Mar 06, 2025 Regular Board Meetings

[00:00:02]

AT YOUR WARNING. GOOD EVENING, AND WELCOME TO THE MARCH MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.

[I. CALL TO ORDER]

AND THIS MEETING IS CALLED TO ORDER AT 6:01 P.M.

DR. HELLER, WILL YOU PLEASE INTRODUCE OUR GUEST TO LEAD US IN THE PLEDGE OF ALLEGIANCE THIS EVENING? YES. THANK YOU, PRESIDENT POTEET. GOOD EVENING.

I'M EXCITED TO INTRODUCE TO YOU SOME OF OUR SIXTH AND SEVENTH GRADE ART STUDENTS FROM LAKE HIGHLANDS MIDDLE SCHOOL.

THIS EVENING, WE HAVE MISS LEAH ALDRIDGE, TESSA COLLINS, LAYLA DANIELS, SARAH MEDARIS AND GRACE VERMANI, AND THEY ARE HERE THIS EVENING TO ALSO BE RECOGNIZED.

BUT THEY ARE ALSO GOING TO LEAD US IN OUR PLEDGES.

WILL YOU PLEASE JOIN US IN THE PLEDGE OF THE AMERICAN FLAG? I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS.

ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

AND NOW THE TEXAN FLAG. HONOR THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THEE. TEXAS. ONE STATE UNDER GOD, ONE INDIVISIBLE.

THANK YOU SO MUCH, LADIES. IF YOU COULD PLEASE RETURN TO YOUR SEAT.

GREAT JOB. THANK YOU VERY MUCH FOR THAT. NOW, IF EVERYBODY, PLEASE JOIN US IN A MOMENT OF SILENCE.

THANK YOU, COLLEAGUES. IT IS NOW TIME FOR OUR RECOGNITIONS, DR.

HELLER. YES. WELCOME. THIS EVENING. AND AS OUR BOARD OF TRUSTEES AND SUPERINTENDENT BRANUM ARE COMING FORWARD IN FRONT OF THE HORSESHOE.

WE WOULD LIKE TO THANK YOU ALL FOR JOINING US TONIGHT.

THE RICHARDSON ISD 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 EVERYONE 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.

AND NOW WE ARE GOING TO HEAD RIGHT INTO OUR FIRST RECOGNITION, WHICH IS FOR ONE OF OUR AWESOME PARTNERS.

AT THIS TIME, I WOULD LIKE TO INVITE OUR GUEST FROM DESPERADOES MEXICAN RESTAURANT.

IF THEY CAN PLEASE COME FORWARD. YES. WE ARE.

WE ARE RECOGNIZING DESPERADOES FOR THEIR GENEROSITY AND COMMUNITY SPIRIT.

OWNER, MR. MICHAEL LEVY IN THE BLACK SHIRT. HAS TWO RESTAURANTS IN BOTH DALLAS AND RICHARDSON, AND THEY HAVE PARTNERED WITH RICHARDSON ISD TO PROVIDE GOLDEN TICKETS FOR STUDENTS WHO HAVE EXCELLED IN ACADEMICS, MAINTAIN PERFECT ATTENDANCE, OR DEMONSTRATED UPSTANDING CHARACTER.

THESE GOLDEN TICKETS RECIPIENTS AND THESE STUDENTS ARE GOING TO BE SELECTED BY THEIR TEACHERS OR THEIR PRINCIPAL, AND IT GIVES STUDENTS A DISCOUNT ON A MEAL AT ONE OF THEIR RESTAURANT LOCATIONS.

WE WANT TO THANK MICHAEL AND HIS CATERING DIRECTOR AMIT, WHO I FOUND OUT IS A GRADUATE OF PEARCE HIGH SCHOOL.

RIGHT. BRINGING IT HOME. FOR BEING VALUED PARTNERS IN EDUCATION.

I KNOW MR. LEVY, HIS WIFE, USED TO TEACH AT BIG SPRINGS AND IS STILL IN EDUCATION.

AND JUST APPRECIATE YOUR UNWAVERING SUPPORT AND COMMITMENT TO OUR ISD AND OUR STUDENTS. THANK YOU SO MUCH.

WE COULDN'T GO THROUGH AND WE'RE GOING TO GRAB A PHOTO.

AND AS WE'RE GRABBING THAT PHOTO, I'M GOING TO INVITE UP OUR STUDENTS FROM LAKE HIGHLANDS MIDDLE SCHOOL AND OUR GUESTS FROM THE DALLAS ANIMAL SERVICES TO PLEASE COME FORWARD.

AWESOME. THANK YOU SO MUCH TO DESPERADOS. THANK YOU.

I THINK IT'S TIMELY THAT OUR ISD HAS DESIGNATED MARCH AS FINE ARTS APPRECIATION MONTH, AND WE ARE EXCITED TO CELEBRATE THIS EVENING THE ARTS WITH MANY STUDENT

[00:05:06]

RECENTLY AT A DALLAS CITY COUNCIL MEETING, A SPECIAL PROCLAMATION WAS READ TO SPOTLIGHT THE INSPIRING WORK OF JENNIFER POND, ART TEACHER AT LAKE HIGHLANDS MIDDLE SCHOOL AND HER TALENTED STUDENTS, AND A PARTNERSHIP THAT THEY HAVE WITH THE DALLAS ANIMAL SERVICES.

AND THEY HOSTED A SHELTER PET ART SHOW. AND OUR D-10 CITY COUNCIL PERSON, CATHY STEWART RECOGNIZED THEM AT A RECENT CITY COUNCIL MEETING.

THIS COLLABORATION NOT ONLY CELEBRATED THE ARTISTIC VOICES OF OUR STUDENTS, BUT ALSO HIGHLIGHTED HOW ART CAN AMPLIFY COMMUNITY CONNECTIONS AND MAKE A DIFFERENCE FOR THOSE WITHOUT A VOICE, INCLUDING OUR ANIMAL FRIENDS.

SO WITH US THIS EVENING, I KNOW WE HAVE ART TEACHER MISS JENNIFER POOLE.

WE ALSO HAVE PAUL RAMONE, DIRECTOR OF CITY OF DALLAS ANIMAL SERVICES, AND HERE ARE SOME OF THE STUDENTS THAT WERE ACTUALLY 30 STUDENTS INVOLVED.

WE HAVE SARAH MADERAS. LEAH ALDRIDGE, TESSA COLLINS, ALELA DANIELS, GRACE VERMANI, AND MISS POND.

AND THANK YOU, MR. RAMONE, FOR BEING HERE FROM DALLAS ANIMAL SERVICES.

WHAT AN AWESOME PARTNERSHIP. AND WE'RE GOING TO GRAB A PHOTO.

SO GIRLS, IF YOU CAN COME BACK TOWARDS US AND MAYBE GET IN THE MIDDLE OF THE BOARD AND WE ARE GOING TO GRAB A PHOTO.

AS WE'RE GRABBING THOSE PHOTOS, IF YOU ARE A STUDENT HERE BEING RECOGNIZED FOR THE TEXAS MUSIC EDUCATORS ASSOCIATION, ALL STATE MUSICIANS, IF YOU CAN, PLEASE COME FORWARD TO MY LEFT AND WE'RE GOING TO RECOGNIZE YOU NEXT.

CONGRATULATIONS TO LAKE HIGHLANDS MIDDLE SCHOOL.

I MISSED IT. OKAY. SO NEXT WE ARE GOING TO RECOGNIZE WE'RE GOING TO COME BACK TO THE MARIACHI.

SO, BRIAN, IF YOU COULD SHOW THE SLIDE FOR THE TEXAS MUSIC EDUCATORS ASSOCIATION ALL-STATE MUSICIANS, THESE STUDENTS WERE SELECTED THROUGH A RIGOROUS STATEWIDE AUDITION PROCESS TO PARTICIPATE IN THE TEXAS MUSIC EDUCATORS ASSOCIATION ALL STATE PERFORMING GROUP AT THE ANNUAL TMEA CONVENTION IN SAN ANTONIO LAST MONTH.

MUSICIANS IN THE ALL-STATE BAND, CHOIR AND ORCHESTRA ARE IN THE TOP 0.5% OF ALL STUDENT MUSICIANS IN THE ENTIRE STATE OF TEXAS. EVERYBODY. YES. SO, AT THIS TIME, WE ARE GOING TO RECOGNIZE THEM.

WE HAVE L.J. MIKAYLA FROM RICHARDSON HIGH SCHOOL, ALL-STATE BAND, ADRIAN HAAS, LAKE HIGHLANDS HIGH SCHOOL ALL-STATE BAND, AUDREY CHANG, PEARCE HIGH SCHOOL ALL-STATE ORCHESTRA, RAQUEL HADDOCK FROM PEARCE HIGH SCHOOL ALL-STATE BAND, HANNAH CHAPMAN, RICHARDSON HIGH SCHOOL ALL-STATE CHOIR.

ASHLYN COHEN, RICHARDSON HIGH SCHOOL ALL-STATE CHOIR SARAH EDWARDS, RICHARDSON HIGH SCHOOL ALL-STATE CHOIR.

ANNABETH BARROW, RICHARDSON HIGH SCHOOL ALL-STATE CHOIR.

ILA UZZELL RICHARDSON HIGH SCHOOL ALL-STATE CHOIR.

CATHERINE CARTER, LAKE HIGHLANDS HIGH SCHOOL ALL-STATE CHOIR.

REED NEGRON, LAKE HIGHLANDS HIGH SCHOOL ALL-STATE CHOIR.

AUTUMN MCNALL PEARCE HIGH SCHOOL ALL-STATE CHOIR.

CHARLES ABNEY, PEARCE HIGH SCHOOL ALL-STATE CHOIR.

LET'S GIVE IT UP FOR THESE ALL-STATE MUSICIANS.

AND AS WE ARE GRABBING THAT PHOTO, IF THE BERKNER HIGH SCHOOL STATE COMPETITION TEAM, IF YOU CAN COME UP AND LINE UP TO MY LEFT, YOU ARE NEXT.

EVERYONE HAVE THEIR OWN WAY.

[00:10:08]

AWESOME! CONGRATULATIONS AGAIN TO OUR ALL-STATE MUSICIANS! OKAY, AND NOW FOR OUR NEXT STUDENT RECOGNITION.

WE ARE SO EXCITED TO RECOGNIZE THE BERKNER HIGH SCHOOL MARIACHI FOR THEIR RECENT STATE COMPETITION.

YES. A LITTLE BIT ABOUT THIS TEAM. THE BERKNER HIGH SCHOOL ORCHESTRA INTRODUCED MARIACHI AT AN AFTER SCHOOL PROGRAM AS AN AFTER SCHOOL PROGRAM IN 2022.

IN ITS SECOND YEAR, THE PROGRAM BECAME A COURSE OFFERING AND PARTICIPATED IN ITS FIRST UIL MARIACHI REGIONAL CONTEST.

THIS YEAR, BERKNER HIGH SCHOOL MARIACHI COMPETED IN ITS SECOND UIL REGIONAL CONTEST AND ADVANCED TO THE STATE COMPETITION IN SEGUIN, TEXAS LAST MONTH. AND I KNOW SOME OF OUR BOARD AND SUPERINTENDENT BRANUM AND DR.

GIBBONS GOT TO BE THERE THROUGH THEIR PERFORMANCE.

THEY SHOWCASED THE RICH BEAUTY OF MARIACHI MUSIC, INSTRUMENTS AND CULTURE, PROUDLY REPRESENTING RICHARDSON ISD IN THEIR PERFORMANCE AT THE STATE LEVEL. AND WE ARE SO VERY PROUD OF YOU.

SO WE ARE GOING TO INTRODUCE THEM TO YOU. RIGHT NOW.

WE HAVE CORBIN, TRAN, TRAN, MARIACHI FROM BERKNER, JUSTIN CYPERT, CHRIS CRUZ. ERIC SANCHEZ. BRANDON ROJAS. CHARLENE PHAN.

GABRIELLE. NELSON. ALEXA VERA. JOSEPHINE ROMY. CAMILA SUEZ. LAUREN. CASILLAS. MERRILY.

MERRILY, MERRILY. BENITEZ AND JESUS. SANCHEZ.

THEY ARE LED BY THEIR. YES. AND THEIR VERY PROUD DIRECTOR, TOBY JONES.

AND YES, WE ARE GOING TO GRAB A PHOTO.

AS WE ORGANIZE FOR THIS PHOTO, IF YOU ARE HERE FOR THE TEXAS ART EDUCATION ASSOCIATION'S YOUTH ART MONTH EXHIBITION, IF YOU WANT TO COME FORWARD WITH SOME FRIENDS.

CONGRATULATIONS. SO PROUD OF THEM. OKAY. AND FOR OUR NEXT RECOGNITION, WE HAVE SOME STUDENTS THAT HAD, THAT HAVE THEIR ARTWORK BEING DISPLAYED THEIR ARTWORK WAS SELECTED TO BE PART OF THE 2024-2025 TEXAS ART EDUCATION ASSOCIATION'S YOUTH ART MONTH.

THIS EXHIBITION SHOWCASES PRE-K THROUGH 12TH GRADE STUDENT WORKS OF ART FROM ACROSS THE STATE OF TEXAS AT THE BULLOCK, TEXAS STATE HISTORY MUSEUM DURING THE MONTH OF MARCH.

THE EXHIBIT IS ALSO FEATURED ON THEIR WEBSITE IF YOU WANT TO GO CHECK IT OUT.

THE LEVEL OF STUDENT AND TEACHER ACHIEVEMENT EVIDENCED IN THIS EXHIBITION IS A DIRECT REFLECTION OF THE LEADERSHIP AND SUPPORT OF THE ARTS FROM OUR COMMUNITY, OUR TEACHERS, AND OUR LEADERSHIP. CONGRATULATIONS ON THIS HONOR, AND WE ARE EXCITED TO RECOGNIZE OUR STUDENTS WHO HAVE THEIR ART ON DISPLAY DOWN IN AUSTIN.

WE HAVE LESLIE SANCHEZ RICHARDSON HIGH SCHOOL.

JOY TIAN, PARK HILL JUNIOR HIGH. CONGRATULATIONS TO BOTH OF THESE LADIES.

AND OF COURSE WE'RE GOING TO GRAB A PHOTO. STANDING COMMITTEE ON.

THE ARTS ARE ALIVE IN RICHARDSON ISD. YES.

CONGRATULATIONS. WE ARE NOW GOING TO RECOGNIZE STUDENTS THAT HAVE

[00:15:10]

SO IF YOU ARE HERE FOR THE PHOTOGRAPHY CONTEST, IF YOU CAN, PLEASE COME FORWARD.

AND I WILL SHARE A LITTLE BIT ABOUT THIS RECOGNITION.

THE RESULTS OF THE 2025 CITY OF RICHARDSON PHOTOGRAPHY CONTEST ARE IN.

AND RISD SHOWED UP BIG THIS YEAR OVER TEN OF THE AWARDS GIVEN IN THE STUDENT DIVISION WERE CAPTURED BY SECONDARY STUDENTS IN THE VISUAL ARTS PROGRAMS IN RICHARDSON ISD. WE ARE SO PROUD OF THEM AND EXCITED TO RECOGNIZE THEM THIS EVENING.

CIERRA RICHARDSON. RICHARDSON HIGH SCHOOL, CITY OF RICHARDSON PHOTOGRAPHY CONTEST. JOHNNY GARUGA RICHARDSON HIGH SCHOOL, MILES JAMES RICHARDSON HIGH SCHOOL AND MR. CONNOR SMITH RICHARDSON HIGH SCHOOL.

CONGRATULATIONS TO THESE VERY TALENTED PHOTOGRAPHERS.

CONGRATULATIONS, STUDENTS. AND WE HAVE A FINAL ARTS RECOGNITION THIS EVENING. WE HAVE SOME DALLAS YOUNG ARTISTS THAT HAVE BEEN RECOGNIZED AND HAVE THEIR WORK ON DISPLAY AT THE BLUEPRINT GALLERY IN DALLAS.

AND WE ARE THRILLED TO SHARE THAT WE ACTUALLY HAD 16 RISD STUDENTS FROM RICHARDSON HIGH AND ALSO J.J.

PEARCE HIGH SCHOOL, THAT HAVE BEEN CELEBRATED AS AMONG THE TOP DALLAS HIGH SCHOOL ARTISTS.

THEIR WORKS FROM THE WORKS OF HIGH SCHOOL ARTISTS FROM ACROSS NORTH TEXAS, HAVE BEEN SELECTED FOR AN EXHIBITION AT THE BLUEPRINT GALLERY, AND RISD CELEBRATES THESE STUDENTS FOR THEIR TALENT AND CREATIVITY.

WE HAVE ELI WORLEY FROM RICHARDSON HIGH SCHOOL.

WE HAVE KEVIN MISHA BONNEMA FROM RICHARDSON HIGH SCHOOL, AND KEVIN WAS SHARING WITH ME.

HE ALSO HE'S GOING TO BE ATTENDING THE SCHOOL OF ARTS IN CHICAGO NEXT YEAR AND JUST RECEIVED.

WAIT A MINUTE. WAIT FOR IT. HE JUST RECEIVED A $60,000 SCHOLARSHIP.

Y'ALL, $60,000. LEILA LEVESQUE FROM RICHARDSON HIGH SCHOOL.

ANNA TRAN FROM RICHARDSON HIGH SCHOOL. THE SENIOR.

ELIJAH VILLASENOR FROM PEARCE HIGH SCHOOL. CONGRATULATIONS, STUDENTS.

AND IF YOU COULD PLEASE COME AROUND ROUND TO THE CENTER AND WE'RE GOING TO GRAB A PHOTO.

MIC].

CONGRATULATIONS TO THESE AWESOME ARTISTS. AND BE SURE AND HEAD DOWN TO THE BLUEPRINT GALLERY TO SEE THEIR WORKS. OKAY. AND FOR OUR FINAL STUDENT RECOGNITION, RECOGNITION THIS EVENING, WE HAVE SOME OUTSTANDING STUDENT ATHLETES WHO HAVE DONE PHENOMENAL IN BOTH SWIMMING AND DIVING. IF YOU ARE HERE TO BE RECOGNIZED FOR SWIMMING AND DIVING, IF YOU CAN, PLEASE COME FORWARD. WE'RE EXCITED TO RECOGNIZE OUR 20 2425 ACADEMIC ALL-STATE RECIPIENTS IN SWIMMING AND DIVING.

OUR DISTRICT UNDERSTANDS THAT STUDENTS PERFORMANCE IN THE CLASSROOM CAN SOMETIMES BE DIFFICULT TO MANAGE WHILE PARTICIPATING IN ATHLETICS, BUT THEIR HARD WORK HAS NOT GONE UNNOTICED. THE ACADEMIC ALL-STATE TEAMS RECOGNIZE HIGH SCHOOL ATHLETES WHO EXCEL IN THE FOLLOWING CATEGORIES GPA, CLASS RANK, AS WELL AS THEIR ACT/SAT SCORES. THESE STUDENTS ARE BEING RECOGNIZED AS A TEAM MEMBER BASED ON THESE SCORES IN THESE CATEGORIES.

WE APPLAUD THEM FOR THEIR COMMITMENT AND DEDICATION TO PERFORM WITH THE HIGHEST OF EXCELLENCE ACADEMICALLY AND IN THE POOL.

[00:20:02]

CONGRATULATIONS. SYDNEY BELL. WATT HIGH SCHOOL, SYDNEY.

LAKE HIGHLANDS HIGH SCHOOL. AWESOME. CONGRATS.

AND KIAN GUTHRIE. LAKE HIGHLANDS HIGH SCHOOL, CONGRATULATIONS.

AND WE WANT TO BE SURE AND GET A PHOTO OF THESE INCREDIBLE STUDENT ATHLETES.

ALL RIGHT. AND AS WE CONCLUDE, AS WE CONCLUDE OUR RECOGNITIONS THIS EVENING, WE WOULD LIKE TO TAKE A MOMENT.

WE KNOW THERE ARE PARENTS AND FAMILY AND COMMUNITY AND STAFF WHO ARE HERE, SOME OF OUR FINE ARTS STAFF WHO SUPPORT THESE STUDENTS IN ALL OF THE WAYS.

IF YOU COULD PLEASE STAND SO WE CAN RECOGNIZE YOU THIS EVENING.

THANK YOU.

AND THAT CONCLUDES OUR RECOGNITIONS FOR THIS EVENING.

THANK YOU.

OKAY. WE'RE GOING TO RESUME WITH THE MEETING.

APPRECIATE THE RECOGNITIONS. ALWAYS A FUN PART OF THE MEETING.

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

[II. PUBLIC COMMENT SECTION]

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.

TIMER WILL RESET FOR EACH SPEAKER. PLEASE WATCH THE TIME.

AND THE FIRST SPEAKER WE HAVE TONIGHT IS STEPHANIE CABRERA VENTURA.

OKAY. MY NAME IS STEPHANIE PLANCARTE, ALUMNI OF RISD.

PARENT, MOTHER OF DOLBY PRE-K STUDENT YARITZA PLANCARTE, DAUGHTER OF TWO RISD STAFF MEMBERS, HECTOR AND GABRIELA PLANCARTE, AS WELL AS A PROUD VOTER.

AS A PARENT, I WAS VERY EXCITED TO HAVE YARITZA FINALLY BE A PART OF THIS WONDERFUL DISTRICT.

BUT RECENT INCIDENTS HAVE MADE THIS DISTRICT BE EVERYTHING BUT WONDERFUL.

IT HAS ALLOWED FOR MARGINALIZED COMMUNITIES TO CONTINUE TO BE DISCRIMINATED AGAINST IN MANY WAYS.

MORE THAN I HAVE TIME TO EXPLAIN. TODAY, I AM ONLY HERE TO DISCUSS THE IRRESPONSIBLE DECISION TO HAVE DOLBY PRE-K CONTINUE TO FUNCTION ALL DAY WITHOUT LIGHT OR RUNNING WATER.

AS A PARALEGAL AND FUTURE FIREFIGHTER, THAT IS A CLEAR CASE OF MEDICAL NEGLIGENCE, AMONGST OTHER THINGS.

STUDENTS WITHOUT MEDICATIONS TO BE REFRIGERATED, STUDENTS WITH SPECIAL DIETARY RESTRICTIONS, AND STUDENTS WITH PHOBIA AND OR TROUBLED EYESIGHT WERE ALL IGNORED AND FORCED TO REMAIN IN THE DARK.

STUDENTS WERE NOT ABLE TO LEARN ANY PARTICULAR SCHOOL SUBJECT, MAKING IT UNSAFE AND VERY UNEQUIPPED, MAKING IT AN UNSAFE AND UNEQUIPPED LEARNING ENVIRONMENT.

AS I EXPRESS IN MY CONCERNS VIA EMAIL AND BY PHONE CALL TO MIKE EVANS, WHO ONLY RECORDED TO SAY, I AM SO SORRY THAT YOU FEEL THAT WAY, THAT YOUR DAUGHTER WAS NOT SAFE AT HER SCHOOL.

AS A PARENT, IT'S VERY HEARTBREAKING TO HEAR THAT BECAUSE NOT ONLY DOES IT SHOW HIS LACK OF EMPATHY TOWARDS THE STUDENTS, BUT IT ONLY SAYS THAT HE IS SORRY THAT I FEEL A CERTAIN WAY.

HE DOES NOT SHOW ANY LACK OF ACCOUNTABILITY, OR HE SHOWED LACK OF ACCOUNTABILITY AND RESPONSIBILITY TOWARDS THE PEOPLE OF THIS DISTRICT, THE STAFF AND THE FACULTY.

MIKE EVANS ALSO SHARED WITH ME THAT THERE WERE SEVEN SCHOOLS IN THE DISTRICT THAT DAY THAT HAD FAILURE OF SOME SORT OF ELECTRICITY.

BUT IT IS NOW, TO MY KNOWLEDGE THAT TABITHA SAID THAT ALL SCHOOLS REMAINED OPEN, WHICH IS VERY CONCERNING CONSIDERING THAT NONE OF THE SCHOOLS HAD ANY WELL,

[00:25:08]

I KNOW THAT YOU GUYS, AS PARENTS HAVE OR HAVE HAD STUDENTS HERE IN THE DISTRICT, AND I KNOW THAT YOU WOULDN'T BE OKAY WITH ANY OF THIS HAPPENING TO YOUR STUDENT.

SO, I URGE YOU TO PEOPLE THAT ARE IN POWER TO BE ABLE TO DO YOUR JOB OR ENCOURAGE OTHERS THAT ARE IN THE POSITION TO DO THEIR JOB, TO DO THEIR JOB. AND WITH ME TODAY, I BROUGHT MY DAUGHTER AND MY MOM, WHO ARE PRESENT AND HERE TO ALSO HOLD YOU GUYS ACCOUNTABLE, BECAUSE I KNOW A LOT OF PEOPLE IN MAY ARE UP FOR ELECTION.

SO LIKE I SAID, PROUD VOTER AND PLEASE DO YOUR JOB.

THANK YOU FOR THAT. NEXT SPEAKER IS MR. EWEN BLACKMAN.

GOOD EVENING. BOARD OF TRUSTEES. PRESIDENT POTEET, SUPERINTENDENT BRANUM AND ESTEEMED EMPLOYEES.

WHAT A WEEK IN SO MANY WAYS. BEFORE I CAME HERE, I GOT TO WATCH SOME OF THAT FOOTAGE OF STARSHIP EIGHT TAKING OFF AND DID THE LANDING WITH THE BOOSTER JUST TO, AS A PHYSICS GUY, JUST TO WATCH THAT HAPPEN.

A PHENOMENAL FEAT BY ALL INVOLVED. BUT AT THE SAME TIME, THE STARSHIP ITSELF IN ORBIT BLEW UP AND EXPLODED A SECOND TIME.

AND IT REMINDED ME A LOT OF WHY THEY SAY ASTROPHYSICS OR IF YOU LIKE, IN THE VERNACULAR, ROCKET SCIENCE IS SO DIFFICULT.

MUCH IN THE SAME WAY EDUCATION IS DIFFICULT. ROCKET SCIENCE IS THE PINNACLE OF ENGINEERING AND SCIENCE COMBINED TO MAKE INCREDIBLE THINGS HAPPEN.

AND EDUCATION, WITH TEACHERS AND STUDENTS COMBINING TO MAKE INCREDIBLE THINGS HAPPEN IN THEIR CLASSROOMS. AND A LOT OF GOOD THINGS HAPPEN IN THE CLASSROOMS. BUT OF LATE, OVER THE LAST 3 OR 4 YEARS, POST THE TRAUMATIC AND SOMEWHAT DISASTROUS EXPERIENCE WITH COVID.

WE HAVE BEHAVIOR ISSUES IN OUR CLASSROOM, MASSIVE BEHAVIOR ISSUES, AND WE TRY TO ADDRESS SOME OF THAT.

AND I KNOW SOME OF YOU WILL BE LOOKING AT IN COMING WEEKS, THE EMERGENT TREE PROGRAM, WHICH IS DESIGNED TO BRING US CLASSROOM RESET INTO OUR SCHOOLS.

AND I'VE HAD A CHANCE TO LOOK AT THAT AND MEET WITH SOME FOLKS ABOUT THAT AND CHAT ABOUT THAT.

AND WE MAY JUST DISAGREE ON THESE THINGS, BUT IF YOU HEAR ANYTHING ELSE, YOU HEAR THE VOICE OF A TEACHER STANDING UP AND SAYING, WE'RE CHASING AFTER THE WRONG THINGS. MUCH LIKE THE BOOSTER CAME BACK AND LANDED JUST FINE.

THE STARSHIP ITSELF BLEW UP. WE HAVE THE MAJORITY OF OUR KIDS ARE JUST FINE IN THE CLASSROOM.

THE MAJORITY OF OUR KIDS DON'T NEED BEHAVIOR RESET.

THE MAJORITY OF OUR KIDS DON'T HAVE TO HAVE THIS FOCUS ON PROGRAMMATIC.

LET'S BUMP FISTS AT THE DOOR AND DO IT THIS WAY AND STAND ON THIS FOOT AND HOP ON THAT FOOT AND YOU DO THE GOOD THING.

SO AT THE END OF IT ALL, WE HAVE TO SAY, WHAT IS IT THAT OUR KIDS NEED? AND I THINK WE ALL RECOGNIZE THERE'S THAT SMALL PERCENTAGE OF KIDS HAVE BEHAVED RATHER BADLY, AND THAT'S PUTTING IT MILDLY. AND SO, WE TAKE THESE LARGE APPROACHES FROM MIDDLE MANAGEMENT DOWN TO FIX A PROBLEM THAT IT DOESN'T EVEN FIX.

AND THAT IS THE PROBLEM. WE'RE NOT ASKING OURSELVES HOW DO WE ADDRESS THE PROBLEM, THE TEACHER EXPERIENCE, WHICH IS THAT SMALL MINORITY OF KIDS DOING THE MAJOR MAJORITY OF THE BEHAVIOR DISRUPTION, AND HOW DO WE ADDRESS THAT? AND I KNOW THERE'S BEEN SOME THINGS THAT I CAN'T SPEAK ON THAT HAVE FIXED SOME OF THAT FOR SURE, BUT WE NEED MORE OF THAT AND WE CAN SAVE OURSELVES A LOT OF TIME AND A LOT OF EFFORT FROM OUR TEACHERS.

THE SNOWBALL OF MIDDLE MANAGEMENT, IF YOU LIKE, ROLLS DOWNHILL AND THE TEACHERS ARE AT THE BOTTOM.

DOES THAT TURN INTO AN AVALANCHE? WELL WE'LL SEE.

TIME WILL TELL. BUT I'LL BE SPEAKING ON THIS AGAIN BECAUSE THREE MINUTES IS REALLY NOT ENOUGH TIME TO. AND I KNOW I'VE MET WITH A FEW OF YOU AND WE'LL CONTINUE TO MEET AND HAVE CONVERSATIONS ABOUT THIS BECAUSE IT'S A SERIOUS ISSUE. I'VE BEEN LOOKING AT THIS FOR 3 OR 4 YEARS. THIS IS THE NUMBER ONE ISSUE TEACHERS HAVE IN THEIR CLASSROOM, MORE SO IN SECONDARY THAN PRIMARY. BUT IT'S THE ISSUE IN PRIMARY AS WELL.

AND THEN WE'RE GOING TO TAKE A LOOK AT THAT AND FIND A WAY TO FIX IT. SO, FOR MY TEACHER FRIENDS IN RISD, IT'S COMING. WE'RE GOING TO FIX THAT. WE'RE GOING TO FIND A BETTER WAY, BECAUSE UNTIL YOU KNOW BETTER, YOU DO YOUR BEST. WHEN YOU KNOW BETTER, DO BETTER.

THANK YOU. GOOD EVENING. THANK YOU. AND OUR NEXT SPEAKER IS PATRICK SNODGRASS.

OKAY. WELL, THAT CONCLUDES OUR SPEAKERS FOR THE EVENING.

THANK YOU. THANK YOU, MISS MCGOWAN. AND THANK YOU FOR THE ONES THAT SPOKE PUBLICLY.

OUR NEXT ITEM IS AN ACTION ITEM FOR THE CONSENT AGENDA.

[III. CONSENT / CONFIRMATION AGENDA ITEMS]

OKAY. THANK YOU, MISS PACHECO. OKAY. ALL RIGHT.

[00:30:08]

SO IS THERE A MOTION TO APPROVE? JUST A SECOND PLEASE.

OKAY. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA MINUS THAT ITEM? CAN YOU REPEAT WHAT THE ITEM WAS, PLEASE? YES.

THE YONDR COOPERATIVE AGREEMENT. OKAY. THANK YOU.

SO, IS THERE A MOTION TO APPROVE THE CONSENT AGENDA MINUS THAT ITEM? SO MOVED. OKAY. THANK YOU. AND IS THERE A SECOND? SECOND. THANK YOU. ALL RIGHT. ARE THERE ANY COMMENTS OR QUESTIONS AT THIS POINT? SO I HAVE A QUESTION ON JUST TO CLARIFY WHAT THIS AGREEMENT IS FOR PLEASE.

WE'LL GO AHEAD AND VOTE ON THE MOTION. AND THEN AFTER THAT, SINCE WE'VE PULLED IT OUT, WE'LL GO AHEAD AND DISCUSS IT.

SO OKAY. ALL IN FAVOR OF THE MOTION IS PRESENTED, PLEASE RAISE YOUR HAND.

OKAY. THE MOTION PASSES 6 TO 0. NOW, WITH THAT SAID, MISS PACHECO, GO AHEAD WITH YOUR QUESTION.

THANK YOU. SURE. THANK YOU. I JUST NEED SOME INFORMATION ABOUT WHAT THIS CONTRACT IS.

PLEASE. AND. ABSOLUTELY. SO I'LL PROVIDE A LITTLE INFORMATION THEN.

DR. GIBBONS, PLEASE FEEL FREE TO CHIME IN. SO THIS IS OUR ANNUAL AGREEMENT WITH YONDER TO PROVIDE THE LOCKING POUCHES FOR OUR CELL PHONE TO HELP SUPPORT OUR IMPLEMENTATION OF OUR CELL PHONE FREE POLICY.

WE ARE NOT ADDING ADDITIONAL CAMPUSES. WE'RE MAINTAINING THE FOUR HIGH SCHOOLS AND THE FOUR JUNIOR HIGHS THAT WE CURRENTLY HAVE IT IMPLEMENTED.

IF YOU REMEMBER, THIS IS FUNDED OUT OF THE SUPERINTENDENT ENHANCEMENT FUND, AND I BELIEVE WE DID NOT SEE THERE'S NOT A PRICE INCREASE.

CORRECT. DOCTOR GIBBONS? NO, MA'AM. IN FACT, WE HAVE TWO DIFFERENT PRICING STRUCTURES.

SINCE WE'VE BEEN IN USING THEM FOR A WHILE. WE HAVE A LEGACY PRICING WHICH IS DISCOUNTED, AND THEN WE HAVE OUR THREE THAT ARE THE NORMAL PRICE.

THANK YOU SO MUCH FOR THE CLARITY. I APPRECIATE IT.

YES, MA'AM. OKAY. THANK YOU VERY MUCH FOR THAT DISCUSSION.

OUR NEXT WE NEED TO VOTE ON THAT. OKAY. SO WE.

COOPERATIVE. OKAY. SO ON THAT AGREEMENT, IS THERE A MOTION TO SUPPORT THAT AGREEMENT WITH YONDER? SO MOVED. THANK YOU. IS THERE A SECOND? SECOND.

THANK YOU. ALL IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HAND.

OKAY. THANK YOU. 6 TO 0. THAT MOTION PASSES. ALL RIGHT.

OUR NEXT ITEM IS TO RECEIVE A LEGISLATIVE UPDATE.

[A. Discussion of Legislative Issues]

AGAIN, WE HAVE MOVED THIS MORE TOWARDS THE TOP OF THE AGENDA BECAUSE WE HOPE THAT THERE ARE PEOPLE THAT ARE STILL AWAKE OUT THERE THAT ARE LISTENING AND PAYING ATTENTION, AND WE WANT THEM TO HEAR THIS IMPORTANT INFORMATION WE HAVE RELATED TO THE LEGISLATIVE SESSION.

SO, MISS MORRIS, WILL YOU GIVE US AN UPDATE ON ANY ADVANCEMENTS WE'VE MADE IN THE LAST TWO WEEKS? YES. OKAY. THANK YOU. GOOD EVENING. BOARD AND SUPERINTENDENT BRANUM AND CABINET.

I'M HAPPY TO BE HERE AND HAPPY TO TELL YOU THERE'S A LOT GOING ON IN AUSTIN.

AND WE WILL GET STARTED. DO I USE IT? OH. OKAY.

SO I'M GOING TO DO JUST A QUICK REVIEW. SOME OF ITS CURRENT AS OF TODAY AND OTHERS WILL BE A LITTLE BIT REVIEW FOR EVERYBODY.

AS OF TODAY, 5852 BILLS HAVE BEEN FILED AND MORE THAN 900 OF THEM ARE EDUCATION RELATED.

WE'LL GO INTO HOW ALL THE DIFFERENT TOPICS THAT THOSE COVER.

JUST A REMINDER THAT THE LOW NUMBERED BILLS ARE PRIORITY A BILL.

OUR PRIORITY BILLS. AND THEY HAVE BEEN DOING THAT A LOT.

AND WE'LL SEE IN THE BILL LIST THAT WE HAVE. THE SESSION LASTS UNTIL JUNE 3RD AND PRETTY SOON MARCH 14TH UNTIL WE HAVE THAT DOWN THERE.

ONE BILL NEEDS TO PASS PER THE TEXAS CONSTITUTION, AND THAT IS THE BUDGET.

AND THAT WILL BE SENATE BILL ONE THIS TIME. SO THAT IS THE ONE THAT THEY MUST DO.

THE LAST DAY TO FILE BILLS IS GOING TO BE MARCH 14TH, AND IT'S COMING UP.

AND I CAN'T WAIT BECAUSE THEY KEEP FILING BILLS THAT HAVE TO DO WITH EDUCATION.

AND TO REMIND EVERYBODY WE HAVE A LONG WAY TO GO.

THESE BILLS THAT HAVE BEEN FILED THAT YOU HEAR ABOUT, AND YOU READ ABOUT IN THE PAPER ARE VERY LIKELY TO CHANGE.

SO, BEFORE WE GET REALLY EXCITED OR REALLY DISAPPOINTED, WE NEED TO REMEMBER THAT THINGS CERTAINLY HAVE THE OPPORTUNITY TO CHANGE, AND WE'RE WORKING ON THAT IN SOME CASES. WE I PARTICULARLY FOCUS ON OUR LEGISLATIVE PRIORITIES,

[00:35:02]

OUR FIRST PRIORITY WAS DISCIPLINE. AND WE DID THAT INTENTIONALLY BECAUSE IT'S SOMETHING THAT TEACHERS ARE ASKING ABOUT AND SOMETHING THAT COSTS $0.

AND WE LIKE TO TALK ABOUT THAT BECAUSE IT IS AN ISSUE THAT DOESN'T REQUIRE ANY MONEY, JUST SOME THINKING AND HELPING TEACHERS OUT IN THE CLASSROOM.

SO HOUSE BILL SIX ADDRESSES THAT. AND JUST TO MENTION ON THAT, MISS MORRIS, TODAY WE HEARD THAT IT WILL BE GOING TO COMMITTEE.

THERE WILL BE A HEARING NEXT ON TUESDAY THE 18TH.

AND SO SUPERINTENDENT DR. VINSON FROM WYLIE ISD AND I WILL BE TRAVELING TO AUSTIN TO HELP SPEAK AND TESTIFY ON BEHALF OF CHAPTER 37. THAT'S AWESOME. OKAY. SO, FROM EVERYTHING I'M HEARING AND THE WAY IT LOOKS, IT LOOKS LIKE IT WILL BE SOMETHING THAT WOULD PASS PRETTY EASILY.

BUT YOU DON'T EVER WANT TO MAKE SURE WITHOUT DOING THE TESTIMONY AND THE THINGS THAT WE NEED TO DO ON THAT BILL.

NEXT, WE HAD SOME FUNDING REQUESTS. THE LEGISLATURE AND MOST OF THOSE THINGS ARE ADDRESSED ALREADY IN HOUSE BILL TWO.

THE SENATE HAD A BILL, SENATE BILL 26, I BELIEVE, AND THAT WAS THEIR TEACHER PAY BILL.

AND THAT SEEMS TO BE THEIR FINANCE BILL, WITH THE EXCEPTION OF SENATE BILL 260, WHICH IS REGARDING SAFETY AND SECURITY.

THE HOUSE BILL HAS A MUCH BIGGER, MORE ROBUST FUNDING BILL.

AND SO, WHAT WILL HAPPEN? OF COURSE WE'LL SEE.

THE TWO SOMEHOW MESHED TOGETHER. I DON'T KNOW WHAT THE BILL NUMBER WILL BE ON THAT, BUT WE'LL SEE.

ONE THING I DID WANT TO POINT OUT THAT WAS POINTED OUT TO ME TODAY, AND THAT'S THAT THE HOUSE INTENTIONALLY PUT THEIR FINANCE BILL AHEAD OF THEIR VOUCHER BILL. SO THE BASIC ALLOTMENT AND THOSE FUNDING ISSUES IN HOUSE BILL TWO.

AND THEN THEY HAD THEIR VOUCHER BILL WAS IN HOUSE BILL THREE.

SO THAT WAS APPARENTLY VERY INTENTIONAL THAT THEY WANTED TO SHOW PUBLIC SCHOOLS THAT THEY ARE PUTTING SCHOOL FUNDING FIRST IN TERMS OF THEIR PRIORITIES.

YOU'LL SEE WORKFORCE DEVELOPMENT IN HOUSE BILL 20 THAT WAS HEARD TODAY.

THEN THE TEACHER BILL IS WHAT I JUST TALKED ABOUT.

THE PAY IS IN SENATE BILL 26. IT ALSO IS ADDRESSED IN HOUSE BILL TWO.

AND ACCOUNTABILITY COMES IN HOUSE BILL FOUR. SO ALL OF OUR LEGISLATIVE PRIORITIES ARE BEING ADDRESSED IN THESE VARIOUS BILLS.

THERE ARE OTHER BILLS THAT DEAL WITH THESE, BUT WE REALLY ARE FOCUSED ON THOSE THAT ARE ALREADY BEING HEARD AND THAT ARE LOW NUMBER BILLS.

I WANT TO GO THROUGH SOME BILLS, AND I WANT TO JUST TELL YOU IN A WAY HOW I'M GOING TO DO THEM, THE FIRST ONES THAT ARE GOING TO BE PASSED OUT OF COMMITTEE, YOU'RE GOING TO SEE THOSE ON PART OF THE LIST. THOSE ARE HEARD IN COMMITTEE AND THEN OTHERS THAT ARE FILED. SO THE SENATE HAS BEEN BUSY.

THESE ARE SENATE BILLS, YOU SEE. AND THAT'S A LOT OF WORDS, BUT I REALLY WANT YOU TO NOTICE IN THAT FIRST COLUMN THE BILL NUMBER.

IF THERE'S A CORRESPONDING HOUSE BILL, IT'S A REALLY STRONG CHANCE SOMETHING'S GOING TO HAPPEN WITH THAT BILL.

SO THOSE I DON'T KNOW THAT YOU WANT ME TO READ THEM, BUT ALL THOSE THINGS ARE IN PLAY.

YOU MIGHT NOTICE THE ONES WHERE IT SAYS PROGRESS, THE ONES THAT HAVE BEEN ALREADY PASSED IN THE SENATE ALREADY.

SO IT IS MARCH 6TH AND THE SENATE IS MARCHING RIGHT ALONG.

AND IN A MINUTE WE'RE GOING TO LOOK AT THE HOUSE BILLS, AND YOU'LL SEE THE DIFFERENCE BETWEEN THE TWO BODIES.

THIS WEEK THEY PASSED THE TEN COMMANDMENTS, SENATE BILL TEN OUT OF THE SENATE EDUCATION COMMITTEE.

SAME WITH THE PERIOD FOR PRAYER IN PUBLIC SCHOOLS.

PARENTAL BILL OF RIGHTS. IT'S LEFT PENDING. THE SCHOOL LIBRARY MATERIALS HAVE PASSED.

THEY WANT PARENTS ONLY ON A COMMITTEE TO LOOK AT LIBRARY BOOKS.

THE REST OF THE THINGS YOU ALL CAN SEE HOW THAT GOES.

OKAY. THE NEXT SLIDE IS ARE THE HOUSE BILLS. AND YOU SEE THE BUDGET AGAIN, THAT COMPARES WITH SENATE BILL ONE THIS YEAR. THE SENATE BILL WILL BE THE ONE THAT IS THAT GOES FOR THE FINANCE, FOR THE STATE, FOR THE NEXT BIENNIUM.

THE TWO VOUCHER BILLS AND THE HOUSE BILL ADDRESSES ACCOUNTABILITY.

THEY ADDRESS THE DISCIPLINE CODE, WHICH WE'RE VERY INTERESTED IN, OF COURSE ESTABLISHING AN APPLIED SCIENCES PATHWAY.

I WILL TELL YOU THAT WE WEREN'T EXACTLY SURE WHY THAT RECEIVED SUCH A LOW BILL NUMBER, BUT IT DID, AND IT'S ALREADY IT'S LEFT PENDING. IT'S BEEN HEARD AND IT'S PENDING IN PUBLIC ED COMMITTEE.

AND THEN HOUSE BILL 26 IS A FINANCIAL LITERACY COURSE WHICH IS SOMETHING THAT KEN KING IS TALKING ABOUT TO DO AN ADDITIONAL CREDIT, HALF CREDIT OF FINANCIAL LITERACY, WHICH I THINK IS SOMETHING WE WORK ON ANYWAY.

RIGHT. SO I JUST MOSTLY WANT YOU TO NOTICE THE DIFFERENCE IN HOW BUSY THE SENATE HAS BEEN AND HOW BUSY THE HOUSE HAS BEEN.

SO THOSE ARE TWO THOSE ARE THE REAL IMPORTANT BILLS THAT ARE HAPPENING RIGHT NOW.

THEN THIS IS WHAT I REALLY WANT Y'ALL TO LOOK AT FOR A MINUTE.

AND EVERYBODY WHO CAN SEE IT, ALL OF THE TOPICS THAT ARE BEING ADDRESSED REGARDING EDUCATION, THE BILL, YOU KNOW, I SAID THERE ARE ABOUT 900 BILLS FILED. SO YOU CAN TAKE ALL OF THESE AND KNOW THAT THERE ARE MULTIPLE BILLS ON THESE ISSUES.

NOT ALL OF THEM WILL EVEN GET HEARD OR PASS OUT OF THOSE 900 AND SOMETHING THAT HAVE BEEN FILED,

[00:40:06]

THERE ARE ACTUALLY EVEN MORE TOPICS THAN I'VE LISTED THERE.

CHILD NUTRITION IS ONE. WE HAVE TRANSPORTATION.

WE HAVE TRANSPORTATION ON THERE. THERE'S SOME BOARD REQUIREMENTS THAT ARE COMING UP IN BILLS PLACES.

SO THERE ARE LOTS OF THINGS GOING ON IN EDUCATION THAT WE'RE TRACKING.

AND THEN QUESTIONS. SO I DIDN'T GET INTO ANYTHING REALLY SPECIFIC.

AND THAT IS MOSTLY BECAUSE THINGS ARE GOING TO CHANGE.

I THINK OUR HOUSE BILL SIX IS OUR MOST IMPORTANT BILL RIGHT NOW, AND IT LOOKS LIKE THAT WILL PROBABLY STAY PRETTY THE SAME.

MISS BRANUM, YOU'LL KNOW MORE ABOUT THAT RIGHT ON THE 18TH.

OKAY. OKAY. BOARD QUESTIONS AND COMMENTS FOR YES.

GO AHEAD, MISS MCGOWAN. CAN YOU GO BACK TO THE SLIDE THAT SHOWS THE SENATE BILL? HOUSE BILL? YEP. THAT ONE. THAT ONE. SO CAN YOU TELL ME A LITTLE BIT MORE ABOUT THE TEN COMMANDMENTS IN THE CLASSROOM? SB TEN HB 2696. WHAT DO YOU THINK IS GOING TO HAPPEN THERE? WELL, IT WILL PASS PROBABLY OUT OF THE SENATE.

IT IS A PRIORITY OF THE LIEUTENANT GOVERNOR. LOUISIANA HAS ALREADY DONE IT.

AND HE WAS ANGRY. I DON'T KNOW, ANGRY, BUT HE WAS NOT HAPPY THAT TEXAS DIDN'T GET THERE FIRST.

SO I THINK MUCH LIKE THE NOT THE TEN COMMANDMENTS, WHAT'S THE SOMETHING ELSE THAT WE POST IN SCHOOLS, NOT THE BILL OF RIGHTS. WE'LL COME TO IT. SOMETHING WE HAVE TO.

THERE'S A, AND THEY WANT TO DO WHAT? OH, THAT'S RIGHT.

OKAY. IN ALL THE SCHOOLS, NOW THAT WE HAVE TO DO THIS WILL BE THE SAME THING.

IT WON'T BE SOMETHING THAT WE HAVE TO PAY FOR.

IT CAN BE DONATED. THERE WILL BE CONTRIBUTIONS TO PAY FOR IT.

BUT THEY ARE GOING TO REQUIRE THAT THE TEN COMMANDMENTS BE POSTED IN ALL PUBLIC SCHOOL CLASSROOMS. WE'LL SEE AGAIN IF THAT THERE IS A SIMILAR BILL.

BUT YOU'LL NOTICE THE BILL NUMBER ON THAT HOUSE BILL IS 2696 WAY DOWN THE LINE.

SO WE'LL SEE IF THEY TAKE UP SENATE BILL TEN AT ALL.

THEY MAY OR MAY NOT. OKAY. AND JUST ANOTHER QUESTION ON THAT BECAUSE I DON'T LISTEN TO THESE HEARINGS.

I'M NOT IT'S HARD LISTENING TO THOSE. SORRY I'M AT.

YEAH. SORRY. BUT DO THEY TELL YOU WHY ABOUT LIKE WHAT'S THE BACKGROUND AS THE WHY BEHIND THE TEN COMMANDMENTS IN CLASSROOMS, IN SCHOOLS? I THINK IT'S A PUSH FROM THE REPUBLICAN PARTY.

I THINK IT'S PART OF THEIR REPUBLICAN PARTY PLATFORM.

AND SO IT PROBABLY ANSWERS A LOT OF REQUESTS POLITICALLY.

AND IF ANY OF YOU ALL HAVE HEARD ANYTHING DIFFERENTLY BUT I THINK THAT'S PRIMARILY WHERE IT'S COMING FROM.

AND I THINK PEOPLE FEEL LIKE IT WILL HELP WITH DISCIPLINE IF KIDS GET TO SEE THAT ON THE WALL ABOUT THINGS THAT THEY SHOULD OR SHOULD NOT BE DOING.

IT'S KIND OF MY BEST GUESS WHEN THEY TALK ABOUT THAT.

THAT'S THE REASON THEY'LL GIVE YOU, THOUGH. IT'S A REPUBLICAN PRIORITY, AND THEY WANT TO TAKE THINGS BACK TO THE BASICS AND WHERE THEY FEEL LIKE THE COUNTRY WAS FOUNDED AND NO OTHER CONVERSATION ABOUT OTHER RELIGIOUS BELIEFS.

WHAT I DID HEAR ABOUT THAT DURING IT IS THAT MOST OTHER RELIGIONS ALSO ADHERE TO THESE SAME RULES, COMMANDMENTS, AND THAT THEY ARE LAWS IN OUR COUNTRY, THE BASIS OF LAWS IN OUR COUNTRY.

THANK YOU. YOU'RE WELCOME. OTHER QUESTIONS OR COMMENTS? YES, MISS PACHECO. SO I HAVE A QUESTION ON THIS SB 11 FOR PRAYER IN SCHOOLS.

IS THAT LIKE A PARTICULAR SPECIFIC TIME? IS THAT INCLUDE ALL TYPES OF DIFFERENT PRAYER THAT PEOPLE FOLLOW? RIGHT NOW IT WOULD INCLUDE ALL KINDS OF DIFFERENT PRAYER, BIBLICAL PRAYER.

IT COULD INCLUDE ANYTHING. THERE IS NO SET TIME.

THAT WOULD BE SOMETHING THAT THE ADMINISTRATION WOULD BE ABLE TO SET.

I DON'T EVEN THINK THERE'S A SPECIFIC TIME. NO, MA'AM.

THEY BASICALLY, RIGHT NOW THE LANGUAGE WOULD DIRECT A SCHOOL DISTRICTS TO CREATE A TIME IN THE SCHEDULE THAT KIDS COULD OPT IN TO PRAYER TIME. SO, FOR EXAMPLE, IT MIGHT BE THAT LIKE WHEN WE HAVE OUR ADVISORY, IT MIGHT BE THAT WE WOULD GIVE AN OPPORTUNITY DURING THAT TIME, IF STUDENTS WANTED TO OPT IN TO A TIME OF PRAYER, THEY COULD DO SO AT THAT TIME.

OKAY. SO ADVISORY IS WHERE THEY DO HOMEWORK OR CATCH UP THINGS? OR IS THIS LIKE AN ACTUAL CLASS PERIOD THAT THEY'RE GOING TO BE OPTING IN OR OPTING OUT AND MISSING OUT ON LEARNING WHAT WE WOULD AS A DISTRICT HAVE TO MAKE IF THIS BILL WERE TO MOVE FORWARD. AND IF IT WAS TO PASS AS A DISTRICT, WE WOULD HAVE TO MAKE SOME DECISIONS AROUND WOULD WE USE ADVISORY OR GIVE THAT OPTION DURING ADVISORY? WOULD WE CREATE ANOTHER TEN MINUTE PERIOD, FOR EXAMPLE, WHERE WE WOULD TAKE YOU KNOW, SECOND PERIOD AND LENGTHEN IT BY TEN MINUTES? AND DURING THAT TEN MINUTES, EITHER STUDENTS WOULD STAY IN CLASS AND WORK ON HOMEWORK, OR THEY COULD OPT IN AND GO TO A DESIGNATED PLACE FOR PRAYER.

[00:45:07]

IT'S NOT RIGHT NOW. IT'S NOT DIRECTED OR SCRIPTED IN THE BILL.

SO WOULD WE HAVE THEN, IF IT'S NOT SCRIPTED? THE OPPORTUNITY TO PROVIDE THIS PERIOD AS LUNCH HOUR INSTEAD OF THEIR LUNCH HOUR UNDERSTANDING RIGHT NOW IS YES, BUT IT'S STILL EARLY AND THEY HAVEN'T.

I THINK THERE WOULD. THERE'S STILL A LOT OF GNASHING TO GO THROUGH TO GET THIS TO A PLACE WHERE IT WOULD MOVE FORWARD.

BUT AS OF RIGHT NOW, IT DOES ALLOW FOR A LOT OF FLEXIBILITY FOR THE DISTRICT.

OKAY. WELL, YEAH, IT'S CONCERNING BECAUSE I WOULDN'T WANT OUR KIDS TO LOSE ON LEARNING TIME FOR AN OPTIONAL OR LOSE A CLASSROOM TIME FOR A CREDIT FOR SOMETHING LIKE THIS. THANK YOU.

I THINK A LOT OF THESE AND AGAIN, A LOT OF THESE BILLS HAVE A LONG WAY TO GO AND SOME MORE DEFINITION.

AND A LOT OF THEM HAVE COMMISSIONER RULES THAT HAVE TO BE SET TO BEFORE ANYTHING WOULD REALLY BECOME ACTIVE.

SO THOSE ARE GOOD QUESTIONS AND GOOD THINGS TO CONSIDER FOR SURE.

ANY OTHER? YES, MISS HARRIS. THANK YOU, PRESIDENT POTEET.

HI, MISS MORSE, GOOD EVENING. MY QUESTION IS IN REFERENCE TO THE BUDGET.

OKAY. SO WHEN WE SAY IT'S A POSSIBILITY THAT IT CAN PASS, WHAT EXACTLY DOES THAT MEAN? BECAUSE WE ALL KNOW THAT THERE IS SOME MONEY THAT IS SITTING SOMEWHERE SINCE 2019 THAT WE STILL DON'T HAVE ACCESS TO.

SO WHAT DOES THIS MEAN IF IT PASSES? IF WHAT IS CURRENTLY IN THE LAW AND SAY HOUSE BILL? WELL, FIRST OF ALL, THE FIRST THING IS THAT YOU'VE GOT THE SENATE WHO HAS SPENT ALL THE MONEY THAT'S BEEN APPROPRIATED AND SPENT ALMOST ALL OF IT ON TEACHER RAISES.

AND THERE I DON'T EVEN WANT TO SAY AN ARGUMENT, BUT WHAT THEY'RE TELLING US IS THAT THAT WOULD FREE UP MONEY IN OUR BUDGET BECAUSE THEY'RE GOING TO BE PAYING FOR THE TEACHER RAISE. THAT WOULD FREE UP MONEY IN OUR BUDGET TO COVER SOME OF THE OTHER THINGS.

WHERE THE HOUSE BILL HAS REALLY BEEN SPECIFIC ON THINGS, THEY RAISE THE BASIC ALLOTMENT $220.

THEY GIVE YOU A FINE ARTS ALLOTMENT, THERE'S A PRE-K ALLOTMENT.

THERE ARE SOME OTHER VERY TARGETED PIECES OF FUNDING THAT THEY DO.

WHAT THEY'RE NOT DOING YET IS ANY RUNS, DISTRICT RUNS TO SEE HOW DISTRICTS WOULD FARE, BECAUSE IN SOME CASES WE HEARD THIS DURING THIS WEEK DURING A MEETING THAT DALLAS ISD MIGHT ACTUALLY LOSE MONEY ON PARTS OF THIS.

SO, THERE THEY WANT TO DO BILLS THAT WILL BE AS FEW LOSERS AS POSSIBLE AND BE AS HELPFUL AS POSSIBLE.

SO AS THESE THINGS GO THROUGH THE SYSTEM AND YOU HEAR FROM A ISD OR ANY OF THE OTHER, EVEN A SMALL RURAL, HOW IT WOULD IMPACT THEM, THEN THEY TWEAK THINGS AS THEY GO, AS IT IS NOW.

IF IT WERE TO PASS RIGHT NOW, WE WOULD GET AN ADDITIONAL $220 IN THE BASIC ALLOTMENT, OF WHICH 40% HAS TO GO TO TEACHER PAY.

NOW IT'S ONLY 30%. SO AGAIN, THOSE ARE ALL THINGS THAT ARE KIND OF UP IN THE AIR.

I THINK PEOPLE WOULD LIKE TO MOVE THAT BACK DOWN TO 30%.

IT'S A GREAT QUESTION AND I THINK NOT MANY KNOW.

THE OTHER THING I WOULD ADD TO THAT IS IT'S IT'S DIFFICULT TO ALSO REALLY UNDERSTAND WHAT ADDITIONAL MONEY THAT WOULD PROVIDE, A REVENUE THAT WOULD PROVIDE TO THE DISTRICT, BECAUSE OUR REVENUE IS ALSO CONNECTED TO ANY TAX, PROPERTY TAX RELIEF. AND SO UNTIL WE SEE WHAT IS BEING PROPOSED ON THAT SIDE, IT COULD ALSO AFFECT THE FUNDING FORMULA AND ACTUALLY HOW MUCH REVENUE WE RECEIVE AS WELL. BOTH ON THE MAP AND ON THE INS SIDE. ALL RIGHT.

THERE'S JUST A LOT OF MOVING PIECES ALREADY. WELL, THANK YOU.

THANK YOU. MS. HARRIS MR. EAGER. TO FOLLOW UP ON THAT.

IT WAS THERE NOT $5 BILLION THAT WAS ALLOCATED IN THE LAST BUDGET.

IT WAS 4 BILLION. AND YES, THERE WAS. OKAY. AND THE WAY THEY'VE GOT IT BUDGETED RIGHT NOW IN BOTH THE HOUSE AND THE SENATE, IS 5.85 BILLION IN WHAT THEY CALL NEW MONEY FOR EDUCATION.

OF THAT, 4 BILLION WOULD BE WHAT WE MIGHT HAVE GOTTEN LAST TIME.

IT WAS ACTUALLY APPROPRIATED BUT NEVER ALLOCATED.

OKAY, SO DOES THAT MEAN THAT THEY'RE DOING, LIKE APPROXIMATELY $9 BILLION OR IS IT THEY'RE DOING 5,000,000,004 BILLION CAME FROM THE LAST LEGISLATION? THAT'S THE WAY IT LOOKS OUT OF THE 5.85 BILLION.

4 BILLION OF THAT WAS SOMETHING THAT WAS ALREADY ON THE BOOKS FOR US, BUT WE JUST NEVER RECEIVED.

OKAY. AND DO YOU THINK THAT, LIKE, THE GENERAL PUBLIC GENERALLY KNOWS THAT? PROBABLY NOT.

OKAY. WE DO OUR BEST TO TALK ABOUT THAT ALL THE TIME.

WE DO OUR BEST TO TALK ABOUT THE VOUCHER ISSUE.

WHEN THEY SAY THEY'RE NOT TAKING THE MONEY FROM SCHOOL DISTRICTS, THEY'RE RIGHT.

[00:50:04]

SO I'M NOT I'M NOT SURE HOW MUCH IS REALLY UNDERSTOOD ABOUT SCHOOL FINANCE BY MOST OF THE MEMBERS.

IT IS VERY COMPLICATED. I'LL BE THE FIRST ONE TO SAY I DON'T UNDERSTAND ALL OF IT.

I UNDERSTAND ENOUGH PROBABLY TO BE DANGEROUS AND TO TALK MORE ABOUT IT THAN THE GUY ON THE STREET, BUT IT'S REALLY COMPLEX AND THERE ARE LOTS OF MOVING PARTS AND PIECES IN POLITICS PLAYS A HUGE ROLE IN IT.

SO. OKAY. AND THEN DO YOU HAVE. ALL RIGHT. SO BASICALLY, ALL RIGHT AGAIN WAS IT 5.8 BILLION THIS MINUS FOUR, 1.8 BILLION. AND DO YOU HAVE AN ESTIMATE ON THE VOUCHER BILL.

HOW MUCH THAT WOULD BE ALLOCATED. I'VE HEARD NUMBERS LIKE $1 BILLION THAT THAT IS THE NUMBER THAT IS IN BOTH THE SENATE BILL AND THE HOUSE BILL BUDGET HB ONE AND SENATE BILL ONE IS $1 BILLION FOR A VOUCHER PROGRAM OR EDUCATION SAVINGS ACCOUNT PROGRAM IS WHAT THEY'RE CALLING IT.

ESCALATE TO BEING OVER 5 BILLION. YES. THE WAY, THE WAY THEY THE WAY IT'S DONE RIGHT NOW IS THAT THE PROGRAM WOULDN'T ACTUALLY BE IMPLEMENTED UNTIL THE 2627 SCHOOL YEAR, WHICH IS THE SECOND YEAR OF THE BIENNIUM.

SO THE THINKING IS THAT THEY SPEND A BILLION THIS IN JUST THIS BIENNIUM FOR ONLY ONE YEAR, THAT AUTOMATICALLY THE NEXT YEAR IT WOULD BE 2 BILLION.

AND THEN IF THERE'S ANY INCREASE, I THINK THE HOUSE BILL TIES THAT TO INCREASES IN FUNDING IN PUBLIC EDUCATION.

THAT WOULD ALSO BE THEN INCREASES IN THE VOUCHER ALLOTMENT OR HOW MUCH THEY WOULD DEDICATE TO VOUCHERS, BUT $1 BILLION FOR SURE. AND I THINK THE FISCAL REPORT OR YEAH, THE FISCAL NOTE ON THE BILL WAS OVER A FIVE YEAR PERIOD WAS $11 BILLION UP TO 2030. SO IF I'M TRACKING RIGHT, WE'VE GOT 1.8 BILLION IN NET NEW FOR PUBLIC ED.

AND THAT REPRESENTS FIVE POINT, YOU KNOW, 5.5 MILLION KIDS AND $1 BILLION FOR VOUCHERS FOR, I GUESS, WHAT ARE THE ESTIMATES FOR HOW MANY, HOW MANY KIDS THEY THINK THEY WOULD ESTIMATE? I THINK THEY'RE USING THE $100,000.

I MEAN, 100, SORRY, 100,000 KIDS. OKAY. SO 5.5 BILLION, 1.8 BILLION, 100,000 KIDS.

A BILLION. THEY WILL TELL YOU IT'S 5.85 BILLION.

THAT'S WHAT THEY'LL WANT YOU TO DIVIDE. WHATEVER HAPPENED BEFORE WAS A WHOLE DIFFERENT LEGISLATURE.

AND THAT'S THE WAY THEY LOOK AT IT. OKAY. THANK YOU.

THANKS FOR SHARING. THANK YOU, MR. EAGER. ANY OTHER COMMENTS OR QUESTIONS ON THE LEGISLATIVE ITEMS? OKAY. THANK YOU, MISS MORRIS. THANK YOU. APPRECIATE YOUR TIME.

SURE. OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS.

[B. Consider Gifts]

I AM GOING TO BE PRESENTING THE GIFTS TONIGHT ON BEHALF OF THE DISTRICT.

WE HAVE TWO GIFTS THAT ARE OVER 5000 THAT WE ARE SUBMITTING FOR THE BOARD'S APPROVAL.

BOWIE ELEMENTARY GAVE $5,300.73. NORTHWOOD HILLS ELEMENTARY PROVIDED $33,418.75, FOR A TOTAL OF $38,719.48. WE HAVE THREE GIFTS THAT ARE LESS THAN 5000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $3,958.96, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.

TOTAL GIFTS THIS MONTH ARE $42,678.44. AND WITH THAT, I ASK THE BOARD TO PLEASE APPROVE AND ACCEPT THE GIFTS OF $5,000 OR MORE AS PRESENTED. OKAY. BASED ON THAT RECOMMENDATION, IS THERE A MOTION TO APPROVE THE GIFTS? SO MOVED. THANK YOU, MISS HARRIS. IS THERE A SECOND? SECOND? THANK YOU, MR. MCGOWAN. ARE THERE ANY COMMENTS OR QUESTIONS ON THE GIFTS AT THIS TIME? YES, MISS MCGOWAN. I JUST WANTED TO SAY THANK YOU TO THE COMMUNITY THAT CONTINUES AND THE PTAS AND THE PARENTS THAT CONTINUE TO POUR INTO OUR SCHOOLS, OUR TEACHERS AND OUR KIDS. THEY ARE THE ONE CONSTANT THAT WE CAN DEPEND ON.

AND JUST LIKE WE SPOKE ABOUT THIS MORNING, WE COULD NOT DO THIS WITHOUT OUR PTAS AND OUR PARENTS.

SO THANK YOU GUYS. GREAT COMMENT. ANY OTHER COMMENTS OR QUESTIONS? OKAY, GREAT. HEARING NO MORE. ALL IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HAND.

OKAY. AND THE MOTION PASSES 6 TO 0. OKAY. OUR NEXT ACTION ITEM IS TO CONSIDER AND ADOPT THE RESOLUTION TO

[C. Consideration and Adoption of Resolution Approving Contingent Fee Legal Services Contract, including Findings Needed for Submission of Contingent Fee Legal Services Agreement and Request for Expedited Review by the Texas Attorney General]

[00:55:02]

MRS. BRANUM? THIS IS GOING TO BE SHOCKING, BUT I'M GOING TO TURN THIS OVER TO OUR LEGAL COUNSEL.

THANK YOU, MISS MCGOWAN. IT'S A TONGUE TWISTER.

I APOLOGIZE IN ADVANCE FOR THAT. THANK YOU. GOOD EVENING.

BOARD MEMBERS, SUPERINTENDENT BRANUM COLLEAGUES AND OUR GUESTS IN THE AUDIENCE, AS WELL AS MEMBERS OF THE PUBLIC WATCHING.

I'M GOING TO DISCUSS THE NEXT TWO ITEMS ON THE AGENDA SEPARATELY.

BUT I DO WANT TO NOTE THAT THOSE TWO ITEMS ARE CONNECTED TONIGHT, IN ADDITION TO THE REGULAR NOTICE OF THE BOARD MEETING.

I HOPE EVERYONE NOTICED THAT THERE WAS A SPECIAL NOTICE GIVEN THAT THE BOARD OF TRUSTEES WOULD CONSIDER A CONTINGENCY FEE.

LEGAL SERVICES AGREEMENT UNDER SUBCHAPTER C OF THE TEXAS GOVERNMENT CODE, SECTION 2254.

SUCH NOTICE IS REQUIRED WHENEVER A GOVERNMENTAL BODY IS CONSIDERING SUCH A FEE ARRANGEMENT.

THE FIRST ITEM HERE IS SPECIFICALLY ADDRESSING THE ADOPTION OF A RESOLUTION TO APPROVE A CONTINGENCY FEE LEGAL SERVICES CONTRACT, INCLUDING FINDINGS RELATED TO THE NECESSITY OF THE AGREEMENT AND THE QUALIFICATIONS OF THE LAW FIRMS. THIS IS A REQUIRED ACTION IN ORDER TO SUBMIT THE AGREEMENT FOR REVIEW TO THE TEXAS ATTORNEY GENERAL'S OFFICE.

WE HAVE CONSISTENTLY HEARD AND WE'VE HEARD SOME OF THAT TONIGHT, EVEN FROM OUR SPEAKERS AS WELL AS STAFF MEMBERS.

BUT WE SPECIFICALLY HAVE HEARD FROM TEACHERS AND OUR CLIMATE SURVEY RESPONSES THAT THEY WANT THE DISTRICT TO DO SOMETHING ABOUT BEHAVIORAL ISSUES, INCLUDING STUDENT DISCIPLINE ISSUES. AND AS THIS BOARD HAS, IS AWARE AND HAS SEEN MY COLLEAGUE HERE, THE STUDENT SERVICES TEAM, THEY'VE GIVEN MULTIPLE PRESENTATIONS OVER THE LAST 2 TO 3 YEARS ON PROACTIVE STEPS THAT ARE BEING TAKEN TO ADDRESS BOTH THE CAMPUS AND DISTRICT CULTURE AROUND STUDENT BEHAVIOR AND STUDENT DISCIPLINE, BUT ALSO STUDENT MENTAL HEALTH.

AND AMONG THOSE STEPS, WE HAVE BEEN ABLE TO INCREASE THE NUMBER OF BEHAVIORAL SPECIALISTS THROUGH GRANTS THAT HAVE BEEN OBTAINED.

WE'VE ADDRESSED THE USE OF CELL PHONES AND CONTINUE TO ADDRESS THE USE OF CELL PHONES ON CAMPUSES, INCLUDING THE USE OF THE YONDR PATCHES AT PILOT CAMPUSES, AS WELL AS DOING WORK WITH OUR STATE REPRESENTATIVES TO MAKE IMPROVEMENTS TO CHAPTER 37 OF THE TEXAS EDUCATION CODE, WHICH IS THE CHAPTER THAT ADDRESSES STUDENT DISCIPLINE.

SO PART OF THIS RESOLUTION, AND WHAT IT IS ABOUT, IS THE DISTRICT IS CONSIDERING JOINING A NATIONWIDE GROUP OF SCHOOL DISTRICTS IN A LAWSUIT AGAINST VARIOUS SOCIAL MEDIA COMPANIES.

AND THE LEGAL CLAIMS FIRST WERE FILED IN 2022, AND THERE IS A MULTIDISTRICT MULTI-STATE LITIGATION THAT IS PENDING. THE LEGAL CLAIMS ARE AROUND THE LEGAL CLAIMS OF PUBLIC NUISANCE AND NEGLIGENCE, AND JUST THE ARGUMENT THAT THESE SOCIAL MEDIA PLATFORMS ARE DESIGNED TO BE HIGHLY ADDICTIVE.

AND IF ANYBODY HAS A TEENAGER, PARTICULARLY YOU, YOU KNOW HOW THIS GOES.

BUT HIGHLY ADDICTIVE AT A TIME WHEN YOUNG PEOPLE ARE STILL IN THAT CRITICAL DEVELOPMENTAL STAGE.

AND SO, THE LAWSUIT IS REALLY TO HOPEFULLY ALLOW SCHOOL DISTRICTS TO BE ABLE TO RECOVER SOME OF THE COSTS THAT THEY'VE HAD TO OUTPUT TO ADDRESS THESE ISSUES THAT HAVE BEEN CAUSED BY THESE DIFFERENT PLATFORMS. AND SO, FOR OR WRIST. IT COULD POTENTIALLY. AND THAT'S A GOOD AND HELP US TO RECOVER SOME COSTS OF STAFF THINGS LIKE THE VOUCHERS. AND SO THAT'S WHY WE HAVE BEEN APPROACHED BY LAW FIRMS TO JOIN IN THERE.

THERE IS AN INTEREST IN JOINING THIS PARTICULAR LITIGATION.

SO THIS RESOLUTION IS REALLY THE FIRST STEP IN THE PROCESS.

AND I WILL DISCUSS THE AGREEMENTS SEPARATELY.

BUT THERE IS A VOTE THAT IS NEEDED ON THE RESOLUTION.

THANK YOU. MISS MCGOWAN. IS THERE A MOTION TO APPROVE THE CONSIDERATION AND ADOPTION OF RESOLUTION CONTINGENT FEE LEGAL SERVICES CONTRACT, INCLUDING FINDINGS NEEDED FOR SUBMISSION OF CONTINGENT FEE LEGAL SERVICES AGREEMENT AND REQUEST FOR EXPEDITED REVIEW BY THE TEXAS ATTORNEY GENERAL. I MOVE THAT THE BOARD ADOPT THE RESOLUTION APPROVING THE CONTINGENT FEE LEGAL SERVICES CONTRACT,

[01:00:06]

YES, MA'AM. OKAY. HEARING NONE. ALL IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HAND.

AND THAT MOTION PASSES 6 TO 0. THANK YOU. OUR NEXT ACTION ITEM IS TO CONSIDER AND ADOPT THE CONTINGENT FEE LEGAL SERVICES

[D. Consideration and Adoption of Contingent Fee Legal Services Agreement with Thompson & Horton, LLP, Eiland & Bonnin, PC and O'Hanlon, Demerath & Castillo, PC]

DEMARET AND CASTILLO, PC. MRS. BRANUM. THANK YOU AGAIN.

I'M LETICIA MCALLEN. THE NEXT ACTION ITEM IS RELATED TO THAT CONTINGENCY FEE AGREEMENT.

AND SO, I WAS JUST ASKED WHAT IS A CONTINGENCY FEE AGREEMENT AND COMPLETELY RECOGNIZE THAT MANY PEOPLE DON'T KNOW WHAT THAT IS.

IT'S AN AGREEMENT WHERE A LAW FIRM AGREES TO REPRESENT A CLIENT, AND IT'S CHANGED FOR A PERCENTAGE OF THE RECOVERED AMOUNT. HOWEVER, THEY WILL ONLY BE COMPENSATED IF THEY WIN, IF THEY DO NOT WIN THE CASE, OR WE ARE UNSUCCESSFUL IN LITIGATION. THERE IS NO EXPENDITURE OF FUNDS BY THE CLIENT.

IN THIS CASE IT WOULD BE THE DISTRICT. SO IF WE DO NOT WIN, WE DO NOT HAVE TO PULL MONEY FROM GENERAL FUNDS OR ANYWHERE ELSE TO COVER THE COSTS THAT WERE INCURRED DURING THAT LITIGATION.

THEY WILL ONLY BE PAID IF THEY ARE SUCCESSFUL.

AND SO THESE KIND OF AGREEMENTS ARE VERY COMMON IN THINGS LIKE PERSONAL INJURY, MEDICAL MALPRACTICE.

AND WHEN YOU HAVE A CLASS ACTION SUIT, WHICH IS WHAT THIS IS.

AND SO MEMBERS OF OUR AUDIENCE, AS WELL AS PEOPLE WHO ARE AROUND THE HORSESHOE, YOU ALL MAY RECALL HEARING OR READING ABOUT THE JEWEL LITIGATION, WHICH WAS RELATED TO NICOTINE SALES TO MINORS.

AND SO THAT WAS DONE ON A CONTINGENCY FEE BASIS IN TEXAS.

DO NOTE THAT THESE KIND OF AGREEMENTS ARE VERY HIGHLY REGULATED.

AND SO AS WE MENTIONED DURING THE RESOLUTION DISCUSSION, THE TEXAS AG'S OFFICE HAS TO REVIEW AND APPROVE ANY PROPOSED CONTINGENT FEE AGREEMENT FOR LEGAL SERVICES THAT'S GOING TO BE ENTERED INTO BY GOVERNMENTAL BODY.

THE THREE LAW FIRMS THOMPSON AND HORTON, ELLEN AND BONIN, AND O'HANLON, DEMUTH AND CASTILLO ALL HAVE EXTENSIVE, COMPLEX LITIGATION EXPERIENCE, AND THEY ARE ACTUALLY SPEARHEADING THIS EFFORT FOR ALL TEXAS SCHOOL DISTRICTS WHO ARE VOTING TO JOIN THIS LITIGATION. AND JUST SO EVERYONE KNOWS, CURRENTLY, AS OF TODAY, THERE ARE OVER 30 SCHOOL DISTRICTS STATEWIDE, INCLUDING SEVERAL AREA DISTRICTS THAT HAVE ALREADY VOTED TO ADOPT THIS AGREEMENT AND SUBMIT IT FOR APPROVAL TO THE ATTORNEY GENERAL'S OFFICE.

AND THERE ARE MANY MORE WHO ARE VOTING WITHIN THE NEXT TWO WEEKS.

AND AMONG THE DISTRICTS THAT HAVE ALREADY VOTED INCLUDE FRISCO, LEWISVILLE, DALLAS, DENTON, GRAND PRAIRIE, CY-FAIR, THERE, CONROE, KILLEEN AND HOUSTON.

AND OBVIOUSLY WE DON'T VOTE JUST BECAUSE OTHER SCHOOL DISTRICTS ARE DOING IT, BUT BECAUSE WE SEE A VALUE.

AND THIS IS NOT A SITUATION, AGAIN, WHERE THE DISTRICT IS GOING TO BE SPENDING ANY MONEY.

AND BY ENTERING INTO THIS LITIGATION. AND SO JUST ALSO SO EVERYONE IS CLEAR, THIS PARTICULAR AGREEMENT IN THE SERVICES UNDER THE AGREEMENT CANNOT BEGIN UNTIL THE ATTORNEY GENERAL'S OFFICE REVIEWS THE SUBMISSION AND GIVES APPROVAL. AND BY STATUTE, THEY HAVE 90 DAYS AFTER RECEIVING THEIR PACKET TO MAKE A DECISION WHETHER TO APPROVE OR REJECT THE AGREEMENT. AND I ACTUALLY FOUND OUT BEFORE THIS MEETING STARTED THAT CONROE ISD HAS HAD THEIR PACKET APPROVED BY THE ATTORNEY GENERAL'S OFFICE. THANK YOU, MISS MCGOWAN.

IS THERE A MOTION TO APPROVE THE CONSIDERATION AND ADOPTION OF CONTINGENT FEE LEGAL SERVICES AGREEMENT WITH THOMPSON AND HORTON LLP?

[01:05:06]

YES. I MOVE THAT THE BOARD ADOPT THE CONTINGENT FEE LEGAL SERVICES AGREEMENT WITH THOMPSON AND HORTON LLP, ISLAND AND BONIN, PC AND O'HANLON, DEMUTH AND CASTILLO PC.

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

THANK YOU, MISS PACHECO. ARE THERE ANY COMMENTS OR QUESTIONS ON THIS TOPIC? OKAY. HEARING NONE. ALL IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HAND.

ALL RIGHT. AND THAT MOTION PASSES 6 TO 0. THANKS AGAIN, MISS BRANUM.

AND THANK YOU, MISS MCGOWAN, FOR THE IN-DEPTH EXPLANATION.

[E. Magnet Programming Update]

MRS. BRANUM. THANK YOU! I'M SO EXCITED FOR US TO SHARE WITH YOU INFORMATION RELATED TO HOW WE ARE GOING TO CONTINUE TO POUR INTO AND STRENGTHEN OUR MAGNET PROGRAMING.

I THINK MR. MANISCALCO IS HERE. I ALSO WANT TO HONOR AND CELEBRATE.

WE HAVE OUR MAGNET PRINCIPALS THAT ARE HERE. THE WORK THAT THEY DO EVERY DAY IS PHENOMENAL, AND WE ARE EXCITED TO BE ABLE TO CONTINUE TO INVEST IN THEM IN THEIR PROGRAMING SO THAT WE CAN CONTINUE TO MAKE OUR LEARNING ENVIRONMENTS AMAZING FOR OUR KIDS.

DOCTOR GIVENS AND MR. MANISCALCO ARE GOING TO LEAD US IN THIS CONVERSATION, BUT AS ALWAYS, WE'RE GOING TO KIND OF DO THIS IN TANDEM AS WE GO THROUGH.

SO, AM I TURN IT OVER TO YOU, DOCTOR GIBBONS TO BEGIN.

YES, MA'AM. GOOD EVENING. BOARD. THANK YOU, MISS BRANUM.

I'M JUST GOING TO GET US KIND OF STARTED A LITTLE BIT.

IT'S JUST A QUICK REVIEW OF SIMILAR SCOPE TO WHAT WE'VE DONE IN THE PAST AROUND SOME OF THE COMMUNITY BUDGET STEERING COMMITTEE RECOMMENDATIONS.

SO AS YOU CAN SEE, WE'RE GOING TO BE COVERING MAGNET PROGRAMING.

WE HAVE AN UPDATE OF JUST WHERE WE ARE AND THEN A REVIEW OF WHERE WE HAVE BEEN AND WHAT'S LED UP TO THIS POINT.

WE'RE GOING TO DO SOME WE ALWAYS LIKE A GOOD ACRONYM IN EDUCATION.

SO THE OBJECTIVES WE'RE GOING TO DEFINE WHY RICHARDSON ISD IS THE ONE.

WE'RE GOING TO UNPACK THAT BECAUSE IT'S OPPORTUNITIES, NEIGHBORHOODS AND EXPERIENCES.

AND WE'RE GOING TO SHOW AND HIGHLIGHT OUR MAGNET PROGRAMING OPPORTUNITIES THAT WE'RE GOING TO BE HAVING MOVING FORWARD.

AGAIN, THIS GOES BACK TO OUR GOAL FIVE AND OUR STRATEGIC PLAN.

IT'S ALL ABOUT INCREASING THE EFFICIENCY AND EFFECTIVENESS IN OUR OPERATIONS.

AND I MEAN THIS IS DEFINITELY AN OPPORTUNITY TO INCREASE THE EFFICIENCY OF WHAT WE'RE DOING IN OUR MAGNET PROGRAMING AND INCREASE OUR AMOUNT OF STUDENTS THAT ARE INTERESTED AND THE AMOUNT OF ATTENDANCE THAT WE HAVE ON THOSE CAMPUSES.

AGAIN, THIS IS FROM THE SUBCOMMITTEE. YOU'LL SEE NUMBER SEVEN.

THERE IS WHAT WE'LL BE DISCUSSING THE CHOICE AND SPECIALIZED PROGRAMING.

LAST MONTH WE DID DISCUSS THE INNER AND INTERDISTRICT TRANSFER OPTIONS.

AND WE WILL BE BRINGING TO YOU AT A LATER DATE SOME MORE OF THE CHOICE PROGRAM, IF I CAN JUST ADD IN THERE.

DR. GIBBONS, I THINK IT WAS REALLY IMPORTANT FOR OUR STAFF THAT AS THE COMMUNITY BUDGET STEERING COMMITTEE REALLY RESEARCHED AND BROUGHT FORWARD THIS REALLY THIS CHARGE TO CONTINUE TO INVEST IN SPECIALIZED PROGRAMING.

WE WANTED TO RECOGNIZE THAT WE ALREADY HAVE PHENOMENAL PROGRAMING THAT IS HAPPENING IN OUR MAGNET SCHOOLS.

AND THESE PRINCIPALS HAVE BEEN DOING A LOT OF THIS WORK INTERNALLY ON THEIR OWN.

AND THEY HAVE BEEN, YOU KNOW, INVESTING AND TRYING TO RESEARCH AND IDENTIFYING WHAT ARE THOSE BEST PRACTICES.

AND AS A DISTRICT, WE HAD AN OBLIGATION THAT BEFORE WE DID ANY EXPANSION OF SPECIALIZED PROGRAMING BEFORE WE DID ANYTHING NEW, WE WANTED TO MAKE SURE THAT OUR CURRENT MAGNET PROGRAMS WERE AS STRONG AS POSSIBLE, THAT THEY HAD THE SUPPORT THAT THEY NEEDED TO CONTINUE TO ELEVATE THE WORK OF OUR MAGNET PROGRAM. SO AGAIN, THAT'S WHY WE'RE KIND OF TAKING THIS IN STAGES IS TO MAKE SURE, FIRST AND FOREMOST, OUR MAGNET PROGRAMS ARE EXACTLY WHERE THEY NEED TO BE TO CONTINUE TO MEET THE DEMAND BEFORE WE WOULD EVEN CONSIDER ANY KIND OF EXPANSION.

YES, MA'AM. THANK YOU. THEN THE LAST PART BEFORE MR. MCCORKLE GETS STARTED IS THIS AGAIN, WAS ONE OF THE MAJOR CONSIDERATIONS FROM OUR CHOICE AND SPECIALIZED PROGRAMING SUBCOMMITTEE IN THERE, THAT FIRST BULLET IMPROVEMENT IN CURRENT MAGNET PROGRAMING AND SYSTEMS. SO I'M GOING TO PASS IT OVER TO MR. MANISCALCO AND HE CAN START OUR I THINK THIS IS BECOMING A MONTHLY TREND THAT I GET THE OPPORTUNITY TO STAND IN FRONT AND SHARE THIS RIGHT HERE. IF YOU HAVE NOT SEEN THIS GRAPHIC ANYWHERE, THIS IS PART OF OUR ENROLLMENT EFFORTS FOR 25-26.

AND REALLY, THIS HAS BEEN PART OF OUR DISTRICT MESSAGING FOR THE PAST TWO YEARS IN CREATING A SENSE OF WE ARE THE ONE WE ARE GOING TO BE THE ONE. RICHARDSON ISD IS THE ONE. IF YOU'RE A STAFF MEMBER AND YOU WANT TO BE IN A LEARNING ENVIRONMENT WHERE YOU'RE GOING TO FEEL SEEN AND SUPPORTED AND CELEBRATED.

[01:10:03]

IF YOU WANT THAT EXPERIENCE OF A SMALL COMMUNITY AND YOU'RE TAKING YOUR KIDS TO THAT NEIGHBORHOOD SCHOOL, WE'RE GOING TO BE THE BEST AT DOING THAT, AND THEN WE'RE GOING TO PROVIDE UNIQUE LEARNING EXPERIENCES, LIKE TO BE LIKE ME, LIKE THE PROSPECT OF BRINGING BACK TO LIFE OUR ENVIRONMENTAL CENTER, ENTERPRISE CITY, THOSE EXPERIENCES THAT SEPARATE WHAT HAPPENS IN RICHARDSON ISD TO ANY OTHER DISTRICT.

SO AGAIN, WHILE IT'S, YOU KNOW, CLEVER TO SAY IT'S AN ACRONYM AND IT IS, BUT IT REALLY IS BECAUSE REGARDLESS OF WHAT HAPPENS WITH AN EDUCATIONAL SAVINGS ACCOUNT OR WHATEVER, WHATEVER MIGHT COME FORWARD WITH THAT, WE WANT TO HAVE SUCH AMAZING EXPERIENCES IN RICHARDSON ISD THAT A PARENT DOESN'T EVEN CONSIDER THAT THEY DON'T EVEN HAVE TO WORRY ABOUT THAT, BECAUSE WE HAVE IT ALL RIGHT HERE IN OUR ISD, BECAUSE WE'RE GOING TO BE THE ONE. YEAH, THAT'S TOO EXCITING.

YOU KNOW, EVERY TIME SHE SAYS THAT, AND WE TALK ABOUT THE ONE, YOU KNOW, I FEEL LIKE I NEED TO RUN OUT OF THE LOCKER ROOM AND GO PLAY, RIGHT? THAT'S RIGHT. WE'RE THE ONE. SO, I PROMISE THAT I WILL NOT USE ALL MY WORDS TONIGHT.

I TOLD THE AREA SUPERINTENDENTS I WOULD BE A GOOD SLIDE READER, SO I'M GOING TO TRY TO BE EXPEDITIOUS IN MY SPEAKING, BUT I REALLY WANT TO TAKE A LITTLE BIT OF TIME TO REALLY UNDERSTAND WHY SPECIALIZED PROGRAM OR WHAT IT'S THE ANSWER FOR.

AND REALLY THOSE TWO FIRST BULLETS MAKING SURE THAT WE HAVE CUSTOMIZED LEARNING PATHWAYS FOR OUR STUDENTS IN THE MAGNET PROGRAMING.

OBVIOUSLY, WE HAVE ELEMENTARY TO JUNIOR HIGH TO HIGH SCHOOL PROGRAMS THAT CONNECT, RIGHT? AND SO, THAT IS SUPER IMPORTANT FOR US TO MAKE SURE THAT WE CONTINUE TO HAVE AND ENHANCE.

THE OTHER IS THAT WE'VE GOT FLEXIBLE LEARNING ENVIRONMENTS.

REALLY, WE WANT TO MAKE SURE THAT WE ARE CATERING TO THE DIFFERENT LEARNING STYLES THAT EACH OF OUR STUDENTS HAVE AND MAKING SURE THAT WE'RE FOCUSED ON THAT, THAT PERSONALIZATION, AND WE ADDRESS THAT. BUT ALSO, THERE ARE DISTRICT BENEFITS FOR THAT AS WELL.

WE KNOW WE'RE IN COMPETITION WITH CHARTERS AND PRIVATE SCHOOLS.

THAT IS SUPER IMPORTANT FOR US TO MAKE SURE WE PROVIDE QUALITY EDUCATION SO OUR STUDENTS THAT OUR FAMILIES STAY AND THAT THOSE FROM THE OUTSIDE CONSIDER RICHARDSON ISD AS THE ONE. ALSO, WE'VE GOT TO ENSURE THAT WE PREVENT ENROLLMENT DECLINES, RIGHT. WE WANT TO MAKE SURE THAT WE'RE MAINTAINING STRENGTH IN OUR SCHOOLS, AND THE ONLY OPTION IS RICHARDSON ISD.

BUILDING STRONGER COMMUNITY CONNECTIONS, MAKING SURE THAT WE UNDERSTAND.

AND WE'VE TALKED ABOUT NEIGHBORHOOD SCHOOLS, RIGHT.

BEING THE STRENGTH OF THE DISTRICT BUT ALSO PROVIDING AN OPPORTUNITY THAT WE PROVIDE DIVERSE OPTIONS FOR FAMILIES SO THAT WE CAN BUILD THOSE STRONG CONNECTIONS. OBVIOUSLY, WE'RE WE'RE HERE TODAY BECAUSE OF A RECOMMENDATION FROM A SUBCOMMITTEE, BUDGET SUBCOMMITTEE FOR ECONOMIC GROWTH. WE KNOW THAT WE HAVE OPPORTUNITIES THAT WHEN WE START TALKING ABOUT SPECIALIZED PROGRAMS OUTSIDE OF MAGNETS, THAT WE MAY HAVE FAMILIES COME IN, BUT ALSO FAMILIES STAY FOR MAGNET PROGRAMING.

AND THIS IS ONE OF THE THINGS THAT AS WE RAISE THE BAR AT THE MAGNET SCHOOLS, IT WILL ALSO RAISE THE BAR ACROSS THE DISTRICT, BECAUSE WE ALL KNOW THAT OUR PRINCIPLES ARE A LITTLE BIT COMPETITIVE.

THIS IS JUST A LOOK AT KIND OF THE NATIONAL LANDSCAPE OF MAGNET SCHOOLS.

THIS COMES FROM MAGNET SCHOOLS OF AMERICA. YOU KNOW, I WOULD LIKE TO SAY WE'RE THE FIRST.

WE'RE CLOSE, RIGHT, WITH HAMILTON PARK IN 1975.

RIGHT. SKYLINE WAS JUST ON THE FRONT END OF THAT, BUT HAMILTON PARK WAS NOT FAR BEHIND.

BUT IF YOU LOOK AT TEXAS, CALIFORNIA AND FLORIDA, THERE'S A TON OF MAGNET PROGRAMING.

NOW THAT IS NOT CHOICE PROGRAMING OUTSIDE OF MAGNET.

THAT'S JUST MAGNET PROGRAMING. I WANTED TO MAKE SURE THAT WE ALSO PROVIDED SOME CONTEXT AROUND WHAT ARE THE NATIONAL PROGRAMS THAT EXIST, RIGHT. SO IN TEXAS, THAT BULLETED LIST REALLY GIVES YOU AN UNDERSTANDING AND AN IDEA OF THE TYPE OF PROGRAMS THAT ARE BEING PROVIDED TO OUR FAMILIES.

SO IF YOU LOOK, MANY OF THOSE MATCH UP WITH OUR CURRENT PROGRAMING.

RIGHT. BUT WHEN WE START THINKING ABOUT NEXT LEVEL AND SPECIALIZED PROGRAM.

WE WANT TO MAKE SURE THAT WE'RE REALLY OUT THERE.

AND THESE ARE THE MOST PRONOUNCED, THOSE THAT WE SEE MOST OFTEN IN THE RESEARCH.

YOU ALSO SEE WHAT THE NATIONAL TREND IS. NOW LOCALLY, WE STARTED TO DO SOME RESEARCH. WHO'S ON OUR BACK. RIGHT, RIGHT, RIGHT AROUND OUR BACKYARD, WHO'S AROUND RICHARDSON ISD.

AND WE SEE THAT LEADERSHIP PROGRAMING, MULTILINGUAL PROGRAMING, STEM AND STEAM, FINE ARTS,

[01:15:09]

REALLY THE MONTESSORI CONCEPT THAT WAS PROBABLY ONE OF THE MOST BECAUSE IT IS AN ELEMENTARY BASED PROGRAM, PROBABLY THE MOST NUMEROUS PROGRAMS THAT EXIST CLOSEST TO US.

SO ONE OF THE THINGS THAT THAT I WANTED TO JUST TALK THROUGH TOO, MAKE SURE THAT WE REALLY UNDERSTAND THAT OUR, OUR MAGNET SCHOOLS ARE PROVIDING SPECIALIZED PROGRAMS. AND REALLY, THEY HAVE A FOCUS ON DIFFERENTIATING CURRICULA.

THEIR INSTRUCTIONAL STRATEGIES ARE INNOVATIVE, RIGHT? THEY'RE CUTTING EDGE. AND THE INSTRUCTIONAL PROGRAMING REALLY ALLOWS US TO PROVIDE A UNIQUE LEARNING ENVIRONMENT.

SO WE HAVE OUR MAGNET SCHOOLS AND IN OUR DISTRICT, WE'VE NOT GONE DOWN THE PATH AND HAD THAT CONVERSATION ABOUT SPECIALIZED PROGRAMING.

THAT'LL BE, I'M SURE, ANOTHER MONTHLY PRESENTATION THAT WILL BE COMING TO YOU SOON.

MANY PEOPLE ASK, WHAT IS THE DIFFERENCE BETWEEN MAGNET PROGRAMING AND OTHER SPECIALIZED PROGRAMING? THERE ARE SIMILARITIES THAT YOU SEE WHEN YOU COMPARE THE TWO LISTS, BUT ONE OF THE THINGS THAT REALLY DIFFERENTIATES THE TWO IS THE ENTRY REQUIREMENT. SO WHEN YOU LOOK ON THE SELECTIVE ADMISSION SIDE FOR MAGNET SCHOOLS AT THE SECONDARY LEVEL IN RICHARDSON IT IS A MORE YOU HAVE A PERFORMANCE COMPONENT AND SOME OF THE PROGRAMS CONSIDERING ATTENDANCE BEHAVIOR AND GRADES, BUT THAT CURRENTLY DOES NOT EXIST AT THE ELEMENTARY LEVEL. WE'RE CONSIDERING THAT AS AN ADDITION.

YOU ALSO THINK ABOUT THOSE WOULD BE ENTRY REQUIREMENTS AND THEN THE LOTTERY PROCESS ON THE SPECIALIZED SECTION OR SIDE OF THE OF THE LIST. IT'S REALLY MORE OF JUST A STRAIGHT LOTTERY.

I HAVE, WE HAVE OUR WALKING MAGNET ENCYCLOPEDIA, MR. FREEMAN, WHO'S BEHIND ME. RIGHT. WHO CAN ANSWER ANY QUESTIONS ABOUT THE TIMELINE.

BUT IF YOU LOOK AND WE REFERENCED THIS RIGHT WITH SKYLINE AND HAMILTON PARK IN 1975 COMING ON BOARD.

BUT THIS IS REALLY JUST KIND OF A LOOK FOR THOSE AROUND THE HORSESHOE AND THOSE WHO MAY BE WATCHING ABOUT WHEN MAGNET PROGRAMING HAS COME ONLINE. IF YOU LOOK AT HAMILTON PARK IN 1975 AND 1985, REALLY THAT MAGNET PROGRAMING FUNCTIONED AS A SCHOOL WITHIN A SCHOOL AT RHS MATH, SCIENCE, TECHNOLOGY, MAGNET, CLASSICAL MAGNET 1995 AND THEN 96.

RHS REALLY WENT BIG, RIGHT? AND STARTED GATHERING THAT THAT MOMENTUM REFERENCE TO MAGNET PROGRAMING.

THEN WESTWOOD AND WEST. ONE OF THE THINGS THAT I WANTED TO MAKE MENTION IS I STARTED TO LOOK AT THIS TIMELINE.

I FEEL LIKE A NOVICE UP HERE TALKING ABOUT MAGNET PROGRAM, BECAUSE WE HAVE SO MANY EXPERTS IN THE DISTRICT ABOUT MAGNETS.

BUT ONE OF THE THINGS THAT THAT I TOOK AWAY FROM THIS TIMELINE IS THAT WE SAW ELEMENTARY PROGRAMING RAMMING, DRIVING, SECONDARY PROGRAMING. RIGHT. YOU SAW ELEMENTARY PROGRAMS START FIRST, WHICH LED THE NEED TO THEN DRIVE JUNIOR HIGH PROGRAMS, WHICH LED THE NEED. AND YOU ALREADY HAD SOME HIGH SCHOOL PROGRAMING THAT DOESN'T ALWAYS OCCUR.

AND REALLY, I WANTED TO START WITH, IF I CAN GET THIS SLIDE, I REALLY WANTED TO GIVE EVERYONE A LOOK AT WHAT THE HIGH SCHOOL PROGRAMING LOOKS LIKE, BECAUSE OVER THE NEXT SEVERAL YEARS, WE'RE GOING TO BE LOOKING AT HIGH SCHOOL.

FIRST, WE WANT TO ENSURE THAT OUR ELEMENTARY AND OUR JUNIOR HIGH PROGRAMS REALLY ARE STRONG AS THEY FEED HIGH SCHOOL JUST LIKE A FEEDER PATTERN, RIGHT? WE'RE BUILDING UP. AND SO, WE WANT TO MAKE SURE AS WE EVALUATE OVER TIME THERE ARE NO GAPS IN OUR PROGRAMING.

SO THIS IS, AS YOU CAN SEE, A PRETTY EXTENSIVE LIST FOR HIGH SCHOOL PROGRAMING.

THEN YOU LOOK AT WEST WESTWOOD AND WEST AND THOSE PROGRAMS. AND IF YOU HAD A SIDE BY SIDE WHICH I SHOULD HAVE DONE, I'LL DO THAT NEXT TIME.

WHEN YOU LOOK AT RHS, YOU SEE SOME CLARITY AND VERY CLEAR CONNECTIONS BETWEEN PROGRAMING AT THE JUNIOR HIGH INTO HIGH SCHOOL.

AND THEN IF YOU LOOK AT OUR THREE ELEMENTARY MAGNETS.

SO ONE OF THE THINGS THAT WE'RE COMMITTING TO IS OVER TIME MAKING SURE, YOU KNOW, THE GREAT THING ABOUT JUMPING INTO THIS WORK IS THAT I WANT TO, YOU KNOW, PERSONALLY LET DR. LEEPER KNOW. AND HER TEAM, DR.

HERNANDEZ, WE'VE BEEN ABLE TO WITH SCIENCE, WITH SETH AND WITH CREIGHTON, YOU KNOW, WITH CTE HAVING THE OPPORTUNITY AS A DISTRICT,

[01:20:07]

WE WANT TO MAKE SURE THAT WE'RE CONTINUING TO PARTNER AND BUILD THAT PROGRAMING TO ENSURE THAT IT IS SOLID.

ITS ALSO ARE FINE ARTS PROGRAMING. OBVIOUSLY, IF YOU LOOK AT ACM WORKING WITH MR. BRADFORD AND HIS TEAM, IT'S GOING TO BE SUPER IMPORTANT THAT WE'RE NOT ONLY LOOKING AT WHAT CURRENTLY EXISTS, BUT WE'RE ENHANCING THAT. AND THERE ARE SOME THINGS ON THIS LIST LIKE PERSONALIZED LEARNING AND COMPETENCY BASED PROGRAMING THAT REALLY IS RELATIVELY NEW.

WE'RE IN A PILOT THIS YEAR, BUT IT REALLY IS A PROGRAM ENHANCEMENT.

SO I'M NOT GOING TO USE A LOT OF WORDS, BUT I DO WANT TO HIGHLIGHT SOME THINGS.

SO BEAR WITH ME. ONE OF THE FIRST THINGS WHAT ARE OUR NEXT STEPS IN RELATIVE TO ENHANCING OUR PROGRAMING.

NUMBER ONE WE'RE GOING TO FOCUS ON ALIGNMENT.

THAT'S THE NUMBER ONE THING. THAT'S KEY. WE'RE GOING TO USE THE EXPERTS IN THE ROOM TO BE ABLE TO DO THAT.

CROSS-CAMPUS COLLABORATION HAMILTON PARK AND WESTWOOD.

AND I'M JUST GOING TO USE THAT AS AN EXAMPLE.

BOTH OF THOSE SCHOOLS ARE DIGGING INTO LEADERSHIP, RIGHT? I'VE WORKED WITH, YOU KNOW, AND TALKED WITH KATIE AND LINDSEY ABOUT HOW CAN LEADERSHIP AT HAMILTON PARK FLOW INTO WESTWOOD? HOW CAN WE ENSURE THAT THAT OCCURS? THEY BOTH HAVE LEADERSHIP AS A FOCUS.

THEY'RE BOTH USING SIMILAR PROGRAMING. THEY'RE GOING THROUGH A LEADERSHIP PILOT NOW.

THEN WE NEED TO SEE HOW THAT MANIFESTS ITSELF AT RHS.

SO MAKING SURE THAT WE'RE DELIBERATE ABOUT THAT CROSS CAMPUS COLLABORATION WHEN WE HAVE THOSE LEADERSHIP PROGRAMING OPPORTUNITIES OBVIOUSLY INNOVATIVE INSTRUCTION IS GOING TO BE KEY. WE NEED TO MAKE SURE THAT WE'RE FOCUSING ON THOSE INNOVATIVE PROGRAMS, PROBLEM SOLVING, CRITICAL THINKING, COMMUNITY DRIVEN LEARNING, WHICH WOULD BE RELATIVELY NEW IN A SENSE THAT WE'RE MAKING SURE THAT WE'RE REACHING OUT DOING PROJECTS THAT SUPPORT OUR COMMUNITY. OBVIOUSLY, MASTER MASTERY BASED AND PERSONALIZED LEARNING.

TRACKING OUR STANDARDS JUST FITS WITH OUR GOAL SETTING.

ONE OF THE THINGS I WANT TO BRING NOTE BECAUSE I'M GOING TO HIGHLIGHT THIS LATER IS THE OPTIMIZED LEARNING SPACES.

WE'VE GOT TO MAKE SURE THAT THE BUILDINGS ARE BEING USED ACCORDING TO THEIR DESIGN AND REALLY ENHANCING LEARNING SO THAT WE'RE PAYING PARTICULAR ATTENTION ANYTIME THAT WE WOULD POSSIBLY BE INVOLVED IN UPGRADES OF OUR FACILITIES AND MAKING SURE THAT WE'RE DOING THAT WITH PROGRAMING IN MIND.

ONE OF THE THINGS THAT I ALSO WANT TO MENTION IS REALLY THAT IDENTITY THAT THAT EMBEDDING THE MAGNET IDENTITY IN EVERYTHING WE DO SO THAT, FOR EXAMPLE, I'LL GO BACK TO LEADERSHIP WHEN TEACHERS ARE AROUND THE TABLE AND COLLABORATIVE PLANNING SESSIONS, HOW CAN I CONTINUE TO BUILD LEADERSHIP INTO MY LESSONS SO THAT IT BECOMES A PART OF THE DNA OF THE STUDENTS? SO HERE IS ONE OF THE DELIBERATE ACTS, RIGHT? THAT THAT MISS HAYES AND HER TEAM ARE REALLY SUPPORTING HAMILTON PARK WITH.

IF YOU LOOK AT THIS KIND OF BUILDING MAP STRUCTURE, ONE OF THE THINGS THAT WE WANTED TO MAKE SURE IS IN THAT SPACE EVERYBODY FEELS, KNOWS, SEES THOSE WORDS AROUND LEADERSHIP BUILD THAT SENSE OF PRIDE.

AND SO SOME OF THE WRAPPING AND WORK THAT'S BEING DONE AT HAMILTON PARK WILL REALLY HAVE THAT LANGUAGE OF THE CONTENT THAT THEY'RE FOCUSING ON FOR THEIR DEVELOPMENT. JUST ANOTHER LOOK AT SETTING THE PACE.

AND ONE OF THE THINGS IN TALKING WITH MISS CAMERO AND HER TEAM, I MEAN, THE LEVEL OF FOCUS AND PRIDE THAT THIS BRINGS JUST RELATIVE TO THAT MAGNET PROGRAMING, IT REALLY JUST STRENGTHENS THAT.

JUST ANOTHER VIEW OF LEADERSHIP STARTING RIGHT AT THE FRONT DOOR.

SO THANKS MISS HAYES. THIS IS ANOTHER AREA THAT I JUST WANTED TO MAKE SURE THAT THAT WE ADDRESSED AS WELL. YOU KNOW, SOMETIMES CHANGING ATTITUDES THROUGH THE WAY YOU DRESS, YOU KNOW, I PUT ON A COAT AND TIE TODAY.

I GOT RID OF MY HOODIE. RIGHT. SO, ONE OF THE THINGS THAT, YOU KNOW, WHEN STUDENTS COME IN, THEY'RE THERE TO FOCUS ON THE WORK OF A STUDENT, RIGHT? THEY'RE GOING TO BE A LEARNER. THEY'RE GOING TO GET LIKE, INVOLVED IN, YOU KNOW, TAKE THAT ACTION.

AND REALLY THAT UPGRADE IS A POSSIBILITY. WE USE THIS MOCKUP FOR HAMILTON PARK, AND WE'VE BEEN HAVING CONVERSATION ABOUT HOW UNIFORMS CAN CHANGE ATTITUDES AND REALLY CHANGE THAT LEARNING ENVIRONMENT. SO REALLY WHAT OUR HIGHEST HOPES FOR OUR STUDENTS IN MAGNET PROGRAMS, WE WANT THEM TO BE LEADERS LIFE READY ON THE ACADEMIC AND CAREER SIDE AS WELL AS DEVELOP AGENCY.

[01:25:06]

WE HAVE THE SUPERINTENDENTS ENHANCEMENT FUND.

REALLY ONE OF THE THINGS THAT I THINK PEOPLE KNOW JUST ABOUT THE WORK THAT I WILL DO AND SUPPORT, I'LL GET OUT THE TIN CUP AND, YOU KNOW, GET OUT THERE AND REALLY TRY TO SUPPORT GETTING FUNDING FOR THE DISTRICT FROM A GRANT PERSPECTIVE.

AND WE'LL BE ACTIVE ABOUT THAT. AND THEN THERE'S GOING TO TAKE SOME REALLOCATION OF DISTRICT FUNDS.

SO REALLY OUR NEXT STEPS FROM IN OUR NEXT MEETING, WE'LL DIG A LITTLE BIT DEEPER INTO THE SPECIALIZED PROGRAMING SIDE AND SHARE SOME OF THAT INFORMATION WITH YOU. BUT AGAIN, I WANT TO THANK THE MAGNET PRINCIPALS FOR ALL THE WORK THEY DO AND FOR BEING HERE TONIGHT.

THEY ARE THE EXPERTS IN THE WORK THAT'S GETTING DONE.

BEFORE I MOVE ON, I'D JUST LIKE TO ASK ONE QUESTION OF THE INDIVIDUALS AROUND THE SHOE AND MAYBE THOSE IN THE AUDIENCE.

I WISH WE COULD SEE WHO'S WATCHING. HOW MANY OF YOU HAVE HAD SOME DIRECT CONNECTION AS A STUDENT, AS AN ADMINISTRATOR, AS A TEACHER, YOU KNOW, AND OR A PARENT WITH A STUDENT IN A MAGNET PROGRAM? YEAH. SO THE LEADERS OF THE DISTRICT, RIGHT, HAVE BEEN A PART OF MAGNET PROGRAMING, RIGHT? SO IT IS I JUST WANTED TO I, YOU KNOW, HOW IMPORTANT THE WORK IS, RIGHT? AND THE EFFECT THAT IT HAS ON INDIVIDUALS. SO I JUST WANTED TO CREATE THAT VISUAL FOR ALL OF US.

I ALSO WANT TO SAY THAT IT'S IMPORTANT TO NOTE THAT OUR MAGNET PROGRAMING IS ALREADY INCREDIBLY STRONG.

WE HAVE A WAITING LIST RIGHT NOW OF FAMILIES WHO WANT TO BE IN OUR MAGNET PROGRAMS. AND SO THE WORK THAT WE ARE DOING IS NOT BECAUSE ANYTHING IS BROKEN.

IT'S NOT BECAUSE THERE NEEDS TO BE SOME KIND OF SIGNIFICANT TRANSFORMATION.

IT'S BECAUSE WE BELIEVE, AND WE KNOW THAT OUR FAMILIES VALUE WHAT IT IS.

OUR MAGNET PROGRAMS CREATE THE OPPORTUNITIES IT CREATES FOR OUR STUDENTS.

AND SO AS A DISTRICT, WE OWE IT TO OUR PRINCIPALS, TO OUR STUDENTS, TO OUR FAMILIES, TO OUR TEACHERS THAT WE CONTINUE TO INVEST, TO CONTINUE TO UPGRADE AND ELEVATE THE WORK. I GUESS COULD YOU TALK FOR A MINUTE AROUND AND ACTUALLY MISS MOTTRAM, FOR EXAMPLE? SHE MIGHT WANT SHE MAY WANT TO COME UP.

WE HAD AN OPPORTUNITY TO, TO VISIT SOME, SOME CAMPUSES.

AS WE'RE THINKING ABOUT WHAT WHAT DOES THE FACILITIES NEED TO LOOK LIKE? AND ONE OF THE CONVERSATIONS THAT WE HAD EVEN AROUND THINKING ABOUT CRIMINAL JUSTICE, THINKING ABOUT.

SO WHEN YOU THINK ABOUT HOW DO I CONTINUE TO INNOVATE THE PROGRAMING, LIKE, CAN YOU JUST TALK US THROUGH THAT? YEAH. NO, ABSOLUTELY. THANK YOU. I REALLY THESE CONVERSATIONS HAVE BEEN REALLY IMPORTANT.

THIS IS MY FIFTH YEAR AT WESTWOOD JUNIOR HIGH.

AND SO WHAT'S REALLY COOL IS THAT THERE ARE SO MANY OPPORTUNITIES AND SO REALLY BEING ABLE TO HAVE THESE CONVERSATIONS AND REALLY POINTING TO WHAT IS THE CULTURE OF RICHARDSON AND WHAT IS THE CULTURE OF WESTWOOD AND WHAT ARE OUR STUDENTS NEEDING TO HAVE THOSE OPPORTUNITIES.

AND SO BEING ABLE TO SIT IN A CAR OR TO HAVE THESE CONVERSATIONS ABOUT WHAT ARE REALLY THE NEXT STEPS.

SO AT WESTWOOD, WE'RE MATH, SCIENCE AND LEADERSHIP.

AND WE'VE REALLY BEEN MAKING THE PROGRAMING AROUND MATH AND SCIENCE MORE ROBUST, MORE ACCELERATION, MORE OPPORTUNITIES FOR THEM. AND SO LEADERSHIP HAS REALLY BEEN WHAT DO WE BELIEVE LEADERSHIP IS AND WHAT DOES THAT LOOK LIKE ON OUR CAMPUS? AND REALLY SERVING OUR COMMUNITY AND REPRESENTING IN THE STUDENTS ARE FORWARD FACING AT WESTWOOD.

BUT REALLY, HOW DOES THAT LINE UP WITH RICHARDSON AND WHAT WE RICHARDSON HIGH SCHOOL AND WHERE WE WANT TO GO WITH THAT? SO ONE OF THE THINGS THAT MISS BRANUM TALKED ABOUT WAS THE LEADERSHIP CONNECTION TO LAW.

RIGHT? SO THERE'S A LOT OF DIFFERENT OPPORTUNITIES SPECIFICALLY AROUND CTE PROGRAMING OR OPPORTUNITIES WITH JROTC.

RIGHT. AND BRINGING THAT DOWN TO THE JUNIOR HIGH.

AND THAT IS A PART OF LEADERSHIP. AND THAT IS ALSO A PART OF THAT LEGAL COMPONENT.

ETHICS IS A HUGE PART OF LEADERSHIP, WHICH IS ALSO A HUGE PART OF LAW.

AND SO HOW DO WE HAVE THOSE CONVERSATIONS AND HOW ARE WE GIVING STUDENTS THOSE OPPORTUNITIES AT THE JUNIOR HIGH THAT MAYBE AREN'T SO CLEARLY ALIGNED BUT HAVE A BREADTH OF OPPORTUNITIES THAT STUDENTS CAN EXPLORE BEFORE THEY NARROW TO GO TO HIGH SCHOOL AND ON TO SECONDARY OR POST-SECONDARY.

YOU'RE AMAZING. THANK YOU. OH, THANK YOU. SO THAT WAS JUST AN ILLUSTRATION OF, I THINK, THE COMMITMENT THAT OUR PRINCIPALS HAVE TO MAKE SURE WE'RE CONTINUING TO DIFFERENTIATE WHAT'S HAPPENING AT OUR CAMPUSES SO THAT WE DO FEED INTO RHS, AND THAT OUR ELEMENTARY PROGRAMS CONTINUE TO BE THE BEST OF THE BEST.

SO WE ARE HAPPY TO TAKE QUESTIONS HERE. REFLECTIONS.

YOU KNOW, WE DO NOT PRETEND THAT WE HAVE IT ALL FIGURED OUT.

[01:30:01]

WHO'S FIRST? YES, MISS PACHECO. THANK YOU SO MUCH FOR THAT PRESENTATION, I LOVED IT.

I HAVE A QUESTION FOR THE COMMUNITY SO THAT THEY JUST KNOW FOR ELEMENTARY SCHOOL, LIKE AT HAMILTON PARK OR MST, WHEN WOULD A STUDENT SIGN UP? ARE THEY DO THEY START IN KINDER? DO THEY START IN THIRD GRADE? HOW DOES THIS WORK? I DON'T KNOW IF AN ELEMENTARY. THAT'S A GREAT QUESTION.

YOU KNOW, WE HAVE. AND MR. FREEMAN, HE DOES THIS EVERY DAY.

BUT OUR THE AND IF I MISSPEAK, HE'LL LET ME KNOW THAT WE HAVE MOST OF OUR INTEREST STARTS IN KINDERGARTEN.

RIGHT. OUR GRADE LEVELS K ONE AND TWO. WE HAVE MOST OF THE APPLICATIONS THAT COME SO AND REALLY FROM A PROGRAMMATIC STANDPOINT.

YOU KNOW, MISS TIMME CAN SPEAK TO THIS. DOCTOR GIBBONS, WHO WERE PRINCIPALS AT MAGNET CAMPUS, GETTING INDIVIDUALS IN EARLY, GROWING THEM THROUGH THE PROGRAM, DEVELOPING THOSE SKILLS RIGHT, AND UNDERSTANDING WHAT IT MEANS TO BE A KINDERGARTNER.

YOU KNOW, AT MST OR AT HAMILTON PARK, WHAT THAT LOOKS LIKE ALL THE WAY TO SIXTH GRADE.

SO, WE ENCOURAGE OBVIOUSLY EARLY INTEREST. GREAT.

THANK YOU. YES, MISS TIMME. YEAH. I THANK YOU GUYS FOR THAT.

I APPRECIATE THAT FOR THE PRINCIPALS, FOR YOU PRINCIPALS WHO ARE OUT THERE.

I KNOW BEING A PRINCIPAL OF A MAGNET SCHOOL IS A WHOLE NOTHER LEVEL.

SO, IT TAKES A LOT OF EXTRA WORK AND A LOT OF RECRUITING AND THINGS THAT THAT MAY NOT BE WITH EVERYBODY ELSE'S POSITION.

SO, I JUST WANT TO SAY THANK YOU FOR YOUR HARD WORK. I'D LIKE TO THANK MR. FREEMAN FOR HIS HARD WORK. I HAVE WORKED WITH HIM FOR YEARS ON MAGNET PROGRAMING AND HE'S DONE AN AMAZING JOB.

THESE THINGS DON'T HAPPEN WITHOUT HIM, SO THANK YOU FOR THAT.

I JUST HAVE A COUPLE OF QUESTIONS. AND THE PROGRAMING SIDE OF THIS FOR ME IS JUST.

IT'S IMPORTANT. I THINK WE JUST WANT TO BE CONSIDERATE, BUT I WANTED TO JUST GO BACK TO SLIDE THE ONE THAT WHERE IT TALKS LIKE RICHARDSON HIGH SCHOOL AND THEN IT GOES DOWN TO THE NEXT ONES.

YEAH. JUST MY $0.02 OF THAT. BUT WHEN I'M LOOKING AT LIKE WHAT RICHARDSON HIGH SCHOOL HAS AND I'M LOOKING AT LIKE THE CULINARY ARTS AND I'M LOOKING AT THE THEATER PIECES AND THE VISUAL ARTS WITH PHOTOGRAPHY AND ALL THAT LAW, ROBOTICS, SCIENCE. IF YOU GO DOWN THEN TO THE JUNIOR HIGHS AND YOU'RE LOOKING AT WESTWOOD AND YOU'RE LOOKING AT WEST AND YOU SEE LIKE THE ADVANCED MATH, AND THEN, YOU KNOW, YOU SEE THE ADVANCED SCIENCE AND THE THEATER ARTS AND ROBOTICS, AND THEN YOU GO DOWN TO THE ELEMENTARIES.

YOU SEE SOME OF THE SIMILAR THINGS IN ARAPAHO CLASSICAL WITH, YOU KNOW, FILM, DIGITAL ARTS, THAT SORT OF THING. SAME THING WITH LIKE CODING, 3D, STEM ENGINEERING.

MY CONCERN IS, IS THAT WHEN I'M LOOKING AT HAMILTON PARK, I KNOW THERE'S AMAZING PROGRAMING THERE.

I KNOW THAT, BUT THERE'S NOTHING LIKE TANGIBLE.

LIKE, I CAN SAY THIS, LIKE WHEN YOU SAY THOSE WORDS, I SEE WHAT IT LOOKS LIKE AND I KNOW THAT.

BUT WHEN YOU SEE SOME OF THE PIECES ON THERE, LIKE LEADERSHIP DEVELOPMENT, I LOVE THAT.

BUT I DON'T KNOW THAT I UNDERSTAND EXACTLY WHAT THAT IS.

WHICH MEANS YOU'RE GOING TO HAVE TO USE A LOT OF WORDS TO EXPLAIN THAT. THAT PUTS A LOT OF PRESSURE ON YOUR HAMILTON PARK FOLKS TO HAVE A DIFFERENT TO EXPLAIN, MAYBE THINGS THAT ARE COMPLICATED WHEN EVERYBODY ELSE CAN SAY, BUT I HAVE CULINARY ARTS, I HAVE CODING, I HAVE THAT, WHICH MAKES IT A MUCH SIMPLER ABILITY TO DRAW FOLKS IN.

I'M WONDERING IF THERE IS SOME ROOM THAT WHEN YOU GUYS ARE LOOKING AT PROGRAMING, THAT WE CAN MAKE THOSE TANGIBLE, EVEN IF YOU DO LEADERSHIP THROUGH ENHANCED EXPERIENCES OF FIELD TRIPS OR WHATEVER, AND WE CAN DEFINE SOME OF THAT OUT IN A WAY THAT GIVES THEM A FIGHTING CHANCE WITH EVERYBODY ELSE AND DISTINGUISHES THEM. WELL, AND TO YOUR POINT, IF WE AND REALLY, IT'S WHAT PROMPTED THE CONVERSATION THAT MR. MOTTRAM AND I HAD IN THE CAR. RIGHT.

EVEN THAT THAT THAT WHOLE LAW, CRIMINAL JUSTICE, ETHICS SIDE, WE DIDN'T REALLY EVEN HAVE A JUNIOR HIGH FEEDER FOR THAT.

WE HAVE A LAW MAGNET. WE HAVE AN INCREDIBLY SUCCESSFUL ACADEMIC PROGRAM AND MOCK TRIAL PROGRAM, BUT WE REALLY DON'T HAVE ANYTHING FEEDING IT. AND THAT'S WHEN WE SAID, OKAY, AT WESTWOOD, WE KNOW THAT'S A NATURAL FIT WITH THEIR ACCELERATED COURSES.

AND I THINK THAT IS THE NATURAL CONVERSATION AROUND WHAT LINDSEY, I THINK HAS A VISION TO BRING DOWN TO HAMILTON PARK.

WE JUST HAVEN'T LABELED IT YET. AND I THINK THANK YOU.

I THINK THAT THAT'S A GREAT POINT. AND WE NEED TO EXTRAPOLATE THAT AND LABEL THAT AND SAY WHAT SPECIFIC EXPERIENCES AT HAMILTON PARK, FOR EXAMPLE, ARE WE GOING TO CREATE THAT WILL FEED INTO THAT, TO THAT SIDE OF THAT.

SO THANK YOU. YES, ABSOLUTELY. I THINK THAT FROM AN ENTREPRENEURIAL SIDE, YOU KNOW, FROM A BUSINESS PERSPECTIVE, THAT CONVERSATION ABOUT HOW WE CAN MAKE AND HAVE THAT GROW AS AN ASPECT AT HAMILTON PARK AS WELL.

SO, I WOULD ALSO SAY TO YOU THAT PART OF THE RECRUITING FOR THAT IS THAT IT DOESN'T LOOK LIKE SOMETHING THAT ANY OTHER SCHOOL WOULD TYPICALLY HAVE.

[01:35:02]

SO LIKE AND I THINK ABOUT ELEMENTARY, AND I THINK ABOUT IF YOU THINK ABOUT LEADERSHIP OR YOU THINK ABOUT SOME OF THESE OTHER PIECES YOU KNOW, THEY LEARN THROUGH, THROUGH EXPERIENCE AND REALLY WHEREVER THEIR ENVIRONMENT IS.

SO I LOVE THE FACT THAT THE ENVIRONMENT INSIDE THE SCHOOL IS DOING THAT.

BUT EVEN IF THAT REQUIRED US TO POTENTIALLY ALLOCATE FUNDS AND IT WAS A PLACE THAT HAD MORE FIELD TRIPS, IT HAD MORE HANDS ON LEARNING AND VERY TANGIBLE WAYS THAT WOULD MAKE HAMILTON PARK DIFFERENT THAN POTENTIALLY SOME OF THE OTHER SCHOOLS.

IT WOULD ALSO BE VERY INVITING FOR FOLKS WHO WOULD WANT TO COME, BECAUSE IT WOULD BE SO DIFFERENT, EVEN IF IT WERE LIKE, SAY, PARTNERSHIPS WITH COLLEGES WHERE THEY COULD, YOU KNOW, AND THEY WERE DOING COLLEGE STUDIES THAT WERE SO DIFFERENT, WHATEVER IT IS.

IT WOULD IT WOULD PROVIDE THEM SOME REALLY CONCRETE, DIFFERENT WAYS, THINGS THEY COULD SHOW THAT WOULD REALLY SHOW HOW GREAT THEIR PROGRAMING IS IN A WAY THAT'S REALLY EASY TO EXPLAIN. SO I HOPE, I HOPE THAT WE INVEST IN THINGS LIKE THAT. I CERTAINLY WOULD HOPE OUR BOARD WOULD BE WILLING TO ALLOCATE FUNDS THAT WAY AS WELL. YES, MA'AM.

THANK YOU, MISS TIMME. YOU SPEAK FOR A POSITION LIKE YOU'VE BEEN THERE AND SHOCKING, RIGHT? ALL RIGHT. OTHER TRUSTEES WE GOT. OKAY. MR. EAGER.

AGAIN, GREAT PRESENTATION. AND I GUESS ONE OF THE THINGS THAT I KNOW THAT WE'VE BEEN EXCITED ABOUT IN SOME.

I KNOW THAT WE HAVE INVESTIGATED SOME THINGS THAT THEY'RE DOING IN OTHER DISTRICTS IS CAN YOU EXPLAIN A LITTLE BIT MORE ON THE EXPONENTIAL LEARNING? BECAUSE I THINK WHAT WE TALKED ABOUT WAS THE, YOU KNOW, THE KIDS DON'T REALIZE THERE'S A CAREER PATH IN SOMETHING BECAUSE WE PUT THESE KIND OF FANCY TERMS, YOU KNOW, TRUSTEE TIMME'S POINT, LEADERSHIP.

THAT'S SUCH A, YOU KNOW, KIND OF WIDE I TERM, BUT THERE'S SO MANY THINGS THAT KIDS DON'T KNOW THAT, HEY, I COULD HAVE A CAREER IN X OR I DIDN'T, I DIDN'T KNOW, AND CAN YOU TALK A LITTLE BIT ABOUT THOSE KIND OF THINGS SO THAT YOUNGER KIDS CAN REALIZE THAT, YEAH, THERE'S THIS FANCY TERM CALLED BLAH BLAH, BLAH.

RIGHT. I DIDN'T REALIZE THAT I COULD BUILD CARS OR I COULD DO THESE THINGS, AND THAT'S WHAT THAT REALLY MEANS.

YEAH, I THINK AND THAT'S A GREAT POINT. THANK YOU SO MUCH.

WE DID HAVE AN OPPORTUNITY TO KIND OF EXPLORE SEE WHAT'S OUT THERE.

ONE OF THE AND MISS TIMME HAD BROUGHT IT UP ONE OF THE REQUIREMENTS.

AND WE REALLY ARE KIND OF BAKING THIS INTO THE WORK AT MAGNETS.

YOU'VE GOT TO HAVE A UNIVERSITY PARTNER. HAMILTON PARK HAS A PARTNERSHIP WITH SMU NOW.

AND SO MAKING SURE THAT OCCURS, BUT ALSO AN ACTIVE AND ENGAGED BUSINESS PARTNER SO THAT WE CAN ENSURE THAT INDIVIDUALS UNDERSTAND, HEY, LISTEN, THERE IS A CAREER PATH. NOT ALL OF OUR STUDENTS, YOU KNOW, WHILE YOU KNOW, I WOULD LOVE FOR THEM TO CHOOSE OHIO STATE OVER MIT.

NOTHING AGAINST THE STEM COMMUNITY, BUT I DO BELIEVE, YOU KNOW, MAKING SURE THAT WHEN WE ARE SEARCHING FOR PARTNERSHIPS THAT WE ARE BUILDING LESSONS RIGHT IN CLASS, THAN WHEN WE HAVE AN ALTERNATIVE SCHEDULE THAT ALLOWS US TO FLEX ON DAYS THAT ARE BUSINESS PARTNERSHIPS, THAT WE IMPRESS UPON STUDENTS, RIGHT, WITH TEACHERS, THAT THEY HAVE AN OPPORTUNITY TO CREATE A CAREER PATHWAY FOR THIS.

AND IF WE START WHEN THEY'RE YOUNG, RIGHT, IF WE START IN THE ELEMENTARY SCHOOL AND BUILD THAT MINDSET AND THAT CONCEPT THAT WILL TRAVEL INTO JUNIOR HIGH.

AND YOU KNOW, I KNOW IT'S ONE OF MY FAVORITE THINGS TO DO AND THAT'S EAT AND COOK.

AND SO WHEN WE TALK ABOUT, YOU KNOW, HOW TO TURN THAT CULINARY, THAT UNDERSTANDING OF, OF MEAL PLANNING AT THE JUNIOR HIGH AND OR ELEMENTARY INTO CULINARY ARTS, HOW TO BE A CHEF AND HOW TO THEN CREATE A BUSINESS AS THAT AT THE HIGH SCHOOL LEVEL.

WELL, AND EVEN I'LL JUST TAKE A MOMENT TO CELEBRATE WORK THAT MST HAS DONE.

THEY HAVE AN ENTREPRENEURIAL GROUP THAT HAS THEY'VE CREATED THEIR OWN COFFEE SHOP, AND I BELIEVE EVERY FRIDAY THEY THIS GROUP OF STUDENTS HAVE DESIGNED THEIR OWN COFFEE SHOP. THEY'VE WORKED UP A BUDGET. THEY'VE ASSIGNED ROLES, THEY'VE RESEARCHED WHAT THESE ROLES ARE, WHAT THE FUTURE PATHWAYS ARE FOR THOSE ROLES.

WHITE ROCK COFFEE, FOR EXAMPLE, HAS SUCH BELIEF IN THE PROGRAM THAT THEY HAVE DONATED THE COFFEE AND SOME OF THE MATERIALS AND THE SUPPLIES.

AND I THINK THAT REALLY SPEAKS TO AND ILLUSTRATES PART OF THE DESIGN OF WHAT DIFFERENTIATES OUR MAGNET PROGRAM AS WELL, IS THAT MORE PROJECT BASED STYLE LEARNING, WHERE STUDENTS ARE CONSTANTLY ENGAGED IN A WAY THAT ALLOWS THEM TO SEE RELEVANCY.

SO, I'M LEARNING THIS SKILL BECAUSE I'M GOING TO APPLY IT IN THIS WAY.

I'M LEARNING THIS SKILL SO I CAN THINK ABOUT.

IF I WANT TO BE A PHYSICIST ONE DAY OR I WANT TO, YOU KNOW, BE A PART OF THE SPACE PROGRAM, THESE SKILLS AND CODING ARE GOING TO HELP ME GET TO THAT PLACE.

AND SO THAT AGAIN, WHAT THEIR TEACHERS ARE DOING IN TERMS OF UNDERSTANDING, YES, WE ARE STILL LEARNING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS,

[01:40:02]

THEY MIGHT BE THAT, THAT EXPERT THAT HELPS SERVE AND ANSWER MY NEED TO KNOWS THAT THOSE ARE EXPERIENCES THAT REALLY ARE UNIQUE TO WHAT THESE SCHOOLS PROVIDE. AND SOME OF THAT HAPPENS EVERYWHERE.

DON'T GET ME WRONG. BUT THAT IS GOING TO HAPPEN CONSISTENTLY, BEGINNING FROM KINDER ALL THE WAY THROUGH IN OUR MAGNET PROGRAMS. THANK YOU, MISS BRANUM. YES. OTHER COMMENTS OR QUESTIONS, MISS MCGOWAN? I AM SUPER EXCITED ABOUT THIS. SO GREAT WORK.

I REALLY LIKE HOW YOU PUT IT WHEN YOU SAY WE'RE KIND OF GOING BACKWARDS ON THIS, LIKE STARTING WITH THE HIGH SCHOOL LEVEL AND KNOWING WHAT THEY NEED, WHAT WE WANT IT TO BECOME IN THE END, AND KIND OF TAKING THAT THE BACK, YOU KNOW, BACKWARDS SAYING, OKAY, SO IN ELEMENTARY WE'RE GOING TO HAVE TO START THEM HERE TO GROW THIS TO THIS.

ANYWAY, I JUST THOUGHT THAT WAS REALLY INTERESTING. BUT YEAH, NO, I'M SUPER EXCITED ABOUT IT.

AND I WOULD LOVE TO SUPPORT I WOULD LIKE TO CALL OUR ENTIRE DISTRICT A MAGNET DISTRICT.

WHATEVER BRINGS PEOPLE HERE. YEAH. SO, YEAH. THANK YOU.

THANK YOU, MISS MCGOWAN, MISS HARRIS. SO, OF COURSE, YOU KNOW THAT I'M SUPER EXCITED, BUT I WOULD LIKE TO PIGGYBACK ON MISS TIMME. THIS WAS THE FIRST TIME THAT I SAW THE THREE PROGRAMS SIDE BY SIDE.

AND HONESTLY, IT WAS THE FIRST THING I THOUGHT I WAS LIKE, OH, I JUST I DIDN'T FEEL ANYTHING ROBUST.

I WOULD LOVE TO SEE SOME VERY CREATIVE THINGS FOR HAMILTON PARK.

I KNOW EVERYONE HAS HEARD ME SAY SO MANY TIMES THAT WHEN I WAS THERE, THE PROGRAMS WERE SO ROBUST.

I MEAN, I KNOW WE CAN'T GO WAY BACK TO GYMNASTICS AND BALLET AND PIANO, BUT IT WAS IT WAS IT WAS THE REAL DEAL.

IT WAS TRUE PROGRAMING. WE REALLY LEARNED HOW TO PLAY.

AND WE HAD THEATER. WE HAD PROGRAMING FOR THE GIRLS, PROGRAMING FOR THE BOYS.

IT WAS THE OTHER THING THAT IT DID FOR US IS IT BUILT A CULTURE.

I MEAN, IT TRULY BUILT A COMMUNITY. I AM STILL REALLY GOOD FRIENDS WITH MOST OF MY HAMILTON PARK FRIENDS FROM WHEN I WAS THERE. IN ADDITION TO THE TEACHERS, THE TEACHERS THAT WERE THERE OR MY FACEBOOK FRIENDS LIKE, HONESTLY. AND I THINK THAT IS ALSO WHAT HELPS BUILD A FOUNDATION OF, YOU KNOW, LEARNING AND ACHIEVEMENT. I WOULD REALLY LIKE TO I LOVE THE LEADERSHIP; I GET IT.

BUT THEN WHEN I LOOKED ON THE SIDES THERE, I THOUGHT, WOW, THEY'RE DOING SOME COOL STUFF.

WELL, AND IF I CAN JUST FOR A SECOND, THOUGH, BECAUSE I THINK SOMETIMES, WE UNDER I HEAR FEEDBACK RECEIVED IN 100%.

I PROMISE YOU WE WILL GO BACK AND WE WILL CONTINUE THIS WORK.

BUT I ALSO DON'T WANT TO UNDERESTIMATE WHEN WE WHEN WE TALK ABOUT LEADERSHIP, WE ARE NOT TALKING ABOUT YOU KNOW, ONE DAY A WEEK WE'RE GOING TO HAVE A LEADERSHIP CREED OR MOTTO AND WE'RE GOING TO SAY THAT WHEN I THINK ABOUT THE IF YOU IF YOU LOOK, FOR EXAMPLE, AT SOME NEIGHBORING DISTRICTS, THEY'RE MOST IN DEMAND.

MOST OUTCOME DRIVEN ACADEMIES ARE THINGS LIKE THE BARACK OBAMA LEADERSHIP ACADEMY.

THE YEAH, I MEAN, THOSE LEADERSHIP ACADEMIES AND THE EXPERIENCES THAT THOSE STUDENTS HAVE IN THE LEADERSHIP ACADEMIES.

YOU KNOW, IT IS SOMETHING THAT IS SOUGHT OUT.

THERE ARE PEOPLE THAT LEAVE DISTRICTS IN ORDER TO HAVE THAT EXPERIENCE.

AND SO WHAT I DON'T WHAT I KNOW WE'VE NOT DONE YET IS WE HAVE NOT WE HAVE NOT CASTED THAT VISION FOR YOU TO SEE WHAT WE'RE TALKING ABOUT AND HOW IT LOOKS DIFFERENT THAN WHAT WE'RE DOING TODAY. AND I THINK WE NEED TO DO A BETTER JOB OF REALLY HELPING CAST THAT VISION OF WHEN WE THINK ABOUT AND ARTICULATE WHAT IT MEANS TO DEVELOP OUR HAMILTON PARK BOBCATS AS THE NEXT GENERATION OF LEADERS.

WE ARE TALKING ABOUT REDESIGNING THE WAY THAT LEARNING HAPPENS.

AND I DON'T KNOW IF MISS KAMARA, YOU WANT TO COME UP AND I KNOW YOU HAVE DONE A TON OF THINKING ABOUT THIS, AND I DON'T WANT TO PUT YOU ON THE SPOT. BUT I KNOW YOU HAVE A PASSION FOR THIS AS WELL.

SO MAYBE YOU COULD SHARE A LITTLE BIT ABOUT YOUR IDEATION.

HOW MUCH TIME DO WE. NO, I'M JUST KIDDING. I STARTED WHEN JOE CAME TO ME.

I STARTED A JOURNAL THAT JUST SAYS NEXT YEAR'S IDEAS.

AND AS I LIKE, WAKE UP IN THE MIDDLE OF THE NIGHT, I'M JUST BRAINSTORMING. SO A COUPLE OF PIECES I JUST WANT TO SHARE IS IT DOES HAVE TO LOOK AND FEEL DIFFERENT, AND IT DOES HAVE TO BE EXPLAINED SO THAT THE FAMILIES ARE LIKE, WE HAVE TO BE THERE NOW.

ONE OF THE THINGS THAT WE TALK ABOUT WHEN WE TALK ABOUT LEADERSHIP IS TEACHING OUR KIDS AT OUR MAGNET HOW TO SPEAK THEIR TRUTH AND ADVOCATE FOR

[01:45:09]

WE ARE GOING TO STEAL SOME IDEAS FROM SOME OF THE OTHER MAGNETS, WHICH WOULD BE A MORNING LYCEUM.

SO IN THE MORNINGS WE WOULD GATHER IN OUR BRAND NEW AUDITORIUM AND WE WOULD DO A KIND OF AN SEL.

I LEAD CHARACTER CITIZENSHIP PIECE WITH THE STUDENTS, WHERE EVENTUALLY I TRICKLE OFF AND THEY START TAKING OVER.

SO OUR FIFTH AND SIXTH GRADERS WOULD EVENTUALLY LEAD THAT.

ONE OF THE THINGS THAT WE'VE ALSO TALKED ABOUT THAT'S A LITTLE CREATIVE IS KIND OF LOOKING AT OUR INSTRUCTIONAL MINUTES A LITTLE DIFFERENT, AND ON FRIDAYS PROVIDING TIME WITH WHAT I NEED FOR INTERVENTION MULTI-GRADE LEVEL.

SO YOU MIGHT HAVE KINDERGARTEN OR FIRST AND SECOND GRADERS THAT ARE ALL ON THE SAME READING LEVEL THAT ARE DOING A BOOK STUDY WITH SOMEBODY, OR YOU MIGHT HAVE A DIFFERENTIATED GROUP WORKING ON SKILLS THAT THEY NEED, BUT IN THE AFTERNOON, IT BECOMES A WHAT I WANT TIME. AND YOU. IT'S ALMOST OLD SCHOOL ENRICHMENT CLUSTERS TO THE FACT WHERE THE KIDS WOULD GET TO PICK.

I'M REALLY INTERESTED IN THIS COMMUNITY PROBLEM, AND I REALLY WANT TO SOLVE THIS COMMUNITY PROBLEM WITH A GROUP OF MY PEERS MULTI-GRADE LEVELS. AND SO GIVING THEM THE OPPORTUNITY TO LEAD IN THAT CAPACITY.

AND THEN AFTER NINE WEEKS, THE PARENTS WOULD COME IN AND THE STUDENTS WOULD SHOWCASE WHAT THEY HAVE BEEN WORKING ON.

SO THERE'S A LOT OF DIFFERENT LEVELS OF THAT LEADERSHIP.

BUT ULTIMATELY MY GOAL IS WHEN THEY LEAVE IN SIXTH GRADE, THAT THEY ARE ABLE TO SPEAK FOR THEMSELVES AND PRESENT THEMSELVES AS A LEADER ON A CAMPUS. I HOPE THAT ANSWERED THE QUESTION. IT DID.

AND I KNOW THAT IT'S GOING TO TAKE US A WHILE TO GET THERE, I KNOW THAT.

HAMILTON PARK, IT HAS NEEDED SOME LOVE FOR A LONG TIME, AND WE'RE GOING TO GIVE IT.

YEAH. AND EVEN JUST LOOKING AT THE PICTURES AND WHAT I SEE GOING ON A DAILY BASIS IN REFERENCE TO THE CONSTRUCTION, JUST THE AESTHETICS THEMSELVES, IS GOING TO BOOST THE MORALE, I CAN GUARANTEE YOU THAT.

SO I DO KNOW THAT THERE IS LOTS OF WORK THAT'S GOING ON AND IT'S GOING TO HAPPEN.

I KNOW THAT IT'S GOING TO HAPPEN OVER TIME. SO THESE GREAT PROGRAMS THAT I'M DREAMING OF AND THINKING OF, I DON'T EXPECT THEM TO HAPPEN TOMORROW OR EVEN NEXT MONTH OR NEXT YEAR.

BUT I ALSO JUST WANT THAT TO BE IN YOUR MIND THAT IF WE'RE GOING, YOU KNOW, I KNOW WE SAY BACKWARDS FROM THE HIGH SCHOOL, BUT I'M THINKING BACKWARDS FROM, YOU KNOW, WHEN I WAS THERE.

JUST SOME VERY ROBUST PROGRAMING. CORRECT. AND AGAIN, NOTHING TO HAPPEN RIGHT NOW.

I LOVE WHAT YOU'RE DOING HERE. AGAIN, JUST THE PICTURES, WHAT I SEE WHEN I PASS BY.

I'M SUPER EXCITED. THE ONE THING ALSO THAT I WANTED TO ASK ABOUT IS WHAT ARE OUR PLANS FOR ENGAGING OUR FAMILIES AND COMMUNITIES AND NOT ONLY JUST ENGAGING THEM BUT MAKING SURE THAT THEY'RE JUST AS ACCOUNTABLE AS THE DISTRICT IS TO HELPING OUR STUDENTS SUCCEED AND GET THERE.

I MEAN, I'D LOVE TO SEE THAT, YOU KNOW? AGAIN, I'M GOING TO GO BACK TO WHEN I WAS THERE AND EVEN WHAT I SEE IN SEVERAL SCHOOLS IN, IN RICHARDSON ISD, YOU KNOW, THE ENGAGEMENT IN PARENTS JUST BEING ON THE PTA.

JUST COMING UP AND VOLUNTEERING. I DIDN'T SEE A WHOLE LOT OF THAT WHEN MY SON WAS THERE AT HAMILTON PARK, BUT I WOULD LOVE TO SEE IT. I JUST I WOULD LOVE THAT ENGAGEMENT.

AND I THINK THAT, YOU KNOW, THE UNIFORMS, THE, YOU KNOW, THE CONSTRUCTION THAT'S GOING ON, THAT'S GOING TO HELP, THAT'S GOING TO HELP. WELL, ONE OF THE, THE SO I WANT TO GO BACK JUST TO, TO PUT A BOW ON IT. SO I ABSOLUTELY HEAR FEEDBACK AROUND WE NEED TO BE MORE CONCRETE IN TERMS OF WHAT IS THAT STUDENT EXPERIENCE GOING TO LOOK LIKE.

THAT IS GOING TO BE DIFFERENT IN HAMILTON PARK, AND THAT IS GOING TO BUILD THAT LEADERSHIP THAT WE WANT FOR EVERY ONE OF OUR STUDENTS.

SO WE WILL ABSOLUTELY GO BACK TO THAT AND MAKE SURE WE BRING BACK MORE CONCRETE DESCRIPTIONS AND LANGUAGE FOR WHAT THAT PROGRAMING WILL LOOK LIKE.

ONE OF THE THINGS THAT ACTUALLY YOU KNOW, AND THIS MIGHT BE SOMETHING FOR BOTH TRUSTEE TIMME AND TRUSTEE HARRIS AND OTHERS IS, YOU KNOW, WE KNOW THAT THERE'S AN INCREDIBLE LEGACY IN HAMILTON PARK.

I HAD AN OPPORTUNITY, I BELIEVE, THREE YEARS AGO.

IT WAS THE 50TH. WHAT WAS THE WAS IT THE 50TH? YEAH, IT WAS THE 50TH. WE HAD AN OPPORTUNITY TO GO TO THAT REUNION, AND IT WAS JUST THE MOST INCREDIBLE THING TO SEE GENERATIONS OF COMMUNITY MEMBERS THAT WERE THERE TO CELEBRATE HAMILTON PARK. AND MY CALL TO THEM IS, I NEED YOU TO DANCE RIGHT OUT OF THAT REUNION AND DANCE RIGHT ON INTO THE SCHOOL. AND I NEED YOU. I NEED THEM TO BE AT THE TABLE WITH US.

[01:50:02]

YOU KNOW, OUR TEAM AND MISS KAMARA, WE CAN PUT OUT ALL CALLS AND EMAILS AND COME TO THIS EVENT.

BUT WE ALSO NEED THERE TO BE A LITTLE BIT OF HEALTHY PRESSURE FROM THE COMMUNITY TO SAY, HEY.

THE SCHOOL NEEDS OUR SUPPORT, AND WE'RE GOING TO LEAN IN.

WHETHER IT'S IT'S GOING TO BE PART OF, YOU KNOW, OUR OUR LEADERSHIP, YOU KNOW EXPECTATIONS OF OURSELVES OR THAT WE'RE GOING TO HELP OPEN UP THOSE CAR DOORS. WE'RE GOING TO SERVE AS THOSE MENTORS ON THE SAME DAY.

WE'RE GOING TO SERVE AS THOSE PROJECT LEADERS IN GIVING FEEDBACK TO STUDENTS.

SO I WOULD LOVE OUR TRUSTEES TO ALSO WHO HAVE THESE RELATIONSHIPS TO HELP FIGURE OUT WHO WHO CAN WE GET AT THE TABLE TO TO SAY, WHAT DO WE NEED TO DO? AND HOW DO WE NEED TO CONNECT WITH OUR PARENTS DIFFERENTLY? BECAUSE WE KNOW WHAT WE'RE DOING RIGHT NOW IS NOT GARNERING THAT OUTCOME.

WE'RE ON IT. LET'S GO. WE'RE ON IT. WE'RE ON IT.

BUT, YOU KNOW, TO PUT A BOW ON IT, I'M SUPER EXCITED.

I'M EXCITED ABOUT THE THINGS THAT I'VE ALREADY SEEN.

UNIFORMS ARE GREAT. I'M SURE I'LL HEAR MORE ABOUT IT.

BUT YEAH, I'M SUPER EXCITED. SO THANK YOU SO MUCH I APPRECIATE YOU.

I THINK THE UNIFORMS FOR US WAS EVEN AN EXAMPLE OF THAT DIFFERENTIATE.

LIKE, WE WANT YOU TO COME IN EVERY DAY AND KNOW YOU ARE VALUED.

WE SEE YOU, WE HAVE HIGH EXPECTATIONS FOR YOU.

AND THAT THAT IS A PART OF EVEN, YOU KNOW, THAT THAT SMALL DIFFERENTIATION OF, YOU KNOW, LIKE, OH, I WANT MY I WANT MY CHILD TO BE A PART OF THAT.

SO EVEN THOSE LITTLE DETAILS OR SOMETHING THAT WE'VE TRIED TO WORK REALLY HARD AT.

ALL RIGHT, I'M SURROUNDED. THERE'S A LOT OF BOWS BEING TIED AROUND HERE, SO I'M SURROUNDED.

OTHER COMMENTS OR QUESTIONS FROM BOARD MEMBERS? OKAY, I'VE GOT A COUPLE REAL QUICK TO PUT A BOW ON THIS.

FIRST, I JUST WANT TO SAY THE COMMENT THAT YOU HAD ON WAKING UP IN THE MIDDLE OF THE NIGHT WITH IDEAS AND WRITING THEM DOWN IN A JOURNAL, WHAT THAT MADE ME THINK ABOUT IS WE'VE GOT SOME AMAZING LEADERS IN THESE BUILDINGS, THE COMMITMENT THAT, YOU KNOW, THE SCHOOL DISTRICT AND THE COMMUNITY DOES NOT TYPICALLY PAY YOU FOR 24 HOURS OF WORK IN A DAY, BUT THE FACT THAT YOU'VE GOT A COMMITMENT TO DO THAT, AND I KNOW YOU'RE NOT ALONE.

YOU'RE JUST THE ONE AT THE PODIUM EXPLAINING THAT.

BUT I JUST WANT TO RECOGNIZE THE LEADERS THAT WE HAVE IN PLACE THAT ARE MAKING THESE CHANGES HAPPEN FOR THE STUDENTS.

SO, BRAVO TO THAT. YOU KNOW, WE ALWAYS TALK CONTINUOUS IMPROVEMENT, AND I THINK THIS JUST FALLS RIGHT IN LINE WITH WHAT WE'VE BEEN DOING AS A DISTRICT AND A LOT OF DIFFERENT AREAS. BUT LOOKING AT WHAT WE'VE GOT AND HOW CAN WE DO IT BETTER, WE'RE NOT LOOKING AT MAKING IT PERFECT.

WHAT ONE PERSON THINKS IS THE BEST MAY BE DIFFERENT THAN SOMEBODY ELSE, BUT WE CAN ALL GET IN LINE WITH, LET'S MAKE IT A LITTLE BIT BETTER. AND THAT'S WHAT WE'RE ALWAYS STRIVING TO DO.

TO KIND OF DOVETAIL OFF MISS TIMME AND MISS HARRIS.

YOU KNOW, I ALWAYS THINK OF THE TERM ELEVATOR SPEECH, YOU KNOW, GETTING TO WHERE YOU CAN EXPLAIN WHAT YOU'RE DOING AND THE VALUE OF IT IN A SENTENCE OR TWO SO THAT WHEN YOU'RE ON THAT ELEVATOR FOR TWO FLOORS.

YOU CAN EXPLAIN IT TO SOMEBODY, THEY GET IT, AND THEN YOU MOVE ON.

THAT'S KIND OF THE GOAL, YOU KNOW? AND WE TALK ABOUT IT IN BUSINESS A LOT.

AND YOU TALK ABOUT ENTREPRENEURIAL. BUT I MEAN, IF YOU CAN GET IT DOWN TO THAT WHERE IT'S THAT UNDERSTANDABLE AND THAT SHORT AMOUNT, THEN YOU'RE SELLING IT. AND OBVIOUSLY YOU HAVE TO CONVINCE THE BOARD, BUT THE CUSTOMER, THE END USER AT THE END OF THE DAY IS WHO YOU'VE GOT TO CONVINCE THOSE PARENTS, THOSE STUDENTS. RIGHT? SO THAT JUST WAS SOMETHING I WAS THINKING ABOUT THERE.

I REALLY THINK THAT THIS IS PART OF THE BIGGER DISCUSSION THAT YOU STARTED OUT WITH THE SLIDES ON.

HOW DO WE LOOK AT OUR DISTRICT? NOT NEXT YEAR OR IN TWO YEARS, BUT IN FIVE YEARS AND IN TEN YEARS WE NEED TO BE STRATEGIC.

AND THIS IS PART OF THIS IS ONE PIECE OF THAT.

WE NEED TO LOOK AT THE HEALTH AND VIABILITY OF OUR ISD IN TEN YEARS, IN A DECADE.

AND WE NEED TO DO IT NO MATTER WHAT THE LANDSCAPE LOOKS LIKE.

SO NO MATTER WHAT HAPPENS IN AUSTIN, WHAT HAPPENS WITH BIRTH RATES, WHAT HAPPENS? WE CAN'T USE THOSE AS EXCUSES FOR THE HEALTH OF OUR DISTRICT.

WE'VE GOT TO BE PREPARED TO COME UP WITH RESILIENT PROGRAMS THAT OUR DISTRICT THRIVES IN THOSE KINDS OF ENVIRONMENTS.

SO THIS ALL FITS INTO THAT AND WE HEAR CHOICE.

WE'LL TALK ABOUT CHOICE FROM PROGRAMING I KNOW, BUT WE HEAR ABOUT PARENT CHOICE AND SCHOOL CHOICE.

I MEAN ALL I'M SEEING ARE CHOICES, AND ALL I'M SEEING ARE CHOICES THAT WE'RE MAKING THE CHOICE TO DO THEM BETTER AND STRONGER.

SO, I MEAN, I GO BACK TO, I THINK THE LAST BOARD MEETING, I TALKED ABOUT BEING IN AUSTIN AND LISTENING TO ONE OF OUR SENATORS TALK ABOUT HOW THERE'S IT'S ALL ONE SIZE FITS ALL, AND WE DO THE SAME THING EVERY YEAR.

AND HE SAID, IT'S THE DEFINITION OF INSANITY THAT PUBLIC EDUCATION IS.

AND I LOOK AT THIS AND I'M LIKE, THERE IS NOTHING WE'RE DOING.

YOU JUST MENTIONED THREE SCHOOLS, THREE SLIDES.

[01:55:02]

MULTIPLE, NOT EVEN JUST THREE. BUT I MEAN, WE'RE DOING SO MANY THINGS DIFFERENT TO TRY AND GET THE BEST OUTCOMES OUT OF THESE KIDS AND GIVE THESE OPPORTUNITIES TO THESE FAMILIES THAT MAY NOT JUST WANT A STANDARD NEIGHBORHOOD SCHOOL, WHICH IS GREAT, AND THAT'S WHERE MY KIDS ARE.

BUT THESE ARE GREAT OPTIONS, GREAT CHOICES THAT WE'RE DOING, AND WE DON'T NEED SOMEBODY TELLING US HOW TO DO IT.

SO I JUST I REALLY SEE THAT ALL COUCHED UNDER THAT SAME THEME.

AND I'M VERY IMPRESSED THAT WE'RE GOING DOWN THIS ROAD AND LOOKING INSIDE AND HOW WE CAN DO IT BETTER.

SO WITH THAT, THANK YOU VERY MUCH FOR THE PRESENTATION PRINCIPLES.

THANK YOU. YES. THANKS FOR STAYING LATE. EVEN MR. VEGA, EVEN MR. VEGA. THAT'S RIGHT, THAT'S RIGHT.

OKAY. AS WE I DON'T KNOW IF WE NOTED IT AT THE BEGINNING, BUT WE ARE NOT GOING TO BE DOING THE BUDGET PRESENTATION TONIGHT BECAUSE MR. PATE HAD AN EMERGENCY HE HAD TO TAKE CARE OF.

SO WE'RE GOING TO DROP THAT. SO WE'RE DOWN TO WE HAVE ONE MORE TOPIC.

DOES ANYBODY NEED A BREAK OR WOULD YOU LIKE TO ROLL THROUGH THE AIR UPDATE.

LET ME KNOW. ROLL THROUGH. OKAY, LET'S KEEP GOING.

MR. GOODSON SHEDDING A TEAR OVER THERE. SO. ALL RIGHT, DOCTOR OUR NEXT ITEM IS AN INFORMATION ITEM TO RECEIVE AN UPDATE REPORT FROM HR.

[F. HR Report Update]

NO PRESSURE. THANK YOU, SUPERINTENDENT BRANUM.

GOOD EVENING. BOARD. I'M HAPPY TO SHARE OUR ANNUAL UPDATE WITH A FEW OF THE THINGS THAT WE'VE BEEN WORKING ON IN THE HR DEPARTMENT.

I DO WANT TO START WITH ACKNOWLEDGING THE TEAM THAT I CONSIDER TO BE THE BEST TEAM IN THE DISTRICT.

WE WOULD BE NOTHING WITHOUT OUR TEAM. YEAH, I SAID IT, I DID.

BEST TEAM IN THE DISTRICT. OUR EXECUTIVE DIRECTORS, DIRECTORS, SPECIALISTS, EVERYONE WHO COMES TO WORK EVERY DAY TO BE SURE THAT WE SUPPORT ALL EMPLOYEES IN RICHARDSON ISD. AS WITH EVERYTHING WE DO, WE ARE STILL HERE FOR EVERY TEACHER, EVERY LEADER AND EVERY CHILD, EVERY DAY. THAT IS WHAT DRIVES US AS A TEAM AND A DEPARTMENT AND ALSO, OF COURSE, FOLLOWING OUR NORTH STAR GOAL, EVERY STUDENT, TEACHER, AND LEADER WILL MEET OR EXCEED THEIR ACADEMIC GROWTH GOALS.

WE KNOW THAT IF WE CAN HELP THE DISTRICT AND DEPARTMENTS AND CAMPUSES FIND THE BEST PEOPLE, THEN WE HAVE A DIRECT CONNECTION TO OUR STUDENTS DOING A BETTER JOB AND HITTING THEIR GOALS AS WELL.

AND WE ALSO WANT TO REMIND EVERYBODY WITH OUR STRATEGIC PLAN.

GOAL NUMBER TWO IS SPECIFICALLY ABOUT STAFF RECRUITMENT AND RETENTION.

OUR ISD WILL REIMAGINE THE WAY WE RECRUIT AND RETAIN QUALITY STAFF THROUGH COMPREHENSIVE STRATEGIES.

AND YOU'RE GOING TO HEAR A LITTLE BIT ABOUT THAT TONIGHT AS WELL.

OR WE'LL JUST STAY ON THIS OKAY. ALL RIGHT. SO WE'LL COVER A FEW ITEMS. I'LL SHARE A DISTRICT SNAPSHOT, A REVIEW OF SOME OF THE DIFFERENT WAYS THAT WE RECRUIT, INCLUDING SOME PATHWAYS. WE'LL TALK ABOUT COMPENSATION PARTICULARLY BUILDING OFF OF THE NEW COMPENSATION PLAN THAT YOU APPROVED COMING INTO THIS SCHOOL YEAR AND REALLY SHARE HOW THAT'S MADE A DIFFERENCE.

WE'LL TALK A LITTLE BIT ABOUT SOME OF THE BENEFITS THAT HAVE BEEN IMPLEMENTED. AND OF COURSE WE'LL TAKE A LOOK AT TEACHER TURNOVER DATA.

WE LOOK AT EXIT SURVEY TRENDS. WE'LL TALK BRIEFLY ABOUT TEACHER INCENTIVE ALLOTMENT INCLUDING NATIONAL BOARD CERTIFICATION.

AND THEN WE'LL FINISH UP WITH REFLECTIONS AND NEXT STEPS.

SO JUST BRIEFLY YOU'LL SEE A DEMOGRAPHIC BREAKDOWN OF OUR EMPLOYEE, ALL OF OUR EMPLOYEES THERE IN THE FIRST COLUMN.

AND THEN WE HAVE IT SEPARATED WITH TEACHERS IN THE SECOND COLUMN.

AND THEN A LITTLE DIFFERENT FROM LAST YEAR I ADDED A COLUMN FOR OUR STUDENTS, JUST SO YOU CAN SEE A COMPARISON OF THE DEMOGRAPHIC BREAKDOWN OF OUR STAFF COMPARED TO OUR STUDENTS. IT'S ALWAYS AN IDEAL SITUATION TO TRY TO HAVE A STAFF THAT REFLECTS THE DEMOGRAPHIC MAKEUP OF THE STUDENTS, BECAUSE WE KNOW THAT WHEN STUDENTS SEE THEMSELVES IN DIFFERENT POSITIONS AND DIFFERENT CLASSROOMS AND DIFFERENT LEADERSHIP POSITIONS, WHEN THEY SEE THEMSELVES REFLECTED IN THE STAFF, IT DOES MAKE A DIFFERENCE.

IT SHOWS THEM THAT THEY CAN ASPIRE TO BE SOMETHING AND DO SOMETHING.

SO YOU CAN SEE THE DEMOGRAPHIC BREAKDOWN THERE.

SO REAL QUICK, I WANT TO SPEND A COUPLE OF MINUTES ON SOME OF THE DIFFERENT INNOVATIVE WAYS THAT WE'VE TRIED TO IMPLEMENT GOING WHEN SPECIFICALLY LOOKING AT RECRUITING, BECAUSE I KNOW I'VE TOLD YOU BEFORE, IN PRIOR YEARS, THE TRADITIONAL PATHWAY OF COLLEGE STUDENT, FOUR YEAR UNIVERSITY, GOING THROUGH EDUCATION PROGRAMING, GETTING A DEGREE, DOING THEIR STUDENT TEACHING AND OBSERVATION AND THEN GOING TO BE A TEACHER. THAT PIPELINE HAS DRASTICALLY CHANGED, PARTICULARLY OVER THE LAST FEW YEARS AFTER COVID, ESPECIALLY THOSE TRADITIONAL PATHWAYS ARE STILL THERE, BUT THE NUMBER OF STUDENTS AND FUTURE TEACHERS THAT WE ARE GETTING OUT OF THOSE TRADITIONAL PATHWAYS HAS DEFINITELY DIMINISHED.

AND SO WE HAD TO GET CREATIVE WITH HOW WE FIND QUALITY TEACHERS.

SO ONE OF THE NUMBER ONE PARTNERSHIPS THAT WE ALWAYS WANT TO CELEBRATE IS OUR PARTNERSHIP WITH DALLAS COLLEGE AND THE PAID TEACHER RESIDENCY PROGRAM THAT WE HAVE WITH THEM, ONE OF THE FIRST IN THE COUNTRY THAT REALLY PAYS STUDENT TEACHERS TO COMPLETE THEIR PROGRAMING.

[02:00:03]

SO YOU YOU CAME TO WORK. WE PAID FOR IT, RIGHT? WE PAID FOR IT THROUGH TUITION. WE WENT TO SCHOOL EVERY DAY TO COMPLETE THE STUDENT TEACHING ASSIGNMENT, AND THEN USUALLY WOULD LEAVE AND GO RIGHT TO OUR OTHER JOB BECAUSE WE HAD TO WORK.

THIS PROGRAM IS TRULY INNOVATIVE BECAUSE WE HAVE A COHORT OF PAID RESIDENTS WHO ARE BASICALLY PAID A MODEST SALARY.

THEY COME TO WORK EVERY DAY. THEY ARE ASSIGNED AT SOME OF OUR HIGH NEED CAMPUSES.

THEY SPEND THREE DAYS WORKING IN THE BUILDING WITH A MASTER TEACHER THAT'S ASSIGNED TO THEM.

THEY ARE GETTING TO KNOW KIDS. THEY'RE WORKING ON BUILDING LESSONS.

ONE DAY A WEEK THEY ARE SUBBING IN THE BUILDING OR IN THAT CLASSROOM SO THAT THEY CAN PUT THOSE SKILLS INTO PRACTICE.

AND THE FIFTH DAY FOR PART OF THE DAY OR THE ENTIRE DAY, THEY ARE WORKING WITH THEIR DALLAS COLLEGE ADVISORS, WORKING ON THINGS LIKE PEDAGOGY AND CLASSROOM MANAGEMENT, THINGS LIKE THAT.

THAT'S THE TRADITIONAL VERSION OF THE PAY TEACHER RESIDENCY.

WE ALSO HAVE AN ADAPTIVE TEACHER RESIDENCY THROUGH DALLAS COLLEGE THAT ALLOWS OUR CURRENT PARAPROFESSIONAL SELECT MEMBERS FROM OUR CURRENT PARAPROFESSIONAL STAFF TO HAVE A RELEASE DAY TO GO AND ENJOY THAT SAME TYPE OF RESIDENCY.

SO THEY'RE PARTNERED WITH TEACHERS. ONE THING WE WANT TO HIGHLIGHT IS THAT WE ARE IN OUR THIRD YEAR OF THE DALLAS COLLEGE PAID TEACHER RESIDENCY.

WE HAD COHORTS OF 1010 AND THIS YEAR WE HAVE 13.

THE FIRST YEAR WE HAD NINE OUT OF THE TEN COME BACK TO BE TEACHERS WITH US.

LAST YEAR WE HAD TEN OUT OF THE TEN COME BACK TO BE TEACHERS WITH US.

SO WE'RE SEEING THE SUCCESS OF A MODEL THAT IS TRULY INNOVATIVE.

THEY ARE IN THE WORK FROM DAY ONE, AND WHEN THEY STEP INTO THE CLASSROOM, THEY ARE NOT FIRST YEAR TEACHERS.

THEY HAVE HAD A YEAR LONG EXPERIENCE AND THEY HAVE LEARNED WHAT TO DO.

SO WHEN THEY GO INTO THEIR OWN CLASSROOM FOR THE FIRST TIME, THEY'RE NOT IN SHELL SHOCK, BECAUSE THAT'S EXACTLY HOW IT FEELS IF YOU HAVEN'T HAD THAT KIND OF TRAINING AND EXPERIENCE, THEY SEND YOU INTO THE CLASSROOM AND THEY'RE LIKE, HEY, GOOD LUCK.

THAT'S NOT THE EXPERIENCE OF THESE RESIDENTS.

ANOTHER PARTNERSHIP WITH DALLAS COLLEGE IS OUR PAIR TO TEACH PATHWAY.

WE HAVE CURRENT EMPLOYEES WHO ARE PARAPROFESSIONALS WHO ARE ALSO IN A PROGRAM WITH DALLAS COLLEGE.

THEY WE ALLOW THEM ONE RELEASE DAY WHERE THEY GO TO DALLAS COLLEGE.

THEY'RE ALL IN DIFFERENT PARTS OF THEIR JOURNEY TOWARDS EDUCATION OR TOWARDS THEIR TEACHING DEGREE AND THEIR CERTIFICATION.

BUT WHAT'S NICE IS THEY WORK WITH DALLAS COLLEGE, EXCUSE ME, DALLAS COLLEGE ADVISORS, WHERE THEY ARE, SOME OF THEM ARE LEARNING HOW TO GET BACK INTO BEING A STUDENT.

FOR MANY OF THEM, IT'S BEEN YEARS. BUT WHAT THEY DO IS THEY PARTNER WITH THEM SO THAT THEY CAN PROGRESS AS QUICKLY AS THEY CAN, AND THEN ULTIMATELY BE A SUCCESSFUL TEACHER FOR US IN THE FOLLOWING YEARS.

A SIMILAR PATHWAY IS OUR EAST TEXAS A&M UNIVERSITY, FORMERLY A&M COMMERCE, EAST TEXAS A&M UNIVERSITY BEACON PROGRAM.

IT ALSO TARGETS OUR PARAPROFESSIONAL STAFF, ANYONE WHO HAS AN AID CERTIFICATE.

IT'S A ONE YEAR, PRETTY INTENSIVE PROGRAM, BUT THE GOAL SPECIFICALLY IS TO HAVE THEM COME OUT WITH THEIR TEACHING DEGREE AND BILINGUAL CERTIFICATION.

SO IT'S RELATIVELY NEW. WE'RE EXCITED ABOUT WHAT THAT PARTNERSHIP IS GOING TO BRING.

WE ALSO HAVE A PARTNERSHIP WITH TEACH FOR AMERICA.

WE HAVE WORKED WITH THEM IN THE PAST, BUT THIS UPCOMING YEAR WE ARE REALLY FOCUSING ON SPECIAL EDUCATION AND BILINGUAL TEACHERS.

WE THE DEPENDING ON THE PROGRAM THAT THEY GO THROUGH, THEY'LL GO THEY'LL WORK WITH EITHER SMU OR UT, UTA, I BELIEVE UTA, AND THEY WILL BE ABLE TO GET THEIR DEGREE AND THEIR CERTIFICATION.

AND AGAIN, THE SPECIFIC FOCUS THAT TEACH FOR AMERICA IS HELPING US WITH IS THEY ARE SENDING US CORE MEMBERS WHO ARE SPECIFICALLY LOOKING FOR SPECIAL EDUCATION AND BILINGUAL.

WE ALSO HAVE A GROUP OF INDIVIDUALS WHO ARE WORKING FOR US, WHO ACTUALLY HAVE DEGREES FROM OTHER COUNTRIES OR HAVE THEIR TEACHING CERTIFICATE FROM OTHER COUNTRIES, BUT BECAUSE OF THE CERTIFICATION EDUCATION REQUIREMENTS IN TEXAS.

THERE ARE SOME ADDITIONAL CHALLENGES AND OBSTACLES, ONE OF WHICH IS THE TOEFL EXAM.

THAT'S WHERE AN INDIVIDUAL HAS TO PASS THAT EXAM TO SHOW THEIR LEVEL OF ENGLISH PROFICIENCY BEFORE THEY CAN REALLY GET INTO AN ALTERNATIVE CERTIFICATION PROGRAM AND BECOME A CERTIFIED TEACHER. IT IS A BUGGER OF A TEST.

IT IS VERY DIFFICULT. AND SO, WE ARE FORTUNATE TO WORK WITH TEACHING AND LEARNING AND SPECIFICALLY OUR MULTILINGUAL DEPARTMENT.

THEY PROVIDE SUPPORT CLASSES FOR TESTING, FOR GETTING READY FOR THIS TEST, PRACTICE ASSESSMENTS AND JUST STUDYING ON HOW TO DO BETTER TO PERFORM WELL ON THIS ASSESSMENT, BECAUSE FOR MANY OF THEM, THAT IS JUST THAT ONE LAST STEP BEFORE THEY CAN ENROLL IN AN ALTERNATE PROGRAM.

WE ARE ALSO TRYING TO GET CREATIVE WITH HOW WE ATTACK, ATTACK, ATTACK, DIFFERENT OPPORTUNITIES OR STUDENT GROUPS WHEN WE GO TO UNIVERSITIES AND JOB FAIRS. JOB FAIRS ARE GREAT, BUT WE ALSO KNOW STUDENTS AT THE UNIVERSITY LEVEL MAY NOT REALIZE WHAT THEY'RE MISSING.

THEY MAY NOT BE ABLE TO GO TO THE JOB FAIR. AND I KNOW WE'VE TALKED WITH DR.

LEEPER AND MEMBERS OF HER TEAM. WE'RE GOING TO SOME OF THESE JOB FAIRS IN DIFFERENT, DIFFERENT PARTS OF THE STATE AND WANTING TO CONNECT WITH STUDENTS WHO ARE IN,

[02:05:06]

THEIR NUMBER ONE GOAL IS TO BECOME A BILINGUAL TEACHER IN TEXAS.

SO IF WE CAN GET FACE TIME WITH THEM AND SHOW THEM THE BENEFITS OF COMING TO RISD, THAT THAT IS ANOTHER SOURCE OF FINDING A HIGH QUALITY BILINGUAL TEACHER. AND THEN ONE FINAL STEP IS WE ALSO ARE ALWAYS TRYING TO CONSIDER WHAT ADDITIONAL INCENTIVES CAN WE HAVE IN PLACE.

WE HAVE A VERY COMPETITIVE BILINGUAL STIPEND, AND WE HAVE DIFFERENT SPECIAL EDUCATION STIPENDS AS WELL.

BUT WE MIGHT HAVE TO CONSIDER OTHER OPTIONS. AND SO, WE ALWAYS KEEP THAT IN MIND AS WE LOOK AT GOING INTO THE NEW SCHOOL YEAR.

SO AS YOU'RE ALREADY AWARE, WITH THE COMMUNITY BUDGET STEERING COMMITTEE, WE FROM A STRATEGY TWO ASPECT.

WE HAVE A COUPLE OF DIFFERENT ITEMS. ONE WAS A STANDARD STAFFING MODEL.

WE HAVE THAT IN PLACE AND THAT'S STILL IN THE WORKS.

WE HAVE A SEPARATE SUBCOMMITTEE NOW WORKING ON LOOKING AT SECONDARY SCHEDULING AS IT RELATES TO A STAFFING MODEL.

AND YOU ALSO KNOW, YOU KNOW, YOU REALLY HELPED US WITH A BOLD MOVE WHEN IT CAME TO STRATEGIC COMPENSATION.

SO AS YOU REMEMBER, I REMEMBER SHOWING YOU THIS LAST YEAR WHEN WE LOOKED AT OUR NEW TEACHER SALARY SCHEDULE.

THIS IS WHERE WE WERE AT THE TIME WHEN WE COMPARED NEW TEACHERS COMING IN WITH ZERO, FIVE, TEN, 15, 20 AND 25 YEARS EXPERIENCE COMPARED TO THESE PARTICULAR DISTRICTS WHO WE TEND TO COMPETE WITH, WE WERE BASICALLY NEAR THE BOTTOM OR AT THE BOTTOM, COMPARATIVELY SPEAKING.

I WANT TO SHOW YOU ANOTHER REPORT THAT WE GET EVERY YEAR, AND IT'S FROM THE UNITED EDUCATORS ASSOCIATION.

THEY BASICALLY PULLED DATA ABOUT THAT SAME INFORMATION FROM 50 DISTRICTS OR SO ACROSS THE ENTIRE DFW METROPLEX AREA, AND THEY RANK WHERE THE DISTRICT IS IN RELATION TO THOSE PARTICULAR NUMBERS.

THE REASON YOU CAN'T SEE US ON THIS SCREEN IS BECAUSE I HAD TO MOVE.

WE WERE NEAR THE BOTTOM. THIS IS WHERE WE WERE BASED ON 2324 NUMBERS.

I'LL JUST LET THAT SIT FOR A LITTLE BIT. THEN WITH YOUR LEADERSHIP AND SUPPORT, YOU CHANGED THE MODEL.

WE REALLY INNOVATED AND MOVED THINGS. SO NOW WHAT I WANT YOU TO SEE IS THAT SAME REPORT FOR 24-25 AND WHERE RICHARDSON ISD RANKS. AGAIN, I KNOW WE ALL KNOW THAT THERE ARE STILL OPPORTUNITIES OUT THERE WHEN IT COMES TO COMPENSATION WHEN IT COMES TO TEACHERS IN EVERY GROUP. BUT Y'ALL, THIS THIS MADE WAVES. I HAD SEVERAL HR COLLEAGUES LOOK AT ME LIKE WE SAW WHAT Y'ALL DID.

THANKS. AND WE'RE LIKE TOO BAD. SO, I JUST WANT TO REITERATE AND JUST THANK YOU FOR YOUR LEADERSHIP AND VISION WHEN IT COMES, WHEN IT CAME TO REALLY BEING BOLD AND TAKING THAT KIND OF A STEP.

SO AS A RESULT OF THAT, WE'RE ALREADY STARTING TO SEE A LITTLE BIT OF A SHIFT IN TERMS OF THE EXPERIENCE OF OUR TEACHERS.

SO AS YOU CAN SEE IN 23-24, THE DISTRIBUTION OF OUR TEACHING STAFF IN TERMS OF THEIR YEARS OF EXPERIENCE.

AND THEN 24-25 AND I PUT THE CHANGE OUT TO THE SIDE.

YOU CAN SEE THAT WE WENT DOWN A LITTLE BIT FROM 0 TO 10, BUT WE ARE STARTING THAT GRADUAL INCREASE FROM 11 TO 20 AND 21 AND UP.

AND I DO ANTICIPATE THAT IF WE CAN STAY ON THE FRONT END OF THIS AND MAKE SURE THAT WE'RE PARTNERING, NOT JUST THE COMPENSATION BUT THE EXPERIENCE OF BEING A TEACHER IN RISD, WE CAN CONTINUE TO SEE THAT THAT EXPERIENCE LEVEL WILL GROW.

WE ALWAYS MARKET, MARKET AND COMMUNICATE AND ADVERTISE AS BEST WE CAN.

WE ARE THANKFUL FOR THE SUPPORT OF THE STRATEGY AND ENGAGEMENT DEPARTMENT. WE ALSO KNEW THAT IF WE'RE GOING TO MAKE THESE CHANGES, WE NEED TO BLAST IT OUT THERE IN AS MANY DIFFERENT WAYS AS WE CAN.

SO HERE YOU SEE TWO DIFFERENT EXAMPLES ON THE LEFT SIDE AND OVERALL COMMUNIQUÉ THAT REALLY TOUTS, YOU KNOW, NEW TEACHER SALARY, HIGHEST LEVELS IN THE METROPLEX ALSO SHOWING STIPENDS AND THEN ADDITIONAL BENEFITS AT THE BOTTOM.

BUT THEN ON THE RIGHT SIDE YOU'LL SEE A DIFFERENT VERSION THAT SPECIFICALLY TARGETS SPECIAL EDUCATION TEACHERS.

AND WE ALSO DID ONE FOR BILINGUAL. AND WHAT YOU'LL SEE IS NOT JUST ENTRY LEVEL SALARY AND A POSSIBLE STIPEND, BUT WE ALSO WANTED TO SHOW, HEY, IF YOU HAVE FIVE YEARS EXPERIENCE, THIS WOULD BE YOUR SALARY.

AND THEN IF YOU HAPPEN TO BE IN A PARTICULAR ASSIGNMENT, HERE'S THE STIPEND WITH THIS.

IF YOU'RE A BILINGUAL SPECIAL EDUCATION TEACHER, YOU'D GET THE $6,000 STIPEND.

THIS WOULD BE YOUR POTENTIAL. YOU'RE BASICALLY PROJECTED TAKE HOME PAY.

SO, FOR A LOT OF INDIVIDUALS WHO MIGHT BE IN A SPECIAL PROGRAM, SPECIALIZED PROGRAM, THEY CAN SEE IT'S NOT JUST BASE SALARY, IT'S THIS PLUS THIS, PLUS THIS. AND SO OBVIOUSLY, AS WE GO INTO 25-26 AND WORK WITH YOU ON BUDGET CONVERSATIONS AND POTENTIAL COMPENSATION CHANGES, WE WOULD GO BACK AND MAKE ALL OF THE APPLICABLE CHANGES HERE AND THEN JUST KEEP ON MARKETING THE MESS OUT OF ALL OF IT.

ADDITIONAL BENEFITS THAT HAVE DEFINITELY MADE A DIFFERENCE WERE THE OPENINGS OF LITTLE EAGLES AND LITTLE MUSTANGS,

[02:10:05]

IT IS HIGHLY SOUGHT AFTER BECAUSE 350 A MONTH CANNOT BE BEAT WHEN IT COMES TO DAYCARE.

WE ARE ALSO VERY EXCITED ABOUT THE LITTLE RAMS WILDCATS OPENING UP IN THE FALL OF 2025.

I CAN JUST TELL YOU, I HEARD DIRECTLY FROM A TEACHER COMING INTO THIS SCHOOL YEAR, SHE TOLD ME.

I'M SO THANKFUL FOR THIS OPPORTUNITY BECAUSE I CAN TELL YOU, IF MY BABY DIDN'T GET IN, WE WERE GOING TO HAVE TO LEAVE AND GO TO ANOTHER DISTRICT.

SHE BASICALLY SAID, THIS IS ONE OF THE REASONS I STAYED.

WE ALSO HAVE PARTNERSHIPS WITH EAST TEXAS A&M UNIVERSITY FOR THEIR MENTAL WELLNESS CLINIC THAT WE SHARE, THAT WE THAT WE PROVIDE TO OUR EMPLOYEES. AND AS YOU ARE AWARE, WITH RICHARDSON METHODIST, WE HAVE THE ACUTE CARE CLINIC. THESE ARE STILL TWO ADDITIONAL BENEFITS AND RESOURCES THAT WE KNOW HAVE ALSO HELPED PEOPLE TREMENDOUSLY.

WHETHER IT'S UP TO THREE, EIGHT COUNSELING SESSIONS TO DEAL WITH LIFE'S HARDSHIPS OR ADDICTIONS OR ANYTHING ELSE, THAT'S A FREE RESOURCE AVAILABLE TO OUR EMPLOYEES.

THE ACUTE CARE CLINIC IS A $10 COPAY. REGARDLESS OF INSURANCE.

ALL EMPLOYEES AND THEIR IMMEDIATE FAMILY HAVE ACCESS TO THIS.

SO, I WANT TO SHOW YOU ADDITIONAL NUMBERS ABOUT HOW THAT HAS MADE A DIFFERENCE.

THE ACUTE CARE CLINIC HAS HAD TWO 2838 VISITS IN PERSON AND VIRTUAL SINCE THEY OPENED.

I'M JUST GOING TO LET THAT SIT THERE FOR A SECOND AS WELL, BECAUSE THAT MAKES A HUGE DIFFERENCE ON THE WELL-BEING OF OUR EMPLOYEES AND THEIR AND THEIR IMMEDIATE FAMILIES. BEING ABLE TO GO TO A CLINIC AND NOT WORRY ABOUT GETTING DOCKED FOR A DAY.

AND I DON'T HAVE INSURANCE. I MAY NOT EVEN HAVE A PRIMARY CARE PHYSICIAN, BUT I CAN GO HERE.

THAT HAS BEEN A LIFE CHANGER, WE BELIEVE. AND THEN WITH THE WELLNESS CLINIC, WE'VE HAD OVER 200 VISITORS.

AGAIN, THESE ARE TWO CONFIDENTIAL RESOURCES. WE DON'T KNOW WHO ATTENDS, WHO GOES TO THESE CLINICS.

WE JUST GET NUMBERS, JUST GENERALLY SPEAKING.

SO WE WANT TO REITERATE TO OUR STAFF THESE ARE CONFIDENTIAL SUPPORTS.

WE DON'T MONITOR. WE DON'T KNOW WHO HAS ATTENDED.

YOU ALSO WILL RECALL THE EXPANDED SICK LEAVE BANK ACCESS THAT THAT YOU APPROVED COMING INTO THIS YEAR PROVIDING UP TO THREE DAYS OF PAID LEAVE FOR BEREAVEMENT AND UP TO TEN DAYS OF PAID LEAVE FOR MATERNITY OR PATERNITY.

WE HAVE HAD 200, I'M SORRY, TOTAL DAYS GRANTED OF 586.5 DAYS, THREE FOR BEREAVEMENT, 221.5 FOR MATERNITY AND 19.5 FOR PATERNITY. AND THEN I THREW IN THE PERSONAL ILLNESS NUMBERS BECAUSE FOR SOME EMPLOYEES, THEY MAY HAVE ALREADY GONE THROUGH THEIR MATERNITY LEAVE, AND THAT PERSONAL ILLNESS GRANTED THEM SOME ADDITIONAL DAYS THAT THEY NEEDED SO THEY DIDN'T GET DOCKED. SO THE WAY I LOOK AT IT IS EVERY DAY THAT'S UP, THERE WAS A DAY THAT AN EMPLOYEE DID NOT GET DOCKED FOR NEEDING LEAVE.

SO ULTIMATELY OUR GOAL IS TO BRING DOWN TURNOVER ACROSS THE BOARD.

BUT WE ALSO SHARE EVERY YEAR WHAT OUR TEACHER TURNOVER LOOKS LIKE.

REMEMBER THAT THE TEA CALCULATES TURNOVER DIFFERENTLY THAN WE DO.

THEY CALCULATE IT. IF A TEACHER LEAVES THAT TEAM'S CODE 087, THEY'RE NOT THE TEACHER OF RECORD.

THEY MAYBE HAVE BECOME AN INSTRUCTIONAL COACH OR AN ASSISTANT PRINCIPAL.

THEY COUNT THAT AS TEACHER TURNOVER BECAUSE THEY LEFT THE TEACHING POSITION.

WE CALCULATED IT A LITTLE DIFFERENTLY, BECAUSE IF A TEACHER GETS A PROMOTION AND BECOMES AN INSTRUCTIONAL COACH OR MOVES INTO A DIFFERENT POSITION LIKE ASSISTANT PRINCIPAL, THEY ARE STILL WITH RISD. WE'RE NOT COUNTING THAT AS TURNOVER.

AND SO, WHEN WE LOOK AT OUR CALCULATIONS, YOU'LL SEE THAT WE WENT FROM 17.1 TO 17.4.

COMING INTO THIS YEAR IT WENT DOWN TO 13.1. WE ALWAYS WANT TO DEFINITELY WE ALWAYS WANT TO MINIMIZE THAT NUMBER.

WE DO KNOW THAT THERE IS A HEALTHY AMOUNT OF TURNOVER.

THERE ARE TIMES WHERE PEOPLE NEED TO WE NEED TO FREE UP THEIR FUTURE.

THEY NEED OPPORTUNITIES ELSEWHERE BECAUSE MAYBE IT'S NOT A GOOD MATCH, OR MAYBE THEY MADE SOME INTERESTING DECISIONS.

BUT IF WE CAN KEEP THOSE NUMBERS DOWN, THAT IS STABILITY AND EXPERIENCE IN THE CLASSROOM WITH THE KIDS.

AND THAT'S REALLY OUR GOAL. WE LOOK AT EXIT SURVEY DATA.

I WON'T GO THROUGH ALL OF THIS NECESSARILY, BUT I JUST WANT YOU TO SEE WE DO WE GET DATA EVERY YEAR.

WE ALSO LOOK AT IT KIND OF IN A FOUR YEAR GROUPING TO SEE IF THERE ARE ANY TRENDS.

THE FIRST NUMBERS, THERE ARE THE YEARS OF EXPERIENCE IN OUR ISD AND THE GROUPS IN TERMS OF THE NUMBER OF RESPONDENTS.

SO THE LARGEST GROUP OF RESPONDENTS OVER THE LAST FOUR YEARS WHO WERE WHO LEFT AND COMPLETED THE SURVEY HAD 3 TO 5 YEARS WITH US.

THE NEXT LARGEST GROUP WAS FIRST YEAR. THE NEXT LARGEST WAS 6 TO 10 AND SO ON.

AND THEN THE TOP FIVE REASONS FOR LEAVING OVER THAT FOUR YEAR PERIOD CAREER ADVANCEMENT, REGULAR RETIREMENT, GREATER COMPENSATION POSITION, CLOSER TO HOME AND UNHAPPY WITH JOB.

THESE WERE JUST TEACHERS. WHEN YOU LOOK AT ALL EMPLOYEES, THE GROUPINGS ARE SIMILAR WHEN IT COMES TO THE YEARS OF EXPERIENCE WITH THE RESPONDENTS.

[02:15:03]

UNHAPPY WITH JOB RETIREMENT AND THEN GREATER COMPENSATION, I DO SAY I DO WANT TO SAY THAT AGAIN, LOOKING AT THE COMPENSATION, THE BOLD MOVES THAT YOU APPROVED AND THE PROGRESS THAT WE WANT TO MAINTAIN, I WOULD FULLY EXPECT TO SEE SOME DIFFERENCES IN THE REASONS FOR LEAVING WHEN IT COMES TO TEACHERS.

I WOULD ALSO EXPECT TO SEE A DIFFERENCE WHEN IT COMES TO THEIR YEARS OF EXPERIENCE.

SO BRIEFLY, NATIONAL BOARD CERTIFICATION. WE'VE TALKED ABOUT THIS BEFORE.

THE BEING NATIONAL, A NATIONALLY BOARD CERTIFIED TEACHER, IS A VERY HIGH LEVEL OF CERTIFICATION THAT REALLY RECOGNIZES HIGH LEVEL OF INSTRUCTION. IT'S BASICALLY REALLY NOTICING A TEACHER'S EFFORTS.

IT'S A IT'S A CERTIFICATION THAT'S RECOGNIZED ACROSS ALL 50 STATES.

THERE ARE MORE THAN 125,000 TEACHERS ACROSS ALL 50 STATES.

THEY HAVE TO COMPLETE A GRUELING PROGRAM. IT IS NOT EASY.

THERE ARE A LOT OF PROJECTS, A LOT OF WRITING, A LOT OF TIME AND EFFORT THAT THEY PUT INTO A LOT OF VIDEOS.

IT'S PEER REVIEWED ASSESSMENTS. IT REALLY IS IN-DEPTH AND DETAILED, BUT IT IS REWARDING BECAUSE IT IS A NATIONAL RECOGNITION.

IT AS IT RELATES TO TEXAS UNDER THE TEACHER INCENTIVE ALLOTMENT, IF A TEACHER IS CERTIFIED, A NATIONAL BOARD CERTIFIED TEACHER, THEY AUTOMATICALLY RECEIVE THE RECOGNIZED DESIGNATION, WHICH MEANS THEY CAN GENERATE ADDITIONAL COMPENSATION.

SO THE FIRST COHORT THAT WENT THROUGH RISD FOR NATIONAL BOARD CERTIFICATION, WE HAVE WE HAD SEVEN COMPLETE THE PROGRAM.

SO WE HAD SEVEN NATIONAL BOARD CERTIFIED TEACHERS.

THIS YEAR'S COHORT, WE ACTUALLY HAVE 30 PARTICIPANTS.

FIVE ARE IN YEAR TWO AND 25 ARE IN YEAR ONE. AND AGAIN, WHEN THEY COMPLETE THIS PROGRAM, THEY HAVE AN AUTOMATIC RECOGNIZED DESIGNATION.

AND WE ALSO WANT TO GIVE A SPECIAL SHOUT OUT TO MR. FRANK PETRONELLA FOR HIS LEADERSHIP AS IT RELATES TO WORKING THROUGH NOT JUST NATIONAL BOARD CERTIFICATION, BUT TEACHER INCENTIVE ALLOTMENT AS WELL. HE HAS DONE A PHENOMENAL JOB TO TEACHER.

INCENTIVE ALLOTMENT IS AGAIN NOTHING NEW AND WE'VE TALKED ABOUT THIS BEFORE.

IT'S AN OPPORTUNITY FOR A CLASSROOM TEACHER TO EARN A DESIGNATION AND THEN GENERATE AN ALLOTMENT OF ADDITIONAL PAY ON TOP OF THEIR SALARY.

AND SO, YOU'LL SEE THE LEVELS HERE RECOGNIZE EXEMPLARY AND MASTER AND THE DOLLARS ASSOCIATED WITH THAT.

WE CELEBRATE THIS BECAUSE IT REALLY DOES RECOGNIZE NOT ONLY QUALITY TEACHING, BUT IT ALSO INCORPORATES STUDENT GROWTH.

TEACHER EVALUATIONS SURVEY RESULTS, AND CLIMATE AND CULTURE.

IT'S NOT JUST ABOUT SCORES. IT'S ABOUT A WELL-ROUNDED LOOK AT THE IMPACT THAT A TEACHER IS HAVING IN THE CLASSROOM.

RICHARDSON ISD CULTIVATED ITS OWN LOCALLY DEVELOPED SYSTEM.

IT'S BEEN IN PLACE NOW FOR A FEW. YEARS. IT'S VERIFIED AND VALIDATED BY TEA EVERY YEAR.

THE PROGRAM IS NOT ONE OF THOSE WHERE YOU CAN JUST GIVE EVERYBODY A MASTER TEACHER DESIGNATION.

IT DOESN'T WORK THAT WAY. WE LOOK AT WE LOOK AT THE INFORMATION BASED ON OUR MODEL.

WE SUBMIT NUMBER TEACHERS AND THEIR DATA TO THE STATE, IS REVIEWED BY TEXAS TECH AND THE STATE.

AND THEN THEY LET US KNOW, OUT OF ALL THE TEACHERS THAT YOU SENT THIS, MANY HAVE NOW QUALIFIED FOR A DESIGNATION.

AND THEN LATER ON IN THE SPRING, THEY LET US KNOW.

HERE ARE THE DOLLAR AMOUNTS THAT THAT TEACHER HAS GENERATED.

SO BRIEFLY. WE HAVE SIX CAMPUSES THAT ARE ABLE TO EARN DESIGNATIONS RIGHT NOW, AND WE'RE EXCITED THAT WE HAVE SIX NEW CAMPUSES WHO ARE IN THEIR FIRST YEAR OF THEIR DATA GATHERING YEAR. FOR TIA, THIS NEXT ONE IS REALLY THE BEST SLIDE.

IF YOU GO BACK AND LOOK AT THE NUMBER OF DESIGNATED TEACHERS IN OUR ISD WHO EARNED THEIR DESIGNATION THROUGH US AND THE NUMBER OF TOTAL DESIGNATED TEACHERS, BECAUSE KEEP IN MIND, IF A TEACHER COMES FROM ANOTHER DISTRICT AND THEY HAVE A DESIGNATION, THEY CAN THEY BRING THAT WITH THEM. WHEN YOU GET A DESIGNATION, IT STAYS ON YOUR CERTIFICATE FOR FIVE YEARS AND YOU CAN GENERATE AN ALLOTMENT IF AND THE DOLLAR AMOUNT CHANGES BASED ON THE ECONOMICALLY DISADVANTAGED POPULATION.

WE HAVE GONE FROM SEVEN TO 40 TO 55 TEACHERS WHO EARN THEIR DESIGNATION THROUGH THIS LOCAL DISTRICT PLAN.

BUT OUR NUMBER OF OVERALL DESIGNATED TEACHERS HAS GONE FROM 15 TO 50 5 TO 79.

BUT LOOK AT THE FAR RIGHT COLUMN. THAT IS THE DOLLAR AMOUNT THAT HAS GONE BACK TO THE TEACHERS.

THE MAXIMUM AMOUNT THAT WE CAN THAT A TEACHER CAN EARN IS 90% OF THE OVERALL ALLOTMENT.

THE DISTRICT IS ALLOWED TO KEEP 10%. THE TEACHER MAX OUT CAN GET 90%.

I'M VERY HAPPY TO CONTINUE THAT PLAN OF WE GIVE THE TEACHERS THE MAXIMUM AMOUNT THAT THEY CAN EARN.

AND SO LAST YEAR WE HAD ALMOST $1 MILLION THAT WENT BACK TO THE TEACHERS IN THE CLASSROOM BECAUSE WE HAVE MORE CAMPUSES, BECAUSE WE KNOW THAT WE'RE GOING TO HAVE MORE TEACHERS EARNING AN ALLOTMENT. THIS IS REALLY GOING TO BE EXCITING BECAUSE WE KNOW THAT THEY ARE WORKING HARD AND MAKING A DIFFERENCE FOR OUR STUDENTS. AND IT'S IMPORTANT TO NOTE THAT THIS IS NOT FUNDED THROUGH RICHARDSON ISD'S MAINTENANCE AND OPERATION FUND.

[02:20:07]

IT'S NOT A GRANT. THAT'S IT'S NOT. YES, THAT'S CORRECT.

IT IS FROM THE STATE. SO FINALLY, JUST NEXT STEPS AND REFLECTIONS.

WE STILL ARE GOING TO CONTINUE STAFFING AND COMPENSATION REVIEW AND PLANNING.

THAT IS ALWAYS IN THE WORKS. WE KNOW THAT WE'RE GOING INTO BUDGET SEASON, AND WE KNOW THAT OUR COMPETITORS ARE GOING TO BE CHANGING THEIR NUMBERS, AND WE'RE GOING TO HAVE TO LOOK AT HOW WE CAN CHANGE OURS, TOO.

BUT WE ALSO AND SO WE'LL CONTINUE TO BENCHMARK NOT JUST SURROUNDING DISTRICTS, BUT OTHER INDUSTRIES TOO, BECAUSE WE COMPETE WITH EVERYBODY. WE'LL CONTINUE TO RESEARCH POSSIBLE INCENTIVES TO ENHANCE RECRUITMENT, PARTICULARLY FOR SPECIAL EDUCATION AND BILINGUAL, BECAUSE THOSE ARE STILL THE TOUGHEST TO HIRE FOR. WE'RE DEFINITELY GOING TO CONTINUE TO INCREASE THE NUMBER OF PARTICIPATING CAMPUSES.

I KNOW MR. PATRANELLA IS ALREADY WORKING. HE GOES TO CAMPUSES, FACULTY MEETINGS, INFORMATION MEETINGS.

AND WE ARE ANTICIPATING WE'RE GOING TO HAVE SEVERAL MORE CAMPUSES, INCLUDING MORE SECONDARY SCHOOLS, PARTICIPATE. AND THEN WE DEFINITELY WANT TO RESEARCH AND PLAN FOR A LOCALLY DEVELOPED ADMINISTRATOR INCENTIVE ALLOTMENT AS WELL.

THAT'S SOMETHING THAT HAS BEEN KIND OF A TOPIC OF DISCUSSION.

WE KNOW THAT IT IS. IT IS DEFINITELY SOMETHING THAT IS THAT THAT HAS PIQUED INTEREST NOT ONLY IN THE DISTRICT, BUT EVEN AT THE STATE LEVEL WITH SOME OF THE BILLS THAT WE'VE SEEN, YOU MIGHT SEE A REFERENCE TO A SIMILAR PROGRAM.

SO THANK YOU VERY MUCH. THANK YOU SO MUCH. ONE OF THE THINGS THAT I WOULD LIKE TO JUST MENTION IS WITH TIA, WE MADE THE COMMITMENT FROM DAY ONE THAT WE WERE NOT GOING TO DO THIS TO A CAMPUS.

WE WERE NOT GOING TO LOOK AT THEM AND SAY, YOU WILL DO.

TIA. WE WANTED THIS TO BE SOMETHING THAT ONCE THEY WERE INFORMED, THEY WERE EDUCATED ON WHAT THE SYSTEM LOOKED LIKE, THAT TEACHERS HAD THE OPPORTUNITY TO SAY, YES, THIS IS SOMETHING THAT WE WANT TO BE A PART OF.

WE DON'T WANT TO DO ANYTHING THAT WOULD HURT THE CULTURE AND THE CLIMATE OF A CAMPUS.

AND SO THIS HAS BEEN VERY MUCH BEEN SOMETHING THAT, YOU KNOW, TEACHERS, AFTER THEY THEY'VE TALKED ABOUT IT, THEY'VE RESEARCHED IT, THEY'VE UNDERSTOOD IT, HAVE SAID, YES, WE WANT IN. AND THAT'S WHY YOU JUST SEE THIS SLOW ROLL IN.

WHAT'S HAPPENING IS YOU HAVE TEACHERS THAT ARE RECEIVING THAT CHECK AND YOU HAVE TEACHERS THAT ARE A PART OF THAT PROCESS THAT ARE THEN ABLE TO SPEAK AND SHARE THAT EXPERIENCE. AND YOU EVEN HAVE WE'VE HAD TEACHERS WHO MAYBE HAVEN'T QUITE EARNED THAT DESIGNATION YET, BUT THEY'RE TALKING ABOUT WHAT IT'S DOING TO HELP MAKE THEM WANT TO BE BETTER AND HOW IT'S PUSHING THEIR PRACTICE BECAUSE THEY WANT TO EARN THAT DESIGNATION.

THEY ALSO WANT THAT CHECK. I ALSO HAVE STRONG, YOU KNOW, AGAIN, I KNOW THERE'S A LOT UP IN THE AIR RIGHT NOW AROUND THE LEGISLATIVE SESSION, BUT I HAVE HEARD GENERAL CONSENSUS ON FROM BOTH THE HOUSE AND SENATE AS THAT THERE'S GOING TO BE SOME KIND OF AN INCREASED COMMITMENT TO FUNDING. TEA. THIS IS SOMETHING THAT I KNOW AUSTIN BELIEVES IN. AND SO, I DON'T I DON'T BELIEVE THAT THIS IS AT RISK.

I THINK THIS IS SOMETHING THAT WE CAN CONTINUE AS A DISTRICT TO POUR OUR ENERGY IN FOR OUTCOMES FOR, FOR TEACHERS. I REALLY WANT TO THANK OUR HR TEAM.

I ALSO WANT TO THANK OUR COMMUNITY BUDGET STEERING COMMITTEE.

THERE WERE INDIVIDUALS IN OUR COMMUNITY THAT, YOU KNOW, THEY CAME TO THE TABLE AND YOU KNOW, WE HAVE SOMEONE IN THE AUDIENCE TONIGHT THAT, YOU KNOW, SAID, HEY, WE'VE GOT TO DO BETTER FOR TEACHERS AND WHAT ARE SOME DIFFERENT MODELS THAT WE COULD LOOK AT AND CONSIDER TO DO BETTER FOR TEACHERS? AND IT REALLY ALLOWED US TO THINK OUT OF THE BOX AND AGAIN, BOARD, YOU SUPPORTED IT.

AND THAT RETENTION NUMBER. THAT TURNOVER NUMBER.

YES. IT'S PRINCIPALS. IT'S THE WORK THAT WE'RE DOING WITH EVERY PART OF THE DISTRICT SUPPORTING IT.

BUT IN THE END, I FIRMLY BELIEVE THE THINGS THAT YOU HAVE DONE BOARD FROM DAY CARES TO THE EMPLOYEE CLINIC TO THE, YOU KNOW, MENTAL HEALTH CLINIC, TO THE BEREAVEMENT AND THE MATERNITY AND PATERNITY LEAVE, LIKE ALL OF THOSE THINGS I THINK ARE SETTING US ON A TRAJECTORY WHERE, YOU KNOW, THAT THAT THAT TURNOVER NUMBER IS GOING TO BECOME A NUMBER THAT WE ARE ALL PROUD OF.

WE ALL WANT SOME TURNOVER. WE JUST WANT TO KEEP IT AT A VERY MANAGEABLE NUMBER.

SO AGAIN, THANK YOU AIR. THEY DO AN INCREDIBLE JOB AND SO PROUD OF THEM.

AND WE'RE HAPPY TO TAKE ANY QUESTIONS. ALL RIGHT ON THIS TOPIC.

TRUSTEES QUESTIONS AND COMMENTS. YES, MISS PACHECO.

WE'RE JUST STARTING ON THIS END OF THE HORSESHOE, AREN'T WE? ALL RIGHT, WELL, THANK YOU SO MUCH, DR. GOODSON, FOR THAT AWESOME PRESENTATION. I WANT TO CONGRATULATE THE DISTRICT, FIRST AND FOREMOST FOR REMOVING BARRIERS OF ENTRY FOR OUR TEACHING PROFESSIONALS.

THAT IS AMAZING. I REALLY THINK THAT PROVIDING PAID INTERNSHIPS TO THOSE STUDENTS WHO WANT THAT AND THEN EXPERIENCE, YOU KNOW, THEY BECOME TEACHERS, YOU KNOW, AND THEY WANT TO STAY WITH US WHEN THEY ARE TEACHERS TO GIVE THEM,

[02:25:05]

SO I REALLY WANT TO THANK YOU GUYS AND OUR DISTRICT FOR DOING THIS FOR OUR TEACHERS.

I'M REALLY PROUD TO BE PART OF THIS BOARD WHERE WE DID SOME OF THAT.

THE OTHER THING I WANTED TO TALK ABOUT, I WANT TO THANK YOU ALSO FOR, YOU KNOW, CREATING THAT CULTURE WITHIN OUR DISTRICT TO ENCOURAGE OUR TEACHERS TO JOIN.

AND THE NUMBER FROM 7 TO 30 FOR THE NATIONAL BOARD CERTIFICATION FOR THEM TO PARTICIPATE AND HAVE THAT INCREASE IN NUMBER ONE YEAR LATER IS PHENOMENAL. SO I CONGRATULATIONS. I THINK THAT'S GREAT.

THE OTHER THING IS, YOU KNOW I CAN'T READ MY OWN WRITING.

HOLD ON. THE IMPROVEMENTS. RIGHT. THE IMPROVEMENTS IN STUDENT OUTCOMES.

WE'VE SEEN THEM, AND WE KNOW THAT THERE'S A DIRECT CORRELATION, RIGHT, WITH THE PROFESSIONALS THAT WE'RE RECRUITING AND THE PROFESSIONALS THAT WE ARE GROWING WITHIN OUR OWN DISTRICT. WE SEE THAT THERE WITH THE NUMBERS 55.

I KNOW WE WE GOT SOME EXTERNAL ONES, BUT WE HAVE A LARGE NUMBER.

THAT'S A BIG NUMBER THAT WE KEEP AND GROW WITHIN OURSELVES.

AND THAT'S BASICALLY THE ONE. WE ARE THE ONE.

WE ARE THE ONE DISTRICT. AND I JUST THINK IT'S GREAT.

AND LASTLY, I DO HAVE ONE QUESTION AND I JUST WANTED AS CLARIFICATION, YOU WERE TALKING ABOUT THE DALLAS COLLEGE, AND I KNOW A LOT OF THEM ARE NOW OFFERING A FOUR YEAR DEGREE FOR THESE PROGRAMS. AND THERE'S DIFFERENT STAGES IN THAT PERSON'S CAREER OR STUDY PATH.

ARE WE, IS THAT ALSO A FOUR YEAR PROGRAM OR IS THAT JUST LIKE, IS THAT LIKE A TWO YEAR CERTIFICATE? WHAT ARE THOSE IN DALLAS COLLEGE TRADITIONAL PATHWAY THAT WE STARTED WITH THEM IS ACTUALLY A ONE YEAR PROGRAM WHERE THEY'RE DOING THE PAID STUDENT TEACHING.

BUT IT'S FOR THE FULL YEAR, RIGHT. BUT ARE THESE STUDENTS ACHIEVING A FOUR YEAR DEGREE OR.

YEAH. WELL, I'M SPECIFICALLY WITH THIS PROGRAM.

THERE IS A MINIMUM NUMBER. IT'S REALLY DESIGNATED FOR INDIVIDUALS WHO HAVE SOME COLLEGE COURSEWORK, BUT THEY HAVEN'T NECESSARILY EARNED THAT FULL DEGREE.

AND SO, DALLAS COLLEGE, ALONG WITH THE DEPARTMENT OF LABOR, HAS BASICALLY SAID, IF YOU HAVE THIS MANY HOURS, THEN YOU ARE ELIGIBLE FOR THIS ONE YEAR PROGRAM.

THAT'S AN INTENSE COURSEWORK BUT ALSO PROVIDES AND GIVES CREDIT FOR THE FIELD EXPERIENCE THAT STUDENTS THAT THAT OUR STUDENT TEACHERS ARE GOING TO HAVE IN A DIFFERENT WAY.

THERE IS A SEPARATE PROGRAM THAT WE HIGHLY WE HIGHLY MARKET FOR, ESPECIALLY TO OUR TAFE STUDENTS, WHICH IS OUR FUTURE EDUCATORS PROGRAM. WE REALLY TRY TO INSPIRE THEM TO WANT TO PURSUE.

BECAUSE DALLAS COLLEGE IS ONE OF THE FEW JUNIOR COLLEGE PROGRAMS THAT ACTUALLY HAS A FOUR YEAR TEACHING DEGREE PROGRAM, AND YOU CAN ACTUALLY GO THROUGH THAT PROGRAM FOR ONLY $7,500, AND YOU CAN COME OUT WITH A FOUR YEAR DEGREE AND YOUR TEACHER CERTIFICATE.

SO WE ARE REALLY TRYING TO INSPIRE OUR TAFE AND OUR AVID STUDENTS THAT ARE INTERESTED IN BECOMING A TEACHER, OF PURSUING THAT PROGRAM, BECAUSE YOU CAN COMPLETE IT WITHOUT STUDENT DEBT.

WE ALSO HAD AN OPPORTUNITY TO ACTUALLY. DOCTOR GOODSON AND I THIS WEEK MET WITH THE FOUNDATION THAT ACTUALLY WANTS TO UNDERWRITE THAT FEE, EVEN THAT $7,500, WHICH IS VERY REASONABLE.

THEY WANT TO UNDERWRITE THAT, PLUS PAY FOR ALL OF THE BOOKS AND ALL OF THE MATERIALS FOR ANY ONE OF OUR TAFFY AND AVID STUDENTS THAT WANT TO PURSUE EDUCATION. SO IT WOULD BE COMPLETELY FREE.

WOW. WE WILL BE ANNOUNCING THAT SOON. WE'RE SUPER PUMPED ABOUT THAT.

SO, THERE ARE KIND OF TWO DIFFERENT PROGRAMS BASED UPON HOW MANY HOURS YOU'RE BRINGING TO THE TABLE.

ALL RIGHT. WELL, EITHER WAY, I THINK IT'S GREAT.

I'M GLAD THAT WE HAVE THAT CLARIFICATION. I THINK IF THERE'S PEOPLE IN OUR COMMUNITY WHO HAVE SOME HOURS, THEY ALWAYS WANTED TO BE A TEACHER, RIGHT. NOW THERE'S THIS OPPORTUNITY FOR THEM WITHIN DALLAS COLLEGE.

AND THEN, OF COURSE, YOU KNOW, WE NEED AMAZING TEACHERS HERE.

SO, WE WELCOME THEM. I ALSO HAD THE OPPORTUNITY TO TALK TO SOME OF OUR STUDENT TEACHER WHAT WOULD YOU CALL THEM AGAIN? I CAN'T REMEMBER THE STUDENT TEACHERS THAT WE HAVE, THE STUDENTS THAT WANT TO BE TEACHERS.

TAFFY. YES. OKAY, SO I GOT TO TALK TO ONE OF THE YOUNG GIRLS AT BERKNER ABOUT HER CAREER PATH AND WHAT SHE'S LOOKING TOWARDS.

AND SHE'S SO WILLING. SHE'S READY TO GO. SHE'S READY TO GRADUATE.

ALREADY FROM COLLEGE. SHE HASN'T GRADUATED FROM HIGH SCHOOL YET, BUT SHE'S READY AND SHE WANTS TO RETURN. SO I KNOW YOU ALL ARE DOING A GREAT PROGRAM WITH THAT. SHE LOVES THE LITTLE KIDS THAT SHE MEETS ONCE A WEEK OR TWICE A WEEK AT SOME POINT.

SO THANK YOU. I JUST WANT TO THANK YOU ALL FOR PAYING ATTENTION TO THE NEEDS AND REMOVING BARRIERS.

THANKS. THANK YOU. THANK YOU, MISS PACHECO. OTHER TRUSTEES, ANY COMMENTS OR.

[02:30:01]

I WAS JUST LOOKING BACK AT SOME OF THE SLIDES AND LIKE I HAVE TO SAY, MY FAVORITE SLIDE ON HERE IS SLIDE 13.

TEACHING IS ONE OF THE MOST AMAZING JOBS. IT'S PROBABLY MY FAVORITE JOB I'VE EVER HAD.

IT'S SUPER HARD. BUT LET ME ALSO SAY, MY FIRST YEAR OF TEACHING, I HONESTLY WAS JUST TRYING NOT TO CRY EVERY DAY BECAUSE IT'S JUST HARD.

I REMEMBER LIKE, I WAS I REMEMBER I WAS TEACHING FIRST GRADE AND I WAS TEACHING HANDWRITING, AND I'M LEFT HANDED, AND I TURNED AROUND AND ALL MY KIDS HAD THEIR PENCIL IN THEIR LEFT HAND, LIKE. AND I HAD THIS, LIKE, GLORIOUS LESSON, AND IT JUST DIDN'T GO LIKE I WANTED IT TO. AND THAT WAS KIND OF HOW EVERY DAY GOES IN YOUR FIRST YEAR.

SO I SAY ALL OF THAT TO SAY THAT OVER TIME YOU PERFECT YOUR CRAFT AND YOU GET BETTER AND YOU GET BETTER, AND THE BETTER TEACHER THAT YOU HAVE IN THAT CLASSROOM, THE BETTER OUTCOMES THAT YOU HAVE.

SO FINDING WAYS TO INCREASE TEACHERS WHO'VE BEEN IN THE CLASSROOM, WHO HAVE A PROVEN TRACK RECORD OF SUCCESS, AND THEN WE'RE ABLE TO EITHER RECRUIT THEM IN AND PAY THEM MORE OR KEEP THEM.

I KNOW THAT THAT IS A BIG PIECE THAT'S GOING TO LEAD TO CONTINUED INCREASED OUTCOMES FOR OUR DISTRICT.

SO I'M INCREDIBLY PROUD THAT WE INVESTED IN THAT.

AND I KNOW WHEN WE FIRST GOT HERE, A LOT OF TIMES WE WERE LOOKING AT FIRST YEAR TEACHERS.

AND I THINK YOU GUYS AND HR HAVE DONE A GREAT JOB OF REALLY EXTRAPOLATING THAT OUT AND MAKING SURE THAT WE'RE SEEING AT MULTIPLE POINTS TO ENSURE THAT OUR COMPRESSION RATES AREN'T UNDULY BURDENING OUR TEACHERS WITH EXPERIENCE BECAUSE THEY'RE SO VALUABLE.

AND HAVING THAT MIX, YOU NEED NEW TEACHERS. YOU NEED TEACHERS WITH, YOU KNOW, WITH THE MIDDLE LEVEL OF EXPERIENCE.

AND YOU NEED TEACHERS WHO'VE BEEN HERE FOR A LONG TIME THAT TO ME AND I CAN JUST SAY, LIKE AS A TEACHER MYSELF AND EVEN AS A PRINCIPAL, IS WHAT MADE THE BEST OUTCOMES FOR ALL TEACHERS, BECAUSE THEY ALL WERE ABLE TO GAIN KNOWLEDGE AND EXPERIENCE AND IDEAS FROM EACH OTHER.

SO I'M SUPER PROUD OF THAT. I LOVE THE FACT THAT YOU GUYS ARE COLLECTING SO MUCH DATA OF WHY PEOPLE ARE EXITING AND LOOKING AT DIFFERENT WAYS.

AND I HOPE WE CONTINUE TO JUST INVEST IN FINDING WAYS TO INCREASING THE NUMBER OF TEACHERS THAT WE HAVE WITH EXPERIENCE, BECAUSE I KNOW THAT WE'VE BEEN LOW ON THAT. SO, YOU KNOW, EVENING THAT OUT AND IT LOOKS LIKE WE'RE MAKING GOOD PROGRESS.

ALSO TO ON TO OUR NATIONAL BOARD. I KNOW SOME PEOPLE HAVE SOME MIXED OPINIONS ON THAT, BUT I'M AGAIN, I'M ALWAYS FOR TEACHER PAY ON THAT. BUT I DID WANT TO ASK ON TIA, ISN'T IT.

AND REALLY, WITH NATIONAL, ISN'T IT, THAT YOU'RE, YOU'RE NORMING WITH PEERS ACROSS THE STATE ON YOUR EFFECTIVENESS LEVELS? AND REALLY, IN ORDER TO GET IN THOSE TOP THREE CATEGORIES, ESSENTIALLY YOU HAVE TO BE AT THE TOP 30% IN THE STATE AS FAR AS BEING ABLE TO GROW KIDS.

AND THAT IS HOW YOU RECEIVE THAT DESIGNATION THROUGH TIA.

IS THAT CORRECT? YES, MA'AM. AND SO THE FACT THAT AND I'M SORRY, NOW I'M GONNA ASK YOU ANOTHER SLIDE, THAT ONE THAT SHOWED LIKE HOW MANY TEA TEACHERS WE HAD.

YES, THAT ONE. SO JUST LOOKING AT THAT NUMBERS THAT WE HAVE GOING FROM ONLY 15 TO HAVING 79 TEACHERS, AND WE'RE ONLY TALKING AT A SMALL NUMBER OF SCHOOLS WHO HAVE DEMONSTRATED THAT THEY ARE PERFORMING WITHIN THE TOP 30% OF OUR STATE OF TEACHERS IS PRETTY PHENOMENAL. AND I THINK IF WE WANT TO REACH OUR NORTH STAR GOAL WITH GROWTH AND THINGS LIKE THAT, I THINK WE HAVE TO CONTINUE TO BE ABLE TO DEMONSTRATE THAT WE ARE, AND THAT COMES FROM HAVING GREAT TEACHERS IN THE CLASSROOM AND EVEN ON A SMALL SAMPLE SIZE FROM SCHOOLS. I THINK YOU GUYS ARE DOING SOME GREAT THINGS TO BE ABLE TO PROMOTE AND SHOW THAT.

SO I JUST WANTED TO SAY I APPRECIATE ALL OF THOSE THINGS.

THANK YOU, MISS TIMME. ANY OTHER COMMENTS OR QUESTIONS? DID YOU KNOW MISS MCGOWAN? YES. SO I'M JUST I'M NOT I'M GOING TO KEEP IT SHORT BECAUSE THEY'VE SAID EVERYTHING THAT I WOULD SAY, TOO. BUT I LOVE THE FACT THAT WE ARE LOOKING AT THIS BECAUSE BEFORE WE LOOK AT THE BUDGET AND GO THROUGH ALL OF THAT, BECAUSE THIS IS WHERE OUTCOMES COME FROM, LIKE THIS IS WHERE THE GREAT OUTCOMES WILL DRIVE.

SO IT'S SUPER EXCITING TO SEE THESE NUMBERS. AND I'D ALSO LIKE TO SEE JUST WHAT THE INCREASE OF THOSE ALLOTMENTS LOOK LIKE FOR OUR BUDGET FOR MATERNITY AND PATERNITY BENEFITS. I'D LIKE TO SEE THAT NUMBER GROW ANNUALLY UNTIL THE STATE DECIDES TO GET A LIFE.

OKAY. AND AS FAR AS THE. I'M SORRY, BUT, LIKE, IT'S BEYOND AND FOR THOSE CERTIFICATIONS, HOW DO WE BRAG AND CELEBRATE THOSE TEACHERS? I KNOW YOU CELEBRATE THEM ACROSS THE DISTRICT AND WE SEE THE VIDEOS YOU CREATE, BUT HOW ARE THE SCHOOLS REALLY CELEBRATING THAT? ARE THERE PLAQUES MAYBE IN THE SCHOOL WITH THEIR NAMES ON THEM ON THE WALL? I DON'T KNOW, I JUST THINK IT WOULD BE AMAZING IF IF THESE TEACHERS, YOU KNOW, THEY SEE THEIR NAMES ON THE WALLS AND OTHER TEACHERS SEE THEM, AND THEY'RE CELEBRATED IN A WAY THAT CHANGES THE CULTURE OF TEACHING.

YES, MA'AM. WE WE MAKE A REALLY BIG DEAL. I ALSO WANT TO CELEBRATE, FOR EXAMPLE, OUR PARTNERSHIP WITH REGION TEN.

[02:35:03]

FOR EXAMPLE, OUR PHENOMENAL TEACHER, BRIAN HARPER AT BERKNER HIGH SCHOOL, WHO WENT THROUGH NATIONAL BOARD JUST A YEAR AGO.

YOU KNOW, THEY ACTUALLY GET A CHANCE TO COME ON STAGE.

I GET A CHANCE TO PIN THEM. THEY GET A PLAQUE THAT THEY CAN PUT IN THEIR CLASSROOM.

AND THEN ALSO THAT DESIGNATION ALSO COMES WITH ADDITIONAL COMPENSATION AS WELL THAT THAT STAYS WITH THEM.

AND THEN THEY GET THAT FOR A LIFETIME AS LONG AS THEY RECERTIFY EVERY FIVE YEARS.

AND SO, WE REALLY DO WORK HARD TO MAKE THAT A REALLY BIG DEAL.

I WILL JUST PUT IN A PLUG IN TERMS OF LEGISLATION.

AND AT SOME POINT WE MAY HAVE A CALL TO ACTION.

ONE OF THE DISAPPOINTING THINGS AROUND SOME OF THE FUNDING IN TEA IS THAT THEY'RE ACTUALLY TALKING ABOUT POTENTIALLY REMOVING NATIONAL BOARD CERTIFICATION FROM ONE OF THOSE DESIGNATIONS AND NOT CONTINUING TO ALLOW THAT TO COUNT TOWARDS A DESIGNATION AND COMPENSATION.

SO WE ARE WE THERE MAY BE A POINT WHEN WE HAVE A CALL TO ACTION, AND WE HOPE TO SAY HOW IMPORTANT THIS IS, AND THAT OUR TEACHERS WHO GO THROUGH THIS PROCESS.

AGAIN, IT'S A VERY RIGOROUS PROCESS THAT WE CONTINUE TO MAINTAIN THAT.

BUT WE'LL FILL YOU IN ON THAT LATER. BUT YES, AND WE WILL CONTINUE TO FIND WAYS TO MAKE SURE THAT THESE PEOPLE FEEL APPRECIATED AND VALUED. THANK YOU, MISS MCGOWAN. MISS BRANUM, ANY OTHER COMMENTS OR QUESTIONS? OKAY. THANK YOU, DR. GOODSON FOR THAT PRESENTATION.

LOOK FORWARD TO SEEING SOME UPDATED DATA AS WE FINISH OUT THE YEAR.

I WOULD LIKE TO THANK THE STAFF, OUR VISITORS AND MY COLLEAGUES FOR BEING HERE THIS EVENING.

[V. CLOSED MEETING]

IT IS NOW 8:41 P.M. AND WE ARE NOW HEADING UPSTAIRS.

THANK YOU. ALL RIGHT. THE BOARD IS RETURNING TO OPEN

[VI. RECONVENE]

THE MEETING IS ADJOURNED AT 9:47 P.M. ON THIS IS MARCH 6TH OF 2025.

HAPPY SPRING BREAK.

* This transcript was compiled from uncorrected Closed Captioning.