[I. CALL TO ORDER] [00:00:08] >> GOOD EVENING AND WELCOME TO THE AUGUST MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES. I AM CHRIS POTEET BOARD PRESIDENT. MR. EAGER WILL NOT BE JOINING US TONIGHT. HOWEVER, WE HAVE A QUORUM PRESENT, AND THIS MEETING IS CALLED TO ORDER AT 6:01 PM. DR. HELLER, WILL YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGES OF ALLEGIANCE THIS EVENING? >> YES. THANK YOU, PRESIDENT POTEET. THIS EVENING. I AM PLEASED TO INTRODUCE TO YOU, MS. RAELYNN BENNERS. SHE IS GOING TO BE STARTING HER NINTH GRADE YEAR AT PIERCE HIGH SCHOOL ON TUESDAY. WE ARE GOING TO BE RECOGNIZING HER THIS EVENING, BUT WE HAVE INVITED HER TO ALSO LEAD US IN OUR PLEDGES. PLEASE JOIN ME IN SAYING THE PLEDGE TO THE AMERICAN FLAG. OF ALLEGIANCE]. THANK YOU SO MUCH. >> [APPLAUSE] AT THIS TIME, COULD I ASK EVERYBODY TO TAKE A MOMENT, AND WE'RE GOING TO HAVE A MOMENT OF SILENCE. THANK YOU. COLLEAGUES. IT IS NOW TIME FOR RECOGNITION. DR. HELLER, IF YOU WOULD. >> YES, THANK YOU. AS THE BOARD IS COMING FORWARD, I WOULD LIKE TO THANK EVERYONE FOR JOINING US TONIGHT. THE RICHARDSON ISD BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS, AND ORGANIZATIONS. OUR TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTION OF OUR LOCAL BUSINESSES AND INDIVIDUALS THAT SUPPORT OUR STUDENTS AND STAFF. 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. FIRST, AS WE'RE GETTING READY TO KICK OFF THE NEW SCHOOL YEAR, WE HAVE SEVERAL PARTNER RECOGNITIONS THIS EVENING WHO HAVE BEEN SUPPORTING OUR BACK TO SCHOOL PROFESSIONAL LEARNING EFFORTS WITH OUR STAFF. I WOULD FIRST LIKE TO INVITE MR. LUKE STOLTZ, WHO IS HERE THIS EVENING FROM YONDER. WE WANT TO THANK LUKE AND THE TEAM AT YONDER. THEY GRACIOUSLY STEPPED UP TO HELP SPONSOR LUNCH FOR OUR NEW HIRES AS PART OF THEIR WELCOME WEEK AND INDUCTION ACTIVITIES ON JULY 30TH. THEY DONATED LUNCH FOR 400 NEW HIRES, AND WE APPRECIATE LUKE AND THE TEAM AT YONDER. THEY HAVE BEEN A LONG TIME PARTNER OF THE DISTRICT AND I WANT TO THANK THEM FOR COMING AND SUPPORTING OUR NEW HIRES. THANK YOU SO MUCH, LUKE. [APPLAUSE]. WE'RE GOING TO GRAB A PHOTO AFTER EACH RECOGNITION. WE WILL SHARE THIS ON OUR WEBSITE AND ON OUR SOCIAL CHANNELS. THANK YOU SO MUCH AGAIN. [APPLAUSE] OUR NEXT PARTNER RECOGNITION IS FOR TWO REALLY GREAT BUSINESS PARTNERS. WE HAVE OUR FRIENDS FROM STATE FARM, MS. PRINCA MCNAIR, DO WE HAVE OUR FRIENDS FROM APPLIED MATERIALS? ARE THEY HERE THIS EVENING? I KNOW THEY WERE LOOKING TO SEND A REPRESENTATIVE. THEY PARTNERED BOTH STATE FARM AND APPLIED MATERIALS. THEY PARTNERED TO SUPPORT AND COLLECTED DONATIONS TO HOST A TEACHER SUPPLY STORE FOR OUR BRAND NEW ZERO-YEAR EDUCATORS WHO ARE BEGINNING THEIR TEACHING CAREERS HERE IN RICHARDSON ISD THIS NEXT WEEK. IT WAS HOSTED AS PART OF THEIR NEW HIGHER INDUCTION ACTIVITIES TOWARDS THE END OF JULY AT PIERCE HIGH SCHOOL. WE ARE SO GRATEFUL WE'VE HAD A LONG TIME PARTNERSHIP WITH STATE FARM AND MS. MCNAIR. THANK YOU SO MUCH FOR ALL YOUR CONTINUED SUPPORT. [APPLAUSE] WE'RE GOING TO GRAB THAT PHOTO. [00:05:15] AGAIN, THANK YOU SO MUCH. [APPLAUSE] OUR FINAL PARTNER RECOGNITION THIS EVENING IS FOR OUR FOUR HIGH SCHOOLS WHO WERE RECOGNIZED OVER THE SUMMER AS PART OF THE INAUGURAL DALLAS COUNTY PROMISE ECONOMIC MOBILITY AWARD. WITH US THIS EVENING, WE HAVE ERIC BAN FROM ECONOMIC MOBILITY SYSTEMS AND MR. MIGUEL SOLIS, WHO IS HERE WITH COMMIT. OUR FOUR HIGH SCHOOLS ARE EACH RECEIVING A $6,000 AWARD. TO SUPPORT THEIR COLLEGE AND CAREER AND WORK EDUCATION PROGRAMS. THESE CAMPUSES WERE RECOGNIZED FOR THEIR WORK IN COLLEGE READINESS AND ENROLLMENT. WE ARE JUST GRATEFUL FOR THE CONTINUED PARTNERSHIP AND THE OPPORTUNITY TO CONTINUE TO ENSURE THAT WE ARE SUPPORTING OUR GRADUATE PROFILE AND OUR GRADUATES ARE LEAVING RISD, WORKFORCE, AND COLLEGE READY. THANK YOU SO MUCH. [APPLAUSE] THERE WE GO. THANK YOU SO MUCH, AND WE'RE GOING TO GRAB THAT PHOTO. THANK YOU AGAIN. CONGRATULATIONS TO ALL FOUR HIGH SCHOOLS WHO WERE RECOGNIZED FOR THAT REALLY IMPORTANT AWARD EARLIER THIS SUMMER. MOVING INTO OUR STAFF RECOGNITIONS. AS WE TYPICALLY DO, WE LIKE TO BRING FORWARD NEW MEMBERS TO THE CENTRAL OFFICE TEAM. NEXT MONTH, WE WILL BE BRINGING NEW PRINCIPALS, CAMPUS LEADERS. THIS MONTH, WE DO HAVE TWO NEW MEMBERS THAT I AM EXCITED TO INTRODUCE TO YOU. WE HAVE MR. THOMAS GIBSON, WHO IS ACTUALLY COMING BACK HOME, RIGHT, SIR. HE DECIDED HE NEEDED TO GET BACK TO RSD AS SOON AS HE COULD, AND HE IS COMING TO SERVE AS OUR EXECUTIVE DIRECTOR OF TRANSPORTATION, REPLACING MR. SCOTT SELLERS, WHO IS GOING TO BE CELEBRATING HIS RETIREMENT LATER THIS MONTH. ALSO, I'M EXCITED TO INTRODUCE TO YOU, MS. JUSTINE, HUDDLESTON, OUR NEW DIRECTOR OF COMMUNICATIONS AND MARKETING. SHE'S FILLING A VACANCY THAT WE HAD WITHIN THE DEPARTMENT. SHE'S COMING TO US FROM IRVING ISD, AND WE ARE JUST SO GRATEFUL TO HAVE BOTH OF THEM JOINING OUR CENTRAL OFFICE TEAM AS WE SERVE AND SUPPORT OUR CAMPUSES TO MEET OUR NORTH STAR GOAL. CONGRATULATIONS, AND WELCOME TO RICHARDSON. [APPLAUSE] THIS IS JUST BEAUTIFUL. WE WILL GRAB A PHOTOGRAPH. I WANT TO KNOW, DR. HR, THOSE COWBOY HATS ARE APPROVED IN THE EMPLOYEE READY WEAR FOR WORK, THE COWBOY HAT. CONGRATULATIONS. [APPLAUSE] WELCOME TO RICHARDSON ISD. FINALLY, EVEN, THOUGH, THE SCHOOL DOORS HAVE NOT OPENED YET UNTIL TUESDAY, WE STILL HAVE A STUDENT TO RECOGNIZE FOR AN AWESOME RECOGNITION, I KNOW. I KNOW SUPERINTENDENT GRANHAM GOT TO BE THERE EARLIER THIS PAST MONTH AS SHE WAS BEING RECOGNIZED. BUT AGAIN, I WOULD LIKE TO CELEBRATE AND RECOGNIZE RAELYNN BENNERS, WHO IS AN INCOMING FRESHMAN. STARTING HER HIGH SCHOOL CAREER AT PIERCE HIGH SCHOOL ON TUESDAY. SHE WAS RECENTLY RECOGNIZED BY THE NATIONAL PTA REFLECTION PROGRAM AS THE TEXAS OUTSTANDING INTERPRETATION AWARDEE, AND NATIONAL SILVER MEDALIST FOR HERSELF CHOREOGRAPHED PIECE, UNREFINED WATERS. I THINK WE HAVE A PICTURE UP ON THE SCREEN THERE, JUST A BEAUTIFUL PIECE. CONGRATULATIONS, RAELYNN. WE ARE SO EXCITED FOR YOU. [APPLAUSE]. WE'RE GOING TO GRAB A PHOTO OF RAELYNN WITH THE BOARD. [00:10:01] CONGRATULATIONS. WE'RE VERY PROUD OF YOU. HAVE A GREAT START TO THE SCHOOL YEAR. [APPLAUSE] BEFORE WE CONCLUDE OUR RECOGNITIONS, I DO WANT TO RECOGNIZE THEIR FAMILY AND FRIENDS WHO COME OUT EACH MONTH TO RECOGNIZE AND THE RECOGNITIONS THAT WE HAVE. THANK YOU. CONGRATULATIONS TO YOU, RAELYNN'S FAMILY FOR SUPPORTING HER. [APPLAUSE] THIS WILL CONCLUDE OUR RECOGNITIONS FOR AUGUST. >> THE NEXT ITEM ON OUR AGENDA IS THE PUBLIC COMMENTS SECTION. [II. PUBLIC COMMENT SECTION] MS. RENTERIA, DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD? >> YES, WE DO, MR. POTEET. THANK YOU. ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS. DURING TODAY'S MEETING, SPEAKERS MAY COMMENT ON 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. OUR FIRST SPEAKER IS MR. ERIC STENGEL, WHO WILL BE SPEAKING ON THE 2025 BOND ELECTION ORDER AND NOTICE. >> GOOD EVENING, MEMBERS OF THE RICHARDSON ISD BOARD, FELLOW COMMUNITY MEMBERS AND SUPERINTENDENT GRANHAM. AS A MEMBER OF THE 2025 BOND SING COMMITTEE, IN APPARENT STAKEHOLDER OF THE DISTRICT, MY THOUGHTS REGARDING THE 1.4 BILLION BOND ELECTION PROPOSAL IS IN SUPPORT. I SUPPORT THE CALL TO PROPOSE A BOND ELECTION BECAUSE OF THE MIDDLE SCHOOL EXPANSION AND THE NECESSARY FACILITY UPDATES THAT WILL PROVIDE OUR STUDENTS WITH SAFE, MODERN LEARNING ENVIRONMENTS. AT THE SAME TIME, I DO HAVE SOME RESERVATIONS ABOUT THE TOTAL COST AND LONG TERM IMPACT. I WAS ONE OF THE MEMBERS WHO DID NOT VOTE FOR THE INCREASE OF THE MAXIMUM BOND AMOUNT. I QUESTION WHETHER ADDITIONAL DEBT WAS SENSIBLE AT THIS TIME. I ALSO QUESTION THE IMPACT THAT IT MAY HAVE ON LOW INCOME FAMILIES. HOWEVER, IT IS IMPORTANT THAT THE DISTRICT CONTINUES TO PRIORITIZE PROJECTS, MANAGE COSTS, AND BE AN ENTITY FOR THE MARGINALIZE IN THOSE LOW INCOME FAMILIES THAT ARE SEEKING OPPORTUNITIES, OPPORTUNITIES THAT THEY MAY NOT GET ELSEWHERE. I URGE THE BOARD AS THEY LOOK AT PASSING THE CALL FOR A BOND ELECTION IS TO MAKE SURE THAT ACCOUNTABILITY AND CLEAR COMMUNICATION REMAIN THE HALLMARKS OF SUCH A PROPOSAL. BALANCING STUDENT NEEDS WITH FISCAL RESPONSIBILITY IS NEEDED SO THAT WE CAN CONTINUE TO BE A POSITIVE MODEL FOR OUR COMMUNITY AND FOR THE STUDENTS THEY SERVE. THANK YOU. [00:15:06] >> THANK YOU, MR. STENGEL. OUR NEXT SPEAKER IS MR. ELAINE BONAVITA WHO WILL BE SPEAKING ON SB10. >> GOOD EVENING. ELAINE BONAVITA, FORMER CANDIDATE FOR THE BOARD HERE JUST RECENTLY, SO GOOD TO BE WITH YOU. THERE WERE TWO BROTHERS IN A MIDDLE SCHOOL, AND THEY WERE GETTING INTO A LOT OF TROUBLE, AND SO THEIR PARENTS ASKED THEIR LOCAL PASTOR TO TALK TO THE BOYS. HE ASKED THEM TO SEND OVER THE OLDER SON FIRST. THE FIRST THING THE PASTOR SAID WAS, "SON DO YOU KNOW WHERE GOD IS?" NO ANSWER. AGAIN, "SON, WHERE IS GOD?" NO ANSWER. AGAIN, "SON, DO YOU KNOW WHERE GOD IS?" THE BOY GOT UP, RAN HOME, GOT HIS BROTHER AND SAID, "QUICK, WE GOT TO GET OUT OF HERE. GOD IS MISSING, AND THEY THINK WE TOOK HIM." AS A FORMER DEGREED SUBSTITUTE TEACHER HERE FOR THE SCHOOL DISTRICT, I SUPPORT SENATE BILL 10 MANDATE, AND THE 10 COMMANDMENTS POSTER IN EVERY CLASSROOM. BECAUSE AS CHRISTIAN PASTORS HAVE SAID, AND I QUOTE, "IF WE DON'T TEACH OUR KIDS ABOUT GOD, SOMEONE WILL TEACH THEM ABOUT EVERYTHING HE ISN'T," WHEN THEY ARE IN SCHOOL. I'M NOW READING FROM THE SB10 SUMMARY REPORT THAT I HANDED OUT TO YOU TONIGHT OR TO PRESIDENT AND THE BOARD. SB10. NOW REQUIRES ALL PUBLIC, ELEMENTARY AND SECONDARY SCHOOLS IN TEXAS TO DISPLAY A DURABLE POSTER OR FRAMED COPY OF THE 10 COMMANDMENTS AND A CONSPICUOUS PLACE IN EACH CLASSROOM BEGINNING IN SEPTEMBER NOW. POSTERS MUST BE AT LEAST 16 BY 20 INCHES OR LARGER, INCLUDE A VERSION OF THE 10 COMMANDMENTS AS GIVEN IN THE BILL. IF A SCHOOL DOES NOT ALREADY HAVE SUCH A DISPLAY, IT MUST ACCEPT PRIVATELY DONATED POSTERS THAT MEET THE REQUIREMENTS. WHILE SCHOOLS ARE NOT REQUIRED TO PURCHASE THE POSTERS USING DISTRICT FUNDS, THEY ARE MANDATED TO DISPLAY THEM. THE BILL ALSO STIPULATES THAT THE ATTORNEY GENERAL WILL DEFEND ANY LEGAL CLAIMS ARISING FROM A SCHOOL'S COMPLIANCE. WHAT IS OUR DISTRICT'S PLAN TO MAKE THESE POSTERS AVAILABLE IN EVERY CLASSROOM? MAY I SUGGEST YOU DO A NEWS RELEASE INVITING BOTH OUR BUSINESS AND CHURCH COMMUNITIES TO DONATE POSTERS, AND SEND LETTERS OUT TO OUR PARENTS HOME WITH OUR STUDENTS. OR IF ANYONE OBJECTS, NO WORRY, THE ATTORNEY GENERAL WILL PAY FOR ALL COST LEGAL EXPENSES. WHILE I'M HERE, I WOULD LIKE TO BE ONE OF THE FIRST TO PUBLICLY OFFER TO DONATE POSTERS IN MY SCHOOL WHERE I WAS TEACHING UNTIL LAST YEAR, MARK TWAIN. BUT FIRST, WE NEED A PLAN FOR RECEIVING THESE DONATIONS. I WANT TO BE HERE AND VOLUNTEER TO HELP YOU TO COORDINATE THIS PROJECT, IF YOU NEED HELP. AS A FORMER ELECTED SCHOOL BOARD MEMBER, THIS IS WHAT I'VE DONE A LOT OF TIMES, SO I'M GOOD AT IT. I VOLUNTEER MY SERVICES. I NEED SOMETHING TO DO SINCE I DIDN'T GET ELECTED TO THE BOARD. GET ME BUSY HERE. I CAN HELP YOU. I WANT TO HELP YOU. THANK YOU. >> THANK YOU, MISS BONAVITA. OUR NEXT SPEAKER IS MISS RACHEL KESNER, WHO WILL BE SPEAKING ON SB12. >> GOOD EVENING. MY NAME IS RACHEL KESNER, AND MY FAMILY MOVED TO RICHARDSON IN 2016. WE LIVED JUST 300 YARDS FROM CANNONS CREEK ELEMENTARY. WE CHOSE THIS NEIGHBORHOOD FOR ITS INCREDIBLE REPUTATION, AND WE FELT THAT LOVE DEEPLY. OUR NEIGHBORS HAVE BECOME OUR PEOPLE. MY SEVEN-YEAR-OLD DAUGHTER EVAN IS ENTERING SECOND GRADE AT CCE, AND HER LITTLE SISTER MIA IS STARTING KINDERGARTEN THIS YEAR. WE WANT NOTHING MORE THAN TO KEEP BOTH OF OUR GIRLS AT CANNONS CREEK. IT HAS BEEN A SLICE OF HEAVEN FOR US, A BUBBLE OF SAFETY AND SUPPORT AND A STATE WHERE IT'S INCREASINGLY SCARY TO RAISE A TRANSGENDER CHILD. BUT 48 HOURS AGO, WE WERE TOLD THAT RISD WILL IMPLEMENT SENATE BILL 12 ON THE FIRST DAY OF SCHOOL, DESPITE THE LAW NOT TAKING EFFECT UNTIL SEPTEMBER 1ST. I'VE SPENT THE LAST 48 HOURS SPEAKING WITH TEACHERS, ADMINISTRATORS, AND DISTRICT LEADERSHIP, AND I'VE GOTTEN CONFLICTING GUIDANCE AT EVERY SINGLE LEVEL. [00:20:03] NOTHING HAS BEEN PROVIDED IN WRITING, AND NONE OF IT MATCHES THE LEGAL INTERPRETATION I'VE RECEIVED FROM OUTSIDE COUNSEL. THIS BILL CREATES CONFUSION AND THAT CONFUSION PUTS KIDS LIKE MINE IN HARM'S WAY. EVAN'S FRIENDS KNOW SHE'S A GIRL. IF HER TEACHERS ARE TOLD TO MISGENDER HER, TO SUDDENLY CALL HER HE OR TO RESTRICT HER FROM THE BATHROOM SHE'S ALWAYS USED, THAT OUTS HER. IT PUTS A SPOTLIGHT ON HER. IT TELLS HER PEERS, SHE'S DIFFERENT, AND IT TURNS A JOYFUL ORDINARY SCHOOL DAY INTO A HOSTILE, UNSAFE ENVIRONMENT. THAT'S NOT HYPOTHETICAL. THAT'S THE REALITY FOR A CHILD WHO JUST LAST YEAR WAS FINALLY ABLE TO BE A KID. EVAN HAS HAD AN INCREDIBLE YEAR. SHE'S MADE FRIENDS. SHE PLAYS SOCCER. SHE DISCOVERED A LOVE OF READING. SHE GRADUATED FROM PLAY THERAPY, WHICH WAS HUGE. SHE WAS HAPPY. THAT STABILITY WAS YEARS IN THE MAKING. AFTER YEARS OF ISOLATION, WEEKLY THERAPY AND FIGHTING JUST TO BE SEEN. EVAN IS TRANSGENDER, SHE IS ALSO AUTISTIC. SHE HAS AN IEP. SHE IS PART OF A PROTECTED CLASS. SUDDENLY, CHANGING HOW THE SCHOOL TREATS HER, ESPECIALLY, BY FORCING INCORRECT PRONOUNS OR DENYING BATHROOM ACCESS WOULD NOT JUST BE DISRUPTIVE. IT WOULD BE TRAUMATIC. FOR TRANSGENDER AND AUTISTIC KIDS, THE RISK OF DEPRESSION AND SUICIDE IS NOT THEORETICAL. IT IS WELL DOCUMENTED AND IT IS DEVASTATING. PLEASE DON'T LET VAGUE POLITICALLY MOTIVATED LEGISLATION ERASE EVERYTHING, CANNONS CREEK, HAS DONE TO HELP EVAN THRIVE. THANK YOU. >> THANK YOU, MISS KESNER. OUR NEXT SPEAKER IS MR. EWEN BLACKMAN, WHO WILL BE SPEAKING ON THE 2025 BOND ELECTION ORDER AND NOTICE. >> GOOD EVENING BOARD OF TRUSTEES, PRESIDENT POTEET, SUPERINTENDENT BRANDON, ESTEEM EMPLOYEES. THERE'S A GREAT SAYING I'VE HEARD A FEW TIMES SAYS, "DON'T OUT KICK YOUR COVERAGE." MOST OF THAT WAS IN REFERENCE TO MY MARRIAGE TO MY LOVELY WIFE, LAURA. HOWEVER, I THINK YOU COULD APPLY IN THE CASE OF THE BOND WHERE WE MIGHT BE OUT KING OUR COVERAGE A LITTLE BIT ON THE AMOUNTS. I DO RECOGNIZE THAT OUR HANDS ARE A LITTLE TIED FROM PREVIOUS BOARDS WITH REGARDS TO THE MIDDLE SCHOOL TRANSITION. NO NEED TO REVISIT, THAT IS WHAT IT IS, AND WE HAVE TO COMPLETE THAT. THAT'S 700 ODD MILLION OF THE TOTAL. THAT MAKES A DIFFICULT CHOICE FOR THE REST OF THE MONEY THAT WE'RE SEEKING TO FIX VARIOUS THINGS IN OUR SCHOOLS. BUT FIRST, ALLOW ME TO THANK SUPERINTENDENT BRANDON, THE BOARD OF TRUSTEES WHO SHOWED UP AT THE MEETINGS, FOR THOSE WHO DON'T KNOW I WAS AT THE BOND STEERING COMMITTEE, AND MANY HOURS OVER MANY MONTHS HAS POURED INTO WRESTLING WITH SOME OF THESE IDEAS, SOME OF THESE ISSUES, TAKING A LOOK AT THE MONEY SIDE OF IT, AND NOTHING IS MORE EXCITING THAN LOOKING AT PERCENTAGES AND DOLLARS OVER YEARS. SOME HARD FOUGHT BATTLES OVER REDUCTION IN SOME OF THE SPENDINGS, WHETHER IT'S THE THIRD DATA CENTER, WHETHER IT WAS STUDENT LAPTOPS AND STAFF LAPTOPS THAT WERE REVISITED WITH LOWER AMOUNTS. SOME OF THOSE ARE GREAT TO SEE. AGAIN, THIS IS GOING TO BE A VOTE FOR THE BOARD. WE'VE DONE OUR WORK AS A COMMITTEE AND DONE OUR RECOMMENDATIONS AND PEOPLE HAVE HEARD US, AND THAT'S ALL ANYONE CAN EVER ASK FOR, SO FOR THAT MOST GRATEFUL AND MOST HAPPY THAT THAT WAS DONE THAT WAY. I DO SUPPORT THE BOND IN GENERAL. I THINK SOME OF THE THINGS A LITTLE TWEAK, BUT WHEN I FIRST SPOKE BEFORE THE BOARD. BACK IN 2016, I'VE BEEN INVOLVED IN SINCE THEN WAS, I SAID, BREAK OUT THE BOND, BUILD A BETTER BOND. I THINK ONE DAY WE SHOULD COME TO A POINT WHERE YOU GET TO CHOOSE BY LINE ITEM OF WHAT WE WANT TO DO WITH AS BONDS, AND THE STATE MADE SOME PROGRESS TOWARDS THAT WITH THE THREE CHOICES, BUT I FEEL THAT'S STILL A LITTLE LESS THAN WE NEED. FOR EXAMPLE, THE CTE. I'M A BIG FAN OF CTE, I THINK WE HAVE NOT INVESTED ENOUGH IN CTE, BUT IS THE RIGHT MOVING $85 MILLION CTE CENTER, RIGHT NOW, BRINGING THE CTE BACK OUT OF THE SCHOOLS. I DON'T KNOW, BUT THAT'S A DEBATE WORTH HAVING AND IN THESE FORMATS, UNFORTUNATELY WITH THE TIME I HAVE, THERE'S NO REAL TIME TO GET DOWN TO THAT. BOLO, BE ON THE LOOK OUT FOR A PODCAST I'M GOING TO PUT TOGETHER, AND WE'LL HAVE A LONG DISCUSSION ABOUT SOME OF THESE MORE FINER DETAILS, AND HOPEFUL THE COMMUNITY CAN JOIN IN THAT DISCUSSION AND SEE HOW WE THINK OF THAT BECAUSE TIME IS SHORT FOR SURE AND ELECTION COMES UP IN NOVEMBER. IN THAT REGARD, I'D LIKE TO TALK A LITTLE BIT ABOUT THE STUDENT RESULTS IN THE STARS. SOME GREAT RESULTS THERE, BEING THE STATE NUMBERS FOR SURE. SHOWS LONG WORK THAT WE'VE DONE IN CURRICULUM INSTRUCTION TO GET THOSE STUDENTS UP AND RUNNING, ESPECIALLY AFTER DISASTROUS COVID YEARS. I WOULD LIKE TO SEE A LITTLE BIT MORE ON THE NUMBERS TO BE HONEST LIKE SEVENTH GRADE MATH. [00:25:01] WHEN I SEE PERCENTAGES, IT'S HARD TO TELL WHAT'S REALLY HAPPENING THERE IN TERMS OF THE EIGHTH GRADERS RIGHT IN THE EXAM EARLIER THAN OTHER DISTRICTS AND STUFF. WE COULD SEE A LITTLE OF DISCUSSION THAT WOULD BE FANTASTIC. BUT ALL IN ALL, I'D LIKE TO SAY THANK YOU AGAIN FOR THE PROCESS OF THE BOND. I THINK IT WAS A MORE OPEN AND HONEST ONE THAT I'VE SEEN IN MANY YEARS, MUCH CREDIT FOR THAT. IF WE DISAGREE, WE DISAGREE FAIR ENOUGH. BUT EVERYONE BE GOOD. THANK YOU. GOOD EVENING. >> THANK YOU, MR. BLACKMAN. MR. POTEET, THAT CONCLUDES OUR PUBLIC COMMENTS FOR THIS EVENING. >> THANK YOU, MISS RENTERIA. OUR NEXT ITEM IS AN ACTION ITEM FOR THE CONSENT AGENDA. [III. CONSENT / CONFIRMATION AGENDA ITEMS] DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? SEEING NONE, IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? >> MOVED. >> THANK YOU, MS. TIMME. IS THERE A SECOND? >> SECOND. >> THANK YOU, MISS RENTERIA. WE HAVE A MOTION BY MS. TIMME AND A SECOND BY MISS RENTERIA. ARE THERE ANY COMMENTS OR QUESTIONS ON THE CONSENT AGENDA? HEARING NONE. ALL IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HAND. THAT MOTION PASSES 6-0. THANK YOU, BOARD. OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS, MISS BRANUM. [IV.A. Acceptance of Gifts] >> THANK YOU, PRESIDENT POTEET. AS ALWAYS, WE ARE SO GRATEFUL FOR OUR PARTNERS, OUR PTA ORGANIZATIONS, OTHER COMMUNITY MEMBERS THAT GIVE TO OUR CAMPUSES TO ENSURE SOME OF THOSE EXTRAS, THE THINGS THAT OUR CAMPUS TEAMS DREAM OF THEY MAKE POSSIBLE. I'VE ASKED MR. POTEET TO PROVIDE THIS MONTH'S UPDATE. >> THANK YOU, MISS BRANUM. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH. WE HAVE FIVE GIFTS OVER $5,000 SUBMITTED FOR BOARD APPROVAL. THE BRENTFIELD ELEMENTARY PTA DONATED $11,551.94 TO BRENTFIELD ELEMENTARY. THE LAKE HIGHLANDS ELEMENTARY PTA DONATED $30,018.33 TO LAKE HIGHLANDS ELEMENTARY. THE BIG SIX FOUNDATION DONATED $7,123.24 TO MOHAWK ELEMENTARY. MICHAEL AND JULIE HERNE DONATED $22,500 TO PRESTONWOOD ELEMENTARY, AND THE WHITE ROCK ELEMENTARY PTA DONATED $109,000 TO WHITE ROCK ELEMENTARY FOR A TOTAL OF $160,193.51. WE HAVE EIGHT GIFTS, LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $8,124.33, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION. OUR TOTAL GIFTS THIS MONTH ARE $168,317.84. >> THANK YOU, MR. POTEET, AND WITH THAT, I DO RECOMMEND THE BOARD ACCEPT THE GIFTS OF $5,000 OR MORE AS PRESENTED. >> THANK YOU, SUPERINTENDENT, BRANUM. MR. POTEET, IS THERE A MOTION, ON THE BOARD, TO APPROVE THESE GIFTS? >> MOVE. >> THANK YOU, MS. HARRIS. IS THERE A SECOND? >> SECOND. >> THANK YOU, MS. MCGOWAN. ARE THERE ANY QUESTIONS OR COMMENTS ON THE GIFTS? YES, MS. TIMME? >> I DO HAVE ONE. I I HEARD YOU SAY 22,000 FOR THE GIFT FROM MICHAEL AND JULIE HERNE, AND THEN UP THERE IT SAYS 2000. I JUST WANTED TO MAKE SURE WE'RE GIVING THEM CREDIT THE RIGHT WAY. >> IT'S $2,500 OR 2,500. I JUST DID NOT SPEAK CLEARLY. I APOLOGIZE. >> I JUST WANTED TO JUST DOUBLE CHECK. THEN JUST ALWAYS APPRECIATE OUR COMMUNITIES FOR BEING SO GRACIOUS AND DONATING, WHERE THEY HAVE CHOICES WHERE THEY CAN DONATE AND SUPPORTING OUR SCHOOLS. IT'S SUPER APPRECIATED, NO MATTER HOW BIG OR SMALL. I KNOW THOSE GIFTS ARE CERTAINLY APPRECIATED BY ALL WHO ARE IMPACTED. >> THANK YOU FOR THOSE COMMENTS, MS. TIMME. ANY OTHER COMMENTS? YES, MS. MCGOWAN. >> IT'S REALLY A QUESTION. WELL, I'M FOREVER GRATEFUL FOR THE DONATIONS FROM OUR PTAS BECAUSE I KNOW, OF COURSE, WE CAN SEE WHAT THIS MEANS FOR STUDENTS. BUT WHEN WE SEE $100,000 DONATION FOR INSTRUCTIONAL SUPPORT AND TUTORS, OF COURSE, I THINK ABOUT OTHER SCHOOLS THAT DO NOT POSSIBLY HAVE THAT SUPPORT FROM PTA, ARE WE AS A DISTRICT ENSURING THE EQUITABLE TUTORS AND SUPPORT IN OUR SCHOOLS WHEN WE CAN'T ALL GENERATE THIS REVENUE. >> IT'S IMPORTANT TO KNOW THAT MANY OF OUR CAMPUSES ARE IDENTIFIED AS TITLE 1 CAMPUSES, AND IT IS BASED UPON THE NUMBER OF ECONOMICALLY DISADVANTAGED STUDENTS OF THAT CAMPUS SERVES. THE PRINCIPALS ARE GIVEN ALLOTMENT PER STUDENT, AND IT'S A SIGNIFICANT ALLOTMENT AND THEY HAVE DISCRETION ON HOW THEY ARE GOING TO EXPEND THOSE DOLLARS. FOR EXAMPLE, MANY OF OUR CAMPUSES MAY HIRE ADDITIONAL SUPPORT. [00:30:04] MANY OF THEM USE IT FOR TUTORING AND OTHER INTERVENTIONS. IN ADDITION TO THAT, WE HAVE A SMALL SET ASIDE FUND THAT I HAVE WHERE PRINCIPALS CAN APPLY FOR ADDITIONAL WE CALL IT A CAMPUS RESOURCE REQUEST, AND IT IS PRIORITIZED FOR OUR CAMPUSES WITH THE HIGHEST NUMBER OF ECONOMICALLY DISADVANTAGED STUDENTS. AGAIN, IF THEY'RE EXPENDING THAT TITLE FUNDS AND THEY NEED ADDITIONAL INTERVENTION OR ADDITIONAL RESOURCES, THEY CAN USE THAT TO REQUEST ADDITIONAL FUNDS. >> THANK YOU FOR THAT REMINDER. I APPRECIATE IT. >> ANY OTHER COMMENTS OR QUESTIONS FROM THE BOARD? YES, MS. PACHECO. >> I'D LIKE TO HAVE JUST A CLARIFICATION QUESTION. I USUALLY SEE THESE TRANSPORTATION, SUPPLIES, SOMETIMES EXTRA TUTORING AND THINGS LIKE THAT. IS THIS ALSO MAYBE GEAR TOWARDS IF PTA WANTED TO DONATE TO PAY FOR OVERDUE FEES ON SCHOOL LUNCHES? IS THAT A POSSIBILITY WITHIN THE SCOPE OR IS THAT A DIFFERENT THING? >> YES. WE HAVE HAD THOSE KINDS OF DONATIONS FROM PTAS AND OTHER INDIVIDUALS IN THE COMMUNITY IN THE PAST. WE JUST DIDN'T HAPPEN TO HAVE ANY OF THOSE THIS MONTH. >> PERFECT. THANK YOU. >> ANY OTHER COMMENTS OR QUESTIONS FROM THE BOARD? >> WITH THAT, ALL COMMENTS BEING HAD. GREAT COMMENTS, GREAT QUESTIONS. ALL IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HAND. THAT MOTION CARRIES 6-0. THANK YOU. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE APPROVAL OF [IV.B. Approval of 2025-26 Student Code of Conduct] THE 2025 2026 STUDENT CODE OF CONDUCT, MISS BRANUM. >> THANK YOU. AS WE EVEN HEARD FROM AN INDIVIDUAL IN PUBLIC COMMENTS, THIS LAST LEGISLATIVE SESSION WAS A SIGNIFICANT SESSION. THERE WERE OVER 100 BILLS THAT WERE PASSED THAT INVOLVE ONE OR MORE ASPECTS OF WHAT WE DO EVERY SINGLE DAY HERE IN RICHARDSON ISD, OF WHICH MANY OF THOSE BILLS HAVE MANY LAYERS OF WHAT IS EXPECTED OF A SCHOOL DISTRICT. IT'S ALSO IMPORTANT TO NOTE FOR MANY OF THOSE BILLS, WE ARE STILL AWAITING GUIDANCE AND IT MAY BE WRITTEN IN THE BILL THAT WE HAVE TO IMPLEMENT BEGINNING THE '25, '26 SCHOOL YEAR. SOME BILLS MAY SAY SEPTEMBER 1ST, BUT WE ARE HELD ACCOUNTABLE WHETHER OR NOT WE HAVE RECEIVED THAT GUIDANCE FROM OUR GOVERNING ORGANIZATIONS. AS WE HERE TONIGHT AND WE PRESENT TO YOU THE STUDENT CODE OF CONDUCT. THIS IS ONE AREA OF THE SCHOOL DISTRICT IN WHICH THERE WAS SIGNIFICANT LEGISLATION THAT CHANGED THE WAY THAT WE APPROACH OUR STUDENT CODE OF CONDUCT, AND WE HAVE WORKED REALLY HARD. THE TEAM HAS WORKED REALLY HARD TO MAKE SURE THAT WE HAVE WE DUG INTO THE LAW, WE'VE UNDERSTOOD THE LAW, WE'VE ASKED CLARIFYING QUESTIONS SO THAT WE CAN BRING FORWARD TO YOU A CODE OF CONDUCT THAT WE CAN COMMUNICATE TO OUR COMMUNITY TO OUR PARENTS, THAT WE CAN MAKE SURE THAT WE EDUCATE OUR STUDENTS ON THE BEHAVIORS THAT WE KNOW HELP CREATE A POSITIVE LEARNING ENVIRONMENT FOR THEMSELVES AND THEIR PEERS. I'M SO GRATEFUL TO OUR STUDENT SERVICES TEAM AND OUR PRINCIPALS AND EVERYONE WHO HAS CONTRIBUTED TO THIS DOCUMENT. WITH THAT, I'M GOING TO TURN IT OVER TO DOCTOR GIBBONS AND HIS TEAM TO PRESENT THE HIGHLIGHTED CHANGES THAT WE ARE MAKING OR PROPOSING TO THE CODE OF CONDUCT FOR '25, '26, DOCTOR GIBBONS. >> THANK YOU, SUPERINTENDENT BRANUM. GOOD EVENING BOARD. AS MISS BRANUM MENTIONED, IN YEARS PAST, WHEN IT HASN'T BEEN A LEGISLATIVE SESSION, WE'VE BEEN ABLE TO JUST GIVE YOU A HALF PAGE OR JUST A QUICK UPDATE. BUT WITH THE SIGNIFICANT CHANGES THAT HAVE COME ABOUT FROM THE LEGISLATION, WE WANTED TO MAKE SURE WE GAVE IT A LITTLE BIT MORE THOUGHT AND EFFORT AND BROUGHT SOME MORE INFORMATION TO YOU VIA A SLIDE SHOW POWERPOINT. I'VE ASKED DOCTOR THARP AND MR. TONY PARKER TO COME UP AND DO THIS PRESENTATION AND SHARE THIS INFORMATION WITH YOU. THE MAIN COVERAGE WILL BE AROUND HOUSE BILL 6 AND A LOT OF THE CHANGES AND ALSO OUR HOUSE BILL 1481, WHICH IS COVERS OUR CELL PHONE GUIDELINES. I'M GOING TO PASS IT OVER TO DOCTOR THARP, MR. PARKER. >> THANK YOU, DOCTOR GIBBONS, SUPERINTENDENT BRANUM, BOARD OF TRUSTEES. IT'S IT'S A PLEASURE TO BE HERE WITH YOU TONIGHT TO TALK ABOUT THE CODE OF CONDUCT. IT'S JUST A LOVELY TOPIC. I DO HAVE TO APOLOGIZE TO BOARD PRESIDENT POTEET THAT MR. PARKER AND I ARE NOT WEARING A CHEF'S HAT LIKE YOU SAW US. [OVERLAPPING] >> I RECOGNIZE IT FIRST, SO APPRECIATE YOU BRINGING THAT TO MY ATTENTION. NOW I RECOGNIZE YOU. >> I WAS TOLD I HAD TO DRESS IT UP A LITTLE BIT, AND NOT HAVE THAT CHEF'S HAT ON. AGAIN, I'M JASON THARP. I'M THE DIRECTOR OF STUDENT SERVICES. I HAVE MR. TONY PARKER HERE, WHO'S GOING TO BE ALSO PRESENTING WITH ME. HE'S PART OF THE STUDENT SERVICES ADMINISTRATOR TEAM. I HAVE A GREAT TEAM OF PEOPLE THAT HAVE HELPED ME WORK ON THE CODE OF CONDUCT. I ALSO HAVE DEMETRI SINI AND THEN KEN DICKERSON, WHO HAS COME ON BOARD, WHO IS A PART OF MY TEAM. [00:35:01] FIRST OFF, I WANT TO TALK ABOUT OUR NORTH STAR GOAL. WE CAN'T REACH OUR NORTH STAR GOAL IF WE DON'T HAVE A CODE OF CONDUCT, WHERE WE'RE KEEPING STUDENTS SAFE, TEACHERS SAFE, AND THEY FEEL COMFORTABLE AT SCHOOL. AGAIN, WE ALWAYS WANT TO HIGHLIGHT THE NORTH STAR GOAL AND IF WE DON'T HAVE A GREAT CODE OF CONDUCT THAT IS HOLDING KIDS ACCOUNTABLE, THEN WE WON'T BE ABLE TO MEET THAT. THEN WE HAVE OUR CONTINUOUS IMPROVEMENT. AGAIN, THE CODE OF CONDUCT IS A BIG PART OF THIS. IF WE DON'T LOOK AT THE CODE OF CONDUCT THROUGHOUT THE YEAR, WHICH IS WHAT WE DO, WE'LL LOOK AT IT. WE'RE REVIEWING IT. WE'RE MAKING NOTES. WE'RE GETTING ADVICE FROM LEGAL FROM MS. MCGOWAN. AGAIN, IT'S A BIG PART OF IT. THE CODE OF CONDUCT IS ALSO PART OF THAT. THEN WE HAVE OUR CODE CIVILITY THAT WE HAVE ADOPTED LAST YEAR, WHERE WE'RE SAFE, RESPECTFUL AND RESPONSIBLE. WE HAVE THE CODE OF CIVILITY ACTUALLY IN OUR CODE OF CONDUCT. IT'S THAT IMPORTANT. IT'S FRONT AND CENTER ON THE WEBSITE. AGAIN, THE CODE OF CONDUCT GOES HAND IN HAND WITH THE CODE OF CIVILITY. THEN THE WHY BEHIND THE CODE OF CONDUCT. IT'S ADOPTED MAINLY BY THE BOARD OF TRUSTEES, AND WE DON'T TAKE THAT LIGHTLY AT ALL. WE PUT A LOT OF TIME AND EFFORT INTO THE CODE OF CONDUCT. WE GET PRINCIPAL FEEDBACK, PARENT FEEDBACK. WE DO DIFFERENT COMMITTEES AND DIFFERENT LEARNING COMMUNITIES. WE WORK WITH LEGAL. I'M TALKING TO OTHER DISTRICTS AND TRYING TO GET IN LINE WITH WHAT EVERYBODY ELSE IS DOING. AGAIN, IT'S ADOPTED BY THE BOARD OF TRUSTEES, IT'S A VERY POWERFUL DOCUMENT. IT HAS THE BOARDS BACKING AND WE APPRECIATE THAT. IT ALSO ENSURES A SAFE LEARNING ENVIRONMENT. AGAIN, WE CAN'T BE THE ONE IF WE DON'T HAVE A SAFE LEARNING ENVIRONMENT AND THE CODE OF CONDUCT PROVIDES US THAT. BECAUSE WE KNOW WE HAVE VOUCHERS NOW, WE HAVE CHARTER SCHOOLS. WE HAVE TO BE THE ONE AND WE HAVE TO MAKE SURE THAT WE HAVE A SAFE ENVIRONMENT. THEN IT JUST COMMUNICATES BEHAVIORAL EXPECTATIONS AND PROCEDURES FOR ALL STUDENTS. NOW I'M GOING TO TURN IT OVER TO MR. PARKER FOR A MINUTE. >> HELP ME WITH A CLIP, I FORGET SOMETIMES. READINGS. I WILL COVER SOME CHANGES IN REFERENCE TO HOUSE BILL 6 AND HOUSE BILL 1481. HOUSE BILL 6 WAS ENACTED BY THE 89 TEXAS LEGISLATURE EFFECTIVE JUNE 20, 2025. IT AIMED TO REINFORCE STUDENT DISCIPLINE AND SAFETY, SAFEGUARD TEACHER AND STAFF WELFARE. THERE ARE SUBSTANTIAL CHANGES REQUIRING DISTRICT COMPLIANCE AND TA SUPPORTS. I WILL SHARE SOME OF THOSE SUBSTANTIAL CHANGES DURING THE NEXT SEVERAL SLIDES. FIRST OF ALL, LET'S TALK ABOUT OUR DEAN OF STUDENTS. EACH HIGH SCHOOL NOW HAS A DEAN OF STUDENTS LEADING AND SUPPORTING BEHAVIOR PER HOUSE BILL 6 REQUIREMENTS THAT ONE PERSON BE DESIGNATED AS A BEHAVIOR COORDINATOR. NOW, WE HAVE ALL THESE COORDINATORS, ALL THE SCHOOLS ALREADY. HOWEVER, ACCORDING TO HOUSE BILL 6, WE HAVE TO PLACE THIS POSITION AT OUR HIGH SCHOOL, SO WE DO HAVE THAT NOW. THE COORDINATOR MUST MONITOR DISCIPLINE REFERRALS AND MUST REPORT TO THE THREAT AND ASSESSMENT TEAM THE FOLLOWING OFFENSES, TERRORIST THREATS, UNLAWFUL CARRYING OF WEAPONS, OFFICE REGARDING PROHIBITED WEAPONS OR EXHIBITING USING OR THREATENING TO EXHIBIT OR USE A FIREARM. TO SUPPORT THIS TEAM, WE WILL CREATE A COHORT TO REVIEW BEHAVIOR STRATEGIES AND DISCIPLINE RESPONSES. WE'LL BE A PART OF THAT AS OUR STUDENT SERVICES ADMINISTRATIVE TEAM TO PARTNER WITH THEM TO MAKE SURE THAT THEY HAVE THE SUPPORT AND GUIDANCE ALONG THE WAY. NOW, LET'S TALK ABOUT E-CIGARETTES. I WANT TO POINT OUT A POINT OF REFERENCE TO LAST YEAR. DURING LAST YEAR, IF A STUDENT WAS CAUGHT WITH E-CIGARETTES OR UNDER THE INFLUENCE OF E-CIGARETTES, THEY RECEIVE TWO DAYS OF ISS DUE TO HOUSE BILL 6 THAT HAS CHANGED. NOW, THEY RECEIVE 10 DAYS OF ISS, AND THAT'S A ACCORDING TO HOUSE BILL 6. THIS RARELY DICTATES DISCIPLINE DAYS, BUT THEY HAVE IN THIS INSTANCE TO 10 DAYS. NOW, WHAT WON'T CHANGE IS WHILE THE STUDENT IS IN ISS. WE WILL CONTINUE TO PROVIDE THEM WITH SUPPORT AND GUIDES AND RESTORE PRACTICES AND SKILLS AS THEY ARE IN ISS. WE DO HAVE A RESTORATIVE PROGRAM UNDER DOCTOR DE BOZ WHO WORKS WITH THESE STUDENTS, AND THEY WILL CONTINUE TO DO SO. THEN TO GIVE THEM MORE TIME TO ENSURE THAT THESE STUDENTS DON'T TURN BACK TO THOSE SUBSTANCES AGAIN. EXCLUSIONARY DISCIPLINE. ONCE AGAIN, I'M GOING TO TAKE YOU BACK TO LAST SCHOOL YEAR. LAST SCHOOL YEAR FOR A STUDENT HAD ISS VIOLATION, THEY CAN ONLY RECEIVE UP TO THREE DAYS OF ISS. NOW ACCORDING TO HOUSE BILL 6, THAT IS INCREASED TO 10 DAYS OF ISS AND BEYOND, SO IT CAN BE COUNTLESS NUMBER OF DAYS. NO SET DAYS. BASICALLY FOR US TO PUT SOME PARAMETERS IN PLACE, [00:40:02] PRINCIPALS MUST REVIEW ANY ISS PLACEMENTS BEYOND 10 DAYS, AND WE WILL BE THERE TO SUPPORT THEM AS THEY REVIEW. THE PURPOSE OF THE REVIEW IS TO CHECK THE EDUCATIONAL PROGRESS OF THE STUDENT AND SEE IF THE PLACEMENT IS STILL APPROPRIATE. THAT'S FOR ISS. NOW, THIS IS VERY IMPORTANT. HOUSE BILL 6 ALSO ADDED SOME CATEGORIES THAT AFFECT SOME GROUPS OF STUDENTS THAT WE SERVE, K THROUGH TWO AND ALSO MCKINNEY-VENTO STUDENTS. IN THE PAST, THE ONLY WAY THESE STUDENTS COULD BE OSS WAS DUE TO DRUGS, WEAPONS, OR VIOLENCE. THEY COULD NOT BE OSS OR OUT OF SCHOOL SUSPENDED UNLESS IT FAILED UNDER THOSE CATEGORIES. NOW, STUDENTS ROUTINELY ENGAGE IN REPEATED OR SIGNIFICANT DISRUPTION OF THE CLASSROOM OR STUDENTS WHO THREATENED THE IMMEDIATE HEALTH AND SAFETY OF OTHER STUDENTS IN THE CLASSROOM CAN BE OSS IF THEY ARE K THROUGH TWO, AND ALSO MCKINNEY-VENTO STUDENTS. ONCE AGAIN, WE WILL BE THERE TO SAFEGUARD THIS PROCESS, TO MAKE SURE WE'RE TREATING ALL THE STUDENTS FAIRLY AND MAKE SURE THAT WE PROVIDE SUPPORTIVE MEASURES FOR THEM IN ANY CASE. MANDATORY EXPULSIONS. IN THE PAST, IF THE OFFENSE DIDN'T OCCUR ON SCHOOL PROPERTY, WE WILL HAVE TO PROCESS THE SITUATION AS A DISCRETIONARY JJAEP PLACEMENT AT THE DISTRICT'S EXPENSE. YOU SEE A LIST OF VERY SERIOUS OFFENSES. THAT HAS CHANGED DUE TO HOUSE BILL 6. NOW, THOSE EXPULSIONS EXPULSIONS CAN OCCUR, NO MATTER WHERE IT HAPPENS. WE CAN EXPEL THEM, NO MATTER WHERE IT HAPPENS, IF THEY'RE IN NORTH TEXAS AND SOUTH TEXAS, WHATEVER, WE CAN EXPEL THEM. NOW, WE'VE BEEN HEARING A LOT OF BUZZ ABOUT CELL PHONE USE, AND WHAT I'M PROUD TO SAY IS THAT WE'RE AHEAD OF THAT. WE'RE WELL AHEAD OF THE CELL PHONE USAGE AND BECOMING A CELL FREE ENVIRONMENT. RIGHT NOW, WE HAVE EIGHT CAMPUSES WHO ARE CURRENTLY USING YOUNGER POUCHES. WE HAVE FOUR HIGH SCHOOLS AND FOUR JUNIOR HIGHS WHO ARE CURRENTLY USING. ALL OF OUR STUDENTS, WHETHER THEY USE POUCHES OR NOT, THEY DO HAVE CELL PHONE GUIDELINES THAT WE WILL FOLLOW. A NEW OPTION THAT WE'RE PUTTING IN THERE OR A NEW CONSEQUENCE WE'RE GOING TO ADD TO THAT IS LOSS OF EXAM EXEMPTION FOR A THIRD CELL PHONE OFFENSE. WE WANT TO MAKE SURE THAT THESE STUDENTS FOLLOW THE CELL PHONE FREE ENVIRONMENT. NOW, I DO WANT TO SAY, YOU ALL, THE BOARD WILL BE VOTING TO UPDATE THIS POLICY TODAY TO INCLUDE ITEMS REQUIRED BY THE NEW STATE LAW, INCLUDING EXCEPTIONS FOR 504 PLANS AND IEPS. >> IF I CAN REAL QUICK JUST FOR INDIVIDUALS WHO MIGHT BE LISTENING AND MAY NOT KNOW WHAT EXAM EXEMPTIONS ARE. ONE OF THE PRIVILEGES THAT WE GIVE TO OUR UPPER CLASSMEN IN HIGH SCHOOL, IF THEY MEET GRADE REQUIREMENTS, ATTENDANCE REQUIREMENTS. THEY PASSED THEIR EOCS, THEY'RE ON TRACK WITH CCMR. THEY HAVE AVAILABILITY IN THEIR SCHEDULE, LIKE EVERYTHING IS LOOKING GOOD, THEN THEY MAY NOT HAVE TO TAKE THAT SPRING SEMESTER EXAM. IT'S AN INCENTIVE THAT WE USE FOR OUR STUDENTS, ESPECIALLY OUR SENIORS THAT MIGHT HAVE SENIORITIES. THEY WANT THOSE EXAM EXEMPTIONS, ESPECIALLY IN THAT SPRING OF THEIR SENIOR YEAR. ONE OF THE THINGS AS WE TALKED WITH STUDENTS AND STUDENTS GAVE INPUT IS THEY WANT THAT. THEY DON'T WANT TO DO ANYTHING THAT MIGHT CAUSE THEM TO LOSE THAT EXAM EXEMPTION. ONE OF THE IDEAS THAT THEY HAD, AND WE'VE SEEN A COUPLE OF OTHER DISTRICTS PROPOSE IS, HEY, IF YOU HAVE TO BE TOLD MORE THAN ONCE TO PUT AWAY YOUR CELL PHONE, AGAIN, WE'RE NOW IN YEAR 4, THEN MAYBE WE NEED TO CONSIDER THAT EXEMPTION BEING SOMETHING THAT WE TAKE OFF THE PLATE FOR YOU. THAT'S A LITTLE BIT FOR THOSE WHO ARE WANTING WHAT IS AN EXAM EXEMPTION? THAT'S WHERE THAT COMES FROM. >> THANK YOU, SUPERINTENDENT BRANUM FOR THE EXPLANATION. APPRECIATE IT. ONE OF THE LAST THINGS WE'RE TALKING ABOUT IS HIGH SCHOOL FIGHTING CONSEQUENCES. WE REALLY WANT TO STRENGTHEN WHAT WE ALREADY STARTED LAST YEAR, WHERE WE WERE SENDING STUDENTS TO THE DAP ON THEIR SECOND FIGHT. THE FOUR HIGH SCHOOL PRINCIPALS ARE COMPLETELY ON BOARD WITH THIS NEW PLAN. WE'RE LOOKING AT LONGER DA PLACEMENTS FOR STUDENTS IN FIGHT. THEY CAN EVEN GO ON THEIR FIRST FIGHT IF WE DEEM IT A MAJOR FIGHT. THEN THAT SECOND BULLET IS ONE OF THE BIGGER CHANGES. IS THE STUDENTS GOING TO BE CRIMINALLY TRESPASSED FROM ALL SCHOOL EVENTS ON THEIR SECOND FIGHT. WHAT THE HIGH SCHOOL PRINCIPALS REALLY FEEL THIS IS GOING TO DO IS CAPTURE A LOT OF THOSE KIDS THAT JUST ON THE FRINGES. THERE MAYBE SOME SOCIAL MEDIA STUFF GOING ON, AND THEY'RE THINKING ABOUT FIGHTING ON OUR SCHOOL PROPERTY, BUT THEN THEY I'D LIKE TO GO TO THE FOOTBALL GAME. I'D LIKE TO GO TO A VOLLEYBALL GAME LATER IN THE YEAR. WE'RE REALLY HOPING AND THE HIGH SCHOOL PRINCIPALS FEEL THIS WILL BE A DETERRENT, [00:45:03] WHICH IS WHAT WE WANT IT TO BE. WE DON'T WANT TO ENACT SOMETHING LIKE THIS, WE DON'T FEEL LIKE IT'S GOING TO BE A DETERRENT. THE HIGH SCHOOL PRINCIPALS ARE ON BOARD AND FEEL LIKE THIS WILL BE A HUGE DETERRENT. THEN IN ADDITION, WE WILL ALWAYS HAVE THOSE RESTORATIVE PRACTICES IN PLACE. IF STUDENTS DO GO TO DAP AND THEY HAVE FOUGHT. BECAUSE AGAIN, WE'RE PUTTING KIDS TO FOUGHT IN THE SAME ENVIRONMENT AT ALTERNATIVE SCHOOL, WE'RE GOING TO ENSURE THAT THEY'RE GETTING MEDIATION, THAT THEY'RE GOING TO GET RESTORATIVE PRACTICE AND TRY TO REPAIR THAT RELATIONSHIP TO FIGURE OUT WHY DID THEY FIGHT AND TRY TO GET TO THE BOTTOM OF IT SO THEY DON'T MAKE THAT SAME DECISION AGAIN ON SCHOOL PROPERTY. >> WE ALSO WANT TO RECOGNIZE THAT IF OUR STUDENTS ARE IN AN ELEVATED PLACE IN TERMS OF HOW THEY MIGHT BE APPROACHING A PEER, IF IT GETS TO A PLACE WHERE THEY ARE WANTING TO FIGHT INSIDE THE FOUR WALLS OF OUR SCHOOL WHERE IT'S VERY STRUCTURED WHERE WE HAVE PUT IN THOSE INTERVENTIONS. WE'VE TRIED TO WORK TO DE ESCALATE IT. PUTTING THEM THEN IN A SITUATION IN WHICH THEY'RE AT A BIG STADIUM. THERE'S HEIGHTENED EMOTIONS FOR ALL DIFFERENT REASONS MIGHT JUST TRIGGER THE VERY THING THAT WE'VE BEEN WORKING SO HARD TO KEEP DE ESCALATING. AGAIN, THIS IS JUST ANOTHER WAY FOR US TO ALSO BE PROACTIVE AND APPROACHING WHAT WE KNOW AGAIN, JUST WHERE OUR TEENAGERS ARE EMOTIONALLY SOMETIMES. HOW DO WE HELP REGULATE THEM AND NOT PUT THEM IN A SITUATION THAT'S GOING TO CAUSE THEM TO DO SOMETHING THAT HAS EVEN FAR GREATER CONSEQUENCES? >> YES. THANK YOU SO MUCH. THIS IS OUR FINAL SLIDE. JUST TALK ABOUT THAT IMPLEMENTATION SUPPORT. WE'VE ALREADY TRAINED ADMINISTRATORS. WE DID A BIG TRAINING WHERE WE'VE TRAINED ON ALL THE NEW CHANGES THAT HAVE COME DOWN WITH HOUSE BILL 6, BUT MY TEAM WILL BE DOING INDIVIDUAL SUPPORT THROUGHOUT THE ENTIRE YEAR. WE'RE SITTING KNEE TO KNEE WITH PRINCIPALS LIKE MY TEAM WE'RE THE CODE OF CONDUCT EXPERTS AND WE GO OUT AND WE SUPPORT ADMINISTRATORS DAILY AND WE ACCESS THE DOCUMENT TO HELP THEM. THEY WILL CONTINUE TO GET ALL OF THAT TRAINING AS WE GO THROUGHOUT THE YEAR. IN ADDITION, STUDENTS ARE ALSO GOING TO KNOW ABOUT ALL THESE NEW CHANGES. WE HAVE IT IN OUR STUDENT CHECKLIST. WE'RE GOING TO HAVE SIGNAGE ACROSS CAMPUSES. WE'LL DO ADVISORY LESSONS. STUDENTS WILL ALSO NEED TO KNOW ABOUT ALL OF THESE CHANGES. BECAUSE THEY'RE DIFFERENT, ESPECIALLY AROUND THE HIGH SCHOOL FIGHTING. STUDENTS WILL NEED TO KNOW WHAT'S GOING TO HAPPEN. THEN ALSO FAMILIES WILL RECEIVE TRANSLATED COMMUNICATIONS OUTLINING THE CHANGES. WE ALSO PUT THE DOCUMENT ONLINE FOR ALL TO SEE, AND THEN WE GIVE HARD COPIES TO ALL ADMINISTRATORS. WE TRANSLATE THAT. WE HAVE IT IN SPANISH ALSO. AGAIN, WE WILL MAKE SURE THAT WE HAVE IT FULLY IMPLEMENTED AND EVERYBODY KNOWS WHAT'S GOING ON AND THERE'S NO SURPRISES. THANK YOU SO MUCH FOR THE TIME. I APPRECIATE IT. IS THERE ANY QUESTIONS? >> BEFORE WE TAKE QUESTIONS. AGAIN, I WANT TO THANK THE TEAM. AGAIN, WE RECOGNIZE THAT THIS IS A SIGNIFICANT AMOUNT OF CHANGES AND NEW EXPECTATIONS. I WANT TO REASSURE OUR COMMUNITY THAT FIRST AND FOREMOST, WE TEACH AND MODEL THE BEHAVIORS THAT WE EXPECT FOR OUR STUDENTS FROM THE TIME THEY WALK INTO OUR BUILDINGS, WHEN THEY ARE THREE PRE K, WE'RE GOING TO THREE YEAR OLDS THAT WALK IN, WE ALSO HAVE OUR CLA ACADEMY WHERE THERE'S SIX WEEKS TO TWO YEARS THAT ARE WALKING IN OUR BUILDINGS, AND THAT CODE OF CIVILITY, WHAT DOES IT LOOK LIKE TO BE SAFE, RESPECTFUL AND RESPONSIBLE? WE TEACH THAT, WE MODEL THAT, WE POSITIVELY REINFORCE THAT. DISCIPLINE AND APPROACHING IT THROUGH A LENS OF CONSEQUENCE. THAT IS NOT THE FIRST STRATEGY. WE RECOGNIZE THAT WE HAVE TO IF WE'RE GOING TO HOLD STUDENTS ACCOUNTABLE FOR IT, THERE HAS TO BE THAT TEACH PIECE, THAT POSITIVE REINFORCEMENT WORKING AS CLOSELY WITH THE PARENT AND THE STUDENT TO ADDRESS. WE WANT TO CHANGE THE BEHAVIORS. WE WANT TO CHANGE THE ROOT CAUSE OF WHAT'S CAUSING THOSE BEHAVIORS. BUT AT SOME POINT, THERE DOES HAVE TO BE AN EXPECTATION OF CONSEQUENCES. WITH THAT, I DO ASK THAT THE BOARD APPROVE THE '25, '26 CODE OF CONDUCT AS PRESENTED. >> WE'LL HAVE SOME QUESTIONS AND DISCUSSION HERE, BUT FOR THAT RECOMMENDED ACTION, DO WE HAVE A MOTION FROM THE BOARD? >> MOVED. >> THANK YOU, MS. HARRIS. DO WE HAVE A SECOND? >> SECOND. >> SECOND. >> THANK YOU, MS. PACHECO. WITH A MOTION AND A SECOND, I NOW OPEN IT UP TO QUESTIONS AND COMMENTS FROM BOARD MEMBERS. YES, MS. TIMME. >> YES. FIRST, I WANT TO SAY THANK YOU GUYS FOR LISTENING, ALL THE WORK THAT GOES INTO A CODE OF CONDUCT, AND ESPECIALLY THIS YEAR WITH THE LEGISLATION, IF IT'S IN A VERY SHORT TIME FRAME FOR YOU ALL TO GET THIS IN A WAY THAT'S DIGESTIBLE SO THAT YOU CAN TRAIN OTHERS. JUST AS A FORMER PRINCIPAL, IT IS OUR LIFELINE TO REALLY MAKE SURE THAT WE'RE SUPPORTING THE WAY THE DISTRICT WANTS US TO HANDLE STUDENTS AND ALSO HAVE COMMUNICATION WITH PARENTS IN A WAY THAT'S CLEAR, CONCISE, AND THAT'S BECAUSE YOUR TEAM DOES SUCH GREAT WORK, AND YOU'LL PUT THAT ALL TOGETHER. SO THANK YOU FOR THAT. MISS BRANUM, I ALSO WANT TO SAY THANK YOU TO YOUR TEAM. I THINK SOME OF THE REASON THAT WE'RE AHEAD ON SOME OF THESE THINGS PRIOR TO THEM [00:50:03] BEING IN LAW ARE BECAUSE YOU LISTEN TO YOUR ADMINISTRATORS, YOUR TEACHING STAFF OF WHAT THEIR BIGGEST BARRIERS ARE. LISTEN TO PARENTS AS WELL AND TRY TO FIND THE BEST WAY TO SUPPORT THE STUDENTS AND ALSO THE TEACHERS AND PROTECT THE LEARNING ENVIRONMENT FOR THOSE WHO ARE AND THEY'RE NOT DISRUPTING AS WELL. CERTAINLY WANT TO SAY THAT I KNOW THIS IS A BIG EFFORT ON THAT. AND SO REALLY THAT WAS MY ONLY COMMENT. I JUST WANTED TO SAY, I THINK YOU GUYS HAVE DONE SUCH A GREAT JOB. I APPRECIATE THE FACT THAT WE'RE APPROACHING DISCIPLINE AS A CONSEQUENCE, BUT IT'S ALSO ABOUT CHANGING BEHAVIOR. I THINK ULTIMATELY WHAT EVERYBODY WANTS IS FOR EVERYBODY IN THE CLASSROOM TO MAXIMIZE THEIR INSTRUCTIONAL TIME, TO BE ABLE TO STAY IN THAT CLASSROOM, TO BE ABLE TO MAXIMIZE ALL THE BENEFITS SOCIALLY AND ACADEMICALLY, AND I THINK YOU GUYS ARE DOING THE BEST THAT YOU CAN, BUT IN IN INSTANCE WHERE YOU'RE HAVING REPEAT BEHAVIOR AND YOU CAN'T DO THAT. NOT ONLY DID YOU LOBBY FOR SOME FLEXIBILITY WITH OTHER DISTRICTS TO MAKE SURE THAT WE HAD THAT, BUT YOU AS HAVE IMPLEMENTED IN A WAY THAT GIVES EVERYBODY THE BEST CHANCE. THANK YOU TO YOU AND YOUR TEAM. >> I SO APPRECIATE THAT. I KNOW OUR TEAM APPRECIATES THAT AS WELL, AND I ALSO WANT TO EXTEND THAT TO OUR BOARD. WHO, THREE YEARS AGO, WHEN WE WERE ONE OF THE ONLY FEW DISTRICTS THAT WERE HAVING A CONVERSATION ABOUT A CELL PHONE-FREE POLICY. WE WERE THE ANOMALY. AND I THINK WE'VE SEEN THE POSITIVE IMPACT IT HAS HAD ON OUR CAMPUSES, AND THAT WOULD NOT HAVE HAPPENED WITHOUT YOUR SUPPORT. YOUR TRUST TO SAY WE'RE GOING TO TAKE A LEAP OF FAITH BECAUSE WE'RE GOING TO LISTEN TO OUR TEACHERS, AND WE ARE GOING TO PROTECT THAT LEARNING ENVIRONMENT SO THAT OUR STUDENTS CAN STAY FOCUSED, SO WE CAN ADDRESS STUDENT ACHIEVEMENT. I THANK YOU ALL. >> THANK YOU, MS. TIMME. YES, MS. ANDREA >> ALSO, I JUST WANTED TO SAY THANK YOU. I KNOW THAT IT IS A LOT. I KNOW, AND FOLLOWING THIS PAST SESSION, IT'S BEEN A LOT. I AM ALSO VERY APPRECIATIVE OF ALL OF THIS THAT YOU'VE DONE. I THINK FOR ME, THE KEY THING THAT STOOD OUT TO ME IS, I DON'T THINK ANYBODY CAN ARGUE THAT EVERYONE WHO SENDS THEIR KIDS TO RISD WANTS TO ENSURE A SAFE LEARNING ENVIRONMENT, AND THAT THAT'S ULTIMATELY WHAT WE'RE DOING. FOR OUR STUDENTS, FOR OUR TEACHERS, WE WANT THEM TO ALSO BE SAFE. I JUST WANTED TO COMMEND YOU, ESPECIALLY ON THE PART WHERE WE TALK ABOUT THE PARENTS AND THE COMMUNICATION THAT WILL BE ISSUED OUT. I THINK THAT'S SUPER IMPORTANT BECAUSE I APPRECIATE THE DIFFERENT LANGUAGES. I APPRECIATE THE FACT OF IT BE ON THE WEBSITE. I KNOW FOR MYSELF WHEN I HAD OUR KIDS PART OF THE CODE OF CONDUCT, IT'S A LITTLE BOOK, AND YOU JUST SIGN IT BACK AND YOU'RE GOING TO TELL YOUR KIDS HOW TO BEHAVE. YOU KNOW WHAT ALL THIS? FOLLOW YOUR TEACHER'S INSTRUCTIONS AND ALL. BUT I THINK THAT IN THE DAY THAT WE ARE NOW WITH THIS NEW LEGISLATION, THAT IT'S IMPORTANT FOR OUR PARENTS TO REALLY BE IN PARTNERSHIP WITH OUR PRINCIPALS, WITH OUR TEACHERS. FOR OUR STUDENTS TO ALSO KNOW, I THINK IT'S VERY IMPORTANT THAT SOMEONE SAID HERE AND MAYBE MS. TIMME, MISS BRANUM, ABOUT, WE'RE NOT GOING TO GO RIGHT INTO CONSEQUENCES. IT'S NOT ABOUT I THINK FOR ME, THIS IS ALWAYS SUPER IMPORTANT. MISS BRANUM TALKED ABOUT THIS THAT IT'S NOT ABOUT, YOU'RE BEING BAD. WE NEED TO FIX IT, DO THIS, OR ELSE. I THINK IT'S ABOUT HOW WE WANT TO RESPECT ONE ANOTHER, HOW IT'S IMPORTANT THAT YOU KNOW WE'RE IN A SHARED ENVIRONMENT. IT'S IMPORTANT FOR ALL OF US TO RESPECT ONE ANOTHER, DO WHAT WE NEED TO DO, AND SO FORTH, AND ALL, BUT I'M JUST VERY APPRECIATIVE OF ALL THE WAY THAT YOU PRESENTED IT. I'M ALL, LIKE I SAID, ABOUT THE PARENT COMMUNICATION. I HOPE THAT EVERYTHING IS DONE AS GOING TO BE NEEDED IN ORDER FOR EVERYBODY TO FULLY UNDERSTAND WHAT THIS IS, WHAT THIS MEANS. IF THEY HAVE ANY QUESTIONS, THAT THERE'S ALWAYS SOMEBODY HERE ON MISS BRANUM'S TEAM WHO CAN ANSWER ALL OF THAT AND GET EXACTLY WHAT THEY NEED TO KNOW. AGAIN, THANK YOU FOR THAT CLARIFICATION AND FOR EVERYTHING THAT YOU PUT INTO THIS. >> THANK YOU, MS. ANDREA. OTHER QUESTIONS OR COMMENTS FROM THE BOARD? THANK YOU, DR. GIBBONS, DR. THARP, FOR THAT. MR. PARKER, NOW THAT WE HAVE A MOTION AND A SECOND. MS. MCGOWAN, DO YOU HAVE? YOU DID. GO AHEAD. >> I'M SAYING THIS BECAUSE I WANT TO KNOW RECORD BECAUSE I DO GET QUESTIONS FROM PARENTS THAT SAY, HOW DO I KNOW THIS IS NOT GOING TO AFFECT MY BLACK OR BROWN CHILD, MORE SO THAN ANY OTHER KIDS IN THE DISTRICT. HOW DO I KNOW THAT YOU GUYS ARE GOING TO OVERSEE THIS NEW POLICY, THESE NEW CHANGES, IN A VERY FAIR WAY? I APPRECIATE YOU ALL. YOU MENTIONED THAT. YOU MADE REFERENCE TO THAT, THAT YOU'RE GOING TO OVERSEE THE PROCESS IN ENSURING THAT IT IS DONE IN A VERY FAIR JUSTLY WAY, WHICH I DON'T QUESTION THAT BECAUSE THIS IS OUR DISTRICT. I'VE SEEN YOU, MR. PARKER, IN MY MEETINGS AT MY SCHOOL, AND I APPRECIATE YOU COMING ALONGSIDE OUR PRINCIPAL AND SUPPORTING [00:55:01] HIM AND ANY OTHER SCHOOLS THAT CALL YOU OUT AND SAY, WE NEED SOME HELP HERE. I KNOW YOU WILL SHOW UP, AND I APPRECIATE THAT. >> CAN I SPECIFICALLY JUST ADDRESS THAT BECAUSE I THINK IT'S REALLY IMPORTANT THAT WHILE WE HAVE BEEN GIVEN ADDITIONAL FLEXIBILITIES, THERE IS A SYSTEM AND A PROCESS BY WHICH THOSE FLEXIBILITIES CAN BE EXERCISED. FOR EXAMPLE, IF A PRINCIPAL WANTS TO RECOMMEND A HIGHER LEVEL OF DISCIPLINE, THAT IS GOING TO GO THROUGH A PROCESS, WHETHER IT'S A COMMITTEE. OFTENTIMES, A PARENT WILL HAVE AN OPPORTUNITY TO APPEAL THAT. OUR AREA SUPERINTENDENTS HAVE TO LOOK AT THAT AND THEY HAVE TO REVIEW DID WE APPLY THE CODE OF CONDUCT IN THE WAY THAT IT WAS INTENDED, WHERE THE EXTENUATING CIRCUMSTANCES OR MITIGATING CIRCUMSTANCES THAT WE NEED TO LOOK AT BEFORE WE ARE GOING TO APPLY THAT HIGHER LEVEL OF DISCIPLINE. WE TAKE THAT VERY SERIOUSLY. THE MOST IMPORTANT REASON WHY IS WE WANT EVERY STUDENT IN THE CLASSROOM. WE WANT EVERY STUDENT SITTING IN THE CLASSROOM IN FRONT OF THAT HIGH-QUALITY TEACHER RECEIVING THAT TIER 1 INSTRUCTION BECAUSE WE KNOW THAT THAT'S WHAT'S BEST FOR THEM. WE TAKE IT VERY SERIOUSLY. IF FOR ANY REASON, WE'RE GOING TO REMOVE A STUDENT FROM THAT ENVIRONMENT, WE FEEL THAT OWNERSHIP AS WELL AND THAT WEIGHT OF WHAT IT'S GOING TO MEAN FOR THAT STUDENT ACADEMICALLY, AS WELL AS SOCIALLY AND EMOTIONALLY. >> I APPRECIATE THAT AS WELL. I'M A PARENT HERE IN THIS DISTRICT. I KNOW WE HAVE THESE CHALLENGES, AND I KNOW WHERE WE HAVE A LOT OF THESE CHALLENGES. I KNOW THAT SOMETHING HAS TO BE DONE, AND AS A PARENT, I WANT THAT SAME THING FOR MY KIDS IN HIS CLASSROOM, THE SAFETY AND THE PROTECTIONS AND ALL THOSE THINGS. WHEN WE HAVE THESE BEHAVIORAL ISSUES, NO MATTER WHO IT IS, AND WHO'S DOING WHAT. THE OTHER PIECE, TOO IS JUST LIKE MS. ANDREA MENTIONED, THE COMMUNICATION PIECE TO OUR PARENTS, IS JUST SO PIVOTAL, SO IMPORTANT BECAUSE WE HAVE MISBEHAVING PARENTS, TOO. I THINK IT'S IMPORTANT THAT WE REALLY DRIVE THIS POINT HOME, DAY 1. WE'RE HAVING BACKPACK BASHES ALL OVER ACROSS THE DISTRICT TODAY. WE HAVE ONE AT OUR SCHOOL TODAY. AS YOU WERE STARTING TO PRESENT THIS, I WAS THINKING, THIS IS A GREAT OPPORTUNITY, WHEN ALL THE PARENTS ARE READY AND THEY'RE HIGH AND THEY'RE GETTING BACKPACKS, BRINGING KIDS IN TO MEET THE TEACHER. THIS IS A PRIME TIME TO SAY, AND HERE'S OUR CIVIL CODE OF CONDUCT. WE'RE SO GLAD YOU'RE HERE. WELCOME. JUST THE POINT. ANYWAY, I'M SUPER EXCITED. THANK YOU SO MUCH FOR YOUR SUPPORT. GOOD LUCK THIS YEAR. >> YES, MS. HARRIS. >> JUST REAL QUICK. I JUST ALSO WANTED TO STATE THAT THESE ARE PUT IN PLACE ALSO FOR THOSE STUDENTS WHO ARE THERE TO LEARN. THEY DESERVE TO GET THAT OPPORTUNITY TO LEARN WITHOUT THE DISRUPTION AND ALL THOSE THINGS OF THAT NATURE. I APPRECIATE THIS FOR ALL THE REASONS THAT WE'VE TALKED ABOUT HERE, BUT ALSO BECAUSE THERE'S KIDS THAT REALLY WANT TO LEARN. SOMETIMES WE HAVE THOSE DISRUPTIONS THAT WILL CAUSE A WHOLE DAY WHERE THESE KIDS ARE NOT ABLE TO LEARN. I JUST WANT TO MAKE SURE THAT WE'RE SPEAKING FOR THOSE KIDS AS WELL. >> THANK YOU, MS. HARRIS. I HAD FOUR WORDS I WROTE DOWN, AND ONE WAS STRUCTURE. I APPRECIATE THE STRUCTURE THAT WE CONTINUE TO BUILD AROUND THIS. THE SECOND WAS ACCOUNTABILITY, AND THAT'S FOR ALL STUDENTS, WHETHER YOU BREAK THE CODE OR DON'T. THERE'S AN ACCOUNTABILITY THAT WE PUT IN PLACE. THE NEXT ONE I HAD WAS EXPECTATIONS. TO THE POINT WITH COMMUNICATION WITH PARENTS, THAT'S THE PIECE. NOBODY LIKES SURPRISES, ESPECIALLY PARENTS AND WHEN YOU'RE DEALING WITH DISCIPLINE. THOSE EXPECTATIONS ARE CRITICAL. LASTLY, I PUT CULTURE BECAUSE THIS ALL FEEDS INTO THE CULTURE WE'RE BUILDING IN RISD. YOU GO ASK A TEACHER THAT WE'RE TRYING TO HIRE FROM GARLAND ISD OR MESQUITE ISD, OR SOMEWHERE ELSE. THAT'S PART OF WHAT SELLS IS THE CULTURE AND THESE STRUCTURED APPROACHES THAT MAKE THEIR JOB EASIER IN THE CLASSROOM. I APPRECIATE THAT. WITH THAT, WE WILL VOTE. ALL IN FAVOR OF THE MOTION AS PRESENTED. RAISE YOUR HAND, PLEASE. 6-0, MOTION PASSES. THANK YOU, BOARD. THANK YOU ALL AGAIN FOR THE PRESENTATION. [APPLAUSE] OUR NEXT ITEM IS AN ACTION ITEM TO GIVE AUTHORITY TO [IV.C. Authority to Execute Option 3 and/or Option 4 Agreements for Wealth Equalization] THE SUPERINTENDENT TO EXECUTE OPTION 3 AND OR OPTION 4 AGREEMENTS FOR WEALTH EQUALIZATION, MISS BRANUM. >> THANK YOU. THIS IS AN ANNUAL ACTION ITEM THAT WE BRING FORWARD. I'M GOING TO ASK MR. POTEET TO PROVIDE A HIGH-LEVEL SUMMARY JUST FOR THE COMMUNITY AWARENESS BEFORE I MAKE THE MOTION OR THE RECOMMENDATION. >> THANK YOU, MISS BRANUM. YES, THIS IS AN ANNUAL ITEM. WHILE IT TALKS ABOUT BOTH OPTIONS 3 AND 4, OPTION 4 HAS BEEN OFF THE TABLE FOR A WHILE, THAT IS WHERE A SCHOOL DISTRICT PARTNERS WITH ANOTHER SCHOOL DISTRICT TO BUY ATTENDANCE CREDITS FROM THE OTHER DISTRICT. [01:00:06] STATE LAW HAS NOT KEPT UP WITH THE REALITY, AND THEY'VE NOT REPEALED THAT FROM THIS SECTION OF THE EDUCATION CODE, AND SO REALLY, OPTION 3 TO BUY OUR ATTENDANCE CREDITS FROM THE STATE IS THE ONLY VIABLE OPTION, AND WE HAVE TO DO THIS ANNUALLY, ASK FOR PERMISSION TO DO THIS. >> I DO YOU RECOMMEND THAT THE BOARD DELEGATE THE REQUIRED CONTRACTUAL AUTHORITY TO THE SUPERINTENDENT AND FURTHER AUTHORIZE THE BOARD PRESIDENT, SECRETARY AND SUPERINTENDENT TO EXECUTE SUCH DOCUMENTS AS NECESSARY FOR RISD TO EMPLOY OPTION 3 FOR THE '25/'26 SCHOOL YEAR. >> THANK YOU, MISS. BRANUM. MR. POTEET, BOARD, DO I HAVE A MOTION? >> SO MOVED. >> THANK YOU, MR. VENTURA. DO I HAVE A SECOND? >> SECOND. >> THANK YOU, MS. TIMME. WITH THAT, BOARD, DO WE HAVE QUESTIONS OR COMMENTS ON THIS? HEARING NONE. ALL IN FAVOR OF THE MOTION. PLEASE RAISE YOUR HAND. THAT IS 6-0. THANK YOU ALL. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER REVISIONS TO BOARD POLICY FNCE LOCAL, [IV.D. Approve Revision to Board Policy FNCE (LOCAL) - Student Conduct: Personal Telecommunications/ Electronic Devices] PERTAINING TO STUDENT CONDUCT, PERSON PERSONAL TELECOMMUNICATIONS, ELECTRIC DEVICES, MISS BRANUM. >> I'VE ASKED MS. MCGOWAN TO PROVIDE AN OVERVIEW FOR THE BOARD. >> HELLO. GOOD AFTERNOON, BOARD. YOU WILL HEAR TONIGHT, AS WELL AS IN THE COMING MONTHS, MANY POLICY REVISIONS THAT ARE REQUIRED AFTER THIS LAST LEGISLATIVE SESSION. YOU'VE HEARD MENTION THE NUMBER OF BILLS THAT WERE PASSED THAT ARE EDUCATION-RELATED, AND MANY OF THEM ALSO REQUIRE THE BOARD TO ADOPT POLICIES, SO THAT WILL BE THE WORK THAT WE'RE DOING IN THE NEXT COUPLE OF MONTHS. THERE ARE POLICIES TONIGHT THAT WE'RE ASKING YOU TO APPROVE REVISIONS ON BECAUSE, BY STATUTE NOW, THE BOARD IS REQUIRED TO HAVE THOSE POLICIES IN PLACE BEFORE THE FIRST DAY OF SCHOOL. THIS IS OUR FIRST OPPORTUNITY. THE FIRST ONE, FNCE, RELATED TO PERSONAL COMMUNICATIONS AND ELECTRONIC DEVICES. THAT'S WHAT PEOPLE COMMONLY REFER TO AS OUR CELL PHONE POLICY. AS WAS MENTIONED DURING THE STUDENT CODE OF CONDUCT PRESENTATION, THIS DISTRICT IS VERY FORTUNATE THAT THE HARD WORK WAS ALREADY DONE. WE DO HAVE A POLICY IN PLACE. WHAT IS BEING BROUGHT TO THE BOARD ARE REVISIONS THAT ADD ADDITIONAL LANGUAGE TO THE POLICY THAT ARE REQUIRED BY THE NEW STATUTE. SPECIFICALLY, HOUSE BILL 1481, USES BROADER LANGUAGE THAN CELL PHONES. YOU WILL HEAR US REFER TO THIS AS PERSONAL COMMUNICATION DEVICES. THE POLICY WILL REFLECT THAT AS WELL. IT ALSO ADDS EXAMPLES OF WHAT PERSONAL COMMUNICATION DEVICES INCLUDE. OF COURSE, IT INCLUDES CELL PHONES, BUT ALSO SMARTWATCHES, RADIO DEVICES, PAGING DEVICES, AND ANY OTHER ELECTRONIC DEVICE THAT'S CAPABLE OF TELECOMMUNICATION. IT ALSO BY STATUTE, WE CAN DISPOSE OF THESE DEVICES IF THEY'RE NOT PICKED UP, AS LONG AS WE GIVE THE REQUIRED NOTICES, AND THAT'S 90 DAYS IN CASE ANYBODY'S WONDERING. WE ARE ALSO BY POLICY, WE HAVE TO INCLUDE EXCEPTIONS, AND THOSE ARE GOING TO BE THINGS RELATED TO 504 AND IDEA PLANS, AS WELL AS MEDICAL NECESSITY. >> THANK YOU. WITH THAT, I DO RECOMMEND THAT THE BOARD ADOPT THE REVISION TO THE BOARD POLICY FNCE LOCAL STUDENT CONDUCT PERSONAL TELECOMMUNICATIONS, ELECTRONIC DEVICES AS PRESENTED. >> THANK YOU FOR THAT RECOMMENDATION, SUPERINTENDENT, AND THANK YOU, MS. MCGOWAN. BOARD, DO I HAVE A MOTION? >> SO MOVED. >> THANK YOU, MS. MCGOWAN. AND A SECOND. >> SECOND. >> THANK YOU, MS. PACHECO. ALL RIGHT. ARE THERE ANY QUESTIONS OR COMMENTS ON THIS POLICY? YES, MS. TIMME. >> REALLY, NOT ON THE SPECIFIC POLICY, BUT TO YOUR OVERVIEW, WHEN YOU'RE TALKING ABOUT THIS, I KNOW THAT WE HAVE A NUMBER THAT GO IN EFFECT THE FIRST DAY OF SCHOOL, BUT ALSO WE'RE WAITING ON SOME OF THESE POLICIES, I'M ASSUMING BECAUSE WE NEED COMMISSIONER'S RULES TO COME OUT BEFORE WE'RE ABLE THEN TO ACT ON THAT, IS THAT CORRECT? >> THAT IS CORRECT. >> THEN THOSE WOULD GO IN AT A LATER DATE? >> YES. >> THAT'S WHY IT'LL BE SPREAD OUT THROUGHOUT THE YEAR BEFORE THE EFFECTIVE DATE? >> THAT IS CORRECT. UNDERSTAND THAT EVEN IF THE POLICY HAS NOT BEEN MODIFIED, WHEN THE LAW TAKES EFFECT, [01:05:02] IT TAKES EFFECT, AND YOU WILL BE BOUND BY THAT LAW. >> IF THERE'S COMMISSIONER RULES FOR SOME OF THE THINGS YOU'VE ADOPTED TONIGHT, THEN YOU GUYS WILL BRING THAT FORWARD WITH ANY MODIFICATIONS OF THIS RULE? >> WE COULD HAVE TO ADOPT THESE POLICIES AGAIN IF, FOR SOME REASON, THERE WAS A COMMISSIONER RULE OR SOMETHING THAT WAS BROUGHT FORWARD THAT SAYS THERE NEEDS TO BE AMENDED LANGUAGE. >> PERFECT. THANK YOU. >> THANK YOU FOR THAT CLARIFICATION, MS. TIMME. ANY OTHER QUESTIONS OR COMMENTS? WITH THAT, CAN I SEE ALL IN FAVOR OF THE MOTION AS PRESENTED. PLEASE RAISE YOUR HAND. 6-0. THAT ONE WILL PASS. THANK YOU. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER REVISIONS TO [IV.E. Approve Revision to Board Policy FD: Admissions and Board Policy FM: Student Activities] BOARD POLICY FD PERTAINING TO ADMISSIONS IN BOARD POLICY FM STUDENT ACTIVITIES, MISS BRANUM. >> HI. ME AGAIN. [LAUGHTER] AGAIN, THIS IS ANOTHER CHANGE THAT'S REQUIRED BY THE UPDATED LAWS. THIS ONE SPECIFICALLY, SENATE BILL 401, AND THIS IS AGAIN, REQUIRES A POLICY BEFORE THE FIRST DAY OF SCHOOL BEING ACTED. THIS RELATES TO WHETHER OR NOT WE ARE GOING TO ALLOW NON-ENROLLED STUDENTS TO PARTICIPATE IN OUR UIL-SPONSORED ACTIVITIES. THAT WOULD MEAN HOMESCHOOL AND PRIVATE SCHOOL STUDENTS. WE HAVE TO MAKE AN AFFIRMATIVE DECISION, WHETHER OR NOT WE WANT TO ALLOW OR DISALLOW. THE RECOMMENDATION FOR A VARIETY OF REASONS IS THAT WE ARE NOT GOING TO ALLOW STUDENTS WHO ARE NOT ENROLLED TO PARTICIPATE IN THOSE ACTIVITIES HERE IN THE DISTRICT. THAT IS THE UPDATED LANGUAGE AND BOARD POLICY FD. THE UPDATED LANGUAGE IN FM PROVIDES A REFERENCE BACK TO THAT LANGUAGE IN FD. THAT'S WHY THEY'RE PAIRED TOGETHER. >> THANK YOU. I DO RECOMMEND THAT THE BOARD APPROVE THE PROPOSED REVISION TO BOARD POLICY FD LOCAL ADMISSIONS AND BOARD POLICY FM LOCAL STUDENT ACTIVITIES. >> THANK YOU FOR THAT RECOMMENDATION. THANK YOU, MS. MCGOWAN. DO I HAVE A MOTION ON THIS ACTION ITEM? >> SO MOVED. >> RECOMMENDATION. THANK YOU, MS. TIMME. DO I HAVE A SECOND. >> SECOND. >> THANK YOU. MS. HARRIS. LET'S OPEN IT UP ANY QUESTIONS OR COMMENTS ON THIS. FOR CLARIFICATION, MS. MCGOWAN, THIS IS BASICALLY MAINTAINING THE POLICY THAT THE POLICY POSITION THAT WE'VE ALREADY HAVE EXISTING. HAVE TO TAKE ACTION TO IDENTIFY THAT PUBLICLY. >> THIS IS NOT A CHANGE IN OUR PRACTICE. THE LAW JUST NOW REQUIRES US TO EXPLICITLY STATE WHAT WE'RE GOING TO DO. >> THANK YOU. >> ANY COMMENTS, QUESTIONS? WITH THAT, ALL IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HAND. THANK YOU. SIX TO ZERO. THAT ONE WILL PASS. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER REVISIONS TO BOARD POLICY EB, [IV.F. Approve Revision to Board Policy EFB(LOCAL) - Instructional Resources: Library Materials] LOCAL, PERTAINING TO INSTRUCTIONAL RESOURCES, LIBRARY MATERIALS, MISS BRANDON. >> MS. MCGOWAN. BOARD POLICY EFB, LIBRARY MATERIALS, I KNOW THE BOARD HAS REVIEWED THIS POLICY WITHIN THE LAST YEAR. BUT AGAIN, DURING THE SESSION, THERE WERE UPDATES TO THE LAWS RELATED TO THIS. SPECIFICALLY, SENATE BILL 13, AND AGAIN, IT REQUIRES A POLICY BE PASSED BY THE BOARD PRIOR TO THE START OF SCHOOL. HOWEVER, AGAIN, BECAUSE WE DID HAVE A POLICY IN PLACE, WHILE IT MAY LOOK LIKE THERE ARE A LOT OF CHANGES, THERE REALLY ARE NOT BECAUSE WE ALREADY HAD A LOT OF THIS INFORMATION, THERE IS SOME MOVEMENT IN THE LOCATION. BUT THE CHANGES ARE RELATED TO NOW. THE BOARD IS GOING TO HAVE WHAT IS GOING TO BE KNOWN AS A SCHOOL LIBRARY, ADVISORY COUNCIL OR SLACK. IT'S ESSENTIALLY GOING TO OPERATE LIKE OUR SHAT COMMITTEES. THE LANGUAGE IN THE POLICY IS RELATED TO THE DUTIES OF THAT ADVISORY COUNCIL, WHICH WILL CONSIST PRIMARILY OF PARENTS. THEY WILL HAVE SPECIFIED DUTIES OUTLINED IN THE STATUTE, WHICH INCLUDES RECOMMENDING TO THIS BOARD THE LIST OF LIBRARY MATERIALS THAT WILL BE PROCURED FOR THE DISTRICT, AND ALSO THEIR INVOLVEMENT WITH ANY CHALLENGES TO LIBRARY MATERIALS. THERE'S ALSO LANGUAGE IN HERE, WHICH WE ALREADY DID, BUT AGAIN, MAKING IT CLEAR, PROVIDING ACCESS TO ANY ONLINE CATALOGS AND MAKING SURE [01:10:03] THAT COMMUNICATION IS GOING OUT TO PARENTS ON HOW TO ACCESS THAT, AS WELL AS AGAIN, RESTATING THAT WE ARE FOLLOWING THE STATES LIBRARY COLLECTION DEVELOPMENT STANDARDS, AND THAT THOSE DO APPLY TO ALL LIBRARY MATERIALS, INCLUDING ANY LIBRARY APPLICATIONS. >> THANK YOU SO MUCH, MS. MCGOWAN. WITH THAT, I DO ASK THAT THE BOARD APPROVE THE PROPOSED REVISION TO BOARD POLICY EFB INSTRUCTIONAL RESOURCES, AND LIBRARY MATERIALS. THAT IS EFB LOCAL. >> THANK YOU, SUPERINTENDENT BRANUM AND THANK YOU, MS. MCGOWAN. I THINK THAT THIS WILL BE YOUR LAST ONE FOR THE NIGHT. CONGRATULATIONS. DO I HAVE A MOTION ON THIS RECOMMENDATION? THANK YOU, MS. HARRIS. DO I HAVE A SECOND? >> SECOND. >> THANK YOU, MR. RENTERIA. >> ARE THERE ANY QUESTIONS OR COMMENTS ON THIS SPECIFIC POLICY CHANGE? YES, MS. PACHECO. >> OBVIOUSLY THIS IS A CHANGE, BUT IS THIS GOING TO BE A LARGER GROUP OF PARENTS OR COMMUNITY MEMBERS? DOES THAT ALSO INCLUDE LIBRARIANS IN THIS GROUP THAT IS BEING IMPLEMENTED? >> YES. THAT ADDITIONAL INFORMATION WILL BE COMING TO THE BOARD, BUT THE MAJORITY OF THE INDIVIDUALS ON THE COMMITTEE HAVE TO BE PARENTS AS VOTING MEMBERS. NON-VOTING MEMBERS WILL INCLUDE LIBRARIANS AND OTHER ADMINISTRATORS WHO CAN HAVE RELEVANT INFORMATION AND INPUT AND MAY BE SUBJECT MATTER EXPERTS. >> PERFECT. EACH BOARD MEMBER WILL HAVE AN OPPORTUNITY TO APPOINT SOMEONE. >> FOR THIS GROUP, I THINK, BEFORE, AND I CAN'T REMEMBER EXACTLY, BUT SOMETIMES THE GROUPS WOULD GET TOGETHER, REVIEW THINGS, AND IT WOULD BE FOR A CERTAIN UNDER SECONDARY SCHOOLS OR PRIMARY SCHOOL TYPE OF THINGS. IS THIS NOW DISTRICT WIDE? WHEN IS TOGETHER AND SIDE? >> YES, MA'AM. WE CURRENTLY HAVE COMMITTEES THAT WOULD BE ASSEMBLED, FOR EXAMPLE, IF THERE'S A BOOK CHALLENGE. WE MAY HAVE A COMMUNITY MEMBER OR A PARENT WHO HAS A CONCERN ABOUT A CERTAIN TITLE. WE WOULD THEN ASSEMBLE A COMMITTEE TO REVIEW THAT TITLE AND MAKE A RECOMMENDATION THAT THEY WOULD BRING FORWARD. THIS IS REALLY A COMMITTEE THAT IS GOING TO BE LOOKING AT ANY NEW TITLE THAT OUR LIBRARY SERVICES TEAM WANTS TO PUT INTO OUR LIBRARIES, AND THEY WILL REVIEW IT. WE ARE WORKING ON THAT CRITERIA THAT THEY WOULD BE LOOKING AT TO DETERMINE WHETHER OR NOT THEY BELIEVED THAT THEY WOULD WANT TO RECOMMEND THAT TITLE FOR OUR LIBRARIES. YES, IT WOULD BE A PRE K12. >> PERFECT. I JUST WANT AWAY. PRE K12. GO AHEAD. HOLD ON. IT'S YOUR FINE? NO. THIS IS DISTRICT WIDE AND DON'T WORRY ABOUT IT. I'LL REMEMBER, AND I'LL ASK LATER. THANK YOU. >> THANK YOU, MR. PACHECO. YES, MS. MCGOWAN. >> CURRENTLY, WE HAVE A LIBRARY SERVICE TEAM IN THE DISTRICT THAT REVIEWS BOOKS, LET'S SAY A BOOK IS CHALLENGED BY A PARENT. YES. THAT GOES THROUGH THE PROCESS WITH THE LIBRARY SERVICE TEAM? >> WELL, BEFORE THIS NEW POLICY WAS PRESENTED, THROUGH OUR BOOK CHALLENGE PROCESS, BASICALLY, WE HAD A ALMOST A COMMITTEE LIST. WE HAD PARENTS WHO APPLIED TO SAY, HEY, COMMUNITY MEMBERS AS WELL. I'M INTERESTED IN SERVING ON THIS TEAM. WHEN A BOOK WAS CHALLENGED, FOR EXAMPLE, IT WAS CHALLENGED AT THE ELEMENTARY LEVEL. WE WOULD LOOK AT THAT COMMITTEE LIST. WE WOULD PUT TOGETHER A GROUP OF PARENTS AND STAFF MEMBERS. THEY WOULD READ THAT BOOK, THEY WOULD REVIEW THE CRITERIA AND MAKE A RECOMMENDATION. THAT WAS SPECIFIC TO IF A BOOK TITLE WAS BEING CHALLENGED THAT WE ALREADY HAD IN THE LIBRARY. PER THIS NEW LEGISLATION, EVERYONE, A NEW TITLE THAT IS ENTERING INTO OUR LIBRARY SERVICES HAS TO BE REVIEWED BY THIS COMMITTEE. YES. IT'S IMPORTANT TO NOTE THAT EVEN, FOR EXAMPLE, YOU CAN HAVE THE SAME TITLE, BUT A HARD BACK MIGHT BE DIFFERENT THAN A SOFT COVER, SO IF IT HAS A DIFFERENT ISBN, THEY HAVE TO APPROVE EACH DIFFERENT VERSION OF THAT BOOK BEFORE WE CAN ENTER IT IN AND HAVE IT AVAILABLE FOR OUR STUDENTS TO CHECK OUT THROUGH OUR MEDIA SERVICES. >> VERY INTERESTING. LET'S JUST SAY WE ONLY GET WE GET 50 PARENTS THAT COMMIT TO THIS AND THEN ITS WAY DOWN TO TEN, IS THERE A LIMIT OF PEOPLE THAT THE STATE IS SAYING, YOU'VE GOT TO HAVE THIS NUMBER OF PEOPLE? >> IT IS A VERY COMPLEX PROCESS. WE'RE GOING TO ACTUALLY BE BRINGING THAT BACK FORWARD BECAUSE FOR EXAMPLE, EVERY BOARD MEMBER HAS THE OPPORTUNITY TO APPOINT A MEMBER. FOR EXAMPLE, IF WE DECIDE THAT EACH BOARD MEMBER IS GOING TO APPOINT ONE, [01:15:03] LET'S SAY WE WANT A COMMITTEE OF 14, THEN EACH BOARD MEMBER CAN DO A 0.2. WE COULDN'T HAVE A COMMITTEE OF, LET'S SAY 18 BECAUSE THEN THERE IS A ONE BOARD MEMBER MAY HAVE THE ABILITY TO APPOINT MORE COMMITTEE MEMBERS THAN ANOTHER. IF THEY'RE GOING TO BE A VOTING MEMBER OF THE COMMITTEE, IT HAS TO BE APPOINTED BY THE BOARD. AGAIN, THERE'S MORE COMPLEXITIES TO THAT AND WE WILL FULLY BRING THAT FORWARD. WE WILL SOLICIT PARENTS AND INDIVIDUALS WHO ARE INTERESTED SO THAT YOU WILL HAVE A BANK TO CHOOSE FROM, TO DECIDE HOW YOU WANT TO MOVE FORWARD WITH THE COMPOSITION OF THAT COMMITTEE. >> THANK YOU, MS. MCGOWAN, MISS BRANUM. ANY OTHER QUESTIONS OR COMMENTS ON THIS ITEM? WITH THAT, ALL IN FAVOR OF THE MOTION IS PRESENTED. RAISE YOUR HAND. THAT IS SIX TO ZERO. THANK YOU. THANK YOU, MS. MCGOWAN. YOU GET TO HAND OFF NOW TO DR. GIBBONS. AS OUR NEXT ITEM IS AN INFORMATION ITEM TO REVIEW [IV.G. Annual Review of Child Abuse Reporting Policy] THE ANNUAL CHILD ABUSE REPORTING POLICY. MISS BRANUM. >> THANK YOU. THIS IS AN INFORMATION ITEM. ONLY IT IS ANNUALLY REQUIRED, DR. GIBBONS. >> THANK YOU, MISS BRANUM. YES, WE'VE DONE THIS SEVERAL TIMES THAT I'VE BEEN HERE IN THE HORSESHOE EVERY YEAR. WE HAVE TO MAKE SURE THAT YOU GUYS ARE AWARE AND ARE APPROVAL OF THAT WE ARE ACTUALLY WE ARE HAVING THESE TRAININGS FOR CHILD ABUSE AND NEGLECT. WE HAVE TRAINING, HOW TO REPORT AND THE INTRICACIES OF HOW THAT WOULD LOOK AND WHAT RESOURCES YOU HAVE. I WILL SAY IN THE THEME OF THINGS THAT WE'VE BEEN TALKING ABOUT, TONIGHT AND WITH SAFETY. THIS IS, OF COURSE, A VERY IMPORTANT POLICY THAT WE DON'T TAKE LIGHTLY. YOU CAN EVEN SEE IN THE BACKGROUND INFORMATION THAT WE TRAIN EVERYONE, AND IT'S NOT JUST A BIG HERE WE GO, EVERYBODY. IT'S THROUGH REGION TEN AND OUR COMPLIANCE TRAINING, AND THEN WE HAVE INDIVIDUALIZED TRAINING FOR NOT ONLY OUR COUNSELORS, BUT AUXILIARY STAFF, OUR ADMINISTRATORS, SO WE TAKE IT VERY SERIOUSLY. ONE OF THE THINGS THAT HAS CHANGED THIS YEAR THAT WE WILL BE IMPLEMENTING INTO THE POLICY IS THE 48 HOURS THAT HAS BEEN STANDARD FOR THE LAST SEVERAL YEARS, 48 HOURS OF REQUIRED REPORTING HAS NOW CHANGED TO 24. THAT'S HAS BEEN IMPORTANT CHANGE AND IT'S SOMETHING THAT WE HAVE ALREADY STARTED TO COMMUNICATE WITH STAFF, BUT WE WILL CONTINUE TO DO THAT THROUGHOUT THE YEAR, JUST TO MAKE SURE THAT EVERYONE IS ON POINT WITH THAT. IT'S A BIG CHANGE. OTHER THAN THAT, WE'RE STILL STEADFAST WITH THE POLICY, BUT JUST KEEP IN MIND THAT THE HOURS HAVE CHANGED 48-24. >> WE'RE HAPPY TO TAKE ANY QUESTIONS. >> GREAT. THANK YOU. INFORMATION ITEMS. ANY QUESTIONS OR COMMENTS FROM THE BOARD. THANK YOU, DR. GIBBONS. OUR NEXT ITEM IS AN INFORMATION ITEM AS WELL TO REVIEW [IV.H. Annual Review of Child Internet Protection Act Policy] THE ANNUAL CHILD INTERNET PROTECTION ACT POLICY, MISS BRANUM. >> THANK YOU. AGAIN, I'VE INVITED MR. HALL TO PROVIDE THIS ANNUAL OVERVIEW. >> THANK YOU, SUPERINTENDENT BRANUM AND BOARD. AS A REMINDER, SINCE 1998, WE'VE RECEIVED FEDERAL FUNDING THROUGH THE E RATE PROGRAM, AND TO DO SO, WE HAVE TO COMPLY WITH CIPA, WHICH IS THE CHILD INTERNET PROTECTION ACT. TO DO SO, WE HAVE THE SAME TOOLS THAT WE HAD IN PLACE LAST YEAR. WE'VE DONE THIS FOR A WHILE, BUT WE'VE GONE FROM HAVING SEVEN TOOLS IN PLACE TO HAVING TEN. THOSE ARE OUTLINED IN THE INFORMATION ITEM. I WON'T READ THOSE TO YOU. BUT WE ALSO HAVE RENEWED OUR SUBSCRIPTION WITH A SERVICE WITH A TOP TIER CYBERSECURITY FIRM TO INGEST ALL OF OUR INTERNET TRAFFIC, 247365 AT A RATE OF 3,000 EVENTS PER SECOND. IN REAL TIME, THAT'S EVALUATED AND DETERMINED WHETHER OR NOT THAT SHOULD BE FLAGGED FOR HUMOR REVIEW OR QUARANTINE BEFORE WE ALLOW THAT TRAFFIC THROUGH, ALONG WITH THE OTHER TOOLS THAT WE HAVE IN PLACE, WE FEEL LIKE WE PROVIDE MORE THAN THE REQUIREMENT AS PART OF THIS PARTICULAR PROGRAM? >> BEYOND GRATEFUL FOR THE EXPERTISE OF OUR TECHNOLOGY TEAM. AGAIN, IT'S PART OF A SAFE ENVIRONMENT. OUR VIRTUAL AND OUR TECHNOLOGY ENVIRONMENT IS AS IMPORTANT AS THE PHYSICAL ENVIRONMENT OF OUR SCHOOLS. AGAIN, WE'RE HAPPY TO TAKE ANY QUESTIONS, PRESIDENT POTEET? >> YES. BOARD, ANY. YES. MS. PACHECO. >> I HAVE TWO QUESTIONS. ONE, HOW DOES THE BRING YOUR OWN DEVICE OR ARE WE STILL DOING THE BRING YOUR OWN DEVICE FOR SCHOOLS? HOW DOES THIS PROTECTION SUPPORT STUDENTS WHO BRING THEIR OWN SYSTEMS? >> YES. WITH THE BOD PROGRAM, THOSE DEVICES ARE ONLY ALLOWED ON A CERTAIN SEGMENT OF OUR INTERNET TRAFFIC, [01:20:01] AND IT HAS THE MOST STRINGENT IT HAS THE ELEMENTARY FILTERS APPLIED TO IT. THEY HAVE THE LEAST AMOUNT OF ACCESS TO THE TRAFFIC FLOW. >> PERFECT. JUST ONE LAST QUESTION JUST TO SAY. DOES THIS OVERLAP IN ANY WAY WITH ACCESSING CATALOGS, MAYBE TO LIBRARY RESOURCES OR E BOOKS WITH THE TECHNOLOGY THAT WE'RE USING? THEY'RE GOING ONLINE. I DON'T KNOW IF THAT HAS AN OVERLAP AT ALL. >> WELL, ALL OF THE DISTRICT TOOLS HAVE BEEN VETTED AND THEY ARE ALLOWED FULL ACCESS TO OUR ECOSYSTEM. WE FIT THEM THROUGH TEACHING AND LEARNING THROUGH THE TECHNOLOGY DEPARTMENT, OUR LEGAL DEPARTMENT. WE HAVE DPAS IN PLACE WITH THOSE ENTITIES AND THE DISTRICT. ALL OF THOSE REQUIREMENTS HAVE BEEN MET. >> ALL INTERNAL AND THEN WE PROTECT THEM FROM ANY EXTERNAL RESOURCE. >> YES. >> PERFECT. THANK YOU. >> THANK YOU, MS. PACHECO. OTHER QUESTIONS OR COMMENTS FROM THE BOARD. THANK YOU, MR. HALL, FOR THAT PRESENTATION. WE ARE GOING TO PUSH TO OUR NEXT AGENDA ITEM, AND I KNOW THAT WE'VE BEEN HERE AN HOUR AND 20 MINUTES NOW, SO IF YOU HAVE TO GO TO THE BACK OF THE ROOM, FEEL FREE, BUT WE HAVE A LOT OF COMMUNITY MEMBERS HERE AND WE WANT TO RESPECT THEIR TIME. WE'RE GOING TO GET THIS NEXT ITEM ROLLED OUT, AND THEN WE'LL TAKE AN OFFICIAL BREAK AFTER THAT. OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER AND APPROVE [IV.I. Receive and Approve Recommendation for 2025 Bond Election Order and Notice] THE RECOMMENDATION OF THE 2025 BOND ELECTION ORDER AND NOTICE, MISS BRANDON. >> THANK YOU, PRESIDENT POTEET. FIRST AND FOREMOST WANT TO ACKNOWLEDGE WE DO HAVE MEMBERS IN THE AUDIENCE THAT ENGAGED WITH US FOR OVER SIX MONTHS TO REALLY HELP PROVIDE INSIGHT, PERSPECTIVE, FEEDBACK. I THINK IT WAS MENTIONED BY A COUPLE OF OUR PUBLIC COMMENTERS WHO MAY NOT HAVE ALWAYS AGREED ON EVERY DETAIL. BUT WE HAD REALLY RICH CONVERSATIONS AND WE WERE ABLE TO MOVE FORWARD MAYBE WITH A NUANCE OF THE DISAGREEMENT, BECAUSE IN THE END, WE BELIEVE THAT A CERTAIN STRATEGY WAS GOING TO MOVE OUR DISTRICT FORWARD TO BETTER SERVE THE NEEDS OF OUR STUDENTS. I'M SO BEYOND GRATEFUL FOR THIS COMMITTEE AND OUR STAFF. IF YOU WERE A MEMBER OF THE BOND STEERING COMMITTEE AND MANY OF THEM EXPRESSED THEY WISH THEY COULD HAVE BEEN HERE TONIGHT, BUT IT IS LIKE THE TEACHER. WE HAVE ALL BEGINNING TO SCHOOL ALL THOSE THINGS. BUT IF YOU WERE HERE A PART OF THE COMMITTEE, IF YOU WILL PLEASE STAND SO WE CAN RECOGNIZE YOU. [APPLAUSE] I'M GOING TO KEEP MY INTRODUCTION A LITTLE BIT SHORT THIS EVENING BECAUSE WE DID HAVE AN EXTENSIVE REPORT BY THE BOND STEERING COMMITTEE LAST WEEK. REALLY WE'RE JUST RECAPPING THAT AND BRINGING FORWARD A FORMAL RECOMMENDATION. I'M GOING TO TURN IT OVER TO MS. HARRIS, WHO'S GOING TO HELP LEAD US INTO TONIGHT'S PRESENTATION. >> THANK YOU, SUPERINTENDENT. JUST TO RECAP LAST WEEK'S PRESENTATION THAT YOU SAW ON THURSDAY NIGHT FROM THIS AMAZING COMMITTEE THAT WE WERE SO FUN TO WORK WITH. IT'S FUN TO HAVE A COMMITTEE WITH LOTS OF DIFFERENT OPINIONS AND THOUGHTS AND THEN EVERYBODY COMING TOGETHER UNDER CONSENSUS AND FOLLOWING OUR NORMS. THAT MAKES IT FOR A GREAT COMMITTEE. THANK YOU ALL FOR SPENDING YOUR EVENINGS WITH US SINCE MARCH. EVERYTHING WE DID ON THE BOND STEERING COMMITTEE, OF COURSE, WAS ANCHORED IN OUR NORTH STAR GOAL. EVERYTHING THAT'S LISTED IN THE BOND RECOMMENDATION FROM THIS COMMITTEE SUPPORTS THE NORTH STAR GOAL AND KEEPING EVERY STUDENT AND TEACHER AND LEADER, GIVING THEM THE ABILITY TO METER OR EXCEED THEIR GOALS. THESE WERE THE OVERVIEWS. WE SHOWED THIS. WE'RE DOING THREE PROPOSITIONS. A IS OUR GENERAL. HISTORICALLY, THIS DISTRICT HAS HAD GENERAL BONDS FOR MANY YEARS. THEN WE REQUIRED BY LAW TO HAVE A TECHNOLOGY DEVICE PROPOSITION, WHICH IS B, AND THEN WE NEEDED A PROPOSITION C THIS TIME BECAUSE WE NEED TO DO SOME STADIUM RENOVATIONS AT BOTH OF OUR BIG STADIUMS BECAUSE THEY SEE MORE THAN 1,000 PEOPLE. THEY HAVE TO HAVE A SEPARATE PROPOSITION. THOSE WERE THE THREE THAT THEY BROUGHT FORWARD TO YOU. THIS WAS THEIR COMMITTEE PURPOSE. YOU HELPED TO SET THIS WITH THE EXPECTATIONS LAST JANUARY. THESE WERE PICTURES FROM WHAT OUR COMMITTEE WAS COMPRISED OF. AGAIN, WE WERE VERY APPRECIATIVE OF EVERYONE'S TIME. HERE'S ALL THE NAMES. WHEN YOU SEE THEM OUT IN THE COMMUNITY, YOU CAN THANK THEM FOR GIVING SO MUCH OF THEIR TIME INTO THIS IMPORTANT RECOMMENDATION. >> THESE WERE ALL THE DIFFERENT DEPARTMENTS THAT PRESENTED TO THIS COMMITTEE OVER THE TIME THAT WE MET TOGETHER, AND THE DIFFERENT AREAS THAT CAN BE COVERED IN A BOND THAT HAVE CAPITAL ITEMS THAT WOULD BE ALLOWABLE OR PART OF THESE DEPARTMENTS. [01:25:01] AGAIN, NOTHING HAS CHANGED AS WE'VE BEEN GOING THROUGH. THIS WAS THE MIDDLE SCHOOL TRANSFORMATION THAT ANCHORED THIS COMMITTEE, AS THE BOARD IS FOLLOWING THIS MIDDLE SCHOOL CONCEPT AND, COMPLETING THIS FOR OUR DISTRICT WITH THE SIX REMAINING JUNIOR HIGHS BEING TRANSFORMED OVER THE NEXT FEW YEARS IF A BOND WERE TO BE CALLED. THIS WAS A RECOMMENDATION YOU SAW, PROP A HAS THE INFRASTRUCTURE SAFETY, CONSTRUCTION, RENOVATION, AND TEACHING AND STUDENT SUPPORT, ALL THE DIFFERENT DEPARTMENTS BROKEN OUT. THIS WAS PROP B, OUR TECHNOLOGY DEVICES, COVERING ANY DEVICE OR ANY CURRICULUM AREA, ALL OF OUR STUDENTS AND STAFF, AND THEN PROP C, THE STADIUM COMPLIANCE, WHERE WE NEED TO DO ADA SEATING, UPGRADES AT BOTH STADIUMS, TURF REPLACEMENT, AND LIGHTING UPGRADES. AGAIN, IT'S REQUIRED TO HAVE A SEPARATE PROP FOR THIS. IT WILL INVOLVE A TAX INCREASE. THESE WERE DISTRICTS THAT HAD BONDS OVER THE PAST SEVERAL YEARS, AND THE AMOUNTS AND WHEN THEY WERE PASSED. THEN THIS IS THE TAX IMPLICATION THAT MR. PATE PUT TOGETHER. WE USE THE $500,000 AVERAGE MARKET VALUE OF A HOME WHEN HE PUT THIS SLIDE TOGETHER WITH BOND COUNSEL, AND YOU CAN SEE IT'S $124 A MONTH. I MEAN, $124 A YEAR, $10.33 A MONTH. YES. FOR CLARIFICATION, IT'S $10.33 A MONTH, FOR A TOTAL OF $124 A YEAR AT A $500,000 AVERAGE MARKET VALUE HOME. IF YOU ARE OVER 65, AND YOU HAVE YOUR TAX EXEMPTIONS IN PLACE, YOUR LEVY IS FROZEN, THIS WOULD NOT INCREASE YOUR TAX RATE. MR. PATE, ANYTHING I MISSED? >> NO. YOU GOT IT. >> THIS IS JUST A WRAP-UP OF THAT SPREADSHEET SLIDE. AGAIN, THE NUMBERS WE USED ARE THE SAME AS WE TALKED ABOUT LAST WEEK. THEY DO INCLUDE THE RICHARDSON ISD 10% LOCAL HOMESTEAD EXEMPTION THAT WE STILL HAVE IN PLACE. IT IS ASSUMING THAT THERE WILL BE A PASSAGE OF THE CONSTITUTIONAL AMENDMENT IN NOVEMBER FROM THE STATE OF TEXAS, TO INCREASE THE MANDATED HOMESTEAD TO 140,000. MR. PATE INCLUDED THAT IN HIS CALCULATIONS. THIS IS OUR TIMELINE, SHOULD THE BOARD TONIGHT DECIDE TO CALL A BOND, WE WILL START ON AUGUST 7TH. WE WOULD BEGIN IN SEPTEMBER, AS WE DO EVERY YEAR, OUR VOTER OUTREACH. THEN WE DO STAFF INFORMATION, COMMUNITY INFORMATION, EARLY VOTING STARTS IN OCTOBER FOR THE NOVEMBER 4TH ELECTION AND THEN MELISSA HELLER AND HER TEAM ARE INSTRUMENTAL IN ALL OF THE OUTREACH PIECES THAT ARE DONE FOR OUR COMMUNITY AND THE SHARING OF DATA THAT WE'RE ALLOWED TO DO. THANK YOU FOR THAT WRAP-UP. I'LL TURN IT BACK TO SUPERINTENDENT TO GO OVER THE ELECTION. YES. REAL QUICK. CAN YOU GO BACK TO ONE SLIDE? WHILE WE HAVE AN OPPORTUNITY, WHILE WE KNOW WE HAVE COMMUNITY MEMBERS THAT ARE HERE, AND WE HAVE COMMUNITY MEMBERS HOPEFULLY, THAT ARE LISTENING. WE KNOW THAT IF THE BOARD SO CHOOSES TO CALL THIS ELECTION BETWEEN NOW AND THAT ELECTION DATE, WE HAVE A LOT OF INFORMATION DELIVERY TO GIVE. WE WANT TO MAKE SURE THAT WE ALREADY KNOW THAT THERE'S CHATTER ON SOCIAL MEDIA AROUND THE NEEDS FOR CERTAIN THINGS AND WHY ARE CERTAIN THINGS THE WAY THEY ARE. THE NEXT BIT IS ALL ABOUT PROVIDING THAT EDUCATION. THIS IS WHAT IT WOULD LOOK LIKE, AGAIN, AS A DISTRICT, WE WOULD ONLY BE PROVIDING FACTUAL INFORMATION AROUND EACH OF THE DETAILS OF THE PROPOSITION. BUT IF THERE'S A HOMEOWNERS ASSOCIATION THAT WOULD LIKE FOR US TO COME AND GIVE A PRESENTATION AT A HOMEOWNERS MEETING, WE WILL BE THERE. IF THERE'S A CIVIC ORGANIZATION THAT WOULD LIKE US TO DELIVER INFORMATION AT A MEETING, WE WILL BE THERE. WE WANT OUR ENTIRE COMMUNITY TO KNOW, WE ARE A RESOURCE, AND WE WANT TO BE ABLE TO PROVIDE THAT INFORMATION, ANSWER THOSE QUESTIONS. IN ANY VENUE, REGARDLESS OF HOW SMALL OR HOW LARGE, AND SANDRA HAS BEEN PRACTICING HER SPEAKING VOICE. SHE IS READY. GIVE ME ONE SECOND. WITH THAT, I AM RECOMMENDING AND THIS IS SUCH AN EXCITING RECOMMENDATION. CAN I SAY I'M EXCITED? I HAVEN'T CALLED IT YET. EXCITINGLY. THE SUPERINTENDENT RECOMMENDS THAT THE BOARD AUTHORIZE A BOND ELECTION FOR NOVEMBER 4TH, 2025, AND APPROVE THE PROPOSED BOND ELECTION ORDER AND NOTICE AS PRESENTED. [01:30:07] >> THANK YOU, MS. HAYES. THANK YOU, SUPERINTENDENT, BRANUM. DO I HAVE A MOTION FROM THE BOARD? >> SOME MOVED. >> THANK YOU, MS. TIMME. DO I HAVE A SECOND? >> SECOND. >> MS. MCGOWAN. THANK YOU. WITH THAT, I WILL OPEN IT UP TO QUESTIONS AND COMMENTS FROM THE BOARD. MS. HARRIS. >> WE HAD AN AWESOME PRESENTATION, OUR LAST MEETING FROM THE VONS DEERING COMMITTEE. WONDERFUL WORDS, GREAT WORDS. BUT WHAT I WANTED TO RECOGNIZE TONIGHT, WE HAD DURING PUBLIC COMMENT, ONE OF OUR COMMUNITY MEMBERS COME UP AND STATE THAT NOT ALL THE WAY ENGAGED. YOU'LL HAVE SOME QUESTIONS ABOUT THE SPENDING. HOWEVER, WHAT I DID LIKE WAS THE IMPORTANCE THAT, ALL STUDENTS DESERVE THIS. THIS IS SO MUCH ABOUT OUR KIDS. EARLIER, WHEN WE TALKED ABOUT THAT BIG NUMBER THAT SOME OF THOSE STUDENTS ARE GETTING FROM THE PTAS. WE HAVE SOME DISTRICTS THAT ARE NOT GETTING THAT MONEY. HOPEFULLY, THIS WILL HELP. IT JUST REALLY MADE ME FEEL SO GOOD TO HEAR, THAT PUBLIC COMMENT WHEN HE SAID THAT EVERY KID DESERVES THIS. EVERY KID DESERVES ACCESS AND THE BEST ACCESS. THIS IS PUBLIC EDUCATION. THANK YOU SO MUCH. THANK YOU. THANK YOU SO MUCH. >> GREAT COMMENT. THANK YOU, MS. HARRIS. OTHER COMMENTS OR QUESTIONS FROM BOARD MEMBERS. ANYONE? MS. PACHECO? >> YES, I JUST WANT TO THANK THE COMMITTEE FOR GETTING TOGETHER, SPENDING SO MANY HOURS TALKING ABOUT WHAT THE NEEDS OF OUR STUDENTS AND THE FUTURE NEEDS OF OUR STUDENTS WILL BE OUR COMMITMENT AS A DISTRICT TO DO THAT MIDDLE SCHOOL TRANSFORMATION IS IMPORTANT. IT'S IMPORTANT TO CONTINUE TO IMPROVE ACCESS TO OUR STUDENTS, FOR THOSE LEARNING OPPORTUNITIES THAT THEY REQUIRE REALLY TO SUSTAIN THEM IN THE JOB MARKET AND THEIR FUTURE CAREERS IN COLLEGE AND SO ON. OF COURSE, WE NEED RESOURCES FOR OUR FACILITIES. IT'S JUST ONE OF THE THINGS THAT ARE HERE, IT EXISTS. OUR SCHOOLS ARE OLD AND THEY NEED SUPPORT. I'M VERY COGNIZANT AND SENSITIVE TO THE TAX RATE INCREASE, I UNDERSTAND. FAMILIES HAVE BUDGETS. FAMILIES ARE TIGHTENING THEIR BELTS ON THINGS. THERE ARE INTEREST RATES AND CONSTRUCTION COSTS THAT WE HAVE TO BE SENSITIVE TO, AND I BELIEVE OUR DISTRICT IS VERY RESPONSIBLE AND WE WILL DO SO WITH THE MOST EQUAL EYE AND RESPONSIBILITY OF SPENDING EVERY SINGLE DOLLAR TO THE BENEFIT OF EVERY SINGLE STUDENT THAT WE HAVE NOW AND IN THE FUTURE. THANK YOU FOR ALL THE WORK. THANK YOU, MS. HAYES, FOR DOING ALL THAT WORK AS WELL AND THE REST OF THE RICHARDSON ISD TEAM. I INVITE ALL OUR COMMUNITY MEMBERS, NEIGHBORHOODS, AND EVERYBODY ELSE WHO WANTS TO ASK, COME AND LISTEN TO THE IMPROVEMENTS AND ALL THE THINGS THAT WE PLAN TO DO WITH THIS. THANK YOU. >> THANK YOU, MS. PACHECO. YES, MISS. TIMME. >> I WASN'T HERE LAST WEEK, AND I DID WATCH IT ONLINE. I WAS AT TOWN, BUT I DIDN'T GET A CHANCE TO SAY BUT I'VE BEEN A MEMBER OF A NUMBER OF BOND COMMITTEES THROUGHOUT A LONG TIME THAT I'VE LIVED HERE IN RICHARDSON, AND IT WAS SUCH A COMMITTEE OF DIVERSE THINKERS, YOU CAN TELL, YOU GUYS REALLY TALKED ABOUT THINGS. IT IS FROM ALL SIDES, I KNOW EVERYBODY DIDN'T AGREE ON ALL THE THINGS, BUT SOMEHOW YOU GUYS WORK THROUGH AND KEPT HAVING CONVERSATIONS UNTIL YOU BROUGHT US SOMETHING THAT WE CONFIDENTLY LOOK AT AND FEEL LIKE THAT WE HAD REALLY GOOD COMMUNITY INPUT IN IT BECAUSE IT'S INCREDIBLY IMPORTANT. MY KIDS HAVE GRADUATED. IT'S NOT JUST FOR MY KIDS. IT IS FOR MY COMMUNITY, IT'S FOR YOUR COMMUNITY. IT'S FOR ALL OF OURS IN. HAVING GREAT SCHOOL AND GREAT PROGRAMS. THAT IS WHAT IS GOING TO MAKE THIS COMMUNITY STRONG, BRING MORE PEOPLE INTO OUR NEIGHBORHOODS. IT'S ALSO WHY PEOPLE DON'T WANT TO LEAVE. IT'S INCREDIBLY IMPORTANT WHAT YOU GUYS BROUGHT FORWARD. I KNOW IT'S A TON OF HOURS. I KNOW IT'S A LOT OF DISCUSSION. I KNOW IT'S A BIG LIFT AND A BIG RESPONSIBILITY. I DID JUST WANT TO SAY THANK YOU FOR THAT. I DID HAVE ONE QUESTION, IF THAT'S OKAY, ME NOT BEING HERE, ACTUALLY TWO. ONE OF THE REASONS THAT WE USE THIS BOND PIECE IS BECAUSE WE ARE NOT A FASTS DISTRICT AS SOME OTHER DISTRICTS WHERE THEY HAVE AN OPPORTUNITY TO BUILD NEW THINGS AND ACCESS FUNDS IN A DIFFERENT WAY THAT WE ARE UNABLE TO, IS THAT CORRECT? >> YES, MA'AM. THAT IS CORRECT. [01:35:02] >> THEY'VE BEEN ABLE TO BUILD SOME BCTE CENTERS AND OTHER THINGS THAT ARE IN DEVELOP PROGRAMS DIFFERENTLY THAT WE'VE BEEN ABLE TO BECAUSE THEY HAVE THE ABILITY TO BRING THOSE FORWARDS THROUGH LIKE FAST FOOD FUNDS THAT THE STATE PROVIDES? >> YES, MA'AM. CURRENTLY, THERE REALLY ARE NO ADDITIONAL FUNDS IF YOU ARE DECLINING ENROLLMENT DISTRICT, FOR EXAMPLE. >> YES. >> THERE ARE NO FUNDS THAT WE CAN ACCESS IN ORDER TO HELP REVITALIZE OUR FACILITIES. TO SPEAK, REALLY, THE ONLY MECHANISM WE HAVE IS THROUGH A BOND TO BE ABLE. AGAIN, AS A REMINDER THE AVERAGE AGE OF OUR FACILITIES IS OVER 58 YEARS OLD. >> ABSOLUTELY. >> THIS REALLY IS THE PRIMARY MECHANISM THAT WE HAVE TO ENSURE THE INFRASTRUCTURE OF OUR FACILITIES IS SOUND FOR A STRONG LEARNING ENVIRONMENT. >> THAT'S RIGHT. THEN SHOULD WE VOTE TO CALL THIS, AND SHOULD THE VOTERS APPROVE IT? IS THIS THE MAXIMUM AMOUNT THAT WOULD HAPPEN ON THIS BOND? IT'S NOT LIKE WE'RE GOING TO PASS THIS AMOUNT AND THEN SAY, LIKE, OH, WE'RE OVER ALL OF THESE FUNDS. CAN YOU JUST DISCUSS HOW THAT WORKS A LITTLE BIT? >> YES, MA'AM. MR. PATE, PLEASE FEEL FREE TO CHIME IN, BUT THIS IS THE FULL MAXIMUM AMOUNT THAT WE WOULD BE AUTHORIZED BOTH TO AND TO SELL A BOND AND THEN TO ALSO THEN EXPEND THOSE BOND FUNDS ONCE WE WERE TO SELL THEM. I DON'T KNOW IF YOU WOULD LIKE TO ADD ANY. >> EXCUSE ME, AND IT'S IN EACH OF THOSE SPECIFIC PROPOSITIONS. PROP A IS LIMITED TO THE BILLION 338 FOR PROP A, IS LIMITED SPECIFICALLY JUST TO THE THINGS COVERED IN PROPOSITION A, THE SAME WITH PROP B FOR THE STUDENT AND STAFF DEVICES, AND THE MONEY DOES NOT CROSS. STADIUMS, FOR INSTANCE, OF 7.4 MILLION DOLLARS, THAT IS OUR CAP THAT WE WILL BE SPENDING ON THAT. LITTLE INTEREST INCOME THAT WE EARN ON THE PROCEEDS WHILE WE'RE UNDER CONSTRUCTION OR DOING THOSE RENOVATIONS. BUT NO, WE'RE NOT WE ARE NOT ALLOWED TO MOVE MONEY AROUND BETWEEN THE THREE PROPS. >> PERFECT. THAT'S SUPER HELPFUL. THEN JUST LASTLY, JUST THINKING ABOUT THE MIDDLE SCHOOLS. WE'VE HAD SOME THAT WE HAVE SOME THAT ARE MIDDLE SCHOOLS, AND THEN WE HAVE OTHERS THAT ARE JUNIOR HIGHS. I'M CURIOUS, JUST THE CHALLENGE OF NOT HAVING EVERYBODY ON THE SAME STRUCTURE. DOES THAT PUT AN INSTRUCTIONAL CHALLENGE ON THE DISTRICT? >> YES. THERE'S A REASON WHY, REALLY THERE'S LESS THAN 3% OF CAMPUSES ACROSS THE STATE THAT ARE ANY OTHER CONFIGURATION OTHER THAN A MIDDLE SCHOOL MODEL. THAT EVEN IF YOU JUST LOOK AT THE WAY THAT THE STATE BUNDLES THE CURRICULUM, THE TEXAS CENTRAL KNOWLEDGE AND SKILLS EXPECTATIONS, IT IS BUNDLED FOR K568912. WE HAVE CURRENTLY, FOR EXAMPLE, A MATH ADOPTION OF WHICH YOU HAVE K5 TEACHERS THAT ARE USING ONE TITLE AND THEN SIXTH-GRADE TEACHERS THAT ARE USING A DIFFERENT TITLE. WHEN WE'RE PROVIDING THAT SUPPORT NOT ONLY NOW, DO WE HAVE TWO SCHOOLS THAT ARE USING AND WE CAN PROVIDE THAT LEARNING IN A DIFFERENT WAY, THEN THE REST OF THE DISTRICT IS DONE IN A DIFFERENT WAY, BUT THEY'RE STILL USING A DIFFERENT TITLE IT IS INCREDIBLY COMPLEX. MORE OF A CHALLENGE. IT'S HARD. >> THANK YOU. I WENT HERE LAST WEEK. I JUST WANTED TO BE SURE THAT I JUST ASKED THOSE FEW QUESTIONS. AGAIN, THANK YOU TO OUR COMMITTEE. I CANNOT TELL YOU HOW IMPORTANT IT IS YOUR VOICE AND THE THINGS THAT YOU'VE DONE AND WHAT YOU'VE BROUGHT FORWARD. WE CERTAINLY ALL APPRECIATE THAT INFORMATION. THANK YOU. >> THANK YOU, MS. TIMME. OTHER BOARD MEMBERS SET A HAND. MS. MCGOWAN. GO AHEAD. >> ALSO, THANK YOU TO THE COMMITTEE THAT PARTICIPATED IN THIS. I WAS PART OF THAT COMMITTEE AS WELL AS ONE OF THE BOARD MEMBERS. I WAS REALLY IMPRESSED HOW MANY PEOPLE SHOWED UP TO EACH AND EVERY ONE OF THESE MEETINGS. THE FACT THAT YOU ALL CAME TO AN AGREEMENT ON PASSING THE BOND AND THE AMOUNT OF DOLLARS THAT YOU THOUGHT THIS BOND SHOULD BE PASSED TO RECOMMEND TO THE BOARD. I THOUGHT WAS REALLY IMPRESSIVE. I WAS SHOCKED. I DIDN'T THINK THAT EVERYONE OF THAT BROOM WOULD COME TO THIS UNANIMOUS VOTE. WITH THAT HAVING BEEN DONE. >> JUST BECAUSE I WAS WANT TO MAKE SURE THAT WE DON'T MISREPRESENT. WE HAD A UNANIMOUS APPROVAL FROM THE COMMITTEE TO MOVE FORWARD WITH THE PASSING OF THE BOND. WE HAD A FAR MAJORITY THAT SAID, YES, WE WANTED TO GO BEYOND THE CAPACITY TO BE ABLE TO DO THESE ADDITIONAL PIECES. >> THANK YOU. >> YES. >> THANK YOU. I WAS STILL REALLY IMPRESSED. >> IT WAS A STRONG MAJORITY. >> VERY STRONG MAJORITY. WITH THAT, I WAS EVEN MORE CONVINCED THAT WE WERE DOING THE RIGHT THING OR [01:40:02] WOULD BE DOING THE RIGHT THING AS A BOARD BY RESPECTING THE VOTES AND THE OPINIONS OF THAT COMMITTEE. I TRULY APPRECIATE THAT, AND YOU ALL COMING ALONGSIDE US TO DO THE WORK IN THE SCHOOL DISTRICT. AS WE KNOW, WITH VOUCHERS THAT ARE BEING PASSED AND THE SCHOOLS THAT ARE GOING TO POP UP ALL OVER THE CITY, WE HAVE TO BE AN OPTION. THE ONLY WAY WE'RE GOING TO BE THE ONE IS TO COMPETE, AND THE ONLY WAY WE'RE GOING TO BE ABLE TO COMPETE IS TO HAVE THE BEST OF THE BEST, IF THAT'S AT ALL POSSIBLE. I APPRECIATE THIS WILL PUT US IN THAT POSITION OF CREATING THAT DISTRICT FOR PEOPLE TO CHOOSE. THAT'S IT. >> THANK YOU, MS. MCGOWAN. YES, MS. RENTERIA. >> I'LL JUST GO AHEAD. I DON'T WANT TO REPEAT, BUT MY COLLEAGUES HAVE DONE SO VERY WELL ALREADY. AGAIN, TOO, I WAS VERY IMPRESSED. I AM JUST SO GRATEFUL FOR THE COMMITTEE. THANK YOU AGAIN FOR BEING HERE AS WELL THIS EVENING. FOR ME, I THINK THE THING THAT STOOD OUT THE MOST ASIDE FROM THE GREAT PRESENTATION, AND THE INDIVIDUAL STORIES THAT WERE TIED IN AS TO WHY THIS IS SO IMPORTANT IS THAT FOR ME, IT'S THE FACT THAT, WITH THIS BOND, IT ENSURES FOR FUTURE GENERATIONS, THAT THEY HAVE ACCESS TO THE VERY BEST FACILITIES TO THE VERY BEST EDUCATION. I THINK MS. TIMME MADE A POINT HERE LIKE HERSELF, MY KIDS HAVE ALREADY GRADUATED OUT OF THE SCHOOL DISTRICT. BUT TO KNOW THAT THIS IS GOING TO REALLY STRENGTHEN THE COMMUNITY, STRENGTHEN OUR SCHOOLS, AND EVERYTHING THAT RISD STANDS FOR AND WILL OFFER. THAT'S WHAT REALLY STOOD OUT FOR ME AND WHY IT'S SUPER IMPORTANT. AGAIN TO ALL OF YOU, TO EVERYBODY IN THE COMMUNITY AND THE CABINET, THE STAFF, WHO MADE THIS POSSIBLE, PRESENTED IT SO WELL, AND I KNOW WE'LL DO A GREAT JOB AS WE CONTINUE TO COMMUNICATE THIS OUT TO THE REST OF THE COMMUNITY. THANK YOU. >> THANK YOU, MS. RENTERIA. OTHER COMMENTS OR QUESTIONS. I WILL ADD A LITTLE OF MY FLAVOR BECAUSE THIS IS A BIG ASK. THIS IS A BIG ASK OF OUR COMMUNITY. THERE'S VERY FEW THAT ARE BIGGER. I WANT TO THANK THE BOND COMMITTEE, AND I WILL REPEAT WHAT EVERYBODY SAID BY SAYING THANK YOU AGAIN. I WILL SAY WHAT I SAID TWO WEEKS AGO, YOUR CHARGE IS NOT COMPLETE. YOU WILL HAVE A PIECE AS WE GO FORWARD BETWEEN NOW AND NOVEMBER, SO I APPRECIATE YOU RAISING YOUR HAND FOR THAT AS WELL. TO THE PUBLIC SPEAKER EARLIER, AND I THINK I WANT TO TELL UP WHAT WAS SAID. THE TERM OPPORTUNITY WAS USED, WHICH IS PERFECT. >> THE FACT THAT WE'RE BALANCING THE NEEDS OF THE STUDENTS WITH A FINANCIAL STEWARDSHIP, AND THOSE TWO THINGS CAN'T BE INDEPENDENT OR DISJOINTED. THEY HAVE TO BOTH BE PAID SPECIFIC ATTENTION AT THE SAME TIME AND BALANCED. I THINK THAT WE'VE SEEN THIS BALANCE IN THIS PLANNING. WE'LL SEE THE BALANCE AS WE EXECUTE THIS PLAN AS WELL BUT THAT'S WHAT WE'RE EITHER PAID TO DO AS STAFF OR CHARGED TO DO AS TRUSTEES AS ELECTED IS MAKING SURE THAT WE'RE DOING THOSE TWO THINGS. I THINK TO TELL OFF, MR. RENTERIAS COMMENT, IT'S EASY TO LOOK AT SOME OF THE PROPOSITION ITEMS AND THINK THAT THEY ARE ABOUT THE NOW, WHICH SOME OF THEM ARE, BUT A LOT OF IT HAS TO DO WITH THE FUTURE, AND WHAT COMES TO MIND IS STRATEGIC, AND THIS IS A STRATEGIC MOVE BY THE DISTRICT, WE CAN'T BE LEFT FLAT FOOTED IN THE LANDSCAPE OF PUBLIC EDUCATION WHERE WE ARE TODAY. WE HAVE TO TAKE RISKS, WE HAVE TO BE STRATEGIC, AND THIS NOT ONLY TAKES CARE OF WHAT WE NEED TODAY, BUT THIS WILL TAKE CARE OF WHAT WE NEED TOMORROW, NEXT YEAR, NEXT FIVE YEARS, NEXT DECADE. I WANT PEOPLE TO REMEMBER THAT AS WE GO FORWARD AND TELL THE COMMUNITY THE STORY. THEN THE LAST THING I'LL SAY IS FROM THE FINANCIAL PERSPECTIVE, AND I KNOW WE'VE MENTIONED THIS BEFORE. I DON'T THINK WE'VE MENTIONED IT LATELY, BUT I BELIEVE WE DO A FAIR JOB, VERY FAIR, BETTER THAN FAIR JOB OF POSITIONING OURSELVES AS A DISTRICT IN A POSITIVE, HEALTHY FINANCIAL POSITION TO TAKE THIS KIND OF RISK. THAT MAKES THE RISK A LOT LESS THAN OTHER DISTRICTS. OUR BOND RATING AND HOW COMPETITIVE WE ARE COMPARED TO THE OTHER 1,200 DISTRICTS IN THE STATE, HARDLY ANYBODY CAN TOUCH US. THAT WILL HELP US AS WE TAKE THIS MONEY TO THE MARKET OR THESE BONDS TO THE MARKET. THAT'S GOOD. THAT'S HEALTHY. THE OTHER ONE IS HOW OUR AGGRESSIVE APPROACH AND HOW WE PAY OFF OUR DEBT. WE ARE VERY AGGRESSIVE. WE TYPICALLY PAY IT OFF A LOT SOONER THAN IS PROJECTED, AND THAT FEEDS INTO THAT BOND RATING AS WELL. WE'RE DOING BEHIND THE SCENES. I THINK OUR STAFF IS DOING A GREAT JOB OF POSITIONING US WHERE WE CAN MITIGATE SOME OF THE RISK FINANCIALLY THAT [01:45:03] COMES WITH JUST GOING OUT AND DOING A BOND ELECTION. I JUST WANT TO BRING THAT TO THE FOREFRONT AS WELL. THAT'S A HUGE PART AS WE GO FORWARD. WITH THAT, WE'VE GOT A MOTION ON THE FLOOR IN A SECOND. ALL IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HAND. I COUNT SIX TO ZERO, AND THAT MOTION PASSES. WITH THAT, WE DESERVE A BREAK. WE'LL GO 15 MINUTE BREAK, AND WE'LL BE BACK HERE AT 8:00. THANK YOU VERY MUCH. WE'RE GOING TO GET STARTED AGAIN. THANK YOU FOR INDULGING US IN THE QUICK BREAK OR LONG BREAK. OUR NEXT ITEM ON THE AGENDA IS AN INFORMATION ITEM TO RECEIVE [IV.J. Student Performance Update and Accountability Preview] AN UPDATE ON STUDENT PERFORMANCE AND AN ACCOUNTABILITY REVIEW, SUPERINTENDENT BRENNA. >> THANK YOU VERY MUCH, PRESIDENT BOT. AS YOU CAN SEE, WE'RE GOING TO HAVE SEVERAL DIFFERENT PARTICIPANTS THIS EVENING THAT WILL BE SHARING THE RESULTS. AGAIN, THIS INFORMATION THAT WE PRESENT TONIGHT, IT REALLY IS AN ARTIFACT OF 2,400 TEACHERS THAT POUR THEIR HEART AND SOUL EVERY SINGLE DAY INTO ENSURING THAT OUR KIDS LEAVE AT THE END OF THE DAY BETTER THAN WHEN THEY WALKED IN. YOU HAVE AN ENTIRE NORTH STAR GOAL THAT IS ANCHORED AROUND OUR STUDENTS MEETING OR EXCEEDING THEIR ACADEMIC GROWTH GOAL. THIS IS ONE MEASURE THAT WE HAVE TO REPORT TO OUR PARENTS TO OUR COMMUNITY, BUT MOST IMPORTANTLY FOR OUR TEACHERS AND OUR STUDENTS TO BE AWARE OF HOW THEY ARE PROGRESSING TOWARDS THAT NORTH STAR GOAL. IT'S NOT THE ONLY ONE, BUT IT IS ONE IMPORTANT MEASURE. TONIGHT, WE BRING FORWARD TO YOU OUR PERFORMANCE FROM THE '24, '25 SCHOOL YEAR. I THINK I'M GOING TO TURN IT OVER TO DOCTOR LIPER TO KICK US OFF AND THEN WE ARE GOING TO HAVE OTHERS THAT PARTICIPATE AND HELP REALLY REPRESENT THIS IMPORTANT WORK. ALSO, NOT ONLY WHAT DOES THE STATA TELL US ABOUT OUR PERFORMANCE LAST YEAR, BUT I WOULD ALSO SAY MOST IMPORTANTLY, WHAT HAVE WE LEARNED AS A RESULT AND WHAT ADJUSTMENTS ARE WE MAKING SO THAT WE ENSURE WE CONTINUE AS AN ORGANIZATION TO MEET THAT NORTH STAR GOAL. DOCTOR LIPER, DOCTOR ORTIZ, I'LL TURN IT OVER TO YOU. >> GOOD EVENING. SUPERINTENDENT BRENNA, PRESIDENT POT, MEMBERS OF THE BOARD. WE LIKE SUPERINTENDENT BRENNA MENTIONED, WE ARE PRESENTING THE INFORMATION FOR THE 2024 2025 SCHOOL YEAR. REALLY GROUNDING IN THAT NORTH STAR GOAL. THIS IS THAT ARTIFACT THAT'S GOING TO SHOW THAT OUR STUDENTS ARE MEETING THEIR ACADEMIC GROWTH GOALS AND ALL OF THAT HARD WORK THAT'S BEEN GOING TO KEEP US CENTERED THERE. OUR PRESENTATION IS GOING TO INCLUDE ACCOUNTABILITY OVERVIEW. WE'RE GOING TO GO OVER OUR SPRING 2025 STAR RESULTS. WE WILL ALSO SHARE SOME INFORMATION ABOUT CCMR, OUR COLLEGE CAREER MILITARY READINESS, WHICH IS A COMPONENT OF OUR ACCOUNTABILITY SYSTEM. THEN THEY'LL BE SHARING SOME NEXT STEPS AND RESPONSES TO THE DATA THAT WE'VE RECEIVED. AS WE'VE SHARED IN PREVIOUS MEETINGS, RAC HAS RESPONSE TO OUR DATA. WE DON'T JUST GIVE THESE ASSESSMENTS AND NOT DO ANYTHING WITH IT. WE HAVE A SYSTEM WHERE WE ANALYZE AND WE REFLECT ON OUR DATA. WE MAKE THOSE ADJUSTMENTS, DATA-DRIVEN ADJUSTMENTS, THEN WE GATHER ADDITIONAL DATA AND IT'S A CYCLE THAT CONTINUES. TODAY, WE WILL BE FOCUSING ON OUR STAAR ASSESSMENTS, A LITTLE BIT ON OUR LEPAS AS WELL AS THE COMPONENTS THAT GO INTO COLLEGE CAREER MILITARY READINESS, WHICH IS OUR AP ONRAMPS, DALLAS COLLEGE INFORMATION. THIS SLIDE RIGHT HERE IS SUPER IMPORTANT BECAUSE IF YOU THINK ABOUT THAT LAST SLIDE AND YOU THINK ABOUT ALL OF THOSE METRICS THAT WE LOOK AT, WE CAN NEVER FORGET THAT THERE IS A STUDENT BEHIND THAT METRIC. THERE IS A FACE BEHIND THAT METRIC. WE ARE NOT TALKING ABOUT A WIDGET. WE ARE NOT TALKING ABOUT SOMETHING ON AN ASSEMBLY LINE. WE ARE TALKING ABOUT ALMOST 37,000 BEAUTIFUL HUMANS THAT ALL HAVE A STORY. ONE OF THE THINGS THAT I SHARE EVERY TIME I HAVE A OPPORTUNITY TO COMMUNICATE OUR NORTH STAR GOAL WITH OUR COMMUNITY OR WITH OUR STAFF, WITH OUR LEADERSHIP TEAM, I'M SO PROUD THAT WE HAVE A BOARD THAT DEVELOPED NORTH STAR GOAL THAT WAS AROUND AN INDIVIDUAL STUDENT BECAUSE WHEN WE FOCUS ON AN INDIVIDUAL STUDENT, WE RECOGNIZE THAT THAT STUDENT HAS A STORY. IT MIGHT BE A STUDENT THAT IS SERVED THROUGH SPECIAL EDUCATION IN WHICH THEY HAVE A PHYSICAL OR COGNITIVE DIFFERENCE IN ABILITY THAT FOR US AND FOR THAT STUDENT, [01:50:04] THAT DEFINITION OF THAT NORTH STAR GOAL IS EMPLOYABILITY SKILLS, AND PROVIDING AN OPPORTUNITY FOR THEM, FOR EXAMPLE, TO WORK AT A LOCAL HOSPITAL IN WHICH THEY SPEND A YEAR GETTING EMPLOYABILITY SKILLS, AND THEN 100% OF THOSE STUDENTS GET HIRED BY THAT HOSPITAL, AND THEY ARE GAINING SOME LEVEL OF INDEPENDENCE. THOSE STUDENTS MAY NEVER HAVE TAKEN A STAR TEST BUT OUR OBLIGATION, OUR IMPERATIVE TO ENSURE THAT WE PROVIDED AN OPPORTUNITY FOR THEM TO GROW AND MEET THEIR NORTH STAR GOAL IS AS IMPORTANT AS THAT STUDENT WHO TAKES THAT THIRD GRADE RLA OR MATH, AND WE WANT TO GET IT THAT APPROACH MEETS OUR MASTER'S LEVEL. AGAIN, I JUST THINK LOOKING AT THE FACES OF OUR STUDENTS, ALSO, REMEMBERING THAT WHEN WE'RE TALKING ABOUT A METRIC, IT'S ON ONE GIVEN DAY. WHEN WE THINK ABOUT EVEN A STUDENT WHO MAY BE A VERY HIGH PERFORMING STUDENT, THAT MORNING MAY HAVE WOKEN UP AND MAY NOT HAVE BEEN FEELING GREAT. MAY HAVE WOKEN UP AND MAY HAVE HAD A DISAGREEMENT WITH LITTLE BROTHER OR LITTLE SISTER. HUMANS ALSO HAVE EMOTIONS THAT CAN IMPACT HOW THEY PERFORM. ALSO, IMPORTANT TO REMEMBER THAT WE'RE ALSO TALKING ABOUT EIGHT-YEAR OLDS WHO ARE TAKING AN ASSESSMENT THAT IS A MULTI-HOUR ASSESSMENT THAT IS BEHIND AN IPAD, USING A KEYBOARD IN WHICH WE'RE ASKING THEM TO NAVIGATE THROUGH PASSAGES AND PROBLEM-SOLVING MATH PROBLEMS, WRITING EXTENDED CONSTRUCTIVE RESPONSES ON AN IPAD KEYBOARD. REMEMBERING THAT IF YOU LOOK AT THESE FACES, THERE'S STILL EIGHT. NOW, THAT IN NO MEANS, DOES IT DIMINISH OUR RESPONSIBILITY TO ENSURE WE'RE PROVIDING THE HIGHEST QUALITY EDUCATIONAL EXPERIENCES IN THE CLASSROOM SO THAT THEY CAN MEET THESE IMPORTANT STANDARDS BUT I ALSO JUST ALWAYS WANT TO REMEMBER THAT THEY ARE LITTLE HUMANS. AS WE GO INTO OUR DATA, YOU'LL NOTICE THAT WE HAVE OUR DISTRICT IMPROVEMENT PLAN GOAL 1 AND OUR STRATEGIC PLAN GOAL 1 ON THE PAGES OF OUR SLIDES, AND THAT IS REALLY TO GROUND US IN OUR INDIVIDUAL GROWTH FOR STUDENTS AND MAKING SURE THAT WE'RE PROVIDING THOSE STRUCTURES AND SUPPORTS AND TOOLS TO ENSURE THAT OUR STUDENTS AND STAFF ARE MEETING THEIR INDIVIDUAL GROWTH GOALS. WHEN WE LOOKED AT OUR DATA FOR 2025, WE SAW THAT RICHARDSON ISD PERFORMED AT OR HIGHER THAN THE STATE IN 13 OF 20 OF THE TESTED AREAS AT THE METS GRADE LEVEL, AND ALSO 17 OUT OF THE 20 ABOVE THE STATE AT THE MASTER'S LEVEL. STUDENTS WHEN THEY GET THEIR REPORT, THEY GET DIFFERENT LEVELS OF PERFORMANCE, AND MASTER'S GRADE LEVEL IS THE HIGHEST LEVEL OF PERFORMANCE THAT A STUDENT COULD OBTAIN ON THAT ASSESSMENT. WHEN WE ALSO EVALUATED OUR TELPAS RESULTS IN THIRD THROUGH 12TH GRADE, AND WE SHOWED 18% OF OUR STUDENTS IN 2025 WERE PERFORMING AT AN ADVANCED HIGH-LEVEL. THAT IS HIGHER THAN WHAT WE SAW IN 2024 WITH 13%, WHICH WAS HIGHER THAN WHAT WE SAW IN 2023, WHICH WAS 9%. WE'RE REALLY EXCITED TO SEE THAT GROWTH IN THAT TRAJECTORY. SPEAKING ABOUT OUR COLLEGE CAREER AND MILITARY READINESS, WE SAW AN INCREASE FROM 79% FOR THE CLASS OF 2023 TO 95% FOR THE CLASS OF 2024. THIS IS ALL DUE TO THE INCREASES THAT WE'RE SEEING IN OUR ADVANCED PLACEMENT, DUAL CREDIT AND ON RAMPS, AS WELL AS OUR INDUSTRY-BASED CERTIFICATIONS. GETTING OUR STUDENTS PREPARED FOR WHAT'S AFTER THEY LEAVE RISD FOR WHATEVER COLLEGE CAREER OR MILITARY OPPORTUNITY THEY ARE WANTING TO TAKE. >> DOCTOR RT, IN CASE WE HAVE A COMMUNITY MEMBER THAT MAY NOT BE FAMILIAR THAT'S LISTENING IN, CAN YOU GO OVER WHAT IS THE TELPAS TESTING? YES. THE TELPAS ASSESSMENT IS AN ASSESSMENT THAT IS REQUIRED BY THE STATE FOR OUR EMERGENT BILINGUAL STUDENTS. THE STUDENTS WHOSE PRIMARY LANGUAGE IS NOT ENGLISH AND ARE BEING SERVED THROUGH EITHER OUR BILINGUAL OR ESL PROGRAM ARE REQUIRED TO TAKE THIS ASSESSMENT EVERY YEAR UNTIL THEY EXIT THE PROGRAM. IN ORDER TO EXIT, THEY HAVE TO GET AN ADVANCED HIGH RATING ON THE TELPAS ASSESSMENT, AND THAT'S WHY WE'RE REALLY CELEBRATING THE GROWTH THAT WE'RE SEEING BECAUSE THAT MEANS THAT MORE OF OUR STUDENTS ARE PREPARED AND ARE SHOWING THAT PROFICIENCY ON THE ASSESSMENT THAT WAS ESTABLISHED FOR THAT PURPOSE. ALTHOUGH WE HAVE A LOT OF CELEBRATIONS, WE ALSO HAVE SOME AREAS OF IMPROVEMENT. WE WANT TO CONTINUE TO GROW, WE WANT TO CONTINUE TO IMPROVE, AND WE ACKNOWLEDGE THAT OUR RATE AT THE APPROACHES LEVEL FOR SOME OF OUR GRADE LEVELS AND CONTENTS IS NOT WHERE WE WOULD LIKE IT TO BE BUT WE ALSO KNOW THAT WHEN WE PRESENTED OUR MAP DATA AT THE END OF THE YEAR, WE SAW THAT WE HAD GROWTH FOR OUR STUDENTS. WE KNOW THAT WE'RE ON THAT RIGHT TRAJECTORY. WE'RE GOING TO CONTINUE TO DO THE WORK TO MAKE SURE THAT OUR STUDENTS ARE MEETING THAT PASSING STANDARD. WE ALSO HAVE HAD SOME CONVERSATIONS ABOUT OUR JUNIOR HIGH MATH PROGRAM AND WHAT WE'RE SEEING IN OUR RESULTS, AND THAT'S ANOTHER AREA. OUR EXTENDED CONSTRUCTED RESPONSE IS ALSO SOMETHING THAT HAS CHANGED IN THE SYSTEM AND WE KNOW THAT THAT'S AN AREA THAT WE WANT TO FOCUS ON. [01:55:05] THE GAPS FOR ECONOMICALLY DISADVANTAGED STUDENTS AND THOSE ACHIEVEMENT GAPS, WE WANT TO MAKE SURE THAT WE CONTINUE TO PUT THINGS IN PLACE TO MINIMIZE THOSE. WE ALSO HAVE BEEN FOCUSING ON OUR SPECIAL EDUCATION PERFORMANCE. ADDITIONALLY, ALSO OUR HIGH SCHOOL GRADUATION RATES AT ALL OF OUR CAMPUSES IN THE DISTRICT. JUST SOME REMINDERS. WE DID HAVE DELAYED ACCOUNTABILITY RATINGS FOR BOTH 2023 AND 2024 DUE TO SOME LITIGATION THAT WAS IN PLACE THAT FOLLOWING SOME MAJOR CHANGES TO THE ACCOUNTABILITY SYSTEM IN 2023. OUR LETTER GRADE SCALING, WHAT AN A EQUALS, WHAT A B EQUALS CHANGED FOR ALL THREE DOMAINS. FOR CLOSING THE GAPS DUE TO THE FEDERAL REQUIREMENTS, WE FOCUS NOW ONLY ON OUR TWO LOWEST PERFORMING STUDENT GROUPS FROM THE PREVIOUS YEAR, AND WE HAVE DIFFERENT TARGETS FOR EACH OF OUR STUDENT GROUPS, INCLUDING A GROUP CALLED HIGH FOCUS, WHICH INCLUDES OUR ECONOMICALLY DISADVANTAGED STUDENTS, OUR EMERGENT BILINGUAL STUDENTS, AND OTHER GROUPS THAT THE STATE WOULD LIKE US TO FOCUS ON. THESE CHANGES ALSO INVOLVE A CHANGE TO THE TEST IN 2023. WE SPOKE A LITTLE BIT ABOUT STAR 2.0, WHERE THEY INTRODUCED CROSS CURRICULAR TEXTS. WE HAD NEW QUESTION FORMATS, OPEN ENDED QUESTIONS, A NEW EXTENDED CONSTRUCTED RESPONSE IN OUR RLA ASSESSMENTS, WHERE THIRD GRADERS THROUGH TENTH GRADERS ARE NOW REQUIRED TO HAVE THIS EXTENDED CONSTRUCTED RESPONSE IN THEIR ASSESSMENT, AND FOR THE FIRST TIME, A ZERO WAS A POSSIBILITY FOR THEIR SCORE. WE HADN'T SEEN THAT BEFORE. IN 2023, WE HAVE THOSE CHANGES, BUT THE CHANGES DIDN'T STOP THERE. IN 2024, THERE WERE SOME ADDITIONAL CHANGES. OUR EXTENDED AND SHORT CONSTRUCTED RESPONSE WAS NOW GOING TO BE GRADED BY A COMPUTER BASED ON AN EXEMPLAR. WE ARE ONE OF THE DISTRICTS THAT SUBMITTED SOME OF OUR EXTENDED CONSTRUCTED RESPONSES FOR RESCORE. WE SAW AS WE WERE REVIEWING OUR INITIAL INFORMATION THAT WE FEEL LIKE SOME OF THESE SHOULD HAVE BEEN SCORED A LITTLE BIT HIGHER. THE TEAM WENT THROUGH, WE REVIEWED, WE LOOKED AT THE STUDENTS THAT WERE REALLY CLOSE TO THAT NEXT STANDARD, AND WE WENT AHEAD AND SUBMITTED THOSE FOR OUR STUDENTS TO GET CREDIT FOR THE WORK THAT THEY PUT IN ON THAT DAY OF THE ASSESSMENT. WHAT WE SAW IN GRADE THREE THROUGH EIGHT IS THAT 40% OF THOSE SAMPLES RECEIVED A HIGHER SCORE WHEN A HUMAN SCORED THOSE, 33% MOVED UP TO A HIGHER PERFORMANCE LEVEL. IN THIRD GRADE ALONE, WE SAW 70% OF THE ECRS THAT WERE SUBMITTED FOR RESCORE RESULTING IN A HIGHER PERFORMANCE LEVEL. WE WANTED TO MAKE SURE THAT WE SHARE THAT INFORMATION. SPEAKING TO PEER DISTRICTS, WE SEE SIMILAR THINGS. THEY'RE SITTING AROUND THE 30% AS WELL. ALL OF THOSE THINGS TO SAY THAT IT'S NOT APPLES TO APPLES. WE HAVEN'T HAD AN APPLES TO APPLES YEAR-TO-YEAR COMPARISON IN QUITE A BIT. WE ARE CURRENTLY IN THAT SPECIAL SESSION. THERE HAVE A BILL IN PLACE TO SEE WHAT THE NEW TEST WOULD LOOK LIKE, WHAT THE POSSIBILITIES ARE FOR ACCOUNTABILITY. WE KNOW THAT THE OLD SYSTEM AND ACCOUNTABILITY AN A IS NOT THE SAME THING AS AN A IN THE NEW SYSTEM. NOT ONLY BECAUSE OF THE NEW CHANGES, BUT ALSO THE NEW CUT SCORES THAT THEY'VE SET IN PLACE. WE ALSO WANTED TO SHARE THIS. WE STARTED OFF WITH OUR A THROUGH F THAT 1.0 IN 2017, 2018. THAT LASTED THROUGH 2022. THEY INTRODUCED A-F 2.0, WHICH IS SUPPOSED TO STAY THE SAME FOR FIVE YEARS, BUT I ALREADY SPOKE OF A FEW CHANGES THAT HAVE BEEN HAPPENING JUST IN THE 2.0 ERA, AND WE'LL CONTINUE TO SEE CHANGES FOR OUR HIGH SCHOOL STUDENTS WHEN IT COMES TO CCMR EVERY SINGLE YEAR. THEN WE'RE SUPPOSED TO HAVE A COMPLETE REVAMP FOR AN A-F 3.0 IN '27 '28. THAT DOES NOT INCLUDE ANY POTENTIAL. WE KNOW ON THIS CURRENT SPECIAL SESSION ONE OF THE ITEMS THAT HAS BEEN BROUGHT FORWARD IS A DISCUSSION AROUND WHAT IS NEXT AND EVEN POTENTIALLY AN ELIMINATION OF THE STAAR TEST. THERE ARE MULTIPLE LAYERS OF CHANGES THAT WE CAN CONTINUE TO FACE MOVING FORWARD. I SHARED THIS LAST FALL, BUT I WANTED TO KIND OF SHARE AGAIN THE DIFFERENCE IN THE METHODOLOGY FOR OUR DISTRICT RATINGS. LATER THIS MONTH, WE WILL RECEIVE OUR OFFICIAL RATINGS FROM THE STATE. WE'LL GET THEM FOR THE CAMPUSES, BUT ALSO FOR THE DISTRICT. IN THE PAST, THE DISTRICT WAS GRADED BASED ON THE STAAR RESULTS, CCMR, AND GRADUATION RATES AS A WHOLE. THE PERFORMANCE OF ALL OF OUR STUDENTS WITHIN THE SYSTEM. [02:00:02] WE GOT A LETTER GRADE, EACH CAMPUS WOULD GET A GRADE FOR THE STUDENTS WITHIN THEIR BUILDING. >> WITH THE CHANGES IN 2023, IT BECAME WHAT THEY CALL PROPORTIONAL WEIGHING. THIS PROPORTIONAL WEIGHING TAKES THE ENROLLMENT OF STUDENTS INTO ACCOUNT AND WEIGHS THE VALUE FOR THAT CAMPUSES SCORE BASED ON THE WEIGHT. IT'S NOT A DIRECT, LIKE, IF THE CAMPUS HAS A B, IT'S NOT REALLY GOING TO BE THAT WAY, IT'S MORE COMPLICATED THAN THAT. BUT ALL THAT TO SAY THAT, IT IS BASED ON THIS PERCENTAGE AND THAT'S HOW THEY ARE NOW CALCULATING THE DISTRICTS SCORE. A LITTLE DIFFERENT THAN WHAT WE SAW IN 2022. NOW WE'RE GOING TO GET INTO OUR STAAR PERFORMANCE. THIS STAAR PERFORMANCE THAT WE'RE GOING TO SHARE WITH YOU TODAY IS BY GRADE LEVEL, AND IT IS FOR THE SPRING OF 2025. FOR EACH OF OUR GRADE LEVELS, WE CAN SEE THE SCORES AT THE VERY END, OUR SPRING 2025 SCORES. WE ARE REALLY EXCITED TO SEE THAT WE HAVE INCREASES FOR ALL OF THE GRADE LEVELS AT THE MASTER'S GRADE LEVEL, AND MOST OF THEM FOR THE MEETS GRADE LEVEL. I ALSO WANT TO SHARE FOR OUR SEVENTH GRADE ASSESSMENT, WE ONLY HAVE 17 STUDENTS THAT TOOK THAT ASSESSMENT. THAT IS BECAUSE OF OUR ALGEBRA FOR ALL INITIATIVE. OUR SEVENTH GRADERS ARE TAKING THAT EIGHTH GRADE ASSESSMENT, AND THAT IS WHY YOU SEE A LITTLE BIT OF A HIGHER NUMBER FOR OUR EIGHTH GRADE AS WE HAVE THAT FINAL COHORT THAT'S MOVING THROUGH TO IMPLEMENT THE ALGEBRA FOR ALL. FOR READING LANGUAGE ARTS, AGAIN, SOME CELEBRATIONS, WE'RE SEEING INCREASES AT THE MEETS GRADE LEVEL FOR ALMOST EVERY GRADE LEVEL. MASTER'S GRADE LEVEL, WE'RE SEEING THAT IMPROVEMENT AS WELL. WE ALREADY MENTIONED ALL OF THE AREAS WHERE WE'RE OUTPERFORMING THE STATE WHEN IT COMES TO THE MASTERS AND MEETS GRADE LEVEL. THEN WE HAVE OUR SCIENCE AND SOCIAL STUDIES. SCIENCE IS ONLY OFFERED IN FIFTH AND EIGHTH GRADE AND OUR SOCIAL STUDIES IS ONLY IN EIGHTH GRADE FOR THREE THROUGH EIGHT. AGAIN, WE SEE SOME AREAS WHERE WE'RE SHOWING THAT GROWTH, SO WE'RE EXCITED TO SEE SOME OF THAT IMPROVEMENT. THEN WE HAVE OUR EOC RESULTS. OUR EOC RESULTS ARE ONLY FOR THE SPRING ADMINISTRATION. EOC IS THE ONLY ONE THAT'S A LITTLE DIFFERENT THAN OUR THIRD THROUGH EIGHT. WE HAVE A SUMMER ADMINISTRATION, A DECEMBER ADMINISTRATION, AND THEN WE HAVE A SPRING. THIS IS ONLY SHOWING OUR SPRING RESULTS. ONE OF THE THINGS THAT I WANT TO SHARE ABOUT THAT, IS THAT WE KNOW THAT WE SAW SOME INCREASES IN THE STUDENTS, THE RET-ESTERS AND THOSE THAT PASSED INTO THE DECEMBER AND THE JUNE. HOPEFULLY THAT'S PART OF WHAT WE'RE SEEING MOVING FORWARD AND WE'LL BE ABLE TO GET THAT FULL PICTURE WHEN WE GET OUR REPORTS LATER THIS MONTH. I'M GOING TO MOVE INTO THE COLLEGE KOREAN MILITARY RENEE. THIS IS PREPARING OUR STUDENTS FOR THEIR NEXT STEP. THE FIRST GRAPH IS OUR AP RESULTS. WE DOCTOR KIRST EVALUATED THE AP EXAMS, AND WHEN HE PRESENTED THIS, WE WERE SO EXCITED TO SEE THESE RESULTS. WE ARE SEEING MORE STUDENTS TAKING EXAMS. YOU CAN SEE THE DIFFERENCE 2021-2025. WE STARTED WITH 3,890 EXAMS IN 2021, AND IN 2025, WE HAD 5,299. NOT ONLY THAT, WE HAVE MORE OF THE EXAMS THAT ARE BEING PASSED, AND YOU CAN SEE THE DIFFERENCE IN THE PERCENTAGES FROM 54% PASSING IN 2021 TO 66% PASSING IN 2025. A BIG CELEBRATION FOR THOSE TEACHERS AND THOSE STUDENTS AND ALL OF THE HARD WORK THAT THEY PUT IN. WE ALSO HAVE OPPORTUNITIES FOR STUDENTS TO ENROLL IN ONRAMPS COURSES. THESE ARE COURSES WHERE STUDENTS WILL GET HIGH SCHOOL CREDIT AS WELL AS COLLEGE CREDIT. THEY HAVE THE OPPORTUNITY FOR THAT COLLEGE CREDIT. WE CAN SEE THAT IN 2021, WE HAD 2,200 SEATS ENROLLED. SOME STUDENTS MAY TAKE MORE THAN ONE, SO WE'RE GOING TO REFER THEM AS SEATS RATHER THAN STUDENTS. IN 2025, WE HAD MORE THAN 1,000 ADDITIONAL SEATS, 3,290. WE ALSO SEE THE NUMBER OF STUDENTS THAT WERE GETTING THAT ELIGIBILITY FOR COLLEGE CREDIT. EVEN THOUGH THE PERCENTAGE IS A LITTLE BIT LOWER, THE NUMBER OF STUDENTS AND THE NUMBER OF OPPORTUNITIES THAT THEY'RE BEING ALLOWED TO ATTEMPT HAS INCREASED VERY SIGNIFICANTLY. WE'RE STILL VERY EXCITED. WE SAW THAT A LITTLE BIT OF A DIP IN 2022 AND THEN IT'S BEEN RISING EVER SINCE SO WE'RE REALLY GLAD TO SEE THAT 83%. THEN WE HAVE OUR DUAL CREDIT ENROLLMENT. THIS IS IN PARTNERSHIP WITH DALLAS COLLEGE. THESE ALSO ARE CLASSES THAT STUDENTS ENROLL IN. THEY'RE ABLE TO GET HIGH SCHOOL CREDIT, THEY'RE ALSO ABLE TO GET COLLEGE CREDIT. WE SEE THAT RISE IN THE NUMBER OF SEATS ENROLLED, [02:05:05] SO 3352-4066 IN 2025, AND 91% OF THE STUDENTS IN THOSE SEATS EARNED AN A THROUGH C. >> IF I CAN JUST ADD FOR A LITTLE CONTEXT. I THINK IT'S SUPER IMPORTANT TO RECOGNIZE THAT OFTENTIMES AND AS A FORMER HIGH SCHOOL PRINCIPAL, WHEN YOU INTRODUCE MULTIPLE OPTIONS FOR ADVANCED ACADEMICS, LET'S SAY YOU OFFER A NEW OPTION LIKE ONRAMPS. YOU TEND TO SEE THEN STUDENTS MAY CHOOSE ONRAMPS VERSUS CHOOSING DUAL CREDIT OR CHOOSING AN AP CLASS. BUT WHAT I THINK IS SO INCREDIBLE ABOUT WHAT YOU'RE SEEING HERE IS THAT ONE DID NOT COME AT THE SACRIFICE OF ANOTHER. ALL THREE PROGRAMS ARE GROWING, AND ALL THREE PROGRAMS ARE SEEING GREATER SUCCESS AND GREATER OUTCOMES FOR STUDENTS. I REALLY BELIEVE THAT, THAT IS THE HARD WORK OF OUR TEACHERS, OUR COUNSELORS, AND OUR PRINCIPALS WHO ARE HELPING ALL KIDS SEE THE OPPORTUNITY TO TAKE AN ADVANCE CLASS, WHETHER IT'S AP, ONRAMPS OR DUAL CREDIT AND FIND THE ONE THAT'S RIGHT FOR THEM. AGAIN, CARRIS IS NOW ABOUT TO BE A JUNIOR AT A&M, AND ON HER TRANSCRIPT, SHE HAS COURSES FROM ALL THREE OF THOSE OPTIONS, AND SHE WAS ABLE TO SELECT THEM BASED UPON HER INTERESTS, WHAT HER STRENGTHS WERE, AND WHERE SHE REALLY FELT LIKE SHE HAD THE BEST OPPORTUNITY TO BE SUCCESSFUL. THAT FOR ME, I JUST THINK THAT CONTEXT IS SUPER IMPORTANT. >> YES. IT IS DEFINITELY AMAZING. I'VE BEEN IN THE SYSTEMS, AND LIKE YOU SAID, USUALLY THE DATA WILL SHOW AN INCREASE IN ONE, AND THEN THE OTHER ONES IS GOING TO GO ZIGZAG. HERE SEEING THAT GROWTH ACROSS THE BOARD IS JUST INCREDIBLE AND IT'S A BIG CELEBRATION. ALL THAT SHOWS ON OUR CCMR RATES, OUR COLLEGE CAREER MILITARY READINESS RATES. WE SAW THAT IN 2023, WE HAD 79%, WHICH WAS A HUGE INCREASE FROM THE PREVIOUS YEAR IN 2022, BUT OUR CLASS OF 2024 IS SHOWING 95% CCMR, AND WE ARE PROJECTED TO BE AT 27, 97, I'M SORRY, FOR THE CLASS OF 2025. WE'RE EXCITED TO SEE THAT TRAJECTORY, AND THAT MEANS THAT YES, WE KNOW WE HAVE SOME OTHER THINGS THAT WE TALKED ABOUT THAT WE'RE GOING TO WORK ON, BUT WHEN OUR STUDENTS ARE READY TO LEAVE OUR SCHOOL DISTRICT, THEY ARE LEAVING WITH COLLEGE AND CAREER OPPORTUNITIES ONCE THEY LEAVE THAT HIGH SCHOOL. FOR HIGHLIGHTS FOR CCMR, WE HAD NEARLY 10,000 COLLEGE CREDITS EARNED BETWEEN THE DIFFERENT COLLEGIATE PROGRAMS, AND THAT WAS OVER $2.95 MILLION IN SAVINGS. THESE ARE COURSES THAT PARENTS AND STUDENTS WILL NOT HAVE TO PAY FOR WHEN THEY GO TO COLLEGE BECAUSE THEY HAVE ALREADY COMPLETED THOSE CREDITS AND THEY HAVE THAT ON THEIR TRANSCRIPT AND THEY'RE READY TO START OFF. SOME OF OUR STUDENTS LEAVE WITH AN ASSOCIATE'S DEGREE, SO IT'S REALLY AMAZING. WE HAVE RECORD ENROLLMENT AND PASSING RATES IN ALL THREE PROGRAMS. IT'S SOMETHING THAT WE ARE DEFINITELY VERY PROUD OF. THEN GOING TO GO INTO OUR PRELIMINARY ACCOUNTABILITY PROJECTIONS. THESE PROJECTIONS THAT WE WILL SHARE WITH YOU TONIGHT ARE BASED ON THE DATA THAT WE HAVE AVAILABLE AS OF RIGHT NOW. WE WILL GET OFFICIAL SCORES NEXT WEEK AT SOME POINT, AND WE WILL BE SHARING THOSE AS WELL AS SOON AS THEY BECOME OFFICIAL. OUR CURRENT 2025 PROJECTIONS ARE BASED ON THE AVAILABLE DATA, LIKE I MENTIONED, FINAL DATA WILL BE AVAILABLE AUGUST 15. BUT COMPARING OUR 2024 PROJECTIONS TO OUR 2025, WE SEE AN INCREASE IN OUR CAMPUSES THAT WILL POTENTIALLY BE AN A BY THREE, WHICH IS REALLY GREAT. IT JUST SHOWS ALL OF THE HARD WORK, MAKING SURE THAT WE'RE MEETING THE NEEDS OF EVERY SINGLE STUDENT. ALL FOUR HIGH SCHOOLS ARE PROJECTED TO BE AN A OR B. WE WANT THOSE STUDENTS TO LEAVE OUR DISTRICT SUCCESSFUL, AND THIS IS JUST ANOTHER DEMONSTRATION OF THAT. YOU CAN SEE THE SIDE BY SIDE COMPARISON OF OUR PROJECTED ACCOUNTABILITY FOR 2024 TO 2025 WITH AN INCREASE OF THE CAMPUSES THAT ARE GOING TO BE IN THE A AND B CATEGORY. THEN THAT TAKES US INTO OUR NEXT STEPS. >> THANK YOU, DOCTOR ORTIZ GOOD EVENING BOARD. YES. AS WE START OUR NEXT STEPS, WE DO WANT TO GROUND OURSELVES IN OUR INSTRUCTIONAL PRIORITIES, WHICH WE ARE FOCUSING ON FOR THIS YEAR. WE WILL CONTINUE THE WORK WITH DATA DRIVEN INSTRUCTION. YOU HERE IS CONSTANTLY TAKING THE MAIN THING, AND DIVE DEEPER INTO THE WORK, JUST TARGET THE WORK ON EVERY CAMPUS FOR EVERY INDIVIDUAL TEACHER AND EVERY SINGLE STUDENT. WHEN WE TALK ABOUT DATA DRIVEN INSTRUCTION, IT'S WHAT DATA DO WE HAVE THAT'S LITERALLY DRIVING THE INSTRUCTION FOR EVERY STUDENT ON A DAILY BASIS. WHAT DOES YOUR STUDENT WORK LOOK LIKE THIS WEEK SO THAT IT GUIDES THE WORK AND INSTRUCTION THAT THE STUDENT WILL NEED TO ENSURE THAT HE'S SUCCESSFUL TO REALLY MASTER THE TEAK, [02:10:02] WHICH IS THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS. THE SKILLS TO THE KNOWLEDGE THAT THEY HAVE TO APPLY ON THE TEST. THAT'S A FOCUS THAT WE WILL CONTINUE WORKING ON THIS YEAR IS OUR DATA DRIVEN INSTRUCTION. ONE OF ANOTHER FOCUS THAT WE'RE GOING TO REALLY LEAN INTO THIS YEAR IS OBSERVATION OF FEEDBACK. WE REALLY WANT TO WORK WITH OUR PRINCIPALS AND INSTRUCTIONAL COACHES, ALL OF OUR SUPPORT STAFF IN THE DISTRICT TO ENSURE THAT OUR TEACHERS ARE RECEIVING THAT TARGETED BITE SIZE ACTIONABLE FEEDBACK. REALLY WORKING WITH THEM TO BUILD THOSE TEACHERS SKILLS, LIKE A COACH BUILDS AN ATHLETE. WE'RE WORKING ON ONE THING AT A TIME AND THEN WE'RE MOVING TO THE NEXT. REALLY, HOW ARE WE HONING AND SUPPORTING OUR PRINCIPALS, OUR INSTRUCTIONAL COACHES, TO REALLY SUPPORT THOSE TEACHERS, WITH TARGETED OBSERVATION AND FEEDBACK THAT THEY'LL RECEIVE ON A DAILY BASIS FROM OUR INSTRUCTIONAL LEADERS. ALSO REALLY DIVING DEEP INTO LESSON INTERNALIZATION. WE TALK A LOT ABOUT AGAIN IN OUR PLC IS THE WORK OF OUR PROFESSIONAL LEARNING COMMUNITIES. WHAT ARE WE DOING DURING OUR PLCS TO REALLY INTERNALIZE THOSE LESSON PLANS? HOW ARE WE PREPARING FOR MISCONCEPTIONS AS WE HEAD INTO THE LESSON SO THAT WE CAN REALLY ENSURE THAT OUR LESSON IS TARGETED AND THAT'S HITTING THE NEEDS OF ALL STUDENTS. HOW ARE WE LOOKING TO ENSURE THAT THE LESSON IS ALIGNED TO THE RIGOR OF THE TEAKS AND THE ALPS, OR ENGLISH LANGUAGE PROFICIENCY STANDARDS TO ENSURE THAT WE'RE REALLY HITTING THE LANGUAGE PROFICIENCY OF ALL OF OUR STUDENTS AS WELL. THEN HOW ARE WE ENSURING THAT EVERY CLASS PERIOD ON A DAILY BASIS HAS A CLEAR LEARNING OBJECTIVE THAT IS DESIGNED FOR RIGOROUS THINKING FOR ALL OF OUR STUDENTS, THOSE THINGS DON'T HAPPEN BY CHANCE, WE REALLY HAVE TO ENSURE THAT WE'RE HITTING THOSE PLCS THAT TEACHING THE LEARNINGS IN OUR PLCS, OUR INSTRUCTIONAL COACHES, OUR AREA SUPERINTENDENTS ARE SUPPORTING IN THOSE PLCS, AND WE REALLY COME TOGETHER AS A TEAM AND SUPPORT OUR CAMPUSES AS A WHOLE TO MAKE SURE THAT THEY'RE REALLY PLANNING THOSE HIGHLY RIGOROUS AND SUPPORTED LESSONS FOR EACH STUDENT ON A DAILY BASIS, REGARDLESS OF THE CAMPUS AND REGARDLESS OF THE SEAT THAT THEY'RE IN? EVERY STUDENT DESERVES THAT ON A DAILY BASIS. >> I WOULD JUST LIKE TO ADD THAT AS YOU THINK ABOUT GROWTH AND IF YOU THINK ABOUT OUR NORTH STAR GOAL, THERE'S NO MAGIC BULLET TO ENSURE STUDENT ACHIEVEMENT. THERE'S NO MAGIC BULLET. THERE'S NOT A PROGRAM OUT THERE. THERE'S NOT A SOFTWARE. THERE'S NOT A, IF THERE WAS, I PROMISE YOU WE WOULD ALL BE USING IT. THOSE THREE INSTRUCTIONAL PRIORITIES, REALLY, THEY MAY HAVE A LITTLE BIT OF SOME DIFFERENT LANGUAGE, BUT WHEN I FIRST STARTED IN MY FIRST YEAR OF TEACHING, THESE WERE THE THINGS THAT WE TALKED ABOUT IN THAT FIRST YEAR OF TEACHING. HOW DO YOU STUDY WHAT IT IS THAT OUR KIDS ARE SUPPOSED TO DO? HOW DO YOU ENSURE THAT IF YOU ARE TEACHING AT THAT GRADE LEVEL, THAT YOU'RE EXPECTING THAT EVERY STUDENT CAN ACHIEVE AT THAT GRADE LEVEL, AND IF THEY'RE ABOVE THAT GRADE LEVEL, HOW DO YOU MAKE SURE THAT YOU ARE ENRICHING FOR THAT STUDENT? WHEN YOU ARE INTERNALIZING THAT LESSON, HOW ARE YOU DESIGNING AN EXPERIENCE FOR KIDS? THAT'S ONE OF THE THINGS AND I'M GOING TO SHARE IN OUR BACK TO SCHOOL REPORT A LITTLE BIT ABOUT OUR MESSAGE OF DREAMING BIG. THAT ARE CONVOCATION MESSAGE. WE KNOW STUDENTS NEED EXPERIENCES. ARE STUDENTS THAT LIVE IN POVERTY THAT MAY NOT HAVE THE SAME OPPORTUNITIES THAT OTHER FAMILIES CAN PROVIDE, NEED EXPERIENCES SO THAT LEARNING BECOMES STICKY, THAT THEY CAN ANCHOR IT IN SOMETHING THAT IS MEANINGFUL THAT WILL MOVE THAT SKILL, THAT KNOWLEDGE FROM SHORT TERM TO LONG TERM MEMORY. THAT LESSON INTERNALIZATION IS NOT ABOUT A SCRIPTED CURRICULUM. IT'S ABOUT LOOKING AT AN EXEMPLAR. THIS IS WHAT IT LOOKS LIKE FOR THAT SKILL TO BE AT THAT FIFTH GRADE LEVEL. THIS IS WHAT IT LOOKS LIKE. THIS IS WHAT EVERY STUDENT AT FIFTH GRADE AT A MINIMUM SHOULD BE ABLE TO DO WITH THAT PARTICULAR SKILL. NOW, USE THAT AS YOUR BASE. NOW DESIGN BECAUSE THAT'S WHAT OUR TEACHERS WANT. MAJORITY OF OUR TEACHERS WANT TO HAVE THE ABILITY TO DESIGN, THEIR CRAFTSMEN, THEY'RE ARTISTS. THEY REALLY ARE. NOW HOW DO YOU DESIGN THAT EXPERIENCE FOR THAT STUDENT WHERE THEY'RE GOING TO HAVE AN OPPORTUNITY TO LEARN THAT SKILL AT THAT LEVEL. THEN THE OBSERVATION AND FEEDBACK, I DON'T KNOW WHY WE WOULD THINK OUR TEACHERS ARE ANY DIFFERENT THAN OUR STUDENTS OR ATHLETES. I RECEIVE FEEDBACK FROM THE BOARD MULTIPLE TIMES, SOMETIMES DAILY. [LAUGHTER] BUT THAT'S WHAT WE WANT TO GET BETTER, YOU NEED JUST IN TIME GETTING JUST ONE SET OF FEEDBACK AT THE END OF THE YEAR DOES NOT HELP ME IMPROVE MY CRAFT ON A DAY-TO-DAY BASIS. BEING ABLE TO SAY TO A TEACHER, WE'RE NOT ASKING YOU TO BE GREAT AND IMPROVE ALL THINGS ALL AT ONCE. BUT LET'S TAKE THESE ACTIONABLE THINGS AND SMALL CHUNKS AND HELP YOU AND GIVE YOU THAT JUST IN TIME FEEDBACK THAT'S GOING TO HELP YOU GET BETTER. THEN IN THE END. YES. DATA IS IMPORTANT. [02:15:02] WE WANT TO MAKE SURE THAT WE ARE USING THAT DATA TO UNDERSTAND IF I DELIVER THAT EXPERIENCE AT THAT FIFTH GRADE LEVEL. WHERE ARE MY STUDENTS THAT ARE ABOVE AND HOW AM I MAKING SURE THAT I'M CONTINUING TO GROW AND STRETCH THEM, AS WELL AS WHERE ARE MY STUDENTS THAT MIGHT BE COMING IN BELOW GRADE LEVEL? WHAT AM I DOING RIGHT THEN TO INTERVENE? NOT WAITING UNTIL A WEEK BEFORE STAAR TO DO A QUICK BOOT CAMP TO HOPE THAT THEY CAN CATCH UP. IT HAS TO BE RIGHT THEN. THIS IS NOT EASY. BECAUSE IF IT WAS EASY, THEN WE WOULD ALL HAVE THE RESULTS AND THE OUTCOMES THAT WE, LIKE, THIS IS HARD WORK. IT IS HARD WORK. THE STUDENTS THAT I HAVE IN FRONT OF ME THIS YEAR MIGHT BE A VERY DIFFERENT GROUP OF STUDENTS THAT I HAVE NEXT YEAR. FOR SOME OF OUR CAMPUSES, I WANT YOU TO THINK ABOUT SOME OF OUR CAMPUSES, AND I'LL STOP IN A MINUTE. SORRY. I'M PASSIONATE ABOUT THIS. SOME OF OUR CAMPUSES ON AUGUST 12, 19% OF THE STUDENTS THAT WERE THERE ON AUGUST 12, THERE WILL BE A DIFFERENT GROUP OF STUDENTS AT THE LAST DAY OF SCHOOL. THAT MOBILITY OF STUDENTS AND HOW STUDENTS MOVE IN AND OUT OF SOME OF OUR BUILDINGS, 19% OF THE STUDENTS THAT ARE SITTING IN THAT CLASS OF 2022 ARE GOING TO BE DIFFERENT STUDENTS IN THE END OF THE YEAR. WHAT WE'RE ASKING OF OUR TEACHERS, THE EXPECTATION THAT WE HAVE OF OUR STUDENTS, WE ARE SETTING A BAR VERY HIGH. BUT WHAT I ALSO WANT TO ASSURE YOU, WE ARE DOING IT IN A WAY THAT WE BELIEVE IS GOING TO BE SUSTAINABLE. WE DON'T WANT TO DO IT AT THE COST OF CULTURE. WE DON'T WANT TO DO IT AT THE COST OF STUDENT ANXIETY. THAT THEY BELIEVE THAT THEIR WORTH AND THEIR IDENTITY IS CAUGHT UP IN A SCORE THAT IS GIVEN ON ONE DAY. BUT WE ALSO WANT OUR STUDENTS TO BELIEVE THAT THEY CAN. WE WANT THEM TO BELIEVE THAT THEY CAN DREAM BIG. THIS WORK, AGAIN, WELL, AGAIN, THESE WORDS MAY LOOK DIFFERENT OR THEY MIGHT TO SOME IN THE COMMUNITY. THIS IS THE SAME WORK. WE JUST KNOW BETTER NOW. WE JUST KNOW BETTER. WE HAVE MORE TOOLS, WE HAVE MORE STRUCTURES TO HELP TEACHERS DO IT BETTER, HOPEFULLY TO DO IT MORE EFFICIENTLY, SO THEY CAN FOCUS ON THE THINGS THAT THEY LOVE TO DO. I'LL BE QUIET. I HAVE ASKED OUR AREA SUPERINTENDENTS TO ALSO JUST PROVIDE A LITTLE BIT OF CONTEXT FROM THEIR LENS. I WANT YOU KNOW WE ALL OWN THESE SCORES. HOW OUR STUDENTS ARE PERFORMING, WHERE WE KNOW WE STILL HAVE OPPORTUNITIES FOR GROWTH, EVERY SINGLE PERSON AROUND THIS HORSESHOE THAT IS SITTING IN THE AUDIENCE, WE ALL OWN THIS AND SHARE THIS WITH OUR EDUCATORS IN THE CLASSROOM AND OUR CAMPUS PRINCIPALS. AREA SUPERINTENDENTS THAT HELP LEAD AND GUIDE THIS WORK, I'M GOING TO ALLOW YOU TO SHARE. HOW ARE YOU SUPPORTING MOVING US FORWARD TO ACHIEVE THE NORTH STAR GOAL THAT THIS BOARD HAS SET FOR US. >> THANK YOU, SUPERINTENDENT BRANDON. GOOD EVENING. PRESIDENT [INAUDIBLE]. >> MEMBERS OF THE BOARD OF TRUSTEES, AS THE SUPERINTENDENTS, WE STAND BEFORE YOU TONIGHT WITH FULL AWARENESS OF WHERE WE STAND AS A DISTRICT AND FULL OWNERSHIP OF WHERE WE MUST GO. WE'RE PROUD OF THE PROGRESS OF MANY OF OUR CAMPUS, BUT WE ALSO KNOW THAT WORK ISN'T DONE. SOME SCHOOLS ARE STILL NOT MEETING THE MARK. WE OWN THOSE RESULTS, NO EXCUSES, AND MORE IMPORTANTLY, WE OWN RESPONSIBILITY AND THE URGENCY TO IMPROVE THEM. OUR LEADERSHIP TEAM IS ALIGNED AND READY. WE ALREADY LAUNCH STRATEGIC EFFORTS TO COACH PRINCIPALS WITH PRECISION, TIGHTENING INSTRUCTION STRATEGIES THROUGH DATA DRIVEN PRACTICES, AND IMPLEMENTING A TURNAROUND SYSTEM THAT FOCUS ON INSTRUCTION, CULTURE, AND ACCOUNTABILITY. TONIGHT ISN'T JUST A REPORT. IT'S A REFLECTION OF THE REAL ACTION. IMMEDIATE MEASURE STEPS ARE UNDER WAY TO ENSURE THAT EVERY STUDENT ON EVERY CAMPUS HAS ACCESS TO HIGH QUALITY INSTRUCTION, BECAUSE STUDENT ACHIEVEMENT ISN'T JUST A GOAL, IT'S A NON-NEGOTIABLE. WE'RE UP FOR THE CHALLENGE AND WE'RE COMMITTED TO LEAD OUR CAMPUS TO EXCELLENCE. TONIGHT, MY TEAM AND I WILL DISCUSS THOSE NEXT STEPS. >> GOOD EVENING BOARD. MY NAME IS JENNY BATES. I'M THE AREA SUPERINTENDENT OF THE LAKE HIGHLANDS LEARNING COMMUNITY. THANK YOU SO MUCH FOR THIS OPPORTUNITY TO SPEAK TO YOU TONIGHT. I DO WANT TO REITERATE SUPERINTENDENT BRANDON THE WORK IS HARD, BUT I ALSO WANT TO TELL YOU THE HARD WORK IS WORTH IT. OUR KIDS ARE WORTH IT, AND THEY DESERVE THE QUALITY OF INSTRUCTION THAT WE ARE GOING TO PROVIDE THEM. I'M GOING TO SPEAK TO YOU A LITTLE BIT TONIGHT ABOUT THE QUALITY OF INSTRUCTION BECAUSE REACHING EVERY STUDENT BEGINS WITH GREAT AND WHAT DRIVES STUDENT ACHIEVEMENT AND GROWTH. ACROSS ALL FOUR LEARNING COMMUNITIES, WE'VE ALIGNED OUR EFFORTS TO ENSURE THAT EVERY CLASSROOM IS GROUNDED IN STRONG STANDARD BASED INSTRUCTION AND THAT MEETS THE NEEDS OF ALL STUDENTS. WE KNOW THAT GREAT TEACHING DOESN'T HAPPEN BY CHANCE. IT TAKES CLEAR EXPECTATIONS, STRONG SUPPORT, AND A SYSTEM THAT HELPS TEACHERS GROW. [02:20:04] THAT IS WHY WE ARE FOCUSED ON STRENGTHENING OUR INSTRUCTIONAL CORE, THE RELATIONSHIP BETWEEN THE TEACHER, THE STUDENT, AND THE CONTENT. AT THE HEART OF THIS WORK IS ENSURING THAT EVERY STUDENT HAS A HIGH QUALITY TEACHER IN FRONT OF THEM EVERY DAY. EACH WEEK OUR CAMPUS INSTRUCTIONAL LEADERSHIP TEAMS, LEAD TEACHER TEAMS AND PLANNING LESSONS, REVIEWING STUDENT WORK, AND MAKING ADJUSTMENTS BASED ON WHAT STUDENTS NEED. CAMPUSES ARE USING REAL TIME DATA TO DRIVE INSTRUCTION AND ENSURE STUDENTS GET SUPPORT WHEN THEY NEED IT AND WHEN THEY NEED IT THE MOST. WE'RE ALSO INVESTING IN OUR TEACHERS THROUGH MODELING COACHING AND FEEDBACK, JUST LIKE SUPERINTENDENT BRANDON SAID, AND PRINCIPALS ARE EXPECTED TO VISIT CLASSROOMS REGULARLY, WORKING ALONGSIDE THEIR TEAMS, AND USING STUDENT LEARNING AS GUIDES FOR IMPROVEMENT. THE AREA SUPERINTENDENTS ARE ALSO DOING CLASSROOM WALK THROUGHS WITH PRINCIPALS ALONGSIDE TEACHING AND LEARNING TO ENSURE INSTRUCTION IS MONITORED AND TEACHERS ARE SUPPORTED. WE ARE ALSO FURTHER STRENGTHENING OUR WORK AND PARTNERING WITH REGION 10 TO PROVIDE ADDITIONAL INSTRUCTIONAL LEADERSHIP COACHING FOR PRINCIPALS AT SOME OF OUR VERY HIGH NEEDS CAMPUSES. THIS WILL HELP US MAINTAIN OUR SHARP FOCUS ON DELIVERING QUALITY INSTRUCTION IN EVERY CLASSROOM, BUT MOST IMPORTANTLY, WE ARE ALIGNING THESE OF PRACTICES ACROSS ALL CAMPUSES SO THAT EVERY CHILD, NO MATTER WHAT ZIP CODE, HAS THE ACCESS TO EXCELLENT TEACHING. THROUGH STRONG SYSTEMS AND ACCOUNTABILITY, WE ARE ENSURING THAT HIGH QUALITY SECTION THE NORM, NOT THE EXCEPTION. THANK YOU. NOW I'LL INVITE MIKE EVANS TO TALK NEXT. >> THANK YOU, JENNY BATES. GOOD EVENING, EVERYONE. I'M MIKE EVANS, I'M MAYOR SUPERINTENDENT. >> PRESIDENT GRACE WANTS TO KNOW IF YOU'RE GOING TO SING FOR US. >> I WAS JUST ABOUT TO SAY, SOME OF YOU MAY REMEMBER ME FOR MY DEBUT ON THE CONVOCATION. I WANT TO THANK TABATHA BRANUM FOR REMINDING MY DAY JOB IS IMPORTANT. I'M GOING TO BE TALKING ABOUT CULTURE AND CLIMATE. INSTRUCTIONAL EXCELLENCE CANNOT THRIVE IN A WEAK CULTURE. CULTURE AND CLIMATE SET THE TONE FOR EVERYTHING THAT HAPPENS IN OUR SCHOOLS. WHEN STUDENTS FEEL SAFE, RESPECTED AND SUPPORTED, THEY SHOW UP READY TO LEARN AND TAKE ACADEMIC RISKS. TODAY, I WANT TO HIGHLIGHT FOUR KEY DRIVERS THAT WE WORK WITH OUR PRINCIPALS ON TO CREATE A STRONG CULTURE. ONE THING WE KNOW IS YOU CAN HAVE THE BEST SYSTEMS IN PLACE, BUT IF YOU DON'T HAVE A POSITIVE CULTURE AND CLIMATE, THEN IT WILL NEVER WORK. THE FIRST IN THIS IS BUILDING RELATIONSHIPS. RELATIONSHIPS ARE THE HEARTBEAT OF ANY SCHOOL. STUDENTS NEED TO FEEL THE NEED TO BE KNOWN BY NAME AND BY NEED. WHEN TEACHERS TAKE THE TIME TO BUILD POSITIVE CONNECTIONS, DISCIPLINE ISSUES DECREASE, ENGAGEMENT RISES, AND STUDENTS FEEL VALUED. RELATIONSHIPS ARE NOT JUST ABOUT BEING FRIENDLY, THEY'RE ABOUT EARNING TRUST AND RESPECT THAT FOSTER A SAFE ENVIRONMENT. I GOT TO BE AT HAMILTON PARK THE OTHER DAY AND THEY WERE DOING A GREAT LITTLE EXERCISE THAT EMBODIED THIS. THEY HAD 20 STUDENT NAMES, THEY RANDOMLY SELECTED, THEY PLACED THEM ON THE TABLES. EACH STAFF MEMBER WALKED AROUND THE ROOM AND THEY LOOKED AT THE NAMES. THE STAFF MEMBER WAS GIVEN FIVE STICKERS AND PLACED IT ON THESE STUDENT CARDS. IF THEY KNEW THE KID, KNEW WHAT GRADE THEY WERE IN, IT WAS A PURPLE STICKER. IF THEY KNEW THEY HAD A SIBLING, THEY GAVE HIM A BLUE STICKER, A YELLOW, COULD IDENTIFY THEM IN THE CAFETERIA. A RED MEANS THAT THEY HAD HAD CONVERSATION WITH THEM BEFORE, AND AN ORANGE, THEY KNEW A NONACADEMIC FACT ABOUT THIS. AFTER THEY DID THIS EXERCISE, THEY WALKED AROUND, THEY LOOKED AT THE CARDS AND THEY STARTED TALKING ABOUT WHICH COLORS WERE EASIER TO PUT ON, WHICH ONES WERE HARDER. THEY NOTICED THAT THE DEEP QUESTIONS, THERE WAS NOT THAT MANY STICKERS. THEY TALKED ABOUT THE IMPORTANCE OF NOT ONLY THE CLASSROOM TEACHER KNOWING THE STUDENTS, BUT EVERYBODY IN THE BUILDING. EACH TEACHER IS GOING TO COMMIT TO COME UP WITH THREE NONACADEMIC FACTS ABOUT A STUDENT. THEY'RE GOING TO CREATE A HAMILTON PARK BOCA FAT SHEET. I THOUGHT THAT WAS PRETTY COOL. THE SECOND IS CLEAR EXPECTATIONS AND ROUTINES IN THE CLASSROOM. CLASSROOMS WITH STRONG ROUTINES SPEND MORE TIME ON LEARNING AND LESS ON REGRESSION. CLEAR EXPECTATIONS HELP STUDENTS UNDERSTAND WHAT SUCCESS LOOKS LIKE EVERY DAY. PREDICTABILITY REDUCES ANXIETY, BUILDS CONFIDENCE, AND CREATES A SENSE OF BELONGING. WHEN TEACHERS REINFORCE SAME EXPECTATIONS, STUDENTS EXPERIENCE CONSISTENCY ACROSS THE CAMPUS. OUR CAMPUS LEADERS FOCUS THEIR INITIAL EXPERTS ON OBSERVING CLASSROOMS WITH THIS SPECIFICALLY IN MIND, ENSURING THAT ALL TEACHERS ARE CREATING CLASSROOM ROUTINES THAT ARE CONDUCIVE TO STUDENT LEARNING. IT ALSO GIVES OUR PRINCIPALS AN OPPORTUNITY TO IDENTIFY THOSE TEACHERS WHO NEED A LITTLE EXTRA SUPPORT. IF THEY DO, WE CAN PROVIDE IT THROUGH THE CENTRAL OFFICE THROUGH PROFESSIONAL DEVELOPMENT OR EVEN HAVE SOMEONE FROM STUDENT SERVICES GO OUT MODEL. A WELL DEFINED CAMPUS WIDE BEHAVIOR SYSTEM, A STRONG CULTURE DOES NOT HAPPEN BY CHANCE. IT'S BUILT TO SYSTEMS. EVERY CAMPUS HAD CLEARLY DEFINED CONSEQUENCES AND ALIGNMENT WITH DISTRICT NORMS. THESE SYSTEMS ENSURE FAIRNESS AND PRETIT ABILITY. [02:25:03] THE KEY HERE IS CONSISTENCY TO STICKING TO THESE. QUARTERLY, WE WORK WITH OUR STUDENT SERVICE DEPARTMENT AND REVIEW OUR DISCIPLINE DATA, AND OUR ATTENDANCE DATA TO HELP US IDENTIFY TRENDS AND MAKE ADJUSTMENTS WE NEEDED. IF WE SEE OUTSTANDING ISSUES IN THESE AREAS, WE WILL WORK WITH OUR CENTRAL OFFICE AND CAMPUS AND ADDRESS THESE CONCERNS. PARENT OUTREACH, FAMILIES ARE PARTNERS AT WORK, CONSISTENT COMMUNICATION AND PARENT OUTREACH, BUILD TRUST AND COLLABORATION. WHEN PARENTS FEEL INFORMED AND INVOLVED, STUDENTS BENEFIT FROM SUPPORT SYSTEMS THAT EXIST BEYOND THE CLASSROOM. REINFORCING THE CULTURE WE WANT TO SEE, WE WANT OUR FAMILIES TO BE HEAVILY INVOLVED. I KNOW WE DO THIS GREAT AT SOME CAMPUSES AND WE STRUGGLE IN OTHERS. I WAS JUST AT NORTHWOOD HILLS THE OTHER DAY AND WE WERE TALKING WITH OUR PTA. IT WAS REALLY ENCOURAGING BECAUSE THEY REALLY WANT TO INVOLVE THEIR BILINGUAL STUDENTS MORE. THEY TALKED ABOUT PUTTING RESOURCES ASIDE AND LOOKING FOR THINGS, MR. RENTERIA, YOU WOULD BE PROUD. I SAID I'D INTRODUCE THEM TO [INAUDIBLE] AND SEE IF THEY COULD CONNECT WITH THEM TO COME OUT AND HELP BUILD THAT. IN CONCLUSION, STRONG RELATIONSHIPS, CLEAR EXPECTATIONS, DEFINED SYSTEMS, AND PARENT PARTNERSHIPS, THESE ARE THE PILLARS OF POSITIVE CLIMATE. WHEN THESE ARE IN PLACE, WE CAN CREATE AN ENVIRONMENT WHERE THEY THRIVE AND TEACHERS STAY ENERGIZED. CULTURE IS NOT AN INITIATIVE, IS THE FOUNDATION OF EVERYTHING WE DO. I WANT TO ASK MS. PEGGY DILLON. >> GOOD EVENING, BOARD. I'M PEGGY DILLON, AND I HAVE THE PLEASURE OF SERVING THE PIERCE LEARNING COMMUNITY. YOU HEARD FROM MS. BATES ABOUT QUALITY INSTRUCTION, YOU HEARD FROM MR. EVANS ABOUT CULTURE AND CLIMATE. I WANT TO TALK JUST A LITTLE BIT ABOUT STUDENT ACHIEVEMENT. AT THE CENTER OF EVERYTHING THAT WE DO, THERE'S ONE NON NEGOTIABLE GOAL, AND THAT IS STUDENT ACHIEVEMENT. EVERY SYSTEM WE'VE PUT IN PLACE FROM LEADERSHIP DEVELOPMENT TO DATA PRACTICES IS DESIGNED TO ACCELERATE LEARNING OUTCOMES FOR EVERY SINGLE RISD STUDENT. AT EVERY CAMPUS, WE'RE FOCUSED ON ENSURING OUR STRUGGLING STUDENTS ARE IDENTIFIED EARLY AND THEY'RE INTERVENED QUICKLY. THAT INTERVENTION COULD LOOK LIKE SOMETHING SMALL GROUP INSTRUCTION, SOMETHING IN WHEN TIME, SOMETHING IN EYE TIME. IT COULD BE SATURDAY SCHOOL, IT COULD BE AN INSTRUCTIONAL STRATEGY THAT IS USED DURING THE INSTRUCTIONAL TIME IN THE CLASSROOM. IT'S TRULY ABOUT TARGETING EVERY STUDENT BY NAME AND BY NEED. IN ORDER FOR US TO HELP OUR STRUGGLING STUDENTS GROW AND TO AID OUR HIGH ACHIEVING STUDENTS TO CONTINUE TO MOVE AHEAD, OUR CAMPUSES WILL FILL OUT AND COMPLETE AN INTERVENTION PLAN FOR INTERVENTION AND ENRICHMENT. THESE PLANS WILL BE MONITORED ON AN ONGOING BASIS AND WE WILL ADJUST. THESE WILL BE TIGHT AND VERY INTENTIONAL. THEY WILL INCLUDE EVERY SINGLE STUDENT'S NAME. THEY WILL INCLUDE WHAT THAT STUDENT IS WORKING ON. IS IT A TAKE? IS IT A SKILL? IS IT A CONTENT AREA? IS IT A STANDARD? WHAT DOES THAT LOOK LIKE? WHAT STRATEGIES WILL WE USE TO HELP IMPROVE THAT OR ENRICH? WHAT TEACHER WILL WE BE USING? WHAT TEACHERS CAN BEST SERVE A STUDENT THAT NEEDS IMPROVEMENT WITH A TIC OR NEEDS IMPROVEMENT MOVING FROM METS TO MASTERS? A VERY INTENTIONAL TYPE PLAN SO THAT WE KNOW EXACTLY WHERE EVERY KID IS, WHAT THAT KIDS WORKING ON. HOW ARE WE PROGRESS MONITORING THAT SO THAT WE KNOW HOW A STUDENT IS PERFORMING? ARE THEY MASTERING THAT SKILL AFTER WE'VE INTERVENED? ARE THEY MOVING BEYOND BECAUSE OF ENRICHMENT THAT WE'VE ALSO PROVIDED FOR THEM? WE'RE TARGETING ACHIEVEMENT GAPS. WE'VE TALKED ABOUT OUR NORTH STAR GOAL. WE KNOW THAT MEANS ALL STUDENTS WILL MEET OR EXCEED THEIR ACADEMIC GROWTH GOALS. AT OUR CAMPUSES THAT UNDERPERFORM THIS YEAR, WE MUST IDENTIFY KEY SUBGROUPS TO ENSURE EVERY STUDENT MOVES FORWARD. HOWEVER, THIS ALSO INCLUDES OUR CAMPUSES WHO ARE AS AND BS. IT'S IMPERATIVE THAT THEY TOO ARE FOCUSED ON STUDENTS WHO ARE NOT SHOWING A YEAR'S WORTH OF GROWTH. CAMPUSES ARE LOOKING AT DATA. WE'RE GOING TO LOOK AT THE CHILD AS A WHOLE CHILD, WE'RE GOING TO LOOK AT ACADEMIC DATA. WE'RE GOING TO LOOK AT THEIR BEHAVIOR DATA. WE'RE GOING TO LOOK AT ALSO THEIR ATTENDANCE. WE HAVE TO KNOW THAT KIDS STORY, [02:30:01] NAME AND NEED, FOR EVERY SINGLE KID. WE'RE LOOKING AT SETTING GOALS FOR OUR SUBGROUPS. WE'RE SETTING GOALS WITH OUR KIDS, EVERY INDIVIDUAL KID. WE'RE STRENGTHENING TIER 1 INSTRUCTION SO THAT EVERY SINGLE CLASSROOM IS THRIVING AND GIVING TEACHERS IMMEDIATE REAL TIME FEEDBACK SO THAT THEIR TEACHING PRACTICES CAN IMPROVE EVERY SINGLE DAY. OUR LYNCHPIN FOR STUDENT ACHIEVEMENT IS OUR PROFESSIONAL LEARNING COMMUNITIES OR PLCS. IN RSD, WE DO PLCS, AND IT'S AT THE CORE OF OUR INSTRUCTIONAL FRAMEWORK. AS AREA SUPERINTENDENTS, WE ARE SUPPORTING OUR CAMPUSES AND ALIGNING THOSE PRACTICES AND GETTING TIGHT WITH OUR PLC PROTOCOLS AND AGENDAS THAT ARE FOCUSED AROUND STUDENT ACHIEVEMENT AND GROWTH. IF YOU LOOKED AT TWITTER THIS WEEK, YOU PROBABLY SAW CAMPUSES ACROSS THE DISTRICT, THEY'RE RETEACHING, THEY'RE RESETTING, THEY'RE REALIGNING THEIR PLC PRACTICES. WE HAVE CAMPUSES THAT DO WELL WITH PLC, AND WE KNOW THAT WE HAVE CAMPUSES THAT STRUGGLE. WE MUST RESET THOSE EXPECTATIONS. WE KNOW WHEN TEACHERS COLLABORATE TO PROBLEM SOLVE, WHEN THEY FOCUS ON STUDENT LEARNING, WHEN THEY USE DATA TO IDENTIFY TRENDS, WEAKNESSES, GROWTH, THEIR TEACHING PRACTICES WILL IMPROVE, BUT MOST IMPORTANTLY, OUR STUDENTS WILL GROW AND WE'LL SEE STUDENT ACHIEVEMENT IMPROVE. OUR FOCUS ISN'T JUST ON PROFICIENCY, IT'S ON STUDENT GROWTH BECAUSE WE KNOW THAT IS THE QUICKEST PATH TO IMPROVING OUR RATINGS, BUT MOST IMPORTANTLY IMPROVING OUR STUDENTS FUTURES. WE KNOW THE IMPORTANCE OF THE PRINCIPAL'S ROLE IN STUDENT ACHIEVEMENT. WE'RE ALIGNING OUR PRINCIPAL LEADERSHIP DEVELOPMENT TO HIGH LEVERAGE INSTRUCTIONAL PRACTICES THAT DIRECTLY IMPACT STUDENT LEARNING. THROUGH ONGOING COACHING AND CONTINUOUS FEEDBACK, WE'RE WORKING WITH OUR PRINCIPALS ON LEADING DATA DRIVEN DISCUSSIONS TO IMPROVE STUDENT ACHIEVEMENT, SUPPORTING AND DEVELOPING TEACHERS SO WE HAVE THAT VERY BEST TIER 1 INSTRUCTION IN EVERY SINGLE CLASSROOM, FACILITATING PLCS ON STUDENT LEARNING AND BUILDING A CULTURE OF CONTINUOUS IMPROVEMENT AND SUCCESS. OUR PRINCIPALS SHOULD BE LEADING THEIR CAMPUSES TO ACADEMIC EXCELLENCE. WE WANT THEM TO THRIVE, NOT JUST SURVIVE, AS MS. BRANUM WOULD SAY, AND WE ARE COMMITTED TO THEIR GROWTH. I SPEAK ON BEHALF OF MY THREE FELLOW COLLEAGUES WHEN I SAY, WE ARE NO LONGER SETTLING FOR POCKETS OF ACHIEVEMENT. WE ARE BUILDING SYSTEMS THAT ENSURE CONSISTENT, MEASURABLE GROWTH FOR EVERY SINGLE STUDENT IN EVERY SINGLE CLASSROOM EVERY SINGLE DAY. STUDENT ACHIEVEMENT IS NOT JUST OUR FOCUS, IT'S OUR DAILY COMMITMENT. THANK YOU. >> WELL, THAT WAS AMAZING. WE HAVE SOME KEY TAKEAWAYS THAT WE WANTED TO SHARE JUST OF ALL THE INFORMATION. I KNOW WE SHARED A LOT OF DATA, A LOT OF DIFFERENT PIECES. RID STUDENTS ARE MORE THAN A SCORE, AS SUPERINTENDENT BRANUM SAID. MEASURED BY ONE TEST ON ONE DAY, THAT DOES NOT SHOW US THE COMPLETE PICTURE OF OUR STUDENTS. IT'S IMPORTANT FOR THE DISTRICT AND FOR THE COMMUNITY TO UNDERSTAND THAT UPDATED STANDARDS ARE INTENDED TO DRIVE CONTINUOUS IMPROVEMENT EFFORTS AND ENSURE THAT OUR STUDENTS CONTINUE TO GROW. THE RATINGS FROM YEAR TO YEAR, AS I MENTIONED, ARE NOT COMPARABLE. WE CAN'T REALLY COMPARE THEM SIDE TO SIDE. THERE'S BEEN CHANGES THE LAST FEW YEARS, BUT FOR 2025, 2026 SCHOOL YEAR, WE WILL CONTINUE TO FOCUS ON GROWTH, HAVING THOSE ALIGNED INSTRUCTIONAL PRIORITIES, HIGH EXPECTATIONS FOR ALL STUDENTS, AND A TARGETED SYSTEM OF SUPPORT. WE KNOW THAT ACCOUNTABILITY WILL CONTINUE TO CHANGE IN 26-27, 27-28, AND WE'LL SEE WHAT HAPPENS WITH A SPECIAL SESSION. >> THE ONLY OTHER THING THAT I WOULD LIKE TO ADD IS THAT OUR PRINCIPALS STAND READY TOMORROW. THEY WILL BE SHARING THEIR INDIVIDUAL CAMPUS PERFORMANCE WITH THEIR COMMUNITY TOMORROW. ALL OF OUR PARENTS WILL RECEIVE A PERSONAL MESSAGE FROM PRINCIPALS, JUST LETTING THEIR PARENTS KNOW THEIR COMMUNITY KNOW THEIR PERFORMANCE AND THEN ALSO HOW THEY ARE RESPONDING AND PREPARING FOR THIS NEXT SCHOOL YEAR. AGAIN, WE WANTED THAT TO BE A PERSONAL MESSAGE [02:35:03] THAT OUR PRINCIPALS COULD SHARE WITH THEIR COMMUNITY. WITH THAT, WE KNOW THAT WAS A LOT OF INFORMATION, BUT THIS IS AT THE HEART OF WHAT WE DO AND IS WHAT WE'RE ABOUT AND WE JUST REALLY WANTED TO SHARE WITH YOU, AS MS. DILLON ENDED, OUR COMMITMENT TO THIS WORK. WITH THAT, PRESIDENT BOTEE, WE'RE HAPPY TO TAKE ANY QUESTIONS OR REFLECTIONS. >> I THINK YOU'LL GET SOME. THANK YOU FOR THAT OPPORTUNITY. WHO'S GOING TO GO FIRST, BOARD. ANYONE? >> MAYBE NOT. LET'S START OVER HERE. WE'LL GO MISS. TIMME AND THEN MS. PACHECO, THEN WE'LL COME BACK. >> GREAT. I'M GOING TO ASK YOU THE QUESTIONS AND THEN YOU CAN DECIDE WHO YOU WANT TO ANSWER BECAUSE I DON'T KNOW. I DO HAVE A FEW. I'M GOING TO TRY TO KEEP IT QUICK, BUT IT WAS A LOT OF INFORMATION AND I JUST WANT TO BE SURE WE DO OUR DUE DILIGENCE WITH ALL OF IT. I AM GOING TO JUMP. I'M GOING TO REFERENCE SOME SPECIFIC SLIDES, IS THAT OKAY? CAN WE START WITH SLIDE 7? SORRY. HOW I KNOW THAT'S SO RUDE, MY BAD. I FEEL BAD ABOUT THAT. BUT I DO THINK IT'S IMPORTANT. I THINK IT'S THE NEXT ONE, MAYBE. YES, WAIT. SLIDE SEVEN ON MINE. IT'S THE ONE WHERE IT REFERENCES THE CCMR PERFORMANCE? THE ACTUAL PERCENTAGES. NO THAT ONE RIGHT THERE. THAT'S IT. I DID WANT TO JUST ASK THE QUESTION ON THIS. LOOKING, AGAIN, OUR NORTH STAR IS ABOUT GROWTH, AND I'M LOOKING AT THAT, WHERE IT TALKS ABOUT 79-95%. I MEAN, THAT HAS TO BE TOP IN THE STATE IN GROWTH, AM I RIGHT? >> YES, MA'AM. WE HAVE BEEN INFORMED BY TEA THAT WE WERE ONE OF THE TOP PERFORMING DISTRICTS IN GROWTH FOR CCMR, AND WERE FEATURED LAST YEAR AND WE HAVE BEEN INVITED AGAIN TO BE A SHOWCASE DISTRICT FOR THE WORK THAT WE ARE DOING WITH CCMR. >> THAT'S AMAZING. I THINK THAT I TO BE SURE WE DON'T GLOSS OVER THAT BECAUSE FIRST OFF, THAT'S A HUGE LIFT. SECOND OFF, I KNOW THAT WHEN YOU TALKED ABOUT CHANGES IN THE ACCOUNTABILITY SYSTEM, ESPECIALLY IN CCMR, THEY TEND TO BE RETROACTIVE, ESPECIALLY WHEN YOU HAVE THE LAGGING DATA POINTS ON THAT, SO TO HAVE THAT KIND OF GROWTH IS AMAZING. THAT COMES FROM A LOT OF HARD WORK AND A LOT OF TARGETED OPPORTUNITIES TO REALLY DO THAT. I THINK YOU GUYS SHOULD BE REALLY PRAISED FOR LEADING THE STATE, IN THAT SYSTEM. I DID YOU NOT WANT THAT TO GO UNLIKED AT. >> SHARING THAT WITH THE ENTIRE TEAM? >> YES. I MEAN, AND REALLY, OUR TEACHERS AND EVERYBODY OUR COUNSELORS WHO ARE ENCOURAGING KIDS TO GET IN THERE ARE SCHEDULING. I MEAN, IT REALLY IS A FULL DISTRICT EFFORT, AND I KNOW THAT FOR SURE. SHOULD A SLIDE NUMBER? SHARE JUST MY POINT. I DON'T KNOW. WHAT DO YOU THINK IS THE BEST WAY. ARE SLIDES MATCHING OUR NUMBERS? I DON'T WANT TO MISS THE SIDE. SLIDE 16, I'LL JUST TELL YOU WHAT MY SLIDE 16 IS. SLIDE 16, WHERE IT IS SHOWING THE ELEMENTARY PERFORMANCE LEVELS. REALLY, EITHER OF THEM. I JUST WANTED TO SHOW THAT JUST TO SAY ON HERE, WHEN YOU'RE SEEING THIS GROWTH, AND WE'RE SEEING THIS GO IN THE RIGHT DIRECTION, THAT IS GOING TO TRANSLATE ON EVERY GRADE GOING FORWARD. WHEN I LOOK AT SLIDE 19 WHICH SHOWS THE EOCS, WHEN I LOOK AT THAT, I HAVE SOME CONCERNS ABOUT JUST OUR EOC PERFORMANCE, BUT YOU'VE ALSO HAVE BEEN PUTTING THESE SYSTEMS IN. THEY HAVE NOT BEEN IN IT AS LONG, AND I DO KNOW THAT OVER TIME AND LONGEVITY, WE WILL SEE THAT. IT DOES LOOK TO ME LIKE A LITTLE BIT IN OUR EOCS THAT WE'RE LOSING GROUND, MAYBE JUST A LITTLE BIT, AND I REALIZED THAT THOSE RETESTERS AREN'T IN THERE, BUT THEY AREN'T FOR THE STATE EITHER. I'M JUST ASSUMING THAT THERE'S GOING TO BE SOME FOCUS ON THE COURSEWORK OR WHATEVER IT IS FOR LOSING GROUND A LITTLE BIT. >> YEAH. ABSOLUTELY. A COUPLE OF THINGS THERE THAT WE HAVE BEEN STUDYING AS WELL AS. SOMETIMES WHEN WE LOOK AT DATA YEAR TO YEAR, WE FORGET THAT THE COHORT OF STUDENTS IS ALSO DIFFERENT? >> CORRECT. >> WHEN YOU'RE LOOKING AT THE STUDENTS WHO TOOK ENGLISH ONE, THEY'RE A DIFFERENT GROUP OF STUDENTS THAN THEY WERE LAST YEAR. WE RECOGNIZE THAT THESE NUMBERS ARE NOT WHERE THEY WANT TO BE. I DON'T KNOW IF DR. LIPER, IF YOU WOULD LIKE TO DIG INTO THAT WORK THAT WE ARE DOING AT THAT HIGH SCHOOL LEVEL, SPECIFICALLY, MAYBE EVEN IN ENGLISH 1 AND ENGLISH 2, WHERE WE'RE NO WE'RE SEEING SOME OF THAT DECLINE. >> MA'AM, THANK YOU FOR THAT QUESTION, MS. SANGOME. WHEN WE SAW SOME OF THE SCORES COME BACK, OF COURSE, THE FIRST THING WE DO IS DIVE DEEP INTO KID BY KID, CAMPUS BY CAMPUS, TEACHER BY TEACHER. WE BRING THE PRINCIPALS TOGETHER, THE AREA SOUPS, OUR INSTRUCTIONAL LEADERS AND GET ALL OF THE LEADERS AROUND THE ROOM AND SAY, WHAT'S GOING ON HERE? LET'S GET YOUR FEEDBACK. WE HAVE A FEELING FROM THE CENTRAL LEVEL, WHAT WE'RE SEEING, [02:40:02] WHAT WE'RE HEARING, BUT WHAT ARE YOU SEEING ON THE BOOTS ON THE GROUND AS WELL. THAT IS ONE OF THE FIRST THINGS THAT WE DID. I WILL SAY AS IT SPECIFICALLY RELATES TO ENGLISH 1 AND 2, WE ARE IMPLEMENTING A NEW CURRICULUM THERE. SAVE IS MY PERSPECTIVE, WHICH IS ONE OF THE HQ IM. WE'RE IN OUR FIRST SECOND YEAR OF THAT. WE WILL BE DOING THAT 612. FOR THE FIRST TIME THIS YEAR, WE ARE IMPLEMENTING A NEW RLA CURRICULUM. EML HONDRA IS IN A DISTRICT. WE HAVE A BRAND NEW RLA DIRECTOR WHO'S AMAZING IN MY OPINION, BUT EVEN IF YOU HEAR FROM THE TEACHERS, I WAS AT THE RLA TRAINING TODAY. WE WERE GOING OVER THAT NEW CURRICULUM RESOURCE WITH THEM AND THEY WERE SO THANKFUL FOR THE RESOURCE AS WELL. THEY WERE SAYING, I HEARD ONE OF THE PRESENTERS THAT WAS COMING IN FROM TAVIS WAS SAYING,, Y'ALL EVEN GOT THE TEACHERS EDITION, AND I THOUGHT IN MY HEAD, WELL, THAT'S BECAUSE THE SUPPORT OF OUR BOARD, THAT HELPS US PAY FOR NOT EVERYONE DOES THAT. THEY ONLY GET THE ONLINE MATERIAL. WE WERE ABLE TO GET ALL OF THOSE READERS FOR OUR KIDS, FOR OUR TEACHERS, BECAUSE WE DO FEEL IT'S CRITICAL MOVING FORWARD THAT THEY DO HAVE THOSE READERS IN FRONT OF THEM IN THEIR HANDS. THE TEACHERS DO HAVE THE HARD BACK COPY OF THE TEACHERS ADDITIONS THAT THE HIGH SCHOOL KIDS DO HAVE A CLASS SET OF BOOKS TO USE. WE ARE GOING IN THAT DIRECTION AS WELL. BUT ONE THING WE LIKE ABOUT THAT CURRICULUM, AS WELL AS THE EMBEDDED SUPPORTS ALREADY IN IT WITH A TIGHT ALIGNMENT, TO WHAT WE CALL THE TICKS AND THE TASK. REALLY ENSURING THAT THE TICKS, THE TASKS, AND THE TEXT THAT THEY'RE READING ARE IN TIGHT ALIGNMENT TO WHAT IS GOING TO BE ASSESSED AT THE END OF THE YEAR. ONE THING WE DO SEE WE'RE ALSO ADDRESSING AS IT RELATES TO RLA 312 A LITTLE BIT IS WHEN WE SEE A TREND THAT WHEN OUR STUDENTS START TO STRUGGLE A LITTLE, WHEN THEY START TO FALL BEHIND, OUR TEACHERS LOVE OUR KIDS AND OUR PRINCIPALS LOVE OUR KIDS. BUT WHAT WE START TO DO A LITTLE BIT IS LESSEN THE RIGOR OF THE TEXT, BECAUSE WE SEE THE STUDENT BEING SUCCESSFUL WITH THAT TEXT. BUT WHAT WE DO KNOW HAPPENS IS AT THE END OF THE YEAR WHEN THEY SEE THAT ENGLISH 1 AND 2 ASSESSMENT, WHICH IS A VERY DIFFICULT TEST, THAT TENTH GRADE. IT IS MULTIPLE PAIRED PASSAGES. YOU HAVE TO SCROLL THROUGH MULTIPLE SCREENS TO READ THE ENTIRE PASSAGE THAT WE ARE DOING THEM A LITTLE BIT OF AN UNINTENTIONAL DISSERVICE. THEY'RE NOT READY FOR THE RIGOR OF THAT ASSESSMENT. WE ARE HAVING VERY OPEN AND HONEST CONVERSATIONS WITH THE PRINCIPALS WITH OUR TEACHERS. WE KNOW WE LOVE OUR KIDS, BUT WE'RE ACTUALLY DOING A LITTLE BIT OF AN UNINTENTIONAL DISSERVICE TO THEM AND WE ARE NOT KEEPING THEM TO THE RIGOR OF THE TEXT. WELL, THOSE THINGS ARE VERY DIFFERENT AS FAR AS ENGLISH 1 AND 2 ARE CONCERNED. WE WILL HAVE A WHOLE NEW IMPLEMENTATION THERE. I DO KNOW THAT. ONE OF THE THINGS THAT WE'RE ALSO EMBEDDING IN HIGH SCHOOL IN PARTICULAR IS EVERY TWO WEEKS, WE ARE LOOKING AT THE STUDENTS GETTING INTO THE CABAN PLATFORM. WE DO REALIZE THIS YEAR THAT WE THINK THE PLATFORM ITSELF ALSO CONFUSED OUR KIDS. WHEN YOU HAVE SPECIFICALLY SPEAKING ABOUT ENGLISH 1 AND 2, LIKE I MENTIONED, SOME OF THOSE PASSAGES ARE VERY LONG AND YOU ARE SCROLLING. IF YOU GET TIRED OF SCROLLING, YOU CLICK A AND YOU MOVE ON. REALLY GETTING THEM IN THE PLATFORM ALMOST EVERY TWO WEEKS, AND HAVING THE TEACHER PULL UP THE QUESTION, WHOLE GROUP TEACHING. LET'S LOOK AT THE QUESTION, LET'S LOOK AT THE PLATFORM, THINGS THAT THEY CAN USE, THEY HAVE NO PADS. THEY HAVE HIGHLIGHTING. YOU CAN GO IN AND MARK OUT TWO OR THE FOUR QUESTIONS THAT WE KNOW ARE INCORRECT. BUT WE'RE REALIZING WE NEED TO DO A BETTER JOB OF TEACHING THEM TO DO THAT. WE SEE WHEN THEY GET ON THAT PLATFORM, SOMETIMES THEY START PLAYING AROUND, NOT JUST HIGH SCHOOL BUT ALL GRADES, SO WE HAVE EMBEDDED THAT IN EVERY TESTED AREA THIS YEAR AS WELL. BUT WHAT WE ALSO LOVE ABOUT THAT IS A TEACHER IS MODELING THEIR THINKING, ABOUT HOW THEY WOULD ACCESS THE QUESTION WHEN THEY START. LET'S LOOK AT THIS TEST. YES, IT'S A DIFFICULT TEXT. LET'S THINK ABOUT HOW WE ACCESS IT AND HOW ARE YOU GOING TO AS A LEAD LEARNER, BECAUSE YOU OWN YOUR LEARNING. HOW ARE YOU GOING TO ACCESS THIS TEXT TO COMPLETE THE TASK? I DO AGREE WITH YOU WHEN WE SAW THE EOC SCORES, WE KNOW THAT WE'RE NOT WHERE WE WANT TO BE. ONE THING WE ALSO DID MISS SPRING MENTIONED I THINK MAYBE EARLY, WE ARE RE-IMPLEMENTING MAP, AT OUR HIGH SCHOOLS AS WELL TO MAKE SURE THAT WE ARE PROGRESS MONITORING THE GROWTH OF STUDENTS ARE A LITTLE TIGHTER, SO WE CAN STAY A LITTLE MORE UP TO SPEED. WE DO HAVE OUR CIAS THAT WE MONITOR, BUT NOW WE'RE GOING TO BRING BACK MAP IN THOSE AREAS AS WELL. >> I APPRECIATE THAT. I MEAN, JUST THINKING EVERY TEACHER GETS UP, THEY WANT THEIR KIDS TO DO WELL TO YOUR POINT, THEY LOVE THEIR KIDS, THEY WANT THEM TO DO WELL, BUT IT'S REALLY HARD TO MAKE ADJUSTMENTS IN THE CURRICULUM. BUT TO HEAR WHAT YOU'RE TALKING ABOUT IN THE CHANGES THAT YOU'RE MAKING ON THOSE PIECES, THAT WE'VE ALREADY SEEN BE SUCCESSFUL IN THE YOUNGER GRADES AND NOW BRINGING THEM UP TO THE HIGH SCHOOL LEVEL, LIKE I HAVE NO DOUBT THAT WILL HAPPEN. THAT WAS AN EXCELLENT EXPLANATION OF TWEAKS AND CHANGES THAT CAN BE MADE THAT CAN BE HELPFUL FOR OUR STUDENTS. I REALLY APPRECIATE THAT. I KNOW AGAIN, YOU SAID IT, THERE IS NO QUICK FIX. IT TAKES TIME AND WHEN YOU STRUGGLE ONE YEAR, [02:45:02] YOU DON'T GET TO GO BACK AND HAVE THAT CURRICULUM TWICE UNLESS YOU'RE RETAINED, WHICH IS NOT WHAT WE'RE TALKING ABOUT. YOU END UP HAVING THESE LITTLE GAPS AND HOLES AND LITTLE SWISS CHEESE HERE AND THERE, AND SO IT TAKES TIME TO BE THROUGH THE SYSTEM. BUT YOU GUYS HAVE SHOWN THAT YOU REALLY REFLECT, I DON'T LIKE PUTTING LIPSTICK ON A PIG AND CELEBRATE THINGS WE DON'T NEED TO CELEBRATE RIGHT, BUT YOU GUYS HAVE DONE SUCH A GOOD JOB OF REALLY IDENTIFYING THOSE KEY PLACES THAT YOU CAN DO THAT. THANK YOU SO MUCH FOR THAT. >> MS. TIMME, IF I CAN ALSO ADD. >> YES. >> AGAIN, I THINK WHAT YOU SAID IS SO IMPORTANT BECAUSE WE DON'T EVER WANT TO BE ABOUT MAKING EXCUSES. >> YES, AGREE. >> THE DATA IS WHAT THE DATA IS AND WE OWN IT AND WE RESPOND. I ALSO THINK IT'S IMPORTANT THOUGH TO COMMUNICATE THE GRAVITY OF WHAT WE ASK OUR HIGH SCHOOLS TO DO IN TERMS OF EXPECTATION. >> ABSOLUTELY. >> WHEN YOU THINK ABOUT IMPROVING AND A FOCUS ON THAT CCMR, AND ALL OF THE MECHANISMS THAT IT TAKES TO IMPROVE THOSE AREAS YOU SAW WHAT HAPPENED WITH OUR AP ON RAMPS AND DUAL CREDIT. WELL, THAT TAKES A LOT OF EFFORT BY ALL OF THE SYSTEMS THAT EXIST IN A HIGH SCHOOL. WHAT I HOPE YOU HEARD FROM THE AREA OF SUPERINTENDENTS, IS THAT CAN'T COME THEN AT THE COST OF EXACTLY. THE TIME THAT WE'RE SPENDING IN OUR ON LEVEL CLASSES TO MAKE SURE THAT STUDENT ACHIEVEMENT AND OUR ON LEVEL CLASSES IS SOARING AS WELL. THAT'S THE RHYTHM, AND THE ROUTINE IN THE SYSTEMS THAT WE'RE TALKING ABOUT THAT TAKE TIME TO DEVELOP. >> ABSOLUTELY. >> WE CAN'T NOW, SHIFT AND SAY, "WE'RE GOING TO FOCUS ON MAKING SURE EOC SCORES ARE WHERE THEY NEED TO BE, AND THEN THAT CAN AT THE COST OF OUR CCMR". >> ABSOLUTELY. >> THAT JUST TAKES HARD WORK IN DEVELOPMENT, GETTING THE RIGHT PRINCIPLES IN THE RIGHT SEATS, AND ALSO WHAT THE BOARD HAS DONE TO INVEST IN GETTING HIGH QUALITY TEACHERS, GETTING VETERAN TEACHERS BACK IN THE CLASSROOMS. THAT IS ALSO A PART OF THAT WORK IN THAT FOCUS. >> IT TAKES TIME. IT'S SO GREAT. BUT I THINK THAT GOES TO YOU CLICK UP TO SLIDE 27, THE ONE THAT TALKS ABOUT THE PRELIMINARY ACCOUNTABILITY PROJECTIONS. BUT I THINK THAT GOES TO WHILE YOU GUYS HAVE ON THERE, ALL FOUR HIGH SCHOOLS ARE GOING TO BE AS OR BS. IF YOU LOOK AT THE NUMBER OF SCHOOLS THAT ARE GOING TO BE AS OR B, VERSUS THE REST, YOU CAN SEE THAT GROWTH THERE. I THINK OVER TIME WILL ONLY SEE THAT. CAN YOU TALK TO ME JUST A LITTLE BIT BECAUSE I THINK IT IS CONFUSING FOR FOLKS? WHY? IF I'M LOOKING AT 25, 2025 ON THAT SLIDE, WE'VE GOT IF MATH IS CORRECT, 29 SCHOOLS THAT ARE GOING TO BE A'S OR B'S, AND THEN YOU ONLY HAVE 19 THAT ARE CDS AND S, BUT THEN THE DISTRICTS ONLY PROJECTED TO A C. IT'S CONFUSING. >> YES. IT ACTUALLY GOES BACK TO THE SLIDE THAT DOCTOR ORTIZ MENTIONED AROUND, THAT THERE WAS A TIME WHEN THE DISTRICT ACCOUNTABILITY WAS ALMOST LIKE AN AVERAGE OF THE PERFORMANCE OF ALL STUDENTS AND ALL TESTS. NOW CAMPUSES ARE WEIGHTED DIFFERENTLY BASED UPON A NUMBER OF FACTORS, AND SO I'LL LET YOU ELABORATE ON THAT. >> DEFINITELY. CURRENTLY THE WAY THE PROPORTIONAL SYSTEM WORKS, WE DON'T GET THE BEST VALUE FOR THE CAMPUS. I KNOW THAT DOESN'T MAKE SENSE BECAUSE WE'RE SAYING THAT IT'S PROPORTIONAL. THEY TAKE IT BY DOMAINS, AND SO IT'S LIKE THEY CALCULATE THE PROPORTION FOR EACH OF THE DOMAIN SEPARATELY, AND THEN WE HAVE TO TAKE THE HIGHEST ONE FOR THE FIRST THREE OPTIONS THAT WE HAVE. IF WE MATHEMATICALLY CALCULATED IT BY THE OVERALL PROJECTIONS FOR THE CAMPUSES SCORES, WE WOULD GET A DIFFER NUMBER THAN THAT YOU'RE SEEING ON THAT SCREEN. >> I JUST WANTED TO POINT THAT OUT BECAUSE OUR SCHOOLS ARE MOVING IN THE RIGHT DIRECTION. IF OUR HIGH SCHOOLS ARE ALL AS AND BS, IF ALL OF OUR OTHER SCHOOLS WERE SEEING OUR SCORES GO UP AND BUT IT LOOKS LIKE WHEN THEY PUT A DISTRICT AS A C AND AS A 79, IT'S NOT REFLECTING REALLY WHEN YOU SEE SOME OF THAT GROWTH BASED ON THE CALCULATION, BECAUSE THE CALCULATION IS NOT REALLY MATCHING THE INDIVIDUAL PERFORMANCE. I JUST THINK THAT'S IMPORTANT FOR US TO POINT OUT BECAUSE IT MINIMIZES WHAT YOU ALL HAVE DONE. >> IF I CAN ADD ONE EXTRA LITTLE LAYER TO THAT, THE DIVERSITY OF OUR DISTRICT, WE HAVE CAMPUSES THAT ARE PERFORMING REALLY WELL ON THEIR JUST OVERALL JUST STUDENT PERFORMANCE, BUT WE HAVE OTHER CAMPUSES THAT ARE SHOWING AMAZING GROWTH. >> ABSOLUTELY. >> THERE ARE DIFFERENT DOMAINS. WITH THE CAMPUS WITH THE DIVERSITY THAT WE HAVE, WHEN THEY'RE NOT LOOKING AT IT BY EACH STRENGTH, THEN IT'S NOT REALLY GOING TO IN MY PERSONAL OPINION, NOT GOING TO REFLECT THE ACTUAL PERFORMANCE OF THE DISTRICT AS A WHOLE. OTHER DISTRICTS MAY BE VERY HOMOGENEOUS, AND SO IT WOULD BE A DIRECTION. >> I JUST THINK THAT THERE ARE SOME PIECES THAT ARE ON THAT SLIDE WHERE IT SHOWS THE PROJECTIONS WHERE YOU'RE SEEING THE MOVEMENT OF INDIVIDUAL BUILDINGS, BUT YET YOU'RE ONLY SEEING LIKE A ONE POINT DIFFERENCE AND YOU'RE SEEING A SEE AND THAT'S NOT REFLECTIVE OF THE MOVES THAT YOU'LL HAVE MADE BECAUSE THAT'S HARD WORK, AND I KNOW THAT THAT CAN BE DEFLATING. I HATE THAT FOR ALL. I HAVE JUST ONE LAST SLIDE I WANT TO LOOK AT. [02:50:01] I SLIDE 2029, THE INSTRUCTIONAL PRIORITIES. >> YES, MA'AM. >> THAT ONE RIGHT THERE. YOU SAID THAT IT'S NO DIFFERENT THAN WHAT WE DID WHEN WE STARTED TEACHING. MR. GOODSON AND I DOCTOR GOODSON AND I, STARTED TEACHING AT THE SAME TIME ESSENTIALLY, AND I'M GOING TO TELL YOU THAT LIKE THAT IS NOT WHAT WE DID. WE DID NOT ANALYZE STUDENT WORK. WE DID NOT NORM AROUND THOSE THINGS. THOSE SYSTEMS AND PRACTICES WERE NOT THERE THE SAME WAY AT ALL. THIS IS WHERE YOU'RE TEACHING YOUR PRINCIPALS TO TEACHER-TEACHERS THESE THINGS, TEACHING YOUR PRINCIPALS TO CONTINUE TO ADD MORE VALUE TO YOUR TEACHERS. YOU GUYS ARE WALKING WITH THEM TO ENSURE THAT THE ADMINISTRATORS HAVE THOSE TOOLS. IT'S REGARDLESS OF WHAT YOU'RE TEACHING. IT'S THAT SYSTEM THAT'S IN THERE WHERE EVERYBODY'S ADDING FEEDBACK AND IS ADDING VALUE TO EACH LEVEL SO THAT WHEN IT COMES DOWN TO THE INSTRUCTION, IT GETS BETTER. I DON'T KNOW ANY TEACHER WHO WAKES UP AND LIKE, I THINK I'LL BE OKAY TODAY. I THINK I'M JUST GOING TO BE OKAY. THEY WANT TO BE GREAT. THEY WANT TO BE GREAT FOR THOSE KIDS. THESE SYSTEMS THAT YOU GUYS ARE PUTTING IN PLACE IS A STRUCTURE, THAT WILL EQUIP EVERYBODY TO DO THAT ON A VERY CONSISTENT BASIS, NOT I BELIEVE YOU SAID POCKETS OF JUST GREAT PERFORMANCE BECAUSE YOU HAPPENED TO LISTEN WHEN I WAS A FIRST PRINCIPAL, THAT'S I WAS PROBABLY NOT ADDING A LOT OF VALUE. I REALLY WOULD HAVE LIKED TO, BUT I PROBABLY WOULDN'T GIVEN A LOT OF GREAT FEEDBACK. BECAUSE I JUST DIDN'T KNOW. BUT YOU GET BETTER OVER TIME, YOU HAVE TO HOPE YOU DO. BUT THIS MEANS THAT EVERYBODY IS GETTING THOSE TOOLS TO DO THAT. I THINK I DON'T WANT YOU GUYS TO MINIMIZE THAT BECAUSE THAT IS WHAT IS GOING TO CONTINUE TO CHANGE THE OUTCOMES OF THAT. THEN LASTLY, JUST NOT A SLIDE, BUT JUST WANT TO SAY THAT I'M SUPER PROUD OF THIS BOARD FOR GIVING THE RESOURCES THE RAISES FOR TEACHERS, RECRUITING AND RETAINING TEACHERS, TEACHING THEM SYSTEMS LIKE THIS. WE DON'T NEED TO BE RETEACHING THAT EVERY YEAR. WHAT WE WANT IS FOR THEM TO GET BETTER AND BETTER OVER TIME, RIGHT WITH THAT. THE FACT THAT THAT WE HAVE A PHONE POLICY SO THAT THEY'RE NOT DEALING WITH DISCIPLINE AS MUCH. THE FACT THAT YOU GUYS ARE REDOING THE DISCIPLINE, ALL OF THOSE THINGS GO TOGETHER TO MAKE THOSE OUTCOMES. WHEN WE PROTECT THAT INSTRUCTIONAL TIME AND WE EQUIP PEOPLE WITH THE RIGHT PIECES, OVER TIME, THAT'S WHEN YOU'RE GOING TO SEE EVEN BIGGER CHANGES. I THINK YOU GUYS HAVE DONE AN EXCEPTIONAL JOB OF THAT. I KNOW THAT THERE ARE SPOTS WHERE WE WOULD LIKE OUR SCORES TO BE BETTER, BUT IT IS NOT BECAUSE WE'RE NOT PUTTING THE RIGHT SYSTEMS IN PLACE, AND I THINK OVER TIME, WE WILL SEE THAT. THE SHIP IS MOVING IN THE RIGHT DIRECTION. I REALLY APPRECIATE THE HARD WORK. THANK YOU. >> THANK YOU. JUST TO CLARIFY EARLIER THIS EVENING, WE ONLY HAD 335 NEW HIRES. >> WHAT WAS THAT LAST YEAR THAT? I MEAN, LIKE, WHAT DID WE AVERAGE PRIOR TO, MAYBE RAISES COMING IN? >> I KNOW THIS IS VERY EARLY, VERY PRELIMINARY, DOCTOR GOODSON, VERY, AND I HATE TO PUT YOU ON THE SPOT. BUT IF YOU HAD TO HAVE A PROJECTED TURNOVER, JUST THIS IS VERY EARLY, AND PLEASE DO NOT QUOTE US ON THIS, BUT I DO THINK THIS IS EXACTLY WHAT YOU'RE TALKING ABOUT, MISS. TIMME. WHAT DO WE THINK POTENTIALLY OUR TURNOVER COULD LOOK LIKE? >> LAST YEAR, WE WERE AROUND 13.07% FOR TEACHER TURNOVER. THIS YEAR AS WE'RE FINALIZING, IT LOOKS LIKE WE'LL BE AT ABOUT 11.5%. >> A DROP OF POINT AND HALF ALMOST TWO POINTS. >> PRIOR TO THAT, DID I DON'T REMEMBER BEING AROUND 15, 17 PERCENT? [OVERLAPPING]. >> SEVEN YEARS AGO AND I BELIEVE 19 BEFORE THAT. >> THAT IS, I THINK AS A BOARD, WE WERE HOPING WOULD HAPPEN AND THAT YOU GUYS HAVE THESE ROBUST TOOLS TO PULL FROM FOR ANY OPENINGS THAT WE DO HAVE. YOU GUYS HAVE DONE REALLY GREAT WORK. >> GREAT. THANK YOU, MS TIMME. GREAT COMMENTS, QUESTIONS. BOARD MEMBERS. WE NEED A FOLLOW UP, ANYBODY? YES, MS. PACHECO, THAT'S RIGHT. >> THAT WAS GREAT. I DON'T KNOW IF I CAN FOLLOW MS TIMME, BUT I DO WANT TO CONGRATULATE THE TEAM. I KNOW THIS IS SUCH HARD WORK AND THE FOCUS IS ALWAYS STUDENT-CENTERED, AND I APPLAUD THAT. IT'S WONDERFUL. I LOVE THIS INSTRUCTIONAL PRIORITIES. I'M GLAD THE SLIDE IS THERE BECAUSE I WAS GOING TO START THERE. IT REALLY SPEAKS TO WHAT YOU GUYS DO AS LEADERS IN OUR DISTRICT, AND IT'S FOR OUR TEACHERS AND OUR LEADERS. WE KNOW THAT THE INCREASED ENRICHMENT AND THE SUPPORT THAT YOU'RE PROVIDING THEM IS GOING TO GO DOWN TO THE STUDENT AND IMPROVE THEIR OUTCOMES, AND THAT'S ULTIMATELY THE GOAL, AND I HEARD THAT FROM EACH AND EVERY PRESENTER HERE AND I HEAR IT ALL THE TIME FROM EACH AND EVERY ONE OF YOU AND SOMEWHERE IN THE DISTRICT AS WELL. I LOVE WHAT I HEARD ABOUT EXPECTATIONS FOR OUR STAFF AND OUR TEACHERS AND OUR LEADERS, AND THAT'S EXPECTATION AND STANDARDIZATION IS DEFINITELY GOING TO BE CONTAGIOUS TO OUR STUDENTS. NOT JUST WITH THE CODE OF CONDUCT AND THE CODE OF CIVILITY, BUT IF WE HAVE HIGH EXPECTATIONS OF OURSELVES AND PROVE TO BE THAT WAY EVERYWHERE WITH OUR LEADERS AND THEY EXPERIENCE IT, [02:55:01] THEY TOO WILL HAVE THE EXPECTATIONS, AND WE CAN SHOW THEM WE HAVE THAT EXPECTATION OF THEM. I'M PROUD OF THAT. I LOVE THAT THE DISTRICT IS FOCUSED ON THOSE THINGS. I DO WANT TO TOUCH A LITTLE BIT ON THE JUNIOR HIGH MATH AND THE SCORE FOR THE ALGEBRA 1. I KNOW WE'RE MOVING TOWARDS THE DIRECTION. I KNOW IT'S A CHANGE, AND IT TAKES EVERY GROUP OF KIDS AND THIS IS ONE DAY TEST. YOU GET IT. BUT PRACTICE IS PRACTICE, I'M SO GLAD THAT WE'RE STILL FOCUSING ON IT, AND IT'S PART OF YOUR GROWTH AND FOCUS GROWTH GOAL THAT YOU SHOWED THERE BECAUSE IT OPENS THE DOORS TO OUR STUDENTS TO ENROLL AND ENGAGE IN OTHER TYPES OF CLASSES. MATH, I THINK THE SOONER WE GET TO IT AND THE MORE WE PRACTICE, THE BETTER WE BECOME, AND THE LESS SCARY IT IS. I THANK YOU ALL FOR CONTINUING THAT PROCESS AND MOVING THOSE KIDS TO ALGEBRA 1 AT AN EARLIER AGE. >> A TESTAMENT TO THAT IS THAT WE ARE SEEING STUDENTS THAT ARE ACCESSING, WHETHER IT'S TSI DO GREAT. THE PAYOFF MAY NOT SEE RIGHT AWAY IN THE EOC SCORES, WE'RE GOING TO GET THERE. WE HAVE THE RIGHT THINGS IN PLACE. WE'RE GOING TO GET THERE. BUT WE ARE SEEING EVIDENCE OF THE SUCCESS OF THAT WHEN STUDENTS ARE STARTING TO TAKE THINGS LIKE TSI, THE SET ADVANCED ACADEMICS CLASSES. AGAIN, IT'S ONE OF THOSE INVESTMENT THAT YOU ALL MADE IN COMPENSATION. IT TAKES TIME TO SEE THE PRODUCT OF THE OUTCOMES AND YOU MAY NOT ALL GET IT IN ONE YEAR. I SO THANK YOU FOR SAYING THAT BECAUSE WE LOOK AT THAT AND WE HOLD OUR BREATH FOR A SECOND, AND WE ALL LOOK AROUND AND SAY, IS THIS THE RIGHT THING? BUT IF YOU GO BACK TO RESEARCH, IF YOU KNOW WHAT IT MEANS FOR ALL STUDENTS TO BE ABLE TO TAKE ALGEBRA 1 BY EIGHTH GRADE, AND THE BARRIERS THAT IT REMOVES TO HIGHER LEVEL COURSES, TO GRADUATION, TO ACCESS TO COLLEGE, WE KNOW IT'S THE RIGHT THING. BUT IT'S GOING TO TAKE US CONTINUED EFFORT AND TIME TO GET THERE, WILL WE SEE IT NOT JUST IN FUTURE, BUT ALSO ON THE COC SCORES. >> CORRECT. YES. I LOVE IT. WE'RE SEEING IT. WE SEE IT ON THE CCMR, WE SEE IT WITH ENROLLMENT, WE SEE IT WITH THE NUMBER OF KIDS WHO CHOOSE TO ENGAGE IN A HIGHER RIGOR CLASS. THEY WOULDN'T DO THAT IF THEY DIDN'T FEEL CONFIDENT AND IF THEY DIDN'T FEEL THAT THEY'VE RECEIVED A FOUNDATION THAT'S GOING TO SUPPORT THAT OR THEY HAVE HIGH QUALITY TEACHERS THAT ARE GOING TO SUPPORT THEM. THANK YOU FOR THAT. I'M JUST EXCITED. I'M EXCITED THAT I HEARD SAFE LEARNING ENVIRONMENTS. I'M EXCITED THAT I HEARD IT'S SUSTAINABLE AND WE'RE WORKING ON THE EFFECTIVENESS OF ALL OF THIS TO ALWAYS GIVE THAT IMPROVEMENT FOR EACH AND EVERY STUDENT. WE MEET THEM WHERE THEY ARE, WE GROW THEM, AND WE GROW THE ONES THAT ARE GROWING EXPONENTIALLY AND THE ONES THAT ARE HAVING A HARD TIME. THE INDIVIDUALIZATION OF CHECKS AND BALANCES FOR EACH KID IS INCREDIBLE. I WANT TO THANK YOU ALL FOR THE HARD WORK. THANK YOU FOR YOUR LEADERSHIP AND YOUR DEDICATION TO ALL OUR KIDS AND THAT INVESTMENT THAT YOU PUT IN THEM. THANKS. >> THANK YOU, MS. PACHECO. ANY OTHERS? YES, MS. ANDREA. >> I THINK FOR ME, AGAIN, GREAT PRESENTATION BY EVERYBODY. YOU GUYS ARE THE UTMOST PROFESSIONALS, AND YOU GUYS ALWAYS GO OVER AND BEYOND AND DO AN AMAZING JOB. I THINK FOR ME, WHAT MR. EVANS HAD SAID, I CAN REALLY RELATE WITH, AND I LOVE THE PART OF THE CULTURE AND THE CLIMATE. I KNOW THAT I SEE THAT EVERY SINGLE TIME I GO ONTO A CAMPUS. EVEN JUST ALL OF THESE EVENTS THAT WE HAD IN WELCOMING OUR TEACHERS AND EVERYTHING. I THINK ONE OF YOU HAD MENTIONED THAT, KNOWING EVERY SINGLE STUDENT BY NAME AND BY NEED, I LOVE THAT, NAME AND NEED AND KNOWING EVERY SINGLE ONE. I THINK THAT I ALSO SEE IT EXEMPLIFIED IN THE WAY THAT YOU YOURSELVES MODEL THAT. KNOWING YOUR TEACHERS, KNOWING WHAT THEY NEED, KNOWING THEM BY NAME, KNOWING THEM, IF THEY'RE JUST STARTING, THERE MUCH MORE EXPERIENCED, WHATEVER. I THINK THAT'S AMAZING BECAUSE I THINK ALL OF THAT PLAYS INTO EVERYTHING THAT WE'RE TALKING ABOUT, GROWTH. I ALSO I'M JUST SO IMPRESSED EVERY SINGLE TIME WHEN I SEE, ESPECIALLY IN THIS PARTICULAR ONE IN THIS PRESENTATION IS I JUST SAW SO MUCH FOCUS. I LOVE SEEING THE FOCUS AND SO MUCH INTENT, PERSONALIZE AND JUST THE INTENTIONAL PART OF EVERYTHING THAT YOU'RE DOING. THAT FOR ME, IT JUST REALLY RESONATED WITH EVERYTHING YOU'RE DOING. ONE OF THE QUESTIONS THAT I HAD WAS, IF YOU COULD HELP ME UNDERSTAND ALSO IN THE MATH PART, [03:00:03] I GUESS IN THAT SAME SLIDE IN THE MATH, I JUST WONDER IF YOU CAN TELL ME WHAT DOES THAT MEAN OR WHY IS IT THAT IN APPROACHES, IT SEEMS LIKE WE DIDN'T MEET THE MARK, BUT WE DID SO GREAT IN MEETS AND THEN IN THE MASTERS. WHAT DOES THAT MEAN? >> HERE WE GO. >> WE'VE HAD A LOT OF CONVERSATION ABOUT THAT BECAUSE WE SEE THAT WE ARE MOVING STUDENTS TO THAT MEETS AND MASTERS. >> YEAH. >> SIGNIFICANTLY. BUT WE ALSO KNOW THAT WE HAVE SOME AREAS NOT AS AN EXCUSE, BUT JUST THE REALITY. WE HAVE SOME AREAS WHERE OUR STUDENTS ARE VERY HIGHLY MOBILE. THOSE STUDENTS THAT ARE VERY HIGHLY MOBILE ARE IN THE NOT APPROACHES BUCKET. WE'RE HAVING CONVERSATIONS ABOUT WHAT WE CAN DO TO MAKE SURE THAT WE'RE SUPPORTING THOSE STUDENTS SO THAT HOPEFULLY WE START TO SEE THOSE INCREASES IN THE APPROACHES AREA AS WELL. BUT REALLY THE EXPECTATION THAT WE'RE WANTING TO MAKE SURE IS THAT WE'RE GROWING STUDENTS, AND WE'RE SEEING THAT GROWTH ON OUR MAP. WE'RE SEEING THAT GROWTH IN OTHER AREAS. >> WELL, IF YOU LOOK AT THAT, IF YOU THINK ABOUT IT, YOU'RE TALKING ABOUT OUR STUDENTS THAT IT'S ALMOST LIKE YOU'RE COMBINING N NUMBERS OF TWO GRADES. BECAUSE YOU HAVE STUDENTS NOW THAT ARE ACCELERATING AND THEY'RE ALL TAKING THAT ALGEBRA 1 IN EIGHTH GRADE. IT'S ALMOST 2.5 GRADES REALLY OF STUDENTS THAT YOU ARE TRYING TO GET TO THAT SAME LEVEL OF STANDARD, AND SO YOU HAVE A HIGHER END COUNT THAT'S CONTRIBUTING TO THAT. IT'S A LEARNING CURVE, NOT JUST FOR THE STUDENTS, BUT ALSO FOR THE TEACHERS WHO ARE HAVING TO MAKE THE ADJUSTMENTS. IT'S A LEARNING CURVE. ACTUALLY THE ROOT ISSUE THAT WE HAVE, IT'S REALLY A FIFTH AND SIXTH GRADE. BECAUSE OF OUR FIFTH AND SIXTH GRADE TEACHERS ARE AGAIN, NOT MAKING SURE THAT THOSE STUDENTS ARE AT GRADE LEVEL AT FIFTH AND SIX. THEN WHEN THEY MOVE INTO JUNIOR HIGH AND WE'RE ACCELERATING AND THEY'RE SKIPPING THAT ALMOST THAT HALF YEAR OF MATH. THEN IT JUST ACCUMULATES. THEN YOU HAVE TWO YEARS OF STUDENTS THAT ARE SITTING IN THAT GRADE TAKING THAT ALGEBRA 1 EOC AND THAT N NUMBER IS GOING TO BE HIGHER. >> THANK YOU FOR THAT. IT JUST HELPS ME UNDERSTAND IT, BECAUSE I'M TRYING TO SEE AS A PARENT, I WOULD BE LIKE, OKAY, WHY IS MY CHILD HAVING A HARDER TIME AND JUST APPROACHES? BUT THEN YOU SEE THAT THEY ARE GROWING, WHICH IS GREAT. THANK YOU FOR CLARIFYING THAT. BUT THOSE ARE ALL THE COMMENTS AND THE QUESTIONS THAT I HAD, AGAIN, I THINK YOU GUYS. THANK YOU TO ALL OF YOU WHO'VE DONE AN EXCEPTIONAL JOB. I THINK WHEN WE GET DATA LIKE THIS, I KNOW AT LEAST FOR ME, IT'S SO OVERWHELMING. IT'S JUST A LOT OF INFORMATION AND I'M TRYING TO GO PIECE BY PIECE AND UNDERSTAND. BUT I LOVE THAT EVERYTHING THAT YOU GUYS ALWAYS PRESENT, THE GROWTH PART, HOW WE'RE JUST GROWING THE KIDS AND FROM THOSE THAT HAVE CHALLENGES, BUT THOSE THAT ARE JUST ALWAYS JUST CONSTANTLY MEETING THAT BENCHMARK ALWAYS THERE, BUT WE'RE GROWING EVERY SINGLE ONE. THANK YOU. >> THANK YOU, MS. ANDREA. OTHER COMMENTS OR QUESTIONS. >> YES. >> AGAIN, YOU GIVE YOU THE SIDE FROM OVER THERE. [LAUGHTER] >> I JUST WANTED TO SAY THANK YOU AGAIN FOR THE LEADERSHIP AND THE EXCITEMENT AND ALL OF THE FEELS WE'RE GETTING FROM YOU ALL. I'M SUPER EXCITED ABOUT THE START OF THIS YEAR WITH ALL OF THAT EXCITEMENT COMING OFF OF YOU GUYS, THE VIBES. I'M REALLY LOOKING FORWARD TO HAVE INCOMING SENIOR, RISING SENIOR AND A RISING SECOND GRADER. I'M GOING TO BE WATCHING FOR ALL THESE THINGS AND ASKING THEM ALL THE QUESTIONS. CONSISTENCY, JUST THINGS I LOVED, AND I HEARD YOU GUYS MENTIONED, CONSISTENCY IS KEY. PARENT OUTREACH IS SOMETHING THAT WE'RE GOING TO BE ALSO DRIVING HOME. I JUST THINK THAT WE AS PARENTS, THERE'S A LARGE PIECE OF ACCOUNTABILITY THAT PARENTS SHOULD HAVE IN OUR KIDS ACADEMIC SUCCESS, AND THAT'S NOT EASY FOR THE DISTRICT TO MANAGE, NOR SHOULD IT BE A RESPONSIBILITY. BUT I REALLY APPRECIATE THAT THAT'S A KEY PIECE TO ALL OF THIS. THE PIECE THAT CONSISTS OF MEASURABLE GROWTH, AND WE'RE GOING TO BE LOOKING AT THAT AND REALLY MONITORING THOSE MEASURABLE GROWTH MONITORING THAT. THAT'S EXCITING AND I'M LOOKING FORWARD TO THIS YEAR. THANK YOU FOR THIS ROBUST SESSION. JUST WANT TO REMIND OUR COMMUNITY ESPECIALLY REMIND OUR PARENTS THAT THIS YEAR, WE REALLY WE'RE NOW IN OUR SECOND YEAR OF EVERY STUDENT HAVING A PORTFOLIO, EVERY STUDENT HAVING GROWTH GOALS. WE HAVE SPECIFIC TIMELINES WHERE OUR STUDENTS AND TEACHERS WILL BE UPDATING ARTIFACTS. THEY WILL BE UPDATING PROGRESS TOWARDS THAT GROWTH GOAL. WHEN WE TALKED ABOUT DREAMING BIG, ONE OF MY BIG DREAMS THAT I HAVE FOR RICHARDSON ISD, [03:05:02] WHEN I THINK ABOUT, LIKE, WILL I HAVE BEEN SUCCESSFUL AS A SUPERINTENDENT, IS IF EVERY PARENT WOULD KNOW THEIR CHILD'S GROWTH GOAL AND KNOW HOW TO SUPPORT IT AT HOME. THAT FOR ME IS PARENT ENGAGEMENT. NOT IF THEY SHOW UP TO A MEETING BECAUSE, EVERYONE HAS DIFFERENT REASONS AND CIRCUMSTANCES OF WHETHER OR NOT THEY CAN VOLUNTEER OR BE A ROOM MOM OR COME TO SOME MEETING. BUT WHAT EVERY PARENT WANTS TO KNOW IS, WHAT IS MY CHILD? WHAT IS THEIR GROWTH? THEN HOW CAN I HELP THEM ACHIEVE THAT AT HOME? THAT'S WHAT WE'RE WORKING ON WITH THAT NORTH STAR GOAL. >> WELL, YOU HAVE A COUPLE OF GUINEA PIGS HERE THAT YOU CAN USE FOR THAT. >> THANK YOU, MS. MCGOWAN. YOU GOOD? ALL RIGHT. QUICKLY, I'LL JUST SAY I WROTE DOWN IN BIG LETTERS, THE WORD PREACH, WHICH AS YOU GUYS WENT THROUGH, ESPECIALLY THE AREA SUPERINTENDENTS. IT FELT LIKE WE WERE GOING TO CHURCH ON WHERE WE'RE HEADED WITH THIS. I WROTE THAT DOWN AND MY MIND WORKS IN FUNNY WAYS AND I BROKE IT INTO FOUR QUICK SECTIONS. I SAID YOU TALKED THE PLAN, WHICH IS THE WORDS. THEN YOU TALKED ABOUT THE WORK THAT'S HAPPENING ALL OVER THE DISTRICT. THEN YOU TALKED THE RESULTS, AND ALL OF THAT LEADS TO THE CULTURE. THE CULTURES EVERYTHING IN MY OPINION. IT REALLY MADE SENSE TO ME AND IT DID SO LIKE CHURCH, AND THE WORK'S NOT DONE. I THINK I'VE HEARD THAT OVER AND OVER AGAIN, WHICH IS GREAT BECAUSE WE'VE GOT TO BE SELF AWARE TO IMPROVE EVERY YEAR. THE LAST THING I'LL LEAVE YOU WITH, I'VE GOT THREE QUESTIONS. THE FUN PART ABOUT THIS IS THE RHETORICAL QUESTIONS. NO ANSWER NEEDED TONIGHT. BUT WHAT DO YOU NEED FROM THE BOARD TO BE SUCCESSFUL? WHAT RESOURCES DO YOU NEED FROM US? HOW CAN WE HELP ELIMINATE BARRIERS TO GET WHERE WE NEED TO GO? THOSE ARE THREE QUESTIONS I'LL LEAVE IT WITH. DON'T NEED AN ANSWER NOW. PROBABLY DON'T NEED AN ANSWER. I'LL TAKE ACTION. BUT WITH THAT, I APPRECIATE IT. THANK YOU FOR THE PRESENTATIONS. WELL PUT TOGETHER. GREAT PRESENTATION [APPLAUSE]. OKAY. WE HAVE ONE MORE ITEM HERE, AND I THINK I GOT TO READ AHEAD THAT IT'S GOING TO BE PRETTY SHORT. I THINK. OUR NEXT ITEM ON THE AGENDA [IV.K. Superintendent's Start of School Update] IS AN UPDATE REGARDING THE STAR OF SCHOOL, SUPERINTENDENT, BRANDON. >> SCHOOL STARTS AUGUST 12. WE ARE READY. >> EXCELLENT. GREAT ITEM. ANY QUESTIONS? ALL RIGHT. WE'LL SEE YOU ON THE 12TH. WITH THAT, I WOULD LIKE TO THANK THE PUBLIC. MY COLLEAGUES AND THE STAFF FOR JOINING US TONIGHT. IT IS NOW 9:27 P.M. [V. CLOSED MEETING] THE BOARD WILL NOW CONVENE TO A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE SECTION 551.071, CONSULTATION WITH ATTORNEY AND SECTION 551.074, PERSONNEL MATTERS AND DUTIES OF PUBLIC OFFICERS. THANK YOU. THANKS FOR EVERYBODY FOR BEING HERE. [VI. RECONVENE] >> THE BOARD IS RETURNING TO OPEN SESSION AT 11:22 P.M, HAVING TAKEN NO ACTION WHILE IN CLOSED SESSION. THIS MEETING IS ADJOURNED AT 11:23 P.M. ON AUGUST 7, 2025. THANK YOU [NOISE]. * This transcript was compiled from uncorrected Closed Captioning.