[I. CALL TO ORDER]
[00:00:05]
>> [BACKGROUND] [NOISE] GOOD EVENING. WELCOME TO THE NOVEMBER MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.
I'M CHRIS POTEET, BOARD PRESIDENT.
WE HAVE A QUORUM PRESENT, AND THIS MEETING IS CALLED TO ORDER AT 6:02 P.M.
I WILL FOR THE RECORD, SAY THAT MISS TIMIE COULD NOT BE PRESENT TONIGHT, BUT AGAIN, WE DO HAVE A QUORUM.
DR. HELLER, WILL YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGES OF ALLEGIANCE THIS EVENING.
>> YES. THANK YOU, PRESIDENT POTEET.
I WOULD LIKE TO INVITE DOWN MISS LANE SANDIG.
SHE IS A SENIOR AT RICHARDSON HIGH SCHOOL, AND SHE IS GOING TO LEAD US IN OUR PLEDGES THIS EVENING.
>> PLEASE JOIN ME FOR THE PLEDGE.
I PLEDGE ALLEGIANCE TO THE TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.
>> GREAT JOB, LANE. THANK YOU SO MUCH.
WE LOOK FORWARD TO RECOGNIZING YOU SHORTLY.
>> THANK YOU VERY MUCH FOR THAT.
IF THE AUDIENCE WOULD JOIN US NOW IN A MOMENT OF SILENCE.
THANK YOU. COLLEAGUES. IT IS NOW TIME FOR OUR RECOGNITIONS, DR. HELLER.
[ADDITIONAL ITEM]
PRESIDENT POTEET, AND AS OUR BOARD OF TRUSTEES AND SUPERINTENDENT ARE COMING FORWARD, I WOULD LIKE TO THANK YOU ALL FOR JOINING US TONIGHT.
THE RICHARDSON ISD BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS, AND DEPARTMENTS.
OUR TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTION OF LOCAL BUSINESSES, COMMUNITY ORGANIZATIONS, AND INDIVIDUALS AND WHAT THEY DO TO SUPPORT OUR DISTRICT.
AT EACH REGULAR MONTHLY BOARD MEETING, WE TAKE TIME TO CELEBRATE THESE ACHIEVEMENTS.
WE ASK THAT ALL GUESTS AND VISITORS HELP CELEBRATE THESE RECOGNITIONS, BY STAYING TO ENJOY THE ENTIRE RECOGNITION PROCESS.
THIS ALLOWS EVERYONE TO SHOW THEIR APPRECIATION FOR EACH RECIPIENT.
THERE WILL BE A SHORT BREAK, AT THE CONCLUSION OF THE RECOGNITIONS PORTION OF THE AGENDA.
ANY GUESTS WISHING TO LEAVE THE AUDITORIUM CAN DO SO AT THAT TIME.
WE'RE GOING TO START THIS MONTH WITH A VERY SPECIAL PARTNER RECOGNITION.
I WOULD LIKE TO INVITE UP REV.
JOANNA KIM FROM ST. BARNABAS, PRESBYTERIAN CHURCH.
I WOULD LIKE TO SHARE A LITTLE BIT WITH OUR AUDIENCE AND THOSE WATCHING AND LISTENING AT HOME, WHY WE ARE SO GRATEFUL FOR OUR PARTNERSHIP WITH ST. BARNABAS.
IT IS WITH SINCERE THANKS AND HEARTFELT GRATITUDE THAT WE RECOGNIZE ST. BARNABAS PRESBYTERIAN CHURCH FOR THEIR UNWAVERING SUPPORT AND HELPING US PROVIDE SUPPORT FOR FAMILIES IN CRISIS.
YOUR UNCONDITIONAL COMPASSION FOR OUR STUDENTS AND THEIR FAMILIES HAS DEEPLY IMPACTED THOSE YOU'VE HELPED AND STRENGTHENED THE RICHARDSON ISD COMMUNITY.
THROUGH YOUR KINDNESS, GENEROSITY, AND DEDICATION, YOU HAVE MADE A MEANINGFUL DIFFERENCE FOR RICHARDSON ISD. THANK YOU SO MUCH.
[APPLAUSE] WE'RE GOING TO GRAB A PICTURE AFTER WE RECOGNIZE EACH GROUP OR INDIVIDUAL THIS EVENING.
WHEN YOU COME FORWARD, IF YOU COULD STAY IN FRONT OF THE HORSESHOE, SO WE CAN GRAB THAT PHOTOGRAPH.
[LAUGHTER] CONGRATULATIONS. THANK YOU SO MUCH.
[APPLAUSE] THANK YOU FOR YOUR PARTNERSHIP.
WE NOW HAVE A REALLY SPECIAL DISTRICT RECOGNITION, AND I KNOW WE HAVE SEVERAL MEMBERS, TEACHERS AND LEADERSHIP FROM OUR CAREER AND TECHNICAL EDUCATION TEAM.
I WOULD LIKE THEM TO STAND AND I GUESS BRING CREIGHTON AND SOME OF OUR LEADERSHIP FORWARD.
I'M EXCITED TO RECOGNIZE AS THEY'RE COMING FORWARD THAT RICHARDSON ISD AND OUR CAREER AND TECHNICAL EDUCATION PROGRAM HAS BEEN AWARDED A 2026 CTE DISTRICT OF DISTINCTION DESIGNEE.
[00:05:06]
[APPLAUSE] YES. LET ME SHARE A LITTLE BIT ABOUT THIS VERY, VERY SPECIAL RECOGNITION.RICHARDSON ISD IS AMONG 72 SCHOOL DISTRICTS IN THE STATE OF TEXAS TO BE RECOGNIZED AS A 2026 DISTRICT OF DISTINCTION BY THE CAREER AND TECHNICAL ASSOCIATION OF TEXAS.
THE CTE DISTRICT OF DISTINCTION IS AN HONOR GIVEN TO SCHOOL DISTRICTS FOR THEIR INNOVATION, DEDICATION, AND EXCELLENCE IN ADVANCING CAREER AND TECHNICAL EDUCATION.
THESE OUTSTANDING DISTRICTS EXCEL IN PREPARING STUDENTS FOR FUTURE WORKFORCE SUCCESS THROUGH IMPACTFUL PROGRAMS THAT ALIGN WITH INDUSTRY DEMANDS, FOSTER ACHIEVEMENT, AND INSPIRE BEST PRACTICES STATEWIDE.
HONOREES, WHICH MAKE UP LESS THAN 6% OF THE SCHOOL DISTRICTS IN THE STATE.
REMEMBER, WE HAVE OVER 1,000 SCHOOL DISTRICTS IN THE STATE.
LESS THAN 6% EARN THIS RECOGNITION.
THEY MODEL EXCELLENCE ACROSS THE STATE, SHOWCASING THEIR BEST PRACTICES AND DRIVING PROGRESS IN WORKFORCE EDUCATION.
WE ARE SO EXCITED TO CONGRATULATE OUR CTE STAFF, INCLUDING TEACHERS, CAMPUS AND DISTRICT LEADERS WHO SUPPORT EXCELLENCE IN OUR CTE PROGRAMS. AI KNOW WE HAVE CREIGHTON AND TODD AND RACHELLE HERE REPRESENTING THE LEADERSHIP TEAM AT OUR CENTRAL OFFICE WHO LEAD THESE PROGRAMS CONGRATULATIONS.
[APPLAUSE] I HAVE TO GET A PLUG IN.
VERY GRATEFUL FOR OUR COMMUNITY FOR SUPPORTING THE BOND IN PROPOSITION A, WHICH WILL ALLOW RICHARDSON ISD TO NOW BUILD OUR CTE CENTER. THAT IS EXCITING.
CTE. OUR NEXT RECOGNITION, STAFF RECOGNITION, IS FOR A VERY SPECIAL GROUP, KNOWN AS OUR RICHARDSON ISD APPLE LEARNING COACHES.
I'M GOING TO ASK THEM TO COME FORWARD AT THIS TIME.
I'M GOING TO SHARE A LITTLE BIT ABOUT WHY WE ARE CELEBRATING THESE APPLE LEARNING COACHES AND RICHARDSON ISD THIS EVENING.
SOME OF YOU MAY HAVE SEEN IT ON SOCIAL OR THROUGH SOME OF OUR DISTRICT OR CAMPUS COMMUNICATIONS, BUT RICHARDSON ISD WAS SELECTED AS THE ONLY DISTRICT IN THE UNITED STATES TO BE PART OF A WORLDWIDE GLOBAL SUCCESS STORY OF THE APPLE LEARNING COACH PROGRAM.
THE APPLE LEARNING COACH PROGRAM IS A PROFESSIONAL LEARNING PROGRAM THAT COACHES EDUCATORS ACROSS THE GLOBE TO MAXIMIZE LEARNING POTENTIAL BY USING TECHNOLOGY TO INSPIRE INNOVATIVE LEARNING EXPERIENCES FOR THEIR PEER TEACHERS AND STUDENTS.
ACROSS RICHARDSON ISD, THERE ARE CURRENTLY 19 CERTIFIED APPLE LEARNING COACHES WITH 14 MORE WHO HAVE BEEN ACCEPTED INTO THE PROGRAM AND ARE WORKING TOWARDS CERTIFICATION.
COACHES IN THE PROGRAM NOT ONLY LEARN HOW TO USE TECHNOLOGY MORE EFFECTIVELY, BUT ARE ALSO BEING EMPOWERED TO BRING NEW IDEAS, TRANSFORM CLASSROOM LEARNING, AND DREAM BIG.
RICHARDSON ISD HAS PARTNERED WITH APPLE FOR MANY YEARS, AND WE HAVE MEMBERS OF OUR DISTRICT TEAM WHO WERE INVOLVED WITH THIS PROJECT HERE TONIGHT TO BE RECOGNIZED, BUT BEFORE WE DO THAT, LET'S WATCH THIS REALLY SPECIAL VIDEO.
>> WHAT IS ALC? WELL, APPLE LEARNING COACH IS A, IT'S ABOUT TRAINING THE PEOPLE WHO HAVE THE PASSION AND DESIRE TO BE THAT PERSON THAT SAYS, "HEY, DON'T WORRY.
IT'S OKAY. WE CAN DO IT TOGETHER."
>> APPLE LEARNING COACH IS A PROGRAM TO TEACH TEACHERS TO BETTER TEACH TEACHERS USING TECHNOLOGY.
>> GOOD MORNING. THE FREE FORM FOR TODAY.
>> WHEN YOU SHOW TEACHERS THE POWER OF THE TECHNOLOGY.
THAT CONNECTION BETWEEN THE DEVICE AND THE LEARNING AND HOW YOU MARRY THOSE TWO TOGETHER.
THAT'S WHAT THE REAL MAGIC HAPPENS.
>> WELCOME TO THE APPLE LEARNING COACH PROGRAM.
>> APPLE LEARNING COACH, THERE ARE SIX UNITS.
>> I'M ABOUT TO START UNITS 3 AND 4, WHICH ARE THE WIDE SESSIONS.
>> YOU'RE GOING TO BE IN BREAKOUT ROOMS. YOU'RE GOING TO TALK TO PEOPLE.
YOU'RE GOING TO INTERACT. YOU'RE GOING TO BE ON AND BUSY.
>> I WAS ASKING THOSE DEEPER QUESTIONS.
WHY DO I WANT TO DO THIS? WHAT IS MY GOAL? WHAT IS MY COACHING PHILOSOPHY?
[00:10:02]
BUT BUILD THOSE SKILLS, THEY BUILD THAT CONFIDENCE, AND THEN THEY CAN APPLY IT ALMOST IMMEDIATELY.IT CAN HAVE AN INSTANT IMPACT.
>> I LOVE THE WAY THAT YOU STARTED WITH EYE MOVIE AND THEN YOU LAYERED UP.
>> YEAH. I'D LIKE TO INCREASE COLLABORATIVE LEARNING.
FOR ME HAVING A COACH HAS BEEN REALLY NICE TO HAVE THAT GO TO PERSON OF KNOWING TO GIVE CONFIDENCE TO I'M JUST GOING TO ASK.
HO DO I ACTUALLY GET THE GREEN SCREEN TO WORK?
>> I COULDN'T POSSIBLY TEACH KATIE ABOUT CREATIVE WRITING, BUT I CAN ENHANCE THE WAY SHE TEACHES CREATIVE WRITING.
>> I FEEL LIKE IT'S BEEN ABOUT WARM HUG.
FOR AN ENGLISH TEACHER, I CAN'T REALLY PUT INTO WORDS HOW MUCH OF A POSITIVE EXPERIENCE IT'S BEEN.
>> TEACHERS LEARN BEST FROM TEACHERS.
THEY'VE GOT CREDIBILITY. THEY'VE GOT SKIN IN THE GAME.
>> I CAN RELATE, AND THEY KNOW THAT I CAN.
I'VE DONE THIS IN MY ROOM YESTERDAY.
WE'RE GOING TO USE KEYNOTE TO DO SOME MAGIC.
>> HOW DO YOU GET THAT OUT TO ALL THE IPADS?
>> YOU HAVE THESE LITTLE INFORMAL CONVERSATIONS WITH SOMEONE LIKE, "HEY, I SAW THAT YOU DID SOMETHING IN YOUR FIFTH GRADE MATH CLASSROOM IN KEYNOTE.
CAN YOU SHOW ME HOW TO DO THAT?
>> MORE AGENCY OVER THEIR LEARNING. MORE COLLABORATION.
>> WHAT WE THINK ABOUT USING SWIFT FOR ROBOTICS.
>> HERE IN MALAYSIA, WE HAVE OVER 10,000 SCHOOLS AND 400,000 TEACHERS.
>> GIRLS, NOW YOU ARE [FOREIGN].
>> APPLE LEARNING COACH IS A VERY IMPORTANT PROGRAM FOR US.
BECAUSE THESE COACHES WILL BECOME THE AGENT OF CHANGE IN OUR CLASSROOMS.
>> EVERY SINGLE STEP IS GOING TO BUILD ON THE NEXT ONE, THEN THE KIDS EVENTUALLY GOING TO START TO LINK THESE CONCEPTS TOGETHER.
IT'S GOING TO GET DEEPER, RICHER, LEARNING.
>> WHEN WE HAVE TEACHERS GOING TO APPLE LEARNING COACH, WE'RE BUILDING THAT CAPACITY WITHIN THE STAFF THEMSELVES.
THOSE ARE THOSE LIGHTHOUSES THAT EVERYONE ELSE CAN LOOK TO.
>> MARK REALLY SHOWING ME UP RIGHT NOW.
>> IT GIVES AN OPPORTUNITY TO BUILD THAT SUSTAINABILITY IN YOUR PROGRAM.
WHEN THE PERSON WHO LEADS IT STEPS AWAY, THE PROGRAM CONTINUES TO EVOLVE, IT CONTINUES TO MOVE FORWARD.
>> YOU BUILD THAT REAL CULTURE IN THE SCHOOL OF PEOPLE HELPING EACH OTHER.
>> I'M JUST TO TAKE THAT PART HERE AND I CAN JUST PUT MY FINGER ON.
>> I SHOULD BE ABLE TO LEAVE THIS BUILDING FOR A MONTH AND THINGS SHOULD STILL RUN.
>> WE SEE LEARNING EXPERIENCES THAT ARE ENGAGING, THAT ARE STICKY, AND THAT DEVELOP SKILLS BEYOND THE CONTENT.
>> WE'RE GOING TO NEED TO WATCH THIS.
>> COME AND SEE WHAT MY KIDS DO AND HOW THEY FEEL ABOUT WRITING AND HOW THEY FEEL ABOUT MATHS AND HOW PROD THEY ARE OF THEIR WORK.
I'VE CLEARLY SPENT TIME IN THE [INAUDIBLE] CARE.
THE WHOLE PROGRAM IS DONE PERFECTLY.
>> WOW. AGAIN, RICHARDSON ISD AND RICHARDSON, TEXAS, WAS THE ONLY SCHOOL DISTRICT FEATURED IN THAT AWESOME VIDEO.
AT THIS TIME, I AM GOING TO INTRODUCE OUR RISD APPLE LEARNING COACHES WHO COULD BE HERE THIS EVENING WITH US.
ASHLEY EDNY, AND KATIE TRAMMEL.
[00:15:06]
THANK YOU SO MUCH FOR REPRESENTING RICHARDSON ISD, SO AWESOME, AND ALL YOU DO TO WORK WITH OUR STAFF TO SHOW THE EFFECTIVE INTEGRATION AND USE OF TECHNOLOGY IN OUR CLASSROOMS. WE'RE GOING TO TRY AND GET A GROUP PICTURE HERE.WE MAY HAVE SOME OF YOU COME TO THIS SIDE OF THE HORSESHOE.
>> AGAIN, CONGRATULATIONS TO THESE COACHES.
[APPLAUSE] I ALSO WANT TO RECOGNIZE.
I KNOW WE HAVE DISTRICT AND CAMPUS AS HERE THIS AND OTHER STAFF THAT HAVE SUPPORTED THE WORK OF OUR COACHES.
I WOULD LIKE TO ASK YOU ALL TO PLEASE STAND SO WE COULD RECOGNIZE YOU AT THIS TIME AS WELL.
I SEE DR. BULLARD. [APPLAUSE] YES.
WHAT AN INCREDIBLE HONOR FOR RICHARDSON ISD.
THAT IS SO AWESOME. CONGRATULATIONS AGAIN.
WE HAVE GOT A LOT OF INCREDIBLE STAFF THAT WE ARE CELEBRATING THIS MONTH IN THE MONTH OF GRATITUDE AND THANKSGIVING.
I'M GOING TO ASK MISS ASHLEY JONES TO PLEASE COME DOWN.
RECENTLY, BOTH ASHLEY, WHO SERVES AS OUR DIRECTOR OF HEALTH SERVICES, AS WELL AS LAURA BLATZHEIM, WHO SERVES AS PART OF OUR ELEMENTARY COUNSELOR SUPPORT TEAM.
THEY WERE RECENTLY RECOGNIZED BY ALTRUSA INTERNATIONAL IN THE RICHARDSON TEXAS CHAPTER AS OUTSTANDING WOMEN OF TODAY HARTS OF SERVICE AWARD WINNERS, AND WE ARE SO EXCITED TO RECOGNIZE THEM.
LAURA COULD NOT BE HERE THIS EVENING WITH US, BUT WE ARE GRATEFUL THAT ASHLEY'S HERE, AND THEY WERE HONORED RECENTLY AT A LUNCHEON.
AN OUTSTANDING WOMAN OF TODAY NOMINATION IS A DISTINGUISHED HONOR FOR PROFESSIONAL ACCOMPLISHMENTS.
WOMEN ARE RECOGNIZED FOR EXEMPLIFYING DETERMINATION AND INNOVATION AND FOR MAKING OUTSTANDING CONTRIBUTIONS IN THEIR CHOSEN CAREERS.
THEY ARE RECOGNIZED AND APPLAUDED FOR MAKING A DIFFERENCE FOR THE FUTURE OF WOMEN AND PROVIDING LEADERSHIP IN THEIR FIELDS.
WE ARE SO GRATEFUL THAT BOTH LAURA AND ASHLEY WERE NOMINATED AND RECOGNIZED AND HAVE SERVED SO WELL IN RICHARDSON ISD.
CONGRATULATIONS AGAIN, ASHLEY AND T LAURA TOO.
OUR NEXT STAFF RECOGNITION IS FOR OUR VERY OWN DR. SUMMER MARTIN, WHO YES.
SUMMER. DR. MARTIN SERVES AS OUR EXECUTIVE DIRECTOR OF COUNSELING SERVICES, AND SHE WAS RECENTLY RECOGNIZED AS THE 2025 KATHYRN EVEREST ADVOCACY AWARD WINNER, WHICH WAS GIVEN FROM THE LONE STAR STATE SCHOOL COUNSELOR ASSOCIATION.
A LITTLE BIT ABOUT THIS RECOGNITION AND AWARD, THE KATHYRN EVEREST ADVOCACY AWARD HONORS INDIVIDUALS WHO DEMONSTRATE EXCEPTIONAL DEDICATION TO ADVOCATING FOR THE SCHOOL COUNSELING PROFESSION AND STUDENT SUCCESS.
RECIPIENTS EMBODY THE SPIRIT OF KATHERINE EVANS THROUGH LONG TERM COMMITMENT TO ADVANCING SCHOOL COUNSELING IN TEXAS.
I CAN'T HELP BUT THINK THAT THAT PRETTY MUCH SUMMARIZES DR. SUMMER MARTIN.
DR. MARTIN, THANK YOU FOR YOUR SERVICE TO THE SCHOOL COUNSELING PROFESSION AND SERVING OUR RISD STUDENTS AND STAFF SO WELL.
[APPLAUSE] CONGRATULATIONS, DR. MARTIN.
[APPLAUSE] WE HAVE ANOTHER INCREDIBLE STAFF PERSON THAT WE ARE RECOGNIZING THIS EVENING.
I'M EXCITED TO INTRODUCE TO YOU AGAIN BECAUSE I FEEL LIKE WE RECOGNIZE MISS BRANDI RECENTLY.
BUT SHE IS BACK FOR ANOTHER STATE RECOGNITION, AND WE ARE SO PROUD OF HER.
[00:20:01]
MISS JACKSON HAS RECENTLY BEEN RECOGNIZED BY THE TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED AS THE 225 TAG ADVOCATE FOR THE GIFTED.[APPLAUSE] A LITTLE BIT ABOUT TAG.
THEY'RE THE LARGEST STATE ASSOCIATION FOR GIFTED EDUCATION IN THE UNITED STATES.
THEY'RE A NONPROFIT ORGANIZATION THAT CONNECTS AND EMPOWERS EDUCATORS TO MEET THE UNIQUE NEEDS OF THE GIFTED AND TALENTED, ALSO KNOWN AS THE GT COMMUNITY.
THE TAG ADVOCATE FOR THE GIFTED AWARD IS PRESENTED ANNUALLY TO AN INDIVIDUAL WORKING OR SERVING IN ANY CAPACITY WHO HAS DEMONSTRATED EXCEPTIONAL EFFORTS TO INCREASE AWARENESS, UNDERSTANDING AND SUPPORT OF THE UNIQUE NEEDS AND CHARACTERISTICS OF GIFTED STUDENTS.
CONGRATULATIONS TO BRANDI JACKSON FOR BEING NAMED THE 2025 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED ADVOCATE FOR THE GIFTED, SHE IS ONE OF OUR ADVANCED LEARNING TEACHERS AT ARAPAHO CLASSICAL MAGNET, AND HAS WORKED IN THE DISTRICT FOR 11 YEARS.
WE'RE GOING TO BE SURE AND GRAB THAT PHOTO.
AGAIN, CONGRATULATIONS, BRANDI.
WE HAVE ONE FINAL STAFF RECOGNITION THIS EVENING BEFORE WE RECOGNIZE SOME VERY SPECIAL STUDENTS.
I'M EXCITED TO INTRODUCE YOU TO MR. LEE GEFFERT.
HE'S THE MARKETING AND ENTERPRENUERSHIP TEACHER AT RICHARDSON HIGH SCHOOL, AND HE WAS RECENTLY AWARDED THE TEACHER OF EXCELLENCE AWARD BY THE TEXAS BUSINESS HALL OF FAME.
HE WAS RECENTLY RECOGNIZED AT THE ANNUAL FUTURE TEXAS BUSINESS LEGEND AWARDS LUNCHEON.
AT RHS, HE HAS EXPANDED THE DECA CHAPTER TO OVER 390 MEMBERS, ACHIEVING EPIC LEVEL, RECOGNITION AND GUIDING STUDENTS TO STATE, NATIONAL AND INTERNATIONAL SUCCESS.
WHAT AN AWESOME, INCREDIBLE ALL THESE STAFF THAT WE HAVE HERE IN RID.
NOW WE HAVE SOME REALLY SPECIAL STUDENTS THIS MONTH THAT WE ARE GOING TO RECOGNIZE, AND I'M EXCITED THAT LOGAN ZUTAVERN IS HERE FROM RICHARDSON HIGH SCHOOL.
HE IS BEING RECOGNIZED AS ONE OF OUR NATIONAL MERIT SCHOLARSHIP FINALISTS.
AS A REMINDER TO THOSE HERE AND LISTENING ONLINE.
THESE OUTSTANDING STUDENTS ARE AMONG 16,000 NATIONAL SEMIFINALISTS RECOGNIZED IN THE 71ST ANNUAL NATIONAL MERIT SCHOLARSHIP PROGRAM.
THESE RECOGNIZED STUDENTS ARE ACADEMICALLY TALENTED HIGH SCHOOL SENIORS WHO REPRESENT LESS THAN 1% OF ALL SENIORS ACROSS THE COUNTRY AND INCLUDE THE HIGHEST TEST SCORING ENTRANTS IN EACH STATE.
THEY WILL HAVE THE OPPORTUNITY TO CONTINUE IN THE COMPETITION FOR ONE OF 6900 NATIONAL MERIT SCHOLARSHIPS WORTH NEARLY $26 MILLION TO BE AWARDED IN THE SPRING.
THESE NATIONAL MERIT SCHOLARSHIP WINNERS OF 2026 WILL BE ANNOUNCED BEGINNING IN APRIL, AND WE ARE VERY EXCITED AND OPTIMISTIC THAT MANY OF OUR STUDENTS WILL BE COMING BACK AND WE WILL CELEBRATE THEM AGAIN IN THE SPRING.
THESE SCHOLARSHIP RECIPIENTS WILL JOIN APPROXIMATELY 389,000 OTHER DISTINGUISHED YOUNG PEOPLE WHO HAVE EARNED THE MERIT SCHOLAR TITLE IN THE PROGRAMS HISTORY.
WE'RE PROUD OF YOU. AS WE ARE CELEBRATING LOGAN AND GETTING HIS PICTURE, YES, I WOULD INVITE THE STUDENTS THAT ARE HERE FOR THE PSAT COMMENDED TO PLEASE COME FORWARD.
NOW WE HAVE ANOTHER AWESOME GROUP OF STUDENTS THIS MONTH.
[00:25:03]
THESE ARE NATIONAL MERIT COMMENDED STUDENTS FROM THEIR PSAT, COMMENDED STUDENTS, AND WE HAVE GOT STUDENTS REPRESENTED FROM ALL FOUR HIGH SCHOOLS.A LITTLE BIT ABOUT THEIR RECOGNITION, THE NATIONAL QUALIFYING PROGRAM RECOGNIZES THAN COMMENDED STUDENTS THROUGHOUT THE NATION FOR THEIR EXCEPTIONAL ACADEMIC PROMISE.
COMMENDED STUDENTS PLACED AMONG THE TOP 50,000 STUDENTS WHO ENTERED THE 2026 COMPETITION BY TAKING THE 2024 PRELIMINARY SAT NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST.
THE HIGHEST POSSIBLE SCORE ON THE PSAT IS A 228 AND TO REACH THE LEVEL OF COMMENDED, A STUDENT WOULD HAVE HAD TO SCORE 219-208.
WE HAVE 22 COMMENDED STUDENTS FROM THE RSD CLASS OF 2026.
YES. I AM EXCITED TO INTRODUCE YOU TO THEM AT THIS TIME.
WE HAVE MR. BENJAMIN LERNER FROM RICHARDSON HIGH SCHOOL.
I'M GOING TO ASK YOU TO GO THROUGH THE LINE HERE AND MR. BRODY CROWDER FROM RICHARDSON HIGH SCHOOL.
ANNA CAPS, RICHARDSON HIGH SCHOOL.
TED YOST, RICHARDSON HIGH SCHOOL.
LANE SANDIG RICHARDSON HIGH SCHOOL.
JACKSON WHITTON, PIERCE HIGH SCHOOL.
BRAD TIP RICHARDSON HIGH SCHOOL.
ALMA ZAKARIA, BERKNER HIGH SCHOOL.
ANSLEY WOOLEY FROM PIERCE HIGH SCHOOL.
TAYLOR KESSLER FROM PIERCE HIGH SCHOOL.
MEGHAN TRAN PIERCE HIGH SCHOOL.
HANNAH ROSEN, PIERCE HIGH SCHOOL.
SOPHIA TISCH PIERCE HIGH SCHOOL.
AUBREY YARBOROUGH, PIERCE HIGH SCHOOL.
ASHLAND YARBOROUGH FROM PIERCE HIGH SCHOOL.
WE ALSO HAD TWO STUDENTS FROM LAKE HIGHLANDS.
THEY CANNOT BE HERE THIS EVENING, BUT WE ARE SO PROUD OF THESE STUDENTS AND THEIR ACADEMIC ACHIEVEMENTS.
WE'RE GOING TO ASK THEM TO COME BACK AROUND SO WE CAN CAPTURE A PHOTOGRAPH. DON'T BE SHY.
[APPLAUSE] AS YOU CAN TELL, THERE'S LOTS TO CELEBRATE HERE IN RICHARDSON ISD.
WE ARE GOING TO CONCLUDE THIS EVENING.
WE HAVE ONE FINAL SPECIAL RECOGNITION, AND I'M GOING TO INVITE OUR SUPERINTENDENT TABA BRANHAM TO COME FORWARD.
>> I'M GOING TO ASK MISS HAYES TO COME AROUND.
MISS HAYES HAS BEEN IN JUST A HALLMARK OF RICHARDSON ISD.
SHE HAS SERVED OUR DISTRICT FOR OVER 37 YEARS AS A TEACHER, A LEADER.
IF YOU THINK ABOUT ENTERPRISE CITY, MANY OF OUR CTE PROGRAMS, WHAT SHE'S DONE WITH OUR TECHNOLOGY PROGRAM, WHAT SHE'S IN OPERATIONS, BUILDING OUR FIRST TWO MIDDLE SCHOOLS.
I COULD HAVE A LIST THAT WOULD TAKE ALL NIGHT.
THIS IS HER OFFICIAL LAST BOARD MEETING.
SHE'S BEEN ATTENDING BOARD MEETINGS FOR 19 YEARS.
SHE'S GOING TO BE ENJOYING RETIREMENT.
BUT ON BEHALF OF THE RSD TEAM, WE LOVE YOU.
WE CELEBRATE YOU HAPPY LAST BOARD MEETING.
THANK YOU FOR BEING SO AWESOME. WE LOVE YOU.
[00:30:07]
CONGRATULATIONS, SANDRA.THANK YOU FOR YOUR BIG HEART FOR RICHARDSON ISD.
BEFORE WE CONCLUDE OUR RECOGNITIONS, I KNOW THERE ARE LOTS OF PARENTS AND STAFF AND TEACHERS AND COMMUNITY HERE TO CELEBRATE AND RECOGNIZE OUR STUDENTS AND PARTNERS AND STAFF.
IF YOU COULD PLEASE STAND, SO WE COULD RECOGNIZE YOU FOR ALL THAT YOU DO TO SUPPORT.
WE KNOW YOU'RE HERE. [APPLAUSE]
>> IT'S A VERY SPECIAL COMMUNITY BECAUSE OF THIS SUPPORT, AND THAT CONCLUDES OUR RECOGNITIONS FOR NOVEMBER.
>> WE'RE GOING TO GET STARTED AGAIN WITH THE AGENDA HERE AND CONTINUE ON.
THE NEXT ITEM ON OUR AGENDA IS THE PUBLIC COMMENTS SECTION FOR OUR REGULAR BOARD MEETING.
[II. PUBLIC COMMENT SECTION]
MISS RITA, DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD TO?THANK YOU. ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS.
DURING TODAY'S MEETING, SPEAKERS MAY COMMENT ON AGENDA ITEMS ONLY.
AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENT 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. EWEN BLACKMAN, WHO WILL BE SPEAKING ON IMA.
>> I CHANGED IT UP, SO JUST TO BE CLEAR.
I WANT TO ADDRESS THAT TONIGHT.
GOOD EVENING, PRESIDENT POTEET, SUPERINTENDENT BRANDON, BOARD OF TRUSTEES, AND ESTEEMED EMPLOYEES.
THANK YOU AGAIN TO OUR COMMUNITY FOR GETTING THE BOND PASSED.
OUR COMMUNITY STEPPED UP IN A BIG WAY AND SAID, YES, TO INVESTING IN OUR SCHOOL INFRASTRUCTURE.
I WAS STANDING IN THE BOARD ROOM JUST THE OTHER NIGHT, WHEN THE BOARD CANVASSED THE ELECTION FOR THE BOND PROPOSALS AND I TOLD THEM THEN THAT I BELIEVE PEOPLE, OUR COMMUNITY PLACED OUR TRUST WITH THEM AND HAVE GIVEN YOU THE RESPONSIBILITY TO CARRY THAT OUT.
THE TRUST IS SACRED, AND EVERY SINGLE ONE OF US HAS TO EARN IT EVERY DAY.
[00:35:02]
TONIGHT, YOU'RE GOING TO HEAR A LOT OF REPORTS, THE ACFR, MAGNET DATE, CIT, FOUNDATION FUND RAISING, AND MORE. IT'S COMPLICATED.WE LEFT THAT ONE ROOM SCHOOLHOUSE A LONG TIME AGO.
THERE ARE THOUSANDS OF MOVING PARTS TO MODERN PUBLIC EDUCATION.
THAT'S NOT JUST AN EXCUSE FOR HOW THINGS GO.
IT'S THE TRUTH, BUT TRUTH AND COMPLEXITY STILL HAVE TO STAND IN THE BRIGHTEST POSSIBLE LIGHT.
NEON LIGHT, SUNSHINE, WHATEVER DISINFECTS BEST, BRING IT, ASK THE TOUGH QUESTIONS.
THAT'S WHAT ACCOUNTABILITY PARTNERS ARE FOR.
IT'S WHAT ACCOUNTABILITY IS, AND I WELCOME EVERY BIT OF IT, BECAUSE REAL TRANSPARENCY IS HOW TRUST GROWS DEEPER.
THERE ARE COUNTLESS HOURS THAT I SPEND A TEACHER LUNCH TABLES, LISTENING TO WHAT THEY NEED IN THEIR CLASSROOM AND FROM THEIR DISTRICT TO REACH EVERY KID.
I'M WALKING THE HALLS OF THIS VERY ADMIN BUILDING TALKING BUDGETS, STRATEGY, PROGRAMMING, LONG RANGE PLANS, AND A LOT OF FOLKS HERE ON THE DAYS.
PARENTS AND NEIGHBORS STOP IN THE GROCERY STORE, TEXT ME LATE AT NIGHT, PULL ME ASIDE AFTER MEETINGS.
THEY TRUST ME TO CARRY THEIR WORRIES, THEIR CONCERNS, STRAIGHT TO THE PEOPLE WHO CAN FIX THEM.
I'M IN THE CLASSROOMS, I'M IN THE COMMUNITY, I'M IN THE CONVERSATIONS, AND IN THE PLANNING MEETINGS, BONDS AND ALL.
THIS IS WHAT A COMMUNITY ADVOCATE DOES.
WHO IS ALL IN FOR RISD TO BECOME THE BEST THAT IT CAN BE? EVERYTHING I SEE, ALL LEVELS ONLY BUILDS MORE TRUST AND MORE RESPECT FOR THE WORK THAT'S HAPPENING HERE, THE HARD WORK THAT HAPPENS HERE.
THERE ARE GOOD PEOPLE GRINDING THROUGH HARD PROBLEMS BECAUSE THEY CARE ABOUT OUR KIDS AS AS WE DO, KNOW AS MUCH AS YOU DO.
IT'S BEEN A LONG INTENSE FEW MONTHS.
MEETINGS STACKED ON MEETINGS, LATE NIGHT EMAILS, EARLY MORNING CONVERSATIONS, BUT WEEKS LIKE THIS.
THIS IS WHAT MOVES THE NEEDLE.
SOME OF THE DREAM BIG THINGS THAT WE'VE BEEN PUSHING TOGETHER AS A COMMUNITY ARE GETTING CLOSER AND CLOSER.
I'M EXCITED FOR THE DAY WHEN WE CAN SEE THE IMPROVEMENTS AND SHOW WHAT A DESTINATION DISTRICT CAN LOOK LIKE.
A QUICK SHOUT OUT TO SAN BURTON JENNIE BATES FOR A GREAT TOUR OF A FABULOUS BUILDING GOING ON OVER THERE AT FOREST MEADOW, JUNIOR HIGH.
AMAZING PROGRAMMINGS, AND AMAZING LOVE GOING ON AT THAT SCHOOL.
THEY'RE DOING SOME FANTASTIC THINGS, AND A SHOUT OUT TO AMANDA, CONGRATULATE THE BIG JOB. THANK YOU, AND GOOD EVENING.
OUR NEXT SPEAKER IS MISS CASEY HINES.
IS MISS CASEY HINES HERE? I'LL MOVE ON TO OUR NEXT SPEAKER.
OUR NEXT SPEAKER IS MR. ROGER HAYES.
>> THANK YOU FOR PROVIDING ME WITH THE FORUM TO SPEAK HERE.
TO THE SCHOOL BOARD MEMBERS, I LIFT YOU UP OFTEN AND PRAY FOR WISDOM AND THE ABILITY TO SUPPORT RSD IN AN EVER CHANGING LANDSCAPE.
THANK YOU FOR THE TIME AND EFFORT YOU MAKE TO WORK WITH OUR CABINET AND MAKE THIS DISTRICT SUCCESSFUL.
TO THE LEADERS OF RSD, AND MOST OF WHICH I CONSIDER MY FAMILY, THANK YOU FOR THE SACRIFICES YOU GIVE TO ASSURE US YOU ARE DOING EVERYTHING WITHIN YOUR POWER TO GIVE EACH CHILD AN OPPORTUNITY TO BE SUCCESSFUL.
THANK YOU FOR SUPPORTING THE STAFF IN EACH SCHOOL WHO MAKE A DIFFERENCE IN OUR CHILDREN.
I CAN RECALL THE TEACHERS OF MY LIFE FROM LONG AGO, COMPORTANT TO ME OVER THE YEARS AND THE DIFFERENCE THAT'S MADE IN THE MAN I HAVE BECOME.
TO MY LOVELY BRIDE, A FAVORITE CABINET MEMBER, TONIGHT'S YOUR LAST BOARD MEETING.
I'M A LITTLE SAD AND I'M ELATED AT THE SAME TIME.
YOU'VE RUN THE RACE. YOU'VE RUN IT WELL.
YOU'VE RUN IT TO WIN AND FOCUSED ON THE PRIZE, MAKING A DIFFERENCE IN CHILDREN'S LIVES FOR ALMOST 40 YEARS.
YOU AT EVERY STATION, YOU HAD SERVED WHEN YOU WERE AT WEST JUNIOR HIGH, AND WE WERE YOUNGSTERS THROUGH TODAY.
I'M HONORED TO BE YOUR HUSBAND AND HAVE ENJOYED THE YEARS AND CRYING TOGETHER, LAUGHING TOGETHER, AND EVEN SOMETIMES DOING BOTH AT THE SAME TIME.
I STILL CANNOT BELIEVE YOU WENT OUT WITH ME BACK ON APRIL 1, 1988.
YES, THAT WAS APRIL FOOLS DAY.
YOU SAID, YES TO MARRY ME AROUND APRIL 15, WHICH WAS TAX DAY IN A MALL.
SORRY, YOU DIDN'T GET SOMEONE WHO WAS MORE ROMANTIC THAN MYSELF, BUT I TRIED.
I PROMISED WE WOULD ALWAYS HAVE
[00:40:02]
ENOUGH AND THAT LIFE WOULD NEVER BE BORING. I'VE KEPT MY WORD.MY DEAREST MEMORY OF OUR LIFE WAS A COUPLES WHEN YOU TOLD ME THE DESIRE OF YOUR HEART AFTER ME ASKING YOU THE SAME QUESTION FOR 12 YEARS.
WAS THAT GOD LET US GROW TOGETHER.
YOU WELDED YOURSELF TO ME THE DAY THAT YOU SAID, THAT YOU HOPED THAT GOD WOULD LET US GROW OLD TOGETHER.
ASK GOD TO GIVE YOU THAT REQUEST.
MY HEART BELONGS TO NO OTHER. I LOVE YOU.
CONGRATULATIONS ON A SPECTACULAR CAREER.
>> THANK YOU SO MUCH FOR THAT, MR. HAYES.
ONE LAST OPPORTUNITY FOR MISS CASEY HINES IF SHE'S PRESENT.
THAT CONCLUDES OUR PUBLIC COMMENTS FOR THIS EVENING, MR. POSCHE.
>> THANK YOU VERY MUCH, MISS RITA.
FOR GUIDING US TO PUBLIC COMMENTS.
[III. CONSENT / CONFIRMATION AGENDA ITEMS]
OUR NEXT ITEM IS AN ACTION ITEM FOR THE CONSENT AGENDA.DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? IS THERE A MOTION TO APPROVE THE CONSENT AGENDA?
>> THANK OF MR. PACHECO. IS THERE A SECOND?
>> THANK YOU. MR. EAGER. ARE THERE ANY COMMENTS OR QUESTIONS? HEARING NONE. ALL IN FAVOR.
PLEASE RAISE YOUR HAND. THANK YOU.
OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS OF HIS BRAND.
[IV.A. Consider Gifts]
AGAIN, AS ALWAYS, WE'RE BEYOND GRATEFUL FOR OUR COMMUNITY ORGANIZATIONS, PTAS, SO MANY DIFFERENT INDIVIDUALS THAT WANT TO POUR IN AND GIVE IN TO OUR CAMPUSES TO OUR DISTRICT TO MAKE A DIFFERENCE IN OUR KIDS AND HELP US REACH OUR NORTH STAR GOAL.
WE CELEBRATE THEM ALL TONIGHT.
AND I HAVE ASKED MR. PAD TO PREPARE TONIGHT'S REPORT FOR OUR GIFTS.
I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.
WE HAVE FIVE GIFTS OVER $5,000 SUBMITTED FOR BOARD APPROVAL, $6,000 FROM A AAAHO CLASSICAL MAGNET TO EXCUSE ME, $6,000 DONATED BY THE ARAPAHO CLASSICAL MAGNET PTA TO ARAPAHO CLASSICAL MAGNET.
LE SHAFER GLACER, DONATED $7,316.01 CENTS TO AAAHO CLASSICAL MAAGNET.
CANYON CREEK ELEMENTARY PTA DONATED $6,069.35 TO CANYON CREEK ELEMENTARY.
THE ALL AROUND LANDSCAPE AND CONSTRUCTION COMPANY DONATED $25,398.91 TO LAKE HIGHLANDS ELEMENTARY, AND THE YALE ELEMENTARY PTA DONATED $8,000 TO YALE ELEMENTARY FOR A TOTAL OF $52,784.27.
WE HAVE TEN GIFTS, LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $6,871.69 WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.
TOTAL GIFTS THIS MONTH ARE $59,655.96.
>> THANK YOU, MR. PAD. WITH THAT, I RECOMMEND THAT THE BOARD ACCEPT THE GIFTS OF $5,000 OR MORE AS PRESENTED.
>> THANK YOU, MR. PAD, MISS BRANDON.
IS THERE A MOTION TO APPROVE THE GIFTS?
>> THANK YOU, MR. ANDREA. IS THERE A SECOND?
ARE THERE ANY QUESTIONS OR COMMENTS ON THIS ITEM? HEARING DONE. ALL IN FAVOR OF THE MOTION.
PLEASE RAISE YOUR HANDS WHERE I CAN SEE YOU.
OUR NEXT ACTION ITEM IS TO CONSIDER THE ANNUAL COMPREHENSIVE FINANCIAL REPORT,
[IV.B. Consider Annual Comprehensive Financial Report (ACFR) for the Fiscal Year Ended June 30, 2025]
ALSO KNOWN AS THE AFCR. MISS BRANDON.>> THANK YOU SO MUCH, PRESIDENT BOTEE.
TONIGHT, MR. PAD AND MISS DAVENPORT, I BELIEVE, ARE GOING TO BE SHARING WITH US OUR ANNUAL AUDIT REPORT, CLOSING UP OUR FISCAL YEAR ENDING JUNE 30, 2025.
MR. PAD, I TURN IT OVER TO YOU.
>> THANK YOU, MISS BRANDON. YES. WE HAVE SARAH DIMPSEY, PARTNER WITH WEAVER HERE WITH US TONIGHT TO MAKE A PRESENTATION AND AS SHE'S MAKING HER WAY UP HERE, I WILL JUST EXPLAIN A LITTLE BIT ABOUT THIS YEAR'S AUDIT REPORT.
YOU ARE ACTUALLY GOING TO SEE THIS YEAR'S AUDIT REPORT TWICE.
MISS DIMPSEY WILL REPORT ON IT,
[00:45:02]
BUT IT IS NOT COMPLETE.IT IS NOT COMPLETE BECAUSE THEY WERE NOT ABLE TO PROVIDE AN OPINION ON THE SINGLE AUDIT PORTION OF THE AUDIT REPORT.
THAT IS BECAUSE, OUR AUDITORS AND THE DISTRICT ARE STILL WAITING ON THE OFFICE OF MANAGEMENT AND BUDGET TO ISSUE THE GUIDELINES THAT ALLOW THEM TO COMPLETE THEIR AUDIT WORK.
ONCE THAT GUIDANCE IS ISSUED, THEY WILL COMPLETE THEIR AUDIT WORK AND WE WILL BRING THE AUDIT REPORT BACK TO YOU.
THIS UNFORTUNATELY IS HAPPENING TO DISTRICTS ACROSS THE COUNTRY, ACROSS THE STATE.
THE TEXAS EDUCATION AGENCY HAS ACTUALLY HAD TO EXTEND THEIR DEADLINE FOR US TO PROVIDE THE AUDIT REPORT.
THIS IS NOTHING NEGATIVE ON THE DISTRICT, OUR AUDITORS, ANYTHING WE HAVE DONE.
IT IS JUST THEY DON'T HAVE THE GUIDELINES AND WE DON'T HAVE THE GUIDELINES.
WE ARE ASKING YOU TO APPROVE THE AUDIT REPORT TONIGHT BECAUSE THE AUDIT OF THE FINANCIAL STATEMENTS THEMSELVES ARE COMPLETE, AS MISS DIMPSEY, WILL SHARE WITH YOU, AND WE NEED TO START THE PROCESS OF SELLING SOME BONDS.
WE NEED THE AUDIT FINANCIAL STATEMENTS FOR THAT.
ONCE THEY HAVE THE GUIDANCE, THEY'LL BE ABLE TO COMPLETE THE AUDIT, AND WE WILL RETURN TO YOU WITH THAT.
UNFORTUNATELY, I CANNOT GIVE YOU A TIMELINE WHEN WE WILL RETURN TO YOU WITH THE FULLY COMPLETED AUDIT.
BUT THE NUMBERS IN THE FINANCIAL STATEMENTS THEMSELVES, THEY ARE AUDITED.
WITH THAT, I WILL TURN IT OVER TO MISS DIMPSEY.
>> YES. THANK YOU FOR HAVING ME THIS EVENING.
I'M HAPPY TO PRESENT THE AUDIT.
>> LET'S SEE IF I CAN DO THIS. GREAT. THANK YOU FOR HAVING ME THIS EVENING.
WE DID THE 6:30, 2025 AUDIT, JUST WRAPPED IT UP.
THIS WAS THE FINANCIAL STATEMENT AUDIT.
AS DAVID MENTIONED, THE SINGLE AUDIT IS STILL UNDERWAY AND WAITING FOR THE OMB TO ISSUE THE GUIDANCE.
THE TIMELINE ON THE AUDIT, IT'S THE 6:30, 2025 AUDIT.
WE DO INTERIM PROCEDURES AND THEN COME BACK OUT AND DO FINAL FIELD WORK.
THAT'S REALLY WHEN WE'RE LOOKING AT THOSE FINAL BALANCES AND AUDITING THE NUMBERS WITHIN THE FINANCIAL STATEMENTS THAT YOU HAVE.
THEN WE'RE HERE FOR THIS MEETING TODAY.
THEN DURING THE COURSE OF THE YEAR WE'RE GOING THROUGH AND LOOKING AT ACCOUNTING TRANSACTIONS, COMPLEX TRANSACTIONS THAT THE DISTRICT HAS ENTERED INTO.
WE DO THE AUDIT IN ACCORDANCE WITH GENERALLY ACCEPTED AUDITING STANDARDS AND GENERALLY ACCEPTED GOVERNMENT AUDITING STANDARDS, AND THEN ALSO THE UNIFORM GUIDANCE.
THAT'S THE SINGLE AUDIT, THE ONE THAT IS IN PROCESS.
WE DID HAVE A DRAFT OF THE 2025 COMPLIANCE SUPPLEMENT.
ONCE THE FINAL IS ISSUED, IT WILL GO REAL VERY QUICKLY BARRING NO MAJOR CHANGES.
WE THINK THE DRAFT IS CLOSE TO WHAT THE FINAL WILL LOOK LIKE.
FOR THE AUDIT PROCESS, WHAT WE DO IS WE GO THROUGH THE FINANCIAL STATEMENTS AND WE SEE WHAT BALANCES COULD BE AT RISK FOR MATERIAL MISSTATEMENT, AND THEN WE TAILOR OUR AUDIT PROCEDURES AROUND THOSE.
THE STATE FUNDING IS A BIG RISK FOR THE AUDIT PROCESS.
WE SPEND A LOT OF TIME ON THAT.
WE SPEND A LOT OF TIME WITH THE FEDERAL GRANTS, PROPERTY TAXES, A LOT OF REVENUE STREAMS THAT ARE RUNNING THROUGH THE DISTRICT.
WE'RE ALSO LOOKING AT JOURNAL ENTRIES.
THE FINANCIAL STATEMENTS ARE HEAVILY DRIVEN ON TRANSACTIONS THAT ARE HAPPENING DURING THE YEAR.
WE'RE AUDITING THE APPROVAL PROCESS AND THE SUPPORT THAT IS BEHIND THOSE JOURNAL ENTRIES THAT MAKE THEIR WAY INTO YOUR FINANCIAL STATEMENTS.
WE DO THE INTERIM PROCEDURES TO LOOK AT CONTROLS OVER CERTAIN TRANSACTION CYCLES, SO CASH DISBURSEMENTS, PAYROLL, PROPERTY TAXES, THE INTERNAL CONTROL PROCESS IS MONITORED TO MAKE SURE THAT THERE ARE NO ISSUES THAT WOULD CAUSE A MATERIAL MISSTATEMENT IN YOUR FINANCIAL STATEMENTS.
WE ALSO START THE SINGLE AUDIT, EVEN THOUGH THE GUIDANCE WAS UP IN THE AIR, WE HAD THAT DRAFT AND THE THREE MAJOR PROGRAMS THAT WERE AUDITED THIS YEAR ARE TITLE 1, TITLE 2 AND TITLE 3.
YOU'RE REQUIRED TO HAVE 20% OF YOUR FEDERAL PROGRAMS AUDITED BECAUSE YOU'RE A LOW RISK AUDIT AND THOSE THREE PROGRAMS COVERED THAT THRESHOLD.
WE ALSO DO COMPLIANCE TESTING WITH THE GOVERNMENT AUDITING STANDARDS.
THERE'S A LOT OF COMPLIANCE TESTING, REGULATIONS, WITH STATE LAWS, FEDERAL LAWS, LOCAL CONTRACTS, SO THAT'S ALSO A PART OF THE AUDIT.
WE DO THAT DURING OUR INTERIM PROCESS AS WELL.
FIELDWORK IS WHEN WE'RE REALLY LOOKING AT THE NUMBERS.
WE GET THE FINANCIAL STATEMENTS FROM THE DISTRICT, AND THAT'S WHEN WE'RE LOOKING AT THE CASH BALANCES, INVESTMENT BALANCES, CAPITAL ASSETS, AND WE'RE TESTING
[00:50:01]
THOSE DIFFERENT FINANCIAL STATEMENT LINE ITEMS THAT YOU SEE IN THE ANNUAL COMPREHENSIVE FINANCIAL REPORT.FOR THE RESULTS, WHAT I'M HERE TODAY FOR.
YOU RECEIVED AN UNMODIFIED OPINION ON YOUR FINANCIAL STATEMENTS AND YOU HAD NO MATERIAL WEAKNESSES OR SIGNIFICANT DEFICIENCIES TO BRING TO YOUR ATTENTION.
WHAT THAT MEANS IS THERE ARE NO CONTROL DEFICIENCIES THAT WE DETECTED DURING THE COURSE OF THE AUDIT THAT COULD POSSIBLY BE A MATERIAL MISSTATEMENT IN YOUR FINANCIAL STATEMENTS.
THAT'S WHAT RISES TO THAT LEVEL OF MATERIAL WEAKNESS.
THERE WERE NO UNUSUAL TRANSACTIONS THAT WERE NOTED DURING THE YEAR.
THERE WAS NO FRAUD DETECTED THAT WOULD BE MATERIAL OR NEEDED TO BRING TO YOUR ATTENTION.
THEN THIS YEAR, THERE WAS AN ADOPTION OF A GASB PRONOUNCEMENT 101, WHICH RELATED TO COMPENSATED ABSENCES AND LEAVES OF ABSENCE IN YOUR FINANCIAL STATEMENTS.
AGAIN, NO MATERIAL WEAKNESSES AND INTERNAL CONTROL OVER COMPLIANCE.
WE ALSO AUDITED ESTIMATES THAT ARE MADE WITHIN THE FINANCIAL STATEMENTS, THE LARGEST BEING YOUR STATE AID CALCULATION.
AS A FIRM AND AS A TEAM, WE ARE INDEPENDENT OF THE DISTRICT WHEN WE'RE DOING THE PROCEDURES, WE ARE A THIRD PARTY.
THERE WERE NO AUDIT ADJUSTMENTS TO BRING TO YOUR ATTENTION.
THAT WOULD HAPPEN IF THE DISTRICT PREPARED THE FINANCIAL STATEMENTS, WE STARTED AUDITING AND WE STARTED FINDING ERRORS.
WE WOULD BRING THOSE TO YOUR ATTENTION AS WELL.
WE APPRECIATE EVERYONE'S SUPPORT DURING THE AUDIT.
WE'RE LOOKING AT THE GRANT PROGRAMS, THE PAYROLL PROCESS PROCUREMENT, AND EVERYONE RESPONDED TIMELY AND ACCURATELY, AND WE APPRECIATED EVERYONE'S INVOLVEMENT IN THE AUDIT, DAVID'S GROUP AS WELL.
I'M HERE TO ANSWER ANY QUESTIONS.
>> FIRST AND FOREMOST, THANK YOU AND THE WORK THAT YOU DO, AND ABSOLUTELY WANT TO COMMEND MR. PAD, MISS DAVENPORT, AND YOUR ENTIRE TEAM FOR THE INCREDIBLE WORK THAT THEY DO TO ENSURE WE HAVE STRONG OUTCOMES LIKE WE RECEIVED TONIGHT.
WITH THAT, I RECOMMEND THAT THE BOARD ACCEPT THE AUDIT OF THE DISTRICT'S FINANCE FISCAL ACCOUNTS FOR THE YEAR ENDED JUNE 30TH, 2025.
>> THANK YOU FOR THAT RECOMMENDATION.
IS THERE A MOTION TO APPROVE THE ANNUAL COMPREHENSIVE FINANCIAL REPORT? THANK YOU, MR. EAGER. IS THERE A SECOND?
>> THANK YOU, MR. PACHECO. WE HAVE A MOTION AND A SECOND.
ARE THERE ANY COMMENTS OR QUESTIONS PERTAINING TO THIS REPORT? NO. THANK YOU VERY MUCH, HEARING NONE.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
THANK YOU. THAT MOTION PASSES 6-0.
>> PLEASE MAKE SURE YOUR TEAM KNOWS HOW MUCH WE APPRECIATE THEM.
>> WE HAVE MISS DAVENPORT HERE.
YES, THIS WOULD NOT HAPPEN WITHOUT HER AND HER TEAM AND THE GRANTS DEPARTMENT AS WELL AND WE HAVE OUR NEW EXECUTIVE DIRECTOR OF GRANTS AND ENTITLEMENTS WITH US.
MISS ROBIN WEBB IS HERE TONIGHT ALSO, AND HER TEAM DOES A FABULOUS JOB ALSO.
>> EXCELLENT. THANK YOU, MR. PAD.
[IV.C. Receive Richardson ISD Foundation Annual Report]
IS AN INFORMATION ITEM AND A PRESENTATION TO RECEIVE THE RISD FOUNDATION ANNUAL REPORT, MISS BRAIN.>> THANK YOU, AND I'M GOING TO INVITE MISS CAMEKA CRAWFORD TO COME FORWARD.
WE VERY MUCH APPRECIATE ALL THE WORK OF THE RICHARDSON ISD FOUNDATION AND THE SHARED PASSION THAT WE HAVE TO MAKE A DIFFERENCE IN THE LIVES OF OUR KIDS.
MISS CRAWFORD HAS PREPARED A WONDERFUL UPDATE ON THE PROGRESS THAT SHE AND HER TEAM HAVE MADE THIS PAST YEAR. I'LL TURN IT OVER TO YOU.
>> THANK YOU, SUPERINTENDENT BRANUM.
GOOD EVENING AND THANK YOU, PRESIDENT POTEET AND OTHER MEMBERS OF THE RISD TRUSTEES AND CABINET FOR THIS OPPORTUNITY TO PROVIDE AN UPDATE ON THE RICHARDSON ISD FOUNDATION.
OUR ORGANIZATION WAS FOUNDED IN 1984, GIVING US THE DISTINCTION AND HONOR OF BEING ONE OF THE THREE OLDEST OPERATING EDUCATION FOUNDATIONS IN THE STATE OF TEXAS.
WE ARE AN INDEPENDENT 501(C)(3) ORGANIZATION UNDER THE DIRECTION OF A VOLUNTEER BOARD OF DIRECTORS THAT REPRESENTS THE ENTIRE RICHARDSON ISD COMMUNITY.
LIKE RICHARDSON ISD, THE FOUNDATION IS COMMITTED TO THE SUCCESS OF RISD STUDENTS AND STAFF.
I'M GOING TO START WITH AN INTRODUCTION OF OUR BOARD OF DIRECTORS.
RIGHT NOW, WE HAVE 15 VOTING MEMBERS LED BY BOARD CHAIR LAURI KELLEY.
THESE INDIVIDUALS SERVE WITHOUT COMPENSATION AND ARE RESPONSIBLE FOR SETTING THE STRATEGIC DIRECTION FOR THE RICHARDSON ISD FOUNDATION.
WE ARE ALSO PRIVILEGED AND HONOR TO HAVE THREE EX-OFFICIAL MEMBERS.
[00:55:04]
AT THIS TIME ON BEHALF OF OUR BOARD OF DIRECTORS, I'D LIKE TO THANK SUPERINTENDENT BRANUM.TRUSTEE MCGOWAN AND DR. HELLER, FOR SERVING ON OUR BOARD.
I WOULD LIKE TO THANK YOU FOR YOUR FEEDBACK AND INSIGHTS THAT ARE INVALUABLE.
DR. HELLER, I WOULD LIKE TO THANK YOU FOR YOUR PARTNERSHIP AND BEING A THOUGHT PARTNER AS WE DO THIS WORK.
I'D ALSO LIKE TO GIVE A SPECIAL THANK YOU TO TRUSTEE RENTERIA, WHO HAS SERVED AS AN EX-OFFICIAL BOARD MEMBER FOR THE LAST TWO YEARS.
WE TRULY APPRECIATE YOUR SUPPORT AND PARTNERSHIP, AND YOU DO HAVE A TOKEN OF APPRECIATION FROM THE FOUNDATION ADRESS.
THIS IS GOING TO LOOK A LITTLE DIFFERENT THIS YEAR THAN IT HAS IN PREVIOUS YEARS BECAUSE OUR FOUNDATION IS ACTUALLY IN YEAR 3 OF EXECUTING ON OUR STRATEGIC PLAN.
IN THE SPRING AND OVER THE SUMMER, WE DID SOME MORE MOVING, AND WE HAVE UPDATED OUR MISSION, VISION, AND VALUES, AND THOSE VALUES ARE THE BELIEFS THAT GUIDE US AND THEY ARE AT THE HEART OF OUR WORK.
THEY KEEP US FOCUSED ON WHAT MATTERS MOST, AND THEY REMIND US WHO WE SERVE AND WHY.
OUR VISION IS A FUTURE WHERE EVERY RICHARDSON ISD STUDENT THRIVES, EQUIPPED WITH OPPORTUNITIES, SUPPORTED BY INNOVATION AND STRENGTHENED BY EXCEPTIONAL EDUCATORS.
WE WORK TO ACHIEVE THAT VISION THROUGH OUR MISSION, WHICH IS INVESTING WHERE IT MATTERS MOST.
WE ACCELERATE STUDENT ACHIEVEMENT AND FUEL EDUCATOR INNOVATION TO CREATE LASTING OPPORTUNITY ACROSS RICHARDSON ISD.
I WOULD LIKE TO SAY THAT OUR BOARD OF DIRECTORS DEFINES EDUCATOR AS EVERY MEMBER OF RISD STAFF BECAUSE WE BELIEVE THAT INDIRECTLY OR DIRECTLY EVERY EMPLOYEE IN RICHARDSON ISD IS SUPPORTING STUDENTS.
OUR VALUES FINALLY ARE INNOVATION, COLLABORATION, AND EQUITY, AND THOSE ARE THE LENS THROUGH WHICH WE EVALUATE EVERYTHING THAT WE DO, WHETHER IT'S GRANT PROGRAM, WHETHER IT IS STRATEGIC PARTNERSHIPS IN THE COMMUNITY OR EVEN SOME OF OUR FUND RAISING INITIATIVES.
AS I MENTIONED, WE ARE IN YEAR 3 OF EXECUTING.
I'D JUST LIKE TO SHARE SOME OF THE HIGHLIGHTS OF EXECUTING OUR STRATEGIC PLAN THAT OCCURRED IN 2024/2025.
AS I MENTIONED, WE REFOCUSED OUR VISION, MISSION AND PROGRAMMING TO BETTER SUPPORT RICHARDSON ISD, AND I HAVE SOME EXCITING THINGS THAT I'LL SHARE WITH YOU LATER IN THE PRESENTATION THAT FURTHER REFLECT THAT.
WE EXPANDED OUR GEMS PROGRAM TO INCLUDE THE BUSINESS COMMUNITY.
WE RECOGNIZED THAT THERE WAS AN OPPORTUNITY FOR SMALL, MEDIAN BUSINESSES TO PROVIDE ADDITIONAL FINANCIAL SUPPORT FOR RICHARDSON ISD.
FOR JUST THAT $75, BUSINESSES IN THE COMMUNITY CAN COME IN AND SUPPORT THE EFFORTS THAT WE ARE MAKING THROUGH THIS PROGRAM.
WE ALSO HOSTED OUR FINAL PROM FUND RAISING EVENT IN MAY, AND WE WERE VERY THRILLED THAT FOR THAT EVENT, WE WERE ABLE TO EXPAND TO RECOGNIZE MORE THAN 20 RISD STAFF MEMBERS FROM THE PRINCIPAL OF THE YEAR TO ASSISTANT PRINCIPAL OF THE YEAR AND COUNCILORS OF THE YEAR.
WE WERE VERY EXCITED TO STAND ALONGSIDE RICHARDSON ISD AND CELEBRATING EXCELLENCE AMONG STAFF.
FINALLY, WE TRANSITION TO A FULLY INDEPENDENT STAFFING MODEL.
THIS GIVES OUR ORGANIZATION THE OPPORTUNITY TO ALIGN RESOURCES, STRENGTHEN COLLABORATION IN THE COMMUNITY AND WITH RICHARDSON ISD AND ADVANCE OUR SHARED GOALS.
WITH THAT, I'M HAPPY TO SHARE A LITTLE BIT ABOUT THE NUMBERS AND SOME OF THE THINGS THAT WE HAVE ACCOMPLISHED OVER THE LAST YEAR.
EACH OF YOU IN THE HORSESHOE HAS A COPY OF OUR FULL '24/'25 YEAR REVIEW IN THE COMMUNITY, YOU ARE ABLE TO FIND A PDF COPY ON THE FOUNDATION'S WEBSITE.
BECAUSE OF THE GENEROSITY OF OUR DONORS, WE WERE ABLE TO RAISE MORE THAN $117,000 TO FUND STEM LEADERSHIP AND STUDENT ENRICHMENT INITIATIVES ACROSS RICHARDSON ISD.
ONE OF THOSE THAT WE ARE PROUD OF IS THE EXPANSION OF THE ACTIVITIES THAT OCCUR IN THE BERKNER HIGH SCHOOL STEM CENTER.
WITH SUPPORT FROM THE COMMUNITY, WE ARE ABLE TO TAKE THIRD GRADERS IN THE BERKNER LEARNING COMMUNITY THROUGH THAT SO THAT THEY ARE EXPERIENCING FIELD TRIP WITH HANDS ON STEM LEARNING ACTIVITIES.
WE RAISED MORE THAN $105,000 TO SUPPORT RISD BACKPACK BASH AND THE RICHARDSON ISD FOUNDATION WAS THE VERY PROUD CAMPUS CHAMPION AT AUDELIA CREEK ELEMENTARY TO SUPPORT THOSE EFFORTS.
WE PROVIDED MORE THAN $58,000 IN GRANTS TO SUPPORT RISD STAFF GROWTH AND CLASSROOM INNOVATION THROUGH OUR RECENTLY RETIRED IMPACT GRANT PROGRAM.
[01:00:01]
WE PROVIDED MORE THAN $68,000 IN AWARDS TO RISD STAFF, THAT MORE THAN DOUBLED THE AMOUNT THAT WE GAVE OUT IN STAFF AWARDS IN '23/'25.WE WERE VERY PROUD OF THAT ACCOMPLISHMENT.
WE PROVIDED $63,000 IN SCHOLARSHIPS TO RISDS CLASS OF 2024.
WE'VE HEARD BACK AND THEY ARE MAKING ALL OF US PROUD.
WITH SOME OF THOSE NUMBERS, WE HAVE NOW INVESTED MORE THAN $8.8 MILLION IN THE RISD COMMUNITY.
THIS CHART, BECAUSE SOMETIMES IN THE NONPROFIT WORLD, IT CAN BE A LITTLE BIT SCARY AND YES, WE ARE STILL TALKING ABOUT COVID NUMBERS AND LIKE MANY NONPROFITS AND EDUCATION FOUNDATIONS ACROSS THE STATE OF TEXAS, WE ARE RECOVERING FROM COVID.
WE ARE VERY PROUD THAT IN 2024/2025, NOT ONLY DID WE EXCEED WHERE WE BEFORE BEFORE COVID, BUT WE DID THAT BY MORE THAN $50,000, AND THAT IS A NUMBER THAT WE ANTICIPATE WILL CONTINUE TO GROW AS WE ARE IMPLEMENTING SOME OF THE NEW PROGRAMS AND INITIATIVES.
THE FOUNDATION FISCAL YEAR IS FROM SEPTEMBER 1ST THROUGH AUGUST 31ST.
WE STARTED OUR FISCAL YEAR ON SEPTEMBER 1ST OF THIS YEAR, AND SO WE ARE ALREADY OFF IN THE MONTH OF NOVEMBER TO A STRONG START.
OVER THE PAST COUPLE OF MONTHS, WE HOSTED RAGE, WELCOMING STUDENTS FROM RICHARDSON ISD AND SCHOOL DISTRICTS FROM AROUND THE STATE OF TEXAS.
WHEN WE OPENED THE DOORS FOR THAT EVENT, WE WERE PLEASANTLY SURPRISED AND A LITTLE SHOCKED TO LEARN THAT THERE WERE STUDENTS WHO TRAVELED MORE THAN FIVE HOURS TO PARTICIPATE IN THAT EVENT BECAUSE THIS IS ONE OF THE ONLY OPPORTUNITIES IN THE STATE OF TEXAS FOR STUDENTS WHO ARE INTO ESPORTS TO TRAVEL AND BE FACE-TO-FACE AND NOT HAVE TO COMPETE VIRTUALLY.
WE ALSO LAUNCHED ELEVATE GRANTS, WHICH FUND PROFESSIONAL DEVELOPMENT OPPORTUNITIES.
WE JUST THIS MORNING, AWARDED OUR CYCLE ONE GRANT RECIPIENTS, SO 11 RISD STAFF DATA TOTAL OF $10,000 FOR PROFESSIONAL DEVELOPMENT OPPORTUNITIES.
MANY OF THEM ARE PARTICIPATING IN THE PRINCIPAL PROGRAMING GETTING MASTER'S DEGREES TO EARNING TEACHING CERTIFICATION.
WE SUCCESSFULLY LAUNCHED OUR NEW WEBSITE, WHICH GIVES US THE OPPORTUNITY TO BETTER TELL THE FOUNDATION'S STORY AND HIGHLIGHT IMPACT, BUT NOT JUST HIGHLIGHT OUR IMPACT, BUT REALLY HIGHLIGHT OUR COMMUNITY PARTNERS WHO ARE WALKING ALONGSIDE US.
I'M EXCITED TO LET YOU IN ON THIS SECRET OR NOT SO SECRET SECRET.
OVER THE PAST FEW MONTHS, WE HAVE ACTUALLY SECURED MORE THAN $170,000 IN GRANT TO SUPPORT STEM LEARNING.
OVER THE NEXT 60 DAYS, YOU WILL LEARN MORE ABOUT THOSE OPPORTUNITIES.
BUT JUST WANTED TO GIVE YOU TO SNEAK PEEK AS TO WHAT HAS HAPPENED SINCE SEPTEMBER 1ST.
FINALLY, WE HAVE SOME FUND RAISING AND FUND RAISING EVENTS COMING UP THIS FISCAL YEAR.
ON MENTIONED EARLIER THAT WE DID RETIRE PROM, BUT WE REPLACED IT WITH SOMETHING REALLY EXCITING.
ON FEBRUARY 28TH, 2026, WE WILL BE HOSTING CENTER STAGE AT THE EISMAN CENTER.
THAT IS A COMEDY SHOW AND STAY TUNED IN THE NEXT TWO WEEKS WHERE WE WILL BE VERY PROUD TO UNVEIL OUR OPENING ACT FOR THAT EVENT.
THEN, AS I MENTIONED, WHEN STUDENTS TELL YOU THAT THEY DROVE OVER FIVE HOURS TO PARTICIPATE IN SOMETHING, THAT'S AN EVENT THAT YOU KNOW NEEDS TO CONTINUE BECAUSE IT NOT ONLY MEANS SOMETHING IN THE RICHARDSON ISD COMMUNITY, BUT IT MEANS SOMETHING ACROSS THE STATE OF TEXAS.
WE'VE ALREADY SIGNED ON TEXAS AS ONE OF OUR PARTNERS, AND WE'LL BE WORKING ONCE AGAIN WITH ESPORTS FOUNDRY.
COMING IN AUGUST 2026, LOOK FORWARD TO RAGE.
>> FINALLY, I JUST WANT TO SAY, THANK YOU.
I AM CURRENTLY SERVING AS THE CHAIR OF THE NORTH TEXAS EDUCATION FOUNDATION NETWORK.
I GET A CHANCE TO TALK TO MY PEERS ALL ACROSS NORTH TEXAS AND AS WELL AS THE STATE OF TEXAS, AND I TELL YOU I DO NOT TAKE IT LIGHTLY THAT WE HAVE SUCH AN INCREDIBLE PARTNERSHIP WITH RICHARDSON INDEPENDENT SCHOOL DISTRICT, BECAUSE I CAN TELL YOU EVERYBODY IS NOT AS FORTUNATE AS WE ARE HERE AT THE FOUNDATION TO HAVE A PARTNER LIKE YOU.
>> THANK YOU, TAMEKA. WE APPRECIATE YOU, YOUR LEADERSHIP, THE FOUNDATION, THE ENTIRE BOARD.
WE RECENTLY HAD OUR PARTY EVENT, AND IT WAS SUCH A GREAT WAY TO CONNECT WITH THOSE THAT BELIEVE IN THE DISTRICT, THE FOUNDATION THEMSELVES, AS WELL AS OUR DISTRICT STAFF.
AGAIN, THANK YOU FOR ALL THAT YOU HAVE DONE.
PRESIDENT POTEET, WE'RE WELCOME TO TAKE ANY QUESTIONS.
[01:05:04]
>> WE'LL OPEN IT UP TO THE BOARD.
I JUST WANT TO SAY REAL QUICK, THANK YOU FOR THE PRESENTATION AND THE PARTNERSHIP BECAUSE THAT'S WHAT IT IS.
IT'S A GREAT PARTNERSHIP THAT WE HAVE, THERE'S NEEDS OF THE DISTRICT THAT SOMETIMES CAN'T BE MET IN THE WAYS THAT WE HAVE TO OPERATE.
WE APPRECIATE ALL THE EFFORT YOU GUYS ARE PUTTING IN TO SUPPORT THE DISTRICT.
QUESTIONS OR COMMENTS, YES, MS. PACHECO.
>> THANK YOU SO MUCH FOR THE WORK THAT YOU DO.
I'M ALWAYS EXCITED TO HEAR ABOUT THE PARTICIPATION OF RAGE AND ALSO HOW YOU UTILIZE THE FUNDS TO BRING EXPERIENCES TO OUR YOUNGER KIDS FOR STEM, THANK YOU.
THANK YOU FOR ALL THE THINGS THAT YOU'LL DO AND THE CREATIVITY THAT YOU PUT IN THERE AND ALL THE HARD WORK.
I'M EXCITED AND I'M JUST LOVELY TO SEE THE GROWTH. THANKS AGAIN.
>> THANK YOU FOR BRINGING IT RAISED.
THE STUDENTS ARE REALLY EXCITED TO SEE YOU COME THROUGH.
>> OTHER COMMENTS OR QUESTIONS? YES, MR. EAGER.
>> WELL, AS ALWAYS, YOU ARE CONSTANTLY INNOVATING.
I LOVE THE NEW COMEDY SHOW YOU'RE TALKING ABOUT.
I JUST COMMEND THE CONSTANT INNOVATION AND ALL FOR, YOU KNOW, AGAIN, WITH THIS EFFORT TO HELP OUR KIDS AND HELP OUR TEACHERS AND HELP, SO IT'S A GREAT PARTNERSHIP.
I HOPE YOU DON'T GO ANYWHERE ANY TIME SOON.
VERY GLAD TO HAVE YOU HERE AND THANK YOU FOR YOUR PARTNERSHIP.
>> HELLO, THERE. THANK YOU SO MUCH FOR BEING HERE TONIGHT.
I THINK THE LAST TIME YOU WERE HERE, I MADE SURE THAT I LET YOU KNOW HOW MUCH I APPRECIATE THE FACT THAT YOU HAVE BEEN ABLE TO BRING SO MUCH VISIBILITY TO THIS PROGRAM.
I KNOW WHEN I FIRST CAME INTO THE DISTRICT, I HAD NO CLUE WHAT IT WAS.
EVEN WHEN I CAME ONTO THE BOARD, I WAS STILL A LITTLE CLUELESS.
IT TOOK YOUR EFFORTS TO COME IN AND DO ALL THE WORK THAT YOU'VE DONE.
YOU'VE DONE AN AMAZING JOB. I APPRECIATE YOU.
I'VE HAD A BLAST AT ALL OF THE EVENTS THAT YOU HAVE PUT TOGETHER.
I HAD AN OPPORTUNITY TO PARTICIPATE IN THE PARTY THE OTHER DAY.
I WOULD SAY IT WAS MY FIRST TIME EVEN GOING TO TOP GOLF, BUT IT WAS AMAZING.
HOWEVER, DO HAVE JUST A COUPLE OF QUESTIONS THAT I'D LIKE TO ASK YOU.
THE FOUNDATION, WHEN YOU ALL ARE DETERMINING PRIORITIES FOR OUR STUDENTS AND SUPPORT, HOW DO YOU GO ABOUT DOING THAT? LIKE WHAT ARE YOUR TOP PRIORITIES? HOW DO YOU TALK ABOUT OUR STUDENTS?
>> I THINK WHEN WE SET PRIORITIES FOR OUR FOUNDATION, HOW WE SUPPORT STUDENTS, I THINK THAT IT'S VERY IMPORTANT TO KNOW THAT THE FIRST THING IS, WE DON'T BELIEVE THAT WE CAN SET PRIORITIES FOR THE STUDENTS.
AS A PARTNER, WE WORK VERY CLOSELY WITH SUPERINTENDENT BRANUM AND THE LEADERSHIP TEAM.
EVEN OUR FOCUS AREAS AND WHAT WE SHARE WITH OUR CORPORATE PARTNERS ARE ACTUALLY THE RESULT OF A VERY CLOSE WORKING RELATIONSHIP.
WE HAVE CHOSEN STEM AND INNOVATION IS ONE OF OUR FUNDING PRIORITIES BECAUSE WE RECOGNIZE THAT FOR THE DISTRICT, THAT IS A PRIORITY.
WE HAVE CHOSEN EARLY CHILDHOOD LITERACY BECAUSE WE KNOW THAT ONE OF YOUR BOARD GOALS IS THAT EVERY STUDENT IS READING AT OR ABOVE GRADE LEVEL BY THE TIME THEY HIT THIRD GRADE.
WE VERY, VERY CLOSELY STUDY WHAT IT IS THAT YOU ALL DO AND WE WORK WITH THE LEADERSHIP TEAM AND REALLY YOU ALL DRIVE WHAT OUR FOUNDATION PRIORITIES ARE.
>> I APPRECIATE THAT. I KNOW YOU'VE HEARD ME SAY MANY TIMES HERE THAT THAT LAST PRIORITY IS NUMBER ONE FOR ME.
JUST FOR CLARITY FOR ME, IN REFERENCE TO RAGE, CAN YOU REMIND ME AND THOSE WHO ARE LISTENING, WHAT DOES RAGE, R-A-G-E STAND FOR?
>> RAGE ACTUALLY STANDS FOR ROBOTICS, ANIME, GAMING EXPERIENCE.
THAT IS ACTUALLY BEFORE WE GOT HERE.
TRUSTEE EAGER WAS A MEMBER OF THE FOUNDATIONS BOARD OF DIRECTORS, AND SO THAT IS ACTUALLY A VISION THAT HE SHARED WITH THE BOARD OF DIRECTORS AT THAT TIME TO REALLY CREATE A SPACE AND OPPORTUNITY FOR STUDENTS WHO WERE INTO E-SPORTS, WHO WERE INTO ANIME, WHO WERE INTO ROBOTICS, TO HAVE A SPACE WHERE THEY COULD COME TOGETHER, BUT MORE THAN JUST COME TOGETHER AND CONNECT, REALLY LEARN AND UNDERSTAND HOW THEIR INTERESTS COULD LEAD TO FUTURE OPPORTUNITIES.
>> EXCELLENT. MY SON WILL BE SO EXCITED TO HEAR ABOUT THAT.
WE DEFINITELY APPRECIATE THAT.
I THINK THAT'S IT FOR ME FOR NOW.
THANK YOU AGAIN SO MUCH FOR ALL THAT YOU'VE DONE AND WILL CONTINUE TO DO.
>> OTHER BOARD MEMBERS, ANY QUESTION TO COVIDS? YES, MS. MCGOWAN.
[01:10:06]
THANK YOU FOR EVERYTHING YOU DO AND HOW YOU SUPPORT THE DISTRICT AND THE KIDS AND THE TEACHERS.
I AM HONORED TO BE ON YOUR BOARD THIS YEAR.
A COUPLE OF QUESTIONS FOR ME, JUST FROM PERSONAL EXPERIENCE AND SITTING IN ON THE FIRST MEETING.
WE TALKED ABOUT PROGRAMMING THAT YOU GUYS ARE GOING TO BE IMPLEMENTING WITH SCHOOLS.
CAN YOU REFRESH MY MEMORY AGAIN AND THEN JUST SHARE WITH THE REST OF THE BOARD, WHAT SCHOOLS ARE ON THE HORIZON FOR THIS NEW PROGRAMMING AFTER SCHOOL BEYOND THE BELL OR SOMETHING? I THINK THAT'S WHAT YOU CALLED IT.
>> LET ME START FOR THE LARGER COMMUNITY TO REALLY EXPLAIN WHAT BEYOND THE BELL IS.
BEYOND THE BELL IS AN AFTER SCHOOL INITIATIVE.
AGAIN, THAT REALLY CAME FROM STRATEGIC PLANNING AS WELL AS WORKING WITH SUPERINTENDENT BRANUM.
OUR IDEA IN THAT PROGRAM IS TO PROVIDE OPPORTUNITIES STARTING AT TITLE ONE CAMPUSES FOR AFTER SCHOOL CLUBS AND INITIATIVES.
WE ARE IN THE VERY, VERY INFANT STAGES OF DEVELOPING THAT PROGRAM, AND WE ARE LOOKING FOR IT TO REALLY IMPACT STUDENTS IN THREE MAJOR AREAS.
WHEN YOU THINK SPORTS, WE WANT TO GIVE ELEMENTARY STUDENTS AN OPPORTUNITY TO HAVE SOCCER EXPERIENCES OR FOOTBALL EXPERIENCES.
WE ARE WORKING IN THE EARLY STAGES OF CONVERSATION WITH A COMMUNITY PARTNER BECAUSE NOT ONLY DO WE WANT TO GIVE THEM THE SKILLS, WE WANT TO GIVE THEM THE OPPORTUNITY TO PARTICIPATE IN A COMPETITIVE ENVIRONMENT.
WHEN THEY DO GET TO JUNIOR HIGH SCHOOL, THEY ARE NOT SO MANY YEARS BEHIND STUDENTS WHOSE PARENTS CAN AFFORD TO PAY FOR PRIVATE CHEER LEADING, PRIVATE SPORTS, VOLLEYBALL CLUBS, AND THINGS OF THAT NATURE.
WE ARE PILOTING IT AT A FEW CAMPUSES THIS YEAR.
YALE ELEMENTARY WILL BE ONE OF THE CAMPUSES THAT ARE PILOTING OUR STEM.
WE ARE WORKING WITH THEM ON A 4H CLUB.
STULTZ ROAD IS ONE WHO WILL BE HELPING US TO PILOT WHAT THAT SPORTS LOOKS LIKE.
THAT ONE IS TAKING A LITTLE BIT LONGER BECAUSE WE NEED TO GET THE RIGHT STRATEGIC PARTNER IN PLACE SO THAT STUDENTS CAN HAVE THE OPPORTUNITY TO NOT JUST LEARN THE SKILLS AFTER SCHOOL, BUT ALSO COMPETE IN AN ENVIRONMENT.
THEY'RE NOT JUST USED TO THE SKILLS, BUT THEY'RE USED TO WHAT IT IS LIKE TO HAVE TO TRY OUT AND TO HAVE TO COMPETE AGAINST OTHER TEAMS. BECAUSE IT IS IN ITS EARLY PHASES AND WE'RE FINALIZING CONVERSATIONS, THOSE ARE THE ONLY TWO SCHOOLS RIGHT NOW THAT WE ARE ABLE TO SAY THAT WE'RE LAUNCHING PILOTS.
>> PERFECT. THANK YOU FOR THAT.
I THINK MY LAST QUESTION IS THE $171,000 GRANT, WHICH IS AMAZING.
FOR THE STEM GRANT THAT WAS SECURED.
CAN YOU SHARE WITH THE BOARD WHO THE GRANTORS OR THAT AND AND THE SPECIFIC INITIATIVES THAT THAT GRANT WILL FUND.
>> I WOULD LOVE TO BE ABLE TO SHARE WITH THE BOARD WHO THAT IS.
BUT AS PART OF OUR GRANT AGREEMENT, THEY WOULD LIKE FOR US TO GIVE THE OPPORTUNITY TO CREATE A MEDIA OPPORTUNITY WITH THAT.
THAT'S WHY I SAID, MORE TO COME IN THE NEXT 60 DAYS, WE'RE IN THE PROCESS OF PLANNING WHAT THAT MEDIA OPPORTUNITY IS.
BUT I CAN SAY THAT IT IS GOING TO SUPPORT SOME OF THE STEM EDUCATION OPPORTUNITIES THAT THE DISTRICT IS DOING IN THE BERKNER LEARNING COMMUNITY.
>> I MADE A MISTAKE. ONE MORE QUESTION.
AS FAR AS THE SCHOLARSHIP DOLLARS GO FOR KIDS AND STAFF, HOW ARE WE SHARING THAT OUT WITH THE COMMUNITY STAFF MEMBERS AND STUDENTS THAT YOU CAN APPLY FOR SCHOLARSHIP THROUGH FOUNDATION?
>> WE SHARE IT ON THE FOUNDATION SOCIAL MEDIA, BUT AS I MENTIONED, WE HAVE AN AMAZING PARTNER.
WE WORKED WITH DOCTOR HELLER AND HER STRATEGY AND ENGAGEMENT TEAM TO SHARE THAT IN TABS MYDAY MESSAGE, RISD COMMUNITY NEWS.
THE DISTRICT SHARES IT ON THEIR SOCIAL CHANNELS, AS WELL, WE SHARE IT ON OUR SOCIAL CHANNELS, AND THEN FOR SPECIFIC STUDENT SCHOLARSHIPS, WE ALSO WORK DIRECTLY WITH THE COLLEGE AND CAREER READINESS COUNSELORS BECAUSE WE RECOGNIZE THAT THEY'RE NOT ALWAYS FOLLOWING US ON SOCIAL MEDIA.
I DO HAVE A COORDINATOR WHO ACTUALLY GOES INTO THE CAMPUSES AND WORKS WITH THE COORDINATORS, AND SHE WILL SIT THERE TO ANSWER QUESTIONS AND HELP STUDENTS PARTICIPATE WITH SCHOLARSHIPS.
WITH OUR GRANT OPPORTUNITIES, BOTH SHE AND I MAKE OURSELVES AVAILABLE TO ALL RISD STAFF MEMBERS TO ANSWER ANY QUESTIONS AND EVEN EDIT GRANT APPLICATIONS TO HELP THEM PUT THEIR BEST FOOT FORWARD BECAUSE SHE AND I DO NOT ACTUALLY GET TO VOTE AND SELECT.
[01:15:01]
WE ARE ABLE TO PROVIDE THAT ADDITIONAL SUPPORT.>> AWESOME. THANK YOU FOR THAT.
I'M SUPER EXCITED ABOUT YOUR ENTHUSIASM IN SUPPORTING KIDS, ESPECIALLY IN THE LIKE YOU WE TALKED ABOUT THE LITERACY PIECE FOR THE DISTRICT AND REALLY PROVIDING THAT SUPPORT FOR THE SCHOOLS THAT ARE NOT, THAT ARE MAYBE A D RATED OR F RATED CAMPUS AND THAT WE ARE REALLY TRYING TO POUR MORE INTO THOSE CAMPUSES.
I THINK THIS WOULD BE AMAZING AND I THINK IT'S A GREAT SUPPORT FOR THOSE CLASSROOMS THAT WE NEED THOSE SUPPORTS IN.
>> THANK YOU FOR MAKING THAT POINT.
EXACTLY WHAT YOU SAID IS PART OF THE REASON THAT WE REALLY SHIFTED AND LOOKED AT OUR VISION AND MISSION.
THAT IS WHY OUR MISSION STARTS WITH INVESTING WHERE IT MATTERS MOST.
THANK YOU FOR MAKING THAT POINT.
>> MS. TAMEKA, YOU'RE AWESOME.
I THINK EVERYBODY HAS ALREADY TALKED ABOUT WHAT A WONDERFUL JOB YOU'VE DONE HERE AND THE IMPACT THAT YOU HAVE MADE, AND I TOO AM VERY VERY GRATEFUL.
I WANTED TO TOUCH, FIRST OF ALL, ON THE BEYOND THE BELL.
I DO REMEMBER JUST THE BEGINNINGS OF THAT CONVERSATION.
WHAT I LOVE ABOUT WHAT WE'VE BEEN HEARING HERE IS THAT THE CONVERSATIONS THAT AUTHENTICALLY COME UP WHEN WE SEE SOMETHING.
IT'S ALMOST LIKE WE SEE SOMETHING AND THEN WE START TALKING ABOUT IT AND SAY SOMETHING.
HOW DO WE GET OUR KIDS SO THAT WHEN THEY GET TO HIGH SCHOOL? BECAUSE WE SEE THAT DESIRE, WE SEE THAT PASSION IN OUR ELEMENTARY KIDS.
WE TALK ABOUT THESE KIDS WILL NEVER HAVE PROBABLY THE OPPORTUNITY TO HAVE PRIVATE LESSONS OR HAVE YOUR SPORTS ON THE CLUB SECTOR AND ALL.
BUT I LOVE THAT WE HAD THOSE CONVERSATIONS AND THEN SAW WHAT OPPORTUNITIES WE CAN DO.
I KNOW WHEN WE TALKED ABOUT IT, IT WAS AWESOME BECAUSE WE THOUGHT, HOW, WHAT DO WE POUR INTO SO THAT WE CAN HELP THOSE KIDS.
I LOVE THAT THIS IS DEVELOPING INTO THAT BECAUSE WE KEPT TALKING, HOW DO WE DEVELOP THAT WITHIN THE COMMUNITY? WHETHER IT BE WITH THE CITY, WHETHER IT BE WITH BUSINESSES, ANY KIND OF PARTNERSHIP.
I LOVE THAT PRIORITIZATION OF REALLY POURING IN WHERE THAT IMPACT IS REALLY NEEDED.
I THINK THAT'S AWESOME, FIRST OF ALL.
I THINK THE WEBSITE LOOKS BEAUTIFUL.
YOU CAN JUST GO AND FIND OUT EVERYTHING, ALMOST TO THE POINT THAT MS. HARRIS MADE.
IT WAS SO WONDERFUL TO SERVE IN THOSE TWO YEARS WITH THE FOUNDATION.
BUT PRIOR TO THAT, WHEN I CAME ON, IT WAS MR. EAGER THAT I LEARNED SO MUCH FROM HIM JUST WATCHING HIM BECAUSE HE TALKED SO MUCH ABOUT THIS RISD FOUNDATION, AND I DIDN'T UNDERSTAND IT BECAUSE, A LOT OF PEOPLE ARE LIKE, IT'S PART OF THE DISTRICT ARE THEY EMPLOYEES? NO, IT'S A NONPROFIT.
I DIDN'T UNDERSTAND WHAT WAS WHAT, BUT I SAW THE PASSION THAT MR. EAGER HAD, AND HE WOULD TALK ABOUT IT, AND THAT'S WHY I WAS VERY EAGER WITH MR. EAGER. I WAS EAGER TO COME ON AND AS FAR AS A REPRESENTATIVE FOR THE BOARD AND TO SERVE BECAUSE I WANTED TO LEARN SO MUCH.
I WAS SO GRATEFUL TO BE AMONGST PEOPLE THAT HAVE SUCH A GIVING AND COMMITTED HEART.
EVERYBODY ON THAT BOARD, EVERYBODY THAT I MET IS JUST SO COMMITTED TO ALL OF THIS.
IT HAS BEEN WONDERFUL FOR ME, PERSONALLY.
BUT I'M JUST GLAD TO SEE AGAIN, AS THAT'S GROWING AND TO SEE THE PEOPLE THAT DO GET ADDED ON TO THE BOARD AND JUST WATCHING HOW ALL OF THAT IS SO CONTAGIOUS AND EVERYBODY IS ON THE SAME PAGE WITH EVERYTHING, AND IT'S JUST BEAUTIFUL.
THE GYMS. I LOVE THE GEMS. I'M A GEM PARTNER.
I'M CONSTANTLY ALSO INVITING PEOPLE TELLING THEM ABOUT IT AS WELL, TOO, BUT I HAVE LOVED TO SEE THAT GROW AND HOW THAT HAS MADE AN IMPACT.
WITH THAT GEMS, AGAIN TO THE POINT OF MANY PEOPLE I KNOW WHEN I CAME ON, IT SOUNDED SO BIG.
IT SOUNDED LIKE SOMETHING THAT ONLY PEOPLE WITH A LOT AND MANY, BIG BUSINESSES, PEOPLE THAT ARE MILLIONAIRES, WHATEVER ARE PART OF THAT.
BUT IT WAS WONDERFUL THAT YOUR AVERAGE PERSON, LIKE MYSELF, CAN REALLY SAY, HOW CAN I HELP? WHAT CAN I DO? WHAT IMPACT CAN I MAKE? SEEING SOMETHING LIKE THIS WHERE IT REALLY GIVES PEOPLE, JUST ANYBODY WHO WANTS THE OPPORTUNITY AND TO LEARN ABOUT AGAIN, WHAT AN IMPACT THAT MAKES AND HOW WE CAN ALL CONTRIBUTE.
THEN JUST OVERALL, JUST THANK YOU.
THANK YOU TO YOU AND THE ENTIRE BOARD, THE STAFF, EVERYBODY WHO PUTS ALL THIS TOGETHER.
THANK YOU FOR THE BEAUTIFUL GIFT THAT I RECEIVED TODAY.
I AM JUST VERY, VERY GRATEFUL.
AGAIN, FOR MY TIME, I WAS ABLE TO SERVE THERE AND FOR ALL THE WORK THAT YOU DO.
[01:20:02]
I HOPE AS I THINK SOMEBODY MENTIONED, PLEASE DON'T GO ANYWHERE ANYTIME SOON. THANK YOU.>> ANY OTHER COMMENTS? YES, MS. HARRIS.
>> I JUST HAVE ONE ADDITIONAL QUESTION.
IN REFERENCE TO THE $63,000 IN SCHOLARSHIPS, CAN YOU TELL US HOW MANY STUDENTS THAT TOUCHED IN '24?
>> THAT REPRESENTED OVER 40 STUDENTS.
>> THANK YOU AGAIN, MISS CRAWFORD, FOR THE PRESENTATION.
WITH THAT, WE'RE GOING TO TAKE A QUICK 15-MINUTE BREAK.
WE'LL BE BACK HERE AT LET'S GO 7:40 WE'LL GET STARTED IF A FEW MINUTES ARE THERE. THANK YOU.
WE'RE GOING TO RECONVENE AFTER OUR BREAK HERE, AND OUR NEXT ITEM IS AN INFORMATION ITEM.
[IV.D. Review Instructional Materials Adoption (IMRA)]
IT'S A PRESENTATION REGARDING THE INSTRUCTIONAL MATERIALS ADOPTION, MISS BRAINDON.>> THANK YOU, PRESIDENT BOTEE. I'M GOING TO INVITE MISS KARCHER FORWARD.
IT IS, AS WE HAVE SHARED WITH OUR COMMUNITY AND THE BOARD, THE STATE OF TEXAS AND THE TEXAS EDUCATION AGENCY HAVE CHANGED THE PROCESS BY WHICH WE ADOPT OUR INSTRUCTIONAL MATERIALS.
WE USED TO BE ON A SET ROTATION WHERE THERE WOULD BE CERTAIN PROCLAMATIONS THAT WERE ISSUED BY THE TEXAS EDUCATION AGENCY AND DISTRICTS WHEN THAT PROCLAMATION WAS RELEASED, WE'RE ALL ON THE SAME TIMELINE FOR ADOPTING ANY NEW MATERIALS.
NOW, WITH THIS NEW PROCESS, BASICALLY, AS A DISTRICT RECOGNIZES THE NEED FOR UPDATED INSTRUCTIONAL MATERIALS.
WE USE A REVIEW PROCESS, AND THEN WE HAVE THE ABILITY TO ACCESS A COUPLE OF DIFFERENT SOURCE FUNDS TO BE ABLE TO PURCHASE THOSE INSTRUCTIONAL MATERIALS FOR OUR AMAZING DISTRICT.
MISS KARCHER HELPS LEAD THIS PROCESS.
IT'S REALLY IMPORTANT THAT WE HAVE A FACILITATOR THAT IS NOT INGRAINED IN THE ACTUAL SELECTION OF THE INSTRUCTION MATERIALS AND REALLY SERVE AS A FACILITATOR JUST MAKING SURE THAT WE ARE INCLUDING EVERYONE THAT NEEDS TO BE AT THE TABLE, THAT THE PROCESS IS FAIR, THAT WE'RE FOLLOWING ALL OF OUR PROCUREMENT PROCESSES.
WE JUST INVITED MISS KARCHER TO PROVIDE A BRIEF OVERVIEW TO THE BOARD AND TO OUR COMMUNITY AROUND WHAT THIS PROCESS WILL LOOK LIKE FOR RISD.
VERY BRIEF OVERVIEW OF THIS BECAUSE I KNOW YOU HAVE LOTS TO DISCUSS THIS EVENING.
AS SUPERINTENDENT MENTIONED, THE PROCESS HAS CHANGED THE NAME HAS ALSO CHANGED BECAUSE WE LOVE TO CHANGE ACRONYMS AND NAME SO IT IS NOW THE INSTRUCTIONAL MATERIALS REVIEW AND APPROVAL PROCESS.
THAT IS OUR NEW NAME, AND WHAT THE PROCESS REALLY LOOKS LIKE. THERE WE GO.
SO THE PROCESS IS, OF COURSE, LAID OUT, STRUCTURED BY THE STATE BOARD OF EDUCATION.
THEY HAVE THE FINAL AUTHORITY ON IT, AND THAT CAME FROM HOUSE BILL 1605, SO OF COURSE, WE'LL BE FOLLOWING THAT TO THE LETTER AS WE ARE INSTRUCTED TO DO.
THE PROCESS ITSELF, THE EVALUATION IS REALLY FOCUSED ON QUALITY.
WE'RE LOOKING FOR MATERIALS THAT ARE EVALUATED SO THAT THEY'RE FULLY ALIGNED WITH OUR TEXAS ESSENTIAL KNOWLEDGE AND SKILLS, OUR STANDARDS, AS WELL AS OUR ENGLISH LANGUAGE PROFICIENCY STANDARDS.
THEY ALSO ARE EVALUATED TO MAKE SURE THEY'RE ACCURATE, THAT THERE'S NO FACTUAL ERRORS IN THE MATERIALS THAT WE'RE PUTTING IN FRONT OF OUR STUDENTS, THAT THEY ARE SUITABLE FOR EACH OF THE GRADE LEVELS AND CONTENT AREAS THAT THEY ARE MEANT FOR, ALSO, OF COURSE, WE'RE LOOKING AT THE QUALITY OF INSTRUCTIONAL DESIGN, THE INFRASTRUCTURE, BOTH IN PRINT AND DIGITAL MATERIALS, AND WE WANT TO MAKE SURE THAT IT HAS A REALLY ROBUST AND USABLE PARENT PORTAL SO THAT WE HAVE THAT FAMILY ACCESS AND SUPPORT, AND WE CAN REALLY PARTNER AS A DISTRICT WITH OUR PARENTS.
ALSO, TRANSPARENCY, OF COURSE, IS REALLY IMPORTANT IN THIS PROCESS.
THERE'S A COMPREHENSIVE REVIEW.
THE MATERIALS GO THROUGH BEFORE THEY EVEN BECOME STATE-APPROVED MATERIALS; THEY GO THROUGH THEIR OWN PROCESS.
THEN HERE IN THE DISTRICT, WE HAVE CONTENT COMMITTEES MADE UP OF DIFFERENT MEMBERS FROM ACROSS THE DISTRICT, AND I'LL LAY THAT OUT FOR YOU HERE ON A SEPARATE SLIDE.
THEY GO THROUGH ALL THE PROFESSIONAL REVIEWERS, WE INVITE PUBLIC COMMENT.
THEY'RE ALSO VETTED FOR USING CONTENT-SPECIFIC RUBRICS THAT ARE BROKEN DOWN EVEN FOR THE SEGMENT OF GRADE LEVEL.
READING, FOR EXAMPLE, IS K3, WHERE THERE'S MORE PHONICS INVOLVED, AND THEN THERE'S A SEPARATE RUBRIC FOR GRADES 48 BECAUSE IT DOES SHIFT A BIT.
THEN, OF COURSE, THERE IS A FUNDING CONNECTION.
DISTRICTS STILL RETAIN THEIR LOCAL DECISION-MAKING ABILITIES OVER WHAT MATERIALS THEY CHOOSE AS LONG AS THEY'RE FROM THAT APPROVED IMRA PROCESS RUBRIC FROM THE STATE,
[01:25:02]
AND THOUGH THE DISTRICTS DO RETAIN THEIR LOCAL DECISION-MAKING ABILITY, THERE MAY BE BENEFITS TO PURCHASING FROM THE IMRA-APPROVED MATERIALS.THROUGHOUT THE PROCESS, THROUGHOUT THE YEAR AS WE UPDATE YOU, YOU MAY HEAR THE ACRONYM HQIM SEVERAL TIMES THAT STANDS FOR HIGH QUALITY INSTRUCTIONAL MATERIAL, AND THAT IS PRETTY MUCH WHAT IT SOUNDS LIKE, WHICH YOU WOULD EXPECT SOMETHING CALLED THAT TO BE.
THEY ARE MATERIALS THAT ARE FULLY ALIGNED TO THE STANDARDS.
THEY ARE CONTENT-RICH, AND THEY HAVE VERY CLEAR AND SPECIFIC LEARNING OUTCOMES FOR THE STUDENTS THAT ARE ALIGNED TO THOSE STANDARDS.
THEY, OF COURSE, REFLECT EVIDENCE-BASED PRACTICES FOR THE TEACHER TO TAKE UP WITH THE STUDENTS AND ALSO PROVIDE A FULL SUITE OF MATERIALS FOR THE TEACHERS AND FOR THE STUDENTS.
THIS YEAR, IN RASD, WE'RE LOOKING AT TWO ADOPTIONS.
IN READING LANGUAGE ARTS, WE'RE LOOKING TO ADOPT NEW CURRICULAR MATERIALS IN GRADES K THROUGH FIVE, SO OUR ELEMENTARY STUDENTS.
THEN IN MATH, WE'RE LOOKING GRADES KINDERGARTEN THROUGH ALGEBRA 1, WHICH IS 8TH GRADE FOR US HERE IN RICHARDSON ISD.
THERE IS ALSO A CENTRAL COMMITTEE.
THE CONTENT COMMITTEES DO THEIR WORK.
THEY BRING IT TO THE CENTRAL COMMITTEE JUST FOR FINAL OVERVIEW, PACKAGING, ET CETERA.
THESE ARE THE INDIVIDUALS WHO HAVE VOLUNTEERED TO BE PART OF THE CENTRAL COMMITTEE, SO THANK YOU TO THEM FOR THEIR INVESTMENT IN THIS PROCESS.
THEN, WHEN IT COMES TO THE CONTENT COMMITTEES, THOSE ARE LED BY THE CONTENT DIRECTOR FOR READING AND FOR MATH.
THEN ON THOSE COMMITTEES, WE MAKE SURE THAT WE HAVE TEACHERS FROM EACH APPLICABLE GRADE LEVEL AND CONTENT AREA.
WE MAKE SURE THAT WE HAVE TEACHERS FROM EACH LEARNING COMMUNITY.
WE ALSO MAKE SURE THAT WE ARE TAKING INTO ACCOUNT OUR MONOLINGUAL LEARNERS, OUR BILINGUAL OR MULTILINGUAL LEARNERS, OUR ENGLISH AS A SECOND LANGUAGE STUDENTS, SPECIAL EDUCATION, INSTRUCTIONAL TECHNOLOGY, GIFTED AND ADVANCED LEARNERS.
WE REALLY REACH OUT TO MAKE SURE THAT WE HAVE REPRESENTATION FOR EACH OF THOSE TYPES OF STUDENTS ON THE COMMITTEE.
WE ALSO HAVE CENTRAL SPECIALISTS THAT ARE PART OF THE COMMITTEES.
WE HAVE CAMPUS ASSISTANT PRINCIPALS AND PRINCIPALS.
THEN, AS I MENTIONED, THE CHAIRS OF EACH OF THOSE COMMITTEES ARE THE CONTENT AREA DIRECTORS.
WHAT THIS IS GOING TO LOOK LIKE FOR THE REST OF THE YEAR FOR ALL OF YOU.
WE'RE KICKING IT OFF TONIGHT WITH THIS PRESENTATION.
IN DECEMBER, THE CONTENT COMMITTEES HAVE THEIR FIRST MEETING.
THEY WILL BEGIN LOOKING AT THE MATERIALS, THE LISTS OF THE APPROVED MATERIALS FROM TEA THAT WE'RE TOLD WE WILL HAVE IN DECEMBER, AND THEN WHEN THEY KNOW THERE ARE SOME FRONT RUNNERS THAT THEY'RE REALLY GOING TO WANT TO LOOK AT, THEY START CONTACTING THE PUBLISHERS TO GET SAMPLES, TO LINE UP PRESENTATIONS FROM THEM SO THEY CAN REALLY DIG IN, ASK QUESTIONS, ET CETERA.
IN JANUARY, REGION 10 HAS A PUBLISHER TOUR, AND WE'RE VERY FORTUNATE.
IT'S JUST DOWN THE ROAD, SO WE HAVE A LOT OF PEOPLE WHO GO IN PERSON, THOUGH IT IS ALSO OFFERED VIRTUALLY, AND THEY HAVE MANY PUBLISHERS THERE, LIKE A COLLEGE FAIR, BUT FOR PUBLISHERS, AND SO YOU CAN REALLY COMPARE BECAUSE EVERYTHING'S RIGHT THERE NEXT TO EACH OTHER.
YOU CAN TALK TO THE DIFFERENT REPS AND REALLY DIG IN, SO OUR CONTENT COMMITTEES WILL CONTINUE THEIR WORK WITH THAT.
IN FEBRUARY, THE CONTENT COMMITTEES COME TOGETHER AND THEY MAKE THEIR DECISION ON WHAT THEIR FINAL ONE OR TWO CHOICES ARE.
WE ALSO HOST A PUBLIC VIEWING, AND WE'LL MAKE SURE THAT WE PUBLICIZE THAT OUR COMMUNITY KNOWS WHEN THAT'S HAPPENING, WHERE, WHAT TIME, ET CETERA, BECAUSE THAT IS IN PERSON.
WE ALSO MAKE SURE WE HAVE VIRTUAL OPTIONS FOR THAT.
THEN THE CONTENT COMMITTEES WILL COME AND MAKE THEIR FINAL PRESENTATION OF THEIR TOP CHOICE OR TWO CHOICES TO US ON THE CENTRAL COMMITTEE.
THEN IN MARCH, I WILL BE BACK HERE, AND I'LL LET YOU KNOW WHAT THOSE TOP CHOICES ARE, AND I WILL RECOMMEND THEM TO ALL OF YOU, HOPEFULLY FOR YOUR APPROVAL.
>> THANK YOU, MISS KARCHER. IT'S IMPORTANT TO KNOW THAT, REALLY, AFTER THAT APPROVAL PROCESS, THE REAL HARD WORK BEGINS, BECAUSE THEN IT'S ALL ABOUT DEVELOPING THAT ACTION PLAN THAT'S GOING TO ALLOW US TO HAVE A SUCCESSFUL IMPLEMENTATION OF THE NEW MATERIALS.
THAT WILL INVOLVE EXTENSIVE PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS, A SUPPORT PLAN FOR WHAT THAT LOOKS LIKE IN THE CLASSROOM, ONGOING, BOTH AS JOB-EMBEDDED AS WELL AS AFTER-SCHOOL.
LOTS OF OPPORTUNITIES FOR OUR TEACHERS TO GET COMFORTABLE WITH THESE NEW MATERIALS.
AGAIN, I THANK KELSEY AND OUR TEACHING AND LEARNING TEAM FOR THEIR GREAT WORK, AND WE'RE HAPPY TO ANSWER ANY QUESTIONS.
>> ALL RIGHT. BOARD QUESTIONS ON THIS, CARLETS. YES, MISS RENTERIA.
>> THANK YOU FOR THAT GREAT PRESENTATION.
[01:30:03]
I DID HAVE A QUESTION IN REGARDS TO THE CENTRAL COMMITTEE MEMBERS.I WONDER WHAT THE ROLE OF THE PARENT IS.
I UNDERSTAND HOW THIS IS VERY PROBABLY HEAVILY CURRICULUM-BASED AND HEAVY, SO IT'S WONDERFUL TO SEE ALL OF THE DIFFERENT PARTICIPANTS OR MEMBERS HERE THAT HAVE A LOT OF KNOWLEDGE AND THEIR EXPERTISE IN THAT.
BUT I SEE THAT THERE'S ONE PARENT, BUT WHAT EXACTLY IS THE ROLE OF THE PARENT ON A COMMITTEE LIKE THIS?
>> WHEN WE HAVE THE CENTRAL COMMITTEE, THE PARENT HAS JUST AS MUCH OF A VOICE AS ANY OTHER MEMBER OF THE COMMITTEE.
YES, THEY MAY OR MAY NOT THEMSELVES HAVE A BACKGROUND AS A PROFESSIONAL EDUCATOR.
OTHER YEARS WE HAVE HAD A FORMER TEACHER WHO WAS ALSO A PARENT.
BUT WE WANT TO MAKE SURE THAT WE'RE ALSO TAKING THEIR VIEWPOINT INTO ACCOUNT THAT WHEN THEY LOOK AT THESE MATERIALS, THAT'S SOMETHING THAT IS ALSO GOING TO BE COMPREHENSIBLE WHEN KIDS ARE LOGGING IN AT HOME OR BRINGING MATERIALS HOME.
WE KNOW THAT WE CAN'T POSSIBLY ACCOUNT FOR EVERY SINGLE OPINION OR VIEWPOINT OR BACKGROUND THAT EXISTS IN OUR BEAUTIFULLY DIVERSE DISTRICT, BUT WE DO THINK IT'S REALLY IMPORTANT TO HAVE THAT PARENT VOICE TO SPEAK FOR.
WE AS EDUCATORS THINK THESE MATERIALS ARE REALLY STRONG BUT WE HAVE THAT EDUCATION BACKGROUND, WE WANT TO MAKE SURE WHEN WE SEND THOSE THINGS HOME AND WHEN WE TALK ABOUT THEM, AND WE HAVE OUR STUDENTS ENGAGING WITH THEM EVERY SINGLE DAY THAT OUR PARENTS ALSO SEE THEM AS SUCH.
>> THAT'S WONDERFUL. WHAT IS THE PROCESS FOR PICKING, OR EVEN FOR PARENTS WHO ARE INTERESTED IN SAY, MAYBE PARTICIPATING IN SOMETHING LIKE THIS, HOW DOES THAT WORK?
FOR PARENTS, AT THE BEGINNING OF THE YEAR, OUR STRATEGY AND ENGAGEMENT TEAM SENDS OUT AND THEY COMMUNICATE IT ALL OVER THE PLACE, THEY SEND IT TO CAMPUSES TO COMMUNICATE, IT GOES IN THE SMORES, IT GOES IN THE COMMUNITY NEWS.
BUT IT IS ONE SURVEY THAT PARENTS CAN ANSWER IF THEY'RE INTERESTED IN SERVING ON ANY COMMITTEE, AND THEY'RE ABLE TO CHOOSE.
IT'S MULTIPLE CHOICE, CHOOSE AS MANY AS YOU'RE POSSIBLY INTERESTED IN.
THE HEALTH ADVISORY COMMITTEE IS ON THEIR CURRICULUM, ALL THE DIFFERENT CHOICES SO THIS IS ONE OF THE CHOICES THEY COULD MAKE.
IS IT ALWAYS WHERE IT'S JUST ONE OR TWO PARENTS OR THERE'LL BE OTHER TIMES THAT MAYBE THEY'LL BE SAY A WHOLE LOT OF PEOPLE ARE INTERESTED, SO THERE'LL BE A RATIO OF MORE PARENTS.
WE USUALLY HAVE HAD ONE PARENT, JUST BECAUSE THAT CENTRAL COMMITTEE, WE DON'T WANT IT TO BE TOO SMALL, BUT WE TRY NOT TO MAKE IT HUGE, BECAUSE THE CONTENT COMMITTEES HAVE ALREADY DONE THE WORK AND ARE BRINGING IT TO US, BUT THERE WILL ALWAYS BE AT LEAST ONE PARENT.
>> THANK YOU, MISS RENTERIA. YES, MISS MOGAUD.
>> THANK YOU FOR THE PRESENTATION.
REMIND ME AGAIN, HQIM, IS THIS THE CURRICULUM WE ARE USING AT EVERY ONE OF OUR SCHOOLS, K THROUGH FIVE?
HIGH QUALITY INSTRUCTIONAL MATERIALS IS BASICALLY THINK ABOUT IT AS LIKE A STANDARD.
THE TEXAS EDUCATION AGENCY HAS IDENTIFIED A STANDARD THAT IF WE ARE GOING TO USE FUNDS GIVEN TO US BY THE STATE TO PROCURE ANY MATERIALS.
THEY HAVE TO MEET THIS STANDARD THAT IS CONSIDERED HIGH QUALITY INSTRUCTIONAL MATERIALS.
WE CURRENTLY AT SOME OF OUR HIGH NEEDS CAMPUSES.
WE HAVE BEEN IMPLEMENTING HQIM FOR THREE YEARS.
IF YOU CONSIDER BLUEBONNET MATH AND THEN ALSO OUR WORK WITH AMPLIFY, THOSE ARE A PART OF THAT HQIM PROCESS.
FOR OTHER ELEMENTARY CAMPUSES WE HAVE BEEN USING MATERIALS THAT WERE PREVIOUSLY ADOPTED, AND NOW IT IS TIME TO BASICALLY WE NEED GET SOME NEW MATERIALS BECAUSE THOSE ARE OUTDATED AND IF WE WANT TO BE ABLE TO ACCESS AND USE STATE FUNDS, THEY HAVE TO BE FROM THE PRE APPROVED HQIM LIST.
>> HOW MANY WILL BE ON THAT LIST, DO YOU KNOW?
>> WE DON'T KNOW. WE'RE STILL, WE ARE MUCH LIKE MR. PATE MENTIONED EARLIER, WE ARE STILL WAITING FOR THEM TO COMMUNICATE WHAT THAT LIST WILL LOOK LIKE.
WE'RE ANTICIPATING DECEMBER, BUT WE ARE FAST APPROACHING DECEMBER, AND WE STILL HAVE NOT SEEN A FINAL LIST.
>> THE SCHOOLS THAT, LIKE, MAYBE OUR TITLE 1 SCHOOLS MAY NOT HAVE THE SAME CURRICULUM, MAYBE ONE OF THE OTHER SCHOOLS HAS, BUT THEY'RE ALL BE PART OF THE HQIM?
>> WE DO TRY, WE WORK REALLY HARD TO DIFFERENTIATE THE INSTRUCTIONAL MATERIALS BASED UPON THE NEEDS OF THE CAMPUSES.
WE LOOK AT EVERYTHING FROM EXPERIENCE OF TEACHERS, TEACHER TURNOVER.
[01:35:03]
IT MIGHT BE LANGUAGE, AND HOW WE NEED TO DIFFERENTIATE BASED UPON EMERGING BILINGUAL NEEDS.WE REALLY ARE EVALUATING THE ENTIRE BREADTH AND WE WORK WITH EACH CAMPUS AND THE PRINCIPAL TO DETERMINE WHAT IS THAT BEST INSTRUCTIONAL MATERIAL THAT'S GOING TO MEET THE NEEDS OF THEIR KIDS.
COULD ONE SCHOOL HAVE TWO HQIM WITHIN IT?
>> NO, MA'AM. NO. THAT IS REALLY DIFFICULT TO SUPPORT.
NOW, THE EXCEPTION TO THAT IS 6TH GRADE RLA.
THEY HAVE ALREADY HAD THEIR HQIM ADOPTION.
WHILE SIXTH GRADE IS CURRENTLY ON ELEMENTARY, IT'S ONE OF THE COMPLEXITIES OF STILL HAVING 6TH GRADE AND NOT HAVING THEM AT MIDDLE SCHOOL.
6TH GRADE IS ON A DIFFERENT ADOPTION AND WILL ALWAYS BE ON A DIFFERENT ADOPTION THAN RK5.
>> OTHER QUESTIONS OR COMMENTS? YES, MISS PACHECO.
>> THANK YOU FOR YOUR PRESENTATION.
FOLLOWING UP WITH MISS FRENTARA'S QUESTIONS ON COMMITTEE MEMBERSHIP.
IS THE MEMBERSHIP FOR ONE YEAR OR THE CONSECUTIVE TWO YEARS BECAUSE IT'S CURRICULA-BASED?
>> IT'S EACH YEAR. WHEN THE PARENTS AGAIN, AT THE BEGINNING OF THE YEAR WHEN THEY GET THAT SURVEY, ASKING IF THEY WOULD LIKE TO SERVE ON THEY CAN CHOOSE ONE COMMITTEE THEY CAN CHOOSE ALL OF THEM BUT IT IS EACH YEAR BECAUSE NOW WITH THIS NEW PROCESS, IF IT'S A YEAR, WE'LL BE ADOPTING NEW CURRICULUM.
WE WILL START A NEW COMMITTEE.
>> PERFECT. THE COMMUNITY UNDERSTANDS AND THEY JUST KNOW A LITTLE BIT MORE.
I ACTUALLY DIDN'T KNOW THAT A PARENT WAS A PART OF THIS.
WHAT IS THE COMMITMENT? FOR A PARENT, WHAT DO YOU EXPECT THEM TO HOW MANY MEETINGS? WHAT DOES THIS LOOK LIKE?
>> CONTENT COMMITTEE MEETINGS HAVE FOUR MEETINGS.
THE CENTRAL COMMITTEE HAS TWO MEETINGS, AND WE ALSO HAVE THE PUBLIC VIEWING, BUT THE PARENT COMMITTEE MEMBERS ARE REQUIRED TO BE THERE.
THEY CAN COME IT'S PUBLIC, BUT THEY'RE NOT REQUIRED TO BE THERE.
>> BECAUSE THEY'VE ALREADY BASICALLY DONE [OVERLAPPING]
>> THEY'VE DONE THEIR SERVICE [LAUGHTER].
>> GREAT. IS THERE MAYBE AN OPTION OR AN OPPORTUNITY WHERE WE COULD HAVE PARENTS THAT REPRESENT EACH LEARNING COMMUNITY OR?
>> YEAH. THEY CAN KEEP THAT IN MIND FOR SURE.
>> PERFECT. WELL, THANK YOU SO MUCH. I'M EXCITED.
I LOVE TO SEE THE DIVERSITY OF THE DIFFERENT EDUCATORS AND DIFFERENT GROUPS OF PEOPLE THAT JOIN AND DO THIS? I THINK IT'S IMPORTANT TO HAVE ALL OF THESE DIFFERENT PROFESSIONALS IN OUR DISTRICT TO HAVE A VOICE AS WELL, SO I APPRECIATE THAT FULL PROCESS.
>> THIS ONE IS REALLY QUICK. JUST TO FOLLOW UP ON TRUSTEE PACHECO'S QUESTION.
WHAT TIME OF DAY ARE THESE MEETINGS OCCURRING?
>> ANY OTHER QUESTIONS OR COMMENTS? MISS KARCHER, THANK YOU FOR THE PRESENTATION.
>> THANK YOU ALL. HAVE A HAPPY THANKSGIVING.
[IV.E. 25-26 Enrollment Update ]
ANOTHER INFORMATIONAL ITEM IN A PRESENTATION RECEIVED THE 2025,2026 ENROLL THE UPDATE, MS. BRANDON.>> THANK YOU. WE ARE PRESENTING AND MS. CALVON AND MR. MENSCOKA ARE COMING DOWN AND I THINK THEY'RE GOING TO SHARE THE PRESENTATION WITH DR. GIBBONS.
THIS INFORMATION IS COMING AT THE REQUEST OF THE BOARD TO JUST PROVIDE A MID-SEMESTER SNAPSHOT OF WHERE WE ARE WITH ENROLLMENT.
AS YOU KNOW, WE ARE CONTINUING TO MONITOR ENROLLMENT CLOSELY TO UNDERSTAND WHERE WE ARE, WHERE MIGHT BE SOME OPPORTUNITIES FOR US TO ADJUST OUR STRATEGY TO ENSURE THAT WE RECRUIT RETAIN COVER AS MANY STUDENTS AS POSSIBLE SO THAT WE HAVE A HEALTHY BUDGET TO CONTINUE OPERATING RICHARDSON ISD AS OUR KIDS NEED.
I'M GOING TO TURN OVER TO DR. GIBBONS AND THE TEAM AND GET STARTED.
>> YES, MA'AM. THANK YOU, SUPERINTENDENT BRANDON.
GOOD EVENING BOARD. I'M PREPARED.
I GOT THE CLICKER BEFORE THE PRESENTATION STARTED, SO I'M STARTING OFF VERY STRONG.
BEFORE I START USING ALL MY WORDS AND ALL THE SHARING A LOT OF THIS, I JUST WANT TO, AGAIN, THANK ENROLLMENT ACCESS, THIS DEPARTMENT, MR. MINSK COMCVAN, AND MR. FREEMAN FOR BOTH OF THE PRESENTATIONS THAT YOU'RE GOING TO HEAR TONIGHT.
I'VE DONE A LOT OF WORK AROUND THIS, AND WE'VE HAD A LOT OF GREAT CONVERSATIONS AND ACTUALLY HAVE REALLY DEVELOPED SOME GOOD SYSTEMS IN PLACE AROUND WHAT OUR NEXT STEPS ARE, SO I WANT TO THANK THEM AS WE GET STARTED.
YES, WE'RE GOING TO DISCUSS JUST AN ENROLLMENT UPDATE.
I'M ABOUT 150% SURE THAT THIS PRESENTATION WILL BRING MORE QUESTIONS THAN ANSWERS.
[01:40:01]
THIS DATA IS NEVER ENDING WHEN IT COMES TO DIGGING DOWN INTO DIFFERENT PARTS OF IT.OF COURSE, ANY ADDITIONAL QUESTIONS IN REGARD TO WHAT YOU MIGHT HAVE AROUND SPECIFIC AREAS THAT WE DISCUSSED, WE'LL BE MORE THAN HAPPY TO GIVE YOU THAT INFORMATION AS WE MOVE FORWARD.
>> TO JUST FOLLOW UP ON THAT, WE HAVE MORE QUESTIONS THAN WE HAVE ANSWERS EVEN INTERNALLY.
THIS IS DATA THAT THERE'S NOT CERTAINTY AROUND WHY IS SOMETHING HAPPENING IN ANY PART OF THIS DATA TREND.
IT IS ABOUT DIGGING AND ASKING QUESTIONS AND TALKING TO PEOPLE AND TRYING TO UNCOVER WHAT'S HAPPENING AND HOW DO WE ADJUST.
>> YES. THANK YOU. OF COURSE, WITH EVERYTHING, WE WANT TO MAKE SURE WE GROUNDED IN OUR NORTH STAR GOAL.
PROPERLY UNDERSTANDING OUR ENROLLMENT AND UNDERSTANDING WHERE THAT'S COMING FROM, AS MS. BRANHAM SAID, IS GOING TO BE VERY IMPORTANT IN ACHIEVING THIS GOAL, BUT NOT ONLY FOR OUR STUDENTS, BUT ALSO FOR OUR TEACHERS AND EXCEEDING THOSE GROWTH GOALS.
I'M GOING TO COVER A COUPLE OF THINGS AROUND WHAT IT LOOKS LIKE FROM THE BIGGER PICTURE WHEN WE TALK ABOUT ENROLLMENT AND HOW WE REALLY GROUND OUR WORK.
OF COURSE, WITH THE DISTRICT STRATEGIC PLAN, GOAL NUMBER 5 DOES TALK ABOUT EFFECTIVENESS IN OPERATIONS, AND ALSO JUST FISCAL RESOURCES.
WE KNOW BASED ON THE WAY THAT WE RECEIVE FINANCES THAT WE HAVE TO HAVE STUDENTS IN SEATS.
UNDERSTANDING OUR ENROLLMENT, UNDERSTANDING THE TRENDS IS GOING TO BE VERY IMPORTANT FOR US TO REALLY ACHIEVE THIS GOAL AND CONTINUE TO FOCUS AROUND.
WHEN IT COMES TO THE DISTRICT IMPROVEMENT PLAN, AGAIN, OUR GOAL 1 IS TALKING ABOUT DESIGNING AND IMPLEMENTING SYSTEMS, THAT PROVIDE STRUCTURE AND SUPPORT.
IN ORDER FOR US TO MAKE SURE THAT WE'RE PROVIDING THE SYSTEMS AND SUPPORT IN THE STRUCTURE FOR OUR CAMPUSES, WE NEED TO HAVE A GOOD UNDERSTANDING OF ENROLLMENT TRENDS AND WHERE THE KIDS ARE COMING FROM, WHERE THEY'RE GOING, AND HOW WE CAN BRING THEM BACK TO THE DISTRICT, IF AT ALL POSSIBLE.
HERE'S THE QUICK AGENDA FOR THIS EVENING.
I'M GOING TO SHOW YOU SOME QUICK HISTORICAL TRENDS, JUST BASICALLY AN RISD THE OVERVIEW OF WHERE WE'VE BEEN FOR THE LAST SEVERAL YEARS.
WE'RE GOING TO DO A LITTLE COMPARISON BETWEEN RISD, THE REGION OF DFW AND THEN SOME STATE WIDE DATA.
WE'LL LOOK AT CURRENT DISTRICT ENROLLMENT COMES FROM A 50,000 VIEW, AND THEN WE'LL SHARE KEY TAKEAWAYS FROM THE DATA.
THEN WE'LL TALK ABOUT NEXT STEPS AND RECOMMENDATIONS AND THE THINGS THAT WE REALLY WANT TO TRY TO DO MOVING FORWARD.
YOU CAN SEE HERE, THIS IS JUST A VISUAL REPRESENTATION OF WHAT OUR ENROLLMENT HAS LOOKED LIKE FROM 1994 TO, EVEN WITH THE DEMOGRAPHERS REPORT THROUGH, 2029.
YOU CAN SEE FROM 2006-2019, FOR THOSE OF US WHO WERE IN THE DISTRICT, WE SAW STEADY GROWTH EVERY YEAR, REALLY IN THAT SPAN.
THEN, OF COURSE, WITH COVID AND THE POST COVID ENROLLMENT CHALLENGES THAT WE'VE HAD, YOU SEE THAT DECLINE AND WHAT IT IS STARTING TO LOOK LIKE NOW AND EVEN FROM THE DEMOGRAPHERS REPORT, WHAT IT COULD POSSIBLY BE AS WE MOVE FORWARD.
THE NEXT COUPLE SLIDES I WANT TO SHARE ARE JUST SOME FIVE YEAR COMPARISONS.
THIS IS FROM FALL 2019 TO FALL 2024.
YOU CAN SEE THESE ARE OUR DFW DISTRICTS.
AS YOU CAN SEE FROM, FOR EXAMPLE, PLANO ISD IN FALL OF 2019, WERE AROUND 526.
NOW THEY'RE 466, WHICH IS A DECLINE OF ABOUT 6000, 11.4%.
THEN YOU CAN SEE WHERE RICHARDSON FALLS ALMOST AT 7%, BUT THEN IF YOU LOOK BELOW RICHARDSON, YOU CAN SEE SOME OF THE FAST GROWTH OR LARGER GROWTH DISTRICTS, AND SOME OF THEM QUITE SIGNIFICANTLY, AS YOU CAN SEE WITH PROSPER AND PRINCETON.
WE'LL TALK A LITTLE BIT MORE ABOUT WHAT THAT HAS LOOKED LIKE WITH THE FIVE YEAR SPAN HERE IN JUST A MINUTE, BUT IT GIVES YOU A PERSPECTIVE.
WE ARE LOSING STUDENTS, BUT NOT TO SOME OF THE DEGREE THAT YOU MIGHT SEE IN SOME OF OUR OTHER DISTRICTS CLOSE TO US, THAT INNER CIRCLE, SO TO SPEAK.
I HAVE THE CLICKER, BUT NOW THE CLICKER DOESN'T WORK.
GREAT. IF YOU'LL SEE THIS, THIS IS REALLY TALKING ABOUT JUST IN TEXAS OVERALL.
THESE ARE A LOT OF OUR BIGGER DISTRICTS, YOU CAN SEE FROM THE ENROLLMENT AND WHERE WE'VE HAD SOME OF THE BIGGEST DECLINE.
LARGEST LOSSES HAVE BEEN EVEN FROM THE TEXT ON THE LEFT THERE IN LARGER MAJOR URBAN DISTRICTS, AND REALLY A LOT OF IT'S BEEN AROUND THE MOVEMENT TO CHARTER SCHOOLS.
WE'LL SHOW A LITTLE BIT MORE DATA AROUND THAT.
BUT YOU CAN SEE WHERE RICHARDSON STANDS WHEN IT COMES TO THAT PERCENTAGE, WE ARE LOWER THAN ALL OF THOSE, BUT WE STILL, OF COURSE, ARE SEEING A DECLINE, BUT THIS JUST GIVES YOU A PERSPECTIVE OF WHAT IT LOOKS LIKE ACROSS ALL OF
[01:45:01]
OUR BIGGER SCHOOLS ACROSS TEXAS.JUST A LITTLE BIT OF INFORMATION AROUND GROWTH RATES AND JUST WHAT IT LOOKS LIKE FROM THE DECLINE.
WE STILL HAVE ABOVE 5 MILLION STUDENTS IN OUR PUBLIC SCHOOLS, BUT MANY URBAN AND INNER RING SUBURBAN SCHOOLS DISTRICTS ARE DECLINING, BUT OUR OUTER RING, AS YOU SAW FROM THE DATA PRIOR, ARE CONTINUING TO GROW, BUT AT A MUCH SLOWER PACE.
WHEN WE LOOKED AT THOSE FIVE YEAR COMPARISONS AND YOU SAW THE PROSPER THAT'S 100 OR 80% GROWTH, A LOT OF THAT TOOK PLACE EARLIER ON IN THIS FIVE YEAR SPAN.
WE ARE STARTING TO SEE A DECLINE IN THESE LATER YEARS OF EVEN THOSE CAMPUSES OR THOSE DISTRICTS WITH THE RATE OF GROWTH.
THEN THE SECOND PARAGRAPH REALLY JUST STRESSES THAT A LITTLE BIT MORE ABOUT EVEN THE FASTEST GROWING STATES AND REGIONS ARE EXPERIENCING ENROLLMENT DECLINES OVERALL.
THIS IS THE PART WHERE I CAN SEE YOU HAVE QUESTIONS ARE FORMULATING IN YOUR MIND AND IT'S SAME WITH US.
WELL, WHAT DOES THAT LOOK LIKE FOR RICHARDSON ISD?
>> ONE OF THE THINGS, I HAD AN OPPORTUNITY TO LISTEN TO A PODCAST FROM ONE OF THE STATE'S LEADING DEMOGRAPHERS AND HE IS SEEING A SIGNIFICANT TREND EVEN IN FAST GROWTH DISTRICTS, WHERE A HOUSE IN A GROWING NEIGHBORHOOD MIGHT YIELD 2.2 STUDENTS.
NOW IT'S YIELDING 1.2 STUDENTS.
NOW I KNOW YOU'RE ASKING, WELL, HOW CAN YOU HAVE 1.2 OF A STUDENT, BUT OVER THE COURSE OF THE NEIGHBORHOOD WHEN THAT'S AVERAGED OUT, EVEN JUST SEEING THAT CHANGE IN THE YIELD THAT A HOUSE IS EVEN IN A FAST GROWTH DISTRICT.
THE QUESTION IS, DOES THAT HOUSE HAVE LESS CHILDREN IN IT, OR ARE PARENTS CHOOSING OTHER OPTIONS? THAT'S WHERE WHEN WE ASK OURSELVES, WHAT ARE THOSE QUESTIONS AND HOW DO WE BEGIN TO UNCOVER THAT? THAT'S WHAT WE'RE RUMINATING ON RIGHT NOW?
WE MENTIONED A LITTLE BIT ABOUT CHARTER SCHOOLS.
THIS IS JUST SOME DATA THAT SHOWS YOU FROM THE IMPACT THAT CHARTER SCHOOLS HAS HAD ON OUR TRADITIONAL PUBLIC SCHOOLS HERE IN TEXAS.
YOU CAN SEE OVER THE LAST FIVE YEARS THE INCREASE OF ALMOST 30% OF STUDENTS WHO DO ATTEND CHARTER SCHOOLS.
THERE'S SOME EXAMPLES THERE AT THE BOTTOM OF SOME OF THOSE SCHOOLS THAT HAVE OUR KIDS.
>> ONE OF THE CHALLENGES THAT WE HAVE WHEN WE'RE LOOKING AT ENROLLMENT, AND THIS IS THE SAME CHALLENGE OF OUR DEMOGRAPHERS, CHARTER SCHOOLS ARE REQUIRED TO REPORT STUDENT ENROLLMENT IN THE SAME SYSTEM THAT WE USE TO REPORT ENROLLMENT.
HOWEVER, PRIVATE SCHOOLS AND INDIVIDUALS WHO HOME SCHOOL EVEN IF IT'S A HOME SCHOOL NETWORK, THEY DO NOT HAVE TO USE THE SAME ENROLLMENT SYSTEM.
WE REALLY HAVE NO WAY OF TRACKING.
THERE ARE SOME NEW INNOVATIVE SOFTWARES THAT ALLOW US TO DO A LITTLE BIT OF GEOCODING TO TRY TO UNDERSTAND, DO WE HAVE FAMILIES THAT ARE LIVING IN OUR DISTRICT THAT ARE CHOOSING SOMETHING ELSE, BUT IT'S VERY COMPLEX TO TRY TO FIGURE THAT OUT.
IF I HAD TO ADD A LINE ON HERE AROUND, WHAT IS THE GREATEST PERCENT OF CHANGE THAT WE HAVE SEEN IN CHOICE? I WOULD SAY IT'S HOME SCHOOLING.
THERE WAS A HOME SCHOOL CONFERENCE AT KALAHARI SPRINGS IN AUSTIN THE SUMMER WHERE THERE WERE OVER 07,000 HOME SCHOOL STUDENTS THAT WERE COMING TOGETHER FOR THIS CONFERENCE.
WHEN THEY GEOCODED WHERE THOSE FAMILIES WERE FROM, IT WAS FROM DALLAS FORT WORTH AREA, IT WAS FROM AUSTIN, AND IT WAS FROM HOUSTON.
WE RECOGNIZE AND THAT IS SOMETHING THAT IS A GROWING TREND.
AGAIN, THAT IS SOMETHING THAT WE'RE ANALYZING TO TRY TO UNDERSTAND WHAT IS THAT IMPACT ON RISD.
>> HERE'S JUST A QUICK BREAKDOWN.
AS MS. BRENNA MENTIONED OF THE DATA THAT WE ARE AS ABLE TO ACCESS.
YOU CAN SEE WHERE THE SOME OF OUR STUDENTS HAVE GONE.
I'LL JUST GIVE YOU A QUICK SECOND TO LOOK AT THAT.
>> IT'S IMPORTANT TO NOTE THAT WE'RE NOT SEEING AN INCREASE IN OUR FAMILIES THAT ARE LEADING TO CHARTER.
THESE NUMBERS ARE VERY CONSISTENT TO WHAT THEY HAVE BEEN IN THE PAST 10 YEARS.
WE ARE NOT SEEING THAT AS AN ISSUE AND LOSING MORE STUDENTS.
NOW, OUR GOAL IS TO FIGURE OUT WHAT DOES RICHARDSON ISD NEED TO LOOK LIKE IN THE FUTURE TO RECOVER THESE STUDENTS AND GET THEM BACK IN RICHARDSON ISD.
>> YES, MA'AM. THANK YOU. HERE WHEN A STUDENT WITHDRAWS, WE DO TAKE THAT DATA.
WHEN A STUDENT WITHDRAWS, WE HAVE THEM COMPLETE A FORM, AND THESE ARE THE TOP FOUR IN ORDER OF WHAT THE RESPONSE HAS BEEN FOR THE REASON FOR WITHDRAWAL.
YOU CAN SEE AGAIN, MOVE TO ANOTHER TEXAS PUBLIC SCHOOL OR CHARTER, AS YOU MENTIONED, RETURN TO HOME COUNTRY, HOME SCHOOL AND PRIVATE SCHOOL.
[01:50:06]
BLESS YOU. NOW I WANT TO GET INTO A FEW TABLES THAT SHARE SOME RISD LEVEL COMPARISONS AROUND ENROLLMENT.THIS FIRST ONE IS THE DIFFERENCE BETWEEN WHAT WE HAVE FROM OUR DEMOGRAPHERS PROJECTION AND THEN OUR ACTUAL ENROLLMENT.
FOR US, IT'S BEEN A GREAT REMINDER THAT THAT DEMOGRAPHER PROJECTION OF 36,541 STUDENTS IS WHAT WE BASE OUR BUDGET ON.
WE NEED TO MAKE SURE THAT WE ARE ALL AWARE OF THAT AND WE MAKE DECISIONS BASED ON THAT AS MUCH AS WE CAN, BUT YOU CAN SEE THE DIFFERENCE BETWEEN THE DEMOGRAPHER AND OUR ACTUAL IS A LITTLE LESS THAN AROUND 200 KIDS.
THESE ARE SNAPSHOT DAYS FROM LAST YEAR TO THIS YEAR, AND YOU CAN SEE TOTAL, WE ARE DOWN 652 KIDS FROM LAST YEAR.
WHEN WE TALK ABOUT THAT 6.9%, THAT'S OVER A FIVE YEAR PERIOD, BUT RIGHT HERE FROM LAST YEAR TO THIS YEAR, IT'S 652 STUDENTS WITH A MAJORITY OF THEM AT THE ELEMENTARY LEVEL.
>> WHAT'S REALLY IMPORTANT ABOUT THIS SLIDE AND WHEN WE THINK ABOUT THE IMPACT ON THE BUDGET.
IF YOU LOOK AT THOSE 521 STUDENTS, MOST PEOPLE WOULD SAY, WELL, THEN YOU NEED TO CUT YOUR STAFF THAT WOULD BE AFFILIATED WITH LOSING 521 STUDENTS.
THE CHALLENGE IS THAT THEY DON'T LEAVE CAMPUSES IN EVEN BUNDLES NOR EVENLY ACROSS GRADE LEVELS.
THESE 521 STUDENTS ARE SPREAD OUT AMONGST ALL OF OUR ELEMENTARY STUDENTS.
IT MAY BE THAT A CLASS SIZE HAS GONE FROM 21-18, BUT WE STILL HAVE THE SAME FIXED COSTS ASSOCIATED WITH RUNNING THAT CLASSROOM AS WELL AS PAYING FOR THAT TEACHER.
WE WORKED REALLY HARD AT THE BEGINNING OF THE YEAR TO IDENTIFY WHERE COULD WE COLLAPSE SECTIONS? WHERE COULD WE CAPTURE A TEACHER OR SAVINGS WHEN IT WAS POSSIBLE? BUT FOR THE MOST PART, THESE NUMBERS REALLY, WITH 500 KIDS, WE WOULD NEED 10 LESS TEACHERS.
WELL, IT DOESN'T WORK LIKE THAT WHEN THEY ARE SPREAD ACROSS ALL OF OUR CAMPUSES.
ONE HUNDRED AND SEVEN HIGH SCHOOL STUDENTS SOUNDS LIKE A LOT, BUT IF YOU HAVE FOUR HIGH SCHOOLS AND THAT'S 25 KIDS AT HIGH SCHOOL, THERE'S NO WAY TO FIND ANY EFFICIENCIES IN THAT WORK.
>> YES, MA'AM. THANK YOU. THE NEXT WAS A VERY EYE OPENING SLIDE FOR US AS WE SEGREGATED THE DATA AND REALLY STARTED TO HAVE CONVERSATIONS FROM A DISTRICT LEVEL.
IS THAT OF THOSE 652 STUDENTS, THE SNAPSHOT FROM LAST YEAR TO THIS YEAR WHEN IT COMES TO OUR EMERGENT BILINGUAL POPULATION.
THAT IS A MAJORITY OF THE STUDENTS THAT ARE GONE.
IT'S 516 OUT OF THE 652, AGAIN, WITH THE MAJORITY THERE AT THAT ELEMENTARY LEVEL.
AGAIN, WITH THE QUESTIONS THAT START TO COME UP, WHY IS THAT HAPPENING? WHAT DOES THAT LOOK LIKE? DIVING INTO SPECIFIC CAMPUSES? THOSE ARE ALL THINGS THAT WE'RE STARTING TO DO AND HAVE DONE EVEN WITH OUR PRINCIPALS.
THAT WAS A BIG, AHA, FOR US AS TO HOW WE WOULD MOVE FORWARD AND TRY TO ADDRESS THAT.
AGAIN, I WANT TO THANK THE ENROLLMENT AND ACCESS DEPARTMENT FOR SLASHING UP THIS DATA IN CERTAIN WAYS.
AGAIN, WE COULD LOOK AT DIFFERENT SLICES FOR SO MUCH, BUT THERE ARE A COUPLE OF THINGS HERE I WANT YOU TO SEE FROM A GRADE LEVEL PERSPECTIVE.
YOU CAN SEE THIS IS, AGAIN, FROM SNAPSHOT LAST YEAR TO SNAPSHOT THIS YEAR, WHERE WE ARE WITH OUR DIFFERENT GRADE LEVELS.
SOMETHING THAT MAY STICK OUT FOR YOU IS THE SECOND GRADE.
YOU CAN SEE LAST YEAR ALMOST 28, THIS YEAR AROUND 26.
WE'RE MISSING 168 PLUS KIDS IN SECOND GRADE.
YOU CAN SEE SOME OF THE OTHER DECLINES WHEN IT COMES TO NINTH GRADE, WHICH HONESTLY IS SOMETHING THAT WE KNOW NINTH GRADE IS A DIFFICULT YEAR FOR OUR STUDENTS FOR ANY STUDENT.
SOME OF THESE NUMBERS ARE NOT AS SURPRISING AS OTHERS, BUT IT DOES HELP US FORMULATE A PLAN ABOUT WHAT WE NEED TO DO MOVING FORWARD.
THE NEXT ONE IS WHERE YOU LOOK AT THE DIFFERENCE IN THE COHORT.
BASICALLY, THIS IS A STUDENT FROM FIRST GRADE LAST YEAR GOING INTO SECOND GRADE THIS YEAR.
ARE THEY STILL WITH US? LET'S JUST PICK SIXTH GRADE.
OF THOSE 2,749 STUDENTS, 02,637 AND ARE IN SEVENTH GRADE THAT WERE IN SIXTH GRADE WITH US LAST YEAR THEY ARE WITH US THIS YEAR.
WE MIGHT NOT BE THE SAME SCHOOL.
THERE COULD BE DIFFERENT LOCATIONS, BUT THAT'S THE AMOUNT OF KIDS FROM THAT SIXTH GRADE COHORT THAT ARE NOW IN SEVENTH GRADE WITH US.
THERE ARE SOME DIFFERENT TRENDS THERE THAT YOU CAN SEE.
>> I'M GOING TO GET INTO A LITTLE BIT OF THE VARIANCE BY RESIDING NEIGHBORHOOD,
[01:55:04]
AND I HOPE MR. KRAMER IS PROUD OF ME WHEN I PRESENT THIS.WHAT THIS IS REALLY IS SCHOOL AGE STUDENTS WHO ARE RESIDING IN THAT NEIGHBORHOOD, THAT AREA, THAT NEIGHBORHOOD LAST YEAR COMPARED TO THIS YEAR.
THERE ARE 22 MORE STUDENTS IN THAT RESIDING NEIGHBORHOOD THAN THERE WERE LAST YEAR, SCHOOL AGE STUDENTS.
YOU LOOK AT THE MAP ON THE SIDE THERE, THE DARK GREEN.
OF COURSE, IT'S GOING TO BE OUR HEAVIEST GROWTH DOWN TO THE ORANGE WILL BE OUR BIGGEST DECREASE, BUT YOU CAN SEE THROUGHOUT OUR ELEMENTARY CAMPUSES WHERE WE'VE HAD SIGNIFICANT GROWTH AND SIGNIFICANT DECLINE.
SOME OF THOSE TELL A VERY CLEAR STORY ON A PLAN, SOME OF THEM ARE A BIT OF A SURPRISE.
WE'RE ALREADY EVALUATING THAT AND DIGGING INTO THE DATA.
YOU CAN SEE HERE BY JUNIOR HIGH AND MIDDLE SCHOOLS.
AGAIN, WHEN YOU LOOK AT LAKE HIGHLANDS MIDDLE SCHOOL, YOU CAN SEE THERE ARE 75 MORE STUDENTS RESIDING IN THAT NEIGHBORHOOD THAN THERE WERE LAST YEAR.
REMEMBER THE STUDENTS, IF WE HAVE A NEGATIVE, FOR EXAMPLE, FOREST MEADOW, WE MAY HAVE A NEGATIVE THERE, BUT THAT DOESN'T MEAN NECESSARILY THAT THEY'RE NOT IN RICHARDSON.
THEY'RE JUST NOT IN THAT RESIDING NEIGHBORHOOD ANYMORE.
THEY COULD HAVE MOVED TO A RESIDING NEIGHBORHOOD IN LAKE HIGHLANDS MIDDLE SCHOOL.
THEY COULD HAVE MOVED TO WESTWOOD, BUT THAT'S THE NUMBER THAT ARE NOT THERE COMPARED TO LAST YEAR.
I HOPE MR. KRAMER IS NODDING HIS HEAD, YES.
THIS IS JUST ANOTHER EXAMPLE WHEN WE LOOK AT THE HIGH SCHOOLS.
WE HAVE LAKE HIGHLANDS HIGH SCHOOL, BERKNER, RHS, PHS, AND THEN YOU HAVE SOME CHOICE AND MANAGE CHOICE NUMBERS UP THERE AT THE TOP WHEN IT COMES TO OUR HIGH SCHOOLS.
THIS WAS SOMETHING THAT WE'VE JUST RECENTLY BEEN LOOKING AT AND WANTED TO MAKE SURE THAT YOU GUYS WERE AWARE OF AS A BOARD, AND I'M SURE MR. PAD IF HE WANTS TO ADD ANY ADDITIONAL INFORMATION ON THIS, BUT THERE'S 15,000 PLUS RESIDENTS WITH AN OVER 65 LEVY FREEZE.
THESE ARE FOLKS THAT MOST LIKELY DON'T HAVE CHILDREN IN OUR DISTRICT, BUT THEY ARE IN HOUSES WHERE WE AREN'T ABLE TO HAVE STUDENTS WHO MAY LIVE THERE.
THIS WAS A VISUAL PERSPECTIVE, QUITE A BIT OF AN AHA FOR US AS WE REVIEWED IT.
>> I THINK FOR ME, WHEN I LOOK AT THIS SLIDE, I LOOK AT THIS SLIDE AS AN OPPORTUNITY.
THESE NEIGHBORHOODS WILL REGENERATE.
AT SOME POINT, THESE HOUSES WILL HAVE AN OPPORTUNITY FOR ANOTHER FAMILY TO PURCHASE AND HAVE KIDS.
WHAT WE WANT TO DO IS WE WANT TO BE POSITIONED WHERE WE'RE THE DISTRICT, WE'RE THE ONE THAT THEY CHOOSE.
WHAT ARE THE THINGS THAT WE CAN DO IN THE NEXT FEW YEARS TO MAKE SURE THAT WE ARE POSITIONED AND READY, AND IT MAY BE THAT THEY ARE SELLING THEIR HOUSE BECAUSE THEY'RE GOING TO GO LIVE WITH THEIR CHILD.
I WANT THEM TO ALL BE HEALTHY.
BUT AT SOME POINT, THEY WILL WANT TO SELL THEIR HOUSE.
THAT IS PART OF WHETHER YOU'RE TALKING ABOUT THE MAGNET PRESENTATION NEXT OR AS WE CONTINUE TO BRING IDEAS FOR OTHER CHOICE OPPORTUNITIES, HOW DO WE JUST POSITION OURSELVES TO BE THE ONE?
>> THANK YOU, MS. BRANUM, I ALWAYS APPRECIATE YOUR DREAM BIG ATTITUDE WITH THIS.
DEFINITELY, I APPRECIATE THAT A LOT.
KEY TAKEAWAYS FROM THE DATA, PLEASE KNOW THAT THIS SLIDE IS VERY NON EMOTIONAL.
IT'S JUST THE DATA SHARING WITH US WHAT WE HAVE.
YOU CAN SEE, AS WE MENTIONED, OUR PEAK ENROLLMENT WAS IN 2019, WE'VE SEEN A STEADY DECLINE.
WE'RE SLIGHTLY LOWER THAN OTHER SURROUNDING DISTRICTS IN LARGER TEXAS DISTRICTS.
A LARGE PERCENTAGE OF OUR ENROLLMENT DECLINE IS CONCENTRATED WITH OUR EMERGING BILINGUALS.
THEN THE MOST GRADE LEVELS EXPERIENCED A YEAR TO DATE ENROLLMENT DECLINE.
BASICALLY FROM LAST YEAR TO THIS YEAR, MOST GRADE LEVELS EXPERIENCED A DECLINE.
THERE'S SOME FROM THE RESIDING NEIGHBORHOOD.
WE DID SEE SOME TRENDS, AS YOU CAN SEE.
MAJORITY OF THE DATA DID SHOW DECLINES.
BUT FOR EXAMPLE, MOHAWK AND STULTS ELEMENTARY WERE EXCEPTIONS SHOWING INCREASES IN THE RESIDING NEIGHBORHOOD VARIANCE.
THAT'S WHERE WE DIG IN AND SAY, WE'VE HAD AN INCREASE THERE.
HOW DO WE GET THOSE KIDS INTO OUR SCHOOLS, WHETHER IT'S AT THAT NEIGHBORHOOD SCHOOL, OF COURSE, MOST IMPORTANTLY, BUT SOMEHOW SOME WAY GET THEM INTO OUR SCHOOLS.
THEN YOU'LL SEE FROM LAKE HIGHLANDS MIDDLE SCHOOL, YOU PROBABLY SAW THE DARK GREEN COLOR FOR THEM ON THE MAP IS THAT THEY HAVE DEMONSTRATED POSITIVE ENROLLMENT TRENDS
[02:00:02]
WITHIN THE NEIGHBORHOOD AND THEN ALSO JUST OVERALL ENROLLMENT.THOSE ARE OUR KEY TAKEAWAYS FROM THE DATA.
WE WANT TO HAVE OPPORTUNITIES AND WE WANT TO HAVE EXPERIENCES, AND WE WANT TO HAVE STUDENTS EXPERIENCE THEIR SCHOOL IN THE NEIGHBORHOOD THAT THEY'RE IN.
HOW DO WE DO THAT? WHAT IS THE PLAN MOVING FORWARD? I WILL SAY THERE'S A LOT OF WORK TO DO, BUT I FEEL LIKE WE'RE ON A GOOD PATHWAY TO START THAT.
WHEN WE EVALUATE RISD BEING THE ONE, WE WANT TO TALK ABOUT AND THINK ABOUT WHAT ARE THE FACTORS THAT WE CAN CONTROL AND WHAT ARE SOME FACTORS THAT WE CAN'T CONTROL? AS YOU CAN SEE UP THERE, THESE ARE THE CONVERSATIONS IN THE AREAS THAT WE'VE ALREADY BEEN TALKING ABOUT, WE CAN CONTROL.
WE CAN HAVE A GROWTH MINDSET, AS MS. BRANUM SHARED JUST A MINUTE AGO.
WE CAN CONTROL ACADEMIC PROGRAMMING, WE CAN CONTROL ACADEMIC OUTCOMES TO A CERTAIN EXTENT.
WE CAN CONTROL THE STORY, WE RECRUIT, RETAIN, AND RECOVER, IS SOMETHING THAT WE'VE BEEN TALKING A LOT ABOUT.
WE CAN CONTROL THE CLIMATE IN THE CULTURE AND WE CAN REALLY FOCUS ON OUR CUSTOMER SATISFACTION.
WE CAN CONTROL THAT. THINGS THAT MIGHT BE OUT OF OUR CONTROL ON THE OTHER COLUMN ARE BIRTH RATES.
WE DON'T WANT TO HAVE CONTROL OF THEM.
FEDERAL AND STATE POLICY, ALTHOUGH WE CAN GO AND LEVERAGE OUR OPINIONS AND BE THERE AND DO ALL THE THINGS AS WE HAVE DONE ON DIFFERENT OCCASIONS.
THERE'S A LOT OF THAT THAT WOULD BE OUT OF OUR CONTROL, THE ECONOMY.
THE MAP THAT WE SAW WITH ALL THE RED DOTS, THE OVER 65 LEVY FREEZE AND JUST NEGATIVE CHATTER.
WE KNOW ALL OF US HAVE SEEN AND EXPERIENCED THAT FROM A SOCIAL MEDIA STANDPOINT THAT WE CAN'T CONTROL SOME OF THAT, BUT WE CAN CONTROL ARE THE THINGS THAT WE WANT TO MAKE SURE THAT WE'RE DOING RIGHT HERE IN THE DISTRICT.
WE TAKE THOSE FACTORS TO REALLY UNDERSTAND WHAT WE WANT TO DO FOR OUR NEXT STEPS.
HERE'S SOME THINGS THAT WE'VE ALREADY STARTED WORKING ON AND WE'LL CONTINUE TO WORK ON? WE WANT TO ENHANCE OPEN ENROLLMENT.
WE'VE HAD OVER 200 STUDENTS COME IN FROM JUST OUT OF DISTRICT OPEN ENROLLMENT.
WE DID A VERY SOFT LAUNCH, I WOULD SAY.
WE DIDN'T REALLY ADVERTISE IT IN ANY WAY SHAPE OR FORM, BUT HOW DO WE ENHANCE THAT AND MAYBE TRY TO GET MORE STUDENTS IN? HOW DO WE TRAIN OUR PRINCIPALS ON THE ENROLLMENT OF THEIR PARTICULAR SCHOOL, WHETHER IT'S DECLINING OR IMPROVING? HOW DO WE DO THAT? WE'VE ACTUALLY ALREADY STARTED THAT WORK IN OUR LAST PRINCIPAL MEETING.
MS. CALVON DID A WHOLE WORK SESSION AROUND SHOWING THEM THEIR DATA ON ENROLLMENT, WHETHER IT WAS DECLINING OR WHATEVER IT LOOKED LIKE, AND THEN HAD THEM START TO REALLY PLAN OUT, HOW DO I MARKET MY SCHOOL? HOW DO I TAKE OWNERSHIP OF WHAT IT LOOKS LIKE FOR MY SCHOOL, AND HOW DO I TELL MY MESSAGE? I THINK WE HAD A REALLY PRODUCTIVE SESSION AT OUR LAST REAL.
CONTINUE TO ELIMINATE BARRIERS AND TRANSFERS, AND I'M SORRY I'M SPENDING A LITTLE TIME ON THIS, BUT I DO WANT TO STRESS THE IMPORTANCE OF THESE NEXT STEPS.
WE SOMETIMES HAVE MADE IT MORE DIFFICULT FOR OUR STUDENTS WHO ARE MOST IN NEED TO ENROLL.
SOMETIMES WE JUST MAKE THAT TOO HARD.
WE ARE CONTINUALLY TALKING ABOUT HOW DO WE MAKE THE ENROLLMENT PROCESS AS EASY AS POSSIBLE.
STILL HOLD OUR PARENTS ACCOUNTABLE FOR WHAT NEEDS TO BE TURNED IN AND PROCESSED THROUGH STATE LAW, BUT HOW DO WE MAKE SURE THAT WE MAKE THAT AS EASY AS POSSIBLE? ALSO WITH TRANSFERS, WE'RE NOT GOING TO TRY TO EXCLUDE STUDENTS WITHOUT MAKING SURE THAT WE HAVE A REALLY GOOD SYSTEM IN PLACE THAT TAKES OUT ANY IMPARTIALITY, BUT MAKE SURE THAT WE'RE DOING THE RIGHT THING FOR OUR KIDS.
MAGNET AND CHOICE PROGRAMMING.
YOU'LL HEAR MY VOICE AGAIN. HERE IN A MINUTE.
WE'RE GOING TO TALK MORE ABOUT MAGNET AND REFINEMENT OF THOSE AND EVEN NEXT MONTH, WE'LL START TO TALK WITH YOU GUYS.
I THINK A SMALLER GROUP TYPE LEVEL ABOUT CHOICE PROGRAMMING AND WHAT THAT COULD LOOK LIKE FOR US IN THE FUTURE.
WE'RE ALREADY IN DISCUSSION ABOUT A VIRTUAL SCHOOL OPTION.
WE'VE ALREADY HAD A COUPLE OF MEETINGS, AND I KNOW MR. HALL HAS DONE A LOT OF WORK AROUND THAT.
HOW DO WE DO THAT? THEN I THINK IN THE FUTURE, YOU GUYS WILL HEAR AND I'VE HAD A LITTLE BIT OF INFORMATION AROUND STRATEGY AND ENGAGEMENT.
HOW DO WE JUST PROVIDE A ROBUST COMMUNICATIONS AND MARKETING PLAN FOR OUR DISTRICT AND CONTINUE TO PUSH THAT WE ARE THE ONE? I KNOW THAT THERE'S BEEN A LOT OF PLANNING AND WE'LL CONTINUE TO HAVE A LOT OF PLANNING FOR THAT.
THESE ARE HIGH LEVERAGE, IN MY OPINION, AREAS THAT WE'RE GOING TO BE WORKING ON AND WE'LL CONTINUE TO WORK ON.
I LOOK FORWARD TO SEEING SOME DIFFERENCES IN OUR DATA AS WE MOVE FORWARD AND HOPEFULLY HAVE THE CHANCE TO SHARE ENROLLMENT SOMETIME AT THIS POINT NEXT YEAR.
THANK YOU TO YOUR ENTIRE TEAM, MR. FREEMAN, MS. CALVON, MR. MINISCALCO.
AGAIN, WE ARE DEEP IN THIS DATA.
UNDERSTANDING IT, WE HAVE A TENDENCY TO EVEN GO DOWN TO THE STUDENT LEVEL.
WE'RE PULLING UP THEIR Q FOLDER.
WE'RE LOOKING TO SEE WHAT WAS THIS CHILD'S STORY.
WHEN WE CAN, WE'RE REACHING OUT TO A PARENT TO UNDERSTAND WHAT WAS IT THAT CAUSED YOU TO LEAVE, WHAT COULD WE DO TO GET YOU BACK? WE THANK YOU FOR THIS OPPORTUNITY TO BRING THIS DATA FORWARD AND WE'RE OPEN TO ANY COMMENTS OR QUESTIONS.
[02:05:03]
THANK YOU, DR. GIBBONS, AS WELL.
LET'S GO AHEAD AND OPEN IT UP TO COMMENTS AND QUESTIONS AROUND THE BOARD.
WHO'S UP FIRST. MISS HARRIS. THANK YOU.
>> I JUST WANT TO MAKE JUST A REALLY QUICK COMMENT.
THE LAST TWO SLIDES ARE PROBABLY MY FAVORITE SLIDES OF THIS PRESENTATION.
I JUST LIKE THE SNAPSHOT, THE ONE BEFORE THIS ONE.
IT JUST REALLY BRINGS ACROSS THE REALITY OF WHERE WE ARE, THE CLIMATE THAT WE'RE IN TODAY.
ESPECIALLY THE NON DISTRICT CONTROLS, ALL THOSE THINGS THAT WE CAN'T CONTROL, WHICH ARE INCREDIBLY IMPORTANT.
MYSELF I HAVE NIECES AND NEPHEWS THAT ARE IN THEIR 40S AND HAVE NO DESIRE TO HAVE CHILDREN, AND I KNOW THAT THE BIRTH RATE IS REAL.
THEN I KNOW THAT SOME PEOPLE THAT I DO KNOW WHO ARE HAVING CHILDREN ARE HAVING ONE, MAYBE TWO.
I KNOW THAT THAT IS A REAL FACTOR, AND OF COURSE, WE ALL KNOW FEDERAL AND STATE POLICY AND ABSOLUTELY THE ECONOMY.
I JUST LIKE THIS SLIDE BECAUSE IT JUST GIVES JUST AN OVERALL VIEW OF WHERE WE ARE.
THEN OF COURSE, THE NEXT ONE IS SUPER EXCITING BECAUSE I'M READY TO SEE ALL THESE THINGS HAPPEN.
>> THANK YOU, MS. HARRIS. MS. MCGOWAN.
>> WELL, I'M EXCITED ABOUT THIS AS WELL AS LAST TWO SLIDES, AND I BELIEVE OUR DISTRICT IS THE ONE.
I THINK WE'VE ALWAYS BEEN THE ONE. WE'RE WINNERS.
YOU ALL JUST PASSED A $1.4 BILLION BOND, WHICH IS AMAZING.
MANY DISTRICTS DON'T GET THAT PRIVILEGE TO DO.
I THINK YOU'RE GOING TO GET THERE. WE WILL GET THERE.
ALL THESE THINGS WILL HAPPEN, ESPECIALLY WITH YOUR LEADERSHIP. THANK YOU FOR THAT.
BACK TO THE SLIDE BEFORE THAT, I'M GOING TO DISAGREE WITH MISS HARRIS ON JUST ONE THING OF THE NON DISTRICT CONTROLS.
IT IS ONE OF OUR NON CONTROLS, I BELIEVE THAT, BUT I DID HEAR SOMEWHERE ON THE NEWS WHERE PEOPLE MAY BE GETTING PAID TO HAVE A BABY. I'M JUST SAYING.
>> SERIOUSLY, I THINK I'VE HEARD THAT ON THE NEWS.
I THOUGHT THAT WAS INTERESTING. IT COULD BE A CONTROL ONE DAY.
YOU NEVER KNOW. BUT I HAVE TWO QUESTIONS.
ONE, I KNOW WE DON'T HAVE ALL THE ANSWERS FOR THE DECREASE IN OUR POPULATION, I KNOW THERE'S SO MANY REASONS BEHIND THAT.
BUT TELL US A LITTLE BIT ABOUT THE INCREASES.
DO YOU KNOW, WHY THE INCREASES IN SOME OF THOSE SCHOOLS?
>> SURE. WHAT WE DO KNOW ABOUT THE NEIGHBORHOODS WHERE WE'RE SEEING INCREASES ARE THOSE HOUSES OVER 65 THEY ARE STARTING TO TURN OVER.
YOU'RE SEEING A RE GREENING OR A REGENERATION WHERE THE INDIVIDUALS WHO'VE OWNED THOSE HOMES FOR A LONG TIME, EITHER, PEOPLE ARE COMING IN, BUYING THEM, RENOVATING THEM, AND THEN A YOUNG FAMILY'S MOVING IN OR A YOUNG FAMILY BUYS THEM, TEARS IT DOWN, REBUILDS, OR RENOVATES THEM.
YOU'RE STARTING TO SEE IN THOSE SPECIFIC NEIGHBORHOODS THOSE RED DOTS TURN TO GREEN.
THE CAMPUSES WHERE YOU'RE SEEING A DECREASE AND IF YOU NOTICE CARLYN BUCHER AND RC ACADEMY, SPECIFICALLY, YOU SAW A SIGNIFICANT DECREASE AT BOTH OF THOSE.
WE DON'T KNOW SPECIFICALLY WHY? BUT WHAT WE HAVE HEARD AND WHEN OUR PRINCIPALS WERE DIGGING INTO THAT DATA, WE DO KNOW THAT MANY FAMILIES HAVE MADE DECISIONS TO RETURN BACK TO THEIR HOME COUNTRIES OR TO MOVE CLOSER WITH, MAYBE A FAMILY TO MAKE SURE THAT THERE ARE LAYERS OF SUPPORT.
THAT SEEMS TO BE A GENERAL TREND AROUND OUR EMERGING BILINGUAL POPULATION AND SOME OF THOSE REDUCTIONS.
>> THANK YOU. THANK YOU FOR THAT.
>> IF WE COULD GO BACK, DR. GIBBONS, I THINK FOR ME, WHAT I WAS TRYING TO FIGURE OUT AND STUDY A LITTLE BIT HARDER, PROBABLY NEEDED MORE TIME WITH THAT.
AS I WAS LOOKING OVER IT THE LAST FEW DAYS AND I STILL WAS TRYING TO FIGURE IT OUT IS THE MAPPING, LIKE, 18, 19 AND 20.
I WAS TRYING TO FIGURE OUT IF YOU CAN REPEAT OR SUMMARIZE OR PARAPHRASE WHAT YOU SAID WITH ALL THREE OF THEM THERE, SAVE FOR THE HIGH SCHOOL.
RIGHT THERE NUMBER 20, SO WE'RE SHOWING LIKE HERE RHS AND ALSO BERKNER THAT'S THE LARGEST DECREASE.
THAT WE'RE SEEING IN ENROLLMENT, CORRECT?
>> I'M SORRY. I'LL LET YOU CLARIFY. I'M TRYING TO.
>> YES, MA'AM. YEAH, WE HAVE RHS AT A -45, LIKE HIGHLANDS AT A -35 AND BHS AT A -78. YES, MA'AM.
[02:10:05]
>> BECAUSE I WAS JUST TRYING TO FIGURE OUT, BECAUSE WHEN I SEE THIS ENROLLMENT HERE TOO.
TOUCHING BASED ON WHAT MS. BRANHAM JUST SAID, I KNOW THAT WE'VE ALL SEEN WHAT'S GOING ON ACROSS THE COUNTRY, SPECIFICALLY TO LATINO COMMUNITIES.
I KNOW THAT WE HAVE TO COMPLY WITH THE LAW AND EVERYTHING.
BUT I'M JUST WONDERING IF THERE'S A LARGE, I GUESS NOT, HOW WE KNOW, BUT WHAT ARE WE PROVIDING ANYTHING FOR THE FAMILIES OF THESE PARTICULAR? I KNOW YOU MENTIONED CARLYN BUCHER AND RIC ACADEMY.
DO WE KNOW LIKE THESE AREAS THAT ARE BEING MORE IMPACTED? I DON'T KNOW IF FAMILIES HAVE ANY RESOURCES OR SUPPORT.
DO WE KNOW EXACTLY? IS THERE SOMEONE THERE THAT I DON'T KNOW, COUNSELORS OR SOMETHING, TO HELP UNDERSTAND IF IT IS, WHAT WE'RE THINKING IT IS, OR ARE WE JUST GUESSING?
>> AGAIN, WE WERE GOING DOWN TO THE STUDENT LEVEL, AND OFTENTIMES THE PRINCIPAL WAS ABLE TO TELL US THE FAMILY CAME IN, THEY HAD THREE KIDS, AND THEY ARE RETURNING TO THEIR HOME COUNTRY.
OR THERE WAS A FAMILY THAT HAD A COUPLE OF KIDS, AND THEY WERE ACTUALLY MOVING TO SAN ANTONIO TO BE CLOSER TO MORE FAMILY, SO THAT IF BY CHANCE, THERE WAS SOMETHING THAT HAPPENED, THAT THERE WAS SOME GUARDIANSHIP PLANS IN PLACE FOR THEIR KIDS.
WE SAW THAT I BELIEVE IT'S THE NUMBER TWO REASON THAT PEOPLE WERE LEAVING THE DISTRICT WAS MOVING BACK TO THEIR COUNTRY.
AND THIS YEAR, THAT HAS NEVER BEEN IN OUR TOP.
AND THIS IS THE FIRST TIME THAT IT WAS AT THE TOP OF OUR LIST OF WHY FAMILIES WERE LEAVING.
>> I SAY THIS ONLY BECAUSE I KNOW YOU'VE SEEN THINGS IN THE NEWS AND ACROSS, BUT I KNOW THAT IT'S EVEN FOR ME, IT HIT HOME BECAUSE I'VE HAD PEOPLE WITHIN THE COMMUNITY ACTUALLY TELL ME, HEY, THERE'S THERE'S WAYS THAT THEY'VE KNOWN THAT ICE HAS BEEN VERY CLOSE TO THIS AREA.
THAT THEY'RE IN THE AREA OF ESPERANZA, THEY'RE IN THE AREA OF BELTLINE.
AND SO WHEN PEOPLE ARE TELLING ME THIS IS GOING ON, THERE'S A FEAR FACTOR, RIGHT, WHICH WE KNOW WE SEE ACROSS THE BOARD.
I'M JUST WONDERING WHAT KIND OF RESOURCES, IF ANY, OR IS THERE EVEN TALK ABOUT SUPPORTING FAMILIES THAT MAYBE FEEL THAT WAY? AND I DON'T KNOW WHAT FAMILIES ARE EXPRESSING THAT.
MAYBE THERE'S FEAR AND EVEN EXPRESSING THAT.
BUT I'M JUST TRYING TO FIGURE OUT WHAT SUPPORT SYSTEM, BECAUSE WHEN I SEE OUR GOAL WITH THE DIP GOAL, WHAT WE'RE PROVIDING STRUCTURE AND SUPPORT IS ONE OF THE THINGS THAT IT SAYS ON THERE.
I'M JUST WONDERING, LIKE, WHAT DOES THAT LOOK LIKE, ESPECIALLY WHEN WE'RE TALKING ABOUT THIS PARTICULAR, YOU KNOW, IMPACT THAT IT'S MAKING IN THESE NEIGHBORHOODS.
>> MS. MCGOWAN OR [INAUDIBLE] MS. MCGOWAN, MAY NEED TO LEAN IN ON THIS AS WELL.
IN TERMS OF SPECIFIC IMMIGRATION SUPPORT AND HOW TO SUPPORT FAMILIES WITH THAT, WE ARE LIMITED IN WHAT WE CAN PROVIDE FROM THE LAST LEGISLATIVE SESSION.
SO, FOR EXAMPLE, WE CANNOT HOST A MEETING IN WHICH WE INVITE PARENTS TO WALK THEM THROUGH WHAT THAT CAN LOOK LIKE.
WHAT WE DO DO IS MAKE SURE THAT WE HAVE A SET OF RESOURCES THAT WE CAN REFER PARENTS TO THAT, IF THEY HAVE QUESTIONS OR NEED OUTREACH, WHERE CAN THEY GO FOR THAT GUIDANCE? WE TRY TO MAKE SURE THAT WE PROVIDE THAT.
AND THEN ABSOLUTELY, WE ARE COUNSELORS, OUR ASSISTANT PRINCIPALS, OUR PRINCIPALS.
WHEN A FAMILY DOES COME IN AND EXPRESS THAT, WE SIT DOWN, WE MEET, WE SHARE WITH THEM, WHAT SAFETY PROCEDURES DO WE HAVE ON CAMPUS? AND WE JUST PROVIDE NORMAL GUIDANCE SUPPORT THAT WE WOULD PROVIDE FOR ANY STUDENT THAT WAS FEELING ANY KIND OF CRISIS.
>> THANK YOU FOR THAT. I THINK THAT'S SUPER IMPORTANT. THAT'S WHAT I WANTED TO KNOW.
I WANTED TO KNOW, FOR OUR PARENTS WHO MAY FEEL LIKE WHERE CAN THEY GO OR FOR OUR STUDENTS? A LOT OF TIMES, YOU JUST KIND OF, I THINK FAMILIES JUST DO WITH IT ON THEIR OWN, NOT KNOWING THAT THERE ARE RESOURCES AND THAT THERE'S PLACES THAT THEY CAN GO WHERE THEY CAN ACTUALLY JUST GET THAT SUPPORT, WHATEVER THAT MIGHT LOOK LIKE.
I MEAN, ABSOLUTELY. THANK YOU FOR THAT.
ALSO, I WANTED TO ASK YOU, I KNOW THAT YOU HAD MADE A POINT, MS BRANDON, ABOUT OUR STUDENTS THAT LEAVE, AND I THINK THAT WAS ON SLIDE 8 THAT WE WERE REFERRING TO.
BUT WHEN OUR STUDENTS LEAVE, IT'S NOT A REAL LIKE, EVEN A REALLY PRETTY NUMBER.
BUT I ALSO WONDERED BECAUSE WE HAVE TO MAINTAIN OUR TEACHERS AND MAINTAIN EVERYTHING, THE COST.
BUT HOW MUCH OF THOSE STUDENTS THAT LEAVE ALSO COME BACK? I MEAN, DO WE KNOW WHAT THAT LOOKS LIKE? SAY SOME LEAVE. IS THERE A SEASONAL TIME WHERE MAYBE THERE IS A SHIFT THAT HAPPENS, OR DO WE SEE THAT AT ALL?
[02:15:02]
>> I WILL TELL YOU, FOR EXAMPLE, THERE WAS A CHARTER PROGRAM THAT IS NEWLY INTRODUCED IN OUR GEOGRAPHIC ZIP CODE.
AND WE DID SEE SOME FAMILIES THAT MADE THAT DECISION, AND THEN WITHIN THE FIRST MONTH OF SCHOOL, THEY DID RETURN.
AND WE WERE ABLE TO TRACK THAT.
WE DO IDENTIFY WHEN FAMILIES HAVE TRIED SOMETHING, AND THEN THEY HAVE COME BACK.
THAT IS SOMETHING WE CAN LOOK AT TO ACTUALLY QUANTIFY.
WE DON'T HAVE THAT NUMBER TONIGHT, BUT THAT IS SOMETHING WE CAN DO IN THE FUTURE.
>> YEAH. THANK YOU. I JUST WONDER WHAT THAT TREND LOOKED LIKE.
WHEN STUDENTS KIND OF EXIT, BUT THEN THEY ALSO COME BACK.
THANK YOU FOR THIS. I THINK THIS IS VERY INFORMATIVE.
I THINK IT'S IMPORTANT TO KNOW, AND I ABSOLUTELY AGREE WITH MY COLLEAGUES THAT IT'S TRYING TO BALANCE THAT WE CAN'T, REALLY MAKE CHANGE TO AND THOSE THINGS THAT ARE OUT OF OUR CONTROL.
BUT ALSO LETTING I THINK IT'S GREAT TO LET THOSE THINGS THAT WE CANNOT CONTROL ALL THE TIME, BUT THEIR SUPPORT SYSTEMS, YOU KNOW, JUST TO HELP UNDERSTAND OR HELP NAVIGATE ALL OF THAT.
>> THANK YOU, MR. REA. YES. MS PACHECO, THEN WE'LL COME OVER TO MR. EAGER.
I DO LIKE THE OVERVIEW AND THE OPPORTUNITIES THAT WE CAN SEE HAPPENING FOR THE FUTURE, AND HOW WE ARE REALLY SETTING UP THE DISTRICT TO BE A BIGGER WINNER AT THESE THINGS, AND BE A DESTINATION DISTRICT, AND PROVIDE COMPETITIVE PROGRAMMING AND SPACES FOR STUDENTS TO COME.
BUT AT THE END OF THE DAY, I'M ALSO LOOKING AT WHAT'S HAPPENING RIGHT NOW.
TO PIGGYBACK A LITTLE BIT ON MS FENIAZ'S COMMENTARY, WHEN WE LOOK AT THE DISTRIBUTION OF STUDENTS LEAVING AND I'M THANKFUL THAT YOU GUYS NOTICED IT AND LOOKED AT IT.
I MEAN, IT'S ALMOST WHAT 80% OF THOSE STUDENTS THAT ARE EMERGING BILINGUAL.
WHAT PERCENTAGE OF THAT? IS IT REALLY 50% OF THEM ARE GOING BACK TO THEIR HOME COUNTRY, OR WAS IT LIKE 15% OF THEM? I'M CURIOUS ABOUT THAT NUMBER AND WHAT HAPPENED WITH THOSE STUDENTS BECAUSE I'M ALSO CURIOUS IF SOME OF OUR EMERGENT BILINGUAL STUDENTS HEARD OR SEE SOMETHING ELSE, A DIFFERENT TYPE OF PROGRAM SOMEWHERE ELSE, AND CHOOSE TO LEAVE BECAUSE THEY THINK THAT PROGRAM IS GOING TO BE BETTER FOR THEIR KIDS.
>> WE CAN DIG IN AND GET YOU THAT NUMBER.
OFTENTIMES, WE NOTICED WITH OUR EMERGING BILINGUAL FAMILIES ALSO THAT SOMETIMES THEY DON'T WANT TO TELL US WHERE THEY'RE GOING FOR A VARIETY OF REASONS.
BUT WITH THE DATA THAT WE HAVE, WE CAN DIG IN AND IDENTIFY OF THE STUDENTS THAT WE KNOW, HOW MANY OF THEM, I WILL TELL YOU, WE DID NOT SEE TRANSFERS OUT TO COMPETITIVE CHARTER PROGRAMS OR OTHER THINGS LIKE THAT.
I WAS JUST CURIOUS BECAUSE I DO AGREE THAT IT'S JUST POLICY AND ENVIRONMENT THAT IS CAUSING PARENTS TO DIS-ENROLL THEIR KIDS AND MOVE THEM AWAY TO CLOSER FAMILY MEMBERS SOMEWHERE ELSE, OR JUST MOVE AWAY, GENERALLY TO ANOTHER COUNTRY, BECAUSE THAT'S A SAFER CHOICE AT THIS POINT.
YOU MENTIONED SOMETHING ABOUT HOW WE AS DISTRICTS CAN HOST INFORMATION SESSIONS, I GUESS.
CAN OTHER PEOPLE HOST INFORMATION SESSIONS IN OUR SPACES, OR THEY HAVE TO BE INFORMATION SESSIONS IN OTHER SPACES?
>> IF THERE IS ANY ORGANIZATION THAT HAS INFORMATION THAT THEY WOULD LIKE TO SHARE WITH PARENTS, WE HAVE A STRUCTURED PROCESS THAT THEY WOULD GO THROUGH OUR FACILITIES DEPARTMENT TO RESERVE A SPACE.
AND SO THEY WOULD RESERVE A SPACE, LIKE ANY OTHER ORGANIZATION, WHEN THEY WOULD WANT TO USE ONE OF OUR FACILITIES.
>> WELL, THAT'S GOOD TO KNOW, AND I HOPE OUR COMMUNITY HEARS THAT OR PEOPLE WHO WOULD LIKE TO SUPPORT.
AND THE REASON I ASK IS BECAUSE THESE ARE SAFE SPACES THAT OUR FAMILIES TRUST, AND THEY TRUST US WITH THEIR CHILDREN IN THEIR SCHOOLS, AND THEN OUR SPACES.
I WOULD THINK AND HOPE THAT THERE WOULD BE MORE PARTICIPATION IF THERE'S A COMMUNITY ORGANIZATION OUT THERE WHO WANTS TO DO THAT TYPE OF SERVICE.
BUT I AGREE, THINGS ARE GOING TO TURN AROUND FOR MANY DIFFERENT REASONS, AND WE'RE DEFINITELY STEPPING INTO A GOOD PLACE.
WE PASSED THE BOND, AND WE'RE JUST MOVING TOWARDS THE FUTURE, AND JUST AS YOU SEE THE FIRST GRAPH THAT YOU GUYS SHOWED US ON THE CHART WITH POPULATION,
[02:20:01]
WELL, IT'S NOT THE FIRST GRAPH, BUT PAGE SIX, MAYBE.[INAUDIBLE] AND FLOWS AND THERE MAY BE A TIME WHERE WE'RE JUST GOING TO PEAK AGAIN.
I'M NOT SURE IF PEOPLE ARE GOING TO BE HAVING BABIES IF THEY GET PAID.
BUT IF THEY DO, WE'LL BE HERE AND WE'LL HAVE CLASSROOMS AND GREAT TEACHERS TO TEACH THEM. THANK YOU.
>> I DON'T KNOW THERE'S, THEN I CAN'T ALREADY ADD THAT MY COLLEAGUES HAVE ALREADY STATED, BUT I THINK THERE'S A COUPLE OF THINGS STRATEGICALLY THAT I THINK THAT WE HAVE DONE AS A BOARD, AND THE ADMINISTRATION IS AT ONE, A GREAT TEACHERS, SO THAT WE GOT GREAT RETENTION RANGE.
WE'RE ATTACKING THE BEST IN THIS PART OF TEXAS.
THE OTHER THING TOO, THANK YOU TO OUR COMMUNITY FOR PASSING THE BOND, BECAUSE WE'LL BE ABLE TO OFFER OPPORTUNITIES NEW CT CENTER.
WE WILL BE ABLE TO OFFER OPPORTUNITIES AND CHOICES SO THAT AS OUR OLDER POPULATION DECIDES TO MOVE, WE'LL BE IN A GREAT POSITION FOR NEW FAMILIES TO CHOOSE THEN WITH ALL TOP OF THAT IS THE HOME SCHOOL AND THE OTHER SCHOOLS.
WE CAN GET THEM BACK. AND ALL THOSE THINGS TO RECOGNIZE THAT THESE WERE ALL STRATEGIC STEPS TO GET US TO WHERE WE'RE OUT, AND THE FUTURE IS LOOKING REALLY GOOD FOR RC.
WE HAVE ALWAYS BEEN A PHENOMENAL DISTRICT.
I THINK WE'RE JUST GOING TO TAKE IT TO A WHOLE OTHER LEVEL.
AND WE'RE SET UP FOR, I WANT TO SAY, FOR THE NEXT 15 OR 20 YEARS, WE'RE GOING TO BE THE DISTRICT THAT PEOPLE ARE COMING INTO.
>> THERE'S GOING TO BE THE ONE, MR. EAGER.
>> I ALSO JUST WOULD LIKE TO ADD TO THAT THAT THIS IS A SIGNIFICANT PARADIGM SHIFT FOR PUBLIC EDUCATION.
YOUNG IN MY CAREER, I THINK PUBLIC EDUCATION TOOK FOR GRANTED THAT WE HAD AN ATTENDANCE BOUNDARY.
WE HAD KIDS, FAMILIES THAT WOULD MOVE INTO THAT ATTENDANCE BOUNDARY.
AND WHEN THEY WERE FIVE, THEY WOULD COME TO KINDERGARTEN, AND THEY WOULD STAY WITH US UNTIL THEY GRADUATED.
AND WE DIDN'T HAVE TO CONSIDER MARKETING.
WE DIDN'T HAVE TO CONSIDER INNOVATIVE PROGRAMMING BECAUSE WERE KIND OF A MONOPOLY.
AND I THINK WHAT WE'RE ALL RECOGNIZING NOW IS THAT THAT LANDSCAPE HAS CHANGED, AND WHETHER SOME OF IT HAS CHANGED ORGANICALLY AND OTHER PARTS OF IT HAVE CHANGED, WHETHER IT'S EDUCATIONAL SAVINGS ACCOUNTS OR THOSE OTHER THINGS, WE JUST RECOGNIZE THAT WE NO LONGER HAVE THAT MONOPOLY.
AND IF WE'RE GOING TO BE COMPETITIVE IN THE GAME, WE HAVE TO CONSIDER WHAT WE PROVIDE AND HOW WE PROVIDE IT, HOW WE MESSAGE IT, HOW WE BRAND IT.
AND IT ALL STARTS, AND I THANK YOU FOR SAYING THAT.
IT ALL STARTS NUMBER ONE WITH STRONG ACADEMIC OUTCOMES.
REGARDLESS OF ANYTHING THAT YOU HEAR, AS WE TALK ABOUT MAGNET, AS WE BRING FORWARD SOME INNOVATIVE IDEAS FOR EXPANDING CHOICES FOR OUR COMMUNITY.
FIRST AND FOREMOST, IT HAS TO BE ACADEMIC OUTCOMES BECAUSE OUR KIDS AND OUR PARENTS DESERVE NOTHING LESS, AND IT'S GOING TO BE THAT FOUNDATIONAL THING THEY LOOK AT WHEN THEY'RE MAKING A DECISION ABOUT WHERE THEY'RE GOING TO SEND THEIR KIDS.
AGAIN, REALLY APPRECIATE THE WORK THAT THE TEAM DID, AND I JUST WANT THE BOARD TO HEAR, WE ARE COMMITTED TO THIS.
WE RECOGNIZE AND I'VE DONE A LOT OF WORKSHOPS WITH OUR STAFF AND HELPING THEM UNDERSTAND WHEN WE SEE DECLINES IN ENROLLMENT.
THAT MEANS DECLINE IN REVENUE.
BUT AS I MESSAGED, THERE AREN'T BUILT-IN EFFICIENCIES TO CUT TO MAKE UP FOR THAT DECLINE IN REVENUE.
THE CUTS HAVE TO COME FROM OTHER PLACES TO SUSTAIN US WHILE WE'RE BUILDING THESE PROGRAMS TO GET MORE KIDS BACK IN THE SYSTEM.
WE HAVE TO STAY FOCUSED ON THIS BECAUSE THAT REALLY IS THE ONLY WAY FOR US TO INCREASE OUR REVENUE IS TO HAVE MORE STUDENTS THAT ARE ENROLLED IN OUR AMAZING SCHOOL DISTRICT.
>> OTHER COMMENTS, QUESTIONS FOR THE BOARD? OKAY. GOOD DATA.
GOOD SUMMARIES AND GOOD CONVERSATION.
OUR NEXT ITEM IS AN INFORMATION ITEM TO RECEIVE AN UPDATE ON
[IV.F. RISD — Be The One Magnet Presentation]
THE [INAUDIBLE] MAGNET PRESENTATION, MS BRANDON.>> THANK YOU. BOARD, WE PROVIDED AN UPDATE ALMOST A YEAR AGO, WHERE WE SHARED SOME OF OUR EARLY PLANS AROUND CONTINUING TO INVEST IN OUR MAGNET PROGRAMMING,
[02:25:03]
AND WE ARE CONTINUING ON THAT JOURNEY AND STRENGTHENING HOW WE SUPPORT AND HOW WE INNOVATE IN OUR MAGNET PROGRAMS SO THAT THEY ARE THAT SHINING STAR OF WHAT CHOICE LOOKS LIKE, BOTH FOR OUR CURRENT FAMILIES AS WELL AS FUTURE FAMILIES.AGAIN, OUR AMAZING MAGNET TEAM IS HERE TONIGHT, AND THEY'RE GOING TO BE LED BY DR. GIBBONS TO PROVIDE THIS UPDATE.
>> THANK YOU, MS BRANDON. GOOD EVENING AGAIN, BOARD.
AS WE TALKED ABOUT IN THE ENROLLMENT, WE'VE GOT TO MAKE SURE THAT THE THINGS WE HAVE IN PLACE NOW ARE OPERATING WITH EXTREME EFFICIENCY AND REFINEMENT.
I'M HOPEFUL THAT YOU'LL SEE THAT WHAT WE TALK ABOUT FOR THIS MAGNET SCHOOL PROGRAMMING IS REALLY THE IDEA OF REFINEMENT AND MAKING CONNECTIONS WHERE THEY NEED TO BE MADE.
IT WAS ONE OF THE BEST GIGS I HAD, THIS ONE IS THE BEST, OF COURSE, BUT IT WAS ONE OF THE BEST GIGS THAT I HAD.
BUT I CAN TELL YOU THAT FOR A LONG TIME, WE HAVE OPERATED WITH OUR MAGNET PROGRAMMING IN SILOS.
IMAGINE THROWING A BUNCH OF PAINT ON THE WALL.
IT'S ALL GOOD STUFF, BUT THERE'S NO CONNECTION.
WHAT YOU'LL HOPEFULLY HEAR AND SEE WHEN WE TALK THROUGH MAGNET IS THAT OUR GOAL IS TO MAKE CONNECTIONS NOT ONLY WITH OUR STUDENTS, BUT WITH THE PROGRAMMING AND HOW AND OUR TEACHERS AS WELL.
WE'RE GOING TO WALK THROUGH A FEW THINGS, BUT PLEASE JUST KEEP THAT IN MIND.
SOME OF THESE THINGS WE'RE GOING TO TALK ABOUT ARE ALREADY HAPPENING.
SOME OF THEM ARE GOING TO BE HAPPENING.
BUT THAT'S REALLY WHERE WE'RE GOING WITH OUR MAGNET PROGRAMMING.
AGAIN, I LOVE THE OPPORTUNITY TO SHARE, BUT YOU WANT TO GIVE THANKS, OF COURSE, TO MR. MINISCALCO, MS. CALVON, AND MR. FREEMAN FOR THE WORK THAT THEY DO, AND THE MAGNET PRINCIPALS, OF COURSE.
>> AGAIN, WE ALWAYS WANT TO REVISIT WITH THE NORTH STAR GOAL.
WE TALK ABOUT METER EXCEEDING OUR ACADEMIC GROWTH GOALS, THAT REFINEMENT THAT WE'RE TALKING ABOUT, WE'LL HELP THAT HAPPEN EVEN MORE QUICKLY WITH OUR STUDENTS THAT ARE IN THE MAGNET PROGRAMMING.
OUR FOCUS TONIGHT. WE'RE GOING TO TALK A LITTLE BIT ABOUT JUST THE HISTORY, AND WE'RE GOING TO TALK ABOUT WHAT IT LOOKS LIKE FROM A DISTRICT ALIGNMENT STANDPOINT, AND THAT MEANS FROM OUR STRATEGIC PLAN AND OUR DIP.
WE'RE GOING TO DELINEATE BETWEEN WHAT MAGNET AND CHOICE IS JUST QUICKLY SO THAT YOU KNOW WHAT WE'RE PRESENTING IS STRICTLY AROUND MAGNET TONIGHT.
WE'RE GOING TO TALK ABOUT WHAT OUR PILLARS ARE FOR OUR MAGNET PLANNING.
THE JOURNEY, WE'RE GOING TO JUST DO A LITTLE BIT OF A SCENARIO SITUATION FOR THREE STUDENTS TO SHOW YOU WHAT IT MIGHT LOOK LIKE FOR THESE STUDENTS TO GO THROUGH MAGNET PROGRAMMING.
WE'LL GIVE YOU THE TOP 10 REASONS, AS MR. LETTERMAN WOULD SAY, TO ATTEND A MAGNET, AND THEN WE'LL TALK ABOUT OUR NEEDS AND SUPPORTS.
THEN ALSO, HOW DO WE MEASURE THE SUCCESS MOVING FORWARD WITH THE REFINEMENT THAT WE'RE TALKING ABOUT? I WANT TO ALWAYS REVISIT FROM A HISTORY STANDPOINT WHERE SOME OF THIS STARTED ON OUR COMMUNITY BUDGET STEERING COMMITTEE, YOU'LL SEE NUMBER 7 UP THERE, CHOICE AND SPECIALIZED PROGRAMMING.
WE'RE STILL WORKING ON THESE THINGS AND ARE HOPEFUL TO HAVE A CHECK ON THAT NUMBER 7 HERE SOON ENOUGH.
WE HAD A SUBCOMMITTEE WITH DR. LEEPER AND MYSELF, AND MR. MINISCALCO, AND YOU CAN SEE THE CONSIDERATIONS, THE VERY TOP ONE THERE IS IMPROVEMENT IN CURRENT MAGNET PROGRAMMING AND SYSTEMS. NOTICE IT SAYS IMPROVEMENT AGAIN WITH REFINEMENT PIECE.
WE'RE NOT TRYING TO MAKE MAJOR MAJOR CHANGES.
WE'RE TRYING TO REFINE IT AND MAKE SURE THAT WE'RE A LITTLE MORE ALIGNED.
WE ALWAYS WANT TO BE FOCUSING ON THAT.
BUT REMEMBER, WE'RE SEEKING ADDITIONAL FISCAL RESOURCES.
THAT'S WHERE THIS PART WAS REALLY BIRTH IS TO MAKE SURE THAT WE'RE DOING THAT.
WHEN WE REFINE OUR MAGNET PROGRAMMING, WE'RE HOPEFUL THAT THAT WILL INCREASE OUR FISCAL RESOURCES BY BRINGING MORE STUDENTS INTO THE PROGRAM.
WITH OUR DISTRICT IMPROVEMENT PLAN, SYSTEMS FOR CURRICULUM AND LEARNING EXPERIENCES ARE GOING TO BE REALLY THE GOAL AROUND THIS.
WE'VE HAD A LOT OF GREAT CONVERSATIONS WITH TEACHING AND LEARNING ALREADY AROUND WHAT THAT CAN LOOK LIKE AND HOW WE CAN MOVE FORWARD WITH IT, BUT THIS IS THE GOAL THAT REALLY ANCHORS US WHEN IT COMES TO OUR DISTRICT IMPROVEMENT PLAN.
THAT'S WHAT WE'RE REALLY TALKING ABOUT TONIGHT.
WITH MAGNET SCHOOLS, THERE'S SELECTIVE ADMISSIONS.
WE HAVE SPECIALIZED IN TARGETED CURRICULA AROUND THE MAGNET PROGRAMMING ITSELF, AND WE HAVE VERY FOCUSED THEMES AND PATHWAYS, SO YOU'LL SEE THAT AS WE GO THROUGH THE SCENARIOS.
BUT THAT'S REALLY WHAT WE'RE GOING TO BE TALKING ABOUT TONIGHT.
AS WE HAVE MORE TIME WITH YOU GUYS IN DECEMBER, WE'LL BEGIN TO TALK A LOT MORE AROUND SPECIALIZED PROGRAMMING AND WHERE OUR CONSIDERATIONS MIGHT BE FOR THAT AS WE START TO PLAN MOVING FORWARD FOR THE NEXT FEW SCHOOL YEARS.
BUT TONIGHT, WE'RE GOING TO DISCUSS THE MAGNET SCHOOLS.
WE JUST SAW THIS [LAUGHTER] BUT THIS IS, AGAIN, WE'RE ALWAYS TRYING TO REITERATE, WE WANT TO BE THE ONE.
[02:30:01]
WHEN WE TALK ABOUT MAGNET, I REALLY LOOK AT THAT AS OPPORTUNITIES AND EXPERIENCES.HOW ARE WE GOING TO PROVIDE BOTH OF THOSE FOR STUDENTS THAT ARE INVOLVED, NOT ONLY STUDENTS, BUT THEIR FAMILIES THAT ARE INVOLVED IN MAGNET PROGRAMMING.
ON HIGH HOPES FOR STUDENTS, AS WE TALKED ABOUT A LITTLE BIT EARLIER, IS WE WANT THEM TO BE LEADERS, WE WANT THEM TO BE LIFE READY AND WE WANT THEM TO HAVE AGENCY.
WE WANT THEM TO OWN THEIR LEARNING.
AS YOU SEE SOME OF THESE SCENARIOS, YOU'LL HOPEFULLY PICK UP ON THAT AGENCY PIECE, ALONG WITH THE LEADERSHIP AND BEING LIFE READY FOR WHATEVER THEY WANT TO DO POST SECONDARY.
WITH OUR MAGNET PROGRAMMING, MR. MINISCALCO DEVELOPED A STRATEGIC PLAN.
WHAT DO WE NEED TO REALLY HONE IN ON FOR US TO MAKE SURE THAT WE'RE DOING THIS WORK RIGHT, AND WE'RE DOING IT WELL? TONIGHT, WE'RE JUST GOING TO TALK A LITTLE BIT ABOUT THE TOP THREE PILLARS THERE, IDENTITY AND BRANDING, LEARNING AND INNOVATION, WHAT THAT LOOKS LIKE IN OUR MAGNET STRANDS, AND THEN ALSO HOW WE HAVE PATHWAYS AND COLLABORATION, NOT ONLY FOR OUR STUDENTS, BUT FOR OUR TEACHERS AS WELL.
THAT PICTURE RIGHT THERE, JUST SO YOU KNOW, WAS TAKEN AT OUR WESTWOOD MAGNET INFORMATION NIGHT.
THE GENTLEMAN ON THE LEFT IS MATTEO, WHICH IS IF I LIVED IN ENGLAND OR IN EUROPE, THAT'S WHAT PEOPLE WOULD CALL ME, BUT HE SPOKE AT THE INFORMATION NIGHT.
HE WAS THE LEADER OF THE WHOLE THING AND HE TALKED AND HE SHARED AND HE MADE SURE EVERYBODY KNEW WHERE THEY WANTED TO GO AND NEEDED TO GO.
IT WAS REALLY COOL TO SEE HIM.
I TOOK A PICTURE OF THAT. WE HAD OVER 900 PEOPLE SHOW UP FOR THAT MAGNET EVENING.
WE'RE GOING TO TALK ABOUT THESE THREE STRATEGIC PILLARS.
THE FIRST ONE IS IDENTITY AND BRANDING.
YOU'LL SEE SOME OF THESE ALREADY, YOU'LL SEE THE UNIFORMS THERE AT HAMILTON PARK, YOU'LL SEE THE MST IS THE PLACE TO BE AN RISD.
WHAT WE WANT TO DO FOR IDENTIFYING AND BRANDING IS MAKE SURE WE AMPLIFY AND REINFORCE THE SCHOOL'S IDENTITY AND THE CULTURE.
WE WANT TO INTEGRATE THE THEME AND CELEBRATION INTO DAILY PRACTICES.
THAT'S HAPPENING, BUT WE WANT TO MAKE SURE THAT WE CONTINUE TO INCREASE THAT WITHIN THE DAILY LIFE OF A MAGNET STUDENT.
HERE'S SOME EXAMPLES, REALLY QUICK, OF WHAT IT LOOKS LIKE FOR OUR BRANDING AND IDENTITY.
WE HAVE AN UPGRADED WEBSITE THAT I WOULD ENCOURAGE ALL OF YOU GUYS TO GO CHECK OUT. IT'S GREAT.
IT GIVES A LOT MORE INFORMATION THAN IT HAS IN THE PAST AND A LOT MORE SHOWING THE COLLABORATION BETWEEN THE DIFFERENT CAMPUSES.
WE HAVE THE FEATHER FLAGS, THEY'RE VERY IMPORTANT.
WE TALKED A LOT ABOUT THOSE, BUT PUTTING THOSE OUT SO THAT PEOPLE CAN SEE THOSE AS THEY DRIVE BY OUR SCHOOLS.
WE HAVE UPDATED BRANDING LIKE YOU CAN SEE THERE WITH ACM, AND WHAT THAT LOOKS LIKE.
WE HAVE SOME OF OUR HAMILTON PARK THERE, WE HAVE WHAT THAT LOOKS LIKE IN THE BUILDINGS, JUST AN AMAZING TRANSFORMATION AT HAMILTON PARK.
THOSE ARE JUST SOME QUICK BRANDING AND IDENTITY PIECES THAT WE STARTED WITH ALREADY.
PILLARS 2 AND 3, WHAT DOES IT REALLY LOOK LIKE FOR US TO HAVE LEARNING AND INNOVATION AND THEN ALSO PATHWAYS AND COLLABORATION? THERE ARE SOME PICTURES DOWN THERE OF BOTH MST AND WESTWOOD WHEN IT COMES TO SOME OF THE SCIENCE AND TECHNOLOGY PROGRAMMING THAT THEY'RE DOING.
FROM LEARNING AND INNOVATION, DESIGN AND DELIVER LEARNING ALIGN TO THE MAGNET THEME, EMBED PROJECT AND PROBLEM COMMUNITY BASED EXPERIENCES.
FROM A COLLABORATION WE WANT TO ALIGN K12 STUDENTS WITH A CONTINUITY OF PATHWAYS.
AS I MENTIONED EARLIER, WE WANT TO AVOID THE PAINT SPLATTER AND REALLY START TO MAKE SOME CONNECTIONS THERE.
THEN JUST AS IMPORTANT, IN MY OPINION, IS THAT LAST BULLET THERE UNDER PATHWAYS IN COLLABORATION, WE WANT TO OFFER THEME SPECIFIC TEACHER PROFESSIONAL LEARNING.
WHAT DOES IT LOOK LIKE WHEN YOU'RE A MAGNET TEACHER? HOW DOES IT DIFFER FROM A NEIGHBORHOOD SCHOOL TEACHER? DOESN'T MEAN ANY BETTER, ANY WORSE, OR ANYTHING LIKE THAT, BUT HOW DOES IT DIFFER? THOSE ARE THE THINGS WE'RE STARTING TO DIVE INTO.
JUST FOR YOUR KNOWLEDGE, THESE ARE ALL THE DIFFERENT PATHWAYS THAT YOU CAN GO UP TO RICHARDSON HIGH SCHOOL WHEN IT COMES TO THE MAGNET JOURNEY.
WE'RE GOING TO FOCUS ON THREE TONIGHT.
WE'RE GOING TO TALK ABOUT THE THEATER COLLECTIVE, AS THE PERFORMING AND TECHNICAL ARTS.
WE'RE GOING TO TALK LAW AND THEN SOME ADVANCED SCIENCE.
I'M GOING TO SHARE SOME OF THOSE SCENARIOS WITH YOU.
>> IF I CAN JUST ADD RIGHT HERE, I THINK ONE OF THE STRONGEST UPGRADES THAT THIS AMAZING TEAM HAS MADE IS THAT THERE'S CLARITY AROUND IF I STARTED ANY OF THE THREE ELEMENTARY MAGNETS, THAT I SEE WHERE THAT PATHWAY IS WESTWOOD, WEST TO RHS.
IF I KNOW I HAVE A CHILD THAT AT FIVE-YEARS-OLD IS ALREADY SINGING AND DANCING AND WANTS TO BE ON BROADWAY, THEY KNOW WHICH ELEMENTARY IS GOING TO BE THE BEST FIT FOR THEM, WHERE DOES THAT THEN LEAD TO JUNIOR HIGH, WHERE DOES THAT LEAD TO HIGH SCHOOL? IF I HAVE A STUDENT THAT IS ALREADY PASSIONATE ABOUT SCIENCE AND THE WAY THE WORLD WORKS, AND THEY KNOW THEY WANT TO BE THAT ENGINEER.
THIS WOULD BE THE ELEMENTARY THAT MIGHT BE MY BEST FIT,
[02:35:04]
AND THEN HERE'S THE JUNIOR HIGH IN THE HIGH SCHOOL.I THINK THAT CLARITY IS WHAT IS ALLOWING OUR PARENTS TO SEE WHETHER OR NOT MAGNET REALLY IS THE RIGHT CHOICE FOR THEM.
THIS NEXT STEP OF WE WANT TO TAKE YOU ON THE JOURNEY OF THREE KIDS AND WHAT THEIR PASSIONS ARE AND WHAT THAT JOURNEY LOOKS LIKE.
>> YES, MA'AM. THANK YOU. AGAIN, WHAT WE TALKED ABOUT IS THIS EXPERIENCES AND STRONG CONNECTED PATHWAYS.
I THINK IT'S MRS. BRANDON'S POINT.
HOPEFULLY, YOU'LL SEE THAT IN THESE UPCOMING SCENARIOS.
THE MAGNET JOURNEY OF THREE RISD STUDENTS.
WHEN OLIVIA STARTS OUT AT ACM, OUR GOAL FOR HER WOULD BE TO PROVIDE HER WITH FOUNDATIONAL EXPERIENCES IN MUSIC, VISUAL ARTS AND THEATER.
REALLY, AGAIN, AT THE ELEMENTARY LEVEL, START TO NURTURE THAT AND HELP HER EXPRESS WHAT SHE WANTS IN REGARD TO FINE ARTS AND HOW SHE WANTS TO DO THAT.
WE'LL DO SPECIFIC MUSIC CURRICULUM.
SHE'LL BE INVOLVED IN VISUAL ARTS WITHIN OTHER SUBJECTS, NOT JUST WITHIN HER ELECTIVE COURSES, AND THEN WE'LL BE CONNECTING MUSIC TO THE THEATER PROGRAM.
THAT'S THE GOAL, STARTING HER OFF WITH FOUNDATIONAL EXPERIENCES.
AS OLIVIA GOES TO RICHARDSON WEST JUNIOR HIGH, OUR GOAL FOR HER WOULD BE TO APPLY THOSE FOUNDATIONAL SKILLS THAT SHE'S HAD AT ACM AND WE'LL START TO DO MORE HANDS ON EXPERIENCES IN THEATER AND PERFORMANCE.
YOU CAN SEE THERE'S A TWO YEAR THEATER ART PROGRAM THERE.
SHE'LL HAVE TRAINING AND ACTING, DIRECTING, PLAYWRITING.
SHE'LL HAVE THE HANDS ON EXPERIENCE FROM BEHIND THE STAGE, SO TO SPEAK, WITH SOUND LIGHTING SET DESIGN.
THEN SHE CAN ACTUALLY EARN ONE HIGH SCHOOL FINE ART CREDIT UPON THE COMPLETION OF THAT.
THAT WOULD BE WHAT IT WOULD LOOK LIKE FOR HER TO GO INTO RICHARDSON WEST JUNIOR HIGH TO BE A BRONCO.
THEN AS OLIVIA, SHE SHOULDN'T BE CARRYING THAT PHONE.
BUT AS OLIVIA GETS TO RHS, WE WANT HER GOAL TO RECEIVE ADVANCED THEATER AND FINE ARTS EXPERIENCES TO EQUIP HER FOR COLLEGE AND CAREER.
WE KNOW THAT STUDENTS THAT GO TO RHS IN THE THEATER ART PROGRAM, SOME OF THEM ARE PASSIONATE ABOUT BEING IN THEATER ARTS AND WANT TO CONTINUE THAT JOURNEY AS THEY GO INTO COLLEGE, BUT THERE ARE QUITE A FEW THAT DON'T.
WE WANT TO MAKE SURE THAT SHE HAS CAREER READINESS FOR ANY PATHWAY OUTSIDE OF THAT BY THE EXPERIENCES THAT SHE HAS WITHIN THIS MAGNET.
SHE'LL HAVE RIGOROUS THEATER COURSE WORK.
SHE'LL DO MAINSTAGE, SHE'LL HAVE MENTORSHIP OPPORTUNITIES AND LEADERSHIP OPPORTUNITIES FOR YOUNGER THEATER STUDENTS.
AGAIN, PREPARE HER IF SHE'S INTERESTED FOR COLLEGE LEVEL FINE ARTS PROGRAM AND ANY POSSIBLE PROFESSIONAL CAREERS. THAT'S OLIVIA.
WE'RE GOING TO SPEND A LITTLE BIT OF TIME ON DANIEL AND REALLY HONE IN ON HAMILTON PARK BECAUSE I THINK THERE ARE SOME REALLY GREAT THINGS HAPPENING THERE AND SOME THINGS THAT WE WANT TO CONTINUE TO REFINE AND EVEN IMPLEMENT AS WE MOVE FORWARD THESE NEXT FEW YEARS.
OUR GOAL FOR DANIEL IS TO PROVIDE A WELL ROUNDED LEARNING EXPERIENCE FOR FOUNDATIONAL LEADERSHIP SKILLS THAT HE CAN APPLY TO ANY FIELD OF STUDY.
WHEREVER HE DECIDES TO GO FROM HAMILTON PARK, WE WANT HIM TO HAVE THE BASIC LEADERSHIP SKILLS THAT ARE IMPLEMENTED, K6 THERE TO HELP HIM MAKE SOME DECISIONS.
YOU'LL SEE EVERY STUDENT WILL HAVE LEADERSHIP SKILLS IMPLEMENTED FROM DAY 1.
THEY'RE GOING TO HAVE STUDENT CHOICE, FREEDOM TO EXPLORE, REFINE THEIR INTERESTS AND PREPARE FOR THE FUTURE.
THAT'S REALLY THE GOAL AT HAMILTON PARK FOR DANIEL.
HERE'S A FEW MORE THINGS THAT WILL BE GOING ON AT HAMILTON PARK.
AGAIN, THESE ARE THINGS THAT WE HAVE STARTED, AND AGAIN, THERE COULD BE SOME THINGS THAT WE'RE MOVING TOWARDS.
MR. MINISCALCO, WILL SHARE A LITTLE BIT ABOUT THAT THIS NEXT SLIDE, BUT PARTICIPATING IN THEATRICAL PERFORMANCES, WE'VE GOT A LOT OF OPPORTUNITY FOR AFTER SCHOOL CLUBS THAT CAN BE SINGING, DANCING, CHEER, ATHLETIC PROGRAMS, YOU CAN SEE WE'RE GOING TO BE HAVING A YOUTH LED LEADERSHIP SUMMIT IN MARCH, WHERE DANIEL WILL BE A PART OF THAT.
THEN ONE OF THE THINGS ON THERE THAT I'D LIKE MR. MINISCALCO TO TALK A LITTLE BIT MORE ABOUT IS THIS ACCESS TO SOON TO OPEN HAMILTON PARK DREAM CENTER.
MR. MINISCALCO, WOULD YOU LIKE TO SHARE A LITTLE BIT ABOUT THAT?
I THINK THE LAST TIME I HAD THE OPPORTUNITY TO SPEAK OF THE BOARD, WHEN WE WERE TALKING ABOUT HAMILTON PARK AND LEADERSHIP, THAT WAS REALLY THE PRIMARY FOCUS.
IT WAS THE CORE. BUT ONE OF THE THINGS THAT I FAILED TO MENTION IS THAT IT'S GOT A RICH HISTORY.
THERE ARE A LOT OF THINGS THAT ARE OCCURRING AT HAMILTON PARK THAT HAVE IN THE PAST, HAD THE OPPORTUNITY TO SPEAK WITH MANY OF THE FOLKS WHO HAVE BEEN THROUGH THE SCHOOL, FORMER LEADERS, INDIVIDUALS IN THE COMMUNITY.
REALLY ONE OF THE IMPORTANT THINGS IS THAT LEADERSHIP IS THE CORE OF WHAT STUDENTS GET AT HAMILTON PARK, BUT THE EXPERIENCES THAT THEY'RE ALSO GETTING IS REALLY IMPORTANT.
[02:40:01]
THIS IS ONE, THE DREAM CENTER.IT'S AN OPPORTUNITY FOR MS. CAMERO AND HER STAFF TO EXPOSE STUDENTS TO ALL THE PATHWAYS THAT THEY'RE GOING TO, AS MS. BRANDON MENTIONED, ALL THE PATHWAYS THAT THEY HAVE A POSSIBILITY OF ACTUALLY CONNECTING WITH AT IN WESTWOOD JUNIOR HIGH AND IN RHS.
THEY'LL BE EXPOSED TO VIRTUAL REALITY, AI CODING, STEM OPPORTUNITIES, AGRA SCIENCE, AND OUR PARTNERSHIPS THAT DR. GIBBONS WILL SPEAK ABOUT.
THEY'LL HAVE A MAKER SPACE AND PHOTOGRAPHY, I CAN GO ON AND ON AND ON.
WE'RE BUILDING THIS ENVIRONMENT.
WHEN TEACHERS HAVE AN OPPORTUNITY TO BRING THEIR STUDENTS TO THAT SPACE, IT'S NOT JUST TYPICAL SCIENCE.
IT'S AN ENGAGING HANDS ON EXPERIENCE SO THAT THEY CAN START TO PROJECT.
MY LAST CONVERSATION WITH THE DALLAS FIRE AND EMERGENCY GROUP ABOUT BRINGING THOSE MMTS INTO OUR SITE SO THAT STUDENTS CAN INTERACT AND ENGAGE AND START THINKING ABOUT POSSIBLE PROFESSIONS.
IT'S EXCITING TO TALK ABOUT AND THERE'S A LOT OF AMAZING OPPORTUNITIES AND WE'RE EXCITED TO GET STARTED WITH THE DREAM CENTER AND SEE WHAT THINGS THAT CAN BE PROVIDED FOR OUR STUDENTS.
MOVING FORWARD FOR DANIEL WHEN HE GOES TO WESTWOOD JUNIOR HIGH.
OUR GOAL FOR HIM THERE IS TO REALLY BUILD UPON THE LEADERSHIP QUALITIES AND IDEAS THAT HE'S BEEN FOUNDED ON THROUGH HAMILTON PARK.
WE'LL CONTINUE TO DO THAT AND WANT HIM TO MOVE UP THROUGH INTO RHS WITH THAT CONFIDENT COMMUNITY MINDED LEADERSHIP MINDSET.
YOU'LL SEE HE'LL HAVE SEVENTH AND EIGHTH GRADE LEADERSHIP ELECTIVE COURSES.
THERE WILL BE A LOT OF SERVICE LEARNING OPPORTUNITIES.
INSTEAD OF BEING A PARTICIPANT IN THE STUDENT LED LEADERSHIP SUMMIT, HE WILL BE A PART OF PROVIDING THAT INFORMATION FOR FIFTH AND SIXTH GRADERS FROM VARIOUS SCHOOLS.
THAT'LL BE SOMETHING THAT HE CAN CHANGE, AND THEN OF COURSE, LEADING WOLF CAMP ORIENTATION WHERE OUR KIDS FROM DIFFERENT SCHOOLS COME UP.
HE WOULD BE SOMEONE THAT WOULD LEAD THAT AND BE ABLE TO TALK IN THE STORY ABOUT WHAT IT LOOKS LIKE AT WESTWOOD.
THEN DANIEL, GOOD LOOKING YOUNG MAN, HE GOES TO RHS FOR LEADERSHIP IN LAW.
OUR GOAL FOR HIM WAS REALLY TO GIVE HIM PREPARATION THAT DEVELOPS AND FOCUSES ON STRATEGIC LEADERSHIP, ETHICAL DECISION MAKING, AND HE BUILDS CRITICAL THINKING AND ADVOCACY SKILLS.
YOU CAN SEE THROUGH MOCK TRIAL, SPEECH AND DEBATE, CAPSTONE PROJECTS, AND ALSO CIVIC LEADERSHIP.
YOU CAN MAP OUT WHAT IT WOULD LOOK LIKE FOR DANIEL FROM HIS FRESHMAN, SOPHOMORE, JUNIOR AND SENIOR YEAR WITH OPPORTUNITIES FOR EXTRA CURRICULAR WHEN IT COMES TO TEXAS HIGH SCHOOL MOCK TRIAL COMPETITION, SPEECH AND DEBATE AS WELL.
OUR LAST CASE STUDY OR JOURNEY FOR ONE OF OUR MAGNET STUDENTS IS CAROLINE AT MST.
YOU CAN SEE OUR GOAL FOR HER THERE AT THE BOTTOM IS TO THINK AND WORK LIKE AN ENGINEER BY USING THE ENGINEERING DESIGN PROCESS.
SHE'LL BE IN LAB SETTINGS THERE AT MST.
SHE'LL ENGAGE IN HANDS ON PROBLEM BASED DESIGN DAYS, AND THEN REALLY STARTING TO TALK ABOUT WHAT ARE THOSE COMPUTATIONAL THINKING SKILLS WHEN IT COMES TO BEING AN ENGINEER.
THAT'S HOW CAROLINE WILL START HER MAGNET JOURNEY AT MST.
AS SHE MOVES ON, WHEN GOING TO RICHARDSON WEST, YOU CAN SEE THERE'S A STEM AND ROBOTICS GOAL FOR HER TO APPLY THOSE FOUNDATIONAL SKILLS THAT SHE LEARNED AT MST FOR ROBOTICS, COMPUTER SCIENCE, ENGINEERING PROJECTS, AND REALLY SHARPENING HER SKILLS IN ORDER FOR HER TO GO UP THROUGH RHS AND BE SUCCESSFUL IN THAT MAGNET PROGRAMMING.
>> AS CAROLINE GETS TO RHS AND SHE STARTS TO WORK IN THROUGH THE ROBOTICS AND COMPUTER SCIENCE MAGNET.
WE REALLY WANT HER TO HAVE EXPERTISE THAT'S NEEDED TO EXCEL IN THE TECHNOLOGY DRIVEN FIELDS.
WE TALK A LOT ABOUT, I KNOW IN THE HORSEHOE, AND IN OTHER CONVERSATIONS AROUND, WE'RE TRYING TO PREPARE STUDENTS NOW FOR TECHNOLOGY TYPE JOBS, EVEN WHEN WE'RE TALKING ABOUT AI AND THOSE DIFFERENT THINGS THAT REALLY AREN'T HERE YET.
SO HOW DO WE PREPARE AND PROVIDE THEM THE LEADERSHIP AND THE UNDERSTANDING OF WHAT THAT CAN LOOK LIKE FOR THEM TO MOVE FORWARD? WE WANT HER TO BE AMONG STATE AND NATIONAL LEADERS IN ROBOTICS.
WE WANT HER TO BUILD INDUSTRY LEVEL SCHOOLS, SKILLS, WITH REAL WORLD PROJECTS, AND REALLY WHAT IT LOOKS LIKE TO BE AN ENGINEER FOR TOMORROW.
THAT'S CAROLINE. HOPEFULLY, YOU GOT A PICTURE OF WHAT THAT MIGHT LOOK LIKE HIGH LEVEL AS WE'RE CONNECTING THOSE DOTS, PAINT SWATCHES.
WE'RE CONNECTING THOSE DOTS AND YOU CAN SEE WHERE WE'RE TRYING TO MAKE SURE THAT WE HAVE THAT TYPE OF COLLABORATION.
FOR THE NEXT LITTLE PART OF THE PRESENTATION OR THE LAST PART OF THE PRESENTATION,
[02:45:02]
WE REALLY WANT TO HONE IN ON WHY.WHAT ARE THESE TEN REASONS? WHAT'S THE ELEVATOR SPEECH FOR MAGNET? WHY WOULD YOU WANT YOUR STUDENTS TO BE THERE? WHAT ARE THE POSITIVES ABOUT THAT? THEN WE'LL TALK A LITTLE BIT MORE ABOUT WHAT WE NEED AND WHAT WE'VE TALKED ABOUT FROM A SUPPORT STANDPOINT, AND THEN WHAT OUR NEXT STEPS ARE MOVING FORWARD.
I'LL TURN IT OVER TO MR. MINISCALCO TO FINISH IT.
>> I'M OBVIOUSLY NOT GOING TO READ THROUGH EVERY AREA HERE, BUT ONE OF THE THINGS THAT MISS BRANDMAN MENTIONED, WE HAD AN OPPORTUNITY TO PICK STARTING IN KINDERGARTEN, THIS PERSONALIZED PATH.
ONE OF THE REASONS THAT OUR FAMILIES EXPRESSED TO US, WHY MAGNETS, I HAVE AN OPPORTUNITY TO REALLY BEGIN STAY IN A SPECIALIZED LEARNING AREA, STAY THERE FROM KINDERGARTEN TO 12TH GRADE AND REALLY HONE MY SKILLS.
WE START TALKING ABOUT MANY OF OUR PARENTS ARE VERY INTERESTED ABOUT WHAT THEIR CHILDREN ARE GOING TO DO WHEN THEY LEAVE THEIR HOMES AND WHAT PROFESSIONS THEY'RE GOING TO TAKE AND I THINK THAT IS ONE OF THE KEY AREAS WHEN WE'RE CHOOSING MAGNETS IN RISD.
I ALSO THINK THAT FROM COLLEGE AND CAREER READINESS, STANDING IN FRONT OF A COLLEGE RECRUITER AND TALKING ABOUT MY EXPERIENCES FROM A MAGNET PERSPECTIVE, GIVES STUDENTS A LEGO.
MANY PARENTS CHOOSE MAGNET PROGRAMMING WITH THEIR CHILDREN FOR THAT REASON.
ANOTHER AREA IS THAT THAT CHOICE AND PERSONALIZATION.
PARENTS AND STUDENTS, I REMEMBER MY TWO GIRLS, HAVING THAT CONVERSATION ABOUT REALLY WHAT THEY WANT TO DO.
WE STILL HAVE THAT CONVERSATION, BY THE WAY, ABOUT WHAT THEY WANT TO DO WHEN THEY'RE ADULTS.
BUT IT REALLY ALLOWS THAT FAMILY TO SELECT AND ALIGN THEIR CHILD'S INTEREST WITH WHAT WE'VE GOT IN OUR DISTRICT.
WHEN WE START THINKING ABOUT, COMMUNITY INDUSTRY PARTNERSHIPS, ONE OF THE THINGS THAT WE'RE REALLY TRYING TO DO IS ENSURE THAT WE'RE REACHING OUT, DEVELOPING RELATIONSHIPS WITH INDUSTRIES FROM A PROFESSIONS BASED STANDPOINT AND MAKING SURE THAT WE HAVE MENTORSHIPS AND INTERNSHIPS WITH THOSE STUDENTS.
I THINK THE BOTTOM ONE IS REALLY SOMETHING THAT WE'RE GOING TO HEAR MORE AND MORE AND MORE ABOUT, AND THAT IS CIVIC AND SERVICE LEARNING.
HELPING OUR STUDENTS UNDERSTAND THE IMPACT THAT THEY CAN HAVE ON THEIR OWN COMMUNITY, GOING THROUGH A PROBLEM SOLVING PROCESS, REALLY DEVELOPING AN UNDERSTANDING OF HOW TO SOLVE PROBLEMS, NOT ONLY IN THEIR LOCAL COMMUNITY, BUT OUTSIDE AND THEN ACTUALLY ACTING ON THAT, REFLECTING AND REALLY UNDERSTANDING THEIR IMPACT.
THOSE TEN REASONS ARE REALLY IMPACTFUL WHEN WE DISCUSS WHY MAGNET SCHOOLS AND RISD.
I WANT TO MAKE SURE THAT AND YOU KNOW THIS ALREADY.
IN ORDER FOR US TO CONTINUE TO UPGRADE.
THERE ARE GOING TO BE SOME NEEDS THAT WE'RE GOING TO ASK TO HELP US WITH AND HELP US SATISFY MARKETING AND BRANDING.
I'M GOING TO TELL YOU WE JOKING KID ABOUT THE FEATHER FLAGS.
IT'S ONE OF THOSE THINGS THAT WE GIGGLE ABOUT.
BUT THE MINUTE THEY WERE INSTALLED, PARENTS REALLY STUDENTS, IT'S FROM A CURB APPEAL STANDPOINT, MAKING SURE THAT PEOPLE KNOW THAT IS A MAGNET SCHOOL.
I THINK THOSE ARE VERY IMPORTANT. THE WEBSITE.
I THINK OVER TIME, WE'RE GOING TO NEED TO CONTINUE THAT AND AS WE MOVE FORWARD AND HAVE CHOICE CONVERSATIONS, MARKETING AND BRANDING IS KEY.
PROGRAM RESOURCES, YOU KNOW WHAT THE UPGRADES, THERE ARE GOING TO BE SOME MASKS, I THINK WE NEED TO KEEP THAT IN MIND.
ONE OF THE THINGS THAT I KEEP THINKING ABOUT HAMILTON PARK AND THE AFTERSCHOOL PROGRAMMING, THAT GOES ON THERE, IF WE'RE GOING TO PROVIDE THESE EXPERIENCES, THERE'S GOING TO BE A COST OF THAT.
WE HAVE A TON OF KIDS THAT ARE INVOLVED IN AFTERSCHOOL PROGRAMMING IN HAMILTON PARK, AND THERE'S A GROWING NEED THAT WE'RE GOING TO NEED TO SATISFY.
TRANSPORTATION FOR THOSE STICKY EXPERIENCES, WHEN WE THINK ABOUT, HEY, LISTEN, WE'RE GOING TO DO SOME WORK IN SCHOOL, WE'RE GOING TO TALK ABOUT ART, AND THEN WE GO TO THE CROW MUSEUM.
IT'S GOING TO COST US FROM A TRANSPORTATION STANDPOINT.
THEN WHEN WE COME BACK, WE WOULD LOVE TO BRING SOME ARTISTS BACK TO OUR CAMPUS.
THINKING THROUGH THOSE THINGS AND HAVING SUPPORT AROUND THAT.
OF COURSE, PROFESSIONAL DEVELOPMENT AS WE STAY ON TOP OF NEW AND INNOVATIVE STRATEGIES, HAVING THAT SUPPORT AROUND THAT.
THIS IS ONE THING SPECIALIZED STAFF.
I KNOW THAT STAFFING IS SOMETHING THAT EVERYONE, IT'S A CONSTANT CONVERSATION.
BUT I DO THINK SOMEONE IN A BUILDING WITH THAT PRIMARY FOCUS, KEEPING MAGNET AND THAT SPECIALIZED THEME IN FRONT OF THE PRINCIPAL, STUDENTS, PARENTS, AND TEACHERS IS VERY IMPORTANT.
THOSE ARE GOING TO BE SOME THINGS THAT ARE ESTIMATED NEEDS THAT WE'LL NEED SUPPORT.
[02:50:05]
ONE, THIS WILL BE A PART OF THE CONVERSATION THAT WE CONTINUE TO HAVE AS WE LOOK AT STRENGTHENING MAGNET, ALSO DEVELOPING SOME ADDITIONAL CHOICE OPPORTUNITIES.
THAT WILL BE COMING IN THE NEXT SEVERAL MONTHS AND THEN THROUGH THE BUDGET PROCESS.
I WILL ALSO SAY WE ARE NOT LOOKING AT JUST DISTRICT RESOURCES TO SUPPORT THESE.
HOW DO WE FIND GRANTS? HOW DO WE FIND WE HOPE PARTNERS, WHETHER IT'S CITY PARTNERS, CIVIC PARTNERS, OTHER ORGANIZATIONS THAT WANT FOUNDATION BEYOND THE BELL.
THOSE ARE THINGS THAT WE NEED THE FOUNDATION TO SUPPORT.
I WILL ALSO SAY WE ARE WORKING DILIGENTLY WITH STAFF TO HELP THEM UNDERSTAND THAT EVEN THOUGH WE KNOW WE HAVE A DEFICIT BUDGET, WE KNOW WE HAVE TO FIND EFFICIENCIES.
WE STILL HAVE AN ABUNDANCE OF RESOURCES.
WE MORE THAN LIKELY HAVE THE STAFF THAT WE NEED AT THE CAMPUS.
WE HAVE TO LOOK AT HOW HOW DO WE REDEFINE THE JOB DESCRIPTIONS OF THE ALLOCATIONS WE HAVE DIFFERENTLY TO SUPPORT THIS WORK.
IT MAY NOT BE THAT THEY JUST NEED A BUNCH OF MORE PEOPLE, BUT IT'S HOW DO WE REALLY REFINE WHAT THE CURRENT STAFF MEMBERS ARE DOING.
>> WE DON'T CALL MR. MINISCALCO, TIN CUP JOE FOR NO REASON.
HE IS AN EXCELLENT RESOURCE PROVIDER.
HE'S FOUND GRANT AFTER GRANT AFTER GRANT, AND WE HAVE 100% CONFIDENCE THAT HE'LL BE ABLE TO DO THAT AS WE MOVE FORWARD WITH SOME OF THESE SUPPORTS THAT ARE NEEDED.
>> ONE OF THE THINGS THAT ALL PROGRAMS DESERVE IS THE ABILITY TO MEASURE YOUR SUCCESS.
WE'LL BE INSTITUTING PROGRAM EVALUATIONS.
WE'RE WORKING WITH ACI, DOCTOR ORTIZ TO DEVELOP REALLY SOME AREAS THAT WE'RE GOING TO FOCUS ON FOR THE FUTURE OR ACADEMIC OUTCOMES OBVIOUSLY IS GOING TO BE SUPER IMPORTANT.
INDUSTRY INTERNSHIPS, PARTNERSHIPS, AND CERTIFICATION WILL BE ANOTHER WAY THAT WE COULD MEASURE SUCCESS.
NATIONAL, STATE, LOCAL RECOGNITION IS GOING TO BE VERY IMPORTANT, BUT I ALSO THINK THE NUMBER OF STUDENTS THAT BECOME MAGNET STUDENTS AND STATE IN THE PROGRAM, IS GOING TO BE VERY IMPORTANT TO DETERMINE THE HEALTH, OF MAGNET SCHOOLS OVER TIME.
JUST PARENT AND STUDENT SATISFACTION AS WELL AS GAINING STUDENT INTEREST INFORMATION IS GOING TO BE KEY FOR US FROM A PROGRAM EVALUATION STANDPOINT.
>> IF I CAN ADD RIGHT HERE BECAUSE I THINK THIS IS SUPER IMPORTANT.
I REMEMBER AS A PRINCIPAL, WHEN I WAS TASKED WITH OPENING AN INNOVATIVE CHOICE PROGRAM, THE IMMEDIATE TENSION THAT IS INTRODUCED IN THE SYSTEM WHEN YOU HAVE SCHOOLS THAT ARE NOT MAGNET AND YOU HAVE MAGNET SCHOOLS AND THIS THE TENSION BETWEEN THE TWO.
WHAT I WILL SAY IS THIS IS NOT A ZERO SUM GAME.
WE ARE EQUALLY INVESTED IN OUR NEIGHBORHOOD SCHOOLS, AND MAKING SURE WE HAVE THE BEST PRODUCT FOR OUR NEIGHBORHOOD SCHOOLS.
MY HUSBAND AND I, WE VALUE OUR NEIGHBORHOOD SCHOOL.
WE WANTED A NEIGHBORHOOD EXPERIENCE FOR OUR SON.
WE WANTED HIM TO PLAY WITH HIS FRIENDS AND THAT THEY'RE PLAYING ON THE SAME NEIGHBORHOOD BASKETBALL TEAM.
WE WANTED THEM TO RIDE BIKES TOGETHER AND HAVE THAT EXPERIENCE.
THAT IS WHAT WE VALUE, AND I WANT TO ENSURE THAT WE HAVE THE BEST NEIGHBORHOOD SCHOOLS FOR OUR FAMILIES THAT THAT'S WHAT THEY KNOW THAT THEY WANT AND THEY CHOOSE.
THEY BOUGHT THAT HOUSE BECAUSE THEY WERE GOING TO GO TO THAT SCHOOL.
WE ALSO HAVE TO RECOGNIZE THAT IN 2025, THERE ARE A LOT OF FAMILIES, WHO THAT MAY NOT BE THEIR PRIORITY.
THEY KNOW THEY HAVE A CHILD THAT IS PASSIONATE ABOUT ANY ONE OF THESE PATHWAYS AND THEY DON'T WANT TO WAIT UNTIL POTENTIALLY A SECONDARY OPTION.
THEY WANT THEM TO HAVE THIS SPECIALIZED EXPERIENCE YOUNGER.
THEY DON'T MIND CREATING A NEW COMMUNITY, A NEW NEIGHBORHOOD AT A SCHOOL THAT IS FURTHER AWAY, AND THEY'RE GOING TO DEVELOP THAT COMMUNITY DIFFERENTLY.
6I JUST WANT TO ESPECIALLY OUR PRINCIPALS THAT ARE LISTENING AND PARENTS, TEACHERS THAT ARE LISTENING, WE BELIEVE BOTH CAN BE EQUALLY GREAT, AND THAT'S WHAT WE'RE DOING.
WE WANT TO INVEST IN BOTH SO THAT OUR FAMILIES JUST HAVE AMAZING OPTIONS AND THEY CAN'T LOSE NO MATTER WHAT THEY CHOOSE. REAL QUICK.
ONE QUESTION BEFORE WE TURN IT OVER TO THE BOARD.
CAN SOMEONE ADDRESS THE DIFFERENCE BETWEEN WHEN WE'RE TALKING ABOUT MAGNET AND CHOICE? HOW ARE THOSE DIFFERENT? BECAUSE WE HAVE OUR CURRENT MAGNET, AND THEN WE'RE GOING TO BE BRINGING SOME IDEAS FORWARD FOR CONSIDERATION TO INTRODUCE CHOICE.
>> ONE OF THE THINGS THAT YOU CLEARLY WILL SEE ON THE SLIDE THAT WE HAVE IS THE ELIGIBILITY REQUIREMENTS.
[02:55:02]
WHEN WE WERE HERE, I THINK IT WAS LAST MARCH, THIS WAS ONE OF THE THINGS WE HAVE SELECTIVE ADMISSIONS.WE'VE GOT ATTENDANCE, ACADEMIC AND BEHAVIOR REQUIREMENTS, AND ELIGIBILITY REQUIREMENTS FOR STUDENTS AND MAGNETS.
IN ORDER TO GET INTO THE LOTTERY PROCESS.
FOR CHOICE SCHOOLS, IT IS STRICTLY LOTTERY.
THAT IS REALLY ONE OF THE MAIN DIFFERENCE.
THE OTHER THING IS THAT WHEN WE THINK ABOUT MAGNET SCHOOLS, WE'VE TALKED A LOT ABOUT PATHWAYS.
THERE'S A CLEAR PATHWAY FROM A THEME PERSPECTIVE TO HIGH SCHOOL.
THAT MAY NOT BE THE CASE WITH CHOICE SCHOOLS.
YOU MAY HAVE ELEMENTARY SCHOOLS LIKE A MONESORI SCHOOL, THAT IS REALLY JUST ITS PRIMARY GRADE LEVELS.
BUT IF YOU ALSO THINK ABOUT INTERNATIONAL BACCALAUREATE, PYP, YOU'VE GOT A PRIMARY YEARS PROGRAM, WHICH IS ELEMENTARY, YOU HAVE A MYP, MIDDLE YEARS PROGRAM, AND THEN A DIPLOMA PROGRAM.
SOME CHOICE PROGRAMS HAVE PATHWAYS, SOME DO NOT.
AS WE EXPLORE WHICH CHOICE SCHOOLS THAT WE WANT TO SELECT AND IMPLEMENT, WE'RE GOING TO HAVE TO MAKE THOSE.
>> AGAIN, GREAT JOB TEAM. THANK YOU ALL.
WE ARE OPEN TO ANY QUESTIONS, FEEDBACK, COMMENTS.
>> BOARD. IT'S TIME FOR COMMENTS AND QUESTIONS.
I'M GOING TO ASK ONE QUESTION AND THEN I'M GOING TO PASS IT, BUT I MIGHT COME UP WITH ANOTHER.
BUT THIS IS JUST TO OF MY MIND.
IN THE DIFFERENCE IN THE MAGNET AND CHOICE AND THE SELECTION PROCESS.
IS THAT BY CHOICE THAT ADMINISTRATIVE CHOICE IN THAT ADMISSIONS PROCESS? DO WE HAVE CHOICE PROGRAMMING COULD IT HAVE AN ATTENDANCE AND PERFORMANCE AND BEHAVIORAL COMPONENT TO IT, OR IS IT LIKE LAW THAT WE CAN'T BECAUSE IT'S LOTTERY AND IT'S CHOICE?
>> THERE'S NOT A LAW SPECIFIC FOR MAGNET, THERE'S ACTUALLY A MAGNET DEFINITION THAT IS DONE AT THE NATIONAL AND STATE LEVEL.
FOR EXAMPLE, WE HAVE PROGRAMS IN SCHOOLS THAT ARE GOING THROUGH THAT MAGNET CERTIFICATION PROCESS, AND THERE ARE VERY STRICT GUIDELINES AROUND WHAT THAT LOOKS LIKE.
THE MAGNET IS REALLY ABOUT IDENTIFYING STUDENTS THAT HAVE A SPECIFIC SKILL SET OR PASSION IN DEVELOPING THAT OVER TIME.
YOU WANT TO TRY TO PROVIDE OPPORTUNITIES FOR KIDS WHO ARE REALLY SERIOUS ABOUT THAT.
YOU DON'T WANT KIDS THAT THEY HAVE NO INTEREST IN THEATER.
THEY'RE JUST GOING TO GO BECAUSE THEY THINK IT'S THE FUN THING TO DO.
WANT TO TRY TO RESERVE THOSE SEATS FOR KIDS WHO REALLY HAVE THAT PASSION.
CHOICE IS REALLY ABOUT EXPLORATION.
IT REALLY IS JUST ABOUT FAMILIES WHO IDENTIFY.
THEY DO WANT THAT SOMETHING DIFFERENT.
THEY WANT, IT MIGHT BE DUAL LANGUAGE IS OFTEN ONE OF THE HIGH LEVERAGE CHOICE PROGRAMMING, AND IT'S BECAUSE FAMILIES WANT THEIR KIDS TO GAIN BILINGUAL TRILINGUAL EXPERIENCES.
THAT YOU WANT TO OPEN THAT UP TO AS MANY KIDS AND NOT PUT PARAMETERS AROUND WHAT THAT LOOKS LIKE.
THERE ARE PROGRAM REQUIREMENTS, BUT IT'S ALSO A PHILOSOPHY THING.
AS WE GO THROUGH THE CHOICE PROGRAMMING, ONE OF THE DISCUSSIONS THAT THE BOARD COULD HAVE IS, DO YOU WANT TO OPEN UP MORE MAGNET SCHOOLS THAT FOLLOW THAT SPECIFIC PROGRAMMING, OR ARE WE REALLY INVESTED IN JUST CREATING CHOICE? DISC, THEY ARE ONE OF THE, I WOULD SAY THE SPEARHEADED DISTRICTS THAT THEY'RE JUST AN EXEMPLAR.
THEY HAVE BOTH. THEY HAVE MAGNET PROGRAMS AND THEY HAVE CHOICE, AND THEY ARE BOTH EQUALLY SUCCESSFUL AS WELL AS THEY HAVE STRONG NEIGHBORHOOD SCHOOLS.
>> WHO'S THE NEXT? OTHER CONVENTS.
>> MY KIDS WENT THROUGH THE MAGNET, RIGHT? THEY WENT THROUGH ACM, RICHARDSON WEST, AND RICHARDSON HIGH SCHOOL.
THEY HAD GREAT EXPERIENCES THERE.
ONE OF THEM IS I'M WONDERING AND AGAIN, WITH MY KIDS, IT WAS A FEW YEARS AGO, BUT NOW CURRENT DATE.
WHEN YOU GET INTO A MAGNET PROGRAM, I'M JUST WONDERING, LET'S JUST SAY YOU'RE IN THE MAGNET PROGRAM AND YOUR ELEMENTARY AND THEN JUNIOR HIGH.
THEN YOU GET TO HIGH SCHOOL AND YOU DO THAT FIRST YEAR.
BUT THEN, WITH HIGH SCHOOL, THERE'S SPORTS, THERE'S BAND, THERE'S A WHOLE LOT OF OTHER CHOICES.
DO YOU GET GRANDFATHERED INTO THAT HOSTING SCHOOL OR LET'S SAY IF I'M OUTSIDE OF THAT FEEDER, WHAT HAPPENS THEN? DO I GET TO STAY AT THAT HOSTING HIGH SCHOOL,
[03:00:02]
EVEN THOUGH I'M NO LONGER IN THE MAGNET PROGRAM, OR WHAT I HAVE TO BECAUSE I LIVE IN THE LAKE HIGHLANDS FEEDER, I HAVE TO GO BACK TO LAKE HIGHLANDS.>> THAT'S A GREAT QUESTION. MANY OF THE STUDENTS THAT ARE NO LONGER CONTINUE AT RHS, THEY APPLY FOR A TRANSFER, AND THEY REMAIN AT RHS.
>> YOU APPLY FOR A TRANSFER TO STAY AT RHS?
>> OR I CAN CHOOSE BECAUSE I LIVE IN THE LAKE HIGHLANDS FEEDER, I CAN ALSO GO BACK HERE. YES, MA'AM.
>> GOT YOU. THANK YOU FOR THAT.
ALSO, I'M WONDERING HOW COMPETITIVE IT IS TO GET INTO THESE MAGNET PROGRAMS. I'M WONDERING, BECAUSE I KNOW THAT THERE'S REQUIREMENTS.
THERE'S AUDITIONS AND EVERYTHING.
HOW COMPETITIVE IS IT TO GET INTO, I GUESS, AT ANY LEVEL, RIGHT? MAYBE ELEMENTARY AND JUNIOR HIGH, OR HIGH SCHOOL TOO?
>> WELL, WE CAN START WITH JUNIOR HIGH.
WE HAD WELL OVER 1,000 INDIVIDUALS AT THE WEST, MAGNET NIGHT, 900 PLUS AT WESTWOOD.
MISS MONSTRO MAY ARGUE THAT POINT.
SHE MAY SAY THAT IT'S THE OTHER WAY, EVEN THOUGH I HEAR WEST IS THE BEST, THAT'S WHAT MR. VEGAS SAYS.
VERY COMPETITIVE IN A SENSE THAT WE HAVE A LOT OF INTEREST.
MANY OF THEM APPLY, BUT OBVIOUSLY THERE IS SPACE.
I THINK WHEN WE START THINKING ABOUT MAGNET STUDENTS, AND YOU THINK ABOUT REGULAR ELECTIVE TEACHERS, EVEN WITHIN THEIR OWN BUILDING, THEY'RE COMPETING FOR THOSE STUDENTS WHO REALLY HAVE INTEREST.
AT THE ELEMENTARY SCHOOL, WE HAVE FEWER SEATS, MORE SEATS AT THE SECONDARY SCHOOL, AND THE GREATEST NUMBER OF SEATS WOULD BE AT THE HIGH SCHOOL.
I DON'T KNOW IF I ANSWERED YOUR QUESTION.
>> I'M JUST TRYING TO FIGURE OUT IF MY CHILD IS SUPER INTERESTED IN THEATER AND ALL OF THAT WANTS TO GO TO ACM.
WE AUDITION, AND SHE DIDN'T GET IN.
THEN I AUDITIONED THE NEXT YEAR OR I GO THROUGH THE PROCESS, NOW SECOND GRADE, NOW THIRD GRADE, AND SHE DIDN'T GET IN.
DO I KEEP JUST APPLYING EVERY YEAR, HOPING THAT MY CHILD REALLY WANTS THIS PROGRAM, AND HOPE THAT SHE GETS IN? HOW LONG WILL IT TAKE? IS IT GOING TO BE LIKE GO THROUGH ALL OF ELEMENTARY BECAUSE THERE'S LESS? WILL IT TAKE MAYBE JUNIOR HIGH TO GET THERE OR?
>> POTENTIALLY, BUT REALLY, HAVING THAT INTEREST IF YOU AT THE JUNIOR HIGH, AND YOU HAVE THAT OPPORTUNITY TO INTERVIEW.
I THINK ONE OF THE THINGS THAT WE'RE FINDING AT OUR JUNIOR HIGHS IS IF A STUDENT HAS A PROPENSITY AND AN INTEREST, THOSE INDIVIDUALS AT THE SCHOOL, THE TEACHERS THAT ARE IN A MAGNET PROGRAM, HELP STUDENTS GET INTO THE MAGNET PROGRAM.
THEY WANT THEM TO APPLY IF THEY HAVE AN INTEREST.
HONING THOSE SKILLS, FINDING WAYS TO INVOLVE THEM IS REALLY IMPORTANT FOR THEM.
>> I THINK THAT'S GREAT. I'M JUST WONDERING BECAUSE I KNOW FOR SOME FAMILIES WHO HAVE TRIED TO GET IN AND THEY SAY, HOW HARD IS IT? LIKE, I TRY A YEAR AND SHE REALLY WANTS TO GO HERE.
BUT AGAIN, WE ONLY HAVE CERTAIN AMOUNT OF SCHOOLS IN TERM OF SPACES.
I'M JUST WONDERING WHAT THE REALITY IS FOR A LOT OF THESE KIDS THAT REALLY WANT TO GET INTO THIS PATHWAY.
>> I THINK ON THE ELEMENTARY LEVEL, IT IS TIGHTER.
MST WOULD BE THE NEXT ONE WITH A GREATER NUMBER OF SEATS, AND THEN HAMILTON PARK HAS PROBABLY THE LARGEST NUMBER OF SEATS AT THE ELEMENTARY.
>> I THINK IT'S ALSO IMPORTANT TO KNOW THAT OUR MAGNET PROGRAMS WERE DESIGNED WHERE THERE IS A SIGNIFICANT PORTION OF ENROLLMENT IS GENERATED BY THE NEIGHBORHOOD.
IT IS A HYBRID OF NEIGHBORHOOD AND [INAUDIBLE]
>> I WAS JUST GOING TO ASK THAT BECAUSE WHAT IF ALSO I BUY A HOME BECAUSE I WANT MY KIDS TO GO THERE.
BUT, WILL I HAVE A SEAT FOR MY CHILDREN BECAUSE I DO LIVE IN THAT FEEDER PATTERN OR I DO LIVE IN THAT BOUNDARY? I MEAN THAT'S THE SAME NEIGHBORHOOD.
>> NEIGHBORHOOD STUDENTS ARE ENROLLED FIRST AND THEN ENROLLMENT CAPACITY IS DETERMINED WITH HOW MANY SEATS WE HAVE AFTER THAT.
>> OKAY. THANK YOU FOR THAT CLARIFICATION.
ALSO, I WAS WONDERING HOW DIFFICULT IS IT TO MOVE FROM ONE OR TO TRANSFER FROM ONE MAGNET PROGRAM TO ANOTHER.
LET'S SAY I'M IN COMMUNICATION ARTS AND I REALLY LOVE THAT, BUT ALL OF A SUDDEN, I REALLY HAVE A DESIRE TO GO INTO CULINARY.
DOES IT GET HARDER IN HIGH SCHOOL BECAUSE YOU'VE ALREADY DONE ONE YEAR OF ONE, OR IS IT POSSIBLE TO TRANSFER FROM ONE MAGNET PROGRAM TO THE OTHER?
>> IT IS VERY LIKELY THAT THAT IS A POSSIBILITY.
I THINK WE HAVE THAT OPPORTUNITY.
BUT USUALLY WHEN THEY REACH THAT JUNIOR HIGH LEVEL, THEY'RE GETTING PRETTY LOCKED INTO PROGRAMMING, AND WE'LL TAKE CULINARY ARTS.
ONCE YOU'RE IN, SHE LOCKS YOU IN AT SEVENTH GRADE.
>> YOU'RE PROBABLY SEE THAT STUDENTS DO IN 8TH GRADE.
>> WE DO NOT SEE A LOT OF TRANSFERS AT THE ELEMENTARY LEVEL.
ONCE THEY GET HOOKED AT THE ELEMENTARY, THEY'RE IN.
JUNIOR HIGH, WE PROBABLY SEE A LOT OF
[03:05:02]
MOVEMENT BECAUSE THEY REALLY ARE EXPLORING THEIR INTERESTS.I WOULD SAY ACROSS OUR DISTRICT, REGARDLESS IF YOU'RE AT MAGNET OR TRADITIONAL.
WE WORK REALLY HARD TO HELP OUR KIDS IDENTIFY WHAT IS THAT PATHWAY.
BECAUSE FOR EXAMPLE, ALMOST ALL OF THESE PROGRAMS HAVE CTE AND CERTIFICATIONS, AND WE WANT THEM TO COMPLETE THAT PATHWAY IF IT MATCHES THEIR NEEDS, BUT THERE ARE OPPORTUNITIES FOR THEM TO TRANSFER.
NOW, IT IS IMPORTANT TO NOTE THAT MANY OF THE OTHER MAGNETS HAVE AUDITION REQUIREMENTS.
SO THEY ARE COMPETING WITH INDIVIDUALS WHO WERE IN THAT OTHER PATHWAY FOR THREE OR FOUR YEARS.
SOMETIMES THAT MAY INHIBIT A LITTLE BIT JUST MOVING BETWEEN PROGRAMS JUST BECAUSE OF THOSE EXPERIENCE.
>> THAT'S WHAT I FIGURED. I'M JUST WONDERING HOW DIFFICULT IF SOMEBODY REALLY WANTS TO GO.
BECAUSE I KNOW THAT YOU'RE RIGHT.
IT DOES HAPPEN, AND ONCE YOU GET TO HIGH SCHOOL, THERE'S SO MANY OPTIONS, AND IT'S JUST GREAT.
IT'S JUST REALLY HARD YOU'VE COMMITTED TO A CERTAIN PATHWAY, BUT THEN NOW YOU'RE SEEING, WOW, THIS IS GREAT.
I THINK ADDING EVEN MORE NOW WITH CHOICE WITH THE CTE CENTER COMING UP, THERE'S JUST SO MANY GREAT OPPORTUNITIES FOR OUR STUDENTS.
THE LAST COMMENT I JUST WANTED TO MAKE WAS SOMETHING THAT MISS HAPRANA SAID WAS, ABOUT THE NEIGHBORHOOD SCHOOLS AND HOW PEOPLE WANT SOMETHING DIFFERENT.
I KNOW FOR MYSELF, MY OWN PERSONAL EXPERIENCE WAS THAT WHEN WE MOVED IN IN 2004 TO OUR NEIGHBORHOOD, I MEAN, WE LITERALLY LIVED WITH RETIRED, NEIGHBORS.
THEY WERE WONDERFUL NEIGHBORS, BUT MANY OF THEM, I MEAN, ALL ALONG.
MY KIDS DID NOT HAVE VERY MANY.
THERE WEREN'T A WHOLE LOT OF KIDS THERE.
I THINK FOR US, YOU'RE ABSOLUTELY RIGHT, MISS BRANDON THAT WE WANTED TO SEE WHAT WOULD BE THE BEST OPTION.
WE MOVED INTO OUR NEIGHBORHOOD BECAUSE OF RICHARDSON.
IT WAS A DISTRICT WE WANTED, AND THEN WE WOULD FIND A HOUSE SOMEWHERE.
WHEN SOMEONE SAID, OH, YOU SHOULD APPLY TO THE MAGNET, I DIDN'T EVEN KNOW WHAT THAT WAS.
I DIDN'T EVEN KNOW WHAT THAT MEANT, YOU KNOW.
BUT I FOLLOWED SOMEBODY'S DIRECTION AND GOT REALLY GOOD INFORMATION, AND WE JUST APPLIED, AND IT WAS A LOTTERY. IT WORKED OUT WELL.
IT WAS A GREAT FIT FOR OUR FAMILY. IT WAS WONDERFUL.
BUT I JUST WANTED TO MAKE NOTE THAT THERE ARE THOSE FAMILIES, OR ARE MANY OF THEM WHERE, YOU MAKE YOUR NEIGHBORHOOD SCHOOL OUTSIDE OF YOUR NEIGHBORHOOD.
WE DID. WE HAD WONDERFUL UP TO THIS DAY OUR KIDS ARE ALREADY OUT OF COLLEGE AND ALL.
BUT THAT GROUP OF FRIENDS, THAT GROUP OF STUDENTS, WE ALL GREW UP TOGETHER.
WE ALL WENT THROUGH THE PROCESS, AND THAT WAS OUR LITTLE NEIGHBORHOOD.
THAT'S WHO WE ARE AND JUST WANTED TO MAKE THAT POINT.
BUT THIS IS GREAT. THANK YOU SO MUCH FOR THE PRESENTATION AND THE CLARIFICATION. I APPRECIATE IT.
>> OTHER QUESTIONS AND COMMENTS FOR THE BOARD? YES, MISS PACHECO.
>> JUST WANT TO THANK YOU ALL FOR THE PRESENTATION AND THE THOUGHTFULNESS OF HOW YOU ARE SHOWCASING THE MAGNET PROGRAMS. ALL THE DIFFERENT I DON'T KNOW IF THERE'S SPECIALTIES THAT THEY CAN EXPLORE.
I JUST THINK IT'S GREAT THAT WE AS A DISTRICT PROVIDE THESE OPPORTUNITIES AT THE ELEMENTARY LEVEL AND THEN MOVE ON THROUGH HIGH SCHOOL.
I'M GOING TO AGE MYSELF, BUT A LONG TIME AGO, THAT TYPE OF PROGRAMMING WAS MAYBE SELECTIVE ONLY FOR MIDDLE SCHOOL, AND A LOT, AND THEN IT OPENED MORE IN HIGH SCHOOL.
TO BE ABLE TO PROVIDE OUR STUDENTS THIS OPPORTUNITY AND ALSO HAVE THE HIGH EXPECTATIONS OF ACADEMIC ACHIEVEMENT, PUTTING THOSE MEASURES IN PLACE OF SUCCESS.
I REALLY LIKE THAT. LOOKING FORWARD TO AMAZING THINGS TO HAPPEN. THANKS.
>> ANY OTHER COMMENTS? YES, MISS HARRIS.
>> I KNOW THE LAST TIME YOU CAME AND PRESENTED TO US, WE TALKED ABOUT THE LEADERSHIP PROGRAM AT HPPM.
INITIALLY, I WAS A LITTLE, BUT I HAD AN OPPORTUNITY, AS YOU KNOW, TO WORK WITH YOU QUITE A BIT ON HAMILTON PARK, AND THEY MADE SOME FANTASTIC PHYSICAL TRANSFORMATIONS THERE.
I CAN VISIBLY SEE THE LEADERSHIP PROGRAM ACTUALLY WORKING.
I LOVE WHAT I SEE, AND JUST SEEING WHAT YOU PRESENTED TONIGHT AND PUTTING ALL THAT TOGETHER, AND JUST THINKING ABOUT SOME OF THE CONVERSATIONS THAT WE'VE HAD.
I'M BEGINNING TO SEE IT COME TO FRUITION, AND I LIKE IT.
ONE OF THE QUESTIONS THAT I DO HAVE IS WE HAVE MADE THOSE PHYSICAL CHANGES, AND IT LOOKS AMAZING.
WHAT ARE YOU SEEING FROM THE STAFF, THE STUDENTS, AND THE PARENTS IN REFERENCE TO THIS TRANSFORMATION? ARE WE SEEING SOME POSITIVE ENERGY? ARE WE SEEING SOME [INAUDIBLE]?
[03:10:01]
WHAT IS THE FEEDBACK THAT YOU'RE GETTING?WE MOVE THROUGH OCTOBER, AND THIS IS ALWAYS A TOUGH TIME FOR EVERYONE IN EDUCATION, BUT ONE OF THE THINGS THAT WE KNOW IS TRANSFORMATION TAKES A LITTLE BIT OF TIME.
I THINK ONE OF THE FIRST THINGS THAT WE WILL SEE IS, FROM A BEHAVIORAL STANDPOINT, YOU'LL SEE IMPROVEMENT OVER TIME.
BUT WITH THAT WILL BE COUPLED ACADEMIC IMPROVEMENT.
BUT WHAT I SEE FROM A STAFF PERSPECTIVE IS THEY SEE STUDENTS COMING IN AS LEARNERS.
THEY'RE COMING IN MORE FOCUSED.
REALLY, THAT HAS AN EFFECT FROM A TEACHING PERSPECTIVE.
NOW, BEHAVIOR IS A LEARNED, YOU HAVE TO LEARN THAT BEHAVIOR AS WELL.
I THINK AT THE END OF THE YEAR, WE'RE GOING TO BE ABLE TO LOOK BACK AND THERE WILL BE IMPROVEMENTS.
WE EXPECT IMPROVEMENTS FROM AN ACADEMIC STANDPOINT.
FROM A TEACHING PERSPECTIVE, IN TALKING WITH THE STAFF, MS. CAMERO WOULD PROBABLY SAY HER, MISS BLACK, AND MISS JARVIS, THE ASSISTANT PRINCIPALS, THEY SEE MORE ENGAGEMENT FROM A TEACHING PERSPECTIVE.
MR. EVANS COULD PROBABLY SPEAK TO AS HE WALKS WITH HIS ACADEMIC FACILITATORS ABOUT ACADEMIC PERFORMANCE.
THAT IS THE NUMBER ONE GOAL THERE.
I DO THINK FROM A LEADERSHIP PERSPECTIVE, IT DOES HAVE AN EFFECT.
BUT I ALSO THINK THAT AS WE EXPOSE STUDENTS TO OTHER OPPORTUNITIES, WE TALK ABOUT THE DREAM CENTER, WE TALK ABOUT THOSE AFTER SCHOOL PROGRAMS. I THINK THAT IN ITS ENTIRETY, YOU'LL START TO SEE A CHANGE FROM AN OUTCOME PERSPECTIVE, AND THAT IS REALLY THE CLEAR GOAL.
>> YEAH. ESPECIALLY IN THAT SCHOOL IN SEVERAL OF OUR ELEMENTARY SCHOOLS.
WHAT I WOULD LOVE TO SEE ALSO IS JUST THAT PARENT ENGAGEMENT, JUST GETTING THEM INVOLVED AND ACTUALLY HELPING THEM UNDERSTAND WHAT THIS PATH MEANS, WHETHER IT'S MAGNET, CHOICE, SO THAT THEY CAN HELP THEIR STUDENTS.
BECAUSE I KNOW WHEN MY SON WAS IN SCHOOL, WE WERE VERY INTENTIONAL ABOUT HAMILTON PARK WEST.
HE DID ALL THE THEATER STUFF, AND HE GOT, AND WE WERE VERY INTENTIONAL ABOUT GOING TO RHS.
I JUST WANT TO MAKE SURE THAT WE ARE COMMUNICATING TO OUR PARENTS THAT THIS IS WHAT THIS LOOKS LIKE.
I MEAN, I CAN UNDERSTAND IT VERY CLEARLY.
>> WELL, WE WILL KNOW THAT AS MS. CAMERO'S MENTIONED THIS, SHE IS DESIGNING SOME SPECIFIC OPPORTUNITIES FOR PARENTS TO PROVIDE FEEDBACK ABOUT THE GROWTH AND IMPACT OF WHAT'S GOING ON, AND THAT'S GOING TO BE IMPORTANT FOR US.
WE NEED TO KNOW HOW THAT TRANSFORMATION IS GOING.
>> ANY OTHER? YES. MS. MCGOWAN.
>> CAN YOU JUST GO OVER THE DATES, THE APPLICATION DATES AND THE EXCEPT LIKE WHEN FAMILIES FIND OUT THEIR ACCEPTANCE TO THE PROGRAM?
WHERE'S MR. FREEMAN? IT'S ON THE WEBSITE.
IF WE WANT TO PULL THAT OUT? APPLICATION DATES?
>> MR. FREEMAN IS AN EXPERT IN THESE PARTICULARS.
>> ELEMENTARY WILL ACTUALLY CLOSE FEBRUARY 28TH.
I WAS WALKING AND DIDN'T HEAR YOU IF YOU SAID THE HIGH SCHOOL.
OPENS ON THE 13TH, I BELIEVE IT IS AND CLOSES ON JANUARY 31ST.
FOR JUNIOR HIGH, THEY FIND OUT BEFORE JANUARY 31ST, AND HIGH SCHOOL, THEY FIND OUT RIGHT BEFORE SPRING BREAK, AND FOR ELEMENTARY, THEY'LL FIND OUT MARCH 31.
WE'VE MOVED EVERYTHING A LITTLE EARLIER FOR ELEMENTARY THIS YEAR.
>> ANY OTHER QUESTIONS OR COMMENTS? I'VE ONLY GOT ONE REAL QUICK QUESTION ON HOW DOES WITH THE BOND PASSING AND WITH THE TRANSITIONING TO THE MIDDLE SCHOOL MODEL? WHAT'S THE IMPACT GOING TO BE ON THESE PROGRAMS? IS THIS S LIST, DOES IT CHANGE? IS IT GOING TO CHANGE AGAIN IN TWO YEARS AS WE RECONFIGURE?
>> YEAH. WE'VE ALREADY ACTUALLY STARTED HAVING CONVERSATIONS AROUND THE CONSTRUCTION TIMELINE.
WHAT WOULD PROGRAMMING LOOK AS SIXTH GRADER SHIFT TO MIDDLE SCHOOL? WE'VE HAD THAT CONVERSATION AT WEST AND WESTWOOD.
[03:15:02]
I THINK ONE OF THE THINGS THAT WE WILL SEE IS EXPLORATORY OPPORTUNITIES FOR STUDENTS COMING INTO SIXTH GRADE, WHERE THEY HAVE THE OPPORTUNITY TO REALLY THINK ABOUT THAT PROGRAMMING BECAUSE OBVIOUSLY WE'RE STARTING A YEAR EARLY, SO THAT THEY GET A LOOK IN SIXTH GRADE, THEY DON'T HAVE TO MAKE HARD DECISIONS ABOUT EXACTLY WHAT PROGRAM THEY'RE IN.THEY GET AN OPPORTUNITY TO EXPERIENCE IT.
SO THAT IN SEVENTH GRADE, THEY START TAKING THOSE PRINCIPAL COURSES IN HIGH SCHOOL CREDIT COURSE IN EIGHTH GRADE.
>> ONE OF THE AMAZING OPPORTUNITIES THAT WE HAD WITH THE MIDDLE SCHOOL TRANSFORMATION IS THAT WE COULD ACTUALLY DESIGN THESE PROGRAMS INTO THE DESIGN PROCESS FOR WEST AND WESTWOOD.
THERE IN BOTH OF THE FACILITIES AND WE'RE GOING TO BE BRINGING SOME EARLY RENDERINGS FOR ALL TO SEE NEXT MONTH.
BUT IN EACH OF THOSE, THERE ARE WHEN YOU WALK INTO THE BUILDING, THE MAGNET PROGRAMS ARE FEATURED.
THEY'RE ON DISPLAY SO THAT THEY REALLY ARE JUST THAT SHINING EXAMPLE OF THE OPPORTUNITIES THAT WE CAN PROVIDE TO OUR KIDS.
>> I JUST WANTED TO ADD SOMETHING REAL QUICK.
WHEN WE ATTENDED THE 50TH ANNIVERSARY AT HOMS PARK, I WILL TELL YOU THERE WERE SOME TEACHERS THAT WERE SUPER EXCITED ABOUT SHOWING OFF THEIR CLASSROOMS. I MEAN, THEY WERE SO EXCITED ABOUT SHOWING OFF THEIR CLASSROOMS. THEY'RE REALLY EXCITED ABOUT IT.
>> WELL, I THINK WHEN YOU GIVE THAT BRANDING, THAT WORK THAT WAS DONE ON THE INSIDE, THOSE TEACHERS AND STUDENTS AND FAMILY MEMBERS, THEY'RE PROUD.
I MEAN, THEY HAVE AN OPPORTUNITY TO WALK THOSE HALLS, VERY PROUD OF THAT FACILITY.
SO THANK YOU SO MUCH FOR THAT.
>> ANY OTHER QUESTIONS OR COMMENTS? NO. ALL RIGHT.
THANK YOU VERY MUCH FOR THE PRESENTATIONS ON THAT.
THANK YOU, MISS BRANDON, FOR THAT.
WITH THAT, I WOULD LIKE TO THANK THE PUBLIC COLLEAGUES AND STAFF FOR JOINING US TONIGHT.
THANK YOU ALL. IT IS NOW 9:29 P.M.
>> WE LOVE YOU MISS HAYES, LAST FOUR MEETING.
>> THAT'S RIGHT. THE BOARD WILL NOW CONVENE TO
[V. CLOSED MEETING]
A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPENS MEETING ACT, TEXAS GOVERNMENT CODE, SECTION 551.071, CONSULTATION WITH ATTORNEY IN SECTION 551.074, PERSONNEL MATTERS, AND DUTIES OF PUBLIC OFFICER.>> THE BOARD IS RETURNING TO OPEN SESSION
[VI. RECONVENE]
AT 10:55 P.M. HAVING TAKEN NO ACTION WHILE IN CLOSED SESSION.THIS MEETING IS ADJOURNED AT 10:55 P.M. ON NOVEMBER 20, 2025.
* This transcript was compiled from uncorrected Closed Captioning.