[I. CALL TO ORDER] [00:00:11] >> GOOD EVENING AND WELCOME TO THE MARCH MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES. I AM REGINA HARRIS, BOARD PRESIDENT. WE DO HAVE A QUORUM TONIGHT AND THIS MEETING WILL BE CALLED TO ORDER AT 6:04 PM. DR. HELLER, WOULD YOU PLEASE INTRODUCE OUR GUESTS TO TO LEAD US IN THE PLEDGES OF ALLEGIANCE THIS EVENING? >> YES, GOOD EVENING. I AM EXCITED TO WELCOME MEMBERS. OUR PLEDGE LEADERS FOR MARCH INCLUDE MEMBERS OF CUB SCOUT PACK 570 FROM SPRING CREEK ELEMENTARY. WE HAVE LUKE CLAIRE FOR THE WHITE, OMER CUSTINBORNE AND JUDE MORRISON. IF THEY COULD PLEASE COME FORWARD TO THE MICROPHONE. I'M GOING TO SHARE A LITTLE BIT ABOUT THIS SPECIFIC CUB SCOUT PACK. THESE FIFTH GRADE BOYS ARE IN THEIR FINAL YEAR OF CUB SCOUTS PACK 570, WHICH MEETS AT SPRING CREEK ELEMENTARY. IT WAS CHARTERED IN 1961 BY THE SPRING CREEK CIVIC ORGANIZATION. CUB SCOUT PACK 570 HAS MEMBERS FROM KINDERGARTEN THROUGH FIFTH GRADE, NOT ONLY FROM SPRING CREEK, BUT ALSO NORTHWOOD HILLS, AND BOWIE ELEMENTARY SCHOOLS AS WELL AS A COUPLE OF STUDENTS FROM BOTH PRIVATE AND HOMESCHOOL. THE BOYS HAVE JUST COMPLETED THE REQUIREMENTS FOR THE ARROW OF LIGHT RANK, THE HIGHEST AWARD IN CUB SCOUTS AND HAVE CROSSED OVER INTO SCOUTS BSA TROOP 570, TO CONTINUE ON THEIR SCOUTING JOURNEY TOWARD THE RANK OF EAGLE SCOUT. I PERSONALLY ASKED EACH OF THEM THIS EVENING AND THEY ALL PLAN TO CONTINUE TO EARN THEIR EAGLE SCOUT. [APPLAUSE] AUDIENCE, IF YOU WILL, PLEASE STAND TO JOIN US IN OUR PLEDGES. [NOISE] >> PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE. >> PLEASE JOIN ME FOR THE TEXAS FLAG PLEDGE. >> THANK YOU SO MUCH. YOU DID A GREAT JOB. [APPLAUSE] YOU DID A GREAT JOB. THANK YOU SO MUCH. PLEASE JOIN US IN A MOMENT OF SILENCE WHILE WE REMEMBER TWO MEMBERS OF OUR RISD FAMILY THAT ARE NO LONGER WITH US. WE WILL BE HONORING OUR LAKE HIGHLANDS HIGH SCHOOL STUDENT, JUNIOR DAYDRIAN HARRISON AND OUR BELOVED J. J. PEARCE, WRESTLING COACH, AARON STICKLER. WE'RE LIFTING UP THEIR FAMILIES AND FRIENDS DURING THIS VERY DIFFICULT TIME. PLEASE JOIN US FOR A MOMENT OF SILENCE. THANK YOU. COLLEAGUES, [I.B. Announcements / Communications] IT IS NOW TIME FOR RECOGNITION. DR. HELLER? >> YES. AS WE DO EACH MONTH, WE KICK OFF OUR REGULAR MONTHLY MEETING WITH RECOGNITIONS. I WOULD LIKE TO INVITE THE BOARD OF TRUSTEES AND SUPERINTENDENT BRANDON TO PLEASE JOIN ME IN FRONT OF THE HORSESHOE. WE ARE GOING TO KICK OFF OUR CELEBRATIONS AND RECOGNITIONS TIME THIS EVENING BY RECOGNIZING THAT MARCH IS RICHARDSON INDEPENDENT SCHOOL DISTRICT FINE ARTS APPRECIATION MONTH. MARCH HAS BEEN TRADITIONALLY IDENTIFIED AS FINE ARTS RECOGNITION MONTH HERE IN THE DISTRICT, WE CELEBRATE THE IMPACTS OUR OVER 250 TEACHERS HAVE ACROSS ALL OF OUR CAMPUSES AND THAT WOULD BE OUR FINE ARTS TEACHERS. THROUGHOUT THE COMMUNITY, OVER 32,000 STUDENTS ACROSS PRE-K THROUGH 12 ARE IMPACTED BY THE ARTS IN RICHARDSON ISD. THAT'S ROUGHLY 86% OF OUR STUDENTS IN THE DISTRICT THAT ARE CREATING, COLLABORATING, PROBLEM-SOLVING, AND ENGAGING THROUGH AN ARTISTIC OPPORTUNITY WHICH DIRECTLY BENEFITS ALL ASPECTS OF THEIR LEARNING AND LIVES. [00:05:04] OUR FINE ARTS PROGRAMMING BEGINS AS EARLY AS PRE-K, WHERE STUDENTS EXPERIENCED MUSIC SEVERAL TIMES A WEEK AND ART AS WELL AS THEY'RE LEARNING TO THINK OUTSIDE THE BOX AND HAVE A CREATIVE MINDSET THAT LEARNING CONTINUES THROUGHOUT THE SYSTEM AND IN SECONDARY. DURING THE SECONDARY YEARS, STUDENTS HAVE THE OPPORTUNITY TO PARTICIPATE IN BAND, CHOIR, ORCHESTRA, THEATER, DANCE, AND VISUAL ARTS AS THEY HONE THEIR UNIQUE TALENTS AND FOCUS ON GROWTH AND EXPERIENCING EXCELLENCE. THROUGH THE VISUAL AND PERFORMING ARTS, STUDENTS DEVELOP THEIR PASSION FOR LEARNING, UNDERSTAND THE IMPORTANCE OF MAKING MEANINGFUL CONNECTIONS, LEARN HOW TO EFFECTIVELY COMMUNICATE AND BECOME CRITICAL THINKERS WITH LONG-TERM PROBLEM-SOLVING SKILLS AND TECHNIQUES, ALL OF WHICH ARE ATTRIBUTES THAT WE'VE IDENTIFIED AS PART OF AND ALIGNING WITH OUR GRADUATE PROFILE. WE CELEBRATE OUR AMAZING FINE ARTS TEACHERS THAT GO ABOVE AND BEYOND TO CREATE REAL WORLD EXPERIENCES AND CONNECTIONS FOR OUR STUDENTS THAT NO DOUBT WILL IMPACT THEIR LIVES FOR MANY YEARS TO COME. AS A DISTRICT, WE PARTNER WITH OUR SUPPORTIVE COMMUNITY THAT VALUES THE ARTS AND STANDS ALONGSIDE US IN AN EFFORT TO SUPPORT OUR GOALS FOR EXCELLENCE IN THE ARTS. THIS EVENING WE WOULD LIKE TO RECOGNIZE, I KNOW WE HAVE SEVERAL MEMBERS OF OUR FINE ARTS LEADERSHIP TEAM AND STAFF HERE, AS WELL AS SOME FINE ARTS TEACHERS, IF YOU COULD PLEASE STAND AND WE COULD RECOGNIZE YOU WITH A ROUND OF APPLAUSE. [APPLAUSE] I'LL JUST SAY, MR. BRADFORD, WE LOOK FORWARD TO UPDATING THE SLIDE FOR 2023 BEST COMMUNITIES AND MUSIC EDUCATION. OUR NEXT RECOGNITION IS FOR SOME OF OUR EXEMPLARY STAFF AS PART OF OUR OPERATIONS AND FACILITIES TEAM, I'D LIKE TO INVITE SANDRA HAYES, MR. JAMES WATSON, IF LEE CORTES HERE. WE ALSO HAVE REPRESENTATIVES FROM HKS, WAYNE REINHARD AND CHARLES MCNEIL. IF YOU COULD PLEASE COME FORWARD. A LITTLE BIT ABOUT THIS RECOGNITION RECENTLY, LAKE HIGHLANDS HIGH SCHOOL WAS RECOGNIZED WITH AN OUTSTANDING PROJECT AWARD. WE'RE CONGRATULATING THEM FOR THEIR 2022 LEARNING BY DESIGN MAGAZINE, EDUCATIONAL FACILITIES DESIGN AWARD. YOU CAN GO AHEAD AND COME FORWARD, GENTLEMEN. WITH SOME BACKGROUND, RICHARDSON ISD SOUGHT TO BUILD A NEW MULTIPURPOSE ACTIVITY CENTER AND A 24 CLASSROOM ADDITION TO CONNECT TWO EXISTING HIGH SCHOOL BUILDINGS, WHILE ALSO RE-ENVISIONING THE PROGRAM TO ADDRESS ISSUES OF EQUITY CREATED BY THE SCHOOLS ORGANIC GROWTH. HKS DESIGNED A NEW STUDENT COMMENCE, RELOCATED THE LIBRARY AND THREE EXISTING CAFETERIAS INTO THE NEW HUB, AND RETROFITTED THE SPACE TO CREATE ADDITIONAL CLASSROOMS. THE HUB NOW HOSTS AN OPEN CAFETERIA IN LIBRARY MEDIA CENTER, WHICH IS FLEXIBLE ENOUGH TO PROVIDE EATING FOR 1,000 STUDENTS PER LUNCH SERVING, WHILE ALSO PROVIDING INFORMAL LEARNING AREAS. THE HUB ALSO PROVIDES THE GATHERING PLACE FOR AFTER HOURS EVENTS FOR PARENTS, STUDENTS, AND THE SURROUNDING NEIGHBORHOOD. THIS COMPLETED BUILDING DELIVERS A NEW EXPERIENCE, PROVIDING A SAFE ENVIRONMENT THAT SUPPORTS THE SCHOOL AND BUILDING COMMUNITY WITHIN THE STUDENT BODY AND BEYOND FOR GENERATIONS TO COME. CONGRATULATIONS. WE ARE EXCITED TO RECOGNIZE LAKE HIGHLANDS WITH THIS DESIGN AWARD AND WE'RE GOING TO GRAB A PHOTO. [APPLAUSE] CONGRATULATIONS. [APPLAUSE] WE HAVE A FEW ADDITIONAL STAFF RECOGNITIONS AND CELEBRATIONS THIS EVENING, WE WOULD LIKE TO NEXT RECOGNIZE OUR VERY OWN RICHARDSON ISD PURCHASING DEPARTMENT THAT RECENTLY WAS AWARDED THE TASBOW AWARD OF MERIT AT THEIR ANNUAL STATE CONFERENCE. THIS EVENING WE HAVE PURCHASING DIRECTOR MELODY GREG AND MEMBERS OF HER TEAM. WE HAVE ASHLEY RENFRO, CHRISTY SIMPSON, KAREN CARGO, PEPSI FARLEY, AND MICHELLE HODGES. A LITTLE BIT ABOUT THIS AWARD. THE AWARD OF MERIT WAS ESTABLISHED IN 2009 TO RECOGNIZE TEXAS SCHOOL DISTRICTS THAT ARE COMMITTED TO FOLLOWING PROFESSIONAL STANDARDS AND THE ACQUISITION OF GOODS AND SERVICES. EACH YEAR, VOLUNTEERS WITH THE TASBOW PURCHASING AND SUPPLY MANAGEMENT RESEARCH COMMITTEE [00:10:05] EVALUATE THE AWARD CRITERIA TO ENSURE IT REPRESENTS THE LATEST BEST PRACTICES. THEY THEN REVIEW NEW, AND RE-CERTIFICATION APPLICATIONS. FOR 2023, ONLY 71 DISTRICTS THAT'S OUT OF OVER 1,000 DISTRICTS THROUGHOUT THE STATE MET THE STRINGENT CRITERIA TO QUALIFY FOR THIS AWARD. I THINK THIS BACKGROUND INFORMATION IS VERY IMPORTANT. I KNOW THE PICTURE IS TOO [BACKGROUND]. WE APPRECIATE HOW WELL OUR PURCHASING DEPARTMENT KEEPS US ALIGNED WITH BEST PRACTICES. CONGRATULATIONS [APPLAUSE]. I'D LIKE TO NOW RECOGNIZE JENNIFER MALONEK ALSO WITH OUR FACILITIES, AND OPERATIONS TEAM. SHE SERVES AS OUR DIRECTOR OF ENERGY AND SUSTAINABILITY AND SHE WAS RECENTLY RECOGNIZED AS A SMART ENERGY DECISIONS WISE, WOMEN IN SMART ENERGY AWARDS PROGRAM [APPLAUSE] THAT CELEBRATES THE SIGNIFICANT CONTRIBUTION WOMEN ARE MAKING IN THE FIELD OF ENERGY AND SUSTAINABILITY. THANK YOU SO MUCH, JENNIFER, WE'RE REALLY EXCITED THAT YOU ARE REPRESENTING RICHARDSON ISD WITH THIS AWARD. WE'RE GOING TO GRAB THAT PHOTO. [APPLAUSE] CONGRATULATIONS, JENNIFER, I WOULD NOW LIKE TO RECOGNIZE AND BRING FORWARD COACH TREY BRYANT, IF YOU COULD PLEASE COME FORWARD. NOW, COACH, I'M GOING TO ASK YOU TO STAND RIGHT HERE SO I CAN READ WHY WE'RE CELEBRATING YOU BEFORE YOU BEGIN TO GO DOWN BECAUSE EVERYONE'S GOING TO BE REALLY EXCITED ABOUT THIS. WE ARE RECOGNIZING COACH BRYANT THIS EVENING, AS HE WAS RECENTLY IDENTIFIED AND RECOGNIZED AS ONE OF THE TEN FASTEST-RISING TEXAS HIGH-SCHOOL FOOTBALL COACHES, AND HE IS OUR ATHLETIC COORDINATOR AND HEAD FOOTBALL COACH AT BERKNER HIGH SCHOOL IN STEM ACADEMY. IN THE LATEST OFF-SEASON LOOK AT THE LANDSCAPE AND TEXAS HIGH-SCHOOL FOOTBALL, DAVE CAMPBELL'S TEXAS FOOTBALL NAMES, TEN HEAD COACHES ACROSS THE STATE OF TEXAS WHO HE FEELS ARE FAST RISERS AND THE COACHING RANKS, THE LIST WAS LIMITED TO CURRENT HEAD COACHES WHO HAVE THREE OR FEWER SEASONS OF EXPERIENCE AT THE VARSITY LEVEL IN TEXAS AS A HEAD COACH, COACH BRYANT, WHO CAME TO HIS ALMA MATER AS HEAD COACH IN 2021, IS A FORMER FOOTBALL PLAYER AT BAYLOR AND BRINGS ENERGY AND PASSION. ALL YOU HAVE TO DO IS FOLLOW HIM ON TWITTER PEOPLE. TO THE PLACE WHERE HE ONCE STARRED AFTER A STINT AS AN ASSISTANT COACH IN MCKINNEY, WE GOT HIM BACK HERE IN RICHARDSON ISD AS FAST AS WE COULD. SINCE BECOMING HEAD COACH, HE HAS LED THE RAMS TO THE PLAYOFFS IN BOTH 2021, AND 2022. CONGRATULATIONS COACH BRYANT [APPLAUSE] [BACKGROUND]. WE'RE GOING TO RECOGNIZE OUR STUDENTS NEXT. KICKING OFF WITH OUR NATIONAL MERIT FINALISTS, IF YOU WOULD ALL LIKE TO STAND AND LINE UP TO MY LEFT. WE SHOULD HAVE OUR EIGHT STUDENTS HERE THIS EVENING. THANK YOU. CONGRATULATIONS, COACH BRYANT [APPLAUSE]. WE'RE PROUD OF YOU. WE'RE NOW GOING TO MOVE INTO OUR STUDENT RECOGNITIONS, AND CELEBRATIONS AND WE'RE GOING TO KICK IT OFF. WE HAVE CELEBRATED LOTS OF STUDENTS THIS SCHOOL YEAR SO FAR BASED ON THE NATIONAL MERIT SCHOLARSHIP PROGRAM IN THIS LAST MONTH, WE ARE EXTREMELY EXCITED WHEN WE FOUND OUT THAT WE HAVE EIGHT OF OUR CLASS OF 2023 THAT HAVE BEEN NAMED NATIONAL MERIT FINALISTS. [APPLAUSE] YES. BEFORE I INTRODUCE THEM TO YOU, I'D LIKE TO JUST REMIND US ABOUT THE PROGRAM. THE NATIONAL MERIT SCHOLARSHIP PROGRAM HAS NOW DETERMINED THAT THESE EIGHT STUDENTS IN THE CLASS OF 2023 HAVE MET ALL REQUIREMENTS TO ADVANCE TO THE FINALIST STANDING IN THE COMPETITION. ALL FINALISTS WILL BE CONSIDERED FOR NATIONAL MERIT SCHOLARSHIPS AND AWARDS BEGINNING THIS MONTH. AGAIN, PLEASE JOIN ME IN CONGRATULATING OUR RISD NATIONAL MERIT FINALISTS. [00:15:05] WE HAVE TWO STUDENTS FROM BERKNER HIGH-SCHOOL AND STEM ACADEMY. I WOULD LIKE TO INTRODUCE ISABEL MERVICKER [APPLAUSE], AND WE HAVE ABIGAIL SMITH, ALSO FROM BERKNER HIGH-SCHOOL AND STEM ACADEMY [APPLAUSE]. FROM RICHARDSON HIGH SCHOOL, KIMBERLY DONOVAN [APPLAUSE], AND CAMRYN DYKE. FROM PIERCE HIGH SCHOOL, WE HAVE ELIZABETH CRAIG, SHE COULDN'T BE HERE THIS EVENING. WE WILL MAKE SURE THAT PRINCIPLE BREED LOVES, CELEBRATES HER BACK ON CAMPUS. WE HAVE BELLA EVANS [APPLAUSE], TANNER COUPLE [APPLAUSE], AND NICHOLAS MUKHERJEE [APPLAUSE]. CONGRATULATIONS TO OUR RICHARDSON ISD, NATIONAL MERIT FINALISTS FOR THE CLASS OF 2023. WE'RE GOING TO DO THE CITY OF RICHARDSON PHOTOGRAPHY CONTEST, SO IF YOU ARE ONE OF THE STUDENTS HERE FOR THE PHOTOGRAPHY CONTEST, YOU CAN LINE UP TO MY LEFT. YOU ARE GOING TO BE NEXT THAT WE'RE GOING TO CELEBRATE. [APPLAUSE] WE THOUGHT IT WOULD BE APPROPRIATE SINCE IT IS FINE ARTS APPRECIATION MONTH HERE IN RICHARDSON ISD, THAT WE RECOGNIZE SOME OF OUR STUDENTS IN THEIR RECENT ACCOMPLISHMENTS IN THE ARTS. WE HAVE THE 2023 CITY OF RICHARDSON PHOTOGRAPHY CONTEST WINNERS. THE FOLLOWING ARTS STUDENTS WERE RECENTLY RECOGNIZED AT THE 2023 CITY OF RICHARDSON PHOTO CONTEST AWARD CEREMONY AND PHOTOGRAPHY CONTEST WORKSHOP LAST MONTH. THEIR ARTWORKS WERE ON DISPLAY AT THE CITY OF RICHARDSON LIBRARIES THIRD FLOOR DURING THE END OF JANUARY AND FEBRUARY, MOST OF THE AWARDS GIVEN IN THE STUDENT DIVISION WERE CAPTURED BY SECONDARY ART STUDENTS IN THE VISUAL ARTS DIGITAL PHOTO PROGRAM IN RICHARDSON ISD. FROM APOLLO JUNIOR HIGH, WE HAVE ADDISON HOWELL. [APPLAUSE] FROM RICHARDSON HIGH SCHOOL, WE HAVE LANE SANDAGE [APPLAUSE] AND THEN FROM PEERS. HE'S ALSO ACADEMICALLY EXCELLING, BUT ALSO WITH THE ARTS, WE HAVE NICHOLAS MUKHERJEE. WE WANT TO BE SURE AND CAPTURE A PHOTO OF OUR PHOTOGRAPHY CONTEST WINNERS. ARE YOU SURE? >> AND THIS ONE DIDN'T SHOW? >> [BACKGROUND]. >> OKAY. CONGRATULATIONS. [APPLAUSE] I WANT TO DOUBLE-CHECK IS EITHER KATHY CORTEZ OR JOSEPHINE FICK HERE AS PART OF THE 2023 YOUTH ART MONTH CAPITAL EXHIBITION? >> [BACKGROUND]. >> OKAY, OH, AWESOME. WELL, COME ON DOWN. WE HAVE TWO STUDENTS WHO WERE RECOGNIZED AS PART OF THE 2023 YOUTH ART MONTH CAPITAL EXHIBITION. THIS EXHIBIT SHOWCASES PRE-K THROUGH 12TH GRADE WORKS OF ART FROM ACROSS THE STATE OF TEXAS. STUDENT ART FROM AROUND THE STATE WILL BE EXHIBITED AT THE TAEA, TEXAS STATE YOUTH ART MONTH EXHIBIT IN CELEBRATION AT THE BOB BULLOCK STATE, HISTORY MUSEUM IN AUSTIN THROUGHOUT THIS MONTH. WE HAD TWO STUDENTS FROM RICHARDSON SELECTED TO PARTICIPATE AND WHAT A GREAT HONOR, WITH THE LEGISLATURE IN SESSION AND LOTS OF VISITORS DOWN IN AUSTIN, SO GRATEFUL AND EXCITED TO HAVE OUR ART STUDENTS BEING REPRESENTED. WE HAD JOSEPHINE FICK FROM APOLLO JUNIOR HIGH, APOLLO AND KATHY CORTEZ FROM RICHARDSON HIGH SCHOOL. CONGRATULATIONS TO BOTH JOSEPHINE FICK FROM APOLLO JUNIOR HIGH AND KATHY CORTEZ. [00:20:01] >> THANK YOU. >> ALL RIGHT. WE HAVE ONE MORE ART STUDENTS THAT WE WOULD LIKE TO RECOGNIZE. IS DIYA SANDER HERE, A 10TH GRADER AT J. J. PEARCE? COME ON DOWN. [APPLAUSE] A LITTLE BIT ABOUT DIYA'S RECOGNITION. SHE WAS RECENTLY AWARDED THE DALLAS MAVERICKS BLACK HISTORY ART COMPETITION ART CONTEST AWARD AND SHE WAS ONE OF FIVE STUDENTS IN THE DFW AREA SELECTED BY A COMMITTEE TO WIN THE GRAND PRIZE. HER ARTWORK IS HAND-DRAWN WITH A COMBINATION OF HISTORIC QUOTES FROM IMPORTANT BLACK LEADERS SUCH AS MAYA ANGELOU, MARTIN LUTHER KING JUNIOR, GEORGE WASHINGTON CARVER, FREDERICK DOUGLASS, WILMA RUDOLPH AND ALL OF THE QUOTES REMINDS US TO REMEMBER AND LEARN FROM THE PAST WHILE PREPARING FOR AND EMBRACING THE FUTURE. CONGRATULATIONS. LISTENED TO WHAT SHE WON AS PART OF HER GRAND PRIZE. SHE HAD TWO TICKETS TO THE DALLAS VERSUS PACERS GAME, AND SHE WAS RECOGNIZED AND GOT TO HANG OUT IN THE MAP SWEET AND WAS RECOGNIZED AS A WINTER DURING THE MAPS GAME. HER ART IS ALSO BEING PRINTED ON A CANVAS AND FRAMED AND WILL BE DISPLAYED IN THE DALLAS AFRICAN-AMERICAN MUSEUM DURING THE MONTH OF MARCH. [APPLAUSE] SHE HAS ALSO BEEN INVITED AND I BELIEVE SHE LEAVES THIS WEEKEND TO GO TO MEMPHIS, TENNESSEE ON AN ALL EXPENSE PAID FIELD TRIP. WE'RE VERY EXCITED THAT SHE HAS RECEIVED THIS RECOGNITION AND CONGRATULATIONS. [APPLAUSE] >> CONGRATULATIONS. >> FINALLY, AS WE DO WITH EACH MONTH, WE ALSO RECOGNIZE OUR RISD BELIEVES AWARDS AND WE HAVE SEVERAL STAFF AND A FEW STUDENTS THIS EVENING THAT WE WOULD LIKE TO BRING FORWARD. I'D LIKE TO INVITE ANGEL BRAVO. IF YOU COULD PLEASE COME FORWARD. IS MR. BRAVO HERE THIS EVENING FROM PRESTONWOOD ELEMENTARY? WE'RE GOING TO BE SURE AND TRY TO INVITE HIM BACK NEXT WEEK. HOW ABOUT MS. CHERYL DERRINGTONE FROM NORTHWOOD HILLS? [APPLAUSE] >> YES. LET ME SHARE A LITTLE BIT ABOUT WHY WE ARE RECOGNIZING MS. CHERYL THIS EVENING. CHERYL AS IT WAS SUBMITTED, CHERYL IS AN ASSET TO NORTHWOOD HILLS ELEMENTARY. HER COMMITMENT TO STUDENTS, STAFF, AND OUR COMMUNITY IS INCREDIBLE. SHE IS IN CHARGE OF OUR INCREDIBLE GARDEN AND CHICKEN COOP AND HAS WRITTEN AND BEEN AWARDED MANY GRANTS TO HELP TO SUSTAIN IT. SHE IS IN CHARGE OF OUR AMAZING THINK TANK, WHERE SHE PROVIDES MATH AND SCIENCE ENRICHMENTS TO ALL STUDENTS AT NORTHWOOD HILLS. CHERYL HAS ESTABLISHED AND MAINTAINED STRONG COMMUNITY PARTNERSHIPS WHICH HAVE HELPED NORTHWOOD HILLS BECOME AN INCREDIBLE PLACE FOR STUDENTS TO LEARN AND STAFF TO WORK. NORTHWOOD HILLS WOULD NOT BE THE SAME WITHOUT CHERYL AND SHE DESERVES HIS RECOGNITION MORE THAN ANYONE I KNOW. >> CONGRATULATIONS. [APPLAUSE] >> CONFUSED. ALL RIGHT. LET US GRAB A QUICK PICTURE. CONGRATULATIONS. [APPLAUSE] I WOULD NOW LIKE TO INVITE UP MS. ALMA EIGO. IS MS. EIGO HERE THIS EVENING? SHE IS ON STAFF AT RICHARDSON NORTH JUNIOR HIGH AND I'D LIKE TO READ A LITTLE BIT THAT WAS SUBMITTED ON HER BEHALF. MS. EIGO IS AN INTEGRAL PART OF OUR STAFF AT RICHARDSON NORTH JUNIOR HIGH SCHOOL. SHE ASSISTS WITH ALL OF OUR NEW NEW COMER EMERGENT BILINGUAL STUDENTS IN ALL OF THEIR CLASSROOMS AND TEAM TEACHERS WITH THE CORE CONTENT AREA TEACHERS TO GET THESE STUDENTS ON GRADE LEVEL AND BEYOND. SHE COMMUNICATES FREQUENTLY WITH OUR FAMILIES AND COMMUNITY, CONSTANTLY ENCOURAGING OUR EMERGENT BILINGUAL STUDENTS TO SHINE ACADEMICALLY. SHE ASSISTS OUR TEACHERS WITH TRANSLATION ABOUT STUDENT GRADES, BEHAVIOR, TUTORING DATES, AND TIME AND AVAILABILITY OF ELECTIVE CLASSES, SO STUDENTS ARE INVOLVED IN OUR SCHOOL, THE ARTS AND 504 MEETINGS AND IN THE FRONT OFFICE. HER EXPERTISE IS INVALUABLE. CONGRATULATIONS. [APPLAUSE] WE WANT TO GRAB A QUICK PHOTO. CONGRATULATIONS MS. EIGO THANK YOU FOR ALL THAT YOU DO. [00:25:02] [APPLAUSE] IS MR. PATRICK GIBBONS HERE THIS EVENING? OH PLEASE COME FORWARD. [APPLAUSE] WE ARE RECOGNIZING MR. GIBBONS AS HE STARTED AS A LONG-TERM SUB AT MST IN A FIFTH GRADE CLASSROOM THIS PAST NOVEMBER. IT WAS VERY DIFFICULT LOSING A TEACHER IN THE MIDDLE OF THE YEAR BUT MR. GIBBONS WAS ABLE TO EASE THAT TRANSITION FOR THE STUDENTS AT MST. HE IMMEDIATELY CAME IN AND CREATED A SAFE AND WELCOMING ENVIRONMENT FOR THE STUDENTS. MR. GIBBONS TOOK ANY AND ALL FEEDBACK FROM THE FIFTH GRADE TEAM TO LEAD AND SUPPORT STAFF TO BETTER PROVIDE BETTER LEARNING OPPORTUNITIES EACH DAY AT MST. HE IS NOW A LONG-TERM SUB IN A FOURTH-GRADE CLASSROOM ON CAMPUS. YOU CAN FIND HIM EATING LUNCH WITH HIS STUDENTS, COMPILING RESOURCES FOR THEM AND COMMUNICATING WITH THE PARENTS OF THE STUDENTS TO PARTNER TOWARDS SUCCESSFUL WORK AND BEHAVIOR HABITS. MR. GIBBONS GOES WELL ABOVE THE CALL OF DUTY FOR HIS ROLE AS A LONG-TERM SUB WHICH IS WHY WE BELIEVE HE SHOULD BE RECOGNIZED AS A SERVANT LEADER IN OUR DISTRICT. CONGRATULATIONS. [APPLAUSE] THANK YOU SO MUCH. CONGRATULATIONS AND FINALLY FOR OUR FINAL STAFF RISD BELIEVES WE'D LIKE TO RECOGNIZE MS. ANNABEL LOPEZ IF SHE COULD PLEASE COME FORWARD, MS. LOPEZ. [APPLAUSE] SHE ALSO IS ON STAFF AT MST AND I'D LIKE TO SHARE WHAT WAS WRITTEN AND SUBMITTED ON HER BEHALF. ANNABEL LOPEZ IS AN INCREDIBLY HARD WORKER. I KNOW FOR THE PAST FEW YEARS SHE'S BEEN WORKING WITH A SMALLER NUMBER OF KITCHEN STAFF. SHE NEVER COMPLAINS, SHE JUST WORKED HARDER. SHE HAS A VERY POSITIVE ATTITUDE AND ALWAYS HAS A SMILE ON HER FACE. ANNABEL IS SO PLEASANT, CARING AND KIND WITH ALL OF THE STUDENTS AND STAFF. I APPRECIATE HER STRONG WORK ETHIC AND HER DEDICATION TO MST. CONGRATULATIONS. [APPLAUSE] WE'RE GOING TO GRAB A PICTURE HERE REAL QUICK. CONGRATULATIONS THANK YOU FOR ALL YOU DO TO SUPPORT MST. [APPLAUSE] FINALLY WE HAVE A COUPLE STUDENTS THAT WE WOULD LIKE TO RECOGNIZE WITH OUR RISD BELIEVES THIS MONTH. CAN I INVITE EVELYN EVIE YOUNG TO PLEASE COME FORWARD, SHE'S IN THIRD GRADE AT DARTMOUTH ELEMENTARY. [APPLAUSE] I'D LIKE TO SHARE WITH YOU WHAT WAS SUBMITTED AND WHY WE ARE CELEBRATING EVIE. EVIE IS INCREDIBLY THOUGHTFUL, EMPATHETIC AND CONSIDERATE OF HER PEERS. THERE WAS A SITUATION IN THE CAFETERIA WHERE ANOTHER STUDENT WAS WANTING TO SIT WITH FRIENDS IN AN ALREADY FULL ROW AT THE CAFETERIA TABLE. EVIE SAW THIS AND EVEN THOUGH SHE WAS THEIR FIRST, SHE IMMEDIATELY TURN TOWARDS HER CLASSMATES AND SAID, "YOU CAN SIT WITH YOUR FRIENDS I'LL MOVE TO ANOTHER ROW." THIS GIRL HAS A HEART OF GOLD. CONGRATULATIONS EVIE [APPLAUSE]. >> SHE HAS A HEART OF GOLD. >> WE ARE SO PROUD OF YOU EVIE CONGRATULATIONS. [APPLAUSE] I WOULD LIKE TO INVITE FORWARD MR. OLIVER HILL AND SECOND GRADE AT RICHARDSON HEIGHTS ELEMENTARY. MR. HILL CAN YOU COME FORWARD? [APPLAUSE] I'D LIKE TO SHARE WITH YOU A LITTLE BIT OF WHY WE ARE RECOGNIZING OLIVER. RECENTLY, RICHARDSON HEIGHTS ELEMENTARY SECOND GRADE WELCOMED A NEW STUDENTS TO THE CLASSROOM. THIS NEW STUDENT WAS NERVOUS TO ENTER CLASS AND THIS STAFF PERSON CHOSE OLIVER AS A LOCKER PARTNER FOR THIS NEW STUDENT. OLIVER CAME INTO THE HALL AND SAID HELLO IN A VERY FRIENDLY WAY, HE MADE ROOM IN HIS LOCKER FOR THIS FRIEND TO HAVE SPACE FOR HIS THINGS. HE ALSO WALKED OLIVER INTO CLASS AS A NEW FRIEND. WHEN IT WAS TIME TO GO TO THEIR SEATS, OLIVER OFFERED THE NEW STUDENT A SEAT RIGHT NEXT TO HIM. HE ALSO GATHERED UP SUPPLIES THAT HE KNEW THE NEW STUDENT DIDN'T HAVE AND MADE SURE HE HAD EVERYTHING HE NEEDED. AS IT GOT CLOSER TO LUNCH OLIVER TOLD ME HE KNEW WHERE AN EMPTY SEAT WAS AND THAT HE WOULD SHOW OUR NEW FRIEND WHAT TO DO AND WHERE TO SIT. [00:30:04] AS A RESULT OF ALL OF THESE INITIAL ACTS, THESE BOYS ARE NOW FRIENDS. BEING NEW IS HARD, BEING KIND IS EASY. [APPLAUSE] CONGRATULATIONS WE ARE VERY PROUD OF YOU OLIVER, CONGRATULATIONS. [APPLAUSE] THANK YOU FOR BEING SUCH A GREAT STUDENT. FINALLY I WOULD LIKE TO INVITE HAZEL VALZ, SIXTH GRADE AT NORTHWOOD HILLS ELEMENTARY [APPLAUSE]. WE ARE RECOGNIZING HAZEL AND WHAT WAS SUBMITTED WAS THE WORLD NEEDS MORE PEOPLE LIKE HAZEL. I 'M SO VERY PROUD OF THE YOUNG LADY HAZEL HAS BECOME IN HER TIME AT NORTHWOOD HILLS. SHE IS ALWAYS WILLING TO STEP IN AND HELP OUT WITHOUT EVER BEING ASKED. WHENEVER SHE SEES A NEED SHE THERE TO FIND OUT WHAT SHE CAN DO TO HELP OUT. I'VE SEEN HAZEL HELPING OUR ART TEACHER HANG UP ARTWORK AROUND THE SCHOOL AFTER SCHOOL, I'VE SEEN HER OFFERING TO HELP CHEER ANOTHER STUDENT UP WHEN THEY ARE DOWN. ON MULTIPLE OCCASIONS HAZEL HAS LET ME KNOW WHEN SHE IS WORRIED ABOUT A FRIEND WHO HAS EITHER SHARED SOME BIG FEELINGS WITH HER OR WHO IS NOT ACTING LIKE THEY NORMALLY DO AND SHE IS WORRIED ABOUT THEM. HAZEL IS TRULY A LEADER ON OUR CAMPUS I' M GOING TO MISS HER AS SHE TRANSITIONS TO JUNIOR HIGH BUT CAN'T WAIT TO SEE WHAT WONDERFUL THING SHE WILL CONTINUE TO DO TO MAKE OUR COMMUNITY AND THIS WORLD A BETTER PLACE. WE BELIEVE IN HAZEL AND WE KNOW SHE WILL CONTINUE TO MAKE A DIFFERENCE WHEREVER SHE GOES AND WITH WHATEVER SHE DOES. CONGRATULATIONS [APPLAUSE]. THIS CONCLUDES OUR RECOGNITIONS FOR THE MONTH OF MARCH THANK YOU VERY MUCH. [APPLAUSE] [BACKGROUND] >> WE'RE GOING TO GIVE EVERYONE A MOMENT TO EXIT THE AUDITORIUM. THANK YOU EVERYONE, CONGRATULATIONS TO EVERYONE WHO WAS RECOGNIZED TONIGHT WE APPRECIATE EACH AND EVERY ONE OF YOU. AS EVERYONE IS EXITING THE AUDITORIUM, I JUST WANTED TO TAKE A MOMENT TO GET MY OWN LITTLE RECOGNITION FOR TONIGHT. YESTERDAY WAS INTERNATIONAL WOMEN'S DAY. I JUST WANT TO RECOGNIZE EVERY WOMAN THAT IS SITTING AROUND THIS HORSESHOE. THANK YOU SO MUCH FOR YOUR DEDICATION, FOR YOUR TIME, FOR YOUR COMMITMENT. EACH AND EVERY ONE OF US HAVE FAMILIES AT HOME AND WE SPEND A LOT OF TIME TOGETHER, EVEN OUTSIDE OF THIS HORSESHOE, ON THE PHONE, OVER EMAIL, TAKING TRIPS. WE WERE IN AUSTIN TOGETHER NOT TOO LONG AGO. WE PUT IN A LOT OF MILES ON OUR FITBITS AND I CERTAINLY APPRECIATE YOU, SO THANK YOU FOR ALL THAT YOU DO. YOU NEED TO BE RECOGNIZED EACH AND EVERY DAY. NOT JUST FOR THE WOMEN THAT ARE IN THIS HORSESHOE BUT THOSE THAT ARE WATCHING US TONIGHT. THANK YOU FOR ALL THAT YOU DO. WE REALLY APPRECIATE YOU. [BACKGROUND] >> MS. HARRIS, TO YOU AS WELL. YOU CELEBRATING US WE CELEBRATE YOU AS WELL. >> THANK YOU. [APPLAUSE] THANK YOU. THE NEXT ITEM ON OUR AGENDA IS THE PUBLIC COMMENTS SECTION. [II. PUBLIC COMMENT SECTION] MR. POTEET, DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD TONIGHT? >> YES, WE DO. THANK YOU, MS. HARRIS. ON BEHALF OF OUR BOARD, I WELCOME OUR VISITORS. WE HAVE A BRIEF VIDEO TO INTRODUCE THE PUBLIC COMMENTS SECTION AND TO PROVIDE INFORMATION TO MEMBERS OF THE PUBLIC WHO WISH TO ADDRESS THE BOARD OF TRUSTEES. [00:35:01] PLEASE JOIN ME IN WATCHING THIS VIDEO. >> THE PUBLIC COMMENTS 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 12:00 PM 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 DIALOGUE 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 THREE MINUTES UNLESS THE TIME OF ALL SPEAKERS HAS BEEN REDUCED DUE TO A LARGE NUMBER OF SPEAKERS OR OTHER CIRCUMSTANCES. A SPEAKER MAY NOT TAKE THE TIME OF ANOTHER SPEAKER. SPEAKERS WHO SPEAK THROUGH A FOREIGN LANGUAGE OR SIGN LANGUAGE INTERPRETER WILL RECEIVE ADDITIONAL TIME. THE PUBLIC COMMENT PERIOD IS NOT THE APPROPRIATE TIME TO PRESENT FORMAL COMPLAINTS. THE BOARD WILL ONLY CONSIDER FORMAL COMPLAINTS THAT REMAIN UNRESOLVED AFTER THEY'VE BEEN ADDRESSED THROUGH PROPER ADMINISTRATIVE CHANNELS AND WHEN THEY HAVE BEEN PLACED ON THE AGENDA. THE BOARD SECRETARY WILL STATE THE SPEAKER'S NAME AND COMMENT TOPIC OR TOPICS AS IDENTIFIED ON THE PUBLIC COMMENT 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 RISD SCHOOLS 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 THREE MINUTES TO ZERO. SPEAKERS MAY REFER TO THE SCREEN FOR THE 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. >> AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENTS PROTOCOL AS NOTED IN THE RISD WEBSITE. ATTACKS OF A PERSONAL NATURE AGAINST TRUSTEE, STAFF, STUDENTS OR OTHERS BY NAME OR UNIQUE TITLE ARE NOT ALLOWED. SPEAKERS, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME. OUR FIRST SPEAKER TONIGHT IS MRS. ADIPODRU. >> GOOD EVENING. MY NAME IS KIM ADIPODRU AND THANK YOU FOR HAVING ME TODAY. MY DAUGHTER ATTENDED THE STULTS ROAD ELEMENTARY SCHOOL AND I WOULD JUST LIKE TO TALK ABOUT INJUSTICE AND DISCRIMINATION. INJUSTICE AND DISCRIMINATION IS LIKE A DISEASE. THEY DECAY AWAY ANY VALUE OF A SCHOOL, ORGANIZATION OR COMMUNITY. I'VE OBSERVED A LOT OF GREAT INJUSTICE AND PREVIOUS INJUSTICE AT RISD. TO EXPLAIN THIS, I'LL FOCUS ON TWO CITATIONS AND PROPOSE MY RECOMMENDATION. CITATION 1, WHEN MY DAUGHTER WAS INJURED AT STULTS ROAD ELEMENTARY, WE WERE DENIED ACCESS TO PARAMEDICS AS THE SCHOOL STATED THE PARAMEDICS WERE NOT ALLOWED IN THE SCHOOL AND I NEED TO PICK MY DAUGHTER UP INSTEAD. THEY REPEATEDLY DOWNPLAYED HER INJURIES WHICH RESULTED IN MULTIPLE SURGERIES. TO MY SURPRISE, I'VE WITNESSED PARAMEDICS COME TO RICHARDSON SCHOOL FOR KIDS FROM OTHER DEMOGRAPHY. THE MOST RECENT IN HVPN, WHY THEN WERE WE DENIED ACCESS TO PARAMEDIC? CITATION 2, I SUBMITTED LETTERS AND CALLED THE PRINCIPAL OF STULTS ROAD ELEMENTARY MULTIPLE TIMES. HOWEVER, MY LETTERS WERE NOT REPLIED, MY VOICEMAIL WAS NOT REPLIED AND MY CALLS WERE NOT ANSWERED OR RETURNED. THE ACKNOWLEDGMENT LETTER WAS PROVIDED [NOISE] TO THE BOARD TODAY. [00:40:03] I SUBMITTED IT TO THE BOARD TODAY AS EVIDENCE OF SOME OF THE LETTERS I HAD WRITTEN TO THE PRINCIPAL, WHICH WAS NEVER REPLIED. I PUT MY NAME ON IT, KIM ADIPODRU. WITHIN THE LETTER, I'D ASKED FOR AN INVESTIGATION OF THE BULLYING AND ALSO THE ACCIDENT AND ALSO JUST TO PROVIDE ME WITH INFORMATION BECAUSE MY DAUGHTER AND I WERE NEW IN THE SCHOOL DISTRICT AND THE SCHOOL SYSTEM. NOW REFERENCING THE LAST MEETING, I NOTICED THAT THE OTHER PARENTS WHOSE CHILD WAS INJURED WAS PROVIDED WITH AN AUDIENCE BY THE PRINCIPAL AND SCHOOL, SO MY QUESTION IS, WHY DID I NOT DESERVE THE SAME AUDIENCE OR RESPONSE? I ALSO NOTED THAT SHE ALSO SPOKE ABOUT THE INEQUALITY OF CARE PROVIDED TO DIFFERENT STUDENT SITES WHEN THEY WITNESS AN INJURY IN THE SCHOOL, I THINK THIS DISPARITY OF CARE OF OUR CHILDREN IS UNACCEPTABLE. NOW, MY FIRST RECOMMENDATION JUST AS STATED BEFORE IS THAT I WANT MY CASE TO BE REVIEWED JUSTLY. I WANT ALL THE DOCUMENTS OF MY CASE TO BE REVIEWED JUSTLY, I DON T THINK IT WAS REVIEWED BECAUSE I WASN'T EVEN ALLOWED IN THE MEETING WHEN I DID MY REVIEW. I ALSO RECOMMEND AN INDEPENDENT AUDIT AND REVIEW OF CATASTROPHIC ACCIDENTS WITH A PRECEDING PLAN OF ACTION THAT STANDARDIZES AND MOST IMPORTANTLY, FAIRLY PROVIDES CARE TO OUR CHILDREN IN RISD IF THEY EVER ARE INVOLVED IN TRAUMATIC ACCIDENTS. IN CONCLUSION, I'LL TAKE A QUOTE FROM THE BIBLE AND I APPEAL THAT YOU WILL JUDGE JUSTLY, BE IMPARTIAL [NOISE] AND DEFEND THE RIGHTS OF ALL EQUALLY. THANK YOU. >> THANK YOU, MA'AM. OUR NEXT SPEAKER IS MR. JULIAN BLACKMAN. >> GOOD EVENING SCHOOL BOARD, SUPERINTENDENT BRANUM, ESTEEMED EMPLOYEES. THE MINISTER RAMESH FROM RURAL DEVELOPMENT IN INDIA SAID THERE'S NEVER A GOOD TIME TO MAKE TOUGH DECISIONS. THERE WILL ALWAYS BE AN ELECTION OR SOMETHING ELSE. YOU HAVE TO PICK COURAGE AND DO IT. GOVERNANCE IS ABOUT TAKING TOUGH, EVEN UNPOPULAR DECISIONS. BEARING THAT IN MIND, HOW WE DOING ON THAT BOND SHORTFALL. HOW THE DISCUSSIONS COMING? HOW ABOUT THE BUDGET SHORTFALL? I ENCOURAGED LAST YEAR IN TALKING ABOUT THE BUDGET TO GO AHEAD AND SPEND THE MONEY THAT WE HAD BECAUSE WE HAD A SUBSTANTIAL AMOUNT IN RESERVE AND THE UNASSIGNED SCHOOL FUND AND TO GIVE THE TEACHERS THE RAISE THEY DESERVED, IT WAS FIVE PERCENT LAST YEAR. I ENCOURAGE THE SAME THIS YEAR BECAUSE WE STILL DO HAVE SOME MONEY IN RESERVE AND THE TEACHERS ARE SUFFERING. THEY ARE STRUGGLING A LOT AND I THINK ONE OF THE THINGS WE CAN DO IN THAT REGARD IS GIVEN THAT PROMISE WITH A RAISE BEFORE THEY HAVE TO SIGN THE CONTRACTS. I THINK IT'S JUST BACKWARDS WHEN WE GO AHEAD AND DO IT THE OTHER WAY ROUND WHERE THEY GOT TO SIGN A COMMITMENT FOR NEXT YEAR AND THEN THEY GET TO KNOW LATER ON WHAT THEIR RAISE WILL BE. THAT WOULD BE MY ADMONISHMENT ON THE BUDGET SIDE OF THINGS AND CUTS A TOUGH. WE HAVE TO CUT. SO ON THE PRESENTATION THIS EVENING THAT THERE WAS AT $1.1 MILLION CUT IN THE ADMIN BUDGET, WHICH IS GREAT, THAT'S A GREAT START. HOWEVER, WE'VE ADDED 45 FULL-TIME EQUIVALENTS IN THE ADMIN BUDGET OVER THE LAST SIX YEARS AT 80,000 AVERAGE, THAT'S 3.6 MILLION. SO WE COULD CUT A LOT MORE AND STILL GET BACK TO WHERE WE WERE JUST SIX YEARS AGO WHEN WE HAD MORE STUDENTS. IF WE TAKE A LOOK AT THE 600 PLUS ADDED OVER THE LAST SIX YEARS IN THE GENERAL STAFF AND AVERAGE ABOUT 37,000 TO THAT AS THE STARTING SALARY OF NEW TEACHER, THAT'S ABOUT 34 MILLION. THEY ARE SOME PLACES TO MAKE SOME CUTS. THERE ARE SOME PLACES TO GET SOME DOLLARS GOING, BUT THEY'RE TOUGH, THE VERY TOUGH. BUT THAT'S WHAT BEING IN THE SEAT IS ALL ABOUT. TONIGHT YOU'LL A TAKE A LOOK AT SOME NAMING FOR THE DAYCARES. TWO NAMES, TWO MASCOTS, BUT WE HAVE FOUR HIGH SCHOOLS THAT WAS CONSIDERED AN INCLUSIVE TO ME. SO PERHAPS YOU TO TAKE A LOOK AT THAT, THINK ABOUT THAT. THE NATIONAL BOARD CERTIFICATION OF TEACHERS TO WORK, TO GET TIA DOLLAR IS ONE OF THE WAYS TO DO THAT. I'M VERY FAMILIAR WITH THAT PROCESS, THE NATIONAL BOARD CERTIFICATION, AS AN ONEROUS PROCESS WITH NO GUARANTEES OF ANYTHING, I KNOW PLENTY OF TEACHERS IN MY CIRCLE OF FRIENDS WHO HAVE DONE IT AND GOT NOTHING FOR IT AND I JUST THINK THAT THAT ALSO THEN STARTS TO BREED IN SOME CORRUPTION. I SAW THAT VERY EVIDENTLY AT ANOTHER SCHOOL DISTRICT I'VE TAUGHT AT, WHERE TEACHERS WERE PUTTING UP ANSWER KEYS TO THE DISTRICT GIVEN TESTS SO THEIR SCHOOLS WILL LOOK BETTER, SO THEY'D GET BETTER PAY. BECAUSE WHEN YOU PAY TOO LITTLE TO TEACH THEY'LL FIND ALL KINDS OF WAYS, THAT'S JUST HUMAN NATURE. THEY'RE GOING TO FIND WAYS TO MAKE MORE MONEY AND IF YOU'RE SAYING, HEY, GET BETTER SCHOOLS FOR YOUR KIDS WILL GIVE YOU MORE MONEY. THAT'S WHERE THAT CORRUPTION COMES IN. LET ME SAY WAY THAT SIMILARLY INTO THIS IDEA WE'RE GOING TO LOOK AT TONIGHT WITH A TEXAS CREDIT UNION. A GREAT IDEA BY THE WAY, HAVING A CREDIT UNION OF SCHOOLS WE TEACH IN KIDS FINANCES, TEACHING KIDS HOW THE MONEY WORKS. FANTASTIC,100 PERCENT, ONE LITTLE LINE ON THERE THAT I'M NOT GOING TO PAY FOR GRADES FOR THE SAME REASON THAT TIA AND AT SOME OTHER DISTRICTS TEI DOESN'T WORK. [00:45:02] WHEN YOU START PAYING PEOPLE FOR STUFF, THEY'LL START TO FIND WAYS TO GET THE MONEY WITHOUT DOING THE WORK YOU WANTED TO DO TO GET IN THE FIRST PLACE. SO CORRUPTION IS A REAL THING. BEAR THAT IN MIND, PLEASE. FINALLY, DON'T FORGET THIS LIES, ABSOLUTE LIES AND STATISTICS AND I CAN TALK ABOUT DATA. PLEASE ASK THE HARD QUESTIONS WHEN YOU LOOK AT THE STUFF. BUT WELL DONE TO A LOT OF SCORE INCREASES WE HAD, KIDS ARE LOOKING GOOD. THANK YOU. >> THANK YOU, MR. BLACKMAN. MR. RANDY BLANKENSHIP. >> WITHOUT MY GLASSES, YOU'RE A LITTLE BIT FOGGY. GOOD EVENING. MY NAME IS RANDY BLANKENSHIP AND I WANT TO THANK THE BOARD OF TRUSTEES FOR THIS OPPORTUNITY TO MAKE A PUBLIC COMMENT. TOPIC, BOARD OF TRUSTEES DUTIES AND RESPONSIBILITIES. OF COURSE, ELLEN JUST SPOKE A LITTLE BIT ABOUT IT. IT IS A LEGISLATIVE BODY THAT GIVES YOU THE LEGAL AUTHORITY AND PURPOSE. THE PEOPLE VOTE FOR THEIR STATE LEGISLATORS AND SENATORS AND THE PEOPLE WHO VOTED FOR YOU TO REPRESENT THE SCHOOL DISTRICT AND COMPLY WITH THE LAW. YOU HAVE NO AUTHORITY TO RELINQUISH ANY DUTY OR RESPONSIBILITY OF YOURS REGARDLESS OF ITS DIFFICULTY, AND WISH TO REVISIT YOUR VOTE TO CHANGE BOARD POLICY CH, WHICH I HAD STRONGLY ENCOURAGE YOU NOT TO ACCEPT OR VOTE IN FAVOR. YOU CANNOT SHIFT YOUR DUTIES AND RESPONSIBILITIES. I DID SOME CALCULATIONS OF THE TAXES I PAID IN RELATIONSHIP TO MY EXPENSES FOR THE YEAR 2022 AND I FOUND THAT TAXES MADE UP MORE THAN 29 PERCENT OF MY TOTAL EXPENSES. WHAT ARE THE PEOPLE WHO WERE JUST SAYING GETTING FOR THEIR TAXES? A LARGER SCHOOL DISTRICT BUREAUCRACY THAT ADD ZERO TO ACADEMICS OR THE TRUSTEES IS LACKING DISCERNMENT OR AFFLICTED WITH INTELLECTUAL DISCONNECT. THE PRIME PROBLEM, YOUR ACTS OF ACCEPTING AND VOTING FOR NEW DEPARTMENTS AND PROGRAMS GROW THE BUREAUCRACY AND NOT ONE PROVIDES A POSITIVE OR ENHANCED VALUE TO ACADEMICS OR POSITIVE SCHOOL CLIMATE. THERE'S GROWTH IN INCREASING THE BUREAUCRACY, INEXCUSABLE SCHOOL TAXES, AND CREATES ADDITIONAL WORK AND RESPONSIBILITIES FOR THE SUPERINTENDENT AND TEACHERS. WHEN WILL YOU START SAYING NO TO INCREASING THE BUREAUCRACY, AND FOCUS EFFORTS ON RELIEVING TEACHER BURDENSOME PROGRAMS, SO AS THEY CAN PROVIDE THE CHILDREN WITH EDUCATIONAL VALUES OR BENEFITS. LET THE TEACHERS TEACH. THERE IS ONE DEPARTMENT THAT HAS INCREASED THE BUREAUCRACY, RAISED COST GIVEN THE SCHOOL AND NEGATIVE AND DIVISIVE LEARNING ENVIRONMENT, AND PROVIDES NO BENEFIT TO EDUCATION. THE DEPARTMENT OF EQUITY, DIVERSITY, AND INCLUSION. IT HAS NOTHING TO DO WITH QUALITY OR EXCELLENCE. IT DOESN'T GAUGE ON THAT AND HAS NO QUALIFY PURPOSE AND PROVIDES NO VALUE OR POSITIVE SCHOOL CLIMATE. DO A REVIEW AND YOU WILL FIND THAT THE DDI, THAT'S MY TERM FOR IT, HAS PROVIDED NO VALUE. A POSITIVE SCHOOL CLIMATE, AND NOT ONE VALUE TO ENHANCE THE BENEFIT OF ACADEMICS. PLEASE DO NOT STAND IGNORANTLY IN ITS DEFENSE. THAT WILL NOT PREVAIL. IT MUST BE CLOSED AND DISCARDED. THANKS. >> THANK YOU MR. BLANKENSHIP. MS. HARRIS CONCLUDES OUR PUBLIC SPEAKING SECTION. >> THANK YOU, MR. POTEET AND THANK YOU FOR ALL THOSE WHO CAME OUT TO SPEAK TONIGHT. WE APPRECIATE YOU. OUR NEXT ITEM IS AN ACTION ITEM FOR THE CONSENT AGENDA. [III. CONSENT / CONFIRMATION AGENDA ITEMS] DOES ANYONE WISH TO PULL ANY CONSENT ITEMS FROM THE SEPARATE CONSIDERATION. ALL RIGHT. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? >> MOVED. >> THANK YOU, MR. EAGER. IS THERE A SECOND? >> SECOND. >> THANK YOU, MS. TIMMY. THERE IS A MOTION BY MR. EAGER. A SECOND BY MS.TIMMY. ARE THERE ANY QUESTIONS? >> CAN I ASK A QUICK QUESTION? [OVERLAPPING] AND THIS IS JUST AS WE WENT THROUGH AND I DIDN'T THINK ABOUT THIS EARLIER THIS WEEK, BUT ON THE CONTRACTS, SOME OF THOSE CAN WE GET SPECIFIC ON SOME OF THE ONES THAT SAY MISCELLANEOUS JUST BECAUSE I THINK STAFF KNOWS WHAT THOSE ORGANIZATIONS ARE FORWARD, BUT I DIDN'T KNOW IF THEIR CURRICULUM OR IF IT'S SOMETHING FACILITY WISE, [00:50:01] BUT WE HAD A COUPLE OF CATEGORIES THAT WERE MISCELLANEOUS AND IF I COULD JUST WHEN WE GET THIS NEXT TIME, JUST HAVE THAT BROKEN OUT OR [OVERLAPPING] WE CAN ADD TO IT OR SOMETHING LIKE THAT. >> WE CAN ADD SOME ADDITIONAL DETAIL. >> OKAY. [OVERLAPPING] VERY SELF-EXPLANATORY, BUT SOME OF THEM I REMEMBER WHEN I WENT THROUGH THIS EARLIER THIS WEEK WAS IT JUST SAID MISCELLANEOUS AND HAD A BUNCH ON THERE, SO I'D APPRECIATE THAT. >> WE'LL UPDATE THAT. >> THANK YOU. >> THANK YOU, MR. PATE. ANY ADDITIONAL QUESTIONS? COMMENTS? ALL RIGHT. HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HAND. MOTION PASSES 7-0. OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS, MS. BRANUM. [IV.A. Consider Gifts] >> THANK YOU, MS. HARRIS. AND WE DO NOT HAVE ANY GIFTS OVER 5,000 THAT WE NEED TO MAKE A MOTION ON. BUT AGAIN, WE DO HAVE SEVERAL GIFTS AND I WANT TO THANK OUR PTAS AND OUR OTHER SERVICE ORGANIZATIONS THAT JUST POUR INTO OUR SCHOOLS TO MAKE A DIFFERENCE FOR OUR STAFF, STUDENTS, AND COMMUNITY. THANK YOU TO ALL THOSE WHO HAVE GIVEN TO RICHARDSON ISD. >> WE CERTAINLY APPRECIATE IT. ANY QUESTIONS OR COMMENTS FROM THE BOARD, ANY REFERENCE TO GIFTS? >> IF I COULD ADD TO THIS, I KNOW I'M THE ONE GUY THAT KEEPS JUMPING IN HERE. >> NO. GO RIGHT AHEAD. >> BUT THIS WASN'T A GIFT, BUT I THINK IT MAY COME UP AS A GIFT AT SOME POINT, BUT I KNOW MS. MCGOWAN, I HAD AN OPPORTUNITY TO GO TO A FUNDRAISER FOR SKY VIEW SATURDAY, I THINK IT WAS FRIDAY, SATURDAY I LOSE TRACK. BUT ANYWAY, IT WAS GREAT TO MEET THE PRINCIPAL FROM SKY VIEW AND SEE THE COMMUNITY COME TOGETHER AND THAT WAS A SCHOOL THAT HASN'T HAD A PARENT LEAD PTA FOR A NUMBER OF YEARS UNTIL THE LAST COUPLE OF FEW AND JUST TO SEE THAT TAKEN OFF AND THEN PUTTING TOGETHER A FUNDRAISER WHICH WAS GOING TO BE A SIGNIFICANT AMOUNT, ESPECIALLY COMPARED TO WHAT THEY'VE HAD IN THE PAST. I THINK THAT'S A GOOD MODEL AND IT WAS NEAT TO BE ABLE TO SEE THAT OVER AT THE OAK ISLANDS BREWERY WHERE WE WERE. >> YEAH. MS. MCGOWAN? >> I'D LIKE TO ADD TO THAT AS WELL. IT WAS A GREAT FUNDRAISER PUT ON BY THE PTA AND SOME COMMUNITY MEMBERS THAT DON'T HAVE KIDS THAT GO TO SKYLINE ELEMENTARY. SO IT WAS BEAUTIFUL TO SEE THEM ALL COME TOGETHER. SKY VIEW, SORRY. THAT'S RISD AND WE'RE NOT THERE. YEAH. SO IT'S GREAT TO SEE THEM ALL COME TOGETHER AND PUT THAT ON FOR THE SCHOOL. THE SCHOOL THAT DOES NOT HAVE THE ABILITY TO HAVE AN AUCTION LIKE A LOT OF OUR SCHOOLS DO AND I THINK THEY RAISED A BIT OVER $8,000, SO YEAH. AWESOME. THANK YOU ALL FOR DOING THAT AND THE COMMUNITY. >> YES. THANK YOU. AND AS SUPERINTENDENT BRANUM SAID, THANK YOU ALL FOR BEING THERE. WE REALLY APPRECIATE IT. GOOD DEAL. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER, [IV.B. Naming of RISD Employee Daycares] THE NAMING OF THE RISD EMPLOYEE DAYCARE, MS. BRANUM. >> THANK YOU, MS. HARRIS. WE'RE SO EXCITED THAT WE ARE TO THIS PLACE WHERE WE GET TO OFFICIALLY MAKE A RECOMMENDATION FOR THE POTENTIAL NAMING OF OUR TWO NEW EMPLOYEE DAYCARES. IT IS IMPORTANT TO REMEMBER THAT RIGHT NOW THESE ARE THE FIRST TWO THAT WE HAVE IDENTIFIED BECAUSE WE HAD THE SPACE AND WE HAD THE LOCATIONS AVAILABLE FOR US TO BEGIN THE CONSTRUCTION. MS. HAYES AND OUR TEAM, WE ARE IMMEDIATELY LOOKING TO TRY TO IDENTIFY THE POTENTIALLY UP TO TWO MORE EMPLOYEE DAYCARES THAT WOULD BE IN THE OTHER TWO LEARNING COMMUNITIES. SO MS. HAYES, WILL YOU PLEASE SHARE THE WORK OF THE COMMITTEE. WE HAVE BOARD MEMBERS ON THE COMMITTEE AS WELL, SO I WANT TO THANK THEM FOR THEIR TIME. WILL YOU PROVIDE AN UPDATE FOR THE BOARD? >> YES. GOOD EVENING, SUPERINTENDENT BRANUM AND BOARD OF TRUSTEES. TONIGHT WE BRING FOR YOUR CONSIDERATION THE NAMING RECOMMENDATION FOR OUR TWO CURRENT DAYCARES UNDER CONSTRUCTION. A FACILITY NAMING COMMITTEE WAS PUT TOGETHER AT THE REQUEST OF SUPERINTENDENT BRANUM. WE HAD MEMBERS OF OUR STAFF THAT ARE CURRENTLY LOOKING FOR DAYCARES, OR ARE ABOUT TO NEED A DAYCARE TO HELP US. AND WE HAD MS. RENTERIA WHO SAT AND MRS. TIMMY WHO SAT WITH US EACH OF THEIR DISTRICTS HAVE ONE OF THE DAYCARES IN THEM CURRENTLY. SO WE LANDED ON A NAMING CONVENTION THAT WOULD WORK IN HOPES OF BEING ABLE TO OPEN THE OTHER TOO SOON AND IT CONNECTS TO OUR LEARNING COMMUNITIES AND ALLOWS FOLKS KNOW WHAT AREA OF THE DISTRICT IT'S IN. SO WE HAVE OUR LOCATION ON COPPER RIDGE, WHICH IS CANYON CREEK ELEMENTARY SCHOOL, WILL BE THE LITTLE MUSTANGS CHILD LEARNING ACADEMY, AND THEN OUR OLD NEWCOMER CENTER ACROSS FROM RICHARDSON HIGH SCHOOL ON BELTLINE, WILL BE CALLED OUR LITTLE EAGLES CHILD LEARNING ACADEMY. BOTH ARE DUE TO BE FINISHED CONSTRUCTION. THE FIRST ONE FOR AUGUST OF 2023 AND THEN THE SECOND ONE FOR JANUARY OF 2024. SO WE'RE EXCITED TO BRING THESE NAMES FOR YOUR CONSIDERATION AND I'M HAPPY TO ANSWER ANY QUESTIONS THAT YOU HAVE. >> THANK YOU, MS. HAYES, FOR LEADING THAT PROCESS. WITH THAT, I DO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE NAMES AS PRESENTED, LITTLE MUSTANGS CHILD LEARNING ACADEMY AND LITTLE EAGLES CHILD [00:55:01] LEARNING ACADEMY FOR THE TWO CURRENT DEVELOPED EMPLOYEE DAYCARES. >> THANK YOU, MS. BRANUM. THANK YOU, MS. HAYES. WE REALLY APPRECIATE IT. IS THERE A MOTION? >> SO MOVED. >> THANK YOU MR. RENTERIA. IS THERE A SECOND? >> SECOND. >> THANK YOU, MR. POTEET. THERE IS A MOTION BY MS. RENTERIA. THERE IS A SECOND BY MR. POTEET. ARE THERE ANY QUESTIONS OR COMMENTS? >> MS. HAYES, WILL YOU QUICKLY MENTION A LITTLE BIT ABOUT THE PROCESS? I KNOW WE RECEIVED COMMUNITY INPUT AND SUGGESTIONS FOR THE NAMING. MAYBE JUST TALK A LITTLE BIT ABOUT THAT PROCESS. >> YES. WE CAME TOGETHER AS A COMMITTEE TALK THROUGH WHAT THE PROCESS WAS GOING TO LOOK LIKE. IT FOLLOWS A BOARD POLICY ON FACILITY NAMING AND WE PUT A FORM OUT THROUGH OUR STRATEGY ENGAGEMENT DEPARTMENT ON OUR WEBSITE ASKING FOR COMMUNITY INPUT ON SUGGESTED NAMES. THOSE WERE BROUGHT TO OUR COMMITTEE, THE COMMITTEE DISCUSS THOSE ALONG WITH INTERNAL RECOMMENDATIONS FROM STAFF AND LANDED UPON THE RECOMMENDATION THAT WE SENT FORWARD TO SUPERINTENDENT BRANUM, WHO THEN AGREED WITH THE RECOMMENDATION AND BROUGHT FORTH TO Y'ALL. SO IT WAS A LITTLE OVER OR MONTH-AND-A-HALF PROCESS THAT WE WENT THROUGH FOR THESE TWO FACILITIES. >> THANK YOU, MS. HAYES. ANY ADDITIONAL QUESTIONS, COMMENTS? MS. RENTERIA, DID YOU HAVE ANYTHING ADDITIONAL YOU WANT TO ADD? >> I JUST WANTED TO THANK EVERYBODY TOO. I WANTED TO THANK MS. HAYES AND THE COMMITTEE AND EVERYONE THAT WE WORKED WITH. I KNOW MS. TIMMY AND MYSELF, WE WERE EXCITED TO BE ON THERE AND IT WAS GREAT TO SEE THIS TEAM SO EXCITED AND I KNOW WE'RE EXCITED ABOUT THIS WHOLE NEW FACILITIES THAT WE'RE GOING TO HAVE. SO JUST TO HAVE EVERYBODY EXCITED AND READY AND EVEN FOR THE NEXT TWO THAT WE'RE ALSO PLANNING ON HAVING. EVERYBODY WAS VERY INTENTIONAL AND WE LOVE THE COMMUNITY INPUT AS WELL TOO. IT'S A VERY EXCITING TIME FOR THIS. >> ALL RIGHT. THANK YOU. SO AGAIN, THERE IS A MOTION BY MS. RENTERIA, A SECOND BY MR. POTEET. IF THERE ARE NO ADDITIONAL QUESTIONS OR COMMENTS, ALL IN FAVOR, PLEASE RAISE YOUR HANDS. ALL RIGHT. MOTION PASSES 7-0. WE'VE GOT SOME LITTLE EAGLES IN SOME LITTLE MUSTANGS. [IV.C. Consider Memorandum of Understanding with Credit Union of Texas and Berkner High School] OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE APPROVAL OF A MEMORANDUM OF UNDERSTANDING WITH CREDIT UNION OF TEXAS AND RISD ON BEHALF OF BERKNER HIGH SCHOOL. MS. BRANUM. >> I COULD NOT BE MORE EXCITED TO BRING THIS ITEM FORWARD. THIS IS SOMETHING THAT DR. HELLER AND DR. SAUNDERS AND THE TEAM HAVE BEEN WORKING ON FOR A LONG TIME. I AM VERY PASSIONATE ABOUT THIS PROJECT AND PROVIDING REALLY REAL-WORLD OPPORTUNITIES FOR OUR STUDENTS TO HELP DEVELOP AND GROW THOSE GRADUATE PROFILE SKILLS THAT YOU HAVE SO CHARGED AS WITH, AND SO I'M GOING TO INVITE DR. HELLER AND DR. SAUNDERS AND OUR CREDIT UNION OF TEXAS TEAM UP TO SHARE A LITTLE BIT MORE ABOUT THE PROJECT. >> THANK YOU, SUPERINTENDENT BRANUM, BOARD OF TRUSTEES. I'M VERY EXCITED TO BRING THIS OPPORTUNITY FORWARD FINALLY THIS EVENING AND REALLY WANTED JUST TO GROUND US IN ONE OF THE BIG GOALS FOR OUR PARTNERS, FOR ALL PROGRAM WHEN WE'RE GOING OUT AND LOOKING FOR PARTNERSHIP OPPORTUNITIES THROUGHOUT OUR COMMUNITY, IS TO RECOGNIZE THAT THESE PARTNERSHIP OPPORTUNITIES ARE ONE, IMPORTANT TO THE SUCCESS OF OUR DISTRICT. THEIR TWO-WAY RELATIONSHIPS THAT BENEFIT NOT ONLY OUR STUDENTS, BUT OUR FAMILIES AND OUR GREATER COMMUNITY AND THAT OUR PARTNERS PROVIDE REALLY IMPORTANT RESOURCES AND EXPERIENCES THAT SHAPE THE EDUCATION OF OUR STUDENTS. SO WE HAVE BEEN WORKING WITH THE CREDIT UNION OF TEXAS FOR THE PAST FEW YEARS ON SOME DISCUSSIONS AND WAYS THAT WE CAN IDENTIFY SOME MEANINGFUL ENGAGEMENT OPPORTUNITIES THAT ALIGN WITH OUR DISTRICT MISSION AND VISION AND GOALS FOR STUDENTS SUCCESS. SO THIS PAST FALL, WE HAD THE OPPORTUNITY TO BE CONSIDERED AS ONE OF THE NEXT DISTRICT PARTNERS FOR THEIR SMART BRANCH PROGRAM AND I'M VERY EXCITED AND PROUD TO SAY THE FIRST DISTRICT IN DALLAS COUNTY. SO AT THIS TIME, I WOULD LIKE TO INTRODUCE AND ASK DR. CARRIE SAUNDERS, DIRECTOR OF COMMUNITY ENGAGEMENT TO COME FORWARD AND WE HAVE TWO MEMBERS OF THE LOCAL CREDIT UNION OF TEXAS LEADERSHIP TEAM HERE THIS EVENING, COURTNEY COSS, WHO'S THEIR CHIEF RETAIL OFFICER AND MR. EDDIE ARMY, CHIEF MARKETING AND ENGAGEMENT OFFICER, AND THEY HAVE A PRESENTATION TO SHARE SOME ADDITIONAL INFORMATION ON THIS INCREDIBLE OPPORTUNITY FOR RICHARDSON ISD. >> LET ME GET USED TO THIS. ALL RIGHT. THANK YOU, GUYS. THANK YOU, DR. HELLER. THANK YOU, SUPERINTENDENT BRANUM, PRESIDENT HARRIS, AND BOARD OF TRUSTEES. WE'RE REALLY EXCITED ABOUT THIS PROJECT. I'M GOING TO TRY TO TALK SLOW BECAUSE I'M JUST SUPER EXCITED. BUT WE ARE PUMPED TO REALLY SHARE WITH YOU WHAT THIS PARTNERSHIP COULD LOOK LIKE AND WHAT IT MEANS JUST FOR THE IMPACT OF RICHARDSON ISD. AS WE START TO UNPACK WHAT THIS MARK BRANCH MEANS AND WHAT IT IS, YOU WILL NOTICE PERFECT ALIGNMENT TO THE NORTH STAR AS WELL AS OUR GRADUATE PROFILE. [01:00:05] LIKE DR. HELLER SAID, PART OF OUR PARTNERS FOR ALL PROGRAM, WE WANT TO MAKE SURE THAT WE ARE MAKING MEANINGFUL IMPACT ON PARTNERSHIPS WITH OUR BUSINESSES AROUND AND OUR COMMUNITY. OF COURSE, YOU WILL NOTICE THE ALIGNMENT WITH FINANCIAL LITERACY, BUT AS THE CREDIT UNION OF TEXAS HELPS US UNPACK WHAT IT MEANS AND DEFINE IT, YOU WILL SEE ALL THE OTHER COMPETENCIES WOVEN THROUGHOUT ALL OF THE GRADUATE PROFILE. SO WE'RE GOING TO SHOW YOU A QUICK VIDEO. NOW, I WILL LAY SOME GROUNDWORK. THIS WAS THE VIDEO THAT WAS RELEASED LAST YEAR WHEN THEY OPENED UP A SMART BRANCH IN LITTLE ELM ISD. IT IS LITTLE ELM SPECIFIC, BUT AS YOU WATCH THIS, I WANT YOU TO JUST HEAR THE PASSION AND THE COMMITMENT AND WHAT THIS REALLY MEANS FOR OUR RISD COMMUNITY. I'M GOING TO KICK IT TO BRIAN. >> SO WHEN YOU THINK OF A PARTNERSHIP LIKE THIS WORKING WITH CUTX, IT WAS ALMOST DREAM-LIKE. NOW, IT FEELS VERY REAL AND WE KNOW THAT WE'RE JUST A FEW DAYS AWAY FROM OUR BRICK BREAKING AND STARTING THIS WHOLE PROCESS OF BUILDING THE BRANCH WITHIN OUR SCHOOL. [MUSIC] >> THE CREDIT UNION OF TEXAS WAS ORIGINALLY FOUNDED BY TEACHERS AND SO THE CONCEPT AROUND A SMART BRANCH, WAS INITIALLY AROUND HOW WE CAN GIVE STUDENTS ACCESS TO FINANCIAL LITERACY AND REAL-LIFE WORK EXPERIENCE, WHERE REGARDLESS OF YOUR BACKGROUND, REGARDLESS OF WHERE YOU COME FROM, YOU CAN HAVE EQUAL ACCESS TO FINANCIAL LITERACY. [MUSIC] >> WHEN YOU THINK ABOUT THAT THIS IS A STUDENT LED ENDEAVOR AND WE HAVE STUDENTS THAT ARE GOING TO BE LEARNING AND WORKING IN THE BANK ITSELF. SO YOU DON'T SEE OR HEAR OF THIS AND A LOT OF PLACES. AND SO THE CREDIT UNION OF TEXAS IS REALLY PROVIDING SOMETHING THAT'S UNIQUE AND LITTLE ELM CURRENTLY DOES NOT HAVE A BRANCH FOR CUTX WITHIN THE CITY AND SO FOR THIS OPPORTUNITY TO ACTUALLY BE HOUSED WITHIN OUR CAMPUS, WE ARE GOING TO BE THE BRANCH FOR LITTLE ELM AND THAT'S EXCITING. [MUSIC] >> FOR ME, THAT'S REALLY, REALLY MEANINGFUL TO SEE STUDENTS REALLY START TO HONE IN AND GAIN A SET OF LIFE SKILLS THAT SOMETIMES ARE REALLY HARD TO TEACH IN A BOOK. WE STARTED OUT WITH JUST TALKING ABOUT BANKING, BUT WHAT WE'RE FINDING IS THAT THE IMPACT THAT WE'RE MAKING GOES MUCH MORE BEYOND THAT. >> EVERYONE IS LOOKING FOR OPPORTUNITIES TO BE INNOVATIVE AND SLOWLY AS WE'VE GONE THROUGH THIS PROCESS OF TALKING ABOUT HOW THIS IS GOING TO LOOK WITHIN OUR SCHOOL, PEOPLE'S EYES ARE STARTING TO OPEN AND REALLY UNDERSTAND THAT THIS IS AN OPPORTUNITY FOR KIDS. >> EVERY TIME THAT ENDS, I JUST WANT TO CLAP BECAUSE IT JUST GIVES ME SUPER EXCITED. SO WE'RE ABOUT TO DIG INTO WHAT THE SMART BRANCH MEANS FOR US. LET ME USE MY CLICKER OVER HERE. SO YOU'LL NOTICE AS THE CREDIT UNION OF TEXAS COMES UP AND PRESENT, THEY OFFER A ROBUST STUDENT RUN PROGRAM. IT IS STUDENT-LED. STUDENT EMPLOYEES RUN THE BANK BRANCH ITSELF. IT PROVIDES THE REAL-WORLD EXPERIENCES THAT YOU HEARD IN THE VIDEO THAT YOU CAN'T ALWAYS GET IN A TEXTBOOK OR WITHIN THE WALLS OF A CLASSROOM. SO I'M GOING TO HAND IT OVER TO MR. ARMY AND MS. COURTNEY TO SHOW US WHAT SMART BRANCH ACTUALLY MEANS AND LOOK LIKE IN RISD. >> SO BEFORE I GET STARTED ON BEHALF OF ALL CUTX, I JUST WANTED TO SAY THANK YOU TO OUR RISD PARTNERS. IT'S BEEN A LONG PATH, BUT WE ARE REALLY EXCITED TO NOW HAVE REACHED THE STARTING LINE. AND IT'S BECAUSE OF THE WORK THEY'RE DOING FOR THE STUDENTS AND THE COMMUNITY THAT MAKES US KNOW THAT THIS IS THE RIGHT PARTNERSHIP FOR US TO EXPAND THIS PROGRAM. IT'S TALKING ABOUT WHAT IS A SMART BRANCH. REALLY A SMART BRANCH IS AN ACRONYM AND I'M GOING TO RUN THROUGH WHAT EACH OF THESE LETTERS MEANS. SO THE FIRST ONE IS SERVANT LEADERSHIP, AND WE TALK A LOT ABOUT SERVANT LEADERSHIP IN THE PROFESSIONAL WORLD, BUT IT'S STARTING TO BECOME A MAJOR FOCUS FOR EDUCATORS AS WELL. TEACHING STUDENTS THE IMPACT THAT THEY CAN MAKE ON THE COMMUNITIES AROUND THEM, AND AS LEADERS IN THE CLASSROOM AS WELL. SO THIS IS A CRITICAL COMPONENT. WE SEE THIS HAPPENING, ESPECIALLY IN SMART BRANCH. THESE STUDENTS REALLY COME INTO THEIR OWN FROM A LEADERSHIP PERSPECTIVE. SO NEXT UP IS MOTIVATION, AND THERE'S A NUMBER OF MOTIVATORS THROUGHOUT THIS PROCESS AND THE FIRST ONE IS SCHOLARSHIPS. SO EACH OF THE STUDENTS THAT COMPLETE THE YEAR-LONG PROGRAM WILL ACTUALLY RECEIVE A $1,000 SCHOLARSHIP FROM THE CREDIT UNION. AND WE AVERAGE ABOUT 20-30 STUDENTS IN EACH SMART BRANCH SO IT'S A PRETTY SIGNIFICANT INVESTMENT THAT THE CREDIT UNION IS MAKING INTO THE STUDENTS, [01:05:01] BUT THE STUDENTS ARE ALSO MAKING A GREAT INVESTMENT INTO THEIR SCHOOL AND TO THE COMMUNITY AS WELL. WE DO HAVE A PAY FOR GRADES PROGRAM. THE PAY FOR GRADES PROGRAM IS A WAY TO RECOGNIZE ABOUT 30 STUDENTS OR SO WHO SUBMIT THEIR MEMBERS OF THE CREDIT UNION, THEY'RE SUBMITTING THEIR REPORT CARDS AND THEY ARE THEN INCENTED BASED ON THEIR GRADES, THEY'RE PAID FOR A'S AND B'S. WE HAVE FUN, AND THAT'S A BIG COMPONENT OF OUR ORGANIZATIONAL CULTURE AND THAT EXTENDS INTO THE SMART BRANCH AS WELL. SO EACH OF THESE SMART BRANCH STUDENTS THAT ARE PARTICIPATING IN THE PROGRAM, ARE ALL BUT REAL EMPLOYEES OF THE CREDIT UNION. AND WE TRY TO CREATE THAT ATMOSPHERE FOR THEM AND EXTEND A LOT OF THE FUN THINGS THAT WE DO IN THE WORKPLACE TO MAKE IT A GREAT PLACE TO WORK. WE'RE VERY FOCUSED ON GROWTH AND CAREER OPPORTUNITIES. WE'VE ACTUALLY HIRED SMART BRANCH STUDENTS PERMANENTLY AFTER HIGH-SCHOOL IN THIS PROGRAM. SO WE'VE ACTUALLY HIRED TWO STUDENTS SO FAR. AND A LOT OF STUDENTS ARE CHANGING THEIR DIRECTION AS THEY GO THROUGH THIS PROCESS BECAUSE OF WHAT THEY'RE LEARNING IN THE PROGRAM. ACTIVE LEARNING. SO THIS IS NOT A PROGRAM THAT ONE CAN PUNCH THE CLOCK ON. YOU'RE COMING IN, IT'S GOING TO BE VERY ACTIVE PROGRAM IN WHICH STUDENTS ARE LEARNING PRESENTATION SKILLS, HANDS-ON BANKING EXPERIENCE. THIS IS AN OPERATIONAL BRANCH OF THE CREDIT UNION. SO THIS IS NOT PLAY MONEY. RIGHT THERE, THEY'RE VERY MUCH ACTIVE AND THEY'RE ALSO ACTIVE IN PRESENTING FINANCIAL LITERACY TO THEIR PEERS AND TO THE COMMUNITY. AND THAT'S A REALLY GREAT THING TO SEE. REASONING AGAIN, THESE ARE REAL WORKPLACES ESSENTIALLY AND THE STUDENTS ARE HANDLING COMPLEX THINGS. THEY'RE HANDLING PROBLEM-SOLVING SKILLS. AND COURTNEY IS GOING TO TALK ABOUT SOME OF THE ROLES THAT THEY'RE GOING TO PLAY IN THE CREDIT UNION, THAT THEY'RE HANDLING A LOT OF HIGH-END AND COMPLICATED CHALLENGES THAT THEY'RE GOING TO FACE IN THE WORKPLACE. AND THIS IS A GREAT OPPORTUNITY FOR THEM TO DEMONSTRATE THIS REASONING. AND THEN LASTLY, TECHNOLOGY IS THE FINAL LETTER IN OUR ACRONYM HERE. AND WHAT'S GREAT ABOUT THE TECHNOLOGY THAT'S BEING LEVERAGED IN THE SMART BRANCH IS THAT ALL THE SAME TECHNOLOGY WE'RE LEVERAGING IN OUR WORKPLACE TODAY, SO STUDENTS ARE GETTING HANDS-ON EXPERIENCE WITH SYMITAR. THAT'S OUR CORE BANKING SYSTEM. MICROSOFT OFFICE, THAT'S PROBABLY NOT THAT UNIQUE, BUT SALESFORCE IS ONE OF THE WORLD'S LARGEST CRM TOOLS AND THEY'RE GOING TO GET HANDS ON EXPERIENCE LEVERAGING THAT TECHNOLOGY. I'LL TURN IT OVER TO COURTNEY. >> THANK YOU. SO STUDENT DEVELOPMENT. DURING THIS PROGRAM, THE STUDENTS WILL GAIN CONFIDENCE, LEADERSHIP SKILLS, AND A CUTX AS EDDIE MENTIONED, WE GAIN A TALENT PIPELINE FOR FUTURE EMPLOYEES. AND ALSO THE STUDENTS WILL USE OUR CREATIVITY PASSION TO HELP MAKE THIS PROGRAM VERY SUCCESSFUL. SO WHAT DOES IT LOOK LIKE IN THE BRANCH WITH THE DAY-TO-DAY OPERATIONS? I THINK I MIGHT'VE MISSED A SLIDE THERE. THERE WE GO. SO AGAIN, THIS IS JUST LIKE OUR REGULAR BRANCH LOCATIONS. THE STUDENTS WILL PROCESS TELLER TRANSACTIONS, PAIR OF PRODUCTS SOLUTIONS TO STUDENT AND STAFF NEEDS. THAT WILL BE LOAN TRAINING WITH CUTX STAFF. THEY WILL LEARN HOW TO OPEN UP SAVINGS ACCOUNTS, CHECKING ACCOUNTS, CDS, ALL OF THE PRODUCTS THAT THE CREDIT UNION OFFERS. THEY'LL GET EXPERIENCED WITH MARKETING ACTIVITIES AND LEARN HOW TO BE AN EFFECTIVE MARKETER, COMMUNITY ENGAGEMENT ACTIVITIES. AND AGAIN, THEY WILL ACTUALLY MANAGE THE PAY FOR GRADES PROGRAM. SO WHAT DOES THAT LOOK LIKE? SO WE WILL HAVE TELLERS IN THE BRANCH. MEMBER RELATIONSHIPS SPECIALISTS, WHICH ARE BASICALLY PERSONAL BANKERS THAT OPEN UP YOUR NEW ACCOUNTS PROCESS LOANS. WE'LL HAVE MARKETING AND THEN WE WILL ALSO IDENTIFY BRANCH MANAGERS WHO WILL ACTUALLY OVERSEE ALL OF THE OPERATIONS AND THE REST OF THE STUDENTS THERE. AND ON TOP OF THAT, WE WILL HAVE A BRANCH MANAGER IN THAT LOCATION AT ALL TIMES. >> SO THAT WAS JUST A LITTLE BIT OF OVERVIEW OF WHAT THE SMART BRANCH MEANS AND WHAT IT LOOKS LIKE. OF COURSE, WE WILL HEAR RESPONSIBILITIES. WHO IS RESPONSIBLE FOR WHAT? SO THESE ARE SOME KEY COMPONENTS OF WHAT CREDIT UNION OF TEXAS IS RESPONSIBLE FOR, AS WELL AS RISD. SO WE'LL JUST START WITH SOME OF THE CREDIT UNION SIDE. ON THE LEFT, THEY PAY FOR THE COMPLETE BUILD-OUT OF THE SPACE AND SUPPLIES FOR THE SMART BRANCH, ALL THE MARKETING SUPPLIES, [01:10:01] AS WELL AS THE TECHNOLOGY THAT IS REQUIRED FOR THE STUDENTS. THEY FUND THE SCHOLARSHIP PROGRAMS AND THE PAY FOR GRADES. SO FOR EXAMPLE IF THERE IS A SOPHOMORE STUDENT THAT IS HIRED, THEY GET A $1,000 A YEAR EACH YEAR THAT THEY WORK FOR THE BRANCH. SO THAT POTENTIALLY COULD BE ANYWHERE $2,000-$3,000 JUST DEPENDING ON WHEN THEY WORK IN THE BRANCH. OF COURSE, THEY WAIVE MONTHLY SERVICE FEES FOR OUR FACULTY AND STAFF, WHICH IS HUGE AND THEN ONE OF OUR MAJOR RESPONSIBILITIES IS WE PROVIDE THE SPACE AND ACCESS AS FAR AS COMMUNICATION ACCESS, PROMOTIONAL THINGS, ALL OF THAT. WE HAVE IDENTIFIED A PLACE AT BERKNER HIGH SCHOOL. SO I DO WANT TO PAINT A VISUAL, IF YOU WILL, OF WHERE WE HAVE CHOSEN THAT THIS CAN POTENTIALLY BE. LET ME GET MY NOTES HERE. I WILL SAY SAFETY AND SECURITY WAS INVOLVED IN THIS PROCESS, TECHNOLOGY WAS INVOLVED IN THIS PROCESS, FACILITIES WAS INVOLVED IN THIS PROCESS. THERE WAS LOTS OF DIFFERENT DEPARTMENTS AND COMPONENTS INVOLVED IN REALLY CHOOSING. I WILL TELL YOU, WE CONSIDERED EVERY SINGLE HIGH SCHOOL TO START OFF WITH. WE CHOSE BERKNER BECAUSE OF THE ACCESS AND REALLY THE CONSTRUCTION PIECES. WE CONSIDER DIFFERENT CONSTRUCTION AROUND RICHARDSON ISD AND WHAT WOULD NOT DISRUPT, IF YOU WILL, THE LEARNING ENVIRONMENT. SO WE DID IDENTIFY A LOCKER ROOM SPACE. THANK YOU, SANDRA HAYES FOR THIS BECAUSE I'M REALLY BAD WITH NORTHEAST AND ALL OF THAT, BUT THE NORTHEAST QUADRANT OF BERKNER HIGH SCHOOL IN STEM ACADEMY OFF A YALE. SO STARTING ON THE LEFT, I TRIED TO TAKE SOME GOOD PICTURES HERE, BUT IF YOU'LL NOTICE, THAT IS THE WALKWAY WHERE STUDENTS CAN ACCESS TO WALK INTO THE HALLWAY TO THE CAFETERIA. THERE IS A DOOR TO THE LEFT THAT GOES INTO THE LOCKER ROOM THAT WILL BE THE ACCESS INTO THE BRANCH BY THE PUBLIC. IF YOU NOTICE THOSE GREEN DOORS, THOSE ARE KEY PROTECTED FOR STAFF MEMBERS THAT HAVE ACCESS INTO THOSE DOORS. SO JUST SOME SAFETY AND SECURITY PIECES. WE ARE PROPOSING THIS LOCATION BECAUSE OF JUST THE EASY ACCESS TO IT. YOU CAN SEE IT FROM BERKNER PARK. YOU CAN SEE IT WHEN YOU GO DOWN YALE. PARENTS DROP-OFF IN THIS PARKING LOT SO THEY WILL SEE THE BANK AS THEY DROP THEIR STUDENTS OFF. IT IS REALLY CLOSE TO THE CAFETERIA AND RIGHT DOWN THE HALLWAY FROM ONE OF THE SRO OFFICERS AT BERKNER HIGH SCHOOL. SO JUST THAT ADDS ANOTHER SAFETY AND SECURITY PIECE. HERE ARE SOME EXAMPLES OF THE ACCESS. OF COURSE, WITH OUR PARTNERSHIP, CREDIT UNION OF TEXAS WOULD HAVE ACCESS TO NEW HIGH EVENTS, FACULTY MEETINGS, STUDENT ORIENTATION, DIFFERENT EVENTS AROUND THE DISTRICT, SCOREBOARD ADVERTISING AND SUCH. A POTENTIAL TIMELINE OF ACTIVITIES, CONSTRUCTION BEGINNING IN SPRING AND SUMMER OF 2023. VERY SOON. STUDENT SELECTION AND TRAINING. STUDENT SELECTION AND TRAINING, THEY HAVE A PROCESS WHERE THE ADMIN TEAM AND COUNSELOR TEAMS COME TOGETHER AND THEY IDENTIFY STUDENTS AND THE BUSINESS PATHWAY FOR CTE. THE STUDENTS HAVE TO APPLY AND GO THROUGH A RIGOROUS INTERVIEW PROCESS TO BE CHOSEN FOR AN EMPLOYEE, IF YOU WILL. I THINK THE SWEET SPOT IS ABOUT 24 STUDENTS THAT ARE CHOSEN, SO ABOUT THREE PER CLASS PERIOD. CURRICULUM DEVELOPMENT WOULD BEGIN. THAT WOULD BEGIN BETWEEN RISD AND THE CREDIT UNION OF TEXAS TO MAKE SURE THERE IS ALIGNMENT WITHIN ALL OF OUR CHEEKS. WE WANT THIS OPPORTUNITY TO NOT JUST BE FOR OUR BERKNER HIGH SCHOOL STUDENTS AND OUR HIGH SCHOOL STUDENTS, WE WANT THIS TO BE PRE-K THROUGH 12TH. WE WANT IT TO LOOK LIKE WHERE KIDS ARE COMING TO THE SMART BRANCH, TAKING FIELD TRIPS AND LEARNING ABOUT FINANCIAL LITERACY, STARTING OFF IN THEIR JOURNEY AND RISD. A COUPLE OF OTHER TIMELINE PIECES PROJECTED TO OPEN AUGUST OF 2023. OF COURSE, THAT WOULD MEAN ACCESS TO ALL RISD EVENTS, STUDENTS, PARENTS, AND THE FACULTY WOULD BEGIN AND THEN WE WOULD START OUR ONGOING PROGRAM IMPLEMENTATION AND EVALUATION AND JUST CONTINUE TO EVALUATE AS WE GO THROUGH THIS PROCESS TO SEE WHAT NEEDS TO BE TWEAKED, IF ANYTHING. I HAVE THE OPPORTUNITY AS PART OF THIS PROCESS TO GO TO ALLEN HIGH SCHOOL. ALLEN HIGH SCHOOL'S BRANCH IS NOT OPEN TO THE PUBLIC, BUT THEY ARE PART OF THE CAMPUS. I JUST HIGHLIGHTED SOME HUGE THINGS. I'VE GOT QUOTES FROM ALLEN AND LITTLE ELM. BECAUSE I WILL TELL YOU THE CONFIDENCE IN THESE STUDENTS WHEN YOU ASK THEM QUESTIONS. WE WERE COMING UP THERE WITH TEAMS OF PEOPLE, LIKE 20-25 PEOPLE. YOU WOULD THINK THEY WOULD JUST BE REALLY SHY AND NOT WANT TO TALK TO YOU AND THEY WERE TAKEN, THEY WERE SHOWING US AROUND THE BRANCH. [01:15:01] THEY WERE ANSWERING QUESTIONS AND THEY WERE JUST SO CONFIDENT AND THEY SHARED WITH US JUST WHAT IT MEANT TO THEM TO BE A PART OF THE SMART BRANCH. IF YOU'LL NOTICE, SOME OF THE HIGHLIGHTS FROM ONE OF OUR ALLEN HIGH SCHOOL STUDENTS SAYS, YOU PUT YOURSELF OUT THERE, YOU SOLVE PROBLEMS, YOU DISCOVER A SENSE OF RESPONSIBILITY. IF I COULD DO ANOTHER YEAR, I TOTALLY WOULD BECAUSE BY THE END OF EACH ONE, I AM COMPLETELY NEW PERSON. IF THAT DOESN'T GIVE YOU GOOSEBUMPS. THEN ONE OF OUR STUDENTS, I SAY OUR, ONE OF THE STUDENTS FROM LITTLE ELM, THIS WAS HUGE TO ME. THE BOTTOM ONE PERSONALLY CHANGED ME BECAUSE I UNDERSTAND THE IMPORTANCE OF SAVING MONEY THROUGHOUT MY LIFE AND BUILDING CREDIT FOR MY FUTURE AND RETIREMENT. THAT IS HUGE AND THAT'S ULTIMATELY WHAT WE WANT TO PROVIDE FOR ALL OF OUR STUDENTS. JUST A FOUNDATION FOR FINANCIAL LITERACY AND WHAT IT MEANS. THANK YOU FOR LISTENING TO OUR PRESENTATION, OF COURSE AND LISTENING TO WHAT COULD POSSIBLY YOU'VE TAKEN IT INTO CONSIDERATION. WHAT QUESTIONS DO YOU HAVE? >> WE HAVE TO MAKE A MOTION. MS. CAGE, THERE WILL YOU COME UP FOR JUST A MOMENT BEFORE I MAKE THE MOTION? WILL YOU JUST SHARE A LITTLE BIT FROM YOUR PERSPECTIVE AS THE ONE WHO LEADS BERKNER. SHARE YOUR REFLECTIONS ON WHAT THIS WOULD MEAN FOR BERKNER, HOW YOU FEEL ABOUT THIS PROJECT IN THIS IMPLEMENTATION. >> I FEEL LIKE I'M REALLY SHORT. [LAUGHTER] I HAVE A PURPOSE TO PULL THIS DOWN A LITTLE BIT. INTERESTINGLY ENOUGH, I STARTED THIS CONVERSATION ABOUT HAVING SOME BANK AT BERKNER, MAYBE FIVE YEARS AGO. I'M REALLY EXCITED THAT IT IS PASSIVELY COMING TO FRUITION. THAT MAKES ME VERY EXCITED. AT THE BEGINNING OF THE YEAR, ONE OF THE THINGS THAT I DID WAS SENT OUT A SURVEY TO THE STUDENTS ABOUT WHAT LESSONS THEY WOULD LIKE AN ADVISORY. OVERWHELMINGLY, ONE OF JUST THE MAIN POINT THAT JUST KEPT COMING UP WAS FINANCIAL LITERACY. I MENTIONED THIS TO MY PRINCIPLES ADVISORY COUNCIL ACTUALLY THIS WEEK ABOUT THIS POSSIBILITY OF THIS BANK COMING INTO BERKNER. THE FACES, THEY'RE ALL SENIORS AND THEY SAID, WHY DO Y'ALL WAIT UNTIL WE LEAVE UNTIL YOU GET A BANK THINK ABOUT GETTING. JUST THE THOUGHT THAT THEY WOULD HAVE THE OPPORTUNITY TO HAVE THIS TYPE OF REAL-WORLD EXPERIENCE ON CAMPUS WAS JUST, THEY WERE BLOWN AWAY AND THAT WAS JUST 10 OF THE KIDS. THEY WERE COMPLETELY BLOWN AWAY. THEY WANT TO KNOW MORE ABOUT FINANCIAL LITERACY. THEY WANT TO HAVE THIS REAL-WORLD EXPERIENCE, TO HAVE THIS OPPORTUNITY TO GO IN AND MANAGE MONEY, TO LEARN ALL THESE DIFFERENT SKILLS WITH REGARD TO MARKETING, WITH REGARD TO LEADERSHIP AND HOW TO INTERACT WITH PEOPLE. THEY WANT THAT SO BAD, AND SO I'M EXCITED. I HOPE THAT YOU ALL VOTE TO SAY YES TO THIS. [LAUGHTER] I'M VERY EXCITED ABOUT IT. WE'VE BEEN WORKING ON LOCATION AND EVERYTHING, EVEN GOING TO WITH REGARD TO ATHLETICS AND MOVING PEOPLE AROUND. I'M EXCITED AND I JUST THANK YOU ALL FOR YOUR CONSIDERATION. >> THANK YOU SO MUCH, MS. CAGE. AGAIN, I JUST WANT TO THANK THE LEADERSHIP OF DR. HELLER AND DR. SAUNDERS, AND MS. CAGE AND MS. HAYES, OUR SAFETY AND SECURITY TEAM, I HAD A CHANCE TO VISIT ONE OF THE SMART BRANCHES AND THEY HAD TO STOP ME FROM IDEATING AND THINKING ABOUT WHAT IT CAN MEAN. NOT AGAIN, NOT JUST FOR OUR HIGH SCHOOL STUDENTS, I THINK THIS IS REALLY IMPORTANT. THIS PROJECT ISN'T JUST ABOUT OUR HIGH SCHOOL STUDENTS, IT'S ABOUT BRINGING OUR ELEMENTARY STUDENTS FROM ACROSS THE DISTRICT AND PROVIDING THEM THIS EXPERIENCE AND EXPOSURE TO WHAT DOES IT MEAN TO TAKE MY FIVE DOLLARS FROM THE TOOTH FAIRY OR WHATEVER AND DEPOSIT THAT AND HOW DOES THAT BUILD OVER TIME AND USING THAT FOR REAL-WORLD MATH PROBLEMS BACK IN THE CLASSROOM? THERE'S JUST SO MANY IDEAS. WITH THAT, SO YOU ALL CAN ASK YOUR QUESTIONS. BECAUSE YOU CAN TELL WE'RE A LITTLE EXCITED ABOUT THIS. I DO RECOMMEND THAT THE BOARD OF TRUSTEES, I HOPE YOU WILL ADOPT AND APPROVE THE MEMORANDUM OF UNDERSTANDING WITH CUTX TO OPEN AND OPERATE A SMART BRANCH LOCATION AT BERKNER HIGH SCHOOL TO OPEN FOR THE 23, 24 SCHOOL YEAR. THANK YOU, MS. BRANUM. THANK YOU EVERYONE FOR PRESENTING. IS THERE A MOTION? >> SO MOVED. >> THANK YOU MR. EAGER. IS THERE A SECOND? >> SECOND. >> THANK YOU, MS. PACHECO. THERE IS A MOTION BY MR. EAGER, A SECOND BY MS. PACHECO. ARE THERE ANY QUESTIONS OR COMMENTS? BEFORE WE OPEN IT UP FOR QUESTIONS OR COMMENTS I DO WOULD LIKE FOR MS. BRANUM OR ONE OF YOU TO WALK US THROUGH WHAT A MOU IS EXACTLY BEFORE WE START TO HAVE DISCUSSION. >> SURE. THANK YOU. A MEMORANDUM OF UNDERSTANDING IS SIMPLY A CONTRACT THAT ALLOWS BOTH SIDES OF THIS PARTNERSHIP TO BE VERY CLEAR AROUND THE ROLES AND RESPONSIBILITIES, INCLUDING ANY HUMAN RESOURCE, IMPLICATIONS, ANY FISCAL RESPONSIBILITIES, JUST THERE'S NO SECOND GUESSING AROUND WHO'S DOING WHAT, WHO CAN DO WHAT, WHO CAN HAVE ACCESS TO WHAT, WHAT INFORMATION CAN BE SHARED. IT'S ALL OUTLINED IN THAT MOU. MISS MCGOWAN, I DON'T KNOW IF THERE'S ANYTHING FROM A LEGAL PERSPECTIVE, [01:20:02] IF YOU'D LIKE TO SHARE. >> I FELT LIKE I WAS SPEAKING. YOU DID EXCELLENT. THANK YOU. [LAUGHTER] >> THANK YOU. ANY QUESTIONS, COMMENTS, BOARD? MR. EAGER, GO RIGHT AHEAD. >> LISTEN. THANK YOU. I THINK THIS HAS BEEN SOMETHING THAT I'VE BEEN HEARING THIS NEED FOR YEARS. AS WE WENT AND LISTENED TO THE COMMUNITY AND PUT A GRADUATE PROFILE THIS WAS LOUD AND CLEAR. THEN, I'VE HEARD IT EVEN BEFORE THE GRADUATE PROFILE, BECAUSE THIS IS ONE OF THOSE SKILLS IT IS SO FOUNDATIONAL THAT FOR STUDENT OUTCOMES, THAT BECAUSE IF YOU DON'T KNOW FINANCIAL LITERACY, THE CONSEQUENCES OF WHEN YOU WALK ACROSS THAT STAGE AND YOU START THINKING ABOUT STUDENT LOANS, CAR LOANS, CREDIT MANAGEMENT, HOW DO I SAVE AND BUY A HOUSE? HOW DO I PAY FOR THINGS? HOW DO I CREATE SAFETY NETS? THIS IS WHERE THE COMMUNITY TASKED BY LISTENING TO THE NEEDS AND WE SAT THERE AND LISTENED TO THE STUDENTS ASKING FOR IT, THE PARENTS ASKING FOR IT AND THIS IS THE FIRST STEP OF DELIVERING ON THOSE PROMISES OF WHAT WE HEARD FROM THE COMMUNITY. NOW THESE ARE THE THINGS THAT ARE BEING PUT INTO ACTION. IT'S JUST ONE OF THOSE THINGS. THE OTHER THING I LOVE ABOUT THIS IS A HANDS-ON EXPERIENCE. BECAUSE I THINK ONE OF THE THINGS THAT WE'RE TRYING TO DO MORE AND MORE OF IS THAT AS OUR GRADUATES LEAVE AND AS A PARENT OF TWO RECENT GRADUATES AT TEXAS TECH ENDS UP THAT I HAVE TO BE HONEST WITH YOU. EVEN THEY WHEN THEY GRADUATED, WE'RE WONDERING WHAT I WANT TO DO IN THE WORLD. NOT SURE WHAT I WANT TO DO. I DON'T KNOW WHAT I WANT TO. THESE ARE JUST ANOTHER EXAMPLE OF WHERE YOU CAN GIVE KIDS HANDS-ON EXPERIENCE AND EXPOSURE TO THINGS THAT THEY MAY ENJOY DOING IN A REAL-LIFE HANDS-ON, NOT IN A BOOK, NOT IN A CASE STUDY, IS GETTING IN THERE AND GETTING THEIR HANDS DIRTY AND FIGURING OUT HOW THESE THINGS WORK. THEY SHOW PRIDE. THEY CAN HAVE A SKILL SET THOUGH THAT SO THAT MAYBE WHEN I DO GO TO WHATEVER MY WORLD TAKES ME TO, THAT I CAN HAVE THE ABILITY TO HAVE A HIGHER INCOME. I ALREADY HAVE A SKILL SET WHEN I LEAVE. I'D SAY, I'M OBVIOUSLY VERY EXCITED ABOUT THIS AND I HOPE THIS IS ONE THAT I'D LIKE TO KNOW A LITTLE BIT MORE WHAT WERE THE PLANS FOR? HEY, WHAT ARE THE PREREQUISITES FOR EXPANSION INTO HOPEFULLY OTHER SCHOOLS? HOPEFULLY THIS IS A FOOTPRINT FOR OTHER TYPE OF LIFE SKILL ACTIVITY PARTNERSHIPS THAT OUR DISTRICT CAN PUT TOGETHER. I'LL ALLOW THOSE TWO QUESTIONS OUT AND I'LL LET MY COLLEAGUES HAVE THEIR COMMENTS AND QUESTIONS AS WELL. THANK YOU. >> I'LL FIRST TAKE ON THE QUESTION ABOUT EXPANSION OF THE PROGRAM. THIS IS THE FIRST STEP TO MAKING IT WORK. THIS IS OUR THIRD LOCATION, AND WE'RE VERY EXCITED ABOUT THAT. AS WE GO FORWARD, WE CERTAINLY WANT TO BUILD ON THAT. THERE'S CERTAINLY OPPORTUNITY FOR EXPANSION. BUT WE WANTED TO TAKE A SMART STEP TO SAY, HEY, LET'S GET IN THERE, LET'S START IT OUT. LET'S SEE WHERE WE GO. THIS IS A VERY ADAPTABLE PROGRAM TO THE NEEDS OF THE DISTRICT. WE WANT TO GO IN AND LET'S START SOMEWHERE. THIS IS THE FIRST STEP IN THAT JOURNEY. >> I THINK MR. EAGER, THIS IS JUST ANOTHER STEP. BUT IF YOU LOOK AT THE CAFE AT PEARSON, WHICH IS STUDENT RUN, STUDENT-LED, IF YOU LOOK AT THE HEALTHCARE ACADEMIES AND WHAT WE'VE DONE WITH METHODIST, AND NOW THIS IS JUST ANOTHER EXAMPLE OF, AGAIN, TRYING TO IDENTIFY THESE AMAZING PARTNERS WHO SEE POTENTIAL IN OUR KIDS, AND THEY'RE WILLING TO EQUALLY INVEST WITH US AND THAT AND I HOPE THIS IS A CALL AT A CHARGE OUT TO MANY OTHER PARTNERS OUT THERE THAT THIS CAN BE DONE AND IT CAN BE DONE REALLY WELL. YES, ABSOLUTELY WE ARE COMMITTED TO CONTINUING TO EXPAND THESE PROGRAMS AS WE HAVE PARTNERS AVAILABLE, WE HAVE SPACE AND RESOURCES. THANK YOU, MR. EAGER, MS. TIMMY. >> I TOO, I'M VERY EXCITED ABOUT THIS PROGRAM. I THINK IT HAS A LOT OF POTENTIAL AND I APPRECIATE THE FACT THAT I REALLY THINK KNOWLEDGE IS POWER, AND WHEN YOU EMPOWER KIDS WITH KNOWLEDGE, THEY CAN CONTROL THEIR OWN DESTINY. IN AN AREA THAT THEY MAY HAVE LIMITED KNOWLEDGE COMING IN AND BUILDING THAT UP THROUGH TIME, I THINK ONLY ALLOWS ALL OF OUR STUDENTS TO HAVE SOME REALLY GREAT OPTIONS THAT THEY CAN CHOOSE FROM. [01:25:03] JUST A COUPLE OF QUESTIONS AND I MAY BE AHEAD OF THE GAME ON THIS BECAUSE I UNDERSTAND THIS IS JUST GETTING OFF THE GROUND. IF I AM JUST NOTE SOMEWHERE DOWN THE ROAD, I WOULD LOVE TO ANSWER AT SOME POINT. BUT AND YOU GUYS DID A REALLY GREAT JOB DESCRIBING THE EDUCATION AND THE WORKERS WILL GET, THE STUDENT WORKERS WILL GET TO DO THAT. I THINK THAT'S FANTASTIC. I'M JUST CURIOUS AS TO HOW WE MIGHT GO ABOUT ADDRESSING AND ALLOWING STUDENTS WHO MAY NOT HAVE EXPERIENCE WITH THE BANK OR UNDERSTANDING THAT TO SEE THE VALUE IN IT AND OPPORTUNITIES THAT ARE THERE. IS THAT A PLAN PIECE. >> I'M SORRY. >> NOT BAD [OVERLAPPING] [LAUGHTER]. >> I KNOW THE INITIAL CONVERSATION HAS STARTED WITH THOSE STUDENTS THAT ARE ENROLLED IN THE CTE BUSINESS PROGRAMMING BECAUSE I KNOW THERE'S BEEN DISCUSSION WITH CREIGHTON AND DR. BYNO'S TEAM. BUT I WOULD ENVISION THAT THERE WOULD BE OPPORTUNITIES AND THAT'S PART OF THE MARKETING AND EXPOSING OTHER STUDENTS AROUND THE OPPORTUNITY TO COME AND VISIT THE BRANCH AND SHOW THEIR LEARNING. IF YOU GUYS WANT TO EXPAND UPON THAT AS I'VE LEARNED ABOUT IT IN VISITING ALLEN AND LITTLE ELM. >> JUST BEFORE, THAT'S PART OF THE CURRICULUM DEVELOPMENT PROCESS BETWEEN RISD AND THE CREDIT UNION WITH TEXAS, THAT ALIGNMENT PIECE TO MAKE SURE WE'RE ALL ON THE SAME PAGE AND WE'RE PROVIDING TWEAKS AND THINGS THAT ALIGN TWO DIFFERENT PATHWAYS. >> I WOULD JUST ADD TO, I THINK THIS IS THE CONTINUING OR THE CONTINUATION OF THE IMPLEMENTATION OF THE GRADUATE PROFILE AND OPPORTUNITIES WITH LESS THAN STRAIN ADVISORY PERIOD IN HIGH-SCHOOL. THEN THROUGH THAT EXPOSURE AND HOW THEY'RE EXPOSED TO SOME OF THE MARKETING EFFORTS ON CAMPUS AND BEYOND. HOW THAT WILL STIMULATE SOME INTEREST AS WELL FOR ADDITIONAL LEARNING OPPORTUNITIES. >> YOU'RE SAYING THAT IT IS PLANNED TO GO INTO ADVISORY SPECIFICALLY TO THIS PROGRAM. >> YES. I DON'T WANT TO GET TOO FAR AHEAD, BUT I BELIEVE THAT'S THE GOAL WITH THE GRADUATE PROFILE IN TOTALITY IN THAT WE ARE NOW TAKING ADVANTAGE OF THAT TIME AS WE CONTINUE TO IMPLEMENT AND LOOK AT THE NEXT FIVE-YEAR STRATEGIC PLAN, HOW WE'RE BRINGING THE GRADUATE PROFILE TO LIVE. THIS WOULD BE ONE OF THOSE OPPORTUNITIES AS WELL AS EXPANDING OTHER COMMUNITY PARTNERSHIPS TO HIT ON SOME OF THOSE OTHER PARTS OF THE PROFILE. >> THIS TO ME, I THINK THIS IS AGAIN WHERE WE HAVE AN AMAZING OPPORTUNITY. THERE ARE FINANCIAL LITERACY TICKS THAT ARE EMBEDDED REALLY ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL. AGAIN, BRINGING THAT RELEVANCE TO THOSE CURRICULUM WHEN STUDENTS ARE LEARNING EVEN ABOUT CURRENCY, I'M HAVING THEM ACTUALLY GO TO THE SMART BRANCH AND HAVING THEM UNDERSTAND THIS IS WHAT CURRENCY IT LOOKS LIKE AND THIS IS WHAT IT MEANS TO EXCHANGE CURRENCY SO THAT CURRICULUM DEVELOPMENT, THAT IT WILL BE DOWN TO THE INDIVIDUAL. WHERE DO WE FIND THOSE TICKS OPPORTUNITIES AND HOW DO WE EMBED THAT IN THE CURRICULUM? >> GREAT. THAT'S WAS THE PART THAT I JUST WANTED TO BE SURE. IT'S GOING TO PIGGYBACK ON THAT. I'M ASSUMING IT'S GOING TO BE SOMEWHAT BERKNER FEEDER PATTERNS SPECIFIC IN THIS SCENARIO. BECAUSE THIS IS WHERE THE PARTNERSHIP IS INITIALLY STARTING. >> ACTUALLY, NO. IT WILL PROBABLY IN THE FALL SEMESTER AS WE'RE BUILDING IT, WE WILL PROBABLY CENTER THE FIELD TRIPS AND THOSE EXPERIENCES TO THE BERKNER LEARNING COMMUNITY THAT WE ENVISIONED BY THE SPRING TO START BRINGING IN THE ELEMENTARY AND JUNIOR HIGH AND HIGH SCHOOL STUDENTS FROM THE OTHER THREE. EVEN THOUGH IT'S AT BERKNER, IT'S OPEN TO THE ENTIRE RICHARDSON ISD COMMUNITY. TEACHERS WILL HAVE THE ABILITY TO BE A PART OF THE CREDIT UNION AS WELL. WE WILL HAVE STUDENTS HAVE FIELD TRIPS, ESPECIALLY AS WE'RE STARTING TO RE-IMAGINE ENTERPRISE CITY. THIS WILL BE ANOTHER OPPORTUNITY FOR US TO PROVIDE THOSE SKILLS ACROSS THE DISTRICT. AGAIN, WE MIGHT IDENTIFY AN ELEMENTARY GRADE WE'RE DOING WITH TO BE LIKE ME AND HAVE AN ELEMENTARY WHERE ALL THIRD GRADERS, FOR EXAMPLE ARE GOING TO HAVE AN OPPORTUNITY TO VISIT THE SMART BRANCH AND HAVE A REAL LIFE LEARNING EXPERIENCE AROUND CURRENCY. THAT WILL START IN THE SPRING. >> PERFECT. I'M ASSUMING WITH THAT THEN THERE'S SUPPORT FOR TEACHERS AND THINGS LIKE THAT WILL BUILD THAT PDPS IN THERE JUST SO THAT IT'S SUPER SOLID. >> YES. WE ENVISION THAT TO BE REALLY A KIT THAT A TEACHER WOULD ROLL OUT SO THAT WHEN THEY GET TO THAT PART OF THE UNIT, HERE'S WHAT I DO. HERE'S WHAT I'D BE SAYING. IT WOULD BE VERY STRONGLY FACILITATED FOR THE TEACHERS. >> PERFECT. SORRY, JUST A COUPLE OF MORE QUESTIONS. FOR JUST FOR THE STUDENTS WHO ARE ENROLLED IN USING A CLASS PERIOD TO DO THAT, DOES THAT GIVE THEM A CTE CREDIT OF SOME KIND, OR DOES IT IMPACT WHAT THEY CAN TAKE AS FAR AS CLASSES, ELECTIVES, ANYTHING LIKE THAT? AS FAR AS THEIR DIPLOMA GOES. >> DR. SAUNDERS, BECAUSE THAT WAS PART OF THE CONVERSATION WITH CREIGHTON AND THE CTE PATHWAY. >> YES. >> OR DR. BYNO. >> I CAN HELP WITH THAT TOO. I JUST WANTED TO ALSO PIGGYBACK ON WHAT HE WAS SAYING TOO ALONG. THERE ARE FINANCIAL LITERACY TEACH K12 IN THE CURRICULUM ALREADY IN OUR PACING TOOL. A LOT OF THIS HAS ALREADY ALIGNED VERY CLOSELY WITH WHAT WE HAVE TO DO BY LAW FOR [01:30:05] OUR TEACHERS IN ANY WAY THAT OUR TEACHERS ARE ALREADY HAVING THAT PD ON HAVING THOSE CONVERSATIONS WITH. IN ALIGNMENT WITH THE GRADUATE PROFILE, WE ARE LOOKING FOR WAYS TO EMPHASIZE THAT AND REALLY OFFER MORE OPPORTUNITIES FOR FIELD TRIPS. HOW DOES IT ALIGN, HOW CAN WE BRING UP ELEMENTARY TO KNOW THAT WE WOULD HAVE THIS BANKING PROGRAM. BUT BERKNER IN PARTICULAR HAS OUR ASSOCIATES OF ARTS AND BUSINESS, AS WELL AS OUR BUSINESS MARKETING FINANCING CLUSTER. THAT ALIGNS PERFECTLY WITH OUR FINANCE MARKETING CLUSTER THERE AT BERKNER HIGH SCHOOL, SO WE'RE LOOKING TO REALLY SUPPORT KRISTY AND HER AMAZING STAFF AS THEY ALSO HAVE ACCESS TO AN ASSOCIATE'S DEGREE AT BERKNER HIGH SCHOOL AS WELL. WE'RE REALLY LOOKING TO PARTNER WITH THE CREDIT UNION AND ENHANCE THAT FINANCIAL LITERACY FOR EVERY KID. THROUGH THE DISTRICT, BUT MY BERKNER AS WELL. >> WE WERE ABLE TO IDENTIFY BOTH AT ALLEN ISD AND LITTLE M-ISD, THE CREDIT CORRELATION. IF THEY'RE IN AND IF THEY ARE WORKING AT THE SMART BRANCH DEPENDING UPON THEIR SOPHOMORE JUNIOR, OR SENIOR YEAR, WHAT A LINE CTE COURSES THAT, AND WHAT CREDITS CAN WE AWARD? YES, THERE WILL BE CTE CREDITS THAT ARE PART OF THE PATHWAY. >> IT WILL ONLY ENHANCE THEIR DIPLOMA AS THEY'RE SEEKING TO GET THOSE PIECES. IT WON'T TAKE AWAY AN ELECTIVE. IT'S AN OPPORTUNITY TO EXPAND THAT PIECE. FANTASTIC. THEN JUST LASTLY, AND I DON'T THINK TONIGHT MAY NOT BE THE NIGHT TO DO THAT, BUT I JUST WOULD LOVE TO HEAR AT SOME POINT HOW WE'RE GOING TO MEASURE SUCCESS OF THE PROGRAM FOR THE STUDENTS WHO WERE DOING IT, WHO ARE ACTUALLY IN THE PROGRAM. I WOULD ASSUME CREDITS AND THINGS LIKE THAT, BUT ALSO TOO FOR THE COMMUNITY OR FOR THE OTHER STUDENTS, WHO HAVE ACCESS TO THAT. I JUST THINK THAT'S IMPORTANT IN LOOKING AT THE PROGRAM AND ITS EFFECTIVENESS AND HOW WE CAN EVEN DO IT BETTER. IT'S SUCH A GREAT OPPORTUNITY. I WANT TO BE SURE OF IT. THEY HAVE ALL THE OPPORTUNITIES TO ACCESS THAT. I THINK THAT COMES TO THOSE MEASURABLE OUTCOMES. >> THAT'S IT. >> I DID WANT TO ADD STUDENTS ACTUALLY LEAD LESSONS FOR OTHER STUDENTS. THAT IS ONE OF THE HUGE PIECES OF THIS AS WELL, IS THEY DEVELOP LESSONS AND THEY TEACH THEM TO THEIR PEERS. I CAN IMAGINE, KINDERGARTEN UP STUDENTS THAT ARE VISITING THE BRANCH AS WELL. THAT IS A HUGE PIECE. >> I AGREE. I HOPE THEY START WITH COLLEGE LOANS AND THE IMPACTS THOSE HAVE. I MEAN THAT IN ALL SERIOUSNESS. I REALLY DO WANT THEM TO SEE THAT FROM THAT PERSPECTIVE OF HOW BANKS TALK THAT THROUGH. THAT MAKES ME VERY HAPPY. THANK YOU. >> GREAT. THANK YOU, MS. TIMMY. MR. PACHECO, DID YOU HAVE A QUESTION? >> I DON'T KNOW IF I HAVE A QUESTION THAT MIGHT COME OUT, BUT I DO HAVE SOME COMMENTS [LAUGHTER]. I'M REALLY EXCITED ABOUT IT. I'M EXCITED THAT OUR STUDENTS ARE GOING TO HAVE THE REAL CORE CONNECTION ON FINANCE, PRESENTATION, PUBLIC SPEAKING, AND IN THE REAL WORLD CONNECTION AND IS JUST GREAT. LEADERSHIP AND MANAGEMENT I WANTED TO SEE THOSE RESUMES WHEN THEY GRADUATE, THEY'RE GOING TO BE SO FULL, AND JUST THE OPPORTUNITY FOR ALL OUR COMMUNITY TO HAVE THIS SMART WHAT DO YOU CALL IT? >> SMART BRANCH. >> SMART BRANCH. I WAS GOING TO CALL IT SMART ACCESS, I DON'T KNOW. IT'S JUST I'M REALLY EXCITED. I'M EXCITED FOR THE KIDS. I REMEMBER I WAS EXCITED WHEN I GOT A BANK ACCOUNT AND I WAS IN HIGH SCHOOL. IT DIDN'T REALLY KNOW A LOT ABOUT IT, BUT LIVE AND LEARN. THANKFULLY, THESE KIDS ARE NOT GOING TO LIVE AND LEARN. THEY'RE GOING TO ACTUALLY KNOW WHAT THEY'RE SUPPOSED TO BE DOING WITH IT. I'M JUST SO PROUD THAT WE WERE ABLE TO WORK IT OUT. I LOOK FORWARD TO IT. THANKS. >> THANK YOU, MS. PACHECO. MS. MCGOWAN. >> YES. I'M EQUALLY SUPER-EXCITED ABOUT THIS WHOLE PROJECT. JUST LIKE MS. TIMMY SAID, TO SEE THE MATRIX OF HOW OUR KIDS ARE REALLY DOING IN THIS PROGRAM AND HOW WELL IT'S WORKING OUT FOR THE DISTRICT IS IMPORTANT SO THAT WE SUSTAIN IT. HOW LONG HAVE YOU BEEN IN PARTNERSHIP WITH THE LITTLE ELM BRANCH IN ALLEN. >> PICKING MY BRAIN HERE. SO WE ACTUALLY STARTED CONVERSATIONS, I BELIEVE IT WAS IN 2020 THAT WE OPENED JANUARY ACTUALLY OF 2020, THE ALLEN SMART BRANCH. SO THAT WAS OBVIOUSLY A LITTLE ODD WITH COVID HITTING AND THEN SHORTLY THEREAFTER IN THE FALL OF 2021 IS WHEN WE OPENED UP THE LITTLE ELM SMALL BRANCH. >> OKAY. THANK YOU FOR THAT. AND MY OTHER THING IS JUST A COMMENT. MS. BRANUM SAID, ENTERPRISE CITY IS SOMETHING THAT KIDS HAVE ALWAYS LOVED IN OUR DISTRICT. AND I'M SUPER EXCITED THAT THEY'RE GOING TO HAVE THIS EXPERIENCE BECAUSE I THINK THE BANKING PIECE OF ENTERPRISE CITY WAS ONE OF THE MOST IMPORTANT JOBS. I ALSO THINK THAT THIS IS A HUGE DISTRICT THAT HAS TYPICALLY 3% ECONOMICALLY DISADVANTAGED FAMILIES IN IT. THIS IS A HUGE GENERATIONAL CHANGE THAT THIS COULD BRING TO FAMILIES AND KIDS THAT DON'T COME FROM THE BACKGROUNDS OF HAVING FINANCIAL LITERACY OR KNOW ANYTHING ABOUT MONEY. SO IT IS A HUGE DIFFERENTIATION FOR THOSE KIDS. IT MAKES A HUGE IMPACT ON THEIR LIVES FOR A LIFETIME. [01:35:03] SO I'M SUPER EXCITED. THANK YOU GUYS FOR DOING THIS. THANK YOU, MS. BRANUM, FOR THE PARTNERSHIP. >> THANK YOU, MS. MCGOWAN. ANY ADDITIONAL COMMENTS, QUESTIONS? MS. HARRIS, CAN I JUST MENTION ONE MORE THING? MS. HAYES I KNOW YOU'VE DONE A PHENOMENAL JOB OF WORKING WITH THE CITY OF RICHARDSON. DO YOU FORESEE ANY ISSUES IN TERMS OF CONSTRUCTION AND HOW DISRUPTIVE WILL THIS BE TO BERKNER HIGH SCHOOL AS WE ARE MAKING THESE MODIFICATIONS? >> YES. WE WORK WITH THE CITY OF RICHARDSON, THERE'S NO PLANNING AND ZONING THAT'S REQUIRED BECAUSE THIS IS AN INTERNAL RENOVATIONS FOR CLASSROOM SPACE. THE SMART BRANCH IT'S CONSIDERED A CLASSROOM, IT DOES HAVE TEACHING AND LEARNING TAKING PLACE IN THERE. SO THERE'S NOTHING THAT WE HAVE TO DO WITH THE CITY FOR THIS. THE SPACE THAT MS. CAGE PICKED OUT IS VERY EASY TO ISOLATE FOR SAFETY AND SECURITY PURPOSES AND FOR EASE FOR THE PUBLIC TO GET IN AND OUT OF THE BRANCH ON A DAILY BASIS WITHOUT DISRUPTING THE SCHOOL. CREDIT UNION OF TEXAS HANDLES ALL OF THE ARCHITECTURAL WORK AND CONSTRUCTION WORK UNDER OUR SUPERVISION AT THE CAMPUS AND SO PENDING ANY UNFORESEEN CIRCUMSTANCES, SUPPLY CHAIN ISSUES AND OR CONSTRUCTION INFLATION ISSUES, IT SHOULD BE UP AND RUNNING FOR THE FALL OF 2023. >> GREAT. YES. MS. ANDREA. >> I WAS GOING TO ASK EXACTLY THAT TO YOU, SO THANK YOU, MS. HAYES, FOR GIVING THAT. FIRST OF ALL, THANK YOU AGAIN. THIS IS AWESOME. LIKE MY COLLEAGUES, I'M SUPER EXCITED AND I'M VERY GRATEFUL FOR THE PARTNERSHIP. I WAS GOING TO ASK WITH THE HOURS, WOULD IT RUN AROUND LIKE THE REGULAR CREDIT UNION THAT'S OUTSIDE OF ANYTHING ELSE LIKE IT'S SELF STANDING, WOULD IT BE THE SAME HOURS OF THE DAY THAT. >> SO IT RUNS DURING SCHOOL OPERATION HOURS. >> OKAY. BUT IT'S OPEN TO THE COMMUNITY, CORRECT? >> YES. >> OKAY. SO ANYBODY CAN GO IN THERE, OPEN AN ACCOUNT AND GET THE HELP AND EVERYBODY WOULD BE THERE. >> ABSOLUTELY. >> ALSO THE SAME AS MY COLLEAGUES HAVE MENTIONED, I LOVE THE HANDS-ON. I THINK THIS IS A GREAT OPPORTUNITY FOR NOT ONLY THE STUDENTS, BUT THE COMMUNITY AT LARGE. AND AGAIN, I'M JUST VERY GRATEFUL FOR THE PARTNERSHIP. SO THANK YOU. >> THANK YOU, MS. ANDREA, ANY ADDITIONAL QUESTIONS OR COMMENTS FROM MR. POTEET. >> I GOT ONE LAST COMMENT HERE IN TO MS.CAGE'S POINT EARLIER ON FIVE-YEARS, DID YOU SAY ROUGHLY THAT? SO TO THE STAFF AND MS.CAGE AND THE PERSISTENCE AND THE PATIENTS TO GET THROUGH ON SOMETHING LIKE THIS AND IT REMINDED ME OF THIS QUOTE THAT SOMEBODY TOLD ME ABOUT A YEAR AND A HALF AGO OR MAYBE LESS SAID STAY CALM. IT'S OKAY NOT TO HAVE EVERYTHING FIGURED OUT. KNOW THAT IN TIME YOU'LL GET THERE, INHALE, EXHALE, BREATHE. ANYBODY KNOW WHERE THAT CAME FROM? MS. CAGE'S ADVICE TO THE STUDENTS AT GRADUATION. SO IT MADE ME THINK ABOUT THAT WHAT THE PATIENTS HAVE PERSISTENT. SO IT SHOWS IT WORKS. SO JUST WANTED TO BRING THAT UP. >> THANK YOU, MR. POTEET, YOU CAN SEE THAT WE'RE ALL EXCITED HERE AROUND THE HORSE SHOE. FROM ME, IF YOU WOULD PLEASE JUST PROVIDE SOME CLARITY OR JUST EXPLAINED TO ME AND THE REST OF THE BOARD AND THOSE THAT ARE LISTENING. THE PAPER GRADES. >> SO PAY FOR GRADES IS SOMETHING THAT WE'VE HAD JUST IN GENERAL FOR OUR REGULAR MEMBERSHIP. SO THEY'RE IN THE SCHOOL DISTRICT. IT'S JUST A WAY TO ENCOURAGE THOSE KIDDOS. ONE, IF YOU'RE A MEMBER OF THE CREDIT UNION, THAT IF YOU WANT TO COME AND TURN IN YOUR REPORT CARD, THAT WE WILL ENCOURAGE YOU TO GET THOSE A'S AND B'S AND REWARD YOU FOR THOSE. SO THAT'S EVERY SEMESTER. >> I LIKE THAT. SO LIKE THE PIZZA HUT BOOK CLUB. [LAUGHTER]. VERY NICE. >> AND I WANT TO CLARIFY, THEY DO HAVE TO TURN THE REPORT CARDS IN AND BE MEMBERS, AND THEN THEY GET PUT INTO BASICALLY A LOTTERY SYSTEM AND 30 EACH SEMESTER GET CHOSEN. SO YOU DO HAVE TO HAVE THE RESPONSIBILITY OF TURNING STUFF IN, RIGHT.? >> VERY NICE. SO IT'S NOT JOKE. THANK YOU FOR THAT CLARIFICATION. I REALLY APPRECIATE IT. THIS IS GREAT ENOUGH. ADDITIONAL QUESTIONS, COMMENTS, MS. MCGOWAN? MS. PACHECO? >> I ACTUALLY REMEMBERED THE QUESTION. AND IT HAS NOTHING TO DO WITH PAY FOR GRADES, BUT I WILL SAY MY COLLEGE STUDENTS STILL HAVE MENTORS SO THAT SHE CAN GET HER CREDITS AND HER CREDIT UNION WHERE SHE'S AT. BUT ANYWAY, MY QUESTION WAS, SINCE THIS IS SLATED TO OPEN IN THE FALL, IS THE SELECTION AND STUDENT TRAINING FOR THE SOFTWARE AND ALL OF THE SERVICES. IS THIS GOING TO HAPPEN DURING THE SUMMER OR IS ALSO A MINIMUM AGE LIMIT FOR THE STARTING GROUPS BECAUSE I THINK THAT $1,000 INCENTIVE PER YEAR AS A SCHOLARSHIP IS GOING TO BRING IN [01:40:02] A LOT OF KIDS OR AT LEAST I HOPE TO PARTICIPATE IN WORK MANY YEARS. SO THOSE ARE THE TWO FOR QUESTION, MINIMUM AGE AND IS TRAINING GOING TO TAKE OVER THROUGH THE SUMMER? >> THOSE ARE GREAT QUESTIONS. SO TYPICALLY IN THE PROGRAM, IT STARTS OFF WITH SOPHOMORES. SO SOPHOMORE, JUNIOR, AND SENIOR. SO THEY GET THE 3-YEARS TO BE IN THE PROGRAM IF THEY DECIDE TO DO SO, AND THEN ONCE THE STUDENT SELECTION HAS TAKEN PLACE, WE DO BRING THEM IN. IT'S IDEAL TO DO IT OVER THE SUMMER FOR A WEEK, TO COME UP TO THE CREDIT UNION OR CORPORATE OFFICE. AND I CAN ACTUALLY TOOK HER ONE OF OUR BRANCH LOCATIONS AND GET THE HANDS-ON TRAINING LIKE ALL OF THE REST OF OUR NORMAL EMPLOYEES WILL GO THROUGH. >> THAT'S NICE. FOR SOME REASON, I JUST THOUGHT IT WAS GOING TO BE LIKE A MONTH OR TWO, BUT YEAH, NO, THAT'S GREAT. >> WE'LL GET IT IN A WEEK. WE'LL CONTINUE THAT HANDS-ON LEARNING THE SMART BRANCH. >> THAT'S AWESOME. THANK YOU. >> YOU'RE WELCOME. ALRIGHT, THANK YOU, MS. PACHECO. NOW, MISS MCGOWAN. >> JUST ONE LAST QUESTION ABOUT THE CURRICULUM. IS THERE AN INVESTMENT PIECE IN THERE LIKE BUILDING WEALTH AND INVESTMENT PART OF THAT CURRICULUM. >> SO THAT'S DEFINITELY A PIECE WE LOOK AT WHEN DEVELOPING CURRICULUM. LIKE I SAID, IT'S A PARTNERSHIP BETWEEN RISD, THE CREDIT UNION OF TEXAS ALONG WITH CREIGHTON'S TEAM THAT LEADS THE CTE WORKS. SO WE LOOK AT ALL OF THOSE PIECES AND IT'S PROPRIETARY. SO ANYTHING THAT IS DEVELOPED, IT'S PROPRIETARY DURING THE TERM OF RELATIONSHIP, WHICH THE TERM OF OUR RELATIONSHIP IS TEN YEARS. DID THAT ANSWER YOUR QUESTION. >> YEAH. >> AND AGAIN, I'VE BEEN TALKING TO EDDIE AND COURTNEY AND EVERY BRANCH LOOKS A LITTLE BIT DIFFERENT AND THE PIECES, THE REQUIREMENTS FOR EACH DISTRICT LOOKS A LITTLE BIT DIFFERENT. SO THAT'S WHY THEY GET TOGETHER AND THEY DEVELOP CURRICULUM THAT MATCHES THE NEEDS OF THE DISTRICT. OF COURSE, THAT FOLLOWED THE CHEEKS, BUT IT'S A VERY IN-DEPTH PROCESS, IF YOU WILL. AND LIKE I SAID, IT LOOKS A LITTLE BIT DIFFERENT AS FAR AS EVALUATION PIECES GOES TO WORK AND TALKS ABOUT WHAT DOES SUCCESS LOOK LIKE? SO ONCE WE REALLY START PICKING OUR STUDENTS AND THAT TYPE OF THING, WE REALLY THINK ABOUT, OKAY, WHAT DOES SUCCESS LOOK LIKE AND HOW WILL WE EVALUATE THIS PARTNERSHIP AS WE GO THROUGH IT? >> EXCELLENT. THANK YOU. ANY ADDITIONAL QUESTIONS? COMMENTS? SO THERE IS A MOTION BY MR. EAGER, AND SECOND BY MS. PACHECO. IF THERE ARE NO ADDITIONAL QUESTIONS OR COMMENTS ALL IN FAVOR, PLEASE RAISE YOUR HAND. MOTION PASSES SEVEN, ZERO. CONGRATULATIONS MS. CAGE BACK THERE. >> THANK YOU. CREDIT UNION OF TEXAS. WE VALUE YOU, WE CELEBRATE. >> THANK YOU SO MUCH. WE REALLY APPRECIATE IT. WE ARE SUPER-EXCITED. WE'LL BE THE FIRST ONES IN LINE TO BECOME MEMBERS. >> TO OPEN OUR INVESTMENT ACCOUNT. \. >> WE'RE GOING TO OPEN OUR INVESTMENT ACCOUNTS. YES. OUR NEXT ITEM IS WE'VE GOT A BREAKER OVER HERE. [LAUGHTER] WE WILL TAKE A 12-MINUTE BREAK. [LAUGHTER] I'M GETTING THAT 48 UP THERE. [LAUGHTER] WE'LL COME RIGHT BACK. WELCOME BACK, EVERYONE. [IV.D. Middle of Year - MAP Scores Report] OUR NEXT ITEM IS AN INFORMATION ITEM ON THE MIDDLE OF THE YEAR MAP SCORES REPORT FROM MR. JACOB CORTEZ, EXECUTIVE DIRECTOR OF ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT. ARE WE READY, BOARD? >> THANK YOU, MS. HARRIS. [LAUGHTER] COLLECT MYSELF. WE COMPLETED OUR MIDDLE-OF-THE-YEAR MAP ASSESSMENTS IN EARLY FEBRUARY, AND I'VE ASKED MR. CORTEZ TO COME FORWARD AND PREPARE A REPORT TO THE BOARD TO SHOW OUR PROGRESS THUS FAR. ALSO, WANT TO RECOGNIZE WE HAVE THE LITERACY AND INTERVENTION TEAM AND DR. BYNO WILL ALSO BE HERE TO SHARE WHAT ARE OUR TAKEAWAYS FROM WHERE WE ARE AT THIS POINT IN THE YEAR. HOW ARE WE ADJUSTING OUR CURRICULUM, OUR SUPPORTS, OUR RESOURCES, AND OUR INTERVENTIONS TO MAKE SURE THAT OUR STUDENTS FEEL VERY CONFIDENT WALKING INTO STAR, KEEPING IN MIND THAT THEY WILL BE TACKLING, I SHOULDN'T SAY BRAND NEW, BUT A SIGNIFICANT CHANGE TO THE STAR WITH STAR PEOPLE IN IT. MR. CORTEZ, I'LL LET YOU TAKE IT FROM HERE. >> MS. BRANUM. THANK YOU. MS. HARRIS, I APPRECIATE AND BOARD GETTING TO SEE YOU ALL AGAIN THIS EVENING TO TALK ABOUT SOME MAP DATA WITH YOU. OUR MAP WINDOW WAS ADMINISTERED. WE DID IT IN EARLY TO MID-JANUARY, [01:45:02] SO WE WENT FROM JANUARY 9TH THROUGH THE 17TH, A TIGHT SIX-DAY WINDOW, AND WE IDENTIFIED STUDENTS IN KINDERGARTEN THROUGH 10TH GRADE TO TEST IN READING AND KINDERGARTEN THROUGH STUDENTS ENROLLED IN ALGEBRA 1 FOR MATH. WE ALSO IDENTIFIED SOME STUDENTS IN SCIENCE, GRADES 3 THROUGH 6 AT OUR FORMER ACE CAMPUSES, AND THEN ALL STUDENTS IN SCIENCE IN FIFTH GRADE AND EIGHTH GRADE WERE ABLE TO PARTICIPATE. DURING THAT SIX-DAY WINDOW, WE HAD 67,143 ASSESSMENT EVENTS, WHICH IS FANTASTIC. ACTUALLY, WITHIN THE FIRST TWO DAYS, WE HAD NEARLY 30,000 EVENTS. WHEN WE SAY THAT OUR CAMPUSES TOOK THE MAP TEST IDENTIFYING STUDENTS SERIOUSLY, THEY REALLY DID. THEY GOT ON IT. ACTUALLY, WE HAD OUR HIGHEST COMPLETION PERCENTAGE IN THE LAST THREE YEARS THAT WE'VE BEEN DOING THE MAP DIAGNOSTIC ASSESSMENT. ABOUT 96% OF STUDENTS THAT WERE IDENTIFIED TESTED IN READING, 97% IN KINDERGARTEN THROUGH ALGEBRA 1. I'LL JUST REMIND YOU THAT IN OUR DISTRICT IMPROVEMENT PLAN, THE GOAL IS 90% OF STUDENTS IN EACH OF THOSE. THE FACT THAT WE WERE AT 96%, 97%, JUST KNOCKING IT OUT ON A LOT OF GOOD INFORMATION COLLECTED. ONE OF THE THINGS THAT WE LOOK AT IN MAP ONCE AGAIN IS, IT'S NOT JUST ABOUT ACHIEVEMENT OF WHAT OUR STUDENTS ARE DOING FROM TERM TO TERM. BUT REALLY WHAT WE USE THE INFORMATION FOR IS GROWTH. I'M LOOKING TO SEE OUR STUDENTS STAYING ON TRACK WITH MEETING GROWTH MEASURES FROM ONE TERM TO THE NEXT. WE LOOK AT GROWTH WITHIN YEAR. THE INFORMATION I'M SHOWING YOU IS FROM THE FALL BACK IN SEPTEMBER TO JANUARY WHEN WE TESTED. AS A REMINDER THAT GROWTH IN MAP IS NORMED. IN THEIR NORMATIVE DATA SET, 50% IS AVERAGE, IT'S ON TRACK. WHEN WE LOOK AT OUR PERCENTAGE OF STUDENTS THAT ARE MEETING GROWTH, ANYTHING THAT IS 50% OR ABOVE IS GOOD. MAP ALSO GOES ON TO SAY THAT ANYTHING THAT REACHES 60% AND ABOVE IS JUST KNOCKING IT OUT OF THE PARK. WHEN WE LOOK OVERALL, ONE OF THE THINGS THAT WE DO SEE IS WE SEE A LOT OF PLACES WHERE OUR GROWTH IS AT THAT 50% AND ABOVE HERE IN READING. THIS WAS, ONCE AGAIN, FROM THE FALL TO THE WINTER. OVERALL FOR ALL STUDENTS, WE SEE 51% OF OUR STUDENTS THAT TESTED IN BOTH THE FALL AND THE WINTER MET THEIR GROWTH MEASURE. THE OTHER PERCENTAGES ARE ALSO CLOSE, EVEN THOUGH WE HAVE SOME THAT ARE BELOW 50%, THEY'RE NOT TOO FAR BELOW 50% IN MOST CASES. I WILL SAY THAT, AND YOU'LL SEE IT IN MATH AS WELL, OVERALL OUR PERCENT OF STUDENTS MEETING THEIR GROWTH TARGET FROM THE FALL TO THE WINTER IS DOWN FROM WHAT IT WAS FROM FALL TO FALL AT THE LAST PRESENTATION. BUT IT MATCHES ACTUALLY THE SAME PATTERN THAT WE SAW LAST YEAR. AS WE LOOK ACROSS DATASETS FROM OTHER STATES, I WILL SAY FOR US, OUR WINDOW WAS A SIX-DAY WINDOW. BUT FOR MAP, THEY DO THINGS BY QUARTERS. THEIR WINDOW IS ACTUALLY DECEMBER 1ST TO FEBRUARY 28TH. THEIR WINDOW JUST CLOSED A WEEK OR SO AGO AT THIS POINT AND SO WE DON'T HAVE COMPARATIVE DATA YET TO LOOK AT OTHER STATES TO SEE IF THE INFORMATION THAT THEY PROVIDE IS DOWN, IF ACHIEVEMENT IS DOWN, AND IF GROWTH IS DOWN. HOWEVER, WHEN WE LOOK BACK AT PREVIOUS YEARS, LOOK AT OTHER STATES, THEY TAKE A SIMILAR DIP. WE SEE ON AVERAGE SCORES AND ACHIEVEMENT DROP BY ABOUT THREE POINTS. OURS FOLLOWS THE SAME. WE ACTUALLY END UP DROPPING IN OUR ACHIEVEMENT ABOUT A POINT AND A HALF. I DON'T KNOW EXACTLY, WE'VE REACHED OUT TO NWEA TO FIND OUT WHY SCORES SEEM TO DROP IN THE WINTER, BUT THEN FROM WINTER TO SPRING PICK-UP AND THEN THE DROP IS RECOVERED WHEN WE LOOK FROM FALL TO SPRING WHEN IT COMES TO GROWTH. [01:50:01] BUT WE HAVEN'T RECEIVED FEEDBACK FROM THEM YET BECAUSE THEY'RE STILL LOOKING AT THIS CURRENT WINTER DATASET. BUT I DO WANT TO JUST RECOGNIZE THAT SEVERAL PLACES WE ARE AT THAT 50TH PERCENT AND ABOVE, BUT IT IS A DIP FROM LAST FALL WHEN WE LOOKED AT GROWTH. I WILL SAY THOUGH ACROSS THE BOARD OUR KINDERGARTENERS ARE KNOCKING IT OUT. [LAUGHTER] LIKE OUR KINDERGARTENERS ARE COMING IN HOT, DOING REALLY WELL. >> I THINK IT'S IMPORTANT TO NOTE THAT THERE IS A SWEET SPOT LIKE KINDER IS THAT FIRST GRADE THAT HAS NOT BEEN IMPACTED BY THE PANDEMIC AT ALL. I THINK IT'S GOING TO BE INTERESTING TO SEE THAT IT'S ALMOST LIKE WE'VE ESTABLISHED A NEW TREND LINE WITH OUR KINDERS TO UNDERSTAND WHAT DOES IT REALLY LOOK LIKE PRE, DURING, AND POST-PANDEMIC? I THINK THEY'VE SET THE BAR REALLY HIGH FOR THEIR CONTINUED GROWTH. >> THEY ARE DEFINITELY GOING TO BE A COHORT MOVING FORWARD THAT WE GET TO SEE THEM HOW THEY CHANGE FROM YEAR TO YEAR AND SET AS A NEW BASELINE. BUT IN THIS FIRST QUIZ, THEY DIDN'T HAVE ANY FALL GROWTH BECAUSE THEY WEREN'T HERE THE YEAR BEFORE. TO SEE, THIS IS THE FIRST TIME WE GET A GROWTH MEASURE FOR THEM. TO SEE THE SCORE IS AS HIGH THAT'S ENCOURAGING FOR US ACROSS ALL DEMOGRAPHIC GROUPS. I WILL ALSO POINT OUT THAT ACROSS WE SEE THE LOWER GRADES IN FIRST GRADE AND FOURTH GRADE SEEM TO STRUGGLE IN THOSE AREAS AS WELL, AS FAR AS MEETING GROWTH. WHEN WE LOOK AT THE MATH DATA, MATH DATA FOR ME LOOKING HERE, EVEN THOUGH OVERALL 50% OF OUR STUDENTS MET THEIR GROWTH MEASURE FROM THE FALL TO THE WINTER, THE MEASURE THAT WAS PROJECTED FOR THEM, I LOOK AT A LOT OF THESE PERCENTAGES AND I'M ENCOURAGED HERE, EVEN THOUGH THE SCORES ARE DOWN. WHEN WE LOOK AT WHERE WE WERE LAST FALL TO LAST WINTER, WE'RE ACTUALLY DOING JUST A LITTLE BIT BETTER THAN WE WERE. TO SEE SOME RECOVERY STILL THERE. MATH STILL HAS QUITE A WAY TO GO IN RECOVERY. LIKE WE'VE SEEN IN OUR BOARD GOALS AND EVERY OTHER DATASET, IT DIDN'T RECOVER QUITE AS QUICKLY AS READING DID. BUT THE FACT THAT HERE WE ONLY HAVE LITTLE POCKETS THAT ARE IN THE 40S, ONCE AGAIN, GREAT FOR WAS ONE THAT WAS DOWN ACROSS THE BOARD. THEN HERE, GRADE 7, YOU'LL SEE IS MOSTLY LOW IN THOSE 30S. A LOT OF THAT HAS TO DO WITH THOSE SEVENTH GRADERS ARE MAINLY ARE ON LEVEL SEVENTH GRADERS. THEY'RE TYPICALLY LOOKING AT OUR TREND DATA IN STAR, LOOKING AT OTHER DISTRICTS BECAUSE OF THE WAY WE START ACCELERATING OUR HIGHER PERFORMERS STUDENTS IN SEVENTH GRADE INTO EIGHTH-GRADE MATH AND CONTENT AND WE TYPICALLY SEE THAT SEVENTH GRADE IN MATH IS LOW ACROSS THE BOARD. WE USUALLY HAVE AROUND A 30-40% PASSING RATE ON STAR. THAT DOESN'T SURPRISE ME WHEN I SEE SIMILAR RATES HERE IN THE MAP DATA. OVERALL THOUGH, LOOK AT THOSE KINDERGARTENERS AGAIN, THOSE KINDERGARTENERS COMING IN WITH THOSE NUMERACY SKILLS AND BEING ABLE TO DEMONSTRATE THOSE IS EXCITING. THEN I'LL POINT OUT HERE TOO, IF YOU LOOK ACROSS THE BOARD, OUR SIXTH GRADE. SIXTH GRADE IN MATH HAS SHOWN QUITE A BIT OF GROWTH THERE, LOTS OF STUDENTS IN THE 50S AND 60S. MAP ALSO GIVES US, WE'RE ABLE TO USE THE INFORMATION, NOT JUST TO SEE IF STUDENTS ARE GROWING THROUGHOUT THE YEAR, BUT ALSO TO GET A PROJECTION FOR STAAR. WHEN WE TAKE A LOOK AT OUR STAAR PROJECTIONS IN READING, WHAT YOU SEE HERE ARE A NUMBER OF BARS. THE FIRST THREE GROUP TOGETHER BARS ARE THE LIGHT BLUE, THE LIGHT YELLOW, THE LIGHT GREEN. THOSE ARE LAST YEAR'S PROJECTIONS, SO IN THE FALL, THE WINTER, AND THE SPRING. THE BLACK BAR ACROSS THE TOP REPRESENTS WHERE WE ACTUALLY ENDED UP PERFORMING AT THE MEETS LEVEL ON STAAR. THEN YOU SEE FOR THE TWO BARS THAT ARE SEPARATED OUT, THE LIGHT BLUE WAS THE FALL OF THIS YEAR, [01:55:02] AND THEN THE GOLD BAR THAT'S THERE IS OUR CURRENT WINTER PROJECTION. THESE ARE BY GRADE-LEVEL IN READING PROJECTIONS FOR OUR STUDENTS, AND WHERE MAP IS SAYING WHAT PERCENT OF STUDENTS WILL BE AT MEETS LEVEL ON PRIOR STAAR. ONCE AGAIN, WE'LL BE TAKING A DIFFERENT TYPE OF STAAR TEST, SO WE'LL BE SEEING HOW THAT CHANGES AND HOW CLOSELY THESE PROJECTIONS MATCH. BUT YOU'LL ALSO NOTICE THAT LAST YEAR IN JUST ABOUT ACROSS THE BOARD, MAP PROJECTED CONSERVATIVELY. WE ENDED UP OVER-PERFORMING ON STAAR COMPARED TO WHERE MAP WAS PROJECTING US TO BE. THAT IS BECAUSE IN THE NORM DATASET, IF A STUDENT WOULD BE CLOSE TO WHAT WE WOULD CONSIDER LIKE A BUBBLE, LIKE WITHIN A QUESTION OR TWO OF BEING THE MEETS LEVEL, THE WAY THE SYSTEM WORKS WITH THEIR WRIT SCORE TO ACHIEVEMENT LEVEL CROSSWALK, IF YOU WILL, IT'S GOING TO BE CONSERVATIVE. IT WOULD RATHER PROJECT THAT YOU'RE GOING TO BE APPROACHES RATHER THAN MEETS AND THEN YOU PERFORM AT THE MEETS LEVEL RATHER THAN SAY GIVE YOU A FALSE SECURITY OF YOUR GOING TO BE AT MEETS LEVEL AND THEN YOU DON'T GET TO THAT LEVEL. ANYTIME THERE'S A BUBBLE, MAP IS GOING TO BE CONSERVATIVE IN THAT PROJECTION. IF YOU LOOK ACROSS THE BOARD AND THOSE NUMBERS ARE COMPARATIVE TO WHERE WE WERE IN THE FALL. FOR THE MOST PART, IF YOU COMPARED THE GOLD BAR TO THE YELLOW BAR, WE ARE ABOUT THE SAME OR SLIGHTLY BETTER IN MOST CASES TO WHERE WE WERE BEING PROJECTED TO BE LAST YEAR. HOPEFULLY IF THE NEW STAAR SCORING HOLDS TO SIMILAR CUT POINTS FOR APPROACHES MEETS AND MASTERS, WHICH WE'LL FIND OUT LATER THIS SUMMER, HOPEFULLY THE PROJECTIONS WILL HOLD TRUE FOR US AND WE'LL BE ONCE AGAIN OVER-PERFORMING WHERE MAP PROJECTS US TO BE IN READING. WHEN WE LOOK AT MATH, WE LOOK AT THE PROJECTIONS FOR THIRD THROUGH SIX. THAT'S BECAUSE IT GETS A LITTLE HARD TO UNTANGLE. BECAUSE MAP DOESN'T KNOW EXACTLY WHAT TEST THE STUDENT IS GOING TO TAKE IN SEVENTH OR EIGHTH GRADE BECAUSE OF THE WAY THAT WE DO ACCELERATION, IT JUST SIMPLY LOOKS BY GRADE LEVEL, NOT COURSE ENROLLMENT. IT GETS A LITTLE HARD TO UNTANGLE, AND MAP DOESN'T GIVE US A MEANINGFUL PROJECTION. BUT HERE, ONE OF THE THINGS THAT WE DO SEE IS THAT IN OUR PERFORMANCE, WE ARE DEFINITELY AT OR ABOVE WHERE WE WERE LAST YEAR, PROJECTED TO BE. THEN IN SEVERAL CASES, THEREFORE THIRD GRADE AND FIFTH GRADE, MAP IS ALREADY PROJECTING US TO BE AT THE MEETS LEVEL THAT WE PERFORMED AT LAST YEAR. ONCE AGAIN, WHEN WE'RE TALKING ABOUT RECOVERY, WHAT WE'RE SEEING IN MAP SPECIFICALLY FOR MATH IS THAT OUR STUDENTS ARE CONTINUING TO MAKE PROGRESS. IF MAP IS A CONSERVATIVE MEASURE OF PROJECTION AND IF WE CAN ALREADY BE AT PERFORMANCE, THEN HOPEFULLY THAT MEANS THAT WHEN WE ACTUALLY TAKE STAAR IN MATH WILL BE ABOVE THE STAAR PERFORMANCE FROM LAST YEAR. OVERALL, WE'RE SEEING AVERAGE GROWTH FROM TERM TO TERM. WE DO HAVE SOME CELEBRATIONS, THOUGH, BECAUSE THERE WERE SOME HIGHLIGHTS THAT STUCK OUT. ONCE AGAIN, WE ALREADY POINTED OUT KINDERGARTEN. WHEN WE ACTUALLY LOOK AT KINDERGARTEN BY CAMPUS RATHER THAN JUST A DISTRICT AGGREGATE, 24 OF OUR ELEMENTARY SCHOOLS HAD 60 PERCENT OR MORE OF THEIR STUDENTS MEET THEIR FALL TO WINTER GROWTH GOALS IN READING AND 28 OF THEM IN MATH. KINDERGARTEN PERFORMANCE IS BY FAR A GOLD STAR HERE. THIRD GRADE WAS NOT TOO SHABBY EITHER THOUGH. I'M EXCITED ABOUT THIRD GRADE BECAUSE THIS IS THE FIRST TIME THAT THEY'LL BE TAKING STAAR WITH US. THE SHOW CONTINUED GROWTH HERE, WHERE 23 OF OUR ELEMENTARY SCHOOLS, SO MORE THAN HALF OF THEM, HAD HALF OF THE KIDS THAT 50 PERCENT ON TRACK MEET THEIR GROWTH GOALS IN READING, [02:00:01] 24 HAD 50 PERCENT IN MATH. TO SHOW OUR SECONDARY CAMPUSES SOME RECOGNITION, WE ALSO HAD THREE CAMPUSES, WEST JUNIOR HIGH, NORTH JUNIOR HIGH, AND BERKNER HIGH SCHOOL, THAT HAD 50 PERCENT OF THEIR STUDENTS MEET THEIR FALL TO WINTER GROWTH GOALS IN READING. THAT'S A BIG DEAL. THAT'S IN ALL GRADE LEVELS TESTED. FOR OUR JUNIOR HIGHS, THAT WOULD BE BOTH SEVENTH AND EIGHTH, AND FOR OUR HIGH SCHOOL, THAT WOULD BE NINTH AND TENTH GRADE, THAT'S ALL WE SO TEST. >> I THINK IT'S IMPORTANT TO NOTE TOO, THAT WHEN WE ARE SAYING HIT THEIR GROWTH GOAL, THAT DOES NOT MEAN THAT WHEN WE SAY 50 PERCENT OR 60 PERCENT HIT THEIR GROWTH GOAL, THAT THE OTHER 50 PERCENT OR OTHER 40 PERCENT OF OUR STUDENTS ARE NOT GROWING. THEY'RE GROWING. MAP IDENTIFIES A CERTAIN TARGET OF GROWTH. THAT WOULD BE THE IDEAL AMOUNT OF GROWTH WE WOULD WANT FOR EVERY STUDENT. WHEN WE TALK ABOUT THAT PERCENTAGE, WE'RE NOT SAYING THAT THE OTHER 40 PERCENT HAD REGRESSION OR DID NOT GROW, BUT THEY MAY NOT HAVE HIT THE TARGET THAT WAS ESTABLISHED BY MAP. AGAIN, MAP IN AN IDEAL SCENARIO, WE LOOK AT THAT TARGET AND WE WANT TO MAKE SURE THAT WE'RE HITTING AT LEAST 50 PERCENT OF OUR STUDENTS ARE HITTING THAT GROWTH GOALS. I THINK THAT CONTEXT JUST I WANT TO KEEP REITERATING THAT. >> ABSOLUTELY. >> BECAUSE THERE ARE VERY FEW SYSTEMS OUT THERE THAT WHEN I JUST TALKED TO THERESA WILLIAMS AND PLANO THIS WEEK, AS WE'RE TALKING ABOUT AND SHARING HOW OUR STUDENTS PERFORMING, THIS IS VERY COMPARABLE TO WHAT YOU WILL SEE IN OUR PEER DISTRICTS. >> THE OTHER, A COUPLE OF OTHER CELEBRATIONS HERE BECAUSE, ONCE AGAIN, THIS DATA IS OLD. THIS IS ABOUT SEVEN WEEKS OLD AT THIS POINT. BUT THE INFORMATION WAS SHARED WITH OUR CAMPUSES AND HAS BEEN PUT IN PLACE TO PREPARE STUDENTS FOR THE INTERIM ASSESSMENTS, WHICH ARE HAPPENING RIGHT NOW, WHICH ARE STAAR-LIKE ON THE STAAR PLATFORM. SOME OF THE CELEBRATIONS FROM THOSE, THOUGH, ONCE THE CAMPUS HAS RECEIVED THEIR INFORMATION, STARTED DIGGING IN AFTER THEY TESTED MAP, IS THAT WE HAVE SEEN INCREASED ATTENDANCE IN OUR CURRICULUM AND INSTRUCTION PROFESSIONAL LEARNING SESSIONS. TEACHERS, CAMPUSES LOOKING AT WAYS THAT THEY CAN CONTINUE TO LEARN NEW STRATEGIES, REINFORCE THE STRATEGIES THAT ARE HAPPENING IN THE CLASSROOM. THAT WAY THEY CAN TAKE THE INFORMATION TO GUIDE THEIR STUDENTS TOWARDS ENHANCED GROWTH, TO MAKE SURE THAT WE'RE NOT LETTING THEM FALL OFF TRACK TOO FAR, THAT WE'RE RECOVERING. WE ALSO HAVE HAD INCREASED REQUEST FOR TAILORED CURRICULUM INSTRUCTIONAL SUPPORT. CAMPUSES REACHING OUT TO SAY, HEY, CAN YOU COME WORK WITH US AND WORK WITH OUR TEAM TO LOOK AT SPECIFICALLY WHAT'S HAPPENING WITH THE DATA FOR OUR STUDENTS AT OUR CAMPUS AND WHAT CAN WE DO TO INTERACT, TO INTERVENE, AND TO GET BETTER FOR OUR KIDS? SOME NEXT STEPS. A COUPLE OF THESE HAVE HAPPENED, AND OTHERS ARE CONTINUING TO HAPPEN AND BEING PUT IN PLACE. BUT WE USE INFORMATION, LIKE I SAID, TO UPDATE OUR REPORTING TOOLS AND PROVIDE THOSE FOR CAMPUS-LEVEL COMPARISONS. BECAUSE THE INFORMATION THAT THE CAMPUSES GET TO SEE WITHOUT THE WORK OF THE ACI DEPARTMENT AND MY TEAM IS ONLY INFORMATION THAT HAPPENS IN THE CLASSROOMS AT THEIR CAMPUS. THEY DON'T GET ANY COMPARISON TO OTHER CAMPUSES TO SEE HOW THEY STACK UP. WE PROVIDE CUSTOM TOOLS SO THEY CAN SEE WHERE THE HIGH POINTS AND LOW POINTS ARE FOR THEM AND LOOK TOWARDS OTHER CAMPUSES ON WHO CAN WE TALK TO THAT ARE DOING THINGS WELL, HOW CAN WE CONTINUE TO LEARN FROM OTHER CAMPUSES THAT MIGHT BE HAVING BETTER PERFORMANCE, OR HOW CAN WE SHARE WHAT WE'RE DOING THAT'S WORKING FOR US WITH OTHERS? THEY'VE USED SO FAR THE PERFORMANCE DATA AND THOSE STAAR PROJECTIONS TO MAKE INFORMED DECISIONS TO PREPARE STUDENTS FOR THE INTERIMS. OUR STAAR INTERIM ASSESSMENT IS HAPPENING RIGHT NOW. LIKE I SAID, THOSE ARE HAPPENING IN MATH, READING, AND SCIENCE. THAT IS PROVIDING STUDENTS LIKE WE'VE TALKED ABOUT A MEETING AGO OR WORK SESSION AGO IN THE STAAR REDESIGN, IT'S ONE OF OUR OPPORTUNITIES TO GIVE STUDENTS PRACTICE ON THE STAAR PLATFORM WITH STAAR LIKE QUESTIONS, INCLUDING THE NEW STAAR 2.0 QUESTIONS. THOSE INTERIM ASSESSMENTS WILL GIVE US TAKES LEVEL DATA TO SEE HOW STUDENTS ARE PERFORMING, AS WELL AS A PROJECTION ON APPROACHES, MEETS, MASTERS FROM TEA. >> THE INTERIM ASSESSMENTS FOR US WAS SUPER IMPORTANT THIS TIME AROUND BECAUSE IT'S THE FIRST TIME THAT OUR TEACHERS AND [02:05:02] OUR STUDENTS ARE GETTING A REAL FIRST-HAND LOOK OF WHAT THOSE NEW ITEM TYPES ARE GOING TO LOOK LIKE. KNOWING THAT OUR TEACHERS BY THE TICK AND THEN THEY'RE GOING TO BE ABLE TO SEE WHAT QUESTION ITEM THAT WAS, IT'S GOING TO GIVE THEM SOME INSIGHT ON MAYBE WHAT ARE THAT LAST-MINUTE STAAR PUSH THAT WE NEED TO DO WITH STUDENTS TO GIVE THEM PRACTICE AT THOSE ITEM TYPES. >> THEY HAVE USED THAT INFORMATION. ONCE AGAIN, THE CURRICULUM AND INSTRUCTION DEPARTMENT HAS PROVIDED PROFESSIONAL DEVELOPMENT FOR FOURTH AND FIFTH GRADE TEACHERS PERTAINING IN READING TO READING ABOUT WRITING AND WRITING ABOUT READING. THAT INTEGRATED SUPPORT THAT WE TALKED ABOUT WITH THE STAAR REDESIGN THAT THE READING TEST FROM THE MAP DIAGNOSTIC GIVES US. SOME THINGS THAT ARE CONTINUING TO HAPPEN ARE CONTINUED CAMPUS WALK-THROUGHS TO FOCUS ON PRIORITY TEKS AND HIGH YIELD STRATEGIES IN BOTH MATH AND READING BECAUSE THE DATA MIGHT NOT HAVE BEEN WHERE WE WANTED IT TO BE, BUT THEY'VE BEEN USING IT TO CONTINUE TO GET STUDENTS BACK ON TRACK. CONTINUED FOCUS CURRICULAR TRAINING FOR CAMPUS ADMINISTRATION AND INSTRUCTIONAL LEADERSHIP TEAMS. HOW DO WE TAKE THE INFORMATION WE HAVE AND MAKE DECISIONS, MAKE PLANS FOR OUR CAMPUSES? THEN SPECIFIC PRIORITY TEK FOCUS LESSONS, STAAR REVIEW, AND SPIRALED CONTENT RESOURCES THAT WE CONTINUE TO DO TO GET READY FOR STAAR THROUGH OUR LOCAL TESTING. THAT IS AN OVERVIEW OF THE OVERALL MAP DATA. >> I'M GOING TO INVITE THE LITERACY AND INTERVENTION TEAM TO COME UP BECAUSE AGAIN, I THINK WHAT'S IMPORTANT IS WHAT DO WE TAKE AWAY FROM THE DATA AND HOW WE'RE RESPONDING TO THOSE STUDENTS MAYBE WHO NEED ADDITIONAL TIME ON THAT GRADE-LEVEL CONTENT AND HOW ARE WE INTERVENING TO FILL THOSE GAPS SO THEY CAN ACCESS THAT GRADE LEVEL OF CONTENT. AMBER IS GOING TO BE HERE TO SHARE WHAT SPECIFICALLY ARE WE DOING EVERY CHILD, EVERY DAY. HOW ARE WE DOWN TO THE STUDENT LEVEL? UNDERSTANDING WHERE THEY ARE, MAYBE WHAT'S IMPEDING THEIR GROWTH AND HOW WE'RE SUPPORTING THEM. >> THANK YOU. GOOD EVENING, SUPERINTENDENT BRANUM AND BOARD OF TRUSTEES. I'M AMBER LAMBERT, DIRECTOR OF INTERVENTION AND ENRICHMENT ON THE LITERACY AND INTERVENTION TEAM. I'M HERE TONIGHT ON BEHALF OF SHAWNA BALLAST, OUR SENIOR EXECUTIVE DIRECTOR OF THE LITERACY AND INTERVENTION TEAM. WE'RE SO EXCITED TONIGHT TO SHARE WITH YOU SOME OF OUR MIDDLE OF THE YEAR LITERACY AND MATH CELEBRATIONS. TONIGHT, YOU WILL HEAR FROM MELISSA DAVIS. SHE'S A READING ACADEMY COACH WHO SUPPORTS ALL CAMPUS ADMINISTRATORS IN THE TEXAS READING ACADEMIES. MELISSA'S CALM AND STEADY LEADERSHIP WITH ADMINISTRATOR COHORT, AS WELL AS THE NINE OTHER READING ACADEMY COACHES, HAS ENSURED THAT RISD EXCEEDED ALL OTHER DISTRICTS IN THE COMPLETION OF THE ACADEMIES AND THE SUCCESSFUL IMPLEMENTATION OF THE SCIENCE OF TEACHING READING. WE KNOW THAT YOU ALL REMEMBER OUR DEAR FRIEND AND COLLEAGUE, KELLISON SNODDY, WHO WAS RECOGNIZED IN JANUARY FOR THE RISD BELIEVES AWARD. KELLISON CONTINUES HER FIGHT AGAINST BREAST CANCER AND SUPPORTING US FROM HOME TONIGHT. WE ARE FORTUNATE THOUGH THAT MELISSA AND KELLISON HAVE WORKED CLOSELY TOGETHER IN SUPPORT OF OUR LITERACY INTERVENTIONISTS AND MELISSA WILL BE ABLE TO SPEAK TO YOU TONIGHT ABOUT THAT DATA. YOU WILL ALSO HEAR FROM OUR LITERACY AND INTERVENTION MATH SPECIALISTS, REBECCA WIDENER. FOR THE PAST TWO YEARS, REBECCA HAS SUPPORTED THE WORK OF OUR 36 MATH INTERVENTIONIST. REBECCA'S COMMON WARM DEMEANOR, COUPLED WITH HER CONTENT KNOWLEDGE, HAS BEEN INSTRUMENTAL IN THE SUCCESS OF OUR MATH INTERVENTION PROGRAM. BEFORE I TURN IT OVER TO OUR SPECIALISTS TO CELEBRATE OUR INTERVENTIONISTS TONIGHT AND THE STUDENTS THEY SERVE, I WANTED TO SHARE WITH YOU HOW OUR TEAM HAS EVOLVED OVER THE PAST TWO YEARS. IN 2020, THE LITERACY AND INTERVENTION TEAM RECEIVED 12 FTES ALLOCATED FOR LITERACY INTERVENTIONIST POSITIONS. OUR TEAM USED HISTORICAL CAMPUS DATA, ALONG WITH THE STRENGTHS OF THOSE 12 INTERVENTIONISTS TO PLACE THEM AT THE 12 CAMPUSES WITH THE GREATEST LITERACY NEEDS. IN 2021, OUR TEAM RECEIVED ENOUGH ESSER FUNDS TO HIRE ONE READING AND ONE MATH INTERVENTIONIST AT EACH OF OUR ELEMENTARY CAMPUSES. AS YOU KNOW, FILLING VACANCIES THIS YEAR HAS BEEN A BIT CHALLENGING, SO BECAUSE OF THAT, YOU WILL NOTICE THAT WE DON'T HAVE COMPLETELY FULL INTERVENTIONISTS AT ALL OF OUR ELEMENTARIES. AT THIS TIME, MELISSA IS GOING TO COME UP AND SHE'S GOING TO GO OVER THOSE LITERACY CELEBRATIONS FOR OUR LITERACY INTERVENTIONIST. WELCOME. >> GOOD EVENING, SUPERINTENDENT BRANUM, BOARD OF TRUSTEES. [02:10:02] I'M MELISSA DAVIS AND I'M A READING ACADEMY COACH. I HAVE STEPPED IN IN SUPPORT OF KELLISON WHILE SHE IS ON LEAVE. I'M EXCITED TO SHARE WITH YOU THE CELEBRATIONS AROUND LITERACY INTERVENTION. OUR FOCUS FOR LITERACY INTERVENTION IS TO DEVELOP OUR EARLIEST READERS, THE STUDENTS IN KINDERGARTEN AND SECOND GRADE. HOWEVER, WE DO SUPPORT STUDENTS IN GRADES THREE THROUGH SIX DETERMINED BY THE NEEDS OF THE CAMPUS. OUR INTERVENTIONIST UTILIZE MULTIPLE DATA POINTS TO DETERMINE WHICH STUDENTS ARE IDENTIFIED FOR INTERVENTION. THE STUDENTS IDENTIFIED HAS SIGNIFICANT GAPS IN THE AREA OF FOUNDATIONAL SKILLS LIKE PHONOLOGICAL AWARENESS AND PHONEMIC AWARENESS. THESE FOUNDATIONAL SKILLS ARE ESSENTIAL TO DEVELOP FLUENT READERS AND WRITERS. STUDENTS IDENTIFIED AS NEEDING INTERVENTION ARE SERVED DAILY FOR 25 TO 30 MINUTES. OUR INTERVENTIONISTS FREQUENTLY PROGRESS MONITOR IN ORDER TO DESIGN LESSONS THAT MEET THE STUDENT'S INDIVIDUAL NEEDS. A FEW OF THE HIGH-QUALITY INSTRUCTIONAL MATERIALS INTERVENTIONISTS USE IS REALLY GREAT READING FOR OUR MONOLINGUAL INTERVENTIONS AND AMERICAN READING COMPANY FOR OUR BILINGUAL INTERVENTION. NOW, WE WOULD LIKE TO SHARE SOME DATA ILLUSTRATING OUR IMPACT ON STUDENTS. OUR INTERVENTIONISTS AND STUDENTS HAVE BEEN WORKING HARD TO GROW IN THE AREA OF FOUNDATIONAL READING. WE'RE SO EXCITED TO SHARE THAT 555 STUDENTS RECEIVING LITERACY INTERVENTION MET OR EXCEEDED THEIR MAP GROWTH GOAL. ANOTHER OUTSTANDING ACHIEVEMENT IS AT 18 OF OUR CAMPUSES, MORE THAN 50 PERCENT OF STUDENTS WE SERVE IN INTERVENTION MET OR EXCEEDED THEIR MOI PROJECTED MATH GOAL. WE ALSO WOULD LIKE TO HIGHLIGHT THESE CAMPUSES LISTED AS HAVING THE HIGHEST GROWTH WITHIN THE INTERVENTION PROGRAM. WHITE ROCK, JESS HARBEN, BRENTFIELD, BOWIE, AND O.HENRY. IN LC WE BELIEVE THAT EVERY CHILD HAS OWNERSHIP OVER THEIR LEARNING, SO EACH OF OUR INTERVENTIONIST MET WITH OUR STUDENTS AND SET GOALS AND WERE ABLE TO CELEBRATE THEIR INDIVIDUAL GROWTH AFTER A MAP TESTING. WE KNOW THAT THE WORK WE ARE DOING AT EVERY CAMPUS IS HELPING CLOSE GAPS AND IS GROWING STUDENTS TO BE PROFICIENT READERS AND WRITERS. WE ARE SO PROUD OF THE HARD WORK OF OUR INTERVENTIONISTS AND OUR STUDENTS. BUT WE'RE NOT DONE YET. WE ARE CONTINUING TO SOAR TO NEW HEIGHTS THIS SPRING. AT OUR MOI DATA DIG AFTER MAP, WE DECIDED TO DEVELOP SOME PLANS TO TARGET SPECIFIC AREAS TO IMPROVE OUR INTERVENTIONS AND TO MEET THE NEEDS OF ALL OF OUR STUDENTS. ONE HIGH-LEVERAGE MOVE WE MADE WAS TO INCREASE THE USE OF ON-GRADE LEVEL TEXT WITHIN THE INTERVENTION TIME. THIS ENSURES THAT EVERY STUDENT IS EXPOSED TO THE VOCABULARY, KNOWLEDGE, AND CONTENT TO INCREASE OVERALL COMPREHENSION. IN ADDITION, EACH LITERACY INTERVENTIONIST RECEIVED A PHONICS TOOLKIT THAT INCLUDED MANIPULATIVES FOR STUDENTS TO USE DURING INTERVENTION. THIS ENSURES THAT EVERY LESSON IS NOT ONLY PURPOSEFUL BUT HANDS-ON AND ENGAGING. ALSO, WE HAVE WORKED TO ENSURE THAT EVERY INTERVENTION LESSON IS ALIGNED TO THE GRADE LEVEL TEKS. THIS RESULTS IN A SMOOTH TRANSFER FROM THE WORK DONE IN INTERVENTION TO TIER 1 INSTRUCTION IN THE CLASSROOM. OVER THE PAST TWO YEARS, WE HAVE DILIGENTLY WORKED TO PROVIDE MONTHLY PROFESSIONAL DEVELOPMENT TO BUILD CAPACITY WITHIN OUR LITERACY INTERVENTIONISTS, SPECIFICALLY IN CONTENT KNOWLEDGE AND INSTRUCTIONAL STRATEGIES FOR EFFECTIVE INTERVENTION. ALL OF OUR LITERACY INTERVENTIONISTS HAVE BEEN THROUGH OR ARE CURRENTLY WORKING THROUGH THE TEXAS READING ACADEMIES. THEY ARE CONTINUING TO GROW IN THE AREA OF LITERACY INSTRUCTION AND THE SCIENCE OF TEACHING READING. NOT ONLY DO OUR INTERVENTIONISTS SERVE OUR STUDENTS, THEY ALSO HELP LEAD THEIR CAMPUSES WITH PROFESSIONAL LEARNING IN THE AREA OF LITERACY. FOR EXAMPLE, ONE OF OUR BILINGUAL INTERVENTIONIST AT SPRING VALLEY ELEMENTARY, CYNTHIA ORTEGA, LED HER CAMPUS WITH A THEME FOUNDATIONAL SKILL REVIEW THAT MODELED EFFECTIVE READING STRATEGIES FOR THE PRIMARY TEACHERS. INTERVENTIONISTS PRIORITIZE EVERY STUDENT AND EVERY TEACHER AT THEIR CAMPUS. WE ARE SO PROUD OF THE WORK OUR INTERVENTIONISTS ARE DOING IN LITERACY AND THE IMPACT THEY HAVE HAD ON THEIR STUDENTS. THANK YOU FOR YOUR CONTINUED SUPPORT OF OUR TEAM AS WE GROW EVERY STUDENT EVERY DAY. AT THIS TIME, I'D LIKE TO INTRODUCE REBECCA WIDENER. SHE'S GOING TO BE SHARING OUR LITERACY INTERVENTION MATH CELEBRATIONS. >> THANK YOU, MELISSA. GOOD EVENING, SUPERINTENDENT BRANUM AND BOARD OF TRUSTEES. I'M REBECCA WIDENER AND I HAVE THE PRIVILEGE OF LEADING ALL OF OUR CAMPUS MATH INTERVENTIONISTS. JUST LIKE THE LITERACY CELEBRATIONS, I AM BEYOND EXCITED TO SHARE ALL THE GREAT THINGS HAPPENING IN MATH INTERVENTION. CURRENTLY, WE SERVE APPROXIMATELY 1,200 STUDENTS IN GRADES K THROUGH SIX AND USE MAP AND OTHER DATA POINTS TO DETERMINE WHICH STUDENTS ARE IN NEED OF OUR SUPPORT. OUR INTERVENTIONISTS SUPPORT THESE STUDENTS WITH SCAFFOLDED INSTRUCTION ON GRADE-LEVEL CONTENT WITH A STRONG EMPHASIS ON MATH [02:15:02] CONCEPTUAL UNDERSTANDINGS IN THE AREAS OF FOUNDATIONAL NUMBER SENSE, COMPUTATIONAL SKILLS, AND PROBLEM-SOLVING STRATEGIES. IN OUR 30-MINUTE DAILY INTERVENTION GROUPS, WE USE HIGH-QUALITY INSTRUCTIONAL MATERIALS SUCH AS DO THE MATH, ZEARN. WELL, THERE IT IS. [LAUGHTER] THERE IT ALL IS. WE USE ZEARN, I READY TO REINFORCE THIS LEARNING. I FORGOT ABOUT THAT. OUR INTERVENTIONISTS HAVE MADE SUBSTANTIAL GAINS WITH OUR STUDENTS WHO ARE ONE OR MORE YEARS BEHIND GRADE LEVEL. IT TRULY IS EVERY CHILD EVERY DAY IN OUR DEPARTMENT. WE ARE EXCITED TO BE ABLE TO SHARE THAT 637 STUDENTS RECEIVING MATH INTERVENTION MET OR EXCEEDED THEIR MAP PROJECTED GROWTH. LET'S REMEMBER, WHEN STUDENTS EXCEED THEIR MAP GROWTH GOALS, THEY CHANGE THE TRAJECTORY OF THEIR EDUCATIONAL CAREER. WE KNOW STUDENTS ARE CLOSING EDUCATIONAL GAPS THAT WILL CONTINUE TO SUPPORT EVEN FURTHER GROWTH IN MATH. WE WOULD ALSO LIKE TO CELEBRATE THAT OVER HALF OF OUR CAMPUSES WHERE WE HAVE AN INTERVENTIONIST HAD 50 PERCENT OR MORE OF THEIR STUDENTS MEET OR EXCEED THEIR MOI MATH PROJECTED GROWTH. WE WANT TO CELEBRATE SOME OF OUR CAMPUSES THAT HAD THE HIGHEST GROWTH WITHIN THE INTERVENTION PROGRAM; GREENWOOD HILLS, MARK TWAIN, PRAIRIE CREEK, STULTS ROAD, O. HENRY, CANYON CREEK, BOWIE, AND MOHAWK. BUT JUST LIKE READING, WE'RE NOT DONE YET. MATH INTERVENTIONISTS ARE CONTINUING TO SUPPORT WORK IN THE CLASSROOM BY FOLLOWING THE TIER 1 CURRICULUM PACING AND FOCUSING ON HIGH-IMPACT CONCEPTS IN EACH UNIT THAT WILL DIRECTLY IMPACT STUDENT WORK IN THE CLASSROOM. WE JUST COMPLETED OUR RESEARCH STUDY WITH SMU UTILIZING FRACTION FACE OFF WITH OUR FOURTH GRADE INTERVENTION STUDENTS AT 16 IDENTIFIED CAMPUSES. THIS PROGRAM FOCUSED ON A SYSTEMATIC APPROACH TO SUPPORT STUDENT'S UNDERSTANDING OF FRACTIONS. ALSO, ALL OF OUR INTERVENTIONISTS HAVE BEEN USING ZEARN, WHERE LESSONS FOCUSED ON CONCEPTUAL UNDERSTANDINGS OF MATH SKILLS. WE'RE ALSO CONTINUING TO WORK ON BUILDING CAPACITY IN ALL OF OUR INTERVENTIONISTS, WE ARE ABLE TO PROVIDE MONTHLY PROFESSIONAL LEARNING THAT AGAIN, FOCUSES ON INSTRUCTIONAL STRATEGIES THAT ARE CENTERED AROUND A STRONG FOUNDATIONAL UNDERSTANDING OF NUMBERS USING HANDS-ON MANIPULATIVES, VISUALS, AND MODELS THAT LEAD TO A DEEPER UNDERSTANDING OF MATH. THANK YOU, SUPERINTENDENT BRANUM AND BOARD OF TRUSTEES. WE APPRECIATE YOU GIVING US THE TIME TO CELEBRATE THE HARD WORK OF OUR STUDENTS AND INTERVENTIONISTS TONIGHT. >> THANK YOU ALL SO MUCH. AGAIN, THIS IS JUST AN OPPORTUNITY FOR US TO BRING FORWARD TO YOU. HERE'S WHERE WE ARE AT THE MIDDLE OF THE YEAR. HERE'S HOW WE'RE RESPONDING OR TEACHING AND LEARNING DEPARTMENT. AS SOON AS THESE DATA POINTS CAME OUT, WE'RE IMMEDIATELY LOOKING, ADJUSTING, IDENTIFYING OPPORTUNITIES WHERE WE MIGHT NEED TO PIVOT OR WE MAY NEED TO ADDRESS WHERE WE DIDN'T SEE A GAP AND THERE'S A GAP THAT HAS PRESENTED ITSELF AND WE'RE GETTING DEEP IN AT PLC SITTING KNEE TO KNEE WITH TEACHERS HELPING SUPPORT THEM IN RESPONDING. OUR LITERACY INTERVENTION TEAM YOU CAN HEAR THAT THEY HAVE DONE THE SAME THING. IT'S IMPORTANT TO NOTE THAT AT EIGHT OUT OF THE 10 AREAS PRESENTED FOR MATH AND READING ARE ABOVE WHERE WE WERE THIS TIME LAST YEAR. WE ARE MAKING PROGRESS, WE'RE MAKING GROWTH. WE ARE NEVER WHERE WE WANT TO BE UNTIL WE'RE AT 100 PERCENT. WE JUST WILL NEVER BE SATISFIED UNTIL WE'RE AT 100 PERCENT. BUT WITH THAT, WE'RE HAPPY TO TAKE ANY QUESTIONS AND ADDRESS ANY COMMENTS FROM THE BOARD. ARE THERE ANY COMMENTS, QUESTIONS, BOARD? MR. POTEET? >> THANK YOU. THANKS FOR THE PRESENTATIONS AS WELL. I KNOW THIS WAS IMPORTANT TO ME AND THE REST OF BOARD. I THINK ONCE WE GOT TO DISTILL SOME OF THE DATA TO ACTUALLY, I ALWAYS HEAR THE SO-WHAT, SO WHAT ARE WE GOING TO DO? GIVE US SOME SPECIFICS. WHAT ACTIONS DO WE TAKE? BECAUSE I LOVE DATA AS MUCH AS THE NEXT PERSON, BUT THAT JUST GUIDES US INTO THEN WHAT DO WE DO WITH IT? I LIKE HEARING SOME OF THAT. SOME COMMENTS HERE. MORE STAR. WE TALK ABOUT GROWTH, FOCUSING ON GROWTH VERSUS THE OUTCOMES AND THAT'S A CULTURAL CHANGE OR PIVOT FROM BEING FOCUSED ON STAR IN THIS DAY AND AGE. AS WE TALK ABOUT THIS AND IT IS THE STATE CHANGES STAR, THIS IS GOING TO BE TOUGH. THERE'S GOING TO BE A TOUGH CHANGE TO GET OUT OF THAT CULTURE OF THE STAR TEST. IT'S HOW WE'RE MEASURED BY THE STATE ACCOUNTABILITY-WISE. BUT I THINK IT'S THE RIGHT MOVE. I THINK CULTURALLY THAT'S WHAT WE NEED TO FOCUS ON. [02:20:01] I THINK THAT MAP, MARY IS UP WITH THAT OBVIOUSLY A TRACK IN GROWTH. SOMETHING THAT, AND THIS IS PERSONAL IN MY HOUSE BECAUSE I HAVE STUDENTS, A SIXTH GRADER AND A HIGH-SCHOOLER BUT I LOOK AT THE MAP RESULTS, HAVING TO TAKE HIM TO SEPARATE OUT BOTH THE GROWTH DATA. THIS IS TO YOUR POINT WHAT YOU SAID EARLIER, BUT THIS IS JUST SOMETHING THAT I HAVE TO ACTIVELY DO IS SEPARATE THE GROWTH DATA FROM THE PROJECTED STAR SCORES, THE OUTCOMES BASICALLY. IF I SEE A LOW GROWTH, BUT I KNOW THAT MY SON IS HIGH ACHIEVING, THEN MAYBE THAT GROWTH TARGET HE'S NOT NEAR WHERE THE TARGET IS, BUT THAT DOESN'T MEAN HE'S NOT GOING TO BE HIGH ACHIEVING. THOSE THINGS JUST IN MY HEAD. SOMETIMES I HAVE TO ACTIVELY SIT THERE AND THINK IT THROUGH TO SEPARATE THEM BECAUSE IT'S EASY TO COMBINE BOTH OF THOSE. ANYWAY, AS WE GO THROUGH THIS, IT'S JUST SOMETHING THAT I HAVE TO ACTIVELY DO NOT THINK OTHERS PROBABLY DO AS WELL. >> IF I CAN JUST COMMENT A LITTLE BIT ABOUT THAT. SINCE THE BOARD HAS ADOPTED AND SET THAT NEW NORTH STAR, WE'D BEEN HAVING A DESIGN TEAM THAT HAS BEEN REALLY TALKING ABOUT WHAT YOU'RE JUST TALKING ABOUT IN TERMS OF THE CULTURE SHIFT. WHAT DOES IT MEAN FOR EVERY STUDENT AND EVERY STAFF MEMBER TO IDENTIFY A GROWTH GOAL? WHAT DOES THAT LOOK LIKE AND HOW DO WE MEASURE THAT? WHAT DOES THAT MINDSET WHERE WE'RE NOT ALWAYS LOOKING AT THE OUTCOME, BUT WE ARE LOOKING AT THAT GROWTH? BECAUSE ULTIMATELY WHAT WE WOULD WANT ON EVERY MAP REPORT THAT GOES HOME TO A PARENT IS HIGH-GROWTH. EVEN IF A STUDENT IS CURRENTLY AT LOW ACHIEVEMENT, WE WANT TO SEE HIGH-GROWTH. IF YOU'RE AT HIGH ACHIEVEMENT, WE WANT TO SEE HIGH-GROWTH. AS AN ORGANIZATION HOW DO WE REALLY MOBILIZE ALL OF OUR RESOURCES AND THE SUPPORT THAT WE PROVIDE BOOTS ON THE GROUND TO CAMPUSES TO ENSURE THAT HIGH-GROWTH? THAT'S THE WORK THAT WE'RE DIGGING INTO. HOW DO WE BEGIN TO MAKE THAT CULTURE SHIFT THAT IT'S NOT JUST ALL ABOUT THE STAR. YES, WE HAVE TO PREPARE FOR THAT. WE WANT TO BE HELD ACCOUNTABLE TO THAT. BUT WE BELIEVE TO OUR CORE, IF WE'RE GROWING STUDENTS AT THAT RATE, STAR IS GOING TO TAKE CARE OF ITSELF. >> THAT'S RIGHT. EXACTLY. I'M GLAD THAT WE CAPTURED THAT IN THAT NORTH STAR. NEW STAR IMPACT ON THE MAP DATA AND STAR PROJECTIONS. WHAT IS THAT IMPACT GOING TO BE? IF THEY CHANGE STAR, NOW WE'VE GOT A REARWARD LOOKING MAP PROJECTION OF WHERE THEY'RE GOING TO BE ON STAR, BUT THAT WAS THE OLD STAR, NOT THE NEW STAR AND DOES THAT TAKE A LOT OF TIME TO WRITE? >> MR. CORTEZ, WHO PROBABLY HAVE SOME OF THE SCIENCE BEHIND IT. I WILL TELL YOU FOR ME AND I THINK WHAT OUR LITERACY AND INTERVENTION IN TEACHING AND LEARNING TEAM ARE DOING, WE'RE NOT LOOKING AT IT IN TERMS OF WHETHER OR NOT THAT STUDENT IS GOING TO BE AT APPROACHES MEETS ARE MASTERS. WE'RE LOOKING AT WHAT SKILLS? WHAT ARE THE CONCEPTUAL. EVERYONE'S SHAKING. IT'S WHAT ARE THE GAPS THAT MAP IS SHOWING US THAT THAT STUDENT NEEDS TO FILL IN ORDER FOR THEM TO BE TO A LEVEL OF MASTERY? THE PROJECTION IS A NICE TOOL I THINK REALLY FOR THE BOARD. MAYBE EVEN FOR CAMPUSES TO GET A SENSE OF HOW ARE WE PROJECTING? IT IS NOT NEAR AS IMPORTANT TO US. THIS IS WHERE FOURTH-GRADE WE HAVE THIS ISSUE ACROSS ALL A FOURTH-GRADE. IT'S NOT JUST ONE CAMPUS, IT'S ACROSS ALL A FOURTH-GRADE. HOW ARE WE GOING TO ADDRESS THAT ACROSS THE WHOLE CURRICULUM? DO YOU WANT TO ADDRESS A LITTLE BIT MAYBE OF THE OVERALL HOW NWA MAY HAVE TO ACCOUNT FOR THE FACT THAT WE'RE GOING TO HAVE SOME CHANGES TO THE ASSESSMENT? >> YES. WHAT THEY DO AND THEY'VE DONE IT TWICE NOW IN THE LAST DECADE, WHERE BACK IN 2015, THEY SET NEW NORMS AND BACK IN 2020, THEY SET NEW NORMS. WHAT THEY'LL DO MOVING FORWARD IS THEY'LL COLLECT DATA AND SEE AN ALIGNMENT TO MAP DISTRICTS, AND HOW STUDENTS ENDED UP PERFORMING AND REALLY SEE ABOUT THAT ALIGNMENT STUDY. LIKE DOING A REALIGNMENT OF WHERE THINGS LAND. WE DON'T KNOW EXACTLY WHAT IS GOING TO BE APPROACHES MEETS MASTER'S JUST YET. TEA WON'T KNOW THAT INFORMATION UNTIL LATE THIS SUMMER. ONCE WE START GETTING INFORMATION WE HAVE ENOUGH YEARS OF MAP DATA TO LOOK SO FAR, BECAUSE NOW WE'D HAVE THREE SOLID YEARS BY THE TIME WE GET THERE, TO BE ABLE TO SEE IS THERE ANYTHING IN THE WAY THAT OUR STUDENTS PERFORM TO HOW IT CORRELATED OVER TIME WITH STAR. MAP IT MAY TAKE A LITTLE BIT OF TIME FOR THEM TO UPDATE THAT PROJECTION BECAUSE THEY'LL NEED A FEW YEARS OF DATA MORE THAN LIKELY. BUT WE CAN START LOOKING INTERNALLY JUST AND HOW OUR STUDENTS PERFORMED. [02:25:03] LOOK AND SEE WHERE IT PROJECTED THEM, WHERE THEY ACTUALLY ENDED UP, AND DOING A COMPARATIVE ANALYSIS THAT WAY. OUR HOPE, ONCE AGAIN, IS THAT THERE'S NOT GOING TO BE TOO MUCH DIFFERENCE IN THE PASSING PERCENTAGES AND THOSE TYPES OF THINGS. BUT THE NEW TEST AND THE WAY THAT IT WILL BE GRADED, IT MAY NOT BE SOMETHING WHERE WE'RE LOOKING AT A DIP IN SCORES THIS YEAR BECAUSE OF KNOWLEDGE OR DEMONSTRATION OF KNOWLEDGE OF CONTENT, BUT ALSO FAMILIARITY WITH THE NEW TYPES OF QUESTIONS. IT'LL TAKE A LITTLE BIT TO PARSE SOME OF THAT OUT, BUT ONE OF THE THINGS THAT WE WILL DO IS LOOK AT WHERE MAP PROJECTED OUR STUDENTS TO BE, AND THEN TAKE A LOOK TO SEE WHERE THEY ACTUALLY ENDED UP. IF IT'S STILL A COMPARABLE GUIDE, WE'LL CONTINUE TO USE THAT, IF NOT, LIKE MS. BRANUM SAID, STAR PROJECTION IS MORE FOR US, JUST LIKE THE CHERRY ON TOP, JUST ICING TO THE CAKE THERE. WE REALLY LOOK MORE AT THE GROWTH MEASURES, AND MORE IMPORTANTLY, WE LOOK BY STRAND INFORMATION, WHICH THE STRANDS IN MAP ALIGNED TO OUR CATEGORIES ON STAR. IN MATH, WE'RE LOOKING AT THINGS LIKE NUMERICAL REPRESENTATIONS, AND HOW DID STUDENTS PERFORM AND ACHIEVE IN THAT ON QUESTIONS THAT HAD TO DO WITH THAT? DATA ANALYSIS IS ANOTHER ONE, HOW DID STUDENTS PERFORM IN THOSE AREAS? THE STAR PROJECTION IS JUST AN ADDITION, BUT WE'RE REALLY USING THE INFORMATION TO GUIDE MORE AT A STANDARDS LEVEL THAN ANYTHING THAT HAS TO DO WITH THAT KIND OF STAR PROJECTION, WHERE WE'RE GOING TO END UP TYPE OF THING. >> THAT WAS A VERY DEEP ANSWER TO A SHALLOW QUESTION. NO OFFENSE, BUT THE FOLLOW-ON QUESTION IS THEN HOW DO YOU PRESENT THAT TO THE BOARD? BECAUSE THAT'S FOR US TO USE AT THE BOARD LEVEL, THAT'S THE BLACK BOX THAT YOU ALL HAVE TO FIGURE OUT. WHERE'S THE VALUE? HOW DO WE DEFINE THAT VALUE ON A MOVING TARGET THAT WE'RE BASICALLY WORKING AGAINST? >> THAT WOULD BE MORE OF A WORK SESSION AS WELL, SO THAT WAY WE CAN GO DEEP ON THAT SHALLOW QUESTION, BECAUSE I WILL SAY ALL OF MY COUNTERPARTS THAT USE MAP ACROSS THE STATE WILL BE TRYING TO FIGURE THAT OUT TOO. >> YEAH. NOW, WE'VE BEEN PUT IN A POSITION THAT'S DEFINITELY CHALLENGING, SO I APPRECIATE YOU PICKING UP THE BALL AND RUNNING WITH IT. LAST COMMENT OR QUESTION I'VE GOT IS, OBVIOUSLY ONE OF THE BIG SOLUTIONS WERE LEANING ON IS OUR INTERVENTION, HOW DO I SAY THIS? INTERVENTIONAL LISTS? >> INTERVENTIONIST. >> INTERVENTIONISTS, EXCUSE ME. I APPRECIATE ALL THE EFFORT, AND I TOTALLY AGREE THAT THAT'S A VERY CRITICAL PIECE OF THIS SOLUTION. I SAW ON THE SLIDE THAT WE'VE GOT 66 THAT WERE HIRED WITH EXTRA FUNDS. WHEN THOSE FUNDS EXHAUSTED, WHAT HAPPENS TO THEM AND WHAT'S THE IMPACT TO OUR STUDENTS? >> WELL WE HAVE THE INTERVENTIONISTS, ENOUGH FUNDS ALREADY SET ASIDE FOR 23-24 FOR THE INTERVENTION HAS TO EXIST FOR ONE MORE YEAR. THOSE ARE THOSE ARE BAKED INTO THE BUDGET THAT'S ALREADY BEEN PRESENTED TO YOU ALREADY, AND SO RIGHT NOW OUR CAMPUSES ARE NOT GOING TO LOSE THAT SUPPORT. THAT'LL BE A DIFFERENT CONVERSATION THIS TIME NEXT YEAR, POTENTIALLY, UNLESS THE STATE COMES THROUGH WITH SOME FUNDING SUPPORT, BUT YES. >> OKAY. GREAT. THAT ANSWERS THE QUESTION. THANK YOU. >> THANK YOU, MR. POTEET. MS. TIMMY. >> THANK YOU. I DO HAVE A COUPLE OF QUESTIONS ON HOW I GET ON THE STAFF. I JUST WANTED TO FIRST OFF, JUST ACKNOWLEDGE HOW HARD OUR TEACHERS AND PRINCIPALS AND THOSE AREN'T OUR AIDS, ALL OF THOSE ON CAMPUS WHO ARE WORKING WITH THE STUDENTS ON THEIR INSTRUCTION. I KNOW, WE'VE BEEN IN SCHOOLS, WE'VE SEEN IT, THEY ARE WORKING EXTREMELY HARD, AND SO I CERTAINLY WANT TO APPRECIATE THAT. OUR INTERVENTIONIST AS WELL, YOUR TEAM, WE REALLY APPRECIATE THAT, AND ALL OF THOSE WHO ARE REALLY LOOKING AT HOW WE CAN CONTINUE TO GROW AND DO BETTER, SO THAT'S FANTASTIC. JUST A COUPLE OF QUESTIONS ON THE DATA SIDE, SO ARE OUR PATTERNS STILL THE SAME? WE TALKED ABOUT PREVIOUSLY WHEN YOU'D PRESENTED SOME OF THE DATA THAT SOME OF THE DISPARITY AND SOME OF THE SCORES CAME FROM OUR ECONOMICALLY DISADVANTAGED POPULATION AND THAT WAS IMPACTING OUR STUDENT GROUPS EVEN. ARE WE STILL SEEING THAT TREND CURRENTLY? >> SO AS FAR AS RECOVERY POST-COVID, WE ARE SEEING SOME OF THAT STILL, BUT GAPS ARE NARROWING. >> OKAY. >> THAT'S REALLY THE TAKEAWAY FROM THOSE. [02:30:01] MATH IS THE ONE THAT WE'RE STILL WORKING ON, READING IS JUST ABOUT THERE TO WHERE WE WERE BEFORE, TO WHERE THE PREVIOUS GAPS EXISTED. WE ARE NARROWING THOSE THINGS OVER TIME. >> OKAY, GREAT. THAT'S FANTASTIC. ALSO TO THEN, AND I KNOW YOU GUYS ARE LOOKING AT THIS, I ACTUALLY DON'T THINK THIS IS A QUESTION FOR NOW, BUT MAYBE SOMETHING THAT WE WOULD TALK OUT OVER TIME IS THAT, ESPECIALLY AS THE NEW SCORES COME OUT, IS THAT'S GOING TO, I WOULD ASSUME, WE'LL DO SOME SORT OF A PIECE TO SEE IF OUR NEED IS MATCHING OUR STAFFING. TO LOOK AT THAT, TO MAKE SURE THAT IT'S HITTING THAT, I THINK IT WOULD BE PREMATURE TO EVEN HAVE THAT CONVERSATION NOW, BUT I WOULD LIKE MAYBE WHEN WE'RE HAVING SOME OF THAT EXTRA STAFFING, TO REALLY TALK ABOUT HOW IT'S IMPACTING THAT OUTCOME. BECAUSE I THINK IT'S AN INVESTMENT AND I WANT TO INVEST IN OUR PEOPLE. LISTEN, CURRICULUM'S GREAT AND I KNOW WE NEED TO HAVE IT, BUT IT'S OUR PEOPLE WHO MAKE THAT DIFFERENCE, AND I THINK ENSURING THAT WE'RE GIVING THEM WHAT THEY NEED, THAT WOULD BE HELPFUL. JUST TO THROW THAT OUT THERE. LET'S SEE, AND THIS IS REALLY FOR YOU. MS. BRANUM, IS THERE REALLY ANYTHING IN HERE IN THIS DATA THAT WE CAN LOOK AT, AND I KNOW WE MADE SOME CHANGES, I KNOW THAT WE DID SOME DIFFERENT THINGS WITHIN OUR INSTRUCTIONAL PROGRAMMING THAT HAVE SHOWN IN OUR DATA, TO MAKE IT DIFFERENT? I'M ASKING THAT FOR EFFECTIVENESS. I THINK IT TAKES TIME FOR A LOT OF CHANGE, BUT I THINK YOU CAN GLEAN, ARE WE TRENDING IN THE RIGHT DIRECTIONS BASED ON THE INSTRUCTIONAL CHANGES YOU ALL MADE THAT SAY WE SHOULD CONTINUE DOING THIS OR ARE THERE PLACES WHERE THERE'S GOING TO BE THAT SHIFT? >> ABSOLUTELY. I WOULD SAY THE THING THAT I AM BEYOND PROUD OF IS SOME OF THE WORK THAT HAS BEEN DONE, ESPECIALLY AT OUR YOUNGER GRADES AROUND OUR TRA, AND OUR TEACHERS REALLY APPROACHING READING FROM THAT FUNDAMENTAL PLACE OF THAT PHONOLOGICAL AWARENESS. WE'RE SEEING OUR STUDENTS READING, AND WE'RE SEEING ALL STUDENTS READ AT VERY HIGH LEVELS AND IT'S ACROSS ALL CAMPUSES, I THINK EVEN AS EVIDENCED BY OUR KINDERGARTEN SCORES, WE'VE NOT SEEN THIS KIND OF GROWTH AT THE KINDERGARTEN LEVEL IN A LONG TIME, SO SUPER PROUD OF THAT. I THINK THAT'S JUST ONE IMPLEMENTATION, WE HAVE HIGH LEVEL OF FIDELITY, WE'RE DOING WALK-THROUGHS TO SHOW THAT THAT'S IMPACTING THE FACT THAT WE HAVE ONE OF THE HIGHEST LEVEL OF TRA COMPLETIONS. I BELIEVE WE ONLY HAVE 15 K33 EDUCATORS IN OUR ENTIRE SYSTEM THAT WILL NOT COMPLETE TRA BY THE END OF THIS YEAR. >> THAT'S TEXAS READING ACADEMIES RIGHT?. >> SORRY, TEXAS READING ACADEMIES. THANK YOU. SORRY. I FELT SO GOOD EARLIER WHEN THE CREDIT UNION OF TEXAS USED AN ACRONYM I DIDN'T KNOW BECAUSE IT'S FROM THE BUSINESS WORLD. I WAS LIKE, SEE THE BUSINESS WORLD DOES IT TOO. THEY DID IT DO. I THINK ON THE MATH SIDE, I THINK ONE OF THE MOST IMPORTANT SHIFTS THAT WE MADE, AND THIS IS GOING TO SOUND REALLY SMALL, BUT THE WORK THAT OUR TEACHING AND LEARNING DEPARTMENT HAS DONE AROUND OUR UNIT PREVIEWS IN OUR MAKE AND TAKES. A TEACHER CAN COME IN AFTER SCHOOL FOR ONE HOUR, THEY GET A UNIT PREVIEW, HERE'S WHAT'S COMING UP, HERE'S THE STUDENT MISCONCEPTIONS, HERE'S HOW YOU CAN USE THE MANIPULATIVES, WHY THEY'RE AT THAT PD SESSION? THEY ARE ACTUALLY CREATING THE MANIPULATIVES, THEY ARE USING THE RESOURCES, WHEN THEY LEAVE, THEY HAVE EVERYTHING THEY NEED TO IMPLEMENT THAT UNIT. THE RESPONSE RATE FOR OUR TEACHERS THAT ARE REGULARLY ATTENDING, AND I DON'T WANT TO QUOTE THE DATA, BECAUSE I JUST HEARD IT THE OTHER DAY, BUT I KNOW DR. BYNO HAS LOOKED AT THAT. OUR TEACHERS WHO ARE ATTENDING THAT REGULARLY IN THE CAMPUSES, WHO WERE SAYING YOU ARE GOING TO GO TO THAT, THEIR MAP GROWTH SCORES WERE AT WHAT PERCENT? >> OVER 85%, FOR THE ONES THAT WERE ATTENDING. ONE OF THE THINGS TOO I WANT TO ADD, MS. BRANUM, IF YOU DON'T MIND WHEN YOU SAID ON PROGRAMMING SHIFT TOO THAT I WOULD LIKE TO HIGHLIGHT ALSO IS JUST THAT FOCUS THAT WE'VE HAD THE LAST TWO YEARS ON OUR DUAL LANGUAGE PROGRAMMING. REALLY BEEFING THAT UP, BEEFING UP THE RESOURCES FOR THEM. WE SAW ON OUR MAP GROWTH DATA FOR THAT GROUP IN PARTICULAR, 11 OUT OF OUR 13 CAMPUSES GREW 50% OR HIGHER IN BOTH ENGLISH AND SPANISH. THAT'S REALLY ONE OF THE GOALS OF THAT DUAL LANGUAGE PROGRAM IS THE FOCUS ON BI-LITERACY AND REALLY THE FOCUS ON ENCOURAGING GROWTH IN BOTH LANGUAGES WHILE WE'RE PARTNERING THAT HIGH-QUALITY TIER 1 INSTRUCTION. I THINK THAT'S ONE OF THE THINGS THAT HAS REALLY BEEN A BIG FOCUS OF OURS TO SEE GROWTH IN BOTH LANGUAGES WHEN WE'RE TALKING ABOUT A SHIFT IN PROGRAMMING BECAUSE WE DO HAVE SHIFTS TO DUAL LANGUAGE. THEN ALSO, I THINK I WOULD ADD TO WHAT MRS. BRANUM WAS SAYING TOO IS WHILE WE DO SEE THESE IN THE PROJECTIONS THAT MR. PARTIED SAID, FOR EXAMPLE, ON MATH, ALL FOUR OF THOSE GRADES ARE AT OR ABOVE WHERE THEY WERE LAST YEAR, EXCEPT FOURTH-GRADE. WHAT WE DO WHEN WE SEE THAT IN FOURTH GRADE, WE SWOOP IN. [02:35:04] NOW, WE'RE MAKING THEM MAKE INTAKES. WHAT DO YOU NEED? GETTING FEEDBACK FROM TEACHERS, GETTING KNEE-TO-KNEE WITH PRINCIPALS, WE'RE IN FRONT OF THEM EVERY MONTH AND WE'RE SAYING, "WE GOT AN ISSUE A LITTLE BIT HERE GOING ON A FOURTH-GRADE. WHAT'S HAPPENING?" WE'VE ALREADY STARTED THAT. THAT HAPPENED AT THE END OF JANUARY AS SOON AS WE GOT OUR MAP DATA BACK. NOW, WE'RE WAITING FOR THAT INTERIM ASSESSMENT DATA THAT WE'LL BE GETTING THIS WEEK AND PROBABLY RIGHT AFTER SPRING BREAK TO MAKE ANOTHER SHIFT TO SEE WHERE WE CAN REALLY CONSISTENTLY AND CONSTANTLY PROVIDE THOSE RESOURCES ON THOSE HIGH-LEVEL TEAKS THAT WE KNOW ARE GOING TO GET THEM RUNNING FOR STAR 2.0. ONE IS MAKING SURE THAT WE'RE BEING RESPONSIVE AND TARGETED TO ALL OF THIS DATA AS IT RELATES TO THE CURRICULUM AND THE RESOURCES THAT TEACHERS NEED, BUT THEN ALSO BRINGING IN THAT PD ROUND, WHAT DOES THIS LOOK LIKE FOR STAR 2.0? REALLY MAKING SURE THAT THEY CAN ANSWER THOSE DIFFERENT QUESTION TYPES THAT WE KNOW THAT WE HAVEN'T SEEN BEFORE. THAT'S BEEN A BIG SHIFT IN OUR PROGRAMMING AS WELL TOO, WE'VE ALWAYS HAD A FOCUS ON HIGH-QUALITY TIER 1 INSTRUCTION AS IT RELATES TO THIS PRIORITY TEAKS. BUT NOW WE HAVE TO REALLY ADD IN THAT SECOND, THIRD, TENTH LAYER SOMETIMES OF NOW WHAT DOES IT LOOK LIKE FOR STAR 2.0. WHAT DOES IT LOOK LIKE FOR ECR, EXTENDED RESPONSE, A SHORT RESPONSE, A DRAG-AND-DROP, A LIVE TEST ITEM? REALLY NOT A MULTIPLE CHOICE, LIKE WE USED TO PREPARE THEM FOR. WE GOT TO MAKE SURE WE'RE PREPARING THEM FOR ALL THOSE DIFFERENT TYPES AS WELL. THAT'S BEEN A SHIFT IN PROGRAMMING AS WELL, I THINK. >> LET ME JUST SAY A COUPLE OF THINGS THAT I REALLY LIKE. I THINK PUTTING SYSTEMS IN PLACE TO TURN A SHIP, ESPECIALLY AS BIG AS OURS, I THINK IT TAKES TIME. ESPECIALLY WHEN WE'RE NEW AND THESE THINGS ARE HAPPENING TO ME, IT'S HEARING THE FACT THAT WE ARE LOOKING AT THE DATA AND WHAT'S WORKING AND WHAT'S NOT, WHERE WE'RE SEEING THAT GROWTH, WHERE WE'RE NOT, AND CONSTANTLY USING THAT TO CHANGE. THAT'S WHAT'S REALLY GOING TO HONE THAT SYSTEM INTO FOCUS. I THINK ANOTHER THING THAT YOU SAID THAT REALLY STOOD OUT TO ME IS THAT YOU'RE ASKING THOSE TEACHERS WHAT'S WORKING AND WHAT'S NOT SO THAT YOU CAN HAVE RESPONSE FOR THOSE TEACHERS. MS. BRANUM, YOU KNOW THAT THERE WAS A PD DAY EARLIER. I THINK IT WAS RIGHT IN JANUARY. LISTEN, IN ALL THE TIME I'VE HAD IN THE BOARD, I'VE NOT HAD PEOPLE REACH OUT AND SAY, "OH MY GOSH, THAT TRAINING WAS SO FANTASTIC AND WE HAD EXACTLY WHAT WE NEEDED." I WAS LIKE, "OH, THAT'S GREAT. WHEN YOU ALL ARE DONE WITH THEM, I'M GOING TO MAKE SURE TO SHARE THAT WITH OTHER DISTRICTS. [LAUGHTER] I WOULDN'T HAVE LET RICHARD THINK OF THAT FIRST." BUT THAT RESPONSIVENESS AND THE FACT THAT THEY'RE SHARING THAT FEEDBACK, WHICH I HAVE NOT HEARD BEFORE. NOT SAYING IT WASN'T THERE, I'M JUST SAYING THAT THEY'RE OBVIOUSLY FEELING LIKE THEIR FEEDBACK IS BEING HEARD OR ELSE THEY'RE NOT GOING TO OPENLY SHARE REPEATEDLY. I THINK THAT'S A REALLY GREAT CULTURE TO HAVE. I THINK ALL OF THOSE THINGS POINT TO HOPEFULLY CONTINUING TO TURN THIS SHIP AND TO YOUR POINT, TO GET TO WHERE WE ARE, CONTINUING TO SEE THAT GROWTH, THOSE OUTCOMES. ALTHOUGH WE WON'T BE SATISFIED TOWARD 100% BUT REALLY MAKING THESE OUTCOMES A PRIORITY FOR ALL OF OUR STUDENTS AND PUTTING IN PROGRAMMING THAT'S LIKE THE DUAL LANGUAGE, THAT'S REALLY HITTING IN SOME AREAS THAT WE HAVEN'T SEEN THAT GROWTH BEFORE. THANK YOU. THAT ANSWERS MY QUESTIONS. I'M SUPER GLAD TO HEAR THAT. >> GREAT. >> AT A HIGHER LEVEL, MS. BRANUM, CAN YOU EMPHASIZE A LITTLE BIT THE SHIFT IN CULTURE? BECAUSE I THINK WE WERE NIBBLING AROUND THE EDGES OF THE NORTH STAR, BUT JUST THE EMPHASIS ON GROWTH VERSUS THIS TEACHING TO THE TEST. JUST FOR THOSE WATCHING AND FOR THOSE UNDERSTANDING. HOW BIG A DEAL IS THAT FOR OUR COMMUNITY? IS THIS SOMETHING THAT EVERY DISTRICT IS DOING OR IS THIS SOMETHING THAT WE'RE DOING HERE IN RICHARDSON THAT'S A LITTLE DIFFERENT? >> I THINK THAT THERE REALLY ARE TWO LAYERS TO THAT. I THINK THERE IS ONE THING TO BE SAID FOR, THERE'S A FOUNDATIONAL PIECE WHERE, OF COURSE, BECAUSE WE HAVE NEW STAR ITEMS, WE HAVE A NEW TEST. WE WANT TEACHERS TO BE AWARE. WE WANT STUDENTS TO BE AWARE SO THEY HAVE FLUENCY AND CONFIDENCE THAT ON TEST DAY, THEY ARE READY TO GO AND THEY'RE NOT TRYING TO FIGURE OUT WHAT IS THE STRUCTURE OF THE TEST. JUST LIKE ACT AND SAT, WE WANT TO TEACH THE STRUCTURE OF THE TESTS. WE WANT TO TEACH HERE THE KINDS OF ITEMS AND STRATEGIES SO THAT WHEN YOU COME TO THE DAY OF THE TEST, YOU'RE CONFIDENT. I THINK FOR US WHAT IS SPECIAL ABOUT THE NORTH STAR GOAL AND ABOUT WHAT WE DEEPLY BELIEVE IN, IS THAT ULTIMATELY WE HAVE TO BE HELD ACCOUNTABLE FOR GROWTH. OUR STUDENTS ONLY GET ONE OPPORTUNITY AT A GRADE LEVEL. CASIN IS A SECOND GRADER, HE ONLY GETS THIS EXPERIENCE ONE TIME AND HE CAN'T GET IT BACK. WE SHOULD BE HELD ACCOUNTABLE THAT FROM DAY ONE TO THE END OF THE YEAR, AT A MINIMUM, EVERY STUDENT SHOULD HAVE A YEAR'S WORTH OF GROWTH. WHEN THEY WALK IN IN THE MORNING AND THEY WALK OUT, HOW IS THAT STUDENT GROWING? THEN YOU'VE HEARD ME SAY OVER AND OVER AGAIN FOR SOME OF OUR STUDENTS THAT YEAR, IF WE ONLY GROW THEM AT A YEAR'S WORTH OF PACE, [02:40:01] THAT'S NOT GOING BE ENOUGH BECAUSE THEY MAY NEED 16 MONTHS OR 18 MONTHS OF GROWTH AND WE HAVE TO ACCELERATE THAT. THAT CULTURE, BEING AROUND GROWTH, AND THAT IT'S NOT ABOUT A SCORE. BECAUSE FOR SOME OF OUR STUDENTS, IF I'M A STUDENT WHO MAY HAVE A DISABILITY OR I HAVE OTHER CHALLENGES THAT I FACE, A CERTAIN BENCHMARK OF A SCORE MAY NOT BE REALISTIC AND MAY NOT BE WHAT IS IN THE BEST INTERESTS OF THAT STUDENT, BUT THEIR GROWTH IS. GROWING THEM AND HELPING THEM ACHIEVE THAT GROWTH IS INCREDIBLY IMPORTANT. KNOWING THAT THAT'S WHO WE ARE AND WHAT WE'RE ABOUT, I THINK IT RELIEVES A TREMENDOUS AMOUNT OF PRESSURE FOR A TEACHER. THIS IS WHAT I'VE HEARD FROM TEACHERS. THAT IF YOU ARE NOT LOOKING AT MY VALUE BASED UPON HOW A STUDENT PERFORMS ON ONE DAY BUT YOU'RE LOOKING AT MY VALUE AND MY IMPACT FOR HOW I'M GROWING MY STUDENTS, I CAN LIVE WITH THAT ALL DAY LONG. I THINK THAT IS THE CULTURE THAT WE'RE BUILDING. I DON'T WANT TO SAY THAT WE'RE THE ONLY ONE. I THINK MOST SYSTEMS ARE ABOUT GROWTH. I THINK THERE'S AN INTENTIONALITY THAT THIS BOARD HAS BROUGHT TO OUR LEADERSHIP TEAM TO SAY AS A BOARD, "YES, WE'RE STILL GOING TO VALUE STAR SCORES AND AP SCORES AND ALL OF THOSE THINGS. THOSE ARE STILL A PART OF OUR OVERALL ACCOUNTABILITY. HOWEVER, WHAT WE CARE ABOUT MOST IS THAT A STUDENT HAS AN OPPORTUNITY TO SET A GROWTH GOAL AND THAT WE'RE GOING TO POUR THE RESOURCES IN NECESSARY TO ACHIEVE THAT GROWTH GOAL." I THINK THAT INTENTIONALITY, MR. PARTIED HAS A WORD FOR THIS YEAR AND IT'S THAT LASER-LIKE FOCUS AROUND GROWTH, I THINK THAT IS A DIFFERENTIATOR. THE SYSTEMS, IF YOU ALL COULD HEAR THE IDEATION THAT'S HAPPENING AROUND, HOW DO WE NOW BRING THAT NORTH STAR GOAL TO LIFE? LOOKING AT PORTFOLIOS, LOOKING AT HOW DO WE ACTUALLY PROVIDE OPPORTUNITIES FOR STUDENTS TO LEARN WHAT IS A GOOD GOAL LOOK LIKE, WHAT DOES IT SOUND LIKE. HOW IS IT PERSONALIZED TO THEM BASED UPON THEIR NEEDS? THAT IS SOMETHING YOU'RE NOT GOING TO GET IN EVERY ENVIRONMENT ACROSS THE STATE. DOES THAT HELP? >>YES, IT DOES. THANK YOU FOR ALL THE EXPLANATION AND HOPEFULLY, THAT WAS HELPFUL FOR A LOT OF PEOPLE OUT THERE. >> THANK YOU, MR. EAGER. MS. PACHECO >> I JUST WANTED TO THANK THE TEAM. I KNOW THAT IT TAKES A LOT OF WORK AND TEAMWORK REALLY TO DO THESE FOCUSED IMPROVEMENTS TO STEP IN WHEN YOU SEE THAT THERE'S A NEED TO MAKE CHANGES AND IMPROVE HOW STUDENTS LEARN. I APPRECIATE THE EFFECTIVE TRAINING THAT YOU GUYS ARE ALL DOING FOR ALL OF OUR TEACHERS AND THE RESOURCES YOU PROVIDE. I KNOW THAT EVERYTHING IS BEING DONE FOR THE GROWTH OF OUR STUDENTS AND THAT'S REALLY, REALLY EXCITING. LASTLY, JUST THE LAST COMMENT. I WANT TO JUST RECOGNIZE THAT YOU ALL ARE WEARING PINK FOR YOUR COLLEAGUE. THANK YOU FOR THAT AND I APPRECIATE IT. I KNOW THAT YOU GUYS ARE CLOSE. THANK YOU SO MUCH FOR DOING THAT. >>THANK YOU, MS. PACHECO. ANY ADDITIONAL COMMENTS, QUESTIONS? MS. ANDREA. >> I THINK MY COLLEAGUES HAVE JUST NAILED IT. THEY'VE SAID EVERYTHING AND SO I DID A WHILE, BUT I ALSO JUST HAVE A VERY GRATEFUL HEART FOR JUST ALL THE HARD WORK AND EVERYTHING THAT YOU GUYS HAVE DONE AND HOW INTENTIONAL YOU ARE. I JUST LOVE SEEING THE GROWTH. I LOVE TO SEE THAT AND JUST THE FOCUS THAT WE HAVE ON THE CULTURE AS WELL TOO. JUST EVERYBODY ALREADY SAID IT VERY WELL. BUT I JUST HAVE A VERY GRATEFUL HARD FOR EVERYBODY IS HARD WORK AND I JUST WANT YOU GUYS TO KNOW THAT AND THAT I APPRECIATE IT SO MUCH. THANK YOU. >> THANK YOU. I THINK THAT IS ALL OF OUR QUESTIONS AND COMMENTS FROM THE BOARD. GREAT PRESENTATION. THANK YOU ALL SO MUCH, MR. CORTEZ, INTERVENTIONIST. THANK YOU SO MUCH. WE APPRECIATE IT. LOVE THE PINK. IT'S BEAUTIFUL. [LAUGHTER] OUR NEXT ITEM IS A HUMAN RESOURCES UPDATE. MS. BRANUM. [IV.E. Human Resources Update] >> THANK YOU, MS. HARRIS. I'VE ASKED DR. GOODSON TO JUST PREPARE AND IT'S ABOUT THIS TIME OF THE YEAR. THIS TIME OF THE YEAR, I THINK CONTEXTS FOR THE COMMUNITY AND I THINK EVEN THE WORK OF THE BOARD IS YOU K HAVE YOUR FEET INTO PLACES. WE WANT TO FINISH THIS SCHOOL YEAR STRONG. WE WANT TO MAKE SURE THAT WE ARE NOT IN ANY WAY, NOT BEING IN THE PRESENT AND SUPPORTING THE CURRENT WORK THAT'S HAPPENING. BUT WE ALSO KNOW AT THE TIME THAT WE HAVE TO START PROJECTING AHEAD AND PREPARING FOR 23, 24. DR. GOODSON IS GOING TO BE BRIDGING THAT A LITTLE BIT FOR US, [02:45:03] PROVIDING A LITTLE BIT OF INSIGHT ON WHERE OUR TURNOVER WAS THIS YEAR, THINGS THAT WE HAVE LEARNED FROM THAT, AND THEN BASICALLY, WHAT ARE SOME OF OUR STRATEGY? STRATEGY IS AROUND RECRUITING THE BEST AND BRIGHTEST TO RICHARDSON ISD FOR 23, 24. SO DR. GOODSON, I'LL TURN IT OVER TO YOU. >> THANK YOU, SUPERINTENDENT BRANUM. GOOD EVENING, BOARD. WE APPRECIATE THE OPPORTUNITY TO GIVE YOU A BRIEF UPDATE ON ALMOST ALL THINGS HR. I DO WANT TO START BY TAKING US BACK TO WHAT WE'VE HEARD TIME AND TIME AGAIN THIS YEAR. IT REALLY IS A DRIVING FACTOR FOR US AS AN HR TEAM THAT WE ARE HERE TO SUPPORT EVERY TEACHER, EVERY LEADER BECAUSE WE KNOW THAT IF WE DO THE BEST JOB THAT WE CAN, NOT ONLY AS A DEPARTMENT BUT AS A DISTRICT, THEN EVERY CHILD IS GOING TO BENEFIT. I DO WANT TO SAY THANK YOU TO THE BEST TEAM IN THE WORLD. IN MY OPINION, BECAUSE THEY ARE AN AMAZING GROUP OF PEOPLE WHO WORKED VERY HARD. DR. TERRY HARRIS, CHARLES BRUNER, DR. SANDRA MOORE, AND MISTY WILSON. NANCY KINSEY, ABBY RAYFORD, GAYA JEFFERSON, THE RISK MANAGEMENT TEAM. EVERYBODY THAT I HAVE THE PLEASURE OF WORKING WITH. WE HAVE A SINGULAR FOCUS AND THAT IS TO DO EVERYTHING WE CAN TO SUPPORT PEOPLE AS LONGTIME EMPLOYEES IN THE DISTRICT AND FOR MANY OF US AS CURRENT RISD PARENTS, IT'S PERSONAL. I THINK THAT'S ANOTHER VARIABLE THAT WE REALLY TAKE SERIOUSLY AND WHY THIS IS SO IMPORTANT. THANK YOU VERY MUCH. I THINK THE OTHER PART THAT I DO WANT TO EMPHASIZE IS WE'RE VERY LUCKY. WE ARE ONE OF THE FEW DEPARTMENTS THAT LITERALLY GETS TO WORK WITH EVERYBODY. EVERY EMPLOYEE THAT COMES INTO THIS DISTRICT, WHETHER THEY'RE GETTING STARTED, CURRENT EMPLOYEE, OR A FORMER EMPLOYEE, WE'RE BLESSED TO HAVE AN OPPORTUNITY TO CONNECT WITH THEM AND TO SUPPORT THEM AS WELL. TONIGHT WE'LL JUST TALK BRIEFLY ABOUT RECRUITING AND HIRING. WE'LL GET INTO SOME RETENTION NUMBERS, TALK BRIEFLY ABOUT COMPENSATION AND BENEFITS, AND THEN FINALLY HAVE A BRIEF DISCUSSION REGARDING PROFESSIONAL LEARNING WITH A PARTICULAR FOCUS ON NATIONAL BOARD CERTIFICATION FOR TEACHERS. JUST A SHOUT OUT TO THE STRATEGY AND ENGAGEMENT DEPARTMENT. YOU'LL SEE THAT THIS IS US LOGO UP THERE WITH PICTURES OF SOME OF OUR EMPLOYEES. THAT BRANDING EFFORT IS PART OF WHAT WE'VE TRIED TO DO OVER THE LAST FEW YEARS TO SHOW IT TO ANYBODY AND EVERYBODY THAT THIS IS WHO WE ARE AS A DISTRICT. THIS IS THE WONDERFUL LANDSCAPE OF WHAT YOU GET TO EXPERIENCE WHEN YOU BECOME AN EMPLOYEE HERE. WE'LL START WITH A DISTRICT SNAPSHOT, JUST A DEMOGRAPHIC SNAPSHOT OF ALL EMPLOYEES AND TEACHERS. YOU CAN SEE THE BREAKDOWN THERE ON THE LEFT-HAND SIDE. THE BOTTOM ROW ON THAT PARTICULAR CHART IS THE PERCENTAGE OF MINORITY NEW HIRES. WE DO PAY ATTENTION TO THAT BECAUSE WE KNOW THAT IF WE CAN HIRE A MORE DIVERSE STAFF THAT HELPS US MATCH THE BEAUTIFUL DIVERSITY OF OUR STUDENT BODY AS WELL. THAT IS ALWAYS GOING TO BE A CONTINUING EFFORT FOR US ACROSS ALL CLASSIFICATIONS, BUT WE JUST WANTED TO SHARE THAT LITTLE BIT OF INFORMATION THERE WITH YOU. ON THE RIGHT-HAND SIDE, WHEN YOU LOOK AT ALL OF OUR EMPLOYEES AND AGAIN, A BREAKDOWN BY TEACHER, YOU CAN SEE YEARS OF EXPERIENCE. OBVIOUSLY YOU CAN SEE WHERE THE MAJORITY IS AND IT'S IN THAT TOP ROW. WE HAVE A LOT OF RELATIVELY NEW EMPLOYEES AND ALL EMPLOYEES AND TEACHERS. THAT MEANS SOMETHING IN TERMS OF THE WAY THAT WE HAVE TO PROVIDE SUPPORT, PROFESSIONAL LEARNING, AND HONESTLY JUST MAKE SURE THAT WE'RE DOING THE BEST JOB WE CAN TO GET THEM INTO THOSE LATER CATEGORIES [LAUGHTER] FURTHER DOWN THE CHART. OVERALL, WE HAVE APPROXIMATELY 6,000 EMPLOYEES WITH ANYWHERE BETWEEN 26-2700 TEACHERS. IT'S JUST VERY EXCITING TO KNOW THAT WE HAVE AN OPPORTUNITY TO SUPPORT SO MANY PEOPLE. WITH RECRUITING AND HIRING, WE TALKED ABOUT THIS AT THE BEGINNING OF THE YEAR. WE SHARED A LITTLE BIT OF SOME INCREASED FLEXIBILITY THAT WE HAVE WITH HIRING EFFORTS COMING INTO THIS SCHOOL YEAR AS A DISTRICT OF INNOVATION AND WE RENEW THAT PLAN COMING INTO THE 22, 23 SCHOOL YEAR FOR FIVE MORE YEARS. WE WERE ABLE TO EXPAND OUR OPPORTUNITIES AND AGAIN, AS A REMINDER, WE HAVE CERTAIN PARAMETERS THAT WE HAVE TO WORK UNDER WHEN IT COMES TO TEACHER CERTIFICATION AND HIRING EFFORTS. AS WE EXPANDED OUR DISTRICT OF INNOVATION PLAN, WE WERE ABLE TO HIRE INDIVIDUALS WHO FOR EXAMPLE, MAYBE I AM A CLASSROOM TEACHER WHO IS CERTIFIED EC THROUGH FOUR, BUT MY CAMPUS NEEDED TO HAVE A FIFTH GRADE TEACHER. BEFORE WE WOULD NOT BE ABLE TO PLACE THAT TEACHER IN THAT CLASSROOM SETTING BECAUSE THEY LACKED THE CERTIFICATION. AS A DISTRICT OF INNOVATION AND EXPANDING THAT TO CORE CONTENT AREAS, WE CAN NOW HIRE INDIVIDUALS WHO MEET THAT CRITERIA. WE ALSO HAVE INDIVIDUALS WHO THEY MAY NOT HAVE TEACHER CERTIFICATION, BUT THEY HAVE THE WORK EXPERIENCE OR A DEGREE IN A DIFFERENT AREA. ONE EXAMPLE THAT I THINK OF IS JOURNALISM, OR EVEN SOMEONE WHO HAS EXPERIENCED IN AVIATION. THOSE CANDIDATES MAY NOT HAVE A TEACHING CERTIFICATE, [02:50:01] BUT THEY DO HAVE THE EXPERIENCE AND THE KNOW-HOW [LAUGHTER] TO BE A QUALITY INSTRUCTOR. I WILL SAY THAT WE KNOW THAT COMING INTO THIS HIRING SEASON AND WE HAVE HIRED OVER 100 DISTRICT OF INNOVATION TEACHERS. THEY ARE ON A NON CHAPTER 21 CONTRACT SO THERE'S A LITTLE BIT OF DIFFERENT FLEXIBILITY WHEN IT COMES TO THAT ASPECT AS WELL. BUT, WE RECOGNIZE THAT AND PARTICULARLY AS WE GOT INTO THE FALL SEMESTER, THESE INDIVIDUALS THEY'RE IN IT FOR THE RIGHT REASONS, BUT THEY'RE GOING TO NEED A LOT OF SUPPORT. MS. JEFFERSON AND HER TEAM, ALONG WITH SOME GUIDANCE FROM MS. BRANUM, OF COURSE, WE WERE ABLE TO BRING IN NOT ONLY MEMBERS OF GAYA'S TEAM, BUT ALSO A FEW OF OUR VALUED RETIRED EMPLOYEES WHO ARE COMING IN AND MENTORING REGULARLY MEETING WITH A SELECT GROUP OF DISTRICT OF INNOVATION TEACHERS. BECAUSE THERE MIGHT BE GAPS, WHETHER IT'S CLASSROOM MANAGEMENT OR PEDAGOGY OR OTHER ASPECTS OF JUST WORKING IN THE CLASSROOM. WE KNOW THAT WE ARE NOT GOING TO COMPROMISE ON OUR EXPECTATIONS FOR INSTRUCTION AND FOR CONNECTING WITH STUDENTS SO WE WANTED TO MAKE SURE THAT WE CLOSE THAT GAP AS WELL. THE ASSOCIATE TEACHER AVENUE IS SOMETHING DIFFERENT FOR US AS WELL. IT IS AN OPPORTUNITY FOR INDIVIDUALS WHO MAY BE FINALIZING THEIR ALT CERT PROGRAM, FOR EXAMPLE, OR MAYBE THEY'VE PASSED ALL THE TESTS FOR CERTIFICATION EXCEPT FOR ONE. WE KNOW IF WE HAVE A GOOD PERSON IN THE PIPELINE, WE DON'T WANT TO LOSE THEM AND SO WE HAVE AN ASSOCIATE TEACHER POSITION WHERE THEY STILL GET TO WORK WITH A GROUP OF STUDENTS. THEY'RE NOT THE TEACHER OF RECORD, BUT THEY HAVE THAT IN-CLASSROOM EXPERIENCE. THEY HAVE A MENTOR TEACHER WHO THEY WORK WITH REGULARLY. THEN THE GREAT THING IS ONCE THEY FINISH THAT PROGRAM OR THAT FINAL TEST, THAT WE ARE ABLE TO HIRE THEM AS A FULL-TIME TEACHER ON A CONTRACT WITH FULL TEACHER PAY. THERE'S A MODEST DAILY RATE THAT THEY RECEIVE RIGHT NOW AND THEY ARE NOT ON CONTRACT. BUT AGAIN, THE GOAL IS TO HAVE SOMEONE WHO IS GOING TO BE A FULL-TIME TEACHER DOWN THE ROAD. THEN LASTLY, YOU'RE AWARE OF THAT SOME OF THE CHALLENGES THAT WE FACE WITH HIRING RETIREES, THERE IS A SURCHARGE THAT IS APPLIED TO DISTRICTS IN THE STATE OF TEXAS. FOR A WHILE, THAT WAS A PRETTY SIGNIFICANT OBSTACLE, AND SO MANY DISTRICTS DID NOT PURSUE THAT AS MUCH AS THEY ARE NOW AND COMING INTO THE SCHOOL YEAR WITH THE VACANCIES AND BELIEVE ME, IT IS STILL AN ISSUE. THE STRUGGLE IS STILL REAL, PARTICULARLY THE WAY IT WAS AT THE BEGINNING OF THE YEAR WHERE WE HAD OVER 130. WE FELT THAT IT WAS WORTH THE INVESTMENT TO GO AHEAD AND PAY THE SURCHARGE AND HIRE RETIREES WHO HAD CLASSROOM EXPERIENCE WHO IN SOME CASES WERE VETERANS FROM RICHARDSON ISD. THAT HAS ALSO HELPED. SO OVERALL, OVER 135 OR CLOSE TO 140 TEACHERS FELL INTO THESE CATEGORIES HERE. THE RECRUITING ANALYSIS, WHAT I WANTED TO SHARE WITH YOU AS WE LOOK EVERY YEAR AT OUR RECRUITING SCHEDULE, WE GO TO A LOT OF DIFFERENT JOB FAIRS, A LOT OF DIFFERENT UNIVERSITIES. WHAT WE'LL ALSO DO IS BASED ON THE NEW HIRES THAT WE GET EVERY YEAR. HOW WAS THAT INVESTMENT COMING OUT? DO WE VISIT CAMPUSES AND JOB FAIRS AT UNIVERSITIES AND WE'D NEVER HIRE A TEACHER FROM THERE OR DO WE CONSISTENTLY SEE THAT GOING TO CERTAIN OUTLETS, WE GET MORE TEACHERS. THIS IS A FIVE-YEAR ANALYSIS OF ALL OF THE PLACES THAT WE'VE GONE. THE LIST IS MUCH LARGER, BUT I INCLUDED THE TOP 10 FOR YOU. THESE ARE THE PLACES WHERE WE CONSISTENTLY OVER THE LAST FIVE YEARS, ESPECIALLY HAVE GOTTEN THE MOST TEACHERS WHO HAVE BECOME EMPLOYEES WITH US. THERE'S NO SURPRISE MANY OF THOSE UNIVERSITIES ARE IN TEXAS, BUT I DO THINK IT'S AWESOME TO SEE THAT. NUMBER 6, UNIVERSITY OF ARKANSAS AND FAYETTEVILLE AND UNIVERSITY OF OKLAHOMA, WE FOUND SOME REALLY GOOD TEACHERS FROM THOSE LOCATIONS. WE WILL CONTINUE TO EVALUATE HOW WE RECRUIT AND WHERE WE GO. WE KNOW THAT WE HAVE AN INTERESTING BUDGET SEASON COMING. WE'RE GOING TO HAVE TO SCRUTINIZE WHERE WE'RE GOING TO HAVE THE MOST BANG FOR OUR BUCK. BUT I DO WANT TO EMPHASIZE THAT WE WILL KEEP GOING TO THE PLACES WHERE WE'RE GETTING GREAT PEOPLE. WE WILL ALSO CONTINUE TO GO TO OUR HISTORICALLY BLACK COLLEGES AND UNIVERSITIES AND CONNECT THROUGH DIFFERENT CONFERENCES SO THAT WE CAN AGAIN TRY TO INCREASE THE DIVERSITY OF OUR NEW HIRES. THAT IS SOMETHING THAT AGAIN, WE KNOW AND BELIEVE THAT IS WORTH THE INVESTMENT. I DO WANT TO REFERENCE THE FLYER THERE BECAUSE THAT'S AN ACTUAL FLYER. WE WILL HAVE A JOB FAIR COMING UP ON MARCH 25TH AND ANOTHER ONE, EARLY SUMMER JOB FAIR ON MAY 31ST. I FIGURED WE'D GO AHEAD AND GET THAT OUT THERE RIGHT NOW. I ALSO WANT TO EMPHASIZE, I KNOW WE'VE TALKED BRIEFLY ABOUT THE S OR FUNDING AND SOME OF THE POSITIONS THAT MIGHT BE AFFECTED BY THAT OR PROGRAM CHANGES AS IT RELATES TO DIFFERENT EMPLOYEES WHO MAY HAVE TO CONSIDER A DIFFERENT POSITION BECAUSE THEIR CURRENT POSITION MAY NO LONGER BE IN PLACE. ONE THING I WANT TO REMIND EVERYBODY AS IT HAS BEEN A COMMITMENT OF THIS DISTRICT AND THE BOARDS THAT WE'VE BEEN FORTUNATE TO SUPPORT US, THAT WE MAKE SURE THAT OUR EMPLOYEES KNOW IF YOU'RE FACED WITH A CHALLENGE LIKE THAT, [02:55:01] OUR COMMITMENT TO YOU IS YOU STILL HAVE A JOB IN THIS DISTRICT NEXT YEAR. WE HAVE NOT BEEN A DISTRICT THAT HAS TYPICALLY DONE A REDUCTION IN FORCE. I'M SORRY, IF THE PROGRAM HAS GONE, THEN ALL THE POSITIONS ARE GONE AND GOOD LUCK. THAT'S NOT HOW WE DO THINGS. NOT AS A DEPARTMENT, BUT NOT AS A DISTRICT EITHER. ONE EXAMPLE OF HOW WE TRY TO SUPPORT THE EMPLOYEES WHO MAY BE AFFECTED BY THAT CHANGE. WHETHER THAT'S ESL PROGRAMMING CHANGE OR S OR POSITIONS IS WE DO THINGS LIKE THIS PARTICULAR JOB FAIR ON MARCH 25TH. ALTHOUGH IT STARTS AT 9:00, WE'RE GOING TO START AT 8:00 WITH AN INTERNAL JOB FAIR FOR INTERNAL CANDIDATES ONLY PARTICULARLY FOR FOLKS LIKE THESE WHO MAY NEED A LITTLE BIT MORE SUPPORT TO GO WHERE CAN I GO? WHAT OPPORTUNITIES DO I HAVE? THEY'LL HAVE FACE-TO-FACE TIME WITH ALL OF OUR PRINCIPALS WHO MAY HAVE OTHER POSITIONS WHETHER THEY'RE TEACHING POSITIONS OR INSTRUCTIONAL COACHING POSITIONS. IT'S JUST A SPECIAL TIME FOR THEM TO HAVE FACE-TO-FACE. WE WILL WORK WITH OUR CURRENT DEPARTMENT HEADS AS AN HR TEAM TO FIND OUT THE INTERESTS OF THOSE EMPLOYEES, AGAIN TRY TO DO OUR BEST TO MAKE THE TRANSITION AS EASY AS POSSIBLE BECAUSE IT'S TOUGH TO BE FACED WITH A CHALLENGE LIKE THAT BUT WE'RE GOING TO SUPPORT IT AS BEST WE CAN. A LITTLE BIT MORE, RECRUITING SOMETIMES IT'S NOT ENOUGH. YOU HAVE TO CREATE YOUR OWN PATHWAY. YOU HAVE TO PARTNER WITH GREAT ORGANIZATIONS TO DO THAT. AS YOU'RE AWARE, WE HAVE A STRONG PARTNERSHIP WITH DALLAS COLLEGE AND THE DEPARTMENT OF LABOR TO PROVIDE ONE OF THE STATES FIRST PAID RESIDENCIES. BASICALLY, WE HAVE A HANDFUL OF DALLAS COLLEGE STUDENTS WHO ARE STATIONED AT SOME OF OUR JAIME CAMPUSES AND THEY'RE GETTING PAID TO COMPLETE THEIR STUDENT TEACHING EXPERIENCE. THEY SUB ONCE A WEEK, THEY ARE WORKING WITH A MENTOR, MASTER TEACHER. OUR GOAL IS ONCE THEY FINISHED THEIR PROGRAMMING, WE HAVE A REALLY STRONG TEACHER IN THE PIPELINE WHO HAS LEARNED HOW TO BE A RICHARDSON ISD TEACHER. WE HAVE A SIMILAR PROGRAM WITH TCLAS GRANT FROM TEA. OUR PARTNER IS TEXAS A&M COMMERCE. AGAIN, IN BOTH SITUATIONS, THE RESIDENTS GET US COMPENSATION. I CAN TELL YOU THAT DID NOT HAPPEN BACK IN THE DAY WHEN WE WENT THROUGH STUDENT TEACHING. YOU DID STUDENT TEACHING ALL DAY AND THEN YOU HAD TO GO WORK [LAUGHTER] SOMEWHERE ELSE AT NIGHT. WE'RE EXCITED ABOUT THAT BECAUSE AGAIN, THE INVESTMENT IS WORTH IT. WE KNOW THAT WE'RE GOING TO HAVE QUALITY CANDIDATES COMING BACK TO US. WE'RE LOOKING FORWARD TO A NEW OPPORTUNITY THROUGH THE TCLAS GRANT TO HOPEFULLY TARGET PARAPROFESSIONALS WHO MAY BE WORKING ON THEIR DEGREE OR THEIR CERTIFICATION. THEY WILL ALSO RECEIVE FUNDING TO COMPLETE THAT PROGRAMMING AND THEN AGAIN BECOME FULL-TIME TEACHERS WITH US. WHEN IT COMES TO MARKETING, I HAVE JUST A FEW DIFFERENT AVENUES THAT WE'VE TAKEN THIS YEAR THAT ARE PRETTY NEW. WE KNOW THAT WE NEVER CAN FIND ENOUGH WAYS TO MARKET THE GREAT THINGS ARE GOING ON IN THE DISTRICT AND RECRUIT. BUT WE KNEW THAT WE HAD TO TRY SOME DIFFERENT THINGS COMING INTO THIS YEAR. FOR A GOOD CHUNK OF THE FIRST SEMESTER, WE HAD A MONTHLY AD AND THE COMMUNITY IMPACT NEWSLETTER. WE WERE ALSO STRATEGIC ABOUT WHICH PARTICULAR VERSIONS OF THAT NEW COMMUNITY IMPACT WE PUBLISHED IN WE PUBLISHED IN THE RICHARDSON VERSION, WE WERE IN THE FRISCO VERSION AND THE SOUTH PLANO VERSION. WE KNEW THAT WE NEED TO CAST A WIDE NET AND LORD KNOWS WE GET POACHED FROM TIME TO TIME. AT LEAST WE CAN TRY CASTING A WIDE NET AND OTHER AREAS TOO. COMING INTO THE SECOND SEMESTER, WE BEGAN TO RUN ADS IN THE LAKE HIGHLANDS ADVOCATE. AGAIN, I HAVE THERE IN PARENTHESES, THE LAKE HIGHLANDS EDITION. THEN THIS MONTH WE'RE IN THE PRESTON HOLLOW EDITION. WE HAVE TO CONTINUE TO TRY ANYTHING AND EVERYTHING WE CAN TO LET PEOPLE KNOW HOW AMAZING IT IS TO WORK HERE. THEN FINALLY, IF YOU WENT TO ANY FOOTBALL GAME IN THE FALL, NO MATTER WHERE YOU WENT SOMEWHERE AROUND PAGE 3 OR 4 OR 5 THERE WAS A FULL-PAGE AD ADVERTISING THAT RICHARDSON ISD IS HIRING FOR TEACHERS. WE KNOW WE ALSO NEED TO TAKE ADVANTAGE OF SOCIAL MEDIA AND OTHER TECHNOLOGICAL OPPORTUNITIES. WE'RE STILL LOOKING AT THAT. WE'RE FORTUNATE TO PARTNER WITH STRATEGY AND ENGAGEMENT TO HELP US WITH THOSE EFFORTS AS WELL. LET'S TALK ABOUT RETENTION. WE HAVE THREE ROWS HERE. LET'S JUST BE REAL HONEST. EVERY NUMBER, NO MATTER WHICH ONE I'M ABOUT TO TALK TO YOU ABOUT. THEY ALL NEED TO GO DOWN. IF THESE NUMBERS ARE GOING IN THE WRONG DIRECTION, STUDENT LEARNING IS BEING IMPACTED. THAT IS SOMETHING THAT WE HAVE TO ADDRESS. I KNOW THAT THAT'S 100 PERCENT COMMITMENT FROM YOU AS A BOARD BUT WE HAVE TO ACKNOWLEDGE NO MATTER WHERE THOSE NUMBERS ARE, THE LOWER, THE BETTER. THE TOP ROW IS HOW WE AS A DISTRICT INTERNALLY CALCULATE TEACHER TURNOVER. FOR US THAT MEANS HOW MANY TEACHERS LEFT THE DISTRICT ALTOGETHER. YOU SEE A FOUR-YEAR HISTORY GOING BACK TO '18, '19. THE NEXT ROW IS THE CALCULATION BY TEA ON THE TAPER REPORT FOR RICHARDSON ISD. WHAT'S DIFFERENT ABOUT THAT IS, TEA CALCULATES ANY TEACHER WHO LEFT [03:00:01] THE CLASSROOM SETTING THE SPECIFIC TEAM'S CODE OF O87, WHICH IS A CLASSROOM TEACHER. NOW WHAT'S DIFFERENT ABOUT THAT IS IN OUR SITUATION. WHILE WE CALCULATE DIFFERENTLY, IF I'M A TEACHER AND I GET A JOB AS AN INSTRUCTIONAL COACH, I AM IN THE TEACHER TURNOVER NUMBER FOR THE STATE. IF I AM A TEACHER AND I BECOME AN ASSISTANT PRINCIPAL NEXT YEAR, I AM CALCULATED IN THE TEACHER TURNOVER NUMBER EVEN THOUGH I MAY STAY IN RICHARDSON ISD FOR 15 MORE YEARS. I'M NOT TRYING TO NITPICK THE NUMBERS BUT I THINK IT'S AN IMPORTANT CONTEXT. THEN AT THE BOTTOM LEVEL YOU'LL SEE THE STATE NUMBERS. YOU CAN COMPARE EITHER WAY. I MEAN TO BE PERFECTLY HONEST BUT AGAIN, THE GOAL FOR US IS WE'VE GOT TO GET THESE NUMBERS DOWN. WE STARTED AT ONE LEVEL, WE WENT DOWN A LITTLE BIT. IN OUR CALCULATION FROM 1890, 1920 A LOT OF PEOPLE STAY CLOSE BY BECAUSE COVID HIT AND THERE WAS A LOT OF UNCERTAINTY OVER THE LAST COUPLE OF YEARS THAT NUMBER HAS GONE WITH A PRETTY SIGNIFICANT JUMP FROM LAST YEAR TO THIS YEAR. WE HAVE TO DO SOMETHING ALONG THE WAY TO MAKE THESE NUMBERS BETTER. EVERY YEAR, REALLY WE LOOK AT EXIT SURVEY DATA. THIS SURVEY IS PROVIDED TO ANY EMPLOYEE WHO IS LEAVING THE DISTRICT. IT'S SELF-REPORTED INFORMATION. THEY MAY OR MAY NOT FILL IT OUT BUT WE PAY ATTENTION TO IT AND WE ANALYZE THE INFORMATION BECAUSE IT'S IMPORTANT FOR US TO IDENTIFY. MAYBE THERE'S A PATTERN, MAYBE THERE'S A THEME HAPPENING, MAYBE THERE'S A TREND DATA IN A PARTICULAR DEPARTMENT OR CAMPUS THAT WE REALLY NEED TO LOOK AT TO SEE INTERNALLY, IS THERE SOMETHING ELSE THAT NEEDS TO BE ADDRESSED? I'M THANKFUL TO MR. CORTEZ AND MR. JUAN IN THE ACCOUNTABILITY DEPARTMENT. THEY'RE TECHNOLOGICALLY AMAZING BUT WHAT WE'RE ABLE TO DO IS ANALYZE THE DATA A LOT OF DIFFERENT WAYS. WHAT I'VE DONE TONIGHT FOR YOU IS GROUP IT IN A FOUR-YEAR GROUPING. I CAN TELL YOU THAT IF YOU LOOKED AT A ONE-YEAR SET OF DATA, THE TREND IS ALMOST IDENTICAL. WHAT WE CAN SEE IS WITH ALL POSITIONS FOR THOSE WHO COMPLETED THE EXIT SURVEY, THE YEARS OF SERVICE THAT THEY COMPLETED AS THEY LEFT, THE BIGGEST GROUP WERE 3-5 YEARS IN RICHARDSON ISD, THE SECOND HIGHEST GROUP THEY WERE IN THEIR FIRST YEAR, THE THIRD HIGHEST GROUP THEY WERE IN THEIR SECOND YEAR. AGAIN, ALL POSITIONS. THE TOP FIVE REASONS FOR LEAVING, IT WAS A TIE BETWEEN CAREER ADVANCEMENT, ARE UNHAPPY WITH JOB POSITIONS CLOSER TO HOME, REGULAR RETIREMENT, GREATER COMPENSATION, AND MOVING OUT OF THE AREA. THE NEXT SLIDE, WE DESEGREGATED BY TEACHER. AGAIN, SAME GROUPING FOR YEARS BUT JUST THOSE DESIGNATED AS TEACHERS. YOU'LL SEE THE GROUPING IN TERMS OF YEARS OF EXPERIENCE, THE SAME 3-5 YEARS FOR MOST OF THE RESPONDENTS. THEN FIRST-YEAR IN THE SECOND YEAR, THE REASONS CHANGED SLIGHTLY. THE NUMBER 1 REASON WAS POSITIONED CLOSER TO HOME AND THEN UNHAPPY WITH JOB CAREER ADVANCEMENT, MOVING OUT OF AREA AND THEN REGULAR RETIREMENT. WE LOOK AT THIS INFORMATION AND REGULARLY AGAIN AS A TEAM AND THEN CONNECTING WITH OTHER DEPARTMENTS TO JUST SEE IF THERE'S ANYTHING ELSE WE NEED TO SUPPORT. WE'LL TALK A LITTLE BIT ABOUT COMPENSATION AND BENEFITS BUT I DO WANT TO RECOGNIZE THAT OBVIOUSLY WE'RE STILL IN THE BEGINNING OF 23, 24 BUDGET CONVERSATIONS AND SO THERE WILL BE MUCH MORE DETAIL THAT YOU WILL HEAR AND RECEIVE AS WE GO FURTHER INTO THIS PROCESS. THIS IS NOT MEANT TO SUBSTITUTE ANY OF THOSE DETAILED BUDGET CONVERSATIONS. BUT JUST AS AN OVERVIEW, WE ARE CONSTANTLY ANALYZING OUR SURROUNDING DISTRICTS TO SEE WHAT ARE THEY DOING, HOW DO WE COMPARE, AND DO WE HAVE AN OPPORTUNITY TO DO SOMETHING BETTER. WE ARE ALREADY AT THE PLACE WHERE OTHER DISTRICTS ARE TALKING ABOUT NEXT YEAR STARTING TEACHER SALARY AND NEXT YEAR'S RAISES SO IT IS ALREADY ON, IT IS HAPPENING RIGHT NOW. THAT IS A PROCESS THAT WE WILL CONTINUE TO DO GOING INTO THE SUMMER MONTHS AND SO THAT AS YOU GET INTO THOSE EXTENDED BUDGET CONVERSATIONS YOU'LL HAVE THE DATA YOU NEED TO MAKE AND THE DECISIONS YOU NEED TO MAKE. WE CONDUCTED A SALARY STUDY IN '16 OR '17 I BELIEVE, AND WE ARE IN THE MIDDLE OF COMPLETING A SALARY STUDY NOW AS THAT IS FINALIZED OUR APPROACH TO LOOKING AT THAT INFORMATION IS GOING TO BE TO LOOK AT THE RECOMMENDATIONS AND REALLY USE THE FRAMEWORK OF PRIORITIZING, WHAT DO THE RECOMMENDATIONS SHOW, WHAT CAN WE PHYSICALLY HANDLE, BUT THEN ULTIMATELY, WHAT IS THE CONTEXT OF WHAT WE'RE TALKING ABOUT BECAUSE IT'S REALLY EASY TO HAVE RECOMMENDATIONS FOR A SALARY STUDY OR A STAFFING STUDY AND JUST THINK WELL, IF YOU JUST DID THIS THEN WE'RE GOOD. WELL, THERE'S AN IMPACT OF EVERYTHING. THERE ARE EMPLOYEES WHO ARE ON THE RECEIVING END OF THESE DECISIONS WHETHER IT'S A STAFFING CHANGE OR A SALARY CHANGE AND WE WANT TO BE COGNIZANT OF THE FACT THAT OKAY WE HAVE TO MAKE SURE THAT WHATEVER THE DECISION IS THAT YOU SUPPORT ALONG THE WAY WE HAVE TAKEN THAT INTO ACCOUNT THAT, YES THERE MAY BE SOME CHANGES THAT ARE YEAR 1 CHANGES OR YEAR 2 OR 3 WE WILL HAVE AN IMPLEMENTATION BUT WE WANT TO BE VERY CAREFUL AND UNDERSTAND THAT EVERY DECISION IMPACTS A LOT OF PEOPLE. [03:05:03] WE CURRENTLY HAVE A SURVEY OPEN TO ALL EMPLOYEES TO TALK ABOUT BENEFITS AND TO GET IDEAS FROM EMPLOYEES ABOUT WHAT THEY WOULD LIKE TO SEE OR WHAT THEY THINK IS A PRIORITY FOR THEM, WHETHER THAT IS ADDITIONAL COMPENSATION OR ADDITIONAL BENEFITS. I'M HAPPY TO SAY THAT RIGHT NOW IT'S BEEN OPEN FOR A FEW DAYS. REALLY, I THINK IT'S ABOUT FOUR OR FIVE DAYS MAYBE. WE ALREADY HAVE 1,246 RESPONSES. THE EMPLOYEES ARE PAYING ATTENTION AND THEY ARE GIVING US A LOT OF GREAT FEEDBACK. WE ASKED THEM, WHAT IS A PRIORITY? BETTER COMPENSATION OR BETTER BENEFITS. THEN AFTER THAT QUESTION, WE REALLY ASK THEM ABOUT BOTH, REGARDLESS OF WHICH ONE THEY CHOSE AND THEY GET TO PRIORITIZE, IS IT BEREAVEMENT LEAVE, IS IT PAID MATERNITY LEAVE, IS IT BUYING BACK ANY ACCRUED DAYS THAT I HAVEN'T USED WHEN I RETIRE OR IS IT EXPANDING DAYCARE SERVICES OR ADVANCED STIPENDS? WE'RE REALLY LOOKING FORWARD TO WHEN THAT SURVEY CLOSES. WE'RE GOING TO HAVE A REALLY SOLID AMOUNT OF QUALITY DATA FROM OUR ACTUAL EMPLOYEES SO THAT WHEN WE START LOOKING AT CHANGING ANYTHING BENEFITS OR COMPENSATION, IT ALIGNS WITH WHAT THEY'RE TELLING US BECAUSE WE KNOW THEIR RESOURCES ARE SO SCARCE RIGHT NOW WE DON'T WANT TO TRY SOMETHING AND THEN REALIZE THAT IT REALLY ISN'T WHAT THEY WERE LOOKING FOR AT ALL. WE'RE VERY EXCITED ABOUT THAT INFORMATION. THEN AS WE DO EVERY YEAR WE'LL BE LOOKING AT THE RATES FROM TRS. MR. PAYTON AND HIS TEAM WILL WAIT FOR THOSE RATES TO COME FORWARD AND THEN WE TAKE A LOOK AS A DISTRICT HOW CAN WE APPLY THAT TO THE INSURANCE AND THE BENEFITS THAT EMPLOYEES HAVE IN A WAY THAT IS AS LEAST DISRUPTIVE OR AT LEAST IMPACTFUL AS POSSIBLE PARTICULARLY WHEN IT COMES TO HOW MUCH COMES OUT OF THEIR CHECK EVERY MONTH. WE'RE FORTUNATE THIS YEAR THAT THE CHANGES THAT YOU SUPPORTED EMPLOYEES DID NOT SEE AN INCREASE AND REALLY ANY OTHER PLANS. CORRECT MR. PAYTON? THEY WERE ABLE TO CONTINUE COVERAGE WITHOUT HAVING THAT COST GO UP. >> IT'S IMPORTANT TO NOTE THAT BECAUSE IT'S A LEGISLATIVE YEAR, THERE'S GOING TO BE MUCH CONVERSATION AROUND WHAT THIS LOOKS LIKE AND SO WE DON'T ANTICIPATE HAVING THAT NUMBER UNTIL JUNE. THANK YOU. >> NEXT STEPS. JUST SEVERAL THINGS AGAIN. JUST TO ANALYZE THE STAFFING STUDY AND THE SALARY STUDY. I'M LUMPING THEM BOTH IN TOGETHER BECAUSE ULTIMATELY WE NEED TO DEVELOP A MULTIYEAR PLAN FOR NOT ONLY PRIORITIZING THE RECOMMENDATIONS BUT THEN AN APPROPRIATE WAY TO ACTUALLY IMPLEMENT THEM. WE WILL CONTINUE TO COLLECT FEEDBACK FROM OUR EMPLOYEES. IT IS A BIG PART OF WHAT WE DO NOT JUST WITH SURVEYS OR FOCUS GROUPS BUT WITH LET'S TALK, WITH THE STRATEGIC PLANNING MEETINGS THAT WE'VE HAD NOT JUST THIS YEAR BUT GOING ALL THE WAY BACK TO THE 2017 MODEL OF STRATEGIC PLANNING. A LOT OF THE FEEDBACK HAS LED TO THINGS LIKE THE EMPLOYEE DAYCARE OR ADDING VISION TO THE BENEFITS OR THE HEALTH CLINICS, SO WE REALLY EMPHASIZE THE IMPORTANCE OF US LISTENING AND THEN MAKING THINGS HAPPEN. THEN WE'LL CONTINUE TO BENCHMARK POSSIBLE 23, 24 STARTING TEACHER SALARY. WE WILL REACH OUT TO OUR BUDDIES AND DISTRICTS AROUND US. HOPEFULLY THEY MIGHT SHARE SOME INFORMATION BUT THINGS GET PRETTY COMPETITIVE BUT WE DO UNDERSTAND THAT IT'S IMPORTANT TO BRING NEW INFORMATION AND DATA THAT HELPS US LAND ON A GREAT DECISION AND THEN ULTIMATELY WE JUST FEED RIGHT INTO THE REST OF THE 23, 24 BUDGET PROCESS. I HAVE JUST A HANDFUL OF SLIDES LEFT AND I'LL QUICKLY GO THROUGH THIS. WE CAN TALK ABOUT NATIONAL BOARD CERTIFICATION. BRIEFLY WHAT THIS IS, IS A NATIONALLY RECOGNIZED CERTIFICATION AND IN THE PAST HAS NOT BEEN AS EMPHASIZED IN TEXAS BUT WITH THE IMPLEMENTATION OF THE TEACHER INCENTIVE ALLOTMENT THERE IS NEW OPPORTUNITY FOR TEACHERS TO NOT ONLY ACHIEVE THEIR NATIONAL BOARD CERTIFICATION BUT TO HAVE IT MAKE A DIFFERENCE NOT ONLY IN THEIR QUALIFICATIONS BUT ALSO THEIR COMPENSATION BECAUSE IT IS ATTACHED TO THE TEACHER INCENTIVE ALLOTMENT. AGAIN, I THINK MORE THAN 125,000 TEACHERS ACROSS ALL 50 STATES HAVE ACHIEVED THEIR BOARD CERTIFICATION SO IT IS A VERY PRESTIGIOUS PROCESS AND IT'S A VERY CUMBERSOME PROCESS, AND BY THAT I JUST MEAN YOU HAVE TO WORK HARD TO EARN THIS. JUST A FEW BENEFITS IN TERMS OF HOW IT SUPPORTS TEACHERS, EVERY ASPECT OF THIS IS PEER REVIEWED. THERE'S A COHORT THAT'S IN PLACE RIGHT NOW AND SO WE DO WANT TO EMPHASIZE THAT WE HAVE BEEN WORKING WITH REGION 10 WITH A TWO-YEAR PARTNERSHIP TO HELP SUPPORT A COHORT OF TEACHERS AS THEY WORK TO EARN THEIR NATIONAL BOARD CERTIFICATION. HERE YOU'LL SEE THAT IT IS A PARALLEL PART OF THE TEACHER INCENTIVE ALLOTMENT PROCESS. ON THE RIGHT SIDE YOU'LL SEE THE LOCAL OPTIONAL TEACHER DESIGNATION SYSTEM. JUST FOR CONTEXT, THAT IS THE SYSTEM THAT WE HAVE IN PLACE AT OUR FOUR TEACHER INCENTIVE ALLOTMENT CAMPUSES, [03:10:03] FOREST LANE ACADEMY, THURGOOD MARSHALL, RISD ACADEMY AND BUKHAIR ELEMENTARY. THAT PROCESS STARTED YEARS AGO WORKING WITH THOSE CAMPUSES, GETTING BUY-IN FROM THEM, APPLYING TO TEA, HAVING IT VERIFIED AND VALIDATED. THAT SYSTEM IS UP AND RUNNING RIGHT NOW. TEACHERS HAVE THE POSSIBILITY OF EARNING A DESIGNATION WITH A CORRESPONDING ALLOTMENT. WHAT'S INTERESTING ABOUT THE NATIONAL BOARD CERTIFICATION PIECE IS, IF I AM A NATIONAL BOARD CERTIFIED TEACHER REGARDLESS OF THE CAMPUS WHERE I WORK, I AM GOING TO BASICALLY AUTOMATICALLY ACHIEVE A RECOGNIZED DESIGNATION THROUGH THE TEACHER INCENTIVE ALLOTMENT AND POTENTIALLY EARN A DESIGNATION. YOU'RE STILL HAVING TO WORK HARD TO EARN THE DISTINCTION OF BEING A NATIONAL BOARD CERTIFIED TEACHER BUT YOU HAVE THE POSSIBILITY OF EARNING ADDITIONAL COMPENSATION. HERE IS JUST A REVIEW OF THE THREE LEVELS THAT ARE POSSIBLE UNDER TEACHER INCENTIVE ALLOTMENT AND THE CORRESPONDING RANGE OF ADDITIONAL COMPENSATION. AGAIN, IF I'M A NATIONAL BOARD CERTIFIED TEACHER I AUTOMATICALLY GET THAT RECOGNIZED DESIGNATION AND COULD EARN ANYWHERE FROM 3,000-9,000D ADDITIONAL DOLLARS ON MY SALARY. AGAIN, IT'S IMPORTANT TO NOTE THAT ALL OF THIS PROCESS HAS TO BE VERIFIED AND VALIDATED. IT IS SUBMITTED TO TEA. THEY LET US KNOW WHETHER OR NOT IT HAS BEEN APPROVED FOR THESE INDIVIDUALS AND THEN LATER ON IN THE PROCESS THEY ALSO LET US KNOW EXACTLY HOW MUCH OF AN ALLOTMENT THAT TEACHER HAS EARNED. IT IS A VERY ITERATIVE PROCESS, THERE'S A LOT OF BACK-AND-FORTH BEFORE ANY ANNOUNCEMENT IS MADE. ANY TEACHER WHO EARNS A DESIGNATION THEY HAVE THAT DESIGNATION ON THEIR CERTIFICATE FOR FIVE YEARS. YOU CAN ALWAYS POTENTIALLY EARN A HIGHER DESIGNATION BUT IF I EARN AN EXEMPLARY DESIGNATION THROUGH OUR LOCAL DESIGNATION PROCESS I AM AN EXEMPLARY TEACHER THAT'S ON MY CERTIFICATE FOR FIVE YEARS, AND SO IT WON'T GO DOWN. I MIGHT BASED ON MY STUDENT GROWTH AND BASED ON THE SOCIOECONOMIC STATUS UP AT MY CAMPUS I MIGHT EARN A HIGHER DESIGNATION. AGAIN, THE POINT OF ALL THIS IS JUST TO PROVIDE EXTRA SUPPORT AND COMPENSATION AND INCENTIVE TEACHERS TO REALLY STAY IN THE CLASSROOM. THAT'S REALLY THE FOCUS OF THE TEACHER INCENTIVE ALLOTMENT. THESE ARE JUST A FEW PHOTOS AND THANK YOU AGAIN TO MISS GARY JEFFERSON AND HER TEAM BECAUSE THEY HAVE SUPPORTED THIS PROCESS FROM THE VERY BEGINNING. YOU'LL SEE A LOT OF PHENOMENAL PEOPLE HERE WHO HAVE GONE THROUGH TRACK 1 AND TRACK 2. AGAIN, IT'S A LOT OF HARD WORK AND THESE ARE THE LIST OF THE TEACHERS WHO ARE CURRENTLY IN THE PROCESS. AGAIN, THE GOAL FOR EACH OF THEM IS AT THE END OF THEIR TIME THEY WILL BE NATIONAL BOARD CERTIFIED TEACHERS AND AUTOMATICALLY EARN A RECOGNIZED DISTINCTION. I THINK IT'S ALSO IMPORTANT TO POINT OUT THAT IN THOSE GROUPINGS, YOU'LL SEE TEACHERS WHO ARE CURRENTLY AT OUR TIAA CAMPUSES, BUKHAIR ELEMENTARY, RISD ACADEMY. [LAUGHTER] THOSE FOLKS ARE WORKING EXTRA HARD. AGAIN, IT'S JUST AN OPPORTUNITY FOR THEM TO BE RECOGNIZED FOR THEIR QUALITY OF INSTRUCTION, THEIR QUALITY OF TEACHING AND JUST THE AMAZING JOB THEY DO TO HELP THE STUDENT GROWTH. THEN FINALLY AGAIN, WE'RE ALL ABOUT ADVERTISING. THERE'S AN INFORMATION MEETING, INTEREST MEETING FOR TRACK 3 IF ANYBODY IS INTERESTED. WITH THAT THANK YOU FOR YOUR TIME AND I'M HAPPY TO TAKE ANY QUESTIONS. THAT WAS GREAT. IT WAS A LOT BUT IT WAS GREAT. ANY QUESTIONS, COMMENTS, BOARD? MS. TIMMY. >> I DO JUST HAVE A QUICK ONE. JUST FROM THE BEGINNING LOOKING AT OUR DISTRIBUTION OF TEACHERS IN YEARS OF SERVICE. I KNOW THAT WE KEEP TALKING ABOUT LOOKING AT OUR BEGINNING YEAR TEACHER SALARIES WHICH WE ABSOLUTELY SHOULD DO. BUT SPEAKING AS A TEACHER MYSELF, A FORMER TEACHER I LEARNED SO MUCH FROM THOSE TEACHERS WHO HAD THAT YEARS OF EXPERIENCE THAT I DID NOT HAVE. I KNOW WHY THE DISTRIBUTION IS WHAT IT IS. IT'S INDICATIVE OF STATE AND NATIONAL TRENDS FOR SURE, BUT I SURE DO HOPE THAT WE LOOK AT AND MAKE SURE THAT WE'RE VALUING THE EXPERIENCE OF OUR VETERAN TEACHERS AND ALSO ACTIVELY LOOKING TO RECRUIT BECAUSE YOU JUST HAVE TO HAVE THAT MIX. YOU HAVE TO HAVE MENTORS, YOU HAVE TO HAVE PEOPLE WHO CAN HELP THEM THROUGH IT WHO ARE ON CAMPUS. WE HAVE LOTS OF SUPPORT FROM A CENTRAL LEVEL AND I THINK THAT'S AMAZING AND I HOPE WE CONTINUE TO DO THAT AS WELL. BUT HAVING SOMEBODY THAT YOU CAN GO TO ON THE DAYS, I DON'T KNOW. MY FIRST YEAR TEACHING I WAS JUST TRYING NOT TO CRY EVERY DAY. >> WE BOTH WERE. [OVERLAPPING] >> CHRISTINE AND I WERE FIRST YEAR TEACHERS TOGETHER. I JUST SAY THAT TO SAY WE HAVE GOT TO VALUE OUR VETERAN TEACHERS AND I HOPE THAT IN LOOKING AT THAT IN OUR BUDGET DISCUSSIONS AND WHAT WE'RE PUTTING OUT THAT WE ARE SHOWING THAT AS WELL. THAT'S ALL I WANT TO SAY. >> THANK YOU MS. TIMMY. WE REALLY APPRECIATE THAT. I HEAR SEVERAL YES AROUND THE HORSE SHOE, SO YES. THANK YOU. ANY OTHER COMMENTS, QUESTIONS? >> JUST ONE QUESTION ON THE NBC. MAYBE THAT'S NOT THE RIGHT ACRONYM BUT THAT'S WHAT I'M CALLING IT. >> THE NATIONAL BOARD. >> YES, THE NATIONAL BOARD. THIS IS A STATE-FUNDED ALLOTMENT? >> YES. [03:15:01] >> OKAY. >> THANK YOU, MS. MCGOWAN. >> I WILL ALSO JUST SAY THAT YES, IT'S STATE-FUNDED. IT CAME OUT OF HOUSE BILL 3, BUT EVERY INDICATION THAT I HAVE IS I'M LISTENING TO WHAT'S HAPPENING IN AUSTIN RIGHT NOW. THEY ARE CONTINUING TO REALLY SUPPORT THIS STRATEGY. I THINK THEY'RE GOING TO POUR ADDITIONAL FUNDS INTO BOTH THE TEACHER INCENTIVE ALLOTMENT AND THIS WORK BECAUSE AGAIN IT'S ONE OF THE WAYS TO TRY TO COMPENSATE TEACHERS ESPECIALLY THOSE THAT DEMONSTRATE THEY ARE HIGH PERFORMING. >> GREAT. ANYTHING ELSE, BOARD? >> CAN I SHARE [OVERLAPPING] SOMETHING ON TEACHER INCENTIVE ALLOTMENT RIGHT? IT'S ACTUALLY IN HOUSE BILL 3. IT'S ACTUALLY IN THE FUNDING FORMULA, CORRECT? IT'S NOT SEPARATE PART OF MONEY. IT'S ACTUALLY BUILT IN TO HOUSE BILL 3. IS THAT RIGHT? >> WELL, WE ONLY RECEIVE THE FUNDS IF [OVERLAPPING] YOU'RE DESIGNATED AS A TA. [OVERLAPPING] >> CORRECT. BUT IF YOU HAVE THAT DESIGNATION IS ACTUALLY BUILT INTO THE FUNDING FORMULA. >> CORRECT. YES. >> IN ORDER FOR THEM TO CHANGE IT OR TAKE IT AWAY FOR IT NOT TO BE A VIABLE OPTION, THEY WOULD ACTUALLY HAVE TO CHANGE [OVERLAPPING] THAT FUNDING FORMULA WHICH MAKES IT LESS LIKELY THAT THAT WOULD HAPPEN. >> CORRECT. YES. >> I PERSONALLY JUST WANT TO SAY I'M EXCITED THAT WE ARE GOING TO REACH OUT TO MORE HBCUS TO TRY TO GET A LITTLE BIT MORE DIVERSE CANDIDATES IN RECRUITING MORE DIVERSITY, BUT MY QUESTION TO YOU ALSO IS, ARE WE MAKING OTHER EFFORTS OUTSIDE OF HBCUS? ARE THERE OTHER THINGS THAT WE'RE DOING TO CONNECT WITH MORE DIVERSE CANDIDATES? I DON'T KNOW, CHURCHES, MAZBA, THE BLACK SCHOOL BOARD ASSOCIATION, JUST THINGS LIKE THAT THAT WE MAY WANT TO PARTNER WITH TO BRING IN MORE DIVERSE CANDIDATES FOR OUR STEP. >> I DON'T THINK WE DO ALL OF THOSE RIGHT NOW, BUT I DEFINITELY APPRECIATE THE IDEAS OF HOW WE CAN DO A BETTER JOB OF THAT. THAT WE'RE OPEN TO ANYTHING AND WE'RE REALLY OPEN TO ANYTHING BECAUSE IT'S THAT IMPORTANT. >> AGAIN, MY HEART GOES OUT. I'M FROM AN HBCU, SO I'M THERE. >> YES, MA'AM. >> THE EFFORT THERE IS GREAT, BUT I'D ALSO LIKE TO HEAR MORE ABOUT, MOVE IT A LITTLE FURTHER TOWARD THE SOUTH INSTEAD OF LOOKING MORE IN PLANO IN FRISCO WILL BE PRETTY COOL. >> I GOT YOU. >> JUST THOUGHT. >> YES, MA'AM. >> ANY ADDITIONAL QUESTIONS? FEEDBACK? THANK YOU SO MUCH, MR. GOODSON. THAT WAS GREAT. THANK YOU. THANK YOU. THANK YOU. OUR NEXT ITEM IS A BUDGET DISCUSSION. MS. BRANUM. >> I'M GOING TO TURN IT. >> HOLD ON. >> I THINK IT'S BREAK TIME. >> YES. >> WE'VE GOT SOME BREAKERS. [LAUGHTER] LET'S TAKE A WOULD YOU GUYS SAY FIVE, 10 MINUTES? [BACKGROUND] I'LL CALL IT WHEN I SEE YOU ALL COME BACK. HOW ABOUT THAT? [LAUGHTER] WELL, MAYBE I NEED TO BE MORE SPECIFIC. [LAUGHTER]. >> WE'RE GOOD, BRIAN? WE'RE GOOD? NOW WE'VE RETURNED FROM BREAK. WE'RE GOING TO GO AHEAD AND GET STARTED. I'M GOING TO START OUT WITH MR. PATE. [IV.F. 2023-2024 Budget Discussion] >> THANK YOU, MRS. HARRIS, MS. BRANUM. I THOUGHT I WAS TOLD TO START. I'M SORRY. [LAUGHTER] JUST AGAIN TO GO OVER OUR FINANCIAL CHALLENGES, WE HAVE DECREASING ENROLLMENT RESULTING IN REDUCED FUNDING, ACCESS CAMPUS CAPACITY, SMALLER CAMPUSES, AND LOWER STUDENT-TO-STAFF RATIOS. WE WILL LOOK AT SOME MORE INFORMATION ON OUR STUDENT-TO-STAFF RATIOS IN THIS PRESENTATION TONIGHT. INFLATION IS CERTAINLY INCREASING YOUR COSTS AND WE'VE NOT HAD LEGISLATIVE RELIEF SINCE REALLY 2019 WHEN THE BASIC ALLOTMENT WAS INCREASED. THEN AS WE'VE BEEN TALKING ABOUT OUR COMPETENT STAFF COMPENSATION IS BELOW MARKET RESULTING IN DIFFICULTY RETAINING AND RECRUITING STAFF. OUR BUDGET OBJECTIVE REMAINS THE SAME FROM LAST PRESENTATION LOOKING AT A MULTIFACETED APPROACH TO ADDRESS OUR BUDGET CHALLENGES. TONIGHT WE'RE LOOKING AT PHASE 2. WE'LL BE GOING THROUGH SOME BUDGET EFFICIENCIES, MORE PEER DISTRICT COMPARISONS, SOME DISCUSSIONS ABOUT OPTIONS TO INCREASE REVENUES, SOME EXPENDITURE ANALYSIS, AND JUST A BRIEF DISCUSSION OF THE STAFFING STUDY. I JUST WOULD LIKE TO POINT OUT AT THIS POINT THAT THIS IS ALL JUST INFORMATION I'M WANTING TO SHARE WITH THE BOARD AND THE PUBLIC, AND THERE ARE NO DECISION POINTS IN TONIGHT'S MEETING. LOOKING AT BUDGET EFFICIENCIES, [03:20:02] OOPS, WENT TOO FAR. FOR THE 22-23 BUDGET, WE'VE ELIMINATED 14 CENTRAL OFFICE POSITIONS AT A COST OF ABOUT $1.2 MILLION. THOSE POSITIONS ARE DETAILED OUT THERE. IN OUR WORK ON THE 23-24 BUDGET, WE'VE IDENTIFIED EFFICIENCIES TOTALING A LITTLE OVER TWO-AND-A-QUARTER MILLION DOLLARS AND AS WE CONTINUE THE BUDGET PROCESS THIS SPRING, WE WILL BE INCREASING THIS LIST AND ADDING DETAILS ON ADDITIONAL BUDGET EFFICIENCIES. SOME OF THE CONSIDERATIONS WE HAVE GOING SO FAR FOR THE 23-24 BUDGET, CERTAINLY ESSER FUNDING AVAILABLE TO SUPPLANT THE GENERAL FUND IN 23-24. WITH THE VACANCIES WE'VE RUN IN THE ESSER FUNDING POSITIONS, WE BELIEVE THERE WILL BE A POSITIVE IMPACT ON THE 23-24 GENERAL FUND. WE'RE GOING TO BE ABLE TO SUPPLANT AGAIN IN 23-24. THE MULTI-YEAR FINANCIAL PROJECTIONS THAT I HAD GIVEN YOU WHEN WE ADOPTED THE BUDGET IN JUNE OF '22 DID NOT HAVE ANY SUPPLANTING IN 23-24. WE WILL BE ADDING THAT IN FOR 23-24, AND WE'LL BE TAKING A LOOK AT THAT AT FUTURE BOARD MEETINGS. THERE'S A POSITIVE POSITION THERE, WE DISCUSSED THE ESSER POSITIONS EARLIER AND REALLY WE'RE LOOKING TO ABSORB THOSE INTO SOME VACANCIES THAT WE HAVE, SO OPTIMISTIC THAT THOSE ESSER POSITIONS WILL HAVE A NEUTRAL IMPACT ON THE BUDGET. I'VE BEEN FOLLOWING A NEWS FEED THING IN TESLA FORUM UPDATES, EXCUSE ME, AND THERE HAS BEEN A LOT OF DISCUSSION ABOUT PROPERTY INSURANCE WHICH WE CERTAINLY SAW A NEGATIVE IMPACT ON OUR BUDGET FROM PROPERTY INSURANCE BACK IN THE FALL WITH A $900,000 INCREASE. EVERYBODY NOW IS LOOKING AT DISCUSSING THAT THEIR INSURANCE BROKERS ARE TELLING THEM ALL OVER THE STATE WHETHER THEY'VE HAD A CLAIM OR NOT, TO EXPECT A 25 TO 40 PERCENT INCREASE IN PROPERTY INSURANCE FOR THE UPCOMING YEAR. OUR DALLAS CENTRAL APPRAISAL DISTRICT COSTS ARE INCREASING $77,000. I HAD A MEETING WITH THEM ON TUESDAY AND THAT IS OUR SHARE OF THE BUDGET THEY'RE EXPECTING TO ADOPT, AND THEN OF COURSE, THE LEGISLATIVE UNCERTAINTY WHICH REALLY IS UNKNOWN, IT JUST COMPLICATES THE BUDGET PROCESS EVERY TWO YEARS. WE CERTAINLY EXPECT SOME POSITIVES, INCREASE FUNDING COMING OUT OF THE BUDGET PROCESS, BUT THERE'S ALSO INCREASED EXPENDITURE REQUIREMENTS OF UNFUNDED MANDATES THAT WILL LIKELY COME OUT OF THAT AND CERTAINLY AS WE GO THROUGH THE BUDGET PROCESS, THIS SLIDE WILL ALSO BE UPDATED. THE ONE THING THAT I REALIZED EARLIER THIS EVENING AND IT WAS TOO LATE TO CHANGE THIS PRESENTATION, BUT THAT I WAS NEGLIGENT AND LEFT OFF THIS SLIDE WAS EVERY YEAR GOING INTO EVERY BUDGET WE ALWAYS PLAN FOR AND EXPECT A SALARY INCREASE. I SHOULD HAVE PUT THAT ON THIS SLIDE, BUT IT'S SUCH A CONSTANT AND A GIVEN FOR ME. I FORGOT TO HIGHLIGHT IT. I WILL BE ADDING THAT TO THIS SLIDE FOR THE NEXT PRESENTATION. OUR PEER DISTRICTS DO A LITTLE BIT OF PEER DISTRICT COMPARISON SAME GROUP THAT WE'VE HAD AND I JUST WANTED TO LOOK AT SOME EXPENDITURES HERE. THIS IS EXPENDITURES PER STUDENT IN THE GENERAL FUND AND THIS IS ALL GENERAL FUND COSTS EXCEPT RECAPTURE AND THE APPRAISAL DISTRICT. DISTRICTS DON'T HAVE ANY SAY IN THEIR APPRAISAL DISTRICT COST. IT IS JUST WHAT THEY'RE BILLED. EVERYBODY PAYS THEM, AND THEN RE-CAPTURE IS SO ALL OVER THE BOARD AND SO DISTRICT SPECIFIC THAT I'VE PULLED THAT OUT OF THERE. I JUST WANT TO POINT OUT WE USE THESE COMPARISONS TO HELP US IDENTIFY OPTIONS FOR REDUCING COST. THIS IS A STARTING POINT. WE DO NEED TO DIG MORE INTO THIS ANALYSIS AND THERE ARE SOME SLIDES THAT TAKE US A LITTLE FARTHER IN THERE. JUST AGAIN A REMINDER, AND I'VE SAID THIS BEFORE, BUT EVERY DISTRICT MAKES CHOICES TO BEST SERVE THEIR STUDENTS, STAFF, AND TAXPAYERS. THERE ARE TRADE-OFFS FOR EVERY DECISION AND EACH COMMUNITY IS DIFFERENT. AGAIN, I JUST WANT TO RE-EMPHASIZE, THIS IS NOT MEANT TO SAY ANY DISTRICT IS GOOD OR BAD. JUST THIS IS THE COST THAT CAME ABOUT IN THE COST STRUCTURE THAT RESULTED FROM DISTRICTS MAKING THE DECISIONS THEY NEEDED TO MAKE TO SERVE THEIR STUDENTS AND STAFF. [03:25:05] OUR GENERAL FUND PAYROLL EXPENDITURES ON A PER STUDENT BASIS, WE ARE SPENDING MORE ON PAYROLL THAN OUR PEERS. LATER IN THIS PRESENTATION, WE'LL LOOK AT SOME STAFFING RATIOS THAT WILL SHED A LITTLE MORE LIGHT ON THIS. THE GENERAL FUND, PROFESSIONAL AND CONTRACTED SERVICES EXPENDITURES. AGAIN, I'VE TAKEN OUT SOME COST HERE, I'VE EXCLUDED RECAPTURE AND THE APPRAISAL DISTRICT COST. THE UTILITIES, THOUGH, ARE INCLUDED IN THIS CATEGORY AND WE GENERALLY HAVE A FAIRLY LOW PER PUPIL EXPENDITURES IN THIS CATEGORY EVEN WITH UTILITIES BUILT IN THERE. THIS SLIDE, WHAT I'VE TAKEN IS GENERAL FUND PAYROLL PLUS CONTRACTED SERVICES. BUT I'VE AGAIN EXCLUDED RECAPTURE APPRAISAL DISTRICT COST, AND THIS TIME I'VE PULLED UTILITIES OUT OF IT. THE GOAL OF THIS COMPARISON IS TRY TO DO AN APPLES TO APPLES COMPARISON ON ALL STAFFING COST. SOME DISTRICTS WILL OUTSOURCE CUSTODIAL, SOME DISTRICTS WILL OUTSOURCE TRANSPORTATION. WE EVEN NOW HAVE OUTSOURCED SUBSTITUTE TEACHERS, WELL, THAT'S NOT REFLECTED IN THESE NUMBERS HERE BECAUSE WE JUST STARTED THE OUTSOURCING OF SUBSTITUTES THIS YEAR, BUT IT TRIES TO GET A CONSISTENT COMPARISON ON STAFFING COST. THAT'S WHY I'VE COMBINED GENERAL FUND BOTH THE PAYROLL AND CONTRACTED SERVICES. YOU CAN SEE, WHILE WE'RE NOT AT THE VERY TOP HERE IN EXPENDITURES PER STUDENT, WE ARE CLOSER TO THE TOP. SUPPLIES AND MATERIALS ON THIS NEXT PAGE, WE'RE ON THE LOW END WITH OUR PEER DISTRICTS. SAME WITH OTHER OPERATING COST. THIS INCLUDES PROPERTY INSURANCE, ELECTION COST, AND TRAVEL. WOULD JUST POINT OUT THAT WITHIN THIS COMPARISON GROUP, WE HAVE MIDLAND ISD, ECTOR COUNTY ISD. WELL, I HAVEN'T LOOKED SPECIFICALLY AT WHAT'S DRIVING THIS, IT'S A LOT FARTHER FOR THEM TO TRAVEL TO COMPETE IN UIL ACTIVITIES, FOR INSTANCE, BECAUSE THERE'S NOT AS MANY LARGE SCHOOLS AROUND THERE. AGAIN, IT'S WHY SOME OF THESE NUMBERS IS ALWAYS JUST A STARTING POINT AND WE NEED TO DIG INTO THEM IF WE SEE AN OPPORTUNITY HERE THAT WE WANT TO EXPLORE FOR REDUCING OUR COST. OUR STAFFING COMPARISON TO SAME PEER DISTRICTS THAT I SHOWED YOU AT THE START OF THIS. WANT TO WALK YOU THROUGH THIS FIRST SLIDE JUST A LITTLE BIT, BECAUSE ALL THE FOLLOWING SLIDES ARE CONSISTENT WITH THIS. ON THE LEFT-HAND SIDE THERE, THE STUDENTS PER STAFF, IT'S REVERSED. THE SMALLER NUMBER IS AT THE TOP, THE LARGER NUMBER IS AT THE BOTTOM. SIX AT THE TOP, IN THIS CASE, 10 AT THE BOTTOM. THIS IS REALLY LOOKING AT, I'VE REFERRED TO AS A SPAN OF CONTROL. IN OUR CASE, THERE ARE 6.58 STUDENTS FOR EACH STAFF PERSON. THIS DOES NOT CONSIDER THOUGH THE OUTSOURCE STAFF THAT I TALKED ABOUT PREVIOUSLY, SUCH AS CUSTODIANS OR BUS DRIVERS. THE SMALLER THE NUMBER, GENERALLY, INDICATES AN INCREASED COST AND SO THAT'S WHY I'VE REVERSED THE SCALE. THE LARGER THEORETICAL COST WOULD BE MORE TOWARDS THE TOP. I'VE ALSO ON EVERY ONE OF THESE SLIDES, TO GIVE YOU A LITTLE BIT OF PERSPECTIVE, I'VE INCLUDED RICHARDSON ISD'S FTES, FULL-TIME EQUIVALENT STAFF PERSONS ON EACH SLIDE, AND I'VE GIVEN YOU THE 2022 FTE NUMBER. AGAIN, THIS IS ALL FUNDS. THE DATA SOURCE THAT I USE FOR THIS DOES NOT PROVIDE A BREAKOUT FOR GENERAL FUND AND SAY THE VARIOUS GRANT FUNDS OR EVEN SO FUNDS. I GET GOOD DATA, BUT I DON'T ALWAYS GET ALL OF THE DATA THAT I WANT. AGAIN, ON THAT SLIDE, RICHARDSON ISD STUDENTS PER STAFF PERSON ARE 6.58. THE LARGEST STUDENTS PER STAFF IS 9.22. OUR STUDENTS PER ASSISTANT SUPERINTENDENT RATIO, WE HAVE SIX PERSONS IN FISCAL YEAR '22 CODED AS ASSISTANT SUPERINTENDENTS. THIS ALSO GETS INTO A DATA QUALITY ISSUE A LITTLE BIT, AND I DON'T MEAN THAT BAD, [03:30:01] BUT JUST DIFFERENT DISTRICTS CONSIDER PEOPLE IN DIFFERENT ROLES. WHILE WE THINK OF CABINET AS ONE GROUP OF PEOPLE, EVERYBODY DOES NOT INTERPRET THOSE DEFINITIONS THE SAME WAY. THE OTHER THING I WOULD POINT OUT IS THIS IS ACTUALLY FILLED POSITIONS. I SHOULD HAVE SAID THAT WHILE AGO. IF WE HAVE A POSITION, IT'S VACANT, WE'RE TRYING TO FILL IT. THIS IS ALL BASED ON ACTIVE EMPLOYEES AND IT'S ALL AS OF THE PIM SNAPSHOT DATE. YOU MAY SEE WE COULD ALSO HAVE A CASE WHERE WE NEED TO HAVE AN OVERLAP IN STAFF SO ONE PERSON IS RETIRING, ONE PERSON WAS HIRED, BUT WE'RE OVERLAPPING THE POSITION. YOU COULD SEE ON THAT DAY TWO PEOPLE, EVEN THOUGH WE NORMALLY WOULD IN A FULL YEAR, WE'RE REALLY ONLY HAVING ONE PERSON IN THAT POSITION. SPEECH THERAPIST, WE HAVE 69.77 FTES AND OUR ACTUAL STUDENTS PER SPEECH THERAPIST IS 539.39 TO ONE. TEACHER FACILITATORS. WE'RE AT 401 STUDENTS PER TEACHER FACILITATOR. THE LOWEST SPAN OF CONTROL, IF YOU WILL, IS 215.71 TO ONE, EDUCATIONAL DIAGNOSTICIANS. WE HAVE 44.5 OF THOSE POSITIONS, FTES AND OUR SPAN OF CONTROL WE'RE AT 845.69 TO ONE. STUDENTS PER PRINCIPAL. WHEN THIS DATA WE HAVE 56 PRINCIPALS AND 672 STUDENTS PER PRINCIPAL AND THAT BECOMES A LITTLE BIT OF A FACTOR RELATED TO THE SMALLER ELEMENTARY CAMPUS SIZES THAT WE TALKED ABOUT AT THE PREVIOUS MEETING. ASSISTANT PRINCIPALS. YOU CAN SEE STARTING IN 2019, THE SHIFT THERE WHEN WE STARTED ADDING ASSISTANT PRINCIPALS BASED ON THE RESULTS OF THE TRE, BECAUSE THAT WAS PART OF OUR PLAN WITH THE TRE WAS TO FUND ASSISTANT PRINCIPALS AT EVERY CAMPUS. THEN OUR STUDENT TEACHER RATIO. SORRY, I GOT AHEAD OF MYSELF SOMEHOW. THERE WE GO. OUR STUDENT-TEACHER RATIO IS 12.74-1. AGAIN, I WOULD REMIND YOU, THIS IS ALL TEACHERS, ALL FUNDING SOURCES, AND IT INCLUDES OUR TITLE-FUNDED TEACHERS, IT INCLUDES SPECIAL EDUCATION TEACHERS, VARIETY OF CLASS SIZES. BUT AGAIN, JUST ALL FUNDS. STUDENT-NURSE RATIO, NOT THE MINIMUM THERE, BUT VERY CLOSE. OUR STUDENT-COUNSELOR RATIO, WE HAVE 120 COUNSELORS THIS DATA POINT, AND WE ARE AT AN AVERAGE OF 312 STUDENTS PER COUNSELOR. LIBRARIANS, 771 LIBRARIANS PER STUDENT. THEN THIS NEXT SECTION, I WANT TO JUST START THE CONVERSATION ON SOME OPTIONS THAT CAN BE CONSIDERED TO INCREASE REVENUE. WE'LL LOOK AT OPEN ENROLLMENT TO NON-RESIDENT STUDENTS, CHOICE PROGRAMMING TO ENCOURAGE RESIDENT STUDENTS TO RETURN, THE REMOVAL OF THE LOCAL OPTIONAL HOMESTEAD EXEMPTION, AND THEN WHAT WOULD THE REVENUE THAT COULD BE PRODUCED IF THE BOARD WAS TO CHOOSE TO HAVE A VOTER APPROVAL TAX RATE ELECTION OR VATRE. I'VE INCLUDED THE CAMPUS CAPACITY SLIDES AGAIN JUST AS A POINT OF REFERENCE FOR THE DISCUSSION ON OPEN ENROLLMENT AND THE CHOICE PROGRAMMING, BUT I'M NOT GOING TO READ THROUGH THAT SLIDE AGAIN. THE SAME WITH THE CAMPUS CAPACITY AFTER THE MIDDLE SCHOOL TRANSFORMATION. WHAT IS OPEN ENROLLMENT? THE DISTRICT COULD OFFER DISTRICT TRANSFER OPPORTUNITIES TO FAMILIES OUTSIDE OF THE RISD ATTENDANCE ZONES ON A TUITION-FREE BASIS. [03:35:01] CURRENTLY, WE DO THAT FOR STUDENTS OF OUR RISD STAFF AND STUDENTS IN THEIR SENIOR YEAR. IT'S A VERY LIMITED POPULATION OF STUDENTS THAT CAN ATTEND RISD SCHOOLS IF THEIR FAMILIES DON'T RESIDE HERE. SEATS ARE ONLY OFFERED WHEN THE CAMPUS IS AT LESS THAN 90% OF THE THRESHOLD TO ALLOW FOR ZONE NEIGHBORHOOD STUDENTS TO ATTEND THE NEIGHBORHOOD SCHOOL. WE DON'T EVER WANT TO CREATE A SITUATION WHERE A FAMILY MOVES DOWN ACROSS THE STREET FROM OUR CAMPUS AND THEY ARE UNABLE TO ATTEND THAT CAMPUS. WE ALWAYS WANT TO KEEP CAPACITY FOR THE FOLKS THAT ZONED TO GO TO SCHOOL THERE. CAMPUS CAPACITY FOR INCREASED ENROLLMENT. BASED ON OUR SECONDARY ENROLLMENT OR SECONDARY CAPACITIES, WE'RE LOOKING AT ABOUT PROBABLY 3,000 STUDENTS AS AN APPROXIMATE CAPACITY. CERTAINLY, WE WANT TO MAKE SURE THAT IF A STUDENT STARTS WITH US, THEY HAVE ROOM TO MOVE THROUGH THE SYSTEM WITH US. BASED ON OUR DEMOGRAPHER REPORT, OUR CAPACITY IN 23, 24, AND BEYOND WILL BE INCREASING ASSUMING NO CHANGES AND NO FILLING OF SEATS WITH FOLKS THAT ARE NON-RESIDENTS OR NEW RESIDENTS MOVING IN. THIS WOULD REQUIRE A POLICY CHANGE FOR US TO DO OPEN ENROLLMENT AND WE DO NOT PROVIDE TRANSPORTATION FOR THAT AND OTHER DISTRICTS DO NOT PROVIDE TRANSPORTATION FOR THAT TYPE OF OPEN ENROLLMENT. WHAT REVENUE ARE WE TALKING ABOUT IF THE BOARD CHOOSES TO DO OPEN ENROLLMENT? UNDER CURRENT LAW, ABOUT $7,200 A STUDENT, NET OF RECAPTURE. I'VE GIVEN YOU ESTIMATES THERE FOR ONE STUDENT, 100, 250, 500, AND 1000 STUDENTS. IN THE FIRST YEAR OF SOMETHING LIKE THIS, IT WOULD PROBABLY BE RIGHT AROUND THAT 500, MAYBE A LITTLE OVER SO WE'RE TALKING PROBABLY SOMEWHERE AROUND $4 MILLION OF REVENUE IN YEAR 1. SOME OF THE IMPLICATIONS FOR OPEN ENROLLMENT. IT WOULD INCREASE OUR REVENUE, TRY TO MAXIMIZE THE USE OF THOSE SEATS, MAXIMIZE ENROLLMENT, POTENTIAL TO PRESERVE CAMPUS OPERATIONS BY FILLING THOSE SEATS, INCREASE THAT UTILIZATION. SOME OF THE CONCERNS, OF COURSE, ARE WHAT'S IT GOING TO DO TO THE CULTURE OF OUR CAMPUSES, AND JUST THE ENROLLMENT COMPLEXITY AND HOW THAT'S GOING TO IMPACT INTRA-DISTRICT TRANSFER PRIORITIES. WHAT POLICIES DO WE WANT TO PUT IN PLACE IF THERE'S SPACE AT A PARTICULAR CAMPUS AND WE HAVE CURRENT ENROLLED STUDENTS WHO WANT TO GO THERE SHOULD AND WILL WE GIVE THEM PREFERENCE OVER STUDENTS NOT RESIDING IN THE DISTRICT? THAT THAT LAYER OF COMPLEXITY COMES INTO THIS TYPE OF A PROGRAM. A POTENTIAL TIMELINE FOR IMPLEMENTATION. WE'D CERTAINLY NEED TO REVIEW THE BOARD POLICY FDA LOCAL AND CREATE IMPLEMENTATION GUIDELINES. RIGHT NOW WE'LL PLANNING TO PRESENT THOSE AT THE MARCH 30TH BOARD MEETING. WE WOULD POST ON THE WEBSITE AND CREATE A LET'S TALK CHANNEL. BOARD COULD ADOPT REVISIONS TO POLICY FDA LOCAL AT THE APRIL 13TH BOARD MEETING. APPLICATIONS CAN OPEN THEN FROM APRIL 17TH TO MAY 19TH, AND TRANSFER APPROVAL NOTIFICATIONS COULD BEGIN AS EARLY AS THE WEEK OF MAY 22ND. LOOKING AT CHOICE PROGRAMMING THAT IS ATTRACTING BACK RESIDENT STUDENTS THAT ARE CURRENTLY NOT ATTENDING RISD SCHOOLS. WE HAVE APPROXIMATELY 2,300 STUDENTS ATTENDING OTHER PUBLIC SCHOOLS. WE'RE WORKING ON A SURVEY AND FOCUS GROUP TO FIND OUT WHY ARE THEY LEAVING? IS IT PARENTS WORKING IN ANOTHER DISTRICT OR PROGRAMMING THAT'S CURRENTLY NOT AVAILABLE IN RISD OR IS IT SOME OTHER REASON THAT'S NOT QUITE AS OBVIOUS? JUST TO POINT OUT RIGHT NOW, WE'VE GOT LESS THAN 2,300 STUDENTS ATTENDING OTHER PUBLIC SCHOOLS. YOU'VE GOT A LIST OF THE TOP ONES THERE ON THE RIGHT SIDE. I WILL POINT OUT THAT IF YOU ADD THOSE UP, THAT ONLY TOTALS UP TO 2,061. IT'S BECAUSE THE DATA THAT WE GET FROM TEA, IF THE NUMBER OF STUDENTS ATTENDING A CHARTER OR OTHER PUBLIC SCHOOL DISTRICT IS BELOW A CERTAIN NUMBER, THEY DON'T GIVE US THOSE NUMBERS, [03:40:01] SO WE JUST GET A TOTAL AND THEN SELECTED NUMBERS FOR THESE LARGER SCHOOL DISTRICTS AND CHARTERS. I CAN'T EVER MAKE THE NUMBER ADD UP BASED ON THE DATA THAT'S AVAILABLE TO ME. WHAT'S THE DIFFERENCE BETWEEN CHOICE AND MAGNET PROGRAMMING? NEIGHBORHOOD SCHOOL, TRADITIONAL ATTENDANCE BOUNDARY SCHOOLS BASED ON THE AREA OF RESIDENTS. IN MAGNET PROGRAMMING, YOU'VE GOT OPEN ENROLLMENT INSIDE THE DISTRICT. IT CAN INCLUDE AN ACADEMIC REQUIREMENT TO ATTEND, OR YOU MIGHT HAVE AN ACADEMIC REQUIREMENT THAT GETS YOU IN, OR MAYBE A TALENT OR SKILL APPLICATION. LOTTERY-BASED ENROLLMENT SYSTEM TRANSPORTATION IS NORMALLY PROVIDED FOR MAGNET PROGRAMMING, AND THEN THE CHOICE OF INNOVATIVE PROGRAMMING, WE'VE GOT A COUPLE OF MODELS. YOU COULD CONSIDER OPEN ENROLLMENT. WHEN YOU STARTUP SCHOOL, THERE ARE NO ATTENDANCE BOUNDARIES. IT'S A PRIORITY-BASED ENROLLMENT BASED ON SOME SET OF GUIDELINES ADOPTED BY THE BOARD. I'VE ALSO SEEN OPTIONS WHERE YOU'VE GOT AN OPEN ENROLLMENT, BUT YOU TRY TO MAINTAIN SAY, 50:50 ENROLLMENT BETWEEN NEIGHBORHOOD STUDENTS AND THE TRANSFER OR CHOICE STUDENTS INTO THAT PROGRAM. CAMPUS IS IDENTIFIED BASED ON LOW NEIGHBORHOOD ENROLLMENT AND LARGER SEAT CAPACITY AVAILABLE. THERE'S A POSSIBLE TIMELINE THERE TOWARDS THE BOTTOM, BUT IF YOU'RE LOOKING AT SOMETHING LIKE THIS WOULD REALLY NOT START UNTIL THE 24 OR 25 SCHOOL YEAR BASED ON ALL THE WORK THAT WOULD NEED TO BE DONE TO IDENTIFY THE CAMPUS, SET THIS UP, AND GET THE STAFF TRAINED AND THE PROGRAMMING IN PLACE. THE REVENUE POTENTIAL FOR CHOICE PROGRAMMING IS EXACTLY THE SAME AS OPEN ENROLLMENT TO STUDENTS RESIDING OUTSIDE THE DISTRICT. ALL THE SAME EXACT NUMBERS. OTHER CONSIDERATIONS FOR CHOICE OF [NOISE] PROGRAMMING, WE WOULD NEED TO IDENTIFY A DIRECTOR. DO WE NEED TO DO FACILITY UPGRADES? WHAT ARE THE COSTS OF THE VARIOUS PROGRAMS? DO WE DO A PRIMARY YEARS PROGRAM, WHICH IS PART OF THE ABBEY PROGRAM SYSTEM? DO WE DO TWO-WAY DUAL LANGUAGE? STEM OR STEAM ACADEMIES? ALL OF THAT WOULD FACTOR INTO THE PROGRAM COST CONSIDERATIONS. ON THE LOCAL OPTIONAL HOMESTEAD EXEMPTION. AS WE'VE SAID BEFORE, RISD IS ONE OF ONLY THREE DISTRICTS AND DALLAS COUNTY THAT STILL OFFERS A LOCAL OPTIONAL HOMESTEAD EXEMPTION. NO SCHOOL DISTRICT IN COLLIN COUNTY OFFERS A LOCAL OPTIONAL HOMESTEAD EXEMPTION. IT IS CODIFIED IN THE TEXAS TAX CODE, SECTION 11.13. I HAVE CONSULTED WITH THE DISTRICT'S PROPERTY TAX COUNCIL AND THEY ADVISED ME THAT ANY DISTRICT WOULD NEED TO REPEAL A LOCAL OPTIONAL HOMESTEAD EXEMPTION BY JULY 1 OF THE APPLICABLE TAX YEAR. IF A DISTRICT WANTED TO REPEAL IT FOR THE TAX BILLS TO GO OUT ON OCTOBER OF 23, THEY WOULD NEED TO REPEAL IT BY JULY 1ST OF 23. A REPEAL HAS NO IMPACT ON OUR TAXPAYERS WITH AN EXISTING OVER 65 FROZEN TAX LEVY AND THE REMOVAL OF THE LOCAL OPTIONAL HOMESTEAD EXEMPTION WOULD INCREASE PROPERTY TAXES BY $597 ON A HOME WITH AN AVERAGE MARKET VALUE OF $453,767, AND THAT IS IF THAT HOME ONLY HAS THE REGULAR STATE-MANDATED HOMESTEAD EXEMPTION AND A LOCAL OPTIONAL HOMESTEAD EXEMPTION. THE REPEAL OF THE LOCAL OPTIONAL HOMESTEAD EXEMPTION BASED ON 21, 22 DATA, WOULD YIELD APPROXIMATELY $7.8 MILLION IN ADDITIONAL REVENUE TO THE DISTRICT NET OF RECAPTURE. A V-A-T-R-E OR VATRE, THE DISTRICT VOTERS APPROVED A TAX RATIFICATION ELECTION BACK IN NOVEMBER OF 2018 AND INCREASE THE M&O TAX RATE FROM $1.04-$1.17, WHEN THE TEXAS LEGISLATURE PASSED HOUSE BILL 3 IN 2019, THAT BEGAN M&O TAX RATE COMPRESSION AND I'VE LAID IT OUT ACROSS THE BOTTOM OF THE SLIDE FOR YOU. WE WENT FROM $1.17 M&O TAX RATE IN 18 AND 19 TO THE CURRENT M&O TAX RATE OF $96.46. [03:45:07] HOUSE BILL 3 HAS ACCOMPLISHED THE TAX RATE COMPRESSION THAT THE LEGISLATURE INTENDED. WE CAN ONLY GO TO VOTERS ANY DISTRICT AS I'VE SAID RSD HERE, BUT ANY DISTRICT CAN ONLY GO TO THE VOTERS IN THE NOVEMBER GENERAL ELECTION DATE FOR A V-A-T-R-E, IN OUR CASE WE CAN REQUEST AN ADDITIONAL $3.17 OF TAX RATE ON THE M&O TAXES. WE WOULD BE REQUIRED TO HAVE AN EFFICIENCY STUDY PERFORMED BY AN EXTERNAL PARTY. OUR EXTERNAL AUDITORS COULD PERFORM THAT AS PRESCRIBED AUDIT PROGRAM BY, I BELIEVE IT'S THE CONTROLLER'S OFFICE THAT MAINTAINS THAT PARTICULAR AUDIT PROGRAM. BASED ON OUR 21, 22 DATA, THE PASSAGE OF A V-A-T-R-E FOR THAT $3.17 WOULD PROVIDE A NET INCREASE IN REVENUE OF THREE MILLION DOLLARS. IT WOULD INCREASE RECAPTURE ABOUT A MILLION TO DECREASE STATE REVENUE $200,000, INCREASE TAX REVENUE $4.4 MILLION, BUT THE NET EFFECT FOR RICHARDSON ISD WOULD BE THREE MILLION DOLLARS. MOVING ON TO A LITTLE BIT OF GENERAL FUND EXPENDITURE ANALYSIS. WE'VE LOOKED AT THIS IN PIE CHART FORM, BUT JUST BREAKING OUT OUR JUNE 30, 2022 ACTUAL EXPENDITURES AMONG THE MAJOR OBJECT CODES, PAYROLL COSTS, CONTRACTED SERVICES PLUS MATERIALS, OTHER OPERATING DEBT SERVICE, CAPITAL OUTLAY. YOU CAN SEE THE ACTUALS AND THEN THE PERCENTAGE OF EXPENDITURES ON THE FAR RIGHT. LOOKING AT OUR GENERAL FUND PROFESSIONAL AND CONTRACTED SERVICES, THE WAY THIS SLIDE IS STRUCTURED, FOR TOTAL ACTUAL EXPENDITURES AND THE GENERAL FUND FOR CONTRACTED SERVICES WE'RE $23.9 MILLION. THE EXPENDITURE CATEGORIES THERE IN THE MIDDLE AND THAT ORANGE COLOR ARE THINGS THAT WE ABSOLUTELY HAVE TO DO. WE MAKE EVERY EFFORT TO REDUCE THOSE COSTS AS MUCH AS POSSIBLE, BUT WE ABSOLUTELY HAVE TO DO THOSE. WE ALWAYS ARE GOING TO HAVE LEGAL FEES. I CAN TELL YOU THAT BASED ON CONVERSATIONS WITH OTHER SCHOOL DISTRICTS OUR FEES WOULD BE MUCH HIGHER IF WE DID NOT HAVE IN-HOUSE COUNSEL. THAT 324 DOES NOT INCLUDE WHAT WE PAY HOUSE COUNSEL BECAUSE THIS IS PAYMENTS TO OUTSIDE LAW FIRMS. I DON'T WANT TO THINK ABOUT HOW MUCH LARGER IT WOULD BE. OUR AUDIT SERVICES WE HAVE TO HAVE AN EXTERNAL AUDIT EVERY YEAR IN STATE LAW. THE TAX APPRAISAL AND COLLECTION FEES, THAT IS WHAT WE PAY D-CAD. STUDENT ATTENDANCE CREDITS, THAT'S OUR RECAPTURE PAYMENT, AND THEN UTILITIES AND ATHLETIC OFFICIALS. WHEN YOU SUBTRACT TO THOSE ITEMS IN ORANGE FROM OUR TOTAL CONTRACTED SERVICES, YOU HAVE OUR REMAINING CONTRACTED SERVICES EXPENDITURES OF ABOUT $11.5 MILLION THAT HAVE SOME BIT OF DISCRETION IN THERE. BUT WE'RE STILL GOING TO END UP PAYING FOR SOME OF THOSE COSTS BECAUSE THOSE COSTS INCLUDE OUR SUPPLIES AND MATERIALS, PARTICULARLY CONSUMABLE TEACHING SUPPLIES, TECHNOLOGY SUPPLIES, OFFICE SUPPLIES, OTHER INSTRUCTIONAL MATERIALS, AND TESTING MATERIALS. SORRY, I SKIPPED A SLIDE [LAUGHTER] I GOT A LITTLE OVERZEALOUS THERE, EXCUSE ME. PROFESSIONAL CONTRACTED SERVICES INCLUDES OTHER CONTRACTED MAINTENANCE AND REPAIR, MISCELLANEOUS CONTRACTED SERVICES, AND THEN SOME PRINTING AND DUPLICATION COSTS, WHICH IS REALLY FAIRLY IMMATERIAL IN RELATION TO THE REST OF THOSE FOR CONTRACTED SERVICES. NOW LET'S MOVE ON TO SUPPLIES AND MATERIALS. LET'S SEE IF I CAN KEEP EVERYTHING LINED UP HERE. OUR TOTAL SUPPLIES AND MATERIALS EXPENDITURES AS OF JUNE OF 22 THAT WERE AUDITED, THAT IS ABOUT $9.8 MILLION. SOME OF OUR FIXED OR REQUIRED EXPENDITURES IN THAT CATEGORY FUEL FOR OUR MAINTENANCE VEHICLES AND OUR BUS FLEET, TESTING MATERIALS FOR THE PSAT TEST, AP, SAT TEST, AND THEN POSTAGE LEAVES US ABOUT $8.3 MILLION REMAINING AFTER WE TAKE THOSE OUT, AND WHAT'S INCLUDED IN THAT POPULATION NOW IS OTHER SUPPLIES AND MATERIALS, [03:50:06] THE TEACHING TECHNOLOGY SUPPLIES, OFFICE SUPPLIES, AND OTHER INSTRUCTIONAL MATERIALS, AND THEN JUST OTHER TESTING MATERIALS THAT ARE NOT PART OF THE SAT, AP TESTING. SAT, THAT STUFF. OTHER OPERATING INCLUDES, WE SPENT ABOUT $6.8 MILLION ON THAT, THAT INCLUDES STUDENT TRAVEL AND TRAINING, OUR INSURANCE COSTS THREE MILLION DOLLARS, THAT IS THE BULK OF THAT $6.8 MILLION, AND OTHER OPERATING EXPENDITURES. OUR ELECTION COST FLUCTUATES DEPENDING ON THE NUMBER OF ENTITIES CONDUCTING ELECTIONS EACH YEAR CHANGES OUR BILL BECAUSE THEY DO STILL STAND UP THE SAME NUMBER OF POLLING LOCATIONS, WHETHER ONE ENTITY OR 15 ENTITIES ARE PARTICIPATING. WE HAVE OUR STATUTORILY REQUIRED PUBLIC NOTICES, PAYMENTS TO FISCAL AGENTS, GRADUATION EXPENSE, STUDENTS AWARDS, ETC. BACKING THOSE ITEMS OUT, WE'RE LOOKING AT ABOUT $1.8 MILLION. THAT $1.8 MILLION INCLUDES EMPLOYEE TRAVEL, AND UNFORTUNATELY, WE ARE GOING TO HAVE SOME EMPLOYEE TRAVEL BECAUSE WE CAN NOT SEND THE STUDENTS OUT BY THEMSELVES. ALTHOUGH THERE WERE TIMES I WANTED TO SEND MY DAUGHTER OUT BY HERSELF, WHEN SHE WAS IN SCHOOL. ALSO INCLUDES DUES, ADVERTISING COSTS FROM FOOD CONSUMED BY EMPLOYEES, SOME OTHER MISCELLANEOUS OPERATING COSTS, STAFF AWARDS, THAT THING. WHAT ARE WE DOING FOR THE '23, '24 BUDGET PROCESS? WE`RE RIGHT NOW WORKING ON A ZERO-BASED BUDGETING PROCESS, I WILL SAY THAT IT IS NOT A PURE ZERO-BASED BUDGET, IT IS MORE OF A MODIFIED ZERO-BASED BUDGET BECAUSE WE HAVE STARTED OUR CAMPUSES, OUR DEPARTMENTS WITH HOW MUCH MONEY THEY HAD IN THE APPROVED BUDGET FOR '22, '23, BUT WE'RE REQUIRING THEM TO JUSTIFY EVERY LINE OF THEIR BUDGET REQUEST. MS. BRANUM AND I WILL BE GOING OVER THOSE. I KNOW SHE IS REALLY LOOKING FORWARD TO READING ALL OF THAT INFORMATION. CERTAINLY AFTER REVIEWING THAT, DEPENDING ON WHAT INFORMATION WE HAVE IN THERE, WE WILL BE BRINGING IN VARIOUS DEPARTMENTS FOR ONE-ON-ONE CONVERSATIONS. >> JUST WANT TO ADD THAT WHY THAT'S SO IMPORTANT SO THAT THE LAST 8-10 SLIDES THAT MR. PATE REVIEWED, WE'VE IDENTIFIED HERE THE DISCRETIONARY FUNDS IN EACH OF THOSE AREAS. NOW, LET'S TALK ABOUT AS A STAFF, WHERE DO WE HAVE THE OPPORTUNITY TO LEVERAGE SOME COST SAVINGS AND COST EFFICIENCY IN THOSE AREAS. ARE THERE THINGS NOW THAT WE'RE CURRENTLY SPENDING MONEY ON, THAT WE'RE NOT SEEING THE OUTCOMES THAT WE WANT AND WE NEED TO CAPTURE THOSE DOLLARS TO REDEPLOY THOSE DOLLARS OR TO SAVE THOSE DOLLARS AND MOVE THEM TOWARDS COMPENSATION. THAT'S REALLY THE EFFORT OF RETHINKING INSTEAD OF JUST ROLLING IT FORWARD AND LET'S JUST KEEP SPENDING THE SAME AMOUNT THAT WE DID THE PREVIOUS YEAR. LET'S REALLY ACCOUNT FOR EVERY DOLLAR AND FIND WHERE IN EACH OF THOSE BUDGET AREAS WE CAN CAPTURE SOME COST-SAVINGS. >> YES, I LIKE TO SAY WHAT ARE WE GOING TO STRATEGICALLY ABANDON? [LAUGHTER] WE'RE ALSO LOOKING AT LIMITING TRAVEL TO ONE OUT OF DISTRICT TRIP UNLESS APPROVED BY SUPERVISORS. JUST INCREASED CONTROLS OR INCREASED JUSTIFICATION ON THAT TRAVEL PROCESS. RESTRICTING CAMPUS DEPARTMENT SPIRIT WEARS, PARAPHERNALIA THERE, BUT SPIRIT WEAR'S A MORE SUCCINCT WAY TO SAY THAT AND THEN REDUCING OUR FOOD AND SNACK BUDGET. JUST WANT TO TALK VERY BRIEFLY ABOUT OUR STAFFING STUDY. THIS SLIDE IS STRAIGHT OUT OF THE STAFFING STUDY RESULTS. IT JUST TALKS ABOUT THE PLANNING AND DATA COLLECTION PROCESS FOR THAT. DR. GOODSON AND HIS TEAM, I DON'T EVEN WANT TO GUESS HOW MUCH TIME THEY SPENT PULLING DATA TO PROVIDE FOR THIS ACTIVITY. THE FOLKS DOING THE STAFFING SAY HE ALSO CONDUCTED INTERVIEWS, PHONE, EMAIL WITH VARIOUS DISTRICT STAFF PERSONS. THEN THEY WENT THROUGH AND BENCHMARKED US AND USING THE DATA LISTED THERE AT THE BOTTOM OF THE SLIDE FOR BENCH MARKING. OUR NEXT STEPS WITH THE STAFFING STUDY, WE ARE WORKING TO PRIORITIZE RECOMMENDATIONS USING A FRAMEWORK THAT REALLY EVALUATES THE IMPACT ON THE DEPARTMENTS, THE CAMPUSES, THE LEVEL OF SERVICE. WHAT'S IT GOING TO DO TO STAFF MORALE? WHAT IMPACT IS IT GOING TO HAVE ON OUR COMMUNITY? OF COURSE, OUR IMPACT ON THE BUDGET? THEN WE WANT TO COORDINATE COMMUNICATION TO RESPECT [03:55:03] OUR DEPARTMENTS AND CAMPUSES AND CREATE A MULTIYEAR PHASE AND APPROACH TO PRIORITIZED BASED ON THE STAFFING CHANGES. OUR NEXT MEETING, WE WILL GO LITTLE MORE IN-DEPTH INTO THE STAFFING STUDY REPORT. START LOOKING AT OUR SALARY STUDY RESULTS. I'M CURRENTLY WORKING ON COST OF A RAISE WITH DR. GOODSON, AND THEN WE'LL START LOOKING AT SOME EMPLOYEE BENEFITS. WITH THAT, I AM GLAD TO ANSWER ANY QUESTIONS. >> THANK YOU, MR. PATE. BOARD, COMMENTS, QUESTIONS. MS. PACHECO >> THANK YOU, MR. PATE, FOR THAT AWESOME PRESENTATION. I DO HAVE A QUESTION JUST BECAUSE I KNOW WE BELIEVE IN STRONG SUPPORT SYSTEMS TO MAKE SURE OUR TEACHERS ARE EFFECTIVE AND THEY HAVE THE RIGHT LEADERSHIP TO BE ABLE TO SUPPORT OUR STUDENTS AND REDUCE THAT EARNING GAP. WITH THAT, AND I SEE THAT ON YOUR PRESENTATION, THE LOW STUDENT-TEACHER RATIO THAT YOU MENTIONED. I KNOW THAT IF WE THINK ABOUT IT, THAT'S PROBABLY AN INCREASED COST. BUT DOES THIS HELP REDUCE THE ADMINISTRATIVE TASKS THAT TEACHERS HAVE TO DO AND SPECIALISTS SO THAT THEY CAN ACTUALLY FOCUS ON TEACHING AND TRAINING? >> I'LL TAKE THAT ONE. I THINK REALLY HAVING HER INTERVENTIONISTS HERE ARE AN EXAMPLE OF THE SUPPORTS THAT IT PROVIDES. BECAUSE YOU HEARD, ON AVERAGE, THEY'RE PULLING GROUPS WITHIN A DAY, 6-10 GROUPS, PROVIDING THAT RICH INTERVENTION IN BOTH READING AND MATHEMATICS. WITHOUT THAT SUPPORT, THAT WILL ULTIMATELY BE SOMETHING THAT WE WOULD BE LOOKING TO THE TEACHER TO IDENTIFY. WHERE IS THAT TIME, AND USUALLY IT'S GOING TO HAVE TO BE WHAT? BEFORE OR AFTER SCHOOL TO TRY TO FIND THAT TIME TO PROVIDE THAT INTERVENTION. IT'S ONE OF THOSE WHERE THE INTERVENTIONIST IS PLANNING THE INTERVENTION, THEY'RE FACILITATING THE INTERVENTION IN THEIR PROGRESS MONITORING. THEY'RE ENTERING THAT INFORMATION INTO BRANCHING MINDS SO THAT WE CAN DOCUMENT THEIR GROWTH FOR THE MTSS PROCESS, THAT'S NOT SOMETHING OUR TEACHERS HAVING TO DO AND THAT TEACHER IS JUST FOCUSING ON THAT QUALITY TIER 1 INSTRUCTION. THAT'S JUST ONE EXAMPLE OF HOW SOME OF THOSE ESSER POSITIONS AND THOSE ADDITIONAL WHY YOU SEE THAT INCREASE IN THE NUMBER OF T TYPES, IS BECAUSE WE HAVE PROVIDED SOME OF THOSE SUPPORTS IN THE LAST TWO YEARS. >> PERFECT. THANK YOU. I THINK THAT'S BENEFICIAL FOR OUR STUDENTS, SO THANK YOU FOR EXPLAINING THAT. >> THANK YOU, MS. PACHECO. MS. TIMMY? >> I JUST HAVE A QUESTION ON OPEN ENROLLMENT PIECE WHEN WE'RE TALKING ABOUT THAT. ARE WE SAYING THAT WE'RE NOT CHARGING ANYTHING? THEY'D BE ABLE TO TRANSFER INTO OUR DISTRICT AT NO CHARGE? >> YES, MA'AM. WE BENCHMARKED ALL OF OUR SURROUNDING DISTRICTS LIKE GARLAND AND OTHER DISTRICTS THAT ARE DOING THIS AND THEY ARE CURRENTLY NOT CHARGING. LOVEJOY IS PROBABLY THE CLOSEST DISTRICT TO US THAT IS CHARGING A TUITION, BUT MOST OF OUR SURROUNDING DISTRICTS, IF THEY HAVE THE SPACE AVAILABLE AND THEY MEET ALL OF THAT CRITERIA, THEY'RE NOT CHARGING TUITION. >> WHAT'S OUR NUMBER FOR OPEN ENROLLMENT, THAT WOULD ACTUALLY MAKE A SIGNIFICANT CHUNK WITHIN OUR BUDGET BY GOING THROUGH AN OPEN ENROLLMENT PROCESS FOR THE DISTRICT? I`M NOT LIKE ASKING FOR PREFERRED NUMBER. >> I THINK BASED UPON THE [OVERLAPPING] >> YOU JUST PUT IT THERE. >> YOU PUT IT UP THERE? YEAH. >> I'VE PUT THAT SLIDE UP THERE. >> JUST HOW MANY STUDENTS? >> OUR HOPE IF WE COULD GET SOMEWHERE BETWEEN THAT 250 AND 300 MARK, THAT WOULD BRING IN ALMOST ANOTHER TWO MILLION DOLLARS. THE STUDENT COUNT IS IN THE PARENTHESES. >> THE TWO LIKE THE BASE PLUS 250? >> YES. OUR REFINED ADA FISCAL YEAR '22 IS 34389. >> I DIDN'T UNDERSTAND THAT THAT WAY. WE'LL BE LOOKING AT THE POLICIES AND THINGS LIKE THAT BEFORE [OVERLAPPING] IMPLEMENTING JUST BECAUSE THEY WERE SUGGESTED POTENTIAL TIMELINES, THAT WOULD BE IF WE WANTED TO DO IT NEXT YEAR. THOSE AREN'T SET TIMELINES, SO WE HAVE THIS TIME, CORRECT? >> ABSOLUTELY. WE'RE JUST TRYING TO PROVIDE, IT REALLY WHAT TONIGHT WAS IS HERE'S A MENU OF OPTIONS THAT WE HAVE AVAILABLE TO INCREASE OPPORTUNITIES TO CREATE GAP IN OUR REVENUE SO THAT WE CAN PRIORITIZE COMPENSATION AND BENEFITS. THIS IS ONE THAT MAJORITY OF OUR DISTRICTS AROUND US HAVE ALREADY EMPLOYED THIS. GARLAND IN THE FIRST YEAR RECEIVED 600 NEW STUDENTS FROM OUTSIDE OF THE DISTRICT. IF WE HAVE A CHANCE AND IF WE FEEL LIKE WE CAN DO IT WELL, AND THAT IT NOT IMPACT THE IMPLICATIONS THAT MR. PATE SAID, IT'S AN OPPORTUNITY FOR THE BOARD TO EXPLORE. THE BOARD SAYS NO, THIS IS NOT SOMETHING THAT WE WANT TO DO, THEN THERE'S OTHER MENUS OF THINGS FOR US TO EXPLORE. [04:00:02] >> LET ME JUST SAY, I APPRECIATE YOU GUYS PUTTING ALL OF THIS OUT HERE THIS WAY, PUTTING OUT MENU OPTIONS, REALLY TALKING US THROUGH THEM [NOISE] TO YOUR POINT, LIKE YOU GUYS HAVE SAID EARLIER, I MEAN THEY'RE HAVE TO BE A LOT OF HARD DISCUSSIONS, BUT THE FACT THAT THERE'S REALLY TRANSPARENT OPTIONS AND REALLY JUST LOOKING AT ANYTHING AND EVERYTHING. ALSO TO THE FACT THAT TO CHOOSE WHERE INEFFICIENCIES BENEFIT OUR STUDENTS AND OUR STAFF AND WHERE THEY DON'T. HAVING THAT DISCUSSION, BUT TALKING ABOUT PULLING GROUPS TO HAVE THAT DISCUSSION LIKE IS THIS SOMETHING WE CAN OR CANNOT DO? I APPRECIATE THE TRANSPARENCY WITH THE STAFF, ALSO GIVEN COMMUNITY OPPORTUNITY FOR INPUT. THEN WHEN IT COMES DOWN TO IT, WE'LL BE ABLE TO MAKE THE CHOICES THAT WE FEEL LIKE BEST SERVE OUR DISTRICT. I APPRECIATE THAT. >> THANK YOU, MS. TIMMY. MS. MCGOWAN. >> DOES V-A-T-R-E, DOES THAT INCREASE OUR PROPERTY TAXES? >> YES. I'M TRYING TO FIND THAT SLIDE. WELL, I KNOW I HAD IT IN HERE SOMEWHERE. YES, IT WOULD. I DID NOT CALCULATE, I'LL SAY ON THE AVERAGE HOME VALUE, BUT IT WOULD INCREASE OUR TAX REVENUE, AN ESTIMATE OF ALMOST FOUR-AND-A-HALF MILLION DOLLARS, THAT WOULD DECREASE OUR STATE REVENUE, IT WOULD INCREASE OUR RECAPTURE, WHICH WOULD REDUCE OUR NET REVENUE. WE WOULD GET ABOUT THREE MILLION DOLLARS. BUT FOR THE INDIVIDUAL TAXPAYER, THE HOMEOWNER, FOR INSTANCE, EVERYTHING ELSE BEING EQUAL, IT WOULD INCREASE THEIR TAX BILL. NOW, HOW THAT WOULD WORK IN COMBINATION WITH THE WAY HOUSE BILL 3 IS CURRENTLY OPERATING AND IT IS COMPRESSING THE TAX RATE. WOULD THE TAX RATE COMPRESS MORE THAN THE 3.17 SINCE HERE? YES. IN ALL LIKELIHOOD, IT WOULD. IT HAS HISTORICALLY BEEN COMPRESSING MORE THAN THREE CENTS. WHAT WOULD THE HOMEOWNERS APPRAISAL DO? ALL OF THAT PLAYS INTO THE INDIVIDUAL PROPERTY OWNERS TAX IMPACT. I CAN RUN ESTIMATES FOR YOU ON ANY SCENARIO, BUT THE GENERAL ANSWER IS YES, IT COULD IMPACT PEOPLE'S INDIVIDUAL TAX BILLS. >> ANYTHING ELSE, MS. MCGOWAN? YOU'RE GOOD. ALL RIGHT. MS. RENTERIA? >> MAYBE THIS IS A QUESTION FOR MS. BRANUM. CAN YOU TALK OR EXPLAIN A LITTLE BIT MORE ON CHOICE PROGRAMMING? SINCE WE'RE TALKING ABOUT WHAT, 2,300 RISD STUDENTS THAT ARE ATTENDING OTHER SCHOOLS. WOULD THAT FALL INTO SAYING HAVING A PARTICULAR PROGRAM LIKE A DUAL LANGUAGE PROGRAM OR SOMETHING? >> YES, MA'AM. WE KNOW, FOR EXAMPLE, WE'RE LOSING 700 STUDENTS TO HARMONY, WE'RE LOSING A SIGNIFICANT AMOUNT OF STUDENTS TO INTERNATIONAL LEADERSHIP OF TEXAS. I'M ACTUALLY CONNECTED WITH MR. CLARKE TODAY TO START THINKING ABOUT DEVELOPING OUR SURVEY, I WANT TO REACH OUT TO THOSE PARENTS. WE ALL HAVE THEIR EMAILS BECAUSE THEY ARE LEAVERS. THEY ONCE WERE IN OUR DISTRICT AND THEY'RE NO LONGER IN OUR DISTRICT, SO I WANT TO FIND OUT FROM THEM, WHY DID YOU LEAVE? WHAT WAS IT? WAS IT THAT YOU WANTED A SMALLER ENVIRONMENT? THEY OFFERED A SPECIFIC PROGRAM THAT WE WERE NOT CURRENTLY OFFERING. WAS THERE SOME OTHER THING THAT INFLUENCED YOUR DECISION? WHAT WOULD IT TAKE TO GET YOU BACK? WHAT PROGRAMMINGS COULD WE OFFER THAT YOU MIGHT FIND ATTRACTIVE ENOUGH TO SAY YOU WANT TO COME BACK OR ALSO PREVENT US FROM LOSING ANY FUTURE STUDENTS TO ANOTHER CHOICE PROGRAMMING. I WANT TO BE THE DISTRICT, WE ARE HEARING A LOT IN AUSTIN AROUND PARENT CHOICE, AND I VERY MUCH WANT OUR DISTRICT TO BE SEEN AS AN OPPORTUNITY WHERE PARENTS HAVE CHOICE TO FIND THE RIGHT ENVIRONMENT FOR THEIR STUDENTS, AND SO HOW COULD WE EXPAND THOSE OPTIONS? IT'S CRITICALLY IMPORTANT TO ME TO MESSAGE THAT THAT DOES NOT MEAN AT THE EXPENSE OF OUR MAGNET PROGRAMMING. THIS DISTRICT HAS INVESTED FOR THEIR HEART AND SOUL INTO ENSURING OUR MAGNET CAMPUSES, OUR EXEMPLARY CAMPUSES THAT ARE PROVIDING AMAZING OPPORTUNITIES FOR STUDENTS, AND WE WOULD NOT DO ANYTHING AT THE EXPENSE OF THOSE CAMPUSES. WE WOULD HAVE THE OPPORTUNITY, I THINK, TO REALLY DO SOME STRENGTHENING OF THOSE AND REALLY DO SOME MORE DEFINITION AROUND WHAT THE CHOICES WITHIN THE MAGNET PROGRAMMING, WHILE ALSO PROVIDING MAYBE SOME THINGS THAT AREN'T CURRENTLY AVAILABLE IN THE MAGNET PROGRAM. [04:05:04] I HOPE THAT PROVIDES A LITTLE CLARITY. I THINK THERE ARE A LOT. AGAIN, WE'RE NOT ON THE BLEEDING EDGE OF THIS WORK. THERE ARE A LOT OF DISTRICTS AROUND US THAT HAVE REALLY PIONEERED SOME REALLY AMAZING CHOICE PROGRAMMING THAT WE CAN LEARN FROM BEING INSPIRED AND FIGURE OUT WHAT IS BEST FOR US IF THIS IS THE DIRECTION THAT THE BOARD WOULD LIKE FOR US TO GO FORWARD WITH. >> ABSOLUTELY, NO. THANK YOU FOR CLARIFYING THAT BECAUSE I THINK THAT THAT'S AN IMPORTANT POINT IN THE DIFFERENCE BETWEEN THOSE MAGNET PROGRAMS AND SUSTAINING THOSE, KEEPING THOSE AND SEEING WHAT THEY'RE FOR, AND THEN LOOKING AT WHAT THAT CHOICE PROGRAMMING LOOKS LIKE FOR OUR DISTRICT, SO THANK YOU. >> YEAH, DEFINITELY. ANY ADDITIONAL QUESTIONS, MR. EAGER? >> I THINK IT'S JUST MORE COMMON. THANK YOU MR. PATE FOR THE TRANSPARENCY AND LEVEL OF DETAIL HERE. WHILE IT MAY BE A LITTLE OVERWHELMING, BUT IT IS BASICALLY DEMONSTRATING THAT WE'RE LOOKING AT EVERYWHERE THERE'S EFFICIENCY, AND I LIKE THE FACT THAT YOU GAVE US POINT OF CONTEXT BECAUSE A LOT OF TIMES WE CAN SAY THAT WE'RE AVERAGING ACTS, BUT IT'S HOW WE'RE DOING COMPARED TO OTHER DISTRICTS, AND THEN THE OTHER OPTIONS OF NOT ONLY WHERE CAN WE DRIVE EFFICIENCIES, WHERE CAN WE TIGHTEN UP OUR EXPENSES, BUT ALSO THE OPTIONS FOR WHAT CAN WE DO TO CREATE MORE CHOICE PROGRAMS? WHAT CAN WE DO TO RAISE UP AND MAKE IT EVEN MORE APPEALING FOR STUDENTS TO COME TO RICHARDSON FOR THE OUTCOMES THAT WE'RE PRODUCING, THE OPTIONS WE HAVE AND THE GREAT COMMUNITY THAT WE HAVE. THANK YOU FOR PUTTING ALL TOGETHER, BUT THIS IS A LOT TO DIGEST. WE'RE GOING TO BE HAVING TO MAKE SOME DECISIONS, BUT THAT'S WHY WE'RE IN THE SEAT. THANK YOU FOR ALL THE WORK THAT'S PUT INTO THIS. >> YOU'RE WELCOME. >> ABSOLUTELY. MS. MARIA. >> I ALSO JUST WANTED TO THANK YOU, MR. PATE. I DIDN'T SAY THAT IN THE BEGINNING, BUT I THINK IT'S IMPORTANT TO STATE THAT I REALLY DO APPRECIATE ALL THE WORK AND ALL THE DETAIL AND ALL THE TRANSPARENCY, SO THANK YOU SO MUCH. >> YOU'RE WELCOME. >> ANY ADDITIONAL QUESTIONS? MR. POTEET. >> [OVERLAPPING] REAL QUICK, THE PROJECTION SLIDE THAT WE USUALLY SEE LOOKING AT OUR BUDGET AND OUR FUND BALANCE AND THE MULTIYEAR, CAN WE INCLUDE THAT WITH EACH ITERATION OF THIS JUST BECAUSE THAT GIVES US SOME BEARING ON WHAT OUR SITUATION IS AND WHAT THE NUMBERS WERE DEALING WITH OUR, AND THAT WOULD JUST INSTEAD OF ME GOING BACK, FUNDED A PREVIOUS. >> YES, SIR. I'LL BE GLAD TO ADD THAT IN. >> I APPRECIATE THAT. THEN THE OTHER THING IT JUST SAY AS WE TALK ABOUT THIS, I KEEP SAYING OVER AND OVER MY HEAD THOUGH, WE'VE GOT TO BE FOCUSED ON THE OUTCOMES OF THE STUDENTS. THIS ISN'T JUST A DOLLAR, MONEY DECISION. OBVIOUSLY, THOSE TWO THINGS ARE TIED LIKE EVERYTHING IS IN A SCHOOL DISTRICT TO MONEY, BUT WE HAVE TO LOOK AT IT FROM THAT LENS OF EVERY DECISION THAT WE MAKE, WHAT'S THE IMPACT GOING TO BE ON THE OUTCOMES AND THE GROWTH OF THE STUDENTS? THAT'S JUST SOMETHING I KEEP HAVING TO TELL MYSELF OVER AND OVER. IT'S PROBABLY GOOD FOR ALL OF US TO REMIND OURSELVES THROUGHOUT THESE CONVERSATIONS BECAUSE IT'S EASY TO GET DRAWN INTO JUST THE NUMBERS TO REACH A NUMBER, BUT REALLY WE GOT TO COME BACK AND LOOK AT IT IN THE CONTEXT OF THE STUDENTS. WE'RE NOT GOING TO ATTRACT STUDENTS FROM OUTSIDE THE DISTRICT IF THERE'S NOT A REASON TO COME HERE. THAT'S THE LENS THAT I WANT TO JUST KEEP REPEATING. THANKS. >> I SO APPRECIATE YOU SAID THAT BECAUSE I ALSO THINK WHY WE'VE BEEN, AGAIN, AT LEAST OUR ATTEMPT HAS BEEN, OUR INTENT, HAS BEEN TO BE VERY TRANSPARENT. WITH EVERY DECISION, THERE IS AN IMPLICATION AROUND IT. EVEN IF WE ARE ATTRACTING OTHER STUDENTS FROM ANOTHER DISTRICT, WE KNOW THAT THERE ARE IMPLICATIONS AND THINGS THAT WE HAVE TO BE VERY THOUGHTFUL ABOUT IF WE MOVE FORWARD WITH THAT. IF WE EVEN CONSIDERED A CERTAIN HOMESTEAD EXEMPTION OR THIS, THERE ARE IMPLICATIONS WITH THAT THAT WE HAVE TO CONSIDER. WELL, MAY LOOK EASY JUST LIKE JUST CUT 20% OF AN X BUDGET CODE AND THAT'S NO BIG DEAL. WELL, THAT IS A SIGNIFICANT DEAL IF IT MEANS WE'RE CUTTING A PROGRAM OR WE'RE CUTTING A RESOURCE OR SUPPORT THAT IS MAKING A DIFFERENCE FOR OUR TEACHERS, THUS MAKING A DIFFERENCE FOR OUTCOMES FOR KIDS, AND I THINK THAT'S WHY IT'S COMPLEX FOR SURE. THIS TEAM IS UP FOR THE TASK, AND I THINK AS WE MOVE INTO THE NEXT CONVERSATION WHERE WE NEED TO UNDERSTAND THE MARKET AROUND COMPENSATION AND BENEFITS AND WHAT IS THE IMPLICATION IF WE'RE GOING TO COMPETE WITH OUR NEIGHBORING DISTRICTS, [04:10:03] HERE IS THE NUMBER WE NEED TO BE ABLE TO BE COMPETITIVE AND TO RETAIN THE BEST. NOW, GIVE US A GOAL FOR, HERE IS THE CAPACITY THAT WE NEED IN THE BUDGET TO GET CLOSE TO THIS. THEN I THINK THAT WILL THEN, I THINK, PROVIDE ALL OF US WITH THE PATHWAYS OF HOW DO WE GET THERE. >> GOOD STUFF. ANY ADDITIONAL QUESTIONS? COMMENTS? MS. PACHECO. >> MS. BRANUM REMINDED ME OF A QUESTION. I THINK THIS IS FOR MR. PAYTON. FOR THE HOMESTEAD EXEMPTION SLIDE, I THINK IT SAID IT WAS AN INCREASE OF ABOUT $600, 500 AND SOMETHING. >> YES, IT'S 597 ON HOME WITH THE AVERAGE. >> FOUR HUNDRED AND FIFTY THOUSAND. >> FOR AVERAGE MARKET VALUE IN THE DISTRICT. >> IS THAT THE INCREASE FOR THE YEARLY TAX? >> YES, $597 WOULD BE THE INCREASE IN THE ONE-YEAR TAX BILL. >> GOT IT. I JUST WANTED TO UNDERSTAND IT BECAUSE I WASN'T SURE IF IT WAS THAT AMOUNT FOR THE MONTHLY ESCROW OR IF IT WAS THE FULL AMOUNT AND THEN MONTHLY ESCROW WOULD BE LIKE 50 PER MONTH. >> YES. EVERYTHING THAT I PREPARE IS ALL ON THE ANNUAL JUST THE TAX BILL ITSELF BASIS. I DON'T GET INTO WHAT CHANGES WOULD BE IN OUR HOMEOWNER'S MONTHLY ESCROWS JUST BECAUSE I KNOW THAT DIFFERENT MORTGAGE COMPANIES HAVE DIFFERENT REQUIREMENTS, AND THEN WE HAVE SOME OF OUR TAXPAYERS THAT DON'T ESCROW. I JUST TRIED TO STICK WITH PURELY THIS IS WHAT THE TAX BILL IS. [NOISE] OF COURSE, THE MORTGAGE COMPANIES DON'T EVER WANT YOUR ESCROW TO DROP TO ZERO OR A NEGATIVE AND SO THEY ARE GOING TO GENERALLY BILL YOU SOME FACTOR ABOVE WHAT THEY THINK THE TAXES ARE GOING TO BE. THAT'S ALWAYS AN UNPLEASANT EXPERIENCE FOR OUR HOMEOWNERS WHEN THEY GET THAT NEW STATEMENT FROM THE MORTGAGE COMPANY THAT SAYS, "OH, WE'VE INCREASED YOUR ESCROW PAYMENT BY A LOT." >> THANK YOU SO MUCH FOR CLARIFYING THAT. I JUST WANTED TO MAKE SURE THAT WAS A YEARLY TOTAL. I APPRECIATE THAT. OR AN ESTIMATOR YEARLY. >> THANK YOU, MS. PACHECO. MS. RENTERIA. >> MR. PAYTON, ON THAT SAME SLIDE, IT SAYS HERE ONLY THREE DISTRICTS IN DALLAS COUNTY. DO YOU KNOW WHO ARE THOSE THREE JUST OFF THE TOP OF YOUR HEAD? >> YES, IT'S US, DALLAS ISD AND HIGHLAND PARK ISD, IRVING AND COPPELL AT ONE TIME OFFERED A LOCAL OPTIONAL HOMESTEAD EXEMPTION. ONE ELIMINATED THEIR HOMESTEAD EXEMPTION IN '04 AND THE OTHER IN '05. I THINK COPPELL ELIMINATED THEIRS IN '04 AND IRVING ELIMINATED THEIRS IN '05. I ONLY HAVE RECORDS BACK TO 1999 FOR DALLAS COUNTY, SO I CAN'T TELL YOU IF ANYBODY OFFERED ONE PRIOR TO THAT DATE. >> THANK YOU. ANY ADDITIONAL QUESTIONS? COMMENTS? THANK YOU SO MUCH, MR. PAY. WE REALLY APPRECIATE IT. IT'S A GREAT INFORMATION. THANK YOU. [IV.G. Discussion of Legislative Issues] OUR NEXT ITEM IS THE LEGISLATIVE UPDATE FROM LIZ MORRIS, LEGISLATIVE LIAISON. I DIDN'T SEE YOU WAY BACK THERE LIZ. I WAS LIKE, IS SHE STILL HERE, COME ON DOWN. [BACKGROUND] >> GOOD EVENING, EVERYBODY. THANK YOU FOR HAVING ME HERE TO TALK ABOUT MY FAVORITE SUBJECT, THE TEXAS LEGISLATURE. YOU ALL MIGHT HAVE QUESTIONS ALREADY, SO I'M GOING TO GO THROUGH THIS IN CASE YOU DO. WE'LL GO THROUGH IT QUICKLY. TOMORROW IS THE LAST DAY TO FILE BILLS. UNLESS YOU'RE THE GOVERNOR AND YOU CAN GET SOMEBODY TO FILE A BILL ON ONE OF YOUR PRIORITIES. THE INTERESTING THING IS, IS THAT OUT OF THE 30 AGENDA ITEMS IN THE SENATE, RIGHT NOW ONLY 16 BILLS HAVE BEEN FILED. SO TOMORROW WILL BE A VERY BUSY DAY WITH THEIR PRIORITIES PLUS EVERYTHING ELSE. ANYWAY THAT WE EXPECT MORE BILLS TO BE FILED THIS SESSION THAN LAST SESSION, BUT THAT DOESN'T MEAN MORE WILL PASS. IT JUST MEANS MORE WILL DIE AT THE VERY END BECAUSE WE RAN OUT OF TIME. FOR SCHOOL DISTRICTS, I WILL JUST TELL YOU THAT WHAT HAS BEEN PROPOSED SO FAR ON SEVERAL ITEMS LIKE PROPERTY TAX RELIEF, [04:15:01] BASIC ALLOTMENT INCREASE, SAFETY ALLOTMENT INCREASE, THOSE HAVE BEEN DISAPPOINTING. THERE'S A BILL THAT WAS FILED IN THE HOUSE THAT FOR SCHOOL FINANCE THAT INCREASES THE BASIC ALLOTMENT BY $50. NOW, THERE ARE TWO OF THEM. THESE THINGS ARE GOING TO GO THROUGH A WHOLE LOT OF CHANGES BEFORE WE DO IT. IT'S NOT TIME TO GET REALLY TOO EXCITED OR TOO DISAPPOINTED, BUT GIVEN AS MUCH MONEY AS THE STATE HAS, IT IS DISAPPOINTING THAT THEY HAVEN'T COME UP WITH A LITTLE BIT MORE AND THERE ARE COURSE CONSPIRACY THEORIES, AS YOU MIGHT IMAGINE, OF THINGS WHY THIS IS HAPPENING BUT I DON'T EVEN KNOW WHAT ALL THOSE ARE. WE WON'T TALK ABOUT THAT. NEXT WEEK, THE HOUSE COMMITTEE IS GOING TO HERE 12 BILLS. NOTHING THAT'S GREAT BIG NECESSARILY. WE HAVE SOME OTHER BILLS AND I'M FLIPPING THROUGH MY NOTES HERE TO TRY TO PICK UP THE REAL HIGHLIGHTS. WHAT'S INTERESTING TO ME IS THE SUPPLEMENTAL BILL. SORRY THERE'S A BUG. THERE IS A SUPPLEMENTAL BILL, SENATE BILL 30. WHAT IT DOES IS IT BALANCES OUT BETWEEN WHAT IS BEING SPENT IN THIS CURRENT BIENNIUM WITH THE MONEY THAT THEY HAVE. IT'S A PLACE WHERE THEY HAVE SOME EXTRA FUNDING. IN THAT OF MOST INTEREST AND I'M GOING TO READ THIS PART TO YOU. THE SENATE FINANCE COMMITTEE ALREADY ADOPTED IT. THIS SUPPLEMENTAL APPROPRIATIONS BILL IS NECESSARY EVERY SESSION TO BALANCE THE DIFFERENCES BETWEEN THE ESTIMATED VALUES AND THE ACTUAL VALUES. DAVID, I KNOW YOU HAVE TO DEAL WITH THAT A LOT TOO, AS WELL AS TO PROVIDE SPENDING OPPORTUNITIES IN THE CURRENT FISCAL YEAR THAT WE'RE STILL IN WITH OTHER PRIORITY OR EMERGENCY ITEMS. NOW BECAUSE OF HIGHER THAN EXPECTED RECAPTURE DUE TO PROPERTY VALUES, HIGHER THAN EXPECTED PROPERTY VALUES ACROSS THE STATE AND LOWER THAN EXPECTED ADA OR ENROLLMENT NUMBERS, SENATE BILL 30 INCLUDES A REDUCTION OF THE FOUNDATION SCHOOL PROGRAM OF 8.2 BILLION DOLLARS. THAT MEANS IN THE ORIGINAL BUDGET WAS 8.2 BILLION DOLLARS MORE, WHICH IS PART OF WHAT IS FEEDING THE SURPLUS THAT WE HAVE. IT'S JUST INTERESTING WHEN YOU LOOK AT SOME OF THE CHARTS TO SEE THAT THE MONEY IS COMING FROM LOCAL PROPERTY TAX PAYERS, WHICH IS WHY THEY ARE SO INTENT ON OFFERING PROPERTY TAX RELIEF. I'LL TELL YOU THIS, IT WAS INTERESTING, SOME OF THE TALK I'VE BEEN HEARING ABOUT WHAT'S GOING TO HAPPEN WITH PROPERTY TAX RELIEF AND THE FIRST THING PEOPLE ARE TALKING ABOUT IS THAT THERE'S GOT TO BE A SPECIAL SESSION. WE'VE GOT TOO MANY REALLY COMPLEX ISSUES THAT NEED TO BE SOLVED. SPENDING SOME OF THE SURPLUS PROPERTY TAX RELIEF, HOW WE'RE GOING TO FUND SCHOOLS, WHAT WE'RE GOING TO DO ABOUT TEACHERS, AND WHAT WE'RE GOING TO DO ABOUT SCHOOL SAFETY. I WILL STOP THERE AND SEE IF YOU ALL HAVE ANY QUESTIONS THAT I CAN ANSWER FOR YOU GENERALLY. I CAN TELL MR. POTEET. [LAUGHTER] >> HE'S NOT MR. POTEET. [LAUGHTER] >> WE'RE GOING TO TAKE THAT LAUGH. >> ARE THERE ANY QUESTIONS OR COMMENTS AT THIS POINT BOARD? >> FIRST OF ALL, WE HAD A GREAT PTA RALLY DAY. WE HAD A GREAT DAY WITH THE CITY OF RICHARDSON. I THINK MS. HARRIS MAYBE TALKING ABOUT THAT A LITTLE BIT LATER, BUT I REALLY JUST WANT TO AGAIN COMMEND MS. MORRIS AND THE WORK THAT SHE IS DOING TO TRACK BILLS, SEND US STUFF, ALLOW US TO PROVIDE COMMENTS SO SHE CAN GET THAT BACK TO OUR LEGISLATORS SO THEY'RE HEARING THINGS IN REAL TIME. JUST REALLY APPRECIATE ALL OF YOUR EFFORTS RIGHT NOW. I KNOW IT'S RIGHT NOW IT'S A 24/7 HOUR JOB, SO THANK YOU. >> IT IS. THAT'S THE WAY IT GOES. >> ON TOP OF THAT, THANKS FOR STAYING SO LATE WITH US TONIGHT. [LAUGHTER] >> IT'S OKAY. I'M HAPPY TO DO IT. I GET A LOT DONE WHILE YOU'RE DOING THIS, SO THANK YOU. >> [LAUGHTER] ANY COMMENTS BOARD? QUESTIONS? YOU'RE WELCOME. [OVERLAPPING] THANK YOU. OUR NEXT ITEM [IV.H. Intruder Detection Audit] IS AN INFORMATION ITEM ON THE INTRUDER DETECTION AUDIT REPORT, MS. BRANUM? >> YES. MS. HARRIS, AS YOU KNOW, THIS IS A MONTHLY REPORT THAT WE ARE BRINGING FORWARD AND WE CONTINUE TO HAVE MORE SCHOOLS THAT ARE BEING AUDITED. MS. HARRIS, WOULD YOU LIKE TO SHARE THE RESULTS OF SOME OF OUR RECENT AUDITS? >> YES. THANK YOU, SUPERINTENDENT BRANUM. SINCE OUR LAST MEETING, WE'VE HAD UNANNOUNCED INTRUDER AUDITS CARRIED OUT AT LAKE HIGHLANDS ELEMENTARY, LAKE HIGHLANDS JUNIOR HIGH, RICHLAND ELEMENTARY, PRAIRIE CREEK ELEMENTARY, DOBIE PRIMARY, BIG SPRINGS ELEMENTARY, GREENWOOD HILLS ELEMENTARY, AND DRUM ROLL, BERKNER HIGH SCHOOL ALL RECEIVED NO FINDINGS. [04:20:03] A HIGH SCHOOL WITH NO FINDINGS. OUR SCHOOLS ARE DOING A TREMENDOUS JOB OF MAKING SURE THINGS ARE WORKING ACCORDING TO PROTOCOLS AND REALLY BEING DILIGENT TO KEEP THOSE BUILDINGS SECURE FOR US. THE CREDIT UNION WILL BE VERY SAFE. YES. >> PERFECT. ANY QUESTIONS, COMMENTS, BOARD? THAT'S A WONDERFUL REPORT. THANK YOU SO MUCH. WE APPRECIATE IT. [IV.I. Discussion of Student / District Activities] OUR NEXT ITEM THIS EVENING IS A REPORT ON DISTRICT ACTIVITIES GUYS. OF COURSE, WE HAVE ALL BEEN EXTREMELY BUSY WITH THINGS IN THE DISTRICT. WE WILL START OUT WITH MR. POTEET, IF YOU WOULD PLEASE [LAUGHTER] GIVE US AN UPDATE ON THE TACITUS BE LEGISLATIVE DAY. >> IT WAS WAS GOOD. I'M CONFUSING. IT ALMOST [OVERLAPPING] RICHARDSON. BUT WE WENT DOWN. MS. BRANUM, MYSELF, MS. MORRIS. WHO ELSE WAS ON THAT TRIP? I THINK THAT WAS IT. WE WENT DOWN AND SPENT THE FIRST HALF OF THE DAY IN A HOTEL CONFERENCE ROOM AND THEY BROUGHT LEGISLATORS TO US, THE HEADS OF THE EDUCATION COMMITTEES IN BOTH THE SENATE AND THE HOUSE, ALONG WITH SOME OTHERS THAT TALK TO US THROUGH SOME OF THEIR PRIORITIES AND WHAT THEY'RE WORKING ON THAT TOOK US TO LUNCH. THEN WE TRAVELED OVER TO MEET WITH OUR SPECIFIC LEGISLATORS AND REPRESENTATIVE. I THINK THAT A NAME OF THE GAME RIGHT NOW IS REPETITIVENESS AND CONSISTENCY IN OUR MESSAGING. THAT WAS OUR MESSAGE THAT DAY TO EACH OF THEM IS OUR LEGISLATIVE PRIORITIES. WE SPENT THE AFTERNOON DOING THAT, THEN CAME BACK LATE THAT NIGHT. IT WAS A GOOD TRIP AND ONE OF MANY THAT I THINK DURING THIS SESSION WE WILL PROBABLY DO. >> YES. ABSOLUTELY. THANK YOU SO MUCH. THANK YOU FOR DOING THAT. YOU AND MS. BRANUM. MS. RENTERIA, YOU HAD AN OPPORTUNITY TO SPEND A DAY PROVIDING YOUR VOICE TO READ ACROSS AMERICA? >> I DID. I REALLY ENJOYED THAT. THAT'S ALWAYS ONE OF MY FAVORITE EVENTS. THAT WAS A MARK TWAIN ELEMENTARY AND I GOT TO VISIT WITH A REALLY FUN KINDERGARTEN CLASS AND SHARE MY LOVE OF READING AND MY LOVE OF WORDS. I RAN INTO AMAZING PEOPLE FROM THROUGHOUT THE DISTRICT THAT WERE THERE. IT WAS A FUN DAY OF JUST CELEBRATING BOOKS AND CELEBRATING THE LOVE OF READING. IT WAS AWESOME. >> ALL RIGHT, THANK YOU. MR. EAGER. RISD ELEMENTARY UIL COMPETITION. >> MAY I TALK ABOUT FUN AND EXCITING. WHAT A GREAT DAY. IF YOU ARE NOT EXCITED, SEEING 600 KIDS FROM ACROSS THE DISTRICT ALL GETTING TO SHARE THEIR INTERESTS AND KIDS FINDING COMMON INTERESTS AND JUST SEEING AND ALL THE TEACHERS AND VOLUNTEERS. THIS WAS THE FIRST YEAR THAT WE DID THIS. I'M JUST TELLING YOU ON A SATURDAY AND I AM JUST TELLING YOU IF YOUR HEART WASN'T FULL WIDTH, SEEING THESE KIDS COMPETE IN JUST ALL THESE DIFFERENT CATEGORIES AND THEY WERE REPRESENTING THEIR SCHOOLS, THEIR TEACHERS WERE THERE. WE HAD VOLUNTEERS. I JUST CAN'T WAIT TO SEE NEXT YEAR'S. I THINK THEY'RE GOING TO HAVE TO TAKE IT A BIGGER VENUE. IT'S ON RECORD, IS GO INTO A HIGH SCHOOL NOW. IT WAS JUST ONE OF THOSE THINGS. IT WAS REALLY EXCITING SEEING KIDS CONNECT FROM ALL OVER THE DISTRICT COMMON INTERESTS AND I THINK WE'RE JUST GOING TO RAISE THAT GAME NEXT YEAR. THANK YOU FOR ALL THE TEAM THAT PUT THAT TOGETHER BECAUSE IT WAS JUST AMAZING EVENT THAT DAY. >> MR. EAGER, WHILE YOU'RE SPEAKING, YOU HAD AN OPPORTUNITY TO ATTEND, WHAT WAS IT WHAT DID WE CALL IT? LEGISLATIVE DAY? WITH ME AND MR. POTEET AND MS. BRANUM. WE TALKED ABOUT IT BRIEFLY IN THE CITY OF RICHARDSON. IF YOU WANT TO TALK A LITTLE BIT ABOUT THAT. >> TO DETAIL ON MR. POTEET COMMENTARY IS THAT WE'RE DOWN SPENDING TIME BASICALLY WITH OUR LEGISLATORS ON JUST KEEPING THE TOPICS THAT WE NEED TO STAY IMPORTANT ON TOP OF MIND AND IN THEIR EYES BECAUSE THEY'RE GETTING HIT WITH SO MANY DIFFERENT BILLS. WE GOT A CHANCE TO MEET WITH OUR REPRESENTATIVES, HEAR WHAT THEIR PRIORITIES WERE. BUT FOR US TO ASK QUESTIONS AND MAKE SURE THAT WHAT WAS IMPORTANT TO OUR COMMUNITY IS TOP OF MIND TO THEM. I THINK TO MR. POTEET AND AND MS. MORRIS AND THE REST OF THE TEAM, [04:25:04] I THINK THIS WAS GOING TO BE ONE OF MANY TRIPS TO AUSTIN. WE'LL BE BOOKING SOME MILES GOING BACK-AND-FORTH, BUT THAT'S WHY WE'RE STAYING ON TOP OF IT. >> ABSOLUTELY, AND THAT TRIP WAS IN ADDITION TO WHAT MR. POTEET EARLIER, SO YEAH, THAT'S RIGHT. >> YEAH. HE'S GOING TO KNOW AUSTIN PRETTY WELL. >> MS. PACHECO, YOU HAD AN OPPORTUNITY TO PRESENT ON A SPECIAL DAY FOR PTA COUNCIL? >> YES, I DID. THAT WAS GREAT FUN. I DO REMEMBER MENTIONING NOW WHEN I WAS TALKING TO LOLITA ABOUT PRESENTATION. I'M LIKE, YEAH, JUST LET ME KNOW. THEN I JUST DIDN'T THINK ABOUT IT SO SHE DID CALL MY NAME AND I WAS LIKE, OKAY, GREAT. IT WAS GREAT. IT WAS AWESOME TO HEAR. IT WAS FOUNDER'S DAY AND SO HISTORY AND JUST THANKING ALL OUR PTAS, ALL OUR VOLUNTEERS, ALL THEIR EFFORTS FOR EVERY SCHOOL. IT WAS A LITTLE SHORT AND SWEET SPEECH. THAT'S BASICALLY WHAT I DID IT. >> THAT'S ALL THEY NEEDED. TYPICALLY WE'RE USUALLY THERE BUT ON THAT VERY DAY, WE WERE ALL ACTUALLY IN AUSTIN. WE APPRECIATE YOU FOR STEPPING UP TO THE PLATE. >> HAPPY TO DO IT. >> I THINK YOU REPLACED MR. EAGER ACTUALLY, SO THANK YOU FOR DOING THAT. WE REALLY APPRECIATE THAT. AGAIN, IT WAS A VERY SPECIAL DAY FOR PTA COUNCIL, SO IT WAS FOUNDER'S DAY. >> THANK YOU. MS. MCGOWAN, LAKE HIGHLANDS BASKET BALL. >> [NOISE] BEST SUBJECT OF THE NIGHT, RIGHT? THAT'S SUMS IT UP. SUPER-EXCITED FOR THOSE BOYS AND THEIR PARENTS AND THE COACHES. FIRST TIME GOING TO STATE AND HOW MANY YEARS? >> NINETEEN SIXTY EIGHT. >> BEFORE I WAS BORN. THAT'S PRETTY COOL. YEAH, I'M JUST SUPER EXCITED FOR THE COMMUNITY AND THEY HAD A GREAT SEND-OFF TODAY AND YOU GUYS ATTENDED THAT, I DID NOT. GOOD LUCK. I HOPE THEY WIN. >> THE GAMES ARE BEING LIVE STREAMED. SO IF YOU CAN'T BE IN SAN ANTONIO, CHECK OUT THE UIL SIDE. IT HAS ALL THE LIVE STREAMING INFORMATION. THEY PLAY TOMORROW AT 08:30 AGAINST DESOTO. LET'S GO. I ALSO WANTED TO ADD THAT I HAD AN OPPORTUNITY TO ATTEND THE RESSA BOSSES EVENT. TELL US AGAIN WHAT RESSA STANDS FOR. [LAUGHTER] >> RICHARDSON EDUCATION SUPPORT STAFF ASSOCIATION. [LAUGHTER] [BACKGROUND] >> IT WAS AMAZING. IT WAS A LOT OF FUN. IT WAS AT MAIN EVENT [LAUGHTER]. ELEVEN O'CLOCK. IT WAS A GREAT EVENT. WE HAD THE ENTIRE MAIN EVENT TO OURSELVES, SO THAT PART WAS GREAT. THE FOOD WAS AMAZING. IT WAS GREAT COMPANY. THE TEA WAS FABULOUS. THAT WAS REALLY GOOD. IT WAS VERY GOOD. WE HAD A GREAT TIME, SO I REALLY ENJOY IT AND HANGING OUT WITH THE STAFF AND HAVING A GOOD TIME. ALSO HAD OPPORTUNITY ON SATURDAY WAS IT TO ATTEND THE DEDICATION OF THE PRESTON RIDGE TRAIL IN HONOR OF MARNI KANER, A FEW OF MY COLLEAGUES THAT WERE THERE AS WELL. I HAD AN OPPORTUNITY TO GET UP AND SAY A FEW WORDS. I KNEW MARNI PERSONALLY. IT WAS VERY SPECIAL. IF YOU GO DOWN HILLCREST, YOU ACTUALLY SEE THE SIGNAGE THAT IS UP. THE TRAIL IS RENAMED MORNING KANER TRAIL. I THOUGHT THAT WAS PRETTY AWESOME. IF EVER YOU DRIVING DOWN, HILLCREST, JUST TAKE A LOOK UP AND YOU'LL BE ABLE TO SEE IT. THAT WAS GREAT. WE REALLY ENJOYED THAT. IT WAS ABSOLUTELY FABULOUS. IT WAS LOTS OF PEOPLE. SHE'S THE ONLY ONE WHO WAS NAMED AFTER A PERSON. THAT IS HUGE. LOTS OF GREAT STUFF GOING ON IN RICHARDSON ISD. ANYONE ELSE WANT TO ADD ANYTHING? SURE. ABSOLUTELY. >> I JUST QUICKLY WANT TO ADD THAT I WENT TO THE RISD [FOREIGN]. I WANT TO THANK DR. GIBBONS WAS THERE AND HIS TEAM, AND IT WAS JUST REALLY GREAT TO SEE THIS OPPORTUNITY, THESE TYPES OF SPACES THAT ARE PROVIDED FOR OUR PARENTS TO ACTUALLY GO UP THERE AND IT WAS A SIMULATION AND YOU GET TO GO. EVERYTHING WAS DONE JUST TOTALLY IN SPANISH. IT WAS REALLY GREAT. IT WAS GREAT TO SEE THIS AND SEE THE PARENTS, JUST A REALLY INVOLVED, REALLY HAVING GOOD DISCUSSIONS AND REALLY GETTING GOOD DIRECTION AND UNDERSTANDING OF WHAT IT IS TO WORK WITH A CHILD WHO IS STRUGGLING WITH [04:30:02] DYSLEXIA AND HOW TO GET TESTED AND JUST ALL OF THAT AND JUST COMPLETELY IN SPANISH. JUST WANTED TO SAY THANK YOU, DR. GIBBONS AND JUST TO EVERYBODY WHO HELPED PUT THAT TOGETHER, AND I LOOK FORWARD TO SEEING MORE OF THIS. THANK YOU. >> ALL RIGHT, THANK YOU SO MUCH. I'D LIKE TO THANK ALL OF THE STAFF FOR BEING HERE TONIGHT, MY COLLEAGUES AS WELL FOR BEING HERE THIS EVENING. [V. ENTER CLOSED MEETING] THE BOARD WILL NOW CONVENE TO A CLOSE SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE, SECTION 551.071, CONSULTATION WITH ATTORNEYS, SECTION 551.074, PERSONNEL MATTERS, AND SECTION 551.076, SECURITY DEVICES OR SECURITY AUDIT. WE WILL CONVENE UPSTAIRS AND WE WILL SEE YOU ALL THERE. >> EMILY, CATHERINE, BARRY, THANK YOU ALL [APPLAUSE]. [VI. RECONVENE] >> ALL RIGHT, GUYS. THE BOARD IS RETURNED TO OPEN SESSION AT 12:40 A.M. HAVEN'T TAKEN NO ACTION WHILE IN CLOSED SESSION. THE MEETING IS ADJOURNED AT 12:40 A.M. [LAUGHTER] ON WEDNESDAY, MARCH 10, 2023. WE ARE ADJOURNED. [LAUGHTER] SHE HAD TO DO THAT IN THE RECORDING. * This transcript was compiled from uncorrected Closed Captioning.