Aug 08, 2024 Regular Board Meetings

[I. CALL TO ORDER]

[00:00:10]

GOOD EVENING AND WELCOME TO THE AUGUST MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.

I AM CHRIS POTEET, BOARD PRESIDENT.

WE HAVE A QUORUM PRESENT AND THIS MEETING IS CALLED TO ORDER.

JUST AS IN ADDITION, WE DO HAVE TWO TRUSTEES THAT WERE NOT ABLE TO MAKE IT TONIGHT, BUT WE STILL MAINTAIN A QUORUM.

DOCTOR HELLER, WILL YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGE OF ALLEGIANCE THIS EVENING? YES, PRESIDENT POTEET, I'M EXCITED TO INTRODUCE TO YOU DONTARIUS DJ JOHNSON.

HE IS GOING TO BE A SENIOR AT RICHARDSON HIGH SCHOOL.

GO, EAGLES.

I CALLED HIM THIS WEEK AND HE SAID, YES, I CAN COME AND DO THIS, MISS HELLER, BUT I'M GOING TO DESPERADOS PRACTICE RIGHT AFTERWARDS.

SO THAT IS WHY HE IS IN HIS DESPERADO SHIRT.

HE'S ALSO GOING TO BE REPRESENTING RICHARDSON HIGH SCHOOL AS PART OF TI12 THIS YEAR.

AS WELL AS HE IS SERVING NOT ONLY ON THE RICHARDSON HIGH SCHOOL PTA BOARD, BUT HE IS THE FIRST STUDENT TO SERVE ON THE DISTRICT PTA BOARD.

SO, WE ARE SO PROUD OF HIM.

SO, IF YOU WILL, PLEASE STAND.

AND DJ IS GOING TO LEAD US IN OUR PLEDGES THIS EVENING.

THANK YOU SO MUCH, DJ.

HAVE A GREAT NIGHT.

PLEASE JOIN US IN A MOMENT OF SILENCE.

THANK YOU.

COLLEAGUES, IT IS NOW TIME FOR OUR RECOGNITIONS, DOCTOR HELLER.

YES. AND AS THE BOARD IS COMING FORWARD, I WOULD LIKE TO WELCOME YOU TO OUR AUGUST MEETING THIS EVENING.

THANK YOU ALL FOR JOINING US TONIGHT.

THE RSD BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS AND DEPARTMENTS.

OUR TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTIONS OUR LOCAL BUSINESSES, COMMUNITY ORGANIZATIONS AND INDIVIDUALS MAKE TO THE DISTRICT.

AT EACH REGULAR MONTHLY BOARD MEETING.

WE TAKE TIME TO CELEBRATE THESE ACHIEVEMENTS.

WE ASK THAT ALL GUESTS AND VISITORS HELP CELEBRATE THESE RECOGNITIONS BY STAYING TO ENJOY THE ENTIRE RECOGNITION PROCESS.

THIS ALLOWS US TO SHOW THEIR APPRECIATION FOR EACH RECIPIENT.

THERE WILL BE A SHORT BREAK AT THE CONCLUSION OF THE RECOGNITIONS PORTION OF THE AGENDA.

ANY GUESTS WISHING TO LEAVE THE AUDITORIUM CAN DO SO AT THAT TIME.

OKAY, AND OUR FIRST RECOGNITION AND APPRECIATION FOR THIS EVENING IS FOR OUR BACK TO SCHOOL BACKPACK BASH SPONSORS.

WE ARE SO GRATEFUL.

YES. CAN WE GET WHERE WE'RE GOING TO START WITH A ROUND OF APPLAUSE THERE.

WE LIFTED THIS EVENT UP FOR THE FIRST TIME.

DURING THE PANDEMIC. IT WAS A DRIVE THROUGH EVENT.

IT IS NOW GROWN TO INCLUDE MULTIPLE CAMPUSES.

WE HOSTED EVENTS ON TUESDAY EVENING.

THERE ARE EVENTS HAPPENING RIGHT NOW.

AS PART OF MEET THE TEACHER, THERE ARE ADDITIONAL EVENTS HAPPENING AT OUR CAMPUSES TOMORROW AND MONDAY, AND WE COULD NOT DO THIS WITHOUT OUR COMMUNITY AND OUR INCREDIBLE PARTNERS AND SPONSORS.

AND JUST AS A REMINDER, LAST YEAR WE RAISED ABOUT 78,000 IN PARTNERSHIP WITH OUR COMMUNITY.

THIS YEAR WE RAISED OVER 117,000.

SO THAT MEANT WE GOT YES, WE GOT TO GIVE AWAY THAT MANY MORE BACKPACKS AND SCHOOL SUPPLY KITS.

SO, WE HAVE SEVERAL OF OUR SPONSORS HERE THIS EVENING THAT WE ARE SO INCREDIBLY GRATEFUL TO RECOGNIZE.

I WOULD LIKE TO START WITH DALLAS COLLEGE DR.

CATHERINE EGGLESTON.

IF YOU COULD PLEASE COME FORWARD.

YES. LET'S HEAR IT FOR DALLAS COLLEGE.

WE HAVE HAD SEVERAL OF OUR FAITH-BASED PARTNERS IN OUR COMMUNITY STEP UP AND HELP AS PART OF THEIR OUTREACH EFFORTS, INCLUDING CREATE CHURCH, FIRST BAPTIST CHURCH, RICHARDSON, FIRST PRESBYTERIAN CHURCH, RICHARDSON, FIRST UNITED METHODIST CHURCH, RICHARDSON, GRACE LAKE HIGHLANDS CHURCH, AND KING OF GLORY CHURCH.

AND I KNOW WE HAVE SOME REPRESENTATIVES FROM KING OF GLORY HERE THIS EVENING.

[00:05:04]

THANK YOU SO MUCH.

YEAH. AND AFTER WE RECOGNIZE YOU, IF YOU COULD MAYBE JUST STAND TO MY RIGHT.

TO THE RIGHT, MR. POTEET, AND WE'LL GET A BIG GROUP SHOT AT THE END.

WE ALSO HAVE A GREAT PARTNERSHIP WITH LAKE HIGHLANDS PUBLIC IMPROVEMENT DISTRICT.

THEY WERE NOT ABLE TO BE HERE THIS EVENING.

NETWORK OF COMMUNITY MINISTRIES, ALWAYS A BIG PARTNER OF OURS.

SOLIS NIECE, IF YOU COULD PLEASE COME FORWARD.

WE'RE SO THANKFUL FOR OUR CONTINUED PARTNERSHIP WITH NETWORK OF COMMUNITY MINISTRIES.

ANOTHER REALLY IMPORTANT AND SUPPORTIVE FAITH BASED PARTNER FOR THE RICHARDSON ISD COMMUNITY IS SPRING VALLEY UNITED METHODIST CHURCH.

AND I WOULD LIKE TO INVITE UP REVEREND DOCTOR FRANK DRENNER, SENIOR PASTOR DAVID SMITH, LAY LEADER AND MISSIONS COMMITTEE CHAIR, AND JIM WRIGHT, CHURCH COUNCIL CHAIR. IF THEY COULD PLEASE COME FORWARD.

THANK YOU SO MUCH TO SPRING VALLEY UNITED METHODIST CHURCH.

OH, AND MASON BRYANT, MR. BRYANT MASON.

OH, I'M SORRY, MA'AM.

MASON BRYANT, PLEASE COME FORWARD SO WE CAN RECOGNIZE YOU.

THANK YOU SO MUCH, MASON.

AND WE CONTINUE TO HAVE AN INCREDIBLE PARTNERSHIP WITH OUR CORPORATE LOCAL CORPORATE BUSINESS, STATE FARM.

I BELIEVE EMILY HILL IS HERE THIS EVENING.

EMILY, IF YOU COULD PLEASE COME FORWARD.

THANK YOU SO MUCH.

AND THE LAST TWO ORGANIZATIONS I WOULD LIKE TO RECOGNIZE, AND THEY ARE ACTUALLY OUT WORKING AT EVENTS ON CAMPUSES RIGHT NOW, THE RICHARDSON ISD FOUNDATION, THEY ARE OVER AT STULTS ROAD THIS EVENING, AS WELL AS WATERMARK CHURCH, AND THEY ARE AT AN EVENT AT OUR ISD ACADEMY.

SO LET'S HEAR IT ONE MORE TIME FOR ALL OF OUR BACKPACK BASH SPONSORS.

AND NOW WE'RE GOING TO GRAB THAT GROUP PICTURE.

AWESOME. THANK YOU SO MUCH.

WE KNOW THAT WE CANNOT FULFILL OUR TRUE NORTH GOAL HERE, HERE IN RICHARDSON ISD WITHOUT OUR SUPPORTIVE COMMUNITY.

SO THANK YOU AGAIN.

WE HAVE A SECOND PARTNER RECOGNITION THIS EVENING AND WE ARE SO GRATEFUL TO BOTH OF THESE LOCAL BUSINESSES, ALLIANCE ARCHITECTS AS WELL AS B&H ENGINEERS AND I KNOW ALLIANCE IS HERE, IF THEY COULD COME FORWARD, PLEASE.

THEY STEPPED UP WHEN WE REACHED OUT AND ACTUALLY, THEY, ALLIANCE REACHED OUT TO US AND SAID, HOW CAN WE SUPPORT YOUR NEW HIRES? AND I SAID, WELL, WE WOULD LOVE TO BE ABLE TO FEED THEM LUNCH.

AND SO, IN PARTNERSHIP, ALLIANCE AND BH ENGINEERS SPONSORED LUNCH FOR OUR NEW HIRES LAST TUESDAY WITH A DONATION OF $5,000.

SO THANK YOU SO MUCH TO OUR FRIENDS AT ALLIANCE ARCHITECTS AND B&H ENGINEERS.

YOU GUYS. AND IF YOU'RE A NEW CENTRAL OFFICE DISTRICT ADMINISTRATOR THAT WE'RE INTRODUCING THIS EVENING, IF YOU COULD PLEASE STAND AND START LINING UP ON THE SIDE HERE, WE'RE GOING TO INTRODUCE YOU ALL NEXT.

WE ALWAYS HAVE TO GET THE TWO PHOTOS ONE FOR SOCIAL ON THE PHONE AND THE OTHER FOR THE WEBSITE.

THANK YOU SO MUCH.

AND OUR FINAL RECOGNITION THIS EVENING IS WE ARE EXCITED TO INTRODUCE TO YOU OUR BOARD OF TRUSTEES, SOME VERY NEW CENTRAL OFFICE LEADERS. THESE ARE ALL NEW DISTRICT ADMINISTRATORS THAT ARE JOINING THE RICHARDSON ISD FAMILY FOR THE FIRST TIME OR THEY MAY BE IN A NEW LEADERSHIP ROLE FOR THIS NEW SCHOOL YEAR.

SO, WE ARE VERY EXCITED TO INTRODUCE THEM TO YOU.

AND WE'RE GOING TO JUST START AT THE TOP WITH MR. MICHAEL MCDONALD, WHO HAS RECENTLY JOINED OUR FAMILY TEAM RSD, AS THE AREA SUPERINTENDENT FOR THE BERKNER LEARNING COMMUNITY.

COME FORWARD MR. MCDONALD.

AND NOT A NEW FACE TO OUR ISD THIS YEAR, BUT IN A NEW ROLE.

[00:10:04]

AND THIS ONE'S REALLY SPECIAL FOR ME BECAUSE I GET TO SAY WELCOME BACK HOME.

I'M EXCITED TO INTRODUCE OUR NEW DIRECTOR OF COMMUNITY ENGAGEMENT, SONYA PARKER.

GOOD. OKAY, I THINK I'M GOING TO GO OUT OF ORDER, BUT Y'ALL ARE SMART INDIVIDUALS AND LEADERS, SO YOU GUYS WILL GET THIS.

OKAY. NEXT, IN A NEW ROLE THIS YEAR AS COORDINATING DIRECTOR OF PROFESSIONAL LEARNING.

I'M INTRODUCING AMBER LAMBERT.

ALSO, NOT NEW TO RISD, BUT IN A NEW ROLE, AND I'VE HAD THE PLEASURE OF WORKING WITH HER IN TWO DISTRICTS NOW THE NEW DIRECTOR OF PROFESSIONAL LEARNING, LAURA MOORE.

AND WE ALSO HAVE OUR NEW DIRECTOR OF OUR CHILD LEARNING ACADEMIES, JESSICA WHITE.

CONGRATULATIONS, JESSICA.

WE HAVE SEVERAL NEW AWESOME ADMINISTRATORS AND LEADERS THAT ARE JOINING OUR TEACHING AND LEARNING TEAM.

AND I WOULD LIKE TO START BY INTRODUCING DOCTOR SUSAN HERNANDEZ, OUR SENIOR EXECUTIVE DIRECTOR OF CURRICULUM AND INSTRUCTION.

WELCOME TO RICHARDSON.

WE ALSO HAVE DOCTOR LUKE HURST, WHO IS GOING TO BE JOINING US AND TRANSITIONING INTO THE ROLE OF EXECUTIVE DIRECTOR OF ADVANCED LEARNING.

WELCOME TO RICHARDSON, DOCTOR HURST.

WE HAVE ROWENA ALIBAG, DIRECTOR OF LANGUAGES OTHER THAN ENGLISH AND LANGUAGE SUPPORT, AND SHE IS NOT NEW, BUT IN THIS, BUT SHE IS NEW IN THIS INCREDIBLE LEADERSHIP POSITION FOR THE NEW SCHOOL YEAR.

LYNETTE MACIE STENNETT, DIRECTOR OF BILINGUAL SERVICES IN A NEW ROLE THIS YEAR.

CONGRATULATIONS, LYNETTE.

WE HAVE A NEW DIRECTOR OF CAREER AND TECHNICAL EDUCATION, ROCHELLE ROBINSON.

WELCOME TO RICHARDSON.

LISA STEWART IS SERVING IN A NEW LEADERSHIP ROLE THIS YEAR IN RICHARDSON AS OUR DIRECTOR OF K-5 LITERACY.

ALSO NEW TO RICHARDSON THIS YEAR AS OUR DIRECTOR OF GRADES SIX THROUGH 12, READING LANGUAGE ARTS IS AMY ALEJANDRO.

AND WE HAVE A COUPLE NEW FACES IN OUR ACI DEPARTMENT.

THIS GENTLEMAN IS NOT NEW.

I GUESS I GET TO SAY WELCOME BACK HOME TOO TO MR. DOCTOR, EXCUSE ME, DOCTOR FRANK PETRONELLA, WHO IS RETURNING AS OUR DIRECTOR OF TEACHER INCENTIVE ALLOTMENT AND NATIONAL BOARD CERTIFIED TEACHERS.

WELCOME BACK FRANK.

ALSO SUPPORTING THE IMPORTANT WORK OF OUR ASI TEAM.

WE HAVE TRANG VO, DIRECTOR OF DATA ANALYSIS AND REPORTING.

AND ALSO, NOT A NEW FACE TO RICHARDSON ISD, BUT EXCITED TO WELCOME HER AS OUR NEW DIRECTOR OF DATA AND ASSESSMENT, JILL HORTON.

AND DOCTOR LAUREN DUBOSE, DIRECTOR OF INTERVENTION SERVICES.

WELCOME TO RICHARDSON ISD.

I CAN TELL YOU THIS TEAM HAS ALREADY BEEN HARD AT WORK THIS SUMMER.

THEY HAVE BEEN DESIGNING AND FACILITATING AND LEADING LOTS OF BACK-TO-SCHOOL PROFESSIONAL LEARNING FOR OUR STAFF AND OUR TEACHERS.

SO WELCOME TO RICHARDSON AND HERE'S TO A GREAT YEAR.

AND LET'S TRY AND GRAB A PICTURE.

THAT YOU CAN RUN IN THE FRONT.

[00:15:19]

AND THAT CONCLUDES THE RECOGNITIONS PORTION OF OUR AGENDA THIS EVENING.

THANK YOU.

READY. ALL RIGHT.

THANK YOU, DOCTOR HELLER, FOR THOSE RECOGNITIONS.

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

[II. PUBLIC COMMENT SECTION]

ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS DURING TODAY'S MEETING SPEAKERS MAY COMMENT ON BOTH AGENDA AND NON AGENDA ITEMS. AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENTS PROTOCOL AS NOTED ON THE RISD WEBSITE.

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

MR. EWEN BLACKMAN.

THANK YOU, BOARD OF TRUSTEES.

PRESIDENT POTEET, SUPERINTENDENT BRANUM AND ESTEEMED EMPLOYEES.

I RISE TONIGHT TO FIRST PAY TRIBUTE.

THE BUILDING IS ONE MAN DOWN.

A TIRELESS ADVOCATE FOR OUR STUDENTS.

IF WE COULD, LET'S BOW OUR HEADS FOR A MOMENT OF SILENCE.

FOR A MARINE WHO EMBODIED SEMPER FIDELIS RANDY BLANKENSHIP.

THANK YOU. I KNOW HE'S IN A BETTER PLACE.

FREE FROM PAIN, FREE FROM SUFFERING, AND FREE FROM BOARD MEETINGS.

REST WELL, SIR.

ON TO SOME GREAT THINGS FOR THIS YEAR.

BERKNER HIGH SCHOOL, MY FORMER HIGH SCHOOL THAT I WORKED AT, LETS PEOPLE GET CONFUSED THAT I WENT THERE HAS SEEN SOME HARD TIMES, BUT THE COMMUNITY AND THE STAFF ARE EXCITED FOR A RETURNING FORMER ADMINS AND I ECHO THAT BOTH FARAH SMOCK AND CRYSTAL KEMP ARE TWO STELLAR INDIVIDUALS, AND I LOOK FORWARD TO A GREAT YEAR FROM THEM.

ALTHOUGH ROME WAS NOT BUILT IN A DAY, I WILL TELL YOU HOW MUCH I AM THANKFUL AND HOW MUCH I THINK OF PHARAOH.

AS I TOLD HER WHEN I MET WITH HER FOR THE SECOND TIME THE OTHER WEEK, SHE IS ONE OF THE FEW PEOPLE THAT I WOULD ACTUALLY RETURN TO WORK FOR AT THAT SCHOOL, SO.

BUT I'LL GIVE HER A YEAR, DON'T WORRY.

I WAS GOING TO SPEAK TONIGHT THOUGH ON STAR AND THE STAR SCORES, BUT UNFORTUNATELY, I DID NOT RECEIVE THOSE IN TIME.

BUT I DO KNOW FROM THE STATE RESULTS THAT CAME OUT THE PRELIMINARY LOOKS IS THAT THE NUMBERS HAVE BEEN SLIGHTLY FLAT.

AND THAT'S OKAY, BECAUSE I THINK THAT RICHARDSON'S FUTURE AND SOME OF THE FOLKS THAT WERE HERE TONIGHT INDEED EMBODY THAT HIGH QUALITY INDIVIDUALS.

SHOUT OUT TO TRENT, THOUGH TAKING ON THE DATA.

SHE'S A HIGHLY INTELLIGENT LADY AND I'VE KNOWN HER FOR MANY, MANY YEARS.

EXCITED TO SEE THAT POSITION FILLED WITH HER.

SO THAT'S FANTASTIC.

BUT I DO. I AM HOPEFUL FOR THE FUTURE, SEEING THE INDIVIDUALS THAT SUPERINTENDENT BRANUM WAS BRINGING ON BOARD.

[00:20:05]

I WILL BE ACTIVE AND ENGAGED.

SOME OF THOSE FOLKS WILL BE HEARING FROM ME SOON FOR SURE, BECAUSE I LIKE TO, YOU KNOW, CONNECT WITH COMMUNITY AND THE PEOPLE IN THE RISD.

SO THANK YOU FOR THAT. SUPERINTENDENT BRANUM.

NICE CHOICES AND I LOOK FORWARD TO THE REST OF THIS YEAR.

YOU'LL SEE ME AGAIN.

THANK YOU. GOOD NIGHT.

THANK YOU, MR. BLACKMAN.

NEXT SPEAKER IS MISS LAUREN.

DONNA. HI, MY NAME IS LAUREN MCDONOUGH.

I'VE GOT TWO GIRLS AND FOURTH AND SIXTH GRADE THAT WERE AT MOHAWK AND HAVE NOW BEEN REZONED TO CANYON CREEK.

RANDY BLANKENSHIP WAS A FREEDOM FIGHTER WITH HIS OWN FLAIR FOR APPROACHING THE HORSESHOE.

MANY OF YOU DID NOT AGREE WITH HIM AND CHECKED OUT EACH TIME HE CAME FORWARD.

YET HE FAITHFULLY SHOWED UP TO EACH MEETING AND HELPED PARENTS VOICE THEIR CONCERNS AND EVEN PURCHASE BOOKS FOR EVERY SCHOOL IN OUR DISTRICT, EVEN IF YOU DISAGREED.

I HOPE YOU SAW HIS DEEP CONVICTION TO SPEAK UP FOR THE CHILDREN IN OUR COMMUNITY.

A CONVICTION FROM GOD.

WHEN WE'RE FACED WITH DEATH, WE REALIZE OUR OWN HUMANITY, AND THERE IS 100% CERTAINTY THAT WE WILL ALL DIE.

RANDY KNEW WHERE HE WAS GOING AND HE WASN'T AFRAID.

DO YOU KNOW WHERE YOU'RE GOING? HAVE YOU ACCEPTED JESUS AS YOUR PERSONAL SAVIOR AND HAS HE CHANGED YOUR LIFE? JESUS SAID, I AM THE WAY, THE TRUTH, AND THE LIFE.

NO ONE COMES TO THE FATHER EXCEPT THROUGH ME.

JOHN 14 SIX.

AND C.S.

LEWIS FAMOUSLY SAID, HE IS EITHER A LUNATIC, A LIAR, OR LORD.

YOU HAVE TO DECIDE BECAUSE YOUR ETERNITY DEPENDS ON IT.

NO ONE IS BEYOND THE LOVE OF CHRIST, BUT WE ARE ALSO SINNERS, DESPERATE NEED OF A SAVIOR.

NONE OF US CAN LIVE UP TO GOD'S HOLY STANDARD, AND WE CAN'T DO ANYTHING TO EARN IT.

CHRIST SENT HIS SON TO EARTH TO LIVE A SINLESS LIFE.

HE WAS CALLED NAMES, BEATEN AND ULTIMATELY CRUCIFIED FOR EACH OF YOU.

AND THEN HE ROSE THREE DAYS LATER, CONQUERING DEATH.

HE IS THE ONLY ONE THAT DOESN'T DESERVE DEATH, YET HE SACRIFICED HIMSELF SO THAT WE DON'T HAVE TO SPEND ETERNITY IN HELL.

ALL YOU HAVE TO DO IS ACCEPT HIS GIFT, HUMBLY REPENT OF YOUR SINS, AND ASK HIM TO BE LORD OF YOUR LIFE.

HE IS FAITHFUL TO FORGIVE US IF WE ASK, HAS HE CHANGED YOUR LIFE? HE'S CHANGED MINE WITH PEACE AND HOPE BEYOND UNDERSTANDING.

I HONESTLY DON'T KNOW HOW YOU LIVE IN THE HEARTACHE OF OUR WORLD TODAY WITHOUT THE HOPE OF JESUS.

MAYBE THAT'S WHY DEPRESSION AND ANXIETY ARE ON THE RISE FOR BOTH ADULTS AND KIDS.

OUR DISTRICT AND OUR COUNTRY DESPERATELY NEED JESUS.

DOES THAT MEAN I WANT TO FORCE MY CHRISTIANITY ON YOU? NO. GOD GAVE US EACH FREE WILL AND WE AREN'T PREPROGRAMED ROBOTS.

EVERYONE GETS THE CHOICE.

BUT I DO PRAY THAT YOU WILL WRESTLE WITH WHO YOU BELIEVE JESUS REALLY IS.

JUST AS I WILL NOT FORCE MY CHRISTIANITY ON YOU, I DO NOT WANT THE RELIGION OF TODAY FORCED ON MY CHILDREN.

TODAY'S RELIGION IS OF SELF COMFORT AND PERSONAL GRATIFICATION.

THESE IDEAS ARE NOT NEUTRAL.

THEY ARE ANTI-GOD AND THEY ARE LEADING OUR CHILDREN STRAIGHT TO HELL.

WE CAN'T HAVE REAL LOVE WITHOUT TRUTH.

IN THESE IDEOLOGIES ARE DANGEROUS LIES.

THE BIBLICAL JESUS NEVER SACRIFICED TRUTH TO APPEASE THE PEOPLE AROUND HIM.

INSTEAD, HE CALLED THEM TO TRUTH AND REPENTANCE.

EVERY SINGLE TIME.

OUR FOUNDING FATHERS KNEW THAT OUR COUNTRY WOULD BE STRONGER WITH THESE VALUES, AND THE MORE WE PUSH GOD AND CHRISTIAN PRINCIPLES OUT, THE DARKER AND MORE CHAOTIC OUR WORLD BECOMES. BUT OF COURSE, THIS ISN'T EVEN BEING TAUGHT IN OUR SCHOOLS.

I WANT TO SEE RICHARDSON CHANGE FOR THE BETTER.

AND ONE WAY IS TO STOP PUSHING CHRISTIANS AND CHRISTIANITY OUT.

STOP DEMONIZING THOSE THAT DO NOT BELIEVE IN THE CULTURAL NORMS OF SOCIAL JUSTICE, DEI, GENDER IDEOLOGY AND OVERSEXUALIZING CHILDREN.

STOP DRIVING THESE FAMILIES OUT OF THE DISTRICT.

RISD HAS BECOME HOSTILE TO BIBLE BELIEVING CHRISTIANS.

SO YOU CAN CALL ME A JESUS FREAK, BIGOT, DOMESTIC TERRORIST, FIRE WEAPON, OR WEIRD.

IF JESUS SUFFERED THE CROSS TO SAVE ME AND ALL OF YOU, IT'S THE LEAST I CAN DO.

RANDY KNEW THIS JESUS AND WAS A FAITHFUL SERVANT.

EVEN IF YOU DIDN'T LIKE HIM OR HIS COMMENTS, PLEASE DON'T MISS THE MESSAGE OF GRACE THAT YOU CAN ONLY COME FROM OUR SAVIOR.

SO THIS ONE'S FOR YOU, RANDY.

I WILL CONTINUE TO FOLLOW YOUR LEAD.

I WILL SPEAK UP FOR THE CHILDREN IN OUR COMMUNITY AND USE MY VOICE TO HOLD YOU ACCOUNTABLE.

THANK YOU, MISS DONNA. I WILL NOT THANK YOU SO MUCH.

OUR NEXT SPEAKER IS MISS KELLY PHIPPS.

I'M SO SORRY. PLEASE FORGIVE ME, MR. KELLY PHIPPS.

ALL RIGHT. THANK YOU, MRS. MCGOWAN. AND THANK YOU FOR THOSE THAT SPOKE THIS EVENING IN PUBLIC COMMENT SECTION.

WE'RE GOING TO MOVE TO THE CONSENT AGENDA.

[III. CONSENT / CONFIRMATION AGENDA ITEMS]

DO ANY OF THE TRUSTEES WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? ALL RIGHT. SEEING NONE.

IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? SO MOVE. AND A SECOND.

SECOND. ARE THERE ANY COMMENTS OR QUESTIONS ON THE CONSENT AGENDA? ALL RIGHT. SEEING NONE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

ALL RIGHT. AND THAT IS FIVE ZERO.

[00:25:03]

THANK YOU. OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS.

[IV.A. Consider Gifts]

AS ALWAYS, WE ARE SO THANKFUL FOR OUR PARTNERS.

WE HAD A CHANCE TONIGHT TO ACTUALLY HONOR SOME OF OUR PARTNERS IN PERSON.

BUT WE KNOW THERE ARE SO MANY OTHER COMMUNITY MEMBERS THAT GRACIOUSLY GIVE OF THEIR TIME AND THEIR RESOURCES TO SUPPORT OUR KIDS, ALL IN AN EFFORT TO REACH OUR NORTH STAR GOAL.

AND SO, STARTING OFF THE YEAR WITH THIS NUMBER OF GIFTS, AGAIN, WE JUST KNOW HOW IMPORTANT OUR PARTNERS ARE, OUR COMMUNITY, OUR PARENTS, AND WE THANK THEM.

AND I'M GOING TO ASK DAVID PATE TO SHARE OUR GIFTS THAT ARE OVER 5000, PLEASE.

THANK YOU, MRS. BRANUM.

I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.

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

THE BOWIE ELEMENTARY PTA DONATED $65,000 TO BOWIE ELEMENTARY.

THE BRENTFIELD ELEMENTARY PTA DONATED $7,500 TO BRENTFIELD ELEMENTARY.

THE LAKE HIGHLANDS ELEMENTARY PTA DONATED $25,885.64 TO LAKE HIGHLANDS ELEMENTARY.

BIG SIX FOUNDATION DONATED $5,189 TO MOHAWK.

MOHAWK ELEMENTARY.

AT&T PERFORMING ARTS CENTER DONATED $6,037.50 TO THE RICHARDSON ISD TRANSPORTATION DEPARTMENT, AND THE LAKE HIGHLANDS AREA BAND CLUB DONATED $5,257.50 TO THE RICHARDSON TRANSPORTATION DEPARTMENT, AND THE WHITE ROCK ELEMENTARY PTA DONATED $140,000 TO WHITE ROCK ELEMENTARY, FOR A TOTAL OF $254,869.64, AND WE HAVE 12 GIFTS, LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $13,736.53, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.

AND OUR TOTAL GIFTS THIS MONTH ARE $268,606.17.

THANK YOU, MR. PAYTON.

WITH THAT, I DO RECOMMEND THAT THE BOARD ACCEPT THE GIFTS OF 5000 OR MORE AS LISTED.

ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? OKAY. IS THERE A MOTION TO APPROVE THESE GIFTS? IS THERE A MOTION TO APPROVE? SO MOVED. THANK YOU.

IS THERE A SECOND? SECOND.

THANK YOU. ALL RIGHT.

ARE THERE ANY COMMENTS OR QUESTIONS ON THESE GIFTS? OKAY. GREAT.

HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HAND.

THE MOTION PASSES 5 TO 0.

THANK YOU FOR THAT. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE APPROVAL OF THE 2024 2025 STUDENT CODE OF CONDUCT.

[IV.B. Consider 2024-25 Student Code of Conduct]

I BELIEVE WE HAVE MEMBERS OF OUR PHENOMENAL STUDENT SERVICES TEAM LED BY MATTHEW GIVENS, JOE MANISCALCO, AND JASON THARP.

WE HAVE A FEW MINOR REVISIONS, UPDATES TO THE CODE OF CONDUCT THAT WE WOULD LIKE TO BRING FORWARD TO THE BOARD FOR YOUR INPUT AND ULTIMATE SUPPORT IN MOVING FORWARD WITH THE CODE OF CONDUCT FOR 2425.

REALLY APPRECIATE THE WORK OF THIS TEAM, ALONG WITH THE WAY THAT THEY GET INPUT FROM DIFFERENT COMMITTEES AND GET LOTS OF VOICES AROUND THE TABLE TO MAKE SURE WHAT WE'RE PUTTING FORWARD IN THE CODE OF CONDUCT REALLY REPRESENTS WHAT WE NEED TO DO.

THAT'S IN THE BEST INTEREST OF OUR KIDS.

SO WITH THAT, I'LL TURN IT OVER TO DOCTOR GIVENS.

I THANK YOU, MISS BRANUM. GOOD EVENING.

BOARD. AS MISS BRANUM SAID, THIS IS SOMETHING THAT WE HAVE TO DO AND ARE REQUIRED TO DO FROM A BOARD ACTION STANDPOINT EVERY YEAR.

SO I'LL ASK MR. MANISCALCO AND DOCTOR THARP TO BE HERE TO DO A QUICK REVIEW OF THE CODE OF CONDUCT AND TO ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE.

MR. MANISCALCO. OKAY.

SO THANK YOU VERY MUCH.

APPRECIATE IT AGAIN.

SO THIS IS AN ANNUAL I WORE MY ANNUAL JACKET.

THIS IS WE KNOW IT'S FALL RIGHT WHEN WE STEP UP TO THE MIC.

I THINK I'VE BEEN WEARING THIS JACKET FOR PRESENTING THE STUDENT CODE OF CONDUCT FOR SEVERAL YEARS NOW, SO I'M SURE YOU RECOGNIZE IT.

BUT AGAIN, WE KNOW IT'S FALL SCHOOL STARTING.

WE WILL COVER THE STUDENT CODE OF CONDUCT.

MR. BRANUM MADE A GREAT POINT.

I WANT TO RECOGNIZE BEFORE I GET STARTED.

DOCTOR THARP AND HIS TEAM REALLY RECOGNIZING THE INDIVIDUALS WHO DO THE WORK.

HE MEETS REGULARLY WITH ADMINISTRATORS, STAFF MEMBERS AND REALLY TAKES A DOCUMENT THAT IS PRETTY GOOD.

YOU KNOW, THE DOCUMENT WE'VE BEEN WORKING ON, WE HAVE AT THE DIRECTION OF OUR LEGAL COUNSEL, WE'VE MOVED TO THE TASB MODEL STUDENT CODE OF CONDUCT, WHICH REALLY HAS

[00:30:02]

THE BIG CHANGE AND I'M GOING TO TAKE US BACK TO APRIL.

REMEMBER, WE WERE IN A WORK STUDY SESSION THAT HAD A CONVERSATION AROUND THE CODE OF CIVILITY.

I BROUGHT PROPS TONIGHT, OUR CODE OF CIVILITY POSTERS.

AND YOU WILL SEE THESE EVERYWHERE IN THE DISTRICT.

AND IT REALLY IS ABOUT GOING BACK.

WE TRIED TO TAKE LANGUAGE FROM OUR CODE OF CIVILITY ABOUT BEING SAFE, RESPECTFUL AND RESPONSIBLE, PUT THAT IN THE STUDENT CODE OF CONDUCT AND LET IT DRIVE OUR LANGUAGE AND HOW WE ACT RIGHT, HOW WE BEHAVE.

THERE ARE VERY FEW MODIFICATIONS TO THE STUDENT CODE OF CONDUCT.

DOCTOR THARP CAN SPEAK TO THEM.

ONE OF THOSE IN PARTICULAR WOULD BE SINCE WE HAD SOME QUESTIONS AND CONVERSATIONS THAT HAVE COME OUT REGULARLY ABOUT OUR APPEALS PROCESS.

ONE OF THE THINGS THAT WE REALIZE OVER TIME IS, YOU KNOW, PARENTS DON'T LIVE IN THAT DOCUMENT ON A REGULAR BASIS UNTIL THERE'S A CHALLENGE.

SO WE NEED TO GET REALLY, REALLY CLEAR, MAKE IT AS SIMPLE AS POSSIBLE FOR PARENTS SO THAT THEY CAN HAVE THAT CLARITY.

IF AN ISSUE WOULD OCCUR AND THEY NEEDED TO APPEAL.

SO THAT'S ONE OF THE VERY SMALL CHANGES THAT WE HAVE.

IN THAT APRIL MEETING, ALONG WITH THE INTRODUCTION OF THE STUDENT CODE OF CONDUCT, WE TALKED ABOUT SOME NON-NEGOTIABLE BEHAVIORS.

RIGHT. WE TALKED ABOUT ASSAULTS, FIGHTS, AND GANG RELATED BEHAVIORS THAT AS A DISTRICT, WE HAD TO REALLY TAKE A STRONG STAND ON.

AND INTERNALLY WE HAVE GUIDELINES THAT REALLY WHEN WE START DISCUSSING HOW WE'RE GOING TO INTERACT WITH STUDENTS THAT VIOLATE THAT STUDENT CODE OF CONDUCT.

WE HAVE STRENGTHENED THOSE, INCREASED THE NUMBER OF DAYS, THOSE BEHAVIORS.

WE HAVE GOT TO REALLY STOP.

BUT AGAIN, AND I THINK IN APRIL, WE HAVE THE DISCUSSION BECAUSE WE'VE STRENGTHENED REALLY THE CARE AND SUPPORT AT OUR ALTERNATIVE SCHOOL. IF WE HAVE A STUDENT WHO'S REMOVED AND THE REMOVED FOR MORE DAYS, WE'RE GOING TO BE ABLE TO PROVIDE THAT SUPPORT IN A WAY THAT'S REALLY GOING TO MEET THEIR NEEDS AND GET THEM RIGHT BACK ON TRACK AND READY TO LEARN.

AGAIN, DOCTOR THARP AND HIS TEAM, THEY SPENT A GREAT DEAL OF TIME FROM THE BEGINNING.

AS SOON AS THIS DOCUMENT IS APPROVED BY THE BOARD, THEY WILL START.

ONCE IT GETS IMPLEMENTED, THE FIRST STUDENT HAS AN ISSUE.

THEY WILL START RECORDING ANY CHALLENGES, QUESTIONS, INFORMATION THAT WE MAY NEED TO CHANGE AND THAT WE BRING THAT TO OUR LEGAL COUNSEL AND HAVE CONVERSATION AT THE END OF THE YEAR FOR THE CHANGE.

SO AT THIS POINT IN TIME, I BELIEVE THAT'S ALL I HAVE.

I'LL TAKE QUESTIONS RELATIVE TO THE, THE ITEM.

AND I WOULD JUST HOW DO WE MAKE SURE AND YOU BROUGHT UP HOW IMPORTANT IS OUR PARENTS ARE AWARE OF THE CODE OF CONDUCT.

HOW DO THEY ACCESS THE CODE OF CONDUCT? WHERE DO THEY KNOW WHERE TO GET IT? JUST HOW DO THEY MAKE SURE, LIKE, GOING INTO THE YEAR, IF THEY NEED TO HAVE THOSE CRUCIAL CONVERSATIONS WITH THEIR KIDS, LIKE I WILL WITH MY FOURTH GRADER AROUND HERE, THE EXPECTATIONS, WHERE DO THEY ACCESS IT? YEAH, THAT'S A GREAT POINT.

FROM A FROM A POINT OF PROCEDURE AT THE BEGINNING OF THE YEAR, OUR PARENTS ALL CLICK ON AS THEY ENROLL THAT THEY ARE, THEY ARE ACKNOWLEDGING THE STUDENT CODE OF CONDUCT THAT WILL BE POSTED ONLINE.

EACH CAMPUS WILL HAVE COPIES OF THOSE DOCUMENTS.

SO THAT THEY HAVE, YOU KNOW, TOTAL UNDERSTANDING OF THAT.

WE ALSO, OUR STUDENT SERVICES ADMINISTRATORS, ARE AVAILABLE AT ANY POINT IN TIME TO ANSWER ANY QUESTIONS.

AND WE DO RECEIVE CALLS FROM PARENTS WHO HAVE QUESTIONS AND CONCERNS.

WE'D LOVE FOR THEM TO START THOSE CONVERSATIONS AT THE BUILDING LEVEL, RIGHT, WITH PRINCIPALS.

BUT SOMETIMES THEY CALL OUR OFFICE AND DOCTOR THARP AND HIS TEAM FEEL THOSE.

SO WE TRY TO MAKE SURE THAT THE INFORMATION IS FORWARD FACING SO THAT EVERYONE HAS ACCESS TO THAT.

AND I WOULD ALSO ADD THAT OUR PRINCIPALS ARE EXPECTED.

IT'S PART OF OUR STUDENT CHECKLIST, THAT OUR PRINCIPALS ARE EXPECTED TO REVIEW THIS INFORMATION WITH OUR STUDENTS AS WELL.

OF COURSE, WE MAKE IT DEVELOPMENTALLY APPROPRIATE AT THE ELEMENTARY LEVEL.

IF YOU'RE COMMUNICATING WITH OUR KINDER AND FIRST GRADERS ABOUT WHAT THIS MEANS VERSUS WHAT HAPPENS WHEN WE'RE TALKING WITH OUR JUNIORS AND SENIORS, BUT WE MAKE SURE THAT WE HAVE A VERY OVERT COMMUNICATION TRAINING EXPECTATION WITH OUR STUDENTS AT THE BEGINNING OF THE YEAR.

AND ESPECIALLY, I WOULD SAY WITH OUR SECONDARY STUDENTS, WE SPEND A LOT OF TIME MAKING SURE THAT WE REVISIT THAT THROUGHOUT THE YEAR.

BECAUSE JUST BECAUSE YOU HEAR IT ON AUGUST 13TH AS A TEENAGER, YOU MAY NEED TO BE REMINDED IN OCTOBER AND MAYBE IN FEBRUARY AGAIN.

AND SO WE TRY TO MAKE SURE THAT WE BRING THIS FORWARD SO THAT IT IS A LIVING DOCUMENT AND NOT SOMETHING THAT THEY JUST HEAR ONCE.

SO WITH THAT, I DO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE 2425 STUDENT CODE OF CONDUCT AS PRESENTED.

ALL RIGHT. THANK YOU, DOCTOR GIBBONS.

MR. MANISCALCO AND DOCTOR THARP APPRECIATE THE SHORT PRESENTATION AND THE CONTEXT AROUND IT.

ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD YET? YES. OH, IS THERE A MOTION? SO MOVED. OKAY.

THANK YOU. IS THERE A SECOND?

[00:35:04]

ALL RIGHT. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? YES, MISS TIMME.

JUST ONE THING. I MEAN, I KNOW YOU GUYS TALKED ABOUT HOW YOU TALK WITH THE WITH THE PARENTS AND THE STUDENTS, BUT YOU GUYS ALSO SPEND A LOT OF TIME TRAINING YOUR ADMINISTRATORS SO THAT IF THERE WERE ANY IF THERE WERE ANY CONCERNS OR THINGS OR INCONSISTENCIES FROM SCHOOL TO SCHOOL, RIGHT, THAT YOU GUYS NORM AROUND THAT AS YOU GO INTO THE NEW YEAR AS WELL. CORRECT? YEAH. THAT'S A THAT'S AN OUTSTANDING POINT.

DOCTOR THARP AND HIS TEAM, WE'VE REALLY TRIED TO YOU KNOW, WE USE THE DOCUMENT AS A TEACHING TOOL.

IT'S NOT A ONE AND DONE.

WE WE HAVE LUNCH AND LEARNS.

WE PROVIDE THAT OPPORTUNITY AND PRINCIPAL MEETINGS.

WE REALLY HAVE CREATED KIND OF A I DON'T WANT TO SAY A CONDENSED VERSION, BUT IT'S REALLY SOME GUIDELINES THAT HELP IN OUR DECISION MAKING THAT ARE PLUCKED DIRECTLY FROM THAT STUDENT CODE OF CONDUCT THAT REALLY HELP US ACT IN A VERY CONSISTENT MANNER.

I YOU KNOW, ONE OF THE THINGS THAT WE'RE TRYING TO AVOID IS AN ISSUE AROUND INCONSISTENCY.

YEAH. SO THANK YOU FOR BRINGING THAT UP.

YEAH. THANK YOU. I KNOW I ALWAYS APPRECIATED THAT EVERY YEAR JUST IN CASE.

THANK YOU. THANK YOU.

YES, MISS HARRIS, I JUST WANTED TO PIGGYBACK ON MY COLLEAGUE.

MISS TIMMY AND I GLAD TO HAVE MISS SUPERINTENDENT BRANUM STATED.

YOU KNOW, HOW OFTEN IS THIS AND HOW ARE PARENTS ABLE TO ACCESS IT? BECAUSE WHAT I WOULD LIKE TO SEE IS THAT IT IS THE FABRIC OF RICHARDSON ISD.

IT'S NOT A MOMENT WHERE IT'S A GOTCHA, RIGHT? AND THAT OUR STUDENTS AND OUR TEACHERS ARE AWARE OF THIS.

IT'S A LIVING, BREATHING DOCUMENT AND WE LIVE BY IT AND THERE'S NO SURPRISES.

SO I APPRECIATE THAT.

I WOULD SAY, TRUSTEE HARRIS, I THINK FOR US, THAT'S WHY THE CODE OF CIVILITY FOR US IS SO IMPORTANT, BECAUSE WE FIRST OF ALL, WE BELIEVE THAT THESE ARE KIDS AND THEY'RE ALL HERE AND ALL DESERVE TO HAVE A LEARNING ENVIRONMENT WHERE IT'S SAFE AND THEY CAN FOCUS ON LEARNING.

AND IF A STUDENT IS STRUGGLING WITH BEHAVIOR, WE BELIEVE THAT WE HAVE THE OPPORTUNITY TO RESTORE THAT.

AND IT'S OUR JOB TO PROVIDE THE SUPPORTS NECESSARY TO HAVE ALTERNATIVE BEHAVIORS FOR WHATEVER THAT STUDENT IS EXPERIENCING.

AND WE WANT A MESSAGE, THAT EXPECTATION THROUGH THAT POSITIVE LENS.

WE DON'T WANT TO APPROACH IT FROM THAT CONSEQUENCE FIRST.

THIS IS WHAT'S BAD.

THINGS ARE GOING TO HAPPEN IF YOU MAKE THESE CHOICES.

AND I THINK THE CODE OF CIVILITY REALLY OUTLINES FOR EVERYONE, ADULTS INCLUDED, STAFF INCLUDED.

THESE ARE THE WAY WE'RE GOING TO TALK TO EACH OTHER.

WE'RE GOING TO ENSURE WE'RE SAFE, RESPECTFUL AND RESPONSIBLE AT ALL TIMES.

AND SO THAT FOR US IS THE ANCHOR DOCUMENT THAT WILL ALLOW US TO KEEP REVISITING AND REMINDING THEM OF THAT CODE OF CONDUCT EXPECTATIONS.

SO WE'RE I'M REALLY PROUD OF THAT, THAT POSITIVE LAYER OF WE'RE ASSUMING YOU'RE GOING TO DO THE RIGHT THING.

THAT'S RIGHT. AND THEY WILL APPRECIATE IT AND SO WILL THEIR CLASSMATES AS WELL.

SO THANK YOU FOR THAT.

THANK YOU. ARE THERE ANY OTHER QUESTIONS OR COMMENTS.

YES. MISS MCGOWAN IS THERE A DIFFERENCE? TAB TABITHA YOU MENTIONED CODE OF CONDUCT.

IS THERE A DIFFERENCE IN THE TWO OR THE CODE OF CONDUCT IN THE CODE OF CIVILITY? SO THE CODE OF CIVILITY IS A PART OF THE CODE OF CONDUCT.

AND REALLY WE REVIEWED THE CODE OF CONDUCT THROUGH THE LENS OF THAT CODE OF CIVILITY.

SO IF WE'RE GOING TO BE A DISTRICT AND I WANT TO THANK OUR VOLUNTEERS SHACK COMMITTEE OUR LIVE WISE, LIVE HEALTHY COMMITTEE, THERE WERE SO MANY COMMUNITY MEMBERS AND PARENTS AND STAFF THAT HELPED US TO DEVELOP THE CODE OF CIVILITY.

SO THAT IS KIND OF A LENS THAT WE'RE LOOKING AT FOR OUR ENTIRE LEARNING ENVIRONMENT.

IF WE'RE TALKING ABOUT CLASSROOM MANAGEMENT, WE HAVE PROFESSIONAL LEARNING THIS SUMMER AROUND HOW DO WE DESIGN A CLASSROOM MANAGEMENT SYSTEM THAT IS ABOUT ENSURING SAFE, RESPECTFUL AND RESPONSIBLE LEARNING ENVIRONMENT? AND SO, THEN WE TOOK THAT CODE OF CIVILITY.

IT'S A PART OF THE CODE OF CONDUCT BECAUSE THERE'S PARENT EXPECTATIONS AROUND IT AND THERE'S ADULT AND STUDENT EXPECTATIONS.

SO IT IS NOW EMBEDDED AS A PART OF THE CODE OF CONDUCT AS WELL.

YEAH. AND YOU MENTIONED SOMETHING THAT I JUST I NEED TO MAKE A COMMENT ON.

YOU KNOW, WE MAKING SURE THAT WE WERE IN THAT APRIL CONVERSATION.

WE TALKED ABOUT LEVEL SETTING CLASSROOMS. SO OUR PRINCIPALS HAVE ALREADY BEEN THROUGH ONE DAY OF FULL TRAINING, SECONDARY AND ELEMENTARY ON LEVEL SETTING, MAKING SURE THAT WE UNDERSTAND WHAT THE EXPECTATIONS ARE IN CLASSROOM.

TIER ONE CLASSROOM STRATEGIES REALLY HOW TO BUILD RELATIONSHIPS WITH STUDENTS.

AND WE DO THAT SO THAT WE CAN REACH THAT NORTH STAR GOAL.

YOU KNOW, PARTNERING WITH DOCTOR LEEPER AND HER TEAM AND UNDERSTANDING THAT WE'VE GOT TO GET CLASSROOMS WHERE THEY NEED TO BE.

IT CAN'T BE OUT OF CONTROL.

WE NEED TO BE RESPECTFUL.

WE NEED TO BE FOCUSED ON LEARNING SO THAT THAT GOAL CAN BE ACHIEVED.

AND SO, YOU KNOW, THAT RELATIONSHIP BETWEEN DEPARTMENTS IS REALLY KEY AND WE HOPE WE'RE DOING OUR PART.

ARE THERE ANY OTHER COMMENTS OR QUESTIONS? YES. MR. PACHECO.

YES. I WANT TO THANK YOU FOR THE PRESENTATION.

I THINK IT'S A GREAT IDEA TO HAVE THIS CODE OF CIVILITY.

IT'S REALLY NICE TO FOCUS ON THE POSITIVITY OF OUR BEHAVIORS.

[00:40:01]

SO WE'RE ALL AN EXAMPLE TOGETHER.

SO, I'M JUST HOPING FOR AMAZING THINGS.

AND ONE QUESTION DO THE STUDENTS GET TO SIGN, LIKE, AN AGREEMENT TO THIS CODE OF CIVILITY IN ANY WAY? DO THEY? HOW IS IT ACKNOWLEDGED BY THEM? YEAH. WHEN A PARENT SIGNS OFF ON THE STUDENT CODE OF CONDUCT BECAUSE IT IS EMBEDDED WITHIN THAT DOCUMENT, WE ENCOURAGE ALL PARENTS TO GO BACK AND REREAD THAT STUDENT CODE OF CONDUCT. AS YOU HAD MENTIONED, WE'VE GOT TO MAKE IT A LIVING DOCUMENT.

THAT IS AN ACKNOWLEDGMENT OF THAT.

SO, THEY HAVE ACCESS TO THAT STUDENT CODE OR THE CODE OF CIVILITY.

OKAY. PERFECT. THANK YOU.

OKAY. AND I'LL JUST I ECHO WHAT MY FELLOW TRUSTEES SAY, BUT I JUST I LOVE THE LINKAGE WHEN WE TALK ABOUT TAKING CARE OF STAFF AS WELL, AND ALL THE EMPHASIS WE PUT ON THAT, THEY BENEFIT FROM THIS AS WELL.

DOWN THE ROAD AND THE PARENT ENGAGEMENT PIECE, WE TALK ABOUT OUTCOMES WITH STUDENTS.

THIS ALL LINKS TOGETHER AND I APPRECIATE THAT.

THIS IS ALL HELPING THAT FABRIC THAT YOU MENTIONED IS THE CULTURE OF RISD.

THAT'S WHAT WE'RE BUILDING HERE, NOT JUST TO PUT IT ON THE SHELF AND REFERENCE IT.

SO, THANK YOU VERY MUCH FOR THAT PRESENTATION.

ALL RIGHT. WITH THAT WE'RE GOING TO TAKE A VOTE IN ALL IN FAVOR OF THIS MOTION.

PLEASE RAISE YOUR HAND.

ARE WE THERE? OKAY.

THANK YOU VERY MUCH.

THANK YOU. IT'S FIVE ZERO.

THANK YOU FOR THE PRESENTATION.

[IV.C. Consider Authority to Execute Option 3 and/or Option 4 Agreements for Wealth Equalization]

MRS. BRANUM. I'M GOING TO TURN THIS RIGHT OVER TO MR. PATE. THANK YOU, MRS. BRANUM. THIS IS SOMETHING THAT WE DO EVERY YEAR.

T REQUIRES OUR BOARD TO GRANT THIS AUTHORIZATION.

AND ALL IT IS, IS HOW ARE WE GOING TO DEAL WITH RECAPTURE? AND SINCE THERE'S REALLY ONLY ONE OPTION NOW TO PAY THE STATE AS OPPOSED TO BUYING ATTENDANCE CREDITS FROM OTHER SCHOOL DISTRICTS, THAT IS WHAT YOU'RE AUTHORIZING US TO DO. THE SUPERINTENDENT RECOMMENDS THAT THE BOARD DELEGATE THE REQUIRED CONTRACTUAL AUTHORITY TO THE SUPERINTENDENT, AND FURTHER AUTHORIZE THE BOARD, PRESIDENT, SECRETARY, AND SUPERINTENDENT TO EXECUTE SUCH DOCUMENTS AS NECESSARY FOR RISD TO EMPLOY OPTION THREE FOR THE 2425 SCHOOL YEAR AS PRESENTED, SINCE WE HAVE NO CHOICE.

THANK YOU, MR. PATE.

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

IS THERE A SECOND? SECOND. THANK YOU, MISS MCGOWAN.

ALL RIGHT. ARE THERE ANY QUESTIONS? COMMENTS? OKAY.

HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HAND.

ALL RIGHT. THAT PASSES 5 TO 0.

THANK YOU. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER NAMING TWO MIDDLE SCHOOLS.

[IV.D. Consider Naming two Middle Schools]

YES, IT IS.

IT'S A LANDMARK DAY IN RICHARDSON ISD, WHERE ON AUGUST 13TH, WE WILL BE OPENING OUR FIRST TWO MIDDLE SCHOOLS.

I THIS WOULD NOT HAVE BEEN POSSIBLE WITHOUT A TREMENDOUS AMOUNT OF WORK FROM OUR BOND STEERING COMMITTEE.

OUR MIDDLE SCHOOL STEERING COMMITTEE THAT MET FOR OVER A YEAR TO STUDY THIS AND BRING FORWARD THIS RECOMMENDATION.

SO PRIOR BOARDS, THIS CURRENT BOARD WE CANNOT CELEBRATE THE WORK THAT YOU HAVE DONE TO BRING US TO THIS PLACE.

IF YOU'VE NOT HAD A CHANCE TO SEE THE TWO BEAUTIFUL BUILDINGS, ONE FOREST MEADOW, WHICH IS A COMPLETE RENOVATION AND AN ADDITION TO ACCOMMODATE THOSE SIXTH GRADERS AS WELL AS LAKE COLLINS JUNIOR HIGH, THAT DUE TO THE INFRASTRUCTURE BEING AT SUCH A PLACE OF NEEDING A WHOLE LOT OF REPAIR, IT WAS A MUCH BETTER SOLUTION TO REBUILD LAKE HIGHLANDS, NOW MIDDLE SCHOOL, AND AS A RESULT WE HAVE TWO AMAZING, BEAUTIFUL LEARNING ENVIRONMENTS.

AND I DON'T KNOW WHO'S MORE EXCITED OUR ELEMENTARY PRINCIPALS OR ARE TWO FUTURE MIDDLE SCHOOL PRINCIPALS TO BE OPENING.

WE HAVE HAD LOTS OF CONVERSATIONS ABOUT THE NAMING OF THESE TWO FACILITIES.

AND JUST AN EASY TRANSITION TRANSITION FROM JUNIOR HIGH TO MIDDLE SCHOOL.

AND THERE WAS A GREAT COALESCING IN THE COMMUNITY.

STAFF, STUDENTS AND PARENTS ALL WANTED TO HANG ON TO KIND OF THAT TRADITIONAL FOREST MEADOW AND LAKE HIGHLANDS AND JUST TRANSITION TO THE MIDDLE SCHOOL.

SO WITH THAT, I DO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE FOLLOWING NAMES LAKE HIGHLANDS MIDDLE SCHOOL AND FOREST MEADOW MIDDLE SCHOOL AS PRESENTED.

[00:45:01]

THANK YOU, MISS BRANUM.

IS THERE A MOTION TO APPROVE THE RECOMMENDATION? SO MOVED. THANK YOU, MISS TIMMY.

DO WE HAVE A SECOND? SECOND. THANK YOU, MISS PACHECO.

ALL RIGHT. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? OKAY. HEARING NONE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES 5 TO 0.

WE'VE GOT TWO NEW SCHOOL NAMES.

THANK YOU VERY MUCH. MAKE IT HAPPEN.

ALL RIGHT. OUR NEXT ITEM, SPEAKING OF FOREST MEADOW IS TO CONSIDER THE FOREST MEADOW CHANGE ORDER DUE TO CITY OF DALLAS REQUIREMENTS.

[IV.E. Consider Forest Meadow Change Order Due to COD Requirements]

IF YOU REMEMBER, IT WAS A VERY COMPLEX RENOVATION.

AND AS WE'VE GONE ALONG, THE CITY OF DALLAS HAS CONTINUED TO WORK WITH US AND REQUEST SOME NEW ADDITIONS TO ENSURE THAT IT IS A SAFE LEARNING ENVIRONMENT, BOTH ON THE INSIDE AND OUTSIDE.

AND SO, MISS HAYES AND MISS ESTES ARE GOING TO BRING FORWARD SOME PROPOSED CHANGES THAT REALLY WE HAVE TO HAVE FOR THE CITY.

SO, MISS ESTES.

YES. SO, LOOKING AT THE INTERSECTION OF ABRAMS AND WHITEHURST, THE CITY OF DALLAS IS REQUIRING US TO UPGRADE THE STREET FRONTAGE, WHICH INCLUDES REDOING THE ADA RAMP AT THE INTERSECTION OF ABRAMS AND WHITEHURST, AS WELL AS UPGRADING THE TRAFFIC CABINET CONTROLS AND IN AND ADDING AN ADA PUSH BUTTON. THIS IS ANOTHER VIEW FROM THE INTERSECTION OF ABRAMS AND WHITEHURST, AND AGAIN, THIS IS A REQUIREMENT OF THE CITY OF DALLAS.

ANY QUESTIONS FIRST, BEFORE THERE ARE ANY QUESTIONS? I WOULD LIKE TO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE CHANGE ORDER, NUMBER ONE, IN THE AMOUNT OF $230,000 FOR THE FOREST MEADOW MIDDLE SCHOOL ADDITIONS AND RENOVATIONS AND PROJECT.

THE REVISED GUARANTEED MAXIMUM PRICE FOR FOREST MEADOW MIDDLE SCHOOL ADDITIONS AND RENOVATION WILL BE $50,208,657.

THANK YOU, MISS BRANUM.

IS THERE A MOTION? SO MOVED. THANK YOU, MISS TIMMY.

IS THERE A SECOND? SECOND. THANK YOU, MISS HARRIS.

ALL RIGHT. ARE THERE ANY QUESTIONS OR COMMENTS? YES, MISS MCGOWAN.

THIS IS SOMETHING THE CITY IS REQUIRING THE DISTRICT TO PAY FOR.

THAT IS CORRECT.

AND JUST A LITTLE MORE CONTEXT.

WE DID NOT RECEIVE THIS REQUIREMENT UNTIL THIS PAST SPRING.

SO WE WERE ALREADY FINISHED WITH THE RENOVATIONS AT FOREST MEADOW.

WE HAD ALREADY OPENED UP THE TWO STORY ADDITION FOR THE SPRING OF 24.

SO, THIS IS ONE OF THE AREAS WHERE WE STRUGGLE WITH THE CITY OF DALLAS, AS I'M SURE YOU'VE ALL READ IN THE PAPER, AS OTHER DEVELOPERS DO AS WELL.

JUST THE TIMING OF WHEN WE GET BACK OUR COMMENTS TO OUR PLANS.

SO THIS CAME IN AFTER WE HAD ALREADY BEGUN TO CLOSE OUT THE PROJECT.

IS IT SOMETHING WE REACH OUT TO OUR CITY COUNCIL REPRESENTATIVES FOR THIS DISTRICT CONCERNING? WOULD THEY BE HELPFUL IN MAKING THIS? SHE IS AWARE AND WE HAVE DISCUSSIONS REGULARLY.

IT DOES NOT CHANGE THE REQUIREMENTS FROM THE CITY.

DO WE HAVE ANY OTHER COMMENTS OR QUESTIONS? YES, MISS TIMME. YEAH, I JUST WANT TO.

SO THEY'RE ASKING US ON THE SIDEWALK TO REDO THE ADA RAMPING THERE.

IS THAT WHAT YOU'RE SAYING, LIKE IT'S AND IS THAT NOT CITY? THAT'S NOT CITY OF DALLAS PROPER? I THOUGHT SIDEWALKS WERE TYPICALLY MAINTAINED BY THE CITY VERSUS THE DISTRICT.

I'M JUST CONFUSED.

THAT IS CORRECT. IT IS IN AN EASEMENT THAT THEY MAINTAIN.

THIS IS VERY SIMILAR TO WHAT WE HAD TO DO WITH LAKE HIGHLANDS MIDDLE SCHOOL.

ONLY BEGAN AT THE BEGINNING OF THAT PROJECT FOR US, WHERE WE HAD TO ADDRESS AND PAY FOR A TRAFFIC LIGHT ON ONE OF THE FOUR CORNERS, THE CORNER OF OUR PROPERTY AT FERNDALE AND WALNUT HILL.

THE CITY REQUIRED US TO PAY FOR THAT TRAFFIC LIGHT, SO EVEN THOUGH IT IS PROPERTY OF THE DISTRICT, OF THE CITY AND THE AREA THAT THE CITY MAINTAINS, THEY CAN MAKE THE OWNERS REQUIRE THE OWNERS TO PAY FOR THE UPGRADES AND INCLUDING LIKE INCLUDING THE TRAFFIC LIGHTS, RIGHT.

WHICH THEY ALSO MAINTAIN AND WHICH THEY ALSO PUT IN TO BEGIN WITH.

CORRECT? CORRECT. OKAY.

INTERESTING. THANK YOU.

ANY OTHER COMMENTS OR QUESTIONS? YES. MISS MCGOWAN, I'M JUST CURIOUS.

I KNOW YOU SAID THAT YOU ALL HAVE TALKED TO THE CITY COUNCIL REPRESENTATIVES FOR THIS AREA.

WHAT IS THEIR WHAT DO WHAT'S THE MEANING AND HOW DO THEY JUSTIFY THAT.

SO, THE CITY COUNCIL, THEY DON'T CREATE THE CODES AND THE REQUIREMENTS FROM THE CITY.

[00:50:03]

SOMETIMES THEY GET AS FRUSTRATED AS WE DO.

AND WE ALL RECOGNIZE THAT.

BUT THAT IS, WE ARE NOT THE ONLY ONES THAT HAVE THESE KINDS OF REQUIREMENTS.

MOST DEVELOPERS IN THE CITIES, BOTH IN SOMETIMES IN THE CITY OF RICHARDSON AS WELL AS THE CITY OF DALLAS, HAVE THESE KIND OF REQUIREMENTS.

IT'S NOT UNUSUAL. THIS ONE JUST CAME A LOT LATER THAN WE WOULD HAVE LIKED.

YES, MISS PACHECO.

SORRY, JUST FOR DEEPER UNDERSTANDING.

I KNOW YOU MENTIONED CODE AND CITY CODE.

IF THEY CHANGED THE CODE, OR MAYBE YOU KNOW, WHY WOULDN'T THEY TELL US THIS EARLIER VERSUS LATER? BECAUSE IF THEY CHANGED THE CODE, WOULDN'T WE BE GRANDFATHERED INTO THE OLD CODE PER SE, JUST AS AN EXAMPLE.

WELL, THE CITY OF DALLAS, THEIR REVIEW PROCESS IS VERY LONG.

SO AS MISS HODGE STATED, WE HAD ALREADY APPROVED OUR GMP BEFORE WE RECEIVED ALL THE COMMENTS BACK FROM THE CITY OF DALLAS.

SO THERE'S A LOT OF BACK AND FORTH WHEN IT COMES TO THE CODE REVISIONS AND THE CODE PLAN REVIEW CAN TAKE UP TO OVER A YEAR AND A HALF.

BEFORE WE GET ALL THE COMMENTS.

THANK YOU. I JUST NEEDED TO UNDERSTAND THAT PART.

THANKS. YES MISS TIMME.

I JUST AND THEN JUST FINAL THOUGHT ON THIS, BUT LIKE THE BOTTOM LINE IS THAT WE DO NOT APPROVE THIS.

AND IF WE IF WE DO NOT MAKE THIS HAPPEN, THEY DO NOT GET OCCUPANCY APPROVAL.

RIGHT. LIKE WE HAVE TO HAVE THIS IN THERE.

WE REALLY JUST DON'T HAVE A CHOICE ON THIS.

IT'S JUST GOOD TO UNDERSTAND KIND OF WHERE WE ARE AND WHAT IT MEANS.

IS THAT CORRECT? THAT'S CORRECT.

OKAY. THANK YOU. THANK YOU, MISS TIMME.

AND TO CLARIFY, I THINK WHAT YOU'RE SAYING IS THIS WAS ALWAYS GOING TO BE A REQUIREMENT.

THIS WAS JUST MORE OF A TIMING ISSUE.

WOULD HAVE BEEN NICE TO KNOW ABOUT IT A YEAR AGO, BUT.

GOTCHA. THANK YOU.

OKAY. ANY OTHER COMMENTS OR QUESTIONS? OKAY. HEARING NONE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

OKAY. I THINK FIVE TO NOTHING.

THANK YOU. FIVE ZERO.

THANK YOU FOR THAT.

OKAY. OUR NEXT ITEM IS AN INFORMATION ITEM TO REVIEW AND DISCUSS THE STAR PERFORMANCE.

[IV.F. STAAR Performance Review]

TRUSTEE POTEET.

DOCTOR LEEPER.

SOON TO BE DOCTOR ORTIZ OR NO NOW, DOCTOR ORTIZ, SHE JUST FINISHED.

YES. CONGRATULATIONS. DOCTOR ORTIZ AND ALSO DOCTOR SUSAN HERNANDEZ ARE GOING TO BE JOINING US TONIGHT TO SHARE A LITTLE BIT ABOUT OUR STAR PERFORMANCE FOR 23-24, AS WELL AS SOME INFORMATION ABOUT ACCOUNTABILITY.

AND AS WE LEAD INTO THIS CONVERSATION ONE OF THE THINGS THAT WE REALLY NEED TO THINK ABOUT IS YOU KNOW, PRIOR TO COVID, COVID, AFTER COVID, THE STAR AND ACCOUNTABILITY SYSTEM, WE'VE HAD MULTIPLE ITERATIONS AND THE CURRENT ACCOUNTABILITY SYSTEM AND THE CURRENT STAR THAT WE ARE TAKING, I BELIEVE IT'S ALGORITHMS FOR HOW IT'S CALCULATED IS AS COMPLEX AS THE FINANCIAL SYSTEM IS NOW.

AND SO WHAT WAS MEANT AND INTENDED TO BE A SINGLE LETTER GRADE THAT WOULD BE EASILY UNDERSTOOD BY ALL STAKEHOLDERS REALLY IS AS COMPLEX AS ANYONE COULD IMAGINE IN TRYING TO IDENTIFY WHAT A STRENGTHS AND WHAT A WHAT ARE AREAS OF OPPORTUNITY IN THE SCHOOL SYSTEM. TONIGHT WE'RE GOING TO SHARE WITH YOU OUR STAAR PERFORMANCE.

WE HAVE SOME AREAS, ESPECIALLY AT OUR SECONDARY LEVEL, THAT WE ARE SUPER PROUD OF THE WORK AND THE GROWTH THAT HAS HAPPENED IN THE LAST THREE YEARS WHETHER IT'S OUR EOC SCORES OR OUR CMR. AND THEN WE ALSO HAVE AREAS OF OPPORTUNITY THAT WE KNOW WE HAVE WORK TO DO AT OUR ELEMENTARY.

I WILL SAY THAT WE ARE NOT AN ANOMALY.

WE HAVE SEEN SIMILAR TRENDS STATEWIDE.

I'M SURE MANY OF YOU HAVE SEEN ALREADY ON DIFFERENT ARTICLES AND ON DIFFERENT FEATURED IN DIFFERENT NEWS STORIES AROUND THE PERFORMANCE THAT IS STATEWIDE. WE DON'T MAKE EXCUSES, THOUGH.

IN THE END, OUR STUDENTS ARE COUNTING ON US AND WE WANT TO ENSURE THAT WE HAVE THE RIGHT CURRICULUM, HIGH LEVELS OF INSTRUCTION, AND THE ASSESSMENTS THAT ARE NEEDED IN ORDER FOR OUR STUDENTS TO REACH THE NORTH STAR GOAL THAT YOU HAVE SET FOR THEM.

SO TONIGHT, I'M GOING TO TURN IT OVER TO THE TEAM, AND THEN I WILL ASK THAT IF WE CAN, TO TRY TO HOLD QUESTIONS UNTIL THE END.

BECAUSE AGAIN, THIS PRESENTATION BUILDS ON ITSELF AND THERE MAY BE AN OPPORTUNITY THAT ONE OF YOUR QUESTIONS WILL BE ANSWERED AS WE MOVE FORWARD.

SO I'LL TURN IT OVER TO YOU ALL. THANK YOU.

ALL RIGHT. THANK YOU. GOOD EVENING, SUPERINTENDENT BRANUM.

PRESIDENT OF THE BOARD.

THANK YOU SO MUCH FOR GIVING US THE OPPORTUNITY TO PRESENT OUR DATA FOR 2020.

FOR TODAY'S PRESENTATION, WE WILL INCLUDE A BRIEF ACCOUNTABILITY OVERVIEW.

AS SUPERINTENDENT BRANUM MENTIONED, IT IS A VERY COMPLEX SYSTEM, SO WE'RE NOT GOING TO GET TOO MUCH IN THE DETAILS ON IT.

BUT WE DID WANT TO PROVIDE YOU AN OVERVIEW OF THAT.

WE WILL BE SHARING WITH YOU OUR SPRING 2024 STAAR RESULTS, AND THEN WE'LL BE SHARING SOME NEXT STEPS AND RESPONSES TO THE INFORMATION THAT WE'VE SEEN FROM OUR SPRING RESULTS.

[00:55:11]

TODAY WE'RE GOING TO BE FOCUSING PRIMARILY ON STAAR, BUT WE DID WANT TO HIGHLIGHT THAT AS A DISTRICT, WE HAVE EMBEDDED SYSTEMS OF SUPPORT AT THE CAMPUS LEVEL THROUGH OUR INSTRUCTIONAL COACHES, ACADEMIC FACILITATORS, INTERVENTIONISTS.

AT THE DISTRICT LEVEL, WE HAVE OUR CURRICULUM AND INSTRUCTION DEPARTMENT THAT PROVIDES SUPPORT, AND WE'RE CONTINUOUSLY PROGRESS MONITORING AND RESPONDING TO THE INFORMATION THAT WE GET FROM THAT.

IT IS A CONTINUOUS IMPROVEMENT MODEL.

SO WE GATHER NEW DATA, WE ANALYZE AND REFLECT ON THE DATA, AND THEN WE MAKE ADJUSTMENTS BASED ON THAT TO MAKE SURE THAT OUR INSTRUCTION IS ALIGNING TO THE NEEDS OF EACH CHILD. WHEN WE LOOK AT OUR STAR RESULTS, WE HAVE A FEW THINGS TO CELEBRATE.

ONE OF THE BIGGEST ONES IS AS A WHOLE, THE DISTRICT PERFORMED HIGHER THAN THE STATE IN 17 OF 20 TESTED AREAS AT THE MEETS LEVEL, AS WELL AS 17 OF 20 AREAS AT THE MASTER'S GRADE LEVEL.

SO THAT IS SOMETHING DEFINITELY THAT WE WANT TO CELEBRATE.

TELPAS RESULTS, WE ALSO HAD SOME CELEBRATIONS THERE FOR OUR STUDENTS THAT WERE IN GRADES 3 THROUGH 12.

13% OF THE STUDENTS ACHIEVED ADVANCED HIGH, THAT'S THE HIGHEST LEVEL THAT THEY CAN ACHIEVE ON THAT ASSESSMENT.

AND THAT'S IN COMPARISON TO 9% THAT WE HAD IN 2023.

SO WE ARE EXCITED TO SEE GROWTH FOR THEM.

SPEAKING ABOUT OUR EMERGENT BILINGUAL STUDENTS, WHICH ARE THE STUDENTS THAT WOULD BE TAKING THIS TELPAS ASSESSMENT BECAUSE OF THE INCREASE IN THOSE SCORES, WE ALSO SAW AN INCREASE IN THE NUMBER OF STUDENTS THAT WOULD BE ELIGIBLE TO EXIT THE EMERGENT BILINGUAL PROGRAM, AND THE WAY THAT THEY ARE ABLE TO EXIT IS BY GETTING AN ADVANCED COMPOSITE SCORE ON TELPAS AND ALSO PASSING THEIR STAR EOC IN READING LANGUAGE ARTS.

AND WE HAD 131 STUDENTS ELIGIBLE IN 2023, AND THAT HAS INCREASED TO 957 STUDENTS THAT ARE PRELIMINARY DATA SHOWED WOULD BE ELIGIBLE TO EXIT THE PROGRAM.

SO WE'RE REALLY EXCITED.

AS SUPERINTENDENT BRANUM MENTIONED, THE INCREASE IN OUR END, OF COURSE, EXAMS ARE DEFINITELY A POINT OF CELEBRATION, AS WELL AS THE CMR INCREASE OF 57% FOR THE CLASS OF 2022 TO A 79% FOR THE CLASS OF 2023.

AND THAT'S NOT THE CLASS THAT JUST GRADUATED.

SO WE'RE ALWAYS A YEAR BEHIND WHEN IT COMES TO THE ACCOUNTABILITY SYSTEM FOR OUR SENIORS.

BUT WE WOULD BE REMISS IF WE DIDN'T MENTION SOME AREAS OF IMPROVEMENT.

THERE'S DEFINITELY SOME THINGS THAT WE HAVE ALREADY STARTED LOOKING AT BASED ON THE PRELIMINARY INFORMATION.

WE KNOW THAT OUR PASSING RATE AT THE APPROACHES LEVEL FOR SOME OF THE GRADE LEVEL AND CONTENTS IS NOT REALLY WHERE WE'D LIKE IT TO BE.

KIDS ARE GROWING, BUT IT'S NOT ENOUGH TO WHERE WE WOULD WANT THEM TO GROW IN ONE YEAR.

WE ALSO KNOW THAT WE HAVE SOME AREAS OF GROWTH IN JUNIOR HIGH MATHEMATICS.

WE ARE REALLY EXCITED TO BE ONE OF THE HIGHER SIXTH GRADE PATHWAY TO ALGEBRA ONE WITH OUR ALGEBRA FOR ALL PROGRAM.

BUT LOOKING AT SOME OF THE RESULTS, WE KNOW THAT THERE ARE SOME THINGS THAT WE CAN WORK ON AND THAT THAT WORK HAS ALREADY BEGUN.

THE OTHER AREA IS OUR EXTENDED CONSTRUCTED RESPONSE.

BASED ON WHAT WE'RE HEARING FROM OUR PEERS AND SEEING IN THE HEADLINES, THAT HAS DEFINITELY BEEN A POINT OF CONVERSATION FOR MANY IN EDUCATION.

THE EXTENDED CONSTRUCTED RESPONSE IS THAT ESSAY THAT IS IN OUR READING LANGUAGE ARTS ASSESSMENT, AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT IN ONE OF THE UPCOMING SLIDES.

THE OTHER AREA IS THE ECONOMICALLY DISADVANTAGED GAP.

WE KNOW THAT AS A WHOLE IN OUR DISTRICT, WE HAVE SEEN THAT WE WANT TO CONTINUE TO CLOSE THAT GAP AND MAKE SURE THAT WE'RE PUTTING THINGS IN PLACE SO THAT OUR STUDENTS CONTINUE TO GROW, ESPECIALLY IN THOSE AREAS WHERE WE'RE SEEING THOSE ACHIEVEMENT GAPS.

AND THEN FOR SPECIAL EDUCATION PERFORMANCE, JUST CONTINUING TO SHOW THAT INCREASE AND MAKING SURE THAT WE'RE PROVIDING THE STUDENTS WHAT THEY NEED TO BE SUCCESSFUL.

SOME THINGS, YOU KNOW, GOING INTO THE ACCOUNTABILITY CONVERSATION, WE DIDN'T RECEIVE ANY RATINGS IN 2023, RIGHT? SO WE KNOW WE HAD SOME MAJOR CHANGES THAT WERE ANNOUNCED FOR ACCOUNTABILITY IN 2023.

AND JUST SOME OF THE HIGHLIGHTS WAS THE GRADE SCALING WAS CHANGED.

IT WAS HARDER TO ACHIEVE AN A, IT'S GOING TO BE HARDER TO ACHIEVE A B BASED ON THE NEW SCALING THAT THE STATE HAS SHARED WITH US.

FOR ALL OF THE DOMAINS IN THE CLOSING THE GAPS DOMAIN, WHICH LOOKS AT OUR SUB POP'S, THEY CHANGED A FEW THINGS.

TWO OF THE MAJOR THINGS THAT WE WANT TO FOCUS ON TONIGHT IS THAT THEY'RE GOING TO LOOK AT THE TWO LOWEST PERFORMING STUDENT GROUPS FROM THE PREVIOUS YEAR.

SO THE PREVIOUS YEAR THEY'RE ALREADY IDENTIFYING WHAT THOSE TWO GROUPS WILL BE.

AND THEN THAT'S WHAT THOSE CAMPUSES WILL BE EVALUATED ON.

AND THEY'RE ALL GOING TO HAVE DIFFERENT TARGETS.

SO THE ALL STUDENTS GROUP, EACH STUDENT GROUP, THE HIGH FOCUS GROUP, THEY'RE ALL GOING TO HAVE DIFFERENT TARGETS THAT THEY HAVE TO MEET FOR EACH OF THE DIFFERENT COMPONENTS FOR

[01:00:08]

ON TOP OF ACCOUNTABILITY CHANGES, WE ALSO HAD ASSESSMENT CHANGES.

WE CHANGED TO THE STAAR 2.0.

WE HAD A LOT OF CONVERSATIONS ABOUT THAT LAST SCHOOL YEAR.

SOME OF THE THINGS WAS THE CROSS CURRICULAR TEXT.

WE HAVE TEXT THAT THE STUDENTS ARE READING THAT HAVE TOPICS FROM SCIENCE, FROM SOCIAL STUDIES, BUT ALSO FROM OTHER AREAS LIKE HEALTH, PE.

AS WE'VE GOTTEN THE SAMPLES FROM 23 AND 24, WE'RE SEEING THAT IT'S A BROAD RANGE OF TOPICS.

WE ALSO HAVE 14 NEW QUESTION FORMATS THAT WERE INCLUDED IN 2023 AND 24, AND THAT INCLUDES OPEN ENDED RESPONSES.

PART OF THOSE OPEN ENDED RESPONSES IS THAT EXTENDED CONSTRUCTED RESPONSE I SPOKE OF EARLIER.

THAT IS ONLY IN THE READING LANGUAGE ARTS ASSESSMENTS.

AND THERE'S SOME KEY THINGS THAT CHANGED FOR THAT EXTENDED CONSTRUCTED RESPONSE ONE STUDENTS ARE NOW EARNING ZEROS IN THE PAST FOR THAT EXTENDED CONSTRUCTED RESPONSE.

STUDENTS. IF THEY WROTE SOMETHING THEY WERE GOING TO GET SOME POINTS.

NOW THEY COULD GET A ZERO EVEN IF THEY WROTE A FULL ESSAY.

IF THEY DON'T MEET THE REQUIREMENTS OF THE RUBRIC THAT'S BEEN GIVEN, THIRD TO 10TH GRADERS ARE NOW REQUIRED TO TYPE THEIR RESPONSES.

IN THE PAST THE ONLY GRADES THAT HAD TO HAVE AN EXTENDED CONSTRUCTED RESPONSE OR ESSAY WAS FOURTH GRADE, SEVENTH GRADE.

AND THEN OUR HIGH SCHOOL STUDENTS AND ENGLISH ONE AND ENGLISH TWO.

SO THOSE ARE SOME BIG THINGS THAT THAT CHANGED IN 2024.

THEY ADDED AN ADDITIONAL CHANGE AGAIN LOOKING AT THAT EXTENDED CONSTRUCTED RESPONSE AS WELL AS THE SHORT-CONSTRUCTED RESPONSE.

THOSE ARE NOW BEING GRADED BY A COMPUTER.

THE COMPUTER IS GIVEN AN EXEMPLAR TO USE TO GRADE THOSE WRITING SAMPLES AND GIVING THE STUDENTS A GRADE FOR THAT.

AND AGAIN, HEADLINES AND CONVERSATIONS WITH OUR PEERS SHOW THAT THERE'S DEFINITELY AN IMPACT ON THE OVERALL PERFORMANCE FOR THAT COMPONENT OF THE ASSESSMENT.

SO WE'VE HAD A LOT OF CHANGES IN ACCOUNTABILITY.

JUST A BRIEF OVERVIEW.

WE STARTED WITH A THROUGH F IN 2017, 2018 GOT DISTRICT RATINGS THAT YEAR.

IN 1819 THEY EXTENDED THAT TO INCLUDE CAMPUSES AS WELL.

THEN 1920 CAME ALONG AND WE DIDN'T GET A RATING BECAUSE OF COVID.

2020 2021 NOT RATED DUE TO COVID AND THEN 21-22 WE RESUMED RATINGS.

SO WE WENT BACK TO GETTING AN A THROUGH F, BUT WE WERE ALSO TOLD THAT WE WERE GOING TO BE GOING THROUGH A REDESIGN, AND THEY GAVE US A WHAT IF FOR THIS NEW SYSTEM THAT THEY WERE PROPOSING FOR 2023.

AND WE GOT TO SEE THE CHANGES IN THOSE LETTER GRADES.

AND SO FOR EXAMPLE, THE CMR CUT SCORES, IT USED TO BE THAT A 60 WOULD GET YOU AN A.

SO, A DISTRICT WHO WAS AT OR A CAMPUS THAT WAS AT A 60 WAS GOING TO GET A LETTER A FIRST AND CCMR PORTION.

THAT SHIFTED TO AN 88.

OKAY, JUST TO GIVE AN IDEA OF THAT DIFFERENCE.

AND IN 22-23 RATINGS WERE HELD DUE TO THE LAWSUIT.

BUT STILL THEY INTRODUCED THOSE NEW CUT SCORES, THE NEW WAY OF SCORING THE TESTS.

AND NOW WE'RE EXPECTED TO GET OUR RATINGS ON AUGUST 15TH WITH THIS NEW SYSTEM.

THE METHODOLOGIES FOR THE RATINGS FOR 24 ARE VERY DIFFERENT THAN WHAT WE SAW BEFORE.

ON TOP OF HAVING THAT REDESIGNED ASSESSMENT, KEY CUT SCORES LIKE I MENTIONED HAVE BEEN CHANGED.

HOW GROWTH IS CALCULATED HAS BEEN CHANGED.

AND THERE'S NOW AN EMPHASIS ON A SMALLER NUMBER OF SUBPOPULATIONS.

SO WHEN WE LOOK AT THOSE 2024 RATINGS, THEY'RE NOT GOING TO BE COMPARABLE TO PREVIOUS YEARS.

WE WERE NOT GOING TO BE ABLE TO TAKE THAT 2022 RATING AND COMPARE IT TO 2024, BECAUSE AN A FROM 2022 IS NOT THE SAME AS AN A IN 2024, AND IT IS MATHEMATICALLY POSSIBLE FOR A CAMPUS TO GET AN A IN THE PREVIOUS SYSTEM, INCREASED SCORES IN 2024 AND GET A LOWER RATING THAN WHAT THEY HAD IN 2022. SO IT'S NOT APPLES TO APPLES COMPARISONS.

IT'S NOT A YEAR TO YEAR COMPARISON AT THIS POINT.

SO AN EXAMPLE OF THAT WOULD BE A DISTRICT.

EXAMPLE DISTRICT HAS A HIGH SCHOOL, MIDDLE SCHOOL AND A FEW ELEMENTARIES.

IN THE OLD SYSTEM THEY WOULD HAVE GOTTEN A B 86.

THAT'S BASED ON LOOKING AT ALL THE STUDENTS ACROSS THE DISTRICT, INCLUDING STAAR RESULTS, CMR GRADUATION RATES AT THE DISTRICT LEVEL.

MOVING INTO THE NEW METHODOLOGY THAT WAS PROPOSED, WE ARE NOW DOING A PROPORTIONAL WEIGHING METHODOLOGY.

SO THAT MEANS THAT EVERY CAMPUS IS CONTRIBUTING TO THE OVERALL DISTRICT SCORE BASED ON THEIR THIRD THROUGH 12TH GRADE ENROLLMENT.

SO IF CAMPUS ONE HAD 334 STUDENTS AND THE WHOLE DISTRICT, THESE ARE THE ONLY CAMPUSES, THAT'S 13.8% OF THE DISTRICT'S GRADE WOULD COME FROM THAT CAMPUS. AND SO THEY'RE GOING TO WEIGH THAT, ADD ALL THE POINTS, DROPPING THAT DISTRICT'S RATING TO A 79 OKAY.

[01:05:08]

AND THAT IS ONE OF THE THINGS THAT WE MAY SEE AS WE GET THESE RESULTS ACROSS THE STATE, THAT SOME OF THE DISTRICTS ARE GOING TO SEE SOME SHIFTS BASED ON THIS NEW METHODOLOGY.

SO DO THE RIGHT TO THE REFRESH FROM 2023.

THE NEW ACCOUNTABILITY CRITERIA FOR A THROUGH F FOR 2024.

RATINGS ARE DEFINITELY DIFFERENT.

IT'S POSSIBLE FOR US TO IMPROVE THE PERFORMANCE BUT RECEIVE A LOWER RATING.

AND IT'S IMPORTANT FOR THE DISTRICT AND THE COMMUNITY TO UNDERSTAND THAT THE PURPOSE OF THESE UPDATED STANDARDS IS INTENDED TO DRIVE CONTINUOUS IMPROVEMENT EFFORTS.

IT'S TO CONTINUE TO SHOW GROWTH FOR ALL OF OUR STUDENTS.

AND BECAUSE IT IS DIFFERENT AGAIN, WE'RE GOING TO NOT BE ABLE TO COMPARE THEM SIDE TO SIDE IN A IN THE OLD SYSTEM IS NOT GOING TO BE THE SAME AS AN A IN THE NEW SYSTEM.

AND SO HERE'S SOME HIGHLIGHTS, SOME HEADLINES THAT WE'VE SEEN IN THE LOCAL NEWSPAPERS.

WE SEE THAT THERE'S BEEN A DECLINE IN MATH AND SCIENCE COURSE THAT WAS SHARED IN JUNE.

AS WELL AS DALLAS ISD.

HALF STUDENTS SCORED ZERO ON THE WRITING STAAR THAT'S THAT ACR COMPONENT THAT WE WERE TALKING ABOUT, AND SOME ARE BLAMING THAT AI GRADING.

ANOTHER ARTICLE ABOUT THE MATH PERFORMANCE FOR GRADES THREE THROUGH EIGHT DECLINES IN MATH AND SCIENCE.

SO THERE ARE A LOT OF HEADLINES OUT THERE.

SO NOW AS WE START GETTING INTO OUR DATA, WE'RE GOING TO START OFF BY LOOKING AT OUR STAAR PERFORMANCE BY STUDENT GROUPS.

SO WE HAVE A COUPLE OF GRAPHICS THAT SHOW THE PERCENTAGE OF STUDENTS WHO MET GRADE LEVEL, ALL GRADES, ALL SUBJECTS BY ALL STUDENTS.

AND THIS THESE COUPLE OF GRAPHS ARE GOING TO SHOW A COMPARISON BETWEEN THE STATE, DALLAS COUNTY AND RICHARDSON ISD.

AND SO WE SEE IN THE FIRST SLIDE FOR ALL SUBJECTS THAT RICHARDSON ISD PERFORMED TWO POINTS ABOVE THE STATE AND SEVEN POINTS ABOVE DALLAS COUNTY.

THE NEXT SLIDE LOOKS AT THE ECONOMICALLY DISADVANTAGED STUDENTS.

SO WHEN WE LOOK AT ECONOMICALLY DISADVANTAGED STUDENTS, WE SEE THAT RICHARDSON ISD PERFORMED FOUR POINTS BELOW THE STATE AND THREE POINTS BELOW THE COUNTY.

THAT HAS DEFINITELY BEEN AN AREA THAT WE HAVE BEEN LOOKING AT OUR DATA.

WE SEE THAT THERE HAS THERE IS A GAP FOR OUR ECONOMICALLY DISADVANTAGED STUDENTS, AND IT'S SOMETHING THAT AS WE MAKE DECISIONS FOR OUR INSTRUCTIONAL CHANGES AND THINGS OF THAT SORT, THIS IS SOMETHING THAT WE'RE KEEPING IN MIND TO MAKE SURE THAT WE'RE PUTTING RESOURCES AND DIFFERENT STRATEGIES IN PLACE TO ADDRESS THESE GAPS.

LOOKING AT OUR HISPANIC POPULATION, WE ALSO SEE A SLIGHTER LOWER SCORE FOR OUR DISTRICT, SEVEN POINTS BELOW THE STATE AND FOUR POINTS BELOW THE COUNTY. FOR OUR HISPANIC SUBGROUP.

AND THIS IS TAKING ALL GRADES AND ALL SUBJECTS TOGETHER.

AND THEN LOOKING AT OUR AFRICAN AMERICAN STUDENTS, WE SEE THAT RISD IS TWO POINTS ABOVE THE STATE AND FOUR POINTS ABOVE DALLAS COUNTY.

SO WE DID WANT TO SHARE SOME OVERALL JUST BASED ON OUR REGION AND OUR COUNTY LINES.

SO NOW WE'RE GOING TO LOOK AT SOME ADDITIONAL INFORMATION.

LOOKING AT OUR STAAR PERFORMANCE BY SUBJECT.

THE NEXT FEW GRAPHS ARE GOING TO INCLUDE A COMPARISON BETWEEN RICHARDSON ISD, THE STATE AND REGION TEN PERFORMANCE AT MEETS GRADE LEVEL FOR THE GRAPH ON THE LEFT, AND THEN A BREAKDOWN OF APPROACHES, MEETS AND MASTERS, AND DID NOT MEET FOR OUR DISTRICT.

THESE FIRST SET OF GRAPHS IS FOR RLA GRADES THREE THROUGH EIGHT, ENGLISH ONE AND ENGLISH TWO TOGETHER.

REGION TEN IN RISD HAD A 55 AT MEETS GRADE LEVEL.

SO WE WERE AT THE REGION TEN SCORE AND WE WERE TWO POINTS ABOVE THE STATE IN READING LANGUAGE ARTS.

WE ALSO SEE THAT WE HAD AH 55% OF OUR STUDENTS AT MEETS OR ABOVE, ON THE GRAPH ON THE RIGHT, YOU CAN SEE WE'RE HAPPY TO SEE THAT IT'S THE MAJORITY OF THAT GRAPH SHOWING THAT MEETS GRADE LEVEL OR ABOVE.

FOR MATHEMATICS, WE'RE LOOKING AT THREE THROUGH EIGHT AND ALGEBRA ONE.

AND FOR THAT GRAPH WE SEE THAT WE ARE TWO POINTS BELOW REGION TEN BUT ONE POINT ABOVE THE STATE.

AGAIN, AS THE HEADLINES MENTIONED, THERE WAS A DECREASE IN MATH ACROSS THE STATE.

AND YOU CAN SEE THAT VERY CLEARLY WITH ALL THREE GROUPS WHERE THEY SAW A DIP.

FOR SCIENCE, SCIENCE IS GOING TO INCLUDE GRADES FIVE AND EIGHT AND BIOLOGY AND FOR SCIENCE AS A WHOLE.

THE DISTRICT WAS TWO POINTS ABOVE THE REGION AND FOUR POINTS ABOVE THE STATE AT MEETS GRADE LEVEL.

SO, WE CAN ALSO SEE THE BREAKDOWN ON THE RIGHT SIDE.

20% OF THE STUDENTS WERE AT MASTERS GRADE LEVEL, GIVING US THE OVERALL 46.

WHEN YOU COMBINE IT WITH THE MEETS GRADE LEVEL, I THINK IT'S INTERESTING.

[01:10:01]

YES. SO AGAIN, THAT'S ONE OF THE QUESTIONS THAT WE LOOK AT IN TERMS OF IS THIS AN ANOMALY.

IS THIS REALLY SOMETHING THAT IS CENTERED AT THE DISTRICT.

AND THE DISTRICT IS THE ONLY ONE SEEING THESE DECLINES? OR ARE WE REALLY IN TREND WITH WHAT WE'RE SEEING IN THE REGION, IN THE STATE? AND SO THAT'S AGAIN, WE'RE NOT HAPPY WITH ANY DECLINES.

IT'S NOT ACCEPTABLE.

AND WE'RE GOING TO BE SHARING WITH YOU OUR ACTION STEPS TO ADDRESS THIS.

BUT AGAIN, WE DO SEE THAT WE'RE NOT AT THE ANOMALY.

YES. AND THEN OUR LAST SLIDE IS SOCIAL STUDIES.

SOCIAL STUDIES STAYING ABOVE THE STATE BY FOUR POINTS AND ONE POINT ABOVE THE REGION.

AGAIN, KEEPING THAT DID NOT MEETS.

YES, WE SAW A BIT OF A DIP, BUT WE WANT TO ENSURE THAT WE'RE STILL ABOVE WHERE WE WERE RIGHT AFTER COVID.

SO THAT'S KIND OF THE INFORMATION FOR OUR SOCIAL STUDIES.

THE NEXT COUPLE OF SLIDES ARE GOING TO TAKE US TO THE GRADE LEVEL.

SO IT'S GOING TO GIVE US A COMPARISON OF THE STATE AND THE DISTRICT BY GRADE LEVEL, BY SUBJECT AREA.

SO THE FIRST SLIDE IS GOING TO READING LANGUAGE ARTS AND MATHEMATICS FOR GRADES THREE THROUGH EIGHT.

AND ONE OF THE THINGS THAT I DO WANT TO HIGHLIGHT ON THIS SLIDE IS OUR SEVENTH GRADE AND EIGHTH GRADE MATH.

WHEN YOU LOOK AT THE AT THE NUMBER OF STUDENTS THAT TESTED IN 2024.

SEVENTH GRADE, WE ONLY HAD 200 STUDENTS, 216 STUDENTS THAT TOOK THE SEVENTH GRADE STAAR ASSESSMENT.

THOSE ARE GOING TO BE SEVENTH GRADERS TAKING THAT TEST BECAUSE WE ARE IN ALGEBRA FOR ALL DISTRICTS.

IT'S VERY FEW STUDENTS TAKE THAT SEVENTH GRADE ASSESSMENT AND HENCE IT'S NOT COMPARABLE TO LOOK AT OUR SCORES IN COMPARISON TO THE STATE.

BUT WE'RE NOT WHERE WE WANT TO BE AND WE WANT TO SEE US CLOSER TO THAT STATE PERCENTAGE.

BUT BECAUSE IT'S SUCH A SMALL NUMBER IT DOES, YOU KNOW, SHOW THAT THAT BIG DIFFERENCE.

LOOKING AT OUR EIGHTH GRADE ASSESSMENT, THAT IS AN AREA THAT WE HAVE BEEN FOCUSING ON.

THERE'S BEEN A LOT OF WORK, AND DOCTOR LEEPER AND DOCTOR HERNANDEZ ARE GOING TO TALK A LITTLE BIT ABOUT THAT IN A BIT ON SOME OF THE THINGS THAT THEY'VE PUT IN PLACE FOR MATH TO TRY AND ADDRESS WHAT THE DATA HAS SHOWN US.

FOR SCIENCE AND SOCIAL STUDIES, WE'RE HAPPY TO SEE THAT WE ARE PERFORMING ABOVE THE STATE AT THE MEETS GRADE LEVEL FOR FIFTH GRADE SCIENCE, EIGHTH GRADE SCIENCE AND SOCIAL STUDIES.

AGAIN, THERE ARE SOME AREAS WHERE WE WOULD LIKE TO SEE HIGHER NUMBERS.

WE'RE NOT HAPPY WHERE WE'RE AT.

WE STILL WANT TO BE HIGHER THAN THAT.

AND SO THEY CONTINUE TO DO A LOT OF WORK IN MAKING SURE THAT WE CAN CONTINUE TO INCREASE THOSE NUMBERS.

AND THEN EOC, THIS IS ONE OF THE CELEBRATIONS WE MENTIONED WHEN WE LOOK AT MEETS GRADE LEVEL.

FOUR OUT OF THE FIVE WERE ABOVE THE STATE AND WE HAD INCREASES FOR EVERY SINGLE 1 IN 2024.

SO WE'RE EXCITED TO SEE THAT IMPROVE.

AND WE HOPE TO SEE THAT CONTINUE TO IMPROVE IN THE COMING YEAR.

THANK YOU, GINA.

GOOD EVENING. BOARD. SO, AS WE TRANSITION IN FROM OUR PRELIMINARY SCORES AND WE GET ALL THIS DATA IN AS A CURRICULUM DEPARTMENT AND AS A DISTRICT, WE START TO DIVE DEEP INTO ALL THE DATA AND REALLY ASK OURSELVES MANY QUESTIONS.

AND SOME OF THEM YOU'LL SEE ON THE SCREEN.

AND WE REALLY KIND OF START WITH, ARE THERE TRENDS ACROSS RISD? ARE THERE CERTAIN CAMPUSES THAT ARE PERFORMING HIGHER OR CAMPUSES PERFORMING LOWER? ARE THERE TRENDS IN TEKS? ARE THERE CERTAIN TEAKS AND GRADE LEVELS THAT ARE HIGHER OR LOWER? ARE THERE WHERE ARE CELEBRATIONS ON THE CAMPUS LEVEL WITH CAMPUS TEACHERS AND CAMPUS KIDS? WE TRY TO DIVE DEEP INTO THE ROOT CAUSE, PARTICULARLY IF WHEN WE'RE SEEING THOSE AREAS OF CONCERN WITHIN OUR MATH, WITHIN OUR EMERGENT BILINGUALS, WITHIN OUR CERTAIN SUBGROUPS.

WHAT IS THE ROOT CAUSE THERE THAT WE NEED TO PEEL KIND OF THE ONION BACK AND THE LAYERS THERE TO SEE IS IT A FOUNDATIONAL ISSUE THAT THEY'RE MISSING GAPS? OR WHAT IS THE ACTUAL CAUSE OF THE LOWER LEVEL OF PERFORMANCE THERE? WE ALSO LOOK AT TRENDS ACROSS THE STATE AND ACROSS THE REGION.

WHAT ARE OTHER DISTRICTS DOING ACROSS THE REGION WHO ARE PERFORMING HIGH? ARE WE REACHING OUT TO THEM? ARE WE PARTNERING WITH THEM? FOR EXAMPLE, ON SEPTEMBER, I BELIEVE IT'S 16TH, WE'RE READING MEETING WITH OUR REGION, TEN COHORTS AND DISTRICTS ACROSS REGION TEN TO SAY, YOU KNOW, WHAT ARE YOU DOING THAT'S WORKING WHAT'S NOT? AND REALLY KIND OF COLLABORATING WITH OTHER DISTRICTS ACROSS THE STATE AS WE TRY TO FIGURE OUT THIS NEW TEST AND NEW SYSTEM OF ACCOUNTABILITY AS A WHOLE.

SO WE REALLY START ASKING THOSE QUESTIONS TO OURSELVES AS WELL.

AND THEN WE GET INTO WHAT ARE SOME OF THOSE NEXT STEPS.

AND AS A DISTRICT TEAM, WE REALLY PRIORITIZE THOSE TARGETED RESPONSES TO SCORES.

AND ONE OF THE THINGS THAT WE REALLY KIND OF PAUSED ON AND SETTLED IN THIS YEAR IS REALLY FOCUSING ON, AS YOU HEARD JOE HEAR IT AS WELL, IS THIS LEARNING ENVIRONMENT RESET?

[01:15:04]

WE KNOW THAT WE NEED THAT.

AND THAT'S REALLY GOING TO BE A CONTINUED AREA OF FOCUS THAT YOU'LL HEAR DOCTOR HERNANDEZ TALK TO.

BUT WE HAD TO SLOW DOWN AND SAY, ARE OUR KIDS READY? WE'RE REALLY SEEING AND STILL ACKNOWLEDGING THE FACT THAT POST COVID, WE ARE WE DO HAVE A GROUP OF KIDDOS THAT ARE STILL STRUGGLING WITH THAT MOTIVATION, WITH THAT PERSISTENCE AND WITH THE WITH ENSURING THAT THEY MAYBE HAVE BEEN UNSUCCESSFUL IN THE PAST AND HOW DO WE BUILD THEM BACK UP? AND REALLY, WHEN THEY ENTER OUR BUILDINGS THEY BECOME MORE MOTIVATED TO LEARN.

THEY ARE READY TO LEARN. AND THEY ARE REALLY LEARNING THOSE PERSISTENCE AND GRIT CHARACTERISTICS AS WELL, THAT ARE EQUALLY AS IMPORTANT TO BEING SUCCESSFUL ON THE STAAR. SO YOU HEARD MR. WILL TALK ABOUT THE TIER ONE BEHAVIOR TRAINING, AND A LOT OF THAT REALLY BRINGS IN THAT MOTIVATION PIECE, THAT PERSISTENCE PIECE.

WHAT HAPPENS WHEN YOU'RE ON THAT TEST THAT MIGHT TAKE YOU MULTIPLE HOURS AND YOU HIT THAT QUESTION AND THAT LONG PASSAGE, AND YOU WANT TO LOOK AT IT AND GO, I DON'T KNOW IF I CAN EVEN DIG INTO THAT. WHERE DO I START? AND HOW DO WE ADDRESS THAT ASPECT OF IT? ON A ON AN EMOTIONAL LEVEL AND A SOCIAL LEVEL, BUT THEN ALSO ON AN ACADEMIC LEVEL AS WELL.

AND HOW DO WE MARRY THOSE TWO TO ENSURE THE SUCCESS OF THE CHILD? WE ALSO REALLY WILL CONTINUE FOCUSING ON HIGH EXPECTATIONS FOR ALL.

WE KIND OF ACKNOWLEDGE A LITTLE BIT THAT POST COVID, WE WERE HAPPY TO HAVE KIDS IN THE BUILDING, TEACHERS IN THE BUILDING JUST REALLY TRYING TO MAKE SURE THAT EVERYONE WAS OKAY.

THEY WERE SAFE. THEY WERE HERE AND THEY WERE DOING OKAY.

DID THEY HAVE THE NEEDS THAT THEY NEEDED TO EVEN JUST BE IN THE BUILDING AND LEARN THAT DAY? BUT WE WERE AT A AT A PLACE WHERE WE ARE READY TO GET BACK TO THOSE HIGH EXPECTATIONS FOR ALL.

AND BY THAT I MEAN ADULTS AND KIDS IN THE BUILDING.

ADULT. WE ALL KNOW THAT KIDS WILL RISE TO THE LEVEL OF EXPECTATIONS THAT WE GIVE TO THEM, AND WE BELIEVE THAT OUR ADULTS WILL, TOO.

SO AS THAT RELATES TO BEHAVIOR, AS IT RELATES TO RIGOR THE EXPECTATION THERE WILL BE A FOCUS ON INCREASING THOSE AS WELL.

AND IF I CAN JUST ADD THERE, DOCTOR LEEPER WHEN WE THINK ABOUT HIGH EXPECTATIONS FOR ALL.

I REALLY AGAIN WANT TO THANK THE BOARD AND THE COMMUNITY THAT SUPPORTED THE BOLD COMPENSATION PLAN, BECAUSE ONE OF THE THINGS THAT HAS ALLOWED US TO DO IS, NUMBER ONE, RETAIN MORE OF OUR VETERAN TEACHERS.

WE'VE BEEN ABLE TO RECRUIT MORE VETERAN TEACHERS.

AND WE'VE ALSO HAD A LOT OF CONVERSATIONS WITH PROFESSIONAL LEARNING, BOTH WITH CAMPUS PRINCIPALS AS WELL AS WITH TEACHERS OF WE ARE COMPENSATING YOU AS PROFESSIONALS, AND WE NEED TO MAKE SURE THAT THE EXPECTATION IS THAT THAT HIGH QUALITY DAILY TIER ONE INSTRUCTION IS HAPPENING IN EVERY BUILDING, EVERY DAY.

AND SO REALLY, YOU HAVE ALLOWED US AND EQUIPPED US WITH THE RESOURCES THAT WE NEED TO MAKE SURE WHAT DOCTOR LEEPER JUST MENTIONED IS POSSIBLE.

AGAIN, THERE WAS A TIME WHEN WE WERE JUST THANKFUL PEOPLE WERE SHOWING UP EVERY DAY.

BUT WE ARE NOW PAST THAT, AND NOW WE NEED EVERYONE'S BEST EVERY DAY.

THANK YOU, MISS BROWN. AND ALSO THAT WHOLE CHILD FOCUS.

WE NEED TO CONTINUE OUR FOCUS AND EFFORTS WITH JOE AND HIS TEAM, AS WELL AS DOCTOR GIBBONS ON THE ATTENDANCE.

WE NEED TO MAKE SURE OUR KIDS ARE HERE EVERY DAY SO THAT THEY CAN LEARN, AND THAT WE'RE ALSO CONTINUING TO FOCUS ON THAT PARENTAL ENGAGEMENT AS WE'RE TEACHING OUR KIDS, MAKING SURE THAT OUR PARENTS ARE, YOU KNOW, NEED A KNEE AND ELBOW TO ELBOW WITH US AS WE'RE MOVING THROUGHOUT THE SCHOOL YEAR.

ONE OF THE THINGS THAT WE'RE EXCITED ABOUT THIS YEAR IS ALL STUDENTS FROM RICHARDSON ISD THIS YEAR WILL BE DOING STUDENT GOAL SETTINGS K THROUGH 12.

SO THEY'LL HAVE AN ACADEMIC GROWTH GOAL AND THEY'LL HAVE A GRADUATE PROFILE GROWTH GOAL, WHICH WE ARE REALLY EXCITED ABOUT THAT FOR ALL STUDENTS.

WE KNOW STAAR IS A ONE DAY, ONE TEST ASSESSMENT OF OUR STUDENTS WITH ACADEMIC GROWTH GOALS.

WE ARE ABLE TO SIT WITH THEM ON THEIR GOALS AND REALLY LOOK AT THEIR PROGRESS AND CELEBRATE THEIR PROGRESS WITH THEIR PARENTS, WITH THE COMMUNITY AS WE PROGRESS THROUGHOUT THE SCHOOL YEAR. SO THAT'S SOMETHING THAT WE'RE VERY EXCITED ABOUT FOR OUR STUDENTS AS WELL.

ONE OF THE OTHER AREAS OF FOCUS THAT WE WILL CONTINUE TO FOCUS ON, ASIDE FROM THIS, THOUGH, IS AN OVERALL RESET OF OUR INSTRUCTIONAL SUPPORT SYSTEMS. IN THOSE EXPECTATIONS WITHIN THE DISTRICT.

SO I'M GOING TO ASK DOCTOR HERNANDEZ, OUR NEW SENIOR EXECUTIVE DIRECTOR OF CURRICULUM AND INSTRUCTION, TO TALK ABOUT SOME OF THOSE NEXT STEPS.

GOOD EVENING.

SO SINCE I THINK I'M CLICKING, THAT'S WHY.

THERE WE GO.

SO SINCE MY ARRIVAL, I'VE HAD THE OPPORTUNITY TO RECEIVE FEEDBACK ON THE SYSTEMS THAT WE CURRENTLY HAVE PLACE IN RICHARDSON ISD.

AND THE TRULY AMAZING NEWS IS, IS THAT WE HAVE A LOT OF FOUNDATIONAL PIECES OUT HERE TO MOVE FORWARD.

THERE ARE GREAT SYSTEMS THAT ARE ALREADY IN PLACE FOR EVERY SINGLE ONE OF OUR STUDENTS.

FIRST, THE CULTURE.

I JUST HAVE TO SAY, LIKE FROM MY PERSONAL EXPERIENCE AND COMING ON BOARD AND BEING NEW WE OFTEN SAY YOU CAN JUST FEEL THE CULTURE WHEN YOU WALK INTO A BUILDING OR WHEN YOU WALK INTO A DISTRICT, AND YOU CAN FEEL THE POSITIVE CULTURE HERE.

[01:20:06]

SECONDLY, WE HAVE PRINCIPALS AND CAMPUS TEAMS WHO ARE TRULY, INNATELY DRIVEN TO MAKE SURE THAT ALL OF OUR STAR RESULTS AND ACHIEVEMENT EVERY SINGLE DAY FOR STUDENTS IS EXCELLING LIKE THAT IS THEIR GOAL.

I HAVE NOT HEARD ONE PRINCIPAL TELL ME ANYTHING DIFFERENT.

THEY'VE ALL SAID, SUSAN, WHAT? WHAT DO WE DO? WHAT CAN WE DO? HOW CAN WE SUPPORT? THIRDLY, EVERY DISTRICT SUPPORT TEAM IS WORKING DILIGENTLY ACROSS THE DISTRICT TO MAKE SURE WE'RE DEPLOYING ONLY THE MOST IMPACTFUL RESOURCES AND SUPPORTS TO EVERY SINGLE CAMPUS.

FOURTH, THE SCHOOLS HAVE TRULY ADOPTED PRACTICES THAT PROVE THAT RICHARDSON ISD IS ALREADY ACTING AS A DISTRICT PROFESSIONAL LEARNING COMMUNITY. WHEN I THINK ABOUT THE TEACHERS AND PRINCIPALS AND ASSISTANT PRINCIPALS AND INSTRUCTIONAL COACHES THAT I'VE SEEN OVER THE LAST TWO WEEKS, YOU ALL, EVERYONE IS ALL IN.

EVERYONE IS UNIFIED AROUND THE SAME GOAL TO MAKE SURE THAT EVERY STUDENT IS SUCCESSFUL.

WE'RE ALREADY WORKING ON AN ALREADY BUILDING GREAT SYSTEMS FOR TEACHER PLANNING AND COLLABORATION.

AND LASTLY, BUT I BUT I THINK PROBABLY MOST IMPORTANTLY, EVERY PRINCIPAL WANTS FEEDBACK LIKE GIVE ME AN ACTION STEP, TELL ME WHAT TO DO TO IMPROVE AND I THINK THAT THAT GROWTH MINDSET IS WHAT'S GOING TO PUSH US FORWARD FOR EVERY SINGLE STUDENT.

AND NOT ONLY DO THEY WANT FEEDBACK, THEY ALSO WANT TO GIVE IT.

SO I THINK THAT PROVES THE CULTURE THAT WE HAVE HERE AND TRUST THAT WE'RE WILLING TO ACCEPT THEIR FEEDBACK AND ACT ON IT.

SO IN REFLECTION AND FOR CONTINUOUS IMPROVEMENT OF OUR SCHOOL TEAMS HAVE GIVEN US FEEDBACK AND THEY HAVE ASKED FOR TIGHTER SYSTEMS SURROUNDING DATA DRIVEN INSTRUCTION. BUT FIRST, I'D REALLY LIKE TO DEFINE WHAT IS DATA DRIVEN INSTRUCTION LIKE.

WHAT DOES THAT MEAN? BECAUSE THIS IS NOT A NEW TERM.

THIS HAS BEEN FLOATING AROUND FOR MANY, MANY YEARS, AND PRINCIPALS ARE ALREADY ATTUNED TO DATA DRIVEN INSTRUCTION.

BUT WHAT THE SHIFT HERE IS IN THE DEFINITION WE'RE NO LONGER GOING TO BE LOOKING AT HOW DO WE IMPROVE TEACHING FIRST AND WHAT IS THE TEACHER DOING? WE'RE GOING TO FIRST LOOK AT WHAT IS EVERY SINGLE STUDENT DOING? HOW ARE STUDENTS MEETING THE EXPECTATIONS THAT THE TEACHERS HAVE PROVIDED FOR THEM? AND IF THEY'RE NOT MEETING THAT EXPECTATION, WHAT DO WE DO TO INTERVENE OR TO DO WHAT WE CALL ROUNDING UP? SO WHEN WE SAY THAT WE WANT TO TIGHTEN UP SYSTEMS, LET'S DEFINE WHAT TIGHTEN UP REALLY MEANS.

FIRST OFF, AS YOU JUST SAW, DATA DRIVEN INSTRUCTION IS THE PROCESS AND SYSTEMS THAT WE INTEGRATE TO ENSURE THAT WE'RE ALWAYS FOCUSING ON STUDENTS AND THEIR OUTCOMES FIRST. SO IF STUDENTS HAVE MISCONCEPTIONS, WHAT ARE WE GOING TO DO ABOUT IT? WE'RE NOT WAITING FOR THE AUTOPSY AT THE END OF THE YEAR FOR STAAR.

WE'RE GOING TO INTERVENE QUICKLY.

BUT TO ME AND TO OUR SYSTEM, INTERVENTIONS DO NOT JUST MEAN STUDENTS THAT ARE NOT MASTERING THE TEKS, BUT IT ALSO MEANS WHAT ARE WE DOING FOR STUDENTS WHO HAVE MASTERED THE TEKS WE CALL THAT WATERING UP? SO HOW DO WE IMPROVE RIGOR SO THAT STUDENTS ARE SUCCESSFUL ACADEMICALLY? ALSO, BY ACHIEVING AT HIGHER LEVELS? IF WE DO NOT ENSURE THAT EVERY PERSON AND EVERY EMPLOYEE AND TEAM MEMBER IN RICHARDSON ISD IS SPEAKING THE SAME LANGUAGE, WE'RE GOING TO HAVE FAULTY SYSTEMS. IF WE ARE NOT REVIEWING THE SAME DATA, AND WE'RE NOT DRIVEN TO ENSURE THAT THE TEKS THAT STUDENTS HAVEN'T MASTERED HAVE A PLAN AND AN ACTION PLAN THAT WE'RE ACTING ON.

WE ARE NEVER GOING TO MATCH THE ACADEMIC RIGOR OF STAAR, AND STUDENTS ARE NEVER GOING TO ACHIEVE AT HIGH LEVELS.

WHAT THAT LEAVES US WITH IS AN INEQUITABLE APPROACH FOR EVERY SINGLE STUDENT THAT WE SERVE IN RICHARDSON ISD.

WE HAVE TO MAKE SURE THAT WE HAVE COMMON DATA RESULTS ACROSS ALL CAMPUSES.

BUT I WANT TO REITERATE HERE THAT EVEN THOUGH WE ARE INTEGRATING COMMON INTERIM ASSESSMENTS ACROSS THE DISTRICT, THIS IS NOT A PUNITIVE TOOL FOR ANY SINGLE CAMPUS OR ANY SINGLE TEACHER.

THIS IS OUR WAY OF REALLY DIGGING INTO THE ASSESSMENTS ALL THROUGHOUT THE YEAR.

SO AGAIN, WE'RE NOT DOING THAT AUTOPSY AT THE END.

AND THIS DOESN'T BECOME ABOUT THE TEACHER.

AND WHAT DID THE TEACHER DO? IT BECOMES ABOUT WHERE IS THE GAP THAT EVERY SINGLE STUDENT IS HAVING AND HOW DO WE ADDRESS THAT GAP.

SO AGAIN, THINK ABOUT THAT DEFINITION OF DATA DRIVEN INSTRUCTION AND HOW WE MAKE THE FLIP.

WE ALSO WANT TO MAKE SURE THAT EVERY SINGLE PRINCIPAL AND TEACHER HAS VERY CLEAR ACTION STEPS.

[01:25:05]

AND WHEN I WAS A PRINCIPAL AND WHEN I WAS A TEACHER, I'M NOT SURE THAT I ALWAYS WALKED AWAY REALLY UNDERSTANDING WHAT I NEEDED TO WORK ON.

AND THAT IS SOMETHING I'M TRULY COMMITTED TO.

EVERY PRINCIPAL NEEDS TO UNDERSTAND THIS IS YOUR AREA OF OPPORTUNITY.

THIS IS HOW YOU GET THERE, AND THIS IS WHAT WE'RE GOING TO DO TO SUPPORT MAKING SURE THAT YOU ACHIEVE THAT GOAL.

OUR GOAL HERE IS TO GET BETTER, FASTER FOR EVERY SINGLE STUDENT IN RICHARDSON ISD.

SECONDLY, OUR MONITORING SYSTEMS HAVE TO BE TIGHT, SO WE CAN'T JUST SAY WE'RE GOING TO DO DATA DRIVEN INSTRUCTION AND THEN NEVER LOOK AT IT AGAIN, OR WE CAN'T SAY WE'RE GOING TO INTEGRATE DATA DRIVEN INSTRUCTION AND DO IT FOR A YEAR.

DROP IT IN THE SECOND YEAR.

WE'RE TALKING ABOUT A FIVE YEAR PLAN HERE FOR DATA DRIVEN INSTRUCTION.

AND PART OF THAT IS MAKING SURE THAT WE ARE MONITORING THROUGH COACHING AND FEEDBACK GROUPS, AND THAT WE ARE ALSO WALKING CAMPUSES.

THERE IS A LITTLE TAGLINE THAT WE GAVE IN PROFESSIONAL DEVELOPMENT LAST WEEK, AND IT'S CALLED WE'RE GOING TO MAKE SURE THAT EVERYBODY'S POOLSIDE, MEANING THAT WE ARE AT THE POOL.

WHEN OUR KIDS ARE THERE.

WE'RE LOOKING AT THE SWIMMERS.

WE'RE MAKING SURE THAT EVERY STUDENT IS SUCCESSFUL, AND IF WE'RE NOT PHYSICALLY THERE AND MONITORING, WE'RE NEVER GOING TO KNOW WHAT'S HAPPENING IN SCHOOLS.

SO WE ARE INTEGRATING LEARNING WALKS.

WE ARE ALSO ACROSS ALL OF OUR LEARNING COMMUNITIES.

WE WILL HAVE A BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, AND END OF THE YEAR GROWTH WALK.

SO AGAIN, PRINCIPALS WILL GET ONE ACTION STEP AT THE BEGINNING OF THE YEAR.

THAT IS A HIGH LEVERAGE ACTION STEP FOR THEM TO WORK ON FOR FIRST SEMESTER SO THAT WE CAN DEPLOY SUPPORTS TOWARDS THAT ONE ACTION STEP.

WE'LL CHECK AGAIN AT MID-YEAR TO MAKE SURE THAT THEY ARE GROWING IN THAT GOAL AND GIVE THEM A GOAL AT THE END OF THE YEAR SO THAT THEY CAN START 25-26 OFF WITH A BANG.

YES, WE'RE ALREADY TALKING ABOUT 25-26.

LASTLY OUR DATA HAS TO BE CONSISTENT.

IF A STUDENT WITHDRAWS FROM ONE OF HER SCHOOLS, WE WANT TO MAKE SURE THAT THEY ENTER INTO A ZONE OF LEARNING AT A NEW SCHOOL.

THAT'S EXACTLY WHERE THEY LEFT OFF.

SO THERE'S NO CONFUSION.

ALSO, WE HAVE TO BE ABLE TO TEST TRENDS ACROSS THE DISTRICT, JUST AS DOCTOR LEEPER SAID.

IF WE'VE GOT STUDENTS THAT AREN'T MASTERING A TEKS ACROSS THE DISTRICT, THEN NOT ONLY DO WE HAVE A PROBLEM WITH STUDENT MISCONCEPTIONS, BUT WE ALSO NEED TO MAKE SURE THAT WE'RE DEPLOYING SUPPORTS ACCORDINGLY, AND THEN OUR PROFESSIONAL DEVELOPMENT IS TIGHTLY ALIGNED.

WE DON'T WANT WHAT WE CALL A SPRAY OF PROFESSIONAL DEVELOPMENT, AND JUST HOPE THAT PRINCIPALS CAN GRASP ON TO THAT ONE THING THAT'S GOING TO MAKE A DIFFERENCE.

WE HAVE TO MAKE SURE THAT OUR PROFESSIONAL DEVELOPMENT IS TRULY ALIGNED TO THE ACTION STEPS THAT TEACHERS HAVE BEEN GIVEN AND THE PRINCIPALS HAVE BEEN GIVEN.

AND I JUST HAVE TO CONTINUALLY REITERATE THIS POINT, TOO, THAT WHEN WE GET STAR AT THE END OF THE YEAR, THERE SHOULD BE NO GUESSING.

WE SHOULD ALREADY HAVE IN JANUARY A PRETTY GOOD INDICATOR OF HOW OUR STUDENTS ARE GOING TO PERFORM.

AND IF WE'RE NOT DIAGNOSING ALONG THE WAY, WE'RE STILL GOING TO BE IN THAT AUTOPSY STAGE.

I AM SO EXCITED TO BE A MEMBER OF RICHARDSON ISD, AND I'M SO EXCITED TO ROLL UP MY SLEEVES.

ALREADY DONE THAT. AND GETTING INTO THE NITTY GRITTY WITH PRINCIPALS AND OUR TEACHERS.

THANK YOU FOR HAVING ME.

AND I'M GOING TO TURN IT BACK OVER TO DOCTOR ORTIZ.

ALL RIGHT. SO SOME KEY TAKEAWAYS FOR US.

IT'S IMPORTANT FOR THE DISTRICT AND THE COMMUNITY TO UNDERSTAND THAT THE UPDATED STANDARDS ARE INTENDED TO DRIVE THE CONTINUOUS IMPROVEMENT EFFORTS, LIKE I MENTIONED EARLIER, AND THAT THE RATINGS ARE NOT COMPARABLE YEAR TO YEAR AND SHOULD NOT BE COMPARED SIDE TO SIDE FOR 24-25 SCHOOL YEAR.

WE WILL CONTINUE TO FOCUS ON GROWTH AND A LEARNING ENVIRONMENT, RESET WITH ALIGNED INSTRUCTIONAL EXPECTATIONS AND SYSTEMS OF SUPPORT TO ENSURE THAT WE MEET OUR GOALS.

I JUST WANT TO THANK GINA AND SUSAN AND CHRISTINE FOR THEIR INCREDIBLE PRESENTATION.

I ALSO REALLY WANT TO THANK OUR ENTIRE TEACHING AND LEARNING TEAM, AS LONG AS WELL AS OUR SCHOOL LEADERSHIP TEAM.

WHO? AS SOON AS WE RECEIVED OUR SCORES, WE WERE REALLY GOING BACK TO THAT SIDE WHERE WE WERE ASKING THOSE QUESTIONS, REALLY TRYING TO UNDERSTAND WHERE WE ARE AND HOW DO WE GET BETTER. I WANT OUR COMMUNITY HERE, AND I WANTED TO END WITH THIS NORTH STAR GOAL, BECAUSE OFTENTIMES I KNOW COMMUNITY MEMBERS CAN THINK, WELL, WE'RE TOO DRIVEN BY THIS TEST OR WE'RE TEACHING TO A TEST.

AND I WANT TO ASSURE THE COMMUNITY STARS, AS WE HAD ON THAT FIRST SLIDE.

IT'S ONE MEASURE THAT WE USE.

BUT IT'S AN IMPORTANT MEASURE, AND IT'S AN IMPORTANT WAY THAT WE DEMONSTRATE WORK TOWARDS THIS NORTH STAR GOAL THAT EVERY STUDENT, TEACHER AND LEADER WILL MEET OR EXCEED THEIR ACADEMIC GROWTH GOALS.

IT IS AN ASSURANCE THAT WE WANT TO GIVE OUR STUDENTS AND OUR PARENTS THAT OUR STUDENTS HAVE THE SKILLS THAT THEY NEED TO BE SUCCESSFUL, THAT THEY HAVE THE SKILLS THAT THEY NEED

[01:30:04]

AGAIN, WE HAVE AREAS OF CELEBRATION.

I WANT TO THANK OUR TEACHERS WHO EVERY DAY, Y'ALL, OUR TEACHERS DO NOT WALK IN.

THERE'S NOT ONE TEACHER I HAVE WALKED INTO A CLASSROOM OR THAT I KNOW WHO SAY, I DON'T WANT MY KIDS TO BE SUCCESSFUL.

I DON'T WANT MY KIDS TO GROW TODAY.

EVERY ONE OF OUR TEACHERS LOVES OUR KIDS, AND THEY ARE WORKING HARD EVERY DAY TO HELP OUR STUDENTS GROW.

HOWEVER, WE KNOW THAT THERE ARE SOME THINGS THAT WE CAN GET BETTER AT.

WE CAN GET STRONGER AT BECAUSE OUR KIDS DESERVE NOTHING LESS.

WE ARE NOT GOING TO OVER TEST.

SO WHEN YOU HEARD DOCTOR HERNANDEZ TALK ABOUT OUR COMMON INSTRUCTIONAL ASSESSMENTS THOSE ARE GOING TO BE HAPPENING EVERY SIX WEEKS, BUT THEY WILL TAKE THE PLACE OF ASSESSMENTS THAT WE WERE CURRENTLY USING THAT WERE UNIT ASSESSMENTS THAT WERE HAPPENING ON A MORE FREQUENT BASIS.

BECAUSE AGAIN, THIS ALLOWS US BOTH AT A TEACHER LEVEL FOR A GRADE, FOR A SUBJECT AREA, AS WELL AS A PRINCIPAL AT A CAMPUS AS WELL AS AT THE DISTRICT STAFF FOR US TO REALLY KNOW WELL BEFORE THE STAR ASSESSMENT COMES OUT, HOW OUR STUDENTS ARE GROWING AND WHERE MIGHT BE SOME AREAS THAT WE NEED TO INTERVENE IMMEDIATELY AND NOT WAIT UNTIL AFTER THE FACT.

SO WE ARE NOT WE WILL NOT OVER TEST OUR KIDS.

OUR KIDS NEED TIME WITH THEIR TEACHERS IN THE CLASSROOMS COMMITTED TO THAT HIGH QUALITY TIER ONE INSTRUCTION.

THE OTHER THING IS THE SKY IS NOT FALLING AND WE ARE NOT.

THIS IS NOT A WE DO NOT BELIEVE THERE IS ANY KIND OF HUGE, SIGNIFICANT COURSE CORRECTION WE NEED TO MAKE.

WE'RE DOING THE RIGHT THINGS.

WE'RE KEEPING THE MAIN THING, THE MAIN THING, WHICH IS ENSURING OUR TEACHERS HAVE HIGH QUALITY PROFESSIONAL LEARNING.

THEY HAVE THE RIGHT CURRICULUM AND THE RESOURCES, AND WE CONTINUE TO TRAIN THEM.

IT DOES MEAN THAT WE NEED TO TIGHTEN SOME THINGS SO WE CAN ENSURE THAT IT'S HAPPENING EQUITABLY AT EVERY SINGLE BUILDING AND IN EVERY SINGLE CLASSROOM.

AND THAT'S WHAT I HOPE YOU HEARD TONIGHT.

AND WITH THAT, WE ARE HAPPY TO TAKE ANY QUESTIONS FEEDBACK, CONCERNS FROM THE BOARD.

ALL RIGHT, COLLEAGUES, THIS IS OUR CHANCE.

GREAT PRESENTATION.

AND I'LL GO AHEAD AND JUST START BY THANKING DOCTOR LEAPER, DOCTOR ORTIZ AND DOCTOR HERNANDEZ.

AND WELCOME TO THE TEAM.

SO A LOT OF WORK.

SO I'LL OPEN IT UP.

DO WE HAVE ANY COMMENTS ON THE PRESENTATION OR QUESTIONS.

ALL RIGHT, MISS PACHECO.

WE JUST HAD OUR LITTLE THING OVER HERE.

OKAY. FIRST, THANK YOU SO MUCH FOR THAT PRESENTATION.

I DO APPRECIATE IT.

IT WAS VERY ENLIGHTENING.

I, I WANT TO THANK YOU GUYS FOR THE HARD WORK.

I KNOW YOU'RE FOCUSED ON STUDENT GROWTH.

I KNOW YOU'RE FOCUSED ON OUR TEACHER GROWTH.

AND I REALLY ENJOYED HEARING THE PLAN OF HOW WE'RE GOING TO CONTINUE ON IMPROVING THAT.

I'M EXCITED TO SEE THAT.

I, I'M EXCITED TO SEE HOW YOU GUYS ARE GOING TO WORK ON CONCENTRATING WITH OUR TEACHERS AND AND YOUR FEEDBACK AND THE, YOU KNOW, MONITORING WHERE IT'S NOT CONSTANT TESTING, BUT AT THE SAME TIME, YOU'RE MONITORING AND CHECKING ALL THESE THINGS THAT WE'VE PUT IN PLACE TO SUPPORT OUR TEACHERS, TO SUPPORT OUR TEAMS IN EVERY SCHOOL. SO I'M EXCITED ABOUT THAT.

I KNOW STAAR IS IMPORTANT.

BUT I ALSO UNDERSTAND THAT IT IS NOT THE ONLY MEASURE FOR OUR STUDENTS.

IT'S NOT THE ONLY MEASURE FOR OUR INSTRUCTORS.

AS FAR AS TEACHING GOES IT'S I'M A LITTLE SAD, HONESTLY, TO SEE THAT OUR SCORES DIDN'T IMPROVE.

BUT I ALSO KNOW THAT THIS TEST KEEPS CHANGING.

AND NOT TO SAY IT'S AN EXCUSE, BUT, GOSH, HAVING AI GRADING THESE KIDS KNOWING THAT OUR LITTLES ARE PROBABLY NOT THE BEST TYPISTS IN THE WORLD TO GO THROUGH THIS EXAM HAS TO BE SO HARD.

SO I HAVE ALL OF THAT IN MIND, AND I'M JUST SO GLAD THAT WE HAVE A GREAT TEAM.

I'M LOOKING FORWARD TO SEEING THE GROWTH, THE MOTIVATION THE PROCESS THAT WAS JUST ALIGNED IN THIS PRESENTATION AND JUST SEEING THE IMPROVEMENTS BECAUSE WE CAN IMPROVE AND WE'RE GOING TO BE AMAZING.

SO THANK YOU. THANK YOU, MISS PACHECO.

YES. OTHER COMMENTS FROM BOARD MEMBERS OR QUESTIONS.

ALL RIGHT, MISS TIMMY, I MEAN, I HAVE SEVERAL I WAS TRYING TO LOOK MY FELLOW BOARD MEMBERS GO BEFORE ME.

I CAN GET A LITTLE LONG WINDED ON THESE THINGS.

JUST WANTED TO JUST START FIRST.

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

I APPRECIATE SOME OF THE DETAIL AROUND SOME OF THE THINGS THAT WE'RE LOOKING AT.

AND I'M PROUD OF OUR BOARD FOR REALLY DOING A, PUTTING SOME THINGS IN PLACE THAT I THINK WE'LL SEE A LAG FROM, WHICH WOULD BE LIKE EVEN RETAINING OUR VETERAN TEACHERS.

LIKE, AS THAT HAPPENS THIS YEAR, I THINK WE'LL SEE SOME IMPROVEMENTS ON THAT.

[01:35:01]

SO I'M I'M EXCITED THAT WE'VE DONE SOME OF THOSE THINGS AND HAVE SOME OF THOSE GREAT CELEBRATIONS MUCH LIKE Y'ALL.

AND I KNOW WE DIDN'T SAY THIS SPECIFICALLY, BUT WHILE I'M GLAD THAT WE'RE ABOVE THE STATE IN SOME AREAS, I MEAN, I ACTUALLY OUR HOPE WOULD BE IS THAT WE WOULDN'T BE NEAR THE STATE.

I WOULD I DON'T WANT TO BE COMPARED LIKE WITH THE 50% MARK.

I'D LIKE TO BE COMPARED HIGHER.

AND I KNOW THAT THAT'S EXACTLY WHAT WE'RE WORKING TOWARDS.

SO I ALSO TOO WOULD LOVE TO SEE JUST THAT, JUST WHEN YOU CAN.

I KNOW YOU GUYS HAVE DONE THAT. JUST DISTRICTS THAT ARE LIKE US ACROSS THE STATE JUST TO SEE BECAUSE I THINK FOR ME THAT HELPS TO SEE IS IT US? IS IT OUR CURRICULUM? IS IT WHERE ARE THOSE AREAS THAT WE'RE DOING WELL VERSUS WHERE ARE THOSE AREAS THAT IT LOOKS LIKE IT IS MORE SYSTEMATIC, BUT AND THAT'S ALWAYS HELPFUL TO ME. I DID HAVE A QUESTION.

YOU SHOWED OUR HISPANIC NUMBERS.

DOES THAT INCLUDE OUR SPANISH TAKERS IN THAT NUMBER? YES. OKAY.

AND I KNOW THAT TEST WAS, LIKE, ABYSMAL ACROSS THE STATE, RIGHT? YES. OKAY.

SO THAT'S INCLUDED IN THAT.

ANOTHER QUESTION I'M ASSUMING YOU GUYS ARE LOOKING AT THEN WHO'S TAKING YOUR ENGLISH TEST VERSUS YOUR SPANISH TEST AND OUR PROCESS FOR THAT TOO.

YES. OUR MULTILINGUAL DEPARTMENT DEFINITELY IS EVALUATING WHO IS TAKING THAT.

I DON'T KNOW IF CHRIS WANTS TO SAY ANYTHING.

ONE THING THAT I WOULD ADD TO THAT MRS. TIMME ALSO IS IN LOOKING AT THOSE SPANISH SCORES IN PARTICULAR, WE'VE LOOKED AT CHANGING, NOT LOOKED AT.

WE ARE CHANGING OUR DUAL LANGUAGE MODEL THIS YEAR.

AND I KNOW CLARICE MIGHT WANT TO SPEAK TO THAT MORE, BUT ONE OF THE THINGS THAT WE ARE SEEING IN THAT IS TESTING IN THE LANGUAGE THAT THEY'RE BEING TAUGHT IN OR TAUGHT IN THE LANGUAGE THAT THEY'RE TESTING IN, AND WHAT DOES THAT LOOK LIKE FOR OUR KIDS? AND SO WE DO HAVE A LOT OF KIDS, ESPECIALLY IN OUR EMERGENT BILINGUAL STUDENTS AT THE LOWER GRADES WHO HAVE THE OPTION OF BEING TESTED IN SPANISH.

AND YOU CAN ONLY TEST THE STAR UP UNTIL FIFTH GRADE.

AND SO HOW ARE WE PREPARING THEM FOR THAT? AND WHAT IS THE ACTUAL LANGUAGE OF INSTRUCTION AND THE RIGOR OF INSTRUCTION OF THE LANGUAGE IN THE CLASSROOM THAT THE KIDS ARE MOST SUCCESSFUL WITH? I'M ASSUMING THAT'S LIKE ACADEMIC LANGUAGE AS WELL, RIGHT? LIKE THEY MAY HAVE A STRONGER EVEN THOUGH THEY'RE EMERGENT BILINGUAL, PRIMARILY SPANISH SPEAKERS, BUT THEY MAY HAVE BETTER ACADEMIC LANGUAGE IN SPANISH, I MEAN, IN ENGLISH PER SE. AND SO CLARICE AND HER TEAM, I THINK, HAVE DONE A GREAT JOB OF PUTTING IN LITTLE ASSESSMENTS ALONG THE WAY, LOST TESTING, CERTAIN TESTS THAT ACTUALLY TEST THAT LANGUAGE DEVELOPMENT THAT IS AT ACADEMIC RIGOR AND THAT ACADEMIC VOCABULARY TO WHEREBY THE END OF THE YEAR, OUR LPACS CAN MAKE THAT DECISION.

BECAUSE EVERY DECISION IS AN INDIVIDUALLY BASED DECISION FOR A KID, AND WHERE IS THE HIGHEST LEVEL OF THEIR ACADEMIC BEHAVIOR OR ACADEMIC VOCABULARY AND ACADEMIC UNDERSTANDING OF THE RIGOR OF THE TEKS FOR THEM TO BE MORE SUCCESSFUL IN THE TEST.

SO I DO THINK OUR LATS, THE WAY THAT WE'VE RECHANGED AND COMPLETELY REVAMPED OUR WHOLE LANGUAGE ACQUISITION PROGRAM IS SOMETHING THAT WE WILL CONTINUE TO SEE FRUITION WITH.

I DON'T KNOW IF YOU'D LIKE TO. EXACTLY.

JUST TO ADD A LITTLE BIT MORE, WE ARE PROVIDING MORE GUIDANCE TO OUR CAMPUSES AND TO OUR TEACHERS THROUGH LPAC, MAKING SURE THAT THEY DO UNDERSTAND AND TAKE INTO ACCOUNT NOT JUST WHERE ARE THEY ACADEMICALLY, BUT ALSO WHERE ARE THEY WITH LANGUAGE AND JUST REALLY UNDERSTAND THAT FULL PICTURE, BECAUSE EMERGENT BILINGUAL IS A BIG UMBRELLA. AND EVEN WITHIN THAT, WE HAVE DIFFERENT TYPES OF STUDENTS, WHETHER THEY'RE PARTICIPATING IN DUAL LANGUAGE OR THEY'RE PARTICIPATING IN AN ESL PROGRAM, IF THEY'RE IN THEIR FIRST YEAR, IF THEY'RE IN THEIR THIRD YEAR, THERE'S A LOT OF NUANCES.

AND AS WE STRENGTHEN BOTH OF OUR MODELS, OUR DUAL LANGUAGE MODEL AND REALLY SUSTAINING IT, AS WELL AS OUR ESL MODEL.

BECAUSE, YOU KNOW, LAST YEAR WE STARTED THE FIRST, YOU KNOW, AT ELEMENTARY, WE DUG INTO A CONTENT BASED MODEL.

SO THAT BROUGHT IN, AGAIN, SOME CHANGES AS WELL.

BUT MAKING SURE THAT ONE, OUR TEACHERS REALLY UNDERSTAND THE GAMUT OF WHERE STUDENTS ARE AND THEN MAKE THESE DECISIONS MORE ON AN INDIVIDUAL BASIS AS OPPOSED TO JUST MAKING BLANKET DECISIONS.

AND SO, WE'RE PROVIDING A LOT MORE GUIDANCE BEHIND THAT TO MAKE SURE THAT OUR TEACHERS ARE LOOKING AT THAT AND THAT OUR LPACS ARE PROVIDING THAT GUIDANCE ON THE CAMPUS AS WELL. I THINK THAT'S FANTASTIC.

SO THAT'S GREAT. THANK YOU SO MUCH.

I ALSO, TOO, I KNOW YOU GUYS SAID THAT OUR SPECIAL EDUCATION STUDENTS WAS AN AREA THAT WE WERE GOING TO FOCUS IN, BUT I DIDN'T REALLY SEE WHERE THOSE SCORES WERE IN COMPARISON OR HEAR MUCH ABOUT THAT. OR IS THERE? HOW ARE WE ADDRESSING THAT PER SE? SO WE DID HAVE SOME AREAS OF GROWTH FOR OUR SPECIAL EDUCATION STUDENTS, AND WE HAVE BEEN LOOKING AT ALL OUR DIFFERENT SUB POP'S.

WE WANTED TO KIND OF HIGHLIGHT A FEW THINGS IN OUR PRESENTATION, BECAUSE WE COULD HAVE PUT IN A LOT OF DIFFERENT SLIDES IN THERE AND TRUSTEE TIMME AT OUR NEXT BOARD WORKSHOP, SPECIAL STUDENT SERVICES WILL BE HERE, AND THEY'RE GOING TO DO A DEEP DIVE INTO OUR PERFORMANCE AND THEN ALSO HOW THEY'RE ADDRESSING IT.

SO WE THAT WAS AN AREA THAT WE HAD ASKED THEM TO COME.

AND THEY'LL DO A SPECIAL REPORT FOR YOU ALL AT THE NEXT MEETING.

OKAY. THAT'D BE GREAT BECAUSE I KNOW DYSLEXIA CAME IN UNDER THAT.

AND DEPENDING ON WHAT YEAR THEY'RE IN AND THEIR SUPPORT, RIGHT, THAT CAN MAKE A HUGE DIFFERENCE.

I'M JUST CURIOUS AS TO HOW THAT LOOKS, BUT ALSO TO LIKE AROUND THE STATE AGAIN, I MEAN, I JUST LIKE TO THEY LOOK LIKE US.

THAT KIND OF GIVES US A LITTLE FEEL ON THAT.

SO DOCTOR GIBBONS AND MISS BARRETT WILL BE HERE AT THE NEXT MEETING TO DEEP DIVE INTO THAT.

[01:40:03]

BUT I DO KNOW THAT THERE WAS SO MUCH MORE WRITING, AND ESPECIALLY WITH THAT, THE OPEN-ENDED QUESTIONS AND THE CONSTRUCTED RESPONSES WHICH I THINK IS GREAT.

I'M ASSUMING THAT THOSE SUPPORTS ARE HAPPENING IN OTHER GRADE LEVELS.

YOU KNOW, WHERE THEY'RE GETTING MORE OF AN OPPORTUNITY TO WRITE, WHICH I HAVE TO SAY, I HONESTLY THINK IS A GREAT THING IN GENERAL.

THE MORE STUDENTS WRITE, THEY'LL BE BETTER PROFICIENT WRITERS, NOT JUST GREAT TEXTERS THAT THEY ARE TODAY.

BUT I LOOK FORWARD TO THAT.

THEN LET'S SEE, I JUST HAD A COUPLE OF MORE THINGS.

SO I JUST WANT TO MAKE A CLARIFICATION BECAUSE I THINK I DON'T I'M NOT SURE THAT EVERYBODY NECESSARILY WILL UNDERSTAND THIS, BUT WHEN WE HAVE TESTED IN PREVIOUS YEARS AND ON THE ACCOUNTABILITY SYSTEM, EVERY SCHOOL WHEN THEY WERE PUT INTO THE FORMULA TO COME OUT WITH WHAT OUR AVERAGE WAS, HAD THE SAME EXACT WEIGHT, DID NOT MATTER IF THEY WERE A BIG SCHOOL OR A SMALL SCHOOL.

CORRECT. SO, WHAT THEY DID IS THEY TOOK THEY LOOKED AT THE CAMPUSES INDIVIDUALLY, BUT THEN THEY LOOKED AT EVERYBODY IN THE DISTRICT AS A WHOLE.

SO, ANY CHILD THAT WAS WITH US DURING A SNAPSHOT WOULD BE INCLUDED IN THE OVERALL SCORE FOR THE DISTRICT, AND IT HAD THE SAME WEIGHT AND SAME CONTRIBUTION.

JUST LIKE AS AN AVERAGE, EVERY STUDENT CONTRIBUTED EQUALLY TO OUR RATING.

EXACTLY. AND SO NOW, THIS YEAR, NOW IT'S IT WILL THEY WILL BE WEIGHTED IN THERE.

AND SO, YOUR ELEMENTARIES ARE GOING TO HAVE LESS OF A WEIGHT INDIVIDUALLY THAN YOUR HIGH SCHOOLS, BUT YOUR HIGH SCHOOLS OVERALL ARE GOING TO HAVE MORE OF A WEIGHT ON OUR SCORES. SO THAT'S REALLY GOING TO BE A DIFFERENT CHANGE, WHICH IS, I THINK, WHY YOU'RE SPEAKING TO WHERE IT CAN'T BE COMPARED APPLES TO APPLES BECAUSE OF THE WEIGHTED CHANGE THAT'S OCCURRING IN THAT.

IS THAT CORRECT? YES.

AND ADDITIONAL I'LL ADD A LITTLE EXTRA DETAIL.

WHEN THE DISTRICT WAS EVALUATED THAT CCMR AND GRADUATION COMPONENT WAS INCLUDED AT THE DISTRICT LEVEL WHEN THEY RECALCULATED US COMPLETELY.

NOW IT'S A SMALLER PORTION OF THE SCORE FOR THE DISTRICT BECAUSE THE ELEMENTARIES DON'T HAVE THAT.

THE JUNIOR HIGHS DON'T HAVE THAT.

AND I DO WANT TO SAY I KNOW THAT IS GOING TO BE AN AREA OF CELEBRATION.

THE CCMR WORK THAT WAS DONE IN THE DISTRICT AND THE SCORES FOR THAT, THAT WAS PHENOMENAL.

I LOOK FORWARD TO WHEN THAT SHARED INDIVIDUALLY BECAUSE I THINK IT'S FANTASTIC.

AND THEN JUST LASTLY, I KNOW THAT WE'VE DONE SOME THINGS AS THE BOARD TO SUPPORT AND MAKE SURE THAT WE HAVE VETERAN TEACHERS AND ALL OF THAT.

BUT AS YOU GUYS ARE LOOKING AT THIS, I DO THINK IT'S INCUMBENT UPON OUR BOARD THAT IF WE ARE ASKING FOR THESE NORTH STAR GOALS AND THAT'S WHAT WE WANT, RIGHT? AND WE WANT TO DO THINGS TO SUPPORT THAT, THAT IF THERE ARE AREAS IN WHICH THE BOARD NEEDS TO ADDITIONALLY SUPPORT, I HOPE YOU GUYS WILL BRING THAT FORWARD.

ALLOW US TO LOOK AT IT, EVEN IF IT'S BOLD, BECAUSE GETTING THESE STUDENT OUTCOMES AND MAKING SURE STUDENTS ARE WHERE THEY NEED TO BE, AND IF WE NEED TO MAKE CHANGES IN HOW WE'RE DOING SOME THINGS OR AUTHORIZE OTHER THINGS.

I MEAN, I WOULD LOVE TO SEE THOSE THINGS ON THE TABLE SO THAT WE CAN PROVIDE THE BEST SUPPORT TO OUR TEACHERS, OUR PRINCIPALS, OUR STUDENTS, AND OUR FAMILIES.

I MEAN, TO YOUR POINT, EVERYBODY IS WORKING EXTREMELY HARD.

I DO NOT THINK PEOPLE ARE NOT WORKING EXTREMELY HARD.

WHAT I WANT TO BE SURE WE'RE DOING IS GETTING THEM THE RIGHT THINGS SO THAT THEY'RE WORKING HARD ON THE RIGHT THINGS VERSUS JUST PRESSURING THEM IF IT'S NOT WORKING.

SO THAT'S ALL.

THANK YOU. YES.

MS. HARRIS. SO, AND JUST TO KIND OF PIGGYBACK ON MISS TIMME AS WELL, THERE WAS A LOT OF THINGS THAT WE TALKED ABOUT THAT ARE BEING DONE RIGHT, THAT WE'RE ALREADY DOING.

BUT I ALSO WANT TO MAKE SURE THAT WE'RE FOCUSING ON THE RIGHT THING AND NOT JUST A WHOLE BUNCH OF STUFF.

RIGHT. SO I JUST WANTED TO MAKE SURE THAT.

SO I'M GLAD YOU SAID THAT BECAUSE I WAS ALSO THINKING THAT THAT AS WELL.

BUT I ALSO WANTED TO FOCUS ON WHAT I'M VERY PASSIONATE ABOUT, WHICH IS PRE-K.

SO, DO WE HAVE ENOUGH DATA TO IDENTIFY WHETHER OR NOT OUR STUDENTS WHO HAVE ATTENDED PRE-K HAVE REALLY MADE AN IMPACT IN SCORES? YES, MA'AM. SO, WE CAN I BELIEVE IT'S IN SEPTEMBER.

BUT I CAN GET YOU THE DATE.

WE WILL BE DOING A PRE-K PROGRAM UPDATE FOR THE BOARD IN WHICH WE WILL BE BRINGING FORWARD KIND OF OUR DATA ANALYSIS AND THEN HOW WE SEE OUR PRE-K STUDENTS THAT ARE WITH US, IF THEY WERE WITH US, HOW IS THAT IMPACTING THEIR PERFORMANCE AS WELL AS THAT? THEY WEREN'T. I DO THINK IT'S IMPORTANT TO NOTE THAT THIS THIRD AND FOURTH GRADE CLASS.

SO, [INAUDIBLE] IS A RISING FOURTH GRADER.

HIS PRE-K AND PART OF HIS KINDER YEAR WERE RIGHT DURING COVID.

SO EVEN FOR A LOT OF OUR STUDENTS WHERE WE WERE GROWING OUR PRE-K PROGRAM, A LOT OF THEM WERE EITHER IN HYBRID OR VIRTUAL.

AND THAT AGAIN, THAT THIRD AND FOURTH GRADE CLASS IS WHERE WE'RE SEEING A LOT OF THOSE FOUNDATIONAL SKILLS THAT WE KNOW ARE MISSING.

AND, YOU KNOW, A STUDENT CAN'T CLIMB A LADDER.

IF THERE'S A STEP MISSING ON THAT LADDER.

AND SO THAT'S WHERE WE KNOW WHEN WE'RE LOOKING AT OUR THIRD GRADE AND FOURTH GRADE SCORES.

AND WHY THE WORK THAT WE'RE DOING WITH DATA DRIVEN INSTRUCTION IS SO IMPORTANT, BECAUSE IT'S INCUMBENT UPON US THAT IF THEY'RE MISSING THAT SECOND RUNG, WE HAVE TO GO BACK AND

[01:45:06]

AND SO EVEN FOR THIS THIRD AND FOURTH GRADE, FOURTH, THIRD AND FOURTH GRADERS, EVEN IF THEY WERE WITH US IN PRE-K, BECAUSE THAT ENVIRONMENT AT THAT TIME WAS SO COMPLETELY DIFFERENT.

THOSE THAT THAT IMPACT IS DIFFERENT THAN, FOR EXAMPLE, IF YOU LOOK AT OUR PRE-K STUDENTS THAT WERE WITH US LAST YEAR IN THE GROWTH AND WHERE HOW THEY'RE SCORING IN KINDERGARTEN, IT'S A REMARKED DIFFERENCE.

SO YES, WE WILL BE BRINGING THAT FORWARD TO YOU.

I BELIEVE IT'S IN SEPTEMBER.

OKAY. PERFECT. I'D LOVE TO SEE THAT BECAUSE OF COURSE, YOU KNOW, THAT'S WHERE MY PASSION LIVES.

I'VE SEEN WHAT WE'VE DONE IN PRE-K, AND I'M JUST I ABSOLUTELY LOVE IT.

AND ALSO, IN REFERENCE TO PRE-K, DO WE AND I KNOW WE TALK A LOT ABOUT PARENTAL ENGAGEMENT, RIGHT.

DO WE TAKE THAT OPPORTUNITY IN PRE-K BECAUSE WE KNOW THAT ALL OF OUR PARENTS ARE SUPER ENGAGED IN PRE-K.

HOW DO WE MAKE SURE THAT THEY CARRY THAT THROUGHOUT AND JUST DON'T STOP.

AND I KNOW THAT'S INCREDIBLY HARD, BUT BECAUSE WE HAVE PRE-K, YOU KNOW, HOW DO WE TAKE ADVANTAGE OF THAT? BECAUSE I THINK THAT IS ALSO A HUGE PIECE OF HELPING OUR STUDENTS BE SUCCESSFUL IS MAKING SURE THAT OUR PARENTS STAY ENGAGED.

AGAIN, I DON'T KNOW, AS MISS I DON'T THINK MISS PHINNEY IS HERE.

YEAH. I THINK SHE HAD TO LEAVE.

SO WE WILL ADDRESS IT.

WE WILL MAKE SURE THAT THAT'S SOMETHING THAT WE ADDRESS.

AND I WOULD SAY PARENTAL ENGAGEMENT IS IT IS WHY OUR STUDENT GOALS, YOU ARE GOING TO BE HEARING PROBABLY WITH I HOPE AT SOME POINT OUR PARENTS, LIKE, HAVE AN EYE ROLL BECAUSE THEY'RE TIRED OF HEARING US TALK ABOUT OUR STUDENT GOALS.

BECAUSE WE, WE FEEL LIKE IN ORDER FOR US TO HAVE THAT BREAKTHROUGH WITH PARENT ENGAGEMENT, WE HAVE TO BRING IT DOWN TO THE STUDENT LEVEL.

BECAUSE WHAT DOES EVERY PARENT CARE ABOUT? THEY CARE ABOUT THEIR OWN CHILD.

AND IF IT MEANS MY CHILD IS GOING TO SET A GROWTH GOAL, AND I NEED TO BE AWARE OF THAT GROWTH GOAL, AND I HAVE A RESPONSIBILITY TO CONTRIBUTE TO HELPING MY STUDENT GROW.

WE BELIEVE THAT THAT IS GOING TO BE SOMETHING THAT'S GOING TO CREATE A STRONGER RUNWAY TO GET THEM TO, TO ENGAGE AND TO STAY WITH US AS WE WORK THROUGH THAT.

SO THERE'S GOING TO BE A LOT OF INFORMATION OUT, LIKE WHEN WE HAVE OUR PARENT CONFERENCES, THAT THAT TEACHER IS GOING TO BE REVIEWING THAT STUDENT GROWTH GOAL HERE IS WHERE AND IT'S, YOU KNOW, IT'S A SPECIFIC GROWTH GOAL AROUND THAT READING AND THAT MATH AND THAT GRADUATE PROFILE SKILL, WHETHER IT'S COMMUNICATION OR WHETHER IT'S, YOU KNOW, TO BE A BETTER LISTENER, TO USE NICER, KINDER WORDS, WHATEVER IT IS THAT THAT STUDENT IS, IS CREATING SO THAT IF WE CAN HOOK THEM AND THAT WE CAN KEEP THEM.

AND THEN WHEN WE THINK ABOUT REALLY PROUD OF THE WORK THAT THAT DOCTOR GIBBONS AND MR. MANISCALCO WERE DOING, WE HAVE MOBILITY IN RICHARDSON ISD.

IF YOU LOOK AT SOME OF OUR ELEMENTARY CAMPUSES, 30% OF AN ELEMENTARY CAMPUS, 30% OF THOSE STUDENTS WHO WERE HERE ON AUGUST 13TH WILL NOT BE HERE, AND WE'LL HAVE A COMPLETELY DIFFERENT SET OF 30% OF STUDENTS ON MAY 25TH.

AND SO, WHAT WE HAVE TO WORK ON IS WHEN THEY'RE NEW TO THE DISTRICT, HOW DO WE HOW DO WE HOOK YOU IN? HOW DO WE ENGAGE AND HOW DO WE CATCH YOU UP TO WHERE OUR PARENTS ARE? WE HAVE A HIGH REFUGEE POPULATION.

WE HAVE A LOT OF NEWCOMERS WHERE PARENTS AND STUDENTS ALIKE ARE NAVIGATING AN ENTIRE NEW SYSTEM, OF WHICH MANY OF OUR FAMILIES ARE UNSCHOOLED.

THEY'VE NEVER WALKED INTO A FORMAL SCHOOL SETTING.

SO HOW DO WE ENGAGE THEM? AND SO EVEN AT OUR CURRENT LOCATION AT THURGOOD MARSHALL REALLY CREATING A NEWCOMER CENTER WHERE ESPECIALLY IF I'M A SECONDARY STUDENT AND I AM AN UNSCHOOLED REFUGEE OR ASYLEE STUDENT, I CAN WALK INTO THAT NEWCOMER CENTER AND I HAVE SOME TIME TO LEARN THE SYSTEM.

MOST IMPORTANTLY, PARENTS ARE SITTING WITH US SO WE CAN HELP OUR PARENTS.

WHAT CLASSES MIGHT THE PARENT NEED AS WELL AS HOW DO WE SUPPORT THEM IN SUPPORTING THEIR STUDENT IN THAT THAT STUDENT GROWTH GOAL? SO THAT IS A ACROSS OUR SYSTEM, A FOCUS THAT WE HAVE, AND WE'RE USING OUR STUDENT GROWTH GOALS AS A, AS A MEANS TO MAKE THAT HAPPEN.

BECAUSE OUR OTHER STRATEGIES ARE NOT HAVING THE SAME KIND OF STICKINESS THAT WE WANT THEM TO HAVE.

AND I DON'T KNOW OF ANY OTHER WAY OTHER THAN GET IT DOWN TO THE STUDENT LEVEL.

ABSOLUTELY. THANK YOU SO MUCH.

THANK YOU ALL FOR THE GREAT WORK.

CERTAINLY APPRECIATE IT.

ANY OTHER COMMENTS OR QUESTIONS? YEP. YES MISS MCGOWAN, THANK YOU FOR THAT.

THANK YOU FOR THE PRESENTATION.

WELCOME BACK OR WELCOME TO THE DISTRICT.

WE'RE SUPER EXCITED ABOUT THE WORK AND THE PRESENTATION THAT YOU ALL HAVE DONE TONIGHT.

JUST A COUPLE OF THINGS.

I REALLY LIKED THE STATEMENT YOU MADE WHERE YOU SAID CLEAR IS KIND AND REALLY, YOU KNOW, SUPPORTING OUR PRINCIPALS AND COMING ALONGSIDE OF THEM AND REALLY GIVING

[01:50:02]

SO, THEY'RE JUST NOT TRYING TO FIGURE THIS OUT.

I REALLY APPRECIATE THAT.

A COUPLE OF THINGS I'M REALLY PASSIONATE ABOUT.

THE FACT THAT YOU SAID YOU MADE THE COMMENT ABOUT THE ACADEMIC RIGOR FOR OUR HIGH ACHIEVING STUDENTS, WE CANNOT LEAVE THEM BEHIND.

WE CANNOT FORGET ABOUT THEM IN THIS PROCESS.

AND JUST AS WE WISH TO RETAIN OUR VETERAN TEACHERS, WE WISH TO RETAIN OUR HIGH ACADEMIC RIGOR.

STUDENTS. AND I THINK THAT'S TRULY ONE OF THE BEST HIGHLIGHTS OF OUR SCHOOL DISTRICT IS THAT A LOT OF PEOPLE COME HERE BECAUSE OF THE RIGOR AND THE REPUTATION.

OUR BLACK AND BROWN STUDENTS, THEY ARE OUR TWO LOWEST ACHIEVING DEMOGRAPHICS ON THIS TEST.

AND YOU MADE ANOTHER COMMENT ABOUT THE STATE, THEIR NEW ACCOUNTABILITY SYSTEM, NOW TAKING THOSE TWO LOWEST ACHIEVING GROUPS AND DOING SOMETHING WITH THAT.

CAN YOU KIND OF EXPLAIN THAT A LITTLE BIT MORE? SO THAT'S PART OF DOMAIN THREE, WHICH IS THE CLOSING THE GAPS DOMAIN.

IN THE PREVIOUS SYSTEM, THEY LOOKED AT EVERY SINGLE ETHNIC GROUP AS LONG AS THERE WERE 25 STUDENTS, I BELIEVE IT WAS BEFORE.

NOW IT'S BEEN REDUCED TO IF WE HAVE AT LEAST TEN STUDENTS IN THOSE SUB POP'S, THEY'RE GOING TO LOOK AT THE PREVIOUS YEAR SCORES TO IDENTIFY WHICH WERE OUR LOWEST TWO PERFORMING SUBGROUPS.

AND SO JUST SLIGHTLY DIFFERENT.

YEAH. SO IF I AM JUST, YOU KNOW, TAKE US A CAMPUS X CAMPUS TABITHA BRANUM ELEMENTARY CAMPUS, THEY'RE GOING TO LOOK AT MY 23-24 SCORES.

AND IF I HAVE TEN OR MORE STUDENTS IN ANY CERTAIN DEMOGRAPHIC AREA, THEY'RE GOING TO LOOK AT ALL OF THOSE.

SO ASIAN, AFRICAN AMERICAN, HISPANIC, ETC., AND THEY'RE GOING TO CHOOSE THE TWO LOWEST.

SO FOR TABITHA BRANUM ELEMENTARY, IT MIGHT BE HISPANIC AND IT MIGHT BE ASIAN, BUT FOR REGINA HARRIS ELEMENTARY, IT MIGHT BE AFRICAN AMERICAN AND YOU KNOW, ALL OR MAYBE WHITE.

BECAUSE IT DEPENDS UPON THE DEMOGRAPHICS OF THAT CAMPUS.

A LOT OF IT DEPENDS UPON THE LEVEL OF POVERTY IN THAT CAMPUS.

SO, THERE IS NO IT'S NOT THE SAME BASED UPON THE DISTRICT PERFORMANCE AT EVERY SINGLE CAMPUS.

AND IT CAN CHANGE FROM YEAR TO YEAR.

IT CAN CHANGE BECAUSE ONE YEAR I MIGHT HAVE TEN STUDENTS IN THAT DEMOGRAPHIC CATEGORY, AND THE NEXT YEAR I MAY NOT.

SO IT IS A CONSTANT MOVING TARGET.

AND THEN TO ADD JUST A LAYER TO THAT, THE GROWTH THAT HAS TO HAPPEN WITHIN THAT TARGETED DEMOGRAPHIC.

IT IS A FEDERAL CUT SCORE OF THAT GROWTH.

SO WE COULD BE GROWING.

BUT IF WE'RE NOT GROWING AT THE LEVEL THAT THE FEDS SAID THAT WE NEEDED TO HIT, THEN WE DON'T NECESSARILY GET FULL CREDIT FOR THAT, WHICH MAKES IT EVEN MORE CHALLENGING FOR OUR DISTRICT.

THAT'S FIFTH MOST DIVERSE DISTRICT IN THE US, RIGHT IN THE STATE AND THE 40TH IN THE NATION.

OKAY. SO THAT MAKES IT EVEN MORE THAT JUST ADDS AN ENTIRE EXTRA LAYER.

YES, MA'AM. WHEN 60% OF OUR STUDENTS LIVE IN POVERTY.

RIGHT. SO GOD BLESS YOU.

WE'RE PRAYING FOR YOU.

AND WE'RE HERE TO SUPPORT YOU, JUST LIKE MISS TIMME SAID, IF THERE'S ANYTHING WE CAN DO TO REALLY, TRULY SUPPORT THE CHANGES AND THE CHALLENGES THAT YOU ALL SEE DAY TO DAY, PLEASE LET US KNOW.

BECAUSE WE WANT TO BE ABLE TO SURPASS THE STATES LEVELS AND PERCENTAGES BECAUSE WE'RE NOT THE BEST IN THE US, RIGHT? AND I THINK I THINK THAT'S ABOUT IT.

MISS BRANUM AND I HAVE TALKED ABOUT THE CCMR AS WELL, AND WE'LL CHAT MORE ABOUT THAT BECAUSE WE'RE NOT HIGHLIGHTING THAT THIS EVENING.

BUT I JUST BELIEVE THAT IF WE ARE FOCUSED, JUST LIKE MISS HARRIS SAID, IF WE'RE FOCUSED IN THE ELEMENTARY LEVELS AND WE GET THOSE KIDS AT THE ELEMENTARY LEVEL WITH THE GOALS, WHICH IS AMAZING THAT WE'RE GOING TO SET THOSE GOALS ACROSS THE DISTRICT.

BUT IF WE START THEM REALLY YOUNG AND EARLIER, THEN HOPEFULLY THIS TURNS INTO A MASTERY AT THE JUNIOR HIGH LEVEL SO THAT WE'RE TAKING ALGEBRA ONE FOR ALL EIGHTH GRADERS ACROSS OUR DISTRICT, AND THEN THAT GOES ON TO THE CMR LEVEL FROM THE HIGH SCHOOL LEVEL.

IT'S JUST THIS BUILDING BLOCKS AND I KNOW IT'S STEP BY STEP, BUT I GET EXCITED ABOUT THINKING LIKE THIS IS WHAT WE REALLY COULD LOOK AT.

LIKE THIS IS THE POTENTIAL, THIS IS THE GROWTH FOR OUR DISTRICT.

BECAUSE I HAVE A KINDERGARTNER.

I MEAN, I'M SORRY, NO LONGER SHE'S NOW A FIRST GRADER, RIGHT? AND NOW AND I HAVE A JUNIOR WHO'S NOW GOING TO BE GRADUATING.

AND I AM NOT TOO PROUD TO SAY THAT HE DID NOT PASS THE TSI LIKE HE DID NOT MEET THAT SCORE RIGHT, READING HE DID.

BUT AS FAR AS MATH, NOT.

SO WE'RE WORKING ON THAT.

RIGHT. AND THOSE ARE IMPROVEMENTS THAT WE'RE MAKING IN OUR HOUSEHOLD.

LIKE HOW CAN WE SUPPORT HIM.

RIGHT. BUT EVERY HOUSEHOLD DOES NOT LOOK LIKE THAT.

SO I APPRECIATE ALL THE WORK THAT YOU GUYS ARE DOING, AND THANK YOU, THANK YOU.

ALL RIGHT. GREAT DISCUSSION.

[01:55:01]

I MEANT TO SAY THIS, BUT I WANTED TO SAY THAT I DO FEEL LIKE YOU GUYS ARE REALLY FOCUSING ON SOME THINGS.

AND I JUST WANT TO APPRECIATE HOW YOU GUYS ARE FOCUSING ON THE CLASSROOM ENVIRONMENT, KNOWING THAT THAT REALLY NEEDS TO BE FOCUSED.

I HEARD A LOT OF TALK ABOUT SYSTEMS TONIGHT AND ENSURING THAT THOSE ARE TIGHTENED AND THAT WE'RE LOOKING AT ALL OF THOSE THINGS, WHETHER IT'S FROM WHAT TESTS THEY'RE TAKING TO ALL OF THOSE PIECES, BUT ALSO TO FROM KEEPING CELL PHONES OUT OF THE CLASSROOM, FROM ENSURING WE HAVE THE RIGHT TEACHERS IN THERE, AND THEN FROM THE SUPPORT THAT'S BEING HEARD, TARGETED SUPPORT ON PD, ALL OF THOSE THINGS, WHILE I KNOW WON'T FIX THE SCORES THAT WE HAVE TODAY, BUT THEY ARE THE MEASURES THAT WILL LEAD TO BETTER SCORES AND BETTER OUTCOMES FOR ALL OF OUR STUDENTS, REGARDLESS OF LEVEL WHETHER THEY'RE MEETS APPROACHES, WHEREVER IT IS OR ANY OTHER MECHANISM WE USE TO GAUGE STUDENT GROWTH.

SO I DID WANT TO THANK YOU GUYS FOR THAT.

THOSE ARE SOME BOLD MOVES THAT OTHER DISTRICTS ARE NOW FOLLOWING BECAUSE THEY'RE SEEING SOME OF THE BENEFITS AND ALSO WANTING TO FOCUS ON THAT TOO.

BUT I DO APPRECIATE YOU AND YOUR STAFF REALLY, REALLY LOOKING AT THAT.

THANK YOU. ANY OTHER FOLLOW UP QUESTIONS? COMMENTS? OKAY.

GREAT DISCUSSION.

THANK YOU FOR PRESENTING THAT, MISS BRANUM AND STAFF.

I'M GOING TO RECOMMEND THAT WE TAKE A BRIEF BREAK AND IT'S 7:58, SO 8:10, TEN-MINUTE BREAK.

IS THAT ENOUGH? OKAY.

I'M LOOKING YOU HAVE EXPERIENCE WITH THIS? WE'LL TAKE A TEN MINUTE BREAK.

EIGHT, TEN. WE'LL BE BACK AT THE HORSESHOE.

THANK YOU.

ALL RIGHT. WE'RE GOING TO GET STARTED AGAIN.

[IV.G. District Improvement Plan & Year 2 Strategic Plan Priorities ]

MRS. BRANUM. THANK YOU, TRUSTEE POTEET.

THIS IS ACTUALLY A REQUEST FROM THE BOARD AS I SOUGHT FEEDBACK AROUND WHAT WERE SOME THINGS THAT YOU WOULD LIKE FOR US TO ADJUST IN THE TIMING? AND ONE OF THE THINGS THAT THE BOARD REQUESTED WAS TO MAKE SURE THAT YOU HEARD KIND OF WHAT ARE THOSE BIG THINGS THAT WE'RE WORKING ON? EARLIER SO THAT YOU REALLY HAVE A FORECAST OF WHAT THE YEAR IS GOING TO LOOK LIKE.

AND SO, DOCTOR HELLER AND MR. HASSO ARE GOING TO TAG TEAM ON THIS, BOTH IN TERMS OF REALLY THE STRATEGIC PLAN ACTION.

YEAR TWO ACTION PLANS REALLY ARE EMBEDDED IN A PART OF THE DISTRICT IMPROVEMENT PLAN.

AND, YOU KNOW, I HOPE THAT YOU CONTINUE TO HEAR IT'S NOT ABOUT A WHOLE BUNCH OF NEW THINGS.

IF THERE WAS A MAGIC BULLET OUT THERE FOR US TO ADDRESS, WE WOULD ALL HAVE ALREADY FOUND IT AND BE USING IT LIKE, THIS IS ABOUT THE WORK.

IT'S ABOUT THE HARD WORK OF IMPROVING CLASSROOM BY CLASSROOM SO THAT WE CAN ENSURE ACADEMIC ACHIEVEMENT IN THAT NORTH STAR GOAL FOR ALL.

SO I'M GOING TO TURN IT OVER TO THE TWO OF YOU AND THANK YOU FOR YOUR WORK AND LEADING THIS.

OKAY. THANK YOU, MRS. BRANUM. BOARD.

GOOD EVENING. THANK YOU FOR THE TIME TO UPDATE YOU ON THE DISTRICT IMPROVEMENT PLAN AND YEAR TWO STRATEGIC ACTION PLAN PRIORITIES.

I KNOW THAT DOCTOR HELLER AND I ARE EXCITED TO TALK ABOUT THE MANY GREAT THINGS THAT ARE HAPPENING IN THE DISTRICT, TO THE POINT THAT MRS. BRANUM JUST MADE.

WE FEEL LIKE BY THE END OF THIS PRESENTATION, YOU'LL SEE HOW WE'VE BEEN VERY INTENTIONAL OF ALIGNING BOTH THE YEAR TWO STRATEGIC PLAN PRIORITIES TO THE DISTRICT IMPROVEMENT PLAN SO THAT WE DO THE ACTUAL WORK, AS IT'S BEEN REFERRED TO HERE EARLIER TONIGHT.

A REMINDER TO THE BOARD THAT THE DISTRICT IMPROVEMENT PROCESS IS AN ANNUAL REQUIREMENT THAT RESULTS IN THE DISTRICT IMPROVEMENT PLAN, AND AS A RESULT OF THAT, THE CAMPUS IMPROVEMENT PLANS AS WELL.

SO YOU SEE THE LOGO OR THE HASHTAG OR THE THEME, RATHER BE THE ONE.

RISD BE THE ONE AND SO THAT'S AN IMPORTANT PART OF OUR WORK THIS YEAR OF LEVEL SETTING, IF YOU WILL.

THE PURPOSE OF THAT THEME IS TO INSTILL A RESPONSIBILITY IN EACH PERSON, IN THE SYSTEM, IN THE ORGANIZATION, TO ENSURE AN ENVIRONMENT WHERE ALL STUDENTS MEET AND EXCEED ACADEMIC GROWTH GOALS.

AND SO THERE'S BEEN A LOT OF INTENTIONALITY AS STAFF, INCLUDING OURSELVES, HAVE COME BACK FROM MASS BREAK OR SUMMER, HOWEVER YOU WANT TO PUT IT THROUGH OUR PROFESSIONAL LEARNING TO REALLY CHALLENGE EVERYONE TO REFLECT ON WHAT THAT MEANS TO THEM PERSONALLY AS AN INDIVIDUAL PROFESSIONAL BUILD THE AWARENESS OF THAT THEME AND THAT APPROACH AND REALLY GET EVERYONE TO EMBRACE THE IDEA THAT THEY HAVE A VERY SPECIFIC ROLE AND IMPORTANT ROLE, AND TO BE PREPARED TO TAKE ACTION AFTER THAT REFLECTION. AS YOU SEE ON THE SCREEN, JUST DISTRICT IMPROVEMENT IS OUR COLLECTIVE PRIORITY.

AND SO THAT IS SOMETHING THAT WE'RE TAKING VERY SERIOUSLY.

AGAIN, YOU'LL PROBABLY HEAR THE WORD INTENTIONALITY AND ALIGNMENT QUITE A BIT BUT REALLY SETS A UNIFIED VISION, A SHARED SENSE OF RESPONSIBILITY, ALMOST LIKE IN THE PLC PROCESS, IF YOU WILL.

AND THEN REALLY TURNING OUR FOCUS TO OUTCOMES FOR KIDS AND THEIR ACADEMIC GROWTH.

[02:00:06]

SO THIS IS NOT A NEW GRAPHIC.

THIS SHOULD BE FAMILIAR TO YOU.

WE GROUND OUR CONTINUOUS IMPROVEMENT PROCESS IN THIS MODEL.

SEEING THAT WE HAVE OUR NORTH STAR GOAL, WE HAVE THESE OTHER ANCHORS, INCLUDING THE GRADUATE PROFILE, OUR STRATEGIC PLAN, AND THEN THOSE ALL ALIGN TO PROVIDE DIRECTION FOR NOT ONLY OUR DISTRICT IMPROVEMENT PLAN, BUT ALSO OUR CAMPUS IMPROVEMENT PLAN, SO WE CAN REALIZE THE BOARD GOALS THAT HAVE BEEN SET, AS WELL AS THE STRATEGIC PLAN AND LEARNER FRAMEWORK AND NORTH STAR GOAL WHEN ALL OF THIS ALIGNMENT HAPPENS.

AND DOCTOR HILLER, IF YOU LOOK AT AND BOARD, IF YOU WILL LOOK AT THOSE RED ARROWS, I THINK THIS REALLY ILLUSTRATES WHAT DOCTOR HERNANDEZ WAS SHARING WITH US EARLIER AROUND THAT DATA DRIVEN INSTRUCTION.

AND THAT APPROACH ISN'T JUST AROUND WHAT OUR CLASSROOMS, OUR CIA'S THAT WE'RE DOING IN THOSE SIX-WEEK ASSESSMENTS.

IT'S ABOUT LOOKING AT EVERYTHING WE'RE DOING IN THE DISTRICT.

MR. TRUSTEE TIMME BROUGHT UP CELL PHONES.

PART OF THAT WAS A RESPONSE TO OUR CLIMATE SURVEY, SO IT'S A DIFFERENT DATA POINT.

IT'S A DIFFERENT DATA SET.

BUT OUR CLIMATE SURVEY WAS TELLING US WE WERE HAVING ISSUES WITH CELL PHONES.

THE DISTRACTION CODE OF CIVILITY WAS AROUND THE CLIMATE SURVEY AND SEEING OUR DISCIPLINE AND CONCERNS THAT OUR TEACHERS HAVE AROUND STUDENT BEHAVIORS IN THE CLASSROOM.

SO WE ARE CONSTANTLY LOOKING AT AND USING DATA TO INFORM THE ACTIONS AND THE DECISIONS OF THE DISTRICT.

SO I JUST WANTED TO HIGHLIGHT SOMETIMES WE SKIP OVER THAT RED CORRECT THOSE RED ARROWS.

AND I REALLY WANTED TO BRING THAT FORWARD BECAUSE IT ILLUSTRATES KIND OF WHAT WE ALL DO IN THIS TEAM, HOW WE USE DATA TO TO GET BETTER EACH AND EVERY DAY.

ABSOLUTELY, BECAUSE IT IS OUR ENTIRE COLLECTIVE RESPONSIBILITY.

SO JUST TO GROUND US WITH OUR STRATEGIC PLAN 18 TWO YEARS AGO, 18 MONTHS, TWO YEARS AGO, WE STARTED THAT PROCESS WITH OUR COMMUNITY TO REALLY SET DIRECTION AND GET FEEDBACK AND PRIORITIES FOR THE NEXT 3 TO 5 YEARS.

AND SO WE IMPLEMENTED YEAR ONE LAST SCHOOL YEAR FOR THE 2324 SCHOOL YEAR.

AND AS PART OF THE STRATEGIC PLAN PROCESS, WE IDENTIFIED FIVE GOALS.

AND THESE ARE THOSE GOALS.

WE HAVE A GOAL AROUND INDIVIDUAL GROWTH, WHICH ALIGNS WITH OUR NORTH STAR GOAL.

WE HAVE A GOAL AROUND OUR HUMAN RESOURCES AND OUR EFFORTS TO RECRUIT AND RETAIN QUALITY STAFF.

WE HAVE A GOAL AROUND OUR CURRICULUM AND LEARNING EXPERIENCES.

AND I REMEMBER AS PART OF THE STRATEGIC PLANNING PROCESS, OUR COMMUNITY REALLY WANTED US TO EMPHASIZE AND LOOK AT THE LEARNING AND WHAT ARE THOSE LEARNING EXPERIENCES WE'RE PROVIDING THAT ALIGN NOT ONLY WITH OUR GRADUATE PROFILE, BUT WITH ALL WITH ALSO THE LEARNER FRAMEWORK, WHICH WAS AN OUTCOME OF THE STRATEGIC PLANNING PROCESS, ENGAGEMENT WITH OUR COMMUNITY MEMBERS COMING OUT OF THE PANDEMIC.

WE KNEW THAT TO REALIZE THE GOALS AND OUR AND OUR NORTH STAR GOAL, WE WERE GOING TO NEED TO LEAN IN AND WORK WITH OUR COMMUNITY AND OUR PARENTS AND FAMILIES AS PARTNERS IN THIS WORK.

AND THEN, OF COURSE, INCREASING OUR EFFICIENCY AND EFFECTIVENESS IN OUR OPERATIONS AS WE CONTINUE TO ADDRESS AND DEAL WITH THE DECREASE IN FISCAL RESOURCES. SO THESE GOALS STAY THE SAME AND ARE GOING TO BE OUR GOALS AS WE WORK ON OUR IMPROVEMENT PLANS FOR THE NEW SCHOOL YEAR.

SO BEFORE WE GET INTO HIGHLIGHTS OF OUR ACTION PLANS FOR THE 2425 SCHOOL YEAR, WE DID WANT TO JUST REVIEW SOME HIGHLIGHTS FROM LAST YEAR, LAST SCHOOL YEAR, AS THEY ALIGNED WITH OUR FIVE GOALS AS PART OF OUR STRATEGIC PLAN.

YOU CAN SEE WITH GOAL ONE, WE ROLLED OUT THE LEARNER FRAMEWORK LAST YEAR AND WORKED WITH THOSE PRIORITIES AND IDENTIFIED THEM AND ALIGNED THEM FOR OUR TEACHERS AGAINST THEIR TEACHER EVALUATION SYSTEM, AND THEN STARTED WORKING WITH OUR PILOT CAMPUSES ON WHAT WOULD STUDENT GOAL SETTING LOOK LIKE AND WHAT SYSTEMS DID WE NEED TO HAVE IN PLACE.

A BIG HIGHLIGHT AND AND CELEBRATION FROM LAST YEAR'S ACTION PLAN, OF COURSE, AROUND GOAL TWO AND OUR HUMAN RESOURCES EFFORTS WAS AROUND THE STRATIFIED COMPENSATION PACKAGE THAT YOU AS A TEAM APPROVED LAST SPRING FOR GOAL THREE.

WE LAST YEAR WE EMBEDDED THAT LEARNER FRAMEWORK AND SPENT A LOT OF TIME BRANDING AND ROLLING THAT OUT WITH OUR STAFF AND REALLY RENORMING OUR INSTRUCTIONAL LANGUAGE.

YOU'VE HEARD A LOT ABOUT WE'RE NOT INTRODUCING A LOT OF NEW THINGS THIS YEAR.

WE'RE REALLY RESETTING EXPECTATIONS FOR THE LEARNING ENVIRONMENT IN THE CLASSROOM, BOTH ACADEMICALLY AS WELL AS WITH BEHAVIORS WITH OUR CODE OF CIVILITY.

GOAL FOUR IS AN ENTIRE GOAL AROUND COMMUNITY ENGAGEMENT.

AND WE DID A LOT OF WORK LAST YEAR ROLLING OUT GROWTH GOAL CAMPS WITH OUR PARENTS AT OUR TITLE ONE CAMPUSES, AND NOW WE'RE WORKING TO SCALE THAT UP TO ALL

[02:05:01]

AND THEN, OF COURSE, REALLY MAKING SURE WE HAD PROGRAMS AND OPPORTUNITIES, MEANINGFUL OPPORTUNITIES FOR TWO WAY ENGAGEMENT WITH OUR GREATER COMMUNITY AND THE GRADUATION OF OUR FIRST AMBASSADORS CLASS LAST SPRING.

AND THEN WITH GOAL FIVE, LOOKING AT OUR OPERATIONS AND THE CONTINUOUS IMPROVEMENT WITH THE EFFICIENCY OF THOSE AND THE WORK WITH THE COMMUNITY BUDGET STEERING COMMITTEE AND THEN SOME OF THOSE RECOMMENDATIONS THAT WERE IMPLEMENTED, INCLUDING PROJECT RIGHTSIZE LAST SPRING.

SO THEN MOVING INTO YEAR TWO OF OUR STRATEGIC PLAN PRIORITIES WE'RE REALLY FOCUSED ON ALIGNMENT OF ACTION PLANS WITH OUR GOALS.

AND FOR, FOR THIS NEW SCHOOL YEAR, WE'RE LOOKING NOW, AS YOU'VE HEARD ABOUT GOAL SETTING AND WORKING WITH ALL OF OUR STAFF AND ALL OF OUR STUDENTS, SETTING GOALS THAT ALIGN ACADEMIC AND BEHAVIOR GROWTH GOALS.

WE'RE REALLY NOW LOOKING AT THE ENVIRONMENT IN THE CULTURE OF RISD.

AS PART OF OUR RECRUITMENT AND RETENTION EFFORTS, AND REALLY LOOKING AT THE CLIMATE SURVEY RESULTS AND HOW WE ARE USING THOSE RESULTS AS PART OF OUR CONTINUOUS IMPROVEMENT PROCESSES THIS YEAR, WE'RE GOING TO CONTINUE THE WORK WITH IMPLEMENTING THE LEARNER FRAMEWORK, NOT ONLY WITH OUR CURRICULUM AND INSTRUCTION AND OUR TEACHING AND LEARNING MATERIALS, BUT ALSO WITH OUR PROFESSIONAL LEARNING SYSTEM AND ENSURING NOT ONLY OUR STUDENTS, BUT THAT OUR STAFF AND ALL EMPLOYEES OF THE DISTRICT ARE SETTING GOALS AND GROWING AS PART OF OUR LEARNING ORGANIZATION EXPECTATIONS.

AND THEN LOOKING AT OUR COMMUNITY ENGAGEMENT AND OUR THE BOUNDARIES OF RISD AND LOOKING AT ALL OF THE RESIDENTS.

OF COURSE, OUR PARENTS AND FAMILIES.

BUT ALSO, WHAT ABOUT THOSE YOUNG FAMILIES THAT ARE MOVING INTO THE DISTRICT HAVE YOUNG CHILDREN? HOW ARE WE ENGAGING THEM BEFORE THEY'RE CHOOSING RISD? AS THEIR SCHOOL CHOICE? HOW ARE WE CONTINUING TO STAY ENGAGED WITH OUR RETIREES AND THOSE THAT MAY NOT, MAY NO LONGER HAVE STUDENTS IN THE DISTRICT? AND THEN, OF COURSE, AS WE'RE GOING INTO A LEGISLATIVE YEAR, WHAT DOES IT LOOK LIKE TO CONTINUE TO ADVOCATE FOR THAT ADDITIONAL FUNDING WITH OUR STATE LEGISLATORS? OKAY. AND AS WE CIRCLE AWAY FROM THE STRATEGIC PLAN, YEAR TWO PRIORITIES OR ACTION PLANS, RATHER, WE FOCUS OUR ATTENTION NOW BACK TO THE DISTRICT IMPROVEMENT PLAN. AND YOU SEE, BEFORE YOU JUST A HANDFUL OF THE PRIORITIES THAT WE'VE SET FOR THE DIP, WHICH ALSO FEEDS THE CAMPUS IMPROVEMENT PLANS AS WELL.

SO YOU SEE IN THE ORDER LISTED.

USE OF SCHOOLOGY AND SEESAW FOR TEACHERS AND STUDENTS TO SET AND TRACK GOALS.

AND SO THAT'S THE EXPANSION OF THE GOAL SETTING BEYOND THE PILOT CAMPUSES THAT WE HAD LAST YEAR.

AND I'D BE REMISS IF I DIDN'T TAKE A SECOND TO REALLY RECOGNIZE MR. HALL AND HIS TEAM FOR THE TREMENDOUS AMOUNT OF TRAINING THAT THEY'RE DOING WITH THE CAMPUSES AND THE QUALITY OF TRAINING THAT YOU'RE DOING, SO THAT OUR TEACHERS ARE EQUIPPED TO HANDLE THAT, THAT NEW RESPONSIBILITY.

MOVING ON RECRUITMENT AND RETENTION OF HIGHLY QUALIFIED STAFF.

WE SPOKE BRIEFLY ABOUT HOW LAST YEAR, ONE OF THE PRIME THINGS WAS THE COMPENSATION PACKAGE, ALONG WITH CLAS AND THOSE TYPES OF THINGS WE HAVE ALREADY DURING CONNECTS CONFERENCE IN JULY, SPENT A GREATER AMOUNT OF TIME THAN I REMEMBER IN THIS DISTRICT REALLY DIVING DEEP INTO THE CLIMATE SURVEY RESULTS THE PRINCIPALS DID IN THEIR CAMPUS TEAMS DID, BECAUSE WE WANT OUR STAFF TO UNDERSTAND THAT WE TAKE THEIR FEEDBACK VERY SERIOUSLY.

AND SO WE HAD SOME VERY STRUCTURED TYPE ACTIVITIES AND DEEP DIVES INTO THAT AND EXPECT THEM TO HAVE ACTION STEPS IN THEIR CAMPUS IMPROVEMENT PLANS AS A RESULT OF THAT.

MOVING ON. CONTINUED FOCUS ON IMPLEMENTATION OF THE LEARNING FRAMEWORK.

WE'VE HEARD THAT THROUGHOUT THE COURSE OF THE NIGHT, EVEN IN TEACHING AND LEARNING PRESENTATION.

AND THEN FINALLY ON THIS SCREEN, THE DEVELOPMENT OF A PROFESSIONAL DISTRICT PROFESSIONAL LEARNING FRAMEWORK FOCUSED ON GROWTH FOR ALL STAFF.

AND SO IF WE'RE GOING TO EXPECT OUR STAFF, JUST LIKE WITH OUR STUDENTS TO GROW, WE HAVE TO EQUIP THEM WITH THE SUPPORT AND THE RESOURCES NEEDED TO FUEL THAT.

SO AS WE TRANSITION TO THE NEXT SLIDE, AGAIN, STILL STAYING WITH THE IP PRIORITIES ENGAGEMENT OF RESIDENTS AND ENGAGEMENT REALLY IS THE KEY TERM HERE.

BECAUSE WHAT WE REALLY ARE TRYING TO DO IS TO SHIFT THE MINDSET OF PERFUNCTORY ATTENDANCE, IF YOU WILL, OF, OF OPEN HOUSE.

AND WE HAVE PEOPLE SIGN IN, AND THERE WAS 67 PEOPLE THAT CAME TO OPEN HOUSE, AND WE WERE HAPPY ABOUT THAT.

AND WE'LL STILL BE HAPPY IF IT WAS 670.

IN SOME CASES. BUT WE REALLY WANT TO TAKE THE NEXT STEP IN A VALUE ADD OF THOSE 67 PARENTS THAT CAME TO CAMPUS, HOW ARE THEY BETTER EQUIPPED? HOW ARE THEY BETTER AWARE OF GROWTH GOALS? HOW CAN THEY BETTER WORK WITH THEIR STUDENTS ON THEIR GROWTH GOALS? AND SO YOU SEE UNDERNEATH ENGAGEMENT OF RESIDENTS A HANDFUL OF DIFFERENT EXPANSION OR STRATEGIES THAT WE'RE USING, I WILL CALL IT TO

[02:10:06]

THAT'S SOMETHING THAT THAT OUR EDI DEPARTMENT, MISS LEE HAS WORKED TREMENDOUSLY HARD ON.

AND WE'LL BE ROLLING THAT OUT WITH OUR CENTRAL STAFF THIS YEAR.

CONTINUED WORK ON THE COMMUNITY BUDGET STEERING COMMITTEE.

OF COURSE, WE'RE ALL FAMILIAR WITH THAT.

WITH ALL THE WORK THAT WENT INTO PROJECT RIGHTSIZE LAST YEAR AND EVERYONE'S FAVORITE FUNDING ADVOCACY WITH THE STATE LEGISLATURE.

AND SO THOSE ARE THE PRIORITIES FOR THE DISTRICT IMPROVEMENT PLAN.

AND HOPEFULLY YOU CAN SEE THE TIGHT ALIGNMENT BETWEEN THAT AND THE STRATEGIC PLAN YEAR TWO ACTION PLANS.

SO ONE OF THE WAYS THAT WE TRY TO ENSURE THAT ALL OF THOSE PRIORITIES WIND UP ON THE CAMPUS IMPROVEMENT CHECK ON THE CAMPUS IMPROVEMENT PLANS.

AND REALLY, IN EACH CLASSROOM WE USE A MECHANISM CALLED, SIP CHECKLIST.

AND THAT'S JUST A SCREENSHOT OF THE ELEMENTARY SUPPORT DOCUMENT.

AND SO WE BREAK IT DOWN BY GOAL.

IF YOU CAN SEE ON THE SCREEN YOU JUST HAPPEN TO SEE A SNIPPET OF GOAL ONE.

IT'S ALL THE SAME GOALS THAT WE'VE TALKED ABOUT BEFORE.

AND SO THIS CHECKLIST ENCOMPASSES EVERYTHING FROM STATUTORY REQUIREMENTS LIKE ANTI-BULLYING AND THOSE TYPES OF THINGS TO THE ACTUAL ALIGNMENT OF THE YEAR TWO ACTION PLANS THAT MIGHT NOT BE REQUIRED BY LAW, BUT WE HAVE DEEMED HIGHLY IMPORTANT ACADEMIC GROWTH GOALS, THOSE TYPES OF THINGS.

BEFORE YOU SEE THE DIP TIMELINE, THIS IS A PROCESS.

AND SO JUST I WON'T READ THE ENTIRE SLIDE TO YOU, BUT JUST IF YOU LOOK TO THE FAR LEFT, YOU CAN SEE THAT WE OFFICIALLY KICKED OFF, SO TO SPEAK, THE PROCESS ON APRIL 22ND.

I HAPPEN TO BE THE LEAD IN THAT PROCESS.

AS YOU COME ACROSS FROM THE LEFT TO THE RIGHT, YOU SEE THAT WE INTRODUCED THAT OR MADE OTHERS AWARE AT CENTRAL CONNECTS AND THEN AT CONNECTS CONFERENCE, WHICH IS WHERE THE PRINCIPALS AND THEIR CAMPUS TEAMS JOIN US.

A BIG PART OF THAT WAS GAINING AWARENESS OF WHAT'S IN THE DISTRICT IMPROVEMENT PLAN.

THE DISTRICT PLANNING COMMITTEE WILL BE REVIEWING THAT AS WELL, YOU SEE, IN SEPTEMBER, AND THEN WE WILL BE COMING, AS WE DO ANNUALLY TO THE BOARD THIS FALL, TO REQUEST ACTION ON APPROVING THE DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLANS.

SO KEY TAKEAWAYS FROM OUR LITTLE PRESENTATION TONIGHT.

FIRST, THE DISTRICT HAS AN ANNUAL CONTINUOUS IMPROVEMENT PROCESS THAT IS ALIGNED TO THE NORTH STAR GOAL GRADUATE PROFILE AND STRATEGIC PLAN.

HOPEFULLY WE'VE PAINTED THE PICTURE OF HOW THOSE ARE TIGHTLY ALIGNED FOR YOU.

YEAR TWO PRIORITIES INCLUDE GOAL SETTING TO SUPPORT GROWTH GOALS, CULTURE OF TRUST AND RESPECT THAT PROMOTES RECRUITMENT AND RETENTION EFFORTS, CONTINUED IMPLEMENTATION OF THE LEARNING FRAMEWORK, AND CREATION OF A PROFESSIONAL LEARNING SYSTEM TO SUPPORT THAT GROWTH.

WE TALKED JUST A LITTLE BIT ABOUT THAT A SECOND AGO.

INCREASED ENGAGEMENT WITH OUR ISD RESIDENTS NOT ONLY COME TO OUR CAMPUSES, BUT LET'S CREATE A SYSTEM OF EXPERIENCES OF VALUE ADD.

YOU LEAVE US FEELING THAT YOU CAN BETTER SUPPORT YOUR STUDENT.

AND THEN ADVOCATE FOR ADDITIONAL FUNDING WITH THE STATE.

THE LAST TWO BULLETS REITERATE SOME OF THE THINGS THAT WE TALKED ABOUT ALREADY.

DISTRICT AND CAMPUS IMPROVEMENT PLANS INCLUDE SPECIFIC STRATEGIES TO SUPPORT THE PRIORITIES AND THE DIPS AND THE CIPS WILL BE PRESENTED IN THE FALL, AS WE DO EVERY YEAR FOR BOARD APPROVAL.

SO WITH THAT BEING SAID, WE'LL BE HAPPY TO ENTERTAIN ANY QUESTIONS OR COMMENTS YOU MIGHT HAVE.

THANK YOU. MR. HASSO, DOCTOR HELLER, I APPRECIATE THAT PRESENTATION.

I'M OPENING IT UP FOR QUESTIONS AND COMMENTS BY THE BOARD.

DO WE HAVE ANY? ALL RIGHT, MISS MCGOWAN, WE'LL START WITH YOU.

THEN WE'LL HEAD TO THE LEFT.

YEP. OKAY.

THANK YOU FOR THAT PRESENTATION.

COUPLE OF THINGS.

WE'VE TALKED ABOUT GROWTH GOALS A LOT TONIGHT, WHICH IS REALLY EXCITING AGAIN.

CAN YOU TELL ME WHO IS GOING TO WORK WITH THE STUDENTS? ALL I CAN THINK ABOUT AS A FIRST GRADER WHO'S GOING TO WORK WITH THESE KIDS ON, LIKE, SETTING GROWTH GOALS.

SO LIKE, HOW DOES THAT LOOK? SO I'M ACTUALLY AND I DIDN'T BRING A COPY OF IT.

WE HAVE A PLAYBOOK.

THERE IT IS.

YOU DO HAVE THEM OKAY. GOOD. YAY I THOUGHT I HAD A I THOUGHT I HAD THEM DOWN HERE.

SO YES. SO YOU HAVE A PLAYBOOK.

AND BASICALLY THROUGH THIS PLAYBOOK, WE HELP LEAD OUR PRINCIPALS AND OUR TEACHERS SO THAT WE'RE ALIGNED AGAIN ACROSS THE WHOLE SYSTEM, AROUND WHAT DOES IT MEAN TO HAVE A PERSONAL GROWTH GOAL. SO FIRST WE TALK ABOUT ME LIKE AS AN EDUCATOR, HOW AM I GETTING BETTER AND HOW DO I SET A QUALITY GROWTH GOAL.

AND WHAT SYSTEMS DO WE PUT IN PLACE TO TRACK THAT AS WELL? AND THEN THAT MOVES TO THEN HOW DO YOU HAVE THAT CONVERSATION WITH YOUR STUDENT? SO WE HAVE LAID OUT, IF YOU LOOK AT THE GRADUATE PROFILE WE HAVE LAID OUT TO MAKE IT EASY FOR TEACHERS, FIVE SPECIFIC AREAS THAT THAT A TEACHER CAN USE FOR THAT STUDENT GROWTH GOAL.

SO THEY'RE NOT HAVING TO LOOK AT A HUGE LIST AND FEEL OVERWHELMED.

AND THEY CAN WORK WITH THEIR STUDENTS TO SET THAT GOAL.

[02:15:02]

AND SO IF WE LOOK AT A STUDENT AND THEY HAVE A CERTAIN RIT SCORE FOR THEIR MATH OR READING, THEN THEY'RE GOING TO LOOK AT WHAT DO I HAVE TO DO? AND THEN NOT ONLY DO I SET A SCORE, BUT WHAT ARE THE SKILLS THAT I'M GOING TO WORK ON THAT I NEED TO WORK ON.

SO THEY'RE KIND OF OWNING THEIR OWN DATA.

AND MAP PROVIDES THAT REPORT.

SO TEACHERS REALLY IT'S NOT THAT TEACHERS ARE HAVING TO INDIVIDUALLY CALCULATE IT OR DETERMINE IT.

IT'S REALLY JUST ABOUT CREATING THE SPACE AND THE TIME TO HAVE THAT INDIVIDUAL CONVERSATION WITH THAT STUDENT.

AND THEN WHAT WE HAVE DONE, YOU CAN SEE IN THE BACK OF THE PORTFOLIO WE'VE CREATED THE PLAYBOOK, WE'VE CREATED EVERY QUARTER.

THERE WILL BE MOMENTS WHERE WE EMBEDDED INTO THE SCHEDULE OF THE DAY WHERE STUDENTS ARE GOING TO BE LOOKING AT WHETHER IT'S SCHOOLOGY OR SEESAW IN THEIR STUDENT PORTFOLIO, AND THEY'RE GOING TO BE ADDING ARTIFACTS THAT ARE SHARED WITH PARENTS.

SO IT'S IT MAY BE A PIECE OF WRITING, IT MIGHT BE A PIECE OF MATH, IT MIGHT BE A VIDEO IN WHICH THEY HAVE TAKEN A VIDEO OF THEM COLLABORATING WITH A FRIEND TO SHOW EVIDENCE OF THEIR GROWTH WITH COLLABORATION, AND I CAN WORK WELL WITH OTHERS AND THAT WILL BE UPLOADED AT A PORTFOLIO.

SO AT THE END OF THE YEAR, THEY'RE GOING TO BE ABLE TO DEMONSTRATE THEIR GROWTH, WHETHER THEY HIT THEIR GROWTH GOAL OR NOT, WHICH THAT'S WHAT WE HOPE, BUT AT LEAST SHOW EVIDENCE OF THAT GROWTH. AND WHAT I THINK IS GOING TO BE EXCITING OVER TIME IS I THINK ABOUT CASON AS A FOURTH GRADER, IS THAT THIS PORTFOLIO WILL CARRY WITH HIM.

SO WHEN HE'S A FIFTH GRADER, WHEN HE'S A SIXTH GRADER, HE'LL BE ABLE TO GO BACK AND LOOK AT WHERE HE WAS AND WHERE HE'S GOING.

AND THEN HIS PARENTS, THEY'LL BE ABLE TO DO SO AS WELL.

THAT IS AWESOME. I LOVE THAT.

I LOOK FORWARD TO TO DOING THIS WITH MY FIRST GRADER.

I ALSO APPRECIATE THE FACT THAT YOU TAKE YOUR STAFF'S FEEDBACK SERIOUSLY.

LIKE I HEAR FROM TEACHERS, TALK TO TEACHERS, COUNSELORS, AND I KNOW THAT THAT'S JUST A NUMBER ONE THING.

THEY WANT TO BE HEARD AND THEY ARE RESPECTFUL, PROFESSIONAL MEN AND WOMEN, RIGHT.

AND THEY SHOULD BE HEARD. AND SO I REALLY APPRECIATE THAT.

HOW MANY OF THE CLIMATE SURVEYS WILL WE DO THIS YEAR? AND DO YOU GUYS LEAN ON STAFF TEACHERS? DO YOU LEAN ON THE MEMBERS OF THE STAFF TO CREATE SOME OF THOSE QUESTIONS THAT SO THAT THEY CAN OFFER YOU FEEDBACK ON HOW DO YOU ALL GENERATE THOSE QUESTIONS THAT YOU OFFER TO THE STAFF MEMBERS FOR THESE CLIMATE SURVEYS? SO WE WILL DO A BEGINNING OF THE YEAR CLIMATE SURVEY, AND WE USUALLY TARGET THAT TOWARDS THE END OF SEPTEMBER, BECAUSE WE WANT THERE TO BE A FEW WEEKS OF SCHOOL TO FIND OUT WHAT'S HOW THE SYSTEMS ARE GOING AND HAVE THEM REALLY HAVE SOME TIME TO EVALUATE WHAT'S WORKING AND WHAT'S NOT.

AND THEN, OF COURSE, WE WILL DO AN END OF THE YEAR.

WE TRY TO KEEP THE ITEMS ON THE CLIMATE SURVEY CONSISTENT BECAUSE IT ALLOWS US TO SEE TRENDS OVER TIME.

AND WE HAVE LONGITUDINAL DATA IN EACH OF THE AREAS, THERE'S AN OPPORTUNITY FOR STAFF TO LEAVE COMMENTS.

AND IT IS ALL ANONYMOUS.

THERE'S ONLY ONE PERSON IN THE ENTIRE DISTRICT THAT HAS ACCESS, NOT EVEN ME.

THAT HAS ACCESS TO SEE WHAT TEACHERS HAVE OR HAVE NOT SUBMITTED.

I HAVE NO IDEA WHO HAS AND HAS NOT.

I CANNOT DRILL DOWN TO FIND THE INDIVIDUAL TEACHER.

BUT THEY CAN LEAVE PRETTY LENGTHY COMMENTS ABOUT ANY AREA THEY WOULD LIKE TO.

I HAVE A BINDER ABOUT THAT THICK OF TEACHER AND PARAPROFESSIONAL.

I MEAN, JUST STAFF COMMENTS.

WHETHER IT'S ABOUT, YOU KNOW, CONCERNS WITH PARKING YOU KNOW, THE COPIERS AND THE ACCESS OF THE COPIER'S BATHROOMS. WE HAD AN ISSUE, FOR EXAMPLE, AT BERKNER HIGH SCHOOL WITH SOME CONCERNS WITH STAFF AROUND BATHROOMS THAT ARE NOT WORKING.

AND THEN, YOU KNOW, STUDENTS ARE GONE LONGER DURING CLASS BECAUSE THEY'RE HAVING TO GO TO A BATHROOM THAT WAS FURTHER AWAY.

SO, I MEAN, AND WE LITERALLY DRILL DOWN TO THAT LEVEL TO FIND OUT KIND OF WHAT ARE THOSE EASY MOVES THAT WE KNOW WE CAN MAKE TO MAKE A DIFFERENCE. WE REVIEW THAT WITH I HAVE A GROUP OF LEAD PRINCIPALS THAT I MEET WITH.

I HAVE A GROUP OF STUDENTS AND TEACHER FOCUS GROUPS THAT WE ALSO RUN THOSE BY, BECAUSE WHAT WE DON'T WANT TO DO IS CREATE A SOLUTION THAT WE THINK IS GOING TO FIX THE PROBLEM, AND THEN TEACHERS AND THE STAFF GO, YOU JUST MADE IT TEN TIMES WORSE.

SO, AS WE'RE THINKING ABOUT HOW DO WE RESPOND AND MAKE THINGS BETTER, WE ALSO USE THAT INPUT EVEN AROUND HOW ARE WE GOING TO TRY TO MAKE IT BETTER.

THANK YOU, I APPRECIATE THAT.

DO WE HAVE SOME OTHER COMMENTS OR QUESTIONS? YES, MISS PACHECO.

THANK YOU. YES.

I JUST WANTED TO THANK YOU FOR THE REFRESHER OF THE COURSE.

NOT THE COURSE, BUT YOUR GOALS.

THE GOALS THAT WE HAVE.

AND I JUST THOUGHT IT WAS REALLY NICE WHEN YOU TALKED ABOUT THE ENGAGEMENT OF OUR RESIDENTS AND ACTUALLY BRINGING NOT JUST PARENTS, BUT ALL OUR RESIDENTS IN OUR COMMUNITY WITHIN OUR BOUNDARIES AND GIVING THEM A VALUE ADD.

[02:20:02]

SO I APPRECIATE THAT THOUGHT AND THE GOAL AROUND IT.

I ALSO WANT TO TALK A LITTLE BIT ABOUT THIS PLAYBOOK.

I THINK IT'S AMAZING.

I CAN'T WAIT TO SEE THESE.

I DON'T KNOW IF I'M GOING TO SEE THESE PORTFOLIOS.

I WOULD LOVE TO.

BECAUSE IT CREATES A, YOU KNOW, NOT JUST OUR TEACHERS AS PROFESSIONALS, BUT IT CREATES THE STUDENT AS A PERSON BEING EDUCATED. IT GIVES THEM A LITTLE BIT OF THAT PROFESSIONALISM AS WELL.

HOW DO I JUST NOT ONLY GROW, BUT HOW AM I A BETTER STUDENT PROFESSIONAL? I GUESS I SHOULD CALL IT WITHIN MY SCHOOL SYSTEM.

I THINK THAT'S REALLY POSITIVE.

I THINK THAT UPLIFTS THE EXPECTATION OF THE KIND OF STUDENT THAT WE WANT AND THE KIND OF STUDENT THAT THEY CAN BE AND UPLIFTS THE EXPECTATION OF OUR PARENTS, WHERE NOT ONLY THEIR STUDIES AND IT'S BEING PROFESSIONALIZED.

I ALWAYS CONSIDER HOW DO WE, AS GROWN UPS DO IT RIGHT? WE WRITE ESSAYS, WE CONTINUE TO STUDY, WE DO ONGOING LEARNING SESSIONS.

AND THIS IS A STEP FOR THEM TO CREATE THAT HABIT AS WELL.

SO I APPRECIATE THAT.

THANK YOU SO MUCH FOR GOING THROUGH THIS.

AND I'M JUST EXCITED TO SEE THE OUTCOMES.

GREAT. YES.

TRUSTEE HARRIS.

GREAT STUFF. THIS IS REALLY WHAT JUST DRIVES ME RIGHT.

I LOVE THE COMMUNITY ENGAGEMENT.

I LOVE THE JUST PARENTAL ENGAGEMENT.

MY QUESTION IS AROUND.

I DID SEE THE REFERENCE TO ENGAGING HOAS.

RIGHT. SO HOW WILL WE ENGAGE THOSE COMMUNITIES THAT DON'T NECESSARILY HAVE AN HOA BUT MAY HAVE SOMETHING LIKE A CIVIC LEAGUE LIKE HAMILTON PARK, OR SOMETHING THAT'S NOT SO STRUCTURED AS AN HOA.

WILL WE BE IDENTIFYING THOSE COMMUNITIES AND REACHING OUT? YES, MA'AM. AND WE STARTED SOME OF THAT LAST SPRING, AND WE PROBABLY SHOULD HAVE UPDATED OR EDITED THAT SLIDE TO SAY, HOA AND NEIGHBORHOOD ASSOCIATIONS, BECAUSE WE DO WORK VERY CLOSELY WITH OUR PARTNERS, BOTH AT THE CITY OF DALLAS AND THE CITY OF RICHARDSON, TO RECONCILE OUR LISTS AND TO INVITE. AND WE HAD A FAIRLY LARGE TURNOUT LAST SPRING TOWARDS THE END OF THE SPRING AND TABITHA BRANUM HAD GIVEN AN UPDATE WITH SOME OF OUR SPRING INITIATIVES, INCLUDING PROJECT RIGHTSIZING, THE COMMUNITY BUDGET STEERING COMMITTEE, AND WE WANT TO CONTINUE TO GROW THAT WORK THIS YEAR, BUT HOA ALSO WILL INCLUDE NEIGHBORHOOD ASSOCIATIONS WITHIN OUR BOUNDARIES.

PERFECT. I LOVE HEARING THAT.

THANK YOU SO MUCH. GREAT WORK.

ANY OTHER COMMENTS? YES, MISS TIMMY, YEAH, I JUST WANTED TO SAY, AS SOMEBODY WHO'S BEEN ON MANY A DISTRICT IMPROVEMENT PLAN AND CAMPUS IMPROVEMENT PLAN COMMITTEE, THAT IN A IN A IN A DAY, NOT SO LONG.

WELL, IT'S PROBABLY AS LONG TIME AGO SINCE IT WAS WHEN I WAS IN THE DISTRICT.

I HATE TO EVEN OUT MYSELF WITH THAT, BUT WHERE THESE REALLY WERE PLANS, WE DID, AND THEY WERE COMPLIANCE BASED, AND THEN WE REALLY KIND OF PUT THEM ON THE SHELVES, AND WE WOULD TRY NOT TO, BUT INEVITABLY, THAT'S WHERE THEY WOULD LAND.

AND I HAVE SEEN THIS SWITCH IN A COUPLE OF THINGS, AND I JUST THOUGHT IT'S I APPRECIATE THE FACT THAT WE CAN REALLY SEE IT.

YOU GUYS WERE TALKING A LOT ABOUT GROWTH AND STAFF GROWTH, AND WE HEARD A LOT ABOUT SYSTEMS TONIGHT.

AND LIKE, I DON'T KNOW, I CALL IT GAME TIME COACHING.

I WAS RAISED BY FOOTBALL COACH.

LIKE, YOU KNOW IN THE MIDDLE OF THE PLAY.

LIKE WE'RE NOT GOING TO CONTINUE TO LET YOU PRACTICE IT WRONG.

WE'RE GOING TO KEEP LIKE GIVING YOU THAT FEEDBACK ALL ALONG THE WAY.

WE HEARD A LOT ABOUT THAT TONIGHT.

WE HEARD A LOT ABOUT COMMUNICATIONS WITH PARENTS.

BUT I THINK EVEN IN THE DEVELOPMENT OF THIS DISTRICT IMPROVEMENT PLAN, AND I'M GOING TO ASSUME THAT'S TRUE IN CAMPUS, BUT I CAN'T SAY THAT IS THAT WE'VE HAD DIFFERENT VOICES IN THE ROOM, AND WE'VE REALLY EXTENDED, LIKE BRINGING OTHER PEOPLE TO ENHANCE THE ONES WHO'VE BEEN DOING THE WORK FOR A LONG TIME AND ON VARIOUS COMMITTEES.

AND I ABSOLUTELY APPRECIATE THE COMMITMENT TO LIFTING UP THESE IMPORTANT PIECES, BUT THEN FOLLOWING UP WITH THINGS THAT ARE NOT JUST COMPLIANCE BASED BUT ARE ACTUALLY MEANING BASED. AND THAT WILL CONTINUE TO MOVE OUR DISTRICT FORWARD.

SO I JUST WANTED TO POINT THAT OUT FOR ANYBODY ELSE WHO'S BEEN A PART OF IT AND SEEN IT GO DIFFERENTLY.

HOW GREAT THIS ONE HAS EVOLVED.

AN AMAZING TEAM.

ANY OTHER COMMENTS? AND I'LL JUST ECHO AGAIN WHAT EVERYBODY SAID BUT THE GOAL SETTING.

I THINK MISS MCGOWAN HAD POINTED IT OUT.

THAT'S A RECURRING THEME.

AND I THINK THAT'S A GREAT DIRECTION THAT WE'RE GOING AT ALL LEVELS.

AND I THOUGHT OF SOME OF OUR CAMPUSES THAT WE'VE BEEN DOING THAT WITH AND KIND OF INTRO AND IN OVER THE LAST YEAR OR TWO.

AND TO MISS MCGOWAN'S POINT, HOW DO WE DO THAT WITH A FIRST GRADER? BUT I LOVE GETTING THE PARENTS ENGAGED AND HAVING THAT THAT CONNECTIVITY AT THAT LEVEL AS WELL.

I ALSO ONE THING THAT REALLY STOOD OUT TO ME WAS OBVIOUSLY THE ALIGNMENT, EVERYTHING WE'VE BEEN BRIEFED ON TONIGHT, THERE'S ALIGNMENT WITHIN THE DISTRICT, AND I THINK THAT'S CRITICAL. WE DON'T HAVE ANY ANYTHING FREE FLOATING OUT THERE AS AN INITIATIVE THAT'S NOT CONNECTED TO OUR NORTH STAR GOAL AND WHERE WE'RE HEADED.

I LOVE THAT. AND THE SECOND THING WAS, YOU KNOW, THESE ARE FIVE YEAR PLANS, AT LEAST ON THE STRATEGIC PLAN SIDE.

[02:25:05]

BUT YOU DON'T LOOK BACK AND CONTINUE.

YOU DROP WHAT YOU DID AND START SOMETHING NEW.

I LOVE THAT THERE'S A THROUGH LINE, AT LEAST THROUGH YEARS ONE AND TWO, AND I EXPECT THROUGH YEAR FIVE, SO THAT THAT STOOD OUT TO ME.

AND I THINK THAT'LL HELP PROPEL IT TO SUCCESS AS OPPOSED TO LOSING MOMENTUM AFTER A COUPLE OF YEARS.

SO ANYWAY, THOSE STOOD OUT TO ME AND I APPRECIATE THE PRESENTATION.

THANK YOU VERY MUCH.

OUR NEXT ITEM IS AN INFORMATION ITEM TO REVIEW THE ANNUAL CHILD ABUSE REPORTING POLICY.

[IV.H. Annual Review of Child Abuse Reporting Policy]

THESE ARE THE NEXT TWO ITEMS ARE ACTUALLY ANNUAL ITEMS THAT WE MUST BRING FORWARD.

AND I'M JUST GOING TO KICK IT RIGHT OVER TO THE TEAM FOR EACH OF THESE TO KIND OF PROVIDE THIS THE OVERVIEW TO THE COMMUNITY AND TO THE TRUSTEES.

YES, MA'AM. THANK YOU, MISS BRANUM.

THE REVIEW OF CHILD ABUSE AND NEGLECT, THE REPORTING POLICY, LIKE MISS BRANUM SAID, IS AN ANNUAL REVIEW.

NOTHING HAS CHANGED IN REGARD TO WHAT WE DO ON A DAILY, ON A YEARLY BASIS.

WE HAVE TWO MAJOR PIECES OF TRAINING THAT GO ON.

WE HAVE OUR STUDENT AND STAFF CHECKLIST, WHICH MR. HASSELL ACTUALLY MENTIONED A LITTLE WHILE AGO, WHERE THERE'S REQUIREMENTS FOR TRAINING AROUND CHILD ABUSE.

AND THEN WE ALSO HAVE OUR REGION TEN.

WE HAVE A COMPLIANCE BUNDLE THAT'S REQUIRED THAT'S REQUIRED FOR OUR TEACHERS TO COMPLETE AND WE HAVE A KIND OF A DROP DEAD.

OH, GOOD. GREAT.

AND MISS BRANUM IS DONE.

SO THAT'S GREAT.

FROM THE DISTRICT STANDPOINT, THE IMPORTANCE AROUND THAT, THOSE TRAININGS AND THIS POLICY IS REALLY THE MANDATORY REPORTER ASPECT OF THINGS.

SO IF YOU SEE SOMETHING, YOU SAY SOMETHING AND YOU HAVE TO DO THAT THE IN AROUND THE IMPORTANCE OF THAT.

SO WE TAKE IT A LITTLE BIT FURTHER HERE IN RICHARDSON.

AND WE HAVE FOR THE LAST SEVERAL YEARS WE DO WORK WITH THE DALLAS CHILDREN'S ADVOCACY CENTER.

AND SO WE HAVE NEW TEACHERS.

WE'VE HAD NEW TEACHERS, WE'VE HAD NEW COUNSELORS, WE'VE HAD NEW ADMINISTRATORS GO TO THE ACTUAL TO DALLAS CHILDREN'S ADVOCACY CENTER AND SEE WHAT IT LOOKS LIKE FOR AFTER THE REPORT, BASICALLY.

SO TO SHOW TO SHOW EDUCATORS, IT'S OKAY.

YOU KNOW, IF YOU SEE SEE SOMETHING AND YOU SAY SOMETHING, THERE ARE SYSTEMS IN PLACE THAT WE DON'T KNOW ABOUT THAT WE AREN'T PRIVY TO, THAT TAKE PLACE IN OUR KIDS ARE SUPPORTED IN THE RIGHT WAY AND THINGS ARE DONE APPROPRIATELY.

SO THAT'S THE REALLY BIG FOCUS OF THIS POLICY, IS THAT WE MAKE SURE THAT THEY UNDERSTAND THE IMPORTANCE OF MANDATORY REPORTING IF THEY SEE SOMETHING.

THANK YOU, DOCTOR GIVENS.

ANY QUESTIONS OR COMMENTS FROM THE BOARD ON THIS TOPIC? OKAY. THANK YOU.

WE'RE GOING TO MOVE TO THE NEXT ITEM, WHICH IS ANOTHER ANNUAL ITEM, NEXT ITEM FOR INFORMATION ITEM TO REVIEW THE ANNUAL CHILD INTERNET PROTECTION ACT POLICY.

[IV.I. Annual Review of Child Internet Protection Act Policy]

OH THANK YOU BOARD. THANK YOU, MISS BRANUM, FOR THIS OPPORTUNITY TO SHARE WITH YOU SOME OF OUR CYBERSECURITY PROTECTIONS.

THIS IS AN ANNUAL UPDATE AS WELL, AND THERE HAVE NOT BEEN ANY CHANGES TO WHAT WE DO IN THIS AREA.

I'LL JUST HIGHLIGHT A FEW THINGS.

WHEN I LOOK TOWARDS THE CENTER OF THE HORSESHOE, I'M ALWAYS GRAVITATED TOWARDS THE NORTH STAR GOAL, AND I SEE THE WORDS MEET OR EXCEED.

AND SO I JUST LIKE TO SAY WE DO NOT JUST MEET THE LEGAL REQUIREMENTS IN THIS AREA.

WE FAR EXCEEDED WE HAVE NINE TOOLS IN PLACE FOR INTERNET PROTECTION.

AND IN THIS INFORMATION ITEM YOU'LL SEE THE PRIMARY TOOL LISTED IN GREAT DETAIL.

AND THE ADDITIONAL TOOLS LISTED.

AS MR. GIBBONS MENTIONED WITH THEIR PARTNERSHIP THROUGH REGION TEN, WE ALSO HAVE ONE WITH REGION TEN AND BLACK SWAN CYBER SECURITY, WHERE ALL OF OUR INTERNET TRAFFIC IS INGESTED.

24 OVER SEVEN 365.

AND IN REAL TIME, AT A RATE OF 3000 EVENTS PER SECOND, THEY'RE ANALYZING EVERY SINGLE BIT OF TRAFFIC AND THEN SENDING IT TO OUR CYBERSECURITY TEAM FOR HUMAN REVIEW TO DETERMINE IF THAT SHOULD BE BLOCKED, QUARANTINED OR LIVED THROUGH.

SO WE ARE DOING WELL ABOVE AND BEYOND A LOT OF OUR NEIGHBORING DISTRICTS ARE DOING IN THIS AREA AS WELL.

WITH ME TONIGHT I HAVE THE OTHER H.H.

HENRY HORTON, OUR EXECUTIVE DIRECTOR OF NETWORK SERVICES.

SO, IF YOU WANT TO GET GRANULAR, WE'RE HAPPY TO GEEK OUT WITH YOU AND ANSWER ANY QUESTIONS.

THANK YOU, MR. HALL.

ARE THERE ANY QUESTIONS FROM ANY BOARD MEMBERS ON THIS OR ANY COMMENTS? YES, MISS PACHECO. YES.

I WANT TO THANK YOU FOR THAT.

AND I DO SEE THAT IT'S A REALLY SOLID, GREAT PLAN.

I HAVE A QUESTION ON HOW THIS PLAN SUPPORTS PERSONAL DEVICES, NOT SCHOOL DEVICES.

SO, WITH AS IF ON THE BYOD NETWORK, IF SOMEONE CONNECTS THEIR PERSONAL DEVICE TO OUR NETWORK, THEY'RE ALLOWED

[02:30:04]

THAT'S WHAT THE BYOD DEVICES ARE ALLOWED TO EXPERIENCE ON OUR NETWORK.

OKAY, PERFECT. SO I GUESS AS A PARENT, IF I WANT TO ENSURE THAT MY STUDENT IS PROTECTED FROM HARMFUL INTERNET SITES OR VIRUSES AND THINGS LIKE THAT I SHOULD PROBABLY ENCOURAGE THEM TO NOT USE THEIR PERSONAL DEVICE AT SCHOOL SO THAT THEY CAN ONLY USE THE IPAD OR THEIR CHROMEBOOK SO THAT THEY'RE AVAILABLE TO THEIR STUDENTS, I MEAN, TO THEIR SCHOOLWORK.

WITH THAT BEING. YES, THAT IS ABSOLUTELY CORRECT.

WITH OUR DISTRICT PROVIDING A DEVICE FOR EACH STUDENT, WE ARE ABLE TO USE MORE TOOLS TO ENSURE THE SAFETY OF THE TRAFFIC ON THAT DEVICE.

WHEN A STUDENT BRINGS THEIR OWN DEVICE, THEY COULD POTENTIALLY HAVE SOMETHING ON THAT DEVICE THAT COULD POTENTIALLY CAUSE HARM TO OUR NETWORK AND ALLOW STUDENTS TO SEE SOMETHING THAT THEY SHOULDN'T SEE WHEN IN A SCHOOL ENVIRONMENT.

SO WE DO ENCOURAGE ALL OF OUR STUDENTS TO UTILIZE THE DISTRICT DEVICES.

THANK YOU. APPRECIATE THAT.

YES. MISS MCGOWAN? YES.

THANK YOU, MR. POTEET.

JUST PIGGYBACKING OFF WITH MISS PACHECO.

HER QUESTION.

THIS IS ANOTHER REALLY GOOD SELLING POINT TO YOUNGER POUCHES FOR OUR SCHOOLS AND PERSONAL DEVICES.

SO I REALLY APPRECIATE THIS DIALOG BETWEEN THE TWO OF YOU, BECAUSE A LIGHT BULB JUST WENT OFF IN MY HEAD AND I WAS LIKE, YOU KNOW WHAT? THIS IS A REALLY GOOD POINT.

WE DON'T WANT OUR KIDS ON THESE PERSONAL DEVICES ACCESSING THESE SITES THAT THEY PROBABLY SHOULDN'T BE ACCESSING DURING THE DAY.

GREAT. SO YEAH.

THAT'S IT. THANK YOU. THANK YOU, MR. PACHECO. MISS MCGOWAN.

SORRY. LOOK LIKE MR. POTEET. WE'RE IN THE SAME LANE.

MY BAD. ANYBODY ELSE HAVE ANY COMMENTS OR QUESTIONS? OKAY. THANK YOU, MR. HALL. THANK YOU.

OUR NEXT ITEM ON THE AGENDA IS AN UPDATE REGARDING THE START OF SCHOOL.

[IV.J. Superintendent's Start of School Update]

SUPERINTENDENT BRANUM.

WE JUST WANTED TO PROVIDE A BRIEF UPDATE ON HOW WE ARE PREPARING FOR WHAT IS OUR MOST IMPORTANT DAY, WHICH IS AUGUST 13TH, WHEN WE BE WELCOMING OUR STUDENTS BACK TO RICHARDSON ISD FOR THE 2425 SCHOOL YEAR.

OUR CURRENT ENROLLMENT, WE ARE SITTING AT 36,224 STUDENTS WHICH IS WELL ON OUR WAY TO, TO MEETING HOPEFULLY EXCEEDING THE DEMOGRAPHERS PROJECTION. AS YOU KNOW, WE STILL GAIN A LOT OF STUDENTS BETWEEN NOW AND REALLY LABOR DAY.

SO WE ARE HOPEFUL THAT THAT NUMBER WILL CONTINUE TO CLIMB.

CONSTRUCTION AGAIN.

IF YOU HAVE A CHANCE TO SEE ANY OF OUR FACILITIES.

TEAM, MISS HAYES, MISS ESTES, MR. WATSON THE WORK THAT OUR FACILITIES TEAM HAVE DONE IS TREMENDOUS.

LIKE HIGHLANDS MIDDLE SCHOOL, FOREST MIDDLE SCHOOL, PIERCE ALL READY TO OPEN LOOKING, BEAUTIFUL TEACHERS MOVING IN AND EVERYONE IS IN AWE.

IN ADDITION TO THAT, WE HAD NINE ELEMENTARIES THAT ALL RECEIVED NEW FLOORING.

AND THE FLOORING.

THERE'S THE FLY. SO JUST IN CASE ANYONE IS THERE, THAT'S WHY THERE'S DISTRACTION.

I'M GOING TO JUST I'M GOING TO POWER THROUGH.

THERE ARE NINE ELEMENTARIES THAT RECEIVE BRAND NEW FLOORING, AND I KNOW FLOORING SEEMS LIKE A MINOR THING, BUT IT IS.

AGAIN, WHEN WE THINK ABOUT THE LEARNING ENVIRONMENT, IT IS SIGNIFICANT IN WHAT IT MEANS FOR TEACHERS, WHAT IT MEANS FOR THE STUDENTS, AND WHAT IT MEANS FOR OUR PARENTS AND COMMUNITY. ALSO WANT TO CELEBRATE Y'ALL, THE AUDITORIUM THAT HAS NEEDED A REFRESH FOR A VERY LONG TIME.

AND WE HAVE NEW SEATS.

NEW, I MEAN, RC ACADEMY.

SORRY. I'M DISTRACTED BY THE FLY.

RC ACADEMY, THE FLOORING, THE SEATS, THE NEW TECHNOLOGY.

IT IS ABSOLUTELY BREATHTAKING.

SO AGAIN, I SO APPRECIATE THE BOND AND THE SUPPORT OF THE BOND.

HAMILTON PARK STOLTZ, NORTHRIDGE.

REMEMBER, THIS IS THE FIRST SUMMER PHASE ONE CONSTRUCTION OF WHAT'S GOING TO BE A TWO YEAR PROJECT, BUT YOU CAN ALREADY SEE THE GLIMMER OF WHAT IT'S GOING TO LOOK LIKE WHEN IT'S FINISHED.

AND ALL THREE RENOVATIONS ARE ABSOLUTELY AMAZING.

SO AGAIN, THANK YOU TO MISS HAZE AND THE TEAM FOR YOUR WORK.

PROJECT RIGHT SIZE SCHOOL ZONES.

I JUST WANT TO ADDRESS THAT THE CITY OF RICHARDSON HAS ENSURED THAT THOSE SCHOOL ZONES HAVE BEEN INSTALLED, AND THEY CONFIRMED THROUGH RPD THAT CROSSING GUARDS HAVE BEEN HIRED AND WILL BE TRAINED AND READY ON DAY ONE.

OUR HUMAN RESOURCES TEAM, LIKE OUR FACILITIES TEAM, HAS BEEN HARD AT WORK SUPPORTING OUR PRINCIPALS.

CURRENTLY, WE ONLY HAVE ONE ASSISTANT PRINCIPAL.

THAT WAS THAT IS STILL VACANT RIGHT NOW.

AND THAT WAS DUE TO A LATE MINUTE, A LATE LAST MINUTE RESIGNATION FOR SOMEONE WHO IS MOVING TO ANOTHER DISTRICT.

[02:35:05]

WE RIGHT NOW ARE ONLY STILL WORKING TO IDENTIFY SOME SPECIAL EDUCATION POSITIONS, AND I THINK 1 OR 2 BILINGUAL POSITIONS.

SO WE ARE WELL AHEAD OF WHERE WE HAVE BEEN.

AND AGAIN, THANK THE TEAM FOR BEING SO AGGRESSIVE.

I THINK THE BOARD, ONCE AGAIN, FOR YOUR COMPENSATION PLAN THAT ALLOWED THESE NUMBERS TO BE WHERE THEY ARE.

I WOULD BE REMISS IF I DIDN'T ACKNOWLEDGE, YOU KNOW, A LOT OF PEOPLE THINK THAT THIS CENTRAL OFFICE TEAM THAT LIKE THE SUMMER IS LIKE OUR DOWNTIME, LIKE, OH, IT'S, YOU KNOW, IT'S YOUR QUIET TIME.

THAT IS IT IS AN INTENSE TIME FOR EVERY SINGLE PERSON AROUND THIS HORSESHOE.

WHEN WE GET, YOU KNOW, DURING THE SUMMER, THAT'S WHEN WE HAVE OUR CENTRAL OFFICE PROFESSIONAL LEARNING, OUR CAMPUS PRINCIPALS, OUR TEACHER CONFERENCE.

WELCOME BACK. OUR NEW TEACHERS.

WE WERE IN DISTRICT WIDE DAY THE PAST TWO DAYS WITH EVERY ELEMENTARY AND EVERY SECONDARY TEACHER.

SO OUR TEACHING AND LEARNING TEAM, OUR PROFESSIONAL LEARNING TEAM, JUST EVERYONE WENT ABOVE AND BEYOND TO ENSURE OUR TEACHERS FEEL LIKE THEY HAVE WHAT THEY NEED TO WELCOME OUR STUDENTS BACK.

SO AGAIN, A PHENOMENAL SUMMER.

STAYING FOCUSED ON THE RIGHT THINGS, KEEPING THE MAIN THING, THE MAIN THING WITH THAT NORTH STAR GOAL.

I THINK YOU'RE GOING TO JUST AN ANECDOTE.

LOOKING AT THE NEW TEACHER AND I THINK THIS IS GOING TO BE A CHANGE THAT IS GOING TO TAKE US 2 TO 3 YEARS, AND I KNOW HR IS GOING TO HELP TRACK THIS FOR US, BUT WE ARE BEGINNING TO SEE THE THE NUMBER OF VETERAN YEARS OF OUR STAFF BEGIN TO AGE, WHICH IS WHAT WE WANT, RIGHT? WE LOVE OUR NEW TEACHERS.

DON'T GET ME WRONG, I HAVE A, YOU KNOW, A THIRD-YEAR TEACHER IN THE DISTRICT AND NOW THE FLIES AFTER ME.

AND IT IS A BIG FLY.

I HAVE A THIRD-YEAR TEACHER IN THE DISTRICT, AND WE LOVE OUR NEW TEACHERS.

WE LOVE THEM, BUT WE KNOW WE NEED TO HAVE A BALANCE.

AND SO TO SEE THE NUMBER OF VETERAN TEACHERS INCREASING, AND I THINK YOU'RE GOING TO CONTINUE TO SEE THAT CONTINUUM INCREASE IN THE NEXT THREE YEARS.

AGAIN, AS MISS TIMMY SAID EARLIER, IT'S KIND OF ONE OF THOSE LAGGING INDICATORS THAT GIVE US 2 TO 3 YEARS.

AND I THINK YOU'RE GOING TO SEE THE DIFFERENCE IN MULTIPLE METRICS, NOT JUST ONE.

BUT THAT THAT NEW TEACHER, IT WAS REALLY THE FIRST KIND OF VISUAL EVIDENCE OF THE IMPACT OF, OF THE COMPENSATION PLAN.

SO WITH THAT TEAM, IS THERE ANYTHING ELSE YOU WOULD LIKE TO ADD FOR? WE'RE READY.

WE ARE READY.

THE DISTRICT IS READY FOR AUGUST 13TH.

AND I JUST THANK THE BOARD FOR ALL THAT YOU DID AND ALL THE THINGS YOU PUT IN PLACE FOR US TO BE READY.

IT'S GOING TO BE A GREAT YEAR.

THANK YOU, MISS BRANDON, FOR THAT UPDATE.

I CAN SPEAK FOR THE BOARD THAT WE'RE EXCITED FOR THIS YEAR TO KICK OFF AS WELL.

ARE THERE ANY QUESTIONS FROM ANY OF THE TRUSTEES? ANY COMMENTS? OKAY. WE'RE GOING TO ROLL INTO THE NEXT ITEM ON THE AGENDA IS TO PROVIDE A SHORT REPORT ON DISTRICT ACTIVITIES THAT OUR BOARD HAS

[IV.L. Discussion of Student / District Activities]

BUT TO MISS BRANUM'S POINT, YOU KNOW, SCHOOL STARTS TUESDAY FOR THE STUDENTS.

IT STARTED A LONG TIME AGO FOR STAFF.

AND I KNOW WE'VE BEEN VERY INVOLVED WITH A LOT OF THESE ACTIVITIES.

SO I WANTED TO HIGHLIGHT THESE.

THE FIRST ONE IS THE CONNECTS CONFERENCE.

AND MISS MCGOWAN, WOULD YOU TOUCH ON THAT, PLEASE? YES, SIR. MR. POTEET.

THANK YOU FOR THAT.

FIRST I WANT TO. I WANT TO JUST THANK TABITHA, MISS BRANUM, FOR YOUR SUPPORT OF YOUR STAFF AND THE SPIRIT THAT YOU EXUDE WHEN YOU SPEAK IN FRONT OF YOUR STAFF IS AMAZING.

IT'S CONTAGIOUS.

AND I GOT TO WATCH THAT AT THIS CONFERENCE AT 8 A.M..

I MEAN, Y'ALL, THEY WERE ALIVE AND VIBRANT AND EXCITED TO BE THERE.

I'M JUST GOING TO READ SOMETHING THAT I TOOK A PICTURE OF AT THE CONNECTS CONFERENCE BECAUSE YOU'RE AMAZING WHEN YOU PUT ALL THESE THINGS TOGETHER.

AND SO IT SAYS EVERY DAY MAY NOT BE GOOD, BUT THERE IS GOOD IN EVERY DAY.

FIND THE GOOD, FOCUS ON THE GOOD.

LET THE GOOD FUEL YOUR PURPOSE AND YOUR SOUL.

TOM BRADY OF COURSE, AFTER YOUR VIDEO, I SHARED THAT WITH MY COWORKERS AS WELL THAT DAY, SO I APPRECIATE YOU.

I APPRECIATE EVERYTHING YOU DO.

I APPRECIATE YOU FOR SUPPORTING THIS SCHOOL DISTRICT BECAUSE IT MEANS A LOT TO EVERYBODY IN IT.

I LOVE THAT YOU SHARED THAT.

THAT MAKES ME SO HAPPY.

THANK YOU, MISS MCGOWAN.

THE NEXT ACTIVITY THEY WANT TO HIGHLIGHT.

DISTRICT NEW TEACHER.

WELCOME, MISS TIMMY.

WOULD YOU TOUCH ON THAT? YEAH. ALONG WITH MR. AND MISS MCGOWAN, WE WERE ABLE TO GO AND ENJOY THAT.

I LOVE WHEN THE NEW TEACHERS COME.

THEY'RE VERY EXCITED.

WE'RE VERY EXCITED THAT THEY WERE THERE.

I WILL SAY THERE WERE A LOT FEWER THAN I'VE SEEN IN THE PAST.

AND EVEN ONE OF OUR LEARNING AREAS, LIKE THEY WERE DOING THIS LIKE CHEER, LIKE, YOU KNOW, FOR THE BERKNER LEARNING COMMUNITY, WHATEVER.

[02:40:01]

SO IT WAS, IT WAS ANYWAY, IT WAS IT WAS GREAT.

BUT I LOVED THE MESSAGE THAT YOU HAD.

I LOVE THE FACT THAT YOU CONNECTED YOUR PERSONAL AND YOUR WHY AND SHARED ALL OF THOSE THINGS WITH THE STAFF.

THERE WERE TONS OF CENTRAL OFFICE FOLKS, AND THE WHOLE PIECE I THOUGHT THAT WAS GREAT WAS I DO NOT IMAGINE THAT THEY COULD HAVE WALKED OUT OF THERE AND NOT UNDERSTANDING THAT EVERYBODY IN THAT ROOM WHO WAS ALREADY AN EMPLOYEE OF RISD, WAS THERE TO SUPPORT THEM IN THEIR SUCCESS.

AND I BELIEVE THAT'S ONE OF THE BIGGEST MESSAGES THEY LEFT OUT WITH.

SO IT WAS A REALLY GREAT EVENT.

EXCELLENT. THANK YOU, MISS TIMME.

THE NEXT ITEM I WANTED TO HIGHLIGHT WAS AND I KNOW WE'VE TOUCHED ON THIS TONIGHT A LITTLE BIT, BUT THE CONSTRUCTION TOUR, WE WERE ABLE TO TOUR THREE OF THE MAIN BOND PROJECTS WITH FOREST MEADOW, LAKE, HIGHLANDS AND PIERCE.

MISS PACHECO, WOULD YOU GIVE SOME HIGHLIGHTS FROM THAT? SURE WILL.

THAT WAS A GREAT TOUR.

IT IS SO NICE TO SEE A FINISHED PRODUCT AFTER ALL THIS CONSTRUCTION AND ALL THIS FENCES AND DIRT EVERYWHERE.

I DON'T KNOW HOW EVERYBODY DID IT WHEN THE CONSTRUCTION IS HAPPENING IN THESE SCHOOLS, BUT I'M THANKFUL FOR IT.

I'LL START WITH FOREST. MEADOW? I CANNOT BELIEVE THAT'S THE SAME SCHOOL.

I WALKED IN THERE AND I WAS LIKE, WOW, THIS IS SO DIFFERENT.

IT IS SO BEAUTIFUL.

THE CLASSROOMS, THE COLLABORATIVE SECTIONS THAT THEY HAVE FOR THE STUDENTS, THE LITTLE STEPPING AREA WITH LIKE, I DON'T KNOW WHAT IT EVEN WHAT IT'S CALLED, BUT I'M THE STAIRS.

YES, THE LEARNING STAIRS.

I MEAN IT WAS JUST BEAUTIFUL AND THE COLORS THAT WERE SELECTED.

I KNOW THERE'S A SCHOOL COLORS, BUT THERE'S ALWAYS A SPECTRUM, RIGHT? AND THEY'RE SO RICH AND BEAUTIFUL IN EVERY SINGLE SCHOOL.

WHEN I SAW LAKE HIGHLANDS, NOW MIDDLE SCHOOL BECAUSE WE CHANGED THE NAME, IT'S JUST PHENOMENAL.

IT IS SUCH A GROWN-UP SCHOOL, SUCH A BEAUTIFUL SPACE OF LEARNING.

I'M JUST, YOU KNOW, I KNOW IT'S GOING TO HAVE OUR LARGEST STUDENT BODY, PROBABLY FOR MIDDLE SCHOOLS AND I'M SO EXCITED FOR THEM TO GO LEARN THERE.

I'M EXCITED FOR ALL OUR TEACHERS WHO ARE GOING TO TEACH THERE.

BEAUTIFUL SPACE.

AND THEN LAST WE WENT TO PIERCE.

AND OF COURSE, THAT WAS JUST AMAZING.

I MEAN, THE STAIRS, THE COLORS, THE AUDITORIUM.

I MEAN, I DON'T KNOW WHY I WOULDN'T WANT TO GO BACK AND STUDY ELECTRONICS AND ROBOTICS OR LEARN HOW TO COOK.

IN THOSE IN THAT KITCHEN, IT'S JUST REALLY, REALLY GREAT.

I LOOK FORWARD TO THE PROGRAMING THAT IS GOING TO TAKE PLACE THERE.

I LOOK FORWARD TO THE GROWTH OF THESE PROGRAMS AND, YOU KNOW, JUST THE INVOLVEMENT OF OUR COMMUNITY AND OUR STUDENTS TO TAKE ADVANTAGE OF THE AMAZING THINGS WE HAVE TO OFFER.

EXCELLENT. YES.

YOU MAY. I JUST WANT TO ADD A QUICK PIECE TO THAT.

ONLY BECAUSE I THINK IT'S GREAT FOR YOU GUYS TO HEAR, BUT WE HAVE VOLLEYBALL STARTING TOMORROW, AND SO, LIKE, I'VE BEEN AROUND A LOT OF PARENTS AND KIDS, AND THEY'RE IN SPECIFICALLY IN THE PIERCE AREA, JUST BECAUSE THAT'S WHERE WE HAVE BEEN SPENDING A LOT OF TIME.

BUT I'M HEARING ALL THE KIDS TALKING ABOUT HOW EXCITED THEY ARE TO BE ON CAMPUS.

THEY'RE TALKING ABOUT HOW GREAT THE THINGS LOOK.

I MEAN, I HEARD YOU SPEAK OF ENGAGEMENT AND WANTING TO LEARN, AND WHILE THERE ARE LOTS OF DIFFERENT THINGS THAT CONTRIBUTE TO THAT, THESE REFRESHES CERTAINLY ADD TO THAT.

AND SO OUR COMMUNITY SUPPORTING THAT AND UNDERSTANDING THAT THAT LEARNING ENVIRONMENT IS INCREDIBLY IMPORTANT.

TEACHERS WERE EXCITED TO GET IN THEIR CLASSROOMS. THEY WERE IT JUST IT JUST HAD A REALLY POSITIVE ATTITUDE AND POSITIVE EFFECT ON THOSE.

SO I JUST WANTED TO SHARE THAT.

THANK YOU, MISS TIMMY.

I'LL COVER ONE REAL QUICK.

AND THIS WAS IS CONVOCATION.

AND SO THIS IS THE, I GUESS, MY THIRD OR FOURTH CONVOCATION THAT I'VE BEEN A PART OF.

AND I KNOW WE HAD A LITTLE PIECE IN IT IN THE PRODUCTION OF IT, BUT IT WAS AMAZING.

IT'S KIND OF A KICKOFF FOR THOSE THAT AREN'T AWARE.

PARENTS, PEOPLE THAT ARE WATCHING, IT'S KIND OF A, A KICKOFF TO THE YEAR KIND OF A BRANDING OF THE THEME AND SOME OF THE, THE EFFORTS THAT ARE GOING TO BE FRAMING THIS COMING YEAR.

IT'S FOR STAFF IS THE INTENDED AUDIENCE, BUT IT WAS PRODUCED IN HOUSE WITH A LOT OF HELP FROM SOME GRADUATING SENIORS.

GRADUATE SENIORS THAT JUST LEFT.

AND THE QUALITY OF IT WAS OUTSTANDING.

I KNOW WE HAD STAFF IN EVERY CAMPUS WATCHING IT.

I GOT A CHANCE TO WATCH IT IN THIS ROOM WITH CENTRAL STAFF.

AND I CAN'T THINK OF A BETTER WAY TO KIND OF KICK OFF THE YEAR AND REALLY GET EVERYBODY MOTIVATED FOR AND ON THE SAME SHEET OF MUSIC AS WE START.

SO IT WAS A GREAT OPPORTUNITY AND GLAD TO BE PART OF IT.

AND IF I CAN JUST ADD REAL QUICK ABOUT CONVOCATION, BECAUSE I THINK THIS IS REALLY IMPORTANT.

IT IS THAT ONE TIME THAT WE ARE UNITED ACROSS ALL, ALL STAFF AND EMPLOYEES AT 9:00 ON THAT TUESDAY, WE ARE ALL WATCHING THE SAME THING AND WE'RE ALL HEARING THE SAME MESSAGE. BUT I EVEN THINK THE SHIFT OF CONVOCATION FROM IN-PERSON TO VIRTUAL WAS ALSO A RESULT OF US LISTENING TO OUR CLIMATE SURVEYS AND LISTENING TO TEACHERS.

WHILE THEY LOVE CONVOCATION, THEY LOVE THE IDEA OF CONVOCATION.

[02:45:04]

AND THEN TO HAVE TO PARK AND THEN TO HAVE TO GET OUT FOR PARK LIKE IT WOULD TAKE AN ENTIRE DAY.

AGAIN, NOT THAT IT'S NOT WORTH IT, BUT IT JUST TOOK A WHOLE DAY OF WHICH THEY NEED FOR PLANNING AND SETTING UP THEIR CLASSROOMS AND LOOKING AT DATA SO THAT THEY CAN RESPOND AND BE READY. AND THEN ADDITIONALLY, JUST WITH WHERE WE ARE WITH BUDGET CONSTRAINTS, WE'VE SAVED A SIGNIFICANT AMOUNT OF I MEAN, REALLY THE CONVOCATION VIDEO WAS FREE, LIKE IT WAS STUDENTS WHO HELPED US WORK ON IT AND DEVELOP IT.

MARCIN WOZNIAK, HE'S AMAZING.

DID THE ENDING PRODUCTION AND FILMED THE BOARD AND YOUR MESSAGE? SO AGAIN, IT'S JUST TRYING TO FIND THOSE WAYS.

NOT ONLY DID WE SAVE MONEY, BUT I FEEL LIKE IT IS ALSO RESPONSE TO HEARING OUR STAFF THAT THEY, AT THAT TIME OF YEAR, THEY WANT TO BE ON CAMPUS, FOCUSED ON GETTING READY FOR THE FIRST DAY OF SCHOOL.

AND THAT'LL BE AVAILABLE TO THE PUBLIC ON THE WEBSITE.

CORRECT. ALREADY IS EXCELLENT.

EXCELLENT. OKAY.

ANY OTHER ANYTHING I MISSED OR ANY OTHER HIGHLIGHTS THAT WE WANT TO MAKE? OKAY. WELL I APPRECIATE THOSE.

I WOULD LIKE TO THANK OUR VISITORS, COMMUNITY COLLEAGUES, FOR BEING HERE THIS EVENING.

WE DID POST TEAM OF EIGHT TRAINING FOR TONIGHT.

HOWEVER, THE TRAINING WILL BE POSTPONED SO THAT ALL OUR BOARD MEMBERS WILL BE PRESENT.

THE TRAINING WILL BE POSTED WHEN WE DO RESCHEDULE IT.

WE WILL NOW TAKE A SHORT BREAK AT 9:00 ON THE DOT AND WE'LL RECONVENE UPSTAIRS FOR CLOSED SESSION UNDER THE TEXAS OPEN MEETINGS

[VI. CLOSED MEETING]

CONSULTATION WITH ATTORNEY.

SECTION 551.02 REAL PROPERTY.

SECTION 551.076 SECURITY DEVICES.

AND FINALLY SECTION 551.074.

PERSONNEL MATTERS AND DUTIES OF PUBLIC OFFICER.

THANK YOU AGAIN.

WE'RE GOING TO PRACTICE THE GAMBLING.

YES. THE BOARD IS RETURNING TO OPEN SESSION AT 10:08 P.M., HAVING TAKEN NO ACTION WHILE IN CLOSED

[VII. RECONVENE]

ON 8TH AUGUST 2024.

* This transcript was compiled from uncorrected Closed Captioning.