Aug 06, 2026 Regular Board Meetings

[I. CALL TO ORDER]

[00:00:08]

GOOD EVENING AND WELCOME TO THE AUGUST 6, 2026, MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES. I AM CHRIS POTEET, PRESIDENT OF THE BOARD. MR. EAGER WILL NOT BE JOINING US TONIGHT. HOWEVER, WE DO HAVE A QUORUM PRESENT AND THIS MEETING IS CALLED TO ORDER AT 6.04 P.M. DR.

HELLER, WOULD YOU PLEASE INTRODUCE OUR GUESTS THAT ARE GOING TO LEAD US IN THE PLEDGE OF ALLEGIANCE? YES, GOOD EVENING. THANK YOU, PRESIDENT POTEET. I WOULD LIKE TO INTRODUCE RISING 6TH GRADERS.

THEY WILL OFFICIALLY BE 6TH GRADE AS OF NEXT WEDNESDAY FROM PRESTONWOOD ELEMENTARY.

THEY ARE PART OF THE PRESTONWOOD ELEMENTARY FLAG CLUB. THEY ALSO PARTICIPATED IN AN ACTIVITY VIDEO THAT'S BEING RECOGNIZED AND THEIR TEACHERS BEING RECOGNIZED LATER THIS EVENING. SO I'M EXCITED TO INTRODUCE TO YOU, WE HAVE ALEXIS LEON, MAX POORMAN, HENRY RUIZ, AND MADDIE UY. IF YOU GUYS COULD, PLEASE COME FORWARD. NOW, PLEASE JOIN US FOR THE AMERICAN PLEDGE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. AND NOW FOR THE TEXAS PLEDGE. HONOR THE TEXAS FLAG I PLEDGE ALLEGIANCE TO THE TEXAS, ONE STATE, UNDER GOD, ONE AND INDIVISIBLE.

GREAT JOB. LET'S GIVE IT UP FOR BOTH OF THESE YOUNG MEN AND YOUNG WOMEN. THANK YOU SO MUCH, AND WE LOOK FORWARD TO CELEBRATING YOU FURTHER IN THE AGENDA UNDER RECOGNITIONS. OKAY, THANK YOU FOR LEADING US IN THE PLEDGES OF ALLEGIANCE.

WE APPRECIATE THAT. Y'ALL DID GREAT. AND WE APPRECIATE YOU BEING HERE, EVEN THOUGH SCHOOL HADN'T STARTED YET. WE WILL NOW, DR. HELLER, IF YOU COULD LEAD US THROUGH OUR RECOGNITIONS, WE'LL BRING THE BOARD FORWARD.

YES, THANK YOU. THANK YOU ALL FOR JOINING US THIS EVENING.

THE RICHARDSON ISD BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS, AND DEPARTMENTS. OUR TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTIONS 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 STANDING. TO ENJOY THE ENTIRE RECOGNITION PROCESS. THIS ALLOWS EVERYONE TO SHOW THEIR APPRECIATION FOR EACH RECIPIENT. THERE WILL BE A SHORT BREAK AT THE CONCLUSION OF THE RECOGNITIONS PORTION OF THE AGENDA. ANY GUESTS WISHING TO LEAVE THE AUDITORIUM CAN DO SO AT THAT TIME. AND WE HAVE A LOT TO CELEBRATE. I KNOW WE DIDN'T HAVE A MEETING IN JULY, BUT THERE'S BEEN A LOT HAPPENING AND LOTS OF CELEBRATIONS OVER THE SUMMER. FIRST OFF, I WOULD LIKE TO INVITE, WE HAVE SEVERAL PARTNERS. THAT ARE HERE THIS EVENING. SO IF YOU ARE ONE OF OUR BUSINESS PARTNERS THAT HAS BEEN INVITED TO BE RECOGNIZED, IF YOU COULD, PLEASE STAND AND JOIN. SONIA OVER HERE ON THIS SIDE OF THE PODIUM, AGAINST THE WALL HERE. AND I'M GOING TO SHARE A LITTLE BIT ABOUT WHAT THESE INCREDIBLE BUSINESS PARTNERS AND ORGANIZATIONS HAVE BEEN DOING TO HELP SUPPORT OUR BACK-TO-SCHOOL EFFORTS HERE IN RICHARDSON, ISD. EARLY IN THE SUMMER, WE LAUNCHED THE COMMUNITY IMPACT PARTNER PROGRAM, AND THESE WERE SOME OF THE VERY FIRST COMPANIES AND ORGANIZATIONS THAT STEPPED UP AND SAID, WE WANT TO HELP OUT. THIS IS A NEW PROGRAM FOR THE 26-27 SCHOOL YEAR, AND WE HOPE THAT THROUGH THE COMMUNITY IMPACT PARTNER PROGRAM, SINCE ITS LAUNCH, THAT THROUGH MEANINGFUL PARTNERSHIPS WITH THESE BUSINESSES AND ORGANIZATIONS, WE CAN EXPAND AND CLOSE SOME GAPS WITH OPPORTUNITIES, EXPERIENCES, AND SUPPORT FOR OUR STUDENTS, STAFF, AND FAMILIES. SO, THE ORGANIZATIONS AND COMPANIES HERE TONIGHT, THEY DONATED LOTS OF DIFFERENT THINGS. THEY DONATED MEALS FOR OUR TOGETHER WE GROW CONFERENCE FOR NEARLY A THOUSAND TEACHERS.

WE HAD OUR NEW HIRE WELCOME WEEK, WHERE MANY OF THEM GAVE DONATIONS AND GIVEAWAYS AND DOOR PRIZES. AND THEN WE ALSO HAD OUR ZERO-YEAR TEACHER SUPPLY STORE THAT DID NOT HAVE ONE SUPPLY LEFT IN IT. THAT IS A SPECIAL, YES. A SPECIAL EVENT THAT WE HOST FOR OUR ZERO-YEAR TEACHERS. SO THESE ARE THE COMPANIES AND THE GROUPS THAT MADE THAT HAPPEN, AND SO AT THIS TIME WE LOOK FORWARD TO RECOGNIZING THEM. FROM LAMAR UNIVERSITY, WE HAVE TRACY THOMPSON. FROM TEXANS

[00:05:02]

AND WE'RE GOING TO GET A PICTURE AT THE END, SO Y'ALL STAY UP FRONT AFTER YOU GO THROUGH THE RECEDING LINE.

OKAY, AND WE HAVE SEVERAL FROM KEMPER. WE HAVE JENNIFER BIRCHFIELD, NANCY HOUSEHOLDER, KIA BRADSHAW, ADRIAN ARONES, DUSTIN BRADEN, ANTHONY STORK, AND TAMMY CARELL. THANK YOU SO MUCH.

KEMPER. OH, AND FROM MY FAVORITE FLOWER SHOP HERE IN RICHARDSON, LIZZIE BEES, WE HAVE LIZZIE FISHER. OH, YES, I DON'T NEED A CARD. OUR AWESOME INSURANCE AGENCY, FRIENDS CHARLES AND PAM ROTHERMEL FROM DFW EDUCATORS INSURANCE, THE CHARLES ROTHERMEL AGENCY, PART OF HORSEMAN. THANK YOU SO MUCH.

OKAY, AND WE DO APPRECIATE OUR FRIENDS FROM EQUITABLE. WE HAVE ANDREW MCCLURE, RYAN KELLY, AMIN RIZK, AND MATT ECHELMEYER, AND THEY HELP PROVIDE FOOD AND REFRESHMENTS AT OUR TOGETHER WE GROW CONFERENCE. THANK YOU SO MUCH.

YAY. AND LAST BUT NOT LEAST, WE WANT TO GIVE A SPECIAL, SPECIAL THANK YOU TO OUR RICHARDSON RETIRED SCHOOL PERSONNEL FOUNDATION, KATHY GROGAN AND COREY PRATT. THEY PROVIDED THE FUNDS TO PURCHASE ALL OF THE SUPPLIES FOR THE FIRST-YEAR TEACHER SUPPLY STORE. SO THANK YOU, RICHARDSON, RETIRED SCHOOL PERSONNEL FOUNDATION. LET'S GIVE IT UP ONE MORE TIME FOR ALL OF THESE AWESOME COMMUNITY IMPACT PROGRAM PARTNERS. THAT'S WHAT THEY'RE SAYING. ALL RIGHT. GIVE IT UP ONE MORE TIME FOR THESE INCREDIBLE PARTNERS.

THEIR SUPPORT HAS MADE ALL THE DIFFERENCE IN ENSURING WE HAVE A GREAT START. AND WE'RE ABLE TO REALLY PROVIDE A REALLY WARM WELCOME FOR ALL OF OUR NEW HIRES AND NEW TEACHERS. AS THEY WERE COMING BACK. SO THANK YOU AGAIN TO ALL OF OUR COMMUNITY IMPACT PROGRAM PARTNERS.

OKAY, NEXT WE ARE GOING TO, WE HAVE SOME VERY, VERY SPECIAL STAFF RECOGNITIONS THIS EVENING AND WE WOULD LIKE TO START WITH OUR VERY OWN SUPERINTENDENT, TABITHA BRANUM. TABITHA, IF YOU COULD, PLEASE COME OVER, I'M OVER HERE. I'M OVER HERE. I GET TO BOSS MY BOSS AROUND A LITTLE BIT. WE HAVE A PROTOCOL, SUPERINTENDENT BRANUM, FOR THIS. OKAY, SO OVER THE SUMMER, YOU MIGHT HAVE SEEN IT ON SOCIAL, BUT WITH NOT HAVING A JULY MEETING, AND SOME OF THIS GOT ANNOUNCED AFTER THE JUNE MEETING, WE ARE SO INCREDIBLY EXCITED TO SHARE THAT. SUPERINTENDENT BRANUM WAS RECOGNIZED NOT FOR ONE, BUT TWO STATE AWARDS, THE 2026 SUPERINTENDENT OF THE YEAR BY THE TEXAS PTA. LET'S GIVE IT UP FOR THAT. AND SHE ALSO RECEIVED THE 2026 ADMINISTRATOR OF THE YEAR FROM THE TEXAS EDUCATIONAL SUPPORT STAFF ASSOCIATION, ALSO KNOWN AS TESSA. LET'S GIVE IT UP FOR THAT ONE. I'M GOING TO SHARE A LITTLE BIT ABOUT THE TEXAS PTA AWARD, AND THEN I'M GOING TO INTRODUCE.

WE HAVE A REPRESENTATIVE HERE FROM TESSA, MS. DIANA RODRIGUEZ. THAT'S GOING TO SHARE A LITTLE BIT ON THE SUPPORT STAFF ASSOCIATION AWARD. SO. THE 2026 SUPERINTENDENT OF THE YEAR TEXAS PTA AWARD NAMED SUPERINTENDENT BRANUM, AND SHE WAS HONORED AT THEIR STATE-LAUNCHED LEADERSHIP CONFERENCE THIS PAST MONTH.

[00:10:01]

IT SAYS, QUOTE, TABITHA KNOWS THAT SCHOOLS ARE STRONGER WHEN FAMILIES ARE INVOLVED, AND SHE LEADS WITH THAT BELIEF EVERY DAY.

WHETHER SHE'S GREETING PARENTS AT A PTA PROGRAM OR CHECKING IN AT A CAMPUS, SHE LISTENS WITH INTENTION AND MAKES PEOPLE FEEL SEEN. SHE ENCOURAGES PRINCIPALS TO PRIORITIZE PTA, NOT JUST WITH WORDS, BUT WITH ACTION, MODELING WHAT PARTNERSHIP LOOKS LIKE. SHE SUPPORTS EVENTS THAT BRING PARENTS IN, AND WHEN SHE SPEAKS, SHE SPEAKS WITH HER HEART. I COULDN'T, THAT IS SO TRUE. SHE REMINDS FAMILIES THAT THEY MATTER AND THAT THEIR VOICES BELONG AT THE TABLE. HER LEADERSHIP BUILDS TRUST AND CONNECTION FROM THE CLASSROOM TO THE HOME. THAT WAS JUST A SMALL SNIPPET, AND WE ARE JUST SO PROUD TO RECOGNIZE YOU FOR THAT STATE AWARD. NOW, I WOULD LIKE TO INTRODUCE DIANA RODRIGUEZ FROM TESSA, WHO ALSO HAS A PLAQUE AND A FEW WORDS OF RECOGNITION FOR SUPERINTENDENT BRANUM. THANK YOU. PRESIDENT POTEET, BOARD OF TRUSTEES, SUPERINTENDENT BRANUM. MY NAME IS DIANA RODRIGUEZ. I WAS THE 2526 SECRETARY-TREASURER FOR THE TEXAS EDUCATIONAL SUPPORT STAFF ASSOCIATION, AND I'M ALSO A CURRENT MEMBER OF RESSA.

TESSA HOSTED ITS FIRST INSTITUTE FOR EDUCATIONAL SECRETARIES ON JULY 9, 1951, WITH 100 SECRETARIES IN ATTENDANCE. THIS SUMMER, WE CELEBRATED THE 75TH ANNIVERSARY OF THE TESSA SUMMER WORK CONFERENCE. THANK YOU, RICHARDSON ISD, FOR SENDING 10. PARAPROFESSIONALS TO THE SUMMER WORK CONFERENCE THIS YEAR. THIS BEING A DIAMOND CELEBRATION, IT WAS THE PERFECT TIME TO NOMINATE SUPERINTENDENT BRANUM FOR THE TESSA ADMINISTRATOR OF THE YEAR AWARD. MRS. BRANUM IS THE EPITOME OF A SERVANT LEADER, NOT ONLY AS A SUPERINTENDENT, BUT IN EVERY ROLE AND DEPARTMENT ACROSS THE DISTRICT. HER SPIRIT IS BOTH CONTAGIOUS AND AUTHENTIC. SHE MAKES PEOPLE WANT TO BE BETTER IN EVERY CIRCUMSTANCE AND IS CONSTANTLY SEEKING TO IMPACT OTHERS IN THE MOST POSITIVE WAY.

SUPERINTENDENT BRANUM, THANK YOU FOR BEING A SUPPORTER OF RESSA AS WELL AS AN ACTIVE MEMBER. WE ARE TRULY FORTUNATE TO HAVE SUCH AN ENGAGED, SUPPORTIVE, AND INSPIRING LEADER. DON'T LOOK AT ME, I'M GOING TO CRY.

ON THURSDAY, JUNE 25TH, TESSA ANNOUNCED THE WINNERS OF THE YEARBOOK, NEWSLETTER, SCHOLARSHIP, EMPLOYEE, AND ADMINISTRATORS OF THE YEAR AWARDS. IT IS MY PLEASURE TO ANNOUNCE THE 25-26TH ADMINISTRATOR OF THE YEAR, SUPERINTENDENT BRANUM. I'D LIKE TO READ YOUR PLAQUE.

ADMINISTRATOR OF THE YEAR, TEXAS EDUCATIONAL SUPPORT STAFF ASSOCIATION, INC.

RECOGNIZES TABITHA BRENHAM, RICHARDSON EDUCATIONAL SUPPORT STAFF ASSOCIATION, AS THE ADMINISTRATOR OF THE YEAR FOR 25-26, FOR OUTSTANDING SUPPORT OF EDUCATIONAL SUPPORT STAFF, PERSONNEL, EDUCATIONAL LEADERSHIP, AND ACHIEVEMENTS IN THE FIELD OF EDUCATION CONGRATULATIONS. SIT DOWN.

OKAY, SO I HAVE... THANK YOU.

SO PROUD OF OUR SUPERINTENDENT. THAT'S OUR SUPERINTENDENT COMMUNITY.

ALRIGHT, WE'RE GOING TO GRAB THAT PHOTO. I KNOW. AS WE'RE GETTING THAT PHOTO, IF YOU ARE A NEW CENTRAL OFFICE LEADER THAT IS HERE TO BE RECOGNIZED THIS EVENING FOR THE 26-27 SCHOOL YEAR, IF YOU COULD, PLEASE COME FORWARD. WE'RE GOING TO RECOGNIZE YOU AT THIS TIME. WE HAVE A TRADITION THAT AT THE FIRST

[00:15:01]

THESE ARE STAFF THAT HAVE BEEN HIRED, IN SOME CASES PROMOTED WITHIN BASED ON RETIREMENTS AND VACANCIES FROM RESIGNATIONS. SO WE'RE EXCITED. COME ON DOWN. DON'T BE SHY. ALL RIGHT. WE HAVE, ALTHOUGH SHE'S BEEN SERVING IN THE ROLE FOR A LITTLE BIT, SHE'S STILL THE NEWEST ONE AROUND THE HORSESHOE, MS. JENNIE BATES, ASSISTANT SUPERINTENDENT OF SCHOOL LEADERSHIP AND SUPERINTENDENT SUPPORT. WE HAVE KYLE STALEY, EXECUTIVE DIRECTOR OF SPECIAL STUDENT SERVICES. DR. JASON THARP, EXECUTIVE DIRECTOR OF STUDENT SERVICES. JENNIFER FORCIER, EXECUTIVE DIRECTOR OF MULTILINGUAL EDUCATION.

DR. ANNABELLE RUIZ, SENIOR EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT. THE NEW AREA SUPERINTENDENT OF THE PIERCE LEARNING COMMUNITY, DR. SUSAN BURT. MR. CHRIS GIBSON, AREA SUPERINTENDENT OF THE RICHARDSON LEARNING COMMUNITY. AND WE'RE GOING TO WELCOME BACK, IT TOOK HIM A WHILE TO FIND HIS WAY BACK, BUT FORMER STUDENT, NOW AREA SUPERINTENDENT OF LAKE HIGHLANDS LEARNING COMMUNITY, DR. JORDAN SIMMONS. AND ROBIN HAS BEEN ON BOARD FOR A BIT, TOO, BUT WE WANTED TO ALSO KNOW HOW GLAD WE ARE TO HAVE HER ON OUR TEAM.

EXECUTIVE DIRECTOR OF FEDERAL PROGRAMS AND GRANTS, ROBIN WEBB. ALL RIGHT, LET'S GET A PICTURE, TEAM. AND IF YOU'RE A NEW CAMPUS PRINCIPAL LEADER, IF YOU COULD, PLEASE COME UP WHILE WE'RE GETTING THIS PICTURE AND WE'LL GET YOU ORGANIZED. SUPERINTENDENT BRANUM REMINDED ME, AND I THINK IT'S IMPORTANT, IF WE HAVE ANY FAMILY OR FRIENDS OR COLLEAGUES THAT ARE HERE TO SUPPORT AND TO RECOGNIZE THESE NEW CENTRAL OFFICE LEADERS, CAN YOU PLEASE STAND? AND WE CAN THANK YOU FOR SUPPORTING THEM IN THEIR LONG DAYS AND LATE NIGHTS.

YES, THANK YOU. THANK YOU FOR SUPPORTING OUR LEADERS.

THANK YOU. AND NOW WE HAVE SOME BRAND NEW PRINCIPALS THAT WE ARE EXCITED TO PRESENT. COME ON DOWN, COME ON DOWN. SO EXCITED TO PRESENT TO YOU THE NEW PRINCIPAL OF O'HENRY ELEMENTARY, KYLEE WALL. NEW PRINCIPAL AT MOHAWK ELEMENTARY, CATIE SHEFFIELD. I KNOW SHE IS THE NEW PROUD PRINCIPAL OF STOLTZ ROAD ELEMENTARY, DR. REBECCA HERRERA. AND I KNOW SHE'S COMING IN HOT, LITERALLY, FROM BACKPACK BASH AT DOVER ELEMENTARY. NEW PRINCIPAL, CARISSA SCHWARZLOSE. SO EXCITED TO WELCOME TO RICHARDSON, PRINCIPAL OF YALE ELEMENTARY, MARIAM KAGASO. NEW PRINCIPAL AT BIG SPRINGS ELEMENTARY, ROSS BEHRENS. ANOTHER NEW TO RICHARDSON ISD, COMING IN HOT FROM HER BACKPACK BASH, DERICA TURNER, PRINCIPAL, ALDELIA CREEK ELEMENTARY. WE HAVE A NEW PRINCIPAL AT LIBERTY JUNIOR HIGH. SHE'S KIND OF GOING BACK HOME. FORMER STUDENT AS WELL, DR. CARRIE GREER. AND EXCITED TO INTRODUCE TO YOU, MS. SARAH DYE, WHO'S A NEW PRINCIPAL AT WALLACE ELEMENTARY. LET'S GIVE IT UP FOR THESE AWESOME NEW CAMPUS LEADERS. AND WE'RE GOING TO GRAB A PHOTO. RISD

[00:20:08]

IF YOU WANT TO COME UP CELEBRATING OUR TEXAS WAY DISTRICT OF DISTINCTION. YES, COACH JORDAN, IF YOU COULD, PLEASE COME FORWARD. ALL RIGHT, DO WE HAVE ANY FAMILY AND FRIENDS OF THESE BRAND NEW PRINCIPALS THAT ARE HERE TONIGHT? THAT YOU COULD STAND AND WE COULD RECOGNIZE YOU AND THANK YOU FOR THEIR SUPPORT? THANK YOU SO MUCH. I CAN TELL YOU THEY'RE ALREADY DOING AMAZING THINGS OUT ON THEIR CAMPUSES WITH THEIR STAFF, AND I KNOW THEY'RE VERY EXCITED TO WELCOME THEIR KIDDOS BACK THIS NEXT WEEK. SO, CONGRATULATIONS LEADERS.

OKAY, AND IT WAS ANNOUNCED, I BELIEVE. IT WAS IN JUNE, THAT RICHARDSON ISD WAS RECOGNIZED AS A DISTRICT OF DISTINCTION, A TEXAS WAY DISTRICT OF DISTINCTION. AND I'M GOING TO SHARE A LITTLE BIT ABOUT WHAT THAT MEANS. THE RISD ATHLETICS TEAM EARNED A TEXAS WAY DISTRICT OF DISTINCTION BY PLACING AN EMPHASIS ON SPORTSMANSHIP AND CHARACTER DEVELOPMENT IN ALL OF OUR ATHLETIC PROGRAMS. THE AWARD IS ACHIEVED BY HAVING EQUAL OR FEWER TOTAL EJECTIONS THAN IN THE PREVIOUS YEAR. THAT'S A GOOD THING. WE LIKE THAT. HEAD COACHES ENGAGING WITH THE TEXAS WAY CURRICULUM. AS A FORMER FOOTBALL MOM, I CAN GUARANTEE THAT THAT IS HAPPENING. ATHLETIC PROGRAMS COMPLETING COMMUNITY SERVICE THROUGHOUT THE SCHOOL YEAR AND HAVING AN INTENTIONAL CHARACTER DEVELOPMENT PLAN FOR ATHLETES. HERE TONIGHT, REPRESENTING OUR FOUR LEARNING COMMUNITIES AND OUR CENTRAL TEAM, I KNOW WE HAVE COACH LONNIE JORDAN, MEMBERS OF HIS STAFF, COME ON MISS PIPPS, AND THEN WE HAVE OUR WE HAVE REPRESENTATIVES FROM EACH OF THE LEARNING COMMUNITIES.

WE HAVE JENNIFER NANCE, THE GIRLS COORDINATOR FOR THE PIERCE LEARNING COMMUNITY, ALANA MILLER FROM LAKE HIGHLANDS LEARNING COMMUNITY, VALERIE VERMILLION, BERKNER LEARNING COMMUNITY, AND, OF COURSE, COACH HOLLOWAY.

CONGRATULATIONS, RICHARDSON HIGH SCHOOL. WE WANT TO BE SURE AND GRAB A PHOTO.

REALLY PROUD OF THE WORK THAT ALL OF OUR COACHES DO. I KNOW WE HAVE SEVERAL OF OUR COACHES HERE TONIGHT AS WELL. OKAY, LET'S GRAB THAT PHOTO. YEAH. JUST SHOWS WE ARE GROWING KIDS, NOT ONLY IN THE CLASSROOM, BUT IN THEIR EXTRACURRICULARS AS WELL. WE'RE GROWING GREAT HUMAN BEINGS. GREAT JOB. AWESOME.

CONGRATULATIONS AGAIN. OKAY, I THINK I SAW MYRON HERE. I'D LIKE TO INVITE MYRON TO COME DOWN BECAUSE WE HAVE ANOTHER AWARD THAT RICHARDSON ISD EARNED OVER THE SUMMER. I'M NOT JOKING. IT WAS A BUSY SUMMER HERE IN RICHARDSON, ISD. WE WERE RECENTLY RECOGNIZED AS A DISTRICT OF DISTINCTION BY THE TEXAS ART EDUCATION ASSOCIATION. AND AS MYRON'S COMING DOWN, I'M GOING TO READ A LITTLE BIT ABOUT THIS RECOGNITION. ONCE AGAIN, RICHARDSON ISD HAS BEEN NAMED A TEXAS ART EDUCATION ASSOCIATION DISTRICT OF DISTINCTION, OUR SIXTH CONSECUTIVE YEAR RECEIVING THIS HONOR. OUT OF MORE THAN 1,200 ELIGIBLE TEXAS DISTRICTS, OUR ISD IS ONE OF ONLY 109 TO EARN THIS DESIGNATION.

TO QUALIFY, DISTRICTS MUST MEET AT LEAST 12 OF TAEA'S RIGOROUS 14-POINT RUBRIC, WHICH EVALUATES FINE ARTS, LEADERSHIP, CONTESTS, EXHIBITIONS, AND COMMUNITY ENGAGEMENT. RISD SUCCESSFULLY MET ALL 14 CATEGORIES. BECAUSE IF WE'RE GOING TO WIN AN AWARD, WE'RE GOING TO WIN ALL OF THEM. WE JUST WANT TO BE SURE. AND THANK OUR BOARD OF TRUSTEES, OUR ADMINISTRATORS, OUR TEACHERS, OUR STUDENTS AND FAMILIES WHO SUPPORT, ENSURES EXCEPTIONAL VISUAL ARTS EDUCATION ACROSS OUR ENTIRE DISTRICT.

AND JUST VERY PROUD OF MR. MYRON STINNETT, WHO HELPS LEAD AND DIRECTS OUR VISUAL ARTS PROGRAM. CONGRATULATIONS.

[00:25:07]

AND ALL OF THESE PHOTOS WILL BE ON OUR WEBSITE AND ON OUR SOCIAL MEDIA CHANNELS LATER TOMORROW. ALL RIGHT, LET'S HEAR IT FOR VISUAL ARTS AND RISD. WAY TO GO. OKAY, WE'RE INVITING COACH HOLLOWAY TO COME BACK UP AGAIN. COME ON, I DON'T BUY IT, COACH. COME ON.

YOU MIGHT HAVE SEEN IT ON SOCIAL, BUT. COACH KENDRICK HOLLOWAY WAS RECENTLY RECOGNIZED BY DAVE CAMPBELL'S TEXAS FOOTBALL AS PART OF 40 UNDER 40, THE TOP COLLEGE AND HIGH SCHOOL COACHES IN TEXAS.

LET'S GIVE IT UP FOR COACH HOLLOWAY. LOVE THAT HE BROUGHT HIS SWEET DAUGHTER AND WE'RE JUST SO PROUD. HE DOES A GREAT JOB OVER THERE WITH THE EAGLES AND THANK YOU TO ALL OF THE COACHES THAT CAME OUT TONIGHT TO CELEBRATE HIM.

THANK YOU. CONGRATULATIONS.

LOVE IT. FORMER EAGLE MOM RIGHT HERE. I LOVE IT. OKAY.

LET'S INVITE UP. WE HAVE ANOTHER STAFF. WE HAVE A FEW MORE STAFF TO RECOGNIZE, BUT WHAT A GREAT WAY TO START THE YEAR. AND YES, WE KNOW THERE'S A LITTLE ISSUE WITH THE AIR HAPPENING RIGHT NOW, BUT I'VE BEEN ASSURED THAT WE ARE WORKING ON IT. OKAY. I WOULD LOVE TO INVITE. WELL, I SEE THE BOARD AND YOU FANNING YOURSELVES, SO I'M TRYING TO, OKAY. I WOULD LIKE TO INVITE MS. HEIDI RODRIGUEZ TO PLEASE COME FORWARD.

PRESTON WOOD, ELEMENTARY PHYSICAL EDUCATION TEACHER.

AND WE ARE EXCITED AND THANK THEM FOR COMING OUT, EVEN THOUGH SCHOOL HASN'T OFFICIALLY STARTED YET, BUT WE ARE RECOGNIZING HER AND HER KIDDOS BECAUSE THEY EARNED A FIRST PLACE IN THE KIDS TEACHING KIDS CHALLENGE ACTIVITY. VIDEO, ARE YOU STRONGER THAN A FIFTH GRADER? A LITTLE BIT ABOUT THIS AWARD. MS. RODRIGUEZ IS THE PHYSICAL EDUCATION TEACHER AT PRESTONWOOD ELEMENTARY, AND SHE PARTICIPATED IN THE MEDICAL CITY KIDS TEACHING KIDS 21 DAY SNACKING CHALLENGE ACTIVITY VIDEO CONTEST. HER ACTIVITY VIDEO WAS FEATURED IN THE DIGITAL RECIPE BOOK. TO ENCOURAGE STUDENTS PARTICIPATING IN THE CHALLENGE TO ALSO REGULARLY PARTICIPATE IN PHYSICAL ACTIVITY. HEIDI'S VIDEO WAS TITLED, ARE YOU STRONGER THAN A FIFTH GRADER? AND FEATURED HER VERY OWN PRESTONWOOD ELEMENTARY STUDENTS. SO THESE WERE THE KIDDOS THAT WERE HERE TONIGHT, THE RISING SIXTH GRADERS NOW.

BUT CONGRATULATIONS, THANK YOU FOR REPRESENTING RICHARDSON SO WELL. AS WE ARE GATHERING THEIR PHOTO, IF YOU ARE HERE TO BE RECOGNIZED FOR YOUR C.E.O.P., IF YOU COULD, PLEASE COME FORWARD. ANY OF OUR RESSA MEMBERS THAT ARE BEING RECOGNIZED FOR C.E.O.P., IF YOU CAN, PLEASE COME FORWARD, YOU ARE GOING TO BE NEXT.

CONGRATULATIONS AGAIN. SO WE HAVE SOME VERY SPECIAL RISD STAFF MEMBERS THAT ARE HERE THIS EVENING. THEY WERE RECENTLY RECOGNIZED EARLIER THIS SUMMER. THESE ARE CURRENT STAFF IN RISD, SUPPORT STAFF WHO ARE MEMBERS OF RESSA WHO HAVE COMPLETED THEIR CEOP, THE CERTIFIED EDUCATION ORGANIZATION PROFESSIONAL CERTIFICATION.

THEY EITHER COMPLETED IT IN 2025 OR THIS PAST YEAR FOR THE 25-26 SCHOOL YEAR. THE CEOP PROGRAM IS DESIGNED TO ENCOURAGE PROFESSIONAL DEVELOPMENT, ELEVATE THE IMPORTANCE OF EDUCATIONAL SUPPORT ROLES, AND BUILD TECHNICAL JOBS, SPECIFIC SKILLS, SO THEY CAN SUPPORT ALL OF THE TEACHING AND LEARNING HAPPENING ACROSS OUR DISTRICT. SO WE HAVE 11 STAFF, I BELIEVE. WE'RE SO PROUD OF THEM FOR GOING ABOVE AND BEYOND AND MODELING LIFELONG LEARNING. SO I'M GOING TO INTRODUCE YOU TO THEM AT THIS TIME. WE HAVE CAROLYN CHRIST, SHALONDA NOLAN. LYNNE DARDEN, GLORIA INCE, DIANA LAWRENCE, GLADYS BANGURA.

[00:30:03]

THANK YOU SO MUCH. I JUST WANTED TO GIVE A FEW WORDS ABOUT TESSA. THIS IS THE CULMINATION OF A LOT OF HARD WORK, A LOT OF DEDICATION TO RECRUITMENT.

TO BECOME A CEOP IS NOT EASY.

IT TAKES 60 HOURS, CREDIT HOURS, OF STRENUOUS COURSEWORK, JUST BASICALLY LIKE YOU WERE GOING TO COLLEGE, DEVELOPING A UNIVERSITY DEGREE.

SO THESE WOMEN DESERVE EVERYTHING THAT THEY HAVE ACCOMPLISHED, AND WE ARE VERY, VERY PROUD OF EACH AND EVERY ONE OF THEM. AGAIN, MY NAME IS DONNA BENNETT. I AM THE 25-26 MEMBERSHIP CHAIRPERSON, AND I AM THE INCUMBENT 26-27 VICE PRESIDENT OF THE TEXAS EDUCATIONAL SUPPORT STAFF ASSOCIATION. AND I WOULD JUST LIKE TO TAKE THIS TIME TO ACKNOWLEDGE AND JUST GIVE KUDOS TO RESSA AND ALSO RICHARDSON ISD FOR SUPPORTING THIS TYPE OF EDUCATIONAL EXCELLENCE. IT IS REALLY WELL DESERVED. THANK YOU SO MUCH. CONGRATULATIONS AGAIN. SO PROUD OF THIS AWESOME GROUP THAT PROVIDES SO MUCH SUPPORT AND LOVE TO OUR CAMPUSES AND OUR CENTRAL OFFICE TEAMS. OKAY, WE HAVE ONE FINAL SPECIAL RECOGNITION. I HAD TO, LIKE, CHANGE THE SLIDE BECAUSE SHE'S CURRENTLY NOT A STAFF, BUT I SEE HER. LESLIE SLOVAK, IF YOU CAN, PLEASE COME DOWN HERE. WE ARE REALLY PROUD OF OUR RISD ROOTS, INCLUDING OUR ALUMNI AND OUR RETIREES THAT GO ON TO DO REALLY EXCITING THINGS.

AND LESLIE RETIRED A COUPLE YEARS AGO. SHE SERVED WITH HER HEART AS THE FORMER EXECUTIVE DIRECTOR FOR ATHLETICS, AND SHE WAS RECENTLY INDUCTED INTO THE TEXAS HIGH SCHOOL ATHLETIC DIRECTORS ASSOCIATION HALL OF HONOR. IS THAT NOT AWESOME? THIS HONOR RECOGNIZES HER OUTSTANDING SERVICE TO ATHLETICS, THE TEXAS HIGH SCHOOL ATHLETIC DIRECTORS ASSOCIATION, AND FOR SUPPORTING ATHLETIC ADMINISTRATION IN THE STATE OF...

IN THE STATE OF TEXAS, INCLUDING OUR VERY OWN RICHARDSON ISD. SO THANK YOU.

CONGRATS. AND THANKS FOR COMING BACK TO A BOARD MEETING SO WE CAN CELEBRATE YOU. WE ARE PROUD THAT RICHARDSON ISD IS REPRESENTED IN THE HALL OF HONOR HALL.

YEAH, RIGHT. THAT'S AWESOME. I KNOW, I SEE JP. THANK YOU JP, WE APPRECIATE YOU. WE'RE GOING TO GRAB THAT PHOTO. ONE MORE TIME FOR ALL OUR RECOGNIZERS, AND THEN ALSO FOR THE FAMILY AND THE TEAMMATES AND THE CO-WORKERS. AND JUST ALL OF THE COMMUNITY THAT IS HERE TO HELP US CELEBRATE AND RECOGNIZE THESE AWESOME INDIVIDUALS. CAN YOU PLEASE STAND AND LET US RECOGNIZE YOU ONE MORE TIME? THANK YOU. AND THIS CONCLUDES OUR RECOGNITIONS FOR THIS EVENING. THANK YOU.

[00:35:03]

ALL RIGHT. WE'VE GOT EVERYBODY BACK. WE'RE GETTING OUR SEA LEGS UNDER US FOR THIS YEAR, SO BEAR WITH US. THE NEXT ITEM

[II. PUBLIC COMMENT SECTION]

DURING TODAY'S MEETING, SPEAKERS MAY COMMENT ON AGENDA AND ON AGENDA ITEMS. AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENTS PROTOCOL, AS NOTED ON THE RISD WEBSITE.

SPEAKERS, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME. WE HAVE ONE SPEAKER, MR. EWAN BLACKMON. GOOD EVENING SUPERINTENDENT BRANUM, PRESIDENT POTEET, MEMBERS OF THE BOARD AND ESTEEMED EMPLOYEES. Y'ALL TRICKED ME OUT THERE, SWIPING AROUND.

WHAT HAPPENED? JUST ANOTHER THING. WHICH REMINDS ME OF A DICHOTOMOUS DISTRICT, RIGHT? WE HAVE SUCH A CHORUS OF PRAISE, AND THEN WE HAVE A CACOPHONY OF DISCORD. I STAND TODAY TO JOIN IN THE CHORUS OF PRAISE FOR SUPERINTENDENT BRANUM. I'M SURE MOST OF YOU REMEMBER, AS YOU WERE HERE AT THE TIME, THE QUOTE I USED WHEN YOU WERE CONSIDERING WHO THE NEXT SUPERINTENDENT COULD BE. AND I USED ONE QUOTE FROM JOHANN GOETHE, WHO SAID, THE CHARACTER OF A PERSON CAN BE MEASURED BY HOW THEY TREAT A PERSON.

WHEN THERE'S NOTHING THEY CAN DO FOR YOU. SUPERINTENDENT BRANUM EMBODIES THAT QUOTE.

SHE IS NOT JUST A SUPERINTENDENT, BUT SHE'S A BRIDGE BUILDER, A COMMUNITY ENGAGER, AN ALL-AROUND EDUCATIONAL SUPERSTAR. AND COMING FROM A TEACHER WHO SPENT 23 YEARS IN THE CLASSROOM, 23 YEARS TRYING TO ENGAGE AND ADVOCATE FOR BETTER TEACHER PAY, BETTER WORKING CONDITIONS, BETTER OUTCOMES FOR OUR STUDENTS, SUPERINTENDENT BRANUM EMBODIES THAT EVERY DAY. WHETHER IT'S TEXTING WITH ME ON A WEEKEND, YES, I'M THAT KIND OF GUY BECAUSE I WORK DURING THE DAY, IN A CLASSROOM, TALKING TO THOSE... STUDENTS, EDUCATING THEM. OR ON A WEEKEND, I CANNOT THINK OF A TIME WHERE IF SHE WAITED LONGER THAN AN HOUR TO TEXT BACK, SHE APOLOGIZED FOR TAKING SO LONG. CAN YOU IMAGINE THAT? A SUPERINTENDENT WITH 37,000 STUDENTS, FIVE AND A HALF THOUSAND STAFF, AND SHE'S STILL ABLE TO DO THAT. AMAZING. SO TWO AWARDS, RICHLY DESERVED. AND IF I HAD AWARDS TO GIVE OUT, YOU KNOW, I'D GIVE THEM TO YOU, BECAUSE YOU DO AMAZING STUFF.

AND I'D BE ARRESTED AT THE SUPER, THE PRESIDENT OF THE COUNCIL PTAS SENDS HER REGARDS AND THAT OBVIOUSLY WE CELEBRATED WELL AT THE LAUNCH PTA. AND THAT WAS GREAT, WHICH IS ACTUALLY A GOOD SEGUE INTO MY NICE IDEA OF TEXAS RALLY DAY. I'M GOING TO CALL IT QUAD 2-7. SO 2-22-27. AND THAT'S WHEN YOU GET THE OPPORTUNITY, ANYBODY LISTENING, TO GO DOWN TO AUSTIN WITH US AND RALLY FOR.

BETTER EDUCATIONAL FUNDING. WE TALK ABOUT IT A LOT. THE STATE HAS NEGLECTED TO MEET THEIR RESPONSIBILITY TO FUND EDUCATION THE WAY IT NEEDS TO BE FUNDED. I'D BE REMISS IF I DIDN'T NOTE THAT WE HAD A $24 BILLION SURPLUS IN 2025.

OF THAT, UNDER HOUSE BILL 2, THEY ASSIGNED $4.2 BILLION TO TEACHER PAY RAISES OF THE BIGGER PLAN OF $8 BILLION. SO $4.2 BILLION GAVE TEACHERS LIKE ME AND MY WIFE, WHO'S ALSO BEEN A TEACHER FOR 27 YEARS IN THE CLASSROOM, PRE-K. I DON'T KNOW HOW YOU DO IT. BUT TO SAY THAT THAT $4.2 BILLION GAVE US A $10,000 PAY RAISE EACH, AND WE'RE STILL BEHIND THE BALL, BUT THAT'S HOW MUCH IT COSTS TO EDUCATE ON A BUDGET OF $338 BILLION. SO COME DOWN AND JOIN US. LET'S RALLY TO 22-27. THANK YOU. GOOD NIGHT.

MR. POTEET, WE DON'T HAVE ANY MORE SPEAKERS AT THIS TIME.

OKAY. THANK YOU, MS. PACHECO, AND THANK YOU.

FOR SPEAKING TONIGHT ON BEHALF OF THE PUBLIC, WE APPRECIATE

[III. CONSENT / CONFIRMATION AGENDA ITEMS]

OUR NEXT ACTION ITEM IS THE CONSENT AGENDA. DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? OKAY, NOT SEEING ANY. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? SO MOVED. THANK YOU MISS TIMME. IS THERE A SECOND SECOND. THANK YOU, MS.

[00:40:02]

THANK YOU. AND THAT MOTION PASSES 6-0. OKAY. OUR NEXT

[IV.A. Consider Gifts]

MORE, MR. PATE. THANK YOU, MRS. BRANUM. I'M HAPPY TO PRESENT THE GIFTS RECEIVED THIS MONTH. WE HAVE EIGHT GIFTS OVER $5,000 SUBMITTED FOR BOARD APPROVAL. THE ARAPAHOE CLASSICAL MAGNET PTA DONATED $20,000 TO ARAPAHOE CLASSICAL MAGNET. THE BRENTFIELD ELEMENTARY PTA DONATED $22,000 TO BRENTFIELD ELEMENTARY. THE MOHAWK CHIEFS DAD'S CLUB DONATED $5,831.32 TO MOHAWK ELEMENTARY. AND THE LAKE HIGHLANDS ELEMENTARY PTA DONATED. DONATED $34,576.87 TO LAKE HIGHLANDS ELEMENTARY.

THE RICHARDSON HEIGHTS ELEMENTARY PTA DONATED $33,837.55 TO RICHARDSON HEIGHTS ELEMENTARY. CLAY COOLEY INVESTMENTS DONATED $5,000 TO RICHARDSON ISD. THE OUTDOORS TOMORROW FOUNDATION DONATED $29,600 TO THE RICHARDSON ISD PE DEPARTMENT.

AND THE RETIRED TEACHERS OF...

RICHARDSON DONATED $10,000 TO THE RSD STRATEGY AND ENGAGEMENT DEPARTMENT FOR A TOTAL OF $160,845.74, AND WE HAVE 17 GIFTS LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $18,488, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.

OUR TOTAL GIFTS THIS MONTH ARE $179,333. 74 CENTS. THANK YOU, MR. PATE. AND I ALSO JUST WANT TO SHARE AN APPRECIATION FOR OUR FACILITIES TEAM. THAT ON TOP OF ALREADY A REALLY FULL SUMMER, MANY OF THE PROJECTS THAT YOU SEE LISTED, OUR FACILITIES TEAMS IS A PART OF MAKING THEM, YOU KNOW, THESE DREAMS THAT OUR CAMPUSES HAVE A REALITY. AND I JUST WANT TO SHARE MY APPRECIATION TO THE FACILITIES TEAM. AND THEN ALSO, AGAIN, AND YOU'LL SEE SEVERAL DIFFERENT...

DONORS AND GIFTS THAT WENT DIRECTLY BACK TO OUR NEW TEACHERS THAT WERE WELCOMED INTO RISD. AND IT WAS JUST SUCH A SPECIAL WAY FOR THEM TO RECOGNIZE FROM DAY ONE THAT THEY'RE GOING TO BE SUPPORTED BY A BROADER COMMUNITY. SO WITH THAT, I DO RECOMMEND THAT THE BOARD ACCEPT GIFTS OF $5,000 OR MORE AS PRESENTED.

THANK YOU FOR THAT RECOMMENDATION. THANK YOU, MR. PATE. IS THERE A MOTION ON THIS ITEM? SO MOVED.

OKAY. THANK YOU, MS. TIMME. DO WE HAVE A SECOND? SECOND.

THANK YOU, MS. MCGOWAN. ANY QUESTIONS OR COMMENTS FROM THE BOARD? MS. TIMMY.

YEAH, JUST THAT. OUR COMMUNITY NEVER CEASES TO AMAZE US BY HOW GENEROUS THEY ARE, GIVING BOTH OF THEIR TIME AND OF FUNDS TO SUPPORT OUR DISTRICT INITIATIVES. MS. BRANUM, YOU AND YOUR STAFF DO A GREAT JOB OF WORKING WITH THE FOLKS WHO ARE GOING TO DONATE IN WHICHEVER RESPECT. SO THAT IT'S REALLY GOOD, PRODUCTIVE USE OF FUNDS TO FURTHER THE VISION THAT YOU GUYS HAVE. SO THANK YOU TO ANYBODY AND EVERYBODY WHO HAS CONTRIBUTED, FINANCIALLY OR MONETARILY, OR WITH THE HOURS THAT THEY PUT IN. ANY OTHER COMMENTS OR QUESTIONS? I WILL ADD TO DOVETAIL OFF MISS TIMME, YOU KNOW, I FOUND A BLIND SPOT AS I'M LOOKING THROUGH THIS AGENDA, AND A PERSONAL BLIND SPOT IS I LOOK AT WHO THESE ARE FROM. AND, YOU KNOW, IT'S PTAS, IT'S BOOSTER CLOTHES. BUT I THINK WHAT I DON'T REALIZE AND THINK ABOUT ALL THE TIME IS.

THEY RAISE THEIR MONEY FROM OUR PARENTS AND FROM OUR CITIZENS AND OUR COMMUNITY MEMBERS. SO EVEN THOUGH WE HIGHLIGHT THAT THESE ARE COMING FROM ORGANIZATIONS, THESE ARE COMING FROM THE PEOPLE THAT WE LIVE NEXT DOOR.

OR TWO THAT ARE DOWN THE STREET THAT WE GO TO SCHOOL WITH. AND I GOT GAS TODAY. I WENT TO THE GROCERY STORE YESTERDAY.

WE ALL KNOW THAT, YOU KNOW, IT'S NOT AS EASY AS IT WAS LAST YEAR, AND LAST YEAR WASN'T AS EASY AS THE YEAR BEFORE. BUT WE STILL ECLIPSED WHAT WAS DONE LAST YEAR. WITH THE GIFTS THAT PEOPLE ARE WILLING TO COME TO THE TABLE WITH ON BEHALF OF OUR STUDENTS AND STAFF. SO I JUST WANT TO RECOGNIZE THAT BEYOND, BEHIND THESE ORGANIZATIONS, THERE'S PEOPLE THAT ARE HANDING

[00:45:01]

[IV.B. Approval of Proposed Debt Rate]

THANK YOU, MRS. BRANUM. AND, YES, THIS IS A NEW REQUIREMENT.

IT'S FROM SENATE BILL 1453 OF THE 89TH LEGISLATURE, AND IT APPLIES TO SCHOOL DISTRICTS, CITIES, COUNTIES, ANY PROPERTY TAX SETTING JURISDICTION. AND IN OUR CASE, IF THE BOARD WANTS TO SET A TAX RATE THAT GENERATES MORE REVENUE THAN IS REQUIRED TO MAKE CURRENTLY SCHEDULED DEBT PAYMENTS, THEN THE BOARD HAS TO APPROVE THAT PROPOSED RATE BEFORE IT'S ACTUALLY ADOPTED.

SO THIS IS A NEW STEP IN SPECIFIC MOTION LENGTH. IS REQUIRED, AND EACH OF YOU HAS A COPY OF THE SPECIFIC MOTION LANGUAGE AT YOUR PLACE. JUST LIKE WHEN WE ACTUALLY ADOPT THE TAX RATE, AND IT REQUIRES SPECIFIC MOTION LANGUAGE. SO IT'S AN ADDITIONAL STEP. IT'S TO PROVIDE ADDITIONAL TRANSPARENCY ABOUT THE DEBT TAX RATE. THIS WILL BECOME AN ANNUAL PART OF THE TAX RATE SETTING PROCESS.

IT DOESN'T CHANGE WHAT WE DO TO MANAGE OUR DEBT. IT'S JUST AN EXTRA STEP. THE BOTTOM LINE IN ALL OF THIS IS YOU'RE BEING ASKED TO APPROVE THIS PROPOSED INUS TAX RATE OF 39 CENTS. THAT IS THE RATE THAT WE TOLD THE VOTERS WHEN THE BOND ELECTION WAS. HELD IN NOVEMBER 25. THIS 39 CENT TAX RATE IS NINE-TENTHS OF A CENT MORE THAN THE RATE OF 38.1 CENTS THAT THE STATE DEFINED CALCULATION GENERATES.

THAT'S ABOUT 1.7 MILLION DOLLARS MORE IN TAX REVENUE.

THAT ADDITIONAL REVENUE WILL BE USED DURING THIS UPCOMING YEAR TO MAKE PAYMENTS ON NEW BONDS ISSUED TO REFUND OUR EXISTING REFUNDABLE BONDS, OR PAYMENTS ON... NEW BONDS THAT ARE ISSUED THAT ARE PART OF THE BONDS THAT THE VOTERS APPROVED IN NOVEMBER. ANY DIFFERENCE AT THE END OF THE DAY ON ANY OF THAT WOULD BE PUT INTO THE INS FUND BALANCE TO BE USED ON FUTURE DEBT PAYMENTS. AND, YOU KNOW, WE BUDGET CONSERVATIVELY TO MAKE SURE THAT WE CAN COLLECT ENOUGH TAXES TO MAKE THE SCHEDULED DEBT PAYMENTS. SO THAT'S WHY THERE'S THAT LITTLE DISCONNECT THERE TODAY. AND WITH THAT, I WILL BE GLAD TO ANSWER ANY QUESTIONS. AND, AGAIN, WHOEVER MAKES THE MOTION NEEDS TO USE THE LANGUAGE THAT I'VE PROVIDED YOU ON. THANK YOU.

OKAY. ALL RIGHT. THANK YOU FOR THAT INFORMATION. DO I HAVE A MOTION FROM THE BOARD? YES, SIR. MS. TIMME. I MOVE THAT THE PROPOSED RATE TO PAY DEBT SERVICE OF $0.39 PER $100 OF TAXABLE VALUE BE APPROVED.

THIS RATE EXCEEDS THE DISTRICT'S DEBT SERVICE RATE, DETERMINED UNDER TEXAS EDUCATION CODE. 44.004 C5A IIB OF 38.1 CENTS BY NINE-TENTHS OF A CENT. THE EXCESS REVENUE COLLECTED FROM THE PROPOSED RATE WILL BE USED FOR PAYMENTS ON REFUNDING BONDS ISSUED TO REFUND CALLABLE BONDS, OR FOR PAYMENTS ON BONDS ISSUED FROM THE AUTHORIZED BUT UNISSUED BONDS. OR TO INCREASE DEBT SERVICE FUND RESERVES. THANK YOU FOR THAT MOTION. DO I HAVE A SECOND? SECOND. THANK YOU, MS. HARRIS. ARE THERE ANY QUESTIONS FROM THE BOARD OR ANY COMMENTS ON THIS? MOTION. OKAY, AND JUST TO CLARIFY AGAIN, YOU STATED IT THAT THIS IS THE RATE THAT WAS APPROVED AT THE BOND ELECTION IN THE FALL OF 2025. NO CHANGE? CORRECT, YES. EXCELLENT.

OKAY, HEARING NO OTHER COMMENTS OR QUESTIONS ALL IN FAVOR OF THIS MOTION. PLEASE RAISE YOUR HAND. OKAY, THANK YOU.

THAT MOTION PASSES SIX TO ZERO. OKAY, OUR NEXT ITEM IS

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

TO EXECUTE OPTION THREE AND OR OPTION FOUR AGREEMENTS FOR WEALTH EQUALIZATION. MS. BRANUM. THANK YOU, PRESIDENT POTEET. THIS IS AN ANNUAL ITEM THAT WE BRING FORWARD

[00:50:01]

DELEGATE THE REQUIRED CONTRACTUAL AUTHORITY TO THE SUPERINTENDENT, I.E. ME, AND FURTHER AUTHORIZE THE BOARD PRESIDENT AND SECRETARY TO EXECUTE SUCH DOCUMENTS AS NECESSARY FOR RISD TO EMPLOY OPTION THREE FOR THE 26-27 SCHOOL YEAR.

THANK YOU FOR THAT RECOMMENDATION. THANK YOU, MR. PATE. DO I HAVE A MOTION FROM THE BOARD? SO MOVED. THANK YOU, MS. HARRIS.

IS THERE A SECOND? SECOND.

THANK YOU, MS. MCGOWAN. WE HAVE A MOTION AND A SECOND. ARE THERE ANY QUESTIONS OR COMMENTS ON THIS ITEM OR MOTION? OKAY.

WITH THAT, WE WILL ALL IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HAND. OKAY.

AND THAT MOTION WILL PASS 6-0.

[IV.D. Approval of 2026-2027 Student Code of Conduct]

THIS YEAR, WE ONLY HAVE MINOR EDITS. I DEFINITELY WANT TO JUST REALLY SHOW MY APPRECIATION TO DR. THARP AND HIS TEAM, WHO REALLY ASSEMBLE PRINCIPLES.

WE GET INPUT FROM TEACHERS. WE WANT TO MAKE SURE THAT THIS CODE OF CONDUCT IS SOMETHING THAT IS REALLY IMPACTING OUR STUDENTS AND OUR TEACHERS AND OUR CAMPUSES IN A VERY POSITIVE WAY. SO I'M GOING TO TURN IT OVER TO DR.

GIBBONS, WHO MIGHT PROVIDE AN INTRO, AND THEN WE'LL HIGHLIGHT CHANGES FOR THE CODE OF CONDUCT, AND THEN WE WILL ASK FOR YOUR APPROVAL. THANK YOU, MS. BRANUM. WHAT SHE SAID, I THINK, IS A GREAT INTRO. DR.

THARP AND MR. PARKER ARE INTIMATELY INVOLVED WITH THE CODE OF CONDUCT ON A DAILY BASIS, ALONG WITH THE REST OF HIS TEAM.

THEY EXERCISE THEIR KNOWLEDGE TOWARDS THE CAMPUSES AND HELP HELP CAMPUSES MAKE DECISIONS AROUND THIS. IT'S NOT JUST AROUND DISCIPLINE OR THE NEGATIVE CONSEQUENCES FOR A STUDENT. IT'S ALSO AROUND SOME OF THE THINGS THAT WE PUT FORWARD AS FAR AS INTERVENTIONS TO HELP STUDENTS BE MORE SUCCESSFUL. SO I'M GOING TO PASS IT OVER TO DR.

THARPMAN. AND THANK YOU FOR SHARING. AND I BELIEVE, MR. PARKER IS HERE, TOO. AND PLEASE FEEL FREE TO JOIN THE PODIUM IF YOU'RE PRESENTING AS WELL. AND I ALSO WANT TO CONGRATULATE MR. PARKER AS OUR PATTY KIKER, CENTRAL ADMINISTRATOR OF THE YEAR AS WELL. SO, DR. THARP. THANK YOU SO MUCH, PRESIDENT POTEET, BOARD OF TRUSTEES, SUPERINTENDENT BRANUM. YOU KNOW, IT'S VERY EXCITING TO TALK ABOUT THE CODE OF CONDUCT AGAIN. THIS IS ALWAYS A GOOD TOPIC. AND SO, CAN YOU GO TO THE NEXT SLIDE, BARRY? FIRST, I WANT TO MAKE SURE THAT I TALK ABOUT IS THE NORTH STAR GOAL AND WE WANT TO ANCHOR THE CODE OF CONDUCT IN THE NORTH STAR GOAL. BECAUSE IF WE DON'T HAVE SAFE SCHOOLS, IF WE'RE UNSAFE, THEN STUDENTS CANNOT LEARN. SO DEFINITELY WANT TO ANCHOR IN THE NORTH STAR GOAL.

BUT AS YOU CAN SEE, IT'S EDUCATION CODE 37.001, BUT WE ASK THE BOARD OF TRUSTEES EACH YEAR TO LOOK AT THE CODE OF CONDUCT AND APPROVE IT.

WE'RE GIVING CLEAR EXPECTATIONS FOR STUDENTS, PARENTS, OF WHAT WE'RE EXPECTING ON OUR CAMPUSES. AND WE DID NOT HAVE ANY MAJOR CHANGES THIS YEAR, AND THAT'S THE GOOD NEWS. AND THE GOOD NEWS IS BECAUSE IT WAS NOT A LEGISLATIVE YEAR. THE BAD NEWS IS, NEXT YEAR IS A LEGISLATIVE YEAR. SO THERE WILL PROBABLY BE LOTS OF CHANGES COMING TO US BECAUSE YOU NEVER KNOW WHAT THEY'RE GOING TO COME UP WITH. AS BILLS GET PASSED, SO. THE MINOR CHANGES THAT WE ADDED INTO THE CODE OF CONDUCT WAS WE ADDED SOME ADDITIONAL LANGUAGE AROUND STUDENT PROTEST. I'M SURE YOU SAW ON THE NEWS THIS PAST YEAR WHERE WE HAD A LOT OF SCHOOL DISTRICTS THAT WERE DEALING WITH STUDENT PROTEST.

AND WE DIDN'T GET TO MISS THAT. WE HAD STUDENTS THAT WERE PROTESTING. SO WE ADDED SOME ADDITIONAL LANGUAGE IN THERE AROUND THAT, JUST REALLY CLARIFYING WHAT WOULD HAPPEN IF A STUDENT DOES CHOOSE TO PEACEFULLY PROTEST OFF CAMPUS. AND THEN WE REALLY CLARIFIED THE USE OF DETENTION IN SATURDAY SCHOOL AS VIABLE ALTERNATIVES. ALTERNATIVES TO EXCLUSIONARY DISCIPLINE. WE REALLY WANT TO GET AWAY FROM... USING

[00:55:01]

SUPERINTENDENT GRANT HAS REALLY LED THAT CHARGE WITH THE PRINCIPALS TO COME UP WITH A SATURDAY SCHOOL PLAN.

AND IT'S SOMETHING THAT WE DID KIND OF BACK IN THE DAY. WE'RE BRINGING BACK THE OLD SCHOOL, BUT, YOU KNOW, WE WANT TO HAVE KIDS COMING ON SATURDAY, NOT ALWAYS FOR ACADEMICS, BUT FOR BEHAVIORAL ISSUES, TOO, SO THEY CAN WORK ON THE THINGS THAT ARE GETTING THEM SENT TO SATURDAY SCHOOL AND THEN USING DETENTION MORE. BECAUSE WE'VE KIND OF GONE AWAY FROM THAT.

WE SEEM TO ALWAYS GO TO ISS, OSS. WE WANT TO GET AWAY FROM THAT. HEAVY-HANDED, EXCLUSIONARY DISCIPLINE THAT IS TAKING STUDENTS OUT OF THE CLASSROOM. AND THIS IS THE LAST THOUGHT I HAVE. I JUST WANTED TO GIVE YOU SOME HOUSE BILL 6 REMINDERS. THESE ARE SOME THINGS THAT WE DISCUSSED LAST YEAR, BUT I JUST WANTED TO HIGHLIGHT THEM AGAIN AS THEY WERE BIG CHANGES THAT CAME FROM THE LEGISLATORS. SO NOW WE HAVE SOME THINGS THAT WE CAN DO MANDATORY EXPULSIONS ON.

BEFORE, THE DISTRICT HAD TO PAY $10,000 PER STUDENT TO EXPEL A STUDENT FOR UNLAWFUL CARRYING OF A WEAPON OFF CAMPUS. MURDER, WE HAD TO PAY $10,000 IF A KID MURDERED SOMEBODY. THAT'S WHY THEY SWITCHED IT TO A MANDATORY EXPULSION. SO WE DON'T HAVE TO SPEND $10,000 TO SEND A KID DOWN TO JJAP. IT ALSO GAVE ADMINISTRATORS MORE LEEWAY TO USE OUT-OF-STATE SCHOOL SUSPENSION FOR PRE-K THROUGH TWO STUDENTS. AND OUR MCKINNEY-VENTO STUDENTS. SO IT'S THERE'S DIFFERENT BEHAVIORS NOW THAT WEREN'T IN THE CODEC ON IT. THAT NOW CAN GET A STUDENT SENT TO OSS. AND IT'S REALLY TO KEEP TEACHERS IN THE LEARNING ENVIRONMENT SAFE. AND THEN THERE IS NO LIMIT ON THE LENGTH OF AN ISS PLACEMENT. IT USED TO BE THREE DAYS, AND NOW YOU CAN DO A 20-DAY PLACEMENT.

IT'S IN THE CODE OF CONDUCT THAT WE REVIEW THAT, BUT WE HAVE NO LIMIT ON THAT NOW. AND THAT'S ALL I HAVE THIS YEAR. SO IF YOU HAVE ANY QUESTIONS, I AM HERE.

BEFORE WE TAKE QUESTIONS, I WILL RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE STUDENT CODE OF CONDUCT FOR 26-27 AS PRESENTED. OKAY, THANK YOU, SUPERINTENDENT.

THANK YOU, DR. GIBBONS, DR.

THARP. WITH THAT, IS THERE A MOTION FROM THE BOARD? SO MOVED.

THANK YOU, MS. PACHECO. IS THERE A SECOND? SECOND. THANK YOU, MS. HARRIS. OKAY, WE CAN OPEN IT UP TO ANY QUESTIONS OR COMMENTS.

YES, MS. TIMME. YEAH. AS A FORMER ADMINISTRATOR, WE CERTAINLY DO APPRECIATE THE CODE OF CONDUCT, AND IT IS SUPER HELPFUL IN GIVING GUIDANCE AND SUPPORT, NOT ONLY FOR STUDENTS WHO ARE IN NEED OF ADDITIONAL ASSISTANCE OR HELP CHANGING BEHAVIOR, BUT ALSO FOR THOSE KIDS IN THE CLASSROOM WHO STILL WANT TO. WANT TO LEARN.

LIKE THIS IS CRITICAL TO ENSURING THAT WE'RE PROTECTING THE LEARNING ENVIRONMENT. I KNOW YOU SAID THAT YOU GUYS WORKED WITH ADMINISTRATORS. I BELIEVE YOU SAID THAT. CAN YOU JUST WALK US THROUGH JUST A LITTLE BIT OF THE PROCESS ABOUT HOW YOU GET FEEDBACK INTO WHAT IS OR ISN'T WORKING? THAT DETERMINES CHANGES THAT NEED TO BE MADE? SO, FIRST AND FOREMOST, AS WE GO THROUGH THE YEAR AND WE HAVE, YOU KNOW, EVERY INDIVIDUAL, EVERY CIRCUMSTANCE IS A LITTLE BIT DIFFERENT. AND IT TEACHES SOMETHING TO US DIFFERENTLY.

IT MODELS SOMETHING FOR US.

AND SO WE ABSOLUTELY TAKE FEEDBACK ALONG THE WAY. BUT THEN IF YOU'LL DESCRIBE THE PROCESS IN THE SPRING OF BRINGING OUR STAKEHOLDERS TOGETHER TO GET VERY GRANULAR FEEDBACK AROUND LANGUAGE CHANGES, ADJUSTMENTS. YES, MA'AM. SO WE GET, WE ATTEND THE PRINCIPAL MEETINGS. WE WILL GET VERY SPECIFIC FEEDBACK. WE HAVE SOME VERY OPINIONATED PRINCIPALS THAT REALLY LIKE TO GIVE THEIR OPINION ON THE WAY SOMETHING'S WORDED, THE WAY A PARENT MAY HAVE READ SOMETHING THAT WASN'T CLEAR.

SO WE GET THAT FEEDBACK. WE DO IT THROUGH A GOOGLE FORM, AND THEN MY TEAM GOES THROUGH, AND WE ASSEMBLE ALL THOSE CHANGES AND MAKE RECOMMENDATIONS TO LEGAL TO REVIEW THE DOCUMENT. IS THAT ANY GOOD? YES. YEAH, I WAS JUST MAKING SURE YOU WEREN'T ADDING THINGS TO IT. NO, ONE OF THE THINGS I REALLY APPRECIATE IS THAT YOU GUYS DO SOLICIT THE INPUT OF THOSE FOLKS WHO ARE IMPLEMENTING THIS FROM DAY TO DAY. IT IS ONE THING TO BE PUTTING IT TOGETHER.

IT'S ANOTHER ONE TO BE EXPERIENCING AND HAVING TO IMPLEMENT. I SEE THIS ACROSS MULTIPLE PROGRAMS THAT YOU GUYS DO, THAT YOU'RE REALLY TAKING INPUT OF THE PEOPLE WHO ARE ACTUALLY DOING THAT KIND OF WORK. I ALSO APPRECIATE, TOO, IT LOOKS LIKE I WAS LOOKING AT THE RED LINE VERSION BECAUSE I DON'T KNOW. I JUST WAS I WAS PREPPING FOR THIS. BUT I NOTICED THAT YOU ALSO PUT SOME CLARITY IN THERE FOR LIKE, WHO CAN AND CAN'T BE ON CAMPUS BASED ON THE DISCIPLINE THAT THEY WERE GIVEN, WHICH ALLOWS ALSO THEN ADDITIONAL CLARITY FOR THOSE STUDENTS AND THEIR FAMILIES AS FAR AS APPROPRIATE WAYS TO PARTICIPATE WHEN THEY'RE UNDER THINGS. WHEN THEY'RE UNDER THINGS. I KNOW THAT CLARITY IS APPRECIATED. YOU DID A LOT OF WORK ON THIS LAST YEAR TO SET THIS UP. I HOPE THERE ARE NOT TOO MANY CHANGES BECAUSE I THINK YOU ALL HAVE DONE A REALLY GOOD JOB, AND THAT'S ALL I HAVE.

THANK YOU. THANK YOU, MS. TIMME. AND I WOULD ALSO JUST LIKE TO ADD THAT WE WORK REALLY HARD TO MAKE THIS DOCUMENT VERY ACCESSIBLE. AGAIN, WE WANT PARENTS, WE WANT ESPECIALLY OUR STUDENTS, SO ALL OF OUR PRINCIPALS, ESPECIALLY AT THE SECONDARY LEVEL, THEY WILL HAVE GRADE-LEVEL MEETINGS.

WHICH THEY WILL, YOU KNOW, REALLY PROVIDE, IT'S

[01:00:01]

ALSO, IF YOU'RE STILL A TEENAGER, AND SO IF THERE IS A BAD DECISION, HERE ARE THE ASSOCIATED CONSEQUENCES. SO THAT THERE AREN'T ANY SURPRISES. AND THEN WE DO SOMETHING SIMILAR, THE ELEMENTARY VERSION, THAT, OF COURSE, IS DEVELOPMENTALLY APPROPRIATE AS WELL. THE DOCUMENT'S AVAILABLE ON THE WEBSITE. IT'S AVAILABLE.

WE CAN PICK UP A HARD COPY.

YOU CAN SEE IT ONLINE. THERE'S MULTIPLE WAYS THAT ANY PARENT CAN ACCESS IT AS WELL.

MULTIPLE LANGUAGES, ALL THE THINGS. YES, MS. MCGOWAN. OKAY, CAN YOU GO BACK TO THE SLIDE, THE NEXT ONE THAT WE JUST...

YEAH. SO ADMINISTRATORS MORE LEEWAY TO USE OUT-OF-SCHOOL SUSPENSION FOR PRE-K THROUGH SECOND GRADE STUDENTS.

CAN YOU JUST KIND OF WALK ME THROUGH WHAT THAT LOOKS LIKE, HOW OUR PARENTS ARE COMMUNICATED WITH, HOW MUCH INFORMATION THEY'RE GIVEN PRIOR TO THEIR KIDDO BEING SUSPENDED AS A PRE-KER? I'M TRYING TO VISUALIZE A PRE-K KIDDO THROUGH SECOND GRADE, GOING THROUGH THIS PROCESS. SO, FIRST AND FOREMOST, I WILL TELL YOU, THIS IS, WE'RE TALKING ABOUT A VERY... RARE SITUATION IN WHICH WE MAY EMPLOY THIS.

WHAT IT REALLY, NORMALLY HOW IT AVAILS ITSELF, IS. WE MAY HAVE A LITTLE ONE THAT IS ENTERING SCHOOL FOR THE FIRST TIME IN THE STRUCTURE AND THE ORGANIZATION OF SCHOOL. IT MAY ALSO BE THAT THERE'S AN UNDERLYING DISABILITY THAT THAT STUDENT MAY BE PRESENTED. AND SOMETIMES THEIR BEHAVIORS, AND BELIEVE IT OR NOT, THREE, FOUR, AND FIVE-YEAR-OLDS, THEY CAN SOMETIMES HAVE EXPLOSIVE BEHAVIORS. THEY CAN THROW DESKS. THEY CAN TEAR THINGS FROM THE WALL AND THEY CAN CREATE AN ENVIRONMENT THAT IS UNSAFE FOR BOTH THE OTHER STUDENTS AND THE TEACHER. AND WHILE WE'RE GOING THROUGH THE MTSS PROCESS, WHERE WE'RE PUTTING INTERVENTIONS IN PLACE AND WE'RE WORKING TO IDENTIFY, IS THIS JUST A STUDENT WHO'S LEARNING HOW TO DO SCHOOL? AND WE'RE NEEDING TO GIVE THEM COPING SKILLS AND TEACH THEM STRATEGIES ON HOW TO DEAL WITH WHEN YOU'RE FEELING ANXIOUS, WHEN YOU'RE FEELING UPSET, OR IS THERE REALLY AN UNDERLYING SPECIAL EDUCATION IDENTIFICATION THAT WE NEED TO TO IDENTIFY. THERE ARE TIMES WHEN THE TEACHER, THE OTHER STUDENTS, AND THAT STUDENT NEED A BREATHER. AND SO THIS WOULD NOT HAPPEN UNLESS MULTIPLE MEETINGS HAVE BEEN IN PLACE.

WHERE WE'RE SHARING, HERE'S WHAT WE'RE SEEING, HERE'S WHAT WE'RE OBSERVING, HERE'S HOW WE'RE INTERVENING.

THIS IS WORKING OR THIS IS NOT WORKING. WE'RE MAYBE WORKING TOWARDS, YOU KNOW, A REFERRAL PROCESS. AND THEN ONLY THEN WOULD WE REACH OUT TO THE PARENT TO SAY, HEY, WE NEED A DAY OR TWO. A LOT OF TIMES IT'S WE NEED A DAY OR TWO BECAUSE WE NEED TO IDENTIFY OTHER SUPPORTS THAT WE'RE GOING TO MAKE AVAILABLE. SO IF WE HAVE TO DO A ROOM CLEAR, FOR EXAMPLE, BECAUSE MAYBE THAT STUDENT HAS AN EXPLOSIVE BEHAVIOR AND WE HAVE TO REMOVE ALL THE STUDENTS FROM THE ROOM. WHILE WE DE-ESCALATE THOSE STUDENT'S BEHAVIORS, IT ALLOWS THAT DAY. IT ALLOWS THE CAMPUS TO IDENTIFY WHO ARE WE GOING TO DEPLOY, WHAT EXTRA HANDS DO WE HAVE ON DECK THAT WE CAN MOVE TO THAT CLASSROOM? TO MAKE SURE THAT EVERYONE FEELS SAFE AND THAT ALL THE THINGS ARE ADDRESSED. SO THAT'S REALLY WHEN IT'S USED, BUT IT'S USED ON A VERY RARE BASIS.

BUT I WILL TELL YOU, THIS HAS BEEN CRITICAL FOR OUR CAMPUSES, OUR TEACHERS, AND THE OTHER STUDENTS IN THE CLASSROOM IN THOSE EXTREME CIRCUMSTANCES.

AND I DON'T KNOW IF DR.

GIBBONS OR ANYONE ELSE WOULD WANT TO ADD ANYTHING ELSE. I MEAN, I WOULD ECHO THAT IT'S NOT USED TO A HIGH DEGREE AT ALL. WE DO NOT HAVE VERY MANY PRE-K THROUGH SECOND GRADE OSS. AND I WANT TO ECHO WHAT SUPERINTENDENT BRANUM WAS SAYING THAT WE HAVE BEHAVIOR SPECIALISTS THAT CAN COME OUT AND WORK WITH THE TEACHER OR THE STUDENT. IT'S, IT'S.

THERE'S A LOT HAPPENING BEFORE WE'RE SENDING A KID HOME AT THAT AGE.

BUT WE WOULD NOT DO IT WITHOUT AMPLE PARENT COLLABORATION AND PARENT COMMUNICATION. GOOD DISCUSSION. YES, MS. HARRIS. I JUST WANTED TO PIGGYBACK ON TRUSTEE MCGOWAN'S QUESTION. I DON'T WANT TO REPEAT WHAT SHE QUESTIONED, BUT MY CONCERN WAS ALWAYS ABOUT, YOU KNOW, HOW ARE WE GETTING IN FRONT OF THIS? IN REFERENCE TO NOT JUST THE I STAFF AND THE TEACHERS AND THE STUDENTS, BUT THE FAMILIES. YOU KNOW, HOW ARE WE MAKING SURE THAT OUR PARENTS ARE AWARE, YOU KNOW, OF WHAT THE CIRCUMSTANCES ARE IF YOUR STUDENT DOES X, Y, Z? AND, YOU KNOW, IF YOUR STUDENT DOES X, Y, Z, Y, Z, THIS IS WHAT HAPPENS IN THE CLASSROOM. SO, AGAIN, I THINK YOU'VE ANSWERED THE QUESTION. WE DON'T HAVE TO DO A DEEP DIVE, BUT I'M ALWAYS CONCERNED ABOUT MAKING SURE THAT OUR PARENTS AND OUR FAMILIES UNDERSTAND, YOU KNOW, THE EFFECT OF THE BEHAVIOR OF THEIR KIDS AND THE IMPACT THAT IT HAS ON THE OTHER STUDENTS IN THE CLASS. ABSOLUTELY. SO, AT ELEMENTARY, IT'S SOMETIMES IT'S A LITTLE BIT EASIER

[01:05:02]

MEET THE TEACHER AND THEN OTHER EVENTS WHERE WE USUALLY HAVE A LARGE TURNOUT, THAT TEACHER IS GOING TO GO OVER THE CLASSROOM EXPECTATIONS. AND THEN, YOU KNOW, AGAIN, IN ELEMENTARY, SOMETIMES THE FIRST SET OF DISCIPLINE IS A LITTLE BIT DIFFERENT THAN WHAT WE'RE TALKING ABOUT WITH THE CODE OF CONDUCT, BUT THAT WAY, THERE IS THAT CLARITY FOR A PARENT. AND THEN ONCE THERE IS THAT FIRST INFRACTION, THAT IS SOMETHING THAT, YOU KNOW, AND WE HOPE IT'S BEFORE. IT'S A CODE OF CONDUCT ISSUE THAT THAT PARENT, THAT PRINCIPAL, AND MAYBE THE TEACHER, THEY'RE SITTING DOWN. OUT IN A BEHAVIOR MTSS MEETING, AND THEY'RE IDENTIFYING, HEY, WE'RE STARTING TO SEE POTENTIALLY A PATTERN OR A TREND. HERE ARE SOME INTERVENTIONS THAT WE'RE GOING TO BE PUT IN PLACE BEFORE THIS BECOMES MORE SEVERE.

AT THE SECONDARY LEVEL, ONE OF THE MOST EFFECTIVE WAYS WE HAVE IN CONNECTING WITH PARENTS IS FOR EXTRACURRICULARS. OUR PARENTS, IF THEY ARE A PART OF FOOTBALL OR BASEBALL OR BAND, YOU KNOW, ON THE DRILL TEAM, THEY ARE REQUIRED TO COME IN FOR A PARENT MEETING.

IN WHICH, BECAUSE, OF COURSE, THERE ARE EXPECTATIONS.

FOR THE CODE OF CONDUCT, BUT THEN THERE ARE ALSO EXPECTATIONS TO BE A PART OF THAT ORGANIZATION. SO THAT'S ANOTHER TOUCH POINT IN WHICH OUR COACHES AND OUR SPONSORS CAN BE CRYSTAL CLEAR AROUND, YOU KNOW, IF YOU MAKE THIS DECISION OR MAKE THIS CHOICE, HERE ARE THE MULTIPLE WAYS THAT POTENTIALLY IT'S GOING TO IMPACT YOU. OUR PRINCIPALS ALSO REALLY WORK HARD TO EMBED IN THEIR NEWSLETTERS EXPECTATIONS, YOU KNOW, AT HIGH SCHOOL. IF YOU'RE TALKING ABOUT A PHYSICAL ALTERCATION.

WE MAKE IT VERY CLEAR UP FRONT.

HERE ARE THE CONSEQUENCES FOR THAT. AND IF YOU HAVE MULTIPLE, IT'S NOT JUST THE CONSEQUENCE, BUT IT'S ALSO.

WE'RE NOT GOING TO ALLOW YOU IN EXTRACURRICULAR EVENTS.

BECAUSE, YOU KNOW, WE NEED TO TRUST THAT YOU'RE GOING TO COME AND CHEER ON YOUR TEAM AND NOT CAUSE A DISRUPTION. SO A LOT OF THOSE MORE COMMON THINGS ARE COMMUNICATED ON THE HALLWAYS AND POSTERS.

THEY'RE IN NEWSLETTERS. THEY ARE COMMUNICATED NOT JUST ONCE, BUT MULTIPLE TIMES THROUGHOUT THE YEAR. THANK YOU FOR THAT. I APPRECIATE THAT BECAUSE I DO KNOW THAT. THAT IS, IT CAN BECOME A HUGE DISTURBANCE IN THE CLASSROOMS. GREAT DISCUSSION. YES, MS. TIMME. I JUST WANT TO ASK, JUST A SLIGHT PIGGYBACK OFF OF THIS, BUT JUST FROM WHEN I WAS A PRINCIPAL, AND TELL ME IF THIS IS STILL TRUE, AND I BELIEVE, DR.

GIBBONS, YOU TALKED ABOUT THIS. MOST OF THE TIMES, IF SOMEBODY'S HAVING A VIOLENT OUTBURST, IT'S PRETTY TRAUMATIC, BOTH FOR THAT CHILD AND FOR THE KIDS WHO ARE SEEING IT, AS WELL AS THE TEACHER. AND THAT WE WOULD USE OSS AS A LAST RESORT, BUT POTENTIALLY EVEN TO GIVE US TIME TO PUT A BEHAVIOR PLAN IN PLACE, TO WORK WITH A PARENT ON THAT PART.

HOW WE CAN SET UP BETTER EXPECTATIONS, WORKING IN CONJUNCTION WITH WHAT WORKS AT HOME. AND THEN BEING ABLE TO SET UP A SUCCESS PLAN FOR THEM TO SUCCESSFULLY BE IN THE CLASSROOM. I DON'T, I BELIEVE. RICHARDSON STILL BELIEVES THAT EVERY CHILD WANTS TO COME IN AND BE SUCCESSFUL, RIGHT? AND SO TRYING TO FIND THAT WAY IN, YOU'RE NOT USING OSS UNTIL THERE'S LITERALLY, WE HAVE EXERCISED SO MANY THINGS THAT WE'RE DESPERATE TO FIND A WAY TO HAVE THE STUDENT HAVE A RESET TO COME BACK IN ON A SUCCESSFUL NOTE.

ABSOLUTELY. I THINK YOU TALKED ABOUT SOME OF THE POSITIVE ASPECTS. THAT YOU GUYS USE, NOT JUST THE PUNISHMENT PIECES.

ABSOLUTELY. AND DR. GIVENS, FEEL FREE TO CHIME IN, BUT THAT, FOR EXAMPLE, ONE OF THE REASONS WHY WE'VE JUST REMINDED PRINCIPALS THAT THEY HAVE OTHER TOOLS IN THEIR TOOLBOX, LIKE SATURDAY SCHOOL IS BECAUSE IN THE END, WE DON'T WANT ANY STUDENTS TO MISS TIER ONE INSTRUCTION.

AND SO IF THEY ARE PULLED OUT OF THAT CLASSROOM, THEY ARE MISSING TIER ONE INSTRUCTION.

AND NO MATTER WHAT WE DO TO TRY TO PROVIDE THAT INFORMATION IN THE GAP, IT'S NOT THE SAME AS COMING FROM THAT TEACHER IN THAT GIVEN DAY AND SO WE DO, DO. WHEN WE DO THIS, IT HAS TO BE VERY JUDICIOUSLY AND WITH INCREDIBLE INTENTIONALITY.

AND SO I DON'T KNOW IF YOU WANT TO ADD ANYTHING ELSE AROUND OUR MTSS PROCESS. THAT, YOU KNOW, REALLY GIVING THAT BREATHER TO EVERYONE TO IDENTIFY WHAT'S OUR PLAN.

AND THEN WHAT WE MIGHT HAVE HAD, THE GEN. ED. BEHAVIOR SPECIALIST COME OUT AND MODEL SOMETHING, BUT IT MAY BE THAT WE NEED TEACHING AND LEARNING, OR WE MAY NEED ANOTHER GROUP TO COME OUT AND IDENTIFY. WHAT IS THAT PREREQUISITE TRIGGER THAT IS CAUSING MAYBE THAT STUDENT TO BEHAVE IN THAT WAY, AND HOW DO WE REDUCE THAT. YOU KNOW, IT MAY BE THAT, HEY, WE ARE PROVIDING THE STUDENT, IT MIGHT BE COUNSELOR SUPPORT, SO THAT WHEN THAT STUDENT BECOMES ESCALATED, WE HAVE A CALM DOWN ROOM OR A RESET ROOM THAT THAT STUDENT KNOWS THAT THEY CAN GO TO. SO I DON'T KNOW WHAT ELSE YOU'D LIKE TO ADD. YES, MA'AM. WE ALWAYS LOOK AT BEHAVIOR. WE TRY TO COMMUNICATE TO ALL OF OUR CAMPUSES THAT BEHAVIOR IS VERY SIMILAR TO ACADEMICS. AND SO WE'RE GOING TO TEACH STUDENTS HOW TO BEHAVE IF THAT'S THE CASE, JUST LIKE IF WE'RE GOING TO NEED TO TEACH THEM HOW TO DO A CERTAIN KIND OF MATH EQUATION IF THEY DON'T KNOW HOW TO DO THAT. SO, OUR GOAL, THROUGH NOT ONLY THE CODE OF CONDUCT, BUT ALSO OUR CODE OF CIVILITY. AND SOME OF THE ADJUSTMENTS THAT WE MAKE ON THE DAILY BASIS AT THE CAMPUS, WE GIVE THEM CAMPUS. GET EVERY SIX WEEKS. THEY GET AN UPDATE OF WHERE THEY WERE FOR THEIR REFERRALS COMPARED TO LAST YEAR, SO THEY CAN SEE TRENDS OF. IF IT'S FROM THEIR OUT OF SCHOOL SUSPENSION, THEIR

[01:10:01]

AND THAT WAS ALWAYS THE FOCUS.

SO I BELIEVE IT. I BELIEVE IT.

THANK YOU. THANK YOU MISS TIMME. ANY OTHER QUESTIONS OR COMMENTS ON THIS? YES, MS. PACHECO, JUST ONE QUICK COMMENT. SAME SLIDE WE HAVE THE. WE'VE SPENT A LOT OF GOOD TIME TALKING ABOUT OUR SCHOOL SUSPENSION FOR OUR IN-SCHOOL SUSPENSION PLACEMENT, IT SAYS. THERE'S NO LIMIT. SO I THINK I REMEMBER YOU GUYS TALKING ABOUT ABOUT CHECKPOINTS IN BETWEEN.

CAN YOU JUST KIND OF EXPLAIN IT SO OUR FAMILIES ARE AWARE? SO IF THEY'RE DOING AN OVER A 10-DAY PLACEMENT, WE'RE GOING TO CHECK IN AND MAKE SURE THAT THEY'RE MAKING PROGRESS AND THAT THE PLACEMENT IS STILL NEEDED. AND THERE'S STILL GOING TO BE A DETRIMENT TO THE CLASSROOM AND GOING TO CONTINUE TO DISRUPT IT.

THEY HAVEN'T, YOU KNOW, WHATEVER GOT THEM SENT TO ISS, THEY HAVE NOT BEEN ABLE TO GET THAT UNDER CONTROL.

BUT AGAIN, WE HAVE VERY FEW PLACEMENTS THAT ARE... LONGER THAN THREE DAYS. VERY FEW.

THAT'S GOOD TO HEAR, BUT I DO. ALSO, IF I REMEMBER CORRECTLY, YOU GUYS GIVE OUR STUDENTS THE TOOLS THEY NEED, RIGHT, TO GO BACK AND BE ABLE TO, YOU KNOW, PERFORM ADEQUATELY, I GUESS, IN THE CLASSROOM. SO THANK YOU SO MUCH FOR DOING ALL THOSE THINGS.

THANK YOU, MS PACHECO. YES, MS. HARRIS. I JUST WANTED TO MAKE JUST ONE SMALL COMMENT.

AND I KNOW RICHARDSON ISD IS VERY GOOD AT THIS, BUT MAKING SURE THAT WE PROVIDE OUR TEACHERS AND OUR STAFF WITH THE SUPPORT THAT THEY NEED AS THEY STRUGGLE WITH THIS SOMETIMES. BECAUSE IT CAN ABSOLUTELY BE A HUGE STRUGGLE AS THEY ARE TRYING TO CONTROL THEIR CLASSROOMS. SO I KNOW THEY WERE PRETTY GOOD AT THAT. AND SO I JUST WANT TO... AGAIN, I WANT TO RECOGNIZE FROM THE BOARD'S PERSPECTIVE, YOU ALL HAVE INVESTED A LOT FOR TEACHER RETENTION THROUGH COMPENSATION AND BENEFITS. AND ONE OF THE WAYS THAT OUR ADMINISTRATIVE TEAM FEELS THE RESPONSIBILITY TO ALSO SUPPORT RETENTION OF TEACHERS IS TO BE THERE AND TO HELP STAND IN THE GAP. WHEN WE KNOW THAT WE HAVE STUDENT BEHAVIORS THAT ARE IMPACTING LEARNING. WE HAVE HAD TEACHERS THAT HAVE EXPERIENCED ASSAULT.

AS A RESULT OF THE BEHAVIOR, AND SO OUR HUMAN RESOURCES TEAM, OUR GUIDANCE AND COUNSELING TEAM, WE HAVE VERY DIRECT FOLLOW-UP.

TO MAKE SURE THAT WE'RE ADDRESSING HOW THAT TEACHER IS RESPONDING, WHAT SUPPORT THEY MIGHT NEED, MAKING SURE THEY'RE COMFORT LEVEL. WALKING BACK INTO THAT CLASSROOM AND FEELING COMFORTABLE TO DO SO. SO WE WORK REALLY HARD TO SUPPORT THEM ALONG THE WAY. AND, MOST IMPORTANTLY, OUR GOAL, AS MS. TIMME MENTIONED, IS WE WANT TO ADDRESS THOSE BEHAVIORS AS QUICKLY AS POSSIBLE AND INTERVENE EARLY. SO IT DOESN'T GET TO THAT PLACE. GOOD CONVERSATION AROUND THIS. ANY OTHER COMMENTS OR QUESTIONS? OKAY. WITH THAT DISCUSSION, WE'RE GOING TO MOVE TO ALL IN FAVOR OF THE MOTION. PLEASE RAISE YOUR HAND. OKAY. AND THAT MOTION PASSES SIX TO ZERO.

AGAIN, GOOD DISCUSSION. THANK YOU VERY MUCH. THANKS, DR.

[IV.E. Adoption of Community Budget Oversite Committee Charter ]

MS. BRANUM. THANK YOU, PRESIDENT POTEET. WE HAD A LENGTHY CONVERSATION AROUND ADDING THIS ADDITIONAL OPPORTUNITY FOR OUR COMMUNITY TO COME AROUND THE TABLE AND PROVIDE THEM WITH TRANSPARENCY AROUND BOND, THE IMPLEMENTATION SPECIFICALLY OF BOND 2025. WHAT, YOU KNOW, HOW ARE WE EXPENDING THOSE DOLLARS? ARE WE... ARE OUR EXPENDITURES MATCHING THE PROMISES THAT WE MADE TO OUR VOTERS? AND I WANT TO APPRECIATE AND THANK MR. HOSSA FOR THE WORK THAT HE HAS DONE IN DEVELOPING THIS, THE RESEARCH HE'S DONE, ALIGNING THIS, WHAT WE KNOW, WITH BEST PRACTICE WITH OTHER DISTRICTS. AND SO I'M GOING TO TURN IT OVER TO HIM REALLY. JUST TO HIGHLIGHT SOME OF THE CHANGES THAT WE MADE BASED ON THE FEEDBACK THAT WE RECEIVED FROM THE BOARD AT THAT LAST MEETING. YES, MA'AM. THANK YOU, MS. BRANUM.

GOOD EVENING. WE'RE EXCITED TO SPEND JUST A LITTLE BIT OF TIME WITH YOU THIS EVENING TO... GO OVER THE CITIZENS BOND OVERSIGHT COMMITTEE. YOU GUYS HEARD AN INFORMATION ITEM AND WE DISCUSSED IT A LITTLE BIT IN THE JUNE MEETING. SO TONIGHT, WE BRING YOU AN ACTUAL ACTION ITEM ON THE AGENDA FOR YOUR CONSIDERATION. EACH ONE OF YOU HAS A COPY

[01:15:01]

OF PAGE ONE, IT'S SECTION ONE, THE PURPOSE AND THE SCOPE. AND SO, THE PRIMARY PURPOSE OF THE COMMITTEE IS TO MONITOR, REVIEW, AND INFORM THE PUBLIC CONCERNING THE EXPENDITURES AND OPERATIONAL PROGRESS OF ALL VOTER-APPROVED BOND 2025 PROPOSITIONS. LIKE MS. BRANUM JUST SPOKE TO. SO IT'S IMPORTANT THAT WE UNDERSTAND THE PURPOSE. AS WE GO DOWN THE PAGE AND GET TO SECTION TWO, THIS IS STRICTLY AN ADVISORY AND MONITORING COMMITTEE. THEY'RE NOT GOING TO BE EMPOWERED TO MAKING DECISIONS ABOUT WHICH ARCHITECTURAL FIRM WORKS ON WHICH PROJECT, ANY DESIGN FEATURES, THOSE TYPES OF THINGS. AND SO WE TRY TO BE AS EXPLICIT AS WE COULD THERE IN SECTION 2. AND AGAIN, AS I'M GOING THROUGH THIS, IF YOU HAVE A QUESTION OR A COMMENT, PLEASE FEEL FREE TO STOP ME. SECTION 3 IS NEXT.

AND SO, AS YOU LOOK AT SECTION 03, WE'RE GOING TO SPEND JUST A LITTLE BIT OF TIME HERE. BECAUSE THIS WAS AN AREA WHERE WE RECEIVED FEEDBACK FROM MRS. BRANUM AND THE BOARD AFTER THE JUNE REVIEW. SO, FOR THE BOARD'S INFORMATION, THIS WILL BE A 15-PERSON, ONE-FIVE, 15-PERSON COMMITTEE. FIVE OF THOSE SEATS WILL COME FROM THE BOND STEERING COMMITTEE FOR THE BOND 2025.

FIVE OF THEM WILL COME FROM THE COMMUNITY BUDGET STEERING COMMITTEE. WE'RE CALLING THEM ALUMNI, ANYBODY THAT'S INTERESTED, OBVIOUSLY. AND THEN WE'VE ADDED A DIFFERENT FEATURE FOR AT-LARGE. SEATS. AND THESE ARE TO GET FUNCTIONAL AND TECHNICAL EXPERTS FROM THE COMMUNITY WHO HASN'T SERVED ON THE PREVIOUS TWO COMMITTEES TO HELP US WITH OUR WORK. AND SO WE'RE EXCITED TO OFFER FIVE SEATS FOR THEIR. MOVING ON TO SECTION 3.2 ONCE WE RECEIVE ALL THE INTEREST FORMS AND WE CLARIFY THAT THERE'S NO CONFLICT OF INTEREST.

IN OTHER WORDS, ANY OF THESE INTERESTED PEOPLE DON'T HAVE A STAKE IN ANY OF THE ARCHITECT FIRMS THAT ARE WORKING ON BOND 2025, THE GENERAL CONTRACTORS, THOSE TYPES OF THINGS, THEN WE'LL BE SELECTING BY RANDOM DRAWING FOR EACH ONE OF THOSE SEATS. AND IF YOU'RE INTERESTED, AT THE VERY BOTTOM OF THE PAGE FOR THE AT-LARGE SEATS, YOU CAN SEE THAT. POOL A IS FOR FACILITIES, MEP, ENGINEERING, CAPITAL CONSTRUCTION EXPERIENCE, POOL B, CAPITAL BUDGET, BUDGETING, FINANCE, AND FISCAL AUDIT. AND SO ON, AND SO ON, TO GIVE YOU AN IDEA OF THE TYPE OF EXPERTISE THAT WE'RE TRYING TO GET ON THIS COMMITTEE.

STAYING IN SECTION THREE, JUST FOR YOUR INFORMATION, 3.4, TERM STAGGERING AND MIDTERM VACANCIES, BECAUSE WE'RE ALL STARTING AT THE SAME TIME, WE WANT TO STAGGER THOSE. AND SO WHAT WILL HAPPEN IS ONCE WE CHOOSE THE 15, ONCE YOU APPROVE THE 15 PARTICIPANTS, WE WILL, BY DRAWING, ESTABLISH A ONE-YEAR COHORT, AND THEN THE OTHER SEVEN OR EIGHT ARE GOING TO STAY FOR THE FULL TWO YEARS, AND THAT STARTS THE STAGGER AT THE VERY BEGINNING.

FROM THE JUNE BOARD MEETING, THERE WAS INTEREST BY THE BOARD IN PUTTING IN STIPULATIONS ABOUT PARTICIPATION AND ATTENDANCE, AND SO YOU SEE, 3.5 SPELLS THAT OUT, THAT YOU ARE EXPECTED TO ATTEND, AND THE MINIMUM NUMBER. AND ALL OF THOSE TYPES OF THINGS ARE SPELLED OUT AS CLEARLY AS WHAT WE COULD THERE.

AND THEN SECTION 4 IS OPERATIONAL RULES AND DISTRICT STANDARDS. PRETTY STRAIGHTFORWARD THERE, NOT ANYTHING THAT I WOULD HIGHLIGHT OTHER THAN ON 4.3, AS WE'VE TALKED ABOUT A COUPLE OF TIMES ALREADY, OUR DESIRE IS TO BE TRANSPARENT IN OUR WORK WITH BOND AND BEING GOOD FINANCIAL STEWARDS OF PUBLIC FUNDS. AND SO 4.3 TALKS ABOUT TRANSPARENCY, ALL REPORTS. REVIEWED BY THE CBOC, ALONGSIDE WITH THE MEETING MINUTES, SHALL BE PUBLISHED ON THE BOND 2025 WEBSITE. AND THEN FINALLY, ON 4.4, IT SPELLS OUT THAT THE COMMITTEE WOULD MEET QUARTERLY, WITH ONE ANNUAL INDEPENDENT STATUS REPORT THAT WOULD BE DELIVERED TO THE BOARD BY THE COMMITTEE. THANK YOU, MR. HASSO. AND AT THIS TIME, I WOULD. RECOMMEND THAT THE BOARD APPROVE THE FORMAL RESOLUTION AND THE GOVERNING CHARTER, ESTABLISHING THE BOND 2025 CITIZENS BOND OVERSIGHT COMMITTEE. ALL RIGHT. THANK YOU, MR. HASSO AND SUPERINTENDENT BRANUM. WITH THAT, CAN I GET A MOTION FROM THE BOARD? SO MOVED.

THANK YOU, MS. MCGOWAN. DO I HAVE A SECOND? SECOND. ALL RIGHT, MS. BURNEY. IS THAT YOUR FIRST SECOND? CONGRATULATIONS. YOU'RE ON THE RECORD AND IN THE MINUTES. OKAY, THANK YOU. WITH THAT, ARE THERE ANY QUESTIONS OR COMMENTS ON THIS PROPOSED CHARTER AND MOTION? OKAY, I WILL SAY, PRETTY TIGHT. THERE'S A LOT OF DETAIL IN THERE, SO I LIKE IT. THANK YOU VERY MUCH.

[01:20:01]

[IV.F. Annual Review of Child Abuse Reporting Policy]

AGAIN, ANOTHER EFFORT OF ABSOLUTE TRANSPARENCY. AND SO AT THIS TIME, I BELIEVE THIS FIRST ONE IS DR. MATTHEW GIBBONS. I'LL TURN IT OVER TO YOU. THANK YOU, MS. BRANUM. JUST QUICKLY, YES, THIS IS A YEARLY INFORMATION ITEM THAT WE BRING TO YOU, AND IT'S A VERY SERIOUS ONE AS WELL, AND I THINK IT DOES DESERVE TO BE REVIEWED EVERY YEAR, AND YOU HEAR ABOUT THESE TYPES OF SITUATIONS, UNFORTUNATELY, QUITE A BIT IN SOME OF THE...

MEDIA OUTLETS THAT WE HAVE. SO THIS IS JUST A REMINDER OF OUR REQUIREMENTS TO MAKE SURE THAT WE TRAIN ALL OF OUR STAFF AROUND CHILD ABUSE AND NEGLECT.

THE POLICY HAS BEEN UPDATED.

IT WAS UPDATED, I BELIEVE, LAST YEAR, TO REFLECT SOME OF THE NEW HOURS AND THE REQUIREMENTS OF THE NEW HOURS.

24-HOUR TURNAROUND TO REPORT.

WE ALSO IN THE POLICY. IT SHARES A LOT ABOUT WHAT THE TRAINING IS THAT WE ARE REQUIRED TO HAVE AND WHAT THE OUTCOMES ARE OF THOSE TRAININGS. AND ALSO WHAT THE RESPONSIBILITIES ARE FOR ANY, ANY PROFESSIONAL IN OUR DISTRICT THAT DOES NOT REPORT AND WHAT SOME OF THOSE OUTCOMES COULD BE. SO IT'S, IT'S, AN IMPORTANT POLICY AND IT'S SOMETHING WE SHOULD REVIEW EVERY YEAR. BUT FROM A TRAINING STANDPOINT, WE'VE BEEN ALREADY, WE'VE TRAINED QUITE A BIT ON THIS. IN OUR CENTRAL CONNECTS, WE HAVE IT IN OUR COMPLIANCE THAT WE ARE REQUIRED TO TAKE, AT OUR PRINCIPAL CONNECTS, WE'RE TALKING ABOUT THAT. AND WE ALSO HAVE THE PRESENTATION THAT WE GIVE TO ALL OF OUR PRINCIPALS, AND THEY'RE REQUIRED TO SHARE THAT WITH ALL OF THEIR STAFF, WHICH THEY'VE BEEN DOING THESE LAST COUPLE OF DAYS, THAT THEY'VE BEEN BACK. SO I FEEL GOOD ABOUT THE COVERAGE OF THIS POLICY AND MAKING SURE THAT WE TRAIN EVERY EMPLOYEE THAT NEEDS TO BE TRAINED ON THIS. HAPPY TO TAKE ANY QUESTIONS. ANY COMMENTS OR QUESTIONS ON THIS? OKAY. MS. HARRIS, YOU WERE... YEAH, NO, NOT REALLY. I WAS JUST GOING TO SAY, JUST TO PARTNER WITH THE DISTRICT, JUST FOR THE COMMUNITY, THE BOARD ALSO HAS TO TAKE CHILD ABUSE COURSES AS WELL. SO IT'S A REQUIRED CURRICULUM FOR US AS WELL. EVERY YEAR? YEAH. YEAH, THE BOARD FOLLOWS UNDER THAT SAME REQUIREMENT TO REPORT AS YOU HAVE ANY INFORMATION. EXCELLENT. OKAY,

[IV.G. Annual Review of Child Internet Protection Act Policy]

MS. BRANUM. MR. HALL. ALL RIGHT. THANK YOU, SUPERINTENDENT BRANUM. THANK YOU, BOARD, FOR A BRIEF.

OPPORTUNITY TO SHARE WITH YOU SOME OF OUR CYBERSECURITY MEASURES THAT HELP PROTECT OUR STUDENT STAFF AND OUR DIGITAL LEARNING ENVIRONMENT. THIS IS AN ANNUAL UPDATE. WE DO HAVE A COMPREHENSIVE, PROACTIVE CYBERSECURITY POLICY THAT'S ALIGNED WITH BEST PRACTICES.

BOARD POLICY, C.Q. LOCAL, C.Q.

LEGAL, AND THE CHILDREN'S INTERNET PROTECTION ACT, OR CIPA. AND SO, AS DETAILED IN THE INFORMATION ITEM, WE HAVE NINE LAYERS OF SECURITY. PROTECTING OUR WEB BROWSING AND INTERNET SAFETY.

WITH LOTS OF DETAILS IN THAT INFORMATION ITEM FOR YOU ON OUR MAIN WEB FILTERING AND MONITORING SOLUTION. AS PART OF THE EIGHT ADDITIONAL SOLUTIONS, ONE IS A SERVICE THAT INGESTS AND MONITORS OUR INTERNET TRAFFIC 24-7, 365, BEFORE IT EVEN GETS THROUGH, AT A RATE OF 3,000 EVENTS PER SECOND. THING THAT'S QUESTIONABLE IS FLAGGED, QUARANTINED, AND REVIEWED BY OUR HUMAN CYBERSECURITY TEAM BEFORE IT IS ALLOWED TO GO THROUGH. SO WE PRIDE OURSELVES IN THE LAYERS OF SAFETY THAT WE HAVE.

IN PLACE HERE IN RISD THAT GO ABOVE AND BEYOND THE LEGAL REQUIREMENTS.

AND DETAILS ON ACCEPTABLE USE FOR STAFF CAN BE FOUND IN THE EMPLOYEE HANDBOOK AND FOR STUDENTS AND FAMILIES IN THE STUDENT AND PARENT GUIDEBOOK IF YOU WANT ADDITIONAL DETAILS. SO WE TAKE CYBERSECURITY VERY SERIOUSLY IN RISD, AND I'M HAPPY TO ANSWER ANY QUESTIONS. WE HAVE OUR DISTRICT CYBERSECURITY MANAGER IN THE, I'M SORRY, COORDINATOR IN THE AUDIENCE, AS WELL AS OUR HEAD OF...

NETWORK SERVICES AND INSTRUCTIONAL TECHNOLOGY. SO IF THERE'S ANY QUESTIONS, WE'RE HAPPY TO ANSWER. THANK YOU. THANK YOU, MR. HALL. ALL RIGHT, BOARD, ANY QUESTIONS ON THIS ITEM, INFORMATION ITEM? ANY COMMENTS? NOTHING? OKAY, WE APPRECIATE THE WORK. WE KNOW IT'S

[01:25:03]

SORRY ABOUT THAT. OKAY, SO IS THE SAME FILTER AND SECURITY ALSO, LIKE, WHEN STUDENTS BRING THEIR OWN LAPTOP AND THEY'RE ALLOWED TO DO SO, RIGHT, VERSUS USING THE SCHOOL-GIVEN LAPTOP? SO WE HAVE A VERY LIMITED BYOD POLICY FOR THE MOST PART, ON MANY CIRCUMSTANCES. THAT'S NOT ALLOWED BECAUSE WE DO PROVIDE EQUIPMENT FOR STUDENTS. BUT FOR THEM TO USE THEIR OWN COMPUTER, IT IS DEFINITELY. FILTERED AT THE HIGHEST LEVEL OF FILTERING. BUT THEY'RE ALLOWED A LITTLE BIT MORE FLEXIBILITY WHEN THEY USE OUR DEVICES. SO WE HAVE VERY LIMITED BYOD USE FOR STUDENTS.

BUT IT IS FILTERED, YES.

BUT THE FILTER... AND THE SECURITY LEVEL IS NOT AS HIGH AS IF THEY WERE USING OUR ESD DEVICES, CORRECT? IT ACTUALLY IS HIGHER. SO ALL OF THOSE BYD SETTINGS ARE SET AT THE ELEMENTARY LEVEL. SO IF A HIGH SCHOOL STUDENT BRINGS THEIR OWN DEVICE, IT'S FILTERED AT THE ELEMENTARY LEVEL BECAUSE IT'S NOT ONE OF OUR DEVICES. EXCELLENT.

GOOD. THAT'S WHAT I WANTED TO ASK. THANK YOU. YOU'RE WELCOME. GOOD QUESTION. ANY OTHER COMMENTS OR QUESTIONS? OKAY. THANK YOU FOR THAT INFORMATION ITEM. AND THAT'S OUR FACILITIES TEAM HERE. THE BAD NEWS, WE'RE GOING TO TAKE A QUICK BREAK BEFORE WE GET TO YOUR ITEM AND THE ACCOUNTABILITY DISCUSSION.

SO IT IS, IT'S 632, ACCORDING TO THAT CLOCK ON THE WALL.

739. SO LET'S SAY WE'LL BE BACK HERE IN 10 MINUTES. 750, ACCORDING TO MY WATCH. SO GOOD LUCK. THANK YOU. ALL RIGHT,

[IV.H. Bond 2025 Project Update: Career & Technical Education (CTE) Center and Environmental Science Center (ESC) ]

THANK YOU SO MUCH. AND I THINK WE'RE INVITING MS. ESTES AND MR. WATSON FORWARD WHO ARE GOING TO KIND OF SHARE OUR PROPOSED TIMELINE. I JUST WANT TO REMIND OUR COMMUNITY THAT RIGHT NOW, AND IF YOU DRIVE AROUND ANY OF OUR CITIES, SIX CURRENT JUNIOR HIGHS THAT ARE SLATED TO BECOME MIDDLE SCHOOLS IN TWO YEARS. OUR TEAM AND OUR BOND DOLLARS ARE HARD AT WORK IN THAT CURRENT TRANSFORMATION, BUT BELIEVE IT OR NOT, WE WILL BE ON THE OTHER SIDE OF THAT QUICKLY, AND WE KNOW THERE IS A TREMENDOUS AMOUNT OF ENERGY IN OUR COMMUNITY AROUND OUR ENVIRONMENTAL CENTER AND OUR PROPOSED CTE CENTER.

SO WE JUST WANTED TO MAKE SURE THAT OUR COMMUNITY UNDERSTOOD WHAT THOSE TIMELINES WERE GOING TO LOOK LIKE, THAT WE ARE ACTUALLY BE GETTING SOME OF THAT WORK. IN THE, LIKE, ALMOST IMMEDIATELY, AND REALLY JUST KIND OF BRINGING THE COMMUNITY AND ESPECIALLY THE BOARD ALONG ON WHAT THIS PROCESS IS GOING TO LOOK LIKE, SO THAT THOSE WHO ARE EXCITED ABOUT IT KNOW THAT THE MOMENTUM IS BUILDING, AND WE'RE REALLY LOOKING FORWARD TO THIS WORK. SO I'LL TURN IT OVER TO MR. HASSO AND OUR FACILITIES TEAM. YES, MA'AM. THANK YOU, MS. BRANUM, AND THANK YOU FOR GIVING US THAT INTRODUCTION IN THAT. LOTS OF ATTENTION IS GOING TO THE SIX MIDDLE SCHOOL PROJECTS.

AND JUST JUSTIFIABLY SO.

BUT THERE'S LOTS OF FOLKS WHO ARE EQUALLY EXCITED ABOUT THE TWO PROJECTS THAT MS. ESTES AND MR. WATSON ARE GOING TO SHARE WITH US TODAY.

SO I'LL LEAVE IT UP TO THEM.

ALL RIGHT. SO THE CTE CENTER PROPOSED SITE. SO TO ORIENT EVERYBODY RIGHT NOW, DOWN GREENVILLE AVENUE AND AT THE INTERSECTION OF GREENVILLE AND WALNUT IS THE PROPOSED SITE OF THE CTE CENTER. SO LOOKING AT THAT SITE, THE DISTRICT OWNS ABOUT 43 ACRES, RIGHT NEXT TO THE RICHARDSON OPERATIONS CENTER.

THAT GREEN SITE ACTUALLY HAS ABOUT 25.7 ACRES OF BUILDABLE AREA ON THAT SITE. SO TO GIVE YOU SOME CONTEXT AND A SENSE OF SCALE, THE RICHARDSON OPERATION CENTER IS ABOUT 95.

25,000 SQUARE FEET FOR A CTE CENTER THAT WOULD FUNCTION FOR OUR DISTRICT SIZE. IT WILL PROBABLY OCCUPY ABOUT HALF OF THAT 25 ACRES, WHICH INCLUDES SOME OF THE SITE WORK AS WELL. SO JUST TO GIVE EVERYONE CONTEXT OF WHERE WE ARE AND THE PROPOSED SITE. LOOKING AT THE PROPOSED SCHEDULE, SO WE WERE TASKED ON ESTABLISHING, WHEN DO WE WANT THIS TO OPEN.

WHEN WE TYPICALLY PLAN FOR A CONSTRUCTION SCHEDULE, WE WANT TO KNOW WHEN IS THAT OPEN DATE.

SO, OUR PROJECTED OPEN DATE FOR THE CTE CENTER RIGHT NOW IS TENTATIVELY AUGUST 1ST. AUGUST OF 2030. SO WORKING BACKWARDS ON THIS HIGH LEVEL SCHEDULE.

AND I'LL EXPLAIN IN THE VERY TOP IS A SCHEDULE THAT HAS FROM 2026 ALL THE WAY TO 2030.

SO I'LL APOLOGIZE IN ADVANCE IF SOME OF THE TEXT IS HARD TO READ. I THINK YOU HAVE A COPY.

IN FRONT OF YOU THAT WE CAN TRY TO ZOOM IN AND I'LL GIVE SOME DETAILS.

[01:30:01]

LOOKING AT DESIGN AND PERMITTING, IT'S ABOUT 20 MONTHS. AND THEN FOR CONSTRUCTION, ABOUT 24 MONTHS TO HIT THAT AUGUST 2030 DEADLINE. SO AS I GO THROUGH THE SCHEDULE, IT'LL BUILD MORE WITH DETAILS AS THE TIMELINE PROGRESSES. SO IN THIS NEXT SLIDE, I WANT TO REALLY HIGHLIGHT THE KIND OF BLUE PORTION OF THAT PREVIOUS SLIDE THAT HAD THE TIMELINE. SO THAT IS WHERE WE WILL HAVE A LOT OF OUR PRE-PLANNING AND VISIONING.

IN THIS AREA, IT'S ABOUT FOUR MONTHS THAT'S CURRENTLY SCHEDULED, IS. WE'RE GOING TO ESTABLISH THE OVERALL VISION AND GOALS AND EDUCATIONAL OUTCOMES FOR THIS FACILITY.

WE'RE GOING TO IDENTIFY AND ANALYZE CURRENT AND FUTURE WORKFORCE NEEDS ALIGNED TO THE THE PROPOSED PROGRAMMING. AND THEN REALLY EVALUATE STUDENT ENROLLMENT CAPACITIES AND LONG-TERM GROWTH AND PARTNERSHIP OPPORTUNITIES WITH THIS FACILITY. THAT'S HOMEWORK THAT THE DISTRICT WILL BE DOING. WE WILL BE ENGAGING A COMMITTEE AS WELL TO HELP ESTABLISH WHAT THIS PROGRAM COULD BE. AS WE BUILD INTO THAT SCHEDULE, THIS IS WHEN DESIGN WILL START.

APPROXIMATELY 16 MONTHS OF THAT SCHEDULE, IT'LL GO THROUGH PROGRAMMING, SCHEMATIC DESIGN, DESIGN DEVELOPMENT, AND CONSTRUCTION DOCUMENTS.

THAT'S WHERE WE START TO LOOK AT THE AESTHETIC OF THE BUILDING, HOW THE BUILDING IS LAID OUT.

AND THAT WHOLE PROCESS WILL TAKE ABOUT 16 MONTHS. AND AT EACH INCREMENT OF A MILESTONE, SO SCHEMATIC DESIGN, DESIGN DEVELOPMENT, CONSTRUCTION DOCUMENTS, WE'LL HAVE COST ESTIMATES THROUGHOUT THE WAY, SO WE KNOW WE'RE ON TRACK WITH OUR BUDGET.

AFTER DESIGN, WE ALWAYS WANT TO MAKE SURE THAT THE SCHEDULE ALSO ACCOMMODATES ANY OF THE CITY JURISDICTIONS THAT WE NEED TO ACCOMMODATE TO GET PERMITTING, TO GO THROUGH ZONING. SO WHAT YOU SEE IN GREEN IS KIND OF THE IS THE ITEMS THAT ARE RELATED TO THE CITY. SO ABOUT SIX 16 MONTHS WILL INCLUDE ALL THE CITY APPROVALS, WHICH INCLUDES ZONING, GOING THROUGH CITY PLAN COMMISSION, CITY COUNCIL APPROVAL, IT ALSO GOES THROUGH ENGINEERING AND BUILDING PERMITTING. THIS SITE IS IN THE CITY OF RICHARDSON, SO WITH PREVIOUS EXPERIENCE ON THESE PROJECTS, IT TAKES ABOUT TWO TO THREE MONTHS TO GET THROUGH ZONING, IT TAKES ABOUT TWO TO THREE MONTHS TO GO THROUGH ENGINEERING, AND THEN IT TAKES ABOUT TWO TO THREE MONTHS TO GO THROUGH FULL BUILDING PERMIT.

THE NEXT BLOCK OF INFORMATION IS CONSTRUCTION STARTING.

RIGHT NOW, WITH THIS PROPOSED SCHEDULE, WE'RE LOOKING AT A BOARD APPROVAL TENTATIVELY FOR SEPTEMBER OF 2028. UPON THAT APPROVAL, WE'LL START BREAKING GROUND LATE FALL OF 2028. IT'S NICE BECAUSE THE ISOLATED SITE ALLOWS US TO START CONSTRUCTION AS SOON AS THE BOARD APPROVES IT. WE'RE NOT LIMITED TO HAVING TO WAIT FOR SUMMER BECAUSE WE'RE WAITING FOR STUDENTS TO GET RELEASED. SO THIS SITE CAN START CONSTRUCTION LATE FALL OF 28. AND FOR A 20-MONTH CONSTRUCTION DURATION, THAT LANDS US AT SUBSTANTIAL COMPLETION IN JUNE OF 2030. AND THEN THAT JUNE COMPLETION WILL ALLOW A MONTH TO HAVE FURNITURE GET MOVED IN, HAVE TECHNOLOGY TROUBLESHOOTED, GET OUR EQUIPMENT, REALLY SOLIDIFY OUR PARTNERSHIPS WITH THIS FACILITY FOR AUGUST OF 2030 COMPLETION. THANK YOU SO MUCH FOR THAT. AND LET'S TAKE EACH PROJECT IF THERE ARE ANY QUESTIONS. I ALSO JUST WANT TO REMIND THE COMMUNITY AND THE BOARD, EVEN IF WE, BECAUSE WE WOULD ALL LOVE TO SEE THE CTE CENTER CONSTRUCTED AS QUICKLY AS POSSIBLE SO THAT OUR STUDENTS CAN BEGIN ACCESSING THE AMAZING PROGRAMS. EVEN IF IT WAS POSSIBLE, WITH FACILITIES TO ADD ON AN ADDITIONAL PROJECT WITH THE SIX MIDDLE SCHOOLS, CURRENTLY, IN TERMS OF BEING ABLE TO SELL THAT VOLUME OF BONDS, WE DO NOT HAVE ENOUGH CAPACITY IN OUR DEBT RATIO. SHOW TO BE ABLE TO SELL AN ADDITIONAL, YOU KNOW, $100 MILLION OF BONDS, KNOWING THAT WE ALSO NEED BOND CAPACITY FOR THE OTHER PROJECTS THAT ARE IDENTIFIED IN THE BOND, WHETHER IT IS FOR TECHNOLOGY REFRESH, IT'S FOR SOME WORK IN OUR ATHLETIC FACILITIES.

OUR BAND, UNIFORMS, ET CETERA. SO WE REALLY HAD TO PACE THESE MAJOR PROJECTS WITH ACTUAL WHAT MONEY DO WE HAVE AVAILABLE WHEN. AND SO AT THIS TIME, DO WE HAVE ANY QUESTIONS FROM THE BOARD AROUND THE PROPOSED TIMELINE FOR THE CTE CENTER? ALL RIGHT, TRUSTEES. YES, MS. TIMME. I KNOW THIS IS A LITTLE BIT OFF THE SCOPE, AND SO I KNOW THAT, BUT JUST A REQUEST FOR A FUTURE REPORT. WHEN YOU GUYS ARE LOOKING AT, AND YOU'RE DESIGNING IN THE SCHEMATIC DESIGN, WILL YOU GUYS ALSO INCLUDE IN THERE AT SOME POINT, LIKE, AS CTE? CHANGES, LIKE AN AS JOB DEMAND CHANGES, LIKE HOW THE BUILDING WOULD BE SCHEMATICALLY DESIGNED TO BE ABLE TO ADJUST FOR THAT.

I LOVE THAT YOU ASKED THAT.

SO, YES, THAT WAS A BRILLIANT. I LIKE THAT EVEN MORE. WE ACTUALLY ARE APPROACHING THE IDENTIFICATION OF OUR ARCHITECT TEAM THAT IS GOING TO BE WORKING ON THIS. WE'RE ACTUALLY GOING TO BE HAVING A LITTLE BIT OF A DIFFERENT PROCESS IN WHICH THEY'RE GOING TO ACTUALLY GO THROUGH AN INTERVIEW PROCESS.

AND ONE OF THE SPECIFIC LOOK-FORS THAT WE ARE GOING TO BE ASKING THEM IS HOW DO YOU DESIGN A FACILITY THAT IS GOING

[01:35:01]

OBSOLETE BECAUSE OF TECHNOLOGY. AND HOW DO WE ALLOW THAT SPACE TO FLIP BASED UPON WHAT OUR LOCAL OR STATE OR NATIONAL INDUSTRIES ARE ASKING FOR? EQUIPMENT. YOU MAY HAVE A SPACE AUTOMOTIVE. I CAN'T IMAGINE. I MEAN, MAYBE WE'LL HAVE FLYING CARS ONE DAY, BUT WE'LL PROBABLY ALWAYS HAVE A NEED FOR AUTOMOTIVE.

BUT THE EQUIPMENT MAY CHANGE, AND THE WAY IN WHICH WE WORK ON OUR AUTOMOBILES MAY CHANGE.

SO HOW DO WE HAVE ENOUGH FLEXIBILITY WITHIN THE INFRASTRUCTURE TO EVEN ADJUST IN A SPACE LIKE THAT. SO THAT IS AN ABSOLUTE PREREQUISITE FOR ANY ARCHITECT THAT WE PARTNER WITH.

PERFECT. THANK YOU SO MUCH.

OTHER COMMENTS, QUESTIONS FROM THE BOARD? OKAY. JUST ONE.

I KNOW WE'VE CURRENTLY GOT A LEASE ON PART OF THAT PROPERTY, RIGHT, ATMOS, I BELIEVE. SO ARE THEY, DO WE HAVE THAT CONTRACT THROUGH 28 OR SOMETHING UNTIL, I MEAN, WE CAN MAXIMIZE THAT UNTIL.

ALWAYS NEED TO BREAK GROUND AND STUFF.

YES, SIR, THAT IS CORRECT. WE HAVE A TWO-YEAR LEASE AGREEMENT RIGHT NOW. IT'S ON ABOUT APPROXIMATELY FIVE ACRES.

WE HAVE THE OPTION TO EXTEND ANOTHER TWO ACRES FOR AN ADDITIONAL TWO YEARS.

BUT AT THAT TIME, WE WOULD BRING THAT TO THE BOARD. IT WOULD HAVE TO BE BOARD APPROVED. SO, IF THE BOARD... OR DOESN'T PROVE ANYTHING OTHER THAN WHAT THEY APPROVED PREVIOUSLY, THAT TWO-YEAR AGREEMENT WOULD THEN END. SO WE'LL CROSS THAT BRIDGE HERE SOON, BUT IT GIVES US FLEXIBILITY.

SURE. YEP, I APPRECIATE THAT.

THANK YOU. ANY OTHER COMMENTS, QUESTIONS? OKAY. WE APPRECIATE THE PRESENTATION. THANK YOU ALL. OUR NEXT ITEM IS AN INFORMATION ITEM AS WELL. TO RECEIVE A PRESENTATION REGARDING STUDENT PERFORMANCE AND ACCOUNTABILITY. MS. BRANUM. WE'RE ON THE ENVIRONMENTAL SCIENCE CENTER.

OKAY, SO LET'S JUST SCRATCH UP FROM THE RECORD THE MINUTES.

EVERYBODY, HOLD YOUR, I WAS JUST TESTING YOU AT THE BEGINNING OF THE YEAR.

SO, LET'S HEAR ABOUT THE ENVIRONMENTAL CENTER. OKAY, THE ENVIRONMENT, ARE WE GOOD? FOR THE ENVIRONMENTAL CENTER, THIS IS AN EXCITING PROJECT.

TO GIVE SOME CONTEXT ON WHERE THIS ACTUALLY IS, ON THE DIAGRAM HERE YOU SEE BIG SPRINGS ELEMENTARY, THE ROAD THAT RUNS EAST. AND WEST IS WEST CAMPBELL, AND THE BIGGEST INTERSECTION IS NORTH JUPITER. THE ENVIRONMENTAL CENTER ACTUALLY SITS WHERE THAT RED DOT IS ON THE SCREEN. FUN FACT, THIS WAS ACTUALLY THE FIRST ENVIRONMENTAL LEARNING CENTER IN ALL OF NORTH TEXAS.

IT'S GOT BEAUTIFUL ACREAGE, IT HAS TRAILS AND A POND. AND SO WE WERE TASKED TO BRING BACK THIS PROGRAM.

BECAUSE WHEN YOU WERE A KID OR A STUDENT, WHAT YOU REMEMBER IS THE EXPERIMENTAL PART OF WHAT, WHAT YOU LEARNED. I REMEMBER TOUCHING AN ANIMAL, I REMEMBER LEARNING ABOUT TREES. SO THAT WAS IS THE YOU AND LEARNING WE'RE WANTING TO BRING BACK. SO WHEN WE WERE TASKED TO LOOK AT BRINGING THIS BACK, WE LOOKED AT THE EXISTING SITE AND WE SAID, WHAT CAN WE DO HERE? THE SQUARE FOOTAGE OF THE EXISTING BUILDING RIGHT NOW IS ABOUT 1600 SQUARE FEET, WHICH IS AN ADEQUATE SIZE FOR THE SIZE OF OUR DISTRICT.

SO WE LOOKED INTO, DO WE RENOVATE IT? CAN WE TEAR IT DOWN AND REBUILD IT? CAN WE ADD ON TO THAT? SO IN OUR RESEARCH, WE DISCOVERED THAT THE EXISTING BUILDING ACTUALLY SITS IN A SPECIAL FLOOD HAZARD AREA, WHICH MEANS IT'S IN THE FLOODWAY.

UNFORTUNATELY, THAT IS MORE RESTRICTIVE THAN THE 100-YEAR FLOOD AND EVEN THE 500-YEAR FLOOD. SO, ADDITION OR REPLACEMENT IN THAT SAME SITE WAS NOT FEASIBLE. THE AMOUNT OF FLOODWAY RECLAMATION WE WOULD HAVE TO DO IN THE CURRENT ELEVATION OF THAT SITE DIDN'T MAKE IT FEASIBLE TO DO AN ADDITION OR A NEW BUILD. SO RENOVATION WAS THE ONLY OPTION. SO WE CAN RENOVATE THE INTERIOR AS LONG AS WE DON'T ADJUST THE BUILDING FOOTPRINT, AND WE CAN ALSO WORK WITH THE CITY OF GARLAND ON SOME ADDITIONAL REQUIREMENTS. SO THAT'S WHAT REALLY INDICATED PHASE 1. PHASE ONE WILL BE THE RENOVATION OF THE EXISTING FACILITY.

AGAIN, THOUGH, THIS STILL DOESN'T SOLVE OUR NEED TO HAVE A BIGGER FACILITY AND HAVE A BETTER EXPERIENCE FOR OUR STUDENTS.

SO ON THE NEXT SLIDE, YOU CAN SEE IN THE RED OUTLINE OR IN THE RED DASHED LINE, THAT'S THE OUTLINE OF THE FLOODPLAIN. SO WE WERE ABLE TO IDENTIFY A SITE NEXT TO BIG SPRINGS THAT IS NOT IN THE FLOODPLAIN AT ALL. SO WE IDENTIFIED THAT SITE ABOUT A QUARTER MILE AWAY FROM THE EXISTING FACILITY, WHICH BECAME A DESIGN OPPORTUNITY. WHAT CAN WE DO IN THAT AREA NOW, AS A NEW BUILD? WHERE WE CAN CONNECT TWO BUILDINGS.

WITH THE NATURE OF THIS PROGRAM BEING POTENTIALLY AN OUTDOOR LEARNING CENTER, YOU WANT STUDENTS TO BE OUTSIDE. SO HOW CAN WE CONNECT THESE TWO FACILITIES IN A MEANINGFUL WAY? I MEAN, CAN WE ESTABLISH A TRAIL SYSTEM THAT CONNECTS THE TWO FACILITIES AND TIES INTO OUR EXISTING TRAILS? CAN ALONG THESE TRAILS, ARE THERE POCKETS OF LITTLE EXPERIENCES THAT STUDENTS CAN INTERACT WITH, WHERE THEY CAN CREATE, OR THEY CAN LEARN, OR THEY EXPLORE? SO LOTS OF OPPORTUNITIES WITH THIS LAND AND THE POTENTIAL TO HAVE THIS NEW BUILDING. SO THAT'S REALLY WHAT PHASE ONE IS. RENOVATING THE EXISTING BUILDING AND PHASE TWO IS BUILDING A NEW ONE AND TRYING TO FIGURE

[01:40:01]

SO WITH THE SCHEDULE, SIMILAR TO WHAT I PRESENT ON THE CTE CENTER, THE BLUE AND THE RED ARE GOING TO BE THE DESIGN PHASES, AND THEN THE GRAY BOXES ARE GOING TO BE THE GRAY PHASES. SO, AS I STATED, PHASE ONE IS RENOVATE THE EXISTING. I HAVE ANTICIPATED RIGHT NOW ABOUT FIVE MONTHS. TO GET THROUGH DESIGN AND PERMITTING, AND THEN CONSTRUCTION ON THE RENOVATION PORTION WOULD TAKE ABOUT EIGHT MONTHS. WHILE WE'RE RENOVATING PHASE ONE, WE'LL START THE DESIGN PROCESS FOR THE NEW BUILDING, WHICH IS APPROXIMATELY 10 MONTHS. AND THEN ONCE WE GET INTO CONSTRUCTION, THAT'LL BE APPROXIMATELY 18 MONTHS. WITH A POTENTIAL AUGUST OF 2029, PHASE ONE AND PHASE TWO ARE COMPLETE. AND THEN, AS I GO THROUGH THE SCHEDULE, IT'LL BUILD SOME MORE DETAILS ON EACH OF THAT. SO GOING INTO PHASE ONE AND PHASE TWO, PLANNING AND PROGRAMMING. THAT WILL TAKE ABOUT FIVE MONTHS.

AS A DISTRICT, WE NEED TO ESTABLISH WHAT'S THE HOLISTIC VISION AND THE CURRICULUM ALIGNMENT FOR THESE TWO FACILITIES. WE HAD ENGAGED THE ENVIRONMENTAL SCIENCE COMMITTEE EARLIER LAST YEAR. WE PLAN ON REENGAGING THAT COMMITTEE BACK TO REALLY ESTABLISH WHAT THE MASTER PLAN IS AND THE PROGRAM BETWEEN THE TWO, AND THEN ESTABLISH HOW WILL THESE TWO PHASES WORK TOGETHER TO CREATE A BETTER STUDENT OUTCOME. SO THAT APPROXIMATELY WILL TAKE ABOUT FIVE MONTHS.

ONCE WE ESTABLISH HOW PHASE ONE AND PHASE TWO WORKS, WE'LL GET UNDER IN CONSTRUCTION OF PHASE ONE. AND THEN, IDEALLY, BY AUGUST OF 27, WE'LL HAVE A SOFT LAUNCH OF PHASE ONE. THE RENOVATION OF THE EXISTING SHOULD BE COMPLETE FOR AUGUST OF 27. THEN WE'LL DO THE SOFT LAUNCH WHERE WE CAN TEST OUT PROGRAMS AND UNDERSTAND HOW THIS WILL WORK WITH OUR DISTRICT.

DURING DESIGN, LIKE I SAID PREVIOUSLY, DESIGN WILL HAPPEN AT THE SAME TIME CONSTRUCTION IS HAPPENING.

THIS WILL TAKE ABOUT 11 MONTHS AS WE GO THROUGH SCHEMATIC DESIGN, DESIGN DEVELOPMENT, CONSTRUCTION DOCUMENTS, AND AGAIN, WE'LL HAVE COST ESTIMATES THROUGHOUT THE WAY TO MAKE SURE WE'RE STILL ON TRACK FROM A COST PERSPECTIVE.

AGAIN, THIS JURISDICTION IS ACTUALLY IN THE CITY OF GARLAND, AND THEIR TIMELINES ARE A LITTLE BIT DIFFERENT THAN THE CITY OF RICHARDSON. THE 11 MONTHS THAT I HAVE ALLOTTED FOR DESIGN FOR PHASE 2, IT INCLUDES CITY APPROVALS FOR ZONING, WHICH IS CITY PLAN COMMISSION, AND CITY COUNCIL IMPROVEMENT.

IN THE CITY OF GARLAND, THAT APPROXIMATELY TAKES FOUR TO FIVE MONTHS. ENGINEERING ALSO TAKES BETWEEN FOUR AND FIVE MONTHS, AND THEN BUILDING REVIEW TAKES ABOUT A MONTH. SO, THE DESIGN PHASE INCORPORATES ALL THE CITY APPROVALS TO POTENTIALLY GO TO AN APPROVAL FOR BOARD MAY OF 28 FOR PHASE TWO. IF APPROVED, THEN I HAVE ABOUT A YEAR OF CONSTRUCTION, WHERE PHASE TWO WILL BE SUBSTANTIALLY COMPLETE THAT JUNE OF 2029. AND THEN AGAIN, LEAVES US A MONTH FOR FURNITURE, TECHNOLOGY, EQUIPMENT, ANIMALS THAT NEED TO GET MOVED INTO THEIR HABITATS IN THOSE SPACES. AND THEN, IDEALLY BY SEPTEMBER OF 2029, PHASE ONE AND PHASE TWO ARE COMPLETE. AND BOTH OF THOSE PROGRAMS ARE INTERACTING WITH EACH OTHER. A COUPLE OF THINGS I WOULD LIKE TO HIGHLIGHT IS WITH BOTH PROJECTS, PART OF THAT DESIGN PROCESS, AND I'M ASSUMING I THINK THIS ADDRESSES A LITTLE BIT OF YOUR QUESTION AS WELL, IT IS ALSO ABOUT MAKING SITE VISITS. WE DON'T WANT TO BUILD SOMETHING FOR THE PAST. WE WANT TO SEE WHAT IS THE FUTURE. WE WANT TO REALLY DESIGN AND BUILD THAT NEXT GENERATION. AND SO WE WANT TO LEARN FROM THOSE THAT HAVE GONE BEFORE US, WHAT WORKS, WHAT DIDN'T WORK, WHAT DO THEY WISH THEY COULD HAVE DONE. AND THEN HOW DO WE ELEVATE OUR PROGRAMMING? AND THEN BOTH OF THESE PROJECTS, JUST TO REMIND OUR COMMUNITY, THEY REALLY ARE A PART OF OUR STRATEGIC PLAN. WHEN YOU THINK ABOUT HOW DO WE DEVELOP OPPORTUNITIES FOR OUR STUDENTS THAT PREPARE THEM TO REACH THAT NORTH STAR GOAL IN POST-GRADUATION. AND THEN OUR ENVIRONMENTAL CENTER IS ALL ABOUT THE EXPERIENCES. AND YOU DID A BEAUTIFUL JOB OF REALLY MAKING SURE THAT THERE IS A STANDOUT. YOU KNOW, IF YOU TALK TO AN RIC GRADUATE, WHAT WILL THEY TELL YOU? THE THINGS THEY REMEMBER? ENTERPRISE CITY AND THE ENVIRONMENTAL CENTER. AND SO HOW DO WE CONTINUE WITH THAT LEGACY THAT HAS BEEN BUILT? AND THIS ENVIRONMENTAL CENTER IS A BIG PART OF THAT. SO AGAIN, WE'RE HAPPY TO TAKE, WE WILL BE KIND OF FOLLOWING THE SAME PROCESS WITH INTERVIEWING AND MAKING SURE WE FIND THAT RIGHT.

ARCHITECT TEAM. THAT IS GOING TO REALLY THINK ABOUT THIS SPACE IN A WAY THAT IS GOING TO BE ELEVATED AND SETS US APART FROM OTHERS. SO HAPPY TO TAKE ANY QUESTIONS. ALL RIGHT, BOARD. LET'S FOCUS NOT ON ACCOUNTABILITY YET, EVEN THOUGH I OPENED THAT UP EARLIER. ALL RIGHT, MS. MCGOWAN, YOU CAN GO FIRST.

OKAY. I AM A RISD GRADUATE, AND I REMEMBER LOVING THE PLANETARIUM, SO I'M ADVOCATING THAT WE USE THIS. I'M KIDDING.

BUT PLANETARIUM WAS AMAZING.

BUT ON THE SECOND PHASE, REMIND ME, BECAUSE IT'S BEEN A LONG SUMMER, THAT HAS ALWAYS BEEN PART OF THIS MASTER PLAN. CORRECT? YES, MA'AM. SO AS WE WORKED WITH THE BOND STEERING COMMITTEE, AGAIN,

[01:45:02]

GREATER THAN JUST, FOR EXAMPLE, ONE GRADE LEVEL GOING OVER AND HAVING ONE FIELD TRIP A YEAR.

AND MY SECOND QUESTION, YOU TALKED ABOUT CURRICULUM, PART OF THE SPAIN NORTH STAR GOAL. CAN YOU, THIS IS PROBABLY A LOT, THIS IS A LOT TO PROJECT, BUT HOW FREQUENT, LIKE, DO YOU THINK THIS PROGRAMMING WILL START WITH KIDS FROM PRE-K THROUGH THEIR SENIOR YEAR? YEAH, GREAT QUESTION. GETTING TO COME VISIT THIS AND BEING PART OF THE CURRICULUM WHERE WE'RE, LIKE, WHERE WE'RE... SURE.

RIGHT. SO, THE CTE CENTER SPECIFICALLY ADDRESSES OUR CCMR GOALS, AND THAT WILL PRIMARILY BE FOR OUR HIGH SCHOOL STUDENTS.

WHILE I DO THINK THAT OUR ELEMENTARY AND OUR JUNIOR HIGH STUDENTS, AS THEY'RE EXPLORING CAREERS AND WHAT THEIR INTERESTS ARE, I IMAGINE THEY'RE GOING TO TAKE SOME SITE VISITS TO SEE IT IN ACTION. WHAT A BETTER WAY TO SEE IT THAN TO SEE HIGH SCHOOL, THE KIDS THAT YOU JUST IDOLIZE, SEE THEM AT WORK IN THERE.

FOR THE ENVIRONMENTAL CENTER, THAT IS PART OF THE PROGRAMMING THAT WE'RE STILL DESIGNING.

LIKE JUNIOR ACHIEVEMENT IN OUR BIZTOWN OR ENTERPRISE CITY 2.0, WE ENVISION THAT THERE'S AT LEAST THREE TOUCH POINTS.

SO AS STUDENTS TRANSITION FROM ELEMENTARY, MIDDLE SCHOOL, HIGH SCHOOL, THAT THERE ARE THREE TOUCH POINTS. THEY MAY LOOK DIFFERENT. THE OBJECTIVE OF BEING AT THE ENVIRONMENTAL CENTER MAY LOOK DIFFERENT. BUT AT A MINIMUM, STUDENTS WOULD HAVE THREE TOUCH POINTS. NOW, IF I'M A SCIENCE GURU OR A SCIENCE NERD, AND I MEAN THAT WITH ABSOLUTE LOVE, AND I'M TAKING ENVIRONMENTAL SCIENCE IN HIGH SCHOOL, THEN IT MAY BE THAT I'M OVER IN THAT ENVIRONMENTAL CENTER.

MUCH MORE OFTEN, BASED UPON WHAT SPECIFIC COURSES I'M TAKING. ALL RIGHT. YES, MS. TIMME. CAN WE GO BACK TO THAT SLIDE THAT SHOWS THE FLOODPLAIN REALLY QUICK? I THINK IT'S JUST, I THINK YOU MAY HAVE ADDRESSED IT, BUT I THINK I MIGHT NEED A LITTLE REFRESHER.

WHEN YOU GUYS WERE TALKING ABOUT THAT AND YOU'RE TALKING ABOUT THE TWO SPACES, RIGHT? AND SO, AND THEN LOOKING AT THINGS ALONG THE WAY, RIGHT? THAT WOULD GO THROUGH THAT FLOODPLAIN, RIGHT? LIKE, THAT'S DIFFERENT.

SO WE'RE TALKING ABOUT A DIFFERENT DESIGN PROCESS THAN WHAT WE ORIGINALLY HAD SEEN FROM THAT, CORRECT? CORRECT.

AND SO. ARE WE ALLOWED TO BUILD THOSE ADDITIONAL EXPERIENCES IN THAT FLOODPLAIN? I KNOW YOU SAID IT WAS MORE RESTRICTIVE, BUT I ALSO KNOW IT'S LIKE A LOT MORE RESTRICTIVE.

SO I'M UNSURE AS TO LIKE WHAT YOU'RE TALKING ABOUT, SCOPE AND CONNECTING THOSE TWO.

YES. SO FROM A CODE PERSPECTIVE, BUILDING IN A FLOODPLAIN, THEY ALLOW STRUCTURES. THEY'RE REALLY WORRIED ABOUT WATER GETTING INTO THE STREETS OR FLOODING STRUCTURES, OPEN AIR STRUCTURES, BENCHES, PAVILIONS. THOSE ARE ALL STRUCTURES THAT ACCEPTABLE IN A FLOODPLAIN. THEY'RE THINKING ABOUT FOUNDATION WALLS. ROOF.

THEY DON'T WANT THOSE IN A FLOODPLAIN. WITH OUR EXISTING BUILDING BEING HERE ALREADY, THEY'RE ALLOWING US TO RENOVATE THE INSIDE WITHOUT MODIFYING ANYTHING ON THE OUTSIDE. SO THE FOOTPRINT OF THE BUILDING WILL REMAIN THE SAME. SO IT DOESN'T CHANGE ANYTHING WITH THE FLOODPLAIN. AND THEN WE WOULD BE TAKING INTO ACCOUNT THE FACT IT IS IN A FLOODPLAIN, RIGHT? LIKE BUILDING DAMAGE, WHATEVER. ABSOLUTELY.

WITH CRAZY WEATHER, LIKE AS IT'S BEEN, WE WOULD BE TAKING, BECAUSE IT DOES RESTRICT WHAT YOU COULD UPDATE AS WELL, CORRECT? ABSOLUTELY.

YES, AND WHEN WE THINK ABOUT CONNECTING IT.

CONNECTING THE TWO SPACES, WE'RE REALLY THINKING ABOUT AS STUDENTS ARE TRAVELING ALONG, IT'S ALMOST LIKE AN OUTDOOR EXPERIENCE. IT MIGHT BE EVEN THAT THEY ARE USING, WE HAD AN OPPORTUNITY, AND I THINK PRESIDENT POTEET IS GOING TO TALK ABOUT IT LATER, WHERE OUR STUDENTS ARE GOING TO LEARN HOW DO YOU USE A COMPASS AND HOW DO YOU NAVIGATE IN THE OPEN AIR. SO IT MIGHT BE THAT THEY ARE TAKING A COMPASS AND THEY'RE GOING THROUGH. AND AS THEY'RE WALKING DOWN TO THE CURRENT ENVIRONMENTAL CENTER, THAT THERE ARE DIFFERENT LEARNING SPOTS WHERE THERE MAY BE A TREE. AND THERE'S A QR CODE AND SOME BENCHES. AND THE TEACHER IS DOING A LESSON AROUND THAT SPECIFIC SPECIES OR THE SCIENCE STUFF THAT THEY DO.

THE SCIENCE STUFF? YES, ALL THAT SCIENCE STUFF. SO THE STRUCTURES THAT WE WOULD BUILD THERE WOULD BE ALL THINGS THAT WOULD BE ALLOWABLE IN THE FLOODPLAIN. SO IT'S GOING TO CONNECT IT, BUT IT'S GOING TO CONNECT THOSE TWO SPACES MORE ORGANICALLY.

AND THEN REMEDIATION, SO WHEN WE THINK ABOUT INVESTING MONEY IN A SPACE THAT WE KNOW IS POTENTIALLY IN A FLOODPLAIN, WHAT DOES THAT LOOK LIKE? TO MAKE SURE THAT IT IS STILL? GOING TO BE A PROTECTED ENVIRONMENT.

RIGHT. THE AMOUNT OF FLOOD RECLAMATION WE WOULD HAVE TO DO IF WE WANTED TO DO A NEW BUILDING IN THAT EXISTING SITE WOULD BE WAY NOT FINANCIALLY FEASIBLE. RIGHT.

IN ORDER TO RENOVATE THE EXISTING, WE DO HAVE TO HAVE SOME MEASURES. WE HAVE TO DO FLOOD VENTS, WHICH ARE MINIMAL FOR US, BUT THAT'LL ALLOW US TO REMAIN IN THE EXISTING BUILDING, BUT REFRESHED AND RENOVATED.

SO THEN SLIGHTLY, THE DESIGN WOULD BE ALSO LOOKING AT CURRICULUM CONTENT. AND

[01:50:01]

AND SO, LIKE, THERE'S SO... I MEAN, GOD, I CAN'T REMEMBER WHAT I WALKED OUT OF MY DOOR FOR TODAY TO TELL HIM ABOUT GOING TO ANOTHER OFFICE, BUT I CAN REMEMBER THAT BECAUSE IT WAS SO IMPACTFUL. SO I'M EXCITED THAT WE'RE INVESTING IN THIS AND WE'RE FINDING A WAY TO MAKE IT WORK. THAT POTENTIALLY COULD EVEN MAKE ADDITIONAL LEARNING WITH THE TRAIL THAT WOULD BE ADDED TO CONNECT. SO THANK YOU. GREAT DISCUSSION. OTHER COMMENTS OR QUESTIONS? OKAY. THANK YOU. IS THAT THE END OF THIS PRESENTATION? OKAY, GREAT. THANK YOU. JUST HAVE TO CHECK. OKAY. THANK YOU VERY

[IV.I. Student Performance Update and Accountability Preview]

OKAY, OUR NEXT ITEM IS AN INFORMATION ITEM TO RECEIVE A PRESENTATION REGARDING STUDENT PERFORMANCE AND ACCOUNTABILITY.

MS. BRANUM. THANK YOU, PRESIDENT POTEET. I'M GOING TO INVITE DR. ORTIZ TO COME TO THE PODIUM. AS WE MOVE INTO THIS PART OF THE PRESENTATION, I THINK DR. HURST IS ALSO SHARING A PART OF IT, SO THANK YOU BOTH. AS SOON AS, I JUST WANNA REMIND OUR COMMUNITY AND OUR BOARD, AS WE BEGIN TO RECEIVE PRELIMINARY RESULTS, OUR TEAM IMMEDIATELY STARTS DIGGING IN. DOWN TO THE STUDENT LEVEL, DOWN TO THE TEAC LEVEL. TO IDENTIFY WHERE ARE OUR STRENGTHS IN OUR CURRICULUM, WHERE ARE OUR STRENGTHS IN DELIVERING INSTRUCTION, AND THEN WHERE ARE OUR OPPORTUNITIES FOR GROWTH.

UNTIL WE'RE AT 100%, WE KNOW WE'RE IN CONTINUOUS IMPROVEMENT. I'M INCREDIBLY PROUD OF OUR TEACHERS, OUR STUDENTS, AND OUR LEADERSHIP TEAM. WE ARE ABOUT TO PRESENT DATA THAT SHOWS GROWTH. WE ARE NOT WHERE WE NEED TO BE, IN EVERY SINGLE CLASSROOM AND EVERY SINGLE GRADE LEVEL AND EVERY SINGLE CAMPUS, BUT THE TRAJECTORY, THE MOMENTUM FOR GROWTH AND THE OUTCOMES THAT WE KNOW OUR KIDS DESERVE, WE ARE SEEING EVIDENCE OF THAT. SO TONIGHT, I'VE ASKED DR. ORTIZ TO PROVIDE, I WANT TO REMIND EVERYONE, THIS IS PRELIMINARY ACCOUNTABILITY INFORMATION. THE STATE WILL NOT PROVIDE FINAL ACCOUNTABILITY INFORMATION UNTIL AUGUST 16TH.

14TH. 14TH, SORRY, 14TH. NEXT PART, YES, I THINK I WAS THINKING ABOUT HOW I'D BE RECOVERING ON SUNDAY. AUGUST 14TH.

BUT AGAIN, WE WANT TO MAKE SURE THAT OUR COMMUNITY HAS ACCESS AND HAS THAT INFORMATION FROM US BEFORE THEY'RE EVEN READING ABOUT IT IN MEDIA. I ALSO WANT YOU TO KNOW THE TWO INDIVIDUALS THAT YOU'RE TALKING TO HERE, DR.

ORTIZ, I HAVE WATCHED HER IN FRONT OF MULTIPLE CAMPUSES, WHERE SHE IS REALLY HELPING OUR CAMPUSES UNDERSTAND THE ACCOUNTABILITY SYSTEM AND UNRAVEL EACH OF THE DOMAINS AND HOW IT'S CALCULATED WITH INCREDIBLE EASE. WHERE TEACHERS FEEL LIKE IT IS SOMETHING THAT THEY CAN WRAP THEIR ARMS AROUND. ARMS AROUND, AND I JUST CELEBRATE THE WORK THAT SHE'S DONE AND THE WORK THAT DR. LEEPER AND HER CURRICULUM AND INSTRUCTION TEAM HAVE DONE AS WE HAVE RESPONDED TO THIS DATA. SO, DR. ORTIZ, I'LL TURN IT OVER TO YOU.

THANK YOU SO MUCH. GOOD EVENING, MS. BRANUM, BOARD OF TRUSTEES. I APPRECIATE YOU GIVING ME THE TIME TODAY TO SHARE THIS INFORMATION. WE WILL BE GOING OVER SOME OF THE STUDENT PERFORMANCE DATA, AS WELL AS AN ACCOUNTABILITY PREVIEW. AND AT THE CENTER OF EVERYTHING, OF COURSE, IS A REFLECTION OF EVERY CHILD EVERY DAY, EVERY TEACHER EVERY DAY, EVERY LEADER EVERY DAY, AND, OF COURSE, ALIGNED TO OUR NORTH STAR GOAL. REALLY, REALLY KEEP THIS TO HEART IN MAKING SURE THAT EVERY STUDENT, TEACHER, AND LEADER MEET OR EXCEED THEIR ACADEMIC GROWTH GOALS. AND WE HAD SOME GREAT CONVERSATIONS THIS WEEK WITH TEACHERS AS WE'VE VISITED OUR CAMPUSES. SO WE'LL GO OVER AN ACCOUNTABILITY OVERVIEW OF HOW THAT ACCOUNTABILITY GETS CALCULATED. THEN WE WILL GO OVER SOME OF OUR STAR RESULTS FOR 2026 FOR THE SPRING. AND THEN DR. HURST WILL SHARE SOME UPDATES FOR CCMR BEFORE WE GIVE THAT PREVIEW OF WHERE. WHERE WE PROJECT THE DISTRICT TO BE. AND THEN WE'LL SHARE A LITTLE BIT ON NEXT STEPS AND SOME RESPONSES TO THAT DATA. AND SO THIS GRAPHIC IS SOMETHING THAT WE SHARED LAST YEAR. AND, YOU KNOW, WE CONTINUE TO ANALYZE AND REFLECT ON THE DATA THAT WE'VE COLLECTED.

WE'RE MAKING THOSE DATA DRIVEN ADJUSTMENTS. TEACHERS HAVE BEEN REALLY DILIGENTLY LOOKING AT THE STUDENTS THAT THEY'RE GOING TO BE GETTING IN 2027 FOR 26, 27. AND PART OF THE DATA THAT WE'LL GO OVER TODAY IS GOING TO BE OUR STAR, OF COURSE, SOME ACT, SOME AP AND SOME ADDITIONAL CCMR COMPONENTS AS WELL. AND SO WE WANTED

[01:55:01]

FROM OUR STUDENTS AT THE ELEMENTARY CAMPUS, TO THE STUDENTS AT OUR JUNIOR HIGH CAMPUSES, TO OUR STUDENTS ON THE LEFT FROM OUR HIGH SCHOOL CAMPUSES.

AND ALL OF THE GREAT EXPERIENCES AND ALL OF THE GREAT ACHIEVEMENTS THAT THEY ARE SEEING EVERY DAY IN OUR SCHOOLS. SO AS WE LOOK AT THE RESULTS FOR SPRING 2026, SOME CELEBRATIONS AS WE'RE GETTING THAT.

PRELIMINARY INFORMATION IS THAT RISD IS PERFORMING AT OR HIGHER THAN THE STATE IN 14 OF 20 OF THE TESTED AREAS AT THE MEETS GRADE LEVEL. AND 18 OF 20 AREAS ABOVE THE STATE AT THE MASTER'S LEVEL. JUST AS A LITTLE REMINDER, WHEN STUDENTS TAKE THE STAR ASSESSMENT, THEY GET A PERFORMANCE LEVEL.

AND WHEN THEY PASS THE ASSESSMENT, IT USED TO BE THAT YOU EITHER PASS OR YOU DIDN'T PASS. WITH THE STAR TEST, THEY EITHER GET A PASSING AT APPROACHES GRADE LEVEL, MEETS GRADE LEVEL, OR MASTERS GRADE LEVEL. SO MEETS AND MASTERS ARE THE TWO TOP LEVELS, AND WE ARE EXCEEDING THE STATE IN A VERY HIGH NUMBER OF THOSE GRADE LEVELS. WE ALSO SAW AN INCREASE IN OUR CCMR FROM 95 TO 97 PERCENT FOR THE CLASS OF 2025. THE CLASS THAT WE LOOK AT FOR THESE METRICS IS ALWAYS A YEAR BEHIND. WE'RE STILL CURRENTLY SUBMITTING ALL THE INFORMATION FOR THE CLASS OF 2026. SO, FOR 2026 ACCOUNTABILITY, IT DOES RELY ON THE CLASS OF 2025. AND WE SAW INCREASES IN AP IN OUR ADVANCED PLACEMENT ASSESSMENTS. WE SAW INCREASES IN DUAL CREDIT ON RAMPS, AS WELL AS AN INCREASE IN THE INDUSTRY-BASED CERTIFICATIONS THAT OUR STUDENTS ARE LEAVING RISD WHEN THEY GRADUATE. THANK YOU. WE HAVE SOME CELEBRATIONS AND ALSO SOME CONTINUOUS IMPROVEMENT. WE'RE ALWAYS ON THAT ROAD TO CONTINUE IMPROVING, AS MS. BRANUM MENTIONED.

UNTIL WE GET TO 100%, WE FEEL LIKE THERE'S STILL MORE THAT WE CAN DO. BUT THE PASSING RATE AT APPROACHES LEVEL FOR SOME OF THE GRADE LEVEL AND CONTENT ARE AN AREA FOR CONTINUOUS IMPROVEMENT FOR US. WE'RE SEEING THAT OUR KIDS ARE GROWING. WE'VE PRESENTED MAP DATA. WE'VE SEEN THOSE INCREASES IN GROWTH. BUT FOR THE ACCOUNTABILITY CUT SCORES, WE STILL HAVE A LITTLE WORK TO GET THEM TO THAT APPROACHES LEVEL. WE ALSO HAVE A NUMBER OF OTHER ALSO SAW IMPROVEMENTS IN OUR JUNIOR HIGH MATHEMATICS.

WE'RE SEEING INCREASES IN THE GRADE LEVELS THAT WE HAD PREVIOUSLY HAD SOME DISCUSSIONS ABOUT, AND SO WE'RE EXCITED TO SEE THAT GROWTH FOR THE JUNIOR HIGH MATH. IF I CAN JUST CHIME IN REAL QUICK IN TERMS OF A CELEBRATION, I WAS ACTUALLY WITH OUR ALGEBRA 1 TEACHERS TODAY, AND THE EXCITEMENT IN THE ROOM, THE CELEBRATION WHEN THEY WERE ABLE TO JUST REALLY LOOK AT WHERE THEY'VE BEEN AND WHERE WE'VE BEEN WITH OUR ALGEBRA. ONE FOR ALL, IN WHICH, AGAIN, THIS BOARD HAS BEEN PATIENT.

YOU HAVE BEEN ENCOURAGING. YOU HAVE RESOURCED TO ALLOW US THE TIME TO BE ABLE TO MOVE. THAT WORK WHERE OUR EIGHTH GRADERS ARE TAKING ALGEBRA 1 AND DOING IT SUCCESSFULLY, AND THE GROWTH THAT WAS EVIDENCED THIS YEAR IS JUST TREMENDOUS. SO JUST A SPECIAL SHOUT OUT TO THAT GROUP. WE ALSO SAW GROWTH IN ONE OR MORE PERFORMANCE LEVEL FOR EVERY STAR ASSESSMENT, AND THAT IS A BIG CELEBRATION.

OF COURSE, WE WANT TO SEE GROWTH AT ALL THREE LEVELS, BUT I STILL FEEL REALLY EXCITED TO SEE THAT THERE'S INCREASES FOR EVERY SINGLE ONE. FOR EXTENDED, CONSTRUCTED RESPONSE, THAT IS IN OUR READING LANGUAGE ARTS ASSESSMENTS. WE KNOW THAT THERE WERE SOME CHALLENGES DUE TO THE AI GRADING, AND WE'VE BEEN WORKING THROUGH SOME OF THOSE THINGS WITH THE STATE. WE CONTINUE TO SEE IMPROVEMENTS. WE CONTINUE TO SEE OUR TEACHERS USING THOSE EXTENDED, CONSTRUCTED RESPONSE IN THEIR INDIVIDUAL CONFERENCING WITH STUDENTS, AND SO I THINK THAT'S A BIG CELEBRATION FOR LAST YEAR AND MOVING INTO THIS NEW YEAR. ANOTHER AREA FOR CONTINUOUS IMPROVEMENT IS OUR ACHIEVEMENT GAP.

SPECIFICALLY, WHEN WE LOOK AT OUR ECONOMICALLY DISADVANTAGED STUDENTS, WE STILL CONTINUE TO SEE A GAP, BUT I ALSO FEEL LIKE WE'RE STARTING TO CLOSE THAT, AND ONCE WE GET THOSE FINAL REPORTS, WE'LL CONTINUE TO DIG A LITTLE DEEPER INTO THAT AREA.

ALONG THE SAME NOTE, FOR OUR SPECIAL EDUCATION STUDENTS, STUDENTS BEING SERVED UNDER SPECIAL EDUCATION, MAKING SURE THAT WE'RE ALSO CONTINUING TO IMPROVE THAT PERFORMANCE.

AND HIGH SCHOOL GRADUATION RATE IS ANOTHER AREA THAT WE'VE BEEN FOCUSING ON. WE'RE ALREADY STARTING TO SEE SOME INCREASES, AND WE KNOW THE WORK IS NOT DONE, SO WE'RE GOING TO CONTINUE TO SUPPORT THE HIGH SCHOOLS.

AND IF I CAN PROVIDE A LITTLE CLARITY, WHEN WE'RE LOOKING AT THE HIGH SCHOOL GRADUATION RATE, WE'RE NOT REALLY TALKING ABOUT HOW MANY STUDENTS OF A SENIOR CLASS THAT ARE A SENIOR CLASS IN MAY ARE ACTUALLY WALKING ACROSS THE STAGE. OUR HIGH SCHOOLS ARE DOING A PHENOMENAL JOB OF THAT. WHERE WE HAVE IDENTIFIED A GAP IN OUR SYSTEM AND THE TEAM HAS WORKED TOGETHER. WORKED FEVERISHLY TO CREATE THE SYSTEMS, TO MAKE SURE IT DOES NOT HAPPEN IS IN A SYSTEM WHAT WE CALL LEVERS. SO

[02:00:01]

WHICH IMPACTS THEIR FOUR-YEAR, FIVE-YEAR, AND SIX-YEAR GRADUATION RATE.

AND WE IDENTIFIED A TREND IN ALL FOUR OF OUR HIGH SCHOOLS WHERE THOSE SYSTEMS THAT NEED TO BE REALLY TIGHT AROUND HOW WE'RE TRACKING.

LEAVERS REALLY GOT A LITTLE BIT LOOSE. AND SO THAT, I WOULD SAY, IN THE LAST NINE MONTHS, WE HAVE FEVERISHLY BEEN CLOSING THAT. AND ALREADY, AS DR.

ORTIZ MENTIONED, SEEING OUR 26 RESULTS ARE GOING TO LOOK EVEN FAR DIFFERENT THAN WHAT 25 DID.

ALL RIGHT. AND I ALSO WANT TO SHARE A COUPLE OF MAIN POINTS AS FAR AS THE CHANGES TO THE STAR ASSESSMENT THROUGHOUT THE YEARS. IN 2023, WE HAD A CHANGE TO THE STAR ASSESSMENT. IT WENT TO WHAT THE STATE REFERRED TO AS STAR 2.0. WHERE THEY STARTED TO INCLUDE MORE CROSS-CURRICULAR TEXT, 14 NEW QUESTION FORMATS, WHICH INCLUDES SOME OPEN-ENDED QUESTIONS. THEY ALSO ADDED THE NEW EXTENDED CONSTRUCTED RESPONSE IN OUR READING LANGUAGE ARTS ASSESSMENTS.

PRIOR TO THAT, WE ONLY ASSESSED WRITING IN FOURTH GRADE AND SEVENTH GRADE, AND IN HIGH SCHOOL. ZERO BECAME A SCORE. IT WASN'T A SCORE BEFORE THAT, SO NOW STUDENTS COULD GET A ZERO, AND THEY WERE GOING TO GET... A WRITING ASSIGNMENT FOR THIRD THROUGH TENTH STAR TESTS WHERE THEY HAVE TO TYPE IN THE RESPONSE. SO IT ADDED THAT OTHER ELEMENT TO WHERE STUDENTS HAVE TO BE ABLE TO TYPE. IN 2024, WE HAD A CHANGE. WE HAD A CHANGE FROM WHERE OUR EXTENDED AND SHORT CONSTRUCTED RESPONSES ARE NOW GOING TO BE GRADED BY A COMPUTER BASED ON AN EXEMPLAR THAT THE COMPUTER HAS.

ONE THING THAT THEY DID DO FOR 2026 IS THAT TEA IS NOW AUTO-RESCORING SOME OF OUR TESTS. SO IF THE TESTS WERE ONE POINT AWAY FROM THE NEXT PERFORMANCE LEVEL, TEA WOULD RESCORE THOSE. WE EVALUATED THE OTHER TESTS THAT WERE TWO OR THREE POINTS AWAY AND SUBMITTED SOME MORE FOR THE STATE TO RESCORE. AND WE HAD 44 THAT TESTED AT A HIGHER PERFORMANCE LEVEL, AS WELL AS ANOTHER 68 TESTS THAT MOVED UP. A POINT, BUT NOT ENOUGH TO GET THEM TO THAT NEXT PERFORMANCE LEVEL.

SO THOSE ARE ONES THAT WE SUBMITTED. ADDITIONALLY, IN 2026, WE DID HAVE SOME CHANGES TO THE SCIENCE STAR TEST. THEY REDUCED THE ITEMS, THE NUMBER OF POINTS, AND AS A RESULT OF THAT, THEY RESET THE PERFORMANCE LEVELS. SO WE DID HAVE A DELAY IN OUR SCORES FOR SCIENCE AND DID NOT GET THOSE OFFICIAL REPORTS UNTIL THE END OF JULY.

FOR OUR ACCOUNTABILITY SYSTEM, WE REALLY HAVE NOT HAD...

APPLES TO APPLES COMPARISONS BECAUSE OF DIFFERENT LITTLE CHANGES AND NUANCES THAT HAVE COME ACROSS ALL THE STAR CHANGES THAT I SHARED. BUT ALSO KNOWING THAT EVERY FIVE YEARS THERE IS A CHANGE TO THE SYSTEM. SO IN 2028, RIGHT NOW, WE'RE IN CONVERSATIONS OF STAR BEING REPLACED WITH A STUDENT SUCCESS TOOL.

AND SO WE'RE STILL CONTINUING TO GET DETAILS. WE GOT SOME UPDATES JUST A WEEK OR TWO AGO.

AND I KNOW WE'LL CONTINUE TO GET MORE DETAILS ON THAT IN THIS COMING SCHOOL YEAR.

ADDITIONAL INFORMATION ON OUR CCMR SYSTEM. THAT WILL HAVE SOME SIGNIFICANT IMPACTS AS WE MOVE INTO THE 2028 ACCOUNTABILITY SYSTEM THAT WILL IMPACT OUR SENIORS FOR THE CLASS OF 2030. AND I KNOW DR. HURST AND HIS TEAM HAVE BEEN REALLY KEEPING UP WITH ALL OF THOSE POSSIBLE CHANGES AND ALL OF THE NUANCES THAT GO INTO THAT PIECE. FOR CCMR, WE ALSO HAVE AN IMPACT TO THE POINTS.

FOR OUR SENIORS, FOR THE CLASS OF 27, 28, AND 29. CURRENTLY, WE DO NOT HAVE AN OPTION FOR A COLLEGE PREP COURSE AVAILABLE IN MATHEMATICS, WHICH IS SOMETHING THAT OUR STUDENTS HAD THROUGH 2026. AND SO THAT WAS SOMETHING THAT STUDENTS COULD PARTICIPATE IN. MANY OF THE COLLEGES WOULD ACCEPT THAT AS MEETING THEIR REQUIREMENTS FOR MATHEMATICS, SO THEY DIDN'T HAVE TO TAKE ANY REMEDIAL COURSES.

NOW WE'RE KIND OF IN LIMBO, WAITING TO SEE IF ONE OF THOSE COURSES GETS APPROVED NEXT YEAR. SO THE OTHER PART OF THE ACCOUNTABILITY THAT WAS REALLY A SIGNIFICANT CHANGE WAS WE CHANGED SYSTEMS, AND THE A IN THE OLD SYSTEM REALLY WASN'T EQUIVALENT TO THE NEW ACCOUNTABILITY SYSTEM. SO AS WE LOOK AT LONGITUDINAL DATA, THERE'S KIND OF THIS SHIFT WHERE, YES, IT'S STILL THE SAME LETTERS, BUT THE SYSTEMS HAVE SO MANY DIFFERENCES THAT TO SAY THAT WE CAN COMPARE.

THE LETTERS, IT WOULDN'T REALLY BE ACCURATE BECAUSE THE RANGES AND THE REQUIREMENTS AND THE

[02:05:01]

WHAT WAS IN A BEFORE WAS NOW GOING TO BE A LITTLE BIT DIFFERENT IN SOME OF THE DOMAINS. AND THAT IS GOING TO GO THROUGH THIS 26-27 SCHOOL YEAR.

IN 27-28, WE WILL START THE A THROUGH F 3.0, WHICH AGAIN, WE'RE STILL RECEIVING DETAILS ON WHAT THAT WILL FINALLY LOOK LIKE. IN 22, WHEN THAT BIG SHIFT HAPPENED AND WE MOVED TO A THROUGH F 2.0, WE WENT THROUGH A CHANGE WHERE PREVIOUSLY... WE WOULD LOOK AT THE DISTRICT SCORE, JUST ALL OF THE STUDENTS THAT WERE IN THE DISTRICT, WE WOULD CALCULATE PERFORMANCE BASED ON THAT DATA. STARTING IN 23, THAT METHODOLOGY CHANGED TO WHERE NOW IT BECAME A WEIGHT SYSTEM. SO, DEPENDING ON THE NUMBER OF STUDENTS AT EACH CAMPUS, THEY CONTRIBUTE A PERCENTAGE OF WHATEVER SCORE THEY RECEIVED TO THE DISTRICT. AND THAT COMES FROM ALL THE DIFFERENT ELEMENTS. FOR OUR ELEMENTARY, ELEMENTARY. AND MIDDLE SCHOOLS, IT'S PRIMARILY FROM STAR RESULTS.

FOR OUR HIGH SCHOOLS, IT'S GOING TO COME AS WELL FROM THE CCMR AND THE GRADUATION RATES. SO WHEN WE LOOK AT IT BROKEN DOWN BY CAMPUS, WE HAVE AN EXAMPLE WHERE YOU CAN SEE THAT WE HAVE AN IMAGINARY DISTRICT WITH FIVE DIFFERENT CAMPUSES BROKEN DOWN WITH THEIR ENROLLMENT, AND EACH ONE CONTRIBUTES A WEIGHT. SO DEPENDING ON WHAT SCORE THEY'RE GETTING, THEY'RE CONTRIBUTING IT TO THE OVERALL DISTRICT. SO, AS YOU CAN SEE IN THIS EXAMPLE, WE'VE GOT CAMPUSES WITH B'S, WE'VE GOT CAMPUSES WITH C'S, AND A CAMPUS WITH A D, AND THAT ALL GETS CALCULATED BASED ON ENROLLMENT. SO THAT THE THAT DISTRICT WOULD END UP WITH A 79, EVEN THOUGH THEY HAD SOME CAMPUSES WITH B'S. AND SO NOW WE'RE GOING TO SHIFT OVER TO OUR STAR PERFORMANCE. SO WE HAVE BROKEN DOWN THE STAR PERFORMANCE BY GRADE LEVEL FOR EACH OF THE CONTENTS. AND SO THE FIRST SLIDE THAT WE HAVE IS OUR MATH. OUR MATH RESULTS, AND WE'VE INCLUDED THE APPROACHES, THE MEETS, AND MASTERS, AS WELL AS SOME HISTORICAL INFORMATION TO BE ABLE TO SEE. KIND OF WHERE WE WERE AND WHERE WE ARE NOW FOR 2026. ANYTHING HIGHLIGHTED IN GREEN MEANS THAT WE'VE SEEN IMPROVEMENTS FROM THE 2025 SCHOOL YEAR FOR RISD. AND SO AGAIN, WE'RE REALLY EXCITED THAT IN MATH, WE CAN SEE IMPROVEMENTS IN MOST GRADE LEVELS FOR TWO OR MORE AREAS IN THIRD GRADE AT THE MASTER'S GRADE LEVEL.

SO WE ARE HAPPY TO CONTINUE TO SEE THAT GROWTH AS WE LOOK AT OUR PERFORMANCE. I DO JUST WANT TO ALSO POINT OUT THAT, AND I APPRECIATE THAT YOU'VE PUT THE STATE SCORES, BECAUSE, FOR EXAMPLE, IF YOU LOOK AT THIRD GRADE READING, AGAIN, WE WANT TO SEE GREEN THERE.

BUT IF YOU ALSO LOOK, THE STATE WENT FROM A 69 TO A 66 AS WELL. SO THERE IS A STATEWIDE TREND WHERE WE SAW A DECLINE IN PERFORMANCE. AND SO, AGAIN, WE'RE STUDYING AND DIGGING IN TO THE TEST. WAS IT A CERTAIN TEST QUESTION? WAS IT THE WAY THAT THE ECR WAS WORDED? WHAT CAN WE LEARN? FROM THAT TO ADJUST, BUT IT WAS NOT AN ANOMALY FOR RISD. WHEN WE LOOK AT RLA, AGAIN, IN THIRD GRADE, WE'RE MATCHING THE STATE DIP FOR THIRD GRADE, BUT AGAIN, IT INCREASES IN AT LEAST ONE OF THE PERFORMANCE LEVELS FOR EVERY SINGLE GRADE LEVEL IN RLA. SO YOU CAN SEE THAT BREAKDOWN FOR EACH OF THOSE.

AGAIN, EVERYTHING IN GREEN MEANS THAT WE HAD AN IMPROVEMENT FROM THE PREVIOUS YEAR, SO WE'RE REALLY EXCITED TO SEE THAT. AND THEN SCIENCE, WE DID GET THOSE SCORES A LITTLE LATE, BUT WE GOT THEM IN AND WE WERE EXCITED TO SEE THAT. IMPROVEMENT.

AT THE MEETS AND MASTERS GRADE LEVEL FOR FIFTH GRADE AND AT ALL OF THE DIFFERENT LEVELS FOR OUR EIGHTH GRADE SCIENCE.

AND THEN WE ALSO SEE THE SAME FOR OUR SOCIAL STUDIES. AND THEN OUR EOC. OUR EOCS, FOR MOST OF THEM, THE STUDENTS ARE TAKING THESE ASSESSMENTS IN HIGH SCHOOL. ALGEBRA, BECAUSE OF OUR ALGEBRA FOR ALL, IT DOES INCLUDE OUR EIGHTH GRADERS AND SOME OF OUR HIGH SCHOOL STUDENTS.

WE SEE INCREASES FOR RISD FOR EACH OF THE EOC ASSESSMENTS. SO WE ARE EXCITED TO SEE THAT GROWTH. AND WE ARE GOING TO CONTINUE TO MOVE ON THAT TRAJECTORY TO MAKE SURE THAT WE CONTINUE TO SHOW THAT IMPROVEMENT. AND I'M GOING TO PASS IT OVER TO DR. HURST, SO HE CAN SHARE SOME UPDATES ON CCMARC. HI THERE, EVERYONE. CAN YOU HEAR ME, OKAY? AWESOME. HI, I'M DR.

LUKE HURST. I REPRESENT THE SCIENCE NERDS AND ADVANCED LEARNING SERVICES

[02:10:02]

FOR EXAMPLE, A U.S. HISTORY STAR ASSESSMENT TESTS WHETHER OR NOT YOU LEARNED EVERYTHING THAT WAS REQUIRED BY THE STATE TO LEARN IN THAT CLASS, WHEREAS AN AP U.S. HISTORY HISTORY REQUIRES YOU TO HAVE BEEN ABLE TO LEARN ACROSS THE SPAN OF YOUR TIME IN SCHOOL. HOW TO READ HISTORICAL DOCUMENTS, HOW TO HAVE A READING CAPABILITY NECESSARY TO READ THOSE DOCUMENTS, HOW TO BE ABLE TO WRITE IN HISTORY. SO IT IS NOT SO MUCH A SNAPSHOT OF HOW THAT ONE YEAR WENT, BUT MORE OF AN EXAMINATION OF ALL THE CUMULATIVE KNOWLEDGE YOU'VE ACCUMULATED IN THAT SUBJECT OVER TIME.

TWO, SINCE WE STARTED THE EVENING OFF BRAGGING ABOUT OUR WONDERFUL SUPERINTENDENT, I THOUGHT IT ONLY FAIR TO LOOK AT SOME LONGITUDINAL DATA OVER THE YEARS.

IN WHICH SHE'S BEEN OUR LEADER OF THIS DISTRICT AND TAKEN EXAMINATION OF HOW OUR ADVANCED LEARNING DATA HAS DONE OVER THAT TIME. FOR EXAMPLE, AP, SPOILER ALERT, BY THE WAY, ALL THIS IS REALLY GOOD NEWS.

AP, I DON'T KNOW IF YOU CAN SEE THERE, BUT WE'VE SET A RECORD FOR AP ENROLLMENT YEAR OVER YEAR FOR THE LAST. FIVE YEARS, AND IF YOU'LL SEE MORE SPECIFICALLY LAST YEAR, IN 2025, YOU SEE THIS LARGE JUMP IN THIS ORANGE COLUMN.

OF THE NUMBER OF PAST EXAMS, THE PERCENTAGE OF PAST EXAMS WE'VE BEEN RATHER FLATLINED AT AROUND 50 TO 55 PERCENT OF STUDENTS THAT PASS THE EXAMS EACH YEAR. LAST YEAR, IT JUMPED TO 67 PERCENT. DONE ONE YEAR, IT'S AN ANOMALY, DONE TWO YEARS. BEGINNING OF A TRADITION. AND WE REPEATED LAST YEAR'S RESULTS WITH MORE STUDENTS AGAIN THIS LAST SCHOOL YEAR. AND PRESIDENT POTEET ALSO, I THOUGHT HE MADE A GREAT POINT THAT. IT'S IMPORTANT TO NOTE THAT WE'RE SEEING AN INCREASE IN ENROLLMENT AND PERFORMANCE.

WHILE OUR OVERALL ENROLLMENT AS A DISTRICT, WE HAVE SEEN THIS DECLINE IN THE LAST FIVE YEARS. SO IT'S EVEN, IF YOU LOOK AT THE PERCENT, IT'S EVEN MORE STUDENTS OF, YES, YES. WELL, I'M GOING TO DO ONE BETTER. BECAUSE WHERE WE GENERALLY SEE, WITH A DISTRICT THAT FOCUSES ALL ITS ATTENTION ON ONE ADVANCED ACADEMIC PROGRAM, WHAT CAN TEND TO HAPPEN IS OTHER ACADEMIC PROGRAMS FALL BY THE WAYSIDE. THEY TEND TO WIN. WANE IN IMPORTANCE.

AND LSU RISD, WHERE WE HAVE OUR ON-RAMPS PROGRAM THAT IS RUN THROUGH UT, OF WHICH YEAR OVER YEAR HAS GROWN IN SIZE, AND YEAR OVER YEAR HAS GROWN IN THE PERCENTAGE OF STUDENTS PASSING THESE CLASSES. SO, AGAIN, THIS IS A PARTNERSHIP WITH OUR TEACHERS, RUN WITH PROFESSORS AT THE UNIVERSITY OF TEXAS, AND IT HAS GROWN YEAR OVER YEAR.

BUT THAT'S ONLY TWO OUT OF THE THREE ADVANCED ACADEMICS PROGRAMS THAT RISD HAS. IT'S NOT POSSIBLE THAT WE COULD HAVE ALL THREE OF THEM UNLESS IT DID. BECAUSE IF YOU LOOK AT DUAL CREDIT, NEARLY A THOUSAND. I'M GOING TO SAY THAT ONE MORE TIME.

NEARLY A THOUSAND MORE STUDENTS ATTEMPTING DUAL CREDIT CLASSES LAST YEAR OVER 2025. AND, PHENOMENALLY, AN EVEN HIGHER PASS RATE FOR THOSE STUDENTS IN THOSE CLASSES, WHILE HAVING A LARGE JUMP IN ENROLLMENT. SO TO MR. POTEET’S POINT, WHILE ENROLLMENT NUMBERS HAVE TENDED TO DIMINISH SLIGHTLY, THE NUMBER OF STUDENTS.

ACROSS ALL THREE OF THOSE PROGRAMS THAT EARNED COLLEGE CREDITS, THERE WERE 11,000 COLLEGE CREDITS EARNED BY RISD STUDENTS LAST YEAR.

CULMINATING IN THIS DATA, WHICH WE'RE EXTREMELY PROUD OF.

AS DR. ORTIZ MENTIONED, 20-25 WITH OUR 97%, THAT'S WHAT GOES INTO OUR ACCOUNTABILITY RATINGS FOR THIS YEAR TO JOIN OUR STAR SCORES. FOR OUR NEXT ACCOUNTABILITY YEAR, WE ARE PROJECTED TO BE 99% COLLEGE CAREER MILITARY-READY STUDENTS. I WOULD BE REMISS IF I DIDN'T MENTION THE IMPACT OF THE MULTIPLE OTHER PROGRAMS THAT AFFECT THIS. OUR FRIENDS IN CAREER AND TECHNOLOGY, AVID, EVEN THE GOOD PEOPLE AT MEMORIAL PARK ACADEMY. THAT DID NOT WANT TO LET A SINGLE STUDENT LEAVE THAT BUILDING THAT WASN'T COLLEGE AND CAREER MILITARY READY, ALL ACCOUNTED FOR STUDENTS MEETING THIS MARK.

THIS PLACES US NOT ONLY A RECORD FOR RISD, BUT IT PLACES US AS ONE OF THE TOP DISTRICTS OF OUR SIZE IN THE STATE.

MANAGING TO HIT A NUMBER LIKE THIS. IN CLOSING, AS I MENTIONED, WE HAD APPROXIMATELY 11,000 COLLEGE CREDITS COMPLETED LAST YEAR BY RISD STUDENTS. IF YOU LOOK AT A UNIVERSITY LIKE THE UNIVERSITY OF NORTH TEXAS, WHERE YOUR AVERAGE CREDIT IS $1,000, YOU MULTIPLY $11,000 BY $1,000, THAT'S $11 MILLION IN SAVINGS TO RISD FAMILIES.

AND THAT IS WITHOUT TAKING INTO ACCOUNT THE STUDENTS THAT COME IN A FULL SEMESTER FINISH, A FULL YEAR FINISH OF COLLEGE. THAT NO LONGER HAVE TO PAY FOR ROOM, BOARD, AND TRAVEL. AS WE ALREADY MENTIONED, THERE ARE RECORD ENROLLMENTS AND RECORD PASSING

[02:15:01]

AND THEN THEY SAID, OK, LET'S GET TO WORK. AND THEY WERE ALREADY EXCITED ABOUT THE NEW PROGRAMS THAT WE COULD OFFER THAT THEY COULD INCORPORATE INTO THEIR LEARNING ENVIRONMENTS. THAT WOULD HELP STUDENTS CONTINUE TO BE SUCCESSFUL IN THIS METRIC. ALL RIGHT, NOW I GET TO FOLLOW HIM. SO WE NOW ARE READY TO SHARE THE PRELIMINARY ACCOUNTABILITY PROJECTIONS. AGAIN, THESE ARE PROJECTIONS. THESE ARE BASED ON THE INFORMATION THAT HAS BEEN PROVIDED TO US BY THE STATE.

AND WE WILL BE GETTING SOLID INFORMATION NEXT WEEK, AND WE WILL SHARE ANY UPDATES THAT WE GET BASED ON THAT.

BUT AS WE LOOK AT OUR PRELIMINARY ACCOUNTABILITY PROJECTIONS, WE ARE... VERY EXCITED TO ANNOUNCE THAT WE ARE NOW PROJECTED TO BE A B AS A DISTRICT. SO WE ARE LOOKING AT POSSIBLY AN 82 AS OUR SCORE. AND I'VE INCLUDED THE THREE YEARS SO THAT WE CAN SEE HOW THINGS HAVE PROGRESSED FROM 24, 25, AND 26. SO WE CAN SEE THAT IN 24, WE STARTED WITH EIGHT CAMPUSES WITH AN A RATING, WE ARE PROJECTED TO HAVE 13 CAMPUSES AS A RATED FOR 2026.

WE HAD 19 B'S IN 24, MOVING TO 17 B'S, BUT OF COURSE WE KNOW SOME MOVE TO 8. AND THEN C'S WE SEE MOVING FROM 13 TO 8. D'S WE SEE A LITTLE BIT OF AN INCREASE FROM 6 TO 8, BUT WE SEE A SIGNIFICANT DROP IN OUR F'S. WE HAD 6 CAMPUSES THAT WERE F RATED IN 24.

CURRENTLY, WE HAVE 2 CAMPUSES THAT ARE PROJECTED TO BE F RATED IN 26. AND SO WE CAN SEE THAT WE HAVE 63% OF THE CAMPUSES PROJECTED TO BE AN A OR A B FOR THIS YEAR, AND ONLY 20% FALLING BELOW THAT. SO WE ARE REALLY EXCITED TO SEE THAT. AND ALL FOUR HIGH SCHOOLS WILL BE AN A OR A B. AND THEY ARE THE ONES WITH THE HIGHEST ENROLLMENT THAT CONTRIBUTE TO THAT, ACCOUNTABLY. BUT WE KNOW THAT WE STILL HAVE NEXT STEPS. SO WE'RE EXCITED ABOUT THE IMPROVEMENTS THAT WE'RE SEEING, BUT WE KNOW THAT THERE'S STILL SOME SUPPORT THAT WE NEED TO PROVIDE AND SOME ADDITIONAL GAINS THAT WE WANT TO SEE IN THE COMING YEAR. AND SO WE'RE GOING TO CONTINUE TO STAY ALIGNED TO OUR INSTRUCTIONAL PRIORITIES, WITH A FOCUS ON THE DATA-DRIVEN INSTRUCTION, OBSERVATION, FEEDBACK, AND LESSON INTERNALIZATION.

THAT IS SOMETHING THAT ALL OF OUR CAMPUSES HAVE ALREADY BEEN REALLY HAVING SOME GREAT CONVERSATIONS AND CONTINUING THAT LEARNING AND BEST PRACTICES AS THEY MOVE INTO THE NEW SCHOOL YEAR. AND SO WE'RE GOING TO HAVE A FOCUS ON THAT QUALITY OF INSTRUCTION, MAKING SURE THAT WE HAVE A FOCUS ON OUR PERFORMANCE MANAGEMENT, LOOKING AT OUR LEARNING WALKS, COACHING, FEEDBACK, MONITORING. THERE'S BEEN A REDESIGN TO THE ROLE OF THE COACHING, SUPPORT STRUCTURES AND SYSTEM IN THE DISTRICT. AND INCREASING THAT INSTRUCTIONAL CAPACITY IN PRINCIPALS AND THEIR INSTRUCTIONAL LEADERSHIP TEAMS THROUGH BOTH THE LIFT GRANT AND OUR PARTNERSHIP WITH REGION 10, BUT ALSO WITH CLARITY OF HIGH EXPECTATIONS FOR OUR CAMPUS LEADERSHIP TEAMS. IN ADDITION, WE'RE FOCUSING ON THAT CLIMATE AND CULTURE.

AND MAKING SURE THAT WE HAVE CLEAR EXPECTATIONS AND ROUTINES IN ALL OF OUR CLASSROOMS AND DEFINE CAMPUS-WIDE BEHAVIOR SYSTEMS OUT. THIS WAS SHARED A LITTLE BIT EARLIER TODAY AS WE WERE GOING OVER THE STUDENT CODE OF CONDUCT. PARENT OUTREACH AND COMMUNICATION WILL CONTINUE, AND WE'LL ENSURE THAT WE CONTINUE THAT PARTNERSHIP WITH OUR PARENTS. BECAUSE WE CAN'T REACH THOSE STUDENT INDIVIDUAL GOALS WITHOUT THAT PARTNERSHIP WITH THEM. AND AS WE LOOK AT STUDENT ACHIEVEMENT, WE'LL CONTINUE TO LOOK AT ALL OF THE INFORMATION AVAILABLE FROM OUR COMMON INTERIM ASSESSMENT. INVESTMENTS TO REMAINING THAT FOCUS ON OUR INSTRUCTIONAL PRIORITIES. IN K-2, ENSURING THAT WE'RE BUILDING THAT FOUNDATION AND MAKING SURE THAT THEY'RE GETTING THE SKILLS AND SUPPORTS THAT THEY NEED. SO THAT THEY'RE READY AS THEY CONTINUE TO MOVE THROUGH THE GRADE LEVELS. AND WE ARE ALSO WORKING STRONG ON OUR INTERVENTION AND ENRICHMENT PLANS. EVERY STUDENT DESERVES TO GET WHAT THEY NEED, AND WHETHER THAT'S TO GET THEM BACK TO GRADE LEVEL, OR IF THEY'RE ALREADY ABOVE OR ON GRADE LEVEL, HOW ARE WE GOING TO HELP THEM CONTINUE TO GROW AS WELL WITHIN THE REGION? ENRICHMENT.

AND OUR CAMPUSES WILL BE COMMUNICATING THEIR CAMPUS RATINGS TO THEIR COMMUNITY DURING THAT FIRST WEEK OF SCHOOL. SO NEXT WEEK, THEY WILL BE SENDING THAT COMMUNICATION OUT. AND SO JUST SOME KEY TAKEAWAYS. JUST REAL QUICK, I WANT TO, CAN YOU GO BACK ONE SLIDE? A COUPLE OF THINGS THAT I WANT TO POINT

[02:20:02]

BUT IT REALLY IS AN AMALGAMATION OF MULTIPLE DIFFERENT METRICS THAT THEY USE. AND THEN WITHIN THAT, THERE ARE MULTIPLE THINGS THAT THEY DO. AND THEN THERE'S THERE'S MULTIPLE WAYS THAT THEY CALCULATE IT IN MULTIPLE COMPARISON GROUPS.

AND THEN IT'S THE BEST OF, MORE OF, ALL OF THAT. AND SO WHY I SHARE THAT IS THAT WHEN YOU'RE LOOKING AT IT AS WE'RE SHARING OUR SCORES, YOU KNOW, WE PRIDE OURSELVES AS A DISTRICT OF GROWTH. WE HAVE A NORTH STAR GOAL THAT WE, LIKE, BELIEVE INTO OUR CORE. AND WHEN YOU HAVE A CAMPUS THAT DEMONSTRATES TREMENDOUS GROWTH, WE HAVE TO REMEMBER THEIR ACCOUNTABILITY. THEY MIGHT BE LOOKING AT DOMAIN TWO, OF WHICH GROWTH IS WHAT IS REALLY ALLOWING THAT TO DEMONSTRATE THAT. WE HAVE A GROUP OF STUDENTS WHO MAY HAVE HIGH NEEDS AND LOOK AT WHAT WE'RE DOING TO HAVE THEM ACHIEVE AT THE HIGHEST LEVEL. THE CHALLENGE IS THAT NEXT YEAR, NOW THAT WE HAVE GROWN THEM TO THAT LEVEL, THE AMOUNT OF EFFORT AND THE AMOUNT OF SYSTEMS WORK YOU HAVE TO DO. DO BECAUSE YOU DON'T GET GROWTH POINTS IF YOU MAINTAIN THEM AT THAT SAME LEVEL THE WAY THAT YOU DO IF YOU, THEN MOVE THEM TO THE NEXT LEVEL.

BUT THAT'S EVEN HARDER WORK.

SO TO CREATE THE SYSTEMS AND TO CREATE THAT, UH, THAT TEACHER SUSTAINABILITY LIKE THAT. THAT'S HARD, INTENSE WORK, AND TO DO THAT YEAR OVER YEAR, THAT'S EXHAUSTING. AND SO THAT'S ONE OF THE THINGS THAT WE'RE LOOKING AT IS, AND I SHARED WITH THE PRINCIPALS. THAT UNCONTROLLED VARIATION IS THE ENEMY OF EXCELLENCE. WE WANT EVERY CAMPUS TO HAVE THEIR OWN UNIQUE CULTURE AND, YOU KNOW, THE IDENTITY OF THE STUDENTS THAT THEY SERVE. IT HAS TO BE REPRESENTATIVE IN THEIR CAMPUS. BUT IN TERMS OF INSTRUCTIONAL SYSTEMS AND EXPECTATIONS, THAT... WE CANNOT HAVE VARIATION. UNCONTROLLED VARIATION IS THE ENEMY OF EXCELLENCE. WE WANT EVERY STUDENT TO KNOW THEY'RE GOING TO WALK INTO A CAMPUS AND THAT THE INSTRUCTIONAL SYSTEMS ARE IN PLACE. THAT ARE GOING TO ALLOW THEM TO GROW AND TO ACHIEVE THE HIGHEST LEVEL OF OUTCOMES POSSIBLE. AND SO A LOT OF WHAT YOU'RE SEEING ON THIS NEXT STEPS IS THAT WORK.

AGAIN, THE PRINCIPAL, THE TEACHER GIFTS, ALL OF THAT, THERE ARE GOING TO BE OPPORTUNITIES FOR THAT TEACHER TO BE WHO THAT TEACHER IS, FOR THAT CAMPUS TO REPRESENT THE CULTURE OF THAT CAMPUS, BUT THE INSTRUCTIONAL SYSTEMS HAVE TO BE TIGHT. I ALSO WANT TO ASSURE THE BOARD THAT YOU ARE NOT SEEING THESE NEXT STEPS.

THIS IS THE ONLY TIME YOU'RE GOING TO SEE THEM. WE WILL BE BRINGING FORWARD MULTIPLE REPORTS IN THE NEXT FEW MEETINGS WHERE WE'RE DIGGING INTO THINGS LIKE THE DISTRICT AND THE CAMPUS IMPROVEMENT PLANS. IN WHICH WE REALLY DEMONSTRATE WHAT ARE THE SPECIFIC UPGRADES THAT A CAMPUS NEEDS TO MAKE. BECAUSE THAT'S, AGAIN, WHERE WE HAVE, LIKE, IT'S INDIVIDUAL. WHAT BERKNER MAY NEED TO FOCUS ON IS DIFFERENT THAN, LIKE, HIGHLANDS. AND ELEMENTARY TO ELEMENTARY. SO. YOU'RE GOING TO HAVE AN OPPORTUNITY TO REALLY SEE WHAT UPGRADES WE'RE MAKING TO MOVE US TO THAT NEXT LEVEL. THEN ALSO, YOU'RE GOING TO SEE FOR OUR CAMPUSES AND SCHOOL IMPROVEMENT, OUR TIP AND TAP PLANS THAT WILL, AGAIN, DOWN TO SPECIFIC STUDENT GROUPS, GRADE LEVEL TEACHERS, WILL IDENTIFY. WHAT ARE THOSE UPGRADES THAT WE KNOW WE HAVE TO MAKE IN ORDER TO IMPROVE STUDENT OUTCOMES.

AGAIN, THIS IS JUST AN INITIAL, HERE'S WHERE WE ARE. HERE ARE SOME INITIAL THINGS THAT WE'VE BEEN WORKING ON THIS SUMMER, BUT MUCH MORE DETAIL AND MORE INFORMATION WILL BE PROVIDED AS WE WORK THROUGH THESE BEGINNING OF THE YEAR PROCESSES. SO THEN, AS WE GO OVER, THE KEY TAKEAWAYS FROM THE INFORMATION TODAY IS THAT WE KNOW THAT OUR STUDENTS ARE MORE THAN A SCORE. THEY'RE NOT JUST MEASURED BY ONE TEST ON ONE DAY. IT'S IMPORTANT FOR THE DISTRICT AND THE COMMUNITY TO UNDERSTAND THAT. THE UPDATED STANDARDS ARE INTENDED TO DRIVE THAT CONTINUOUS IMPROVEMENT EFFORT AND CONTINUE TO SUPPORT STUDENT GROWTH AT EVERY ONE OF OUR CAMPUSES.

THE RATINGS FROM YEAR TO YEAR ARE NOT ALWAYS COMPARABLE, AND WE CAN'T ALWAYS COMPARE THEM SIDE BY SIDE. BECAUSE OF ALL THE CHANGES THAT WE TALKED ABOUT FOR THE TEST AND THE SYSTEM.

BUT IN 26-27 SCHOOL YEAR, WE WILL CONTINUE TO FOCUS ON GROWTH AND CONTINUE TO ALIGN TO OUR INSTRUCTIONAL PRIORITIES WITH HIGH EXPECTATIONS. AND, AS MS. BROWN SHARED, JUST A TARGETED SYSTEM OF SUPPORT FOR ALL OF OUR CAMPUSES. THERE ARE CHANGES COMING. EVERY SCHOOL YEAR WE HAVE SOME LITTLE CHANGES, BUT WE ARE PREPARING

[02:25:01]

THAT WE WILL SEE IN 2028. AND AS MS. BRANUM HAS SHARED WITH US, WE'RE GOING TO KEEP IT AT 70. THANK YOU, DR. ORTIZ. THANK YOU, DR.

HURST. AGAIN, JUST FOR OUR TEACHERS THAT ARE LISTENING, JUST WANT TO EXTEND MY ABSOLUTE GRATITUDE FOR THEIR INCREDIBLE HARD WORK AND COMMITMENT TO STUDENTS, OUR PRINCIPALS, CENTRAL OFFICE TEAM, EVERYONE AROUND THIS HORSESHOE. EVERY SINGLE, AND I TELL CABINET THIS, YOU KNOW, EVERY SINGLE CABINET MEMBER OWNS OUR ACCOUNTABILITY. EVERY SINGLE PERSON OWNS. STUDENT OUTCOMES. MR. PATE CREATES A BUDGET THAT IT PUTS MONEY TO THE DIP.

EVERY SINGLE PERSON OWNS ACCOUNTABILITY AND WE ARE ALL IN TO CONTINUE TO MAKE THIS A DISTRICT AND TO ENSURE THOSE SYSTEMS ARE IN PLACE. WHERE A, STUDENTS LOVE TO COME TO SCHOOL AND LOVE LEARNING, AND TO BELIEVE AND HAVE OUTCOMES THAT THEY DESERVE.

AND SO WITH THAT, WE'RE HAPPY TO TAKE ANY QUESTIONS. I THINK THAT'S A GREAT LEAD-IN. SO TO QUESTIONS AND COMMENTS FROM THE BOARD, I KNOW WE'VE ALL GOT SOME PROBABLY, SO WHO WOULD LIKE TO KICK THAT OFF? YOU LOOK EAGER, MS. TIMME. LET'S GO AHEAD. I GET VERY EXCITED ABOUT THESE THINGS. SO A LITTLE BIT OF A COMMENT, JUST KIND OF OUT THE GATE. SEVERAL YEARS AGO, YOU CAME TO US AND SAID, WE NEED TO PUT IN SOME NEW SYSTEMS AND WE NEED TO DO SOME DIFFERENT THINGS.

AND IT'S GOING TO TO, IT'S NOT, IT'S NOT GOING TO GET THE EXACT OUTCOMES WE WANT IMMEDIATELY OUT THE GATE. IT'S NOT GOING TO BE THE QUICK FIX. AND YOU ASKED US TO STAY WITH YOU FOR A COUPLE OF YEARS ON THAT AND TO RIDE THAT WAVE UNTIL WE GOT THERE. AND I KNOW THAT YOU SAID IT AND I'LL READ.

REITERATE IT, LIKE, WE'RE NOT WHERE WE WANT TO BE, BUT THAT WE ARE SEEING THAT SIGNIFICANT CHANGE IN SIGNIFICANT GROWTH. EVEN I THINK IN SOME OF THE AREAS WHERE THE SCORES AREN'T WHERE WE WANT TO BE, I THINK WE'RE SEEING SOME, WE'RE SEEING A LOT OF GROWTH AND PROGRESS, MOVING IN THE RIGHT DIRECTION.

RIGHT NOT TO SAY THAT'S ALL PERFECT.

HOWEVER, WE'RE NOT ON FIRE. WE'RE, YOU KNOW WHAT I MEAN? WE HAVE LITTLE FIRES THAT NEED TO BE ADDRESSED. AND THAT'S MUCH DIFFERENT THAN WHERE WE WERE IN SOME CASES.

I DID WANT TO LOOK, CAN WE LOOK AT SLIDE 15? CAUSE I ALSO REALLY WANTED TO APPLAUD YOU AND YOUR TEAM FOR ONE OF THE THINGS THAT YOU SAID IS THAT. WE NEED TO PUSH MORE KIDS INTO HIGHER OPPORTUNITIES, AND THAT MEANS THAT WE'RE GOING TO SEE SOME DECLINE IN SCORES WHEN WE DO THAT, BECAUSE IF THEY DON'T, THEY CAN'T HAVE ACCESS TO THESE OTHER COURSES. THEY GET TO HIGH SCHOOL. AND I WANT TO POINT OUT SEVENTH GRADE MATH. WELL, I KNOW IT HAS BEEN LOW IN THE PAST, BUT IT IS BECAUSE YOU GUYS WERE PUSHING KIDS INTO ALGEBRA ONE EARLIER AND TAKING SOME OF THOSE ADVANCED MATH COURSES, EVEN IF THEY THOUGHT THEY COULDN'T. AND YOU GUYS REALLY PUSHED IT. AND WE HAD SCORES BEFORE BECAUSE WE HAD ENOUGH KIDS WHO WEREN'T, WHO WERE TAKING THAT SEVENTH GRADE TEST.

AND YOU'VE PUSHED SO MANY STUDENTS INTO THAT HIGHER LEVEL MATH THAT OUR NUMBER IS TOO SMALL TO CALCULATE. IS THAT CORRECT? YES, MA'AM. ONLY 12 STUDENTS IN 26. I'M SORRY, HOW MANY? 12. ONLY 12 STUDENTS.

SO EVERY OTHER ONE IS TAKING ADVANCED MATH, AND THAT IS OPENING UP OPPORTUNITIES FOR THE COURSES THAT THEY CAN TAKE.

SUCH AS THE AP, THE HONOR WAVES AND ALL OF THAT. SO THAT IS WHY WE'RE SEEING A LOT OF THAT HIGHER ENROLLMENT IN THAT TESTING, CORRECT? CORRECT. BUT CRAZY, WITH THE AMAZING WORK THAT YOU ALL HAVE DONE, WE'RE ALSO SEEING THOSE HIGHER SCORES AND HIGHER PASSING PERCENTAGES. I KNOW WE SAW IT IN ISOLATION, BUT THAT MOVES SEVERAL. YEARS AGO LED US TO THIS OUTCOME.

WHERE KIDS ARE HAVING, THEY'RE HAVING SUCCESS AND SEEING THAT THEY CAN DO THINGS THEY DID NOT THINK THEY COULD DO WHEN WE STARTED THAT PROGRAM. I DON'T WANT THAT TO GET LOST. RIGHT. I EXACTLY, I DON'T WANT THAT TO GET LOST. YEAH. IT'S, IT'S AMAZING. SO I THINK THAT'S FANTASTIC. I ALSO KNOW, TOO, LIKE, AND I, I DO WANT TO ACKNOWLEDGE AND SAY THAT, YOU KNOW, ON THE WHOLE, WE'RE NOT TRYING TO BENCHMARK AROUND THE STATE, BUT ALTHOUGH WE CAN'T BENCHMARK AROUND OTHER DISTRICTS AT THIS TIME, CAUSE WE DON'T HAVE THOSE SCORES, BUT CERTAINLY, IT GIVES US AT LEAST A LITTLE CONTEXT FOR HOW WE'RE MOVING. I ALSO WANTED TO JUST SAY THAT I REALLY THINK THAT WHEN YOU CAME IN WITH THE GROWTH GOAL AND LIKE, FOCUSING ON GROWTH FOR EVERY KID, I THINK WE ARE SEEING THAT NOT ONLY IN THE ON-RAMPS AND IN THE CCMR AND IN THE AP TESTING, BUT ALSO TOO, IF YOU LOOK AT REALLY TECHNICALLY, I'M CORRECT, RIGHT, THAT APPROACHES IS TECHNICALLY PASSING.

BUT WE'RE LOOKING AT, IF YOU'RE LOOKING AT HOW MANY OF OUR KIDS ARE GETTING MEETS AND MASTERS, THAT'S AMAZING.

THAT MEANS THAT WE ARE NOT JUST LOOKING TO PASS KIDS, THAT WE ARE LOOKING AT GROWTH FOR EVERY STUDENT AND GROWING THEM. MORE THAN A YEAR, AT LEAST A YEAR, MORE THAN A YEAR, REGARDLESS OF IF THEY'RE NOT PASSING, IF THEY'RE HIGH PERFORMING, THEY'RE NOT LEFT IN THE DUST EITHER. RIGHT. AND SO I THINK THAT WE'RE SEEING SOME OF THE FRUITS OF THAT LABOR. AND I THINK THAT'S FANTASTIC. I WOULD, I WOULD, I DO HAVE A COUPLE

[02:30:02]

SO, WHEN WE SUBMIT TESTS TO GET RESCORED, WE ARE RESPONSIBLE TO PAY FOR THAT RESCORE IF THERE IS NOT A CHANGE IN SCORE. AND THE STATE CHARGES US $50 FOR EVERY TEST THAT DOES NOT RESULT IN A CHANGE IN SCORE. SO THEY WILL HIRE INDIVIDUALS TO NOW GO BACK AND LOOK THROUGH THAT SAMPLE. AND GIVE THEM A SCORE. CAN I ASK YOU, ARE YOU, I JUST, I'M CURIOUS, I KNOW THAT IF YOU'RE LOOKING, NOT AT THIS YEAR'S, BECAUSE WE DON'T NECESSARILY HAVE THAT, BUT THE PREVIOUS YEAR'S RE-SCORING, WHEN THEY STARTED WITH AI, WAS THAT, DO YOU KNOW, LIKE, ABOUT WHAT THE PERCENTAGE WAS OF RE-SCORING SUCCESS THAT WAS HAD ACROSS THE STATE? I BELIEVE ACROSS THE GRADE LEVELS, IT RANGED BETWEEN SOME GRADE LEVELS, IT WAS LIKE 30 PERCENT, SOME GRADE LEVELS, IT WAS UP INTO THE MID 40S. AND I THINK THE STATE AVERAGE WAS RIGHT AROUND 40% OF EVERY TEST THAT WAS RESCORED HAD A OF CHANGE, BUT ARE WE, EVEN IF THEY, IF THEY RESCORE, IF THEY, IF THEY RESCORE THEMSELVES, RIGHT, BECAUSE THEY'RE ONE OFF, WE DON'T HAVE TO PAY FOR THOSE, RIGHT? THE STATE DOES THAT. BUT WHAT IF WE PUT IN FOR A RESCORE? AND WHILE IT DOES RESCORE HIGHER, BUT DOESN'T MOVE THEM UP A LEVEL, DO WE STILL PAY FOR THAT? WE ARE WAITING FOR THE INVOICE TO FIND OUT THE ANSWER TO THAT. BECAUSE THEY DON'T TELL US THAT, CORRECT? RIGHT. I JUST THINK IT'S AN INTERESTING PIECE. THERE'S A FINANCIAL OBLIGATION THAT YOU HAVE TO PUT IN THERE THAT WE'RE GOING TO HAVE TO, WHICH MEANS A MISSED OPPORTUNITY FOR OTHER PROGRAMS. THINGS TO SUBMIT. SO I'M JUST GOING TO, I'M GOING TO STOP RIGHT THERE WITH THAT. NO, BUT IF I CAN, JUST, AND WHY WE FEEL A MORAL IMPERATIVE IS THAT. AS WE'RE LOOKING AT THOSE ITEMS, YOU KNOW, OUR, OUR TEACHING AND LEARNING TEAM, THEY ACTUALLY GO AND THEY'RE ACTUALLY LOOKING AT THE STUDENT'S RESPONSE. AND IF BASED UPON OUR RUBRIC THAT THE STATE PROVIDES US AS WE'RE SCORING THAT, WE BELIEVE THAT THERE'S A MORAL IMPERATIVE.

THAT, LIKE, THAT STUDENT WORKED HARD AND WE WANT THEM TO HAVE THE SCORE THAT THEY EARNED, NOT IT BE WHAT IT WAS.

ABSOLUTELY. SO, LIKE, THAT'S, WE'RE WILLING TO TAKE ON THAT FINANCIAL OBLIGATION.

BECAUSE WE WANT TO ENSURE THAT THIS STUDENT ACTUALLY IS SCORED THE WAY THAT THEY SHOULD BE AND DESERVE TO BE. ABSOLUTELY.

OF COURSE YOU DO. LET'S NOT MISTAKE THE FACT THAT IT HAS ABSOLUTE RAMIFICATIONS IF WE DON'T SUBMIT TO RESCORE. AND THAT ALSO HAVING TO PAY FOR IT MEANS THAT YOU HAVE TO BE VERY CAREFUL ABOUT WHO YOU SEND IN TO RESCORE. BECAUSE EVERY TIME WE PAY FOR THAT RESOURCE, YOU'RE TAKING IT FROM SOMEONE ELSE AND FROM SOMETHING ELSE THAT WE COULD BE ALLOCATING THOSE FUNDS TO. SO I JUST THINK IT'S, I MEAN, I JUST THINK THAT, FOLKS, I THINK IT'S BENEFICIAL FOR FOLKS TO UNDERSTAND THAT. I NOT, NOT FOR HERE, BUT I KNOW YOU GUYS TALKED ABOUT SOME OF THE SYSTEMS THAT YOU GUYS HAD IN PLACE, BUT WHEN WE GO, WHEN WE HAVE, LIKE, THE FULL RESULTS AND WE SEE WHERE EVERYBODY IS, AND WE'RE LOOKING AT THAT, YOU, YOU SPOKE TO SOME OF THE SUCCESSES THAT YOU GUYS ARE SEEING IN THE DATA THAT WE DON'T NECESSARILY HAVE ACCESS TO YET. RIGHT. BECAUSE IT'S.

IT'S NOT OFFICIAL AND YOU SHOULDN'T BRING THAT FORWARD, RIGHT? LIKE IT JUST, YOU'RE GIVING US A GLIMPSE. I WOULD LOVE TO KNOW THAT IN THOSE SYSTEMS, OF THE THINGS YOU'RE DOING, WHAT WERE THE MOST SUCCESSFUL STEPS THAT YOU THINK LED TO THAT GROWTH ON THOSE CAMPUSES AND IN SOME OF THESE OTHERS? AND ALSO TOO, LIKE. LIKE, WHAT THINGS NEED TWEAKING? JUST SO LIKE IF EXAMPLE, LIKE IF IT'S COACHING AND IT'S THE NUMBER OF COACHING HOURS AND HOW WE STRUCTURED THAT. IF THAT'S WHAT'S BEEN WORKING. LIKE, THAT'S THE MOVE THAT I WOULD BE INTERESTED IN HEARING ABOUT AND HOW WE INVESTED IN THAT AND THEN ALSO TO THE THINGS THAT WE MIGHT NEED TO TWEAK.

BUT I WILL SAY, OVER THE YEARS SITTING HERE, WE HAVE WE HAVE WATCHED, YOU GUYS IN CURRICULUM, INSTRUCTION, TWEAK AND RETWEAK AND LOOK AND LIKE, REALLY, LIKE, DIG INTO SUMMER SCHOOL. AND WE DIDN'T LIKE, REALLY TRYING TO FIGURE OUT UP WHAT DIDN'T WORK AND ALL, AND WE'RE NOW SEEING A LOT OF THAT PAYOFF AND THAT IS HARD WORK. I HOPE YOU WILL PASS ON.

I AM SURE I SPEAK FOR EVERYBODY HERE, FOR ALL THE GROWTH AREAS THAT VERY APPRECIATIVE OF THAT HARD WORK. WHAT IS THIS? WHY THAT IS FLYING AROUND HERE? LIKE, SORRY. I'M SORRY. MISS TIMME, COULD YOU START OVER WHEN YOU STARTED YOUR COMMENTS? THIS FLY IS DISTRACTING. RIGHT. BUT I DO, I DON'T WANT TO MISS EVERY PRINCIPLE THAT FELT, EVERY SINGLE PRESSURE THAT EVERY THAT, LIKE, STRESSED HADN'T, I HADN'T. AN EYE TWITCH THAT LOST SLEEP, THAT MISSED TIME WITH THEIR FAMILY, THAT WAS DOING EXTRA WORK.

HITTING A, B AND MOVING FORWARD IS GREAT. I KNOW WE'RE GOING TO DO BETTER. I KNOW THESE SYSTEMS WILL CONTINUE TO PROVIDE THE FRUITS OF THAT LABOR. AND SO I JUST, UNTIL WE SEE THE REST OF IT, I MEAN, IT REALLY IS A GREAT CELEBRATION OF THOSE PIECES THAT MOVED US FORWARD. SO THANK YOU. GREAT COMMENTS. A GOOD WAY TO LEAD OFF. YES, MS. MCGOWAN.

OKAY, AWESOME. SO BACK TO ONE OF THE QUESTIONS, MS. TIMME JUST ASKED. DOES THE STATE PAY,

[02:35:02]

WHAT THERE'S NOT ABSOLUTE TRANSPARENCY RIGHT NOW IS WE KNOW THAT IF A STUDENT WAS, LET'S SAY THEY WERE AT MEETS, WE HAVE IT RESCORED. AND NOW THEY MOVE TO MASTER'S AS A RESULT OF THAT. WE KNOW WE DON'T HAVE TO PAY THAT. BUT IF LET'S SAY THEY MOVED UP ONE POINT, BUT THEY REALLY NEEDED TWO POINTS TO GO UP TO THAT MASTER'S LEVEL, THERE'S NOT CLARITY OF, EVEN IF IT WAS A ONE POINT INCREASE AND THEY NEEDED TO. DO WE HAVE TO PAY THE $50 OR NOT? NOT.

RIGHT. BUT THEY GOT THE SCORING WRONG INITIALLY, RIGHT? THEY'RE NOT GOING TO SEND US $50 FOR GETTING THE SCORE WRONG.

NO, MA'AM. OKAY. NO, MA'AM.

JUST SOUNDS LIKE A GOOD LAWSUIT TO ME. I DON'T KNOW. JUST.

ANYWAY, MOVING ONWARD. SO THAT WAS NOT MY ORIGINAL QUESTION.

MY OTHER QUESTIONS WERE, AND NOT EVEN QUESTIONS, JUST COMMENTS. I AGREE WITH WHAT MS. TIMME SAID.

THESE ARE GREAT SUCCESSES THAT WE NEED TO CELEBRATE. SUPER EXCITED ABOUT THE GROWTH. ARE OUR SYSTEMS, YOU SAID THAT WE NEED TO HAVE REALLY TIGHT SYSTEMS, AND I LOVE THAT YOU SAY THAT.

ARE OUR SYSTEMS JUST AS TIGHT AND PRESCRIPTIVE FOR OUR HIGH ACHIEVERS AS THEY ARE FOR OUR DF RATED? SCHOOLS, ARE WE GOING TO PUT THOSE HIGH RIGOR, TIGHT SYSTEMS IN PLACE FOR THOSE HIGH ACHIEVERS AS WELL? SO I'LL JUST GIVE YOU ONE EXAMPLE. AND AGAIN, THIS IS MORE INFORMATION COMING SOON, BUT DR. ORTIZ BRIEFLY MENTIONED THE WORK THAT WE'RE DOING WITH LYFT. SO LYFT IS AN ACTUAL GRANT FUNDED PROGRAM THROUGH TEXAS EDUCATION AGENCY THAT WE APPLIED FOR AND WERE AWARDED. AND WHAT THAT GRANT DOES, THE AMOUNT OF... PRINCIPAL SUPERVISORS RECEIVING COACHING, SO THEY CAN COACH PRINCIPALS, SO PRINCIPALS CAN COACH TEACHERS. THAT LAST YEAR WAS PRIMARILY FOCUSED ON OUR SCHOOL IMPROVEMENT CAMPUSES. THROUGH LYFT, WHAT WE'RE ABLE TO DO IS PROVIDE THAT TO EVERY SINGLE ONE OF OUR ELEMENTARY CAMPUSES.

AND WHY THAT'S SO IMPORTANT IS, FOR EXAMPLE, FOR A HIGH-PERFORMING CAMPUS, THEY DON'T HAVE THE SUPPORT STAFF. THEY DON'T HAVE THE ACADEMIC SUCCESS COACHES, THE ACADEMIC SUCCESS LEADS, THE... AMOUNT OF INSTRUCTIONAL SUPPORT LOOKS VERY DIFFERENT BECAUSE THEY DON'T HAVE, FOR EXAMPLE, TITLE I FUNDS WHERE THEY'RE ADDING THOSE EXTRA COMPONENTS. SO, BEING ABLE TO HAVE THE LIFT GRANT AND HAVE ADDITIONAL HANDS THAT ARE WORKING WITH PRINCIPALS SO THAT PRINCIPALS CAN BE THE BEST ON-SITE, JUST-IN-TIME FEEDBACK PROVIDERS TO TEACHERS IS ESSENTIAL IN THAT IMPLEMENTATION OF THOSE TIGHT SYSTEMS. SO THAT'S JUST ONE EXAMPLE OF WHERE THE ANSWER IS, ABSOLUTELY. BECAUSE, AGAIN, WE MIGHT HAVE A CAMPUS THAT IS IN 94. BUT WE KNOW THAT STUDENTS ARE NOT AT THE LEVEL, THEY'RE NOT MOVING TO THAT MEETS AND MASTERS LEVEL AT THE RATE THAT WE KNOW THAT THEY SHOULD. AND THIS, THOSE KINDS OF PRACTICES ARE GOING TO HELP ENSURE THAT THEY ARE GROWING AS WELL. THAT'S JUST ONE EXAMPLE.

NO, THAT'S GREAT. THANK YOU FOR THAT. AND THEN MY OTHER QUESTION, AS FAR AS, LIKE THE SLIDE WHERE YOU TALK ABOUT THE AP SCORES, CAN YOU GO BACK TO THAT? AND JUST FOR FUTURE REFERENCE. OR WHEN WE AS WE MOVE ON AND WE CONTINUE ON THIS AND MONITORING THESE SCORES, CAN WE GET A, I GUESS, RIGHT DOWN HERE. I GUESS LIKE, I WANT TO KNOW WHO THESE KIDS ARE, LIKE OUR AP RESULTS. YOU KNOW HOW WE BREAK THINGS DOWN BY DEMOGRAPHICS AND ALL THESE THINGS. I WANT TO KNOW WHO OUR AP RESULT KIDS ARE. YOU MENTIONED THE AVID AND MEMORIAL PARK. SOME OF THIS IS COMING OUT OF THERE AS WELL. AND I THINK.

JUST TO BE ABLE TO SEE WHO THEY ARE IS REALLY IMPORTANT. YES, WE WILL PROVIDE THIS DATA FOR YOU, BROKEN DOWN DEMOGRAPHICALLY. AGAIN, AP, DUAL CREDIT, ON-RAMPS, THIS IS ALL DATA SETS THAT WE GET VERY, VERY LATE IN THE SUMMER. AND SO OUR TEAM IS STILL ACTUALLY PROCESSING THE DATA AND MAKING SURE IT'S CLEAN. BUT, YES, THE BOARD, AS WE ALWAYS WILL, PROVIDE IT BY STUDENT GROUPS. AWESOME.

THANK YOU. AND THEN BACK TO THE TITE SYSTEMS, WE ARE FOCUSED ON TITE PRESCRIPTIVE CURRICULUM WHEN IT COMES TO OUR DNFS AND OUR HEART CURRICULUM. YES. SO I'M, I'M GOING TO, I'M GOING TO SHIFT A WORD A LITTLE BIT IN THAT WHAT WE TRY TO DO.

COMMUNICATE IN MESSAGE IS IT'S NOT THAT IT'S PRESCRIPTIVE, BUT THAT IT'S STRUCTURED. AND WHAT I MEAN BY STRUCTURED IS WHEN THAT TEACHER RECEIVES THAT, YOU KNOW, WE'RE ROLLING OUT OUR NEW HMH RLA MATERIALS.

[02:40:02]

WHAT HAPPENS THEN IS NOW THAT WE KNOW THIS RESOURCE IS A HIGH-QUALITY INSTRUCTION MATERIAL, WE KNOW THAT. NOW, TEACHER, YOU AND YOUR COLLEAGUES, OR IF YOU ARE THE ONLY ONE IN YOUR GRADE LEVEL AT THAT CAMPUS, THEN YOU GO THROUGH AN INTERNALIZATION PROCESS TO IDENTIFY WHAT IS MY STUDENT'S DATA, WHAT DO THEY NEED, WHAT DO I ANTICIPATE TO BE? THEIR MISCONCEPTIONS.

NOW, HOW DO I DESIGN A LEARNING EXPERIENCE THAT IS GOING TO GET THEM TO THE OUTCOME THAT I'VE IDENTIFIED? WHEN WE SAY PRESCRIPTIVE, AND THE ONLY REASON WHY I ASKED TO SHIFT THAT A LITTLE BIT, IS THAT PEOPLE WILL THINK THAT WE ARE TALKING ABOUT PRESCRIPTIVE, I'M READING FROM A SCRIPT.

TEACHER SAYS THIS, STUDENTS DO THIS. TEACHER DOES THIS, STUDENT DOES THAT. THERE ARE... THERE IS A SCRIPT AVAILABLE. IF A TEACHER NEEDS TO LEAN ON THAT, USE THAT AS A SCAFFOLD, AS THEY'RE GAINING FLUENCY WITH THE WORK THAT THEY'RE DOING.

BUT REALLY, WE TALK ABOUT THIS IS A STRUCTURE.

SHE'S A TEACHER. IT USED TO BE BACK IN THE DAY. I'M OLD, I KNOW, BUT IF I WAS GOING TO DESIGN A LEARNING EXPERIENCE, I HAD TO GO FIND THE TEXT. THEN I HAD TO MAKE SURE THAT THAT TEXT WAS ON GRADE LEVEL, THAT IT ACTUALLY ALIGNED TO THE TEAK, THAT IT WAS GRADE LEVEL APPROPRIATE. THEN I WOULD HAVE TO GO VERIFY THAT, LIKE, I. I SPENT SO MUCH TIME JUST ON THE RESOURCE CURATION THAT I DIDN'T GET TO SPEND AS MUCH TIME THINKING ABOUT, NOW, HOW ACTUALLY DO I DESIGN THIS IN A WAY THAT IT'S GOING TO ENSURE KIDS LEARN IT? AND THAT'S WHAT I BELIEVE. OUR HQIM AND THE STRUCTURED APPROACH THAT WE ARE TAKING IS PROVIDING FOR OUR TEACHERS. DON'T WASTE YOUR TIME ON THAT. FOCUS YOUR TIME ON INTERNALIZATION, AND HOW DO WE ENSURE THAT KIDS ACTUALLY LEARN WHAT IT IS THAT YOU TEACH. OKAY. THANK YOU FOR THAT. I ALSO WANT TO SAY JUST FROM. PERSONAL EXPERIENCE. I HAVE A KIDDO IN A TITLE I SCHOOL, AND SHE LOVES HER SCHOOL, AND WE LOVE OUR SCHOOL. AND WE WOULDN'T TRADE THAT FOR ANYTHING BEYOND ALL THESE OTHER UNCONTROLLABLE THINGS, RIGHT? IT'S GROWING. PARENT INVOLVEMENT IS GROWING. I SEE IT WITH MY OWN EYES. AND I JUST WANT TO SAY A PERSONAL THANK YOU TO YOU AND YOUR STAFF.

FOR BEING A PARTNER IN THAT, BECAUSE YOU'VE BEEN A TRUE PARTNER IN THAT, AND IT MAKES A DIFFERENCE. AND I'M EXCITED ABOUT THE GROWTH ACROSS OUR DISTRICT, AND I'M EXCITED TO SEE IT PERSONALLY IN A TITLE I SCHOOL. SO THANK YOU FOR ALL THAT, AND I'LL PASS THE MIC, MR. POTEET. AND I THINK WHAT I LOVE ABOUT WHAT YOU'RE SAYING AS WELL. IS THAT WE IN RICHARDSON, ISD ARE INCREDIBLY COMMITTED TO OUR NEIGHBORHOOD SCHOOLS.

WE HAVE PHENOMENAL MAGNET SCHOOLS THAT WE'RE SO PROUD OF, AND THEY CONTINUE TO DO GREAT THINGS, BUT EVERY STUDENT DESERVES, IF THEY ARE ZONED...

TO THAT ELEMENTARY, AND THAT PARENT CHOOSES THAT ELEMENTARY AS THEIR NEIGHBORHOOD SCHOOL, THEY DESERVE TO HAVE THE BEST ENVIRONMENT, THE BEST EXPERIENCE. AND IN THE END, THEY END UP LOVING GOING TO SCHOOL BECAUSE...

OF WHAT IS SPECIAL ABOUT THAT NEIGHBORHOOD SCHOOL.

AND THAT'S THE UNCONTROLLED VARIATION. WE DON'T WANT, BECAUSE YOU LIVE IN A CERTAIN NEIGHBORHOOD OR IN A CERTAIN APARTMENT, WHATEVER THAT IS, WE WANT YOU TO HAVE AN ASSURANCE THAT YOU'RE GOING TO WALK INTO SCHOOL AND HAVE THAT SAME EXPERIENCE EVERYWHERE YOU GO.

NOW WE'RE DEALING WITH HUMANS. THEY'RE NOT WIDGETS. AND WHETHER IT'S THE ADULT HUMANS OR THE STUDENT, LIKE THAT. IT'S HARD, HARD WORK, BUT OUR LEADERSHIP TEAM IS COMMITTED TO CONTINUING.

TO DO THAT WORK STEP BY STEP, BUT WE'RE GOING TO KEEP IT 70.

WE'RE NOT GOING TO DO IT AT ALL COSTS. WE'RE NOT GOING TO DO IT IN A WAY THAT HARMS STUDENTS OR HARMS TEACHERS.

WE'RE GOING TO DO IT IN THE RIGHT WAY, THAT IS SUSTAINABLE FOR THE LONG TERM. GOOD DISCUSSION. TRUSTEES, ANY OTHER QUESTIONS OR COMMENTS? OKAY, I'M GOING TO ADD JUST A COUPLE BECAUSE I LOVED WHAT THE OTHER TRUSTEES WERE SAYING.

SYSTEMS, WE KEEP USING THAT TERM, THE STRUCTURE, THE PROCESS. THE SYSTEMS PROVIDE SUSTAINABLE RESULTS.

THE PAST, US, OTHER DISTRICTS, NOT FOR LACK OF TRYING, BUT WE HAVE THROWN RESOURCES TO TRY AND FIX A PROBLEM, AND IT DOES FOR A MOMENT IN TIME, BUT IT'S NOT SUSTAINABLE. IT DOESN'T SHOW THOSE TRENDS, A POSITIVE TREND OF OUTCOMES.

[02:45:01]

FOR FIVE YEARS, THAT I'VE BEEN ON THE BOARD. I WILL ALSO SAY, YOU KNOW, WE'VE TALKED ABOUT STRATEGIC PLANS. YOU KNOW, WE'VE GOT A STRATEGIC PLAN REFRESH COMING UP HERE NOT TOO LONG. STRATEGIC SYSTEMS ARE PART OF THAT PLAN. THAT COMES WITH STRATEGIC RESOURCE ALLOCATION, WHICH MR. PATE.

AND ON CURRICULUM AND A LOT OF RESOURCES WE PUT AT IT, INCLUDING PEOPLE, WE'VE DONE A LOT OF STRATEGIC MOVES ON THAT RESOURCE PIECE. AND ALL OF THIS TO GET STRATEGIC OUTCOMES. AND ALL OF THOSE REQUIRE STRATEGIC PATIENCE. AND YOU MENTIONED THAT EARLIER AS WELL. AND I THINK THE PATIENCE THAT THE BOARD, THE ADMINISTRATION, AND THE COMMUNITY HAS AFFORDED US, WE'RE SEEING SOME OF THESE TRENDS START TO HAPPEN. ONE, ONE, DATA POINT IS NOT A STORY, I THINK. DR.

HIRSCH SAID IT EARLIER, YOU START SEEING TRENDS, TREND LINES, THEN YOU START TELLING THE STORY. AND I THINK WE'RE STARTING TO SEE A STORY HERE.

AND A LOT OF THE WORK THAT'S BEEN DONE FOR FIVE YEARS AND LONGER, PROBABLY IN DIFFERENT PARTS OF THE DISTRICT, THIS IS STARTING TO SHOW WHAT I BELIEVE IS A GOOD STORY. SO I JUST WANT TO COMMEND EVERYBODY THAT'S DONE THE HEAVY LIFTING AND CONTINUES TO DO IT. YOU'RE DOING IT TODAY, AND WE DON'T EVEN HAVE KIDS IN THE CAMPUSES. I MEAN, THIS IS AN ONGOING JOB FOR A LOT OF EDUCATED PEOPLE TO MAKE THESE THINGS HAPPEN.

SO THANK YOU FOR THAT. 11,000 COLLEGE CREDITS. I MEAN, THAT'S ALMOST AS MANY AS I HAD IN MY SIX YEARS OF UNDERGRADUATE WORK. SO THAT NUMBER JUMPED OUT AT ME.

BUT THAT'S AMAZING, SOME OF THE STUFF THAT WE'RE DOING. I LOOK FORWARD TO GETTING THE FINAL NUMBERS HERE.

IN A WEEK OR SO, AND THEN WE'LL DIG INTO IT DEEPER AND KEEP THE WORK UP.

SO THANK YOU VERY MUCH. THANK

[IV.J. Superintendent's Start of School Update]

DOCTORS, DOCTORS, THANK YOU FOR THE PRESENTATIONS. REALLY APPRECIATE IT. OKAY, BEFORE WE FINISH UP, I WANTED TO MENTION SOMETHING.

OF COURSE. THERE WAS AN EVENT YESTERDAY THAT THAT MS. BURNEY AND I WERE ABLE TO ATTEND WITH YOU, I KNOW, AND SOME OF OURS. I JUST WANTED TO, THIS KIND OF TOUCHES ON WHAT WE WERE TALKING ABOUT EARLIER IN STUDENT OUTCOMES AND HOW WE'RE CONNECTING STUDENTS WITHIN THE DISTRICT. AND IT WAS ONE OF OUR GIFTS. AND IT WAS ONE OF OUR GIFTS. IT WAS IN THE GIFTS LINEUP AS WELL.

SO YOU USE THE TERM EXPERIENTIAL, RIGHT? AND WE TALK A LOT ABOUT STUDENT OUTCOMES, AND WE KNOW THAT CONNECTIONS, CONNECTING OUR STUDENTS TO THE SCHOOLS. IT'S CRITICAL TO REACHING THOSE OUTCOMES, WHETHER IT'S SPORTS, WHETHER IT'S FINE ARTS, WHETHER IT'S CLUBS, WHATEVER IT IS, THAT'S AN ESSENTIAL PART TO REACH THOSE OUTCOMES, AND I THINK WE ALL BELIEVE THAT. WE WERE OVER AT MOSSHAVEN ELEMENTARY YESTERDAY, AND THIS IS PRETTY AMAZING HOW THIS ALL CAME TOGETHER. IT WAS BORN OUT OF, HONESTLY, A TRAGIC EVENT, AND WE HAD A STUDENT OVER AT LHE THAT PERISHED LAST YEAR IN THE CAMP MYSTIC. FLOODS DOWN CENTRAL TEXAS. AND SHE STILL HAS SIBLINGS IN THE DISTRICT, FAMILIES IN THE DISTRICT.

BUT WHAT THEY TOOK FROM THAT TRAGEDY, THEY TURNED IT INTO A VISION.

AND WHAT WE GOT TO SEE YESTERDAY, AND WE'LL SEE OVER THE NEXT FEW YEARS, OUR STUDENTS WILL SEE, IS THEY COMBINE THAT VISION WITH OTHER VISIONS OUT THERE.

THERE'S AN OUTDOOR, I HAD TO LOOK IT UP, OUTDOORS TOMORROW FOUNDATION THAT THEY FOUND A PARTNERSHIP WITH. AND THEY TOOK THE VISION OF THEIR DAUGHTER THAT THEY LOST, WHO HAD AN AFFINITY FOR THE OUTDOORS, EVERYTHING FROM FISHING TO ORIENTEERING, TO COOKING OUTDOORS, TO CAMPING, HUNTING, ALL OF THESE THINGS. AND THEY FOUND A PARTNERSHIP WITH SOMEBODY OUT THERE, ANOTHER NONPROFIT, WHERE THEY COULD APPLY RESOURCES THAT THE COMMUNITY HAD GIVEN THEM. TO MARRY THOSE TWO VISIONS TOGETHER. WHAT THEY'VE DONE IS THEY HAVE NOW TAKEN THIS OUTDOOR CURRICULUM.

THAT WAS ACCESSIBLE TO HIGH SCHOOL ONLY OR SECONDARY, I FORGET. JUST HIGH SCHOOL UP UNTIL NOW. AND THEY HAVE AFFORDED THE DISTRICT EXPOSURE TO ALL OUR ELEMENTARY SCHOOLS WITHIN THE DISTRICT, ALL OUR STUDENTS. AND SO THIS CURRICULUM, THESE OPPORTUNITIES, THIS ACCESS, WE TALK ABOUT OPPORTUNITIES AND ACCESS FOR OUR STUDENTS. WE'VE GOT A LOT OF STUDENTS OUT THERE, WHETHER IT'S A TOP OF ONE SCHOOLS OR OTHERWISE.

THAT NEVER HAVE A CHANCE TO GET THIS CONNECTION,

[02:50:03]

AND I WAS ACTUALLY COMMUNICATING WITH MOM EARLIER. YOU KNOW, PART OF THIS IS THAT LEGACY, AND SHE WANTS HER DAUGHTER TO BE REMEMBERED. SO WHEN YOU'RE THINKING ABOUT MORE LIKE WHEN, WHAT DOES IT MEAN TO BE LIKE? WHEN THEY LEARN, IT MEANS BEING OUTSIDE. IT MEANS BEING CONNECTED TO NATURE. IT MEANS TAKING OFF YOUR SHOES AND PUTTING YOUR FEET IN THE GRASS. IT MEANS BEING INSPIRED TO LEARN, WATCHING OUR PE TEACHERS. SOME OF OUR PE TEACHERS HAD NEVER TOUCHED A FISHING POLE BEFORE.

YOU MAY HAVE HAD A SUPERINTENDENT THAT HAD NEVER, I DON'T FISH. AND SO WATCHING THEM PICK UP A FISHING POLE AND THE AHAS AND THE LIGHT BULBS OF WHAT DOES IT MEAN TO GET OUR FIVE-YEAR-OLDS OUTSIDE. MR. PATE WOULD HAVE BEEN IN HEAVEN YESTERDAY. WATCHING, YOU KNOW, THINKING ABOUT THESE EXPERIENCES, AGAIN, THAT WE HAVE SOME STUDENTS WHO, BECAUSE OF THE ENVIRONMENT IN WHICH THEY LIVE, THEY MAY NOT FEEL SAFE TO LEAVE THAT ENVIRONMENT. AND NOW BECAUSE OF WHAT, MORE LIKE WHEN, AND OUR OUTDOOR PARTNERS. HAVE DONE, EVERY SINGLE ONE OF OUR ELEMENTARY THROUGH HIGH SCHOOL STUDENTS ARE GOING TO HAVE ACCESS TO THESE PROGRAMS. SO JUST AGAIN, IT SPEAKS TO THE BEAUTY OF OUR COMMUNITY AND THE SUPPORT. AND AGAIN, TO HAVE THAT GIFT ACCEPTANCE IS JUST INCREDIBLE. IT'S JUST INCREDIBLE. SO THANK YOU FOR THAT. LIKE, THAT IS THE EPITOME OF OUR BACK TO SCHOOL AND THIS BEAUTIFUL BALANCE OF WHAT I THINK WE ALL WORK FOR, AND THAT IS THAT, THIS OUTCOME. AND CULTURE, AND THAT ONE CANNOT BE AT THE EXPENSE OF ANOTHER. SO I DON'T HAVE THE CLICKER, BUT I'M JUST GOING TO ASK THAT Y'ALL QUICKLY MOVE THROUGH THAT. JUST TO REMIND OUR COMMUNITY THAT OUR FIRST DAY OF SCHOOL IS AUGUST 12TH, AND WE ARE SO READY FOR THAT.

WE TALK ALL THE TIME ABOUT THIS NORTH STAR GOAL, BUT I JUST WANT TO CONTINUE TO COMMIT TO THE BOARD THAT THESE ARE NOT JUST, THIS IS NOT FODDER THAT WE TALK ABOUT AT A BOARD MEETING.

IN EVERY ONE OF OUR CENTRAL... MEETINGS OR TRAININGS. TODAY WE WERE WITH DISTRICT WIDE DAY FOR SECONDARY TEACHERS AND EVERY SINGLE ONE OF THOSE PROFESSIONAL LEARNING EXPERIENCES. WE WERE TALKING ABOUT GROWTH AND GROWTH FOR ALL. AND IT MIGHT BE A STUDENT WHO'S IN A CENTRAL SPECIAL EDUCATION.

EDUCATION PROGRAM, AND WHAT ARE WE DOING TO IMPROVE OUR PROGRAMS AND SERVICES, OUR EMPLOYABILITY SKILLS, WHATEVER IT IS, SO THAT WE ARE GROWING THOSE STUDENTS AS WELL AS OUR STUDENTS WHO ARE EARNING, YOU KNOW, ASSOCIATE'S DEGREES. AND SO WE, ONE OF THE PIECES OF FEEDBACK THAT WE RECEIVED THIS YEAR FROM OUR AMBASSADORS WAS TIGHTENING A LITTLE BIT OF OUR SYSTEMS AROUND. HOW DO WE MAKE SURE THAT EVERY PARENT KNOWS WHAT THEIR GROWTH GOAL IS FOR THEIR CHILD, AND SPECIFICALLY, HOW DO THEY SUPPORT THAT AT HOME. AND SO WE HAVE SOME...

SOME EXCITING THINGS THAT WE WILL BE SHARING WITH YOU SOON AROUND. HOW WE ARE ELEVATING THAT WORK. SO THAT EVERY, YOU KNOW, 35,000 STUDENTS WE HAVE, 35,000 SETS OF PARENTS, GUARDIANS, SUPPORT FAMILIES KNOW WHAT THEIR CHILD'S GROWTH GOAL IS. I WANT TO SHARE A LITTLE BIT AROUND OUR THEME THIS YEAR OF DREAM ON. AS YOU KNOW, LAST YEAR WE WERE, WE REALLY TALKED A LOT ABOUT DREAMING BIG. AND WHEN I THINK ABOUT OUR MIDDLE SCHOOL PROJECTS, WHAT YOU HEARD WITH OUR CTE. CENTER, THE ENVIRONMENTAL CENTER WHEN I THINK ABOUT US CONTINUING TO BE THE ONE, DESPITE GROWING COMPETITION AND ALL OF THOSE THINGS I COULDN'T LET GO OF. JUST CONTINUING TO REMIND OUR STAFF THAT ALL OF THESE OUTSIDE THINGS MAY BE

[02:55:01]

THERE'S NOTHING LIMITING US FROM MAKING THOSE DREAMS FOR OUR KIDS A REALITY. AND SO WE CONTINUE TO BE FOCUSED ON CREATING THOSE EXPERIENCES THAT JUST ALLOW OUR KIDS AND INSPIRE. OUR KIDS TO DREAM BIG. AND AGAIN, I THINK EVEN YESTERDAY, SEEING OUR PE TEACHERS THINK ABOUT HOW WE DO PE DIFFERENTLY AND HOW DO WE INSPIRE OUR KIDS.

THAT, HEY, LIKE, MAYBE INSTEAD OF BEING ON MY PLAYSTATION AND MLB THE SHOW, I'M GOING TO BE OUTSIDE. AND I'M GOING TO PICK UP A FISHING POLE AND WALK WITH MY BUDDIES, AND I'M GOING TO FISH IN THE CREEK. SO EVEN SOMETHING SIMPLE AND LITTLE LIKE THAT IS PART OF OUR WORK THAT WE'RE DOING TO DREAM ON. I JUST WANTED A COUPLE OF STATISTICS, AND I HOPE THAT, LIKE, NO, THIS IS NOT, LIKE, WE ARE STILL, SCHOOL IS NOT UNTIL TUESDAY. OUR EARLY ENROLLMENT RIGHT NOW, AND ACTUALLY, THIS CHANGED AS OF TONIGHT, OR AS OF THIS AFTERNOON. I BELIEVE WE ARE ALREADY AT 34,322 AS OF, LIKE, 4 O'CLOCK.

SO THIS NUMBER IS IN NO WAY OF WHETHER OR NOT WE ARE ON A TRAJECTORY TO HIT 35,704.

WE ARE SITTING ABOUT WHERE WE WERE THIS TIME LAST YEAR. SO WE STILL FEEL VERY OPTIMISTIC OF WHERE OUR ENROLLMENT IS.

BUT AS YOU KNOW, WE WILL CONTINUE TO PROVIDE WEEKLY UPDATES. OUR STAFFING VACANCIES, THIS IS NOT HOW MANY TEACHER ALLOCATIONS.

THIS IS HOW MANY TOTAL VACANCIES WE HAVE. WE ONLY ACTUALLY HAVE ONE GEN ED OPENING. ONE. AND I'M CONFIDENT BY TUESDAY, IF NOT, WE ALREADY HAVE IDENTIFIED AN INCREDIBLE LONG-TERM SUB THAT'S IN THERE. BECAUSE EVERY STUDENT DESERVES TO HAVE A HIGH-QUALITY TEACHER SITTING IN THAT CLASSROOM. OUR INCREDIBLE SPECIAL EDUCATION, BY THE WAY, WE HAVE NO BILINGUAL VACANCIES.

JUST WANT TO SHOUT OUT FOR THAT. THAT'S THE BOARD.

LIKE, THE BOARD HAS CREATED THAT ENVIRONMENT. AND THEN OUR SPECIAL EDUCATION TEAM, MATTHEW AND KATIE AND KYLE, THEY HAVE DONE AN INCREDIBLE JOB OF MAKING SURE. IF WE HAVE A SPECIAL EDUCATION OPENING, HOW WE'RE MAKING SURE ON DAY ONE, SUPPORTS ARE PROVIDED SO THAT NO SERVICE IS, THERE'S NO SERVICE GAP FOR OUR STUDENTS. I ALSO JUST WANT TO MENTION, THIS IS, I DON'T KNOW, A DISTRICT THAT, EXCEPT FOR FOR, I GUESS, FORT WORTH.

BUT I DON'T KNOW THE DISTRICT THAT IS SAYING THAT THEY ARE COMPLETELY STAFFED. EVERYONE IS, AGAIN, ESPECIALLY IN SPECIAL EDUCATION AND BILINGUAL, MOST DISTRICTS STILL HAVE NUMEROUS VACANCIES. AND SO WE ARE TRENDING INCREDIBLY WELL. JUST REAL QUICKLY, AND AGAIN, OUR AMAZING FACILITIES TEAM WILL BE PROVIDING MORE DEEP DIVE UPDATES ON THIS ONCE WE GET FURTHER DONE IN CONSTRUCTION. BUT JUST TO PROVIDE AN ASSURANCE TO THE BOARD AND THE COMMUNITY, WE ARE ALL OF OUR PHASING THAT NEEDED TO BE DONE THIS SUMMER. WE ARE READY. IT IS ON TIME. APOLLO TEACHERS ARE MOVING INTO THEIR PORTABLES TOMORROW.

WE HAVE PROBABLY ABOUT 40 CENTRAL OFFICE TEAM MEMBERS THAT ARE GOING TO BE OVER THERE FIRST THING IN THE MORNING, HELPING UNBOX EVERY TEACHER AND MAKE SURE THAT THEIR CLASSROOM IS SET UP.

SO WE ARE ALL IN TO SUPPORT OUR CAMPUSES. WE DON'T WANT THEM TO EVER FEEL ALONE IN THIS PROCESS. OUR ATHLETICS PRACTICE, IF YOU DRIVE AROUND, FOR EXAMPLE, SPRING CREEK.

ELEMENTARY OR WESTWOOD. THEY WILL BE WALKING AND THEY WILL BE PRACTICING. THAT FIELD LOOKS AMAZING. BASEBALL, AGAIN, WE KNOW HOW DISRUPTIVE THIS IS FOR OUR RHS BASEBALL. SPRING VALLEY IS GOING TO BE THE NEW PRACTICE FIELD.

WE HAVE MOVED THAT TURF. AND AGAIN, IT IS A BEAUTIFUL PRACTICE FACILITY AS OUR TEAM IS GOING TO BE DISRUPTED FOR THE NEXT TWO YEARS. OUR LAKE HIGHLANDS HAD A MAJOR AC RENOVATION IN WHICH THOSE TEACHERS WERE INCREDIBLY THANKFUL FOR THE DISRUPTION TO ACTUALLY HAVE SOME WORKING HVAC. WE ARE SUBSTANTIALLY COMPLETE, FINISHING A FEW THINGS SO THAT TEACHERS CAN MOVE IN AND, OF COURSE, BE READY ON DAY ONE.

NATATORIUMS LOOK ABSOLUTELY AMAZING. THEY'RE FINISHING THE LAST TOUCHES. THEY WILL BE READY FOR PRACTICE AT LEAST BY WEEK TWO OF THE SCHOOL YEAR. AND THEN, AGAIN, WE HAVE SOME RENOVATION AND UPGRADES THAT WE'RE MAKING IN SOME OF OUR OTHER GYMS AND FACILITIES. AND AGAIN, ALL OF THOSE ARE... ARE ON TRACK AND WE ARE LOOKING GREAT.

PARENT SQUARE, MELISSA AND BRIAN HAVE DONE A PHENOMENAL JOB. MR. POTEET, WHILE HE WAS SITTING HERE, GOT TWO MESSAGES THROUGH PARENT SQUARE FROM CARRIE JONES, AND SHE DID AS WELL. I GOT MY NOTE OF LETTING ME KNOW WHERE KAYSEN IS GOING TO BE FOR HIS HOMEROOM NEXT YEAR. SO INCREDIBLE JOB WITH COMMUNICATION. I THINK PARENTS ARE ALREADY BEGINNING TO FIND THAT. IT'S NICE TO BE ABLE TO DEPOSIT MONEY AND LOOK AT ALL OF THOSE THINGS IN ONE APP. AND AGAIN, AND

[03:00:02]

SO INCREDIBLE JOB. AND THEN I'M NOT GOING TO LIST ALL OF THESE, BUT AGAIN, I REALLY CREDIT MELISSA AND SANDRA AND JUSTINE. I FIRMLY BELIEVE THAT IF WE DON'T TELL OUR STORY, THAT OTHERS WILL TELL IT FOR US. AND SO HAVING AN OPPORTUNITY TO ALLOW OUR COMMUNITY TO BE HIGHLIGHTED AND TO SEE THE POSITIVE THINGS.

THAT ARE HAPPENING IN RICHARDSON, ISD. I THINK IT'S AN INCREDIBLE THING FOR US AND FOR OUR KIDS. AND SO WE'VE HAD LOTS OF TOUCH POINTS OUT THERE. WHERE OUR COMMUNITY AND THE BROADER REGIONAL COMMUNITY IS HEARING ABOUT THE THINGS THAT WE'RE DOING. SO MUCH SO THAT THEY'RE EVEN GOING TO BE HERE ON THE FIRST DAY OF SCHOOL. WHERE WE GET TO HIGHLIGHT A CAMPUS. WHO YOU WANT TO TALK ABOUT GROWTH AND WHO'S BEEN DOING IT ALL THE RIGHT WAY, TERRACE ELEMENTARY. AND SO WE'RE GOING TO BE THERE BRIGHT AND EARLY. I BELIEVE LIKE IT'S STARTING AT 630 ON THE FIRST DAY OF SCHOOL AND HIGHLIGHTING THAT WORK.

AND THEN ALSO, YOU CAN SEE THE LIST OF ALL THE OTHER FUTURE OPPORTUNITIES.

SO, AGAIN, JUST INCREDIBLY PROUD. THIS DOES NOT HIGHLIGHT ALL OF THE WORK OF EVERY TEAM. WE WILL BE DOING A LITTLE BIT MORE OF A DEEP DIVE FOR YOU OF LIKE, WHAT, LIKE, WHAT HAVE Y'ALL BEEN DOING ALL SUMMER? CAUSE Y'ALL HAVE BEEN LIKE JUST EATING BONBONS.

RIGHT. AND SO AT OUR NEXT MEETING, WE WILL PROVIDE A LITTLE BIT MORE IN DEPTH OVERVIEW OF WHAT EACH DEPARTMENT HAS BEEN DOING TO BE READY FOR THIS BEGINNING OF THE SCHOOL YEAR. AND SO INCREDIBLY PROUD OF THEIR WORK. AND MOST IMPORTANTLY, ALL, WE'RE READY. WE'RE AT THAT PLACE NOW. WE'RE LIKE, LIKE, I DON'T WANT TO TALK ABOUT THE FIRST DAY OF SCHOOL ANYMORE. I JUST WANTED TO GET HERE. RIGHT? BUT WE ARE READY. WE'RE READY TO GREET OUR KIDS, WHETHER IT'S CHILD NUTRITION, BUSES WERE UP AND RUNNING TODAY, RUNNING ROUTES, CHECKING SAFETY VERIFICATIONS.

JUST, YOU KNOW, THE SYSTEMS ARE READY. AND WE'RE EXCITED TO MEET THIS YEAR'S STUDENTS AND WELCOME OUR PARENTS. AND JUST START THAT AMAZING PARTNERSHIP THAT WE KNOW IS GOING TO EXIST IN THE SCHOOL YEAR. SO IF THERE ARE ANY OTHER QUESTIONS ABOUT THE START OF SCHOOL, WE'RE HAPPY TO TAKE THEM. I ALSO REAL QUICK JUST WANT TO MENTION, AS PART OF MY BACK TO SCHOOL, THIS IS DAVID PATE'S LAST BOARD MEETING. SO I JUST WANT TO THANK HIM PUBLICLY FOR JUST AN INCREDIBLE SERVICE TO PUBLIC ED. YOU ARE WELL RESPECTED, NOT JUST IN THIS AREA, BUT ACROSS THE STATE, FOR YOUR KNOWLEDGE, THE BEAUTIFUL WAY THAT YOU CONNECT.

WHAT YOU DO IN THE FINANCE OFFICE TO KEEPING STUDENTS AT THE FOREFRONT. YOU ARE, YOU KNOW, SUCH A MENTOR AND A SUPPORT TO CFOS. I CAN'T GO ANYWHERE WITHOUT A CFO SAYING, GOSH, WE LOVE DAVID PAYTON. HE HELPED ME WITH THIS, OR HE HELPED ME WITH THAT, OR HE ADVISED ME ON THIS. AND SO YOU'VE JUST BEEN ONE OF THOSE, YOU KNOW, A BEACON OF WHAT WE WOULD WANT IN SOMEONE IN YOUR ROLE. AND SO WE'RE SO BLESSED THAT YOU WERE A PART OF MAKING A DIFFERENCE IN RICHARDSON, ISD. AND YOU'VE MADE US BETTER, AND YOU'VE LEFT US FOR GOOD.

AND WE'RE SO EXCITED FOR YOU AND YOUR NEXT ADVENTURES, BUT WE WILL MISS YOU DEARLY.

SO THANK YOU VERY MUCH FOR ALL YOU HAVE DONE. WE WILL TAKE QUESTIONS. ANY QUESTIONS FROM THE BOARD? COMMENTS? OKAY. WELL, DAVID, YOU HAD THE

[V. CLOSED MEETING]

IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE. SECTION 551.071, CONSULTATION WITH ATTORNEY AND SECTION 551.074, PERSONNEL MATTERS AND DUTIES OF A PUBLIC OFFICER. THANK YOU

[VI. RECONVENE]

ADJOURNED, ALL RIGHT? THE BOARD IS RETURNING TO OPEN SESSION AT 10 22 P.M. HAVING TAKEN NO ACTION WHILE IN CLOSED SESSION, THIS MEETING IS ADJOURNED AT 10 23 P.M. ON AUGUST 6, 2026.

* This transcript was compiled from uncorrected Closed Captioning.