May 18, 2023 Study Session

[00:00:01]

>> YOU ALL READY? GOOD EVENING, EVERYONE.

[I. CALL TO ORDER]

WELCOME TO THE MAY WORK SESSION OF THE RICHARDSON ISD BOARD OF TRUSTEES MEETING.

I AM REGINA HARRIS, PRESIDENT OF THE BOARD, WE DO HAVE A QUORUM TONIGHT, EVEN THOUGH OUR TRUSTEE MEGAN TIMMY WILL NOT BE JOINING US TONIGHT, AND MR. CHRISTOPHER POTEET WILL BE JOINING US A LITTLE LATE.

BUT OTHERWISE, WE DO HAVE A QUORUM TONIGHT.

I WILL CALL THIS MEETING TO ORDER AT 6:01 PM.

IT IS TIME FOR OUR PUBLIC COMMENTS SECTION,

[II. PUBLIC COMMENT SECTION]

THANK YOU. MS. RENTERIA.

DO WE HAVE ANY PUBLIC COMMENTS FOR TONIGHT?

>> YES, MS. HARRIS WE DO.

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

DURING TODAY'S MEETING, SPEAKERS MAY ONLY COMMENT ON A TOPIC THAT IS ON THE BOARD'S AGENDA.

A SPEAKER WHO ATTEMPTS TO ADDRESS A NON-AGENDA-RELATED TOPIC MUST STOP HIS OR HER COMMENTS WHEN DIRECTED.

AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENT PROTOCOL AS NOTED ON THE RISD WEBSITE.

SPEAKERS, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM OR TO THE RIGHT OF ME HERE [LAUGHTER] WHEN I CALL YOUR NAME.

OUR FIRST SPEAKER FOR THIS EVENING IS MR. EUAN BLACKMAN

>> BOARD OF TRUSTEES, SUPERINTENDENT BRANDON,, ESTEEMED EMPLOYEES AND STAFF AND DEAR SPEAKERS.

HELLO, IT'S ME.

LET'S TALK STRATEGIC PLAN, THE GREAT OUTREACH TO THE COMMUNITY, AND A WONDERFUL EFFORT TO GET THOSE FOLKS ENGAGED.

DR. HELLER AND HER TEAM WORK TIRELESSLY TO GET THAT JOB DONE.

THERE'S BEEN SOME GREAT CONVERSATIONS ABOUT HOW TO GET COMMUNITY MORE ENGAGED AND WE HAD DISCUSSION ABOUT HOW FEW FOLKS SIGNED UP AND GOT ENGAGED IN THERE, AND IT'S FRUSTRATING FOR SURE.

TO MY FOLKS, LISTENING AT HOME OR AROUND THE PLACE, PLEASE SIGN UP FOR THESE EVENTS, SIGN UP TO BE ENGAGED IN WHAT THE DISTRICT IS DOING AND WHAT IS IT GOING TO IMPACT YOUR STUDENTS, YOUR CHILDREN, OUR COMMUNITY FOR YEARS TO COME.

DIFFERENT PATHWAYS FOR ENGAGEMENT AND DIFFERENT MODALITIES HAVE BEEN DISCUSSED TO PURSUE TO GET THAT ENGAGEMENT UP, AND I HAVE FAITH THAT THAT WILL HAPPEN, I THINK THERE'LL BE A GREAT THING.

BUT REMEMBER MY LAST TWO CHALLENGES I MADE TO BOTH MS. RENTERIA AND TO MR. EAGER WITH REGARDS TO REPUDIATION OF TOXIC NAME-CALLING.

WELL, THAT'S HOW THIS TYPE OF THING MANIFESTS ITSELF.

ISN'T LACK OF ENGAGEMENT BECAUSE THOSE WHO WOULD LIKE TO ENGAGE, THOSE WHO ARE WILLING TO VOLUNTEER THEY MAY RECOIL AT DOING SO.

MY THIRD CHALLENGE TO BOTH YOU WOULD BE MS. RENTERIA AND MR. EAGER WOULD BE TO SPEAK UP AND SPEAK OUT.

HELLO. CAN YOU HEAR ME? STAY ON TOP, WE'LL CONTINUE.

THE PLANS LOOK GREAT BY THE WAY, I THINK THERE'S SOME REALLY GOOD STUFF INSIDE THE STRATEGIC PLAN, IT'S WELL PUT TOGETHER, WORTH THE PRICE, VERY WELL POLISHED FOR SURE.

BUT MY LINGERING CONCERN WOULD BE HOW ORGANIC IS THAT IN THAT IT WAS DRIVEN BY A PREDETERMINED APPROACH FROM A COMPANY THAT WE PAID GOOD MONEY TO GET THIS DONE FOR.

EXAMPLE, HOW DIVERSE IS OUR APPROACH TO ATTACKING THE PROBLEMS IN OUR DISTRICT AND MEETING THOSE CHALLENGES> FOR EXAMPLE, STOLTZ ROAD WITH 30% [INAUDIBLE] VERSUS A CANYON CREEK WITH OVER 90% DON'T NEED THE SAME APPROACH, PROBABLY NOT THE SAME PLAN, AND SO WE NEED TO DIFFERENTIATE SOME OF THAT AND SEE HOW THOSE THINGS WILL BEGIN TO LOOK AS WE IMPLEMENT THEM.

I HOPE THAT WE DO PROCEED THOUGH WITH FIDELITY IN THAT APPROACH SO THAT WITH SUCH IT CAN GET THE DESIRED RESULTS AND THE SUCCESS THAT WE WANT FOR OUR STUDENTS, WE WANT THEM TO HAVE A BRIGHT FUTURE.

SIDE NOTE, YOU'LL SEE SOME OF THE WORDING CHANGE, FOR EXAMPLE, STUDENT TEACHER, THAT'S WE'VE ALWAYS KNOWN IT IS NOW GOING TO LEARNER AND EDUCATOR.

INTERESTING TO SEE WHERE THAT COMES FROM WITH SOME OF THE UN SUSTAINABLE GOALS AND THINGS.

NOT A BIG FAN OF IT. I THINK WE SHOULD CHANGE THOSE WORDS BACK BECAUSE THAT'S JUST TOO MUCH OF APPROACH OUTSIDE OF WHAT'S ORGANIC TO OUR COMMUNITY.

THE OTHER ITEM DISCUSSED IS THE $210,000, SO TNTP, WHICH COULD BE A LITTLE PROBLEMATIC IN THE CAVEAT BEING THAT THE PROGRAM COULD BE A COOKIE CUTTER FOR HOW WE TRAIN OUR TEACHERS.

AGAIN, THIS FORMULAIC APPROACH, WHICH IS WHY I'M AGAINST THE, ONE OF THE BILLS RIGHT NOW PROPOSED BY THE LEGISLATURE IS 1,605, WHICH IS A REPOSITORY OF CURRICULUM, WHICH TENDS TO BE A TOP-DOWN APPROACH.

TEACHING IS MORE OF AN ART AND A SCIENCE, AND YES, WE GOT TO LOOK AT RESEARCH-BASED RESULTS AND WHAT WORKS.

BUT AT THE SAME TIME, WE GOT TO GO WITH THE ART OF TEACHING.

TO MY FELLOW TEACHERS OUT THERE, GOOD LUCK FOLKS, YOU'RE ALMOST THERE, ONE MORE WEEK TO GO.

FINAL COUNTDOWN.THANK YOU. GOOD NIGHT.

>> THANK YOU, MR. BLACKMAN.

OUR NEXT SPEAKER IS MS. AMY PHIPPS.

[00:05:05]

>> GOOD EVENING. I WOULD ALSO LIKE TO ADDRESS THE STRATEGIC PLAN THAT'S ON THE AGENDA TONIGHT.

JUST SPECIFICALLY THINGS THAT I KNOW THAT I WOULD LIKE TO SEE AND MANY OTHER PARENTS IN MY CIRCLE.

NUMBER 1 BEING IMPROVED EDUCATION.

TEST SCORES THAT HAVE BEEN MENTIONED BEFORE IN THE PAST LESS EXTRA INSTRUCTION, ESPECIALLY IN AREAS LIKE THE SEL AND THE CONNECTING CULTURES THAT WE'VE HAD IN THE PAST, THEY TAKE AWAY FROM TIME CORE ACADEMICS.

A SECOND POINT WOULD BE GENERAL SAFETY, AND I KNOW A LOT HAS BEEN DONE FOR THE EXTREME THE ONE IN ONE MILLION GUNMEN-TYPE SITUATIONS, AND THAT'S NOT REALLY WHAT I'M TALKING ABOUT.

I DO APPRECIATE MEASURES THAT HAVE BEEN TAKEN.

BUT I'M TALKING ABOUT IN THE CLASSROOM, THE BULLYING, THE VIOLENCE, THE LACK OF DISCIPLINE AND RESPECT, ESPECIALLY IN THE JUNIOR HIGH.

I'VE SEEN IT PERSONALLY IN JUNIOR HIGH, I KNOW IT ALSO EXISTS IN THE HIGH SCHOOL LEVEL.

I WOULD LIKE TO SEE AN IMPROVEMENT IN THAT, AND A GENERAL ABILITY FOR TEACHERS AND EDUCATORS TO BE ABLE TO ENFORCE RULES, TO BE SOME A DISCIPLINARY ACTION FOR THINGS TO GET BETTER IN THAT REALM, I GUESS OVERALL.

I KNOW, MY SON HAS BEEN [INAUDIBLE] TWICE IN THE LAST TWO YEARS.

MY DAUGHTER HAS LEFT TWICE IN THE LAST FEW YEARS TO GO GET A PRINCIPAL FOR AN OUT-OF-CONTROL CLASSROOM.

I WAS A SUBSTITUTE LAST YEAR, SO I GOT AN UPFRONT SEAT ON WHAT SOME OF THAT LOOKS LIKE, AGAIN, ESPECIALLY IN THE JUNIOR HIGH LEVEL.

THE THIRD THING I'D LIKE TO SEE IS A MORE BALANCED BUDGET.

I'VE BEEN HERE MOST OF THE MEETINGS LAST COUPLE OF MONTHS.

WHAT I'VE GATHERED FROM THOSE MEETINGS IS THAT WE ARE CURRENTLY OPERATING AT WHAT SEEMS TO BE A $15 MILLION DEFICIT BUT WE STILL HAVE ESSENTIAL VACANCIES FOR TEACHERS, SO THAT'S CONCERNING.

THEN THE LAST MEETING, WE IMPROVED THE STAFF RAISES, SO AN ADDITIONAL $18 MILLION AND SOME ODD CHANGE [INAUDIBLE].

I'M NOT AGAINST TEACHER RAISES.

PLEASE DON'T UNDERSTAND THAT'S WHAT I'M SAYING.

BUT OVERALL, WHEN YOU PUT THE 15 MILLION AND THE 18 MILLION TOGETHER, THAT'S REALLY NOT A PRETTY NUMBER.

IF WE CAN GET TO SOME OF THESE TOUGH CONVERSATIONS, THERE'S BEEN A LOT OF REFERENCING TOUGH CONVERSATIONS.

SEEMS LIKE IT'S TIME FOR THAT TO HAPPEN AND TO GET SOME DETAILS OUT TO THE PUBLIC ABOUT WHAT THAT LOOKS LIKE.

I THINK THERE WAS SOME GENERAL IDEAS ABOUT NOT FILLING VACANCIES WHEN THEY HAPPENED, THINGS LIKE THAT.

BUT I WAS ALSO LOOKING AT SOME INFORMATION THAT WAS PULLED FROM RISD RECORDS.

BACK IN 2013, WE HAD 38,043 STUDENTS, IN 2022, WE HAD 37,633 STUDENTS, SO OVERALL WE LOST 410 STUDENTS IN ABOUT A DECADE.

BUT OUR CENTRAL ADMINISTRATION, IT ALMOST DOUBLED IN ALL THAT TIME, IT ACTUALLY DID MORE THAN DOUBLE AND THEN IT'S PEELED BACK JUST A LITTLE BIT.

IT SEEMS LIKE THERE HAS BEEN SOME EXCESS IN SOME OF THE ADMINISTRATION TYPE OF POSITIONS, THAT'S CONCERNING TO THE PUBLIC.

BUT THOSE ARE SOME SUGGESTIONS I COULD THROW OUT THERE AND THINGS THAT ARE CONCERNING ME AND SOME OF THE PARENTS IN MY CIRCLE. [NOISE]

>> THANK YOU, MS. PHILLIPS. MS. HARRIS THAT CONCLUDES OUR PUBLIC COMMENTS FOR THIS EVENING.

>> THANK YOU, [INAUDIBLE] FOR STEPPING IN.

THE NEXT ITEM ON OUR AGENDA IS THE ONLY ACTION ITEM TONIGHT.

[III.A. Consider Approval of The New Teacher Project Contract]

>> THANK YOU, MS. HARRIS. IT IS UNUSUAL WE NORMALLY DO NOT BRING ACTION ITEMS TO A WORK SESSION, BUT THIS IS ONE THAT WE ARE UNDER A DEADLINE WITH THE TEXAS EDUCATION AGENCY FOR THIS CONTRACT AND SO WE DIDN'T NEED TO BRING IT FORWARD TO YOU TONIGHT.

THIS IS A RESULT OF A GRANT THAT WE WERE AWARDED THROUGH TEA CALLED THE LEARNING ACCELERATION SUPPORT OPPORTUNITY OR IN EDUCATION.

AS WE ALL LIKE TO DO TAS EFFECTUALLY CALLING THIS THE LASO GRANT.

REALLY THIS IS AN OPPORTUNITY FOR DISTRICTS WHO ARE WORKING TO STRENGTHEN THEIR LITERACY AND NUMERACY FRAMEWORKS SO THAT WE ARE REALLY TIGHT AROUND WHAT DO WE CONSIDER GOOD INSTRUCTION IN BOTH READING LANGUAGE ARTS AND IN MATHEMATICS.

SPECIFICALLY, WE ARE TARGETING THIS WORK WITH OUR MOST HIGH-NEEDS CAMPUSES.

IT WAS, I THINK ONE OF OUR PUBLIC COMMENTERS SHARED SOME OF OUR STUDENT INFORMATION AROUND THIRD GRADE READING AND DIFFERENCES THAT YOU MAY SEEN BETWEEN DIFFERENT POPULATIONS AT SCHOOLS.

FOR EXAMPLE, AT SOME OF OUR HIGH NEEDS CAMPUSES, YOU SEE A DIFFERENT TEACHER TURNOVER RATE.

YOU SEE A DIFFERENT YEARS OF EXPERIENCE RIGHT AT THOSE CAMPUSES.

THIS IS AN OPPORTUNITY WHERE WE WILL BE IMPLEMENTING A MORE STRUCTURED CURRICULUM, WHERE OUR TEACHERS ARE NOT SPENDING AS MUCH TIME PLANNING THE INDIVIDUAL DAILY LESSONS.

[00:10:04]

A LESSON THAT WAS GOING TO GET STUDENTS TO A DEEP LEVEL OF MASTERY AND THEN ALSO KNOWING HOW TO DIFFERENTIATE THAT.

SO THAT IF STUDENTS WHO WERE IN NEED TO BE ENRICHED BECAUSE THEY ARE ALREADY MASTERED OR STUDENTS WHO ARE STRUGGLING.

I KNEW HOW TO SCAFFOLD THAT.

WE'RE ASKING OUR TEACHERS TO DO A WHOLE LOT.

WE KNOW THAT OUR TEACHERS NEED SOMETIMES SOME MORE STRUCTURES AND SOME MORE SCAFFOLDS.

IT WAS SO INTERESTING WHEN WE FIRST SHARED WITH SOME OF OUR CAMPUSES THIS OPPORTUNITY, THESE ARE ALL OPT IN.

THE PRINCIPAL AND THEIR LEADERSHIP TEAMS HAD AN OPPORTUNITY TO LEARN ABOUT THIS OPPORTUNITY AND DECIDE, IS THIS NUMBER 1 THE RIGHT FIT FOR THEIR CAMPUS? DO THEY HAVE THE CAPACITY WITHIN THEIR CAMPUS TO IMPLEMENT THIS KIND OF SECOND-ORDER CHANGE? WE CONSIDER THIS TO BE A SECOND-ORDER CHANGE.

IT WAS REALLY INTERESTING BECAUSE WE HAD ONE CAMPUS WHO WE HAD A TEACHER EMAIL US BECAUSE THEY HAD DONE A SITE VISIT AT ANOTHER PEER DISTRICT THAT WAS IMPLEMENTING THIS AND SAW HOW GREAT IT WAS FOR THEIR TEACHERS AND HEARD SUCH POSITIVE FEEDBACK FROM THOSE TEACHERS THAT THEY SAID, WHY ARE WE NOT CONSIDERING AT OUR CAMPUS AND AS A RESULT NOW THEIR CAMPUSES CONSIDERING IT.

WE'RE STILL IN THE DESIGN PHASE OF WHAT CAMPUSES ARE GOING TO BE IMPLEMENTING WHICH PRODUCT AND WE WILL BE BRINGING THAT BACK TO YOU IN OUR DISTRICT IMPROVEMENT PLAN.

BUT AS A PART OF THE GRANT, TEA REQUIRES US TO HAVE A THIRD PARTY SUPPORT GROUP THAT COMES IN AND HELPS US WITH IMPLEMENTATION.

PART OF THE GRANT PROVIDES FUNDS TO PARTNER WITH A GROUP LIKE TNTP TO HELP FACILITATE THE PROCESS FROM BEGINNING TO END.

THEY ARE ONE OF THE CERTIFIED PROVIDERS FROM TEA.

THEY COORDINATE SERVICES AND OUTREACH WITH REGION 10 AS WELL AND THEY WILL LITERALLY WALK ALONGSIDE US, BE THAT SUPPORT ENSURE FIDELITY OF IMPLEMENTATION.

BECAUSE IF WE'RE GOING TO STUDY THIS TO DETERMINE ITS EFFECTIVENESS, WE NEED TO KNOW THAT WE HAVE FIDELITY IN ITS IMPLEMENTATION.

THEY WILL BE WALKING ALONGSIDE US FROM BEGINNING TO END.

WE CHOSE TNTP PRIMARILY BECAUSE OF COURSE THEY ARE ONE OF THE PROVIDERS THAT TEA LISTS.

BUT SECONDLY, AS YOU KNOW, YOU ALL WERE SO SUPPORTIVE OF OUR WORK THAT WE'RE DOING TO IMPROVE OUR BILINGUAL STUDENT ACHIEVEMENT AND OUR BILINGUAL PROGRAMMING AND TNTP HAS BEEN DOING THAT WORK WITH US ALREADY.

THEY ALREADY HAVE RELATIONSHIPS WITH OUR PRINCIPALS.

OUR TEACHERS ALREADY KNOW THEM.

THEY ARE FACES IN OUR BUILDINGS.

THEY ALREADY KNOW OUR CONTEXTS.

THEY KNOW THE DIVERSITY THAT EXISTS IN OUR BUILDINGS, IN THAT EVEN IN OUR HIGH-NEEDS CAMPUS, CAROLYN BUKHAIR ELEMENTARY IS VERY DIFFERENT THAN FOREST LANE ACADEMY IN TERMS OF THE NEEDS OF THE STUDENTS AND HOW WE CAN BEST SUPPORT STUDENT ACHIEVEMENT AT THOSE CAMPUSES.

TNTP JUST FELT LIKE A REALLY NATURAL CHOICE FOR US.

AGAIN, THIS IS NOT RISD FUNDS, THESE ARE GRANT FUNDS.

DR. ALBINO, IS THERE ANYTHING OR MR. ORTIZ, IS THERE ANYTHING YOU WOULD LIKE TO ADD TO THAT?

>> THE ONLY THING THAT I WOULD ADD TO TAB IS JUST THE EXCITEMENT OF THE CAMPUSES AND REALLY THE DEVELOPMENT OF THE TEACHER AND TEACHER SUPPORT.

LIKE YOU MENTIONED, TEACHERS HAVE BEEN REACHING OUT, PARTICULARLY AT SOME OF OUR MORE HIGH-NEEDS CAMPUSES.

WITH OUR TURNOVER.

IN PARTICULAR, WE HAVE OVER 60 PERCENT OF SOME OF OUR TEACHERS ARE WONDERFUL FIVE YEARS AND SO IT'S A CHALLENGE FOR THEM TO REALLY PROVIDE THAT HIGH LEVEL INSTRUCTION ON A DAILY BASIS TO GRADE LEVEL TEAMS, WHICH IS REALLY THE FOCUS OF THIS GRANT.

ON A DAILY BASIS, REGARDLESS OF THE SEAT THAT YOU'RE SITTING IN AND RICHARDSON ISD, WHETHER IT'D BE AT THE ACADEMY, CAROLYN BUKHAIR CARE, CANE AND CRAIG, AS WAS MENTIONED EARLIER, WHATEVER STATE THAT YOU'RE IN THE DISTRICT, YOU WILL ALSO HAVE THAT OPPORTUNITY FOR HIGH-QUALITY INSTRUCTION AT THE LEVEL AND THE RIGOR OF THE [INAUDIBLE], WHICH IS SOMETHING THAT WE ARE CONTINUING TO FOCUS ON ON A DAILY BASIS WITH OUR TEACHERS YET SEEN THAT CHALLENGE, THAT THEY NEED MORE SUPPORT AND THAT'S WHAT THIS CURRICULUM HELPS TO DO.

IT'S A LITTLE MORE SCRIPTED.

BUT AGAIN, THEY HAVE ASKED FOR IT AND SAID, HEY, I NEED SOME SUPPORT AND WANTS TO PROVIDE A BETTER, HIGHER LEVEL, RIGOROUS INSTRUCTIONAL OPPORTUNITY AND EXPERIENCES FOR OUR KIDS.

>> AGAIN, IT'S IMPORTANT TO NOTE, WE DO NOT BELIEVE THAT THIS IS NECESSARILY THE SOLUTION FOR EVERY CAMPUS, BUT WE BELIEVE IT IS A SCAFFOLD ED SUPPORT FOR OUR CAMPUSES WHO WE KNOW HAVE NEEDS THAT NEED ADDITIONAL SUPPORTS AND THAT REALLY IS EVEN JUST A PART OF OUR EQUITY WORK.

IT'S NOT ABOUT GETTING EVERYONE THE SAME THING.

IT'S ABOUT GETTING EACH CAMPUS WHAT THEY NEED IN ORDER TO HELP GROW ALL STUDENTS.

[00:15:04]

>> THANK YOU. MS. BRANUM. IS THERE A MOTION TO APPROVE THE NEW TEACHER PROJECT CONTRACT?

>> 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 FROM THE BOARD? YES [INAUDIBLE].

>> IT'S JUST A COMMENT. I HAD THE PRIVILEGE OF BEING ABLE TO SEE THE TNTP ORGANIZATION ARE THERE PEOPLE THERE AT THIS LAST PANEL THAT THEY HAD.

IT WAS THE WHAT IS IT.

OUR LANGUAGE IS OUR IDENTITY, WELCOMING ALL VOICES PANEL.

IT WAS WONDERFUL AND ABSOLUTELY WHAT YOU JUST SAID, MS. BRANUM, I THINK GETS YOU COULD SEE THE RELATIONSHIP THAT HAS ALREADY BEEN BUILT WITH RISD AND JUST WHAT THEY'RE DOING, HOW EXCITED THEY ARE.

ANYWAY, I JUST WANTED TO COMMENT THAT I FEEL DEFINITELY WOULD YOU JUST SAID I JUST ECHO THAT, THAT IT'S IT'S GOING TO BE A GOOD PARTNERSHIP.

I THINK IT'S GOING TO WORK WELL AND I CAN SEE IT BEING GREAT.

>> THANK YOU. ANY ADDITIONAL COMMENTS, QUESTIONS, MS. PACHECO?

>> JUST A COMMENT. I'VE LOOKED THROUGH IT, WASN'T FAMILIAR WITH WHAT TNTP WAS AND I'M REALLY EXCITED OF THE EXTRA SUPPORT THAT OUR TEACHERS ARE GOING TO GET AND I'M EXCITED THAT THEY'RE LOOKING FORWARD TO IT BECAUSE THEY'VE REQUESTED IT.

IT WAS GOOD TO HEAR THAT WE'VE ALREADY BEEN WORKING WITH THEM AND THAT THEY HAVE A RELATIONSHIP WITH RISD. THANK YOU.

>> ANY ADDITIONAL COMMENTS? [INAUDIBLE]

>> WE'LL JUST SAY BASED ON WHAT THE STATE'S NEW RECOMMENDATIONS ARE FOR OUR KIDS AND TESTING THAT THIS SOUNDS TO BE RIGHT ON TIME FOR OUR TEACHERS THAT NEED THAT ADDITIONAL SUPPORT IN THE SCHOOLS THAT OUR LOW-PERFORMING SCHOOLS, SUCH AS, LIKE ONE OF THE COMMENTERS SAID EARLIER, STOLTZ ROAD FOR AN EXAMPLE.

IF THIS IS THAT VEHICLE THAT WILL GET THOSE CHILDREN THERE, THEN I SUPPORT THAT.

I ALSO APPRECIATE THE FACT THAT YOU ALL DO YOUR RESEARCH WITH OTHER COMPANIES AND RESOURCES AND THIS IS THE ONE YOU CHOSE.

>> I REALLY APPRECIATE YOU SAYING THAT TOO, BECAUSE WE'RE NOT ONE OF THE EARLY ADOPTERS OF THIS.

ACTUALLY, THIS IS THE THIRD ROUND OR THE THIRD CYCLE OF GRANTS WITH TEA.

WE PURPOSEFULLY HAVE ALLOWED OTHER DISTRICTS TO PIONEER AND TO IMPLEMENT.

WE COULD LOOK AT THEIR RESULTS.

WE COULD HEAR TEACHER FEEDBACK, WE COULD HEAR PRINCIPLES, WE COULD HEAR THIS IS WHAT WORKED WELL.

HERE'S THINGS THAT IF I COULD DO DIFFERENTLY, I WOULD DO DIFFERENTLY AND SO WE AGAIN HAVE THREE OTHER CYCLES OF DISTRICTS THAT WERE ABLE TO LEARN FROM BEFORE WE DECIDED NOW IS THE RIGHT TIME AND WITH THE STRATEGIC PLAN, WITH THE TRUE NORTH GOAL AND WITH THE BOARD GOALS THAT YOU ALL HAVE SET FORWARD, WE BELIEVE THIS IS ONE OF THE TOOLS AND ONE OF THE STRATEGIES WE NEED TO ADDRESS ACHIEVEMENT FOR ALL.

>> GREAT.

>> I THINK JUST BUILDING THAT RELATIONSHIP AND IT SOUNDS LIKE WE ARE CONTINUING TO BUILD THEIR RELATIONSHIPS WITH AS GREAT.

WE DO HAVE A MOTION BY MR. EAGER, A SECOND BY MS. PACHECO.

IF THERE ARE NO ADDITIONAL COMMENTS OR QUESTIONS ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES FIVE TO ZERO.

THANK YOU. OUR NEXT ITEM IS AN INFORMATION ITEM TO

[III.B. Strategic Plan 2023 Presentation]

>> THANK YOU. BOARD OF TRUSTEES, WE'RE FINALLY HERE.

I THINK WE HAVE BEEN TALKING TO YOU ABOUT THIS PROCESS REALLY SINCE LAST SUMMER.

I THINK REALLY EVEN BEFORE THAT WHEN YOU ALL ADOPTED OUR GRADUATE PROFILE, WE KNEW WE NEEDED TO START OFF WITH WHAT WAS IN THE END, OUR END GOAL FOR OUR STUDENTS, WHAT DID WE WANT THE OUTCOME TO LOOK LIKE? THEN HOW DO WE BUILD A PLAN TO ALIGN THAT? I COULD NOT BE MORE PROUD OF DR. HELLER IN HER WORK.

OUR PARTNERSHIP WITH ENGAGED TO LEARN AND THE MEANINGFUL WORK THAT THEY HAVE DONE TO GET TO KNOW OUR DISTRICT AND TO DEVELOP A PLAN THAT REFLECTS THE UNIQUE NEEDS OF OUR TEAM AND THE STUDENTS THAT WE SERVE.

I WANT TO THANK AND WE'RE GOING TO HAVE AN OPPORTUNITY THROUGHOUT THE PRESENTATION.

BUT UPFRONT, WE HAVE MEMBERS OF THE DESIGN TEAM THAT WERE ON THAT STRATEGIC PLAN THAT SAT IN THAT ROOM FOR DAY UPON DAY GNASHING [NOISE] OF TEETH OVER EVERY WORD.

WHAT DOES EVERY WORD EMOTE? WHAT DOES EVERY WORD MEAN? [LAUGHTER] HOW IS EVERY WORD GOING TO BE INTERPRETED? LIKE SOMETIMES IT WAS AN ARGUMENT BETWEEN EVERY AND ALL [LAUGHTER] BECAUSE IT MATTERED.

NOT BECAUSE IT WAS FOR THE SAKE OF JUST HAVING THAT CONVERSATION, BUT BECAUSE IT MATTERED AND PEOPLE CARED DEEPLY ABOUT THIS WORK, I THINK IT'S REALLY IMPORTANT TO NOTE THAT AS WE GO INTO THIS AND I KNOW

[00:20:01]

WHATEVER WE DEVELOPED IN THIS STRATEGIC PLAN, IT WAS THROUGH THE LENS AND IT WAS CONSTANTLY BROUGHT BACK TO, "IS THIS GOING TO MOVE THIS ORGANIZATION FURTHER ALONG AND BEING ABLE TO ACHIEVE THE GRADUATE PROFILE OR THIRD GRADE READING, MATH, AND OUR CCMR GOALS AND OUR TRUE NORTH GOAL THAT EVERY TEACHER, EVERY STUDENT, EVERY LEADER WILL MEET OR EXCEED THEIR ACADEMIC GROWTH GOAL?" THAT WAS AT THE HEART OF EVERY CONVERSATION IN THE MIDDLE OF THE TABLES.

WE HAD THE BOARDS TRUE NORTH GOAL SAT IN THE MIDDLE AS A VISUAL REMINDER THAT IF WE'RE HAVING CONVERSATIONS ABOUT THINGS THAT ARE NOT GOING TO GET US THERE, THEN WE NEED TO STOP.

IF WE'RE CURRENTLY DOING THINGS IN OUR SYSTEM THAT IS NOT GETTING US THERE, WE NEED TO STOP THOSE TOO.

I JUST WANT TO ASSURE EVERY MEMBER OF OUR COMMUNITY AND THE BOARD, AS YOU WENT THROUGH HERE, IS THESE ARE THE ACTIONS THAT WE'RE GOING TO BE TAKING AND THAT YOU ARE HOLDING ME ACCOUNTABLE FOR THE OUTCOMES FOR STUDENTS.

WITH THAT, I'M GOING TO TURN IT OVER TO DR. HELLER AND OUR GUEST AND WE'RE GOING TO KICK THIS OFF.

>> YES. THANK YOU VERY MUCH.

BOARD OF TRUSTEES, SUPERINTENDENT BRANHUM.

I AM VERY EXCITED ON BEHALF OF THE RICHARDSON ISD COMMUNITY BECAUSE THIS IS A COMMUNITY-BASED COMMUNITY DEVELOPED STRATEGIC PLAN.

JUST TO REINFORCE THIS WORK DID START A YEAR AGO WITH THE DEVELOPMENT OF THE GRADUATE PROFILE AS THAT INITIAL ANCHOR AND COMING TOGETHER ON WHAT IS IT? WHAT ARE OUR HOPES AND DREAMS AND ASPIRATIONS FOR EVERY GRADUATE WHEN THEY WALK THE STAGE HERE IN RICHARDSON ISD.

I'M EXTREMELY EXCITED.

I WANT TO THANK THE DESIGN TEAM.

SOME OF THOSE MEMBERS ARE HERE THIS EVENING TO PROVIDE FEEDBACK, ANSWER QUESTIONS.

SOME TESTIMONIALS IS PART OF THE PROCESS AS WELL AS OUR BROADER COMMUNITY.

WHETHER THEY COMPLETED A SURVEY LAST SPRING, SPECIFIC TO THE GRADUATE PROFILE OR IF THEY ATTENDED ONE OF THE METRIC TEAM SESSIONS.

WE DID HAVE NEARLY A COUPLE OF HUNDRED COMMUNITY TURNOUT FOR THOSE, AS WELL AS OUR OTHER COMMUNITY ENGAGEMENT OUTREACH OPPORTUNITIES.

WE WILL CONTINUE AS IT IS ONE OF THE GOALS IN THIS PLAN THAT WE'RE BRINGING FORWARD SPECIFIC TO COMMUNITY ENGAGEMENT AND CONTINUE TO HAVE A FOCUS ON THAT HERE IN RICHARDSON ISD.

WITH THAT, I WOULD LIKE TO INTRODUCE THAD GITTENS.

HE WE HAVE LOVINGLY DETERMINED HE'S PART OF OUR EXTENDED FAMILY NOW.

WHAT I APPRECIATE MOST ABOUT FAD IS THAT HE IS AN EDUCATOR FIRST AND FOREMOST.

HE HAS DONE SUCH AN INCREDIBLE JOB WITH HIS FACILITATION OF THIS WORK BEING A THOUGHT PARTNER AND REALLY JUST KEEPING US GROUNDED IN THOSE ANCHORS IN OUR TRUE NORTH TO ENSURE THAT WE WERE MEETING OUR GOALS FOR THIS PLAN FOR THE NEXT FIVE YEARS.

THAD THANK YOU SO MUCH FOR BEING HERE.

I'M GOING TO TURN IT OVER TO YOU NOW TO PRESENT THE WORK.

>> HI, MADAM PRESIDENT, BOARD GOOD EVENING.

HAVING ME HERE I HONOR.

[OVERLAPPING] THAT BETTER.

[OVERLAPPING] DEEP VOICE.

YES. [LAUGHTER] THERE'S RADIO VOICE.

AS I WAS SAYING IT GIVES ME GREAT PLEASURE TO BE HERE THIS EVENING TO PROVIDE A SYNOPSIS OR OVERVIEW OF THE DISTRICT PLAN AND LEARNING INNOVATION FRAMEWORK THAT WAS STRATEGICALLY DESIGNED OVER THE PAST FEW MONTHS.

I JUST WANT TO SAY BEFORE I GET STARTED THAT IT IS RARE TO SEE THE LEVEL OF ENGAGEMENT FROM A DISTRICT SUPERINTENDENT AND BOARD MEMBERS WHO MAKE THEMSELVES A PART OF THE DESIGN COMMITTEE.

I JUST WANT TO HIGHLIGHT TABS, INVOLVEMENT AND ENGAGEMENT.

BUT NOT JUST HER INVOLVEMENT AND ENGAGEMENT, BUT LETTING FOLKS KNOW THAT SHE WAS JUST ONE OF THEM.

SHE PROVIDED GUIDANCE ALONG THE WAY, BUT NOT DIRECTION AS I.E.

WE NEED TO DO IT THIS WAY.

I JUST REALLY APPRECIATED THAT IS VERY RARE.

I'VE DONE THIS MULTIPLE TIMES AND IT IS I'M NOT SEEING THAT A LOT.

I JUST WANTED TO SAY THAT BECAUSE I FELT THAT WAS QUITE NOTEWORTHY.

THANK YOU. SUPERINTENDENT BRAND EXCUSE ME.

[LAUGHTER].

JUST TAKING A DEEPER DIVE AND LOOK AT THE STRATEGIC DESIGN, I'LL TALK A LITTLE BIT ABOUT WHO I AM AT 27 YEARS OF EXPERIENCE IN EDUCATION,

[00:25:03]

I HAVE JUST ABOUT 20 YEARS OF EXPERIENCE WORKING ON CAMPUS TO DISTRICT LEVELS, FROM ASSISTANT PRINCIPAL TO ASSIST THE SUPERINTENDENT.

WHAT I REALLY ENJOYED ABOUT THE GROUP WITH WHICH WE WORKED IS THEY WERE REALLY FORWARD THINKING.

THE TENOR OF THE CONVERSATIONS MIRRORED WHAT WAS ALIGNED WITH PHILIPS SCHLECKTY'S THESE PHILOSOPHIES ABOUT LEARNING ENVIRONMENTS AND CREATING LEARNING ENVIRONMENTS.

I JUST REALLY CONNECTED WITH THAT BECAUSE I DRANK PHILIP SCHLECKTY'S KOOL-AID AND I REALLY AM A BIG BELIEVER AND WHAT HE BELIEVED ABOUT SCHOOL.

THAT WAS REFLECTED IN THE IDEAS AND THE THOUGHTS THAT WERE EXCHANGED WITHIN THE GROUP.

>> I ALSO THINK IT'S REALLY IMPORTANT TO KNOW THAT IT WAS A PRETTY DIVERSE GROUP OF INDIVIDUALS IN THE ROOM.

I THINK GROUPS THAT OVER THE COURSE OF TIME, THERE ARE INDIVIDUALS WHO HAVE LOTS OF DIFFERENT OPINIONS ON DIRECTION OR STRATEGY OR THE HOW I THINK EVERYONE AGREES THAT WE WANT THE SAME THING FOR KIDS, WHICH IS INCREDIBLE OUTCOMES.

BUT MAYBE THERE HAS BEEN SOME DISAGREEMENT ON THE HOW AND WHAT DOES THAT STRATEGY MOVING FORWARD.

WE WERE IN THE ROOM TOGETHER AND IT WAS A TIME WHERE WE WERE RESPECTFUL.

THE FACT WE KNEW WE HAD A DIVERSITY OF OPINIONS.

WE KNEW THAT THERE WERE PEOPLE THAT WERE COMING FROM MULTIPLE DIFFERENT PERSPECTIVES AND WE LISTENED AND WE ALLOW THE WORK TO BE AN ARTIFACT OF THAT DIVERSITY.

THE VERY THING THAT WE LOVE MOST ABOUT THIS DISTRICT BEING THE FIFTH MOST DIVERSE DISTRICT IN THE STATE WAS ALSO REPRESENTED IN THAT ROOM, ESPECIALLY BY OUR STUDENTS, I WOULD SAY.

>> YES.

>> MOST IMPORTANT VOICES IN THE ROUTE.

>> I'LL TELL YOU WHAT, AND THAT WAS AS GOOD A GROUP OF STUDENTS IS I'VE EVER DEALT WITH.

I'M NOT JUST SAYING THAT YOU'RE GOING TO HEAR FROM ONE OF THEM, YOU I'M SURE YOU KNOW HIM VERY WELL TONIGHT HE'S PHENOMENAL.

A LITTLE BIT ABOUT WHO WE ARE AS AN ORGANIZATION ARE SOUL MISSION IS TO ENSURE THAT THE NEIGHBORHOOD PUBLIC SCHOOL IS THE FIRST CHOICE OF EVERY FAMILY.

WE DO THAT BY SCALING TALENT DEVELOPMENT SYSTEMS TO OPTIMIZE OUTCOMES.

YOU'VE BEEN THERE, DONE THAT COMPANY WE'D BEEN IN EXISTENCE FOR THE PAST 12 YEARS SUPPORTING OVER 300 DISTRICTS, WE ARE NOW OVER 300 DISTRICTS THAT WERE SUPPORTING.

YOU SEE SOME OF THE DISTRICTS AROUND TEXAS AND BEYOND THE STATE OF TEXAS.

WE BELIEVE THAT CULTURE IS SOMETHING THAT IS GOING TO HAPPEN AND CULMINATE WHETHER YOU ARE INTENTIONAL ABOUT ITS DEVELOPMENT AND CULTIVATION.

NOT WE BELIEVE IF YOU WANT THE TYPE OF CULTURE RISD ASPIRES TO ATTAIN, YOU MUST BE INTENTIONAL, STRATEGIC, AND PURPOSEFUL IN ITS ELEMENT.

THAT'S WHAT WE DO IN SUPPORTED DISTRICTS, IS THAT TO HELP THEM TO BUILD THE CULTURE THAT THEY'RE WANTING TO BUILD EFFORT TO IMPROVE OUTCOMES.

JUST A LITTLE SMATTERING OF THE VARIOUS DISTRICTS WITH WHICH WE PARTNERED AND DONE SOME STRATEGIC DESIGN WORK JUST TO SHOW THAT WE ARE A BEEN THERE, DONE THAT COMPANY.

THIS ISN'T OUR FIRST [INAUDIBLE].

LET'S DIVE IN A LITTLE BIT AND TAKE A CLOSER LOOK AT WHAT WE HAVE DONE.

I'LL START BY TALKING A LITTLE BIT ABOUT OUR PROCESS AND WHAT WE USE TO GUIDE OUR WORK YOU SEE THE VARIOUS PRINCIPLES FOR THE DESIGN MODEL.

HERE WE KEEP THE MAIN THING WHICH IS THE STUDENTS.

WE MAINTAIN A STUDENT FOCUSED ENSURE THAT THE COMMUNITY HAS THEIR FINGERPRINTS ON THE DEVELOPMENT AND DESIGN OF, IN THIS CASE, THE STRATEGIC PLAN AND LEARNING INNOVATION FRAMEWORK.

WE ENSURE THAT EVERYTHING IS ALIGNED AND INTEGRATED.

USE DESIGN THINKING AND BEGINNING WITH THE END IN MIND THAT BACKWARDS DESIGN MODEL.

WE ALSO MAKE SURE THAT WE CREATE ACTIONABLE AND ATTAINABLE PLANS THAT WILL ALLOW FOR THE WORK THAT WAS DEVELOPED TO MANIFEST ITSELF AND COME UP OFF OF THIS BOOKLET, WHICH IS EXTREMELY IMPORTANT.

THIS CIRCLING BACK OR HEARKENING BACK TO WHAT SUPERINTENDENT BRANDON SPOKE TO WITH RESPECT TO THE NORTH STAR AND THE GRADUATE PROFILE AND THE BOARD GOALS BEING THE DRIVING FORCE FOR THE DEVELOPMENT OF THE STRATEGIC PLAN, WHICH WILL THEN LEAD TO THE DEVELOPMENT OF THE DISTRICT AND CAMPUS IMPROVEMENT PLANS AND SUBSEQUENT ACTION PLANS.

WHAT SUPERINTENDENT BRANDON SAID, SAID AT ALL.

WE ALWAYS CIRCLE BACK TO THOSE THREE PILLARS, IF YOU WILL, THAT REALLY GROUNDED ALL WORK AND ENSURED THAT THERE

[00:30:02]

ALWAYS GOING BACK AFTER WE COMPLETED EVERYTHING TO ENSURE THAT PEOPLE COULD PLAINLY SEE THAT THE NORTH STAR, THE ABILITY TO BUILD THE TYPES OF GRADUATES THAT WE WANT, AND THOSE BOARD GOALS WERE ALL THROUGH OUT THE REPRESENTED THROUGHOUT THAT STRATEGIC PLAN, AND THEN YOU SEE IT ENVELOPED WITH DATA.

SO THE COLLECTION, THE ANALYSIS, THE UTILIZATION, THE ANALYSIS OF DATA TO DRIVE DECISIONS THAT ARE MADE FROM A PROGRESS MONITORING STANDPOINT IS CREDIBLY IMPORTANT.

SO LOOKING AT THE TIMELINE SO THAT WE CAN JUST GET AN UNDERSTANDING OF THE WORK THAT WAS DONE THROUGHOUT THE YEAR, WE STARTED BY, OF COURSE, ENGAGING THE COMMUNITY THROUGH SUMMITS, FOCUS GROUPS, AND AN ONLINE SURVEY.

FROM THAT, WE CREATED AN ENGAGEMENT REPORT THAT WE USED AND REFERRED BACK TO, TO ENSURE THAT WE NOT ONLY INCORPORATED THOSE THREE PILLARS THAT I REFERENCED BUT ALSO INCORPORATED WITH THE COMMUNITY IDENTIFIED AS THEIR HIGHEST HOPES FOR LEARNING SO THAT THEY CAN SEE THAT THEIR VOICE WAS REFLECTED WITHIN THE PLAN.

WE REVISITED PREVIOUS WORK TO HONOR THE THINGS THAT WE'RE WORKING AND AS SUPERINTENDENT BRANDON TALKED ABOUT, REMOVED THOSE THINGS THAT AREN'T WORKING TOWARDS THIS NEW VISION AND GOAL.

OUR A VISION AND GOALS CREATED A CALL TO ACTION, TOOK LOOK AT THE GRADUATE PROFILE, CONDUCTED A SWOT ANALYSIS IN CREATED GOALS, THEN CIRCLE BACK TO THE COMMUNITY TO LET THEM KNOW ABOUT OUR PROGRESS.

WHAT WE HAD DONE TO THAT POINT GARNERED INPUT FROM THEM TO INFORM ANY ITERATIONS OR REFINEMENTS THAT NEEDED TO BE MADE.

ALSO GOT WITH THEM TO ESTABLISH WHAT ARE SOME METRICS OR STRATEGIC METRICS THAT WOULD HELP US TO IDENTIFY OUR MEASURES OF SUCCESS OR LEVELS OF SUCCESS, IF YOU WILL.

THEN IN MARCH, CREATED THE LEARNING INNOVATION FRAMEWORK WHICH I'LL TALK ABOUT A LITTLE BIT MORE SPECIFIC RESULTS, WHICH WE'LL TAKE A CLOSER LOOK AT.

TAKE A LOOK AT THE FIVE-YEAR TIMELINE AND THE LEARNING INTEGRATION FRAMEWORK PROTOCOLS, WHICH IS A REALLY BIG DIFFERENTIATOR.

I'LL SPEND A LITTLE TIME TALKING ABOUT THAT THIS EVENING.

THEN AGAIN BACK TO THE COMMUNITY TO TALK ABOUT THE WORK THAT HAS BEEN DONE, MAKE SURE THAT THEY WERE CLEAR, SEE IF THEY HAD ANY QUESTIONS OR ANY FEEDBACK THAT COULD FURTHER INFORM ANY FUTURE ITERATIONS TO THE PLAN AND THE FRAMEWORK, AND THEN WE JUST COMPLETED THE ACTION PLAN AND THE STRATEGIC PLAN METRICS AND SOON TO COME WILL BE LEADERSHIP TRAINING, RESPONSIBLE ROLLOUT, AS WELL AS PUBLISHING THE PLAN FOR THE COMMUNITY, SO GETTING IT OUT OF DRAFT FORM AND THAT FINAL DRAFT AVAILABLE FOR EVERYONE.

>> JUST TO TAKE A CLOSER LOOK.

SO YOU KNOW EXACTLY WHEN EACH OF THE COMPONENTS OF THE DESIGN PROCESS TOOK PLACE.

YOU CAN SEE THAT THERE I WON'T BORE YOU BY READING EACH OF THOSE.

JUST GIVE YOU A MOMENT TO INTERNALIZE THAT.

CERTAINLY, WE'RE ON MAY 18TH TODAY, AND THAT'S WHAT BRINGS US TO THIS MORE PRESENTATION.

SO I WANT TO TALK A LITTLE BIT ABOUT THE LEARNING INNOVATION FRAMEWORK THAT RISD DEVELOPED.

I WANT TO START BY TALKING ABOUT THAT TRUE NORTH GOAL, WHICH IS HOW WE STARTED EVERY ONE OF OUR FACILITATION OF ANY COMPONENT OF EITHER THE PLAN OR THE FRAMEWORK.

ALWAYS CIRCLING BACK TO THAT, ALLOWING THAT TO SERVE AS THE BASIS FOR EVERYTHING THAT CAME THEREAFTER, THEN USE THAT TO HELP TO DEVELOP A CALL TO ACTION, WHICH YOU SEE THERE, WHICH CAN BE DESCRIBED AS THE DISTRICT'S WHY, OR THE REASON WHY THE IMPETUS BEHIND THE WORK, WHAT IS GOING TO PROPEL YOU FORWARD? GET YOU UP OUT OF BED TO DO THIS WORK.

AND THEN THE SHARED BELIEFS, WE ESTABLISHED A SET OF SHARED BELIEFS THAT AS YOU CAN SEE, REALLY SPEAK TO THE ABILITY TO EMPOWER STUDENTS, WHICH WE IDENTIFIED AS SOMETHING THAT IS EXTREMELY IMPORTANT, DEVELOPING LIFE SKILLS FOR AFTER HIGH SCHOOL WHEN THEY GRADUATE FROM THE SYSTEM AND ALSO INVIGORATING THEIR DESIRE TO LEARN.

AND WHAT I REALLY APPRECIATED ABOUT THAT LAST BELIEF IS THERE WAS A SENSE OF OWNERSHIP ON THE EDUCATORS.

THAT READS AS IF THE ONUS IS ON THE STUDENTS, THE EDUCATORS WERE IN THE ROOM, UNDERSTOOD THEIR RESPONSIBILITY IN MAKING THAT HAPPEN.

BECAUSE AGAIN, WE'RE REFERENCING SELECT THE STUDENTS HAVE VOLUNTEERS, AND THEN AS VOLUNTEERS, THEY DON'T NECESSARILY COME WITH THAT MOST DO, BUT SOME MAY NOT AND IT IS THE ONUS OF THE EDUCATOR TO ENSURE WE INSTILL THAT IN THEM.

[00:35:06]

SO WHAT YOU SEE HERE, FIRST IS THE NAME OF THE FRAMEWORK IN TOTAL, AND THIS IS JUST ONE COMPONENT OF THE FRAMEWORK.

THIS IS WHAT WE REFERRED TO AS THE LEARNER EXPERIENCE MODEL, WHICH IN ESSENCE SERVES AS A ROADMAP FOR TEACHERS TO BE ABLE TO ACTUALIZE THE COMMUNITY'S HIGHEST HOPES FOR LEARNING.

IS PRESCRIPTIVE ENOUGH TO ALLOW FOR TEACHERS TO UNDERSTAND EXACTLY HOW TO NAVIGATE THAT ROADMAP, BUT NOT SO PRESCRIPTIVE THAT WE COMPROMISE THE ART OF TEACHING WHICH IS UNIQUE TO EACH OTHER.

I'LL TALK ABOUT EACH OF THE COMPONENTS.

ACTUALLY, I JUST WANTED TO POINT OUT A COUPLE OF NOTEWORTHY THINGS, YOU SEE THE ARROWS GOING BACK AND FORTH.

ONE OF THE THINGS THAT THE DESIGN TEAM WANTED TO ENSURE IS THE ABILITY FOR TEACHERS TO GO BACK WHEN A STUDENT OUTCOMES WERE NOT ACCEPTABLE OR SATISFACTORY.

AND SO THAT VISUAL REFLECTS THAT AND THE WORDING WITHIN THE PROTOCOLS, WHICH WE'LL TAKE A LOOK LATER, ALLOW FOR THAT MOVEMENT FROM ONE PHASE AND THAT'S WHAT WE'RE CALLING EACH OF THOSE FIVE PIECES OR CALLED PHASES.

SO MOVING FROM ONE PHASE TO ANOTHER, IT'S ESSENTIAL FOR TEACHERS.

AND THEN YOU SEE THERE IN THE MIDDLE AND I MENTIONED IT BEFORE, EMPOWERED LEARNERS AT THE CENTER OF IT, WHICH IS WHAT WE WANT AS A PRODUCT OR BY-PRODUCT OF SUCCESSFUL.

>> AND SO ONE LITTLE THING HERE, I THINK IT'S REALLY IMPORTANT BOARD IN OUR JOURNEY TOGETHER IN THE LAST YEAR.

YOU'VE HEARD ME PROBABLY SAY THE WORD HIGH-QUALITY TIER ONE INSTRUCTION 100 TIMES, WHERE WE KNOW WE HAVE TO HAVE IF WE'RE GOING TO ENSURE SUCCESS FOR ALL, WE HAVE TO HAVE HIGH-QUALITY TIER ONE INSTRUCTION.

ONE OF THE THINGS I THINK WE HAVE BEEN HONEST IN OUR GUILTLESS AUTOPSY OF WHERE WE ARE IS THAT IF YOU WERE TO ASK A TEACHER AT ALL 55 CAMPUSES, OR IF YOU WERE TO ASK THE PRINCIPAL, OR IF YOU WERE TO ASK DIFFERENT MEMBERS OF OUR LEADERSHIP TEAM HOW THEY WOULD DESCRIBE THAT AND DEFINE THAT, THEY MIGHT RESPOND IN 55 DIFFERENT WAYS.

AND I THINK WHAT IS POWERFUL AND I HAD THE OPPORTUNITY TO BEGIN TO LAUNCH THIS WITH OUR PRINCIPALS LAST WEEK AND IN MY TICKET OUT, EVERY SINGLE ONE OF THEM MENTIONED HOW POWERFUL IT WAS TO KNOW THAT WE'RE ALL USING CONSISTENT CALIBRATED LANGUAGE FOR WHAT WE BELIEVE TIER ONE INSTRUCTION SHOULD LOOK LIKE.

WE KEEP SAYING THAT, BUT DO WE ALL REALLY KNOW WHAT IT MEANS AND HOW ARE WE ALL HOLDING EACH OTHER ACCOUNTABLE FOR THAT? THIS ARTICULATES DESCRIBES, PAINTS THE PICTURE FOR EVERY TEACHER, FOR EVERY ADMINISTRATOR.

BUT IT'S REALLY IMPORTANT WITH THAT SAID, BECAUSE THIS IS NOT A PRESCRIPTIVE LESSON PLAN, THIS IS NOT ABOUT TODAY.

YOU'RE GOING TO HIT ALL FIVE PHASES.

THIS IS ABOUT IN THE COURSE OF A UNIT, IN THE COURSE OF LEARNING, OUR STUDENTS HAVING AN OPPORTUNITY TO EXPERIENCE EVERY SINGLE ONE OF THESE PHASES AND HOW ARE WE SUPPORTING TEACHERS IN LOOKING AT A UNIT PLAN AND BUILDING THOSE LEARNING EXPERIENCES FOR STUDENTS.

EXPERIENCE WITH SUPER-IMPORTANT TO THE DESIGN TEAM AND IT'S SUPER IMPORTANT TO OUR LEADERSHIP TEAM BECAUSE WHEN STUDENTS HAVE AN EXPERIENCE, THINK ABOUT FOR YOU, SOMETIMES IT'S NOT ALWAYS FOR POSITIVE REASONS.

BUT WE ALL REMEMBER WHERE WE WERE WHEN A CERTAIN EVENT HAPPENS.

WE ALL KNOW WHEN WE BUY A CAR AND WE THINK WE'RE THE ONLY ONE THAT HAS THAT CAR AND THEN WE'RE DRIVING ON 635 AND SUDDENLY EVERY SINGLE PERSON HAS THAT CAR BECAUSE YOU'VE HAD AN EXPERIENCE, YOU'VE HAD AN EVENT THAT NOW ALLOWS YOUR BRAIN TO PROCESS AND OPEN A FILE CABINET AND BEGIN TO MAKE CONNECTIONS.

WHEN EMOTIONS ARE ENGAGED AND STUDENTS ARE ACTIVATED AND READY TO TAKE ON THINGS THAT MIGHT BE COMPLEX OR CHALLENGING.

SO EXPERIENCES, THIS IS ABOUT AND IT'S ABOUT AS USING COMMON LANGUAGE.

IT'S NOT MEANING THAT IF I'M AN EDUCATOR THAT'S AT SIXTH GRADE AT ONE CAMPUS, THAT IT MAY LOOK EXACTLY THE SAME WAY AT ANOTHER.

BUT GUESS WHAT IF I WALK INTO A CLASSROOM, AND IF I'M WALKING WITH THAT PRINCIPLE, WE ARE ALL TALKING ABOUT THE SAME LEARNING FRAMEWORK.

WE ALL CAN USE THE SAME VOCABULARY TO DESCRIBE WHAT WE WANT FOR EVERY STUDENT AND WHAT WE WANT FOR EVERY TEACHER.

SO THIS FOR US IS PROBABLY THE MOST IMPORTANT PART OF THE STRATEGIC.

IT'S ALL IMPORTANT. BUT THIS RIGHT HERE, IT'S ALL IMPORTANT.

[00:40:02]

>> NO APOLOGIES NECESSARY.

YOU HIT THE NAIL ON THAT. [OVERLAPPING] I CAN TELL. WELL, I SAW THAT IT WAS YOUR JAM WHEN YOU WERE [LAUGHTER] ENGAGED IN THE WORK, SO THANK YOU FOR THAT, YOU SAID THAT ABSOLUTELY RIGHT.

WHAT YOU'RE LOOKING AT HERE IS, AGAIN, ALL FLESHED OUT BY THE DESIGN TEAM.

YOU SEE EACH ONE OF THE PHASES BROKEN OUT.

AT THE BOTTOM, YOU'LL NOTICE A DESCRIPTION FOR EACH.

THAT'S WHAT'S BELOW THE WORDING THAT IS BELOW EACH OF THE ICONS, AND THEN TO THE RIGHT OF IT ARE THE BEST PRACTICES THAT ARE ALIGNED TO EACH ONE OF THOSE PHASES.

WHAT THAT DOES IS THAT NOW HELPS TEACHERS TO UNDERSTAND WHAT BEST PRACTICES ARE TO BE INCORPORATED OR TO MANIFEST THEMSELVES AND UTILIZE IN EACH PHASE, SO IT PROVIDES THAT REQUISITE GUIDANCE.

IT CAN ALSO HELP TO INFORM PROFESSIONAL LEARNING.

BUT NOW I'M EVEN MORE TARGETED, IN MY PROFESSIONAL LEARNING, BECAUSE NOW I UNDERSTAND FOR EXAMPLE YOU'LL NOTICE THAT FIRST BEST PRACTICE UNDER IGNITERS STANDARDS ALIGNMENT.

NOW I'M NOT JUST GOING FOR PROFESSIONAL LEARNING, JUST FOR STANDARDS ALIGNMENT IN GENERAL, BUT STANDARDS ALIGNMENT SPECIFICALLY TO IGNITE LEARNING.

THAT LEVEL OF SPECIFICITY PROVIDES CLARITY FOR THE TEACHER IN WAYS THAT THEY MAY NOT HAVE HAD IT.

IT ALSO PROVIDES CLARITY FOR THOSE WHO ARE DESIGNING PROFESSIONAL LEARNING.

BECAUSE NOW I CAN BE EVEN MORE TARGETED AND PINPOINT WHERE WITHIN INSTRUCTION YOU NEED ASSISTANCE OR THAT BEST PRACTICE NEEDS TO BE INCORPORATED, SO LOTS OF BENEFITS.

IN ADDITION TO MAPPING BEST PRACTICES, WE ALSO MAPPED THE GRADUATE PROFILE SKILLS TO EACH OF THESE PHASES AS WELL AS THE CLASSROOM INVENTORY OR DISTRICT NON-NEGOTIABLES IN AN EFFORT TO, WHICH IS THE PURPOSE OF A FRAMEWORK, TO MAKE EVERYTHING ONE THING.

WHEN TEACHERS UNDERSTAND THE WHY BEHIND WHAT THEY'RE DOING AND WHAT IT IS ASSOCIATED WITH, IT HELPS THE MEDICINE GO DOWN.

THE JOB OF A TEACHER IS EXTREMELY DIFFICULT, ESPECIALLY NOW.

THE MORE CLARITY THAT WE CAN PROVIDE FOR THEIR WORK, THE MORE SUCCESSFUL THEY'RE GOING TO BE AND THAT'S WHAT THIS FRAMEWORK DOES, ALLOWING THEM TO SEE WHY IT IS WE DO WHAT WE DO, WHEN IT IS WE DO THE THINGS THAT WE DO, WITH NO EQUIVOCATION.

MOVING ON AND TAKING A LOOK AT ANOTHER DIFFERENTIATOR AND WHY I LOVE OUR PROCESS, OUR LEARNING INNOVATION FRAMEWORK PROCESS.

YOU'RE LOOKING AT AN EXAMPLE OF THE SUBSEQUENT, WELL, EDUCATOR BEHAVIORS AND RESPONSIBILITIES AND SUBSEQUENT STUDENT BEHAVIORS AND RESPONSIBILITIES.

THE DESIGN TEAM TOOK TIME AFTER IDENTIFYING THE NAME OF THE PHASE AND THE DESCRIPTION OF IT, TALKING ABOUT WHAT ARE THOSE TEACHER MOVES THAT NEEDS TO HAPPEN.

WHAT ARE THE BEHAVIORS, THE RESPONSIBILITY? I LOVE THE USE OF THE WORD RESPONSIBILITY BECAUSE THAT PUTS ONLY [OVERLAPPING]

>> THAT CAME FROM OUR PRINCIPLES.

>> I LOVE THAT ADDITION THAT WASN'T DESIGNED I KNEW IT COULD COME LATER, AND GOOD ON THE PRINCIPLES FOR USING THAT WORD BECAUSE IT REALLY, IN MY MIND, CREATES A SENSE OF OWNERSHIP OR ONENESS WITH RESPECT TO WHAT I MUST BRING TO THE TABLE TO ENSURE THAT.

AGAIN, THAT CLARITY THERE IS WHAT SETS THIS FRAMEWORK APART BECAUSE RARELY DO YOU GET THAT LEVEL OF SPECIFICITY WITHOUT PIGEONHOLING TEACHERS AND LOSING TEACHERS BECAUSE YOU'VE BEEN TOO SPECIFIC AND TOO PRESCRIPTIVE.

I ALSO REALLY APPRECIATE THE OPEN-ENDED QUESTIONS THAT ARE HERE BECAUSE THAT ALLOWS FOR THAT DIFFERENTIATION IN STYLE AND ENSURING THAT I'M MEETING THE NEEDS OF MY SPECIFIC KIDDOS IN MY CONTENT.

JUST REALLY WELL-THOUGHT-OUT.

CERTAINLY, IT'S NOT LIMITED TO THIS, THERE CAN BE OTHER BEHAVIORS AND RESPONSIBILITIES THAT ARE INCORPORATED WITHIN IT BASED UPON, AGAIN, THAT ART OF TEACHING AND STUDENT NEED, BUT HAVING THIS AVAILABLE FOR TEACHERS GIVES THEM TREMENDOUS GUIDANCE IN HOW TO IMPLEMENT EACH OF THOSE PHASES EFFECTIVELY.

[00:45:06]

BUT IT WILL BE AVAILABLE IN THE FINAL FLIPBOOK THAT YOU WIND UP USING.

NOW, LET'S TALK A LITTLE BIT ABOUT THE WORK THAT WE HAD DONE IN DESIGN DAYS.

YOU CAN SEE SOME OF THE PICTURES, THE LEVEL OF ENGAGEMENT, AND I GOT JUST HAVE TO SAY THAT'S WHAT YOU WOULD SEE FROM THE VERY MOMENT THAT WE STARTED AT 08:30 TO THE VERY MOMENT WE ENDED AT 4 O'CLOCK AND SOMETIMES THEY PUSH PAST FOUR TO CONTINUE THE WORK.

A FEW OF THE NAMES OF THE PARTICIPANTS, CERTAINLY GRATEFUL FOR EACH AND EVERY INDIVIDUAL'S PARTICIPATION AND EVERY INDIVIDUAL'S FINGERPRINTS WERE ON IT.

OUR PROCESS FACILITATES THAT, BUT PEOPLE CAN DISCONNECT VERY EASILY, AND WHAT I REALLY APPRECIATED WAS JUST THE LEVEL OF ENGAGEMENT THROUGHOUT THE PROCESS, THROUGHOUT THE ENTIRE TIME THAT WE WERE THERE.

THE THOUGHTFUL COMMUNICATION, THE EMBRACING OF NEW IDEAS WAS JUST CLEARLY EVIDENT.

TAKING A LOOK AT THE GOALS THAT WE CREATED, YOU SEE THE FIVE THAT ARE THERE.

IF YOU CAN READ THEM THERE, AND WHAT EACH OF THEM SIGNIFIES.

A QUICK POINT OF NOTE, WE ACTUALLY, "ENDED" WITH NINE DURING OUR FIRST ITERATION AND THEN RECEIVE FEEDBACK FROM THE COMMUNITY AND ADJUSTED THEM, REFINED THEM TO CREATE FIVE, NINE WAS A BIT MUCH.

I THINK WE ALL AGREED WITH THAT AFTER WE LANDED ON IT INITIALLY AND I THINK WE HAVE COME UP WITH A GOOD FIVE THAT DEFINITELY ADDRESSES EACH OF THE CONCERNS THAT ARE AT THE FOREFRONT OF THE DISTRICT [INAUDIBLE].

SO THEN MOVING ON TO THE SPECIFIC RESULTS WHICH COULD BE AN ESSENCE, THE SUB-GOALS, IF YOU WILL, ARE WRITTEN SUCH THAT THEY CAN HELP WITH THE ATTAINMENT OF THOSE PARTICULAR GOALS.

WHAT YOU'LL NOTICE IS THAT THERE'S 18 TOTAL SPECIFIC RESULTS THAT ARE GOING TO BE DONE OVER THE COURSE OF FOUR YEARS.

I'LL EXPLAIN WHY IT'S NOT OVER THE COURSE OF FIVE HERE IN JUST A MOMENT, BUT YOU'LL NOTICE THE SIX [OVERLAPPING] [LAUGHTER] SPECIFIC RESULTS, SIX OF THOSE 18 TO BE DONE IN YEAR 1, AND THOSE WERE SELECTED BASED UPON NOT ONLY PRIORITY BUT ALSO CURRENT CAPACITY TO BE ABLE TO ADDRESS THEM AND SO THEY WERE VERY THOUGHTFUL.

THEY REALLY WANTED TO ATTACK ALL 18 IN YEAR 1 BECAUSE AS WE TALK ABOUT, [LAUGHTER] THERE IS NOT ONE PARTICULAR GOAL THAT IS MORE OF A PRIORITY, IF YOU WILL, THAN ANOTHER NECESSARILY OR MORE IMPORTANT, I SHOULD SAY, THAN ANOTHER.

BUT THERE ARE CERTAIN PRIORITIES BASED UPON THINGS THAT THE DISTRICT IS WANTING TO DO AND THAT'S REFLECTED HERE WITHIN THESE, SPECIFICALLY.

>> I THINK IT'S REALLY IMPORTANT TO NOTE THAT SOME NATURALLY HAD, ONE ACTION WAS DEPENDENT UPON ANOTHER ONE.

IF YOU LOOK AT 1.1, AND IF YOU LOOK AT GOAL 1, THIS IS ALL ABOUT THE BASIC IMPLEMENTATION OF THE NORTH STAR GOAL.

BEFORE WE CAN EVEN BEGIN TO REPORT TO YOU HOW WE'RE PROGRESSING ON THE NORTH STAR GOAL, WE NEED TO HAVE AN INFRASTRUCTURE AND A SYSTEM TO BE ABLE TO TRACK GOALS.

HOW DO WE GET TO DEMONSTRATE AND COLLECT ARTIFACTS ON THAT? HOW ARE WE GOING TO DEFINE A QUALITY GOAL? ARE WE GOING TO USE THE DEFINITION OF A SMART GOAL? ARE WE GOING TO USE ELECTRONIC PORTFOLIO? WHAT DOES THAT LOOK LIKE? 1.1 HAD TO HAPPEN FIRST BEFORE THE OTHER SPECIFIC RESULTS THAT WERE DEVELOPED COULD BE THERE.

SOME HAVE A NATURAL ORDER OF OPERATIONS, SO TO SPEAK, AND OTHERS, IF YOU LOOK AT 5.1, WE HAD A SPEAKER TONIGHT THAT TALKED ABOUT WHERE WE ARE WITH OUR FINANCES AND THAT WE HAVE TO PRIORITIZE OUR FINANCES AND WE'VE BEEN TALKING ABOUT MAKING THOSE HARD DECISIONS, AND SO 5.1 IS DONE IN THIS FIRST YEAR BECAUSE THAT IS A PRIORITY FOR WHERE WE ARE IN TERMS OF OUR BUDGET.

>> AND THAT'S NOT THE FIRST TIME I'VE HEARD THAT.

ACTUALLY, SUPERINTENDENT BRANUM GAVE THAT LITTLE NUGGET TO THE DESIGN TEAM AND THAT REALLY EXEMPLIFIES WHAT I WAS TALKING ABOUT EARLIER WITH RESPECT TO PROVIDING GUIDANCE AND CONTEXTS THAT

[00:50:01]

AGAIN, I APPRECIATE THE KNOWLEDGE THAT SUPERINTENDENT BRANUM AFFORDED US BECAUSE THAT HELPED TO ENSURE THAT THE SPECIFIC RESULTS LINED UP THE WAY THAT THEY SHOULD HAVE IN ESSENCE.

SO WE'LL HAVE SIX FOR YEAR 1, FIVE FOR YEAR 2, FOUR FOR YEAR 3, AND THREE FOR YEAR 4.

YOU MAY BE WONDERING IF IT'S A FIVE-YEAR PLAN, WHAT ARE THE SPECIFIC RESULTS FOR YEAR 5? WELL, AT THE END OF EACH YEAR, THERE'S GOING TO BE AN EVALUATION.

OF COURSE, ALONG THE WAY, THERE'LL BE PROGRESS MONITORING BUT AT THE END, THERE'LL BE A DETERMINATION AS TO WHETHER THOSE GOALS WERE ATTAINED.

ANYTHING THAT HAS NOT BEEN CAN THEN BE SHIFTED DOWN TO THE NEXT YEAR.

THERE IS A LIKELIHOOD THAT THAT WOULD HAPPEN.

LEAVING YEAR 5 OPEN FOR THAT PROCESS, IF YOU WILL, ALLOWS THE ABILITY TO DO TWO THINGS TO TIDY UP THOSE GOALS DOT I'S AND CROSS TEES AND ENSURE THAT WE'RE ABLE TO ATTAIN EVERY ONE OF THOSE SPECIFIC RESULTS AND GOALS THAT WE HAVE ESTABLISHED, BUT ALSO CAN SERVE AS A SPRINGBOARD FOR THE NEXT STRATEGIC PLAN.

LOOKING AT THE LEAD TEAM AND THE WORK IN WHICH THEY WERE ENGAGED, THEY ARE SO FEW PICTURES OF THEIR ENGAGEMENT.

THE PARTICIPANTS' NAMES AND AGAIN, WE ARE GRATEFUL FOR EACH MEMBER'S PARTICIPATION.

WHAT YOU'RE SEEING HERE IS A TEMPLATE THAT WE USED TO DESIGN THE ACTION STEPS FOR THE FIRST-YEAR-SPECIFIC RESULTS.

THERE WERE SIX OF THESE PARTICULAR FORMS THAT OUR LEAD TEAM WORKED ON CREATING, SPECIFIC ACTION STEPS IN AN EFFORT TO ATTAIN THE SPECIFIC RESULTS.

ALSO WITHIN THAT WORK, THEY WORKED ON THE COMMUNITY-BASED ACCOUNTABILITY SYSTEM, THE DEVELOPING INDICATOR CATEGORIES, AND THE SUBSEQUENT INDICATORS ASSOCIATED WITH EACH OF THE CATEGORIES WHICH YOU CAN SEE HERE.

TAKING A CLOSER LOOK AT ONE OF THEM, IE, DISTRICT OVERVIEW, YOU'LL NOTICE THE DASHBOARD INDICATOR TO THE RIGHT OF THAT AND TO THE RIGHT OF THAT, THE VARIOUS ASSESSMENT TOOLS THAT WILL HELP US TO ASCERTAIN SUCCESS AND ATTAINMENT OF THE GOALS THAT HAVE BEEN SET.

YOU CAN SEE HERE A SNAPSHOT OF SOME, BECAUSE THE DISTRICT IS CURRENTLY TRYING TO FIGURE OUT A DASHBOARD THAT THE COMMUNITY WOULD BE ABLE TO CONSUME AT A GLANCE TO BE ABLE TO TAKE A TEMPERATURE CHECK, IF YOU WILL, OF THE DISTRICT.

THERE ARE VARIOUS IDEAS THAT ARE STILL BEING FLOATED AROUND.

MY UNDERSTANDING IS THAT THERE IS A SPEAKER TOO.

>> SURE. THIS IS STILL ONE OF THE DAYS THAT WE ARE GOING TO HAVE LATER THIS MONTH TO FINALIZE THOSE METRICS.

THE OPPORTUNITY WE HAVE THROUGH SOME POTENTIAL BOND FUNDS AND WORKING WITH OUR ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT DEPARTMENT TO LOOK AT SOME SOFTWARE PACKAGES THAT WOULD BE ABLE TO SERVE AS A DASHBOARD LINKED ON OUR WEBSITE.

THIS WOULD BE PART OF OUR COMMUNITY-BASED REPORTING OUT ANNUALLY ON OUR GOALS AND WHERE WE ARE IN ACHIEVING THE METRICS AS WE'VE IDENTIFIED AS PART OF THE PLAN OVER THE COURSE OF THE NEXT FIVE YEARS.

>> SORRY. INCLUDED IN THAT IS THE DEVELOPMENT OF OR THE ESTABLISHMENT, EXCUSE ME, IDENTIFYING VARIOUS COMMUNICATION TOOLS IN AN EFFORT TO BE ABLE TO PROMOTE THE CAMPUS BASED ACCOUNTABILITY SYSTEM TO INTERNAL AND EXTERNAL STAKEHOLDERS.

YOU CAN SEE THE VARIOUS TOOLS FOR EACH OF THE DIFFERENT STAKEHOLDER GROUPS.

>> WE'RE GOING TO BE FINALIZING THIS ANOTHER ONE OF THE DAYS THAT THEY ARE STILL COMING BACK ENGAGED TO LEARN THAT, IS COMING BACK TO WORK WITH US AS A TEAM AS PART OF OUR RESPONSIBLE ROLLOUT AND IMPLEMENTATION AND REPORTING BACK TO YOU ON JUNE 8TH WHEN WE BRING THE FINAL DRAFT TO YOU FOR ACTION AND ADOPTION.

[00:55:02]

>> AT THIS TIME, I WOULD YIELD THE FLOOR.

YES, DR. HELLEN, YOU CAN LEAD THIS PROCESS OF BRINGING AND INVITING DESIGN TEAM MEMBERS.

>> SURE. I DEFINITELY WANTED TO RECOGNIZE WE HAD THREE VERY ENGAGED BOARD MEMBERS AS PART OF OUR DESIGN TEAM AS WELL.

PRESIDENT HARRIS, MR. POTEET, AND MR. EAGER APPRECIATED THEIR ENGAGED PARTICIPATION NOT ONLY AS PART OF THE DESIGN TEAM IN THE TRENCHES, AS YOU CAN TELL BY SOME OF THE ARTIFACTS AND PICTURES OF EVIDENCE, BUT KNEE TO KNEE WITH STUDENTS AND TEACHERS AND PARENTS AND COMMUNITY PARTNERS DOING THE WORK.

SO THANK YOU SO MUCH FOR THAT.

WE ALSO HAVE SOME OF OUR DESIGN TEAM MEMBERS.

WE HAVE SEVERAL STAFF.

WE HAVE A PARENT, MS. CLEMENS, AND ONE OF OUR STUDENTS, MR. GERARDO FROM PIERCE HIGH SCHOOL, WHO IS A VERY ACTIVE PARTICIPANTS. WE REALLY APPRECIATE.

>> HE WAS AT MY TABLE.

>> YES. [LAUGHTER]

>> HE WAS AT EVERYONE'S [OVERLAPPING] TABLE AT SOME POINT OVER THE COURSE OF THE FIVE DAYS.

I WANTED TO PROVIDE AN OPPORTUNITY FOR ANY BOARD REFLECTIONS AND THEN ALSO ANY QUESTIONS OR TESTIMONIALS YOU MIGHT LIKE TO HEAR FROM SOME OF THE MEMBERS.

WE DID HAVE SOME OTHER DESIGN TEAM MEMBERS WHO HAD SOME THINGS COME UP, BUT WE'LL BE SURE TO EXTEND THE INVITATION FOR THE JUNE 8TH MEETING AS WELL.

>> I THINK AT THIS POINT WE'LL GO AHEAD AND OPEN UP FOR QUESTIONS AND COMMENTS FROM THE BOARD.

WOULD ANYBODY LIKE TO GO AHEAD AND MAKE SOME COMMENTS OR QUESTIONS? MR. POTEET.

>> I WAS ON THE DESIGN TEAM AND I KNOW I'VE PROBABLY SAID THIS IN ONE OF THE OTHER PRESENTATIONS BEFORE TOO, BUT I THINK A LOT OF THE VALUE IN THIS IS IN THE PROCESS AND WHO YOU'RE GOING THROUGH THE PROCESS WITH.

ONE, I THINK IT WAS KEY IN TRYING TO PUT TOGETHER A DIVERSE DESIGN TEAM WITH COMMUNITY, WITH STAFF, WITH BUSINESS PARTNERS IN THE COMMUNITY, AND THEN ALSO WITH BOARD AND ADMINISTRATION AND STUDENTS OBVIOUSLY.

I DIDN'T FORGET YOU. HE WAS AT MY TABLE, BY THE WAY.

BUT I THINK THAT THAT WAS KEY IN HOW THAT WAS SET UP.

BUT THEN ACTUALLY GOING THROUGH THE WORK.

THIS IS A PROCESS THAT'S NOT FOREIGN TO OTHER INDUSTRIES.

WE'VE DONE IT AT WORK AND A LOT OF PEOPLE HERE HAVE.

SOMETIMES YOU ARRIVE AT SIMILAR DESTINATIONS AND IT LOOKS SIMILAR, BUT I THINK A LOT OF THAT VALUE IS IN HOW DO YOU GET THERE AND THE INTERACTIONS THAT YOU HAVE AND THE DISCUSSIONS THAT YOU HAVE.

I APPRECIATE ENGAGED TO LEARN.

I SAW THE VALUE THAT YOU-ALL BROUGHT WAS ONE YOU HAD EXPERIENCED.

IT WASN'T JUST SOMEBODY OFF THE STREET THAT WAS A CONSULTANT COMING IN TO KIND OF GUIDE US LIKE ANYBODY WOULD.

YOU-ALL HAVE BEEN THERE, YOU'VE TAUGHT, YOU'VE ADMINISTRATED, YOU KNOW PUBLIC ED IN TEXAS. THAT WAS VALUABLE.

BUT THEN BEING ABLE TO WALK US THROUGH AND FACILITATE, I THINK IT WAS UP TO US TO COME UP WITH THE MEAT OF THE DISCUSSIONS.

BUT OBVIOUSLY THERE'S TIMES WHEN WE WOULD PAUSE OR STALL OUT OR HIT A BARRIER OR SOMETHING LIKE THAT.

I THINK THAT YOU-ALL WERE ABLE TO TAKE YOUR EXPERIENCE AND BE ABLE TO GET US OVER THOSE HUMPS AND HAVE US CONSIDER DIFFERENT THINGS AND THEN HAND IT BACK.

HAND IT ALL BACK TO US TO WORK WITH IT.

I WANT TO SAY THAT THAT WAS THE VALUE I FOUND IN THIS.

I APOLOGIZE FOR NOT MAKING THE FIRST PART OF THE PRESENTATION, BUT I'M EXCITED TO GET DOWN TO VERY SUCCINCT TASKS, DOWN TO THE BUILDING LEVEL, THE SCHOOL LEVEL, AND WHAT WE'RE GOING TO DO TO GET TO THESE GOALS SO THAT THESE AREN'T ON THE SHELF THAT HAS PIE IN THE SKY.

THAT IT'S ACTUALLY, WE'RE PINNING THE ROWS ON PEOPLE'S COLLAR SAYING THIS IS YOUR TASK.

WE'LL CHECK BACK IN THREE MONTHS, IN SIX MONTHS, IN A YEAR AND SEE WHERE WE'RE AT ON THESE.

I THINK THAT THAT'S WHAT I SEE COMING, THAT'S WHAT I LIKE TO SEE COMING, AND I'M EXCITED TO KEEP GOING DOWN THAT PATH WITH THAT GOAL IN MIND.

>> ABSOLUTELY. THANK YOU, MR. POTEET AND THANK YOU FOR YOUR TIME SERVING ON STRATEGIC PLANNING COMMITTEE. MS. RENTERIA.

>> YES, I JUST ALSO WANTED TO SAY THANK YOU FOR THAT GREAT PRESENTATION.

THIS IS VERY EXCITING FOR ME.

I FINALLY GET TO SEE IT PUT TOGETHER, WE HAVE HEARD SOME OF OUR COLLEAGUES TALK ABOUT IT.

OF COURSE WE SUPERINTEND BRAND, I'M VERY PASSIONATE ABOUT IT AND HAS GIVEN HIS PIECES AND PARTS, SO IT'S GREAT TO SEE THIS ALL COME TOGETHER.

YES, VERY GRATEFUL TO MY COLLEAGUES, MS. PACHECO, AND MR, EAGER, AND PRESIDENT HARRIS.

I WILL SAY THAT THAT WAS A VERY SOUGHT-AFTER POSITION FOR

[01:00:01]

WE WANT TO BE IN THE ROOM WHERE IT HAPPENS.

ABSOLUTELY. WE'RE SO GRATEFUL TO OUR COLLEAGUES WHO HAVE BEEN FAITHFUL AND CONSISTENT WITH BEING THERE.

BUT TO OUR COMMUNITY, THAT COMMITMENT IS A BIG ONE.

IT ASK A LOT.

TO BE THERE ALL DAY LONG ON THOSE DAYS, FROM EARLY MORNING TO THE AFTERNOON AND MAYBE PAST THE TIME.

BUT I'VE BEEN ON SOME OF THESE COMMITTEES WHERE YOU'RE JUST SO ENGAGED, AND YOU'RE JUST SO IN THE MOMENT THAT IT DOES GO PAST YOUR TIME.

BUT, THANK YOU FOR TAKING THE TIME, AND FOR BEING REAL COMMITTED.

I THINK SOMEONE MENTIONED THE WORDS THAT STAND OUT FROM YOUR BRAIN.

JUST BEING VERY INTENTIONAL, BEING VERY PRECISE AND FOCUSED AND TOGETHER AS A GROUP.

I'M VERY GRATEFUL TO EACH OF YOU WHO TOOK THE TIME TO BE A PART OF THIS.

I DID HAVE A QUESTION FOR THE STUDENT.

I KNOW THAT FOR ME, THE STUDENT VOICE IS JUST SO IMPORTANT TO ME AND I REALLY VALUE THAT.

I THINK THAT WHEN WE'RE IN A ROOM OF A LOT OF WISDOM.

EDUCATORS AND US BOARD MEMBERS, COMMITTED PEOPLE, WE'RE ALL HERE FOR THE SAME PURPOSE.

BUT I LOVE TO HEAR FROM THE STUDENTS WHO ARE LIVING THIS EVERY SINGLE DAY.

I LOVED THE PART WHERE WE TALKED ABOUT REALLY IDENTIFYING WITH THE RESPONSIBILITIES THAT OUR STUDENTS HAVE TO COME INTO THE TABLE READY TO, WHAT ARE YOU GOING TO DO? WHAT IS GOING TO BE YOUR PART? AGAIN, WHAT THEY WANT.

WE'RE ALL WORKING SO HARD FOR GRADUATE PROFILE, WE'RE WORKING SO HARD TO FIGURE OUT WHAT IT IS THAT WE WANT OUR STUDENTS TO COME OUT AT THE END LOOKING LIKE.

BUT I WANT TO HEAR FROM YOU.

I'D LOVE TO HEAR WHAT YOUR EXPERIENCE WAS, WHAT YOU THOUGHT, AND JUST TO GIVE ME SOME FEEDBACK ON HOW EVERYTHING WAS.

>> THANK YOU SO MUCH FOR HAVING ME, TO START WITH SAYING THAT.

IT REALLY WAS AN HONOR TO BE IN THAT ROOM FOR THOSE FOUR DAYS THAT I WAS THERE.

I THOUGHT THE MOST VALUABLE PART OF THAT I WAS BEING ABLE TO SEE HOW I IMPACTED THAT PLAN, HOW I WAS ABLE TO REALLY ENACT CHANGE IN MY DISTRICT.

I'VE ONLY BEEN IN THIS DISTRICT SINCE EIGHTH GRADE, SO BEING ABLE TO ONLY BE HERE FOR A FEW YEARS AND THEN REALLY STILL GET INTO THE MEET OF IT WAS ACTUALLY REALLY VALUABLE FOR ME BECAUSE I KNOW A LOT OF PEOPLE WHO HAVE BEEN IN HERE SINCE KINDERGARTEN AND PRE-K.

I KNOW THEY HAVE A LOT OF THINGS THEY WANT TO DO, BUT I FEEL LIKE THEY'VE ALSO IN THAT LEG LOWER EDUCATION LEVELS.

THEY DON'T WANT TO SEE IT CHANGED BECAUSE THEY'VE BEEN IN THAT, THEY DON'T WANT TO CHANGE TRADITION.

BUT I JUST THOUGHT IT WAS VALUABLE THAT I COULD LOOK AT IT, SEE HOW THAT COULD AFFECT OUR ELEMENTARY STUDENTS AS SOMEONE WHO DIDN'T GO TO ELEMENTARY SCHOOL HERE.

SOMEONE WHO WENT TO MIDDLE SCHOOL AND NOT JUNIOR HIGH.

I THINK THAT WAS THE MOST IMPACTFUL PART FOR ME.

I ALSO REALLY APPRECIATED BEING ABLE TO WORK WITH DIFFERENT LEVELS OF INDIVIDUALS IN THE ROOM.

I THOUGHT IT WAS REALLY INTERESTING TO SEE HOW ALL THE DIFFERENT PEOPLE INTERACTED WITH EACH OTHER BASED ON THEIR POSITIONS AND BASED ON HOW THEY'VE INTERACTED IN THE PAST.

>> I JUST WANT TO CELEBRATE THIS AMAZING STUDENT RIGHT HERE.

HE'S A LEADER, THERE WAS NOT A GROUP OR A TABLE THAT HE SAT AT, THAT HE DID NOT BECOME THE REPORTER FOR THE TABLE.

[LAUGHTER] HE HAD A BRILLIANT WAY AND SUCH A WISE WAY OF TAKING ALL OF THIS INPUT THAT MIGHT BE COMING FROM THE FIVE ADULTS AT THE TABLE, AND HE WOULD FIND JUST THE WAY TO ARTICULATE IT IN LIKE YOU SAID, TO MAKE SURE THAT WE HEARD IT THROUGH THE EYES OF OUR STUDENTS.

IT WAS INCREDIBLY POWERFUL.

ALL OF OUR STUDENTS DID A PHENOMENAL JOB OF MAKING SURE WE KEPT COMING BACK TO THEM.

ULTIMATELY, THIS PLAN ISN'T ABOUT US.

>> ABSOLUTELY.

>> THIS PLAN IS ABOUT THE 37,000 STUDENTS WE SERVE.

IF WE WENT DOWN AND DEVELOPED A WHOLE BUNCH OF ACTION PLANS THAT DID A WHOLE LOT OF WORK, BUT IT REALLY WASN'T WHAT THEY NEEDED, AND FELT LIKE THEY NEEDED TO BE SUCCESSFUL, IT WOULD HAVE BEEN A WASTE.

>> WE'VE SAID BEFORE, AND I KNOW WE'VE SAID THIS IN DIFFERENT AREAS.

BUT IT'S ONE THING WHEN PEOPLE WANT TO DO WHAT THEY THINK IS BEST FOR YOU, BUT IT'S GREAT TO HAVE A VOICE FROM WHAT YOU CAN SAY, THIS IS WHAT I NEED, THIS IS WHAT IS BEST FOR ME, AND THIS IS WHAT I SEE OR WHAT MY PEERS ARE GOING THROUGH, OR THIS IS EXACTLY WHAT I'D LIKE TO BE AND I NEED YOUR HELP.

I THINK THAT'S OUR JOB, IS TO HELP YOU GET WHERE YOU WANT TO BE, YOU AND YOUR PEERS.

JUST ANOTHER FOLLOW UP WITH THAT IS, DID YOU HAVE THIS CONVERSATION AFTER YOU MET, SAY WITH YOUR PARENTS, OR SAY WITH SOME OF YOUR FRIENDS? BECAUSE I FEEL LIKE A LOT OF TIMES AS PARENTS, I KNOW WE GET INVOLVED IN SOMETHING BECAUSE OUR KIDS ARE IN IT, OR VICE VERSA.

THE PARENTS ARE INVOLVED AND SO OUR KIDS GET INVESTED.

I'D LIKE TO KNOW IF YOU HAD AN EXPERIENCE WITH SOMETHING LIKE THAT.

>> FOR SURE. I ACTUALLY I'M THE CHILD OF AN EDUCATOR,

[01:05:02]

HAVING BEEN AND ALSO TRYING TO BE A FUTURE EDUCATOR, BEING IN EDUCATION AS A FAMILY.

[APPLAUSE] [LAUGHTER]

>> AWESOME.

>> BEING IN A FAMILY OF EDUCATORS, IT WAS REALLY INTERESTING TO HEAR THEIR INPUT AS WELL AS MY MOM WHO WOULD BE AFFECTED BY THIS PLAN PRETTY HEAVILY.

I THOUGHT THAT WAS A REALLY INTERESTING THING, AND I REALLY APPRECIATED THE FACT THAT I WAS ABLE TO PARTICIPATE IN THIS CHANGE AND THEN INFORM MY FAMILY ABOUT THE CHANGE BECAUSE I ALSO HAVE A SISTER WHO'S IN RISD BECAUSE WE'RE TWINS.

I THINK THAT WAS ACTUALLY REALLY VALUABLE FOR ME.

I THINK THEY THOUGHT THAT WAS REALLY VALUABLE, BECAUSE I KNOW THAT THEY WERE VERY INTERESTED INTO WHAT RISD HAS PLANNED FOR ME AND MY SISTER'S WITH EDUCATION.

>> WELL, THANK YOU. DID I CATCH YOUR NAME? I'M SORRY.

>> KENNETH HURATHAL.

>> KEN HURATHAL?

>> I'M KENNETH.

>> KENNETH?

>> YES, MA'AM.

>> KENNETH SORRY. KENNETH, JUST THANK YOU.

I WANT TO CALL YOU BY NAME KEN.

THANK YOU AGAIN FOR YOUR INPUT AND FOR MAKING AN IMPACT IN THIS GROUP AND IN THIS SPACE, AND FOR EVERYTHING THAT YOU BROUGHT.

I'M VERY APPRECIATIVE. THANK YOU KENNETH.

>> THANK YOU SO MUCH FOR HAVING ME. [OVERLAPPING]

>> CAN I SAY SOMETHING ABOUT THE SAME MATTER?

>> YES, OF COURSE.

>> I CAN'T SAY THAT THE GROUP OF STUDENTS THAT I WORKED WITH ON THE RISD DESIGN TEAM WAS THE SMARTEST GROUP, BUT IT WAS THE MOST ENGAGED.

I COULD HAVE SAID, NO OTHER GROUP WAS MORE ENGAGED.

I WILL BE MORE DEFINITIVE AND SAY THEY WERE THE MOST ENGAGED THAT I HAVE EVER EXPERIENCED LED BY THIS YOUNG MAN.

NO SINGLE STUDENT THAT I HAVE ENCOUNTERED ADVOCATED FOR WHAT'S RIGHT ABOUT, AND THE LEVEL OF DEPTH OF UNDERSTANDING THAT HE HAS.

HE ALMOST HAD AN UNDERSTANDING OF AN EDUCATOR.

IT'S NO SHOCK, IS NO WONDER THAT HE IS THE PRODUCT OF EDUCATORS.

AGAIN, QUITE NOTEWORTHY, I WOULD HAVE KEPT MY MOUTH SHUT IF IT WASN'T TRUE.

I JUST WOULDN'T HAVE SAID ANYTHING, IT IS ABSOLUTELY THE TRUTH TOP-NOTCH.

>> OUR STUDENTS ALSO REFLECTED THE DIVERSITY OF THE 37,000 KIDS THAT WE SERVE EVERY DAY.

YOU HAD SAMSON ON THE COMMITTEE THAT SO YOU HAVE ATHLETICS STUDENTS.

WE HAD A BEAUTIFUL, AMAZING YOUNG LADY FROM BAKNER WHO IS IN FINE ARTS AND INVOLVED.

WE HAD STUDENTS WHO MAYBE HADN'T FOUND THE CONNECTION.

WHAT WAS IT AS A DISTRICT THAT WE COULD HAVE DONE OR COULD DO TO HELP SO, YES.

IT WAS REALLY JUST A PHENOMENAL GROUP OF STUDENTS THAT BROUGHT IN EVERY PART, AND CHALLENGED US.

I THINK SOMETIMES WHEN WE ADULTS THOUGHT WE'VE GOTTEN TO THIS PLACE, OUR KIDS WOULD SAY SOMETHING AND WE GO.

WE'D HAVE TO WALK IT BACK.

>> IT WAS. ANY ADDITIONAL COMMENTS? MR. EAGER.

>> [NOISE] YOU'RE GOING TO KEEP HEARING THIS OVER AND OVER AGAIN.

BUT IT WAS PROUD TO SEE SO MANY MEMBERS FROM DIFFERENT AREAS OF THE COMMUNITY ALL COMING TOGETHER WITH SINGLE FOCUS.

AGAIN IT'S THE DESTINATION POINT THAT WE WANT FOR EVERY ONE OF OUR KIDS.

WHILE THERE MAY BE DIFFERENT PATHWAYS TO GET THERE, EVERYBODY CAME TO THE SAME CONCLUSION, HOW ARE WE GOING TO GET THERE.

AGAIN THIS YOUNG MAN AND I WAS JUST BLOWN AWAY, I REALIZED HOW INTELLIGENT OUR NEXT GENERATION OF KIDS ARE AND US OLD PEOPLE WE'VE GOT A LONG WAYS TO GO.

[LAUGHTER] THESE KIDS ARE AMAZING.

THE THING THROUGH THAT, THERE'S A COUPLE OF THINGS.

ONE THAT I WAS HOPING, AND I DON'T MEAN TO PUT YOU ON THE SPOT.

IN OUR FRAMEWORK USING AN EXAMPLE, ROLLER COASTER.

I'M TRYING TO SEE HOW AN EXPERIENCE.

PEOPLE IN THE COMMUNITY DON'T KNOW THIS IS A NEW LEARNING GROWTH MODEL.

BUT IF YOU COULD WALK US THROUGH AN EXAMPLE OF THAT HOW SHOULD I MAKE IT NICE.

USE THAT EXAMPLE, IS HAS REALLY HELPED US UNDERSTAND THIS FRAMEWORK, AND I DON'T MEAN TO PUT YOU ON THE SPOT.

>> WHAT I WAS TALKING ABOUT WAS THINKING. WHAT MR. EAGER IS SPEAKING TO IS THE ABILITY TO GET KIDS TO BE ENGAGED.

AGAIN, ACCEPTING THE ONUS, THE RESPONSIBILITY OF ENGAGING LEARNERS.

[01:10:02]

THE FIRST THING THAT YOU DO TO KICK OFF LEARNING IS YOU SHOW A VIDEO OF A ROLLER COASTER, AND THEN IT BECOMES ALMOST THAT PIECE OF HEY.

I POSE THIS QUESTION, WHAT DO YOU THINK A CHILD WOULD GO HOME AND SAY, HEY MOM, DAD, I LEARNED ABOUT SINES AND COSINES TODAY, OR HEY, MOM, DAD, DO YOU KNOW IN MATH CLASS WE WERE TALKING ABOUT ROLLER COASTERS? WELL, WHAT DO YOU MEAN BY THAT? NOW ALL OF A SUDDEN BECAUSE I CONNECTED IT MIGHT BE THE EXPERIENCE THEY HAD, THEY MAY NOT HAVE ROLLER COASTER BUT ALWAYS WANTED TO.

WE'RE TAPPING INTO STUDENT INTERESTS, WHICH LEADS TO THAT IGNITION, IF YOU WILL, OR THE IGNITING OF LEARNING INTO WHATEVER THE CONCEPT HAPPENS TO BE.

JUST A DIFFERENT APPROACH, IT'S THE REASON WHY THAT LEARNING FRAMEWORK IS SO IMPORTANT IN SPAWNING INNOVATION IN A CLASSROOM BECAUSE IT GETS TEACHERS THINKING ABOUT HOW TO EDUCATE KIDS IN A DIFFERENT WAY.

ON TOP OF THAT, OUR BOARD NORTH GOAL, AIMING THE GROWTH.

HOW INNOVATIVE THAT IS.

AGAIN, COMMUNITY MEMBERS, STUDENTS, ADMINISTRATION, ALL FOCUSED ON GROWTH.

YOU'LL SEE THAT IN A STRATEGIC OBJECTIVES THAT YOU'LL SEE.

WE HAD INDIVIDUAL GROWTH NUMBER 1.

NUMBER 3, YOU CAN SEE PUTTING THE SYSTEMS IN PLACE FOR GROWTH.

I REALIZE IT CAN BE A CHANGE IN SOMEWHAT TRADITIONAL METHODS, BUT CAN YOU TALK ABOUT HOW THAT'S BENEFICIAL, HOW THAT'S GOING TO MAKE THE DIFFERENCE FOR ALL OUR KIDS, HOW IT HELPS TO COVER THOSE.

HOW IT'S HELPING EVERY ONE OF OUR KIDS IN THAT GRADUATE PROFILE GET TO THAT FINISH LINE.

IN THAT SOME ARE GOING TO GROW AT DIFFERENT LEVELS.

WE'RE GOING TO CELEBRATE THAT EVERY YEAR.

IT'S ALSO OUR TEACHERS ADMINISTRATION, AND IT'S NOT JUST THE STUDENTS, THAT WHEN YOU COME HERE IN RISD, YOU'RE GOING TO BE GROWING INDIVIDUALLY AS WELL.

THAT YOU'RE PART OF THE FAMILY.

[NOISE] YOU ARE PART OF THE TEAM, THAT WE'RE GOING TO MAKE SURE YOU'RE GROWN AS WELL.

I'M DONE. I DON'T WANT TO LEAVE IT TO OPEN-ENDED.

>> THANK YOU. YES. I THINK ACTUALLY A COUPLE OF BOARD MEMBERS, WE WERE THERE CELEBRATING OUR PRINCIPALS.

YOU'VE GOT TO SEE A LITTLE BIT OF EVEN SOME OF THE LAUNCH WITH OUR PRINCIPALS.

YOU'VE GOT TO SEE THEIR PHASE OF IGNITES ABOUT WHAT THIS IS GOING TO MEAN FOR THEIR CAMPUS AND WHAT IT'S GOING TO MEAN FOR THEIR STAFF AND THEIR STUDENTS.

WHEN WE THINK ABOUT THE STATE ACCOUNTABILITY SYSTEM, THAT IS ONE METRIC ON ONE DAY, A STUDENT GOES IN AND TAKES THAT TEST ON ONE DAY.

MAYBE THAT STUDENT HAS DIFFERENT MODALITIES IN DIFFERENT WAYS THAT THEY DEMONSTRATE THEIR LEARNING.

THEY MIGHT HAVE LEARNING DIFFERENCES THAT ARE NOT ALWAYS REPRESENTED OR CONDUCIVE FOR THE FACT THAT I'M TAKING THIS TEST ON AN IPAD.

IT MAY BE TAKING ME SIX HOURS TO WORK THROUGH THOSE NARRATIVES.

BUT RIGHT NOW, THAT IS REALLY THE ONLY METRIC THAT OUR COMMUNITY HAS TO MEASURE US BY.

THIS, I BELIEVE, GIVES US THE OPPORTUNITY THAT IF EVERY STUDENT IS GROWING, IF I'M A STUDENT WHO IS GIFTED AND TALENTED AND I AM TWO GRADE LEVELS BELOW, THAT STUDENT DESERVES TO BE GROWING.

IF I'M A STUDENT THAT IS IMMIGRANT TO OUR COUNTRY AND AS A NEWCOMER INTO OUR SCHOOL SYSTEM, THAT STUDENT DESERVES TO GROW.

IT IS OUR RESPONSIBILITY TO GROW THEM.

IF OUR STUDENT IS IN A LIFE SKILLS CLASSROOM AND A DEVELOPMENTAL CLASSROOM IN WHICH THEY ARE LEARNING.

SKILLS ARE GOING TO HELP THEM TRANSLATE INTO A LIFE OF INDEPENDENCE.

THAT STUDENT DESERVES A YEAR'S WORTH OF GROWTH.

NUMBER 1, THE STUDENT NEEDS TO BE CELEBRATED FOR THE GROWTH THAT STAFF MEMBER THAT FACILITATED THAT GROWTH NEEDS TO BE CELEBRATED FOR THAT, AND OUR SYSTEM NEEDS TO BE CELEBRATED FOR THAT.

FOR ME, IF WE CAN DEVELOP THIS DASHBOARD, IF WE CAN DEVELOP THIS COMMUNITY-BASED ACCOUNTABILITY WHERE OUR COMMUNITY CAN LOOK AT ANY POINT IN SEE FOR THEIR CAMPUS.

SEE FOR OUR DISTRICT, THIS IS HOW WE ARE PERFORMING NOT JUST ONE TEST ON ONE DAY.

[01:15:04]

I SAID THIS TO THE TEACHING AND LEARNING DEPARTMENT WHEN I LAUNCHED IT WITH THEM.

IF WE'RE ACCOMPLISHING GROWTH FOR ALL STUDENTS, THE TEST WILL TAKE CARE OF ITSELF.

THE TEST IS NOT THE END-ALL BE-ALL.

IT IS ONE MEASURE OF THE BRILLIANCE IN TEACHING AND LEARNING THAT HAPPENS IN 173 OF THE OTHER DAYS OF INSTRUCTION, THE TEST WILL TAKE CARE OF ITSELF.

THE OTHER REALLY IMPORTANT THING THAT I WANT TO JUST RE-FRAME AND BORDER, I HAVEN'T TAUGHT YOU ALL ABOUT THIS, SO SORRY, IT MIGHT BE LAUNCHING THIS ON YOU.

BUT AS A LEADERSHIP TEAM, I HAVE WORKED REALLY HARD AND I THINK THE STRATEGIC PLANNING AND LISTENING TO OUR PARENTS AND LISTENING TO OUR STAFF AND OUR STUDENTS.

IT REALLY JUST CLICKED FOR ME AND CONNECTED IN A NEW WAY.

I THINK SOMETIMES WE DEFINE PARENT ENGAGEMENT IN ALL THE WRONG WAYS.

I THINK THE SAME WAY THAT WE MEASURE OUR ACCOUNTABILITY SYSTEM AND THAT HERE YOU TAKE THIS TEST, YOU MADE AN 87, SO YOU'RE A BEAD DISTRICT AND THAT IN NO WAY FULLY REPRESENTS WHAT WE'RE DOING AND HOW WE'RE GROWING OUR KIDS.

WELL, SAYING THAT WE HAVE 15 PARENT EVENTS AND WE HAD X NUMBER OF PARENTS SHOW UP IN NO WAY REALLY DEFINES NOR DEMONSTRATE THAT PARENTS ARE TRULY ENGAGED IN THE PROCESS.

WHAT HAVE WE CHANGED THE PARADIGM THAT IT'S NOT ABOUT HOW MANY MEETINGS WE HAVE, IT'S NOT ABOUT HOW MANY PARENTS SHOW UP TO THE MEETING.

NOT WE STILL DO THAT JUST LIKE WE STILL HAVE TO DO ACCOUNTABILITY SYSTEM.

I STILL HAVE TO TAKE STAR, WE STILL HAVE TO TAKE EOC IF WE ARE GOING TO GRADUATE.

WE'RE STILL GOING TO HAVE PARENT EVENTS BECAUSE PARENTS NEED TO BE INFORMED AND EDUCATED.

BUT WHAT IF AS A DISTRICT, WE DEFINE PARENT ENGAGEMENT.

WE DEFINED PARENT GROWTH AS IF I'M A TEACHER AND I KNOW EVERYONE ON MY PARENTS KNOWS THEIR GROWTH GOAL AND KNOWS HOW TO SUPPORT THEIR STUDENT IN THEIR GROWTH GOAL.

I PROMISED YOU THERE'S NO OTHER SYSTEM THAT COULD DO THAT RIGHT NOW.

THAT'S PARENT ENGAGEMENT.

THAT PARENT ENGAGEMENT THAT MAKES A DIFFERENCE.

WHAT AM I DOING LOCALLY FOR MY CHILD IN MY CLASSROOM? WHAT IS THEIR GROWTH GOAL? AS A PARENT, HOW ARE YOU EQUIPPING ME? HOW ARE YOU EMPOWERING ME TO KNOW AND TO HAVE THE TOOLS NECESSARY TO HELP MY CHILD ACHIEVE THEIR GROWTH GOAL.

WE DO THAT.

AGAIN, YOU WANT TO TALK ABOUT THIS STARTS AS TAKING CARE OF ITSELF AND ACCOUNTABILITY TAKING CARE OF ITSELF.

PARENTS FEELING LIKE THEY ARE INVOLVED AND THEY KNOW WHAT'S HAPPENING.

LIKE THAT. I'M TOTALLY SORRY.

THIS IS OUR WORK.

WHEN I TALKED WITH PRINCIPALS, EVERY GROUP I'VE TALKED TO, THAT IS WHAT RESONATES WITH THEM.

THIS IS NOT SOME MAGIC.

WE'RE NOT TALKING ABOUT DOING PROJECT-BASED LEARNING IN EVERY CLASSROOM OR NOT TALKING ABOUT SOME, IT'S NOT SOME NEW INITIATIVE THAT WE DON'T KNOW ABOUT WHAT IT WORKS.

WE'RE TALKING ABOUT THE VERY HEART IN ESSENCE OF WHY WE GOT INTO THIS FIELD.

THAT IS TO GROW OUR KIDS, TO INVOLVE OUR PARENTS SO THAT THEY CAN SUPPORT THE GROWTH OF THEIR KIDS. I WILL STOP NOW.

>> WELL, AND I ALSO WANTED TO MAKE SURE TO INVITE OTHER MEMBERS OF THE DESIGN TEAM SO, IF YOU COULD COME UP HERE BECAUSE I WANT TO MAKE SURE THAT YOU HEAR.

BECAUSE WE ALL TALK UP HERE AND THEN WE GET TO LISTEN TO OURSELVES.

I THINK IT'S IMPORTANT TO CONTINUE TO HEAR FROM OTHER MEMBERS. [OVERLAPPING]

>> YOU DIDN'T INVITE OTHER MEMBERS.

>> YEAH.

>> [INAUDIBLE]

>> I'D LOVE TO, AGAIN, GET PARENTS THAT ARE PART OF THIS PROCESS AND [NOISE] YOUR THOUGHTS.

>> AWESOME. [INAUDIBLE] TABITHA, I WAS TRYING TO NOT SCREAM JUST NOW WHEN I WAS LISTENING TO YOU TALK BECAUSE THAT'S EXACTLY WHAT AS A PARENT I WANT TO HEAR.

THANK YOU FOR ALLOWING ME TO BE ON THIS COMMITTEE, IT WAS AWESOME.

I SPENT SIX DAYS, FULL DAYS, AND MY BRAIN HURT EVERY AFTERNOON AND I WAS LIKE THIS IS SO HARD, IT'S JUST SUCH HARD WORK BECAUSE IT WAS DOWN TO EVERY SINGLE WORD MATTERED, EVERY SINGLE IDEA MATTERED.

I FELT HEARD. I KNOW OTHER PEOPLE FELT HEARD.

HONESTLY YOU ALL, IT GAVE ME HOPE FOR THE FUTURE OF OUR DISTRICT, IT REALLY DID.

IT'S THE FIRST TIME, I THINK, IN A WHILE THAT I HAD HOPE.

MY THOUGHTS THOUGH ARE, THIS IS JUST A PLAN, IT'S JUST A PIECE OF PAPER.

I ACTUALLY PUT IT IN CHATGPT TODAY AND YOU CAN GET A PRETTY GOOD PLAN, I'M NOT KIDDING, ON CHATGPT.

THIS WAS SPECIAL BECAUSE IT WAS UNIQUE INTO OUR DISTRICT, BUT IF WE DON'T, THEN DO THE HOW AND THE DAILY CHECK-INS AND IMPLEMENT THIS,

[01:20:03]

I THINK THAT THAT'S WHERE YOU'RE GOING TO CAPTURE THE ENROLLMENT SITUATION AND HOW WE'RE REALLY DOWN IN OUR NUMBERS.

I KNOW THAT THERE ARE SO MANY PEOPLE THAT ARE LOOKING SOMEWHERE ELSE BECAUSE THEY'RE WORRIED THAT THEIR KIDS AREN'T GOING TO GET A GOOD EDUCATION.

THEN I LOOK AT THE LGE, WE CALLED IT THE LEARNER GROWTH EXPERIENCE FRAMEWORK, IF MY FOUR KIDS GET THAT IN THEIR CLASSROOMS EVERY DAY, I'M HERE FOR THE LONG HAUL.

I AM. I DO THINK IT REALLY MATTERS, THE WORK THAT WE DID, I HAVE REALLY HIGH EXPECTATIONS THOUGH, THAT YOU GUYS WILL IMPLEMENT THAT AND THAT IS SOMETHING THAT EVERY PARENT IS GOING TO WANT.

I APPRECIATE THE THOUGHTS OF HOW TO ENGAGE PARENTS MORE EFFECTIVELY IN COMMUNICATING WITH US ON THE DASHBOARD.

I THINK THAT'S A GREAT IDEA TO HELP US HAVE A LOOK AT HOW WE'RE DOING ON THE GOALS, HOW WE CAN, AS PARENTS, HELP THAT.

I DO THINK THIS NEXT FIVE YEARS IS GOING TO MAKE OR BREAK YOU GUYS, I REALLY DO.

I THINK FIVE YEARS IS ENOUGH TO TURN THIS AROUND, GET OUR ENROLLMENT BACK, AND MOVE FORWARD WITH A REALLY GREAT FUTURE OR IT CAN REALLY BREAK OUR DIGITUM.

WE KNOW AT THE LAST ELECTION, 42% OF PEOPLE AREN'T HAPPY WITH WHAT'S GOING ON, 42% OF PEOPLE.

IF WE DON'T DO SOMETHING TO EFFECTIVELY IMPLEMENT THIS PLAN, THE ENROLLMENT WILL GO DOWN AND IT WILL BE DETRIMENTAL TO OUR DISTRICT.

I ADMONISH YOU GUYS TO FINISH THIS STRONG AND WORK HARD THESE NEXT FIVE YEARS TO IMPLEMENT ALL THIS HARD WORK THAT WE'VE DONE BECAUSE IT IS RIGHT NOW, JUST A PIECE OF PAPER.

I HOPE IT'S SO MUCH MORE THAN THAT, GUYS, I REALLY DO.

THANKS FOR LETTING ME BE ON IT. I APPRECIATE IT.

>> SURE. THANK YOU SO MUCH.

I WILL SAY THAT THAT IS THE PASSION THAT I SAW THE ENTIRE TIME I WAS THERE.

[LAUGHTER] THANK YOU SO MUCH FOR COMING UP AND SPEAKING. MS. MCGOWAN.

>> JUST PIGGYBACKING OFF OF WHAT SHE SAID AS WELL.

I WAS JUST CURIOUS, AS A PARENT OR COMMUNITY MEMBERS THAT ARE LISTENING, BEFORE THE SCHOOL YEAR STARTS, AND TEACHERS ARE COMING ON BOARD AND ABOUT TO WALK INTO THE CLASSROOM WITH OUR KIDDOS, WHAT DOES THIS LOOK LIKE AND HOW DO THE PRINCIPLES MAN THIS THROUGH AND THROUGH?

>> WELL, AGAIN, A COUPLE OF YOU GOT A CHANCE TO SEE THE LAUNCH OF THAT WITH OUR PRINCIPLES LAST WEEK IN WHICH WE INTRODUCED THIS WORK TO THEM, STARTED HAVING THEM MAKE MEANING, THEY'RE GOING TO HAVE ANOTHER FULL DAY OF LEARNING COMING UP.

THEN REALLY, I WANT TO BE CAREFUL, I DON'T WANT TO GIVE TOO MUCH AWAY BECAUSE WE'RE GOING TO MODEL THIS THE WAY THAT THE LEARNING FRAMEWORK IS DESIGNED.

WE'RE GOING TO IGNITE LEARNING.

WE'RE NOT GOING TO JUST GIVE TEACHERS THE BROCHURE AND SAY, NOW GO FORTH.

WE'RE GOING TO LAUNCH THIS WITH THEM AND IN EXPERIENCE, IT'S GOING TO HELP THEM MAKE MEANING AND UNDERSTAND WHAT IT'S GOING TO LOOK LIKE.

THERE ARE OPPORTUNITIES FOR PRINCIPLES TO FULLY UNDERSTAND HOW THEY'RE GOING TO LEAD WITH THIS.

WE ALSO KNOW THAT YOU CANNOT IMPLEMENT, FOR EXAMPLE, THE GROWTH GOALS FOR ALL STUDENTS AND ALL STAFF MEMBERS IN ONE YEAR AND HAVE ALL OF THE INFRASTRUCTURE READY WHERE IT'S MEANINGFUL, BECAUSE THE WORST THING WE COULD DO IS IMPLEMENT IT FOR THE SAKE OF COMPLIANCE.

EVERYONE'S DONE IT, LET'S GET A CHECK MARK, I SAY I HAVE A GROWTH GOAL, BUT I NEVER REFER TO IT THROUGHOUT THE YEAR.

TO CREATE A SYSTEM THAT IS REALLY READY FOR THAT IS GOING TO TAKE TIME.

ALL STAFF MEMBERS WILL BE ENGAGED IN DEVELOPING GROWTH GOALS, DEMONSTRATING A PORTFOLIO OF ARTIFACTS THAT WILL HELP DEMONSTRATE THEIR GROWTH AND THEN THEY WILL HAVE AN OPPORTUNITY TO REPORT THAT AS WELL.

WE'RE GOING TO HAVE PIONEER CAMPUSES NEXT YEAR THAT ARE GOING TO BE IMPLEMENTING THIS STUDENT PHASE.

THAT DOES NOT MEAN WE'RE NOT DOING GROWTH GOALS ACROSS THE DISTRICT, BUT DOING GROWTH GOALS IN THE WAY THAT THE BOARD INTENDED, THE WAY THAT IS DESCRIBED IN THE STRATEGIC PLAN, THERE WILL BE PIONEER CAMPUSES.

EITHER THEY ARE CAMPUSES THAT HAVE A STRONG TECHNOLOGY INFRASTRUCTURE IN PLACE WHERE TEACHERS AND THE STUDENTS HAVE A LOT OF TECHNOLOGY RICH EXPERIENCES, WHERE CREATING A PORTFOLIO IS ALREADY A PART OF WHAT THEY DO AND THAT THEY CAN ADD THIS COMPONENT WITH EASE WITHOUT IT BEING DISRUPTION.

YOU MIGHT HAVE ANOTHER CAMPUS, FOR EXAMPLE, AND I DON'T THINK MARY WOULD CARE IF I [INAUDIBLE] LIKE AT NORTHLAKE, AVID AND GROWTH GOALS.

THAT HAS BEEN SOMETHING THAT IT IS JUST INHERENT IN THEIR SYSTEM.

FOR THEM, THE TRANSITION IS GOING TO BE HOW DO WE MOVE THOSE TO A DIGITAL ENVIRONMENT WHERE PARENTS CAN ALSO ACCESS THAT? WHAT DOES THAT LOOK LIKE SO THAT AT ANY POINT, PARENTS ARE HAVING AN OPPORTUNITY TO LOOK AT THOSE ARTIFACTS AND SEE THAT DEMONSTRATION OF GROWTH.

WE'RE GOING TO GET IT REALLY GOOD AT ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL, AT THOSE PIONEER CAMPUSES.

[01:25:02]

NOW, THE LEARNING FRAMEWORK, THAT IS GOING TO BE SOMETHING THAT WE CYCLE ALL THROUGHOUT THE YEAR.

IT CAN'T BE JUST WE LAUNCH IT AT THE BEGINNING OF THE YEAR AND THEN THEY NEVER HEAR ABOUT IT AGAIN.

IT HAS TO BE AT EVERY FACULTY MEETING.

IT HAS TO BE OUR TEACHING AND LEARNING TO TEAM.

I AND THEY SPENT A DAY BEGINNING TO LOOK AT HERE ARE OUR CURRICULUM BUNDLES, HERE'S OUR CURRICULUM UNITS, HOW DO WE HELP TEACHERS SEE WE'RE NOT THROWING THE BABY OUT WITH THE BATHWATER? WE'RE NOT SAYING EVERYTHING WE'VE EVER DONE STINKS AND WE'RE REDESIGNING IT, NO.

WE HAVE A REALLY GOOD CURRICULUM.

NOW WE'RE PROVIDING OPPORTUNITIES TO HELP TEACHERS THINK ABOUT HOW DO WE REDESIGN IT THROUGH THE LENS OF THIS FRAMEWORK.

IF WE BELIEVE THAT STUDENTS SHOULD HAVE AN OPPORTUNITY WITH EVERY UNIT TO BE IGNITED IN THEIR LEARNING, TO WONDER, TO DISCOVER, TO APPLY, TO CREATE, TO REFLECT, WHICH WE NEVER PROVIDED ENOUGH TIME TO, HOW DO WE MAKE SURE THAT THAT IS EMBEDDED IN THE UNITS? THEN AT EVERY DISTRICT WIDE DAY, HOW ARE WE ENSURING THAT TEACHERS HAVE AN OPPORTUNITY TO ASK QUESTIONS? PROFESSIONAL LEARNING WILL BE DIFFERENTIATED BOTH BY YEARS OF EXPERIENCE AS WELL AS BY SPECIFIC COMPONENTS OF THE FRAMEWORK.

EITHER MAYBE THAT THEY'RE STRUGGLING WITH OR THAT MAYBE WE SEE THAT THERE'S SOME AMBIGUITY AND MAYBE WE HAVEN'T PROVIDED ENOUGH SUPPORTS FOR TEACHERS.

THEN AT EVERY FACULTY MEETING, HOW ARE OUR PRINCIPLES PROVIDING SUPPORTS? WE KNOW THIS IS GOING TO BE A THREE-YEAR JOURNEY WHERE THIS BECOMES ENCULTURATED IN THE DISTRICT.

WHEN WE TALK ABOUT LEARNING, WE TALK ABOUT THE LEARNING FRAMEWORK, WE TALK ABOUT IGNITE, IT'LL TAKE SOME TIME TO GET THERE, BUT WE HAVE A VERY WELL DESIGNED IMPLEMENTATION PLAN AND THAT'S PART OF WHAT IS ALSO IN THE ACTION PLANS IN THE SPECIFIC RESULTS THAT I TALKED ABOUT.

AGAIN, I HOPE THAT A COUPLE OF YOU THAT GOT TO SEE IT GOT TO SEE THAT'S HOW YOU DO IT, THAT'S THE WORK.

THE WORK IS EVERY TIME WE'RE TOGETHER AS A TEAM, ARE WE HAVING THE CONVERSATIONS AROUND THIS WORK?

>> GOOD STUFF. ANY ADDITIONAL QUESTIONS, MS. PACHECO.

>> FIRST OFF, I WANT TO THANK EVERYBODY THAT PARTICIPATED, ALL OUR ADMINISTRATORS, COMMUNITY MEMBERS, OUR COLLEAGUES HERE IN THE BOARD, STUDENTS.

I'M VERY HAPPY THAT OUR STUDENTS WERE THERE.

I'M GLAD THAT WE HAD A LARGE NUMBER OF THEM AND THAT WE'RE REPRESENTING ALL OF THE HIGH SCHOOLS. I THINK ONLY HIGH SCHOOLS.

I JUST WANTED TO VERIFY THAT.

THAT'S REALLY GOOD. THE WHOLE PROCESS THAT I SEE HERE, THE EXPERIENCE FRAMEWORK.

I LOVE THE EXPLANATION ON THE EXPERIENCE THAT YOU GAVE US, MS. BRANUM, THE ROLLER COASTER IMAGERY THAT WE GOT OVER HERE AS WELL, REALLY SHOWS THAT WHEN THESE STUDENTS HAVE THE CAPACITY TO OR THE TIMEFRAME AND ARE GIVEN THOSE ABILITIES BY THEIR TEACHERS AND THAT SAFE ENVIRONMENT TO REFLECT, TO WONDER, TO TALK AMONGST EACH OTHER AND COLLABORATE THEIR OWN LEARNING EXPERIENCE DOES REALLY, TRULY MATCH THE WORD IGNITE.

I REALLY ENJOY THAT.

THAT WILL PROVIDE EMPOWERED INDIVIDUALS GRADUATING FROM OUR SCHOOLS.

THERE'S NO OTHER WAY WE EMPOWER THEM BY NOT PRACTICING AND ALLOWING THEM TO DO THIS.

THOUGH I LOVE THE WORK.

FINALLY, THE ONE THING I WAS WONDERING ABOUT WAS THE METRICS.

WE SEE THE ACCOUNTABILITY BASED THINGS, WE SEE THE TOOLS, AND I SEE THE INDICATORS.

I THINK DR. HELLER MENTIONED THAT WE WERE GOING TO HAVE THE METRICS DEFINED AT SOME POINT.

>> YES, MA'AM. THAT'LL BE OUR WORK BEFORE WE LEAVE FOR MASS BREAK IS TO FULLY AND DEVELOP THAT OUT.

AND THEN JACOB CORTEZ AND HIS TEAM, IT'S IMPORTANT TO NOTE THAT WE HAD ALREADY IDENTIFIED FUNDS IN THE BOND.

IT WAS ALREADY PART OF OUR ORIGINAL PLANNED TO DEVELOP A COMMUNITY DASHBOARD.

THIS IS SOMETHING THAT HAS BEEN ON OUR ROADMAP FOR A LONG TIME.

WHEN WE PUT THAT INTO THE BOND, WE DID NOT AT THAT POINT KNOW THAT WE WOULD HAVE THIS MODEL FOR STRATEGIC PLANNING AND THAT THIS COMMUNITY DASHBOARD WOULD BE A PART OF IT, BUT IT FITS IN BEAUTIFULLY.

IT WILL TAKE US SOME TIME TO BUILD THAT.

WE WILL HAVE MORE OF A STATIC VERSION THAT WILL NOT BE DYNAMIC, THAT WE WILL BEGIN WITH.

AS MR. CORTEZ AND HIS TEAM DEVELOPED A TRUE DATA SYSTEM THAT IS DYNAMIC, THAT AS WE PUT IN INFORMATION, IT IS AUTOMATICALLY PROVIDING THAT OUT TO THE COMMUNITY.

[01:30:03]

BECAUSE THAT WOULD GIVE US, WE'RE NOT GETTING BACK STATE DATA AND ALL OF THAT UNTIL SEPTEMBER.

THAT WOULD THEN GIVE HIM 90-120 DAYS TO MAKE SURE ALL OF THAT GOES INTO WE HAVE IT READY.

>> THAT'S EXCELLENT. FINALLY, I JUST WANT TO REITERATE THE WHY.

WHAT IS OUR WHY. IT'S OUR NORTHSTAR.

IT'S MAKING SURE EVERY SINGLE STUDENT GROWS.

MAKING SURE THAT EVERY STUDENT IS SUCCESSFUL IN LIFE READY.

I THINK WE'RE GOING TO HAVE 100% BUY-IN, OR AT LEAST I HOPE WE DO.

BECAUSE AT THE END OF THE DAY IT'S ALL ABOUT EVERY SINGLE STUDENT THEN WE HAVE SERVICE. THANK YOU.

>> I HEARD THAT THE ENTIRE TIME. ALL STUDENTS.

THAT THAT'S ALL I HEARD.

IT WAS RESONATING WITH ME.

ANY ADDITIONAL COMMENTS OR QUESTIONS? SURE MR. SHERMAN'S BUDDY.

>> YOU'D MENTIONED A SECOND AGO, BUT IF YOU COULD JUST, WHEN WE WERE IN FRONT OF THE PRINCIPLES AND I KNOW NOT ALL OF US WERE THERE.

BUT WHEN YOU TALKED ABOUT NORTHLAKE, CAN YOU TALK REAL QUICK ABOUT HOW THAT TOUCHES BOTH ON THE FAMILY ENGAGEMENT PLUS THE GROWTH AND HOW THEY'RE GOING TO TAKE TO THE NEXT LEVEL.

BUT WE CAN REPLICATE WHAT THEY'RE DOING AS PART OF THIS.

>> SURE. OUR PIONEER CAMPUSES.

IF YOU REMEMBER WHEN WE ADOPTED THE 23, 24 CALENDAR, ONE OF THE UNIQUE THINGS THAT WE BROUGHT FORWARD IN THE CALENDAR WAS TO HAVE ACTUAL PARENT CONFERENCE DAYS BUILT INTO THE SCHEDULE, WHICH ALLOWS OPPORTUNITIES FOR TEACHERS WITHIN THE DAY.

THEY CAN ALSO FLEX THEIR DAY SO THEY CAN HAVE EVENING MEETINGS, BUT HAVE AN OPPORTUNITY TO SIT DOWN AND ACTUALLY CONFERENCE WITH PARENTS IN A WAY THAT'S A LITTLE BIT MORE MEANINGFUL THAN HOW THEY'RE DOING A GREAT JOB NOW.

BUT THIS PROVIDES THEM MORE TIME.

OUR PIONEER CAMPUSES, THEY WILL ACTUALLY MODEL THE ENTIRE GOAL SETTING, THE PORTFOLIO AND THE PARENT CONFERENCING FROM BEGINNING TO END.

HOW DO YOU SET A GOAL? HOW DO WE TEACH STUDENTS HOW TO SET A GOAL? HOW DO WE HELP STUDENTS UNDERSTAND AND IDENTIFY THE DATA THAT THEY'RE GOING TO USE TO TRACK THAT GOAL? HOW DO WE GIVE THEM LANGUAGE FOR THAT GOAL? AGAIN, IF YOU GO TO ANY OF OUR PIONEER CAMPUSES, WHETHER YOU ARE FOREIGN PRE-K, OR YOU WERE IN SIXTH GRADE, THEY ARE DEVELOPING THEIR OWN GOALS BASED UPON WHERE THEY KNOW THAT THEY'RE AT.

OUR STUDENTS ARE GOING TO HAVE TWO SETS OF GOALS.

THEY'RE GOING TO HAVE A GOAL THAT IS SPECIFIC TO THE GRADUATE PROFILE SKILLS.

THEY'RE GOING TO LOOK AT IT AND MAYBE THEY IDENTIFY THAT.

COLLABORATION IS NOT ALWAYS EASY FOR ME.

SOMETIMES I LIKE TO DOMINATE THE CONVERSATION OR SOMETIMES I'M THE QUIET ONE WHO DOESN'T WANT TO PROVIDE INPUT BECAUSE I WANT TO LET OTHERS TAKE THE LEAD.

MAYBE THAT'S ONE OF THE GRADUATE PROFILE SKILLS THAT I'M GOING TO WORK ON, AS WELL AS HERE'S MY ACADEMIC MATH AND READING GOALS.

THEN AT PARENT CONFERENCES.

THEN THROUGHOUT THE YEAR, THERE ARE OPPORTUNITIES FOR PARENTS TO COME IN AND SEE THAT DATA BINDER, WHETHER IT'S ELECTRONIC OR IF IT'S IN PAPER.

HERE'S MY DATA BINDER, HERE ARE MY GROWTH GOALS.

HERE'S THE EVIDENCE.

STUDENTS ARE USING, A FOUR AND FIVE-YEAR-OLDS ARE USING WORDS LIKE EVIDENCE.

HERE IS MY SUPPORT TO SHOW HOW I AM MOVING TOWARDS THAT.

SOMETIMES THEY HAVE TO ADJUST THEIR GOALS.

SOMETIMES THEY ACHIEVE IT IN DECEMBER AND THEY'RE HAVING TO RESET A GOAL FOR THE SPRING.

THOSE PARENT CONFERENCE TIME IS AN ORGANIZED OPPORTUNITY FOR TEACHERS TO HAVE THAT CONVERSATION.

WE WILL PROVIDE SUPPORTS AND TRAINING FOR TEACHERS SO THEY KNOW WHAT THAT LOOKS LIKE.

MOST IMPORTANTLY, THEY KNOW WHAT THAT LOOKS LIKE SO THAT THEY CAN BE SPECIFIC TO A PARENT, MOM, DAD, GUARDIAN, GRANDPARENTS AT HOME.

THESE ARE THE THINGS YOU CAN BE DOING.

HERE ARE THE TOOLS YOU CAN BE USING AT HOME THAT CAN SUPPORT YOUR CHILD IN ACHIEVING THIS GROWTH GOAL.

AGAIN, WE HAVE SOME CAMPUSES THAT HAVE THE TECHNOLOGY SIDE BUT MAYBE AREN'T DOING THE GROWTH GOALS TO THE SAME LEVEL.

THAT AND THEN YOU HAVE CAMPUSES LIKE NORTHLAKE WHO THE GROWTH GOALS ARE NOW PART OF THEIR CULTURE, BUT THEY DON'T HAVE THE TECHNOLOGY SIDE FULLY DEVELOPED.

WE NEED BOTH BEFORE WE ROLL THIS OUT TO ALL 55 CAMPUSES. DOES THAT HELP?

>> NO. THAT DOES NOT.

YOU EXPLAINED IT WELL IN FRONT OF THE PRINCIPLES.

I JUST WANT TO MAKE SURE EVERYBODY HEARD THE SAME THING.

I THINK WHEN WE'RE TALKING ABOUT ENGAGEMENT WITH PARENTS, WE KNOW THAT THAT'S A CRITICAL PIECE OF THE PUZZLE IN REACHING THESE OUTCOMES AND SENDING MAP SCORES AND MAP GOALS, GROWTH GOALS JUST OUT ON AN EMAIL.

THAT'S NOT ENGAGEMENT. WE HAVE TO DO THAT.

WE DO THAT. WE'LL CONTINUE TO DO THAT.

BUT HAVING THESE MEETINGS AND HAVING A PARENT OFFERING THEM SUPPORTS AND HOW THEY CAN LANGUAGE THEY CAN USE AND WHAT THEY CAN DO AT HOME. THAT'S ENGAGEMENT.

THAT'S WHAT WE'RE GOING TO SEE PAYOFF IS THAT INCREASES.

I LIKED THAT WE'RE TAKING SOMETHING AND SOMETIMES CONTINUOUS IMPROVEMENT ISN'T ABOUT JUST THROWING STUFF AWAY.

IT'S ABOUT DOUBLING DOWN ON SOMETHING THAT'S WORKING.

WHEN WE'VE GOT A CULTURE THAT'S BEING BUILT AROUND THIS AT NORTHLAKE THAT'S WORKING,

[01:35:04]

>> YES. I THINK THE OTHER REALLY IMPORTANT PART OF THIS AS WELL IS, WE ALSO KNOW THAT WE HAVE TO DIFFERENTIATE FOR OUR PARENTS AND THAT FOR A VARIETY OF REASONS AND CIRCUMSTANCES, OUR PARENTS MAY NOT ALWAYS BE ABLE TO ENGAGE IN THE WAY THAT WE WANT THEM TO OR MAY HAVE IN OUR MIND WHAT IT COULD LOOK LIKE.

HOW DO WE DIFFERENTIATE THAT EXPERIENCE? THEN ALSO WE HAVE A COMMUNITY WHO WANTS TO BE A PART OF THIS PROCESS.

HOW DO WE FILL IN THE GAP WHEN MAYBE THAT PARENT OR THAT GRANDPARENT OR THAT GUARDIAN IN THE MOMENT DOESN'T HAVE THE CAPACITY TO GIVE ANY MORE THAN WHAT THEY'RE CURRENTLY GIVING.

WE KNOW THAT THAT STUDENT NEEDS ADDITIONAL SUPPORT, SO HOW CAN WE THEN PLUG IN OUR COMMUNITY PARTNERS TO FILL IN THAT GAP FOR US? THAT EVERY ONE OF OUR STUDENTS HAS THAT CHAMPION THAT IS THERE CHEERING THEM ON HELPING THEM ARTICULATE THEIR GROWTH GOAL, HELPING CELEBRATE THEM BEING THERE WHEN MAYBE THEY DIDN'T HIT IT.

BUT I'M GOING TO BE HERE WITH YOU AND NOW WE'RE GOING TO MEET TWO TIMES A WEEK AND DO INDEPENDENT READING VERSUS JUST ONE.

THAT'S A PART OF OUR WORK AS WELL.

>> THAT'S GREAT. I MEAN, WE HAVE COMMUNITY AND PARENTS WHO DON'T KNOW HOW TO GET ENGAGED OR WHAT THAT LOOKS LIKE, OR HOW EMPOWERED THEY CAN BECOME WHEN THEY BECOME ENGAGED.

SUPER-EXCITED. ANY ADDITIONAL COMMENTS, QUESTIONS? SURE, ABSOLUTELY.

>> [LAUGHTER] I'M SORRY. I JUST WOULD REALLY REGRET IT IF I LEFT WITHOUT SAYING THIS.

I REALLY APPRECIATE ALL OF THE AMAZING IDEAS HERE FOR THE STUDENT ENGAGEMENT.

BUT I JUST WANT TO MAKE SURE THAT I LEAVE BY SAYING THAT IT HAS TO BE PALATABLE FOR THE STUDENTS.

I KNOW, AS A STUDENT RIGHT NOW AS A JUNIOR IN HIGH SCHOOL, I'M REALLY JUST FOCUSED ON COLLEGE RIGHT NOW AND I KNOW IF MY ENGLISH TEACHER TRIES TO TELL ME, YOU NEED TO READ 20 WORDS FASTER PER MINUTE.

THAT'S NOT GOING TO HAPPEN. IT'S NOT AT ALL GOING TO HAPPEN.

I KNOW FOR OUR YOUNGER KIDS IN ELEMENTARY AND MIDDLE SCHOOL, IF THE TEACHER TELLS THEM SOMETHING THAT DOESN'T APPLY TO THEIR SOCIAL LIFE BECAUSE IT'S A HUGE TIME FOR SOCIAL AND SOCIAL DEVELOPMENT IT'S NOT GOING TO HAPPEN THEN EITHER.

I JUST REALLY WANTED TO LEAVE BY SAYING THAT IT HAS TO BE PALATABLE FOR THE STUDENTS BECAUSE IT'S NOT GOING TO HAPPEN.

OTHERWISE, IT NEEDS TO BE LIKE REALLY SMALL GOALS MAYBE, OR SOMETHING THAT CAN BE APPLICABLE TO WHAT THEY'RE FOCUSING ON AT THE TIME.

BECAUSE IF A GOAL OF MINE IS LEARNING HOW TO WRITE A GOOD COLLEGE ESSAY.

THAT'S SOMETHING I'M GOING TO PAY ATTENTION TO THAT SOMETHING I'M GOING TO ACTIVELY WORK TOWARDS.

I'M ALREADY WORKING ON WRITING MY COLLEGE ESSAYS BUT IF I CAN HAVE THAT REINFORCEMENT AT SCHOOL, THAT'D BE REALLY HELPFUL FOR ME.

I JUST THINK IT HAS TO BE LIKE THOSE GOALS THAT ARE BEING SET HAVE TO BE RELATABLE TO THE STUDENTS AND THEY HAVE TO BE SOMETHING THAT THE STUDENT ACTUALLY WANTS.

>> ACHIEVABLE.

>> THAT'S ACHIEVABLE. THAT'S ANOTHER GOOD ONE.

>> HAS TO BE ACHIEVABLE, THAT HAS TO BE RELATABLE.

I KNOW WE'RE SAYING ENGAGING ALL THE TIME, BUT IT HAS TO ACTUALLY BE ENGAGING.

WE CAN SAY ENGAGING A MILLION TIMES WITHOUT IT BEING ENGAGING.

I THINK I JUST WANTED TO END WITH THAT. THANK YOU.

>> I WILL SAY THIS IS REALLY WHAT WE SAW DURING THE STRATEGIC PLANNING.

ALL THE PASSION THAT YOU GUYS HEAR AND SEE THIS IS WHAT WAS GOING ON DURING THOSE LONG DAYS.

I MADE A NOTE ONE THING THAT I AS I WALKED AROUND TO THE DIFFERENT TABLES, I HEARD SO MANY PEOPLE, WHETHER IT'S STUDENTS, PARENTS, ADMINISTRATOR, WHOEVER WAS AT THOSE TABLES.

THE ONE THING THAT THEY SAID, I'M HAPPY THAT Y'ALL WANT TO HEAR MY VOICE, MY SPECIFIC VOICE, WHAT I HAVE TO SAY AND HOW I WANT TO IMPLEMENT THAT IN THIS DISTRICT.

IN RICHARDSON ISD.

THE OTHER THING I SAW WAS PASSION.

YOU SEE IT RIGHT HERE.

YOU SEE IT ALL ACROSS THESE TABLES.

THAT IS WHAT I SAW ON THOSE DAYS.

THE OTHER THING IS I SAW JUST LIKE MS. CLEMENCY SAY IT, EXHAUSTION.

EVERYBODY WAS COMPLETELY EXHAUSTED BY THE END OF THE DAY BECAUSE THEY PUT IN SO MUCH WORK.

THEY PUT IN SO MUCH WORK, SO MUCH THOUGHT PROCESS AROUND THIS.

THAT IS HOW IMPORTANT THAT IS TO OUR COMMUNITY, TO OUR STAFF AND OUR STUDENTS HERE IN RICHARDSON ISD.

WE THANK YOU ALL SO MUCH FOR ALL THE HARD WORK.

WE ARE SUPER EXCITED.

WE ARE HERE TO SUPPORT YOU 100%.THANK YOU.

>> THANK YOU, [INAUDIBLE], MELISSA.

>> [APPLAUSE] BOARD, IT IS IMPORTANT TO KNOW THAT IN JUNE WE WILL BRING FORWARD BECAUSE AS YOU KNOW, YOU ALL DO ADOPT OUR GOALS AND OUR VISION, AND SO WE WILL BE BRINGING THAT FORWARD.

YOU DO NOT ADOPT THE ACTION PLANS, THAT'S FOR ME AND THE TEAM TO TAKE INTO IMPLEMENT.

BUT, WE WILL BE BRINGING FOR ACTION THOSE PIECES OF THE STRATEGIC PLAN.

[01:40:03]

>> OUR NEXT ITEM IS AN INFORMATION ITEM TO PRESENT

[III.C. Energy & Utility Management Plan]

>> THANK YOU, MS. HARRIS.

THIS IS JUST A GREAT.

I WISH EVERY BOARD MEETING COULD BE TALKING ABOUT THESE THINGS.

REALLY A BIG PART OF OUR LAST STRATEGIC PLAN AND SOMETHING THAT MS. HAYES AND MS. MALANIUK HAVE BEEN LEADING, IS NOT ONLY FOR BUDGETARY REASONS, BUT ALSO BECAUSE WE WANT TO BE GOOD STEWARDS OF OUR WORLDLY RESOURCES, A ENERGY AND MANAGEMENT PLAN.

I'M GOING TO ASK MS. HAYES AND MR. WATSON AND MS. MALANIUK.

THEY ARE GOING TO PRESENT OUR ENERGY MANAGEMENT PLAN.

THEN AGAIN, THIS WAS FOR INFORMATION ONLY.

YOU WILL BE ASKED TO TAKE ACTION ON THIS IN THE JUNE MEETING.

>> THANK YOU, SUPERINTENDENT BRANUM. GOOD EVENING, BOARD.

PART OF THE STRATEGIC PLAN 2017, SINCE WE'RE TALKING ABOUT STRATEGIC PLANNING, THE DISTRICT CREATED A SUSTAINABILITY PIECE.

WE'VE HAD AN ENERGY MANAGER FOR OVER A DECADE IN THE DISTRICT, BUT WE ADDED SUSTAINABILITY TO THAT AND CREATED A DIRECTOR OF ENERGY AND SUSTAINABILITY.

MS. MALANIUK IS HERE.

PART OF HER TASK AND WHAT WE'VE ASKED HER TO DO IS IN OUR TIMES OF BUDGET NEEDS TO HELP US TO MAKE SURE THAT WE ARE BEING FISCALLY RESPONSIBLE IN OUR UTILITIES.

THERE'S A LOT OF TALK AROUND HOW DOES THAT LOOK? WHAT DOES IT FEEL LIKE? BECAUSE WE CAN SAVE MONEY REALLY EASY TURNING OFF AIR CONDITIONING, BUT THEN NO ONE WANTS TO COME TO WORK.

THERE'S A FINE LINE THAT WE HAVE TO FIND WAYS TO SAVE MONEY AND THEN WAYS TO KEEP EVERYONE ENGAGED IN THE ENVIRONMENT THAT WE HAVE.

MS. MALANIUK HAS CREATED A LONG-RANGE ENERGY PLAN AND MR. WATSON IS HERE TO JUST GIVE YOU A BIG PICTURE OVERVIEW.

YOU HAVE A COPY OF THE PLAN AND THEN WE WILL ASK YOU TO APPROVE OPINION IN ANY CHANGES TONIGHT AT THE JUNE 8TH BOARD MEETING.

WITH THAT, I'LL TURN IT OVER TO MS. MALANIUK, AND SHE CAN TELL YOU WHAT SHE'S ALL ABOUT.

>> WELL, FIRST OFF, I WOULD LIKE TO THANK THE BOARD, SUPERINTENDENT BRANUM, SANDRA HAYES AND JAMES WATSON AND THE CABINET.

MAKE SURE I GET EVERYBODY AND EMILY.

THANK YOU VERY MUCH FOR HAVING ME.

FIRST AND FOREMOST, THIS IS THE BEGINNING OF AWARENESS.

HAVING THIS PLAN IN PLACE, I THINK WE'LL DISCUSS THAT A LITTLE BIT FURTHER WHEN WE GO INTO THIS PLAN, BUT AWARENESS IS HUGE.

THIS IS AGAIN, THE FIRST GO STAB AT IT.

THANK YOU. I CAN WORK THIS.

THANK YOU. ON THE AGENDA, WE'RE GOING TO GO OVER THE TEXAS EDUCATION CODE 44.902.

WE'LL GO OVER THE OBJECTIVES AND AS WELL AS THE STRATEGIES, AND AT THE END WE CAN HAVE QUESTIONS AND ANSWERS AS NEEDED.

THANK YOU. LET ME HIT THE BUTTON AGAIN.

BEAR WITH ME. THE TEXAS EDUCATION CODE 44.902, THIS STATES THAT THE BOARD OF TRUSTEES OF A SCHOOL DISTRICT SHALL ESTABLISH A LONG-RANGE ENERGY PLAN TO REDUCE THE DISTRICT'S ANNUAL ELECTRIC CONSUMPTION BY 5%.

THIS WAS BEGINNING IN 2008, STATE FISCAL YEAR, AND CONSUME ELECTRICITY IN SUBSEQUENT FISCAL YEARS IN ACCORDANCE WITH THE DISTRICT'S ENERGY PLAN.

THIS PROPOSED DOCUMENT IN FRONT OF YOU, THAT'S GOING TO SERVE AS THE DISTRICT'S ENERGY PLAN IF APPROVED.

THE GOAL HERE IS TO REDUCE ENERGY CONSUMPTION AND APPROVE AND CONTINUE THE ENERGY SAVINGS STRATEGIES THROUGHOUT THE RISD.

IT'S NOT NECESSARILY NEW.

WE'RE DOING THINGS IN HOUSE RIGHT NOW, BUT WE'RE JUST GOING TO IMPROVE AND GET BUY-IN FROM EVERYONE.

ON THE OBJECTIVE SIZE IN ORDER TO DO THIS, FIRST AND FOREMOST, LIKE I WAS SAYING BEFORE, THE RAISING OF AWARENESS FOR STUDENTS, STAFF, COMMUNITY MEMBERS ON THE UTILITY CONSUMPTION AND OPPORTUNITY FOR SAVINGS.

SOME OF THIS HAS TO DO WITH THE ENVIRONMENTAL COMMITTEE THAT WE DID ALREADY FORMED FROM THE 2017, 2018 STRATEGIC PLAN, AND UTILIZING THOSE MEMBERS.

WE'RE ABLE TO GET OUT INFORMATION TO THE STAKEHOLDERS.

WE GOT A GOOD TEAM. WILL SHOW THAT IN AN UPCOMING SLIDE.

ONE OF THE OTHER THINGS IS THE ENSURING THAT THE CONSERVATION MEASURES ARE USED IN CONSTRUCTION AND RENOVATION.

WE HAVE STANDARDS THAT ARE ALREADY IN EXISTENCE THAT WE'RE USING THERE.

WE'RE GOING TO CONTINUE TO EXPLORE OPPORTUNITIES TO LOWER COSTS.

THIS MEANS NEGOTIATING THE ELECTRIC RATES,

[01:45:02]

WE'RE GOING TO MAINTAIN OUR ENERGY COMMITTEE TO ENSURE THE REPRESENTATION FOR THIS DISTRICT STAKEHOLDERS.

THEN ALSO IN THIS YOU'LL SEE THAT WE'RE GOING TO SET SOME REASONABLE GUIDELINES TO ACHIEVE THE SUCCESSFUL ENERGY MANAGEMENT PLAN AND PROVIDE THE ENVIRONMENT CONDUCTIVE TO STUDENT ACHIEVEMENT.

ONE OF THE STRATEGIES IS TO TRACK AND REPORT UTILITY USAGE AND COST.

WE ARE CURRENTLY DOING THAT.

THIS ILLUSTRATION, THIS GRAPH RIGHT HERE IS JUST A BASELINE THAT WE CAN REVIEW.

IT HAS FISCAL YEAR '21 AND FISCAL YEAR '22.

AGAIN, IT IS A BASELINE.

HOPEFULLY, YEAR AFTER YEAR, WE CAN COME BACK AND REVIEW THIS TO SHOW THAT THIS PLAN IS ACTUALLY WORKING.

HOPEFULLY THAT WE CAN MAKE THAT HAPPEN AND SO WE CAN REVIEW THIS ON AN ANNUAL BASIS.

ANOTHER STRATEGY, LIKE I SAID BEFORE, WAS CREATING THAT ENVIRONMENTAL STEWARDSHIP ADVISORY COMMITTEE.

THESE ARE ALL OF THE PEOPLE THAT ARE CURRENTLY ON IT RIGHT NOW.

WE GOT A GREAT REPRESENTATION FOR MULTIPLE DEPARTMENTS COMMUNITY.

THIS COMMITTEE IS RESPONSIBLE FOR ESTABLISHING AND MAINTAINING A CULTURE OF SUSTAINABILITY ACROSS ALL RISD ACTIVITIES, PURCHASING AND FACILITIES.

WE HAVE MET PROBABLY FOUR TIMES THIS YEAR.

WE HAVE GONE OVER THIS WHOLE DOCUMENT ON A REGULAR BASIS AND WE'RE ALL COME TO THE AGREEMENT ON THIS PRESENTATION THAT YOU'RE SEEING FOR THIS PROPOSAL.

ANOTHER STRATEGY IS TO ADJUST OUR HEATING AND AIR CONDITIONING SCHEDULES.

THIS IS A LITTLE BIT DIFFERENT THAN WHAT WE HAVE BEEN CURRENTLY DOING.

I UNDERSTAND MAINTAINING COMFORT IS HUGE AND SO WE WANT TO HAVE A SET TIME AND PLACE FOR THE MAJORITY.

ANYTHING AFTER HOURS, WE WOULD MAKE ADJUSTMENTS.

WE'RE NOT GOING TO TELL PEOPLE NO.

IF THERE'S ANYTHING GOING ON IN A BUILDING, WE WILL MAINTAIN THAT.

THIS IS JUST FOR THE BASELINE.

FACILITY USE GUIDELINES ON THE TEMPERATURE SET POINTS.

RIGHT NOW WE'RE GOING TO CHANGE IT TO A 70-74 DURING THE COOLING SEASON AND 68-72 IN THE HEATING SEASON.

UNOCCUPIED THAT MEAN THAT THE BUILDING IS VACANT, THERE'S NOT ANYBODY IN THAT BUILDING.

WE'RE GOING TO BUMP IT UP TO 85, AND THEN IN THE COOLING SEASON DOWN TO 55.

THIS IS DIFFERENT THAN WHAT WE ARE CURRENTLY DOING.

RIGHT NOW, WE HAVE A ONE-DEGREE SWING.

I HERE THE DISCOMFORT, THAT DOESN'T COOL PEOPLE DOWN A LOT, SO WE'RE GIVING THAT FLEXIBILITY SO THEY CAN BRING IT DOWN OR UP.

HOPEFULLY THAT'LL END UP OFFSETTING SOME OF THOSE INSTEAD OF KEEPING IT AT THAT ONE DEGREE.

IF A TEACHER'S TOO COLD OR TEACHERS TOO HOT, WE'LL MAKE SURE THEY'RE COMFORTABLE.

WE'LL MAKE THOSE APPROPRIATE ADJUSTMENTS IF NEEDED AGAIN FOR INDIVIDUAL CLASSROOM OR TEACHER OR WING, WHATEVER IT IS.

FACILITY USE GUIDELINES.

THIS IS SOMETHING A LITTLE BIT DIFFERENT, BUT WE HAVE TO HAVE SOMETHING IN PLACE.

IF WE'RE GOING TO BE USING PERSONAL AND ENERGY USING DEVICES, THEY MUST BE ENERGY STAR CERTIFIED.

L THINK MOST PEOPLE DO THAT ANYWAY AT THEIR HOUSES AND SO THIS IS JUST BEING AN EXTRA ENVIRONMENTALLY SAVVY PERSON.

WE WANT TO MAKE SURE THAT WE'RE DOING THE SAME THING WITHIN OUR DISTRICT THAT WE WOULD IN OUR OWN HOUSE.

THE LIGHTING, THESE ARE OBVIOUS THINGS.

LIGHTING NEEDS TO BE TURNED OFF WHEN AN AREA IS UNOCCUPIED, NATURAL LIGHTING CAN BE USED.

WE CAN HAVE FUN WITH THEIR OUTDOOR LIGHTING OFF DURING THE DAYTIME.

COMPUTERS, MONITORS, PROJECTORS SHOULD BE TURNED OFF AT THE END OF THE DAY.

IRRIGATION SHOULD NOT OCCUR WHEN IT RAINS AND HAVE SUFFICIENT OR HAS BEEN SUFFICIENT DURING THE SCHOOL HOURS.

ON THESE GUIDELINES, IN ORDER TO HELP REGULATE THINGS, THE PLAN IS TO HAVE AN ANNUAL AUDIT OR AT LEAST AN ANNUAL AUDIT.

WE CAN GO IN AND PROVIDE THAT DATA BACK TO THE SCHOOL LEADERS.

THE E STAR COMMITTEE.

WE CAN BRING BACK THAT DATA, GIVE THEM SOME REPORTS ON HOW THEY'RE DOING SO THEY CAN MAKE THOSE ADJUSTMENTS WITHIN THEIR OWN CAMPUS.

THEN I ALSO HAVE TO MAKE SURE I STATE THAT REMEMBER THAT THINGS LEFT PLUGGED IN STILL USE SOME ELECTRICITY.

[01:50:02]

SOME OF THESE EXAMPLES ARE ADDITIONAL LED LIGHTING RETROFITS, ADDITIONAL POWER FACTOR CORRECTION, WHICH SOME OF Y'ALL MIGHT NOT KNOW, BUT THAT IS GOING TO BE ADDING CAPACITOR BANKS, AND IT'S BASICALLY ABOUT NOT HOW OR HOW MUCH ENERGY WE USE, BUT HOW WE USE IT.

THOSE ARE IDEAS THAT WE'RE WORKING ON AND CURRENTLY IMPLEMENTING.

REBATES OR INCENTIVES ON CONSTRUCTION PROJECTS, WE ALWAYS GO AFTER THOSE.

OPTIMIZING THE OUTSIDE AIR INTAKE THAT'S UTILIZED WITHIN OUR EMS SYSTEM THAT WE CAN PROGRAM THAT.

CONSIDERATIONS OF IRRIGATION CONTROL IMPROVEMENTS.

I THINK THAT'S IN THE WORKS, SO THAT DISCUSSION IS BEING HAD RIGHT NOW.

CENTRAL AUTOMATION OF OUTDOOR LIGHTING.

AGAIN, WE'RE WORKING TOWARDS THAT.

ENERGY DEMAND RESPONSE AND CONTROL PROGRAMMING.

WE ARE CURRENTLY ON A VOLUNTEER DEMAND RESPONSE AND BASICALLY THAT IS HELPING ERCOT.

WHEN ERCOT SENDS OUT OR ERCOT SAYS, ''HEY, PLEASE CONSERVE ENERGY, WE'RE FIXING TO SHUT DOWN OR HAVE A BROWNOUT OR WHEREVER WE CAN, CAN WE HELP SAVE SOME OF THIS CONSUMPTION.'' THIS ALLOWS US TO PARTICIPATE.

WELL, WE GET REWARDED WHEN WE PARTICIPATE AS A DISTRICT.

THAT'S SOMETHING THAT WE DON'T GET PENALIZED FOR, IF WE DON'T START A SCHOOL, WE'RE NOT GOING TO BE ABLE TO BE INVOLVED.

BUT ON A JUNE OR JULY AND VACANT BUILDINGS WE CAN GET WHERE WE CAN.

THEN OF COURSE, EVERYBODY UNDERSTANDS RENEWABLES AS THERE ARE ALWAYS TOPIC OF CONVERSATION.

I'M AT Q&A, QUESTIONS AND ANSWERS.

>> BOARD, ARE THERE ANY QUESTIONS OUTSIDE OF CAN YOU COME TO OUR HOUSE? [LAUGHTER] LET'S BE MORE EFFICIENT.

>> WELL, I CONSIDER RISD MY HOUSE.

>> THERE YOU GO. MS. MCGOWAN.

>> THANK YOU FOR THAT PRESENTATION AND THANK YOU DISTRICT FOR LOOKING FOR THOSE COST SAVING ABILITIES.

DOES THIS MEAN WE'RE REPLACING THE NON-ENERGY STAR CERTIFIED ITEMS THROUGHOUT THE DISTRICT NOW, AND ANY OF THESE EFFICIENCY SAVING ITEMS INCLUDED IN PREVIOUS MONEY?

>> YES. THE DISTRICT ONLY BUYS ENERGY EFFICIENT APPLIANCES WHEN THE DISTRICT PURCHASES THEM.

WHAT WE HAVE NOT CONTROLLED OR HAVE NOT SUGGESTED TO OUR INDIVIDUAL STAFF MEMBERS IS WHAT THEY BRING FROM HOME INTO THEIR CLASSROOM.

WE'RE NOT INTERESTED IN GOING CLASSROOM TO CLASSROOM AND TELLING YOU WHETHER OR NOT YOUR REFRIGERATOR IS ENERGY EFFICIENT.

WHAT WE ARE GOING TO DO IS MAKE YOU AWARE THAT IF YOU HAVE BROUGHT A LITTLE REFRIGERATOR FROM HOME THAT'S 10 YEARS OLD, PERHAPS YOU WANT TO REVIEW THE ENERGY EFFICIENCY OF THAT IN THE FUTURE BEFORE YOU BRING IT BACK NEXT YEAR TO YOUR CLASSROOM.

BUT THOSE ARE THE CONVERSATIONS THAT THIS PLAN AND THAT NOW THAT WE HAVE THIS POSITION AND THIS COMMITTEE ALLOWS US TO HAVE THOSE CONVERSATIONS AT THE CAMPUS LEVEL.

BUT AS A DISTRICT THROUGH OUR PURCHASING, OUR PURCHASING DEPARTMENT KNOWS OUR GUIDELINES AND KNOWS WHAT TO ALLOW PURCHASES WITH ANY DISTRICT FUND TO BE.

>> JENNIFER, I KNOW WHEN YOU SAYING THAT WE'RE TRACKING THE DATA, I KNOW MY COST OF ELECTRICITY HAS GONE UP JUST IN AND OF ITSELF.

WE'RE NOT NECESSARILY JUST LOOKING AT TRACKING OUR BILLS, BUT WE'RE ALSO LOOKING AT TRACKING OUR USAGE, AND WE WILL SHARE USAGE REPORTS WITH CAMPUSES TO LET THEM KNOW, HEY, THIS MONTH ALL OF A SUDDEN THE SPITE, WE'RE FORGETTING TO TURN OFF THE LIGHTS OR THAT THING?

>> ABSOLUTELY. WE DO TRACK CONSUMPTION AND WE ARE TRACKING THAT IN A DATABASE CURRENTLY.

REPORTING BACK OUT TO THE CAMPUSES THAT WILL HAPPEN.

THAT IS DEFINITELY TO MAKE SURE THAT THE INCENTIVES I WANT OUT THERE ARE GOING TO BE BASICALLY THE AWARENESS WITH, [INAUDIBLE] [LAUGHTER]

>> MAYBE I'LL JUMP IN.

AT THE GLOBAL LEVEL, THE GRAPH WE SHOWED WAS A REPRESENTATION OF WHAT WE'D LIKE TO BRING BACK MAYBE ANNUALLY AND REPORT BACK TO THE BOARD AND THAT'S JUST A DISTRICT WIDE COMPARISON.

ARE WE MEETING OUR GOALS? IF NOT, MAYBE BRINGING IN SOME REASONS OF WHY WE HAVEN'T MET IT FOR THAT PARTICULAR YEAR.

AT THE MORE GRANULAR OR LOCAL LEVEL, WE WILL PROVIDE THAT USAGE DATA WITH THE CAMPUSES SO THEY CAN COMPARE YEAR-TO-YEAR THEMSELVES, THEY MAY BE ABLE TO COMPARE BETWEEN ELEMENTARY SCHOOLS.

WE JUST WANT TO MAKE SURE IT'S COMPARATIVE ELEMENTARY SCHOOLS.

FROM THAT WE WILL HAVE THE AWARENESS PROGRAM, MIGHT INITIATE SOME INCENTIVE PROGRAMS AND THINGS WHERE IF YOU DO WELL ONE YEAR COMPARED TO THE PREVIOUS YEAR, THERE WOULD BE SOME INCENTIVE THERE FOR THE CAMPUS, AND THAT'S WHAT THE ENERGY COMMITTEE WILL HELP DEVELOP AS WELL,

[01:55:02]

THAT'S THE VALUE THEY ARE TRACKING USAGE AND COST.

>> WHAT I HEARD YOU SAYING MS. HAYES IS THAT THIS IS NOT A LIKE WE'RE TRYING TO I GOT YOU, AND WE'RE TRYING TO, TEACHERS AREN'T GOING TO GET WRITTEN UP OR PRINCIPLES ARE NOT GETTING RUN-UP.

THIS IS AWARENESS AND LET'S BE GOOD STEWARDS OF THE RESOURCES THAT WE HAVE, AND JUST BE THOUGHTFUL.

>> ABSOLUTELY.

>> THIS IS AN AREA THAT WE STARTED EARLY, PROBABLY IN THE LATE 2000S WHEN WE HAD ENERGY DIRECTOR COME ON BOARD, WE REALLY DID A BIG PUSH FOR UNAWARENESS IN THE DISTRICT AT THAT POINT.

WE DID A LOT OF EDUCATIONAL PIECES, WE WORKED WITH PTAS.

THEN AS THE YEARS HAVE GONE ON, THINGS HAVE CHANGED, DIFFERENT LEADERS DO THINGS DIFFERENT WAYS IN THE DISTRICT, AND SO IT WAS NOT A PRIORITY FOR US TO GO AROUND AND REMIND EVERYONE OF HOW YOU CAN HELP SAVE ENERGY IN THE DISTRICT.

NOW, WITH STRATEGIC PLANNING, AND THAT COMING OUT OF OUR 2017 PLAN, IT GAVE MS. MALANIUK AND HER TEAM AN OPPORTUNITY TO REVAMP THIS AND REALLY BRING IT BACK UP TO THE TOP.

BECAUSE RIGHT NOW ACROSS OUR COUNTRY WE'RE ALL VERY AWARE OF HOW WE WANT TO HELP SUSTAIN OUR ENVIRONMENT, AND THEN FOR OUR DISTRICT PARTICULARLY HOW WE CAN HELP SAVE MONEY WHERE WE CAN.

THIS IS AN AREA JUST WITH AWARENESS THAT WE BELIEVE WE CAN SEE SOME SAVINGS.

>> THAT'S A GREAT POINT MS. HAYES HAS MENTIONED BECAUSE TODAY AS WE STAND, CAMPUSES DON'T KNOW WHAT THEY DON'T KNOW.

THIS IS TO SET THAT UP AND TO MAKE SURE THAT NOW THEY KNOW AND HOPEFULLY ARE ENCOURAGED TO WANT TO GET THAT INCENTIVE FROM YEAR-TO-YEAR TYPE THING.

>> I AM NOT THE REFRIGERATOR POLICE.

[LAUGHTER] JUST PUT THAT OUT THERE.

>> ANY ADDITIONAL QUESTIONS, MS. PACHECO?

>> I JUST HAVE A COUPLE OF QUESTIONS ON YOUR LED LIGHTING RETROFITS.

DOES THAT MEAN THAT AS LIGHTS GO OFF WE'RE JUST RETROFITTING THE BALANCE AND THE BULBS TO A MORE EFFICIENT BULB?

>> THESE ARE MORE PLANNED PROJECTS, WHICH WE CURRENTLY HAVE IN THE FUNDING FOR IN THE 2021 BOND PROGRAM.

THESE WOULD BE EXTERIOR LIGHTING AS A WHOLE FOR A CAMPUS, OR INTERIOR LIGHTING AS A WHOLE FOR THAT CAMPUS, OR SELECT FIXTURES, BUT IT'S REALLY PROJECT-BASED MORE THAN MAINTENANCE AND REPAIR SITUATIONS. THAT HELP ANSWER?

>> YES, IT DOES. THAT'S EXACTLY WHAT I NEEDED TO KNOW. THANK YOU SO MUCH.

THEN IT SEEMS THAT WE'RE GOING TO ENCOURAGE NATURAL LIGHTING WHERE IT'S AVAILABLE, SO CLASSROOMS WITH LOTS OF WINDOWS SHOULD OPEN THOSE UP AND LET THE LIGHT IN.

WHAT ABOUT THE LITTLE SWITCHES THAT HAVE TIMERS, ARE WE CONSIDERING ANY OF THAT AS AN UPDATE?

>> WE DO. IN MOST OF THE OCCUPANCY SENSORS, YES, MOST OF THOSE ARE REQUIRED NOW BY THE CURRENT CODES, INTERNATIONAL ENERGY CONSERVATION CODES.

ANYTIME WE DO A NEW PROJECT, OF COURSE, RENOVATION OR NEW CONSTRUCTION, OUR OCCUPANCY SENSORS ARE GOING IN PER CODE, BUT ALSO WHEN WE DO OUR CAMPUS-WIDE REPLACEMENTS, WE JUST MENTIONED PROJECT-BASED, WE GO WITH OUR NEW LIGHTING CONTROLS, WHICH INCLUDE NOT ONLY DUAL SWITCHING OR MULTIPLE SWITCHING, BUT THE [INAUDIBLE] SENSORS AS WELL, GET ALL THAT IS INCORPORATED INTO THE PROJECTS.

>> PERFECT.

>> ANY QUESTION?

>> THANK YOU. MY LAST ONE, RENEWABLES, DO WE HAVE ANY PLANS OR DO WE CONSIDER PROJECTS MAYBE.

I DON'T KNOW. I'VE BEEN INVOLVING OUR SCHOOL KIDS TO PROVIDE US SOME PANELS OR ELECTRIC PANELS AND PROGRAMMING TO HELP.

>> THOSE ARE THE EXACT DISCUSSIONS WE WANT TO HAVE THROUGH THE ENERGY COMMITTEE AND THEN OUT BEYOND HOW TO INTRODUCE BASICALLY PROPOSALS OR IDEAS TO LEADERSHIP AND OTHERS THAT CAN WEIGH IN.

WE WANT TO MOVE IN THAT DIRECTION.

NOW IT STARTS WITH THE PLANNING, PRESENT THE IDEAS OR PLANS TO SEE IF WE GET BUY-IN.

BUT THAT CERTAINLY IS WHY IT'S LISTED BECAUSE WE WANT TO KEEP THAT ON THE RADAR.

THESE ARE AREAS WE'D LIKE TO FOCUS ON.

NOW WE JUST HAVE TO BRING IDEAS.

>> GREAT. THANK YOU SO MUCH.

MR. POTEET

>> STUCK, SORRY. THIS GREAT NIGHT, JENNIFER, I APPRECIATE YOUR EFFORT AND ALSO APPRECIATE HAVING YOU ON THE STRATEGIC PLANNING DESIGN TEAM.

I KNOW YOU WERE THERE AND BROUGHT THAT PERSPECTIVE TO IT AS WELL.

I THINK SOME THINGS THAT JUST CLICK IN MY HEAD AS WE TALK THROUGH THIS IS THERE'S A LOT OF CAPITAL COSTS THAT ARE INVOLVED IN A LOT OF THESE IMPROVEMENTS.

WE'RE HEADING THE RIGHT DIRECTION STRATEGICALLY, BUT SOMETIMES THERE'S A SHORT-TERM COSTS FOR A LONG-TERM SAVINGS.

I KNOW THAT'S ALL BEEN FACTORED IN, BUT I KNOW FOR THE PUBLIC AND EVEN AT A HOUSE LEVEL WHEN YOU'RE SWITCHING TO LED BULBS.

I STILL CHANGE THEM ALL THE TIME.

BUT ANYWAY, THEY'RE SUPPOSED TO LAST FOR 20 YEARS, BUT THEY COST MORE UPFRONT.

SAME CONCEPT AS A DISTRICT.

I THINK WE ALL REALIZE THAT, BUT THAT'S SOMETHING THAT WE CAN'T LOSE SIGHT OF.

OLD BUILDINGS. I THINK OUR AVERAGE BUILDINGS ARE 50 SOMETHING YEARS OLD.

[02:00:05]

THERE'S A REALISTIC EXPECTATION IN THERE ALONG WITH THE PIE IN THE SKY.

I APPRECIATE TAKING THAT ALL INTO ACCOUNT AS WE GO INTO TRYING TO IMPROVE WHAT WE'RE DOING IN AN OLD SYSTEM THAT WE'VE GOT.

TEAMING PARTNERS.

I'M JUST THINKING OUT LOUD HERE.

I KNOW NOW THAT WE'VE TALKED WATER A LITTLE BIT ON A COUPLE OF THESE BULLETS, BUT DO WE ADD TEAMING PARTNERS WE WORK WITH LIKE NORTH TEXAS MUNICIPAL WATER DISTRICT OR DWU OR ENCORE OR ATMOS BECAUSE A LOT OF THEM I KNOW ARE PROGRAMS LIKE THE LAWN WHISPERER.

THEY'RE INTO IT FOR CONSERVATION AS WELL BECAUSE THEY HAVE TO PROVIDE THIS AT THE END OF THE DAY, THE WATER IN THIS CASE.

BUT CAN YOU TALK THROUGH ANY TEAMING PARTNERS AND PROGRAMS WE'VE GOT WITH ANY OF OUR SUPPLIERS, OR ARE THOSE OPPORTUNITIES FOR US TO BUILD ON GOING FORWARD?

>> I DEFINITELY THINK THERE ARE OPPORTUNITIES TO GROW ON.

ONE OF THE ONES THAT WE'RE WORKING WITH RIGHT NOW IS DIRECT ENERGY AND IT IS CALLED THE RED PROGRAM.

THAT IS A VOLUNTEER WHERE WE CAN SHED LOAD AT ANY ONE POINT.

THAT'S OUR ONE PROGRAM THAT WE'RE WORKING WITH CURRENTLY, BUT WE'RE GOING TO BE BROADENING THAT.

>> GOOD.

>> ON OUR CONSTRUCTION AND RENOVATION PROJECTS, WE WILL WORK WITH ENCORE TO MAXIMIZE OUR REBATES FOR THOSE CAMPUSES.

WE'LL WORK WITH OUR DESIGN ENGINEERS OF RECORD.

WE'RE GOING TO DO THAT AT THE COMPLETION OF MOST OF THESE CURRENT PROJECTS, THOSE TWO SOURCES THERE.

>> GOOD.

>> THAT TAKES ME TO LAKE HIGHLANDS JUNIOR HIGH AND FOREST MEADOW.

AS WE TALK ABOUT SUSTAINABLE RENEWABLES, CAN YOU TALK A LITTLE BIT ON HOW THAT CAME INTO PLAY IN THE DESIGN? I KNOW THERE'S LEED CERTIFIED OUT THERE THAT'S ALWAYS A GOAL TO TRY AND REACH.

THERE'S A BIG COST TO GET THERE AS WELL.

IT'S NOT CHEAP AT ALL.

WE GOT TO WORK WITHIN THOSE CONSTRAINTS.

BUT CAN YOU TALK THROUGH A LITTLE BIT OF THE DESIGN? BECAUSE ULTIMATELY WE'VE GOT ANOTHER SIX JUNIOR HIGHS OUT THERE THAT WE'RE GOING TO BE GETTING TO THAT SAME SAME PROCESS WITH.

>> ABSOLUTELY, YES, SIR. BOTH OF THOSE PROJECTS ARE IN THE CITY OF DALLAS AND OF COURSE, THE CITY OF DALLAS HAS A GREEN BUILDING CODE, SO THERE'S SEVERAL OPTIONS YOU CAN CHOOSE FROM.

MR. POTEET MENTIONED LEAD IS ONE OF THOSE.

DALLAS HAS SOMETHING CALLED CHAPTER 61, WHICH IS ANOTHER AND THEIR ORDINANCE THAT WAS PASSED ALSO SAYS AND EQUIVALENT ENERGY, A GREEN BUILDING PROGRAM.

FOR LAKE HIGHLANDS AND FOREST MEADOW SPECIFICALLY, ARE ARCHITECTS AND THE DISTRICT CONSULTED AND WE WENT THROUGH THE CHIPS DESIGNED IN GREEN BUILDING PROGRAM.

THAT IS ONE AREA THAT IS COMPARABLE IN THEIR ENERGY SAVING CRITERIA BETWEEN LEAD AND CHIPS AND OTHER FACTORS.

WE'RE GOING FOR THAT ON BOTH OF THOSE SCHOOLS.

WE ARE PROPOSING, EVEN THOUGH THE CITY OF RICHARDSON AND CITY OF GARLAND, THE OTHER TWO JURISDICTIONS THAT WE'RE IN MAYBE BE ONE OF OUR STANDARDS, EVEN THOUGH THOSE JURISDICTIONS AREN'T QUITE WHAT CITY OF DALLAS HAS RIGHT NOW, IS THAT NO MATTER WHAT SCHOOL WE'RE RENOVATING IN OUR DISTRICT, WE DEVELOP THAT SAME GREEN BUILDING STANDARDS ACROSS THE BOARD.

IT DOESN'T NECESSARILY MEAN CHIPS DESIGNED AS IS OFTEN THE CASE WITH FOREST MEADOW AND LAKE HIGHLANDS, NEED TO BE THAT.

IT COULD BE LEAD, GOLD ON ANOTHER BUILDING.

BUT AGAIN, THOSE CRITERIA ARE GOING TO BE VERY SIMILAR.

WE ARE ACHIEVING THOSE TWO FOR LAKE HIGHLANDS AND FOREST MEADOW.

YOU'LL GET YOUR PLAQUE AND YOU'LL GET YOUR DIGITAL LOGO.

[OVERLAPPING]

>> I THINK THAT'S A GOOD THING TO BRAG ABOUT.

>> IT IS A GOOD THING. THEY'RE BOTH GOOD.

>> I APPRECIATE THOSE ANSWERS. THANK YOU VERY MUCH.

>> ANY ADDITIONAL QUESTIONS, COMMENTS? THANK YOU.

>> THANK YOU, JENNIFER.

>> I WANT TO THANK JENNIFER.

THIS IS HER FIRST PRESENTATION TO THE BOARD.

>> YOU DID GREAT. THANK YOU.

[APPLAUSE].

>> THANK YOU [INAUDIBLE]

>> GOOD JOB [INAUDIBLE] [LAUGHTER]

>> BOY, WE'VE GOT A FEW MORE ITEMS. WOULD YOU ALL LIKE TO TAKE A BREAK AT THIS POINT? LET'S GO AHEAD AND TAKE ABOUT A 10 MINUTE BREAK.

WE'RE GOING GET BACK STARTED AT 08:19 PM.

OUR NEXT ITEM IS THE 2023-2024 BUDGET DISCUSSION. MS. BRANUM.

[III.D. 2023- 2024 Budget Discussion]

>> THANK YOU, MS. HARRIS. THIS WILL ACTUALLY BE ONE OF OUR SHORTER BUDGET CONVERSATIONS.

I KNOW, MR. POTEET IS VERY DISTRAUGHT BY THAT.

[02:05:05]

BUT AS YOU ARE PROBABLY HEARING AND READING ON THE LOCAL MEDIA, AND MS. MORRIS IS HERE TO PROVIDE AN UPDATE, THAT IS NOT OUR CURRENT SITUATION.

REALLY TONIGHT, MR. PAID IS GOING TO PROVIDE SOME OVERVIEW ON WHERE WE ARE WITH SOME OF OUR OTHER FUNDS SERVICES SUCH AS CHILD NUTRITION.

AGAIN, WE WANT TO THANK THE BOARD FOR YOUR COMMITMENT ON THE COMPENSATION PLAN.

THAT WAS PROBABLY THE BIGGEST CHALLENGE THAT WE HAD IN GETTING READY TO ADOPT THE '23, '24 BUDGET.

THEN ALSO AT THE END OF THIS PLAN, WE'RE GOING TO TALK A LITTLE BIT ABOUT OUR COMMISSION THAT WE WOULD LIKE TO BRING FORWARD IN JUNE 8TH SO THAT WE COULD ADDRESS THE LONG-TERM FINANCIAL SUSTAINABILITY AT RICHARDSON ISD WITH OUR COMMUNITY BUDGET STEERING COMMITTEE.

MR. PAID, I'LL TURN IT OVER TO YOU.

>> THANK YOU, MS. BRANUM. TRUSTEES, TONIGHT WE ARE GOING TO COVER THE OTHER TWO FUNDS THAT YOU ADOPTED BUDGET FOR.

WE SPEND MOST OF THE SPRING TALKING ABOUT THE GENERAL FUND BUDGET BECAUSE IT IS THE LARGEST OF THE BUDGETS THAT YOU ADOPT AND IT PAYS OUR TEACHER SALARIES, BUT WE ALSO BRING YOU EVERY YEAR THE DEBT SERVICE FUND AND THE CHILD NUTRITION FUND.

THE DEBT SERVICE FUND, AS YOU PROBABLY REMEMBER, THAT IS THE FUND THAT WE USE TO MAKE THE PRINCIPAL AND INTEREST PAYMENTS ON THE BONDED DEBT THAT THE DISTRICT HAS THAT THE VOTERS HAVE APPROVED.

THEN THE CHILD NUTRITION FUND IS CONSIDERED A FEDERAL FUND BECAUSE OF THE MONEY WE RECEIVE FROM THE FEDERAL GOVERNMENT FOR FREE AND REDUCED LUNCH MEALS ARE COMMODITIES PROGRAM, THOSE TYPES OF THINGS.

IT IS WHERE ALL OF THE SCHOOL CAFETERIAS IN THE DISTRICT ARE OPERATED THROUGH.

MOVING ON TO THE DEBT SERVICE FUND FEW HIGHLIGHTS OF IT, THE INTEREST AND SINKING FUND.

WELL, LET ME JUST BACKUP FOR A SECOND, SO THE DEBT SERVICE FUND BUDGET, JUST LIKE THE GENERAL FUND BUDGETS THAT I HAVE BEEN PRESENTING FOR YOU ARE ALL BASED ON CURRENT LAW.

ANYTHING AND EVERYTHING IT FEELS LIKE RELATED TO REVENUE IN THE DEBT SERVICE FUND COULD CHANGE BETWEEN NOW AND MAY 29TH.

AT THIS POINT, THE INTEREST AND SINKING FUND TAX RATE REMAINS 35 CENTS.

THE BUDGET INCLUDES PRINCIPAL AND INTEREST ON THE THIRD SALE OF THE 2021 BOND ELECTION THAT WAS THE BONDS WILL BE SOLD BACK IN NOVEMBER.

THE 2022 A SERIES OF BONDS WE HAVE $150 MILLION LEFT OF REMAINING AUTHORIZED AND UNISSUED BONDS.

THEN ESTIMATES OF TAXABLE VALUE GROWTH RIGHT NOW ARE 6.5%, AND THE HOLD HARMLESS FUNDING, AGAIN, IS BASED ON CURRENT LAW.

THIS SLIDE IS OUR EXISTING PRINCIPAL AND INTEREST ON OUR OUTSTANDING BONDS.

THE BLUE PORTIONS OF THE COLUMNS ARE THE PRINCIPAL PAYING SCHEDULED PRINCIPAL PAYMENTS.

THE RED PORTION IS THE SCHEDULED INTEREST PAYMENTS, AND AGAIN THIS DOES NOT INCLUDE THE ISSUANCE OF THE REMAINING 150 MILLION.

YOU CAN SEE WE HAVE CAPACITY, I WOULD CALL IT THE SPACE THERE BELOW THE $100 MILLION LINE WHERE YOU SEE THE TOP OF THE BAR FOR 2023 THAT IS CAPACITY IN THERE TO ISSUE MORE BONDS AT THE 35 CENT TAX RATE.

AGAIN, UNDER CURRENT LAW YOU'LL NOTICE THERE THE POTENTIAL FOR THE NEXT BOND ELECTION IF WE STAY ON OUR CURRENT FIVE-YEAR CYCLE, AND I'VE SET IT TO BE EITHER NOVEMBER 25 OR MAY OF 26.

TRADITIONALLY, WE GO TO THE VOTERS IN MAY OF FOUR BOND ELECTIONS, BUT JUST IN CASE SOMETHING CHANGES BECAUSE SPRING OF 25 WILL BE ANOTHER LEGISLATIVE SESSIONS, SO JUST SETTING THAT OUT THERE.

HERE IS OUR MULTI-YEAR FORECAST, AND YOU'LL SEE WE HAVE THE 2022/23 COLUMN THERE ON THE LEFT AND WHERE I'M EXPECTING THAT WE'RE GOING TO ADD ABOUT $8 MILLION TO FUND BALANCE AFTER WE PAY ALL OF OUR SCHEDULED DEBT SERVICE PAYMENTS.

[02:10:05]

THEN THAT WOULD ALLOW US TO LAYER IN $35 MILLION PAYMENT ON THE 150 MILLION THAT WE HAVE LEFT TO ISSUE AND WE WOULD ACTUALLY PLAN.

I'M PLANNING RIGHT NOW THAT WE WOULD SPIN DOWN FUND BALANCE ABOUT $10 MILLION FOR 23/24, BRINGING OUR ENDING FUND BALANCE TO 25 MILLION, WHICH IS RIGHT ABOUT WHERE I'M TRYING TO HOLD FUND BALANCE IN THE GENERAL FUND.

WE ALWAYS NEED TO MAKE SURE THAT BECAUSE OUR FISCAL YEAR ENDS JUNE 30TH AND WE HAVE AN AUGUST 15TH INTEREST PAYMENT DATE.

WE NEED ENOUGH MONEY IN FUND BALANCE TO ALWAYS MAKE THAT AUGUST 15TH INTEREST PAYMENT DATE.

ANOTHER THING, DEPENDING ON WHETHER OR NOT WE ISSUE ALL OF THAT 150 MILLION IN 23/24, WE DO HAVE ABOUT $17.6 MILLION OF CALLABLE BONDS THAT WE COULD PAY OFF EARLY IN FEBRUARY OF 24.

I WILL WITH MS. MORRIS'S HELP CONTINUE TO MONITOR LEGISLATION IMPACTING THE DEBT SERVICE FUND AND WORKING WITH JEFF ROBERT, OUR FINANCIAL ADVISOR, DETERMINE WHAT IS THE BEST USE OF THOSE FUNDS AND WHEN DO WE SELL THOSE REMAINING 150 MILLION AND ARE WE GOING TO USE PART OF THAT MONEY TO CALL BONDS.

THAT'S THE PLAN FOR 23/24, YOU CAN SEE ON THAT SAME LINE PAYMENTS ON FUTURE DEBT THAT UNDER CURRENT LAW WITH A 3% PROPERTY VALUE GROWTH, WE DO CONTINUE TO HAVE CAPACITY FOR AN UPCOMING BOND ELECTION AND THAT IS BY DESIGN.

EVERY HARKER ROAD MYSELF, WE HAVE ALWAYS MANAGED OUR BOND STRUCTURE TO MAKE SURE THAT WE'RE RETIRING DEBT AS QUICKLY, AND EFFICIENTLY AS POSSIBLE SO THAT WE HAVE CAPACITY WITH MINIMAL IMPACT TO LAYER IN THAT NEXT BOND ELECTION.

IN THIS COURSE, WE'LL TALK MORE ABOUT IT IN A MINUTE BUT SENATE BILL 3 COULD MAKE SOME CHANGES IN THAT CAPACITY WITH THE INCREASE IN THE HOMESTEAD EXEMPTION TO $100,000 AND A 5% ANNUAL CAP ON ALL REAL PROPERTY AND SO THAT NOT ONLY AFFECTS THE GENERAL FUND SIDE, BUT IT AFFECTS THE DEBT SERVICE FUND SIDE.

HERE IS A COMPARISON OF THE ADOPTED 22/23, AND THE PROPOSED 23/24 DEBT SERVICE FUND BUDGETS, YOU CAN SEE INCREASE IN TOTAL REVENUE PRIMARILY ON THE LOCAL REVENUE SIDE, WHICH IS PROPERTY TAX REVENUE, AND THEN INCREASING PRINCIPAL AND INTEREST, AND THEN DOWN THERE AT THE BOTTOM AGAIN, A $10 MILLION USE OF FUND BALANCE FOR THAT YEAR HELPING TO ACCELERATE THE REPAYMENT OF SOME OF THAT DEBT.

ON THE CHILD NUTRITION FUND SIDE, THERE ARE RAISES YOU'VE APPROVED ALREADY 3% FOR EXEMPT PERSONNEL, 4% FOR NON-EXEMPT PERSONNEL.

WE NOW HAVE 14 CAMPUSES PARTICIPATING IN THE COMMUNITY ELIGIBILITY PROVISION PROGRAM, THAT'S AN INCREASE OF SIX.

WE NOW HAVE 14 ELEMENTARY SCHOOLS WHERE ALL STUDENTS IN THE CAMPUS EAT FREE.

THOSE CEP CAMPUSES, WE WILL STILL NEED THOSE FAMILIES TO COMPLETE OUR LOCAL INCOME FORM, WE NEED THAT DOCUMENTATION FOR THE GENERAL FUND SIDE OF THE HOUSE ACTUALLY THAT HELPS US WITH OUR COMPENSATORY EDUCATION FUNDING ARE NON-CEP CAMPUS FAMILIES WILL CONTINUE TO COMPLETE THE TRADITIONAL FREE REDUCED PRICED LUNCH APPLICATION FORM, AND THE MEAL PRICES WILL CONTINUE AT THE 2019/ 2020 RATES.

AGAIN, ANOTHER YEAR OF NO RATE INCREASES FOR OUR FAMILIES FOR MEAL PRICES.

>> MR. PAINT, JUST IN TERMS OF THE FREE AND REDUCED LUNCH FORMS, THAT'S NOT ONLY IMPORTANT FOR COMPENSATORY AID, BUT IT ALSO HELPS DETERMINE OUR TITLE ONE FEDERAL FUNDING.

THERE ARE OTHER SUPPORT PROGRAMS THAT WHETHER IT'S TEA OR

[02:15:03]

SO THERE'S LOTS OF IMPLICATIONS FOR THE NEEDED FOR COMPLETING THAT FORM.

>> SAME THING FOR THAT LOCAL INCOME FORM.

>> YES.

>> FOR THOSE CEP CAMPUSES THAT'S WHY WE HAVE THOSE CAMPUSES FILL OUT A FORM EVEN THOUGH THEY DON'T HAVE TO GET THEIR MEALS FREE WE NEED THAT FORM.

>> YES. THANK YOU, MS. BRANUM, FOR INCLUDING THAT AND THERE ARE SOME BENEFITS FOR THE STUDENTS ALSO FOR COMPLETING THAT IT REDUCES FEES IN CERTAIN CASES OF COLLEGE APPLICATIONS AND SOME TESTING FEES AND ALL THAT.

HERE'S A COMPARISON OF THE CHILD NUTRITION FUND, ADOPTED BUDGET FOR 22/23 AND PROPOSED BUDGET FOR 23/24 AND IT IS VERY SIMILAR, THE REVENUE REALLY IS JUST SWITCHING BETWEEN LOCAL REVENUE OR PAID LUNCHES AND FEDERAL REVENUE NOW WITH THE ADDITION OF THE ADDITIONAL SIX CEP CAMPUSES.

OUR EXPENSES ARE GOING UP A LITTLE BIT PRIMARILY DUE TO RAISES.

SOME FOOD COST INCREASES, INFLATION AGAIN STRIKES EVERYWHERE AND THE CHILD NUTRITION FUND ENDED FISCAL YEAR 22 WITH $7.2 MILLION IN FUND BALANCE, SO THEY NEED TO SPEND SOME OF THAT FUND BALANCE DOWN AND THAT IS PART OF THE REASON THAT WE'RE CONTINUING TO HOLD THE RATES AT THE 2019/2020 LEVEL FOR MEAL PRICES SO THAT WE CAN SPEND THAT DOWN.

JUST REALLY GOOD, I REALLY WANT TO CONGRATULATE MR. GUSTAF AND THE WHOLE CHILD NUTRITION TEAM ON THEIR OPERATIONS OF THAT PROGRAM, REALLY PROUD OF THEM.

AGAIN, JUST A REMINDER, ALL OF MY CALCULATIONS THAT I HAVE PRESENTED TO YOU SO FAR THIS SPRING HAVE ALL BEEN BASED ON CURRENT LAW.

THE LAST DAY OF THE ADA LEGISLATURES REGULAR SESSION IS MAY 29TH, AND I WILL NOW TURN THINGS OVER TO MS. MORRIS, INVITE HER UP TO THE HOT SEAT TO HELP OUT WITH AN UPDATE ON STATE FUNDING LEGISLATION.

>> AM I ON NOW? [NOISE] I WILL TELL YOU THAT THEY HAD SOME BUDGET DISCUSSION TODAY, SENATE BILL 3, THE PROPERTY TAX RELIEF BILL AND I'M GOING TO START WITH THIS BECAUSE THIS MAKES A DIFFERENCE ON WHERE OTHER THINGS GO FROM HERE AND I'LL TIE IT ALL TOGETHER.

BUT SENATE BILL 3 IS A PROPERTY TAX RELIEF BILL FOR THE SENATE.

THE HOUSE SUBSTITUTED THEIR BILL INSTEAD, WHICH HAS BEEN HAPPENING A LOT.

WHAT HAPPENED WAS THE HOUSE BUMPED UP THE HOMESTEAD EXEMPTION TO $100,000.

THEY ALSO PUT A 5 PERCENT APPRAISAL CAP ON THERE, WHICH I THINK YOU HEARD FROM MR. PATE, AND THEY DID SOMETHING ELSE.

THEY BOUGHT DOWN THE PROPERTY TAXES BY $0.15.

DIDN'T SAY THAT PART. THAT I WILL TELL YOU THE WHOLE PROGRAM COSTS BILLIONS OF DOLLARS.

I WANT TO SAY OVER $20 BILLION THAT THEY WANT TO SPEND ON PROPERTY TAX RELIEF.

THAT INCLUDES THE PROPERTY TAX RELIEF THAT WAS ALREADY PART OF HOUSE BILL 3 THAT YOU HEAR ABOUT OVER AND OVER AGAIN FROM 2019.

WHY THIS MAKES A DIFFERENCE AND WHY I'M TALKING ABOUT PROPERTY TAX RELIEF IS BECAUSE THIS ALL HAS TO DO WITH THE SCHOOL FUNDING SYSTEM.

THEN I'M GOING TO GO THROUGH SOME STEPS TO JUST MAKE SURE THAT YOU GUYS UNDERSTAND WHY THIS WORKS AND WHAT'S GOING TO BE SAID, WHAT YOU WILL HEAR PROBABLY IF YOU HAVEN'T ALREADY, IS THAT THE LEGISLATURE IS PUTTING MORE MONEY IN EDUCATION THAN THERE EVER HAS BEEN.

THAT'S TRUE AND I'LL TELL YOU WHY, BUT I'LL ALSO END WITH A PART THAT THAT'S NOT THE WHOLE STORY.

THEY PASSED THE BILL ON THE SECOND READING TODAY, WHICH MEANS IT'S GOING TO PASS.

THEN IT WILL PROBABLY GO TO A CONFERENCE COMMITTEE.

THE $100,000 IS SOMETHING IN THE APPRAISAL KAPUT, 5 PERCENT IS SOMETHING THAT THE SENATE REALLY WASN'T GOING TO SUPPORT AND LIEUTENANT GOVERNOR DAN PATRICK SAID, IT WON'T HAPPEN SO WE'LL SEE THEY'LL WORK IT ON THE CONFERENCE COMMITTEE.

WHILE THE HOUSE AND SENATE HAVE BOTH SET ASIDE $5 BILLION IN NEW MONEY FOR SCHOOLS.

IT HAS TO HAVE THE CORRESPONDING LEGISLATION TO SPEND THOSE DOLLARS.

RIGHT NOW, THERE IS NO LEGISLATION TO SPEND THOSE DOLLARS.

THAT MONEY WILL SIT IN WHAT THEY CALL ARTICLE 9,

[02:20:02]

I'M SURE YOU ALL HAVE HEARD THAT THE GOVERNOR BASICALLY IS HOLDING THAT HOSTAGE UNTIL THERE'S SOME A VOUCHER PROGRAM.

THERE ARE TWO SCHOOLS HAVE THOUGHT ON THAT.

ONE THAT SAYS HE'LL GET HIS WAY.

HE'S IN CONTROL.

HE'S BEEN PROMOTING THIS ACROSS THE STATE AND THE LIEUTENANT GOVERNOR AGREES SO THIS IS WHAT'S GOING TO HAPPEN.

YOU'D NEED TO JUST BUCKLE YOUR SEAT BELT AND SEE.

THEN THERE'S ANOTHER SCHOOL OF THOUGHT THAT SAYS THIS IS REALLY LIKE WHAT THE DEMOCRATS DID LAST TIME WHEN THEY WALKED OUT.

THEY EVENTUALLY HAD TO COME AROUND.

I KNOW THAT THERE WAS A CURRENT HOUSE OF REPRESENTATIVES THAT SAID HE'S GOING TO HAVE TO JUST KNOW THAT THE HOUSE ISN'T GOING TO DO THIS.

HE CAN CALL US BACK AS MANY TIMES AS HE WANTS. I DON'T KNOW.

I FEEL SURE THERE ARE LOTS OF BACKROOM DISCUSSIONS ABOUT A LOT OF THINGS THAT INVOLVE A LOT OF BILLS.

BUT I GUESS I'M HERE TO TELL YOU RIGHT NOW, THERE IS NO NEW MONEY FOR SCHOOLS AT THE MOMENT, SO THAT WE'RE BUDGETING ON CURRENT LAW IS THE SMARTEST THING TO DO.

ANYTHING THAT WE GET NOW WILL BE NICE.

TEXAS DOESN'T HAVE A PROPERTY TAX AND IT WOULD BE ILLEGAL TO HAVE A PROPERTY TAX.

>> TEXAS.

>> I'M SO SORRY, TEXAS DOES NOT HAVE A STATE PROPERTY TAX.

THANK YOU, EVERYONE FOR CORRECTING ME.

[LAUGHTER] I KNEW WHAT I MEANT, BUT YEAH, THAT WAS GREAT.

[NOISE] DOES NOT HAVE A STATE PROPERTY TAX, SO THAT'S HOW SCHOOLS ARE FUNDED THROUGH OUR PROPERTY TAXES.

THOSE FUNDS, SCHOOLS IF YOUR SCHOOL PROPERTY TAXES DON'T COVER YOUR BASIC ALLOTMENT, YOUR $6,160 PLUS OTHER ALLOTMENTS, THEN THE STATE WILL FILL IN THOSE DOLLARS.

IF YOUR PROPERTY TAX COLLECTIONS, COVER MORE THAN WHAT YOU'RE ENTITLED, THEN YOU HAVE TO SEND IT BACK IN THE FORM OF RECAPTURE.

THERE'S SOME IN AND OUTFLOW FROM THE STATE AND THE STATE DOES FUND A LOT OF SCHOOL DISTRICTS.

I DON'T THINK THEY FUND US BECAUSE WE SEND MONEY BACK.

BUT IT DOES THERE ARE A LOT OF DISTRICTS THAT IT PROVIDES FUNDING TO.

>> WE DO A LITTLE THROUGH SOME VARIOUS PIECES WERE ABOUT 50 MILLION IS WHAT WE GET FROM THE STATE.

>> WE GET A LITTLE BIT FROM THE STATE.

ANYWAY SO THE STATE RIGHT NOW IS HITTING SOMEWHERE.

I WANT TO SAY IN THE UPPER 30S OF A PERCENT OF FUNDING FOR EDUCATION FOR THE STATE AS A WHOLE.

KEEP THAT IN MIND BECAUSE I'LL TELL YOU WHY IN A SECOND. WE WENT THROUGH ALL THAT.

SINCE ONLY THE STATE CAN PROVIDE PROPERTY TAX RELIEF AND THEY DO THAT BY TELLING SCHOOL DISTRICTS YOU CAN'T TAX ABOVE THIS AMOUNT OR YOU MUST DECREASE THIS AMOUNT SO THE STATE CAN DICTATE HOW MUCH YOU DO, BUT THEY JUST CAN'T COLLECT IT FOR THEMSELVES TO GIVE BACK TO YOU, EVEN THOUGH IT'S THE WAY IT WORKS.

IF YOU COLLECT LESS THAN TAXES.

IF THE CURRENT BILL GOES THROUGH AND THERE'S A $0.15 REDUCTION, AND WE WOULD COLLECT $0.15 LESS.

THAT WOULD LEAVE US MORE IN THE HOLE.

BUT THE STATE IS GOING TO HOLD US HARMLESS, MEANING THEY WON'T LET US OUR REVENUE DIVE.

THEY WILL KEEP US AT THE SAME RATE WE ARE NOW BY PUTTING MORE MONEY INTO THE SYSTEM.

THAT'S KEY BECAUSE YOU WILL HEAR WE'VE PUT MORE MONEY IN THE SYSTEM AND THEY HAVE. THAT'S TRUE.

BUT THEY HAVEN'T GIVEN US ANY MORE MONEY THAT WOULD LET US ADDITIONAL REVENUE THAT WOULD HELP US FUND RAISES AND MEET THE COSTS IT'S INFLATION IS HAD SO MUCH OF.

THE AMOUNT THAT THE STATE PUTS IN EDUCATION INCREASES, BUT THE BASIC ALLOTMENT DOES NOT.

I JUST WANT TO MAKE SURE THAT THAT'S CLEAR BECAUSE WE ARE GOING TO HEAR THAT I KNOW MORE THAN EVER BEFORE WE HAVE PUT MORE MONEY IN PUBLIC EDUCATION THAN THERE EVER HAS BEEN.

THAT IS A TRUE STATEMENT.

IT'S JUST THAT IT'S ALL GONE TO PROPERTY TAX RELIEF, NOT ANY TO THE SCHOOLS.

IT'S IMPORTANT THAT PEOPLE UNDERSTAND THAT BECAUSE IT'S GOING TO BE CONFUSING.

I THINK AS THEY GO FORWARD.

IF YOU GUYS GET IT THEN EVERYONE ELSE WILL DO.

NO NEW DOLLARS. DOES THAT MAKE SENSE.

THAT'S MY REPORT. [LAUGHTER] I DON'T KNOW IF THERE'S OTHER THINGS.

THERE'S A SCHOOL SAFETY BILL MOVING AROUND THAT THEY'LL GO TO CONFERENCE.

ONE OF THEM HAS $100 STUDENT ALLOTMENT, ONE OF THEM HAS $10.

WHO KNOWS WHERE THAT'LL END UP? THERE IS SOME MONEY.

>> [INAUDIBLE].

>> YES. THERE'S $600 MILLION IN THE SUPPLEMENTAL BUDGET THAT NEEDS LEGISLATION TO SPEND THAT TOO.

WE'RE NOT SURE WHERE THAT WILL COME FROM OR IF IT WILL JUST BE ALL GRANTS.

IT WON'T BE IN THE FORM OF AN ALLOTMENT.

STATE IS SITTING ON A LITTLE UNDER $40 BILLION IN REVENUE THAT'S ACCESSED FROM WHAT THEY EXPECTED BECAUSE OF

[02:25:03]

>> THIS IS OFF THE CUFF. BUT I KNOW WE'VE HAD A LOT OF QUESTIONS ABOUT IMA.

WE KNOW WE HAVE SOME NEW MATERIALS ADOPTION IS COMING UP AND ALL OF THAT.

IMA, IS THAT ALSO CURRENTLY RIGHT NOW? IS THAT BURIED WITH HOSPITAL 100 INTO NOWHERE?

>> NO. THAT'S PART OF TAS BUDGET THAT IMA THAT THEY WOULD SPEND OR ALLOW DISTRICT TO SPEND.

THAT IS NOT AN ISSUE FUNDING WISE THAT I'M AWARE OF NOW, OF COURSE, SNEAK THINGS IN AND THINGS GET WRITTEN AND LEGALLY, SO I WOULDN'T GUARANTEE THAT.

BUT ALL I'VE HEARD THAT IMF IS EVEN THAT'S NOT GREAT BECAUSE TEA IS GOING TO SPEND A LOT OF THAT ON SOME OF THE CURRICULUM THAT THEY'RE DEVELOPING.

BUT THIS IS NOT PART OF THE FUNDING ANALYSIS.

>> DAVID.

>> CORRECT THE IMA FUNDING IS NOT PART OF THE GENERAL FUND BUDGET THAT I'VE BEEN BRINGING TO YOU.

WE ARE REQUIRED TO ACCOUNT FOR THAT IN A SEPARATE FUND.

IT IS CONSIDERED A STATE SPECIAL REVENUE FUND AS A SEPARATE STREAM OF REVENUE GIVEN TO US FOR A SPECIFIC PURPOSE.

>> AGAIN THAT'S ONE WHERE THEY DEPLETED THAT IN THE LAST SESSION BECAUSE WE WERE GIVEN SO MANY SR DOLLARS AND WE WERE TOLD TO USE OUR SR DOLLAR ON WHAT WE WOULD PREVIOUSLY USE ON OUR IMA DOLLARS.

IF THEY DO NOT RESTORE IMA TO WHAT IT WAS OR EVEN GIVE US MORE THAN WHAT IT WAS PRE-COVID.

[NOISE] THEN AGAIN, IT IMPACTS OUR GENERAL FUND BECAUSE THINGS THAT WE WOULD NORMALLY SPEND, FOR EXAMPLE THE SIGNS ADOPTION THAT'S COMING UP, THINGS THAT WE WOULD NORMALLY SPEND OUT OF IMA.

IF WE DO NOT HAVE ENOUGH RESOURCES IN THERE, THEN WE'RE GOING TO HAVE TO USE OUR GENERAL FUNDS.

WHILE IT IS A SEPARATE IT IS STILL ALL COMPLETELY INTERDEPENDENT UPON ONE ANOTHER?

>> I THINK.

>> YES I WAS NOT TRYING TO DOWNPLAY THAT.

I JUST WANT TO MAKE SURE IT'S DIFFERENT POTS OF MONEY.

BACK TO MS. MORRIS POINT EARLIER, I KNOW THERE HAS BEEN SOME LEGISLATION AROUND THE IMA.

I JUST DON'T KNOW IF THE BILLS THAT FUND THOSE CHANGES IN IMA ARE CAUGHT UP AND WE'LL BE STUCK IN THE ARTICLE 9, BUDGET PURGATORY FOR THE STATE.

WE'RE AT A POINT WHERE WE'RE WAITING FOR THIS SESSION TO END AND SEE WHERE THE DUST SETTLES SO WE CAN FIGURE OUT HOW MUCH MONEY WE HAVE IN WHICH PARTICULAR BUCKETS.

>> I'LL PUT AN ASTERISK TO THAT.

WE'RE WAITING FOR THIS SESSION TO END, TO FIND OUT WHEN THEY'LL HAVE ANOTHER SPECIAL SESSION.

BECAUSE IT'S REALLY LOOKING LIKE THAT WILL HAPPEN.

IT'S LOOKING MORE AND MORE LIKE IT WILL BE SEPTEMBER, BUT THERE ARE ALL KINDS OF DATES THROWN AROUND OUT THERE, SO WE'LL KNOW IT WHEN HE CALLS A SPECIAL SESSION.

>> WE HAVE ONE MORE SLIDE HERE.

I DON'T KNOW IF MS. BRANUM IF YOU WANT TO. [OVERLAPPING]

>> I'LL JUST LAUNCH THIS FOR A MOMENT.

AS YOU KNOW, WE HAVE BEEN REALLY TALKING SINCE JANUARY ABOUT THE FACT THAT WE KNEW WHERE WE WERE WITH THE CURRENT FUNDING FORMULA, WE KNEW WHERE WE WERE WITH OUR CURRENT EXPENDITURES.

WE HAD HOPED THAT THIS WAS GOING TO BE A LEGISLATIVE SESSION THAT WAS GOING TO PROVIDE A LITTLE BIT MORE RELIEF THAT WE KNEW AND WE'VE SAID ALL ALONG THAT EVEN IF IT DID, IT WOULD NOT SOLVE ALL OF THE FINANCIAL CHALLENGES THAT WE HAVE.

AGAIN, IT HAS BEEN MENTIONED, WE KNOW THAT WE CURRENTLY HAVE SOME STAFFING MODELS AND EVEN THE NUMBER OF SCHOOLS AND ALL OF THOSE THINGS BUILT FOR 39,000 KIDS AND WE CURRENTLY ARE SERVING 37,000.

WE KNOW THERE ARE SOME VERY LIMITED WAYS THAT WE GENERATE MORE REVENUE.

WE HAVE TO GET MORE KIDS.

WE CAN ELIMINATE OUR ADDITIONAL LOCAL HOMESTEAD EXEMPTION.

WE HAVE A VADER OPTION.

WE KNOW IN TERMS OF CUTTING EXPENDITURES, HOW DO WE GET MORE EFFICIENT.

WE HAVE TALKED ABOUT THOSE THINGS REALLY AT NAUSEUM SINCE JANUARY.

NOW IT IS TIME FOR US TO PUT TOGETHER THE THOUGHT PARTNERS AROUND THE TABLE, THEY ARE GOING TO HELP US DETERMINE WHICH OF THOSE ACTION STEPS AND WHICH OF THOSE STRATEGIES DO WE NEED TO MOVE FORWARD, AND IN WHICH DO WE NEED TO MOVE FORWARD WHEN.

IT'S IMPORTANT TO NOTE NOT ONE OF THOSE ALONE FIXES ARE CHALLENGES.

IT'S NOT JUST TRYING TO RECRUIT AND GET KIDS BACK FROM PRIVATE SCHOOLS OR EVEN IF IT WAS SOME OPEN ENROLLMENT, THAT DOESN'T FIX IT ALONE.

[02:30:01]

WE'VE SHARED THAT WITH YOU THROUGH EACH OF OUR BUDGET CODES, THERE'S NOT ENOUGH TO CUT.

IF I CUT ALL TRAVEL AND CUT ALL FOOD FOR EVERY MEETING, IT STILL WOULD NOT BE ENOUGH TO GET CLOSE TO WHERE WE NEED TO BE.

WE HAVE WORKED FOR THE PAST TWO YEARS TO FIND DEFICIENCIES AS WHETHER IT'S THROUGH ATTRITION, WHETHER WE'VE HAD HISTORICALLY LONGITUDINALLY VACANT POSITIONS, WE'RE ABSORBING THOSE.

WE HAVE NOT ENTERED INTO A POSITION WHERE WE ARE TRYING TO DO A REDUCTION IN FORCE OR A RIFF.

WE HAVE TRIED TO CAPTURE ALL OF THOSE THROUGH ATTRITION.

BUT IT IS TIME THAT WE PUT TOGETHER A COMMUNITY BUDGET STEERING COMMITTEE THAT WILL DIVE INTO THIS DEEPLY, ANALYZE EVERY ONE OF THE POTENTIAL SOLUTIONS, AND BRING FORWARD TO THE BOARD SOME RECOMMENDATIONS AROUND WHAT THIS COULD LOOK LIKE IN THE TIMING OF THIS.

I WOULD LIKE SIMILAR TO WHAT WE HAVE DONE WITH THE BOND, I THINK THIS IS AN IMPORTANT ENOUGH COMMITTEE.

THIS IS TALKING ABOUT THE FUTURE SUSTAINABILITY AND THE FINANCIAL SUSTAINABILITY OF OUR DISTRICT.

THAT I WANT THERE TO BE A COMMISSION THAT YOU ALL APPROVE THAT GIVES A SPECIFIC CHARGE TO ME, TO MR. PAYT, INTO OUR LEADERSHIP TEAM AROUND THE CHARGE THAT YOU HAVE FOR US.

I WANT IT TO BE VERY CLEAR ON THE COMPOSITION OF THE COMMITTEE.

I WANT IT TO BE VERY CLEAR OF HOW WE WILL SELECT MEMBERS TO BE A PART OF THE COMMITTEE, HOW THE BOARD WILL HAVE INPUT IN IDENTIFYING AND SELECTING MEMBERS IN THAT COMMITTEE AS WELL.

OUR TIMELINE WOULD BE THAT WE WOULD START MEETING.

I KNOW THIS IS HARD TO HEAR FOR EVERYONE BECAUSE WE WANT OUR SITE.

BUT WE NEED TO START THIS IN JULY.

THEN OUR IDEAL GOAL WOULD BE THAT WE WOULD BE PROVIDING MONTHLY UPDATES TO THE BOARD OF THE PROGRESS OF THE COMMITTEE, VERY SIMILAR TO WHAT WE DID WITH THE STRATEGIC PLAN.

WE WOULD NOT BRING UNLESS THINGS ARE ACCELERATED, WE DON'T ANTICIPATE BRINGING YOU THE FINAL RECOMMENDATIONS UNTIL NOVEMBER OR DECEMBER.

THE WHOLE GOAL OF THAT WOULD BE TO BRING THOSE RECOMMENDATIONS BECAUSE GUESS WHAT STARTS IN JANUARY? BUDGET FOR 24/25.

WE NEED TO HAVE THOSE RECOMMENDATIONS IN PLACE, HAVE SPECIFIC ACTIONS THAT WE KNOW WE WOULD WANT TO BEGIN TO TAKE IN JANUARY TO BE READY FOR THE ADOPTION OF THE 24/25 SCHOOL YEAR.

MR. PAYT, IS THERE ANYTHING YOU'D LIKE TO ADD TO THAT?

>> OTHER THAN JUST WE'RE PRESENTING THIS THIS WAY WE WOULD CERTAINLY, YES, I THINK MS. BRANUM HAS ALREADY SAID, BUT I WILL JUST REITERATE.

WE WOULD LOVE YOUR FEEDBACK ON THIS PLAN AS WE'RE DRAFTING THE CHARTER DOCUMENT TO BRING TO THE BOARD.

THEN OUR LAST SLIDE IS JUST QUESTIONS.

>> ANY QUESTIONS? MR. POTEET.

>> GOT A COUPLE OF MORE COMMENTS AND QUESTIONS HERE.

THIS STEERING COMMITTEE, WHICH I'M TOTALLY ON BOARD WITH, AND I THINK THAT THIS IS FOR A LOT OF REASONS, THIS IS VALUABLE TO PUT THIS TOGETHER AND IT'S GOING TO BE HOT AND HEAVY AND FAST, IT NEEDS TO BE.

BUT AT THE END OF THE DAY THIS IS OUR DECISION AS A BOARD TO MAKE A DECISION BASED ON THE RECOMMENDATIONS THAT THE ADMINISTRATION BRINGS TO US.

THIS WILL HELP CRAFT THOSE OPTIONS FOR RECOMMENDATIONS.

I THINK TO YOUR POINT, IT'LL BE CRITICAL TO HAVE THE RIGHT PEOPLE IN THE ROOM TO BRING SOME OF THOSE PIECES TOGETHER TO FIGURE OUT WHAT OPTIONS WE HAVE AND WHAT IS THAT GOING TO GET US, BUT WE HAVE TO GIVE THEM THE DIRECTIVE MIXTURE.

WE'RE VERY DELIBERATE IN CHARGE.

YOU MENTIONED THE WORD CHARGE, BUT GIVEN THAT CHARGE AND DEFINING IT SO THAT THEY HAVE A VERY FOCUSED PATH ON WHERE WE'RE HEADED WITH THIS.

BECAUSE THIS COULD GO ALL OVER THE PLACE IF THAT CHARGE IS IN FOCUS.

THAT'S SOMETHING THAT I THINK WE'LL WANT TO MAKE SURE THAT WE'RE PART OF BEFORE THAT GOES FORWARD.

THE OTHER THING IS, IN PUTTING THIS COMMITTEE TOGETHER, YES.

WHAT THEY PRODUCE AS ALTERNATES AND STUFF, THAT'S IMPORTANT.

BUT I THINK THE OTHER PART IS, WE'RE GOING TO LEAN ON THIS COMMITTEE AND TELL ME IF I'M WRONG, BUT MUCH LIKE WE DID WITH THE BOND COMMITTEES, WE'RE GOING TO LEAN ON THEM TO BOTH EDUCATE AND ADVOCATE WITHIN THE COMMUNITY.

THEY'RE GOING TO HAVE TO EDUCATE.

[02:35:01]

THAT'S OKAY, BECAUSE THEY HAVEN'T NEEDED TO.

IT'S NOT THEY HADN'T BEEN THAT CRITICAL TO THIS POINT.

IT'S BECOMING CRITICAL.

THEY NEED TO BE EDUCATED ON WHAT IT MEANS, WHERE WE'RE AT, WHERE WE'RE HEADED AND WHY WE HAVE TO GO THAT DIRECTION.

THIS COMMITTEE IS GOING TO HAVE THAT CHARGE AS WELL TO GO OUT AND SPREAD THE WORD AND EDUCATE OUR COMMUNITY.

THEY ALSO HAVE TO ADVOCATE.

THERE'S GOING TO BE A LOT OF BACK-AND-FORTH WITHIN THE COMMUNITY ON SOME OF THESE OPTIONS.

YOU CAN'T TAKE A MOTION AND THE PERSONAL IMPACT AWAY FROM THE DISCUSSION.

BUT AT SOME POINT, WE'RE GOING TO HAVE TO FIGURE OUT HOW TO NAVIGATE BOTH TO GET TO OUR FINAL DESTINATION ON THIS.

WE'RE GOING TO RELY ON THESE PEOPLE ON THIS COMMITTEE TO HELP US IN THAT ADVOCACY ON BEHALF OF THE DISTRICT.

I THINK EDUCATION AND ADVOCACY IS PART OF THAT CHARGE.

PICKING THE RIGHT PEOPLE THAT WE KNOW WE CAN LEAN ON THEM AND THEY'RE GOING TO CARRY THAT COMMITTEES MESSAGE AND THE DISTRICTS MESSAGE AND OUR MESSAGE OUT TO THE COMMUNITY AND HELP US OUT WITH THAT.

THAT'S GOING BE CRITICAL IN PICKING THE RIGHT PEOPLE FOR THAT AS WELL. THAT'S IT.

>> THE OTHER REALLY IMPORTANT THING ABOUT THE TIMING OF THIS AND WHY.

I'M NOT SURE, I THINK IT WOULD'VE BEEN VERY PREMATURE FOR US TO HAVE LAUNCHED THIS WORK ANY SOONER AS WE NEEDED THE STRATEGIC PLAN AS WELL.

BECAUSE WE NEED TO BE SURE THAT WE'RE THINKING ABOUT WHEN WE'RE PRIORITIZING, HOW WE ARE GOING TO SPEND THESE VERY PRECIOUS RESOURCES THAT WE ALIGN THEM WITH THE PRIORITIES THAT ARE SET FORTH IN THE STRATEGIC PLAN AND WE'RE WILLING TO SUNSET AND LET GO OF THINGS THAT, AND I THINK YOU HEARD EVEN KENNETH TALK ABOUT IT.

THERE MAY BE SOME THINGS THAT WE ALL LOVE AND THAT MAY BE A TRADITION.

BUT IF IT IS NOT SUPPORTING THE OUTCOMES THAT WE'VE IDENTIFIED WE WANT FOR STUDENTS THEN HOW DO WE LET GO OF THOSE? I THINK THAT EVEN A COUPLE OF EVERYTHING THAT YOU JUST SENT ALONG WITH HAVING A STRATEGIC PLAN THAT HAS TO ANCHOR AND HAS TO BE PART OF THE RUBRIC, SO TO SPEAK THAT THEY'RE USING TO DECIDE WHAT MOVES FORWARD AND IN WHAT ORDER AND WHAT PRIORITY THAT HAS TO BE AN EQUAL PART OF IT.

BUT THAT ADVOCACY, THAT COMMUNICATION PIECE, ALL OF THAT IS GOING TO BE PROBABLY THEIR MOST SIGNIFICANT ROLE THAT THEY HAVE.

BECAUSE ULTIMATELY, YOU ALL ARE ONLY SEVEN HUMANS.

IT'S A PHENOMENAL JOB AS OUR STRATEGY AND ENGAGEMENT DOES IN COMMUNICATING WHERE WE ARE.

IT'S SO COMPLEX.

OUR EDUCATION FUNDING SYSTEM IS AS COMPLEX AS, I DON'T KNOW THAT THERE'S ANYTHING ELSE OUT THERE THAT EVEN COMPETES WITH IT.

TRYING TO FRAME THIS IN A WAY THAT IS EASILY CONSUMABLE FOR THE PARENT WHO ALL THEY CARE ABOUT IS THAT THEY'RE SENDING THEIR KID TO SCHOOL AND THEN GETTING THE BEST EDUCATION POSSIBLE.

THAT IS GOING TO BE OUR CHALLENGE AND HAVING 30 PEOPLE THAT ARE GOING TO BE WALKING ALONGSIDE US AND THAT IS GOING TO BE INCREDIBLY IMPORTANT.

>> SUPER IMPORTANT.

>> IF WE CAN HELP HIM CONSUME IT, THEY ARE GOING TO HELP US FIGURE OUT HOW TO HELP THE GENERAL COMMUNITY CONSUME IT.

THAT'S WHY WE HAVE TO START NOW TO ENGAGE OUR COMMUNITY.

BECAUSE WE KNOW HOW HARD IT IS TO GET THEM TO PARTICIPATE IN THESE COMMITTEES, AND THIS ONE IS GOING TO BE TOUGH.

WE REALLY NEED IT TO BE DIVERSE.

>> YES.

>> WE NEED OUR COMMUNITY TO STEP UP ON THIS ONE, BECAUSE THIS IS SUPER IMPORTANT.

JUST TO YOUR POINT, MR. POTEET, ALL THOSE THINGS THAT YOU JUST SAID, YES.

THAT'S WHAT WE ARE BEING CHARGED TO DO.

THAT'S WHAT THIS COMMITTEE IS GOING TO DO.

WE NEED TO START PUTTING OUR THINKING CAPS ON RIGHT NOW AND TONIGHT IN TRYING TO FIGURE OUT WHO THOSE COMMUNITY MEMBERS ARE, WE WANT TO REACH OUT TO, TO GET THEM ENGAGED.

THEN JUST TRIED TO EXPLAIN IN LAYMAN'S TERMS, BEST WAY THAT YOU CAN, WHAT WE NEED THEM TO DO.

BECAUSE THIS ONE IS SUPER IMPORTANT. MS. MCGOWAN.

I AGREE WITH EVERYTHING CHRIS SAID AND YOU SAID IT'S WELL, I THINK IT'S REALLY IMPORTANT.

THIS IS PROBABLY THE MOST CRITICAL THING WE'RE GOING TO DO THIS YEAR.

THIS OUTREACH IS THE MOST CRITICAL THING BECAUSE WE CAN'T AND SHOULDN'T DO THIS BY OURSELVES.

I THINK THE MOST IMPORTANT PART OF THIS, IS BRINGING THE COMMUNITY ALONGSIDE OF US TO LET THEM KNOW THAT WE WANT THEIR INPUT, WE APPRECIATE THAT, WE RESPECT THEM AND WE WANT TO KNOW WHAT THEY THINK ABOUT THIS BECAUSE WE DON'T WANT TO MAKE THIS DECISION BY OURSELVES.

IT IS CULTURE, IT IS COMMUNITY, IT IS LIKE THIS GENTLEMAN SAID, ITS TRADITION.

THERE ARE A LOT OF THINGS THAT WE MAY HAVE TO LET GO OF IN ORDER TO GET WHERE WE NEED TO GET.

IF THAT MEANS WE DO MORE WITH LESS, THEN WE DO MORE WITH LESS.

I LOVE THIS IDEA AND LIKE CHRIS SAID,

[02:40:01]

>> MS. RENTERIA.

>> I WANT TO DEFINITELY ECHO WHAT MY COLLEAGUES HAVE ALREADY SAID.

BUT I ALSO, KNOW WE'RE TALKING ABOUT GETTING THE RIGHT PEOPLE AND GETTING EVERYBODY THAT COMMITMENT AND HOW HARD THIS WILL BE.

BUT I DON'T WANT ANYBODY TO STEER AWAY OUT OF FEAR THAT THIS IS TOO HARD.

DEFINITELY, GOING TO BE DIFFICULT.

IT IS A COMMITMENT. WE SAW THAT WITH THE STRATEGIC PLANNING.

WE SAW HOW THE HOURS THAT WE'RE ASKING FOR YOU TO BE HERE, THE INFORMATION THAT YOU WILL HAVE TO NOT ONLY TAKE IN BUT STUDY.

BUT THIS IS IMPORTANT. I THINK THAT THIS IS CRUCIAL THAT WE ASK OURSELVES WHEN EVERYBODY WHO'S TALKING ABOUT WHAT WE NEED TO DO, WE COME HERE AND DEFINITELY WE'RE SO APPRECIATIVE OF THOSE VOICES, BUT VOICES HAVE TO ALSO BE ALIGNED WITH ACTION.

I FEEL THAT IF WE CAN BRING THAT AND TO REALLY CONSIDER THIS, TO HAVE SOMEONE REALLY LOOK AT YOUR CALENDARS, LOOK AT WHAT COMMITMENT YOU CAN MAKE, IT TAKES A VILLAGE LIKE THEY SAY.

A LOT OF TIMES IF THERE'S SOMEBODY WHO CAN COME TO THE MEETING, BUT I NEED SOMEONE TO WATCH MY KIDS WHEN WE DO THIS, I'LL HELP YOU WATCH YOUR KIDS AND YOU GO TO THE MEETING.

OR IF WE CAN GET HALF-AND-HALF, MY HUSBAND WILL GO, BUT MY WIFE WILL STAY OR WHATEVER, BUT TO REALLY MAKE THAT IMPACT, AND I THINK THE IMPORTANCE OF REALLY PRIORITIZING THIS IS THAT, IT HAS TO COME FROM EVERYONE.

THAT DIVERSITY AS MS. MCGOWAN, MS. HARRIS, AND I THINK MR. POTEET ALSO MENTIONED, IT'S SO IMPORTANT.

IT'S SO IMPORTANT THAT WE HAVE TO SEE EVERYTHING THAT WE DO THROUGH THE LENS OF THAT.

I THINK THAT IF WE CAN JUST, AGAIN REALLY LOOK DEEP AND FIGURE OUT THAT IT IS IMPORTANT, WE NEED TO LOOK AT THE DIVERSITY AND BE REPRESENTED, HAVE A VOICE THERE SO THAT WE CAN MAKE THIS WORK FOR EVERYONE.

YES, I SUPPORT IT AS WELL.

>> ONE OF THE THINGS THAT I'VE BEEN DOING SOME IDEATION AROUND IS HOW DO WE THINK ABOUT THE COMMITTEE STRUCTURED DIFFERENTLY.

NOT IN TERMS OF COMMITTEE NUMBERS OR ANY OF THAT, BUT FOR EXAMPLE, WE KNOW THE FIRST SEVERAL MEETINGS ARE GOING TO BE ABOUT FOUNDATION AND CONTEXT BUILDING.

THAT I DON'T NECESSARILY NEED EVERYONE IN THE SAME ROOM AT THE SAME TIME TOGETHER TO BUILD THAT FOUNDATION.

THAT MIGHT BE WHERE WE CAN DO SOME DIFFERENTIATION, WHERE WE HAVE SOME MORNING SESSIONS, WE HAVE SOME EVENING SESSIONS WHERE WE PROVIDE AS MANY FLEXIBLE OPTIONS SO THAT OUR FAMILIES CAN, FOR THAT REASON, ACCESS THOSE.

THEN THERE MAY BE SOME SESSIONS THAT I DO NEED.

LET'S SAY THERE'S 30 PARTICIPANTS, I NEED ALL 30 TO BE IN THE ROOM BECAUSE WE REALLY DO HAVE TO GO THROUGH SOME REAL MAKING MEANING TOGETHER AND I NEED EVERYONE'S PERSPECTIVE AND EVERYONE'S BEST THOUGHTS THERE.

I AM PUTTING TOGETHER SOME IDEAS THAT I HOPE WILL ALLOW FAMILIES FOR WHATEVER STRUCTURE THAT THEY MAY BE IN, TO FEEL LIKE THIS PROCESS IS MORE ACCESSIBLE TO THEM AND IT'S NOT, I HAVE TO TAKE OFF SIX DAYS OF WORK TO BE ABLE TO DO IT, I HAVE TO FIND SIX DAYS OF A BABYSITTER TO DO IT.

THERE IS SOME FLEXIBILITY THERE, SO THAT WILL BE NOT NECESSARILY PART OF THE CHARGE IN THE COMMISSION THAT YOU ADOPT, BUT IT'LL BE PART OF THE INFORMATION THAT WE BRING FORWARD WHEN WE'RE SOLICITING INDIVIDUALS TO PARTICIPATE.

>> ABSOLUTELY. I THINK THAT'S VERY IMPORTANT. THANK YOU FOR THAT.

>> GREAT. MS. PACHECO.

>> THANK YOU FOR BRINGING THIS UP.

I THINK I'M A STRONG SUPPORTER OF THIS COMMUNITY STEERING COMMITTEE.

I WAS ACTUALLY GOING TO ASK THE QUESTION, BUT YOU ANSWERED ME WITH YOUR LAST COMMENT ON FLEXIBILITY AND AVAILABILITY SO THAT OUR COMMUNITY VOLUNTEERS CAN PARTICIPATE SO THAT WE CAN HAVE A DIVERSE GROUP BECAUSE WE HAVE TO REMOVE ANY BARRIERS SO THAT THEY CAN COME IN AND SHARE.

THIS IS ABSOLUTELY IMPORTANT.

IT'S IMPORTANT NOT JUST FOR THE UPCOMING BUDGET, BUT JUST MOVING FORWARD, AND HOW WE BRING IN THEIR VOICE, HOW WE BRING IN THOSE IDEAS, AND HOW WE RESTRUCTURE THE POSSIBILITIES OF HOW WE SPEND AND HOW WE EDUCATE.

I'M LOOKING FORWARD TO IT AND I WILL REACH OUT AND I HOPE WE HAVE LOTS AND LOTS OF VOLUNTEERS SO WE HAVE A HUGE POOL TO PICK FROM.

>> ANY ADDITIONAL COMMENTS, QUESTIONS? MR. EAGER.

>> I'M NOT GOING TO REPEAT WHAT EVERYBODY ELSE SAID.

THE FACTS ARE, WHEN YOU CUT AND MAKE MODIFICATIONS TO MAKE THESE ADJUSTMENTS, PAINFUL.

[02:45:07]

WE'VE HEARD IT FROM OUR COMMUNITY.

THIS IS A SITUATION WHERE WE NEED EVERYBODY IN THE COMMUNITY TO HELP PARTICIPATE IN THIS BECAUSE WHEN YOU GOT TO MAKE ADJUSTMENTS, IT'S THE LESSER OF TWO EVILS.

IT'S NOT EASY EITHER TO BE ON THE OTHER END OF IT.

BUT WE'VE GOT TO STRATEGICALLY, WHAT DO WE GOT TO DO TO EXECUTE AND GET THAT GRADUATE PROFILE? WE'VE GOT TO EXECUTE.

WE MADE A COMMITMENT AND WE WANT THAT FOR ALL OUR KIDS.

THE REALITY IS, IS THAT WE'VE GOT BUDGET CONSTRAINTS.

I'VE HEARD IT WE WENT INTO DEFICIT SPENDING THIS YEAR, BUT THE OTHER THING TOO IS THAT IF WE DON'T KEEP OUR STAFF AND OUR TEACHERS AND ADMINISTRATION AND ALL THOSE, WE'VE GOT A BIGGER CHALLENGE.

AT THE END OF THE DAY, WE NEED COMMUNITY INPUT, WE NEED FEEDBACK.

IT'S NOT LIKE WE ARE MAKING THESE DECISIONS IN A BOX.

THEN HAVING PEOPLE FROM ALL LEVELS OF THE COMMUNITY INVOLVED IN THIS DECISION BECAUSE IT'S GOING TO BE TOUGH, IT'S GOING TO BE CHALLENGING.

IT DOES GIVE ME HOPE THOUGH, IS THAT THE FACT IN THAT IN THIS STRATEGIC PLANNING, WE HAD PEOPLE FROM ALL WALKS OF LIFE, SOCIAL, ECONOMIC DIVERSITY.

EVERYBODY WANTED THE SAME THING.

IT WAS HOPED THAT THE FACT THAT WE ARE COMING TOGETHER AT A COMMON GOAL AND IT WAS FUN BECAUSE WE ARE, THE FACILITATORS, IF WE GET IN THERE AND WE WOULD WORK THESE THINGS OUT AND WE WOULD ALL BE EXCITED ABOUT WHAT WAS THE CONCLUSION WAS.

NOW THIS IS GOING TO BE EXCITING, BUT I CAN SAY THAT AND IT'S NOT GOING TO BE EXCITING.

[OVERLAPPING] IT'S EXCITING.

[LAUGHTER] AGAIN, IT'S IMPORTANT THAT WE HAVE PARTICIPATION FOR EVERYBODY, MAKE SURE THAT WE NEED PEOPLE TO ROLL UP SLEEVES AND WE'RE GOING TO HAVE TO DO THIS AS PART OF DOING THE TOUGH WORK.

BUT WE'RE GOING TO BE BETTER OFF BECAUSE OF IT.

BECAUSE WE'RE GOING TO BE FISCALLY ALIGNED, THE NEXT GENERATION OF KIDS.

WE'RE GOING TO HAVE WHAT WE NEED TO EXECUTE ON A STRATEGIC PLAN AND THEN WE'LL STILL KEEP GOING DOWN ON THIS.

WE'LL KEEP REMINDING PEOPLE OF THE NEEDS OF THE STATE OF TEXAS AND THE KIDS IN OUR DISTRICT AND THROUGH ALL THE ENTIRE STATE.

[OVERLAPPING] BUT UNFORTUNATELY, THESE ARE THE CARDS WE'RE DEALT RIGHT NOW.

WE CAN HOPE FOR AND DO WHAT WE CAN FOR THE FUTURE BUT THIS IS THE DOLLARS WE'VE GOT TO SPEND.

I JUST WANT TO MAKE SURE AND I WELCOME AND HOPE THAT THE COMMUNITY WILL GET LOTS OF PARTICIPATION FROM PEOPLE THAT ARE WANTING TO HELP WITH COMING UP WITH THE SOLUTION. [NOISE]

>> GREAT.

THERE'S NO QUESTIONS OR COMMENTS BEFORE WE MOVE ON TO THE NEXT ITEM.

MR. PATE, THANK YOU SO MUCH.

>> THANK YOU ALSO.

>> MS. MORRIS. YOU DID WONDERFUL, THANK YOU SO MUCH WE APPRECIATE YOU.

[LAUGHTER] WE CAN'T WAIT EITHER.

WE'RE WAITING AS WELL.

OUR NEXT ITEM IS TO REVIEW BOARD POLICY DEC PERTAINING TO LEAVES AND ABSENCES.

[III.E. Review and Discussion of Board Policy DEC (LOCAL)]

>> THIS IS THE NEXT STEP AS PROMISED IS PART OF OUR COMPENSATION AND BENEFITS PACKAGE TO ALLOW FOR OUR STAFF TO HAVE MORE FLEXIBILITY WITH THEIR LEAVE OPTIONS AND SO MS. MCGOWAN HAS LED THIS PROCESS ALONG WITH MR. PATE AND DR. GOODSON SO I'M GOING TO TURN IT OVER TO THEM.

>> GOOD AFTERNOON OR EVENING, EVERYONE.

NOW, AS SUPERINTENDENT BRANUM JUST MENTIONED, THIS IS THE FOLLOW-UP TO THE DISCUSSION AT THE LAST BOARD MEETING ABOUT THE COMPLETE COMPENSATION AND BENEFITS PACKET FOR EMPLOYEES.

AS WAS MENTIONED DURING THAT PRESENTATION, PART OF BEING ABLE TO ALLOW OUR EMPLOYEES TO HAVE BEREAVEMENT LEAVE AND ALSO PAY PATERNAL AND MATERNAL LEAVE NECESSITATES CHANGES TO OUR ABSENCES AND LEAVES POLICY, WHICH IS DEC LOCAL.

AS WE DO WITH ANY POLICY WHEN WE ARE MAKING A CHANGE, WE'RE GOING TO DO A FULL REVIEW OF THAT POLICY TO SEE IF THERE ARE ANY OTHER CHANGES THAT ARE NECESSARY AND SO YOU ALL ARE AWARE WE HAVE OUR BOARD POLICY SUBCOMMITTEE CONSISTING

[02:50:04]

THEY HAVE ALSO HAD A CHANCE TO LOOK AT THE PROPOSED RECOMMENDATIONS FROM THE ADMINISTRATION AND AT SOME POINT MAY ALSO HAVE SOME COMMENTARY.

PRIMARILY WHAT YOU WILL SEE IN THE CHANGES ARE ONE, TAKING OUT ADMINISTRATIVE REGULATIONS FROM THE POLICIES BECAUSE THAT'S ACTUALLY NOT THE APPROPRIATE PLACE FOR THEM.

IT GIVES ARE DIRECTED TO THE SUPERINTENDENT OR DESIGNEE TO ACTUALLY DEVELOP WHERE THERE ISN'T ONE, ADMINISTRATIVE REGULATIONS TO ADDRESS THE HOW-TO OF THE EMPLOYEE LEAVES AND ABSENCES.

WE HAVE PROVIDED A DEFINITION OF SCHOOL YEAR THAT ALIGNS WITH AN EMPLOYEE'S CONTRACT.

WE'VE ADDED SOME ADDITIONAL CONTEXT TO THE DEFINITION OF CATASTROPHIC ILLNESS OR INJURY THAT ALIGNS WITH IRS GUIDELINES AND WE ALSO TRIED TO PROVIDE SOME CLARITY IN FLOW IN THE POLICY, MAKING SURE THINGS THAT WERE SIMILAR WERE ACTUALLY GROUPED TOGETHER, BUT ALSO THINGS THAT WERE MIXED IN AND THEY SHOULDN'T HAVE BEEN WERE TAKEN OUT.

FOR EXAMPLE, THE DISTRICT HAS, AS IT IS REQUIRED UNDER THE TEXAS EDUCATION CODE, WHAT'S CALLED A TEMPORARY DISABILITY LEAVE, AND THAT'S FOR FULL-TIME EDUCATORS.

WELL, IF YOU LOOK AT THE CURRENT VERSION OF THE POLICY MIXING THAT IS INFORMATION ABOUT SHORT-TERM DISABILITY AND EXTENDED DISABILITY, WHICH IS ACTUALLY FOR OUR NON-EDUCATORS.

DOING THINGS LIKE TAKING THAT LANGUAGE AND SEPARATING IT AS IT SHOULD BE TO HOPEFULLY PROVIDE BETTER CLARITY FOR ALL OF OUR EMPLOYEES.

THEN OF COURSE, WHAT BROUGHT US TO THIS IS INFORMATION AND CHANGES AROUND OUR SICK LEAVE BANK AND JUST MAKING THE LANGUAGE BROADER, LET ME SAY IT THAT WAY AND TO BE ABLE TO ALLOW THE FLEXIBILITY AND BEING ABLE TO PROVIDE THINGS LIKE OUR BEREAVEMENT LEAVE AND PAY PATERNAL AND MATERNAL LEAVE FOR OUR EMPLOYEE.

DR. GOODSON OR MR. PATE, WOULD YOU LIKE TO ADD ANYTHING?

>> THANK YOU, MS. MCGOWAN.

I WOULD JUST ADD THAT BY ADJUSTING THE POLICY IN THIS WAY, WE HAVE A GOOD ABILITY TO REVAMP THE GUIDELINES, NOT JUST FOR THE SICK LEAVE BANK BUT JUST FOR EMPLOYEE LEAVE IN GENERAL.

IT'S ALWAYS BEEN A VERY COMPLICATED CONCEPT IS VERY DIFFICULT FOR EMPLOYEES TO UNDERSTAND WHAT EXACTLY WHAT LEAVE AM I ENTITLED TO? WHAT ELSE CAN I DO IF I RUN OUT OF DAYS, FOR EXAMPLE? THE NICE THING ABOUT CALLING DOWN THE POLICY ITSELF IS WE CAN STILL TAKE SOME OF THE ADMINISTRATIVE INFORMATION THAT WAS IN THERE, APPLY IT TO A NEW SET OF GUIDELINES, AND AS WE SHARED BEFORE, USE STRATEGY AND ENGAGEMENT AND COMMUNICATION TO REALLY HAVE A NEW CAMPAIGN TO EDUCATE AND INFORM OUR EMPLOYEES ABOUT THE LEAVE OPTIONS THEY HAVE, INCLUDING THE EXPANDED SICK LEAVE BANK OPTIONS.

>> I WOULD JUST ADD THAT WE WILL BE TAKING THAT SAME CAMPAIGN AND UPDATED MATERIALS AND MAKING SURE THAT WE ARE PROPERLY EDUCATING OUR EMPLOYEES THAT ARE NEW TO THE DISTRICT THAT HAVE NO EXPERIENCE WITH THIS IN THE ONBOARDING PROCESS THAT WE'RE MAKING SURE THEY UNDERSTAND THEIR OPTIONS AND I KNOW DR. GOODSON WILL ALSO BE SHARING THIS WITH HIS STAFF THAT DOES THE RECRUITING SO THAT THEY CAN COMMUNICATE THIS WITH THOSE RECRUITS BEFORE WE EVEN GET THEM HERE TO RISD.

[NOISE] IT'S A GREAT OPTION TO BE ABLE TO PRESENT TO EXISTING STAFF AND THOSE THAT WILL BE NEWLY JOINING US.

>> THAT'S ALSO PART OF THE COMMUNICATION AS WELL.

THIS IS GOING INTO THE TIME OF THE YEAR WHERE EMPLOYEES ARE GOING TO BE LOOKING AT BENEFIT OPTIONS.

THIS IS ALSO AN APPROPRIATE TIME AND GIVES US ANOTHER AVENUE TO BE ABLE TO EDUCATE OUR EMPLOYEES AS WELL AS THEY'RE MAKING THOSE DECISIONS FOR NEXT YEAR.

JUST WANT TO GIVE IF THERE ARE ANY MEMBERS OF THE SUBCOMMITTEE WHO HAVE ANYTHING THEY WOULD LIKE TO ADD?

>> NO, I JUST WANTED TO THANK EVERYBODY, MS. MCGOWAN AND MR. PATE, DR. GOODSON, FOR WALKING US THROUGH, HELPING US OUT BECAUSE IT IS A COMPLICATED TOPIC AND DEFINITELY WE WERE JUST SO PLEASED.

I THINK I CAN SPEAK ON BEHALF OF THE THREE OF US ON THE COMMITTEE THAT WE'RE JUST VERY APPRECIATIVE FOR BREAKING IT DOWN, HELPING US UNDERSTAND IT.

FOR US, THE BIG KEY WAS A COMMUNICATION PIECE.

[02:55:04]

WE'RE JUST GRATEFUL FOR YOUR TIME AND FOR YOUR EXPERTISE.

>> MS. MCGOWAN.

>> THANK YOU.

>> RATE YOURSELF.

>> [LAUGHTER] WE NEED TO CHECK INTO THAT GENEALOGY.

THANK YOU FOR YOUR SUPPORT ON THIS COMMITTEE.

I WANT TO PERSONALLY SAY I'M JUST SO EXCITED FOR CURRENT EMPLOYEES AND FUTURE EMPLOYEES THAT THIS IS A NEW OPTION FOR THEM.

THE SICK LEAVE BANK AND THE EXPANSION OF THAT WHERE I AM A STRONG ADVOCATE FOR PATERNITY BENEFITS AND I KNOW WE CANNOT REALLY TRULY AFFORD TO DO THAT QUITE YET, BUT I WILL STILL FIGHT FOR THAT.

BUT I'M SUPER EXCITED ABOUT THIS EXTENSION AND THIS I KNOW WILL MAKE A HUGE IMPACT ON PEOPLE'S LIVES AND THE DISTRICT.

>> I DON'T WANT TO SHOUT OUT TO TRUSTEE MCGOWAN AND THIS WAS VERY PASSIONATE TO HER TO MAKE A DIFFERENCE.

I JUST WANT TO SAY THAT SHE WAS VERY INSTRUMENTAL AND HAD THIS DOWN IN MAKING A DIFFERENCE FOR OUR NEXT ROUND.

>> WELL, I CAN'T TAKE FULL CREDIT FOR THIS.

THIS COMES FROM OUR TEACHERS, OUR COUNSELORS, AND JUST BEING A LISTENING EAR AND THE COMMUNITY AND SAYING, YOU ARE WHAT'S VALUABLE HERE.

IT IS NOT ABOUT ME, IT'S NOT ABOUT US.

IT'S ABOUT THOSE THAT ARE TEACHING AND TAKING CARE OF OUR BABIES EVERY SINGLE DAY.

THEIR FAMILIES DESERVE THE SAME.

WHILE WE CAN LEAVE OUR VOLUNTEER POSITIONS AND GO INTO THE WORKFORCE AND HAVE FULL MATERNITY OR PATERNITY BENEFITS, IT BEHOOVES ME, I JUST CANNOT BELIEVE THIS IS WHERE WE ARE IN THIS COUNTRY AT THIS TIME.

THIS IS HOW WE'RE TAKING CARE OF OUR TEACHERS.

JUST BEYOND MY UNDERSTANDING, BUT I'M EXCITED THAT WE'RE TAKING SOME GRAND LEAPS. YES.

>> THAT'S JUST AN EXAMPLE OF THE PASSION WE'RE APPLYING [LAUGHTER] THE DRIVING FORCE FOR THAT.

>> THAT'S JUST AN EXAMPLE.

>> I DON'T WANT TO STAND IN THE WAY OF THE NEXT THING THAT'S ON THE AGENDA THERE.

SHE'LL KNOCK IT OUT, THAT'S FOR SURE. [LAUGHTER]

>> GOOD JOB.

>> THANK YOU, MS. MCGOWAN.

>> THANK YOU, MS. MCGOWAN, AND TO THE SUBCOMMITTEE.

THIS IS A LOT OF WORK.

[NOISE] IT'S A LOT OF WORK THAT'S NEEDED TO BE DONE FOR QUITE SOME TIME AND YOU GUYS ARE REALLY DIGGING IN AND GETTING IT DONE.

I KNOW IT GETS COMPLEX.

JUST THE LANGUAGE AND WHAT'S GOING ON, THE LAW, THE LEGAL STUFF.

YOU'VE GOT AN EXPERT OVER HERE, THIS DRIVE IN THE PAST. THANK YOU.

[NOISE] IF THERE ARE NO ADDITIONAL QUESTIONS, WE'LL MOVE ON TO THE NEXT TOPIC, WHICH IS AN INFORMATION ITEM REGARDING

[III.F. School Health Advisory Council (SHAC) Presentation]

>> THANK YOU. MS. HARRIS. AS YOU KNOW, THIS IS A PRESENTATION THAT WE BRING TO YOU ANNUALLY AS WE ARE REQUIRED TO DO SO.

TONIGHT REALLY IS A NIGHT YOU CAN JUST CALL IT OUR PASSION PRESENTATION NIGHT.

WHETHER IT WAS ME WITH THE STRATEGIC PLAN, MS. HAYES, AND LEADING OUR ENERGY MANAGEMENT, MR. PAID IN THE BUDGET, OR NOW THE WORK THAT MS. SELLERS AND DR. BINARY HAVE DONE WITH SHACK, MS. SELLERS IS INFECTIOUS.

I'M SO GLAD WE'RE ENDING OUR NIGHT WITH HER.

HER PASSION IS INFECTIOUS.

THANK YOU FOR BEING HERE, DR. BINARY AND MS. CELLARS.

>> THANK YOU. WE'RE HERE TO SUPPORT EVERYTHING.

EVERY CHILD EVERY DAY, EVERY LEADER, EVERY TEACHER EVERY DAY.

>> YES.

>> I WANT TO INTRODUCE MYSELF.

I'M KELLY SELLERS, I'M YOUR HEALTH PE DARROW, DC DIRECTOR AND I'M CO-CHAIR FOR SHAC.

>> KAREN BRUNNEIL NOW I KNOW MOST OF YOU AND I'M THE PARENT CO-CHAIR.

I HAVE A FOURTH GRADER AND A SECOND GRADER, PRESTONWOOD

>> WE HAVE OTHER SHAC MEMBERS HERE AS WELL.

SHOUT OUT, THANK YOU FOR SAYING.

YES, I'LL LET YOU GO AHEAD.

[LAUGHTER]

>> MOST OF YOU KNOW THAT SHAC IS REQUIRED BY LAW, EVERY DISTRICT IS SUPPOSED TO HAPPEN. THIS YEAR.

WE'RE REQUIRED TO MAKE AN ANNUAL REPORT AT THE END OF THE YEAR BASED ON WHAT THE SHAC RECOMMENDS.

WE MET FIVE TIMES THIS YEAR.

WE ACTUALLY INCREASED THAT BECAUSE IT'S A MINIMUM OF FOUR TIMES A YEAR PER STATE LAW.

[03:00:02]

WE HAVE SUBCOMMITTEES THAT MEET ON OPPOSITE OF US.

THESE WERE SOME OF OUR GOALS THAT WE SET AT THE BEGINNING OF THE YEAR.

IT WAS TO ESTABLISH A PHYSICAL ACTIVITY AND HEALTH AND WELLNESS SUBCOMMITTEE.

THE PHYSICAL ACTIVITY IS ACTUALLY REQUIRED BY LAW.

THEN ANY ADDITIONAL SUB-COMMITTEE CAN BE, I GUESS I'M GOING MORE TO THE BOARD BUT TLT, THE HEALTH, AND WELLNESS, ANY OTHER SUBCOMMITTEE THAT A SHAC WANTS THEY CAN CREATE.

THEY THOUGHT IT WAS IMPORTANT TO LOOK AT JUST THE HEALTH AND WELLNESS.

OTHER INITIATIVES, HEALTH INITIATIVES LIKE WHAT CAN WE BRING TO THE DISTRICT AND OTHER SUPPORTIVE WAYS SO THAT ANYBODY WAS ESTABLISHED? WE DID START MEETING A LITTLE BIT LATER AND SO WE MORPHED INTO THE SAME ONE.

BECAUSE OUR BIG TACKLE, WHICH WE'LL TALK ABOUT WAS THE WELLNESS POLICY ACTION PLAN REVISION.

WE ALSO ADOPTED, WHICH ALSO EARLY THIS YEAR, THE HUMAN TRAFFICKING CURRICULUM, THE HUMAN GROWTH AND SEXUALITY, AND CURRICULUM DEVELOPMENT.

THAT TOOK A BIG CHUNK OF OUR TIME THIS YEAR.

THEN ADOPTING THE CHARACTER TRAITS CURRICULUM UPDATES.

AGAIN, THE BIG ONE WAS THE TRIENNIAL REVIEW OF THE REVISIONS TO THE WELLNESS POLICY ACTION PLAN.

THE WELLNESS POLICY IS UNDER FFA AND THEY REQUIRE NOW TO HAVE AN ACTION PLAN THAT'S REVIEWED EVERY THREE YEARS, USED TO BE EVERY TWO YEARS.

NOW IT'S A TRIENNIAL REVIEW.

THEN LAST YEAR WE REVISED OUR BY-LAWS TO WHERE WE WANTED TO HAVE A CHAIR, A LOCKED SYSTEM IN PLACE TO WHERE SOMEBODY WOULD BE COMING IN BECAUSE YOU ARE REQUIRED TO HAVE A PARENT CO-CHAIR.

NOW WE HAVE RECRUITED A PARENT [LAUGHTER] WHO CAME IN AND SAID SO SHE'LL BE CHAIR LOCKED FROM NEXT YEAR.

IT WILL BE MY LAST YEAR TO CHAIR AND SHE WILL COME ON.

SHE'S A PARENT AT PRAIRIE CREEK.

OUR RECOMMENDATIONS, AGAIN, SOME OF THESE WERE BROUGHT TO YOU ALL EARLIER IN THE YEAR, WHICH WAS AGAIN APPROVING THE CURRICULUM FOR HUMAN TRAFFICKING, THE HUMAN GROWTH AND DEVELOPMENT CURRICULUM.

THE TWO MAIN THINGS THAT CAME OUT OF THIS PHYSICAL ACTIVE ACTIVITY SUBCOMMITTEE WERE THE RECOMMENDATIONS FOR THE WELLNESS POLICY ACTION PLAN.

THE FIRST THING THAT WE ASKED THE SHAC TO DO WAS REVIEW ALL THE CHANGES THAT THE SUBCOMMITTEE MADE AND IT DID PASS.

A LOT OF IT WAS LIKE LITTLE TWEAKS, THINGS THAT CHILD NUTRITION WAS CHANGING POSTERS OUT.

WELL, THEY DON'T DO POSTERS PER SE ANYMORE FOR STUFF ON THE DISTRICT WEBSITE NOW, SO SOME LITTLE CHANGES LIKE THAT.

BUT EVEN PUTTING PART IN THERE ABOUT PARTNERING MORE WITH THE RICHARDSON COUNCIL APPEARANCE OR PTA SO THAT YOU CAN UTILIZE THAT TO HELP GET SOME OF THIS HEALTH INFORMATION OUT.

ANYWAYS, SO VERY SUBTLE CHANGES, BUT THE SHAC APPROVES THAT.

THEN ONE OF THE THINGS THAT THEY ACTUALLY BROUGHT TO THE DISCUSSION IN THE VERY BEGINNING WAS WANTING MORE INPUT, MORE DIVERSE, VARIED INPUT OF WHAT'S WORKING, WHAT'S NOT WITH ALL THESE THINGS THAT ARE ALREADY IN PLACE WITH THE ACTION PLAN.

IT'S THINGS THAT WE HAVE REQUIRED PE MINUTES, HOW ARE THEY MONITORING THOSE? ARE THEY GETTING THOSE MINUTES IN? ARE THEY DOING THE UNSTRUCTURED RECESS? I MEAN THE LUNCH. I'M LIKE, WHY DID I COME HERE WITHOUT NOTES? WHEN WE'D LANDED I'M LIKE, HOW CAN WE DO THIS? THERE ARE SOME VERY INTENSE SURVEYS OUT THERE.

THE CDC HAS THE SCHOOL HEALTH INDEX SHI, WHICH IS AGAIN JUST A RIDICULOUSLY LENGTHY MEASUREMENT TOOL.

WHAT WE DECIDED WAS LET'S JUST BABYSTEP THIS.

WE WANT TO SURVEY THE PRINCIPLES AND NOT SURVEY THE PRINCIPLES PER SE, BUT THE SCHOOL AND SAY, HEY, ARE WE ABLE TO ACHIEVE THESE THINGS IN ACTION PLAN? WHAT ARE WE NOT GETTING IN? IF YOU'RE NOT, HOW CAN THE DISTRICT BETTER SUPPORT YOU? WHAT WE REALLY WANTED IN THE VERBIAGE WAS TO BE NOT A, I GOT YOU, TO THE PRINCIPLES.

WE WANT THIS TO BE VERY SUPPORTIVE SO THAT WE CAN FIND WAYS THAT MIGHT BE GAPS AND THAT WE CAN IMPROVE UPON.

>> I EQUATE THAT VERY MUCH LIKE OUR BRIGHT BYTES SURVEY WHERE IT'S AN OPPORTUNITY TO REFLECT ON, ARE WE AWARE? ARE WE IMPLEMENTING? IS IT DOING WHAT WE WANT IT TO DO? IS THERE MAYBE A GAP SOMEWHERE THAT WE HAVEN'T EVEN IDENTIFIED SO THAT WE CAN CLOSE IT? IT'S VERY MUCH LIKE OUR BRIGHT'S BITES.

>> YEAH. BECAUSE WE DO HAVE PRINCIPAL TURNOVER, THEY MAY NOT EVEN KNOW LIKE, OH, THIS IS A PIECE OF POLICY OR WHATEVER.

WHAT WE DECIDED TO DO WAS BEGINNING OF THE YEAR OVERVIEW AND LETTING THEM KNOW, LOOK, THESE ACTORS ARE IN PLACE IN POLICY.

JUST REMIND THEM, AND THEN AT THE END OF THE YEAR, DO THAT, REVIEW AND SURVEY.

[03:05:02]

GET YOUR PE TEACHER IN THERE COUNSELOR AND SEE HOW DID WE HIT THE MARK HOW DID WE NOT.

THIS IS JUST RECAPPING ALL THE RECOMMENDATIONS.

THEY GOT VOTED ON FROM OUR SHOCK.

THEY DID GET APPROVED, SO NOTHING WAS NOT APPROVED.

>> CAN YOU GO BACK ONE QUICK SLIDE.

I JUST THINK IT'S IMPORTANT.

BOARD WE WILL BE BRINGING FORWARD.

WE HAVE NOT HAD A CHARACTER TRAITS PROGRAM IN A REALLY LONG TIME.

IT IS ACTUALLY REQUIRED BY TEC CODE.

THAT AS A DISTRICT, WE ARE PROVIDING OPPORTUNITIES FOR STUDENTS TO DEVELOP.

I THINK THEY'RE VERY MUCH ALIGNED TO THE GRADUATE PROFILE.

THIS IS JUST, I THINK PROVIDING US WITH THE GUIDANCE AND THE RESOURCES THAT WE NEED TO EXECUTE THE GRADUATE PROFILE.

I DON'T WANT YOU TO THINK THIS IS ONE SEPARATE THING.

THIS IS A PART OF THE GRADUATE PROFILE AND THIS IS ALSO WHERE PROVIDING OUR STUDENTS WITH THOSE SKILL SETS THAT WE'VE TALKED ABOUT IN TERMS OF SOCIAL EMOTIONAL LEARNING.

THAT FOR EXAMPLE. WHAT DOES IT MEAN TO BE RESPECTFUL? HOW DO WE RESPECT DIFFERENCES OF OPINIONS? HOW DO WE RESPECT THAT WE ALL HAVE DIFFERENT PERSPECTIVES.

WHAT HAPPENS WHEN MAYBE I AM FRUSTRATED OR I DISAGREE WITH ONE OF MY FRIENDS? WHAT TOOLS, WHAT SKILL SETS DO I HAVE TO NOT CAUSE THAT TO BECOME AN ESCALATED ARGUMENT VERSUS WE'RE HAVING JUST A CONVERSATION.

THERE'LL BE A LOT MORE INFORMATION COMING TO YOU AROUND THIS CHARACTER TRAITS.

I REALLY THANK DR. GIBBONS AND MR. [INAUDIBLE] AND OUR SHAC COMMITTEE FOR DIGGING INTO THAT.

BUT I THINK THAT IS SOMETHING THAT WE'VE BEEN MISSING FOR AWHILE.

I'M REALLY EXCITED TO BE ABLE TO PLUG IN THAT GAP.

>> LASTLY AGAIN, THE DISTRICT DOES A GREAT JOB OF PROVIDING THE SHAC AT EVERY MEETING, JUST UPDATES OF ALL THE GREAT THINGS THAT THEY ARE ALREADY DOING.

IT'S JUST AGAIN, THAT CONTINUED SUPPORT AND AWARENESS BECAUSE I THINK THAT'S WE GET A LOT OF TIMES PARENTS WHO MAY COME IN NEW TO THE SHAC AND THEY'RE LIKE, OH, I HAD NO IDEA THE DISTRICT DID THAT.

IT'S CONTINUING TO HELP SPREAD THE WORD OF THE GOOD THINGS THE DISTRICT IS ALREADY DOING.

>> IT'S NOT JUST PHYSICAL EDUCATION, BUT PHYSICAL ACTIVITY.

WE WORK WITH THE COUNSELORS, WE WORK WITH THE NURSES, WE WORK WITH CHILD NUTRITION, CHILD SERVICE.

[OVERLAPPING] I WILL SAY THAT IT IS THE WHOLE CHILD AND THIS COMMITTEE HAS DONE A LOT THIS YEAR.

WE ARE BLESSED TO HAVE A GOOD STRONG COMMITTEE GOING AND WE WANT TO KEEP THAT.

>> YOU WILL BE HEARING FROM ME AGAIN.

RECRUITMENT FOR NEXT YEAR TO ADD A COUPLE MORE PEOPLE. [LAUGHTER]

>> YES.

>> BUT Y'ALL GAVE ME SOME PEOPLE THIS YEAR.

THERE'S STILL ON IT, SO THANK YOU FOR THAT.

WE WANT YOU NEED THAT REPRESENTATION.

>> YES. KEEP RECRUITING.

SAME WAY IN OUR SUPPORTS DEFINITELY SAID CHILD NUTRITION. WHAT'S HAPPENING.

WE DID THE KIDS HEART CHALLENGE WHERE WE RAISED OVER $321,000 THROUGH THE ELEMENTARY SCHOOLS TO GO TO AMERICAN HEART.

THE GOOD THING IS ALSO, IT'S A WIN-WIN THAT THEY ALSO PROVIDE $28,000 BACK TO THE PE, GET EQUIPMENT.

IT'S VERY NICE.

YES. RAN THEM ON THE RIGHT GETTING SLIMED.

YES. LOTS OF FUN.

[LAUGHTER] YES.

>> [INAUDIBLE]

>> ABSOLUTELY. YES, AND WITH THE GO READ, THAT INVOLVES OUR STAFF, MANY EVENTS OUR NURSES.

YES, YOUR PE TEACHERS.

WE HAD A BIG ALL PE AND HEALTH AT A BIG TEXAS.

WELCOME. HOWDY. WE BROUGHT IN SOME GUESTS FROM OUT OF STATE.

WANTED TO GIVE THEM BIG TEXAS WELCOME.

YES, OUR 21-DAY CHALLENGE YOU'VE HEARD ABOUT ALSO BROUGHT US BACK $5,000 AS WELL AS TAPERED SCHOLARSHIPS.

IF YOU'LL REMEMBER, TAPERED IS A BIG HEALTH AND PE CONFERENCE THAT MY TEACHERS LOVE TO ATTEND.

THIS IS OUR 100TH YEAR, SO WE'D REALLY LOVE LAST YEAR WE SENT 10 TO REMEMBER THEY PRESENTED.

WE'RE GOING TO DO THAT AGAIN.

WE'RE REALLY EXCITED ABOUT THAT.

THEN OF COURSE, CHOOSING THE BEST.

YOU HEARD IS OUR HOUSE BILL 15, 25, EDUCATION, WE GOT A GRANT FROM TEXAS HEALTH AND HUMAN SERVICES FROM THE GOVERNMENT TO COVER THAT CURRICULUM.

WE'VE BEEN VERY BUSY THIS YEAR.

OUR NEXT STEPS JUMP INTO THAT SURVEY TO THE PRINCIPLES, DISCUSSED HOW WE WOULD LIKE TO SEE THAT HAPPEN WITH SUPERINTENDENT BRANUM.

CAN WE GET THEM DURING THERE WHEN THE PRINCIPALS COME BACK BEFORE SCHOOL STARTS,

[03:10:03]

TALK ABOUT THAT AT THAT TIME.

BEGAN PUTTING REVIEW AND WHO ARE WELLNESS PLAN.

THEN OF COURSE NEXT MEETING FOR ABSTRACT GOALS.

>> ONE THING THAT I THINK IS REALLY IMPORTANT THAT MS. CELLARS AND I'VE HAD LOTS OF CONVERSATIONS ABOUT AS WELL AS EVEN IF YOU THINK ABOUT THE LEARNING FRAMEWORK, WHETHER YOU ARE IGNITING OR YOU'RE HAVING WONDERING DISCOVERY THAT WE'RE ALSO THINKING ABOUT PHYSICAL MOVEMENT AND MENTAL HEALTH AND EVEN WHAT IT MEANS TO HAVE OXYGEN TO THE BRAIN, NOT JUST AT RECESS.

BUT EVEN WITHIN THAT LEARNING FRAMEWORK, THERE ARE OPPORTUNITIES WHERE WE'RE PROVIDING STUDENTS WITH MOVEMENT.

HOW DO WE PHYSICALLY ENGAGE THEM IN THE LEARNING AS WELL? THAT'S PART OF THE EXPERIENCE.

IT'S A KINESTHETIC PROCESS AS WELL AS IT IS JUST PAPER AND PENCIL.

PROVIDING TEACHERS TOOLS SO THAT THEY UNDERSTAND WHAT THAT CAN LOOK LIKE.

BECAUSE SOMETIMES TEACHERS ARE FEARFUL OF, I'M GOING TO LOSE CONTROL OF MY CLASS.

HOW DO WE PUT STRUCTURES IN PLACE THAT ALLOW FOR THAT MOVEMENT IN THAT KINESTHETIC EXPERIENCE WITHOUT IT HAVING TO MEAN THAT I LOSE ALL CONTROL OF MY CLASSROOM.

I JUST WANT TO THANK BOTH OF THESE AMAZING LEADERS FOR THEIR WORK IN LEADING SHAC.

I WON'T NAME ANY DISTRICTS, BUT THERE ARE SOME DISTRICTS WHERE WE DO IT FOR COMPLIANCE AND WE DO THE MINIMUM, NOT THESE TWO.

THEY ARE SERIOUS ABOUT IT.

THEY ARE COMMITTED TO IT.

THEY ARE PASSIONATE ABOUT THE WORK.

I WANT TO THANK THE COMMITTEE MEMBERS.

I ALSO WANT TO TELL YOU WE HAVE THE BEST DIRECTOR OF PHYSICAL EDUCATION IN JOTC AND HEALTH IN THE STATE.

SHE WON THE AWARD LAST YEAR.

FOR REAL, SHE IS. YOU WANT TO TALK ABOUT A SERVANT LEADER.

AGAIN, I HAD A DREAM A YEAR AGO AND I SENT A TWEET TO MATTHEW GIBBONS AND TO KELLY CELLARS AND TO KATIE BARRETT AND I SAID, WE HAVE GOT TO PROVIDE THIS OPPORTUNITY FOR OUR STUDENTS SERVED THROUGH SPECIAL EDUCATION AND LITERALLY ALMOST A YEAR TO SENDING THAT ON YESTERDAY, I PROBABLY HAD ONE OF THE BEST DAYS IN MY SUPERINTENDENCY OF WATCHING OUR FOUR HIGH SCHOOLS COME TOGETHER AND ENGAGE AND PARTICIPATE IN COMPETITIONS AND TO WATCH THEIR BUDDIES CHEER THEM ON AND CHANT IN THE BASKETBALL CHANTS AND ALL THOSE THINGS THAT YOU HEAR, THEY WERE DOING IT FOR OUR STUDENTS.

KELLY CELLARS AND KATIE BARRETT, MATTHEW GIBBONS MADE THAT HAPPEN.

KELLY CELLARS IS JUST PHENOMENAL [APPLAUSE]

>> IT WAS A TEAM.

IT WAS A HUGE TEAM AND WE MADE IT WORK.

IT WAS A GREAT TEAM THAT WE GOT IT DONE.

>> YES. THANK YOU.

>> DR. THOMAS. YES, THEY ARE ALL PART OF IT AND WORKED VERY HARD.

GREAT TEAM. IT WAS A WONDERFUL DAY.

JULIE, THANK YOU FOR YOUR SUPPORT.

>> WE THANK YOU.

>> FOR HELPING PE.

>> DO WE HAVE ANY QUESTIONS FOR OUR SHAC TEAM? QUESTIONS, COMMENTS? HURRAHS?

>> YOU DID IT. [APPLAUSE]

>> THANK YOU ALL VERY MUCH, AND THANK YOU FOR ALL THAT YOU DO AS WELL.

>> YES. GREAT JOB. THANK YOU.

THAT WAS OUR LAST INFORMATION ITEM THAT WILL COMPLETE OUR MEETING FOR TONIGHT.

WE WANT TO THANK EVERYONE THAT CAME OUT.

THANK YOU TO OUR ATTENDEES IN THE BACK.

THANK YOU TO THE CABINET, EVERYONE THAT'S AROUND THE TABLE.

THANK YOU, MS. MORRIS, FOR COMING OUT.

[INAUDIBLE] LAST ONES HERE.

MY COLLEAGUES AND SUPERINTENDENT BRANUM.

THANK YOU SO MUCH FOR STAYING SO LATE WITH US TONIGHT.

THE BOARD WILL NOT HAVE A CLOSED SESSION TONIGHT.

THEREFORE, THIS MEETING IS ADJOURNED, YES, AT 09:28 P.M. ON MAY 18, 2023.

[NOISE] [BACKGROUND]

* This transcript was compiled from uncorrected Closed Captioning.