ON THAT COMMITTEE, A, OF COURSE THE PRINCIPAL, THE INSTRUCTIONAL LEADERSHIP TEAM, COACHES, TEAM LEADS, PLC TEAM LEADS SIT ON THAT TEAM AND HELP DEVELOP THE CIP.

WE HAVE A NEW SITE BASED DECISION MAKING HANDBOOK THAT CAN BE, IS AVAILABLE ON THE WEBSITE AND REALLY HELPS ILLUSTRATE THERE'S A MONTH TO MONTH EVEN KIND OF GUIDE FOR PRINCIPALS TO FOLLOW IN TERMS OF IMPLEMENTING AND FOLLOWING UP WITH THEIR SITE BASED DECISION MAKING TEAM AND WHAT SHOULD BE HAPPENING AS THEY GO THROUGH THE COURSE OF THE SCHOOL YEAR. NOW, IT'S IMPORTANT TO NOTE, LIKE ANYTHING, WE HAVE A LOT OF HUMANS THAT WE ARE TAKING CARE OF ON A DAILY BASIS, AND TIMING CAN SOMETIMES BE A CHALLENGE.

WHETHER WE'RE HIRING A PRINCIPAL LATE, THERE MAY HAVE BEEN A PRINCIPAL THAT THAT HAD AN OPPORTUNITY ELSEWHERE.

AND SO HIRING THAT PRINCIPAL, THEM COMING IN LATE AND TRYING TO REVITALIZE OR KIND OF INTEGRATE INTO A PROCESS MAYBE THAT HAD STARTED OR MAYBE WAS LATE GETTING STARTED BECAUSE THERE WAS A LACK OF LEADERSHIP, CAN SOMETIMES BE A CHALLENGE.

SO WE OWN THAT.

OUR TEAM HAS TALKED ABOUT HOW DO WE ENSURE THAT WE STAY ON TOP OF PROGRESS MONITORING OUR SITE BASED DECISION MAKING TEAMS SO WE CAN DELIVER TO YOU CONFIDENCE THAT ALL STAKEHOLDERS HAD A VOICE IN THE DEVELOPMENT OF THAT? AND WE WILL. THIS WAS OUR FIRST YEAR WITH SITE BASED DECISION MAKING TEAMS. I ASSURE YOU WE WILL GET BETTER AND BETTER OVER TIME.

THAT HANDBOOK WILL BECOME LIKE THE INSTRUCTIONAL OPERATING OR THE IOG IS FOR OUR PRINCIPALS.

IT'S THEIR GO TO, IT'S THEIR GUIDING DOCUMENT THAT THEY USE IN THE PROCESS.

SO PLEASE KNOW WE HAVE TO GET BETTER AND STRONGER AT THAT AND WE WILL AND WE ARE COMMITTED TO DOING THAT.

CIP IS JUST LIKE THE DIPS ARE CONTINUOUS IMPROVEMENT DOCUMENTS.

THEY SHOULD BE EVOLVING BASED UPON THE NEEDS THAT THE SITE BASED DECISION MAKING TEAM IDENTIFIES.

I KNOW A LOT OF OUR CAMPUSES, THEY HAVE SITE BASED DECISION MAKING TEAMS COMING UP IN OCTOBER AND NOVEMBER TO REVIEW HOW ARE WE DOING SO FAR? WHAT IS OUR DATA, WHAT IS OUR CLIMATE SURVEY DATA TELLING US AND WHAT ADJUSTMENTS DO WE NEED TO MAKE? AND AGAIN, YOU SHOULD SEE CHANGES FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR IN THEIR CIP.

I'M SHARING FOR YOU JUST A FEW OF THE ACTION HIGHLIGHTS.

WE WENT OVER THIS IN DETAIL, SO I'M NOT GOING TO TO REVIEW THOSE, BUT.

I THINK THIS RIGHT HERE JUST ILLUSTRATES THE COMPREHENSIVE APPROACH THAT OUR LEADERSHIP TEAM AT THE DISTRICT AND CAMPUS LEADER TAKES IN ORDER TO ENSURE ALL STUDENTS ARE ACHIEVING AT HIGH LEVELS.

[02:45:01]

WHILE THAT IS CRITICAL, THERE ARE OTHER THINGS LIKE PRE-K AND WHAT ARE WE DOING AT PRE-K TO RECRUIT PARENT ENGAGEMENT? HOW ARE WE TRULY ENGAGING PARENTS AND EQUIPPING THEM TO HELP SUPPORT EDUCATION AT HOME? HOW ARE WE ENSURING A HEALTHY ENVIRONMENT IN TERMS OF CLASSROOM MANAGEMENT AND BEHAVIOR? THE CELL PHONE POLICY, FOR EXAMPLE, WAS ONE OF THOSE WE NEED TO CREATE AN ENVIRONMENT.

I WAS WITH OUR 12 SENIORS AND THE BEST THING THEY COULD HAVE EVER SAID TO ME WAS YOU WILL NOT BELIEVE HOW TEACHERS ARE TEACHING BELL TO BELL.

THEIR PHONES ARE NOT EVEN BEING USED.

IT'S LIKE, IF YOU'RE REALLY GOOD TODAY, YOU CAN USE YOUR PHONES AT THE LAST 15 MINUTES OF CLASS.

TEACHERS ARE TEACHING BELL TO BELL.

MY BRAIN HURTS.

EVEN THAT IMPLEMENTATION WAS NOT ONLY TO ADDRESS BEHAVIOR, BUT IT WAS TO ADDRESS ACADEMICS AND IN ENSURING ACADEMIC OUTCOMES FOR STUDENTS.

SO AGAIN, COMPREHENSIVE.

THIS IS WHAT OUR CAMPUSES DO.

YOU ALL KNOW ALL THIS. I'M NOT GOING TO REITERATE THIS.

BUT AGAIN, THANK YOU.

ALL OF OUR CAMPUS PRINCIPALS, ALL OF OUR SITE BASED DECISION MAKING TEAMS FOR YOUR EFFORT IN CREATING SUCH A WONDERFUL PLAN FOR 22-23.

AND WITH THAT, I ASK THAT THE BOARD APPROVE THIS YEAR'S CIP PERFORMANCE OBJECTIVES AS PRESENTED.

IS THERE A MOTION? SO MOVED. THANK YOU, MS. TIMME. IS THERE A SECOND? SECOND. THANK YOU, MR. EAGER. THERE IS A MOTION BY MS. TIMME. A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? YES, MS. PACHECO.

JUST WANT TO MAKE A COMMENT ON THANKING THE TEAMS THAT WORKED TIRELESSLY TO CREATE THE CIPS.

I DID REVIEW SOME OF THEM AND WOW, THAT'S A LOT OF WORK, A LOT OF COMMITMENT, A LOT OF STRATEGIES PUT TOGETHER TO IMPROVE OUTCOMES AND MEET OUR GOALS. SO I DO APPRECIATE THAT SO MUCH.

AND LET'S MOVE ON. LET'S MOVE FORWARD.

THANK YOU. LET'S MOVE FORWARD.

I LOVE IT. MS. TIMME. I LIKE ON THE FIRST SLIDE THAT YOU DID FOR CIPS, THERE'S A PIECE ON THERE THAT TALKS ABOUT COMMUNICATION STRATEGIES WITH ALL STAKEHOLDERS, AND MS. MCGOWAN HAD ASKED LIKE, HOW DO PARENTS FIND OUT ABOUT THESE THINGS? AND SO I DO WANT TO JUST ENCOURAGE THAT.

I HOPE THAT, I KNOW, MELISSA, I KNOW YOU HAVE DONE A LOT.

I'M SORRY, MS. HELLER, HAVE DONE A LOT.

AND I KNOW THAT THERE ARE METHODS IN WHICH WE COMMUNICATE THAT OUT.

BUT I HOPE AS PEOPLE HAVE NOT BEEN ALLOWED IN SCHOOLS, AS THEY'RE ALLOWED TO COME BACK IN, I ALMOST THINK WE HAVE TO HAVE A VERY OVERT WAY OF TELLING PEOPLE HOW THEY CAN COME AND ENGAGE ALMOST LIKE A LIKE AN OVERKILL, REALLY, IN MY OPINION, TO GET THAT BACK NORMALIZED.

AND I HOPE AND NOT JUST THE SAME PEOPLE OVER AND OVER, RIGHT, THAT WE'RE ENGAGING LOTS OF DIFFERENT FOLKS AND THAT LOTS OF DIFFERENT FOLKS ARE HAVING THAT OPPORTUNITY.

AND I HOPE WE'LL CONTINUE WITH THAT MARKETING CAMPAIGN TO MAKE SURE THAT EVERY PARENT KNOWS THE OPPORTUNITIES AND THE PROPER WAYS THEY CAN ENGAGE.

YES. THANK YOU.

THANK YOU. BECAUSE THAT WAS YOUR QUESTION.

AND I GOT SO EXCITED ABOUT MY OTHER PART THAT I FORGOT TO ACTUALLY ADDRESS YOUR QUESTION.

THANK YOU, MS. TIMME. YES.

SO ULTIMATELY, IF ANY COMMUNITY MEMBER, JUST SEND AN EMAIL, NUMBER ONE, TO YOUR PRINCIPAL AND LET THEM KNOW IF YOU WERE A COMMUNITY MEMBER THAT MAYBE IS NOT DIRECTLY ATTACHED TO A CAMPUS, BUT YOU WANT TO HAVE AN OPPORTUNITY TO GIVE BACK TO YOUR COMMUNITY.

IF YOU REACH OUT TO US ON USING THAT DISTRICT WEBSITE THAT WE WILL ADD, I WILL AFTER THIS MEETING, WE WILL ADD A NEW COMMITTEE THAT SAYS I WANT TO VOLUNTEER FOR A CAMPUS SITE BASED DECISION MAKING TEAM AND YOU CAN FILL OUT THAT FORM AND WE WILL MAKE SURE TO FUNNEL THAT INFORMATION TO THE PRINCIPALS.

AND THEN I KNOW IN BOTH OF MY STUDENTS, THEIR NEWSLETTER, THERE WERE OPPORTUNITIES TO VOLUNTEER ON THE SITE BASED DECISION MAKING TEAM THAT CAME OUT THROUGH THE NEWSLETTERS.

SO WE'LL ALSO MAKE SURE THAT OUR PRINCIPALS INCLUDE THAT VERBIAGE AGAIN IN THE CAMPUS NEWSLETTER.

SO PARENTS, PLEASE READ THAT.

COMMUNITY MEMBERS, PLEASE CHECK THAT OUT, AND THEN THAT WILL HAVE THE DIRECT INFORMATION ON HOW TO SIGN UP FOR THEIR SITE BASED DECISION MAKING TEAM THROUGH THAT AS WELL.

SO EVERYONE IS HEARING THAT AND THEY'RE NODDING THEIR HEADS THAT THEY'LL MAKE SURE THAT THAT HAPPENS NEXT MONTH.

CAN I JUST ADD ONE PART TO THAT, TOO? I JUST WANT TO ADD THAT, LIKE JUST BECAUSE YOU MAY PUT IN FOR ONE POSITION OR A PARENT MADE, THERE IS NO GUARANTEE THAT YOU GET ON THAT PIECE.

HOWEVER, I HOPE THAT PARENTS WILL CONTINUE TO FIND VARIOUS WAYS.

THERE ARE CONSTRAINTS ON NUMBERS.

AND SO I DON'T PERSONALLY WANT TO GIVE THE IMPRESSION THAT IF YOU EVER STICK YOUR NAME ON THERE, IT'S GOING TO HAPPEN.

BUT PEOPLE KNOWING THAT YOU WANT TO VOLUNTEER AND THAT YOU'RE INTERESTED IN THESE TYPE OF THINGS I THINK ARE EXTREMELY HELPFUL.

AND SO ENCOURAGING THEM NOT TO JUST DO ONE TIME.

AND IF IT DOESN'T WORK OUT TO NOT CONTINUE TO ENGAGE AND HAVE CONVERSATIONS ABOUT WHERE THEY CAN FIT IN, I THINK WE'LL ALSO BE HELPFUL.

THANK YOU. AND ON THE GOOGLE FORM, FOR EXAMPLE, THAT'S ON THE DISTRICT WEBSITE, YOU CAN CHOOSE MULTIPLE, SO W WE'LL TRY TO PLUG YOU IN.

IF NOT YOUR FIRST CHOICE, WE'RE GOING TO TRY TO PLUG YOU IN SOMEWHERE ALONG THE WAY.

GREAT POINT. MS.

[02:50:01]

I JUST HAD A QUESTION THAT I LOVE THAT.

I LOVE THAT COMPONENT OF BEING ABLE TO GET THAT COMMUNICATION OUT.

AND I'M VERY APPRECIATIVE TO EVERYBODY WHO DOES THAT.

BUT I'M WONDERING IF WE ALSO DO KIND OF A VERY BASIC FORM OF EVEN EXPLAINING TO SOME OF OUR CAMPUSES, TO SOME OF OUR PARENTS, YOU KNOW, JUST KIND OF LIKE WHAT WHAT IS THE CIP, YOU KNOW, AND WHY IS IT IMPORTANT FOR YOU TO BE THERE, NOT JUST, HEY, WE WANT YOU TO SIGN UP.

THIS IS A GROUP. IT'S A COMMITTEE.

BUT I THINK WE CAN EDUCATE OUR PARENTS TO REALLY KNOW WHAT EXACTLY IT IS AND HOW TO GET INVOLVED AND HOW IMPORTANT IT IS THAT WE GET YOUR VOICE, WHY THEY NEED TO BE ON THERE.

AND, YOU KNOW, OUTSIDE OF JUST THE, AND I KNOW THAT SOUNDS LIKE A VERY BASIC OR IT'S JUST A VERY LIKE TRYING TO GET, I MEAN WE'RE GOING TO THE VERY VERY BOTTOM RIGHT OF OF EDUCATING WHAT THIS IS.

BUT I THINK IT'S IMPORTANT FOR SOME PARENTS THAT REALLY DON'T EVEN HAVE A CLUE WHAT THIS IS.

BUT I KNOW THAT THEY WOULD LOVE TO PARTICIPATE, BUT IT'S KIND OF INTIMIDATING AND MAYBE JUST TO KNOW IF SOMEONE'S REALLY GIVING ALL THAT INFORMATION.

I LOVE IT YOU SAID THAT.

ONE OF THE REQUIREMENTS, JUST LIKE IT IS FOR THE DISTRICT, WE HAVE TO PRESENT OUR ANNUAL ACCOUNTABILITY PERFORMANCE.

THE CAMPUSES HAVE TO SHARE THAT ACCOUNTABILITY PERFORMANCE WITH THEIR PARENTS AS WELL.

AND A PART OF THAT IS SEEKING AND SOLICITING THEIR SUPPORT IN HOW DO WE RESPOND TO THAT DATA.

SO WE WILL MAKE SURE TO MAYBE MORE OVERTLY INCLUDE THE CAMPUS IMPROVEMENT PROCESS AND HOW THESE ARE THE SPECIFIC THINGS THAT YOU CAN READ ABOUT OR SEE IN THE CIP THAT ADDRESSES THESE SPECIFIC AREAS OF OUR ACCOUNTABILITY.

SO. WE WILL MAKE SURE TO FOLLOW UP ON THAT.

PERFECT. I APPRECIATE THAT.

THANK YOU. I'D ALSO LIKE TO SAY ENCOURAGE OUR BOARD.

MANY OF US KNOW COMMUNITY MEMBERS AND FAMILIES OUT THERE, PEOPLE WHO DO NOT, YOU KNOW, HAVE CHILDREN THAT ARE IN SCHOOLS.

AND WE MAY RUN INTO AT THE GROCERY STORE OR TARGET OR WHEREVER WE ARE.

HELP THEM UNDERSTAND THE PROCESS.

SO I WOULD ENCOURAGE ALL OF US TO STEP IN AND DO THE WORK AS WELL.

AND I LOVE IT YOU SAY THAT BECAUSE THERE ARE SOME CAMPUSES THAT WORK DILIGENTLY TO TRY TO RECRUIT COMMUNITY MEMBERS AND PARENTS, WHETHER IT'S VOLUNTEERING OR TO BE A PART OF THE CIP.

BUT WE KNOW THAT THERE ARE LOTS OF LIFE CIRCUMSTANCES IN WHICH THAT MIGHT NOT BE SOMETHING THAT'S VIABLE.

SO OTHER INDIVIDUALS WHO SAY, YOU KNOW WHAT, I WANT TO GIVE BACK, THIS IS A TREMENDOUS WAY TO GIVE BACK AND TO BE A PART OF THE SOLUTION AS WE'RE ADDRESSING STUDENT ACHIEVEMENT. MS. PACHECO.

SORRY, I JUST, MS. RENTERÍA BROUGHT UP THE COMMENTARY OF EDUCATING AND INFORMING WHAT THESE COMMITTEES DO.

AND I THINK IF I'M CORRECT, I THINK I REMEMBER ASKING THE QUESTION ABOUT WHAT ABOUT LANGUAGE BARRIERS OR PARENTS WHO ARE LIKE, WHOA, I DON'T SPEAK ENGLISH. I DON'T KNOW IF I CAN BE PART OF THIS MEETING.

AND MY SECOND QUESTION WOULD BE ALSO, DO THEY HAVE TO ALSO BE PART OF THE VOLY VOLUNTEER WEBSITE SO THAT THEY CAN PARTICIPATE IN THESE SCHOOLS? SO THEN I JUST HAD THOSE TWO QUESTIONS FOR YOU.

I LOVE THAT. SO IN TERMS OF THE SITE BASED DECISION MAKING TEAMS, IF THEY WERE TO HAVE A MEETING DURING THE DAY WHERE THERE WERE STUDENTS, WE WOULD ASK THAT EITHER THEY GO THROUGH VOLY OR THAT OF COURSE THEY'RE GOING TO HAVE TO GO THROUGH THE RAPTOR SYSTEM.

IF IT'S AFTER HOURS AND THERE ARE NOT STUDENTS PRESENT, THEN VOLY IS NOT NECESSARILY SOMETHING THAT WE WE REQUIRE.

I WILL TELL YOU THAT IN TERMS OF THE TRANSLATION SERVICES AVAILABLE, IT REALLY PROBABLY DEPENDS MORE ON THE POPULATION OF THE CAMPUS.

ALL OF OUR CAMPUSES THAT HAVE A SIGNIFICANT BILINGUAL POPULATION, ABSOLUTELY, THEY HAVE THOSE THOSE SERVICES TRANSLATED.

IF I HAVE A CAMPUS WHERE I KNOW I MAY HAVE A STRONG MONOLINGUAL AND I HAVE SOME BILINGUAL STUDENTS, ONE OF THE OPPORTUNITIES THEY HAVE IS TO REACH OUT TO DR.

HELLER IN THE STRATEGY AND ENGAGEMENT TEAM, AND THEY CAN HAVE AN INTERPRETER THERE.

AND SOMETIMES IT MIGHT BE THAT THE MEETING IS IN SPANISH AND THEY ACTUALLY HAVE AN ENGLISH INTERPRETER OR VICE VERSA.

SO THAT IS A SERVICE THAT WE PROVIDE THROUGH STRATEGY AND ENGAGEMENT.

GOOD QUESTIONS.

MS. MCGOWAN.

HAVING THIS DISCUSSION, I JUST HAVE ONE MORE QUESTION.

I'M JUST CURIOUS.

SO FOR SCHOOLS THAT, I'M JUST GOING TO USE, LIKE THURGOOD MARSHALL, FOR EXAMPLE.

THEIR CIP.

BRINGING IN COMMUNITY.

HOW DOES THAT, I MEAN, BUT THIS, THE SITE BASED TEAM, LIKE THIS IS THE FIRST, Y'ALL JUST DID THIS LAST YEAR, RIGHT? AND SO THIS IS ACTUALLY THE FIRST YEAR.

SO THE DEVELOPMENT OF THE 22-23 CAMPUS IMPROVEMENT PLANS.

NOW AND I DON'T WANT TO MISLEAD ANYONE.

WE HAD A LOCAL SCHOOL COUNCIL PROCESS THAT DID BRING IN COMMUNITY MEMBERS AND PARENTS.

I THINK IT WAS NOT PROBABLY AS ROBUST AS WE WOULD LIKE TO SEE IT.

[02:55:03]

OKAY. I JUST WONDER HOW THAT WOULD LOOK FOR A WAS IT YOUR QUESTION THOUGH? AND THERE ARE LOTS OF CAMPUSES THAT STRUGGLE WITH HAVING PARENTS AND COMMUNITY MEMBERS THAT WANT TO ENGAGE, AND THAT IS REALLY WHERE THEY LEAN ON EITHER STRATEGY AND ENGAGEMENT.

THEY LEAN ON THEIR LEARNING COMMUNITY LEADERS, THEY LEAN ON, YOU KNOW, OFTENTIMES IT MIGHT BE THAT PTA PRESIDENT, EVEN IF IT'S A PTA TEACHER.

IF THEY DON'T HAVE ONE.

IF THEY DON'T HAVE ONE, THEN OFTENTIMES THEY'LL REACH OUT TO THE COUNCIL OF PTAS.

AND THAT COUNCIL OF PTAS WILL KIND OF RALLY THE TROOPS AND GET SOME SUPPORT THERE.

SO WE FIND A WAY.

AGAIN, WE WE WILL CONTINUE TO DO EVERYTHING WE CAN TO REMOVE BARRIERS SO THAT PARENTS CAN DO IT.

SOMETIMES EVEN HAVING EVEN NOW NOT DURING COVID, HAVING IT ON ZOOM, IS, YOU KNOW, OR HAVING CO SEATING IT WHERE THERE ARE SOME PEOPLE IN PERSON AND SOME PEOPLE ON ZOOM, ALLOWS SOME PARENTS TO FEEL MORE INCLUDED IN AN ENVIRONMENT WHERE THEY CAN THRIVE VERSUS ALL BEING IN PERSON.

SO WE TRY TO BE AS FLEXIBLE TO THE NEEDS OF THAT COMMUNITY AS WE CAN.

RIGHT. AND YOU SAID YOU DON'T HAVE TO HAVE KIDS IN THAT PARTICULAR SCHOOL TO BE INVOLVED IN THAT WAY.

NO, MA'AM. SO THERE'S A, IN THE HANDBOOK, THERE ARE CERTAIN, TO MS. TIMME'S POINT EARLIER, THERE'S A COMPOSITION THAT WE LOOK FOR.

SO WE WANT X NUMBER OF TEACHERS, WE WANT X NUMBER OF PARENTS, WE WANT X NUMBER OF., AND THERE'S KIND OF A COMPOSITION BECAUSE WE WANT IT TO BE REPRESENTATIVE OF LOTS OF DIFFERENT VOICES AND WE DON'T WANT ANY ONE VOICE TO DOMINATE.

SO WE DO NEED COMMUNITY MEMBERS OR BUSINESS AND INDUSTRY LEADERS THAT DON'T HAVE KIDS IN THE SYSTEM BECAUSE THEY'RE GOING TO BE LOOKING AT IT THROUGH A COMPLETELY DIFFERENT LENS THAN MAYBE A PARENT WHO'S INVESTED AND ONLY KNOWS THAT THIS IS HOW WE'VE ALWAYS DONE IT.

AND SOMEONE FROM THE OUTSIDE MIGHT BE ABLE TO SAY, HEY, HAVE WE EVER TRIED SOMETHING ELSE BECAUSE IT'S NOT SO PERSONAL TO THEM.

REAL QUICK COMMENT.

I KEEP THINKING IN MY HEAD AS YOU'RE TALKING MORE ABOUT THIS ENGAGEMENT PIECE AN,D YOU CAN HAVE MY LAST ONE.

AND WE HAD A MONTH AGO A PRESENTATION BY MS. LEE IN THE EDI DEPARTMENT, AND I THINK THIS WAS ONE OF THOSE CHARGES WAS THIS FAMILY ENGAGEMENT PIECE.

AND I JUST KEEP SEEING MAYBE THERE'S OPPORTUNITIES TO PLUG THEM IN AND TO ASSIST AND BE KIND OF A VALUE ADD TO HOW DO WE CONNECT WITH THOSE FAMILIES AND THOSE ESPECIALLY WHEN WE HAVE LANGUAGE BARRIERS AND PEOPLE THAT HAVEN'T HISTORICALLY BEEN THAT ACTIVE IN THAT COMMUNITY WITH THAT SCHOOL.

SO MAYBE THAT'S SOMETHING THAT JUST SEEMS LIKE THE THE PIECES ARE PLUGGING IN TOGETHER THERE ON SOME OF THOSE.

I WILL TELL YOU, SOMETIMES IT'S HARD TO EVEN TO GET SITE BASED DECISION MAKING TEAMS AT THE HIGH SCHOOL BECAUSE PARENTS OFTENTIMES ARE VERY INVESTED IN A PARTICULAR, THEIR GROUP, THEIR SPORT, THEIR BOOSTER CLUB OR YEAH.

SO TO TRY TO GET SOMETHING, I MEAN, YOU KNOW, IT'S INTERESTING HOW THE CHALLENGES MANIFEST AT DIFFERENT LEVELS AND IN DIFFERENT WAYS.

GREAT QUESTIONS AND COMMENTS.

ANYTHING ELSE? ALL RIGHT.

MOTION BY MS. TIMME, SECOND BY MR. EAGER. IF THERE ARE NO ADDITIONAL QUESTIONS OR COMMENTS, ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

ALL RIGHT. MOTION PASSES 7-0.

OUR NEXT ITEM IS AN INFORMATION ITEM, AN ANNUAL REPORT FROM THE RICHARDSON ISD FOUNDATION.

THANK YOU, MS. HARRIS.

[V.F. The Richardson ISD Foundation Annual Report]

HELLER TO INTRODUCE HER TEAM.

AS YOU KNOW, WE HAVE HAD THE OPPORTUNITY TO BRING IN A NEW DIRECTOR FOR THE RICHARDSON ISD FOUNDATION.

AND I WILL TELL YOU, YOU WANT TO TALK ABOUT SOMEONE WHO'S MOVED FROM FIRST GEAR TO THIRD GEAR TO FIFTH GEAR.

THE RICHARDSON ISD FOUNDATION IS MAKING THAT HAPPEN AS A RESULT OF OUR LEADERSHIP TEAM AND THE BOARD.

I CANNOT TELL YOU THIS BOARD ON THE RICHARDSON ISD FOUNDATION IS INCREDIBLE AND I'M NOT SURE THAT THEY'RE EVEN GOING TO BE HAPPY WITH FIFTH GEAR.

SO WE ARE PROUD TO PRESENT TO YOU KIND OF AN UPDATE ON THE WORK OF THE FOUNDATION.

AND DR. HELLER, I'LL LET YOU INTRODUCE THE TEAM.

THANK YOU. YES. PRESIDENT HARRIS, SUPERINTENDENT BRANUM.

BOARD. THIS REALLY IS A CELEBRATION BECAUSE I SIT HERE AND I'M REMINDED PART OF OUR CURRENT MEMO OF UNDERSTANDING IS THAT THE FOUNDATION BRINGS FORWARD EVERY FALL AN ANNUAL REPORT AND AN UPDATE ON THE WORK THAT THEY ARE DOING TO SUPPORT THE MISSION AND VISION OF RICHARDSON ISD AND MS. CAMEKA CRAWFORD, OUR EXECUTIVE DIRECTOR THAT WE HIRED JUST IN JANUARY OF THIS YEAR.

[03:00:03]

SO I AM EXTREMELY PROUD TO INTRODUCE MS. CAMEKA CRAWFORD, OUR EXECUTIVE DIRECTOR.

I'M GOING TO DEFER TO HER TO INTRODUCE HER STAFF.

AND I KNOW CAROLYN IS HERE REPRESENTING THE BOARD AS THE CHAIR.

AND JUST THANK YOU SO MUCH EVERYTHING YOU'VE DONE TO IMMERSE YOURSELF INTO THE RICHARDSON ISD COMMUNITY, TO SUPPORT THE MISSION AND VISION SO THAT WE CAN ACHIEVE THESE GOALS FOR OUR STUDENTS.

SO, CAMEKA.

THANK YOU. DR. HELLER.

AND I WOULD LIKE TO SAY GOOD EVENING AND THANK YOU TO BOARD PRESIDENT HARRIS, SUPERINTENDENT BRANUM, AND MEMBERS OF THE BOARD OF TRUSTEES.

THANK YOU FOR GIVING ME THE OPPORTUNITY TO GIVE YOU AN UPDATE ON JUST WHERE WE ARE WITH THE RICHARDSON ISD EDUCATION FOUNDATION.

I'D ALSO LIKE TO GIVE A VERY SPECIAL THANK YOU TO TRUSTEE EAGER, SUPERINTENDENT BRANUM AND DR.

HELLER FOR ALL SERVING AS EX-OFFICIO BOARD MEMBERS.

YOUR FEEDBACK AND YOUR INSIGHTS ARE INVALUABLE, AND WE KNOW THAT WE COULDN'T DO IT WITHOUT EACH OF YOU.

AND FINALLY, BEFORE I GET INTO THE GOOD STUFF, I REALLY WANT TO THANK OUR BOARD CHAIRMAN, CAROLYN NEWHAM, FOR BEING HERE.

IT IS SO INCREDIBLY AMAZING TO HAVE HER SUPPORT AND IF YOU DON'T KNOW HER, YOU NEED TO KNOW HER BECAUSE SHE IS AN ABSOLUTE ROCK STAR.

AND I'D ALSO LIKE TO THANK MY COLLEAGUE JESSICA RIVERA-LUCAS, FOR BEING WITH US TODAY.

SHE IS ALSO AN ABSOLUTE ROCK STAR.

AND YOU'RE GOING TO HEAR A LITTLE BIT LATER ABOUT SOME OF THE THINGS THAT SHE IS DOING TO REPRESENT OUR FOUNDATION.

SO FIRST, JUST A LITTLE OVERVIEW OF WHO WE ARE.

WE ARE A 501C3 NONPROFIT ORGANIZATION THAT IS SEPARATE FROM THE DISTRICT, BUT ALL OF THE FUNDS THAT WE RAISE ARE FOR THE BENEFIT OF THE STUDENTS AND STAFF AT RICHARDSON ISD.

WE WERE FOUNDED IN 1984, WHICH GIVES US THE DISTINCTION AND HONOR OF BEING ONE OF THE THREE OLDEST EDUCATION FOUNDATIONS IN THE STATE OF TEXAS.

SO THIS IS A RELATIVELY NEW FIELD.

OUR MISSION IS TO ADVANCE IMPACTFUL OPPORTUNITIES TO BENEFIT ALL WITHIN THE RICHARDSON INDEPENDENT SCHOOL DISTRICT.

AND OUR VALUES, INNOVATION, COLLABORATION AND EQUITY ARE REALLY AT THE HEART OF WHAT WE DO, AND WE USE THOSE VALUES AS THE LENS BY WHICH WE DO EVERYTHING AT THE FOUNDATION. SO HERE ARE A LITTLE BIT OF OUR ACCOMPLISHMENTS OVER THE LAST FISCAL YEAR.

SO IN 2021-22, WE DONATED OVER $325,000 TO SUPPORT STAFF GRANTS AND RICHARDSON ISD PROGRAMS. SO SOME OF THOSE LARGER INITIATIVES THAT WE HAVE CELEBRATED THROUGHOUT THE YEAR, OUR FOUNDATION IS RIGHT THERE WITH THE DISTRICT.

WE PROVIDED 101 STAFF GRANTS, SO THAT'S INDIVIDUALS WHO RECEIVED GRANTS TO PARTICIPATE IN PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT THEY WOULD NOT HAVE HAD THE OPPORTUNITY TO PARTICIPATE IN.

THEY FUNDED SPECIAL STUDENT PROJECTS.

WE HAVE BOUGHT CLASSROOM MATERIALS.

I THINK ONE OF MY FAVORITE GRANTS THAT WE FUNDED THIS YEAR WAS TO THE LIGHT AT RISD ACADEMY, AND SHE WAS BUYING DASH ROBOTS.

SO SHE IS ACTUALLY DOING STEM LESSONS IN THE LIBRARY AND THEN CONNECTED IT BACK TO THE BOOKS.

AND THAT IS MADE POSSIBLE BY A GRANT FROM THE FOUNDATION.

WE WERE PROUD TO PARTNER WITH ORGANIZATIONS LIKE T.I., RBFCU AND OTHERS TO RECOGNIZE 19 STAFF MEMBERS THIS YEAR WITH DIFFERENT AWARDS.

SO WE AWARDED CHAMPION AWARD WINNERS, AND I THINK I'M PROUDEST OF THAT BECAUSE THAT CELEBRATES OUR EMPLOYEES IN TRANSPORTATION, CHILDHOOD NUTRITION, THOSE INDIVIDUALS WHO ARE REALLY MAKING AN IMPACT OUTSIDE OF THE CLASSROOM.

WE ALSO HAD THE OPPORTUNITY TO HAVE A DRUM LINE AND MANY OF YOU JOINED US TO CELEBRATE OUR STAARS TEACHERS.

WE ALSO CELEBRATE AND HONOR THE ELEMENTARY AND SECONDARY PRINCIPALS OF THE YEAR.

AND WE ALSO HONOR AN ADMINISTRATOR WITH A PARTICULAR SERVANT LEADER AWARD.

AND ALSO WE HAD 42 RICHARDSON ISD GRADUATING SENIORS WHO RECEIVED $88,500 IN SCHOLARSHIPS.

SO THOSE STUDENTS ARE CONSIDERING CONTINUING THEIR EDUCATION OUTSIDE OF RICHARDSON ISD WITH THE SUPPORT OF OUR COMMUNITY PARTNERS.

AND THIS ONE IS A NUMBER THAT EVERYONE SHOULD BE PROUD OF.

BUT THIS YEAR WE SURPASSED $7.5 MILLION IN GIVING TO RICHARDSON ISD.

AND WE KNOW THAT THAT ABSOLUTELY WOULD NOT HAPPEN WITHOUT THE SUPPORT OF OUR COMMUNITY AND WITHOUT MANY OF YOU SITTING IN THIS ROOM.

SO AS MELISSA MENTIONED, I STARTED WITH THE FOUNDATION IN JANUARY AND WE HAVE HAD A LOT OF THINGS HAPPEN IN THE LAST NINE AND A HALF MONTHS.

[03:05:02]

SO I WANTED TO SHARE A FEW HIGHLIGHTS THAT HAVE HAPPENED OVER THE PAST FEW MONTHS.

FIRST, WE'RE INCREDIBLY PROUD OF A RENEWED AND RE-ENERGIZED PARTNERSHIP WITH THE DISTRICT.

I CAN TELL YOU THAT I TALKED TO EDUCATION FOUNDATION EXECUTIVE DIRECTORS ACROSS THE STATE.

WHEN WE GO INTO TRAINING, THERE IS ALWAYS A QUESTION OR A TRAINING SESSION ON HOW DO YOU GET YOUR DISTRICT TO PARTNER WITH YOU.

SO THE FACT THAT WE HAVE THIS RENEWED AND RE-ENERGIZED PARTNERSHIP WITH THE DISTRICT MEANS A LOT.

AND, YOU KNOW, I'M PARTICIPATING IN THE REAL MEETINGS EVERY MONTH.

I'VE HAD THE OPPORTUNITY TO SIT ON THE GRADUATE PROFILE DESIGN TEAM.

I GOT TO PARTICIPATE IN THE DISTRICT PLANNING COMMITTEE MEETINGS.

AND ALL OF THAT IS REALLY A BIG DEAL BECAUSE IT ALLOWS US TO HAVE A SEAT AT THE TABLE SO THAT WE UNDERSTAND THE NEEDS SO THAT WE ARE ABLE TO ALIGN OUR FUNDING PRIORITIES WITH THE NEEDS OF THE DISTRICT.

AND WE'RE REALLY ABLE TO BE A PARTNER IN HELPING THE DISTRICT ACHIEVE ITS GOALS.

AND SPEAKING OF THE SEAT AT THE TABLE, OUR FOUNDATION NOW HAS A SEAT AT THE TABLE AT THE STATE AND NATIONAL LEVELS.

SO I MENTIONED JESSICA RIVERA-LUCAS, A LITTLE BIT EARLIER.

JESSICA IS ACTUALLY REPRESENTING US ON THE TEXAS EDUCATION FOUNDATION NETWORK TASK FORCE.

THAT IS A BIG DEAL.

SHE IS REALLY HELPING US TO LOOK AT HOW WE COMMUNICATE TO ALL OF THE EDUCATION FOUNDATIONS ACROSS THE STATE.

AND JESSICA DECIDED NOT TO STOP THERE.

SHE IS ALSO REPRESENTING US FOR THE NATIONAL ASSOCIATION OF EDUCATION FOUNDATIONS ON THE PROGRAM AND MARKETING COMMITTEE.

SO WE'RE THERE.

I AM ALSO REPRESENTING OUR FOUNDATION ON THE TEXAS EDUCATION FOUNDATION NETWORK PLANNING COMMITTEE, AND THAT IS THE LARGEST EDUCATION OPPORTUNITY FOR EDUCATION FOUNDATIONS IN THE STATE OF TEXAS.

AND I WAS RECENTLY CONTACTED BECAUSE OF MY WORK IN EDUCATION FOUNDATIONS BY THE DOROTHY JOHNSON CENTER FOR PHILANTHROPY AT GRAND VALLEY STATE UNIVERSITY IN MICHIGAN, AND I AM NOW AN AFFILIATE INSTRUCTOR WHO IS HELPING TO TRAIN OTHER BOARD MEMBERS IN EXECUTIVE LEADERSHIP ACROSS THE COUNTRY.

SO WE HAVE A SEAT AT THE TABLE, AND WE'RE REALLY PROUD OF THAT.

THIS YEAR BECAUSE OF THE SUPPORT OF OUR COMMUNITY, WE ACTUALLY HAD OUR MOST SUCCESSFUL BOOTS AND BOWTIES BASH IN THE FOUNDATION'S HISTORY.

WE SAW SIGNIFICANT INCREASES ON NORTH TEXAS GIVING DAY.

WE HAD AN INCREASE OF 167% PARTICIPATION IN TERMS OF OUR DONORS.

SO WE'RE REALLY PROUD OF THAT.

AND THE [INAUDIBLE] IS SUPER PROUD OF THIS LAST ONE.

WE ARE RELEASING OUR FIRST EVER IMPACT REPORT.

SO IN THE RED FOLDERS IN YOUR PACKET YOU WILL SEE OUR 2021-22 IMPACT REPORT.

AND THE REASON THAT THIS IS SUCH A BIG DEAL BECAUSE IT ALLOWS US TO SHOW ALL OF THE THINGS THAT THE FOUNDATION IS DOING TO PARTNER WITH THE DISTRICT.

BUT IT ALSO GIVES US ANOTHER WAY TO TELL OUR DONORS THANK YOU AND WE'LL BE ABLE TO USE THIS AS WE ARE MEETING NEW PARTNERS TO SAY HERE IS HOW WE ARE LEVERAGING THE FUNDS THAT OUR PARTNERS ARE GIVING US AND HERE'S HOW YOU CAN GET INVOLVED.

SO THAT WAS A LITTLE BIT ABOUT WHERE WE'VE BEEN.

AND NOW I'M EXCITED TO TELL YOU WHERE WE ARE GOING.

WE STARTED IN SEPTEMBER STRATEGIC PLANNING, SO WE WERE WORKING WITH FOUNDATION INNOVATION.

THEY ARE A NATIONAL ORGANIZATION THAT HAS WORKED WITH OVER 300 EDUCATION FOUNDATIONS TO HELP THEM MAKE A GREATER IMPACT.

SO WE ARE WORKING WITH THEM AND OUR GOAL AT THE END OF THAT IS TO REALLY HAVE A STRONG INFRASTRUCTURE FOR OUR FOUNDATION AS WELL AS A FUNDRAISING AND GRANT MODEL THAT HELP US POSITIVELY IMPACT STUDENT OUTCOMES AND STAFF RETENTION.

WE WILL ALSO CONTINUE THE WORK THAT OUR FOUNDATION'S BOARD STARTED IN 2019.

SO YOU ALSO HAVE IN YOUR POCKET, OR YOUR PACKET, EXCUSE ME, A COPY OF OUR FIRST EVER BRAND GUIDELINES.

THAT'S SO EXCITING BECAUSE THAT IS REALLY HELPING US BUILD A AN IDENTITY FOR OUR FOUNDATION AND IT'S REALLY HELPING TO TELL OUR STORY. IF YOU SEE THE CONNECTION, YOU'LL SEE THOSE COLORS ACTUALLY ALREADY REPRESENTED IN OUR IMPACT STORY, IN OUR IMPACT REPORT.

SO WE'RE REALLY EXCITED ABOUT THAT.

I'M SKIPPING AHEAD BECAUSE I WANTED TO SHARE A LITTLE BIT WITH YOU ABOUT OUR NEW GRANT STRUCTURE.

SO OUR CURRENT GRANT STRUCTURE, WE HAVE THE INSURING EXCELLENT EDUCATORS GRANT AND THAT'S IT.

SO WE ARE ACTUALLY EXPANDING THAT TO HAVE THREE MAJOR BUCKETS.

THE FIRST ONE IS IMPACT GRANTS.

THAT IS ACTUALLY WE'RE USING THAT NAME TO REPLACE OUR E THREE OR ENSURING EXCELLENT EDUCATORS GRANT BECAUSE THERE IS A PERCEPTION THAT IF YOU USE THE WORD EDUCATORS, IT'S ONLY FOR A CERTAIN GROUP OF STAFF WITHIN THE DISTRICT.

AND WE WANT TO BE INTENTIONAL, THAT ALL STAFF KNOW THAT OUR GRANT PROGRAMS ARE FOR EVERYBODY.

[03:10:04]

AND IF YOU'VE WORKED AT OTHER SCHOOL DISTRICTS, THIS IS REALLY WHAT THEIR GRANT PROGRAMS LOOK LIKE.

SO THESE WILL BE THE ONCE A YEAR PROGRAMS. IT'S REALLY TO HELP PEOPLE THINK OUTSIDE OF THE BOX.

AND REALLY ALL OF THE CHANGES WE'RE MAKING WITH OUR GRANT PROGRAMS ARE TO BETTER ALIGN WITH OUR MISSION AND VALUES TO ENCOMPASS ALL OF THE STAFF, TO INSPIRE OUR STAFF TO DREAM BIG AND THINK ABOUT WHAT'S POSSIBLE, BUT ALSO TO EXCITE AND INSPIRE OUR COMMUNITY WITH WHAT OUR STAFF IS DOING SO THAT THEY'LL WANT TO SUPPORT IT.

AND THEN OUR LAST PARTNER CATEGORY, WE'RE ACTUALLY ALREADY DOING THIS.

WE'RE JUST PUTTING SOME STRUCTURE AROUND IT.

SO THESE ARE THE LARGER PARTNERSHIP GRANTS.

THINK ABOUT THE THINGS THAT MAYBE THE DISTRICT OR CAMPUSES WANT TO PILOT, BUT YOU CAN'T NECESSARILY USE TAX DOLLARS TO FUND IT.

SO WE WANT TO BE THAT PARTNER TO GO OUT AND FIND GRANTS SO THAT WE TRULY ARE GIVING OUR STUDENTS EVERY OPPORTUNITY POSSIBLE.

AND THEN EARLIER THIS YEAR, OUR FOUNDATION BOARD REALLY MET AND WE WERE LOOKING AT WHAT WE WERE FUNDING AND SOME OF THE THINGS THAT WE WERE DOING.

AND SO WE HAVE IDENTIFIED THE FOLLOWING FOUR FUNDING PRIORITIES, AND I THINK THEY'LL LOOK A LITTLE BIT FAMILIAR TO ALL OF YOU.

SO OUR FIRST PRIORITY IS EARLY CHILDHOOD LITERACY.

OUR SECOND PRIORITY WILL BE STEM AND INNOVATIVE PROGRAMS. OUR THIRD PRIORITY WILL BE SUPPORTING THE GRADUATE PROFILE, AND THEN OUR FOURTH PRIORITY WILL BE EQUITY.

AND THAT'S IMPORTANT TO US BECAUSE THAT IS ONE OF OUR VALUES.

SO SOME OF THE CURRENT PROGRAMS THAT WE'RE SUPPORTING THAT ALREADY ALIGNED TO THESE PRIORITIES INCLUDE WE READ TOGETHER.

SO REALLY LOOKING AT LITERACY FOR PRE-K THROUGH SECOND GRADERS.

THE BACKPACK BASH AND THE RICHARDSON MAYOR SUMMER INTERNSHIP PROGRAM WILL ALSO CONTINUE TO HELP SUPPORT STAFF RECRUITMENT AND RETENTION BY PARTNERING WITH OUR COMMUNITY PARTNERS FOR THE STAFF AWARD.

SO JUST BECAUSE WE'RE FOCUSING ON THESE AREAS, THAT DOESN'T MEAN THAT WE ARE NOT GOING TO BE LOOKING AT CONTINUING TO FUND THE STAARS, TEACHERS AND CHAMPION AWARDS AND SOME OF THOSE OTHER PROGRAMS THAT WE HAVE SUPPORTED IN THE PAST.

AND WE ARE VERY EXCITED ABOUT THE DISTRICT'S STRATEGIC PLANNING PROCESS BECAUSE WE KNOW THAT WE'LL GET TO COME ALONGSIDE YOU ALL AND HELP IDENTIFY THOSE PROGRAMS THAT FALL INTO LINE WITH THESE FUNDING PRIORITIES.

AND WE HAVE A VERY GENEROUS COMMUNITY.

AND SO WE KNOW THAT WE HAVE PEOPLE OUT HERE WHO WILL WANT TO JOIN WITH US AND HELP SUPPORT.

SO I'M GOING TO LEAVE YOU WITH FOUR INITIATIVES THAT WE ARE REALLY EXCITED ABOUT THAT ARE HAPPENING IN THE NEXT 6 TO 9 MONTHS.

THE FIRST IS THE IMPACT GRANT PROGRAM.

SO NOW TEACHERS WILL BE ABLE TO APPLY FOR UP TO $1,000.

WE WILL NOW START HELPING WITH CERTIFICATIONS.

SO MAYBE THERE'S A PARAPROFESSIONAL OUT THERE WHO WANTS TO BE A TEACHER AND MAYBE THEY CAN'T AFFORD THE CERTIFICATION.

THEY CAN NOW APPLY FOR A GRANT THROUGH THAT PROGRAM.

AND WE ARE WORKING VERY, VERY HARD.

JUST THIS AFTERNOON, JESSICA AND I WERE TESTING, SO WE ARE LOOKING TO ROLL THIS OUT REALLY IN THE NEXT 3 TO 4 WEEKS.

WE HAVE AN EA SPORTS COMPETITION COMING UP IN JANUARY AND I AM LOOKING AT TRUSTEE EAGER BECAUSE WE HAVE TO THANK HIM FOR THAT IDEA THAT GOT US STARTED.

SO THIS HAS BEEN IN THE WORKS FOR PROBABLY THE LAST TWO OR THREE YEARS AND IT IS HAPPENING THIS YEAR AND I'M THRILLED ABOUT THIS ONE BECAUSE I WILL BE SUBMITTING THIS PARTICULAR INITIATIVE FOR A TEXAS EDUCATION FOUNDATION NETWORK AWARD.

WE ALSO HAVE OUR STUDENT SCHOLARSHIP PROGRAM.

SO THAT IS GOING TO LAUNCH IN THE EARLY SPRING.

AND WE TALKED ABOUT INTERNSHIP PROGRAMS. AND IF YOU THINK ABOUT THE GRADUATE PROFILE, THERE ARE REAL, REAL WORLD OPPORTUNITIES THAT WE WANT TO PROVIDE OUR STUDENTS.

THE FOUNDATION IS RIGHT ALONGSIDE YOU WITH THAT.

WE ACTUALLY HAVE OLIVIA HAYES, WHO IS A SENIOR AT PEARCE HIGH SCHOOL, WHO IS OUR INTERN.

SO SHE IS ACTUALLY WORKING ON THIS PROJECT WITH US.

SHE'S LOOKING AT THE APPLICATION TO MAKE IT MORE REALISTIC FOR STUDENTS, AND THEN SHE'S GOING TO HELP US COME UP WITH A MARKETING PLAN SO THAT WE CAN INCREASE OUR APPLICATION NUMBERS. AND I KNOW THAT MANY OF YOU HAVE PARTICIPATED IN OUR BOOTS AND BOWTIES BASH IN THE PAST, YOU WILL SEE THAT WE'RE USING THE WORD INTENTIONALLY.

OUR SPRING EVENT, WE HAVE SOME EXCITING CHANGES AND THINGS COMING, AND WE CAN'T WAIT TO TELL YOU ALL ABOUT IT, BUT NOT TONIGHT.

SO STAY TUNED.

AND FINALLY, I JUST WANT TO SAY THANK YOU SO MUCH FOR OUR PARTNERSHIP.

I MENTIONED EARLIER THAT THERE ARE ACTUAL SESSIONS ABOUT HOW DO YOU GET YOUR DISTRICT TO WORK WITH YOU.

SO WE KNOW THAT HAVING THIS PARTNERSHIP WITH YOU ALL IS CRITICAL TO OUR SUCCESS AND WE ARE SO EXCITED ABOUT THE THINGS TO COME.

AND AGAIN, WE DON'T TAKE OUR PARTNERSHIP AND THE WORK THAT WE DO WITH YOU LIGHTLY.

RIGHT. OH, MY GOSH.

THANK YOU SO MUCH.

[APPLAUSE] SUPER EXCITED ABOUT ALL THE CHANGES, THE PARTNERSHIP.

[03:15:03]

I DON'T HAVE ANY QUESTIONS, BUT I'M JUST BURSTING AT THE SEAM.

SORRY. I'M JUST LIKE.

CONGRATULATIONS. THIS IS SO AWESOME.

I'M SO EXCITED.

WHEN YOU TALK ABOUT MONEY POURING IN.

I JUST GET EXCITED ABOUT THE FACT THAT WE'RE RAISING MONEY.

THAT IS GOING TO AFFECT OUR KIDS.

AND THIS IS DIRECTLY TIED TO STUDENT OUTCOMES AND ALL OF THAT.

AND IT'S EXACTLY WHAT WE NEED.

I KNOW MR. PACHECO AND I HAVE TALKED ABOUT, YOU KNOW, SPONSORSHIPS AND ALIGNING WITH COMPANIES OUTSIDE OF THE DISTRICT AND HOW WE CAN BRING THOSE FUNDS IN TO THE DISTRICT.

AND THIS IS IT. I'M JUST SUPER, SUPER EXCITED.

THIS IS AWESOME. AND CONGRATULATIONS EAGER.

I'M SUPER EXCITED ABOUT THE EA SPORTS COMPETITION.

I CAN ONLY IMAGINE WHAT THE BOYS THINK ABOUT IT.

YEAH, I JUST, YOU KNOW, NINE AND A HALF MONTHS, MAN.

I CAN'T IMAGINE WHAT YOU'RE GOING TO DO IN 12 OR 18 OR WHATEVER.

I MEAN, IT'S HIGHLY IMPRESSIVE THE AMOUNT OF, I MEAN, I JUST DON'T KNOW.

DO YOU SLEEP? ARE YOU LIVING HERE? I KNOW YOU TRAVEL BACK AND FORTH.

YOU MUST BE WORKING ON THE ROAD.

SO VERY IMPRESSIVE.

ALL THE STUFF THAT'S, NOT ONLY WHAT YOU'VE DONE TODAY, BUT LOOKING FORWARD AND WHAT YOU'RE KIND OF SETTING UP, TEEING UP FOR THE NEXT YEAR.

AND, YOU KNOW, WE COULDN'T DO IT AS A DISTRICT.

WE COULDN'T, ALL THESE OUTCOMES THAT WE WANT TO GET TO, WE CAN'T DO THAT BY OURSELVES.

WE GOT SO MANY TEAMING PARTNERS THAT WE NEED TO HAVE, STARTING WITH PARENTS, BUT THEN COMMUNITY PARTNERS AS WELL.

AND I MEAN, YOU'RE THE CLOSEST PARTNER TO FAMILY THAT I THINK WE HAVE.

SO I JUST I APPLAUD YOU FOR THE AMOUNT OF HYPER ACTIVITY AND HYPER SUCCESS IN NINE AND A HALF MONTHS IT'S BEEN.

I WAS ON THAT STAR COMMITTEE, OBVIOUSLY WITH YOU.

AND I GUESS YOU WERE PRETTY NEW WHEN THAT HAPPENED, RIGHT? I MEAN, THAT WAS LIKE WEEKS INTO THE JOB OR SOMETHING.

AND THAT SEEMS LIKE, MAN, THAT WAS ONLY TOUCHING THE SCRATCHING THE SURFACE.

SO CONGRATULATIONS ON EVERYTHING SO FAR, SETTING THE BAR HIGH.

THANK YOU. SO. MS. PACHECO. I'M JUST SUPER EXCITED, KIND OF LIKE MY COLLEAGUES OVER HERE.

I AM SO PROUD AND HAPPY TO SEE ALL THE HARD WORK, THE IMPROVEMENTS YOU'VE MADE, JUST THE VISION AND YOUR TEAM, HOW HARDWORKING YOU ALL ARE.

JUST CAN'T WAIT TO SEE ALL THE GREAT THINGS YOU'RE GOING TO CREATE FOR US AND FOR OUR STUDENTS.

SO THANK YOU.

MS. TIMME. YES, THANK YOU.

THANKS FOR THE PRESENTATION. THIS IS FANTASTIC.

YOU DID A REALLY GOOD JOB OF PUTTING ALL THIS IN CONTEXT.

I DO HAVE A QUESTION.

HOW DO YOU GUYS DETERMINE LIKE WHAT PROJECTS THAT YOU WORK ON? DO YOU GUYS JUST DECIDE THAT ON YOUR OWN? HOW DOES THAT WORK SO THAT YOU DECIDE WHAT YOU SHOULD INVEST IN? NOT AT ALL. WE WORK VERY CLOSELY WITH LEADERSHIP.

I AM LOOKING AT DR.

BYNO BECAUSE WE ARE RIGHT NOW, AND BY WE I REALLY MEAN DR.

BYNO AND HER TEAM, ARE COMING UP WITH PROJECT IDEAS AND A BUDGET BASED ON SOME OF THE COMMUNITY PARTNERS AND CORPORATE PARTNERS THAT WE'VE IDENTIFIED. SO IT REALLY IS A COMBINATION OF WHAT WE KNOW OUR CORPORATE PARTNERS AND WHAT THEIR KEY PERFORMANCE INDICATORS ARE AND WHAT ARE THE THINGS THAT THEY'VE PROMISED BACK TO THEIR STAKEHOLDERS, AS WELL AS THE THINGS THAT THE DISTRICT HAS IDENTIFIED AS PRIORITIES.

THAT'S AWESOME. A LOT OF WHAT I LOVE ABOUT, WELL A LOT ABOUT WHAT YOU'RE DOING.

BUT ONE OF THE THINGS THAT I REALLY LIKE IS THESE ARE THINGS THAT WOULD EITHER STRAIN OUR BUDGET OR THAT WE'RE NOT ABLE TO DO.

AND IT PROVIDES MORE OPPORTUNITY AND IT PROVIDES SOMETHING THAT WE REALLY AS A DISTRICT CAN'T DO, AND IT ONLY ENHANCES THE GREAT THINGS THAT WE HAVE GOING ON. SO I CERTAINLY APPRECIATE Y'ALL'S VISION FROM THAT WAY AND THE VALUE ADD THAT YOU GUYS BRING TO THAT.

I THINK IT'S FANTASTIC.

AS EVERYBODY ELSE SAID, LIKE I LOOK FORWARD TO THE CONTINUING PARTNERSHIP WITH THAT AND I HOPE THAT YOU'LL PASS ON OUR APPRECIATION FOR OUR COMPANIES WHO ARE COMING IN AND TRYING TO FIND WAYS THAT MAKE A DIFFERENCE FOR US, THAT ALSO MEET THEIR PRIORITIES AND NOT JUST GIVING IN A WAY THAT ONLY MEETS THEIR PRIORITIES, BUT DOESN'T MAKE A REAL IMPACT.

MAKING A REAL IMPACT IS SO CRITICAL.

AND SO FOR THEM TO HEAR THAT THESE ARE THINGS THAT THAT WILL MAKE A DIFFERENCE FOR KIDS AND ADD VALUE TO THAT, I THINK IS INCREDIBLY IMPORTANT THAT WE'RE VERY APPRECIATIVE.

YEAH. MS. RENTERÍA.

I WANT TO DITTO THE SAME THING THAT MY COLLEAGUES HAVE JUST SAID.

BUT, YOU KNOW, I THINK THAT ALSO I'M JUST SO APPRECIATIVE THAT YOU, FROM DAY ONE, BECAUSE YOU HAVE LIKE, BEEN SO VISUAL, LIKE YOU'VE BEEN SO PRESENT.

LIKE, I REMEMBER I THINK I MET YOU AT THE, I MET YOU BEFORE THAT, BUT WE GOT TO REALLY WORK ON THE GRADUATE PROFILE COMMITTEES.

AND I JUST SEE THAT YOU'RE SO CONNECTED, YOU KNOW, AND I LOVE THE FACT THAT YOU AND YOUR TEAM, YOU'RE JUST EVERYWHERE.

[03:20:03]

YOU KNOW, I KIND OF HAD AN IDEA, BUT I KNOW THAT SINCE YOU'VE BEEN ON, IT'S BEEN, I LOVE THAT YOU HAVE EXPLAINED EXACTLY LIKE WHO YOU ARE, WHAT YOU DO AND WHY YOU DO IT.

AND I THINK THAT'S AWESOME.

AND I JUST LOVE, YOU KNOW, AGAIN, THE VISION AS I THINK AS MS. TIMME JUST POINTED OUT AND THE COMMITMENT THAT YOUR TEAM HAS.

SO I'M JUST VERY GRATEFUL TO YOU.

AND I DO WANT TO COMMEND MY COLLEAGUE, MR. EAGER. I KNOW THAT IF ANYONE HAS A COMMITMENT TO WANTING TO JUST, AGAIN, HELP STUDENTS HELP ADVANCE AND REALLY ALL ABOUT STUDENT OUTCOMES, IT'S MR. EAGER. AND HOW, YOU KNOW, SEEING THIS THERE, IT'S JUST A REFLECTION OF WHO HE IS BECAUSE I KNOW THAT HE WAS LIKE, WE NEED TO MAKE THIS HAPPEN.

WE NEED TO MAKE THIS HAPPEN.

AND SO I'M GLAD TO JUST BE ALONG WITH HIM.

LIKE, YEAH, HE'S MY FRIEND, YOU KNOW, LIKE WHAT HE SAID.

AND SO I'VE LEARNED A LOT THROUGH HIM AND THROUGH YOU GUYS.

AND SO I'M JUST SO, SO GRATEFUL.

AND WHATEVER SUPPORT I CAN DO, I KNOW MY COLLEAGUES THAT WE CAN DO.

YOU KNOW, WE'RE ALSO HERE.

SO THANK YOU FOR EVERYTHING.

IF I COULD JUST CHIME IN REAL QUICK, BECAUSE I THINK SOMETHING THAT YOU UNDERSOLD A LITTLE BIT IS WHAT A STRONG RETENTION STRATEGY THIS IS FOR OUR STAFF AND OUR TEACHERS.

IF I'M AN AUXILIARY STAFF MEMBER OR PARA PROFESSIONAL.

CAMEKA RECOGNIZED FROM DAY ONE, LIKE WE NEED TO SEE THEM AND THEY NEED TO HAVE AN OPPORTUNITY TO APPLY FOR SCHOLARSHIPS AND FOR FUNDS THAT ARE GOING TO ALLOW THEM TO ACCESS PROFESSIONAL DEVELOPMENT AND TRAINING THAT ARE GOING TO HELP THEM BE THE VERY BEST THAT THEY CAN BE.

TEACHERS WHO HAVE INNOVATIVE IDEAS AND THINGS THEY WANT TO TRY IN THEIR CLASSROOM BECAUSE THEY'RE CLOSEST TO THEIR KIDS AND THEY KNOW WHAT WORKS.

BUT THEIR SCHOOL MAY NOT HAVE THE FUNDING OR THE DISTRICT MAY NOT HAVE THE FUNDING TO DO THOSE THINGS.

THE FOUNDATION IS PROVIDING AND FILLING IN THAT GAP FOR US.

AND WHEN TEACHERS HAVE AN IDEA AND IT CAN BE FUNDED AND THEY CAN IMPLEMENT IT AND SHOW THE OUTCOMES, THERE IS NOTHING THAT IS MORE REWARDING THAN HAVING THAT OPPORTUNITY. AND SO THIS WORK AND PROVIDING THESE OPPORTUNITIES ARE, IT IS A 100% A TEACHER STAFF RECRUITING AND RETENTION TOOL.

MR. EAGER. I DON'T KNOW WHAT ELSE TO SAY.

I MEAN, I JUST KNOW THAT THIS TEAM IS PHENOMENAL, THE WORK THAT HAS BEEN DONE IN SUCH RAPID TIME.

I'M ALMOST WANTING.

I'M LIKE, YOU NEED PACE YOURSELF BECAUSE WE'RE GOING TO NEED YOU AND THE TEAM AROUND FOR MANY YEARS TO COME.

SO, YOU KNOW, BUT JUST THE THINGS THAT YOU'VE DONE.

I WANT TO RECOGNIZE WHAT'S NEW.

I MEAN, MAN, YOU TALK ABOUT BRINGING SOME.

AND JESSICA, I MEAN, THIS WHOLE TEAM I MEAN, THIS WHOLE TEAM IS JUST, I MEAN, ALL I CAN SAY IS TO STAY TUNED, BECAUSE IF THIS IS JUST A SNEAK PEEK OF WHAT'S COMING, OH, MY GOSH, WE'RE GOING TO BE, THE WHOLE TEAM WILL BE VERY PROUD OF WHAT'S ACCOMPLISHED AND WHAT'S GOING TO BE ACCOMPLISHED.

AND, YOU KNOW, AGAIN, AND THANK YOU FOR THE KIND WORDS, MS. MY COLLEAGUE HERE.

BUT I'D SAY THE SAME THING BACK TO YOU, BECAUSE I'M VERY PROUD TO SAY THAT I'M, YOU KNOW, I CAN TAG ALONG ON YOUR COATTAILS.

SO OF ALL THE GREAT WORK YOU'RE DOING AS WELL.

SO WE'RE PROUD OF YOU, MR. EAGER. MS. MCGOWAN. ONE LAST THING ABOUT LIKE MS. BRANUM SAID.

THIS IS A RESOURCE FOR THOSE SCHOOLS THAT MAY NOT HAVE THE FUNDS AND FOR THE TEACHERS WHO MAY NOT HAVE THE FUNDS AVAILABLE.

AND WHEN I LOOK AT GIFTS RECEIVED AND I KNOW THAT THERE ARE SOME SCHOOLS THAT RECEIVE SO MUCH IN GIFTING AND THERE ARE SOME THAT GET ABSOLUTELY NOTHING, THIS IS THAT HOPE, LIKE THIS IS THAT HOPE THAT YOU'RE GIVING BACK TO THOSE TEACHERS.

JUST BECAUSE THEY, YOU KNOW, YOU'RE NOT GETTING THIS AND GIFTS, THERE'S STILL A WAY AND WE ARE THE WAY.

SO THANK YOU FOR INSTILLING THAT HOPE IN THIS, IN THE WHOLE PROCESS: TEACHERS, KIDS AND THE COMMUNITY.

YOU ARE CERTAINLY APPRECIATED.

I WILL SAY I WAS GETTING READY TO POLISH OFF MY BOOTS [LAUGHTER] BUT PERHAPS I NEED TO THINK OF SOMETHING ELSE WE REALLY APPRECIATE YOU.

THANK YOU SO MUCH.

YOU CAN FEEL THE LOVE, I HOPE.

THANK YOU SO MUCH.

[APPLAUSE] AND DR. HELLER. THANK YOU DR.

[03:25:01]

SO, LET'S GO AHEAD AND TAKE US A QUICK BREAK.

I DON'T KNOW, FIVE MINUTES.

OKAY, WE'LL GO 10 MINUTES.

WE'LL MAKE IT AN EVEN 10 MINUTES.

WE ARE GOING TO GO AHEAD AND GET STARTED.

I HOPE EVERYBODY GOT A BIG CUP OF COFFEE WHILE WE WENT ON BREAK.

THANK YOU, EVERYBODY, FOR COMING BACK ON TIME, KIND OF.

OUR NEXT ITEM IS AN UPDATE ON STRATEGIC PLANNING.

MS. BRANUM. THANK YOU, MS. HARRIS. AS YOU KNOW, OUR 2017 PLAN IS 90% COMPLETED.

[V.G. Strategic Planning 2022 Update]

AND SO WE REALLY BEGAN THIS PROCESS WITH AN RFP IN AUGUST THAT WE PRESENTED TO YOU.

WE WENT THROUGH THAT REVIEW PROCESS.

YOU ALL APPROVED THE CONTRACT IN SEPTEMBER, AND THIS IS OUR FIRST OPPORTUNITY TO PROVIDE TO YOU AN OVERVIEW OF THE STRATEGIC PLANNING PROCESS.

DR. HELLER HAS, BELIEVES THAT WE CAN GET THROUGH THIS IN ABOUT 30 MINUTES, BUT THIS IS AN IMPORTANT PART OF THE WORK.

I DO WANT TO ALSO PREFACE THIS WITH, I KNOW THAT THERE HAVE BEEN SOME CONVERSATIONS AMONGST THE BOARD AROUND OUR VISION STATEMENT, AND THAT WILL BE SOMETHING THAT WE WILL HAVE A FUTURE CONVERSATION WITH.

HOW DOES THE VISION STATEMENT FIT IN WITH OUR STRATEGIC PLANNING PROCESS AND WHAT'S THE TIMING OF THAT MOVING FORWARD? SO, DR. HELLER, THANK YOU FOR LEADING THE STRATEGIC PLANNING WORK.

I'M GOING TO ALLOW YOU TO TAKE OVER THE PRESENTATION.

THANK YOU, SUPERINTENDENT BRANUM, BOARD OF TRUSTEES.

I APPRECIATE THE OPPORTUNITY TO COME BACK AND NOW UNPACK THE PROCESS AND THE ROADMAP THAT I SHARED BRIEFLY WITH YOU A COUPLE OF MONTHS AGO AS WE WERE GOING INTO THE RFP PROCESS.

NOW THAT WE'VE SELECTED OUR PARTNER TO CONSULT WITH TO HELP DEVELOP AND TAKE US THROUGH THE STRATEGIC DESIGN PROCESS TO ULTIMATELY END UP WITH OUR NEW STRATEGIC PLAN 2023.

WE DID END UP, YOU APPROVED OUR RECOMMENDATION TO PARTNER WITH, ENGAGED TO LEARN.

THEY ARE WELL, THEY HAVE A GREAT REPUTATION THROUGHOUT THE STATE OF TEXAS AS WELL AS NATIONALLY.

THEY WERE OUR PARTNER FOR THE GRADUATE PROFILE.

SO AFTER COMPLETING THE RFP PROCESS, THEY WERE THE RECOMMENDATION THAT WE BROUGHT FORWARD AND THAT YOU APPROVED.

AND THEY HAVE SUPPORTED OVER 50 DISTRICTS THROUGHOUT JUST THE STATE OF TEXAS, SPECIFICALLY WITH THEIR STRATEGIC PLANNING.

SO A FEW HIGHLIGHTS THAT I'D LIKE TO UNPACK IN THE NEXT FEW MINUTES IS BE SURE WE'RE ALL GROUNDED ON THE PREVIOUS WORK THAT HAS HAPPENED THIS PAST SPRING, AND THAT WOULD BE THE GRADUATE PROFILE.

I BELIEVE YOU ALL HAVE A COPY OF THAT AT YOUR PLACE.

REVIEW THE ENGAGED TO LEARN STRATEGIC DESIGN PROCESS AND HOW THAT IS GOING TO GET US TO OUR NEXT STRATEGIC PLAN, WHICH WILL TAKE US THE NEXT FIVE YEARS. SO WE'VE BEEN CALLING IT STRATEGIC PLAN 2023 FOR NOW, MAKING SURE THAT YOU UNDERSTAND, WE ALL UNDERSTAND, OUR GROUNDED ON THE COMMUNITY ENGAGEMENT OPPORTUNITIES. THAT WAS REALLY IMPORTANT TO US AS WE EMBARKED ON THE GRADUATE PROFILE WORK LAST SPRING.

WE HAD INCREDIBLE COMMUNITY ENGAGEMENT WITH THAT ACTIVITY AND WE WANT TO LEVERAGE THAT AND CONTINUE THAT THROUGHOUT THIS STRATEGIC DESIGN PROCESS AND THEN SPECIFICALLY THE BOARD ROLES AND SUPPORT AND HOW YOU WILL HELP ENGAGE AND SUPPORT THE PROCESS.

AND OF COURSE, ANY QUESTIONS AND ANSWERS THAT WE CAN PROVIDE THIS EVENING.

SO AS A REMINDER, AS A REFRESHER, WE SHARED THIS VISUAL WITH YOU AT OUR PREVIOUS MEETING TO JUST SHOW IN A GRAPHICAL REPRESENTATION HOW THE STRATEGIC PLAN FITS IN AS PART OF OUR ONGOING ANNUAL CONTINUOUS IMPROVEMENT PROCESS.

SO YOU'VE HEARD TONIGHT HOW THE BOARD GOALS, THE DISTRICT IMPROVEMENT PLAN, THE CAMPUS IMPROVEMENT PLAN, THE ACTION PLANS, HOW THOSE FEED FROM THE STRATEGIC PLAN, HOW THAT IS FED FROM THE DIRECTION THAT WE'RE GETTING FROM THE NEWLY ADOPTED GRADUATE PROFILE AND HOW ALL OF THAT FUNNELS IN TO SUPPORT OUR VISION FOR RICHARDSON

[03:30:02]

WE DID COMPLETE THE GRADUATE PROFILE YOU ADOPTED THAT IN JUNE.

WE HAD OVER 2500 PARTICIPANTS, WHETHER THEY ATTENDED A TOWN HALL, WHETHER THEY PARTICIPATED IN THE SURVEY, WHETHER THEY WERE ON A FOCUS GROUP, OR THEY PARTICIPATED IN THE DESIGN TEAM PROCESS SPECIFIC FOR THE GRADUATE PROFILE.

AND WE WERE REALLY, REALLY PROUD OF THAT COMMUNITY ENGAGEMENT EFFORT LAST SPRING.

THIS, THE GRADUATE PROFILE, HAS BEEN AN OPPORTUNITY TO BRING ALL OF OUR STAKEHOLDERS, INTERNAL AND EXTERNAL.

OUR PARTNERS COME AROUND THE TABLE AND SAY, WHAT DO WE DO AGREE ON? RIGHT. AND WHAT DO WE WANT FOR EVERY RISD GRADUATE? AND SO REALLY, REALLY PROUD OF THIS DOCUMENT.

AND NOW THE OPPORTUNITY WE HAVE WITH THE STRATEGIC PLANNING PROCESS TO BRING THIS TO LIFE SO WE CAN ENSURE NOT ONLY THE ACADEMIC SUCCESS FOR EVERY SINGLE GRADUATE, BUT ALSO THESE OTHER IMPORTANT COMPONENTS.

AND THOSE INCLUDE THE FINANCIAL LITERACY, THE CRITICAL THINKING, PROBLEM SOLVING, THE REAL WORLD CONNECTIONS, THE EFFECTIVE COMMUNICATION, THE EMOTIONAL INTELLIGENCE.

AND IT WAS INTERESTING AND AFFIRMING TO HEAR THIS MORNING FOR THOSE OF US THAT WERE AT THE UTD EDUCATION WORKFORCE PRESENTATION, HOW THESE WERE THESE SKILLS THAT NOT ONLY POST-SECONDARY AND THE LOCAL COLLEGES AND UNIVERSITIES WERE TALKING ABOUT, BUT THE BUSINESS PARTNERS, T.I.

THESE WERE THE SKILLS THAT THEY WERE TALKING ABOUT THAT THEY WANT TO SEE IN THEIR FUTURE WORKFORCE.

SO WE LOOKED AT, LIKE, OKAY, THAT WAS AN AFFIRMATION FOR US THAT WE FELT LIKE WE WERE DEFINITELY ON THE RIGHT TRACK THERE.

SO THIS WORK HAS BEEN COMPLETED.

SO HOW DOES THAT WORK FIT INTO THE STRATEGIC DESIGN PROCESS THAT WE HAVE PARTNERED FOR ENGAGED TO LEARN ON? SO ACTUALLY THIS VISUAL THAT I HAVE ON THE SCREEN SHOWS YOU THERE'S SIX PHASES, IF YOU WILL, THAT FAR LEFT PHASE THAT HAS THE PINK ON IT.

THAT'S THE ENGAGED PROCESS THAT WE'VE COMPLETED THAT WITH THE GRADUATE PROFILE.

SO NOW WE'RE GOING TO EMBARK ON THE NEXT LEVEL OF DESIGN WITH THE STRATEGIC PLAN.

AND WE'RE GOING TO WALK THROUGH NOW THE NEXT FIVE PHASES FOR YOU SO THAT YOU CAN GET AN UNDERSTANDING AND REALLY A ROADMAP OF WHAT WE HOPE TO BRING TO YOU BY THE END OF APRIL, WHICH WOULD BE OUR STRATEGIC PLAN 2023.

SO THE DESIGN PHASE, THIS IS GOING TO KICK OFF NEXT MONTH AND REALLY WILL FOCUS ON IDENTIFYING THOSE GOALS, THOSE NEXT FIVE YEAR GOALS AND STRATEGIES FOR THE DISTRICT.

SO THE DISTRICT AND CAMPUS IMPROVEMENT PLANS THAT YOU APPROVED TONIGHT WERE BASED ON THOSE SIX GOALS FROM STRATEGIC PLAN 2017.

AND SINCE WE HAVE REALIZED THAT 90% OR SO COMPLETION RATE ON THOSE GOALS AND PERFORMANCE OBJECTIVES, NOW WE NEED TO LEVEL SET AND IDENTIFY WHAT ARE THOSE NEXT LEVEL GOALS THAT SUPPORT THE ACADEMIC SUCCESS, THOSE BOARD GOALS, AS WELL AS THE GOALS AND OBJECTIVES THAT WE HAVE WITH THE GRADUATE PROFILE. THE DESIGN TEAM IS GOING TO NOW INCLUDE ABOUT 40 PARTICIPANTS REPRESENTING ALL OF RICHARDSON ISD, BOTH INTERNAL STAKEHOLDERS, EXTERNAL STAKEHOLDERS.

A BALANCE OF ALL LEARNING COMMUNITIES INCLUDE PARENTS, STAFF, COMMUNITY BUSINESS PARTNERS.

THEY'RE GOING TO REVISIT THE GRADUATE PROFILE AND LOOK AT THOSE CORE BELIEFS THAT WE IDENTIFIED AND THEN FROM THERE CREATE THE GOALS AND THE SPECIFIC RESULTS AND ACTION STEPS THAT ARE GOING TO RESULT IN THOSE LEARNER OUTCOMES.

AFTER THEY MEET FOR A COUPLE OF DAYS NEXT MONTH, WE'RE GOING TO GO INTO ONE OF THE FIRST OF OUR ENGAGE PHASES.

AND THIS IS IMPORTANT BECAUSE WE'RE WEAVING THESE ADDITIONAL COMMUNITY ENGAGEMENT OPPORTUNITIES THROUGHOUT THE ENTIRE YEAR AS PART OF THIS PROCESS.

AND THERE'S DIFFERENT, AND THEY LOOK DIFFERENT, AND THERE'S DIFFERENT OPPORTUNITIES TO HOPEFULLY CONNECT WITH WITH OUR COMMUNITY.

SO WE'RE GOING TO HAVE ENGAGEMENT OPPORTUNITIES AFTER THE DESIGN TEAM MEETS AND IDENTIFIES THOSE NEXT FIVE YEAR GOALS AND STRATEGIES OVER THE COURSE OF NOVEMBER, DECEMBER AND JANUARY, WE'RE GOING TO HAVE A VIRTUAL PROGRESS MEETING WHICH WOULD BE OPEN TO ALL OF THE COMMUNITY TO HEAR ABOUT THE OUTCOMES AND THE DELIVERABLES THAT THE DESIGN TEAM CREATED NEXT MONTH.

THEY'RE GOING TO BE COLLABORATIVE FEEDBACK SESSIONS WHERE COMMUNITY WILL COME IN.

THEY WILL HAVE A CHANCE TO LOOK AT THE GOALS AND THE STRATEGIES THAT HAVE BEEN IDENTIFIED TO HELP US REALIZE OUR VISION FOR THIS GRADUATE PROFILE.

AND THEN IN ADDITION, THIS IS WHERE OUR STAFF WILL GET TRAINED ON THEIR STRATEGIC METRICS PROCESS AND WHERE WE WILL

[03:35:09]

AND THERE'LL BE COMMUNITY ENGAGEMENT OPPORTUNITIES AND SESSIONS TO REVIEW THOSE METRICS AND PROVIDE FEEDBACK.

THEN WE ARE GOING TO BRING THE DESIGN TEAM BACK TOGETHER AFTER THE WINTER BREAK.

AND IN FEBRUARY WE'RE GOING TO GO INTO WHAT THEY CALL THE CREATE PHASE.

AND SO THIS IS THAT NEXT LEVEL DEEP DIVE INTO THE STRATEGIC DESIGN FRAMEWORK TO REALLY ANSWER THAT QUESTION.

WHAT DOES ALL OF THIS LOOK LIKE IN THE CLASSROOM TO REALIZE THE GRADUATE PROFILE? SO THE DESIGN TEAM WILL THEN WORK ON DEVELOPING THIS LEARNER FRAMEWORK, AND THE LEARNING FRAMEWORK IS GOING TO IDENTIFY THE SPECIFIC TOOLS AND RESOURCES THAT WE USE, THAT WE HAVE PRIORITIZED WITHIN OUR DISTRICT AND HOW WE REALLY TAKE NOW THE STRATEGIC PLAN AND THE GOALS AND THE GRADUATE PROFILE AND UNPACK THAT AND DESIGN A FRAMEWORK FOR WHAT THAT LOOKS LIKE IN EVERY CLASSROOM ACROSS RICHARDSON ISD.

AND THAT MEANS THEN WE HAVE TO IDENTIFY RESULTS AND SCOPE THAT OUT OVER THE COURSE OF FIVE YEARS.

WE CAN'T DO EVERYTHING IN ONE YEAR.

SO HOW ARE WE GOING TO TAKE THAT GOAL? JUST AS WE HAVE DONE WITH STRATEGIC PLAN 2017, ALMOST KIND OF BACKWARDS DESIGN, IF WE KNOW THIS IS WHERE WE WANT TO BE BY 2023, THEN WHAT DO WE NEED TO DO IN YEAR ONE, YEAR TO YEAR THREE, YEAR FOUR OR FIVE, ETC.? SO THIS DISTRICT DESIGN TEAM, THE SAME GROUP THAT'S GOING TO BE ENGAGED NEXT MONTH, WILL THEN COME BACK IN FEBRUARY TO CONTINUE THEIR WORK.

AND THAT WORK.

GOT AHEAD OF MYSELF HERE.

A LITTLE BIT MORE ABOUT THE LEARNING FRAMEWORK.

AGAIN, THIS IS THE OPPORTUNITY TO HELP IDENTIFY WHAT NEEDS TO HAPPEN IN THE CLASSROOM TO ENSURE NOT ONLY THE STUDENT ACADEMIC SUCCESS, BUT ALSO THESE OTHER COMPONENTS OF THE GRADUATE PROFILE.

SO IT'S GOING TO TAKE INTO CONSIDERATION THOSE TOOLS AND PROGRAMS THAT WE'RE ALREADY IMPLEMENTING THAT WE KNOW WORK AND THAT WE'RE HAVING SUCCESS WITH.

WHAT ARE SOME THINGS THAT MAYBE WE HAVE IDENTIFIED WE NEED TO STOP USING BECAUSE THEY DON'T NOW ALIGN WITH OUR GOALS FOR THIS NEXT LEVEL OF SUCCESS AND THIS NEXT FIVE YEAR PHASE.

OF COURSE, EVERYTHING WILL NEED TO ALIGN WITH THE TWEAKS IN OUR CURRICULUM.

WE'RE GROUNDED IN THAT BECAUSE AGAIN, THE BIG UMBRELLA IS THE ULTIMATE ACADEMIC SUCCESS OF OUR STUDENTS.

WE NEED TO TALK ABOUT WHAT DOES THIS MEAN FOR OUR TEACHERS? ARE THERE ADDITIONAL PROFESSIONAL DEVELOPMENT AND TRAINING NEEDS OR OPPORTUNITIES THAT OUR TEACHERS ARE GOING TO NEED TO BE ABLE TO BE SUCCESSFUL WITH WORKING WITH THE PROFILE AND THE NEW STRATEGIC PLAN IN THEIR CLASSROOM? AND THEN ULTIMATELY, WHAT ARE THOSE LEARNER EXPERIENCES THAT WE ARE GOING TO WANT TO DESIGN AND HAVE AVAILABLE FOR EVERY STUDENT IN EVERY CLASSROOM, IN EVERY CAMPUS ACROSS THE DISTRICT THROUGHOUT THEIR TENURE HERE IN RICHARDSON ISD.

THESE ARE JUST SOME OF THE VOCABULARY THAT WE ARE GETTING GROUNDED WITH AS WE BEGIN OUR WORK WITH ENGAGED TO LEARN.

AND I'M TALKING ABOUT STRATEGIC DESIGN AND THE PROCESS THAT LEADS US TO A STRATEGIC PLAN AND ACTUAL DELIVERABLE AND HOW THEY ARE GOING TO HELP US DEVELOP THE GOALS AND STRATEGIES THAT'S PART OF THE DESIGN TEAM WORK.

AND THEN WE ARE GOING TO WORK ON SPECIFIC RESULTS, THOSE CHECKPOINTS.

WHAT ARE THOSE ANNUAL CHECKPOINTS THAT ARE GOING TO ALLOW US TO KNOW THAT WE'RE MAKING PROGRESS? AND THEN, OF COURSE, THE ACTIONS, THE ACTION IDEAS, WHAT ARE THE DETAILS, THE INTENTIONAL STEPS THAT WE'RE GOING TO TAKE? AND THOSE ARE THOSE COMPONENTS THAT YOU ADOPTED THIS EVENING IN OUR DIP AND OUR CIP.

AND WHAT IS THAT GOING TO LOOK LIKE NOW AS IT ALIGNS TO A NEW STRATEGIC PLAN FOR 2023? OF COURSE, WHEN WE'RE TALKING ABOUT SPECIFIC RESULTS, WE'RE TALKING ABOUT MEASURABLE AND RESULTS.

IS THAT QUANTIFIABLE? HOW ARE WE GOING TO KNOW THAT WE ARE SUCCESSFUL? THEY'RE NECESSARY AND A VERY IMPORTANT COMPONENT OF THE WORK AND REALLY HELPS US PROVIDE CLARITY ON WHAT IS GOING TO BE WORTH THE INVESTMENT OF TIME AND OTHER RESOURCES, INCLUDING OUR FINANCIAL, OUR BUDGET RESOURCES, OUR HUMAN RESOURCE AS FAR AS CAPITAL IN THAT REGARD

[03:40:05]

BUT IDENTIFYING THOSE METRICS, THAT'S WHERE, DEPENDING ON THE GOALS, STAFF WILL THEN HAVE SUBCOMMITTEES THAT ARE WORKING.

SO IF WE HAVE, I DON'T WANT TO PRE FRONTLOAD ANYTHING, BUT IF THERE IS A GOAL AROUND RECRUITMENT AND RETENTION, AGAIN, JUST AS WE HAVE IN OUR CURRENT STRATEGIC PLAN AND WE KNOW THAT WE NEED TO BE VERY INTENTIONAL WITH DEVELOPING TEACHER PIPELINE AND ENSURING THE BEST EDUCATOR TALENT.

THEN WHAT ARE THOSE NEXT FIVE YEAR STRATEGIC PLANNING METRICS THAT WE NEED TO IDENTIFY TO MEET THAT GOAL AND ENGAGED TO LEARN IS GOING TO HELP US WITH THESE VARIOUS TOOLS AND RESOURCES? WE'RE GOING TO HAVE ANOTHER ENGAGE PHASE AGAIN IN THE SPRING.

WE WILL INVITE THE COMMUNITY TO IN-PERSON SESSIONS WHERE THEY WILL BE ABLE TO PROVIDE FEEDBACK ON THE WORK THUS FAR AND REALLY I THINK OF IT AS PROGRESS MONITORING, RIGHT? SO EARLY IN THE SPRING WE'RE GOING TO HAVE COMMUNITY COLLABORATIVE FEEDBACK SESSIONS, IN-PERSON SESSIONS WHERE COMMUNITY ARE INVITED, ALL COMMUNITY, WHETHER THEY SERVED ON THE DESIGN TEAM OR NOT, OR MAYBE THIS IS A VOLUNTEER OPPORTUNITY, MAYBE THEY CAN'T COMMIT TO FOUR DAYS ON A DESIGN TEAM, BUT THEY CAN COME AND PROVIDE SOME FEEDBACK AT A TWO HOUR SESSION IN AN EVENING.

RIGHT. SO THIS IS AGAIN AN OPPORTUNITY TO PROVIDE A LARGER NET TO ENCOURAGE AND ENGAGE MORE OF OUR COMMUNITY. AND THEN NOW WE'RE GETTING INTO BY THE LATE SPRING.

AND BY THE TIME WE'RE LOOKING TO COME TO YOU WITH OUR FINISHED PRODUCT IN TERMS OF THE NEXT FIVE YEAR STRATEGIC PLAN, WE'RE GETTING INTO WHAT THEY CALL THE LEAD PHASE, WHERE NOW LEADERSHIP DISTRICT STAFF AND CAMPUS LEADERSHIP ARE STARTING TO REALLY LEAD UP AND GET SOME TRAINING AND LEARNING ON HOW WE ARE GOING TO WORK, DEVELOP OUR ACTION PLANS AND HOW THOSE ARE GOING TO FOLD IN NOT ONLY TO THE DISTRICT IMPROVEMENT PLAN FOR NEXT SCHOOL YEAR, 2324.

I KNOW TONIGHT WE JUST APPROVED 22-23, BUT BY THE END OF THE SPRING AND EARLY SUMMER, WE'RE GOING TO START THE WORK FOR NEXT YEAR'S IMPROVEMENT PLANNING.

AND ENGAGED TO LEARN IS GOING TO HELP US BUILD OUT OUR YEAR ONE ACTION PLAN.

AND OUR GOAL THERE IS TO REALLY KEEP IT TO ABOUT 25% OF WHAT WE ARE GOING TO IDENTIFY AS OUR SPECIFIC RESULTS IN YEAR ONE.

AGAIN, WE CAN'T DO IT ALL IN YEAR ONE.

SO HOW ARE WE GOING TO MAP OUT REALLY THINKING OF THAT BACKWARD DESIGN? SO IF THIS IS WHERE WE WANT TO BE IN 2023, WHAT DO WE NEED TO DO IN YEAR ONE TO GET THERE? AND ALSO LOOKING AT WHERE SOME WAYS THAT WE CAN HAVE SOME QUICK WINS AS WELL AS ACHIEVE SOME HIGH IMPACT SPECIFIC RESULTS? A LOT OF THE WORK TOWARDS THE END OF THE SPRING AND EARLY SUMMER IS WITH STAFF AT AT THE DISTRICT LEVEL.

THIS IS WHERE ENGAGED TO LEARN IS GOING TO WORK WITH DISTRICT LEADERSHIP AND DEPARTMENT LEADS AND THOSE THAT HAVE SPECIFIC RESPONSIBILITY AND PROGRAM AREAS IN THE NEXT STRATEGIC PLAN ON HOW THEY'RE DEVELOPING THEIR DISTRICT IMPROVEMENT PLAN TO SUPPORT THE WORK. AND THEY ARE VERY, VERY DILIGENT IN TERMS OF A RESPONSIBLE ROLLOUT. SO THE INVESTMENT THAT WE'RE MAKING IN THE TIME AND ENERGY AND FISCAL RESOURCES AND CAPITAL RESOURCES TO DEVELOP THE PLAN, WHAT DOES THAT LOOK LIKE TO ENSURE THAT WE ARE GETTING THE RETURN ON INVESTMENT, ON THE STRATEGIC PLANNING EFFORT.

AND THEN, OF COURSE, WE NEED TO TAKE IT DOWN TO THE PRINCIPAL LEVEL, THAT CAMPUS LEADER LEVEL.

SO WE WILL BE WORKING WITH PRINCIPALS.

THEY WILL PARTICIPATE IN A FULL DAY TRAINING TO THEN UNPACK WHAT WE HOPE TO BE THE NEWLY ADOPTED STRATEGIC PLAN 2023, AND THEN WORKING WITH CAMPUS PRINCIPALS TO SHOW HOW THIS TRANSLATES NOW INTO THEIR CAMPUS IMPROVEMENT PLAN AND HOW THEY'RE GOING TO DEVELOP THEIR CAMPUS IMPROVEMENT PLANS FOR NEXT SCHOOL YEAR TO GET THE WORK INTO THE CLASSROOM LEVEL.

SO THIS SLIDE SUMMARIZES SOME OF THE KEY DELIVERABLES AS PART OF THE STRATEGIC DESIGN PROCESS.

I'VE TALKED ABOUT THE GOALS AND STRATEGIES, THE RESULTS, THE ACTION PLANS, WORKING ON A 3 TO 5 YEAR TIMELINE.

[03:45:08]

AND THEN THOSE PLANNING METRICS SO WE CAN MONITOR AND ADJUST ALONG THE WAY.

AND I JUST WANT TO HIT BACK ON THE COMMUNITY ENGAGEMENT COMPONENT, BECAUSE I THINK IT'S IMPORTANT BECAUSE IT WAS A CELEBRATION AS PART OF OUR GRADUATE PROFILE WORK AND HOW THAT TRANSLATES INTO HOW WE WILL HAVE THE OPPORTUNITY TO CONTINUE THAT WITH THE STRATEGIC PLANNING PROCESS.

SO AS I MENTIONED, WE WILL PUT A CALL OUT FOR DESIGN TEAM PARTICIPANTS SIMILAR TO THE GRADUATE PROFILE.

YOU ALL WILL HAVE AN OPPORTUNITY TO NOMINATE.

WE HAVE BEEN KEEPING A DATABASE.

WE HAVE ALREADY HAD COMMUNITY REACH OUT TO US THAT ARE INTERESTED IN PARTICIPATING.

I KEEP TELLING THEM I WILL REACH OUT TO YOU AFTER I PRESENT THE ROADMAP AND THE PLAN TO THE BOARD AND IF NECESSARY, WE MAY HAVE TO HAVE A LOTTERY, AS MS. TIMME MENTIONED, JUST BECAUSE EVERYONE HAS EXPRESSED INTEREST.

WE WANT TO BALANCE OUT LEARNING COMMUNITIES.

WE NEED TO MAKE SURE THERE'S REPRESENTATION THAT IS REFLECTIVE OF OUR DISTRICT DEMOGRAPHIC IN OUR COMMUNITIES.

WE NEED TO MAKE SURE THAT IT'S NOT JUST ALL INTERNAL PARENTS AND STAFF.

WE NEED TO HAVE BUSINESS PARTNERS.

I CAN TELL YOU SOME OF OUR BUSINESS PARTNERS INVOLVED WITH THE GRADUATE PROFILE WORK, THEY'RE EXCITED.

THEY WANT TO COME BACK AND ENGAGE ON THE DESIGN TEAM AS WELL.

SO JUST MAKING SURE THAT THE DESIGN TEAM PARTICIPANTS TRULY REFLECT OUR ENTIRE COMMUNITY.

AND THEN JUST THESE VIRTUAL PROGRESS MEETINGS, THESE WILL BE ZOOM SESSIONS.

THEY WILL BE AT DIFFERENT TIMES OF THE DAY TO CATCH COMMUNITY MEMBERS EITHER BEFORE WORK OR AFTER WORK THAT WOULD LIKE TO PROVIDE INPUT OR JUST GET TO KNOW WHAT'S HAPPENING WITH THE STRATEGIC PLANNING PROCESS.

AGAIN, MAYBE THEY CAN'T COMMIT TO A FULL DAY OR MULTIPLE DAYS, BUT THEY STILL WANT TO ENGAGE AND PROVIDE SOME FEEDBACK.

SO OFFERING SOME OF THESE VIRTUAL PROGRESS MEETINGS AS WELL AS.

I'M SORRY, I'M GETTING AHEAD OF MY WORDS HERE AT THIS LATE HOUR.

SO I APOLOGIZE.

THESE COLLABORATIVES, WHICH WILL BE IN-PERSON AND THIS WAS INTENTIONALLY INCLUDED AS PART OF THEIR DESIGN PROCESS SO THAT WE COULD ALSO MIRROR A LITTLE BIT OF OUR STRATEGIC ACTION TEAMS FROM THE STRATEGIC PLANNING 2017 PROCESS.

SO THE IMPORTANT ROLE THAT YOU PLAY IN SUPPORTING THIS WORK.

THEY PROVIDED ME THIS VISUAL TO KIND OF JUST ENSURE SOME CONTEXT.

AND REALLY YOUR ROLE IS TO HELP US BE SURE THAT WE ARE MAKING SURE THAT OUR RESOURCES OF TIME AND HUMAN RESOURCES AND FINANCIAL RESOURCES ARE ALL ALIGNED RIGHT, AND THAT THEY'RE ALIGNED WITH OUR LEARNER INCOMES, OR OUTCOMES, RATHER, AND REFLECT BACK INTO THE STRATEGIC PLANNING PROCESS.

AND I THINK IT'S IMPORTANT, YOU KNOW, IT'S BEEN MENTIONED A COUPLE OF TIMES THIS EVENING, BUT THIS IS AN OPPORTUNITY TO REALLY LOOK AT WHAT ARE SOME OF THOSE PROGRAMS AND INITIATIVES THAT WE HAVE BEEN GETTING A RETURN ON INVESTMENT AND MAYBE WE NEED TO CONTINUE DOING MORE OF, BUT THEN ALSO HAVING CONVERSATIONS. ARE THERE THINGS THAT WE NEED TO SUNSET OR MAYBE WE WE AREN'T GETTING THE RESULTS WE NEED AT THE RATE WE NEED.

AND SO MAYBE WE NEED TO LOOK AT A DIFFERENT WAY.

AND THAT'S AN IMPORTANT PROCESS OF THIS STRATEGIC DESIGN AND STRATEGIC PLANNING GOAL.

SO AGAIN, JUST TO SHOW THE ALIGNMENT OF HOW THE BOARD GOALS AND THE STRATEGIC DESIGN AND THE OPPORTUNITY TO NOW DEVELOP SPECIFIC GOALS AND STRATEGIES, NEW GOALS AND STRATEGIES FOR THE NEXT FIVE YEARS AND HOW THAT WILL INFLUENCE OUR DISTRICT IMPROVEMENT PLANNING A YEAR FROM NOW AS WELL AS OUR CAMPUS IMPROVEMENT PLANS.

BUT YOU ALSO PLAY LOTS OF OTHER IMPORTANT ROLES.

I KNOW THERE'S THREE OF YOU THAT WILL BE PARTICIPATING ON THE DISTRICT DESIGN TEAM AS ONE OF YOUR COMMITTEES.

I BELIEVE THAT'S MR. POTEET AND MS. HARRIS AND MR. EAGER. SO LOOK FORWARD TO YOUR PARTICIPATION AND THE ROLE THAT YOU WILL PLAY IN HELPING TO SUPPORT THAT THAT DISTRICT DESIGN TEAM.

BUT ALL OF YOU ARE GOING TO BE CHAMPIONS OF THE PROCESS PROMOTING AWARENESS THROUGH YOUR COMMUNITIES

[03:50:01]

I'VE HEARD THAT A COUPLE OF TIMES THIS EVENING.

YOU ALL ARE SUCH A KEY COMMUNICATOR FOR US TO HELP US GET THE WORD OUT, HELP THEM UNDERSTAND THAT THERE ARE THESE COMMUNITY ENGAGEMENT OPPORTUNITIES AND THEN HELPING TO CONNECT YOUR OUR CONSTITUENTS WITH THE RIGHT PEOPLE ON STAFF WITH QUESTIONS THAT THEY HAVE, ETC..

BUT ALL OF YOU PLAY AN INTEGRAL, INTEGRAL ROLE.

AND OF COURSE, ULTIMATELY WE'LL BE APPROVING AS AN ACTION ITEM IN MAY THE NEXT STRATEGIC PLAN FOR 2023 THAT WILL TAKE US TO 2023.

SO THIS IS JUST AGAIN, WE STARTED WITH THIS SLIDE AND JUST COMING BACK TO IT TO SHOW WHERE THE STRATEGIC PLAN HELPS SUPPORT OUR CONTINUOUS IMPROVEMENT EFFORTS AND THAT OUR GOAL IS TO COME TO YOU AT THE WORK SESSION IN APRIL WITH A FINISHED PRODUCT AND HAVE MEMBERS OF THE DISTRICT DESIGN TEAM AND COMMUNITY THAT PARTICIPATE IN THE PROCESS BE THERE TO HELP PRESENT THE GOALS AND STRATEGIES FOR THE NEXT FIVE YEARS.

I JUST WANT TO CHIME IN HERE REAL QUICK.

THIS TIMELINE IS IMPORTANT IF WE WANT TO IMPACT THE PRIORITIES AND THE WORK OF 23-24, WE HAVE TO HAVE SOME THINGS THAT ARE DEVELOPED AND IDENTIFIED IN THAT APRIL-MAY TIMELINE SO IT CAN ACTUALLY IMPACT THE DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLANS.

OTHERWISE, WE ARE CONTINUING TO IDENTIFY THE ACTIONS BASED UPON THE OLD PLAN.

AND SO IF WE WANT OUR NEXT YEARS INITIATIVES PRIORITIES TO BE REFLECTIVE OF THE STRATEGIC PLAN, THIS TIMELINE IS SUPER IMPORTANT AND WILL BE PRETTY TIGHT. THANK YOU FOR THAT.

AND SO I DID INCLUDE A SLIDE HERE.

WE DID INCLUDE A SLIDE ABOUT SOME OF THE VARIOUS TOUCH POINTS AND DATES THAT WE'VE ALREADY IDENTIFIED AS PART OF OUR ROADMAP FOR THIS CURRENT SCHOOL YEAR.

AND AS SUPERINTENDENT BRANUM MENTIONED, THIS SETS US UP TO GO INTO THE SUMMER AND DO OUR WORK WITH OUR DISTRICT AND CAMPUS IMPROVEMENT PLANNING EFFORTS AS WELL.

AND WITH THAT, I CAN TAKE SOME QUESTIONS.

ALL RIGHT, GREAT. I JUST WANTED TO SAY JUST REALLY, REALLY QUICKLY, I KNOW IT'S LATE, BUT THIS INFORMATION IS SUPER IMPORTANT.

AND BECAUSE THIS TIMELINE IS, IT'S UP ON US.

I MEAN, IT'S RIGHT HERE.

SO IF YOU ALL COULD TRY TO ENGAGE AS MUCH AS YOU CAN TONIGHT AND TRY TO GET THOSE QUESTIONS OUT TONIGHT, THIS IS LIKE SUPER, SUPER IMPORTANT.

SO SORRY THAT IS SO LATE.

IF YOU ALL WANT SOME COFFEE, WE CAN TAKE A COFFEE BREAK.

[LAUGHTER] BUT IF YOU CAN IT'S REALLY GOOD TO HAVE SOME CONVERSATION RIGHT NOW BECAUSE THESE TIMELINES ARE REALLY IMPORTANT.

IT'S REALLY, REALLY TIGHT.

I THINK. MR. EAGER, DID YOU HAVE A QUESTION FIRST? I KNOW MR. POTEET HAS SOMETHING.

POTEET. NO, I APPRECIATE IT.

AND THANKS FOR THE PRESENTATION.

I APOLOGIZE YOU'RE ON THE BACK END OF THIS WHEN YOU KNOW EVERYBODY IS WORKING ON A HALF TANK RIGHT NOW.

BUT WHAT I WILL SAY, YOU KNOW, AS WE GO THROUGH, THIS IS A PRETTY INTRICATE PROCESS, VERY INTRICATE SCHEDULE AS WELL, A VERY DEMANDING SCHEDULE THAT WE GET TO START ON NOVEMBER, WHICH IS A FEW WEEKS AWAY.

YOU KNOW, MUCH LIKE WHEN WE DID THE SUPERINTENDENT SEARCH AND HIRED A FIRM, TO KEEP US WITH THAT, ONE OF THE THINGS THAT WE REALLY KEYED IN ON AND MADE THEM THE CONSULTANT VERY AWARE OF WAS THIS IS OUR PROCESS PRODUCT AND WE'RE HIRING YOU TO KIND OF GUIDE US, BE OUR GUIDE THROUGH THIS.

AND SO I KNOW THEY'VE BEEN A GOOD PARTICIPANT IN THAT IN THE PAST, AND WE EXPECT THAT THIS TIME.

AND SO THAT'S JUST KEEPING THAT KIND OF HAT ON THROUGHOUT THE PROCESS BECAUSE I GUARANTEE YOU THAT AS INTRICATE AS THAT IS, IT'LL BE EASY FOR FOR US TO KIND OF LOSE SIGHT OF WHERE THIS IS GOING.

AND SO I THINK THAT'S PART OF THE BOARD'S ROLE TO, THE THREE OF US THAT WILL BE ON THERE, IS REALLY KIND OF HELPING YOU KEEP THOSE PARAMETERS UP AND KEEPING THEM IN THE LANES AND MAKING SURE THAT THEY'RE ACHIEVING WHAT WE NEED THEM TO HELP GUIDE US THROUGH.

SO JUST SOMETHING THAT I KEEP THINKING ABOUT THAT, THAT I THINK WILL BE FROM AN ACCOUNTABILITY PERSPECTIVE, I THINK WILL BE IMPORTANT.

SO I APPRECIATE THAT.

YES, THAT IS IMPORTANT.

AND I THINK IT'S IMPORTANT TO NOTE, TOO, THAT WE'VE ALREADY DIVED IN.

I HAVE WEEKLY MEETINGS.

THEY'RE STANDING APPOINTMENTS EVERY THURSDAY AT 11:00, AND THEY HAVE REALLY BEEN THE COACH AND GUIDE ON THE SIDE.

THEY ARE VERY MUCH COMMITTED.

THIS IS OUR PLAN.

SOMETIMES IT'S HARD FOR ME NOT TO WANT TO GO OUT AND SEE SOME OF THE OTHER DISTRICT WORK, BUT I DON'T WANT THAT.

WE NEED TO HONOR WHAT WE HAVE IDENTIFIED AS OUR PRIORITIES HERE AND JUST LOOK FORWARD.

[03:55:04]

AND I KEEP COMING BACK.

REMEMBER THIS IS OUR TRUE NORTH.

MS. TIMME. YEAH.

THANK YOU, MELISSA. AND I APPRECIATE YOU SAYING IT IS LATE, BUT THIS IS IMPORTANT, RIGHT? WE WANT THIS TO BE.

REALLY I JUST HAVE A COUPLE OF COMMENTS AROUND THIS IS JUST REMINDERS THAT THIS IS ALL THROUGH THE ACADEMIC LENS, RIGHT? THAT'S A VERY IMPORTANT PIECE THAT WE WERE WE WANTED TO BE SURE THAT THAT WAS ON THE GRADUATE PROFILE, THAT NONE OF THIS HAPPENS IF IT'S NOT FROM ACADEMIC OUTCOMES AND USING THAT TO GET THERE.

ALSO AS WELL, I THINK IT'S INCREDIBLY IMPORTANT THAT WE HAVE REALLY MEANINGFUL COMMUNITY ENGAGEMENT ON THIS PIECE.

AND WHILE THERE MAY BE ONLY OPPORTUNITIES FOR LIKE 40 SPOTS ON ONE PART OF THAT, BUT THAT THE PARENTS WHO ARE COMING, LIKE ARE COMING, I THINK THEIR PERSPECTIVE IS IMPORTANT, BUT ALSO TOO MAKING SURE THAT WE'VE DONE SOME THINGS LIKE PUTTING NOTES ONLINE SO THAT FOLKS CAN SEE OTHER THINGS.

SO THE COMMUNITY, EVEN IF THEY'RE NOT CHOSEN, HAVE AN OPPORTUNITY TO VIEW AND SEE WHAT'S HAPPENING.

AND THAT, I THINK THAT'S BEEN A LITTLE BIT MORE SUCCESSFUL.

MAYBE THEN IN THE PAST PEOPLE HAVE AN OPPORTUNITY TO FEEL INFORMED IN MAKING SURE THAT WE PUBLICIZE THAT OUT.

LET'S SEE.

I REALLY WANT IT TO BE A TRANSPARENT PROCESS AND AN HONEST PROCESS.

AND LET ME JUST, I THINK MY FILTER FELL OUT HERE JUST A SECOND AGO, BUT I'M GOING TO TRY TO GIVE IT THE FILTERED VERSION.

WE'LL SEE IF IT WORKS. ONE OF MY PET PEEVES ON LIKE A STRATEGIC PLAN OR ANYTHING LIKE THAT IS WHEN WE OPEN IT UP AND ACT LIKE THAT, THAT YOU CAN CREATE WHATEVER YOU WANT TO AND THAT YOU KNOW THAT IT'S, AND THERE ARE SOME THINGS THAT ARE JUST THAT WE'VE ALREADY DETERMINED, YOU KNOW, THAT ARE THERE.

AND I REALLY DON'T WANT TO WASTE ANYBODY'S TIME BY TRYING, ACTING LIKE WE CAN GIVE THEM INPUT ON THINGS THAT MAYBE THAT'S NOT WHERE INPUT CAN BE HAD.

THAT DOESN'T FEEL LIKE IT'S SUPER TRANSPARENT.

AND SO, LIKE, I WANT TO BE SURE THAT IF WE'RE GIVING PEOPLE INPUT, IT'S ON THINGS THEY ACTUALLY CAN HAVE INPUT ON AND THERE HAS TO BE STRATEGIC PARAMETERS.

THAT'S IT. AND THAT WE'RE SETTING CONVERSATIONS UP THAT WAY.

AND IF THEY CAN HAVE INPUT ON SOMETHING THEY WANT TO LIKE WE CAN TELL THEM WHY, LIKE WHAT IT IS.

RIGHT. AND SO.

WE'RE NOT GOING TO HAVE ANOTHER CONVERSATION AND UNDO THE MIDDLE SCHOOL MODEL.

RIGHT? THAT DECISION HAS BEEN MADE.

WE ARE MOVING FORWARD WITH THAT.

RIGHT. WELL, I DON'T WANT TO HAVE PREDETERMINED OUTCOMES.

RIGHT. IF WE'RE, IF YOU'RE HAVING, IF WE'VE ALREADY PREDETERMINED AN OUTCOME, WE ACTUALLY DON'T HAVE CONVERSATION AROUND YOU GIVING INPUT ON THAT, WE ACTUALLY NEED TO JUST SAY, LOOK, THIS IS WHERE WE'RE GETTING, THIS IS WHAT WE'RE DOING.

WHERE YOU DO HAVE AN OPPORTUNITY TO HAVE INPUT IS ON HOW WE GET THERE OR WHATEVER.

OR IF YOU DON'T, WE DON'T NEED TO BE TALKING ABOUT IT.

I MEAN, WE NEED TO BE TELLING AND INFORMING VERSUS LIKE REQUESTING OPINIONS THAT DON'T MATTER, RIGHT? SO [INAUDIBLE].

BUT ANYWAY, IT'S JUST A LITTLE BIT OF MY PET PEEVE.

I JUST WANT TO BE SURE THAT WE'RE DOING THAT BECAUSE THAT'S HOW YOU BUILD, I THINK THAT'S HOW YOU BUILD TRUST.

ABSOLUTELY. AND I WANT THE COMMUNITY TO FEEL THAT.

WELL, AND IT DOESN'T JUST BECOME A DOCUMENT THAT SITS ON A SHELF FOR.

I MEAN, THIS REALLY IS AT THE HEART OF OUR ANNUAL CONTINUOUS IMPROVEMENT PLANNING.

AND I THINK THE OTHER PIECES IS UNDERSTANDING THAT THE DIP AND CIPS THIS YEAR PROBABLY WON'T BE AS IMPACTED OR WE MAY SEE SOME OF THAT FROM THIS.

BUT REALLY IT'S FOR THE FOLLOWING YEAR, IT'S FOR THAT ALIGNMENT.

AND LASTLY, TO JUST THAT A LITTLE BIT TO WHAT MR. POTEET SAID, BUT A LITTLE BIT MAYBE STRONGER IN THE SENSE OF LIKE THIS IS OUR DOCUMENT FOR RICHARDSON ISD.

AND I KNOW THAT THEY'VE DONE A LOT, THEY'VE DONE A LOT AROUND THE STATE AND DONE SOME REALLY GOOD THINGS.

BUT I REALLY IT IS IMPORTANT TO ME THAT THIS IS ABOUT RICHARDSON ISD, IT IS ABOUT OUR CONTEXT.

IT'S ABOUT THE WORDS THAT SHOW THAT IT'S ABOUT OUR COMMUNITY AND WHAT'S IMPORTANT BASED ON THE THINGS THAT WE'RE DOING AND USING THE, NOT HAVING SUCH HIGH LEVEL PIECES THAT YOU COULD TAKE IT AND GO TO ANY DISTRICT USA AND HAVE IT AND IT WOULD FIT THERE TOO.

SO I JUST WANT TO THROW, THOSE ARE SOME THINGS THAT ARE IMPORTANT FOR ME.

THANK YOU FOR SHARING THAT.

YOU'RE WELCOME. GO AHEAD, MR. EAGER. YOU KNOW, I WANT TO COMPLIMENT SUPERINTENDENT BRANUM, BECAUSE PART OF THIS IS THIS GRADUATE PROFILE, BECAUSE WE DID NOT HAVE THE LUXURY.

I MEAN, COMPLIMENTS TO THE TEAM FOR THE FIRST STRATEGIC PLAN, BECAUSE WE HADN'T DONE ONE, OK.

SO YOU ALWAYS REFINE, INNOVATE, IMPROVE.

AND SO COMPLIMENTS TO THE TEAM FOR THAT BECAUSE, I MEAN, THERE'S SO MUCH THAT IT WAS NOT JUST, HEY, GREAT, YOU PUT IT IN A BINDER, PUT IT ON THE SHELF, AND GOOD FOR EVERYBODY. THINGS WERE EXECUTED.

AND THE OTHER THING, TOO, IS THAT NOW THIS GRADUATE PROFILE HAS GIVEN THE DEFINITION OF WHAT IS SUCCESS TO OUR KIDS. BUT NOW THE OTHER THING, TOO, IS THAT THE ALIGNMENT AND COMMUNITY ENGAGEMENT THEY'VE

[04:00:06]

SO WE'VE GOT A LOT OF GOOD OPPORTUNITY TO LEVERAGE WHAT WE DID.

AND I WANT TO ASK ABOUT LIKE TRANSLATION.

YOU KNOW, WHEN WE DID THE SUPERINTENDENT SEARCH, WE BROUGHT IN TRANSLATORS, WE INVITED IN ALL PARTS OF THE COMMUNITY IN.

SO MY HOPE IS THAT WE CONTINUE TO LEVERAGE THERE AND WHAT WE DID WITH THE GRADUATE PROFILE.

AND THEN ON TOP OF THAT, TO ADD TO WHAT MS. TIMME SAID, YOU KNOW, THE THING THAT WE DON'T WANT TO DO, YOU KNOW, WE ARE VERY PROUD OF WHAT WE DO IN RICHARDSON AND WE'RE UNIQUE AND WE CAN STAND OUT AND WE HAVE AN OPPORTUNITY TO BE JUST NOT ANOTHER CHECKBOX.

HEY, YOU KNOW, HERE'S THE BOILERPLATE STRATEGIC PLAN AND IT LOOKS LIKE EVERYBODY ELSE'.

THIS IS SOMETHING THAT WE CAN BUILD UNIQUE TO JUST US AND BE ANOTHER REASON WHY TEACHERS AND COMMUNITY MEMBERS COME HERE TO BE PART OF SOMETHING SPECIAL THAT WE'RE BUILDING HERE. AND THAT'S GOING TO BE PART OF EXECUTING ON THAT VISION AND STRETCHING.

AND TO THE POINT TO, THE THING WITH STRATEGIC PLANS, IT'S ALSO, IT'S NOT EVERYTHING.

IT'S NARROWING BECAUSE WE JUST DON'T HAVE ALL THE RESOURCES IN THE WORLD.

SO IT'S, YOU KNOW, THE NARROWING IT DOWN TO THIS IS WHAT WE'RE GOING TO DO TO MEET THESE OBJECTIVES.

SO ANYHOW, YOU KNOW, THE KEY THING FOR ME IS TO MAKE SURE THAT WE CONTINUE TO LEVERAGE THE WORK THAT WE'VE DONE ON COMMUNITY INVOLVEMENT AND COMMUNITY INVOLVEMENT FROM ALL MEMBERS OF THE COMMUNITY, BECAUSE I THINK WE'VE DONE, MY HOPE IS THAT THE COMMUNITY FEELS LIKE WE'VE DONE BY THE BOOK.

HERE'S A PROCESS AND WE MADE SURE THAT WE'VE INCLUDED EVERYONE IN THIS PROCESS.

AND IT'S LIGHT AND I'M RAMBLING, SO I'LL LET YOU GO.

NO, I APPRECIATE THAT [LAUGHTER] THOSE REFLECTIONS AND WE WE WILL BE CONTINUING TO REPORT OUT AT EACH OF THOSE TOUCH POINTS IN MEETINGS AND USING OUR COMMUNICATION CHANNELS, GIVING INFORMATION TO OUR PRINCIPALS TO SHARE IN THEIR COMMUNICATION CHANNELS. AND I MEAN, IF THERE'S A NEED FOR HAVING TRANSLATORS OR INTERPRETERS AT A MEETING SO THAT WE CAN ENGAGE MORE, YES, WE WILL LEVERAGE ALL OF THOSE RESOURCES JUST AS WE HAVE PREVIOUSLY.

THE GOAL IS TO BUILD ON AND LEVERAGE OUR PAST COMMUNITY ENGAGEMENT EFFORTS TO CREATE OUR PLAN TO SERVE OUR STUDENTS FOR THE NEXT FIVE YEARS.

MS. MCGOWAN. HOW DO WE GO ABOUT CHOOSING THE 40 PARTICIPANTS FOR THE DESIGN TEAM? GREAT QUESTION.

WELL, WE'RE GOING TO START WITH, WE'RE GOING TO USE A SIMILAR PROCESS THAT WE DID FOR THE GRADUATE PROFILE, WHICH WE PUT AN ALL CALL OUT.

WE HAVE SOME COMMUNICATIONS READY TO SEND OUT TOMORROW TO INVITE PARTICIPANTS.

WE USE ALL OF OUR DISTRICT CHANNELS, WEBSITE, SCHOOL TIMES.

WE'LL PUSH IT OUT ON ALL THE CAMPUS WEBSITES, THEIR CAMPUS NEWSLETTERS.

YOU ALL ARE GOING TO GET TO NOMINATE AND RECOMMEND SOMEONE TO SERVE.

I'M GOING TO REACH BACK OUT.

WE HAVE A COUPLE DOZEN COMMUNITIES THAT HAVE ALREADY MADE CONTACT OVER THE COURSE OF ABOUT THE LAST SIX MONTHS THAT SAID, HEY, I'M INTERESTED, I WANT TO SERVE. I'M GOING TO REACH BACK OUT TO THEM AND LET THEM KNOW, OKAY, WE'RE READY.

ARE YOU ARE YOU STILL INTERESTED? OR MAYBE NOT IF NOT FOR DESIGN TEAM, HERE ARE SOME OTHER OPPORTUNITIES AS PART OF THE STRATEGIC PLAN 2023.

AND THEN OF COURSE, WE DO WANT TO HAVE SOME OF THAT INTELLECTUAL KNOWLEDGE AND BACKGROUND FROM THOSE THAT SERVED ON THE GRADUATE PROFILE DESIGN TEAM.

SO WE WILL PUT AN INVITATION OUT TO THAT COMMITTEE THAT SERVED LAST SPRING AND SAY, HEY, WHO WOULD LIKE TO SERVE NOW IN PUTTING THIS INTO ACTION? AND THAT IS ONE TOOL.

THEY GIVE US AN OUTLINE OF TO MAKE SURE WE HAVE AGAIN, A BALANCE OF STAFF, CAMPUS LEADERS, TEACHERS, STUDENTS, STUDENT VOICE.

STUDENTS WILL BE ON.

AND WE'RE ACTUALLY GOING TO GO, THEY'RE IS GOING TO BE NINTH, 10TH, 11TH GRADERS HAVE THE OPPORTUNITY TO SERVE.

SO THE STUDENT VOICE WILL BE AT THE TABLE AS WELL THROUGHOUT THE PROCESS, WHICH I KNOW IS REALLY IMPORTANT WITH THE GRADUATE PROFILE.

MR. EAGER. TO FOLLOW UP THAT, TOO.

IS THERE A POSSIBILITY OF HAVING RECENTLY GRADUATED FORMER STUDENTS THAT HAVE BEEN THROUGH THE PROCESS?

[04:05:06]

GREAT, QUESTION.

MS. MCGOWAN. PIGGYBACKING OFF OF WHAT YOUR QUESTION WAS, COULD WE NOT HAVE LIKE AS JUST A STUDENT PANEL ITSELF JUST DESIGNED FOR STUDENTS AND IN CONJUNCTION WITH THE 40 PARTICIPANTS? I WILL HAVE TO. I KNOW WE DID A LOT OF STUDENT PANEL WORK AS PART OF THE GRADUATE PROFILE.

THEY WERE PART OF THE TOWN HALLS THAT WE HAD HOSTED.

A STUDENT PANEL ISN'T SPECIFIC TO THE MODEL AS IT'S BEEN PRESENTED TO ME.

I DO KNOW THAT THERE ARE ABOUT 6 TO 7 STUDENTS, 6 TO 8 STUDENTS THAT WILL SERVE ON THE DISTRICT DESIGN TEAM TO REPRESENT EACH OF OUR LEARNING COMMUNITIES.

BUT I BET YOU WE COULD INCLUDE SOME SORT OF PANEL ACTIVITY AS PART OF THE DESIGN TEAM WORK AS WE LOOK AT THE GOALS AND THE STRATEGY DEVELOPMENT, ABSOLUTELY.

I CAN TAKE THAT BACK AND SEE HOW WE CAN MAKE THAT WORK.

MS. RENTERÍA. JUST A QUICK QUESTION, WHICH KIND OF TO FOLLOW UP WHAT MS. MCGOWAN SAID.

IN THAT, DR.

HELLER, N CHOOSING THE STUDENTS, IS THERE A CERTAIN WAY THAT THEY CHOOSE THESE STUDENTS? IS IT, I MEAN.

FOR THE GRADUATE PROFILE I REACHED OUT TO THE SECONDARY PRINCIPALS AND WORKED WITH THEM TO FIND STUDENTS THAT WERE REPRESENTATIVE OF THEIR STUDENT POPULATION ON THEIR CAMPUS. AND SO IT IS AN OPPORTUNITY TO HAVE EVERY STUDENT VOICE AT THE TABLE.

SO, YOU KNOW, MAYBE SOME OF THE ONES THAT ARE INVOLVED IN ATHLETICS AND OTHER ACTIVITIES, THERE MAY BE SOME STUDENTS THAT MAYBE HAVEN'T FOUND A NICHE.

EXACTLY. AND AN ENGAGEMENT OPPORTUNITY.

SO WE WORK WITH EACH CAMPUS PRINCIPAL INDIVIDUALLY TO IDENTIFY A STUDENT OR TWO THAT IS VERY REPRESENTATIVE OF THEIR LOCAL CAMPUS POPULATION.

I LIKE THAT. AND I DO APPRECIATE THE FACT THAT YOU HAVE LIKE FROM FRESHMAN TO SENIOR.

AND, YOU KNOW, WHILE I THINK IT'S GREAT THAT WE ALWAYS GO TO OUR TOP STUDENTS, I THINK IT'S SO IMPORTANT TO ALSO BE ABLE TO GET THOSE STUDENTS THAT SAY, YOU KNOW, ARE NOT NECESSARILY IN THAT GROUP, BUT ARE VERY MUCH A VOICE, YOU KNOW.

AND SO I DO LOVE THAT, YOU KNOW, THAT WHOLE COMPONENT OF IT.

AND I APPRECIATE IT.

SO THAT'S AWESOME.

THANK YOU. ALL RIGHT.

I JUST WANTED TO ADD A COUPLE OF THINGS.

SO I KNOW MS. RENTERÍA AND MYSELF, WE HAVE BEEN ON SOME STRATEGIC PLANNING COMMITTEES, SO I ABSOLUTELY WANT TO ECHO WHAT MS. TIMME SAID ABOUT MAKING SURE THAT VOICES ARE REALLY HEARD AND THAT THE THOUGHT PROCESS AND IT'S NOT ALREADY SET IN STONE AND THAT WE ARE TRULY, YOU KNOW, ENGAGING OUR COMMUNITY AND LISTENING TO THEIR VOICES.

I ALSO WANT TO STATE THAT I REALLY LIKE THIS TWO ONE-HOUR SESSIONS BECAUSE I KNOW THAT BEING ON THE COMMITTEES, WHAT TYPICALLY HAPPENS IS YOU HAVE THIS HUGE GROUP OF COMMUNITY MEMBERS AND, YOU KNOW, JUST BY THE FOURTH OR FIFTH MEETING NOW YOU JUST HAVE JUST ME AND MS. RENTERÍA AND THE DISTRICT, RIGHT? BECAUSE PEOPLE JUST CAN'T COMMIT.

IT'S REALLY HARD TO COMMIT AS A COMMUNITY MEMBER.

SO I REALLY APPRECIATE THIS, THESE TWO ONE-HOUR SESSIONS.

I THINK THAT'S GOING TO BE VERY IMPACTFUL.

SO I REALLY APPRECIATE THAT PART.

ALL RIGHT. ANY ADDITIONAL QUESTIONS? COMMENTS? ALL RIGHT.

DR. HELLER, YOU ARE WONDERFUL.

GREAT. WE ARE LOOKING FORWARD TO IT.

THANK YOU.

MS. BRANUM.

THANK YOU, MS. HARRISON.

THANK YOU AGAIN FOR YOUR STAMINA BOARD AND GETTING THROUGH THIS AGENDA.

[V.H. Discussion of Bond Budget Shortfall Options ]

I JUST WANT TO OPEN BEFORE I TURN IT OVER TO MS. HAYES, MR. WATSON AND MR. PATE TO LEVEL SET US AGAIN ON THIS CONVERSATION AROUND WHERE WE ARE AS A RESULT OF THE INFLATION, UNPRECEDENTED

[04:10:01]

WE ARE HAVING WHAT THE COMMUNITY REALLY CHARGED ALL OF US WITH DOING IS HAVING OPEN, TRANSPARENT CONVERSATIONS.

IN THE SPRING WHEN WE BROUGHT FORWARD AND WE KNEW THAT THESE PROJECTS WERE GOING TO HAVE THIS INFLATIONARY COST OVERRUNS.

YOU ASKED US TO GO BACK TO THE DRAWING BOARD, LOOK AT CURRENT EXPENDITURES IN BOND 2021 AND BRING BACK IDEAS, CONSIDERATIONS THAT POTENTIALLY MIGHT BE SOMETHING THAT WE LOOK AT FOR A REDUCTION.

WE BROUGHT YOU THOSE SET OF IDEAS AT THE LAST MEETING AND THEY WERE JUST, THEY WERE A SET OF HERE'S WHAT OUR INTERNAL TEAM HAS DONE.

WE WANT YOUR FEEDBACK BOARD.

AND WE WANT YOUR FEEDBACK COMMUNITY.

WE HAVE HEARD FROM SOME COMMUNITY MEMBERS, WE HAVE HEARD FROM YOU ALL.

HERE ARE SOME THINGS THAT YOU KNOW WHAT, WE COULD SUPPORT THIS.

HERE ARE SOME THINGS THAT WE DON'T THINK THAT WE CAN SUPPORT AND WE NEED SOME MORE INFORMATION BEFORE WE COULD JUSTIFY AMENDING THAT, WHAT WE WHAT WE PUT IN BOND 2021.

THIS PROCESS HAS BEEN VERY PUBLIC FOR A REASON BECAUSE, AGAIN, TO YOUR POINT, WE'RE NOT TRYING TO PREDETERMINE ANY OUTCOMES.

THIS IS A CONVERSATION WE NEED TO HAVE.

AND THERE ARE MANY DIFFERENT WAYS THAT WE CAN APPROACH HOW WE'RE GOING TO ADDRESS WHERE WE'RE AT NOW.

SO I WANTED TO MAKE SURE THE COMMUNITY HEARD THAT CONVERSATION LAST WEEK OR AT THE PREVIOUS BOARD MEETING WAS NOT HERE'S WHAT WE'RE DOING.

IT'S HERE ARE SOME OPTIONS.

AND THE STAFF SPENT, AS MS. HAYES MENTIONED, HOURS TRYING TO PROCESS THROUGH WHAT AREAS ARE CRITICAL AND WHAT MIGHT BE SOME AREAS THAT ARE FLEXIBLE.

TONIGHT, WE'RE GOING TO JUST, THE BOARD HAD ASKED FOR SOME CLARIFICATION AROUND THE CONSTRUCTION MANAGER AT RISK.

WE HAD SOME QUESTIONS FROM THE COMMUNITY COME IN AROUND WHERE IN THE PROCESS OF THE PROJECT DEVELOPMENT DID WE EXPERIENCE THE INFLATIONARY COST? SO WHERE, LIKE AT WHAT POINT DID ALL OF A SUDDEN THIS PROJECT COME IN OVER WHAT WE HAD ESTIMATED IN THE BOND PLANNING PROCESS? SO MS. HAYES AND MR. WATSON ARE GOING TO ADDRESS THAT.

WE'RE GOING TO AGAIN REVIEW HERE AGAIN WHAT THE OPTIONS ARE IN TERMS OF HOW THE BOARD MOVES FORWARD.

THEN MR. PATE, ONE OF THE OPTIONS THAT THE BOARD SAID WE JUST AT LEAST NEED TO HAVE A CONVERSATION.

NO DECISIONS HAVE BEEN MADE, BUT AT LEAST AN INITIAL CONVERSATION IS WHAT COULD AN INTERIM BOND OUTSIDE OF OUR NORMAL FIVE YEAR BOND CYCLE LOOK LIKE? SO MR. PATE, ALONG WITH MR. ROBERTS, HAVE DONE A LITTLE BIT OF NUMBER CRUNCHING AROUND WHAT THAT COULD LOOK LIKE IF THAT WAS EVEN SOMETHING THAT THE BOARD WANTED TO PURSUE.

SO THAT IS OUR AGENDA FOR THIS EVENING.

SO, MS. HAYES, I'M TURNING IT OVER TO YOU.

THANK YOU, SUPERINTENDENT BRANUM.

THANK YOU, BOARD OF TRUSTEES.

FOLLOWING UP ON OUR DISCUSSION FROM LAST WEEK ON WHERE WE ARE WITH BOND 2021 ON THE FACILITY SIDE OF THE HOUSE.

A COUPLE OF POINTS WE'D LIKE TO MAKE SO THAT THE COMMUNITY HEARS THIS AND THAT YOU ALL ARE ALSO ALONG THIS JOURNEY WITH US.

WE ARE CONTINUING TO PLAN FOR THE CURRENT PROJECTS THAT ARE IN BOND 2021.

AS YOU KNOW, MOST OF OUR PROJECTS TAKE 12 TO 18 MONTHS FROM THE TIME THE PROJECT STARTS UNTIL PLANNING IS COMPLETE AND EQUIPMENT OR WHATEVER IT IS, IS BROUGHT ON TO SITE. SO THESE ARE NOT PROJECTS THAT WE CAN HOLD AND THEN A MONTH AND ONE MONTH GET A PROJECT FINISHED.

SO WE ARE CONTINUING WITH ALL OF THE PROJECTS THAT ARE CURRENTLY SCHEDULED.

OURS ARE BROKEN OUT BY YEAR.

WE OBVIOUSLY CAN'T DO ALL OF OUR PROJECTS ALL AT ONE TIME AND SO WE ARE READY TO MOVE IN TO THE PLANNING PHASE FOR WHAT WILL BE IN 2023 AND IN 2024 DUE TO THE TIME FRAME OF SOME OF THE EQUIPMENT, SOME OF THE LEAD TIMES ON A LOT OF OUR EQUIPMENT, IT TAKES US THAT LONG TO GET THE PROJECTS GOING. SO THAT BEING SAID, WE'RE ALREADY SCHEDULED MEETINGS WITH OUR THREE PRINCIPALS AT OUR THREE ELEMENTARY SCHOOLS THAT ARE NEXT ON THE LIST FOR CONSTRUCTION.

WE ARE ALREADY MEETING WITH OUR ENGINEERS ON HVAC AND MECHANICAL PROJECTS AND THINGS JUST SO THAT WHENEVER THE DECISION IS MADE AND WHATEVER THE DECISION LOOKS LIKE, WE CAN EITHER STOP WHAT WE NEED TO OR CONTINUE TO MOVE FORWARD WITHOUT DISRUPTING THE DISTRICT AND WITHOUT DISRUPTING OUR SCHOOLS.

AS YOU KNOW, WE HAVE A VERY LIMITED AMOUNT OF TIME TO DO SOME OF OUR PROJECTS FROM WHEN SCHOOL IS OUT IN THE END OF MAY UNTIL AUGUST 1ST.

AND WE REALLY JUST HAVE THAT EIGHT WEEK TIMELINE TO GET A LOT OF WORK DONE WHEN KIDS AREN'T IN THE BUILDING.

SO WE CAN'T WAIT TO PLAN AND TO HAVE THAT DONE.

SO JUST WANTED TO MAKE SURE EVERYBODY IS AWARE OF THAT AND THAT WE ARE MOVING FORWARD WITH THAT AND WE ARE BRINGING BACK THE BOND, WHAT WE'LL CALL STEERING COMMITTEE.

NOW, THEY WERE THE BOND PLANNING COMMITTEE WHEN WE WERE PLANNING FOR BOND 2021.

NOW WE'RE GOING TO CALL THEM THE BOND STEERING COMMITTEE.

WE PLAN ON HAVING THAT MEETING IN THE 1ST OF NOVEMBER JUST TO BRING THEM UP.

[04:15:02]

AND SO WE REALLY JUST FINISHED UP WITH YEAR ONE PROJECTS.

AND OF COURSE MOST OF OUR CONSTRUCTION PROJECTS ARE MULTIPHASE, MULTIYEAR PROJECTS.

SO THOSE ARE ONGOING AS WELL.

SO JUST WANTED TO BRING EVERYBODY UP TO SPEED ON THAT, INVITE MR. WATSON TO THE MIC UP FRONT.

HE'S GOING TO JUST BRIEFLY TALK YOU THROUGH AND THE COMMUNITY THROUGH WHAT OUR CONSTRUCTION MANAGER AT RISK PROCESS IS, AND WE BROUGHT THIS PRESENTATION TO THE BOARD IN 2021 ON OUR PROCUREMENT AND OUR CONSTRUCTION MANAGER AT RISK.

BUT GIVEN OUR CONVERSATIONS LAST WEEK, WE WANT TO JUST TO REVIEW AND GO THROUGH THAT ONE MORE TIME.

SO WITH THAT, I'LL ASK MR. WATSON TO TALK ABOUT CONSTRUCTION MANAGER AT RISK.

I WILL TELL YOU THE BIGGEST QUESTION WE HAD WAS WHEN DID YOU KNOW THE PROJECTS ARE REALLY GOING TO BE OVERBUDGET AND YOU DON'T REALLY KNOW THAT FINAL NUMBER UNTIL THE BIDS COME IN.

AND YOU HAVE ESTIMATED ALONG THE WAY YOU HAVE FOLKS THAT BRING IN PROJECTIONS AND THE ROUGH ORDER OF MAGNITUDES, BUT WE DON'T REALLY KNOW WHAT THE FINAL NUMBER IS GOING TO BE UNTIL WE SEE THE BIDDING AND THEN WE GO IN AND DO ANY ADDITIONAL PIECES THAT WE HAVE TO DO.

ALONG THE WAY WE ARE CUTTING AND CHANGING BASED ON THE ESTIMATES THAT WE SEE TO KEEP OUR BUDGET STRAIGHT.

BUT THE FINAL NUMBERS ARE REALLY THE BID NUMBERS THAT COME IN.

AND SO I'LL LET MR. WATSON CONTINUE THAT EXPLANATION.

THANK YOU, MRS. HAYES.

MRS. BRANUM. GOOD EVENING, BOARD.

THIS FIRST SLIDE HERE IS REALLY JUST KIND OF THE DESCRIPTION OF THE CONSTRUCTION MANAGER AT RISK DELIVERY METHOD, THE TEXAS GOVERNMENT CODE.

A FEW KEY HIGHLIGHTS FROM THE SLIDE.

A CONSTRUCTION MANAGEMENT FIRM IS HIRED SEPARATELY FROM THE DESIGN ARCHITECT AND OR ENGINEER.

ALSO, A CONSTRUCTION MANAGEMENT FIRM IS ENGAGED EARLY TO PROVIDE DESIGN INPUT AND CONSTRUCTIVE REVIEWS.

THIRDLY, A CONSTRUCTION MANAGEMENT FIRM ACTS AS THE GENERAL CONTRACTOR MANAGING THE LABOR AND SUBCONTRACTS NECESSARY TO COMPLETE THE FULL SCOPE OF WORK.

AGAIN, I'M SORT OF PARAPHRASING.

AND LASTLY, THE CONSTRUCTION MANAGEMENT FIRM ASSUMES THE RISK.

SECOND PARAGRAPH.

AND PROVIDES A GUARANTEED MAXIMUM PRICE TO COMPLETE THE FULL SCOPE OF WORK.

SO I'M JUST KIND OF PARAPHRASING WITH THIS SLIDE SAYS INSTEAD OF READING THE WHOLE THING.

THIS SLIDE. I WANT TO APOLOGIZE IN ADVANCE.

I KNOW IT'S A LITTLE DIFFICULT TO READ, BUT WE'RE TRYING TO SHOW A HIGH LEVEL OVERVIEW OF THE TYPICAL CONSTRUCTION MANAGER AT RISK PROCESS WORKFLOW.

SO I'LL KIND OF PARAPHRASE.

AS STATED, DURING DESIGN THE DISTRICT WILL SOLICIT PROPOSALS FROM CONSTRUCTION MANAGEMENT FIRMS TO ENGAGE IN THE PROJECT.

SO I SAY BY DESIGN, WE WE USUALLY ENGAGE OUR ARCHITECTURAL FIRMS FIRST THROUGH BOARD ACTION, BOARD APPROVAL, AND THEN SOON THEREAFTER TO BRING BEST VALUE WE'D LIKE TO SOLICIT PROPOSALS FROM OUR CM, CONSTRUCTION MANAGEMENT FIRMS. AND WE DO THAT IN PART SO THAT OUR ARCHITECTURAL AND DESIGN FIRMS CAN PROVIDE THEIR EXPERTISE AND KNOWLEDGE OF EXPERIENCE WITH THEIR CONSTRUCTION MANAGERS AS WE'RE GOING THROUGH THE BID EVALUATIONS.

SO THAT'S ONE OF THE MAIN REASONS.

SO BIDS ARE REVIEWED, C.M.

BIDS, CONSTRUCTION MANAGEMENT BIDS ARE REVIEWED BY A COMMITTEE AND A RECOMMENDATION IS DEVELOPED.

AND WE'RE ON THE TOP LINE WORKING OUR WAY TO THE RIGHT.

AND THEN IN THE RED, OR I'M SORRY, YELLOW BOX UP TOP.

THE RECOMMENDATION FOR A CONSTRUCTION MANAGEMENT FIRM IS SUBMITTED TO THE BOARD OF TRUSTEES FOR CONSIDERATION AND APPROVAL.

IT'S IMPORTANT TO NOTE HERE THAT WHEN WE SOLICIT BIDS FROM CONSTRUCTION MANAGEMENT FIRMS, WE'RE NOT ASKING THEM FOR THE GUARANTEED MAXIMUM PRICE AT FIRST.

WE'RE JUST ASKING THEM FOR THEIR PRE-CONSTRUCTION SERVICES AND THEIR FEE.

SO THAT'S WHAT WE TAKE TO THE BOARD TO GET APPROVED.

TOP YELLOW BOX THERE.

GMP, OR THE GUARANTEED MAXIMUM PRICE, HAS NOT YET BEEN SET OR DEFINED OR DEVELOPED.

MOVING ON INTO THE SECOND LINE OF THE WORKFLOW, THE CONSTRUCTION MANAGEMENT FIRM, THE DESIGN FIRM AND DISTRICT STAFF THEN ENGAGE IN THE VARIOUS STAGES OF DESIGN FOR THE PROJECT. EACH PHASE OF DESIGN INCLUDES MORE REFINEMENT AND CONSTRUCTION DETAILS, AND AS MRS. HAYES MENTIONED, ALONG WITH COST ESTIMATING ALONG THE WAY.

ONCE THE CONSTRUCTION DOCUMENTS ARE 100% COMPLETE, THE CONSTRUCTION MANAGEMENT FIRM SOLICITS COMPETITIVE SUBCONTRACTOR BIDS FOR ALL SUBCONTRACTORS NEEDED TO COMPLETE THE FULL SCOPE OF WORK.

ALL BIDS ARE REVIEWED BY THE CONSTRUCTION MANAGEMENT FIRM, DESIGN FIRM AND DISTRICT STAFF, AND THEN EVALUATED TO DETERMINE BEST VALUE . AFTER BID REVIEW AND EVALUATION, THE CONSTRUCTION MANAGEMENT FIRM THEN DEVELOPS THE GUARANTEED MAXIMUM PRICE FOR CONSIDERATION.

AGAIN, THE GUARANTEED MAXIMUM PRICE IS EFFECTIVELY THE PRICE CEILING FOR THE PROJECT.

[04:20:04]

IN ADDITION, 100% OF THE COST SAVINGS ON THE PROJECT IS RETURNED TO THE DISTRICT PER OUR CONTRACT AGREEMENT.

AND THEN WE ARE ACTUALLY AT THE BOTTOM YELLOW BOX.

THE RECOMMENDATION FOR THE GUARANTEED MAXIMUM PRICE IS SUBMITTED TO THE BOARD OF TRUSTEES AT THAT POINT FOR CONSIDERATION AND APPROVAL.

AND THAT'S AGAIN, JUST KIND OF A BRIEF OVERVIEW THERE, BUT I CAN STOP AND GET ANY SPECIFIC QUESTIONS OF THAT PROCESS BEFORE GOING TO THE NEXT SLIDE, IF NEED BE.

AND THANK YOU FOR THAT.

JUST TO EXPLAIN THAT, WHEN YOU TALKED ABOUT WHERE IS THAT INFLATION SEEN? WELL, THIS WHOLE FLOW CHART SHOWS IT'S TIME, TIME BETWEEN ALL THESE STEPS.

AND SO. THAT IS CORRECT.

THERE'S A LOT OF TIME ON THAT ONE SLIDE.

AND DURING THAT TIME, WE SAW NOTHING BUT AN INFLATIONARY ENVIRONMENT OUT THERE.

ABSOLUTELY. A WONDERFUL POINT.

THIS IS PROBABLY 12 TO 14 MONTHS OF TIME IN THIS WORKFLOW.

AND IN EACH OF THOSE DESIGN PHASES, IT'S HARD TO READ, BUT WE HAVE SCHEMATIC DESIGN, DESIGN, DEVELOPMENT AND CONSTRUCTION DOCUMENT PHASE.

MONTHS AND MONTHS IN BETWEEN IS WHERE THIS COST ESCALATION COMES INTO PLAY.

AND I WOULD ALSO JUST ADD, THOUGH, IT'S NOT JUST THE TIME FOR THIS PROCESS.

THE ESTIMATE THAT WE USE TO EVEN BUILD THE BOND HAPPENED 18 MONTHS BEFORE THIS PROCESS EVEN WAS INITIATED.

SO WHEN WE WERE ASKING OUR ARCHITECTS TO SAY IN GENERAL, THE PROJECTS THAT YOU'RE DOING TO BUILD A NEW MIDDLE SCHOOL THAT SERVES 1500, WHAT WOULD, WHAT IS THAT AVERAGE PER SQUARE FOOT COST? SO WE COULD BUILD THAT NUMBER INTO THE BOND THAT HAPPENED EVEN 18 MONTHS BEFORE WE STARTED THIS PROCESS.

SO IT'S REALLY ALMOST TWO AND A HALF TO TWO AND A HALF YEARS OF INFLATION BEFORE WE BROUGHT YOU THE FINAL BID.

AND TO MITIGATE THAT RISK, YOU BASICALLY, WE'VE BEEN TOLD THERE WERE CONSERVATIVE ESTIMATES PUT TOGETHER, THEN HAD TO BE CONSERVATIVE BECAUSE THERE WAS A LOT OF DETAILS NOT KNOWN YET. AND THEN THERE WERE SOME ASSUMPTIONS ON INFLATION GOING FORWARD.

WOULD YOU SAY 5 TO 7% OR SOMEWHERE IN THAT BALLPARK? SO, I MEAN, THAT WAS ALL WE WERE LOOKING AT IT, AND THAT WAS BASED ON HISTORICAL NUMBERS THAT WE HAD SEEN.

SO. RIGHT.

JUST WANT TO CLEAR THAT UP.

THANK YOU, SIR. YES, SIR.

THANK YOU. CAN YOU CAN YOU SPELL A BIT MORE ON THE GUARANTEED MAXIMUM PRICE? OKAY. WE'RE NOT GOING TO PAY MORE THAN X, BUT LET'S SAY ALL OF A SUDDEN SUPPLY CHAIN CHANGES AND ALSO WE HAVE MASSIVE DROP IN COST.

CAN YOU EXPLAIN A LITTLE BIT MORE ON THAT? HOW DO WE GET THAT COST SAVINGS BACK IN THIS PROCESS OF GMP? SURE. ABSOLUTELY.

SO THROUGH THE COURSE OF THE PROJECT, OUR CONSTRUCTION MANAGER WILL WHAT WE CALL BUYOUT PIR SUBCONTRACTS.

SO THEY WILL PROCURE THE STEEL OR THEY WILL PURCHASE THE MECHANICAL EQUIPMENT OR THEY WILL SIGN UP THE DRYWALL SUBCONTRACTOR.

AND THROUGH THAT AND THAT'S AGAIN, OVER MONTHS, MONTHS OF TIME, YOU'LL PROCURE THE EARLY STUFF EARLY, RIGHT.

THE STEEL, THE CONCRETE, THOSE THINGS THAT WILL BE FIRST.

DRYWALL WILL CERTAINLY BE SOMETHING THAT THEY'LL BUY LATER.

AND SO IF THE PRICE OF STUDS AND SHEETROCK ARE HIGH, THE FIRST 12 MONTHS OF CONSTRUCTION YET WE'RE GOING THROUGH SUBMITTAL REVIEW AND THAT CONTRACT IS ACTUALLY NOT AWARDED UNTIL TEN MONTHS INTO THE CONTRACT EXECUTION.

THAT MAY BE A DIFFERENT CONTRACT VALUE THAN WHAT THEY PROVIDED ON THE GMP THAT YOU APPROVED, YOU KNOW, SO MANY MONTHS BEFORE.

SO WE HAVE A BUY OUT LOG THAT IS MAINTAINED.

THIS IS SEPARATE AND ASIDE FROM OUR CONTINGENCY LOGS OR ALLOWANCES.

AND SO THROUGH THAT AND WE SCRUTINIZE AND TRACK AND MONITOR THAT, ALL PARTIES HAVE TO AGREE TO THE SPIN KIND OF THING.

SO THOSE ARE THE SOURCES WE USE AND THROUGHOUT THE COURSE OF THE PROJECT TO BUY IT DOWN, IF YOU WILL, AND ALL THOSE SAVINGS FROM BUYOUT SAVINGS TO ALLOWANCES UNSPENT TO CONTINGENCIES UNSPENT OR COMBINED, AND THEN OF COURSE, RETURN TO THE OWNER AND HOPEFULLY A DEDUCT CHANGE ORDER.

SO BASICALLY, IN THE COURSE OF MANY, MANY MONTHS, THERE'S MULTIPLE LEVELS OF REVIEW BY OUR DISTRICT. AND SO THERE IS NUMBER OF PRICE REVIEW AND WHATEVER WE CAN TO DRIVE VALUE ALL THE WAY THROUGH THIS PROCESS, EVEN TO THE POINT OF GETTING TO A GMP WHERE WE SAY WE'RE NOT GOING TO PAY MORE THAN THIS.

AND THEN ON TOP OF THAT, THERE'S THE ABILITY FOR SOME COST SAVINGS.

BEYOND THAT, WE JUST GOT HIT WITH DOING OUR DUE DILIGENCE AND DOING EVERYTHING THE DISTRICT CAN TO BE GOOD STEWARDS OF TAXPAYER MONEY.

WE WERE HIT WITH UNPRECEDENTED ESCALATION THAT NO ONE COULD HAVE PREDICTED.

[04:25:02]

OKAY. THANK YOU. AND THIS SLIDE HERE.

SO THIS GRAPHIC, THESE GRAPHICS, ATTEMPT TO ILLUSTRATE THE GENERAL UPWARD TREND OF CONSTRUCTION MATERIAL COSTS OVER THE LAST COUPLE OF YEARS.

THERE HAVE BEEN A FEW UPS AND DOWNS TO THESE TREND LINES, BUT THE MAIN TAKEAWAY IS THE COST OF CONSTRUCTION MATERIALS AND CONSTRUCTION LABOR IS NOT AT THE LEVEL IT WAS TWO YEARS AGO WHEN THE PROJECT BUDGETS WERE DEVELOPED TO THIS BOND PROGRAM.

AND I THINK MRS. BRANUM MENTIONED THAT JUST EARLIER.

I'D BE HAPPY TO ANSWER ANY QUESTIONS ON THIS SLIDE AS WELL.

OK, AT THIS TIME WE'LL HAND IT OVER TO MR. PATE TO SHOW US SOME OPTIONS.

THANK YOU, MS. HAYES.

AS WE MENTIONED AT OUR SEPTEMBER MEETING, WE WOULD BRING BACK TO YOU ADDITIONAL OPTIONS TO DISCUSS TO COVER THE BOND SHORTFALL.

YOU KNOW, CERTAINLY SOME OF THE OPTIONS INCLUDE SHOULD WE UTILIZE FUND BALANCE IN THE GENERAL FUND.

AND WE'LL GO OVER, WE'LL REVIEW THE GENERAL FUND'S MULTI YEAR FORECASTS FROM THE BUDGET ADOPTION PROCESS.

WE NEED TO REVIEW OUR LOCAL PERMANENT SCHOOL FUND AND REFRESH EVERYBODY'S MEMORY ON THE FUND BALANCE THERE AND THE PURPOSE OF THE LOCAL PERMANENT SCHOOL FUND. WE'VE ALREADY DISCUSSED, AS MS. BRANUM MENTIONED, REDUCING THE SCOPE OF THE BOND 21 PROJECTS.

AND THEN LASTLY, WE WILL LOOK AT SOME OPTIONS RELATED TO MOVING PROJECTS TO A FUTURE BOND ELECTION, HAVING AN OFF CYCLE, IF YOU WILL, BOND ELECTION AND SOME NUMBERS THAT WE, THAT JEFF ROBERT, PUT TOGETHER FOR US.

SO JUST GOING BACK TO THE ADOPTED GENERAL FUND BUDGET, MULTI-YEAR FORECAST, I HAVE UPDATED THE FISCAL YEAR 21-22 NUMBERS AND THEN THE FISCAL YEAR 22-23 AND FORWARD ARE THE NUMBERS THAT YOU REVIEWED WHEN THE BUDGET WAS ADOPTED IN JUNE.

AND AS OF COURSE, YOU CAN SEE HERE, WE ADOPTED A DEFICIT FOR THE FISCAL YEAR 2022-23 OF ALMOST $26 MILLION.

AND FACTORING IN ONGOING RAISES IN FUTURE YEARS, THAT DEFICIT CONTINUES TO INCREASE IN FUTURE YEARS. CERTAINLY, THERE ARE A NUMBER OF FACTORS THAT WILL AFFECT FUTURE YEAR REVENUE.

AND AS WE'VE DISCUSSED PREVIOUSLY, THE OVERALL DRIVING FACTOR FOR REVENUE IN THE GENERAL FUND IS STUDENT ENROLLMENT.

WE ONLY GET NEW ADDITIONAL MONEY IF WE ENROLL ADDITIONAL STUDENTS.

AND AS WE DISCUSSED AT OUR SEPTEMBER BOARD MEETING, WHEN YOU ADOPTED THE TAX RATE, YOU KNOW, YES, THE BUDGET WAS BUILT ON A ALMOST 8% PROPERTY VALUE GROWTH.

CERTIFIED VALUES CAME IN ABOUT 11 AND A HALF PERCENT.

THAT INCREASED OUR PROPERTY TAX REVENUE, DECREASED STATE REVENUE, INCREASED RECAPTURE IN THE GENERAL FUND, AND THE END RESULT WAS BASED ON THAT SAME STUDENT POPULATION, A NET DECREASE IN GENERAL FUND REVENUES.

SO THE DISTRICT ON THE GENERAL FUND SIDE DOES NOT BENEFIT FROM THE PROPERTY VALUE GROWTH.

AND JUST AS A REMINDER, OUR GENERAL FUND TAX REVENUE, THE M & O TAX RATE, IS SUBJECT TO RECAPTURE, WHEREAS THE DEBT SERVICE FUND TAX RATE, THE I & S TAX RATE IS NOT SUBJECT TO RECAPTURE.

AND WE DID SEE, BASED ON THIS INCREASE IN PROPERTY VALUES AND THAT INCREASE IN PROJECTED DEBT SERVICE FUND REVENUES.

SO JUST, WHOOPS, I WENT TOO MANY SLIDES.

OUR LOCAL PERMANENT SCHOOL FUND.

AND I GUESS IF YOU'D LIKE ME TOO, I'LL BE GLAD TO ADDRESS ANY QUESTIONS AROUND THE GENERAL FUND BEFORE WE MOVE ON INTO THE LOCAL PERMANENT SCHOOL FUND.

DO WE HAVE ANY QUESTIONS BOARD? OKAY. NONE BOARD.

I WAS GOING TO SAY ON THAT.

IS IT, I MEAN, I DON'T EVEN KNOW IF THAT'S EVEN A CONCEIVABLE OPTION AT ALL.

WE'RE ALREADY HEADING TOWARDS SOME FUNDING ISSUES IN THE NEXT COUPLE OF YEARS.

IT WOULD NOT BE OUR RECOMMENDATION AT THIS TIME THAT WE WOULD CONSIDER USING OUR FUND BALANCE TO COVER THIS CURRENT BOND 2021 SHORTFALL. WE HAVE THE LEGISLATIVE SESSION COMING UP.

[04:30:02]

WE DON'T KNOW TO WHAT EXTENT.

AND I THINK EVEN IF WE SEE SOME RELIEF, WE STILL HAVE SOME HARD CONVERSATIONS TO HAVE IF WE'RE GOING TO BE ABLE TO KEEP UP WITH THE COMPENSATION PACKAGES THAT WE NEED TO, BOTH FOR AUXILIARY STAFF AND PROFESSIONAL STAFF SO THAT WE CAN REMAIN COMPETITIVE IN THE MARKET.

SO THAT WOULD NOT BE A CONSIDERATION WE WOULD ASK FOR YOU TO THINK ABOUT IT THIS TIME.

BUT WE CERTAINLY WANT TO BRING THIS BACK AND JUST REMIND THE COMMUNITY, WHILE WE AND I IN PARTICULAR LIVE IN THIS ON A DAILY BASIS, NOT EVERYBODY IS, YOU KNOW, LOOKING AT IT AS FREQUENTLY AS I AM.

SO WE WANTED TO JUST BRING THIS BACK FOR YOUR REVIEW.

THE LOCAL PERMANENT SCHOOL FUND, WHICH WE HAVE NOT TALKED ABOUT IN A WHILE, CURRENTLY HAS A $20 MILLION FUND BALANCE.

IT WAS ESTABLISHED BY THE DISTRICT BACK IN 2008, AND ITS PURPOSE WAS TO PROVIDE INTEREST INCOME TO THE GENERAL FUND.

AND SINCE 2010 OVER $1,000,000 HAS BEEN TRANSFERRED BACK TO THE GENERAL FUND.

EACH YEAR IN JUNE, WHEN YOU APPROVE THE RESTRICTIONS ON FUND BALANCE.

WE DO RESTRICT THE FUND BALANCE IN THE LOCAL PERMANENT SCHOOL FUND.

IT ALLOWS US TO CONTINUE TO REPORT THAT AS A SPECIAL REVENUE FUND.

AND SO THE ONLY WAY THAT WE CAN SPEND THE FUND BALANCE IN THE LOCAL PERMANENT SCHOOL FUND IS THROUGH BOARD ACTION.

THE LOCAL PERMANENT SCHOOL FUND CAN BE SPENT ON ANY LEGAL PURPOSE.

IT COULD BE TRANSFERRED BACK TO THE GENERAL FUND.

IT COULD BE TRANSFERRED INTO A LOCAL CAPITAL PROJECTS FUND TO FUND CAPITAL PROJECTS.

AT THIS POINT, IT WOULD NOT BE MY RECOMMENDATION TO UTILIZE THIS JUST YET.

BUT CERTAINLY THAT IS THE BOARD'S DECISION AND THE BOARD IS THE ONE WITH THE POWER TO DIRECT US TO THIS BECAUSE IT WOULD HAVE TO BE UNRESTRICTED BY THE BOARD.

BUT WITH THE CONCERNS RELATED TO THE GENERAL FUND AT THIS POINT, IT WOULD BE MY RECOMMENDATION TO HOLD ON THIS, AT LEAST FOR A LITTLE WHILE BEFORE WE START SPENDING IT.

BUT I'LL BE GLAD TO ADDRESS ANY OTHER QUESTIONS AROUND THE LOCAL PERMANENT SCHOOL FUND AT THIS POINT.

THIS IS THE ONLY SLIDE ON IT.

OKAY, I HAVE A QUESTION. SO ON THE LOCAL SCHOOL FUND, THAT 20 MILLION CAN BE TRANSFERRED BACK TO THE GENERAL FUND, WHICH WE CAN USE TO HELP WITH THE DEFICIT IN OUR SALARIES TO COME, CORRECT? CORRECT. WE CAN'T USE ANY BOND MONEY, THAT'S TO HELP US WITH THAT SALARY DEFICIT, RIGHT? THAT IS CORRECT. GOT IT.

BOND FUNDS CANNOT BE SPENT ON REGULAR ONGOING SALARY, REGULAR, ONGOING ACTIVITIES OF THE GENERAL FUND.

RIGHT. SO WE NEED OUR STAFF AND EVERYONE ELSE AND WE NEED TO MAKE SURE WE PAY THEM.

JUST MY THOUGHTS.

AND A REMINDER, ONCE WE USE THE LOCAL, IF WE USE THOSE MONEY, THOSE MONIES ARE NOT RECURRING FUNDS COMING IN.

ONCE WE SPEND IT, IT'S GONE.

YES. THANK YOU, MRS. BRANUM.

I FAILED TO MENTION THAT, BUT YES, THIS IS A ONE TIME USE.

WE CAN GO TO TO THE LOCAL PERMANENT SCHOOL FUND WELL, ONE TIME, THAT'S IT.

IF WE WERE TO USE IT ALL, YOU CAN CERTAINLY USE IT MULTIPLE TIMES IN SMALLER INCREMENTS.

BUT THERE IS NOT A REGULAR ONGOING SOURCE OF REVENUE FOR THIS.

WINDFALLS EFFECTIVELY WERE PUT INTO THIS FUND OVER THE YEARS.

AND AGAIN, JUST NO REGULAR CONSISTENT SOURCE OF REVENUE FOR THIS FUND.

OUR NEXT SLIDE.

I WANTED TO LOOK AT JUST THE PERCENTAGE CHANGE IN TAXABLE VALUES AND REALLY JUST TRY TO LAY A FOUNDATION ON THE RELATED TO THE VARIABILITY OF OUR PROPERTY VALUES.

SINCE PROPERTY VALUES DO REALLY IMPACT OUR DEBT CAPACITY IN FUTURE YEARS.

AND SO HERE WE'VE GOT THE PERCENTAGE CHANGE IN PROPERTY VALUES GOING BACK TO 94 AND 95.

AND YOU CAN SEE DURING THAT TIME WE'VE HAD SOME GROWTH AS HIGH AS WELL RECENTLY, OVER 11%, 10%.

PRIOR TO THAT, WE ALSO HAD FIVE YEARS WHERE WE EXPERIENCED A CONTRACTION OR REDUCTION IN OUR PROPERTY VALUES AND 3% DECLINE IN VALUES A LITTLE OVER FOUR, AND ALMOST 4% DECLINE IN PROPERTY VALUES.

[04:35:05]

MOVING ON TO THIS SLIDE, SO THIS IS THE ACTUAL TAXABLE VALUE FOR THE DISTRICT GOING BACK TO 94-95.

AND YOU CAN SEE THOSE TWO YEARS OF DECLINE IN 03-04 AND 04-05.

IT TOOK US ALL THE WAY TO 06-07 TO RECOVER, JUST TO GET BACK TO EVEN BASICALLY FROM THE DECLINE THAT STARTED IN 03-04. WE DIDN'T GET BACK TO THE 02-03 LEVEL FOR FOUR YEARS.

SIMILAR SITUATION IN 09-10.

WE HAD THREE CONSECUTIVE YEARS OF PROPERTY VALUE DECLINE AND IT TOOK US ALL THE WAY UNTIL THE 15-16 FISCAL YEAR TO TO RECOVER THERE. CERTAINLY WE ALL KNOW WHAT A HOT REAL ESTATE MARKET WE'VE HAD.

AND THE REALLY, AS YOU CAN SEE IN THE SLIDE, PROPERTY VALUES, AND THIS IS TAXABLE VALUES.

TAXABLE VALUES HAVE BEEN GROWING AT A FASTER RATE RECENTLY THAN THEY HAVE SINCE 94-95.

AND WE HAVE REACHED A POINT WHERE WE'RE BUILT OUT.

SO ALL OF OUR PROPERTY VALUE INCREASES ARE REALLY TIED TO EITHER APPRECIATION OF EXISTING PROPERTIES OR TEARING DOWN EXISTING PROPERTIES AND REBUILDING ON THEM.

WE HAVE NO, WE EFFECTIVELY HAVE NO RAW LAND TO BUILD ON.

THERE MAY BE SOME VERY TINY SMALL POCKETS WITHIN THE DISTRICT, BUT IT IS REALLY NOT ENOUGH TO MAKE ANY SUBSTANTIAL DIFFERENCE IN PROPERTY VALUES AT THIS POINT.

SO CERTAINLY IT'S TOO EARLY TO TELL IF WE'LL SEE ANOTHER DECLINE.

BUT WITH RISING MORTGAGE RATES NOW AND AS MR. ROBERT MENTIONED EARLIER, THE FED INDICATING TWO OR THREE MORE INTEREST RATE INCREASES, CERTAINLY THAT WILL HAVE EFFECT ON MORTGAGE RATES, IF THEY DO THAT, WHICH COULD CERTAINLY SLOW DOWN OUR PROPERTY VALUE GROWTH, IF NOT TURN US BACK TO A DECLINE.

SO I JUST WANT TO, WHILE I'M NOT TRYING TO BE CHICKEN LITTLE AND SAY THE SKY IS FALLING, I AM VERY CONSERVATIVE FISCALLY BY NATURE, AND I WANT TO MAKE SURE THAT WE DO HAVE THIS PART OF THE CONVERSATION ALSO.

SO JUST A FEW FACTS ON OUR 22-23 TAX RATE THAT I WANT TO MAKE SURE THAT EVERYBODY IS AWARE OF.

OUR MAINTENANCE AND OPERATIONS TAX RATE IS $0.9646 CENTS.

THAT YOU ADOPTED IN SEPTEMBER.

OUR INTEREST IN SINKING FUND RATE IS $0.35 CENTS.

TOTAL TAX RATE IS $1.3146.

THIS IS OUR LOWEST TOTAL TAX RATE IN 30 YEARS.

IT'S OUR LOWEST M & O TAX RATE IN 30 YEARS.

OUR M & O TAX RATE DECREASED 7.3% FROM LAST YEAR FROM THE 21-22 FISCAL YEAR.

AND OUR I & S TAX RATE HAS BEEN HELD CONSTANT FOR SEVEN YEARS NOW, OF, ALMOST 57% OF OUR REVENUE.

I CAN'T TALK TONIGHT.

ALMOST 57% OF OUR RESIDENTIAL ACCOUNTS WILL PAY THE SAME OR LOWER TAXES THAN LAST YEAR.

AND JUST AS A REMINDER, BACK IN THE MAY OF '20, I THINK IT WAS MAY OF '22 ELECTION.

YES, MAY OF '22 ELECTION.

MAYBE IT WAS MAY OF '21.

I'M NOW ,IT'S A LITTLE LATE AND I'M FORGETTING.

'21. THANK YOU. THE FROZEN LEVY WILL BE RECALCULATED FOR THE 232-4 TAX BILL, SO NEXT YEAR'S TAX BILL'S FROZEN LEVIES WILL BE RECALCULATED BASED ON THE INCREASE IN THE STATE MANDATED HOMESTEAD EXEMPTION THAT WENT INTO EFFECT THIS YEAR.

AND SO SOME OF OUR OVER 65 TAXPAYERS COULD SEE THEIR FROZEN LEVY DECLINE WHEN THEY GET THEIR TAX BILLS IN OCTOBER OF '23.

RICHARDSON ISD IS ONE OF ONLY THREE DISTRICTS IN DALLAS COUNTY THAT STILL OFFERS A LOCAL OPTIONAL HOMESTEAD EXEMPTION.

THERE ARE 16 DISTRICTS IN DALLAS COUNTY.

SOME OF THOSE DISTRICTS, A COUPLE OF THEM HAVE A VERY SMALL PORTION OF THEIR DISTRICT IN DALLAS COUNTY, BUT THERE ARE 16 DISTRICTS REPRESENTED IN DALLAS COUNTY'S BOUNDARIES.

SO THIS SLIDE REPRESENTS OUR OUTSTANDING, THE ANNUAL PRINCIPAL AND INTEREST PAYMENTS.

THE PRINCIPAL IS THE BLUE PORTION OF EACH BAR.

THE INTEREST PAYMENT IS THE RED PORTION OF EACH BAR.

AND THIS IS OUR PAYMENTS ON ALL OF OUR OUTSTANDING DEBT AS OF JUNE 1ST.

SO WHEN WE ISSUED THE SALE THAT WE DID IN MAY OF '22.

[04:40:02]

AND YOU CAN SEE THAT THIS IS THE STRUCTURE.

IF YOU WENT BACK TWO OR THREE YEARS AGO OR EVEN LONGER, THIS IS THE STRUCTURE THAT WE ALWAYS TRY TO HAVE WITHIN OUR BONDS.

WE ALWAYS WANT TO MAKE SURE WE'RE ALWAYS MANAGING FOR THAT CAPACITY TO LAYER IN THOSE NEW BOND ELECTIONS, BECAUSE THE DISTRICT IS ON A CYCLE OF HAVING A BOND ELECTION EVERY FIVE YEARS HISTORICALLY.

AND SO THAT WHITESPACE THERE THAT YOU SEE FROM AROUND THE 94, $95 MILLION FOLLOWING THAT CURVE DOWN, THAT IS CAPACITY TO LAYER IN ADDITIONAL DEBT.

WHILE WE CERTAINLY DO NOT WANT TO FILL IN THAT AND MAKE THOSE DEBT PAYMENTS LEVEL, WE WANT TO KEEP THAT CONSTANTLY DECLINING DEBT PAYMENT STRUCTURE. AND THAT IS WHAT WE WILL CONTINUE TO WORK TOWARDS WITH EVERY BOND ISSUANCE.

SO JUST AS A REMINDER, IN OUR PREVIOUS BOND ELECTIONS, MAY, 2001, EXCUSE ME, WAS OUR FIRST ON THE FIVE YEAR CYCLES COMING FIVE YEARS LATER THAN OUR '96 BOND ELECTION TO $2,645 MILLION; 2011, 170 MILLION.

OUR 2016 BOND ELECTION, $437.1 MILLION.

AND THEN OUR MAY OF '21 BOND ELECTION AT $750 MILLION WITH THE TWO PROPOSITIONS, PROP A THE GENERAL PROPOSITION AND PROP B FOR STUDENT AND STAFF DEVICES.

SO OUR BOND ELECTION MODEL ASSUMPTIONS.

I HAVE ELECTIONS IN BOTH MAY OF '23 AND MAY OF '26, WITH ONE EXCEPTION THAT WILL GO OVER, YOU KNOW, TRYING TO LOOK AT SOME CONSERVATIVE PROPERTY VALUE GROWTH, HOW FAST TO DECREASE THE GROWTH, YOU KNOW, WHAT RATE, WHEN TO HOLD IT CONSTANT.

THIS FOLLOWS ALONG WITH GENERALLY THE MODEL THAT WE USE FOR THE MAY '21 ELECTION, YOU KNOW, ESPECIALLY AT THAT 2036 AND BEYOND, HOLDING IT AT 1%. THE THING THAT WE DID HAVE TO DO IN THIS, IN ALL OF THESE MODELS, UNFORTUNATELY, WITH THAT SHORTER CYCLE WORKING IN THAT MAY OF '23 ELECTION IS, THESE MODELS DO NOT MEET OUR NORMAL HISTORICAL PLAN OF RETIRING 25% OF THE DEBT IN FIVE YEARS AND 50% OF THE DEBT ISSUANCE IN TEN YEARS.

SO WE HAVE NOT ACHIEVED THAT AMORTIZATION CYCLE IN THESE EXAMPLES, BUT IT IS CERTAINLY A PLACE FOR US TO START.

AND MR. PATE, WE'RE IN NO WAY AGAIN, THESE ARE JUST OPTIONS FOR THE BOARDS TO HAVE DISCUSSION AND WE ARE NOT IN ANY WAY EVEN SUGGESTING THAT MAY 2023 WOULD BE THE IDEAL DATE IF THE BOARD WANTED TO CONSIDER AN INTERIM BOND.

IT IS JUST ONE OPTION.

IT COULD BE 2024.

IT COULD BE NOVEMBER OF '23, IT COULD BE NOVEMBER OF '24.

IF THAT WAS EVEN A CONSIDERATION THE BOARD WANTED TO EXPLORE.

YES, MS. BRANUM, AND QUITE HONESTLY MAY OF '23 WAS PICKED BECAUSE IT WAS THE, AT THIS POINT IN OUR CONVERSATION, IT WAS THE FIRST DATE WE COULD HAVE A BOND ELECTION BECAUSE IT'S TOO LATE FOR US TO CALL AN ELECTION FOR NOVEMBER.

SO MODELING THAT DID NOT MAKE ANY SENSE TO ME.

SO THAT IS THE ONLY REASON MAY OF '23 WAS SELECTED.

AND CERTAINLY AS YOU CHANGE DATES, IT CHANGES ALL OF THE PROCESS IN HERE, CHANGES THE ASSUMPTIONS.

BUT I HAD TO PICK SOMETHING TO PRESENT TO YOU AND THEN CERTAINLY I'LL BE GLAD TO MODEL OR JEFF ROBERT WILL BE GLAD TO MODEL ANYTHING ELSE THAT WE WOULD LIKE TO SEE. SO AGAIN, THESE ARE JUST POSSIBLE OPTIONS.

IF THE BOARD WANTED TO HAVE A CONVERSATION ABOUT IT AND IT IS REALLY JUST A STARTING POINT FOR A CONVERSATION, I CANNOT EMPHASIZE THAT ENOUGH THAT I NEEDED TO PRESENT SOMETHING.

I NEEDED TO GIVE YOU A STARTING POINT FOR A CONVERSATION.

SO OPTION A, THAT IS THE OPTION THAT I PUT IN HERE WITH NO ELECTION IN MAY OF '23, STAYING ON OUR FIVE YEAR ELECTION CYCLE.

AND I WILL TELL YOU THE WAY THE $1 BILLION ELECTION WAS DETERMINED WAS WHAT IS THE MAXIMUM WE COULD ISSUE IF WE STAYED AT $0.35 BASED ON ALL OF THOSE EXISTING ASSUMPTIONS AND NOT TRYING TO EVEN STAY WITHIN OUR 25% IN FIVE YEARS AND 50% IN TEN YEARS OF AMORTIZATION, WHAT'S THE MAX WE COULD POSSIBLY DO?

[04:45:05]

AND IF YOU ASK ME TO DO THIS IN THE SPRING, I CAN PROMISE YOU THE NUMBERS WILL CHANGE BECAUSE I'LL HAVE BETTER IDEAS ABOUT PROPERTY VALUE GROWTH FOR THE NEXT YEAR AT LEAST.

SO OPTION B WAS JUST TO LOOK AT IF WE DID A VERY SMALL ELECTION TO COVER THE SHORTFALL AND MAYBE A LITTLE PLANNING COST RELATED TO PROJECTS IN A MAY OF '26 ELECTION.

SO THAT'S HOW THE 100,000 EXCUSE ME, $100 MILLION WAS ARRIVED AT.

I&S TAX RATE, FOR THE '23 PORTION, IT STAYS AT $0.35.

AND THEN IF WE KEPT IT AT $0.35, WE COULD DO AN $850 MILLION ELECTION IN MAY OF' 26.

OPTION C AT $750 MILLION.

BEST ESTIMATE TODAY OF WHAT WOULD COVER THE REMAINING SIX SCHOOLS AND OUR SHORTFALL.

WE CAN DO THAT AT $0.35.

AND THEN AT THAT POINT, REALLY THE CHALLENGE WAS WHAT DO WE PUT AS THE NUMBER FOR MAY '26 ELECTION? SO LOOKING AT OUR $750 MILLION ELECTION, KNOWING THAT THE BOARD WOULD WANT TO START ADDRESSING CERTAINLY SOME OF THE ELEMENTARY SCHOOL PROJECTS.

KNOWING THE TYPES OF THINGS THAT WE NORMALLY PUT IN A BOND PROCESS.

I HONESTLY JUST PICKED $600 MILLION OUT OF THIN AIR, AND DOING THAT IN THIS STRUCTURE WOULD RESULT IN, BASED ON ALL THE CURRENT ASSUMPTIONS, AN INCREASE IN THE I&S TAX RATE TO A LITTLE OVER $0.41, ALMOST $0.42 CENTS.

AND THEN OPTIONS D, E AND F ARE REALLY JUST PLAYING WITH DIFFERENT DOLLAR AMOUNTS IN THERE TO SHOW WHAT IMPACT THEY WOULD HAVE ON THE TAX RATE. YOU CAN SEE, D AND E, BOTH OF THOSE LEAVE THE TAX RATE UNDER THESE ASSUMPTIONS AT $0.35 CENTS.

OPTION F DOING THE SAME AMOUNT IN MAY OF '23 AND MAY OF '26 RESULTS IN AGAIN OF SMALL INCREASE OF THREE AND A HALF CENT TAX INCREASE ON THE I&S BASED ON THE CURRENT ASSUMPTIONS.

AND AGAIN, IF YOU WOULD LIKE TO SEE ANY OTHER OPTIONS MODELED, I'LL BE MORE THAN HAPPY TO WORK WITH MR. ROBERT AND WE'LL GET THOSE PRESENTED TO YOU AT A FUTURE MEETING.

AND THAT IS ALL I HAVE FOR THE PRESENTATION ON POTENTIAL OPTIONS, AND WE'LL CERTAINLY BE GLAD TO ADDRESS YOUR QUESTIONS.

BOARD. HERE'S YOUR OPPORTUNITY TO, AGAIN, I KNOW IT'S LATE, BUT THIS IS A GREAT TIME TO GO AHEAD AND ASK YOUR QUESTIONS AND WE'LL GO AHEAD AND START WITH MS. MCGOWAN. WHAT OPTION COVERS THE SHORTFALL, ALL OUR ELEMENTARY SCHOOLS, THE JUNIOR HIGH TRANSFORMATION AND ALL OF OUR REPAIR DEFERRED MAINTENANCE? NONE OF THESE. OKAY.

THANK YOU. NONE OF THESE TAKE INTO ACCOUNT EVERY ELEMENTARY CAMPUS.

ALL THE DIFFERENT. NO.

DID YOU WANT TO? I'M GOOD.

I'VE GOT A QUESTION. OKAY.

SO WHEN WE MADE THE COMMITMENT AS A DISTRICT TO MOVE TO THIS MIDDLE SCHOOL MODEL, AND I KNOW THIS WAS WHENEVER THEY WERE DECIDING HOW THAT WAS GOING TO COME ABOUT, I DON'T KNOW IF THAT WAS THROUGH THE STRATEGIC PLANNING COMMITTEE OR CONJUNCTION WITH THAT, ONE LEARNING COMMUNITY WAS CHOSEN TO BE KIND OF THE FIRST ONE IN THE SHOOT.

SO NOW WE'VE GOT THIS COMMITMENT.

NOW WE'VE GOT AT LEAST, I THINK WHAT WE'VE SAID BEFORE IS WE'D FINISH OUT THE OTHER THREE LEARNING COMMUNITIES BY 2030 IS WHAT THE GOAL WAS, RIGHT? MEANING THAT THE 2026 BOND WOULD BASICALLY FINANCE THOSE LAST SIX SCHOOLS.

YES, SIR. AND CONFIRM, THREE OF THOSE SCHOOLS ARE NEW BUILDS.

THREE OF THOSE WERE RENOVATIONS, KIND OF LIKE WE HAVE RIGHT NOW IN LAKE HIGHLANDS LEARNING COMMUNITY.

SO IF WE DON'T DO THAT, IF WE PUSH OFF ANY OF THAT, WHAT ARE THE IMPACTS TO THE DISTRICT BOTH IN LIKE PROGRAMING, CURRICULUM, STAFFING, RETAINAGE OF STAFF, RECRUITING? TELL ME, WALK ME THROUGH SOME OF THE IMPACTS, BECAUSE THAT'S WHAT I'M WORRIED ABOUT, BECAUSE WE'VE GOT, WE'RE GOING TO HAVE COSTS IN SOME WAY, SHAPE OR FORM, WHETHER WE ACCELERATE THIS OR WE PUSH IT BACK.

BUT I REALLY WANT TO KNOW IF WE DON'T ACCELERATE THIS OR IF WE PUSH IT BACK, WHAT IS OUR IMPACT IN THAT FROM THAT ANGLE?

[04:50:01]

SO IF YOU HAVE SIXTH GRADE TEACHERS THAT ARE AT THE MIDDLE SCHOOL FOR TWO SCHOOLS AND THE REST THAT ARE AT THE ELEMENTARY, IT CHANGES HOW YOU GROUP, IT CHANGES WHO'S SELF-CONTAINED, WHO'S COMPARTMENTALIZED.

IF I'M A BIGGER CAMPUS, I MIGHT ONLY TEACH ONE SUBJECT.

IF I'M AT A SMALLER ELEMENTARY, I MAY TEACH TWO OR THREE.

SO IT REALLY MAKES WHAT WE DO AND HOW WE SUPPORT TEACHERS AND HOW WE DELIVER RESOURCES MUCH MORE COMPLEX.

IF YOU THINK ABOUT THE FINE ARTS AND ATHLETICS, THAT IS PROBABLY WHERE OUR PARENTS AND OUR COMMUNITY WOULD FEEL THE MOST SIGNIFICANT CHANGE.

FOR EXAMPLE, OUR FINE ARTS TEACHERS CURRENTLY, IF I AM A JUNIOR HIGH OR HIGH SCHOOL ORCHESTRA OR BAND TEACHER, I AM GOING DOWN AND I AM VISITING ALMOST ALL OF THE ELEMENTARIES IN MY FEEDER PATTERN THROUGH THE AMOUNT OF TRAVEL AND THE AMOUNT OF LOAD THAT IT TAKES ON THEM IS SIGNIFICANT. THE CHOIR, FOR EXAMPLE, THAT IS AN ELECTIVE THAT WHEN WE'RE 6-8, WE CAN OFFER AT THE MIDDLE SCHOOL.

WE CAN'T OFFER THAT.

WE CAN'T RESOURCE THAT.

IT'S A VERY EXPENSIVE ENDEAVOR TO HAVE THAT AT EVERY ONE OF OUR ELEMENTARIES.

SO THOSE TWO MIDDLE SCHOOLS WILL BE ABLE TO OFFER PRE-UIL ATHLETICS.

WE'LL BE ABLE TO OFFER SIXTH GRADE CHOIR.

OUR BAND AND ORCHESTRA TEACHERS IN THAT LEARNING COMMUNITY WILL NOT HAVE TO TRAVEL LIKE THE OTHER THREE LEARNING COMMUNITY TEACHERS WILL.

CAN WE DO IT? ABSOLUTELY.

IF A DECISION IS MADE AND IF THE BOARD MAKES A DECISION TO STICK WITH OUR TRADITIONAL CYCLE, WE WILL MAKE THAT WORK.

BUT IT WILL PUT A TOLL AND THERE WILL BE SOME ADDITIONAL RESOURCES IN TERMS OF HOW DO WE SUPPORT THE FACT THAT WE'RE RUNNING TWO DIFFERENT MODELS CONCURRENTLY FOR SIX YEARS, POTENTIALLY 5 TO 6 YEARS.

THAT WAS ALWAYS THE PLAN? YES, SIR. SO THAT WAS ALWAYS THE PLAN.

SO WHAT WE'RE TALKING ABOUT, SO WHY ACCELERATE? GIVE ME THE WHYS. WHY ARE WE LOOKING AT ACCELERATION THEN? WHAT'S THE BENEFIT THERE? I'LL LET MS. HAYES CHIME IN AS WELL.

I BELIEVE THAT THERE'S A BENEFIT OF THE WHAT IT MEANS FOR TEACHER RETENTION, WHAT IT MEANS FOR RECRUITMENT, WHAT IT MEANS FOR OUR PARENTS BEING ABLE TO ACCELERATE THEIR ATHLETIC FINE ARTS, EVEN THEIR CORE COURSES, BEING ABLE TO TAKE MORE ELECTIVES, BEING ABLE TO TAKE HIGHER LEVEL MATH AND SCIENCE RIGHT THERE ON THE CAMPUS.

THE SOONER WE CAN PROVIDE THOSE OPTIONS TO OUR PARENTS AND TO OUR STUDENTS, THE SOONER WE CAN TAKE THAT LOAD OF OUR TEACHERS TRAVELING THE WAY THAT THEY ARE RIGHT NOW.

IT JUST MAKES US MORE MARKETABLE.

AGAIN, WE ARE ONE OF THE VERY, VERY FEW DISTRICTS IN THE STATE OF TEXAS THAT STILL HAVE A 7-8 MODEL FOR ALL OF THE REASONS THAT WE'RE SAYING TONIGHT.

WE STARTED HAVING THE CONVERSATION AND ASKING, IS THERE AN APPETITE MAYBE TO EXPEDITE IT WHEN WE BEGAN TO SEE THAT WE WERE GOING TO HAVE THIS CHALLENGE WITH PREVIOUS, WITH SOME OF THESE BOND PROJECTS THAT WE'RE TALKING ABOUT.

LIKE WE HEARD FROM COMMUNITY MEMBERS TODAY, WE DON'T WANT TO CUT FROM THE ELEMENTARY PROJECTS EITHER.

WE KNOW THOSE THREE CAMPUSES NEED THE SAME AESTHETIC REFRESH AND THE CONNECTOR BETWEEN HAMILTON PARK, THE THEATER.

LOOK, WE DON'T WANT TO CUT THOSE EITHER.

SO WE BEGAN TO JUST ASK THE QUESTION, IS THERE ANY MERIT IN PROVIDING WHAT WE KNOW AND WHAT OUR COMMUNITY HAS SAID IS A BETTER MODEL CURRENTLY.

THE 7-8 MODEL HAS WORKED FOR US FOR A LONG TIME, SO I DON'T WANT TO DIMINISH THAT.

BUT WE BELIEVE THAT THIS IS A BETTER MODEL FOR THE NEEDS OF OUR STUDENTS TODAY.

COULD WE EXPEDITE THAT AS WELL AS ADDRESS SOME OF THE NEEDS FROM THIS PREVIOUS BOND? SO THAT CAUSED US TO ASK THE QUESTION.

MS. HAYES, I DON'T KNOW IF YOU'D ADD ANYTHING.

I JUST WANT TO ADD FOR CONTEXT.

SO THE REASON THAT LAKE HIGHLANDS IS GETTING THEIR LEARNING, THEIR MIDDLE SCHOOL FIRST, IS NOT REALLY, WE DIDN'T CHOOSE THEM.

SO FROM THE FACILITY CONDITION INDEX, FROM OUR STRATEGIC PLANNING, THE WORST CAMPUS IN THE DISTRICT FROM THE FACILITY CONDITION INDEX WAS LAKE HIGHLANDS JUNIOR HIGH.

AND SO IT WAS DETERMINED IN THE BEGINNING STAGES OF BOND PLANNING THAT WE WOULD NEED TO ADDRESS THAT CAMPUS.

AND SO WHEN WE STARTED THE PPC COMMITTEE AT LAKE HIGHLANDS, IT WAS FOR A NEW SEVENTH, EIGHT GRADE SCHOOL.

IT HAD NOTHING TO DO WITH THE MIDDLE SCHOOL MODEL.

THEN AS THE MIDDLE SCHOOL MODEL DEVELOPED AND THE DISTRICT TOOK ON THAT ROLE AND THE COMMITTEE SAID, YES, WE ABSOLUTELY WANT TO MOVE FORWARD WITH 6-8, THAT'S WHEN IT WAS DETERMINED WE WOULDN'T WANT TO DO ONE SCHOOL AND ONE LEARNING COMMUNITY BY ITSELF.

YOU WOULDN'T WANT LAKE HIGHLANDS TO BE 6-8 AND THEN FOREST MEADOW TO STILL STAY 7-8 UNTIL WE DID IT IN THE NEXT BOND, BECAUSE THAT WAS KIND OF THE ORIGINAL PLAN, WAS WE WOULD DO ALL THE MIDDLE SCHOOL TRANSFORMATIONS IF WE COULD.

WE COULDN'T CARRY THEM ALL IN BOND 2021.

WE COULD ONLY CARRY ONE LEARNING COMMUNITY WITH THE CAPACITY THAT WE HAD AND THE THINGS THAT THE DISTRICT NEEDED.

[04:55:06]

IT WAS NEVER, YEAH, YOU GOT CHOSEN BECAUSE YOU HAD THE WORST BUILDING.

SO I JUST WANT TO MAKE THAT CLEAR THAT THAT'S HOW ONE GOT DONE BEFORE THE OTHER.

THE ULTIMATE GOAL FOR US WOULD HAVE BEEN TO BE ABLE TO DO ALL OF THEM IN ONE BOND CYCLE SO THAT ALL THE LEARNING COMMUNITIES COULD OPEN FAIRLY CLOSE TOGETHER.

AND MS. HAYES, WHEN YOU'RE DISCUSSING THAT, THE FACILITY CONDITION INDEX, THAT LAKE HIGHLANDS JUNIOR HIGH WAS IN THE WORST CONDITION, YOU DON'T MEAN AESTHETICS, YOU MEAN THE INFRASTRUCTURE. YES.

THIS IS NOT HOW CAMPUS LOOKS.

THIS IS NOT HOW IT LOOKS WHEN YOU WALK DOWN A HALLWAY OR IN A CLASSROOM.

THESE ARE THE SYSTEMS OF THE CAMPUS THAT KEEP IT FUNCTIONING.

AND SO THAT'S HOW THAT CAME TO BE FOR ONE LEARNING COMMUNITY TO GET THE MIDDLE SCHOOL FIRST.

SO JUST WANTED TO CLARIFY THAT.

ANY ADDITIONAL QUESTIONS? MS. PACHECO. YES.

WELL, THANK YOU FOR YOUR PRESENTATION.

IT'S VERY THOROUGH.

I JUST WANTED TO KEEP IN MIND THAT WE HAVE TO STILL CONSIDER OUR DEFERRED MAINTENANCE AND ALL OUR DIFFERENT SCHOOLS THAT NEED ALL OF THESE REPAIRS AND SYSTEMS REPAIRS.

LIKE MS. HAYES SAYS, THEY'RE NOT COSMETIC, THEY'RE NECESSARY REPAIRS THAT ALL OUR SCHOOLS HAVE A NEED.

AND QUITE HONESTLY, WHEN I SEE THE DIFFERENT BOND ELECTIONS, I MEAN, WE MISSED THE MARK FOR TWO OF OUR BONDS AND WE COULD HAVE DONE SOME OF THESE REPAIRS PROBABLY PROACTIVELY IN THE PAST, BUT WE ARE NOT IN THE PAST ANYMORE.

AND WE NEED TO MOVE FORWARD AND WE STILL NEED TO FUND THESE REPAIRS.

I MEAN, OUTSIDE OF MOVING THE MIDDLE SCHOOL TRANSFORMATION AND EVERYTHING, THESE REPAIRS ARE NECESSARY BECAUSE THEY IMPACT OUR LEARNING ENVIRONMENTS IN ALL OF OUR SCHOOLS.

SO IT'S A HARD, HARD DECISION.

I WANT TO FIND A BOND THAT WILL HELP EVERY SCHOOL AND MAKE SURE ALL OF THEM WERE REPAIRED.

AND WE HAVE MIDDLE SCHOOL TRANSFORMATION AS SOON AS POSSIBLE.

SO, YES, IT'S DIFFICULT, BUT I THINK IT'S A VERY NECESSARY THING TO THINK ABOUT.

AND IF WE DON'T SPEND IT NOW, WE'RE GOING TO SPEND MORE LATER.

I THINK THE ECONOMIES ARE GOING TO SHIFT.

IT'S STILL GOING TO BE EXPENSIVE.

WE'RE STILL GOING TO HAVE INFLATION.

WE'RE JUST GOING TO HAVE A LOT OF OTHER THINGS WE HAVE TO CONSIDER ANYWAY.

SO THIS IS VERY, I MEAN, IT'S JUST IMPORTANT TO GET THEM ALL DONE.

THANK YOU. MR. EAGER. YOU KNOW, BUT COMING BACK TO THE REASON THAT WE EVEN PROPOSED AND BEGAN IMPLEMENTING A SIXTH GRADE TRANSFORMATION WAS BECAUSE IT WAS GOING TO HELP SO MANY KIDS AND GENERATION OF KIDS, BECAUSE IT'S NOT ONLY THE FINE ARTS, BUT IT WAS THE EXTRA YEAR THAT OUR MIDDLE SCHOOL, THE SOCIAL EMOTIONAL ADJUSTMENT, THE ACCESS, I BELIEVE IT WAS ACCESS TO CTE CLASSES.

YOU COULD BEGIN TO SEE EXPOSURE TO POTENTIAL CAREER OPPORTUNITIES.

THERE IS OVER AND BEYOND ALL THE OTHER BENEFITS.

IT WAS THE RIGHT THING TO DO FOR OUR KIDS.

AND SO ONE OF THE THINGS THAT WE'VE COMMITTED TO IT, AND MAYBE WE WILL HAVE TO SEE, YOU KNOW, BE RESPONSIBLE TO THE COMMUNITY, BUT THE NET OF THIS IS THAT IT'S GOING TO HELP KIDS FASTER IF WE EVALUATE AND SEE WHAT INPUT FROM THE COMMUNITY IS.

BUT WE CAN BEGIN TO HELP A LOT MORE KIDS EVEN MORE QUICKLY WHILE WE'RE ADDRESSING THIS PARTICULAR ISSUE.

AND, YOU KNOW, MS. PACHECO, YOU KNOW, THAT DEFERRED MAINTENANCE, WE'VE BEEN, I THINK THERE WAS DIFFERENT ECONOMIC TIMES AT THOSE TIMES WHEN THOSE BONDS WENT OUT.

AND I THINK THEY WERE LITERALLY TRYING TO JUST GET BY WITH WHAT THEY COULD.

AND FORTUNATELY, WWE'RE IN THAT SEAT NOW WHERE WE HAVE TO, WE'RE KIND OF PAYING THE PRICE FOR THAT.

I WANT TO ADD, GOING BACK TO OUR EARLIER CONVERSATION, ANOTHER SIGNIFICANT OUTCOME THAT I THINK WAS A DIFFERENTIATOR FOR THE GRADE CONFIGURATION COMMITTEE AND THE BOND PLANNING COMMITTEE WAS ALSO FREEING UP SEATS FOR PRE-K AT OUR ELEMENTARY CAMPUSES.

WE ARE AT OUR ALL TIME HIGH OF PRE-K REGISTRATION OF OVER 1600 STUDENTS IN PRE-K.

BUT WE HAVE DEMAND, ESPECIALLY FOR TUITION, BECAUSE WE BELIEVE PRE-K IS GOOD FOR ALL.

ALL OF OUR FAMILIES, WE HAVE COMMUNITY MEMBERS WHO ARE STILL ON WAIT LISTS BECAUSE THEY WANT ACCESS TO OUR PRE-K.

[05:00:06]

YEAH. WHICH BRINGS US BACK TO AGAIN, WHY ARE WE HERE? IS THAT WHAT'S BEST FOR OUR KIDS AND PRE-K FOR ALL IS GOOD FOR ALL OUR KIDS.

GETTING OUR KIDS TO HAVING AN EXTRA YEAR, AND SIX, SEVEN, EIGHT CONFIGURATION AS WELL AS FROM A COMPETITION FOR TALENT.

YOU KNOW, THERE'S JUST ALL THESE CASCADING BENEFITS.

BUT, TO OUR POINT, THESE ARE JUST TOUGH DECISIONS AND IT'S KIND OF PAY ME NOW OR PAY ME LATER, AND THAT'S WHY WE'RE HAVING THESE DISCUSSIONS.

SO WE WE'LL CONTINUE TO EVALUATE AND SEE WHAT IS IN THE BEST INTEREST OF COMMUNITY FROM A FINANCIAL, BUT WHAT'S BEST FOR OUR KIDS AS WELL.

MS. TIMME.

I DON'T FIND THIS SHOCKING.

I HAVE A FEW THOUGHTS.

YOU KNOW, A COUPLE OF THINGS THAT JUST JUST COMMENTS AND MAYBE JUST A LITTLE BIT OF THINKING OUT LOUD, BECAUSE I KNOW THAT WE'RE BRAINSTORMING ON THIS PIECE, BUT.

YOU KNOW, ULTIMATELY WHEN WE PASS A BOND AND ESPECIALLY WHEN WE CALL BONDS AS A BOARD AND WE HAVE THIS FIVE YEAR CYCLE, WE'RE ASKING OUR VOTERS TO TRUST THAT WE'RE DOING THAT.

AND IT'S I MEAN, WE WENT OVER, I MEAN, THE REASONS ARE THERE.

THAT IS WHAT THEY ARE. BUT WE HAD TO CHANGE SCOPE.

WE HAD TO DO SOME THINGS THAT WHEN WE ORIGINALLY CALLED IT AND VOTERS VOTED ON IT THAT WE'RE NOT ABLE TO DO NOW.

AND I THINK THERE'S PROBABLY SOME UNDERSTANDING FOR THAT.

RIGHT? I'M SURE IT'S A LITTLE FRUSTRATING, BUT THAT IS WHAT IT IS.

RIGHT. AND I, YOU KNOW, WE WANT THE TRUST OF THE COMMUNITY TO CONTINUE TO BE ABLE TO DO THAT.

I FIRMLY BELIEVE THAT OUR LEARNING ENVIRONMENTS ARE IMPORTANT IN OUR SCHOOLS.

I THINK IT'S IMPORTANT TO OUR STAFF.

I THINK IT'S IN KEEPING THEM.

I THINK IT'S IMPORTANT FOR OUR STUDENTS GOING IN.

I MEAN, PUT ME IN A DANK PLACE WITH, YOU KNOW, NOT THE RIGHT AIR CONDITIONING OR WHATEVER.

THAT JUST DOESN'T FEEL RIGHT. YOU KNOW, I CERTAINLY LEARN BETTER IN ENVIRONMENTS THAT ARE DESIGNED TO BE PRODUCTIVE.

I THINK IT'S IMPORTANT FOR OUR PARENTS.

THEY WANT TO SEND THEIR KIDS, YOU KNOW, INTO PLACES THAT ARE WHERE THE LEARNING ENVIRONMENT IS CONDUCIVE TO THAT.

YOU KNOW, WE CUT PROJECTS AND I KNOW THAT YOU TALKED ABOUT LIKE MOVING THEM TO OTHER BONDS AND DOING THINGS LIKE THAT.

BUT, YOU KNOW, THOSE ARE THINGS THAT WE DID PROMISE AND ALSO IN THE BONDS THAT WE ALREADY DID PASS.

AND I THINK THAT'S, I DON'T TAKE THE COMMUNITY'S TRUST LIGHTLY IN THOSE AREAS.

AND SO I DON'T KNOW.

I'M JUST, A LOT OF BRAINSTORMING OUT LOUD.

I GET IT. AND I THINK, TOO, ANY TIME WE'RE GOING TO CALL A BOND, WHETHER IT'S ON THE REGULAR CYCLE OR WHETHER WE DO ONE LIKE IN BETWEEN, I MEAN, THERE HAS TO BE A COMPELLING WHY? WHAT IS OUR COMPELLING WHY THAT WE NEED THIS EXTRA BOND OUTSIDE OF JUST COVERING THIS PIECE.

WHAT IS OUR COMPELLING WHY? WHAT DOES OUR COMMUNITY GET FROM US CALLING THIS INTERMITTENT BOND? BECAUSE, YOU KNOW, IF WE NEED, IF WE'RE LOOKING AT, WE KNOW THAT WE HAVE AN ENROLLMENT NEED, AND THAT WE NEED TO DRAW MORE STUDENTS HERE.

WELL, HOW ARE WE ADDRESSING THOSE THINGS, AND ALSO TYING IT INTO, THAT ARE GOING TO LEAD TO THOSE BOARD GOALS? I SAY ALL OF THAT TO SAY.

I HATE WHEN PEOPLE SAY MAKE A LONG STORY SHORT.

I DIDN'T DO THAT. I MADE A LONG, LONG.

BUT SORRY ABOUT THAT.

I THINK, FOR THE FIRST TIME IN A WHILE, I JUST THINK THAT I WANT TO BE SURE THAT, LIKE THE COMMUNITY IS INTERESTED IN THAT.

I WANT TO BE SURE THAT THE APPETITE IS THERE FOR THAT.

I WANT TO BE SURE THAT WE'RE TAKING INTO CONSIDERATION, YOU KNOW, ARE THEY INTERESTED IN DOING SOME OF THESE THINGS? I THINK, LET ME ALSO SAY, LOOK, I THINK WHEN WE SAID THAT WE WERE MOVING SIXTH GRADE AND WE WERE GOING TO DO IT BY LEARNING COMMUNITIES, AND HOWEVER THAT WORKED, I THINK THAT WAS THE RIGHT TIME. THAT WAS THE RIGHT CALL, YOU KNOW, AT THE RIGHT TIME.

AND I THINK CALLING A BOND TO CHANGE ALL OF THAT IS A STRUGGLE FOR ME, BECAUSE I THINK THAT'S WHAT THE COMMUNITY, WE HAD ALL OF THOSE PIECES AND ALL OF THAT.

I MEAN, I'M NOT SAYING THAT ACCELERATION WOULDN'T BE BETTER.

I FIRMLY BELIEVE THAT THEY COULD ALL BE IN AT THE SAME TIME.

THAT WOULD BE THE BEST. BUT I ALSO WANT TO BE A GOOD STEWARD OF THEIR TRUST.

I GUESS MY WHOLE POINT TO THAT IS I REALLY WOULD LIKE TO SEE SOME KIND OF A, I DON'T KNOW, A SURVEY, A POLL, A SOMETHING, AN OPPORTUNITY FOR OUR COMMUNITY TO GIVE FEEDBACK.

SO LIKE, IF I MEAN, IF THEY'RE SEEING THAT OUR LEARNING COMMUNITIES AREN'T GREAT AND THEIR APPETITE IS THAT LIKE, LOOK, WE WOULD RATHER HAVE A BOND ON AN OFF CYCLE BECAUSE WE REALLY FEEL THAT ALL OF THESE THINGS ARE IMPORTANT AND WE'D BE WILLING TO SUPPORT IT.

THAT'S IMPORTANT TO ME.

IT'S IMPORTANT TO THEM.

IF IT'S NOT AND THERE'S REALLY NO APPETITE FOR IT, AND WE'RE GOING TO LOSE TRUST BY DOING IT, THAT'S ALSO IMPORTANT TO ME, AND IT'S IMPORTANT TO UNDERSTAND THAT. SO I DON'T, I'M ASKING, I GUESS, IS THERE A WAY THAT WE CAN DO THAT? I JUST THINK I NEED MORE INFORMATION BEFORE I THINK I CAN MAKE A DECISION OR CONTINUE.

[05:05:05]

IF I MAY, I THINK EXACTLY, I COMPLETELY DITTO WHAT MS. TIMME IS SAYING. I THINK THAT THE TRUST OF THE COMMUNITY IS JUST REALLY, REALLY IMPORTANT.

I MEAN, AGAIN, YOU JUST SAID IT EXACTLY.

SO I WOULD ALSO LIKE TO SEE IF THERE'S A WAY THAT WE CAN DO THAT.

IS THERE A WAY THAT WE CAN GET SOME INFORMATION, GET THE VOICE OF THE PUBLIC TO SAY, I MEAN, NOW IT'S ALL LAID OUT.

THIS IS THIS IS WHAT IT IS.

THIS IS WHERE WE'RE AT.

THIS IS WHAT WE'RE STILL TRYING TO DO.

BUT I THINK TO GET THAT INPUT SO THAT WE CAN CONTINUE TO GET THAT TRUST THAT WE NEED TO SUSTAIN THIS.

I LOVE THAT YOU'RE BOTH ASKING THAT.

I THINK. ABSOLUTELY.

I KNOW I'VE HAD THE OPPORTUNITY TO BE HERE FOR THE LAST TWO BOND PLANNING PIECES.

MEMBERS OF CABINET HAVE BEEN A PART OF EVEN MORE BONDS THAN JUST THE LAST TWO THAT I'VE BEEN ON.

BUT EVEN IN A PREVIOUS DISTRICT, WE'VE ALWAYS USED AN EXTERNAL SURVEY TEAM THAT IS AN EXPERT, FOR EXAMPLE, LIKE [INAUDIBLE].

THEY ARE EXPERTS AT SURVEYING THE COMMUNITY, SPECIFICALLY RELATED TO SIGNIFICANT COMMUNITY ENGAGEMENT THAT WE KNOW IS GOING TO REQUIRE A VOTE, WHETHER IT'S A TRE, WHETHER IT'S A [INAUDIBLE] OR WHETHER IT'S A BOND ELECTION.

AND SO I THINK WE COULD ABSOLUTELY SEEK OUT A VENDOR LIKE [INAUDIBLE] THAT COULD COME IN.

AND WHAT IS GREAT ABOUT THAT INFORMATION, THAT DATA, IS THAT WE'RE NOT MAKING DECISIONS BASED UPON OUR GUT.

WE'RE NOT MAKING DECISIONS BASED UPON WHAT WE THINK WE HEAR OR WHAT WE'RE READING ON SOCIAL MEDIA OR WHAT, YOU KNOW, IT REALLY IS.

IT'S A SCIENTIFIC PROCESS WHERE IT'S REPRESENTATIVE OF ACROSS THE DISTRICT.

IT'S REPRESENTATIVE OF, IT'S IMPORTANT THAT OUR OVER 65 COMMUNITY MEMBERS VOTE IN A BOND AND IN ANY KIND OF OUR ELECTIONS.

AND SO WE NEED TO POLL AND HEAR FROM THEM.

SO IT REALLY IS REPRESENTATIVE ACROSS THE DISTRICT.

THEY ALSO HELP US AND GIVE US FEEDBACK AROUND WHAT IS THE APPETITE EVEN FOR THE WAY THAT IT IS COMMUNICATED OR WHAT RESONATES IN TERMS OF MESSAGING OR SO I THINK ALL OF THOSE INPUTS I THINK ARE CRITICAL.

I DON'T FEEL I DON'T FEEL COMFORTABLE IN ALL THE, SHOULD WE, SHOULD WE DO THIS? SHOULD WE DO? I DON'T FEEL COMFORTABLE IN BRINGING FORWARD A RECOMMENDATION TO YOU ALL, TO THIS GROUP WITHOUT REALLY KIND OF ANY SIGNIFICANT DATA THAT I CAN BRING FORWARD AS WHAT IS THAT RECOMMENDATION BASED ON OTHER THAN JUST THIS IS WHAT I THINK IS BEST.

SO I DO THINK THAT THAT COULD BE VERY BENEFICIAL TO ALL OF US AS WE SEEK TO IDENTIFY A RECOMMENDATION.

SO THANK YOU FOR THAT.

BUT ALSO TO ADD TO THAT, IT'S LIKE HOW, WHAT WOULD THE TIMELINE LOOK LIKE FOR THAT? THAT IS SOMETHING THAT OUR TEAM WILL IMMEDIATELY AGAIN, WE DIDN'T, I DIDN'T KNOW WHERE THIS CONVERSATION WAS GOING.

SO WE WILL CONTACT SOME VENDORS THAT WE KNOW, DO THIS AND SEE WHAT THE TIMELINE COULD LOOK LIKE.

AND I CAN SHARE THAT.

WE COULD EVEN GIVE YOU THAT TIMELINE UPDATE NEXT WEEK AT OUR STUDY SESSION.

THAT'D BE GREAT. I MEAN, I THINK, I APPRECIATE THAT.

AND AGAIN, JUST TO ECHO WHAT MS. TIMME SAID, I THINK THAT IT'S JUST AGAIN I THINK THAT THIS IS JUST SUCH A BIG.

AND LIKE MS. HARRIS SAID, THIS IS REALLY IMPORTANT.

I MEAN, THIS IS SOMETHING BIG.

AND SO GETTING THAT INPUT AND AGAIN, TO MAINTAIN THE TRUST OF OUR COMMUNITY IS JUST ALSO SUPER IMPORTANT.

CAN I ADD A PIECE ON THAT JUST REALLY QUICK, TOO? I JUST HAVE A LITTLE BIT OF A QUESTION.

SO I GUESS TO ME, LIKE, YOU KNOW, WHEN YOU THINK ABOUT IT GOING IN THREE DIFFERENT CYCLES, LIKE IN, YOU KNOW, IN THE LAND OF LIKE IT'S NOT ACTUALLY REAL AND IT'S NOT REALLY CONCRETE. NOW THAT WE'RE SEEING THAT, NOW PEOPLE WILL START SEEING THOSE KIDS GOING TO THIS NEW LIKE JUNIOR, YOU KNOW, GOING TO THIS NEW MODEL OR WHATEVER.

I MEAN, I HAVE TO THINK THAT IT'S GOING TO IMPACT HOME VALUES AT SOME POINT OR IT MAY OR MAY NOT ATTRACT PEOPLE TO CERTAIN AREAS OR WHATEVER.

AND IF WE'RE LOOKING TO INCREASE ENROLLMENT IN A MEANINGFUL WAY, I MEAN, IS THAT STUFF THAT THEY LOOK AT AS WELL? YES. FOR THAT, I'M ASSUMING.

I THINK, AGAIN, BASED ON MY EXPERIENCE IN PREVIOUS BONDS, THAT IS PART OF THEIR RESEARCH.

THEY SPEND TIME WITH US TO UNDERSTAND THE VARIABILITIES AND THEY BEGIN TO TEST THOSE THINGS OUT.

YEAH, I THINK THAT WOULD BE IMPORTANT FOR ME TO, AND I THINK EVERYBODY ELSE, TO HEAR THOSE VARIABILITIES AND GET AN IDEA OF THE APPETITE OVER WHAT IS IMPORTANT, WHAT ISN'T IMPORTANT, WHAT ARE THE VARIABLES THAT ARE IMPORTANT, WHAT THEY COULD OR COULD NOT SUPPORT.

YES, MA'AM. THAT SORT OF A PIECE.

AND EVEN SOMETIMES THEY WILL TEST, YOU KNOW, THE APPETITE WITH THIS DEMOGRAPHIC.

[05:10:03]

LIKE, YOU KNOW, WHEN I HEAR THIS NUMBER, THAT'S A NO GO FOR ME OR THEY HELP US WITH ALL OF THAT.

I THINK THAT THIS IS SUCH A BIG RISK ONE WAY OR ANOTHER FROM PASSING A BOND OR NOT PASSING A BOND, FROM IMPLEMENTATION OR NOT IMPLEMENTING, FROM ALL OF THAT. TO ME, I JUST THINK I THINK IT'S WORTH IT.

I THINK IT'S SOMETHING THAT WE NEED TO DO.

SO I WOULD APPRECIATE HEARING MORE ABOUT THAT.

YEAH. AND I JUST WANTED TO SAY JUST REAL QUICK, EVEN AFTER MR. POTEET ASKED, YOU KNOW, WHY ACCELERATE? I MEAN, THAT'S A GREAT QUESTION.

IT'S LIKE IF WE WERE ALREADY ON THAT TIMELINE, WHY ARE WE ACCELERATING? SO I'VE GOT TO MAKE SURE THAT I KNOW FOR ME PERSONALLY, I REALLY FEEL COMFORTABLE WITH THE ANSWER TO THAT.

I'M A HUGE ADVOCATE FOR PRE-K AND I KNOW THAT THIS WILL ALLOW THOSE PRE-KERS, BUT I WANT TO MAKE SURE THAT WE'RE DOING THE RIGHT THING.

AND BEFORE WE SHOULD, ALL OVER OURSELVES, I WANT TO MAKE SURE THAT WE ARE REALLY DIGGING IN.

SO I DO APPRECIATE YOU TAKING THE TIME OUT TO REACH OUT TO [INAUDIBLE] AND DIFFERENT ORGANIZATIONS LIKE THAT SO THAT WE CAN HEAR FROM OUR COMMUNITY AND SO WE CAN MAKE SURE THAT OUR COMMUNITY UNDERSTANDS WHAT WE'RE DOING RIGHT AND WHAT WE'RE THINKING ABOUT DOING.

YOU KNOW? SO I REALLY APPRECIATE THAT.

I JUST HAD TO SAY THAT BECAUSE JUST SITTING HERE LISTENING, IT'S, YOU KNOW, IT JUST REALLY KIND OF MADE ME THINK ABOUT SOME THINGS.

SO. YEAH. AND I'M WITH YOU.

I DON'T KNOW THAT ACCELERATING OR DOING AN INTERIM BOND IS THE RIGHT THING, RIGHT? IT IS. WHEN WE WERE WE WERE LOOKING AT HOW DO WE ANSWER THE QUESTION WHEN YOU ALL CHARGE US WITH WHAT DO WE DO AROUND THE 77 MILLION, AS WE WERE LOOKING AT THE POTENTIAL AREAS TO CUT, IT KEPT COMING BACK TO, BUT LIKE, CAN WE REALLY AFFORD TO CUT THAT? WHAT HAPPENS IF, YES, WE CAN REPLACE TWO MORE ROOFS, BUT IF WE HAVE SOMETHING ELSE HAPPEN AND WE HAVE TO REPLACE ROOF NUMBER THREE AND ROOF NUMBER FOUR, AIR CONDITIONING NUMBER THREE AND NUMBER FOUR, WE DON'T WANT TO MAKE THE CUTS TO THOSE ELEMENTARY PROJECTS, BUT IN THE END, LIKE SO IS THERE ANY OTHER INNOVATE, YOU KNOW, COULD WE USE FUND BALANCE? WELL, I GUESS THE ANSWER IS YES, BUT AT WHAT RISK? IN TERMS OF THE SUSTAINABILITY OF OUR BUDGET.

AND SO THE ONLY OTHER OPTION THAT WE COULD BEGIN TO BRAINSTORM IS COULD THERE NOT, COULD THERE BE A WAY FOR US TO MAINTAIN OUR PROMISES AND WHAT WE COMMUNICATED TO THE COMMUNITY WE WOULD DELIVER IN BOND 2021, WHILE ALSO POTENTIALLY ACCELERATING THE BENEFITS THAT WE SAW FOR THE MIDDLE SCHOOL? BUT I DON'T KNOW THAT THAT'S THE RIGHT THING EITHER, RIGHT? IT'S JUST AN OPTION. THAT'S WHY WE NEED THAT THAT INFORMATION.

ABSOLUTELY. SO QUESTION.

IF AND I'M NOT COMFORTABLE WITH DOING ANY OF THIS AND MAKING THIS DECISION WITHOUT THE COMMUNITY, LIKE THEY COME ALONG WITH US, THEY'RE PAYING FOR THIS.

THIS IS THEIR MONEY.

SO I AGREE WITH YOU WHOLEHEARTEDLY.

IF THE COMMUNITY COMES BACK AND SAYS NO.

MY QUESTION IS THEN WHAT? AND THEN THE NARRATIVE THAT WE PUT OUT ABOUT THE BOND OR WHY THE BOND IS IMPORTANT. I HAD A COMMUNITY MEMBER TELL ME THAT THE NARRATIVE IN OUR DISTRICT GENERALLY IS VOTE FOR THE BOND, BECAUSE EVERYONE'S GOING TO BENEFIT, EVERYONE'S GOING TO BENEFIT, EVERYONE'S GOING TO BENEFIT.

AND MAYBE THAT'S NOT THE RIGHT NARRATIVE THAT WE SPEND ALL THE TIME.

MAYBE IT'S VOTE FOR THE BOND BECAUSE THIS IS WHAT WE HAVE TO DO FOR THIS SEGMENT OF OUR STUDENT BODY.

THESE SCHOOLS NEED THIS.

THESE SCHOOLS DON'T REALLY NEED THIS AT THIS TIME.

AND JUST A COMPLETELY TRANSPARENT COMMUNICATION.

THANK YOU. AND I JUST WILL SAY WE'VE STILL GOT THE $77 MILLION OUT THERE.

SO IF WE DECIDE THAT WE STAY ON OUR CYCLE, YES, WE'VE STILL GOT TO FIND THE 77 MILLION.

PROBABLY MAY NOT HAPPEN.

SO WE'VE GOT TO FIND THAT $10 MILLION SOMEWHERE ELSE NOW, WHICH IS REAL, BETWEEN NOW AND 2026 IF IT PASSES, THEN.

SO, YOU KNOW, WE'VE GOT A LOT OF FIGURING OUT TO DO, BUT THERE'S $77 MILLION ANVIL SITTING OVER OUR HEAD THAT WE'VE GOT TO FIGURE OUT.

SO I WOULD SAY THIS, TO ME, I THINK THE SURVEY, IF THAT'S NOT AN OPTION, WE NEED TO NOT WASTE OUR TIME, YOU KNOW, OR IF IT IS AND IF IT SOLVES THE ISSUE IN THE COMMUNITY THINKS THAT'S IMPORTANT ENOUGH AND IT SOLVES THE ISSUE, THEN WE ALSO DON'T NEED TO WASTE OUR TIME THE OTHER WAY.

AND I THINK THAT, I THINK THIS WILL GIVE US A WAY TO DEAL WITH THAT ANVIL, YOU KNOW WHAT I MEAN? IN A WAY THAT IS COLLABORATIVE.

I AGREE. AND I THINK THAT, AGAIN, IF IT IS THAT THEY SAY NO OR IT DOESN'T WORK OUT AND WE DON'T WASTE OUR TIME, IT'S ALSO SOMETHING THAT

[05:15:03]

IT'S NOT SOMETHING WE'RE MAKING UP.

IT'S NOT A GUT FEELING OF ANY KIND, BUT WE'RE PUTTING IT OUT THERE.

IT'S LIKE THESE ARE THE DIFFERENT OPTIONS.

THESE ARE THE SOLUTIONS. YOU SAID NO.

OKAY, WE RESPECT THAT.

AND YOU KNOW, WE'RE GOOD WITH THAT.

BUT LET'S GET TO WORK ON WHAT WE DO NEED TO DO AND NOT WASTE ANYBODY'S TIME.

SO, YEAH.

I MEAN, IT'S JUST IT'S DATA POINT.

WE SERVE OUR COMMUNITY, WE LISTEN, WE'LL GET THEIR FEEDBACK.

AND THEN BASED ON THOSE DATA POINTS, WE'LL MOVE ON AND MAKE OUR DECISION POINTS WHERE WE NEED TO.

GOOD STUFF. ANY ADDITIONAL COMMENTS? QUESTIONS? ALL RIGHT.

ALL RIGHT. JUST ONE LAST THING THIS EVENING.

IT'S GOING TO TAKE ABOUT ANOTHER 2 HOURS.

ARE YOU GUYS OKAY WITH THAT? [LAUGHING] I'M JUST KIDDING.

JUST REAL QUICK, WE JUST WANT TO DO A LITTLE, OUR LITTLE QUICK GO AROUND AND KIND OF TALK ABOUT WHAT WE'VE DONE OVER THE LAST FEW

[V.L. Discussion of Recently Attended or Upcoming Conferences and Meetings]

YOU ATTENDED THE RICHARDSON CHAMBER STATE OF HIGHER EDUCATION WITH SEVERAL OF US.

SO YOU WERE GOING TO TELL US ABOUT YOUR EXPERIENCE JUST REAL QUICK.

YES, IT WAS A GREAT EXPERIENCE AND WE LEARNED A LOT ABOUT THE JUST THE DIFFERENT PROGRAMS AND PROCESSES THAT OUR SCHOOLS ARE DOING, OUR UPPER LEVEL SCHOOLS ARE DOING, AND HOW WE CAN INTEGRATE WHAT THEIR NEEDS ARE FOR THEIR STUDENTS.

RIGHT. AND HOW WE PREPARE OUR STUDENTS SO THAT THEY'RE READY TO ENGAGE IN HIGHER EDUCATION, RECEIVE THEIR CTE CERTIFICATIONS AND, YOU KNOW, EVENTUALLY GO TO GET A BACHELOR'S IF THAT'S WHAT THEY CHOOSE TO DO.

YEAH, I WAS REALLY IMPRESSED BY HOW SOME OF OUR COLLEGES AROUND THE AREA HAVE REDUCED BARRIERS, CREATED DAYCARES, PAY FOR DART BUSES AND HAVE SCHOLARSHIPS FOR THEIR CARS BREAKING DOWN.

I THINK THAT WAS JUST GREAT BECAUSE IT ENCOURAGES A COMPLETELY DIFFERENT DEMOGRAPHIC OF STUDENTS TO THINK THAT THEY CAN GO AND ATTEND, THAT THEY ARE ABLE TO STAY ENGAGED IN THEIR COLLEGE EXPERIENCE, WHETHER IT'S COMMUNITY COLLEGE OR, YOU KNOW, A FOUR YEAR UNIVERSITY.

THEY ALL HAVE PROGRAMS AND SERVICES THAT JUST TREAT OUR STUDENTS SO GREAT.

AND I'M SO EXCITED THAT OUR GRADUATE PROFILE SHOWS THE DIMENSIONS THAT OUR COLLEGES ARE LOOKING FOR AND THAT OUR EMPLOYERS ARE ALSO LOOKING FOR.

AND WHILE I HAVE YOU JUST REAL QUICK, THE FAMILY ENGAGEMENT CONFERENCE OVER AT RISD ACADEMY, YOU STAYED FOR QUITE A LENGTHY TIME.

FEW OF US HAD TO DIP OUT, BUT IT WAS THE FIRST OF ITS KIND.

YES, IT WAS AND.

IT WAS GREAT. I THOUGHT THEY DID A WONDERFUL JOB.

THE PARENTS WERE THERE.

OUR STUDENTS FROM DIFFERENT SCHOOLS, WENT AND PERFORMED.

I REALLY APPRECIATE IT THAT IT WAS DONE IN SPANISH AND I WAS JUST ABLE TO TALK TO A LOT OF THESE OTHER PARENTS IN SPANISH AND, YOU KNOW, EVEN SPOKE TO THE INTERPRETER OR TRANSLATOR, YOU KNOW, WHO WAS DOING THE ENGLISH VERSION, WHICH IS REALLY NEAT.

I WAS REALLY EXCITED THAT IT'S OUR FIRST ONE AND I KNOW IT'S GOING TO GROW.

IT'S GOING TO BE BIGGER AND BETTER.

AND HOPEFULLY WE INCLUDE IT INTO OTHER COMMUNITIES, LEARNING COMMUNITIES IN OUR DISTRICT.

AND IT JUST THREW ME BACK INTO LIKE, I DON'T KNOW, 20 YEARS AGO WHEN I USED TO DO INTERPRETATION AND TRANSLATION.

SO IT WAS JUST REALLY GREAT.

I'M SO EXCITED FOR THE WAY THE DISTRICT IS MOVING FORWARD.

YEAH, THE INTERPRETER WAS GREAT.

I DIDN'T REALIZE SHE WAS ACTUALLY INTERPRETING THE VIDEO THAT WAS GOING ON.

AND SO YEAH, SHE DID A REALLY GOOD JOB.

THANK YOU SO MUCH FOR THAT.

RACHEL. YOU AND I, I BELIEVE, ATTENDED THE STAARS RECEPTION.

RIGHT UP THERE. THE STAAR TEACHERS.

YEAH, IT'S LATE.

IT'S LATE. [LAUGHTER] IT'S BEEN A WHILE.

YES, WE DID.

I WAS SO INSPIRED BY THE LADY THAT HOSTED.

SHE WAS THE WOMAN IN CHARGE, AND I DO NOT REMEMBER HER NAME.

AND SHE HAS SUCH A GREAT SPIRIT ABOUT HERSELF.

SHE WAS, I MEAN, LIKE HER ENERGY.

I JUST WANT IT ALL AND I'M LOOKING LIKE, HOW DO YOU DO THIS?

[05:20:03]

YEP. YEP. YEAH.

STAARS WAS PRETTY COOL WHEN I WAS ON IT.

CHRIS SERVED ON IT THESE PAST TWO YEARS.

SO YOU, YOU'VE, JUST THIS YEAR.

YOU'VE GOT ONE MORE YEAR COMING.

OH, OKAY.

ALL RIGHT. IT FEELS LIKE IT'S BEEN TWO YEARS, BUT THAT'S GREAT.

IT DOES. YEAH.

AND SO, CHRIS, I UNDERSTAND YOU DID AN AMAZING JOB AT THE COUNCIL OF PTAS.

WHEW. YEAH, IT WAS A GREAT EXPERIENCE BEING A PART OF THAT ORGANIZATION AND JUST GIVING AN UPDATE FROM THE BOARD PERSPECTIVE.

GOT AT THE PULPIT AND DID A LITTLE PREACHING ON HOW THEY CAN HELP US DOWN IN AUSTIN.

AND SO GAVE 'EM A LITTLE PIECE OF MY MIND AND I THINK THEY WERE ON BOARD.

AND SO IT WAS GOOD.

AND I WAS GLAD TO BE A PART OF THAT.

AND IF YOU EVER NEED ME TO DO IT AGAIN, I'LL DO IT.

HEY, YOU KNOW, WE'VE GOT YOU ON THE LIST.

WE'LL ABSOLUTELY HAVE YOU DO IT AGAIN.

AND DEBBIE, YOU ATTENDED THE APPLE DISTINGUISHED SCHOOL AT MST.

OH, YES. THAT WAS AWESOME.

THAT WAS REALLY GREAT. I WAS THERE WITH MS. TABITHA BRANUM. WE WERE ABLE TO ACKNOWLEDGE THAT TEAM THERE, AND THEY HAD REPRESENTATIVES FROM THE APPLE COMPANY.

RIGHT? AND THAT WAS AWESOME.

I'LL ASK AND I CAN SEE IF MS. BRANUM WILL HELP ME. SHE KNEW ALL THE EXACTLY LIKE ALL THE STATS OF HOW THEY GOT NOMINATED, HOW THEY GOT, YOU KNOW, RECOGNIZED BECAUSE IT WAS LIKE A SMALL PERCENTAGE, RIGHT? YEAH. LESS THAN 400 CAMPUSES, NOT DISTRICTS, BUT CAMPUSES ACROSS THE ENTIRE NATION ARE IDENTIFIED.

IT'S A VERY RIGOROUS APPLICATION PROCESS WITH TEACHER BY TEACHER, ARTIFACT BY ARTIFACT.

IT'S A SIGNIFICANT HONOR.

AND REALLY, THEY'RE LOOKING AT NOT JUST HOW OFTEN THEY'RE USING TECHNOLOGY, BUT AT WHAT LEVELS TO REALLY ENGAGE STUDENTS AND TO SEEK STUDENT OUTCOMES.

SO SUPER PROUD OF THAT TEAM AND THE INVOLVEMENT OF THE COMMUNITY AND THAT THAT AWARD AS WELL.

IT WAS GREAT. IT WAS REALLY, REALLY NEAT.

I THINK JUST A SIDE NOTE, THAT WAS KIND OF FUNNY.

IT WAS A SURPRISE, RIGHT? SO IT WAS A SURPRISE.

BUT WHAT WAS SO FUNNY THAT THEY CALLED THIS PRETEND FACULTY MEETING AND WE SHOWED UP THERE.

BUT IT WAS SO FUNNY BECAUSE THOSE TEACHERS THAT ARE JUST DRAGGING IN AT THE VERY END, YOU CAN JUST SEE THEM COMING, YOU KNOW, LIKE THEY'RE GOING TO THE ROOM AND THEN THEY'RE JUST LIKE, OH, YOU KNOW.

AND BECAUSE THEY SEE TABITHA, THEY SEE DR.

GOODSON, THEY SEE HER ENTIRE CABINET HERE, YOU KNOW.

YES. YOU KNOW, MATTHEW, EVERYBODY THAT WAS THERE.

SO IT IS VERY NERVE WRACKING.

I COULD IMAGINE THAT YOU'RE THINKING THIS IS JUST A FACULTY MEETING.

I MEAN, YOU'RE BARELY MAKING IT.

AND IT'S JUST LIKE, OH, THERE'S ALL THESE PEOPLE LIKE AND THEN YOU CAN JUST HEAR THE WHISPERS OF LIKE, OH [WHISPERING].

BUT MR. HALL DID A GREAT JOB.

I THINK HE HELPED ALSO WITH THAT IN ORGANIZING THAT, PUTTING THAT TOGETHER.

BUT IT WAS A LOT OF FUN TO CELEBRATE THAT TEAM.

THEY WERE REALLY EXCITED. MR. EAGER, NORTH DALLAS CHAMBER YESTERDAY.

JUST YESTERDAY.

IT WAS JUST YESTERDAY IT'S 12:01 SO IT WAS IT WAS LITERALLY YESTERDAY [LAUGHTER].

YOU KNOW, IT'S MAN, I AM BRAIN DEAD.

I'VE BEEN TO LIKE FOUR OR FIVE THINGS.

AND I'M GOING TO TAKE CARE OF THAT FOR YOU [LAUGHTER].

SO, YEAH, IT'S JUST GOING AND SEEING THE THINGS THAT THEY'RE DOING IN THE COMMUNITY AND HELPING AND I'M JUST BABBLING ON.

YOU'RE MAKING THIS UP AREN'T YOU.

[LAUGHTER] I WAS THERE.

WAS IT THIS MORNING? NOT YESTERDAY.

IT'S 12 O'CLOCK I WAS LIKE, WHAT ARE YOU TALKING ABOUT? OKAY, WELL, OKAY. WELL, FOR THIS MORNING AT THE NORTH DALLAS.

OKAY, NOW I KNOW. FINE. I WAS LIKE YEAH, NO, NO, OKAY.

THAT ONE AT UTD WAS THE EDUCATIONAL FORUM, AND THAT ONE WAS DEFINITELY WE GOT TO SEE WHAT WAS BEING DONE AT DALLAS COLLEGE, AT UTD AND I'M JUST MAKING EVERYBODY LAUGH, SO I'M GOING TO KEEP GOING HERE.

OKAY. WE'LL TAKE YOU OFF OF IT.

ALL RIGHT. THANK YOU. BUT WHAT I WOULD LIKE TO DO IS JUST REAL QUICK.

WE DID THE RISD COLLEGE FAIR, WHICH IT'S BEEN, WHAT, TWO YEARS SINCE WE'VE BEEN IN PERSON.

AND OH, MY GOSH, WHEN I WALKED INSIDE, IT WAS SO MANY PEOPLE THERE.

[05:25:04]

I REALLY, REALLY ENJOYED IT OVER AT RHS, SO THAT WAS A GREAT EVENT.

THERE WERE THREE EVENTS THAT SEVERAL OF US ATTENDED IN THE LAST FEW DAYS.

ONE WAS A RAM [INAUDIBLE].

IS THAT HOW YOU SAY THAT? AND THERE WAS THE PEARCE HISPANIC HERITAGE MONTH CELEBRATION AND THE ROLLA LUNCH.

ALL OF THEM WERE ABSOLUTELY FANTASTIC.

AGAIN, SEVERAL OF US HERE AROUND THE HORSESHOE ATTENDED.

WE HAVE ATTENDED SEVERAL EVENTS SINCE OUR LAST TIME TOGETHER, SO REALLY APPRECIATE YOU GUYS AND WE WILL LET MR. EAGER GO TO BED.

HOW ABOUT THAT? SO WITHOUT FURTHER ADO, I'D LIKE TO THANK, ALL THE STAFF IS GONE, BUT I JUST LIKE TO THANK EVERYBODY FOR BEING HERE TONIGHT.

ALL OF OUR VISITORS, ALL OF OURS, IS JUST KIND OF HANGING OUT IN THERE WITH US TO THE VERY END.

WE REALLY APPRECIATE YOU ALL, AND AGAIN, MY COLLEAGUES, FOR BEING HERE.

THIS MEETING IS ADJOURNED AT 12:07 A.M., OCTOBER 14TH.

* This transcript was compiled from uncorrected Closed Captioning.