>> ALL RIGHT. GOOD AFTERNOON, EVERYONE.
[00:00:02]
>> I CALL TO ORDER A SPECIAL MEETING OF THE BOARD OF TRUSTEES OF FRISCO ISD.
WE DO HAVE QUORUM WITH ALL BOARD MEMBERS PRESENT.
[1. Communication to and from the Board including public comments]
COMMUNICATION TO AND FROM THE BOARD INCLUDING PUBLIC COMMENTS. ANY COMMUNICATION?>> NO ONE SIGNED UP FOR PUBLIC COMMENT, MICHELLE?
>> OKAY. GREAT. THEN WE WILL MOVE ON TO ITEM 2A,
[2.A. Act on agreement for owners' representation services for the Performing Arts Center]
ACT ON AGREEMENT FOR OWNERS REPRESENTATIONS SERVICES FOR THE PERFORMING ARTS CENTER.BOARD, IF YOU DON'T HAVE ANY QUESTIONS, I'LL LOOK FOR A MOTION.
>> MOVE TO APPROVE THE AGREEMENT. DO YOU HAVE A QUESTION?
>> MY QUESTION IS WITH THIS AGREEMENT, DOES IT CHANGE ANYTHING IN THE FUTURE TO OUR CONTINGENCY FOR JANUARY?
>> MOVE TO APPROVE THE AGREEMENT FOR OWNER'S REPRESENTATION SERVICES FOR THE PERFORMING ARTS CENTER.
>> MOTION BY MR. CLASSE, SECOND BY MS. GILLESPIE. ALL IN FAVOR?
>> AYE. MOTION PASSES 7-0. THANK YOU VERY MUCH.
[3. Human Resources Department Update]
HUMAN RESOURCE DEPARTMENT UPDATE. DR. [INAUDIBLE]>> [NOISE] GREAT TO SEE YOU THIS MORNING.
>> WE ARE EXCITED TO BRING TO YOU [INAUDIBLE] UPDATE AND OVERVIEWS OF THE HUMAN RESOURCE DEPARTMENT.
WE WILL FIRST START WITH INTRODUCTIONS THEN GIVE YOU AN IDEA, WE'RE GOING TO PROVIDE SOME DATA FOR YOU.
ALSO, SHOW YOU HOW SOME THINGS AND INITIATIVES WITHIN THE DEPARTMENT AND AFTER THAT, WE'LL HAVE [INAUDIBLE] UPDATE.
NOW, I WANTED TO DO THIS GLORIOUS INTRODUCTION OF THIS STUPENDOUS TEAM THAT WE MIGHT HAVE THE HONOR OF WORKING BUT WHAT THEY TOLD ME WAS SAY, "HEY, HERE'S THE TEAM, TELL US WHO THEY ARE, AND LET US GET GOING." THAT'S WHAT WE'RE GOING TO DO.
I'LL DO A QUICK INTRODUCTION AND THEN I'M GOING TO FOLLOW MY DIRECTIVE AND LEAVE OUT OF THE WAY.
[NOISE] WE HAVE DR. JAMES HILL, WHO'S THE MANAGING DIRECTOR FOR SECONDARY, [NOISE] DR. [INAUDIBLE] SEATED ON THERE IN THE CORNER, ELEMENTARY.
HERE BY THE DOOR WE HAVE CHARIS HUNT AND ANNA [INAUDIBLE].
CHARIS WORKS WITH THE ELEMENTARY AND SECONDARY CAMPUSES AS WELL AS CENTRAL STAFF, ANNA WORKS WITH SECONDARY.
IN THE BACK CORNER WE HAVE JENNIFER REDDEN WHO IS FORMERLY MEMORIAL HIGH SCHOOL PRINCIPAL [INAUDIBLE] FIFTH YEAR WITH SECONDARY, AND MICHELLE LOTT, WHO IS OUR DIRECTOR, WHO WORKS WITH RECRUITMENT, DEVELOPMENT, AND RETENTION.
IN DOING WHAT THEY TOLD ME TO DO, I'M GOING TO MOVE OUT OF THE WAY.
JUST KNOW THAT YOU HAVE A SLIDE THAT SHOWS OUR LEADERSHIP TEAM.
YOU ALSO HAVE A SLIDE THAT SHOWS OUR ORG CHART.
WE'RE GOING TO START BY INTRODUCING SOME STAFF FROM ESS AND GIVING YOU A [INAUDIBLE] UPDATE.
>> [NOISE] YEAH, WE'RE GOING TO CHANGE [INAUDIBLE].
>> ALL RIGHT. DIDN'T I TELL YOU? THAT'S WHY THEY DON'T GIVE YOU THE OTHER WAY.
>> WE JUST WANT TO DO A FUN LITTLE QUIZ WITH YOU FOLKS, SO IF YOU WOULDN'T MIND GETTING YOUR DEVICE OUT AND GOING TO KAHOOT.IT.
KAHOOT.IT AND THEN YOU GO PUT IN THE PIN NUMBER RIGHT HERE.
KAHOOT.IT, K-A-H-O-O-T DOT IT AND THEN PUT IN THIS PIN AND THEN YOUR NAME OR NICKNAME.
>> [INAUDIBLE] ALL OUR TEACHERS USE THESE ALL THE TIME.
>> REMEMBER, WE ARE STANDARD-BASED GRADING, SO [LAUGHTER] WE'RE NOT GOING TO BE PENALIZING.
THIS IS FOR LEARNING PURPOSES.
THERE'S NO LOSERS UNLESS YOU DON'T COME IN FIRST, SECOND OR THIRD [LAUGHTER].
THERE MAY BE SOME PRIZES AT THE END.
>> [INAUDIBLE]? [LAUGHTER] WHEN YOU TEACH YOUR KIDS YOU'RE ALWAYS GOING TO REMIND THEM.
ALWAYS HAS TO BE APPROPRIATE NAMES, SO APPROPRIATE NAMES ONLY. YEA I SEE [OVERLAPPING] [LAUGHTER].
>> I FORGOT TO TELL YOU, I DID SEND THE [OVERLAPPING]
>> OLD SCHOOL?ALL RIGHT, [INAUDIBLE].
>> IT MUST BE KIMBERLY. [INAUDIBLE]
>> ALL RIGHT. EVERYBODY IN? THAT'S GOOD. YOU'VE GOT 20 SECONDS TO ANSWER. THESE ARE FUN FACTS.
[00:05:03]
I USED FUN LOOSELY. FIRST QUESTION, ECONOMISTS ARE CALLING THE RECENT PHENOMENON OF VAST NUMBERS OF EMPLOYEES QUITTING THEIR JOBS WHAT? GREAT DEPRESSION, GREAT RESIGNATION, YEAR OF THE QUITTER, SEASON OF THE SLACKER.[BACKGROUND] ALL RIGHT, YES, IT'S THE GREAT RESIGNATION RIGHT NOW.
THIS IS A RECENT PHENOMENON WE'RE SEEING IN THE LAST FEW MONTHS ACROSS ALL INDUSTRIES, IT'S NOT JUST AFFECTING TEACHING, BUT EVERY INDUSTRY RIGHT NOW IS FINDING IT DIFFICULT TO FIND WORKERS IN AMERICA RIGHT NOW.
WE'RE GOING TO TALK A LITTLE BIT MORE ABOUT THIS LATER ON.
OUR NEXT QUESTION. MARTI IS IN THE LEAD.
BETWEEN APRIL AND JUNE 2021, HOW MANY MILLION WORKERS QUIT THEIR JOBS? ANY GUESSES. 4.2, 7.3, 1.2 OR 11.5.
THIS IS ACROSS AMERICA, [NOISE] NOT THE WORLD.
11.5 MILLION OVER THREE MONTHS QUIT THEIR JOBS IN AMERICA.
JUST AUGUST ALONE WE HAD 4.2 MILLION QUIT THEIR JOBS.
THEY SAY THAT 48 PERCENT OF ALL WORKERS RIGHT NOW ARE CONSIDERING QUITTING THEIR JOBS, SO IT'S A LOT OF PEOPLE THINKING ABOUT THAT.
ALL RIGHT, SUSAN FIRST. MCEWAN IS IN FIRST.
WHICH OF THE FOLLOWING IS NOT A REASON WORKERS ARE GIVING FOR QUITTING THEIR JOBS? STAYING HOME FOR COVID CAUSED THEM TO RETHINK THEIR CAREERS, LACK OF GROWTH OPPORTUNITIES, BURNOUT, DISSATISFIED WITH COMPANY'S RESPONSE TO COVID SAFETY.
WHICH ONE IS NOT A REASON? [BACKGROUND] KIND OF A TRICK QUESTION.
THEY'RE ALL REASONS. [LAUGHTER] WE DIDN'T COUNT THOSE AGAINST YOU, BUT THOSE ARE ALL REASONS.
BUT WE FOUND THAT A LOT OF PEOPLE, THE WHOLE COVID THING IS MAKING PEOPLE START RETHINKING WHAT THEY'RE DOING AND THEY'RE DECIDING TO GO DIFFERENT DIRECTION.
NEXT QUESTION. WHO'S IN THE LEAD? MCEWAN RETAINS HER LEAD. ALL RIGHT. HERE WE GO.
>> DID SHE MAKE THESE QUESTIONS?
>> WHICH STATE OUTSIDE OF TEXAS, DID WE HIRE THE MOST NEW EMPLOYEES FROM THIS YEAR? OKLAHOMA, LOUISIANA, ALABAMA, CALIFORNIA. WHAT'S YOUR GUESS? CALIFORNIA IS CORRECT. ACTUALLY, QUITE A BIT HIGHER THAN ALL THE OTHER STATES.
IN FACT, WE HAVE A COUPLE PRINCIPALS FROM CALIFORNIA AS WELL, SO BIG INFLUENCE FROM CALIFORNIA, AS YOU KNOW.
WHO'S IN THE LEAD? MCEWAN STILL.
NEXT. [BACKGROUND] OUTSIDE OF COVID, THE TOP REASON OUR EMPLOYEES GO ON LEAVE IS? PREGNANCY, MUSCULOSKELETAL ISSUES, BEHAVIORAL OR MENTAL HEALTH, CARDIOVASCULAR ISSUES.
WHAT'S YOUR GUESS? PREGNANCY IS CORRECT.
IT IS NUMBER ONE. ANY GUESSES AS THE SECOND MAIN REASON THIS YEAR?
>> YEAH. BEHAVIORAL AND MENTAL ISSUES.
WE'LL GET INTO THIS A BIT LATER WHEN WE TALK ABOUT OUR BENEFITS.
WE'LL TALK ABOUT THAT A LITTLE BIT MORE.
ALL RIGHT. MARTI IS BACK IN THE LEAD. HERE WE GO.
WHICH OF THE FOLLOWING IS NOT A FUNCTION OF OUR HR DEPARTMENT? COMPENSATION BENEFITS, PAYROLL, CONFLICT RESOLUTION.
[LAUGHTER] PAYROLL IS CORRECT.
THAT'S RIGHT. ALL THE OTHER ONES WE'RE DOING DAILY PRETTY MUCH.
WE'LL TALK ABOUT THAT LATER ON TOO.
WHO'S IN THE LEAD? MARTI IS STILL ON THE LEAD.
LAST YEAR WE RECRUITED AT HOW MANY DIFFERENT COLLEGES AND UNIVERSITY JUMPERS? FORTY-TWO, 73, 100, 55.
[BACKGROUND] SEVENTY-THREE IS THE ANSWER.
ALMOST EVERYONE ON THEM WE'RE VIRTUAL RECRUITING JOB FAIRS.
WE HAD MAYBE TWO FACE-TO-FACE.
THIS ALSO INCLUDES HBCUS, HISTORICALLY HISPANIC COLLEGES AS WELL.
WE GO FAR AND WIDE TRYING TO FIND THE VERY BEST FOR OUR KIDS.
WE'LL TALK MORE ABOUT THAT LATER ON TOO.
NEXT QUESTION. JASMINE IS MOVING ON UP.
[BACKGROUND] WHICH MANAGING DIRECTOR WAS A PRINCIPAL IN FRISCO ISD PREVIOUSLY? ANNA, JOANNA, CHARIS OR JENNIFER.
[00:10:08]
I HAVE A TRICK QUESTION BECAUSE ANNA AND JENNIFER ARE BOTH PRINCIPLES HERE AS WELL.ALL OF US, MANAGING DIRECTORS AND DIRECTORS, OR PRINCIPALS PREVIOUSLY, AND OTHER PLACES AS WELL, BUT ANNA AND JENNIFER WERE HERE FIRST THING.
>> TWO MORE QUESTIONS. WHICH HR STAFF MEMBER FORMERLY WORKED IN RICHARDSON ISD? DR. LINTON, DR. KANDEL, [INAUDIBLE], AND MICHELLE [INAUDIBLE].
[BACKGROUND] ANOTHER TRICK QUESTION.
ACTUALLY, ALL FOUR OF THEM [LAUGHTER].
WE APPRECIATE RICHARDSON GROWN [LAUGHTER] AND GRAY PEOPLE AND SENDING THEM OVER TO US, LABEL FOR THAT. LAST QUESTION.
THIS IS GOING TO BE FOR THE MONEY. HERE WE GO.
VERY IMPORTANT HR QUESTION HERE.
WHICH HR STAFF MEMBER WAS A CLASSMATE OF VANILLA ICE? [LAUGHTER] SHOW US HIP-HOP FANS.
DR. JAMES, DR. HILL, JENNIFER G BREEZY, OR MICHELLE ROBOT LOT? [LAUGHTER] [BACKGROUND]
>> THE MEETING WAS SO STRONG WITH THIS THING. [OVERLAPPING]
>> YES. [BACKGROUND] THANK YOU. WORK ON THAT.
HELPING ME, [BACKGROUND] I WAS IN THIS PASSING FOR A SHORT TIME.
[LAUGHTER] THANK YOU FOR YOUR ATTENTION. LET'S FIGURE OUT WHO OUR WINNERS ARE.
>> WE EXPECT YOU TO DRAFT A LIST.
>> I'LL DO THAT, I'LL DO THAT, MARK MIMS, 3RD PLACE, JADE 2ND, AND I THINK MONEY MIGHT BE 1ST.
YES, [OVERLAPPING] THAT'S ENOUGH.
SO WE SHALL HAVE PRIZES TO GIVE OUT? [BACKGROUND]. [NOISE]
>> HEY. MICHELLE IS PASSING OUT SOME GOODIES.
THESE ARE SOME THINGS WE SHARE WHEN WE GO ON OUR RECRUITING TRIP.
[BACKGROUND] SHARE THAT. FIRST OF ALL, I JUST WANT TO TAKE A MINUTE AND I WANT TO THANK YOU AND THE BOARD, AND OUR ISE FOR SUPPORTING US AND ALLOWING US TO USE ESS AS ONE OF OUR SUBSTITUTE SOURCING COMPANIES THAT WE USE RIGHT NOW.
WE'VE HAD A GREAT PARTNERSHIP WITH THEM, AND WE ARE REALLY FORTUNATE.
I'M GOING TO TAKE A MINUTE TO GIVE CREDIT IN THE ROOM.
SHE IS BASICALLY THE ACCOUNT MANAGER.
SHE'S THE ONE THAT SOMETIMES I CALL AT 5:30 IN THE MORNING WHEN I NEED SOMEBODY HERE OR THERE, [LAUGHTER] DAY OR NIGHT, TEXT LAST NIGHT 8: 39 AND I WAS LIKE, I GOT TO CHECK ON THIS NUMBER SO THAT SHE IS.
SAMAR AND HER TEAM, THERE'S TWO OTHER MEMBERS UP HERE AND YOU MAY SEE THEM IN OUR OFFICE THEY'RE BASED THERE.
WE HAVE RILEY CAMPBELL AND ROCKY LEWIS.
THEY'RE NOT HERE WITH US TODAY, BUT THEY'RE ALSO IN OUR OFFICE AND THEY BOTH DO A LOT OF RECRUITING.
WHAT WE MEAN BY RECRUITING IS, OF COURSE, WE NEED A LOT OF SUBSTITUTES MAINLY BECAUSE THEY'RE A PIPELINE TO OUR TEACHERS AND PARENTS TOO.
SAMAR AND HER TEAM DO A LOT OF RECRUITING.
IN FACT THIS NEXT WEEKEND, THEY'RE RECRUITING AN ADVANCE LOCALLY THAT HAS 3,500 PARTICIPANTS.
THEY HAVE BEEN EVERYWHERE ALL THE TIME.
WE SO APPRECIATE THAT AND HER TEAM FOR DOING THAT.
I'M GOING TO TALK A LITTLE BIT ABOUT WHAT ELSE THEY DO.
SAMAR WORKS DIRECTLY WITH US IN OUR OFFICE AND GIVES CAMPUS SUPPORT.
SHE'S ALREADY BEEN TO EVERY CAMPUS.
WHAT I MEAN BY THAT IS THERE'S A LOT OF CODING INFORMATION, WE WANT TO GET LONG-TERM SETS THAT ARE CERTIFIED AND APPROPRIATELY IN THE RIGHT POSITIONS.
WE HAVE A SMALL DISTRICT SUB-TEAM THAT SHE WORKS WITH, WHERE WE LOOK AT RECONCILING, MAKING SURE THAT THEY HAVE SPECIAL AID, SUB DECODE IT CORRECTLY, THEY CAN SEE SUPPLEMENTAL, ALL THOSE TYPES OF THINGS.
WHEN WE MEET WEEKLY, WE TALK ABOUT FIELD RIGHTS, WE TALK ABOUT CAMPUS NEEDS.
SHE MEETS EVERY TUESDAY, SHE OFFERS TRAINING FOR OUR SECRETARIES.
WHAT I MEAN BY THAT IS ESPECIALLY, WHEN WE'RE HIRING NEW ONES, THEY NEED SOME SUPPORT.
JUST PEOPLE THAT BACK UP TO THE HIGH SCHOOL TOO, SHE OFFERS THAT, AND FOR SUBSTITUTES.
I ALSO GIVE WHERE CREDITS IS DUE.
WE WORK CLOSELY WITH TECHNOLOGY, CURRICULUM, AND INSTRUCTION, PROFESSIONAL LEARNING.
WE ALL CAME TOGETHER BEFORE SCHOOL STARTED BECAUSE WE WANT TO MAKE SURE THAT ANY PERSON THAT GOES INTO THAT CLASSROOM, THEY UNDERSTAND IF THERE ARE ATOLLS TEACHER AND THEY NEED TO TEACH VIRTUALLY [NOISE] OR THEY'RE FACE-TO-FACE TEACHER.
WE WANT THEM TO HAVE ACCESS TO THE SOFTWARE PLATFORMS, THEY KNOW HOW TO USE SEESAW.
WE DID SPECIFIC TRAINING WITH TECHNOLOGY ON GOOGLE MEET.
LAST YEAR WE USED ZOOM THIS YEAR WE'RE USING GOOGLE MEET, AND WE WANT TO MAKE SURE THAT OUR SUBS KNEW HOW TO USE THEM TOO.
SAMAR AND TECHNOLOGY WE HAVE JUST HOSTED SOME EXTRA TRAINING THERE SO THAT THEY WOULD KNOW HOW.
JUST PROVIDING A CHECKLIST FOR OUR TEACHERS AND SECRETARIES AND EVEN CAMPUS ADMINISTRATORS OF WHAT DOES A SUB NEED TO KNOW WHEN THEY CAME IN? WHAT RESOURCES? WE PUT THEM ON A GOOGLE DOCS SO THAT THEY ARE ACCESSED ALL THE TIME OR
[00:15:02]
ADMINISTRATORS [NOISE] SOMETIMES WE'LL ASK US SO WE CAN JUST SEND THAT INFORMATION IN.SHE'S TRULY THE PERSON THAT HELPS THERE IN FILLING THOSE POSITIONS.
I DO APPRECIATE HER SUPPORT THERE.
JUST PROBLEM-SOLVING WITH SOME OTHER NEEDS THAT WE HAVE IN THE DISTRICTS, REALLY APPRECIATE THAT.
ALSO, I WANT TO TALK A LITTLE BIT ABOUT OUR FILL RATES.
OUR FILL RATES, BEFORE COVID, WE WERE A TIE 90S, 98, 99 PERCENT WHEN WE FIRST STARTED OUT THROUGH MARCH 2020, NOW THEY LOOK A LITTLE BIT DIFFERENTLY.
BUT LET ME TELL YOU, WE'RE FORTUNATE.
WE WERE AT A CONFERENCE LAST WEEK AND WE TALKED TO SOME DISTRICTS THAT HAD SINGLE-DIGIT FILL RATES, 6 PERCENT, 8 PERCENT.
WE FEEL REALLY GOOD ABOUT THIS.
OUR REQUESTS HAVE CHANGED SOMEWHAT, WE ARE STILL AT TEACHER FILL RATE 89, 90 PERCENT FOR THE SEPTEMBER.
I KNOW PLANO CALLED ME, CLINT OVER THERE CALLED ME FIRST WEEK OF OCTOBER AND SAID, HEY, WHAT DO YOU HAVE YOU HAVE FILL RATES IN PRE-SCHOOL AND I GO, YOU TELL ME YOURS AND I WILL TELL YOU MINE.
[LAUGHTER] WE DON'T SHARE THAT.
HE CALLED ME AND I TOLD HIM WHAT OUR RATES WERE AND HE SAID, OUR TEACHER FILL RATE ARE AT 73 PERCENT AND THEIR PARENTS WERE AT 50 PERCENT.
I KNOW OTHER DISTRICTS ARE TALKING TO US ABOUT THAT.
BUT WE FELT REALLY GOOD ABOUT THAT IN THAT TEAM, WE WORK CLOSELY TOGETHER.
ALSO JUST WANTED TO TALK TO YOU.
I KNOW WE ALWAYS GET A QUESTION ABOUT HIRING.
WE'RE STILL USING THAT PIPELINE THERE.
AS YOU CAN SEE, LAST YEAR WE HAD 109 SUBSTITUTES INTO TEACHING POSITIONS, AND ALSO PARAS, 74 PARAS.
PRINCIPALS GET THOSE EMPLOYEES IN THERE, START WORKING WITH THEM, GET TO KNOW THEM.
IT'S A GOOD PIPELINE AND GIVES US EMPLOYEES TO HIRE.
SO 66 TEACHERS THIS YEAR, SO FAR 58, THE YEAR IS NOT OVER, WE HAVEN'T HIT DECEMBER YET.
WE KNOW ENROLLMENT IS COMING THERE.
JUST SOME INFORMATION ON SUBSTITUTES THERE.
>> I'M GOING TO TALK WITH YOU ABOUT BENEFITS AND LEAVE.
SOMETHING UNIQUE ABOUT OUR SCHOOL DISTRICT IS OUR BENEFITS DEPARTMENT IS ACTUALLY UNDER THE UMBRELLA OF THE HUMAN RESOURCES DEPARTMENT.
HERE ARE SOME OF THEIR RESPONSIBILITIES.
THIS MIGHT BE AN EASY WAY TO SEE IT, BUT THEY DO A LOT OF WORK.
OBVIOUSLY LEAVE INCLUDES EVERYTHING FROM [NOISE] FML TO TDL.
THEN WE'RE ALSO IN THE SEASON OF COVID LEAVES, WHICH FALLS UNDER SOME OF OUR MEDICAL LEAVE STATUS.
THIS IS JUST A FEW THINGS THAT THEY DO, INCLUDING THE INTERACTIVE PROCESS, WHICH IS TAKING PLACE ACROSS ALL OF THESE BULLETS THAT YOU SEE ON THE SCREEN.
ANYTIME THAT AN EMPLOYEE NEEDS LEAVE, THEY'RE HAVING A CONVERSATION, NOT ONLY WITH THE EMPLOYEE, BUT OUR BENEFITS DEPARTMENT IS ALSO HAVING A CONVERSATION WITH THE HEALTH CARE PROVIDERS.
THAT INTERACTIVE PROCESS IS ONGOING.
IN ADDITION TO INTERACTING WITH THE HIRING MANAGERS, THAT HAVE TO HELP SUPPORT ANY TYPE OF ACCOMMODATIONS THAT MIGHT BE IN PLACE ONCE AN EMPLOYEE RETURNS FROM LEAVE.
AS YOU KNOW ALREADY, EMPLOYEES RECEIVE A CERTAIN NUMBER OF DAYS THAT THEY'RE ALLOWED TO BE GONE, BE IT FOR MEDICAL OR FOR PERSONAL.
BUT SOMETIMES THEY HAVE A HEALTH CONDITION THAT MIGHT LAST A LITTLE LONGER, LIKE A LEAVE.
WHEN THAT HAPPENS, IF THEY CHOOSE, THEY ARE ALLOWED IN ADVANCE.
EARLY IN THE YEAR WHEN THE WINDOW WAS OPEN, THEY'RE ALLOWED TO CONTRIBUTE THREE DAYS TO WHAT'S CALLED THE SICK LEAVE BANK.
IF THEY PUT IN THREE DAYS TO THE SICK LEAVE BANK AND THEY HAVE A HEALTH CONDITION THAT REQUIRES THEM TO BE OUT FOR A LENGTH OF TIME, THEN THEY'LL RECEIVE 30 PAYDAYS FOR THAT PERIOD OF TIME.
YOU PUT IN YOUR DAYS AND IF YOU NEED THEM, THEY'RE [NOISE] THERE FOR YOU.
THAT'S JUST ANOTHER WAY TO HELP THE EMPLOYEE PAY FOR THEIR LEAVE.
LAST YEAR, WE HAD SO MUCH [NOISE] COVID LEAVE THAT WE NEARLY COMPLETED ALL OF OUR DAYS.
BUT THIS YEAR OUR EMPLOYEES CAME AND THEY CONTRIBUTED TO THE SICK LEAVE BANK AGAIN, AND WE NOW HAVE ABOUT THREE TIMES AS MANY MEMBERS AS WE DO IN DAYS OF LEAVE FOR THE SICK LEAVE BANK.
[BACKGROUND] I'M SORRY, THREE TIMES THE NUMBER OF DAYS AS MEMBERS, I SAID THAT BACKWARD. YES MADAM.
>> ON THE SICK LEAVE ARE THE THREE LOCAL LEAVE DAYS IS IT AT THE POINT HIGHER OR IS IT EACH YEAR THAT THEY CAN CONTRIBUTE?
>> EACH YEAR THAT THE WINDOW IS OPEN, [NOISE] THEY HAVE THE OPPORTUNITY TO PARTICIPATE.
IF YOU DON'T PARTICIPATE THIS YEAR, BUT YOU'D LIKE TO IN THE FUTURE YOU CAN.
SO IT DOESN'T HAVE TO BE WHEN YOU'RE HIRED.
EVERYONE WANTS TO KNOW ABOUT THIS, CORRECT? LAST YEAR WE HAD 2,191 REQUESTS FOR COVID LEAVES.
SOME OF THOSE ARE PEOPLE WHO'VE REQUESTED MORE THAN ONCE.
WE HAD ABOUT 2,088 UNIQUE INDIVIDUALS THAT REQUESTED, BUT WE HAD A TOTAL OF 2,191 REQUESTS.
THIS YEAR, IN THREE MONTHS ONLY, WE NOW HAVE 435 REQUESTS.
[00:20:02]
BUT EVEN THOUGH WE HAVE 435 REQUESTS WITHIN THOSE THREE MONTHS, YOU'LL SEE ON THE CHART HERE THAT WE'RE QUICKLY BEGINNING TO DECREASE IN THE NUMBER OF REQUESTS THAT WE'RE RECEIVING.THAT'S A POSITIVE IN THAT CLOUD OF COVID.
YOU'LL REMEMBER ON THE KAHOOT THAT WE'VE JUST PLAYED THAT WE TALK ABOUT PREGNANCY BEING THE NUMBER ONE REASON FOR BEING OUT.
THAT IS NOT SURPRISING TO ANY OF US.
LAST YEAR, PREGNANCY WAS NUMBER ONE, MUSCULAR-SKELETAL, AND THEN BEHAVIORAL.
WELL, THIS YEAR YOU'LL SEE BEHAVIORAL HAS NOW SUPERSEDED MUSCULAR-SKELETAL.
WHAT IS MUSCULAR-SKELETAL? THAT'S YOUR JOINTS, THAT'S KNEES, ELBOWS, HIPS.
YOUR BEHAVIORAL ARE PEOPLE WHO HAVE DEPRESSION, ANXIETY, STRESS, ADDICTION.
AS YOU CAN SEE, THAT HAS INCREASED THIS YEAR.
KEEP IN MIND THAT LAST YEAR, WE HAD 786 CASES OF LEAD.
THIS YEAR, FOR THREE MONTHS, WE NOW HAVE 481 CASES OF LEAD, IN THREE MONTHS.
>> JUST TO GIVE YOU A LITTLE PERSPECTIVE.
JAMES IS NOW GOING TO TALK WITH YOU A LITTLE BIT ABOUT HOW WE SUPPORT AND DEVELOP PEOPLE THAT ARE HERE.
>> JUST A LITTLE ABOUT SOME OF THE THINGS THAT WE DO TO SUPPORT OUR EMPLOYEES, STARTING WITH OUR HIRING MANAGERS, LEAVE SOME OF THE TRAININGS THAT WE PROVIDE JUST TO PROVIDE MORE TOOLS FOR THEIR TOOL BELT.
ONE OF THE THINGS WE DO IS WE DO HALF-DAY TRAININGS, FACE-TO-FACE.
WE SET TOPICS COVER DOCUMENTATION TRAINING, LESS THAN ANNUAL APPRAISAL STIPENDS, JOB DESCRIPTIONS, T-TEST, T-TEST.
WE ALSO PROVIDE SEVERAL MINI-TRAININGS.
WE CALL THEM BOOT CAMPS OR POWER HOURS SOMETIMES.
WE'LL OFFER THEM A COUPLE OF TIMES THROUGHOUT THE DAY TO MAKE IT CONVENIENT FOR OUR SUPERVISORS.
WE'LL TALK ABOUT CRUCIAL CONVERSATIONS, WHAT TO DO IF WE HAVE AN EMPLOYEE UNDER THE INFLUENCE, HOPEFULLY THAT NEVER HAPPENS.
ACTION PLANS, WHAT'S THE DIFFERENCE BETWEEN A LEADER AND A BOSS? THEN JUST BEST PRACTICES FOR HIRING.
WE OFFER THESE THROUGHOUT THE YEAR TRYING TO MAKE IT TIMELY.
BEFORE ISSUES HAPPEN, WE TRY TO PROVIDE THAT INFORMATION TO OUR SUPERVISORS.
FOR ALL OF OUR STAFF, BESIDES JUST THE DAILY BEING AVAILABLE FOR OUR EMPLOYEES AND THIS IS ALL EMPLOYEES, FOR CONFLICT RESOLUTION TO HELP THEM SOLVE PROBLEMS OR MANAGE CRISIS, WE ALSO TRY TO FORECAST ISSUES AS WELL.
FOR INSTANCE, IF WE FORECAST THAT WE MIGHT BE SHORT OF LIBRARIANS IN THE FUTURE, WE'LL PROVIDE TRAINING AND CERTIFICATION ASSISTANCE FOR OUR EMPLOYEES WHO HAVE THAT ASPIRATION TO BECOME A LIBRARIAN.
SAME WITH DIAGNOSTICIANS, WE ALSO PROVIDE CERTIFICATION REIMBURSEMENT FOR OUR ENGLISH TEACHERS OR ELEMENTARY TEACHERS TO GET ESL CERTIFIED, BECAUSE THAT'S A REQUIREMENT NOW IN THE STATE IF THEY'RE TEACHING ENGLISH.
WE TRY TO, AGAIN, FORECAST ISSUES THAT MIGHT COME AVAILABLE OR MIGHT HAPPEN IN THE FUTURE AND PROVIDE SUPPORT FOR THEM IN A TIMELY MANNER.
WE ALSO CONDUCT FALL PERSONNEL MEETINGS WITH OUR PRINCIPALS AND HIRING SUPERVISORS WHERE WE TALK ABOUT GOAL SETTING, WHAT ARE THEIR GOALS FOR THEIR DEPARTMENT OR THEIR SCHOOL, WHAT ARE THEIR GOALS FOR THEIR STUDENTS, WHAT ARE THEIR CAREER ASPIRATIONS AND GOALS AND HOW WE CAN SUPPORT THEM IN THAT.
WE TALKED TO THEM ABOUT THEIR STATISTICS, WHETHER IT'D BE THEY'RE HIRING NUMBERS OR THEIR RETENTION NUMBERS AS WELL.
WE SPEND QUITE A BIT OF TIME EVERY FALL DOING THAT, WORKING WITH OUR PRINCIPALS AND HIRING SUPERVISORS AS WELL.
AGAIN, WE TRY TO BE AVAILABLE TO WHETHER IT'S SCHEDULED OR UNSCHEDULED TO BE AVAILABLE FOR CONFLICT RESOLUTION AND HELP OUR EMPLOYEES WORK THROUGH PROBLEMS THAT MIGHT ARISE.
ONE OF OUR FAVORITE THINGS TO DO IS TO SUPPORT OUR EMPLOYEES AS FAR AS GROWING THEIR LEADERSHIP AND CAPABILITIES.
WE DO WORK WITH OTHER DEPARTMENTS IN THESE AREAS AS WELL.
FOR INSTANCE, IGNITE IS OUR PIPELINE PROGRAM WHERE WE'RE TRYING TO BUILD A SYSTEM PRINCIPLES INTO FUTURE CAMPUS PRINCIPLES.
WE WORK ALONGSIDE STUDENT SERVICES, MANAGING DIRECTORS, MANAGING DIRECTORS OF SCHOOLS AS WELL, AND TO SUPPORT THE ASSISTANT PRINCIPALS WHO REALLY ARE READY FOR THAT NEXT STEP.
THIS IS OUR SECOND YEAR IN THIS PROGRAM.
WE HAVE 12 INDIVIDUALS WE'VE IDENTIFIED.
THERE'S AN APPLICATION PROCESS.
ALSO, THEY HAVE TO HAVE A REFERRAL FROM THEIR PRINCIPAL AS WELL.
WE PROVIDE THEM TRAINING AND DESIGN THINKING RIGHT NOW WHERE THEY'RE GOING TO IDENTIFY A PROBLEM OF PRACTICE ON THEIR CAMPUS THAT NEEDS TO BE SOLVED, AND THEN COMING UP WITH CREATIVE SOLUTIONS TO ADDRESS THOSE ISSUES.
EACH OF OUR CANDIDATES HAS A COACH, A LEADERSHIP COACH, THAT WORKS WITH THEM ALONGSIDE THEM AS THEY TACKLE THEIR PROBLEM OF PRACTICE.
AT THE VERY END OF THE SCHOOL YEAR, THEY'LL PRESENT THEIR WORK TO ALL OF US AND WE WILL INVITE YOU AS WELL TO COME SEE THEIR HARD WORK THROUGHOUT THE YEAR.
WE'VE BEEN VERY SUCCESSFUL LAST YEAR.
WE'RE VERY SUCCESSFUL WITH THIS PROGRAM WITH A COUPLE OF THEM BECOME PRINCIPALS OUT OF THIS PROGRAM.
WE'RE VERY PROUD OF THAT AND HELP TO CONTINUING JUST TO EXPAND THAT THROUGHOUT THE YEAR.
WE ALSO DO LEADERSHIP SEMINAR WHERE TEACHERS
[00:25:01]
CAN APPLY TO ASPIRE TO BECOME ASSISTANT PRINCIPALS.THERE'S SEVERAL TRAININGS THROUGHOUT THE YEAR WHERE THEY ALSO PROVIDE A PROBLEM OF PRACTICE SO THEY CAN HELP ON THEIR SCHOOLS.
FUTURE TEACHERS ARE A PAIR OF PROFESSIONALS AND NON-TEACHING STAFF WHO ASPIRE TO BE TEACHERS, AGAIN, SUPPORTING THEM TO REACH THEIR GOALS.
THEN WE ALSO PROVIDE SUPPORT TO OUR STUDENTS WHO WANT TO BE TEACHERS ONE DAY.
WE HAVE THE EDUCATION PRACTICUM STUDENTS AT THE CTE CENTER THAT WILL GO ON AND WORK WITH.
THEY WILL HELP PROVIDE INTERVIEW SKILLS, RESUME SKILLS.
JUST TALK TO THEM ABOUT WHAT IT LOOKS LIKE TO BECOME A TEACHER AND ENCOURAGE THEM TO CONTINUE TO GROW INTO THEIR FIELDS.
THOSE ARE SOME OF OUR PIPELINE PROGRAMS. AGAIN, WE WORK WITH OTHER HEALTH DEPARTMENTS IN HELPING TO SUPPORT.
>> HOPEFULLY NOW YOU'RE THINKING HR.
YOU GUYS DO A LOT OF GREAT THINGS.
[LAUGHTER] HOW IN THE WORLD DO YOU MAKE IT HAPPEN? WELL, WE DO THAT THROUGH A LOT OF DATA ANALYSIS.
THAT'S A REALLY BIG PART OF WHAT WE DO, WHETHER IT'S DIRECTLY GETTING THE DATA OR THE THINGS THAT THE DATA DOESN'T TELL US, AND WE DON'T HAVE DATA FOR.
BUT A LOT OF THAT LEAVES US TO WORKFLOWS.
IT'S VERY IMPORTANT AS A PART OF OUR RESPONSIBILITIES THAT WE HAVE A PROCESS THAT HELPS US TO GET EMPLOYEES AND QUICKLY SUPPORT THEM WHILE THEY'RE HERE.
WHEN THEY DECIDE TO EXIT, EXIT THEM QUICKLY.
WELL, MAYBE IN SOME CASES, BUT NOT BECAUSE WE'RE TRYING TO GET RID OF THEM [LAUGHTER] BUT BECAUSE WE WANT TO MAKE SURE WE HAVE THAT POSITION OPEN FOR THE NEXT PERSON SO THAT WE CAN FILL THAT POSITION SWIFTLY.
THAT'S ANOTHER REASON AS WELL.
WE DO HAVE LOTS OF WORKLOADS IN PLACE.
WE ARE VERY EXCITED ABOUT THE OPPORTUNITIES WE HAVE TO COLLABORATE WITH OTHER DEPARTMENTS MORE FREQUENTLY TO DO ALL OF THESE THINGS, WORK WITH OUR TECHNOLOGY DEPARTMENT, WITH OUR BUSINESS DEPARTMENT TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF OUR EMPLOYEES.
IN ADDITION TO THAT, WE HAVE SEVERAL THINGS THAT WE CALL FUNCTIONS AND THESE ARE JUST A FEW EXAMPLES.
ONE OF THE BIG THINGS THAT WE'RE DOING THIS YEAR IS DIVING INTO OUR JOB DESCRIPTIONS.
IT'S REALLY IMPORTANT THAT EVERY EMPLOYEE UNDERSTANDS THE RESPONSIBILITIES [NOISE] AND EXPECTATIONS OF THEIR POSITION.
DIVING INTO THAT TO MAKE SURE EVERYTHING IS UP-TO-DATE AS A FAST GROWTH DISTRICT, THERE ARE A LOT OF THINGS WE HAVE TO GET IN PLACE SO THAT WE CAN MOVE FORWARD.
NOW, WE'RE STEPPING BACK TO MAKE SURE THAT WE HAVE JOB DESCRIPTIONS IN PLACE TO SUPPORT ALL OF THOSE THINGS.
THOSE JOB DESCRIPTIONS ARE CURRENT AND REFLECTED OF THE DISTRICT'S NEEDS.
IN ADDITION TO THAT, OUR TEAM IS SOMETHING THAT WE'RE CONTINUING TO BUILD UPON AS WELL.
WE WANT TO MAKE SURE THAT EMPLOYEES UNDERSTAND HOW THIS COMPENSATION WORK WITHIN THE DISTRICT.
WE'VE BEEN COLLABORATING AGAIN WITH OUR BUSINESS DEPARTMENT TO MAKE SURE THAT WE HAVE FUNCTIONS IN PLACE THAT WILL HELP US TOWARDS THAT END.
IN ADDITION, EVALUATIONS, WE ALWAYS WANT EMPLOYEES TO HAVE AN UNDERSTANDING OF HOW THEY'RE PERFORMING.
ARE THEY MEETING EXPECTATIONS DISTRICT STANDARDS? OUR EVALUATION PROCESS IS ANOTHER BIG FUNCTION THAT WE HAVE ACROSS THE DISTRICT.
EVERY TIME A POSITION IS PUT IN PLACE, THERE IS AN ACCOMPANYING EVALUATION THAT GOES ALONG WITH IT.
THIS IS A REALLY BIG PART OF OUR PROCESS EACH AND EVERY DAY.
THE NEXT THING IS OUR STAFFING CYCLE, AND YOU PROBABLY HEAR ABOUT THIS IN VARIOUS WAYS THROUGHOUT THE YEAR.
IT'S A BIG PART OF WHAT WE DO AT THE BEGINNING OF THE YEAR AS AN HR DEPARTMENT IN LOOKING AT WHAT ARE THE NEEDS OF OUR CAMPUSES.
HOW MANY STUDENTS DO WE HAVE IN EACH CLASS? HOW MANY TEACHERS DOES THAT REQUIRE? HOW MANY SUPPORT STAFF ARE NEEDED? ALL OF THOSE THINGS, AND THIS LOOKS LIKE A CYCLICAL PROCESS, BUT IT'S NOT.
IT ZIGZAGS ALL OVER THE PLACE, DEPENDING ON WHAT THE NEEDS ARE.
BUT WE DO START OUT BY LOOKING AT OUR DEMOGRAPHIC INFORMATION FROM THE DEMOGRAPHER TO UNDERSTAND WHAT ARE THE PROJECTED NUMBERS FOR PARTICULAR CAMPUS.
WE WANT TO MAKE SURE THAT WE UNDERSTAND FROM A SECONDARY PERSPECTIVE WHAT COURSES ARE BEING OFFERED IF THERE ARE ANY NEW INITIATIVES.
WE ALSO WANT TO LOOK AT ANY CAMPUS INITIATIVES THAT MAY BE HAPPENING.
WE WANT TO LOOK AT, WHAT IS OUR HISTORY EPIC CAMPUS? HAVE THEY FREQUENTLY ENROLLED MORE KIDS LATER? DO THEY TYPICALLY START LOW AND STAY LOW? WHAT ARE THE TRENDS AT THAT CAMPUS? WE ALSO WANT TO MAKE SURE WE LOOK AT WHAT THEY CAN SEE IS WE TEND TO HAVE SO THAT WE CAN MAKE SURE THAT WE'RE FILLING THOSE POSITIONS.
ALL OF THIS IS NOT JUST IN HR, BECAUSE WE'RE WORKING WITH OTHER DEPARTMENTS TO MAKE SURE STAFFING NEEDS ARE MET.
MOST IMPORTANTLY, WE'RE WORKING WITH THOSE CAMPUS ADMINISTRATORS BECAUSE WE NEED THEIR INPUT AS WELL.
WE MAY ZIGZAG ACROSS THIS, DEPENDING ON WHAT THOSE NEEDS ARE, BUT THESE ARE SOME OF THE KEY STEPS THAT HAPPEN AS WE TRY TO COMPLETE THAT STEP [NOISE] CYCLE. STAFFING AND SUBSTITUTES, ALWAYS ARE THE BEST TOPICS, RIGHT? [LAUGHTER] WE'RE GOING TO TALK ABOUT STAFFING CONSIDERATIONS AND I'M SURE WE GET THIS QUESTION ALL THE TIME AND YOU MAY ALSO.
WHEN DO WE ADD A TEACHER? I KNOW THAT'S A QUESTION WE CAN GIVE YOU THE ANSWER, "IT DEPENDS." [LAUGHTER] WE LOOK AT A LOT OF THINGS.
THE NUMBER 1 THING THAT WE WANT IS PRINCIPLE INPUT.
WHEN WE'RE LOOKING AT STAFFING FOR CAMPUS AND WE'RE LOOKING AT THOSE RATIOS, IF THEY'RE ABOUT THE 22:1 AND PRE-K THROUGH FOUR, WE WANT TO LOOK TO SEE HOW MANY CLASSROOMS ARE WE EXCEEDING THE RATIO.
ARE WE OVER IN ONE, OR DO WE NEED TO LOOK AT CONTINUED GROWTH? THAT'S REALLY A TREND.
[00:30:03]
RIGHT NOW, WE KNOW NEWMAN, THEY'RE A CLOSED CAMPUS, BUT THEY DON'T HAVE ANY PHYSICAL SPACE, SO WE COULDN'T ADD A TEACHER OUT THERE.WE LOOK AT RATIOS, AND WE LOOK AT PHYSICAL SPACE TOO.
WE ALSO LOOK AT PERHAPS INSTRUCTIONAL ARRANGEMENT, BECAUSE SOMETIMES WE'LL HAVE PRINCIPALS AND WE'LL HAVE THAT CONVERSATION AND THEY'LL SAY, "I HAVE A MATH/SCIENCE [INAUDIBLE] IN THE ELIR, SOCIAL STUDIES [INAUDIBLE] AND I DON'T NEED ANOTHER TEACHER." I'LL SAY, "WELL, WE'VE GOT SOME KIDDOS, DO WE NEED TO DO A PUSH UP?" OR A TEACHER MIGHT PUSH INTO THE CLASSROOM AND PROVIDE SOME SUPPORT AND PULL UP [INAUDIBLE] AND THAT TYPE OF THING.
WE MAY TALK TO THE PRINCIPAL ABOUT THAT.
SOMETIMES THEY'LL COME TO US AND THEY'RE LIKE, "WE GOT [INAUDIBLE], DON'T MESS THIS UP.
THAT STUFF LOOKS REALLY GOOD." WE BALANCE CLASSES A LOT OF TIME, SO IF WE DON'T HAVE KIDS SHOW UP IN A SPECIFIC CLASSROOM, WE MIGHT HAVE TO MOVE SOME KIDS OVER TO ANOTHER TEACHER'S CLASSROOM AT THE VERY BEGINNING.
AS A PRINCIPAL, I WOULD JUST CALL PARENTS AND SAYING, "HEY, THIS CLASSROOM HAS 17, YOU'RE IN A CLASSROOM WITH 22, WOULD YOU CONSIDER MOVING IN?" SOMETIMES THAT HAPPENS.
ALSO, I PUT ON HERE, I TOLD PAM A COUPLE OF YEARS AGO, ABOUT COMMUNITY EXPECTATIONS.
I WILL TELL YOU, WHEN I WAS A CAMPUS PRINCIPAL [INAUDIBLE], I HAD A THIRD GRADE TEAM AND THERE WERE FIVE TEACHERS ON IT, AND IF I WOULD ADD A TEACHER, NO ONE WOULD GO INTO THAT CLASSROOM.
I THINK MOM IS ONE OF THOSE TEACHERS A LOT OF TIMES TOO.
THEY WERE JUST THAT TYPE OF A TEAM.
I COULD HAVE PROBABLY PUT 30 KIDS IN THAT CLASSROOM, WE NEVER DID THAT.
BUT JUST THOSE COMMUNITY EXPECTATIONS AT THAT COMMUNITY.
THOSE ARE ALL THINGS THAT WE LOOK AT BEFORE WE ADD A TEACHER.
WE'RE FORTUNATE THAT KIMBERLY GIVES US, IN THE BUDGET CONTINGENCY, SO WE CAN DO THAT ALL YEAR.
AS [INAUDIBLE] EXPLAINED, JUST LOOKING AT ALL THOSE OTHER CONSIDERATIONS, DIFFERENT CAMPUSES AND THEIR NEEDS, ACHIEVEMENT OR BEHAVIORS AND ALL SUCH THINGS GO INTO THAT.
YOU KNOW WHAT, JENNIFER WILL TALK A LITTLE BIT ABOUT SECONDARY.
>> SECONDARY IS A LITTLE BIT DIFFERENT.
WE DO USE COURSE REQUEST TO SEE WHICH CLASSES STUDENTS HAVE INTEREST IN, SO THERE'S A LOT OF WORK THAT GOES INTO THE BEGINNING OF THE SCHOOL YEAR IN PREPARATION FOR THE FOLLOWING SCHOOL YEAR.
BUT ONCE WE'RE IN THAT PLACE AND THE STUDENTS ARE SAT, WE TAKE A LOOK AT THE MASTER SCHEDULE AND SEE WHERE THERE ARE ISSUES BASED OFF OF STUDENT NEED AND ALSO THEIR REQUESTS.
FOR EXAMPLES, SOMETIMES WE HAVE A BIG PUSH OF SPECIAL EDUCATION STUDENTS THAT COME IN [NOISE] AND SO THAT AFFECTS NOT ONLY MAYBE THE GENERAL ED SETTING, BUT IT COULD ALSO AFFECT WHAT WE DO WITH OUR SPECIAL EDUCATION STAFF AND MAKING SURE THAT WE CAN MEET THE NEEDS BASED OFF OF THOSE IPS AND SOME THINGS WITH THE LEGAL REQUIREMENTS.
IN ADDITION WITH REQUESTS, EVEN THOUGH STUDENTS DO HAVE AN OPPORTUNITY TO SELECT UP TO THREE ALTERNATIVES, SOMETIMES WE'RE OVER [INAUDIBLE] ABOUT 28:1 RATIO THAT WE TRY TO HIT, AND SO WE HAVE TO SEE IF WE HAVE TO CREATE A ANOTHER SECTION IN ORDER TO ACCOMMODATE THOSE REQUESTS, SO WE'LL LOOK AT THE MASTER SCHEDULE FOR THAT AS WELL.
WITH FACILITIES AND RESOURCES IN THE HIGH SCHOOL AND SECONDARY BUILDINGS IN GENERAL, THE CLASSROOMS AREN'T NECESSARILY USED ALL THE TIME, AND SO TEACHERS, THEY MIGHT TEACH FOR EXAMPLE AT MIDDLE SCHOOL, THE EIGHT SECTIONS, THEY TEACH SIX OR SEVEN SECTIONS DEPENDING, AND SO YOU MIGHT HAVE SOME TEACHERS THAT FLOAT IN ORDER TO MAXIMIZE THAT SPACE THAT WE HAVE.
WE ALSO LOOK AT DIFFERENT FLEX SPACES.
SOME OF THE NEWER BUILDINGS HAVE SOME REALLY COOL SPACES THAT YOU GUYS HAVE SEEN AND THAT ALLOWS STUDENTS TO GO INTO THOSE CLASSROOMS [NOISE] IN ADDITION TO LECTURE HALLS AT THE HIGH SCHOOL LEVEL, SO WE REALLY TRY TO MAXIMIZE THOSE SPACES.
WITH STAFF UTILIZATION, WE LOOK AT THEIR DIFFERENT CERTIFICATIONS.
AT THE SECONDARY LEVEL, A LOT OF TIMES IT'S A SPECIFIC CERTIFICATION.
FOR EXAMPLE, IT MIGHT BE AN ELIR 6 THROUGH 12, AND NOT NECESSARILY A UNIVERSAL CERTIFICATION AT THE ELEMENTARY LEVEL.
THAT GIVES US SOME CONSTRAINTS AS WELL, HOWEVER, A LOT OF OUR TEACHERS MIGHT HAVE MORE THAN ONE CERTIFICATION AND SO WE LOOK AT THAT IN ORDER TO STRETCH OUR MASTER SCHEDULE.
THE LAST THING WE LOOK AT BEFORE ADDING A TEACHER IS, WHAT IS THE OVERFLOW NUMBER OF STUDENTS THAT WE HAVE AND CAN WE ADD AN ADDITIONAL SECTION TO A TEACHER? WHILE THEY'RE COMPENSATED FOR THAT AMOUNT, THAT'S WAY CHEAPER THAN HIRING ANOTHER TEACHER WITH BENEFITS, IN ADDITION TO THAT OF HAVING THAT STAFF MEMBER.
SO WE TRY REALLY HARD TO PROBLEM SOLVE WITHIN OUR DEPARTMENT WITH THE CAMPUS CURRICULUM AND INSTRUCTION AND OUR LEADERSHIP MANAGING DIRECTORS AS WELL, TO MAXIMIZE THE SPACE FOR COST BENEFIT, BUT THEN ALSO MAKING SURE THAT WE MEET OUR STUDENTS NEEDS.
>> MICHELLE WILL TALK ABOUT RECRUITMENT AND TRAINING.
THIS SLIDE IS A REPRESENTATION OF SOME OF OUR RECURRENT RECRUITMENT INITIATIVES AND THE TARGET [NOISE] AUDIENCE AS WE HOST EVENTS JOB FAIRS AND SUCH.
THE ONE AREA I'D LIKE TO HIGHLIGHT IS THAT 360 RECRUITMENT.
THIS IS A GREAT OPPORTUNITY FOR US AS WE GET OUR PREFERRED CANDIDATES TO COME SEE THE DISTRICT.
IT'S ONE THING AS WE ARE PROMOTING FRISCO ISD AT OUR JOB FAIRS BUT THERE'S NOTHING LIKE COMING AND SEEING FRISCO ISD AND ALL OF
[00:35:01]
THE OPPORTUNITIES THAT WE DO HAVE FOR OUR EMPLOYEES.WHEN WE DO THAT, AS WE INVITE THEM TO COME SEE, WE HAVE CANDIDATES THAT COME FROM OUT OF STATE THAT WILL COME VISIT FISD, BUT SOME DO ALSO LIVE IN TEXAS.
WE CONNECT THEM WITH SCHOOLS, SO THAT THEY CAN VISIT WITH PRINCIPALS TO OUR SCHOOLS, GET AN IDEA OF WHAT OUR CURRICULUM LOOKS LIKE, AND THEN AS THEY GET HIRED ON, WHEN WE ARE IN CAMPUSES, WE TOO CHECK IN ON THEM TO MAKE SURE THAT THEY ARE ENJOYING THEIR TIME HERE TO HELP WITH OUR RETENTION EFFORTS AS WELL.
>> WE ARE GOING TO TRANSITION.
BEFORE WE DO THAT, [NOISE] DO YOU HAVE ANY QUESTIONS ABOUT WHAT YOU HEARD, WITH REGARDS TO OUR INITIATIVES [INAUDIBLE]?
>> I HAVE A COUPLE. THE FIRST ONE, ON THE AVERAGE RATE ELEMENTARY RATIOS, MARIE SAID THAT, DEPENDENT ON THE COMMUNITY AND HOW MANY KIDS WE CAN PUT IN A CLASSROOM, WHAT IS OUR CURRENT GOAL FOR NUMBER OF STUDENTS IN THOSE ELEMENTARY SCHOOL CLASSROOMS, K1 COMPARED TO LIKE [INAUDIBLE].
>> [OVERLAPPING] WE ALWAYS LOOK AT 22:1, HOWEVER, RIGHT NOW FACE-TO-FACE OUR AVERAGE IS 20:1 [BACKGROUND] AND FACE-TO-FACE IN 22 [INAUDIBLE] FOR K TO FIVE.
I JUST PULLED THAT INFORMATION AND I CAN GIVE YOU A SLIDE THAT HAS THAT GRADE LEVEL IF YOU WANT.
>> EXCELLENT. I'D LIKE TO KNOW IF THAT'S 25?
>> THEN ON THE SECONDARY, WHENEVER YOU ADD AN EXTRA SECTION TO A TEACHER'S SCHEDULE, HOW IS THE COMPENSATION, EXCUSE ME, THE COMPENSATION DETERMINED AND WHAT IS THE COMPENSATION FOR THAT?
>> IT GIVES A SUPPLEMENTAL PAY SO THE SECRETARIES OF THE CAMPUS WILL FILL OUT SUPPLEMENTAL PAY FORMS AND IT'S BASICALLY THE AVERAGE DAILY WAGE OF THE TEACHER DIVIDED BY A PERIOD [INAUDIBLE].
WE TRY TO DO LIKE A DATA TEAM [INAUDIBLE].
>> [NOISE] WHAT I SEE WITH THE SUBSTITUTE FILL RATES DESPITE THESE LARGE SPIKE IN DEMAND, THE FILL RATE PERCENTAGE HAS REMAINED STEADY AND HIGH.
>> ABSOLUTELY. THAT'S EXACTLY RIGHT.
I WONDER IF YOU CAUGHT THAT THAT THIS TIME LAST YEAR 4,000 REQUESTS, THIS TIME THIS YEAR, 8,000. [OVERLAPPING]
>> WE'RE STILL ONE PERCENT HIGHER.
[APPLAUSE] [LAUGHTER] PRETTY EXCITING.
>> I JUST THINK THAT'S ALSO AFTER ADDING OVER 100 NEW TEACHERS, SO YOU THINK ABOUT THAT AS WELL.
>> WE GOT TO TALK TO SOME OF THE LEADERS FROM [INAUDIBLE] CONFERENCE AND THEY WERE TALKING ABOUT HOW MANY DISTRICTS IN TEXAS HAVE BEEN CLAMORING IN THE LAST FEW MONTHS FOR THEIR HELP.
[OVERLAPPING] THEIR RESPONSE WAS, WE CAN HELP, BUT WE CAN'T TELL TOMORROW.
[LAUGHTER] I GUESS IN HINDSIGHT WE MADE A GOOD DECISION WHEN WE DID.
>> WE HAD A LOT OF CONFIDENCE, I FELL FOR IT OVER AND OVER.
YOU DID EXACTLY WHAT YOU SAID YOU GOTTA DO.
>> [BACKGROUND] ALSO I THINK THAT GOES BACK TO THE PARTNERSHIP AND THE COLLABORATION WE HAVE IN THE DISTRICT BECAUSE IT TRULY HAS TAKEN OTHER DEPARTMENTS AND TRAINING AND IT'S ALL HANDS ON DECK.
I THINK WE BROUGHT THEM IN AT THE PERFECT TIME, ESPECIALLY AFTER LISTENING TO WHAT WE HEARD AT THE LAST CONFERENCE.
WE WERE ALL LIKE, "OH MY GOSH." NO ONE IS ABOVE, EVEN GETTING PAID.
WE FELT REALLY FORTUNATE, THAT'S WHY I WANTED TO THANK YOU ALL FOR LETTING US USE THAT [INAUDIBLE]. APPRECIATE IT.
>> I HAVE ONE QUESTION ABOUT THE RECRUITING COMPONENT.
IF NATALIE, GOPAL AND I ATTENDED A CONFERENCE IN SANTA FE AND IT WAS IN A SCHOOL DISTRICT AT SPRING [INAUDIBLE] THEY WERE SHARING WITH US HOW THEY HAD STARTED TO TRY TO IMPLEMENT A PARTNERSHIP BETWEEN THE ISD IN A LOCAL COLLEGE OR UNIVERSITY, IS THAT SOMETHING THAT WE'RE GOING TO DO SOON? [LAUGHTER] [OVERLAPPING].
>> [INAUDIBLE] IN THE PRELIMINARY STAGES BUT I DO HAVE CONTACTS AT TWU AND UNT THAT ARE INTERESTED IN PARTNERING WITH US.
I DO HEAD FT, FUTURE TEACHER PROGRAM AS PART ONE OF OUR CREATE YOUR OWN [INAUDIBLE] DEPARTMENT, AND WE HAVE A LOT OF PARENTS THAT ARE INTERESTED IN BECOMING TEACHERS.
MANY HAVE DEGREES ALREADY, SO THEY'RE LOOKING AT ALTERNATIVE CERTIFICATION ROUTE.
WE DO HAVE SEVERAL THAT ARE NOT DEGREED AT ALL THAT WANT TO GET THAT DEGREE.
I AM WORKING WITH TLU AND [INAUDIBLE] WHAT WE CAN DO TO GROW OUR OWN PARAPROFESSIONALS AND HERE IN FISD. WITH THAT SAID, STAY TUNED.
>> AND I ALSO JUST WANT TO ECHO WHEN WE TALK ABOUT ESS,
[00:40:05]
IT HELPED THAT WE'VE HAD SUCH A STRONG ESS TEAM AS WELL.I DON'T KNOW IF EVERYBODY IS GETTING THE RESULTS THAT WE ARE, BUT THEY ARE HOUSED IN OUR BUILDINGS AND THEY WORKED VERY CLOSELY WITH US, AND SO THAT'S BEEN HELPFUL.
PRINCIPLES TOO, CAMPUSES, TEACHERS.
CAN'T GIVE ENOUGH CREDIT TO THEM FOR REFERRING PEOPLE.
WE TALKED ABOUT OUR GROW YOUR OWN, AND WE TALKED ABOUT THOSE TWO PROGRAMS [NOISE] AT IGNITE AND LEADERSHIP SEMINAR.
THOSE ARE GROWTH OPPORTUNITIES BECAUSE WE ALWAYS WANT TO MAKE SURE THAT OUR FOLKS HAVE THE OPPORTUNITY TO GAIN SKILLS AND TO ADVANCE, BUT IT'S NOT SOMETHING THAT'S REQUIRED.
SAME WITH OUR GROW YOUR OWN FOR YOUR TEACHER PROGRAMS. IT'S NOT REQUIRED THAT THEY GO THROUGH THOSE PROGRAMS IN ORDER TO BE HIGHER.
FOR OUR LAST PART, I'M JUST GOING TO GIVE YOU A STAFFING REPORT.
YOU'VE HAD QUESTIONS COME TO YOU AND I KNOW THAT YOU'VE HAD QUESTIONS ABOUT OUR HIRING THIS YEAR, AND SO I WANT TO PROVIDE YOU WITH SOME INFORMATION.
I E-MAILED THIS PRESENTATION TO YOU, AND THEN THERE'S ALSO SOME SUPPLEMENTAL DATA THAT I HAVE FOR YOU AS WELL.
REPORT OVERVIEW, THESE ARE [INAUDIBLE] IT HAS A DISCLAIMER.
WE'RE TALKING TO YOU THERE'S GOING TO BE A DISCLAIMER; THESE ARE THE DISCLAIMERS [NOISE].
ONE, YOU KNOW THAT HIRING AND RESIGNATIONS HAPPEN THROUGHOUT THE YEAR.
SO THE INFORMATION I'M GIVING YOU TRULY IS A SNAPSHOT IN TIME.
IT CAPTURES THE EMPLOYMENT DATA THAT'S SPECIFIC TO THIS HIRING SEASON, IT FLUCTUATES.
YOU KNOW THAT AS WE ADD STAFF, LAST YEAR WITH COVID, IT WAS VERY DIFFERENT BECAUSE WE NEEDED TO KEEP CLASS SIZES REALLY SMALL, WE WERE OBSERVING THE SOCIAL DISTANCING, SO WE WERE HIRING TEACHERS.
THEN YOU ALSO HAD ON THE OPPOSITE END, PEOPLE WHO WERE EITHER ILL OR WHO WERE VERY AFRAID.
THAT AFFECTED THE HIRING AS WELL.
THEN JUST KNOW THAT THE REPORT DOES NOT CAPTURE VACANCIES OR [INAUDIBLE] AND TUTORS.
THIS REPORT IS ABOUT EMPLOYEES WHO WERE EMPLOYED AS OF THAT DATE.
[NOISE] WE'RE GOING TO START WITH RESIGNATIONS.
THE RESIGNATION WINDOW THAT WE CONSIDERED WERE THOSE WITH A LAST WORKDAY OF MAY 22ND THROUGH SEPTEMBER 16.
THAT SEPTEMBER 16TH DATE IS FIRST PAYROLL FOR EVERYONE FINISHES ON THE 15TH AND SO IT'S A NICE TIME FOR US TO CAPTURE THAT DATA.
THESE WE CAN GO THROUGH QUICKLY BECAUSE DR. HILL COVERED THOSE.
JUST WANTED TO GIVE YOU A LITTLE BIT OF CONTEXT FOR WHAT THE YEAR HAS BEEN LIKE LAST YEAR, AND AS WE GO INTO THIS YEAR WITH HIRING.
AS HE SAID PEOPLE RE-EVALUATED THEIR PRIORITIES.
WITH THE ADVENT OF COVID, WE HAD PEOPLE WHO WERE QUITTING THEIR JOBS.
SO THIS IS JUST WHAT THAT INFORMATION THAT HE SHARED WITH YOU.
THE NUMBER OF PEOPLE WHO QUIT THEIR JOBS, THE NUMBER OF JOB OPENINGS THERE ARE RIGHT NOW.
HE DID ALREADY TALKED ABOUT THE GREAT RESIGNATION, AND HE TALKED ABOUT THE BURNOUT, THE FACT THAT 50 PERCENT WERE QUITTING OR CITING BURNOUT AS THEIR REASON.
THEN 74 PERCENT TO HAVE THREE-QUARTERS OF THE PEOPLE WHO RESPONDED TO THIS SAY, "AS A RESULT OF COVID I'VE RE-EVALUATED WHAT I'M DOING." TURNOVER RATES.
SOME TIME AROUND JANUARY OR FEBRUARY, WE PROVIDE YOU UNDER THE [INAUDIBLE] INSTRUCTION DEPARTMENT, TYPICALLY DOCTOR AND I PROVIDES YOU WITH THE [INAUDIBLE] UPDATE.
THAT'S THE PERFORMANCE REPORT THAT'S BASED ON THEMES DATA THAT GOES TO THE STATE.
THIS IS OUR INTERNAL TURNOVER RATE DATA.
BECAUSE WHAT THE STATE DOES IS THEY LOOK AT ANYONE, THEY DO IT JUST FOR TEACHERS, ANYONE WHO IS IN A TEACHING POSITION, WHO IS NO LONGER IN A TEACHING POSITION, THEY CONSIDER TO BE A PART OF TURNOVER.
SO WHEN YOU SEE OUR TURNOVER RATE FOR CAPER, WELL, IT'S NOT HORRIBLE.
YOU WILL SEE THAT IT IS HIGHER THAN WHAT WE HAVE AS OUR INTERNAL RATE.
BECAUSE YOU THINK ABOUT OUR DISTRICT AND WE'RE GROWING DISTRICTS, AND WE ALSO HAVE SOME EXCELLENT STAFF MEMBERS.
SO IF A TEACHER BECOMES AN ASSISTANT PRINCIPAL, THE STATE CONSIDERS THAT TURNOVER.
FOR US, WE RETAIN THAT EMPLOYEE AND WE'RE SO GLAD THEY STAYED AND GREW WITH US.
WE DO NOT CONSIDER THAT TO BE TURNOVER.
DURING THE TIME YOU WILL SEE THE NUMBER OF STAFF MEMBERS WE HAVE, WE HAVE AUXILIARY AND PROFESSIONAL AUXILIARY.
YOU SEE OUR TURNOVER RATE WAS ABOUT 10 PERCENT DURING THAT PERIOD OF TIME.
AND IT'S VERY INTERESTING WITH DATA.
IT'S POSITIVE FOR US, BUT WE ALSO KNOW THAT WE HIRED THROUGHOUT THE YEAR, AND THAT LAST YEAR WAS DEFINITELY A CHALLENGE.
IT WAS ABSOLUTELY A CHALLENGE.
PEOPLE MIGHT START AND EITHER OUT OF FEAR OR JUST NOT SURE THE UNCERTAINTY, THEY MIGHT QUIT.
[00:45:04]
SO TURNOVER IN A GIVEN POSITION WAS HIGH, PARTICULARLY IN OUR AUXILIARY GROUP.BUT DURING THIS WINDOW OF TIME, THE TURNOVER RATE IS ABOUT 10 PERCENT.
WHEN WE LOOK AT PROFESSIONALS, STILL ABOUT 11 PERCENT.
AND I KNOW THAT YOU'VE HEARD WE'VE HAD PEOPLE AT DIFFERENT MEETINGS TALK ABOUT, "OH MY GOSH WITH ALL THESE PEOPLE AT THE NEW TEACHER LUNCHEON AND EVERYONE JUST LEAVING." YOU CAN SEE EVEN DURING A VERY DIFFICULT TIME, WE STILL MAINTAINED A RELATIVELY LOW TURNOVER RATE.
I WILL TELL YOU THOUGH, THAT THE TURNOVER RATE FOR TEACHERS IS HIGHER THAN WE'VE HAD IN THE PAST, AND IT'S HIGHER BY PROBABLY ABOUT 2 PERCENT, MAYBE 2-3 PERCENT.
SO IT WAS DEFINITELY HIGHER, BUT IT WAS TO BE EXPECTED.
IT ABSOLUTELY WAS TO BE EXPECTED WITH EVERYTHING THAT WAS GOING ON.
BECAUSE PEOPLE MIGHT START AND THEN STOP, AND WE SAW MORE OF THAT THIS YEAR.
YOU'LL SEE WHEN WE GET TO THE HIRES, WE HIRED ABOUT THE SAME AMOUNT.
SO THE HIRING DIDN'T CHANGE; IT WAS JUST THE NATURE OF WHAT HAPPENED THAT CHANGED.
AUXILIARY PRIMARY REASONS, AGAIN. [BACKGROUND].
>> OUT OF SHEER CURIOSITY, THE NUMBER OF STAFF ON THAT RESIGNATION PIECE, [OVERLAPPING] WE WERE ON A GROWTH PLAN THAT DIDN'T NECESSARILY ACHIEVE THEIR GOALS TO STAY WITH THE DISTRICT.
ARE THEY CONSIDERED RESIGNATIONS? AND DO WE HAVE A NUMBER OR AN IDEA OF THOSE? BECAUSE I THINK THAT IS AN IMPORTANT QUESTION.
THEY ARE CONSIDERED RESIGNATIONS, BECAUSE THEY HAVE OPTED TO RESIGN.
WE DID NOT TAKE AN ADVERSE EMPLOYMENT ACTION, AND WE CAN CERTAINLY GET YOU THAT DATA ON THOSE WHO WERE ON PLANS, JUST A TOTAL NUMBER.
BUT ALSO KNOW THAT SOMETIMES ESPECIALLY IF SOMEONE IS ON A PROBATIONARY CERTIFICATE, THEY DON'T NECESSARILY HAVE TO BE ON AN ACTION PLAN OR GROWTH PLAN.
THE STATE SAYS BY CHAPTER 21 THAT, "IN THE BEST INTEREST OF THE DISTRICT, IF SOMEONE IS ON A PROBATIONARY CONTRACT, THEY CAN SEVER THE RELATIONSHIP WITHIN THE CONTRACT OR WE CAN.".
>> SO THERE ARE TIMES MEETS OUR CHOICE NOT TO?
>> THERE ARE DEFINITELY TIMES. SOMETIMES IT'S JUST NOT A MATCH.
BUT SOMETIMES IT JUST HAPPENS THAT WAY.
WITH OUR AUXILIARY PRIMARY REASONS, PERSONAL REASONS, OTHER FAMILY CIRCUMSTANCES, AND JOB OUTSIDE EDUCATION, AS WE COMPARE THAT TO LAST YEAR, THE ONLY THING THAT CHANGED WAS REASONS 2 AND 3, WERE REVERSED LAST YEAR.
THIS YEAR IS A LOT MORE ABOUT FAMILY CIRCUMSTANCES. HERE WE GO. PROFESSIONAL, AND YOU CAN SEE JOB WITH OTHER DISTRICT, PERSONAL REASONS, AND OTHER FAMILY CIRCUMSTANCES.
WE HAVE ABOUT 200 JOB WITH OTHER DISTRICT, BUT ALSO IF YOU LOOK THAT JOB WITH PRIVATE OR CHARTER SCHOOL, THAT 14, SO THERE ARE ABOUT 214.
I KNOW SOMETIMES THAT GIVES US ANGST, BUT WE HAVE TO LOOK AT THINGS IN CONTEXT.
WE HAVE OVER 4,500 TEACHERS, AND WE'RE TALKING ABOUT THAT 200 WHO LEFT OR STATED THAT THEY LEFT TO GO TO A JOB WITH ANOTHER DISTRICT.
IF YOU LOOK AT THE NEXT SLIDE, WE DISAGGREGATE DATA.
WE ASK THEM IF YOU ARE TAKING A JOB WITH ANOTHER DISTRICT.
WE WOULD LIKE TO KNOW THE REASON WHY? BECAUSE IF PEOPLE ARE MOVING, THAT'S NOT SOMETHING WE CAN NECESSARILY CONTROL.
IF THEY ARE SEEKING CAREER ADVANCEMENT AND THEY HAVE NOT GOTTEN TO THAT POINT WITHIN OUR DISTRICT, THAT MAY BE A CHOICE THAT THEY MAKE.
WE LOOK VERY CLOSELY AT JOB SATISFACTION TO SEE IF WE SEE ANY PATTERNS OR TRENDS.
WE WORK WITH OTHER DEPARTMENTS IF WE DO SEE THOSE, OR IF WE HAVE SOME POINTED COMMENTS WITHIN THE EXIT SURVEY THAT ALL EMPLOYEES GET.
BUT YOU CAN SEE THERE THE JOB WITH OTHER DISTRICT.
YES, WE HAD OVER 200, BUT YOU CAN SEE ABOUT HALF OF THEM TOOK POSITIONS TO GET CLOSER TO HOME.
IF PEOPLE CAN GET CLOSER TO HOME, WE UNDERSTAND THAT THEY'RE WANTING TO GET CLOSER TO HOME.
THE SAME WITH THE CAREER ADVANCEMENT.
WE HAVE GREAT OPPORTUNITIES HERE, BUT OF COURSE, THOSE OPPORTUNITIES ARE GOING TO BE LIMITED, THERE ARE ONLY SO MANY POSITIONS.
THERE ARE SOME PEOPLE WHO CHOOSE TO SEEK THEIR FORTUNES ELSEWHERE IF THEY CAN'T MAKE IT TO WHERE THEY'RE WANTING TO BE WHILE THEY'RE HERE.
THOSE ARE THE ONES I'VE MENTIONED TO YOU THAT WE'D LOOK REALLY CLOSELY AT THOSE, WE SHARE THOSE WITH THE RELEVANT DEPARTMENTS, AND JUST LOOK TO SEE IF THERE ARE SOME THINGS THAT WE CAN DO.
I WILL TELL YOU IN SOME CASES LIKE LAST YEAR, I'M SURPRISED THIS IS NOT HIGHER.
WE'RE ALSO TELLING PEOPLE WE'VE GOT TO TEACH VIRTUALLY.
[00:50:02]
JUST BECAUSE OF THINGS THAT WERE GOING ON IN THE BEST INTERESTS OF KIDS. IT WAS TOUGH.>> IS THE JOB SATISFACTION, IS IT BROKEN DOWN BY THE ACTUAL POSITION VERSUS THE DISTRICT? DO THEY SAY, I'M UNHAPPY BECAUSE OF WHAT I SEE OR I'M UNHAPPY BEING IN THIS ROLE IN GENERAL?
>> GOOD QUESTION. IT'S ALL OVER THE BOARD BECAUSE IT'S A NARRATIVE FIELD THAT THEY CAN COMPLETE.
>> IT'S A NARRATIVE FIELD. YOU'LL HAVE SOME WHERE IT'S JOB SATISFACTION BECAUSE THEY DID NOT GET THE NEXT PROMOTION OR THEY DID NOT GET THE GRADE LEVEL THEY WANTED.
OTHER TIMES, IT'S WORKLOAD, HAVING A DIFFICULTY IN BALANCING.
BUT I WANT YOU TO LOOK AT THAT SALARY AND BENEFITS.
THAT'S FOUR PEOPLE OUT OF 212.
KUDOS TO YOU, BECAUSE YOU HAVE WORKED SO CLOSELY WITH US TO GET THE SALARY AND BENEFITS.
IT'S SOMETHING THAT IS ATTRACTIVE TO PEOPLE AND HELPS TO RETAIN, AND YOU CAN SEE THERE THAT SPEAKS VOLUMES.
>> DO WE HAVE ANY NUMBERS OF HOW MANY COME BACK TO US [LAUGHTER]?
>> I'M SO GLAD YOU ASKED. WE DO.
WE'VE TALKED ABOUT JOBS WITH OTHER DISTRICT.
YOU'RE RIGHT. THE NEXT ONE, PLEASE.
WE SEE WHERE PEOPLE ARE GOING.
I'M JUST GOING TO LET YOU SIT WITH THAT.
[LAUGHTER] DO YOU HAVE ANY QUESTIONS BEFORE WE GO TO THE NEXT SLIDE? [LAUGHTER]
WHEN WE WERE NEW AND GROWING, WE HAD A LOT OF TEACHERS COME FROM PLANO.
IT'S NOT ROCKET SCIENCE, BUT THAT'S HOW THIS WORKS WITH DISTRICTS THAT ARE NEXT TO EACH OTHER.
I DON'T THINK THE NARRATIVE IS OUT THERE, IT'S JUST NOT TRUE.
IT'S PROXIMITY, PEOPLE ARE MOVING MORE. [OVERLAPPING]
>> I'D ADD THAT THEY'RE OBVIOUSLY VERY FOND ABOUT THE TRAINING THAT STAFF GET IN OUR DISTRICT. [LAUGHTER]
>> THERE ARE THE CONNECTIONS THAT HAPPENS AS WELL.
YOU'LL SEE THOUGH THAT WE HAVE SOME WHO HAVE COME TO US FROM PROSPER.
WE HAVE PEOPLE WHO GO AND THEN THEY COME BACK.
BUT WE HAVE AN OPPORTUNITY TOO TO TALK WITH THEM AND THAT'S THE GREAT THING TO SEE.
WHAT IS IT ABOUT IT, JUST SO THAT IF THERE'S SOMETHING AS A DISTRICT THAT WE NEED TO BE CONSIDERING, WE'RE CONSIDERING THOSE THINGS.
BUT WE KNOW THAT IF PEOPLE ARE WANTING TO GET CLOSER TO HOME, OR IF THEY ARE HAVING THOSE OPPORTUNITIES, WE ABSOLUTELY UNDERSTAND THAT.
NORMALLY, I'D LEAVE THESE, BUT I THOUGHT WE'LL START WITH THE PEOPLE WHO LEFT AND THEN TALK ABOUT THE PEOPLE WHO CAME TO US.
YOU CAN SEE WE HAD A TOTAL OF ABOUT 1,000, A LITTLE OVER 700 PROFESSIONALS, 250 AUXILIARY STAFF MEMBERS, AND YOU HAVE THE INFORMATION OF AUXILIARIES, EMPLOYEES BY CATEGORY WITH THE NUMBER THAT WE HIRED.
YOU'LL SEE SPECIAL, AND PARAPROFESSIONALS ARE AT THE TOP, BUT THAT'S WHAT YOU WOULD EXPECT, AND I WOULD SURMISE THAT'S PRETTY MUCH THE WAY IT IS AROUND THE AREA.
PROFESSIONAL EMPLOYEES BY TYPE.
YOU SEE ADMINISTRATORS ARE OTHER PROFESSIONALS.
FOR TEACHERS, 613, AS OF THAT SNAPSHOT THING.
JUST BY CATEGORY, AND YOU HAVE THAT INFORMATION, NUMBER OF CLASSROOM, TEACHER, SPECIAL ED TEACHER COACH.
I THOUGHT I WOULD TAKE THIS OPPORTUNITY BECAUSE I KNOW THERE ARE QUESTIONS THAT YOU GET AND I KNOW THE THINGS THAT WE HEAR SOME TIMES AT THE BOARD MEETING.
TRYING TO GIVE YOU SOME INFORMATION JUST TO PROVIDE SOME CONTEXT.
AT THE NEW TEACHER BREAKFAST AND LUNCHEON.
YES, THERE WERE ABOUT 700 WHEN YOU LOOK AT THE COMBINATION, BUT LET'S LOOK AT WHAT THOSE NUMBERS ACTUALLY MEAN.
AT THE TIME, WE HAD 607 NEW TEACHERS WHO'D EITHER BEEN ON BOARDED OR WHO WERE IN THE PROCESS OF COMING ON AND WHO WOULD HAVE BEEN ELIGIBLE TO GO TO THE NEW TEACHER LUNCHEON.
TEACHERS WHO ARE HIRED AFTER THE BEGINNING OF THE SCHOOL YEAR ARE ALSO INVITED TO ATTEND THE LUNCHEON.
AS A GROWING DISTRICT AND LAST YEAR WITH THE CIRCUMSTANCES, WE HIRED 131 PEOPLE AFTER THE START OF THE YEAR.
IF WE ALLOWED THEM OR IF THEY STAYED WITH US THROUGH THIS YEAR, THEY WERE ALLOWED TO COME BACK TO THE NEW TEACHER LUNCHEON, SO THEY'RE PART OF THAT GROUP.
ALSO, EVEN IF WE LOOK AT THE BUDGET BOOK, AND YOU LOOK AT THE NUMBER OF TEACHERS WHO WERE HIRED FOR GROWTH, INCLUDING THE OPENING OF EMERSON, THERE WERE ABOUT 122.
THAT'S 250 PEOPLE WHO WERE LOOKING AT NEW POSITIONS BECAUSE OF GROWTH,
[00:55:06]
SO THAT HAD NOTHING TO DO WITH TURNOVER.IT'S BECAUSE WE'RE GROWING AND WE OPENED A SCHOOL, AND BECAUSE WE WERE HIRING THROUGH LAST YEAR, AND SOME OF THOSE PEOPLE STARTED AT THE BEGINNING OF THE YEAR SO THEY DIDN'T GET TO GO TO NEW TEACHER.
IF YOU TAKE THAT 700 AND YOU SUBTRACT THAT 250, THAT LEAVES YOU WITH ABOUT 450, SOMEWHERE AROUND THERE.
THAT'S STILL ABOUT 10 PERCENT, WHICH AGAIN, WHEN YOU LOOK AT TURNOVER, 10 PERCENT IN ANY INDUSTRY IS CONSIDERED PRETTY SOLID.
TYPICALLY, RESEARCH TALKS ABOUT 12-15 PERCENT, AND THAT'S JUST BECAUSE PEOPLE LIVE LIFE.
THEY MOVE, THEY RETIRE, THEY DECIDE TO HAVE ANOTHER CAREER, ALL THOSE THINGS HAPPEN.
TEN PERCENT WOULD BE A BASIC TURNOVER RATE.
THAT'S WHAT I'M LOOKING AT, OUR HIRING SEASON.
AGAIN, WE'RE HIRING THROUGHOUT THE YEAR, OUR HIRING SEASON, AND THOSE NUMBERS THAT YOU SEE, THAT HELPS YOU TO PUT SOME CONTEXT WITH THOSE NUMBERS.
>> [LAUGHTER] YES. [BACKGROUND] THE HIRING WAS NOT.
AS A MATTER OF FACT, I THINK IT IS A TREMENDOUS COMMENDATION FOR OUR COMMUNITY AND OUR STAFF, THE FACT THAT FOR A DISTRICT OUR SIZE TO BE HIRING 600, 700 PEOPLE WITH THE GROWTH THAT WE HAVE.
I WENT BACK AND LOOKED AT HISTORICAL DATA FOR OUR HIRING AND WE HAVE BEEN IN THE 600-700S, PROBABLY DURING THE SEVEN YEARS I'VE BEEN HERE.
THERE WAS ONE YEAR WE HAVE HAD 800, BUT WE ARE OPENING EITHER FOUR OR FIVE CAMPUSES.
>> QUICK QUESTION, YOU JUST SAID IF YOU MIGHT NOT HAVE THIS NUMBER OFF THE TOP OF YOUR HEAD, BUT YOU SAID IN ONE OF THE BIGGEST RESIGNATIONS WAS FROM OUR CURRENT PROFESSIONALS IN SPECIAL EDUCATION, BUT YOU ALSO SAID THAT A LOT OF THOSE PARAPROFESSIONALS WERE MOVING INTO TEACHING POSITIONS.
DO WE HAVE AN IDEA OF HOW MANY OF THOSE? BECAUSE IT LOOKS HIGH OF HOW MANY OF THOSE PEOPLE WENT FROM A PARAPROFESSIONAL TO A TEACHING POSITION?
>> WELL, WE WONDERED THAT TOO.
THE THINGS YOU WONDER, WE WONDER TOO.
WE VERY ANALYZE AND SEE WHAT WE CAN DO.
THIS IS JUST HOW PEOPLE HEARD ABOUT US, AND AGAIN, IT'S BEING IN THIS AREA AND TALKING TO PEOPLE AND FINDING OUT ABOUT US, AND I LOVE THAT CURRENT EMPLOYEES, BECAUSE IF YOU ARE AN AUXILIARY STAFF MEMBER AND YOU'RE COMING ON AS A PROFESSIONAL, YOU GO THROUGH ONBOARDING AND YOU TAKE THE SURVEY, SO FORTH.
ONE HUNDRED AND SEVEN OF OUR PROFESSIONAL EMPLOYEES ARE ALREADY WITH US.
DISTRICTS FROM WHICH THEY CAME.
WHILE YOU'RE HAVING THAT LOOK ABOUT A CERTAIN DISTRICT THERE, SO I HAD THAT LOOK ABOUT US.
I CANNOT JUST YOU SIT WITH THAT.
I JUST THINK THIS IS SO AWESOME.
I THINK THIS IS SO AWESOME BECAUSE IT'S ONE THING TO RECRUIT PEOPLE, BUT WHEN YOU GET THEM HERE, YOU WANT THEM TO STAY, YOU WANT THEM TO FEEL CHALLENGED, YOU WANT THEM TO FEEL LIKE THEY HAVE OPPORTUNITIES.
THIS JUST GOES TO SHOW JUST WITHIN OUR OWN DISTRICT, OUR CAMPUS ADMINISTRATORS WHO CAME TO CENTRAL, OUR ASSISTANTS, OUR ASSOCIATES WHO BECAME PRINCIPALS.
WE HAD CENTRAL ADMINISTRATORS AT COORDINATOR LEVELS WHO MOVED UP TO A DIRECTOR-LEVEL POSITION.
EITHER DIRECTOR, MANAGING DIRECTOR, OR EXECUTIVE DIRECTOR, TEACHERS WHO BECAME ASSISTANT PRINCIPALS AND LOOK AT THAT PARAPROFESSIONAL TO TEACHER.
THAT'S AWESOME. THAT IS ABSOLUTELY AWESOME.
AGAIN, WE DIDN'T INCLUDE OUR SUBSTITUTES FROM THIS, BUT YOU THINK ABOUT THAT PIPELINE.
LAST YEAR, ALMOST 200 PEOPLE CAME THROUGH THOSE SUBSTITUTE RANKS.
YES THAT'S BEEN GOOD FOR US WITH GETTING SUBS, BUT OUR PRINCIPALS GET A CHANCE TO TRAIN THEM, THEY GET A CHANCE TO SEE THEM, AND OFTEN TO HIRE THEM.
THEN OUR FORMER UCR STUDENT TEACHERS, SO WE HAD, I THINK WE HAD 156 STUDENT TEACHERS OVER THE COURSE OF THE YEAR, AND WE HIRED 31 INTO TEACHING POSITIONS.
THEN ALSO FORMER FRISCO STUDENTS, THIS IS SELF-REPORTED ALMOST 60 FORMER STUDENTS CAME BACK TO TEACH WITH THIS.
[BACKGROUND] I KNOW. THAT'S AWESOME.
[01:00:01]
>> THAT'S GREAT. THAT'S HUGE. I THINK THAT'S A BIG NUMBER BECAUSE THAT SHOWS HOW MANY KIDS ACTUALLY LOVE EVERYTHING THAT HAPPENED HERE WHEN I COME BACK.
>> YES. WHEN WE LOOK AT IT, I'LL TAKE THE LAST ONE.
OKAY. THIS IS OUR THANK YOU SLIDE, BUT WE REFLECT AND THINK ABOUT WHAT WERE THE LESSONS THAT WE'VE LEARNED THIS YEAR, BECAUSE IT WAS THE YEAR. IT WAS A YEAR.
BUT THAT WHOLE IDEA OF BEING NIMBLE AND BEING AGILE, AND WHAT'S GREAT ABOUT OUR DISTRICT IS THAT BECAUSE THE FAST GROWTH, WE'VE HAD TO DO THAT, WE'VE HAD TO TURN ON TO DIVE IN SO MANY CASES THAT WE WERE PROBABLY WAY AHEAD OF THE CURVE.
HR WOULD NOT TELL YOU WE WERE AHEAD OF THE CURVE BECAUSE OF SO MANY THINGS WE ALREADY HAD.
THERE WERE ELECTRONIC PROCESSES.
I HAD COLLEAGUES CALL US IN, WHAT ARE YOU DOING, HOW ARE YOU DOING IT? IT'S WHAT WE'VE BEEN DOING.
OUR FOLKS HAVE BEEN HAVING THEIR ONBOARDING SESSIONS FROM THE COMFORT OF THEIR OWN HOME AND THEN COMING IN FOR ORIENTATION, SO THAT HELPED A LOT.
WE'RE DOING A LOT WITH FORECASTING.
AT ONE OF OUR CONFERENCES, THEY MENTIONED THAT IN THE COMING YEARS ONLY ABOUT 25 PERCENT OF TEACHERS WILL COME THROUGH EDUCATOR PREPARATION PROGRAMS. FOR THAT, THAT TELLS US WE'VE GOT TO START THINKING, HOW DO WE BUILD OUR OWN? WE TALK ABOUT GROWING YOUR OWN, BUT THAT'S ONE THING'S THAT MICHELLE'S GOING TO BE WORKING ON, HOW DO WE DO THAT EVEN MORE INTENSELY? FANTASTIC THING IS WE HAVE A GREAT COMMUNITY FROM WHICH TO DRAW.
THAT'S A WONDERFUL THING THERE.
ABOUT 360 RECRUITMENT AND ANOMALIES THAT DR. WALTER BROUGHT MENTIONS ANOMALIES.
THIS IS ONE OF THOSE THINGS WHERE THERE ARE SO MANY THINGS THAT APPEAR TO BE ANOMALIES, WHERE IT'S JUST SIGNS OF TIME. THINGS ARE JUST CHANGING.
IT APPEARS TO BE DIFFERENT, BUT NOT NECESSARILY SO.
BUT THE HIRING THAT WE DID, IT'S THE HIRING THAT WE DO.
NOW I WILL TELL YOU WHAT WAS DIFFERENT WAS HOW PEOPLE MIGHT START AND THEN GO, MY GOODNESS, I CAN'T DO THIS.
THEY MIGHT LEAVE BEFORE THEY EVER ACTUALLY FULLY, DARK AND DARK DOORS.
THOSE KINDS OF THINGS WE SAW, WE'VE SEEN MORE OF THAT.
BUT THE OTHER THINGS, REGARDS TO OUR FOLKS REACHING OUT, RECRUITING, BRINGING PEOPLE IN, SUPPORTING THEM, THAT DIDN'T CHANGE.
I KNOW YOU'RE ACCUSTOMED TO ME TELLING YOU HOW MANY PEOPLE HAD MASTERS AND THOSE THINGS, I'LL GET THAT INFORMATION TO YOU.
I JUST WANTED TO MAKE SURE THAT WE WERE ABLE TO ADDRESS SOME OF THOSE THINGS I KNOW.
IF QUESTIONS THAT YOU GET, QUESTIONS THAT YOU HAVE, AND THEY'RE JUST INFORMATION THAT WE WANTED TO SHARE.
>> SINCE ONE OF THE REASONS THAT PEOPLE LEFT IS COST OF LIVING.
FOR THE YOUNGER KIDS THAT COME BACK, THEY MOST LIKELY LIVE IN MULTI FAMILY OF SOME SORT, APARTMENT OR WHATEVER.
HAVE WE LOOKED AT ANY COMPLEXES TO SEE IF THEY WOULD GIVE ANY DISCOUNT FOR STAFF?
>> YES. ABSOLUTELY. LAST TWO YEARS WE'VE CALLED SEVERAL OF THE COMPLEXES IN THE AREA MASSIVELY.
GIVING MOVEMENT SPECIALS OR DISCOUNTS, AND WE ACTUALLY HAVE A SPREADSHEET THAT LISTED OUR RECRUITS.
WE HAVE ONE THAT REALLY WANTS TO WORK WITH US, IN CASE WE BASICALLY GIVE GOOD DISCOUNTS AND ARE IN DOWNTOWN.
REASON TO THOSE ARE [INAUDIBLE], THAT'S PART OF JUST TAKING CARE OF OUR PEOPLE.
ULTIMATE SOME BANKS THAT WE GAVE SOME REFERRALS TOO, THEY'D WORK WITH US, MOVERS THAT WILL HELP AS WELL, THERE'S A COUPLE REALTORS AS WELL THAT WANT TO GIVE DISCOUNTS.
>> I'LL TELL YOU WHAT WAS GREAT THOUGH, IF YOU RECALL, ON THAT RESIGNATION SLIDE, THERE WAS A TIME WITH COST OF LIVING, IT WAS LITTLE BIT HIGHER, WHICH IS WHY WE MADE IT, ONE OF THE CHOICES, WAS ONE PERSON WHO SAID THAT, THAT WAS THE REASON THEY LEFT.
SOMETIMES YOU HEAR THAT IT'S BLEAK.
>> THANK TO YOU TEAM. [APPLAUSE]
>> WE'LL MOVE ON TO THE AGENDA ITEM 4,
[4. Equity, Diversity and Inclusion Update]
EQUITY, DIVERSITY, AND INCLUSION UPDATES.[INAUDIBLE] [BACKGROUND] [BACKGROUND]
>> JUST A SECOND, I'LL CALL YOU.
>> OH, COME ON. YOU'VE GOT TO GIVE ME SOMETHING MORE THAN THAT.
>> THANK YOU, I APPRECIATE THAT.
THANK YOU FOR THE OPPORTUNITY TO SHARE SOME EDI INFORMATION WITH YOU TODAY.
AS YOU KNOW MY TITLE IS EQUITY, DIVERSITY, AND INCLUSION STRATEGIST, AND THAT'S A MOUTHFUL AND EVERY TIME I SAY IT TO SOMEONE THE NEXT QUESTION IS,
[01:05:05]
WHAT DOES THAT REALLY MEAN? I FIND THAT IT MAKES SENSE FOR US TO ACTUALLY LEVEL SET ALMOST EVERY TIME IT'S MENTIONED.YOU HEAR THESE WORDS THROWN OUT IN SO MANY WAYS THAT WE WANT TO MAKE SURE THAT WE'RE ALL ON THE SAME PAGE WHEN WE WERE TALKING ABOUT THEM.
LET'S JUST START WITH THE E THERE WITH EQUITY.
THAT'S A TERM THAT MANY TIMES GETS CONFUSED WITH EQUALITY.
I UNDERSTAND IT, IT MAKES SENSE TO SOME DEGREE.
BUT I JUST WANT TO MAKE SURE THAT WE KNOW WHAT WE'RE TALKING ABOUT IN FRISCO ISD WHEN WE REFERENCE EQUITY.
I HAVE SOME FRIENDS WHO ARE GOING TO HELP ME HERE FOR A SECOND.
LET'S SAY THAT JAMES AND WES IF YOU'LL COME FORWARD.
LET'S SAY THAT I'M GIVING JAMES AND WES A TASK HERE, AND THEIR TASK IS GOING TO BE TO LET'S SAY PICK AN APPLE, IMAGINE THERE'S A TREE UP THERE AND MAYBE THE APPLE IS SOMEWHERE NEAR THAT CLOCK, AND I NEED THEM TO PICK AN APPLE FROM THAT TREE.
WES, I HAVE BROUGHT A LADDER FOR YOU.
I'M GOING TO GIVE YOU A BASKET SO YOU CAN COLLECT YOUR APPLES, AND SOME GLOVES OR JACKET WHATEVER ELSE YOU NEED.
BUT YOU'LL JUST GO AHEAD AND STAND ON THAT AND JUST REACH UP SO WE CAN SEE HOW, YOU'RE CLOSE YOU PROBABLY DIDN'T GET THE APPLE.
THAT'S FINE. [LAUGHTER] IT'S OKAY.
NOW JAMES, I'M GOING TO GIVE YOU THE SAME LADDER.
>> I'LL MAKE SURE THAT YOU HAVE THE SAME JACKET, AND THEN I GIVE YOU THE TASK.
>> PICK AN APPLE. [LAUGHTER] THANK YOU.
KEPT AN OBVIOUS HERE NICKY, I APPRECIATE.
THANKS, GUYS YOU'RE AMAZING. THANK YOU.
[APPLAUSE] WHY DID I DO THAT? YOU COULD SEE THE DIFFERENCE THERE.
I GAVE THEM THE SAME EVERYTHING.
THEY HAD THE SAME LADDER, THEY HAD THE SAME TOOLS, AND THEY HAD THE SAME LESSON OR OUTCOME THAT I WAS LOOKING FOR.
NOW, ONE OF THEM ACTUALLY WAS BETTER SUITED WITH WHAT I PROVIDED THAN THE OTHER.
HAD I GIVEN WES A DIFFERENT LADDER WHERE HE ACTUALLY COULD REACH AN APPLE THERE, THEN THAT WOULD BE AN EXAMPLE OF BEING EQUITABLE OR EQUITY.
THAT MEANS I'M GIVING HIM THE TOOLS AND THE RESOURCES HE NEEDS TO MEET THE GOAL.
NOW, GIVEN IF I GIVE WES THAT OTHER LADDER, HAVE I TAKEN SOMETHING AWAY FROM JAMES'S ABILITY TO PICK AN APPLE? NO. I'VE GIVEN HIM THE TOOLS HE NEEDS TO LEAD TO THE OUTCOME THAT WE DESIRE, AND I'VE GIVEN WES THE TOOLS HE NEEDS TO LEAD TO THE OUTCOME WE DESIRE.
THAT'S WHERE WE'RE GOING. THAT'S EQUITY.
THAT'S WHY MY TITLE STARTS WITH THAT WORD, EQUITY AND NOT EQUALITY.
I THINK THAT'S ALWAYS IMPORTANT TO JUST REMEMBER.
YOU GUYS KNOW THAT IN FRISCO ISD WE ARE AN EXTREMELY DIVERSE COMMUNITY, AND THAT'S ALL TYPES OF DIVERSITY.
THAT'S CULTURAL, ETHNIC, PERSPECTIVES, RACES, GENDER, RELIGION, YOU NAME IT.
>> ABILITIES. YOU'RE EXACTLY RIGHT.
TALENT, SKILLS, INTEREST, THAT'S DIVERSITY.
THAT'S HOW OUR CHILDREN COME TO US.
THEY COME WITH ALL OF THAT IN THEM, AND WE HELP THEM TO FIND WAYS TO USE THAT SO THAT THEY'RE SUCCESSFUL.
WE DON'T REALLY GET TO CHANGE OR INFLUENCE THAT IF YOU WILL.
THEN INCLUSION, THAT'S WHERE SOME OF OUR ACTION CAN COME IN AS WELL.
BECAUSE THAT'S WHERE WE MAKE SURE THAT ALL STUDENTS HAVE THE OPPORTUNITY TO BE SUCCESSFUL.
WE'RE NOT LEAVING ANYBODY ON THE PERIPHERY, NO ONE, AND I ASK THE QUESTION ALL THE TIME.
IF WE'RE GOING TO LEAVE A KID ON THE PERIPHERY, ARE YOU OKAY WITH THAT BEING YOUR KID, OR YOURS? WHOSE KID ARE WE OKAY WITH PUTTING ON THE OTHER SIDE OF THE LINE OR OUTSIDE OF OUR SCREEN, OUR PARAMETER? NO ONE, AND IT DOESN'T MATTER HOW THEY COME WRAPPED AND PACKAGED.
ALL OF THEM DESERVE TO BE INCLUDED.
THAT'S ACTUALLY WHY I HAVE THIS HERE.
THEY HAD ALL THE GREAT POWERPOINT, AND THEY ACTUALLY HAD MUSIC THAT WASN'T WORKING BEFORE,
[01:10:04]
BUT HERE'S THE OLD SCHOOL TEACHER IN ME, I'VE COME WITH A BUNCH OF JUNK.[LAUGHTER] OLD LADDER, IT'S JUST THE TEACHER IN ME YOU GO TO WALMART FOR EVERYTHING.
[NOISE] WELL, THIS IS MY EXAMPLE OR MY REMINDER OF A STUDENT. LET'S THINK ABOUT IT.
IN YOUR OFFICES, IN YOUR HOMES, YOU HAVE PICTURES OF YOUR LOVED ONES I'M ASSUMING.
PETS, RELATIVES, FRIENDS, FAMILY, CHILDREN, YOU NAME IT, SPOUSES, WHATEVER.
WELL, THIS IS MY WAY OF HAVING OUR STUDENT PRESENT WITH US SO THAT WE CAN BE MINDFUL OF OUR ACTIONS IN THE PRESENCE OF OUR STUDENT.
OUR STUDENTS COME IN PACKAGES.
WE DON'T CHOOSE THOSE PACKAGES.
IT REALLY DOESN'T MATTER WHAT IT LOOKS LIKE, ALL THE IMPORTANT STUFF IS ON THE INSIDE, AND RIGHT NOW YOU GUYS HAVE NO IDEA WHAT'S ON THE INSIDE OF THIS PACKAGE, NOTHING AT ALL.
BUT IF YOU GET TO KNOW ME A LITTLE BIT MORE, I MIGHT OPEN UP JUST A LITTLE BIT AND ALLOW YOU TO FIND OUT WHAT'S ON THE INSIDE, AND WHAT I'M MADE OF, AND WHAT MAKES ME TICK, AND WHERE MY INTERESTS ARE AND THAT'S HOW YOU CAN HELP ME BECOME MY BEST SELF.
THIS IS JUST THAT REMINDER OF OUR STUDENTS COME IN PACKAGES.
IT DOESN'T MATTER WHAT THEY'RE WRAPPED IN, ALL THE IMPORTANT STUFF IS ON THE INSIDE. GOT IT.
[LAUGHTER] FAIR WITH THAT SOAPBOX.
NOW LET'S JUST THINK FOR A SECOND ABOUT FRISCO ISD, JUST FRISCO THE CITY AS WELL.
YOU KNOW BETTER THAN I DO ABOUT ALL OF THE DEMOGRAPHIC CHANGES THAT HAVE HAPPENED OVER TIME.
IN FRISCO, WE HAVE THE MISSION TO MEET EVERY STUDENT BY?
>> YEAH, THAT'S GOOD. WE KNOW THAT, AND WE LIVE AND WE BREATHE THAT.
THAT'S A TALL ORDER AS WE CONTINUE TO GROW AND WE BECOME A LITTLE MORE COMPLEX.
IT JUST MEANS WE HAVE TO STAY UP ON OUR CRAFT, AND IT JUST REQUIRES MORE OF US.
BUT IT ALSO MAKES ME THINK ABOUT ALL THE THINGS WE CAN CELEBRATE.
I THINK ABOUT US HAVING OVER 72 LANGUAGES THAT ARE THE PRIMARY LANGUAGE OTHER THAN ENGLISH THAT ARE SPOKEN IN MANY OF OUR HOMES.
I THINK ABOUT THE VAST NUMBER OF STUDENTS THAT WE HAVE THAT ARE IN OUR GIFTED AND TALENTED PROGRAM.
THE STUDENTS THAT ARE RECEIVING SPECIAL EDUCATION SERVICES, AND OUR STUDENTS WHO QUALIFY FOR FREE AND REDUCED MEALS, AND ON AND ON AND ON.
VERY COMPLEX GROUP OF PEOPLE THAT WE'RE WORKING WITH.
THEN I THINK ABOUT ALL OF THE SUCCESSES THAT FRISCO ISD HAS HAD IN SPITE OF ALL OF THAT.
HOW MANY CLASS OF 2022 NATIONAL MERIT SEMI-FINALISTS DO WE HAVE IN FRISCO ISD? ANYBODY? WE HAD 10.
>> 110. GOSH, WE HAVE A PLAN IN THE ROOM THAT'S EXACTLY.
[LAUGHTER] YES, WE HAVE 110 HIGH-SCHOOL SENIORS WHO ACTUALLY QUALIFY.
WHAT ABOUT OUR AVERAGE SAT SCORE FROM LAST YEAR? WAS IT 1,250? I'LL LOOK AT MY NOTES.
NOW, MINE COULD BE A LITTLE OFF BUT IT SAYS 1,194.
NEVERTHELESS, IT'S GREATER THAN THE NATIONAL AVERAGE AT THE TIME WHICH WAS 1,051, AND THE STATE AVERAGE WHICH WAS 1,010.
AGAIN, IT'S ALSO HIGHER THAN THE NATIONAL AVERAGE OF 20.6.
HOW MANY OF YOU KNOW THE PERCENTAGE OF OUR HIGH SCHOOL GRADUATES LAST YEAR WHO MADE A THREE OR BETTER ON AT LEAST ONE AP EXAM IN THEIR WHOLE HIGH SCHOOL CAREER? THINK ABOUT ALL OF THE STUDENTS WHO GRADUATED IN CLASS OF 2021.
WHAT PERCENTAGE OF THEM MADE A THREE OR BETTER ON AT LEAST ONE AP EXAM?
>> THAT'S A LITTLE IMPRESSIVE.
WE HAVE SOME WORK TO DO BUT- [LAUGHTER] [OVERLAPPING] [LAUGHTER] WE'RE GOING TO GET THERE.
ANYBODY ELSE WHO HAVE A MORE REALISTIC NUMBER? [LAUGHTER] JUST A DIFFERENT TYPE OF A GUESS THERE?
>> THANK YOU. YOU HELPED US A LITTLE BIT.
ACTUALLY, WE HAVE 63.9 PERCENT OF THEM.
STILL THE MAJORITY OF THOSE STUDENTS MADE AT LEAST THREE ON ONE MINIMALLY.
THEN YOU THINK ABOUT ALL THE STUDENTS THAT YOU MEET AND YOU COME IN CONTACT WITH WHO HAVE TAKEN SO MANY AP CLASSES.
JUST THEIR ACCESS TO RIGOR AND THOSE HIGHER-LEVEL EXPERIENCES ARE JUST HUGE.
WE HAVE TEACHERS WHO ARE WORKING EVERY DAY TO MAKE THOSE THINGS HAPPEN.
THEY JUST DON'T HAPPEN BECAUSE OUR KIDS SHOW UP AND THEY HAVE THE WHEREWITHAL TO MAKE IT HAPPEN.
[01:15:04]
WE HAVE PEOPLE WHO ARE WORKING VERY, VERY DILIGENTLY TO HELP THEM TO BECOME THEIR BEST SELVES IN PARTNERSHIP WITH THEIR FAMILIES.WELL, HOW DO WE MAKE SURE THAT OUR TEACHERS HAVE WHAT THEY NEED IN THEIR OWN TOOLKIT TO CONTINUE TO KNOW THESE STUDENTS BY NAME AND NEED AND TO ADDRESS THOSE NEEDS APPROPRIATELY? WELL, IT MAKES ME THINK OF AN OLD-SCHOOL TOOL KIT THAT I JUST ACTUALLY HAPPEN TO HAVE WITH ME RIGHT HERE.
I KNOW IT'S OLD-SCHOOL, IT'S OKAY.
I WANT YOU TO JUST BEAR WITH ME BECAUSE HERE'S THE THING THAT I FOUND.
WHEN WE LEAVE HERE TODAY, THERE'LL BE PROBABLY THREE NUGGETS THAT YOU'LL REMEMBER AND THE FIRST NUGGET I WANT YOU TO REMEMBER IS THE DIFFERENCE BETWEEN EQUITY AND EQUALITY.
THE SECOND NUGGET I WANT YOU TO REMEMBER IS WHEN WE'RE MAKING DECISIONS ABOUT STUDENTS, THERE ARE ABOUT FOUR CRITICAL QUESTIONS THAT WE NEED TO ASK OURSELVES ALL THE TIME.
WHO'S INCLUDED OR EXCLUDED? I'M GOING TO SAY, NOT MY CHILD, AND I THINK EVERY PARENT IS GOING TO SAY NOT MY CHILD.
ARE WE PROVIDING EQUITABLE PRACTICES AND EXPERIENCES AND OPPORTUNITIES OR EQUAL ONES? THAT'S ALSO SOMETHING.
THE NEXT THING I WANT US TO ASK OURSELVES IS TO WHAT DEGREE ARE OUR STUDENTS EQUIPPED WITH THE FUTURE-READY SKILLS THAT THEY NEED TO BE SUCCESSFUL FOR WHATEVER THE FUTURE OFFERS FOR THEM? THE LAST ONE, ARE WE PAYING ATTENTION TO OUR POLICIES AND PRACTICES SO MUCH SO THAT WE'RE ON A CYCLE OF CONTINUOUS IMPROVEMENT? THOSE ARE THE FOUR QUESTIONS THAT I THINK WE NEED TO KEEP IN OUR MINDS AT ALL TIME.
THE FIRST TOOL THAT WE TRY TO MAKE SURE THAT OUR TEACHERS HAVE IT IS A SCREWDRIVER AND THIS SCREWDRIVER REPRESENTS THE FACT THAT SCREWDRIVERS COME IN MANY FORMS. PHILIPS FLAT, SMALL, LONG, YOU NAME IT.
THAT'S BECAUSE DIFFERENT SCREWS AND DIFFERENT THINGS THAT WE'RE BUILDING HAVE DIFFERENT NEEDS.
OUR TEACHERS HAVE TO MAKE SURE THAT THEY'RE EQUIPPED WITH THE DIFFERENT TYPES OF SCREWDRIVERS, IF YOU WILL, BASED ON WHAT THEIR STUDENTS NEED.
AGAIN, PROVIDING THOSE EQUITABLE INSTRUCTIONAL PRACTICES FOR OUR STUDENTS.
BECAUSE I USED THE PHILIP SCREWDRIVER ON MS. DAVIS DOES NOT MEAN THAT GOPAL WON'T HAVE WHAT HE NEEDS WITH HIS FLAT HEAD.
IT'S ADDITIVE, NOT SUBTRACTIVE. TAPE MEASURE.
SOMETHING THAT WE PROBABLY WENT WAY TO THE OTHER SIDE WITH AS EDUCATORS IS LOOKING AT DATA AND MAKING DATA-DRIVEN DECISIONS.
HOWEVER, THERE'S POWER IN DATA AND MEASURING OUR PROGRESS AND MONITORING OUR PROGRESS.
THERE'S POWER IN STUDENTS, FAMILIES, TEACHERS, AND ADMINISTRATORS ALL PARTNERING TOGETHER TO KNOW HOW A STUDENT IS PROGRESSING AND WHAT TYPES OF SUPPORTS ARE NEEDED TO MAKE SURE THAT THEY GET EXACTLY WHAT THEY NEED.
NO ONE WANTS TO WAIT UNTIL IT'S GRADUATION DAY AND STEP BACK AND SAY, WOW, YOU REALLY DON'T KNOW HOW TO DO X OR Y.
THAT'S INFORMAL FORMAL ASSESSMENTS.
THOSE ARE PROJECT-BASED ASSESSMENTS, THOSE ARE GROUP PROJECTS, YOU NAME IT, PROVIDING THEM A PLETHORA OF OPPORTUNITIES FOR THEM TO ACTUALLY SHOW THEIR PERFORMANCE, THEIR MASTERY, AND THEN ALSO FOR US TO IDENTIFY WHAT ADDITIONAL TOOLS ARE NEEDED.
THESE ARE THINGS THAT TEACHERS DO ALL DAY EVERY DAY.
WHEN PEOPLE THINK THEY'RE GETTING READY FOR A LONG SUMMER VACATION.
IT'S A HEAD LAMP AND THE ROLE OF A HEAD LAMP IS TO SHINE A LIGHT ON SOMETHING THAT YOU'RE TRYING TO SEE.
THIS IS JUST A REMINDER THAT WE WANT TO SEE EVERY STUDENT.
HOW CAN WE DO THAT? WELL, I WAS TALKING WITH SOME TEACHERS THE OTHER DAY AND ONE OF THEM SAID THAT THE WAY THAT SHE SEES ALL OF HER STUDENTS IS EVERY DAY SHE HAS AT LEAST A 60-SECOND CONVERSATION WITH EVERY STUDENT IN HER CLASS AND GENERALLY, THAT HAPPENS WHILE SHE'S DOING THE ROLE.
SHE'S A SECONDARY TEACHER, SO SHE HAS SOME OTHER STUDENT HELPING HER WITH ATTENDANCE WHILE SHE'S ACTUALLY BOUNCING AROUND HAVING CONVERSATIONS.
MS. DAVIS, HOW ARE YOU DOING TODAY? YOU LOOK A LITTLE BIT TIRED.
I'M TIRED. [LAUGHTER] ARE YOU OKAY? YOU ARE TIRED? EXACTLY. [LAUGHTER] [OVERLAPPING] WHEN YOU
[01:20:01]
HAVE THAT OPPORTUNITY TO INTERFACE WITH A STUDENT LIKE THAT, YOU CAN SEE MS. DAVIS IS OFF TODAY.THAT'S WHEN WE START TO GET INTO WHAT SEO REALLY IS, HELPING OUR STUDENTS TO HAVE THE TOOLS TO BE ABLE TO SAY, MS. MOUTON, TODAY'S A ROUGH DAY FOR ME.
DIDN'T SLEEP VERY WELL LAST NIGHT.
MY LITTLE BROTHER WAS SICK AND COUGHING, MAKING A BUNCH OF NOISE, WHATEVER, WHATEVER, WHATEVER.
UNTIL I CAN GET PAST THAT, I'M PROBABLY NOT GOING TO BE AS EQUIPPED TO LISTEN TO YOU TALK ABOUT PHOTOSYNTHESIS TODAY.
JUST GIVE ME A MINUTE AND THEN I'LL BE THERE FOR YOUR STINKING PHOTOSYNTHESIS.
PLIERS. THE PLIERS REPRESENT THOSE SKILLS THAT TEACHERS HELP STUDENTS TO CLAMP DOWN ON.
WHAT ARE THOSE POWER SKILLS THAT I NEED TO HAVE IN MY TOOLKIT SO THAT I'M SUCCESSFUL MOVING FORWARD? NOW, WE HAD A CONVERSATION, MR. TAYLOR AND I NOT TOO LONG AGO ABOUT HOW, THIS IS BEING RECORDED SO I HOPE THEY DON'T SEE THIS, MY OWN HIGH SCHOOL TEACHERS PROBABLY DIDN'T CHOOSE THE BEST SKILLS TO CLAMP DOWN ON SOMETIMES.
I WAS ONE OF THOSE PEOPLE WHO ACTUALLY HAD TO MEMORIZE THE PERIODIC TABLE.
YOU DID THAT? MAYBE THAT WAS WHAT WAS EXPECTED DURING THAT TIME.
NOT A SKILL THAT YOU NEED TO CLAMP DOWN ON.
MORE IMPORTANTLY, I NEED TO UNDERSTAND HOW THIS THING WORKS, WHY IT'S SET UP THE WAY IT IS, AND HOW I CAN APPLY IT TO OTHER QUESTIONS.
CLAMPING DOWN ON THOSE CRITICAL-THINKING SKILLS, THOSE QUESTIONING SKILLS, THE ABILITY TO DEBATE, DIALOGUE, TO RESEARCH, UNDERSTAND PRIMARY SOURCES VERSUS SECONDARY SOURCES VERSUS NICKY'S OPINION.
AGAIN, THIS IS WHAT OUR TEACHERS ARE HAVING TO DO DAY IN DAY OUT.
THE TAPES TELL THEM WHAT TO TEACH, DOESN'T TELL THEM HOW.
THEY HAVE TO WORK ON DOING THAT AND THEY'RE PUTTING ALL OF THESE THINGS TOGETHER IN THEIR TOOLKIT TO HELP MAKE IT REAL FOR THEIR STUDENTS.
THIS I'LL PROBABLY HOLD UP THE WRONG WAY AND IT'S OKAY.
IT'S SUPPOSED TO BE A MOTHERBOARD.
I KNOW IT LOOKS, MAYBE I DON'T KNOW, AN AIRPLANE LOOKING OUT ON THE AERIAL VIEW OF A BIRD.
I DON'T KNOW, IT'S A BAD PICTURE.
NEVERTHELESS, IT'S A MOTHERBOARD THAT REPRESENTS HOW TECHNOLOGICALLY SAVVY WE ARE TODAY.
I REMEMBER BACK IN THE DAY WHEN OUR CAR, IF IT HAD PROBLEMS, MY MOM, I'M FROM THE COUNTRY, SHE WOULD TAKE IT TO THE SHADE TREE MECHANIC.
ANYBODY KNOWS WHAT A SHADE TREE MECHANIC IS? THAT'S JUST THE LITTLE GUY WHO OPENS UP YOUR HOOD IN HIS BACKYARD UNDER A TREE AND HE CAN TINKER ON IT AND THEN DO SOMETHING AND YOUR CAR IS GOOD, YOU GO ON.
WELL, NOWADAYS, GOOD LUCK WITH TAKING YOUR CAR TO A SHADE TREE MECHANIC BECAUSE YOUR CAR IS MOSTLY ONE BIG COMPUTER.
HE PROBABLY DOESN'T HAVE THE ABILITY TO DO ALL OF THAT UNDER HIS SHADE TREE.
I SAY ALL OF THAT TO SAY OUR CARS ARE BUILT IN A WAY NOW THAT WAY BACK WHEN MY FOLKS HAD NO WAY OF EVEN DREAMING OF IT BEING THIS WAY.
SAME THING, WE DON'T KNOW WHAT OUR STUDENTS ARE GOING TO BE, WHAT THEY ARE GOING TO EMBARK ON WHEN THEY LEAVE US AND THAT'S WHY FRESCO HAS SO MANY PROGRAMS AND OPPORTUNITIES.
YOU KNOW THEM BETTER THAN I DO.
CTE, DUAL ENROLLMENT, ISM, AP, GT.
ANY OTHER LETTERS? WHAT LETTER?
>> SPED, ALL TYPES OF PROGRAMS. OUR CHILDREN CAN GET CERTIFICATIONS, THEY CAN PRACTICALLY START AND ALMOST FINISH A DEGREE REALLY.
IT'S AMAZING BECAUSE WE DON'T KNOW WHAT WE'RE PREPARING THEM FOR.
AGAIN, OUR TOOLKIT IS LET'S SEE WHAT ELSE WE CAN PROVIDE THEM WITH. I HAVE TWO MORE.
THIS IS THE MAGNIFYING LENS AND THIS IS SOMETHING THAT OUR TEACHERS HAVE TO DO ON A REGULAR BASIS WHEN THEY'RE LOOKING AT OUR STUDENTS.
WE ASK THEM TO SEE EACH STUDENT AS AN INDIVIDUAL.
WE KNOW YOU HAVE A 100 OF THEM BUT YOU HAVE A 100 INDIVIDUALS IN YOUR CLASS.
THIS IS YOUR WAY OF KNOWING WHAT IS IT THAT MAKES JANET TEACH? I KNOW SHE'S GOING TO BE EXCITED WHEN SHE GETS A CHANCE TO WORK WITH HER COMPADRES.
I KNOW THAT GOPAL IS GOING TO GET EXCITED WHEN HE HAS A CHANCE TO MAKE A MUSIC VIDEO.
WHATEVER THOSE PIECES ARE, I KNOW THEM AS INDIVIDUALS.
[01:25:01]
THE OTHER THING IS, AM I ALLOWING THEM TO SEE THEMSELVES IN THE WORK THAT WE'RE DOING? IMAGINE WHAT IT'S LIKE.I'M JUST GOING TO PUT IT OUT THERE BUT IMAGINE WHAT IT'S LIKE TO BE A STUDENT OF COLOR AND EVERY TIME YOU SEE SOMEBODY IN A BOOK WHO LOOKS LIKE YOU, IT'S AROUND A TOPIC OF ENSLAVEMENT.
IT'S NOT AS POSITIVE AS SOMETHING WE WANT TO SEE.
WE WANT TO SEE MICHELLE OBAMA OR WE WANT TO SEE SOMEBODY WHO'S RELEVANT TO THEIR LIVES TODAY.
SAME THING WITH OUR NATIVE AMERICAN STUDENTS.
ARE THEY SEEING PEOPLE WHO ARE IN A POSITIVE LIGHT REPRESENTING THEMSELVES? HAD THIS CONVERSATION WITH A GROUP OF TEACHERS THE OTHER DAY.
ARE OUR GIRLS SEEING THEMSELVES IN OUR MATERIALS AND SEEING THEMSELVES AS A SCIENTIST? NOT JUST, I DON'T KNOW, WHATEVER CAREER YOU CAN THINK OF, BUT ARE THEY SEEING THEMSELVES AS AN ASTRONAUT? AGAIN, ALLOWING THEM THAT POSITIVE VIEW OF WHO I AM AND YOU RECOGNIZE ME IS AFFIRMING.
THEN THE LAST ONE HERE, THIS IS OUR WORK ALL THE TIME.
IT'S A MIRROR AND BASICALLY, IT REPRESENTS REFLECTION.
THAT'S THAT CONTINUOUS IMPROVEMENT.
WE HAVE TO CONTINUOUSLY ACTUALLY, THAT'S WHY MY JOB EXISTS BECAUSE THAT'S A PART OF THE CONTINUOUS IMPROVEMENT.
CONTINUE TO ASK OURSELVES, ARE WE MEETING THE DEMANDS, THE NEEDS, THE EXPECTATIONS OF OUR COMMUNITY, OUR PARENTS, OUR STUDENTS, OURSELVES.
IF NOT, WHAT CHANGES, WHAT TWEAKS, WHAT PIVOTS DO WE NEED TO MAKE SO THAT WE CAN PERFECT OUR CRAFT? I'M VERY CERTAIN THAT THERE'S NOTHING, PROBABLY VERY LITTLE THAT'S HAPPENING IN OUR FRISCO ISD CLASSROOMS TODAY THAT WAS HAPPENING 40-50 YEARS AGO.
THOSE THINGS SHOULD BE MINIMAL BECAUSE TIMES HAVE CHANGED.
WE SAT IN CLASSROOMS AND WE MEMORIZE THE PERIODIC TABLE.
[OVERLAPPING] YOU DID THAT? [INAUDIBLE].
THE MULTIPLICATION TABLES YOU HAD TO RECITE IN ABOUT ONE MINUTE.
I DON'T KNOW WHY WE HAD TO DO THEM SO FAST.
[LAUGHTER] TIE OUR SHOE AT AGE FOUR, WHICH WAS HARD FOR ME.
AGAIN, WE LEARN MORE, WE KNOW MORE, WE UNDERSTAND MORE.
WE HAVE THE SCIENCE OF READING, THE SCIENCE OF LEARNING, AND WE USE THOSE SKILLS TO INFLUENCE WHAT WE'RE DOING WITH OUR STUDENTS.
I GO BACK TO THE FOUR QUESTIONS BEFORE.
ARE WE MAKING SURE THAT WE HAVE ALL STUDENTS IN OUR FRAME? WE'RE BEING INCLUSIVE OF EVERYBODY, WHATEVER THAT TAKES, WHATEVER THAT MEANS, WE'RE NOT IN LEAVING ANYBODY OUT.
SECONDLY, ARE WE MAKING SURE THAT OUR PRACTICES ARE EQUITABLE AND NOT JUST EQUAL? EVERYBODY DOESN'T NEED THE SAME THING THEY NEED WHAT THEY NEED TO SUCCEED.
NOW, PLEASE DON'T MISUNDERSTAND ME.
THIS ALWAYS MAKES TEACHERS A LITTLE NERVOUS.
NO ONE SUGGESTING THAT EVERY STUDENT, ALL 100 OF YOUR STUDENTS SHOULD HAVE AN INDIVIDUALIZED EDUCATION PLAN.
WHERE YOU'RE TRYING TO DO SOMETHING SO UNIQUE AND DIFFERENT, EACH OF THEM. ABSOLUTELY NOT.
YOU FIND A WAY TO PUT STUDENTS IN GROUPS THAT ARE ACTUALLY HETEROGENEOUS, HOMOGENEOUS.
I WANT A LARGE GROUP THIS TIME, SMALL GROUP THIS TIME, WE'RE GOING TO ALLOW THESE PEOPLE TO DO THINGS THAT ARE MORE KINESTHETIC.
THAT'S PART OF THE THOUGHT PROCESS OF BEING EQUITABLE, NOT JUST EQUAL, WE DON'T ALL NEED THE SAME THING.
THEN AS I MENTIONED BEFORE, MAKING SURE THAT WE'RE IN TUNE TO THOSE FUTURE-READY SKILLS.
WHAT IS IT THAT WE'RE TRYING TO EQUIP OUR STUDENTS WITH? ARE WE GIVING THEM THE OPPORTUNITIES THEY NEED SO THAT EVERYBODY CAN SUCCEED AT HIGH LEVELS? WHEN WE SEE DISPARITIES WITH DISCIPLINE.
THERE ARE LOTS OF RESEARCH OUT THERE THAT SAYS, ONE OF THE BIGGEST COUNTERS TO THAT IS HIGH-QUALITY INSTRUCTION WITH HIGH LEVELS OF SUPPORT.
WE'RE GOING TO GO ABOUT ADDRESSING THOSE ISSUES IN A MYRIAD OF WAYS.
WE'RE NOT JUST LOOKING AT CHANGING BEHAVIORS AND HELPING STUDENTS TO UNDERSTAND WHAT THOSE BEHAVIORS ARE.
WE'RE ALSO LOOKING AT HOW CAN WE MAKE SURE OUR STUDENTS ARE ENGAGED AT HIGH LEVELS AND ARE ACHIEVING, AT HIGH LEVELS WITH THE SUPPORT THEY NEED? AGAIN, WHEN I FEEL SUCCESSFUL, I'LL DO BETTER FOR YOU.
THEN THE LAST ONE THERE, WHICH IS HUGE NEAR AND DEAR TO MY HEART IS THE CONTINUOUS QUALITY IMPROVEMENT.
ARE WE ALWAYS REFLECTING ON WHAT WE'RE DOING TO ENSURE THAT WE'RE GIVING OUR VERY BEST TO OUR STUDENTS?
[01:30:03]
IF NOT, IF THEY'RE PLACES WHERE CHANGES NEED TO BE MADE, WHICH IS INTERESTING, IT SOUNDS LIKE YOU'RE PREACHING TO THE CHOIR.IN THIS WHOLE DAY AND TIME OF COVID AND PIVOT ALL THE TIME BECAUSE JUST WHAT WE'VE LEARNED THAT WE HAVE TO DO.
BUT REALLY THAT'S JUST ALL A PART OF CHANGE AND GROWTH.
YOU HAVE TO PIVOT AND HAVE TO MAKE CHANGES AS NEEDED.
NOW, LAST THING BEFORE I FINISH HERE.
ALL OF THIS IS WHAT'S IN A TEACHER'S TOOLKIT.
IT'S OUR JOB AT CENTRAL LEVEL TO MAKE SURE OUR TEACHERS HAVE THE TOOLS AND RESOURCES TO DO THEIR JOBS.
IT'S ALSO PART OF MY JOB TO PARTNER WITH DEPARTMENTS TO MAKE SURE THAT THEY ARE RUNNING SOME OF THE SAME IDEAS THROUGH THEIR WORK.
LET'S LOOK AT SOME OF THE PRACTICES AND STRUCTURES THAT WE HAVE IN PLACE AND WHERE CAN WE MAKE SOME CHANGES AND IMPROVEMENTS? I PARTNER WITH DISTRICT DEPARTMENTS ALL THE TIME, PARTNERING WITH SCHOOLS.
I SPEND A LOT OF TIME ON THE PHONE AND AT SCHOOLS, MORE TIME ON THE PHONE JUST BECAUSE IT'S EASIER SOMETIMES TALKING WITH ADMINISTRATORS AROUND WHAT'S HAPPENING WITH YOUR STUDENT PERFORMANCE AND HOW ARE YOU ADDRESSING THAT? FOLKS ARE LOOKING AT DATA ALL THE TIME.
THEY'RE NOT LOOKING AT JUST STANDARDIZED TEST SCORES.
THEY'RE NOT LOOKING AT JUST STAR.
THEY ARE LOOKING AT DRA, THEY'RE LOOKING AT THEIR PERFORMANCE MEASURES FROM THEIR STUDENT'S PROJECTS.
THEY'RE LOOKING AT INFORMAL DATA.
THE TEACHER IS ASSESSING THEIR STUDENTS AS THEY'RE WALKING AROUND THEIR CLASSROOM AND NOTICING GAPS.
WE'RE HAVING CONVERSATIONS AROUND HOW DO WE GET TO THE ROOT CAUSE OF WHAT'S ADDRESSING THOSE OR CAUSING THOSE GAPS AND WHAT CAN WE DO TO IMPROVE THOSE? I ALSO SPEND TIME WORKING WITH COMMUNITY MEMBERS BECAUSE RIGHTFULLY SO, EVERYBODY WANTS TO MAKE SURE THEIR STUDENTS HAVE THE BEST EDUCATION POSSIBLE.
THE QUESTION ALWAYS SURFACES, WHAT ARE WE TEACHING OUR STUDENTS? HOW ARE WE TEACHING OUR STUDENTS? HOW ARE WE GOING TO GET BETTER? I LET FAMILIES KNOW ALL THE TIME.
WE'RE INTERESTED IN YOUR PERSPECTIVE.
WE WANT TO KNOW IF THERE'S SOMETHING THAT WE CAN DO BETTER AT, OR THERE ACTUALLY WE'D LOVE IT IF YOU COULD CALL US AND TELL US WHAT WE'RE DOING GREAT.
[LAUGHTER] JUST SEND US ONE OF THOSE FROM TIME TO TIME.
ACTUALLY, WE DO GET SOME OF THOSE, SO THAT'S GOOD AS WELL.
BUT WE WANT TO HEAR FROM OUR CONSTITUENTS TO KNOW WHAT WE CAN DO TO IMPROVE UPON OUR PRACTICE.
WE ARE PROFESSIONAL EDUCATORS, WE KNOW OUR CRAFT, OUR FAMILIES KNOW THEIR CHILDREN.
THAT'S A PARTNERSHIP MADE FOR SUCCESS THERE.
MAKING SURE THAT WE CAN MELT THOSE THINGS TOGETHER TO GET THE BEST FOR ALL OF OUR STUDENTS.
THEN THERE ARE OPPORTUNITIES FOR US TO ACTUALLY LOOK AT WHAT'S HAPPENING AROUND US IN OTHER SCHOOL DISTRICTS, IN OTHER STATES, EVEN JUST TO SEE WHAT'S COMING DOWN THE PIKE, HOW ARE OTHER SCHOOL DISTRICTS ADDRESSING ISSUES? HOW ARE THEY WORKING IN ADVANCE OF ISSUES, AND HOW CAN WE USE THAT TO HELP US IN WHAT WE DO? AGAIN, THAT'S THE AMAZING PART OF MY JOB STRATEGY.
JUST TRYING TO FIGURE OUT WHERE WE'RE GOING AND HOW BEST TO GET THERE.
[LAUGHTER] ARE THERE ANY QUESTIONS, COMMENTS, SUGGESTIONS? YES MA'AM.
I JUST HAVE A QUESTION AND AS WE PROGRESS AND IN AN EFFORT TO MAKE SURE THAT WE'RE INCLUDING EVERYONE.
WHAT DO WE HAVE IN PLACE TO MAKE SURE THAT IT'S BALANCED TO WHERE WE'RE NOT AS WE INCLUDE EVERYBODY ELSE? WE'RE NOT SINGLING OUT ONE SPECIFIC GROUP OF PEOPLE, CAUCASIAN PEOPLE TO WHERE THE KIDS IN THEIR HIGHER-LEVEL COURSES, IN HIGH SCHOOL COURSES WHERE THEY DON'T FEEL SINGLED OUT IN SUCH WAY THAT THEY FEEL AS THEY'VE DONE SOMETHING BAD OR WRONG BASED ON THINGS THAT ARE BEING TAUGHT WITHIN THE CLASSROOM.
OKAY. THAT WAS A LOT OF QUESTIONS THERE.
LET ME MAKE SURE I UNDERSTAND YOU.
WHAT ARE WE DOING TO MAKE SURE THAT SOME OF OUR SECONDARY STUDENTS, MAYBE IN OUR HIGHER-LEVEL COURSES [OVERLAPPING] CORRECT.
AREN'T MADE TO FEEL AS IF THEY'VE DONE SOMETHING WRONG? MADE TO FEEL THAT BECAUSE OF THE COLOR OF THEIR SKIN.
THAT THEY HAVE AN ADVANTAGE OVER EVERYBODY ELSE, WHICH I UNDERSTAND HISTORY.
BUT HOW DO WE MAKE SURE THAT WE'RE NOT SINGLING THOSE KIDS OUT TO FEEL LIKE THEY'VE DONE SOMETHING WRONG BECAUSE OF THE HISTORY OF OUR COUNTRY?
[01:35:05]
I THINK THAT CAN BE DONE VERY EASILY WHEN WE START TO SEE ALL CHILDREN AND ALL CULTURES FROM A POSITIVE LIGHT.IF WE'RE ONLY HAVING CONVERSATIONS ABOUT THE THINGS THAT HAVE IMPACTED US NEGATIVELY IF THAT'S ALL WE'RE TALKING ABOUT AND WE'RE NOT MOVING TO.
THERE WAS A TIME WHEN WOMEN COULDN'T VOTE.
WASN'T THAT LONG AGO, RIGHT? IF YOU LOOK AT THE SPAN OF TIME BETWEEN THAT AND NOW, A LOT OF STRIDES HAVE BEEN MADE, NOW WOMEN HOLD OFFICE.
YES, THIS IS WHAT HAS HAPPENED.
ARE WE PERFECT WITH OUR FEMALE REPRESENTATION IN PUBLIC POLICY? MAYBE NOT, BUT WE'RE IN A GOOD SPOT.
THAT'S NO FAULT OF ANYBODY'S IN THIS ROOM ALONE.
WE CAN CELEBRATE THE STRIDES WE'VE MADE AND THEN WE USE THAT TO HELP MOVE FORWARD.
NO STUDENT, ABSOLUTELY NO STUDENT, WHITE STUDENT, OR STUDENT OF COLOR SHOULD FEEL AS IF THEY ARE BEING OSTRACIZED OR MARGINALIZED JUST BECAUSE OF THE CONVERSATION IN A CLASSROOM.
THEY DIDN'T CAUSE WHAT HAPPENED IN HISTORY, NOR SHOULD THEY FEEL AS IF THEY'RE RESPONSIBLE FOR IT.
JUST LIKE NO STUDENT OF COLOR SHOULD FEEL AS IF THEY'RE STILL SHACKLED SOMEWHERE.
WE NEED TO FOCUS ON WHERE WE'RE NOW.
YEAH. I MEAN, HISTORY IS WHAT WE'VE BEEN THROUGH.
WE LEARN ABOUT IT SO WE DON'T REPEAT IT, NOT THAT WE FEEL BAD ABOUT IT.
NOW, WHAT DO WE DO TO IMPROVE UPON TO MAKE IT BETTER FOR THE NEXT GENERATION? NO, WE DON'T TEACH CRITICISM.
NO I DON'T [LAUGHTER]. THANK YOU.
YOU'RE WELCOME. ANYBODY ELSE? OKAY. THANK YOU. APPRECIATED.
APPRECIATED. THANK YOU. [APPLAUSE] FORWARD ANY QUESTION [NOISE] THAT'S THE END OF OUR AGENDA.
IF THERE ARE NO QUESTIONS WE ARE OFFICIALLY ADJOURNED. THANK YOU ALL SO MUCH.
THANK YOU ALL GUYS. [NOISE]
* This transcript was compiled from uncorrected Closed Captioning.