Oct 17, 2022 Board of Trustees

[00:00:03]

GOOD EVENING. THANK YOU FOR JOINING US TONIGHT AT THE OCTOBER REGULAR BOARD MEETING OF THE FRISCO ISD BOARD OF TRUSTEES.

[1. Closed Session under Texas Government Code Chapter 551, Subchapters D and E]

FIRST ITEM ON OUR AGENDA IS THE PLEDGE OF ALLEGIANCE, MRS.

[2. Pledge of Allegiance]

I WOULD LIKE TO WELCOME MEMBERS FROM STAFFORD MIDDLE SCHOOL STUDENT COUNCIL TO LEAD US IN THE PLEDGE.

[3.A. Texas Education Human Resources Day]

YOU JUST WANT ME TO READ IT OR.

OKAY, HERE WE GO.

WHEREAS THE HUMAN RESOURCES DIVISION IS INSTRUMENTAL IN RECRUITING, SELECTING, RESOURCING AND RETAINING QUALITY STAFF AND SUPPORT OF PROVIDING AN EXCELLENT EDUCATION FOR ALL STUDENTS. AND, WHEREAS, HUMAN RESOURCES PLAY A KEY ROLE IN FOSTERING SATISFACTION AND LOYALTY AMONG EMPLOYEES BY ALLOWING FOR PROFESSIONAL GROWTH AND DEVELOPMENT AND KEEPING EMPLOYEES INFORMED ABOUT POLICIES, WORKING CONDITIONS, COMPENSATION AND BENEFITS.

AND, WHEREAS, HUMAN RESOURCES MONITORS AND MANAGES CURRENT AND FUTURE WORKFORCE TRENDS, ORGANIZATIONAL CULTURE, LEGAL AND LEGISLATIVE TRENDS AND ETHICAL AND SOCIAL RESPONSIBILITY. AND, WHEREAS, HUMAN RESOURCES IS AN IMPORTANT PART OF DISTRICT LEADERSHIP AND IS VITAL TO THE OVERALL PRODUCTIVITY AND EFFICIENCY OF THE DISTRICT'S WORKFORCE.

AND, WHEREAS, HUMAN RESOURCES IS A VALUED AND RESPECTED DEPARTMENT THAT SUSTAINS THE DISTRICT'S MOST IMPORTANT ASSET, ITS PEOPLE.

THEREFORE, THE BOARD OF TRUSTEES OF THE FRISCO INDEPENDENT SCHOOL DISTRICT DOES HEREBY RESOLVE THAT OCTOBER 12, 2022, WILL BE OBSERVED AS TEXAS EDUCATION HUMAN RESOURCES DAY THROUGHOUT THE DISTRICT.

THE BOARD ALSO ENCOURAGES STUDENTS, STAFF AND PARENTS TO EXPRESS THEIR APPRECIATION TO OUR HUMAN RESOURCES TEAM MEMBERS FOR THEIR DEDICATION AND COMMITMENT TO FRISCO ISD EMPLOYEES AND STUDENTS. CAN WE ALL GIVE A ROUND OF APPLAUSE FOR OUR HUMAN RESOURCES DEPARTMENT [APPLAUSE].

DR. LINTON AND HER TEAM DO INCREDIBLE WORK FOR OUR DISTRICT.

AND AS YOU KNOW, HIRING THOUSANDS OF FOLKS OVER THE COURSE OF THE YEAR IS AN AMAZING UNDERTAKING, ESPECIALLY IN OUR CURRENT LANDSCAPE OF K-12 EDUCATION, FREE K-12 EDUCATION, WHERE IT'S KIND OF, IT'S A TIGHT SHIP OUT THERE RIGHT NOW.

SOMETIMES IT'S REALLY HARD TO FIND GREAT PEOPLE, BUT DR.

LINTON AND HER STAFF DO AN AMAZING JOB FINDING FRISCO ISD THE BEST OF THE BEST.

SO WE'RE VERY APPRECIATIVE OF YOUR EFFORTS.

AND THANK YOU SO MUCH AND CONGRATULATIONS ON NATIONAL TEXAS EDUCATION HUMAN RESOURCES DAY.

WE WILL NOW MOVE TO ITEM FOUR, INVOCATION, MR. LOWE. [INVOCATION].

THANK YOU. ITEM FIVE, BOARD REPORT.

[5. Board Report]

COMMUNICATION. THIS IS ACTUALLY COMMUNICATION TO DR.

WALDRIP.

DEAR DR. WALDRIP, BOARD OF TRUSTEES AND INSTRUCTIONAL SUPPORT TEAM.

THE FLOWERS YOU SENT IN LOVING REMEMBRANCE OF MY BROTHER DAVID HICKS WERE ABSOLUTELY BEAUTIFUL.

OUR FAMILY IS DEEPLY GRATEFUL TO THE FRISCO ISD FOR YOUR KINDNESS AND SYMPATHY.

THANK YOU. SINCERELY, KATHY HICKS MILES AND THE HICKS FAMILY.

THAT WAS, DAVID HICKS WAS THE

[00:05:07]

AND THEN HE HAD RECENTLY GONE TO NORTHWEST ISD AND HE DIED SUDDENLY AND THAT THANK YOU NOTES' FROM HIS SISTER.

THANK YOU. OKAY.

I JUST HAVE A QUICK LEGISLATIVE COMMITTEE UPDATE.

THE LEGISLATIVE COMMITTEE MET ON SEPTEMBER 26TH, WHICH IS MR. LOWE AND MR. CLASSE AND MYSELF, TO GO OVER PRIORITIES THAT WERE DEVELOPED OVER THE LAST YEAR BY OUR LEGISLATIVE LEADERSHIP COMMITTEE AND THEN FINALIZED ON THE SEPTEMBER 19TH, WHICH WE'LL HEAR MORE ABOUT THAT IN A LITTLE BIT.

WE ALSO DISCUSSED LEGISLATIVE VISITS AND PLANNED FUTURE MEETINGS FOR THE UPCOMING LEGISLATIVE SESSION.

THAT SAME DAY, WE PARTICIPATED IN A ROUNDTABLE DISCUSSION WITH HOUSE PUBLIC EDUCATION CHAIR HAROLD DUTTON THAT CAME UP HERE FROM HOUSTON.

SO WE APPRECIATED HIM BEING HERE.

THAT WAS SET UP THROUGH REPRESENTATIVE MATT SHAHEEN.

SO WE THANK HIM FOR SETTING IT UP.

AND WE WERE THERE WITH OTHER EDUCATION LEADERS AND SOME OTHER TRUSTEES FROM AROUND THE AREA.

IT WAS A GREAT DISCUSSION.

MUCH OF IT WAS, OF COURSE, ABOUT TEACHERS, TEACHER RETENTION, AND THAT'S A HOT TOPIC RIGHT NOW.

AND WE ALSO, I HAD THE OPPORTUNITY THE NEXT DAY TO GO TO A ROUNDTABLE WITH SENATOR PAXTON, SOME OF THE SAME EDUCATION LEADERS AND COMMUNITY MEMBERS. AND THEN THERE WERE TWO TEACHERS OF THE YEAR THAT SHARED THEIR THOUGHTS ABOUT TEACHER RETENTION.

SO THAT WAS REALLY WELL WORTH THE TIME TO HEAR WHAT THEY HAD TO SAY.

SENATOR DREW SPRINGER ALSO HELD A ROUNDTABLE, AND ALTHOUGH I WAS NOT ABLE TO GO, I UNDERSTAND THAT THAT MEETING WAS VERY PRODUCTIVE.

JUST A COUPLE OF OTHER THINGS THAT HAVE BEEN HAPPENING.

ALL OF US HAVE BEEN BUSY. THIS HAS BEEN A REALLY BUSY MONTH.

BANDTOBER IS HERE, SO THERE'S BEEN A LOT OF FUN BAND EVENTS.

ONE OF THEM, IS IT WAS THE ANNUAL BAND SHOWCASE.

THAT WAS A LOT OF FUN TO ATTEND.

WE ALL DID LITTLE VIDEOS FOR THAT.

THAT WAS FUN TO SEE.

LAST WEEK, ALL OF OUR FOURTH GRADERS GOT TO ATTEND A FIELD TRIP TO THE 18TH ANNUAL LONE STAR STORYTELLING FESTIVAL THAT IS SPONSORED BY OUR FRISCO LIBRARY FOUNDATION.

IT WAS NICE TO BE INVITED BACK ALONG WITH MR. CLASSE AND MS. ARCHAMBAULT AS EMCEE.

SO THAT'S ALWAYS A LOT OF FUN.

AND THEN ONE BIG THING THAT HAPPENED LAST FRIDAY, THERE'S A WHOLE LOT MORE THAT Y'ALL CAN FEEL FREE TO SHARE.

BUT LAST FRIDAY, SHANNON KILBURN ORGANIZED THE SECOND ANNUAL WHITE CANE AWARENESS DAY.

AND FOR THOSE OF YOU THAT DON'T KNOW, OCTOBER 15TH OF EVERY YEAR IS WHITE CANE AWARENESS DAY, WHICH WAS CREATED BY PRESIDENT LYNDON B.

JOHNSON IN 1964 TO RECOGNIZE THE MOVEMENT OF BLIND PEOPLE FROM DEPENDENCY TO ACTIVE PARTICIPATION IN SOCIETY.

THE WHITE CANE IS A SYMBOL OF FREEDOM, INDEPENDENCE AND CONFIDENCE.

IT IS A TOOL THAT ENABLES PEOPLE WHO ARE BLIND TO TRAVEL SAFELY AND INDEPENDENT THROUGHOUT THEIR COMMUNITY.

SAFE AND INDEPENDENT TRAVEL IS ESSENTIAL AND CREATING OPPORTUNITIES FOR GREAT PERSONAL AND ECONOMIC INDEPENDENCE FOR PEOPLE WHO ARE BLIND.

SO SHANNON DID A GREAT JOB.

THAT WHOLE AREA WAS FULL OF SPONSORS AND TABLES WHERE THE KIDS COULD DO SOME SENSORY PROJECTS AND WHATNOT.

SO I APPRECIATE HER SETTING THAT ALL UP.

AND THEN OF COURSE, I CAN'T LET IT GO BY WITHOUT SAYING MY MY BUDDY OVER HERE, AARON MILLER, WE DID SOME REALLY FUN CAMPUS VISITS THIS LAST COUPLE OF WEEKS.

SO THANK YOU, AARON, FOR TAKING ME ALONG WITH YOU.

THAT'S ALL I HAVE. THANK YOU.

I'D ALSO LIKE TO MENTION THAT THIS MONTH IS NATIONAL PRINCIPALS APPRECIATION MONTH.

SO ON BEHALF OF THE BOARD AND ISD, WE ARE SO INCREDIBLY GRATEFUL FOR OUR CAMPUS LEADERSHIP.

SO IF YOU ALL WOULD WELCOME OR WOULD JOIN ME IN A ROUND OF APPLAUSE FOR OUR CAMPUS PRINCIPALS [APPLAUSE].

IF ANY OF OUR PRINCIPALS ARE IN THE AUDIENCE, WOULD YOU MIND STANDING SO WE CAN RECOGNIZE YOU? [APPLAUSE] WE LOVE YOU ALL. THANKS SO MUCH FOR EVERYTHING YOU DO FOR FISD.

I'D ALSO LIKE TO MENTION, WE HAD OUR TASA/TASB CONVENTION.

THE BOARD ATTENDS THAT EVERY YEAR.

AND ONE OF A REALLY A REALLY FUN THING FOR US THIS YEAR IS THAT OUR VERY OWN MS. GILLESPIE WAS OFFICIALLY, OFFICIALLY TOOK THE REINS OF TASB.

SO FOR THOSE OF YOU THAT DON'T KNOW, TASB IS AN ORGANIZATION THAT ALL SCHOOL BOARD TRUSTEES UTILIZE FOR CONTINUING EDUCATION AND THEY GOVERN A LOT OF OUR POLICIES AND HELP US IN MYRIAD WAYS THROUGHOUT OUR YEAR OF WORK.

AND MS. GILLESPIE IS NOW THE PRESIDENT OF THAT ORGANIZATION, SO SHE NOW PRESIDES OVER 7800 TEXAS TRUSTEES.

SO CAN WE PLEASE GIVE HER A ROUND OF APPLAUSE? [APPLAUSE] THANK YOU. WE'LL NOW MOVE ON TO ITEM SIX, DISCUSSION REGARDING LEGISLATIVE PRIORITIES RECOMMENDED BY THE LEGISLATIVE LEADERSHIP COMMITTEE.

[6. Discussion regarding proposed Legislative Priorities recommended by the Legislative Leadership Committee]

[00:10:15]

ALL RIGHT. WE ARE GOING TO WALK THROUGH THE PROCESS OF THE DEVELOPMENT OF OUR PRIORITIES AND THEN WE'RE GOING TO SWITCH GEARS AND GO OVER THE ACTUAL PRIORITIES.

WE ALSO HAVE OUR LEGISLATIVE LEADERSHIP COMMITTEE HERE.

WITH US ARE A BUNCH OF THEM WHO ARE ABLE TO COME TONIGHT.

AND SO AFTERWARDS, WE'RE GOING TO ALL COME UP ON STAGE AND TAKE A PICTURE.

SO DON'T GO ANYWHERE. WHERE'S THE CLICKER HERE? OKAY. SO OUR COMMITTEE IS ACTUALLY QUITE LARGE.

THERE'S 110 COMMITTEE MEMBERS AND WE BROKE THAT INTO; YOU HAVE SET THE MOOD [LAUGHTER].

WE BROKE THAT INTO A BUNCH OF DIFFERENT CATEGORIES THAT WE THOUGHT WAS A GOOD REPRESENTATION OF OUR COMMUNITY.

SO WE'VE GOT EQUAL REPRESENTATION OF ELEMENTARY, MIDDLE AND HIGH SCHOOL TEACHERS.

WE'VE GOT SOME OTHER CAMPUS STAFF THAT INCLUDES YOUR LIBRARIANS, YOUR COUNSELORS.

IT MIGHT BE A PARA, BUT THOSE ARE HOW WE KIND OF INCLUDE THE OTHER FOLKS ON THE CAMPUS.

WE ALSO HAVE A GROUP THAT IS CAMPUS PRINCIPALS.

SO WE HAVE THE PRINCIPAL PERSPECTIVE THERE, AND THOSE ARE APS AS WELL.

WE'VE GOT CENTRAL ADMINISTRATION FOLKS ON THE COMMITTEE, A GROUP OF THEM, AND THEN WE GO TO OUR COMMUNITY MEMBERS AND WE'VE GOT FOUR DIFFERENT SUBGROUPS OF OUR COMMUNITY MEMBERS.

ONE OF THEM IS OUR PARTNER ORGANIZATIONS, WHICH INCLUDES FRISCO EDUCATION FOUNDATION AND PTA MEMBERS.

WE'VE GOT COMMUNITY MEMBERS THAT DIDN'T FIT INTO THESE OTHER SUBCATEGORIES AND THOSE WE COLLECTED, IF YOU WILL, FROM OUR COMMITTEE STAKEHOLDER APPLICATION.

THEY CAME IN THROUGH THAT WAY.

AND THEN WE HAVE SOME BUSINESS COMMUNITY GROUPS, COMMUNITY MEMBER GROUPS, AND THOSE ARE GIVEN TO US BY OUR CHAMBER.

WE WORK WITH OUR CHAMBER TO GET THOSE FOLKS.

AND THEN WE ALSO HAVE SOME STUDENTS FROM THE SUPERINTENDENT'S ADVISORY COUNCIL STUDENTS, AND SOME OF THOSE STUDENTS ARE EVEN HERE TONIGHT.

ONE OF THEM HAS TO LEAVE.

HE MIGHT HAVE LEFT ALREADY BECAUSE HE'S GOING TO GET HIS, HE'S GOING TO GET HIS EAGLE SCOUT TONIGHT.

SO WE HAVE SOME REALLY AWESOME KIDS.

THEY WERE REALLY EXCITED TO COME.

I KNOW. I WISH HE WAS HERE SO WE COULD CLAP FOR HIM AND CELEBRATE HIM BECAUSE THAT'S AN AWESOME ACCOMPLISHMENT.

WE HAVE AN EVEN REPRESENTATION OF 11 FEEDER PATTERNS.

WE REALIZE THAT WE NOW HAVE 12 FEEDER PATTERNS, BUT WHEN WE STARTED THIS LEGISLATIVE COMMITTEE, IT'S A TWO YEAR CYCLE THAT FOLLOWS THE LEGISLATIVE CYCLE.

SO WE STARTED BEFORE PANTHER CREEK OPENED.

AND SO IT'S ONLY 11.

AND THEN NEXT YEAR, WHEN WE START A NEW LEGISLATIVE COMMITTEE AROUND THE NEW LEGISLATIVE CYCLE FOR THE 89TH LEGISLATIVE SESSION, WHICH FEELS WEIRD TO SAY, THEN WE WILL HAVE 12 FEEDER PATTERNS REPRESENTING THAT.

AND THEN WE HAVE SUBCOMMITTEES THAT WE BREAK INTO AND WE GET TO PLAY THIS REALLY FUN GAME OF HOW DO WE BREAK UP? IT'S THIS BIG PUZZLE THAT DANE AND I GET TO PLAY WHERE WE MAKE SURE WE HAVE EQUAL REPRESENTATION FROM ALL OF THESE SUBGROUPS AND ALL OF THE SUBCOMMITTEES.

SO WE TRY TO MAKE SURE THAT A REALLY GOOD CAPTURE OF OUR COMMUNITY IS REPRESENTED IN EACH OF THE ROOMS THAT WE MEET IN.

SO I HAD EVERYONE, NOT EVERYONE.

THIS ISN'T 110 FACES, BUT I DID JUST WANT TO SHOW YOU A FEW OF OUR FACES OF THE PEOPLE ON THE COMMITTEE, THE PEOPLE WHO GOT MY EMAIL FROM LIKE 11:30 LAST NIGHT.

SUBCOMMITTEES THAT WE BROKE INTO.

YET I'M OUTING MYSELF.

SUBCOMMITTEES THAT WE BROKE INTO THIS YEAR.

WE HAVE THEM LISTED ON THE SCREEN AND SOME OF THEM ARE THE SAME AS LAST YEAR AND SOME OF THEM ARE NEW.

WE PICK THESE SUBCOMMITTEES BASED ON A NUMBER OF THINGS.

IT MIGHT BE WHAT'S IMPORTANT FOR FRISCO ISD, BUT IT'S ALSO WHAT MIGHT BE ADDRESSED IN THE UPCOMING LEGISLATIVE SESSION, WHICH THAT FAR OUT IS KIND OF HARD TO DETERMINE SOMETIMES.

BUT WE LOOK AT INTERIM CHARGES, WE WATCH WHAT PEOPLE ARE TALKING ABOUT, WHAT ARE OUR LEGISLATORS TALKING ABOUT? WHAT BILLS GOT REALLY FAR LAST SESSION BUT DIDN'T QUITE PASS, THOSE TYPES OF THINGS.

AND THEN WE COME UP WITH DIFFERENT SUBCOMMITTEE GROUPS THAT MEET.

SO THIS YEAR WE HAD A WHOLE CHILD AND THAT WAS CHAIRED BY PAIGE HOES.

AND WHOLE CHILD CAN COVER A LOT OF THINGS.

I THINK THIS YEAR THEY FOCUSED A LOT ON MENTAL HEALTH SPECIFICALLY.

SPECIAL PROGRAMS IS COVERED BY AMANDA CAMPBELL AND THAT INCLUDES PRE K AND A SEVERAL OTHER DIFFERENT SPECIAL PROGRAMS, ALL THAT, SOME OF WHICH GENERATE ALLOTMENTS.

AND SO THEY'RE DESIGNED TO BE USED FOR THOSE PROGRAMS. AND SO WE WERE TALKING ABOUT THOSE.

ONLINE LEARNING WAS CHAIRED BY MEREDITH MANIS AND I KNOW A LOT OF PEOPLE ARE PROBABLY LOOKING AT ONLINE LEARNING GOING, WAIT, DIDN'T WE DIDN'T THEY PASS THAT LAST YEAR? AREN'T WE DOING ONLINE LEARNING RIGHT NOW? BUT THAT BILL THAT PASSED ACTUALLY EXPIRES AFTER THIS YEAR.

AND SO IF THEY DON'T DECIDE TO PASS IT AGAIN, THEN WE DON'T GET FUNDED FOR ONLINE LEARNING.

SO THAT WAS GOING TO BE AN IMPORTANT AREA TO ADDRESS.

ASSESSMENT AND ACCOUNTABILITY WAS THE ONE THAT I CHAIRED, AND THAT'S ALWAYS AT THE TOP OF MIND OF SCHOOL DISTRICTS, OF COURSE.

AND THEN LASTLY, SCHOOL FINANCE WAS CHAIRED BY DANNY STOCKTON, WHICH YOU GUESSED IT, COVERED SCHOOL FINANCE.

[00:15:01]

LIKE HOW CAN THE STATE HELP US WITH THOSE SORTS OF THINGS? WE KIND OF HAVE TO RETRAIN THE BRAINS OF OUR COMMITTEE TO THINK ABOUT FROM A STATE LEVEL.

WHAT CAN LEGISLATORS BE DOING TO HELP SCHOOL DISTRICTS, NOT WHAT CAN WE DO BETTER IN OUR SCHOOL DISTRICT, WHICH, OF COURSE, WE CAN ALWAYS MAKE THINGS BETTER IN OUR OWN SCHOOL DISTRICT. BUT THIS IS, HOW CAN WE GET THE LEGISLATURE TO PASS BILLS OR NOT PASS BILLS THAT ARE BAD FOR BILLS THAT ARE GOOD FOR.

AND OUR PRIORITIES.

AND THAT'S KIND OF WHAT GUIDES US HERE.

SO WE START IN OUR SUBCOMMITTEES.

THIS IS KIND OF THE PATH OF A SUBCOMMITTEE, IF YOU WILL.

WE START WITH AN EXPERT PRESENTATION THAT CAN COME WITH FROM A PERSON WITHIN THE SCHOOL DISTRICT.

OR SOMETIMES WE LIKE TO BRING A PERSON FROM OUTSIDE OF THE SCHOOL DISTRICT INTO OUR SUBCOMMITTEES, BECAUSE WE DON'T TRY TO DO SOMETHING THAT IS JUST GOOD FOR FRISCO ISD SOMETHING.

DR. WALDRIP ALWAYS SAYS A RISING TIDE LIFTS ALL BOATS.

AND SO WE TRY TO THINK OF THE 1200 SCHOOL DISTRICTS THAT ARE ACROSS THE STATE, AND WE THINK OF SOMETHING THAT WOULD BE GOOD FOR ALL OF OUR KIDDOS ACROSS THE STATE.

SO THERE ARE A LOT OF SCHOOL DISTRICTS THAT LOOK REALLY DIFFERENTLY THAN WE DO, ARE SIZED DIFFERENTLY.

AND SO WE TRY TO KEEP THAT IN MIND.

AND THAT'S WHY WE SPECIFICALLY AIM TO BRING IN A PERSON THAT'S OUTSIDE OF FRISCO ISD SO WE CAN GET THAT OUTSIDE PERSPECTIVE AS WELL.

THEN WE HAVE A GROUP DISCUSSION WITH OUR SUBCOMMITTEES AND SO THEY CAN DISCUSS WHAT WAS PRESENTED TO THEM BY THEIR EXPERT PRESENTATION, OR THEY CAN JUST BRING UP STUFF THAT CONCERNS THEM ON THEIR OWN.

SO WE MIGHT HAVE A PRIORITY THAT STEMS FROM A PRESENTATION FROM SOMEBODY WHO SAID, HEY, THIS IS A PROBLEM, BUT WE ALSO MIGHT HAVE A PRIORITY STEM FROM A PARENT OR A TEACHER WHO BRINGS SOMETHING UP IN THE MEETINGS, AND THEN WE GO, YEAH, YOU KNOW, THIS WOULD HELP IF WE DID X, Y, Z OR SOMETHING LIKE THAT.

IF LEGISLATORS COULD JUST PASS THIS LAW OR JUST CHANGE THIS, TWEAK THIS ONE THING ABOUT THIS EXISTING LAW.

SO THEY CAN COME FROM A LOT OF DIFFERENT, A LOT OF DIFFERENT SOURCES, IF YOU WILL.

THEN WE HAVE KIND OF A COMMITTEE CHECK IN WHERE WE ALL COME TOGETHER AND MAKE SURE WE'RE NOT DUPLICATING WORK, MAKE SURE EVERYBODY KIND OF AGREES WITH THE PATH THAT EACH COMMITTEE IS GOING ON. AND THEN WE GET TOGETHER TO FINALIZE OUR RECOMMENDATIONS.

AND AS A COMMITTEE, THEY HAVE TO VOTE AND GET 80% OF THE COMMITTEE TO SUPPORT THE PRIORITY THAT THAT SUBCOMMITTEE IS PUTTING FORTH.

AND SO THIS IS, AND I THINK ALL OF THEM.

WE'RE 85 OR MORE OR 90 OR MORE.

AND WE THINK THE ONE THAT HAD THAT LOWER PASSING RATE WAS A CONFUSION THING.

AND I THINK ONCE WE TALKED ABOUT IT, SOME FOLKS WERE LIKE, OH YEAH, THAT MAKES SENSE.

AND THEN BEFORE WE TRANSITION INTO THE PRIORITIES THROUGHOUT THE LEGISLATIVE SESSION, LIKE A BIG PART OF THE LEGISLATIVE LEADERSHIP'S COMMITTEE WORK IS DONE BECAUSE THEY'VE DEVELOPED OUR PRIORITIES THAT ARE GOING TO GUIDE OUR WORK THROUGH THE SESSION.

BUT WE KIND OF KEEP THEM ENGAGED THROUGHOUT THE YEAR.

THEY WILL HAVE AN OPPORTUNITY TO TALK WITH OUR LEGISLATORS AND DO LIKE A Q&A.

WE'LL BE TAKING A FEW OF THEM DOWN TO AUSTIN FOR PTA RALLY DAY.

WE GET TO GIVE THEM UPDATES OF THINGS THAT ARE HAPPENING, LIKE, HEY, THIS BILL IS GOING TO BE HEARD IN THIS COMMITTEE IF YOU'RE INTERESTED.

YOU KNOW, THEY CAN LOOK AT THOSE THINGS AND WE'LL SUMMARIZE THE BILLS SO THEY CAN SEE.

BUT BASICALLY HELPING THEM, HELPING TO PROVIDE THEM RESOURCES SO THAT THEY CAN STAY ENGAGED IN THE PROCESS AND SO THAT THEY CAN ALSO KIND OF SPEAK TO THEIR SPHERES OF INFLUENCE ABOUT BEING ENGAGED IN THE PROCESS BECAUSE WE THINK IT'S SUPER IMPORTANT.

AND BEFORE I ACTUALLY GO THROUGH THE PRIORITIES, I JUST WANT TO MAKE SURE YOU ALL KNOW WE'RE GOING TO YOU'RE ACTUALLY GOING TO VOTE ON THESE PRIORITIES LATER AFTER PUBLIC COMMENT. WE APPRECIATE YOU ALL LETTING US KIND OF SPLIT THE PRESENTATION APART SO THAT WE COULD GIVE THEM TO YOU AND THEN ALLOW OUR COMMITTEE MEMBERS TO BE RECOGNIZED AT THE FRONT END OF THIS MEETING INSTEAD OF LATER ON.

SO I'M GOING TO GO THROUGH THESE.

Y'ALL ARE WELCOME TO ASK QUESTIONS ABOUT THE PRIORITIES.

AND THEN OBVIOUSLY, YOU'LL CONSIDER THE ITEM TO VOTE ON THIS LATER IN THE MEETING.

SO OUR FIRST COMMITTEE THAT WE'RE GOING TO TALK ABOUT IS WHOLE CHILD.

AND WE HAD TWO LEGISLATIVE PRIORITIES THAT CAME OUT OF WHOLE CHILD.

THE FIRST WAS TO DIRECT THE T.E.A.AND THE HEALTH AND HUMAN SERVICES COMMISSION TO DEVELOP MODEL PRACTICES TO SUPPORT STUDENTS RETURNING TO CAMPUS FROM THE HOSPITAL SETTING.

THIS CAME UP BECAUSE WE HAVE STUDENTS WHO GO TO OUR DISCIPLINARY EDUCATION PROGRAM AND WE ARE REQUIRED BY STATE LAW AND DO HAVE A TRANSITION BACK TO CAMPUS FOR THOSE STUDENTS TO HELP MAKE SURE THAT THAT TRANSITION IS AS SMOOTH AS POSSIBLE.

THAT SAME REQUIREMENT DOESN'T EXIST FOR STUDENTS COMING BACK FROM THE HOSPITAL SETTING.

WE IN FRISCO ISD DO THAT, BUT WE HAVE BEEN ABLE TO DO THAT IN LARGE PART BECAUSE OF A POSITION THAT HAS BEEN FUNDED THROUGH ESSER FUNDING.

AND SO THIS IS SOMETHING WE WANT THE STATE TO LOOK AT, DEVELOPING SOME MODEL PRACTICES THAT CAN BE DISTRIBUTED TO SCHOOLS AND HOSPITALS TO HELP BUILD THAT PARTNERSHIP SO WE CAN MAKE SURE THOSE STUDENTS ARE SUCCESSFUL COMING BACK TO CAMPUS FROM THE HOSPITAL SETTING.

AND THEN WE ALSO HAVE IN HERE TO REQUIRE HOSPITALS TO ALLOW SCHOOL DISTRICTS ACCESS TO STUDENTS WITH PARENTAL CONSENT FOR THE PROVISION OF EDUCATION SERVICES DURING THE SCHOOL DAY AND TO ASSIST IN THE RETURN TO CAMPUS TRANSITION.

[00:20:02]

BUT DEPENDING ON HOW LONG THEY'RE THERE FOR, SOMETIMES THEY CAN FEEL REALLY BEHIND AND REALLY STRESSED OVER HOW FAR BEHIND THEY'RE GETTING.

IF THEY'RE NOT GETTING EDUCATION SERVICES THROUGHOUT THAT TIME PERIOD.

AND AGAIN, WE'VE HAD THE ABILITY THROUGH AN ESSER FUNDED POSITION TO KIND OF WORK WITH HOSPITALS ON THIS.

BUT IT'S NOT A COMMON PRACTICE FOR HOSPITALS TO KIND OF BE PARTNERS IN THIS WITH US, AND THAT'S BECAUSE THEY'RE FOCUSED ON THE STUDENTS.

SO WE JUST WANT TO, BUT WE WANT TO, ON THE TREATMENT OF THE STUDENTS.

BUT WE DO WANT TO MAKE SURE THAT WE'RE STILL ABLE TO TO THE EXTENT THAT THE STUDENT IS READY FOR IT AND WITH THEIR PARENTS CONSENT, BE ABLE TO PROVIDE THOSE EDUCATION SERVICES TO THE STUDENT WHILE THEY'RE IN THE HOSPITAL SETTING SO THAT THEY CAN BE MORE SUCCESSFUL WHEN THEY COME BACK.

SPECIAL PROGRAMS WAS OUR SECOND COMMITTEE, AS THIS ONE WAS TO STUDY THE BARRIERS TO IDENTIFYING EMERGING BILINGUAL STUDENTS AND RECLASSIFYING STUDENTS SERVED IN ENGLISH AS A SECOND LANGUAGE AND BILINGUAL PROGRAMS. RIGHT NOW, THE WAY THAT WE IDENTIFY THESE STUDENTS IS THROUGH A TEST THAT IS DONE THAT IS FROM THE STATE, AND WE HAVE CONCERNS ABOUT THE VALIDITY OF THAT TEST.

AND SO WE WANT TO HAVE THE STATE LOOK AT THAT AND LOOK AT THOSE BARRIERS THAT PREVENT US FROM GETTING A STUDENT QUALIFIED.

AND THEN, IN ADDITION TO THAT, THERE'S A HOME LANGUAGE QUESTIONNAIRE THAT PEOPLE FILL OUT.

AND ONCE THEY FILL IT OUT, IT'S DONE.

IT'S OVER. THERE'S NOTHING WE CAN DO TO TO RECLASSIFY THOSE STUDENTS, WHICH MAKES IT VERY DIFFICULT IF SOMEONE MAKES A MISTAKE.

AND SO WE WANT TO LOOK AT THAT AS WELL.

AND THEN OUR SECOND CRITERIA OR SECOND PRIORITY HERE IS ALLOW SCHOOL DISTRICTS TO LOCALLY DETERMINE ELIGIBILITY CRITERIA FOR PRE-K PROGRAMS. SO RIGHT NOW, THIS IS BASED ON A SET OF THE STATE DETERMINES IN STATUTE WHO'S ELIGIBLE FOR FULL DAY PRE-K.

AND IT'S BASED, THERE'S A LIST OF KIND OF DIFFERENT ELIGIBILITY CRITERIA.

AND SO WE KNOW THAT THERE ARE OTHER STUDENTS WHO WOULD BENEFIT FROM PRE-K, BUT THEY DON'T, WOULDN'T QUALIFY FOR FUNDING RIGHT NOW.

AND SO WE WANT TO BE ABLE TO DETERMINE THAT IF A STUDENT NEEDS PRE-K, WE CAN PROVIDE IT TO THEM.

ONE THING THAT'S INTERESTING TO NOTE ABOUT THIS FROM A FUNDING STANDPOINT, AND WE'LL TALK MORE ABOUT THIS A LITTLE BIT IN SCHOOL FINANCES, THAT PRE-K IS NOT FUNDED BY STUDENT ATTENDANCE LIKE MOST OTHER THINGS IN SCHOOL FINANCE, MOST OTHER ALLOTMENTS ARE BASED ON THE STUDENT WHO IS IN THE PROGRAM.

PRE-K IS ACTUALLY FUNDED AT HALF DAY ATTENDANCE.

SO REGARDLESS OF WHETHER A FULL DAY OR NOT, WE ONLY GET HALF DAY OR A HALF DAY'S WORTH OF FUNDING.

AND THEN ON TOP OF THAT, THEY'RE FUNDED WITH SOMETHING CALLED THE EARLY EDUCATION ALLOTMENT, WHICH IS ACTUALLY BASED ON THE NUMBER OF KINDERGAR10THROUGH THIRD GRADE STUDENTS THAT WE HAVE, NOT THE NUMBER OF PRE-K STUDENTS THAT WE HAVE.

AND THERE'S A LOT OF REASONS FOR THAT THAT I WON'T GET INTO RIGHT NOW UNLESS YOU WANT ME TO.

BUT ESSENTIALLY, THAT PREVENTS US FROM HAVING A FULLY FUNDED FULL DAY PRE-K PROGRAM.

AND SO THAT'S ANOTHER THING THAT WE REALLY WANT TO LOOK AT AS WE MOVE FORWARD.

ONLINE LEARNING. THE TWO PRIORITIES WE HAVE HERE ARE TO PROVIDE FUNDING TO SCHOOL DISTRICTS, OFFERING VIRTUAL LEARNING PROGRAMS BASED ON ATTENDANCE ACCOUNTING THAT REFLECTS THE UNIQUE NEEDS OF STUDENTS SERVED IN VIRTUAL LEARNING PROGRAMS. THIS IS ESSENTIALLY TO CONTINUE WHAT WE'VE DONE IN THE PAST FOR THIS PAST YEAR.

BUT IN ADDITION TO THAT, THE BILL THAT WAS PASSED THIS PAST YEAR HAD A LOT OF WHAT THEY CALL GUARDRAILS ON IT, A LOT OF RESTRICTIONS ON HOW PEOPLE CAN BE SERVED AND WHO CAN BE SERVED AND HOW WE CAN GET FUNDING AND ALL THOSE KINDS OF THINGS.

AND IT WAS KIND OF A QUICKLY DEVELOPED THING IN A SPECIAL SESSION.

AND SO WE'VE HAD THE TEXAS VIRTUAL SCHOOL VIRTUAL LEARNING COMMISSION HAS BEEN MEETING OVER THE PAST YEAR.

AND SO THEY'LL BE MAKING RECOMMENDATIONS TO THE LEGISLATURE, AND WE'D LIKE TO LOOK AT BEING ABLE TO MAKE SURE WE HAVE THE FLEXIBILITY WE NEED TO SERVE STUDENTS WHO NEED TO BE SERVED IN VIRTUAL LEARNING.

AND THERE'S A WHOLE VARIETY OF THOSE STUDENTS.

ONE GROUP OF THAT IS, IS STUDENTS WHO MAY BE IN A HOSPITAL SETTING, RESIDING IN A HOSPITAL SETTING OR A RESIDENTIAL TREATMENT FACILITY OUTSIDE OF THE DISTRICT.

RIGHT NOW, WE ARE NOT ABLE TO PROVIDE SERVICES TO THOSE STUDENTS AND RECEIVE FUNDING AND MEET OUR OBLIGATIONS.

AND SO OUR SECOND PRIORITY IS TO PROVIDE FUNDING TO SCHOOL DISTRICTS TO SERVE STUDENTS WHO TEMPORARILY RESIDE OUTSIDE OF SCHOOL DISTRICT BOUNDARIES AND VIRTUAL LEARNING PROGRAMS. NOT SOMETHING THAT WE ARE CURRENTLY ABLE TO DO.

WE WERE ABLE TO DO IT VERY BRIEFLY DURING COVID BECAUSE OF WAIVERS THAT THE T.E.A.GRANTED, AND THEY'RE NO LONGER GRANTING THOSE WAIVERS.

IN MOST CASES.

THERE ARE A COUPLE OF EXTREME SITUATIONS THAT THEY DO GRANT THOSE WAIVERS.

OUR NEXT COMMITTEE IS ASSESSMENT AND ACCOUNTABILITY.

NUMBER ONE, THIS IS GOING TO SOUND VERY FAMILIAR TO ONE OF OUR PRIORITIES FROM.

I'M SORRY. NUMBER ONE IS RELATED TO A PARTICULAR HOUSE BILL THAT MANY OF MANY OF US ARE FAMILIAR WITH, HOUSE BILL 4545.

SO THIS PRIORITY IS TO ALLOW SCHOOL DISTRICTS TO LOCALLY DETERMINE THE PARAMETERS OF REMEDIATION FOR STUDENTS WHO DO NOT PERFORM SATISFACTORILY ON STATE ASSESSMENTS.

HOUSE BILL 4545 WAS A ONE SIZE FITS ALL APPROACH TO REMEDIATION AND A STUDENT WHO MISSED PASSING STAAR BY ONE QUESTION GOT THE SAME TREATMENT AS A STUDENT WHO, WOULD GET THE SAME TREATMENT AS A STUDENT WHO MISSED EVERY QUESTION ON STAAR.

AND SO WE NEED TO BE ABLE TO ADJUST THE PARAMETERS OF REMEDIATION FOR THE STUDENT.

[00:25:03]

NUMBER TWO IS GOING TO SOUND FAMILIAR.

THIS IS THE ONE I WAS THINKING A SECOND AGO THAT'S VERY SIMILAR TO ONE FROM FROM LAST SESSION, AND THAT'S PROVIDE A COMPREHENSIVE VIEW OF THE STRENGTHS AND NEEDS OF SCHOOLS BY BROADENING THE STATE ACCOUNTABILITY SYSTEM TO INCLUDE MEANINGFUL, DIVERSIFIED DATA POINTS.

AND THEN OUR LAST ONE IS SCHOOL FINANCING.

FOR THIS ONE, WE HAD THREE PRIORITIES.

THE FIRST ONE IS TO INCREASE THE BASIC ALLOTMENT TO ACCOUNT FOR INFLATION SINCE 2019 AND INDEX THE BASIC ALLOTMENT TO THE RATE OF INFLATION.

SO AS YOU ALL KNOW, OUR FUNDING IS NOT IMPACTED BY INFLATION.

AND ACTUALLY, IT'S NOT EVEN REALLY IMPACTED BY OUR PROPERTY TAX COLLECTIONS BECAUSE AS OUR PROPERTY TAXES GO UP, OUR STATE AID GOES DOWN AND SO THEY OFFSET.

AND THAT IS HOW THE STATE HAS FUNDED PUBLIC EDUCATION FOR MANY YEARS.

AS THE LOCAL PROPERTY TAX BURDEN RISES, THE STATE SHARE DECREASES.

AND HOUSE BILL THREE IN 2019 DID A LOT TO HELP WITH THAT.

HOWEVER, WITH THE RAPID INFLATION THAT WE'VE SEEN OVER THE PAST YEAR AND THE RAPID RISE IN PROPERTY VALUES, WE'RE KIND OF BACK TO WHERE WE STARTED ON THE SPLIT BETWEEN LOCAL PROPERTY TAX PAYERS AND THE STATE ON PUBLIC EDUCATION FUNDING.

SO WHAT WE'D LIKE TO SEE IS AN INCREASE TO THE BASIC ALLOTMENT.

AND WHAT THAT DOES IS IT ALLOWS FOR ADDITIONAL STATE AID TO ACCOUNT FOR INFLATION AND CAN HELP ADDRESS THE PROPERTY TAX GROWTH.

WE WOULD EXPECT TO SEE THAT IN COMBINATION WITH SOME SORT OF PROPERTY TAX COMPRESSION AS WELL.

WE DO KNOW THE STATE HAS A $27 BILLION SURPLUS GOING INTO THIS SESSION.

IT MAY ACTUALLY BE HIGHER THAN THAT.

SO CERTAINLY A SIGNIFICANT PORTION OF THAT CAN BE USED FOR PROPERTY TAX COMPRESSION WHILE STILL ALSO HELPING TO INCREASE THE BASIC ALLOTMENT TO ADDRESS THE RAPID INFLATION THAT WE'VE SEEN, WHICH HELPS US MAKE SURE WE CAN COVER ADDITIONAL COSTS THAT WE'VE SEEN IN TERMS OF ALL OF OUR OPERATIONS AND ALSO PROVIDE MORE PAY FOR TEACHERS, AS MEGAN WAS MENTIONING BEFORE.

SO NUMBER TWO IS PROVIDE SPECIAL EDUCATION FUNDING BASED ON SERVICES PROVIDED TO STUDENTS RATHER THAN INSTRUCTIONAL ARRANGEMENTS AND UPDATE RELEVANT FUNDING WEIGHTS TO REFLECT THE ACTUAL COST OF SERVICES.

RIGHT NOW, WE'RE FUNDED BASED ON WHERE, WHICH CLASSROOM A STUDENT IS IN, NOT THE SERVICES THEY RECEIVE.

AND THOSE ARE DRASTIC DIFFERENCES.

AND ACTUALLY EVEN SEVERAL OF THE CLASSROOM PROGRAMS ARE FUNDED IDENTICALLY, EVEN THOUGH THEY HAVE DRASTICALLY DIFFERENT SERVICES AND LEVELS OF OF SERVICE REQUIRED.

SO WE'D LIKE TO SEE FUNDING ADJUSTED FOR SPECIAL EDUCATION TO BE BASED ON THOSE SERVICES RATHER THAN THE INSTRUCTIONAL ARRANGEMENT.

AND THEN ALL OF THE FUNDING WEIGHTS, BOTH IN SPECIAL EDUCATION AND ALL OF THE OTHER ALLOTMENTS, ARE ESSENTIALLY ARBITRARY NUMBERS THAT WERE BASED ON HOW MUCH MONEY THE STATE HAD AT THE TIME THAT THEY SET THOSE FUNDING RATES, NOT ACTUALLY BASED ON THE COST OF THE PROGRAMS THEY'RE SUPPOSED TO BE SUPPORTING.

SO WE'D LIKE TO SEE AN UPDATE TO THE FOUNDATION SCHOOL PROGRAM ALLOTMENTS TO REFLECT THE ACTUAL COST OF PROGRAMS ASSOCIATED WITH EACH ALLOTMENT.

AND THAT'S NOT TO SAY THOSE ALLOTMENTS SHOULD COVER THE ENTIRE COST OF THE PROGRAM.

THEY'RE MEANT TO BE SUPPLEMENTAL ON TOP OF THE BASIC ALLOTMENT.

BUT WEIGHTS SHOULD BE BASED ON THE COST OF THE SERVICE OR THE COST OF THE PROGRAM, NOT JUST A RANDOM NUMBER THAT MOST OF THE TIME COMES FROM PARTICULAR GROUPS LOOKING FOR THEIR ALLOTMENT TO BE HIGHER OR MORE THAN THAN OTHERS.

SO THAT'S OUR 11 PRIORITIES.

DO YOU ALL HAVE ANY QUESTIONS ABOUT THESE? I JUST HAVE ONE. WAS THERE ANY DISCUSSION ABOUT SETTING A PRIORITY ON, AS FAR AS THE SCHOOL FINANCE PIECE, TO ENCOURAGE THE LEGISLATORS TO CONSIDER ENROLLMENT OVER ATTENDANCE? SO WE TALKED ABOUT IT A LITTLE BIT.

THAT'S DEFINITELY A DISCUSSION THAT CAN BE HAD.

WE'RE ONE OF, I THINK, 14 STATES THAT STILL FUNDS BASED ON ATTENDANCE AND NOT ENROLLMENT.

OUR ATTENDANCE RATE IS VERY GOOD IN FRISCO ISD.

SO IT LIKELY WOULDN'T BE A HUGE IMPACT FOR US EXCEPT TO THE EXTENT THAT IT MIGHT IMPACT VIRTUAL LEARNING PROGRAMS. AND THAT'S CERTAINLY ONE WAY TO FIX, TO ADDRESS VIRTUAL LEARNING IF THEY WANT TO DO THAT.

THAT'S A PRETTY SIGNIFICANT SYSTEM CHANGE.

SO IT WASN'T SOMETHING WE ENDED UP DECIDING TO GO WITH IN THESE RECOMMENDED PRIORITIES.

THANK YOU. CAN YOU GO BACK TO THE SLIDE THAT HAD THE HOUSE BILL 4545.

YES, THAT'S THIS ONE RIGHT HERE.

OKAY, SO I REALIZE FOR THE FIRST ONE, YOU'RE ASKING FOR LOCAL.

YOU'RE ASKING FOR US TO BE ABLE TO LOCALLY DETERMINE IT.

CAN WE INCLUDE ANYTHING IN THERE THAT WOULD GIVE US AN OPPORTUNITY TO JUST ELIMINATE IT, THE 4545 ? [LAUGHTER] WELL, I DON'T THINK WE WANT TO.

[APPLAUSE] I UNDERSTAND WHAT YOU'RE SAYING.

LET'S. SO, WE OBVIOUSLY DON'T WANT TO ELIMINATE REMEDIATION AS A WHOLE.

I UNDERSTAND WHAT YOU'RE SAYING LET ME PREFACE THIS. I KNOW THAT PROBABLY DIDN'T SOUND RIGHT.

I KNOW THAT WE ALREADY

[00:30:04]

I KNOW THAT THIS IS FOR THE STATE.

YEAH. THE POINT OF THIS PRIORITY AND THE WAY IT'S WORDED IS REALLY TO RETURN US TO OUR ABILITY THAT WE HAD PRIOR TO HB 4545, WHERE WE GET TO DETERMINE BASED ON ALL OF THOSE SYSTEMS OF SUPPORT THAT WE HAVE IN PLACE, WHAT WE NEED TO PROVIDE FOR THE STUDENT BASED ON THEIR OWN UNIQUE NEEDS THAT WE'RE ALREADY DOING.

SO THAT IS THE PURPOSE OF THIS PRIORITY.

SO WE WOULD RETURN BACK? CORRECT. OKAY.

AND I'LL TELL YOU, TOO, THIS IS AN AREA WE'VE HAD A LOT OF CONVERSATIONS WITH LEGISLATORS.

IT'S A BIPARTISAN ISSUE.

THERE IS A LOT OF AGREEMENT THAT HB 4545 WAS, WHAT MIGHT HAVE BEEN WELL-INTENDED BUT WAS NOT WELL EXECUTED AND THAT THERE NEEDED TO BE ADJUSTMENTS.

SO WE DO EXPECT TO SEE SIGNIFICANT CHANGES TO THAT FOCUSED ON ALLOWING SCHOOL DISTRICTS MORE ABILITY TO MAKE THESE DECISIONS FOR THEIR STUDENTS AT THE LOCAL LEVEL.

JUST TO ADD TO THAT, TOO, THAT SOME MAY NOT UNDERSTAND THAT IT WAS 30 HOURS PER SUBJECT.

IT WASN'T 30 HOURS TOTAL.

IT WAS 30 HOURS PER SUBJECT.

CORRECT YEP.

I THINK WE CAN ALL AGREE THE SPIRIT OF THE LAW IS GREAT.

WE ALL AGREE THAT STUDENTS THAT NEED ADDITIONAL HELP AND REMEDIATION, WE WANT TO PROVIDE THAT.

BUT THE UNDUE BURDEN OF 4545 ON OUR ADMINISTRATORS AND OUR TEACHERS HAS BEEN LIKE NOTHING I'VE SEEN SINCE BEING ON THIS BOARD FOR FIVE YEARS.

SO I AGREE WITH THE CONCEPT.

BUT IT NEEDS SOME REFORM.

YES, ABSOLUTELY. ABOUT HOW MANY STUDENTS DO WE HAVE PARTICIPATING IN VIRTUAL LEARNING AT THIS POINT IN FRISCO ISD? I DON'T KNOW THE ANSWER TO THAT QUESTION.

I DON'T KNOW IF SOMEONE ELSE CAN GIVE THAT NUMBER.

DR. CUNNINGHAM, DO YOU HAVE THAT DATA? SO CURRENTLY IN THE FISD PLUS PROGRAM, WE'VE GOT RIGHT AROUND 100 STUDENTS.

OKAY. THANK YOU. I HAVE A QUESTION ABOUT THE EARLY CHILDHOOD PROGRAM.

SO IS THE STATE CURRENTLY FUNDING ONLY HALF A DAY, EVEN THOUGH WE ARE PROVIDING THE FULL DAY PROGRAM? SO WE GET HALF A DAY FUNDING PER STUDENT WHO'S IN PRE-K.

AND THEN ON TOP OF THAT, WE GET THIS EARLY EDUCATION ALLOTMENT, WHICH IS BASED ON OUR K THROUGH THREE STUDENTS.

AND THE REASON THE STATE DID THAT IS BECAUSE SYSTEM WIDE AT THE TIME THAT THEY DID IT, IT COSTS THE SAME AS JUST PROVIDING FULL DAY PRE-K.

AND IT WAS INTENDED TO ALLOW DISTRICTS LIKE FRISCO ISD, WHO DIDN'T ALREADY HAVE A FULL DAY PROGRAM TO GET THE FUNDING SOONER AND USE IT TO SET UP THEIR FULL DAY PROGRAM.

THE PROBLEM IS, AT A CERTAIN POINT YOU GROW PAST THAT, WHERE FOR US, FULL DAY FUNDING FOR OUR PRE-K PROGRAM THAT WE HAVE NOW WOULD ACTUALLY BE MORE THAN WHAT WE'RE GETTING THROUGH THE EARLY EDUCATION ALLOTMENT.

THE OTHER THING IS WE'VE RECENTLY HEARD TESTIMONY FROM THE COMMISSIONER OF EDUCATION IN A HOUSE COMMITTEE THAT APPARENTLY THAT MONEY WAS ALSO INTENDED TO FUND A READING ACADEMIES, WHICH WAS NOT SOMETHING THAT WAS EVER TALKED ABOUT WHEN THAT HAPPENED.

SO THERE'S NOT IT'S NOT A PURE FUNDING SOURCE FOR PRE-K, BUT WE ARE REQUIRED TO HAVE FULL DAY PRE-K PROGRAMS. SO THAT'S SOMETHING WE DEFINITELY WANT TO SEE ADJUSTED MOVING FORWARD.

ONE QUICK QUESTION ON THE ONLINE LEARNING PROGRAM.

SO WILL IT BE POSSIBLE I KNOW IT'S TOO LATE TO ADD ANY NEW THING, BUT WILL IT BE POSSIBLE TO CONSIDER A HYBRID EDUCATION IF ESPECIALLY IF SOMEBODY HAS TO GO TO A PLACE LIKE INDIA OR SOMETHING LIKE THAT? WELL, FOR LONGER DURATION, LIKE THREE WEEKS OR SOMETHING.

AND I THINK FROM A LEGISLATIVE PERSPECTIVE, I MEAN, ARE YOU ASKING ABOUT FROM A LEGISLATIVE PERSPECTIVE, YOU'RE ASKING FOR US SPECIFICALLY AS A DISTRICT IN THE PRIORITIES. CAN THAT BE ADDED? SO, YEAH, SO I'LL LET ME PULL UP THAT PRIORITY.

BUT THE IDEA OF THE WAY THAT WE WORDED THAT PRIORITY IS THAT TO PROVIDE FUNDING BASED ON ATTENDANCE, ACCOUNTING THAT REFLECTS THE UNIQUE NEEDS OF STUDENTS SERVED.

AND OUR IDEA BEHIND THAT IS RIGHT NOW THE WAY THEY'VE SET THIS UP, IT REALLY ONLY SERVES A PARTICULAR SUBGROUP OF STUDENTS AND WE'D LIKE TO SEE THEM BROADEN THAT A LITTLE BIT.

WE UNDERSTAND THE NEED FOR GUARDRAILS AND TO MAKE SURE STUDENTS ARE ENGAGED AND WE WANT THAT TO, BUT WE WANT THEM TO THINK A LITTLE BIT MORE THAN JUST ABOUT THE SMALL SUBGROUP OF STUDENTS THAT THEY FUNDED FOR.

AND THAT'S A GREAT EXAMPLE OF STUDENTS WHO HAVE UNIQUE CIRCUMSTANCES AND WANTING TO MAKE SURE THEY FUND FOR THOSE AS WELL.

SO I THINK THAT'S ENCAPSULATED IN THIS PRIORITY.

ONLINE AND THEY TAKE SOME CLASSES AT THEIR HOME HIGH SCHOOL CAMPUS.

I DON'T THINK THAT SOLVES ALL OF THE THING YOU RAISED.

BUT WE DO HAVE KIND OF DOING THAT THIS YEAR THROUGH THE FISD PLUS PROGRAM.

YES, SIR. BOARD, ANY OTHER QUESTIONS? JUST GOING TO THANK YOU, GUYS. IT'S BEEN FUN TO WATCH YOUR DEPARTMENT OF GOVERNMENT AFFAIRS START OUT THIS PROCESS BACK IN 2019, DURING THE 86TH.

IS THAT RIGHT? THAT'S WHEN WE GOT HERE, YES.

YEAH. AND THEN THE COMMITTEE THAT YOU FORMED WITH OVER 100 FOLKS FOR THE 87TH AND THEN KIND OF THE EXPRESSION ON THE LEGISLATORS FACES WHEN YOU WERE ON THAT COVID ZOOM CALL WITH

[00:35:01]

AND THEY WERE IMPRESSED BY THAT ORGANIZATION.

AND YOU GUYS HAVE BECOME A RESOURCE FOR THEM.

THAT WAS EVIDENT DURING THE 87TH WHEN THEY WOULD COME TO FISD AS THE LARGEST SUBURBAN SCHOOL DISTRICT IN THE METROPLEX, THE HIGHEST PERFORMING, AND ASK YOU GUYS HOW BILLS WOULD AFFECT PUBLIC AID AND FRISCO ISD NOT FROM A PRO OR MINUS STANDPOINT, BUT FROM AN EDUCATION STANDPOINT.

AND YOU DEVELOPED REPUTATION.

THAT'S A VERY GOOD ONE. THANK YOU.

THANK YOU ALL. AND SO I UNDERSTAND NOW WE'RE GOING TO INVITE ALL THE LEGISLATIVE LEADERSHIP COMMITTEE MEMBERS WHO ARE HERE TO COME OUT TO THE STAGE FOR US.

[APPLAUSE] Y'ALL COME ON UP TO THE STAGE.

YOU GUYS KNOW HOW THIS GOES. TALL FOLKS IN THE BACK.

AND BOARD, IF YOU JUST WANT TO MAYBE STAND UP BEHIND THEM OR SOMETHING SO THAT WAY WE CAN SEE YOU, TOO.

THANK YOU ALL FOR ALL OF YOUR HARD WORK ON THIS VERY IMPORTANT COMPONENT OF OUR DISTRICT, ESPECIALLY WHEN WE'RE HEADING INTO SESSION.

WE APPRECIATE EVERYONE'S FEEDBACK AND ALL OF YOUR THOUGHTS.

WE LOOK FORWARD TO PRESENTING THESE TO OUR LEGISLATORS.

[7. Discussion regarding FIRST Public Hearing]

MRS. SMITH.

GOOD EVENING. SO EVERY YEAR WE ARE REQUIRED TO HOLD A HEARING ON OUR ANNUAL FIRST RATING.

AND SO I HAVE PREPARED THE SAME PRESENTATION THAT I PREPARE FOR YOU EVERY YEAR, AND I'M GOING TO BREEZE THROUGH IT REALLY FAST.

BUT FOR OUR NEW BOARD MEMBERS WHO HAVEN'T SEEN ONE OF THESE BEFORE, FEEL FREE TO STOP ME IN THE MIDDLE AND ASK ME QUESTIONS IF YOU HAVE ANY.

THE FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS, ALSO KNOWN AS FIRST, WAS DEVELOPED A LONG TIME AGO TO PROVIDE TRANSPARENCY TO PUBLIC EDUCATION FINANCE.

THEY RATE CHARTER SCHOOLS AND ISDS EVERY YEAR BASED ON 20 FINANCIAL INDICATORS.

OUR 21-22 RATING IS BASED ON 2020-2021 FISCAL YEAR DATA.

SO THIS DATA IS AT THIS POINT TWO YEARS OLD, WHICH IS ONE OF THE REASONS THAT I REALLY BREEZED THROUGH THIS PRESENTATION.

IT'S OLD DATA.

WE ARE REQUIRED, THOUGH, TO HAVE A HEARING TO LET YOU GUYS KNOW HOW WE DID.

THERE ARE 20 TOTAL INDICATORS.

FIVE OF THOSE ARE CRITICAL, MEANING IF YOU FAIL, ONE OF THE CRITICAL INDICATORS, YOU AUTOMATICALLY FAIL.

THE OTHER INDICATORS ARE MEASURED ON EITHER FIVE OR 10POINT SCALE.

MOST OF THEM AT 10POINT SCALE.

STATEWIDE, YOU CAN SEE THAT THE MAJORITY OF DISTRICTS IN THE STATE RECEIVED AN A RATING.

THE RATINGS DO GO A, B, C, OR F.

SO THIS IS NOT EXACTLY A BELL CURVE.

I WOULD SAY THIS IS SOMEWHAT OF A MINIMUM STANDARD FOR FINANCIAL TRANSPARENCY.

AND WE ARE IN THE A CATEGORY.

I'LL KIND OF GIVE AWAY THE END.

SO I'M GOING TO WALK YOU THROUGH REALLY QUICKLY WHAT THE INDICATORS ARE AND WHAT OUR ANSWERS WERE.

AGAIN, I'M GOING TO GO THROUGH THESE REALLY QUICKLY.

IF YOU HAVE A QUESTION ABOUT ONE OF THEM, FEEL FREE TO STOP ME.

LIKE I SAID, THE FIRST FIVE ARE CRITICAL INDICATORS.

THE FIRST ONE ASKS IF OUR ANNUAL FINANCIAL REPORT WAS FILED ON TIME.

IT WAS, SO WE PASSED THAT ONE.

THE SECOND ONE ASKED IF THERE WAS AN UNMODIFIED OPINION FROM OUR AUDITORS ON OUR FINANCIAL STATEMENTS.

THAT ESSENTIALLY MEANS WE DID.

WE HAVE A CLEAN AUDIT.

WE DID. SO WE PASSED THAT ONE.

INDICATOR NUMBER THREE ASKS IF WE MADE ALL OF OUR REQUIRED DEBT PAYMENTS ON TIME.

AND WE DID. SO WE PASSED.

NUMBER FOUR ASKS IF ALL OF THE PAYMENTS TO OTHER GOVERNMENT ENTITIES WERE MADE WITHIN 30 DAYS.

AND THEY WERE. SO WE PASSED.

AND THE LAST CRITICAL INDICATOR ASKS IF TOTAL ASSETS EXCEEDED TOTAL LIABILITIES FOR THE DISTRICT AS A WHOLE.

THIS INDICATOR HAS NOT BEEN SCORED SINCE 2017-2018.

[00:40:03]

OPEB IS OTHER POST-EMPLOYMENT BENEFITS.

SO PENSION EXPENSES AND TRS CARE EXPENSES FOR RETIREES THAT THE STATE IS RESPONSIBLE FOR.

THE ACCOUNTING PRONOUNCEMENT REQUIRES US TO RECORD OUR FISD PORTION OF THE STATE'S LIABILITY ON OUR FINANCIAL STATEMENTS.

FOR EVERY DISTRICT IN THE STATE HAVING TO TAKE THAT LIABILITY AND PUT IT ON OUR FINANCIAL STATEMENTS THREW US INTO A NEGATIVE POSITION.

SO T.E.A.

STILL HAS THIS INDICATOR IN THE SYSTEM, BUT THEY DON'T SCORE IT ANYMORE.

INDICATORS SIX THROUGH 14 ARE WHAT WE CALL SOLVENCY INDICATORS.

THE FIRST ONE ASKS WHETHER FUND BALANCE IS DECLINING TOO QUICKLY AND IF IT IS DECLINING, WAS THERE SUFFICIENT FUND BALANCE TO OPERATE FOR AT LEAST 75 DAYS? OUR FUND BALANCE IS NOT DECLINING, SO WE PASSED THIS INDICATOR.

THE NEXT ONE MEASURES HOW LONG IN DAYS AFTER THE END OF OUR FISCAL YEAR, WHICH IS JUNE 30TH, COULD WE HAVE PAID BILLS WITHOUT RECEIVING ANY NEW REVENUE? YOU CAN SEE THERE THAT IN ORDER TO RECEIVE A MAXIMUM SCORE OF TEN, THEY WANT YOU TO HAVE AT LEAST 90 DAYS OF CASH ON HAND.

WE HAD A LITTLE OVER 186 DAYS, SO WE RECEIVED A SCORE OF 10ON THIS ONE.

NUMBER EIGHT ASKS WHETHER WE HAD SUFFICIENT ASSETS AT THE END OF THE FISCAL YEAR TO PAY OFF OUR SHORT TERM LIABILITIES, ANY ACCOUNTS PAYABLE THAT WERE IN THE SYSTEM.

YOU CAN SEE HERE THAT THEY WANT YOU TO HAVE A RATIO OF AT LEAST THREE.

OUR RATIO WAS A LITTLE OVER 3.5, SO WE RECEIVED A SCORE OF TEN.

INDICATOR NINE ESSENTIALLY ASKS, DID WE SPEND MORE THAN WE EARNED? SO DID REVENUES EXCEED, EQUAL TO, OR EXCEED EXPENDITURES? IN THIS CASE, THE ANSWER WAS YES.

WE RECEIVED MORE THAN WE EARNED.

SO WE GOT A TEN.

INDICATOR 10MEASURES HOW ACCURATELY WE FORECASTED REVENUE BY COMPARING BUDGETED AND ACTUAL REVENUE REPORTED THROUGH PEIMS. SO THEY ESSENTIALLY WANT TO SEE WHEN WE PLANNED OUT WHAT WE WERE, OUR BUDGET FOR THE YEAR, DID WE ESTIMATE REVENUE FAIRLY ACCURATELY.

THIS INDICATOR WAS NOT SCORED FOR 21-22 DUE TO COVID AND THE ATTENDANCE ISSUES THAT SCHOOL DISTRICTS HAD MADE IT VERY DIFFICULT TO PROJECT REVENUE.

SO THEY DID NOT SCORE IT.

INDICATOR 11 ASKS IF LONG TERM LIABILITIES TO TOTAL ASSETS IF THAT RATIO IS SUFFICIENT TO SUPPORT LONG TERM SOLVENCY.

SO THIS IS, I EXPLAIN THIS LIKE THIS IS LIKE ASKING SOMEBODY IF THEIR MORTGAGE EXCEEDS THE MARKET VALUE OF THEIR HOME.

IN OUR CASE, YOU CAN SEE THAT OUR RATIO THERE WOULD HAVE SCORED US, I BELIEVE, A TWO.

HOWEVER, THE STATE TAKES INTO ACCOUNT FAST GROWTH DISTRICTS.

WHEN YOU'RE FAST GROWTH DISTRICTS, YOU'RE GOING TO BE BUILDING BUILDINGS AND TAKING ON DEBT FASTER THAN YOU HAVE HAVE VALUE OF ASSETS, IF THAT MAKES SENSE.

AND SO THE STATE GIVES US A PASS IF OUR STUDENTS IN MEMBERSHIP EXCEEDS 7% OVER A FIVE YEAR PERIOD.

AND YOU CAN SEE OUR FIVE YEAR GROWTH RATE WAS 13.7%, SO WE AUTOMATICALLY GOT A 10ON THIS INDICATOR.

INDICATOR 12 ASKS IF WE CAN MAKE PRINCIPAL AND INTEREST PAYMENTS WITH PROPERTY TAXES.

SO DID WE SET OUR DEBT TAX RATE SUFFICIENTLY? CAN WE COLLECT ENOUGH TAXES TO ACTUALLY MAKE OUR DEBT PAYMENTS? AND YOU CAN SEE THERE THAT WE SCORED AN EIGHT OUT OF 10ON THIS ONE.

THIS IS BECAUSE, AS YOU GUYS KNOW, WE HAVE BEEN SETTING OUR TAX RATE AT $0.27 AND UTILIZING REVENUE FROM OUR TIRZ TO HELP KEEP THAT DEBT TAX RATE LOW.

THAT'S BEEN A PLAN UTILIZING BOTH REVENUE FROM THE TIRZ AND EXISTING DEBT FUND BALANCE THAT WE HAD BUILT UP BACK IN 2018 WHEN WE HAD THAT T.R.E.

AND WE LOWERED THE DEBT RATE.

AND THAT'S KIND OF BEEN PART OF OUR LONG TERM FINANCIAL PLAN.

BECAUSE OF THAT, WE DON'T COLLECT ENOUGH PURELY IN PROPERTY TAXES FROM YEAR TO YEAR TO PAY OFF THE DEBT.

WE USE THOSE OTHER AVENUES TO HELP PAY OUR DEBT PAYMENTS.

INDICATOR 13 MEASURES THE PERCENTAGE OF OUR BUDGET SPENT ON ADMINISTRATION.

T.E.A.HAS SET CERTAIN RATIOS FOR DIFFERENT SIZED SCHOOL DISTRICTS, AND AS YOU CAN SEE, FOR SCHOOL DISTRICTS WITH AVERAGE DAILY ATTENDANCE EXCEEDING 10,000 STUDENTS, THEY WANT YOU TO HAVE AN ADMINISTRATIVE COST RATIO LESS THAN OR EQUAL TO 8.55%.

OURS IS 6.51%.

SO WE RECEIVED A SCORE OF 10 ON THIS ONE.

[00:45:01]

IS YOUR NUMBER OF STAFF DECLINING PROPORTIONALLY? SO THEY DON'T WANT TO SEE YOU HOLDING ON TO STAFF THAT YOU DON'T NECESSARILY NEED TO SERVE STUDENTS IF YOUR ENROLLMENT IS DECLINING.

OUR ENROLLMENT DID NOT DECLINE, SO WE RECEIVED 10 ON THAT ONE.

THE NEXT SET OF INDICATORS IS WHAT WE CALL FINANCIAL COMPETENCE INDICATORS.

NUMBER 15 ASKS HOW WELL DID WE PROJECT AVERAGE DAILY ATTENDANCE AT THE START OF THE BIENNIUM? AGAIN, THIS ONE WAS NOT RATED BECAUSE OF COVID.

NUMBER 16 MEASURES THE QUALITY OF THE DATA THAT WE REPORT TO PEIMS EVERY YEAR.

WE REPORT BOTH BUDGET AND ACTUAL FINANCIAL INFORMATION TO T.E.A.

THROUGH THE PEIMS SYSTEM.

THEY WANT US TO HAVE LESS THAN A 3% VARIANCE IN WHAT WE REPORT TO, WHAT WE REPORT IN OUR FINANCIAL STATEMENTS TO WHAT WE REPORT TO PEIMS. WE HAD A 0% VARIANCE, SO WE PASSED THIS ONE.

NUMBER 17 ASKED IF OUR EXTERNAL AUDITORS IDENTIFIED ANY MATERIAL WEAKNESSES OR SIGNIFICANT DEFICIENCIES, WHICH IS ESSENTIALLY AN ISSUE WITH INTERNAL CONTROLS THAT COULD RESULT IN MATERIAL MISSTATEMENT OF OUR FINANCIAL STATEMENTS.

OUR AUDITORS DID NOT IDENTIFY ANY INSTANCES OF MATERIAL WEAKNESSES OR SIGNIFICANT DEFICIENCIES IN INTERNAL CONTROLS.

THAT IS A MOUTHFUL, AND THEREFORE WE PASSED THIS ONE.

NUMBER 18 ASKS IF OUR AUDITORS FOUND THAT WE COMPLIED WITH ALL APPLICABLE LAWS, CONTRACTS AND REQUIREMENTS FROM GRANTING AGENCIES.

THEY DID. SO WE PASSED THIS ONE.

NUMBER 19 ASKS IF WE COMPLIED WITH ALL LEGAL REQUIREMENTS TO POST FINANCIAL TRANSPARENCY INFORMATION.

WE DID. WE POSTED A SIGNIFICANT AMOUNT OF FINANCIAL INFORMATION ON OUR WEBSITE, MORE THAN WE'RE ACTUALLY REQUIRED TO, SO WE RECEIVED A MAXIMUM SCORE ON THAT ONE.

AND THEN THE LAST INDICATOR MEASURES WHETHER YOU AS THE SCHOOL BOARD HAD THE OPPORTUNITY TO CONSIDER THE IMPACT OF CHANGES IN PROPERTY VALUE ON THE FINANCES OF THE DISTRICT.

AND THIS IS SOMETHING THAT WE TALK ABOUT ANNUALLY IN OUR BUDGET WORKSHOP, AND SO WE PASSED THIS ONE.

SO WHEN YOU ADD IT ALL UP, WE RECEIVED A 98 OUT OF A POSSIBLE 100 POINTS, WHICH GAVE US AN A RATING.

THERE ARE SOME ADDITIONAL DISCLOSURES THAT WE ARE REQUIRED TO REPORT AS PART OF THIS HEARING.

THE FIRST ONE IS THE SUPERINTENDENT'S CURRENT EMPLOYMENT CONTRACT.

ALSO, A SUMMARY OF REIMBURSEMENTS RECEIVED BY THE SUPERINTENDENT AND BOARD FOR FISCAL YEAR 2021.

REMEMBER, THIS IS TWO YEARS OLD.

AND THEN THERE ARE A COUPLE OF REPORTS THAT ARE NOT APPLICABLE TO US BECAUSE WE DIDN'T HAVE ANY DATA TO REPORT.

SO THIS PRESENTATION THAT WILL BE LINKED ON OUR WEBSITE THROUGH THE BOARD BOOK, THESE ARE ACTUAL HOT LINKS THAT ANYBODY WHO WANTS TO ACCESS THIS INFORMATION CAN GO AND PULL THAT UP AND THAT WILL BE AVAILABLE TO THE PUBLIC.

AND THAT IS ALL I HAVE.

DOES ANYONE HAVE QUESTIONS? BOARD, ANY QUESTIONS FOR MS. SMITH? CAN I JUST SAY WHAT'S INTERESTING IS THE TWO POINTS WE DIDN'T GET IS LIKE ONE OF THE MOST GENIUS THINGS WE DO AND IS THE REASONS WE HAVE ONE OF THE LOWEST TAX RATES IN THE AREA IS BECAUSE OF OUR TIRZ ZONE.

YES. THANK YOU FOR POINTING THAT OUT.

THANK YOU, MS. SMITH.

WE'LL MOVE ON TO ITEM EIGHT DISCUSSION REGARDING ATTENDANCE ZONE REALIGNMENT 2023-2024.

[8. Discussion regarding Rezoning 2023-2024]

KRIS HAS WORKED WITH FRISCO ISD FOR THE PAST 23 YEARS, HELPING US WITH DEMOGRAPHIC AND PROJECTIONS AND ALSO REZONING.

MS. POOL IS GOING TO GIVE YOU GUYS A 10 TO 15 MINUTE DEMOGRAPHIC UPDATE TONIGHT, AND THEN SHE'S GOING TO FOLLOW THAT UP WITH OUR PROPOSAL FOR REZONING FOR THE 2023-24 SCHOOL YEAR.

AS SHE'S GETTING HERSELF READY, I JUST WANT TO MAKE A COUPLE OF COMMENTS AND THAT IS FOR EVERYBODY OUT THERE.

FRISCO ISD HAS REZONED 18 OF THE LAST 21 YEARS AND ZONING IS VERY, VERY DIFFICULT.

AND WE UNDERSTAND THAT.

IT'S A YEAR LONG PROCESS THAT WE GO THROUGH WHEN WE LOOK AT WHAT IS NEEDED AND WHAT CAN WE REZONE TO TO HELP ALLEVIATE OVERCROWDING AND SOME OF OUR CAPACITY ISSUES THAT WE HAVE IN SOME OF OUR SCHOOLS.

RIGHT NOW THAT'S ESPECIALLY TRUE IN OUR ELEMENTARY SCHOOLS.

AND HOW DO WE UTILIZE THAT FUNCTIONAL CAPACITY EFFECTIVELY? AND THEN WE'RE ALSO A DISTRICT THAT IS STILL GROWING, AND AS A DISTRICT, IT'S STILL GROWING.

OF COURSE, WE ARE BUILDING BUILDINGS.

WE HAVE TWO NEW BUILDINGS THAT OPEN NEXT FALL THAT CHRIS WILL TALK ABOUT.

BUT THAT STORY IS ALSO, OUR GROWTH HAPPENS IN DIFFERENT AREAS OF THE DISTRICT YEAR TO YEAR, AND WE HAVE TO MAKE ADJUSTMENTS BASED ON THAT.

SO THIS ISN'T SOMETHING WE TAKE LIGHTLY.

[00:50:01]

JUST WANT THE PUBLIC TO UNDERSTAND THAT AFTER CHRIS PRESENTS TONIGHT, ON NOVEMBER 3RD THERE WILL BE A SPECIAL BOARD MEETING FOR PUBLIC FEEDBACK ON WHAT YOU SEE TONIGHT IN THE PROPOSAL, AND THEN THE BOARD WILL TAKE FINAL ACTION ON NOVEMBER 14TH AND VOTE ON OUR ZONES FOR NEXT YEAR.

SO WITH THAT, I WILL GO AHEAD AND TURN IT OVER TO CHRIS.

OKAY. THANKS, SCOTT.

I APPRECIATE IT. GOOD EVENING, EVERYONE.

I'M PLEASED TO BE HERE TONIGHT.

AND LIKE SCOTT SAID, I'M GOING TO GIVE JUST A LITTLE BIT OF A DEMOGRAPHIC UPDATE PRIOR TO TALKING ABOUT THE ZONING HERE.

AND JUST GIVE YOU A BIT OF AN UNDERSTANDING ABOUT THE NUMBERS, HOW WE COME UP WITH THEM AND THE INFORMATION BEHIND THEM BEFORE WE SHOW YOU THOSE NEW MAPS.

SO WE'LL START JUST WITH SOME DEMOGRAPHIC TRENDS, A FEW SLIDES HERE THAT ARE JUST SORT OF THE GENERAL THEME TO THE DISTRICT HERE.

I'M GOING TO START WITH JUST A COUPLE OF MAPS THAT ARE REGIONAL.

THIS IS THE PEIMS DATA, THE GROWTH RATES BETWEEN 2020 AND 2021.

SO THE FALL OF '22, OF COURSE, THAT DATA HASN'T BEEN TURNED IN FOR A LITTLE WHILE, SO THIS WON'T BE TURNED IN FOR A LITTLE WHILE.

SO THIS IS THE MOST RECENT DATA AVAILABLE.

WE ACTUALLY WON'T BE ABLE TO DOWNLOAD THE ENTIRE STATE UNTIL ABOUT APRIL OF THIS NEXT YEAR.

SO THE REASON I SAY THAT IS BECAUSE IN THE FALL OF 2020, YOU GUYS KNOW THE STATE AS A WHOLE SAW ABOUT A 2.2% DECLINE IN STUDENT ENROLLMENT, BUT THEN A LOT OF THOSE STUDENTS BOUNCED BACK IN '21.

AND SO SOME OF THE NUMBERS THAT YOU SEE HERE ARE A LITTLE BIT INFLATED AND DON'T NECESSARILY REFLECT GROWTH.

THEY REFLECT GROWTH WITH A LITTLE BIT OF BOUNCE BACK OF COVID RETURNS WE'VE BEEN TALKING, CALLING IT.

SO DURING THAT YEAR, FRISCO SAW AN INCREASE OF 2,332 STUDENTS.

THAT'S A LOT OF KIDDOS AND THAT PUT THE DISTRICT SECOND IN THE DFW METRO AREA BEHIND PROSPER AND THAT RESULTED IN A 3.7% CHANGE OVER THE YEAR. BUT WHAT I THINK IS IMPORTANT TO NOTE ABOUT THIS IS LESS THE NUMBERS AND MORE THE COLORS.

AND SO YOU CAN SEE THE RING OF HIGH GROWTH AROUND DALLAS-FORT WORTH AREA.

WE JUST COMPLETED A STUDY HERE A LITTLE WHILE BACK FOR DALLAS ISD PROPER.

AND SO THOSE THOSE DISTRICTS THERE THAT YOU SEE IN THE CENTER ARE NORMALLY LOSING STUDENTS.

AND SO WE'RE SEEING THESE BIG RING OF GROWTH WITH STUDENT LOSS IN THE MIDDLE THERE IN THE METRO AREA.

SO THIS IS A LOOK AT THE GROWTH OVER THE LAST TWO DECADES.

AND OF COURSE, IT WAS BIG, BIG GROWTH.

THIS STARTS WITH 2008.

WE'VE ACTUALLY BEEN WORKING WITH THE DISTRICT SINCE 1999.

AND SO WE'VE SEEN ALL OF THAT SINCE THE DISTRICT HAD ABOUT 3500 KIDDOS.

AND SO BUT WHAT WE'RE SEEING, THOUGH, COVID NOTWITHSTANDING, IS A LITTLE BIT OF A FLATTENING OUT OF THAT, THAT GROWTH.

THE DISTRICT IS ACTUALLY GOING TO APPROACH BUILD OUT SOMETIME SOON.

AND SO THE PERCENT OF GROWTH WILL DECLINE AS THE OVERALL ENROLLMENT IS INCREASING.

BUT WE'RE ALSO SEEING THAT THE NUMBER, THE NET NUMBER OF STUDENTS THAT YOU'RE ADDING IS DECREASING.

IT'S BEEN EXPECTED. THAT'S WHAT'S GOING TO HAPPEN.

THE DISTRICT HAS ONLY CERTAIN SECTORS OF THE DISTRICT.

THEY'RE CONTINUING TO BUILD OUT WITH SINGLE FAMILY HOMES.

AND SO YOU CAN SEE HERE THERE'S ANOTHER WAY TO LOOK AT THE DATA.

ALL OF THESE YEARS OF VERY HIGH GROWTH IN THE MID 2000S FOR EXAMPLE.

YOU CAN SEE 2020 FRISCO ISD DID CONTINUE TO GAIN STUDENTS, BUT NOT, OF COURSE, AS MANY AS YOU WOULD HAVE IN COVID.

AND YOU CAN SEE THAT BOUNCE BACK IN '21 AND A LITTLE BIT LOWER NET INCREASE OF STUDENTS HERE IN THE MORE RECENT YEARS.

NOW, THIS NEXT SLIDE SHOWS THE GROWTH BY GRADE GROUP.

AND I THINK THIS IS VERY INTERESTING TO UNDERSTAND FRISCO ISD IN A SNAPSHOT, BECAUSE WHAT YOU'VE GOT HERE IS THE ELEMENTARY STUDENTS REFLECTED THE INCREASE, REFLECTED WITH THOSE BLUE BARS AND THE HIGH SCHOOL STUDENTS BY THE GREEN.

AND SO YOU CAN SEE A GENERAL AGING OF THE STUDENT POPULATION.

ALL THOSE LITTLE BODIES THAT CAME IN IN THE MID 2000S ARE AGING INTO HIGH SCHOOL AND A LITTLE BIT FURTHER OUT.

AND SO YOU CAN SEE THE GREEN BARS THERE AT THE END KICKING UP AS WE SEE GAIN OF HIGH SCHOOL STUDENTS.

BUT ULTIMATELY THOSE STUDENTS WILL GO AHEAD AND EXIT FRISCO ISD.

SO THE TREND HERE, ESPECIALLY IN THOSE EXISTING SUBDIVISIONS, IS A GENERAL AGING OF THE STUDENT POPULATION.

SO I'LL GO ON AND TOUCH JUST BRIEFLY ON THE CURRENT STUDENT POPULATION.

WE PROJECT, OF COURSE, BUT WE HAVE TO START WITH YOUR KIDDOS THAT ARE ON THE GROUND.

AND SO THE DISTRICT DOES A GEOCODING EVERY YEAR.

THAT IS, THEY ASSIGN A LATITUDE, LONGITUDE, COORDINATES ALL OF THE STUDENTS AND THEY POP UP LIKE LITTLE DOTS.

AND SO THEN WE GET THAT DATA AND WE ANALYZE IT.

AND ONE OF THE THINGS THAT WE DO THAT'S VERY IMPORTANT FOR US IS WE HAVE TO UNDERSTAND THE STUDENTS PER HOUSEHOLD, THE AVERAGE PERSON MIGHT SAY THERE'S TWO KIDS IN EVERY HOUSE AND THERE MAY BE, BUT THEY'RE NOT ALL ENROLLED IN FRISCO ISD AT ONE TIME.

AND THAT'S THE DIFFERENCE HERE.

AND SO RIGHT NOW THE AVERAGE IS 0.76 FOR SINGLE FAMILY HOMES AND FOR MULTIFAMILY AT 0.28.

NOW THAT VARIES WIDELY ACROSS THE DISTRICT.

AND SO WE TAKE THE NUMBERS, WE'VE GOT IT BROKEN DOWN BY SUBDIVISION AND BY MULTIFAMILY COMPLEX, AND WE VARY THOSE FOR OUR PROJECTIONS.

AND BECAUSE WE KNOW THAT IT'S NOT TWO KIDS AND IT'S NOT EVEN ONE AND MOST OF THE HOMES.

BUT YOU CAN SEE HOW WE'VE MEASURED THOSE STUDENT POPULATIONS, THE STUDENT RATIOS OVER TIME, SINCE SOME OF THE FIRST DATA THAT WE GATHERED FOR THE DISTRICT.

[00:55:04]

AND THAT MULTIFAMILY HAS BEEN RELATIVELY STABLE THROUGHOUT THE TIME.

BUT IT IS IMPORTANT TO NOTE THAT SOME OF THE SUBDIVISIONS MAY HAVE A RATIO OF LIKE 1.2.

AND SO THAT MAKES A REALLY, REALLY BIG DIFFERENCE FOR US TO UNDERSTAND THAT RATIO AS COMPARED TO ONE IN AN OLDER SUBDIVISION THAT MAY BE 0.4 STUDENTS RIGHT NOW.

AND THEN ANOTHER THING THAT'S VERY, VERY IMPORTANT IN THIS DISTRICT AND BECOMING MORE SO WITH EVERY PASSING YEAR IS UNDERSTANDING THE STUDENT CHANGE IN EXISTING SUBDIVISIONS.

NOW WE RECLASSIFY EVERY SUBDIVISION EVERY YEAR AS TO WHETHER OR NOT THEY ARE EXISTING OR DEVELOPING.

AND SO EXISTING MEANS THEY'VE QUIT BUILDING HOMES.

THEY'VE BASICALLY BUILT OUT EVERYTHING EXCEPT MAYBE ONE OR TWO LOTS THAT SOMEBODY IS SITTING ON SOMEWHERE.

AND SO AT THIS POINT IN TIME, THE OVERWHELMING MAJORITY OF YOUR STUDENTS ARE IN EXISTING HOMES.

AND SO WHAT'S GOING ON IN THOSE EXISTING HOMES? AND SO YOU CAN SEE THAT WHAT WE'VE GOT HERE IS ELEMENTARY CHANGE AND SECONDARY CHANGE AND TOTAL CHANGE JUST IN THOSE EXISTING HOMES.

AND SO IN 2011, WE NOTICED FOR THE FIRST TIME YOU ACTUALLY HAD AN ELEMENTARY STUDENT LOSS IN THOSE EXISTING SUBDIVISIONS.

AND SO THAT ACTUALLY INCREASED QUITE A BIT.

IT INCREASED MARKEDLY THROUGH ABOUT 2019, BUT IT WAS ALWAYS OFFSET BY AN INCREASE IN THE SECONDARY STUDENTS.

SO WE WERE TALKING ABOUT THE KIDS AGE ON THROUGH.

AND SO YOU CONTINUE TO HAVE A NET GAIN IN THOSE STUDENTS FOR SEVERAL YEARS.

SO HIGHLIGHTED COVID HERE IN 2020, I'M SO TIRED OF THE WORD COVID.

IT'S REALLY MESSING UP OUR DATA FOR PROBABLY ANOTHER COUPLE OF YEARS HERE.

BUT 2020, I WANT TO SORT OF IGNORE 2020 AND TO SOME EXTENT THERE'S A BIG ASTERISK ON '21 BECAUSE WE KNOW THAT SOME OF THOSE KIDDOS THAT DIDN'T SHOW IN 2020 SHOWED IN 2021. AND SO OUR TREND DATA LOOKS A LITTLE WONKY, BUT WHAT WE ARE SEEING FOR '22 IS THE FIRST TIME THAT WE ACTUALLY ARE SEEING A LOSS IN THEIR SECONDARY STUDENTS THAT I'M GOING BY, WAS A LITTLE BIT OF ONE IN '21.

BUT ANOTHER THING THAT'S INTERESTING TO ME IS THAT YOUR ELEMENTARY STUDENT LOSS DID NOT CONTINUE TO TO DEEPEN.

SO IN OTHER WORDS, WE HAD LESS LOSS THAN WE DID IN, SAY, 2019 BY A LITTLE BIT.

AND SO THESE ARE THINGS THAT WE'RE HAVING TO CONTINUE TO WATCH.

WE HAVE TO UNDERSTAND THAT YOU'RE GOING TO BE GAINING STUDENTS IN THESE AREAS THAT ARE STILL BUILDING UP.

BUT RIGHT NOW YOU'RE PROBABLY GOING TO BE LOSING STUDENTS IN THESE EXISTING HOMES.

WHEN WE TAKE THOSE KIDS AND WE MARCH THEM FORWARD AND TRY TO MEASURE THAT AND TRY TO ASSESS THAT.

SO I'M GOING TO MOVE ON HERE.

JUST A SINGLE FAMILY HOUSING.

OF COURSE, THAT'S A MAJOR COMPONENT TO EVERYTHING THAT WE DO.

IT'S BEEN THE HEART OF THE PROJECTIONS.

THERE'S STILL THOUSANDS OF HOMES THAT WE'RE PROJECTING, EVEN THOUGH IT IS FEWER PROJECTED HOMES THAN IN THE PAST AS THE DISTRICT IS BUILDING OUT.

SO HOUSING STARTS HAVE DECLINED IN THE LAST 12 MONTHS, AND THAT'S PROBABLY NOT SURPRISING TO ANYBODY.

WE'VE GOT 1,590 HOUSING STARTS IN THE DISTRICT AND THE 12 MONTHS THAT ARE ENDING IN JUNE.

AND FOR THE 12 MONTHS PRIOR TO THAT, IT WAS 2,350.

AND SO THAT'S DUE TO SEVERAL REASONS.

IT'S INCREASING PRICES, IT'S INCREASING INTEREST RATES.

AND THEN WE ALSO ARE GETTING TO THE END OF AVAILABILITY OF LOTS.

WE ALSO SAW ODDITIES HAPPEN DURING COVID WHERE WHEN THEY WERE AVAILABLE LOTS, THAT'S WHERE EVERYBODY FLOCKED TO.

AND SO DEVELOPERS HAD A HARD TIME ACTUALLY PUTTING MORE LOTS ON THE GROUND.

THEY WENT, OH MY GOSH, NOW WE NEED TO MAKE MORE LOTS AVAILABLE.

AND SO THEY'RE USING SOME OF THOSE SORT OF THINGS UP.

AND SO WHAT WE'RE PROJECTING IS THAT 57% OF THE SINGLE FAMILY HOMES THAT WE'RE PROJECTING IN 10 YEARS, WE'RE PROJECTING THOSE TO COME IN THE FIRST FIVE YEARS OF THE PROJECTION PERIOD. SO IT'S A LITTLE FRONT WEIGHTED FOR THIS PROJECTION PERIOD.

AND MOST OF THOSE ARE GOING TO BE IN THE FIELDS TRACTS IN THE NORTHWEST, THE BRINKMANN TRACTS AND THEN IN THE GROVE.

AND SO WE'VE HIGHLIGHTED THESE HERE.

THESE ARE THE SUBDIVISIONS, THE DEVELOPMENTS THAT WE'RE EXPECTING TO SEE THE LARGEST NUMBER OF SINGLE FAMILY HOMES.

YOU CAN SEE ABOUT 6,700 OF THOSE PROJECTION, PROJECTED SINGLE FAMILY HOMES OCCURRING JUST IN THOSE ALONE.

AND SO THAT'S ABOUT HALF OF OUR TOTAL PROJECTED SINGLE FAMILY HOUSING OVER 10 YEARS IS JUST IN THOSE FOUR AREAS.

AND SO YOU CAN SEE THOSE FOUR AREAS HERE.

AGAIN, IT'S THE COLOR IN THE MAP.

I THINK THAT IS MORE IMPORTANT THAN THE NUMBERS THEMSELVES.

AND SO YOU CAN SEE WHERE THOSE WE HAVE, THOSE BRIGHT COLORS THAT'S LIKELY TO BE WHERE YOU'RE GOING TO SEE PRESSURE ON SCHOOLS AND WHERE WE'RE GOING TO BE NEED TO BE RELIEVING SCHOOLS OVER TIME.

SO THE HOUSING PROJECTIONS REALLY HAVE SHIFTED TO MORE MULTIFAMILY AT THIS POINT IN TIME THAT IT'S BEEN GRADUAL, IT'S BEEN COMING AND IT WOULD HAVE BEEN EXPECTED.

IT'S VERY TYPICAL AS A DISTRICT BEGINS TO GROW OUT, THAT MULTIFAMILY COMES ON AS YOUR SINGLE FAMILY IS BEING BEING BUILT OUT.

SO RIGHT NOW IT IS PROJECTING THAT THE MULTIFAMILY HOMES ARE 61% OF THE PROJECTED OCCUPANCIES IN THE NEXT 10 YEARS.

THAT SINGLE FAMILY IS 36.

I WENT BACK AND LOOKED AND JUST GRABBED, FOR EXAMPLE, 2005 PROJECTIONS.

AND AT THAT TIME, FOR A 10 YEAR TIME FRAME, WE WERE LOOKING AT 72% OF THE HOMES BEING SINGLE FAMILY.

[01:00:01]

IT WAS SINGLE FAMILY, SINGLE FAMILY.

AND AS THOSE BUILD OUT, THEN GRADUALLY WE'RE ADDING IN THE MULTIFAMILY STUDENTS, THERE WERE MULTIFAMILY OCCUPANCIES.

SO SPEAKING OF MULTIFAMILY, ABOUT 14% OF THE CURRENT STUDENTS LIVE IN THESE MULTIFAMILY UNITS.

AND LIKE I SAID, 61% OF ALL FUTURE HOUSING UNITS ARE EXPECTED TO BE MULTIFAMILY, WITH ABOUT 22,000 MULTIFAMILY UNITS PROJECTED IN THE NEXT 10 YEARS.

BUT DO REMEMBER, THOSE RATIOS ARE MUCH, MUCH LOWER THAN SINGLE FAMILY.

AND SO AGAIN, THIS I WOULD JUST CONCENTRATE ON THE COLOR OF THE HOT SPOT.

SOME OF THESE OVERLAP WITH THE SINGLE FAMILY HOTSPOTS OF GROWTH.

BUT THEN THERE ARE OTHER AREAS IN THE EAST AND THE SOUTH CENTRAL THAT ARE COMING ON WITH MULTIFAMILY AND NOT WITH SINGLE FAMILY.

AND SO AGAIN, THESE ARE THE SORTS OF AREAS THAT WE'RE GOING TO HAVE TO BE WATCHING AND HAVE TO BE MAKING SOME ADJUSTMENTS FOR.

SO THIS HIGHLIGHTS AGAIN THE ANNUAL BREAKDOWN OF PROJECTED STUDENTS BY TYPE.

SO YOU CAN SEE THE YELLOW THERE IN THE MULTIFAMILY, THE GREEN AND THE SINGLE FAMILY.

AND THEN AGAIN, YOU CAN SEE THAT SORT OF BEGINNING TO DECLINE A LITTLE BIT IN THE TOTAL NUMBER OF NEW HOUSING UNITS EXPECTED IN THE DISTRICT.

SO WHAT DOES THAT MEAN FOR PROJECTED STUDENT ENROLLMENT? SO WE ALWAYS CREATE A LOW MODERATE AND A HIGH GROWTH SCENARIO, AND WE WORK WITHIN THOSE.

WE USE THE MODERATE GROWTH FOR ALL OF OUR PLANNING AND WE PROJECT 10 YEARS INTO THE FUTURE.

BUT WE KNOW THAT THOSE FIRST FIVE YEARS ARE REALLY WHAT WE WOULD WANT TO BANK ON MORE.

BUT WE UNDERSTAND THAT IF YOU GUYS NEED TO BUILD A NEW HIGH SCHOOL, WE'RE LOOKING AT A COUPLE OF YEARS TO BUILD, A YEAR TO DESIGN.

YOU'VE GOT TO GET THE SITE WORK DONE, ALL THOSE SORTS OF THINGS.

SO THAT'S WHY WE DO TRY TO GO AHEAD AND REACH AND LOOK OUT TO THAT NUMBER.

AND SO WHAT YOU'LL SEE THERE WITH THAT MODERATE GROWTH SCENARIO IS THAT IT PUTS THE DISTRICT AT 70,400 OR SO STUDENTS IN ABOUT FIVE YEARS AND APPROACHING 73,000 TOWARD THE END OF THE 10 YEAR PROJECTIONS.

THIS IS TURNED DOWN SLIGHTLY FROM SOME OF THE ONES THAT WE'VE HAD IN THE PAST.

THERE ARE SEVERAL REASONS FOR THAT.

WE HAVE BEEN TRYING TO UNDERSTAND THE DATA FOR COVID.

I SAIDTHE WORD AGAIN, EVEN THOUGH I DON'T WANT TO.

AND SO WE FELT LIKE IN LOOKING AT THAT, THAT YOU HAD SOME STUDENTS WHO HAD NOT YET RETURNED THIS LAST YEAR.

AND SO I THINK THAT THEY, WE EITHER HAD FEWER STUDENTS WHO HADN'T RETURNED OR THERE ARE STILL SOME STUDENTS WHO DID NOT RETURN.

WE HAVEN'T SEEN A LITTLE BIT OF A BUMP BACK INTO THE DISTRICT LIKE WE EXPECTED TO SEE BASED ON COVID.

ADDITIONALLY, THERE ARE SEVERAL CHARTER SCHOOLS THAT ARE FLOATING AROUND IN THE AREA, AND SO WE'RE TRYING TO PULL SOME STUDENTS DOWN OUT OF THAT.

WE STUDIED THE CHARTER SCHOOLS ABSOLUTELY AS MUCH AS POSSIBLE.

WE KNOW OF A COUPLE THAT ARE GOING TO BE ONE SORT OF IN THE SOUTHEASTERN PORTION, MORE KIND OF ALLEN-ISH, ONE SORT OF IN THE PLANO AREA.

DIFFICULTY IS FOR US, THOUGH, THAT THE AMENDMENTS ARE VERY NOT SPECIFIC.

AND SO WE'VE DONE SOME STUDY OF WHAT HAPPENS WHEN A CHARTER SCHOOL COMES IN AND DROPS IN THE MIDDLE OF A DISTRICT.

A VERY HIGH PROPORTION OF THE NUMBER OF STUDENTS COME FROM JUST ABOUT A TWO OR THREE MILE RADIUS MOST OF THE TIME, BECAUSE THE PARENTS HAVE TO BRING THE KIDS.

THERE'S NO TRANSPORTATION PROVIDED.

NOW, WE DO SEE THE ODD ONES.

WE PULLED DATA FOR DESOTO ISD ONE TIME AND THEY HAD KIDS GOING TO SCHOOL IN PLANO, BUT I SUSPECT IT'S BECAUSE MOM OR DAD WORKED IN PLANO AND TOOK THE KID WITH HIM THAT WAY.

SO IT'S NEVER 100%.

BUT WHEN YOU HAVE A CHARTER SCHOOL THAT DROPS IN THE MIDDLE OF A DISTRICT, IT CAN IMMEDIATELY PULL AN AWFUL LOT OF STUDENTS OUT.

AND SO IN LOOKING AT OUR CHARTER INFORMATION, WE'RE TRYING TO DO THE BEST THAT WE CAN, USE THAT A LITTLE BIT.

THE OTHER THING THAT WE HAVE IN HERE, AND ONE OF THE REASONS THIS IS A LITTLE BIT LOWER OVER THE 10 YEAR TIME FRAME, IS WE'VE ABSOLUTELY BEEN STUDYING, STUDYING, STUDYING, LOOKING FOR REGENERATION OF STUDENTS IN THESE HOMES.

AND SO LIKE LIKE WE'VE MENTIONED, WE STARTED WORKING WITH THE DISTRICT IN 1999 WHEN A LOT OF THE INFLUX OF THESE NEW HOMES WERE COMING ONLINE.

SO THAT MEANS THAT SORT OF THE FIRST OF THE BIG WAVE AND THE BIG BUBBLE, THOSE HOMES ARE 20, 22, 25 YEARS OLD.

AND BY THE END OF THE PROJECTION PERIOD, THEY'RE GOING TO BE 30 SOME ODD YEARS OLD.

AND SO AT SOME POINT THAT REGENERATION WILL OCCUR.

WE'RE NOT REALLY SEEING IT YET.

WE SIT DOWN AND WE TRY TO STUDY, FOR EXAMPLE, K-4 IN AN AREA FOR ONE YEAR AND THEN LOOK AT IT IN 1-5 FOR FIRST THROUGH FIFTH GRADE FOR THAT NEXT YEAR.

AND SO THAT TAKES OUT ANY BULGES IN THE STUDENT POPULATION.

AND THOSE DIFFERENCES WILL ONLY BE FROM KIDS MOVING IN AND OUT OF HOMES.

SO WE LOOK AT THAT SORT OF THING.

WE LOOK AT AREAS WHERE WE'RE SEEING HIGH SCHOOL GAIN, I'M SORRY, HIGH SCHOOL LOSS AND ELEMENTARY STUDENT GAIN.

AND SO OCCASIONALLY THOSE SORTS OF THINGS WILL FLAG A FEW LITTLE NEIGHBORHOODS AND PLACES AROUND.

BUT WE'RE NOT SEEING IT LARGE SCALE YET.

AND UNFORTUNATELY, THERE REALLY ISN'T REALLY GREAT IF EVERY HOME AT 37 YEARS ON THE DOT WOULD ROLL OVER.

BUT THAT'S NOT THE WAY IT GOES.

THERE ARE AN AWFUL LOT OF FACTORS THAT GO INTO THIS.

SO THAT EXPLAINS A LITTLE BIT OF THE DIFFERENCES THERE OVER THE LONG TERM.

AND THEN WHAT WE'VE GOT HERE IS JUST HOW THAT BREAKS OUT FOR THE NEXT 10 YEARS.

FOR THE DISTRICT, THE GROWTH WOULD SLOW TO 400 TO 600 STUDENTS PER YEAR TOWARD THE END OF THE PROJECTION PERIOD.

AND I KNOW I KEEP SAYING THE WORD SLOW.

YOU HAVE TO TAKE THIS INTO PERSPECTIVE AS AS GROWTH FOR YOU ALL, THE GROWTH THAT YOU ALL HAVE SEEN IN THE LAST COUPLE OF DECADES, IT'S ALMOST UNPRECEDENTED.

[01:05:06]

AND IT STILL WOULD'VE PLACED THE DISTRICT AT ABOUT 35TH IN THE STATE, AS FOR HIGH GROWTH.

AND SO WHEN WE TALK ABOUT YOU'RE GOING TO BE GAINING FEWER STUDENTS, IT'S ALL RELATIVE.

SO WE'LL TAKE ALL OF THAT DATA AND WE'LL ROLL IT INTO YOUR ATTENDANCE ZONES AND WE WILL ASSESS ALL OF THAT HERE AND TALK ABOUT THAT HERE IN A MINUTE.

BUT I WANTED TO STOP AND JUST SORT OF FIELD QUESTIONS ABOUT THE DEMOGRAPHIC PART OF IT BEFORE WE MOVE ON TO THE ATTENDANCE ZONE PART.

BOARD, ANY QUESTIONS? OKAY. MOVE ON.

MOVE ON. THANK YOU. WE'LL KEEP GOING.

OK. SO THE NUMBERS THAT ARE HERE, I MENTIONED GEOCODING, THE STUDENT POPULATION A LITTLE BIT EARLIER.

AND SO WHEN WE'RE GOING TO DO REZONING, WHAT WE HAVE TO START WITH IS WHERE DO THE KIDS LIVE? BECAUSE WE'RE LOOKING AT MOVING NEIGHBORHOODS AROUND.

SO WE HAVE TO LOOK AT HOW MANY STUDENTS ARE ACTUALLY IN THAT NEIGHBORHOOD.

SO WHAT YOU'RE LOOKING AT HERE IS GEOCODING STUDENT POPULATION.

HOW MANY STUDENTS RESIDE IN EACH ONE OF THESE LITTLE COLORED AREAS THERE? BUT THIS IS K-5.

IT DOES NOT INCLUDE YOUR CURRENT TRANSFERS AND IT DOES NOT INCLUDE BILINGUAL AND IT DOES NOT INCLUDE BILINGUAL.

PRE K ARE ACTUALLY IN THERE.

SO WHAT WE'VE GOT IS K-5 NON BILINGUAL GEOCODED STUDENTS.

WE ASSUME THAT ANYTHING THAT IS A TRANSFER, IF WE DEFINE A TRANSFER AS ANYBODY WHO SAY RESIDES IN THE CHRISTIE ATTENDANCE ZONE AND ATTENDS SCHOOL ELSEWHERE OR A TRANSFER IN WOULD BE ANYBODY FROM OUTSIDE THAT LIVES OUTSIDE AND TRANSFERS INTO CHRISTIE.

AND SO REALLY THE TAKEAWAY HERE ,I KNOW IT'S A LOT OF NUMBERS TO LOOK AT REALLY QUICKLY.

BUT THE TAKEAWAY HERE IS THAT BY AND LARGE, THE OLDER SCHOOLS THAT ARE KIND OF SORT OF MORE IN THE CENTRAL PORTION ARE THE ONES THAT ARE MORE LIKELY TO HAVE SPACE.

AND THE ONES THAT ARE ON THE OUTSIDE ARE THE ONES THAT ARE NEAR SOME OF THESE HIGHLIGHTED AREAS THAT I SHOWED EARLIER ARE THE ONES THAT ARE LIKELY TO NEED SOME RELIEF.

SO WHAT WE'VE GOT HERE IS THE PROPOSED ELEMENTARY SCHOOL ATTENDANCE ZONES, AGAIN, WITH THOSE SORTS OF CAVEATS, UNDERSTANDING THIS AS GEO-CODED K-5 NON-BILINGUAL.

BUT WHAT WE'RE GOING TO DO IS WE'RE GOING TO ZOOM IN HERE IN A SECOND AND LOOK AT IT SO IT MAKES MORE SENSE.

WE'RE GOING TO PAY ATTENTION TO ONE.

AND IF I COULD JUST MENTION REAL FAST, FOR THOSE WATCHING THE PINK SQUARES IN EACH OF THE ATTENDANCE ZONES, THOSE ARE THE ACTUAL CAMPUSES JUST FOR THOSE THAT ARE FOLLOWING ALONG.

RIGHT. SO WE'LL START HERE IN THE SOUTHERN PORTION OF THE DISTRICT AND THESE PLANNING UNITS AND THINGS THAT ACTUALLY I DON'T KNOW OFF THE TOP OF MY HEAD.

I'M GOING TO TALK HERE JUST A LITTLE BIT IN PLANNING UNIT TERMS. AND SO THAT WORD IS SOMETHING THAT SORT OF OUR ORGANIZATIONAL SCHEME, YOU CAN SEE THEM SORT OF HIGHLIGHTED THERE IN RED AND NUMBERED.

AND SO THEY ARE EITHER DEVELOPMENTS OR CLUSTERS OF DEVELOPMENTS, AND THAT'S SORT OF THE WAY WE ORGANIZE THE DATA.

IT ACTUALLY STARTED BACK IN 1999 WHEN WE STARTED WORKING WITH THE DISTRICT.

THEY WERE AREAS THAT THE CITY WAS USING.

AND SO IF YOU LOOK AT OUR NUMBERING SYSTEM, THERE'S A LITTLE GAP IN IT, AND THAT'S FROM THE CITY HAVING SOME AREA THAT'S OUTSIDE OF THE SCHOOL DISTRICT.

BUT THAT'S WHAT WE STARTED WITH WAS THEIR PLANNING AREAS AND THEN WE'VE SUBDIVIDED THEM UP.

SO THE BLACK LINES HERE ARE THE CURRENT ATTENDANCE ZONES.

AND THEN, OF COURSE, THE COLOR IS WHAT WE'RE PROJECTING OR WHAT WE'RE WHAT WE'RE RECOMMENDING AS NEW ATTENDANCE ZONES.

AND SO IN THE SOUTH HERE, SOUTH CENTRAL, WE'VE GOT SPEARS, ALLEN AND RIDDLE THAT ARE ALL PROJECTED TO EXCEED 900 STUDENTS IN 2024 IF NOTHING IS DONE.

AND SO THAT'S WHY WE'RE EXPECTING, THAT'S WHY WE'RE PROPOSING THESE CHANGES HERE.

WE'VE ALSO AT THE SAME TIME, WE'VE GOT SHAWNEE, CURTSINGER AND SMITH.

IT WOULD BE WELL BELOW 600.

AND SO THAT'S WHY THERE'S THIS SHIFTING GOING ON.

SO IN THE PROPOSAL WE HAVE SHAWNEE TRAIL TAKING 24B, WHICH IS CECILE PLACE AND HILLCREST MEADOWS FROM SMITH.

AND THEN CURTSINGER IS TAKING 28, WHICH IS A PORTION OF HILLCREST ESTATES AND PLANTATION SPRINGS.

AND SO THEN WHAT THAT DOES IS IT ALLOWS THOSE TWO CAMPUSES THAT HAVE LOWER ENROLLMENTS TO TAKE SOME OFF SMITH AND THEN SMITH CAN THEN TURN AROUND AND RELIEVE SPEARS.

ALSO AT THE SAME TIME, BORCHARDT GIVING UP 63B WHICH IS MUSTANG SQUARE AND ENCLAVES AT WILLOW CREST TO SMITH AND IT'S TAKING 63J WHICH IS TRIBECA.

IT'S A MULTIFAMILY COMPLEX THERE IN THE SOUTH FROM RIDDLE.

THAT LEVELS, WE HOPE THAT THAT WILL LEVEL OUT THOSE ENROLLMENTS THERE JUST A LITTLE BIT.

AND SO WHAT THAT'S DONE THEN IS ALLOW SMITH TO RELIEVE SPEARS.

AND SO WE'VE GOT SMITH ABLE TO TAKE 34B 35, 64 AND 65 AS HE'S PLANNING, IT'S HERE.

AND SO THAT'S A MULTIFAMILY COMPLEXES ENCLAVE AT STONY BROOK AND STONY BROOK CREEK.

WE'VE GOT LEGACY NORTH AND LEGACY TOWNHOMES, VILLAS AT LEGACY WEST AND ESTRADA AND THEN LIKE I MENTIONED, SOME MULTIFAMILY.

AND THEN I'M GOING TO SWITCH JUST TO THE SOUTHWEST.

YOU CAN SEE SOME OF THIS ON THAT LAST LAST SLIDE THERE.

WE'VE GOT ALLEN IS GIVING PLANNING AT 31B, WHICH IS SOME TOWNHOMES AND MULTIFAMILY TO SPEARS.

AND THEN 39C IS ONE MULTIFAMILY COMPLEX AND IT WOULD MOVE TO BLEDSOE TO TRY TO BRING ALLEN'S ENROLLMENT BACK DOWN JUST A BIT.

[01:10:06]

AND SO OGLE AND ISBELL WOULD BE PROJECTED TO EXCEED 800 IN 2024 IF NOTHING WAS DONE HERE.

AND SO WHAT WE'VE GOT IS WE'VE GOT ISBELL GIVING EVERYTHING EAST OF CUSTER TO COMSTOCK.

THAT'S PLANNING THAT'S 59 A AND B AND G.

THAT'S TOWNHOMES, MULTIFAMILY AND THEN SEVERAL SECTIONS OF CRAIG RANCH.

IT'S THE ESTATES, THE RETREAT, SOUTHERN HILLS, FAIRWAYS, TOUR AND VILLAS OF CRAIG RANCH.

AND THEN IT'S ALSO TAKING 16C, ISBELL THAT IS, WHICH IS PART OF THE GROVE FROM MCSPEDDEN TO EVEN THAT OUT A LITTLE BIT ONCE IT GIVES UP EVERYTHING TO THE EAST, IT'S GOT A LITTLE SPACE THERE. SO THEN IN ORDER FOR COMSTOCK TO TAKE THOSE PLANNING UNITS FROM ISBELL, THEN COMSTOCK GIVES THAT 59C, WHICH IS THE SETTLEMENT IN WESTMINSTER CRAIG RANCH TO OGLE AND THEN 59F, WHICH IS SOME MULTIFAMILY, ALONG WITH DANIEL AND TRAILS AT CRAIG RANCH TO ELLIOTT.

AND NONE OF THESE SCHOOLS WILL HAVE FIFTH GRADE IN THE FUTURE.

AND SO THAT'S HOW THERE'S SPACE AVAILABLE THERE.

SO WE'LL MOVE ON TO MIDDLE SCHOOL.

THESE ARE THE CURRENT MIDDLE SCHOOL ATTENDANCE ZONES.

AND OF COURSE, AND THE BIG NUMBERS TO WATCH THERE ARE AT TRENT, WHICH WILL BE RELIEVED WITH WILKINSON AND SCOGGINS AND LAWLER, WHICH WILL BE RELIEVED WITH THE OPENING OF WORTHAM.

SO THIS NEXT SLIDE SHOWS WORTHAM'S ATTENDANCE ZONE.

IT IS EVERYTHING EAST OF CUSTER, JUST LIKE WE WERE TALKING ABOUT.

IT WILL ALIGN WITH A NEW SCOGGINS AND WITH THE HIGH SCHOOL OVER THERE.

AND THEN FOR THE PROPOSED MIDDLE SCHOOL ATTENDANCE ZONES.

I DID NOT MAKE A ZOOM IN FOR WILKINSON BECAUSE I THINK IT'S VERY EASY TO LOOK AT.

IT ALL COMES FROM TRENT AND IT'S EVERYTHING NORTH OF FIELDS PARKWAY, SO IT'S EVERYTHING, IF YOU LIVE NORTH AND WEST OF FIELDS PARKWAY, THEN THAT WOULD BE THE WILKINSON ATTENDANCE ZONE. IT INCLUDES FRISCO HILLS, HAZELWOOD, SOMERSET PARK, HOLLY HAWK, ROCK HILL, AND THEN PARTS OF THOSE FIELDS, TRACKS THERE IN THE NORTH.

IT'S THE MILLER ATTENDANCE ZONES AND MINETT.

AND THEN ON THE EAST WE DO HAVE A LITTLE BIT OF A ZOOM IN HERE.

WE'VE GOT SCOGGINS, LIKE I TALKED ABOUT EVERYTHING EAST OF CUSTER, AND THEN WE ARE MAKING A CHANGE HERE WITH 16B MOVING FROM LAWLER TO VANDEVENTER JUST TO EVEN THAT OUT A LITTLE BIT. ONCE WE'VE TAKEN EVERYTHING OFF FROM THE EAST VANDEVENTER HAD A LITTLE SPACE.

AND THEN FINALLY, JUST FOR COMPLETENESS, THIS IS THE CURRENT HIGH SCHOOL ZONES.

NO CHANGES PLANNED TO THERE.

WHAT THIS IS, IS THE GEOCODED KIDS WITH THE GRANDFATHERING.

SO THERE ARE ALL THESE LITTLE CAVEATS.

WHEN YOU HAVE TO LOOK AT THE MAPS, YOU HAVE TO UNDERSTAND.

SO THIS INCLUDES THE GRANDFATHERING THAT'S THE MOVING THE 11TH AND 12TH OR NOT MOVING THE 11TH AND 12TH IN VARIOUS PLACES, BUT IT DOES NOT INCLUDE THE TRANSFER.

SO IN OTHER WORDS, IF THE STUDENTS ARE TRANSFERRING DUE TO A PROGRAM, THAT SORT OF TRANSFER IS NOT INCLUDED HERE.

AND SO WHAT WE'VE GOT, WE'VE GOT SEVERAL OF THESE SCHOOLS ARE VERY FULL WITH A LOT OF REZONING LAST LAST YEAR.

BUT IN MANY CASES, THOSE NUMBERS ARE PROJECTED TO START FLATTENING OUT BECAUSE LIKE WE WERE TALKING ABOUT, THERE'S AGING THAT WE'RE EXPECTING IN A LOT OF THESE AREAS.

AND SO WITH THAT, WE'D LIKE TO OPEN IT UP TO QUESTIONS AGAIN.

BOARD. WHAT QUESTIONS DO YOU HAVE? CAN YOU GO BACK TO THE ELEMENTARY ZONES FOR JUST A MINUTE? I JUST WANT TO MAKE SURE I UNDERSTAND.

ANY PARTICULAR ONE? I THINK IT WAS THE SECOND OR THE THIRD ONE.

THAT ONE OR ONE MORE BACK? YEAH, ONE MORE. I THINK. ONE MORE.

AM I READING THAT CORRECTLY? YES. AND IT HAS BEEN. IT HAS BEEN.

IF YOU LOOK AT THE BLACK LINE, THEN THAT'S THE CURRENT ZONE.

AND SO ANYTHING THAT'S A DIFFERENT COLOR THERE.

SO THE 53B GOES NORTH AND 63J GOES TO BORCHARDT.

THE COLOR OF THE PINK RIGHT DOWN THERE.

MAKES SENSE? OKAY.

YEAH. IT'S JUST HARD FOR ME TO TELL LOOKING AT THIS WHICH ONES ARE ACTUALLY MOVING.

I WILL SAY A LOT OF TIMES YOU HAVE TO GO BACK AND LOOK AT THE PREVIOUS MAP AS WELL, WHERE YOU CAN SEE CURRENT ZONES AND THAT CAN KIND OF HELP JUST SO YOU ALL KNOW.

COMMUNICATIONS TOMORROW WILL BE SENDING OUT EMAILS TO EVERY PARENT WHO IS IMPACTED BY OUR PROPOSED ZONES.

AND IN THAT THEY WILL RECEIVE NEIGHBORHOOD INFORMATION, THEY'LL RECEIVE TRANSPORTATION INFORMATION AS TO WHETHER OR NOT THESE PROPOSALS WILL INCLUDE TRANSPORTATION SERVICES BASED ON THESE PROPOSALS.

SO THEY'LL BE GETTING THAT AT SOME POINT TOMORROW MORNING.

ANY OTHER QUESTIONS BOARD? AND THIS IS THE FIRST TIME THAT MOST OF THE BOARD HAS SEEN THESE MAPS.

SO IT JUST MAY TAKE US A BIT OF TIME TO GO THROUGH AND ANALYZE.

AND THE SUBCOMMITTEE FOR REZONING HAS MET.

THAT'S MR. LOWE, MS.

[01:15:01]

SO, SCOTT, I WOULD ALSO LIKE TO REMIND THE BOARD THAT IN THE COMMUNICATION THAT GOES OUT TOMORROW TO THOSE SPECIFIC PARENTS WHO ARE PART OF THIS PROPOSAL, THERE ARE TWO WAYS FOR THOSE PARENTS TO SEND FEEDBACK TO THE ADMINISTRATION TEAM AND TO THE BOARD.

IT'S THROUGH A PHONE NUMBER, WHICH IS THE ZONING HOTLINE AND THE ZONING EMAIL.

WE WILL CONTINUE WITH LORI WASSAM.

EVERY WEEK SHE WILL COMPILE THAT INFORMATION THAT IS GIVEN TO US AND THESE CONCERNS AND YOU ALL WILL RECEIVE A REPORT WEEKLY AS TO WHERE THOSE CONCERNS ARE COMING FROM, COMMENTS, WHAT THEY ARE, POSITIVE, WHETHER THEY'RE CONCERNS, WE'LL GIVE YOU THAT UPDATE, EVERY I BELIEVE IT'LL BE MONDAY, UNTIL WE MOVE THROUGH THIS PROCESS.

AWESOME. GREAT.

THANK YOU ALL SO MUCH. AND LORI, IN THE BACK, THANK YOU FOR EVERYTHING.

WE LOVE YOU. WE APPRECIATE ALL OF YOUR HARD WORK, TOO.

AND THIS I KNOW IT'S A HUGE UNDERTAKING FOR YOU AND SCOTT, TODD AND ALL OF YOU ALL.

THANK YOU VERY MUCH.

THANK YOU, KRIS. WE APPRECIATE YOU.

THANK YOU SO MUCH. WE WILL NOW MOVE ON TO ITEM NINE DISCUSSION REGARDING RECRUITMENT, RETENTION, STRATEGIC INITIATIVE UPDATE.

[9. Discussion regarding Recruitment/Retention Strategic Initiative Update]

THANK YOU, MADAM PRESIDENT, AND GOOD EVENING BOARD, DR.

WALDRIP. THANK YOU ALL SO MUCH FOR HAVING ME TO TALK WITH YOU ABOUT OUR STRATEGIC INITIATIVE RELATED TO RECRUITMENT AND RETENTION.

AS YOU KNOW, AS WE WORK WITHIN OUR FUTURE READY FRAMEWORK, ONE OF OUR TENETS HAS TO DO WITH STRATEGIC COLLABORATIVE LEADERSHIP.

AND WITHIN THAT WE ASK OURSELVES THE QUESTION TO WHAT EXTENT DO WE HIRE, DEVELOP AND RETAIN HIGHLY EFFECTIVE TEACHERS, ENSURING ACCESS TO ALL STUDENTS? AND BASED ON THAT, I CAME UP WITH TWO OBJECTIVES.

AND IT'S THE SAME OBJECTIVES THAT WE HAVE EVERY SINGLE YEAR WHEN WE'RE LOOKING AT HUMAN RESOURCES.

HOW DO WE RECRUIT THE BEST AND HOW DO WE RETAIN THE BEST? THAT'S ALWAYS THE QUESTION.

AND SPECIFICALLY, WHAT WE'RE LOOKING AT THIS YEAR IS HOW DO WE ENHANCE OUR EXISTING RECRUITMENT STRATEGIES AND THEN WHAT ARE SOME NEW AND DIFFERENT WAYS TO RECRUIT THAT MAYBE WE HAVE NOT TRIED BEFORE.

AND WE DO THAT BY LOOKING AT ANALYZING DATA AS WELL AS JUST RESEARCHING DIFFERENT AVENUES.

ALSO EXPANDING OUR RETENTION EFFORTS.

WE ALWAYS WANT TO RETAIN STAFF, STAFF AND CLASSROOMS. WE WANT TO RETAIN OUR CUSTODIANS, OUR BUS DRIVERS.

WE WANT TO RETAIN ALL OF OUR STAFF.

OUR PRINCIPALS ARE ADMINISTRATORS.

AND THIS YEAR, ONE OF THE THINGS THAT WE ARE TRYING TO DO EXTREMELY STRATEGICALLY IS HEARING THE VOICE OF EMPLOYEES, HEARING THE VOICE OF STAFF AS TO WHY THEY STAY AND IF THEY'RE THINKING OF LEAVING, WHAT ARE SOME OF THOSE THINGS THAT MIGHT MAKE THEM THINK OF LEAVING? AND WHERE ARE THOSE PARTS THAT WE CAN CONTROL OR SOMETHING WITH WHICH WE CAN HAVE SOME IMPACT? OKAY. I MENTIONED DATA A COUPLE OF WEEKS AGO, HAD AN OPPORTUNITY TO MEET WITH THE BOARD.

WE HAD A BOARD WORKSHOP WHERE WE TALKED A LOT ABOUT DATA.

WE TALKED A LOT ABOUT THE CONTEXT FOR WHAT IS HAPPENING NATIONALLY, WHAT'S HAPPENING ACROSS THE STATE AND WHAT'S HAPPENING WITHIN OUR DISTRICT.

AND WHEN YOU LOOK AT NATIONAL, STATE AND DISTRICT DATA, IT INDICATES THAT TEACHERS ARE LEAVING THE PROFESSION AT A HIGHER RATE IN SOME CASES THAN EVER BEFORE. AND WHAT'S MAKING IT MORE DIFFICULT, EVEN THOSE AREAS WHERE IT'S NOT HIGHER THAN IT'S BEEN, WHAT'S MAKING IT DIFFICULT IS THE SUPPLY IS JUST NOT THERE IN THE WAY THAT IT'S BEEN IN THE PAST.

SO YOU'VE GOT THIS PERFECT STORM OF PEOPLE LEAVING AND NOT AS MANY WHO ARE COMING INTO THE PROFESSION.

AND WHEN LOOKING AT THE REASONS, THERE ARE SEVERAL.

BUT THE TWO THAT KEEP COMING UP IS THE WHOLE IDEA OF WORK-LIFE BALANCE.

AND AGAIN, WE SAW THAT NATIONALLY.

WE SEE IT THROUGH STATE SURVEYS AND WE'VE SEEN IT THROUGH OUR OWN DISTRICT SURVEYS AND TALKING WITH TEACHERS AND STAFF.

AND ALSO JUST EXPECTATIONS WITHIN THE PROFESSION BECAUSE YOU'VE GOT THE EXPECTATIONS THAT HAPPEN WITHIN THE NATION, YOU'VE GOT THE EXPECTATIONS THAT COME FROM THE STATE, THEN YOU'VE GOT WHAT WE FIGURE IS IMPORTANT AS A DISTRICT.

THEN YOU'VE GOT OUR COMMUNITY OR EVEN YOUR SCHOOL COMMUNITY.

SO THERE ARE ALL THESE DIFFERENT EXPECTATIONS THAT PLAY INTO WHAT TEACHERS HAVE TO DO AS WELL.

[01:20:06]

I THINK I MENTIONED TO YOU, I SPOKE WITH ONE PROGRAM WHERE THEY SAID 35 TO 40% OF THE STUDENTS IN THEIR PROGRAM OPTED NOT TO BECOME CERTIFIED.

SO THAT'S AFTER GOING THROUGH A FOUR OR FIVE YEAR PROGRAM.

THAT IS AFTER TAKING THE APPROPRIATE EXAMS, GOING THROUGH STUDENT TEACHING AND JUST DECIDED I'M NOT GOING TO TEACH.

AND SO THAT'S SOMETHING THAT WE'VE NOT NECESSARILY SEEN BEFORE.

AND NOW WE'RE SEEING THAT.

WHEN YOU LOOK AT THE NATIONAL AVERAGE FOR TENURE IN EDUCATION, IT'S ABOUT FIVE AND A HALF YEARS.

AND SO WHILE WE ARE ALWAYS GOING TO WORK TOWARDS RETAINING EXCELLENT STAFF, THAT IS NEVER, EVER GOING TO STOP.

WE HAVE TO RECOGNIZE THE REALITY THAT MANY PEOPLE ARE ONLY STAYING IN THE FIELD ABOUT 5 TO 6 YEARS.

AND THEN THERE'S THE HIGH COMPETITION FOR LABOR BETWEEN THE PUBLIC SECTOR AND THE PRIVATE SECTOR.

YOU KNOW, I WAS TALKING WITH SOMEONE WHO SAID TEACHERS AND ADMINISTRATORS HAVE GREAT SKILLS THAT TRAVEL.

THEY ARE GREAT COMMUNICATORS, THEY'RE GREAT COLLABORATORS.

THEY KNOW HOW TO ANALYZE DATA, THEY KNOW HOW TO COMMUNICATE WITH PEOPLE.

AND SO THEY ARE ABSOLUTELY FANTASTIC CANDIDATES FOR NOT ONLY EDUCATION, BUT FOR THE PRIVATE SECTOR AS WELL.

AND I KNOW IT MAY BE DIFFICULT TO SEE THE LITTLE CHART THAT'S OVER TO THE RIGHT, BUT THERE WAS A STATE SURVEY THAT WENT OUT TO TEACHERS AND IT ASKED FOR THEIR PERCEPTION OF THEIR VALUE.

AND IT WAS DISTURBING.

I WILL SAY IT WAS DISTURBING.

WHEN YOU LOOK AT HOW TEACHERS FEEL THAT THEIR COLLEAGUES VALUE THEM, THAT STAYED ABOUT STEADY, ABOUT 81 AND IT WENT TO 82%.

WHEN YOU LOOK AT ALL THOSE OTHER AREAS AND YOU'RE NOT ABLE TO SEE THEM, BUT IT TALKS ABOUT SCHOOL ADMINISTRATORS, PARENTS, COMMUNITY, TEXANS OVERALL AND THEN ELECTED OFFICIALS.

SO IT TALKS ABOUT HOW TEACHERS FEEL THEY ARE BEING VALUED OR NOT BEING VALUED.

THAT'S SOMETHING I THINK WE WE CAN ABSOLUTELY WORK ON THAT.

WE CAN ABSOLUTELY WORK ON TRYING TO HELP AS MUCH AS POSSIBLE OUR STAFF TO FEEL VALUED BECAUSE WE WANT TO SEE THOSE NUMBERS GO UP.

AND I MENTIONED ONE OF THE THINGS WE WANTED TO DO WAS TO HEAR THE VOICE OF STAFF.

AND SO WE CONDUCTED WHAT WE CALL STAY INTERVIEWS AND TO TELL YOU HOW AWESOME OUR STAFF IS.

WE ASKED TEACHERS, WE ASKED PRINCIPALS TO SUBMIT THE NAMES OF UP TO FOUR TEACHERS ON THEIR CAMPUS WHO MIGHT BE WILLING TO TALK WITH US ABOUT WHY THEY STAY AND WHAT ARE SOME CHALLENGES TO TEACHING RIGHT NOW AND TEACHING WITHIN THE STATE, TEACHING WITHIN THIS NATION, TEACHING WITHIN OUR DISTRICT.

WE GOT 238 NAMES, 212 OF THOSE RESPONDED AND MET WITH US DURING THE SUMMER, 212.

THAT'S HOW COMMITTED OUR FOLKS ARE.

AND THAT'S I THOUGHT WAS ABSOLUTELY INCREDIBLE.

AND THEY WERE SO COMMITTED THAT THEY ASKED, CAN WE CONTINUE? SO NOW WE'VE GOT OUR GROUP OF 212 TEACHERS WHO GET TOGETHER MONTHLY VIA ZOOM AND TALK THROUGH THINGS THAT ARE HAPPENING FOR TEACHERS. AND SO WHAT WE FOUND FROM HEARING THEM, SAME THING WE HEARD AT THE NATIONAL LEVEL, SAME THING WE HEARD AT THE STATE LEVEL, WORK-LIFE BALANCE. AND THAT WORK-LIFE BALANCE INCLUDED WORKLOAD.

AND WHAT WAS SO POWERFUL ABOUT BEING ABLE TO SPEAK WITH THE TEACHERS AS OPPOSED TO EVEN JUST A SURVEY IS WE COULD ASK THEM WHAT THAT MEANT BECAUSE WE'VE BEEN HEARING WORKLOAD AND WORK-LIFE BALANCE.

WHAT DOES THAT MEAN FOR YOU? AND MANY OF THEM SAID IT'S JUST WITH THE DIFFERENT THINGS THAT ARE BEING ASKED OF ME.

BOTH PROFESSIONALLY AND THEN WITH MY HOME LIFE.

IT IS HARD TO BALANCE THOSE THINGS.

SO WHEN WE HAVE TO ADD READING ACADEMIES, WHILE THAT'S A GREAT IDEA IN THEORY, WHEN I'VE GOT TO DO ALL THESE EXTRA HOURS AS WELL AS WHAT'S REQUIRED OF ME BY THE DISTRICT, AND THEN I WANT TO BE A PARENT AND BE A GOOD PARENT AND A PRESENT PARENT, THAT'S A LOT.

AND SO THAT WHOLE IDEA OF WORK-LIFE BALANCE AND WORKLOAD WAS A PART OF THAT.

WE HEARD FROM A TEACHER, IT'S NOT SO MUCH THAT I HAVE SO MUCH MORE TO DO IN MY PROFESSIONAL LIFE, BUT MY PERSONAL LIFE HAS CHANGED.

AND SO NOW IT IS HARD FOR ME TO BALANCE THOSE THINGS THAT HAVE BEEN EASY FOR ME IN THE PAST ARE JUST NOT QUITE AS EASY ANYMORE.

AND THEN WE ALSO HEARD LOUDLY AND CLEARLY FROM THEM CLARITY OF COMMUNICATION AND EXPECTATIONS.

IT'S OK.

WE HEAR THAT THIS IS GOING ON AND WE HAVE TO DO THIS.

[01:25:01]

SO NOW WE'VE GOT AN INTERNAL WEBSITE FOR FOR EMPLOYEES.

WE'VE ALSO GOT A STAFF MEMBER WHO'S DEDICATED TO ENSURING THAT THOSE INTERNAL COMMUNICATIONS ARE PUT OUT.

WE'RE ALSO TRYING TO BE EXTREMELY OR EVEN MORE PURPOSEFUL WHEN THERE IS SOMETHING THAT COMES HOW CAN WE GET THIS INFORMATION OUT TO STAFF? AND I REFERENCED TEACHERS, BUT PLEASE KNOW, WHEN WE'RE LOOKING AT RETENTION, WE NEED EVERYBODY.

EVERYONE WHO CAN COME IN AND DO A GREAT JOB FOR KIDS, WE NEED EVERY SINGLE ONE OF THEM EVERY SINGLE DAY.

EVERY, EVERY, EVERY ONE OF THEM.

AND SO WHEN WE LOOK AT OUR RESPONSE, WE TRY REALLY HARD TO BE, NOT GOING TO USE THIS WORD AGAIN, STRATEGIC, JUST TRYING NOT TO DO THINGS HAPHAZARDLY. LOOKING AT WHAT ARE THINGS THAT WE CAN CHANGE NOW AND IMPACT NOW, WHAT ARE THOSE THINGS? OR IT'S GOING TO TAKE A LITTLE BIT LONGER.

AND WITH OVER 9,000 EMPLOYEES, SOME THINGS ARE JUST GOING TO TAKE A LITTLE BIT LONGER.

THEY'RE JUST GOING TO TAKE A LITTLE BIT LONGER.

BUT LOOKING AT WHAT THOSE THINGS WE CAN DO NOW.

SO OUR IMMEDIATE RESPONSE ALREADY HAS BEEN THE STRATEGIC ABANDONMENT INITIATIVE.

YOU'VE HEARD US SPEAK ABOUT THAT AT PREVIOUS BOARD MEETINGS.

WE'RE TRYING TO DO THAT NOT ONLY AT THE DISTRICT LEVEL, BUT EVEN AT CAMPUSES.

WHAT ARE SOME OF THOSE THINGS THAT WE JUST DON'T NEED TO DO ANYMORE, WE CAN DO IN A DIFFERENT WAY? SO LOOKING AT THOSE THINGS, CONTINUOUS EMPLOYEE INPUT, HOW CAN WE HEAR THE VOICES OF TEACHERS, CUSTODIANS, SECRETARIES, STAFF MEMBERS? HOW CAN WE HEAR FROM THEM WHAT THEIR EXPERIENCE IS LIKE SO THAT THERE IS NOT A DISCONNECTION? HOW CAN WE HELP PEOPLE TO FEEL CONNECTED? FLEXIBLE TRAINING OPPORTUNITIES.

IF THERE WAS ONE THING THAT CAME FROM COVID, IT WAS WE DON'T ALL HAVE TO GET IN ONE ROOM AND MEET TOGETHER EVERY SINGLE TIME WE NEED TO DISCUSS SOMETHING.

AND SO LOOKING AT WHAT ARE THOSE DIFFERENT WAYS TO GET THAT TRAINING? STREAMLINE COMMUNICATIONS.

I MENTIONED THAT PREVIOUSLY.

COMPENSATION AND INCENTIVES.

ALWAYS LOOKING AT COMPENSATION AND INCENTIVES.

WE REVIEW IT ANNUALLY, THAT IF THERE ARE THINGS THAT HAPPEN WHERE THE MARKET APPEARS TO SHIFT DURING THE YEAR, WE LOOK AT IT THEN AS WELL.

WELLNESS RESOURCES AND INITIATIVES.

AND LOOKING AND LISTENING TO STAFF AS A RESULT OF THE PANDEMIC AND THE WHOLE IDEA, THAT WORK LIFE BALANCE, WE HEARD LOUDLY AND CLEARLY WE NEED HELP IN HOW TO DO THAT BECAUSE WE HEAR ALL THE TIME YOU NEED TO HAVE IT, BUT HOW EXACTLY DO YOU DO IT? AND SO WE'VE GOT STAFF WHO ARE DEDICATED TO ENSURING THAT WE GET INFORMATION OUT ABOUT BENEFITS THAT ARE AVAILABLE JUST BECAUSE YOU'RE AN EMPLOYEE WITH THE DISTRICT, NOT BECAUSE YOU TAKE BENEFITS THROUGH THE DISTRICT OR HAVE YOUR HEALTH BENEFITS THROUGH THE DISTRICT.

BUT THERE ARE SOME THINGS THAT JUST BECAUSE YOU'RE AN EMPLOYEE, YOU HAVE ACCESS TO THEM.

THEN LOOKING AT OTHER THINGS.

ONE OF THE THINGS THAT CAME THROUGH OUR ESSER FUNDS.

ESSER FUNDS ARE ABLE TO SUPPORT THAT EMPLOYEE BEHAVIORAL HEALTH.

SO WHAT ARE SOME RESOURCES? WHAT ARE DIFFERENT TYPES OF THINGS THAT HAVE TO DO WITH NUTRITION, FINANCIAL COACHING, THINGS LIKE THOSE THINGS MAKING THOSE AVAILABLE TO STAFF? AND THEN JUST PROFESSIONAL GROWTH AND THAT TARGETED SUPPORT AND RESOURCES.

ENSURING THAT IF THERE'S SOMETHING THAT'S NEEDED, HOW CAN WE HELP TO MAKE SURE PEOPLE HAVE WHAT THEY NEED TO DO? WHAT'S A REALLY TOUGH JOB? ENJOYABLE BUT TOUGH? AND WHAT DO TEACHERS ENJOY ABOUT WORKING IN FISD? I'M PLEASED TO SAY THERE ARE FOUR CIRCLES AS OPPOSED TO THE TWO ON THE OTHER PAGE.

BUT THE CULTURE, THE CULTURE, THE GROWTH AND DEVELOPMENT OPPORTUNITIES, THE SUPPORT AND RESOURCES.

WHEN YOU LOOK AT OUR CAMPUSES AND WE'VE GOT INSTRUCTIONAL COACHES, DIGITAL LEARNING COACHES, WE'VE GOT BEHAVIOR SPECIALISTS WHO CAN COME IN AND ASSIST.

SO AS A DISTRICT, WE ARE RICH IN THE RESOURCES THAT ARE AVAILABLE TO STAFF MEMBERS.

AND THEN WHAT I LOVE AND WE SAW IT ON NATIONAL TRENDS, WE SAW IT AT THE STATE LEVEL: PEOPLE ENJOYED THEIR COLLEAGUES AND THEIR COWORKERS.

THEY ENJOYED THAT SENSE OF COMMUNITY THAT'S BEEN BUILT.

SO AS I'VE MENTIONED THUS FAR WITH RETENTION, WE ARE GOING TO CONTINUE THOSE THINGS THAT WE KNOW ARE INCENTIVES AND THAT ARE GREAT FOR OUR STAFF. I KNOW THROUGH ESSER THERE WERE MANY DISTRICTS LAST YEAR THAT TALKED ABOUT USING ESSER FUNDS TO PROVIDE A RETENTION INCENTIVE.

WELL, YOU AS A BOARD STARTED DOING THAT WAY BEFORE ESSER EVER CAME.

WE DID IT, WHAT, STARTING THREE YEARS AGO.

AND SO THERE ARE SOME THINGS THAT THAT YOU'VE PUT IN THE PLACE THAT HAVE BEEN HELPFUL.

AND WE WANT TO ENSURE THAT AS MUCH AS POSSIBLE, WE'RE ABLE TO CONTINUE THOSE AND WE WANT TO CONTINUE HEARING FROM THE VOICE OF STAFF MEMBERS.

[01:30:06]

OUR GOAL IS TO ENSURE THAT THERE IS SOME WAY THAT THAT WE CAN HEAR FROM ALL STAFF MEMBERS.

EXPANDED DISTRICT ADVISORY COUNCIL.

THERE IS A COMMITTEE ON LEADERSHIP AND PART OF WHAT THEY'LL BE DISCUSSING IS ALSO RETENTION AND RECRUITMENT, ENHANCED OPPORTUNITIES FOR CONNECTIONS. GOT A GREAT IDEA FROM A TEACHER THE OTHER DAY WHO SAID CAN WE AS NEW TEACHERS, IN ADDITION TO OUR NEW TEACHER ACTIVITIES, CAN WE HAVE SOMETHING WHERE WE JUST HAVE A TIME TO CONNECT? WE WERE ABLE TO PASS THAT ALONG TO THE PROFESSIONAL LEARNING DEPARTMENT.

THEY HAVE ALREADY THEY ALREADY HAVE PLANS FOR AN ACTIVITY LIKE THAT SOMETIME IN THE SPRING.

AND SO REALLY HELPING PEOPLE TO CONNECT BECAUSE WE SEE CONNECTION IS SO VERY, VERY IMPORTANT.

CAMPUS VISITS, FREQUENT TIME, THE COMMUNICATION MENTIONED WELLNESS BENEFITS.

YOU ALL KNOW THAT WE OPEN OUR EMPLOYEE CLINIC THIS YEAR, THE EMPLOYEE HEALTH CLINIC, AND WE ARE GETTING GREAT RESULTS AND GREAT FEEDBACK FROM THAT AND STRATEGIC ABANDONMENT.

I MENTIONED THAT AS WELL.

RIGHT. AND THEN WITH RECRUITING, WE'VE GOT THESE THINGS THAT WE TYPICALLY DO, AND I WON'T GO THROUGH THAT ENTIRE LIST.

BUT YOU KNOW, OF COURSE, THAT WE'VE GOT OUR UNIVERSITY VISITS, WE'VE GOT CONFERENCES THAT WE ATTEND.

THERE ARE JOB FAIRS THAT WE HOLD HERE WITHIN THE DISTRICT, AS WELL AS GOING TO OTHER JOB FAIRS.

WE HOST STUDENT TEACHERS.

WE'VE GOT SOMETHING THAT WE CALL 360 DEGREES FOR 365.

THAT MEANS WHEN WE'RE RECRUITING AND WE'RE RECRUITING EVERY SINGLE DAY AND AS WE TALK WITH PEOPLE, IT'S NOT JUST I'M GOING TO MEET YOU AT A JOB FAIR AND THEN HOPE YOU COME TO OUR DISTRICT. IT'S THE FOLLOW UP WITH WOULD YOU LIKE TO COME AND VISIT? OUR PRINCIPALS HAVE BEEN INCREDIBLE ABOUT SAYING, YOU KNOW, IF SOMEONE'S COMING IN, LET THEM DROP BY, I'LL SHOW THEM AROUND, I'LL HAVE SOMEONE TO SHOW THEM AROUND.

AND THAT HAS BEEN HUGE.

IT MAKES A BIG DIFFERENCE WHEN SOMEONE CAN WALK INTO OUR BUILDINGS AND SEE WHAT WE DO AND HOW WE DO IT.

ALSO WITH OUR GROW YOUR OWN PROGRAMS. YOU KNOW, I TALKED ABOUT RETENTION.

OUR RETENTION ALSO BECOMES OUR RECRUITMENT AS WELL, BECAUSE AS WE GET TEACHERS WHO WANT TO BECOME ASSISTANT PRINCIPALS, WE HAVE AUXILIARY STAFF MEMBERS WHO WANT TO BECOME TEACHERS. THIS YEAR IT WAS AWESOME.

WE HAD 14 TEACHERS WHO BECAME ASSISTANT PRINCIPALS.

WE HAD 63 PARAPROFESSIONALS WHO BECAME TEACHERS.

WE HAD 60 STUDENT TEACHERS WHO BECAME TEACHERS.

WE HAD 87 FORMER FISD STUDENTS WHO BECAME TEACHERS IN OUR DISTRICT.

I KNOW, THAT'S AWESOME.

AND WE HAD OVER 200 PEOPLE WHO SUBBED IN SOME WAY IN OUR DISTRICT WHO BECAME EITHER TEACHERS OR PARAPROFESSIONALS.

SO ONCE YOU'RE HERE, MOST PEOPLE WANT TO BE HERE AND GROW HERE AND WE WANT TO HELP THEM TO DO THAT.

AND THE PROGRAMS THAT YOU SEE LISTED THERE ARE COLLABORATIONS BETWEEN HUMAN RESOURCES, STUDENT SERVICES, TEACHING AND LEARNING.

OUR MDS OF SCHOOLS, SPECIAL EDUCATION DEPARTMENT, TECHNOLOGY.

IT IS EVERYONE TRYING TO FIND THAT OR PROVIDE THAT AVENUE FOR PEOPLE WHO WANT TO GROW OR ADVANCE OR JUST DEVELOP PROFESSIONALLY WITHIN THE DISTRICT.

SO THERE ARE AVENUES FOR THOSE WHO WANT TO BECOME PRINCIPALS, ASSISTANT PRINCIPALS, TEACHERS AND THOSE WHO JUST WANT TO ADVANCE OR JUST DO SOMETHING DIFFERENT WITHIN THE DISTRICT, BECAUSE OUR GOAL IS YOU STAY HERE, YOU GROW HERE AND YOU STAY HERE.

ALL RIGHT, RECRUITMENT STRATEGIES.

LET ME GIVE YOU THE HIGH, HIGH LEVEL, BECAUSE WE CAN'T TELL ALL OF OUR TRADE SECRETS.

KEEP SOME THINGS TO OURSELVES.

BUT TO INCREASE OUR FALL AND SPRING RECRUITMENT EFFORTS, GENERALLY, RECRUITMENT IS REALLY HEAVY IN THE SPRING, BUT KNOWING THAT WE NEED TO GET STARTED EARLY ON THOSE THINGS. SO DOING THAT, SECURING QUALITY CANDIDATES, EARLY, EXPLORING ADDITIONAL SOURCING PLATFORMS AND ALWAYS REVIEWING THE BENEFITS AND COMPENSATION. I TOLD YOU WE DO THAT ANNUALLY OR AT LEAST ANNUALLY.

AND THEN IN SOME CASES, IF THE MARKET APPEARS TO BE SHIFTING, SOMETIMES WE DO THAT DURING THE COURSE OF THE YEAR.

AND ONE OF THE THINGS THAT I THOUGHT WAS SO AWESOME AND IT'S ONE OF THOSE I KNOW THIS, I'VE BEEN HERE EIGHT YEARS AND I KNOW THIS, BUT IT'S ALSO JUST INCREDIBLE TO HEAR.

IT JUST REINFORCED.

WHEN WE ASK NEW TEACHERS, WHEN YOU ASK THOSE WHO ARE NEW TO THE DISTRICT, NEW PROFESSIONALS, WHY DID YOU COME HERE? MORE THAN 70% TALK ABOUT A CONNECTION TO THE COMMUNITY, WHETHER THAT'S HAVING HEARD FROM A NEIGHBOR, SOMEONE WHO LIVED HERE, A TEACHER, A SUB, HEARING ABOUT THE REPUTATION.

SO OUR TRULY OUR GREATEST, GREATEST RECRUITERS ARE RIGHT HERE.

RIGHT HERE. WE'VE GOT 100,000 PLUS WHO ARE GREAT, GREAT, GREAT RECRUITERS FOR US.

[01:35:04]

SO TO ENSURE THAT WE'RE GETTING OUT INTO THE COMMUNITY BECAUSE WE'VE GOT GREAT SOURCES FOR ALL KINDS OF EDUCATORS WITHIN OUR COMMUNITY.

AND THEN ALSO JUST TO LEVERAGE THAT COMMUNITY ENGAGEMENT SO THAT THOSE THINGS THAT PEOPLE ARE HEARING, THEY ARE HEARING ABOUT ALL THE GREAT THINGS THAT WE DO.

AND THEN LASTLY, KIND OF OUR LITTLE SLOGAN THIS YEAR FOR RECRUITING IS WE ARE ONE COMMUNITY, WE'VE GOT ONE MISSION, AND THAT IS FOR EVERY STUDENT. THANK YOU.

THANK YOU, DR. LINTON. BOARD, WHAT QUESTIONS DO YOU HAVE? I HAVE A FEW. SO IF SOMEONE ELSE WANTS TO GO FIRST, I CAN WAIT.

BUT. ALL RIGHT, I'LL GO.

WHEN WE HAD OUR BOARD WORKSHOP A COUPLE OF WEEKS AGO, YOU DID SHARE THE NUMBER OF TEACHERS WHO LEFT LAST YEAR, AS WELL AS THE NUMBER OF TOTAL EMPLOYEES.

CAN YOU SHARE THAT, PLEASE, FOR FOR THE FOLKS HERE IN ATTENDANCE TONIGHT AND THOSE WATCHING? ABSOLUTELY, LET ME MAKE SURE.

YOU KNOW WHAT? AND YOU'D LIKE TO KNOW NUMBER OF TEACHERS AND NUMBER OF TOTAL STAFF.

YES. OVER THE COURSE OF THE FULL YEAR OR THE ACTUAL HIRING SEASON? THE 12 MONTH PERIOD.

THE INFORMATION THAT YOU PRESENTED AT THE BOARD WORKSHOP, I THINK WAS FOR A 12 MONTH PERIOD.

I DON'T REMEMBER THE EXACT 12 MONTH PERIOD.

NO PROBLEM. I ACTUALLY SHARED BOTH WITH YOU JUST BECAUSE SOMETIMES THE QUESTION HAS TO DO WITH WHEN WE'RE STARTING THE SCHOOL YEAR.

SO FOR THE ENTIRE YEAR WE HAD 1020 PROFESSIONALS.

SHE LEFT 860 TEACHERS.

OK. AND HOW DOES THAT COMPARE WITH THE PREVIOUS YEAR? I DO NOT HAVE THE PREVIOUS YEAR'S INFORMATION IN FRONT OF ME BUT I CAN CERTAINLY PROVIDE THAT TO YOU.

I THINK THE TEACHER NUMBER, IF I RECALL CORRECTLY, WAS APPROXIMATELY 600.

DOES THAT SOUND RIGHT? YOU KNOW, I HESITATE TO GIVE NUMBERS IF I DON'T GET THE INFORMATION BUT I'M MORE THAN HAPPY TO SHARE THAT WITH YOU.

I WILL ALSO SAY, IF YOU'RE LOOKING AT LAST YEAR, KEEP IN MIND THAT THERE ARE TIMES WHEN IT'S HIRING SEASON VERSUS FULL YEAR.

SO THE 600 NUMBER COULD BE THE HIRING SEASON OR IT MAY HAVE BEEN THE FULL YEAR, BUT I CAN PROVIDE THAT TO YOU.

OKAY. SO.

CAN YOU GO BACK TO THE SLIDE AROUND SOME OF THE THINGS THAT WE'RE TRYING TO DO IN RESPONSE TO THE RETENTION ISSUE.

IT WAS KIND OF EARLIER IN THE PRESENTATION.

RIGHT THERE. THANK YOU. NO, THAT WAS IT.

SO IN TERMS OF WORK LIFE BALANCE AND WORKLOAD AND STRATEGIC ABANDONMENT AND THINGS LIKE THAT, WHAT THINGS HAVE WE TAKEN OFF OF TEACHERS PLATES THIS YEAR THAT MAYBE THEY HAD TO DO LAST YEAR THAT WE THINK IS GOING TO HELP WITH THIS PARTICULAR WORK LIFE BALANCE PIECE? IS THERE ANYTHING THUS FAR THAT WE HAVE BEEN ABLE TO TAKE OFF THEIR PLATES COMPARED TO LAST SCHOOL YEAR? YOU KNOW, THERE ARE SOME THINGS THAT WE HAVE DONE, AS I MENTIONED DURING THE WORKSHOP.

ONE OF THE THINGS WE DID EVEN DURING THE SCHOOL YEAR WHEN WE RECOGNIZED THAT IN JANUARY, COVID WAS RUNNING RAMPANT.

WE HAD KIDS WHO WERE OUT, WE HAD TEACHERS WHO WERE OUT, WE HAD TEACHERS WHO WERE COVERING.

WE HAD TYPICALLY THERE ARE A CERTAIN NUMBER OF GRADES THAT TEACHERS NEED TO HAVE IN ORDER TO ASSESS STUDENTS.

WE LOOKED AT AS WE HEARD TEACHERS SAYING.

MY KIDS AREN'T HERE OR I'VE HAD TO BE OUT OR I'VE HAD TO HELP COVER.

AND SO RIGHT THEN AND THERE, DR.

CUNNINGHAM WORKED WITH HIS STAFF AND WE REEVALUATED TO SAY, AS LONG AS YOU'VE GOT SUFFICIENT INFORMATION TO ASSESS WHAT YOUR STUDENTS ARE ABLE TO DO, THAT WAS SOMETHING THAT, THAT WAS ADJUSTED, I WOULD SAY THE SAME WITH THAT FEBRUARY DATE WHEN WE WENT TO CAMPUSES AND HEARD FROM PEOPLE.

IT'S WE'RE JUST EXHAUSTED.

DR. WALTER BROUGHT IT TO YOU AS A BOARD TO SAY, CAN WE USE THAT FEBRUARY DAY? SO THE FEBRUARY DAY THAT WOULD HAVE BEEN TEACHER WORKDAY OR PROFESSIONAL DEVELOPMENT DAY.

THAT DAY BECAME A DAY THAT WAS A STAFF HOLIDAY.

SO THAT WAS LAST YEAR, THOUGH, RIGHT? THAT WAS LAST YEAR. SO I'M TALKING ABOUT THIS PARTICULAR SCHOOL YEAR.

WHAT HAVE WE DONE IN RESPONSE TO SOME OF THIS FEEDBACK TO TAKE SOME OF THIS WORKLOAD OFF THE TEACHERS? I THINK THIS IS SORRY, I WAS JUST GOING TO MENTION REALLY FAST.

I APOLOGIZE. I JUST WANTED TO MENTION THAT THERE WAS A LOT OF TALK ABOUT THIS THROUGHOUT LAST YEAR AS WELL.

AND I KNOW THAT THE CALENDAR TEAM, ALONGSIDE ALL OF OUR PRINCIPALS, REALLY TRIED TO DESIGN A CALENDAR FOR THIS YEAR TO PROVIDE A BIT BETTER WORK LIFE

[01:40:10]

SO I DID WANT TO MENTION THAT BECAUSE I KNOW THAT WE RECEIVED A LOT OF REALLY POSITIVE FEEDBACK FROM STAFF AND FROM TEACHERS FOR HAVING THAT EXTRA TIME OFF.

YES. YES.

AND I KNOW, TOO, WHEN WE LOOK AND I, DR.

CUNNINGHAM, FEEL FREE TO JUMP IN THAT EVEN IN LOOKING AT ASSESSMENTS, WOULD YOU LIKE TO SPEAK TO THAT? WE ARE WORKING ON, AND WE'VE WE'VE DONE LESS MANDATED DISTRICT ASSESSMENTS THIS YEAR THAN WE HAVE IN THE PAST.

AND WE'VE GOT A COUPLE OF CAMPUSES PARTICIPATING IN SOME PRE-IMPLANTATION PHASE REVIEWS OF SOME WAYS TO COMBINE YET MORE ASSESSMENTS.

BUT AGAIN, WITH ANY NEW PROGRAM, WE WANT TO MAKE CERTAIN THAT THAT'S WHAT'S BEST FOR STUDENTS AND OUR STAFF.

SO WE DO HAVE A LITTLE BIT RIGHT NOW CONTINUE TO WORK TOWARDS MORE OF THOSE.

THE OTHER THING I'D ADD IS THAT MR. ARCHAMBAULT MENTIONED OUR CALENDAR COMMITTEE.

ONE OF THE THINGS THAT WE DID AS A DISTRICT WAS USUALLY WHEN WE COME BACK TO THE START OF THE SCHOOL YEAR, THERE IS A QUITE A BIT OF DISTRICT LED STAFF DEVELOPMENT THAT'S PROVIDED TO TEACHERS. WE PULLED BACK ON THAT IN THE AUGUST DATE, ALLOW TEACHERS AND STAFF MORE TIME TO WORK WITH EACH OTHER AND GET READY FOR SCHOOL AND PUT SOME OF THAT A LITTLE BIT MORE. KIND OF GO AS YOU GET AS YOU NEED PROFESSIONAL LEARNING.

SO THOSE ARE A COUPLE OF OPPORTUNITIES THAT HAVE TOP OF MY HEAD NOT BEING PREPARED FOR THAT THAT I CAN GIVE YOU RIGHT NOW.

THANK YOU. AND ALSO, DR.

LINTON, ON TOP OF THAT, ONE OF THE THINGS, STEPHANIE, I THINK THAT CAN HELP I CAN HELP WITH AS WELL IS WE'VE ASKED OUR PRINCIPALS TO GO THROUGH THESE EXERCISES ON THEIR OWN CAMPUSES AND WORK WITH THEIR TEACHERS AND WHAT CAN THEY SPECIFICALLY.

I REMEMBER WHEN TODD WAS A PRINCIPAL, HE DID A STOP DOING LIST, STOP DOING LIST ON CAMPUS TO KIND OF GO INTO TEAMING AND TAKE SOME THINGS OFF OF TEACHERS PLATES.

SO LET ME DO THIS AS WELL.

I DON'T HAVE ALL OF THAT OFF THE TOP OF MY HEAD BY ANY MEANS WOULD BE LYING IF I WOULD SIT HERE AND STARTED GOING THROUGH THAT INFORMATION.

BUT I'LL START CAPTURING SOME OF THAT INFORMATION FOR THE BOARD AND LET YOU ALL KNOW WHAT OUR PRINCIPALS HAVE DONE SPECIFICALLY ON CAMPUSES TO GIVE YOU ALL EXAMPLES OF WHAT THEY'VE DONE, TO DO EVERYTHING THEY CAN TO ELIMINATE SOME OF THE THINGS MAYBE THAT TEACHERS WERE NOT HAVING TO DO ANYMORE ON THEIR SPECIFIC CAMPUS.

AND SO I'LL GET THAT FOR YOU AS WELL.

SORRY. NO, YOU GO RIGHT AHEAD.

HE'S GOING TO ADD IN THAT WE HAVE REVISED THAT ASSESSMENT SCHEDULE THAT I MENTIONED A MINUTE AGO AND REMINDED THAT WE'VE GOT SOME ADDITIONAL SMALL GROUP LESSON PLANS DEVELOPED FOR OUR STAFF SO THEY CAN WORK WITH STUDENTS RATHER THAN CREATING SOME OF THE LESSONS.

AND THAT GOES TO SOME OF THE INFORMATION AND RESOURCES THAT THE BOARD HAS ALLOWED US TO ADOPT THIS YEAR, TO ALLOW US TO PROVIDE MORE TO OUR TEACHERS THAT WE CAN FOR STUDENTS SO THAT THEY DON'T HAVE TO SPEND TIME CREATING THOSE THINGS.

THANK YOU. AND I APPRECIATE THE QUESTION BECAUSE IT REMINDS ME OF THAT WHOLE COMMUNICATION THING THAT WE TALKED ABOUT, REMINDING OURSELVES TO MAKE SURE THAT WE SHARE WITH TEACHERS AND WITH STAFF SOME OF THOSE THINGS THAT HAVE BEEN CHANGED ARE PULLED BACK INTO RESPONSE.

THE OTHER THING I WANT TO MENTION, YOU KNOW, YOU ASK ABOUT THAT DIFFERENCE BETWEEN THE NUMBER OF TEACHERS LAST YEAR AND THIS YEAR, AND I MENTIONED ONE MAY HAVE TO DO WITH HIRING SEASON VERSUS FULL YEAR.

ONE OF THE THINGS I PROVIDED FOR YOU AS A BOARD WAS JUST PROVIDING CONTEXT TO THIS SCHOOL YEAR.

THERE WERE SO MANY ADDITIONAL FACTORS INSTEAD OF WE HAVE THAT EVERY YEAR THINGS.

YOU'VE GOT PEOPLE WHO STAY HOME WITH THEIR CHILDREN, YOU'VE GOT PEOPLE WHO RETIRE.

YOU HAVE THOSE WHO MOVE.

IN THIS YEAR AND OVER THE PAST TWO YEARS, YOU'VE HAD ALSO THESE OTHER MITIGATING FACTORS.

YOU'VE HAD THE EFFECTS OF THE PANDEMIC WHERE THERE WERE PEOPLE WHO DECIDED, YOU KNOW WHAT, I'M JUST NOT GOING TO DO IT ANYMORE.

I AM AFRAID FOR MY HEALTH OR MY SAFETY, OR I'VE LEARNED THAT I CAN DO MORE WITH LESS AND THEY CHOSE TO STAY HOME.

YOU HAD THAT COMPETITION FROM THE PRIVATE SECTOR WHO WERE REALLY RECRUITING HEAVILY FROM OUR TEACHING STAFF, AS WELL AS OUR ADMINISTRATIVE STAFF.

WE HAD THE ESSER FUNDS BECAUSE MOST DISTRICTS DID RECEIVE ESSER FUNDS, SO THEY WERE ABLE TO CREATE POSITIONS THAT THEY'D NOT CREATED BEFORE.

AND IN MANY CASES THEY CAME RECRUITING FOR OUR TEACHERS AND DOING SOME VERY DIRECT, PRETTY AGGRESSIVE RECRUITMENT.

WE HAD THE TEACHER SHORTAGE.

I MENTIONED THAT PERFECT STORM THAT OCCURRED.

YOU HAD PEOPLE LEAVING THE PROFESSION AND YOU HAD WAY FEWER PEOPLE ENTERING THE PROFESSION.

SO YOU HAD ALL OF THOSE THINGS HAPPENING AT THE SAME TIME.

YOU HAD THE NUMBER OF SUPERINTENDENTS WHO RETIRED, SO THEY WERE, WHAT, TEN IN THIS AREA.

WHEN THAT HAPPENS, TYPICALLY WHAT HAPPENS IS YOU'VE GOT PEOPLE WHO MOVE UP IN DIFFERENT POSITIONS, WHETHER IT IS WITHIN THE DISTRICT OR IF IT'S ANOTHER DISTRICT.

SO YOU HAD A LOT MORE OF THOSE KINDS OF THINGS HAPPENING.

[01:45:02]

THAT WAS MUCH GREATER THIS YEAR.

AND THEN YOU'VE HEARD ABOUT THE GREAT RESIGNATION.

SO THAT WAS STILL GOING ON AND GENERATIONAL PRIORITIES.

THERE IS A TIME AND IN PARTICULAR GENERATIONS WHERE I GAVE THE EXAMPLE OF MY DAD, WHO WORKED WITH A COMPANY FOR 42 YEARS, GOT THE WATCH AND EVERYTHING, RETIRED SIX MONTHS LATER, WENT BACK AND WORKED ANOTHER 13 YEARS.

WELL, WHAT WE'RE HEARING FROM OUR DIFFERENT GENERATIONS IS THAT'S NOT THE GOAL OF MY LIFE RIGHT NOW.

I'M GOING TO WORK.

I WILL DO A GOOD JOB, BUT I'M ALSO GOING TO HAVE THAT WORK LIFE BALANCE.

SO YOU HAD ALL OF THOSE THINGS IN ADDITION TO THE TRADITIONAL REASONS THAT LED TO A GREATER NUMBER OF TEACHERS WHO WERE LEAVING.

BUT WE ALSO SAW THAT IN THE AREA.

WE SAW THAT IN THE STATE.

IT WAS NOT YOU KNOW, SADLY, WE AREN'T IMMUNE FROM THOSE THINGS THAT HAPPEN AROUND US, AND IT HAPPENED FOR US AS WELL.

DR. LINTON, CAN I JUMP IN REALLY OVER HERE? CAN I JUMP IN REALLY QUICK? I WANT TO I WANT TO YEAH, OVER HERE.

I WANTED TO ADD ON TO SOMETHING THAT COREY SAID ABOUT STRATEGIC ABANDONMENT.

TO ANSWER YOUR QUESTION, IF YOU GUYS REMEMBER WHEN DR.

CUNNINGHAM AND I PRESENTED IN AUGUST ABOUT THE WHOLE STRATEGIC BLUEPRINT FOR THE YEAR AND ALL OF OUR INITIATIVES AND THAT STRATEGIC ABANDONMENT IS ONE OF THE SIX INITIATIVES.

AND WE KIND OF TALKED ABOUT HOW IT'S GOING TO TAKE US SOME TIME TO ESSENTIALLY TURN THE SHIP RIGHT WITH WITH 9000 EMPLOYEES AND 75 CAMPUSES, THERE'S ONLY SO MUCH THAT WE CAN CONTROL FROM CENTRAL OFFICE.

AND I THINK YOU'VE HEARD A LOT OF THE THINGS FROM DR.

LINTON TONIGHT THAT WE ARE DOING OUR BEST TO CONTROL AND LISTEN AND IMPLEMENT.

BUT WE DO HAVE SOME AMAZING PRINCIPALS THAT ARE DOING SOME AMAZING THINGS.

WE'VE TALKED TO THEM ABOUT THIS IDEA OF STRATEGIC ABANDONMENT.

AND REALLY IT'S AT THE CAMPUS LEVEL AS CLOSE TO THE SOURCE AS POSSIBLE.

WHAT IS IT THAT YOU CAN DO AT THAT LEVEL TO HELP FREE UP SOME TIME? AND COREY FORGOT THIS, BUT WE ACTUALLY HAVE BEEN COLLECTING THAT INFORMATION.

HE TEXTED ME AFTERWARD AND SAID HE WAS SORRY HE FORGOT IT.

BUT WE ACTUALLY HAVE BEEN COLLECTING THAT INFORMATION FROM PRINCIPALS AND INTEND TO REPORT THAT TO YOU GUYS WHEN WE REPORT ON THE STRATEGIC ABANDONMENT INITIATIVE.

AND THEY'RE DOING SOME GREAT THINGS AND THEY'RE SAVING THEIR TEACHERS A LOT OF TIME.

AND SO IT'S REALLY AWESOME STUFF.

SO WE WILL GET THAT TO YOU GUYS IN A FUTURE PRESENTATION.

WELL, ONE OF THE THINGS I DIDN'T MENTION AS WELL OR I MENTIONED DURING OUR BOARD WORKSHOP, BUT WHEN WE LOOK AT OUR OUR TURNOVER RATE, THAT WAS 18.8% WHEN WE LOOKED AT THE DISTRICTS AROUND US.

18.7, 19, 22 AND 30%.

SO AGAIN, WHEN I SAY IT IS NOT WHAT WE WANT.

WE WOULD LOVE TO HAVE 100% RETENTION.

WE WOULD LOVE TO KEEP EVERY SINGLE PERSON, EVERY SINGLE PERSON WHO'S DOING GREAT THINGS FOR KIDS.

BUT SOMETIMES LIFE HAPPENS AND LIFE HAPPENS AROUND US AND IT IS HAPPENING.

AND THIS IS IN OUR AREA.

THESE ARE IN OUR AREA.

AND WHEN WE LOOKED AT TRENDS, MR. CLASSE, I THINK YOU MENTIONED YOU SAID SOMETIMES THESE THINGS HAPPEN IN A CYCLE, DON'T THEY? ABSOLUTELY THEY DO.

BACK IN 2005, FISD HAD A 20% TURNOVER RATE WITH TEACHERS.

AND THEN WHEN YOU LOOKED ABOUT 3 TO 4 YEARS LATER, IT WAS DOWN TO 14%.

WHEN WE LOOK TEN YEARS AGO, IT WAS TEN AND A HALF PERCENT.

LAST TAPER, IT WAS 11.7%.

SO THESE THINGS ALSO HAPPEN IN A CYCLE.

SO WHENEVER YOU HEAR NUMBERS, I'VE MENTIONED THAT TO YOU, I ALWAYS WANT TO MAKE SURE THAT YOU HAVE THE CONTEXT THAT GOES WITH THE NUMBERS, BECAUSE THE FIRST REACTION IS, OH MY GOODNESS, YOU SAID 860.

AND THEN I HEAR WE HAD 600 THE YEAR BEFORE.

WHAT HAPPENED JUST NOW THAT ALL OF THESE ARE FACTORS? ALSO, I DO WANT TO CONFIRM WHAT THAT NUMBER IS FOR YOU, AND I'LL SEND THAT, OF COURSE, TO ALL OF YOU REGARDS TO THE FULL YEAR AS WELL AS THE HIRING SEASON.

SO I JUST WANT TO MAKE A COUPLE MORE COMMENTS AND THEN I'LL TURN IT BACK OVER BECAUSE I DON'T WANT TO TAKE TOO MUCH OF THE TIME, BUT I HAVE HAD A CHANCE TO REFLECT A LITTLE SINCE WE HAD THE BOARD WORKSHOP, SO I JUST WANTED TO SHARE SOME THOUGHTS.

AND THE FIRST THING I WANT TO SAY IS I DON'T THINK IT'S HR JOB TO SOLVE THIS IN A VACUUM.

IT'S ALL OF US SITTING UP HERE, EVERY SINGLE ONE OF US, AS WELL AS YOUR TEAMS AND EVERYONE'S TEAMS TO SOLVE THIS.

AND THAT'S IMPORTANT. AS AN HR PERSON, I GET IT.

YOU CAN'T DO IT BY YOURSELF.

AND I SPEND AN INORDINATE AMOUNT OF MY MY PROFESSIONAL LIFE DEALING WITH ISSUES LIKE THIS.

SO SO I UNDERSTAND IT'S A PARTNERSHIP WITH ALL OF US, AND I WANTED TO CALL THAT OUT.

I ALSO I RAN ON THIS ISSUE, YOU KNOW, DURING CAMPAIGN SEASON LAST YEAR.

IT WAS MY NUMBER ONE ISSUE THAT I RAN ON.

AND AND I BELIEVE IT IS ONE OF THE MOST CRITICAL ISSUES THAT WE AS A DISTRICT HAVE TO FACE.

WE CANNOT EDUCATE STUDENTS WITHOUT TEACHERS.

WE JUST CAN'T DO IT.

AND I DON'T THINK THAT IT'S SUSTAINABLE FOR US TO LOSE THIS NUMBER OF TEACHERS EVERY YEAR.

[01:50:03]

I JUST DON'T THINK WE CAN SUSTAIN THAT.

AND I UNDERSTAND IT'S A STATEWIDE ISSUE AND I UNDERSTAND IT'S A NATIONWIDE ISSUE.

BUT BUT I THINK WE CAN SOLVE IT HERE BECAUSE I THINK OUR DISTRICT IS THAT GOOD.

AND I THINK WE CAN LEAD IN TEXAS AND IN THE NATION.

I TRULY BELIEVE THAT.

AND SO I APPRECIATE THE CONTEXT.

AND I THINK THAT, YOU KNOW, WE'RE ON THE RIGHT TRACK WITH SOME OF THE STUFF.

BUT I STILL THINK THERE'S SOME MORE THINGS THAT WE CAN DO.

I ALSO WANT TO RECOGNIZE YOU, DR.

LINTON, BECAUSE YOU DID TAKE ME UP ON MY OFFER TO MEET WITH YOU AND YOUR TEAM AND SHARE SOME THOUGHTS KIND OF IN A SMALLER SETTING.

AND I DID APPRECIATE THAT.

AND YOUR TEAM WAS VERY GRACIOUS AND I SHARED SOME OF THE FEEDBACK, NOT ONLY JUST FOR MY CORPORATE EXPERIENCE, BECAUSE I THINK SOME OF THAT IS RELEVANT AND SOME PROBABLY ISN'T BECAUSE IT'S DIFFERENT. BUT I ALSO SHARED THE FEEDBACK THAT I HEARD FROM TEACHERS WHEN I WAS IN CAMPAIGN SEASON BEFORE I WAS PART OF THE BOARD AND I SHARED THAT AND THE THINGS THAT I SHARED WERE ALSO CONSISTENT WITH SOME OF THE TO FINDINGS FROM THE SURVEY THAT THEY CONDUCTED THIS PAST SPRING.

AND I KNOW THAT IT'S NOT STATISTICALLY SIGNIFICANT BECAUSE I PROBABLY TALKED TO 50, 60, 70 TEACHERS, SOMETHING LIKE THAT.

AND THE TEA., I THINK GOT A 2% RESPONSE OR SOMETHING LIKE THAT FOR THEIR SURVEY.

BUT THE THEMES WERE THE PAPER WORK OR THE WORK LIFE BALANCE THAT WAS ONE OR THE OTHER WAS INFRINGING ON THE TEACHERS PLANNING TIME.

AND THE THIRD WAS BEHAVIOR ISSUES IN THE CLASSROOM.

THOSE THREE THINGS WERE PRESENT, AND THE TEACHERS THAT I TALKED TO AS WELL AS IN THE TEA SURVEY.

SO I WOULD LIKE TO SEE US MAKE SURE WE INCLUDE ALL OF THOSE THINGS, BECAUSE I DID HEAR THAT LOUD AND CLEAR FROM TEACHERS WHO REACHED OUT TO ME AND WHO CONTINUE TO REACH OUT TO ME EVEN SINCE MY FIVE MONTHS ON THE BOARD.

SO THAT WOULD BE IMPORTANT.

THE OTHER THING THAT I SHARED WITH YOUR TEAM WAS THAT I THINK WE HAVE TO LOOK AT THE CAMPUSES THAT HAVE HIGHER RETENTION TO SEE WHAT'S GOING ON THERE AND DO SOME KIND OF ACTION PLANNING AROUND THAT.

WE HAVE SOME CAMPUSES THAT HAVE LOST ELEMENTARY CAMPUSES THAT HAVE LOST HALF OR CLOSE TO HALF OF THEIR TEACHING STAFF.

AND AGAIN, THERE'S PROBABLY SOMETHING GOING ON THAT I THINK WE NEED TO LOOK AT AND DO THAT.

SO THAT WAS ANOTHER RECOMMENDATION THAT I MADE.

AND THEN FINALLY HAVING A TURNOVER GOAL AS PART OF THE GOALS FOR THE SUPERINTENDENT AS WELL AS THE ISD MEMBERS, JUST TO MAKE SURE THAT IT'S AN ALL HANDS ON DECK.

WE ALL WORK TOGETHER TO HELP SOLVE THIS PROBLEM AND IT'S NOT GOING TO BE SOLVED OVERNIGHT.

EVERYONE UNDERSTANDS THAT.

BUT HOW DO WE GET TO LESS THAN 860 THIS YEAR OR STOP THEM GOING FROM TO PROSPER ISD OR WHEREVER ELSE THEY'RE THEY'RE MOST LIKELY GOING WHEN THEY LEAVE FRISCO BECAUSE THEY'RE NOT ALL LEAVING TEACHING ALTOGETHER.

SOME ARE LEAVING TO GO TO OTHER DISTRICTS FOR DIFFERENT REASONS.

HOW CAN WE GET, YOU KNOW, THOSE ISSUES ON THE RIGHT TRACK? AND THEN ALSO, YOU KNOW, UP UNTIL NOW, MY MY COMMENTS ABOUT TURNOVER BEFORE BEING ON THE BOARD AND SINCE BEING ON THE BOARD HAS FOCUSED ON TEACHERS.

BUT I AM EQUALLY CONCERNED ABOUT THE NUMBER OF STAFF MEMBERS WHO ARE ALSO LEAVING.

SO I THINK TO THE DEGREE THAT WE CAN EXPAND THESE EFFORTS, LIKE YOU MENTIONED TO THE STAFF AS WELL, IN ADDITION TO THE TEACHERS, I THINK WOULD BE IMPACTFUL.

THANK YOU. GREAT.

AND THANK YOU FOR YOUR TIME WHEN WE MET.

I DO WANT TO ADDRESS A FEW OF THE THINGS BECAUSE ONE OF THE THINGS THAT WE TALKED ABOUT DURING OUR TIME TOGETHER IS THE THINGS THAT YOU MENTIONED ARE DEFINITELY THINGS THAT WE'RE HEARING AS WELL IN OUR ADDRESSING.

SO IT WASN'T SOMETHING THAT WAS UNIQUE BECAUSE I THINK YOU TALKED ABOUT READING ACADEMIES AND THAT IS SOMETHING THAT WE HAD BEEN WORKING ON AND EVEN AS A DISTRICT TO HAVE HAD THE APPROVAL OF THE BOARD TO GIVE OUR TEACHERS SOME COMPENSATION FOR IT BECAUSE IT WAS NOT A FUNDED MANDATE AT ALL.

AND SO THE TIME THAT WAS SPENT WASN'T AN INORDINATE AMOUNT OF TIME.

SO AS A DISTRICT, TO TRY TO SUPPORT TEACHERS IN THAT WAY AND TO PROVIDE SOME TIME TO WORK ON THAT, THAT WAS SOMETHING THAT THAT WE DID.

BUT WE DO KNOW THAT THAT ABSOLUTE.

LUTELY WAS AN ISSUE WITH DISCIPLINE.

THERE WILL BE A PRESENTATION ON THAT COMING UP.

AND THEN WITH PLANNING PERIODS, WE TALK WITH PRINCIPALS, WE TALK WITH STAFF ABOUT THE USE OF PLANNING PERIODS.

AND IF STAFF HAS AN ISSUE WITH THEIR USE OF PLANNING PERIODS, THEY DO NOT HAVE TO ENGAGE IN MEETINGS DURING THOSE TIMES.

BUT THE EXPECTATIONS DON'T CHANGE.

AND WHAT WE HEAR FROM PRINCIPALS AND WHAT WE HEAR FROM TEACHERS IS I WOULD RATHER USE THAT TIME SO THAT I CAN, AFTER WORK, DO SOME OTHER THINGS.

SO JUST KNOW THAT THAT'S SOME OF THE FEEDBACK WE GET AS WELL AS WE'RE TALKING WITH TEACHERS.

AND I KNOW YOU HAD THAT OPPORTUNITY TO TALK WITH THE 80 SOMETHING.

WE HAD A CHANCE TO MEET WITH THAT GROUP OF 200.

WE DID GET ABOUT CLOSE TO 2000 RESPONSES FROM TEACHERS DURING FROM THE TEACHER SURVEY.

SO WE'VE HAD A CHANCE TO HEAR SOME OF THOSE THINGS AS WELL.

AND YOU MENTIONED NOT SUSTAINING THAT LOSS.

AS I MENTIONED TO YOU GUYS, I THINK 20 YEARS AGO WHEN WE HAD THE 20% TURNOVER RATE, THAT NEXT YEAR I LOOKED AT IT, IT DECREASED BY 1/10 OF A PERCENT TO

[01:55:09]

AND THEN FOUR YEARS AFTER THAT, FIVE YEARS AFTER THAT, IT WAS AT ABOUT 11 OR 12%.

SO I DON'T ANTICIPATE THAT WE WILL HAVE TO SUSTAIN THIS KIND OF LOSS.

SO I WANT TO MAKE SURE THAT THAT WE'RE NOT PUTTING SOMETHING OUT THERE THAT MAY INADVERTENTLY CAUSE A FEAR THAT, OH, MY GOSH, EVERYBODY'S LEAVING BECAUSE I JUST WANT TO MAKE SURE WE KNOW WHEN WE LOOK AT THE CONTEXT OF EVERYTHING THAT'S GOING ON, THAT THAT'S NOT THE CASE.

BUT WE DO KNOW WE HAVE SOME AREAS THAT ON WHICH WE NEED TO WORK.

AND WITH REGARDS TO PEOPLE LEAVING TO GO TO OTHER DISTRICTS, WHEN WE LOOKED AT PROFESSIONALS, THERE WERE ABOUT 25 TO 29% WHO LEFT TO GO TO ANOTHER DISTRICT.

AND WHEN SOMEONE SELECTS THAT, THEY LEFT TO THE DISTRICT TO GO TO ANOTHER DISTRICT.

WE ASK ADDITIONAL QUESTIONS.

WE ASK THEM TO TELL US, WHY DID YOU LEAVE? 73% OF THEM TOOK A JOB CLOSER TO HOME OR ADVANCE THEIR CAREERS.

73% OF THEM.

OF THAT GROUP, WE HAD ABOUT 25%.

WHEN YOU LOOK AT ALL OF THE PROFESSIONALS WHO LEFT, WHO SAID THEY WERE MOVING AND THE LARGE NUMBER OF THOSE WERE MOVING MORE THAN 30 MILES.

AND WHEN YOU THINK ABOUT BEING ON YOUR CHILD'S CALENDAR, WHEN YOU THINK ABOUT THE COST OF GAS, THAT 30 MILES WAS SIGNIFICANT WHEN WE LOOKED AT THOSE WHO LEFT DUE TO JOB SATISFACTION.

IT WAS 6% OF ALL OF OUR PROFESSIONAL RESIGNATIONS INDICATED THAT THEY LEFT TO GO TO ANOTHER DISTRICT BECAUSE OF JOB SATISFACTION.

IF WE EVEN JUST LOOK AT THOSE THAT JUST WENT FOR A JOB WITH ANOTHER DISTRICT, IT WAS LESS THAN A QUARTER OF THEM.

SO AGAIN, I ALWAYS WANT TO MAKE SURE THAT YOU HAVE CONTEXT TO THE NUMBERS THAT YOU HEAR BECAUSE IT BECOMES, OH MY GOSH, THIS IS HAPPENING.

WHEN WE LOOK AT OUR NEIGHBORING DISTRICTS, THE NUMBER ONE PLACE THAT PEOPLE CHOSE TO GO WAS TO A DISTRICT THAT WASN'T ONE OF OUR SURROUNDING DISTRICTS.

WE HAVE 12 TO 14 DISTRICTS AGAINST WHOM WE BENCHMARK.

AND WHEN TEACHERS OR STAFF MEMBERS RESIGN, THEY SELECT IF THEY'RE GOING TO ANOTHER DISTRICT, THEY TELL US WHICH DISTRICT.

SO IT WASN'T ONE OF OUR NEIGHBORS THAT WAS THE NUMBER ONE DISTRICT.

IT WAS A DISTRICT OUTSIDE OF OUR GEOGRAPHICAL LOCATION.

SO I JUST AGAIN, ALWAYS WANT TO MAKE SURE THAT YOU HAVE CONTEXT WITH YOUR NUMBERS, ALWAYS, ALWAYS, ALWAYS.

AND I THANK YOU SO MUCH FOR TALKING ABOUT PARTNERING, BECAUSE THAT'S WHAT IT'S GOING TO TAKE.

IT'S WHAT MADE IT HAPPEN THIS YEAR.

AND IT WAS A TOUGH YEAR THERE.

KUDOS TO EVERY SINGLE PERSON IN THIS DISTRICT, EVERY TEACHER, EVERY PARENT, EVERY PRINCIPAL, EVERY BUS DRIVER, EVERY CASHIER, EVERY SINGLE PERSON, BECAUSE IT TOOK ALL OF THEM AND EVERYBODY TOOK ON SOMETHING THAT THEY HADN'T TAKEN ON BEFORE.

IT WAS A DIFFERENT KIND OF YEAR.

AND I CAN'T SAY THAT IT'S GOING TO BE MUCH DIFFERENT NEXT YEAR.

BUT I CAN SAY IF WE CONTINUE, WE WILL COME OUT OF THIS JUST LIKE THE DISTRICT DID IN 2000.

WE WILL COME OUT OF IT.

WE ABSOLUTELY WILL.

AND IF IT CAN HAPPEN ANYWHERE, IT'S HERE.

PAM, I THINK TOO, AND KIMBERLY, AS WE KIND OF GET DEEP INTO BUDGETING SEASON OVER THE NEXT COUPLE OF MONTHS, AS WE BARREL AHEAD FOR NEXT YEAR'S BUDGET, YOU KNOW, IF THERE ARE UNIQUE OR INTERESTING WAYS THAT THE BOARD CAN SUPPORT WITH MONETARY RESOURCES, YOUR RECRUITMENT EFFORTS, BECAUSE I KNOW THAT AS THOSE NUMBERS CONTINUE TO DWINDLE IN UNDERGRADUATES THAT ARE CHOOSING THIS AS A CAREER PATH, THAT IT DOES MATTER THAT WE GET TO THEM FIRST. AND SO IF THERE ARE WAYS THAT WE CAN INCENTIVIZE THEM COMMITTING TO FRISCO ISD PRIOR TO COMMITTING TO OTHERS, I DON'T HAVE A SOLUTION.

I'M JUST I JUST KNOW THAT AS WE'RE BUDGETING, I KNOW THAT WE LOOK AT UNIQUE OPPORTUNITIES LIKE THAT TO BE ABLE TO INCREASE RETENTION AND IN RECRUITMENT.

SO IT'S JUST SOMETHING TO CONSIDER BECAUSE WE AS THOSE NUMBERS CONTINUE TO DWINDLE WITH UNDERGRADS, IT'S GOING TO BECOME EVEN MORE WE'RE GOING TO NEED EVEN A LARGER COMPELLING STORY AS TO WHY FRISCO AND I THINK WE HAVE A LOT OF REALLY GREAT REASONS WHY FRISCO I THINK WE CAN ALL ANSWER THAT QUESTION IN A PRETTY COMPELLING WAY. BUT I KNOW WHEN A TEACHER IS JUST GETTING OUT OF SCHOOL THAT THEY DO HAVE STUDENT LOAN DEBT, THEY DO HAVE THINGS THAT THEY THEY MIGHT NEED TO MOVE HERE.

AND SO THERE ARE THERE ARE THINGS ABOUT STARTING A NEW JOB IN A NEW PROFESSION THAT IF WE COULD INCENTIVIZE THAT MOVE FOR THEM TO CHOOSE FRISCO, IT JUST MIGHT BE SOMETHING FOR US TO LOOK AT. AND I KNOW MONEY DOESN'T SOLVE EVERYTHING.

I DON'T WANT TO SAY THAT, BUT I DO KNOW THAT IT HELPS, ESPECIALLY WITH NEW TEACHERS THAT ARE TRYING TO FIGURE OUT WHICH DISTRICT THAT THEY WOULD LIKE TO START THEIR CAREER.

THANK YOU.

PAM. YEAH, AS SOMEBODY WHO WATCHES MARKETS EVERY DAY AND STUDIED ECONOMICS AND LOOKS AT IT THROUGH THAT LENS, I AGREE WITH STEPHANIE ON A LOT OF THINGS.

[02:00:04]

THERE'S A LOT OF DUST SETTLING TO PUT IT NICELY THAT THAT IS GOING ON IN THE WAKE OF ALL OF THAT, YOU KNOW, STUDENTS WHOSE PERSONALITIES MIGHT HAVE CHANGED, STAFF MEMBERS WHO ARE QUESTIONING WHETHER OR NOT THEY'RE IN THE RIGHT PROFESSION, WHETHER THEY CAN JUGGLE ALL THE THINGS THAT THEY'VE GOT.

I DID SAY IN THE WORKSHOP THAT WE'VE ALWAYS SEEN A DIRECT CORRELATION BETWEEN THE ECONOMY AND HOW GOOD IT IS AND HOW DIFFICULT IT IS TO WORK IN GOVERNMENT, LET ALONE EDUCATION.

AND THERE'S A DIRECT CORRELATION THERE OR AN INVERSE CORRELATION THERE.

SO WHEN THE ECONOMY WEAKENS, YOU TYPICALLY FIND IT EASIER TO RECRUIT.

AND THE OPPOSITE IS TRUE TODAY, WHEN WE HAVE HISTORICALLY LOW UNEMPLOYMENT RATE, THAT WON'T ALWAYS BE THE SAME.

AND THAT'S NOT ALWAYS IN OUR CONTROL COMPLETELY.

BUT TO THAT EXTENT, IT'S NOT AN EXCUSE.

WE KNOW THAT TEACHERS WANT HELP.

WE HAVE A TRACK RECORD OF TRYING TO UNDERSTAND EXACTLY WHAT THAT HELP IS THAT THEY NEED AND TRYING TO IDENTIFY IT WITH AND SERVE IT WITH THE RESOURCES THAT WE HAVE.

WE'VE LOWERED CLASS SIZES WITH WHEN WE'VE HAD ECONOMIC RESOURCES.

THE WAIVERS THAT WILL APPROVE TONIGHT ARE SOME OF THE LOWEST THAT I'VE SEEN IN THE LAST FEW YEARS SINCE WE PASSED THE TREE SUPPORT STAFF.

TO THE EXTENT WE CAN AFFORD TO HIRE THEM TO TAKE THINGS OFF TEACHERS PLATES.

I KNOW THAT WE'VE DONE THAT HISTORICALLY.

WE'LL CONTINUE TO DO IT AND THEN PAY OBVIOUSLY VERY COMPETITIVE THIS YEAR WHEN SOME DISTRICTS WERE USING TEMPORARY ESSER FUNDS TO TEMPORARILY JUICE THE RATES THAT THEY WERE WILLING TO PAY THEIR STAFF MEMBERS.

AND WE CAN ONLY DO SO MUCH IN THAT ENVIRONMENT.

AND SO TO THE PRESENTATION THAT WAS GIVEN EARLIER TONIGHT ABOUT THE LEGISLATIVE PRIORITIES AND ASKING THE LEGISLATURE TO TRY TO KEEP THE BASIC ALLOTMENT UP WITH THE RATE OF INFLATION SO THAT WE CAN CONTINUE TO DO THAT KIND OF THING.

ALL THOSE THINGS, I THINK, WILL CONTRIBUTE TO MAKING THIS CONTINUING TO BE AN ATTRACTIVE PLACE FOR PEOPLE TO CHOOSE TO WORK.

BUT TO YOUR POINT, CONTEXT IS EVERYTHING.

IT'S VERY IMPORTANT AND WE DON'T OPERATE IN A VACUUM.

SO WE WE ARE IN A COMPETITIVE ENVIRONMENT.

WE HAVE OTHER SCHOOL DISTRICTS AROUND US.

WE HAVE EMPOWERED PRIVATE EMPLOYERS WHO FIND A LOT OF TALENT IN THE STAFF MEMBERS THAT WE'VE GOT AND ARE ABLE TO PAY THEM A LOT MORE RIGHT NOW THAN WE ARE.

AND THAT'S JUST A FACT OF THE MATTER.

SO, YOU KNOW, THE TIDE WILL TURN ON THAT AND WE NEED TO BE READY FOR IT WHEN IT DOES.

WE NEED TO BE ACTING ON IT TODAY BECAUSE THE LAST THREE YEARS HAVE BEEN HARD ON A LOT OF PEOPLE.

AND, YOU KNOW, WE'RE JUST NOW KIND OF TRYING TO PUT ALL THOSE PIECES BACK TOGETHER TO GET EVERYBODY SETTLED AGAIN.

THAT'S MY OPINION. THANKS.

OK BOARD ANY OTHER COMMENTS OR QUESTIONS FOR DR.

LINTON? OKAY.

ALL RIGHT. THANK YOU SO MUCH.

WE APPRECIATE IT.

YOU'RE WELCOME. I HAD TO END ON THAT SLIDE RIGHT THERE.

PERFECT. I DO LIKE IT.

ALL RIGHT. THANK YOU. THANK YOU VERY MUCH.

PAM, I FEEL LIKE YOU AND YOUR TEAM DESERVE MORE THAN A RESOLUTION TONIGHT.

I'M NOT SURE. I FEEL LIKE WE MAYBE MISSED THE MARK, BUT WE SHOULD HAVE BEEN DOING SOMETHING MORE THAT WE APPRECIATE YOU ALL VERY MUCH.

DO WE HAVE ANY OTHER MEMBERS OF H.R.

THAT ARE HERE WITH US TONIGHT? IF SO, CAN YOU? [APPLAUSE] THANK YOU ALL SO MUCH.

THANK YOU.

OK BOARD WILL MOVE ON TO ITEM TEN, DISCUSSION REGARDING SIGNIFICANT DISPROPORTIONALITY.

[10. Discussion regarding Significant Disproportionality]

THIS EVENING WE HAVE TWO DIFFERENT PRESENTATIONS IN WHICH OUR TEAM IS GOING TO PRESENT YOU WITH A VARIETY OF DATA SETS.

WE WILL TALK ABOUT SEVERAL ACCOUNTABILITY SYSTEMS, INCLUDING TEA SCHOOL ACCOUNTABILITY SYSTEM, THE FEDERAL ACCOUNTABILITY SYSTEM, AND THE RESULTS DRIVEN ACCOUNTABILITY SYSTEM FROM TEA, AS WELL AS DATA CALCULATED BY OUR OWN EXPERTS IN THE FISD ASSESSMENT AND ACCOUNTABILITY DEPARTMENT.

THE DATA WE WILL BE PRESENTING HAS BEEN VERIFIED THROUGH QUALITY ASSURANCE PROCESS TO ENSURE WE PROVIDE YOU WITH ACCURATE DATA AND ANY SUBSEQUENT ANALYSIS.

WE ARE APPRECIATIVE OF THE TIME AND ENERGY A MULTITUDE OF STAFF HAVE PUT INTO THESE PRESENTATIONS, INCLUDING TEAM MEMBERS FROM TEACHING AND LEARNING, STUDENT SERVICES, ASSESSMENT, ACCOUNTABILITY, SPECIAL EDUCATION, AND OUR TECHNOLOGY DEPARTMENT.

ALONG WITH SHARING THESE DATA WITH YOU, WE'RE ALSO GOING TO TALK ABOUT SOME OF OUR DISTRICT AND CAMPUS PROCESSES AND OUR RESPONSES TO THESE DATA.

PLEASE KNOW THAT THERE ARE A MULTITUDE OF EMPATHETIC, SMART, COMPETENT, PROFESSIONALLY TRAINED, HIGHLY CARING PEOPLE WHO WORK DAY IN, DAY OUT TO TAKE CARE OF THE MANY OF OUR STUDENTS JUST LIKE YOU.

[02:05:02]

FIRST, TONIGHT WILL BE AN UPDATE REQUEST BY MS..

DAVIS AND MRS. GILLESPIE ON SIGNIFICANT DISPROPORTIONALITY.

THIS SPECIFIC DESIGNATION IS PART OF A LESSER KNOWN ACCOUNTABILITY SYSTEM OVERSEEN BY THE TEXAS EDUCATION AGENCY.

THIS IS KNOWN AS RESULTS DRIVEN ACCOUNTABILITY, OR RDA, AND IT CONTAINS 36 DIFFERENT MACRO INDICATORS AND A PLETHORA OF MICRO INDICATORS.

WHEN WE LAST PRESENTED THIS TO YOU, WE WERE CONSIDERED DISPROPORTIONATE IN THREE INDICATORS.

WHILE WE WILL BE REFERRING TO DATA RELATED TO THOSE AREAS, WE ARE PLEASED TO LET YOU KNOW THAT ON LAST THURSDAY WE WERE NOTIFIED THAT WE ARE CURRENTLY ONLY CONSIDERED DISPROPORTIONATE IN ONE INDICATOR.

I WILL ADD THAT WHEN WE TALK TO YOU ABOUT ACADEMIC DATA IN JUNE, WE SHOWED YOU A COMPARISON TO TEN OTHER SCHOOL DISTRICTS ACROSS THE STATE THAT ARE COMPARABLE TO US IN SIZE, LOW SES AND OTHER DATA.

WE WILL SHOW A SIMILAR COMPARISON TONIGHT IN ACADEMIC ACHIEVEMENT UPDATE.

I'M TELLING YOU THIS NOW BECAUSE IN LOOKING AT SIGNIFICANT DISPROPORTIONALITY, WE FOUND THAT USING THOSE SAME DISTRICTS, FIVE OF THOSE ARE DISPROPORTIONATE IN THE SAME AREA WE WILL BE VISITING WITH YOU ABOUT TONIGHT.

THOSE FIVE DISTRICTS ARE THE ONES CLOSEST TO US IN SIZE AND LOW SES NUMBERS.

AS AN ADDITIONAL DATA POINT, ALL TEN OF THOSE COMPARISON DISTRICTS ARE CURRENTLY DISPROPORTIONATE IN AT LEAST THREE AREAS.

REMEMBER, WE'RE DISPROPORTIONATE IN ONE, WHILE WE DO HAVE SOME WORK TO DO AND THAT'S CLEAR, WE ARE PROUD OF THE WAY IN WHICH WE MEET THE NAME AND NEEDS OF OUR STUDENTS IN FRISCO ISD. MS. MILLER, OUR CHIEF STUDENT SERVICES OFFICER, AND OUR TEAM ARE GOING TO PROVIDE YOU WITH SOME DATA POINT SPECIFIC TO THE AREAS REQUESTED AS WELL AS OUR RESPONSE TO THESE DATA.

MS. MILLER. THANK YOU DR.

CUNNINGHAM. SO THE OBJECTIVES OF THIS PRESENTATION ARE TO EXPLAIN WHAT SIGNIFICANT DISPROPORTIONALITY IS, HOW IT'S CALCULATED AND WHAT HAS BEEN IDENTIFIED FOR FRISCO ISD.

AND THEN WE'RE GOING TO DISCUSS OUR DISTRICT WIDE RESPONSE TO THAT DATA.

SO THE PRESENTATION IS SPECIFIC TO STUDENT DISCIPLINE RELATED TO THE STATE'S INDICATOR OF SIGNIFICANT DISPROPORTIONALITY.

STEPHANIE, I'M GLAD YOU BROUGHT IT BEHAVIOR IN GENERAL, THOUGH, BECAUSE THAT'S SOMETHING WE'RE ALSO GOING TO HAVE TO TALK ABOUT.

SO WHAT WE'RE DOING IS WE ARE WE'RE PREPARING FOR THE BOARD WORKSHOP THIS MONTH AND THAT WILL BE MORE GENERAL OVERALL DATA FOR STUDENTS IN THE DISTRICT.

WHILE THIS DATA IS GOING TO BE SPECIFIC TO STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES, IT'S A COMPLEX TOPIC.

IT'S ACTUALLY GOING TO BRING UP MORE QUESTIONS ABOUT OVERALL STUDENT BEHAVIOR AND OUR RESPONSE TO THAT STUDENT BEHAVIOR.

WHILE WE'RE PRESENTING A LOT OF DATA AND DISCUSSING OUR PRACTICES, WE KNOW THAT WE'RE TALKING ABOUT KIDS.

AND SO WE'RE LOOKING AT ALL OF THESE NUMBERS, BUT ALL THESE NUMBERS REPRESENT CHILDREN.

AND SO THAT'S ALWAYS AT THE FOREFRONT OF OUR MINDS AS WE'RE DISCUSSING HOW WE'RE GOING TO DEAL WITH THIS DATA.

SO AT THIS TIME, I'M GOING TO INTRODUCE MRS. PAIGE HOLZ. SHE'S THE MANAGING DIRECTOR OF STUDENT SERVICES, AND MR. GARRETT JACKSON, THE EXECUTIVE DIRECTOR OF SPECIAL EDUCATION, TO TAKE IT AWAY.

THANK YOU, MR. MILLER.

PRESIDENT ARCHAMBAULT, TRUSTEES, DR.

WALDRIP AND MEMBERS OF ISD, THANK YOU FOR GIVING US THE OPPORTUNITY TO SHARE WITH YOU THIS EVENING.

ACROSS FRISCO ISD, DISCIPLINARY CONSEQUENCES ARE ASSIGNED TO STUDENTS WHEN BEHAVIOR INCIDENTS OCCUR, AND THOSE RANGE OF CONSEQUENCES VARY DRASTICALLY, FROM PHONE CALLS HOME TO SUSPENSIONS AND SOMETIMES TO PLACEMENTS THAT TAKE PLACE OUTSIDE OF THE SCHOOL ENVIRONMENT, AS SHARED BY DR.

CUNNINGHAM AND MS.. MILLER.

HOWEVER, TONIGHT, WE'RE REALLY GOING TO DIG DEEP INTO SIGNIFICANT DISPROPORTIONALITY AS DEFINED BY THE STATE VIA OUR RESULTS DRIVEN ACCOUNTABILITY SYSTEM OR RDA. RDA EXPLICITLY PULLS DATA TO CONSIDER TIME, STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES ARE REMOVED FROM THE CLASSROOM ENVIRONMENT AND RESPONSE TO BEHAVIOR INFRACTIONS.

THE STATE FOCUSES ON TIME OUT OF THE CLASSROOM BECAUSE WE KNOW WE WANT OUR STUDENTS TO REMAIN IN THE CLASSROOM WHERE THEY RECEIVE DIRECT INSTRUCTION AND WE'RE LEARNING OCCURS. SO AS WE DIG INTO THIS DATA TONIGHT, WE'RE GOING TO REVIEW A FEW KEY TERMS AHEAD OF TIME TO MAKE SURE THAT WE'RE ALL ON THE SAME PAGE WITH WHAT WE'RE DISCUSSING.

SO WHEN STUDENTS ARE ASSIGNED CONSEQUENCES THAT TAKE THEM OUT OF THE CLASSROOM, THAT CAN BE A SHORT TERM REMOVAL OR A LONG TERM REMOVAL.

AND HERE YOU CAN SEE OUR SHORT TERM REMOVALS FROM THE CLASSROOM.

WE HAVE ISS OR IN-SCHOOL SUSPENSION, AS WELL AS OSS.

IN-SCHOOL SUSPENSION IS WHEN A STUDENT RECEIVES A BEHAVIORAL CONSEQUENCE THAT TAKES THEM OUT OF THE CLASSROOM ENVIRONMENT, BUT THEY ARE STILL ALLOWED TO ATTEND CAMPUS.

SO WHEN THEY DO COME TO CAMPUS ON A DAY THAT THEY RECEIVE ICE, THEY'RE SEPARATED FROM PEERS WHILE RECEIVING INSTRUCTION FROM A TEACHER IN AN ASSIGNED OR DESIGNATED CLASSROOM, THAT'S SPECIFICALLY FOR ISS.

WHEN OSS IS ASSIGNED TO A STUDENT, THE STUDENT MAY NOT COME TO SCHOOL ON THAT DAY AND THEY HAVE TO STAY OFF CAMPUS FOR THE LENGTH OF THAT OSS ASSIGNMENT.

[02:10:05]

AND THESE PLACEMENTS CAN ONLY BE MADE IN ACCORDANCE WITH THE TEXAS EDUCATION CODE FOR CERTAIN OFFENSES.

SO PLEASE NOTE THAT WHEN WE'RE LOOKING AT TONIGHT'S DATA VIA THE RESULTS DRIVEN ACCOUNTABILITY SYSTEM, WE'RE ONLY LOOKING AT EXPULSION DATA IN THE REPORTING MECHANISM.

THAT SAID, AS YOU REVIEW THIS DATA IN JUST A MOMENT, PLEASE NOTE THAT THE EXPULSION DATA WILL ONLY INCLUDE FRISCO ISD STUDENTS WHO HAVE BEEN ASSIGNED TO THE COLLIN COUNTY JJAEP.

THAT SAID, WE DO STILL HAVE THE DAEP AND THAT IS A CONSEQUENCE THAT IS ASSIGNED TO STUDENTS WHEN APPROPRIATE AND THEY ARE ABLE TO SERVE PLACEMENTS AT OUR STUDENT OPPORTUNITY CENTER WHEN ASSIGNED TO THE DAEP IN FRISCO ISD.

BUT THAT WILL NOT BE INCLUDED IN THE DATA THAT YOU ARE ABOUT TO REVIEW.

SO NOW THAT YOU'RE FAMILIAR WITH THESE BASIC TERMS, I'D LIKE TO INTRODUCE OUR EXECUTIVE DIRECTOR OF SPECIAL EDUCATION, MR. GARRETT JACKSON. THANK YOU, I GET TO BE THE LUCKY ONE TO GIVE YOU ALL OF THE INFORMATION HERE TONIGHT.

I'LL TELL YOU RIGHT NOW, I'M A LITTLE BIT HUNGRY, SO I'M GOING TO TRY TO BE DONE BY 1030.

I GOT MY SLIDES FROM ABOUT 100 DOWN TO 30 OR SO.

MR. CLASSE HAS CAKE UP HERE JUST IN CASE YOU..

I SAW HIM BRING THAT IN EARLIER.

IT WAS SO RUDE. I SAW HIM BRINGING ROLLED IN WITH CAKE FOR JUST HIMSELF.

YEAH. ALL RIGHT, I'LL GET STARTED.

SO THANK YOU AGAIN FOR THE OPPORTUNITY TO PROVIDE SOME OF THIS INFORMATION FOR YOU TONIGHT REGARDING SIGNIFICANT DISPROPORTIONALITY.

THAT WORD IS GOING TO BE SAID A LOT.

AND SO RATHER THAN CONTINUING TO SAY THAT WORD, WE DO REFER TO IT AS SD.

AND SO IF I SAY SD, YOU'LL KNOW WHAT I'M TALKING ABOUT MOVING FORWARD.

SO SD IS A DATA SET THAT IS TRACKED BY TEA AND ACCORDING TO FEDERAL MANDATE.

SO FEDERAL LAW REQUIRES EACH STATE TO COLLECT AND EXAMINE ON AN ANNUAL BASIS TO DETERMINE WHETHER SIGNIFICANT DISPROPORTIONALITY BASED ON RACE OR ETHNICITY IS OCCURRING IN ANY OF THESE AREAS.

SO THESE AREAS ARE FEW FOR YOU.

ON THE SCREEN, WE HAVE THE IDENTIFICATION AND PLACEMENT OF STUDENTS WITH DISABILITIES IN SPECIAL EDUCATION.

THE EDUCATIONAL PLACEMENT OF STUDENTS WITH DISABILITIES, WHICH IS RELATED TO THE AMOUNT OF TIME THAT THEY SPEND IN GENERAL EDUCATION VERSUS SPECIAL EDUCATION SETTING AND DISCIPLINARY REMOVALS OF STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES.

SO FOR THE PURPOSE OF COMPLIANCE, EACH STATE HAS THE DISCRETION TO DEFINE THE PARAMETERS REGARDING SD.

THE CALCULATION THAT IS USED TO DETERMINE SD IS CALLED THE RISK RATIO.

SO I WANT TO GIVE YOU THE RISK RATIO INFORMATION.

NOW, THE RISK RATIO REPRESENTS THE RISK OF A SPECIFIC OUTCOME FOR STUDENTS OF AN ETHNIC OR RACIAL GROUP COMPARED TO THE RISK OF THAT SAME OUTCOME FOR OTHER STUDENTS.

SO, FOR EXAMPLE, ONE OF THE AREAS MENTIONED ON THE PREVIOUS SLIDE IS THE IDENTIFICATION AND PLACEMENT OF STUDENTS IN SPECIAL EDUCATION.

A RISK RATIO IN THIS SCENARIO WOULD HELP US DETERMINE HOW LIKELY A STUDENT IN A SPECIFIC RACIAL OR ETHNIC GROUP IS TO BE PLACED IN SPECIAL EDUCATION VERSUS STUDENTS IN OTHER RACIAL OR ETHNIC GROUPS.

SO A RISK RATIO OF ONE INDICATES THAT A STUDENT IS NO MORE OR LESS LIKELY TO EXPERIENCE AN OUTCOME AS ANY OTHER STUDENT.

SO THIS IS THE ULTIMATE TARGET FOR ALL STUDENTS WOULD BE ONE.

A RISK RATIO OF TWO INDICATES THAT A STUDENT IS TWICE AS LIKELY TO EXPERIENCE AN OUTCOME AS ANY OTHER STUDENT, AND A RISK RATIO OF THREE SHOWS US THAT A STUDENT IS THREE TIMES MORE LIKELY TO EXPERIENCE AN OUTCOME AS ANY OTHER STUDENT.

SO WE PREPARED A SHORT VIDEO FOR YOU ON THE CALCULATION OF RISK RATIO BECAUSE YOU DON'T WANT ME EXPLAINING THAT TO YOU.

A SIGNIFICANT DISPROPORTIONALITY, LET'S SAY A CAMPUS HAS 100 STUDENTS.

OUT OF THE 100 STUDENTS, 20 ARE HISPANIC.

NOW WE HAVE TWO GROUPS, THE HISPANIC GROUP AND A COMPARISON GROUP, WHICH INCLUDES THE REMAINING 80 STUDENTS OF THE SCHOOL.

LOOKING AT THE 20 HISPANIC STUDENTS, TWO OF THEM HAVE HAD OSS.

WE WILL DO THE SAME THING FOR THE NON HISPANIC GROUP, FINDING THAT FOUR OF THEM HAVE HAD OSS.

NOW THAT WE HAVE THESE NUMBERS, WE CAN CALCULATE OUR RISK RATIOS.

THE HISPANIC GROUP, WE CALCULATE THE RISK RATIO BY DIVIDING THE TWO STUDENTS BY THE 20 TOTAL HISPANIC STUDENTS.

THAT GIVES US 10%.

[02:15:01]

DISPROPORTIONALITY RISK RATIO CAN BE FOUND BY DIVIDING THE HISPANIC RATIO, BY THE COMPARISON GROUP RATIO, THAT'S 10% DIVIDED BY 5%, GIVING US A FACTOR OF TWO. ACCORDING TO THE TEA, ANY RISK RATIO GREATER THAN 2.5% IS CONSIDERED SIGNIFICANT AND REQUIRES FURTHER REVIEW.

THANK YOU. AND HAVE A NICE DAY.

SHE'S SO VERY POLITE.

THERE WILL BE A TEST ON THIS LATER.

SO, YOU KNOW. OKAY.

SO NOW THAT WE HAVE THAT INFORMATION ON, SHARE WITH YOU THE SPECIFICS FOR THE STATE OF TEXAS THAT WENT A LONG WAY BACK.

I HAVEN'T BEEN IN TENNESSEE IN TEN YEARS.

I DID. MY GOODNESS.

ALL RIGHT. I'M IN TEXAS, I GOT THIS.

IN ORDER TO ESTABLISH COMPLIANCE, THEY MUST SET A THRESHOLD FOR RISK RATIO.

EACH STATE HAS THE DISCRETION TO DEFINE ITS OWN THRESHOLD.

AND AS ANYA MENTIONED IN THE VIDEO, THE STATE OF TEXAS HAS IDENTIFIED THE RISK RATIO THRESHOLD OF 2.5 OR LESS TO BE IN COMPLIANCE.

SO A RISK RATIO HIGHER THAN 2.5 RESULTS IN THE DESIGNATION BY THE STATE CALL THE PERFORMANCE LEVEL, WHICH IS REPORTED BY TEA WITHIN THE RDA REPORT THAT WE'VE MENTIONED.

SO A DISTRICT WHO IS FOUND TO HAVE EXCEEDED THE THRESHOLD FOR THE FIRST TIME FOR THE FIRST YEAR WOULD BE CONSIDERED TO BE SIGNIFICANTLY DISPROPORTIONATE YEAR ONE, IF THE DISTRICT'S RATIO REMAINS ABOVE A 2.5 IN THE SUBSEQUENT YEAR, THE DISTRICT IS CONSIDERED TO BE SD YEAR TWO.

THE SAME THING HAPPENS FOR YEAR THREE, IF APPLICABLE.

HOWEVER THANK YOU.

HOWEVER, IT MAKES IT IF WE DO MAKE THAT IMPROVEMENT AND THE THRESHOLD OR THE RISK RATIO FALLS BELOW THE THRESHOLD, THE PERFORMANCE LEVEL IS REMOVED FROM THAT REPORT AND THE DISTRICT STARTS OVER.

SO DEPENDING ON WHAT PERFORMANCE LEVEL THE DISTRICT IS FOUND TO BE, THERE ARE SPECIFIC RESPONSES THAT ARE NEEDED IN RESPONSE TO THOSE.

SO A PERFORMANCE LEVEL OF SD YEAR ONE OR SD YEAR TWO DOESN'T REQUIRE A SPECIFIC ACTION ON BEHALF OF THE DISTRICT, BUT THE BEST PRACTICE IS TO REVIEW THE DATA AND CONSIDER RESPONSIVE PLANS TO CORRECT OR IMPROVE THAT INDICATOR SPECIFIC TO THAT NONCOMPLIANCE.

A PERFORMANCE LEVEL OF SD YEAR THREE TRIGGERS REQUIREMENTS OF THE DISTRICT TO REVIEW, REPORT AND RESERVE.

AND SO MORE INFORMATION ON THAT FOR YOU.

THIS MEANS THAT A DISTRICT IS REQUIRED TO REVIEW AND, IF APPROPRIATE, REVISE POLICIES, PROCEDURES AND PRACTICES.

IF THE DISTRICT DOES MAKE ANY CHANGES TO ANY OF THOSE AREAS, IT IS REQUIRED TO PUBLICLY REPORT THOSE CHANGES.

FINALLY, DISTRICTS ARE REQUIRED TO SET ASIDE 15% OF FEDERAL IDEA FUNDS TO BE USED FOR COMPREHENSIVE, COORDINATED EARLY INTERVENING SERVICES.

AND YOU MAY HEAR THAT AS CCEIS.

SO 30,000 FOOT VIEW HERE FOR YOU.

THE RDA INDICATORS FOR THE ENTIRE REPORT ARE LISTED IN THIS TABLE.

YOU'LL SEE THREE DOMAINS AND THERE AREAS OF FOCUS ALONG WITH THE GROUPS OF STUDENTS THAT ARE REPRESENTED IN EACH OF THESE SETS OF INDICATORS.

SO NOW THAT YOU HAVE THAT BACKGROUND, I WANT TO SHARE WITH YOU THE SPECIFIC INDICATORS WITHIN RDA THAT ARE RELATED TO SPECIAL EDUCATION, AND THEN WE'LL NARROW DOWN EVEN FURTHER TO THE SPECIFIC INDICATORS THAT ARE INCLUDED IN DISPROPORTIONALITY TRACKING.

SO SPECIAL EDUCATION DATA IS REPORTED IN ALL THREE DOMAINS OF THE RDA REPORT INDICATORS ONE THROUGH SEVEN ARE HOUSED ACROSS DOMAINS ONE AND TWO, AND THESE INDICATORS ARE RELATED TO ACADEMIC ACHIEVEMENT AND POST-SECONDARY READINESS.

INDICATORS EIGHT THROUGH 18 RELATED TO OUR RELATED TO DISPROPORTIONALITY TRACKING AND ARE HOUSED IN DOMAIN THREE.

AS WE LOOK A LITTLE BIT MORE CLOSELY AT DOMAIN THREE, YOU'LL NOTICE THAT THERE ARE A TOTAL OF 11 INDICATORS, WHICH ALL CONTAINS SEVEN MICRO INDICATORS THAT REPRESENT EACH OF THE ETHNIC GROUPS THAT ARE REPORTED.

SO BETWEEN DOMAINS ONE, TWO AND THREE AND COUNTING ALL THE INDICATORS, ALONG WITH ALL MICRO INDICATORS, YOU GET A TOTAL OF 98 INDICATORS WITHIN RDA THAT ARE RELATED TO SPECIAL ED. SO NOW I'M GOING TO GET INTO THE DATA SPECIFIC TO FRISCO.

ONE IMPORTANT THING TO NOTE AS THIS PORTION OF THE RDA DOES CONTAIN DATA THAT IS LAGGING FROM TEA.

SO ALTHOUGH THE REPORTING YEAR IS LISTED AS THE YEAR IN WHICH THE RDA IS PUBLISHED, THE DATA CONTAINED IN THE REPORT FOR THESE INDICATORS IS FROM TWO YEARS PRIOR.

SO THIS CAN MAKE IT REALLY CHALLENGING WHEN WE'RE TRYING TO ANALYZE THAT DATA, TRYING TO RESPOND TO THE AREAS FOR IMPROVEMENT OR EVEN TRACK WHAT ACTIONS THAT WE HAVE TAKEN,

[02:20:03]

SO IN THE NEXT SEVERAL SLIDES, I'M GOING TO SHARE WITH YOU SOME OF THAT INFORMATION FROM THE LAST FEW YEARS AND GIVE YOU OUR MOST RECENT DATA THAT WAS SHARED BY TIA LAST WEEK.

SO PAIGE SHARED WITH YOU EARLIER IN THE PRESENTATION SOME INFORMATION REGARDING IN-SCHOOL SUSPENSIONS, OUT-OF-SCHOOL SUSPENSION AND EXPULSION.

AND THAT INFORMATION IS GOING TO COME IN HANDY AS WE WORK THROUGH THIS DATA ON THESE TABLES.

SO YOU WILL SEE THAT THE AREAS THAT WE HAVE BEEN NOTED FOR SIGNIFICANT DISPROPORTIONALITY IS WITHIN THE DISCIPLINARY SETTING.

AND SO FOR THE 2021 RDA REPORT, WHICH CONTAINS DATA FROM THE 2018-19 SCHOOL YEAR, FRISCO ISD WAS FOUND TO BE SIGNIFICANTLY DISPROPORTIONATE IN INDICATOR 14, WHICH IS SPED OUT OF SCHOOL SUSPENSION AND EXPULSION LESS THAN OR EQUAL TO TEN DAYS.

AND IT WAS FOR THE SUBSET OF STUDENTS THAT ARE AFRICAN AMERICAN, AND THAT WAS FOR YEAR THREE.

SO THAT MEANS THAT THIS 2021 WOULD HAVE BEEN AT LEAST THE THIRD YEAR, I'M SORRY, AT LEAST THE FIRST YEAR OR MORE THAT IT WAS A I SAY THAT BACKWARDS. IT WOULD HAVE BEEN AT LEAST THREE YEARS IN A ROW, IF NOT MORE, BECAUSE THERE'S NOT AN INDICATOR THAT GOES PAST YEAR THREE.

AND SO ONCE YOU GET TO YEAR THREE, UNLESS YOU FALL BELOW TWO AND A HALF, YOU REMAIN IN YEAR THREE.

AND THEN INDICATOR 16 SPED ISS LESS THAN EQUAL TO TEN DAYS FOR AFRICAN AMERICAN STUDENTS.

AND THAT IS ALSO IN YEAR THREE AND INDICATOR 18 REMOVALS FOR AFRICAN AMERICAN STUDENTS, WHICH IS IN YEAR ONE.

NOW, AS YOU CAN IMAGINE, WE'RE CONCERNED AT ANY TIME WHEN A REPORT SHOWS SIGNIFICANT DISPROPORTIONALITY FOR ANY ETHNIC OR RACIAL GROUP.

AND SO WE WORK VERY HARD TO RESPOND TO THESE ISSUES AND SEEK IMPROVEMENT FROM YEAR TO YEAR.

NARROWING DOWN A ROOT CAUSE RELATED TO ANY SUBSET OF STUDENTS CAN BE EXTREMELY DIFFICULT.

THERE ARE MANY FACTORS AND VARIABLES THAT COME INTO PLAY, BUT AS A DISTRICT, WE HAVE DETERMINED THE BEST COURSE OF ACTION IS TO FOCUS OUR EFFORTS ON BEHAVIORAL INTERVENTIONS THAT SUPPORT AND BENEFIT ALL STUDENTS.

AND SO WE'RE VERY PROUD TO BE ABLE TO SHOW YOU THE GREAT IMPROVEMENT FOR THIS YEAR, AS DR.

CUNNINGHAM MENTIONED EARLIER, WHILE ALSO CAUTIOUSLY LOOKING AT THIS DATA SINCE IT IS TWO YEARS OLD.

WE UNDERSTAND THAT THIS DATA COMES FROM THE 2019-2020 SCHOOL YEAR AND WHICH YOU'LL REMEMBER WAS THE FIRST YEAR IN WHICH WE DEALT WITH COVID.

SEEMS LIKE COVID NEVER ENDS.

AND WE HAVE THAT RECURRING ISSUE THAT WE ARE WE ARE DEALING WITH THERE.

SO OUR STUDENTS WERE IN PERSON FOR ABOUT 75% OF THAT SCHOOL YEAR DUE TO THE THE SHUTDOWN OF IN-PERSON LEARNING RIGHT AT SPRING BREAK OF THAT YEAR. SO OUR CAUTION COMES WITH THE FACT THAT WE KNOW THAT COVID HAS PLAYED A SIGNIFICANT ROLE IN MANY LINGERING CHALLENGES FACED BY SCHOOL DISTRICTS ACROSS THE COUNTRY. AND ONE OF THOSE AREAS THAT WE'VE BEEN WORKING ON IS RELATED TO BEHAVIOR AND DISCIPLINE.

JUST LIKE STUDENTS WHO HAVE DEALT WITH LEARNING LOSS, THERE IS DATA TO SHOW THAT DISTRICTS ARE ALSO EXPERIENCING CHALLENGES RELATED TO BEHAVIOR.

SO WHEN WE WANT TO BE SO, WE WANT TO BE CAUTIOUS AND KNOWING THAT OUR DATA IS LIKELY TO CHANGE AS A RESULT.

HOWEVER, WE'LL BE SHARING SOME OF THE STEPS THAT WE'RE TAKING AS A DISTRICT TO RESPOND TO THESE CHALLENGES, A LITTLE LATER IN THIS PRESENTATION, WHEN IT COMES TO WHAT WE EXPECT TO HAPPEN WITH THE DATA, WE'LL HAVE MORE DETAILED INFORMATION FOR YOU AT THE BOARD WORK SESSION.

AND AS I MENTIONED, THE 2022 RDA REPORT.

WHAT YOU SEE ON THE SCREEN DID SHOW IMPROVEMENT FOR US AS WE REDUCE THE NUMBER OF INDICATORS OF SD FROM 3 TO 1.

DR. CUNNINGHAM MENTIONED THAT AS WELL.

THE AREA THAT IS NOTED FOR THIS YEAR IS INDICATOR 14 ONCE AGAIN, WHICH IS SPED OUT OF SCHOOL SUSPENSION AND EXPULSION LESS THAN OR EQUAL TO TEN DAYS FOR THE SAME SUBSET OF STUDENTS, WHICH IS AFRICAN AMERICAN STUDENTS.

AND I MENTIONED EARLIER TEA DOES NOT HAVE PERFORMANCE INDICATOR BEYOND YEAR THREE.

SO BECAUSE IT IS WE CONTINUE TO BE AND WE WERE YEAR THREE LAST YEAR WE WILL CONTINUE TO BE YEAR THREE UNTIL WE FALL BELOW THAT THRESHOLD.

SO IF YOU REMEMBER THE REQUIREMENTS OF DISTRICTS WHEN IT COMES TO SD YEAR THREE, I MENTIONED REPORT, REVIEW AND RESERVE EARLIER.

THE DISTRICT IS ACTIVELY ENGAGED IN RESPONDING TO THE REPORT FROM LAST WEEK FROM TDA AND WE WILL BE INITIATING APPROPRIATE STEPS IN RESPONSE.

SO NOW I'M GOING TO SHARE WITH YOU SPECIFIC DATA THAT WAS PROVIDED IN THE RDA REPORT, AND I'LL WALK YOU THROUGH A THREE YEAR COMPARISON FOR FRISCO ISD.

YOU'LL SEE SOME ADDITIONAL INFORMATION ON THE NEXT FEW TABLES.

WE'VE ALREADY DISCUSSED THE RISK RATIO, BUT YOU'LL ALSO SEE THAT THE RATE AND THE NUMBER OF STUDENTS WILL BE LISTED ON THE TABLES.

YOU'LL REMEMBER FROM THE VIDEO REGARDING CALCULATION OF RISK RATIO THAT THESE NUMBERS ARE A PART OF THAT PROCESS AND THAT CALCULATION.

SO THE RATE INDICATES THE SPECIFIC RATE THAT A PARTICULAR ETHNIC GROUP IS ASSIGNED DISCIPLINE.

[02:25:05]

FOR EXAMPLE, IN THIS PARTICULAR TABLE YOU HAVE ISS LESS THAN OR EQUAL TO TEN DAYS.

AND SO FOR THE EXAMPLE UNDER RATE, IF 28 STUDENTS OUT OF 100 IN THE SAME ETHNIC GROUP WERE IDENTIFIED AND ADMINISTERED THE ISS FOR THAT EITHER TEN DAYS OR LESS, THAT RATE WOULD BE 28 OUT OF 100 OR EQUAL TO 28%.

SO THE TOTAL NUMBER OF STUDENTS, THAT IS FOR THE PARTICULAR ETHNIC GROUP THAT WAS ASSIGNED TO DISCIPLINE FOR THAT TYPE.

AND SO EACH OF THESE TABLES IS GOING TO GO.

IT WILL BE A SPECIFIC TO AN INDICATOR WHICH THEN ALIGNS TO A TYPE OF DISCIPLINE THAT WAS ASSIGNED.

OK. SO I'M GOING TO SHOW YOU COMPARISONS FROM THE THREE INDICATORS THAT WE'VE BEEN IN FOR THE PAST FEW YEARS.

THE FIRST TABLE IS RELATED TO INDICATOR 16, WHICH IS ISS LESS THAN OR EQUAL TO TEN DAYS FOR AFRICAN AMERICAN STUDENTS.

AND AS YOU CAN SEE, THE 2022 REPORT SHOWS A RISK RATIO OF 2.2, WHICH IS BELOW THE STATE'S THRESHOLD OF 2.5.

YOU CAN ALSO SEE THE RATE AND THE NUMBER OF STUDENTS FOR COMPARISON PURPOSES AS I BRING UP THE PREVIOUS TWO YEARS.

THERE YOU GO. AND SO AS YOU CAN SEE, OUR RISK RATIO DECREASED FROM 2021 TO 2022.

LAST YEAR WE WERE SD YEAR THREE AND NOW WE ARE NO LONGER DISPROPORTIONATE IN THIS AREA.

SO WE'RE STILL WORKING TO IDENTIFY THE AREAS THAT MAY HAVE CONTRIBUTED TO THIS IMPROVEMENT.

AND AS I MENTIONED EARLIER, THE DATA IS LAGGING BY TWO YEARS.

AND SO IT'S CHALLENGING TO ANALYZE THAT AND TO MAKE DEFINITE DETERMINATIONS REGARDING HOW THE DATA HAS IMPROVED.

BUT THAT IS SOMETHING THAT WE ARE LOOKING INTO.

SO SOMETHING INTERESTING THAT YOU MAY HAVE SEEN ON THIS PREVIOUS SLIDE THAT WE WANTED TO MAKE SURE TO POINT OUT AND SOMETHING THAT WE ANTICIPATED MAYBE A QUESTION.

WE SEE THAT HOW I GUESS THE QUESTION IS HOW CAN THE NUMBER OF STUDENTS AND RATE DECREASE WHILE THE RATIO INCREASES? AND SO YOU SEE A SIGNIFICANT IMPROVEMENT IN THE RATE AND THE SIGNIFICANT IMPROVEMENT IN THE NUMBER OF STUDENTS.

AND YET IN THE EXAMPLE ON THE SCREEN, OUR RISK RATIO GOES FROM 2.7 TO 2.8.

AND SO ALTHOUGH I WOULD LOVE TO MAKE ALL OF MY MATH TEACHERS VERY PROUD, I'M GOING TO ASK DR.

NYE, THE RESIDENT MATHEMATICIAN, TO COME UP AND GIVE US A LITTLE BIT OF EXPLANATION.

JUST FOR THE RECORD, I WAS A SCIENCE TEACHER.

SO WE WERE TALKING THROUGH THE THROUGH THESE EXAMPLES AND WE KIND OF FELT LIKE WE WERE GETTING PRETTY HEAVY AND JUST SOME OF THE TECHNICAL TALKING RATIOS AND RATES AND WE WANT TO KIND OF BRING THIS BACK, KIND OF JUST BREAK ONE OF THESE EXAMPLES, THE 20, THE 2020 TO 21 EXAMPLE, JUST FOR BREAK IT DOWN, NOT SO MUCH TO GO THROUGH THE MATH, BUT JUST TO KEEP US IN THE CONTEXT WE'RE TALKING ABOUT STUDENTS JUST KEEP US IN MIND HOW MANY STUDENTS WE'RE TALKING THROUGH.

AND AND AGAIN, JUST TO GIVE US SOME CONTEXT FOR THESE RATES AND RATIOS.

SO IN THE 2020 REPORT THAT DR..

MR. JACKSON WAS JUST GOING THROUGH, THERE WERE 442 ISS PLACEMENTS.

AND AMONG THE 6905 STUDENTS IN SPECIAL ED.

SO WHAT THE RDA REPORT DOES IS IT LOOKS AT JUST KIND OF LIKE THE INTRODUCTORY VIDEO DOES IT, IT ESSENTIALLY LOOKS AT SEVEN STUDENT GROUPS AND IT TAKES EACH STUDENT GROUP ONE AT A TIME, IN THIS CASE AFRICAN AMERICAN, AS COMPARED TO ALL OTHERS.

AND THEN IT GOES THROUGH LOOKING AT ISS NUMBER, STUDENTS RATE AND RATIO.

SO IN 2020 THERE WERE 1186 STUDENTS, AFRICAN AMERICAN, 157 ISS INCIDENTS.

SO DIVIDING THOSE, DIVIDING THE 157 BY 1186 GIVES US THE RATE WHICH GARRETT MENTIONED JUST A LITTLE BIT AGO WAS 13.2. SO FOR THE ALL OTHER STUDENTS IN 2020 WAS 5719 AND THERE WERE 285 ISS INCIDENTS THAT YEAR IN WHICH THAT GIVES US THE RATE OF 5.0.

AND AS GARRETT MENTIONED EARLIER, OUR RISK RATIO FOR 2020 WAS 2.7.

SO THAT WAS 2020.

IF WE LOOK AT 2021, WE NOTICE JUST KIND OF REAL QUICK THE DATA 336 ISS PLACEMENTS AMONG 7411 STUDENTS. SO WE NOTICED TWO THINGS REAL QUICK.

WE INCREASED FROM 22 TO 21 BY JUST LITTLE OVER 500 STUDENTS AND OUR ISS'S PLACEMENTS THAT YEAR DROPPED.

SO LET'S LOOK AT WHAT THAT DOES WITH THE RDA DATA.

SO AGAIN, LOOKING AT THE SAME STUDENTS, SAME TWO STUDENT GROUPS, AGAIN, THIS THIS TIME WE WENT UP BY INCREASING NUMBER OF STUDENTS, SO 1310 STUDENTS, AFRICAN AMERICAN

[02:30:06]

SO HERE OUR RATE DROPPED TO 9.6.

AND WE DO THE SAME THING FOR ALL OTHERS.

AGAIN, A RATE DROPPED TO 3.4, BUT A RATIO ACTUALLY WENT UP.

SO AS AGAIN, SO JUST TO PROVIDE A CONTEXT, WE CAN'T JUST LOOK AT WHAT JUST THE NUMBER OF STUDENTS, THE NUMBER OF INCIDENTS DROPPING.

WE'VE GOT TO KIND OF KEEP IN CONTEXT THE NUMBER OF ISS PLACEMENTS IN THE CONTEXT OF ALL STUDENTS.

SO THIS IS A LITTLE BIT WHEN WE GO A LITTLE BIT MORE INTO THE RDA REPORT, HOPEFULLY THIS CONTEXT WILL HELP PROVIDE A LITTLE BIT OF MEANING.

ALL RIGHT. THANK YOU, DR.

NYE. FOREVER NOW KNOWN TO ME AS DR.

GARY NYE, THE SCIENCE GUY.

I DIDN'T KNOW THAT. SO NOW HE'S IN TROUBLE.

ALL RIGHT. SO ON THE SCREEN, WE NOW HAVE THE RDA INDICATOR NUMBER 18, WHICH SHOWS US THE TOTAL REMOVALS FOR AFRICAN AMERICAN STUDENTS.

AND THIS IS A COMBINATION OF ISS AND OSS.

AND SO YOU'LL SEE THAT WE'RE CURRENTLY LISTED WITH A RISK RATIO OF 2.4, WHICH IS AN IMPROVEMENT FROM LAST YEAR.

YOU SEE THE DRASTIC CHANGES AGAIN WITH THE RATE AND THE NUMBER OF STUDENTS, WHICH IS A GOOD SIGN.

BUT AS DR. NYE POINTED OUT, ALL OF THOSE VARIABLES MATTER WHEN IT COMES TO THE RISK RATIO CALCULATION.

SO WE HAVE IMPROVEMENT FROM LAST YEAR'S RISK RATIO OF 3.3 AND WHICH HAS IT HAS DECREASED TO TWO POINTS FOUR.

SO AGAIN, LAST YEAR WOULD HAVE BEEN SD YEAR ONE, MEANING THE FIRST YEAR THAT WE WERE DISPROPORTIONATE.

AND NOW BECAUSE WE HAVE FALLEN BELOW THAT THRESHOLD, WE DO NOT HAVE A DESIGNATION THERE.

AND FINALLY, HERE'S A TABLE FOUR RDA INDICATOR 14, WHICH I MENTIONED EARLIER.

IT IS RELATED TO OSS AND EXPULSION, LESS THAN OR EQUAL TO 210 DAYS.

AND IF YOU NOTICE, THERE IS A SIGNIFICANTLY SMALL NUMBER OF STUDENTS THAT WERE SUBJECTED TO THIS TYPE OF DISCIPLINE IN THIS CATEGORY DURING THE 19-20 SCHOOL YEAR.

JUST 45 OUT OF THE TOTAL OF 1404.

AND SO THAT RATE IS RELATIVELY LOW, BUT THE RISK RATIO IS STILL ABOVE THE THRESHOLD FOR COMPLIANCE.

SO THE GOOD NEWS IS WE DO SEE IMPROVEMENT FROM LAST YEAR AND THE RISK RATIO DECREASING FROM 3.4 TO 3.2.

AND ALSO A DECREASE IN THE NUMBER OF STUDENTS AND THE RATE.

HOWEVER, WANT TO BE SURE TO REITERATE THAT ANY DISPROPORTIONALITY WITH ANY ETHNIC OR RACIAL GROUP CAUSES US CONCERN.

SO EVEN THOUGH WE HAD IMPROVEMENT, THERE'S STILL CONCERN THAT WILL REMAIN.

AND WE WANT TO THERE'S STILL CONCERN THAT WE REMAIN IN SD THIS YEAR.

AND SO OUR EFFORTS ARE STILL TARGETED TO WORK ON FURTHER IMPROVEMENT.

AND I CAN'T SPEAK ON BEHALF OF THE DISTRICT TO TELL YOU THAT NO ONE IS COMFORTABLE WITH ANY LEVEL OF SIGNIFICANT DISPROPORTIONALITY FOR ANY GROUP OF STUDENTS.

AND ALTHOUGH WE SEE IMPROVEMENT, WE'RE STILL WORKING DILIGENTLY TO ADDRESS THESE ISSUES IN COLLABORATION WITH STUDENT SERVICES.

EVEN A SMALL NUMBER OF STUDENTS MATTER.

THOSE 45 STUDENTS THAT ARE LISTED IN THAT LAST COLUMN, THEY'RE ALL INDIVIDUAL STUDENTS THAT NEED OUR SUPPORT.

THEY NEED OUR GUIDANCE AND OUR HELP.

AND WE ARE COMMITTED TO TEACHING BEHAVIOR TO ADDRESS DEFICITS JUST AS WE WOULD WITH ANY ACADEMIC AREA FOR ANY STUDENT.

SOMETHING I KNOW ABOUT FRISCO ISD IS WE HAVE A GREAT DISTRICT THAT EXCELS IN MANY AREAS.

DESPITE THAT SUCCESS, WE'RE ALWAYS LOOKING FOR WAYS TO IMPROVE FOR THE SAKE OF ALL STUDENTS.

SO I CAN TELL YOU THAT OUR CAMPUS STAFF AND ADMINISTRATION, AS WELL AS OUR DEPARTMENTAL STAFF, ARE COMMITTED TO CONTINUOUS IMPROVEMENT.

AND IT'S OUR GOAL TO IMPROVE IN THESE AREAS JUST LIKE ANY OTHER AREA OF CONCERN.

IN GENERAL, RISK RATIOS CAN BE VERY CHALLENGING TO CORRECT AND CAN TAKE A FEW YEARS TO TURN AROUND.

GIVEN THE MANY VARIABLES THAT CAN CONTRIBUTE TO BEHAVIORS AND DISCIPLINE THAT WE'RE EXPERIENCING.

I ALSO MENTIONED EARLIER THAT WE'RE CAUTIOUS IN OUR ASSESSMENT OF THESE RESULTS, AND WE ARE AWARE THAT CHALLENGES THAT COVID POSED IN THE PAST AND WITH THIS DATA LAGGING, WE MAY SEE SOME AREAS THAT WILL NEED TO CONTINUED IMPROVEMENT MOVING FORWARD AS THAT DATA IS REPORTED TO US.

SO PAIGE AND I WILL BE SHARING SOME MORE INFORMATION WITH YOU IN THESE NEXT FEW SLIDES REGARDING THE DISTRICT RESPONSE TO THE NEEDS OF ALL STUDENTS AS WE MOVE FORWARD TOGETHER. SO AT THIS TIME, I WANT TO ASK IF THERE ARE ANY QUESTIONS I CAN ANSWER FOR ANY OF THE DATA THAT I'VE SHARED WITH YOU SO FAR.

I HAVE A COUPLE OF QUESTIONS.

YES, SIR. SO ARE YOU SUGGESTING THAT FRISCO INDEPENDENT SCHOOL DISTRICT WAS PUNISHING MINORITIES AT A HIGHER RATE THAN NON MINORITIES? SO PROPORTIONALLY TO THE TOTAL NUMBER OF STUDENTS THAT WERE OUT OF ALL OTHER GROUPS COMPARED TO THE TOTAL NUMBER OF STUDENTS OF MINORITIES, THE

[02:35:03]

AND SO THAT DOES RESULT IN THAT HIGHER RISK RATIO.

WERE THERE MINORITY STUDENTS COMMITTING MORE VIOLATIONS THAN THE NON MINORITY GROUPS? I BELIEVE, AGAIN, PROPORTIONALLY TO THE TOTAL OUT OF THE TOTAL NUMBER OF STUDENTS, IT DOESN'T NECESSARILY MEAN THAT THERE ARE MORE INCIDENTS.

IT JUST MEANS THAT THE RATE BETWEEN THAT WITHIN THAT RACIAL GROUP OR ETHNIC GROUP IS HIGHER THAN OTHER GROUPS.

AND SO WHAT YOU'RE SUGGESTING IS BASICALLY THAT THE MINORITIES WERE COMMITTING MORE VIOLATIONS THAN THE NON MINORITY GROUP BECAUSE IT'S EITHER THAT OR YOU WERE DISPROPORTIONATELY PUNISHING MINORITY GROUPS.

SO I'M NOT SAYING THAT.

WHAT I'M SAYING IS THAT WE HAVE A SET OF STUDENTS.

AND SO THE THE HIGHER THE DENOMINATOR AND THE LOWER THE NUMERATOR, THE DIFFERENCE IS GOING TO BE IN THAT IN THE RATE.

AND SO COMPARATIVELY SO BECAUSE WE HAVE A GROUP OF STUDENTS, THE RATE AT WHICH AFRICAN-AMERICAN STUDENTS IN THESE AREAS IS HIGHER PROPORTIONATELY TO THE NUMBER OF OTHER STUDENTS, THOSE INCIDENTS DON'T OUTNUMBER THE NUMBER OF INCIDENTS OR BEHAVIORS THAT HAVE TAKEN PLACE WITH ANY OTHER GROUP.

AND. MR. LOWE, MR. LOWE, WE CAN ALSO PULL THAT DATA FOR YOU SO WE CAN ACTUALLY SHOW THE NUMBER OF INCIDENTS AND WE CAN DO THAT AT THE BOARD WORKSHOP SO WE CAN LOOK AT THOSE NUMBERS.

YEAH. THANK YOU. SO WHAT I'M ASKING YOU IS MINORITIES COMMIT MORE VIOLATIONS IS WHAT YOU'VE COME UP WITH, RIGHT? IS THAT CORRECT OR NOT? CORRECT. IT IS NOT CORRECT.

OK, WE HAVE PUNISHED MORE MINORITIES, IS THAT CORRECT OR NOT CORRECT.

SO AS THE RISK RATIO SHOWS THAT BY DEFINITION OF RISK RATIO, ANY GROUP THAT IS SUBJECTED TO OR SEES AN OUTCOME THAT MAY BE MORE OFTEN OR SO, FOR INSTANCE, TWICE AS LIKELY.

SO DEPENDING ON WHAT THAT RISK RATIO IS, IT DOES SHOW THAT THERE IS A A DISPROPORTIONATE DISCIPLINE HAPPENING.

I WANT TO JUMP IN AND THIS DATA IS PRESENTED AS A VERY SPECIFIC SUBSET OF DATA.

AFRICAN-AMERICAN STUDENTS IN SPECIAL EDUCATION WITH RSS LESS THAN TEN DAYS.

THAT'S WHAT WE'RE TALKING ABOUT.

IT WOULD BE INACCURATE FOR US TO MAKE ANY WIDE STEREOTYPE TYPICAL ASSUMPTIONS BASED ON THE DATA THAT WE SHARED THIS EVENING.

I'M JUST TRYING TO GET TO THIS.

WHAT I'M TRYING TO GET TO IS EITHER WE HAVE A PROBLEM WITH BEHAVIOR FROM CERTAIN STUDENTS.

I DON'T CARE WHAT COLOR THEY ARE.

IF WE HAVE A PROBLEM, WE NEED TO ADDRESS IT.

AND IF IT TURNS OUT THAT MORE AFRICAN-AMERICANS OR CHINESE STUDENTS ARE COMMITTING MORE, HAVE MORE VIOLATIONS, WE NEED TO ADDRESS THAT, NOT COME ON THE BACK END AND SAY, HEY, WE WANT A RESULT THAT SAYS EVERYBODY'S THE SAME BECAUSE EVERYBODY'S NOT THE SAME.

THERE ARE CERTAIN GROUPS THAT DO HAVE A PROCLIVITY TO COMMIT MAYBE MORE CRIME OR THAT HAS A PROCLIVITY TO DO BETTER IN SCHOOL.

EVERYBODY'S NOT THE SAME.

SO UNLESS WE ARE NOT UNLESS WE ARE PUNISHED, UNFAIR IN OUR PUNISHMENT, IN OTHER WORDS, A WHITE PERSON DOES SOMETHING, WE DON'T PUNISH THEM. A WHITE PERSON DOES SOMETHING, WE DO PUNISH THEM IF WE'RE NOT DOING THAT, I DON'T SEE WHAT THE PROBLEM IS.

DO YOU UNDERSTAND WHAT I'M GETTING AT? MR. LOWE, WE'RE GOING TO GO OVER THE DISTRICT RESPONSE TO THIS DATA SO WE CAN TALK A LITTLE BIT MORE ABOUT HOW WE'RE DEALING WITH THE BEHAVIOR, BECAUSE I THINK THAT'S WHAT YOU'RE GETTING TO, IS HOW ARE WE DEALING WITH IT? AND WE ARE GOING TO TALK ABOUT THAT NEXT.

WELL, YOU GAVE ME A PRESENTATION THAT DOESN'T MAKE SENSE TO ME, BUT THAT'S THE BOTTOM LINE.

WHAT I'M TRYING TO FIGURE OUT, I WANT TO FIGURE OUT, HEY, DO I SUPPORT THIS OR DO I NOT SUPPORT THIS? I MEAN, YOU KNOW, DOES RDA FOCUS ON CORRECTING CONSEQUENCES AS OPPOSED TO THE CAUSE OF THOSE OF THE BEHAVIOR? I WANT TO KNOW THOSE THINGS SO I KNOW WHETHER TO SUPPORT YOU OR NOT.

SO THE DATA PRESENTED HERE WAS JUST AN OPPORTUNITY TO SHOW YOU THE DATA AND HOW THE DATA WAS BROUGHT TO US, HOW IT'S BEING ANALYZED BY US.

IF YOU WOULD LIKE FOR US TO SET A SPECIFIC TIME WITH YOU TO GO IN MORE DEPTH ABOUT HOW THE DATA WAS CALCULATED, WE CAN CERTAINLY DO THAT AT YOUR LEISURE.

I BELIEVE THE NEXT PART OF THIS PRESENTATION THAT SPEAKS TO THE PROCESSES AND THE THINGS WE PUT IN PLACE IN RESPONSE WOULD BE VERY POWERFUL AS WELL.

I KNOW THAT YOU HAVE OTHER QUESTIONS I KNOW MS. DAVIS HAS ASKED, LOOKS LIKE SHE'S GOT A QUESTION OR TWO, BUT WE CAN CERTAINLY SIT A TIME WITH YOUR CONVENIENCE, IF YOU'LL REACH OUT AND WE'LL BE HAPPY TO TALK TO SPEAKERS] CUNNINGHAM, BUT THIS IS A BOARD MEETING AND THIS IS A MEETING WHERE YOU GUYS ARE PRESENTING THINGS TO THE BOARD.

AND AS AN ELECTED OFFICIAL, WE'RE CHARGED TO EITHER OK THIS OR NOT OKAY, IT'S PLEASE, THERE'S NONE OF THESE.

ARE YOU GOING TO INTERRUPT ME OR ARE YOU GOING TO INTERRUPT ME OR CAN I PRESENTING DATA, THERE'S NOT.

CAN I FINISH OR ARE YOU GOING TO INTERRUPT ME? I'M GIVING YOU MY ANSWER, SIR.

OKAY. I'M NOT ASKING YOU A QUESTION.

YES, YOU DID. I'M NOT ASKING YOU A QUESTION.

[02:40:01]

I DON'T HAVE I HAVE A PROBLEM, IF WE'RE DISPROPORTIONATELY PUNISHING AFRICAN-AMERICANS OR ANY MINORITY OR ANY SPED STUDENTS, ANYBODY.

I HAVE A BIG PROBLEM WITH THAT.

AND I THINK WE HAVE A BIG PROBLEM IN THE DISTRICT, IF THAT'S WHAT WE'RE DOING, IF THAT'S WHAT THEY FOUND US BEING GUILTY OF.

BUT IF, ON THE OTHER HAND, WE ARE PUNISHING EVERYBODY EQUALLY.

AND IT SO HAPPENS THAT AFRICAN AMERICANS ARE HISPANICS OR SOMEONE ELSE.

THEY ARE COMMITTING MORE VIOLATIONS.

I DON'T THINK THAT'S A PROBLEM.

I DON'T THINK THAT'S SOMETHING WE HAVE TO CORRECT.

DO YOU UNDERSTAND WHAT I'M SAYING? YES, SIR. AND I WILL TELL YOU, WE ALSO HAVE A PROBLEM WITH THAT.

AND SO THE DATA DOES REPRESENT DISPROPORTIONATE DISCIPLINE.

SO BY DEFINITION, IT IS SHOWING THAT WE ARE DISPROPORTIONATELY DISCIPLINING STUDENTS OF A CERTAIN ETHNIC GROUP.

AND IN THIS CASE, IT'S AFRICAN AMERICAN STUDENTS.

AND SO, AS I MENTIONED, THAT'S NOT OK.

THAT IS NOT SOMETHING THAT WE ARE HAPPY ABOUT.

BUT I WILL ALSO TELL YOU THIS IS NOT AN UNCOMMON ISSUE ACROSS STATE DISTRICTS, ALL OVER THE STATE AND STATES ALL OVER THE COUNTRY. AND SO IT'S SOMETHING THAT BECAUSE IT'S FEDERALLY MANDATED, IT IS SOMETHING THAT WE HAVE TO PAY ATTENTION TO BECAUSE IT DOES HAPPEN.

AND SO WE ARE COMMITTED TO UNDERSTANDING ROOT CAUSES AS BEST WE CAN.

SO WE CAN WE CAN APPROPRIATELY RESPOND TO THAT.

I HAVE A FEW QUESTIONS FOR YOU, SIR.

ACTUALLY, MS.. DAVIS, GO AHEAD AND THEN I'LL FOLLOW UP.

THANK YOU. I REALLY JUST HAVE TWO QUESTIONS.

ONE IS, WHAT ARE THE FACTORS THAT ARE TAKEN INTO CONSIDERATION WHEN WE'RE ASSIGNING DISCIPLINE? WHAT ARE WE HOW ARE WE DETERMINING THE TYPE OF DISCIPLINE THAT WE ARE ASSIGNING TO STUDENTS IN GENERAL, WHETHER IT'S ONE SUBSET GROUP OR ANOTHER? I MEAN, JUST IN GENERAL? SO ALL OF OUR STUDENTS ARE HELD RESPONSIBLE OR HELD ACCOUNTABLE TO OUR STUDENT CODE OF CONDUCT.

AND THERE ARE BEHAVIORS LISTED THERE.

AND WHEN A STUDENT VIOLATES THE STUDENT CODE OF CONDUCT, THAT IS WHEN WE ASSIGN CONSEQUENCES.

COMING UP IN OUR PRESENTATION, WE'RE GOING TO GET INTO SOME MORE SPECIFICS ABOUT THE RANGE OF CONSEQUENCES THAT EXIST AND WHY THERE IS A DIFFERENT CONSEQUENCES CAN BE ASSIGNED FOR THE SAME INFRACTION DEPENDING ON THE UNIQUE CIRCUMSTANCES AROUND THAT BEHAVIOR.

BUT THE STUDENT CODE OF CONDUCT AND THE TEXAS EDUCATION CODE GUIDE US, AND WHEN IT IS APPROPRIATE TO ASSIGN CONSEQUENCES, SOMETIMES TEACHERS CAN ASSIGN CONSEQUENCES WITHIN THE CLASSROOM ENVIRONMENT.

BUT WHEN IT BECOMES A SITUATION WHERE LEARNING CAN NO LONGER TAKE PLACE IN THE CLASSROOM ENVIRONMENT, THAT'S WHERE IT IS REFERRED TO THE OFFICE FOR AN ASSISTANT PRINCIPAL TO REVIEW THE SITUATION AND THEN LOOK AT THE SITUATION AND THE WHOLE PICTURE TO DETERMINE WHAT CONSEQUENCES SHOULD BE ASSIGNED.

I'M NOT SURE IF I ANSWERED YOUR QUESTION, SO PLEASE LET ME KNOW IF I DID.

NOT REALLY, BUT I WILL.

I'LL I'LL HOLD THAT QUESTION AND THEN I HAVE ANOTHER ONE BECAUSE I FEEL LIKE YOU SAID YOU HAVE SOMETHING ADDITIONAL.

YES. WE'RE GOING TO GO THROUGH THE RESPONSE IN JUST A MOMENT.

OKAY. THEN WE CAN DISCUSS HOW WE'RE ASSIGNING.

SURE. OKAY. I JUST HAVE ONE QUESTION.

WHY ARE WE LOOKING JUST AT THE SPED POPULATION AND NOT THE TOTAL POPULATION FOR PURPOSES OF THIS EXERCISE TONIGHT? SO FOR RDA, IT ONLY REPORTS OUT ON DISPROPORTIONALITY FOR SPECIAL EDUCATION STUDENTS.

WHAT WE DO WANT TO DO IS LOOK AT DATA AS IN A LARGER SET, BUT FOR THE PURPOSE OF THIS AND REPORTING OUT THOSE SPECIFIC RISK RATIOS, IT IS REPORTED ONLY ON THOSE STUDENTS.

BECAUSE THE VIDEO DID NOT SAY THAT THE VIDEO TALKED ABOUT SIGNIFICANT DISPROPORTIONALITY.

AND IF YOU WATCH THAT VIDEO, YOU WOULD ASSUME THAT YOU ARE TALKING ABOUT TOTAL POPULATION AND NOT A SUBSET OF THAT POPULATION.

SO SINCE WE SENT THAT VIDEO OUT TO THE COMMUNITY, I THINK WE NEED TO CLARIFY THAT THAT'S WHAT WE'RE TALKING ABOUT, UNLESS WE'RE ALSO MEASURING TOTAL SIGNIFICANT DISPROPORTIONALITY.

I'M NOT GOING TO TRY TO SAY THAT FIVE TIMES FAST.

SO THE VIDEO IS ONLY SO FAR HAS ONLY BEEN SHARED HERE.

NO, NO. IT WENT OUT IT WENT OUT IN THE EMAIL TO THE COMMUNITY.

THAT'S WHERE I SAW IT, ACTUALLY.

SO WHAT I'M.

THE ISSUE ALSO, THOUGH, IS PAIRED WITH THAT IS THROUGHOUT THIS PRESENTATION THAT'S WHERE THAT THE SPECIFIC IDENTIFICATION OF THE SPECIAL EDUCATION STUDENTS BUT I DON'T DISAGREE IF IF IF THE VIDEO IS MISLEADING WE ABSOLUTELY NEED TO CLARIFY THAT.

AND SO I THINK IT IS BECAUSE I WATCHED THE VIDEO, I DIDN'T GET IT AS PART OF THE BOOK PRESENTATION.

I GOT IT AS AN EMAIL, THE WEEKLY EMAIL THAT WAS TALKING ABOUT WHAT WAS HAPPENING AT THE BOARD MEETING.

AND SO I CLICKED ON THE LINK BECAUSE I HAD NEVER HEARD THE TERM SIGNIFICANT DISPROPORTIONALITY BEFORE.

SO I WATCHED THE VIDEO AND THOUGHT IT WAS THE SAME VIDEO THAT YOU JUST SHOWED, AND I ASSUMED THAT APPLIED TO THE ENTIRE POPULATION, NOT A SUBSET OF THE POPULATION.

[02:45:08]

DID YOU HAVE A QUESTION? WOULD YOU MIND GOING BACK I THINK IT'S ONE SLIDE? SO WHILE THE NUMBERS CERTAINLY ARE ENCOURAGING YEAR AFTER YEAR, THE DATA THAT WE'RE LOOKING AT FOR 2022 IS ACTUALLY FROM YEAR 2020.

IS THAT CORRECT? YES, 19-20 SCHOOL YEAR.

OKAY. SO WE'VE TALKED ABOUT COVID A LOT TONIGHT, WHICH IS UNFORTUNATE BECAUSE I'M REALLY TIRED OF SAYING THAT WORD.

BUT I DO THINK THAT, YOU KNOW, MY CONCERN WITH THE DATA SET IS THAT WE DIDN'T HAVE ALL OF OUR KIDS IN SCHOOL DURING THAT YEAR.

AND SO WE WERE THEY WERE IN AND OUT OF VIRTUAL LEARNING.

AND SO THAT COULD SKEW THESE NUMBERS A BIT.

WHEN DO WE ANTICIPATE HAVING THE NEXT YEAR'S DATA? SO 21-22.

TO ACTUALLY SEE IF THIS MARKER OF REDUCTION OF THE RATE AND THE RATIO IS REAL DATA OR IF IT'S JUST IF WE'RE JUST LOOKING AT COVID DATA. SO THE NEXT SET OF DATA THAT WILL COME OUT IN THE 20-23 RDA REPORT WILL BE RELATED TO THE 20-21 SCHOOL YEAR.

AND SO EACH YEAR IT'S LAGGING BY TWO YEARS.

HOWEVER, WE WE DO WANT TO LOOK FURTHER INTO ANY DATA THAT WE HAVE AVAILABLE.

AND SO FOR OUR WORKSHOP, WE'RE GOING TO BE TRYING TO PULL THIS DATA AVAILABLE TO SEE IF WE CAN'T LOOK AT WHAT DATA THAT WE DO HAVE TO SEE IF THERE ARE SOME PREDICTORS THAT WE HAVE THAT AGAIN, IT JUST TAKES A LOT OF DIGGING INTO OUR DATA SYSTEMS TO FIND THAT, BUT IT'S CERTAINLY SOMETHING WE CAN DO.

AND WHEN WE'RE LOOKING AT THESE, THE DIFFERENT RDA INDICATORS, ARE WE LOOKING AT EVERY ETHNICITY OF STUDENT, ARE WE LOOKING AT EVERY GROUP AND MAKING A COMPARATIVE ANALYSIS BETWEEN EACH? SO THE COMPARATIVE ANALYSIS IS THAT GROUP OF STUDENTS VERSUS ALL OTHER STUDENTS.

SO WE ARE LOOKING AT SUBSETS OF DIFFERENT GROUPS.

YES. EVERY, EVERY SUBSET OF SO THOSE SEVEN SUBSETS THAT I MENTIONED EARLIER, EACH ONE OF THOSE ARE REPORTED.

SO FOR THE SAKE OF THIS PRESENTATION, WE ONLY PULL FORWARD THE ONES WHERE WE WERE SIGNIFICANTLY DISPROPORTIONATE THIS YEAR AND LAST YEAR JUST TO HIGHLIGHT THOSE.

BUT THERE ARE NO OTHER AREAS ON THE REPORT THAT WE ARE CONSIDERED TO BE SD.

AND IS THERE A REASON THAT YOU MAY NOT HAVE THE ANSWER TO THIS, BUT MAYBE YOU DO? IS THERE A REASON THAT WE'RE LOOKING AT THIS DATA? WE'RE NOT LOOKING AT DAEP PLACEMENTS, WE'RE ONLY LOOKING AT JJ.

I'M JUST CURIOUS WHY THEY WOULD LEAVE OFF THAT BIG SUBSET OF STUDENTS THAT DEFINITELY THERE'S BEHAVIORAL ISSUES IN WHICH WE UTILIZE DAEP AND SOC.

C SO WHY WOULD THAT DATA NOT BE INCLUDED IN THE SUBSET? IN DIGGING INTO SOME OF THAT THAT INFORMATION, WHAT I UNDERSTAND IS BECAUSE THE DAEP IS STILL AN EDUCATIONAL PLACEMENT WHERE WE ARE PROVIDING INSTRUCTION TO STUDENTS, WHERE WE ARE IMPLEMENTING IEPS TO STUDENTS.

SO WHILE IT IS A REMOVAL FROM THEIR LOCATION, THEY CONTINUE TO RECEIVE THE SERVICES THAT THEY WOULD RECEIVE IF THEY WERE ON CAMPUS. SO THAT MAY BE ONE OF THOSE INDICATORS, BUT THAT IS SOMETHING THAT WE CAN GET MORE CLARITY ON.

AND I'D JUST LIKE TO ADD TO THAT.

I'M SORRY THAT WE THINK THAT'S IMPORTANT TOO.

AND SO THAT'S INFORMATION THAT WE WILL DEFINITELY PULL TO LOOK AT WHEN WE DO THE WORKSHOP, BECAUSE THAT IS IMPORTANT.

THAT'S THAT'S A PLACEMENT THAT WE'RE MAKING WITH THE STUDENT.

SO WHEN STUDENTS GO TO JJ AEP, THEY ARE NOT PROVIDED THE SERVICES THROUGH THEIR ARDS OR 504S OR IEPS.

ARE THEY NOT PROVIDED THOSE SERVICES THROUGH THE STATE? THEY ARE PROVIDED SERVICES NOT IN CONJUNCTION WITH THE DISTRICT.

SO IT'S JUST WE'RE SEPARATING THEM OUT AT THAT POINT.

OKAY. THANK YOU.

THOSE ARE ALL MY QUESTIONS. I THINK THOSE WERE THE MAIN QUESTIONS.

BUT I DO HAVE ANOTHER QUESTION ON THIS.

IT SAYS AGE 3 TO 21.

SO HAS THERE BEEN ANY BREAKOUT OF WHEN YOU'RE TALKING ABOUT ROOT CAUSE, HAVE YOU BROKEN IT OUT INTO OTHER SMALLER AGE GROUPS TO SEE IF THERE'S A CHANGE IN ANY OF THAT? THAT IS PART OF OUR DATA ANALYSIS THAT WE'RE DOING MOVING FORWARD.

SO GIVEN THIS DATA WAS JUST REPORTED LAST WEEK, WE'VE ALREADY BEGUN TO DIG INTO SOME OF THAT.

IT IS SOMETHING THAT WE ARE TRYING TO PULL A NUMBER OF DISCIPLINARY REFERRALS TO TAKE A LOOK, AND THAT IS CERTAINLY AN AREA THAT WE LOOK INTO, IS TO SEE IS IT AN ELEMENTARY THING AS A SECONDARY OR EVEN MIDDLE SCHOOL VERSUS HIGH SCHOOL? SINCE THE DATE IS TWO YEARS DELAYED.

DO YOU GUYS TRACK REAL TIME TO TRY TO ANTICIPATE WHAT IT WILL BE? WE, FOR INSTANCE, FOR THIS CURRENT SCHOOL YEAR, I MEAN, WE KNOW WHO GOES TO JJAEP AND DAEP.

SO WE RECENTLY DEVELOPED A WAY FOR US TO TRACK THAT INFORMATION.

THE CHALLENGING PART OF THAT IS BECAUSE IT IS IT'S A RATIO AND BECAUSE THAT NUMBER CHANGES SO QUICKLY.

[02:50:05]

IT'S WE NEED TO BE CAUTIOUS IN LOOKING AT A RATIO BECAUSE AT ANY GIVEN TIME IT MIGHT BE, IT MIGHT LOOK REALLY, REALLY SKEWED BASED ON THE FACTORS OF THE NUMBERS OF STUDENTS ON CAMPUSES, DEPENDING ON THE RATE THAT'S BEING CALCULATED AS WELL.

AND SO DIFFERENT POPULATIONS AT DIFFERENT CAMPUSES CAN YIELD DIFFERENT RISK RATIOS.

AND FOR US TO MAKE SURE THAT WE'RE WE'RE TRACKING THAT APPROPRIATELY, WE'RE WE'RE LOOKING AT THOSE FACTORS AS THAT DATA IS FEEDING IN TO MAKE SURE THAT IT'S RELIABLE FOR US.

BUT THAT IS SOME OF THE DAY THAT WE'RE GOING TO BE TRYING TO BRING TO YOU GUYS AT THE WORK SESSION.

OKAY. AND, YOU KNOW, THE BEGINNING OF YOUR PRESENTATION, YOU MENTIONED THAT THIS WAS SOMETHING THAT COMES FROM TEA.

THEY TRACK IT FOR JUST PURE DATA PURPOSES OR THEIR PENALTIES ASSOCIATED WITH IT SO THAT WHEN THE DISTRICT HITS, THAT IS THE YEAR THREE.

SO THREE YEARS IN A ROW THAT YOU ARE EITHER YOU'RE ABOVE THE 2.5 THRESHOLD, YOU'VE GOT THAT REVIEW REVISED AND RESERVE.

AND REALLY THE PART OF THAT IF YOU IF YOU CHALK IT UP TO A PENALTY IS THE SET ASIDE OF THE 15% OF THE FEDERAL FUNDS.

THOSE FUNDS, WE DON'T LOSE THEM, BUT THEY ARE DIRECTED TOWARDS THE SUPPORT OF STUDENTS, WHETHER GEN ED OR SPECIAL ED, IN TRYING TO DO SOME EARLY INTERVENING SERVICES TO TRY TO PROACTIVELY SUPPORT DISCIPLINE AND TRY TO REDUCE THAT.

SO IN ESSENCE, A LITTLE BIT OF A LOSS OF CONTROL.

JUST A LITTLE BIT OF LOSS OF CONTROL WITH THAT.

YES. OKAY. THANK YOU.

YES, SIR. BOARD ARE WE GOING TO MOVE ON TO THE NEXT COMPONENT OF THE PRESENTATION? THANK Y'ALL. SO AS WE BEGAN TO BETTER UNDERSTAND THE COMPLEXITY OF SIGNIFICANT DISPROPORTIONALITY, OUR STUDENT SERVICES DEPARTMENT, WHICH SUPPORTS THE BEHAVIORAL NEEDS OF ALL STUDENTS ACROSS FRISCO ISD, BEGAN PARTNERING WITH OUR SPECIAL EDUCATION DEPARTMENT IN AN EFFORT TO SUPPORT REDUCING NOT ONLY DISPROPORTIONALITY BUT IN SUPPORTING ALL STUDENTS BEHAVIORS.

SO WE KNOW THAT ALL OF OUR STUDENTS, INCLUDING OUR SPECIAL EDUCATION STUDENTS, SIT IN GENERAL EDUCATION CLASSROOMS THROUGHOUT THE DAY.

SO IT'S VERY IMPORTANT THAT WE HAVE SOLID PRACTICES IN PLACE ACROSS THE BOARD TO SERVE EVERY CHILD IN OUR DISTRICT.

AND WE WANTED TO WORK TOGETHER TO ANSWER THIS QUESTION HOW CAN WE SUPPORT ALL STUDENTS BEING SUCCESSFUL IN THE CLASSROOM? SO AS IT'S BEEN SAID REPEATEDLY, THIS IS A COMPLEX ISSUE AND IT'S HARD TO IDENTIFY A ROOT CAUSE.

BUT AS A FIRST STEP, WE DID TAKE A LOOK AT THE DATA TO SEE WHAT WE MIGHT DISCOVER TO HELP DRIVE PLANNING FOR CORRECTIVE MEASURES THE DISTRICT NEEDS TO IMPLEMENT MOVING FORWARD.

AND UPON ASSESSING THE DATA, WE DID IDENTIFY A CONCERN THAT WE WANTED TO CONSIDER, AND WE FOUND THAT THERE WAS A LACK OF CONSISTENCY IN ASSIGNING CONSEQUENCES FOR VIOLATIONS OF THE STUDENT CODE OF CONDUCT ACROSS CAMPUSES AND HOW WE ADDRESSED DISCIPLINE ISSUES.

AND ONCE WE UNCOVERED THIS AREA OF CONCERN, WE THEN RESPONDED TO THE LACK OF CONSISTENCY BY CREATING A NEW, DISTRICTWIDE PHILOSOPHY FOR BEHAVIOR SUPPORT AND A MORE CONSISTENT APPROACH TO ADDRESSING DISCIPLINE ISSUES.

I'M GOING TO TALK YOU THROUGH WHAT THE PHILOSOPHY AND THAT CONSISTENT APPROACH LOOKS LIKE IN BROAD STROKES.

AND OF COURSE, AS WE'VE SAID A FEW TIMES ALREADY, WE'LL GET INTO MUCH MORE DETAIL AT THE BOARD WORKSHOP THAT'S COMING UP.

SO FIRST WE HAVE OUR BEHAVIOR SUPPORT PHILOSOPHY.

IN THE FALL OF 2020 DISTRICT AND CAMPUS LEADERS CONVENED TO BEGIN DISCUSSIONS AROUND BEHAVIOR SUPPORT AND DRAFT A PHILOSOPHY THAT WOULD SUPPORT THE NEEDS OF ALL STUDENTS IN FRISCO ISD.

SINCE THAT TIME, WE'VE RECONVENED ON AN ANNUAL BASIS TO REVIEW THIS PHILOSOPHY AND MAKE SLIGHT ADJUSTMENTS OR ALTERATIONS AS NEEDED AND BASED ON THE FEEDBACK OF OUR CAMPUS LEADERS. AS YOU CAN SEE, THE PHILOSOPHY STATES THAT THE PURPOSE OF DISCIPLINE IS TO CHANGE BEHAVIOR.

WHEN STUDENTS VIOLATE THE STUDENT CODE OF CONDUCT, IT IS THE EDUCATOR'S OPPORTUNITY TO GUIDE THEM IN REFLECTING ON THEIR ACTIONS AND HOW THOSE ACTIONS IMPACT THE EDUCATIONAL ENVIRONMENT. BY RESPONDING TO MISBEHAVIOR CONSISTENTLY WITH A FOCUS ON RELATIONSHIPS, PERSONAL ACCOUNTABILITY, AND FAIR AND EQUITABLE CONSEQUENCES, WE WILL SUPPORT ALL STUDENTS IN THEIR EDUCATIONAL EXPERIENCE.

SO THIS STATEMENT PROVIDES SOME OBJECTIVES FOR US.

WE WANT TO CHANGE BEHAVIOR AND TO GUIDE STUDENTS AND REFLECTING ON THEIR BEHAVIOR AND HOW IT IMPACTS OTHERS AND THE EDUCATIONAL ENVIRONMENT.

AND ONE OF THE SLIGHT BUT IMPORTANT ADJUSTMENTS THAT WE MADE WHEN THE COMMITTEE RECONVENED IN THE SPRING OF 2022 WAS ADDING THE WORDS PERSONAL ACCOUNTABILITY TO ENSURE

[02:55:02]

SO ONCE WE FORGED THIS PHILOSOPHY, WE BEGAN BUILDING AWARENESS AROUND IT BY SHARING IT WITH OUR CAMPUS ADMINISTRATORS AND STAFF AND HIGHLIGHTING IT AND PROFESSIONAL LEARNING OPPORTUNITIES AND AS A FOUNDATION FOR OUR RESPONSE TO BEHAVIOR.

AND WE ALSO BEGAN DEVELOPING PRACTICES THAT ALIGN WITH THIS STATEMENT TO SUPPORT BEHAVIOR.

SO AS WE BEGAN THAT WORK, WE LOOKED AT BEHAVIOR FROM TWO SIDES, ONE, THE PROACTIVE SIDE AND TWO, THE RESPONSIVE SIDE.

HERE WE'RE LOOKING AT THE PROACTIVE SIDE WHERE WE FOCUS ON PREVENTION BASED INTERVENTIONS.

I'M GOING TO GIVE A VERY BROAD OVERVIEW OF WHAT WE'RE DOING BECAUSE THERE'S A LOT OF DETAIL HERE, BUT YOU MIGHT BE FAMILIAR WITH OR HAVE HEARD ABOUT MTSS OR MULTI-TIERED SYSTEMS OF SUPPORT, AND YOU'VE LIKELY HEARD ABOUT IT IN RELATION TO ACADEMICS.

AND IF STUDENTS STRUGGLE ACADEMICALLY IN A CLASS LIKE MATH, MTSS PROVIDES A SYSTEM OF SUPPORT TO HELP THAT STUDENT OVERCOME ANY DEFICITS AND TO FIND SUCCESS. SO ON THE ACADEMIC SIDE OF MTSS, WE ACHIEVE THIS WORK THROUGH RTI OR RESPONSE TO INTERVENTION, WHICH IS A TERM THAT YOU HAVE LIKELY HEARD BEFORE.

SO BACK TO OUR EXAMPLE.

IF A STUDENT IS STRUGGLING WITH MATH, WE DON'T JUST REMOVE THE STUDENT FROM MATH CLASS AND SAY, YOU DON'T GET TO DO MATH ANYMORE.

WE WORK WITH THE STUDENT TO SUPPORT THEIR NEEDS THROUGH LAYERED SUPPORTS RANGING FROM THAT BASIC GOOD CLASSROOM INSTRUCTION.

AND THEN IF THEY NEED MORE, WE CAN PROVIDE SOME TARGETED SUPPORT, MAYBE SOME SMALL GROUP INTERVENTION.

AND THEN IF THEY NEED MORE, WE PROVIDE SOME INTENSIVE, INDIVIDUALIZED SUPPORT FOR OUR LEARNERS BECAUSE WE ARE COMMITTED TO HELPING THEM LEARN MATH AND BE SUCCESSFUL IN THAT CLASSROOM SETTING. SIMILARLY, WE WANT TO PROVIDE SUPPORT TO STUDENTS WHO MIGHT NEED EXTRA SUPPORT WITH BEHAVIOR IN THE CLASSROOM.

SO IN THE MTSS SYSTEM, THESE SUPPORTS ARE PROVIDED VIA POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS OR PBIS.

AND THIS IS A RESEARCH BASED AND EVIDENCE BASED APPROACH TO SUPPORTING BEHAVIOR.

AND SIMILAR TO WHAT WE JUST DISCUSSED WITH MATH IN RTI, WE HAVE TIERED SUPPORTS.

UNIVERSAL IS THAT GOOD BASIC CLASSROOM MANAGEMENT AND THEN WE CAN TIER UP WHENEVER STUDENTS NEED ADDITIONAL SUPPORT BY PROVIDING SOME SMALL GROUP INTERVENTIONS AND SOME INDIVIDUALIZED INTERVENTIONS.

WHEN STUDENTS CONTINUE TO EXHIBIT BEHAVIORS THAT REFLECT THAT THEY NEED SUPPORT WITH BEHAVIOR.

AND THEN ONE PIECE OF PBIS FOCUSES ON THE UNIVERSAL INTERVENTION OF BUILDING RELATIONSHIPS, AND THAT HELPS DEVELOP A CLASSROOM ENVIRONMENT THAT IS CONDUCIVE TO LEARNING. AS YOU'VE LIKELY HEARD, WE HAVE WORKED ON IMPLEMENTING STRATEGIES ACROSS THE DISTRICT TO FOCUS ON THIS EFFORT THROUGH RELATIONSHIP CENTERED LEARNING OR RCO.

AND WE'RE GOING TO GET INTO SOME GREAT DETAIL ON THAT AT THE BOARD WORKSHOP.

BUT WE DID WANT TO PROVIDE THIS OVERVIEW TO YOU THIS EVENING VIA VIDEO.

THAT WORKED EARLIER.

WELL, WE MIGHT NOT WATCH THE VIDEO.

I'M NOT SURE WHY. I DON'T THINK IT'S GOING TO WORK FOR US RIGHT NOW. IT'S A REALLY GREAT VIDEO.

I ENCOURAGE YOU TO WATCH IT IF YOU HAVEN'T ALREADY AND INCLUDES SOME TEACHER FEEDBACK WHERE THEY'RE IN THE CLASSROOM IMPLEMENTING THESE STRATEGIES AS WELL AS SOME PRINCIPAL FEEDBACK FROM PIONEER HERITAGE MIDDLE SCHOOL.

SO WE WILL EXIT OUT OF THIS FOR NOW.

WE'VE ALSO BUILT PREVENTION BASED INTERVENTIONS INTO OUR SUPPORT STRUCTURE THROUGH PERSONNEL.

SO WE HAVE CAMPUS INTERVENTION COACHES IN FRISCO ISD AND THEIR JOB DESCRIPTIONS WERE REVISED DURING THE 2020-2021 SCHOOL YEAR TO OFFER MORE SUPPORT TO CAMPUSES. ORIGINALLY, THEIR RESPONSIBILITY WAS TO FOCUS SOLELY ON HELPING SUPPORT STUDENTS WHO NEEDED TARGETED AND INTENSIVE SUPPORTS IN THE CLASSROOM BY BY PUSHING INTO CLASSROOMS. THEY WOULD OBSERVE STUDENTS AND GIVE RECOMMENDATIONS ON HOW TO SUPPORT THEM.

NOW, HOWEVER, OUR CICS RESPONSIBILITIES HAVE EXPANDED TO INCLUDE COACHING, MODELING AND TRAINING.

OUR CICS CAN NOW RECEIVE TEACHER INITIATED REFERRALS WHEN THEY WOULD LIKE A CIC TO COME IN AND OBSERVE THEIR CLASSROOM AND RECEIVE FEEDBACK ON HOW THEY COULD IMPLEMENT OR

[03:00:01]

AND JUST TO BRING SOME MORE AWARENESS TO THAT.

OUR CICS ARE ITINERANT STAFF WHERE THEY'RE ABLE TO GO OUT AND THEY SUPPORT ROUGHLY 7 TO 8 CAMPUSES EACH.

OUR ADMINISTRATORS CAN ALSO SUBMIT CIC REFERRALS FOR TEACHERS WHO MIGHT NEED SUPPORT AS WELL AS FOR SPECIFIC STUDENTS SO THEY'RE STILL PROVIDING THAT TARGETED AND INTENSIVE SUPPORT FOR STUDENTS WHO NEED ADDITIONAL BEHAVIOR SUPPORT.

AFTER OBSERVING CLASSROOMS AND OR STUDENTS WITHIN THE CLASSROOMS, OUR CICS COACH TEACHERS ON WHAT THEY CAN DO NEXT.

AND THEY ALSO MODEL HOW TO DO IT IN THE CLASSROOM SETTING.

OUR CICS ALSO PROVIDE TRAINING VIA DISTRICT WIDE PROFESSIONAL LEARNING SESSIONS, AS WELL AS CAMPUS PROFESSIONAL LEARNING SESSIONS THAT THEY CAN DEVELOP AND TAILOR SPECIFICALLY FOR CAMPUSES UPON REQUEST.

SO THEIR ROLES AND RESPONSIBILITIES HAVE GREATLY EXPANDED IN ORDER TO SUPPORT BEHAVIOR ACROSS THE DISTRICT.

AS WE ALIGN OUR PRACTICES WITH OUR UPDATED BEHAVIOR PHILOSOPHY, WE HAVE ALSO WORKED ON THE RESPONSIVE SIDE OF BEHAVIOR.

SO ONCE A BEHAVIOR OCCURS, WE DO RESPOND TO IT, AND RELATIONSHIP CENTERED LEARNING DOES NOT REPLACE CONSEQUENCES.

SO WE RESPOND TO BEHAVIORS THAT VIOLATE THE STUDENT CODE OF CONDUCT IN A VARIETY OF WAYS.

IT MIGHT INCLUDE SCHOOL DETENTION, AFTER SCHOOL, IT MIGHT INCLUDE LUNCH DETENTION, SUSPENSIONS AND WHATNOT.

BUT WHEN BASIC TEACHER INTERVENTION DOESN'T WORK, WE HAVE OFFICE REFERRALS.

AND WHEN IT'S SIGNIFICANT ENOUGH TO WARRANT TIME OUTSIDE OF CLASS, WE LOOK FOR ADDITIONAL CONSEQUENCES THAT MIGHT HELP THE SITUATION.

AGAIN, WE'RE OPERATING UNDER THE FRISCO ISD STUDENT CODE OF CONDUCT.

THAT SAID, AS PREVIOUSLY NOTED, WHEN WE WE LOOKED AT OUR DATA, WE FOUND A LACK OF CONSISTENCY ACROSS THE DISTRICT AND IMPLEMENTATION OF THOSE SHORT TERM CLASSROOM REMOVALS TO ISS AND TO OSS.

AND WHILE THE STUDENT CODE OF CONDUCT DRIVES WHAT OFFENSES RESULT IN OR SHOULD RESULT IN CONSEQUENCES, IT DOESN'T EXPLICITLY OUTLINE WHAT CONSEQUENCES TO ASSIGN OR FOR HOW LONG.

THAT'S DUE TO THE FACT THAT EVERY BEHAVIORAL INCIDENT HAS ITS OWN UNIQUE CIRCUMSTANCES THAT NEED TO BE CONSIDERED.

A PLUS B DOESN'T ALWAYS EQUAL C.

SO, FOR EXAMPLE, IF YOU HAVE A STUDENT WHO USES INAPPROPRIATE LANGUAGE IN THE HALLWAY, THE ADMINISTRATOR WHO RECEIVES THAT REFERRAL IS GOING TO LOOK AT THE FULL CONTEXT OF THE SITUATION. UNDER WHAT CIRCUMSTANCES DID THE STUDENT USE THE LANGUAGE? WAS THE STUDENT DIRECTING IT AT AN INDIVIDUAL, OR WAS IT IN RESPONSE TO DROPPING A BAG ON THEIR BIG TOE? THEY'RE GOING TO LOOK AT THE WHOLE PICTURE TO DETERMINE WHAT CONSEQUENCE MIGHT BE APPROPRIATE.

THEY'RE ALSO GOING TO LOOK AT THE BEHAVIORAL HISTORY OF A STUDENT AND SEE IF THEY'VE RECEIVED A CONSEQUENCE OR A WARNING FOR THIS BEFORE OR RECEIVED PRIOR CONSEQUENCES, BECAUSE CONSEQUENCES DO ESCALATE OVER TIME.

SO WITH THAT, WE ALSO KNOW THAT THERE WAS A LACK OF CONSISTENCY IN RESPONSE.

AND SO BASED ON THIS, WE WORKED THROUGHOUT THE 2020-2021 SCHOOL YEAR TO DEVELOP AN INTERNAL BEHAVIOR SUPPORT MATRIX THAT CAMPUS ADMINISTRATORS CAN REFERENCE WHEN ASSIGNING DISCIPLINARY CONSEQUENCES TO STUDENTS.

THE MATRIX INCLUDES A RANGE OF CONSEQUENCES THAT CAN BE ASSIGNED IN RELATION TO BEHAVIORS THAT ARE FREQUENTLY EXHIBITED ON CAMPUS.

AND THE MATRIX SERVES AS AN INTERNAL REFERENCE TO HELP SUPPORT CONSISTENCY ACROSS CAMPUSES, WHILE ALSO ALLOWING CAMPUS ADMINISTRATORS TO CONSIDER THE UNIQUE CIRCUMSTANCES REGARDING ANY VIOLATION OF THE STUDENT CODE OF CONDUCT WHEN ASSIGNING THOSE DISCIPLINARY CONSEQUENCES.

SO AS, A SUPPORT IN THE CONVERSATION.

WE'VE INCLUDED AN EXCERPT HERE.

I APOLOGIZE THAT IT'S SMALL, SO THAT I COULD GET IT TO FIT.

BUT YOU CAN SEE A BEHAVIOR IS LISTED IN THE LEFT HAND COLUMN.

AND FROM THERE, COMMENTS ARE INCLUDED THAT CAMPUS ADMINISTRATORS BELIEVED WOULD BE HELPFUL AS REFERENCE MATERIAL.

SO AGAIN, WE BUILT THIS MATRIX IN COLLABORATION WITH CAMPUS ADMINISTRATORS AND THEN WE HAVE RESOURCES LISTED AND LINKED TO OUR RELATIONSHIP CENTERED LEARNING THAT ARE INCLUDED AS A REFERENCE IN CASE AN ADMINISTRATOR WANTS TO REVIEW THOSE PRACTICES IN RELATION TO ANY INCIDENT.

AND THEN FROM THERE YOU SEE THE RANGE OF CONSEQUENCES THAT COULD BE ASSIGNED.

AS YOU CAN SEE IN THIS EXAMPLE, FOR FAILURE TO FOLLOW DIRECTIVES.

THAT'S THE LAST ONE LISTED.

FAILURE TO FOLLOW DIRECTIVES, DISRESPECT OR INSUBORDINATION.

THE CONSEQUENCES CAN RANGE FROM A MEETING WITH THE STUDENT OR A PHONE CALL HOME TO SUSPENSION, DEPENDING ON THOSE CIRCUMSTANCES.

SO WITH THIS RESOURCE, CAMPUS ADMINISTRATORS CAN RESPOND TO BEHAVIORS WITHIN A RANGE.

THUS DEVELOPING GREATER CONSISTENCY ACROSS OUR CAMPUSES, BUT STILL ALLOWING FOR THE CONSIDERATION OF THOSE UNIQUE CIRCUMSTANCES AND TO SUPPORT THE INDIVIDUAL STUDENT WHO IS BEFORE THEM. AND THEN TO GO A STEP FURTHER.

WHILE THE MATRIX OFFERS A RANGE OF CONSEQUENCES FOR VIOLATIONS OF THE STUDENT CODE OF CONDUCT IN THOSE SHORT TERM REMOVALS, THERE ARE SOME SITUATIONS THAT REQUIRE SPECIFIC CONSEQUENCES BE ASSIGNED, AND THAT'S DRIVEN BY THE TEXAS EDUCATION CODE AND HAS TO DO WITH THOSE LONG TERM REMOVALS FROM THE CLASSROOM ENVIRONMENT.

[03:05:08]

OR COULD BE.

BUT WE CAN'T JUST ALWAYS ASSIGN THAT UNLESS IT'S LISTED THERE IN THE TEXAS EDUCATION CODE.

AND THEN IT'S WORTH NOTING HERE THAT REGARDLESS OF ISS, OSS, DAEP, OR JJAEP, STUDENTS ARE ALWAYS GIVEN DUE PROCESS AND THEY ALWAYS HAVE THE OPPORTUNITY TO TELL THEIR SIDE OF THE STORY BEFORE A FINAL DECISION IS RENDERED REGARDING A DISCIPLINARY CONSEQUENCE.

SO IT'S AN IMPORTANT PIECE THAT WE ALWAYS PROVIDE TO OUR STUDENTS.

SO THAT WAS A LOT.

SO THE COMPLETED ACTIONS THAT WE HAVE IMPLEMENTED THUS FAR.

IN THE FALL OF 2020 WE HAD OUR BEHAVIOR SUPPORT PHILOSOPHY THAT WE DEVELOPED IN COLLABORATION WITH OUR CAMPUSES.

DURING THE 2020 TO 2021 SCHOOL YEAR WE ALSO DEVELOPED THE BEHAVIOR SUPPORT MATRIX IN COLLABORATION WITH OUR CAMPUSES, AND WE UPDATED THE RULES AND RESPONSIBILITIES OF OUR CAMPUS INTERVENTION COACHES TO PROVIDE GREATER SUPPORT TO OUR CAMPUSES WHO NEEDED HELP WITH BEHAVIOR.

IN THE 2021 TO 2022 SCHOOL YEAR WE INTRODUCED RELATIONSHIP CENTERED LEARNING, AND THERE ARE FOUR TOOLS.

I'M SORRY YOU DIDN'T GET TO SEE THE VIDEO, BUT THERE ARE FOUR BASIC TOOLS THAT OUR TEACHERS ARE IMPLEMENTING ACROSS FRISCO ISD TO HELP IMPROVE STUDENT-TO-STUDENT RELATIONSHIPS AS WELL AS TEACHER-TO-STUDENT RELATIONSHIPS, AND CREATE A REALLY POSITIVE CLASSROOM CULTURE AND ENVIRONMENT WHERE STUDENTS ARE READY TO LEARN.

AND THEN DURING THE 2022 TO 2023 CURRENT SCHOOL YEAR, WE ARE IMPLEMENTING STUDENT SERVICES LEARNING SESSIONS, BUT THAT IS IN PROGRESS.

SO I'M GOING TO GO BACK TO MR. JACKSON FOR JUST A MOMENT WHERE HE CAN SHARE WHAT OUR SPECIAL EDUCATION DEPARTMENT HAS ACCOMPLISHED THUS FAR.

AND THEN I WILL UPDATE YOU ON OUR ONGOING WORK.

OKAY, SO PAIGE TALKED ABOUT OUR DISTRICT RESPONSE FOR ALL STUDENTS REGARDING BEHAVIOR AND DISCIPLINE.

AND WITH RESPECT TO SPECIAL EDUCATION, YOU CAN SEE WE HAVE FOCUSED ON TEACHER-PARENT ADMINISTRATIVE TRAINING.

WE WERE SO PLEASED WITH OUR BEHAVIOR SYMPOSIUM AND OUR PARAPROFESSIONAL CONFERENCE THIS SUMMER.

WE RECEIVED A GREAT DEAL OF POSITIVE FEEDBACK FROM BOTH OF THESE EVENTS AND BELIEVE THAT TEACHERS, PEERS AND ADMINISTRATORS ARE MORE PREPARED FOR A GREAT SCHOOL YEAR.

IN ADDITION TO TRAINING, OUR DEPARTMENT PROVIDES A GREAT DEAL OF SUPPORT TO CAMPUSES AND RESPONDING TO THE NEEDS OF STUDENTS.

SO WE HAVE OUR BEHAVIOR COACHES THAT ARE PRIMARY SUPPORT TO CAMPUS STAFF WHEN IT COMES TO MODELING AND COACHING FOR THE BEST RESPONSE TO CHALLENGING STUDENT BEHAVIOR. IN ADDITION, OUR LICENSED SPECIALIST AND SCHOOL PSYCHOLOGY, MANY KNOW THOSE AS LSSPS.

THEY'RE SIGNIFICANT PLAYERS WHEN IT COMES TO STUDENT SERVICES, TEACHER CONSULTATIONS, COLLABORATION WITH PRIVATE PROVIDERS THAT MAY BE PROVIDING SUPPORT TO STUDENTS OUTSIDE OF SCHOOLS AS WELL.

WE ALSO HAVE A GREAT DEAL OF RESOURCES THAT OUR STAFF CAN ACCESS, SUCH AS ON DEMAND LEARNING WITH SPECIFIC CLASSROOM TOOLKITS, WITH IDEAS FOR REINFORCERS AND POSITIVE BEHAVIOR.

WE ALSO UTILIZE OUR DATA DASHBOARDS TO INFORM US OF CAMPUS NEEDS, AS WELL AS TO INITIATE CAMPUS SUPPORT WHEN IT COMES TO SPECIFIC AREAS OF NEED.

SO OUR TRAINING, SUPPORT AND RESOURCES PROVIDE A WELL ROUNDED APPROACH TO ADDRESSING BEHAVIOR MANAGEMENT IN THE CLASSROOM.

AND THESE TOOLKITS AND THESE DATA DASHBOARDS REALLY ARE INFORMING OUR PROCESSES AND HOW WE RESPOND, IN ADDITION TO RESPONDING TO CAMPUSES WHEN THEY REACH OUT FOR SUPPORT FOR SPECIFIC STUDENT NEEDS AS WELL.

OKAY. SO AS YOU'VE HEARD, WE HAVE PUT A LOT OF TIME, RESOURCES AND EFFORT INTO SUPPORTING BEHAVIOR ACROSS FRISCO ISD.

BUT WE KNOW OUR WORK ISN'T DONE AND WE ARE CONTINUING OUR EFFORTS.

SO LOOKING AHEAD, WE ARE CONTINUING TO SUPPORT BEHAVIOR OF ALL STUDENTS BY FOCUSING ON LEARNING WITH CAMPUS STAFF SO THEY CAN CONTINUE TO RESPOND TO BEHAVIOR WHEN NECESSARY AND ALSO BE EQUIPPED TO PROACTIVELY REDUCE BEHAVIOR AS TIME GOES ON.

THIS YEAR WE ARE HOSTING STUDENT SERVICES LEARNING SESSIONS THAT FOCUS ON DEVELOPING CONSISTENCY IN PRACTICES ACROSS OUR CAMPUSES.

A CAMPUS ADMINISTRATOR ATTENDS EACH OF THESE MEETINGS WITH TWO TEACHER TEAM MEMBERS, AND THEY RECEIVE LEARNING AROUND POSITIVE BEHAVIOR, INTERVENTIONS AND SUPPORTS.

AS PREVIOUSLY MENTIONED, THESE ARE PREVENTION BASED EFFORTS AND THIS YEAR OUR FOCUS IS ON THE UNIVERSAL INTERVENTIONS THAT CAN BE APPLIED SCHOOL WIDE.

WE HOSTED OUR FIRST SESSION FOR THE YEAR IN THE LAST COUPLE OF WEEKS AND WE RECEIVED VERY POSITIVE FEEDBACK AFTER PROVIDING CAMPUSES WITH RESEARCH BASED PRACTICES THAT THEY CAN IMPLEMENT THAT HELP INFORM RESPONSES TO BEHAVIORS.

[03:10:04]

IN OUR STUDENT SERVICES LEARNING SESSIONS.

WE ALSO ARE EMPHASIZING THE IMPORTANCE OF DATA AND LOOKING AT IT FREQUENTLY.

SO WE HAVE WORKED WITH OUR STUDENT INFORMATION SYSTEMS TEAM, SIS TEAM, TO DEVELOP A LIVE RESOURCE FOR OUR CAMPUSES TO ACCESS.

AND I SHOULDN'T SAY THAT WE WORKED ON IT.

THEY'RE AMAZING AND THEY JUST DID IT WHEN WE ASKED THEM TO BECAUSE THEY MAKE MAGIC HAPPEN.

SO WITH THIS, YOU'RE SEEING THE LANDING PAGE WHEN A CAMPUS ADMINISTRATOR LOGS ON TO THEIR SCHOOL DISCIPLINE DASHBOARD AND IT IMMEDIATELY GIVES SOME BIG PICTURE IDEAS ABOUT BEHAVIOR ON CAMPUS.

IT TELLS WHAT BEHAVIOR IS OCCURRING, WHERE IT'S TAKING PLACE, WHEN IT'S TAKING PLACE AND BY WHOM.

AND SO IT GIVES SOME REALLY GREAT INFORMATION RIGHT UP FRONT.

AND THEN AS MR. JACKSON SHARED EARLIER, WE'RE GOING TO HAVE SOME LEARNING AT THE END OF THIS MONTH WITH OUR ADMINISTRATORS SPECIFIC TO A NEW TOOL THAT HAS YET TO ROLL OUT.

BUT IT IS VERY CLOSE TO BEING READY THAT WILL SPECIFICALLY LOOK AT SIGNIFICANT DISPROPORTIONALITY IN REAL TIME.

SO CAMPUSES WILL HAVE AN AWARENESS REGARDING WHERE THEY ARE WITH BEHAVIOR DATA AND HOW IT IS IMPACTING DIFFERENT GROUPS OF STUDENTS.

AND AS A FINAL NOTE, YOU MIGHT WONDER HOW ALL OF THIS INFORMATION FROM OUR STUDENT SERVICES LEARNING SESSION ACTUALLY MAKES ITS WAY BACK TO OUR CAMPUSES.

AND WHEN WE HOST THESE LEARNING SESSIONS, A CAMPUS ADMINISTRATOR ATTENDS WITH TWO TEACHERS, AND THOSE INDIVIDUALS THEN RETURN TO THEIR RESPECTIVE CAMPUSES AND LEAD WHAT WE CALL OUR MTSS-B, THE B STANDING FOR BEHAVIOR, CAMPUS TEAMS. AND THEY TAKE THE LEARNING THEY RECEIVE, CARRY IT BACK TO THEIR CAMPUS AND SHARE IT WITH A LARGER COMMITTEE OF STAKEHOLDERS, WHICH IS THE MTSS-B CAMPUS TEAM.

AND THAT TEAM THEN DETERMINES WHAT TO SHARE WITH THE ENTIRE STAFF IN REGARDS TO DATA SO THAT THE ENTIRE CAMPUS CAN BE UP TO DATE ON WHERE THEY ARE WITH BEHAVIOR AND WEIGH IN ON HOW TO RESPOND TO IT.

AND WE KNOW THIS WILL VARY FROM ONE CAMPUS TO ANOTHER.

ADDITIONALLY, THE MTSS-B TEAM LEADS IN DETERMINING HOW TO IMPLEMENT PBIS STRATEGIES ON THEIR CAMPUS, SHARE THAT INFORMATION WITH THE STAFF AND CAN TRAIN ON IT.

AS WE CONCLUDE OUR PRESENTATION, I'D LIKE TO AGAIN THANK YOU FOR YOUR TIME THIS EVENING.

AND I THINK, MS. MILLER, THAT'S ALL THAT WE HAVE TO SHARE.

SO WE'LL LET YOU WRAP IT UP.

SO WE ARE KEEPING A TALLY OR JUST WRITING DOWN QUESTIONS THAT YOU MAY HAVE THAT WE HAVEN'T ANSWERED TONIGHT.

SO JUST SO YOU KNOW, ANYTHING THAT WE DIDN'T TOUCH ON TONIGHT, WE WILL MAKE SURE THAT WE GET THE DATA THAT YOU NEED AND ANSWER ANY QUESTIONS AT THE BOARD WORKSHOP.

BUT IF YOU HAVE QUESTIONS OVER AT THIS PART OF THE PRESENTATION, WE'RE HAPPY TO HELP ANSWER THOSE.

I JUST HAVE ONE.

YOU MENTIONED THAT THERE IS A RANGE OF DISCIPLINE MEASURES THAT ARE GIVEN TO STUDENTS DEPENDING ON THEIR CHALLENGE OR WHAT IS REPORTED.

IS THERE ANY WAY WE CAN MAKE IT MORE CONSISTENT IN IDENTIFYING ACROSS CAMPUSES WHERE YOU ARE AT ONE CAMPUS COMMITTING AN OFFENSE AND YOU MAY NOT RECEIVE YOU MAY JUST RECEIVE A DETENTION, AT ANOTHER CAMPUS YOU'RE RECEIVING IN SCHOOL SUSPENSION AND THEN ANOTHER CAMPUS IT'S SOMETHING DIFFERENT.

IS THERE ANY WAY WE CAN ELIMINATE THE RANGE AND MAKE IT CONSISTENT ACROSS THE BOARD? RIGHT. SO THAT'S A GREAT QUESTION.

OUR GOAL WITH THE MATRIX IS TO CALIBRATE ACROSS THE DISTRICT TO REDUCE THE RANGE AT LEAST.

BUT THERE ARE MITIGATING FACTORS THAT WE CONSIDER.

AS I MENTIONED PREVIOUSLY, WE'RE LOOKING AT THAT DISCIPLINE HISTORY FOR A STUDENT.

WE'RE ALSO LOOKING AT THINGS LIKE INTENT.

WAS THERE AN INTENT TO CAUSE HARM? WE DO CONSIDER A STUDENT'S DISABILITY IF THEY WERE AWARE OF THE WRONGFULNESS OF THEIR ACTIONS.

AND SO IT'S REALLY CHALLENGING TO SAY THIS OFFENSE WILL ALWAYS RESULT IN THIS CONSEQUENCE BECAUSE WE DO WANT TO TAKE THE INDIVIDUAL STUDENT NEEDS AND THEIR THOSE MITIGATING FACTORS INTO CONSIDERATION BEFORE ASSIGNING A CONSEQUENCE.

BUT OUR GOAL WITH THE MATRIX IS TO REDUCE THE RANGE, SO WE ARE DEVELOPING MORE CONSISTENCY IN OUR PRACTICES WITH THAT.

OKAY. THANK YOU.

YES, MA'AM. BOARD, ANY OTHER QUESTIONS? I HAVE A COUPLE OF QUESTIONS.

YOU MENTIONED IN ONE OF THE SLIDES THAT THERE WAS A LACK OF CONSISTENCY FOUND IN TERMS OF HOW THE DISCIPLINE WAS APPLIED BASED ON THE POLICY INFRACTION OR VIOLATION.

WAS THERE A RACE CORRELATION TO THAT THAT YOU FOUND? I'M. I'LL TAKE THAT.

[03:15:03]

RIGHT. SO WHEN WE LOOKED AT THOSE, WE DID NOT FIND THAT.

SO TO MR. LOWE'S POINT, WE DO NEED TO TAKE A LOOK AT ALL OF THE INCIDENTS AND MAKE SURE THAT FOR THE NUMBER OF INCIDENTS, THE NUMBER OF CONSEQUENCES ARE EQUITABLE. SO IN LOOKING AT THE DATA FOR THIS, WHAT WE FOUND WAS, FOR EXAMPLE, INAPPROPRIATE LANGUAGE, THAT THE RANGE OF CONSEQUENCES NOT RELATED TO RACE WAS DIFFERENT ACROSS THE BOARD.

AND SO THAT'S WHY WE APPROACHED IT IN THE WAY THAT WE DID TO TRY TO BE CONSISTENT ACROSS THE DISTRICT WITH ALL STUDENTS.

THANK YOU. THE OTHER THING THAT CAME TO MIND AS I WAS LISTENING TO YOU TALK IS THAT WHEN WE FOCUS ON THE RATIO, RIGHT, THEN WE'RE NOT NECESSARILY FOCUSING ON THE NUMBER OF INCIDENTS.

SO LET'S SAY, FOR EXAMPLE, WE HAD 100 INCIDENTS AND THE RATIO WAS 2.7, WHICH IS STILL OUT OF RANGE. RIGHT? AND LET'S SAY THE NEXT YEAR WE HAD 60 INCIDENTS AND THE RATIO WAS 3.0.

LIKE 60 IS BETTER THAN 100.

RIGHT? AND SO THIS DOESN'T ACCOUNT FOR THAT.

AND SO, AND I UNDERSTAND THAT THIS COMES FROM THE TEA, IT'S NOT FRISCO ISD, BUT I GUESS WHAT I JUST WANT TO MAKE SURE IS THAT WHEN WE LOOK AT BEHAVIOR INSTANCES THAT WE'RE LOOKING AT IT HOLISTICALLY AND THAT WE'RE TRYING TO REDUCE THE NUMBER OF INCIDENTS AS WELL AS I THINK TO MS. DAVIS'S POINT, LIKE, ARE WE ARE WE APPLYING IT CONSISTENTLY ACROSS THE BOARD TO THE DEGREE WE CAN? THERE'S ALWAYS SOME SUBJECTIVITY, BUT I THINK THE MATRIX HELPS US AT LEAST WE'RE IN THAT RANGE OF IT COULD BE THIS, THIS OR THIS, RIGHT? AND SO I THINK AS WE APPROACH THIS, I THINK IT'S REALLY IMPORTANT TO KEEP THAT IN MIND BECAUSE THE GOAL IS TO REDUCE THE INCIDENTS.

I THINK THE RATIO YOU KNOW, I'M NOT GOING TO COMMENT ON THAT TONIGHT, BUT I THINK THAT CAN BE PROBLEMATIC.

AND THEN THE OTHER THING THAT I THINK CAN BE PROBLEMATIC WHEN YOU LOOK AT IT THAT WAY IS HOW DO WE KNOW THAT IT'S WHAT WE'RE DOING, THIS REDUCING THE RATES AND NOT A LACK OF REPORTING? BECAUSE I THINK THAT THAT COULD POTENTIALLY BE SOMETHING THAT WE NEED TO KEEP AN EYE ON AND MAKE SURE THAT WHEN THERE ARE INCIDENTS THAT THOSE ARE REPORTED ALL THE TIME AND THEY ARE HANDLED.

AND I THINK THAT WHEN YOU'RE FOCUSING ON TRYING TO DIAL ONE LEVER, SOMETIMES YOU UNINTENTIONALLY FAIL TO FOCUS ON ANOTHER AS WELL.

SO.

YES, WE WANTED TO MAKE SURE THAT WE WERE DEVELOPING RESPONSES THAT APPLIED TO ALL STUDENTS.

WE WEREN'T FOCUSING ON ANY ONE GROUP OF STUDENTS WHEN DEVELOPING THESE RESPONSES.

AND THEN AS FAR AS THE REPORTING PIECE, WE ALSO AGREE WITH YOU THERE, AND WE KNOW THAT OUR CAMPUSES HAVE BEEN WORKING HARD ON THAT.

BUT THAT'S WHY WE ALSO ARE PULLING OUR TEACHERS DIRECTLY INTO THESE LEARNING SESSIONS THAT WE'RE HAVING AND HELPING THEM BE A PART OF TAKING IT BACK TO THEIR CAMPUSES.

SO THEY'RE A PART OF THE CONVERSATION FROM THE BEGINNING THROUGH THE ENTIRE EXPERIENCE TO ENSURE THAT WE'RE GETTING THAT DATA PUT INTO THE SYSTEM, THAT THEY KNOW HOW TO PUT THE DATA INTO THE SYSTEM, AND THAT WE HAVE THOSE RESPONSES ON THE RECORD AS WELL.

SO THANK YOU FOR THAT FEEDBACK.

QUESTION. QUESTION FOR YOU.

WHAT WOULD YOU DO IF YOU, ALL THE DISCIPLINE, YOU'RE BEING FAIR ACROSS THE BOARD BUT THE RATIOS ARE OFF.

HOW WOULD YOU FIX IT AT THAT POINT, AND HOW WOULD YOU APPROACH SOLVING THE PROBLEM AT THAT POINT? DO YOU UNDERSTAND WHAT I'M ASKING? I THINK SO.

I'M ALWAYS WARY OF SPEAKING IN HYPOTHETICALS, BUT I THINK THAT WE'RE, OUR PLAN RIGHT NOW IS TO CONTINUE OUR PRACTICES THAT WE'RE IMPLEMENTING, THAT WE'RE IN THE MIDDLE OF IMPLEMENTING. WE'RE GOING TO CONTINUE WITH THESE LEARNING SESSIONS WITH OUR ADMINISTRATORS.

WE'RE GOING TO KEEP WORKING TO SUPPORT THE BEHAVIOR OF ALL STUDENTS.

I'D ADD TO THAT AS WELL THAT IF AS WE'RE GOING THROUGH THIS AND WE'RE TRYING TO SUPPORT THE BEHAVIOR AND WE'RE TRYING TO CHANGE BEHAVIOR AND WE'RE TRYING TO NORM BEHAVIOR, IF WE FIND THAT WHAT WE'RE DOING ISN'T WORKING, THEN WE'RE GOING TO LEVERAGE OTHER DISTRICTS AROUND US.

WE'RE GOING TO LEVERAGE REGION 10 MORE.

WE'RE GOING TO GET MORE INFORMATION AND SAY, OKAY, WHAT SHOULD WE TRY NEXT? SO IF WE FIND THAT IT'S NOT GOING THE WAY WE WANT IT TO, THEN WE'RE GOING TO HAVE TO TRY OTHER THINGS.

NO QUESTIONS. THANK YOU ALL VERY MUCH.

WE REALLY APPRECIATE YOUR TIME AND THANK YOU SO MUCH FOR THE DATA.

I'M SURE YOU WILL GET MANY MORE QUESTIONS FROM THE BOARD AS WE ARE NOT MATHEMATICIANS AND WE'LL NEED TO SIT WITH THIS DATA FOR A LITTLE BIT LONGER.

SO THANK YOU VERY MUCH.

BOARD, IF IT'S OKAY WITH YOU ALL, I'M GOING TO ACTUALLY MOVE PAST OUR ITEM NUMBER 11, AND I'M GOING TO COME BACK TO THAT BECAUSE WE HAVE SOME VERY PATIENT STUDENTS THAT ARE WAITING TO ADDRESS THE BOARD.

AND IT'S AFTER 10:00 AND THEY HAVE SCHOOL TOMORROW.

[03:20:03]

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

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 TRANSFERRABLE TO OTHER SPEAKERS.

PLEASE BE ADVISED THAT THE INFORMATION SHARED IN PUBLIC COMMENT IS NOT 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 TIME OF, SORRY THE SAME AMOUNT OF TIME, THE PODIUM MICROPHONE WILL BE TURNED OFF AT THE CONCLUSION OF THE TIME FOR EVERY SPEAKER.

I BELIEVE WE HAVE EIGHT SPEAKERS, SO 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 ORDER IN WHICH EACH INDIVIDUAL SIGNED UP TO SPEAK.

PLEASE KEEP ALL COMMENTS RELATED TO SCHOOL DISTRICT GOVERNANCE AND OPERATIONS IF YOU HAVE A SPECIFIC CONCERN RELATED TO AN EMPLOYEE OF THE DISTRICT OR SPECIFIC STUDENT ISSUE, YOU SHOULD UTILIZE THE DISTRICT'S GRIEVANCE PROCEDURES PROVIDED IN BOARD POLICIES DGBA LOCAL, FNG LOCAL, NGF LOCAL.

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

ADDITIONALLY, IF THERE ARE FIVE OR MORE INDIVIDUALS THAT WOULD LIKE TO SPEAK, I THINK WE CAN SKIP THAT PART.

IF YOU WISH TO PROVIDE PUBLIC COMMENT ON AN ITEM OTHER THAN THE ACTION ITEM ON TONIGHT'S AGENDA PLEASE JOIN US FOR OUR NEXT COMMUNITY INPUT NIGHT.

THAT'S A GREAT PLUG IN BECAUSE THAT IS NEXT MONDAY NIGHT AT 6:30.

THANK YOU. WE'LL MOVE TO OUR FIRST SPEAKER, ANOUSHKA.

NO. THE FIRST TWO MAY HAVE LEFT.

THEY CAUGHT ME IN THE HALL AND HAD REALLY SPECIFIC QUESTIONS, AND I THINK I ANSWERED THEM FOR THEM.

SO. OKAY, PERFECT.

SO WE WILL MOVE ON TO.

SO, ANISHA, WAS THAT THE OTHER SPEAKER? THAT YOU THINK? IS THERE AN ANISHA HERE? AND JUST TO CORRECT, WE ARE, EVERYONE HAS 3 MINUTES TONIGHT, SO YOU HAVE A LITTLE BIT LONGER.

SO OUR NEXT, ARE THE FOUR OF YOU SPEAKING TOGETHER.

WHY DON'T YOU GUYS ALL COME UP TO THE PODIUM? WE CAN'T WAIT TO HEAR FROM YOU.

THANK YOU FOR YOUR PATIENCE.

IS THIS YOUR FIRST SCHOOL BOARD MEETING? DID YOU LOVE IT? [LAUGHTER] JUST WANT TO MAKE SURE.

THANK YOU FOR THAT OVERWHELMING ENTHUSIASM.

WE APPRECIATE YOU BEING HERE AND CONTINUE.

I WOULD JUST LIKE TO THANK YOU FOR LETTING US PRESENT A LITTLE EARLY BECAUSE WE ARE VERY TIRED.

WE HAVE SCHOOL TOMORROW. ALL FOUR OF US HAVE A TEST TOMORROW.

WE DO? YEAH.

[LAUGHTER] DON'T TELL OUR SCIENCE TEACHER.

OKAY. I'M JUST GOING TO START.

SO WE MIDDLE SCHOOLERS.

WE MIDDLE SCHOOLERS OF THE FISD DISTRICT WALK THESE HALLS ALMOST DAILY WITH HEAVY BACKPACKS AND NO LOCKERS.

BUT BEFORE WE GET INTO THAT, WE WOULD LIKE TO INTRODUCE OURSELVES.

I'M [INAUDIBLE] AND I GO TO LAWLER.

I'M [INAUDIBLE] AND I GO TO LAWLER.

I'M MAYA BROWN AND I ALSO GO TO LAWLER.

I AM [INAUDIBLE] AND I GO TO LAWLER AS WELL.

SO LET'S DIVE IN.

OKAY, SO AFTER OUR TEAM RESEARCH, WE WERE STUDYING ABOUT HOW HEAVY BACKPACKS CAN AFFECT TO LIKE CAN AFFECT OUR BACK, WHICH LEADS TO BACK PROBLEMS LIKE SCOLIOSIS.

AND SO FAR THAT WE HAVE UNDERSTOOD THAT IF WE HAVE, IF OUR BACKPACKS GET HEAVIER OVER TIME WITH THE STUFF THAT WE HAVE TO CARRY, IT'S GOING TO START CAUSING MORE PROBLEMS IN THE FUTURE FOR US.

SO IF WE DO GET LOCKERS, THEN IT WILL HELP PREVENT BACK PAIN ISSUES THAT WILL AFFECT US, THAT MAY AFFECT US IN OUR FUTURE LIVES.

OKAY.

SO LET ME JUST PULL UP TO MY PART.

SO VERY SIMILAR TO OUR HEALTH, STUDENT OPINIONS ARE ESPECIALLY IMPORTANT.

SO WE'VE BEEN FINDING OUR TIME AT SCHOOL AND WE'VE TRIED WE'VE BEEN INTERVIEWING TEACHERS AND STUDENTS ABOUT OUR CAUSE FOR LOCKERS, AND ONE OF OUR STUDENTS IS [INAUDIBLE], AND SHE REALLY THOUGHT THAT HAVING LOCKERS WOULD REALLY HELP US BECAUSE WE HAVE DUFFLE BAGS, WE HAVE

[03:25:05]

AND I COME HOME AND I DON'T WANT TO EVER LEAVE MY BED AND NOT GO TO SCHOOL THE NEXT DAY.

AND SO HAVING LOCKERS CAN REALLY AVOID THIS BY ALSO JUST REMOVING OTHER HEAVY STUFF LIKE BINDERS.

SINCE IN MOST OF OUR CLASSES NOW WE HAVE LOTS OF BINDERS WITH LOTS OF WORKSHEETS AND EVERYTHING AND THAT IS LIKE £5 ON TOP OF OUR BAG. AND SHE ALSO STATED THAT HAVING OPTIONAL LOCKERS COULD ALSO HELP US, LIKE EVERYONE HAS THEIR OWN DESTINY LOCKER.

SO IT WOULD HELP.

JUST IN GENERAL, I WOULD LIKE TO SAY THAT SHE THINKS AND ALSO A LOT OF PEOPLE HAVE ISSUES WITH BAGS AND IT'S OKAY, THERE ARE FOUR OF YOU SO YOU CAN CONTINUE.

AND SO LIKE HAVING ALL THESE BAGS AND ALL THESE INSTRUMENTS TO MEASURE BACK PROBLEMS AND HAVING LOCKERS CAN SOLVE A LOT OF ISSUES. SO NOW WE'RE GOING TO MOVE ON TO WHAT OUR TEACHERS THINK ABOUT LOCKERS.

TEACHERS ALSO HAVE A FEW THINGS TO SAY FOR THEMSELVES.

AND WE SPOKE WITH MS. PUCHE, WHO IS AN ILA TEACHER AT LAWLER MIDDLE SCHOOL.

SHOCKING, I KNOW.

SHE POINTED OUT THAT WITH LOCKERS WE WOULDN'T LOSE THINGS LIKE TENNIS RACKETS, LUNCH BOXES, ETC.

AND. BUT WE ALSO ASKED HER ABOUT OPTIONAL LOCKERS, AND SHE BOLDLY STATED THAT SHE LIKED OPTIONAL LOCKERS BECAUSE, LIKE PEOPLE WHO PERSONALLY DON'T THINK THAT THEY DON'T NEED A LOCKER, THEY CAN JUST BE LIKE, NO, THANK YOU.

I'M GOOD WITH HOW I'M LIVING.

I'M SORRY. BUT IT'S NOT ONLY STUDENTS AND TEACHERS WHO THINK WE NEED LOCKERS, IT'S ALSO PARENTS.

LIKE PARENTS ARE CONCERNED FOR THEIR KIDS WHO HAVE TO LIKE DRAG BACKPACKS AND DUFFEL BAGS AND CELLOS TO SCHOOL EVERY DAY AND BACK. AND LIKE ESPECIALLY WORSE FOR THE KIDS WHO WALK OR BIKE HOME.

AND LIKE DURING THE SUMMERS, IT CAN GET REALLY BAD AND LIKE.

OK. MY PARENTS ARE SICK OF ME COMPLAINING ABOUT MY BACK PROBLEMS. LIKE THEY'RE SICK OF IT AND.

BUT BY BRINGING BACK LOCKERS, IT CAN SATISFY ALL OF US.

OKAY. AND I GET TO SAY THE END.

I HAD TO, LIKE, REWRITE IT LIKE SEVEN DIFFERENT TIMES BECAUSE IT WAS SO LONG.

OK. AT THE END OF THE DAY, LOCKERS ARE A BATCH OF EXTRAORDINARILY USEFUL EQUIPMENT THAT HAVE BEEN NEGLECTED FOR TOO LONG.

OUR HEAVY BACKPACKS WEIGH US DOWN DAILY AND WILL EVENTUALLY LEAD TO BACK PROBLEMS IN THE FUTURE.

LOCKERS WILL HELP STORE SOME OF OUR BACK PROBLEMS IN THE FUTURE.

SORRY, LOCKERS WILL HELP STORE SOME OF OUR THINGS THAT WE WON'T NEED, LESSENING THE WEIGHT IN OUR BACKPACKS, WHICH AS A RESULT REDUCES THE ODDS OF BACK ISSUES.

OUR STUDENT AND TEACHER INTERVIEWS PROVE THAT WE ALL COULD BENEFIT FROM REINFORCING LOCKERS, NOT TO MENTION THE MANY PARENTS WHO WILL BE MORE THAN GLAD TO STOP OUR COMPLAINING. IN ADDITION, LOCKERS SHOULD MOST DEFINITELY BE OPTIONAL.

THERE ARE STILL STUDENTS WHO ARE HAPPY WITH THEIR CURRENT LIVES, AND WE SHOULDN'T FORCE THEM TO USE SOMETHING THAT THEY WON'T NEED.

IN THE LONG RUN LOCKERS HAVE ALL THE POTENTIAL TO BENEFIT US IN COUNTLESS WAYS, AND THAT IS A FACT.

THE END. [LAUGHTER] THANK YOU [APPLAUSE].

I WOULD JUST LIKE TO SAY THIS WAS LIKE TWO AND A HALF MONTHS OF WORK.

THANK YOU. THANK YOU SO MUCH [APPLAUSE].

LET'S GIVE THEM A ROUND OF APPLAUSE.

THAT WAS SO GREAT.

AND I WANT TO USE THAT QUOTE FOR THE REST OF MY LIFE.

HEY, IF YOU'RE FINE, JUST KEEP LIVING YOUR LIFE.

I MEAN, I LIKED IT A LOT [LAUGHTER].

I'M GOING TO PUT THAT ON A T SHIRT, Y'ALL, THANK YOU SO MUCH.

ADVOCATING FOR YOURSELVES AND YOUR NEEDS, ESPECIALLY GETTING IN FRONT OF A BUNCH OF PEOPLE YOU DON'T KNOW IN A ROOM OF ADULTS THAT ALSO HAVE A LOT OF OPINIONS, INCLUDING ALL OF US, IS A REALLY BIG DEAL.

AND SO THAT SELF ADVOCACY IS SOMETHING THAT WE ARE SO INCREDIBLY PROUD OF YOU FOR.

AND IT'S, YOU STUCK IT OUT.

IT'S 10:20.

SO WHAT I WOULD ENCOURAGE YOU ALL TO DO IS GET OUT.

GO HOME. I'M SO SORRY YOU DIDN'T KNOW ABOUT THE SCIENCE TEST TOMORROW.

WE'LL MAKE SURE THAT THAT WELL, WE CAN'T DO ANYTHING FROM THIS, BUT WE'RE GOING TO HOPE FOR THE BEST FOR YOU.

[03:30:07]

STUDY. DID YOU SAY STUDY? STUDY. THANK YOU ALL.

AND I HOPE YOUR BACKS ARE OKAY.

I'M REALLY WORRIED NOW ABOUT THAT.

ONE MORE QUESTION PLEASE.

YOU MAY HAVE ANOTHER TEST ON TUESDAY, AND I DON'T WANT TO, I DON'T WANT TO FORCE IT.

BUT WE WOULD LOVE TO HEAR FROM YOU AS OFTEN AS YOU WOULD LIKE TO.

AND MS. ARCHAMBAULT, JUST A NOTE.

AND STUDENTS, YOU KNOW THIS TOO. I MET YOU BEFORE THE BOARD MEETING.

I WILL BE OUT EITHER THIS WEEK OR NEXT WEEK, AND WE'LL SIT DOWN, ME, YOU AND MS. GREENE, AND WE'LL TALK A LITTLE BIT MORE EXTENSIVELY ABOUT YOUR CONCERNS AND KIND OF WHAT WE'RE DOING AS A DISTRICT AS WELL.

SO YOU'RE GOING TO GET SOME MORE INFORMATION.

AND I HAVE TO ADD, BEFORE YOU GET OUT HERE, YOU ALL HAVE HANDLED YOURSELF WITH YOUR COMMUNICATION WITH YOUR EMAIL AND THE WAY THAT YOU HAVE PRESENTED HERE AT THE BOARD MEETING, YOU'RE A MODEL TO ALL OF US AS ADULTS.

SO KEEP IT UP.

[APPLAUSE] GREAT JOB. THANK YOU ALL.

Y'ALL ARE PRECIOUS.

Y'ALL ARE ABSOLUTELY PRECIOUS.

OK. OUR NEXT SPEAKER IS, I WOULD NOT WANT TO BE THIS NEXT SPEAKER.

JENNA. I'M SO SORRY THAT YOU'RE UP NEXT.

YOU HAVE TO FOLLOW THAT.

BUT YOU'RE UP, AND THEN WE'LL FOLLOW BY ANNA PREISSIG.

AND THEN SHANNON AYRES.

I WISH I HAD A BACKPACK ON.

OKAY. ARE WE ON? YES. AND YOU DO HAVE THREE MINUTES.

OK. THANK YOU.

OK. I HAVE TWO KIDS IN THE DISTRICT.

THEY'VE BEEN HERE SINCE KINDERGARTEN, SO THAT'S 19 YEARS.

MY OLDEST IS IN COLLEGE NOW, SO I'VE WATCHED A LOT OF CHANGES THROUGH THE YEARS, THROUGH THE SCHOOLS.

I JUST PULLED MY DAUGHTER FROM FRISCO HIGH, AND A LOT OF REASONS I THINK RELATE BACK TO THE TEACHER RETENTION.

SO I THINK THE TEACHER LOSS ISSUE IS A CULTURE CRISIS.

QUEST WAS THE VERY BEST PROGRAM WE HAD AT THE SCHOOL.

MY SON LEARNED SO MUCH.

WE LOVED IT.

I DON'T KNOW WHAT HAPPENED TO IT, BUT AFTER THAT, IT JUST SORT OF SLID DOWNHILL AND THE ACADEMIC FOCUS JUST DISSOLVED.

WHEN I HEARD THAT ONE IN FIVE TEACHERS LEFT THE DISTRICT AND 13% LEFT THE YEAR PRIOR, THAT WAS REALLY UPSETTING.

I UNDERSTAND THAT IT'S AN EPIDEMIC ACROSS A LOT OF DISTRICTS, BUT I DON'T THINK IT'S COVID RELATED ENTIRELY.

I THINK THIS IS A CULTURE CRISIS.

THESE TEACHERS ARE SICK TO DEATH OF FOCUSING ON SEL.

THEY'RE SICK TO DEATH OF FOCUSING ON PRONOUNS AND GENDER IDENTITY INSTEAD OF IDEAS AND CREATING GREAT CURRICULUM THAT THESE KIDS CAN REACH UP INSTEAD OF ALWAYS FOCUSING ON THE LOWEST COMMON DENOMINATOR.

SO I CALLED TEACHERS THAT LEFT AND THAT ARE CONSIDERING LEAVING AND ASKED THEM WHY, AND THEY SAID, WE HAVE BECOME SEL CLINICS. SOME SAID ADMINISTRATION USED TO BACK US, BUT NOW WE ARE NOT SUPPORTED.

SOME SAID THE VIOLENCE IN SCHOOLS IS OUT OF CONTROL.

THE ADMINISTRATION SEEMS TO LOOK THE OTHER WAY.

THEY ARE AFRAID OF LAWSUITS.

SOME SAID THEY ASK A LOT OF US, IT HAS NOTHING TO DO WITH TEACHING.

SOME SAID I MISS ACADEMIC VIGOR.

THE UNLIMITED RETESTING DOES NOT SERVE THE STUDENTS IT WAS DESIGNED TO SERVE.

I TEACH CHALLENGED KIDS, THIS TEACHER SAID, AND THEY HATE THIS POLICY.

WHEN THEY STUDY AND BUST THEIR BOOTY TO MAKE AN A, AND THE KID NEXT TO ME DOESN'T STUDY AND GETS A COPY OF THE TEST, TAKES IT THREE TIMES AND GETS AN A, IT'S NOT FAIR. FUTURE READY.

ANOTHER TEACHER SAID THE LATE GRADE POLICY IS KILLING THEM.

AT THE END OF THE NINE WEEKS ALL THESE KIDS JUST DUMP ALL THE NINE WEEKS HOMEWORK ON THEIR DESK.

THERE'S THERE'S NO TIME.

THAT DOES NOT PREPARE KIDS FOR FUTURE READINESS.

ELECTRIC BILLS DON'T WAIT.

MORTGAGE PAYMENTS DON'T WAIT.

QUOTAS DON'T WAIT.

LIFE IS REAL TIME.

WE NEED DEADLINES.

LEADERSHIP IS MISSING.

NO ONE IS HELD ACCOUNTABLE.

I WANT TO ADD THAT MY SON, WHO GOT A FULL SCHOLARSHIP, BY THE WAY, SHARED THAT IN HIS AP FRENCH IV CLASS, HE WATCHED THE ENTIRE SEASON SERIES, ALL THE SEASONS, OF BREAKING BAD DURING CLASS BECAUSE THE TEACHER WOULD COME IN AND SAY BONJOUR AND WEAR HEADPHONES.

THANKS. THANK YOU.

[APPLAUSE] ANNA.

ANNA PREISSIG, FOLLOWED BY SHANNON AYRES.

[03:35:02]

THANK YOU FOR BEING HERE FOR US SO LATE.

MY NAME IS ANNA PREISSIG.

I LIVE IN FISD AND I HAVE THREE CHILDREN IN FISD.

MY TOPIC IS LEGISLATIVE PRIORITIES.

WE LIVE DURING STRANGE TIMES AND SEEMINGLY EVERYTHING IS IN FLUX.

FREQUENTLY WE PROCEED TO A CHANGE ONLY TO DISCOVER TEN YEARS LATER THE CHANGE WAS A MISTAKE AND LED TO MORE PROBLEMS. WE ARE A DISTRICT OF INNOVATION AND CHANGE IS PUSHED NONSTOP.

FISD CHANGES NAMES OF HOLIDAYS, CANCELS ADVANCED CLASSES, ESTABLISHES NEW RULES FOR BATHROOMS USAGE, NEW GRADING SYSTEMS, NEW LEARNING TECHNIQUES.

THIS IS OVERWHELMING TO US ADULTS.

HOW DOES IT MAKE OUR CHILDREN FEEL? WE ARE WORRIED ABOUT KIDS MENTAL HEALTH, BUT IT IS WELL KNOWN THAT NOTHING IS BETTER FOR MENTAL HEALTH THAN STABILITY.

HE HAD NO ABILITIES TO BE SEEN.

NO LONG TERM DATA ON CHANGES IN THE EFFECT OF THE CHANGES ON MENTAL HEALTH OF OUR CHILDREN.

I DEEPLY APPRECIATE PRETTY PICTURES OF THE TOILET THAT FISD PLACED ON THEIR PAGE IN ORDER TO BE MORE TRANSPARENT.

NOW WE NEED TO TAKE IT ONE STEP FURTHER AND ENSURE OUR KIDS ARE PROTECTED.

WE NEED TO SLOW DOWN THE PUSH AND THE CHANGES AND MAKE TITLE X A LEGISLATIVE PRIORITY TO MAKE IT ILLEGAL FOR SCHOOLS TO USE MIXED BATHROOMS. UNTIL WE UNDERSTAND THE ISSUE AT HAND A LITTLE BETTER AND HAVE MORE DATA ON THE LONG TERM EFFECTS OF THE CHANGE.

THAT'S ALL. THANK YOU SO MUCH FOR YOUR TIME.

THANK YOU. [APPLAUSE] SHANNON AYRES, FOLLOWED BY ALICE AND DARYL, AND THEN OUR FINAL SPEAKER, TIM LAMBERT.

TO SAY THAT I'M DISAPPOINTED IN THE LEGISLATIVE PRIORITIES, PARTICULARLY THE WHOLE CHILD PRIORITY AND THE LEADERSHIP OF SUPERINTENDENT WALDRIP WOULD BE AN UNDERSTATEMENT.

AFTER MORE THAN A YEAR OF PARENTS BEGGING FOR YOU TO REMOVE THE SEXUALLY EXPLICIT BOOKS THAT STILL PLAGUE OUR SCHOOL LIBRARIES, I WOULD HAVE HOPED THAT PERHAPS ONE OF YOUR PRIORITIES WOULD HAVE BEEN TO FORCE OUR LEGISLATURE TO PROTECT OUR KIDS BY REMOVING THE LOOPHOLE IN OUR OBSCENITY LAWS THAT HAVE GIVEN LEGAL COVER FOR EXPOSING OUR CHILDREN TO CONTENT SUCH AS THIS.

"DADDY CREPT THROUGH THE DOOR TO THE SIDE OF HER BED.

SHE TRIED TO SIT UP, BUT DADDY PUSHED HER GENTLY BACK DOWN AGAINST THE MATTRESS.

STAY JUST LIKE THAT FOR DADDY.

I WANT TO TEACH YOU SOMETHING NEW.

HE LIFTED HER NIGHTGOWN, COAXED HER THOROUGHBRED LEGS APART.

I COULD TELL SHE WAS AFRAID.

THIS WASN'T HER DADDY.

THIS WAS A DEMON. HIS EVIL HEART AND SHARP AS A STEEL BLADE READY TO SLICE INTO HER.

IT DID.

HIS ATTACK WAS BRUTAL, BLOODY, WORDLESS, EXCEPT FOR A VICIOUS 'SHUT THE F UP' AT HER PITIFUL SCREAM OF 'PLEASE, PLEASE, PLEASE.' NO, DADDY.

NO, IT HURTS.' WHEN DADDY FINISHED, HE BURROWED HIS FACE INTO CAYLEE'S HAIR AND WEPT.

CONFUSED AT HIS TEARS AND AT THE STICKY STUFF ICING HER HANDS.

CAYLEE STILL PLEADED, 'DON'T CRY, DADDY, WHAT'S THE MATTER? DIDN'T I LOVE YOU GOOD ENOUGH?'" THIS BOOK IS IN OUR FRISCO SCHOOL LIBRARIES TODAY.

I'VE HEARD THE EXCUSE THAT IT'S A VIOLATION OF THE STUDENTS' FIRST AMENDMENT RIGHTS TO PULL A BOOK FROM THE LIBRARY WITHOUT DUE PROCESS.

IS IT ALSO A VIOLATION OF A STUDENT'S SECOND AMENDMENT RIGHTS NOT TO ALLOW THEM TO COME TO SCHOOL WITH A GUN? OF COURSE NOT. BECAUSE WE ARE TALKING ABOUT CHILDREN, AS YOU HAVE MENTIONED, MULTIPLE TIMES TONIGHT.

THEY ARE NOT AFFORDED ALL THE SAME RIGHTS AS ADULTS ARE AND FOR GOOD REASON.

IN AN EMAIL FROM DR.

WALDRIP, HE STATED, "OUR BOARD LEADERSHIP TEAM AND LIBRARIANS HAVE CONSISTENTLY EXPRESSED THAT WE ARE UNEQUIVOCALLY COMMITTED TO ENSURING OUR LIBRARIES DO NOT CONTAIN SEXUALLY INAPPROPRIATE MATERIALS." AND YET, UNDER YOUR WATCH, THIS HARMFUL CONTENT IS STILL AVAILABLE TO OUR CHILDREN.

THIS FIGHT HAS GONE ON FOR FAR TOO LONG.

SO YOU MAY NOT HAVE MADE IT A LEGISLATIVE PRIORITY, BUT I CAN ASSURE YOU THAT PARENTS AND COMMUNITY MEMBERS WILL.

WE WILL DO WHATEVER IT TAKES TO PROTECT OUR KIDS.

AND THEN WE WILL MAKE IT OUR MISSION TO REMOVE FROM OFFICE THOSE WHO HAVE ACTIVELY CONTRIBUTED TO THEIR HARM AS WELL AS THOSE WHO HAVE COWARDLY STAYED SILENT.

STAY TUNED. [APPLAUSE] ALISON DARRELL, FOLLOWED BY TIM LAMBERT.

AND BOARD AFTER PUBLIC COMMENT WE WILL MOVE BACK TO ITEM 11.

HI, MY NAME IS ALLISON LAMBERT DARRELL.

PLEASE ADD TO YOUR LEGISLATIVE PRIORITIES FOR TEXAS TO CREATE LAW PROHIBITING TRANSGENDER BATHROOMS IN SCHOOLS.

[03:40:03]

PROHIBITING THAT PRACTICE IS OUR TOP PRIORITY.

40% OF TRANSGENDERED PEOPLE WANT TO COMMIT SUICIDE VERSUS THE 0.5% NATIONWIDE AVERAGE.

ADULTS ARE FACILITATING THE PERMANENT CASTRATION AND STERILIZATION OF CHILDREN.

OUR FRISCO SCHOOLS MUST VEHEMENTLY PROTECT OUR CHILDREN FROM THIS DIABOLICAL MOVEMENT.

NORMALIZING THE TRANSGENDERISM FOLLY THROUGH MIXED GENDER BATHROOMS WILL ENTICE CHILDREN TO BE GENDER CONFUSED.

TEXAS LAW AND FRISCO ISD CAN PROVIDE TRANSGENDER STUDENTS WITH SINGLE USE ACCOMMODATIONS IN THE NURSE OR COUNSELOR'S OFFICE.

LAW AND POLICY MUST PROTECT THE PRIVACY AND DEVELOPMENT OF ALL OTHER STUDENTS IN THEIR SINGLE GENDER BATHROOMS. OUR CHILDREN ARE FACING ENOUGH CHALLENGES DURING PUBERTY.

IT IS ABUSIVE AND CRUEL TO FORCE THEM TO ALSO QUESTION THEIR MOST BASIC TRUTH, WHAT THEIR GENDER IS.

ALSO, 10% OF OUR CHILDREN ARE VICTIMS OF SEXUAL MOLESTATION.

YOU HAVE A DUTY TO PROTECT THEM IN THEIR PRIVATE FACILITIES.

IN OUR SEPTEMBER MEETING, DR.

WALDRIP WAS FORCED TO ADMIT THAT HE HAS ALLOWED TRANSGENDER BATHROOMS SINCE 2015.

APPARENTLY, THE BOARD DIDN'T KNOW EITHER.

NOR DID THEY EVER VOTE TO APPROVE THE PRACTICE AND MAKE IT OFFICIAL POLICY.

DR. WALDRIP KEPT THIS HIDDEN FROM THE BOARD AND THE PARENTS FOR SEVEN YEARS.

DR. WALDRIP REPORTS TO THIS BOARD AND US PARENTS.

HIS INTENTIONAL CONCEALMENT OF HIS TRANSGENDER BATHROOM POLICY IS INSUBORDINATION OF THE HIGHEST ORDER.

HE KNEW WE WOULD NEVER ALLOW TRANSGENDER BATHROOMS, SO HE HID IT FROM US.

DR. WALDRIP IS TAKING UNCONSCIONABLE LIBERTIES WITH OUR CHILDREN.

BOARD, HOW ARE YOU SANCTIONING DR.

WALDRIP FOR THIS PROFOUND BREACH OF OUR COMMUNITY'S TRUST? THANK YOU. [APPLAUSE] AND OUR FINAL SPEAKER, TIM LAMBERT.

YOU CAN GO AHEAD. WHEN DOES IT START? IT'LL START AS SOON AS YOU START SPEAKING.

IT'LL START AS SOON AS YOU START SPEAKING.

I'M HERE TO ADDRESS ITEM NINE ON YOUR AGENDA, RECRUITMENT AND RETENTION OF TEACHERS.

YOU NOW EMPLOY ABOUT 4500 TEACHERS.

IN '21 YOU HAD TO HIRE 613 REPLACEMENT TEACHERS, ABOUT 13% OF STAFF.

IN '22 YOU HAD TO HIRE OVER 860 REPLACEMENT TEACHERS, ABOUT 19% OF STAFF, A TURNOVER RATE OF OVER 32% IN TWO YEARS.

MUCH TO THE DETRIMENT OF OUR CHILDREN'S LEARNING, THIS LEVEL OF QUITS MUST REFLECT A LEVEL OF CHAOS IN THE SCHOOLS GIVEN THE DEVOTION TO EQUITY AND NOT EQUALITY, THE RETAKING OF TESTS MULTIPLE TIMES TO ENHANCE GRADES, FREQUENT FIGHTS BETWEEN CHILDREN IN THE SCHOOLS WITH NO CONSEQUENCES OR PUNISHMENT, ETC.

IF AN AMERICAN CORPORATION HAD THIS KIND OF TURNOVER, ITS MANAGEMENT AND LEADERSHIP WOULD HAVE BEEN FIRED.

WHY ARE YOU ALL STILL IN ELECTED POSITIONS? YOU SHOULD ALL RESIGN, BE RECALLED AND OR FIRED FOR ALLOWING HISTORIC LEVEL OF TURNOVER.

I BELIEVE THIS TURNOVER AMOUNTS TO MALFEASANCE AT THE BOARD LEVEL.

HAS THE BOARD DONE AN INDEPENDENT, UNBIASED SURVEY OF THE REASONS WHY THESE EXPERIENCED TEACHERS QUIT? I WOULD IMPLORE THE BOARD TO HIRE AN INDEPENDENT ORGANIZATION TO INTERVIEW THE TEACHERS WHO QUIT, FINDING OUT WHY THEY QUIT AND REPORT THE RESULTS DIRECTLY TO THE DISTRICT ELECTED BOARD MEMBERS.

THANK YOU. [APPLAUSE] THANK YOU.

BOARD WE'LL MOVE BACK TO ITEM 11 DISCUSSION REGARDING STUDENT ACADEMIC ACHIEVEMENT DATA UPDATE.

MADAM PRESIDENT. YES.

CAN I REQUEST THAT LIKE WE DO FOR COMMUNITY INPUT MEETINGS, THAT WE POST A RESPONSE TO THE COMMENTS THAT WE RECEIVED TONIGHT JUST SO WE CAN GET CLARIFICATION ON SOME OF THESE POINTS, ONLINE FOR PEOPLE TO READ AND GET BACKGROUND INFORMATION? THANK YOU. WE'LL MOVE BACK TO ITEM 11 DISCUSSION REGARDING STUDENT ACADEMIC ACHIEVEMENT DATA UPDATE.

[11. Discussion regarding Student Academic Achievement Data Update]

[03:45:05]

I'LL ASK DR. NIKKI MOUTON, OUR EXECUTIVE DIRECTOR OF CONTINUOUS IMPROVEMENT.

AND DR. GARY NYE, OUR MANAGING DIRECTOR OF ASSESSMENT AND ACCOUNTABILITY TO THE PODIUM.

THEY'RE GOING TO TALK TO YOU ABOUT HOW WE MEET OUR STUDENTS ACADEMIC NEEDS.

AS WE DISCUSS THIS TOPIC I'D LIKE TO, FIRST OF ALL, THANK THE DEDICATED STAFF AT FRISCO ISD THAT SUPPORT OUR CAMPUSES IN THIS ENDEAVOR.

THE DISTRICT IS FORTUNATE TO HAVE FANTASTIC PROFESSIONALLY TRAINED TEACHERS, LIBRARIANS, INSTRUCTIONAL COACHES, ADMINISTRATORS AND OTHER EDUCATORS, ALONG WITH THE TEAM OF COORDINATORS, FACILITATORS AND OTHER PROFESSIONALS ACROSS THE DISTRICT WHOSE JOB IT IS TO COORDINATE, FACILITATE AND SUPPORT OUR CAMPUSES SO WE CAN MEET THE NEEDS OF OUR STUDENTS.

THIS UPDATE WAS REQUESTED BY MS. DAVIS AND MS. GILLESPIE AND WE ARE HAPPY TO PROVIDE THE BOARD WITH THIS INFORMATION.

DR. MOUTON, PODIUM'S YOUR.

THANK YOU. GOOD EVENING.

PRESIDENT ARCHAMBAULT.

MEMBERS OF THE BOARD.

DR. WALDRIP AND MEMBERS OF ISD.

THANKS FOR THE OPPORTUNITY FOR US TO SHARE AN UPDATE FOR STUDENT ACADEMIC ACHIEVEMENT AS MEASURED BY STATE AND NATIONAL ASSESSMENTS.

TONIGHT, WE HAVE TWO MAJOR QUESTIONS THAT WE'RE GOING TO FOCUS OUR PRESENTATION ON, ONE BEING HOW OUR STUDENTS ARE PERFORMING IN COMPARISON TO THE STATE, THE REGION AND OUR COMPARISON DISTRICTS.

AND SECONDLY, HOW WE ARE SUPPORTING THE NAME AND NEED OF ALL OF OUR STUDENTS.

THROUGHOUT THE PRESENTATION, YOU WILL NOTICE AREAS IN WHICH WE'VE MADE SIGNIFICANT GAINS, OF WHICH WE ARE EXTREMELY PROUD.

YOU WILL ALSO NOTICE THAT THERE ARE AREAS IN WHICH ADDITIONAL ATTENTION IS NEEDED AND WE LOOK FORWARD TO OUR OPPORTUNITY TO PARTNER WITH YOU ON THOSE AREAS.

JUST TO LEVEL SET.

LET'S SEE HOW THIS WORKS THERE.

AND A KEY UNDERSTANDING HERE IS THAT WE'RE GOING TO START WITH SOME STAAR DATA AND WE WILL ACTUALLY REFER TO THE PERFORMANCE CATEGORIES.

YOU KNOW THAT THERE ARE FOUR: APPROACHES OR ABOVE, MEETS, ABOVE AND THEN MASTERS.

SO LET'S DIG IN.

SO IF WE LOOK AT THE BIG PICTURE, WHICH WAS ORIGINALLY SHARED WITH YOU IN JUNE, THIS SLIDE IS ANOTHER REMINDER OF THAT.

IT SHOWS THE 2022 STAAR PERFORMANCE OF ALL STUDENTS IN ALL SUBJECTS.

IN APPROACHES, THE BLUE BAR MEETS THE YELLOW BAR AND MASTERS THE GREEN BAR.

THE FIRST SET OF BARS SHOWS THE STATE'S PERFORMANCE: 74% APPROACHES, 48% MEETS, AND 23% MASTERS, FOLLOWED BY THE REGION'S PERFORMANCE.

THE BRIGHTLY COLORED BARS REPRESENT THE PERFORMANCE OF FRISCO ISD: 90% APPROACHES 74% MEETS AND 47% MASTERS, WHICH ARE ALL SIGNIFICANTLY GREATER THAN THE STATE AND REGION.

NOTE, FRISCO ISD HAS TWICE AS MANY STUDENTS SCORING AT THE MASTER'S LEVEL THAN THE STATE.

FOLLOWING THE FRISCO DATA ARE THE STAAR PERFORMANCE RESULTS OF TEN TEXAS SCHOOL DISTRICTS WHO CAN BE CONSIDERED OUR COMPARISON DISTRICTS.

THIS IS BASED ON TEA CRITERIA, WHICH INCLUDES THE DISTRICT MUST HAVE 40,000 STUDENTS OR MORE.

THEY MUST HAVE AN ECONOMICALLY DISADVANTAGED PERCENTAGE THAT'S LESS THAN OR EQUAL TO 46%.

AND THEIR ENGLISH LANGUAGE LEARNERS POPULATION MUST BE LESS THAN OR EQUAL TO 20%.

THEIR NAMES HAVE INTENTIONALLY BEEN REMOVED.

FOR OUR GOAL IS TO SHOW OUR DATA IN CONTEXT AND NOT TO AMPLIFY THE PERFORMANCE LEVEL OF OTHERS.

BUT FROM A CURSORY REVIEW OF ALL THE COMPARISON DISTRICTS SHOWN, AS WELL AS THE STATE AND THE REGION, YOU CAN SEE THAT OUR STUDENTS ARE OUTPERFORMING ALL. NOW LET'S DIG IN A LITTLE BIT MORE DEEPLY WHERE THIS SLIDE SHOWS OUR STUDENT GROUP PERFORMANCE AT THE APPROACH LEVEL AS COMPARED TO THE STATE, THE REGION AND COMPARISON DISTRICTS.

SO YOU'LL SEE THE PERFORMANCE OF OUR STUDENTS BY DIFFERENT RACE ETHNICITIES.

SO 97% OF OUR ASIAN STUDENTS PERFORMED AT APPROACHES OR ABOVE.

WE SEE THAT FOR OUR WHITE STUDENTS.

IS THAT A WHITE STUDENT? YES.

92% OF OUR STUDENTS SCORED APPROACHES OR ABOVE, FOLLOWED BY OUR HISPANIC STUDENTS, 82%, WHICH IS ACTUALLY MORE THAN TEN PERCENTAGE POINTS GREATER THAN THE STATE AND THE REGION, AS WELL AS OUR AFRICAN AMERICAN STUDENTS AT 75%, WHO ALSO SCORED TEN PERCENTAGE POINTS GREATER THAN THE STATE AND THE REGION.

[03:50:10]

I WILL KIND OF SHOW YOU SOME OF THE SAME DATA DR.

MOUTON JUST SHOWED, BUT IN A LITTLE BIT DIFFERENT CONTEXT THROUGH THE CONTEXT OF THE STATE ACCOUNTABILITY SYSTEM, CLOSING THE ACHIEVEMENT GAPS OR DOMAIN THREE.

DOMAIN THREE WAS WHERE STATE AND FEDERAL ACCOUNTABILITY WILL ALIGN.

IT'S GOING TO LOOK AT DISAGGREGATED STUDENT GROUPS AND AS WELL AS SPECIFIC TARGETS.

SO, ONE, THIS IS KIND OF A COMMON DATA TABLE THAT WE'LL SEE WITHIN DOMAIN THREE.

AND THIS COULD BE LOCATED ON TXSCHOOLS.GOV IF ANYBODY WANTS TO LOOK AT IT.

ONE THING WE WANT TO JUST NOTE REAL QUICK IS WHEN DR.

MOUTON TALKED, SHE WAS TALKING ABOUT ALL STUDENTS, ALL SUBJECTS.

THIS, CLOSING THE ACHIEVEMENT GAP, IS GOING TO SEPARATE OUT LANGUAGE ARTS AND MATHEMATICS.

SO IT LOOKS AT LANGUAGE ARTS AND MATHEMATICS.

AND THEN AS COMPARED TO THE 14 STUDENT GROUPS LISTED ACROSS THE TOP, I THINK RIGHT NOW THERE'S JUST NINE ON THIS DATA TABLE FOR THE SAKE OF VIEWING, BUT THERE'S 14 STUDENT GROUPS.

ONE OF THE THINGS I KIND OF WANTED TO DRAW YOUR ATTENTION TO, FOR ENGLISH, LANGUAGE ARTS AND READING AND GOING ACROSS THE STUDENT GROUPS.

EACH STUDENT GROUP HAS A DIFFERENT TARGET AS SET BY THE STATE, AND IF YOU'RE A LITTLE BIT LIKE ME, YOU MAY WELL, WHY DOES EACH STUDENT GROUP HAVE A DIFFERENT TARGET? AND IT WAS TEA IDENTIFIED THESE TARGETS IN 2017 BASED UPON THE ALL STUDENTS AVERAGE PERFORMANCE AND THEN FOR EACH STUDENT GROUP.

AND THIS PERFORMANCE THEN BECAME THE BASELINE FOR ACCOUNTABILITY FROM 2018 UP UNTIL NOW.

SO WHAT WE CAN SEE FOR ALL STUDENTS FOR LANGUAGE ARTS, THE STATE TARGET WAS 44%.

SEE A LITTLE BIT DOWN BELOW THE FRISCO ISD'S PERFORM, 79.

SO THE WAY THIS DOMAIN WORKS IS WE JUST GET A YES OR NO.

YES, WE MET THE TARGET OR NO WE DIDN'T.

AND OF ALL 28 INDICATORS IN CLOSING THE ACHIEVEMENT GAPS DOMAIN, FRISCO ISD MET 27 OF THE INDICATORS, WITH THE ONLY EXCEPTION BEING FOUR IN MATHEMATICS FOR LOW SOCIOECONOMIC STUDENT GROUP, THE TARGET WAS 36% AND WE PERFORMED AT 35% FOR THAT STUDENT GROUP. SO THE NEXT COUPLE OF SLIDES, I WANT TO TAKE THIS DATA AND SHOW IT TO YOU, A LITTLE BIT MORE GRAPHICALLY ORIENTATED OR REPRESENT A LITTLE MORE GRAPH AS SET UP IN A GRAPH.

THIS MAY BE A LITTLE BIT TOUGH TO SEE.

SO I'M GOING TO TAKE ONE OF THESE.

EACH ONE OF THESE GRAPHS REPRESENTS EACH ONE OF THE STUDENT GROUPS DR.

MOUTON JUST WENT THROUGH.

THE TOP LEFT, AFRICAN-AMERICAN, TOP RIGHT, ASIAN, HISPANIC AND WHITE ACROSS THE BOTTOM.

YOU TAKE ONE OF THOSE AND JUST KIND OF ZOOM IN ON IT SO WE CAN KIND OF GET ORIENTATED TO WHAT THE DATA IS SHOWING US.

THE BLUE LINE REPRESENTED ON THE GRAPH REPRESENTS FRISCO ISD STUDENT PERFORMANCE AT THE MEET'S PERFORMANCE LEVEL OR ABOVE.

THE KIND OF THE YELLOWISH GOLD LOOKING LINE REPRESENTS THE STATE OF TEXAS PERFORMANCE.

AND THEN ALONG THE VERY BOTTOM THERE THAT THE GRAY LINE REPRESENTS THE STATE TARGET.

AND THEN ALSO ALONG THE BOTTOM, YOU KNOW, WE'VE TRIED TO SHOW THE DATA MULTIPLE DIFFERENT WAYS AS COMPARED TO STATE COMPARED TO REGION COMPARISON DISTRICTS.

ANOTHER WAY WE LIKE TO LOOK AT THE DATA IS OVER TIME TO LOOK AT PERFORMANCE TRENDS THROUGHOUT TIME.

ONE OTHER POINT, JUST KIND OF, WE HAVE COVERED YOU KNOW, RENEE MENTIONED EARLIER, WE WERE TALKING ABOUT, TIRED OF TALKING ABOUT COVID. WELL, IT'S STILL HERE.

BUT WE WANT TO SHOW YOU A LITTLE BIT WITH THE DATA OF THE PRE COVID NUMBERS, THE POST COVID NUMBERS.

AND THEN PEOPLE ARE STARTING TO TALK ABOUT THE POST COVID, EITHER THEIR GAIN, LOSS OR STAYING THE SAME.

SO WE'RE REALLY LOOKING AT THESE THREE DATA POINTS.

2019 TO 21 IS WHERE WE TYPICALLY SEE THE THE DROP.

AND THEN '22 WE'LL LOOK AT THAT DATA ACROSS THESE DATA POINTS.

AND SO WHAT YOU CAN SEE ACROSS EACH ONE OF THESE DATA POINTS IS WE START TO SEE A GAIN IN LANGUAGE ARTS FROM AN AFRICAN AMERICAN GROUP. WE WENT FROM 50% IN 2019 DOWN TO 50, BACK UP TO 57%.

AND THEN FOR EACH ONE OF THE FOUR STUDENT GROUPS, WE NOTICE A DROP AFTER COVID.

BUT LANGUAGE ARTS, WE SEE A NICE INCREASE IN PERFORMANCE ACROSS ALL FOUR STUDENT GROUPS.

[03:55:01]

SO TAKE THIS GRAPH.

AND NEXT SET OF GRAPHS WE'RE GOING TO LOOK AT IS MATH.

SO KIND OF TAKE A LOOK BACK AT MATHEMATICS AGAIN, THE SAME, THE GRAPHS ARE SET UP IN THE SAME ORDER.

TOP LEFT, AFRICAN-AMERICAN PERFORMANCE, TOP RIGHT, ASIA,N BOTTOM LEFT, HISPANIC, BOTTOM RIGHT, WHITE STUDENT GROUP.

AND WE CAN SEE EACH STUDENT GROUP IN MATHEMATICS HAD A SIGNIFICANT DROP AFTER COVID.

AND WHAT WE CAN SEE FROM THIS DATA IS WE DON'T SEE THE REBOUND AS MUCH IN MATHEMATICS AS WE DID LANGUAGE ARTS.

AND THIS SPEAKS A LOT TALKING WITH TEACHERS AND PRINCIPALS.

THIS SPEAKS A LOT TOWARDS THE MATHEMATICS CURRICULUM, HOW IT BUILDS SKILL UPON SKILL AND SUBSEQUENT COURSES AS COMPARED TO READING SKILLS, WHICH COULD BE A LITTLE BIT MORE UNIVERSAL.

SO THIS DOMAIN THREE AGAIN, WE LOOKED AT READING LANGUAGE ARTS IN THE FIRST SET.

THIS IS MATH DATA.

THE NEXT SET OF DATA IS WE KIND OF WANT TO LOOK AT IS WE KNOW THERE'S INTERNET.

WE HAVE A LOT OF DIFFERENT MEASURES THAT CAN LOOK AT, A LOT OF DIFFERENT VARIABLES THAT CAN LOOK AT PERFORMANCE OVER TIME.

AND WE WANT TO SHOW THIS GRAPH HERE AGAIN, THE SAME FOUR STUDENT GROUPS.

THE DARK BLUE LINE THIS TIME REPRESENTS STUDENTS THAT HAVE BEEN CONTINUOUSLY ENROLLED IN FRISCO ISD AND CONTINUOUSLY ENROLLED.

HOW THIS IS DEFINED AS THEY'VE BEEN IN THE DISTRICT THREE YEARS OR MORE AS COMPARED TO THE KIND OF THE REDDISH LINE REPRESENTS STUDENTS WHO ARE NON CONTINUOUSLY ENROLLED, WHICH REPRESENTS STUDENTS JUST 1 TO 2 YEARS IN THE DISTRICT.

AND SO FOR EACH STUDENT GROUP KIND OF WANT TO GO THROUGH AND LOOK AT THE DIFFERENCE IN PERFORMANCE.

SO NON CONTINUOUS ENROLLED AFRICAN-AMERICAN, 39% AS COMPARED TO STUDENTS THAT HAVE BEEN IN THE DISTRICT THREE YEARS OR MORE, 54% OR A 15 POINT GAIN. ASIAN STUDENTS, POSITIVE FOUR DIFFERENCE.

HISPANICS, A POSITIVE 10 DIFFERENCE.

AND THEN WHITE STUDENTS, A POSITIVE 12 DIFFERENCE.

THIS REALLY SPEAKS VERY DIRECTLY TO THE WORK OF TEACHERS, OF ADMINISTRATORS, OF GETTING TO KNOW THEIR STUDENTS AND MEETING THE NEEDS OF STUDENTS WHERE THEY'RE AT.

DR. MOUTON.

SO WE KIND OF JUST WENT THROUGH SOME OF THE STAAR DATA.

DR. MOUTON IS GOING TO COVER SOME OF THE CCMR COLLEGE CAREER MILITARY READINESS DATA POINTS IN THE NEXT FEW SLIDES.

SO JUST AS WE WANT TO LOOK AT OUR STATE DATA, WE ALSO NEED TO PAY ATTENTION TO WHAT'S HAPPENING AT THE NATIONAL LEVEL.

AND THAT'S WHAT ADVANCED PLACEMENT DATA, AS WELL AS SAT AND ACT DATA CAN GIVE US.

SO ON THIS PARTICULAR SLIDE, WE'RE LOOKING AT THE DISTRICT'S PERFORMANCE AS COMPARED TO THE STATE BY STUDENT GROUP.

IT SHOWS THE PERCENT OF EXAM PARTICIPANTS WHO SCORED A THREE OR BETTER ON AT LEAST ONE AP EXAM.

KEEPING IN MIND THAT A THREE, FOUR OR FIVE ARE ALL CONSIDERED PASSING AND COULD ACTUALLY EQUATE TO SOME.

THE STUDENTS ACTUALLY HAVING TO ELIMINATE A COURSE AT THE POST-SECONDARY LEVEL OR PERHAPS THEY ACTUALLY GET CREDIT FOR THE COURSE AT THE POST-SECONDARY LEVEL.

JUST DEPENDS ON WHAT COLLEGE OR UNIVERSITY THEY ATTEND.

WHAT YOU'LL NOTICE HERE IS FRISCO PERFORMANCE BY ALL STUDENT GROUPS EXCEEDED THE STATE'S PERFORMANCE, AND WE HAVE CIRCLED THREE AREAS THERE BECAUSE THAT PERFORMANCE WAS AT A DIFFERENCE THAT WAS GREATER THAN 20 POINTS.

AND THAT'S SIGNIFICANT FOR US TO POINT OUT.

AND PRETTY ECSTATIC ABOUT THAT.

IN THE SAME VEIN, YOU'LL NOTICE HERE OUR ACT PERFORMANCE, AND THIS IS BASED ON OUR 2022 GRADUATES.

SO THOSE STUDENTS WHO JUST GRADUATED.

YOU WILL NOTICE HERE THAT THE NATIONAL AVERAGE, ACTUALLY YOU PROBABLY HEARD SOMETHING RECENTLY IN THE NEWS ABOUT THE NATIONAL AVERAGE FOR ACT BEING THE LOWEST IT'S BEEN IN A DECADE.

SO IT'S 19.8 AND IT'S LOWER.

IT'S ACTUALLY FALLEN BEFORE TO BELOW 20.

AND WHAT YOU'LL NOTICE HERE IS, IN SPITE OF ALL OF THAT, OUR STUDENTS ACTUALLY AS A WHOLE STILL HAD AN AVERAGE OF 25.4 AS THEIR ACT COMPOSITE.

[04:00:02]

AND. ALL OF OUR STUDENT GROUPS HAD A POSITIVE DIFFERENCE IN THEIR PERFORMANCE.

AND THEN LASTLY HERE, OUR SAT PERFORMANCE FOR 2022 GRADUATES AGAIN FOLLOWING THAT SAME PATTERN.

YOU'LL NOTICE THAT OUR AVERAGE ON THE SAT THIS YEAR WAS 1150, WHICH WAS HIGHER THAN THE STATE'S AT 1003, AND ALSO HIGHER THAN THE NATION.

I DON'T KNOW IF IT'S COMING UP.

THERE. THERE WE GO.

AT 1050.

YOU WILL NOTICE THAT AGAIN, ALL STUDENT GROUPS EXCEEDED THEIR PEERS AT THE STATE LEVEL.

AND YOU'LL NOTICE SOME POSITIVE DIFFERENCES, EVEN UPWARDS OF 100 PERCENTAGE POINTS FOR OUR ASIAN AND OUR HISPANIC STUDENTS.

SO THEN THE QUESTION BECOMES, HOW IS FRISCO ISD SUPPORTING THE NAME AND NEED OF ALL STUDENTS? SO EACH YEAR, CAMPUS PRINCIPALS AND TEACHERS HAVE A TREMENDOUS AMOUNT OF DATA TO COMB THROUGH EACH YEAR.

THEY GET REPORTS FROM THE STATE, THEY GET REPORTS FROM THE DISTRICT.

AND RIGHT NOW, WE'VE JUST SHOWN SOME REALLY HIGH LEVEL VIEWS OF THIS DATA.

THEY BREAK IT DOWN IN MUCH GREATER DETAIL.

SO THEY'LL GO THROUGH THE DATA FROM, AGAIN, THE STATE AND THE DISTRICT, AND THEY'LL GO THROUGH AND WITH THE CAMPUS LEADERS, THE DISTRICT LEADERS, AND MAKE INTERPRETATIONS OF THE DATA.

THEY'LL LOOK AT THE DATA BY ALL STUDENTS, BROKEN DOWN BY CONTENT, BY GRADE LEVEL, BY STUDENT GROUP, BY INDIVIDUAL STUDENTS. AND THEN THEY EVEN GET DOWN TO THIS BY CERTAIN STANDARDS.

WHAT STANDARDS DID THEY TEACH? WELL, WHAT STANDARDS DID WE NOT? SO THEY DO A LOT OF WORK DIVING INTO THE STANDARDS TO REALLY LOOK INTO THE DATA, TO LOOK FOR WAYS TO BRING ABOUT MORE STUDENT GAIN AND STUDENT GROWTH.

AS THEY GO THROUGH THE PROCESS OF LOOKING AT THE DATA THEY DO THE NEEDS AND ANALYSIS NEEDS ASSESSMENT BY LOOKING AT THE STUDENT ACHIEVEMENT DATA IN ADDITION TO ANY OTHER STUDENT ACHIEVEMENT DATA ON CAMPUS THAT THEY MAY HAVE, IN ADDITION TO THE MORE HOLISTIC WHOLE CHILD DATA AS WELL TO DETERMINE THEIR NEEDS AND AREAS OF IMPROVEMENT AND GROWTH FOR THE UPCOMING YEAR.

AND EACH YEAR THEY TAKE THESE TARGETS IN THESE AREAS FOR GROWTH AND THEY SPECIFICALLY IDENTIFY PERFORMANCE OBJECTIVES WHICH THEY GO THROUGH AND IDENTIFY BY CONTENT AREA EACH STUDENT GROUP AND CREATE PERFORMANCE TARGETS FOR EACH STUDENT GROUP.

SO ALL STUDENTS, HISPANIC, WHITE, AFRICAN-AMERICAN AND ASIAN, SO THEY GO THROUGH FOR EACH STUDENT GROUP AND IDENTIFY HERE'S WHERE WE WERE LAST YEAR AND HERE'S WHERE WE CREATE TARGETS AND GOALS FOR THE SUBSEQUENT YEAR.

AND THEN ONCE THOSE GOALS ARE CREATED, THEY DO A LOT THROUGHOUT THE YEAR OF MONITORING ASSESSMENT DATA TO MONITOR AND TRACK THAT PROGRESS OVER TIME.

SO BEFORE I MOVE ON, I JUST WANT TO SAY THAT THE INFORMATION THAT DR.

NYE JUST SHARED HERE IS ACTUALLY THE WAY THAT WE MOVE THE DATA INTO ACTION.

THE INFORMATION THAT WE'VE SHARED, KEEP IN MIND THAT IT'S AT A 50,000 FOOT VIEW, RIGHT? WE'RE LOOKING AT ALL STUDENTS, ALL SUBJECTS ACROSS THE DISTRICT AND THEIR PERFORMANCE.

THAT DATA IS REALLY, REALLY HIGH UP AND VERY DIFFICULT TO BECOME ACTIONABLE.

SO THAT'S WHY IT'S IMPORTANT FOR OUR CAMPUSES TO USE THIS PROCESS TO NARROW IT DOWN, TO SEE WHAT ARE THE SPECIFIC NEEDS THAT THEY HAVE ON THEIR CAMPUS SO THEY CAN MEET THEIR STUDENTS NEEDS.

JUST WANT TO MAKE SURE THAT I REITERATE THAT IMPORTANT POINT.

SO NOW WHAT PROACTIVE MEASURES ARE IN PLACE IN A SCHOOL DISTRICT? IT'S IMPORTANT FOR US TO REMEMBER THAT OUR STUDENT EXPERIENCES EXIST OUTSIDE OF TESTING AND ASSESSMENTS, RIGHT? WE ACTUALLY WANT TO MAKE SURE THAT OUR STUDENTS HAVE AN OPPORTUNITY TO DEMONSTRATE MASTERY IN OTHER WAYS.

IN THE BAND HALL, IN THE ORCHESTRA ROOM, ON THE ATHLETIC FIELD, IN THE DEBATE HALL.

IN OTHER WAYS THAT CAN'T BE MEASURED JUST BY USING A SCANTRON.

SO THAT'S ACTUALLY WHY FRISCO ISD EMBARKED ON COMING UP WITH OUR FUTURE READY FOCUS AREAS, BECAUSE WE KNOW WE'RE PREPARING STUDENTS FOR SOMETHING GREATER THAN SCANTRON.

TO THAT EXTENT, WE'RE GOING TO JUST COVER BRIEFLY GUARANTEED AND VIABLE CURRICULUM AS WELL AS DIFFERENTIATED

[04:05:05]

KNOWING THAT NONE OF THIS WOULD BE POSSIBLE IF WE DID NOT HAVE QUALITY TEACHER COLLABORATION TAKING PLACE.

I ACTUALLY THINK OF THAT AS THE PLACE WHERE THE MAGIC HAPPENS.

SO JUST LOOKING AT THIS THROUGH THE LENS OF A GUARANTEED AND VIABLE CURRICULUM, WE WORK VERY HARD AT THE DISTRICT LEVEL TO PROVIDE TEACHERS CURRICULUM DOCUMENTS THAT THEY CAN USE BECAUSE THEY ARE ALIGNED TO STATE STANDARDS.

THEY HAVE A VARIETY OF RESOURCES INCLUDED AS WELL AS ASSESSMENTS THAT ARE ALIGNED TO THE CURRICULUM.

AGAIN, SUPPORTS THAT COULD TAKE AWAY SOME OF THE EXTRA TIME THEY MAY SPEND SEARCHING FOR THINGS TO USE.

WE ALSO HAVE A VERY SIGNIFICANT PROCESS IN PLACE FOR HAVING AN ONGOING REVIEW AND REFINEMENT OF THE CURRICULUM.

SO AS OUR TEACHERS ARE GOING THROUGH, IF THEY FIND PLACES WHERE THINGS DON'T WORK SO WELL, OR MAYBE IT'S QUESTIONABLE OR MAYBE THEY HAVE SUGGESTIONS FOR IMPROVEMENT, THEN THEY CAN SHARE THAT THROUGHOUT THE COURSE OF THE YEAR.

DIFFERENTIATED INSTRUCTION AND ASSESSMENT.

OUR TEACHERS WORK COLLABORATIVELY TO DESIGN INSTRUCTIONAL EXPERIENCES THAT ADDRESS THE FOUR POLICY QUESTIONS YOU SEE THEM LISTED THERE.

NUMBER ONE, WHAT DO WE WANT OUR STUDENTS TO LEARN? THOSE ARE THE STANDARDS.

HOW WILL WE KNOW THAT THEY'VE LEARNED THOSE STANDARDS? THE QUESTION TO US IS HOW CAN WE HELP THEM DEMONSTRATE THEIR MASTERY? NUMBER THREE, HOW WILL WE RESPOND IF THEY DON'T KNOW IT? SO WHAT SUPPORTS DO WE NEED TO PROVIDE.

AND FOUR, WHAT DO WE DO IF THE STUDENTS HAVE ALREADY LEARNED THE STANDARDS? AND THAT'S WHERE WE CONSIDER EXTENSIONS AND ENRICHMENTS FOR THEIR INSTRUCTION.

THIS SLIDE JUST SHOWS THAT OUR WORK IS NOT DONE IN A VACUUM.

IT'S ACTUALLY DONE VERY COLLABORATIVELY AT THE LEADERSHIP LEVEL.

WE HAVE OUR TEACHING AND LEARNING DEPARTMENT WITH OUR LEADERSHIP DEPARTMENT WORKING COLLABORATIVELY WITH OUR CAMPUS TEACHERS AND LEADERS TO MAKE SURE THAT WE PROVIDE THAT STRATEGIC PLANNING FOCUSED ATTENTION TO WHAT THEY NEED TO SUPPORT THEIR TEACHERS AND STUDENTS.

I KNOW THIS IS A BUSY SLIDE, BUT THIS IS JUST AN EXAMPLE OF THE TYPE OF TARGETED ACADEMIC SUPPORTS THAT ARE PROVIDED BY THE DISTRICT OFFICE. YOU HEARD EARLIER REFERENCES TO MTSS, MULTIPLE TIERS OF SUPPORT, OF SYSTEMS OF SUPPORT, EXCUSE ME.

A, ACADEMICS AND B, FOR BEHAVIOR AS WELL AS SUPPORTS FOR OUR ADVANCED PROGRAMS LIKE INTERNATIONAL BACCALAUREATE PROGRAMS. LOOKING AT ADVANCED LEVEL CLASSES.

WHEN DO WE NEED TO ADD ADDITIONAL ONES? OUR AP COURSES.

DUAL CREDIT OPTIONS FOR CTE PATHWAYS, MAKING SURE THAT WE HAVE OUR COORDINATORS WHO ARE THERE TO HELP OUR CAMPUSES ON DEMAND.

THIS IS JUST AN EXAMPLE OF THE TYPES OF SUPPORT THAT ARE PROVIDED.

IT'S NOT EXHAUSTIVE, BUT WE JUST WANTED TO GIVE YOU AN OVERVIEW OF THAT.

NOW, BEFORE WE GET INTO THE KEY FINDINGS FROM ALL OF THE DATA, JUST A REMINDER OF WHAT WE SAW HERE TODAY.

LET ME JUST SAY THAT DISAGGREGATING STUDENT PERFORMANCE DATA IS A CRITICAL COMPONENT OF CONTINUOUS IMPROVEMENT.

IT HELPS US UNDERSTAND THE EXTENT TO WHICH OUR STUDENTS ARE MEETING THE TARGETS.

AT THE DISTRICT LEVEL WE USE THIS INFORMATION TO IDENTIFY TRENDS FOR FURTHER EXPLORATION.

AND AT THE CAMPUS LEVEL, OUR TEACHERS AND LEADERS USE THIS DATA TO A) INFORM INSTRUCTIONAL SUPPORT FOR STUDENTS WHO ARE EXPERIENCING CHALLENGES AS WELL AS THOSE WHO REQUIRE MORE CHALLENGING EXPERIENCES AND B) TO RESPOND ACCORDINGLY.

TO THAT END, AND ECHOING DR.

CUNNINGHAM'S OPENING REMARKS, WE'RE EXTREMELY GRATEFUL TO HAVE PHENOMENAL TEACHERS, SUPPORT PROFESSIONALS AND LEADERS WHO WORK EVERY DAY TO MOBILIZE OUR MISSION OF KNOWING EVERY STUDENT BY NAME AND NEED.

PLEASE KNOW, PLEASE, PLEASE, PLEASE KNOW THAT WE REALLY, REALLY RESPECT AND APPRECIATE THE TIME AND THE ENERGY THAT THEY DEDICATE TO PARTNERING WITH THEIR STUDENTS FIRST TEACHERS, THEIR FAMILIES, DESIGNING FUTURE READY INSTRUCTIONAL EXPERIENCES THAT ARE RIGOROUS, ENGAGING AND ALIGNED TO THE STANDARDS, CRAFTING ASSESSMENTS AND TASKS FOR STUDENTS TO DEMONSTRATE MASTERY AND EXAMINING QUALITATIVE AS WELL AS QUANTITATIVE DATA TO DETERMINE HOW BEST TO SUPPORT THEIR STUDENTS.

ALL OF THOSE EFFORTS DO NOT GO UNNOTICED.

WE KNOW FOR SURE THAT OUR STUDENTS ARE PERFORMING WELL BECAUSE OF THEIR EFFORTS.

[04:10:06]

AND JUST TO GIVE YOU, I WON'T READ ALL OF THIS TO YOU, BUT JUST AT A HIGH LEVEL, YOU NOTICE THAT OUR STUDENTS ARE CONSISTENTLY EXCEEDING THE STATE TARGETS.

THERE WAS RECOVERY IN ENGLISH LANGUAGE ARTS AT A LEVEL THAT EXCEEDS PRE-COVID LEVELS.

WE MADE PERFORMANCE GAINS IN OUR STUDENTS WHO WERE CONTINUOUSLY ENROLLED IN OUR DISTRICT.

THAT'S REALLY EXCITING TO KNOW THAT THE LONGER THEY'RE HERE WITH US, THE BETTER THEY PERFORM.

AND THEN OUR PERFORMANCE ON AP, SAT AND ACT EXAMS EXCEEDED THE STATE AND NATIONAL AVERAGES.

AGAIN, BECAUSE WE ARE A DISTRICT THAT IS COMMITTED TO CONTINUOUS QUALITY IMPROVEMENT, WE WON'T REST ON LAURELS AND WE KNOW HOW TO HOW TO IDENTIFY WHEN THERE ARE PLACES WHERE IMPROVEMENT MAY BE NEEDED.

AND YOU SAW THIS THROUGHOUT THOSE SLIDES, THAT IN MATHEMATICS OUR SCORES DEMONSTRATE A LAG IN PERFORMANCE SINCE COVID.

NOW THAT IS CONSISTENT WITH STATE AND NATIONAL TRENDS.

HOWEVER, WE KNOW THAT THAT'S AN AREA WHERE WE NEED TO SPEND SOME ADDITIONAL TIME.

IN MATHEMATICS, WE ALSO SAW THAT OUR ECONOMICALLY DISADVANTAGED STUDENTS SCORED LESS THAN THE TARGET SET BY THE STATE.

WAS ONE PERCENTAGE POINT, BUT THAT'S ONE TOO MANY.

AND WHILE OUR AFRICAN AMERICAN STUDENTS OUTPERFORM THEIR PEERS ON THE SAT, THEIR SCORES ARE SIGNIFICANTLY LOWER THAN THE DISTRICT AND THE NATIONAL AVERAGES.

SO WE KNOW THAT THERE'S ROOM TO GROW THERE AS WELL.

IN CONCLUSION, OUR RESPONSE TO THE DATA INCLUDES SEVERAL FACTORS.

NUMBER ONE, WE'RE GOING TO CONTINUE TO PROVIDE DISTRICT-WIDE SUPPORT THAT COMES IN THE SHAPE OF PRACTICES, STRUCTURES AND SYSTEMS NEEDED TO MOVE THE NEEDLE. WE'RE GOING TO PROVIDE TARGETED SUPPORT FOR CAMPUSES BASED ON NEEDS, AS WE ALWAYS HAVE.

WE'RE GOING TO MAKE SURE THAT OUR ANNUAL STAAR PERFORMANCE TARGETS ARE UPDATED, AND THOSE ARE THE PERFORMANCE TARGETS FOR OUR CAMPUSES, WHICH WILL BE SHARED AT AN UPCOMING BOARD MEETING.

AND WE WILL CONTINUE TO ENGAGE IN CONTINUOUS IMPROVEMENT EFFORTS VIA OUR ONGOING ANALYSIS OF DATA AND OUR RESPONSE TO THE DATA.

THANK YOU. WE STAND PREPARED TO TAKE QUESTIONS.

BOARD WE'LL OPEN THE FLOOR FOR QUESTIONS.

I HAD THREE.

SURE. BUT IT'S 11:00.

IT IS. AND I KNOW THAT.

THAT'S OKAY. I KNOW.

I'M SORRY.

MY FIRST QUESTION IS, I HAVE TO REFOCUS.

I'M SORRY. ARE YOU ABLE TO CLARIFY WHETHER THE ROOT CAUSES THAT HAVE BEEN IDENTIFIED AND HOW WE CAN ADDRESS THEM.

I KNOW YOU GAVE US THESE FOUR RESPONSES, BUT I WANT TO KNOW IF WE'RE ABLE TO CLARIFY THEM, LIKE WHAT IS THE ROOT CAUSE OF THE SIGNIFICANT DROP IN THESE TEST SCORES FOR THE STUDENTS? AND IF YOU'RE NOT ABLE TO ANSWER THAT, I UNDERSTAND.

BUT THAT IS DEFINITELY SOME INFORMATION THAT WOULD HELP US GET TO MY NEXT QUESTION, WHICH IS WHAT'S NEXT.

GOOD QUESTION. ALL RIGHT.

SO IN TERMS OF ROOT CAUSES, YOU'RE EXACTLY RIGHT.

THIS LEVEL OF DATA IS VERY, VERY HIGH.

IT'S KIND OF HARD TO JUST TAKE IT AND SAY THIS IS THE REASON FOR THE DATA.

HOWEVER, I WILL SAY, YOU NOTICE OUR MATHEMATICS DATA AND HOW WE WERE LAGGING AS COMPARED TO ELA.

THAT'S JUST A RESULT OF HOW MATHEMATICS IS, RIGHT.

WHEN YOU MISS SOME FOUNDATIONAL SKILLS, IT BECOMES REALLY DIFFICULT THEN TO PLACE ADDITIONAL SKILLS ON TOP OF THOSE GAPS.

SO OUR TEACHERS ARE HAVING TO MAKE SURE THAT THEY'RE SHORING UP THOSE GAPS WHILE PUSHING STUDENTS FORWARD.

SO IT'S A LITTLE BIT OF AN INCHWORM EFFORT THAT THEY'RE HAVING TO DO, AND THAT'S ACROSS THE BOARD.

AGAIN, MATHEMATICS IS AN AREA WHERE WE NEED SOME IMPROVEMENT.

WE'RE STILL DOING BETTER THAN MANY, BUT CERTAINLY NOT AT THE LEVEL THAT WE DESIRE.

RIGHT. THE OTHER THING THAT I WOULD SAY IS A WAY TO ADDRESS THESE GAPS IS TO CONTINUE WITH PROVIDING THE TIME FOR OUR TEACHERS TO COLLABORATE.

IT'S A BIG DEAL FOR THEM TO HAVE PLANNING TIME AND TIME WITH THEIR PEERS DURING PROFESSIONAL LEARNING DAYS SO THAT THEY CAN DIG INTO THE STANDARDS, THEY CAN LOOK INTO OUR RESOURCES AND IDENTIFY WAYS THAT THEY CAN ACTUALLY SUPPORT THE NEEDS OF THEIR STUDENTS.

IT'S AN ART AND A SCIENCE, AS YOU FULL WELL KNOW MS. DAVIS. SO MAKING SURE THAT WE HAVE THAT TIME FOR THEM TO ADDRESS THOSE STUDENT NEEDS, THOSE UPDATED DATA TARGETS THAT ARE LISTED THERE ON THE

[04:15:07]

NYE VERSUS WHAT'S MOVING NIKKI.

AND WHAT ADDITIONAL SUPPORTS MIGHT THOSE STUDENTS NEED.

I WOULD ALSO SAY SOME OF THE, A LOT OF THE EFFORTS OF STANDARDS BASED GRADING PRACTICES ARE REALLY COMING INTO PLAY TO IDENTIFY SPECIFICALLY WHAT STANDARDS THE STUDENTS ARE STRUGGLING IN.

IT'S ONE THING TO SAY, OKAY, OUR SCORES ARE LOWER IN MATH THAN READING, BUT WE'RE SPECIFICALLY IN MATH BECAUSE WE KNOW STUDENTS WE'RE NOT GOING TO REDO AN ENTIRE CURRICULUM THAT THEY MAYBE MISSED DURING COVID, BUT WE CAN IDENTIFY AND PINPOINT STUDENTS ARE STRUGGLING WITH THIS STANDARD ON ADDING AND DIVIDING FRACTIONS SO WE CAN GET MORE PINPOINTED AND TARGETED WITH OUR MEDIATION AND SUPPORTS OF STUDENTS WHEN WE IDENTIFY THEY'RE STRUGGLING.

SO I HAVE ONE MORE POINT.

MS. DAVIS, CAN I ADD A COUPLE OF THINGS TOO.

THEY SAID I APOLOGIZE.

SO ONE OF THE THINGS THAT I WOULD ADD TO EVERYTHING DR.

MOUTON AND DR. NYE SAID IS THAT WHEN WE'RE LOOKING AT THESE DATA, WHAT WE'VE DETERMINED IS THAT WE'VE GOT SOME POWER STANDARDS AS WHAT WE CALL THEM.

THERE'S SOME STANDARDS THAT HAVE RISEN THEMSELVES UP WHEN WE LOOK AT THE AREA OF THE DATA.

THERE'S JUST SOME AREAS WE'VE REALLY GOT TO FOCUS IN ON.

AND SO WHAT WE'VE BEEN ABLE TO DO IS TO DEVELOP SOME PRE ASSESSMENTS IN OUR MATH CLASSES THAT ARE ABLE TO HELP REALLY IDENTIFY STUDENT BY STUDENT AND WHERE THINGS ARE AT BECAUSE THERE'S THERE'S DOESN'T TEND TO BE GLOBAL WITH WITH THE EXCEPTION OF SOME PRETTY LARGE CONCEPTS.

AND SO WHAT WE'RE ABLE TO DO IS TO GET IN AND IDENTIFY WHERE THOSE GAPS ARE FOR THE STUDENTS, IMBED THOSE INTO, DR.

MOUTON AND DR. NYE BOTH MENTIONED, OUR CURRICULUM WRITING PROCESSES AND OUR UPDATED PIECES.

THOSE ARE ALL THINGS THAT GO INTO THAT.

SO IT'S A LITTLE BIT OF BOTH.

WE'VE IDENTIFIED SOME STANDARDS WHERE WE'VE GOT SOME CHALLENGES AND WE'RE ALREADY KIND OF RECOUPING SOME OF THOSE EFFORTS ACROSS THE BOARD.

THE OTHER THING THAT WE'VE DONE TO HELP RESPOND SPECIFICALLY AT OUR HIGH SCHOOL LEVEL IS WE'VE INTRODUCED SOME ADDITIONAL, LET'S SAY, CLASSES ON REMEDIATION WHERE WE CAN PROVIDE VERY TARGETED, SPECIFIC SUPPORT FOR STUDENTS TO GAIN THIS GAP, HOPING THAT WHAT WE SEE IS CONTINUES TO BE OUR STUDENTS BEING SUCCESSFUL WITH WITH OUR TEACHERS HAVING MORE TARGETED DATA TO RESPOND TO THEIR NEEDS.

THANK YOU. I SAID I WASN'T GOING TO BRING THIS ONE UP AGAIN.

BUT. 4545.

ARE WE ABLE TO UTILIZE SOME OF THOSE HOURS TO GET THE STUDENTS TO WHERE THEY NEED TO BE BASED ON THE DISPARITIES THAT WE SEE? ALSO, I KNOW WE USE RTI ON THE ELEMENTARY AND MIDDLE SCHOOL LEVEL.

I'M NOT SURE ABOUT HIGH SCHOOL, BUT I'M WONDERING IF WE CAN INCORPORATE SOMETHING LIKE THAT TO ENSURE THAT, I MEAN, I REALIZE INDIVIDUAL STUDENTS WON'T REACH THE SAME LEVEL OF GROWTH, BUT I'D LIKE TO SEE SOMETHING IN THE NEAR FUTURE WITH GOALS SET FOR INDIVIDUAL STUDENTS THAT ARE FALLING BELOW THAT LINE TO MAKE SURE THAT THEY HAVE GROWTH.

AND I'LL LEAVE THAT GROWTH TO YOU ALL, BUT WE'D LIKE TO SEE WELL, I'D LIKE TO SEE GROWTH.

TO SPEAK TO THAT JUST A LITTLE BIT.

SOME OF THE PROPOSAL MADE ABOUT, RELATED TO 4545 EARLIER WAS REALLY ABOUT MORE GETTING IT BACK TO THE LEARNING THE STUDENT NEEDS AND NOT COUNTING THE HOURS.

AND IT'S RIGHT NOW THE 4545 IS A BLANKET 30 HOURS PER COURSE WHERE WE REALLY ARE TRADITIONAL RESPONSE FOR FRISCO IS IDENTIFY WHAT THE STUDENT NEEDS AND THEN PROVIDE THOSE SPECIFIC SUPPORTS AND MONITOR AND TRACK THAT OVER TIME.

SO THAT'S TO 4545 WE WANT SOME OF THE BUREAUCRACY COMPLIANCE PIECE.

LIFT IT A LITTLE BIT SO WE CAN TRULY FOCUS ON THE STUDENT AND HIS OR HER NEEDS.

SO I KNOW IT'S A COMPLIANCE PIECE AND I KNOW THAT IT WILL TAKE WELL OVER 30 HOURS TO GET THE STUDENTS TO WHERE THEY NEED TO BE.

BUT MY HOPE IS THAT WE CAN UTILIZE THAT SINCE WE ALREADY HAVE IT.

AND THAT'S WHAT WE DO DURING OUR 4545 IS WE TAKE THAT STANDARDS BASED MINDSET AND IDENTIFY SPECIFIC TARGETS AND STANDARDS FOR THE STUDENTS TO REALLY PROVIDE THAT FOCUSED REMEDIATION.

OKAY. THANK YOU.

AND I'VE GOT TO GIVE SOME SHOUT OUTS TO OUR ELEMENTARY ADMINISTRATORS.

THEY'VE BEEN WORKING ON THIS INDIVIDUAL GOAL SETTING PLANS FOR OUR STUDENTS FOR THE LAST SEVERAL YEARS.

SO THIS IS LIKE A NO BRAINER FOR THEM AND ALL OF OUR SECONDARY FOLKS.

AND WE'RE WORKING ON THAT AND LEARNING FROM ELEMENTARY FRIENDS TO DO EXACTLY WHAT YOU'RE SAYING MS.

[04:20:02]

OKAY. THANK YOU.

THANK YOU. WE APPRECIATE ALL THAT TIME AND EFFORT.

AND IT'S GREAT DATA TO SHARE AND WE APPRECIATE YOU GIVING US SUCH A HOLISTIC VIEW OF WHERE WE'RE HEADED.

BOARD WE'LL NOW MOVE ON TO OUR ACTION ITEMS. ACTION ITEM 13A, CONSIDER AND ACT ON APPROVAL OF MINUTES FROM SEPTEMBER 12TH REGULAR MEETING AND SEPTEMBER 29TH SPECIAL MEETING.

[13.A. Consider and act on approval of minutes from September 12 regular meeting and September 29 special meeting]

MOVE TO APPROVE THE MINUTES OF SEPTEMBER 12TH REGULAR MEETING AND SEPTEMBER 29TH SPECIAL MEETING AS PRESENTED.

SECOND. MOTION BY MR. CLASSE. SECOND BY MS. DAVIS.

ALL IN FAVOR. MOTION PASSES 6-0.

WE'LL MOVE ON TO ITEM B, CONSIDER AND ACT ON PROPOSED LEGISLATIVE PRIORITIES RECOMMENDED BY THE LEGISLATIVE LEADERSHIP COMMITTEE.

[13.B. Consider and act on proposed Legislative Priorities recommended by the Legislative Leadership Committee]

SO ALSO BOARD, IF I THINK WE WERE ABLE TO ASK OUR QUESTIONS.

SO I'LL LOOK FOR A MOTION.

MOVE TO APPROVE THE LEGISLATIVE PRIORITIES RECOMMENDED BY THE LEGISLATIVE LEADERSHIP COMMITTEE AS PRESENTED.

SECOND. MOTION BY MR. CLASSE, SECONDED BY MS. GILLESPIE.

ALL IN FAVOR. MOTION PASSES 7-0.

CONSIDERATION AND POSSIBLE ACTION REGARDING THE APPEAL OF THE DISMISSAL FOR UNTIMELY FILING OF THE LEVEL III APPEAL FILED BY KATHLEEN SCHRANTZ.

THIS IS ITEM 13C.

I HAVE RECUSED MYSELF FROM CONSIDERATION OF THIS ITEM AND AS A RESULT WILL ASK MS.

[13.C. Consideration and possible action regarding the appeal of the dismissal for untimely filing of the Level III appeal filed by Kathleen Schrantz]

JUST SO THAT WE'RE CLEAR, I HAVE A CONFLICT AS I SPOKE IN DETAIL TO MANY ADVOCATES FOR THIS PARTICULAR EMPLOYEE BACK IN THE WINTER, AND THEREFORE I AM UNABLE TO MAKE AN UNBIASED VOTE.

THANK YOU. PURSUANT TO BOARD POLICY DGBA (LOCAL), THE BOARD CONSIDERED THE APPEAL OF THE DISMISSAL FOR UNTIMELY FILING OF THE LEVEL III APPEAL FILED BY KATHLEEN SCHRANTZ ON WRITTEN SUBMISSION AND DELIBERATED IN CLOSED SESSION PURSUANT TO SECTIONS 551.071 AND 551.074 OF THE TEXAS GOVERNMENT CODE.

FOLLOWING CLOSED SESSION, THE BOARD HAS NOW RECONVENED INTO OPEN SESSION IN ACCORDANCE WITH CHAPTER 551 OF THE TEXAS GOVERNMENT CODE.

ANY ACTION TAKEN REGARDING THIS MATTER MUST BE TAKEN IN OPEN SESSION.

DO I HAVE A MOTION ON THE APPEAL OF THE DISMISSAL FOR UNTIMELY FILING OF THE LEVEL III APPEAL FILED BY MS. SCHRANTZ PURSUANT TO DGBA (LOCAL)? I MOVE TO APPROVE THE APPEAL OF THE DISMISSAL FOR THE UNTIMELY FILING OF THE LEVEL III APPEAL.

IS THERE A SECOND? SECOND. MOTION BY MS. ELAD, SECOND BY MR. LOWE. ALL THOSE IN FAVOR.

ANY OPPOSED.

I'D LIKE TO HEAR THE BILL.

RIGHT. SO YOU WANT TO, SO YOU'RE VOTING TO APPROVE THE APPEAL? YES. SEPARATE.

NO. YOU DID FINE, BUT I NEED ANOTHER VOTE THEN, I GUESS.

YES. SO MS. ELAD MOTIONED TO APPROVE THE APPEAL.

MR. LOWE SECONDED.

NOW ALL THOSE IN FAVOR.

I WANT TO HEAR IT. [LAUGHTER] OK.

ANY OPPOSED? OK. NOTE THAT IT IS 5-1.

ALL RIGHT.

THANK YOU BOARD. WE'LL NOW MOVE ON TO ITEM D, CONSIDER AND ACT ON BUDGET TRANSFERS AND AMENDMENTS FOR THE 2022-2023 BUDGET GENERAL FUND AND CHILD NUTRITION FUND BUDGETS.

[13.D. Consider and act on Budget Transfers and Amendments for 2022-2023 budget General Fund and Child Nutrition Fund Budgets]

I HAVE TWO AMENDMENTS TO PRESENT TO YOU TONIGHT.

THE FIRST ONE IS FOR THE GENERAL FUND OF $911,479.

THIS IS FOR THE INCREASE IN OUR PROPERTY CASUALTY PREMIUMS, PROPERTY CASUALTY INSURANCE PREMIUMS THAT WE HAVE TALKED ABOUT FOR THE PAST COUPLE OF MONTHS.

YOU GUYS APPROVED THAT CONTRACT LAST MONTH.

WE JUST NEED A BUDGET AMENDMENT TO PAY IT.

THE CHILD NUTRITION BUDGET AMENDMENT IS FOR SOME EQUIPMENT TO HELP THEM SPEND DOWN THEIR FUND BALANCE AS THEY ARE CURRENTLY OVER THE

[04:25:05]

THANK YOU. ANY QUESTIONS? IF NOT, I WILL LOOK FOR A MOTION.

MOVE TO APPROVE THE BUDGET TRANSFERS AND AMENDMENTS FOR 22-23 BUDGET GENERAL FUND AND CHILD NUTRITION FUND BUDGETS AS PRESENTED.

MOTION BY MR. CLASSE. SECOND BY MS. DAVIS. ALL IN FAVOR? MOTION PASSES 6-0.

MOVE ON TO ITEM E, CONSIDER AND ACT ON BUDGET AMENDMENT FOR THE 2021-2022 GENERAL FUND BUDGET.

[13.E. Consider and act on budget amendment for the 2021-2022 General Fund Budget]

SO I PROMISE THIS IS THE LAST TIME WE'RE GOING TO AMEND LAST YEAR'S BUDGET.

AS WE ARE CLOSING OUT THE AUDIT FOR 2021-2022, WE'RE IMPLEMENTING A NEW ACCOUNTING STANDARD AND IT'S REQUIRING US TO DO SOME ACCOUNTING THAT WE REALLY JUST WEREN'T FULLY PREPARED TO DO, TO BE HONEST WITH YOU.

SO THIS BUDGET AMENDMENT IS, IT'S AN ACCOUNTING TRANSACTION ONLY, HAS NO IMPACT ON OUR BOTTOM LINE.

IT IS RELATED TO THE NEW ACCOUNTING PRONOUNCEMENT FOR LEASES.

IT'S OFFSET BY A REVENUE SOURCE.

WE JUST NEED TO MAKE SURE THAT WE HAVE THE BUDGET AVAILABLE IN THE GENERAL FUND IN ORDER TO RECORD THIS TRANSACTION FOR FINANCIAL STATEMENT PURPOSES ONLY.

THANK YOU. BOARD, ANY QUESTIONS.

IF NOT, I'LL LOOK FOR A MOTION.

MOVE TO APPROVE THE BUDGET AMENDMENT FOR THE 21-22 GENERAL FUND BUDGET AS PRESENTED.

MOTION BY MR. CLASSE. SECOND BY MS. DAVIS. ALL IN FAVOR. THE MOTION PASSES 6-0.

MOVE ON TO.

GOPAL.

MOVING ON TO. I'M SORRY, GOPAL.

DEBBIE. SORRY.

I JUST SAW. IT WAS MY PERIPHERY.

I APOLOGIZE. CONSIDER AND ACT ON PERSONNEL RECOMMENDATIONS, DR.

LINTON. THANK YOU.

[13.F. Consider and act on personnel recommendations]

TO THAT, RECOMMENDATIONS INCLUDE THAT OF TOMMY HILL AS DIRECTOR OF CUSTODIAL SERVICES.

MR. HILL IS CURRENTLY PRINCIPAL AT GRIFFIN MIDDLE SCHOOL.

IF APPROVED, MR. HILL WILL REMAIN IN HIS CURRENT POSITION THROUGH THE SEMESTER WITH AN ANTICIPATED TRANSITION TO HIS NEW ROLE SECOND SEMESTER.

ALL CONTACT RECOMMENDATIONS ARE SUBMITTED FOR YOUR CONSIDERATION AND APPROVAL.

THANK YOU. BOARD, ANY QUESTIONS FOR DR.

LINTON? I'LL LOOK FOR A MOTION.

MOVE TO APPROVE THE PERSONNEL RECOMMENDATIONS AS PRESENTED.

MOTION BY MR. CLASSE, SECOND BY MR. PONANGI. ALL IN FAVOR.

MOTION PASSES 7-0.

CONGRATULATIONS TO MR. HILL, WHO WAS MY DAUGHTER'S MIDDLE SCHOOL PRINCIPAL, AND HE ROCKED.

SO I'M SURE HE'LL BE EVEN MORE FABULOUS IN HIS NEW ROLE.

BOARD WILL MOVE ON TO OUR LAST ITEM ON THE AGENDA.

CONSENT AGENDA ITEM G.

[13.G. Consent Agenda]

IF NOT, I'LL LOOK FOR A MOTION.

MOVE TO APPROVE ALL ITEMS ON THE CONSENT AGENDA.

MOTION BY MR. CLASSE, SECOND BY MS. GILLESPIE ALL IN FAVOR? MOTION PASSES 7-0.

WE'LL NOW MOVE ON TO OUR FOURTH AND FINAL VERY LONG ACADEMIC PRESENTATION FOR THE EVENING.

I'M JUST KIDDING. WE'RE FINISHED [LAUGHTER].

I'VE BEEN WAITING ALL NIGHT TO DO THAT.

BOARD IT IS 11:19 AND Y'ALL ARE TROOPERS.

AND THANK YOU ALL TO EVERYONE IN THE AUDIENCE WHO STUCK IT OUT WITH US FOR THE EVENING.

WE APPRECIATE YOUR BEING HERE WITH US.

AND WITH THAT, WE ARE ADJOURNED.

THANK YOU TO THE OFFICERS BEING WITH US TONIGHT.

* This transcript was compiled from uncorrected Closed Captioning.