Sep 18, 2025 Regular Board Meetings

[I. CALL TO ORDER]

[00:00:09]

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

I AM CHRIS POTEET, BOARD PRESIDENT. WE HAVE A QUORUM PRESENT, AND THIS MEETING IS CALLED TO ORDER AT 6:04 P.M.

DOCTOR HELLER, WILL YOU PLEASE INTRODUCE OUR GUEST TO LEAD US IN THE PLEDGES OF ALLEGIANCE THIS EVENING? YES, THANK YOU, TRUSTEE POTEET. THIS EVENING, I'M SO EXCITED TO INTRODUCE TO YOU MR. [INAUDIBLE]. HE IS CURRENTLY AN EIGHTH GRADER AT RICHARDSON WEST JUNIOR HIGH.

WE ARE CELEBRATING HIM THIS EVENING FOR A VERY SPECIAL AWARD, WHICH YOU WILL LEARN MORE ABOUT HERE IN JUST A FEW MINUTES.

BUT I INVITE HIM TO COME FORWARD AND HE'S GOING TO LEAD US IN OUR PLEDGES THIS EVENING. MAY YOU PLEASE STAND. THE US FLAG. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. NOW, WILL YOU JOIN ME FOR THE TEXAS FLAG? I PLEDGE ALLEGIANCE TO THEE, TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

YOU MAY BE SEATED. THANK YOU SO MUCH, [INAUDIBLE].

GREAT JOB. ALL RIGHT. IF THE AUDIENCE AND THE REST OF THE ADMINISTRATION HERE WOULD JOIN US IN A MOMENT OF SILENCE.

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

[ADDITIONAL ITEM]

THE RISD BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS AND DEPARTMENTS. OUR TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTIONS OUR LOCAL BUSINESSES, COMMUNITY ORGANIZATIONS AND INDIVIDUALS MAKE TO THE DISTRICT.

AT EACH REGULAR BOARD MEETING, WE TAKE TIME TO CELEBRATE THESE ACHIEVEMENTS.

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

THIS ALLOWS EVERYONE TO SHOW THEIR APPRECIATION FOR EACH RECIPIENT.

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

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

AND FIRST ON OUR RECOGNITIONS LIST THIS EVENING IS, WE WOULD LIKE TO INVITE FORWARD ALL OF OUR CAMPUS CHAMPIONS, OUR AWESOME COMMUNITY PARTNERS THAT SUPPORTED OUR RECENT BACKPACK BASH.

SO IF I COULD ASK THEM TO COME FORWARD, PLEASE.

AND AS THEY ARE COMING FORWARD, I WOULD JUST LIKE TO CELEBRATE THAT THIS WAS ONE OF THE LARGEST SPONSORSHIP OPPORTUNITIES THAT WE'VE HAD. OUR COMMUNITY REALLY STEPPED UP.

WE WERE ABLE TO SUPPORT GIVING BRAND NEW BACKPACKS AND BRAND NEW SCHOOL SUPPLY KITS TO OVER 5000 STUDENTS, AND THEY RAISED JUST UNDER $146,000. SO WE ARE SO GRATEFUL TO THESE PARTNERS WHO CONTINUE TO STEP UP AND SUPPORT RISD, SO WE APPRECIATE THEM. LAST MONTH AT OUR AUGUST MEETING WAS THE NIGHT THAT WE HOSTED BACKPACK BASH, SO THEY WERE OUT. THEY NOT ONLY GAVE OF THEIR TREASURES AND DOLLARS, BUT THEY ALSO GAVE OF THEIR TIME.

AND THEY WERE VOLUNTEERS OUT ON CAMPUSES THAT EVENING PASSING OUT THE SUPPLIES AND BACKPACKS TO OUR STUDENTS AND FAMILIES.

SO WE'RE GRATEFUL THAT THEY TOOK SOME TIME OUT TO COME THIS EVENING, AND WE LOOK FORWARD TO RECOGNIZING THEM NOW.

WE HAVE [INAUDIBLE] FROM RLG INCORPORATED. ALSO, MR. [INAUDIBLE] FROM RLG. THANK YOU. FROM DALLAS COLLEGE, WE HAVE [INAUDIBLE] AND ALSO MISS [INAUDIBLE] FROM DALLAS COLLEGE.

FROM FIRST UNITED METHODIST CHURCH, WE HAVE [INAUDIBLE].

THANK YOU FOR BEING HERE. FROM SPRING VALLEY UNITED METHODIST CHURCH, WE HAVE [INAUDIBLE], [INAUDIBLE] AND [INAUDIBLE]. THANK YOU SO MUCH.

[00:05:05]

OH, [INAUDIBLE]. FROM ARAPAHO UNITED METHODIST CHURCH, WE HAVE [INAUDIBLE].

THANK YOU, [INAUDIBLE]. FROM WATERMARK CHURCH, WE HAVE MR. ZACH WHITLEY. AND FROM OUR VERY OWN.

THEY'RE VERY EXCITED. FROM OUR VERY OWN RICHARDSON ISD FOUNDATION, WE HAVE BOARD MEMBER LAURI KELLEY, AND WE ALSO HAVE PRESIDENT AND CEO CAMEKA CRAWFORD.

THANK YOU.

AND THIS IS A NEW PARTNER THAT RICHARDSON ISD HAS RECENTLY BEEN ABLE TO REENGAGE WITH, AND WE'RE SO EXCITED MICHAEL YYESCAS. WITH FOSSIL INCORPORATED, WE ARE SO EXCITED.

AND REPRESENTING LAKE HIGHLANDS UNITED METHODIST CHURCH, KATIE BARRETT.

AND FROM THE DIALOG INSTITUTE, ANOTHER GREAT RICHARDSON NONPROFIT, [INAUDIBLE].

THANK YOU SO MUCH. AND WE ARE GOING TO TRY AND GET A GROUP PHOTO.

SO IF WE COULD BRING YOU ALL BACK AROUND LIKE CAMEKA AND LAURI, AND IF YOU ALL CAN COME BACK AROUND TO THE AND AFTER WE DO EACH OF OUR RECOGNITIONS, WE WILL GET A PHOTO. WE ARE SO GRATEFUL FOR THESE AWESOME COMMUNITY PARTNERS.

DO YOU NEED TO HELP HIM SQUEEZE IN? LIKE YOU LIKE EACH OTHER.

AWESOME. THANK YOU AGAIN TO ALL OF OUR CAMPUS CHAMPIONS SUPPORTING BACKPACK BASH.

YES, THANK YOU TO ALL OF OUR INCREDIBLE, AWESOME COMMUNITY PARTNERS AND FAITH BASED PARTNERS.

WE NOW HAVE A VERY SPECIAL RECOGNITION, AND I WOULD LIKE TO ASK TRUSTEE REGINA HARRIS TO PLEASE COME OVER.

WE ARE EXCITED TO CONGRATULATE. COME HERE, COME HERE.

TRUSTEE REGINA HARRIS, WHO HAS BEEN SELECTED BY THE TEXAS ASSOCIATION OF SCHOOL BOARDS, ALSO KNOWN AS TASB, AS THE 2025 DELEGATE ASSEMBLY FOR REGION 10 POSITION B.

THE TASB BOARD OF DIRECTORS ENSURES THE ASSOCIATION IS ALIGNED WITH MEMBER´S NEEDS AND PRIORITIES.

TASB IS MEMBER LED BY SIX OFFICERS AND A BOARD OF DIRECTORS, MADE UP OF SCHOOL BOARD TRUSTEES FROM DISTRICTS IN EVERY EDUCATIONAL SERVICE CENTER ACROSS THE STATE, PLUS ONE REPRESENTATIVE FOR ESC BOARDS.

IN HER BOARD ROLE, SHE WILL SUPPORT PROVIDING ACCOUNTABILITY, ACCESSIBILITY, RESPONSIVE DECISION MAKING, AS WELL AS FINANCIAL OVERSIGHT TO ENSURE ALIGNMENT WITH MEMBER NEEDS AND PRIORITIES.

THANK YOU, TRUSTEE HARRIS, FOR SUPPORT, YES. THANK YOU FOR SUPPORTING RISD AND REPRESENTING US IN THIS IMPORTANT STATE ROLE.

AND YES, WE HAVE A CERTIFICATE FOR.

THAT'S HILARIOUS.

GRAB A PHOTO. WE'RE GOING TO GRAB A PHOTO.

[00:10:02]

I THINK IT'S IMPORTANT. YES, THANK YOU, TRUSTEE HARRIS.

I WOULDN'T BEEN ABLE TO BE HERE IF IT WASN'T FOR YOU GUYS. SO THANK YOU SO MUCH FOR ALL YOUR SUPPORT.

YES. FOR SURE. AND I THINK IT'S IMPORTANT TO REMEMBER THAT TRUSTEES SERVE AS VOLUNTEERS.

THIS IS NOT A PAID POSITION. AND THIS IS AN ADDITIONAL LEADERSHIP ROLE THAT SHE'S TAKING ON ABOVE AND BEYOND HER LOCAL DISTRICT LEADERSHIP RESPONSIBILITIES.

SO THANK YOU. OKAY. NOW WE'RE GOING TO TRANSITION INTO SOME STAFF RECOGNITIONS.

WE HAVE A COUPLE THIS EVENING. WE WOULD LIKE TO INVITE UP DOCTOR ANNABEL RUIZ, PRINCIPAL AT CAROLYN BUKHAIR ELEMENTARY.

NOW, WE CELEBRATED THIS AWARD AT THE BEGINNING OF THE SUMMER.

AND BECAUSE OF SCHEDULING, AND SHE WANTED TO BE A MOM AND TOOK HER KIDS TO DISNEYLAND, I THINK, OR DISNEY WORLD. BUT THIS IS THE FIRST MEETING WE WERE ABLE TO GET YOU HERE, AND WE'RE SO EXCITED BECAUSE SHE WAS RECENTLY SELECTED AS THE H-E-B EXCELLENCE IN EDUCATION ELEMENTARY SCHOOL PRINCIPAL OF THE YEAR.

FOR THE ENTIRE STATE OF TEXAS, MIND YOU, THIS IS FRESH OFF BEING NAMED RISD ELEMENTARY PRINCIPAL OF THE YEAR.

BOOKER ELEMENTARY PRINCIPAL ANNABELLE DOCTOR ANNABELLE RUIZ WAS NAMED THE TEXAS ELEMENTARY PRINCIPAL OF THE YEAR WINNER IN THE PRESTIGIOUS H-E-B EXCELLENCE IN EDUCATION AWARDS IN SAN ANTONIO LATE LAST SPRING. THE H-E-B EXCELLENCE AWARDS ARE DESIGNED TO HONOR OUTSTANDING PUBLIC SCHOOL PROFESSIONALS AND TO THANK THEM FOR THEIR DEDICATION AND COMMITMENT. THROUGH THIS PROGRAM, H-E-B SEEKS TO TRIBUTE TO PAY TRIBUTE TO THOSE EDUCATORS WHO GO THE EXTRA MILE EACH AND EVERY DAY TO SERVE THEIR STUDENTS AND THEIR COMMUNITIES, AND WHO INSPIRE OTHERS TO DO THE SAME. AND IF YOU'VE EVER BEEN WITH ANNABELLE ON HER CAMPUS, THAT IS WHAT SHE DOES EVERY DAY WITH HER STUDENTS AND STAFF. SO THANK YOU SO MUCH. CONGRATULATIONS.

ONE OF THE RECENT COMMERCIALS. SO. CHECK IT OUT ON THE H-E-B SOCIAL.

YES, I DID SEE HER LITTLE COMMERCIAL. WE'RE JUST SO PROUD.

AND WE WILL GRAB THAT PHOTO.

ALL RIGHT. CONGRATULATIONS, DOCTOR LOUISE. AND WE HAVE ONE OTHER STAFF MEMBER THAT WE WOULD LIKE TO RECOGNIZE THIS EVENING.

AND I'M GOING TO ASK MICHELLE GORDON, WHO SUPPORTS ADVANCED ACADEMICS AT SPRING CREEK ELEMENTARY.

MICHELLE HAS BEEN SELECTED AS THE GIFTED EDUCATION FAMILY NETWORKS EDUCATOR OF THE YEAR AWARD.

YES. THIS AWARD RECOGNIZES EDUCATORS DOING EXCEPTIONAL WORK ON BEHALF OF GIFTED STUDENTS IN TEXAS. THE PERSON WHO NOMINATED MISS GORDON SAID THE FOLLOWING.

MISS GORDON HAS BEEN AN INCREDIBLE ADVOCATE AND RESOURCE FOR OUR FAMILY AND MANY OTHERS IN THE GIFTED COMMUNITY. HER DEDICATION TO SUPPORTING GIFTED LEARNERS IS UNMATCHED.

SHE CONSISTENTLY GOES ABOVE AND BEYOND TO ENSURE THAT FAMILIES FEEL HEARD, EMPOWERED AND CONNECTED.

THANKS TO HER GUIDANCE, WE HAVE FOUND SUPPORT AND KNOW THAT ONE SIZE DOES NOT DOES NOT FIT ALL FOR ALL FAMILIES.

SHE CONNECTS WITH THE KIDS AND THEIR FAMILIES. HER PASSION TRULY MAKES A LASTING DIFFERENCE IN THE LIVES OF GIFTED CHILDREN AND THEIR FAMILIES.

THANK YOU SO MUCH, MICHELLE. WE'RE SO EXCITED TO RECOGNIZE YOU.

CONGRATULATIONS.

AND WE WILL GRAB THAT PHOTO. SO WE WILL CELEBRATE AND POST THESE PHOTOS.

ON OUR DISTRICT WEBSITE AND CHANNELS SOCIAL MEDIA TOMORROW.

CONGRATULATIONS AGAIN, MISS GORDON. ALL RIGHT, COME HERE, YOUNG MAN.

OKAY, NOW WE HAVE A REALLY INCREDIBLE, AWESOME STUDENT TO CELEBRATE THIS EVENING.

Y'ALL, THIS IS SO INCREDIBLE. OKAY, SO THIS IS BARRINGTON SMITH.

YOU MET HIM AS HE LED OUR PLEDGES THIS EVENING.

HE IS AN EIGHTH GRADER AT RICHARDSON WEST JUNIOR HIGH.

AND BARRINGTON HAS BEEN AWARDED THE JACK KENT COOKE FOUNDATION YOUNG SCHOLAR SCHOLARSHIP.

[00:15:03]

HE IS ONE OF ONLY 65 SCHOLARS SELECTED NATIONWIDE THIS YEAR.

BUT LISTEN TO THIS. THIS PROGRAM OFFERS COMPREHENSIVE FINANCIAL SUPPORT FOR SCHOOL ACADEMIC ADVISING, ACCESS TO COOK SPONSORED SUMMER PROGRAMS, INTERNSHIPS, AND OTHER LEARNING OPPORTUNITIES.

THE SCHOLARSHIP PROVIDES UP TO $40,000 PER YEAR FOR UP TO FOUR YEARS.

Y'ALL. TO COVER ALL OF THOSE EXPENSES, TUITION, LIVING EXPENSES, BOOKS AND OTHER COSTS.

THE YOUNG SCHOLARS PROGRAM IS DESIGNED TO HELP STUDENTS MAXIMIZE THEIR HIGH SCHOOL EXPERIENCE, CONNECT WITH OTHER HIGH ACHIEVING SCHOLARS, AND GO ON TO THRIVE IN TOP COLLEGES. HE DID MENTION TO ME WHEN I GOT TO MEET HIM.

HE WANTS TO STUDY ENGINEERING. I WAS TRYING TO ENCOURAGE HIM TO GO TO PURDUE UNIVERSITY.

HE SAID MAYBE A&M. SO THERE YOU GO. OR UT DALLAS, BUT OR UT DALLAS.

BUT I THINK IT'S IMPORTANT HE DID HE CREDITS AND HE DID SAY HE CREDITS HIS INVOLVEMENT, HIS INVOLVEMENT IN AVID, WHICH IS ADVANCEMENT VIA INDIVIDUAL DETERMINATION FOR THE OPPORTUNITY AND FOR HIS GROWTH AND SUCCESS IN SCHOOL AND AVID FOR THOSE THAT DON'T KNOW, IS A COLLEGE AND CAREER READINESS SYSTEM THAT BEGINS AS EARLY AS KINDERGARTEN, WHICH TEACHES AND REINFORCES ACADEMIC BEHAVIORS AND HIGHER LEVEL THINKING AT A YOUNG AGE.

WE ARE SO INCREDIBLY PROUD OF YOU AND CAN'T WAIT TO SEE THE GREAT THINGS YOU'RE GOING TO DO. CONGRATULATIONS.

OH! WAIT. WE'RE GOING TO GET A PICTURE. NO, BARRINGTON, YOU GOTTA COME BACK.

CONGRATULATIONS. AND CONGRATULATIONS, MOM. JOB WELL DONE.

THAT'S AWESOME. ALL RIGHT. AND AS WE DO EVERY MONTH, WE HAVE THE BE THE ONE AWARD WHERE WE WE CELEBRATE STAFF AND STUDENTS THAT HAVE BEEN NOMINATED BY THEIR PEERS AND THEIR CAMPUSES. AND WE HAVE TWO STAFF BE THE ONE THIS THIS EVENING THAT WE WOULD LIKE TO CELEBRATE.

AND WE ARE INVITING UP MISS ALDRETE FROM LAKE HIGHLANDS ELEMENTARY SCHOOL.

AND LET ME SHARE WITH YOU WHY WE ARE CELEBRATING HER THIS EVENING.

SHE SERVES AS ONE OF OUR AWESOME CUSTODIANS OVER AT LAKE HIGHLANDS ELEMENTARY.

SHE GREETS THE STUDENTS AND STAFF EACH DAY WITH A CHEERY SMILE THAT BRIGHTENS OUR CAMPUS, AND HER PRIDE IN CARING FOR OUR SCHOOL SHOWS EVERYWHERE.

SHE KEEPS OUR CAMPUS CLEAN AND ORGANIZED, SO IT IS AN INVITING PLACE FOR TEACHING AND LEARNING.

WE ARE SO GRATEFUL FOR THE LOVE AND SUPPORT THAT YOU SHOW AND THAT FOR OUR COMMUNITY AND ALL OF THE STAFF AND STUDENTS AT LAKE HIGHLANDS ELEMENTARY.

CONGRATULATIONS. THANK YOU FOR BEING THE ONE.

AND WE ALSO HAVE ONE ADDITIONAL STAFF PERSON THIS EVENING THAT WE ARE RECOGNIZING, MISS MARIA LUGO.

SHE IS ONE OF OUR SPECIAL ED AIDES AT NORTHWOOD HILLS ELEMENTARY.

AND LET ME SHARE A LITTLE BIT ABOUT WHAT WAS SUBMITTED FOR FOR MARIA.

MARIA. THANK YOU. SHE DOES AN AMAZING JOB OF CONNECTING WITH OUR STUDENTS, THEIR FAMILIES AND OUR STAFF.

SHE HAS BEEN AN INTEGRAL PART IN PARTICIPATING IN OUR MEETINGS AND IN CONVERSATIONS WITH OUR BILINGUAL PARENTS AND GUARDIANS.

SHE HELPS WITH TRANSLATING AND SHARING INFORMATION, EXPLAINING IT IN WAYS THAT MAKE SENSE TO THEM.

SHE OFTEN HELPS SHARING ADDITIONAL RESOURCES FAMILIES NEED TO SUPPORT THEM OUTSIDE OF SCHOOL AS WELL.

SHE LOVES AND SUPPORTS OUR STUDENTS BY CREATING CONNECTIONS WITH THEM AND BUILDING VALUABLE RELATIONSHIPS.

SHE IS SUCH A GIFT TO OUR NORTHWOOD HILLS ELEMENTARY FAMILY.

CONGRATULATIONS. THANK YOU.

OVER HERE.

[00:20:12]

AWESOME. THANK YOU SO MUCH. AND FINALLY, WE HAVE TWO STUDENTS THAT ARE BEING RECOGNIZED THIS EVENING FOR BE THE ONE. AND RIGHT HERE WE HAVE MISS DEJANA DIAS.

SHE'S IN SECOND GRADE AT RICHARDSON TERRACE ELEMENTARY.

GO AHEAD. I'M GOING TO LET YOU TURN AROUND SO EVERYONE CAN SEE YOUR. YOU LOOK SO PRETTY THIS EVENING. STEP UP.

LET ME SHARE WITH YOU WHY WE ARE CELEBRATING HER.

WE ARE CELEBRATING GIANNA FOR ALL THE GREAT PROGRESS SHE HAS MADE ALREADY IN THIS SCHOOL YEAR.

SHE HAS WORKED IN GETTING ALONG WITH HER PEERS AND TREATING OTHERS WITH RESPECT. AND SHE HAS SUCH A GREAT ATTITUDE WITH HER CLASSMATES AND PEERS. YOU KEEP UP THE GREAT WORK. WE ARE SO PROUD OF YOU.

IT'S SO HANDSOME. ALL DRESSED UP.

OKAY. AND WE HAVE ONE ADDITIONAL STUDENT THIS EVENING THAT WE ARE EXCITED TO RECOGNIZE.

THIS IS MR. GEORGE MOORE, AND GEORGE ATTENDS.

YES. GEORGE IS IN FOURTH GRADE AT LAKE HIGHLANDS ELEMENTARY.

AND HE DEMONSTRATES SERVANT LEADERSHIP AND EMPATHY EVERY SINGLE DAY.

BECAUSE OF HIS OUTSTANDING CHARACTER, HE IS HAVING A PROFOUND IMPACT WITH HIS PEERS IN THE CLASSROOM.

HE EMBODIES WHAT IT MEANS TO BE THE ONE, AND WE ARE SO EXCITED TO CELEBRATE HIM THIS MORNING OR THIS THIS EVENING.

CONGRATULATIONS, GEORGE.

OKAY, NOW WE'RE GOING TO TAKE A PICTURE REAL QUICK.

YES. AND BEFORE WE CONCLUDE OUR RECOGNITIONS.

OH, I LOVE. BEFORE WE CONCLUDE OUR RECOGNITIONS, WE KNOW THAT THERE ARE PARENTS AND STAFF AND FAMILY AND FRIENDS THAT ARE HERE THIS EVENING TO HELP US CELEBRATE. WILL YOU PLEASE STAND SO WE CAN RECOGNIZE YOU AND CELEBRATE YOU FOR ALL OF THE SUPPORT? THANK YOU SO MUCH FOR ALL YOUR SUPPORT AND WHAT YOU DO FOR OUR STUDENTS AND STAFF.

AND WITH THAT, THAT CONCLUDES THE RECOGNITIONS PORTION OF OUR AGENDA THIS EVENING. THANK YOU.

[II. PUBLIC COMMENT FOR PUBLIC HEARING]

THE PUBLIC WILL HAVE AN OPPORTUNITY TO PROVIDE COMMENTS RELATED TO THE PUBLIC HEARING.

MEMBERS OF THE PUBLIC MAY COMMENT ON THE PROPOSED 2025 2026 BUDGET AND PROPOSED TAX RATE.

PERSONS WHO WISH TO ADDRESS THE BOARD CONCERNING THE BUDGET AND PROPOSED TAX RATE SHOULD HAVE SUBMITTED A PUBLIC COMMENT IN ACCORDANCE WITH THE PROCEDURES STATED IN THE PUBLIC HEARING NOTICE. MS. RENTERÍA. DO WE HAVE ANY PUBLIC COMMENTS FOR THE PUBLIC HEARING? YES, MR. POTEET, WE DO. MS. RENTERÍA PLEASE ADVISE OUR VISITORS HOW TO PROCEED TO COMMENT DURING THIS PUBLIC HEARING.

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

SPEAKERS CAN ONLY COMMENT ON THE PUBLIC HEARING PORTION OF THE AGENDA.

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

[00:25:01]

OUR FIRST SPEAKER IS MR. EWEN BLACKMAN.

GOOD EVENING, SUPERINTENDENT BRENNAN. PRESIDENT, PARTY, SCHOOL BOARD.

ESTEEMED EMPLOYEES. BENJAMIN FRANKLIN ONCE STATED THAT NOTHING CAN BE SAID TO BE CERTAIN EXCEPT DEATH AND TAXES.

BUT WHEN THE TAXES ARE OBVIOUSLY TOO COMPLEX OR TOO OBFUSCATED AND INTERESTING LANGUAGE, WELL, THEN THERE'S PROBLEMS. AND THE CASE IN POINT IS THE RESOLUTION THIS EVENING.

THE TAX RATE I QUOTE, THE TAX RATE WILL BE EFFECTIVELY RAISED BY 9.09% AND WILL RAISE TAXES FOR MAINTENANCE AND OPERATIONS ON $100,000 HOME BY AN APPROXIMATE $92. THAT'S A STEEP HIKE DRIVEN BY STATE REQUIRED COMPARISON TO A THEORETICAL NO NEW REVENUE RATE.

SO FOR MY HOME IT WOULD MEAN ABOUT $368 ANNUALLY.

ADD THE PROPOSED BOND INCREASE OF $0.04 ON THE INS SIDE.

THAT'S ANOTHER 120 ON MY HOME, AND IT'S ABOUT $500 IN NEW TAXES OR MORE TAXES OR WHATEVER TAXES WE WANT TO CALL THEM.

I WORKED HARD OVER THE LAST COUPLE OF YEARS TO GET THE TEACHERS THEIR PAY RAISE AND THE SCHEME THAT WE NOW HAVE FOR OUR TEACHERS, WHICH HAS BEEN FANTASTIC WITH THE SUPPORT OF SEVERAL BOARD MEMBERS TO GET THAT DONE.

LONG OVERDUE, BUT WE SHOULD BE WARY NOT TO FUND SOME OF THAT ON THE BACKS OF OUR COMMUNITY.

WHILE TAXES MAY BE INEVITABLE, OVERBURDENING OUR FAMILIES ISN'T.

CASE IN POINT OVER SEVERAL YEARS I'VE SPOKEN BEFORE WITH THE INCREASE IN MIDDLE MANAGEMENT.

IT WAS A LARGE NUMBER OF FOLKS THAT WE HIRED ON FOR LARGE AMOUNTS OF MONEY.

WE FOUND SAVINGS IN CUTTING SOME OF THOSE. WE CUT THE BUREAUCRACY.

WE PAID TEACHERS MORE. THAT'S THE TICKET TO THE INNOVATIVE DISTRICT.

I WANT TO RECOGNIZE SUPERINTENDENT BRANUM FOR DOING SOME EXCELLENT WORK ADVANCING THOSE CUTS.

I APPLAUD HER LEADERSHIP. I'LL KEEP PUSHING TO TRIM MORE ADMINISTRATIVE COSTS AND OVERHEAD FOR BETTER STUDENT OUTCOMES.

MORE EXPERIENCED TEACHERS, LESS TURNOVER. I'M CURIOUS TO SEE HOW THE 9% WILL BE EXPLAINED THIS EVENING.

YES, OUR RATE IS LOW, BUT OUR SUPERINTENDENT, BRANUM, SAID JUST THE OTHER NIGHT AT A BOARD MEETING THAT SOARING PROPERTY VALUES MEANS THAT OUR TAX BILLS KEEP CLIMBING. AND THAT'S TRUE.

WE DON'T CONTROL WHAT THE DCAD DOES. LORD KNOWS I FOUGHT THEM A FEW TIMES.

WITH THE BONDS, EXTRA COSTS, THE TAXES STAYING AT THE SAME RATE BUT INCREASING IN AMOUNT.

WE'RE ASKING FAMILIES TO PAY MORE AND MORE. LET'S TRY NOT TO BE 2 POUND WISE AND PENNY FOOLISH.

THANK YOU. THANK YOU, MR. BLACKMAN. MR. POTEET.

THIS CONCLUDES OUR PUBLIC SPEAKERS FOR THE PUBLIC HEARING PORTION OF OUR MEETING.

THANK YOU, SPEAKER, FOR YOUR INPUT. IN ACCORDANCE WITH SECTION 44.004 OF THE TEXAS EDUCATION CODE,

[III. PUBLIC HEARING 2025-2026 PROPOSED TAX RATE]

THANK YOU, PRESIDENT POTEET. YES. MR. PATE, I'M GOING TO TURN IT OVER TO YOU TO PROVIDE INFORMATION TO AID IN THE UNDERSTANDING OF, YES, WHAT IS A VERY COMPLEX TAX RATE ADOPTION PROCESS AND WHAT WILL BE PRESENTED TONIGHT? MR. PATE? THANK YOU, MRS. BRANUM. TRUSTEES. SO TONIGHT WE'LL GO OVER SOME INFORMATION ON THE TAX RATE THAT'S PROPOSED FOR ADOPTION LATER IN THE AGENDA. AND THEN I WILL ALSO GIVE YOU A QUICK UPDATE ON THE GENERAL FUND BUDGET RELATED TO THE CHANGES IN SCHOOL FINANCE COMING OUT OF HOUSE BILL TWO AND THE LEGISLATIVE SESSION. AND AS YOU ALL PROBABLY REMEMBER, WE ADOPTED THE BUDGET PRIOR TO THE END OF THE LEGISLATIVE SESSION OR RIGHT AFTER THE END. AND SO THE BUDGET WAS ADOPTED BASED ON CURRENT LAW AT THAT TIME, AND DID NOT REFLECT ANY OF THE CHANGES COMING OUT OF THE 89TH LEGISLATIVE SESSION.

SO JUST A LITTLE BIT OF PROPERTY TAX FACTS. WE HAVE ALMOST 66,000 PARCELS THAT WE LEVY A PROPERTY TAX ON IN RICHARDSON ISD. 80% OF THOSE ARE RESIDENTIAL PARCELS.

20% ARE THEREFORE COMMERCIAL PARCELS. HOWEVER, THE VALUE, THE TAXABLE VALUE IS ALMOST EVENLY SPLIT 5050 BETWEEN RESIDENTIAL AND COMMERCIAL PROPERTIES. 29% OF RESIDENTIAL ACCOUNTS HAVE AN OVER 65 LEVY FREEZE ON THEM.

[00:30:07]

THAT'S UP FROM ALMOST 78% LAST YEAR. AND AGAIN, AS A REMINDER, DCAD IS REAPPRAISING PROPERTY THAT FALLS OUTSIDE OF 105 OR 95% OF WHAT THEY EXPECT THE VALUE TO BE.

SO THE PROPERTY TAX RATE IS MADE UP OF REALLY THREE PARTS.

I KNOW WE ALWAYS TALK ABOUT THE TWO PARTS THE M AND O AND THE INS, BUT THE M AND O PORTION OF THE TAX RATE REALLY HAS TWO COMPONENTS.

THERE'S THE MAXIMUM COMPRESSED RATE, WHICH BOTH THIS YEAR 2526 AND LAST YEAR IS 61.6 $0.09.

WE HAVE THE TIER TWO PENNIES, WHICH THE MAJORITY OF THOSE COME FROM THE VATRE OR EXCUSE ME, THE TREE THAT WE HAD BACK IN 2018, GIVING US A TOTAL TAX RATE, PROPOSED THIS YEAR OF 75.5 $0.02, WHICH IS THE SAME AS 2425. I'LL JUST REMIND YOU ALL THAT BACK DURING THE BUDGET ADOPTION PROCESS IN JUNE I DID PRESENT A TAX RATE OF 74.0 $0.05. AND THAT, AGAIN, WAS BASED ON THE LAW AT THE TIME, PRE HOUSE BILL TWO AND HAD CURRENT LAW CONTINUED IN PLACE. IT WAS GOING TO FORCE DOWN THE TAX RATE.

BUT WHEN OUR LEGISLATURE PASSED HOUSE BILL TWO TOO.

IT DID NOT FORCE DOWN THE MAXIMUM COMPRESSED RATE.

AND THERE'S A NUMBER OF SCHOOL DISTRICTS THROUGHOUT THE STATE.

IN FACT, A SIGNIFICANT NUMBER THAT DID NOT SEE THE EXPECTED DECLINE IN THE MAXIMUM COMPRESSED RATE THIS YEAR.

OUR INTEREST IN SINKING FUND RATE IS $0.35. THAT, AGAIN, IS THE SAME AS LAST YEAR.

BRINGING US TO A TOTAL TAX RATE OF $1. 1052. THE REMAINING THERE IS A REMAINING 3.1 $0.07 THAT THE DISTRICT COULD GO TO THE VOTERS FOR AN VATRE, BUT THOSE CENTS ARE NOT ON THE TABLE TONIGHT.

THERE IS NO VATRE IN THE PROCESS. SO OUR TAX RATE HISTORY, YOU CAN SEE GOING BACK THIS SLIDE GOES BACK TO 2000, 2001 WHEN OUR WHEN OUR EXCUSE ME OUR TAX RATE WAS $1.50.

EXCUSE ME. WE'RE AT THE LOWEST OVERALL TAX RATE SINCE 1989, AND THE LOWEST TAX RATE SINCE 1984.

AND AGAIN IT EVERYBODY'S EXPERIENCE, ALL OF OUR PROPERTY OWNERS, BOTH COMMERCIAL AND RESIDENTIAL EXPERIENCES MAY DIFFER.

THE TAX RATE IS STAYING FLAT. BUT WE DO RECOGNIZE THAT PROPERTY VALUES HAVE INCREASED.

AND, YOU KNOW, SO PEOPLE MAY NOT BE SEEING A STABLE PROPERTY TAX BILL.

SO JUST TO GO OVER A LITTLE PROPERTY VALUE COMPARISON HERE IS OUR CERTIFIED FOR LAST YEAR, THE 2425 SCHOOL YEAR COMPARED TO THE CERTIFIED FOR THIS YEAR, 2526.

AND I'VE COMPARED THE MARKET VALUE, TAXABLE VALUE CAP LOSS AND VALUE UNDER PROTEST.

AND YOU CAN SEE THAT THIS YEAR FOR THE FIRST TIME SINCE 2011, 2012, WE'VE EXPERIENCED A DECLINE AND WE'VE EXPERIENCED A DECLINE IN BOTH THE MARKET VALUE AND THE TAXABLE VALUE.

THE TAXABLE VALUE DECLINE IS LARGER THAN THE MARKET VALUE DECLINE BECAUSE WE ARE REQUIRED TO DO OUR PROPERTY TAX BILL CALCULATIONS ASSUMING THAT TWO CONSTITUTIONAL AMENDMENTS WILL PASS ON THE NOVEMBER BALLOT.

ONE OF THOSE WOULD INCREASE THE HOMESTEAD EXEMPTION FROM 100,000 TO 140,000, AND THE OTHER WOULD INCREASE THE OVER 65 EXEMPTION FROM THE STATE MANDATED EXEMPTION FROM 10,000 TO 60,000.

AND SO BOTH OF THOSE ARE REFLECTED IN THE TAXABLE VALUE CALCULATION.

AND YOU CAN SEE THAT WE'VE EXPERIENCED A LITTLE OVER A 5% DECLINE IN IN TAXABLE VALUE.

THE CAPPED LOSS. WE DON'T OFTEN LOOK AT THAT.

BUT THAT IS THE AMOUNT ABOVE THE 10% CAP THAT ANYONE'S PROPERTY VALUE CAN GROW IN A YEAR.

AND YOU CAN SEE THAT DUE TO THE MARKET VALUE DECLINE AND TAXABLE VALUE DECLINE, WE'VE ACTUALLY EXPERIENCED A SIGNIFICANT DECLINE, ALMOST 50% DECLINE IN THE CAP VALUE. SO WE'VE EATEN INTO THAT WHICH CAN AND WILL POSSIBLY HAVE AN

[00:35:08]

AND SO WE SOME OF THEM, WE MAY NOT EVEN BE SETTLED UNTIL THIS TIME NEXT YEAR.

SO WE'RE WAITING TO SEE WHAT HAPPENS AS THOSE SETTLE OUT.

THE LAST AS I MENTIONED EARLIER, THE LAST TIME WE HAD A NEGATIVE PROPERTY VALUE GROWTH WAS THE 2011, 2012 YEAR. THAT WAS THE THIRD OF THREE YEARS OF NEGATIVE PROPERTY VALUE GROWTH THAT WE EXPERIENCED FROM OH 910 THROUGH 1112. SO WE'VE IT'S CERTAINLY BEEN A WHILE SINCE WE'VE EXPERIENCED IT, BUT WE HAVE DEALT WITH THAT IN THE PAST.

JUST WANTED TO SHOW YOU WHAT SOME OF OUR NEIGHBORING DISTRICTS ARE EXPERIENCING WITH THEIR PROPERTY VALUE GROWTH.

AND YOU CAN SEE WHILE SOME OF THE DISTRICTS DID HAVE POSITIVE BOTH MARKET VALUE AND TAXABLE VALUE GROWTH, THAT THERE ARE SEVERAL OF OUR NEIGHBORS, FOUR OF THEM THAT EXPERIENCED NEGATIVE TAXABLE VALUE GROWTH AND EVEN ONE OF THEM ALSO EXPERIENCED NEGATIVE MARKET VALUE GROWTH THERE. SO WE ARE WE ARE NOT ALONE IN EXPERIENCING THIS NEGATIVE PROPERTY VALUE SITUATION.

JUST A REMINDER, OUR STATE FUNDING FORMULA, WHILE WE'VE SEEN THE GLASS BEFORE IT YOU KNOW, IT IS ALL REALLY TIED TO ENROLLMENT. SO DEPENDING ON OUR ENROLLMENT AND THE ATTRIBUTES OF THOSE STUDENTS ENROLLED THAT DETERMINES THE SIZE OF THE GLASS.

LOCAL PROPERTY VALUES. STATE FUNDING. FILL THAT GLASS.

AND THEN, OF COURSE, ANYTHING IS. ANYTHING IN EXCESS IS TAKEN BACK BY THE STATE AND RECAPTURE.

SO I JUST WANTED TO GO OVER THE BUDGET CHANGES THAT ARE WILL BE PRESENTED LATER TONIGHT IN THE CONSENT AGENDA.

AND SO THOSE FIRST THREE ITEMS THERE, THE PROPERTY TAX REVENUE.

YOU CAN SEE IT'S DECLINING $30 MILLION COMPARED TO LAST YEAR.

OR EXCUSE ME, COMPARED TO WHAT WE ADOPTED STATE REVENUES GOING UP.

RECAPTURE IS GOING DOWN. ALL OF THAT NEXT TO ADDITIONAL FUNDING OF $3.4 MILLION.

AND THEN BELOW THAT, YOU WILL ALSO SEE THAT $4.2 MILLION INCREASE IN PAYROLL EXPENDITURES.

THAT IS THE BUDGET AMENDMENT WE NEED TO INCREASE THE BOARD ADOPTED RAISE UP TO THE STATE MANDATED RAISE.

SO TO TAKE US FROM EITHER 3000 OR 2500, UP TO 5000 OR 2500.

AND SO THAT IS ON THE AGENDA FOR TONIGHT. AND THEN THE OTHER EXPENDITURE INCREASES THAT IS PRIMARILY OUR NORMAL BUDGET AMENDMENT THAT WE BRING THIS TIME OF YEAR TO PAY FOR THINGS THAT PEOPLE HAVE POS THAT WERE SUBMITTED IN PRIOR TO THE END OF THE FISCAL YEAR ON JUNE 30TH THAT DID NOT COME IN. AND SO WE'RE NOT PAID OUT OF PRIOR YEAR.

THEY'VE COME IN. WE'RE NOW NEEDING TO PAY FOR THOSE.

SO THAT'S A SAVINGS IN EFFECT COMPARED TO THE BUDGET IN 24, 25, BECAUSE WE DID NOT END UP SPENDING THAT MONEY.

AND Y'ALL ALWAYS DO THIS ROLL OVER EFFECTIVELY.

BUDGET AMENDMENT AT THE START OF EVERY SCHOOL YEAR.

SO WHEN WE DO GET TO THE POINT IN THE AGENDA WHERE YOU'RE ADOPTING THE TAX RATE THIS IS PART OF THE MOTION LANGUAGE EACH OF YOU HAVE AT YOUR PLACE A PIECE OF PAPER THAT LOOKS LIKE THIS.

THAT IS THE MOTION LANGUAGE FOR TONIGHT TO ADOPT THE TAX RATE.

AND IT IS CONFUSING LANGUAGE. IT STARTS OUT, I MOVE THAT THE PROPERTY TAX RATE BE INCREASED BY THE ADOPTION OF A RATE OF $1 1052, WHICH IS EFFECTIVELY A 9.09 CENT INCREASE. AND I KNOW YOU'RE ALL THINKING, WELL, I JUST HEARD YOU SAY, DAVID, THE TAX RATE IS THE SAME AS IT WAS LAST YEAR.

AND THAT IS CORRECT. THAT CALCULATION IS BASED ON THE NO NEW REVENUE TAX RATE, WHICH IS A STATE MANDATED CALCULATION THAT WE HAVE TO DO EVERY YEAR.

AND SO. IT COMPARES A THEORETICAL PRIOR YEAR TAX LEVY TO THE CURRENT YEAR VALUE.

YOU. AND IT IS VERY CONFUSING. IT'S IT'S CONFUSING CERTAINLY TO OUR, OUR TAXPAYERS IN THE DISTRICT.

AND IT CONFUSES PEOPLE LIKE ME THAT DO THIS JOB AND DEAL WITH THIS ANNUALLY.

LAST YEAR WHEN Y'ALL MADE THE MOTION TO ADOPT THE TAX RATE YOU ACTUALLY MADE A MOTION THAT INCLUDED IT WAS EFFECTIVELY INCREASING THE TAX RATE BY

[00:40:03]

SO I, I WISH I COULD PROVIDE MORE CLARITY ON THIS SUBJECT, BUT THAT IS JUST WHAT WE ARE MANDATED TO DO.

AND AGAIN, THAT LANGUAGE IS REQUIRED BY TAX CODE SECTION 26.05.

WITH THAT, ONCE YOU ADOPT THE TAX RATE FOR THE 2526 SCHOOL YEAR LATER IN THE AGENDA THAT REALLY FOR ME SIGNALS THE START OF THE 2627 BUDGET PROCESS. AND SO I WILL BEGIN WORK NEXT WEEK ON THE 2627 BUDGET.

AND WITH THAT, I'LL BE GLAD TO ADDRESS ANY QUESTIONS OR HOLD THEM UNTIL YOU LIKE.

IF FOR THE AGENDA ITEM LATER, I'LL HOLD THEM.

WE'RE GOING TO HOLD THOSE. THANK YOU, MR. PATE.

THANK YOU, MR. PATE, FOR THE PRESENTATION. THIS PUBLIC HEARING IS NOW CLOSED.

AND LIKE YOU SAID, WE'LL HAVE AN ITEM ON THE ADOPTION HERE LATER ON.

[IV. PUBLIC COMMENT SECTION]

MISS RENTERIA, DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD? WE DO. MR. POTEET. 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. EWAN BLACKMAN.

GOOD EVENING AGAIN. PLENTY GOOD STEPS. I WANT TO HIGHLIGHT TWO POSITIVE ASPECTS FOR THE DISTRICT IMPROVEMENT PLAN THAT ALIGN WITH THE NORTH STAR GOAL FOR ENSURING THAT EVERY STUDENT, TEACHER AND LEADER MEETS OR EXCEEDS THE ACADEMIC GROWTH GOAL.

FIRST, THE EMPHASIS ON ATTRACTING AND HIRING HIGH QUALITY, DIVERSE TEACHERS AND STAFF, INCLUDING GROWING PARTICIPATION IN THE TIA AND THE NATIONAL BOARD CERTIFICATION PATHWAYS. BOTH GREAT IDEAS HELPS US RETAIN TOP TALENT AND TO FOSTER.

EXCUSE ME. SORRY. FOSTER. A CULTURE OF TRUST AND RESPECT.

DIRECTLY SUPPORTING RECRUITMENT AND RETENTION EFFORTS. I SPOKE ON THE PAY RAISE EARLIER FOR THE TEACHERS.

AND I THINK THAT AS DOCTOR GOODSON HAS SPOKEN OF MANY TIMES, OUR NUMBERS ARE WAY LOW COMPARED TO WHERE THEY USED TO BE.

THAT'S A DIRECT OUTFLOW OF THAT. ALSO, LOOKING AT IMPLEMENTING EVIDENCE BASED CURRICULUM LIKE THE ESL CONTENT BASED MODELS, PRE-K THROUGH SIX PLANS FOR MATH AREAS SCIENCE PROVEN, DATA DRIVEN INSTRUCTIONAL SYSTEMS ACROSS ALL CAMPUSES.

THEY PROMISE GUARANTEED GROWTH FOR ALL OF OUR STUDENTS AS OUTLINED IN THINGS LIKE OUR GRADUATE PROFILE.

BUT THESE STEPS SHOW A COMMITMENT TO VIABLE AND INDIVIDUALIZED LEARNING EXPERIENCES THAT ELEVATE ALL ACADEMIC PERFORMANCES.

THAT SAID, ONE AREA OF CONCERN FOR ME IN THAT PLAN IS THE LESS THAN AMBITIOUS GOALS AROUND HOUSE BILL THREE, AIMING FOR 57% OF THIRD GRADERS AT EACH LEVEL IN READING.

52% IN MATH AND CMR. WHILE THESE TARGETS CAN BE INSPIRING, THIS HIGHLIGHTS THE CHALLENGE OF BRIDGING THE GAP.

THE GAPS IN CURRENT PERFORMANCE, ESPECIALLY GIVEN OUR RELIANCE ON THINGS LIKE THE QUARTERLY, QUANTITATIVE AND QUALITATIVE MEASURES OF STUDENT PERFORMANCES.

CLIMATE SURVEYS ARE ANOTHER EXAMPLE. SO AS WE MOVE FORWARD WITH THE DISTRICT IMPROVEMENT PLAN TONIGHT, AND I HOPE THAT ALL BOARD MEMBERS READ IT THIS TIME AROUND, LET'S REMEMBER THE HARD WORK IN OUR CLASSROOMS, THE GOOD LEADERSHIP THAT BRINGS ABOUT GREATER STUDENT OUTCOMES, BETTER RESULTS.

OUR TEACHERS AND STAFF PROVE THIS EVERY DAY THROUGH GOAL SETTING, LESSON PLANNING, CURRICULUM ANALYSIS, AND INNOVATIVE PRACTICES. BUT HARD CHOICES DO LIE AHEAD, PARTICULARLY WITH DISCIPLINE POLICIES, CURRICULUM REFINEMENTS TO MEET DIVERSE NEEDS AND TO BOOST ACHIEVEMENT.

LET'S HAVE THAT ROBUST DISCUSSION TONIGHT. THOSE UNCOMFORTABLE CONVERSATIONS SOMETIMES DRAWING ON THE FOCUS GROUPS BEST PRACTICES.

COMMUNITY FEEDBACK. MAKE THOSE DECISIONS COLLABORATIVELY.

WE ARE A COMMUNITY SCHOOL, AND I APPLAUD THOSE EFFORTS BY SEVERAL BOARD MEMBERS TO DO THAT.

IT'S GREAT TO SEE OUR STUDENTS DESERVE THAT. AND I THANK YOU FOR YOUR TIME.

AND AS I MENTIONED EARLIER, YOU GUYS SERVE HERE WITHOUT PAY. AND SO WE ARE APPRECIATIVE OF THE TIME AND THE EFFORT YOU PUT INTO MAKING THOSE OUTCOMES REALITY FOR OUR STUDENTS. THANK

[00:45:04]

THANK YOU, MS. RENTERIA. OUR NEXT ITEM IS AN ACTION ITEM FOR THE CONSENT AGENDA.

[V. CONSENT / CONFIRMATION AGENDA ITEMS]

ARE THERE ANY COMMENTS OR QUESTIONS? OKAY. NOT HAVING ANY, SEEING ANY.

ALL IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HAND.

ALL RIGHT. AND THE MOTION PASSES 7 TO 0. THANK YOU.

[VI.A. Consider Gifts]

THANK YOU, PRESIDENT POTEET. YES. AS ALWAYS, WE'RE SO APPRECIATIVE OF OUR PARTNERS.

AND WE HAD A CHANCE TO CELEBRATE SEVERAL OF OUR CHAMPIONS TODAY WHO GAVE SO MUCH TO ENSURE THAT OUR STUDENTS HAD THE NECESSARY BACKPACKS AND SCHOOL SUPPLIES.

AND THERE'S EVIDENCE OF THAT KIND OF COMMITMENT TO OUR ISD AND TO OUR NORTH STAR GOAL ACROSS THE DISTRICT.

AND I'VE ASKED MR. PATE TO PREPARE TONIGHT'S PRESENTATION OF OUR GIFTS OVER 5000.

MR. PATE, THANK YOU, MRS. BRANUM. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.

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

THE CANYON CREEK ELEMENTARY PTA DONATED $30,000 TO CANYON CREEK ELEMENTARY.

SHORELINE CHURCH, DALLAS DONATED $10,000 TO LAKE HIGHLANDS HIGH SCHOOL.

THE MERRIMAN PARK ELEMENTARY PTA DONATED $136,125 TO MERRIMAN PARK ELEMENTARY.

THE NORTHWOOD HILLS ELEMENTARY PTA DONATED $6,800 TO NORTHWOOD HILLS ELEMENTARY.

STEVE STOVALL DONATED $8,000 TO WALLACE ELEMENTARY, AND THE WALLACE ELEMENTARY PTA DONATED $13,200 TO WALLACE ELEMENTARY, AND FOSSIL DONATED $9,955 TO RISD STRATEGY AND ENGAGEMENT, FOR A TOTAL OF $214,080.

AND WE HAVE EIGHT GIFTS LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $6,093.55, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.

AND TOTAL GIFTS THIS MONTH ARE $220,173.55. THANK YOU, MR. PATE. WITH THAT, I RECOMMEND THE BOARD ACCEPT THE GIFTS OF $5,000 OR MORE AS PRESENTED.

THANK YOU. SUPERINTENDENT BRANUM. BOARD IS THERE A MOTION TO APPROVE THESE GIFTS? SO MOVED. THANK YOU, MR. EAGER. IS THERE A SECOND? SECOND. THANK YOU, MISS HARRIS. ARE THERE ANY QUESTIONS OR COMMENTS ON THE MOTION? OKAY. SEEING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HAND.

ALL RIGHT. THANK YOU. THAT MOTION PASSES 7 TO 0.

[VI.B. Consider Adoption of Tax Rate for the 2025-2026 School Year]

MISS BRANUM, DO YOU HAVE A RECOMMENDATION FOR THE BOARD TO CONSIDER? YES, PRESIDENT. I RECOMMEND THE BOARD OF TRUSTEES SET THE 2025 TAX RATE AS DESCRIBED IN THE ATTACHED RESOLUTION.

EXCELLENT. THANK YOU SUPERINTENDENT BRANUM. BOARD MEMBERS, WE HAVE A RECOMMENDATION FROM THE SUPERINTENDENT TO ADOPT THE PROPOSED TAX RATE.

MAY I HAVE A MOTION? I MOVE THAT THE PROPERTY TAX BE INCREASED BY THE ADOPTION OF A TAX RATE OF $1.1052, WHICH IS EFFECTIVELY A 9.09% INCREASE IN THE TAX RATE.

AS PART OF THIS MOTION, I ALSO MOVE THAT THE DISTRICT ADOPT A INTEREST AND SINKING FUND TAX RATE OF $0.35 PER $100 OF VALUATION, AND A MAINTENANCE AND OPERATIONS TAX RATE OF .7552 PER $100 OF VALUATION FOR A TOTAL TAX RATE OF $1.1052 PER PER $100 OF VALUATION. THANK YOU FOR THAT MOTION.

DO I HAVE A SECOND? SECOND? THANK YOU, MISS HARRIS.

I HAVE RECEIVED A MOTION AND A SECOND. DO BOARD MEMBERS HAVE ANY QUESTIONS OR COMMENTS? YES, MISS MCGOWAN. JUST TO BE SAFE, MR. PATE, WILL YOU PLEASE GO OVER THIS ONE MORE TIME IN JUSTIFICATION IN THE LANGUAGE AND LETTING OUR COMMUNITY MEMBERS KNOW THAT THIS IS NOT A TAX INCREASE?

[00:50:05]

INDIVIDUAL TAXPAYERS, DEPENDING ON WHAT CHANGES HAPPENED IN THEIR PROPERTY VALUE, AS DETERMINED BY THE DALLAS CENTRAL APPRAISAL DISTRICT MAY OR MAY NOT HAVE AN INCREASE OR DECREASE, OR THEIR TAX BILL COULD STAY THE SAME.

AGAIN, DEPENDING ON THE PROPERTY VALUES ASSESSED BY DALLAS CENTRAL APPRAISAL DISTRICT.

THE LANGUAGE IS REQUIRED BY SECTION 26.05 OF THE TEXAS TAX CODE, AND IS BASED ON A COMPARISON OF THE PROPOSED TAX RATE TO THE NO NEW, NO NEW REVENUE RATE, WHICH IS NOT A TAX RATE THAT GETS ADOPTED.

IT IS CALCULATED PURELY FOR THE PURPOSE OF THIS MAKING THIS MOTION.

AGAIN, AS SPECIFIED IN THE TAX CODE. AND JUST AS A REMINDER LAST YEAR THE BOARD DID THE MOTION MADE LAST YEAR WAS AN INCREASE OF $7.58 WHEN THE BOARD ACTUALLY DECREASED THE OVERALL TAX RATE BY $3.79.

SO I UNDERSTAND ALL OF OUR TAXPAYERS CONFUSION ON THIS, AND I WISH THERE WAS A VERY SIMPLE EXPLANATION FOR IT, BUT UNFORTUNATELY THERE IS NOT. YES, SIR.

THANK YOU. ANY OTHER COMMENTS OR QUESTIONS? OKAY.

AS REQUIRED BY THE TAX CODE, I WILL NOW PULL THE BOARD MEMBERS IN A ROLL CALL VOTE STARTING ON MY RIGHT.

WE MUST ADOPT OUR TAX RATE BY AT LEAST A 60% MAJORITY.

BOARD MEMBERS, WHEN I CALL YOUR NAME, PLEASE AUDIBLY STATE YOUR VOTE ON THIS MOTION, YES OR NO.

MISS HARRIS? YES. MISS MCGOWAN? YES, MS. RENTERÍA? YES. MR. EAGER? YES, MISS. TIMME? YES. AND MISS PACHECO? YES. AND I, CHRIS POTEET, VOTE YES. THIS MOTION PASSES 7 TO 0.

THANK YOU FOR WALKING US THROUGH THAT. ALL RIGHT.

[VI.C. Consider Classroom Waivers]

MISS BRANUM. THANK YOU PRESIDENT POTEET. THIS IS AN ANNUAL ITEM THAT WE BRING FORWARD AS REQUIRED BY STATUTE.

AND I'VE ASKED DOCTOR GIBBONS TO PRESENT THIS YEAR'S REPORT ON OUR CLASS SIZE WAIVER REQUEST.

DOCTOR GIBBONS? YES, MA'AM. THANK YOU, SUPERINTENDENT BRANUM. GOOD EVENING. BOARD. WE WANTED TO TAKE THIS OPPORTUNITY NOT ONLY TO TALK THROUGH WAIVERS, BUT GIVE YOU JUST A LITTLE BIT OF ADDITIONAL INFORMATION AROUND OUR CURRENT ENROLLMENT AND A PROCESS WE HAVE WITHIN THE DISTRICT THAT WE CALL OVERFLOW.

I KNOW, MISS BRANUM EVERY IT SEEMS LIKE EVERY TIME WE'RE IN THE HORSESHOE, SHE WILL LET YOU KNOW WHAT THE ENROLLMENT IS.

AND SO IF YOU'LL LOOK AT THIS NEXT SLIDE, YOU'LL SEE THAT THIS ENROLLMENT WAS TAKEN ON SEPTEMBER 10TH, JUST FOR THE FACT THAT WE NEEDED TO GET THIS PREPARED AND GET EVERYTHING ROLLING.

BUT WE KNOW THAT THIS CHANGES EVERY DAY. AND AS OF TODAY, DRUM ROLL.

WE'RE AT 36,448. SO THANK YOU, MISS BRANUM. SO YOU CAN SEE.

EVERY CHILD. EVERY CHILD. YES. SO YOU CAN SEE AS OF SEPTEMBER 10TH WHERE WE WERE AND THE HISTORICAL COMPARISONS OF WHAT ENROLLMENT LOOKED LIKE.

AND JUST AS A QUICK SIDE NOTE, WE TAKE ENROLLMENT VERY SERIOUSLY AND IT CONTINUES TO BE AT THE TOP OF OUR LIST.

WE ACTUALLY HAD A MEETING TODAY TO START DISCUSSING WHAT OUR ENROLLMENT MAPPING OUT.

OUR PLAN WOULD BE OUR ROADMAP FOR ENROLLMENT FOR 26-27.

SO WE HAD, WE STARTED THAT WORK TODAY. AND WE VALUE AND UNDERSTAND THE IMPORTANCE OF ENROLLMENT AND TELLING OUR STORY TO GET EVERYONE THAT WE CAN HEAR.

SO JUST A LITTLE SIDE NOTE THERE. THE NEXT SLIDE IS SOMETHING THAT'S SPECIFIC WITH RICHARDSON, BUT IT'S OUR OVERFLOW PROCESS. YOU CAN SEE WHAT THE DEFINITION IS THERE, WHY, AND WHEN WE DO OVERFLOW AND THE PROCESS THAT WE HAVE.

AND THEN YOU CAN SEE ON THE UPPER RIGHT CURRENT OVERFLOW, THESE ARE THE CAMPUSES THAT HAVE THE HIGHEST SENDING CONCENTRATION OF KIDS THAT ARE OVERFLOWED FROM THEIR HOME SCHOOL CAMPUS TO ANOTHER CAMPUS.

AND THEN YOU CAN SEE THE HIGHEST RECEIVING. AND THEN ALSO WITH THE HISTORY YOU CAN SEE THERE THAT WE HAVE CONTINUED.

ALTHOUGH WE HAD A KIND OF A FLUCTUATING YEAR LAST YEAR, WE HAVE CONTINUED TO LOWER THAT AND WE'RE AT 133 THIS YEAR.

WE VALUE AND WANT OUR STUDENTS TO BE TO STAY AT THEIR HOME SCHOOL IF AT ALL POSSIBLE.

BUT IF THAT ISN'T THE CASE, WE MAKE SURE THROUGH OUR ENROLLMENT MEETINGS AND OUR DECISIONS THROUGH OUR ASSISTANT SUPERINTENDENTS, AND THAT LEVEL OF LEADERSHIP THAT OUR STUDENTS ARE SENT TO THE CLOSEST CAMPUS AND RECEIVE THE SAME SUPPORTS THAT THEY WOULD WHILE THERE IF THEY WERE TO BE AT

[00:55:03]

AND LASTLY, AS MISS BRANUM SAID, THIS IS THE PART THAT REQUIRES APPROVAL BASED ON THE TEXAS EDUCATION CODE RIGHT NOW.

WE HAVE 24 CLASSROOMS THAT ARE OVER THE 22 TO 1 MANDATED CAP FOR OUR CLASSROOMS. AND SO YOU SHOULD HAVE A DOCUMENT, A HARD COPY DOCUMENT THAT SHOWS THE SPECIFIC CAMPUSES AND THOSE SECTIONS OF WHERE THAT'S HAPPENING.

AND SO TONIGHT WE'RE ASKING FOR YOUR APPROVAL TO APPROVE THESE 24 TOTAL CLASSROOM WAIVERS.

I BELIEVE LAST YEAR WE WERE AT 43. SO HOPEFULLY YOU CAN SEE AS EVIDENCE FROM OUR ENROLLMENT MEETINGS PROJECT RIGHT SIZE, SOME OF THE THINGS THAT WE'VE DONE, WE'RE ABLE TO LESSEN THE AMOUNT OF WAIVERS THAT WE'RE REQUESTING.

SO THAT'S ALL I HAVE. THANK YOU. AND IF I CAN JUST ADD IT'S IMPORTANT TO NOTE THAT WHEN OUR STUDENTS ENROLL, THEY DON'T COME TO US IN BEAUTIFUL BUNDLES OF 22 STUDENTS AT A TIME.

AND SO SOMETIMES YOU KNOW, THEY WILL SHOW UP AND WE'LL KNOW BEFORE SCHOOL STARTS THAT MAYBE WE HAVE A NEED TO OPEN UP AN ADDITIONAL SECTION IN FIRST GRADE, FOR EXAMPLE. AND IF WE HAVE ROOM AND IF WE CAN LOCATE A TEACHER AND IF WE HAVE THE ALLOCATIONS, WE MIGHT BE ABLE TO ACCOMMODATE THAT. OPEN UP ANOTHER SECTION TO ALLOW FOR MORE GROWTH.

THERE ARE ALSO TIMES WHEN THAT EXTRA STUDENT ENROLLS AND WE DON'T HAVE AN AVAILABLE CLASSROOM IN ORDER TO OPEN UP ANOTHER SECTION, AND THAT MIGHT NECESSITATE AN OVERFLOW OR A DECISION THAT, YOU KNOW, WE WANT TO TRY TO KEEP THIS FAMILY.

YOU KNOW, IN OUR SAME SCHOOL, IN THEIR NEIGHBORHOOD SCHOOL.

BUT WE DO LITERALLY MEET WEEK TO WEEK, AND WE ANALYZE EVERY CAMPUS BY GRADE LEVEL BY, YOU KNOW, LOOKING AT ALLOCATIONS, LOOKING AT CLASSROOM SPACE TO DETERMINE HOW WE CAN LIMIT THE NUMBER OF OVERFLOWS AND CLASS SIZE WAIVER EXEMPTIONS AS POSSIBLE.

AND I THINK YOU CAN SEE THAT BY THE COMMITMENT THAT WE CONTINUE TO BRING THESE NUMBERS DOWN.

SO WITH THAT, I DO ASK THAT THE BOARD APPROVE THE CLASS SIZE WAIVER AS PRESENTED.

THANK YOU FOR THE RECOMMENDATION IN THE PRESENTATION, DOCTOR GIBBONS.

AND WITH THAT, DO I HAVE A MOTION FROM THE BOARD? SO MOVED. THANK YOU. MS. RENTERÍA. DO I HAVE A SECOND? SECOND. THANK YOU, MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS? YES. START WITH MISS MCGOWAN, THEN, MISS. MS. RENTERÍA. YEAH. OKAY. SO I JUST WANT TO UNDERSTAND THIS CHART.

MAKE SURE I UNDERSTAND IT CORRECTLY. THE IF IT SAYS WHERE, IT'S NOT ON THERE.

SO WHERE IT SAYS PRE-K THREE, PRE-K FOUR, THESE ARE THE GRADE LEVELS.

AND THEN AS FOR DOVER, FOR EXAMPLE, HAS A ONE UNDERNEATH THAT FIRST GRADE.

DOES THAT MEAN THEY'RE ADDING JUST ONE ADDITIONAL SECTION OF FIRST GRADERS ONE EXTRA CLASSROOM? NO, THAT MEANS WE HAVE ONE CLASS THAT HAS ONE STUDENT ABOVE THE CAP OF 22 TO 1.

OKAY. THANK YOU. YES, MR. RENTERÍA. ALSO IMPORTANT TO NOTE, I'M SO SORRY, PRESIDENT POTEET, THAT THAT, THE DECISION TO MOVE FORWARD WITH THAT CLASS SIZE WAIVER, IT IS AFTER A DISCUSSION HAS HAPPENED WITH THE TEACHER AND THE PRINCIPAL.

AND THERE IS CONGRUENCE BY BOTH THAT THERE'S A WILLINGNESS THAT, YES, WE WANT TO KEEP THE STUDENT IN THAT CLASSROOM.

SO THERE IS AN ABSOLUTE CONVERSATION. IT IS NOT JUST AN AN UNDERSTOOD OR AN EXPECTED THAT STUDENT IS GOING TO STAY AND WE'RE GOING TO BE OVER THE CAP.

IT IS A CONVERSATION. YES, YES. SO MY QUESTION WAS JUST ABOUT THE RECEIVING, THE TWO RECEIVING CAMPUSES THAT WERE THERE, RISD ACADEMY AND BUKHAIR, IS THERE I MEAN, WHAT ARE SOME OF THE REASONS THAT THOSE ARE THE ONES THAT HAVE THE MOST RECEIVING STUDENTS IS THE CAPACITY. IS IT THE FACILITY OR WHAT? YES, MA'AM. YOU'RE SPOT ON WITH THOSE. AND MR. FREEMAN IS HERE, TOO. IF WE WANT TO REALLY GET INTO SOME OF THOSE DETAILS. BUT FOR EXAMPLE RISD ACADEMY BEING THE SIZE THAT IT IS, THEY RECEIVE 24 STUDENTS TOTAL FROM THE OVERFLOW.

SO ALTHOUGH THAT, YOU KNOW, THAT'S A BASICALLY A CLASSROOM FROM A COMPARISON STANDPOINT, THEY HAVE PLENTY OF CAPACITY TO BE ABLE TO TO DO THAT.

SIMILAR WITH BUKHAIR, I BELIEVE THEY HAD THEY RECEIVED 19 STUDENTS FROM AN OVERFLOW PERSPECTIVE, BUT THEY HAVE THAT CAPACITY AND ARE ABLE TO BUILD THOSE INTO THEIR CLASSROOMS. THANK YOU FOR THAT. AND I WAS WONDERING, IS DOES THAT MEAN THAT EVEN HERE, LIKE WITH DOVER AND NORTHWOOD HILLS AS BEING THE HIGHEST SENDING, ARE THOSE COULD WE SAY THAT A LOT OF THOSE STUDENTS END UP AT RISD ACADEMY AND AT BUKHAIR? OR. I WOULD SAY YES, GEOGRAPHICALLY, THAT IS OUR OUR NEXT STEP IN TERMS OF IF YOU THINK ABOUT WHAT'S SURROUNDING.

[01:00:03]

SO IF IT IS A BILINGUAL FAMILY THEN OF COURSE IT MAY BE THAT WE'RE LOOKING AT BUKHAIR OR RISD ACADEMY.

THAT'S WHERE WE HAVE THE MOST SECTIONS AND OFTEN HAVE THE MOST ROOM TO ABSORB, YOU KNOW, STUDENTS WHO MAY HAVE TO BE OVERFLOWED FROM THOSE TWO CAMPUSES.

IF IT'S A MONOLINGUAL, FOR EXAMPLE, FROM NORTHWOOD HILLS, IT MAY BE THAT IT'S SPRING CREEK OR BOWIE THAT WE ARE LOOKING AT IN TERMS OF AN OVERFLOW SITUATION AS WELL. OKAY. ALL RIGHT. THANK YOU.

YES, MA'AM. I'D LIKE TO MAKE ONE MORE COMMENT, IF YOU DON'T MIND.

I'M SO SORRY, BUT JUST SO YOU GUYS KNOW, WHEN WE GET THESE WAIVERS APPROVED OR WHEN THIS HAPPENS, WE ARE REQUIRED TO SEND HOME INFORMATION TO ALL THE PARENTS OF THOSE CAMPUSES IN THOSE CLASSROOMS, LETTING THEM KNOW THAT THIS IS HAPPENING AND THEY'RE, YOU KNOW, IT'S A WELCOME, OPEN CONVERSATION FOR THEM TO CALL AND, YOU KNOW, HAVE ANY QUESTIONS THAT THEY WANT TO HAVE ANSWERED. SO THAT'S SOMETHING WE'LL DO. ONCE THIS WAIVER IS APPROVED, THESE WAIVERS ARE APPROVED, WE'LL MAKE SURE THAT THE PRINCIPALS COMMUNICATE OUT VIA LETTER TO ALL THE PARENTS IN THOSE PARTICULAR CLASSROOMS. GO AHEAD. ONE MORE QUESTION. DOCTOR GIBBONS, WHEN WE MAKE THOSE TRANSITIONS RIGHT FROM THE STUDENTS, WE TRANSFER THESE STUDENTS TO ANOTHER SCHOOL IN ANY WAY, DO THE STUDENTS THAT ARE IN THAT FACILITY LIKE THAT SCHOOL, THE ONE THAT THEY'RE BEING TRANSFERRED TO, LIKE, SAY RISD ACADEMY OR, DO ANY OF THE STUDENTS THAT ARE THERE RIGHT NOW, DO THEY GET MOVED AROUND TO ACCOMMODATE OTHER CLASSES, OR DO THEY STAY IN THEIR CLASSES? YES, MA'AM. THEY WOULD STAY IN THEIR CLASSROOMS. IT'S STRICTLY A MATTER OF IF THERE'S ROOM WHERE THEY CAN GO, BUT THERE'S NO MOVEMENT THAT WOULD TAKE PLACE BASED ON STUDENTS COMING TO THOSE CLASSROOMS. JUST A MATTER OF ADDING. YES, MA'AM. OKAY. THANK YOU FOR CLARIFYING THAT, I APPRECIATE IT. WELL, MS. RENTERÍA, I THINK THAT'S A GREAT POINT BECAUSE I THINK IT'S ALSO IMPORTANT TO NOTE THAT MR. FREEMAN AND THE TEAM, WHEN WE'RE LOOKING AT A POTENTIAL FOR OVERFLOW, WE ALSO LOOK AT THAT HOME ROOM, AND WE WANT TO MAKE SURE THAT THAT HOME ROOM IS AT THAT 90% OR LESS, SO THAT IF THERE IS A FAMILY, A NEW FAMILY THAT MOVES INTO THAT NEIGHBORHOOD SCHOOL, WE'RE STILL LEAVING A SEAT AS WELL.

SO AGAIN, WE'RE LOOKING AT IT FROM ALL OF THOSE ANGLES BECAUSE WE WANT TO PROVIDE THE FEWEST DISRUPTIONS AS POSSIBLE FOR ALL PARENTS, STUDENTS, TEACHERS, THE STAFF, YOU KNOW, ALL THAT ARE INVOLVED.

ANY OTHER COMMENTS OR QUESTIONS FROM THE BOARD? OKAY. WITH THAT, ALL IN FAVOR OF THE MOTION AS PRESENTED, PLEASE RAISE YOUR HAND.

OKAY. THAT MOTION PASSES 7 TO 0. THANK YOU, DOCTOR GIBBONS AND SUPERINTENDENT BRANUM.

[VI.D. Review District Improvement Plan and House Bill 3 Goals]

TAKE ONE DOWN. PASS IT AROUND. THANK YOU. NO CLICKERS.

THANK YOU. I AND AGAIN, I WANT TO REALLY SEND MUCH APPRECIATION TO OUR ENTIRE ENROLLMENT TEAM.

MR. FREEMAN, DOCTOR GIBBONS, OUR AREA SUPERINTENDENTS.

SEVERAL MEMBERS OF TEACHING AND LEARNING WHO REALLY DO COME AROUND THE TABLE.

AND BELIEVE IT OR NOT, IT REALLY KIND OF STARTS IN APRIL, AND WE WORK ALL THE WAY THROUGH, LIKE THE THIRD AND FOURTH WEEK OF THE SCHOOL. SO JUST REALLY APPRECIATE EVERYONE'S EFFORT ON THAT.

ANOTHER VERY COLLABORATIVE PROCESS THAT WE ALWAYS LOOK FORWARD TO BRINGING FORWARD TO THE BOARD IS OUR DISTRICT IMPROVEMENT PLAN, AS WELL AS HIGHLIGHTING OUR YEAR THREE STRATEGIC PLAN, BECAUSE THOSE ARE THE DRIVERS FOR THIS YEAR'S DISTRICT IMPROVEMENT PLAN.

JUST WANT TO REMIND THE COMMUNITY THAT THIS IS SOMETHING THAT IS REQUIRED.

HOWEVER, THIS IS A REQUIREMENT BY STATUTE. THIS IS FAR MORE MEANINGFUL PROCESS AND A MUCH LARGER DRIVER OF OUR WORK THAN JUST SIMPLY IT'S A REQUIREMENT. THIS IS TRULY A PLAN THAT OUR TEAM USES TO EVALUATE EVERY ACTION THAT WE'RE TAKING.

IF THERE IS SOMETHING THAT SOMEONE IS BRINGING FORWARD AS A PROPOSAL FOR, YOU KNOW, AN ACTION STEP OR A RESOURCE REQUEST, WE EVALUATE IT AGAINST THE DISTRICT IMPROVEMENT PLAN.

IS WHAT WE ARE BRINGING FORWARD GOING TO HELP US MOVE FORWARD WITH THE DISTRICT IMPROVEMENT PLAN? WHICH IS ULTIMATELY GUIDING TOWARDS OUR NORTH STAR GOAL AND OUR STRATEGIC PLAN.

I DO WANT TO NOTE THAT THE BOARD, WHILE WE HAVE PROVIDED YOU WITH A COPY OF THE ENTIRE DISTRICT IMPROVEMENT PLAN, THE BOARD WILL BE APPROVING THE DISTRICT AND HOPEFULLY THE CAMPUS IMPROVEMENT, AND YOU APPROVE IT AT THE PERFORMANCE OBJECTIVE LEVEL.

THE SPECIFIC ACTION STEPS IN THE STRATEGIES THAT ARE IN THAT ARE THE WORK OF THE ADMINISTRATIVE TEAM AND THE BOARD.

YOU REALLY ARE LOOKING AT IT. DO THOSE PERFORMANCE OBJECTIVES, DO YOU BELIEVE THAT THOSE ARE THE RIGHT PERFORMANCE OBJECTIVES TO HELP US REACH OUR GOALS?

[01:05:05]

IF WE'RE GOING TO BE A SYSTEM THAT IS ABOUT ENSURING EVERY STUDENT, TEACHER AND LEADER MEETS OR EXCEEDS THEIR ACADEMIC GROWTH GOALS, AND FOR THAT, THAT'S INDIVIDUAL. AND THAT'S WHY, AGAIN, BEING A PART OF A SYSTEM LIKE RICHARDSON ISD, IT IS SUCH AN INCREDIBLE GIFT. BUT IT ALSO HAS A CHALLENGE BECAUSE WHEN WE MEAN EVERY STUDENT MEETS OR EXCEEDS A YEAR'S WORTH OF GROWTH, THAT MEANS OUR STUDENTS WHO MAY BE AT GRADE LEVEL COMING TO SECOND GRADE, BUT THEY'RE PERFORMING AT A FOURTH GRADE LEVEL.

THAT STUDENT DESERVES AT LEAST A YEAR'S WORTH OF GROWTH, JUST LIKE A STUDENT WHO MAY BE COMING TO US WITH CHALLENGES AND MAYBE PERFORMING BELOW GRADE LEVEL. SO HOW DO WE MAKE SURE THAT WE ARE LEVERAGING EVERY RESOURCE THAT WE HAVE TO PRIORITIZING FOR THE NORTH STAR GOAL? AND THAT'S WHAT THE DISTRICT IMPROVEMENT PLAN AND OUR STRATEGIC PLAN ARE ALL ABOUT. YOU'VE SEEN THIS GRAPHIC.

I'M NOT GOING TO SPEND A LOT OF TIME ON ON THIS, BUT I DO JUST WANT TO REMIND IT THAT THIS IS OUR COLLECTIVE PRIORITY.

IF WE'RE GOING TO BE A SYSTEM ABOUT THE NORTH STAR GOAL, THEN WE SET FORWARD A STRATEGIC PLAN THAT HELPS US IDENTIFY WHAT STEPS DO WE TAKE ANNUALLY TO MEET THAT NORTH STAR GOAL, AND HOW DO WE MEASURE TO MAKE SURE THAT WE'RE MOVING FORWARD WITH THAT? SO JUST A COUPLE OF HIGHLIGHTS. AGAIN, WE VERY MUCH VALUE THE INPUT OF OUR STAKEHOLDERS.

WE KNOW INTERNALLY, ESPECIALLY AROUND THIS DIOCESE, THAT WE HAVE A CERTAIN PERSPECTIVE, WE HAVE CERTAIN EXPERIENCES THAT DRIVE OUR WORK AND OUR INFORMATION, AND THAT IT'S INCREDIBLY IMPORTANT THAT WE HEAR FROM OUR TEACHERS, THAT WE HEAR FROM OUR PARENTS, THAT WE HEAR FROM COMMUNITY MEMBERS, WE HEAR FROM OUR BUSINESS AND INDUSTRY PARTNERS.

AND SO WE DO HAVE, FOR EXAMPLE, INFORMATION THAT HELPED GUIDE THE DEVELOPMENT OF THIS DISTRICT IMPROVEMENT PLAN.

WE HAD A DISTRICT PLANNING COMMITTEE ON FEBRUARY 12TH.

WE ALSO HAD ONE ON SEPTEMBER 9TH. I ALSO WANT TO REMIND THE COMMUNITY THAT WE DO HAVE AS PART OF OUR COMMITTEE SIGN UP PROCESS.

THE DISTRICT PLANNING COMMITTEE IS AN OPPORTUNITY FOR PARENTS AND COMMUNITY MEMBERS TO SIGN UP AND TO SHOW THAT THEY WANT TO BE A PART OF THAT, TO HELP PROVIDE INPUT ON THE DISTRICT PLANNING COMMITTEE.

BUT THIS GROUP, REALLY, THEY LITERALLY SIT DOWN WITH THE DISTRICT IMPROVEMENT PLAN AND THEY GO GOAL BY GOAL, PERFORMANCE OBJECTIVE BY PERFORMANCE OBJECTIVE, AND THEY GIVE US FEEDBACK.

THEY TELL US WHAT'S WORKING. THEY TELL US WHAT'S NOT WORKING.

THEY TELL US MAYBE SOMETHING THERE'S A NUANCE OF SOMETHING THAT WE'VE MISSED OR THAT WE'RE NOT SEEING IT THROUGH THE PERSPECTIVE OF THAT CLASSROOM TEACHER OR THAT PARAPROFESSIONAL OR THAT AUXILIARY STAFF MEMBER. SO WHAT YOU'RE SEEING WITH THE DISTRICT IMPROVEMENT PLAN TONIGHT IS THE RESULT OF THAT INPUT AND MAKING SURE THAT WE ARE REFLECTING THIS PLAN FROM THAT INPUT.

QUICKLY, JUST TO HIGHLIGHT OF OUR STRATEGIC PLAN GOALS AND THE REASON WHY I SHARE THIS YEAR OVER YEAR, BECAUSE I THINK IT'S REALLY IMPORTANT THAT YOU SEE THE LINK BETWEEN OUR STRATEGIC PLAN AND OUR DISTRICT IMPROVEMENT PLAN.

THESE FIVE GOALS. GUESS WHAT? THESE ARE THE FIVE GOALS THAT YOU'RE GOING TO SEE IN OUR DISTRICT IMPROVEMENT PLAN.

THERE'S 100% ALIGNMENT WITH WHAT DO WHAT ARE WE GOING TO DO IN THE 25-26 SCHOOL YEAR THAT IS GOING TO HELP US ACHIEVE OUR STRATEGIC PLAN, WHICH IS ALL BUILT AROUND THAT NORTH STAR GOAL.

SO EVERYTHING FROM INDIVIDUAL STUDENT GROWTH, HOW DO WE RECRUIT AND RETAIN OUR QUALITY STAFF? HOW DO WE ENSURE THAT WE HAVE A CURRICULUM AND THAT WE HAVE UNIQUE EXPERIENCES THAT HELP SUPPORT GROWTH OF ALL STUDENTS? HOW ARE WE GOING TO ENGAGE WITH OUR COMMUNITY? AND THEN, AS YOU ALL KNOW, AND YOU'VE BEEN ON THIS JOURNEY WITH US STEP BY STEP, CONTINUE TO IDENTIFY THOSE EFFICIENCIES SO THAT WE CAN PRIORITIZE OUR RESOURCES ABOUT FOR OUR KIDS AND WHAT'S HAPPENING IN THE CLASSROOM.

SO THIS YEAR, WHEN WE THINK ABOUT OUR STRATEGIC PLAN, WHAT ARE THE THE FEW LEVERS THAT WE ARE REALLY FOCUSED ON TO HELP MOVE OUR STRATEGIC PLAN FORWARD? AND YES, IT CONTINUES TO BE AROUND ATTRACTING AND HIRING A HIGH QUALITY AND DIVERSE GROUP OF TEACHERS AND STAFF.

ONE OF THE REALLY THING, ONE OF THE THE OPPORTUNITIES THAT WE HAVE TO REALLY FOCUS IN THIS FIRST ONE IS AROUND ENSURING THAT THE NEW LEGISLATIVE REQUIREMENT FOR HIRING ALL CERTIFIED TEACHERS IN CORE AREAS.

THIS IS A BIG FOCUS OF DOCTOR, AND HE'S SHAKING HIS HEAD.

A BIG FOCUS OF OUR HUMAN RESOURCES TEAM IS AROUND ENSURING, AGAIN, EVERY SINGLE ONE OF OUR CORE TEACHERS HAS WHAT IS REQUIRED IN TERMS OF THAT CERTIFICATION, SO THAT WE CAN HAVE THAT ADDITIONAL ASSURANCE THAT THAT HIGH QUALITY INSTRUCTION IS HAPPENING IN EVERY CLASSROOM.

WE'RE CONTINUING TO ENSURE THAT OUR CURRICULUM AND THE RESOURCES THAT WE PROVIDE OUR TEACHERS ARE EVIDENCE BASED.

THEY ARE HIGH QUALITY. THEY ARE ENSURING THAT OUR TEACHERS ARE TEACHING GRADE LEVEL TEXAS ESSENTIAL KNOWLEDGE AND SKILLS,

[01:10:03]

THEY KNOW THEIR KIDS BEST. SO LET'S MAKE IT EASY FOR THEM ON THE FRONT END SO THEY CAN FOCUS ON THE THINGS THAT THEY DO BEST, WHICH IS THAT THAT INSTRUCTION AND INTERNALIZING THAT INSTRUCTION IN THAT CLASSROOM.

AND THEN FINALLY, AND AS YOU ALL KNOW, AS EVIDENCED BY BOND 2025, WE ALSO CONTINUE TO BE FOCUSED ON THE LEARNING ENVIRONMENT FROM THE CURB TO THE CLASSROOM.

HOW DO WE MAKE SURE THAT OUR LEARNING ENVIRONMENTS REFLECT OUR VALUES AND WHAT WE WANT FOR OUR ENTIRE COMMUNITY WHEN THEY WALK INSIDE OF RICHARDSON ISD SCHOOL.

OUR TIMELINE, YOU CAN SEE REALLY, WE BEGAN REALLY WITH OUR OUR DISTRICT PLANNING COMMITTEE IN FEBRUARY, GETTING FEEDBACK AROUND LAST YEAR'S PLAN, WHAT WAS WORKING, WHAT WASN'T.

AND THEN WE BEGAN TO REALLY OUR KICKOFF PROCESS STARTED IN APRIL.

AND REALLY, WHAT THIS DOESN'T SHOW YOU IS THAT IT REALLY NEVER STOPS.

WE ARE CONSTANTLY ANALYZING OUR DISTRICT IMPROVEMENT PLAN.

WE ARE CONSTANTLY LOOKING AT METRICS TO IDENTIFY WHERE DO WE NEED TO DOUBLE DOWN, MAYBE WHAT NEEDS TO BE SUNSET.

THAT MAY HAVE SOUNDED LIKE A GREAT IDEA, BUT THERE HAS BEEN A NEW NEED.

THERE HAS BEEN A NEW URGENCY THAT HAS PRESENTED ITSELF, AND WE MAY NEED TO ADJUST THOSE RESOURCES ACCORDINGLY.

SO IT IS THIS IS NOT A PLAN ON THE SHELF. THIS IS A PLAN THAT IT IS LOOKED AT, REVIEWED.

WE REFLECT ON IT, WE SEEK INPUT AND WE ADJUST AS NECESSARY.

SO AGAIN, ALL OF THIS I WOULD SAY IT'S A VERY DATA DRIVEN PLAN.

SO WE ARE LOOKING AT OUR ACADEMIC RESULTS. WE'RE LOOKING AT CLIMATE SURVEY RESULTS.

WE'RE LOOKING AT THE OUR STRATEGIC ACTION PLANS.

WE ARE LOOKING AT OUR HUMAN AND FISCAL RESOURCES.

WHAT DO WE HAVE AVAILABLE. WE MIGHT HAVE A BIG DREAM AROUND ACCOMPLISHING OR MOVING THE SYSTEM FORWARD.

BUT IF THERE IS NOT A SET OF RESOURCES, WHETHER IT'S HUMAN OR FISCAL, AVAILABLE TO MOVE THAT FORWARD THEN WHY IS THAT SOMETHING THAT WE WOULD WRITE INTO THE PLAN? SO WE WANT TO MAKE SURE THAT THAT WE HAVE THE RESOURCES TO ENSURE IF WE'RE GOING TO IMPLEMENT IT, WE IMPLEMENT IT WELL. AND THEN, OF COURSE, AS I'VE MENTIONED, WE HAVE OUR BOARD HOUSE BILL, THREE STUDENT PERFORMANCE GOALS AND OUR DISTRICT PLANNING COMMITTEE FEEDBACK HERE ARE OUR PRIORITIES FOR THIS YEAR.

AND I'M JUST GOING TO ALLOW IF THERE'S ANYONE FROM CABINET THAT WOULD LIKE TO ADDRESS MAYBE DOCTOR LEEPER.

A LOT OF THESE LIVE IN YOUR WORLD. IF YOU WANT TO JUST ADDRESS A LITTLE BIT AROUND THE PRIORITIES, THE INSTRUCTIONAL PRIORITIES WE HAVE THIS YEAR FOR OUR CLASSROOM TEACHERS.

ABSOLUTELY. THANK YOU. MRS BRANUM. GOOD EVENING, BOARD.

AND WE LOVE TO SEE THE INSTRUCTIONAL PRIORITIES BEING THE PRIORITY FOR THE DISTRICT AS WELL.

AS WE KNOW THAT THAT STUDENT ACHIEVEMENT AND STUDENT GROWTH IS THE MAIN PRIORITY OF OUR DISTRICT.

OF COURSE, ESPECIALLY WE AT LEAST LIKE THINGS ON TEACHING AND LEARNING.

AND THANK YOU TO BUT YOU WILL SEE UP HERE, OF COURSE.

SOME OF THE ONES THAT I'LL LOOK AT AS A TEACHER INCENTIVE ALLOTMENT. WE HAVE INCREASED THOSE CAMPUSES THIS YEAR. WE'RE VERY EXCITED ABOUT THAT. WE'RE ALSO LOOKING TO INCREASE OUR NUMBER OF NATIONAL BOARD CERTIFIED TEACHERS.

THAT WORKS ACTUALLY STARTING WITH THEM NEXT WEEK AS WELL.

IT'S ONGOING, BUT WE HAVE A BIG GROUP NEXT WEEK, I THINK ALMOST 40 THAT ARE WORKING TOWARDS THAT THIS YEAR.

WE WILL CONTINUE TO FOCUS ON OUR ESL MODELS AND OUR CONTENT MODELS, PARTICULARLY AS IT RELATES TO PRE-K THROUGH SIX AND STRENGTHENING THOSE TEACHER SUPPORTS, STRENGTHENING OUR DUAL LANGUAGE MODEL, WHETHER IT BE AT THE ONE WAY OR THE TWO WAY DUAL CAMPUS PROGRAMS. AND OF COURSE, OUR CONTINUED FOCUS ON OUR HIGH QUALITY INSTRUCTIONAL MATERIALS.

MRS BRANUM MENTIONED THE FOCUS ON ENSURING THAT OUR TEACHERS HAVE THE RESOURCES THAT THEY NEED ON A DAILY BASIS TO ENSURE A HIGH QUALITY, ON GRADE LEVEL INSTRUCTION EVERY DAY. SO THOSE ARE THINGS THAT WE'RE CONTINUING CONTINUING TO WORK WITH.

WE'RE REALLY STAYING THE COURSE THAT IS TARGETED ON KEEPING THE MAIN THING, THE MAIN THING.

AND REALLY JUST STARTED THAT WORK THIS YEAR, AND WE'RE KNEE DEEP IN IT AND VERY PROUD OF OUR TEACHERS FOR THE WORK THAT THEY'RE DOING NOW. OUR INSTRUCTIONAL COACHES, OUR PRINCIPALS, OUR AREA SUPES, EVERYONE IN THE AUDIENCE THAT IS HERE WITH US SUPPORTING OUR PRINCIPALS BECAUSE OUR CAMPUSES ARE IN THE WORK, THEY ARE KNEE DEEP IN THE WORK.

THEY'VE DONE OVER A THOUSAND WALKTHROUGHS AND THEY ARE JUST YOU CAN FEEL IT.

YOU CAN FEEL THE SENSE OF SENSE OF URGENCY, EXCITEMENT.

BUT ALSO WHILE THEY'RE LOVING ON KIDS, THEY'RE ALSO ENSURING GROWTH FOR OUR KIDS AS WELL.

AWESOME. AND THANK YOU FOR THAT. I ALSO JUST WANT TO REALLY ADDRESS BULLET NUMBER TWO.

BECAUSE I KNOW WHEN YOU HEAR SOMETHING LIKE GETTING BETTER FASTER, WHAT DOES THAT REALLY MEAN? IN THE WORK OF GETTING BETTER FASTER.

IT IS REALLY IDENTIFYING THE INSTRUCTIONAL STRATEGIES, THE DAY TO DAY WORK OF TEACHING AND LEARNING IN THE CLASSROOM.

[01:15:05]

WE'RE SUPPORTED BY REGION TEN. THIS IS NOT WORK JUST FOR SCHOOL IMPROVEMENT WORK.

THIS IS WORK AROUND INCREASING STUDENT PERFORMANCE AND STUDENT ACHIEVEMENT ACROSS THE WHOLE SYSTEM.

WE CONTINUE, AND WE HAVE PROVIDED MULTIPLE PRESENTATIONS FOR YOU ABOUT THAT WORK, BUT I WANT TO KEEP HIGHLIGHTING IT BECAUSE I KNOW IT'S HARD TO TO UNDERSTAND IF YOU'RE NOT. THIS ISN'T YOUR WORLD EVERY DAY TRYING TO UNDERSTAND WHAT DOES THAT MEAN? THE OTHER THING I REALLY WANT TO POINT OUT IN THESE DIP PRIORITIES, AND I WILL TELL YOU, OUR PRINCIPALS AND OUR PRINCIPAL RETREAT THIS SUMMER REALLY FELT A SENSE OF CONTINUED FOCUS. AND WE'RE NOT THERE WASN'T A WHOLE BUNCH OF NEW.

THIS ISN'T ABOUT TRYING TO THROW A WHOLE BUNCH OF THINGS UP AT THE WALL AND HOPE THEY STICK, AND HOPE THAT WE SEE MOVEMENT OR GROWTH IN STUDENT OUTCOMES.

WE ARE FOCUSED ON THE SAME SET OF INSTRUCTIONAL PRIORITIES THAT WE HAD LAST YEAR, OR THE SAME SET OF INSTRUCTIONAL PRIORITIES THAT WE HAVE THIS YEAR.

WE ARE HELPING TO GROW AND SUPPORT EVERY SINGLE PART OF THE CAMPUS AND UNDERSTANDING WHAT THOSE INSTRUCTIONAL PRIORITIES ARE, WHAT THE EXAMPLE, WHAT DOES IT LOOK LIKE WHEN IT'S BEING IMPLEMENTED AT THE HIGHEST LEVEL, AND THEN OUR JOB, DOCTOR LEEPER'S JOB, OUR AREA SUPERINTENDENTS, OUR JOB THEN IS TO MAKE SURE THAT WE MOVE TOWARDS THAT EXEMPLAR.

WE TAKE WHERE WE ARE. AND BY THE END OF THE YEAR, WE HAVE MOVED EVERY TEACHER, EVERY SUPPORT STAFF CLOSER TO THAT EXAMPLE OF WHAT IT LOOKS LIKE TO BE IMPLEMENTING HIGH QUALITY INSTRUCTION, USING GETTING BETTER FASTER AT THE HIGHEST LEVEL.

SO AGAIN, WHAT YOU'RE GOING TO SEE IN THE DISTRICT IMPROVEMENT PLAN IS NOT A WHOLE BUNCH OF NEW. IT IS CONTINUING TO REFINE AND DOUBLE DOWN ON THE THINGS THAT WE KNOW, WORK AND MOVE STUDENT ACHIEVEMENT. THIS WORK, WHETHER YOU ARE TALKING ABOUT MOVING A CAMPUS THAT IS AT A 92 AND HELPING THEM REACH THEIR GOAL OF A 96 IS MEASURED BY ACCOUNTABILITY.

THAT IS THE SAME WORK FOR THEM AND IT DOESN'T HAPPEN OVERNIGHT.

IT'S THE SAME WORK FOR OUR CAMPUSES RIGHT NOW THAT WE KNOW ARE SITTING BELOW WHERE WE WOULD WANT THEM IN THAT 56 RANGE.

AND WHAT DO WE NEED TO GET THEM TO BE PERFORMING, NOT JUST OUT OF RANGE OR AT A C RANGE, WE WANT THEM TO ALSO BE AT AN A AND A B RANGE.

AND WHAT IS THAT WORK GOING TO TAKE TO GET THERE, BUT IT DOES NOT HAPPEN OVERNIGHT.

AND SO OUR FOCUS, EVERY PRINCIPAL MEETING, EVERY CONVERSATION WE HAVE EVERY PULLOUT WITH TEACHERS.

THE MAIN THING IS THE MAIN THING. AND IT'S THOSE THREE INSTRUCTIONAL PRIORITIES.

I THINK WE'VE HIGHLIGHTED KIND OF THE WORK OF WHAT'S HAPPENING AND WHETHER IT'S HR, WHETHER IT'S HAPPENING IN OUR OUR FACILITIES STRATEGY AND ENGAGEMENT, TECHNOLOGY SERVICES, ADMINISTRATIVE SERVICES.

AND EVERYONE IS REALLY FOCUSED ON HOW DO THEY CONTRIBUTE TO STUDENT OUTCOMES, WHETHER IT'S THROUGH THE FACILITIES AND MAKING SURE OUR CLASSROOMS AND OUR LEARNING ENVIRONMENT REFLECTS THAT. WHETHER IT IS WHAT'S HAPPENING IN OUR EXTRACURRICULAR PROGRAMS, SPECIAL EDUCATION, WE ARE ALL FOCUSED ON THOSE SAME PRIORITIES.

SO HOW DO WE MEASURE IT? OUR DISTRICT IMPROVEMENT PLAN, WE MEASURE THIS QUARTERLY.

WE MEASURE THIS AT THE CAMPUS LEVEL, WHICH WE WILL BE BRINGING FORWARD TO YOU NEXT MONTH, AS WELL AS AT THE DISTRICT LEVEL.

OUR QUARTERLY REVIEWS ARE POSTED AND AVAILABLE PUBLICLY SO THAT OUR COMMUNITY CAN SEE THE PROGRESS THAT WE'RE MAKING EVERY NINE WEEKS IN EACH OF THE STRATEGIES, AS WELL AS AT THE PERFORMANCE OBJECTIVE LEVEL.

SO AGAIN, WE THIS IS SOMETHING WE ARE BENCHMARKING ON A REGULAR BASIS TO UNDERSTAND.

ARE WE MAKING THE MOVEMENT THAT WE ARE? AND IF WE'RE NOT, WHAT DO WE NEED TO ADJUST OR WHAT DO WE NEED TO LET GO OF? AND THEN ANNUALLY WE LOOK AT HOUSE BILL THREE GOALS IN THIRD GRADE READING, THIRD GRADE MATH AND CCMR. I WILL NOTE THAT I DID BRING FORWARD THIRD GRADE READING AT, OR FOR 25-26.

WHAT OUR GOALS WOULD BE AT THAT LEVEL. AND YOU CAN SEE OUR THIRD GRADE READING AND OUR THIRD GRADE MATH.

I KNOW IT HAS BEEN MENTIONED AROUND, DO WE NEED TO LOOK AT AND ADJUST BECAUSE WE WANT THESE TO BE AT 100%? NO, ABSOLUTELY. WE WANT I MEAN, WE HAVE ASPIRATIONS TO HAVE THESE AT THE HIGHEST LEVEL.

A CONSIDERATION I THINK WE HAVE TO HAVE AS WE'RE HAVING THAT CONVERSATION OR IF WE BRING THAT CONVERSATION FORWARD, IS TO NEW INFORMATION, PIECES OF INFORMATION THAT ARE OUT, TA HAS ALREADY RELEASED THE COMPLETE CHANGE OF THE ACCOUNTABILITY AND THE A THROUGH F SYSTEM FOR 2028. ON TOP OF THAT, HOUSE BILL EIGHT WAS SIGNED BY THE GOVERNOR YESTERDAY, WHICH NOT ONLY CHANGES THE A THROUGH F SYSTEM,

[01:20:09]

IT WILL BE A WHOLE NEW INSTRUMENT. THERE'S REALLY NO CLARITY YET AROUND WHAT THAT'S GOING TO LOOK LIKE.

AND SO I'M NOT SURE THAT RIGHT NOW WE WOULD WANT TO ADJUST THESE GOALS, KNOWING THAT WE'RE GOING TO HAVE A WHOLE NEW SET OF INSTRUMENTS AND A WHOLE NEW SET OF ACCOUNTABILITY. WHEN WE LOOK AHEAD FOR 2028. SO JUST WANTED THE BOARD IN OUR COMMUNITY TO BE AWARE OF THAT.

SO FINALLY, OUR KEY TAKEAWAYS. EVERYTHING IS ALIGNED.

OUR PRIORITIES ARE OUR PRIORITIES. AND WE ARE STAYING FOCUSED ON THAT WORK OF ENSURING STUDENT OUTCOMES.

OUR DISTRICT AND CAMPUS IMPROVEMENT PLANS ARE TARGETED TO SUPPORT THOSE PRIORITIES.

AND THEN WE CONTINUE CONTINUOUSLY MONITOR THESE, PROVIDE THAT UPDATE FOR THE COMMUNITY SO EVERYONE IS AWARE OF OUR PROGRESS.

AND WITH THAT, SO WHAT WE ASKED THE BOARD TO DO IS WE ARE BRINGING THE DRAFT OF THE DISTRICT IMPROVEMENT PLAN FORWARD FOR YOU TONIGHT TO BE AWARE OF HOW DID WE GET TO THIS PLACE, YOU NOW HAVE THE DRAFT. WE ARE NOT ASKING FOR YOU TO TAKE ACTION ON THAT.

WE KNOW THIS IS A SIGNIFICANT DOCUMENT FOR THE BOARD.

AND SO WE WOULD ASK THAT YOU REVIEW THE PLAN BASED UPON THE INFORMATION YOU RECEIVED TONIGHT, OF COURSE, BRING QUESTIONS FORWARD. AND WE WOULD ASK THAT YOU TAKE ACTION IN OUR FIRST MEETING IN OCTOBER.

ALL RIGHT. THANK YOU FOR THE PRESENTATION. THANK YOU, DOCTOR LEEPER AND SUPERINTENDENT BRANUM.

BEFORE WE OPEN UP TO QUESTIONS. SO JUST TO CLARIFY, WE'VE GOT AND THIS IS, YOU KNOW, WHOEVER'S WATCHING ALSO, BUT THE STRATEGIC PLAN AND I KIND OF SEE THAT AS THE WHAT THAT'S A FIVE YEAR DOCUMENT BASICALLY.

AND THEN THE DIP AND THE CIP IS THE HOW RIGHT AT A DISTRICT LEVEL AND A CAMPUS LEVEL.

SO AS SUPERINTENDENT BRIAN MENTIONED, OUR NEXT MEETING, I THINK WE'RE SCHEDULED FOR ACTUALLY APPROVING THE DIP, SO WE CAN ASK QUESTIONS TONIGHT. I'M SURE THERE'LL BE A LOT MORE AS WE DIG INTO IT AND KIND OF REVIEW IT AS A BOARD.

BUT WE CAN START OUT NOW WITH ANY QUESTIONS OR COMMENTS FROM THE BOARD, BASED ON THE HIGHLIGHTS THAT WE WERE GIVEN TONIGHT.

YES, MISS PACHECO. THANK YOU SO MUCH FOR THAT PRESENTATION.

I'M CURIOUS A LITTLE BIT ON YOUR THE WELL, THE DISTRICT IMPROVEMENT AND HAVING A CHECKLIST AND A WALKTHROUGH FOR THE SCHOOLS, OR IS THAT CHECKLIST OR IS THAT GOING TO BE COLLABORATIVE WITH THE DISTRICT LEADERS OR SCHOOL LEADERS? YES, MA'AM. SO WHAT WE DID IS WE CREATED A DISTRICT, KIND OF SET OF LOOK FOR'S.

IT'S CALIBRATED WHEN WE THINK ABOUT THAT CURVE TO THE CLASSROOM WHEN WE DRIVE UP.

AND THIS IS REALLY A CENTRAL TOOL THAT WE'RE USING.

SO WHEN WE DRIVE UP, ARE WE FOR EXAMPLE, YOU KNOW, THE CUPS OR THE DISCS THAT THEY HAVE ON THE FENCES OF THE BUILDINGS? YOU KNOW, IT SAYS THE MASCOT OR MAY HAVE THE SCHOOL NAME.

DO ALL THE CUPS ACTUALLY SAY THE SCHOOL NAME OR ARE SOME CUPS MISSING? ARE THERE POTENTIALLY PLANTERS THAT DON'T HAVE LIVE VEGETATION? SO HOW ARE WE EVALUATING AND HOW ARE WE BEING, ARE WE AWARE? BECAUSE AS A PRINCIPAL, I WAS SO FOCUSED ON WHAT'S HAPPENING IN THE CLASSROOMS AND SUPPORTING STUDENT BEHAVIOR, ANSWERING PARENT QUESTIONS THAT SOMETIMES I WOULD MISS THOSE DETAILS BECAUSE I'M LOOKING AT IT EVERY DAY.

SO THE CENTRAL OFFICE WE TAKE, WE COMPLETE THOSE WALKTHROUGHS.

IT IS SUBMITTED ONLY AT THE CENTRAL OFFICE. AND THEN WE REVIEW, FOR EXAMPLE, MR. JASSO WILL REVIEW THOSE WALKTHROUGHS TO DETERMINE DOES HE NEED TO DEPLOY OUR GROUNDS CREW.

DO WE NEED TO HAVE OUR CUSTODIANS MAYBE PROVIDE SOME EXTRA CLEANING? SO IT HELPS US KNOW HOW TO DEPLOY OUR CENTRAL STAFF TO HELP MAKE SURE THAT THE EXTERIOR, THE INTERIOR OF THE LEARNING ENVIRONMENT LOOKS THE WAY THAT WE WOULD EXPECT IT TO LOOK. AND MR. JASSO, I DON'T KNOW IF YOU WANT TO ADD ANYTHING ELSE. YEAH.

THANK YOU MRS BRANUM. BOARD. GOOD EVENING. THE FORM THAT WE'RE TALKING ABOUT, I'M ACTUALLY READING FROM THE FORM, AND IT'S IT HAS LISTED. INTERIOR ENVIRONMENT IS CLEAN, SAFE, WELCOMING.

OBVIOUSLY, THAT WOULD PERTAIN TO OUR CUSTODIAL STAFF.

IF WE NEEDED TO DEPLOY STAFF TO CERTAIN PLACES THAT WEREN'T UP TO PAR FOR WHATEVER REASON.

AND THEN THERE'S A LINE FOR EXTERIOR ENVIRONMENT IS CLEAN, SAFE AND WELCOMING. AGAIN, THE CURB, THE CLASSROOM APPEAL. THAT'S A HIGH FOCUS. WE JUST TALKED ABOUT THAT YESTERDAY.

AS A MATTER OF FACT. AND THEN FINALLY, THERE IS ANOTHER FOR THE OPERATIONS TEAM.

THE ARRIVAL AND DISMISSAL PROCEDURES ARE SMOOTH AND SAFE.

AND SO THAT PERTAINS TO OUR TRANSPORTATION DEPARTMENT, BECAUSE BUSSES ARE A PART OF THAT, ALONG WITH SAFETY AND SECURITY, BECAUSE WE WORK IN CONJUNCTION WITH THE CAMPUSES FOR THE TRAFFIC MANAGEMENT PLANS, THOSE TYPES OF THINGS. AND I DO WANT TO NOTE, AND I MAY HAVE MISUNDERSTOOD YOUR QUESTION AS WELL.

[01:25:01]

THESE ARE NON-PUNITIVE. THESE ARE MORE ABOUT JUST GATHERING INFORMATION AND MAKING SURE WE'RE JUST AWARE OF OF WHAT DOES THE LEARNING ENVIRONMENT LOOK LIKE? IS IT MEETING OUR EXPECTATIONS? WE ALSO HAVE CLASSROOM WALKTHROUGHS WHERE WE'RE ACTUALLY LOOKING AT THE QUALITY OF INSTRUCTION.

AND OUR ASSISTANT PRINCIPALS, OUR PRINCIPALS, OUR CENTRAL TEAM USE WALKTHROUGHS TO HELP US UNDERSTAND WHAT IS HAPPENING INSIDE THE CLASSROOM, EVALUATE TRENDS, KNOW HOW WE MIGHT BE ABLE TO PROVIDE ADDITIONAL SUPPORTS TO A TEACHER, TO A GRADE LEVEL, OR TO A CAMPUS. SO THERE ARE TWO DIFFERENT WALKTHROUGHS.

THE WALKTHROUGHS THAT ARE INSTRUCTIONAL, THOSE ALL ARE WITH THE PRINCIPAL.

AND THE PRINCIPAL IS REALLY THE ONE THAT GENERATES THAT AND LEADS THAT PROCESS.

THE BUILDING ONES ARE REALLY FOR US AT THE CENTRAL LEVEL TO HELP ENSURE WE'RE PROVIDING THE THE ENVIRONMENT, AND WE'RE DEPLOYING THE SUPPORTS TO THE CAMPUS TO MAKE THE ENVIRONMENT LOOK GREAT.

PERFECT. SO JUST TO CLARIFY, I THINK AND CORRECT ME IF I'M WRONG, YOU'VE HAD THE ACADEMIC WALKTHROUGHS THOUGH PRIOR, AND THIS IS MAINLY INTRODUCING. YES, MA'AM. EXTERIOR.

YES. OPERATIONAL BUILDING. YES, MA'AM. WE'VE NEVER DONE, WE'VE NEVER EVALUATED AND JUST NEVER ENSURED THAT AS WE'RE WALKING THROUGH A CAMPUS, WE'RE LOOKING THROUGH, YOU KNOW, A YARD SIGN THAT MAY BE FROM AN EVENT THAT TOOK PLACE THREE MONTHS AGO.

AND INSTEAD OF WALKING BY, LET'S PICK IT UP AND, YOU KNOW, MAKE SURE THAT WE'RE HELPING THAT PRINCIPAL WITH THOSE LITTLE THINGS.

SO THIS WOULD BE A NEW PROCESS. OKAY. PERFECT.

THANK YOU. I DO HAVE SOME QUESTIONS ON THIS. I KNOW WE DON'T HAVE ANSWERS, BUT WE HAVE THIS NEW TESTING TOOL THAT MIGHT HAPPEN OR WILL HAPPEN. WE DON'T KNOW WHAT IT IS.

IS THERE A WAY OR DO YOU GUYS PLAN ON MAYBE THINKING OF MAYBE ADJUSTING SOME SORT OF GOAL WITH AN INTERNAL TEST OR CHECKER THAT WE MAY HAVE SO THAT WE CAN KIND OF DIRECT A LITTLE BIT OF THAT FOR FUTURE PLANNING? I WOULD SAY MAP WOULD BE THE INSTRUMENT. NOW I WILL ALSO SAY, BASED UPON WHAT WE'RE BEGINNING TO UNDERSTAND ABOUT HOUSE BILL EIGHT AND THE CHANGES FOR THE ASSESSMENT IN THE ACCOUNTABILITY SYSTEM, BECAUSE THERE IS A BEGINNING AND MIDDLE AND END OF THE YEAR, IT MAY BE THAT WE WILL HAVE TO ADJUST OUR STRATEGY WITH MAP, BECAUSE THAT WOULD BE A WHOLE LOT OF TESTING AND A LOT OF INSTRUCTIONAL TIME FOR OUR, OUR STUDENTS. IF THEY'RE TAKING MULTIPLE TESTS, BOTH AT EACH OF THOSE THREE INTERVALS.

SO THAT'S SOMETHING THAT WE'RE STUDYING TO REALLY UNDERSTAND WHAT WE'RE LOOKING AT AND WHAT WE'RE GAUGING AT WE DO INCREASE THE RIGOR AND THE EXPECTATIONS OF MAP GROWTH EACH OF THE YEARS TO ALIGN WITH OUR HOUSE BILL THREE GOALS.

SO WE DO RAISE THE STANDARD OF WHAT WE EXPECT TO HIT FOR THE TRAJECTORY OF STUDENT GROWTH, AS MEASURED BY MAP ALREADY BUILT IN. OKAY. PERFECT.

THANK YOU SO MUCH FOR CONSIDERING THE NOT OVER TESTING OUR STUDENTS, CONSIDERING THE OTHER THINGS THAT MIGHT COME UP WITH THE STATE AND THEIR REGULATIONS.

I KNOW WE NEED TO MEASURE THEM, AND I JUST WANTED OUR COMMUNITY TO KNOW THAT WE ARE DOING THAT.

BUT WE ALSO DON'T WANT TO JUST JUST DO THAT ALL DURING THE CLASSROOM.

ONE LAST THING. AND I DON'T KNOW IF THERE IS AN ANSWER FOR THIS, OR MAYBE IT'S FOR LATER.

GETTING BETTER FASTER. IS THERE, LIKE, SOMETHING THAT YOU CAN GIVE US AN EXAMPLE TO THE COMMUNITY? WHAT? WHAT DOES THAT LOOK LIKE? WHAT DOES THAT MEAN? I KNOW IT DOESN'T MEAN LIKE RIGHT AWAY, LIKE TOMORROW, BUT WHAT DO YOU DO FOR THAT? ABSOLUTELY. I DON'T KNOW, DOCTOR LEEPER, IF YOU WANT TO ADDRESS A LITTLE BIT OF THAT. SURE.

ABSOLUTELY. AND I'LL JUST KIND OF PIGGYBACK ON A QUESTION THAT YOU JUST MENTIONED AS FAR AS JUST THE OBSERVATION AND WALKTHROUGHS IN THE CLASSROOM.

SO ONE OF THE MAIN THINGS THAT WE'RE REALLY FOCUSING ON WITH OUR PRINCIPALS, WITH OUR INSTRUCTIONAL COACHES, WITH OUR TEACHERS IS WE'RE DOING THOSE WALKTHROUGHS, RIGHT.

WE SAID WE HAVE OVER 1000 THAT WE'VE BEEN IN TEACHERS CLASSROOM WITH THE PRINCIPAL, WITH THE COACHES, WITH TEACHERS, OTHER TEACHERS THAT ARE LEARNING FROM OTHER TEACHERS.

AND SO THE IDEA IS WHILE WE'RE IN THERE, WE'RE LOOKING AT IT COULD BE ANYTHING THAT WE'RE FOCUSING ON THAT DAY.

IT COULD BE ROUTINES, COULD BE PROCEDURES. HOW ARE KIDS WALKING IN THE CLASSROOM? ARE THEY ACTIVELY ENGAGING AS SOON AS THEY ENTER THE CLASSROOM? IS THE LESSON OBJECTIVE ON THE BOARD THAT THE TEACHERS ARE EXPECTED TO WRITE? IS IT ALIGNED TO THE TEKS AND ALIGNED TO THE RIGOR OF THAT TEKS FOR THE LESSON OF THAT DAY? SO IT IS WHAT THE TEACHER IS TEACHING THAT DAY ALIGNED TO THE CURRICULUM? ARE THEY USING THE CURRICULUM, AND IS IT REALLY AT THE LEVEL THAT THEY'RE GOING TO SEE IT TESTED? AND IF THEY'RE NOT, HOW DO WE EITHER SCAFFOLD UP TO THEM TO MAKE SURE THEY GET HERE OR IF THEY ALREADY ARE THERE, HOW CAN WE EVEN ENRICH THEM EVEN FURTHER? AND SO WHEN WE WALK THOSE CLASSROOMS AS A TEAM, WE CAN THEN GO BACK AND SIT DOWN.

AND THAT'S WHERE YOU HEAR THE OBSERVATION FEEDBACK. WE'VE DONE THE OBSERVATION IN THE WALK THROUGH WITH THE TEAM.

WE'VE OBSERVED THE TEACHER, WE'VE OBSERVED THE STUDENTS BECAUSE A LOT OF THE WALK THROUGH ALSO IS NOT ONLY OBSERVING THE TEACHER AND THE TEACHER POSTURE TEACHER VOICE TEACHER

[01:30:04]

FOR THE MOST PART, THEY'RE LEARNING. WE'RE LOOKING FOR SPECIFIC, ACTIONABLE STEPS THAT WHEN WE COME OUT OF THAT WALKTHROUGH, WE'RE GOING TO GIVE TO THE TEACHER. AND SO AND THAT IS THE FEEDBACK SESSION AFTER THE OBSERVATION SESSION.

WE'VE OBSERVED, WE'VE DONE THE WALK. NOW WE'RE GOING TO GO BACK AND PROVIDE ACTIONABLE, TARGETED FEEDBACK TO THE TEACHER THAT'S GOING TO HELP HER GET BETTER FASTER.

AND SO BECAUSE OF THAT SPECIFIC TARGETED FEEDBACK, IT COULD BE WE SAW THE LESSON OBJECTIVE ON THE BOARD.

IT WAS GREAT. IT WAS EXACTLY ALIGNED TO THE TEK, WHAT THEY SHOULD HAVE BEEN LEARNING TODAY.

HOWEVER, THERE ARE MANY MISSED OPPORTUNITIES FOR THE KIDS IN THE BACK OF THE ROOM.

THEY MISSED THE WHAT WE CALL THE NAME IT AND STAMP IT LIKE PART OF THE LESSON.

DID THEY REALLY HIT WHAT THEY SHOULD HAVE LEARNED DURING THAT 30 MINUTE, THAT 90 MINUTE LESSON.

AND SO WE'RE GOING IN AND LOOKING FOR THAT, DID THE KID REALLY STAMPED THAT LEARNING? AND THE TEACHER HAS TO STAMP THAT WHILE SHE'S MONITORING THAT EVERY SINGLE STUDENT IN THAT CLASSROOM HAS HIT THAT LEARNING OBJECTIVE FOR THE DAY.

AND IF AS WE'RE IN THAT CLASSROOM, THAT'S THAT'S WHAT WE'RE LOOKING FOR. AND IF WE SEE THAT THAT DIDN'T HAPPEN, THEN WE'LL TALK TO THE TEACHER AND SAY, OKAY, WHAT ARE SOME STRATEGIES NEXT? WE CAN STAMP, WE CAN USE TO HELP YOU GET BETTER, FASTER, TO ENSURE THAT EVERY EVERY SINGLE STUDENT NAILED THAT MASTERY.

IT COULD BE A PROBLEM. IT COULD BE A LITTLE TURN AND TALK THAT THEY'RE SUPPOSED TO DO.

IT COULD BE A WRITING LESSON. IT COULD BE A READING, WRITING, LISTENING, SPEAKING, WHATEVER IT WAS THAT THAT STUDENT WAS SUPPOSED TO DEMONSTRATE THEIR LEARNING. OF THAT TEK, DID THEY STAMP IT? DID THEY GET IT? AND IF WE SEE THEY DIDN'T, THEN WE'RE GOING TO GIVE THEM A STEP TO SAY, OKAY, NEXT TIME WE'RE GOING TO RETEACH THAT AND LET'S MODEL THE RETEACH TOGETHER.

AND THEN WE'RE GOING TO WALK AND MAKE SURE THAT EVERY SINGLE KID GOT THE LEARNING THAT WHEN WE COME BACK FOR OUR NEXT WALK.

AND SO REALLY JUST ENSURING THAT WHILE WE'RE DOING OUR WALKS, WE'RE DOING THAT OBSERVATION, WE'RE GIVING THEM ACTIONABLE FEEDBACK AND THAT THAT IS A PROCESS THAT IS CYCLICAL ALL YEAR THAT WE'LL BE DOING AND THAT IS WHAT HELPS, AS RESEARCH'S PROVEN TO HELP TEACHERS GET BETTER FASTER AND REALLY ENSURE THAT STUDENTS ARE THAT STUDENTS GET BETTER FASTER AS WELL. SO WHEN YOU HEAR THAT VERBIAGE AND THAT'S JUST ONE EXAMPLE, THERE'S MULTIPLE MULTIPLE EXAMPLES AND STRATEGIES THAT ARE USED TO GET BETTER, FASTER, MULTIPLE.

WE CHUNK AND CHEW IT FOR THIS FIRST PART OF THE YEAR WHEN WE'RE DOING OUR OBSERVATIONS RIGHT NOW, WE'RE LOOKING AT DOMAIN THREE T TEST, REALLY FOCUSING ON ENVIRONMENTAL ROUTINES, MANAGING STUDENT BEHAVIOR.

THAT'S REALLY THE FOCUS A LOT, HONESTLY, IN SEPTEMBER AND OCTOBER, MAKING SURE THAT WE'VE GOT THOSE STRONG ROUTINES AND THEN WE'LL ROLL INTO ACHIEVING THOSE EXPECTATIONS AND DOMAIN TO A T TEST. EVERYTHING IS ALIGNED TO T TEST.

AND LET ME JUST. LOVE THAT. YES. LET ME CHIME IN.

THANK YOU. THAT WAS, THAT WAS WONDERFUL. I THINK WHAT YOU JUST SAID AT THAT END THERE.

SO T TEST IS THE INSTRUMENT THAT WE USE TO EVALUATE TEACHER PERFORMANCE.

OKAY. THAT IS THE EVALUATION INSTRUMENT AND IT IS VERY CLEAR AROUND HERE'S HERE ARE THE ACTIONS OF THE TEACHER.

IF THEY'RE AT EACH LEVEL OF PERFORMANCE IN THEIR EVALUATION, WHAT I BELIEVE HAS BEEN MISSING, IN ORDER TO TO MOVE ALL TEACHERS ALONG THAT T TEST EVALUATION ARE THE ACTUAL STRETCH.

LIKE WHAT DOES IT MEAN? SO WHAT IT MEANS TO MOVE FROM YOU KNOW, DEVELOPING, DEVELOPING TO PROFICIENT, PROFICIENT TO DISTINGUISH HOW DO I ACTUALLY DO IT? RIGHT. IT'S EASY TO SAY YOU'RE AT DEVELOPING AND THIS IS WHAT MASTERY LOOKS LIKE.

BUT ACTUALLY WHAT MOVES DO I MAKE? WHAT DO I DO SPECIFICALLY AS A TEACHER IN THE WAY THAT I CHECK FOR UNDERSTANDING AT THE END OF A LESSON? DOES EVERY STUDENT GET IT? HOW DO I IMPROVE THAT I KNOW I NEED TO.

BUT HOW DO I IMPROVE THAT? AND THE GETTING BETTER, FASTER PROTOCOL IS SPECIFIC TO HELP THE PRINCIPAL, THE ASSISTANT PRINCIPAL, INSTRUCTIONAL COACHES, AND THE TEACHER ALL BE ON THE SAME PAGE OF THIS IS YOUR NEXT MOVE.

THERE'S NOT CLARITY. IT'S NOT A GUESSING GAME.

IT'S NOT LIKE, HEY, I'M GOING TO HOPE I'M GOING TO DO THIS AND AND HOPEFULLY, MAYBE I'M GOING TO GET BETTER.

IT'S WE KNOW IF YOU MAKE THIS MOVE, YOU ARE GOING TO SEE THIS KIND OF GROWTH.

AND OVER TIME YOU'RE GOING TO CONTINUE TO GET BETTER FASTER, WHICH IS GOING TO MEAN INCREASED STUDENT OUTCOMES FOR STUDENTS, BECAUSE YOU'RE NOT GOING TO MISS THAT YOU HAD THOSE FOUR STUDENTS IN THE BACK THAT WERE DISENGAGED AND WEREN'T ABLE TO COMPLETE THE THE THAT DEMONSTRATION OF LEARNING AT THE LEVEL THAT THEY NEEDED TO. AND I'M GOING TO CATCH IT RIGHT THEN SO THAT A GAP DOESN'T, DOESN'T FORM.

SO I'M NOT HAVING TO FILL IN THAT GAP AFTER THE FACT.

NO, I CAUGHT IT THAT DAY. AND I KNOW TOMORROW I'M GOING TO HAVE TO PULL A SMALL GROUP AND ADDRESS THAT LEARNING THE NEXT DAY, VERSUS WAITING UNTIL WE DO A TEST TO SEE THAT.

OH, THEY DIDN'T GET IT. OKAY. YEAH, I KNOW THAT WAS A LOT OF WORDS AND A LOT OF EXPLANATION.

[01:35:02]

IT'S SO COMPLEX. AND THE ART OF TEACHING IS SO COMPLEX.

BUT I DO THINK THIS WORK OF GETTING BETTER FASTER IS AS CLEAR AND PROVIDES AS MUCH CLARITY AND CALIBRATION AMONGST EVERYONE THAT I'VE EVER SEEN IN HELPING IMPROVE TEACHER PERFORMANCE. THANK YOU SO MUCH FOR THOSE EXAMPLES AND THE EXPLANATION.

I THINK JUST RUNNING THROUGH A SYSTEM LIKE THAT IS DEFINITELY VERY SUPPORTIVE OF THE TEACHER, OBVIOUSLY, BUT THE CAMPUS ITSELF AND YOU ALL AS THEIR LEADERS.

SO YEAH, I THINK THAT'S GREAT. I'M GLAD THAT THE TEACHER GETS AN OPPORTUNITY TO TWEAK HER CRAFT OR HIS CRAFT AND SUPPORT THE STUDENTS IN THEIR CLASSROOM, AND GIVING THEM A QUICKER OPPORTUNITY TO MASTER WHATEVER THEY WERE TAUGHT.

YOU KNOW, RATHER THAN WAITING ON THE TEST DAY.

THOSE WERE ALL MY QUESTIONS. THANK YOU. THANK YOU, MISS PACHECO.

MISS TIMME. THANK YOU SO MUCH FOR THAT. I JUST WANT TO CLARIFY JUST A COUPLE OF THINGS.

WHEN YOU'RE, WHEN WE'RE LOOKING AND REVIEWING THE DIP BEFORE WE VOTE ON IT.

NEXT TIME. THIS IS REALLY ONLY BIG, LARGE SYSTEMS THAT ARE DISTRICT WIDE BASED ON NEEDS THAT WERE THEN GOING TO LOOK AT.

AND THEN INDIVIDUAL SCHOOLS WILL LOOK AT THEIR CAMPUS IMPROVEMENT PLAN, RIGHT? ON HOW THOSE INDIVIDUALLY THEN APPLY TO THEIR CAMPUSES BASED ON THEIR CONTEXT.

ABSOLUTELY. SO AGAIN, YOU'RE GOING TO SEE WHEN THE CAMPUS IMPROVEMENT PLANS COME FORWARD.

THERE MAY BE SOME CAMPUSES WHERE EARLY LEARNING THEY'RE KNOCKING IT OUT OF THE PARK, AND YOU'RE GOING TO SEE AN EMPHASIS IN THEIR DISTRICT IMPROVEMENT PLAN THAT'S AROUND UPPER GRADE LEVELS. AND IT MIGHT BE THE OPPOSITE AT A DIFFERENT CAMPUS FOR ANOTHER CAMPUS, IT MIGHT BE THAT THEY'RE WORKING ON STUDENT BEHAVIOR AND MANAGEMENT BECAUSE AS WE'RE ALSO PREPARING AND GETTING READY TO LEARN, WE'VE GOT TO ADDRESS SOME SYSTEM AND SOME BEHAVIOR MANAGEMENT THINGS BEFORE WE CAN FOCUS ON GETTING READY TO LEARN.

SO EACH CAMPUS PLAN IS INDIVIDUALIZED, BUT ALIGNED THAT THE DISTRICT PRIORITIES ARE STILL THE DISTRICT PRIORITIES.

AND WE CAN'T, WE DON'T WE DON'T VEER FROM THOSE.

BUT WHAT IT LOOKS LIKE AT THAT CAMPUS IS ABSOLUTELY INDIVIDUALIZED.

GREAT. AND THOSE COME FORWARD AT A DIFFERENT TIME. CORRECT? YES, MA'AM. WE WILL ACTUALLY BRING THE DRAFT OF THE DISTRICT IMPROVEMENT PLANS TO YOU IN THE WORK SESSION IN OCTOBER. OKAY, GREAT. THANK YOU.

AND THEN ALSO TOO, I JUST WANT TO HIGHLIGHT KEY GOALS, LIKE BLOWING THAT OUT OF THE WATER WAS AWESOME.

BUT ALSO TOO, IF I'M NOT MISTAKEN. IF I HEARD TODAY ON HOUSE BILL EIGHT THAT THE THE TEST ITSELF, ONE OF THE REASONS I THINK THAT WE'RE PROBABLY NOT GOING TO BE ABLE TO SET GOALS ,A, IT'S A DIFFERENT TOOL, BUT B, I DON'T EVEN THINK THE CUT SCORES OR ANY OF THAT WILL BE RELEASED UNTIL LATE SPRING, EARLY SUMMER OF 26, SO THERE'S NOT EVEN REALLY ANYTHING TO SET GOALS AGAINST, OR EVEN CONTEXT TO EVEN BEGIN THAT. THEREFORE, IT MAKES IT SOMEWHAT IRRELEVANT TO EVEN LOOK AT GOALS AT THIS POINT.

AS IT RELATES TO THAT, THAT'S AT LEAST OUR UNDERSTANDING AS OF TODAY, RIGHT? OKAY. AND THEN ALSO TOO, WITH IT BEING BEGINNING, MIDDLE AND END OF YEAR, IT DOES SEEM TO ALIGN WITH OUR GROWTH GOALS.

OR LET ME BACK UP, WITH OUR GROWTH MENTALITY.

RIGHT. IT'S LOOKING AT GROWTH. THE ONE THING WE DO KNOW IS THAT IT'S GOING TO LOOK AT GROWTH FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR, WITHOUT THE LAGGING DATA THAT IS DETERMINING RATINGS AND THINGS LIKE THAT THAT WAY.

YES. AND I WILL JUST ADD THAT ONE OF THE THINGS THAT WE'RE VERY EXCITED ABOUT IS THAT THERE IS A REQUIREMENT AROUND TURNAROUND TO GET THE DATA TO US AND TEACHERS.

SO FOR EXAMPLE, AFTER THEY TAKE THE BEGINNING OF THE YEAR, IF WE CHOOSE TO USE THE STATE'S INSTRUMENT, FOR EXAMPLE, THAT TURNAROUND HAS TO BE BACK TO TEACHERS LIKE WITHIN 48 HOURS.

WHEREAS NOW WE TAKE AN ASSESSMENT IN SIX WEEKS, EIGHT WEEKS, SEPTEMBER, WE DON'T ALWAYS GET THAT DATA BACK IN A TIMELY WAY TO IMPACT THIS, THAT YEAR'S STUDENTS.

AND SO THAT IS ONE POSITIVE THAT WE ARE GLEANING FROM HOUSE BILL EIGHT.

ABSOLUTELY. AND IT ALSO PROBABLY WILL HELP WITH PLANNING FOR THE FOLLOWING YEAR.

RIGHT? BECAUSE YOU'LL BE WORKING OFF LIVE DATA AND HAVE THAT RUNWAY TO BE ABLE TO USE THAT INTO IMPACT VERSUS WAITING ON SOME OF THAT.

OKAY. THOSE ARE MY QUESTIONS. THANK YOU. THANK YOU, MISS TIMME.

YES, MISS MCGOWAN. I JUST HAVE ONE QUESTION FOR NOW.

AS FAR AS, LIKE, THE WALKS AND THE WALKTHROUGHS THAT YOU, YOU ALL ARE HAVING.

WELL, FIRST OF ALL, I WANT TO SAY THANK YOU FOR THIS INFORMATION AND THANK YOU FOR THIS PLAN. AND I LOOK FORWARD TO OUR MEETING IN OCTOBER.

BUT WITH THE WALKTHROUGHS THAT YOU ARE HAVING TO CONDUCT, I LOVE THIS.

AND IN THE PERFECT WORLD TO ME, WE WOULD DO THIS IN ALL OF OUR SCHOOLS NO MATTER WHAT.

BUT IN SOME OF OUR LOWER PERFORMING SCHOOLS AND WITH THIS GETTING BETTER FASTER.

HOW DO YOU, DO YOU NEED MORE RESOURCES AND MORE MANPOWER TO HELP ACCELERATE THAT? BECAUSE YOU'RE HAVING YOU YOU NEED THE MANPOWER TO GET IN THESE CLASSROOMS. DO YOU NEED MORE RESOURCES FROM US TO MAKE SURE AND ENSURE THAT WE ARE GETTING THE SUPPORTS THERE? SO FIRST AND FOREMOST, THANK YOU FOR THAT QUESTION.

[01:40:02]

WHAT I WILL SAY IS THAT THE PRIORITIES FOR ALL OF OUR CAMPUSES ARE THE SAME.

THOSE SAME THREE INSTRUCTIONAL PRIORITIES ARE THE SAME THREE INSTRUCTIONAL PRIORITIES. HOWEVER, WE DO RECOGNIZE THAT FOR A CAMPUS THAT IS UNDERPERFORMING, WE CALL THEM OUR FOCUS CAMPUSES, THAT IT MEANS THAT WE HAVE TO HAVE A HIGHER LEVEL OF SUPPORT AND INTENSITY.

SO THAT MEANS DEPLOYING BOTH FISCAL RESOURCES AS WELL AS HUMAN RESOURCES.

SO WE HAVE ALREADY REDESIGNED AND REDEPLOYED OUR CENTRAL STAFF AROUND HOW OFTEN, FOR EXAMPLE, THEY'RE ON CAMPUS. HOW DO WE HAVE ONE? FOR EXAMPLE, DOCTOR SUSAN HERNANDEZ, WHO IS ONE OF THE NATION'S LEADERS IN THIS WORK OF GETTING BETTER FASTER. SHE WAS JUST WITH SANTOYA JUST YESTERDAY STUDYING THIS WORK AT THE HIGHEST LEVELS.

SO WE HAVE CLEARED PART OF HER DAILY SCHEDULE TO MAKE SURE HER FOCUS IS ON OUR FOCUS CAMPUSES, HER PRIORITY OF HER TIME, HER ENERGIES IS AROUND HELPING ACCELERATE GETTING BETTER, FASTER AT OUR FOCUS CAMPUSES.

IN ADDITION, WE HAVE AUTHORIZED WE'RE GOING TO BE HIRING FIVE ADDITIONAL STUDENT INTERVENTIONISTS THAT ARE GOING TO BE PLACED AT OUR CAMPUSES WITH THE SOLE PURPOSE OF IDENTIFYING STUDENTS. NOW THAT WE HAVE ALL THE DATA, NOW THAT WE UNDERSTAND WHERE OUR STUDENTS CURRENTLY ARE, WE'RE GOING TO HAVE BEGINNING OF THE YEAR MAP GROWTH. WE'RE GOING TO BE ABLE TO, AT A HIGHER INTENSITY, PULL STUDENTS, PULL SMALL GROUPS AND PROVIDE THAT EXTRA SUPPORT.

THESE CAMPUSES ALSO HAVE WHAT IS CALLED A CAMPUS RESOURCE REQUEST.

SO, FOR EXAMPLE, I JUST RECEIVED ONE YESTERDAY FROM DOVER ELEMENTARY.

THEY'VE ALREADY IDENTIFIED THEIR ADDITIONAL TWILIGHT CAMPS, WHICH ARE AFTER SCHOOL CAMPS AND SATURDAY SCHOOLS THAT THEY'RE GOING TO BE DOING.

AND THEY HAVE ALREADY REQUESTED AN ADDITIONAL $53,000 IN RESOURCES TO MAKE SURE THAT THEY'RE PAYING THEIR TEACHERS, THAT THEY ALSO WANT TO MAKE IT AN EXPERIENCE FOR THEIR KIDS.

IT'S NOT JUST COMING AND DRILLING AND KILLING. IT'S A, IT'S AN EXPERIENCE.

WE WANT KIDS TO BE EXCITED ABOUT WHAT THEY'RE DOING AND WHAT THEY'RE GOING TO HAVE THEIR TIME TOGETHER.

SO WE HAVE SET ASIDE ADDITIONAL FUNDS TO MAKE SURE THAT WE ARE MEETING THAT AS WE CONTINUE, THERE MAY BE A TIME WHEN I HAVE TO BRING FORWARD AN ADDITIONAL BUDGET REQUEST FROM THE BOARD TO SAY, WE NEED TO EITHER DIVERT RESOURCES AWAY OR I NEED AN INCREASE IN RESOURCES.

BUT BETWEEN TITLE FUNDS AND DISTRICT FUNDS THAT I HAVE SET ASIDE OUT OF MY SUPERINTENDENT ENHANCEMENT, RIGHT NOW WE ARE ON A GOOD TRAJECTORY TO PROVIDE THE LEVEL OF SUPPORTS WE BELIEVE IS NEEDED RIGHT NOW AT THIS TIME, TO MEET OUR IDENTIFIED GROWTH GOALS.

THANK YOU FOR THAT. AND AGAIN, OUR COMMUNITY IS AMAZING, RIGHT? WE SAW THE CHARITABLE CONTRIBUTIONS PTAS ARE MAKING TO HIGH PERFORMING SCHOOLS.

RIGHT. BECAUSE PEOPLE KNOW AND REALIZE HOW IMPORTANT ADDITIONAL RESOURCES AND TUTORS ARE.

AND I UNDERSTAND THAT SOME OF THESE SCHOOLS DON'T HAVE THAT LEVEL OF PTA SUPPORT.

WE ARE THE SUPPORT. WE ARE YOUR SUPPORT. WE ARE THE TEAM SUPPORT.

SO IF THERE'S ANYTHING THAT YOU NEED TO ENSURE THAT THESE KIDS ARE GETTING WHAT THEY NEED IN THESE SCHOOLS, PLEASE, PLEASE, PLEASE LET US KNOW. ABSOLUTELY.

I WANT TO JUST POINT OUT A SMALL WAY THAT ISN'T ABOUT FINANCIAL RESOURCES, BUT IT'S A RESOURCE SUPPORT THAT HAS BEEN INVALUABLE FOR TEACHERS.

SO, FOR EXAMPLE AT ONE OF OUR CAMPUSES, WE HAVE ONE OF OUR FAITH BASED PARTNERS WHERE THEY ARE WEEKLY SENDING A GROUP INTO THE CAMPUS, AND THEY ARE REALLY PROVIDING THAT LIKE THAT MANPOWER SUPPORT OF LIKE THEY'RE CUTTING OUT THE TRIANGLES.

YOU KNOW, VERY, WE WANT VERY HANDS ON LEARNING FOR OUR STUDENTS.

WE WANT MANIPULATIVES. WELL, SOME OF THAT TAKES A LOT OF TIME.

AND SO THEY'RE DOING THE LEGWORK FOR TEACHERS SO THAT TEACHERS, YOUR FOCUS IS ON LOOKING AT YOUR KIDS.

HOW DO YOU SUPPORT YOUR KIDS INTERNALIZING THAT LESSON, LOOKING AT THEIR DATA, LOVING KIDS, SUPPORTING KIDS? LET US DO THIS PART. SO WHILE THAT DOESN'T COST MONEY, IT IS AN INVALUABLE GIFT OF TIME FOR THE TEACHERS THAT THAT'S NOT WHAT THEY'RE DOING AFTER SCHOOL. THAT'S NOT WHAT THEY'RE DOING ON THEIR CONFERENCE PERIOD. THAT'S BEING TAKEN CARE OF BY ONE OF OUR PARTNERS.

SO YES, WE ARE. WE ARE ALWAYS LOOKING FOR AND CONSTANTLY AWARE OF WHAT ELSE CAN WE DO? WHAT I WANT EVERYONE TO HEAR ABOUT OUR FOCUS CAMPUSES IS THAT WE ALL SHARE A SENSE OF URGENCY, BUT WE WANT IT TO BE A HEALTHY SENSE OF URGENCY.

WE ALL FEEL THE WEIGHT OF ENSURING HIGH ACADEMIC OUTCOMES AND ACHIEVEMENT FOR ALL STUDENTS, BUT WE WANT TO DO IT IN A WAY WHERE OUR CAMPUS TEACHERS AND OUR PRINCIPALS FEEL SUPPORTED, NOT FEEL THREATENED. AND THAT'S THE JUST IDENTIFYING A FEW OF THE SUPPORTS THAT YOU CAN HEAR WE'RE PROVIDING.

LIKE THAT'S THE APPROACH THAT WE'RE TAKING AND MOVING THESE CAMPUSES TO WHERE THEY NEED TO BE FOR KIDS.

[01:45:02]

WE'RE HERE TO SUPPORT YOU, RIGHT? IT'S NOT WE'RE NOT COMPARING APPLES TO APPLES ACROSS THE DISTRICT ALL THE TIME. I THINK IT'S IMPORTANT THAT OUR PRINCIPALS AND OUR STAFF, OUR TEACHERS, OUR LEADERS ACROSS THE DISTRICT UNDERSTAND THAT THIS IS ABOUT THE DISTRICT AND WE WANT TO SUPPORT THEM.

SO IT'S CREATING THAT CULTURE. I REALLY APPRECIATE YOU FOR DOING THAT.

THANK YOU. YES. MS. RENTERÍA. IN ALL OF THIS.

SO WE SAID, I MEAN, I THINK SOMEONE MENTIONED THAT THIS IS A LOT OF INFORMATION, RIGHT? AND SO IT'S A LOT TO TAKE IN. AND I DO APPRECIATE THE WALK THROUGH OF EVERYTHING.

BUT MY, MY QUESTION IS WHAT IS THE FORM OF COMMUNICATION THAT IS BEING SENT SAY TO THAT TO THOSE SPECIFIC COMMUNITIES, RIGHT, TO THOSE SPECIFIC SCHOOLS ABOUT HOW PART, HOW PARENTS CAN PARTNER LIKE, YOU KNOW, NOT BUT NOT ONLY PARTNER.

I THINK MISS MCGOWAN MENTIONED HOW THERE'S SOME PTAS THAT, YOU KNOW, HAVE REALLY, THEY THEY HAVE THE RESOURCES, RIGHT? THEY HAVE THE PARTNERSHIP. BUT FOR THOSE THAT DON'T AND SOMETIMES THOSE ARE OUR LOWER PERFORMING SCHOOLS.

WHAT CAN THAT COMMUNITY DO. AND I THINK THE OTHER QUESTION OR THE OTHER PART TO THAT IS, FIRST OF ALL, DOES THAT COMMUNITY KNOW, DO THEY UNDERSTAND ALL OF THIS, THAT, THAT WE JUST GOT? DO THEY TRULY UNDERSTAND WHAT THIS MEANS AND HOW IT PLAYS OUT FOR THEIR CHILD.

SO THANK YOU FOR THAT. I'LL HIGHLIGHT A COUPLE OF THINGS.

AND THEN OF COURSE ANYONE ELSE FEEL FREE TO CHIME IN.

SO I WOULD SAY FIRST AND FOREMOST AFTER FOR EXAMPLE OUR PERFORMANCE WAS RELEASED AND WE HAD ACCOUNTABILITY GRADES.

EVERY CAMPUS PRINCIPAL PROVIDED A PERSONALIZED MESSAGE TO THEIR COMMUNITY THAT DESCRIBED WHERE THEY ARE WITH STUDENT PERFORMANCE, WHAT THEIR GOALS WERE FOR THIS UPCOMING SCHOOL YEAR AND THE LIKE.

WHAT DOES THIS MEAN? SO FOR, YOU KNOW, OUR CAMPUS, THIS IS OUR RATING.

IDENTIFIED EVERY CAMPUS HAD SOME CELEBRATIONS, EVEN IF THEY WERE NOT WHERE THEY WANTED TO BE, THEY STILL HAD CELEBRATIONS. AND SO THEY IDENTIFIED THOSE CELEBRATIONS.

AND THEN THEY WERE VERY CLEAR AROUND, HERE'S THE WORK THAT WE'RE DOING TO MAKE SURE WE HAVE BETTER OUTCOMES FOR NEXT YEAR.

SO THAT WAS SOMETHING. AND WE TIMED IT SO THAT EVERY CAMPUS, EVERY PRINCIPAL DID IT ON THE SAME DAY.

IT WAS ON THE FRIDAY AFTER WE SHARED THE RESULTS WITH THE BOARD AND WITH THE COMMUNITY.

NOW, ON TOP OF THAT THE NORTH STAR GOAL FOR US CONTINUES TO BE ONE OF THE MOST IMPORTANT WAYS THAT WE WANT TO CONNECT OUR PARENTS, BECAUSE IN THE END, OUR PARENTS MAY NOT UNDERSTAND AND REGARDLESS OF ECONOMIC STATUS, REGARDLESS OF ANY OF THE DIFFERENCES.

AGAIN, I'M A MOM. I'M AN EDUCATOR. I'M A SUPERINTENDENT MOM.

BUT GUESS WHAT? I'M I'M NOT HOME A LOT. I MISS A LOT OF THINGS WITH KASON.

I DON'T SEE HIS HOMEWORK. THIS WEEK I WAS ONLY HOME ONE NIGHT.

I DON'T KNOW WHAT HE DID FOR HOMEWORK. AND SO, REGARDLESS OF JUST CIRCUMSTANCE, PARENT ENGAGEMENT LOOKS DIFFERENT FOR ALL KINDS OF DIFFERENT FAMILIES. BUT WHAT WE WANT EVERY FAMILY TO KNOW AND EVERY MOM, EVERY DAD, EVERY GUARDIAN TO KNOW IS THIS IS YOUR CHILD'S GROWTH GOAL.

BOTH THEIR STAR GROWTH GOAL, THEIR MATH OR READING GROWTH GOAL.

AND THEN WE ALSO WANT THEM TO HAVE THAT LIFE READY GRADUATE PROFILE GOAL.

SO ONE OF THE THINGS THAT WE'VE ALREADY STARTED LAUNCHING AND YOU HEARD ABOUT THEM LAST YEAR, OUR GROWTH GOAL CAMPS. SO EVERY TITLE ONE CAMPUS HOSTS A A GROWTH GOAL CAMP.

THAT IS WHERE PARENTS COME IN AND THEY ARE WALKED THROUGH.

THIS IS WHAT MAP IS. THIS IS WHY IT'S IMPORTANT.

THIS IS YOUR MAP, YOUR YOUR STUDENT REPORT. THIS IS HOW TO READ IT.

THIS IS YOUR CHILD'S GROWTH GOAL. AND THEN MOST IMPORTANTLY AT HOME, HERE'S HOW YOU CAN SUPPORT YOUR CHILD'S GROWTH.

THESE ARE THE SPECIFIC ACTIVITIES THAT YOU CAN DO TO SUPPORT YOUR CHILD'S GROWTH.

THIS IS WHAT STAR IS. THIS IS WHY STAR IS IMPORTANT.

THIS IS WHAT OVER TIME, WHEN YOUR STUDENT TAKES THIS TEST AS THEY GO TO HIGH SCHOOL.

IT HAS IMPLICATIONS FOR HIGH SCHOOL GRADUATION.

IF YOU WANT TO KNOW WHAT CAREER YOU WANT TO GO TO, WHAT COLLEGE YOU WANT TO GO TO AND I WILL TELL YOU, THE OTHER DAY WE, DOVER ELEMENTARY HAD AN INCREDIBLE PARENT EVENT IN WHICH I JUST HAPPENED TO SEE ONE TEACHERS CELEBRATION. SHE HAD 100% PARTICIPATION.

EVERY SINGLE ONE OF HER PARENTS WERE IN THAT CLASSROOM.

SO WE ARE REALLY PROMOTING AND LEVERAGING OUR TALKING POINTS TOOL.

IT IS A TEXT TOOL THAT ALLOWS, AS A TEACHER FOR ME, MY KIDS ARE ALREADY ENROLLED.

[01:50:02]

HERE ARE THE QUESTIONS TO ASK. HERE'S. THERE IS A TOOL CALLED IREADY, FOR EXAMPLE, OR FOR OUR EMERGING BILINGUAL STUDENTS TO HELP PRACTICE THAT ACQUISITION OF READING, WRITING AND LISTENING AND SPEAKING IN ENGLISH.

THERE IS A TOOL CALLED K12 SUMMIT. HERE'S HOW YOU CAN ACCESS IT.

WE WANT YOUR CHILD TO 20 MINUTES EVERY DAY TO BE ON K12 SUMMIT PRACTICING THAT ENGLISH.

BE LISTENING. AND SO REALLY GIVING THAT VERY SPECIFIC EASY ACTION STEP BY A PARENT.

MAYBE THEY CAN'T BE A ROOM MOM BUT AT HOME THIS IS THE THESE ARE THE KINDS OF WAYS YOU CAN SUPPORT YOUR STUDENTS ACHIEVEMENT OF THAT GROWTH GOAL.

SO THOSE ARE THE SPECIFIC ACTION STEPS WE ARE TRYING TO TAKE.

YOU KNOW, I'VE SHARED WITH EVERYONE MY BIG DREAM IS THAT ONE OF MY BIG DREAMS IS THAT EVERY PARENT WILL KNOW THEIR CHILD'S GROWTH GOAL AND KNOW HOW TO SUPPORT IT AT HOME.

AND SO THAT IS THE MISSION THAT WE HAVE THIS YEAR IS TO MAKE SURE PARENTS KNOW AND THAT THEY MOST IMPORTANTLY, KNOW HOW TO SUPPORT. WE'RE NOT WHERE WE NEED TO BE YET, BUT WE ARE MAKING HUGE STRIDES THANKS TO THE TOOLS, OUR STRATEGY AND ENGAGEMENT DEPARTMENT. OUR CAMPUS LEADERS ARE MAKING HUGE STRIDES IN THAT PARENT, THAT PARENT RELATIONSHIP. THANK YOU FOR THAT.

I THINK THAT'S SUPER IMPORTANT, RIGHT? I THINK THAT THE PARTNERSHIP, BECAUSE I KNOW THAT AS A DISTRICT, YOU KNOW, WE'RE DOING AMAZING THINGS. AND EVEN WITH EVERYTHING THAT WAS LAID OUT HERE ABOUT THE THINGS THAT WE'RE DOING, THE THINGS THAT WE'RE CHECKING, THE STUFF THAT MAYBE WORKED BEFORE BUT ISN'T WORKING NOW.

AND I KNOW IT'S CAMPUS BY CAMPUS, BUT I THINK IT'S IT'S SUPER IMPORTANT FOR THAT COMMUNITY TO KNOW, ESPECIALLY IF IT'S A LOW PERFORMING SCHOOL. AND IF IT'S BEEN A LOW PERFORMING SCHOOL FOR SEVERAL YEARS, THAT THAT THE PARENTS UNDERSTAND THAT. RIGHT? I THINK FOR ME, IT'S SUPER IMPORTANT THAT I'M SO GLAD TO HEAR ABOUT ALL THESE DIFFERENT METHODS OF COMMUNICATION THAT IS BEING DONE SO THAT THE PARENTS UNDERSTAND.

BUT I WAS WONDERING, ONCE WE DO ALL THAT, IS THERE ANY ACCOUNTABILITY ON THE PARENTS? LIKE, YOU KNOW, YOU CAN TELL ME ALL DAY LONG WHAT I NEED TO DO, BUT HOW AM I? AND IS IT EVEN POSSIBLE TO TO SAY THE PARENTS LIKE LIKE WE'RE GOING TO SEE WHAT THE ACCOUNTABILITY IS FOR OUR PARENTS.

THE PARENTS ARE DOING THIS OR YOU KNOW, IS CAN THEY COME? IS THERE A GROUP THAT WE CAN? BECAUSE BECAUSE I KNOW I'M ENVISIONING, LIKE WITH PTA, WE USED TO GET TOGETHER AND THE MOMS KNEW LIKE WHAT WAS WHAT? BUT IS THERE ANY WAY TO HAVE THAT ACCOUNTABILITY FOR THIS INFORMATION ONCE THE DISTRICT PUTS IT OUT THAT THE PARENTS HAVE IT AND WE KNOW THAT THEY'RE IMPLEMENTING IT? I DON'T KNOW AN ANSWER TO THAT QUESTION. WE WOULD HAVE TO DO SOME THINKING AROUND HOW WOULD WE MEASURE THAT? I DON'T HAVE. THAT'S SOMETHING WE CAN GET. WE CAN DO SOME THINKING AND PUT A THINK TANK AROUND.

WHAT WOULD IT LOOK LIKE TO MEASURE THAT? I DON'T HAVE THAT TONIGHT.

RIGHT. WELL, I APPRECIATE THAT. I MEAN, IT'S JUST A THOUGHT BECAUSE THAT WAS MY MY THOUGHT PROCESS IS THAT AGAIN, WE'RE WE'RE DOING AMAZING THINGS, RIGHT? I MEAN, WE'RE TRYING TO COVER ALL BASES. AND I THINK THAT FOR OUR PARENTS BECAUSE I DO REMEMBER AND AS YOU MENTIONED, YOU KNOW, WHEN YOU'RE A MOM THAT'S WORKING OR FAMILIES, YOU KNOW, YOU'RE TRYING TO GET EVERYTHING DONE AND, YOU KNOW, YOU JUST KNOW THAT AS LONG AS THEY'RE NOT IN TROUBLE AND THEY'RE TURNING IN THEIR HOMEWORK, I MEAN, WE'RE GOOD. BUT I THINK THAT, YOU KNOW, SOMEONE MENTIONED HERE THE URGENCY. AND I THINK THAT FOR MANY OF THESE CAMPUSES, IT IS AN URGENCY THAT WE NEED TO KNOW THAT, YOU KNOW, THAT THAT THE PARENTS KNOW THIS IS IMPORTANT.

LIKE, YOU KNOW, YOUR THE SCHOOL NEEDS HELP, YOUR CHILD NEEDS HELP, AND EVEN JUST WHAT THAT ACCOUNTABILITY RATING MEANS, RIGHT? AND I KNOW THAT THERE'S SO MANY MOVING PARTS.

RIGHT. BECAUSE IT'S CHANGED. IT'S GOING TO CHANGE AGAIN, YOU KNOW, AND I THINK THAT ONCE WE HEAR SO MANY DIFFERENT TESTS, MATH TESTS NOW STAR TESTS AND THREE TIMES A YEAR AND YOU KNOW, AND AS YOU MENTIONED OR SOMEBODY MENTIONED ABOUT OVER-TESTING OUR KIDS, HOPEFULLY THAT WON'T BE THE CASE, BUT I THINK JUST THAT OUR PARENTS ARE TRULY INFORMED.

AND SO I JUST APPRECIATE THE DIFFERENT PLATFORMS OF COMMUNICATION AND I HOPE WE CONTINUE THAT REAL TIGHT AND URGENT PARTNERSHIP WITH OUR PARENTS.

AND TO YOUR POINT, I WANT TO JUST TO PUT A BOW ON THAT AROUND.

THAT IS WHY FOR US, THE FOCUS HAS TO BE ON THE INDIVIDUAL CHILD, BECAUSE IN THE END, WHAT DOES A PARENT OR GUARDIAN CARE MOST ABOUT IS THEIR CHILD? AND SO YES, WE WILL COMMUNICATE THE CAMPUS SCORES AND, AND WHAT A AND WE WILL CONTINUE TO MAKE SURE OUR PARENTS UNDERSTAND THE IMPORTANCE OF THAT. BUT OFTENTIMES IT'S REALLY LIKE IT'S MY CHILD GOOD OR NOT? IT'S MY CHILD ON ON TRACK WITH MEETING THE THE GROWTH? AND TO DO WHATEVER IT IS THAT THEY WANT TO DO NEXT.

AND SO THAT'S THE ENTRY POINT. LIKE IN THE END, LIKE WE WANT YOU TO CARE ABOUT YOUR CHILD AND WE WANT TO MAKE SURE YOU'RE AT HOME.

[01:55:06]

AND THEN WE HOPE IF THAT'S THE ENTRY POINT, THEN OVER TIME WE WILL CONTINUE TO MOBILIZE THEM TO UNDERSTAND THAT BROADER PERSPECTIVE.

RIGHT. AND I THINK THAT, YOU KNOW, WHEN WE TALKED ABOUT THE THE DISTRICT IMPROVEMENT PLAN, THAT THAT WAS ANOTHER QUESTION WAS FOR OUR PARENTS TO REALLY UNDERSTAND, LIKE THE CAMPUS LEVEL, RIGHT, THE CAMPUS IMPROVEMENT PLAN AND KNOW HOW JUST WHAT'S GOING ON CAMPUS WIDE, WHAT EVERYTHING IS. AND I THINK, YOU KNOW, THERE'S A BIG COMPONENT OF PARENTS. I MEAN, THE COMMUNITY ENGAGEMENT IN THAT, IN THAT COMPONENT OF OUR CAMPUS IMPROVEMENT PLAN SO THAT THE PARENTS REALLY KNOW WHAT THEIR ROLE IS THERE AND THAT THEY UNDERSTAND.

SO THANK YOU. THANK YOU. MS. RENTERÍA ANY OTHER COMMENTS OR QUESTIONS FROM THE BOARD? OKAY. AGAIN, WE'LL SEE THIS IN IN OCTOBER AGAIN FOR AN ACTION ITEM FOR APPROVAL.

AND WITH THAT I WOULD LIKE TO THANK THE PUBLIC.

THANK YOU SIR. COLLEAGUES AND STAFF FOR JOINING US TONIGHT.

[VII. CLOSED MEETING]

THANK YOU ALL.

[VIII. RECONVENE]

THIS MEETING IS ADJOURNED AT 10:22 P.M. ON SEPTEMBER 18TH, 2025.

* This transcript was compiled from uncorrected Closed Captioning.