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[00:00:02]

GOOD EVENING, EVERYBODY.

GOOD EVENING, EVERYONE.

THANK YOU ALL SO MUCH FOR JOINING US THIS EVENING.

THANK YOU FOR JOINING US FOR OUR JUNE REGULAR BOARD MEETING OF THE FRISCO ISD BOARD OF TRUSTEES.

IT IS 6:42.

WE WILL RECONVENE INTO OPEN SESSION.

WE DO NOT HAVE ANY KIDDOS WITH US TONIGHT TO SAY THE PLEDGE OF ALLEGIANCE.

[2. Pledge of Allegiance ]

SO I'M GONNA NEED ALL OF Y'ALL TO BE REAL LOUD AND PROUD ABOUT OUR PLEDGES.

SO IF Y'ALL WILL PLEASE STAND WITH US AND WE WILL START OUR PLEDGES.

WE WILL NOW MOVE ON TO ITEM THREE ADMINISTERING OF THE OATH OF OFFICE.

[3. Administering of Oath of Office]

I WOULD LIKE TO MENTION BEFORE WE BEGIN THAT MS. ELAD AND MR. LOH BOTH WERE SWORN IN EARLIER, WHICH WE WERE VERY EXCITED.

I'M SORRY. WHICH WE ARE VERY EXCITED THAT THEY COULD JOIN US EARLY.

MR. LOWE IS NOT ACTUALLY ABLE TO JOIN US THIS EVENING.

HE HAD A PERSONAL EMERGENCY, SO JUST KNOW THAT WHILE HE WILL NOT BE TAKING THE OATH OF OFFICE THIS EVENING, HE HAS ALREADY OFFICIALLY BEEN SWORN IN.

SO WITH THAT, MS. CRUTCHER, MR. PONANGI AND MS. ELAD AND YOUR FAMILIES ARE WELCOME TO JOIN YOU AT THE PODIUM.

REPLACE ONE. WE HAVE MR. GOPAL PONANGI AND HIS WONDERFUL FAMILY HERE WITH US.

GOPAL, WOULD YOU PLEASE READ THE STATEMENT OF OFFICES? I GOPAL PONANGI.

DO SOLEMNLY SWEAR OR AFFIRM THAT I HAVE NOT DIRECTLY OR INDIRECTLY PAID, OFFERED, PROMISED TO PAY, CONTRIBUTED, OR PROMISED TO CONTRIBUTE ANY MONEY OR THING OF VALUE, OR PROMISED ANY PUBLIC OFFICE OR EMPLOYMENT FOR THE GIVING OR WITHHOLDING OF A VOTE AT THE ELECTION AT WHICH I WAS ELECTED. OR AS A REWARD TO SECURE ANY APPOINTMENT OR CONFIRMATION, WHICHEVER THE CASE MAY BE.

SO HELP ME GOD.

AND THE OATH OF OFFICE, PLEASE.

IN THE NAME AND BY THE AUTHORITY OF THE STATE OF TEXAS.

I GOPAL PONANGI DO SOLEMNLY SWEAR OR AFFIRM THAT I HAVE FAITH.

I WILL FAITHFULLY EXECUTE THE DUTIES OF THE OFFICE OF BOARD OF TRUSTEES FRISCO INDEPENDENT SCHOOL DISTRICT OF THE STATE OF TEXAS, AND WILL, TO THE BEST OF MY ABILITY, PRESERVE, PROTECT AND DEFEND THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THIS STATE.

SO HELP ME GOD.

. MISS ELAD AND YOUR FAMILY WOULD LIKE TO JOIN YOU AT THE PODIUM.

AND FOR PLACE THREE, WE HAVE MRS. STEPHANIE.

[00:05:04]

I, STEPHANIE ELAD, DO SOLEMNLY SWEAR THAT I HAVE NOT DIRECTLY OR INDIRECTLY PAID, OFFERED, PROMISED TO PAY, CONTRIBUTED OR PROMISED TO CONTRIBUTE ANY MONEY OR A THING OF VALUE, OR PROMISED ANY PUBLIC OFFICE OR EMPLOYMENT FOR THE GIVING OR WITHHOLDING OF A VOTE AT THE ELECTION AT WHICH I WAS ELECTED, OR AS A REWARD TO SECURE MY APPOINTMENT OR CONFIRMATION, WHICHEVER THE CASE MAY BE, SO HELP ME GOD.

I, STEPHANIE ALLARD, DO SOLEMNLY SWEAR THAT I WILL FAITHFULLY EXECUTE THE DUTIES OF THE OFFICE OF BOARD OF TRUSTEES OF FRISCO INDEPENDENT SCHOOL DISTRICT OF THE STATE OF TEXAS, AND WILL, TO THE BEST OF MY ABILITY, PRESERVE, PROTECT AND DEFEND THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THIS STATE.

SO HELP ME GOD.

CONGRATULATIONS, STEPHANIE.

WE WILL NOW MOVE TO ITEM FOUR, RECOGNITIONS, DR.

[4. Recognitions]

CUNNINGHAM. GOOD EVENING.

IT'S MY PLEASURE TO ASK DR.

CHRIS CLARKE, OUR MANAGING DIRECTOR OF ACADEMIC PROGRAMS, TO COME TO THE MIC AND PRESENT OUR STUDENTS.

I'M SORRY. SIDDHARTH KUMAR.

COME ON UP. HE EARNED A SIXTH PLACE MEDAL IN NUMBER SINCE.

[APPLAUSE] MARION JALLOH EARNED A STATE CHAMPIONSHIP, TAKING FIRST PLACE IN FEATURE WRITING.

AND THEN OUR COMPUTER SCIENCE TEAM WHO TOOK FIRST PLACE THE STATE CHAMPIONSHIP, IS COMPRISED OF DYLAN SMITH, [INAUDIBLE] AND SHREYAS PATTABHI.

I'M SORRY.

AS WELL. AS WELL AS RICKY KOTLA.

SORRY, RICKY, I LEFT YOUR NAME OFF.

LET'S SEE. AND THEN, IN ADDITION TO WINNING FIRST PLACE AS A TEAM [INAUDIBLE] PLACED FOURTH PLACE.

HE IS NOT HERE TONIGHT AND HE PLAYS FOURTH PLACE IN COMPUTER SCIENCE.

AND THEN DYLAN SMITH, WHO IS ON THE STAGE, TOOK FIRST PLACE, MAKING HIM THE STATE CHAMPION INDIVIDUALLY FOR COMPUTER SCIENCE.

LET'S RECOGNIZE THE COACHES OF THESE STUDENTS.

FIRST OF ALL, WE HAVE HOLLY BAULDA.

SHE IS THE COACH FOR A NUMBER SENSE.

[APPLAUSE] OUR COMPUTER SCIENCE COACHES ARE CLAYTON PATTERSON, WHO'S IN THE AUDIENCE.

AND THEN NOT HERE TONIGHT ALSO COACHING COMPUTER SCIENCE IS RYAN JARNELL, JERRELL, SORRY AND THEN OUR.

[00:10:03]

[APPLAUSE] AND OUR FEATURE WRITING COACH IS AARON KOZENTZ, WHO IS ALSO OUT OF TOWN THIS EVENING AS WELL.

AND LAST BUT NOT LEAST, IF WE HAVE PARENTS OF THESE FINE STUDENTS, WOULD YOU PLEASE STAND SO WE CAN RECOGNIZE YOU AS WELL? THANK YOU, AND CONGRATULATIONS TO YOU.

HAVE A SEAT.

THANK YOU AND CONGRATULATIONS TO THE KIDS, COACHES AND PARENTS.

WE'LL NOW MOVE ON TO ITEM TWO UNDER RECOGNITION STATE TRACK AND BASEBALL ATHLETES.

MR. MCCLENDON. YES, THANK YOU.

WE HAVE WRAPPED UP ANOTHER SUCCESSFUL YEAR OF ATHLETICS IN FRISCO ISD, SO WE HAVE A COUPLE OF SPRING SPORTS THAT WE'RE GOING TO HONOR TONIGHT.

AND FIRST, WE'RE GOING TO START WITH TRACK.

AND SO I'M GOING TO HAVE COACH CHELSIE PARKER FROM LEBANON TRAIL TO COME FORWARD.

I'M GOING TO HAVE COACH SEAN COFFEE IS GOING TO COME NEXT AND THEN COACH CHIP GREGORY WILL BE AFTER THAT.

AND WE HAVE SOME OUTSTANDING TRACK.

ATHLETES ARE GOING TO BE HONORED.

LET'S START WITH COACH PARKER FIRST, PLEASE.

GOOD EVENING. I'M THE.

MY NAME IS CHELSEA PARKER. I'M THE HEAD VOLLEYBALL COACH AT LEBANON TRAIL.

I'M HERE ON BEHALF OF ASHLEY HOUSE WHO COULDN'T MAKE IT.

SHE'S OUR HEAD TRACK COACH.

BUT IT IS BECAUSE I'VE HAD THE PRIVILEGE OF COACHING LAYLA SINCE SHE WAS IN SIXTH GRADE THAT I GET TO BE HERE TODAY AND SHE'S ABOUT TO BE A SENIOR.

SO, YOU KNOW, I'M ABOUT TO READ OFF HER ACCOMPLISHMENTS.

AND I JUST WANT TO SAY THAT THE REASON I'M ABLE TO READ ALL OF THESE OFF IS BECAUSE EVEN IN MIDDLE SCHOOL, I GOT TO SEE HER LEAVE OUR PRACTICES, TO GO TO HER OTHER PRACTICES, AND SHE'S JUST THAT DEDICATED.

SO LAYLA HACKETT WAS A JUNIOR THIS YEAR AT LEBANON TRAIL.

SHE ATTENDED TEXAS RELAYS FOR THE FIRST TIME AND MEDALED WITH A THIRD PLACE FINISH IN THE 100 METER DASH WHERE SHE BROKE HER RECORD TWICE IN 24 HOURS.

BRINGING HER TIME TO 11.62.

SHE THEN CONTINUED TO EXCEL BY BECOMING THE DISTRICT 95A CHAMPION IN BOTH THE 102 HUNDRED METER.

SHE ALSO WAS THE DISTRICT AREA MEET AND CHAMPION IN BOTH THE 102 HUNDRED.

SHE QUALIFIED FOR STATE AT THE REGIONAL TOURNAMENT OR THE REGIONAL MEET AND BOTH THE 100 AND THE 200 BY FINISHING SECOND IN BOTH EVENTS AT THE SAME MEET. SORRY, IT'S GOING TO BE REAL LONG FOR HER ACCOMPLISHMENTS.

AT THE SAME MEET, SHE BROKE HER PERSONAL RECORD IN THE 200 METER DASH WITH A TIME OF 23.86.

SO AT THE FIVE A DAY STATE MEET, SHE FOUGHT HARD AND MEDALED WITH A SECOND PLACE FINISH IN THE 100 METER DASH WITH A PERSONAL RECORD OF 11.55.

SHE ALSO PLACED FOURTH IN THE STATE MEET IN THE 200 METER DASH.

HACKETT NOW HOLDS THE SCHOOL RECORDS AND THE 100 METER DASH THE 200 METER DASH, THE FOUR BY ONE RELAY, THE FOUR BY TWO RELAY AND THE LONG JUMP.

WE ARE EAGER TO WATCH HER AS SHE CONTINUES TO BUILD HER LEGACY AT LTC MOVING INTO HER SENIOR YEAR.

[APPLAUSE] THANK YOU, COACH PARKER. NOW WE HAVE COACH COFFEY FROM LONE STAR HIGH SCHOOL.

GOOD EVENING. I'M SHAUN COFFEE, HEAD GIRLS TRACK COACH AT LONE STAR HIGH SCHOOL.

I HAVE THE PLEASURE TONIGHT TO TALK ABOUT HANNAH FORD, WHO IS A SOPHOMORE, WAS A SOPHOMORE AT LONE STAR HIGH SCHOOL.

SHE WILL BE CONTINUING HER EDUCATION AND ATHLETIC CAREER AT PANTHER CREEK HIGH SCHOOL, WHERE WE ARE VERY MUCH GOING TO BE MISSING HER AND HER ATHLETIC AS WELL AS ACADEMIC ACHIEVEMENTS.

AND HER FATHER AND I GET ALONG AMAZINGLY.

LOVE YOU. GOING TO MISS YOU.

HANNAH CAME AS A FRESHMAN, DIDN'T KNOW WHAT SHE WAS GETTING INTO AND FERTILIZED THE LAWN.

ON THE FIRST DAY OF PRACTICE AS A FRESHMAN, I WAS LIKE, WHAT ARE WE DOING? BUT WE KNEW WE HAD SOMETHING.

AND SHE QUALIFIED AS STATE, AS A FRESHMAN, AND I WAS LIKE, OH, THIS ONE'S GOING TO DO SOMETHING SPECIAL.

THIS YEAR SHE BROKE SCHOOL RECORD IN LONG JUMP, GOING 19 SIX AND A HALF INCHES 19 FEET, SIX AND A HALF INCHES.

[00:15:08]

TOP TEN JUMP IN THE STATE NO MATTER WHAT A YOU ARE.

SHE QUALIFIED THEN SHE WAS ON THE FOUR BY TWO, WHICH THEN SET THE SCHOOL RECORD BREAKING LONE STARS STATE CHAMPION SCHOOL RECORD IN THE FOUR BY TWO OF 140/119.

SHE BROKE HER TRIPLE JUMP RECORD THREE TIMES THIS YEAR.

AND SHE JUMPED 41 FEET EIGHT INCHES AT STATE ON THREE CONSECUTIVE JUMPS.

[APPLAUSE] SHE FINISHED WITH THE SILVER MEDAL AT THE STATE MEET.

AND HER DAD AND I STANDING THERE WERE LIKE, SHE'S ABOUT TO BE UPSET.

THAT'S HOW COMPETITIVE SHE IS.

BUT SHE ACTUALLY CAME OFF SMILING.

SHE WAS LIKE THE GIRL WHO BEAT ME.

SHE EARNED IT. RIGHT.

AND WE WERE LIKE, OKAY, GOOD.

WE'RE GOING TO HAVE A FUN RIDE HOME.

NO, HANNAH, YOU HAVE BEEN NOTHING BUT A STELLAR STUDENT ATHLETE FOR YOUR TWO YEARS AT LONE STAR.

I KNOW PANTHER CREEK'S GETTING SOMEBODY SPECIAL, AND I KNOW YOU'RE GOING TO DO AMAZING THINGS AND IT'S GOING TO BE FUN.

BEING ABLE TO BE JUST ANOTHER FAN IN THE STANDS AT THE STATE NEEDS THE NEXT TWO YEARS.

CONGRATULATIONS. [APPLAUSE] AND TO INTRODUCE OUR LAST TRACK ATHLETE, STATE QUALIFIER COACH GREGORY FROM LIBERTY HIGH SCHOOL.

THERE WE GO. WELL, FIRST OFF, I WANT TO THANK THE SCHOOL BOARD FOR HAVING US TODAY, ESPECIALLY HONORING THESE ATHLETES.

IT'S A SPECIAL MOMENT FOR THEM, ESPECIALLY IN THEIR CAREER.

IT'S NOT EVERY DAY YOU GET TO DO THIS.

HERE WE HAVE CHRIS JOHNSON, LIBERTY.

OBVIOUSLY, LIBERTY HIGH SCHOOL.

MY NAME'S CHIP GREGORY, BY THE WAY.

FORMER HEAD BOYS TRACK COACH.

WE COMPETED IN NINE FIVE A, EIGHT, JUST LIKE THE OTHERS.

CHRIS JOHNSON.

IT'S KIND OF KIND OF A CRAZY STORY.

ALL RIGHT. ESPECIALLY ONCE I GO BACK AND TELL YOU ALL OF HIS ACCOMPLISHMENTS AND EVERYTHING WHERE HE CAME FROM THERE.

BUT CHRIS JOHNSON STARTED OUT WITH OUR DISTRICT MEET, FINISHED THIRD, THEN HE WENT ON TO AREA IN WHICH HE FINISHED SECOND AND WENT ON TO REGIONALS WHERE HE FINISHED SECOND AGAIN.

AND THE CRAZIEST, CRAZIEST THING ABOUT ALL THAT, HE WAS COMPETING AGAINST THE SAME ATHLETES EVERY SINGLE TIME.

ALL RIGHT. SO I WANT YOU TO LISTEN TO THIS, OKAY? ALL RIGHT. LISTEN NOW. ALL RIGHT.

SO WE GO INTO THE UIL STATE, MEET, ALL RIGHT.

OBVIOUSLY, WHEN YOU GO AND BEFORE THE MEET, YOU LOOK AT IT ALL, YOU LOOK AT ALL THE RANKINGS, YOU KIND OF SEE WHERE YOU FIT, RIGHT? RIGHT. I THINK GOING INTO IT MAYBE WAS FITTING LIKE SIXTH PLACE, SOMETHING LIKE THAT WHENEVER IT CAME TIME.

HE'S ALWAYS BEEN A GUY WHO'S ALWAYS KEPT A CALM HEAD, COOL HEAD, AND HE WAS LIKE, HEY, I GOT THIS.

ALL RIGHT. ONE OF MY BIGGEST THINGS IS I ALWAYS WANT YOU TO HAVE FUN WITH WHAT YOU'RE DOING, ALL RIGHT? THAT'S PROBABLY ONE OF THE BIGGEST THINGS.

YOU GOT TO HAVE FUN WITH WHAT YOU'RE DOING.

YOU GOT TO LOVE IT. ALL RIGHT.

AND I'M ONE OF THOSE COACHES.

I'M A LITTLE BIT UNHOOKED AND LOVE IT.

I LOVE SPORTS. I'M PASSIONATE ABOUT IT.

ALL RIGHT. BUT GOING INTO IT, I THINK HIS I WANT TO SAY HIS SECOND JUMP, HE ENDED UP JUMPING 23 EIGHT, WHICH WHICH WAS A PR FOR HIM, 23 FEET, EIGHT INCHES WAS A PR FOR HIM.

AND THEN HE WENT AND THEN HE WENT BACK HIS THIRD JUMP AND JUMP 23 FOOT TEN AND A HALF, WHICH IS ANOTHER PR FOR HIM.

ALL RIGHT. AND WHICH I TOLD HIM PROBABLY I WANT TO SAY MAYBE BACK IN NOVEMBER, I SAID, HEY, YOU'RE GOING TO HAVE TO JUMP 24 FEET AND FOUR INCHES IN ORDER TO BE ABLE TO WIN STATE THIS YEAR. ALL RIGHT.

THANKFULLY, HE DIDN'T HAVE TO DO THAT.

ALL RIGHT. BUT GOING INTO HIS LAST JUMP, HIS SIX JUMP, HE ALREADY HAD WON IT.

IT WAS DONE. AND I SAID, HEY, HEY, YOUNG MAN, I WANT YOU TO HAVE FUN WITH THIS.

GO GET AFTER IT. SO ANYTIME SOMEBODY GETS A CHANCE WHERE THEY CAN RELAX A LITTLE BIT, KNOWING, HEY, THANKS ARE KIND OF IN THE BOOK, MY MAN WENT OUT THERE AND JUMPED 24 FEET FOR FOUR INCHES. AND DID YOU HEAR ME? WOO! I'LL TELL YOU.

[APPLAUSE] THAT IS THAT DEFINITELY PRAISES IT WHO HE IS VERY COACHABLE AND DEFINITELY GOING TO MISS HIM.

SO AS FAR AS THE THINGS THAT CHRIS JOHNSON HAS DONE SINCE HE'S BEEN HERE.

LAST YEAR HE GOT THE CHANCE TO BE A STATE CHAMPION ON THE FOUR BY 200 METER RELAY, STATE CHAMPION ON THE FOUR BY 400 METER RELAY, AND ALSO BROUGHT FRISCO ISD THE FIRST EVER BOYS TRACK AND FIELD STATE CHAMPIONSHIP.

[APPLAUSE] YES SIR.

[00:20:01]

ALONG WITH THAT, CHRIS JOHNSON WILL BE ATTENDING SOUTHEASTERN MISSOURI AND WHERE HE'S HOPING TO BECOME A TEACHER AND A COACH, CHRIS JOHNSON.

[APPLAUSE] IF YOU'RE A TRACK PARENT, IF YOU'RE A PARENT OF ANY OF THESE TRACK KIDDOS, WOULD YOU PLEASE STAY ON SO WE CAN RECOGNIZE YOU AS WELL? ANY TRACK PARENT STAND UP.

[APPLAUSE] ALL RIGHT. TRANSITION TO OUR NEXT OUTSTANDING GROUP OF ATHLETES.

OUR WAKELAND HIGH WOLVERINE BASEBALL TEAM, STATE SEMIFINALIST ARE HERE WITH US.

SO I'M GOING TO ASK COACH SARTOR AND COACH PRESTON TO COME FORWARD WITH THEIR TEAM AND SAY A FEW WORDS ABOUT THIS WONDERFUL BASEBALL TEAM.

GUYS, WE'RE LOOKING SHARP TONIGHT.

FIRST OF ALL, I WANT TO START OFF BY SAYING THANK YOU TO THE BOARD FOR HAVING US HERE TONIGHT.

IT'S AN HONOR FOR US TO GET TO BE HERE AND BE RECOGNIZED.

I'D ALSO LIKE TO THANK EVERYBODY IN THE ATHLETIC DEPARTMENT.

AS YOU AS YOU GET FURTHER AND FURTHER INTO THE PLAYOFFS, YOU REALLY REALIZE HOW MUCH YOU NEED THEM.

AND THEY DID AN OUTSTANDING JOB FOR US, YOU KNOW, GETTING US SET UP WITH WITH MEAL MONEY AND THINGS LIKE THAT.

IT WAS INCREDIBLE TO HAVE THE SUPPORT BY THEM.

BEST PRINCIPAL IN THE DISTRICT, DR.

EDGE. THANK YOU FOR ALL OF YOUR SUPPORT.

ALONG WITH THE REST OF THE ADMINISTRATION AT WAKELAND.

I'D ALSO LIKE TO SAY THANK YOU TO COACH SECORD AND COACH WOMBLE, OUR COORDINATORS AT WAKELAND HIGH.

I'D LIKE TO THANK OUR TRAINING STAFF, T.W.

AND COACH LANKFORD.

I WOULD ALSO LIKE TO THANK THE BASEBALL PARENTS FOR ALL THAT YOU GUYS DO.

IT IS INCREDIBLE TO SEE THE SUPPORT THAT THESE KIDS GET FROM THE FAMILIES WITHIN THE WAKELAND ATTENDANCE ZONE.

AND THEY DO AN AMAZING JOB.

OUR TEAM MOMS, JULIE SNEAD AND MICHELLE CASSANO, THANK YOU GUYS FOR EVERYTHING.

WITHOUT THE PARENTS, WE WOULDN'T EAT.

THE MOMS AND THE PARENTS THAT DEFINITELY KEEP US FED THROUGHOUT THE YEAR.

SO AS A COACH, IT IS VERY, VERY GOOD FOR ME.

I WOULD DEFINITELY LIKE TO THANK THE BEST COACHING STAFF AROUND COACH PRESTON AND COACH THORNELL.

COACH STARNES COULD MAKE IT.

I'LL CONTINUE TO SAY IT, THAT WE HAVE THE BEST WE HAVE THE BEST COACHES AROUND.

AND I THINK IN PARTICULAR, YOU KNOW, OUR STAFF IS PROBABLY BETTER THAN EVERYONE ELSE'S.

THAT'S JUST ME TALKING, THOUGH.

WELL TO THE BOYS BI- DISTRICT CHAMPIONS, AREA CHAMPIONS, REGIONAL QUARTERFINAL CHAMPIONS, REGIONAL SEMIFINAL CHAMPIONS, REGIONAL FINALS CHAMPIONS AND THEN STATE SEMIFINALISTS, FINAL FOUR.

HECK OF A SEASON, GUYS.

BASEBALL. FOR THOSE THAT DON'T KNOW BASEBALL, I BELIEVE BASEBALL IS THE HARDEST GAME TO WIN A TO WIN A TITLE.

AND BECAUSE THERE ARE THERE ARE NINE INDIVIDUALS PLAYING A TEAM SPORT AND THERE ARE SO MANY DIFFERENT NUANCES THAT GO INTO INTO THE GAME WHICH MAKE IT SO DIFFICULT TO WIN.

THAT'S WHY IN THE BIG LEAGUES, THEY PLAY 162 GAMES BECAUSE AT ANY POINT, AT ANY TIME, SOMEBODY'S GOING TO BEAT SOMEBODY ELSE.

IT WAS AN INCREDIBLE YEAR FOR US.

THERE WAS ONE POINT WE WERE SITTING IN THE COACH'S OFFICE AND WE LOOKED AT OUR RECORD AND WE SAW WE WERE 12 AND 12.

AND AS A COACHING STAFF, YOU KNOW, WE DIDN'T KNOW IF WE WERE GOING TO MAKE THE PLAYOFFS.

AND WE TOLD OUR BOYS AT THAT TIME, HEY, THIS IS WHAT YOU HAVE TO DO IF YOU WANT TO IF YOU WANT TO MAKE IT INTO THE DANCE.

WE WOKE UP THE FRIDAY MORNING LAST THE LAST WEEK OF DISTRICT AND WE STILL DIDN'T KNOW WHAT WAS GOING TO HAPPEN.

BUT WE CONTINUE TO TELL OUR KIDS, ONCE YOU GET TO THE DANCE, ANYTHING CAN HAPPEN.

IT'S NOT NECESSARILY THE BEST TEAM THAT WINS.

IT IS THE TEAM THAT PLAYS THE BEST.

AND THAT IS WHAT THIS GROUP OF YOUNG MEN DID.

THEY ROSE TO THE OCCASION, NEVER OUT OF THE FIGHT.

THEY NEVER BACKED AWAY FROM ANYBODY.

IT WAS REALLY IMPRESSIVE TO SEE.

I'VE NEVER BEEN A PART OF A TEAM THAT HAD SO MANY DIFFERENT PEOPLE STEP UP IN SO MANY DIFFERENT BIG MOMENTS.

IT WAS REALLY IMPRESSIVE TO WATCH.

I HAD A LOT OF COACHES REACH OUT TO ME, YOU KNOW, PEOPLE THAT YOU GUYS BEAT.

[00:25:07]

THEY REACHED OUT AND THEY SAID, MAN, IT WAS IT WAS IT WAS REALLY INCREDIBLE TO WATCH YOU GUYS PLAY.

THEY WENT BACK AND THEY FOLLOWED US AFTER WE AFTER WE BEAT THEM.

THEY SAID, YOU GUYS PLAY WITH CLASS.

YOU GUYS PLAY THE RIGHT WAY.

I WAS REALLY IMPRESSED WITH YOUR KIDS.

AND THAT'S SOMETHING THAT'S SOMETHING THAT STUCK WITH ME.

THAT'S SOMETHING I'VE TOLD OUR COACHES.

AND THAT GOES A LONG WAY, THE WAY THAT YOU PLAY THE GAME.

IT GOES A LONG WAY AND IT CARRIES ON.

BUT THOSE PEOPLE, THEY FOLLOWED US THROUGHOUT THE SEASON AND IT WAS NOTHING BUT WOW, YOU GUYS.

IT'S SOMEBODY DIFFERENT AGAIN.

SOMEBODY ELSE HAS STEPPED UP.

AND IT WAS REALLY SOMETHING.

IT WAS REALLY, REALLY SOMETHING TO SEE THIS GROUP OF YOUNG MEN, THEY PLAYED FOR EACH OTHER.

AS A COACHING STAFF. THAT'S WHAT WE WANT.

WE WANT KIDS THAT ARE GOING TO PLAY FOR EACH OTHER AND PICK EACH OTHER UP.

AND THESE GUYS DID THAT.

IT WAS IT WAS REALLY SOMETHING TO SEE.

THERE WAS NO INDIVIDUAL SEEKING, SEEKING RECOGNITION.

IT WAS ONLY THE TEAM.

AND IN MY EYES, THAT'S THAT IS THE REASON.

THAT'S THE REASON WHY WE'RE STANDING RIGHT HERE.

AND THAT'S THE REASON WHY YOU GUYS HAVE MEDALS AROUND YOUR NECKS, BECAUSE YOU TOOK THE SELFISHNESS OUT OF IT AND YOU PLAYED FOR SOMETHING MORE.

YOU PLAY FOR THE PEOPLE NEXT TO YOU, AND THAT'S AND THAT'S WHAT IT REALLY TAKES TO WIN CHAMPIONSHIPS.

[APPLAUSE] THERE'S A LOT OF PEOPLE IN THIS WORLD THAT THAT COULD LEARN SOME SERIOUS LIFE LESSONS IF THEY STEPPED ON THE BASEBALL DIAMOND.

I AM EXTREMELY PROUD OF YOU GUYS.

I LOVE YOU AND I AM BLESSED TO HAVE BEEN YOUR COACH THIS YEAR.

GOOD JOB, GUYS. [INAUDIBLE] CAN WE HAVE OUR BASEBALL PARENTS THAT ARE STILL IN THE BOARDROOM? PLEASE STAND FOR A ROUND OF APPLAUSE.

[APPLAUSE] THANK YOU. AND THE MULLET GAME IS ALSO VERY STRONG.

IF WE CAN ALL JUST APPRECIATE THE MULLETS THAT WERE UP ON STAGE.

I LIKE IT. I THINK IT'S A GOOD LOOK.

WE WILL NOW MOVE ON TO ITEM FIVE, DISCUSSIONS REGARDING PARTNERS AND EDUCATION.

[5. Discussion regarding Partners in Education]

MRS. MCCUIN.

THANK YOU. TONIGHT WE RECOGNIZE THE FRISCO ISD COUNCIL OF PITAS AS THIS MONTH FRISCO ISD PARTNER IN EDUCATION.

EVEN WITH PART OF THE SCHOOL YEAR BEING A HYBRID OF VIRTUAL AND IN-PERSON MEMBERSHIP WAS UP.

PROGRAMS THAT PARTNERED WITH THE DISTRICT WERE WELL ATTENDED AND WELL RECEIVED AND COMMUNITY EVENTS HAPPENED AGAIN.

LOCAL PTAS WERE ABLE TO HOST TRADITIONAL EVENTS AND PROGRAMS ON THEIR CAMPUSES, AND MANY STARTED NEW TRADITIONS AND EVENTS THAT BETTER SUITED THEIR COMMUNITIES.

LOCAL PTA AND COUNCILS AWARDED OVER 110 SCHOLARSHIPS THROUGH THEIR FRISCO EDUCATION FOUNDATION.

TO DESERVING SENIORS AND TO DESERVING SENIORS IN THE COUNCIL WAS ABLE TO OPEN AND SUCCESSFULLY MANAGE A CLOTHES CLOSET FOR THE ECONOMICALLY DISADVANTAGED STUDENTS IN OUR DISTRICT, WHICH, IF YOU HAVE NOT SEEN THAT, PLEASE GO LOOK AT IT.

IT'S INCREDIBLE. TONIGHT, I WOULD LIKE TO WELCOME TERRY PALMER AND THE REST OF HER COUNCIL.

IF YOU GUYS WANT TO COME AND AT THIS TIME, I WOULD LIKE TO ASK DR.

WALDRIP AND PRESIDENT ARCHAMBAULT TO COME ON DOWN TO YOU.

FOR A QUICK PHOTO OPPORTUNITY.

MS. PALMER AND HER COUNSEL WILL ALSO BE GIVING THIS YEAR'S ANNUAL UPDATE THIS EVENING.

BUT BEFORE THEY COME DOWN.

THANK YOU FOR ALL YOU DO.

AND THE PARTNERSHIPS YOU [INAUDIBLE] [APPLAUSE].

[00:30:09]

GOOD EVENING.

BOARD OF TRUSTEES, DR.

WALDRIP AND THE ISD.

THANK YOU FOR ALLOWING ME TO SPEAK ABOUT OUR COUNCIL OF PTAS THIS EVENING.

MY NAME IS TERI PALMER, AND I AM THE PRESIDENT OF THE FRISCO ISD COUNCIL OF PTAS.

THE COUNCIL OVERSEES THE PTA ACTIVITY THROUGHOUT THE DISTRICT AND ACTS AS A RESOURCE FOR OUR PTA LEADERS AND MEMBERS.

WE ALSO SERVE AS THE LIAISON BETWEEN THE DISTRICT AND THE LOCAL PTAS.

THIS YEAR, STILL THIS SCHOOL YEAR, STILL PRESENTED CHALLENGES FROM COVID PANDEMIC.

BUT OUR LOCAL PTAS AND COUNCIL STEPPED UP AND CREATIVELY MANAGE THE SCHOOL YEAR.

WE STARTED WITH THE YEAR WITH SOME BACK TO SCHOOL TRAINING AND JUMPED RIGHT INTO THE NATIONAL PTA REFLECTIONS PROGRAM.

THIS PROGRAM WAS SUPPORTED BY MANY OF OUR LOCAL PTAS WITH 265 LOCAL ENTRIES.

FRISCO ISD HAD 25 ENTRIES ADVANCE ADVANCE TO THE STATE LEVEL, WITH 21 OF THEM RECEIVING HONORS AND ONE ADVANCING TO NATIONAL.

FRISCO IS SO PROUD OF OUR NATIONAL AWARD OF EXCELLENCE FOR FILM PRODUCTION.

MS.. ALLISON ROSE FROM HERITAGE HIGH SCHOOL.

THIS YEAR. WE ALSO PARTNERED WITH THE GUIDANCE AND COUNSELING DEPARTMENT TO PROVIDE PROGRAMS FOR THE DISTRICT LIKE DARE TO SELF CARE.

THESE PROGRAMS WERE WELL RECEIVED AND WELL ATTENDED AND WE'RE LOOKING FORWARD TO EVEN MORE NEXT YEAR.

COUNCIL WAS ALSO ABLE TO HOST OUR COMMUNITY FAMILY FAIR IN APRIL AT WAKELAND HIGH SCHOOL WE ESTIMATED THAT WE HAD OVER 900 ATTENDEES VISIT WITH OUR 100 VENDORS.

WE ALSO HAD A SCAVENGER HUNT IN FEBRUARY ON A SCHOOL HOLIDAY AS A FUN ACTIVITY AND HOSTED OUR ANNUAL PTA NIGHT AT THE ROUGHRIDERS GAME TO HONOR THE TEACHER OF THE YEAR AWARD WINNERS FOR THE PREVIOUS SCHOOL YEARS, THANKS TO COVID CANCELING THE EVENTS IN THE PREVIOUS YEARS.

MEMBERSHIP WAS A GOLD STAR THIS YEAR, EVEN THOUGH WE DIDN'T REACH OUR GOAL OF 30,000 MEMBERS, WE HAD SIGNIFICANT INCREASES OVER THE PREVIOUS YEAR, WITH 22,905 MEMBERS ACROSS THE DISTRICT AND 59 OF THE 68 SCHOOLS SAW LOCAL INCREASES.

OUR MEMBERSHIP DISTRICT INITIATIVE, WHICH IS A WAY FOR THE COMMUNITY MEMBERS TO JOIN MULTIPLE LOCAL PTAS, SAW A DRAMATIC INCREASE, WITH OVER 1514 MEMBERS THROUGH THAT PLATFORM ALONE.

AND WE LOVE TEACHERS AND STAFF SUPPORT WITH 33 OF OUR SCHOOLS ACHIEVING 100% MEMBERSHIP OF THEIR STAFF TO EARN THE GOLDEN APPLE AWARD FROM TEXAS PTA.

MANY OF OUR SCHOOLS WON MEMBERSHIP AWARDS THROUGH TEXAS PTA.

BUT WE'RE PARTICULARLY PROUD OF THE AWARDS ON THE SCREEN AS THEY ARE THE HIGHEST MEMBERSHIP ACHIEVEMENTS.

COBB MIDDLE SCHOOL AND ROBERTSON ELEMENTARY ACHIEVED PLATINUM VOICE FOR EVERY CHILD WHICH IS AWARDED WHEN YOU HAVE PTA MEMBERSHIP EQUALING OR EXCEEDING THE NUMBER OF STUDENTS ENROLLED ON THAT CAMPUS.

IT'S AN AMAZING ACHIEVEMENT.

THE NEXT SLIDE HIGHLIGHTS THE MEMBERSHIP DISTRICT INITIATIVE MEMBERS THAT I REFERENCED EARLIER.

THANK YOU TO SO MANY OF YOU IN THE ROOM WHO HAVE JOINED MULTIPLE PTAS.

YOUR SUPPORT OF THE PTA IS NOTICED AND GREATLY APPRECIATED BY MYSELF AND THE LOCAL CAMPUSES.

OUR LIFETIME MEMBERSHIP CEREMONY IS ONE OF MY FAVORITE EVENTS BECAUSE IT IS SO INSPIRING TO GET TO HONOR THESE MEN AND WOMEN WHO GIVE BACK TO THE KIDS AND COMMUNITIES TIRELESSLY. COUNCIL WAS ABLE TO CELEBRATE 94 HONOREES AT OUR EVENT IN EARLY MAY.

THESE HONOREES HAVE GONE ABOVE AND BEYOND TO SUPPORT OUR CAMPUSES AND STUDENTS, AND WE WERE SO EXCITED TO GET TO RECOGNIZE THEM.

COUNCIL IS ALSO EXCITED TO SHARE ANOTHER HONOR FOR ONE OF OUR AMAZING TEACHERS IN OUR DISTRICT.

MS.. LAURA BAKER FROM STALEY MIDDLE SCHOOL IS BEING HONORED AS THE 2022 SECONDARY TEACHER OF THE YEAR FROM TEXAS PTA.

SHE WILL BE HONORED DURING THE TEXAS PTA LAUNCH CONFERENCE AT THE END OF JULY.

AND ONE OF OUR BIGGEST ACCOMPLISHMENTS FROM THIS YEAR WAS LAUNCHING OUR STUDENT CLOTHES CLOSET CALLED FRISCO THREADS.

THIS ENDEAVOR WAS A FEW YEARS IN THE MAKING AND WITH THE SUPPORT OF THE DISTRICT COUNCIL, IS SO HAPPY TO MAKE THIS DREAM OF SUPPORTING FINANCIALLY DISADVANTAGED STUDENTS WITH CLOTHING A REALITY.

THE CLOTHES CLOSET PROVIDES TOPS, BOTTOMS, SWEATSHIRTS, COATS, UNDERWEAR, BRAS, SOCKS AND SHOES TO EACH SHOPPER.

WE OPENED IN AUGUST AND WE SERVED 258 FAMILIES THIS SCHOOL YEAR.

WE WERE ABLE TO PROVIDE ALMOST 14,000 ITEMS TO 541 STUDENTS.

WE LOVE BEING ABLE TO HELP THESE STUDENTS FEEL MORE CONFIDENT AND COMFORTABLE AS THEY ATTEND SCHOOL, BUT WE DEFINITELY COULD NOT HAVE DONE IT WITHOUT THE SUPPORT OF THE DISTRICT AND THE COMMUNITY.

THERE HAS BEEN GREAT PARTICIPATION WITH DONATIONS OF BOTH CLOTHING AND FINANCIAL SUPPORT.

ON TOP OF THAT, WE HAD 169 VOLUNTEERS DONATE OVER 1400 HOURS TO HELP COUNCIL RUN THREADS, AND WE HOPE TO BE JUST AS SUCCESSFUL AND MORE SO IN THE COMING YEARS.

[00:35:06]

FINALLY, A FEW MORE STATISTICS ABOUT OUR COUNCIL.

WE CURRENTLY HAVE 68 LOCAL PTAS AND I'M HAPPY TO ANNOUNCE THAT WE WILL BE ADDING TWO MORE, MONETTE ELEMENTARY AND PANTHER CREEK HIGH SCHOOL IN THE COMING WEEKS, AND THAT WILL GIVE US 70 PTA OR PTSAS NEXT YEAR.

WE HAVE 25 COUNCIL BOARD MEMBERS THAT I COULD NOT DO ALL OF THIS WORK WITHOUT AND OVER 1500 LOCAL BOARD LEADERS.

AND LAST BUT NOT LEAST, WE ARE CELEBRATING OVER 20 YEARS OF SERVICE ADVOCACY AND MAKING EVERY CHILD'S POTENTIAL A REALITY.

WE ARE LOOKING FORWARD TO THE START OF THE NEXT SCHOOL YEAR AND SEEING ALL THAT THE LOCAL PTA AND COUNCIL CAN ACCOMPLISH.

COVID BROUGHT MANY CHANGES, BUT IT DIDN'T CHANGE THE DEDICATION TO EACH SCHOOL BY THEIR PTA.

THEY PIVOTED, THEY PLANNED, AND THEY WERE SO CREATIVE IN ACCOMPLISHING ANY SUPPORT THAT THEY COULD OFFER TO THE AMAZING STAFFS WHO ARE SERVING OUR STUDENTS.

WE ARE READY AND EXCITED TO SEE WHAT CAN BE ACCOMPLISHED IN THE 2022-2023.

WE KNOW THAT COUNCIL AND LOCAL PTA ARE READY AND WILLING TO SUPPORT YOUR WORK, SO PLEASE DO NOT HESITATE TO CALL ON THE PTA WHENEVER YOU NEED HELP.

THANK YOU AGAIN FOR ALLOWING ME TO BRAG A LITTLE BIT ABOUT OUR 68 PTAS AND COUNCIL.

[APPLAUSE] THANK YOU SO MUCH. WE KNOW HOW INTEGRAL PTAS ARE TO THE SUCCESS OF OUR DISTRICT.

EVERY PARENT THAT HAS BEEN A VOLUNTEER THAT DONATES THEIR TIME OR THEIR MONEY, WE KNOW IT IS IMPERATIVE FOR THIS DISTRICT TO FUNCTION.

THE LEVEL AND THE LEVEL IN WHICH WE DO THAT PTA IS A HUGE PART OF THAT SUCCESS.

SO CAN WE ALL PLEASE GIVE PTA ANOTHER BIG ROUND OF APPLAUSE? [APPLAUSE] WE WILL NOW MOVE ON TO ITEM SIX

[6. Invocation]

INVOCATION. MISS ELAD.

THANK YOU. RABBI KESSELMAN FROM THE CHABAD OF FRISCO, WHO ALSO HAPPENS TO BE MY RABBI, GAVE THE INVOCATION AT THE FRISCO CITY COUNCIL MEETING LAST MONTH, AND HIS WORDS SEEMED APPLICABLE FOR TONIGHT.

SO I ASKED HIM FOR HIS PERMISSION TO SHARE HIS WORDS, AND HE GRACIOUSLY AGREED.

I'VE ADAPTED IT SLIGHTLY FROM CITY COUNCIL TO SCHOOL BOARD.

IN A SCHOOL BOARD MEETING. NOT EVERYONE AGREES ON EVERYTHING, AND SOMETIMES THERE MIGHT BE A DIFFERENCE OF OPINION.

SO I WANT TO SHARE WITH YOU A TEACHING FROM THE MISHNA I'VE WRITTEN BY THE JEWISH SAGES 2000 YEARS AGO.

ANY DISPUTE THAT IS FOR THE SAKE OF HEAVEN IS DESTINED TO ENDURE.

ONE THAT IS NOT FOR THE SAKE OF HEAVEN IS NOT DESTINED TO ENDURE.

WHEN WE AGREE, DISAGREE AND ARGUE, BUT IT IS FOR THE SAKE OF HEAVEN.

IT IS AN ARGUMENT ABOUT HOW TO MAKE OUR PORTION OF THE WORLD A BETTER, SAFER AND MORE GODLY PLACE.

THIS IS AN ARGUMENT THAT WILL LEAD TO RESULTS IF, HOWEVER, WE ARGUE TO PROTECT OUR EGO OR DISAGREE TO FURTHER OUR OWN PERSONAL AMBITIONS.

THIS IS AN ARGUMENT WHICH WILL NOT BRING US TO RESOLUTIONS AND RESULTS.

MASTER OF THE UNIVERSE, WE PRAY THAT YOU GIVE WISDOM AND UNDERSTANDING TO OUR DISTRICT LEADERS, FILL THEM WITH HUMILITY THAT THE MEETINGS AND DECISIONS WILL YIELD RESULTS THAT BENEFIT ALL FRISCO CITIZENS.

MASTER OF THE WORLD, PLEASE KEEP ALL OF FRISCO SAFE AND HEALTHY.

LET THERE BE FRIENDSHIP AND LOVE BETWEEN OUR PEOPLE.

MAY FRISCO BE A SHINING EXAMPLE OF PEOPLE WORKING TOWARD A GOAL THAT IS GREATER THAN THEMSELVES.

I WILL CONCLUDE WITH A WELL KNOWN SHORT HEBREW PRAYER.

OKAY, SHALOM.

AND REMOVE WHO YOU ARE.

SAY SHALOM OLINA VOCAL YISRAEL MARU.

AMEN. IN ENGLISH THAT MEANS HE WHO MAKES PEACE ON HIGH.

MAY HE BRING PEACE UPON ALL OF US AND UPON ALL OF ISRAEL.

AND LET US SAY AMEN.

THANK YOU VERY MUCH.

ITEM SEVEN BOARD REPORT.

[7. Board Report]

MS.. GILLESPIE. WELL, I'M SURE OTHER OTHERS HAVE OTHER THINGS TO SAY, BUT I WILL LEAD OFF.

ONE OF THE FIRST THINGS I WANTED TO TALK ABOUT WAS GRADUATIONS.

WE HAD TEN GRADUATIONS THAT WENT OFF.

I THINK THEY WENT OFF SMOOTHLY, I DON'T KNOW, MAYBE BEHIND THE SCENES, BUT I THINK THEY WERE GREAT.

SO WE JUST WANT TO THANK ALL OF THE STAFF.

WELL, FIRST, ACTUALLY, ALL OF THE STUDENTS AND THE FAMILIES AND THE TEACHERS THAT GOT THE KIDS THERE, BUT ALL THE STAFF THAT PUT ON SOME SOME FABULOUS CEREMONIES AND OF COURSE, ALL THE POLICE OFFICERS AND FIRST RESPONDERS THAT WERE THERE TO HELP GET TRAFFIC IN AND OUT VERY SMOOTHLY.

I THINK THEY WERE ALL GREAT.

NEXT, I WILL SAY THAT WE HAD WE'VE HAD QUITE A FEW RETIREMENT RECEPTIONS OVER THE LAST MONTH OR SO, AND ONE OF THEM WAS MR. KENNY CHANDLER.

SO WE JUST WANT TO SAY ONCE AGAIN, HAPPY RETIREMENT.

YOU'RE GOING TO BE SORELY MISSED.

BUT WE KNOW YOU'RE GOING TO BE DOING SOME GREAT THINGS AND HAVING SOME FUN AND WE KNOW YOU'RE NOT GOING FAR.

SO THEN THE OTHER THING IS, LAST WEEK, FRISCO EDUCATION FOUNDATION PUT ON THEIR ANNUAL MIND BENDER

[00:40:08]

ACADEMY. THIS WAS THE 14TH YEAR I BELIEVE THAT MIND BENDER HAS TAKEN PLACE.

IT'S A STEM ACADEMY FOR SEVENTH AND EIGHTH GRADERS, WHICH WE HAVE TONS OF CORPORATE VOLUNTEERS THAT COME IN AND DO SOME GREAT THINGS.

THIS YEAR WE HAD TOYOTA AND WE HAD PGA.

WE HAD BAYLOR HEALTH THAT ACTUALLY BROUGHT SOME HEART.

SO THE STUDENTS GOT TO ACTUALLY SEE SOME REAL HEARTS AND LOOK AT LIKE AN ENLARGED HEART, A HEALTHY HEART, A DISEASED HEART, THAT SORT OF THING.

AND ONE OF THE OTHER THINGS THAT WE ADDED THIS YEAR WAS A FOURTH AND FIFTH GRADE SMALL ACADEMY FOR YOUNG ENTREPRENEURSHIP.

AND SO WE GOT TO GO AND WATCH THE LAST DAY WHEN THEY HAD TO DO THEIR SALES PITCH AND IT WAS ABOUT LEMONADE.

AND THE FOURTH AND FIFTH GRADERS WERE ACTUALLY PHENOMENAL.

I WAS IT WAS REALLY FUN TO WATCH THEM BE SO EXCITED AND LEARN SO MANY GREAT THINGS TOO.

NEXT THING I TOLD YOU, HOW LONG THIS JUNE 1ST, I JUST WANT TO REMIND EVERYBODY THAT WE HAD A GREAT SPECIAL MEETING ON SAFETY AND OUR SAFETY PLAN.

SO IF YOU DID NOT GET TO BE HERE OR WATCH THAT IT IS ONLINE, SO YOU MAY GO BACK AND WATCH THAT ALONG WITH THE BUDGET MEETING.

AND MISS SMITH HAS PUT ON A CUTE LITTLE VIDEO ABOUT FIRST ABOUT FINANCE AND FUNDING.

IT'S ACTUALLY VERY HELPFUL IF YOU DON'T UNDERSTAND SCHOOL FINANCE.

IT'S IT'S A QUICK VIDEO, BUT IT'S OUT THERE ONLINE THAT YOU CAN GO WATCH.

AND THEN THE LAST THING I JUST WANT TO MENTION IS A FEW OF US WILL BE GOING TO OUR SUMMER LEADERSHIP INSTITUTE THIS WEEK.

IT'S A GREAT TIME FOR TRUSTEES TO COME TOGETHER AND GET OUR REQUIRED TRAINING AND HERE'S SOME GREAT SPEAKERS AND GET A LITTLE BIT RE-ENERGIZED.

THAT'S OUR TIME IN THE SUMMER TO KIND OF COME TOGETHER AND REFOCUS ON WHAT WE'RE ALL HERE FOR.

SO THAT'S ALL I HAVE.

THANK YOU. BOARD ANYTHING ELSE? THAT'S THE FIRST TIME ANYONE'S EVER SAID CUTE IN SCHOOL FINANCE IN THE SAME SENTENCE.

CUTE LITTLE VIDEO.

IT IS CUTE, THOUGH. YOU DID A GREAT JOB.

YEAH, I LIKED IT, BOARD ANYTHING ELSE.

NOW WE'LL MOVE TO ITEM EIGHT DISCUSSION REGARDING UPDATE ON INTERNAL AUDIT DEPARTMENT ACTIVITY.

[8. Discussion regarding update on Internal Audit Department activity]

MR. GROOVER. ALL RIGHT.

GOOD EVENING. WHEN I GIVE YOU AN UPDATE ON INTERNAL AUDIT ACTIVITY FOR THE LAST QUARTER OF THIS FISCAL YEAR AND STARTING OFF, AS WE USUALLY DO WITH OUR AUDIT PLAN STATUS REPORT, WHICH SHOWS HOW WE'RE PROGRESSING THROUGH THE CURRENT PLAN, WE FINALIZED THE AUDIT OF PREKINDERGARTEN.

YOU RECEIVED THAT REPORT DURING THE QUARTER AND YOU ALSO HAVE THAT IN YOUR MATERIALS THIS EVENING.

THEY HAVE TWO AUDITS THAT ARE IN PROGRESS RIGHT NOW.

CAPITAL CONTROLLED ASSETS AND ALSO E SCHOOL, WHICH IS OUR STUDENT SYSTEM.

AND THOSE ARE HOPEFULLY WE'LL GET THOSE COMPLETED IN THE NEXT COUPLE OF WEEKS SO WE COULD ROLL INTO OUR NEW AUDIT PLAN FOR FISCAL YEAR 23.

A RECOMMENDATION. TRACKING THIS SHOWS HOW THE IMPLEMENTATION PERCENTAGES ARE WORKING ON ITEMS THAT WE RECOMMENDED AND MANAGEMENT'S IMPLEMENTATION PROGRESS.

SO IF YOU'RE NOT TEAM, WE'RE DOWN TO ONE 98% IMPLEMENTED.

SO WE'RE MOVING RIGHT ALONG THERE.

THIS YEAR, 20 WE HAVE 88% AND 21 WE ARE AT 73%.

AND I DID PUT A LITTLE CAVEAT IN THERE BECAUSE FISCAL 21 DOES INCLUDE SOME RECOMMENDATIONS THAT ARE NOT YET DUE.

BUT STILL LOOKING AT THOSE PERCENTAGES, WE'RE DEFINITELY MOVING IN THE RIGHT DIRECTION, MOVING THE NEEDLE ON THE IMPLEMENTATION.

THIS SLIDE JUST SHOWS A LITTLE MORE DETAIL ABOUT WHICH RECOMMENDATIONS APPLIED TO WHICH AUDITS.

SO YOU CAN KIND OF GO THROUGH THERE AND SEE WHICH ONES ARE KIND OF STILL HANGING OUT THERE.

LIGHTHOUSE ACTIVITY WE HAD THIS IS YEAR TO DATE, 33 INCIDENT REPORTS CAME IN.

SEVEN OF THEM WERE SUBSTANTIATED, 21 UNSUBSTANTIATED, AND FIVE ARE CURRENTLY UNDER REVIEW.

I DO HAVE SOME BONUS MATERIAL TONIGHT WHICH IS REQUIRED BY OUR CFC LOCAL AND ALSO BY STANDARDS STANDARD 1110 REQUIRES THAT THAT I CONFIRM TO THE BOARD ANNUALLY THE ORGANIZATION INDEPENDENCE OF THE INTERNAL AUDIT ACTIVITY.

AND THE WAY WE GET THERE IS THAT WE ARE FREE FROM INTERFERENCE FROM A DETERMINING SCOPE OF INTERNAL AUDITING, PERFORMING WORK AND COMMUNICATING RESULTS.

YOU HAVE A LETTER IN YOUR MATERIALS TONIGHT FOR ME ATTESTING THAT.

SO FOR THIS YEAR THERE WAS NO AND NO INTERFERENCE IN TERMS OF SCOPES PERFORMING WORK OR COMMUNICATING RESULTS.

AND THAT IS NOTHING.

THANK YOU FOR TAKING QUESTIONS.

NO QUESTION. MR. GRUBER, JUST WANTED TO THANK YOU FOR YOUR TIME WITH THE COMMITTEE THIS FISCAL YEAR AND YOUR YOU AND YOUR DEPARTMENT'S FLEXIBILITY IN PRIORITIZING THE AUDITS FOR THE COMING YEAR, TOO.

SO THANK YOU, GUYS.

IT'S BEEN GOOD INFORMATION, I THINK, FOR THE WHOLE BOARD ALL YEAR.

[00:45:06]

THANK YOU SO MUCH.

WE'LL MOVE ON TO ITEM NINE DISCUSSION REGARDING FRISCO ISD USE OF ESSER FUNDS.

[9. Discussion regarding Frisco ISD use of ESSER funds]

MRS. SMITH.

GOOD EVENING. THIS IS GOING TO BE A FAIRLY SHORT REPORT, BUT I JUST WANT TO SHOW YOU AND THE COMMUNITY WHERE SOME UPDATED INFORMATION IS ON OUR WEBSITE.

WE ARE REQUIRED AS PART OF OUR ACCEPTANCE OF ESSER MONEY TO MAINTAIN ON OUR PUBLIC FACING WEBSITE OUR SPENDING PLANS FOR BOTH THE ESSER THREE GRANT AND THE SUPPLEMENTAL ESSER GRANT, AS WELL AS A REPORT THAT'S CALLED THE CONTINUITY OF OPERATIONS PLAN. SO WE UPDATE THOSE EVERY SIX MONTHS FOR AS LONG AS WE HAVE ESSER FUNDING AVAILABLE TO US.

AND SO THIS IS KIND OF YOUR SIX MONTH UPDATE.

I'M NOT GOING TO GO THROUGH IT IN DETAIL.

I'M JUST GOING TO SHOW YOU WHERE IT IS AND SHOW OUR COMMUNITY HOW THEY CAN PROVIDE FEEDBACK IF THEY HAVE ANY.

SO IF YOU GO TO OUR FRISCO ISD WEBSITE, THERE'S TWO WAYS YOU CAN GET HERE.

THE FIRST WAY IS THAT YOU CAN CLICK ON THE FINANCIAL TRANSPARENCY BUTTON ON THE FRONT PAGE.

THE SECOND WAY IS THAT YOU CAN GO TO THE SEARCH BAR AND YOU CAN TYPE COVID INTO THE SEARCH BAR AND IT WILL POP UP WITH A LINK TO THESE PLANS.

SO WE HAVE TWO ESSER GRANTS THAT WE ARE MAINTAINING RIGHT NOW.

THE FIRST ONE IS ESSER THREE.

THAT'S THE SMALLER OF THE TWO WHAT WE'VE DONE.

IF YOU REMEMBER THIS FROM THE LAST TIME I PRESENTED, WE REALLY JUST HAD AN APPROXIMATE THREE YEAR COST FOR EACH OF OUR IDENTIFIED NEEDS AND THEN THE EXIT STRATEGY.

WHAT WE'VE DONE IS WE'VE UPDATED EXPENDITURES THROUGH MAY 31ST, 2022 FOR EACH OF THOSE NEEDS THAT WE IDENTIFIED.

AND THEN WE'VE ALSO UPDATED SOME OF THE BUDGETS JUST BASED ON OUR OUR CONTINUATION OF IMPLEMENTING THOSE SOLUTIONS.

SO THAT IS OUT HERE FOR THE ESSER THREE PLAN.

THE SAME TYPE OF REPORT IS OUT HERE FOR OUR SUPPLEMENTAL ESSER PLAN.

REMEMBER, SUPPLEMENTAL ESSER IS THE ONE THAT WE PLAN TO USE NEXT YEAR TO HELP FILL IN THE GAP FOR OUR PROPOSED BUDGET DEFICIT.

SO YOU'LL SEE THE MAJORITY OF THAT MONEY POPPING UP RIGHT HERE UNDER STAFF AND OTHER SUPPORT NEEDED TO ENSURE CONTINUITY OF SERVICES.

SO THAT'S THAT'S WHAT THAT'S FOR.

IF ANYONE READS THROUGH THIS AND HAS COMMENTS, QUESTIONS, THERE IS A LINK AT THE BOTTOM OF BOTH OF THOSE PAGES TO CONTACT OUR GRANTS AND COMPLAINTS DEPARTMENT TO PROVIDE THAT FEEDBACK. THE OTHER THING THAT I WILL POINT OUT IS OUR THIS LINK OVER HERE ON THE LEFT SHOWS THE SAFE RETURN TO IN-PERSON INSTRUCTION AND CONTINUITY OF SERVICES PLAN.

THIS HAS NOT BEEN UPDATED AS OF TONIGHT BECAUSE WE SCHOOL IS NOT CURRENTLY IN SESSION AND THERE'S NO UPDATES TO MAKE.

WE ARE HOPING TO GET SOME UPDATED GUIDANCE FROM TDA OVER THE SUMMER BEFORE WE START THE NEXT SCHOOL YEAR.

JUST REGARDING ISOLATION REQUIREMENTS, IF SOMEBODY TESTS POSITIVE, THAT KIND OF THING.

AS SOON AS WE GET THAT GUIDANCE AND AS SOON AS WE MAKE THOSE CHANGES, IF THERE ARE ANY, WE WILL UPDATE THIS AND I WILL LET YOU KNOW AT A PUBLIC BOARD MEETING, PROBABLY THE AUGUST BOARD MEETING, THAT IT'S BEEN UPDATED.

THE LAST THING THAT I WANT TO MENTION ABOUT OUR COVID RECOVERY AND SPENDING IS THAT THE PAID LEAVE, PAID COVID LEAVE FOR STAFF, WHICH IS PART OF OUR ESSER SPENDING PLAN, DOES EXPIRE AT THE END OF JUNE.

YOU GUYS ADOPTED THAT RESOLUTION FOR STAFF THAT HAD TO BE OUT DUE TO COVID.

SO THAT RESOLUTION EXPIRES IF FOR SOME REASON BASED ON GUIDANCE THAT WE GET FOR NEXT SCHOOL YEAR, WE FEEL THE NEED TO BRING THAT BACK AND USE ESSER FUNDS TO CONTINUE THAT. WE'LL BRING THAT RESOLUTION TO YOU AT A LATER DATE.

ANY QUESTIONS? I HAVE A QUESTION.

WHEN DO THESE ESSER FUNDS EXPIRE OR WHEN DO THEY RUN OUT? THEY I SHOULDN'T HAVE CLOSED THAT WEBSITE SO QUICKLY.

THEY EXPIRE ON VARIOUS DATES, BUT THOSE ARE LISTED.

ON THE WEBSITE.

SO LET ME JUST PULL IT UP SO THAT I DON'T SAY WRONG.

SO ESSER THREE GOES THROUGH SEPTEMBER 30TH OF 2024.

AND THE SUPPLEMENTAL ESSER PLAN GOES THROUGH AUGUST 31ST OF 2023.

AND SO THESE SPENDING PLANS WILL CARRY US UP TO THAT POINT.

AND WE WILL CONTINUE TO UPDATE THIS WEBSITE AT LEAST EVERY SIX MONTHS, AS WELL AS THAT CONTINUITY OF SERVICES PLAN IF IT NEEDS TO BE UPDATED.

OTHER QUESTIONS. REPORT.

ANY QUESTIONS? THANK YOU.

THANK YOU, KIMBERLY. MOVE ON TO ITEM TEN, DISCUSSION REGARDING ONE LEVEL ILA.

[10. Discussion regarding One Level ILA]

DR. CUNNINGHAM.

[00:50:11]

GOOD EVENING. THANKS FOR THIS OPPORTUNITY.

BACK IN THE FALL THIS WAS REQUESTED.

I PROVIDE THE BOARD AN UPDATE FOR HOW THE MIDDLE SCHOOL PILOT PROGRAM HAS GONE UP TO THIS POINT.

SO WE'RE HERE TO PROVIDE AN UPDATE, A FEW DATA, A FEW DATA POINTS AND SOME LESSONS LEARNED, ALONG WITH HOW WE'LL CONTINUE TO SUPPORT OUR STUDENTS AND TEACHERS.

THIS PRESENTATION WILL MIRROR THE OTHER STRATEGIC CHANGE INITIATIVE PRESENTATIONS THAT YOU'VE SEEN AND WILL CONTINUE TO SEE IN THE FUTURE.

SO WE'LL BE A COUPLE OF SIMILARITIES BETWEEN US AND SOME OTHER PRESENTATIONS.

SO WE START WITH THE PURPOSE IDENTIFIED NEED.

WE BELIEVE THAT ALL STUDENTS DESERVE AN APPROPRIATELY RIGOROUS EDUCATIONAL EXPERIENCE.

THE STRUCTURE, WE BELIEVE, ALLOWS FOR A SUPPORTIVE ENVIRONMENT TO PROVIDE DIFFERENTIATED LEARNING EXPERIENCES TO OUR STUDENTS.

YOU'LL SEE SOME INFORMATION ABOUT THE ROOT CAUSE ANALYSIS THAT WE DID, BUT I WANT TO MAKE SURE THAT WE'RE CLEAR ON A FEW THINGS.

THIS WAS THIS IS NOT AN ATTEMPT TO DO AWAY WITH ADVANCED CLASSES.

AND IN FACT, IT ACTUALLY MAINTAINS THE ADVANCED CURRICULUM FRAMEWORK AND INCREASES EXPOSURE OF THAT FRAMEWORK TO STUDENTS.

WE ARE NOT PROPOSING A DECREASE OF OTHER ADVANCED COURSES, PARTICULARLY A.P.

COURSES OR ANYTHING LIKE THAT.

I'VE HEARD SOME RUMBLINGS OUT THERE.

WE WEREN'T SURE PUT THOSE TO REST.

WE BELIEVE THAT THIS IS A STRUCTURE THAT TEACHES ALL STUDENTS AT A HIGHER LEVEL AND SCAFFOLD SUPPORTS FOR ALL STUDENTS.

WE'VE HAD A NUMBER OF ANECDOTAL INFORMATION AND STORIES ABOUT STUDENTS WHO WERE SELECTED ON LEVEL COURSE AND WERE ENROLLED IN THIS PILOT COURSE TO CAMPUS AND WERE EXCITED THAT THEY WERE ABLE TO DO SOME OF THE SAME WORK THAT THEIR COLLEAGUES IN THE ADVANCED LEVEL CLASSES IN PREVIOUS YEARS WERE ABLE TO DO.

SO WE'VE GOT LOTS OF DIFFERENT SUCCESS STORIES FOR THAT.

WE'RE PILOTING THIS BECAUSE WE SAW A POSSIBLE SOLUTION TO RAISE THE LEVEL FOR ALL STUDENTS OR BEING CERTAIN THAT NON PILOT CLASSES THERE ALL RECEIVED FRISCO ISD LEVEL INSTRUCTION. SO WE ARE ALIGNING ALL OF OUR INITIATIVES TO OUR PRIORITIES.

AND YOU'VE SEEN THE CVS STRUCTURE, THE KEY QUESTIONS, THE FUTURE READY FRAMEWORK.

THIS PARTICULAR INITIATIVE ALIGNS TO AT LEAST ONE.

TRY TO GIVE YOU A SNIPPET OF THREE PRIORITY AREAS, ALONG WITH ANSWERING THREE QUESTIONS.

TO WHAT DEGREE DO WE CREATE SAFE, INCLUSIVE, ADAPTABLE AND ENGAGING LEARNING ENVIRONMENT? TO WHAT DEGREE DO WE TAILOR INSTRUCTION TO MEET INDIVIDUAL LEARNERS, ACADEMIC, BEHAVIORAL OR EMOTIONAL NEEDS? AND TO WHAT DEGREE DO WE ENSURE EQUITABLE ACCESS FOR ALL LEARNERS? WE BELIEVE THIS MEETS OUR PRIORITY AND IS IN LINE WITH EVERY OTHER OPPORTUNITY WE'RE TRYING TO DO TO MEET THE NAME OF NEEDED FOR STUDENTS.

GET AN EXAMPLE THERE ON THIS SLIDE OF SOME OF THE DIFFERENT OBJECTIVES AND A TIMELINE THROUGH THIS SCHOOL YEAR, SOME OF THE DIFFERENT APPROACHES WE TOOK THIS YEAR TO SUPPORT OUR STAFF, OUR STUDENTS AND OUR COMMUNITY.

IN THIS ENDEAVOR, YOU CAN SEE A COUPLE OF DIFFERENT OPPORTUNITIES THAT I'LL BE TALKING ABOUT IN MORE DETAIL HERE IN MOMENTARILY.

THIS IS JUST A HIGH LEVEL SUMMARY.

WE DID A GREAT DEAL MORE WORK AND NUMBER OF WALKTHROUGHS THAT WE DID IN CLASSROOMS, THE NUMBER OF MEETINGS THAT OUR STAFF GOT, SOME OF OUR STAFF AND WE'RE HERE TONIGHT AND THEY GET ALL THE CREDIT FOR SUPPORTING OUR TEACHERS AND STAFF FOR BEING IN PLACES AND BEING TEAM MEETINGS AND PROVIDING SUPPORT WHEN NEEDED AND ASKED FOR FOR.

FOR OUR TEACHERS AND FOR OUR STUDENTS.

ONE OF THINGS WE LOOK AT IS WHAT REPRESENTS SUCCESS IN AN INITIATIVE LIKE THIS.

AND WE LOOKED AT A VARIETY OF DIFFERENT PIECES THAT WE WOULD CONSIDER HAVING SUCCESS STUDENT ACHIEVEMENT DATA STUDENT PARENT AND TEACHER SURVEY DATA, FORMAL INFORMAL FEEDBACK WALK THROUGH DATA, OBSERVATION DATA.

AND WE WERE LOOKING AT ADVANCED COURSE ENROLLMENT IN FUTURE YEARS.

SO I TOLD YOU A MINUTE AGO WE GOT SOME STUDENTS WHO WHO MIGHT NOT HAVE TRIED AN ON LEVEL COURSE AND THEY WERE THIS PROGRAM AND THEN, HEY, I CAN DO THIS.

AND SO THEY SIGNED UP FOR AN ADVANCED LEVEL COURSE AT HIGH SCHOOL.

I'VE GOT SOME NUMBERS TO SHARE WITH YOU A MINUTE.

WE ALSO SAW SOME INCREASE IN EFFICIENCY IN STAFFING, SCHEDULING AND TRAINING FOR OUR STAFF.

SO IF YOU REMEMBER, YOU'VE SEEN SOME OF THIS DATA BEFORE IN TERMS OF KIND OF THE BACKGROUND CONTEXT, WE ACTUALLY HAVE BEEN THIS IS NOT A BRAND NEW IDEA.

IN FACT, WE DO OUR SOCIAL STUDIES CLASS AT THE MIDDLE SCHOOL LEVEL JUST LIKE THIS.

THEY'RE ALL IN A CLASS AND WE TEACH THEM AT A HIGH LEVEL.

BUT WE HAD AN OPPORTUNITY WHEN THE COLLEGE BOARD BRANDED THE FRAMEWORK A FEW YEARS AGO AND WE SAW AN OPPORTUNITY, WE HAD TO CHANGE THE NAME OF THE COURSE OR WE WERE GOING TO NEED TO PURCHASE SOME ADDITIONAL MATERIALS FROM COLLEGE BOARD.

SO WE STARTED TO HAVE THIS DISCUSSION ABOUT ADVANCED ON LEVEL, THE MIDDLE SKILL LEVEL.

REMEMBER WE HAVE THREE DIFFERENT LEVELS OF ILH, GENERALLY SPEAKING GT ADVANCED LEVEL.

AND SO YOU CAN SEE WE STARTED TO WORK THROUGH IN RESPONSE, FRANKLY TO CAMPUSES REACHING OUT CAMPUS LEADERS AND STAFF SAYING, HEY, CAN WE TRY THIS? THIS IDEA THAT MAYBE MIXING STUDENTS WHO CHOSE ON LEVEL AND STUDENTS WHO CHOSE THE ADVANCED AND SO STARTED TO WORK ON WHAT A PROFESSIONAL THEY MIGHT LOOK LIKE, WHAT IS A

[00:55:09]

SUPPORT PIN, WHAT MIGHT LOOK LIKE AND ENDED UP WITH CAMPUSES? IT'S IMPORTANT TO REMEMBER THAT WE DIDN'T FORCE ANY CAMPUSES TO SELECT THIS.

THEIR CAMPUSES WENT ALONG WITH THIS AND THEY WENT THROUGH SCREEN PROCEDURE AND THEY HAD TO AGREE TO SOME SOME SUPPORT FOR THEIR STAFF.

IN CHOOSING THIS.

ONE MIGHT ASK THE NEXT COUPLE OF SLIDES IS WHAT DOES THIS LOOK LIKE IN A CLASSROOM? WHAT WERE WE WHAT ARE WE LOOKING FOR WHEN WE WALK IN? I MENTIONED TO GO WALKTHROUGHS AND OBSERVATION DATA AND I'M NOT GOING TO READ THIS WHOLE SLIDE TO YOU.

THERE'S A LOT OF WORDS. THIS VIOLATES EVERY POWERPOINT STRATEGY ON THE MAN.

BUT I JUST WANTED TO SHARE WITH YOU, LIKE, WHAT ARE THE STUDENTS SUPPOSED TO BE DOING? THESE ARE THE KINDS OF THE THINGS THAT WE TRAIN OUR FOLKS ON.

AND AGAIN, THIS IS NOT ROCKET SCIENCE.

THIS IS OUR TEACHERS ARE WORTH THIS.

THIS IS STUFF THAT OUR TEACHERS HAVE BEEN STUDYING FOR YEARS.

BUT WHAT TYPE OF THINGS MIGHT THEY BE DOING IN THESE CLASSES? AND WE'VE GOT A COUPLE OF SLIDES I DON'T HAVE TIME TO SHOW YOU VIDEO BOARD.

YOU'LL HAVE ACCESS TO THE VIDEO THROUGH THE BACKGROUND MATERIALS, BUT THIS IS A SLIDE DECK THAT MIDDLE SCHOOL SEVENTH GRADE STUDENTS WORKING ON IN SMALL GROUPS IN A VARIETY OF TASKS. WE'VE GOT A VIDEO AGAIN, I'M GOING TO RUN YOU THROUGH THAT.

BUT THIS IS AN EXAMPLE OF STUDENTS AT A TEACHER TABLE WORKING WITH SMALL GROUP INSTRUCTION.

THIS COULD BE STUDENTS THAT ARE IN NEED OF A SOME ENRICHMENT, SOME STUDENTS INTERMEDIATES REMEDIATION STUDENTS ARE JUST HAVING A CHECK IN WITH THEIR TEACHER.

AND SO DURING THE SMALL GROUP INSTRUCTION, OUR STUDENTS, WE'RE WORKING WITH THE TEACHER ON A SPECIFIC SKILL BASED ON THEIR NEEDS.

WHAT ARE OTHER STUDENTS DOING, YOU ASK? WELL, YOU SAID THAT HERE'S ONE THINGS THAT THEY'RE DOING WHILE THE STUDENT THE TEACHERS ARE TEACHERS WORKING WITH THE SMALL GROUP OF STUDENTS, YOU MIGHT HAVE INDIVIDUAL LEARNING SESSIONS, INDEPENDENT APPLICATIONS, SMALL GROUP COLLABORATIVES.

LOTS OF THINGS COULD BE OCCURRING BASED ON STUDENT VOICE AND CHOICE AND ALIGNED TO ALIGN TO THE STANDARDS.

SO REMIND YOU WE HAD DID HAVE EIGHT CAMPUSES THAT WORK WITH THIS THIS LAST YEAR WAS INCREASE OF A COUPLE OF CAMPUSES FROM OUR FIRST YEAR JOKED A LITTLE BIT WE PROBABLY PICKED A BAD YEAR TO START FOLLOWING WITH COVID PANDEMIC AND DOING SOME VIRTUAL AND FACE TO FACE INSTRUCTION.

BUT THIS IS THE GROUP THAT'S BEEN WITH US THIS LAST YEAR AND GIVING IDEA OF WHAT SUPPORT LOOKS LIKE.

AGAIN, I GIVE CREDIT TO THE TEACHING AND LEARNING STAFF FOR LISTENING, RESPONDING TO THE NEEDS OF OUR TEACHERS, FEEDBACK FROM ADMINISTRATORS, FEEDBACK FROM COMMUNITY.

WHAT KIND OF THINGS YOU WOULD BE DOING? I WOULD LET YOU KNOW THAT IN THE SUMMER YOU GET SOME THINGS IN THE SUMMER 22 THAT WE'RE GOING TO DO.

I KNOW WE'RE THERE RIGHT NOW, BUT WE'RE WORKING ON A NEW TEACHER SUMMIT, RETURNING TEACHER INSTITUTE, SOME TRAINING ON DEPTH COMPLEXITY, AND THEN YOU'LL SEE ALREADY WE'VE ADDED A FEW THINGS THAT WE WANT TO TRY TO DO MORE OF THIS NEXT SCHOOL YEAR BASED ON THE FEEDBACK WE'VE GOTTEN JUST IN THE PAST MONTH OR SO.

AND SO WHEN I SAY FEEDBACK, WE ARE GOING TO SHARE WITH YOU KIND OF TWO CHUNKS OF FEEDBACK.

WE DID SOME SURVEY DATA AND WE DID TEACHER, STUDENT PARENT SURVEY DATA AND WE GOT A COUPLE OF THEMES.

BOARD I'LL SHARE WITH YOU THE ACTUAL REPORT.

IN HOME BASE, YOU CAN SEE THE IDEAS.

I'M NOT GOING TO READ EVERY RESPONSE TO YOU.

WE HAD OVER 3000 STUDENTS RESPOND, ABOUT 250 PARENTS AND ABOUT 50 TEACHERS RESPOND TO US.

AND SO WE GOT SOME FEEDBACK ON STUDENT SUCCESS, FEEDBACK ON LEARNING, ENVIRONMENT, COMMUNICATION, TEACHER EFFICACY, INSTRUCTIONAL PRACTICES AND SUPPORT AND WHAT WE NEED TO DO TO CONTINUE TEACHER SUPPORT.

AND SO A FEW TRENDS WAS STUDENTS REPORTED THAT THEY IMPROVED AS A READER THROUGH THIS PILOT PROGRAM, STUDENTS AND PARENTS SAID THEIR CLASSROOM WAS A POSITIVE PLACE TO LEARN. IT'S A LITTLE BIT MORE INDICATIVE OF WHAT STUDENTS SAID, BUT STILL, I CAN TELL YOU THAT THAT'S A TREND THAT WE SAW WITH PARENTS AS WELL.

WE DO HAVE AN OPPORTUNITY TO IMPROVE OUR COMMUNICATION ABOUT EXPECTATIONS AND PURPOSE.

THAT'S MY WAY TELLING YOU WE GOT SOME GOOD FEEDBACK ON THAT.

TEACHERS FELT LIKE THEY HAD THE SKILLS TO MEET THE ACADEMIC NEEDS OF STUDENTS AROUND THE CLASSROOM TO MEET THEIR NEEDS, AND TEACHERS WERE INTENTIONAL AND ADJUSTING STRUCTURE OF THE CLASSROOMS TO MEET THE NEEDS OF THE STUDENTS.

WE ALSO LEARNED THAT WE'VE GOT SOME OPPORTUNITIES TO PROVIDE ADDITIONAL SUPPORT TO OUR STUDENTS IN DIFFERENTIATION.

SO WE LEARNED A LOT OF THINGS THAT WERE WE FELT POSITIVE AND SEEN SOME THINGS THAT WE HAD SOME OPPORTUNITIES.

IN TERMS OF PERFORMANCE AND SYSTEM DATA.

WE'RE GOING TO SHARE SOME STUDENT ACHIEVEMENT DATA WITH YOU.

AND I MENTIONED A MINUTE AGO THE HIGH SCHOOL ADVANCED COURSE SELECTION TO SHARE THAT WITH YOU.

THE STUDENT ACHIEVEMENT DATA IS, I'M SURE, WITH THE UNITED STAR DATA.

THIS MIRRORS OUR INTERNAL ASSESSMENT DATA AND MIRRORS SOME DATA THAT WE RECEIVED LAST YEAR THAT WE DID SO AFTER CONTROLLING FOR PRIOR ACHIEVEMENT.

DR. NICE REALLY, REALLY SMART AND TALKS ABOUT HOW THEY DO STATISTICAL ANALYSIS.

AND ONE THING THAT THEY LOOK FOR WAS CONTROLLING FOR PRIOR TEAM AND SCHOOL SELECTION, LEARNING THAT STUDENTS IN LAY PILOT PERFORMED A 4.5 SCALE SCORE SCORE POINTS SCALE SCORE POINTS MORE THAN NON PILOT STUDENTS.

AND THAT IS A STATISTICALLY SIGNIFICANT DIFFERENCE.

SURE IF YOU ARE ON.

[01:00:01]

THIS AND THIS IS A INTERESTING CHART.

SO LET ME EXPLAIN THIS TO YOU IN THE BLUE.

OUR STUDENTS WHO WERE IN THE PILOT PROGRAM, THE YELLOW, WERE STUDENTS WHO WERE NOT IN THE PILOT PROGRAM.

THIS IS SEPARATED BY THE OTHER INITIAL COURSE SELECTION.

SO THESE ARE STUDENTS IN THE PILOT PROGRAM WHO SELECTED ADVANCED AND STUDENTS IN THE PILOT PROGRAM SELECT HONORABLE WHEN THEY FIRST DID THE COURSE SELECTION CARDS.

AND YOU'LL SEE THE DIFFERENCE HERE.

AND WHAT YOU'VE SEEN IS THAT THE STUDENTS IN THE PILOT PROGRAM HAD SOME ACADEMIC GROWTH.

THIS IS BASICALLY JUST STAR SCORES.

THIS ALSO MIRRORS OUR INTERNAL DATA.

BUT THIS IS PILOT VERSUS NON PILOT SEPARATED BY THEIR INITIAL COURSE SELECTION.

I'M KIND OF ALONG THAT SAME LINE, AND I MENTIONED THIS BEFORE, THE FIRST FIRST YEAR OF THE PILOT, WE WERE ABLE TO GET COMPLETION DATA THIS YEAR.

AND SAME THING BLUE IS THE STUDENTS AND THE PILOT AND THE YELLOW STUDENTS NON-PILOT.

AND THIS IS BASED ON WHAT THEY SELECTING IN THEIR COURSES IN MIDDLE SCHOOL.

WE'VE SEEN A SIGNIFICANT INCREASE IN STUDENTS WHO WOULD HAVE SELECTED ON LEVEL IN THE PILOT PROGRAM THEY WENT TO HIGH SCHOOL SELECTED AN ADVANCED INTO CLASS AT NINTH GRADE.

SO ONE THINGS THAT WE WERE HOPING TO GET OUT OF THIS IS THAT WE'VE GOT SOME STUDENTS WHO I TALK ABOUT HIGH EXPECTATIONS FOR OUR STUDENTS.

WE'VE GOT SOME STUDENTS WHO LEARN THAT THEY CAN BE SUCCESSFUL IN SOME CLASSES.

THEY MAY NOT HAVE THOUGHT THEY WERE SUCCESSFUL TO BE SUCCESSFUL, AND WE'RE PRETTY PROUD OF THAT DIFFERENT ASSET.

WE'VE GOT LOTS OF OPPORTUNITIES FOR CONTINUED SUPPORT AND OUR NEXT STEPS IS WE'D LIKE TO CONTINUE THIS PILOT SO WE CONTINUE TO GATHER DATA.

I MAY MENTION THAT THIS IS KIND OF OUR SECOND REAL YEAR.

WE HAD SOME GROWTH DATA THAT WE HAVEN'T SEEN SINCE 2019 THROUGH STAR THAT I'LL SHARE WITH YOU ON THE START OF REVIEW.

BUT WE'RE PRETTY EXCITED ABOUT WHAT WE'VE LEARNED.

WE'RE PRETTY EXCITED ABOUT SOME OPPORTUNITIES THAT WE HAVE TO INCREASE OUR EFFICIENCY IN PRACTICE AND VERY, VERY THANKFUL FOR OUR TEACHERS AND OUR ADMINISTRATION FOR SUPPORTING THIS AND OUR OUR COMMUNITY.

SO THANK YOU.

BOARD, WHAT QUESTIONS DO YOU HAVE FOR DR.

CUNNINGHAM? I HAVE A FEW.

THE FIRST QUESTION IS, DO WE HAVE A TARGET END DATE FOR THE PILOT? IS THERE A TARGET DATE WHERE YOU'LL COME BACK TO US AND SAY, OKAY, WE'RE GOING TO END THE PILOT AND WE WANT TO KNOW WHETHER WE SHOULD MOVE FORWARD OR NOT.

SO STATISTICALLY SPEAKING, WE LIKE TO HAVE WE'D LIKE TO HAVE ABOUT THREE YEARS WORTH OF SOLID DATA TO MAKE AN EVENTUAL DETERMINATION.

AND DID WE USE ANY OTHER MEASUREMENT TOOLS BESIDES THE STOCK TO DETERMINE THEIR PROGRESS? WE HAVE SOME INTERNAL BENCHMARK DATA.

WE HAVE SOME INTERNAL WALK THROUGH OBSERVATIONAL DATA, TRIANGULATED WITH SOME OF THE FEEDBACK THAT WE RECEIVED FROM FROM PARENTS, TEACHERS AND STUDENTS.

YES. AND THEN FINAL QUESTION.

I PROMISE THAT'S OKAY.

WILL WE HAVE ACCESS TO THE SURVEY QUESTIONS? I WILL SHARE THAT WITH YOU IN DETAIL.

YES, MA'AM. OKAY. THANK YOU.

YES, MA'AM. I HAVE A FEW QUESTIONS ALSO.

YES. SO YOU MENTIONED THE STAAR TESTING AS A CRITERIA AND YOU MENTIONED THE SELECTION OF ADVANCED ENGLISH.

ARE THERE ANY OTHER FACTORS THAT'S KIND OF ALONG THE LINES OF MISS DAVIS'S QUESTION, BUT ARE THERE ANY OTHER FACTORS THAT WE COULD OR SHOULD BE LOOKING AT IN TERMS OF HOW TO DETERMINE IF THIS PROGRAM IS A SUCCESS? WE'VE ASKED THE TEACHERS AND OUR STAFF FOR AN ADDITIONAL THAT THEY WOULD LOOK AT.

RIGHT NOW, WHAT I'VE TOLD YOU IN TERMS OF DATA THAT WE'RE LOOKING AT IS WHAT WE CONTINUE TO COME ACROSS.

I KNOW THAT THERE ARE SOME QUESTIONS ABOUT HOW WE COMMUNICATED THIS AND CLARITY ON EXPECTATIONS.

AND WE'VE GOT SOME PLANS TO DO A BETTER JOB IN THE FALL ABOUT THAT THAT BE AN AREA THAT WE NEED TO TRY TO IMPROVE UPON.

OKAY. WELL.

I GUESS WHAT I'M SAYING AND MAYBE I DIDN'T SAY IT VERY CLEARLY, BUT LIKE, HOW ARE WE GOING TO KNOW IF WE'VE HIT THE THRESHOLD? LIKE, WHAT IS THE THRESHOLD? YOU MENTIONED A FEW NUMBERS THAT CERTAIN THINGS WENT UP.

A CERTAIN PERCENTAGE WAS THERE A TARGET OR IS THERE A TARGET THAT IF WE SEE THIS NUMBER GO FROM HERE TO HERE, THEN THEREFORE WE WILL CONSIDER THIS TO BE A SUCCESS AND THEREFORE WE SHOULD EXPAND IT TO OUR OTHER NINE MIDDLE SCHOOLS? IF WE CONTINUE TO SEE STUDENT SUCCESS AND CORRELATED WITH STAAR SCORES, SNAPSHOT SCORES, INTERNAL DATA, I WOULD THINK THAT WE WANT TO TAKE A POSSIBLE LOOK AT EXPANDING THIS ACROSS THE BOARD. I'VE NOT COMMITTED TO DOING THIS ACROSS THE BOARD AT EVERY CAMPUS AT THIS POINT.

WE'VE GOT SOME DATA RIGHT NOW THAT'S YOU SEE, HAS SOME SUCCESS.

THE HARD PART ABOUT YOUR QUESTION IS CAUSATION IS VERY DIFFICULT TO TARGET WITH THIS.

AND SO I CAN TELL YOU THAT WE'VE GOT SOME RESULTS THAT ARE LOOKING POSITIVE, BUT I DON'T KNOW THAT I CAN NECESSARILY POINT THIS POINT TO A CAUSATION.

THE OTHER THING WE'RE LOOKING AT IS TRYING TO SEE IS THIS CONTINUE TO INCREASE ENROLLMENT IN UPPER LEVEL COURSES AT HIGH SCHOOL.

[01:05:08]

OUR STUDENTS ARE BRANCHING OUT AND TRYING OTHER THINGS.

IS THAT A LEVEL OF SUCCESS? AND YOU SAW ABOUT 7% INCREASE SO FAR.

OUR INITIAL ENROLLMENT DATA SHOWS ABOUT A 3 TO 4% INCREASE FOR NEXT YEAR.

WE NEED THAT TO CONTINUE.

SO I DON'T REALLY HAVE HARD TARGETS FOR YOU AT THIS POINT, BUT RIGHT NOW, THIS IS THE FIRST I'LL BE REAL AGAIN, TRANSPARENT.

THIS IS WE HAD THE FIRST REAL SET OF VALID STAAR SCORES THIS YEAR WE'VE HAD IN A COUPLE OF YEARS.

AND SO WE WANT TO CONTINUE TO SEE IF THAT CONTINUES TO GROW.

OK DID WE LOOK AT THE CAMPUSES? DID WE BREAK DOWN THE CAMPUSES TO SEE IF THERE WAS ANY TRENDS WITH SOME CAMPUSES DID BETTER THAN OTHERS? WE HAVE EIGHT CAMPUSES, RIGHT? SO WAS THERE MAYBE FOUR THAT WERE WAY UP HERE AND THEN FOUR THAT WERE MAYBE NOT SO HIGH? I CAN SHARE CAMPUS LEVEL DATA WITH YOU.

WE DON'T HAVE IT BROKEN DOWN IN THIS PRESENTATION, BUT I CAN SHARE THAT WITH YOU.

YEAH, I THINK THAT WOULD BE INTERESTING TO LOOK AT BECAUSE SOME OF IT COULD BE HOW THE CAMPUS EXECUTED ON IT, RIGHT? YES. YEAH. AND THEN ON THE STATISTICS SLIDE I DON'T KNOW IF YOU GO BACK TO THAT REAL QUICK.

OOPS. GOLLY I WENT WAY OUT OF IT.

TOO FAR BACK. WHICH ONE ARE YOU? NEXT ONE. SO HOW MANY STUDENTS DOES THAT REPRESENT? IS THAT ALL ILA STUDENTS OR I GUESS WOULD BE ALL STUDENTS MINUS THE GT STUDENTS AT ALL EIGHT CAMPUSES, THAT'S ALL OF THEM? HOW MANY STUDENTS IS THAT? I'M LOOKING AT DR.

BUT WITH THAT NON PILOT STUDENTS AS WELL SO.

NO, I WAS ASKING YEAH HOW MANY.

GOT ABOUT 3,000. 3000 OKAY.

AND THEN IF YOU COULD GO BACK TO THE PREVIOUS SLIDE.

OKAY. SO CAN YOU EXPLAIN TO ME THE 4.5 SCALE SCORE POINTS BECAUSE I.

I'M GOING TO LET DR. [INAUDIBLE] EXPLAIN THIS TO YOU.

OKAY. YOU CAN PROBABLY DO BETTER THAN I CAN.

AND I DON'T KNOW IF I'LL DO A TERRIFIC JOB WITH THAT, BUT THE STAAR TEST HAS A TRADITIONAL PERCENT SCORE, WHICH MOST OF US ARE FAMILIAR WITH.

THE STAAR TEST, BECAUSE IT ALSO MEASURES OF GROWTH OF STUDENTS OVER TIME.

IT REPORTS A SCALE SCORE WHICH RANGES FROM THE LOW SIX HUNDREDS AND AT EACH GRADE LEVEL THE SCORE PROGRESSES OVER TIME.

SO IT'S A VERTICAL SCALE SCORE OF STUDENT PROGRESS OVER TIME, WHICH VARY REALLY IN TERMS OF STUDENTS.

WE REALLY DON'T TALK TO STUDENTS ABOUT SCALE, SCORE OR PARENTS.

IT'S REALLY MORE OF AN INTERNAL MEASURE TO LOOK AT GROWTH OVER TIME.

OKAY. THANK YOU.

SO. ALSO ON THE NEXT SLIDE, I THINK IT WAS ON THE NEXT SLIDE, MAYBE THE ONE AFTER THAT.

OH, NO, I'M SORRY. PREVIOUS ONE, IT TALKS ABOUT GREATER THAN EXPECTED GROWTH.

WHAT DOES THAT MEAN? THERE'S A GROWTH MEASURE FROM THE STAAR AND THEY IDENTIFY THESE STUDENTS MET EXACTLY WHERE THEY'RE SUPPOSED TO GO.

THESE STUDENTS GREW GREATER THAN WERE EXPECTED TO.

OKAY. IT'S AN ADDITIONAL GROWTH MEASURE DATASET.

OK. AND THEN ON THE PRIORITY SLIDE AT THE BEGINNING IT STATED THAT ONE OF THE GOALS OF THIS PILOT WAS TO ENSURE EQUITABLE ACCESS FOR ALL LEARNERS. SO IN WHAT WAYS ARE THE SCHOOLS THAT HAVE THE DIFFERENTIATED ILA CLASSES? MAYBE THE NON PILOT SCHOOLS WOULD BE A BETTER WAY TO SAY IT.

HOW ARE THEY NOT DOING THAT? I'M TRYING TO UNDERSTAND WHERE THE EQUITABLE ACCESS PART COMES IN WITH THE ONE LEVEL VERSUS THE DIFFERENTIATED.

SO I WANT TO MAKE SURE YOU HEAR LIKE WE BELIEVE THAT WHAT'S HAPPENING IN OUR NON PILOT CAMPUS AND CLASSES, IT'S FRISCO ISD LEVEL.

THEY'RE GETTING A GREAT EDUCATION.

WE'RE NOT DISMISSING IT AT ALL IN THE WORK THAT THEY'RE DOING.

WHAT WE'VE LEARNED OVER TIME IS THAT ONE OF THE THINGS THAT BECAUSE THAT WE'RE AN OPEN ENROLLMENT SYSTEM STUDENTS PARENTS SELECT I WANT MY STUDENT TO BE ON LEVEL AND MY STUDENT TO BE AND WHAT WE'VE WE'RE TRYING TO PILOT THIS PROGRAM DIFFERENTIATE LEARNING STUDENTS FOR ALL SO THAT THE STUDENT WHO MIGHT NOT HAVE SELECTED A NON LEVEL AN ADVANCED CLASS NOW THEY'RE IN THE SYSTEM AND THEY'RE IN THE STRUCTURE WHERE THEY ARE TAKING ADVANCED LEVEL COURSEWORK AND THAT'S KIND OF WHAT WE'RE TRYING TO GET TO.

AND WE'RE JUST IT'S A PILOT FOR REASONS AND TRYING TO SEE IS THIS ACTUALLY GETTING THE GOAL.

AND SO FAR WE GOT SOME GROWTH AND WE WANT TO CONTINUE TO SEE MORE.

BUT THAT'S THE BEST ANSWER I CAN GIVE YOU.

IT ALSO HELPS WITH SCHEDULING SOME OF THE THINGS THAT SOME OF OUR TEACHERS IN SOME CAMPUSES THAT ARE TEACHING THREE DIFFERENT TYPES OF ILA, AND THAT'S AN AWFUL LOT OF PREPS,

[01:10:03]

AN AWFUL LOT OF WORK FOR OUR ILA TEACHERS AT MIDDLE SCHOOL.

AND THIS IS ANOTHER ONE WE TALKED ABOUT EFFICIENCY.

THAT'S A PIECE THAT WE'RE CONSIDERING.

BUT AT THE NON PILOT CAMPUSES, NO ONE IS BEING DENIED ACCESS TO THE ADVANCED CLASSES, RIGHT? THAT'S WHAT I THOUGHT. YES, THANK YOU FOR ASKING.

SORRY, I JUST HAVE A FEW MORE. NO THAT'S QUITE ALL RIGHT.

NEEDED HELP IN HOW TO DIFFERENTIATE THE LEARNING.

YES. RIGHT.

SO HOW DID WE KNOW THAT? LIKE WHAT? WHAT DATA TOLD US THAT TEACHERS WERE STRUGGLING OF THAT.

IT'S WALK THROUGH OBSERVATIONAL DATA, MORE QUALITATIVE IN NATURE.

AND WHEN WE DETERMINE THAT THIS WOULD BE SOMETHING WE MIGHT TRY, ONE OF THE THINGS THAT WE HAVE SAID IS THAT IT'S TRYING TO TEACH AT A HIGH LEVEL, WHICH MEANS WE HAVE TO GIVE TEACHERS THE TOOLS AND HELP THEM WITH EQUIPPING THEM.

AND HOW DO YOU DIFFERENTIATE FOR DIFFERENT NEEDS OF STUDENTS IN OUR CLASS? OUR TEACHERS ARE MAGICIANS AT THIS MOST OF THE TIME ANYWAY.

BUT NOW THAT STUDENTS WHO HAVE NOT BEEN NECESSARILY SELF SELECTED THAT ARE IN THIS COURSE AND WE WANT TO MAKE SURE THAT THIS WASN'T JUST ONE MORE THING WE WERE THROWING ON TEACHERS PLATES AND HERE Y'ALL DO THIS AND HAVE FUN.

WE WANTED TO MAKE SURE THAT WE PROVIDE THEM SUPPORT THE TRAINING.

AND SO WHEN WE SAY THAT, THAT'S WHAT WE'RE GETTING TO.

OKAY. ALL RIGHT.

LAST THING AND YOU KIND OF SPOKE TO IT ABOUT AROUND THE COMMUNICATION OF THE PROGRAM AND HOW IT WAS COMMUNICATED.

AND I THINK THAT THIS IS AN ISSUE THAT I RAN ON AND I TALKED TO HUNDREDS OF PEOPLE ABOUT THIS PARTICULAR ISSUE, AS YOU PROBABLY KNOW.

AND I TALKED TO HUNDREDS OF FOLKS, SOME WHO HAD KIDS IN THE PILOT, SOME WHO DID NOT, AND THEN SOME WHO JUST, YOU KNOW, HEARD ABOUT IT AND MAYBE DIDN'T HEAR ALL OF THIS.

RIGHT. BUT THEY HEARD ABOUT THE PROGRAM AND A LOT OF THEM THE LEAST THE ONES THAT I TALKED TO, THEY STRUGGLED WITH UNDERSTANDING KIND OF WHY WE WERE DOING THIS, WHAT WAS THE PURPOSE, WHAT WAS THE OUTCOME, THOSE KINDS OF THINGS.

AND A LOT OF THE PARENTS WERE CONCERNED ABOUT HOW ARE YOU GOING TO DIFFERENTIATE IN THE SAME CLASSROOM? AND SOME OF THE ANECDOTAL FEEDBACK WAS, IS THAT AT LEAST IN THESE FOLKS EXPERIENCE, THAT IT WASN'T HAPPENING THAT WAY.

SO MAYBE, SOME OF THESE MEASURES THAT WE'RE PUTTING IN PLACE WILL WILL SOLVE FOR THAT.

BUT I THINK THAT SOME OF THE CONCERN IS KIND OF WHAT YOU SPOKE TO ABOUT THE WAY THAT IT'S BEEN COMMUNICATED, BECAUSE IT WAS COMMUNICATED USING SOME OF THE LANGUAGE AROUND WHAT WE'RE DOING THIS FOR EQUITY REASONS.

RIGHT. AND THERE'S THIS NATIONAL TREND IN PUBLIC EDUCATION TO ELIMINATE ADVANCED CLASSES IN THE NAME OF EQUITY.

AND I'M NOT SAYING HERE IN FRISCO ISD, BUT I'M SAYING ACROSS THE NATION.

SO IT GETS A LITTLE CONFLATED AT TIMES.

SO I THINK THAT THAT IS SOMETHING THAT WE'VE REALLY GOT TO IF THAT'S NOT THE PURPOSE, I THINK WE'VE GOT TO REALLY CLARIFY THAT AND MAKE SURE PEOPLE UNDERSTAND IN THE COMMUNITY, ESPECIALLY THE PARENTS AT THE PILOT SCHOOLS, BUT EVEN THE PARENTS NOT AT THE PILOT SCHOOLS BECAUSE IT CAN END UP AT ALL 17 SCHOOLS AT SOME POINT.

RIGHT. WHAT ARE WE TRYING TO ACCOMPLISH? HOW ARE WE GOING ABOUT ACCOMPLISHING THAT AND WHAT SOME OF THOSE MEASURES ARE? SO I THINK SOME OF THAT SURVEY FEEDBACK WOULD BE IMPORTANT TO SHARE WITH THE COMMUNITY AND SOME OF THE STUDENT FEEDBACK AND THE TEACHER FEEDBACK.

I THINK THAT'S SOMETHING THAT WE NEED TO REALLY LOOK AT AS WE GET INTO OUR NOW THIRD YEAR OF DOING THIS PILOT.

THAT'S NOT IN OUR THING AT ALL.

THANK YOU. THANK YOU.

DR. CUNNINGHAM, I HAVE A QUICK QUESTION AS WELL.

SO AS WE'RE LOOKING AT STAAR RESULTS AS PART OF THE DATA COLLECTION, WHEN WILL WE BE ABLE TO LOOK AT END OF COURSE, EXAMS FOR THESE STUDENTS? WILL THAT BE NEXT YEAR? WE'RE ALMOST NEXT YEAR WILL BE YEAR THREE.

SO WILL THEY TAKE THEIR FIRST EOC EXAMS IN ENGLISH NEXT YEAR? WE DO ACTUALLY HAVE SOME STUDENTS THIS YEAR.

THAT HAVE ALREADY DONE. THAT WOULD HAVE BEEN IN THE FIRST YEAR THAT WE WOULD JUST WE DON'T HAVE THAT LEVEL OF SPECIFICITY YET ON THE DATA SETS FOR US TO PULL AND HAVE ANY FAITH AND CONFIDENCE. WE'RE STILL GETTING SOME OF THE STAAR SCORES IN FROM TEA.

I'M FIX'N TO. I'M FIXING TO, I'M GETTING READY TO SHARE THE PRESENTATION HERE.

YOU'RE IN TEXAS YOU CAN SAY FIX'N TOO THAT'S FINE.

WITH SOME PRELIMINARY STAAR DATA.

AND SO BEFORE WE GET TO THAT LEVEL, I'M SURE WE GET THE SOLID DATA FROM THE STATE.

SO WE SHOULD HAVE SOME NUMBER TO REPORT TO YOU IN THE EARLY FALL.

AND I KNOW THAT WE'RE A FEW YEARS BEHIND WITH STAAR BECAUSE OF COVID, AND NOT ALL STUDENTS WERE REQUIRED TO TAKE IT LAST YEAR.

AND SO WE'RE KIND OF GETTING BACK INTO OUR NORMAL GROOVE OF THAT DATA.

BUT I DO THINK THAT LONGITUDINAL DATA THAT THE EOC CAN PROVIDE WILL BE IMPORTANT AS WE REALLY ASSESS THIS PILOT MOVING FORWARD.

I THINK THE DATA THAT YOU'RE SHOWING US TODAY IS REALLY IMPRESSIVE.

[01:15:05]

BUT AGAIN, IT'S ONE YEAR.

SO I THINK THAT MORE DATA POINTS ARE GOING TO BE REALLY IMPORTANT TO SHARE WITH THE BOARD AND THE COMMUNITY.

WE WANT TO MAKE SURE THEY HAVE THE SUCCESS GOING FORWARD BEYOND THIS FIRST YEAR.

SORRY I SAID I WAS DONE, BUT I THOUGHT OF SOMETHING ELSE BASED ON MS. ARCHAMBAULT QUESTION.

IS THE STAAR TEST THE BEST MEASURE THAT WE SHOULD USE TO EVALUATE SUCCESS OF THIS PROGRAM? I THINK IT'S A MEASURE THAT WE WANT TO LOOK AT.

YOU NOTICE I'VE SAID SEVERAL TIMES WE GET SOME INTERNAL DATA.

I'M HAPPY TO SHARE THAT WITH YOU ALL AS WELL.

THE PUBLIC'S USED TO SEEING STAAR DATA, AND WE HAVE SNAPSHOT DATA AND WE HAVE SOME OTHER INFORMAL DATA THAT WE CAN PUT TOGETHER AND SHARE.

BUT I THINK IT'S A MEASURE THAT WE WANT TO TAKE A LOOK AT, BUT TRIANGULATE WITH OTHER MEASURES, QUALITATIVE MEASURES, INTERNAL DATA, SURVEY FEEDBACK, DATA.

IT'S ALL IMPORTANT FOR US.

COMMENT ON THE STAAR AS A MEASURE OF THIS.

I MEAN, I KNOW THAT ALL SCHOOLS HAVE A COMPLICATED RELATIONSHIP WITH THE STAAR TEST AND ITS MANDATES AND ITS MOVING TARGETS AND ALL OF ITS CHANGES. BUT IT IS WHAT THE STATE USES TO GRADE FRISCO ISD IN OUR INDIVIDUAL CAMPUSES.

SO TO THAT EXTENT, IF WE'RE GOING TO MEASURE IF THE TRUE MEANING OR THE TRUE PURPOSE OF THIS PILOT IS TO IMPROVE STUDENT OUTCOMES, TO CLOSE THE ACHIEVEMENT GAPS AS THEY EXIST WITH SUBPOPULATIONS.

AND TO THE EXTENT THAT DATA SHOWS THAT THIS WORKS IN THE STATE'S EYES FRISCO ISD IS DOING A BETTER JOB, GETS A BETTER GRADE, THE PUBLIC UNDERSTANDS AN ADF SYSTEM, WHETHER WE LIKE IT OR NOT. SO IT SHOULD BE A MEASURE.

I MEAN, I UNDERSTAND WHY YOU'RE USING IT AS A MEASURE.

I CAN ALSO UNDERSTAND WHY WE AND PARENTS WOULD WANT SOME OTHER INTERNAL MEASURES LIKE WE USE IN ALL OF OUR OTHER COURSES TO BE AN EVALUATOR FOR THIS TOO.

WE'VE HEARD A LOT OF ANECDOTES OVER THE LAST YEAR PLUS ON THIS PILOT AND SINCE THE LAST POINT, SOME FROM PARENTS WHO'VE HAD KIDS IN THE PILOT, SOME WHO ARE PARENTS WHO HAVE NOT HAD KIDS IN THE PILOT, AND SOME WHO DON'T HAVE KIDS AT ALL IN FISD.

SO SO THOSE ANECDOTES AS A BOARD MEMBER, I NEED TO KNOW HOW TO SEPARATE THE ANECDOTES FROM WHAT'S TRULY HAPPENING AT A HOLISTIC LEVEL IN THE DISTRICT.

AND SO WE SHOULD MAKE THIS DECISION AS A DATA DRIVEN DECISION.

I KNOW YOU GUYS ARE DOING THAT, BUT WE SHOULD ALSO STRIVE TO IMPROVE THE COMMUNICATION TO ALL OF THOSE PARTIES, AND ESPECIALLY PROBABLY THE MOST TO THE ONES WHO MIGHT HAVE KIDS IN THE PILOT WHO HAVE FOUND A TRUE STRUGGLE WITH IT OR SOMETHING IN PARTICULAR ON THEIR MIDDLE SCHOOL CAMPUS THAT GAVE THEM HEARTBURN ABOUT IT.

I KNOW INDIVIDUAL TEACHERS AND PRINCIPALS ARE DOING THAT, BUT AT A BOARD LEVEL WE NEED TO SAY THAT IT'S IMPORTANT TO US TOO.

SO THAT'S ALL I GOT THANKS.

MAY I ADD? THE ONE THING THAT I WILL SAY IS BEING OVER THE MAJOR PROGRAMS IN DR.

CUNNINGHAM'S DEPARTMENT AND WORKED WITHIN THAT DEPARTMENT FOR SEVERAL YEARS IS WE WILL NEVER WE NEVER HAVE SINCE I'VE BEEN HERE FOR 22 YEARS, NOR DO I EVER THINK THIS DISTRICT EVER WILL DO ANYTHING EXCEPT RAISE EXPECTATIONS FOR CHILDREN.

AND THAT WAS THE PURPOSE OF THIS.

AND THIS IS NOT THE FIRST TIME WE'VE SEEN THIS.

WE ACTUALLY ACCIDENTALLY DID SOME THINGS YEARS AGO WITH BIOLOGY WHERE WE HAD A GROUP OF TEACHERS THAT WERE TEACHING ON-LEVEL BIOLOGY AND PRE AP BIOLOGY.

AND THEY GOT THE IDEA, WE'RE GOING TO PLAN FOR BOTH OF THEM.

WE'RE JUST GOING TO PLAN FOR THE PRE AP CLASS AND WE'RE GOING TO TEACH EVERYBODY THE SAME WAY.

SO THEY USED THE UPPER LEVEL PLANS TO TEACH ALL THE CLASSES.

THEN ALL OF A SUDDEN IN THE DATA THAT I'M MONITORING, THERE'S A STANDARD DEVIATION OF IMPROVEMENT FROM ONE YEAR TO THE NEXT YEAR.

AND WE WATCHED IT AND WE WATCHED IT ANOTHER YEAR.

AND IT HUNG AND WE DIDN'T KNOW WHAT HAD HAPPENED.

AND SO WE WENT TO GO INTO THAT HIGH SCHOOL AND SIT DOWN WITH THEM AND SAY, TELL US WHAT YOU DID? BECAUSE IT WAS SOMETHING THAT YOU VERY, THAT'S THE ONLY TIME I'VE EVER REALLY SEEN IT.

AND WE HAD TWO HIGH SCHOOLS AND WHAT THEY WERE DOING, THEY WERE BASICALLY PLANNING FOR THE ON LEVEL IN THE PRE AP CLASS THE EXACT SAME WAY, EXCEPT THEY WERE TEACHING THE CLASS AT THE PRE AP LEVEL AND DIFFERENTIATING FOR KIDS THAT MIGHT STRUGGLE IN THERE TO HELP PULL THEM UP.

YOU KNOW, ONE THING THAT I WILL SAY IS WE WILL ALWAYS AND ALWAYS HAVE THIS IS NOT A WIN LOSE GAME THAT WE'RE IN.

WE'RE IN A WIN WIN GAME.

AND ANY TIME WE COULD DO ANYTHING TO STRETCH OUR UPPER LEVEL KIDS THAT DO REALLY, REALLY WELL AND WE COULD PUSH THEM FURTHER THAT'S WE'RE OBLIGATED TO DO THAT. AND ALONG THE WAY, IF THAT TAKES SOME KIDS THAT STRUGGLES AND CHALLENGES THEM, THEN THEY FIND THAT THEY COULD ACTUALLY DO THAT LEVEL OF WORK, WHICH IS WHAT WE

[01:20:06]

FOUND. THEN THEY HAD TO HAVE SOME SUPPORTS AND SOME MECHANISMS IN PLACE THEN WE'RE OBLIGATED TO DO THAT.

SO I'M VERY PROUD OF WHAT WE'VE DONE.

THIS LENDS A POSITIVE LOOK.

IT TAKES A LOT OF TIME AND TRAINING AND WORK TO PULL EVERYBODY ALONG, TO GET EVERYBODY DOING, TO GET REALLY GET GOOD NUMBERS.

WE GOT TO MAKE SURE EVERYBODY'S ALSO GETTING THE TRAINING THAT THEY NEED AND EVERYTHING.

SO EVERYBODY'S DOING THE SAME THING AND THEY'RE MARCHING ALONG TOGETHER.

SO WE GET A GOOD LOOK AT THE PILOT VERSUS THE GROUP THAT'S NOT THE PILOT.

SO I JUST WANTED TO ADD THAT THIS IS A HOPEFULLY A WIN WIN, THAT WE'RE ADDING VALUE TO EVERY STUDENT IN THE DISTRICT AND NOT JUST A FEW.

THANK YOU, MR. CHANDLER.

BOARD ANY OTHER QUESTIONS? OKAY. DR.

CUNNINGHAM, WOULD YOU LIKE TO PRESENT THE STAAR SCORES SINCE YOU'RE ALREADY THERE?

[11. Discussion regarding Report on STAAR Scores]

I'LL CONTINUE. SO WE HAVE PROVIDED THE BOARD WITH A DIFFERENT SET OF DATA.

YOU'VE GOT CAMPUS LEVEL DATA AND WE WILL CONTINUE TO ADD DATA AS WE GET IT FROM THE STATE.

CURRENTLY, WHAT WE HAVE IS KIND OF A HIGH LEVEL LOOK.

THIS IS STILL PRELIMINARY RESULTS FROM TEA I BELIEVE THIS IS ABOUT THE EARLIEST WE SHARED THIS TYPE OF DATA WITH YOU IN THE PAST . AND SO WE WANT TO MAKE SURE WE LET YOU KNOW, IT'S STILL PRELIMINARY, WE'RE STILL HIGH LEVEL.

AND WE WILL CONTINUE TO GET YOU DATA AS WE GET IT.

I NEED TO MAKE SURE I PUBLICLY THANK OUR TEACHERS AND OUR STUDENTS FOR WHAT THEY DID THIS YEAR.

IT WAS BY ALL ACCOUNTS, IT WAS AN INTERESTING YEAR.

AND OUR STUDENTS PERSEVERED, AS DID OUR TEACHERS.

AND WE'RE VERY THANKFUL FOR THEIR WORK.

SO WE GOT THIS BROKEN DOWN INTO READING AND MATH AND IN SUBSETS OF ELEMENTARY, MIDDLE AND HIGH.

AND WHAT YOU'VE GOT HERE IS THE YELLOW BAR IS 2021, THE BLUE BAR IS 2022.

AND WHAT WE'VE DONE RIGHT NOW IS JUST KIND OF TAKE A LOOK AT APPROACHES, MEETS, AND MASTERS AND THEIR PERCENTAGE OF STUDENTS WHO MET THAT CRITERIA.

JUST IN A COMPARISON LOOK FOR YOU.

THIS DOES INCLUDE IN THE SPANISH LANGUAGE VERSIONS BUT DOES NOT YET INCLUDE STAAR ALT 2.

WE'RE STILL WAITING ON SOME OF THOSE DATASETS.

AND YOU CAN SEE WE'VE HAD SOME POSITIVE CHANGE, POSITIVE VARIANCE IN APPROACHES MEETS AND MASTERS AT OUR ALL, THIS IS ALL ELEMENTARY STUDENTS COMBINED.

THIS IS ELEMENTARY MATHEMATICS, SIMILAR.

THIS IS SET UP ALL THE WAY THROUGH.

YELLOW'S GOING TO BE 2021.

BLUE'S GOING TO BE 2022 AT LEAST I THINK THAT'S BLUE.

I MIGHT BE COLORBLIND. BUT YOU'LL SEE SOME POSITIVE VARIANCE ACROSS THE BOARD HERE WITH APPROACHES, MEETS AND MASTERS.

I'LL GET TO MIDDLE SCHOOL.

DR. CUNNINGHAM, CAN I JUST ASK YOU TO EXPLAIN SOMETHING ON THESE SLIDES? BECAUSE IT'S NOT ADDING UP TO ME.

OK. SO IF 81 OR EXCUSE ME, 86% ARE APPROACHES, HOW DO I GET TO 100% OF ALL STUDENTS ON THIS SLIDE? I DIDN'T TURN MYSELF OFF ON PURPOSE.

I PROMISE. [LAUGHTER] SO APPROACHES IS THERE APPROACHING GRADE LEVEL EXPECTATIONS MEETS IS THEY'VE MET GRADE LEVEL EXPECTATIONS AND MASTERS IS THEY'VE SUCCEEDED AND THAT'S THE WAY THE STAAR THE STATE GIVES US THE INFORMATION.

SO FOR A STUDENT, WE'VE GOT 86% OF OUR STUDENTS ON THIS SLIDE HERE THAT MET THE APPROACH ES MARK WELL THAT INCLUDES STUDENTS WHO HAD MET EXPECTATIONS AND HAD MASTERED EXPECTATIONS.

SO IT'S YOU'RE NOT GOING TO GET 100%.

GREAT QUESTION. GOT IT. THANK YOU.

I THANK YOU FOR POINTING THAT OUT BECAUSE I KNEW WHAT IT MEANT.

SO I APPRECIATE YOU MAKING SURE I LET YOU KNOW.

SO MIDDLE SCHOOL ENGLISH LANGUAGE ARTS AND YOU'LL SEE AGAIN KIND OF A TREND TOWARDS DOES NOT INCLUDE STAAR ALT 2 AND THIS IS POSITIVE VARIANCE ACROSS APPROACHES MEETS AND MASTERS.

AND JUST SO I CAN SAY, THIS IS PILOT, NON PILOT, ALL OF THE ABOVE.

IT'S ALL STUDENTS IN MIDDLE SCHOOL, 6, 7, AND 8.

[01:25:02]

WE HAVE AN MIDDLE SCHOOL MATH.

YOU SEE SOME POSITIVE VARIANCE AS WELL ACROSS THE BOARD.

AND THESE ARE STUDENTS WHO TOOK THE MIDDLE SCHOOL MATH.

YOU MAY KNOW THAT SOME STUDENTS TAKE HIGH SCHOOL LEVEL COURSEWORK.

AND THESE ARE STUDENTS WHO TOOK THE SIX, SEVEN, EIGHTH GRADE STAAR MATH EXAM.

SO WE'RE GETTING THE EOC'S, WE HAVE HIGH SCHOOL ALGEBRA EOC AND YOU SEE SOME POSITIVE VARIANCE IN MASTERS AND MEETS AND FAIRLY SIMILAR RESULTS IN APPROACHES.

HIGH SCHOOL BIOLOGY EOC.

KIND OF SIMILAR.

WE GOT SOME POSITIVE VARIANCE IN MEETS AND MASTERS AND A LITTLE BIT OF ABOUT THE SAME IN APPROACHES WITH A NEGATIVE VARIANCE.

HIGH SCHOOL ENGLISH ONE EOC WRITE THAT EVEN APPROACHES LITTLE POSITIVE VARIANCE IN MEETS AND MASTERS.

AND I'LL REMIND YOU THAT IN ALL OF THESE SCORES, THESE ARE STILL PRELIMINARY.

WE'RE STILL TRYING TO DO SOME ANALYSIS BEHIND THE SCENES AND MAKE SURE THAT WE'RE ASKING THE RIGHT QUESTIONS AND DOING THE RIGHT ANALYSIS AS WE GET THIS DATA IN FAIRLY EARLY.

HIGH SCHOOL ENGLISH TWO EOC.

SEE A LITTLE NEGATIVE VARIANCE HERE NEAR HERE.

ONE OF THE THINGS THAT WE DON'T YET KNOW HIS SCALE SCORE AND WHAT THE SETTING WAS.

SO WHILE I CAN COMPARE A PERCENTAGES OF WITH YOU, WELL NOT WE DON'T HAVE SOME OF THE END LEVEL DATA WE GET FROM TEA ABOUT WHAT THEY CUT IT OFF AT APPROACHES MEETS AND MASTER.

SO WE DON'T HAVE THAT DATA YET.

WE'LL SHARE THAT WITH YOU ONCE WE DO.

WHAT YOU'RE SAYING THERE IS THAT YOU DON'T KNOW YET WHETHER THE BAR WAS RAISED FROM ONE YEAR TO THE NEXT.

CORRECT. HIGH SCHOOL HISTORY, US HISTORY EOC LLOYD IT'LL BE HARD TO GO MUCH HIGHER THAN 98% ON APPROACHES, BUT WE'D STILL LIKE TO.

BUT WE'RE STILL RIGHT THERE.

EVEN A LITTLE POSITIVE VARIANCE IN MEETS AND MASTERS IN US HISTORY.

AND THIS IS ACROSS THE BOARD.

WE MENTIONED THE GROWTH MEASURE IN THEIR OTHER SLIDE DECK.

HOW MANY OF OUR STUDENTS HAVE MET OR EXCEEDED GROWTH IN TERMS OF THE STAAR GROWTH PROGRESS MEASURE? AND THIS IS JUST A SINGLE LOOK AT ALL OF THIS.

I WILL TELL YOU THAT THE ALGEBRA ONE, WHAT YOU SEE IN THAT DATA POINT 75%, THAT IS STUDENTS WHO WERE IN HIGH SCHOOL THAT TOOK THE ALGEBRA ONE EOC AND STUDENTS IN MIDDLE SCHOOL WE TOOK THE ALGEBRA ONE EOC.

THAT'S A MIXED. SO WE GET THAT QUESTION A LITTLE BIT.

I'M NOT SURE I CLEARED THAT WITH YOU. SO AGAIN, I KNOW THAT THIS IS JUST A HIGH LEVEL LOOK AT SOME THINGS.

WE'LL GIVE YOU ADDITIONAL SPECIFIC DATA.

WE DON'T YET HAVE DEMOGRAPHIC DATA.

WE DON'T YET HAVE STANDARDS BASED DATA.

WE DON'T HAVE THE SCALE SCORE AND WHERE THEY SET THE BAR, OR WE DON'T HAVE THAT BAR SET.

BUT WE WANT TO MAKE SURE THAT WE SHARE THAT WITH YOU TONIGHT.

AND THE THICK, DETAILED TAPR REPORT WHERE ALL OF THE DATA IS AND CAN BE BROKEN DOWN AND ALL THAT KIND OF THING.

WHAT TIME OF YEAR IS THAT RELEASE JUST FOR THE PUBLIC'S KNOWLEDGE? DECEMBER IS WHEN WE GET THAT.

WE GOT OUR REPORT CARD IN AUGUST.

WE GET SOME DATA IN AUGUST 15TH AND WE'LL HAVE A MUCH MORE DETAILED LOOK IN DECEMBER.

SO WE'LL SHARE THAT WITH YOU.

WE'LL HAVE YOU YOU'LL GET A LITTLE BIT OF A HEADS UP LOOK AT IT AS WE GET IT.

OKAY. THANK YOU, GUYS.

THANK ALL OF YOU. YEAH.

AND DR. CUNNINGHAM, WHEN I KNOW YOU AND I SPOKE BRIEFLY ABOUT THIS, BUT WHEN DO YOU EXPECT THAT WE'LL HAVE BOTH THE STATE OF TEXAS AND REGION 10 DATA SO WE CAN DO A COMPARATIVE ANALYSIS? I'M GOING TO DO A LOOK OVER AT DR.

[INAUDIBLE]. DR.

[INAUDIBLE] AFTER JUNE 24TH.

SO GREAT. SO WE'LL HAVE THAT SOON.

AND THEN I JUST WANTED TO MAKE MENTION AS WELL THAT THE DISTRICT SENT OUT AN EMAIL FOR PARENTS AS TO HOW THEY DOWNLOAD THEIR CHILD'S STAAR SCORES.

AND SO IF YOU'RE CURIOUS, IF YOU'RE WATCHING YOUR THE STAAR SCORE SHOULD BE JUNE 13TH IS TODAY AND SO MANY OF THEM SHOULD BE AVAILABLE ON THE STUDENT PORTAL TODAY.

YES. SO EASY TO ACCESS.

CHECK YOUR EMAIL AND YOU'LL BE ABLE TO FIND THOSE.

ANY QUESTIONS? ONE THING, THE ESPECIALLY THE ELEMENTARY AND MIDDLE SCHOOL NUMBERS SEEMS TO BE GOOD THIS YEAR.

SO IS THERE ANY CONNECTION WITH THE COVID AND IN PERSON? CAN WE DRAW SOME THING LIKE THAT OR IT'S NOT? I DON'T THINK AT THIS POINT WE CAN DRAW ANY CONCLUSIONS.

WE DON'T YET HAVE ALL THE DATA THAT WE NEED TO DRAW THAT CONCLUSION.

BUT I DO BELIEVE ANECDOTALLY AND UNOFFICIALLY, WE DID HAVE A FEW MORE STUDENTS SHOW UP TO TEST THIS YEAR THAN WE HAD IN THE PAST.

SO THAT WAS NICE.

[01:30:02]

AND THE STAAR NOT ALL STUDENTS WERE ONLINE, BUT WE'RE TRENDING TOWARDS THAT.

WHEN IS OR WE'RE ALL OF OUR STUDENTS TAKING IT ONLINE THIS YEAR? GREAT QUESTION. NEXT YEAR.

NEXT YEAR OKAY.

OK 22. SO 22-23 ALL STUDENTS WILL TAKE IT ONLINE? YES. OKAY.

THANK YOU. FINGERS CROSSED.

WE'LL MOVE ON TO ITEM 12 DISCUSSION REGARDING SHC APPROVAL OF INSTRUCTIONAL MATERIALS RELATED TO SB 9.

[12. Discussion regarding SHAC approval of instructional materials related to SB9]

DR. CUNNINGHAM, YOU'RE UP AGAIN.

[INAUDIBLE]. THREE IN A ROW.

HOW LUCKY, ARE YOU? SO ONE OF THE THINGS THAT WE TALKED ABOUT THIS IN APRIL AND MAY, AND THEN HERE IN JUNE AGAIN, I NEED TO GIVE SOME PUBLIC CREDIT TO DR.

JODI DAVIS FOR LEADING SHAC THIS YEAR.

SHE'S SOMEWHERE IN THE CROWD AND SHE DID A FANTASTIC JOB LEADING SHAC THIS YEAR.

AND SHAC'S THE STUDENT HEALTH ADVISORY COUNCIL.

THEY'VE GOT HERE'S THEIR VISION AND THEIR MISSION.

AND AGAIN, DR.

DAVIS DID A GREAT JOB WITH THIS THROUGH THE SCHOOL YEAR AND THEY HAVE HERE THEIR GOALS.

I'D BE REMISS IF I DIDN'T SHARE WITH THIS A GROUP OF TEACHERS AND CITIZENS THAT COME TOGETHER AND THAT ARE CONCERNED ABOUT HEALTH AND WELLNESS.

AND WE'LL MAKE CERTAIN THAT WE ARE GETTING FEEDBACK FROM THIS GROUP.

THIS IS ONE OF THE GROUPS THROUGH A TEXAS EDUCATION CODE THAT HAS SOME SIGNIFICANT AUTHORITY.

AND SO THAT'S ONE OF THE REASONS I'M HERE WITH YOU THIS EVENING.

THIS IS THE REASON I'M HERE THIS EVENING.

IN THE LAST LEGISLATIVE SESSION, THE STATE OF TEXAS PASSED TWO BILLS, ONE HOUSE BILL 1525, ONE SENATE BILL 9.

WE'VE TALKED ABOUT THIS BEFORE.

IT OMITS AMENDMENTS TO THE EDUCATION CODE THAT REQUIRES THE BOARD OF TRUSTEES TO ADOPT A RESOLUTION THAT WILL CONVENE THE LOCAL HEALTH ADVISORY COUNCIL OR SHAC FOR THE PURPOSE OF MAKING RECOMMENDATIONS REGARDING CURRICULAR MATERIALS AND REQUIRED SHAC TO HOLD AT LEAST TWO PUBLIC MEETINGS ON CURRICULUM MATERIALS BEFORE MAKING A RECOMMENDATION TO THE BOARD OF TRUSTEES. THAT'S WHY WE'RE HERE THIS EVENING.

WE STARTED THE PROCESS FOR ACQUISITION OF MATERIALS RELATED TO HEALTH AND P.E.

WAY BACK IN OCTOBER, AND WE DO THIS ON A REGULAR BASIS.

ANY TIME THE STATE RELEASES A NEW ADOPTION MATERIALS FOR A VARIETY OF CURRICULAR MATERIALS IT CHANGES THE TEKS IT CHANGES THE STANDARDS.

AND SO WE HAD A TEACHERS COMMITTEE.

THEY WERE FORMED BACK IN OCTOBER AND THEY MET AND DID A VARIETY ACTIVITIES.

YOU CAN SEE SOME OF THE THINGS THAT THEY'VE DONE.

I'VE SHARED THIS WITH YOU. WELL, DR.

DAVIS SHARED THIS WITH YOU ALL BACK IN APRIL, AND THEY CAME AND PROVIDED A RECOMMENDATION TO THE BOARD.

WE DO THIS EVERY YEAR, WHETHER WE'RE ACTUALLY NOT TECHNICALLY REQUIRED TO DO SO.

BUT OUT OF TRANSPARENCY, WE MAKE SURE YOU ALL KNOW WHAT THE TEACHERS SELECTED, WHAT THEY'RE LOOKING AT.

AND I GAVE YOU AN IDEA ABOUT THE QUOTE.

AND THEN AFTER THAT, WE HELD BECAUSE OF YOUR RECOMMENDATION IN MAY. WE NEED TO BRING SHAC TOGETHER SO THE SHAC CAN TAKE A LOOK WHAT THE TEACHERS RECOMMENDED.

AND THEN SHAC WOULD PROVIDE THE FORMAL RECOMMENDATION.

SO THAT'S KIND OF A TIMELINE.

I GIVE JAMES HARRIS AND MELISSA ELLIS AND OUR TEACHER COMMITTEE A TON OF CREDIT FOR THE WORK THEY DID THERE.

REMIND YOU THAT THE ELEMENTARY PE AND HEALTH CURRICULUM RECOMMENDED TO USE IMA FUNDS FOR QUAVER EDUCATION.

SOME OF THE FEEDBACK RECEIVED WAS SOME CONCERN ABOUT STUDENT ROSTERING.

WE'VE CONFIRMED WITH QUAVER EDUCATION THAT NO STUDENT ROSTERING WILL BE NECESSARY CONDUCTED, AND WE'RE HOPEFUL THAT WE COULD HAVE OUR CURRICULUM WRITERS WORK THIS SUMMER TO SELECT THE MATERIALS THAT ALIGN WITH THE SKILL, DEVELOPMENT, NUTRITION AND THE NEW 2022 ELEMENTARY HEALTH TEKS.

AND THAT'S WHAT THE TEACHER COMMITTEE RECOMMENDED AND THAT'S WHAT WE PROPOSED TO SHAC.

SECONDARY, AGAIN, WAS TO USE IMA FUNDS TO PURCHASE TEXAS HEALTH SKILLS FOR HIGH SCHOOL INSTRUCTIONAL MATERIALS FROM GOODHEART-WILCOX.

IT'S THE ONLY OPTION THAT MET 100% OF THE TEKS FOR HEALTH & PE ADOPTED BY THE STATE BOARD OF EDUCATION.

AND AGAIN, OUR FOLKS WANTED TO TRY TO USE THAT.

SO I'M GOING TO KIND OF BACK UP IN APRIL OUR TEACHERS GAVE YOU THESE OUR TEACHERS RECOMMENDED THESE TWO SETS OF MATERIALS.

WE DID AFTER THAT MEETING POST A PUBLIC COMMENT LINK TO SEE SO PARENTS AND COMMUNITY CAN TAKE A LOOK AT THE MATERIALS.

WE RECEIVED TWO COMMENTS.

ONE WAS IN FAVOR, ONE WAS AGAINST THE MATERIALS THE TEACHERS HAVE SELECTED.

AFTER THIS, IN MAY, YOU ALL CONVENED SHAC TO HAVE A TWO PUBLIC MEETINGS TO LOOK AT THE MATERIALS AND MAKE A RECOMMENDATION.

AND THE SHAC DID MEET ON MAY 17TH AND MAY 24TH AND TWO OPEN PUBLIC MEETINGS.

AND THEY MET AND THEY ON MAY 24TH, VOTED TO RECOMMEND THE PURCHASE OF INSTRUCTIONAL MATERIALS IN ALIGNMENT WITH WHAT THE TEACHER COMMITTEE RECOMMENDED.

AND SO THIS IS I'M TELLING YOU KIND OF WHAT WE'RE HERE FOR WITH WHAT THEY DID PUBLICLY THANKING THE STUDENT HEALTH ADVISORY COUNCIL FOR THEIR WORK.

THEY CAME TOGETHER FOR TWO VERY QUICK MEETINGS AFTER THEY THOUGHT THEIR YEAR WAS DONE AND DID A REALLY GOOD JOB ASKING GREAT QUESTIONS.

[01:35:05]

LOOKED THROUGH THE MATERIALS, I THINK, AT A PRETTY HIGH LEVEL.

AND LATER ON, WE'LL BE ASKING FOR YOUR APPROVAL OF SHAC'S RECOMMENDATION TO PURCHASE THE INSTRUCTION MATERIALS AS RECOMMENDED BY THE TEACHERS.

THANK YOU, DR. CUNNINGHAM, BOARD ANY QUESTIONS? THANK YOU. WE WILL MOVE ON TO ITEM 13 PUBLIC HEARING REGARDING THE 2022 2023 PROPOSED BUDGET AND TAX RATE.

[13. Public hearing regarding the 2022-2023 proposed budget and tax rate]

I MEAN, DR. CUNNINGHAM, YOU ARE UP DO YOU WANT TO JUST DO THIS ONE TOO? DO YOU WANT TO TALK ABOUT THE TAX RATE? NO. [LAUGHTER] I'LL GIVE SOMEBODY A RAISE THAT [INAUDIBLE].

MRS. SMITH? HE'S HAD TO SIT IN SO MANY BUDGET MEETINGS, HE PROBABLY COULD.

I'M GOING TO KEEP THIS SUPER SHORT BECAUSE YOU GUYS SAT THROUGH 2 HOURS OF ME TALKING ABOUT THE BUDGET, WHAT, LIKE A WEEK AGO OR SOMETHING? THIS IS A INFOGRAPHIC ABOUT OUR BUDGET.

WE HAVE PROPOSED TO YOU GUYS JUST OVER $692.6 MILLION DOLLAR GENERAL FUND BUDGET, WHICH I WILL REMIND YOU, IS A DEFICIT BUDGET OF A LITTLE UNDER $23 MILLION DOLLARS.

I'VE KIND OF PUT SOME OF THE HIGHLIGHTS IN THIS INFOGRAPHIC FOR YOU.

I THINK THE BIGGEST PIECE OF IT REALLY IS EMPLOYEE RAISES.

WE'VE RECOMMENDED A 4% RAISE FOR TEACHERS AND OTHER INSTRUCTIONAL PROFESSIONAL EMPLOYEES AND A THREE AND A QUARTER PERCENT RAISE FOR ALL OTHER EMPLOYEES.

I REALLY THINK THAT'S ABOUT ALL I HAVE TO SAY.

JUST TO REMIND YOU WHAT WAS IN IT, ALL OF THE MATERIALS FROM THE BUDGET WORKSHOP HAVE BEEN POSTED ON OUR PUBLIC FACING WEBSITE UNDER THAT FINANCIAL TRANSPARENCY TAB. SO THEY'RE ALL OUT THERE.

IF ANYBODY WANTS TO GO AND LOOK AT IT AS FAR AS NEXT STEPS GO, THERE WILL BE A MEETING ON THE 20TH NEXT MONDAY FOR YOU GUYS TO VOTE ON THE OFFICIAL BUDGET FOR THE THREE FUNDS, THE GENERAL FUND, THE CHILD NUTRITION FUND, AND THE DEBT SERVICE FUND, PLUS OUR 2022 2023 COMPENSATION PLAN.

AND AT THAT TIME, WE WILL HAVE THE FULL BUDGET BOOK WITH ALL THE MATERIALS THAT WERE INCLUDED IN THE PRESENTATION ON THE FIRST INCLUDED IN IT AND READY TO GO TO BE POSTED ONLINE. BOARD ANY QUESTIONS FOR MS. SMITH? I DON'T HAVE A QUESTION, BUT JUST A COUPLE OF COMMENTS AND SOME OF THIS I SAID LAST WEEK IN THE BUDGET WORKSHOP, BUT SOME OF IT IS SINCE I'VE HAD A CHANCE TO KIND OF THINK ABOUT IT SINCE THEN.

SO I'LL JUST SHARE A FEW THOUGHTS.

IT'S NOT REALLY A QUESTION, BUT WELL, THERE ARE A FEW QUESTIONS IN HERE, ACTUALLY.

SO I'LL JUST START.

I SPOKE TO A FAMILY FRIEND OF OURS LAST WEEKEND WHO JUST GOT HER CREDENTIAL AND SHE APPLIED HERE, BUT THEN SHE GOT A JOB TO TEACH SOMEWHERE ELSE IN GARLAND.

AND SHE CHOSE GARLAND BECAUSE THEY'RE STARTING SALARIES HIGHER BECAUSE SHE SAID THE COST OF LIVING WAS LOWER.

AND SO IT JUST REALLY GOT ME THINKING OF LIKE SORT OF THE HIDDEN COST, RIGHT, THAT YOU CAN'T ACCOUNT FOR IN THIS.

YOU CAN'T. THERE'S NO LINE ITEM FOR THAT.

RIGHT. BUT THEN I ALSO OPENED UP MY COMMUNITY IMPACT NEWSPAPER OVER THE WEEKEND AND SAW THAT WE'VE GOT RICHARDSON ISD PUTTING ADS INTO OUR FRISCO NEWSPAPER TO HIRE TEACHERS.

SO I JUST THINK THERE'S SOME THINGS THAT MAYBE WE CAN'T RESOLVE THEM THIS YEAR ON THIS BUDGET.

I UNDERSTAND THAT, AND I REALIZE I'M COMING IN HERE VERY LATE AND THAT MAKES THIS ALL VERY CHALLENGING.

AND I CERTAINLY WANT TO HONOR THE WORK THAT YOU AND THE LEADERSHIP TEAM HAVE DONE TO GET TO THAT 4% RAISE.

BECAUSE I KNOW THAT TOOK SOME WORK YOU SHARED WITH ME A LITTLE BIT ABOUT ALL THAT THAT TOOK.

I GUESS WHAT I WOULD JUST SAY IS THAT, YOU KNOW, OUR TEACHERS ARE DEALING AND ALL OF OUR STAFF REALLY, NOT JUST OUR TEACHERS, ALL OF US RIGHT, ARE DEALING WITH THIS 8% INFLATION.

I THINK I HEARD WHEN I WAS DRIVING OVER HERE, IT'S NOW AT 8.6% INFLATION.

AND THAT'S GOING UP.

THAT'S CERTAINLY NOT OUR FAULT.

RIGHT. WE CAN'T CONTROL THAT.

BUT IT IS OUR PROBLEM IN TERMS THAT WE'VE GOT TO LIKE FIGURE OUT HOW TO ADJUST AND TO DEAL WITH THAT.

SO FROM WHAT I HAVE LEARNED RECENTLY, THIS IS KIND OF A YEAR ROUND PROCESS.

SO I GUESS IN TERMS OF THE BUDGET, IT'S NOT JUST SOMETHING WE DO IN 30 DAYS.

SO, I GUESS WHAT I WOULD JUST ADD IS THAT I'D LIKE TO SEE US START THAT WORK NOW TO HELP BRIDGE THAT GAP SO THAT WE CAN DO MORE FOR OUR TEACHERS AND OUR STAFF NEXT YEAR, INCLUDING OUR BUS DRIVERS, OUR PARAPROFESSIONALS, ALL OF THOSE FOLKS.

[APPLAUSE] SO I ALSO WANTED TO SAY THAT I REALLY APPLAUD THE STRATEGIC ABANDONMENT WORK THAT YOU'VE BEEN DOING THAT YOU SHARED WITH ME.

AND I KNOW WE TALKED ABOUT IT IN THE BUDGET WORKSHOP, SO I'M NOT GOING TO ASK YOU TO GO OVER IT AGAIN, BUT I THINK THAT'S A REALLY IMPORTANT EXERCISE.

WHAT I'D LIKE TO SEE IS THE RESULTS OF THAT AT SOME POINT BE SHARED WITH THE PUBLIC.

[01:40:04]

LIKE, HERE'S THE THINGS WE DECIDED TO ABANDON AND HERE'S HOW MUCH THAT SAVED OUR DISTRICT, RIGHT? I'D LOVE TO SEE US DO SOMETHING LIKE THAT MAYBE BEFORE THE END OF THIS CALENDAR YEAR.

I THINK THAT AND BY THE WAY, I LOVE THE TERM STRATEGIC ABANDONMENT.

I DON'T KNOW WHO CAME UP WITH THAT, BUT I REALLY LIKE THAT TERM.

I THINK IT'S GREAT, BUT I'D LIKE TO SEE THAT.

AND THEN I WASN'T SURE AS PART OF THE FINANCE COMMITTEE, DO WE HAVE A COST CUTTING INITIATIVE AS WELL IS THAT PART OF THAT OR IS THAT JUST REALLY MORE THE WORK THAT YOU DO WITH THE BUDGET LEADERS? SO I'LL ADDRESS KIND OF ALL OF YOUR COMMENTS AND QUESTIONS IN JUST A COUPLE OF JUST GENERAL STATEMENTS ABOUT OUR BUDGET PROCESS.

AND THEN I'LL LET DR. LINTON CHIME IN IF SHE WANTS TO.

JUST ABOUT THE EMPLOYEE RETENTION AND THE STARTING SALARY PIECE, BUT WE HAVE USED WHAT WE CALL A PRIORITIES BASED BUDGETING MODEL IN FISD, SINCE 2016, IT IS A CONTINUOUS IMPROVEMENT SORT OF BUDGETING PROCESS.

SO WE ARE CONSTANTLY LOOKING FOR COST CUTTING MEASURES.

WE DON'T HAVE A STRICT STANDARD ACROSS THE BOARD.

EVERYBODY GO FIND 10% OF YOUR BUDGET THAT YOU CAN CUT SO THAT WE CAN PAY FOR SOMETHING ELSE BECAUSE THAT WE FEEL JUST IN OUR BUDGETING PHILOSOPHY DOES A DISSERVICE TO DIFFERENT PROGRAMS AND AREAS THAT MAY ACTUALLY NEED THAT MONEY.

AND CUTTING 10% OR SOME ARBITRARY NUMBER, YOU KNOW, WOULD NOT BENEFIT KIDS, ESSENTIALLY AND WHAT WE'RE TRYING TO DO AS A DISTRICT.

SO INSTEAD, WE EMPLOY A PRIORITIES BASED BUDGETING MODEL WHERE DEPARTMENT BUDGET OWNERS, WHO ARE THE OWNERS OF THE VAST MAJORITY OF THE DISTRICT'S BUDGET CONSTANTLY LOOK AT WHAT THEY HAVE AVAILABLE TO THEM TO SPEND WHAT THEY ARE SPENDING THEIR MONEY ON.

WE ASK EVERYBODY TO GO DO A THREE YEAR LOOKBACK EVERY YEAR AS THEY'RE GOING THROUGH THEIR BUDGET DEVELOPMENT PROCESS, WHICH FOR THEM STARTS IN NOVEMBER PRETTY HEAVILY.

WE ASK THEM TO GO, LOOK, WHAT HAVE YOU BEEN PLANNING TO SPEND YOUR MONEY ON? WHAT ARE YOU CURRENTLY SPENDING YOUR MONEY ON? IS THERE ANY ROOM FOR EFFICIENCIES IN THERE? WE TALK A LOT ABOUT YOU KNOW ARE THERE WAYS TO COMBINE EFFORTS OR DIAL SOMETHING BACK BECAUSE YOU DON'T NEED AS MUCH SUPPORT AS YOU DID WHEN YOU FIRST IMPLEMENTED THIS PROGRAM OR THIS COST.

RIGHT. SO IT'S AN ONGOING, CONTINUOUS IMPROVEMENT EFFORT IN TERMS OF A COST CUTTING STRATEGY.

AND IT IS A YEAR LONG PROCESS.

REGARDING THE STRATEGIC ABANDONMENT INITIATIVE WE DO FULLY INTEND TO REPORT OUT ON THAT, JUST LIKE WE'RE DOING WITH ALL OF OUR STRATEGIC CHANGE INITIATIVES.

THAT'S SOMETHING THAT WE AS A LEADERSHIP TEAM ARE BEING REALLY THOUGHTFUL AND INTENTIONAL ABOUT AS WE KIND OF FORMALIZE THIS STRATEGIC CHANGE MODEL AS A DISTRICT THAT WE ARE CONTINUOUSLY COMMUNICATING BOTH WITH THE BOARD, WITH THE COMMUNITY, WITH INTERNAL AND EXTERNAL STAKEHOLDERS ABOUT ALL OF OUR DISTRICT WIDE INITIATIVES.

SO THAT WILL BE ONE OF THOSE THAT WE MODEL THAT FORMAL COMMUNICATION AT BOARD MEETINGS.

I CAN'T GUARANTEE THAT IT WILL BE DONE BY THE END OF THIS CALENDAR YEAR BECAUSE A LOT OF THE THINGS THAT WE'RE TALKING ABOUT WHEN WE'RE LOOKING AT IT, I MEAN, IT'S 73 CAMPUSES.

RIGHT? AND WE'RE TALKING ABOUT STEERING A CRUISE SHIP.

ESSENTIALLY, IT TAKES A LITTLE BIT OF TIME, BUT WE ARE COMMITTED TO GOING THROUGH IT AND SEEING WHAT IT IS THAT WE CAN DO FOR STAFF. AND AT THE END OF THE DAY, IT MAY NOT END UP SAVING US ANY MONEY, BUT THE ULTIMATE GOAL WOULD BE TO BUILD THE CAPACITY IN OUR PEOPLE WITH WHATEVER WE LET GO OF, TO BE ABLE TO MOVE FORWARD WITH LESS STRESS, WITH LESS BURNOUT, FEELING, FEELING SUPPORTED AND GOOD ABOUT THE DIRECTION THAT WE'RE GOING IN.

AND SO IF THAT'S ALL WE ACCOMPLISH AND WE DON'T SAVE ANY MONEY, I THINK THAT IT WOULD STILL BE SUCCESSFUL.

IN TERMS OF STARTING SALARIES, THE ONLY THING THAT I'LL SAY ABOUT THAT IS IT'S PRETTY STIFF COMPETITION THIS YEAR WITH STARTING TEACHER PAY.

RIGHT. AND I KNOW YOU WEREN'T ON THE BOARD IN FEBRUARY WHEN WE HAD OUR FIRST MEETING, BUT WHERE WE STARTED VERSUS WHERE WE ENDED IS SIGNIFICANT.

WE STARTED BY LOOKING AT A 2% RAISE BECAUSE WHEN YOU CALCULATE THE REVENUE THAT WE'RE GOING TO GET, KNOWING THAT WE HAVE TO OPEN TWO NEW SCHOOLS NEXT YEAR AND STAFF THOSE SCHOOLS.

THAT'S ALL THE MONEY.

THAT'S ALL THAT WAS AVAILABLE IN TERMS OF REVENUE.

THE MORE WORK THAT WE DID, THE MORE COMFORTABLE WE GOT WITH BEING ABLE TO ADOPT A DEFICIT BUDGET.

WE REPURPOSE SOME OF THOSE ESSER FUNDS TO HELP COVER NEXT YEAR, AND WE GOT FROM 2% TO 4% OVER THE COURSE OF A SEMESTER.

I REALIZE THAT'S NOT AS BIG OF A RAISE AND OUR STARTING SALARY IS NOT QUITE AS HIGH AS WHAT SOME OTHER DISTRICTS ARE DOING.

I'LL SAY A COUPLE OF THINGS.

OTHER DISTRICTS AROUND US ARE ADOPTING MUCH LARGER DEFICIT BUDGETS THAN WE ARE, WHICH MEANS THEY'RE TAKING A LITTLE BIT MORE OF A GAMBLE THAN WE ARE.

THEY ALSO HAVE SIGNIFICANTLY MORE ESSER MONEY THAN WE DO TO HELP FILL THAT GAP FOR THE ONE YEAR.

SO ALL THE ESSER MONEY EXPIRES AT THE SAME TIME.

WE'RE ALL DOING THE SAME THING ESSENTIALLY.

[01:45:02]

IT'S JUST HOW MUCH OF A GAMBLE CAN YOU TAKE THAT DURING THE LEGISLATIVE SESSION SOMETHING POTENTIALLY CHANGES WITH SCHOOL FUNDING OR HOW CAPABLE ARE YOU AS A DISTRICT TO MAKE THAT UP AND REBALANCE THE BUDGET GOING FORWARD IF NOTHING COMES OUT OF THE LEGISLATIVE SESSION? SO THAT'S SOMETHING THAT'S REALLY IMPORTANT TO US AND THAT WE TAKE INTO CONSIDERATION WHEN WE'RE DEVELOPING ANY BUDGET, BUT ESPECIALLY A DEFICIT ONE.

I DON'T KNOW IF YOU WANT TO ADD ANYTHING ABOUT RECRUITMENT? KEN, BEFORE WE MOVE ON TO, DR.

LINTON I'M SORRY. I JUST THIS IS IMPERATIVE, I THINK, THAT WE SPEAK ABOUT IN THIS MOMENT LAST YEAR AND GOING FORWARD, WE'RE ALWAYS GOING TO TRY TO PUSH FUNDING BACK INTO THE POCKETS OF OUR STAFF AND OUR TEACHERS.

AND WE SAW TIME AND TIME AGAIN THROUGHOUT COVID AND THROUGH RETENTION BONUSES AND THROUGH SUPPLY STIPENDS THAT YOUR TEAM HAS ALWAYS BEEN VERY THOUGHTFUL AS FAR AS THE DISTRICT HAS A SURPLUS.

HERE WE HAVE ESSER FUNDS HERE.

LET'S GET THAT INTO THE POCKETS OF OUR STAFF AND OUR TEACHERS.

AND I KNOW GOING FORWARD THAT WE'RE GOING TO DO THE SAME THING.

WE HAVE A FEW YEARS LEFT OF THE RETENTION BONUS.

I KNOW THAT'S NOT MENTIONED ON THIS SLIDE, BUT IT'S A SUBSTANTIAL ONE TIME PAYMENT TO OUR TEACHERS AND STAFF.

AND THAT'S NOT SOMETHING THAT DISTRICTS AROUND US OR EACH YEAR THE TEACHERS AND STAFF AND OTHER DISTRICTS ARE BEING ABLE TO RECOGNIZE.

SO I THINK EVERY DISTRICT HAS TO DO WITH WHAT THEY HAVE.

SOME DISTRICTS HAVE A LARGER RECAPTURE THAN WE DO.

SOME HAVE ADDITIONAL ESSER FUNDS, AND EVERYONE HAS TO DO WHAT'S BEST FOR THEIR COMMUNITY.

I'VE ALWAYS BEEN APPRECIATIVE AS A BOARD MEMBER THAT EVERY DOLLAR THAT WE HAVE, WE TRY TO GET IT BACK INTO THE HANDS OF OUR TEACHERS AND STAFF.

SO I WANT TO THANK YOU FOR THAT.

BUT I DO BECAUSE IT'S NOT MENTIONED ON THIS SLIDE.

I DO THINK WE'RE TALKING ABOUT WHAT THE BUDGET LOOKS LIKE GOING FORWARD, BUT THAT IS A BIG COMPONENT OF THAT STRUCTURE FOR NEXT YEAR FOR COMPENSATION AND BENEFITS.

THAT'S TRUE. THANK YOU FOR POINTING THAT OUT.

CAN I THROW ONE THING INTO AND THIS WAS KIND OF TO DR.

WALDRIP'S POINT IN OUR LAST MEETING, THERE ARE DISTRICTS WHO INFLATE BEGINNING TEACHER PAY AND THEN TEACHERS WHO'VE BEEN WITH THEM FIVE, TEN, 15 YEARS THEY'RE NOT MAKING THE MONEY THAT THE TEACHERS HERE ARE MAKING.

SO THAT'S DEFINITELY A TREND THAT YOU SEE IN DISTRICTS THAT ARE AROUND US.

WANT TO ADD ANYTHING? GOOD.

OKAY. I DON'T WANT TO CUT SOMEBODY OFF. I WAS GOING TO MENTION SOMETHING THAT I SAID DURING THE WORKSHOP LAST TIME.

AND FOR THOSE AT HOME THAT DIDN'T SEE THAT, THAT'S 2 HOURS OF MUCH MORE DETAILED INFORMATION THAN WHAT YOU'RE GETTING TONIGHT.

BUT I JUST COMPLETELY LOST MY TRAIN OF THOUGHT IF I GET IT BACK.

I THINK I MIGHT HAVE AN IDEA WHAT YOU'RE GOING TO SAY.

OKAY.

[LAUGHTER] THIS IS EXCITING. THIS IS GOING TO BE FUN.

THIS IS GOING TO BE SO FUN FOR US.

BECAUSE I REMEMBER YOU MENTIONING AT THE WORKSHOP, ONE OF THE THINGS THAT YOU MENTIONED AT THE WORKSHOP WAS THAT AS WE GO FORWARD AND WE.

THAT'S IT. YEAH, SEE, I READ YOUR MIND.

WOULD YOU LIKE TO REPEAT YOURSELF OR DO YOU WANT ME TO SAY IT FOR YOU? [LAUGHTER] YOU MENTIONED THAT WE CAN ALWAYS COME BACK AND TAKE A LOOK AT THIS AS WE GET GOING THROUGH THE YEAR AND AS WE SEE WHAT THE NEEDS ARE OF OUR STAFF, AS WE SEE WHAT THE LEGISLATURE IS GOING TO DO.

AND WE CAN ALWAYS MAKE UP GROUND NEXT YEAR ONCE WE HAVE A BETTER IDEA OF WHAT FUNDING LOOKS LIKE COMING FROM THE STATE THROUGH THE LEGISLATIVE SESSION, IT'S ALWAYS HARD TO DO A BUDGET IN THE YEAR BEFORE A LEGISLATIVE SESSION.

IT'S REALLY EXTRA HARD TO DO A BUDGET IN THE YEAR DURING A LEGISLATIVE SESSION BECAUSE YOU DON'T KNOW HOW IT'S GOING TO END UP.

BUT YES, WE CAN ALWAYS COME BACK AND MAKE UP GROUND IF WE FEEL LIKE THAT'S SOMETHING THAT WE NEED TO DO IN TERMS OF RECRUITMENT AND RETENTION, I WILL GIVE KUDOS TO OUR HR DEPARTMENT. THEY LOOK CONSTANTLY AT WHAT OTHER DISTRICTS ARE DOING IN TERMS OF COMPENSATION, AND WE HAVE BEEN REALLY INTENTIONAL ABOUT MAKING SURE THAT IT'S NOT JUST SALARIES THAT WE'RE TRYING TO KIND OF PROMOTE AS RETENTION TOOLS.

IT'S REALLY THE WHOLE PACKAGE OF WHAT YOU GET WHEN YOU WORK FOR FRISCO ISD IN TERMS OF BENEFITS AND SUPPORT AND TRAINING AND EVEN THINGS LIKE BEING ABLE TO BRING YOUR KID TO SCHOOL HERE IF YOU DON'T LIVE WITHIN THE DISTRICT.

SO WE'RE ALSO MAKING AN EFFORT TO HIGHLIGHT THOSE EXTRA NON SALARY THINGS AS PART OF OUR RECRUITMENT PACKAGES BECAUSE THERE ARE SOME THINGS THAT WE OFFER THAT A LOT OF SCHOOL DISTRICTS DON'T.

MR. CLASSE THAT WAS A REALLY GREAT QUESTION.

[LAUGHTER] IF THIS IS NOT THE RIGHT TIME, TELL ME.

BUT THE LAST PART ON THIS, SINCE THIS DOES MENTION THE TAX RATE, I KNOW YOU'VE GOT IT HERE ON THE INFOGRAPHIC.

YOU WANT TO BRIEFLY DESCRIBE THE TIME FRAME OF THAT? SURE. BECAUSE I KNOW A DETAILED EXPLANATION IS ON THAT VIDEO FROM LAST WEEK OR TWO WEEKS AGO.

YES, THERE IS A DETAILED EXPLANATION OF HOW OUR TAX RATE WORKS AND IS CALCULATED ON THAT VIDEO THAT YOU SAID IT WAS CUTE.

THANK YOU FOR THAT. SO OUR TAX RATE WILL BE OFFICIALLY ADOPTED IN AUGUST, POTENTIALLY SEPTEMBER, JUST DEPENDING ON THE TIMING WHEN WE GET REPORTS BACK FROM TEA.

[01:50:05]

THIS IS AN ESTIMATED TAX RATE AND IT'S BASED ON WHAT WE'RE EXPECTING OUR TAXABLE VALUE TO GROW BY AND WHAT WE'RE ALSO EXPECTING THE STATES KIND OF FLOOR AND CEILING FOR TAX RATES TO BE.

SO IT MIGHT CHANGE IT LIKELY WILL CHANGE A LITTLE BIT BETWEEN NOW AND THE TIME WE OFFICIALLY ADOPT THE TAX RATE.

TAX RATE DOES NOT IMPACT OUR BUDGET FOR OPERATIONS BECAUSE AS YOU GUYS KNOW, IF OUR LOCAL COLLECTIONS INCREASE OR DECREASE, IT JUST HAS THE OPPOSITE EFFECT ON STATE AID. SO NEXT STEPS ARE FOR YOU GUYS TO ADOPT THE BUDGET NEXT WEEK AND THEN THE TAX RATE IN AUGUST.

WE'LL UPDATE ALL OF THESE MATERIALS IF THE TAX RATE CHANGES.

AND THAT ESTIMATION THAT YOU'VE GOT ON THE SCREEN RIGHT THERE IS WHAT DIFFERENCE BETWEEN THE PRIOR YEAR AND THE ESTIMATION? THIS YEAR'S IS $1.26.

SO IT'S A LITTLE LESS THAN $0.04.

OKAY. THANK YOU.

AND THIS WILL BE THE FOURTH YEAR IN A ROW THAT WE'VE BEEN ABLE TO LOWER.

THE FIFTH YEAR THAT WE'VE BEEN ABLE TO LOWER TAX RATE.

SINCE HOUSE BILL THREE WAS ENACTED, WHICH WAS IN 2019.

SO THE 2019 2020 TAX RATE WAS THE FIRST YEAR THAT WAS REDUCED.

AND SO IT'S BEEN GOING DOWN EVER SINCE, SINCE OUR PROPERTY VALUES HAVE BEEN RISING.

GREAT. THANK YOU.

KIM BEFORE YOU LEAVE THIS, I WANT TO GO BACK TO THAT TEACHER PAY STARTING TEACHER PAY THING USING GARLAND AS AN EXAMPLE.

ADDRESS JUST BRIEFLY, THE STRAIN IT PUTS ON US TO OPEN CAMPUSES AND HOW WE USED TO OFFSET THAT PRIOR TO CURRENT YEAR VALUES, BECAUSE THAT HAS HAD A SIGNIFICANT IMPACT ON OUR ABILITY TO OPEN CAMPUSES AT THE RATE THAT WE'VE OPENED.

AND I DON'T KNOW THIS TO BE TRUE, BUT I DON'T THINK GARLAND'S OPENING A NEW CAMPUS.

I DON'T KNOW THAT TO BE TRUE EITHER, BUT I DON'T THINK THEY ARE EITHER.

THAT'S A REALLY GOOD POINT.

AND SOMETHING THAT I DID NOT BRING UP AT THE BUDGET WORKSHOP WAS PROPERTY VALUE LAG.

AND YOU GUYS THAT HAVE BEEN ON THE BOARD FOR A WHILE REMEMBER THAT PRE HOUSE BILL THREE, WE HAD SOMETHING THAT WE WERE ACTUALLY REQUIRED TO TALK TO YOU GUYS ABOUT EVERY YEAR, WHICH WAS PROPERTY VALUE LAG, MEANING THAT THE STATE'S FUNDING FORMULA WAS BASED ON PRIOR YEAR PROPERTY VALUES.

AND WHAT THAT DOES FOR A SCHOOL DISTRICT WHEN YOU'RE IN AN ENVIRONMENT WITH CONTINUOUSLY RISING PROPERTY VALUES, IS IT GIVES YOU THIS WINDFALL EACH YEAR THAT YOU INCREASE MORE THAN YOU INCREASED THE YEAR BEFORE.

AND SO THAT LAG REALLY WAS OUR WAY AS A FAST GROWTH DISTRICT OF DEALING WITH RISING COSTS FROM OPENING SCHOOLS.

SO A COUPLE OF THINGS WERE DIFFERENT KIND OF BACK THEN WHEN WE WERE OPENING TWO, THREE OR FOUR SCHOOLS A YEAR VERSUS NOW.

BACK THEN WE WERE ADDING 3000 STUDENTS A YEAR, WHICH ESSENTIALLY FILLED UP THAT BRAND NEW SCHOOL IMMEDIATELY AND GENERATED ALL THE REVENUE WE NEEDED TO PAY FOR THE COST OF OPERATING THAT SCHOOL.

NOW THAT IT TAKES US MAYBE 2 TO 4 YEARS TO GET FULLY TO FULLY OFFSET THE COST OF OPENING A SCHOOL WITHOUT AN ENROLLMENT GROWTH.

SO THERE'S THAT DIFFERENCE.

ALSO, WE NO LONGER HAVE PROPERTY VALUE LAG.

SO WHEN WE MOVED, WHEN HOUSE BILL THREE MOVED THE FUNDING FORMULA FROM PRIOR YEAR VALUES TO CURRENT YEAR VALUES, WE LOST THAT ANNUAL WINDFALL THAT WE GOT, FOR LACK OF A BETTER TERM. AND WE'RE NO LONGER ABLE TO SETTLE UP WITH WITH PRIOR YEAR GROWTH AND HELP US OPEN THOSE SCHOOLS.

SO THAT REALLY WAS IF I LOOK BACK, I STARTED THINKING ABOUT THIS, I DON'T KNOW, SIX OR SEVEN MONTHS AGO, YOU KNOW, HOW DID WE MANAGE THIS BEFORE TO OPEN THREE OR FOUR SCHOOLS AND STILL GIVE 2% RAISES OR 3% RAISES? AND IT WAS NOT A PROBLEM.

IT WAS BECAUSE OF PROPERTY VALUE LAG.

AND THAT'S HOW WE AND MANY OTHER FAST GROWTH DISTRICTS ADDRESS THAT.

AND MY POINT IN ALL THAT IS, IS THAT GIVEN THE ENVIRONMENT WE'RE IN NOW WITH CURRENT YEAR VALUES AND THE FACT THAT COMPARING US TO DISTRICTS THAT DON'T OPEN CAMPUSES AND THESE OTHER THINGS, THERE WOULD BE MORE FUNDS AVAILABLE TO DO MORE FOR OUR TEACHERS WERE WE NOT IN THE SITUATION WE'RE IN.

GARLAND AND FRISCO ISD ARE NOT APPLES TO APPLES COMPARISONS WHEN WE'RE DEALING WITH SCHOOL FINANCES.

YEAH. AND I DON'T THINK YOU CAN COMPARE FRISCO REALLY TO ANY OTHER SCHOOL IN THE AREA.

I MEAN, YOU GUYS KNOW IT'S HARD TO FIND PEER DISTRICTS TO COMPARE OURSELVES TO WHEN WE DO FINANCIAL BENCHMARKING BECAUSE WE'RE GROWING LIKE NO OTHER DISTRICT AROUND US.

WE HAVE A VERY DIFFERENT DEMOGRAPHIC MAKEUP THAN MOST OF THE DISTRICTS THAT WE THAT WE WOULD COMPARE OURSELVES TO OF SIMILAR SIZES.

AND WE HAVE VERY DIFFERENT FINANCIAL NEEDS THAN OTHER OTHER SCHOOL DISTRICTS DO.

SO EVEN YOU CAN'T EVEN COMPARE US TO PLANO, WHICH IS A SIMILAR SIZE AND JUST SOUTH OF US, BECAUSE THEIR PROPERTY VALUE IS SO DIFFERENT THAT THEY'RE PAYING ASTRONOMICAL AMOUNTS OF RECAPTURE EVERY YEAR WHERE WE'RE NOT DOING THAT.

SO IT'S JUST IT'S REALLY DIFFICULT TO COMPARE DISTRICT TO DISTRICT.

[01:55:02]

I TOTALLY UNDERSTAND WHY PEOPLE DO IT, ESPECIALLY WHEN BEGINNING TEACHER PAY IS IN THE HEADLINES.

BUT I DO JUST WANT TO SAY THAT THE LEADERSHIP TEAM WORKED REALLY, REALLY HARD TO GET TO WHERE WE GOT AND WE FEEL REALLY CONFIDENT IN WHAT WE WERE ABLE TO DO AND THE FACT THAT WE HAVEN'T STRETCHED OURSELVES TOO FAR TO WHERE WE DON'T THINK THAT WE CAN SUSTAIN THE DECISIONS THAT WE'RE MAKING.

THANK YOU BOARD. ANY OTHER QUESTIONS FOR MS. SMITH? THANK YOU.

WE'LL MOVE TO ITEM 14 COMMUNICATIONS TO AND FROM THE BOARD, INCLUDING PUBLIC COMMENTS.

[14. Communication to and from the Board including public comments]

WE DID NOT HAVE ANY COMMUNICATIONS, SO WE WILL MOVE STRAIGHT INTO PUBLIC COMMENTS.

MR. CLASSE. WE NOW MOVE TO THE PUBLIC COMMENT SESSION OF OUR AGENDA.

THE BOARD WELCOMES COMMENTS REGARDING ACTION ITEMS FROM CITIZENS WHO HAVE COMPLETED PUBLIC COMMENT CARDS THIS EVENING, WHICH ARE ACCEPTED UNTIL 15 MINUTES PRIOR TO THE BEGINNING OF THE OPEN MEETING AND ARE NOT TRANSFERABLE TO OTHER SPEAKERS.

PLEASE BE ADVISED THAT THE INFORMATION SHARED IN PUBLIC COMMENTS IS NOT AN ENDORSEMENT OF THE INFORMATION SHARED BY THE PRESENTER AND SOLELY PROVIDES THE OPINION OF THE INDIVIDUAL SPEAKER, NOT THE DISTRICT.

DURING THE PUBLIC COMMENT PERIOD, COMMENTS SHOULD BE DIRECTED TO THE BOARD OF TRUSTEES ONLY NOT OTHER ATTENDEES, AND ONLY MADE ONCE YOU HAVE BEEN CALLED UPON TO SPEAK.

TO ENSURE THAT ALL SPEAKERS ARE TREATED EQUALLY AND HAVE THE SAME AMOUNT OF TIME, THE PODIUM MICROPHONE WILL BE TURNED OFF AT THE CONCLUSION OF THE TIME FOR EVERY SPEAKER.

EACH SPEAKER SHALL HAVE 2 MINUTES TO ADDRESS THE BOARD REGARDING ACTION ITEMS ON THE AGENDA FOR TONIGHT'S MEETING.

SPEAKERS WILL BE CALLED IN THE ORDER IN WHICH EACH INDIVIDUAL SIGNED UP TO SPEAK.

PLEASE KEEP ALL PUBLIC COMMENTS RELATED TO SCHOOL DISTRICT GOVERNANCE AND OPERATIONS.

IF YOU HAVE A SPECIFIC CONCERN RELATED TO AN EMPLOYEE OF THE DISTRICT OR A SPECIFIC STUDENT ISSUE, YOU SHOULD UTILIZE THE DISTRICT'S GRIEVANCE PROCEDURES PROVIDED IN BOARD POLICIES DGBA LOCAL, F AND G, LOCAL AND GF LOCAL.

EACH GRIEVANCE PROCEDURE ALLOWS FOR AN INDIVIDUAL TO REDRESS GRIEVANCES WITH THE BOARD OF TRUSTEES.

THANK YOU. OUR FIRST SPEAKER IS STEPHEN BRUNSON, FOLLOWED BY ALLISON DARRELL.

THANK YOU. MY NAME IS STEPHEN BRUNSON.

I'M A FRISCO RESIDENT.

ABOUT THE ONLY POSITIVE THING THAT CAME OUT OF THE COVID PANDEMIC WAS THAT PARENTS, FOR THE FIRST TIME GOT A CHANCE TO LOOK OVER THEIR CHILDREN'S SHOULDERS AND SEE WHAT'S GOING ON IN THE CLASSROOM, SEE WHAT'S BEING TAUGHT IN THE CLASSROOM.

SOME OF THE THINGS THEY FOUND WERE ABHORRENT, AND WE TOLD YOU ABOUT THEM.

WE WERE APPALLED AT SOME OF THE THINGS THAT WERE BEING PROGRAMED INTO OUR CHILDREN'S MINDS.

WE TOLD YOU ALL ABOUT IT.

THE BOARD AT THAT TIME DID NOT LISTEN.

THEY DID NOT LISTEN.

AND I'M CURIOUS TO KNOW IF THEY'RE LISTENING NOW.

GIVEN THE TURN OF EVENTS ON MAY THE 7TH I WONDER IF THEY'RE LISTENING NOW, BECAUSE IF YOU'RE NOT LISTENING NOW, WHAT TRANSPIRED ON MAY THE SEVENTH IS GOING TO BE REPEATED IN A YEAR. UNDERSTAND THE PARENTS OF THE STUDENTS OF THE SCHOOL DISTRICT ARE PREEMINENTLY CONCERNED ABOUT WHAT GETS PUT IN THEIR CHILDREN'S MINDS IN THAT CLASSROOM. THAT'S THEIR BUNKER HILL.

THAT'S WHERE THEY HAVE SET THEIR FLAG AND THEY'RE NOT GOING TO RETREAT.

WE FORMED FAMILIES FOR FRISCO FOR THAT VERY REASON.

THIS IS A DEMOCRATIC EXERCISE THAT'S GOING ON RIGHT IN FRONT OF YOU FOLKS.

WE HAVE PROVEN THAT WE WILL NOT BE INTIMIDATED AND WE WILL PROVE AGAIN AND AGAIN THAT WE WILL NOT BE STOPPED.

WE WILL ACCOMPLISH OUR STATED MISSION.

THANK YOU. [APPLAUSE] ALLISON DARRELL, FOLLOWED BY KEITH BRUNSON.

MS. ELAD, CONGRATULATIONS AND GOPAL I DON'T SEE HIM THERE, BUT CONGRATULATIONS AND MARVIN AS WELL.

MY NAME IS ALLISON DARRELL.

THIS IS A STATUS CHECK ON FISD RESPONSE TO THE GAY, TRANS AND HETEROSEXUAL PORNOGRAPHIC BOOK CRISIS THAT US PARENTS DISCOVERED IN SUMMER 2021, 12 MONTHS AGO.

FRISCO PARENTS HAVE FOUND AROUND 15 BOOKS SO FAR ON OUR OWN.

PROSPER PARENTS HAVE FOUND 35 BOOKS SO FAR.

REPRESENTATIVE MATT KRAUSE DISTRIBUTED A LIST OF OVER 800 PROBLEMATIC BOOKS FOUND IN TEXAS PUBLIC SCHOOLS, SO THERE ARE LIKELY MANY MORE ON FISD'S SHELVES.

FISD'S SOLUTION TO THE PROBLEM WAS TO MAKE IT THE PARENT'S EXCLUSIVE DUTY TO FIND THE OBSCENE BOOKS, WHICH IS AKIN TO ASKING ONE'S BOSS TO DO ONE'S JOB FOR ONESELF.

FISD HAS NOT CONDUCTED ITS OWN PROACTIVE SEARCH AND PURGE OF THE LIBRARY COLLECTION, NOT EVEN USING THE PREEXISTING LISTS.

FISD HAS PUBLICLY MINIMIZED THE PORNOGRAPHY ISSUE, GASLIGHTING THE CONCERNED PARENTS AND ELECTED REPRESENTATIVES.

IN APRIL 2022, THE BOARD APPROVED $387,000 FOR SIX NEW EMPLOYEES TO WEED THE LIBRARY FOR A PROBLEM THAT THEY SAID WAS VERY MINIMAL.

FISD IS PRESENTING ITS NEW POLICIES TO PREVENT OBSCENE CONTENT 12 MONTHS FROM SUMMER 2021.

[02:00:07]

DR. WALDRIP PROJECTS IT WILL TAKE AT LEAST A YEAR TO COMPLETE THE REVIEW BY SUMMER 2023, WHICH IS 24 MONTHS FROM SUMMER 2021. AS BOTH A CORPORATE EXECUTIVE AND PARENT, IRATE AT FISD'S HANDLING OF THIS CRISIS AS AN F DUE TO INEFFECTIVE LEADERSHIP, PROBLEM SOLVING AND MANAGEMENT, TYPICAL OF GOVERNMENT ENTITIES, UNPROFESSIONAL COMMUNICATION, ALIENATING CORE CONSTITUENTS, REPUTATIONAL DAMAGE TO OUR BELOVED FISD AND ERODING THE PARENTS TRUST.

THANK YOU VERY MUCH.

THANK YOU VERY MUCH. [APPLAUSE] KEITH BRUNSON, FOLLOWED BY OUR FINAL SPEAKER, ANNA MARIA GRELLIS.

HEY. GOOD EVENING. HOW YOU GUYS DOING? GOOD. MY NAME IS KEITH BRUNSON.

FIRST AND FOREMOST, WELCOME, MARVIN AND STEPHANIE.

THANK YOU BOTH FOR YOUR TIME, YOUR ENERGY, EFFORT AND PASSION BECOMING TRUSTEES.

WE LOOK FORWARD TO YOUR GOVERNANCE.

I'M SPEAKING TONIGHT ON THE ACTION ITEM 15 DELTA PROPOSED POLICY AS IT PERTAINS TO CURRICULUM CHANGES.

MY SON IS TAKING AN ONLINE FISD SUMMER SCHOOL COMMUNICATIONS CLASS.

THE ANTI-DEFAMATION LEAGUE PRESENTATIONS ARE USED AS HIS ONLINE SOURCE DOCUMENT FOR SO CALLED GENERAL COMMUNICATION GUIDANCE.

EXAMPLES OF THEIR GUIDANCE DON'T USE MANKIND, POSTMAN, FIREMAN OR POLICEMAN ELIMINATE SINGULAR PRONOUNS ALTOGETHER IN YOUR SPEECH, DON'T USE HE, SHE, HIM OR HER USE PLURALS SUCH AS THEY, THEM AND THEIR.

THIS MAKES YOUR COMMUNICATION MORE RELATABLE TO EVERYONE.

THIS IS OBVIOUSLY A PROBLEMATIC CONCERN FOR ANY PARENT WITH A SANE MIND.

AS IF BY DESIGN, THE FISD CHANGE PROCESS IS ARDUOUS AND DISSUADES ALREADY BUSY PARENTS FROM DRIVING MUCH NEEDED CHANGE IN THE SCHOOL DISTRICT.

SO WHERE IN THE HALLS OF THIS BUILDING IS THE OVERSIGHT TO KEEP THIS FROM EVER GETTING INTO THE CURRICULUM IN THE FIRST PLACE? THAT'S WHERE THE EMPHASIS FOR CHANGE SHOULD BE NOT AFTER THE FACT.

WHEN CURRICULUM CHANGE PROCEDURES ARE BEING PROPOSED, IT SHOULD BE STOPPED RIGHT HERE IN THIS BUILDING.

PLEASE, FRISCO JUST MAKE IT STOP.

WE'RE WAITING. AND BEFORE I GO, JUST OFF CUE HERE.

I THINK I SPEAK FOR MOST PARENTS ON THIS SIDE OF THE AISLE IN THIS EFFORT.

WE DON'T HATE FRISCO.

WE DON'T HATE YOU.

WE DON'T HATE OUR SCHOOLS.

WE DON'T HATE OUR PARENTS.

WE JUST HATE WHAT'S HAPPENING.

AND IT IS HAPPENING. THIS IS JUST ONE EXAMPLE.

SO READY FOR YOU GUYS TO MAKE SOME CHANGE AND START LISTENING.

THANK YOU VERY MUCH. [APPLAUSE] HELLO. GOOD EVENING.

FIRST OF ALL, I WOULD LIKE TO CONGRATULATE STEPHANIE ELAD AND MARVIN LOWE FOR BECOMING NEW MEMBERS OF THE BOARD OF TRUSTEES.

AND I PRAY THAT GOD WILL GUIDE THEIR PATH AND THEIR DECISIONS WITHIN THE FRISCO ISD BOARD .

AS WE CLOSE ONE SCHOOL YEAR AND START SUMMER VACATION I WOULD LIKE YOU TO CONSIDER WHEN THE NEW SCHOOL STARTS TO BRING MORE TRANSPARENCY, ESPECIALLY IN ELEMENTARY AND MIDDLE SCHOOLS.

WHEN IT COMES TO THE INSTRUCTIONAL MATERIALS, TO THE PRECISE LESSONS, SUBJECT TOPICS, HOMEWORK AND ANYTHING ELSE THAT OUR KIDS ARE TAUGHT IN THE CLASSROOM.

I RECOMMEND THAT THE BEGINNING OF A SEMESTER OR ANY SCHOOL WEEK, TEACHERS INFORM PARENTS AND STUDENTS WHAT THEY WILL BE TAUGHT AHEAD OF TIME.

WHEN MY DAUGHTER STARTED HER FIRST GRADE AT SPARKS, I SUGGESTED THIS TO THE PRINCIPAL AND SHE TOOK THE FEEDBACK AND DID JUST THAT.

INSTEAD OF TELLING US AT THE END OF THE WEEK WHAT OUR KIDS WERE TAUGHT, SHE THEY CHANGE AND THEY INFORMING US AT THE END OF THE WEEK WHAT THEY'RE GOING TO BE TAUGHT IN THE UPCOMING WEEK.

BUT EVEN THAT, IT'S VERY SUMMARY, IT'S VERY BRIEF.

WE DON'T KNOW EXACTLY THE BOOKS, THE TOPICS, THE LESSONS THAT ARE GOING TO BE TAUGHT.

SO PLEASE CONSIDER THAT THAT WE NEED TO KNOW AT THE BEGINNING OF THE SCHOOL YEAR OR THE SEMESTER OF THE WEEK WHAT OUR KIDS ARE GOING TO BE TAUGHT IN THE UPCOMING WEEKS. THANK YOU.

[APPLAUSE] BOARD WILL NOW MOVE ON TO ACTION ITEMS.

[15.A. Consider and act on the reorganization of the Board of Trustees]

FIRST ACTION ITEM IS CONSIDER AND ACT ON THE REORGANIZATION OF THE BOARD OF TRUSTEES.

I WILL OPEN THE FLOOR FOR NOMINATIONS.

I'D LIKE TO NOMINATE RENEE ARCHAMBAULT FOR PRESIDENT.

MOTION BY MR. CLASSE.

SECOND BY MS. GILLESPIE.

ALL IN FAVOR. ALL OPPOSED.

MOTION PASSES SIX ZERO.

I'LL NOW OPEN THE FLOOR FOR NOMINATIONS FOR VICE PRESIDENT.

I'D LIKE TO PROPOSE DEBBIE GILLESPIE FOR VICE PRESIDENT.

MOTION BY MR. PONANGI.

[02:05:02]

SECOND. SECOND BY MR. CLASSE. ALL IN FAVOR.

MOTION PASSES SIX ZERO.

I'LL NOW OPEN THE NOMINATIONS FOR BOARD SECRETARY.

I WOULD LIKE TO PROPOSE A NOMINATE MS. DYNETTE DAVIS FOR SECRETARY.

MOTION BY MS. GILLESPIE. I'LL SECOND.

SECOND BY MR. CLASSE.

ALL IN FAVOR. MOTION PASSES SIX ZERO.

CONGRATULATIONS, MS. GILLESPIE. AND CONGRATULATIONS, MS. DAVIS. WE'LL DO A LITTLE ROUND ROBIN OF SEATING UP HERE.

[15.B. Consider and act on approval of minutes from May 9 regular meeting, May 18 special canvass meeting, May 23 special canvass meeting, June 1 special meeting and June 1 special workshop meeting]

23RD SPECIAL CANVASS MEETING, JUNE 1 SPECIAL MEETING, AND JUNE 1 SPECIAL WORKSHOP MEETING .

BOARD IF YOU HAVE NO QUESTIONS, I'LL LOOK FOR MOTION.

MOVE TO APPROVE THE MINUTES AS PRESENTED.

MOTION BY MR. CLASSE SECOND BY MS. DAVIS. ALL IN FAVOR.

MOTION PASSES SIX ZERO.

WE'LL MOVE TO CONSIDER AND ACT ON APPROVAL OF THE FISCAL YEAR 2023 INTERNAL AUDIT PLAN.

[15.C. Consider and act on approval of the fiscal year 2023 Internal Audit Plan]

MR. GRUBER.

ALL RIGHT. CFC LOCAL REQUIRES THAT AN ANNUAL RISK ASSESSMENT BE CONDUCTED USING A RISK BASED METHODOLOGY TO LOOK AT ITEMS THAT ARE AUDITED WITHIN THE DISTRICT.

THE INTERNAL AUDIT PLAN SHOULD BE DEVELOPED BASED ON THE RESULTS OF THAT RISK ASSESSMENT.

SO WE HAVE DONE THAT.

SO WE'RE IN COMPLIANCE WITH OUR CFC LOCAL.

THIS SLIDE SHOWS A TIMELINE OF HOW WE GET FROM THE INITIAL RISK ASSESSMENT ALL THE WAY TO THE APPROVAL OF THE PLAN.

SO WE START OFF WITH REVIEWING ARTICLE AREAS AND WE HAVE RISK RATINGS AND YOU HAVE DETAIL IN YOUR MATERIALS THAT GOES ALONG WITH THAT PORTION OF IT.

WE SOLICIT INPUT FROM THE IST.

WE DEVELOP THE PROPOSED PLAN.

AND THEN WE PRESENT IT TO THE AUDIT COMMITTEE, WHICH WE DID IN MAY.

THEY HAD NO ISSUES WITH THAT.

SO NOW I'M PRESENTING THE PLAN WHICH YOU HAVE IN YOUR MATERIALS TONIGHT FOR APPROVAL.

AND ONCE THAT'S DONE, THEN WE ARE OFF AND RUNNING ON OUR NEW AUDIT PLAN FOR FISCAL YEAR 23.

SO WITH THAT, I'LL GIVE IT TO YOU FOR YOUR APPROVAL.

THANK YOU. BOARD ANY QUESTIONS FOR MR. GRUBER. IF NOT, I'LL LOOK FOR A MOTION.

I MOVE TO APPROVE THE FISCAL YEAR 2023 INTERNAL AUDIT PLAN.

MOTION BY MR. CLASSE.

SECOND BY MS. DAVIS. ALL IN FAVOR.

MOTION PASSES SIX ZERO.

THANK YOU, MR. GRUBER. WE WILL MOVE TO ITEM D CONSIDER AND ACT ON PROPOSED DELETION OF BOARD POLICY EF

[15.D. Consider and act on proposed deletion of Board Policy EF(LOCAL) and adoption of Board Policy EFA(LOCAL) and EFB(LOCAL).]

LOCAL AND ADOPTION OF BOARD POLICY EFA LOCAL AND EFB LOCAL.

MR. STOCKTON. HI, EVERYBODY.

I'M DANNY STOCKTON. I'M THE DISTRICT'S EXECUTIVE DIRECTOR OF GOVERNMENT AND LEGAL AFFAIRS.

ALSO, MS. BUTLER, OUR DIRECTOR OF LIBRARY SERVICES, ARE HERE.

I JUST WANT TO GIVE YOU ALL A BRIEF INTRODUCTION TO WHAT WE'RE GOING TO TALK ABOUT WITH THIS PRESENTATION.

AND I'M GOING TO HAND IT OVER TO MS. BUTLER TO GET US STARTED.

AND TONIGHT, WE'RE BRINGING YOU PROPOSED POLICY UPDATES FOR YOUR REVIEW AND APPROVAL.

BUT WE ARE ALSO GOING TO BE PRESENTING Y'ALL OUR PROPOSED CHANGES TO ADMINISTRATIVE GUIDELINES THAT ARE RELATED TO THESE POLICIES.

THOSE [INAUDIBLE] ARE NOT THINGS THAT Y'ALL VOTE ON.

BUT WE WANTED TO MAKE SURE THAT WE LET YOU ALL KNOW KIND OF WHAT THESE POLICIES WOULD LOOK LIKE IN ACTION IF YOU WERE TO APPROVE THEM BASED ON THE GUIDELINE UPDATES THAT WE'VE REALLY MS. BUTLER'S TEAM HAS BEEN MAKING. SO WITH THAT IN MIND, I'M GOING TO PASS IT OVER TO HER TO GET US STARTED.

HELLO, EVERYONE.

UP ON OUR SCREEN, YOU WILL SEE THREE PICTURES.

THESE ARE MY PEOPLE.

THIS IS MY STAFF.

THESE ARE OUR ELEMENTARY SCHOOL LIBRARIANS.

OUR MIDDLE SCHOOL LIBRARIANS AND ALMOST ALL OF OUR HIGH SCHOOL LIBRARIANS.

WE'RE MISSING ONE, BUT THEY'RE VERY HARD TO NAIL DOWN.

I JUST REALLY WANTED YOU TO SEE THEIR FACES, BECAUSE THESE PEOPLE ARE THEY'RE PRETTY AMAZING.

AND WE'RE GOING TO TALK ABOUT WHY.

BUT THIS IS THE WHOLE BATCH OF THEM.

THERE'S 70, SOME ODD OF THEM.

AND THEY WORK INCREDIBLY HARD TO SERVE STUDENTS, SERVE STAFF, SERVE OUR COMMUNITY TO BE REFLECTIVE OF WHAT WE NEED HERE IN FRISCO ISD. I'M VERY PROUD TO WORK ALONGSIDE THEM AND SO VERY EXCITED.

LOVE THESE PEOPLE. OKAY.

GET ALL SENTIMENTAL. THESE ARE SOME OF OUR STUDENTS.

THESE ARE PICTURES TAKEN THIS YEAR FROM SOME OF OUR CAMPUSES.

WE DO HEAR A LOT ABOUT LIBRARY BOOKS AN LIBRARY BOOKS ARE A VERY LARGE PART OF WHAT WE DO, BUT THEY ARE NOT THE ONLY THING THAT WE DO.

[02:10:04]

WE PROVIDE SPACES TO BUILD FRIENDSHIPS.

WE PROVIDE OPPORTUNITY TO CREATE AND TO WORK THROUGH INNOVATION AND TO WORK IN CODING AND WORK WITH ROBOTICS.

AND OF COURSE, I MEAN, WHO DOES NOT REMEMBER THE BOOK FAIR FOR BEING A CHILD? SO WE JUST WE HAVE SO MUCH TO OFFER.

AND I JUST I KNOW THAT SOME OF US ARE NEW.

AND I JUST I WANTED YOU GUYS TO HAVE A FACE TO PUT WITH THE DEPARTMENT AND WHAT WE DO.

SO THESE POLICY CHANGES AND THE GUIDELINE UPDATES ARE ALL PART OF THE STRATEGIC CHANGE INITIATIVE THAT WE HAVE AROUND LIBRARY SERVICES.

AND AMANDA AND MELISSA PRESENTED THAT INFORMATION TO YOU ALL BACK IN APRIL AT A SPECIAL BOARD MEETING, AND I KNOW MELISSA PROVIDED AN UPDATE ON THAT IN MAY.

AND SO WE WANTED TO PUT THIS SLIDE IN HERE AGAIN.

IT'S THE SAME ONE THAT WE HAD FROM BACK IN APRIL, ALTHOUGH WE HAVE THIS AWESOME NEW GRAPHIC THAT THE COMMUNICATIONS DEPARTMENT CREATED FOR THIS PROCESS ABOUT HOW THE CHANGE PROCESS WORKS.

BUT THESE ARE THE KEY QUESTIONS THAT EVERYTHING THAT WE'RE DOING IN THIS AREA ARE DESIGNED TO KIND OF ADDRESS.

SO JUST KIND OF WANT TO CENTER WHAT WE'RE ABOUT TO TALK ABOUT ON THAT STRATEGIC CHANGE PIECE THAT WE'VE BEEN WORKING ON WITH THIS.

SO I WANT TO START BY GIVING YOU ALL A LITTLE BIT OF A TIMELINE OF OUR POLICY REVIEW.

SO IT WAS SAID EARLIER THAT THIS IS HAS BEEN AN ISSUE THAT HAS BEEN EXPRESSED SINCE SUMMER OF 2021.

AND THAT'S CERTAINLY TRUE IN A NATIONAL CONTEXT.

BUT IN FRISCO ISD, WE REALLY STARTED LOOKING AT THIS IN OCTOBER OF 2020, I SHOULD SAY, 2021, I'M SORRY, OCTOBER.

THIS IS NOT FOR THE FUTURE, BUT IN OCTOBER OF 2021 WAS WHEN WE FIRST STARTED LOOKING AT THIS, AND THAT WAS BEFORE WE HAD A SINGLE BOOK IDENTIFIED TO US AS HAVING ANY KIND OF INAPPROPRIATE CONTENT IN IT.

WE DIDN'T HAVE OUR FIRST BOOK IDENTIFIED TO US UNTIL FEBRUARY.

SO IN OCTOBER WE STARTED LOOKING AT WHAT IS OUR CURRENT RECONSIDERATION PROCESS, AND WE REALIZED THAT IT WAS OUTDATED, IT WAS VAGUE, THERE WERE SOME ISSUES WITH IT, AND WE DIDN'T FEEL LIKE IT WAS GOING TO ADEQUATELY SERVE THE NEEDS OF OUR COMMUNITY.

SO WE BROUGHT TO YOU ALL IN NOVEMBER AN UPDATE TO OUR EF LOCAL POLICY, WHICH I'LL PROBABLY REMEMBER THAT REVISED OUR RECONSIDERATION PROCESS SPECIFICALLY.

IT GAVE MORE INFORMATION, IT IMPOSED A TIMELINE ON US TO REVIEW THE MATERIALS, SOMETHING I'M NOT AWARE OF ANY OTHER DISTRICT IN THE STATE DOING.

AND SO THE IDEA BEHIND THAT WAS TO TRY TO IMPROVE EFFICIENCY, TO TRY TO IMPROVE TRANSPARENCY.

ONE OF THE OTHER THINGS WE DID IS WE SAID IF A BOOK IS RECONSIDERED AT A CAMPUS AND WE'VE AND THAT BOOK IS AT MULTIPLE CAMPUSES OF THE SAME LEVEL, WE'RE GOING TO THAT DECISION IS GOING TO APPLY TO ALL OF THOSE CAMPUSES, WHICH WASN'T PREVIOUSLY THE WAY IT WAS SET UP, THINGS LIKE THAT THAT WE WERE TRYING TO DO TO MAKE THIS PROCESS MAKE MORE SENSE FOR PEOPLE. SO THAT HAPPENED IN OCTOBER.

WE HAD OUR FIRST BOOK IDENTIFIED TO US IN FEBRUARY.

WE HAD OUR SECOND BOOK IDENTIFIED TO US IN FEBRUARY, THOUGH NOT BOTH.

THEY WERE NOT BOTH FORMAL.

WE HAD ONE FORMAL AND THEN WE HAD ONE INFORMAL.

AND THEN WE DIDN'T HAVE ANOTHER BOOK IDENTIFIED TO US AS HAVING INAPPROPRIATE CONTENT UNTIL APRIL.

AND SO ONCE WE STARTED TO GET MORE RECONSIDERATIONS IN APRIL, THAT'S WHEN FROM A POLICY PERSPECTIVE AND I WANT TO BE CLEAR, THIS IS DIFFERENT THAN WHAT AMANDA IS GOING TO TALK TO YOU ABOUT WITH GUIDELINES.

THIS IS THE TIMELINE SPECIFICALLY FOR THESE POLICIES.

SO THIS IS NOT TO SAY WE WEREN'T DOING ANYTHING ON GUIDELINES BETWEEN NOVEMBER AND APRIL.

REMEMBER, GUIDELINES ARE SEPARATE.

THEY'RE ADMINISTRATIVE.

THEY DON'T REQUIRE BOARD ACTION.

THERE ARE THINGS THAT WE WORK ON AS AN ADMINISTRATIVE TEAM SEPARATELY.

SO I WANT TO BE CLEAR ABOUT THAT.

SO IN APRIL, ONCE WE STARTED TO SEE THE INCREASE IN THESE RECONSIDERATIONS AND THESE TITLES BEING IDENTIFIED THAT HAD INAPPROPRIATE CONTENT IN THEM, WE BEGAN A MORE COMPREHENSIVE REVIEW OF EF LOCAL.

IN MID-APRIL, THE TEA RELEASED MODEL POLICY FOR LIBRARY MATERIALS, AND IN MID-MAY TO BE RELEASED THERE THAT'S THE TEXAS ASSOCIATION OF SCHOOL BOARDS RELEASED THEIR MODEL POLICY FOR LIBRARY MATERIALS.

SO WITH ALL OF THOSE PIECES AND WITH THE FEEDBACK THAT HAD BEEN RECEIVED FROM COMMUNITY MEMBERS, EITHER THROUGH BOARD MEETINGS OR EMAILS OR THE DISTRICT ADVISORY COUNCIL, WE MADE OUR PROPOSED RECOMMENDED POLICY UPDATES TO EF LOCAL, AND WE PROVIDED THAT TO THE BOARD POLICY SUBCOMMITTEE IN LATE MAY FOR THEIR REVIEW.

ALL RIGHT. SO NOW AMANDA IS GOING TO TALK ABOUT THE TIMELINE FOR THE GUIDELINE REVIEW.

SO A COLLECTION DEVELOPMENT GUIDELINE FOR LIBRARIANS IS A DOCUMENT THAT IS BUILT WITH THE PURPOSE OF IT IS A LIBRARIAN DOCUMENT.

THE DOCUMENT IS INTENDED FOR LIBRARIANS TO USE TO BE ABLE TO CURATE THEIR COLLECTIONS EXCUSE ME, AND ADD MATERIALS TO THE LIBRARY.

AND SO WHEN WE STARTED WORKING ON OUR GUIDELINES THIS YEAR, THE LIBRARIANS CAME ON CONTRACT IN AUGUST, AND THEN WE BEGAN MEETING AS A LEADERSHIP

[02:15:03]

TEAM TO START WORKING TOWARD UPDATING OUR GUIDELINES.

WE FELT THAT THERE COULD BE SOME AREAS THAT COULD BE TIGHTENED UP.

AND SO WE KIND OF STARTED WORKING ON IT PRIOR TO RECEIVING ANY KIND OF FEEDBACK THAT WE HAD, ANY KIND OF MATERIALS THAT WERE QUESTIONABLE IN THE LIBRARY.

COME IN EARLY FEBRUARY WHEN A BOOK WAS IDENTIFIED AS BEING INAPPROPRIATE TO US.

WE STARTED AT THAT POINT, WE HAD ALREADY COMPLETELY PUT TOGETHER A GUIDELINE THAT HAD BEEN UPDATED.

WE NOW GO INTO DETAIL IN A FEW MORE SLIDES ABOUT THE THINGS THAT WE ADDED INTO THAT DOCUMENT AND TO THAT GUIDELINE TO KIND OF HELP THE LIBRARIANS AND INCREASE THE RIGOR A LITTLE BIT. BUT IN MARCH, WE TOOK THOSE GUIDELINES THAT WE HAD DRAFTED, AND WE UTILIZE THOSE GUIDELINES TO CURATE THE COLLECTIONS FOR MINETT ELEMENTARY AND PANTHER CREEK HIGH SCHOOL.

SO WHEN WE CREATE COLLECTIONS FOR THOSE SCHOOLS, WE GO THROUGH EVERY SINGLE BOOK INDIVIDUALLY AND WE READ REVIEWS ON THOSE BOOKS.

THAT IS A TEAM OF LIBRARIANS TWO LIBRARIANS FROM EVERY CAMPUS LEVEL.

THEY READ THOSE BOOKS AND THEY UTILIZED OUR GUIDELINES THAT WE WILL BE PUTTING IN PLACE FOR THE NEXT SCHOOL YEAR, JUST AS A TO SEE WHAT IT LOOKED LIKE IN MOTION TO KIND OF POKE HOLES IN IT, TO SEE IF THERE WAS ANYTHING THAT WE COULD ADD, ANYTHING THAT WE NEEDED TO INCREASE OR DECREASE OR ANY KIND OF RELEVANCY IN THAT.

THEN APRIL, WE MET WITH THE DISTRICT ADVISORY COUNCIL, TO WHICH IS COMPOSED OF STAFF, PARENTS, JUST A WHOLE BUNCH OF STAKEHOLDERS THAT HAVE A LOT OF VALUE IN FRISCO ISD.

AND THEY WENT THROUGH THOSE GUIDELINES AND IT WAS ACTUALLY IT WAS REALLY GREAT.

I THINK MS. FOUCHE ACTUALLY PRESENTED THAT TO YOU ALL.

BUT THE DAC WAS ABLE TO GET THESE HUGE POSTER SIZED PIECES OF PAPER AND IT WAS OUR GUIDELINES.

WE BLEW THOSE THINGS UP AND WE HUNG THEM ALL OVER THE ROOM AND THEY JUST WENT THROUGH WITH A MARKER AND JUST TOOK THOSE THINGS APART.

THEY ADDED STUFF.

THEY I MEAN, THEY MAY HAVE MADE A FEW SPELLING CORRECTIONS.

THEY JUST THEY TOOK IT APART.

AND IT WAS AMAZING, HONESTLY.

IT WAS AMAZING TO GET THEIR FEEDBACK BECAUSE WHEN YOU'RE IN IT, SOMETIMES IT'S HARD TO EVALUATE IT WHEN YOU'VE SEEN IT SO MUCH.

AND SO IT WAS REALLY GREAT TO HAVE THEIR FEEDBACK IN THAT.

SO WE IMPLEMENTED THE CHANGES THAT THE DAC GAVE US IN FEEDBACK, AND THEN WE ARE HERE WITH YOU ALL THIS EVENING IN THE EFFORT TO GET OUR UPDATED POLICIES APPROVED.

AND THE REASON WHY THE GUIDELINES ARE IN LIMBO RIGHT NOW WITH YOUR PENDING YOUR APPROVAL FOR THE POLICY.

THE GUIDELINES ARE BUILT ON THE POLICY.

SO, IF YOU WILL, THE POLICY IS THE FOUNDATION.

THE HOUSE IS THE GUIDELINES.

WE CANNOT START BUILDING OUR HOUSE IN LIBRARY SERVICES UNTIL THE POLICY IS SOLIDIFIED AND APPROVED, BECAUSE IF THE POLICY CHANGES, THEN OUR GUIDELINES CHANGE.

WE MOVE TO MEET THE NEEDS AN THE EXPECTATION OF THE DISTRICT AND LIBRARY SERVICES.

SO WE'RE HERE IN JUNE 2022.

SO AS WE GET INTO THE POLICY UPDATE GOALS, ONE OF THE THINGS I WANT TO NOTE FOR YOU ALL IS AS WE WERE AS THIS ISSUE HAS KIND OF PROGRESSED IN FRISCO ISD OVER THE PAST SEVERAL MONTHS, ONE OF THE THINGS THAT WE HAVE IDENTIFIED AND WHAT WE WANT TO BE REALLY CLEAR ABOUT IS THESE BOOKS THAT HAVE GOTTEN INTO THE LIBRARIES THIS IS NOT A PROBLEM WITH EXECUTING THE EXISTING GUIDELINES.

IT'S A PROBLEM WITH THE EXISTING GUIDELINES THEMSELVES.

AND I WANT TO BE REALLY CLEAR ABOUT THAT, THAT THIS ISN'T A SITUATION WHERE WE HAD SOMEONE GOING ROGUE OR SOMETHING LIKE THAT PICKING A BOOK THAT DIDN'T MEET OUR GUIDELINES.

THIS IS A SITUATION WHERE OUR POLICIES AND OUR GUIDELINES, WHICH HAVE BEEN IN PLACE FOR MANY, MANY, MANY YEARS, WERE PUT IN PLACE IN A TIME WITH DIFFERENT STANDARDS AND STANDARDS HAVE SHIFTED. THINGS THAT WE'VE RELIED ON IN THE PAST ARE NOT RELIABLE ANYMORE, AND WE NEEDED TO UPDATE THESE POLICIES AND THESE GUIDELINES TO REFLECT THAT.

SO THAT HAS BEEN THE FOCUS OF WHAT WE'VE BEEN WORKING ON.

SO THERE'S A COUPLE OF GOALS THAT WE THAT WE TOOK INTO THIS POLICY UPDATE.

SO THE FIRST PIECE IS PARENTAL INVOLVEMENT AND EMPHASIZING THE IMPORTANCE OF PARENTAL INVOLVEMENT AND PARENTAL DETERMINATION OF APPROPRIATENESS FOR THE PARENT'S CHILD.

THE SECOND PIECE IS CLEARLY PROHIBITING INAPPROPRIATE MATERIALS.

IT DOESN'T FEEL LIKE WE SHOULD HAVE TO PUT IN A POLICY THAT WE DON'T WANT INAPPROPRIATE MATERIALS IN OUR LIBRARY, BUT WE NEEDED TO MAKE SURE THAT THAT WAS VERY CLEAR IN THE POLICY. AND THEN THE THIRD PIECE IS IMPROVING OUR RECONSIDERATION PROCESS EVEN EVEN MORE THAN WE ALREADY DID BACK IN NOVEMBER, SPECIFICALLY AROUND BOOKS THAT PEOPLE ARE CONCERNED ABOUT HAVING INAPPROPRIATE CONTENT IN THEM.

AND SO WE'LL TALK ABOUT WHAT THAT LOOKS LIKE HERE.

AND THEN I'M GOING TO PAUSE FOR QUESTIONS AFTER I GIVE YOU ALL THESE HIGHLIGHTS.

SO ONE THING THAT I DON'T THESE SLIDES ARE REALLY ABOUT EFB LOCAL, WHICH IS A PROPOSED NEW POLICY.

SO CURRENTLY WE HAVE ONE POLICY FOR ALL INSTRUCTIONAL MATERIALS AND THAT'S EF LOCAL.

ONE OF THE THINGS THAT CAME OUT OF THE TEA'S SUGGESTED POLICY IS THAT THEY RECOMMENDED HAVING TWO SEPARATE POLICIES, ONE FOR LIBRARY MATERIALS AND ONE FOR OTHER INSTRUCTIONAL

[02:20:02]

MATERIALS, THINGS LIKE BOOKS THAT ARE ASSIGNED IN A CLASS OR SOMETHING LIKE THAT.

SO THAT MADE A LOT OF SENSE TO US.

SO WE ARE PROPOSING REPLACING OUR CURRENT EF LOCAL WITH TWO NEW POLICIES EFA LOCAL AND EFB LOCAL.

NOW THE FOCUS OF WHAT WE'RE TALKING ABOUT TONIGHT, BECAUSE OF WHERE THE BULK OF THE CHANGES ARE, IS IN EFB LOCAL.

BUT WE ARE ALSO PROVIDING YOU THE PROPOSED EFA LOCAL THERE AS WELL FOR NON LIBRARY MATERIALS.

VERY QUICKLY ON THAT EFA LOCAL ESSENTIALLY MIRRORS EF LOCAL FOR NON LIBRARY INSTRUCTIONAL MATERIALS, EXCEPT THAT IT'S RESTRUCTURED A LITTLE BIT AND IT PLACES THIS EMPHASIS ON PARENTAL INVOLVEMENT.

BUT I WANT TO TALK MORE ABOUT EFB LOCAL BECAUSE THAT'S WHERE THE MEAT OF THE CHANGES THAT WE'RE BRINGING TO YOU TONIGHT ARE.

SO THE FIRST THING IS SPECIFICALLY PROHIBITING OBSCENE CONTENT AND DEFINING WHAT THAT MEANS.

ONE THING THAT HAS BEEN THROWN AROUND A LOT IS THIS DEFINITION OF HARMFUL MATERIAL, WHICH IS A PARTICULAR DEFINITION IN THE TEXAS PENAL CODE.

THAT DEFINITION REQUIRES YOU TO LOOK AT THE WORK AS A WHOLE, THE MATERIAL AS A WHOLE.

YOU CAN'T LOOK AT A PIECE OF IT.

YOU HAVE TO LOOK AT IT AS A WHOLE.

OBSCENE IS ALSO DEFINED IN THE TEXAS PENAL CODE, AND ACTUALLY IT ALSO REQUIRES YOU TO LOOK AT THE WORK AS A WHOLE.

YOU CAN'T JUST LOOK AT A PIECE OF IT.

AND WHAT WE FOUND WITH THESE BOOKS IS YOU'VE GOT OBSCENE CONTENT OF PIECES THAT MEET THE OTHER PARTS OF THE DEFINITION OF OBSCENE ON ONE PAGE YOU'VE GOT A PARAGRAPH THAT HAS SOME REALLY TERRIBLE STUFF, OR YOU'VE GOT ONE PAGE HERE, ONE PAGE THERE.

IT'S NOT THE WHOLE WORK THAT DOESN'T MAKE IT ANY LESS INAPPROPRIATE, RIGHT.

AND SO WE NEEDED TO MAKE SURE THAT OUR POLICY WAS GOING TO ADDRESS THAT SITUATION AND WASN'T GOING TO SAY, WELL, WE HAVE TO LOOK AT THE WORK AS A WHOLE.

SO WE ARE USING THE DEFINITION OF OBSCENE FROM THE TEXAS PENAL CODE, BUT WE'RE ACTUALLY REFERENCING THE SPECIFIC PORTION OF THAT THAT DEFINES THE ACTUAL LIKE WHAT IS OBSCENE WITHOUT GETTING INTO YOU HAVE TO LOOK AT THE CONTEXT OF THE WORK.

SO WHEN WE DEFINE OBSCENE IN OUR POLICY, WE ARE NOT GOING TO BE REQUIRED TO LOOK AT THE CONTEXT.

IT WILL JUST BE IF THERE'S ONE SENTENCE THAT MEETS THIS PIECE OF THE DEFINITION THAT MAKES THE BOOK INAPPROPRIATE.

SO THAT'S THE DEFINITION OF OBSCENE CONTENT THAT WE'VE ADDED.

WE DO ALSO REFERENCE HARMFUL MATERIAL IN THE POLICY AS WELL.

BUT I THINK THIS DEFINITION OF OBSCENE IS GOING TO BE MORE IMPORTANT AS WE'RE REVIEWING THESE BOOKS.

THE SECOND PIECE TIED VERY CLOSELY TO THAT IS AN EXPEDITED REVIEW PROCESS FOR BOOKS THAT ARE ALLEGED TO CONTAIN OBSCENE CONTENT.

SO I THINK I'VE EXPLAINED THIS TO ALL OF YOU ALL.

BUT JUST SO THE PUBLIC KNOWS, THERE'S A LOT OF TALK ABOUT THE FIRST AMENDMENT AND STUDENT FIRST AMENDMENT RIGHTS AND THIS ISSUE.

AND A LOT OF TIMES PEOPLE ARE TALKING PAST EACH OTHER.

OBSCENE CONTENT IS NOT PROTECTED BY THE FIRST AMENDMENT.

THAT IS A TRUE STATEMENT THAT GETS SAID OFTEN.

HOWEVER, BY THE SAME TOKEN, WE CANNOT JUST REMOVE A BOOK WITHOUT REVIEWING IT AND DETERMINING THAT IT HAS OBSCENE CONTENT IN IT.

AND SO WE OFTEN GET ASKED TO IMMEDIATELY PULL A BOOK WHEN IT'S CHALLENGED WHILE WE REVIEW IT.

THAT ACTUALLY DOES VIOLATE THE FIRST AMENDMENT BASED ON A SUPREME COURT CASE THAT TALKED ABOUT THE FACT THAT DISTRICTS HAVE TO MAKE A DETERMINATION THAT A BOOK IS EITHER EDUCATIONALLY UNSUITABLE OR PERVASIVELY VULGAR, WHICH IS NOT THE SAME THING AS OBSCENE BEFORE WE CAN REMOVE THE BOOK.

SO WE HAVE TO MAKE THAT DETERMINATION.

RIGHT NOW, UNDER OUR CURRENT POLICY, THE ONLY WAY WE CAN MAKE THAT DETERMINATION IS TO READ THE ENTIRE BOOK.

THAT TAKES TIME WHEN YOU'VE GOT A NOVEL AND YOU'VE GOT A GROUP OF PARENTS AND STAFF MEMBERS AND ADMINISTRATORS WHO HAVE FULL TIME JOBS.

WE HAVE DONE THAT RELATIVELY QUICKLY.

I THINK THE LONGEST ONE WE'VE HAD HAS BEEN? 10 DAYS. TEN DAYS. SO WE'VE DONE THAT.

AND THAT'S SHORTER THAN OUR TIMELINE THAT WE PUT IN OUR POLICY.

OUR TIMELINE THAT WE PUT IN OUR POLICY WAS 30 DAYS.

AND AGAIN, I'M NOT AWARE OF ANY OTHER SCHOOL DISTRICT PUTTING THE TIMELINE IN THEIR POLICY, BUT TEN DAYS IS STILL TOO LONG IF IT DOES ACTUALLY HAVE OBSCENE CONTENT IN IT.

SO WHAT WE WANTED TO DO IS HOW DO WE GET THESE BOOKS OUT MORE QUICKLY? HOW DO WE MAKE THAT DETERMINATION MORE QUICKLY? ADDING THAT DEFINITION OF OBSCENE THAT DOES NOT REQUIRE A REVIEW OF THE ENTIRE BOOK ALLOWS US TO DO THAT.

WE CAN NOW HAVE IN OUR COMPLAINT FORM, WE WILL HAVE A SPOT.

ASSUMING YOU APPROVE THIS, WE'LL HAVE A SPOT WHERE INDIVIDUALS CAN SPECIFICALLY SELECT THAT THEY BELIEVE THE BOOK CONTAINS OBSCENE CONTENT, PROVIDE US THE SPECIFIC PAGES THAT HAS THAT CONTENT.

WE CAN THEN JUST REVIEW THOSE PAGES AND SAY, YES, THAT'S OBSCENE BOOK IS REMOVED OR WE SAY, WELL, THAT'S NOT THAT DOESN'T MEAN THE DEFINITION OF OBSCENE.

AND THEN IT STILL GOES TO THE FULL RECONSIDERATION COMMITTEE.

BUT THE POINT IS NOW WE CAN REVIEW THE SPECIFIC PIECES RATHER THAN THE WHOLE WORK AND THEN IMMEDIATELY REMOVE THE BOOK.

THAT'S SOMETHING THAT CAN HAPPEN IN A DAY RATHER THAN TEN DAYS.

SO WE THINK THAT WILL HELP.

IT WILL HELP ADMINISTRATIVELY QUITE A BIT BECAUSE WE WON'T HAVE A FULL COMMITTEE TO DO THAT.

WE'LL HAVE MS. BUTLER AND AT LEAST ONE ADDITIONAL STAFF MEMBER JUST SO WE'RE NOT JUST HAVING ONE PERSON REVIEW, BUT AGAIN, THAT CAN HAPPEN VERY QUICKLY AND THAT BOOK CAN BE REMOVED IMMEDIATELY, RATHER THAN HAVING TO WAIT FOR A COMMITTEE TO REVIEW THE WHOLE THING AND THEN MEET AND TALK ABOUT IT AND ALL OF WHAT GOES INTO THAT.

SO THAT'S THE PLAN ON THE EXPEDITED REVIEW.

[02:25:01]

THE THIRD PIECE IS THE DISTRICT.

WE ACTUALLY ALREADY ALLOW ACCESS TO OUR LIBRARY CATALOG AND WE ALLOW THAT TO THE PUBLIC, NOT JUST TO PARENTS.

IT'S COMPLETELY AVAILABLE TO ANY MEMBER OF THE PUBLIC WHO WANTS TO GO LOOK AT THAT.

BUT THIS IS ACTUALLY A COMPONENT THAT WE WENT AHEAD AND PUT IN THE POLICY.

EVEN THOUGH THIS IS SOMETHING WE ALREADY DO, WE PUT IN THE POLICY THAT PARENTS IN PARTICULAR NEED TO HAVE ACCESS TO THE LIBRARY TO SEE WHAT IS IN THE LIBRARIES.

SO IT WILL NOW BE REQUIRED IN THE POLICY, EVEN THOUGH WE'RE ALREADY DOING THAT, THAT WE CONTINUE TO DO THAT MOVING FORWARD.

AND THEN AGAIN, THE FOURTH PIECE IS JUST SOME KIND OF STATEMENTS OF PRINCIPLE ABOUT PARENT INVOLVEMENT, PARENT CONSIDERATION, AND REAFFIRMING THE PARENT AS THE ULTIMATE DECISION MAKER AS WHAT'S APPROPRIATE FOR THEIR STUDENT.

SO THOSE ARE THE HIGHLIGHTS OF THE CHANGES.

AND I WANT TO PAUSE FOR QUESTIONS ON THE POLICIES.

AMANDA IS GOING TO TALK ABOUT THE GUIDELINES HERE IN A MINUTE, BUT I WANT TO PAUSE AND ANSWER ANY QUESTIONS YOU ALL MIGHT HAVE ABOUT THE POLICIES.

I DON'T HAVE ANY QUESTIONS BECAUSE WE'VE HAD SEVERAL MEETINGS TO WHERE I'VE HAD QUESTIONS ASKED AND YOU GUYS HAVE BEEN SO GRACIOUS AND RESPONDING TO THEM.

BUT I JUST WANT TO SAY THAT AS WE CONTINUE TO MOVE FORWARD WITH RESOLVING THIS ISSUE, I APPRECIATE EVERY MINUTE THAT YOU, MRS. BUTLER, AND YOUR TEAM AND THE LIBRARY STAFF HAVE PUT INTO THESE EFFORTS MAKING SURE THAT THIS IS CORRECTED AND THAT WE'RE ABLE TO MOVE FORWARD GRACEFULLY.

SO THANK YOU. I HAVE A COUPLE OF QUESTIONS.

AND IF THESE NEED TO HOLD UNTIL WE.

SURE.

SO HOW MANY BOOKS HAVE BEEN CONTESTED SINCE THROUGH THIS PROCESS? THROUGH THE CONTESTED PROCESS, SINCE WE STARTED TRACKING? AND WHEN WAS IT THAT WE STARTED TRACKING THAT? WE'VE TRACKED IT BACK TO WHEN WE FIRST STARTED GETTING RECONSIDERATIONS.

SO WE'VE HAD 13 TOTAL FORMAL I'M SORRY, 13 TOTAL RECONSIDERATIONS.

EIGHT OF THOSE HAVE BEEN FORMAL THROUGH THE PROCESS.

FIVE OF THOSE HAVE BEEN AN INFORMAL WE HAD SOMEONE IDENTIFIED A TITLE TO US.

WE WENT AND WE DID KIND OF AN INTERNAL REVIEW ON THAT AND WE WERE ABLE TO MAKE A DETERMINATION WITHOUT HAVING TO MOVE FORWARD WITH THE FORMAL PROCESS.

AND DOES THAT INCLUDE I NOTICED IN SOMETHING THAT I SAW RECENTLY THAT THERE ARE SOME BOOKS THAT I GUESS GET CONTESTED AND THEN MAYBE SOMEONE, MAYBE WHOEVER IS TRYING TO CONTEST IT DIDN'T FOLLOW UP ON SOMETHING AND SO THEREFORE IT GETS TAKEN OUT AND IS NO LONGER BEING CONTESTED.

DOES THAT MAKES SENSE? SO WE HAVE A TIMELINE FOR WE DO HAVE A TIMELINE FOR FILING FORMAL RECONSIDERATIONS.

SO ANYBODY WHO DIDN'T FILE A FORMAL RECONSIDERATION, IT WOULD NOT BE INCLUDED IN THAT TOTAL.

SO THEREFORE WE WERE TRACKING, I THINK THE SPREADSHEET YOU'RE REFERENCING IT TRACKS BASICALLY ANY INQUIRY WE GET ABOUT A BOOK WHERE WE'RE LOOKING AT A BOOK AND KIND OF HAVING CONVERSATIONS BACK AND FORTH. SO THERE'S A VARIETY OF REASONS WHY SOMEONE MIGHT CHOOSE NOT TO MOVE FORWARD WITH A FORMAL COMPLAINT.

AND ONCE THEY PASS THAT TIMELINE THAT'S IN THE POLICY, THEY DON'T FILE THE FORMAL COMPLAINT.

OK. AND THEN AND I SHOULD SAY, TOO, THAT'S FOR BOOKS.

THAT'S FOR ANY COMPLAINTS ABOUT A BOOK, NOT JUST FOR INAPPROPRIATE CONTENT.

THAT'S [INAUDIBLE] INCLUDES.

IT INCLUDES SOME COMPLAINTS ABOUT BOOKS FOR OTHER THINGS THAT HAVE NOTHING TO DO WITH SEXUALLY INAPPROPRIATE CONTENT.

RIGHT. I SAW THAT. YES.

AND THEN I KNOW THIS WAS DISCUSSED A FEW MEETINGS AGO, BUT WHAT WAS THE DECISION REGARDING ARE WE GOING TO PUBLISH THE LIST OF BOOKS THAT HAVE BEEN CONTESTED AND WHAT THAT DECISION WAS SO THAT IF OTHER PARENTS HAVE CONCERNS ABOUT THAT SAME BOOK, THEY CAN GO AND SEE, OH, WELL, THIS BOOK HAS ALREADY BEEN THROUGH THE RECONSIDERATION PROCESS AND IT WAS APPROVED TO REMAIN AT OUR HIGH SCHOOL LIBRARIES OR WHATEVER.

SO THE BOARD DID SORRY, THE BOARD DID SUGGEST THAT WE CONSIDER ADDING THOSE TITLES TO OUR LIBRARY WEBSITE.

AND SO WE TOOK THAT SUGGESTION TO THE DAC, TO THE DISTRICT ADVISORY COUNCIL, AND SURPRISINGLY THE CONSENSUS WAS THAT THEY DID NOT WANT FOR VARIOUS REASONS, THEY DID NOT WANT A FULL LONG THE LIST, FOR EXAMPLE, THAT YOU'RE REFERENCING HAS OVER 30 CONVERSATIONS IN IT. HOWEVER, WE REALLY ONLY HAVE 13 RECONSIDERATIONS THAT KIND OF CAME TO FRUITION.

AND SO AFTER A LITTLE MORE DISCUSSION WITH THE BOARD, WE DID DECIDE TO POST THE LIST OF BOOKS THAT HAVE BEEN RECONSIDERED AND REMOVED FROM CIRCULATION ON THE LIBRARY WEBSITE. SO THAT IS ON THERE.

YES MA'AM. SO THE ONES THAT WERE RECONSIDERED AND THOSE REMAIN.

CORRECT. IS NOT ON THERE JUST THE ONES THAT ARE REMOVED.

ABSOLUTELY. YES, THAT'S CLEAR.

OKAY. WE HAVE HAD 13 RECONSIDERED AND THEN REMOVED FROM CIRCULATION.

WE HAVE HAD SEVEN.

BUT I DO WANT TO POINT OUT THAT OF THOSE RECONSIDERATIONS, EIGHT OF THEM WERE FORMAL, FIVE OF THEM WERE INFORMAL.

SO WHAT THAT MEANS IS THAT A LIBRARY BOOK WAS BROUGHT TO OUR ATTENTION BY A PARENT OR A BOARD MEMBER OR ANY CONCERNED STAKEHOLDER.

AND THE LIBRARIANS CHOSE TO PULL THOSE BOOKS TO READ.

[02:30:02]

AND THEN WE WOULD GET TOGETHER AND WE WOULD COMMITTEE ON OUR OWN ACCORD.

WE WOULD COMPLETE RUBRICS, WE WOULD HAVE DISCUSSION, WE WOULD REFLECT.

AND THEN IF THEY DEEMED IT APPROPRIATE, THEY WOULD REMOVE THE BOOK FROM CIRCULATION.

THAT HAPPENED FIVE TIMES THIS YEAR.

SO IT'S IMPORTANT TO ME TO MAKE NOTE OF THE REFLECTIVE NATURE OF THIS STAFF.

I DON'T KNOW THAT THEY'RE ALWAYS PORTRAYED THAT WAY.

SO THEY ARE VERY WHAT'S THE RIGHT WORD? RESPECTFUL OF THE PROCESS AND THEY WANT TO HAVE BOUNDARIES AND STEPS IN PLACE TO MANAGE CURATION.

OKAY. AND WHO ARE THE COMMITTEE MEMBERS? I DON'T NEED THEIR NAMES, BUT YEAH.

LIKE, IS IT LIBRARIANS? IS IT LIKE HOW MANY ARE ON THERE? YEAH, THAT'S A GOOD QUESTION.

DOES IT CHANGE EVERY MONTH SO THAT WE MIGHT HAVE THE SAME PEOPLE EVERY MONTH OR IS IT DIFFERENT PEOPLE? SO WE MIGHT HAVE. I CAN GO INTO DETAIL ABOUT THE MAKEUP OF THE COMMITTEE.

BUT DID YOU WANT TO? I JUST WANT TO SO WE HAVE WHAT'S IN POLICY, WHAT IS SPECIFIED IN POLICY.

AND WE DON'T HAVE SPECIFIC NUMBERS OF SPECIFIC TYPES OF INDIVIDUALS.

ONE THING THAT I ACTUALLY I DON'T KNOW HOW I MISSED, INCLUDING THIS AS A HIGHLIGHT OF THE CHANGE.

ONE THING THAT WE DID INCLUDE IN THE POLICY UPDATE IS IT USED TO SAY SOMETHING LIKE IT SHOULD INCLUDE PARENTS AND OTHER STAKEHOLDERS OR SOMETHING LIKE THAT.

WE CHANGED THAT TO A REQUIREMENT WHICH WE'VE BEEN INCLUDING PARENTS, BUT IT WASN'T A REQUIREMENT IN THE POLICY.

SO WE ADDED THAT IN AS A REQUIREMENT IN THE POLICY.

SO THERE'S A VARIETY OF DIFFERENT STAKEHOLDERS THAT ARE LISTED IN THE POLICY.

IT DOESN'T DEFINE THE NUMBER OF THOSE PEOPLE.

THAT IS KIND OF A BEST PRACTICE THING.

THAT'S REALLY ALSO, THOUGH, TO GIVE US FLEXIBILITY BECAUSE OF AVAILABILITY AND THAT KIND OF STUFF.

BUT IT IS NOT THE SAME GROUP FOR EVERY BOOK.

IT'S A DIFFERENT COMMITTEE FOR EACH BOOK THAT'S CHALLENGED.

IT HAS TO DO WITH THE CAMPUS LEVEL THAT IT'S CHALLENGED THAT WHERE THE TITLE SPECIFICALLY IS IN CIRCULATION.

SO BEST PRACTICE FOR US IS TO INCLUDE TWO CAMPUS LIBRARIANS AT THE SAME CAMPUS LEVEL OF THE CIRCULATING BOOK, NOT A LIBRARIAN THAT HAS BEEN IN COMMUNICATION WITH THE PATRON OR THE COMPLAINANT.

SO WE HAVE TWO CAMPUS LIBRARIANS.

WE HAVE TWO CENTRAL OFFICE STAFF, WE HAVE TWO PARENTS, AND THEN WE HAVE TWO JUST STAFF FROM THE CAMPUS THAT THE BOOK THAT THE COMPLAINANT IS AT.

DOES THAT MAKES SENSE? SO. YES.

IN A DREAM WORLD, 8 TO 10 COMMITTEE MEMBERS ARE ON EACH COMMITTEE.

IT MIGHT BE GOOD TO AND IT SOUNDS LIKE WE'RE GETTING CLOSER TO DEFINING THAT.

I MEAN, AGAIN, I DON'T WANT TO GIVE OUT PEOPLE'S NAMES OF WHO'S ON THE COMMITTEE, BUT, YOU KNOW, IT WAS THIS MANY TEACHERS, THIS MANY LIBRARIANS, THIS MANY PARENTS, THIS MANY COMMUNITY MEMBERS. BECAUSE I THINK THAT FROM A COMMUNITY MEMBER PERSPECTIVE, I THINK SOME FOLKS HAVE THE PERCEPTION THAT WE DON'T KNOW WHO'S ACCOUNTABLE FOR MAKING THESE DECISIONS. WE DON'T KNOW WHO'S MAKING THESE DECISIONS.

WE DON'T KNOW WHY THEY'RE MAKING THESE DECISIONS.

AND I UNDERSTAND THE REASON FOR THE CONFIDENTIALITY OF THE PARTICIPANTS, BUT WE ALSO NEED TO GIVE THE PUBLIC SOME DEGREE OF CONFIDENCE THAT THESE BOOKS WERE REVIEWED BY THIS BODY OF PEOPLE KIND OF THING.

WE ABSOLUTELY WANT A REFLECTION OF WHAT IS IN THE DISTRICT'S BEST INTEREST, WHICH IS WHY WE HAVE SO MANY DIFFERENT INTERESTED PARTIES AND VARIANCES IN THERE.

I DON'T KNOW OF ANY OTHER SCHOOL DISTRICTS THAT HAVE THAT DEGREE OF INVOLVEMENT IN THE RECONSIDERATION PROCESS, ESPECIALLY NOT AT THE RATE THAT WE HAVE BEEN RECONSIDERING OUR LIBRARY BOOKS. BUT THAT'S GOOD FEEDBACK.

THANK YOU. AND THEN THE NEW POSITIONS OR THE NEW FUNDING FOR THE NEW POSITIONS THAT WAS PREVIOUSLY APPROVED BY THE BOARD.

SO WHEN WILL THOSE PEOPLE BE HIRED AND START? AND WHAT WILL THEIR DUTIES BE? BECAUSE IF WE HAD HOWEVER MANY BOOKS YOU SAID 12 OR WHATEVER IT WAS, THAT'S NOT A LOT.

SO OBVIOUSLY THEIR JOB IS NOT GOING TO BE TO REVIEW BOOKS ALL DAY UNLESS WE'RE ANTICIPATING A HUGE INCREASE.

RIGHT. IN THE NUMBER OF BOOK RECONSIDERATIONS, WHICH DOESN'T SOUND LIKE WE ARE RIGHT AND I THINK WE CAN SPEAK TO THAT TO IN THE.

YEAH, THAT QUESTION. SO I JUST WANT TO MAKE SURE WE GET THAT INFORMATION THERE BEFORE.

BUT DON'T LET US FORGET. YEAH.

ANYTHING ELSE ON THE POLICIES? I JUST WOULD REMIND STEPHANIE THAT I KNOW.

OH THERE SHE IS. OH, SORRY.

HEY, GIRL, I'M OVER HERE.

[LAUGHTER] YEAH, I KNOW YOU'VE HAD A LOT COMING AT YOU SINCE YOU JUST GOT ON THE BOARD, BUT YOU HAVE ACCESS AT ALL TIMES THROUGH A LINK IN HOME BASE TO THAT RECONSIDERATION DOCUMENT.

THAT'S SOMETHING THAT THE SCHOOL BOARD ASKED AMANDA FOR, AND SHE SPENDS A LOT OF TIME AND EFFORT.

SHE'S EVEN REVISED IT LATELY TO MAKE SURE THAT THAT'S KIND OF UP TO DATE FOR THE BOARD AND THEY HAVE THAT INFORMATION.

SO YOU AS PART OF THE BOARD HAVE THAT ANY TIME YOU WOULD LIKE.

SO IF YOU'RE EVER WONDERING HOW MANY OF THIS OR HOW MANY OF THAT OR WHICH TITLES, YOU CAN LOOK AT THAT WHENEVER YOU WANT, YOU HAVE FULL ACCESS TO THAT.

WERE THERE ANY OTHER QUESTIONS ABOUT THE POLICIES? OKAY. ALL RIGHT.

[02:35:01]

WE'LL MOVE ON. THANK YOU. OK.

SO AS I SAID AT THE BEGINNING OF THIS PRESENTATION, THIS IS A DOCUMENT INTENDED FOR LIBRARIANS.

THIS IS THE FIRST TIME THAT I CAN REMEMBER BEING IN FRISCO ISD AS A STAFF MEMBER AND NOW AS A CENTRAL OFFICE STAFF MEMBER THAT WE HAVE INCLUDED FEEDBACK FROM OUR COMMUNITY AND OUR LEADERSHIP STAFF IN THE CREATION OF OUR GUIDELINES.

IT'S BEEN A REALLY GREAT EXPERIENCE SO FAR.

I WOULD HIGHLY RECOMMEND IT IF YOU'RE OUT THERE WATCHING AND YOU WANT SOME IDEAS.

SO IN OUR GUIDELINES WE ARE INCREASING UNDERSTANDING FOR LIBRARIANS.

AS DANNY HAD MENTIONED PREVIOUSLY, IT IS A NEW DAY IN AGE AND THE CONTENT THAT IS BEING WRITTEN ABOUT AND SHARED ABOUT AND A LOT OF SITUATIONS IS IT'S AMAZING THAT OUR OUR STUDENTS HAVE THE OPPORTUNITY TO READ ABOUT NEW AND DIFFERENT THINGS.

IN OTHER WAYS IT CAN BE A LITTLE BIT ABRASIVE.

AND SO WE ARE REWRITING OUR GUIDELINES IN AN EFFORT TO INCREASE UNDERSTANDING IN A MORE IN DEPTH PROCESS OF EVALUATING OUR LIBRARY MATERIALS. AND SO PURELY INCREASING UNDERSTANDING GIVEN THE DIFFERENT PROCESSES THAT HAVE BEEN GOING INTO PLACE WITH OUR POLICY AND IN THE WRITING PROCESSES FROM OUR AMAZING AUTHORS.

SECONDLY, CLARIFICATION.

WE REALLY WANTED OUR LIBRARIANS TO HAVE THOSE CLEAR EXPECTATIONS.

AGAIN, THEY HAD THOSE EXPECTATIONS.

MOVING FORWARD THIS IS NOT WHAT WE ARE EVALUATING AND IDENTIFYING IS NOT AS A RESULT OF OUR LIBRARY STAFF BEING UNABLE OR NOT CLEARLY PUTTING INTO PLACE THE GUIDELINES.

IN YEARS PAST, THEY HAVE BEEN DOING EXACTLY WHAT THEY SHOULD BE DOING.

HOWEVER, THINGS HAVE CHANGED, EXPECTATIONS HAVE CHANGED, REVIEWERS HAVE CHANGED.

THERE ARE SO MANY MOVING PIECES TO THIS THAT WE HAVE REWRITTEN INTO OUR GUIDELINES.

AND THEN COLLABORATION, AS I SPOKE TO A MOMENT AGO, WORKING WITH OUR COMMUNITY, WITH PARENTS, WITH OUR SCHOOL BOARD, WITH OUR IST GROUP, WE JUST WE HAVE DONE A LOT OF WORK IN THIS THING, AND I'M VERY EXCITED FOR YOU GUYS TO SEE THE FINAL PRODUCT.

OK. SO THE GOOD PART, WE HAVE INCREASED OUR REVIEWS FROM ONE REVIEW TO TWO ONE PROFESSIONAL PUBLICATION REVIEW AS WELL AS ANOTHER PUBLICATION REVIEW OR AN INFORMAL RESOURCE.

SO WHAT WE'RE LOOKING FOR WITH INCREASING THESE REVIEWS IS TO KIND OF CREATE A MORE IN-DEPTH UNDERSTANDING OF THE TOTALITY OF THE WORK.

A LOT OF TIMES IN YEARS PAST, WE HAVE BEEN RELYING READING THE GOOD BOOKS, RIGHT, BUT ALSO RELYING ON REVIEWERS WHEN WE CAN'T GET TO THOSE BOOKS TO READ . TWO, AN IMPORTANT HIGHLIGHT IS THAT WE HAVE REMOVED KIRKUS REVIEWS FROM OUR PROFESSIONAL PUBLICATION REVIEW SOURCES.

WE UTILIZE OTHER REVIEWERS AND OTHER PUBLICATIONS TO HELP US KIND OF EVALUATE WHETHER OR NOT OUR MATERIALS ARE A GOOD FIT AND APPROPRIATE FOR OUR LIBRARIES.

AND THOSE ALL OF THOSE REVIEWERS ARE DOCUMENTED IN THE GUIDELINES FOR CLARIFICATION PURPOSES, WHICH SEGUES PERFECTLY INTO NUMBER THREE CLARIFICATION.

WE HAVE INCREASED THINGS LIKE DEFINITIONS ON MANGA AND REMOVING ANY KIND OF GRAY AREA THAT THERE MIGHT BE WITH MANGA ANIME IN DIFFERENT CAMPUS LEVELS, BECAUSE THAT'S A REALLY TOUGH GENRE TO REVIEW AND TO FIND REVIEWS FOR.

IT'S KIND OF LIKE FINDING BOOKS ABOUT BIRDS.

THEY'RE NOT GOING TO REALLY REVIEW THAT BECAUSE THERE'S NOT A WHOLE LOT THAT CHANGES ABOUT BIRDS, DO YOU KNOW WHAT I MEAN? SO MANGA ANIME IS SOMETHING THAT WE REALLY SPENT A LOT OF TIME ON WORKING WITH EVEN OTHER SCHOOL DISTRICTS TO TRY AND HELP MAKE THAT A MORE NARROW, SPECIFIC EXPECTATION.

AND THEN, AS DANNY STATED BEFORE, INAPPROPRIATE CONTENT.

I CAN ASSURE YOU WITH EVERY FIBER OF MY BEING, THERE IS NOT A LIBRARY STAFF MEMBER IN THIS DISTRICT WHO WANTS TO GIVE YOUR STUDENTS CHILDREN ANYTHING INAPPROPRIATE OR OBSCENE CONTENT.

I CAN PROMISE YOU THAT.

AND SO WE ARE WORKING DILIGENTLY TO TRY AND INCREASE THE CLARITY OF THAT.

SO HIGHLIGHTS OF CHANGES.

DO YOU HAVE ANY QUESTIONS? WHAT WAS YOUR QUESTION? I FORGOT.

I FORGOT ALREADY. TELL ME AGAIN.

THE LIBRARY STAFF.

GOT IT. YES.

SO WE HAVE. SORRY, I DIDN'T KNOW MY [INAUDIBLE].

THAT'S OKAY. SO SHE INQUIRED ABOUT OUR WE ARE ADDING 4 I BELIEVE EARLIER SOMEBODY SAID 6 AND THAT IS INCORRECT.

WE HIRED FOUR LIBRARY STAFF, WE HIRED TWO ACQUISITIONS AND SYSTEMS AND MANAGEMENT COORDINATORS.

WE HIRED TWO PROCUREMENT PROFESSIONALS FOR LIBRARY PURCHASING.

SO WHAT THOSE SPECIFIC.

FIRST OFF, THEY START ON JULY 11TH.

THEY HAVE STARTED WORKING WITH ME TO KIND OF CREATE DATA OR NOT CREATE DATA, BUT PULL DATA TO WHERE WE CAN BUILD PLANS.

[02:40:03]

BUT THEIR MAIN POSITION IS IN THE TITLE.

THEY'RE WORKING WITH ACQUISITIONS, SO THEY'RE HELPING OUR LIBRARIANS CURATE RESOURCES.

OUR LIBRARIANS STILL HAVE THE AUTONOMY TO BUILD THEIR OWN RESOURCE AND CURATE THEIR OWN LISTS.

THEY ARE MASTERED PROFESSIONALS AND THEY HAVE THREE YEARS AT LEAST, OF TEACHING EXPERIENCE.

SO THEY ARE COMPLETELY CAPABLE OF DOING THAT ON THEIR OWN.

HOWEVER, IN AN EFFORT TO KIND OF GIVE THEM SOME TIME BACK ON CAMPUS, WE DO HAVE THAT OPTION FOR THEM.

THEY ARE ALSO WORKING ON SYSTEMS ON THE BACK SIDE.

SO EVERY LIBRARY BOOK HAS WHAT'S CALLED A MARK RECORD.

AND I KNOW THAT THIS IS MELISSA FOUCHE'S FAVORITE THING TO TALK ABOUT, BUT THEY HAVE A MARK RECORD, WHICH IS BASICALLY WHERE A LIBRARY BOOK HOW IT ASSOCIATES WITH THE CAMPUS ON THE COMPUTER SIDE OF THINGS AND SO THOSE MARK RECORDS ERROR THEY GO TO THE WRONG CAMPUSES THEY OR THE VENDOR DOESN'T SEND THEM PROPERLY THERE'S JUST A LOT OF WORK THAT HAPPENS ON THE BACK END.

THEY WILL BE HELPING WITH THAT BECAUSE WE HAVE OVER A MILLION RECORDS IN 73 CAMPUSES.

AND THEN BEYOND THAT, WE ARE GOING TO BE IMPLEMENTING A WEEDING PROCESS WITH OUR LIBRARIANS.

SO OUR COORDINATORS WILL BE SUPPORTING THE LIBRARIANS AND WORKING ALONGSIDE THEM TO EVALUATE THEIR COLLECTIONS WITH OUR NEW GUIDELINES.

SO AS I SAID EARLIER, THE GUIDELINES THAT WE HAVE CURRENTLY WERE EXCELLENT FOR THE TIME, BUT NOW TIMES ARE DIFFERENT AND SO WE HAVE NEW GUIDELINES AND NOT ALL OF OUR MATERIALS WILL MEET THE NEW GUIDELINES.

SO IT IS PART OF THEIR JOB AND MY JOB TO HELP SUPPORT THE LIBRARIANS IN KNOWING HOW AND WHAT TO EVALUATE AND WHEN TO WEED IT OUT OF THE COLLECTION BECAUSE IT DOES NOT MEET THE NEW GUIDELINES.

DOES THAT MAKE SENSE? AND THEN THE TWO PROCUREMENT POSITIONS, THOSE POSITIONS WILL BE DOING THE PURCHASING.

SO THOSE OH GOSH, I CAN'T REMEMBER OFF THE TOP OF MY HEAD.

LET'S SEE. I'M TRYING TO REMEMBER WE HAVE OVER A MILLION BOOKS THAT I THINK PURCHASE.

WE HAVE LIKE 40. WE BOUGHT 40,000 BOOKS THIS YEAR AND THAT IS VERY TIME CONSUMING.

THE BEST PART ABOUT ONE OF THE BEST PARTS ABOUT LIBRARY SERVICES IS OBVIOUSLY WORKING WITH OUR STUDENTS AND BEING IN THE LIBRARY AND BUILDING RELATIONSHIPS.

BUT ALSO NOTHING BEATS BUYING BOOKS, Y'ALL.

NOTHING BEATS IT. IT'S SO REWARDING BECAUSE YOU KNOW THAT YOU'RE PICKING IT FOR THAT ONE KID WHO LOVES DINOSAUR BOOKS AND HE COMES IN EVERY DAY.

HE'S LIKE, NEXT NEW DINOSAUR BOOK.

BUT THAT'S A LOT OF TIME TO GET INTO OUR FINANCE PROGRAM, WHICH IS CALLED E FINANCE, VERY TIME CONSUMING.

I MEAN, SO HOPEFULLY THOSE PROCUREMENT POSITIONS WILL BE ABLE TO CARRY SOME OF THAT LOAD OF THE FINANCE MANAGEMENT SYSTEM AND GIVE THE LIBRARIANS BACK A LITTLE BIT MORE TIME TO DO THINGS LIKE IMPLEMENT OUR NEW GUIDELINES, GIVE THEM BACK TIME TO COLLABORATE WITH THEIR TEACHERS AND SPEND MORE TIME WITH OUR STUDENTS.

SO YES, THE TITLES THAT HAVE BEEN RECONSIDERED 13 COMPARED TO OVER A MILLION, IT'S A VERY SMALL RATIO.

IT DOESN'T ALWAYS COMPUTE, HOWEVER.

FRISCO ISD WE HAVE ABOUT 67,000 STUDENTS IN OUR DISTRICT AND SURROUNDING DISTRICTS.

I KNOW WE DON'T LIKE TO WE'RE NOT GOING TO TALK ABOUT OTHER DISTRICTS.

DR. WALDRIP BUT DALLAS AND FORT WORTH ARE THE ONLY TWO DISTRICTS, I THINK, THAT HAVE US THAT ARE MORE DENSE IN STUDENT POPULATION. AND THEIR LIBRARY STAFF IS ANYWHERE FROM 12 TO 5 LIBRARY STAFF IN THEIR DEPARTMENT.

SO WE HAVE 65,000 STUDENTS-ISH AND THERE'S, IT'S ME.

SO I FEEL LIKE OUR LIBRARY SERVICES DEPARTMENT HAS BEEN RUNNING REALLY LEAN FOR A LONG TIME.

AND SO MY HOPE IN ADDING THESE POSITIONS IS THAT LIKE, HALLELUJAH, WE MADE IT, WE FINALLY GET THE HELP.

[LAUGHTER] BUT ALSO OUR LIBRARIANS CAN HAVE SOME TIME BACK.

WE DID HAVE LIBRARY AIDES FOR A WHILE AND THEY DID NOT YOU KNOW, THEY ARE STILL GETTING USED TO BEING ABLE TO FUNCTION ON THEIR CAMPUS AND DO THEIR DUTIES AND THEIR EXPECTATIONS WITHOUT THAT HELP.

I MEAN, THESE LIBRARIANS, SOME OF THE ELEMENTARY SCHOOL LIBRARIANS ARE CIRCULATING ANYWHERE FROM, YOU KNOW, 1,200 BOOKS TO 3,000 BOOKS A MONTH.

AND THAT'S HARD TO DO WHEN YOU'VE ALSO GOT A BUNCH OF MANAGERIAL PIECES.

AND SO ADDING THOSE POSITIONS, I THINK, WILL REALLY HELP THEM.

IT WILL IMPACT THEM IN A POSITIVE WAY.

IT WILL ALSO IMPACT OUR PROCESSES IN A POSITIVE WAY.

AND I JUST WANT TO ADD TO THAT SPECIFICALLY, SOME OF THE CHANGES IN THE GUIDELINES THAT ARE BEING MADE REQUIRE MORE LIKE INDIVIDUAL READING OF BOOKS THAN WHAT WE'VE HAD IN PREVIOUS GUIDELINES, SPECIFICALLY WITH MANGA, WITH ONE OF THE OTHER CATEGORIES.

NARRATIVE NONFICTION, RIGHT? YEAH. NARRATIVE NONFICTION.

REQUIRED LIKE WHAT WE CALL WHAT'S CALLED APPARENTLY A READ REVIEW.

THEY HAVE TO ACTUALLY READ THE WHOLE BOOK BEFORE THEY CAN SELECT IT.

SO WE'RE REQUIRING MORE OF THOSE.

SO TRYING TO FREE UP MORE TIME FOR LIBRARIANS TO BE ABLE TO DO THAT.

AND THEN, OF COURSE, ALSO GOING BACK, LIKE AMANDA SAID, AND REVIEWING EXISTING COLLECTIONS WITH THE NEW GUIDELINES.

YES, MA'AM. COMMUNICATION WISE, WILL THE GUIDELINES THAT YOU'RE SHARING HERE, THESE HIGHLIGHTS, WILL THEY BE POSTED SOMEWHERE?

[02:45:05]

THEY WILL. FOR OUR PARENTS AND COMMUNITY? YES. SO THE GUIDELINES THAT WILL BE SHARED.

WE HAVE THANKS TO MS. SMITH AND HER AMAZING STRATEGIC INITIATIVE.

WE HAVE THAT THING HAS REALLY HELPED ME.

WE'RE GOING TO HAVE TO TALK ABOUT THAT LATER.

BUT THAT THING HAS BEEN VERY, VERY HELPFUL BECAUSE IT SETS EXPECTATIONS AND OBJECTIVES FOR US IN A TIMELINE.

AND SO BACK TO THAT STRATEGIC INITIATIVE THAT WE DISCUSSED IN APRIL FOR THE ADDITION OF THESE STAFF MEMBERS.

I BELIEVE THAT THE GOAL WAS FOR THOSE GUIDELINES TO BE IMPLEMENTED IN JULY.

SO WHEN THE LIBRARIANS COME BACK ON CONTRACT, THE COORDINATORS AND MYSELF WILL MEET WITH THEM.

WE WILL WALK THROUGH THE GUIDELINES AND MAKE SURE THAT EVERYTHING IS COPACETIC AND EVERYBODY UNDERSTANDS.

AND THEN WE WILL SHARE WITH THE COMMUNITY THOSE FINAL GUIDELINES AS IMPLEMENTED.

YES, ABSOLUTELY.

I HAD ANOTHER QUESTION. SO.

SURE.

SO THE REASON WHY I REFERENCED I WAS TRYING TO BE CAREFUL AROUND REFERENCING THE SHEET, RIGHT, BUT.

YES. THIS IS HOW AND OBVIOUSLY THAT INFORMATION IS NOT PUBLIC.

YES. AND SO I'M TRYING TO BE VERY CAREFUL WITH MY WORDS.

[APPLAUSE] YES.

SO. SO BUT MY QUESTION IS, THERE WAS A BOOK ON THERE THAT.

YES. WAS APPROVED.

YES. TO REMAIN IN THE LIBRARIES.

AND I HAVE HAD MANY COMMUNITY MEMBERS SHOW ME THAT BOOK.

YES, I WOULD ACTUALLY.

YES. SO THAT BOOK IS ACTUALLY NOT IN OUR LIBRARIES.

IT IS ON THE DISTRICT WEBSITE AS A BOOK THAT WAS REMOVED.

IT IS NOT IN THE LIBRARY.

IT IS NOT IN ANY LIBRARY. IT WAS ON THAT SHEET MISTAKENLY, BECAUSE I COPIED AND PASTED THE WRONG TEXT.

THAT WAS MY THAT'S I'LL OWN THAT.

THAT WAS ME WORKING MY LITTLE MOUSE FINGERS.

HEY AMANDA. WHY DON'T YOU ESCAPE REAL QUICK AND SHOW THEM WHERE YOU LOOK ON THE WEBSITE TO SEE THE BOOKS? AND THIS IS ALSO TO SPEAK BACK TO DYNETTE'S QUESTION TO ABOUT POSTING THEM.

THIS IS WHERE EVERYTHING WILL BE POSTED FOR LIBRARY SERVICES.

SO WHENEVER THE COLLECTION GUIDELINES ARE ALL THE WAY FINISHED AT THE END OF JULY AND THE LIBRARIANS HAVE GOTTEN THEIR HANDS ON IT, IT'LL BE HERE AS WELL.

SO DEPARTMENTS, LIBRARY, MEDIA SERVICES, HERE IS EVERYTHING AND POINT STRAIGHT TO WHERE THE BOOKS ARE.

RECONSIDER IF RECONSIDERATION INFORMATION, WHAT TITLES HAVE BEEN REMOVED.

THERE THEY ARE AND WHEN THEY WERE MOVED.

AND THEN I BELIEVE WAS THE TITLE THAT YOU'RE REFERENCING? THAT'S HOW YOU GET THERE. BLUE IS THE WARMEST COLOR THAT WAS REMOVED AND IT WAS REMOVED BY LIBRARIAN AND IT WAS AN INTERNAL RECONSIDERATION.

BUT YES, THAT WAS MY MISTAKE.

IT WAS NOT. IT IS AND I HAVE SINCE CHANGED IT.

I APPRECIATE YOU POINTING THAT OUT, BUT IT IS NOT IN OUR COLLECTIONS.

SO IF YOU GOT ON THE PACK OVER HERE AND YOU TYPE, YOU WENT TO THE LIBRARY CATALOG AND YOU SEARCHED FOR THAT BOOK, IT WOULD NOT PULL UP.

SO YEAH, THIS IS ALL I MEAN, THIS GOES BACK TO MANDY'S GROUP, TOO WORKING WITH AMANDA AND SOME WITH DANNY AS WELL.

LIKE, THIS SITE IS SO AWESOME.

THE THINGS THAT YOU WOULD BE INTERESTED IN KNOWING AND UNDERSTANDING AND WHO'S ON A COMMITTEE AND ALL OF THAT STUFF IS HERE.

SO I THINK JUST PEOPLE KNOWING HOW TO GET HERE IS CLEARLY A BIG HAIRY DEAL BECAUSE I DON'T WANT PEOPLE TO FEEL LIKE THEY HAVE TO SHOW UP HERE AND SAY SAD THINGS TO GET ANSWERS TO WHAT'S ALREADY SITTING HERE ON THE WEBSITE JUST RIGHT.

AND THE PROBLEM IS PEOPLE DON'T KNOW WHERE TO GO LOOK FOR IT.

AND MOST DISTRICTS DON'T SIT AT ALL OUT HERE LIKE THIS.

THIS IS SOMETHING THAT WAS. YOU'VE BEEN REALLY GREAT TO DO THIS.

YEAH, THIS WAS SOMETHING THAT WE WORKED ON DURING THE BEGINNING OF THE YEAR.

A LOT OF THIS INFORMATION WAS NOT READILY AVAILABLE TO OUR COMMUNITY MEMBERS, BUT IT WAS VERY IMPORTANT TO US TO BE TRANSPARENT AND TO BE COMMUNICATIVE, BECAUSE WE WANT TO EMPOWER OUR COMMUNITY TO UNDERSTAND WHAT'S HAPPENING AND TO BE ABLE TO FIND ANSWERS WHEN THEY WANT ANSWERS.

AND THAT I THANK YOU FOR BEING UNDERSTANDING OF THE SHEET THAT THE SCHOOL BOARD HAS.

I APPRECIATE THAT. AND WHAT THAT IS, IS BASICALLY I THINK THE SCHOOL BOARD JUST DOESN'T WANT ME BUSTING INTO ALL THEIR IST'S OR THE IST DOESN'T WANT ME BUSTING INTO IST MEETINGS EVERY DAY GOING, GUESS WHO I TALKED TO ABOUT LIBRARY BOOKS? AND SO THAT SHEET IS JUST A WAY FOR ME TO COMMUNICATE WITH THEM FROM AFAR WHAT INQUIRIES ARE HAPPENING AND IS A WAY FOR ME TO COMMUNICATE WITH TEACHING AND LEARNING AND JUST FOR US TO ALL KIND OF BE ON THE SAME PAGE.

AT ALL TIMES. AT ALL TIMES.

CAN I SAY SOMETHING TOO THAT KIND OF BRINGS KIMBERLY'S PRESENTATION EARLIER FULL CIRCLE A LITTLE BIT? KIMBERLY TALKED ABOUT PRIORITY BASED BUDGETING FROM 2016 AND HOW WE'RE ALWAYS LOOKING AT COSTS.

[02:50:01]

AND YOU KNOW HOW IN EDUCATION, I THINK IN LIFE THE PENDULUM SWINGS A LITTLE FAR SOME DIRECTION SOMETIMES.

AND ONE OF THE THINGS IN 2016, WHEN WE WENT THROUGH A REALLY A TWO YEAR EXERCISE WITH THE COMMUNITY ON COST CUTTING, ONE OF THE THINGS THAT HAPPENED IN THAT WAS WE LOST LIBRARY AIDES AND WE TALK ABOUT NOW ADDING FOUR POSITIONS BACK.

WE LOST 40 POSITIONS OUT OF THIS DEPARTMENT SIX YEARS AGO.

[INAUDIBLE] MELISSA.

AND THEN WHEN WE LOOKED AT OTHER DISTRICTS OUR SIZE, THEY HAD DEPARTMENTS OF 8, 10, 12 AND I THINK IT IS VERY APPROPRIATE.

AND HAD LIBRARY AIDES.

AND HAD LIBRARY AIDES.

YEAH. SO IT SO I DON'T EVEN REALLY SEE WHEN I LOOK OVER A PERIOD OF TIME, I DON'T SEE THIS AS US ADDING FOUR POSITIONS AS MUCH AS US THE PENDULUM KIND OF COMING BACK TO THE MIDDLE A LITTLE BIT FROM SOMETHING THAT HAPPENED.

IT ALSO HAPPENED WITH LAWN MAINTENANCE.

OH, GOSH. JUST THAT WAS ANOTHER THING THAT CAME OUT OF THAT COMMITTEE.

AND THEN WE ALL WENT, OH, WOW, THIS ISN'T WHAT WE THOUGHT IT WAS GOING TO BE.

SO WE BETTER ADD SOME OF THAT BACK.

BUT THAT'S NOT WHAT WE'RE TALKING ABOUT RIGHT NOW.

[LAUGHTER] SO I JUST WANT TO CLARIFY TO MAKE SURE THAT I'M REALLY CLEAR BECAUSE IT'S GOING TO IMPACT HOW I VOTE.

PLEASE, YES. RIGHT. ABSOLUTELY. SO DANNY YOU BETTER TAKE THIS ONE.

PART OF WHAT WE'RE GOING TO BE DOING GOING FORWARD IS TO PREVENT THESE TITLES.

RIGHT, FROM GETTING IN, IN THE FIRST PLACE.

WILL THIS ALSO INCLUDE REVIEWING THE CURRENT TITLES THAT WE HAVE AGAINST RIGHT LISTS THAT WE KNOW ARE OUT THERE OF BOOKS THAT HAVE OBSCENE MATERIALS OR WHATEVER.

THERE'S LISTS OUT THERE.

WE'VE SEEN THOSE LISTS. RIGHT.

THEY EXIST. THERE'S DIFFERENT ONES.

SURE. IS THAT THERE'S PROBABLY TOO MANY. BUT WE CAN PICK ONE TO START, RIGHT? YES. SO WILL PART OF THAT WORK BE TAKE THE LIST CROSS CHECK IT AGAINST OUR TITLES IN OUR LIBRARY AND ADDRESS THOSE PROACTIVELY.

BECAUSE I THINK THAT PART OF THE CHALLENGE THAT THE COMMUNITY IS HAVING WITH THIS IS THAT THE MESSAGE THAT THEY HEARD RIGHT, WRONG OR INDIFFERENT, THE MESSAGE THAT THEY HEARD WAS SUBMIT A BOOK RECONSIDERATION FOR EACH BOOK THAT YOU HAVE AN ISSUE WITH.

AND I THINK THERE WAS A PERCEPTION THAT THE ONUS WAS ON THE COMMUNITY TO GO FIND THOSE BOOKS, SUBMIT THEM AND GET THOSE BOOKS EVALUATED ON A CASE BY CASE BASIS INSTEAD OF TAKING SAID LIST OF OBSCENE BOOKS CROSS-CHECKING AGAINST OUR LIBRARY AND THEN RESOLVING IT THAT WAY.

RIGHT. SO. SO ARE WE SAYING THAT THAT IS WHAT WE'RE GOING TO BE DOING GOING FORWARD? I.

OR NOT? SO I JUST WANT TO BE CLEAR.

LIKE, WE DON'T TAKE LISTS THAT JUST CIRCULATE LIKE, FOR EXAMPLE, THE LIST THAT WAS REFERENCED BY FROM REPRESENTATIVE KRAUSE THAT HAD 850 BOOKS ON IT.

RIGHT? LIKE THERE WERE ALL KINDS OF BOOKS ON THERE.

AND SOME OF THEM HAD NOTHING TO DO WITH SEXUALLY INAPPROPRIATE MATERIAL.

SO WE DON'T JUST TAKE A LIST AND SAY WE'RE GOING TO GO LOOK AND SEE IF WE HAVE ALL THESE BOOKS AND THEN DECIDE WHETHER OR NOT WE'RE GOING TO KEEP THEM BECAUSE WE DON'T KNOW EVEN WHY THOSE BOOKS ARE ON A LIST, ANY GIVEN LIST.

RIGHT. SO BUT WE HAVE HAD PARENTS GIVE DIRECTLY TO US A LIST OF BOOKS, AND WE HAVE GONE THROUGH THAT LIST AND LOOKED AT THOSE AND SAID, OKAY, WHICH ONES OF THESE WE HAVE.

A LOT OF TIMES WE FIND WE DON'T HAVE A LOT OF THE BOOKS ON THE LIST.

SO IT'S NOT THAT WE JUST, OH, EVERY TIME.

THE ONLY WAY A BOOK WILL EVER BE REMOVED IS THROUGH A RECONSIDERATION.

BUT THE PROCESS THAT AMANDA IS DESCRIBING AS WE MOVE FORWARD IS EVEN MORE COMPREHENSIVE THAN JUST GOING AND PULLING THE RANDOM LIST THAT SOMEONE HAS PUT TOGETHER.

AND HALF THE TIME WE DON'T KNOW WHERE THAT CAME FROM OR WHO DECIDED TO PUT A BOOK ON THAT LIST OR WHAT THAT LOOKS LIKE.

SO WE'RE ACTUALLY TALKING ABOUT SOMETHING MORE COMPREHENSIVE WITH THESE NEW STAFF MEMBERS ASSISTING LIBRARIANS AND ACTUALLY GOING THROUGH OUR ACTUAL COLLECTIONS.

WE'RE STARTING AT THE HIGH SCHOOL LEVEL.

WE POINT OUT THAT ALL OF THE BOOKS, EXCEPT FOR ONE THAT HAVE BEEN REMOVED, HAVE BEEN AT THE HIGH SCHOOL LEVEL AND AT ANY OF THE ELEMENTARY.

SO GOING THROUGH STARTING AT THE HIGH SCHOOL LEVEL AND HELPING OUR LIBRARIANS GO THROUGH AND LOOK AT THEIR COLLECTIONS WITH THE NEW GUIDELINES, THE ACTUAL COLLECTIONS THAT WE HAVE. SO THERE IS, YES, A PROACTIVE US GOING FORWARD.

NOW, WE CONTINUE TO ENCOURAGE PEOPLE TO SEND US TITLES AS THEY FIND THEM BECAUSE WE HAVE A MILLION TITLES AND IT'S GOING TO TAKE TIME.

RIGHT. AND SO THE SOONER WE FIND OUT ABOUT A TITLE, THE SOONER WE CAN ADDRESS IT.

AND THAT'S WHAT WE'RE ASKING.

IT'S NEVER BEEN MEANT TO BE A REPLACEMENT FOR US DOING SOMETHING.

IT'S BEEN TO SUPPLEMENT WHAT WE'RE GOING TO TRY TO WORK ON AS WE MOVE FORWARD WITH THIS.

SO WE CONTINUE TO ASK FOR THAT, BUT WE ARE ALSO WORKING PROACTIVELY TO LOOK AT OUR EXISTING COLLECTIONS AS WELL.

ANY OTHER QUESTIONS OR COMMENTS ABOUT THIS BEFORE I LEAVE YOU? I FEEL A LITTLE BIT LIKE I'M BEING REPETITIVE HERE, BUT I DON'T THINK THERE'S A PROBLEM WITH THAT THIS EVENING.

WE HAD A SPEAKER TONIGHT THAT SAID THAT IT WAS THE PARENT'S EXCLUSIVE DUTY.

[02:55:01]

AND I WANT TO MAKE SURE THAT THAT'S UNDERSTOOD THAT THIS BOARD DOES NOT FEEL THAT WAY.

AND THE PRESENTATION THAT YOU GUYS HAVE GIVEN US TONIGHT HOPEFULLY INDICATES TO OUR PARENTS AND OUR COMMUNITY THAT THAT'S NOT THE CASE.

WE'RE PARTNERS WITH OUR PARENTS.

WE ALWAYS HAVE BEEN BUT THE EMPLOYEES THAT YOU ARE ADDING IT'S NOT THEIR SOLE RESPONSIBILITY.

IT'S GOING TO BE THE RESPONSIBILITY OF EVERYBODY THAT WORKS IN THE LIBRARY DEPARTMENT.

BUT THE PROCESS IS THAT YOU GUYS ARE ASKING US TO ADOPT TONIGHT, IN PART ARE TRYING TO MAKE THAT PROCESS EASIER FOR PARENTS, FASTER FOR PARENTS . ON THE REVIEW SIDE, YES. AND I MEAN, THAT'S THE WAY THAT I SEE IT.

AND I HOPE THAT THAT CAME ACROSS TONIGHT IN THE PRESENTATION THAT YOU GUYS MADE.

BUT MAKE NO MISTAKE, WE'RE NOT HANDING IT ALL OVER TO PARENTS.

THE DISTRICT ITSELF IS GOING TO CONTINUE TO HAVE RESPONSIBILITY FOR THAT AND HOPEFULLY ENHANCE IT WITH WHAT YOU GUYS HAVE DECIDED TO DO OR PROPOSED FOR US TO ADOPT WITH PERSONNEL. RIGHT. WE KNOW I MEAN, WE KNOW WE HAVE A MILLION TITLES IN THE DISTRICT.

I KNOW WE KEEP SAYING THAT. AND THAT'S NOT TO SAY THAT WE DON'T TAKE THE RESPONSIBILITY OF REVIEWING THOSE BOOKS SERIOUSLY, BUT WE HAVE A MILLION TITLES.

WE CAN'T READ EVERY SINGLE INDIVIDUAL BOOK, AND WE ARE GOING TO DO OUR VERY BEST TO COME UP WITH THE BEST SYSTEM TO PREVENT MATERIALS FROM EVER GETTING IN A LIBRARY THAT SHOULDN'T BE IN THERE. AND WE'RE GOING TO AND WE'RE GOING TO CONTINUE TO EVALUATE.

THAT'S ONE THING WE TALKED ABOUT WHEN WE WERE TALKING ABOUT THIS, PUTTING THIS PRESENTATION TOGETHER.

WE'RE PROPOSING THESE POLICY CHANGES TO YOU TONIGHT.

WE'VE GOT THE COLLECTION DEVELOPMENT GUIDELINES THAT WE'RE PLANNING, BUT THIS IS A CONTINUOUS PROCESS.

WE WILL CONTINUE TO EVALUATE THESE AS WE MOVE FORWARD INTO NEXT YEAR.

IF WE SEE THAT THE GUIDELINES THAT WE'VE CHANGED AREN'T HAVING THE INTENDED EFFECT, THEY'RE NOT CATCHING AS MANY BOOKS AS WE WANT THEM TO WE'RE GOING TO LOOK AT WHAT CAN WE DO TO CHANGE THAT, TO PREVENT THESE BOOKS FROM GETTING IN.

AND THAT WILL CONTINUE TO BE THE CASE.

BUT WE ALSO KNOW THAT NO SYSTEM IS EVER GOING TO BE 100% EFFECTIVE.

SO WE WANT TO MAKE SURE WE HAVE A REALLY GOOD BACK, YOU KNOW, ON THE BACK END AS WELL, WHERE WE IF WE DO HAVE ONE OF THESE BOOKS THAT WE HAVE A GOOD WAY OF GETTING THEM QUICKLY OUT. AND THAT'S WHAT THAT EXPEDITED REVIEW THAT WE'VE INCLUDED IN THE POLICY IS DESIGNED TO BE FOR Y'ALL.

ONE MORE THING. IS THERE AN OPTION OR IS THERE A WAY FOR US TO COME UP WITH A TIMELINE, IF YOU WILL? WELL NOT A TIMELINE, BUT JUST CHECKS AND BALANCES SO THAT WE CAN BE INFORMED ALONG THE WAY SO THAT WE'RE NOT WAITING UNTIL SOMETHING ELSE HAPPENS.

SURE. YES. THAT IS THE GOAL.

IT IS THE GOAL. AND WE'RE WAITING.

THOSE COORDINATORS WILL START THEIR CONTRACT ON JULY 11TH, BUT WE WILL BE PULLING DATA FROM LIBRARY COLLECTIONS AN THEIR CIRCULATION AND THE OTHER COMPONENTS INVOLVED IN THE WEEDING PROCESS AS WELL AS THE NEW GUIDELINES.

AND WE WILL KIND OF CREATE A PLAN WITH THE LIBRARIANS WHEN THEY GET BACK ON TRACK SO THAT IT IS SUSTAINABLE.

AN AVERAGE LIBRARY COLLECTION IS GOING TO BE AROUND 20,000 LIBRARY BOOKS, SO IF THEY READ A LIBRARY FOUR OR FIVE OR TEN LIBRARY BOOKS A DAY, YOU KNOW, THEY MAY OR MAY NOT GET THROUGH THEM. SO IT'S GOING TO BE SOMETHING THAT'S GOING TO TAKE TIME.

IT'S KIND OF UNPRECEDENTED.

WE'VE NEVER ACTUALLY IMPLEMENTED AS FAST PACED OF A READING SCHEDULE, BUT WE WILL HAVE KIND OF A, I DON'T KNOW WHAT THE RIGHT WORD IS.

PROCESS IN PLACE AND FOR US TO BE ABLE TO CIRCLE BACK AROUND AND CHECK IN WITH THEM, WHICH IS PART OF THE COORDINATOR'S POSITION AS WELL.

AND THEN PROVIDE THAT INFORMATION, Y'ALL, AND ALSO TO THE COMMUNITY.

AGAIN, THAT STRATEGIC CHANGE INITIATIVE ON THE WEBSITE WILL BE UPDATED WITH INFORMATION AS THIS CONTINUES FORWARD.

TO MEET THOSE OBJECTIVES.

YES. THANK YOU.

BOARD ANY OTHER QUESTIONS? OKAY. I'D LIKE TO JUST SAY JUST A FEW THINGS.

I JUST HAVE A COUPLE OF COMMENTS.

I KNOW THAT LONG BEFORE THIS BECAME NATIONAL NEWS ACROSS THE COUNTRY THAT YOU ALL WERE ALREADY DOING THE WORK TO MAKE SURE THAT OUR KIDS WERE SAFE IN THE MATERIALS THEY WERE BEING PROVIDED.

I KNOW THAT WE HAVE HAD A PROCESS IN PLACE FOR OVER 24 YEARS THAT PARENTS, COMMUNITY MEMBERS COULD ASK US TO RECONSIDER A BOOK IN THOSE 24 YEARS PRIOR TO THIS YEAR, WE HAD ONE BOOK RECONSIDERATION.

AND NOW OUR PROCESS IS BECAUSE THE TIMES HAVE CHANGED.

NOW OUR PROCESSES AND OUR POLICIES THAT YOU'RE RECOMMENDING, THEY'RE CHANGING WITH THE TIMES AS WELL.

AND I APPRECIATE THAT.

I AM A PERSON THAT LIKES TO LIVE IN THE POWER OF THE WORD, AND.

I DON'T THINK IT'S AN US AGAINST THEM.

I THINK WE CAN BE PARTNERS WITH OUR PARENTS AND OUR LIBRARIANS.

I DON'T THINK THAT IT'S A WORLD THAT WE NEED TO LIVE IN WHERE IT'S SO POLITICIZED THAT WE ARE FIGHTING AMONGST PEOPLE THAT ALL WANT THE SAME THING.

WE ARE ALL HERE TO PROTECT OUR KIDS, TO PROVIDE THEM AN EXCELLENT EDUCATION, THE RESOURCES THAT THEY NEED, WHAT RESOURCES MIGHT BE RIGHT FOR ONE STUDENT AREN'T RIGHT FOR ANOTHER. THAT IS COMPLETELY EXCLUSIVE OF OBSCENE MATERIALS, WHICH NONE OF US WANT IN OUR LIBRARIES.

BUT THERE ARE MATERIALS THAT HAVE BEEN ASKED TO BE RECONSIDERED THAT ARE PERFECT FOR SOME OF OUR CHILDREN THAT NEED THEM.

AND I WANT TO MAKE SURE THAT OUR POLICIES AND OUR PROCESSES PROTECT THOSE KIDS, TOO.

[03:00:01]

AND I THINK THAT ALL KIDS NEED TO HAVE THE RESOURCES AT THEIR FINGERTIPS THAT ARE SAFE AND HEALTHY FOR THEIR DEVELOPMENTAL AGE, THAT ARE GIVEN TO THEM BY OUR SUBJECT MATTER EXPERTS, WHICH ARE OUR LIBRARIANS.

AND SO IT'S IMPORTANT TO ME THAT AS WE CONTINUE TO MOVE AND EVOLVE IN OUR POLICIES AND PROCESSES IN THIS INSTANCE AND IN OTHER THINGS THROUGHOUT THE DISTRICT THAT WE DO WHAT'S BEST FOR ALL OF OUR STUDENTS.

AND I FEEL LIKE TONIGHT THAT WHAT YOU'VE SHOWN US IS WHAT'S BEST FOR ALL OF OUR KIDS.

SO I JUST WANTED TO PUT THAT OUT THERE AND SAY THANK YOU.

AND I KNOW THAT OUR LIBRARIANS HAVE CERTAINLY HAD A ROUGH YEAR.

WE SEE THAT. WE FEEL FOR THEM.

WE WALK IN PARTNERSHIP WITH THEM BECAUSE WE TRUST THEM.

AND THESE POLICIES WILL STRENGTHEN OUR COLLECTION PROCESSES AND HOW WE MOVE FORWARD IN IDENTIFYING TITLES THAT WE NEED TO GET OUT OF OUR LIBRARY. SO I JUST WANTED TO PUT THAT OUT THERE.

I DON'T WANT ANYONE TO WALK AWAY TONIGHT FEELING LIKE IT'S US AGAINST THEM BECAUSE WE'RE ALL HERE TO DO THE SAME THING.

SO WITH THAT BOARD, IF YOU DON'T HAVE ANY OTHER QUESTIONS I LOOK FOR A MOTION.

MOVE TO APPROVE THE DELETION OF BOARD POLICY EF LOCAL AND ADOPTION OF BOARD POLICY EFA LOCAL AND EFB LOCAL AS PRESENTED.

MOTION BY MR. CLASSE.

SECOND. SECOND BY MS. GILLESPIE.

ALL IN FAVOR. AYE.

MOTION PASSES SIX ZERO.

THANK YOU ALL VERY MUCH.

THANK Y'ALL. WE WILL NOW MOVE ON TO ACTION ITEM E CONSIDER AND ACT ON APPROVAL OF REVISIONS TO BOARD POLICY BBE LOCAL.

[15.E. Consider and act on approval of revisions to Board Policy BBE(LOCAL)]

BOARD WE WERE GIVEN THIS UPDATE IN CLOSED SESSION.

IF YOU DON'T HAVE ANY QUESTIONS FOR MR. STOCKTON OVER THERE, THEN I WILL LOOK FOR A MOTION.

MOVE TO APPROVE THE REVISIONS TO BOARD POLICY BBE LOCAL AS PRESENTED.

MOTION BY MR. CLASSE.

SECOND BY MS. DAVIS.

ALL IN FAVOR. MOTION PASSES SIX ZERO.

THANK YOU. WE WILL MOVE TO ACTION ITEM F CONSIDER AN ACT ON AMENDMENTS TO BOARD OPERATING PROCEDURES AND BOARD WE RECEIVED THIS UPDATE FROM MR.

[15.F. Consider and act on amendments to Board Operating Procedures]

STOCKTON AS WELL IN CLOSED.

BUT WHAT I WANTED TO DO IS JUST HIGHLIGHT FOR THE COMMUNITY MEMBERS HERE SOME OF THE UPDATES THAT WE ARE PROPOSING TONIGHT.

I THINK MANY OF YOU WILL BE EXCITED ABOUT SOME OF THEM.

SO IF I COULD JUST BRIEFLY GO OVER A COUPLE OF THINGS.

WHEN WE UPDATED OUR BOARD OPERATING PROCEDURES LAST YEAR, WE MOVED OUR PUBLIC COMMENTS TO ACTION ITEMS ONLY.

WE ARE PROPOSING THAT WE MOVE THOSE NOW TO ALL ITEMS ON OUR AGENDA.

SO IF WE'RE DISCUSSING SOMETHING, IF THERE'S SOMETHING WE'RE CELEBRATING, IT WILL GO BACK TO ANYTHING THAT'S ON OUR AGENDA.

SO THAT'S ONE UPDATE THAT WE'RE MAKING.

[APPLAUSE] WE ALSO ARE GOING TO MOVE THE PUBLIC COMMENT TIME BACK TO 3 MINUTES.

WE ARE SUGGESTING THAT WE SHIFT OUR COMMUNITY INPUT NIGHTS TO START AT 6:30 INSTEAD OF 5:30.

AND THEN WE ARE ALSO REMOVING THE 15 MINUTE WINDOW PRIOR TO A BOARD MEETING TO WHICH A COMMUNITY MEMBER CAN SIGN UP SO THAT WE KNOW THAT WHEN NOW THAT WE DON'T HAVE BLUE CARDS ANYMORE, NOW THAT Y'ALL FILL EVERYTHING OUT ON OUR LAPTOPS, WE DON'T NEED THAT 15 MINUTES TO GET READY.

WE CAN JUST SEE THEM WHEN WE SIT DOWN AT OUR LAPTOP.

SO WE'RE REMOVING THAT AS WELL.

SO THOSE ARE THE THINGS THAT I THINK ARE USEFUL AND BENEFICIAL TO YOU ALL.

[APPLAUSE] JUST KNOW THESE ARE CHANGES WE'VE BEEN TALKING ABOUT FOR THE LAST FEW MONTHS.

KNOW THAT WHEN WE IDENTIFIED IN OUR BOARD OPERATING PROCEDURES A YEAR AGO, SOME THINGS WE NEEDED TO CHANGE.

WE WERE TRYING TO JUST CALM DOWN THE FIRE IN THE BOARDROOM A LITTLE BIT, JUST SO THAT, YOU KNOW, SO THINGS HAVE GOTTEN BETTER.

I FEEL LIKE WE'RE IN PARTNERSHIP A BIT BETTER AND IT'S NOT SOMETHING WE EVER WANTED TO LIMIT, BUT WE WERE TRYING TO KEEP OUR BOARDROOM DECORUM SAFE FOR OUR KIDS. THERE WERE A COUPLE OF MEETINGS THAT WERE SOME OF OUR STUDENTS THAT WERE HERE TO CELEBRATE WERE A LITTLE FEARFUL.

AND SO THAT'S NOT EVER A BOARDROOM THAT WE WANT FOR OUR STUDENTS AND FOR OUR STAFF AND TEACHERS.

SO I WANT TO JUST SAY TO THE COMMUNITY, THANK YOU ALL FOR BEING HERE AND FOR EVEN WHEN YOU DISAGREE WITH US, ALLOWING US TO WORK IN PARTNERSHIP WITH YOU THROUGH THESE MEETINGS AND THROUGH OUR OTHER METHODS OF COMMUNICATION.

SO THAT IS OUR UPDATE.

BUT WITH THAT BOARD, IF YOU DON'T HAVE ANY QUESTIONS, I'LL LOOK FOR MOTION.

MOVE TO APPROVE THE AMENDMENTS TO BOARD OPERATING PROCEDURES AS PRESENTED SECOND.

MOTION BY MR. CLASSE. SECOND BY EVERYONE ELSE.

ALL IN FAVOR. [LAUGHTER] MOTION PASSES SIX ZERO.

THANK YOU. WE WILL NOW MOVE ON TO CONSIDER AND ACT ON CTE ADDITIONS AND RENOVATIONS.

[15.G. Consider and act on CTE Additions and Renovations Guaranteed Maximum Price (GMP)]

GUARANTEED MAXIMUM PRICE DR.

FOUCHE. MR. WARSTLER IS GOING TO COME TO THE STAND.

THIS IS ONE OF THE PROJECTS FROM OUR 2018 BOND PROGRAM, AND HE'S GOING TO JUST DO A REALLY QUICK PRESENTATION BECAUSE IF YOU'LL REMEMBER HUCKABEE ARCHITECTS CAME IN JANUARY AND DID A FULL PRESENTATION OF THIS BUILDING.

[03:05:01]

SO NOW THAT THE GUARANTEED MAXIMUM PRICE WAS IN, WE JUST WANTED TO QUICKLY REMIND YOU GUYS WHAT THAT WAS AND GO FROM THERE.

GOOD EVENING. BOARD, DR.

WALDRIP AS ALWAYS TODD STEELS MY INTRODUCTION.

SO WE'LL.

YES.

OKAY. ONE OF THE KEYS AS WE LOOKED AT THE EXPANSION OF THE CTE CENTER WAS REALLY TWOFOLD.

IT WAS TO ADD CAPACITY FOR OUR STUDENTS AND PROGRAMS AND TO ALSO MAKE OUR PROGRAMS A LITTLE MORE EFFICIENT.

SO WHAT YOU SEE HERE ON THIS DIAGRAM ON THE LEFT IS OUR CURRENT [INAUDIBLE] CENTER.

AND SOME OF THE COURSES THAT ARE OFFERED ON THE RIGHT ARE THE COURSES THAT WE CAN OFFER WITH THE EXPANSION.

BUT WHAT YOU'LL NOTICE IS WE'VE TAKEN COURSES SUCH AS ARCHITECTURE, GRAPHIC DESIGN, ANIMATION, AND MOVED THEM FROM OUR CURRENT BUILDING INTO WHAT WILL BE THE, THE NEW BUILD. AND THAT OPENED UP ROOM IN OUR CURRENT BUILDING TO BACKFILL WITH AN ADDITIONAL SCIENCE LAB WITH AN ADDITIONAL C&A LAB, NEW PROGRAMS SUCH AS EKG AND EMT AND PHARM TECH TO MORE PROJECT LEAD THE WAY COURSES THAT WE CAN OFFER.

SO I THINK IF YOU LOOK AT THIS NEXT SLIDE, HERE'S REALLY THE CRUX OF WHAT WE'RE TRYING TO SHOW TONIGHT.

AND THAT IS, AT ANY GIVEN TIME WITH THIS EXPANSION, WE WILL HAVE 460 MORE STUDENTS AT THE CATE CENTER THAN WE ARE CURRENTLY ABLE TO HOUSE.

THAT'S A LOT OF PROGRAM OPPORTUNITIES FOR STUDENTS.

WE HAVE A LOT OF LISTS AND SOME OF OUR COURSES THAT ARE MORE DESIRED BY STUDENTS WHERE WE HAVE TO TURN STUDENTS AWAY.

SO ON A GIVEN A DAY, WE WILL HAVE, AT A MINIMUM, ALMOST 1000 MORE STUDENTS, UP TO 2000 MORE STUDENTS.

SAME THING ON A B DAY.

SO WE THINK THAT THIS EXPANSION WILL GIVE US OPPORTUNITIES TO BRING IN AT LEAST 2000 MORE STUDENTS, UP TO 4000 MORE STUDENTS OVER THE COURSE OF AN AB BLOCK SCHEDULE, WHICH IS TREMENDOUS.

IT ALSO ALLOWS US TO OFFER SOME ADDITIONAL NEW COURSES AT THIS FACILITY.

WITH THAT BEING SAID, I'LL JUST QUICKLY GO THROUGH AGAIN.

HUCKABEE DID PRESENT THIS IN JANUARY.

I WON'T GO THROUGH THE SCHEMATICS OF THE FLOOR PLANS, BUT WE ALSO DID, IN LOOKING AT WHAT YOU SEE IN YOUR GMP TONIGHT, IS FOR SOME ADDITIONAL CLASSROOM SPACE AS WELL. WE ADDED SOME SCOPE TO THIS PROJECT FROM THE ORIGINAL.

AND THAT WAS FOR, I BELIEVE, SEVEN ADDITIONAL CLASSROOMS AND ONE SCIENCE LAB.

GOAL BEING THAT THAT WOULD GET IN 150 TO 180 MORE STUDENTS AT THAT CTE CENTER ON ANY GIVEN TIME PERIOD.

AND TAKE US FORWARD INTO THE FUTURE WITH WHAT WE'RE HOPING TO DO IN OUR CTE CENTER.

HERE ARE JUST A COUPLE OF QUICK VISUALS.

AGAIN, HUCKABEE SHARED THIS WITH YOU GUYS IN JANUARY.

THEY DID A GOOD JOB OF SEAMLESSLY INTEGRATING THE NEW FACILITY WITH THE OLD ON THE EXTERIOR, WITH ARCHITECTURE AND DESIGN.

INTERNALLY YOU GET A LOOK AT THIS IS THE HALLWAY THAT WILL CONNECT THE OLD BUILDING TO THE NEW BUILDING.

THE NEW BUILDING BEING WITH THE RED DOORS.

AND THEN WHEN YOU STEP INSIDE THOSE DOORS, YOU SEE WHAT THE FIRST FLOOR LOOKS LIKE THAT IS.

I'M TRYING TO THINK E SPORTS THAT YOU SEE THERE ON ON THIS PART THAT OPENS UP INTO A LARGE OPEN COLLABORATIVE AREA.

STAIRS AND TVS STRATEGICALLY PLACED SO THAT IF YOU HAVE AN E SPORTS EVENT IN THIS LARGE ROOM, IT CAN SPILL OUT INTO THIS ENTIRE AREA WHERE YOU CAN HAVE STUDENTS WATCHING AN E-SPORTS COMPETITION.

SO REALLY COOL DESIGN, THOUGHTFUL DESIGN.

YOU'LL NOTICE JUST AS THE WAY THE OTHER PART OF THE CATE CENTER DOES AND INCORPORATES A LOT OF COMMON SPACES FOR STUDENTS TO EXIT THE CLASSROOM AND LEARN AND COLLABORATE WITH STUDENTS IN THE SAME CLASS OR STUDENTS FROM OTHER CLASSES.

THIS IS AN UPSTAIRS VIEW OVER HERE ON THIS WALL WE HAVE THREE NEW ANIMATION LABS.

AGAIN, SOME COLLABORATIVE SPACE THAT FOCUSES AROUND OUR LEARNING CORRIDOR.

SO JUST WANTED TO GIVE YOU A QUICK REVIEW OF THE EXPANSION FROM THE 18 BOND PROGRAM BEFORE WE VOTED ON GMP TONIGHT.

I WILL SAY ORIGINAL BOND.

ORIGINAL BOND PRICE THAT WAS APPROVED WAS $21 MILLION DOLLARS.

GMP TONIGHT IS FOR 22.

THERE WILL BE AN ADDITIONAL 3 MILLION IN SOFT COSTS.

WE'RE ABOUT 4 MILLION OVER FROM OUR ORIGINAL BOND PRICE.

A COUPLE OF REASONS FOR THAT.

NUMBER ONE, WE ALL KNOW ABOUT COST OF CONSTRUCTION AND ESCALATION COST IN MATERIALS THAT HAVE HAPPENED OVER THE PAST 18 MONTHS.

THE OTHER PART OF THAT, ANY BIG PART OF THAT ACTUALLY IS BECAUSE WE ADDED SCOPE SO THAT WE COULD INCREASE CAPACITY OF STUDENTS AT THE CATE CENTER.

QUESTIONS. THAT WAS QUICK.

[03:10:03]

I KNOW. BOARD ANY QUESTIONS? IS THE BUDGET STILL THE SAME AS WHATEVER WAS APPROVED PREVIOUSLY? OR WE GOT OUR BUDGET, I GUESS THAT'S MY QUESTION.

I'M SORRY. WHAT WAS PREVIOUSLY APPROVED? THE AMOUNT? I JUST WANT TO MAKE SURE THE COSTS HAVEN'T.

WE HAVE NOT. WE HAVE NOT APPROVED THE GMP YET.

OH, WE HAVE. THAT'S WHAT WE'RE DOING TONIGHT.

YES, MA'AM. OKAY.

GOTCHA. THANK YOU.

BOARD ANY OTHER QUESTIONS? IF NOT I LOOK FOR A MOTION. I MOVE TO APPROVE THE CTE ADDITIONS AND RENOVATIONS GUARANTEED MAXIMUM PRICE AS PRESENTED.

MOTION BY MR. CLASSE. SECOND BY MS. DAVIS. ALL IN FAVOR.

MOTION PASSES SIX ZERO.

THANK YOU, MR. WARSTLER. THANK YOU.

AND I'M SO EXCITED ABOUT THE E SPORTS THAT WE'RE BRINGING TO CTE, ALTHOUGH I'M A HUGE GAMER AND THAT'S SO FUN.

AND IT'S I'M TELLING YOU ALL, THERE ARE KIDS THAT ARE GETTING JUST AS MANY SCHOLARSHIPS FOR E SPORTS AT THE COLLEGIATE LEVEL AS THERE ARE ATHLETICS.

AND WORKING FOR SMU, I SEE OUR E SPORTS TEAM AND WHAT THEY'RE ABLE TO DO.

IT'S AWESOME. SO I'M GLAD WE'RE AFFORDING THAT NEW OPPORTUNITY FOR FUN AND SCHOLARSHIP FOR OUR STUDENTS.

I BET YOU'RE ALSO ALMOST AS EXCITED AS DR.

CUNNINGHAM. [LAUGHTER] MAYBE.

I DON'T KNOW. WE'LL SEE.

WE'LL SEE. MAYBE WE CAN GO HEAD TO HEAD ON THIS DEAL A LITTLE RED VERSUS BLUE TEAM.

ALL RIGHT, GAME ON.

AND WE'LL MOVE ON TO ITEM H.

CONSIDER AND ACT ON PERSONNEL RECOMMENDATIONS.

[15.H. Consider and act on personnel recommendations]

DR. LINTON. THANK YOU.

WITHIN THE PERSONNEL REPORT, RESIGNATIONS ARE PRESENTED FOR YOUR INFORMATION ONLY.

AND TONIGHT'S RECOMMENDATIONS INCLUDE THAT OF SCOTT WARSTLER AS CHIEF OPERATIONS OFFICER.

HE IS CURRENTLY EXECUTIVE DIRECTOR OF OPERATIONS.

IT INCLUDES RYAN STEELE AS MANAGING DIRECTOR OF HUMAN RESOURCES.

HE IS CURRENTLY A PRINCIPAL IN A NEIGHBORING DISTRICT IT INCLUDES CINDY HARVEY AS PRINCIPAL OF ISBELL ELEMENTARY.

AND CINDY IS CURRENTLY ASSISTANT PRINCIPAL AT PUREFOY.

JENNIFER MARTIN AS PRINCIPAL OF ROACH MIDDLE SCHOOL.

JENNIFER IS CURRENTLY THE ASSISTANT PRINCIPAL AT PIONEER HERITAGE.

AND DR. PHILLIP POTTER AS PRINCIPAL OF MEMORIAL HIGH SCHOOL.

AND HE IS CURRENTLY A PRINCIPAL IN A NEIGHBORING DISTRICT AS WELL.

ALL CONTRACT RECOMMENDATIONS ARE SUBMITTED FOR YOUR CONSIDERATION AND APPROVAL.

THANK YOU, DR. LINTON.

BOARD ANY QUESTIONS? IF NOT, I'LL LOOK FOR A MOTION.

I'LL MOVE TO APPROVE THE PERSONNEL RECOMMENDATIONS AS PRESENTED.

MOTION BY MR. CLASSE. SECOND BY MS. GILLESPIE. ALL IN FAVOR.

AYE. OPPOSED. ALL RIGHT.

MOTION PASSES FIVE ONE.

MOVE ON TO CONSENT AGENDA BOARD.

[15.I. Consent Agenda]

WOOPS. SORRY BOARD.

IF YOU HAVE ANY ITEMS YOU'D LIKE TO PULL AND ASK QUESTIONS, FEEL FREE TO DO SO.

IF NOT, I'LL LOOK FOR MOTION.

I MOVE TO APPROVE THE CONSENT AGENDA AS A PRESENTED.

MOTION BY MS. GILLESPIE.

SECOND BY MR. PONANGI.

ALL IN FAVOR. MOTION PASSES SIX ZERO.

THAT WAS OUR FINAL ACTION ITEM.

WE DO NOT HAVE ANY STAFF REPORTS, BUT WE DO HAVE A FEW MEMBERS OF IST THAT THIS IS THEIR LAST REGULAR BOARD MEETING.

[16. Reports]

I'M SORRY. I DON'T KNOW WHY IT KEEPS DOING THAT.

IT MUST. THERE MUST BE.

SOMETHING JUST HAPPEN.

NOW, LISTEN, WE HAVE 47 OTHER BOARD MEETINGS THIS MONTH THAT YOU'LL NEED TO BE IN ATTENDANCE FOR, BUT.

YES, EXACTLY RIGHT.

BUT THIS IS YOUR FINAL BOARD MEETING, REGULAR BOARD MEETING IN A SPACE THAT YOU WILL HAVE OCCUPIED FOR A VERY LONG TIME.

AND SO ON BEHALF OF THIS BOARD AND ALL THE BOARDS THAT YOU ALL HAVE SERVED WITH, WE ARE APPRECIATIVE OF YOUR EXPERTISE AND YOUR TIME AND THE LOVE AND CARE THAT YOU'VE GIVEN TO THIS DISTRICT.

YOU HAVE IMPACTED GENERATIONS OF STUDENTS AND COLLEAGUES THAT YOU'VE WORKED WITH THROUGHOUT THE YEARS, AND TO SAY WE'RE APPRECIATIVE IS NOT NEARLY ENOUGH.

SO THANK YOU ALL INTENTLY.

WE WILL MISS YOU. IT WILL BE VERY STRANGE NOT TO HEAR THE VOICES FROM THIS SIDE THAT ARE JUST SO COMFORTING, ESPECIALLY DURING TENSE MOMENTS WHERE WE NEED REALLY SOLID INFORMATION THAT YOU ALL CONSISTENTLY PROVIDE.

SO THANK YOU ALL VERY MUCH FOR YOUR TIME AND YOUR TENURE AND YOUR LOVE OF FISD.

WE'LL MISS YOU GREATLY.

SO YOU KNOW WE'RE GOING TO MISS YOU GUYS.

A LONG TIME AGO WHEN I FIRST CAME ON IST, THEY PUT ME ALWAYS FOLLOWING MELISSA FOUCHE AND BLESS GARY AND I'S HEART.

I USED TO REPORT ON STUFF LIKE HE REPORTS ON, AND SO THEY GOT THIS POLLYANNA, LITTLE HAPPY, SUNSHINY REPORT. AND THEN THEY HAD TO LISTEN TO ME, THE GUY REPORTING ON DATA THAT SOUNDS LIKE BILL CLINTON.

IT WAS AWFUL. IT WAS JUST AWFUL.

[LAUGHTER] AND I ASKED OVER AND OVER FOR THEM TO MOVE ME AND THEY NEVER WOULD.

[03:15:02]

SO I DON'T MISS THAT MELISSA BUT I AM REALLY GOING TO MISS YOU.

KENNY YOU TOO. I'LL BE WATCHING ONLINE.

I WON'T BE FAR.

I'LL STILL HELP IN ANY WAY I CAN.

I MIGHT. I'M GOING TO SHOW UP SOME PLACES AND SHELF SOME BOOKS IN MY FREE TIME.

YES.

LOVE IT. LOVE IT.

[APPLAUSE] AWESOME. WE'LL BOARD.

AND THANK OUR SROS TONIGHT FOR BEING WITH US.

THANK YOU, GUYS. THANK YOU VERY MUCH.

THANK YOU. AND I'LL SAY BEFORE WE ADJOURN, WE HAVE, THIS BOARD HAS DONE, AS ALWAYS, A TON OF WORK OVER THE LAST COUPLE OF MONTHS. BUT I DO WANT TO ENCOURAGE COMMUNITY MEMBERS IN THE AUDIENCE, THOSE THAT ARE WATCHING ONLINE.

THERE'S A LOT OF REALLY RICH CONTENT THAT'S BEEN SHARED WITH THE BOARD, AND IT'S ALL PUBLIC.

FROM SAFETY AND SECURITY TO BUDGET, THERE'S JUST SOME REALLY GREAT INFORMATION ON OUR WEBSITE.

WE WENT THROUGH AND LOOKED AT THE NEW UPDATES FOR OUR LIBRARY SERVICES ON OUR WEBSITE.

BUT ALSO IF YOU GO TO OUR PAST AGENDAS AND PAST MEETINGS, THERE'S SOME REALLY GREAT STUFF THAT THESE SUBJECT MATTER EXPERTS IN OUR DISTRICT HAVE PRESENTED TO US.

BUT IT'S ALL OF YOUR INFORMATION, TOO, AND SO WE REALLY ENCOURAGE YOU TO SPEND SOME TIME WITH THAT CONTENT, ESPECIALLY SAFETY AND SECURITY.

I THINK EVERY PARENT IN THIS DISTRICT SHOULD WATCH THAT PRESENTATION.

IT'S INCREDIBLE THE WORK THAT THAT DEPARTMENT IS DOING TO STAY WAY AHEAD OF THE CURVE.

AND SO I JUST ENCOURAGE YOU ALL TO DO THAT.

BOARD THANK YOU.

IST, THANK YOU. AND THANK YOU ALL FOR JOINING US.

IT IS 9:58 AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.