Apr 18, 2024 Study Session

GOOD EVENING, EVERYONE, AND WELCOME

[I. CALL TO ORDER]

[00:00:10]

I AM REGINA HARRIS, PRESIDENT OF THE BOARD.

WE DO HAVE A QUORUM TONIGHT, AND WE WILL CALL THIS MEETING TO ORDER AT 6:00 PM.

OUR FIRST ITEM ON OUR AGENDA IS THE PUBLIC COMMENT SECTION.

[II. PUBLIC COMMENT SECTION]

CAN YOU HEAR ME? TESTING.

TESTING. ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS DURING TODAY'S MEETING.

SPEAKERS MAY ONLY COMMENT ON AGENDA RELATED ITEMS. A SPEAKER WHO ATTEMPTS TO ADDRESS NON AGENDA RELATED TOPIC MUST STOP HIS OR HER COMMENTS WHEN DIRECTED.

AS A REMINDER, PLEASE FOLLOW THE PUBLIC COMMENTS PROTOCOL AS NOTED IN THE RISD WEBSITE.

SPEAKERS WHEN I CALL YOUR NAME, PLEASE APPROACH THE PODIUM.

OUR FIRST SPEAKER THIS EVENING IS MR. EWEN BLACKMAN.

YOU'D LIKE A REAR VIEW MIRROR.

GOOD EVENING. AND THAT WAS A LITTLE ISIZULU TO RING IN A VERY IMPORTANT NOTE.

PAYING TEACHERS MORE OR PTM.

IT HAS BEEN A TOUGH GO FOR TEACHERS THE PAST DECADE.

COVID EXACERBATED THOSE ISSUES.

YOU HAVE A CHANCE THIS EVENING TO BE INNOVATIVE AND CREATIVE.

TEACHERS ARE WATCHING, TEACHERS ARE LISTENING, TEACHERS ARE PLEADING.

OF THOSE A, B, AND C CHOICES YOU'LL SEE IN THE PRESENTATION.

ONLY ONE SAYS YES, PICK ME.

TOUCH POINT FOR YOU FOR SOMEBODY I KNOW THAT I STARTED WORKING FOR WHEN I STARTED MY CAREER IN RISD SOME 20 YEARS AGO.

RECEIVED PAY RAISES IN THE LAST COUPLE OF YEARS, ABOUT 13%.

AND THAT WAS IN NO SMALL PART TO TRUSTEE TIMME'S OPPORTUNITY LAST GO AROUND TO GIVE AN 8% RAISE TO THE VETERANS TO TO PULL OUT SOME OF THAT COMPRESSION THAT WE TALKED SO MUCH ABOUT.

AND WE HAVE TALKED ABOUT IT A LOT.

I LOOK BACK AT MY NOTES FROM THE LAST SEVERAL YEARS ALONE, AND IT'S BEEN BROUGHT UP TIME AND TIME AGAIN, AND NOW WE HAVE A CHANCE, A REAL CHANCE TO FIX THAT, TO BE INNOVATIVE.

TO BE A DESTINATION DISTRICT, A LEADER IN THE DALLAS FORT WORTH AREA, TO SHOW OTHER DISTRICTS WHAT WE CAN DO WHEN WE PUT OUR MINDS TO SOMETHING, AND THE MINDS BEING TO HELP THOSE TEACHERS MAKE WHAT THEY DESERVE.

SO I HOPE TONIGHT THERE WILL BE SOME GREAT DISCUSSION ON THAT, AND I LOOK FORWARD TO HEARING FROM IT.

AND I LOOK FORWARD TO OUR TEACHERS RECOGNIZING THAT WE APPRECIATE ALL THEY DO.

THANK YOU. THANK YOU, MR. BLACKMAN. OUR NEXT SPEAKER TONIGHT IS MR. RANDY BLANKENSHIP.

GOOD EVENING.

MY NAME IS RANDY BLANKENSHIP, AND I WISH TO THANK THE BOARD OF TRUSTEES FOR THIS OPPORTUNITY TO PRESENT THIS HELPFUL HANDOUT, WHICH I BELIEVE YOU JUST HAVE.

COPY BOARD POLICIES, EF LOCAL SERIES.

THE SUBJECT HAS BEEN UNDER REVISION FOR THE PAST FEW MONTHS, AND THE BOARD POLICY, EF LOCAL, HAS A DIRECT CONNECTION WITH SOME OF MY RECENT COMPLAINTS.

THIS MEANS I HAVE A FAIR WORKING KNOWLEDGE OF BOARD POLICY EF LOCAL.

HOWEVER, SINCE EF LOCAL IS BEING DIVIDED INTO TWO POLICIES EFA AND EFB, I FEEL ESPECIALLY QUALIFIED TO GIVE MY INSIGHT AND OPINIONS FOR THIS SPECIAL OCCASION.

I GIVE THEM TO YOU IN A HANDOUT.

GOING TO THE SECOND PAGE.

YOU'LL NOTICE THAT ON BOARD POLICY EFB LOCAL, IT STATES THAT I FIND THE TERM DISTRICT RESIDENT ABSENT IN SEVERAL PLACES, CRITICAL ONES ANYWAY.

THE TERM DISTRICT RESIDENTS SHOULD BE INCLUDED IN TOPIC TOPICS.

RECONSIDERATION OF LIBRARY MATERIALS, PAGE 47.

RECONSIDERATION COMMITTEE POOL, PAGE FIVE OF SEVEN AND RECONSIDERATION COMMITTEE, PAGE FIVE OF SEVEN.

NOW, IF YOU DON'T PUT THAT IN PEOPLE LIKE MYSELF WON'T HAVE TO WORRY ABOUT WAITING THREE MONTHS FOR A COMMITTEE TO LOOK OVER MY COMPLAINT. I JUST GO STRAIGHT TO THE GF COMPLAINT? GIVE ME OR ANY OTHER RESIDENT THE OPPORTUNITY.

TO GO THROUGH THE FORMAL COMPLAINT PROCESS AND ANYBODY ELSE IN THE COMMUNITY TO BE PART OF THE POOL, ETC..

[00:05:04]

MY SITUATION IS CANCER.

IT'S MAKING IT A LITTLE BIT DIFFICULT FOR ME, BUT I'M GOING TO PRESS THROUGH.

THE LAST ONE I'VE MENTIONED BEFORE.

THIS HANDOUT WAS CONDUCTED IN A HURRY, SO I DIDN'T GET A GOOD REVIEW AND GET GOOD COMMENTS FOR YOU TO TO ASK QUESTIONS RELEVANT TO THAT.

I AM PRETTY WELL FAMILIAR WITH THESE THIS BOARD POLICY.

BUT I WANT TO MAKE MYSELF AVAILABLE TO THE TRUSTEES AS A WORTHY ADVISOR.

AND EACH TRUSTEE HAS THE RIGHT TO SEEK ADVICE, EVEN IF IT'S FROM YOUR OWN FAMILY OR YOUR NEIGHBORS.

YOU HAVE THE RIGHT TO DO THAT, SO THERE'S NO REASON WHY YOU CAN'T ASK FOR SOMEBODY THAT YOU KNOW KNOWS THIS AND SAY, DO YOU HAVE ANY FURTHER INFORMATION FOR ME? ANYTHING THAT COULD BE HELPFUL? SO I WANT TO MAKE MY SERVICE AND ASSISTANCE AVAILABLE TO ANYONE, ESPECIALLY SOME OF THEM I KNOW.

IF I CAN BE OF ANY HELP.

OKAY. THANK YOU.

THANK YOU, MR. BLANKENSHIP.

MISS HARRIS, THAT CONCLUDES OUR PUBLIC SPEAKERS FOR THIS WORK SESSION.

THANK YOU, SPEAKERS, FOR COMING OUT.

WE REALLY APPRECIATE IT.

OUR NEXT ITEM ON THE AGENDA IS AN INFORMATION ITEM REGARDING THE HOUSE BILL THREE COLLEGE CAREER AND MILITARY READINESS UPDATE, MISS BRANUM.

[III.A. CCMR Update]

THANK YOU BOARD. AND AT THIS TIME, I'M GOING TO INVITE OUR CCMR TEAM TO THE TABLE AS THEY WILL BE LEADING US THROUGH THIS PRESENTATION TONIGHT.

BUT JUST TO AGAIN, PROVIDE CONTEXT FOR THE BOARD, AS YOU KNOW, THIS WAS A LEGISLATIVE REQUIREMENT THAT WAS PASSED AS A PART OF HOUSE BILL THREE AND SOME OF THE OUTCOMES BASED FUNDING MECHANISMS THAT WAS PUT IN PLACE AND THAT PARTICULAR LEGISLATIVE SESSION.

AND REALLY, THE GOAL OF THIS IS TO ENSURE AND TO PROVIDE ASSURANCES TO OUR STUDENTS AND TO OUR FAMILIES THAT WHEN A STUDENT WALKS ACROSS THE STAGE AND EARNS A DIPLOMA, THAT THEY DEMONSTRATE A LEVEL OF COLLEGE OR CAREER OR MILITARY READINESS THAT IS GOING TO HELP SET THEM UP FOR THEIR FUTURE.

WE AS A PART OF THIS, YOU ALL ADOPTED HOUSE BILL THREE GOALS IN THE AREAS OF THIRD GRADE READING, THIRD GRADE MATH, AS WELL AS CCMR. ALL OF THIS INFORMATION IS CAPTURED IN OUR DISTRICT IMPROVEMENT PLAN.

IT IS THEN BROUGHT DOWN TO THE INDIVIDUAL CAMPUS LEVEL, WHERE EACH CAMPUS HAS THEIR OWN INDIVIDUAL GROWTH GOALS.

AND THEN WE IDENTIFY SPECIFIC ACTION STEPS THAT WE ARE GOING TO TAKE IN ORDER TO ACHIEVE THOSE PARTICULAR IDENTIFIED GOALS.

I'M SUPER PROUD OF THIS WORK.

AND JUST TO SHARE WITH YOU, SWANER, ELIZABETH SWANN.

SORRY, SHE'S SWANER TO ME FOR TEN YEARS NOW IT'S SWANER.

SO, MISS SWANER WAS EVEN ASKED TODAY TO PRESENT IN FRONT OF OUR REGION TEN GROUP OF SUPERINTENDENTS BECAUSE OF SOME OF THE INNOVATIVE, PIONEERING WORK THAT WE HAVE DONE IN THIS SPACE.

AND I THINK YOU'RE GOING TO SEE TONIGHT EVIDENCE OF INCREDIBLE MOVEMENT.

WE'RE NOT DONE. WE'RE NOT WHERE WE WANT TO BE YET.

UNTIL THAT NUMBER IS 100 AND UNTIL WE ARE RECEIVING EVERY DIME OF OUTCOMES BASED FUNDING POSSIBLE, BECAUSE THAT MEANS WE CAN INVEST THOSE DOLLARS BACK INTO OUR KIDS.

WE'RE NOT WHERE WE WANT TO BE.

BUT I ALSO WANT TO ACKNOWLEDGE AND CELEBRATE THE GROWTH AT THE CAMPUS LEVEL AND AT THE DISTRICT LEVEL.

SO I'VE INVITED I THINK MR. BRIAN IS GOING TO SHARE THE MICROPHONE TONIGHT, MISS SWANER.

BOTH PAIRED IN TERMS OF ADVANCED ACADEMICS COURSEWORK AS WELL AS CTE AND ALSO DOCTOR LEEPER.

SO I'M GOING TO TURN IT OVER TO YOU ALL.

ALL RIGHT. WELL GOOD EVENING. THANK YOU, MRS. BRANUM. AND THANK YOU TO THE BOARD.

WE APPRECIATE THE OPPORTUNITY TO COME IN AND SPEAK WITH YOU TONIGHT.

CREIGHTON AND I ARE VERY EXCITED ABOUT THE INFORMATION WE'RE GOING TO BE SHOWING.

I THINK YOU GUYS ARE GOING TO BE VERY IMPRESSED WITH WHERE OUR CAMPUSES HAVE GONE AND WHAT OUR STUDENTS ARE DOING.

SO WITH THAT, WE WILL GO AHEAD AND GET STARTED.

AND AS YOU ALL KNOW, IT DOESN'T TAKE ONLY EVERY TEACHER, EVERY LEADER, EVERY CAMPUS, EVERY DEPARTMENT.

BUT IT TAKES EVERYONE TO MAKE SURE THAT OUR STUDENTS ARE ON TRACK FOR CCMR BECAUSE IT INVOLVES SO MANY DIFFERENT PEOPLE.

OUR WORK IS DIRECTLY ALIGNED WITH THE NORTH STAR GOAL OF MAKING SURE THAT OUR STUDENT, TEACHERS AND LEADERS ARE MEETING AND EXCEEDING THOSE ACADEMIC GROWTH GOALS.

AND IT'S NOT ONLY THAT WE ARE EXCEEDING THAT, BUT WE'RE TAKING WHAT OUR STUDENTS ARE DOING AND NOW TYING THAT INTO WHAT ARE THEIR GOALS ONCE THEY GRADUATE? THAT WORK IS WHAT IS ANCHORING US AROUND CCMR. WHEN WE TALK ABOUT CCMR, YOU MAY BE ASKING, OKAY, HOW EXACTLY DOES A KID GET AN INDICATOR? I KEEP HEARING ABOUT ALL THIS, BUT I DON'T REALLY KNOW ALL THE PARTS THAT GO INTO IT.

SO WHEN WE TALK ABOUT CCMR, THERE'S THREE WAYS.

THREE MAIN WAYS THAT STUDENTS CAN EARN AN INDICATOR.

FIRST IS THROUGH THE MILITARY.

IF THEY ENLIST IN THE UNITED STATES ARMED FORCES OF THE TEXAS NATIONAL GUARD, THEN THEY ARE CONSIDERED MET THROUGH THE MILITARY INDICATOR.

[00:10:08]

THEN WHEN WE GET TO COLLEGE, THERE'S ACTUALLY TWO DIFFERENT WAYS YOU CAN EARN IT THROUGH YOUR COLLEGE ENTRANCE EXAMS. AND TO DO THIS, THEY HAVE TO HAVE PASSING SCORES IN BOTH MATH AND READING.

YOU CAN ALSO EARN IT THROUGH YOUR COLLEGE CREDIT.

OUR COURSES.

SO WHEN WE TALK ABOUT THE ENTRANCE EXAMS FOR MATH AND READING, THAT MEANS THAT OUR STUDENTS ARE TESTING IN THE TEXAS SUCCESS INITIATIVE.

THAT'S THE TSI TEST THEY COULD BE TAKING ACT.

AND THEN IF THEY'D LIKE TO TAKE AN SAT.

OUR DISTRICT DOES NOT PAY FOR THAT.

WE DON'T FUND THAT.

THEY CAN DO THAT ON THEIR OWN.

BUT WE DO PROVIDE FUNDING FOR THE TSI AND THE ACT.

ANOTHER OPTION THAT IS AVAILABLE IS SOMETHING THAT'S CALLED OUR TEXAS COLLEGE BRIDGE.

IT'S GONE THROUGH OUR COLLEGE PREP COURSES.

THIS IS CURRICULUM THAT OUR STUDENTS USE THAT WHEN THEY ARE FINISHED, THEY CAN EARN TSI EXEMPTION CERTIFICATES.

AND WHY THOSE EXEMPTION CERTIFICATES ARE IMPORTANT IS BECAUSE THEY'RE ACCEPTED AT OVER 100 DIFFERENT COLLEGES AND UNIVERSITIES ACROSS THE STATE RIGHT NOW, SO THOSE STUDENTS CAN GO STRAIGHT INTO SCHOOL WITHOUT HAVING TO RETEST ON THE TSI OR BE PLACED IN REMEDIAL COLLEGE ENGLISH AND MATH COURSES.

ON THE COLLEGE CREDIT SIDE OUR COURSES THAT WE OFFER, WHERE STUDENTS CAN EARN THOSE OR THROUGH ADVANCED PLACEMENT, THE UNIVERSITY OF TEXAS ON RAMPS COURSES, OUR DALLAS COLLEGE DUAL CREDIT COURSES.

AND THEN UNDERNEATH THAT, THERE'S A COUPLE OF EXTRA LITTLE CAVEATS.

IF WE HAVE ANY OF OUR STUDENTS THAT ARE ACTUALLY WORKING ON AN ASSOCIATE'S DEGREE AND THEY GRADUATE WITH THAT ASSOCIATE'S DEGREE, THEY HAVE MET AN INDICATOR.

OR IF THEY ARE WORKING IN CAREER BASED DUAL CREDIT COURSES, THOSE COURSES ALLOW FOR THEM TO EARN ADDITIONAL CERTIFICATES THAT HAVE COLLEGE CREDIT HOURS TIED TO THEM.

AND THAT'S THE LEVEL ONE AND LEVEL TWO CERTIFICATIONS.

ON THIS NEXT SLIDE WE'RE GOING TO TALK ABOUT OUR CCMR IN REGARDS TO OUR DISTRICT ACCOUNTABILITY AND OUR CAMPUS ACCOUNTABILITY.

OUR STUDENTS WHO GRADUATE EVERY YEAR, THEIR PERCENTAGE OF STUDENTS WHO ARE EARNING CCMR AS THEY GRADUATE IS PROVIDED TO US AS A PERCENTAGE.

AND THEN YOU SEE IT'S PLACED OVER INTO A RATING OF AN A THROUGH D.

OUR CLASS OF 2022 STUDENTS, WHEN THEY WERE GRADUATING, THEY WERE UNDERNEATH THE OLD CCMR TARGETS, MEANING THAT FOR OUR CAMPUSES TO BE ABLE TO GET AN A, THEIR CAMPUS RATING HAD TO BE AT A 60.

AS A DISTRICT, IT WAS THE SAME THING.

OUR STUDENTS IN THE CLASS OF 2020 ACTUALLY GRADUATED WITH 57% OF THE STUDENTS IN THAT CLASS HAVING EARNED IN CCMR INDICATOR.

IN JANUARY OF 2023, THE STATE CHANGED THE ACCOUNTABILITY RATING AND MOVED IT FROM A 60, INCREASED IT BY 18 PERCENTAGE POINTS, AND MOVED IT TO AN 88. NOW, WHY THIS IS IMPORTANT IS BECAUSE THIS HAPPENED IN JANUARY.

THOSE STUDENTS GRADUATED IN MAY.

THEY WERE NO LONGER WITH US IN RISD.

THERE WAS NOTHING WE COULD DO TO GO BACK TO WORK WITH THOSE STUDENTS, TO TRY AND INCREASE THOSE SCORES.

SO AS WE MOVE OVER AND WE START OUR DISCUSSION ABOUT OUR GRADUATING CLASSES, WE NEED TO REMEMBER THAT CCMR DATA IS ALWAYS PROVIDED AS A LAGGING YEAR INDICATOR.

MEANING, FOR OUR ACCOUNTABILITY YEAR 2023, OUR CCMR DATA IS GOING TO BE PROVIDED FROM THE CLASS OF 2022.

WHY THIS IS IMPORTANT IS BECAUSE THIS IS THE GROUP THAT WHEN THEY GRADUATED, WE THOUGHT THAT AS A DISTRICT, WE WERE GOING TO BE SITTING AT A B RATING WHEN THAT CHANGE WAS BROUGHT IN BY THE STATE.

IT THEN DROPPED US OVER TO A D.

FOR OUR CLASS OF 2023.

THERE INFORMATION WILL BE USED IN THE 2024 ACCOUNTABILITY.

AS WE TALK ABOUT THE CLASS OF 2023 THROUGHOUT THE REST OF THIS PRESENTATION, WE'RE ALWAYS GOING TO TALK ABOUT THEIR INFORMATION AS BEING PROJECTIONS, AND THAT IS BECAUSE THE STATE IS NOT GOING TO BE PROVIDING US WITH FINAL NUMBERS OR FINAL DATA REALLY UNTIL SEPTEMBER.

SO SINCE THAT DOESN'T HAPPEN UNTIL THE FALL, EVERYTHING WE TALK ABOUT WITH THEM IS GOING TO BE UNDERNEATH THE IDEA OF A PROJECTION WHEN OUR SENIORS GRADUATED LAST SPRING. WE WERE GRADUATING AND PROJECTING THAT WE HAD 80% OF OUR SENIORS MEETING A CCMR INDICATOR THAT IS PUTTING US AT THE PROJECTED SCORE OF A B. OUR CLASS OF 2024, OUR CURRENT SENIORS RIGHT NOW.

THEIR INFORMATION WILL NOT BE USED UNTIL 2025.

AND BECAUSE THEY ARE STILL IN HIGH SCHOOL TAKING COURSES, ALL OF OUR INFORMATION FROM HERE ALL OUT FOR THE REST OF THE NIGHT, WE'RE GOING TO TALK ABOUT IT BEING IN PROGRESS BECAUSE THAT'S WHERE THEY ARE.

THEY CURRENTLY ALREADY HAVE 85% OF THE SENIORS IN THAT GRADUATING CLASS HAVE ALREADY MET A CCMR INDICATOR.

[00:15:05]

THEIR JUNIOR YEAR WAS NOTHING.

AS A TRADITIONAL EDUCATION SETTING, WE HAD STUDENTS BACK AND FORTH, FACE TO FACE AND VIRTUAL.

SO WHEN THEY RETURNED BACK TO SCHOOL AS SENIORS, OUR CAMPUSES REALLY WORKED TO TRY AND GET OUR STUDENTS CAUGHT BACK UP ON WHERE THEY WERE WITH CCMR AND GETTING THEM MET.

THIS IS THE GROUP AS ALL STUDENTS WHO GRADUATED WITH 57% AND US THINKING WE WERE GOING TO BE AT A B RATING, BUT YOU CAN SEE.

EXCUSE ME THAT WE HAVE DONE A LOT OF WORK AND PUT A LOT OF THINGS IN PLACE TO HELP INCREASE THAT, ESPECIALLY BECAUSE WE'VE GOT THE NEW TARGETS IN PLACE.

OUR CURRICULUM AND INSTRUCTION DEPARTMENT WITH ENGLISH AND MATH HAVE WORKED WITH OUR CAMPUS ADMINISTRATORS AND TEACHERS TO PUT NEW PIECES IN PLACE TO SUPPORT ALL OF OUR TESTING. WE HAVE TEXAS COLLEGE BRIDGE THAT HAS COME IN TO HELP PROVIDE THAT SUPPORT.

SO WHAT WE ARE SEEING IS WORTH A LOT OF THESE ADDITIONAL PIECES AND ALONG WITH THE WORK THAT WHAT MR. BRYAN AND HIS TEAM HAVE DONE ON THE CAREER SIDE, WE HAVE SEEN HUGE GROWTH OVER THE LAST THREE YEARS.

OUR LARGEST GROUP THAT HAS HAD THE GROWTH IS OUR EMERGENT BILINGUALS.

THERE'S A 43 PERCENTAGE POINT INCREASE FROM THE CLASS OF 22 TO THE CLASS OF 24, AND THE CLASS OF 24 IS NOT EVEN DONE YET.

THEY STILL HAVE UNTIL MAY TO CONTINUE CAPTURING OUR SENIORS.

NEXT YOU'RE GOING TO SEE IT'S OUR HISPANIC STUDENTS, A 42% PERCENTAGE POINT INCREASE.

OUR ECONOMICALLY DISADVANTAGED WAS A 38% INCREASE.

AND OUR AFRICAN AMERICAN STUDENTS HAD A 33% INCREASE.

I WANTED TO GIVE YOU A QUICK VIEW OF WHERE WE ARE WITH THAT CLASS OF 2024.

OUR CURRENT SENIORS, WHEN THEY STARTED THE SCHOOL YEAR IN AUGUST, WE ALREADY HAD ALMOST 66% OF THEM WHO HAD EARNED AN INDICATOR.

BETWEEN THEIR FRESHMAN AND JUNIOR YEARS, WE HAD 14% OR ALMOST 15% OF OUR STUDENTS WHO WERE IN PROGRESS.

THEY WERE IN A CLASS OR SOMETHING THAT WAS WORKING THEM TOWARDS THAT CCMR INDICATOR.

BUT THEN WE HAD 20% OF OUR STUDENTS WHO DIDN'T HAVE ANYTHING.

IT WAS VERY IMPORTANT WHEN WE STARTED THIS SCHOOL YEAR, THAT OUR CAMPUS KNEW WHO THOSE STUDENTS WERE AND WERE ALREADY PUTTING PLANS IN PLACE TO BE ABLE TO SUPPORT THEM SO THAT THEY COULD MEET THOSE INDICATORS BY THE TIME THEY GRADUATED.

CURRENTLY WHERE WE ARE, WE'RE AT 86%.

WE HAVE HAD A 20% GROWTH FROM THE BEGINNING OF THE YEAR UNTIL NOW.

AND LIKE I SAID, WE'RE NOT EVEN FINISHED.

IT'S ONLY APRIL AND WE HAVE ALL THE WAY UNTIL MAY WITH A LOT OF THINGS COMING UP.

AP EXAMS DON'T HAPPEN UNTIL MAY.

OUR DUAL CREDIT CLASSES DO NOT END UNTIL MAY.

ONRAMPS CLASSES DON'T END UNTIL MAY.

WE'VE GOT IBC STILL BEING TAKEN AND DALLAS COLLEGE, I MEAN, I'M SORRY, TEXAS COLLEGE BRIDGE IS ACTUALLY OPEN FOR OUR SENIORS UNTIL JULY, SO WE'VE GOT A LOT OF OPPORTUNITY TO BE ABLE TO STILL CAPTURE SOME POINTS WITH THESE STUDENTS.

WE WANT TO TAKE A MOMENT AND NOW DO A DEEPER DIVE INTO EACH ONE OF THOSE CATEGORIES AND WE'RE GOING TO START WITH COLLEGE READY, AND LIKE WE SPOKE ABOUT A MOMENT AGO.

WITH COLLEGE READY, YOU CAN EARN IT THROUGH YOUR COLLEGE TESTING SCORES SO YOU CAN EARN IT THROUGH COLLEGE CREDIT HOURS WHEN WE ARE TALKING ABOUT OUR TESTING SCORES.

THIS IS WHERE WE ARE GIVING TSI TESTING ACT TESTING, SAT TESTING AND THEN LIKE I WAS TALKING ABOUT WITH THE COLLEGE BRIDGE.

OUR COLLEGE BRIDGE PROGRAM HAS BEEN REALLY IMPACTFUL FOR OUR STUDENTS, BECAUSE THE COLLEGE BRIDGE IS USED AS AN ACADEMIC GAP FILLER, IT IS HELPING OUR STUDENTS MAXIMIZE THEIR SKILLS IN ENGLISH AND MATH, THE THINGS THAT THEY'RE MISSING, IT'S HELPING PROVIDE THAT TO THEM.

AND MANY OF OUR STUDENTS, AFTER THEY'VE COMPLETED THAT, ARE COMING BACK AND TAKING THEIR TSI TEST.

THE OTHER REASON FOR THIS IS BECAUSE IF OUR STUDENTS ARE STRUGGLING AND THEY'RE NOT MAKING MEETING THIS TEST SCORES NEEDED, AND THE OTHER PLACES WE WANT TO MAKE SURE THAT THEY HAVE GOT THE SCORES, THEY NEED TO BE ABLE TO GET INTO SCHOOL.

THOSE TSI EXEMPTION CERTIFICATES ARE HUGE.

DALLAS COLLEGE IS OUR NUMBER ONE PLACE TO WHERE OUR STUDENTS ARE GOING FROM HERE IN RICHARDSON, AND THEY ARE USING THOSE CERTIFICATES.

SO WE HAVE A LOT OF STUDENTS THAT ARE GETTING TO TAKE ADVANTAGE OF DALLAS COUNTY PROMISE AND START COLLEGE WITHOUT HAVING TO GO START IN REMEDIAL COURSES.

THE ONE THING I DO WANT TO TALK ABOUT REAL QUICK WITH THIS, THOUGH, IS ALTHOUGH THE STATE IS ALLOWING US TO USE THESE CERTIFICATES IN OUR A THROUGH F ACCOUNTABILITY, THEY ARE NOT LETTING US USE CERTIFICATES FOR THE OUTCOME BASED FUNDING SIDE.

SO ANY STUDENT WHO IS EARNING A BRIDGE CERTIFICATE, THEY ARE NOT GETTING PUT BACK INTO OUR ACCOUNTABILITY RATINGS FOR THE OUTCOME BASED SIDE.

WE ARE DISCUSSING WHAT HAS GONE ON BETWEEN THE CURRICULUM IMPROVEMENTS THAT WE'VE HAD WITH ACT STANDARDS AND TSI STANDARDS BEING WRITTEN INTO LESSONS, WITH

[00:20:02]

WE ARE SEEING OUR SCORES GO UP ON THOSE EXAMS. YOU'RE GOING TO SEE THAT IN READING.

THERE'S ALREADY BEEN A 31% INCREASE IN OUR READING SCORES, 27% IN MATH.

AND MORE IMPORTANTLY, IS THAT LAST COLUMN, BECAUSE TO MEET THAT INDICATOR, STUDENTS HAVE TO HAVE PASSING SCORES IN READING AND MATH.

AND THAT HAS GONE UP BY 27%.

WHEN WE WERE TALKING ABOUT OUR COLLEGE CREDIT COURSES.

THESE ARE OUR AP ON RAMPS AND DUAL CREDIT COURSES.

AND WHAT LOOKS LIKE KIND OF A STRANGE DECREASE ON OUR ADVANCED PLACEMENT IS ACTUALLY KIND OF AN INTERESTING PIECE.

AND THAT IS BECAUSE IF YOU LOOK AT OUR SCORES FOR OUR NINTH GRADERS AND 10TH GRADERS WHEN THEY'RE TAKING AP, THOSE ARE NORMALLY OUR LOWEST SCORES BECAUSE OUR STUDENTS ARE TAKING THESE COURSES FOR THE FIRST TIME.

AND IT'S LIKE NOTHING THEY'VE EVER TAKEN BEFORE.

AND PREPARING FOR THOSE EXAMS AND BEING ABLE TO SIT AND TAKE COLLEGE LEVEL WORK.

WHILE OUR CLASS OF 23, THEY WERE FRESHMEN WHEN COVID HAPPENED, THEIR FIRST ROUND OF AP EXAMS WERE NOT IN THE LARGE GYM, WITH EVERYBODY TAKING THE EXAM LIKE THEY NORMALLY DO.

THEY WERE AT HOME TAKING ON A COMPUTER, AND WHEN THEY CAME BACK AS SOPHOMORES, A LOT OF THEM DID NOT SIGN UP FOR AP COURSES.

THEY STARTED SIGNING UP FOR THOSE COURSES AGAIN AS JUNIORS AND SENIORS.

GUESS WHAT? BECAUSE IT WAS THE FIRST TIME THEY WERE TAKING THOSE COURSES, WE WERE SEEING THE SAME SORT OF REFLECTION IN THEIR SCORES THAT WE NORMALLY SAW HAPPEN WITH NINTH AND 10TH GRADERS. SO THAT'S WHY YOU SEE A 4% DIP AND WHAT LOOKS LIKE THE CLASS OF 22 TO 23.

NOW, THE CLASS OF 24 REALLY LOOKS LIKE IT SHOULD BE AT 21%.

AND THAT'S A BAD THING. BUT REMEMBER, THOSE KIDS HAVEN'T TAKEN AP EXAMS THIS YEAR, THAT 21% WERE THE STUDENTS WHO CAME IN AS SENIORS THAT HAD ALREADY MET AN AP EXAM EXEMPTION BETWEEN THEIR NINTH GRADE AND 11TH GRADE YEARS.

OUR ON RAMPS COURSES HAVE SEEN A 4% INCREASE, AND THAT IS BECAUSE WE'VE GOT MORE STUDENTS THAT ARE TAKING THOSE ON RAMPS COURSES, AND UT IS EVALUATING THOSE GRADES TO HAVE OUR STUDENTS BE ABLE TO MEET THROUGH.

DUAL CREDIT IS THE SAME THING AS ON RAMPS.

WE ARE SEEING THAT GROW AND YOU'RE SEEING THAT THAT 20%.

THAT'S WHERE WE ARE SITTING CURRENTLY RIGHT NOW WITH NOT EVEN FINISHING DALLAS COLLEGE UP.

SO WE KNOW THAT THAT'S GOING TO INCREASE TO.

WHEN WE ARE DISCUSSING MILITARY, THERE IS NO DATA TO REPORT RIGHT NOW FROM THE STATE WITH MILITARY, AND THAT IS BECAUSE THEY SUSPENDED ANY SORT OF DATA COLLECTION THAT WAS GOING ON.

TEA, MOVING FORWARD, THOUGH, IS GETTING READY TO MOVE INTO THE PROCESS OF COLLECTING WHAT IS CALLED A DD FOUR FORM.

THOSE ARE THE ACTUAL FORMS THAT STUDENTS USE WHEN THEY ENLIST IN THE MILITARY OR IN THE TEXAS NATIONAL GUARD.

AND FOR OUR STUDENTS MOVING FORWARD TO EARN THAT INDICATOR AND MILITARY, THEY WILL HAVE TO BRING THAT CERTIFICATE WHERE THEY ACTUALLY ENLISTED BACK THERE TO THEIR COLLEGE AND CAREER COORDINATOR AT THEIR HIGH SCHOOL.

THEY PROVIDE THOSE INTO FOCUS.

AND THEN THAT'S HOW WE'RE GOING TO SUBMIT THOSE ON TO THE STATE FOR OUR SUBMISSION IS BY COLLECTING THEIR OFFICIAL REAL GOVERNMENT FORM FOR ENLISTING IN THE MILITARY.

THAT I'M GOING TO HAND IT OVER TO CREIGHTON AND LET HIM TALK ABOUT THE WONDERFUL THINGS THAT THEY'VE HAD GOING ON IN THE CAREER SIDE.

AWESOME. THANK YOU.

UNDERSTAND CAREER READY, YOU REALLY HAVE TO UNDERSTAND OUR PATHWAYS, AND AS I'M SPEAKING HERE, I'M GOING TO REFERENCE THE DOCUMENT TO THE RIGHT, ONE OF OUR PROGRAM STUDY SHEETS FOR ENGINEERING IN A STEM CLUSTER.

BUT BEFORE WE KIND OF GET STARTED, I WANT YOU TO UNDERSTAND THAT WE ARE PRE-K THROUGH 12 FOR OUR CAREER EXPLORATION PIECES.

WE OFFER 12 OF 13 INDUSTRY CLUSTERS THROUGH THE THROUGH TEA.

THE ONLY INDUSTRY CLUSTER WE DO NOT OFFER IS OIL AND GAS, REALLY BIG AND HEAVY IN WEST TEXAS, WHERE WE TRY TO FOCUS LOCAL ON OUR LOCAL WORKFORCE NEEDS.

WE HAVE 31 CAREER PATHWAYS HERE IN RICHARDSON ISD, AND THAT REALLY INCLUDES OUR CTE PATHWAYS, OUR TECH DUAL CREDIT PATHWAYS, AND OUR MAGNET PATHWAYS AT RICHARDSON HIGH SCHOOL, OUR COURSE, OUR HIGH SCHOOL CREDIT COURSES START IN EIGHTH THROUGH 12TH GRADE WITH OUR COURSE SEQUENCING.

AND IF YOU LOOK ON THE RIGHT OVER THERE, THE PATHWAY SHEET I WAS REFERENCING JUST A MINUTE AGO, YOU'LL SEE ON THE LEFT SIDE, IT STARTS WITH OUR JUNIOR HIGH COURSE OPTIONS IN EIGHTH GRADE. AND EVERY PATHWAY THAT WE HAVE, WE HAVE FIVE OPTIONS OF COURSES FROM LEVEL ONE TO LEVEL FIVE.

AND WE'LL REFERENCE THOSE AS WE'RE SPEAKING HERE THROUGHOUT THIS PIECE.

EACH OF THESE COURSE PATHWAYS IS EMBEDDED WITH AN INDUSTRY BASED CERTIFICATION.

WE'VE WORKED WITH OUR INDUSTRY PARTNERS TO MAKE SURE EACH INDUSTRY BASED CERTIFICATION IS REALLY WHAT THEY'RE LOOKING FOR.

AS OUR STUDENTS GRADUATE AND ARE LOOKING FOR JOBS IN THE WORKFORCE.

IN CAREER READY WITH OUR IBCS.

EACH OF OUR IBCS HAS TO BE ALIGNED TO A CTE PATHWAY.

THESE IBCS ARE TEA APPROVED.

TEA APPROVED MEANS THEY WENT AND ACTUALLY WORKED WITH INDUSTRY AND DECIDED AS A WHOLE A GROUP OF DIFFERENT IBCS THE INDUSTRY RECOGNIZED ACROSS THE STATE THAT FEEDBACK

[00:25:03]

OUR LOCAL PARTNERS HELPED US TO NARROW THAT LIST DOWN TO WHAT WE WANT TO USE IN OUR LOCAL INDUSTRY WORKFORCE, AND THEN IT NEEDS TO BE A CAPSTONE.

THEY REALLY WANTED TO MAKE SURE A SERIES OF COURSES, 1 TO 2 COURSES, WOULD END IN A CAPSTONE, OR END IN A PROJECT OF GETTING THAT IBC.

THEY WANTED TO MAKE SURE IT WASN'T A TEN HOUR COURSE OR A WEEKEND STUDY COURSE THAT WILL ALLOW A STUDENT TO GET AN IBC.

TO BE CAREER MET, THERE ARE TWO COMPONENTS YOU HAVE TO EARN THAT IBC, AND IT HAS TO BE TIED TO THAT PROGRAM OF STUDY.

TODAY, WE HAVE EARNED THIS YEAR 1259 CERTIFICATIONS, AND IF YOU LOOK TO YOUR RIGHT TO THE GRAPH, IN 2022, 16% OF OUR SENIORS GRADUATED WITH AN INDUSTRY BASED CERTIFICATION.

THAT NUMBER JUMPED TREMENDOUSLY IN 2023, WHERE WE HAD 36% OF OUR SENIORS GRADUATE WITH AN INDUSTRY BASED CERTIFICATION, AND THE NUMBERS CONTINUING TO GROW, WHERE RIGHT NOW WE HAVE 35% OF OUR SENIORS WITH AN INDUSTRY BASED CERTIFICATION, AND WE'RE ONLY ABOUT HALFWAY THROUGH TESTING.

SO A LOT OF TESTING TO CONTINUE, NOT JUST THROUGH MAY BUT THROUGH SUMMERTIME.

SOME OF OUR PROGRAMS, OUR STUDENTS HAVE TO GRADUATE AND HAVE TO WAIT TO THAT FINAL DAY OF GRADUATION BEFORE THEY CAN GET FINGERPRINTED OR BEFORE BACKGROUND CHECKS CAN HAPPEN TO ALLOW US TO ALIGN THOSE STUDENTS WITH THEIR CERTIFICATIONS, EMT CERTIFICATIONS, MULTIPLE DIFFERENT OPTIONS.

TO IS WORKING WITH US AND CHANGING CAREER READY.

SO WHAT IT LOOKS LIKE THIS YEAR IS NOT NECESSARILY WHAT IT'S GOING TO LOOK LIKE NEXT YEAR OR THE YEAR AFTER.

AND TO UNDERSTAND THAT, YOU HAVE TO THERE'S TWO DIFFERENT DEFINITIONS I WANT TO COVER.

ONE'S A CTE CONCENTRATOR.

A CT CONCENTRATOR IS A STUDENT WHO COMPLETES TWO COURSES IN A CTE PATHWAY.

THAT CAN BE A PRINCIPLES COURSE, WHICH WOULD BE A LEVEL ONE COURSE, AND THEN MAYBE AN ENGINEERING COURSE AS THE SECOND COURSE.

A CTE COMPLETER IS A STUDENT WHO COMPLETES THREE OR MORE COURSES IN A CTE PATHWAY FOR FOUR OR MORE CREDITS.

THAT COULD BE FOUR COURSES FOR FOUR CREDITS, OR THAT COULD BE THREE COURSES THAT END IN A DOUBLE BLOCK CLASS.

SO THEY GET THOSE FOUR CREDITS, SO TWO OR ANYWHERE BETWEEN 3 AND 4 YEARS, USUALLY TO ATTAIN THAT, THIS YEAR'S CLASS, CLASS OF 2024 HAS TO EARN AN IBC, AND THAT IBC HAS TO BE IN A LEVEL TWO COURSE OR HIGHER.

IT CANNOT BE IN ONE OF THOSE PRINCIPLES COURSES.

SO WHEN YOU LOOK AT THOSE NUMBERS AND THOSE PERCENTAGES, EACH OF THOSE STUDENTS NOT JUST EARNED AN IBC IN THAT PATHWAY, BUT IT WAS IN AT LEAST A LEVEL TWO COURSE.

NEXT YEAR'S REQUIREMENTS CHANGE.

WHAT TEA IS LOOKING AT IS THAT STUDENT HAS TO HIT A CONCENTRATOR REQUIREMENT.

SO NOT JUST AN IBC WORKS, IT HAS TO BE AN IBC AND TWO COURSES IN A PROGRAM OF STUDY, MAKING IT A LITTLE BIT HARDER FOR US TO ATTAIN.

IF YOU LOOK AT THE CLASS OF 2026, WE'RE LOOKING AT A COMPLETER REQUIREMENT.

THOSE STUDENTS NEED TO TAKE THREE COURSES FOR FOUR OR MORE CREDITS IN ORDER TO AND THAT IBC, IN ORDER TO OBTAIN THAT CAREER READY INDICATOR, LIKE I SAID, JUST MAKING IT HARDER AND HARDER TO GET PUTTING MORE OF AN EMPHASIS FOR US ON OUR COUNSELORS AND OUR SCHEDULING AND MAKING SURE THAT OUR STUDENTS ARE GETTING EXPOSED TO DIFFERENT CAREERS EARLIER AND EARLIER, AND THEY GET TO STAY IN THOSE PATHWAYS OR TEST OUT A FEW PATHWAYS SO THEY CAN FIGURE OUT REALLY WHAT THEY WANT TO BE OR WHAT THEY'RE INTERESTED IN, AND CAN STAY IN THOSE COURSES LONGER AND LONGER FOR US TO HIT THAT INDICATOR AND HIT THAT MARK.

ALL RIGHT. AND JUST BACK FOR JUST A MOMENT FOR JUST LIKE LAST BOARD MEETING WHEN MISS ORTIZ CAME AND PRESENTED TO YOU GUYS ON THE MAP DATA.

WE ALSO ARE VERY INVOLVED IN PROCESS PROGRESS MONITORING.

WE ARE ALWAYS GOING THROUGH EVERY TIME WE HAVE A CCMR MEETING, WE ARE CHECKING TO SEE WHERE WE ARE.

ARE THINGS WORKING? ARE THEY NOT WORKING? HOW IS IT THAT WE CAN SUPPORT YOU GUYS? AND WITH THAT YOU CAN SEE THIS IS A TIMELINE OF SOME OF THE MAJOR PIECES THAT WE HAVE LOOKED AT THROUGHOUT THE YEAR.

ONE OF THE THINGS THAT HAS BEEN VERY IMPACTFUL FOR US ARE OUR CCMR ADMINISTRATOR MEETINGS THAT WE HAVE MONTHLY.

THOSE MEETINGS DO NOT ONLY INVOLVE CAMPUS ADMINISTRATION, BUT IT INVOLVES PEOPLE FROM ACROSS THE DISTRICT.

WE HAVE OUR DESIGNATED CAMPUS ADMINISTRATOR OVER CCMR. THAT'S AN ASSISTANT PRINCIPAL THAT'S BEEN PUT IN THAT ROLE.

WE HAVE THEIR CAMPUS PRINCIPALS.

WE HAVE CURRICULUM AND INSTRUCTION, COUNSELING SERVICES, STUDENT INFORMATION, CONTINUOUS IMPROVEMENT SPECIAL STUDENT SERVICES, OUR MY DEPARTMENT, CREIGHTON'S DEPARTMENT, YOU NAME IT, THEY'RE THERE BECAUSE IT TAKES THIS LARGE TEAM TO BE ABLE TO BRING ALL THE WORK TOGETHER THAT'S NEEDED TO SUPPORT THE STUDENTS. ONE OF THE THINGS THAT WAS REALLY IMPORTANT TO US, WE FOUND OUT FROM OUR INFORMATION FROM THE YEAR BEFORE AS THAT WE HAD TO GET STARTED INSIDE OF THE COLLEGE BRIDGE INFORMATION MUCH QUICKER.

WE NEEDED TO MAKE SURE THAT OUR STUDENTS WERE IN THAT CURRICULUM FROM THE VERY BEGINNING.

THE OTHER THING WE FOUND OUT IS JUST TRYING TO DO SOME OF THIS INSIDE OF OUR CLASSES WAS NOT ENOUGH.

SO WE CREATED COLLEGE PREP CLASSES, WHICH GIVE OUR STUDENTS DESIGNATED TIME NOW THROUGHOUT THE DAY TO BE ABLE TO COMPLETE THAT CURRICULUM.

IN DECEMBER, WE DID A MAJOR CHECK.

WE LOOKED TO WHAT WORKED IN THE FALL, WHERE ARE WE PROGRESSING, AND THEN WHAT DID WE NEED TO MAKE SURE THAT WE HAD GOING FOR THE SPRING?

[00:30:01]

WE WERE ABLE TO PUT THAT INFORMATION IN THAT HELP OUR CAMPUS REALIGN SOME OF THE STUDENTS THEY NEEDED TO WORK WITH.

FEBRUARY WAS HUGE AS CREIGHTON WAS JUST TALKING ABOUT.

THAT'S WHEN THE BIG WINDOW WAS OPENING UP FOR IBC, SO WE NEEDED TO MAKE SURE THAT EVERYONE UNDERSTOOD THE CALENDAR THAT'S PROVIDED TO WHICH TESTS ARE OPENED UP, WHAT ARE THE WINDOWS IN WHICH TO TAKE ALL OF THAT? AND THEN OUR ENGLISH AND MATH DEPARTMENTS CAME AND DID AN EXTENSIVE PIECE WITH OUR CAMPUS ADMINISTRATORS TO MAKE SURE THEY UNDERSTOOD WHAT WAS GOING ON WITH THOSE BOOT CAMPS THAT WERE TAKING PLACE LEADING UP TO THE TESTING THAT WAS GOING ON IN MARCH.

AN EXAMPLE OF SOME OF THE TOOLS THAT WE USE UP IN THE TOP LEFT CORNER.

I'M GOING TO TELL YOU, THIS TOOL HAS BEEN A GAME CHANGER FOR US.

WHEN YOU'RE DEALING WITH CCMR AND YOU'RE DEALING WITH AS MANY DATA POINTS AS WHAT WE HAVE, BEING ABLE TO HAVE ALL OF THAT INFORMATION IN ONE PLACE IS VERY IMPORTANT.

IT ALLOWS FOR US TO START AT A DISTRICT LEVEL.

WE CAN GO DOWN TO A CAMPUS LEVEL AND THEN DRILL ALL THE WAY DOWN INTO OUR STUDENTS, LOOKING AT EVERY ONE OF THOSE INDICATORS.

THAT WAS ON THE BEGINNING OF THIS PRESENTATION.

WE CAN EVALUATE EVERY ONE OF THOSE FOR OUR STUDENTS.

ANOTHER REASON WHY THIS TOOL IS IMPORTANT IT'S CALLED AN INSIGHTS TOOL AND IT'S WHAT WE USE THROUGH REGION TEN.

ANOTHER REASON WHY THIS IS IMPORTANT, AND THIS IS WHAT I WAS SHARING TODAY WITH THE SUPERINTENDENTS, JUST LIKE CREIGHTON WAS TALKING ABOUT ALL OF THOSE NEW CHANGES COMING IN WITH CTE, WITH CONCENTRATORS AND COMPLETERS.

OUR COUNSELORS ARE TRYING TO KEEP UP WITH WHICH KID IS IN WHICH PATHWAY, WHICH CLASS.

THIS TOOL NOW ALLOWS FOR YOU TO OPEN IT UP, AND YOU CAN LOOK EXACTLY AT THAT STUDENT AND SEE WHICH CLASSES ARE THEY TAKING, WHICH ONES HAVE THEY ALREADY COMPLETED? WHICH PATHWAYS ARE THOSE IN WHICH IBCS DO THOSE ALIGN TO? THIS IS WHAT I WAS SHARING TODAY.

I HAD A COUNSELOR CALL ME YESTERDAY THAT A STUDENT CAME IN TO SEE HER.

SHE'S TAKING FASHION MARKETING AND SHE WAS GETTING READY TO TAKE HER IBC.

SHE CAME IN TO TELL HER, COUNSELOR, I'M GOING TO BE CCMR MED AT THE END OF THIS.

WELL, THIS STUDENT IS A CONCENTRATOR.

ACCORDING TO WHAT CREIGHTON JUST SAID, A CONCENTRATOR HAS TO HAVE TWO CLASSES.

SO SHE WAS EXPLAINING TO THE STUDENT, YOU WILL HAVE OVER HALF OF YOUR STUFF DONE, BUT YOU NEED A SECOND CLASS.

THEY WERE ABLE TO SIT DOWN RIGHT THEN BY LOOKING AT THIS INFORMATION AND GET HER SIGNED UP FOR THE SECOND CLASS THAT SHE NEEDS FOR NEXT YEAR.

THIS HAS BEEN VERY POWERFUL.

WE ALSO PROVIDE SOME ADDITIONAL RESOURCES BECAUSE EVEN FOR AS POWERFUL AS IT IS, IT DOESN'T GO ALL THE WAY DOWN INTO SOME OF THE DATA PIECES THAT WE NEED.

FOR EXAMPLE, IT'LL TELL YOU THAT A STUDENT IS TAKING AN AP COURSE, BUT IT DOESN'T TELL YOU IF THEY SIGNED UP FOR THE EXAM.

THE EXAM IS WHAT ALLOWS FOR THEM THE OPPORTUNITY TO GET THEIR CCMR INDICATOR.

SO WE'VE PROVIDED SOME ADDITIONAL RESOURCES TO LIKE THEY CAN GO AND CHECK AND SEE.

THESE ARE MY STUDENTS THAT ARE ALL IN AP, BUT HERE ARE MY KIDS THAT ARE SIGNED UP FOR THE EXAM.

OH, MR. EAGER DIDN'T SIGN UP FOR THE EXAM.

WE CAN GO HAVE A CONVERSATION WITH HIM AND GO HELP HIM SIGN UP FOR HIS EXAM SO HE CAN DO THAT.

THEN THE CALENDAR UP IN THE TOP RIGHT.

THIS IS PROBABLY ONE OF THE BEST THINGS THAT CREIGHTON AND HIS DEPARTMENT HAVE DONE AND PUT TOGETHER TO SUPPORT OUR CAMPUSES AND OUR TEACHERS.

THIS CALENDAR LAYS OUT EVERY PATHWAY IN CTE, ALL THE COURSES, ALL THE IBCS, AND WHEN THE WINDOWS ARE FOR THE TESTING THAT TAKES PLACE.

AND THEN I JUST WANTED TO REAL QUICK SHOW YOU, BECAUSE WE'VE TALKED ABOUT THIS A COUPLE OF DIFFERENT TIMES, THE ENGLISH AND MATH DEPARTMENTS HAVE PUT TOGETHER SOME REALLY GREAT WORK WHEN IT COMES TO SUPPORTING ACT AND TSI.

THIS IS WHAT THEY CAME IN AND PROVIDED TO OUR CAMPUSES IN FEBRUARY TO SHOW OUR CAMPUS ADMINISTRATORS TO SHOW THEM THIS IS EVERYTHING WE'VE GIVEN TO THE TEACHERS WHEN WE'VE HAD OUR DISTRICT WIDE DAYS.

THIS IS WHAT WE'VE PROVIDED AND GONE THROUGH WITH THEM.

THESE ARE ALL THE RESOURCES AVAILABLE TO THE STUDENTS.

THERE'S A CALENDAR OVER ON THE RIGHT SO THEY CAN SEE WHAT THEY'RE SUPPOSED TO BE WORKING ON.

ON THOSE DAYS, THIS IS WHAT WE'RE SEEING.

SUCH A MOVEMENT WITHIN SIDE OF OUR TESTING PIECES IS BECAUSE OF THIS WORK AND WHAT THEY'VE BEEN ABLE TO DO WITH THE STUDENTS AT THE CAMPUSES.

OUR NEXT STEPS IN RESPONSES AS WE SPOKE ABOUT EARLIER, INDIVIDUAL TRACKING IS SO VERY IMPORTANT.

THAT'S WHY HAVING THESE TOOLS HAVE BEEN SUCH A GREAT PIECE IS BECAUSE NOW WE CAN DO THAT.

OUR ON RAMPS, DUAL CREDIT AND AP TEACHERS.

AT THE BEGINNING OF THIS YEAR WE WERE TALKING ABOUT T-TEST GOAL WRITING.

THEIR WRITING GOALS, BUT WE WERE LIKE, YOU'RE A HUGE PART OF CCMR, SO WE NEED YOU TO LOOK AT YOUR DATA PIECES FROM LAST YEAR.

HOW DID YOUR STUDENTS DO? WE WOULD LIKE FOR YOU TO WRITE A GROWTH GOAL THAT IS GOING TO GO INTO YOUR T TEST TO BE USED THIS YEAR.

SO ALL OF OUR COLLEGE LEVEL COURSES, THOSE TEACHERS WROTE GROWTH GOALS SPECIFIC TO CCMR TO BE PLACED IN T TEST.

AS I TALKED ABOUT A LITTLE EARLIER, WE HAVE BUILT OUT OUR COLLEGE PREP COURSES SO THAT OUR TEXAS COLLEGE BRIDGE COULD BE PROVIDED DURING THE DAY.

TEXAS COLLEGE BRIDGE, THE PIECE IN ENGLISH THAT SEEMS TO BE CATCHING OUR KIDS WAS THE ESSAY.

WE BUILT THE ESSAY INTO ENGLISH THREE AND FOUR AS PART OF ENGLISH TWO, I MEAN PART OF UNIT TWO THAT ALLOWED OUR STUDENTS DESIGNATED TIME TO WRITE THOSE ESSAYS AND

[00:35:01]

COUNSELING HAS BEEN A HUGE, HUGE PIECE BECAUSE I THINK YOU'VE HEARD FROM WHAT CREIGHTON IS SAYING, THINGS ARE ALWAYS CHANGING.

SO WE HAVE TO MAKE SURE THAT OUR COUNSELORS ARE UP TO DATE ON WHAT THE PIECES ARE IN PLACE, HOW THEY'RE SUPPORTING THE STUDENTS, HOW COURSE REGISTRATION IS SO IMPORTANT IN THIS. NOW, GETTING THEM INTO THAT INSIGHTS TOOL HAS BEEN IMPACTFUL BECAUSE NOW THEY CAN TRACK THOSE STUDENTS EVEN BETTER FOR CTE.

AND THEN THE LAST PIECE I WAS GOING TO SHARE ON MY SIDE, WE HAVE PROVIDED LETTERS TO EVERY NINTH THROUGH 11TH GRADER ON THEIR PROGRESS WITH CCMR. THOSE LETTERS WERE GIVEN TO THE COUNSELORS.

THEY GAVE THOSE TO THE STUDENTS DURING COURSE REGISTRATION, BECAUSE WE WANTED TO MAKE SURE THAT THEY UNDERSTOOD WHAT CCMR IS, WHY THEY'RE BEING ASKED TO DO THIS AND WHERE THEY WERE IN THEIR JOURNEY WITH IT.

HAD THEY MET, WERE THEY IN PROGRESS? DID THEY NEED TO LOOK AT SOMETHING AS PART OF COURSE, REGISTRATION THAT WOULD PUT THEM ON TRACK FOR MEETING THE CCMR INDICATOR? ALL RIGHT, AND ON THE CAREER SIDE.

YOU HEARD THE IMPORTANCE OF US PUSHING FORWARD WITH OUR STUDENTS BECOMING COMPLETERS AS WE'RE TRYING TO KEEP THAT ACCOUNTABILITY STATUS UP THROUGH A COMMITTEE RECOMMENDATION AND THROUGH SPEAKING WITH OTHER DISTRICTS AND EVALUATING WHAT THEY'RE DOING.

WE'RE LOOKING AT ALL LEVEL THREE AND FOUR CTE COURSES, OUR ADVANCED COURSES IN A PATHWAY RECEIVING FIVE QUALITY POINTS, WANT TO MAKE SURE THAT THEY CAN STAY IN THOSE PATHS, STAY IN THOSE PATHS, HIT THAT COMPLETER STATUS, HELP US WITH ACCOUNTABILITY.

AND ALL LEVEL THREE AND LEVEL FOUR COURSES PROVIDE A 1.47 FUNDING INDICATOR UPON REGULAR ATTENDANCE.

SO IT WILL HELP US IN OUR FUNDING SIDE OF THINGS.

IN CTE, WE PROVIDED THE IBC CALENDAR YOU SAW A MINUTE AGO.

OUR TEACHERS HAVE TESTED FOR A LONG TIME.

OUR CTE TEACHERS HAVE NEVER TESTED BEFORE, SO BRINGING AN ACCOUNTABILITY STATUS TO THEM WHERE THEY KNOW, HEY, THIS IS EMBEDDED.

THIS TEST IS EMBEDDED INTO MY CURRICULUM.

WE'RE GOING TO OFFER THIS TEST.

THIS IS MY WINDOW. WE'RE OFFERING THIS TEST AND REALLY PUSHING IT OUT DISTRICT WIDE HAS BEEN A MAJOR CHANGE, OUR TEACHERS HAVE JUMPED ON BOARD WITH AND EMBRACED.

WE'VE HAD TO CONTINUE THROUGH THAT PIECE, WORKING WITH OUR TEACHER PD AND OUR NEW TEACHER ACADEMY FOR OUR NEW TEACHER PD, JUST MAKING SURE THEY UNDERSTAND IT.

THEY UNDERSTAND HOW TO ADMINISTER IT.

AT THE SAME TIME, WE HAVE TO WORK A LOT WITH TECHNOLOGY.

CHRISTIAN HENRY HALL MAKING SURE THAT OUR COMPUTERS ARE UP AND RUNNING.

THERE'S DIFFERENT THINGS THAT WE HAVE TO WE HAVE TO GO THROUGH TO MAKE SURE THAT OUR TESTING WORKS AHEAD OF TIME.

AND THEN OUR PLCS REALLY BRINGING OUR CTE TEACHERS IN TO UNDERSTAND DATA AND UNDERSTAND THAT WE LOOK AT EACH INDIVIDUAL KID INDIVIDUALLY AND WE MAKE SURE WE UNDERSTAND, IS THIS KID MET? HAVE THEY DO THEY HAVE AN IBC? WHAT IS THIS KID LOOKING AT DOING HERE IN THE FUTURE AND MAKING SURE WE HAVE A PLAN FOR THEM AND WE HAVE AN ACCOUNTABILITY PLAN FOR THEM.

KIND OF LIKE YOU HEARD SWANER TALK A SECOND AGO ABOUT HER T TEST GOALS WITH HER TEACHERS.

OUR CTE TEACHERS DID THE SAME THING AND ALL OF OUR GOALS ARE BASED AROUND BEGINNING OF THE YEAR.

IBC DATA WHERE DID YOU START THE YEAR? WHERE ARE YOUR KIDS AT? WHAT DID YOU ACCOMPLISH LAST YEAR, AND HOW CAN WE GROW ON THAT AND MAKE THAT EVEN BETTER NEXT YEAR? WE'RE CONTINUING TO EXPAND AND DEVELOP OUR ISD BUSINESS PARTNERSHIPS.

A LOT OF OUR PARTNERSHIPS COME WITH SPECIFIC CLASSES, AND A LOT OF OUR PARTNERS ARE HIRING OUR STUDENTS AND WANT TO SEE SPECIFIC IBCS AND WANT TO SEE SPECIFIC SKILLS IN OUR CLASS WAY IN OUR CLASSROOM.

SO BEING ABLE TO WORK WITH THOSE PARTNERS TO HELP US GUIDE DIRECTIONS TO OUR ADVISORY BOARDS HAS BEEN HUGE, AND WE WANT TO CONTINUE TO FOCUS ON INCREASING OUR CCMR BONUS DOLLARS ON BOTH THE COLLEGE AND CAREER READY SIDE.

COUPLE CELEBRATIONS WE WANTED TO HIT.

IF YOU LOOK UP AT THE TOP LEFT, THAT IS A PICTURE OF DALLAS COLLEGE ONE TO CELEBRATE OUR PARTNERSHIP WITH DALLAS COLLEGE AND OUR TECH PROGRAMS AND OUR STUDENTS, ESPECIALLY THROUGH OUR BOTH COLLEGE AND CAREER READY SIDE.

WE HAVE 14 STUDENTS ON TRACK RIGHT NOW TO GRADUATE THIS YEAR WITH A ASSOCIATE'S DEGREE, AND WE HAVE 144 STUDENTS ON TRACK TO GRADUATE WITH A LEVEL ONE CERTIFICATE FROM DALLAS COLLEGE.

IF YOU LOOK AT THE BOTTOM LEFT, THOSE ARE STUDENTS FROM RICHARDSON HIGH SCHOOL THAT JUST COMPLETED THEIR IBCS THAT DAY.

WE'D LOVE TO TWEET OUT.

WE LOVE TO CELEBRATE OUR STUDENTS.

WE LOVE TO CELEBRATE OUR TEACHERS AS THEY ACCOMPLISH THESE AMAZING THINGS.

AND THEN THAT WAS THROUGH.

A LOT OF THAT WORK IS DONE THROUGH RICHARDSON METHODIST.

YOU HEARD ME TALK ABOUT OUR ADVISORY BOARDS.

METHODIST HIRES, A LOT OF OUR STUDENTS.

KEN HUTCHENRIDER IS HUGELY IMPORTANT INTO SAYING THIS IS WHAT WE NEED.

HE'S BEEN INSTRUMENTAL IN WHAT CHANGES WE'VE MADE, WHAT CERTIFICATIONS OUR KIDS HAVE AND AND WHAT ARE THE TRENDS GOING ON IN THE INDUSTRY.

WE LIKE TO USE THAT AS A MODEL ACROSS THE BOARD WITH ALL 31 PATHWAYS.

WE HAVE ON THE RIGHT SIDE, CREDIT UNION OF TEXAS KIND OF BEING A PRACTICUM PROGRAM THROUGH BERKNER, THROUGH THE NEW BANK OVER AT BERKNER HAS BEEN HUGE IN THAT TOO.

AND THEN EVEN ABBY, THE PICTURE OF THE TOP RIGHT CELEBRATING OUR INDUSTRY PARTNERSHIP.

ABBY'S JUMPED ON BOARD DOING A LOT OF WORK WITH OUR STUDENTS AND OUR TECH PROGRAMS AT LAKE HIGHLANDS HIGH SCHOOL AND LOOKING TO EXPAND.

AND THEN FOR MYSELF, I THINK THE BIGGEST CELEBRATION WE HAD WAS THE INCREASE IN SCORES IN COLLEGE ENTRANCE.

LIKE WE HAD TALKED ABOUT THOSE READING SCORES GOING UP BY 31%, THE MATH 27, AND THEN THOSE STUDENTS THAT ARE GETTING BOTH OF THE 27.

THE OTHER CELEBRATION WE WANTED TO SHARE WITH YOU GUYS IS HIGHLIGHTING OUR ON RAMPS PRE-CALCULUS.

[00:40:06]

THIS GIVES YOU A REALLY GREAT LOOK AT WHAT THESE COURSES ARE ABOUT AND HOW IT IS DOING COLLEGE WORK, WHILE OUR STUDENTS IN HIGH SCHOOL TO HELP PREPARE THEM.

WE WANTED TO BE ABLE TO CELEBRATE THAT.

TRANSITION YEARS.

THEY CAN BE HARD FOR STUDENTS.

YOU KNOW, YOU LEAVE YOUR NURTURING ELEMENTARY SCHOOL TO CHANGE CLASSES.

THEN YOU HAVE YOUR OWN SCHEDULE.

IN MIDDLE SCHOOL, THE HARDEST TRANSITION FOR MANY STUDENTS IS GOING TO COLLEGE, WHERE SCHOOL BECOMES MORE LIKE A JOB.

RICHARDSON ISD IS TRYING TO HELP STUDENTS REDUCE THAT FEAR.

EDUCATION REPORTER WAYNE CARTER IS IN THE CLASSROOM, SHOWING HOW THEY ARE BRINGING A BIT OF COLLEGE TO STUDENTS AT PIERCE HIGH SCHOOL.

HELLO. HELLO, WELCOME.

WHEN YOU'RE A KID, COLLEGE SOUNDS COMPLEX.

ROOTS, HOLES, HORIZONTAL ASYMPTOTES, STUFF LIKE THAT.

MIA IS A SENIOR AT PIERCE HIGH SCHOOL IN RICHARDSON ISD, WHERE STUDENTS ARE TAKING COLLEGE LEVEL PRE-CALCULUS.

LIKE MATH IS REALLY MORE OF A PUZZLE TO ME TO FIGURE OUT WHICH ONE GOES INTO WHICH, BUT IT DOESN'T MATTER THAT ONE IS A HOLE AND ONE IS A POINT.

IF ALL THAT ISN'T ENOUGH, KIDS DO IT WHEN THEY'RE ADJUSTING TO BEING AWAY FROM HOME, LIVING AND WORKING ON THEIR OWN.

IT'S REALLY KIND OF LIKE YOU'RE SWIMMING IN THE DEEP END FOR THE FIRST TIME IN YOUR LIFE.

AND SO WHAT WE'RE DOING IS WE'RE STARTING OFF WITH FLOATIES ON THEIR ARMS, HELPING THEM GET USED TO THE DEEP END.

IF WE HAD A LIKE A PARABOLA.

RICHARDSON ISD AND PROFESSORS AT THE UNIVERSITY OF TEXAS, PARTNER UP AND DESIGN THE COURSE.

THE HIGH SCHOOL FACULTY TEACH IT.

THE STUDENTS GO TO UT CAMPUSES AND TAKE TESTS ON THE SUBJECTS.

THE MOTTO IS EXPERIENCED COLLEGE BEFORE COLLEGE, SO IF THEY ARE NOT QUITE READY FOR COLLEGE, THIS HELPS THEM BECOME MORE COLLEGE READY.

I FIND THE Y VALUE THEN YOU DO.

THEY GET COLLEGE CREDIT IF THEY PASS.

BUT THAT'S NOT THE BIG POINT HERE.

IT'S ABOUT TAKING AWAY SOME OF THE FEAR OF COLLEGE AND LETTING ALL THE KIDS DEVELOP A COMFORT LEVEL TO BE ABLE TO SEE WHAT IT'S LIKE OVER THERE AHEAD OF TIME. I'VE DONE THIS FOR LIKE MY LAST THREE YEARS.

I'VE BEEN IN AN ONLINE CLASS AND BASICALLY LIKE YOU HAVE OPTIONS TO LEARN OUT OF SCHOOL, MORE OF, I GUESS, LIKE THEY HAVE LIKE STUFF FOR YOU TO LIKE, WATCH, LIKE LECTURES THAT THEY GIVE AT THE ACTUAL COLLEGE.

SO GO AHEAD, FIND YOUR NEW GROUP, GROUP WORK AT THE HIGH SCHOOL, LECTURES FROM THE COLLEGE PROFESSORS ALL BLENDED TOGETHER.

NOT TO HELP YOU BUZZ THROUGH COLLEGE PER SE, BUT HELP YOU RELAX, FEEL COMFORTABLE, AND JUST DO YOUR BEST.

WAYNE CARTER IN THE CLASSROOM FOR NBC FIVE.

SO WITH THAT, THAT CONCLUDES OUR PRESENTATION.

WE REALLY APPRECIATE YOU ALL SITTING HERE AND LISTENING TO ALL THIS INFORMATION.

AND IF YOU HAVE QUESTIONS, CREIGHTON IS HERE TO ANSWER THEM, I'M NOT, I'M KIDDING.

WE'RE HERE TO ANSWER QUESTIONS FOR YOU.

THANK YOU SO MUCH FOR THAT WORK.

AND AGAIN, I WISH WE COULD HAVE EVERY COUNSELOR, EVERY ONE OF OUR HIGH SCHOOL PRINCIPALS AND CCMR COORDINATORS BECAUSE IT REALLY TAKES EACH AND EVERY MEMBER OF THE TEAM TO STAY FOCUSED DOWN TO THE INDIVIDUAL STUDENT LEVEL.

AND I THINK WHAT I HOPE A LOT OF PEOPLE HEARD IS THAT IT'S THE INDIVIDUAL CONVERSATIONS WITH THE STUDENTS THAT WERE, WERE BEING FOCUSED ON.

YES, WE CARE ABOUT THE NUMBER FOR ACCOUNTABILITY.

YES, WE ARE FOCUSED ON THE NUMBER FOR THE ADDITIONAL BONUS OUTCOME FUNDING.

BUT REALLY IT'S ABOUT ENSURING OUR STUDENTS HAVE WHAT THEY NEED SO THAT THEY CAN BE SUCCESSFUL.

IF OUR STUDENTS DON'T HAVE TO TAKE THAT REMEDIAL ENGLISH CLASS OR MATH CLASS IN THAT FIRST YEAR OF COLLEGE, WE KNOW THAT THAT IS A BARRIER REMOVED AND THEY'RE MORE LIKELY TO STAY AND PERSIST AND MATRICULATE THROUGH THAT TWO YEAR, FOUR YEAR COLLEGE.

SO LIKE THAT IS THE REAL WORK.

THE NUMBERS ARE JUST AN INDICATION OF WE'RE MAKING PROGRESS.

WE'RE NOT WHERE WE NEED TO BE, WHERE WE WANT TO BE UNTIL THAT NUMBER IS AT 100%.

BUT WE ARE MAKING PROGRESS.

SO WITH THAT PRESIDENT HARRIS, WE'RE WELCOME TO TAKE ANY QUESTIONS.

ALL RIGHT. WE ARE READY FOR SOME QUESTIONS.

BOARD. NOT SO MANY AT ONE TIME, MR. POTEET. ALL RIGHT.

THANKS FOR THE PRESENTATION.

A LOT OF INFORMATION HERE.

LET'S SEE HERE THAT DISTRICT SCORECARD THAT YOU REFERENCED THAT WE TRACK.

DID I HEAR THAT IT'S A REGION TEN PROVIDED TOOL, OR IS THAT SOMETHING WE DID IN HOUSE OR..

THE TOOL THAT YOU SAW UP THERE, THE INSIGHTS TOOL WAS SOMETHING THAT WAS CREATED BY REGION TEN AND THAT IS THEIR INSIGHTS PORTAL.

AND THAT'S WHAT WE USE. HOWEVER, WE HAVE ADDED SOME THINGS INSIDE OF FOCUS THAT ARE ANABEL GARZA'S DEPARTMENT.

THEY HAVE CREATED SOME CCMR TRACKING TOOLS INSIDE OF THAT ALSO, WHICH HAS ALLOWED FOR US TO HAVE A CHECKS AND BALANCES, WHICH HAS BEEN GREAT FOR US TO BE ABLE TO MAKE SURE WE'RE

[00:45:04]

STILL A FEW THINGS ON THE REGION TEN TOOL.

I DIDN'T KNOW IF WE HAD THE ABILITY TO GET THOSE TWEAKED, AND I'M SURE REGION TEN IS PROBABLY LOOK, REGION TEN, I'M NOT.

WELL, I WILL SAY I'M SURE THEY'RE THEY'RE STILL WORKING ON IMPROVING IT AS IT GOES.

BUT I WAS GOING TO SAY.. THAT'S GREAT.

EVERY TIME WE HAVE A MEETING WITH REGION TEN, I COME WITH A WISH LIST.

AND I THINK THAT'S A SUMMER PROJECT.

[INAUDIBLE] BUT THEY'VE BEEN GREAT, THERE'S NOT BEEN MANY THINGS THAT WE HAVEN'T ASKED FOR THAT THEY HAVEN'T BEEN ABLE TO BUILD IN.

THANK YOU. LET'S SEE STUDENTS AND COUNTING HOW THEY COUNT IN THE NUMBERS.

SO CAN A STUDENT COUNT BOTH IN CAREER IN COLLEGE AND NOT REALLY.

WE'RE NOT COUNTING MILITARY RIGHT NOW BECAUSE IT'S HARDER TO DO.

BUT THOSE TWO AND THEN MY SUBSEQUENT QUESTION WOULD BE, DO THEY COUNT AS A FRESHMAN IF THEY TAKE THEIR FIRST CLASS OR AN AP CLASS AS A SOPHOMORE? DO THEY ALSO COUNT? DOES THAT COUNT? IN THREE YEARS, SUCCESSIVE YEARS.

SO I'M JUST TRYING TO GET MY HEAD AROUND HOW THOSE NUMBERS ARE WORKED.

I DEFINITELY THINK OF IT, CCMR IS A BUNCH OF CHECKBOXES, AND THERE IS A BUNCH OF DIFFERENT WAYS THAT YOU CAN HIT CCMR, AND NO MATTER WHEN YOU HIT IT YOUR FRESHMAN YEAR, YOUR SOPHOMORE OR JUNIOR OR SENIOR, THAT COUNTS WHEN THAT STUDENT GRADUATES.

AND SO WE WE LOOK EVERY YEAR AT THE BEGINNING OF THE YEAR TO SEE HOW MANY FRESHMEN COME IN TO THEIR SOPHOMORE YEAR.

CCMR MED AND SOPHOMORES TO JUNIORS AND OUR BIG ONE, OUR JUNIORS TO OUR SENIOR YEAR, BECAUSE WE KNOW THAT SENIOR YEAR IS THAT LAST YEAR THAT WE CAN HIT THEM.

A LOT OF STUDENTS, WE HAVE STUDENTS THAT GRADUATE WITH FIVE AND SIX INDICATORS.

AND SADLY, IT DOESN'T COUNT ANY MORE OR ANY LESS.

IT COUNTS AS ONE.

BUT OUR BIG POINT IS THAT WE MAKE SURE THAT NO STUDENT GRADUATES WITH ZERO INDICATORS.

OKAY. YEAH, THAT HELPS GIVE SOME CLARITY THERE.

LET'S SEE.

OBVIOUSLY, I KNOW WE THE STATE'S INCENTIVIZED OUR EFFORTS HERE WITH SOME MONETARY INCENTIVES.

DO WE IS THAT SCALED UP AS TO HOW WE DO IF WE REACH 80? WHAT'S AN A 88 OR WHATEVER IF WE GET OR WHAT WAS IT 80, 88? I CAN'T 85 WHATEVER.

THE NEW STANDARD WAS..

88. WE EXCEED THAT.

DO WE GET ADDITIONAL OR IS THAT? SO THAT SO AGAIN, IT'S A VERY COMPLEX PROCESS.

BECAUSE SO THERE'S THE ACCOUNTABILITY AND WHAT COUNTS.

SO THOSE THOSE ROWE OF CHECK BOXES, WHAT COUNTS FOR CCMR FOR ACCOUNTABILITY.

THEN THERE'S AN ADDITIONAL I WOULD I WOULD CALL IT A HIGHER LEVEL OF EXPECTATION FOR THE OUTCOMES BASED FUNDING.

NOW FIRST AND FOREMOST, THE STATE DETERMINES BASED UPON YOUR STUDENT POPULATION HOW MANY STUDENTS THEY EXPECT YOU TO GRADUATE.

CCMR AGAIN, PUT ASIDE ACCOUNTABILITY FOR IT.

THIS IS YOUR MINIMUM TARGET.

YOU HAVE TO HIT THAT TARGET BEFORE YOU GET ANY OF WHAT IS CONSIDERED THE OUTCOMES BASED FUNDING.

OKAY, ANY STUDENTS ABOVE THAT TARGET, YOU BEGIN TO GET THE OUTCOMES BASED FUNDING IF IT MEETS THE HIGHER LEVEL CRITERIA.

SO YOU MENTIONED MISS WARNER MENTIONED OUR TEXAS BRIDGE.

WE ARE VERY PASSIONATE ABOUT TEXAS BRIDGE BECAUSE THE STUDENTS RESEARCH IS VERY CLEAR.

IF STUDENTS COMPLETE THAT THEY ARE NOT HAVING TO TAKE THAT FIRST YEAR OF A REMEDIAL ELA OR MATH CLASS.

HOWEVER, THE STATE DOES NOT DOES NOT COUNT TEXAS COLLEGE BRIDGE FOR THE BONUS FUNDING.

SO A STUDENT MAY HIT THE CCMR INDICATOR BECAUSE OF THAT.

FOR ACCOUNTABILITY, WE'RE TAKEN CARE OF.

BUT FOR THE OUTCOMES BASED FUNDING, THEY WOULD NOT NECESSARILY EARN THE THE ADDITIONAL BONUS MONEY.

SO WHAT I WHAT I HOPE YOU HEAR, EVEN WITH THE CHECKMARKS IS FIRST AND FOREMOST WE WANT TO MAKE SURE THAT STUDENT HITS THE CCMR, BUT WE DON'T JUST LEAVE IT THERE.

WE ARE ALWAYS TRYING TO LOOK FOR LET'S MOVE THEM FROM YOU KNOW, THIS GETTING THE IBC TO A CONCENTRATOR TO A COMPLETER.

WE EVERY STUDENT LET'S GET THEM THAT CI MET STANDARD.

SO WE'RE WE ARE LOOKING YES AND YES.

AND SO THAT WE CAN TRY TO ACCOMPLISH THE HIGHER LEVEL OF BONUS FUNDING.

OKAY. NO, THAT MAKES MORE SENSE.

IT'S IT'S VERY COMPLEX.

SO I HOPE THAT HELPED.

I'VE LEARNED EVERYTHING IN EDUCATION IS VERY COMPLEX.

SO NOT A SURPRISE.

SO I KNOW THAT WE HAD 2027 BOARD GOALS, AND I DON'T HAVE THEM HERE IN FRONT OF ME, WAY LOWER THAN WHERE WE'RE AT NOW FOR 27, 23, LOOKING AT 22, I GUESS.

ABSOLUTELY. YEAH.

THAT'S GREAT. AND SO I SEE THAT WE HIT THIS HYPER GROWTH, WHICH IS AMAZING.

DO WE HAVE DO WE HAVE ANY CHALLENGES WITH DO WE SEE THAT AS SUSTAINABLE WITH THE AMOUNT OF EFFORT RESOURCES.

YOU KNOW THIS IS THE CHANGE.

IT SOUNDS LIKE WAS REALLY DRILLING INTO THE INDIVIDUAL STUDENT.

AND SO TO ME THAT MEANS TIME AND EFFORT.

AND DO WE DO WE SEE THAT THAT'S SUSTAINABLE OR WHAT'S THE THOUGHT ON THE STRUCTURE THERE GOING FORWARD? I THOUGHT YOU WERE GOING TO TAKE OUT MISS TIMME WITH YOUR..

ALMOST HIT REGION 10. YES.

[00:50:01]

SO I THINK AS WE'VE BEEN HAVING CONVERSATIONS OR JUST AROUND A BUDGET RESOURCES, I THINK THAT IS THE REALITY OF EVERY DECISION WE MAKE MOVING FORWARD IF WE HAVE TO CONTINUE TO, FOR EXAMPLE, STREAMLINE SUPPORTS AT THE CENTRAL OFFICE, IF WE HAVE TO BEGIN TO LOOK AT, YOU KNOW, CAN WE DO WE CONTINUE, CAN WE CONTINUE TO FUND THE NUMBER OF ASSISTANT PRINCIPALS OR COUNSELORS THAT WE HAVE AT AT THE CAMPUS LEVEL? ALL OF ALL OF THOSE INDIVIDUALS IMPACT THESE NUMBERS AND BEING ABLE TO SUSTAIN THE MOMENTUM FROM AUGUST TO THE END OF THE YEAR AND HAVING THAT FOCUS MONTHLY OF COMING AROUND THE TABLE AND DEVELOPING THAT INDIVIDUAL PLAN FOR EACH STUDENT, THE THE LESS INDIVIDUALS YOU HAVE AROUND THE TABLE, PROVIDING THOSE SUPPORTS, BRAINSTORMING THOSE, THOSE SPECIFIC ACTION PLANS, IT IS A RISK NOW, RIGHT NOW, YES, WE FEEL VERY SOLID THAT THIS IS THIS IS SUSTAINABLE.

WE'VE WE ARE NOW IN OUR SECOND YEAR. WE'RE SEEING THE OUTCOMES.

OUR PRINCIPALS, IT'S ALMOST A LITTLE BIT OF A THE MOST HEALTHY COMPETITION.

BECAUSE THEY'RE LEARNING FROM EACH OTHER.

THEY'RE NOT. THEY'RE NOT HOARDING INFORMATION.

THEY'RE SHARING. THEY'RE LEARNING FROM EACH OTHER, AND THEY'RE SAYING, LIKE, WE HIT THAT IN ONE MONTH, WAIT TILL YOU COME BACK NEXT MONTH AND YOU SEE WHERE WE'RE AT IN A MONTH.

SO REALLY IT'S IT'S GENERATED JUST A REALLY GREAT COLLEGIAL RELATIONSHIP.

SO YES, IT'S SUSTAINABLE RIGHT NOW.

IF IN THE FUTURE WE'RE HAVING TO LOOK AT STREAMLINING AND BEING EVEN MORE EFFICIENT, I THINK WE WOULD HAVE TO LOOK AT HOW DO WE DO IT DIFFERENTLY, AND WHERE ELSE COULD THOSE SUPPORTS COME FROM IF THEY'RE NOT COMING FROM THOSE TEAMS? AND I AND I THINK AND KIND OF WHAT WAS MAKING ME THINK ABOUT THIS WAS THOSE TOOLS THAT WE'VE GOT, WHICH SEEM TO BE VERY THERE'S A LOT OF PAYOFF ON THAT.

SO SOME OF THIS I HATE TO SAY THE WORD AUTOMATED, BUT BASICALLY IT'S PROVIDING THAT KIND OF TOOL THAT MAY, IF WE GET BETTER AT USING IT MORE USED TO USING IT.

ARE THERE THINGS THAT WE CAN PUT IN PLACE THAT MAKES IT LESS LABOR INTENSIVE TO GET THE SAME BANG FOR YOUR BUCK? AND I'LL LET MISS SWARNER AND MR. BRIAN CHIME IN. BUT I WILL JUST SAY SO THE WHAT ALREADY THOSE TOOLS HAVE 100% MADE IT MORE EFFICIENT.

WE'RE NOT THE ONES HAVING TO GO IN AND GO TO 17 DIFFERENT SCREENS.

OKAY, MISS MCGOWAN, LET ME CLICK ON THIS SCREEN.

NOPE, SHE'S NOT CTE COMPLETER, BUT OH SHE DID HIT HER CI SO I CAN MOVE ON.

SO IT'S PULLED ALL THE DATA IN A PLACE THAT MAKES IT SO EASY TO, TO ACCESS AND TO TO KNOW WHAT TO DO.

BUT IN TERMS OF DEVELOPING THE INDIVIDUAL PLAN, THAT IS WHERE IT'S, IT'S THE IT'S THE HEART AND THE MINDS OF LIKE, OKAY, WE KNOW THIS KID.

WE KNOW THIS IS WHERE HE'S AT.

THIS IS WHAT HIS CHALLENGE IS.

SO HOW DO WE GET HIM OVER THE HUMP IF RIGHT NOW WHERE WE'RE CONTINUING TO TO LOOK AT OPPORTUNITIES, SOME OF OUR STUDENTS THAT ARE SERVED THROUGH SOME OF OUR SPECIAL EDUCATION PROGRAMS, HOW DO WE MAKE SOME OF THE COURSEWORK, SOME OF THE CTE, SOME OF THE IBCS MORE ACCESSIBLE FOR THEM THAT A SOFTWARE PROGRAM CAN'T DO THAT FOR US.

THAT IS THIS TEAM COMING TOGETHER? YES. YEP.

AND I JUST I LOVE THAT THE PRESENTATION STARTED OUT WITH, YOU KNOW, THE THE SEQUENCE AND THE SYNCHRONIZATION BETWEEN THE NORTH STAR GOAL, WHICH FOLLOWS IN WITH OUR STRATEGIC PLAN, WHICH THEN SHOWS WHERE THE NEED WAS, WHAT OUR GOAL IS, WHAT WE'RE TRYING TO REACH.

AND HERE'S THE EFFORT THAT WENT INTO IT.

AND HERE ARE THE RESULTS.

YOU SEE IN ONE YEAR OF REALLY FOCUSING ON THIS.

SO WHEN IT COMES TO TOUGH CONVERSATIONS ON WHERE RESOURCES ARE ALLOCATED, I THINK THIS IS THE KIND OF YOU KNOW, JUSTIFICATION OF SAYING, LOOK, THIS EFFORT PROVIDED US WITH THIS DIRECT RESULT WITH OUR STUDENTS IN A, IN A, YOU KNOW, MEASURABLE, A MEASURABLE WAY THAT THE STATE'S LOOKING AT US AND WHAT'S GOOD FOR THE STUDENTS, OBVIOUSLY.

SO I LOVE THAT.

THAT'S ALL I GOT RIGHT NOW. I APPRECIATE THE ANSWERS.

ALL RIGHT. THANKS, MR. POTEET.

GREAT. MISS MCGOWAN.

I'M GOING TO HAVE A COUPLE QUESTIONS.

I'M SORRY. I APPRECIATE THE PRESENTATION.

I'LL HAVE A COUPLE OF QUESTIONS. BUT THE FIRST ONE IS ABOUT THE MILITARY PIECE.

YOU SAID THAT THE STATE HASN'T REPORTED BACK OUR MILITARY NUMBERS.

SINCE WHEN? I'M TRYING TO REMEMBER. OFF THE TOP OF MY HEAD IT WAS EITHER 19 OR 20.

IT'S BEEN IT'S BEEN 2 OR 3 YEARS.

AND THAT'S A CRITICAL PIECE TO CCMR AS WELL.

RIGHT. SO THEN YOU SAID SO THE WAY WE'RE GOING TO MANAGE THAT IS PUT IT IN OURSELVES.

RIGHT. AND THEN SEND THAT TO THE STATE.

SO WHAT HAPPENED WAS WHEN CCMR STARTED THEY DIDN'T HAVE A REALLY GOOD WAY TO CAPTURE.

THEY ALLOWED EVERY SCHOOL DISTRICT TO DECIDE HOW THEY WANTED TO CAPTURE THAT INFORMATION, TO REPORT TO THE STATE.

WE EVERY YEAR OUR SENIORS GRADUATE, WE HAVE THEM DO A SENIOR SURVEY.

SO INSIDE OF THAT WE HAD PUT THE QUESTION OF DO YOU PLAN ON ENLISTING IN THE MILITARY UPON GRADUATION? SO IF A STUDENT HAS TOLD US THAT WAS THEIR INTENT, THAT'S WHAT WE REPORTED.

THERE WERE SOME SCHOOLS ACROSS THE STATE, THOUGH, THAT WENT A LITTLE ROGUE BECAUSE THEY WEREN'T MEETING THEIR OTHER INDICATORS.

[00:55:04]

SO THE STATE SAID, WE'RE NOT DOING THAT ANYMORE.

WE WANT REAL ENLISTMENT PAPERWORK.

SO NOW THE NEW RULE IS ANY STUDENT WHO'S GOING TO BE CCMR MET FOR MILITARY HAS TO ACTUALLY GO AND ENLIST AND TURN IN THEIR ACTUAL ENLISTMENT PAPERWORK.

AND THEN THAT'S WHAT WE PROVIDE TO THE STATE AS PROOF OF ENLISTMENT IN THE MILITARY.

MY OTHER QUESTION ABOUT THE MILITARY PIECES.

I KNOW, I KNOW, AND I'M NOT 100% SURE YOU CAN TELL ME, BUT STATE WISE, RIGHT, THE ECONOMICALLY DISADVANTAGED KIDS, YOUR THRESHOLD IS A CERTAIN PERCENTAGE.

YOU'RE GOING TO GET SO MUCH MONEY, RIGHT, WITH ENLISTED KIDS.

DO YOU SEE? I MEAN, DO YOU SEE THERE IS A DEMOGRAPHIC DIFFERENCE IN THE KIDS THAT ARE ENLISTING IN MILITARY AND? AS WELL, I'LL JUST ADDRESS WE IN TERMS OF OUR SPECIFIC JROTC PROGRAM, ACTUALLY, THE BOARD POLICY SUBCOMMITTEE HAS ASKED WE'RE GOING TO BRING FORWARD A FULL REPORT TO THE BOARD EARLY FALL WHERE WE CAN DO AN ENROLLMENT AS WELL AS A KIND OF A OUTCOMES REPORT FOR YOU, WHERE WE COULD BRING THAT INFORMATION FOR.

WE DON'T HAVE THAT FOR YOU TONIGHT.

I COULDN'T TELL YOU TONIGHT BASED ON YOU KNOW, ANY STUDENT GROUP OR ECONOMICALLY DISADVANTAGED STUDENTS, THE DIFFERENCE BETWEEN ENLISTMENT TONIGHT.

BUT I COULD DO THAT IN THE FUTURE.

I GUESS THE REASON I'M ASKING WHERE I'M GOING WITH THIS, AND HONESTLY, I'M ONLY THINKING OF THESE QUESTIONS AS YOU TALK AND GIVE THE PRESENTATION THAT YOU'RE GOING TO GET MORE, YOU'RE GOING TO DRAW DOWN MORE STATE FUNDED DOLLARS WITH.

GROUP OF KIDS THAT ARE CCMR READY.

SO OF COURSE, I THINK MAYBE THERE IS A CORRELATION BETWEEN THE KIDS THAT ARE ENLISTING IN THE ARMY AND OUR ECONOMICALLY DISADVANTAGED.

ARE WE GOING TO DRAW DOWN THOSE FUNDS, OR ARE WE MISSING OUT ON THOSE FUNDS BECAUSE WE'RE NOT ABLE TO REALLY? PROVIDE NUMBERS OF WHO'S ENLISTING.

WELL, SO FIRST OF ALL, IF YOU GO BACK TO THE TO WHERE WE ARE WITH OUR ALREADY, WE'VE SEEN A BIG INCREASE IN THE NUMBER OF OF ECONOMICALLY DISADVANTAGED.

DISADVANTAGED STUDENTS HITTING THAT CCMR INDICATOR.

SO AGAIN, WE'RE, WE'RE ADDRESSING THAT GAP IN TERMS OF WHERE YOU SEE THE DIFFERENCE IS IN THAT OUTCOMES BASED FUNDING.

SO FOR EXAMPLE STUDENTS THAT ARE SERVED THROUGH SPECIAL EDUCATION, WE RECEIVE ONE AMOUNT FOR THEM HITTING THAT ADDITIONAL CCMR INDICATOR.

IF YOU'RE ECONOMICALLY DISADVANTAGED THAT'S ONE AMOUNT.

IF YOU'RE NON ECONOMICALLY DISADVANTAGED THEN THAT'S A DIFFERENT AMOUNT.

SO THAT'S AGAIN WHY WE'RE LOOKING DOWN TO THE STUDENT LEVEL.

IS TO TO MAKE SURE.

YES WE WANT YOU TO HIT IT FOR ACCOUNTABILITY.

BUT THEN ALSO ARE YOU CONTRIBUTING TO THAT THAT OUTCOMES BASED FUNDING.

SO WE HAVE THE RESOURCES TO CONTINUE TO INVEST IN CCMR. SO YES, WE ARE LOOKING AT IT DOWN TO THE STUDENT LEVEL.

AND SO IN HERE YOU CAN SEE, YOU KNOW WE'RE NOT AT 100% YET, BUT WE WE HAVE MADE TREMENDOUS GAINS IN ALL OF OUR STUDENT DEMOGRAPHICS.

THANK YOU, MISS MCGOWAN.

MISS TIMMY, I DO HAVE A COUPLE OF QUESTIONS.

I WANT TO FOLLOW UP ON THAT MILITARY PIECE.

WE DIDN'T REPORT MILITARY DATA BECAUSE WE HAD NO MECHANISM TO REPORT MILITARY DATA, BECAUSE THE STATE WASN'T ACCEPTING ANY KIND OF DATA.

CORRECT. WHICH IS WHY WE WERE NOT ABLE TO REPORT IT VERSUS JUST WE DECIDED NOT TO REPORT THAT.

CORRECT. THE DECISION WAS NOT OURS TO NOT REPORT IT.

IT WAS BECAUSE OF THE STATE BECAUSE THEY DIDN'T LIKE THE WAY THEY WERE CAPTURING IT.

YES, THEY WANTED SOMETHING MORE OFFICIAL.

SO THEY CUT OFF THE MECHANISM TO DO THAT UNTIL THEY COULD COME UP WITH SOMETHING, BECAUSE THE MILITARY ALSO WAS NOT RELEASING INFORMATION, SO THEY HAD NO WAY TO CORROBORATE GOOD INFORMATION. SO IT WASN'T EVEN AN OPTION FOR ANY DISTRICT.

RIGHT? OKAY.

I JUST WANTED TO BE SURE I FELT LIKE THAT WAS A LITTLE BIT LOST IN TRANSLATION, TO BE SURE WE WERE CLEAR ON THAT.

OKAY, JUST A COUPLE OF QUESTIONS.

I JUST WANT TO START OUT BASICALLY, CAN WE JUST I JUST A VERY BRIEF SLIGHT NOT I'M NOT LOOKING FOR TOTALLY IN DEPTH OVERVIEW OF WHY CCMR IS GOOD FOR KIDS.

I'M NOT SURE WE HIT THAT.

CAN YOU ADDRESS THAT OR WHOEVER YOU WANT TO.

ABSOLUTELY. AND I TRIED TO WHEN I INTROED THE PRESENTATION.

SO FIRST AND FOREMOST STUDENTS HAVE A GRADUATION PLAN IN WHICH WE, WE KNOW THAT THERE ARE CERTAIN GROUP OF COURSES THAT STUDENTS NEED IN ORDER TO EARN THAT DIPLOMA AND, AND MATRICULATE THROUGH THE SYSTEM.

BUT I THINK WHAT WE ALL RECOGNIZE IS THAT IF STUDENTS JUST COMPLETE THOSE HIGH SCHOOL COURSES, THAT MAY NOT BE ENOUGH FOR THEM TO SUCCESSFULLY TAKE THAT NEXT STEP, WHETHER IT IS INTO CAREER, INTO THE MILITARY OR INTO COLLEGE.

[01:00:01]

WHAT IS IT THAT YOU HOPE TO ACCOMPLISH? DO YOU WANT TO GO TO A FOUR YEAR COLLEGE? DO YOU WANT TO GO INTO A CAREER THAT IF YOU CAN GET THIS INDUSTRY CERTIFICATION, IT COULD BE THE DIFFERENCE BETWEEN YOU EARNING A LIVING WAGE WHEN YOU LEAVE HIGH SCHOOL? VERSUS YES.

SO IT'S ABOUT THAT THAT ATTAINMENT PAST HIGH SCHOOL.

SO CAN WE EQUIP STUDENTS WITH THE SKILLS THAT THEY NEED.

WITH WHETHER IT'S A CERTIFICATION, WHETHER IT'S WITH A TEST SCORE THAT REDUCES BARRIERS TO ALLOW THEM TO BE COMPLETERS AND GIVES THEM EVERY ADVANTAGE SO THAT THEY CAN, AGAIN, YOU KNOW, YOU'RE NOT JUST GRADUATING AND YOU CAN GO BE A CERTAIN TECHNICIAN.

NO, YOU HAVE THE CERTIFICATION, WHICH MEANS YOU COULD GET MAYBE PAID FIVE, $10 MORE AN HOUR.

THAT WILL THEN LET YOU GO FINISH THAT TWO YEAR DEGREE TO GET ANOTHER HIGHER LEVEL OF CERTIFICATION, TO EARN THAT HIGHER LEVEL OF LIVING WAGE YOU CAN GO INTO COLLEGE WITH.

AGAIN, WE'RE GOING TO HAVE STUDENTS THAT ARE GRADUATING WITH THEIR ASSOCIATES, OR, YOU KNOW, MY DAUGHTER WILL BE GOING INTO A&M AS A SOPHOMORE BECAUSE OF THE COLLEGE HOURS THAT SHE'S ACCESSING, WITH THE SUPPORT AT THE HIGH SCHOOL, WITH OUR COUNSELORS AND OUR TEACHERS SUPPORTING HER.

SO WHEN SHE MOVES TO COLLEGE, THOSE BARRIERS ARE REMOVED AND SHE HAS A HIGHER CHANCE OF COMPLETING.

SO THAT'S THAT'S REALLY WHY THE CCMR IS SO IMPORTANT.

AND I WOULD SAY TOO, ANOTHER BENEFIT, IT'S LESS MONEY THAT IT'S GOING TO COST THEM TO GO TO COLLEGE.

YES. RIGHT.

I MEAN EVEN LIVING EXPENSES EVEN TAKE COURSEWORK OUT, JUST LIVING EXPENSES, THINGS LIKE THAT.

BOOKS, I MEAN YES, THERE'S SO YES.

I MEAN FOR THAT ALSO I WOULD ALSO SAY TOO, I THINK THERE ARE A NUMBER OF KIDS WHO HELPED IN SOME WAY, SHAPE OR FORM SUPPORT THEMSELVES IN COLLEGE, WHETHER IT'S THEY GET SOME SCHOLARSHIPS AND THEY HAVE TO PAY FOR SOMETHING.

IT GIVES IT GIVES THEM SOME OPTION TO MAKE ENOUGH TO POTENTIALLY ASSIST IN THEIR OWN EDUCATION REQUIREMENT.

OUR PHARMACY TECHS AND AGAIN I'LL LET MR. BECAUSE BUT LIKE OUR OUR STUDENTS THAT ARE IN OUR HEALTH SCIENCE PROGRAM THAT THEY GRADUATE WITH THAT PHARMACY TECH AND NOTHING AGAINST THE FAST FOOD INDUSTRY OR OTHER LIKE WE NEED ALL ASPECTS OF THAT.

BUT THE DIFFERENCE BETWEEN A STUDENT WHO'S TRYING TO GO TO COLLEGE, EITHER AS A CLINICIAN OR ON THE HEALTH CARE ADMINISTRATION SIDE, THEY CAN GO BE A PHARMACY TECH AND THEY'RE EARNING HOW MUCH AN HOUR, MR. BRYAN AS A PHARMACY TECH? 20 PLUS DOLLARS AN HOUR.

SO THE CHANCE OF THEM WORKING AS A PHARMACY TECH BEING ABLE, IF THEY HAVE TO PUT THEMSELVES OR THEY HAVE TO SUPPORT THEMSELVES THROUGH SCHOOL, IT IS IT IS SO MUCH MORE ADVANTAGEOUS FOR THEM TO HAVE THOSE ADDITIONAL TOOLS IN THEIR TOOLBOX RATHER THAN THEM HAVING TO RELY ON OTHER MEANS OF OF DOING THAT.

I DON'T KNOW IF Y'ALL HAVE. Y'ALL PROBABLY HAVE OTHER EXAMPLES.

NOT JUST PHARMACY TECH, I WANTED TO THROW OUR EMT PROGRAM OUT.

RIGHT NOW WE HAVE SENIORS THAT ARE DOING RIDE ALONGS IN AMBULANCES RIGHT NOW.

AND IF YOU WERE IN A MAJOR ACCIDENT, THEY'RE ON THE SCENE HELPING OUT.

THEY'RE GRADUATING, WORKING AS EMTS RIGHT OUT OF HIGH SCHOOL, OR AS THEY'RE CONTINUING THROUGH COLLEGE OR WORKING AS AN EMT AS THEY'RE GOING TO COLLEGE.

SO AMAZING OPPORTUNITIES ACROSS THE BOARD.

I WOULD ALSO SAY TOO, LIKE I WOULD THINK THAT IT'S IT USED TO BE THAT YOU WOULD SEE KIDS FOLLOW IN THEIR FAMILY OR THEIR PARENTS FOOTSTEPS BECAUSE THAT'S ALL THEY KNOW AND THEY WERE EXPOSED TO.

AND THIS ALLOWS FOR SO MUCH EXPOSURE INTO WHAT CAREERS CAN OFFER.

AND I THINK AS IMPORTANT AS FIGURING OUT WHAT YOU WANT TO DO, IT'S ALSO IMPORTANT TO FIGURE OUT WHAT YOU DON'T WANT TO DO.

AND YOU'RE NOT WASTING MONEY ON COLLEGE COURSES.

I DON'T LIKE TO SEE KIDS WHEN THEY GET SICK.

AND WHEN YOU'RE THROWING UP, I'M NOT INTERESTED.

I WOULD NOT BE A GOOD DOCTOR.

LIKE I WOULD NOT BE A GOOD DOCTOR TO SEE.

BUT. RIGHT. BUT LIKE A COURSE LIKE THAT WOULD.

HAVE HAVE HELPED DO THAT.

BUT THE BOTTOM LINE IS, TO ME, I THINK THE CCMR COURSES, AND I DON'T WANT IT TO GET LOST IN SOME OF THESE OTHER THINGS, PROVIDES OPPORTUNITIES FOR KIDS THAT THEY WOULD OTHERWISE NOT HAVE. IF THESE COURSES AND IF AND IF THIS PATHWAY WAS NOT AVAILABLE TO THEM.

AND I THINK THAT'S IMPORTANT FOR OUR COMMUNITY TO KNOW.

WHY DO WE MAKE SUCH A BIG INVESTMENT? IT'S NOT JUST TO GET THE POINTS ON THE ACCOUNTABILITY SYSTEM.

IT'S NOT JUST TO GET THE FUNDS FOR THAT.

THOSE ARE GREAT BONUSES.

BUT REALLY, WHEN YOU START LOOKING AT IT, IT'S REALLY WHAT HELPS THE KIDS ACHIEVE AND FIGURE SOME THINGS OUT.

IT PROVIDES THEM OPPORTUNITIES THEY WOULD OTHERWISE NOT HAVE.

AND I THINK THAT'S INCREDIBLY IMPORTANT IN THIS PROGRAM.

I DON'T WANT TO GET OVER.

I DON'T WANT IT TO GET LOOKED OVER.

I ALSO WANTED TO TALK A LITTLE BIT ABOUT HOW YOU GUYS ARE FINDING RESOURCES.

CORRECT ME IF I'M WRONG, YOU GUYS ARE USING TEXAS COLLEGE BRIDGE TO HELP THAT ONE BECAUSE OF IT MEETS SOME REQUIREMENTS, BUT ALSO TO BECAUSE IT'S A GREAT INDICATOR IF WE CAN GET THEM THROUGH THIS COURSE THAT THEY'RE MORE LIKELY TO SUSTAIN IN COLLEGE.

CAN YOU TALK TO ME ABOUT HOW MUCH OF A FINANCIAL INVESTMENT WE HAVE TO PUT INTO THAT PROGRAM ITSELF? CURRENTLY THE PROGRAM IS FREE FOR COST UP FRONT.

NOW THE ONLY THING WE'RE PAYING FOR IS, YOU KNOW, JUST THE TEACHERS AND WHOEVER'S MONITORING.

BUT THAT WOULD BE AS, OF COURSE, ANY WAY TO WHAT THEY'RE TEACHING DURING THE DAY.

[01:05:03]

OFF THE TOP OF MY HEAD, I DON'T REMEMBER.

IT'S A MINIMUM COST, IF I'M REMEMBER CORRECTLY.

IT'S GOING TO BE BASED ON OUR ENROLLMENT.

YES. YEAH. IT'S NOT PER COURSE.

RIGHT. LIKE THE COURSE IT'S A COURSE COST.

RIGHT? RIGHT. BUT THERE WILL BE A COST NEXT YEAR ASSOCIATED WITH THAT.

YEAH. SO WE'VE BEEN USING RESOURCES IN ADDITION TO THAT THAT HELP US IN A WAY PROVIDE THIS WITHOUT SPENDING LARGE SUMS OF MONEY IN ORDER TO HELP ALSO MEET THIS CRITERIA AND PROVIDE OPPORTUNITIES FOR OUR KIDS.

I WANT TO APPRECIATE YOU GUYS FOR DOING THAT BECAUSE THERE ARE LOTS OF SHINY THINGS OUT THERE.

SOME OF THEM ARE WORTH IT.

SOME OF THEM AREN'T. DON'T HAVE TO BE AS SHINY OR COST AS MUCH IN ORDER FOR.

AND I APPRECIATE YOU GUYS LOOKING FOR WAYS TO DO THAT, BEING FINANCIALLY RESPONSIBLE IN THAT WAY AND HELPING US DO THAT AS WELL.

I ALSO JUST WANT TO COMMEND THE SCORE CHANGE ON THAT.

I THINK THAT'S FANTASTIC.

THAT IS NOT A SMALL JUMP.

THAT IS A HUGE JUMP.

THAT'S A HUGE THAT MEANS THAT OUR KIDS HAVE MORE OPPORTUNITIES.

WHAT WAS OUR NUMBER? WHAT'S OUR WHAT'S OUR PROJECTED NUMBER COMING UP THIS YEAR? OH, FOR OUR, OUR GRADUATING CLASS.

WELL, WE'RE RIGHT NOW JUST SITTING AT 85 BUT WE'RE OKAY.

SO 85 EVEN AT 85, WE HAD 57% OF KIDS WHO HAD SOMETHING THAT WOULD ALLOW.

YEAH, THOSE TWO YEARS AGO THAT WOULD ALLOW THEM TO.

AND NOW WE'RE AT 85.

AND NOW TO BE. YES FOR NOW.

AND THEN WE GO THROUGH JULY.

IT WILL ONLY GET HIGHER. RIGHT.

THAT'S EXCITING I LOVE IT, I'M ALL FOR IT.

I LOVE THE GROWTH. I THINK THAT THAT JUST SHOWS THAT WE'RE GOING IN THE RIGHT DIRECTION.

A LOT OF THE CHANGES THAT YOU GUYS HAVE PUT IN PLACE HAVE BEEN FANTASTIC, AND IT'S BEEN FANTASTIC IN THE SENSE THAT THE STATE CHANGED THE GAME IN THE MIDDLE, INCLUDING WHAT COUNTED AS AN IBC AND WHAT DIDN'T.

RIGHT IN A TIME WHERE WE HAD NO ABILITY TO CHANGE PREREQUISITES AND ALL OF THOSE.

AND IT WAS AND IT WAS HURTING WHAT WE WERE ABLE TO COUNT SO THAT IT'S AN EVEN BIGGER FEAT KNOWING THOSE PIECES TOO.

SO THAT MEANS YOU GUYS HAVE DONE A REALLY GOOD JOB TARGETING AND WORKING WITH INDIVIDUAL STUDENTS ON THAT.

AND LASTLY, I DID WANT TO JUST HIT THAT TOOL BECAUSE I SAW THAT PRESENTATION AT REGENT, OBVIOUSLY.

ONE OF THE THINGS THAT I LIKED ABOUT THAT TOOL, BUT TO ME IS, IS A MINIMAL SIDE.

BUT AS WE WILL END UP TALKING ABOUT FINANCES AT SOME POINT, IS IT SHOWS YOU HOW MUCH YOU CAN EARN AND THE POTENTIAL MORE THAT YOU CAN EARN WHAT YOU POTENTIALLY ARE LEAVING ON THE TABLE. AND IT ALLOWS YOU WILL NEVER HIT THAT MAX NUMBER.

THAT'S NOT GOING TO HAPPEN, BUT IT AT LEAST SHOWS YOU WHERE YOU CAN MAXIMIZE PIECES.

SO WHEN YOU'RE MAKING DECISIONS, IF IT'S A SIMPLE COURSE, CHANGE NUMBER, IF IT'S OTHER THINGS THAT WE'RE ABLE TO, THEN CAPITALIZE ON THAT FOR ADDITIONAL FUNDS TO THE DISTRICT.

SO YOU CAN SEE THAT TOOL ALLOWS YOU TO SEE THAT AS WELL.

AND SO YOU GUYS REALLY ARE LOOKING AT ALL ASPECTS OF THIS PROGRAM.

AND SO I JUST WANTED TO SAY REALLY GREAT JOB.

REALLY FANTASTIC JOB GUYS.

THANK YOU, MISS TIMME. MISS PACHECO.

THANK YOU. THANK YOU SO MUCH FOR THAT GREAT PRESENTATION.

I'M SUPER HAPPY TO SEE THOSE NUMBERS.

I DO SOME HAVE SOME CLARIFICATION QUESTIONS JUST FOR MY UNDERSTANDING.

THE TEXAS COLLEGE BRIDGE, I KNOW THE STUDENTS TAKE IT.

IT'S CLOSING GAPS SO THAT THEY COMPLETE THE PROGRAM AND NOT HAVE TO TAKE A TSI, OR THEY TAKE A TSI, AND THAT'S COMPLETING THE PROGRAM.

NO, THE PROGRAM IS THAT THEY ARE TAKING THE COURSE ONLINE.

AND ONCE THEY COMPLETE ALL OF THEIR ASSIGNMENTS INSIDE OF THOSE COURSES, THAT'S WHEN THEY EARN THOSE CERTIFICATES THAT ARE USED AS THE TSI EXEMPTIONS.

NOW, WHAT THEY CAN DO ON THE BACK END, ONCE THAT IS COMPLETED IS THEY CAN GO SIT FOR A TSI TEST AND NOW TRY AND EARN PASSING SCORES ON THE TSI.

THE CERTIFICATES ARE GOOD FOR TWO YEARS ONCE A STUDENT GRADUATES.

SO IF THEY DECIDE NOT TO START SCHOOL IMMEDIATELY, THEY HAVE A SECOND YEAR ON THAT.

TSI SCORES ARE GOOD FOR FIVE.

SO WHEN WE'RE TALKING WITH OUR STUDENTS AS THEY'RE FINISHING UP THEIR BRIDGE, WE ALWAYS TRY TO GET THEM TO GO TAKE THEIR TSI FOR A COUPLE OF REASONS.

ONE, IN CASE YOU DON'T START SCHOOL, WE WANT YOU TO HAVE THE FLEXIBILITY WITH THOSE SCORES FROM TSI TO BE ABLE TO DO THAT.

BUT TWO, YOU MAY CHANGE YOUR MIND AT THE LAST MOMENT WHERE YOU WERE EXPECTING TO GO TO A SCHOOL THAT WOULD ACCEPT THE CERTIFICATE, AND NOW YOU GO TO ONE THAT'S NOT YOU NEED TO HAVE THOSE TSI SCORES TO BE ABLE TO SUPPORT YOU GOING INTO THAT COLLEGE.

OKAY, GREAT. THANK YOU SO MUCH FOR THAT.

EXPLANATION. THE OTHER THING THAT YOU GUYS MENTIONED WAS CALLED COLLEGE TESTING, SAT ACT, THINGS LIKE THAT.

I KNOW WE OFFER SAT TESTING, RIGHT.

FOR STUDENTS WHO WANT TO TAKE THE ACT OR THEY MISS THE SAT WHEN WE OFFER IT.

HOW DO YOU GUYS CAPTURE THAT SCORE? DO THE STUDENT COME BACK TO YOU, OR SO WHAT WE OFFER IS THE TEXAS SUCCESS INITIATIVE.

WE PROVIDE THAT FOR THE ENGLISH AND THE MATH TEST.

AND THEN WE PROVIDE THE ACT.

WE DO ACT SCHOOL DAY.

SO FOR ANY OF OUR STUDENTS THAT HAVE MISSED THAT TEST, JUST LIKE WITH ANY OTHER TESTING, WE DO HAVE WINDOWS AVAILABLE FOR MAKEUP TESTING.

SO IF A STUDENT IS NOT THERE ON THE DAY OF THE TEST, OUR CAMPUSES WORK TO PICK UP ALL OF THOSE STUDENTS AND THEN PROVIDE THOSE MAKEUP TESTS FOR THEM DURING THE WINDOW BEFORE ACT SHUTS DOWN TESTING.

IF A STUDENT JUST COULDN'T TEST, OR IF THEY DIDN'T LIKE THEIR SCORES AND THEY WANT TO RETEST, THEY HAVE THE OPPORTUNITY TO SIGN UP FOR THOSE NATIONAL TESTS THAT ARE PROVIDED ON

[01:10:04]

AND THEN THE SAME THING WITH THE ACT, BECAUSE WE DON'T DO SAT SCHOOL DAY.

IF THEY WANT TO TAKE THE TEST WITH ACT, THAT'S COMPLETELY ON THEIR OWN.

THEY SIGN UP AND THEY TAKE THAT ON.

YES, EVERY SINGLE ONE OF THEM.

OKAY. OKAY.

PERFECT. YEAH.

COLLEGE BOARD [INAUDIBLE] OKAY? PERFECT. I WAS JUST CURIOUS.

I MEAN, I DON'T KNOW, SOME KIDS DON'T WANT TO TAKE THE SAT, YOU KNOW, FOR WHATEVER REASON.

AND THEN, OF COURSE, I'M A SLIGHTLY FASCINATED OVER THAT TOOL THAT THE COUNSELORS ARE USING AND ALL THAT INFORMATION THAT IS GIVEN.

I THINK THAT'S AWESOME.

I'VE OFTEN WONDERED HOW EVERYBODY KEEPS TRACK OF EVERYTHING.

SO I THINK THAT'S GREAT.

HOW DO WE IS THERE LIKE A CUT OFF PERIOD FOR STUDENTS? LIKE, LET'S SAY THEY, THEY DECIDE TO GO ON A PARTICULAR PATH AND THEN THEY START A YEAR OR, YOU KNOW, THEY'RE IN THE FIRST SEMESTER AND THEN THEY'RE LIKE, YOU KNOW, I REALLY DON'T LIKE IT. IS THERE LIKE A TIME PERIOD WHERE THE STUDENTS ARE GIVEN, LIKE WITHDRAWING AND THEN STARTING A NEW PATH? FOR A CTE PATHWAY.

IT'S REALLY PUT AN EMPHASIS ON US STARTING THINGS EVEN YOUNGER AND YOUNGER.

I SAID AT THE BEGINNING, WE ARE REALLY PUSHING, MOVING FORWARD PRE-K THROUGH 12, BECAUSE I THINK YOU SAID IT EARLIER, A LOT OF STUDENTS ARE DOING WHAT THEY'RE THEY ONLY KNOW WHAT THEIR FAMILY DOES. AND SO IF WE CAN BRING CAREER EXPLORATION YOUNGER AND YOUNGER, AND WE HAVE THINGS WE'RE ROLLING OUT NEXT YEAR, WE'RE REALLY EXCITED ABOUT AT THE LIKE I SAID, PRE-K THROUGH SIX LEVEL THAT WE HAVEN'T USED BEFORE, WE'RE GOING TO START EXPOSING THEM TO DIFFERENT CAREERS.

IN SEVENTH GRADE, WE HAVE A COURSE CALLED COLLEGE AND CAREER EXPLORATION THAT WE OFFER THAT EXPOSES THEM TO EVERYTHING THAT WILL BE OFFERED AT THE HIGH SCHOOL AND THE CTE REALM AS AN OPTION FOR OUR STUDENTS.

AND THEN EIGHTH GRADE, THEY GET TO START THEIR CTE COURSES.

OUR HOPE WITH THEM, WE SAID, IS A COMPLETER STATUS.

MOVING FORWARD. THREE YEARS, FOUR MORE CREDITS IS THAT THEY CAN TRY SOMETHING IN EIGHTH GRADE AND FIGURE OUT IT'S NOT WHAT THEY WANT TO DO.

THEY CAN TRY SOMETHING AGAIN IN NINTH GRADE, AND IF THEY FIGURE OUT IT'S NOT SOMETHING THEY WANT TO DO.

WE ARE HOPING AND PRAYING THAT BY 10TH GRADE THEY DEFINE WHAT THAT PATHWAY IS.

SO IT DOES PUT AN EMPHASIS.

IF IT'S AFTER 10TH GRADE, IT'S GETTING HARDER AND HARDER FOR US.

BUT WE ARE ALSO LOOKING AND EXPLORING DIFFERENT WAYS OF PICKING UP MAYBE A SUMMER SCHOOL CLASS OR SOMETHING LIKE PRACTICUM OF ENTREPRENEURSHIP OR SOME INNOVATIVE WAYS THAT WE CAN COME IN. IF IT IS JUST JUNIOR AND SENIOR YEAR, AND MAKE SURE WE CAPTURE THOSE KIDS THAT NEED TO BE CAPTURED.

AND I ALSO WANT TO MAKE SURE EVERYONE HEARS.

IN THE END, WE WANT WHAT'S BEST FOR THE STUDENT.

SO EVEN IF IT IS THAT 10TH GRADE YEAR AND A STUDENT SAYS, YOU KNOW WHAT, LIKE THIS IS JUST NOT FOR ME.

EVEN IF WE KNOW THEY'RE JUST ONE COURSE AWAY AND IF YOU, YOU KNOW, WE MIGHT HAVE THAT CRITICAL CONVERSATION, WE MIGHT ENCOURAGE THEM, WE MIGHT SAY, HEY, GET THAT CERTIFICATION, BECAUSE YOU NEVER KNOW, YOU MIGHT BE A GREAT THING TO HAVE IN YOUR BACK POCKET, BUT WE'RE NOT GOING TO FORCE THEM TO BE IN A COURSE THAT'S NOT ENGAGING, THAT THEY DO NOT FIND RELEVANT TO THEM.

WE'RE GOING TO MAKE SURE THAT THEY'RE INFORMED THAT THEY UNDERSTAND WHAT THEY MIGHT BE WALKING AWAY FROM.

BUT IN THE END, WE WANT THEM TO BE IN A COURSE AND WANT THEM TO BE IN A PATHWAY THAT REALLY THEY THEY, THEY FIND ENGAGING AND THEY FEEL CONNECTED TO.

SO, BUT I'M, YOU KNOW, THE OUR ELEMENTARY PRINCIPLES CREIGHTON WAS JUST IN FRONT OF THEM AND REALLY THAT ELEMENTARY.

IT'S ABOUT THAT INSPIRATION AND ALLOWING OUR KIDS TO SEE, LIKE, HERE'S WHAT'S POSSIBLE.

YOU KNOW, IN MY HOUSEHOLD, MY KIDS KNOW YOU CAN BE AN EDUCATOR.

LIKE, THAT'S WHAT THEY THAT'S WHAT THEY'RE AROUND.

THAT'S WHAT THEY'VE SEEN.

AND SO HOW DO WE MAKE SURE THAT, YOU KNOW, OUR STUDENTS ARE INSPIRED BY WHAT ALL OF THE POSSIBILITIES ARE SO THAT THEY EVEN KNOW WHAT COURSES THEY MIGHT WANT TO EXPLORE BEYOND JUST WHAT MAYBE MY MOM OR DAD DO OR WHAT I.

YOU KNOW, WHAT I KNOW IN MY OWN FAMILY? YEAH, I THINK THAT'S A GREAT IDEA.

I, I FIND THAT AMAZING BECAUSE SOMETIMES WE DON'T KNOW.

RIGHT. AND AND I KNOW A LOT OF FAMILIES ALSO DON'T KNOW HOW OR WHAT IT TAKES TO BECOME SOMETHING, SOMETHING DIFFERENT.

RIGHT. FOR YOUR PROGRAMS, LIKE, WE WERE TALKING ABOUT THE EMTS AND THE PHLEBOTOMISTS AND PHARMACY TECHS, DOES EVERYONE IN WITHIN THAT CAREER PATH OR CTE? YOU KNOW, PATH DOES.

DO ALL OF THEM EARN THAT, LIKE DIFFERENT CERTIFICATIONS? OR ARE THERE SOME WHO JUST GO THROUGH THE HEALTH SCIENCES PATH AND FOR WHATEVER REASON DON'T WANT TO? OR IS THERE A TEST THAT'S BEEN A SHIFT? AND LIKE I SAID IN THE PAST, IF YOU LOOK CTE TEACHERS HAVEN'T TESTED LIKE OUR CORE TEACHERS TEST STAAR TEST OR ANYTHING MOVING FORWARD.

SO AS WE'RE LOOKING AT THIS NOW, WE'RE LOOKING AT THIS MORE AS LIKE STANDARDIZED.

OUR IBCS ARE OFFERED AT SPECIFIC TIMES AND SPECIFIC CLASSES.

AND IT'S AN EXPECTATION.

OUR CURRICULUM IS TIED TO TEACHING THOSE STUDENTS THE SKILLS NECESSARY TO PASS THOSE IBCS.

THOSE WINDOWS ARE REALLY IMPORTANT FOR US.

THAT EXPECTATION WITH OUR TEACHERS THAT COME LAST WEEK IN FEBRUARY, EVERYBODY'S SITTING DOWN AND TESTING FOR PCP CERTIFICATION OR TESTING FOR AN EKG CERTIFICATION. IT COULD BE ANYTHING, REALLY.

AND TRUTHFULLY, JUST AS LONG AS WE ALIGN THAT AND MAKE SURE OUR CURRICULUM ACROSS THE BOARD IS STANDARDIZED, OUR EXPECTATION IS FOR ALL.

I LOVE THAT BECAUSE I DO WANT ALL OF THEM TO COME OUT WITH SOMETHING.

[01:15:01]

LAST ONE, AND I THINK THIS IS MORE ON A FAMILY IN OUR FAMILY ORIENTED QUESTION, I SAW THE REALLY NICE FANCY PROJECTED LIKE CLASS SCHEDULE FOR THE FOUR YEARS ON SLIDE 17.

I THINK IT WAS I THINK THAT LOOKS GREAT BECAUSE IT KIND OF SHOWS YOU YOUR BASIC CLASSES, RIGHT? AND THEN IT GIVES YOU THE SPACES THAT YOU NEED TO TAKE SOMETHING.

YOU KNOW, ONE OF THESE PATHS THAT WE OFFER ARE THESE SHARED WITH PARENTS.

WHEN ARE THEY SHARED? IS THERE LIKE A I'M GOING TO BE REALLY NERDY HERE.

IS THERE A BINDER THAT WE CAN LOOK THROUGH IF I'M A PARENT, LIKE, WELL HOW DOES THAT HAPPEN? BUT YOU KNOW WHAT I MEAN.

YEAH, A COUPLE DIFFERENT WAYS.

AND WE USED TO PROVIDE AT THE HIGH SCHOOL WITH BINDERS.

WE'VE KIND OF GOTTEN AWAY FROM THAT.

THEY'RE ALL POSTED ON OUR WEBSITE, THROUGH OUR CTU WEBSITE.

AND EVERY PATHWAY, ALL 31 PATHWAYS THAT WE WERE TALKING ABOUT EARLIER, HAVE AN ACTUAL FOUR YEAR PLAN OF WHAT THAT WOULD LOOK LIKE, ACTUALLY, FIVE YEAR PLAN STARTING IN EIGHTH GRADE, IF YOU TOOK A COURSE AND YOU WANTED TO STAY IN THAT PATHWAY FOR ALL FIVE YEARS, THIS IS WHAT THAT COURSE WOULD LOOK LIKE WITH BOTH SINGLE BLOCK AND DOUBLE BLOCK CLASSES.

IT ALIGNS YOUR IBCS THAT ARE OFFERED IN THAT PATHWAY, AND IT SHOWS YOU STILL YOUR CORE REQUIREMENTS OF WHAT A SCHEDULE COULD LOOK LIKE.

AND IT REALLY DOES OUTLINE.

THIS IS WHAT A SCHEDULE COULD LOOK LIKE.

WE PUSH THAT OUT NOT JUST ON OUR WEBSITE.

WHEN OUR PARENT INFORMATION NIGHTS.

WE HAD CTE INFORMATION NIGHTS.

THIS YEAR WE WORK WITH OUR COUNSELORS AND WE EDUCATE OUR COUNSELORS ON WHERE THAT IS AND HOW TO USE IT.

WHEN WE ARE DOING OUR MEETINGS OR SAME THING, WE'RE WORKING WITH OUR COMMITTEES TO MAKE SURE THEY UNDERSTAND WHERE THAT IS AND HOW WE FOLLOW THOSE.

SO REALLY, ANY PERTINENT PEOPLE AND BASICALLY OUR COMMUNITY, MAKING SURE THEY KNOW THAT THAT IS A RESOURCE OUT THERE ANYWHERE WE CAN BLAST IT OUT AND THEY CAN UTILIZE OUR WEBSITE TO ACCESS ANY PATHWAY AND WHAT THAT PATHWAY COULD LOOK LIKE.

EGPS. IT'S ALL EMBEDDED AND THE PARENTS SEE IT AND SOMEHOW FOCUS OR WHEREVER.

OKAY. IS THIS TRANSLATED? IS THERE ON THE WEBSITE? YES, MA'AM. IS THERE ON THE WEBSITE? OKAY. PERFECT. THANK YOU.

THANK YOU SO MUCH.

GREAT QUESTIONS. THIS IS, I THINK, GETTING EVERYBODY PRETTY EXCITED.

MS. RENTERÍA DID YOU HAVE SOMETHING? THANK YOU AGAIN TO LET ME SEE IF I CAN BRING THIS CLOSER.

YES. I JUST WANT TO APPLAUD YOU GUYS ALSO, ON JUST WHAT A GREAT WORK AND WHAT A GREAT PRESENTATION.

I KNOW I'VE HAD AN OPPORTUNITY TO SEE IT FIRSTHAND, SEE IT IN PERSON, AND YOU GUYS DO AN AMAZING JOB.

AND IT'S GREAT TO SEE THESE KIDS.

SO INVESTED AND JUST SO EXCITED.

I REMEMBER, YOU KNOW, SEEING SOME OF THE STUDENTS AT THE METHODIST HOSPITAL BEING SO EXCITED ABOUT WHAT THEY'RE LEARNING, WHAT THEY'RE DOING NEXT.

AND SO, YEAH, THIS IS AWESOME.

THIS IS VERY, VERY EXCITING.

AND AGAIN, TO ALL THE QUESTIONS THAT MY COLLEAGUES HAVE ALREADY ASKED.

BUT I DID HAVE A QUESTION ON ON THE COUNSELORS.

IT SEEMS LIKE AGAIN, WHEN WE SAW THAT THAT PEAK RIGHT FROM 2020, I THINK IT WAS RIGHT TO CURRENT.

I THINK THAT'S AMAZING.

THAT'S ALSO REALLY SUPER.

BUT I WANTED TO KNOW IT SEEMS LIKE YOU GUYS HAVE BEEN INTENTIONAL ABOUT REALLY GETTING TO THE KIDS AND KNOWING WHO IS WHO AND WHO NEEDS TO BE AWARE TO BE ABLE TO MEET THEIR GOALS.

BUT IN THE LINE OF COUNSELORS, LIKE, I'M WONDERING, LIKE, THAT'S A BIG COMPONENT, RIGHT? SO I'M JUST WONDERING, DO WE HAVE ENOUGH COUNSELORS? I THINK IT MIGHT RELATE TO SOMETHING SOMEONE SAID HERE ABOUT THE SUSTAINABILITY.

I THINK MR. POTEET RAISED THAT QUESTION.

SO HAVING ENOUGH COUNSELORS, COUNSELORS WHO CAN RELATE TO THE DIFFERENT DEMOGRAPHIC OF OUR STUDENTS AND BEING ABLE TO REALLY LIKE, IF YOU CAN EXPLAIN TO ME THE PROCESS, LIKE IF I'M A STUDENT, HOW OFTEN DO I GET TO MEET WITH THESE COUNSELORS? IS IT ONCE A YEAR? JUST TWICE A YEAR? CAN I JUST MAKE AN APPOINTMENT AND SEE THEM IF I HAVE ANY QUESTIONS OR I DON'T KNOW, YOU KNOW, LIKE WHAT IS THE PROCESS OF OUR STUDENTS REALLY BEING CONNECTED WITH THE COUNSELORS THAT SEEM TO BE REALLY VITAL IN MAKING THIS HAPPEN? YOU KNOW, IF YOU WANTED TO ANSWER SOME OF THE QUESTIONS THAT YOU'RE ASKING, I CANNOT PARTICULARLY ANSWER BECAUSE I'M NOT WITH THEM ALL THE TIME TO DO THAT. BUT I WILL SAY THIS.

YOU ARE CORRECT THAT IF A STUDENT NEEDS TO MAKE AN APPOINTMENT, THEY ARE FREE TO DO THAT.

I WILL TELL YOU THAT BECAUSE OF THIS WORK, AND I'M GOING TO USE LAKE HIGHLANDS HIGH SCHOOL AS AN EXAMPLE.

BECAUSE OF THIS WORK, THEY KNOW THOSE KIDS AND THEY ARE MEETING WITH THEIR KIDS, THEIR STUDENTS THAT DO NOT HAVE POINTS.

MISS YARBROUGH HAD MOVED OVER THERE AND SHE IS DIRECTING WHAT'S GOING ON WITH THE CCMR WORK.

AND BELIEVE ME, THOSE COUNSELORS KNOW EVERY ONE OF THEIR STUDENTS WHO DO NOT HAVE A POINT.

THEY KNOW EVERY ONE OF THOSE STUDENTS AND WHAT THEIR PLAN IS AND THEIR PATHWAY AND WORK WITH THEM.

SOME OF THE STUDENTS, AS THE STUDENTS MOVE IN, THEY STILL COUNT VARSITY SOME MORE.

SO THEY'RE PUTTING THEM IN COURSES.

THEY CHECKED TO MAKE SURE THAT THEY ARE IN EVERY SINGLE COURSE THEY NEED.

ARE THEY IN SOMETHING THAT WILL GET A CCMR? AND IF A STUDENT ACCIDENTALLY IS PUT INTO A COURSE THAT ALLOWED FOR THEM TO HAVE AN EARLY RELEASE AT THE END OF THE DAY AND THEY DON'T HAVE A CCMR, BELIEVE ME, MISS YARBROUGH'S

[01:20:07]

THEY'RE PUTTING THEM IN THAT COLLEGE, THAT COURSE, COLLEGE PREP COURSE AND PUTTING THEM IN FOR TEXAS COLLEGE BRIDGE.

THEY KNOW THEIR KIDS AND THEY KNOW WHAT'S GOING ON WITH THIS WORK.

THAT'S AWESOME. THANK YOU.

AND I JUST I MEAN, I AND I LOVE THAT THAT'S BEING DONE.

YOU'RE SAYING IN THE JUNIOR HIGH, RIGHT, THAT'S LAKE HIGHLANDS JUNIOR HIGH OR THE HIGH SCHOOL.

THE HIGH SCHOOL. AWESOME.

AND I THINK THAT'S GREAT.

AND I WOULD HOPE THAT ALL THE HIGH SCHOOLS ARE ALSO DOING THE SAME, BECAUSE I KNOW IN THAT LEAP THAT WE SAW AND YOU WERE SAYING LIKE KNOWING OUR KIDS, WHAT DO YOU THINK CONTRIBUTED TO THE FACT THAT WE WERE AT 50% AND THEN WE WENT TO OKAY, TO THE 80%? YEAH. AND BEING LIKE, OKAY, SO WHERE WERE THOSE KIDS? WHAT HAPPENED? WHAT WHAT WAS GOING ON? AND I'M GLAD WE FIXED IT, BUT I'M JUST WONDERING, LIKE, WHAT? WHAT HAPPENED? SURE.

SO I'LL GO BACK EVEN RIGHT BEFORE COVID.

ONE OF THE THINGS THAT WE RECOGNIZED, WE DID NOT HAVE A SYSTEM AROUND IDENTIFYING STUDENTS AT RISK OF DROPPING OUT, AND WE WOULD OFTEN WAIT UNTIL IT WAS LATE IN THEIR SENIOR YEAR.

THEY WERE A COUPLE OF MONTHS FROM GRADUATION, AND WE WOULD RECOGNIZE THEY'RE MISSING THIS CREDIT OR THEY'RE STRUGGLING.

THEY MAY NOT MAKE IT ACROSS THE STAGE, AND THEN IT WOULD BE ALL HANDS ON DECK AND WE WOULD TRY TO GET THEM ACROSS.

AND SO AT THAT POINT, WE STARTED CREATING KIND OF A CADENCE AROUND OUR MEETINGS, AND WE MADE SURE THAT THE PRINCIPALS, THE COUNSELORS, THE ENTIRE SUPPORT TEAM WAS COMING TOGETHER ON A REGULAR BASIS AND HAVING CONVERSATIONS ABOUT THE SYSTEM, AND THEN NUMBER TWO, GOING DOWN TO THE STUDENT LEVEL.

WE SAW TREMENDOUS SUCCESS BECAUSE, AGAIN, IT FORCED EVERYONE TO KNOW STUDENT STORIES.

IT FORCED US TO IDENTIFY WHAT THE BARRIER IS.

IT FORCED US TO HAVE A CONVERSATION.

MAYBE IT WAS THE PARENT AND PARENT, THIS IS THE HELP WE NEED FROM YOU OR WHAT'S GOING ON.

CAN YOU HELP US WITH THAT? SO THAT WE SAW TREMENDOUS SUCCESS? AND RECOGNIZING THAT YOU CAN FLOAT ALONG AND JUST HOPE THAT YOUR NUMBERS GET BETTER, OR YOU CAN CREATE A SYSTEM AND THEN A SENSE OF URGENCY.

AND SO OUR THE MONTHLY MEETINGS, AGAIN, IT'S EVERYONE IN THE ROOM.

IT'S SOMETIMES ME BEING IN THE ROOM AND ASKING WHAT ARE THE BARRIERS.

WHAT OKAY. SO YOU NEED, YOU KNOW, YOU HAVE THIS GROUP OF STUDENTS, THEY'RE NOT TAKING IT.

OKAY. YOU WE NEED TO CREATE A POINT TWO ALLOCATION SO YOU CAN CREATE A CLASS WHERE YOU HAVE A DEDICATED TEACHER THAT IS WORKING WITH THE STUDENTS ON TEXAS COLLEGE BRIDGE.

HOW CAN WE MAKE THAT HAPPEN? AND SO SOMETIMES IT'S INCUMBENT UPON ME TO PROVIDE THE RESOURCES SO THAT THEY CAN DO THAT.

THAT FOR ME IS WHAT WAS GAME CHANGING.

AND, YOU KNOW, CREIGHTON WAS DOING EVERYTHING HE COULD IN ISOLATION TO MAXIMIZE HIS IBC AND HIS COURSE PATHWAYS.

SWANER WAS DOING EVERYTHING SHE COULD TO GET MORE AP ENROLLMENT AND DUAL CREDIT AND, YOU KNOW, AP.

BUT IT WAS IT'S ALL IT'S ALL GROUPS.

WE'RE NOT COMPETING AGAINST EACH OTHER.

IT'S ALL GROUPS WORKING IN CONCERT TO DO WHAT'S RIGHT FOR KIDS.

AND THAT FOR ME.

AND YOU ALL MAY WANT TO ADD ON TO THAT, BUT THAT FOR ME IS WHAT CONTRIBUTED TO THAT.

WE MADE IT A PRIORITY AND WE SAID, IT'S GOT TO BE ABOUT EVERY KID.

I THINK THAT'S AWESOME. I THINK THAT THAT'S AMAZING.

AND YOU KNOW, AGAIN, I JUST CONGRATULATE YOU GUYS ON SEEING THAT AND REALLY MAKING THAT LIKE A PRIORITY AND GETTING, YOU KNOW, AND SO THOSE MEETINGS THAT YOU MENTIONED, THAT'S WHAT I THOUGHT.

AND I JUST SAID, THIS IS AWESOME THAT THAT'S BEING DONE, YOU KNOW, AND HENCE I THINK THE IMPORTANCE YOU'RE MENTIONING THE FAMILIES, THAT'S WHY I THINK IT'S A REAL KEY COMPONENT.

I KNOW IN HIGH SCHOOL IT'S HARDER.

YOU KNOW, IN HIGH SCHOOL WE LEAVE IT UP TO THE KIDS TO KIND OF FOLLOW.

BUT I KNOW THAT EVEN, YOU KNOW, CULTURALLY, MANY TIMES, ESPECIALLY FOR OUR LIMITED ENGLISH PARENTS OR FAMILIES, YOU KNOW, THEY RELY ON THESE STUDENTS TO GIVE THEM THE INFORMATION.

RIGHT? BUT AGAIN, WE'RE DEALING WITH 15, 16, 17 YEAR OLDS.

AND SO I THINK GETTING THIS KIND OF INFORMATION IS SUPER IMPORTANT TO ALL OF OUR FAMILIES, MAKING SURE THAT THEY UNDERSTAND.

SO IT'S GREAT THAT YOU'RE GOING TO THE DIFFERENT, YOU KNOW WHAT IS IT, THE MEET THE TEACHER NIGHT OR WHATEVER CURRICULUM NIGHT.

BUT IN THE HIGH SCHOOL, YOU KNOW, THAT'S THAT'S GOING TO BE SUPER, I THINK IMPORTANT TOO, BECAUSE WE DON'T WANT OUR KIDS, JUST LIKE YOU SAID, TO BE AT THE, YOU KNOW, HAVE TO BE LIKE JUST A CHECKLIST OF JUST DO THIS, DO THIS, DO THIS, DO THIS TO GET IT.

BUT FOR THEM TO REALLY KNOW WHY THEY'RE GETTING THIS, THIS IS WHAT I WANT TO DO AND I NEED THIS.

SO I THINK UNDERSTANDING THAT IS CRUCIAL.

SO THANK YOU FOR CLARIFYING THAT AND MAKING THAT EASY FOR OUR FAMILIES OR ACCESSIBLE.

THE OTHER THING I WILL ADD IS I FEEL LIKE IT'S OUR PHILOSOPHY IS VERY MUCH KIND OF WHAT WE'RE DOING IN TERMS OF OUR MATHEMATICS WORK.

WITH OUR EIGHTH GRADE ALGEBRA ONE.

IT'S A YOU WE'RE YOU'RE ALL OPTING IN LIKE YOU ARE.

ALL YOU'RE DEFAULTING INTO HERE ARE THE EXPECTATIONS.

AND THEN IF WE HAVE TO DIFFERENTIATE FROM THAT PLAN, THEN WE'RE GOING TO HAVE AN INDIVIDUAL CONVERSATION WITH YOU, THE STUDENT OR YOU THE PARENT.

[01:25:04]

NO, AS A SYSTEM, WE'RE THIS IS HOW WE'RE GOING TO ENSURE THAT IT HAPPENS.

NOW IF WE NEED TO TO CHANGE THAT OR MAKE A MODIFICATION.

WE WILL, BUT IT'S A NON-NEGOTIABLE.

AND I THINK THAT THAT IS PART OF ALSO CHANGING THAT.

EVERY SINGLE ONE OF OUR STUDENTS CAN BE CCMR READY.

EXACTLY. NOW, WE MAY HAVE TO TWEAK AND FIGURE OUT WHAT IT'S GOING TO LOOK LIKE FOR YOU, BUT NO ONE GETS TO OPT OUT OF THIS.

RIGHT. AND THAT'S A MINDSET CHANGE I LOVE THAT, I THINK THAT'S AWESOME.

I THINK MY LAST QUESTION ALSO HAS TO DO WITH MILITARY.

I KNOW FOR ME, WHEN I FIRST LEARNED ABOUT CCMR, WHAT IT IS, WHAT IT DOES, AND AGAIN, I'VE LEARNED SO MUCH FROM SO MANY OF YOU IS THAT, YOU KNOW WE'VE DONE SUCH AN AMAZING JOB AND SO MUCH GROWTH WITH THE COLLEGE.

YOU KNOW, I MEAN, AMAZING OPPORTUNITIES WITH THE CAREER AS WELL TOO.

I MEAN, JUST SEEING BERKNER AND EVERYTHING THAT YOU DO, BUT ALL THE CAMPUSES.

BUT FOR ME, IT WAS ALWAYS LIKE I WANTED TO KNOW MILITARY.

I FEEL LIKE THE MILITARY IS DEFINITELY.

AND WE SPOKE ABOUT THIS IN OUR IN OUR POLICY MEETING ABOUT IT.

YOU KNOW, THE MILITARY DEFINITELY IS AN OPPORTUNITY.

AND IT'S A IT'S A RESOURCE AN OUTLET FOR MANY OF OUR STUDENTS.

AND I THINK THAT I WANTED TO KNOW MORE.

AND I KNOW THAT MISS BRANUM DID TOUCH A LITTLE BIT EARLIER ABOUT HOW WE'LL HAVE THE ROTC, BECAUSE IT'S NOT I MEAN, I TOTALLY UNDERSTAND THE REPORTING PART, BUT FOR ME, IT'S IT'S WE'VE DONE SUCH A GREAT JOB IN PREPARING OUR STUDENTS TO BE SUCCESSFUL IN EITHER COLLEGE CAREER.

BUT HOW ARE WE PREPARING THEM FOR MILITARY ESPECIALLY LIKE WITH THE ASVAB, YOU KNOW, SAY FOR INSTANCE, LIKE THAT EXAM, YOU KNOW, I WOULD LOVE TO SEE OR MAYBE THEY WE ARE DOING THINGS ALREADY. AND THAT'S WHERE MAYBE THE ROTC PROGRAM CAN GIVE ME MORE THAN I KNOW YOU GUYS.

BUT TO REALLY SEE HOW ARE WE PREPARING OUR STUDENTS WHO WANT TO BE IN THE MILITARY, OR EVEN THOSE THAT HAVE NO IDEA WHAT THE MILITARY CAN OFFER, YOU KNOW HOW THE MILITARY CAN PAY FOR MY COLLEGE OR HOW I CAN GO TO COLLEGE, AND THEN AFTER COLLEGE I CAN GO IN AS AN OFFICER OR WHATEVER? I JUST THINK THAT THAT WOULD BE AWESOME TO SEE HOW THE MILITARY AND JUST TO SEE THE PROGRESS OF THAT AND JUST TO SEE WHAT OPPORTUNITIES ARE THERE, JUST LIKE WE HAVE WITH, YOU KNOW, AGAIN, WITH THE COLLEGE AND CAREER.

SO BUT I THINK WE'RE ON THE RIGHT DIRECTION.

AND I THINK YOU GUYS HAVE DONE AN AMAZING JOB AND I'M JUST SO GRATEFUL FOR YOU.

SO THANKS. ALL RIGHT.

THANK YOU. MR.. MR. EAGER. YOU KNOW, AGAIN, CONGRATULATIONS, AS EVERYBODY ELSE HAS SAID.

AMAZING WORK.

YEAH, I THINK I WAS GOING TO ASK ABOUT IS THE YOU KNOW, THE IDEA IS NUMBER OF MY COLLEAGUES POINTED OUT IS TO GIVE KIDS AN OPPORTUNITY TO TRY THE THINGS, FIND THEIR PASSION, FIND THEIR PURPOSE, AND FIND THE THINGS THAT THEY'RE GOOD AT AND MAYBE WHAT YOU THOUGHT YOU WERE GOOD AT AND MAYBE IT WASN'T YOUR CHOICE.

YOU KNOW, DALLAS FORT WORTH IS, YOU KNOW, SOON TO BE PROJECTED TO BE THE THIRD LARGEST METROPOLITAN AREA.

AND THERE'S TONS OF INDUSTRY PARTNERS THAT I KNOW WANT TO HELP.

CAN YOU TALK ABOUT ARE THERE SOME INDUSTRIES THAT WE IF FUNDS PERMITTED THAT THE CAVEAT BUT IF I YOU KNOW, WE SOMEHOW FIND THE MONEY TREE SOMEWHERE.

IS THERE SOME THAT BECAUSE I KNOW THAT PEOPLE ARE WATCHING AND THERE MAY BE SOME, SOME PEOPLE THAT ARE THAT COULD BE PART OF THOSE INDUSTRIES AND SAY, HEY, I WANT TO HELP AND DON'T KNOW HOW TO HELP.

SO CAN YOU TALK ABOUT SOME THAT WE WE COULD EXPAND INTO AND POTENTIALLY HAVE PARTNERS IN THE DFW AREA THAT COULD HELP FROM A KIND OF PUBLIC PRIVATE PARTNERSHIP PERSPECTIVE.

FOR SURE, AND I'LL SAY I WORK ON THE CT SIDE OF IT.

WE WORK HAND IN HAND WITH STRATEGY AND ENGAGEMENT ON THIS PIECE.

THE MULTIPLE WAYS THAT THEY DON'T, JUST INDUSTRIES CAN'T JUST PARTNER WITH THE DISTRICT, BUT ALSO CAN PARTNER WITH CTE AND GIVE THEM A TON OF OPTIONS AND ALLOW THEM TO SEE HOW THEY WANT TO INTEGRATE INTO IT.

BUT FIRST OF ALL, ANYONE THAT WANTS TO REACH OUT TO ME, WE'RE MORE THAN HAPPY TO TAKE PARTNERS OR ANYONE WHO WANTS TO COME AND SHOWCASE THINGS WITH OUR KIDS.

AND YOU HEAR ME TALK ABOUT METHODIST QUITE A BIT, AND YOU HEAR ME TALK ABOUT METHODIST, BECAUSE THERE'S SUCH A INTEGRAL PARTNER TO WHAT WE DID, AND IT'S SUCH A UNIQUE AND DIFFERENT THING. YOU DON'T SEE ANYWHERE LIKE THAT IN THE STATE OF TEXAS.

WE WANT TO MIRROR THAT ACROSS EVERY PATHWAY THAT WE HAVE.

31 PATHWAYS.

WE WANT THAT TO BE THE MODEL.

AND WE ACTUALLY SHOWCASE THE HOSPITAL ALL THE TIME.

AND WE SHOWCASE THAT AS THE MODEL THAT WE'RE WORKING ON.

YOU CREDIT UNION OF TEXAS WAS KIND OF THE NEXT STEP OF THAT.

YOU SAW CREDIT UNION OF TEXAS COME IN KIND OF PROVIDING A PRACTICUM STUDENTS, A PRACTICUM FOR STUDENTS IN OUR BANKING INDUSTRY.

WE UTILIZE OUR PET PROGRAMING.

WE UTILIZE OUR PRACTICUM PROGRAMING TO MAKE SURE THAT WE DO UTILIZE THOSE BUSINESS PARTNERSHIPS.

[01:30:03]

P-TECH HAS BROUGHT ALONG ABBY OR SORRY, EBBY HALLIDAY.

THEY HAVE BROUGHT ALONG LOOMIS FIREHOUSE AGENCY.

SO A REALLY ALONG WITH JUST A REGULAR COURSES ALLOWED US TO EXPAND THAT.

COMING UP APRIL 25TH, WE HAVE AN INDUSTRY DAY WORKING WITH THE CITY AND WORKING WITH OUR CHAMBER WHERE IT'S GOING TO ALLOW US TO TAKE STUDENTS OUT AND JUST SEE LOCAL BUSINESSES AND WHAT THEY CAN AND CAN'T DO.

SO WE'RE ALWAYS LOOKING TO EXPAND.

WE HAVE MULTIPLE PARTNERSHIPS IN THE WORKS THAT WE'RE TALKING TO, AND HOPEFULLY THAT THINGS WILL COME OUT VERY SOON WITH SOME REALLY EXCITING OPPORTUNITIES.

THANK YOU MR. EAGER. MISS TIMMY, I'M SORRY, I JUST HAD A FOLLOW UP.

I WANTED TO JUST FOLLOW UP ON THE MILITARY BECAUSE I JUST WANT TO.

I JUST WANT TO CHECK AND MAKE SURE THAT MY UNDERSTANDING IS CORRECT.

DOESN'T THE MILITARY HAVE RECRUITING TOOLS THAT THEY'RE ABLE TO ACCESS, LIKE SPECIFIC BUSINESSES COULDN'T, WHERE THEY GET THEY'RE ABLE TO GET ADDRESSES AND THEY'RE ABLE TO SEND THINGS DIRECTLY TO PEOPLE'S HOUSES FROM US.

AND BY LAW, THAT WE HAVE TO GIVE THEM THAT, THAT WE'RE IN.

AND THEN THEY HAVE SPECIFIC RECRUITING MATERIAL ABOUT WHAT THOSE BENEFITS ARE THAT EVERYBODY IS ABLE TO USE, CORRECT.

IS THAT THAT STILL HAPPENS RIGHT.

IN ADDITION TO THEY COME TO THE COLLEGE FAIR, I MEAN, THEY COME TO ALL OF THOSE THINGS TO RECRUIT AND TO BE ABLE TO HAVE DIRECT ACCESS TO STUDENTS.

I FEEL LIKE THAT IS I FEEL LIKE THAT BECAUSE TO YOUR QUESTION ABOUT PREP, RIGHT.

LIKE, I FEEL LIKE THEY HAVE SOME ACCESS THAT LIKE SPECIFIC BUSINESSES LIKE WOULDN'T HAVE, RIGHT, THAT SOME OF THESE IBCS AND PROGRAMS WOULD EXPOSE THEM TO THAT.

AND THEY DON'T GET SPECIFIC STUDENT ADDRESSES.

THEY CAN'T SEND THINGS TO THE HOUSE.

THEY CAN'T SHOW UP TO SOME OF THESE OTHER THINGS.

BUT AND I JUST I JUST WANTED TO BE SURE BECAUSE I FEEL LIKE THERE'S A LOT OF THINGS THAT THE MILITARY GETS TO DO AS THEY SHOULD BY LAW AND TO, TO BE ABLE TO SHOWCASE THAT. AND I JUST WANTED TO BE SURE THAT THAT STILL HAPPENING.

YES, MA'AM. AND I ALSO I WANT TO CELEBRATE THE BOARD AND I WANT TO CELEBRATE THE, OUR COMMUNITY FOR SUPPORTING OF THE BOND.

FOR A LONG TIME, WE ONLY HAD A JROTC PROGRAM AT ONE HIGH SCHOOL.

AND FOR ALL THE REASONS THAT MS. RENTERÍA AND MISS TIMME THAT YOU WERE SPEAKING ABOUT.

WE RECOGNIZE THAT WE HAD STUDENTS AT ALL FOUR OF OUR HIGH SCHOOLS, THAT THAT IS A PATHWAY THAT THEY IDENTIFIED FOR THEM.

AND SO HAVING THOSE MILITARY PROGRAMS ON SITE AGAIN, PROVIDES ANOTHER LAYER OF ACCESS WHERE, YOU KNOW, THEY ARE PREPARING STUDENTS FOR THE ASVAB AND REALLY CAN REALLY HIGHLIGHT WHAT A CAREER COULD LOOK LIKE IN THE MILITARY AS WELL.

SO I HOPE, I HOPE THAT OUR STUDENTS AND OUR FAMILIES SEE THAT THERE ARE TWO LAYERS OF RECRUITING THAT'S AVAILABLE AND TWO LAYERS OF SUPPORT AND READINESS THERE.

NOW, WE CAN ALWAYS GET BETTER.

WE WE'RE ALWAYS LOOKING FOR IMPROVEMENT.

BUT. YES, MA'AM. THANK YOU.

ALL RIGHT. THANK YOU, MISS TIMME.

MISS MCGOWAN. OKAY, A COUPLE, JUST MAYBE A COUPLE MORE QUESTIONS.

CAN YOU TALK TO ME A LITTLE BIT ABOUT THE FINE ARTS KITS? AND THIS IS ME BEING A PARENT.

I HAVE A KID THAT'S PART OF THE FINE ARTS PROGRAM.

TELL ME ABOUT HOW THOSE KIDDOS GET TO TAKE ADVANTAGE OF THIS OR NOT, AND HOW WE CAN BETTER CREATE.

SOMETHING FOR THOSE GUYS THAT DON'T GET TO DO THIS BECAUSE THEY'RE IN BAND ALL DAY OR ORCHESTRA.

WELL, FIRST AND FOREMOST, WHETHER STUDENTS ARE IN ATHLETICS, EXTRACURRICULARS OR FINE ARTS, EVERY ONE OF THOSE STUDENTS ARE STILL A PART OF THE CCMR. SO WE ARE WE ABSOLUTELY WANT TO ENSURE THAT EVERY STUDENT IS HITTING ON ANY OF THOSE INDEXES, INDICES OR IN THE MATRIX. YOU CAN BE A FINE ARTS STUDENT ALL FOUR YEARS.

AND STILL BE A CTE COMPLETER.

THERE ARE ENOUGH SPACES IN YOUR HIGH SCHOOL SCHEDULE WHERE YOU CAN DO BOTH.

YOU CAN BE AN AP STUDENT OR A DUAL CREDIT STUDENT, AN ON RAMP STUDENT, A CTE STUDENT, AND STILL BE IN FINE ARTS AND DO BOTH.

AND I'LL LET Y'ALL, BECAUSE WE'RE VERY PASSIONATE ABOUT THAT, TOO.

IT SHOULDN'T BE A LIMITER, BUT YOU CAN'T DO YOU CAN'T DO THE FINE ARTS, ATHLETICS AND CTE.

RIGHT. THAT'S A LITTLE MORE COMPLICATED.

YEAH. YOU.

SO YEAH.

YOU CAN'T. SO FOR EXAMPLE, FOR SOME OF OUR STUDENTS WHO KNOW THEY WANT TO BE IN ATHLETICS, IN FINE ARTS, THEY WILL START TAKING SOME OF THEIR HIGH SCHOOL ELECTIVES IN JUNIOR HIGH, FOR EXAMPLE, SUMMER SCHOOL ACCELERATION.

EVEN WHILE THEY'RE IN HIGH SCHOOL, THEY WILL DO SUMMER ACCELERATION SO THAT THEY CAN KNOCK OUT WHETHER IT'S A HEALTH OR IT'S A, YOU KNOW, SOME OF THOSE CLASSES TO FREE UP SPACE. DO THEY HAVE TO WORK AND DO THEY HAVE TO BE VERY STRATEGIC IN THEIR SCHEDULE? BUT IT CAN BE DONE, I'LL LET YOU ALL..

OUR P-TECH PROGRAMS ARE VERY PRESCRIPTIVE.

IF OUR STUDENTS WANT TO GRADUATE WITH ASSOCIATE'S DEGREES AND THEY WANT TO BE INVOLVED, WE ENCOURAGE THEM TO BE INVOLVED.

BUT WE'RE VERY UPFRONT WITH THEM THAT THE MORE THEY'RE INVOLVED, THE MORE WORK THEY NEED TO PUT IN.

THAT COULD BE THROUGH SUMMER SCHOOL.

THAT COULD BE AFTER SCHOOL TAKING A CLASS AT NIGHT.

[01:35:02]

NOT AS MUCH THE FINE ART SIDE AS IN THE MUSIC SIDE OF THINGS.

WE DO HAVE CTE PATHWAYS THAT DO CROSS OVER INTO THE ART SIDE OF THINGS.

WE HAVE ON THE DIGITAL SIDE, DIGITAL MEDIA, ANIMATION AV AND A LOT OF CROSSOVER COURSES THAT ACTUALLY LOOK ALMOST EXACTLY THE SAME AS A LOT OF THE FINE ARTS DRAWING COURSES AND DIGITAL MEDIA COURSES THAT THEY HAVE.

SO THERE IS SOME CROSSOVER, BUT WE'RE MORE THAN WILLING TO WORK WITH ANYBODY WHO WANTS TO REALLY BE A PART OF OUR PROGRAM TO MAKE SURE WE CAN PROVIDE THEM OPPORTUNITY.

OKAY. THANK YOU FOR THAT.

THE OTHER QUESTION IS ABOUT THE TEXAS COLLEGE BRIDGE, THE I GUESS, THE SAT PREP COURSES THAT WE OFFER.

HOW ARE WE GETTING THAT WORD OUT TO THE STUDENTS THAT THAT'S FREE AND IT'S AVAILABLE FOR ALL KIDS.

PRIMARY WAY THAT WE'RE GETTING.

I'M GOING TO TELL YOU THE BIGGEST JUMP WE HAD IN GETTING STUDENTS INTERESTED IN BRIDGE, BECAUSE WHEN WE FIRST STARTED IT, THEY DIDN'T WANT TO BE IN IT.

THEY DIDN'T WANT TO DO IT.

SHOCK AND AMAZEMENT BY THAT.

THE BIGGEST JUMP WE HAD WAS WHEN WE TIED IT TO LATE ARRIVAL AND EARLY RELEASE, AND FOR A STUDENT TO SIGN UP AS A JUNIOR OR SENIOR TO HAVE LATE ARRIVAL OR EARLY RELEASE, THEY HAD TO BE ON TRACK FOR GRADUATION.

THEY HAD TO BE ON TRACK TO PASS ALL THEIR EOCS AND THEY HAD TO BE CCMR MET.

IF THEY WERE NOT CCMR MET, THEY WERE NOT GOING TO BE ABLE TO DO THAT.

AND FOR A LOT OF OUR STUDENTS, GETTING IN BRIDGE AND GETTING THOSE CERTIFICATES EARNED WAS THE EASIEST AND FASTEST WAY FOR THEM TO DO THAT.

WHEN COURSE REGISTRATION HAPPENS JANUARY, FEBRUARY, ALL OF A SUDDEN WE START SEEING OUR BRIDGE NUMBERS GO UP.

KIND OF SHOCKING, BUT IT'S BECAUSE THEY KNOW THIS IS AVAILABLE.

THEY'RE NOT HAVING TO PAY FOR IT.

IT'S AN OPPORTUNITY, ESPECIALLY AS WE'RE GOING IN WITH OUR JUNIORS WHEN WE'RE GOING INTO ACT TESTING.

IN MARCH, THAT COLLEGE BRIDGE CURRICULUM WAS SPECIFICALLY BUILT FOR ACT AND TSI.

IT IS A GREAT TEST PREP FOR THOSE STUDENTS, SO THEY'RE ABLE TO TAKE THAT AS TEST PREP TO EVEN GET READY FOR THEIR ACT.

SO THAT'S REALLY BEEN THE BIGGEST JUMP WAS WHEN WE TIED IT TO THAT.

AND NOW THEY SAW IF I DO THIS, I CAN GET THIS.

WE HAVE A LOT OF STUDENTS THAT BEFORE WOULDN'T DO IT.

AND NOW THEY'RE GOING AND KNOCKING ON THE DOORS OF THEIR COUNSELORS OF HOW DO I GET INTO THIS? AND HOW DO YOU PUT ME INTO THIS COURSE? OKAY. THANK YOU FOR THAT, BECAUSE I HAVE A SOPHOMORE THIS YEAR AND I'M GOING TO BE LOOKING OUT FOR THIS.

SO THANK YOU SO MUCH.

ALL RIGHT. THANK YOU, MISS MCGOWAN.

ANYONE ELSE? ALL RIGHT. THIS WAS SOME.

I'M SORRY. I'VE GOT ONE MORE THING, AND I KNOW, I'M JUST KIDDING.

I SHOULD HAVE TAKEN THE THE GO AHEAD, MR. POTTER, ON OUR TWO HOURS.

BUT, MAN, THIS IS PRETTY PASSIONATE.

AND WHAT THEY PRESENTED AND WHAT THE WORK THAT'S BEEN PUT INTO THIS.

AND I JUST WANTED TO SAY THERE WAS SOMETHING YOU SAID EARLIER THAT KIND OF THAT KIND OF REALLY RESONATED WITH ME.

AND IT WAS CREATING A SYSTEM AND A SENSE OF URGENCY, THOSE TWO THINGS.

AND I THINK THAT THOSE TWO THINGS CAN BE APPLIED ACROSS THE BOARD IN SO MANY DIFFERENT AREAS, AND YOU SEE THE RESULTS WHEN YOU FOCUS ON THOSE.

AND I WOULD ALMOST GIVE BACK THAT SOMETHING ELSE THAT COULD BE SEEN.

YOU MENTIONED A PRIORITY AND A PRIORITY CAN BECOME A REPUTATION.

AND I SEE THIS AS IF WE GET TO 90%.

IF WE GET TO 100%, WHICH IS OUR GOAL.

I DON'T THINK OUR PEER DISTRICTS ARE GOING TO BE AT THAT SAME LEVEL.

AND THIS IS A DELINEATOR BETWEEN US AND OUR COMPETITION OUT THERE AND COMPETITION FOR STAFF.

AND THIS KIND OF SHOWS WHERE OUR EMPHASIS IS, WHERE OUR PRIORITIES ARE AND CAN BECOME A REPUTATION THAT OUR ISD HAS.

AND I SEE THIS AS ALSO A GREAT MARKETING OPPORTUNITY TO TELL THIS STORY, TO GET IT OUT THERE, BECAUSE AS WE'RE RECRUITING AND RETAINING STAFF TO THE BETTERMENT OF OUR STUDENTS, THIS SHOWS WHERE OUR FOCUS IS.

AND I IT DIDN'T TAKE ME 10S TO TIE IT DIRECTLY BACK TO OUR GRADUATE PROFILE ONLINE IN THE WHAT DID I SAY THE OUR LEARNER OUTCOME SECTION.

AND IT'S DIRECT AND IT JUST SHOWS THAT THIS IS IMPORTANT TO US.

IT'S SO IMPORTANT THAT WE'RE ACTING ON IT.

WE'RE NOT JUST TALKING ABOUT IT AND PUTTING IT ON A POWERPOINT SLIDE.

SO I JUST WANTED TO FINISH UP WITH THAT ONE.

NO, AND I REALLY APPRECIATE THAT.

THANK YOU. THANK YOU, MR. BRODIE. I WILL ALSO SHARE THAT.

THAT'S WHY IT'S ALSO WHEN WE HAVE DIFFERENT CONVERSATIONS.

AND SO MANY PEOPLE ARE PASSIONATE ABOUT CREATING SO MANY OPPORTUNITIES FOR STUDENTS.

BUT WHY? SOMETIMES I HAVE TO SAY WE WE CAN WE CAN DO A LOT OF THINGS, BUT WE CAN'T DO THEM ALL WELL.

AND SO LIKE THIS, THIS FOR ME THIS IS EVIDENCE OF THAT.

WE CAN'T SHOW THIS SAME.

WE DON'T HAVE ENOUGH MANPOWER.

THERE AREN'T ENOUGH HOURS IN THE DAY TO SHOW THIS SAME LEVEL OF URGENCY AND ALL THE THINGS.

AND SO REALLY, AS A BOARD, WHAT YOU ALL HAVE DONE THROUGH THE NORTH STAR GOAL, THROUGH THE STRATEGIC PLAN, HAS SET THE SHARED WILL OF THE BOARD OF.

THESE ARE THE THINGS THAT WE FIND MOST.

YES, WE STILL WANT YOU TO BE GOOD IN ALL OF THESE OTHER THINGS.

BUT THESE THINGS LET'S LIKE LET'S BE KNOWN.

LET'S CREATE OUR IDENTITY.

LET'S LET'S BE THE DIFFERENTIATOR IN THESE THINGS.

AND THAT'S HOW WE'RE DIRECTING THE RESOURCES.

AGAIN, NOT THAT WE'RE IGNORING OTHER THINGS, BUT THESE ARE THE THINGS THAT WE'RE SAYING.

WE'RE ALL IN WE'RE MAKING THAT CREATING THE SYSTEMS, CREATING THE URGENCY AROUND THESE THINGS THAT YOU ALL HAVE CHARGED US WITH.

[01:40:06]

JUST A COUPLE OF THINGS.

WHAT I REALLY APPRECIATED WHEN YOU WERE RESPONDING TO MS. RENTERÍA ABOUT THE PERCENTAGE JUMP IS WHAT I HEAR YOU SAYING IS THAT YOU ALL WERE BEING MORE PROACTIVE THAN REACTIVE.

AND SO I ABSOLUTELY APPRECIATE THAT.

AND I WILL SAY FROM THIS MOM WHO HAS A SON THAT'S A JUNIOR AT OKLAHOMA STATE UNIVERSITY, AND HE TOOK ADVANTAGE OF THE DUAL COURSES FOR ME TO GET A CALL FROM HIM LAST WEEK TO SAY, HEY, MOM, I'M ON TRACK TO GRADUATE A SEMESTER EARLY.

I WAS LIKE, HEY, I MEAN, WHEN WE'RE TALKING ABOUT SAVING MONEY, I MEAN, YOU'RE LOOKING AT IT FROM ALL DIFFERENT PERSPECTIVES, RIGHT? IT'S LIKE, HEY, I'M GOOD WITH THAT.

ALL RIGHT. THANK YOU SO MUCH.

THIS WAS GREAT. I THINK EVERYBODY IS JUST KIND OF HYPED UP.

THIS WAS SOME GOOD NEWS. THANK YOU SO MUCH.

WE REALLY APPRECIATE IT.

OKAY BOARD.

WE'RE JUST GOING TO TAKE A QUICK BREAK.

WE'VE GOT TO TAKE A TECH BREAK.

ALL RIGHT. WELCOME BACK.

I HOPE EVERYBODY HAD AN ABSOLUTELY FABULOUS BREAK.

STRETCHED GOT YOU SOMETHING TO DRINK AND WE ARE BACK.

OUR NEXT ITEM ON THE AGENDA IS AN INFORMATION ITEM REGARDING THE 2024 2025 COMPENSATION PRESENTATION UPDATE.

[III.B. 2024 - 2025 Compensation Presentation]

YES. SO WE ARE AT THAT TIME OF THE BUDGET IN THE BUDGET PROCESS WHERE WE'VE OUTLINED FOR YOU WHAT WE EXPECT OUR 2425 BUDGET INCREASES TO BE WE HAVE GENERATED WHAT WE BELIEVE OUR REVENUE TO BE FOR NEXT YEAR.

AND NOW THE NEXT BIG PLUG IN THAT WE NEED BEFORE WE CAN FINALIZE THE BUDGET FOR NEXT YEAR IS WHAT WE'RE GOING TO DO FOR COMPENSATION.

AND SO REALLY, I'VE ASKED DOCTOR GOODSON TO LEAD US IN THIS CONVERSATION TONIGHT.

BUT REALLY, THERE ARE THREE DIFFERENT MODELS THAT WE ARE BRINGING FORWARD FOR THE BOARD.

SCENARIO A AND B ARE VERY MUCH MODELED AFTER WHAT WE HAVE DONE IN THE PAST, WHICH INVOLVES A STRATIFIED RAISE BASED UPON EXPERIENCE, AND THEN AS WELL AS A OVERALL RAISE FOR OUR OUR NONEXEMPT AND EXEMPT STAFF.

OPTION C, AS WE WORK THROUGH IT IS REALLY A COMPLETELY NEW WAY OF LOOKING AT COMPENSATION.

REALLY AND IT WAS REALLY GENERATED FROM A LOT OF CONVERSATION THAT WE'VE HAD THROUGH PROJECT RIGHTSIZE WITH THE COMMUNITY AND WITH THE BOARD AROUND RECRUITING AND MOST IMPORTANTLY, RETAINING OUR VETERAN, EXPERIENCED TEACHERS.

SO THAT'S REALLY WHAT INSPIRED OPTION C.

WITH THAT, I'M GOING TO TURN IT OVER TO DOCTOR DOCTOR GOODSON AND WE LOOK FORWARD TO YOUR FEEDBACK.

THANK YOU, MISS BRANUM. GOOD EVENING BOARD.

I THINK THAT PRETTY MUCH COVERED IT ALL SO WE CAN JUST JUMP TO QUESTIONS.

THAT WAS GOOD.

THAT WAS THE LIKE.

I CAN'T SAY ANYTHING ELSE BETTER THAN THAT.

THAT WAS REALLY GOOD.

OKAY, I'LL TAKE A LITTLE BIT MORE TIME.

DEFINITELY HAPPY TO GET A CHANCE TO TALK TO YOU ABOUT COMPENSATION, POSSIBLE COMPENSATION FOR 24-25.

AND AS WITH EVERY PRESENTATION AND WITH THIS ONE AS WELL, THE THESE THREE PHRASES STILL GUIDE US.

AND WE KNOW THAT ALTHOUGH WE'RE TALKING ABOUT EMPLOYEES AND TALKING ABOUT COMPENSATION, WE'RE STILL TALKING ABOUT EVERY TEACHER, EVERY LEADER, AND EVERY CHILD, EVERY DAY.

WE ALSO WANT TO STAY GROUNDED IN OUR CONNECTION TO THE STRATEGIC PLAN AND GOAL NUMBER TWO, WHICH IS ABOUT STAFFING AND COMPENSATION, PARTICULARLY THAT RISD WILL REIMAGINE THE WAY THAT WE RECRUIT AND RETAIN QUALITY STAFF THROUGH COMPREHENSIVE STRATEGIES.

AND I THINK THE BIG WORD ON THERE RIGHT NOW, AS MISS BRANUM ALLUDED TO, IS REIMAGINE.

SO TONIGHT WE'LL JUST REMIND YOU OF A FEW OF THE THINGS THAT YOU APPROVED COMING INTO THIS SCHOOL YEAR IN TERMS OF COMPENSATION FOR 23-24, A LITTLE BENCHMARK COMPARISON BASED ON WHAT WE KNOW FROM OUR SURROUNDING DISTRICTS RIGHT NOW IN TERMS OF WHAT THEY'RE PLANNING FOR 24-25.

AND I'LL JUST GIVE YOU A HINT, IT'S REALLY NOT THAT MUCH BECAUSE EVERYBODY ELSE IS STILL FIGURING THINGS OUT.

WE'LL GO INTO THE THREE OPTIONS THAT MISS BRANUM MENTIONED IN TERMS OF POSSIBILITIES FOR 24-25 AND TO WE'LL GO INTO QUITE A BIT OF DETAIL REGARDING THOSE.

WE'LL TALK ABOUT SOME REFLECTIONS THAT WE'VE LEARNED ALONG THE WAY THAT KIND OF LED US TO THESE OPTIONS, BUT THEN REFLECTIONS ON THE OPTIONS THEMSELVES BRIEFLY, WE'LL TALK ABOUT NEXT STEPS AND THEN WE'LL GET INTO DISCUSSIONS AND QUESTIONS.

SO AS A REMINDER, COMING INTO THIS SCHOOL YEAR, THE BOARD APPROVED STARTING TEACHER SALARY TO BE INCREASED TO $60,000.

YOU ALSO APPROVED A STRATIFIED RAISE FOR TEACHER TYPES.

AND AS A REMINDER, TEACHER TYPES OR T TYPES ARE TEACHERS, LIBRARIANS, COUNSELORS, AND NURSES AS DEFINED BY TEA.

AND SO YOU YOU APPROVED A STRATIFIED RAISE STARTING AT 5.75%.

AND THEN IT JUMPED TO 7% SEVEN AND A HALF AND THEN TOPPED OUT AT 8%.

SO A VERY AGGRESSIVE APPROACH TO A STRATIFIED RAISE.

[01:45:03]

AND SO THAT DEFINITELY DID HAVE AN IMPACT ON NOT JUST SOME OF THE COMPRESSION THAT WE'VE BEEN TALKING ABOUT, BUT REALLY EMPHASIZING AND INCENTIVIZING THE EXPERIENCED TEACHER.

WE ALL PART OF THE PART OF THE, THE, THE REASON THAT WE ALSO KNEW WE NEEDED TO BE AGGRESSIVE FOR OUR VETERAN STAFF WAS, IF YOU REMEMBER, OUR NEW TEACHER STARTING SALARY THE YEAR BEFORE WAS $3,000 BELOW MOST OF OUR BENCHMARK DISTRICTS.

AND AGAIN, WE KNEW WE COULDN'T REMAIN COMPETITIVE WITHOUT INCREASING THAT STARTING YEAR SALARY TO THE 60,000, WHICH WE'RE STILL BEHIND MOST OF OUR BENCHMARK DISTRICTS.

BUT IN ORDER TO DO THAT, TO ENSURE THAT OUR CURRENT STAFF THAT WAS WORKING WITH US FELT VALUED, FELT SEEN, THAT WAS PART OF WHAT ALSO INSPIRED THE MORE AGGRESSIVE STRATIFIED RACE.

THANK YOU. WE ALSO TARGETED CUSTODIAL STAFF BECAUSE WE WERE STILL VERY BEHIND WHEN IT CAME TO THAT PARTICULAR GROUP OF EMPLOYEES.

SO IT WAS INCREASED BY $3 PER HOUR.

WE ALSO YOU ALSO APPROVED A HIGHER PERCENTAGE FOR A PAY RAISE FOR ELECTRICIANS, HVAC, PLUMBERS AND SPECIAL EDUCATION PARAPROFESSIONALS. AND SO THEY RECEIVED A 6% PAY INCREASE FOR NON T-TYPE EXEMPT.

AND THAT GROUPING BASICALLY APPLIES TO ANY EXEMPT EMPLOYEE OR PROFESSIONAL STAFF, DISTRICT ADMINISTRATORS, CAMPUS ADMINISTRATORS, ANYONE WHO IS NOT IN THAT CATEGORY OF TEACHER TYPE THEY RECEIVED A 3% PAY INCREASE.

AND THEN OUR NONEXEMPT NON-TEACHER TYPE.

SO PARAPROFESSIONALS, CLASSIFIED STAFF, AUXILIARY STAFF, THEY RECEIVED A 4% PAY INCREASE IN ADDITION TO THE SALARY AND THE COMPENSATION ASPECT OF IT.

THERE WAS ALSO A FOCUS ON SOME OF THE BENEFITS THAT WERE COMING ONLINE AT THE TIME, IN ADDITION TO HAVING STIPENDS THAT WERE STILL RELATIVELY COMPETITIVE.

THE INTRODUCTION OF THE EMPLOYEE CLINIC WITH THE PARTNERSHIP THROUGH RICHARDSON METHODIST AND THEN HOUSED OVER AT THE NETWORK BUILDING DEFINITELY WAS A SUPPORT AND A BENEFIT FOR OUR EMPLOYEES. ALL EMPLOYEES HAVE ACCESS TO THAT BENEFIT.

OBVIOUSLY THE THE TWO CHILD LEARNING ACADEMIES BEING OPENED RIGHT NOW IS HAS DEFINITELY BEEN A GAME CHANGER.

AND THEN STILL HAVING THE ACCESS TO EMPLOYEE PRE-K AND THEN THE EXPANDED ACCESS TO MATERNITY, PAID MATERNITY, PATERNITY AND BEREAVEMENT LEAVE THROUGH OUR SICK LEAVE BANK. SO AGAIN, A TWO PRONGED APPROACH, IF YOU WILL, TO THE COMPENSATION FOR 2324 WITH SALARY AND BENEFITS.

WE ALSO CAN'T CONTINUE CONVERSATIONS ABOUT STRATEGIC COMPENSATION WITHOUT REFERENCING AND THANKING THE COMMUNITY BUDGET STEERING COMMITTEE.

THAT ENTIRE PROCESS WITH THE MAIN COMMITTEE AND THEN THE SUBCOMMITTEES AND THEIR WORK REALLY HELPED US LAND ON NINE QUALITY RECOMMENDATIONS. AND OBVIOUSLY ONE OF THEM WAS STRATEGIC COMPENSATION, PARTICULARLY WITH AN EMPHASIS ON BEING ABLE TO FOCUS ON WHERE WE NEED TO BE MORE AGGRESSIVE WITH PARTICULAR EMPLOYEE TYPES AND WHEN WE ARE ABLE TO MAYBE NOT BE AS AGGRESSIVE WITH OTHER EMPLOYEE TYPES.

AGAIN, ALL OF THEM ARE IMPORTANT.

THEY ARE ALL OUR EMPLOYEES, BUT WE MAY BE MORE COMPETITIVE IN SOME AREAS COMPARED TO OTHERS.

AND SO THAT WAS REALLY PART OF THE MESSAGING FROM THE SUBCOMMITTEE.

I SHARED THIS TABLE WITH YOU IN ONE OF OUR EARLIER CONVERSATIONS.

I'VE HIGHLIGHTED THIS A LITTLE BIT DIFFERENTLY, BUT THIS IS THE NEW HIRE TEACHER SCHEDULE SALARIES FOR.

US AND SEVEN OF OUR SURROUNDING DISTRICTS DISTRICTS THAT WE TEND TO COMPETE WITH.

AND REMEMBER, THIS IS FOR A NEW HIRE.

SO A DISTRICT, AN EMPLOYEE, A TEACHER GOING INTO A DISTRICT WITH ZERO YEARS EXPERIENCE OR 5 OR 10 OR WHATNOT.

MOST DISTRICTS HAVE THEIR NEW HIRE SCHEDULES STAGGERED OUT FROM ZERO ALL THE WAY TO 25.

SOME GO UP TO 30.

WHAT WE DID IS WE JUST DID A COMPARISON OF WHERE WE WERE WITH THIS YEAR'S NUMBERS.

AND SO A NEW TEACHER COMING IN TO RISD WITH NO EXPERIENCE WOULD BE AT 60,000.

A NEW TEACHER COMING IN WITH FIVE YEARS EXPERIENCE WOULD BE AT 61 375.

WHAT I ADDED TO THIS CHART FOR TONIGHT IS KIND OF RANKED US WHERE WE WERE IN RELATION TO THE OTHER SEVEN DISTRICTS.

AND AS YOU CAN SEE, FOR YEAR ZERO AND FIVE WE WERE SIXTH, BUT THEN FOR TEN, 15, 20 AND 25 WE WERE LAST.

AND SO THAT'LL WE'LL REVISIT THAT HERE IN A LITTLE BIT.

BUT I DID WANT TO KIND OF BRING THAT BACK AROUND BECAUSE IT RE-EMPHASIZED THE CONVERSATIONS THAT WE'VE HAD ABOUT OUR INABILITY TO HIRE AN EXPERIENCED TEACHER FROM OTHER DISTRICTS, BECAUSE IT'S JUST NOT COST EFFECTIVE FOR THEM TO DO THAT.

A FEW OF THE COMPARISONS THAT WE ARE AWARE OF.

SO FAR, PLANO HAS COMMUNICATED THAT THEY THAT THEIR NEW TEACHER STARTING SALARY WILL BE $61,000, AND THAT THEY ARE PROVIDING A 3% PAY INCREASE TO THEIR STAFF.

THEY ALSO HAVE SOME OTHER NUANCED INCREASES, BUT IN TERMS OF THE TEACHER STARTING SALARY AND PAY RAISES, WE JUST WANTED TO SHOW THAT HERE DALLAS HAS COMMUNICATED THAT THEY HAVE A NEW TEACHER STARTING SALARY OF 62,000 NEXT YEAR.

[01:50:03]

IT'S NOT TYPICALLY A 3% OR ANY PERCENTAGE.

THEY HAVE THEIR TEACHER EXCELLENCE INITIATIVE, WHICH DETERMINES HOW MUCH OF AN INCREASE AN INDIVIDUAL CAN GET BASED ON THEIR SEPARATE PROGRAM.

AND THEN WE JUST HEARD RECENTLY THAT PROSPER ISD IS RAISING THEIR NEW TEACHER STARTING SALARY TO 60,000, AND THEN THEY'RE PROVIDING A 3.5% PAY INCREASE.

SO AS A REMINDER, I KNOW MR. PATE HAS SHARED THIS WITH EVERYONE AND A FEW PRESENTATIONS BEFORE.

IF YOU WERE TO JUST LOOK AT A FLAT PERCENTAGE PAY INCREASE FOR ALL STAFF.

OBVIOUSLY THAT'S STILL AN OPTION, BUT IF YOU WERE TO PROVIDE A 1% PAY INCREASE, THE ESTIMATED COST WOULD BE 3.2 MILLION.

AND THEN YOU CAN SEE WITH THE REST OF THE CHART WHAT THE ESTIMATED COST WOULD BE AS YOU INCREASE BY ONE PERCENTAGE POINT.

AND AS A REMINDER, IT WAS CALCULATED FOR GENERAL FUND POSITIONS.

NONE OF THE OTHER INCREASES WERE FACTORED INTO THIS.

SO LET'S LOOK AT OUR SCENARIOS.

OPTION A, AS MS. BRANUM SAID, IS MORE OF A TYPICAL STRUCTURE FOR A PAY INCREASE.

IT'S VERY SIMILAR TO WHAT YOU APPROVED COMING INTO THIS SCHOOL YEAR AND THIS PROPOSAL.

WE WOULD SAY THAT WE WOULD PROPOSE THAT THE NEW TEACHER STARTING SALARY INCREASE TO $61,000.

WE BELIEVE THAT IS GOING TO KEEP US COMPETITIVE WITH OUR SURROUNDING DISTRICTS, EVEN THOUGH WE'RE NOT SURE WHAT THEY ARE ALL INCREASING TOO.

WE THINK IT'S AN APPROPRIATE INCREASE CONSIDERING WHAT WE NEED TO DO GOING INTO NEXT YEAR.

THE NEXT STEP ON THE HIRING SCHEDULE, WE WOULD INCREASE TO 61,500.

AND THE REASON FOR THAT IS WITH THE WE WANT TO MAKE SURE THAT THERE'S ENOUGH OF A STEP BETWEEN ZERO YEAR AND ONE YEAR.

AND THEN WHAT THAT ALLOWS US TO ALSO DO IS FOR RETURNING T-TYPES AGAIN, TEACHERS, LIBRARIANS, COUNSELORS AND NURSES.

IT WOULD BE A STRATIFIED RAISE.

AGAIN, IN THIS PARTICULAR SCENARIO, THE RAISE STARTS AT 2.5%, GOES UP INCREMENTALLY BY A QUARTER POINT AND TOPS OUT AT 3.25%. OR EXEMPT NON T-TYPE AGAIN.

PROFESSIONAL STAFF, CAMPUS ADMINISTRATORS, CENTRAL ADMINISTRATORS, NON T-TYPES.

THERE WOULD BE A 2.5% PAY INCREASE FOR NON EXEMPT AND NON T-TYPE.

AGAIN PARAPROFESSIONAL CLASSIFIED AND AUXILIARY STAFF.

IT WOULD BE A 3% PAY INCREASE.

WE STILL NEED TO INCREASE OUR CUSTODIAL PAY.

WE ARE STILL BEHIND AND IT'S BECAUSE THE MARKET AROUND US BASICALLY IT JUST CONTINUES TO EXPLODE.

IT CONTINUES TO INCREASE.

THE PACE IS SO FAST, AND IT'S BECAUSE OTHER DISTRICTS ARE ALSO LOSING CUSTODIAL STAFF TO OUTSIDE OF EDUCATION SOURCES, IF YOU WILL, LIKE WE'VE TALKED ABOUT BEFORE.

SO WE'RE PROPOSING AN INCREASE TO $15 AN HOUR, WHICH IS AN INCREASE OF $1.80.

AND THEN THE FINAL ITEM ON HERE IS SOMETHING ELSE THAT WE'VE BEEN LOOKING AT OVER THE LAST SEVERAL MONTHS TO REALLY FIND A WAY TO NOT JUST INCREASE COMPENSATION FOR OUR CENTRAL SPECIAL EDUCATION TEAMS, TEACHERS AND PARAPROFESSIONALS, BECAUSE THEY DO HAVE IT'S IT'S A DIFFERENT KIND OF WORKLOAD THAT THEY DEAL WITH ON A DAY TO DAY BASIS.

ALL OF OUR TEACHERS ARE DOING A PHENOMENAL JOB, BUT WE HAVE MORE VACANCIES IN THESE ROLES THAN MOST THAN MANY OF THE OTHERS.

AND I WOULD ALSO JUST ADD THAT WHEN WE'RE TALKING ABOUT PARAPROFESSIONALS OR TEACHERS THAT ARE IN THESE CENTRAL SPECIAL EDUCATION PROGRAMS, THEY ARE HIGHLY TRAINED.

IT IS IT REQUIRES A DIFFERENT SKILL SET TO WORK WITH STUDENTS THAT HAVE SIGNIFICANT NEEDS, WHETHER IT'S ON THE AUTISM OR ON THE BEHAVIOR SIDE. AND SO CREATING MORE TIME FOR THEM TO RECEIVE THAT TRAINING AND RECEIVE COMPENSATION FOR THAT TRAINING FOR US WAS IT'S JUST PROBABLY SOMETHING WE SHOULD HAVE DONE A LONG TIME AGO.

SO WE WORKED WITH OUR SPECIAL EDUCATION DEPARTMENT AND REALLY THOUGHT THROUGH, OKAY, HOW COULD WE PROVIDE SOME ADDITIONAL TIME? AND BY ADDING FOUR DAYS TO THEIR WORK CALENDAR? RIGHT NOW, MOST OF THE T-TYPES AND THE PARAPROFESSIONALS ARE ON A 187 DAY CALENDAR.

BY ADDING FOUR DAYS, IT WOULD TAKE THEM TO 191 DAYS.

AND WHAT THAT ALLOWS AGAIN IS TIME WHERE BEFORE EVERYONE IS BACK, BEFORE ALL OF THE PROFESSIONAL DEVELOPMENT SESSIONS AND CONFERENCES AND WHATNOT HAVE BEGUN, THESE SPECIAL EDUCATION CENTRAL SPECIAL EDUCATION TEACHERS AND PARAPROFESSIONALS WOULD HAVE AN OPPORTUNITY TO WORK ON PREPARING SCHEDULING WORK ON OUR MEETING PREPARATION, LOOK AT IEPS AND GET GET FAMILIAR WITH WHAT THEIR SCHEDULE WILL LOOK LIKE, AND REALLY GET PREPARED TO START WORKING WITH CHILDREN ON DAY ONE.

ONE THING YOU'LL SEE ACROSS ALL THREE OPTIONS IS THAT THE CUSTODIAL STAFF RECOMMENDATION AND THE CENTRAL SPECIAL EDUCATION DAYS ARE ON ALL THREE.

SO I'M NOT GOING TO DESCRIBE THAT EACH TIME, BUT I JUST WANTED YOU TO KNOW THOSE ARE CONSISTENT WITH ALL THREE OR ALL THREE OPTIONS.

SO THE ULTIMATE COST FOR THIS PARTICULAR OPTION WOULD BE $11.1 MILLION.

OPTION B IS VERY SIMILAR.

THE STARTING SALARY IS THE SAME FOR TEACHERS.

[01:55:01]

AND THAT IS ALSO BECAUSE OF THE THE RETURNING TYPES.

YOU'LL SEE THAT THE PERCENTAGES FOR THE STRATIFIED RAISE HERE START AT THREE AND GO TO 3.75.

REMEMBER ON OPTION A IT STARTED AT 2.5 AND WENT TO 3.25.

SO A HIGHER STARTING POINT FOR THE STRATIFIED RAISE AND A HIGHER LEVEL FOR CAPPING OUT.

ANOTHER ADJUSTMENT HERE IS THAT THE EXEMPT NON T TYPE IT GOES TO 3% COMPARED TO 2.5% IN OPTION A.

AND THE NON-EXEMPT OR THE PARAPROFESSIONAL, CLASSIFIED AND AUXILIARY STAFF GO TO 3.5%, AND THE OTHER OPTION IT WAS THREE.

AND AGAIN THE BOTTOM TWO ITEMS ARE THE SAME.

AND SO THE OVERALL COST FOR THIS AGAIN, PRETTY TYPICAL APPROACH TO A COSTING OR COMPENSATION INCREASE IS $12.7 MILLION.

SO NOW LET'S LOOK AT OPTION C.

BEFORE WE GET INTO THE FIRST ROW.

AGAIN THE BOTTOM TWO ITEMS ARE THE SAME IN THIS SCENARIO, WE WOULD PROPOSE A 3% INCREASE FOR THE EXEMPT STAFF AND THEN A 3% INCREASE AS WELL FOR NON-EXEMPT STAFF.

AND THEN THE SAME THING FOR CUSTODIAL AND CENTRAL SPED.

BUT THE BIGGEST DIFFERENCE IS THE PLAN OR THE PROPOSAL FOR TEACHING TEACHING STAFF, TEACHER TYPES.

AND THIS SCENARIO, WHAT WE WOULD STILL SAY IS THAT WE RECOMMEND STARTING AT $61,000, BUT WHAT YOU WILL NOT NOTICE IS A PERCENTAGE PAY INCREASE FOR TEACHERS IN THIS MODEL.

AND THE REASON FOR THAT IS KIND OF TWO PRONGED.

SO THE FIRST PART IS TO TAKE AND IF YOU LOOK AT OUR LOOK AT THE BLUE PAPER THAT YOU HAVE, THIS IS OUR CURRENT NEW TEACHER STARTING SALARY LIKE WE TALKED ABOUT BEFORE.

AND SO AS YOU CAN SEE AGAIN IT GOES FROM 0 TO 25 YEARS.

WHAT WE ARE PROPOSING WITH OPTION C IS THAT WE START AT 61,000.

AND THEN EACH STEP GOING FROM ONE YEAR TO THE NEXT, THERE WOULD BE AN INCREASE OF $500.

WE'LL LOOK AT THE YELLOW PAGE HERE AND YOU'LL SEE MORE OF WHAT I'M TALKING ABOUT.

BUT RIGHT NOW THE GAP, THE DISTANCE BETWEEN EACH STEP IS ABOUT $275.

WITH THIS PROPOSAL, WE WOULD INCREASE THAT TO $500 IN BETWEEN EACH STEP FOR YEARS ONE THROUGH TEN, AND THEN STARTING WITH YEAR 11 AND GOING TO 35 AND BEYOND, WE WOULD TAKE THAT GAP TO $1,000 BETWEEN EACH STEP.

THAT IS A SIGNIFICANT CHANGE, BECAUSE IF I LOOK AT THE STEPS BETWEEN 20 AND 25 RIGHT NOW, THERE'S ONLY $250 DIFFERENCE.

SO WHAT WE'RE SAYING IS WE ARE EXPANDING EVERY STEP TO $500 FOR ONE THROUGH TEN AND REALLY EXPANDING EVERY STEP FOR 11 THROUGH 35 TO $1000.

NOW THAT IS FOR NEW TEACHERS.

OKAY. BUT WHAT WE'RE ALSO PROPOSING WITH THIS TYPE OF A MODEL IS WE WOULD ADJUST ALL OF OUR CURRENT TEACHERS BASED ON THOSE SAME YEARS OF EXPERIENCE AND PLACE THEM ON THE NEW CORRESPONDING STEP.

WE KNOW THEY'RE NOT NEW HIRES, BUT WHAT THAT DOES IS IT MOVES THEM TO THAT HIGHER LEVEL FOR THE YEARS OF EXPERIENCE.

AND WE CAN TAKE A LOOK AT WHAT THAT WILL LOOK LIKE HERE ON THE YELLOW PAGE.

JUST KEEP IN MIND THAT FOR THIS PARTICULAR SCENARIO, THE OVERALL ESTIMATED COST WOULD BE 18 MILLION.

BUT WHAT I WANT TO TAKE THE NEXT..

OH I'M SORRY. WELL I JUST THINK IT'S IMPORTANT TO NOTE THIS WOULD ALMOST BE LIKE I WANT YOU TO THINK ABOUT LIKE WHEN YOU DO LIKE A HARD RESET ON YOUR COMPUTER, LIKE YOU'RE DOING A REBOOT. THAT'S REALLY WHAT THIS IS.

THIS IS A FOR A LONG TIME WE'VE ALLOWED THE COMPRESSION.

IF YOU THINK ABOUT JUST IF YOU'RE THINKING ABOUT COMING TO RICHARDSON ISD AND BEING HIRED AS A TEACHER THE DIFFERENCE BETWEEN IF I HAVE ONE YEAR OF EXPERIENCE OR 25 IS $5,000.

THAT WHEN WE WHEN I THINK 25 YEARS OF EXPERIENCE WHERE I AM IN MY LIFE, WHERE I AM POTENTIALLY WITH FAMILY OBLIGATIONS AND ALL OF THOSE THINGS, I'M LOOKING AT A $5,000 DIFFERENCE, $6,000 DIFFERENCE BETWEEN ONE YEAR AND 25 YEARS.

WE'RE SAYING THAT THAT IS NOT OKAY.

WE HAVE A CHANCE TO DO A RESET IF WE WANT TO BE AGGRESSIVE WITH GETTING THE BEST TEACHERS THAT HAVE EXPERIENCE IN FRONT OF OUR KIDS.

THIS WOULD ALLOW US TO SAY, YEP, WE'RE GOING TO RESET.

HERE'S GOING TO BE OUR NEW SALARY SCHEDULE.

AND IF YOU HAVE BEEN WITH THE DISTRICT, WE MAKE THAT COMMITMENT THAT WE ARE GOING TO ADJUST, DECOMPRESS THE SALARY SCHEDULE SO THAT WE ARE AWARDING YOU FOR YOUR YEARS OF SERVICE. THAT'S WHAT THIS MODEL IS ABOUT.

COMPLETELY DIFFERENT WAY OF LOOKING AT HOW TO DO T TYPE.

AND AGAIN, I WANT TO REMIND EVERYONE T TYPE WHEN WE'RE TALKING IT'S COUNSELORS, NURSES, LIBRARIANS AND TEACHERS.

AND THAT IS DEFINED THROUGH THE TEXAS EDUCATION AGENCY.

THAT IS A SPECIFIC JOB CLASSIFICATION.

KEEP GOING. THANK YOU SO MUCH.

AND ONE THING TO CLARIFY AS WELL IS ALTHOUGH I'M SHARING WITH YOU OUR NEW TEACHER AND IT INCLUDES LIBRARIANS AND SCHOOL NURSES, COUNSELOR PAY SCALES ARE ON A SEPARATE PAGE,

[02:00:02]

SO WE'RE NOT NECESSARILY LOOKING AT THAT RIGHT NOW, BUT JUST KNOW THAT IF THIS WERE TO BE THE MODEL, THIS IS THE STARTING POINT.

AND THEN WE EXTRAPOLATE IT OUT TO THE COUNSELOR PAY SCALE AS WELL.

SO ON THE SCREEN, I'VE JUST GOT THE OLD NEW HIRE PLAN, WHICH IS THE BLUE PAGE.

THE THE ONE ON THE RIGHT IS THE UPDATED VERSION.

IF WE WERE TO GO WITH OPTION C.

SO THAT'S JUST A QUICK VISUAL, BUT I'LL TAKE YOU TO THE YELLOW PAGE NOW SO WE CAN KIND OF GO THROUGH STEP BY STEP AND COLUMN BY COLUMN, WHAT THIS ACTUALLY MEANS AS WE LOOK AT IMPLEMENTATION AND HOW IT AFFECTS THE TEACHERS.

AND I DO HAVE TO, YOU KNOW, OBVIOUSLY GIVE CREDIT TO MR. PATE AND HIS TEAM AND MISS RAYFORD ON MY TEAM, WHO'S THE DIRECTOR OF COMPENSATION.

THEY HAVE PORED THROUGH THE NUMBERS BACK AND FORTH JUST TO REALLY TAKE A LOOK AND SEE HOW THIS WOULD WORK.

ON THE LEFT SIDE, WE HAVE THE YEARS OF SERVICE AGAIN, TAKEN ALL THE WAY OUT TO 41.

WE TOOK IT ALL THE WAY OUT TO THAT NUMBER.

AND ACTUALLY WE CAN GO BEYOND THAT.

WE HAVE EMPLOYEES WHO HAVE MORE TEACHERS, RATHER WHO HAVE MORE THAN 41 YEARS EXPERIENCE.

BUT JUST FOR THE PURPOSES OF TONIGHT'S CONVERSATION, WE JUST KIND OF STOPPED IT AT 41 BECAUSE IT FITS NICELY ON THE PAGE.

AND THAT THAT'S.

YEAH. ANYWAY, SO THE NEXT COLUMN IS AGAIN THE CURRENT HIRING SCHEDULE.

SAME THING THAT'S ON THE BLUE PAGE.

SAME THING ON THE SCREEN IS WHAT'S ON THAT SECOND COLUMN.

SO ZERO YEARS 60,000.

THE NEXT COLUMN IS THE DIFFERENCE BETWEEN THE STEPS $275 BETWEEN EACH STEP UNTIL YOU GET TO YEAR 22.

AND THEN IT TURNS TO A $250 STEP IN BETWEEN.

OKAY, I WENT AHEAD AND PUT THE YEARS OF SERVICE ON THERE AGAIN.

AND THEN WHAT WE DID IS WE TOOK A LOOK AT ANY GROUPING OF TEACHERS BY THOSE YEARS OF SERVICE, AND WE JUST AVERAGE THEIR SALARIES.

YOU HAVE TO KEEP IN MIND THERE ARE TEACHERS WHO ARE AT DIFFERENT YEARS OF SERVICE.

THEY MAY NOT HAVE STARTED WITH US AT THE BEGINNING OF THE YEAR.

THEY MAY NOT HAVE GOTTEN THEY MAY NOT HAVE BEEN ELIGIBLE FOR A PAY RAISE A YEAR BEFORE LOTS OF DIFFERENT VARIABLES COME INTO PLAY.

AND SO WE FELT THAT THE BEST WAY TO ANALYZE IT IS JUST TO TAKE THE AVERAGE OF ALL THE TEACHERS WHO HAVE ZERO, ONE, TWO, THREE, HOWEVER MANY YEARS OF SERVICE.

SO THOSE ARE THE AVERAGE SALARIES GOING ALL THE WAY UP TO 41 YEARS.

YOU CAN SEE THAT THE AVERAGE SALARY OF THE TEACHER IS STILL HIGHER THAN THE CURRENT HIGHER END SCHEDULE.

SO WE STILL HAVE TEACHERS WHO ARE MAKING MORE THAN THAT, BUT NOT BY MUCH.

JUST ONE EXAMPLE WOULD BE IF YOU LOOK AT TEN YEARS, THE AVERAGE SALARY IS $64,847.25.

SLIDE OVER TO THE LEFT.

62,007 50.

IF A NEW TEACHER WITH TEN YEARS EXPERIENCE CAME IN TO THE DISTRICT.

SO A VERY SMALL GAP BETWEEN THOSE TWO, IT'S MORE, BUT IT'S NOT A LOT.

THAT'S THE COMPRESSION PART THAT WE'VE TALKED ABOUT.

SO LET'S TAKE A LOOK AT OPTION C.

WE'VE TAKEN THAT SAME THAT NEW SCHEDULE THAT WE'RE TALKING ABOUT AND STRETCHED IT ALL THE WAY DOWN TO 41.

OKAY. THEN YOU SEE THE DIFFERENCE BETWEEN THE STEPS IN THE NEXT COLUMN, 50O, 401 THROUGH TEN AND THEN STARTING WITH YEAR 11, $1,000.

SO YOU CAN SEE.

LET'S GO TO 25.

ALL RIGHT. IF A NEW TEACHER CAME TO WORK IN THE DISTRICT, THEY WOULD MAKE $66,775 UNDER THE CURRENT MODEL.

THE AVERAGE SALARY OF A TEACHER WITH 25 YEARS EXPERIENCE IS $73,907.53, AND BOTH OF THOSE SITUATIONS, A NEW TEACHER AND A CURRENT TEACHER AT 25 YEARS WOULD BE MOVED TO $81,000.

OKAY. SO IF YOU GO OVER WHERE IT SAYS AVERAGE RAISE, OPTION C.

THAT IS THE AVERAGE AMOUNT OF AN INCREASE FOR THE AVERAGE TEACHER SALARY.

SHOULD WE MOVE THEM TO THAT, TO THAT NEXT STEP, TO THE OPTION C STEP? SO YOU CAN SEE THAT THE ACTUAL DOLLAR AMOUNTS GO UP FROM ANYWHERE FROM $1455 TO $25,544. SO THAT WOULD BE THE RAISE FOR THE TEACHERS AT THOSE LEVELS.

THE WIDE RANGE OBVIOUSLY.

NOW, WHAT WE NOTICED THROUGHOUT THIS CALCULATION IS THERE WILL BE SITUATIONS WHERE THE A FLAT PERCENTAGE WOULD BE MORE FOR A PARTICULAR TEACHER OR COMPARED TO THIS STEP CHANGE.

AND WE WOULD SAY, AND I THINK I HAVE IT IN THE OTHER CHART THERE THAT, YOU KNOW, WE WOULD GIVE THE TEACHER THE GREATER OF THE TWO, IT WOULD BE EITHER THE STEP OR A 3% PAY INCREASE, WHICHEVER ONE IS GREATER.

SO YOU'LL SEE THE AVERAGE INCREASE.

AND THEN THE NEXT COLUMN OVER IS IT SAYS OPTION C PERCENT INCREASE.

THAT'S THE PERCENT OF THE PAY RAISE THAT THEY WOULD GET IF WE MOVED THEM TO OPTION C.

[02:05:01]

JUST LET THAT SINK IN FOR A LITTLE BIT.

THE NEXT COLUMN IS, WHAT WOULD THAT AVERAGE SALARY BE IF WE JUST APPLIED A 3% RAISE? SO NOT DOING OPTION C, BUT I'M TAKING THE AVERAGE SALARY AND APPLYING A 3% RAISE.

THOSE ARE THE DOLLAR AMOUNTS THAT THE TEACHERS WOULD EXPECT TO GET.

IF YOU JUST APPLIED A 3% RAISE, THE AVERAGE SALARY OKAY.

SO YOU CAN SEE THOSE ARE THOSE ARE SPECIFIC DOLLAR AMOUNTS STARTING AT ABOUT $1,800 AND GOING, YOU KNOW, KIND OF ALL OVER THE PLACE REALLY 2400, 2486 AND WHATNOT. SO THE FAR RIGHT COLUMN IS WHERE WE SEE KIND OF HOW ALL THIS COMES TOGETHER.

THE DIFFERENCE BETWEEN OPTION C INCREASE OR A 3% INCREASE.

AND WHAT I DID IS I BOLDED ANY NUMBER WHERE THAT INDIVIDUAL OR THAT GROUPING OF TEACHERS WOULD GET MORE BECAUSE OF THE 3%, BUT EVERY OTHER ITEM THAT'S ON THERE IN PARENTHESES THEY SEE A GREATER INCREASE WITH OPTION C.

SO BY MY COUNT, 123.

FOUR FIVE. SIX.

SEVEN. SEVEN GROUPINGS OF TEACHERS WOULD GET MORE FROM A 3%.

EVERY OTHER NUMBER ON THERE IS GREATER BECAUSE OF OPTIONS.

IN THOSE SEVEN, IT'S A VERY SMALL..

VERY SMALL NUMBER, RIGHT? SO PART OF WHAT WE ALSO WANTED TO LOOK AT IS, OKAY, HOW MANY TEACHERS ARE WE TALKING ABOUT? AND WHAT I DID IS WE JUST KIND OF TOOK A SNAPSHOT OF YEAR FIVE, TEN, 15.

OBVIOUSLY THERE ARE LOTS OF TEACHERS IN BETWEEN.

THIS DOESN'T REPRESENT ALL OF OUR TEACHERS, BUT WE JUST WANTED TO HAVE KIND OF A GAUGE AS TO HOW MANY PEOPLE AT THOSE MILESTONES WOULD BE IMPACTED BY IT IN TERMS OF RETURNING TEACHERS AND SO YOU'LL SEE, WE STILL HAVE QUITE A FEW AT YEAR FIVE, AT 152 AND THEN SO ON WITH YEAR TEN, 15, 20.

OBVIOUSLY THE HIGHER UP YOU GO WITH YEARS, THE LOWER THAT NUMBER GETS.

BUT WE JUST USE THAT IN TERMS OF OKAY, HOW MANY PEOPLE BY GROUPING WOULD BE IMPACTED BY THIS AS WELL.

SO NOW I WANT TO TAKE YOU BACK TO THAT CHART.

AND WHAT YOU'LL SEE IS WE WERE SIXTH, SIXTH AND THEN EIGHTH, EIGHT, EIGHT, EIGHT.

WE PLOTTED IN THE UPDATED NUMBERS WITH OPTION C, 61000 FOR YEAR ZERO.

WE DON'T REALLY KNOW HOW WE WOULD RANK BECAUSE A LOT OF THOSE DISTRICTS HAVE NOT DECIDED YET.

SO I'M KIND OF I'M KIND OF PUTTING THAT ONE ON PAUSE, SO TO SPEAK.

BUT I WANT YOU TO LOOK AT YEAR FIVE AND ON.

WE GO FROM SIXTH TO SECOND, WE GO FROM EIGHTH TO SECOND, FIRST, FIRST AND FIRST.

A 25 YEAR TEACHER WHO COMES TO WORK IN RISD.

IF WE WENT WITH OPTION C, WE'D BE MAKING $85,000.

NOW ALL OF THESE OTHER DISTRICTS 81 SORRY.

MY MISTAKE, $81,000.

MY WELL, I'M NOT I'M NOT CHANGING NUMBERS ON THE FLY.

THAT'S BAD MATH.

PEYTON WILL KILL ME.

SO THAT'S JUST A QUICK SNAPSHOT INTO WHAT OPTION C WOULD DO.

NOW, AGAIN, THESE NUMBERS WILL STILL CHANGE.

PLANO. I KNOW ONCE THEY WENT TO 61, THEIR YEAR 5, 10, 15 NUMBERS HAVE CHANGED AS WELL.

BUT THAT THAT'S JUST A BIG THAT'S A BIG CHANGE.

SO AS WE LOOKED AT ALL THE OPTIONS, WE HAVE THE APPROXIMATE COST FOR OPTION A AND B AND C THERE.

AND SO I'LL TURN IT OVER TO MR. PATE TO EXPLAIN KIND OF THE MULTIYEAR FINANCIAL IMPACT OF THIS AND WHAT HE DID WITH THE NUMBERS TO EMBED THEM IN THIS REPORT.

THANK YOU, DOCTOR GOODSON.

YES. ON THE MULTIYEAR SO NOT KNOWING WHICH MODEL THE BOARD MIGHT WANT TO CONSIDER, AND INSTEAD OF CONFUSING YOU WITH MULTIPLE MULTI YEARS.

I HAVE LISTED THE RAISE THERE.

IT'S RIGHT BELOW THE CHANGE IN FUND BALANCE.

SO JUST ABOUT THE MIDDLE THE CHANGE IN FUND BALANCE BEFORE THE RACE.

SO EVERYTHING ABOVE THAT LINE HAS NO RAISE BUILT IN THE RECURRING COST.

THE YOU KNOW ESSER SUPPLANTING LOSS.

OUR EXPENDITURE INCREASES.

ALL OF THAT IS THINGS WE'VE TALKED ABOUT ALREADY.

AND THERE IS NO RAISE IN THAT.

SO STARTING WITH THE RAISE FOR 24-25, I LITERALLY JUST TOOK THE AVERAGE OF A, B, AND C, SO WE KIND OF HAVE A MIDDLE GROUND OF WHAT ALL OF THAT LOOKS LIKE.

AND YOU CAN SEE THERE IN 24-25 WE HAVE THE RAISE CALCULATOR.

IT'S NOT ON ANY OF THESE OTHER SHEETS OF PAPER.

IT IS LITERALLY THE AVERAGE OF A, B AND C.

AND SO THAT IS $13.5 MILLION.

AND YOU CAN SEE ONCE WE GIVE ONCE THE BOARD GIVES ANY RAISE THAT RAISE CONTINUES TO CARRY FORWARD.

THAT IS WHY YOU SEE IT IN 25, 26, 26, 27 AND 27-28.

[02:10:03]

AND THEN SO YOU CAN SEE IF THE BOARD WERE TO GIVE A 3% RAISE TO ALL EMPLOYEES IN 25-26, THAT IS A 3% RAISE BASED ON THE 24-25 AVERAGE OF 13.5 MILLION PLUS EXISTING SALARY GENERATES THAT 11 ALMOST $11.1 MILLION RAISE THAT THEN GETS BUILT IN AND CONTINUES TO CARRY FORWARD FOR ALL YEARS.

SAME WITH 2627.

I JUST BUILT IN ANOTHER 3% RAISE AND THEN FINALLY IN 2728 ANOTHER 3% RAISE.

YOU CAN THEN SEE THE CHANGE IN FUND BALANCE AFTER THE RAISES FOR EACH YEAR AND THE RESULTING ENDING FUND BALANCES.

SO THIS IS JUST A STARTING POINT FOR CONVERSATIONS.

AND I CAN CERTAINLY PREPARE ANY OTHER MULTI YEAR FORECAST YOU WOULD LIKE WITH A SPECIFIC RAISE OPTION.

BUT I FELT LIKE THIS MIGHT BE A GOOD PLACE TO START BY JUST USING THE AVERAGE OF OPTIONS A, B AND C, AND WITH THAT I'LL TURN IT BACK OVER TO MISS BRANUM AND DOCTOR GIBSON.

THANK YOU, MR. PATE.

THANK YOU, DOCTOR GOODSON.

AND AGAIN, I DO WANT TO THANK THE ENTIRE TEAM FOR YOU KNOW, AGAIN, WE ASKED PEOPLE WE STRETCH PEOPLE TO THINK ABOUT THIS DIFFERENTLY.

AND EVERY TIME THEY JUST THEY GAVE US THE BEST DATA TO HELP INFORM THE DECISION.

SO AGAIN, BOARD OPTION A AND B IS A VERY TRADITIONAL RAISE.

ONE IS SLIGHTLY A LITTLE BIT MORE AGGRESSIVE THAN THE FIRST ONE, BUT LOOK VERY MUCH LIKE THEY HAVE LOOKED IN THE PAST.

OPTION C REALLY AGAIN IS WE WE'VE STOOD IN FRONT OF OUR COMMUNITY FOR SEVERAL MONTHS, AND WE ANCHORED REALLY HARD DECISIONS AND IN NEED OF WE NEED SPACE IN THE BUDGET TO BE ABLE TO COMPENSATE OUR STAFF TO MAKE SURE THAT WE ARE HIRING THE BEST TEACHERS KEEPING THE BEST TEACHERS IN OUR CLASSROOM.

AND THAT IS REALLY WHERE OPTION C CAME FROM.

IT IS WE CONSIDER IT TO BE KIND OF A ONE TIME RESET OF THE NEW HIRE SALARY SCHEDULE.

DOCTOR GOODSON MENTIONED HOW WE WOULD KIND OF TREAT NET TYPE IN TERMS OF IT WOULD BE THE GREATER AND WE BELIEVE THAT THIS MR. POTEET, WHAT YOU SAID EARLIER ABOUT BEING A DIFFERENTIATOR, THIS IS AN OPPORTUNITY FOR US TO BE A DIFFERENTIATOR WHEN IT COMES TO STAFFING AND COMPENSATION, BETWEEN WHAT YOU ALL HAVE COMMITTED TO WITH OUR BENEFITS EMPLOYEE DAYCARE, OUR WELLNESS CLINIC, OUR MENTAL HEALTH CLINIC, THE, YOU KNOW, MATERNITY AND PATERNITY LEAVE, ALL OF THOSE THINGS, I THINK.

WE ARE ON THE BRINK OF CREATING AN IDENTITY.

IF IF OPTION C WAS SOMETHING THAT THE BOARD WOULD WOULD WANT TO CONSIDER MOVING FORWARD THE IN 25-26 YOU KNOW, FUTURE RAISES WOULD BE VERY MUCH CONSIDERED IN THE SAME WAY THAT WE HAVE.

WHAT IS THE CAPACITY IN THE BUDGET? WHAT IS THE BOARD FEEL COMFORTABLE WITH? AND ADJUSTMENTS WOULD BE MADE AS WE WE MOVE THROUGH THAT.

ONE OF THE THINGS THAT I ALWAYS WANT TO BE VERY TRANSPARENT WITH THE BOARD IS WHEN YOU ARE THIS AGGRESSIVE WITH YOUR TYPE.

AGAIN, COUNSELORS, NURSES, LIBRARIANS AND TEACHERS, IT'S IMPORTANT TO NOTE THAT THAT MEANS THAT THERE ARE STRESSORS ON OTHER EMPLOYEE TYPES WHO MAY LOOK AT THIS AND SAY, I'M I HAVE A JOB FOR EXAMPLE, THAT WHERE YOU ARE ASKING ME TO PERFORM AT A HIGH LEVEL AND MY MIGHT BE ACTUALLY LEADING A CAMPUS, SUCH AS AN ASSISTANT PRINCIPAL IN MY DAILY RATE MAY BE LOWER THAN THAT VETERAN TEACHER THAT'S DOWN THE HALLWAY.

THERE MIGHT BE OTHER EMPLOYEE TYPES THAT MAYBE PERFORM SOMEWHAT SIMILAR, BUT BECAUSE THEY'RE NOT PART OF THIS T TYPE DESIGNATION WOULD NOT NECESSARILY BENEFIT FROM OPTION C IN THE SAME WAY THAT OUR T-TYPES ARE.

SO I WOULD I WANT TO HONOR THAT ACKNOWLEDGE THAT THAT DOES NOT MEAN THAT IN THE FUTURE WE COULD NOT ALSO IDENTIFY IN AND LOOK AT WAYS TO STRETCH THEIR COMPENSATION AS WELL.

BUT WE CAN'T DO IT ALL IN ONE YEAR.

AND WE ALSO NEED TO BE AWARE OF WHERE WE ARE WITH THE BUDGET, THE CAPACITY OF THE BUDGET, WHAT IS GOING TO HAPPEN IN THE NEXT LEGISLATIVE SESSION.

BUT WE KNOW HOW SHORT WE ARE WITH THE TEACHER PIPELINE.

WE KNOW, AGAIN, YOU CAN SEE THE NUMBERS OF HOW FEW TEACHERS WE HAVE WITH THAT EXPERIENCE LEVEL.

SO THIS IS WHAT WE BELIEVE IS IS KIND OF A ONCE IN A LIFETIME OPPORTUNITY TO DO THE THINGS THAT YOU ALL HAVE SAID YOU'RE PASSIONATE ABOUT DOING.

AND WE MADE HARD DECISIONS.

WE'VE ASKED OUR COMMUNITY TO SACRIFICE A LOT.

[02:15:01]

AND I THINK THIS IS ONE WAY TO HONOR WHAT WE'VE SAID WE WOULD DO.

NEXT STEPS. REALLY NOW PRESIDENT HARRIS, WE WOULD LIKE OVERALL FEEDBACK FROM FROM THE BOARD.

AND TO REALLY WE WOULD LIKE YOU TO GIVE US GUIDANCE BECAUSE WE WOULD LIKE TO BRING A FORMAL RECOMMENDATION FOR THE BOARD'S APPROVAL TO OUR NEXT MAY MEETING.

WE WANT OUR STAFF TO KNOW WHAT THEIR COMPENSATION IS GOING TO LOOK LIKE.

THEY'RE MAKING DECISIONS ABOUT THEIR CONTRACTS, WHERE THEY WANT TO BE NEXT YEAR.

AND I SURE WOULD LOVE FOR THEM TO KNOW THAT WHAT MIGHT BE IN THEIR FUTURE BEFORE MAKING ANY DECISIONS ABOUT 2425.

SO WITH THAT, WE'RE HAPPY TO TAKE ANY QUESTIONS.

YES, MISS TIMMY.

OKAY. SORRY, FRIENDS.

I'VE GOT, I'M.

THIS IS I'M VERY PASSIONATE ABOUT THIS SUBJECT, AND I'M NOT.

HERE WE GO.

MY FEEDBACK.

YEAH. GIVE ME GIVE ME SOME ROOM TO WORK HERE.

SHE NEEDS A CHALKBOARD. JUST KIDDING.

BUT ALSO NOT KIDDING.

JUST JUST TO PREFACE THIS A LITTLE BIT, I I THINK I WOULD SHARE THE SAME FEELING WITH EVERYBODY AT THIS TABLE THAT THE SCHEDULE THAT THEY ARE ON NOW WERE A ZERO YEAR TEACHERS MAKE 60,000 AND ARE 25 YEAR TEACHERS COMING IN MAKING $66,775. IS IS DISTURBING TO ME.

IT JUST IS. I KNOW HOW HARD OUR TEACHERS WORK.

I KNOW HOW INCREDIBLY DEMANDING THIS JOB IS, AND I PERSONALLY CANNOT LOOK AT THIS PAPER AND FEEL OKAY WITH ANY OF THOSE NUMBERS ON THAT PAPER, SO I DON'T THINK ANYBODY ELSE WOULD EITHER.

I THINK EVERYBODY IN HERE HAS SUCH A HEALTHY RESPECT FOR EDUCATORS AND TEACHERS THAT WE WOULD ALL AGREE THAT, LIKE, THEY, YOU KNOW, THAT WE WOULD HOPE THAT THAT WOULD THAT WOULD CHANGE AT SOME POINT. SO I DON'T WANT TO I WANT TO PREFACE THAT BECAUSE ANYTHING I SAY IS CERTAINLY NOT DIRECTED TO ANYBODY.

I KNOW THE PEOPLE, I KNOW PEOPLE RESPECT EDUCATORS AND WANT THAT.

A COUPLE OF QUESTIONS.

SO IN OPTION C, I'M KIND OF DIRECTING THIS BOTH WAYS.

I'LL LET YOU DECIDE WHO THAT GOES TO.

BUT IN OPTION C THEY GO INTO THIS STEP.

BUT WE ALSO SAW IN A PREVIOUS SLIDE STIPENDS, DO THE STIPEND SAY FOR LIKE OUR BILINGUAL TEACHERS STAY IN ADDITION TO THE STEPS.

OR DOES THEY DO THOSE GO AWAY.

RIGHT. SO ANY OF OUR STIPENDS, WHETHER IT'S FOR BILINGUAL TEACHERS, WHETHER IT'S FOR SPECIAL EDUCATION, YOU KNOW, RESOURCE STAFF, WHATEVER IT IS, THOSE WOULD STILL EXIST.

OKAY. WHAT ABOUT THOSE WHO QUALIFIED FOR TEACHER INCENTIVE ALLOTMENT? HOW DOES THAT PLAY INTO THEIR TEACHER INCENTIVE ALLOTMENT IS IN ADDITION TO THIS.

REGARDLESS OF WHAT.. REGARDLESS OR YES, MA'AM. VERY GOOD.

SO AGAIN, I WANT TO JUST FOR A MOMENT, GO AHEAD.

SAY THAT ONE MORE TIME. SO IF YOU THINK ABOUT IT FOR THE BACK.

YES. FOR. SO IF I AM A TEACHER AT ONE OF OUR CAMPUSES THAT IS IMPLEMENTING THE TEACHER INCENTIVE ALLOTMENT, AND I JUST THINK OF MISS DALY AT CAROLYN BUKHAIR, FOR EXAMPLE, VETERAN TEACHER WITH YEARS OF EXPERIENCE, SHE WOULD NOT ONLY BENEFIT FROM THE ADJUSTMENT THAT WE'RE MAKING HERE, BUT SHE'S ALSO A MASTER TEACHER WITH A MASTER DESIGNATION WHERE SHE'S EARNING THAT ADDITIONAL TIA CHECK EVERY YEAR.

SO IT'S IT'S A SIGNIFICANT IMPROVEMENT FOR HER, IN WHICH SHE'S ALSO ONE OF THE HIGHEST MAP GROWTH TEACHERS IN THE DISTRICT, ONE OF OUR MOST EFFECTIVE.

CORRECT. RIGHT. CAN YOU ALSO REMIND ME WE I BELIEVE IN OUR LAST MEETING.

DID WE SAY THAT THERE WERE TWO YEARS THAT WE ASKED OUR TEACHERS TO GO WITHOUT A RAISE, THAT WE FROZE THEIR SALARIES? IS THAT CORRECT? WOULD LIKE IN TEN AND 11, LIKE BACK IN THE DAY? YES. 2011-2012.

YES. SO FOR ANY OF OUR TEACHERS WHO'VE BEEN HERE FOR A LONG PERIOD OF TIME, WHICH BY THAT SLIDE, WE DON'T HAVE VERY MANY.

LIKE IF I'M LOOKING AT THE I CAN'T REMEMBER WHICH NUMBER WAS 50 LIKE, YEAH, AT 25 YEARS.

LIKE I MEAN LIKE THAT'S REALLY LESS THAN ONE PER BUILDING.

OF OF THAT. RIGHT.

AND I JUST THINK ABOUT HOW LONG IT TAKES FOR TEACHERS TO HONE THEIR CRAFT.

IT TAKES A LONG TIME.

NOBODY COMES OUT. I MEAN, WE HAVE TEACHERS WHO COME OUT BEING GREAT FIRST YEAR TEACHERS, BUT WE BUT OUR TEACHERS WHO HAVE EXPERIENCE AND HAVE HONED THEIR CRAFT, I GUARANTEE YOU ALL OF THEM WOULD SAY THEY WERE BETTER THAN THEIR FIRST YEAR.

RIGHT. AND AND SO THOSE NUMBERS BEING VERY SMALL TO ME ARE INCREDIBLY IMPORTANT.

SO WE ASKED FOR TWO YEARS FOR TEACHERS WHO HAD BEEN WITH US.

AND SO THOSE WHO'VE BEEN HERE FOR A WHILE WOULD THAT WAS NEVER REALLY WE WERE NEVER REALLY IN A POSITION TO BE ABLE TO MAKE THAT RIGHT, WERE WE? OKAY. SO I JUST WANT TO JUST A COUPLE OF STATEMENTS, AND THEN I WILL TURN IT OVER.

I'M TRYING TO CONTAIN MYSELF HERE BECAUSE.

OH. I'M SORRY. ONE MORE QUESTION.

Y'ALL SAID CENTRAL SPED POSITIONS.

CAN YOU GIVE ME SOME OF THE T-TYPES THAT WOULD THAT YOU'RE TALKING ABOUT AND ADDING THOSE? WHAT KINDS OF TEACHERS ARE WE SPEAKING OF? FOR THE THE ADDITIONAL DAYS FOR THIS? YES. CENTRAL. YES.

SO THOSE ARE, FOR EXAMPLE, OUR TEACHERS THAT ARE TEACHING OUR STRUCTURED LEARNING CLASSROOMS, OUR DEVELOPMENTAL CLASSROOMS. CAN YOU DEFINE BEHAVIOR THAT PEOPLE WOULD KNOW?

[02:20:02]

YOU MAY NOT BE ABLE TO SPEND ALL OF THEIR TIME OUT IN THE GEN ED SETTING.

SO THAT'S THAT'S ONE OF THE CLASSES, AS MISS BRANUM MENTIONED ARE.

BUT EVEN THAT'S GOING TO SO BUT IT'S CENTRAL BECAUSE EVEN THOUGH IT'S ON A SPECIFIC CAMPUS, IT'S STILL CONSIDERED A CENTRAL PROGRAM.

YES, MA'AM. SINCE WE DON'T HAVE THAT CLASSROOM AT EVERY ONE OF OUR CAMPUSES, IT'S CONSIDERED A CENTRAL CLASSROOM.

SO THAT WOULD BE SOME OF OUR STUDENTS THAT WAS WITH SEVERE AND PROFOUND DISABILITIES, AS WELL AS OUR MEDICALLY FRAGILE STUDENTS AND OUR STUDENTS WITH SOME EMOTIONAL DISTURBANCE AS WELL. WHEN YOU WERE TALKING ABOUT THE EXTRA LOAD THEY CARRY, THAT'S THAT'S WHAT YOU WERE SPEAKING OF FOR OUR PARAPROFESSIONALS AND FOR OUR..

YES, MA'AM.. STAFF.

OKAY. LET'S SEE A COUPLE JUST A COUPLE OF STATEMENTS, THEN I WILL TURN IT OVER.

FIRST OFF, FOR A LONG PERIOD OF TIME IN RICHARDSON AND IN EVERY OTHER SCHOOL DISTRICT EXCEPT FOR THOSE WHO WHO'VE MADE SOME DIFFERENT DECISIONS, THE ONLY WAY TO INCREASE YOUR EARNING POWER IS TO LEAVE THE CLASSROOM.

AND TYPICALLY IT'S BEEN THROUGH AN ADMINISTRATIVE ROLE.

SO IF THAT IS WHAT YOU WERE GOING TO DO, YOU REALLY HAD VERY FEW OPTIONS.

THIS OPTION ALLOWS OUR BEST AND MOST EFFECTIVE TEACHERS AND THOSE WHO LOVE TEACHING, TO BE ABLE TO STAY IN THE CLASSROOM WHERE THEY LOVE THEIR JOB AND THEY WANT TO STAY, AND NOW THEY HAVE FINANCIAL VIABILITY TO DO SO.

IT'S EXTREMELY IMPORTANT TO ME, BUT I THINK IT'S EXTREMELY IMPORTANT FOR OTHER PEOPLE TO UNDERSTAND THAT, THAT YOU COULD ONLY INCREASE YOUR EARNING POWER, YOU COULD BE IN THE CLASSROOM FOR 25 YEARS AND MAKE 66,000.

THE ONLY WAY YOU COULD REALLY HAVE A VIABLE INCREASE IN YOUR EARNING POWER WOULD BE TO LEAVE THE CLASSROOM, AND WE LOSE SOME OF OUR BEST TEACHERS TO PROMOTION, WHICH IS GREAT.

I LOVE THAT BECAUSE WE HAVE SOME REALLY GREAT PEOPLE WHO ARE GREAT LEADERS, BUT IT ALSO GIVES THEM THE OPTION IF WHAT THEY LOVE AND WHAT THEY'RE GREAT AT AND WHAT THEY FIND JOY IN IS STAYING IN THE CLASSROOM.

OPTION C, I THINK, ALLOWS FOR THAT, AND I THINK THAT CAN'T BE OVERLOOKED.

OUR MOST IF WE ARE GOING TO RELENTLESSLY PURSUE OUR NORTH STAR GOAL AND WE REALLY WANT GROWTH, THEN WE HAVE TO.

THE NUMBER ONE DIFFERENTIATOR BY ALL RESEARCH IS THE TEACHER IN THE CLASSROOM.

IF WE ARE LOOKING AT SOMETHING LIKE AN OPTION C, I CAN WE GO BACK TO THAT ONE SLIDE THAT HAD THE THE RANKINGS IF WE USED OPTION C.

I GUARANTEE I FEEL LIKE THAT OUR POOLS FOR OUR EXPERIENCED TEACHERS ARE GOING TO BE MUCH HIGHER, AND I WANT EVERYBODY TO WANT TO COME TO RICHARDSON, AND I WANT TO PICK THE VERY BEST PEOPLE IN THE CLASSROOMS FOR MY KIDS, FOR OUR COMMUNITIES, KIDS, FOR EVERYBODY.

AND IF YOU HAVE IF WE ARE THE FIRST IN SOME OF THOSE AREAS OF, YOU KNOW, OF EXPERIENCE AND THEY'VE REALLY WORKED ON THEIR CRAFT FOR 15 PLUS YEARS. WE'RE GOING TO BE ABLE TO PICK THE BEST OF THOSE PEOPLE.

I THAT IS WHAT'S GOING TO GET US TO OUR NORTH STAR GOAL.

THAT IS WHAT'S GOING TO MAKE OUR COMMITMENT TO THE CLASSROOM TO THE ENVIRONMENT THAT WE PROVIDE TO THE SERIOUSNESS OF HOW WE ARE. AND SO TO ME, I JUST THINK THAT'S INCREDIBLY IMPORTANT FOR US TO CONSIDER.

AND I THINK OUR I THINK OUR TEACHERS WHO ARE HERE IN RICHARDSON, I THINK, DESERVE THAT.

THE LAST THING I WILL SAY IS THAT IS THAT WE CLOSE SCHOOLS AND YOU REFERENCED THIS.

WE CLOSED SCHOOLS, WE MADE CHANGES, WE DISRUPTED SERIOUS PIECES, AND WE DID THAT IN IN MY HOPE THAT WE COULD DO SOMETHING BOLD AND DIFFERENT AND CHANGE THE OUTCOME FOR ALL OF OUR STUDENTS.

I THINK WE CAN CHANGE THE OUTCOME FOR ALL OF OUR TEACHERS.

AND I JUST WANT US TO CONSIDER ALL OF THOSE THINGS FOR WHEN WE COME BACK IN IN MAY.

AND WE HAVE THAT DISCUSSION.

THAT'S ALL I GOT. ALL RIGHT.

THANK YOU, MISS TIMMY MS. RENTERÍA.

ABSOLUTELY NO THANK YOU.

I HAVE TO JUST MIMIC ALSO THE EXCITEMENT THAT MISS TIMME JUST EXPRESSED.

THIS IS AMAZING.

I MEAN, I ALSO GET EXCITED BECAUSE, YOU KNOW, WHEN YOU'VE WORKED IN A CLASSROOM, YOU ABSOLUTELY KNOW WHAT THIS IS LIKE, YOU KNOW, AND I HAVE SEEN AMAZING EDUCATORS THAT, I MEAN, ALL OF THEM, THEY WORK SO HARD AND AND IT'S SO HARD WHEN YOU LOVE WHAT YOU DO, BUT YOU CAN'T AFFORD TO STAY THERE.

AND THAT'S THE PART THAT IS SO HARD.

AND I THINK THAT NOW WITH THIS, I AM JUST SO EXCITED TO SEE THAT EXACTLY WHAT MISS TIMME SAID, TO SEE TEACHERS THAT WANT TO STAY IN A CLASSROOM.

AND WE AS PARENTS, I KNOW WE WANT THOSE THOSE TEACHERS TO STAY THERE.

I WANT MY FIRST KID, MY SECOND KID, MY THIRD KID TO HAVE THAT SAME AMAZING TEACHER.

SO I THINK THIS IS AMAZING GAME CHANGER FOR BILINGUAL TEACHERS.

[02:25:04]

HOW IS IT THAT WHAT IS THE THE OUR DEMOGRAPHICS, RIGHT, OF BILINGUAL TEACHERS, BILINGUAL COUNSELORS? THIS IS EXCITING TO ME.

AND I GET EMOTIONAL BECAUSE IT'S LIKE FINALLY, RIGHT? LIKE FINALLY IN A WAY THAT REALLY GETTING OUR KIDS, OUR BILINGUAL CLASSES ARE WE HAVE SOME AMAZING TEACHERS.

AND WHEN I SEE THAT THEY GO ELSEWHERE BECAUSE THEY HAVE TO, RIGHT, I GET IT.

BUT I THINK IT'S GOING TO BE A GAME CHANGER FOR CLASSES SUCH AS OUR YOU KNOW, GETTING THIS INCREASE PLUS THAT STIPEND.

I MEAN, I'M CONSTANTLY RIGHT.

DOCTOR GOODSON, I'M THINKING, WHERE ARE WE RECRUITING? WHY ARE WE NOT GETTING THESE TEACHERS? ARE WE GOING TO SOUTH TEXAS? ARE WE GOING ELSEWHERE TO I MEAN, THIS IS GOING TO BE SOMETHING THAT PEOPLE ARE GOING TO HEAR ABOUT, JUST AS MR. POTEET MENTIONED, ABOUT ESTABLISHING THAT REPUTATION.

IT'S LIKE IF YOU WANT TO WORK SOMEWHERE WHERE NOT ONLY THE CULTURE IS AMAZING AND THEY CARE ABOUT THEIR TEACHERS, THEY CARE ABOUT THEIR STAFF, THEIR ALL OF THEIR EMPLOYEES, BUT ALSO THAT YOU CAN COME HERE TO AN AMAZING CITY AND YOU CAN ESTABLISH YOURSELF, HAVE AN AMAZING JOB, BE WITH PEOPLE WHO ARE LIKE FAMILY.

AND I MEAN, IT'S JUST TO ME IT'S SUPER, SUPER EXCITING.

AND ALSO JUST TOUCHING ON THE BASE THAT THIS IS ALSO WHEN WE HAVE TO MAKE THOSE HARD DECISIONS, THAT DISRUPTION THAT CAME WITH PROJECT RIGHT SIZE.

IT'S NOT EASY.

AND WE READ EVERY SINGLE EMAIL.

WE WE READ ALL THE LET'S TALKS, THE DISCUSSIONS THAT WERE MADE, THE THE VISITS, THE RIDES THAT WE DID THROUGH THE NEIGHBORHOODS, JUST EVERYTHING, ALL THE DETAILS.

BUT TO KNOW THAT THOSE DECISIONS BECAUSE WE WANT TO PRIORITIZE OUR OUR STAFF, YOU KNOW, I SAY TEACHERS, BUT AGAIN, ALL THE T-TYPES, JUST EVERYONE.

SO I JUST WANT TO SAY I'M SUPER, SUPER EXCITED ABOUT THIS.

I DEFINITELY SUPPORT THE C OF CHOICE.

AND YOU KNOW, I, I'M JUST SO EXCITED AND I CAN'T WAIT TO SEE WHAT ELSE WE DO WITH THIS? SO THANK YOU. THANK YOU FOR THAT.

AND THE OTHER JUST CONSIDERATION.

I WAS JUST TALKING WITH A STAFF MEMBER THE OTHER DAY WHO'S JUST AN INCREDIBLE TEACHER.

AND HE CURRENTLY IS AN UBER DRIVER AT NIGHT AND ON THE WEEKENDS.

AND HE'S SUPPORTING HIS YOUNG FAMILY.

AND TO KNOW THAT POTENTIALLY WITH WHAT THIS COULD PROVIDE THAT THAT MIGHT BE A STRESS OFF OF HIM AGAIN, THAT WHAT WE ASK OF OUR TEACHERS ALREADY GRADING PAPERS AND THE PLANNING AND THE PARENT OUTREACH AND ALL OF THE THINGS THAT WE ASK OUR TEACHERS TO DO, AND THEN ON TOP OF IT, TO KNOW THAT THEY'RE OFTEN HAVING TO WORK A SECOND OR A THIRD JOB.

RIGHT. IF WE COULD TAKE THAT OFF THE QUALITY OF LIFE POTENTIALLY THAT, THAT ABSOLUTELY.

THIS COULD PROVIDE FOR THEM.

FOR ME, WHEN YOU TALK ABOUT THAT GAME CHANGER.

YES. LIKE THAT, THAT IS A I HOPE THAT PEOPLE WILL WILL SEE THAT THE THERE'S A VALUE IN OUR TEACHERS AND I CAN INSTEAD OF OPTING OUT AND I'M NOT GOING TO MAJOR IN EDUCATION.

NO, I CAN BE AN EDUCATOR AND HAVE A FAMILY AND AND BE IN THE CLASSROOM.

IT'S I WAS JUST GOING TO COMMENT ON THAT NEXT.

BEING THAT, YOU KNOW, WE TALKED ABOUT HOW MANY OF OUR OUR STUDENTS ARE, ARE LEAVING, RIGHT.

THE PROFESSION IS THERE LOOKING RIGHT BECAUSE THEY'RE LOOKING RIGHT.

A THOUSAND, YOU SAY 55,000.

OH, RIGHT.

AND SO THAT TO ME IS SAYING LIKE, THIS IS NOW GOING TO BE A GAME CHANGER TO FOR SOMEBODY WHO REALLY CARES ABOUT CHILDREN AND WANTS TO BE IN EDUCATION AND NOW CAN MOVE FORWARD KNOWING I CAN I CAN, YOU KNOW, IT'S SUSTAINABLE, I CAN DO WHAT I LOVE AND I CAN WORK FOR AN AMAZING SCHOOL DISTRICT LIKE RISD.

THANK YOU. I THANK YOU MS. RENTERÍA AND MISS MCGOWAN.

I'M SUPER EXCITED TOO.

I'M SO EXCITED. WE ALL WANT TO HURRY AND GET ON THIS MIC.

I JUST WANTED TO SAY, YOU KNOW, ONE THING WE HEAR FROM, LIKE WHEN YOU TALK TO COMMUNITY MEMBERS OR IF YOU TALK TO TEACHERS, THE ONE THING YOU HEAR, YOU KNOW, WHAT CAN WE DO BETTER? WHAT HOW CAN WE MAKE THIS BETTER? AND THEN THE NUMBER ONE THING THEY SAY IS WE JUST THERE'S NOT ENOUGH MONEY, WE'RE NOT GETTING PAID ENOUGH.

AND THAT THIS IS SO HUGE.

LIKE FOR ALL OF OUR PROGRAMING FROM OUR MAGNET PROGRAMING.

AND OF COURSE I'M A PARENT Y'ALL FIRST.

I'M A MAMA FIRST, RIGHT.

OF A KINDERGARTNER AT STOSE ROAD WHO'S DOING WE'RE PILOTING DUAL LANGUAGE PROGRAM THERE.

AND WHEN I THINK ABOUT HOW DO WE GET THE BEST, HOW DO WE GET THE BEST TEACHERS IN OUR NEW PROGRAMING.

RIGHT? HOW DO WE HOW ARE WE GOING TO RECRUIT KIDS TO COME TO OUR SCHOOLS, OR HOW DO WE RECRUIT THOSE TEACHERS? THIS IS THE PIECE, RIGHT? AND THIS IS HOW WE GET THOSE EXPERIENCED TEACHERS IN THOSE CLASSROOMS THAT THOSE WHEN WE ARE PILOTING PROGRAMS FOR THE FIRST TIME.

[02:30:02]

OUR LIBRARIANS.

THEY ALSO FALL INTO THIS TYPE AS WELL.

RIGHT. OKAY. YEAH.

I'M JUST I'M SUPER EXCITED ABOUT IT AS WELL.

THIS C IS MY VOTE.

I WOULD NOT PICK ANYTHING ELSE.

AND I LIKE MS. RENTERÍA SAID IT'S ABOUT THIS IS THIS IS ABOUT TIME.

AND THE FIRST THING I WROTE DOWN WAS THAT IT'S JUST WE'RE RIGHTSIZING THEIR PAYCHECKS.

WE RIGHTSIZE OUR BUDGET.

RIGHT? THIS IS THIS IS THE TIME FOR OUR DISTRICT TO RIGHTSIZE OUR TEACHERS PAYCHECKS.

AND THIS IS, TO ME, JUST THE BEGINNING.

I WANT TO SEE US DO MORE, EVEN IN BENEFITS.

I WANT TO SEE US TO DO MORE FOR HEALTH BENEFITS FOR OUR TEACHERS AND EVERYONE THAT WORKS UNDER THIS SYSTEM.

SO I'M EXCITED AND I SAY.

PUT THE FOOT ON THE GAS AND LET'S KEEP GOING.

BENEFITS PAY. LET'S KEEP GOING.

AND SO WE'RE NUMBER ONE IN EVERYTHING.

SO THANK YOU I'M EXCITED.

WELL WE'LL WAIT TILL MAY TO MAKE THAT VOTE MISS PACHECO, THANK YOU.

I TOO SHARE THE SAME EXCITEMENT.

ON THIS SCHEDULE, I THINK IT IS VERY CREATIVE.

IT'S RIGHT, IT'S CORRECT.

IT'S WHAT WE SHOULD BE DOING FOR OUR TEACHERS OUR EDUCATORS AND OUR EVERYONE ELSE THAT FALLS WITHIN THAT SCOPE.

I JUST WANTED TO, LIKE, JUST SAY THANK YOU FOR DOING THIS.

WE JUST HAD A PRESENTATION ON HOW OUR TEACHERS AND COUNSELORS WORK SO HARD TO IMPROVE OUTCOMES.

RIGHT. AND GIVE US THOSE CCMRS AND THE GREAT INCREASES.

AND WE CAN SEE THAT OUR INVESTMENT IN OUR TEACHERS WITHOUT THIS IS AMAZING.

AND NOW WE NEED TO INVEST ON THEM SO THAT THEY CONTINUE THE GOOD WORK FOR OUR STUDENTS ALL OVER OUR DISTRICT.

AND I KNOW THAT EVEN THOUGH WE DISRUPTED AND WE CREATED NEW BOUNDARIES WE DID THIS SO THAT WE CAN GIVE THIS TO OUR TEACHERS AND HAVE THE BEST OUTCOMES IN OUR IN OUR STUDENTS. AND WE CAN'T DO THAT WITHOUT THEM.

SO I THINK THIS IS A GREAT OPTION AND I APPRECIATE THAT.

THANK YOU, MISS PACHECO.

IN ADDITION, MR. POTEET, I'LL GIVE SO I WROTE DOWN Y.

RIGHT. AND I THINK WE LET OFF THIS PRESENTATION WITH TALKING ABOUT THE COMPENSATION FOR THE TEACHERS.

AND I THINK WE NEED TO EVEN GO UPSTREAM.

AND YOU TOUCHED ON IT OVER AT CAROLYN BUKHAIR.

AND I FORGET IF MISS TIMMY OR SOMEBODY, THIS COMES DOWN TO OUTCOMES OF OUR STUDENTS.

AND SO LET'S LEAD OFF WITH THAT.

AND THE TEACHER, AS WE'VE TALKED ABOUT, IS THE MOST DIRECT PERSON THAT CAN IMPACT THAT OUTCOME FOR OUR STUDENTS.

SO THAT'S HOW WE GOT TO THAT.

THAT'S RIGHT. SLIDE ONE.

YOU KNOW, WE TALKED ABOUT CCMR EARLIER AND THERE'S NO BETTER WAY TO IDENTIFY WHAT OUR PRIORITIES ARE THAN LOOK TO WHERE OUR RESOURCES GO.

CCMR IS OBVIOUSLY A PRIORITY.

AND WE'VE PUT A LOT OF RESOURCES MEANING TIME AND BODIES BEHIND THAT.

AND WE SEE THE RESULTS WHEN SOMEBODY OUTSIDE RISD IS LOOKING AT US AND TRYING TO FIGURE OUT WHERE OUR RESOURCE OR WHAT OUR PRIORITIES ARE, THEY'RE GOING TO SEE WHERE WE PUT OUR RESOURCES. AND I THINK THAT OPTION C HERE IS A PRETTY CLEAR SIGN.

IT'S LIKE THE BAT SIGNAL OUT THERE.

AND IT WILL SHOW THEM THIS IS WHERE OUR PRIORITIES ARE BECAUSE THIS IS WHERE OUR RESOURCES ARE GOING.

WE DON'T WANT TO JUST BE LIKE EVERYBODY ELSE.

WE DON'T WANT TO JUST WALK NEXT TO THEM AND CONTINUE, BECAUSE THEN WE'RE IN THE SAME FIGHT FOR THE SAME STAFF TO MAYBE GET THE OUTCOMES WE'RE LOOKING FOR FROM OUR STUDENTS.

SO WE NEED A GAME CHANGER.

WE NEED TO DISRUPT THIS.

WE NEED A PROJECT RIGHT SIZE FOR FOR FOR OUR TEACHERS AND STAFF.

YOU KNOW, WE TALK ABOUT RESPECT FOR TEACHERS.

YOU KNOW, THEY'RE PROFESSIONALS.

YOU RARELY HEAR ABOUT THEM REFERRED TO AS PROFESSIONALS.

SO START TREATING THEM LIKE PROFESSIONALS AND START PAYING THEM LIKE PROFESSIONALS.

THEY GO TO COLLEGE, THEY GET DEGREES OR OTHER CERTS TO GET TO THIS POINT.

SO LET'S START TREATING THEM LIKE THAT.

AND THAT'S NOT FAIR.

WE ALL UNDERSTAND THAT.

THAT'S FOR THE MILLIONS OF PEOPLE WATCHING THIS VIDEO RIGHT NOW.

SO. I'M TRYING TO BE OPTIMISTIC HERE GUYS OKAY.

THE THREE PEOPLE WATCHING THIS VIDEO RIGHT NOW.

ALL RIGHT.

SO I THOUGHT YOU ALL WOULD APPRECIATE THAT.

SO, MR. PATE, I'M GOING TO BE THE GUY THAT'S WANTS TO BE CONFUSED WITH SEEING THE THREE OPTIONS MODELED OUT.

SO I HATE TO SAY THAT, BUT I DO.

I KNOW THAT YOU AVERAGED THEM, AND THAT'S A GOOD TELLTALE, YOU KNOW? BUT I WOULD LIKE TO JUST SEE THE NUMBERS WITH ALL THREE MODELED OUT, IF YOU WOULDN'T MIND, IF THAT'S OKAY.

I THINK THAT'S JUST DUE DILIGENCE THAT WE NEED TO SEE.

SO YOU JUST TO CLARIFY, MR. POTEET, FOR SO FOR THE MAY MEETING, YOU WOULD LIKE TO SEE A MULTI YEAR FINANCIAL WITH OPTION A, B AND C MODELED I THINK DID 3%.

WAS THAT REALLY A FOURTH OPTION.

WE JUST DID 3% IS AN OVERALL AVERAGE OKAY.

[02:35:03]

THERE'S NOT A D. YEAH A B AND C JUST TO SEE WHAT THE NUMBERS THERE.

BECAUSE RIGHT NOW WE'VE GOT KIND OF NON ACCURATE AVERAGE.

BUT I'D JUST LIKE TO SEE A LITTLE BIT MORE ACCURACY ON THAT REALLY.

WHAT THE, THE MAIN OBJECTIVE OF THE MULTI YEAR WAS REALLY TO DEMONSTRATE THAT WE'RE GOING TO BE LOOKING AT A DEFICIT BUDGET FOR 2425 REGARDLESS.

AND IT REALLY IS JUST HOW AGGRESSIVE DO YOU WANT TO BE WITH COMPENSATION.

AND THEN KNOWING THAT AS YOU CARRY THAT FORWARD, THERE ARE IMPLICATIONS OF A WHAT HAPPENS IN THE NEXT LEGISLATIVE SESSION WITH FUNDING.

B IT MAY MEAN, AGAIN, THAT WE ARE CONTINUING TO LOOK AT HOW DO WE TO SUSTAIN THIS, HOW DO WE CONTINUE TO BE MORE EFFICIENT.

SO THAT'S REALLY WE JUST WANTED TO MODEL THAT SO Y'ALL COULD SEE IT'S STILL A DEFICIT BUDGET.

IT'S JUST HOW FAR MORE AND THAT'S GOOD DEFICIT BUDGET.

THAT'S A GOOD SEGUE INTO ON OUR NUMBERS HERE.

AT THE END OF THE DAY, THE FUNDING CLIFF'S COMING.

WE SEE IT THERE ON THE THE FORECAST.

IT'S COMING I BELIEVE A, B OR C ARE NOT GOING TO IMPACT WHERE WE HIT THAT FUNDING CLIFF.

WHAT YEAR. SO THAT SHOULD BE JUST IF WE'RE LOOKING FOR A DATA POINT TO USE AS REFERENCE I THINK THAT'S A VERY IMPORTANT ONE.

I ALSO WANT TO SAY THAT, YOU KNOW, I AM 120% ON BOARD WITH STEPPING ON THE GAS ON THIS.

LET'S JUST REMEMBER.

WE ARE SPENDING FROM OUR SAVINGS ACCOUNT.

IT IS A DEFICIT BUDGET.

WE'RE SPENDING AND WE'RE GOING TO SPEND POTENTIALLY FASTER FROM OUR SAVINGS ACCOUNT.

AND SO THE QUESTION THAT I POSED TO MYSELF IS, CAN WE AFFORD THIS? NO. CAN WE AFFORD NOT TO DO THIS? ABSOLUTELY NOT.

SO I THINK THAT WE NEED TO KEEP THAT IN PERSPECTIVE THAT, YOU KNOW, WE'RE EVERYBODY ELSE HAS A FUNDING CLIFF FAST APPROACHING AS WELL.

BUT IF WE.

IT'S NOT DELINEATE, DIFFERENTIATE.

I MADE THE WRONG TERM EARLIER.

IF WE DIFFERENTIATE OURSELVES FROM OUR PEERS AND OUR COMPETITION OUT THERE, BRING THE RIGHT STAFF IN.

AT THE END OF THE DAY, WE'RE HERE FOR THE STUDENT OUTCOMES AND WHATEVER WE NEED TO DO TO GET THERE, AND THAT'S WHAT WE NEED TO DO.

I'M ALMOST DONE HERE.

LET'S SEE WHAT I HAD.

OH, I THINK MISS TIMMY MENTIONED THIS, BUT I HAVE NOT BEEN IN THE CLASSROOM LIKE MS. RENTERÍA AND MISS TIMME.

BUT I HEAR ABOUT TEACHERS THAT LOVE THE CLASSROOM, BUT DO HAVE TO MAKE THAT JUMP TO ADMINISTRATION IN ORDER TO TAKE A NEXT STEP IN, IN PAY.

AND SO, YOU KNOW, YOU HEAR ABOUT UNINTENDED CONSEQUENCES.

THIS IS AN UNINTENDED BENEFIT.

I BELIEVE THAT WE CAN GIVE THEM THAT OPTION WHERE THEIR STRENGTH IS TO STAY IN THAT CLASSROOM, WHICH WE WANT.

WHEN WE HAD THE BREAKDOWN ON A NUMBER OF TEACHERS IN THOSE DIFFERENT YEAR GROUP CATEGORIES OR WHATEVER.

SO WE'VE TALKED ABOUT THAT BEFORE, AND I THINK MISS TIMME MENTIONED THIS A LITTLE BIT, BUT WE'VE TALKED ABOUT MENTORS AND YOU KNOW, YOUR YOUR YOUR NEWER TEACHERS, THEY GET MENTORED BY THE MORE SEASONED TEACHERS.

AND RIGHT NOW I THINK ACROSS THE BOARD WE ARE VERY SHIFTED TOWARDS OUR NEWER TEACHERS, WHICH APPARENTLY DIDN'T USED TO BE THE CASE 20 YEARS AGO OR WHENEVER.

SO THAT'S HAPPENED.

SO WHAT WE WANT IS TO RIGHT SIZE THAT AS WELL, RIGHT.

AND REBALANCE THAT.

NOW WHEN WE LOOK AT OUR PROJECTIONS ON OPTION C, I DO WANT TO JUST GET A FEEL FOR IF THAT IF THAT DEMOGRAPHIC OF EXPERIENCE CHANGES LIKE WE WANT IT TO, WHAT WILL THAT DO FROM A FINANCIAL IMPACT GOING DOWN THE ROAD.

BECAUSE THAT WILL CHANGE THE NUMBER.

AND I DON'T NEED THAT ANSWER TONIGHT.

I'M JUST SAYING THAT'S SOMETHING I'M THINKING ABOUT AND THAT'S WORTH IT.

RIGHT? I'M THAT'S TOTALLY WORTH IT.

I'M WILLING TO ATTEMPT IT.

BUT THERE ARE.

A LOT OF VARIABLES, OF VARIABLES AND A LOT OF GUESSWORK.

I GUESS MY POINT IS, IF THAT IS A MORE EXPENSIVE, IF WE SEE THAT BECOME MORE EXPENSIVE, I THINK THE POINT IS THAT WE SEE THE PAYBACK IN WHAT HAPPENS IN THE CLASSROOM.

SO WE WANT THAT WE'RE WILLING TO PAY FOR THAT.

IT WAS JUST SOMETHING WHEN I SEE THAT THE DEMOGRAPHICS LIKE THAT AND WE START TALKING ABOUT THE COST ON THIS YELLOW SHEET, THERE WILL BE A CHANGE OVER TIME.

IF WE'RE SUCCESSFUL IN WHAT WE DO WITH OUR TEACHERS.

AND I WOULD JUST BALANCE THAT WITH YES.

SO THAT WE MIGHT SEE THAT BECAUSE WE'RE WE'RE HIRING AND WE'RE RETAINING MORE OF OUR EXPERIENCED TEACHERS.

SO THAT MAY COST US MORE OVER TIME.

BUT I WOULD LOVE AND I LOVE THE PEOPLE THAT WE HAVE THAT WE'RE SUPPORTING OUR NEW TEACHERS.

BUT MY DREAM WOULD BE TO TELL THOSE THREE I DON'T NEED THEM ANYMORE BECAUSE, YOU KNOW, WE OUR NUMBER OF ZERO YEAR BRAND NEW TEACHERS IS SO SMALL THAT WE CAN SUPPORT THEM DIFFERENTLY THAN WHAT I'M HAVING TO DO RIGHT NOW.

OUR TEACHERS THAT ARE GOING THROUGH, YOU KNOW, THAT CURRENTLY ARE PART OF DEI AND NOT CERTIFIED YET.

I WOULD LIKE, I WOULD, AND I'M THANKFUL FOR THOSE INDIVIDUALS, BUT I HOPE THAT NUMBER IS ELIMINATED THROUGH THIS PROCESS.

AND AGAIN, THE RESOURCES THAT WE ARE SPENDING ON SUPPORTING THEM WOULD BE REDIRECTED TO SUPPORTING MORE VETERAN TEACHERS IN THIS COMPENSATION MODEL.

[02:40:03]

BUT BUT THAT'S WHERE WE'RE HEADED.

AND SO I JUST I'M VERY EXCITED ABOUT THIS.

I KNOW WE WE HAVE MADE SOME VERY AGGRESSIVE DECISIONS.

BECAUSE WE'RE PASSIONATE ABOUT WHERE WE WANT TO END UP.

BUT I DO WANT TO I'M VERY EXCITED ABOUT MAINTAINING THAT AGGRESSIVE CONSISTENCY AS WE MAKE THESE KIND OF DECISIONS AS WELL GOING FORWARD.

WE CAN'T. WE STEPPED ON THE GAS MONTHS AGO.

NOW IT'S TIME TO JUST KEEP OUR FOOT ON THE GAS.

SO THAT'S ALL I GOT.

THANK YOU. RIGHT.

WE'RE GETTING A LITTLE AGGRESSIVE IN HERE.

I HEARD A FEW LITTLE.

GO BIG OR GO HOME IN HERE.

MR. EAGER.

DID YOU WANT US TO MAKE A COPY? YOU KNOW, THE REALITY IS, IS THAT.

MUCH LIKE MY COLLEAGUES.

WHEN TEACHERS TOLD ME WHAT THEY WERE MAKING.

AND I HAVE I HAVE SOME DEAR FRIENDS THAT ARE TEACHERS.

WHAT THEY WERE MAKING FROM BEING SENIOR EXPERIENCED STAFF MEMBER.

IT JUST TORE MY HEART.

IT'S EMBARRASSING.

I MEAN, JUST EMBARRASSING.

NOW I UNDERSTAND HOW WE GOT HERE, BUT, YOU KNOW, GO BIG OR GO HOME BECAUSE THE REALITY IS THE COMPETITION FOR TEACHERS. A IF YOU REMEMBER 2 OR 3 YEARS AGO, WE'RE IN THE MIDDLE OF COVID, TEACHERS WERE ON A PEDESTAL.

THEY WERE HONORED FOR STEPPING UP AND DOING WHAT THEY HAD TO DO FOR OUR KIDS.

AND IT'S TIME TO CONTINUE THAT, HONORING THE PROFESSION AND HOW YOU DO IT.

YOU DEDICATE THE RESOURCES BECAUSE THE REALITY THAT RICHARDSON IN RIGHT NOW, YOU'VE GOT TEACHERS, IT'S GOING TO BECOME A SHORTAGE.

AND GUESS WHAT? WE GOT NEWER SCHOOLS, GOT THAT NEWER FURNITURE.

IT'S CLOSER DRIVE.

I CAN I CAN AFFORD A HOUSE BECAUSE RICHARDSON IS A GREAT AREA TO LIVE IN.

AND SO THAT'S JUST WHAT HAPPENS.

GETTING A LITTLE HARDER TO BUY A HOUSE HERE.

ALL THOSE THINGS SO WE CAN STICK OUR HEAD IN THE GROUND, ACT LIKE IT'S GOING TO GO AWAY AND TRY AND CUT OUR WAY OUT OF IT, OR WE CAN GO AND STEP UP, YOU KNOW, BECAUSE I'M TIRED OF HEARING ABOUT THIS OTHER DISTRICTS DOING THIS AND THIS OTHER DISTRICT, YOU KNOW, RICHARDSON'S.

THIS IS WHERE YOU KNOW, LEAD OR GET OUT OF THE WAY.

OKAY. AND SO YEAH, YEAH.

WELL, IT'S, YOU KNOW, AT THE END.

YEAH. END OF THE DAY, WE GOT SOME CHALLENGES IN EITHER A WE CAN STICK OUR HEAD IN THE GROUND AND HOPE IT GOES AWAY, OR WE CAN CORRECT SOMETHING THAT BECAUSE, YOU KNOW, IT'S NEVER GOING TO GET FIXED.

IF YOU KEEP WITH THAT 3%, 4%, IT WILL NEVER GET FIXED.

AND IT WILL AND IT WILL COMPOUND THE ISSUE OF US RECRUITING.

AND THERE'S ONLY SO MUCH YOU CAN OVERCOME IN RECRUITING.

THERE'S ONLY SO MANY BENEFITS YOU CAN DO.

THIS PUTS US IN A SPOT TO STEP UP.

AND HEY, IF YOU'RE SERIOUS ABOUT TEACHING AND YOU SERIOUS ABOUT HELPING OUR KIDS, THIS IS THE BOARD THAT'S GOING TO STEP UP AND DO IT.

SO I CAN'T SAY MORE THAN THE REST OF MY COLLEAGUES HAVE SAID.

I JUST SAID I'M PROUD TO BE ON THIS TEAM.

THIS TEAM STEPS UP, ADDRESSES THE CHALLENGES THAT WE NEED TO.

AND WE'LL, YOU KNOW, WE'LL FIGURE IT OUT.

ALWAYS HAVE. SO ALL I GOT TO SAY ABOUT THAT.

ALL RIGHT. THANK YOU, MR. EAGER. ANY ADDITIONAL QUESTIONS? COMMENTS? ANYBODY WANT TO JUMP UP AND DOWN MISS BRANUM? NO. LET'S NOT.

NO WORKMAN'S COMP, PLEASE.

WE'RE PUTTING THE RESOURCES TOWARDS COMPENSATION.

SO I JUST AGAIN, JUST I WANT TO MAKE SURE I HAVE DIRECTION FROM THE WILL OF THE BOARD.

SO WHAT I'M HEARING IS A POSITIVE RECEPTION FOR US TO BRING FORWARD A FINAL RECOMMENDATION AT OUR NEXT MEETING FOR OPTION C.

I'M NOT HEARING ANY CONCERN WITH THE OTHER AMOUNTS AT 3% RAISE FOR ALL THE EMPLOYEE TYPES, THE SPECIAL EDUCATION, THE OTHER THINGS THAT ARE MENTIONED IN THERE.

SO I, I'M HEARING THAT I KIND OF HAVE DIRECTIONAL TO TO BRING THAT FORWARD.

MR. POTEET WOULD LIKE TO SEE THE MULTI YEAR WITH OPTION A, B AND C JUST SO THAT THAT IS MODELED OUT.

ANYTHING ELSE THAT THE BOARD NEEDS US TO PREPARE FOR THAT FINAL? YES, MA'AM. I WOULD LIKE TO SEE SOME OF THE CURRENT TEACHERS WHO ARE IN THE DISTRICT NOT BY NAME, BUT LIKE LIKE MODELED OUT AS WELL.

YES, IT DOESN'T NEED TO BE A LARGE NUMBER, BUT JUST SOME SORT OF REPRESENTATION SO WE CAN UNDERSTAND THE IMPACT IT WOULD HAVE.

AND I'M ASKING AND I'M REALLY ASKING FOR I DON'T WE CAN DO ALL THREE.

BUT I REALLY JUST A CONTRAST BETWEEN THE TWO.

YES MA'AM. AND LIKE THE TRADITIONAL VERSUS OPTION C AND LIKE MAYBE AT THOSE SAME YEAR LIKE FIVE 1015, 20.

[02:45:01]

AND SOMEBODY LIKE WHAT REPRESENTS I UNDERSTAND THERE ARE OUTLIERS.

I UNDERSTAND THERE WILL BE THINGS THAT NEED TO BE DONE.

I'M TALKING ABOUT THE NORM AND SO THAT WE'LL KNOW WHAT TEACHERS CAN EXPECT IN THOSE LEVELS.

YES, MA'AM.

THAT IT.

ALL RIGHT. THIS WAS GOOD STUFF.

TWO GREAT PRESENTATIONS BACK TO BACK.

YOU KNOW, WHAT CAN I SAY? THIS IS THIS HAS BEEN AN ABSOLUTELY AWESOME NIGHT.

SO THANK YOU ALL.

THANK YOU. DOCTOR? DOCTOR. AJA. YES.

THANK YOU. ALL RIGHT.

[III.C. Review and Discuss Board Policies]

INSTRUCTIONAL MATERIALS FB INSTRUCTIONAL RESOURCES.

LIBRARY MATERIALS MRS. BRANUM. I AM NOT MRS. BRANUM, BUT I WILL TALK ABOUT IT.

I KNOW SHE'S A VENTRILOQUIST NOW, SO THESE THREE POLICIES SHOULD BE AND LOOK FAMILIAR TO THE BOARD BECAUSE WE DID BRING THESE FORWARD ORIGINALLY AT THE BEGINNING OF THE YEAR.

AND SO THE MAJORITY OF THE INFORMATION THAT I WILL COVER, YOU'VE ALREADY HEARD, WE DID PULL THESE FROM GOING FORWARD FOR A CONSENT VOTE, BECAUSE, AS I MENTIONED IN THAT JANUARY MEETING, THAT WE WERE WAITING FOR THE FINAL RULES FROM THE TEXAS LIBRARY AND ARCHIVES COMMISSION RELATED TO THE LIBRARY COLLECTION STANDARDS.

AND WE HAVE THOSE.

AND SO THAT DID NECESSITATE SOME CHANGES TO THE POLICY.

AS A REMINDER, F LOCAL, WHAT YOU WILL SEE IS A COMPLETE DELETION OF THE LOCAL.

AND THAT IS BECAUSE THAT PARTICULAR POLICY, AS IT WAS WRITTEN, ACTUALLY COMBINED THE REQUIREMENTS FOR INSTRUCTIONAL RESOURCES AS THEY RELATE TO INSTRUCTIONAL MATERIALS AND INSTRUCTIONAL RESOURCES AS THEY RELATE TO LIBRARY MATERIALS.

AND THOSE ARE ACTUALLY TWO DIFFERENT STANDARDS.

SO WE HAVE TAKEN THE INFORMATION THAT WAS IN F AND SEPARATED THEM INTO THE APPROPRIATE POLICIES.

SO THERE WILL NOW BE AN F A LOCAL AND AN F BE LOCAL.

AND SO AGAIN F A IS OUR INSTRUCTIONAL MATERIALS POLICY.

AND SO THAT ARE ALL THE MATERIALS RELATED TO OUR STANDARDS.

AND IT OUTLINES IN THERE HOW THAT MATERIAL IS IDENTIFIED, THE SELECTION HOW INDIVIDUALS CAN GO ABOUT CHALLENGING THOSE RESOURCES.

THE CONSIDERATION PROCESS, INCLUDING THE RECONSIDERATION COMMITTEE POOL, THE COMMITTEE, AND THE FREQUENCY OF REVIEW IN THE APPEAL.

FOR THOSE, THIS PARTICULAR APPEAL WOULD BE HANDLED UNDER.

DEPENDING ON WHO IT IS THAT'S BRINGING FORWARD THE APPEAL.

IT COULD BE DBA, WHICH IS OUR COMPLAINT POLICY THAT EMPLOYEES ARE ABLE TO USE FMG, WHICH IS STUDENT AND PARENTS, OR GF, WHICH IS OUR GENERAL PUBLIC.

EFB LOCAL IS SPECIFICALLY FOR LIBRARY MATERIALS.

AND THIS IS A POLICY THAT HAD MORE CHANGES BECAUSE AGAIN, IT INCORPORATES THE TSLAC COLLECTION DEVELOPMENT REQUIREMENTS. AND SO.

MANY OF THE STANDARDS THAT YOU ALL SAW BEFORE.

THEY'RE THE SAME. THEY'VE KIND OF REORDERED SOME OF THE INFORMATION.

SO IF YOU LOOK AT PAGE ONE FOR EXAMPLE, IT HAS COLLECTION DEVELOPMENT GOALS.

THERE'S ALSO SPECIFIC REQUIREMENTS RELATED TO THE SELECTION AND EVALUATION OF LIBRARY MATERIALS.

AND AS A REMINDER, THIS IS GOING TO ALSO COVER CLASSROOM LIBRARY MATERIALS AS WELL.

PARENTS WILL CONTINUE TO HAVE THE ABILITY TO OPT OUT OF THEIR CHILD, HAVING ACCESS TO ANY LIBRARY MATERIAL THAT THEY DON'T WANT THEIR CHILD TO HAVE ACCESS TO.

BUT AGAIN, JUST LIKE OUR INSTRUCTIONAL MATERIALS POLICY, THERE ARE ALSO STANDARDS FOR ASKING FOR RECONSIDERATION OF MATERIAL.

OUR RECONSIDERATION COMMITTEE AND POOL, AS WELL AS THE APPEAL POLICY.

AND ONE OF THE THINGS THAT WAS MISSING IN THE ORIGINAL LOCAL POLICY THAT WAS F WAS SOME SPECIFIC TIME FRAMES.

AND SO WE'VE INCORPORATED SPECIFIC TIME FRAMES IN BOTH OF THOSE POLICIES.

AND DOCTOR LEEPER IS ALSO AVAILABLE IF THERE ARE ANY SPECIFIC QUESTIONS.

[02:50:05]

LIKE I'M SO SORRY.

THAT'S WHY I KNOW.

BUT I TOO WANT THE TEACHERS TO HAVE OPTIONS.

SEE, FOR THE RECORD.

AND IT IS TIME THAT WE ADDRESS THESE POLICIES.

GO BIG OR GO HOME.

GO BIG. YEAH.

I'M NOT HEARING THE SAME PASSION.

YES, YES.

OH MY GOD. HONESTLY, I REALLY WAS GOING TO THANK YOU.

YOU KNOW, WE TALK ABOUT THIS EVERY TIME BECAUSE WE KNEW THAT THERE WAS A LOT OF WORK THAT NEEDED TO BE DONE WITH THESE POLICIES, AND YOU GUYS ARE JUST DIGGING IN AND GETTING IT DONE. SO POLICY COMMITTEE, MISS RENTERIA, MISS PACHECO AND MR. PETITE. THANK YOU, THANK YOU, THANK YOU.

AND OF COURSE, MISS MCGOWAN.

THANK YOU SO MUCH.

THIS IS A LOT OF WORK, I KNOW.

GUESS WHAT, GUYS? THAT'S IT.

ALMOST. SO I WOULD LIKE TO THANK EVERYBODY WHO CAME OUT, THE STAFF.

ABSOLUTELY. OUR VISITORS AND OF COURSE MY COLLEAGUES FOR BEING HERE THIS EVENING.

[IV. CLOSED MEETING]

THANK YOU EVERYONE AND HAVE A GREAT NIGHT.

THE BOARD IS RETURNING TO OPEN SESSION AT 11:01 P.M..

[V. RECONVENE]

THIS MEETING IS ADJOURNED AT 11:01 P.M.

ON APRIL 18TH, 2024.

* This transcript was compiled from uncorrected Closed Captioning.