Feb 28, 2022 Board Workshop

>> GOOD AFTERNOON, EVERYBODY.

[00:00:01]

[1. Communication to and from the Board including public comment]

WE WILL MOVE TO OUR FIRST AGENDA ITEM, COMMUNICATION TOO AND FROM THE BOARD INCLUDING PUBLIC COMMENT.

WE DON'T HAVE ANYONE THAT SIGNED UP TO SPEAK AT THIS SPECIAL MEETING, SO WE'LL MOVE ON TO ITEM NUMBER 2, ACT ON PERSONNEL RECOMMENDATIONS.

[2. Act on personnel recommendations]

BOARD, IF YOU HAVE QUESTIONS, DR. WITTON IS HERE TO ANSWER THOSE.

IF NOT, I'LL MOVE TO THE MOTION.

>> MOVE TO APPROVE THE PERSONNEL RECOMMENDATIONS AS PRESENTED.

>> SECOND.

>> MOTION BY MR. RUDY, SECOND BY MS. GILLESPIE. ALL IN FAVOR?

>> AYE.

>> AYE.

>> MOTION PASSES 5-0.

WE WILL MOVE ON TO ITEM 3,

[3. Discussion regarding Community Based Accountability System Update]

>> LESSON.

>> WE'RE GOING TO START [INAUDIBLE].

>> PLEASE, LET'S START WITH STUDENTS SERVICES, SOUNDS GREAT. THANK YOU.

[4. Discussion regarding Student Services Updates: Restorative Practices, Mental Health and Mentoring]

>> I WILL START WITH INTRODUCING OUR TEAM.

OUR MANAGING DIRECTORS OF STUDENTS SERVICES AND GUIDANCE AND COUNSELING.

WE HAVE DR. JODIE DAVIS AND DR. STEPHANIE COOK.

THEY GET ALL THE CREDIT FOR THIS PRESENTATION [LAUGHTER] JUST SO YOU KNOW, THIS IS WHAT WE'LL BE FOCUSING ON RESTORATIVE PRACTICES AND PDIS, HEALTH AND WELLNESS AND THE EXTRA SUPPORT WE RECEIVED, STAFF SUPPORT INVENTORY.THANK YOU.

>> THANK YOU ALL.

>> WE'RE GOING TO START OFF BY MAKING TALK TO EACH OTHER AND MAKE SURE THAT EVERYBODY IS WARMED UP TODAY.

SO I'D LIKE FOR YOU TO TURN TO THE PERSON NEXT TO YOU AND TELL THEM WHAT YOU APPRECIATE THEM FOR.

[INAUDIBLE] I APPRECIATE YOU BECAUSE [LAUGHTER] [OVERLAPPING] I LOVE IT, AND I GOT TO SAY I APPRECIATE ALL OF YOU BECAUSE WE KNOW HOW HARD YOU WORK AND THE FACT THAT YOU CAN DO IT FOR NO PAY IS JUST BEYOND ME.

SO I APPRECIATE ALL OF YOU, WE APPRECIATE YOU ALL.

WE'RE GOING TO TALK TO YOU A LITTLE BIT ABOUT WHAT WE DO AT STUDENTS SERVICES.

[INAUDIBLE] I'M SURE YOU'VE SEEN THIS MULTI-TIER SYSTEM BEFORE.

BUT WHEN I FIRST STARTED IN EDUCATION, I THINK WE TALKED ABOUT [INAUDIBLE] ABOUT THE DIFFERENT TIERS ON THE ACADEMIC SIDE.

HOW INSTRUCTION YOU GIVE TO ALL STUDENTS, SMALL GROUPS OF STUDENTS, AND THEN INDIVIDUAL STUDENT'S UNIQUE INTENSE INSTRUCTION.

BUT THE EXACT SAME THING APPLIES TOO BEHAVIOR AND THAT'S WHY I LIKE THIS GRAPHIC SO MUCH, BECAUSE IT'S EQUALLY APPLICABLE TO BEHAVIOR AS IT IS TO ACADEMICS.

IF WE LOOK AT THAT TIER TRIANGLE AND WE ONLY FOCUS ON BEHAVIOR SIDE, YOU CAN SEE THAT WE'VE GOT OUR PDIS STRUCTURE ON THIS LEFT SIDE AND RESTORATIVE PRACTICES ON THE RIGHT.

RESTORATIVE PRACTICES REALLY ARE PART OF PDIS, BUT WE HAVE IT SEPARATED OUT HERE BECAUSE WE'RE GOING TO TALK ABOUT THE SPECIFIC STRUCTURES THAT ARE ASSOCIATED WITH RESTORATIVE PRACTICES.

THEN WHAT WE DO WANT TO POINT OUT THAT THIS FIRST TIER IS ALL STUDENTS GET THAT FIRST TIER INSTRUCTION, UNIVERSAL, AND ALL OF OUR TEACHERS PRE-K12 ARE TRAINED ALL OF THESE STRUCTURES.

THESE ARE THINGS THAT SHOULD BE IMPLEMENTED IN EVERY CLASSROOM AT EVERY GRADE LEVEL.

WE KNOW THAT THIS BEST WORKS FOR ABOUT 80 PERCENT OF OUR KIDS.

WE HAVE HAD ABOUT 15 PERCENT MORE WHO NEED A LITTLE BIT MORE INTENSIVE INSTRUCTION RELATED TO BEHAVIOR.

SO WE HAVE SOME STRUCTURES AND STRATEGIES THAT WE USE FOR SMALL GROUP.

THEN, OF COURSE, AT FIVE TO THE TOP OF THE TRIANGLE, WE HAVE KIDS WHO REALLY NEED INTENSIVE ONE-ON-ONE SUPPORT TO HELP THEM ADDRESS BEHAVIORS.

[BACKGROUND]

>> AS FAR AS PDIS RESTORATIVE PRACTICES ARE CONCERNED, A LOT OF OUR CAMPUSES ARE ALREADY FAMILIAR WITH MUCH OF THIS MATERIAL, BUT WE WANT TO MAKE SURE THAT THERE ARE EXPERTS BEFORE THEY ARE PUSHING IT OUT TO THEIR TEACHERS AND STAFF.

A FOCUS THIS YEAR HAS REALLY BEEN ON THE NATIONAL EDUCATORS FOR RESTORATIVE PRACTICES TRAINING.

WE WERE ABLE TO GET WITH CAMPUS ADMINISTRATORS IN JULY AND PROVIDE DAY 1 OF THREE OF TRAINING THAT THEY THEN TURNED AND PRESENTED TO THEIR TEACHERS AT BACK-TO-SCHOOL AUGUST PROFESSIONAL LEARNING.

THEN IN FEBRUARY THIS MONTH, WE WERE ABLE TO GIVE THEM DAY 2 OF THREE.

TWO WEEKS AGO WE HAD ONE SESSION AND THEN TODAY WE'VE ACTUALLY HAD CAMPUS ADMINISTRATORS GETTING THE THING TO A TRAINING, AND THEN WE'LL HAVE DAY 3 IN MARCH.

THE PURPOSE OF THAT IS GETTING OUR CAMPUS ADMINISTRATORS IN TOUCH

[00:05:02]

OUR TEACHERS AREN'T IMPLEMENTING EVERYTHING YET WITH RESTORATIVE PRACTICES, BUT OUR CAMPUS ADMINISTRATORS KNOW WHERE WE'RE GOING.

JUST TO SHOW YOU.

THIS IS FROM THIS MORNING ON OUR RESTORATIVE PRACTICES TRAINING, AND PART OF THE WORD INCLUDES GOING THROUGH THE PROCESS TO UNPACK WHAT EACH TOOL IS, WHICH WE'RE GOING TO GET INTO IN JUST A SECOND, AND BREAK DOWN WHAT IT IS, WHAT BARRIERS MIGHT EXIST AND SOLUTIONS TO OVERCOME THOSE BARRIERS ON A CAMPUS.

ADMINISTRATORS HAVE BEEN WORKING THROUGH THAT AND WE'LL GET TO DO THAT WITH TEACHERS IN AUGUST WHEN THEY GET THE NEXT SET OF TRAINING, BUT IT'S A GOOD PREVIEW FOR OUR CAMPUS ADMINISTRATORS.

AS FAR AS PDIS SETS POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS, WE HAVE CAMPUSES IN VERY DIFFERENT PLACES BASED ON WHAT THEY HAVE DONE IN THE PAST.

SOME OF OUR CAMPUSES HAVE DONE REGION 10 TRAINING, WHICH IS VERY INTENSIVE, AND THEY'RE SUSTAINING BASED ON THE TRAINING THAT THEY'VE DONE.

THE REGION 10 TRAINING IS A THREE-YEAR PROCESS.

BUT SOME OF OUR CAMPUSES HAVEN'T DONE THAT AT ALL, AND SO THEY'RE JUST DIPPING THEIR TOE IN THE WATER.

WE HAVE CAMPUS INTERVENTION COACHES AND COORDINATORS AND JODY AND I WHO GO OUT, WE CONDUCT CAMPUS VISITS AND WE WORK WITH THOSE CAMPUSES TO SEE HOW THEY'RE DOING AND HOW WE CAN SUPPORT WHEREVER THEY ARE ON THE CONTINUUM OF PDIS.

WHEN YOU THINK ABOUT PDIS SETS SOME BASIC BEHAVIORAL THINGS LIKE SCHOOL-WIDE EXPECTATIONS, CLASSROOM EXPECTATIONS, POSITIVE REINFORCEMENT SYSTEMS WITHIN THE SCHOOL, AND BEING REALLY STRATEGIC WITH IMPLEMENTATION OF ALL OF THESE THINGS.

WHAT WE'RE GOING TO FOCUS MOST OF OUR TIME ON SCHOOL-WIDE RESTORATIVE PRACTICES PHASE, WE DID WANT TO MAKE SURE THAT YOU ARE AWARE OF.

WE ALSO HAVE ONGOING THINGS IN OUR STUDENTS SERVICES DEPARTMENT.

WE'RE FIELDING PHONE CALLS FOR THOSE EMERGENT BEHAVIORAL NEEDS THROUGHOUT THE DAY, BUT WE'RE ALSO LOOKING AT THE TRANSITION FROM AWKWARD TO ESCHOOL WHERE OUR DISCIPLINE DATA IS HOUSED.

OUR SIS TEAM HAS DONE A FABULOUS JOB BUILDING SOME NEW REPORTS THAT WE'RE GETTING TO CAMPUSES SO THEY CAN SEE DISCIPLINE DATA IN REAL-TIME AND IT'S USER-FRIENDLY.

WE HAVE AN ALTERNATIVE STATUS COMMITTEE WHERE WE'RE BRAINSTORMING HOW WE CAN BRING LEARNING TO STUDENTS ABOUT BEHAVIOR RATHER THAN JUST THROWING THE BOOK AT THEM.

WE HAVE DISCRETIONARY PLACEMENT COMMITTEES.

SOMETIMES, THE PLACEMENT AT THE ALTERNATIVE EDUCATION PROGRAM IS MANDATORY, BUT WHEN IT'S DISCRETIONARY, WE WANT TO MAKE SURE WE'RE WORKING IN PROCESS TO GIVE A STUDENT A CHANCE TO CHANGE THEIR BEHAVIOR BEFORE WE SEND THEM TO OUR SOC.

THEN WE ALSO HAVE THE DISTRICT BEHAVIOR SUPPORT MATRIX.

I KNOW YOU ALL WERE ABLE TO REVIEW THAT LAST YEAR WHEN IT WAS DEVELOPED, BUT WE'RE CONTINUALLY COMING BACK TO THAT, ADJUSTING IT.

IT'S A LIVING DOCUMENT THAT WE USE WITH OUR CAMPUSES THAT THEY CAN REFERENCE AND IT IS NOT MANDATED.

IT IS SOMETHING THAT THEY CAN REFERENCE AS A GUIDE.

SO IT HELPS US CALIBRATE AS FAR AS HOW WE'RE RESPONDING TO STUDENTS WHEN THEY EXPRESS BEHAVIORAL [INAUDIBLE] [NOISE].

WE'RE GOING TO DIVE A LITTLE BIT DEEPER INTO THAT RESTORATIVE PRACTICES PIECE.

THEY'RE STARTING TO REFER TO IT NOW IS RELATIONSHIP CENTERED LEARNING, AND BECAUSE THAT'S REALLY WHAT IT'S ALL ABOUT.

EVERY ONE OF US IN THIS ROOM IS A LEADER HERE IN EDUCATION, BUT ALSO LEADERS AT HOME IN OUR COMMUNITY AND CHURCH OR FAMILIES.

WE THINK ABOUT HOW THE PEOPLE THAT WE LEAD RESPOND TO US, I'M SURE YOU'D ALL AGREE THAT THE PEOPLE THAT WE HAVE CLOSE RELATIONSHIPS WITH WORK HARDER FOR US.

THEY SUPPORT US IN A STRONGER SENSE THAN THOSE PEOPLE THAT WE DON'T HAVE SUCH RELATIONSHIPS WITH.

[NOISE] IT'S THE SAME THING IN THE CLASSROOM.

WE REALLY WANT TO MAKE SURE THAT A TEACHER KNOWS AS STRATEGICALLY HOW TO MAKE A CONNECTION WITH EVERY SINGLE CHILD IN THE ROOM.

THE THEORY BEHIND THAT IS, HAS BEEN, WHEN WE'RE ASKING THOSE STUDENTS TO DO DIFFICULT THINGS FOR US, WHETHER IT'S ACADEMICALLY OR BEHAVIORALLY, WE ARE MORE LIKELY TO GET THEM TO RESPOND TO US IN A POSITIVE WAY IF WE FEEL LIKE WE HAVE A STRONG CONNECTION WITH THEM.

REALLY THAT'S WHAT THIS IS ALL ABOUT, IS JUST GIVING TEACHERS THE TOOLS TO DO THAT.

MY HUSBAND LAUGHS AT ME THAT HE SAYS THAT I CAN MAKE A FRIEND AT THE ONE IN THE GROCERY STORE.

[LAUGHTER] IF YOU KNOW ME WELL, YOU KNOW, THAT'S DEFINITELY TRUE.

BUT NOT EVERYBODY IS LIKE THAT.

[NOISE] IT'S HARD.

SOME PEOPLE DON'T HAVE THAT NATURAL ABILITY TO BUILD STRONG RELATIONSHIPS AND CONNECT WITH PEOPLE.

AT SCHOOLS, WE SEE THAT TOO, WE'D LIKE TO THINK THAT EVERY SINGLE TEACHER HAS THAT INNATE ABILITY TO DO THAT, BUT IT'S SIMPLY NOT THE CASE.

WHAT WE DO WITH RESTORATIVE PRACTICES WE GIVE THEM VERY SPECIFIC AND STRATEGIC TOOLS SO THAT THEY HAVE A WAY TO ESTABLISH THAT CONNECTION WITH STUDENTS, [NOISE] IF THEY DON'T HAVE THAT NATURAL INNATE ABILITY.

[00:10:02]

BUT AS A TEACHER I DON'T THINK I DID ENOUGH IN THE CLASSROOM TO PROMOTE STUDENT TO STUDENT RELATIONSHIPS.

I REALLY LIKED THIS PIECE BECAUSE THIS WOULD HAVE MADE ME A [NOISE] BETTER EDUCATOR.

BECAUSE I DON'T THINK THAT WAS SOMETHING THAT WAS VERY PURPOSEFUL.

WHAT YOU SEE HERE ARE THE VARIOUS TOOLS THAT ARE INCORPORATED INTO RESTORATIVE PRACTICES.

ALL OF OUR TEACHERS IN THE DISTRICT HAVE BEEN TRAINING ON THOSE FIRST FOUR BULLETED TOOLS AND WE'RE GOING TO GO OVER THOSE HERE IN A MINUTE.

THOSE ARE THE FOUR THAT ARE GOING THROUGH ON PRE-K12 RIGHT NOW.

NOW THE NEXT THREE OR THE NEXT TWO THE PULSE METER AND THE GREEN CIRCLES, THEY ARE THE ONES THAT ADMINISTRATORS ARE BEING TRAINED ON RIGHT NOW.

THEN WE'RE GOING TO TRAIN ALL OF THE TEACHERS IN AUGUST, SO WE'LL BE IMPLEMENTING THOSE TWO IN ADDITION TO THE FIRST OR NEXT YEAR.

THEN THE FOLLOWING YEAR WE'RE GOING TO GO TO GRAY CIRCLES.

THAT'S A LITTLE BIT DIFFERENT BECAUSE THAT REALLY FOCUSES ON THE RESPONSE PIECE.

ALL OF THE INITIAL TOOLS ARE ABOUT BUILDING AND SUSTAINING THOSE STRONG RELATIONSHIPS.

BUT WE KNOW THAT DOESN'T [NOISE] MEAN THE KIDS ARE GOING TO BE PERFECT.

WE CAN HAVE EVERY SINGLE TEACHER STAFF MEMBER IN FRISCO ISD IMPLEMENTING THIS WITH FIDELITY.

WE'RE STILL GOING TO HAVE KIDS THAT MAKE BAD CHOICES.

THAT'S WHAT PART OF BEING A KID IS ABOUT, AND THAT'S THE LEARNING EXPERIENCE.

ALSO WE'LL ADDRESS THAT RESPONSIVE PIECE BECAUSE WE DON'T WANT TO MAKE TEACHERS FEEL LIKE THERE'S NO CONSEQUENCES.

BUT THAT RESTORATIVE PIECE IS GOING TO BE ABOUT HOW DO WE REPAIR THAT RELATIONSHIP WITH EACH OTHER, WITH THE TEACHER WHEN THERE HAS BEEN AN ISSUE IN THE CLASSROOM.

SO WE'RE GOING TO GET TO THAT, BUT IT'S A SLOW PROCESS.

WE WANT OUR TEACHERS TO BE EXTREMELY PROFICIENT IN USING THOSE PROACTIVE TOOLS BEFORE WE MOVE TO THAT RESPONSE TO THE PIECE.

>> THE FIRST TOOL, AND I WILL ADD ONE OF THE GREAT ANALOGIES THAT THE REPRESENTATIVE FROM ANY DRP SHARED IS YOU HAVE [NOISE] TO CRAWL BEFORE YOU WALK, YOU HAVE TO WALK BEFORE YOU RUN.

ALL OF THESE TOOLS BUILD ON EACH OTHER.

AS JOANIE WAS SAYING, WE DON'T GET STRAIGHT TO THE GRAY CIRCLES.

WE START WITH THESE LITTLE TOOLS THAT HELP BUILD THOSE RELATIONSHIPS AND COMMUNITY IN THE CLASSROOMS. YOU CAN GET TO THE MORE INTENSIVE INTERVENTIONS AND SUPPORTS ONCE YOU HAVE MASTERED THIS.

THE 60-SECOND RELATE BREAK, YOU CAN SEE 3D [NOISE] USE OF QUESTION IN 60 SECONDS RELATIONSHIPS IN THE CLASSROOM WE BUILT AND SUSTAINED VIA INTERPERSONAL COMMUNICATION.

IT'S LIKE A BRAIN BREAK, BUT IT'S MORE INTENTIONAL.

I'LL TELL YOU WHENEVER WE WERE WORKING ON THIS PRESENTATION, I'VE BEEN TRAINED.

I THINK THIS IS THIRD TIME THAT I'VE BEEN THROUGH THE TRAINING WITH NATIONAL EDUCATORS FIRST-ORDER PRACTICES.

I SAW WAS LIKE I'M GOING TO SCRIPT OUT WHAT QUESTIONS I'M GOING TO ASK HERE.

IT'S REALLY SOMETHING [NOISE] THAT WE ENCOURAGE OUR TEACHERS TO BUILD INTO THEIR LESSON PLANS BECAUSE YOU DO HAVE TO BE INTENTIONAL ABOUT IT.

THE ACTIVITY IS MEANT TO BE FUN, EFFECTIVE, AND EFFICIENT.

IT REALLY IS ONLY 60 SECONDS.

BOTH SIDES OF THE ROOM, WE'RE GOING TO PRACTICE [LAUGHTER] A 60 SECOND RELIEF BREAK.

WITH THIS TOOL JUST SO YOU KNOW, THE TEACHER POSES A QUESTION TO THE CLASS, AND LET'S, THE STUDENTS TALK TO PEOPLE NEAR THEM.

IT'S NOT EVERYBODY'S SHARING OUT.

YOU'RE JUST SHARING WITH THE PEOPLE NEAR YOU, AND THEN I'M GOING TO GIVE IT 60 SECONDS.

WE'RE GOING TO COME BACK TOGETHER.

THE TEACHER IS GOING TO SHARE AND THEN WE'RE GOING TO MOVE ONTO THEIR ACTIVITIES.

THIS IS SOMETHING GREAT THAT YOU COULD START CLASS WITH.

YOU MIGHT USE IT DURING THE TRANSITION TIME, BUT IT JUST STARTS TO BUILD THAT COMMUNITY.

THIS WOULD BE CRAWLING.

MY QUESTION, AND YOU HAVE 60 SECONDS TO DISCUSS WITH THOSE AROUND YOU, IS WOULD YOU RATHER NEVER HIT A RED LIGHT AGAIN OR WOULD YOU RATHER NEVER HAVE TO WAIT IN LINE AGAIN? THINK YOU FOR JUST A MOMENT.

HEY, SIRI, SET A TIMER FOR 60 SECONDS.

[LAUGHTER] GO.

>> YOU HAVE ONE MINUTE STARTING NOW. [LAUGHTER] [NOISE].

>> BECAUSE I FEEL LIKE ME DRIVING RIGHT NOW. [INAUDIBLE]

>> YEAH. SAME. [LAUGHTER] STANDING IN LINES, THAT'S THE WORST.

>> STANDING IN LINE THAT'S THE WORST BUT IN A LINE, YOU'RE STILL CROWDED.

LIKE RED LIGHTS, YOU'RE BY YOURSELF.

>> ALSO WHEN YOU HIT A ROADBLOCK, YOU CAN CHECK YOUR PHONE.

THAT'S ALSO A LITTLE BENEFITS.

>> [INAUDIBLE]

>> YEAH.

IT GIVES YOU A LITTLE BREAK IN FROM.

THERE'S ALL SQUEEZING. [LAUGHTER]

>> [OVERLAPPING] THERE'RE ARE ALL KINDS OF THE THINGS.

>> YOU TAKE [NOISE] A BITE OF YOUR BURGER, YOU CAN CHECK YOUR PHONE.

[LAUGHTER]

>> WE'LL LEAVE THE REST. [LAUGHTER]

>> THAT'S AWESOME.

>> THANK YOU. [NOISE] THAT WAS 60 SECONDS.

[00:15:01]

>> THANK YOU FOR SHARING.

LET'S TAKE A QUICK POLL BOTH SIDES OF THE ROOM.

HOW MANY OF YOU WOULD RATHER NEVER WAIT IN A LINE AGAIN? HOW MANY OF YOU WOULD RATHER NEVER HIT THE RED LIGHT AGAIN? [LAUGHTER] THIS IS A WEIRD PHENOMENON BECAUSE THIS IS A QUESTION THAT THEY ASK AT TRAINING AND EVERY TIME THE LINE WINS.

I GUESS I DON'T GO ANYWHERE BECAUSE I GOT KIDS, BUT ANYWAY, REALLY INTERESTING.

I SAID RED LIGHT BECAUSE I'M USUALLY RUNNING LATE, SO I JUST NEED TO GET ONE OF THEM.

THERE YOU GO.

THANK YOU FOR PARTICIPATING IN THAT 60 SECONDS LIGHT BREAK.

IF I WERE YOU NOW I WOULD HOP INTO OUR LESSON NOW.

WE'RE GOING TO GET BACK TO WHAT WE WERE WORKING ON.

WE CONTINUE. THE NEXT ONE WE'RE GOING TO DO, IS THE TWO-MINUTE CONNECTION.

THIS ONE IS VERY SIMILAR.

I'M GOING TO POSE A QUESTION, BUT THIS TIME INSTEAD OF SHARING WITH PEOPLE AROUND YOU, EVERY PERSON IN THE ROOM IS GOING TO SHARE ONE AT A TIME.

SO YOU GET A CHANCE TO LEARN ABOUT A LITTLE MORE PERSONAL THINGS FROM PEOPLE YOU MIGHT NOT OTHERWISE CONSIDER TO HAVE A CONVERSATION WITH.

I AM GOING TO ASK THAT EVERYBODY STAND UP AND WE'RE GOING TO FORM THE SHAPE OF THE ROOM.

NOW AS YOU DO THIS, I'LL TELL YOU THIS, [OVERLAPPING]THIS ONE IS ABOUT TWO MINUTES.

YOU DON'T SET A TIMER, BUT KEEP IT IN MIND, WE WANT TEACHERS TO KEEP IN MIND THAT IT SHOULDN'T TAKE MORE THAN TWO MINUTES.

WE'RE TALKING ABOUT A TWO MINUTE'S TIME SPAN.

[BACKGROUND] NOW THIS ONE IS A LITTLE DIFFERENT BECAUSE THE LEADER IN THE ROOM IS GOING TO SHARE FIRST, AND THEN WE'RE GOING TO PREPARE THE CLASS BY DECIDING WHETHER OR NOT WE'RE GOING TO GO TO THE RIGHT OR TO THE LEFT AROUND THE ROOM.

SOMETIMES YOU MIGHT WANT TO HAVE A TALKING PIECE THAT YOU PASS AROUND, IF YOU HAVE GOOD KIDS THAT LIKE TO INTERRUPT OTHERS.

I WAS SAYING A LOT OF TIMES WE DO THIS IN ELEMENTARY CLASSROOMS SAYING, OH, I HAVE A CONNECTION TO THAT, I CONNECT WITH YOU.

I WOULD ADD THAT IF YOU HAVE A CONNECTION TO SOMEBODY TO GIVE THEM THAT SIGNAL, BUT ONLY ONE PERSON TALKS AT A TIME.

THE QUESTION I POSE TO THE GROUP TODAY IS, I THINK IT'S PRETTY FASCINATING, WHAT ARE YOU BINGE-WATCHING AT THIS TIME? I WILL STEP FORWARD AND SAY THAT I'M GOING TO GO TO THE RIGHT NEXT, SO THAT YOU CAN HAVE TIME TO PREPARE.

I AM WATCHING DEXTER.

I KNOW I'M SEVERAL YEARS BEHIND ON THAT, BUT I HAVE RECENTLY DISCOVERED THAT JOY AND THAT'S WHAT I'M WATCHING.

>> WE WATCHED ONE THAT WE JUST STUMBLED UPON CALLED THE IMPOSTERS AND IT'S REALLY FUN AND GOOD.

YOUR KIDS CAN WATCH IT WITH YOU TOO.

IT'S MORE OF PG-13 [LAUGHTER].

>> DIDN'T SEE HOW THIS WORKS [LAUGHTER].

>> WE'VE BEEN WATCHING A SHOW CALLED COLONY AND IT'S LIKE THAT OLD CHEVY IF YOU'VE EVER WATCHED THAT WITH FRIENDS.

>> WE'RE ARE AWFUL AT WATCHING ANYTHING BUT FRIENDS IS ON THE TV ALL THE TIME IN THE LIVING ROOM.

WE WATCH FRIENDS OVER AND OVER [INAUDIBLE].

>> LOVE IS BLIND, STRAIGHT ATTRACTION.

[LAUGHTER].

>> WE'RE WATCHING GREY'S ANATOMY, AND THEY WERE [INAUDIBLE]

>> PAW PATROL [LAUGHTER] [NOISE] [OVERLAPPING].

THAT'S RIGHT IN ORDER.

WE'VE BEEN WATCHING PAW PATROL FOR A VERY LONG TIME.

>> I THOUGHT THAT I HAVE WATCHED THE ENTIRE NETFLIX BUT I HAVE DISCOVERED AS OF LATE I LOVE WATCHING THE WALKING DEAD.

IT'S GOT EVERYTHING ZOMBIES, WHICH I DON'T DO, ZOMBIES.

BUT THIS IS PRETTY COOL.

[INAUDIBLE].

>> [INAUDIBLE]

>> WE JUST STARTED VIKING OF VALHALLA [LAUGHTER].

>> WE JUST FINISHED THE MEETING AT 3, IAN STARTED ON INVENTING ANNA WHICH IS THE GIRL FROM OZARK.

>> IN-BETWEEN THEM SO IT'S GREAT TO GET ALL THESE GREAT IDEAS.

IF ANYTHING I'M WATCHING PROBABLY THE MAVERICKS.

[LAUGHTER].

>> NICE.

>> STRAIGHT TRASH WITH KIM; LOVE IS BLIND.

SO GOOD. IT'S NOT GOOD AT ALL.

IT'S A NICE BRAIN BREAK AND THEN INVENTING ANNA, I JUST STARTED THAT TOO.

[OVERLAPPING]YEAH, IT'S SLOW.

>> THE FIRST THING.

>> I HAVE TWO, BECAUSE I'M WATCHING ONE BY MYSELF, WHICH IS INVENTING ANNA AND THEN DANA AND I

[00:20:02]

IF YOU DON'T REMEMBER THAT SHOW, AT LEAST GO BACK AND WATCH THE FIRST FIVE EPISODES BECAUSE THOSE ARE THE EPISODES THAT WERE FILMED HERE IN FRISCO.

>> WE JUST STARTED THE MOST RECENT SEASON OF OZARK AND TO CLEANSE THE POWER BEFORE WE GO TO BED, WE ARE WATCHING THE COVER GUY [LAUGHTER].

>> I FINISHED BINGING INVENTING ANNA AND THEN I STARTED BINGING OZARK BUT HAD TO TAKE A BREAK [OVERLAPPING] DAUGHTER AND I FINISHED HORROR FULL HOUSE FILM, SO MY FILM RIGHT NOW IS WATCHING FRESH PRINCE OF BEL-AIR.

>> I WANT TO THANK YOU ALL FOR PARTICIPATING.

YOU CAN GO AHEAD AND GO BACK TO YOUR SEATS.

I DID FORGET TO MENTION, WITH THESE TWO YOU ALWAYS WANT TO GIVE KIDS THE OPTION TO PASS.

THERE MIGHT BE A QUESTION THAT THEY JUST HAVE DIFFICULTY COMING UP WITH AN ANSWER TO AND WE DON'T WANT ANYBODY TO FEEL UNCOMFORTABLE EVER AND SO GIVING THE STUDENTS THE OPTION TO PASS OUT THE QUESTION IS ALWAYS APPROPRIATE.

>> IN 90 SECONDS SPARK SURPRISE YOU ALREADY DID.

WHENEVER YOU CAME IN TODAY, JODY AND I WERE IN THE HALLWAY.

WE WERE GREETING YOU WITH A CHICKEN WING.

THERE ARE LOTS OF VARIATIONS ON THOSE GREETINGS, AND THEN WHEN YOU FIRST CAME IN HERE AND INTRODUCED US, JODY, HAD YOU TURN TO THE PERSON SITTING CLOSE TO YOU TO SAY SOMETHING THAT YOU APPRECIATE ABOUT THAT INDIVIDUAL.

THAT'S A 90-SECOND SPARK WHILE THE 60-SECOND RELATE BREAK AND TOO MANY CONDITION OR ABOUT HOW MUCH TIME YOU SPEND ON THE ACTIVITY.

NINETY SECONDS REQUIRED IS REALLY JUST A REMINDER THAT WITHIN THE FIRST 90 SECONDS TO CLASS, YOU WANT TO START ON A POSITIVE NOTE.

YOU WANT TO GIVE KIDS A LITTLE SPARK, SOMETHING THAT HELPS THEM FEEL GOOD ABOUT BEING THERE THAT DAY.

IN A SCALE OF 1-12, HOW ARE YOU FEELING? [LAUGHTER]

>> I'M SORRY, IT WASN'T DECIDED WHERE.

>> LOTS OF ONES.

AS THE TEACHER IN THIS SITUATION, I KNOW WE'RE GOOD TO CONTINUE.

DON'T PANIC, EVERYBODY'S FEELING OKAY.

BUT IF I SAW A LOT OF THREES AND FOURS, MAYBE EVEN A FEW TWOS, I MIGHT KNOW I NEED TO STOP AND ADJUST OR IF I'M ABOUT TO TEACH QUADRATIC FORMULA FOR THE FIRST TIME, I MIGHT NEED TO APPROACH IT IN A DIFFERENT WAY IF MY KIDS ARE ON THE STRUGGLE LEFT.

WHATEVER IT IS, WE WANT TO BE RESPONSIVE TO OUR STUDENTS NEEDS.

THIS TOOL CAN BE USED AT VARIOUS TIMES.

SOME TEACHERS HAVE THINGS LIKE THIS POSTED OUTSIDE THEIR CLASSROOM DOOR.

I SHOULD NOTE, THIS IS ONE OF THE TOOLS THAT TEACHERS HAVEN'T BEEN TRAINED ON YET.

IN THE TRAINING THEY MENTIONED, TEACHERS CAN HAVE THIS POSTED ON THE DOOR AND AS THEY COME IN AND THEY TAP IN WHERE THEY'RE AT THAT DAY, SO THE TEACHER IMMEDIATELY HAS A PULSE CHECK ON HOW THE KIDS ARE FEELING.

YOU CAN USE STICKY NOTES SO IT'S A MORE PRIVATE INTERACTION SO KIDS CAN TELL YOU HOW THEY FEEL.

THERE ARE EMOJIS AND A MILLION OF THESE ONLINE, SOME OF WHICH GET PRETTY ENTERTAINING IF YOU WANT TO GOOGLE.

[NOISE] THAT WOULD BE THE [INAUDIBLE].

THAT'S ANOTHER TOOL THAT CAN BE USED TO CHECK IN ON STUDENTS, SEE HOW THEY'RE DOING AND BE RESPONSIVE.

BEFORE WE GO ON TO TREATMENT AGREEMENTS, THE TOOLS THAT WE DID IN THE BEGINNING WHERE WE WERE ASKING QUESTIONS [NOISE] IS A GREAT WAY FOR STUDENTS TO GET TO KNOW EACH OTHER.

ALLEN, WHO IS PRESENTING TO PRINCIPALS AND ASSISTANT PRINCIPALS TODAY.

HE DIDN'T TELL THIS STORY THIS TIME, BUT WHEN I SAW HIM PRESENT LAST SPRING, HE TALKED ABOUT HOW WHEN HE WAS IN THIRD GRADE, A NEW KID JOINED THE CLASS MIDYEAR.

OF COURSE, IF ANYBODY'S DONE A NEW STUDENT YOU KNOW HOW DIFFICULT THAT CAN BE, ESPECIALLY MIDYEAR WHEN YOU DON'T KNOW ANYBODY.

THIS NEW LITTLE BOY IS TRYING TO BE FUNNY AND MAKE FRIENDS AND IMPRESS HIS NEW CLASSMATES.

HE STARTS SAYING REALLY RANDOM QUOTES FROM SOME OBSCURE COMEDY.

FOR ALLEN A PRESENTER WHO'S ALSO A THIRD GRADER, LOVED THIS PARTICULAR MOVIE.

SOON AS THEY HAD THE FIRST OPPORTUNITY TO INTERACT, HE WENT OVER TO TELL THIS NEW STUDENT, OH MY GOD, WE HAVE SOMETHING IN COMMON.

ALLEN TALKS ABOUT HOW THEY ARE BEST FRIENDS TODAY THAT MAY HAVE BEEN THE BEST MEN IN EACH OTHER'S WAY, THEY ARE THE GODFATHER TO EACH OTHER'S CHILDREN.

ABOUT HOW THAT STARTED WITH THAT ONE SIMPLE CONNECTION THAT HAPPENED RANDOMLY.

CAN YOU IMAGINE WHAT HAPPENS IF WE START PROVIDING OPPORTUNITIES TO KIDS IN THE CLASSROOM, WHERE IT HAPPENS ORGANICALLY, BUT IT'S VERY STRUCTURED SO THAT WE MAKE SURE THAT IT IS AT LEAST HAPPILY.

I SAW THAT WAS A REALLY NEED, HEARTWARMING STORY ABOUT HOW ONE SIMPLE CONNECTION CAN LEAD TO [NOISE] A LIFETIME OF FRIENDSHIP.

WITH THAT BEING SAID, OUR NEXT ONE IS AT A TREATMENT AGREEMENT, THIS ONE'S GOING TO BE A LITTLE BIT DIFFERENT.

[00:25:02]

I CAN REMEMBER BEING A TEACHER COMING BACK AFTER THE CHRISTMAS BREAK AND NEEDING TO REGROUP MY FIRST GRADERS, THIS WOULD HAVE BEEN A GREAT OPPORTUNITY TO RESET THE CLASSROOM TOO.

IT SOCIAL CONTRACT ABOUT HOW WE SHOULD TREAT EACH OTHER, AND YOU DEVELOP IT TOGETHER.

YOU GET IDEAS, YOU DO IT COLLABORATIVELY, AND WERE TAUGHT LOOKING FOR WAYS THAT THE TEACHER SHOULD TREAT THE STUDENTS.

HOW DID THE STUDENTS WANT TO BE TREATED BY THEIR TEACHER? HOW DOES THEIR TEACHER WANTED TO BE TREATED BY THE STUDENTS? HOW DO STUDENTS WANTED TO BE TREATED TO [NOISE] EACH OTHER? THERE'S ALL DIFFERENT WAYS.

THIS IS A GREAT EXAMPLE FOR A YOUNGER GRADE WHERE THEY'VE GOT EXAMPLES OF EACH OF THOSE DIFFERENT INTERACTIONS.

HERE'S ANOTHER ONE FOR SOME OLDER GRADES.

[NOISE] IT'S A LITTLE BIT MORE LIKE CLASSROOM RULES, BUT IT'S MADE COLLABORATIVELY AND INCORPORATES NOT JUST WHAT THE TEACHER IS EXPECTING, BUT ALSO WHAT THE STUDENTS ARE EXPECTING FROM THEIR TEACHER AND FROM EACH OTHER.

THE OTHER THING THAT THIS IS GREAT FOR IS HOLDING EACH OTHER ACCOUNTABLE.

IF YOU'VE GOT ONE OF THOSE CLASSROOMS, IT'S JUST BEEN THE DAY BEFORE CHRISTMAS BREAK AND SPEND WILD AND CRAZY.

IT'S GOOD TO COME BACK AND REFLECT WHERE DID WE DO TODAY AND WHERE WAS IT THAT PROBABLY TOOK FOCUS ON GOING FORWARD? THIS IS ALSO A GREAT OPPORTUNITY TO SET THE TONE FOR THE WEEK.

YOU MAY WANT TO SELECT A SPECIFIC THING THAT THE TEACHERS MIGHT KNOW THAT THEIR GLASSES STRUGGLING WITH AND MAKE THAT GOAL FOR THE WEEK TO FOCUS ON THAT.

THERE'S JUST ANOTHER EXAMPLE.

WE MAY NEED THAT FOR BOARD MEETINGS.

[LAUGHTER] I WAS GOING TO SAY THIS HAS BEEN GREAT.

THIS IS A GREAT ONE THAT ANYBODY CAN DO.

IT'S MADE FOR ADMINISTRATORS TO DO IT WITH THEIR STAFF AT THE BEGINNING OF THE YEAR BECAUSE YOU WANT TO ESTABLISH THOSE NORMS BETWEEN EACH OTHER AS WELL.

ALL OF THESE, YOU'RE GOING TO GET THIS PRESENTATION SO YOU'LL BE ABLE TO TAKE.

THE LAST PIECE, AS FAR AS THE TOOLS ARE CONCERNED ARE CIRCLES.

THERE ARE VARYING DEGREES OF CIRCLES, THEY'RE GREEN, THEY'RE YELLOW AND THEY'RE GRAY.

WHAT THE CAMPUS ADMINISTRATORS WERE TRAINED ON TODAY DOES TAKE THEM INTO GREEN CIRCLES, WHICH ARE THOSE PROACTIVE CIRCLES.

THEY ARE BASIC QUESTIONS, NOTHING THAT'S TOO TOUCHY-FEELY OR ANYTHING LIKE THAT, IT'S JUST REAL SHALLOWS, WHAT THEY CALL IT.

IN CIRCLES, YOU HAVE THE CLASS.

GET IN A CIRCLE, TAKE THE SHAPE OF THE ROOM AND YOU ASK A SERIES OF FOUR QUESTIONS.

YOU HAVE A TALKING PIECE, AND [NOISE] DO HAVE THE CIRCLE PLAN, BUT WE'LL WAIT UNTIL THE END OF THE PRESENTATION BECAUSE WE KNOW THAT WE'RE LOCKED IN BY SOME TIME TODAY. IF WE HAVE TIME, WE'LL DO IT.

BUT IF NOT, THERE IS A VIDEO LINKED ON ALL OF THESE, BUT IT'LL TAKE YOU TO A SAMPLE OF THE POOL.

THERE IS A CIRCLE HERE.

[NOISE] IF YOU WANT TO WATCH IT LATER AND WANTS SOME SHARES HIS PRESENTATION WITH YOU.

BUT AGAIN, THE POINT IS TO GIVE STUDENTS THE CHANCE TO GET TO KNOW EACH OTHER.

SUPPOSE IS ONCE YOU'RE RUNNING, YOU HAVE TO UTILIZE ALL OF THOSE OTHER STRATEGIES.

FIRST, THE KIDS USED TO TALKING TO ONE ANOTHER AND THEN YOU CAN GET INTO CIRCLES.

THEY ARE MORE TIME-CONSUMING.

YOU ALSO HAVE TO GET YOUR STAFF BUILT THAT TOO, THAT IT'S NOT SOMETHING THAT YOU'D BE DOING EVERY DAY, BUT IT'S AN INTENTIONAL TIME THAT YOU PLAN IN WITH YOUR STUDENTS.

I WOULD JUST ADD [NOISE] FIRST ROW, WE ARE SO FORTUNATE BECAUSE OUR TEACHING AND LEARNING DEPARTMENT HAS PARTNERED WITH US ON A LOT OF THIS AND ACROSS THE BOARD WE'RE TELLING TEACHERS AND STAFF, IT'S OKAY TO BUILD TIME INTO YOUR CLASS TO CONNECT WITH YOUR STUDENTS AND FOR YOUR STUDENTS TO CONNECT WITH EACH OTHER.

BECAUSE WE KNOW WHAT'S BEST FOR THEIR HEALTH.

IT'S NOT JUST CORE CONTENT ALL THE TIME.

THE CIRCLES, WHENEVER WE DID THE TRAINING WITH ADMINISTRATORS, THAT WAS REALLY GOOD BECAUSE WE TALKED ABOUT THOSE BARRIERS, TIME IS OFTEN A CONCERN, AND SO TALKING THEM THROUGH, HOW CAN WE DO THIS WITH YOUR STAFF SO THAT THEY'RE ON BOARD, THEY FEEL COMFORTABLE WITH IT AND GIVE TIME TO KIDS TO REALLY CONNECT.

IF WE HAVE TIME LATER, WE'LL COME BACK TO A CIRCLE. BUT IF WE DON'T, WE'LL SAY- [LAUGHTER].

WE DID HAVE VERY CONDENSED VERSION OF THIS SEVERAL WEEKS AGO FOR THE FISD INSIGHTS SESSION.

WE SAW APPARENT HAVE A LIGHT BULB MOMENT WHILE WE WERE THERE, I THINK THAT WAS REALLY REWARDING FOR US LIKE, OH MY GOD, ARE WORKERS WERE REALLY PAID ON.

BUT WE'VE GOT TO TALKING ABOUT SOME OF THESE TOOLS WITH THE PARENTS.

ONE OF THE MOMS WAS LIKE, OH MY GOD, MY HIGH-SCHOOL KID COMES BACK AND TELLS ME ABOUT THIS.

IT'S LIKE HIS FAVORITE PART OF THEM.

SHE'S LIKE BUT I DIDN'T REALIZE THAT IT WAS SOMETHING THAT WAS STRATEGICALLY PLANNED.

[00:30:04]

THESE ARE SOME GREAT THINGS THAT YOU CAN DO TO GET YOUR KIDS TALKING ABOUT WHAT DID THEY LEARN ABOUT THEIR, ABOUT THEIR STUDENTS? WHAT DID THEY LEARN ABOUT THEIR TEACHER TODAY? THAT'S IT.

WE'LL BE TRAINING OUR CAMPUS ADMINISTRATORS THE DAY 3 TRAINING THAT'LL GET INTO THE GRAY CIRCLES.

AS JODY SAID EARLIER, THOSE ARE THE RESPONSES CIRCLES IS WHAT YOU DO WHEN A STUDENT MIGHT EXHIBIT A BEHAVIOR THAT TAKES THEM OUT OF THE CLASSROOM FOR A BIT.

HOW DO YOU REINTEGRATE THEM INTO THE CLASSROOM? HOW DO YOU REPAIR RELATIONSHIPS THAT MIGHT HAVE BEEN BROKEN IF THERE WAS A DISRUPTION OR SOMETHING LIKE THAT.

BUT AGAIN, WE'RE WANTING TO FOCUS ON A PROACTIVE PIECE FIRST AND AS JODY SAID IT DOESN'T MEAN THAT DISCIPLINE GOES AWAY.

WE STILL HAVE A RESPONSE WHEN STUDENTS NEED TIME OUT TO REGROUP OR WORK WITH AN ADMINISTRATOR OR WHOEVER IT MIGHT BE TO GET BACK INTO THE CLASSROOM SUCCESSFULLY, THEY EXHIBIT AN [INAUDIBLE].

WILL BE TRAINING OUR CAMPUS ADMINISTRATORS, AND THEN IN AUGUST OUR TEACHERS WILL BE TRAINED TO USE THE PULSE METER AND THE GREEN CIRCLES, SO THAT WILL BE TOOLS THAT THEY'RE ADDING TO THEIR TOOLKIT AND TAKE IT TO NEXT SCHOOL YEAR.

WE'LL CONTINUE ON THIS PATH.

ANY QUESTIONS ABOUT RESTORATIVE PRACTICES FOR US? [NOISE] FIRST OF ALL, THANK YOU ALL. SECOND OF ALL, I WISH THAT WE COULD GET THIS INTO SOME OF OUR TEACHING PROGRAMS AT THE COLLEGES THAT THEY CAN START BEFORE THE TEACHERS EVEN DOES.

I DON'T KNOW HOW I GOT SOMETHING STUCK, BEFORE THEY EVEN COME INTO OUR CLASSROOM THEY CAN HAVE US AGAIN. [LAUGHTER].

WE'RE WORKING WITH TEACHING AND LEARNING ABOUT FIRST-YEAR TEACHERS, STAFF AT THE TRAININGS THAT WE DO HAVE TRYING TO GET THIS TO THEM A LITTLE BIT MORE INTENSIVE FOR THOSE WHO ARE NEEDED FOR SCALE, IF THEY DON'T GET IT IN COLLEGE, AT LEAST THEY'LL GET IT FROM US BEFORE JUMPING IN [LAUGHTER] THANK YOU,.

THANK YOU ALL SO MUCH THANK YOU.

[NOISE].

>> SOMEBODY TOLD ME HOW I SOUND LIKE [INAUDIBLE] I DON'T EVEN KNOW WHAT THAT MEANS, BUT THEY SAID RIGHT NOW, [LAUGHTER] SORRY BUT I TRY TO BE QUIET ALL DAY LONG SO I CAN TALK.

HERE WE ARE.

WE'RE JUST GOING TO TALK ABOUT SOME THINGS ON COUNSELING DEPARTMENTS, STUDENTS AND STAFF SUPPORT.

LOOKS A WHOLE LOT THE SAME, AND A WHOLE LOT DIFFERENT SINCE COMING BACK TO SCHOOL FROM SHELTER IN PLACE AND ALL THAT.

JUST WANTED TO UPDATE YOU-ALL ON WHAT'S GOING ON.

ONE IS, THERE HAVE BEEN A LOT THINGS RELATED TO MENTAL HEALTH AND SCHOOL SAFETY PASSED IN OUR LAST FEW LEGISLATIVE SESSIONS.

THE OTHER ONE IS THEY APPROVED A NEW EVALUATION TOOL FOR SCHOOL COUNSELORS.

ONE OF THE THINGS THAT I'VE REALLY APPRECIATED ABOUT THAT HAPPENING IN THE LAST FEW YEARS IS IT'S REALLY HELPING FRISCO TO FIND WHAT IT IS THAT SCHOOL COUNSELORS DO AND BE VERY INTENTIONAL, AND DATA DRIVEN ABOUT THEIR WORK.

I'VE BEEN VERY HAPPY ABOUT THAT BECAUSE ANYBODY [INAUDIBLE] I APPRECIATE A LOT OF ROLE THEY'RE PLAYING.

I THINK SOME PEOPLE MIGHT THINK SCHOOL COUNSELORS CHANGE SCHEDULES, WRITE REF LETTERS, OR MAYBE IN ELEMENTARY THEY WORK ON IN THE [INAUDIBLE] OR SOMETHING. I DON'T KNOW.

[LAUGHTER] BUT IT REALLY THERE'S A TIERED INTERVENTION FOR WHAT SCHOOL COUNSELORS DO AS WELL.

THERE'S WHAT ALL STUDENTS GET AT THAT TIER ONE LEVEL.

THAT'S LESSONS, THAT'S MINDFULNESS.

THOSE ARE THINGS THAT WE TRY TO DO OUR [INAUDIBLE], THEN MAKE THE LAB, WE REALLY WORKED OUT THEIR BRAINS, COME ONLINE AND ENGAGE WITH THE LEARNING.

BUT THAT'S WHAT WE DO FOR EVERYONE.

TIER 2 AND WHAT WE'RE REALLY WORKING TO REFINE, IS WHEN STUDENTS DO NEED INDIVIDUAL OR GROUP INTERVENTIONS OR SUPPORTS.

HOW DO WE IDENTIFY WHO THAT IS, AND THEN HOW DO WE SUPPORT THEM? THEN AT TIER 3, WE'VE GOT RESOURCES WITHIN OUR DISTRICT WHERE WE CAN TRY TO SUPPORT STUDENTS AND GET THEM HELP AND WE DO THAT EFFECTIVELY.

BUT THERE ARE TIMES WHERE STUDENTS DO NEED MORE THAN WHAT THE EDUCATIONAL SYSTEM HAS TO PROVIDE AND SO WE REFER OUT [NOISE] REALLY WORKING TO JUST CONTINUE TO REFINE THIS FOR OUR CAMPUS COUNSELORS.

I DIDN'T WANT TO PUT MENTAL HEALTH ON THERE OR MENTAL ILLNESS.

YOU KNOW WHAT? HAVE YOU EVER HEARD A PRINCIPLE SAY LIKE 90 PERCENT OF YOUR HIGH SCHOOL IS NOT IN THE TOP 10 PERCENT? THERE'S A LOT OF REALLY GREAT HEALTH AND WELLNESS STUFF GOING ON.

JUST WANTED TO CHECK OUT THAT A LITTLE BIT TOO.

WE DO REALLY GREAT TRAINING, WE'RE REQUIRED TO BY THE STATE, BUT WE DO REALLY GREAT TRAINING FOR STAFF AND STUDENTS THAT'S REQUIRED BY THE STATE,

[00:35:02]

IN THE STAFF TRAININGS, WE BUILD IN RESTORING PRACTICES AS WELL SO THAT WE CAN MODEL THOSE ACTIVITIES FOR STAFF WHILE WE'RE DOING IT, WHICH WE WILL PROBABLY DO.

BUT THAT'S SOMETHING THAT WE'VE CONTINUED DOING.

I THINK THAT'S IMPORTANT TO NOTE BECAUSE WE WENT ONLINE WITH IT AND THEN WE WENT BACK FACE-TO-FACE WITH IT.

THE OTHER THING WE DID THIS YEAR IS WE BROUGHT IN SHERRY LOVE.

WHEN COLUMBINE HAPPENED, YOU SEE ME HOOK UP AND YOU CALL SHERRY LOVE.

LIKE WHEN IT ALL HITS THE FAN YOU CALL SHERRY LOVE.

SHE ACTUALLY TRAINED OUR WHOLE DEPARTMENT THIS YEAR AND WE'VE UPDATED OUR CRISIS RESPONSE PROTOCOLS.

NOT JUST IN THE EVENT OF ATTACKING A STUDENT BUT I'VE ALSO BEEN WORKING WITH REGION TEN ON THE SIDE IN THE EVENT WE EVER HAVE A MASS CASUALTY EVENT, THAT WE'D BE PREPARED TO RESPOND TO THAT.

WORKING ON THAT PIECE AND THEN LIKE I SAID, WE ADOPTED A NEW COUNSELOR EVALUATION TOOL THAT WE'VE BEEN TRAINING PRINCIPLES ON AND COUNSELORS ON.

WE'VE BEEN WORKING TO BUILD THAT AND REALLY HELPING PEOPLE UNDERSTAND IT'S ALWAYS FUN WHEN COUNSELORS GO OFF-SITE FOR TRAINING BECAUSE APS WILL TEXT THEM LIKE PEOPLE ARE CRYING.

[LAUGHTER] [INAUDIBLE] I REALLY DON'T KNOW WHAT TO DO WITH THEM.

WHICH IS GOOD BECAUSE THAT IS PART OF WHAT WE DO.

BUT REALLY OUR JOB IS PROGRAM MANAGEMENT.

HELPING PEOPLE UNDERSTAND, WE'RE NOT JUST RESPONSIVE SERVICES, WE'RE A COMPREHENSIVE PROGRAM RUN ON EACH CAMPUS FOR THE PURPOSE OF PREVENTION, IDENTIFICATION AND [INAUDIBLE] [NOISE] AGAIN, WORKING THAT TIER 1, 2, 3 SYSTEM AND WE'RE FINDING WHAT IT IS PEOPLE UNDERSTAND ABOUT WHAT WE DO.

IN SO DOING THAT, WE'RE WORKING TO TRAIN OUR COUNSELORS CONTINUALLY ON BRIEF COUNSELING STRATEGIES.

WE DON'T PROVIDE THERAPEUTIC COUNSELING, WE'RE NOT A CLINIC.

WE CAN'T PROVIDE A LOT OF EVIDENCE-BASED PRACTICES IN THE SCHOOL SETTING HELPING ENGAGE IN SCHOOL [INAUDIBLE] REFERRALS [NOISE] HOUSE BILL 18 [INAUDIBLE] HOUSE BILL 18 AND BILL 179.

THOSE ARE THE BILLS THAT ARE PASSED ABOUT INCREASING DIRECT TIME WITH STUDENTS.

ALL OF OUR COUNSELORS, WE MADE THIS IN-HOUSE.

NO COST TO THE DISTRICT, BUT WE CREATED OUR OWN TIME ANALYSIS TOOL AND SO ALL OF OUR CAMPUSES CAN TELL YOU NOW WHERE THE TIME OF THEIR EMPLOYEES IS BEING SPENT.

A DETAILED TIME OF WHERE IT'S BEING SPENT.

BECAUSE THE WHOLE GOAL IS TO INCREASE DIRECT TIME WITH STUDENTS SO THAT IF WE HIT THEM ALL IN THAT TIER 1 LEVEL AND WE'RE ABLE TO BE AFFECTED AT TIER 1 IT WILL HAVE LESS 22, AND 23 REFERRALS.

LIKE I SAID, TRAINING ON TWO SETS.

THREAT ASSESSMENTS HAVE BEEN A HUGE PART OF OUR WORK SINCE LAST LEGISLATIVE SESSION.

ANY SUICIDAL IDEATION, ATTEMPTS, THINKING LIKE THAT WE LOG AND DO A THREAT ASSESSMENT ON, WE CREATE A SAFETY PLAN FOR AS REQUIRED BY THE LAW.

ONE OF THE THINGS I WAS REALLY GRATEFUL FOR IS, WE NOT A REALLY LIKE PAPER DISTRICT, BUT WE AGREED TO DO IT WITH PAPER FOR A WHOLE SEMESTER BECAUSE WE FOUND OUT IT WAS GOING TO COST 75,000 PER YEAR TO HAVE THE THREAT ASSESSMENT PROGRAM ONLINE.

I WAS LIKE IF YOU'LL GIVE US JUST A SEMESTER, I SWEAR WE CAN BUILD THIS IN-HOUSE.

WE BUILT IT IN-HOUSE AND SO WE FULLY TRANSITIONED DIGITALLY SO THAT'S BEEN A HUGE COST SAVINGS.

I'VE GOT NUMBERS FOR THIS YEAR, BRAND NEW STUDENTS WITH SAFETY PLANS HAD 334 BRAND NEW.

CREATING SOME SAFETY PLANS FOR STUDENTS TO BE SAFE, I GUESS WITH SELF-HARM, SUICIDAL IDEATIONS, WE'VE MADE NEW ONES.

THOSE AREN'T THE ONES THAT HAVE CONTINUED ON.

THEN WITH THE HOMICIDAL THREATS, THAT'S WHERE WE'VE GOT OTHER DASHBOARD ONLINE.

YOU'D HAVE 31 DISMISSALS.

WE DO THE THREAT ASSESSMENT NO MATTER WHAT.

IF THE STUDENTS THAT WE'VE HAD 31 DISMISSAL, WHICH SAID WE'VE PUT AN INTERDISCIPLINARY TEAM TOGETHER AND DETERMINED THAT THEY ARE NOT A THREAT.

BUT THEN WE HAVE 17 MILLION ONES THAT WE'VE COMPLETED AND SUDDENLY NEED SOME SORT OF SAFETY PLAN [INAUDIBLE] TO.

HOSPITALIZATIONS HAS BEEN AN INTERESTING TOPIC SINCE COMING BACK FROM SHELTER-IN-PLACE.

BECAUSE WE HAVEN'T NECESSARILY HAD MORE STUDENTS THAT ARE HOSPITALIZED.

WE'VE HAD A LOT OF STUDENTS WHO ARE IN AND OUT AND IN AND OUT, IN AND OUT OF TREATMENT.

FOR EXAMPLE, JANUARY OF 2020 WE HAD HAD 138 PLACEMENTS IN HOSPITALIZATION.

THAT MAY BE REPRESENTED BY MULTIPLE STUDENTS, BUT WE'VE HAD A 138 PLACEMENTS.

THIS JANUARY, WE'VE HAD 378.

JUST A LOT MORE ACUTE MEANS GOING ON OUT THERE.

BUT BECAUSE WE HAVE OUR HOSPITAL LIAISON WE'RE GETTING HEFTY FUNDING THROUGH OUR LEARNING PROGRAM.

I WAS CARRYING HERE EARLIER.

BUT THE NUMBERS ARE, THEIR GOING UP AND SO WE'RE CONTINUING TO SUPPORT THEM.

WE WERE JUST APPROVED AND FINISHED ONBOARDING A NEW ESSER-FUNDED HOSPITAL LIAISON TO SUPPORT

[00:40:02]

OUR PARTNERSHIPS, WHICH SOME OF THEM ARE CONTINUING ON.

[INAUDIBLE] CHILDREN'S TELL BEHAVIORAL HEALTH.

THAT STARTED OFF IN WEST TEXAS WHEN THEY WERE DOING ONLINE VIRTUAL COUNSELING.

WE STARTED THAT A FEW YEARS AGO, AND WE JUST SOME PILOT CAMPUSES, BUT WE CONTINUED IT TO ON.

FOR THE CAMPUSES THAT SAID, YES, WE CAN REFER STUDENTS FOR SIX FREE COUNSELING SESSIONS.

THEY HAVE A LOT OF RESOURCES THAT COME THROUGH OUR OFFICE AND SO THOSE ARE REFERRALS THAT WE CAN MAKE.

TIER 3, OUTSIDE BECAUSE WE'RE NOT DOING OUR THERAPY HERE WE ARE REFERRING THEM TO THE FREE THERAPY OUTSIDE.

WE SAW SOME LOCAL AGENCIES THAT HAVE OFFERED RESOURCES, WE SHARE THOSE AND THEN WE WERE APPROVED WITH ESSER FUNDS TO PROVIDE COUNSELING SERVICES FOR BOTH STAFF AND STUDENTS.

WE'VE WORKED CLOSELY WITH BENEFITS AND HR TO PROVIDE THAT, AND WE'LL TALK ABOUT THAT ROLE IN A MINUTE.

BUT WE'VE GOT GREAT PEOPLE THAT ARE THE FRIENDLIEST FOLKS.

THE OTHER THING THAT WE'VE DONE IS, WE'VE GOT OUR STUDENTS SUPPORT COORDINATORS, OUR CRISIS COUNSELORS, I HOPE EVERYONE UNDERSTAND THEM.

THEN WE'VE GOT OUR NEW SCHOOL SUPPORT SPECIALISTS WHICH WERE ESSER-FUNDED.

WE'VE BEEN WORKING WITH OTHER SCHOOL DISTRICTS WHO ALREADY HAD THOSE SOCIAL WORKERS TO SAY, WHAT ARE BEST PRACTICES, WHAT ARE YOU ALL DOING? WE'VE REALLY TRIED TO MAKE SURE WE DIDN'T FEEL LIKE IN YOUR MIND ROLLOUT POSITION.

OUR DEPARTMENT SUPPORTS MCKINNEY-VENTO PREGNANT PARENTING, AND ALSO FOSTER CARE.

THE NUMBERS ARE PRETTY STATIC, THERE HASN'T BEEN A LOT OF CHANGE IN THAT YEAR-FOR-YEAR SINCE COVID [INAUDIBLE] THE ESSER SUPPORT'S BEEN HUGE FOR OUR DEPARTMENT.

I'VE WRITTEN MORE JOB DESCRIPTIONS FIN THE LAST YEAR THAN I THINK I EVER THOUGHT I WAS GOING TO.

[LAUGHTER] IT'S BEEN [INAUDIBLE] I'M VERY GRATEFUL.

OUR SCHOOL SUPPORT SPECIALISTS, ALL BUT ONE OF THEM ARE LICENSED SOCIAL WORKERS.

ONE OF THEM IS A SCHOOL COUNSELOR.

IN MY REAL VISION WITH THAT ROLE WAS, I'VE HAD A SOCIAL WORKER EXPERIENCE, I DON'T THINK THEY WERE ALL LIKE THIS BUT IT WAS LIKE HERE'S A BUNCH RESOURCES AND THEN JUST HANDED TO YOU ON A LAPTOP.

I WANTED TO MAKE SURE THAT THIS ROLE FOLLOWED THROUGH WITH A FAMILY DIVERSITY OF SERVICES, TRANSPORTATION FOLLOWED UP UNTIL IT WAS SECURED AND DID NOT LEAVE THAT FAMILY UNTIL THE FAMILY HAD EXACTLY WHAT THEY NEEDED.

OUR SCHOOL SUPPORT SPECIALISTS HAVE DONE THAT AND I'VE SUDDENLY JUST ONBOARDED OUR NEW HOSPITAL LIAISON.

SO FAR IN THE FALL, WE SAW AGAIN, THESE ARE JUST NUMBER OF FAMILIES, THE 732 FAMILIES RECEIVED SOME SORT OF SOCIAL WORK SERVICES.

IT DOESN'T MEAN THAT THEY RECEIVED ONE, THAT MEANS THEY RECEIVED AT LEAST ONE.

[NOISE] TO DATE, 1,444 AND THAT INCLUDES STAFF AND STUDENTS.

GOT A NUMBER OF STAFF THAT HAVE NEEDED THINGS AS WELL, SO WE'VE PROVIDED THAT.

WE'VE BEEN RUNNING GROUP CURRICULUM AND HOW WE IDENTIFY STUDENTS THAT MAY NEED THOSE SPECIAL GROUPS MAYBE FOR BEHAVIOR, WE CALL IT COMMUNICATION, GETTING ALONG WITH EACH OTHER.

[NOISE] MAYBE THEY HAVEN'T BEEN AROUND PEOPLE IN A WHILE AND THEY CAME BACK TO SCHOOL, SO WE RUN A GROUP CURRICULUM FOR THAT AND IDENTIFIED THOSE STUDENTS JUST TO HELP THEM ENGAGE IN MORE SOCIAL INTERACTIONS SO THEY COULD BE SUCCESSFUL AT SCHOOL.

I MENTIONED THE HOSPITAL LIAISON, AND THEN THE OTHER BIG ONE IS THE MENTORING PROGRAM.

THIS IS THE FIRST TIME THE DISTRICT HAS HAD ONE APPOINTED PERSON FOR MENTORING, ONLY HIRED THAT WITH EXTRA FUNDS.

IT'S BEEN AWESOME BECAUSE WE'RE ABLE TO REFER OUR STUDENTS TO THAT.

WE STILL HAVE ETHOS, THAT'S ONE PIECE OF THAT, BUT WE'RE BUILDING OUR OWN MENTORING PROGRAM IN [INAUDIBLE] I'LL SPEAK TO THAT IN A MINUTE.

FIRST, I WANT TO TALK ABOUT STAFF.

YOU KNOW OUR STAFF HAS A LOT OF NEEDS, A LOT OF EDUCATORS HAVE A LOT OF NEEDS RIGHT NOW.

OUR SCHOOL COUNSELORS A FEW YEARS BACK STARTED THE TEACHERS LOUNGES TURNED INTO WHAT THEY WERE CALLING ZEN DENS.

YOU SAW THE RECENT VIDEO FROM ROBERTSON, WHERE THEY HAD THE QUAD.

WE'VE GOT THOSE ALL OVER THE DISTRICT, NOT IN 100 PERCENT OF OUR CAMPUSES, BUT WE'VE GOT THOSE ALL OVER THE DISTRICT.

IT MAY BE FLEXIBLE SEATING.

I'VE [NOISE] RECEIVED SELFIES FROM TEACHERS AND COUNSELORS AND THEY'RE LIKE, "WE'RE DOING PLANNING IN HERE," BUT THEY'RE SITTING ON BEAN BAGS AND THEY'RE ON COMPUTERS, AND IT'S JUST A DIFFERENT VIBE.

THEY FEEL LIKE THEY'RE COLLABORATING, NOT MEETING. YOU KNOW WHAT I MEAN? SO THAT'S ONE, BUT IN THOSE ZEN DENS WE ALSO HAVE THINGS LIKE QR CODES FOR THEM TO DO, 10-MINUTE RELAXATION, MEDITATION, WHATEVER IT IS, AND THEN THERE'S ALWAYS TREATS AND STUFF THAT ARE IN THERE THAT ARE DONATED.

THAT'S A PLACE THAT WE'VE REALLY WORKED TO CREATE FOUR STEPS, SO THEY HAVE A SPECIAL PLACE.

WE'VE DONE A LOT OF WORK WITH FDF AS WELL.

I THINK LAST YEAR EACH ZEN DEN GOT $200 A PIECE, BUT THAT WAS ALL THROUGH FDF UNTIL THEY BOUGHT STUFF IN THERE.

WE'RE JUST TRYING TO TAKE CARE OF OUR CAMPUS STAFF.

[00:45:02]

WE SENT IT OUT IN THE FALL THIS YEAR, AND WE'RE GOING TO SEND IT OUT AGAIN IN THE SPRING.

BUT I DON'T KNOW, UNLESS YOU LIVE UNDER A ROCK, PEOPLE ARE TALKING ABOUT IT'S A LITTLE BIT HARDER TO WORK IN SCHOOLS RIGHT NOW.

WE JUST WANTED TO CHECK ON THEM.

WHAT WE FOUND IS THAT FOR THE MOST PART, SAME WITH THE KIDS, IT WASN'T THAT MORE PEOPLE WERE STRESSED OUT, IT'S THE PEOPLE THAT WERE STRESSED OUT, IT WAS WORSE.

MAYBE I HAD STRUGGLES AT HOME OR MAYBE I HAVE STRUGGLES AT WORK, BUT NOW THOSE STRUGGLES HAVE TURNED INTO DEPRESSION, THE STRUGGLES HAVE TURNED INTO ANXIETY, BUT THE NUMBER OF PEOPLE SAYING THAT DID NOT GO UP, JUST THE NEED BECAME GREATER WHERE THERE WAS ALREADY ONE.

BUT IT DID HELP US SECURE THE WELLNESS COORDINATOR IN HR, SO I'M SURE YOU'RE ALL GOING TO NEED TO CHANGE THIS NEW POINT, BUT WE WORKED CLOSELY WITH HR TO DEVELOP THAT JOB DESCRIPTION TOO.

DO YOU NEED A JOB DESCRIPTION? I NEED A JOB. [LAUGHTER]. IT REALLY LED US TO WORK WITH CAMPUSES.

WE WERE ABLE TO RANK OUR CAMPUSES THAT WERE HEALTHIEST TO THE LEAST HEALTHY AND JUST SAY, "WHAT ARE YOU DOING? WHAT'S BEEN SO EFFECTIVE? LET'S SPREAD THEM UP AND DO SOME OF THAT," SO IT'S BEEN REALLY GOOD.

THOSE COUNSELING SERVICES THAT I MENTIONED FOR STAFF AND STUDENTS, THOSE ARE BILINGUAL RESOURCES.

LET ME MAKE SURE AND SHARE THAT AND THEN AGAIN, PROCEED OF SERVICES, NOT JUST A REFERRAL BUT RECEIPT, LIKE YOU MADE THE APPOINTMENT, YOU HAVE WHAT YOU NEEDED TO GET THERE, YOU SHOWED UP, THIS IS A GOOD FIT FOR YOU, YOU'RE GOOD TO GO.

OUR MENTORING PROGRAM, LIKE I SAID, WE'RE CONTINUING ON WITH ETHOS, THAT'S PART OF WHAT OUR EXTRA FUNDS ARE USED FOR, BUT WITH OUR ETHOS PROGRAM WHICH IS AN OUTSIDE PARTNER THAT WE HAVE, WE HAVE 54 ACTIVE MENTORS.

OH MY GOSH, I'M JUST NOT SURE OF THEIR NAMES.

HE'S NFL HALL OF FAME.

[LAUGHTER] HE JUST SHOWS UP TO OUR MIDDLE SCHOOLS.

[INAUDIBLE] YEAH. HE'S WHAT?

>> [INAUDIBLE]

>> I THOUGHT YOU SAID HE WAS AN EAGLE AND I WAS LIKE NEVER MIND.

[LAUGHTER] [INAUDIBLE] BUT YOU'LL SEE PHOTOS.

HE JUST SHOWS UP TO [INAUDIBLE] MIDDLE SCHOOL FOR A FOOTBALL GAME BECAUSE HE MENTORS THESE KIDS.

IT'S THE COOLEST PARTNERSHIP, BUT I CAN TALK ABOUT THAT FOR A MINUTE, BUT THAT NOT WHY WE'RE HERE.

FIFTY-FOUR ACTIVE MENTORS AND WE HAVE 952 STUDENTS ENGAGED IN THAT PROGRAM.

IT'S AWESOME. IT'S AT 31 DIFFERENT CAMPUSES.

WE GO IN GROUPS, IT'S PRETTY COOL.

THAT IN-HOUSE PROGRAM THAT I WAS TALKING ABOUT.

WE HAD DIFFERENT PEOPLE WITH DIFFERENT MENTORING EFFORTS, WHICH WAS AWESOME, BUT NOW IT ALL FALLS UNDER ONE UMBRELLA.

IT'S BEEN QUITE THE JOURNEY TO DETERMINE A NAME FOR IT, BUT WE LANDED ON [INAUDIBLE] MENTORING, WHICH ACTUALLY IS AWESOME BECAUSE [INAUDIBLE] IS THE PERSON THAT OVERSEES THIS AND SO HE CALLS IT THE FAM. SO THAT'S HIS [INAUDIBLE]

>> [OVERLAPPING] IT'S AWESOME.

>> EVERYTHING LIKE JOIN THE FAM, COME BE WITH THE FAM, SO IT'S PRETTY FUN.

LIKE I SAID, IT'S ALLOWED US TO STREAMLINE THINGS, AND WHAT I MEAN IS WE'RE IN CONTROL NOW IN TRAINING THEM.

WE'RE IN CONTROL OF HOW THEY GET PAIRED.

WE'RE IN CONTROL NOW OF WHAT THAT ONGOING SUPPORT LOOKS LIKE.

WE'RE IN CONTROL OF GETTING FEEDBACK FROM OUR CAMPUSES AND OUR MENTORS, WHAT'S WORKING AND WHAT'S NOT BECAUSE WE WANT TO HAVE A HIGHLY EFFECTIVE MENTORING PROGRAM BECAUSE THOSE RELATIONSHIPS THAT THEY TALKED ABOUT, SOMETIMES YOUNG PEOPLE NEED AN ADULT IN THEIR LIFE TOO AS A MENTOR.

IT'S ALLOWED US TO GET OUT THERE AND CONNECT WITH COMMUNITY MEMBERS WHICH HAS BEEN AWESOME AND FLEXIBLE.

WE WORK CLOSELY WITH CAMPUSES WHO NEED SOMEBODY.

RIGHT NOW WE HAVE 76 VETTED MENTORS, SO BRAND NEW.

THEY DIDN'T JUST SAY THEY WANTED TO COME, THEY'VE BEEN TRAINED AND THEY'VE SHOWED UP AND STUFF TOO.

SEVENTY-SIX VETTED MENTORS, 48 MENTEES, AND THEN WE'VE GOT 126 OTHERS THAT HAVE BEEN RECRUITED, BUT MAYBE THEY COULDN'T MAKE THAT DAY OR WHATEVER.

I THINK A STICKLER ABOUT FACE-TO-FACE TRAINING FOR THEM BECAUSE THE MENTORING IS GOING TO BE FACE-TO-FACE AND I FEEL LIKE IF YOU TRAIN THEM ONLINE, THEY COULD ACTUALLY SHOW UP, I THINK [INAUDIBLE] THEY'RE GOING TO SHOW UP, SO WE'VE KEPT THAT FACE-TO-FACE.

BUT IT'S BEEN AWESOME BECAUSE LIKE I SAID, WE'VE GOT A GREAT PARTNERSHIP WITH FDF.

[INAUDIBLE] GOING ON ALL THE ROTARY MEETINGS AND THE LIONS CLUBS, AND [INAUDIBLE] HE'S OUT THERE RECRUITING PEOPLE AND IT'S BEEN REALLY GREAT.

THIS ONE IS ONE OF OUR ETHOS STUDENTS, SO ONE OF OUR OTHER MENTORING PROGRAMS, SOMETHING THEY [INAUDIBLE] CAN YOU READ THAT? WE DO SOMETHING CALLED LEGACY PLANNING, WHICH IS REALLY AWESOME BECAUSE THE STUDENT'S WRITING THEIR OWN STORY OF SUCCESS,

[00:50:02]

THEN A PARENT IN THE FAM BECAUSE WE'VE GOT A FAM GROUP, THIS IS REAL SHORT AND SWEET, BUT JUST ONE OF THE PARENTS WAS LIKE THEY LOOK FORWARD TO MEETING WITH THEM EVERY WEEK LIKE, "I SEE A CHANGE IN THEM." AGAIN, IT GOES BACK TO THAT RELATIONSHIP PIECE, WHICH IS ABOUT SCHOOL BEING A SAFE PLACE WHERE THERE'S TRUSTED INDIVIDUALS.

WHEN A SCHOOL'S A SAFE PLACE, LEARNING TAKES PLACE, SO THAT BEING THE WHOLE POINT.

AGAIN, REALLY TRYING TO HELP WITH LEGISLATION, WITH THE NEW EVALUATION.

REALLY HELPING PEOPLE UNDERSTAND IT'S PROGRAM MANAGEMENT.

IT'S NOT JUST ALL THE FEELY GOOD STUFF, BUT IT'S PROGRAM MANAGEMENT TO MAKE SURE THAT THE PROGRAM IS SET TO BE WHAT IT NEEDS TO BE, THAT WE'VE IDENTIFIED THOSE WHO NEED SOMETHING, WE GET THEM WHAT THEY NEED HERE IN THE SCHOOL SYSTEM AND THEN WE REFER OUT [INAUDIBLE] [NOISE] HAS AN EDUCATIONAL NEED.

BUT I WANT TO MAKE SURE I LEFT SOME TIME FOR QUESTIONS. DO YOU HAVE ANY QUESTIONS?

>> HOW ARE MENTORS BEING RECRUITED WITHIN THE COMMUNITY? I'VE SEEN A FEW THINGS GO OUT, BUT IS THERE ANYTHING WE CAN DO TO HELP WITH THAT INITIATIVE?

>> MAYBE JUST SHARE THE WEBSITE.

THAT'S MY FIRST THOUGHT, BUT IT MIGHT NOT BE THE BEST ONE, BUT SHARING THE WEBSITE, THERE'S AN APPLICATION ON THERE.

THEY COULD DO THAT AND THEN IF THEY HAVE ANY QUESTIONS TO READ BEFORE [INAUDIBLE] IN THEIR OFFICE, BUT THE WEBSITE'S GOT A LOT OF STUFF ON THERE ABOUT WHAT THE PROCESSES IS, WHAT THE PROGRAM IS, AND THEN THEY CAN GO FROM THERE TO GET STARTED.

>> AWESOME. IT'S A GREAT PROGRAM.

>> [INAUDIBLE] [LAUGHTER] ANYTHING ELSE?

>> THANK YOU.

>> THANK YOU FOR EVERYTHING.

>> THANK YOU.

>> THANK YOU.

>> WILL YOU GUYS PUT THESE PRESENTATIONS UP IN THE [INAUDIBLE]

>> YES, I'LL DO THAT.

>> THANK YOU.

>> THANK YOU. [BACKGROUND]

>> THANK YOU. I APPRECIATE IT.

>> [OVERLAPPING] A FEW THINGS.

>> THANK YOU.

>> THANK YOU.

>> WE'VE GOT A BRIEF OVERVIEW TODAY.

I'M GOING TO TELL YOU A LITTLE REMINDER ABOUT WHAT OUR DEPARTMENT DOES.

WE CHANGED OUR NAME [INAUDIBLE].

WE'VE REALLY CHANGE OUR ACTIONS.

I'LL SHOW YOU A LITTLE BIT ABOUT WHAT WE DO, AND THEN WE'RE GOING TO TALK, AND MOST OF THE TIME, SHARE SOME INFORMATION WITH YOU ABOUT THE COMMUNITY-BASED ACCOUNTABILITY SYSTEM.

SINCE WE ARE APPARENTLY NOW MARKING OUR TIME PRE-COVID, COVID, POST-COVID.

WE'VE MARKED IT HERE.

[LAUGHTER] I WILL SHARE SOME OF THAT WITH YOU AS WE'RE GOING THROUGH THIS.

WE'VE GOT SOME HANDOUTS TO GET ROLLING.

BEFORE I REALLY GET TO THE HEART OF PRESENTATION, WE BELIEVE IN OUR MISSION.

WE HAVE A MISSION IN OUR DEPARTMENT THAT'S ALIGNED TO THAT, AND WE BELIEVE OUR ENTIRE BEING IS TO MAKE CERTAIN THAT WE'RE FOCUSING ON SUPPORTING OUR CAMPUSES, OUR EDUCATORS, OUR ADMINISTRATORS AND ALSO SUPPORT OUR CAMPUSES IN EVERYTHING THEY'RE DOING WITH FUTURE-READY LEARNING.

I GOT A CHANCE TO WORK WITH SOME AMAZING PEOPLE.

ALL OF THEM ARE SMARTER THAN ME. I LEARN EVERY DAY.

I GET KUDOS FOR ALL KINDS OF THINGS THAT I DON'T REALLY DO.

WE'RE LOOSELY ORGANIZED HERE.

I'VE GOT SOME OF OUR FOLKS HERE, AND I JUST WANT TO POINT THEM OUT AND HAVE THEM WAVE AT YOU, SO YOU CAN PUT A NAME TO THE FACE.

[INAUDIBLE] OUR MANAGING DIRECTOR OF ELEMENTARY TEACHING AND LEARNING, DR. MARY WEBB, RIGHT HERE.

OUR MANAGING DIRECTOR OF SECONDARY TEACHING AND LEARNING.

SHE'S OUT TODAY, MS. MERIDITH MANIS.

WE'VE GOT OUR MANAGING DIRECTOR OF STRATEGIC INITIATIVES, MS. AMANDA ZIAER.

OUR DIRECTOR OF INNOVATIVE PROGRAMS, MS. TIFFANY CAREY.

OUR DIRECTOR OF SPECIAL PROGRAMS, MR. PAM ORR.

OUR EXECUTIVE DIRECTOR OF SPECIAL EDUCATION, MR. GARRETT JACKSON.

WELL, I DON'T SUPERVISE THAT DEPARTMENT.

WE DON'T DO ANYTHING WITHOUT THEIR INVOLVEMENT IN WHAT WE DO BECAUSE THEY'RE ALL OF OUR STUDENTS.

HE'S NOT HERE RIGHT NOW. HE'S WORKING ON REALLY,

[00:55:01]

OUR MANAGING DIRECTOR OF ACADEMIC PROGRAMS, DR. CHRIS CLARK.

IT'S ALL THINGS GT, EXECUTIVE MIX, AP, PRE-AP, ALL THOSE THINGS, CCMR. HE'S ACTUALLY ON CALL WITH HIS DAUGHTER.

HE OFFERED TO ZOOM IN.

I TOLD HIM NO. [LAUGHTER] OUR DIRECTOR OF PROFESSIONAL LEARNING, MS. MARCY CORLEY, WHO'S ALSO OFF; AND MANAGING DIRECTOR OF ASSESSMENT AND ACCOUNTABILITY, DR. GARY NYE.

THESE ARE JUST FEW OF THE FOLKS I GET TO WORK WITH ON A DAILY BASIS, AND I'M PROUD OF OUR TEAM AND PROUD OF WHAT WE DO.

THIS IS LOTS OF WORDS ON THIS SLIDE THAT I DON'T EXPECT YOU TO READ, BUT IT LOOSELY GIVES YOU SOME IDEA OF THE SUPPORTING WORK IN CONTINUITY WITH ALMOST EVERY OTHER CHIEF OFFICER IN OUR DEPARTMENT, WHO MAKE CERTAIN THAT THINGS ARE ACCORDING WITH OUR CAMPUS SYSTEM AND COMMUNITY.

[INAUDIBLE] I THINK WE'VE GOT A PHENOMENAL TEAM.

I THINK EVERY OTHER CHIEF OFFICER WILL TELL YOU THE SAME THING, BUT WE'RE PROUD TO GET A CHANCE TO SHARE WITH YOU WHAT ALL WE DO.

THE BULK OF THE CONVERSATION TODAY IS AROUND COMMUNITY-BASED ACCOUNTABILITY SYSTEM.

IT'S BEEN A LONG TIME SINCE WE'VE SHARED THAT WITH YOU.

WE'RE GOING TO TALK THROUGH WHERE WE'VE BEEN, SOME OF THE CHANGES WE MADE, WHY WE MADE SOME OF THOSE CHANGES AND, HOPEFULLY, LET YOU KNOW WHAT'S COMING UP NEXT.

I THINK YOU'LL BE PLEASANTLY SURPRISED.

YOU'VE SEEN BITS AND PIECES, [NOISE] THE FRAMEWORK, SOME STUFF AT THE SUMMIT, YOU'VE HEARD ABOUT THAT FOCUS AREAS.

WE MADE IT [NOISE] [INAUDIBLE] MEETING WHEN WE'RE TALKING ABOUT PERFORMANCE TARGETS.

WE'RE GOING TO TALK A BIT MORE ABOUT THESE OTHER NON-STATE TESTING TYPE OF REPORTING REQUIREMENTS THAT WHAT WE'LL BE SHOWING YOU MOMENTARILY.

I'M GOING TO TURN IT OVER TO DR. GARY NYE TO GET US GOING AND GIVE US AN OVERVIEW OF WHERE WE'VE BEEN.

>> GOOD AFTERNOON.

>> GOOD AFTERNOON.

>> I'M GOING TO TRY TO SUMMARIZE THE LAST YEAR AND A HALF OF SOME OF THE WORK THAT WE'VE BEEN DOING RELATED TO PUTTING TOGETHER OUR STRATEGIC CHANGE AGENDA.

[NOISE] I'M GOING TO TRY TO SUMMARIZE AND HIT SOME OF THE HIGHLIGHTS OF WHAT WE'VE BEEN DOING THERE.

SOME OF THE THINGS WILL BE REVIEW, AND SOME OF THE THINGS, WE'LL SUMMARIZE SOME OF THOSE THREE STEPS, BUT WHEN WE STARTED THIS PROCESS, WE WANTED TO CREATE A STRATEGIC VISION THAT WOULD ALSO SUPPORT INNOVATION AND CHANGE ON AN ONGOING BASIS.

WE PARTNERED WITH THE SCHLECHTY CENTER TO HELP US WITH THAT PROCESS.

WHEN WE STARTED THIS ORIGINALLY, DR. WALDRIP LEAD THIS GROUP AND LAID OUT OUR PURPOSE FOR THAT, WHICH WAS WE WANTED TO CREATE A COMMON VISION FOR SUCCESS FOR STUDENTS IN FRISCO, BUT AT THE SAME TIME, WE WANTED TO INTEGRATE THIS ORGANIZATIONAL ACCOUNTABILITY SYSTEM THAT WOULD PROVIDE TRANSPARENCY AND TRUST WITH OUR STAKEHOLDERS, AND OVERALL, JUST TO INCREASE THAT SYSTEM-WIDE COHERENCE BECAUSE AT THE TIME WE REALLY STARTED WITH STRATEGIC PLANNING PROCESS, WE HAD THAT.

WHEN DR. WALDRIP FIRST GOT TO THE DISTRICT, WE REALLY ALREADY HAD TWO ADDITIONAL STRATEGIC INITIATIVES THAT WE'VE BEEN WORKING ON WHEN DR.

WALDRIP GOT HERE: THE COMMUNITY-BASED ACCOUNTABILITY SYSTEM THAT'S PART OF THE TPAC GROUP, THE TEXAS PUBLIC ACCOUNTABILITY CONSORTIUM, MADE UP OF 60 OTHER DISTRICTS WORKING TOWARDS THIS CONCEPT OF COMMUNITY-BASED ACCOUNTABILITY.

BUT ALSO AT THE SAME TIME, WE HAD THE PROFILE OF A FUTURE-READY LEARNER, AND THAT WAS REALLY GETTING NO MINIMUM TRACTION, AND WE [INAUDIBLE] DEVELOPING OUT THAT PROFILE WITH FUTURE-READY LEARNER A LOT MORE.

GOING INTO THE PROCESS, WE WERE REALLY HOPING WE COULD INTEGRATE ALL OF THIS TOGETHER INTO ONE SYSTEM.

THE STAKEHOLDER INVOLVEMENT WAS REALLY GREAT THROUGHOUT THE PROCESS.

WE HAVE STUDENTS, PARENTS, COMMUNITY MEMBERS, TEACHERS, DISTRICT LEADERS ALL THROUGHOUT THE DIFFERENT PARTS.

REALLY, THE HIGHLIGHT OF ALL OF THIS, FOR ME, WAS THE STUDENT PARTICIPATION THROUGHOUT AND A LOT OF THE LARGE GROUPS.

I'LL SHOW YOU A COUPLE [INAUDIBLE] OF THAT.

CAPTURING THE STUDENT VOICE IN THE PROCESS WAS A REALLY CRITICAL PART OF THE WORK.

JUST AS A BIG PICTURE, THE SCHLECHTY CENTER DID, WHEN THIS REALLY CAME AROUND, THREE DIFFERENT AREAS WHERE THIS STRATEGIC PLANS, DIFFERENT THAN SOME, A LOT OF PLANS LOOK AT THE ASPIRATIONS.

WE'LL TALK ABOUT THIS ASPIRATIONAL LIKE WHO ARE WE, WHAT ARE WE-

[01:00:03]

THAT'S A LOT OF OUR WORK IS LOOKING AT HOW TO INTEGRATE AND ALIGN ALL THAT TOGETHER.

THE OFFICIAL KICK-OFF WAS IN SEPTEMBER 2019 AS A LONG-RANGE PLAN COMMITTEE AND HAVING 20 MEMBERS WORKING TOGETHER AND [INAUDIBLE] GOT SEVERAL ACTIVITIES.

ONE WAS A DEFINING MOMENT WHERE WE WENT BACK AND LOOKED AT THE HISTORY OF FRISCO ISD AND INDIVIDUALS WERE ENCOURAGED TO NOTE IMPORTANT HIGHLIGHTS THROUGHOUT, THE HISTORY OF FRISCO, LOOKING AT WHERE WE'VE COME FROM.

DID THIS IMAGES OF THE SCHOOL ACTIVITY WAS MISALIGNING HERE WILL GO OVER WITH THIS A LITTLE BIT.

THEN REALLY JUST LOOKING AT THE CAPACITY.

WHERE DO WE DEVELOP THE PACKAGING OF A DISTANCE? FROM THAT WE TOOK A LOT OF THE THEMES, AND THEN WE WENT TO FOCUS GROUP MEETINGS.

WE WENT TO 10 DIFFERENT CAMPUSES.

EACH ONE OF THESE CAMPUSES HAD A FOCUS GROUP QUESTIONS WHERE THERE WERE A GROUP OF 10-12 ELEMENTARY SCHOOLS WHERE THEY HAD QUESTIONS DESIGNED TO ASK STUDENTS WHAT DO THEY LIKE MOST ABOUT FRISCO ISD AND DIFFERENT ASPECTS.

WE INTERVIEWED STUDENTS AT ALL THREE LEVELS AND THEN PARENT GROUPS AND TUTOR GROUPS GIVE THE FEEDBACK ABOUT THESE FOCUS GROUPS.

THEN FROM THERE WE WENT TO CAMPUS ROUTINE MAINTENANCE, WHERE WE HAD THE PRINCIPALS, ASSISTANT PRINCIPALS, TEACHERS OF REPRESENTATION.

THEY HAD ABOUT 5-6 MEMBERS FROM OUR CAMPUS BEING PART OF THIS CAMPUS COMMUNITY.

HERE IS ONE OF THE NEW PARTS ABOUT THIS, THERE WAS A STUDENT AT EVERY TABLE WHERE WE HAVE DISCUSSIONS.

THE PRINCIPAL, TEACHERS WERE GIVEN THAT DIRECT FEEDBACK FROM STUDENTS THROUGHOUT THE PROCESS.

IT WAS JUST INTERESTING EVERY TIME IS LIKE YOU TO LOOK IN THE ROOM, JUST SEE ALL THE EYES ADULTS FOCUSING IN ON WHAT STUDENTS ARE SAYING IN THEIR FEEDBACK.

IN THIS CASE THIS DAY WAS THIS ELEMENTARY PRINCIPALS AND IT WAS DR. WALTER ADVISE [INAUDIBLE] THEY WEREN'T AFRAID TO PROVIDE INPUT.

THEN AFTER EACH ONE OF THESE SESSIONS, IT WOULD GO BACK TO THE DISTRICT LEADERSHIP TEAM WHERE WE'VE REVIEWED THE DATA.

I USED TO REVIEW THE DATA WAS SELECTED CENTER LOOK AT THEMES AND ONE THAT TYPICALLY WENT THROUGH WITH THE IST AS WELL AS THE BOARD WAS THIS ARTICLE IMAGES OF THE SCHOOL.

>> YEAH, SO HOPEFULLY YOU REMEMBER THIS.

HOW MANY OF YOU REMEMBER [OVERLAPPING] DOING THIS ACTIVITY? HOPEFULLY MOST OF YOU DO. WE SPENT A LONG TIME ON IT.

>> YEAH.

>> THEY HAD ASKED US WHERE DOES FRISCO ISD FALL WITHIN THE CORE BUSINESS OF SCHOOL.

WE'D HAVE BREAK PRESCRIBES BE PRETTY HIGH FOR THE MOST PART AND THEN EACH HAVE THE ROLES HERE, THE STUDENT, THE PARENT, THE TEACHER, THE PRINCIPAL.

BUT THE ULTIMATE GOAL OF THIS ACTIVITY WAS TO SHOW US THAT WE ARE TRYING TO REACH WHAT IT MEANS TO BE A LEARNING ORGANIZATION, WHICH IS A VERY TOP ROW.

THAT IS THE CORE BUSINESS OF SCHOOLS, CREATING HIGHLY ENGAGING LEARNING EXPERIENCES FOR ALL KIDS THAT WHEN THEY GRADUATE, THEY'RE READY FOR WHATEVER THEIR FUTURE HOLDS.

THAT IS ULTIMATELY OUR JOB.

THAT'S TRAINING OUR STUDENTS AS VOLUNTEERS AND KNOWLEDGE WORKERS AND OUR PARENTS AS PARTNERS OF THE SCHOOL.

NOT JUST AS A PTA MEMBER, BUT AS A PARTNER WITHIN THE LEARNING PROCESS.

OUR TEACHERS AS LEADERS, DESIGNERS, FACILITATORS, OUR PRINCIPAL AS LEADERS, BUT LEADERS OF LEARNERS AND LEARNERS AS LEADERS AS WELL.

YOU CAN GO THROUGH ALL THE DIFFERENT ROLES ALIGNING TO A TRUE LEARNING ORGANIZATIONS.

AS PART OF OUR JOURNEY, LIKE GARY SAID, WE'VE ALREADY WORKED ON CREATING A PROFILE OF FUTURE READY LEARNER.

WE ADDED TO THAT PROFILE AFTER 2019, AND CREATED THE PROFILE FEATURE EDUCATOR, AND PROFILE FEATURE OF THE LEADER.

WE DID THIS TO INFORM OUR HIRING PRACTICES.

IF WE EXPECT THIS TO BE OUR ROLL START.

WE WANT TO GRADUATE ALL STUDENTS TO GRADUATE WITH

[01:05:02]

WE SPEND A LOT OF TIME DEVELOPING THOSE AND THEN ALSO CREATING SOMETHING CALLED OUR FUTURE READY TO LOOK FOR, WHICH THEY'RE GOING TO START HEARING MORE AND MORE ABOUT OUR FUTURE ALREADY LOOK FOR DOCUMENT WHICH IS SOMETHING THAT WE USE AS PART OF OUR PLANNING PROCESS FOR DESIGNING LEARNING EXPERIENCES FOR OUR KIDS.

IT'S JUST A TOOL THAT TEACHERS CAN USE.

IT'S A TOOL THAT LEADERS CAN USE.

IT'S A TOOL YOU CAN LOOK AT AND THAT JUST HIGHLIGHTS WHAT DOES THIS MEAN FOR A STUDENT TO BE EMBRACING CHALLENGES OR TO COLLABORATE OR WHAT DOES THIS MEANS AS A TEACHER WOULD UNDERSTAND FOR LESSONS? THAT'LL BE PART OF OUR LEARNING THAT WE DO WITH PRINCIPALS IN ISDS GOING INTO THE REST OF THIS YEAR AND GOING INTO NEXT YEAR.

>> AS WE WILL PLAN TO GO THROUGH THE PROCESS PART OF WHAT SHE LEFT WAS LEADING THIS TOWARDS US TO IDENTIFY SOME COMMON [INAUDIBLE] IN THE AREAS OF STRATEGIC DIRECTION AND WHAT THE PROCESS ROAD [INAUDIBLE].

THE IDEA THAT [INAUDIBLE] THAT REALLY WAS RESONATING WITH OUR PARENTS, OUR TEACHERS, OUR STUDENTS.

BUT THE IDEA OF CONTINUING TO DEVELOP THAT LEARNER.

MRS. [INAUDIBLE] WAS JUST TALKING ABOUT THE LEARNING ORGANIZATION, AND IN ORDER TO REALLY FOR US TO FILL THIS FUTURE READ PROFILE FOR US ORGANIZATIONAL AND TO DO THAT, WE KNOW WE'RE GOING TO HAVE TO BECOME A DIFFERENT ORGANIZATION IN TERMS OF HOW WE WORK TOGETHER, HOW WE RESPOND TO STUDENTS.

ONE OF THE PRIMARY RESEARCHERS, AUTHORS, THAT IS PETERSON HE HAS DONE A LOT OF WORK AROUND THE IDEAS OF EFFECTIVE ORGANIZATIONS HAVING THAT COMMON VISION, THAT SHARED LEADERSHIP, THAT SHARED OWNERSHIP, COLLABORATION, SHARING THE LEARNING TOGETHER.

WE'VE BEEN WORKING ORGANIZATIONALLY TO ADOPT THAT CENTRAL OFFICE HOW TO ORGANIZE YOURSELVES.

EVERYTHING THROUGHOUT THE STAKEHOLDER ENGAGEMENT, EVERYTHING FROM PARENTS TO STUDENTS, TEACHERS, JUST THAT ACTIVE, ENGAGED AS PART OF WHAT MAKES PRESCHOOL STUDENTS.

THOSE WERE THE THREE GOOD THEMES THAT WE'RE EMERGING THAT TOP.

BUT ALSO LIKE WE SAID, WE WANTED TO INTEGRATE THE CATEGORIES WITH THAT.

TO REVIEW A LITTLE BIT ABOUT COMMUNICATION ACCOUNTABILITY IS GOING TO [INAUDIBLE].

>> I LOVE THIS GRAPHIC THAT'S NOT UP THERE.

THERE IT IS [LAUGHTER].

FOR A TRADITIONAL ACCOUNTABILITY.

WE STARTED WITH THE GOVERNMENT NEED AND THAT WAS THE DRIVING FORCE BEHIND HOW SCHOOLS OPERATED WITH A COMMUNITY-BASED ACCOUNTABILITY GRAPHIC.

IF IT'S THE STUDENT, HE'S ON TOP AND THAT'S THE DRIVING FORCE BEHIND ALL THE NEEDS ON OUR CAMPUS.

OUR STUDENTS' NEEDS HAVE CHANGED, HOW THEY THINK, HOW THEY'RE GROWING UP IN A DIFFERENT WORLD TODAY.

THE EXPECTATIONS OF OUR STUDENTS AND THE EXPECTATIONS OF OUR JOB FORCE LOOKS LIKE IN THE FUTURE.

ALL OF THOSE THINGS ARE WORKING TOGETHER, THEY'RE DRIVING HOW SCHOOL LOOKS DIFFERENT THAT'S OUR INSTRUCTION.

HOW THINGS ARE COMING OUT OF THE CLASSROOM, HOW THEY ARE DESIGNING THOSE LEARNING EXPERIENCES, HOW WE RUN OUR SCHOOLS IN DEFINING INTERVALS.

GOING BACK TO THE IMAGES OF THE SCHOOL, IT'S CONNECTING IT ALL TOGETHER.

IF WE WANT TO BE ACCOUNTABLE TO THE THINGS THAT WE KNOW ARE NEEDED FOR OUR KIDS, THE DRIVING FORCE FOR OUR KIDS.

THE COMMUNITY BASED ACCOUNTABILITY SYSTEM SETS US UP FOR SUCCESS FOR THAT BECAUSE IT'S NOT JUST CONTENT SPECIFIC, IT'S NOT JUST RELATED TO THE STAR TEST.

IT'S THAT PLUS, IT'S PLUS ALL THESE OTHER THINGS THAT WE KNOW OUR STUDENTS NEED TODAY.

WHAT YOU'VE HEARD EARLIER, RESTORATIVE PRACTICES AND PBIS WITH TEACHING FUTURE READY SKILLS IN THE CLASSROOM.

PUTTING STUDENTS IN REAL WORLD EXPERIENCES SO THEY CAN DEVELOP THOSE CONVERSATIONS WITH ADULTS, AND WITH EACH OTHER AND MAKE CONNECTIONS IN LIFE WITH THEIR CONTENT IN CLASS.

THE COMMUNITY-BASED ACCOUNTABILITY SYSTEM, IT HELPS US ANSWER THIS QUESTION TO WHOM ARE WE ACCOUNTABLE JUST TO OUR STUDENTS INSTEAD OF JUST TO THE GOVERNMENT WHICH WE ARE.

BUT THEY'RE NOT THE DRIVING FORCE FOR ALL THE CHANGES IN THE NEEDS WITHIN OUR SCHOOL.

I WON'T READ THROUGH ALL OF THESE HERE, BUT THESE ARE JUST SOME ADDITIONAL POINTS AND WHY COMMUNITY-BASED ACCOUNTABILITY DEFINITELY THE COMPLEXITY OF WHAT HAPPENS IN SCHOOL CAN'T BE REDUCED TO A SINGLE MARK ON THE TEST.

I THINK THAT'S THE HIGHLIGHT OF PROBABLY YOUR BIG TAKEAWAY FROM ALL OF THIS.

INSTRUCTION LOOKS DIFFERENT, SCHOOLS LOOK A LITTLE DIFFERENT, JUST MORE UP-TO-DATE BASED ON OUR STUDENTS NEEDS THEREFORE,

[01:10:01]

>> WE WERE ROCKING AND ROLLING AND FOUND THE PLAY BOOK AND HERE WE GO, SAID A HARD TIME THAT IT COULD BE MORE PREVALENT WITH THE DISTRICT AS [INAUDIBLE] FOLLOWS.

WE SPENT SIGNIFICANT TIME REACTING TO THAT AND MAKING CERTAIN THAT WE WERE MEETING THE NEEDS OF OUR STUDENTS TROUGH THAT PANDEMIC [NOISE].

BUT WE REALLY HAVE TO THINK EVERYTHING FROM THE CBS WAS JUST PUT ON HOLD TO PROBABLY ABOUT MID SEMESTER IN THE FALL OF 2020.

[NOISE] AND AFTER ALL, [INAUDIBLE] PROBABLY DO ON OCCASION CHALLENGE A LITTLE BIT TO ACCOUNT FOR THINKING ABOUT WHAT REBALANCING DISTRICT IS.

WE'VE GOT THIS FEATURE READY.

IT'S REALLY IMPORTANT TO US WHERE WE ON THAT, WHERE WE ARE AT WITH CBAS, WE'VE GOT TO GET BACK TO THAT.

I THOUGHT I'D NEVER SAID THAT COVID WAS A BIT OF A BLESSING, BUT IT DID GIVE US TIME TO SIT BACK AND LOOK AT WHERE WE'D GONE, WHAT WE HAD DONE, CHALLENGE OUR BELIEFS AND CHALLENGE THE WAY WE'VE BEEN DOING IT.

IT'S IMPORTANT TO REMEMBER AT THIS TIME WITH [INAUDIBLE] ACCOUNTABILITY SYSTEM WAS REALLY STILL FOR CASES STILL MORE OF A THEORY.

THERE'S SOME PHILOSOPHIES AND THINGS ABOUT IT, REALLY DONE IT ALL THE WAY.

WE WERE FOLLOWING THIS PLAYBOOK.

WE GOT A CHANCE TO REALLY SIT BACK AND THINK ABOUT WHAT WAS IMPORTANT TO US.

WHAT I'LL TELL YOU IS THAT A COUPLE OF THINGS HAPPENED DURING THIS TIME PERIOD.

AS AN IST, AS THE DISTRICT CHIEF OFFICERS, DIRECTORS GOT TOGETHER AND STARTED THINKING ABOUT WHAT WAS REALLY IMPORTANT TO US, WE LEARNED A LOT FROM THESE PROCESSES.

THESE WERE THE ORIGINAL [INAUDIBLE] [NOISE].

WE'RE SUPPOSED TO REPORT OUT ON THESE THINGS.

WHAT STARTED TO COME UNDER SOME DISCUSSION THAT THESE WERE A LITTLE SILENT.

THESE WERE ALLOWING DEPARTMENTS TO MAKE SOME GAINS, BUT REALLY IT WASN'T AN ORGANIZATION THAT WE NEEDED TO BE. WE NEEDED SOME INTERCONNECTIVITY.

AT THE SAME TIME, WE WERE HAVING DISCUSSIONS ABOUT FUTURE LEARNING AND ALL THE THINGS THAT WE WERE DOING IN FRISCO ISD TO MAKE CERTAIN THAT WE WERE DEVELOPING AND GROWING.

IT WAS ALL OF THIS STUFF YOU WERE DOING.

WE'LL JUST SLIDE TO THAT A LITTLE BIT LATER, BUT IT JUST TRIES TO SHOW A LITTLE BIT OF THAT.

BUT WE GOT A GROUP OF REALLY SMART PEOPLE TOGETHER AND STARTED THINKING ABOUT HOW CAN WE SHOW WHAT'S IMPORTANT TO THOSE OF US IN FRISCO ISD.

WE STARTED TO TOY WITH A COUPLE OF THINGS, LANDED ON AND EVENTUALLY BECAME HIS FUTURE READING LEARNER FOCUSED HERE.

THESE ARE THE THINGS THAT WE CAN DO AS A DISTRICT TO SUPPORT [INAUDIBLE],.

MAKE SURE IT HAPPENS, AND VERY QUICKLY STARTED TO FIGURE OUT THAT EVERY DEPARTMENT COULD BE RESPONSIBLE FOR EVERYTHING THAT'S IN EVERY CAMPUS SO THAT LEARNING ORGANIZATION WE ACTUALLY HAVE A CHANCE TO LIVE IT.. WHAT I'LL SAY IS THAT IT'S A PERFECT STORM IF YOU WILL, IT CAME TOGETHER AND HELP FACILITATE THIS CHANGE FROM THESE ORIGINAL PILLARS, WHICH WE'RE GOING TO REPORT OUT, TO IF WE HAD THE STRATEGIC DIRECTION.

FOCUS HERE IS REALLY IMPORTANT.

WE CAN REPORT OUT ON THESE THINGS.

WE SAW A LOT OF CONTINUITY, A LOT OF INTER-CONNECTIVITY, AND SO YOU'VE SEEN THIS GRAPHIC.

PROBABLY FIRST-TIME YOU SAW THIS WAS AT SUMMIT.

I GIVE COMMUNICATIONS TEAM A SHOUT OUT FOR THIS.

I CAN'T TELL YOU HOW IMPRESSED I WAS WORKING WITH IST CHIEF OFFICERS, DIRECTORS, FEATURING STAFF COMMITTEES, PRINCIPLES TO REALLY COME TOGETHER AND WHAT DOES EVERYBODY NEED TO MAKE CERTAIN SUPPORT THE DEVELOPMENT AND CREATION OF FUTURE.

THE MERGE BETWEEN VIRTUAL LEARNING AND CANVAS SYSTEM JUST CAME NATURAL TO US, AND EVERYTHING JUST STARTED TO FALL INTO PLACE WITH WHAT WE WERE THINKING AND WHAT WE WERE TALKING ABOUT, HOW WE FELT LIKE WE COULD SUPPORT THIS.

THIS IS PROBABLY FALL OF '20, SPRING EARLY '21 AND WE STARTED HAVING A REALLY SOLID CONVERSATIONS WITH A LOT OF PEOPLE, A LOT OF STAKEHOLDERS.

YOU'VE GOT THIS DOCUMENT.

WE'LL GO BACK TO THIS A COUPLE OF TIMES.

THIS IS INTENDED TO BE A ONE-PAGER OF THE BIG COMPONENTS OF ACCUMULATED CALENDAR SYSTEM.

A LOT OF THIS STUFF YOU'VE SEEN IT BEFORE, BUT SOME OF IT'S CHANGED.

WHAT I'M ABOUT TO SHOW YOU IS THAT THESE ARE THE THREE AREAS OF STRATEGIC VISION FOR FRISCO ISD THAT CAME STRAIGHT OUT OF THE [INAUDIBLE].

[NOISE] THIS IS WHAT'S IMPORTANT TO OUR COMMUNITY.

THEN AN OPPORTUNITY TO THINK THROUGH THESE FOCUS AREAS,

[01:15:01]

BUT THESE ARE THE FOCUS AREAS.

THESE ARE HOW WE WOULD REPORT OUT HOW WE'VE SUCCESSFUL.

THIS IS OUR ACCOUNTABILITY.

WHAT I'LL TELL YOU IS, I KEEP TALKING ABOUT THE ISD, CHIEF OFFICERS, THE DIRECTORS, STAFF COMMITTEE, ALL THOSE PEOPLE GOT TOGETHER AND WE GOT THE DEFINITIONS, CHARACTERISTICS AND KEY QUESTIONS THAT WERE DEVELOPED TO HELP SUPPORT OUR CAMPUSES.

THOSE ARE FOR ALL DISTRICT WIDE ACROSS THE BOARD.

WE'RE TALKING ABOUT THE SAME THING.

IF YOU WOULD ASK ANYBODY WHAT STRATEGIC [INAUDIBLE] LEADERSHIP IS, WE'VE GOT A DEFINITION, WE'VE GOT SOME SHARED TERMINOLOGY, SOME SHARED CHARACTERISTICS THERE.

THE OTHER PIECES, AND WE'VE TALKED ABOUT THIS BEFORE, WE HAVE THIS ACCOUNTABILITY AGENT.

IT'S GREAT TO HAVE SOME FOCUS AREAS.

WHAT WE NEED TO MAKE SURE WE DO IS EQUIP THE CAMPUSES WITH THE SUPPORT, DEPARTMENTS WITH SUPPORT TO MAKE SURE WE CAN CARRY THESE OUT.

WE NEED TO WORK ON HOW DO WE DO THAT AND THIS IS EMBEDDED WITH TOP LEVEL OF LEARNING.

THERE IS A LOT OF CONTINUOUS QUESTIONING TO MAKE CERTAIN THAT WE'RE NOT STAGNANT.

SOMETIMES IN OUR BUSINESS WE TEND TO DO THE SAME THING OVER AND OVER AGAIN, LOUDER AND SLOWER THAN NEXT TIME [LAUGHTER].

THIS LOGICAL WILL CHALLENGE US NOT TO DO THAT AND THIS IS SOMETHING THAT WE ALL TALKED ABOUT.

I DO KNOW THAT LAST [INAUDIBLE] CHANCE TO VISIT WITH YOU ALL, YOU-ALL WERE VERY EXCITED ABOUT THE SIGNAL CHARGE.

WE HAVE CAMPUSES GO THROUGH ALL THIS WORK.

AT SOME POINT THEY SAY, HERE'S HOW WE'RE DOING.

HERE'S THE HELP WE MIGHT NEED.

WE'VE BEEN ABLE TO PUT A WHOLE BUNCH OF DOTS TOGETHER, WE'RE GOING TO SHARE SOME STUFF WITH YOU IN A MINUTE TO SHOW YOU WHAT WE'VE GOT GOING ON RIGHT NOW.

WHAT I'LL TELL YOU IT IS, I DON'T BELIEVE IN GETTING ANOTHER [INAUDIBLE].

I DON'T THINK THERE'S ANOTHER DISTRICT ACROSS THE STATE THAT ACTUALLY HAS INPUT AND IMPLEMENT CBAS WITH FIDELITY ACROSS THE BOARD IN ITS ENTIRETY.

WHAT THEY'VE DONE IS PILOT A COUPLE OF PIECES HERE AND THERE.

WE'VE BEEN ABLE TO WITH THE SUPPORT OF EVERYBODY IN THIS ROOM AND A LOT OF OTHER PEOPLE TO CARRY THIS OUT AND OUR PRINCIPALS HAVE GRABBED ONTO IT AND WE'RE REALLY NOTICING SOME REALLY GOOD CONVERSATIONS AND RESULTS COMING OUT RIGHT NOW.

I WANT TO TALK FOR A MINUTE ABOUT THE FOCUS AREAS AND KEY QUESTIONS.

THAT'S ANOTHER HAND OUT YOU'VE GOT AT YOUR TABLE.

LOOKS A LITTLE LIKE THIS.

THERE'S TWO SIDES OF THAT.

THERE'S THE DEFINITIONS AND CHARACTERISTICS.

BUT WHAT THE INTENT OF THESE KEY QUESTIONS IS TO REALLY SPELL OUT HOW WE'RE ACCOUNTABLE FOR THE THINGS INSIDE THIS FOCUS AREAS.

THERE'S A FEW QUESTIONS, BUT WE'RE NOT ASKING ANYBODY TO DO ALL THESE.

WE'RE NOT ASKING ANYBODY TO COVER ALL OF THESE FOCUS AREAS.

WE'VE ASKED THE CAMPUS GO BACK AND LOOK AND DETERMINE, DO A COUPLE OF FOCUS AREAS WHERE YOU FEEL STRONGLY.

YOU'VE GOT SOME DATA TO SUPPORT YOU TO WORK ON THAT.

FURTHER, WE'RE GOING TO ASK YOU TO ANSWER THESE QUESTIONS.

THESE QUESTIONS ARE DESIGNED TO BE SOMEWHAT GENERIC, SOMEWHAT VAGUE TO ALLOW THE CAMPUSES TO BE ABLE TO FOCUS ON THEIR NEEDS.

BUT THEY ARE WHAT REALLY MAKES THIS CBS SYSTEM COME ALIVE FOR THEIR CAMPUS AND FOR THEIR COMMUNITY.

WE KNOW THAT THE OTHER THING THAT SAYS FOR US AT CENTRAL OFFICE IS IT TELLS US HOW WE CAN SUPPORT OUR CAMPUSES.

WE'RE ALL SPEAKING THE SAME LANGUAGE.

WE'RE ASKING THE SAME QUESTION ACROSS THE DISTRICT, WE HAVE THE SAME FOCUS HERE.

THERE'S SO MUCH CONSISTENCY SO THAT AT A DROP OF THE HAT WE KNOW WHAT WE CAN DO TO HELP SUPPORT THE CAMPUSES.

WE'RE GOING TO CONTINUE TO LOOK AT THESE QUESTIONS EVERY TIME WE HAVE A CONVERSATION ON CAMPUSES, BUT I WILL TELL YOU THAT THESE ARE UNIFORM ACROSS THE DISTRICT.

THAT IS SOMETHING THAT'S A LITTLE BIT OF A CHANGE FROM THE ORIGINAL CBS SYSTEM.

WE FELT LIKE AS A SYSTEM MOTIVATION, THIS IS A KEY CHARACTERISTIC OF BEING [INAUDIBLE].

I'M GOING TO TALK TO YOU ABOUT THE ACCOUNTABILITY,MEASURE.

>> ONCE WE HAD THE THEME QUESTIONS IN PLACE AND DR. CALLAGHAN HAD MENTIONED, THESE ARE THE BACKBONE OF THE WORK THAT WE DO THROUGHOUT THE DISTRICT.

AS WE'VE TALKED TO YOU ABOUT STUDENT PERFORMANCE RESULTS FOR THE [NOISE] FOUR CATEGORIES IN THAT SENSE.

BUT AS STEPHANIE CODES AND STUDENTS SERVICES REPRESENTING, THERE'S A LOT OF GREAT WORK GOING ON IN OUR SCHOOLS THAT HAVE NOTHING TO DO WITH THE TEST SCORE.

SINCE THESE TWO QUESTIONS ARE A WAY TO REPRESENT THE COMPLEXITY OF THE WORK THAT HAPPENS WITHIN THE SCHOOL.

ONE OF THE TOOLS THAT WE HAVE WITHIN THE CBS FRAMEWORK, COLOR ACCOUNTABILITY ENGINE, AND REALLY WHAT IT IS, JUST A MENTAL MODEL.

IT HAS TWO DIFFERENT PURPOSES FOR US.

THIS SUMMER, OUR PRINCIPALS AT THE RETREAT BASICALLY,

[01:20:07]

THEY REALLY WANTED TO DIVE DEEP IN THIS YEAR AS A CAMPUS.

THE PRINCIPALS OF CAMPUS TEAMS THAT WENT BACK AND REVIEWED EVERYTHING.

THEY CAME BACK AND THEY DECIDED ON A COUPLE OF KEY QUESTIONS BUT THE PRINCIPALS, THEY DIDN'T ALL HAVE TO HAVE THE SAME KEY QUESTIONS.

THEY ALLOWED FOR AUTONOMY BASED UPON CAMPUS NEEDS.

CATEGORY, BASICALLY DOES THIS.

IT GOES THROUGH IT.

IT'S JUST A MENTAL MODEL THAT GUIDES US THROUGH PRETTY COMMON VOCABULARY.

AS WE APPROACH CHANGE, WE HAVE SOME COMMON VOCABULARY.

THE KEY QUESTION IS, WHAT ARE WE WORKING TOWARDS? THE SYSTEM RESPONSE HAS THE CHANCES TO LOOK AT, WHEN WE NEED EQUIPMENT PLACED TO SUPPORT THIS INITIATIVE, THIS IDEA, EVIDENCE IS WHY ARE WE GOING TO LOOK AT FOR SUCCESS? ONCE, WE HAVE THIS IN PLACE, HOW WILL WE KNOW WHAT'S WORKING, WHAT'S OUR FORM? HOW WOULD WE KNOW IT'S WORKING? AND THEN FINALLY, THE DECISION AND CHANGE.

FOR OUR PRINCIPALS, ONE OF THE THINGS THAT THIS ALLOWS US TO DO OTHER THAN A COMMON LANGUAGE IS DURING PRINCIPAL MEETINGS THIS YEAR, WE WERE ABLE TO GET PRINCIPALS TOGETHER AND SAYING, OKAY, WHO'S WORKING ON WHATEVER KEY QUESTION.

THEY WERE ABLE TO GET TOGETHER AND SAY, OKAY, WE ARE ALL WORKING ON THE SAME KEY QUESTION, BUT THEY'VE GOT TO DISCUSS AS A CAMPUS, HOW THEY WERE APPROACHING THAT.

IT REALLY PROVIDED A LOT THAT SHARED LEARNING AND THAT COLLABORATION INDIVIDUALIZED TO WHAT THE CAMPUS REALLY NEEDS.

THE CAMPUSES ARE DRIVING THE WORK SO A LOT OF THIS DEVELOPING SHARED VISION, WE HAD THE KEY QUESTIONS IN COMMON, BUT THEN THE CAMPUSES CAN RESPOND INDIVIDUALLY TO HOW THEY APPROACH THAT CONCLUSION.

>> THEN AS DR. PENNY HAD MENTIONED THE SECOND PIECE TO THE ACCOUNTABILITY AND THIS MENTAL MODEL THAT CONTINUALLY CHALLENGES US TO LOOK AT AND REVIEW THE WAY WE DO OUR WORK.

WE DO THIS BOTH THROUGH OUT LIKE ONGOING THROUGHOUT THE YEAR, BUT PARTICULARLY ALSO AT THE END OF THE YEAR WHEN WE GO THROUGH THAT COMPREHENSIVE DUES ANALYSIS, LOOKING, WHEN WE GO INTO THIS NEXT YEAR, DO WE NEED TO LOOK AT DIFFERENT EVIDENCE? DO WE NEED TO PUT DIFFERENT SYSTEMS IN PLACE? IT'S THAT CONTINUAL STRAPPING ON THE SWORD TO IMPROVE OUR PRACTICES.

THE NEXT PIECE YOU WANTED, ONCE PRINCIPALS OF THE 17 KEY QUESTIONS YOU HAVE ON THAT CHART IN FRONT OF YOU.

ONCE THE CAMPUS TEAM QUARTER REVIEW THAT, THEY'LL IDENTIFY FOR EACH KEY QUESTION, THEY'RE GOING TO DETERMINE THEIR RELATIONSHIP TO THAT KEY QUESTION.

THEY ARE GOING TO DETERMINE, THAT KEY QUESTIONS IS GOING TO BE A MAJOR CHANGE FOR US THIS YEAR, MEANING THAT WE'RE GOING TO REQUIRE PROFESSIONAL LEARNING, PROFESSIONAL DEVELOPMENT, MAYBE THERE'S FUNDS AND RESOURCES THAT NEED TO BE INVOLVED OR MAYBE IT'S A MINOR CHANGE THAT HAD ALREADY BEEN WORKING ON IT A LITTLE BIT.

THEY HAD SOME THINGS IN PLACE BUT IT'S AN AREA OF EMPHASIS OR THE THIRD OPTION WAS THEY'RE GOING TO MAINTAIN WHAT THEY'RE CURRENTLY DOING BUT THEY MAY HAVE A GROUP RESEARCH THAT THEY'RE CONSIDERING SOMETHING, THAT IT MAY BE A CHANGE COMING UP TO THEM IN THE FUTURE, BOARDS ARE GOING TO CONTINUE DOING WHAT THEY'RE CURRENTLY DOING.

IT DOESN'T MEAN THEY'RE NOT DOING ANYTHING AT ALL.

IT'S JUST THEY'RE NOT MAKING ANY NEW STRATEGIC CHANGES.

AT THE START OF YEAR, CAMPUSES WERE TO PICK THREE OR FOUR AREAS THAT WOULD BE A MAJOR OR MINOR CHANGE.

ALSO THAT WAS ONE OF THE MOST DIFFICULT PARTS FOR THE PRINCIPALS BECAUSE IN PAST OUR TRADITIONAL DISTRICT AND CAMPUS IMPROVEMENT PLANS, PRINCIPALS WRITING THESE BOLD STATEMENTS OUT FOR EVERY SINGLE ITEM AND IF YOU'VE SEEN OUR OLD IMPROVEMENT PLANS, WE WOULD GET 15-20 PAGES LONG OR PRINCIPALS WE'VE BEEN WRITING ALL OF THIS STUFF DOWN.

WHEREAS THE SHIFT AND THE CHANGE WAS PICKED THREE OR FOUR BECAUSE THAT'S WHAT RESEARCH SHOWS US THROUGH ANYTHING MORE THAN THREE OR FOUR, YOU ACTUALLY START GETTING NEGATIVE EFFECTS.

LET'S PICK THREE OR FOUR THINGS THAT WE'RE REALLY GOING TO FOCUS ON AS A CAMPUS.

THEY WOULD ON THEIR SIGNALING TRY, THEY WOULD SIGNAL MAJOR CHANGE OR MONITORING AND THAT

[01:25:01]

THEN THE SECOND TIME THAT SIGNAL IS THE MONITORING.

FOR THOSE THREE OR FOUR KEY QUESTIONS, THROUGHOUT THE YEAR THEY COME BACK AND RIGHT NOW WE'RE HAVING TO DO IT JUST TWICE THIS YEAR.

NORMALLY THERE WILL BE THREE TIMES THROUGHOUT THE YEAR WHERE IT GOES MAJOR OR MINOR CHANGES, THEY SIGNAL IF YOU'RE ON TRACK OR NEED TO MAKE ADJUSTMENTS, SUPPORT REQUESTED AND MAYBE THEY NEEDED SOME FOR RESOURCES FROM CENTRAL OFFICE, WHATEVER THAT MAY BE.

IT COULD BE A CRISIS, WATER PIPES BURST, IN SCHOOL OR WHEREVER, OR MAYBE THE FACT WAS ACHIEVED WHATEVER THEY WERE WORKING TOWARDS THAT THEY REACH OUT FOR IT.

THOSE ARE THE SIGNALS THAT THEY MAKE THROUGHOUT THE YEAR.

>> WE'RE WORKING ON A DASHBOARD FOR YOU ALL AND I'LL LINK IT RIGHT AT THE TOP WHERE I'VE LINKED TO OTHER DASHBOARD ON HOME-BASE.

YOU CAN JUST HIT THE LINK AND DEBBIE, I WILL SYNC YOU BACK TO THAT.

BIG FAT DOCUMENT, GARY WAS TALKING ABOUT AND THEY REMEMBER HOW THEY WERE LIKE GREEN, YELLOW, RED AND IF IT WAS RED, EVERYBODY GOT STRESSED OUT AND UPTIGHT ABOUT IT BECAUSE IT WAS RED.

ONE OF THE THINGS WHEN YOU GUYS GET YOUR DASHBOARD AND IT LOOKS LIKE THIS AT FIRST BLUSH, YOU'LL SEE IT'S MORE ABOUT JUST THOSE LEVELS OF SATURATION BECAUSE THERE IS NO GOOD AND BAD, RIGHT? THEY'VE JUST CHOSEN THESE THINGS TO BE THEIR MAJOR CHANGE OR MINOR CHANGE AND SO AS WE'RE WORKING ON THEM, WE'LL START WITH YOU GUYS ON THAT COMMUNITY-BASED VIEW AND WHAT THAT LOOKS LIKE.

IT WAS REALLY IMPORTANT TO THEM THAT THE RED AND YELLOW AND GREEN THING GO AWAY BECAUSE PEOPLE SO OFTEN JUMP TO, OH, THAT'S GOOD OR OKAY OR BAD.

>> NOW IT'S JUST CALMING SHADES OF BLUE.

>> YES. [NOISE] SATURATION.

IT WILL LOOK LIKE THIS FOR YOU WHEN IT'S ALL DONE.

THE FIRST PART OF IT IS DONE.

I FELT REALLY GOOD ABOUT IT, AND THEN YOU JUST STARTED SIGNALING IN HERE, AND I'M NOT HAPPY WITH THE WAY IT LOOKS BECAUSE I THINK WE JUST SIGNALED IN THERE LAST WEEK AT A PRINCIPAL MEETING.

WHEN I GET ALL HOW IT WILL MAKE SENSE TO YOU, WHATEVER YOU GUYS WANT TO DO, I CAN EITHER WRITE ABOUT IT AND THEN JUST PUT THE LINK FOR YOU OR WE CAN GO OVER IN REAL LIFE IN YOUR NEXT BOARD WORKSHOP.

PROBABLY, I WON'T TAKE FIVE MINUTES OR I CAN DO BOTH.

I CAN GIVE IT TO YOU AND THEN IF YOU ALL WANT AN ITEM DURING THE NEXT BOARD WORKSHOP, WE CAN LOOK AT IT IF YOU HAVE QUESTIONS OR DO IT OFF.

YOU CAN TEXT ME, WHENEVER.

THAT'S WHAT IT'S GOING TO LOOK LIKE, AND IT'S JUST THE BEGINNING.

EVEN THOUGH THEY'RE NOT GOING TO HAVE ANYTHING THIS YEAR TO PUT FOR THEIR SCHOOL COMMUNITY, WE THOUGHT YOU GUYS WERE GOOD TO START WITH FOR THE COMMUNITY VIEWABLE OF THIS, BECAUSE IT IS COMMUNITY-BASED ACCOUNTABILITY SYSTEM.

THE QUESTIONS IN ALL OF THAT CAME FROM THE COMMUNITY IN THE VERY BEGINNING WHAT GARY LANDA WENT OVER.

YOU CAN GIVE A LITTLE FEEDBACK HERE AND THERE TOO WHAT YOU THINK ABOUT, HOW WE SHOULD PUT IT OUT TO THEIR OWN PEOPLE, AND HOW MUCH BECAUSE [INAUDIBLE] SETUP THAT TOO.

WILL THERE BE ONE OF THOSE BREACH CAMPUS? YES.

WELL, THIS HAS A WAY THAT YOU CAN LINK OUT.

YEAH, WE CAN TALK ABOUT THAT.

HOW FAR DOWN YOU WANT TO CLICK AND GO AND SEE.

NOW EACH CAMPUS, IT'S LIKE HOTLINKS, JOHN, LIKE YOU'RE LINKING.

YOU WON'T HAVE A SEPARATE LINK FOR EACH CAMPUS, BUT YOU'LL BE ABLE TO HOVER AND CLICK AND LOOK AT EACH CAMPUS, ON WHAT THEY CHOSE AS THEIR MAJOR CHANGE AND HOW THEY SIGNAL IT.

WILL YOU BE ABLE TO SEE WHICH KEY QUESTIONS EACH OF THEM. [OVERLAPPING] YEAH, AND HOW MANY PEOPLE.

IF YOU HOVERED ON IT, SEE HOW THIS IS REAL DARK COMMENTATES CURRENT EFFORTS, AND THEY TALKED ABOUT THIS.

THIS MEANS BECAUSE MOST PEOPLE, THE DARKER IT GETS IS THE MORE.

WE WANTED TO SEE THIS.

THEY HAD TO REALLY FIGHT THEM TO MAKE SURE THEY DIDN'T PICK A JULIAN THINGS BECAUSE EVERYBODY WANTED TO MAKE A MAJOR CHANGE AND EVERYTHING.

YOU'LL SEE FOR THE MOST PART THEY MAINTAINED, RIGHT?

[01:30:04]

YOU WOULD BE ABLE TO SEE WELL FOR LEARNER-CENTERED ENVIRONMENT, I HOVERED HERE AND 10 PEOPLE CHOSE THAT AS THEIR MAJOR CHANGE OR THEY CHOSE THAT TO MAINTAIN, CONSIDER MAYBE ONLY ONE IT'S WANTED.

IT'S NOT IN THIS PRESENTATION.

DO A LOT OF THEM HAVE MORE THAN JUST ONE MAJOR CHANGE? I FEEL LIKE THAT WOULD BE A LITTLE BIT OVERWHELMING [OVERLAPPING] THREE WAS WHAT WE TRIED TO CATEGORIZE AND THAT WAS WHAT PEOPLE STRUGGLED WITH BECAUSE THEY WANTED TO SAY EVERYTHING WAS A MAJOR CHANGE [OVERLAPPING] [INAUDIBLE] AMOUNT OF THAT. THEY WANTED WAY TOO MUCH.

WHAT THIS ALLOWED US TO DO, ONCE WE HAVE THIS, WE CAN SEE WE HAVE OUR 72 CAMPUSES.

WE HAD 10 REALLY FOCUSING IN ON SOME TWO QUESTIONS HERE.

OR WE HAVE 30 CAMPUSES THAT ARE MAKING MAJOR, MINOR CHANGE RELATED TO INSTRUCTION, SO WHAT HAS LED US DO IS THAT SIMPLE OFFICE INSTEAD, CENTRAL OFFICE CREATING THE PLAN AND THEN CAMPUS IS FIGURING OUT WHAT THEY'RE GOING TO DO, HOW THEY'RE GOING TO INTERACT WITH THE PLAN.

THE IMPROVEMENT PLAN IS BASICALLY WHAT THEY'RE DOING, THEY'RE DETERMINING WHERE THE FOCUS AREAS ARE SO THAT CENTRAL OFFICE NOW, WE'RE LOOKING AT HOW DO WE SUPPORT THE CAMPUSES BASED UPON THE PRIORITIES THAT THEY CHOSE, SO IT'S A FLIP OF THE IMPROVEMENT PLANNING PROCESS LIKE AMANDA SHOWED YOU WITH THE FLIP OF THE GOVERNMENT VERSUS STUDENTS, WHERE CAMPUSES ARE NOW DRIVING THE IMPROVEMENT PLANNING PROCESS AND CENTRAL OFFICE IS ABLE TO FIGURE OUT TO SUPPORT CAMPUSES WITH THESE DIFFERENT KEY QUESTIONS, SO THIS IS A COMMUNICATION TOOL [OVERLAPPING] [INAUDIBLE] NOT VERY MANY PEOPLE PICKED A MAJOR CHANGE ON LEARNER-CENTERED ENVIRONMENT COMPARED TO THE WHOLE. I DON'T KNOW.

THERE'S PROBABLY FOUR CAMPUSES IN THERE, BUT CERTAINLY, THAT TRIGGERS TO OUR PROFESSIONAL LEARNING DEPARTMENT.

THAT'S PROBABLY NOT GOING TO BE WHERE WE SEND A WHOLE BUNCH OF RESOURCES FOR PROFESSIONAL LEARNING NEXT YEAR.

BUT EVEN THE MDS, THEY'RE ABLE TO GET THIS AND SEE JUST THEIR CAMPUSES.

THEN THEY EVEN KNOW FOR THEIR CAMPUSES WHAT RESOURCES AND WHO ELSE THEY MAY WANT TO TALK TO, TO START HELPING THEIR CAMPUSES OUT THAT REPORT TO THEM.

THIS IS A NICE LITTLE GLOBAL THING, JUST WHAT WE THOUGHT YOU ALL WOULD LIKE.

IT HAVE THE SIGNALING ALSO, AND IT'S JACKED UP RIGHT NOW.

I DON'T LIKE IT. I WANT TO WORK ON IT.

PROBABLY, IT WON'T TAKE VERY LONG.

I WANT TO WORK ON IT JUST A LITTLE BIT MORE AND TWEAK IT BEFORE WE GIVE IT TO YOU, BECAUSE IT'S NONSENSICAL TO ME RIGHT NOW.

BUT I THINK YOU'RE GOING TO LIKE IT.

IT'S JUST GOING TO GIVE YOU A NICE GLOBAL VIEW WITHOUT GETTING YOU TOO MUCH IN THE WEEDS IS WHAT IS CONFUSING.

WE'LL SEE WHAT YOU THINK ABOUT IT.

IT WORKS A LOT LIKE SOME OF THE OTHER VISUALS ON YOUR DASHBOARD THAT YOU ALREADY HAVE.

IT'S THE SAME TOOL DECISION THAT BUILT-IN.

AWESOME.

THE NICE THING ABOUT ALL THIS [INAUDIBLE] SAID IS THAT ABILITY TO GO IN AND DRILL DOWN EACH QUESTION WITH SOME EVIDENCE.

THEY SEEM IT'S JUST A RESPONSE BUT IT GIVES US A LOT OF DETAIL WE WOULD HELP SUPPORT.

RIGHT NOW, IF WE CAN GET A COLLEAGUES ALSO INTO CAMPUSES, THAT WOULD HELP, SO IT'S BEEN A LITTLE HELPFUL.

I MENTIONED A MINUTE AGO, THIS IS THE SIGNALING CHANGE HERE.

SOME OF THE THINGS THAT THEY'RE PUTTING IN AND HOW THEY'RE GETTING THERE IS ONE OF THE EXCITING THINGS THAT WE'VE TALKED ABOUT THIS INTERCONNECTIVITY.

THIS IS JUST A QUICK SNAPSHOT OF A FEW OF THE THINGS THAT WE'VE HAD GOING ON [INAUDIBLE] SOME OF THIS IS GOING ON FOR A WHILE, BUT THERE'S LOTS OF STUFF WITH SOCIAL-EMOTIONAL LEARNING.

THERE IS STUFF IN THERE ABOUT INSTRUCTIONAL TECHNOLOGY.

WE'VE GOT SOME STRATEGIC LEADERSHIP PIECES IN OWN SHARING ENVIRONMENT, TEACHING AND LEARNING.

THESE ARE ALL THINGS THAT ARE ALREADY HAPPENING THAT WE'RE ABLE TO SHOW THEM.

HEY, HERE ARE WAYS AND SYSTEM RESPONSES YOU'VE GOTTEN GOING ON, SO YOU DON'T ACTUALLY RECREATE THE WHEEL. IT WAS AN IDEA.

IT WAS TO HELP THE CAMPUSES [INAUDIBLE] GOING ON AND REALLY FOCUSING ON SUPPORT.

THEN ONE OF THE THINGS THAT YOU WILL END UP SEEING IS IN TERMS OF HOW WE'RE GOING TO BE ACCOUNTABLE TO OUR COMMUNITY.

THIS IS WHAT ACTUALLY COME OUT THERE.

IT'S ONE THING FOR YOU TO SAY YOU TRUST US AND GO THAT'S GOING WELL TO UNDERSTAND ENVIRONMENT. JUST TRUST US.

SOMEBODY IS GOING TO ASK ME FOR SOME DATA AND SOME EVIDENCE AND THIS IS JUST A SNAPSHOT OF SOME OF THE PIECES THAT WE'VE DEVELOPED THROUGH THIS YEAR. I SAY DEVELOP [INAUDIBLE]

[01:35:04]

WE CAN PROVIDE MULTIPLE [INAUDIBLE] AND DATA TALKING ABOUT STUDENT ACHIEVEMENT.

WE HAVE SOMETHING NOW THAT STARTS TO TRIANGULATE THE DATA AND PREFERENCE.

SOMETIMES THE DATA BY ITSELF CAN BE MISLEADING.

SOMETIMES THE PERCEPTION DATA OR SOME OF THE ANECDOTAL DATA THE TEACHER FEEDBACK A LOT OF THAT CAN BE REALLY IMPORTANT TO MAKING DECISIONS AS WELL.

THESE ARE JUST SOME EXAMPLES OF SOME OF THE DATA POINTS THAT CAMPUS PRINCIPAL WHO ARE LOOKING AT AND WORKING TO EXPAND, SO WHEN WE TELL THE STORY OF OUR SCHOOL THERE'S DIFFERENT FOCUS AREAS.

WHEN WE COMMUNICATE WITH OUR PUBLIC WE CAN SPEAK TO MORE THAN JUST THE STAR TEST.

PART OF THIS ALSO IS IDENTIFYING AN ACCOUNTABILITY FOR STUDENTS WHO WERE CELEBRATING AND RECOGNIZING THE MEASURES OF SUCCESS MORE GLOBALLY.

IF WE GO BACK TO A LOT OF THE THINGS THAT WE DID AT THE BEGINNING WITH ENGAGING THE COMMUNITY AND US GETTING FEEDBACK, IT WAS A LOT OF THIS TYPE OF STUFF THAT WAS REALLY REPRESENTED.

NOT MANY PEOPLE SAID THEY WANTED HIGHER TEST SCORES ON THE STAR TEST IN TERMS OF FURTHER [INAUDIBLE] THAT SAFETY AND THAT ENGAGEMENT, STUDENT OPPORTUNITIES, AND OPPORTUNITIES FOR PARENTS TO BE INVOLVED IN.

SOME OF THESE ARE SOME OF THE MEASURES CAMPUSES ARE WORKING TOWARDS TO BE ABLE TO REPORT OUT DIFFERENT WAYS THEY'RE GOING BACK AND FORTH.

[INAUDIBLE] SHARE WITH US A LITTLE BIT ABOUT INTERESTING [INAUDIBLE].

>> [NOISE] I'LL STAND UP SINCE YOU GUYS CAN'T SEE ME.

[LAUGHTER] YOU REMEMBER I SHOWED YOU THIS SLIDE AT THE BUDGET WORKSHOP? WE REALLY HAVE BEEN WORKING LATELY ON TIME TOGETHER, THE WORD WHEREVER THEY'VE BEEN DOING WITH THE FUTURE FRAMEWORK; THAT LITTLE CIRCLE WITH THE KID IN THE MIDDLE.

THEN THE COMMUNITY-BASED ACCOUNTABILITY SYSTEM, AND HOW CAN WE ADD IN THE FINANCE PIECE AND MAKE SURE THAT ALL OUR RESOURCES ARE ALIGNED WITH EVERYTHING ELSE [INAUDIBLE].

IF YOU REMEMBER AT THE BUDGET WORKSHOP I TALKED TO YOU ABOUT HOW WE'RE GOING TO PAUSE FOR THE NEXT YEAR AND NOT ADD A WHOLE BUNCH OF EXTRA STUFF SO THAT WE CAN TAKE STOCK OF WHERE WE'RE AT AND MAKE SURE THAT WE'RE DOCUMENTING ALIGNMENT WITH ALL OF OUR PRIORITIES? JUST WITHIN THE PAST FEW WEEKS WE'VE COME UP WITH THE MODEL THAT WE PLAN TO USE. IT LOOKS LIKE THIS.

IT'S CALLED THE HIERARCHY OF PURPOSE BECAUSE IT'S ADAPTED FROM A BUSINESS MODEL THAT BUSINESSES CAN USE TO HELP BASICALLY PRIORITIZE THE PROJECTS THAT THEY HAVE GOING ON AND MAKE SURE THAT THEY'RE BEING EFFICIENT WITH THEIR SPENDING AND PROFITABLE AND THAT THING.

WE TOOK THE HIERARCHY OF PURPOSE FROM THE BUSINESS [NOISE] MODEL AND REALIZED THAT WE ALREADY HAD FIVE PS; IT WAS PURPOSE, PRIORITIES, PROJECTS, PEOPLE, AND PERFORMANCE, LIKE RETURN INVESTMENT.

WE REALIZED THAT WE REALLY ALREADY HAVE ALL THOSE FIVE PS THROUGH THE COMMUNITY-BASED ACCOUNTABILITY SYSTEM, WE JUST NEED TO RENAME THEM.

FIRST GOES HIERARCHY OF PURPOSE.

EVERYTHING STARTS WITH THE MISSION AT THE TOP AND THEN WE'VE GOT OUR PRIORITIES [NOISE] FOR FUTURE [INAUDIBLE] AREAS AND THEN WE'VE GOT OUR SYSTEMS AND SYSTEM RESPONSES.

OUR SYSTEMS ARE THINGS THAT ARE GOING ALL THE TIME THAT JUST KEEP US RUNNING, AND OUR SYSTEM RESPONSES ARE THOSE AREAS WHERE WE'RE SIGNALING MAJOR OR MINOR CHANGES.

EACH ONE OF THOSE SYSTEMS REQUIRES A CERTAIN AMOUNT OF RESOURCES TO MAKE IT RUN; PEOPLE, MONEY, TIME, ENERGY, ALL THOSE THINGS.

THEN ANYTIME WE HAVE A SYSTEM RESPONSE TO A KEY QUESTION WHETHER WE'RE GOING TO MAKE A MAJOR CHANGE OR A MINOR CHANGE OR WHATEVER, IT MIGHT REQUIRE ADDITIONAL RESOURCES, EITHER TEMPORARILY OR FOR THE LONG-TERM.

WE CAN USE THIS MODEL OF DOCUMENTING, COMMUNICATING WHERE OUR RESOURCES ALIGN TO HELP US SHOW THE COMMUNITY VERY TRANSPARENTLY WHERE WE'RE PUTTING OUR RESOURCES, HOW DOES THAT ALIGN WITH OUR OVERALL GOALS, HOW DOES THAT ALIGN WITH ANY STRATEGIC CHANGES THAT WE'RE GOING THROUGH.

IT ALSO WILL HELP US BUILD OUR BUDGET IN THE FUTURE BECAUSE WE TALKED ABOUT AT OUR BUDGET WORKSHOP HOW THINGS ARE GETTING A LITTLE TIGHTER AS OUR GROWTH IS SLOWING DOWN.

WE HAVE TO MAKE SURE WE'RE REALLY BEING STRATEGIC ABOUT WHERE WE'RE PUTTING PEOPLE AND WHERE WE'RE PUTTING OUR [INAUDIBLE] NAME.

IF WE HAVE CAMPUSES TELLING US, THIS IS WHERE WE NEED HELP BECAUSE WE'RE MAKING A MAJOR CHANGE, THEN OUR BUDGET ADDITIONS DON'T HAVE TO BE ISD SITTING IN A ROOM AND COMING UP WITH, THIS IS WHAT WE THINK THE DISTRICT AS A WHOLE NEEDS.

[01:40:03]

WE CAN DECIDE WHETHER THEY'RE TEMPORARY OR LONG-TERM, AND THAT HELPS US BUILD OUR LONG-TERM FINANCIAL PLAN.

THEN EVIDENCE OF SUCCESS IS ONE OF THOSE PIECES OF COMMUNITY'S ACCOUNTABILITY WHICH IS REALLY A RETURN ON INVESTMENT.

WE'RE NEVER GOING TO SPEND MONEY WITHOUT EXPECTING TO GET SOMETHING OUT OF IT.

WE HAVE A RETURN ON INVESTMENT, WE JUST HAVEN'T BEEN IN THE HABIT OF CALCULATING IT.

THAT'S ONE OF THE THINGS THAT WE'RE WORKING ON AS WE GO IN AND DOCUMENT.

HOWEVER, RESOURCES ONLINE RIGHT NOW IS TO TRY AND DOCUMENT USING THOSE KEY QUESTIONS AND USING THOSE MEASURES OF SUCCESS THAT THEY'VE DONE THROUGH COMMUNITY RISK ACCOUNTABILITY TO TIE WHAT WE'RE SPENDING TO WHAT WE'RE GETTING OUT OF IT.

WE CAN DOCUMENT WHAT THE RETURN ON INVESTMENT IS FOR YOU GUYS.

THAT WILL TAKE A LITTLE WHILE TO DO.

>> THANK YOU.

WE'RE GOING TO CONTINUE THIS YEAR TO MONITOR PROGRESS.

[INAUDIBLE] THEN THERE'S A LITTLE SLOWER ON PURPOSE THAT WE'VE DONE.

THERE'S SIGNALING, EXERCISING AND DONE AS MUCH AS TO GIVE OUR CAMPUSES THE ABILITY TO CONTINUE THE [INAUDIBLE].

DR. HOW MENTIONED WITH FLIPPING THE DISTRICT RECRUIT PROCESS CAMPUS HEAD.

IN THE PAST WE TOLD THE CAMPUSES WE'RE TRYING TO FOCUS ON [INAUDIBLE] FOCUSED ON.

WE'RE CONTINUING TO LEARN ABOUT WHETHER SOURCES OF EVIDENCE HOW WE MIGHT IS IT THAT WE WERE ACCOUNTABLE, WHAT WE LEARNT SOMETHING NEW EVERY TIME IN A CONVERSATION YOU ARE [INAUDIBLE] WE'RE WORKING ON WAYS TO BE MOREOVER THAT COMMUNITY ENGAGEMENT ON BOTH CAMPUS LEVEL AND DISTRICT LEVEL.

WE ARE STILL IN THE LEARNING PHASE IN THIS, BUT WE FEEL PRETTY GOOD ABOUT WHAT WE'RE DEALING WITH GOING.

I KNOW THAT WE HAVE COVERED AN AWFUL LOT TODAY.

THEN TIM WAS JUST TO SHOWCASE WE HAVE MADE SOME CHANGES, WE ARE LOOKING THROUGH THIS LENS, WE DO FEEL THERE'S A LOT OF LINE BETWEEN WHAT THE COMMUNITY TOLD US FEW YEARS AGO, WE CONTINUE TO HEAR, AND WE'RE FOCUSING ON HOW WE'RE CONTINUING TO ADAPT TO MAKE THINGS WORK FOR OUR STUDENTS.

IT'S BEEN GREAT TO WATCH FROM MY LENS AND REPORT TO SHARING IMPORTANT INFORMATION WITH YOU AS WE GO.

[INAUDIBLE] WITH THAT, THANKS.

[INAUDIBLE] [LAUGHTER] [INAUDIBLE] THANK YOU, GUYS, FOR THE OPPORTUNITY.

>> THANK YOU ALL.

>> TAKING QUESTIONS YOU'VE GOT.

>> THAT'S AWESOME

>> ANY QUESTIONS?

>> I DON'T HAVE A QUESTION. THAT'S JUST TRULY OUTSTANDING DISTRIBUTION.

AMAZING PROJECT JUST HOW BROAD THIS IS FAR MORE THAN WE READ ANY LITTLE PIECES OF CHEESE HERE.

IT'S A HUGE UNDERTAKING AND I JUST THINK THIS'S GOING TO BE AN AMAZING THING FOR THE DISTRICT GOING FORWARD. THANK YOU, EVERYONE.

I KNOW IT'S A LOT OF WORK TO CHANGE THINGS.

I THINK IT'S GOING TO BE A LOT BETTER FOR EVERYONE.

IT'S ALREADY SOUNDS LIKE IT THAT IT'S BECOMING EASIER.

THEY MAKE IT EASIER FOR PEOPLE TO DO.

>> WE SAID THIS AT THE VERY BEGINNING OF THIS, WHEN THIS IS FULLY IMPLEMENTED AND OPERATING WE WILL NEVER HAVE TO DO ANOTHER [INAUDIBLE] IT IS A DYNAMIC PROCESS THAT'S CONSTANTLY IN FLUX RESPONSE.

THERE'S NEVER STOPPED, IT IS AN ONGOING STRATEGIC INITIATIVE, WE DON'T EVER HAVE TO DO THAT AND ASK AGAIN.

I FREAKING HATE THAT STUFF ANYWAY. [LAUGHTER].

>> THAT'S ALL WE LIKE LOOKING THROUGH THE BOOK [INAUDIBLE] [LAUGHTER].

>> I THINK THINGS ARE ALSO DIFFERENT THAT IT ONLY MAKES SENSE.

>> WHEN THE DASHBOARD BECOMES FULLY FUNCTIONAL AND ALL THAT, YOU GUYS ARE GOING TO BE ABLE TO LOOK AT THAT WHENEVER YOU WANTED TO SEE WHATEVER YOU WANT, WHENEVER YOU WANT, AND ASK QUESTIONS ABOUT WHATEVER YOU WANT TO ASK ABOUT.

WHY THIS, WHY THAT, WHAT THIS, WHAT THAT.

IT'S JUST THAT YOU GET CONSTANT FEEDBACK ON IT TOO.

THAT'S THE WHOLE PURPOSE OF THIS, AND THAT ALSO IS SOMETHING YOU WILL BE ABLE TO IMPLEMENT. IT'S AWESOME.

>> THANK YOU.

>> THANK YOU. [OVERLAPPING]

>> THANK YOU ALL SO MUCH.

>> ANY QUESTIONS? ALL GOOD? YOU ALL THANK YOU.

I KNOW WHEN WE FIRST STARTED THIS INITIATIVE THIS YEAR WITH A LUNCH AND LEARN WORKSHOPS I KNOW HOW MUCH WORK IT IS FOR YOU GUYS AND WE JUST APPRECIATE THE SHEER AMOUNT OF WORK THAT GOES INTO SHARING THIS INFORMATION WITH US DOES NOT GO UNNOTICED.

[01:45:04]

THANK YOU ALL SO MUCH. WITH THAT WE ARE ADJOURNED AND WE WILL HEAD OVER TO ADMIN FOR COMMUNITY INPUT NIGHT.

* This transcript was compiled from uncorrected Closed Captioning.