Dec 12, 2022 Board of Trustees

[00:00:04]

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

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

[2. Pledge of Allegiance]

>> THANK YOU. TONIGHT WE HAVE THE STUDENT COUNCIL FROM ANDERSON ELEMENTARY HERE TO SAY THE PLEDGE OF ALLEGIANCE.

>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.

HONOR THIS FAG.

I PLEDGE ALLEGIANCE TO THE TEXAS, ONE STATE UNDER GOD, ONE INDIVISIBLE. [APPLAUSE].

>> STAY THERE, WE GOT TO TAKE PICTURES.

>> PARENTS, IT'S YOUR TIME.

[LAUGHTER] PAPARAZZI IS DONE.

LET'S GO COME ON, RIGHT OVER HERE. [LAUGHTER]

>> GREAT JOB. [APPLAUSE].

[3. Recognitions]

>> OUR NEXT ITEM ON THE AGENDA, OUR FIRST RECOGNITION FRISCO ELEMENTARY HONOR CHOIR. MS. MILLER.

>> THANK YOU. WE'RE SO EXCITED TO HAVE OUR FRISCO ELEMENTARY HONOR CHOIR HERE.

I'D LIKE TO INTRODUCE OUR MANAGING DIRECTOR OF FINE ARTS, MR. PETE HAZARD.

> WELL, GOOD EVENING, AND THANK YOU SO MUCH FOR ALLOWING US AN OPPORTUNITY TO SHARE WITH YOU THIS EVENING.

WE ALSO WOULD LIKE TO SAY THANK YOU TO THE CENTENNIAL HIGH SCHOOL ORCHESTRA THAT PROVIDED SOME PRE-EVENT MUSIC.

THEIR DIRECTORS, DEVIN, BELL, AND JOCELYN HOA, LET'S GIVE THEM A ROUND OF APPLAUSE FOR PLAYING OUT THERE THIS EVENING.

[APPLAUSE] WELL, YOU ARE IN FOR A REAL TREAT THIS EVENING.

TO LET YOU KNOW WHAT THAT TREAT IS, I WANT TO INVITE UP TO THE PODIUM OUR INCREDIBLE ASSISTANT DIRECTOR OF FINE ARTS, MR. CHRIS COUNSELOR TO PROVIDE THE INTRODUCTION.

>> DR. WALDROP, IST, AND MEMBERS OF OUR BOARD OF TRUSTEES, IT IS MY DISTINCT PRIVILEGE TO INTRODUCE TO YOU MEMBERS OF THE FRISCO ISD ELEMENTARY HONOR CHOIR THAT WE'LL BE PROVIDING SOME HOLIDAY CHEER FOR US THIS EVENING.

THIS COLLABORATIVE 100-VOICE CHOIR STRIVES TO CONSIST OF MEMBERS FROM ALL OF OUR FRISCO ISD ELEMENTARY SCHOOLS.

FOR THE 22 /23 SCHOOL YEAR.

THIS ORGANIZATION, UNDER THE DIRECTION OF ERIC PLYLER AND KIM, WELOCK BOASTS MEMBERSHIP FROM ALL 43 OF OUR ELEMENTARY CAMPUSES.

ALL FRISCO IST ELEMENTARY STUDENTS RECEIVE WEEKLY INSTRUCTION IN THEIR MUSIC CLASS FROM SOME OF THE FINEST MUSIC EDUCATORS IN THE STATE.

TONIGHT, YOU'LL HAVE THE OPPORTUNITY TO HEAR THE FRUITS OF THEIR LABOR AS 30 REPRESENTATIVES OF THIS PRESTIGIOUS CHOIR WILL BE PERFORMING TWO SELECTIONS FOR YOU.

GLORIA IN CELSIUS BY DAN EDWARDS AND BE A CANDLE OF HOPE BY BECKY MAY.

LADIES AND GENTLEMEN, I PRESENT TO YOU REPRESENTATIVES FROM THE FRISCO ISD ELEMENTARY HONOR CHOIR UNDER THE DIRECTION OF ERIC PLYLER AND KIM WELOCK. [APPLAUSE].

[00:08:54]

>> [MUSIC] [APPLAUSE]. [BACKGROUND]

>> THAT WAS BEAUTIFUL. I WAS GOING TO TELL PETE, THANKS FOR LETTING THOSE BEAUTIFUL VOICES

[00:10:01]

I'LL TELL HIM LATER. WE'LL MOVE ON TO ITEM B, UNDER RECOGNITIONS FRISCO EDUCATION FOUNDATION. MS. MCCUNE.

>> THANK YOU. I WOULD LIKE TO INTRODUCE ALISSON MILLER, DIRECTOR OF THE FRISCO EDUCATION FOUNDATION.

>> DR. WALDROP, BOARD OF TRUSTEES AND ISD, YOU KNOW IT'S ALWAYS MY PLEASURE TO SHARE WITH YOU, SO I'M GLAD TO BE BACK TONIGHT.

WE TYPICALLY DO AN ANNUAL UPDATE FOR YOU ALL ON THE FRISCO EDUCATION FOUNDATION.

YOU ALL KNOW THAT WE'RE THE 501C3 THAT STARTED IN 1999 THAT EXISTS SOLELY TO SUPPORT THE STUDENTS AND STAFF IN FRISCO ISD.

I'M SHARING THAT FOR OUR AUDIENCE.

I'M GOING TO GIVE YOU AN UPDATE OF THIS PAST YEAR AND WHAT WE'VE DONE TO DATE.

WE WERE FOUNDED IN 1999 AND OUR MISSION IS TO PROVIDE FINANCIAL RESOURCES TO MAXIMIZE STUDENT POTENTIAL IN THE FRISCO INDEPENDENT SCHOOL DISTRICT.

IN '99 WE STARTED BASICALLY BECAUSE IT WAS VERY EVIDENT THAT WE HAD STUDENTS IN THE DISTRICT WHO HAD THE ACADEMIC RIGOR TO ATTEND COLLEGE, BUT NOT THE FINANCIAL RESOURCES.

WE'VE SINCE GROWN TO FURTHER THAT MISSION, TO GIVE MONEY BACK TO THE SCHOOL DISTRICT THROUGH OUR GRANTS FOR GREAT IDEAS, PROGRAM FOR OUR TEACHERS, AND YOU'RE GOING TO SEE SOME MORE THINGS THAT WE'VE BEEN DOING THROUGHOUT THE YEAR.

HERE'S OUR CORE VALUES.

AS YOU CAN SEE, RESPECT, ACHIEVE, INSPIRE, STEWARD, AND EDUCATE ARE VERY IMPORTANT TO US.

AS WE WORK HARD EVERY DAY, OUR BOARD OF 17 AND WE'VE GOT SOME HONOR BOARD MEMBERS UP HERE.

WE'VE ACTUALLY NOW PUT TOGETHER A GROUP OF VERY, VERY SAVVY COMMUNITY MEMBERS WHO ARE VERY INTERESTED IN THE EDUCATION OF OUR STUDENTS AND LEANING IN WITH THE MISSION OF THE EDUCATION FOUNDATION.

WE NOW HAVE A VERY LARGE ADVISORY BOARD THAT IS ALSO A PART OF OUR AMBASSADORSHIP OUT IN THE COMMUNITY AND ON OUR CAMPUSES.

AS I SAID IN THE BEGINNING, WE WERE MOSTLY KNOWN FOR OUR SCHOLARSHIP PROGRAM, WHICH AS WE CAN ALL GUESS, WAS FOR OUR GRADUATING SENIORS IN FRISCO ISD.

BUT OUR GRANT PROGRAM HAS GROWN SIGNIFICANTLY OVER THE YEARS, AND THAT PROGRAM IS FOR EDUCATORS WHO HAVE INNOVATIVE OUTSIDE OF THE BOX, IDEAS IN THE CLASSROOM THAT LEAN INTO FUTURE READY.

WE HAVE A VERY ROBUST MIDDLE SCHOOL SUMMER CAMP.

WE TAKE CARE OF SOME STEAM INITIATIVE PROGRAMS, AND THEN WE ALSO FUND OUR BUSINESS INCUBATOR PROGRAM IN FRISCO ISD SO OUR STUDENTS CAN START THEIR OWN BUSINESSES.

OUR FUNDING SOURCES JUST SO YOU KNOW, THEY COME FROM THE COMMUNITY, FROM INDIVIDUAL GIFTS, CORPORATE DONATIONS, EMPLOYEE MATCHING GIFTS, COMMUNITY, AND SCHOOL ORGANIZATIONS.

ONCE AGAIN, I WOULD LIKE TO BOAST THAT IT IS FRISCO ISD STAFF AS A WHOLE THAT IS OUR LARGEST CONTRIBUTOR AND WE'RE TALKING CUSTODIANS, CHILD NUTRITION, WORKERS, TEACHERS, ADMINISTRATORS.

THAT'S SOMETHING THAT IS VERY IMPORTANT TO US BECAUSE WE WANT THEM TO KNOW THAT WE'RE HERE TO ASSIST THEM.

THEN SOME OUTSIDE GRANT AWARDS SUCH AS THE 30,000 NOW $45,000 THAT WE RECEIVED FROM THE TEXAS LOTTERY IN THE DALLAS COWBOYS FOR OUR GO BABY GO GRANT AND THEN OUR STEAM ACADEMY CAMP.

HERE'S A LITTLE RECAP TO DATE AND PARTNERSHIP WITH THE GREATER FRISCO COMMUNITY, WHICH I REALLY WANT TO STRESS.

WHILE WE'RE OUT IN THE COMMUNITY RAISING OUR OWN FUNDS, WE DO HAVE SOME SIGNIFICANT SUPPORTERS, WHETHER THAT'S INDIVIDUALS, CORPORATIONS OR CIVIC ORGANIZATIONS, AND EVEN SCHOOL ORGANIZATIONS THAT HELP FUEL OUR PROGRAMS. BECAUSE OF THAT, WE'VE PROVIDED MORE THAN 8,700 GRADUATING SENIORS WITH SCHOLARSHIPS.

MAN I HOPE WE GET TO 10 MILLION THIS YEAR FOR THE CLASS OF '23, AND 733 GRANTS TO FISD EDUCATORS TOTALING OVER A MILLION DOLLARS.

THE CLASS OF '22 THIS PAST MAY, WE RECEIVED 1,388 SCHOLARSHIP APPLICATIONS FROM THE CLASS OF '22.

WE HAD OVER 200 SCHOLARSHIP REVIEWERS.

IT TAKES A VILLAGE FOR SURE.

NINE HUNDRED AND FIFTY NINE SCHOLARSHIPS WERE AWARDED AND 829 STUDENT SENIORS WERE IMPACTED, $739,000 WERE AWARDED IN TOTAL SCHOLARSHIP FUNDS, AND THOSE FUNDS WERE SENT TO OVER 156 COLLEGES, UNIVERSITIES, AND TRADE SCHOOLS.

I LIKE TO POINT THAT OUT BECAUSE OUR SCHOLARSHIP DEPARTMENT, IF YOU WANT TO CALL IT THAT, IS AS LARGE AS SOME JUNIOR COLLEGES AND UNIVERSITIES.

OUR SCHOLARSHIP APPLICATION FOR THE CLASS OF '23 OPENED WHEN WE RETURNED FROM THANKSGIVING BREAK.

AS OF THIS MORNING, 1,337 APPLICATIONS HAVE BEEN STARTED,

[00:15:02]

IT'S NOT DUE TILL 4:00 O'CLOCK NEXT THURSDAY, SO WE'LL SEE THAT SIGNIFICANTLY JUMPED THURSDAY MORNING.

IF ANYBODY HAS ANY QUESTIONS ABOUT THIS OR IF YOU'RE INTERESTED IN REVIEWING SCHOLARSHIP APPLICATIONS, AS LONG AS YOU DON'T HAVE A SENIOR, WE'RE HAPPY TO HAVE YOU.

I THINK AS OF THIS MORNING, DID WE HAVE 200 AND HOW MANY REVIEWERS? WE HAVE 250 REVIEWERS, SO WE'RE VERY HAPPY FOR THAT.

BACK IN NOVEMBER, WE WENT AROUND THE DISTRICT TO AWARD GRANTS FOR GREAT IDEAS TO OUR EDUCATORS.

WE AWARDED 39 GRANTS TOTALING OVER $53,000.

IT WAS AN EPIC DAY.

IT WAS SUPER FUN.

THE KIDS WERE SO EXCITED FOR THEIR TEACHERS.

WE SAW A LOT OF LAUGHTER JUMPING FROM JOY, LOT OF TEARS FOR HAPPY TEARS, AND IT'S JUST VERY EXCITING FOR US TO KNOW THAT WE'RE POURING INTO THE CLASSROOM EXPERIENCE AROUND OUR DISTRICT.

OBVIOUSLY OUR THEME IS BEES, THAT'S WHY YOU SEE US DRESSED AS BUMBLEBEES.

BACK IN 2006, WE RECEIVED AND ENDOWED GRANT FROM COSERV.

THIS GRANT IS RESTRICTED FOR NEW TEACHER GRANTS TO GET THEIR CLASSROOMS SETUP.

AS MOST OF YOU KNOW, BACK IN JULY AT THE NEW TEACHER WELCOME, WE AWARDED GRANTS TO NEW TEACHERS FOR THEIR CLASSROOM SETUP, AND SINCE 2006 OVER 569 NEW TEACHERS HAVE BEEN AWARDED $89,000 THROUGH THIS ENDOWED GRANT.

OUR MINDBENDOR ACADEMY THAT STARTED IN 2008, IT WAS A PROJECT OF LEADERSHIP FRISCO, AND AT THE TIME THEY HAD COME TO MYSELF AND THE SUPERINTENDENT ASKING IF WE WOULD TAKE THIS PROGRAM ON, AND WE GLADLY SAID YES.

NOW THIS CAMP IS A PROGRAM OF FRISCO EDUCATION FOUNDATION, IT'S A SCIENCE, TECHNOLOGY, ENGINEERING, ART, AND MATH SUMMER CAMP FOR MIDDLE-SCHOOL STUDENTS IN FRISCO ISD.

IT IS FOR INCOMING SIXTH, SEVENTH, AND EIGHTH GRADERS.

PETER BURNS IS OUR CHAIR.

HE'S A CURRENT BOARD MEMBER.

MINDBENDOR 2023 WILL BECOMING IN JUNE.

WE'LL ACTUALLY BE ON TOUR.

THE CTE CENTER IS UNDER CONSTRUCTION JUST A LITTLE BIT.

WE'VE ALREADY CONFIRMED THAT WE WILL BE GOING TO THE TOYOTA CAMPUS TO JUST SPEND A DAY WITH TOYOTA.

WE'VE GOT SOME OTHER PARTNERS THAT ARE ON BOARD WHO WILL ALLOW US TO COME TO THEIR SPACE.

IT'LL BE JUNE 5TH THROUGH THE 8TH WITH A MORNING AND AFTERNOON SESSION.

WE'LL PROBABLY BE RUNNING TOUR BUSES AND I THINK OUR SHIRTS THIS YEAR WILL SAY ON TOUR ON THE BACK.

THE REGISTRATION WILL OPEN AT MARCH 31ST AT 7:00 AM.

THIS PAST YEAR IN 2022, WE ALSO ADDED A COMPONENT FOR OUR MIDDLE SCHOOLERS, ACTUALLY FOR SOME ELEMENTARY STUDENTS TO DABBLE IN ENTREPRENEURSHIP, SO WE PARTNERED WITH IE1 AND THE STUDENTS LEARNED HOW TO START THEIR OWN BUSINESS.

HERE'S A LITTLE TAKE ON THIS PAST SUMMER.

THE KIDS GOT TO EXPERIENCE A REAL HEART.

THE HOSPITAL BROUGHT THE HEART AND THE KIDS GOT TO TOUCH IT, FEEL IT, UNDERSTAND IT, LOOK AT IT, LEARN FROM IT.

BOTTOM-LEFT IS A PROTOTYPE NOT TO SCALE OF A FUTURISTIC CAR FROM TOYOTA.

DOWN ON THE RIGHT, AND YOU'LL SEE IN A MINUTE WHO ARE PARTNERS WERE, [INAUDIBLE] STILL HERE, FRISCO PD AND THE NEW COMPANY WING SHARED THE DRONE INDUSTRY WITH OUR STUDENTS.

PGA IN THE TOP-RIGHT WAS AMAZING.

I DO WANT TO POINT SOMETHING OUT.

THIS YEAR WE HAD FRISCO ISD BLIND STUDENT THAT PARTICIPATED IN THE CAMP.

HE DID EVERYTHING JUST LIKE EVERYONE ELSE.

I THINK WHAT WAS MOST EXCITING WAS WHEN WING CAME ON BOARD WITH THEIR PROTOTYPE OF THEIR DRONE, IT JUST SO HAPPENED THE PERSON THAT DESIGNED THAT DRONE WAS ALSO BLIND, AND OUR STUDENT GOT TO SPEAK WITH THAT DESIGNER OF THAT DRONE, SO WE WERE ECSTATIC ABOUT THAT.

HERE'S OUR MINDBENDOR PARTNERS FOR LAST YEAR.

THEY REALLY LEANED IN AND THIS CAMP WAS JUST AS ENLIGHTENING FOR THEM AS IT WAS FOR OUR STUDENTS.

THE PGA, THEIR EDUCATION TEAM CAME OUT, AND WHEN I TOLD THEM THAT WE WOULD HAVE A STUDENT THERE WHO WAS BLIND, THEY WERE SO PSYCHED.

THEY MADE SURE THAT THAT STUDENT WAS ABLE TO SWING THE GOLF CLUB, HIT THE BALL.

THE VISION TEACHER THAT CAME ALONG WITH HIM HAD THE LITTLE SENSORS ON THE BALL AND ON THE NET, AND SO WE ALL LEARNED A LOT THIS PAST YEAR.

OUR BUSINESS INCUBATOR, I'M SAYING WE NEED YOU.

AS YOU ALL KNOW, THIS IS VERY HEAVY IN VOLUNTEERS.

FROM THE COMMUNITY, IT IS A LEAN CANVAS PROGRAM FOR OUR SOPHOMORES, JUNIORS, AND SENIORS AT FIVE HIGH SCHOOLS.

THESE STUDENTS LEARN TO START,

[00:20:02]

WE DO HAVE A FINAL SHARK TANK STYLE PITCH.

I THINK THERE'S A MVP PITCHES COMING UP IN FEBRUARY.

WE SERVE AS THE FISCAL AGENT FOR THIS DISTRICT PROGRAM.

COVID PUT A LITTLE KINK IN IT, BUT THE KIDS STILL PROCEEDED TO MARCH FORWARD.

WE FUNDED OVER $25,000 IN SEED MONEY TO STUDENT BUSINESSES FOR BOTH THE MVP AND THE FINAL PITCH.

COMMUNITY ENGAGEMENT.

I THINK IT'S VERY IMPORTANT FOR EVERYONE TO KNOW THAT WE LOVE FOR COMMUNITY MEMBERS TO ENGAGE WITH OUR NON-PROFIT, WITH OUR FRISCO EDUCATION FOUNDATION, WE ARE LOOKING FOR INDIVIDUALS TO SERVE ON OUR ADVISORY BOARD, SERVE ON PROGRAM OR EVENT COMMITTEE'S REVIEW SCHOLARSHIP APPLICATIONS, VOLUNTEER AND SHARE YOUR EXPERTISE.

THE ONE THING I DID WANT YOU ALL TO KNOW IS WE DID GO THROUGH OUR ANNUAL AUDIT BACK IN AUGUST, AND SO OUR 990 IS LISTED ON THE FRONT OF OUR WEBSITE.

FOR MORE INFORMATION, I ASK THAT YOU ALL VISIT OUR WEBSITE OR ANY OF OUR SOCIAL MEDIA SITES.

IT'S VERY IMPORTANT THAT WE ALL HAVE A SAY IN WHAT'S GOING ON AND WHAT WE CAN DO FOR OUR STUDENTS AND WE REALLY ENGAGE YOU ALL TO JOIN US AND BE A PART OF THE MAGIC THAT WE'RE SPREADING AROUND OUR CAMPUS.

I THINK THAT'S IT. I'VE GOT SOME BOARD MEMBERS WITH ME.

DEBBIE, ARE YOU GOING TO SAY SOMETHING? I HAVE SOME BOARD MEMBERS HERE WITH ME THAT I AM GOING TO CALL UP IN A MINUTE, BUT I'M HERE FOR ANY QUESTIONS.

>> THAT'S ACTUALLY WHAT I WAS GOING TO ASK YOU.

PLUS, I JUST WANT TO MENTION THAT YOU RUN ON A VERY SMALL STAFF AND DO A WHOLE LOT OF THINGS WITH A VERY SMALL STAFF.

SO THANK YOU FOR EVERYTHING YOU DO AND I'LL LET YOU INTRODUCE YOUR BOARD MEMBERS. [LAUGHTER]

>> THANK YOU. IN MY ROLE AS DIRECTOR OF COMMUNITY RELATIONS FOR FRISCO ISD, YOU KNOW EVERY MONTH WE GET TO RECOGNIZE A PARTNER IN EDUCATION.

SO THIS MONTH WE'RE GOING TO RECOGNIZE THE FRISCO EDUCATION FOUNDATION, SO IF I COULD HAVE DR. WALDRIP AND PRESIDENT ARCHAMBAULT COME DOWN TO THE STAGE ALONG WITH GOPAL AND MS. DAVIS.

THEY ARE ON OUR BOARD AS HONOR BOARD MEMBERS FROM THE SCHOOL BOARD AND THEN ANY FOUNDATION BOARD MEMBERS, OR ADVISORY BOARD MEMBERS OR HONOR BOARD MEMBERS IN THE ROOM.

LET'S GO. [LAUGHTER] RIGHT UP THERE. [NOISE]

>> WE'RE GOING TO PRESENT YOU WITH A CHECK THAT CANNOT BE RUN THROUGH THE ATM MACHINE OR DEPOSITED AT THE BANK.

BUT WE ARE PRESENTING YOU WITH A CHECK FOR $53,000 FOR OUR GRANTS FOR GREAT IDEAS AND I'M HAPPY TO TELL YOU THAT THE REAL CHECK HAS ALREADY BEEN SENT UPSTAIRS AND HAS BEEN CASHED.

SO WE'RE GOOD.

[LAUGHTER] [APPLAUSE] THANK YOU ALL SO MUCH FOR ALLOWING US TO BE A PART OF EVERYTHING THAT HAPPENS IN FRISCO ISD.

[NOISE] THANK YOU, FEF.

WE APPRECIATE YOU ALL SO MUCH.

OUR KIDS, OUR TEACHERS, THIS COMMUNITY WOULD BE REALLY SAD WITHOUT ALL THE THINGS THAT YOU POUR INTO IT AND ALL OF OUR PARTNERS FOR FEF THAT ARE THROUGHOUT OUR COMMUNITY, OUR BUSINESS PARTNERS, WE APPRECIATE THE MENTORSHIP, AND THE PARTNERSHIP IN HELPING US ELEVATE OUR KIDDOS TO THE VERY NEXT LEVEL.

SO THANK YOU FEF, FOR ALL YOU DO FOR US.

WE APPRECIATE YOU ALL. WE'LL NOW MOVE ON TO ITEM 4,

[4. Celebration of Student Learning]

>> THANK YOU, MADAM PRESIDENT. YOU MAY RECALL THAT IN SEPTEMBER, WE HAD A GROUP OF PRE K STUDENTS SHARE WHAT THEY ARE LEARNING ABOUT IN FRISCO ISD.

WE THOUGHT THAT ESPECIALLY AFTER HEARING FROM OUR FANTASTIC FINE ARTS STUDENTS FROM CENTENNIAL HIGH SCHOOL, PRIOR TO THE BOARD MEETING, THAT AMAZING HONOR CORD JUST A FEW MOMENTS AGO, THAT WOULD FOLLOW UP WITH AN OPPORTUNITY FOR YOU TO HEAR FROM STUDENTS AND STAFF AT OUR CAMPUSES TO TELL YOU A LITTLE ABOUT WHAT'S HAPPENING AND THEIR EXPERIENCES WITH INQUIRY BASED LEARNING.

NOW THAT'S HAPPENING ALL ACROSS FRISCO ISD, AT ALL OF OUR CAMPUSES.

BUT THIS EVENING, WE'VE RECEIVED A LITTLE HELP FROM A STAFF AT MINETTE ELEMENTARY SCHOOL, EMERSON HIGH SCHOOL, AND PANTHER CREEK HIGH SCHOOL, AND ARE HAPPY TO SHARE A VIDEO COMPILATION THAT WILL SHOWCASE OUR STUDENTS AND OUR STAFF.

I'LL ASK MS. MCDONALD TO PRESS GO AND THEN WE'LL GET TO INTRODUCE SOME STAFF IN JUST A FEW MINUTES.

[00:25:10]

>> [MUSIC] MINETTE IS A UNIQUE FEELING THAT YOU WALK IN THE DOOR, EVERY STUDENT, STAFF, AND FAMILY MEMBER THAT ENTERS OUR BUILDING FEELS A SENSE OF FAMILY AND WELCOMING POSITIVE RELATIONSHIPS.

WE USE OUR CREATIVE LEARNING ENVIRONMENT TO IGNITE CREATIVITY, COLLABORATION, AND ESTABLISH THOSE FUTURE READY SKILLS IN ALL OF OUR LEARNERS AT MINETTE.

[MUSIC]

>> MINETTE IS DIFFERENT BECAUSE HERE WE HAVE HOUSES AND HALF OF THE TIME, HARRY POTTER STYLE BECAUSE WE HAVE A NAME, AND A CAR AND AN ANIMAL AND WE HAVE HOUSE CHORES TOO.

WE THINK THE SYSTEM IS REALLY COOL.

I THINK IF THEY GO ON WITH THAT OTHERS CAN CONNECT WITH THEIR FRIENDS AND OTHERS THAT DON'T KNOW.

>> WHAT MAKES OUR SCHOOL SO UNIQUE, THERE ARE SO MANY THINGS HONESTLY, BUT JUST THE DIVERSITY OF OUR STUDENTS.

EVERYBODY COMES IN WITH THEIR OWN BACKGROUND AND THEIR EXPERIENCE.

>> I THINK EMERSON IS UNIQUE BECAUSE OF THE CULTURE WE HAVE HERE, THROUGH THESE PROJECTS THAT WE HAVE WE GET TO LEARN MORE ABOUT THE PEOPLE THAT WE HAVE ON OUR CAMPUS.

I'VE BEEN PUT INTO GROUPS WHERE I KNOW NOBODY AND I HAVE COME OUT WITH LOTS OF FRIENDS.

>> WHEN WE MOVE TOWARDS PROJECT BASED LEARNING, STUDENTS TAKE OWNERSHIP OF WHAT THEY'RE WORKING ON.

INSTEAD OF THE TRADITIONAL SIT AND GET FOR THE LECTURE WHERE STUDENTS HAVE TO CATCH UP WITH TEACHERS AND THE TEACHER IS THE FACILITATOR OF ALL KNOWLEDGE.

STUDENTS ARE REALLY TAKING THEIR OWNERSHIP OF THEIR LEARNING.

THEY DRIVE US TO WHERE THEY WANT TO GO.

THIS OUR FIRST YEAR [INAUDIBLE] IS GOING GREAT, BUT WHAT I'M MOST EXCITED FOR THE NEXT FEW YEARS.

WHEN TEACHERS GET MORE KNOWLEDGE ON HOW TO FACILITATE THIS, STUDENTS CAN TAKE THE CLASS IN DIFFERENT DIRECTIONS.

SECOND PERIOD COULD LOOK COMPLETELY DIFFERENT.

>> DEFINITELY THE FLEX SPACES.

IT'S MORE OF AN OPEN SCHOOL WHICH ALSO HELPS ME GET MORE OF AN OPEN MIND.

THE FIRST SPACES, I HAVE MORE SPACES TO BE ABLE TO HELP ME STUDY, DO HOMEWORK, THE CLASS WORK AND DEFINITELY HANGING OUT WITH FRIENDS.

>> I REALLY ENJOY COLLABORATION FOR PROJECTS OR JUST FOR LEARNING THE CONTENT.

IT'S VERY IMPORTANT FOR STUDENTS TO LEARN TO WORK WITH OTHERS AND NOT JUST DEPENDING ON THEMSELVES, OR JUST DEPENDING ON THE TEACHER FOR EVERYTHING.

IT CREATES A SENSE OF FAMILIARITY WITH THE SCHOOL AND CREATES A FAMILY.

>> BEING ABLE TO VERTICALLY ALIGN OUR TRICKS AND WORK WITH OTHER STUDENTS IN GRADE LEVELS IS A REALLY POSITIVE WAY FOR STUDENTS TO BE ABLE TO COLLABORATE.

WE HAD OPPORTUNITIES FOR STUDENTS TO WORK WITH OTHER GRADES IN THE ENTIRE SCHOOL, IMMERSIVE LEARNING EXPERIENCE WHERE STUDENTS ARE ABLE TO LEARN FROM BUDDIES AND OTHER CLASSES AND ESTABLISH THOSE CONNECTIONS THAT ARE SO IMPORTANT IN THE LEARNING PROCESS.

>> I'M GOING TO HAVE TO GO WITH THE CORE TEACHING.

I LOVE HOW INSTEAD OF ONE, YOU GET TWO TEACHERS AT MINETTE ELEMENTARY SCHOOL.

IT'S ACTUALLY A GREAT OPPORTUNITY FOR YOU TO HAVE AN OPEN MIND.

IT HELPS YOU TO JUST COLLABORATE.

I THINK IT'S ALSO A GREAT IDEA FOR QUOTATION BECAUSE IT HELPS STUDENTS LEARN AND GROW WITH TWO TEACHERS.

>> WE HAVE A BASE QUESTION, AND THEN WE LEARN ABOUT THAT, AND THEN WE HAVE SOME INFORMATION ABOUT IT, AND THEN WE HAVE OUR OWN IDEAS ABOUT IT AND THEN WE CORRECT THEM IF THEY'RE WRONG AND THEN IF THEY'RE RIGHT, THEN WE DO A PROJECT ON THAT.

>> THEY ARE ENCOURAGED TO SHOWCASE THEIR DIFFERENCES.

THAT GOES BACK TO INQUIRY-BASED LEARNING, AND JUST THE FACT THAT YOU CAN WALK INTO ANY CLASSROOM AND IT DOES NOT LOOK THE SAME.

THE TEACHERS, THEY MIGHT BE TEACHING THE SAME EXACT SUBJECT, BUT IT LOOKS SO DIFFERENT.

>> THE THING THAT I ENJOYED MOST ABOUT LEARNING IS PROBABLY THE CREATIVE FREEDOM THAT WE'RE GIVEN AT EMERSON.

JUST PRESENTED WITH THE INFORMATION, IT'S VERY ENGAGING AND I DON'T FEEL LIKE IT STILL WORK BUT IT DOESN'T FEEL LIKE IT'S JUST ON TO THE NEXT ONE, ON TO THE NEXT ONE.

WE'RE TRYING TO USE THE NEXT UNIT.

>> WE'RE NOT AS MUCH GIVEN THE CONTENT, WE'RE GIVEN RESOURCES TO FIND THAT CONTENT OURSELVES.

I'M ABLE TO TAKE THE LEADERSHIP AND OWNERSHIP IN HOW I'M LEARNING THE MATERIAL, WHICH I THINK WILL HELP ME AS I GO INTO COLLEGE IN MY FUTURE CAREER.

>> DEFINITELY NOT HANDS-ON APPROACH AND JUST EVERYONE BEING INVOLVED IN IT.

IT'S DEFINITELY MORE OF WE'RE IN THIS TOGETHER RATHER THAN YOU'RE AT THIS BY YOURSELF.

[00:30:01]

>> IN THE PAST, TEACHERS WOULD CREATE, JUST DO LECTURES AND GIVE STUDENTS WORKSHEETS AND THEN DO A SKILL SET AND TEST.

IT WAS THE SAME CYCLE OF EVENTS.

THEN NOW HERE AT PANTHER CREEK SCHOOL TEACHERS WOULD NOT ONLY JUST DO LECTURES AND THEY TEACH YOU THE CONTENT, BUT THEY ALSO INCORPORATE PROJECTS AND ALSO VARIOUS OTHER ACTIVITIES THAT STUDENTS COULD DO IN OTHER PARTS OF THE SCHOOL OTHER THAN THE CLASSROOM, WHICH CREATES A NEW PERSPECTIVE OF THE LEARNING AND THE CONTENT ITSELF.

>> STUDENTS HAVE HAD MANY HANDS-ON LEARNING EXPERIENCES.

WE DID AN ACTIVITY WITH SECOND GRADE WHERE STUDENTS GOT TO DO ICE BALLOONS AND LOOK AT THE PHYSICAL PROPERTIES AND BEING ABLE TO COOL AND MELT AND HOW THOSE CHANGES AFFECT THE PROPERTIES OF ICE.

STUDENTS WERE ABLE TO GO IN AND TEACH FIRST GRADERS ABOUT PHYSICAL PROPERTIES.

THEY WERE ABLE TO DO THEIR OWN MINI LESSON.

WE ARE ABLE TO DO A LOT OF VERTICALLY ALIGNED ACTIVITIES.

>> MY FAVORITE LEARNING ACTIVITY AT MINETTE IS PROBABLY MRS. MITSKI'S THANKSGIVING BREAKOUT.

MITSKI SETUP THIS FUN THANKSGIVING MATH SESSION THAT SOMEONE STOLE OUR TICKETS TO THANKSGIVING FEAST AND WE'VE GOT IT BREAK OUT DIGITAL COAT THAT WAS VERY FUN.

>> THIS PROJECT WE'RE WORKING ON RIGHT NOW IT'S WITH MATHS BOUNDARIES.

SOME STUDENTS MIGHT SAY, HEY, WHY IS THIS HIGH SCHOOL, BIGGER THAN THAT HIGH SCHOOL.

SOME STUDENTS MIGHT SAY, I DON'T WANT TO GO HIGH SCHOOLS.

I WANT TO LOOK AT OTHER MAPS, FRISCO MAPS, PROSPER MAPS AND WE'RE GOING TO HAVE THAT FLEXIBILITY TO EVENTUALLY LOOK AT ALL THOSE THINGS SO IT'S A REALLY PERSONALIZED WHERE STUDENTS WANT TO GO.

>> MY ALGEBRA 2 CLASS, WE HAD A SPHERES PROJECT THAT WE WERE TO MAKE A SPHERE ON A MODEL THAT WOULD BE PUT INTO OUR SCHOOL.

WE HAD TO DO THE MATH AND DO A DESIGN FOR THAT.

IT WAS DEFINITELY A COOL EXPERIENCE TO BE ABLE TO DO THE HANDS-ON LEARNING, AND IT DEFINITELY HELPED ME LEARN A LOT MORE THAN I USUALLY WOULD.

[MUSIC]

>> IN IGNITE WE CREATE IT'S BASICALLY CLUB SCOUTS, BUT IN SCHOOL, AND PHYSICAL SKILLS THAT WE'LL NEED IN LIFE, LIKE ENGINEERING AND INNOVATING STUFF LIKE THAT.

>> I'VE BEEN ABLE TO SEE JUST A LOT OF GROWTH IN OUR STUDENTS AND A LOT OF AUTHENTICITY ON THEIR PART.

HOW THEY CAN SHOW THEIR MASTERY OF SKILLS IN A UNIQUE WAY TO THEM.

>> TO JOIN, THE WAY THAT WE'RE GETTING PREPARED FOR THE REAL-WORLD AND THE SKILLS THAT WE'RE LEARNING LIKE COLLABORATION SKILLS AND OUR COMMUNICATION SKILLS WITH OTHER PEOPLE BECAUSE I THINK THOSE ARE SKILLS THAT ARE GOING TO SERVE AS WELL AS ADULTS, AND AS WE GET INTO OUR CAREERS AND INTO COLLEGE AND ALL OF THAT.

THAT'S ALMOST, IS JUST AS IMPORTANT, IF NOT MORE IMPORTANT THAN OUR TEST SCORES OR OUR GRADES.

>> LEARNING THROUGH AN INQUIRY BASED STYLE, I SEE MYSELF TRYING TO FIGURE OUT THE LINE MORE THAN JUST BEING GIVEN WHAT I'M SUPPOSED TO DO AND I THINK THAT IS MAKING ME BECOME A PROBLEM-SOLVER, AND IT'S MAKING ME CONNECT THINGS FROM THE OUTSIDE WORLD AND IN MY PERSONAL LIFE, INTO THESE PROJECTS.

IT'S MAKING ME A MORE WELL-ROUNDED PERSON WHEN I'M TRYING TO FIGURE OUT THESE PROJECTS AND I FEEL LIKE THAT'S MAKING ME INCREASE MY KNOWLEDGE OF WHAT I HAVE IN THAT PARTICULAR SUBJECT.

>> THE BENEFIT I SEE IN THIS AS TEACHERS ARE MOVING TOWARDS THIS FACILITATOR MODEL.

WHEN THEY'RE WORKING IN GROUPS, I CAN SIT BACK AND TAKE OUT A PEN AND PAPER AND WRITE DOWN OBSERVATIONS I SEE ON MY STUDENTS AND SO I CAN GIVE THEM CREDIT WHERE THEY'RE LEARNING.

I CAN SEE THIS STUDENT REALLY KNOWS HOW TO ADD FLAT FRACTIONS, THEY'RE DOING A REALLY GOOD JOB OF THAT.

MAYBE THEY CAN MULTIPLY FRACTIONS AND THEN I CAN COME UP AND SUPPORT THEM IN THAT WAY.

IT'S ALLOWING ME TO TAILOR MY INSTRUCTION WHAT THEY NEED BECAUSE I CAN TAKE A STEP BACK BECAUSE I'M NOT THE ONE WHO'S TALKING TALKING, TALKING ALL THE TIME ANYMORE, AND I'M JUST OBSERVING.

IT'S GIVING BOTH THE STUDENTS AND ME BREATHING ROOM.

THERE IS NO SITTING AND GETTING FOR HOURS ON END.

IT IS COOPERATION, SYNTHESIS, TAKING THINGS THAT MIGHT NOT GO TOGETHER, FIND A WAY TO MASH THEM TOGETHER AND PRESENTING THEM.

THIS NEW MODEL, REASONING INQUIRY BASED JUST REALLY SPEAKS TO ALL THOSE SKILLS EMPLOYERS ARE LOOKING FOR.

>> THIS BY A PROJECT BASED LEARNING IN THE SCHOOL STIMULATES COLLABORATION AND COMMUNICATION SKILLS AND STUDENTS THROUGH THE PROJECTS, AND IT ALSO STIMULATES CONNECTION WITH THE TEACHER AND OTHER STUDENTS AS WELL.

[MUSIC]

>> GIVE THE STUDENTS AND STAFF A HAND PLEASE.

[APPLAUSE] WE'VE GOT A FEW FOLKS HERE THAT WE'D LIKE TO STAND UP AND RECOGNIZE.

DR.KYLA PRUSAK, THE PRINCIPAL OF MINETTE ELEMENTARY.

[APPLAUSE] MR. JONATHAN MARCULUS, ASSISTANT PRINCIPAL AT EMERSON HIGH SCHOOL,

[00:35:02]

[APPLAUSE] THE STUDENTS AND STAFF FROM EMERSON STAND UP, PLEASE.

[APPLAUSE] MR. RYAN SOLANO, PRINCIPAL OF PANTHER CREEK HIGH SCHOOL.

[APPLAUSE] HE ALSO BROUGHT SOME STUDENTS WITH HIM.

[APPLAUSE] THANK YOU.

I WOULD LIKE TO PUT OUT A SPECIAL THANK YOU TO MS. MITSKI WHO ONE OF OUR DLC'S WHO PUT THE VIDEO TOGETHER, AND WENT THROUGH QUITE A BIT OF FOOTAGE TO GET THAT DOWN TO NINE MINUTES SO THANK YOU GUYS SO MUCH FOR EVERYTHING YOU-ALL ARE DOING.

[APPLAUSE]

>> THANK YOU ALL SO MUCH FOR BEING HERE AND STUDENTS THANK YOU ALL FOR HELPING TO TELL THAT FASD STORY.

WE APPRECIATE YOU LENDING YOUR VOICES TO TALK ABOUT YOUR EXPERIENCE WITHIN OUR DISTRICT, SO THANK YOU.

ALSO, I WISH THAT WERE HERE, I'M NOT GOING TO LIE LIKE THAT LITTLE BABY AND THAT LUCKY CHARMS, HE'S THE CUTEST THING I'VE EVER SEEN.

I'M GOING TO MAYBE BE AT MINET TOMORROW SO I CAN TELL HIM HOW AWESOME HE IS.

[LAUGHTER] HE'S SO CUTE.

WE'LL MOVE ON TO ITEM 5, INVOCATION MS. ELAD.

>> THANK YOU. JUST AS A REMINDER, HANUKKAH STARTS ON THE SUNDAY, THE 18TH AT SUNDOWN.

I'M GOING TO READ A LITTLE POEM ASSOCIATED WITH THAT TONIGHT.

WE ARE GOD'S CANDLE.

WE ARE MADE TO SHINE, NOT JUST ONE TIME IN OUR HISTORY, BUT EVERY DAY EVEN TODAY.

GOD KNOWS THE AWESOME POTENTIAL HIDDEN INSIDE OF US.

THE GIFT OF HANUKKAH IS THE LIGHT WE MUST BRING TO THIS PRECIOUS WORLD.

ON THIS NIGHT WE REMEMBER OUR POWER MIGHT BE AN ETERNAL, BLESS US GOD WITH COURAGE AND STRENGTH, HEALTH, LOVE AND PEACE.

WE ARE GOD'S CANDLE.

MAY WE SHINE AND ELIMINATE THE WORLD.

AMEN. [APPLAUSE]

>> THANK YOU. WE'LL MOVE ON TO ITEM 6, BOARD REPORT.

[6. Board Report]

>> YES. FIRST, I JUST WANTED TO SAY THIS LAST WEEK WE HAD THE GREAT PRIVILEGE OF HAVING OUR SENIOR BEST TOUR, AND HOLIDAY LUNCHEON THAT WE'VE HAD FOR MANY YEARS.

DR. WAKEMAN STARTED THAT.

CORA MAYBE YOU REMEMBER THE YEAR 1979.

IT WAS FUN, WE APPRECIATE ALL THE SENIORS THAT TOOK PART OF THAT, AND OF COURSE, EVERYONE THAT WORKED ON IT TO KEEP BRINGING THAT TRADITION BACK EVERY YEAR.

SINCE WE'RE TALKING ABOUT FINE ARTS TONIGHT, I WANTED TO SAY THAT LONE STAR WIND SYMPHONY IS GOING TO BE HEADING TO CHICAGO TO PERFORM AT MIDWEST CLINIC, THAT'S A HUGE HONOR FOR THEM.

THEY'RE GOING TO DO A PREVIEW CONCERT FOR ANYBODY THAT WOULD LIKE TO JOIN THEM TOMORROW NIGHT AT 07:30 AND SATURDAY AT 02:00 P.M. AT LONE STAR HIGH SCHOOL.

YOU'RE ALL WELCOME TO GO AND LISTEN TO THEIR BEAUTIFUL MUSIC.

THEN MANY OF OUR HIGH SCHOOLS RIGHT NOW ARE DOING WINTER CONCERTS FOR BAND, ORCHESTRA, AND CHOIR.

ALL OF THOSE ARE ALSO OPEN TO THE PUBLIC, FEEL FREE TO JOIN ANY OF THEM TO SEE ALL OF THEM PLAY, AND ALL THEIR TALENTS.

THEN, OF COURSE, THANK YOU AGAIN FOR THE HONOR CHOIR TO BE HERE.

THEN IF YOU NOTICE THE ARTWORK IN THE ATRIUM OUT HERE, IT'S RIGHT NOW WE'RE DOING VERTICAL ART SHOWS THAT'LL BE GOING ON FOR A LONG TIME, I'M NOT SURE, I THINK THEY GO PRETTY MUCH ALL YEAR.

TAKE A LOOK AT THE FINE ART WHEN YOU WALK OUTSIDE. THAT'S ALL.

>> THANK YOU, BOARD. ANYTHING ELSE?

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

>> I'M GOING TO GIVE YOU AN UPDATE ON THE INTERNAL AUDIT ACTIVITY FOR THE MOST RECENT QUARTER, AND ALSO I'M GOING TO GIVE YOU AN UPDATE OR A TELL YOU THE RESULTS OF OUR EXTERNAL QUALITY ASSURANCE REVIEW, THAT'S HOW THE QUESTION OF WHO AUDITS THE AUDITOR THAT'S ANSWERED TONIGHT.

STARTING OFF, THE AUDIT PLAN STATUS REPORT FOR FISCAL YEAR '22, WE'VE GOT THAT WRAPPED UP.

WE FINALIZE THE AUDIT REPORT OF CAPITAL CONTROLLED ASSETS, YOU HAVE THAT IN YOUR MATERIALS TONIGHT AND YOU ALSO RECEIVED IT DURING THE QUARTER.

FISCAL YEAR '23 AUDIT PLAN, WE'RE MOVING RIGHT ALONG WITH THAT ONE, WE FINALIZED CUSTODIAL SERVICES AND ALSO CAMPUS ACTIVITY FUNDS.

WE LEARNED A LOT OF DIFFERENT THINGS ABOUT CUSTODIAL SERVICES THAT WE NEVER KNEW WE'D KNOW ABOUT, BUT THEY DO A GOOD JOB.

WE ALSO HAVE THREE AUDITS IN PROGRESS, WHICH ARE BACKGROUND CHECKS AND FINGERPRINTING.

WE'VE HAD THE EXIT MEETING ON THAT AUDIT.

ONCE WE GET TO MERGE RESPONSES WILL GET THAT ONE FINALIZED, AND TO YOU.

STUDENT PARKING, RIGHT NOW WE'RE ACTUALLY DOING

[00:40:02]

RECOMMENDATION TRACKING, WE'VE GOOD HIGH PERCENTAGES FOR IMPLEMENTATION, WE'RE IN GOOD SHAPE THERE, WE'RE MOVING RIGHT ALONG.

THIS SLIDE JUST SHOWS YOU WHICH AUDITS HAVE THOSE OUTSTANDING RECOMMENDATIONS AND SOME OF THOSE JUST HAVE LONGER PERIODS OF IMPLEMENTATION.

LIGHTHOUSE ACTIVITY, WE HAD NINE REPORTS SO FAR THIS YEAR, THREE SUBSTANTIATED, FIVE UNSUBSTANTIATED, AND ONE IS UNDER REVIEW.

THAT CONCLUDES THE GENERAL, NORMAL ROUTINE ITEMS, SO I WANT TO TALK ABOUT NEXT, IS OUR EXTERNAL QUALITY ASSURANCE REVIEW THAT WAS WRAPPED UP IN LATE SEPTEMBER.

WE HAD SOMEONE FROM OUTSIDE OF THE ORGANIZATION COME IN AND TAKE A LOOK AT OUR AUDIT SHOT TO MAKE SURE WE'RE IN COMPLIANCE WITH STANDARDS AND WE'RE DOING THINGS UP TO PAR.

WE DID GET THE HIGHEST RATING OF GENERALLY CONFORMS. I DID NOT COME UP WITH THAT NOMENCLATURE, THE INSTITUTE OF INTERNAL AUDITORS DOES.

BUT ANYWAY, IT'S THE HIGHEST RATING.

[LAUGHTER] WE HAD TWO OPPORTUNITIES FOR CONTINUOUS IMPROVEMENT.

ONE OF THEM IS TO CONTINUE TO BUILD RELATIONSHIPS AND PROMOTING A BETTER UNDERSTANDING OF INTERNAL AUDIT SERVICES, AND WE'RE GOING TO BE DOING THAT OF COURSE, IN THE NEW YEAR, WE HAVE TO COME UP WITH SOME IDEAS AND TECHNIQUES TO GET THAT IMPLEMENTED.

WE ALSO HAD A RECOMMENDATION ABOUT THE RESOURCE ASSESSMENTS TO BE SURE THAT WE'RE CONDUCTING THOSE ON A REGULAR BASIS AND REPORTING THOSE TO THE BOARD AS FAR AS STAFFING LEVELS OF RESOURCES.

WE HAVE DONE ITEM NUMBER 2, WE DIDN'T DO THE ASSESSMENT AND WE DID TALK ABOUT THESE THINGS AT THE AUDIT COMMITTEE MEETING BACK IN, LAST MONTH ACTUALLY, IN NOVEMBER.

WE EVALUATE THE RESOURCES, CURRENT STAFFING FOR INTERNAL AUDIT IS BACTRIM AND A SENIOR AUDITOR, DANA, THAT YOU'VE SEE HER AT EVERY MEETING AS WELL.

THERE'S TWO OF US, AND WITH THAT, WE HAVE THE BANDWIDTH TO GET ABOUT SIX AUDITS, COMPLETED FULL SCOPE AUDITS, AND ALSO THE ROUTINE CAMPUS ACTIVITY FUND AUDITS WOULD DO ABOUT A THIRD OF THEM EACH YEAR.

WHEN WE LOOKED AT, DO WE HAVE PROPER STAFFING OR NOT? ARE WE RIGHT WHERE WE NEED TO BE OR MAYBE A SMIDGE BEHIND? WE LOOK AT OTHER DISTRICTS IN THE AREA, AND ALSO THEY HAVE SIMILAR STAFFING STRUCTURE AND ALSO ENROLLMENT NUMBERS.

THE ENROLLMENT NUMBERS HERE TO THE FAR RIGHT ARE PULLED FROM TA 2022 NUMBERS.

YOU SEE WHERE WE ARE, WE HAVE THE STAFFING OF DIRECTOR AND SENIOR, THERE'S OTHER ONES UP ABOVE THERE.

THEY HAVE DIRECTORS, SENIOR STAFF THAT HAVE LOWER ENROLLMENT.

ALSO, ANOTHER ONE DOWN THERE THAT HAS DIRECTION THREE STAFF AND STILL A LOWER ENROLLMENT.

WE ARE PROBABLY GETTING A LITTLE BIT BEHIND, IT'S BEEN ABOUT FOUR AND A HALF YEARS SINCE I'VE CONDUCTED ONE OF THESE FORMERLY OF COURSE, JUST PUTTING PEN TO PAPER, SO TO SPEAK.

WITH THAT, DID IT PROFORMA STAFFING.

IF WE WERE GOING TO BACKFILL AND GET IN LINE WITH WHERE OTHER DISTRICTS ARE, I'D PROBABLY RECOMMEND IT LIKE A STAFFERS, MORE OR LESS AN ENTRY-LEVEL TYPE POSITION.

WE COULD GET COMPLETED NINE AUDITS, WHICH REDUCES THE TIME INTERVAL FOR AUDITS REMAINING.

WE HAVE ABOUT 31 OF THOSE LEFT FOR THE ENTIRE YEAR AUDIT UNIVERSE.

IT ALSO SQUEEZES DOWN THE INTEGRAL FOR CAMPUS ACTIVITY FUNDS TO EVERY OTHER YEAR INSTEAD OF EVERY THREE YEARS.

I WILL SAY THIS ABOUT THE CAMPUS ACTIVITY FINANCE, WE'VE BEEN SEEING A LOT MORE COMPLIANCE AS WE CONTINUE TO ROLL THROUGH THOSE AUDITS, I THINK IT'S BEEN VERY HELPFUL.

THIS LAST SLIDE JUST GIVES YOU A LITTLE BIT MORE DETAIL ABOUT HOW THE DETAIL ANALYSIS HERE.

THE BLUE AREA IS OUR CURRENT STAFFING AND WHAT WE CAN GET DONE.

THE GOLD IS PROPOSED AND OF COURSE, THE INTEGRAL CHANGE IS IN THE GREEN.

IF YOU LOOK AT THE FIRST LINE, THE INTERVAL FOR AUDITS REMAINING, THIS IS AFTER THE 2023 YEAR, WHERE WE'D HAVE 31 AUDITS REMAINING.

IF WE DID STAFF UP, WE WOULD BE ABLE TO PUSH THAT INTERVAL OR DECREASE INTERVAL BY ABOUT TWO YEARS.

THEN IF WE WANTED TO PUSH THE RESET BUTTON AND SAY, LET'S JUST SAY WE STARTED OFF WITH THIS STAFFING MODEL AND WE HAVE 70 AUDITABLE AREAS, IT WOULD TAKE US ABOUT 11 YEARS TO GET THROUGH EVERYTHING AND 7.8 YEARS WITH PROPOSE HAVING, SO IT DECREASES THAT BY ABOUT FOUR YEARS.

THEN OF COURSE, LIKE I SAID, IT DECREASES THE CYCLE FOR THE CAMPUS ACTIVITY FUND AUDITS.

THAT'S WHAT I HAVE FOR TONIGHT WITH THE UPDATE AND THE RESULTS IN THE STAFFING ANALYSIS.

>> THANK YOU. BOARD ANY QUESTIONS? ALL RIGHT, THANK YOU SO MUCH.

WE WILL MOVE ON TO ITEM 8,

[8. Discussion regarding ESSER spending plan and stakeholder feedback]

[00:45:02]

>> [BACKGROUND].

>> SEE IF I CAN MAKE IT STOP SHAKING.

[LAUGHTER] AS YOU GUYS MAY REMEMBER, EVERY SIX MONTHS, WE ARE REQUIRED TO GIVE YOU GUYS AN UPDATE ON OUR ESSER III SPENDING PLAN, THAT'S ONE OF THE GRANT REQUIREMENTS.

I BELIEVE THE LAST ONE WE DID WAS IN JULY, SO WE'RE GETTING TO THE END OF OUR SIX-MONTH PERIOD.

ONE OF THE THINGS THAT WE DID THIS TIME AROUND IS WE WENT AHEAD AND SURVEYED STAFF AND COMMUNITY MEMBERS NOW THAT WE'RE ABOUT HALFWAY THROUGH THE PERIOD OF THE GRANT.

I'M GOING TO RUN THROUGH THIS VERY QUICKLY.

I WILL GET THIS POSTED IN BOARD BOOK AND ALSO IN HOME-BASED FOR YOU GUYS IF YOU WANT TO DIG INTO IT A LITTLE BIT DEEPER.

I DON'T KNOW WHY IT'S DOING THAT. JUST AS A REMINDER, WE HAVE FOUR ESSER GRANTS AVAILABLE TO US, ESSER I AND II ARE BOTH COMPLETE.

ESSER III AND ESSER SUPPLEMENTAL, ARE THE TWO THAT REMAIN OUTSTANDING.

ESSER III IS THE SMALLER OF THE TWO, BUT IT DOES HAVE MORE REQUIREMENTS.

THIS ONE HAS THE REQUIREMENTS OF US SERVING THE PUBLIC AND THINGS LIKE THAT.

ESSER SUPPLEMENTAL WAS AUTHORIZED BY HB 1525 IN THE 87TH LEGISLATIVE SESSION AND THAT WAS FROM THE STATE USING SOME OF THEIR SUPPLEMENTAL FEDERAL RELIEF MONEY TO PROVIDE TO SCHOOL DISTRICTS LIKE FRISCO ISD THAT DIDN'T RECEIVE A SIGNIFICANT AMOUNT OF ESSER III FUNDING BECAUSE THAT FUNDING WAS BASED ON LOW SOCIOECONOMIC POPULATION.

HERE'S JUST A GENERAL OVERVIEW OF ESSER III, LIKE I SAID, THIS IS THE ONE THAT HAS MORE REQUIREMENTS ATTACHED TO IT.

FUNDS CAN BE SPENT THROUGH SEPTEMBER 30TH, 2024, 20 PERCENT OF OUR ENTITLEMENT MUST BE SPENT ON EVIDENCE-BASED INTERVENTIONS TO ADDRESS LEARNING LOSS.

I'M GOING TO CLOSE THIS AND OPEN THE PDF VERSION SO YOU GUYS DON'T HAVE TO KEEP WATCHING THAT, SORRY.

IN ORDER TO RECEIVE THE FUNDS, WE DID HAVE TO SEEK MEANINGFUL CONSULTATION WITH STAKEHOLDERS.

WE DID DO A SURVEY BACK IN JUNE OF 2021, THAT WAS THE FIRST ROUND AND THAT WAS BEFORE WE DEVELOPED AN ESSER III SPENDING PLAN.

THESE ARE THE DIFFERENT STAKEHOLDER GROUPS THAT WE NEEDED TO TRY TO OBTAIN FEEDBACK FROM BACK THEN.

WHAT WE DID BACK THEN WAS WE UTILIZED OUR DISTRICT ADVISORY COUNCIL AND ALSO OUR LEGISLATIVE COMMITTEE BECAUSE THOSE ARE OUR TWO LARGEST COMMITTEES IN THE DISTRICT.

WE SHARED WITH THEM A LINK, WE ALLOWED THEM TO SHARE THAT WITH THEIR FRIENDS AND NEIGHBORS AND OTHER STAKEHOLDERS THAT THEY MAY KNOW IN FRISCO ISD THAT THEY WANTED TO SHARE IT WITH.

I MEANT TO SAY WE UTILIZED BOTH THE DARK AND THE LLC THE FIRST TIME AROUND AND ALSO THIS TIME AROUND FOR FEEDBACK.

WE RECEIVED 127 TOTAL RESPONSES COMPARED TO THE 333 THAT WE RECEIVED THE FIRST TIME AROUND.

YOU CAN SEE THE BREAKDOWN OF THOSE STAKEHOLDER GROUPS.

40 PERCENT OF THE RESPONDENTS REPRESENTED CHILDREN WITH DISABILITIES AND ANOTHER 40 PERCENT OF THE RESPONDENTS REPRESENTED ENGLISH LANGUAGE LEARNERS.

WHAT WE DID WAS WE SHOWED THE PEOPLE WE WERE SURVEYING A COPY OF OUR ESSER SPENDING PLAN, WHICH HAS BEEN UP ON THE DISTRICT'S WEBSITE SINCE WE RECEIVED THE GRANT MONEY.

WE ASKED THEM TO REVIEW THAT AND THEN WE ASKED THEM TO WHAT DEGREE ARE YOU IN AGREEMENT WITH OUR PLANNED USE OF THE REMAINING FUNDS.

WHAT WE DID WAS WE JUST TOOK EACH CATEGORY OF FUNDS THAT WE HAVE IN OUR SPENDING PLAN WE ASKED THEM TO WHAT DEGREE DO YOU AGREE WITH THIS PLAN.

THEY HAD THE CHOICES EITHER STRONGLY DISAGREE, DISAGREE, NEUTRAL, AGREE, STRONGLY AGREE.

I JUST SUMMARIZED THOSE FOR YOU HERE BASED ON EITHER STRONGLY AGREE OR AGREE OR STRONGLY DISAGREE, DISAGREE OR NEUTRAL.

THEN I BROKE IT OUT BY WHAT TYPE OF STAKEHOLDER THEY WERE.

I'M NOT GOING TO GO THROUGH EACH ONE OF THESE IN DETAIL BUT IF YOU WANT TO REVIEW THIS AT A LATER TIME, YOU CAN SEE FOR EACH ONE OF THE PIECES OF OUR ESSER 3 SPENDING PLAN, HOW PEOPLE FELT ABOUT SPENDING THAT MONEY.

THE MAJORITY OF RESPONDENTS AGREED WITH OUR SPENDING FOR ALL OF THEM, THIS IS THE JUST OF IT.

FINALLY, WE ASKED TEA CAME OUT WHEN ESSER III WAS FIRST ANNOUNCED.

TEA CAME OUT WITH A LIST OF RECOMMENDED THINGS THAT DISTRICTS SPEND THE MONEY ON.

[00:50:04]

LET'S SAY WE GENERATE SOME SAVINGS, DON'T SPEND AS MUCH IN A SPECIFIC CATEGORY AS WE EXPECTED TO IF WE HAVE ANY LEFTOVER FUNDS, WHICH OF THESE THINGS WOULD YOU LIKE TO SEE US ALLOCATE THAT MONEY TOWARDS? WE USED THE SIX CATEGORIES THAT TEA RECOMMENDED.

THIS IS THE SUMMARY OF THOSE RESPONSES, SO ESSENTIALLY 50 PERCENT OF RESPONDENTS OR MORE PICKED THESE AREAS.

AGAIN, I'M HAPPY TO PROVIDE YOU GUYS WITH THE FULL DETAIL OF THE SURVEY IF YOU'D LIKE IT.

THE ONE IN RED INDICATES THAT MORE THAN 80 PERCENT OF RESPONDENTS AGREED WITH THAT AREA, SO WE ONLY HAD ONE WHERE MORE THAN 80 PERCENT SAID, IF THERE'S EXTRA MONEY, YOU SHOULD SPEND IT ON STAFF BONUSES BASICALLY.

THERE ARE SOME RESOURCES THAT I HAVE LINKED IN HERE, THERE ARE TWO REPORTS, THE ESSER III SPENDING PLAN, WHICH IS UPDATED AS OF NOVEMBER 30TH, THE ESSER SUPPLEMENTAL SPENDING PLAN WHICH IS ALSO UPDATED AS OF NOVEMBER 30TH AND THEN WE ALWAYS KEEP OUR ESSER SPENDING PLANS UP-TO-DATE ONLINE.

I'M GOING TO GO AHEAD AND OPEN THIS REALLY QUICK.

COMMUNITY MEMBERS HAVE THE ABILITY, IF YOU GO ON THAT WEBSITE, I BELIEVE IT'S DOWN AT THE BOTTOM TO CONTACT OUR GRANTS AND COMPLIANCE DEPARTMENT WITH ANY SUGGESTIONS OR FEEDBACK, NOT ONLY ON THESE GRANTS BUT ON ANY OF THE FEDERAL GRANTS THAT WE RECEIVE.

THAT'S ALL I'VE GOT FOR YOU UNLESS YOU HAVE ANY QUESTIONS.

>> BOARD HAVE ANY QUESTIONS FOR MS. SMITH.

[NOISE] NO. THANK YOU.

APPRECIATE IT. MOVE ON TO ITEM 9,

[9. Discussion regarding updated Academic Course Guide]

>> GOOD EVENING. THANK YOU.

BOARD AS YOU'RE AWARE, WE'VE SHARED INFORMATION ABOUT OUR UPDATED COURSE CATALOG AND GUIDE WITH YOU ON HOME-BASED BEFORE.

WE WANTED OPPORTUNITY TO SHOWCASE THE NEW GUIDE WITHIN OUR COMMUNITY THIS EVENING.

THIS HAS BEEN A VERY COLLABORATIVE EFFORT BETWEEN SEVERAL DEPARTMENTS INCLUDING TEACHING AND LEARNING, GUIDANCE AND COUNSELING, TECHNOLOGY AND COMMUNICATIONS.

I'VE GOT DR. CHRIS CLARK OUR MANAGING DIRECTOR OF ACADEMIC PROGRAMS AND MS. HEATHER MAYFIELD, OUR COORDINATOR OF GUIDANCE COUNSELING AND THEY'RE AT THE PODIUM, THEY'RE GOING TO SHARE THIS INFORMATION WITH YOU.

>> THANK YOU, DR. CUNNINGHAM.

BASICALLY, YOU JUST TOOK MY FIRST SLIDE, SO THAT SAVED ME A LITTLE BIT OF TIME.

[LAUGHTER] BUT I DID WANT TO START OFF, HEATHER AND I WANTED TO START OFF AND TALK ABOUT HOW COLLABORATIVE THIS WAS.

IT STARTED LIKE THIS AND GREW AND SO WE HAD SEVERAL DEPARTMENTS INVOLVED AND A FEW OF THEM ARE HERE TONIGHT THAT I WANTED TO RECOGNIZE BECAUSE SO MANY PEOPLE PUT IN A LOT OF TIME.

WE'VE BEEN WORKING ON THIS UPDATE FOR A LITTLE UNDER A YEAR, SO WE STARTED PLANNING FOR THIS AND THEN IT CAME TO FRUITION IN NOVEMBER.

IF YOU GUYS WILL STAND UP HERE TONIGHT, WE HAVE MEGAN FAY WHO IS THE DIRECTOR OF STUDENT INFORMATION [APPLAUSE] ARNEA GARCIA KREWSKI, WHO'S A SENIOR INFORMATION SYSTEMS PROGRAM ANALYST.

[APPLAUSE] THEN JAMIE MCCRACKEN, WHO IS THE COORDINATOR OF WEB SERVICES.

[APPLAUSE] JAMIE TOLD ME HE'S HERE TONIGHT TO MAKE SURE I WAS HONEST AND PRESENTED EVERYTHING CORRECTLY SO I APPRECIATE THAT.

DR. COOK IS THE MANAGING DIRECTOR OF GUIDANCE AND COUNSELING AND SHE WAS INVOLVED IN THIS AS WELL AS HEATHER MAYFIELD, AND THEN ALSO EVERY SECONDARY TEACHING AND LEARNING COORDINATOR WAS INVOLVED.

WE REVIEWED EVERY SINGLE COURSE THAT WE POST AND EVEN THE ONES THAT WE DON'T POSE SO TOTAL, WE HAVE CLOSE TO 1,400 COURSES.

WE POST ARE PUBLISHED ABOUT ALMOST 600 OF THEM FOR STUDENTS TO REVIEW WHEN THEY ARE GOING THROUGH COURSE SELECTION, AND THEN OF COURSE, THOSE FOLKS ARE UNDER THE LEADERSHIP OF MS. MEREDITH MANNOSE.

JUST A BRIEF OVERVIEW.

I WON'T READ THIS TO YOU WHAT THE ACADEMIC GUIDE AND COURSE CATALOG ARE.

IF YOU HAVEN'T HAD A HIGH SCHOOL STUDENT OR A MIDDLE SCHOOL STUDENT IN A WHILE, YOU MAY NOT BE FAMILIAR WITH THESE RESOURCES.

BUT THE COURSE CATALOG IS PRETTY STRAIGHTFORWARD.

IT'S A LIST OF ALL THE COURSES THAT WE MAKE AVAILABLE, BUT THE ACADEMIC GUIDE PROVIDES A LOT OF CONTEXT TO THAT.

IT INCLUDES THINGS LIKE GPA POLICY, OTHER PRACTICES THAT WE UTILIZE AND BOARD POLICY THAT WOULD INFORM STUDENTS AND WHEN THEY'RE CHOOSING COURSES, AND THEN OF COURSE, THE INTENDED AUDIENCE IS PRIMARILY STUDENTS AND PARENTS.

BUT THESE DOCUMENTS WE'RE GOING TO SHOW ARE USED QUITE A BIT BY OUR COUNSELORS, BUT ALSO OUR TEACHERS AND ADMINISTRATORS.

THEY STARTED OFF ABOUT MAKING THE DOCUMENT BETTER, BUT REALLY WHAT IT TURNED INTO WAS A LOT OF COLLABORATION BETWEEN VARIOUS DEPARTMENTS, AND IT WAS A GREAT OPPORTUNITY FOR US TO ALIGN OUR UNDERSTANDING AND THE WAY WE COMMUNICATE ABOUT PATHWAYS THROUGH MIDDLE AND HIGH SCHOOL.

[00:55:02]

I GOT INTO WHAT OUR CHALLENGE WAS BUT REALLY WHAT THIS STARTED ABOUT WAS THE DOCUMENT, THE PREVIOUS COURSE CATALOG AND ACADEMIC GUIDE WAS ONE COMBINED DOCUMENT AND IT WAS A PDF, AND IT WAS ABOUT 136 PAGES LONG.

IF I CAN PAINT A PICTURE FOR YOU IF YOU THINK ABOUT A HIGH-SCHOOL STUDENT ARISING NINTH GRADER, WHO NEEDS TO FIND ONE COURSE THAT WILL TAKE CARE OF THEIR GRADUATION FOR OUR TECHNOLOGY GRADUATION REQUIREMENT.

SORTING THROUGH, I THINK WE HAVE ABOUT 30 COURSES OR 20 COURSES THAT MEET THAT REQUIREMENT AND THEY'RE ALL IN VARIOUS PLACES IN THAT PREVIOUS GUIDE.

FINDING THEM CREATED A LOT OF CONFUSION SO THE STUDENTS WOULD TAKE COURSES THINKING THEY NEEDED IT TO MEET THAT REQUIREMENT, BUT THEN NOT REALIZE THAT ANOTHER COURSE THEY WERE GOING TO TAKE ANYWAY ALREADY MET THAT REQUIREMENT, AND SO THAT TAKES UP ONE OF THEIR SPOTS WHERE THEY GET TO CHOOSE.

IN ORDER TO PROVIDE BETTER INFORMATION, THAT WAS WHAT WE WERE LOOKING AT.

WE ALSO WANTED THE DOCUMENT TO BE APPEALING TO KIDS AND INCLUDE GRAPHICS.

VISUALLY BE APPEALING.

OUR KIDS ARE CONSUMERS OF THE INTERNET AND THEY LIKE THINGS IN A MOBILE FORMAT THAT ARE EASY TO NAVIGATE AND INCLUDE GRAPHICS, ETC.

IN THE MIDDLE OF THIS DISCUSSION ABOUT WHAT WE COULD DO WITH THIS, I HAPPENED TO BE IN THIS ROOM LISTENING TO OUR INCUBATOR STUDENTS, IF YOU'RE FAMILIAR WITH THAT CLASS, THE STUDENTS IN THAT CLASS CREATE A BUSINESS.

WE WANT TO, AND THEN THEY PITCHED THE IDEA AND THE SHARK TANK FORMAT TO SOME LOCAL BUSINESS LEADERS.

WELL, ONE OF THE BUSINESSES THAT ARE GROUPED FROM CENTENNIAL CAME UP WITH.

THEY WERE DEVELOPING AN APP TO HELP STUDENTS CHOOSE THEIR COURSES.

THEY HAD DONE SOME RESEARCH AT THEIR HIGH SCHOOL AND FOUND OUT THAT I THINK IT WAS LIKE 96 OR SEVEN PERCENT OF KIDS HAD DIFFICULTY IDENTIFYING AND FINDING COURSES WHERE THEY HAD CHOICE, AND THEN WHEN THEY DID CHOOSE THEM THE COURSE ENDED UP NOT BEING EXACTLY WHAT THEY WANTED IT TO DO OR WHAT THEY THOUGHT IT WAS GOING TO BE.

WHICH I THOUGHT WAS A SERENDIPITOUS MOMENT THAT WE WERE TRYING TO LOOK AT REVIEWING THIS.

BUT THEN FROM OUR STUDENTS WERE SAYING, THIS IS A CHALLENGE FOR US.

I TALKED TO THOSE STUDENTS AND GOT A LOT OF PERSPECTIVE.

WE DIDN'T REALLY STEAL THEIR BUSINESS IDEA OR ANYTHING, BUT WE DEFINITELY WANTED TO BE BETTER AT PROVIDING OUR SERVICE TO THEM.

IN FACT, I STILL AM IN CONTACT WITH ONE OF THE YOUNG LADIES AT CENTENNIAL AND WE'LL BE MEETING WITH HER SOON TO GET SOME ADDITIONAL FEEDBACK.

THAT WAS OUR CHALLENGE.

THEN YOU CAN SEE THE GOALS WERE TO MAKE THE ACADEMIC GUIDED COURSE CATALOG MORE STUDENTS, STAFF AND PARENT FRIENDLY, AND THEN PROVIDE THAT ALIGNED INFORMATION AND DEFINE OUR COMMON PROCESSES AND PROGRAMS THAT ACROSS THE DISTRICT.

WITH 13 HIGH-SCHOOLS AND 17 SOON TO BE 18 MIDDLE SCHOOLS.

WE WANT SOME CONSISTENT INFORMATION SO THAT ALL STUDENTS WERE ABLE TO HAVE ACCESS TO THE SAME THING, SAME INFORMATION.

THIS IS JUST A BRIEF LIST OF WHAT WE DID AND THEN WE'RE GOING TO SHOW YOU THESE DOCUMENTS HERE IN JUST A MINUTE.

WE TURNED THE ACADEMIC GUIDE INTO AN ONLINE MAGAZINE TYPE FORMAT THAT'S MOBILE-FRIENDLY, AND THEN WE ADDED SOME ADDITIONAL INFORMATION THAT PROVIDED SOME CONTEXTS OUR FUTURE-READY FOCUS AREAS AND THE PROFILES THAT INFORM STUDENTS WHY WE HAVE CERTAIN THINGS LIKE TECHNOLOGY REQUIREMENTS, HEALTH REQUIREMENTS, COLLEGE CAREER MILITARY READINESS OVERVIEW, AND THE WAY WE SUPPORT THAT STUDENT'S PATH TO BEING COLLEGE CAREER AND MILITARY READY.

THEN WE'VE ADDED A LITTLE ADVERTISING SECTION TO HIGHLIGHT SOME SPECIFIC COURSES THAT WE FEEL LIKE ARE MAYBE BEING UNDERUTILIZED, BUT ALSO ADVERTISE OUR NEW COURSES, AND THEN SOME COURSES THAT CHANGE AND CHANGE THE WAY STUDENTS MAY HAVE DONE THEIR FOUR-YEAR PLAN.

FOR EXAMPLE THE STATE SHOWS CHANGED ALL OF OUR PE COURSES THIS YEAR AND TURNED THEM INTO FULL YEAR COURSES INSTEAD OF HALF OF YOUR COURSES.

COMMUNICATING THAT TO KIDS ENABLES THEM TO ADJUST THEIR FOUR-YEAR PLANS AND MAKE APPROPRIATE CHOICES FOR THEMSELVES, AND THEN WE ADDED A SECTION CALLED ACADEMIC PLANNING TOOLS.

IT'S ALL THE RESOURCES PULLED TOGETHER IN ONE PLACE, SO WHEN A KID SITS DOWN WITH A COUNSELOR OR AS THE COUNSELORS ARE LEADING THEM THROUGH THE PROCESS OF CHOOSING COURSES.

THEY HAVE ALL THE RESOURCES THEY NEED TO MAKE THOSE DECISIONS.

THEN THE REST OF THIS STUFF WAS REALLY JUST CLARIFYING BASED ON FEEDBACK, AND MS. MAYFIELD, WILL GET INTO THIS IN A LITTLE BIT, I THINK, BUT OUR COUNSELORS WERE VERY INVOLVED AND GAVE US FEEDBACK ON THINGS THAT WERE CONFUSING IN THE PREVIOUS GUIDES.

[01:00:03]

THEN SOMETHING NEW THAT WE'RE EXCITED ABOUT IS WE GET A LOT OF REQUESTS FOR THE GUIDE TO BE TRANSLATED INTO SPANISH, AND SO THAT'S COMING SOON.

IT'S BEEN SENT TO THE TRANSLATOR AND SHOULD BE POSTED PROBABLY IN A WEEK OR SO, AND THEN THE COURSE CATALOG, IT'S A SEPARATE DOCUMENT NOW AND IT'S A SEARCHABLE, SORTABLE DATABASE AND IT HAS KEY INFORMATION THAT STUDENTS NEED WHEN THEY GO TO CHOOSE THEIR COURSES AND WHAT IS THE SYSTEM CALLED AND WHERE THEY CHOOSE THAT?

>> CAREER PLAN?

>> CAREER PLAN, SORRY. YES. IT HELPS THEM MAKE THOSE CHOICES.

LET ME JUST SHOW YOU THE WEBSITE HERE AND JUST INCIDENTALLY, JAMIE BROUGHT THIS UP.

I HAD THIS MOMENT AFTER ALL THIS WORK LIKE IS ANYBODY GOING TO REALLY LOOK AT THIS THING LIKE IS THIS WORTH IT? IN THE FIRST MONTH THE WEBSITE WAS LAUNCHED THAT HOSTS ALL THIS, THERE WERE 11,000 UNIQUE HITS ON THAT WEBSITE AND IN ONE MONTH, SO 11,000 DIFFERENT USERS ACCESSED THE SITE WHEN IT WAS POSTED, AND THEN THE GUIDE ITSELF HAS HAD ABOUT 5,000 VIEWS, AND THEN FLIP SNACK IS THE ONLINE MAGAZINE FORMAT WE USE.

IT EVEN MEASURES HOW LONG PEOPLE ARE IN THE DOCUMENT.

THE AVERAGE USER IS IN THAT DOCUMENT ABOUT EIGHT MINUTES, WHICH IS PRETTY GOOD HONESTLY, I THINK THEY'RE USING IT IN SOMEBODY IS ANYWAY.

HERE IS OUR TRADITIONAL COURSE OFFERING SITE AND YOU CAN LAUNCH THE COURSE CATALOG.

INSTEAD OF A PDF, IT'S NOW AN INTERACTIVE WEBSITE SO I'M GOING TO HIGHLIGHT THE GUIDE AND THEN HEATHER IS GOING TO TALK ABOUT THE COURSE CATALOG.

YOU CAN JUST SEE THAT IT HAS A LITTLE MORE VISUALLY APPEALING.

INCIDENTALLY, ARE SOME OF OUR STUDENTS DESIGN THE COVER AND THEIR DIGITAL GRAPHICS CLASS.

YOU CAN SEARCH UP HERE AT THE TOP IF YOU'RE LOOKING FOR SOMETHING SPECIFIC, BUT YOU CAN SEE THE ADDITION OF THE FUTURE READY FOCUS AREAS AND THE GRAPHICS, ETC.

>> [BACKGROUND].

>> THEY'RE VERY A LOT OF GREAT INFORMATION AND THAT'S WHY THEY'RE SO HEAVY.

[LAUGHTER] THE SOUND EFFECTS ARE MY FAVORITE.

THEN I THINK I MENTIONED THIS.

WE ALSO ADDED OUR ACADEMIC GUIDANCE AND ADVISING PROCESS SO PARENTS AND STUDENTS ARE AWARE OF WHAT WE'RE DOING TO GUIDE STUDENTS THROUGH THESE PROCESSES AT SCHOOL SO THERE'S THAT.

HOW DO I GET BACK? I DON'T KNOW WHERE THE PDF WENT.

HERE IT IS. YOU'RE GOING TO THE GUIDE, SORRY.

DO YOU WANT TO STEP HERE AND WE'LL GET YOU BACK TO YOU.

>> I'LL SHOW YOU A LITTLE BIT OF THE CATALOG.

AS DR. CLARK MENTIONED, OVER 1,400 COURSES IN FRISCO, THAT'S A LOT, THAT'S AMAZING.

FORMERLY WE WOULD SCROLL THROUGH A LARGE PDF AND HAVE TO READ THROUGH A LOT OF INFORMATION BEFORE WE PULL UP COURSE INFORMATION.

NOW YOU'RE GOING TO SEE THAT STUDENTS AND PARENTS ARE ABLE TO CLICK ON "VIEW CATALOG", AND YOU ARE GOING TO SEE THAT BIG LIST OF ALL OF THE SECONDARY COURSES THAT ARE OFFERED FOR STUDENTS IN SIXTH THROUGH 12TH GRADE.

STUDENTS AND PARENTS CAN USE THIS FILTER TOOL UP HERE, AND SO NOW YOU'RE ABLE TO QUICKLY NAVIGATE AND VIEW ALL OF THE COURSES MAYBE THAT ARE OFFERED TO A CERTAIN GRADE LEVEL.

YOU CAN ALSO FILTER WITH GRADE LEVEL AND ALSO DEPARTMENT, AND THIS IS GOING TO PULL UP A GROUP OF CLASSES IN THAT AREA.

OUR STUDENTS CAN ALSO SEARCH BY KEYWORD.

IF THERE IS A CLASS THAT THEY'VE HEARD ABOUT THAT THEY'RE INTERESTED IN.

THEY CAN TYPE IT IN, AND ONCE YOU CLICK ON A COURSE, THAT'S WHERE IT'S GOING TO SHOW YOU THAT FULL COURSE DESCRIPTION, THE PREREQUISITES TO ELIGIBLE GRADE LEVELS, AND HOW MANY CREDITS A COURSE IS WORTH.

THAT JUST MAKES PULLING UP THIS INFORMATION SO MUCH FASTER.

WE'RE ALSO ABLE TO SEARCH FOR ALL OF OUR ADVANCED COURSES IN FRISCO.

WE CAN USE THE WORD AP, AND YOU CAN SEE ALL OF OUR AP COURSES THAT WE OFFER IN FRISCO.

BUT YOU CAN ALSO USE THE DUAL CREDIT FILTER, WHICH IS RIGHT OVER HERE, HIDDEN.

>> THAT'S DOWN ON THE BOTTOM LEFT.

>> THERE IT IS. RIGHT THERE. NOW I CAN LOOK AND VIEW ALL OF OUR DUAL CREDIT COURSE OFFERINGS THROUGH THE CTE PATHWAYS AND ALSO THROUGH COLLIN COLLEGE AND UNT.

YOU CAN USE THE TABS OVER HERE, SAME THING THAT WILL SHOW YOU JUST ANOTHER WAY TO FILTER.

WE'RE REALLY EXCITED ABOUT THIS.

LET ME GET BACK TO OUR PDF WHICH IS THIS ONE?

[01:05:07]

>> YEAH.

>> GUIDANCE AND COUNSELING WAS VERY EXCITED TO PARTICIPATE IN THIS COLLABORATION.

A BIG PART OF OUR ROLE IS HELPING STUDENTS MAKE A PLAN FOR POST-SECONDARY, WHETHER THAT BE HIGHER EDUCATION, MILITARY, OR JOB OR CAREER.

LIKE DR. CLARK SAID, REALLY ALL OF THIS WORK HELPED US AND SUPPORTED US IN SOME OTHER AREAS OF OUR WORK.

HE MENTIONED THAT ALIGNED CURRICULUM.

WE HAVE HAD A TEAM OF COUNSELORS NOW THAT HAVE BEGAN TO COMPILE ALL OF THE ACADEMIC GUIDANCE CURRICULUM THAT EXISTS IN OUR DISTRICT AND REALLY START TO MAP OUT A SCOPE AND SEQUENCE FOR WHAT ARE OUR STUDENTS LEARNING IN SEVENTH GRADE IS IN TERMS OF COLLEGE AND CAREER READINESS.

WHY SHOULD THEY BE LEARNING IN NINTH GRADE? WE HAVE NOW MAPPED ALL OF THAT OUT AND NOW WE'RE GOING TO MOVE ON TO THE SECOND STEP OF HOW DO WE DELIVER THIS TO ALL THE STUDENTS IN FRISCO? THAT'S REALLY GOOD AND WE'VE STARTED TO ALIGN OUR FOUR-YEAR PLAN RESOURCES AND COURSE REGISTRATION MATERIALS.

THIS IS REALLY HELPFUL FOR OUR STUDENTS.

OUR NEW STUDENTS COMING IN BECAUSE ALL OF THAT INFORMATION HAS NOW BEEN PUT INTO THE WEBSITE DR. CLARK JUST SHOWED YOU.

IF I'M A NEW STUDENT IN FAMILY, WHICH WE HAVE A LOT THAT COME IN AT ALL TIMES OF THE YEAR, BUT MAYBE I MISSED SOME OF THIS INFORMATION AT SCHOOL, NOW IT'S GOING TO BE ONLINE FOR REALLY JUST ANY STUDENT AND FAMILY TO ACCESS IT ANYTIME.

I WAS VERY EXCITED ABOUT THAT PIECE.

THIS DESIRE TO UPDATE THESE PLANNING TOOLS REALLY STARTED WITH A DESIRE TO HELP ENGAGE OUR STUDENTS MORE.

THAT'S SOMETHING THAT WE KNOW THAT STUDENT ENGAGEMENT IS SO CRITICAL TO A STUDENT SUCCESS.

THOSE ARE THE QUESTIONS WE'RE ASKING.

HOW DO WE ENGAGE OUR STUDENTS AND GET THEM EXCITED ABOUT THEIR FUTURES? HOW DO WE GIVE THEM THESE OPPORTUNITIES? MANY OF YOU HAVE PROBABLY BEEN TO A TYPICAL COLLEGE FAIR IN THE PAST.

YOU GUYS HAVE PROBABLY POPPED THROUGH SO AT HIGH SO EVERYTHING.

THIS YEAR WE DID COLLEGE FAIRS A LITTLE BIT DIFFERENT.

WE DESIGN THEM INTO A SERIES OF EVENTS CALLED FIND YOUR FUTURE NIGHTS.

WHAT WE DID IS BROKE THEM DOWN.

WE HOSTED THESE EVENTS BASED ON JUST THE UNIVERSITY TYPE OR THE PROGRAM TYPE.

BECAUSE WHAT WE WANT IT TO GIVE STUDENTS AND PARENTS WAS GREATER ACCESS TO THESE COLLEGES OR ORGANIZATIONS IF THEY'RE INTERESTED IN.

JUST TO GIVE THEM A BETTER ENVIRONMENT, TO ASK THE QUESTIONS, TO HAVE CONVERSATIONS WITH COLLEGE REPS, AND JUST MAKE IT A MORE INTIMATE AND MEANINGFUL ENVIRONMENT REALLY.

WE HAD A PRIVATE SCHOOLS NIGHT, SURROUNDING STATES NIGHT, BIG 10 NIGHT, TEXAS PUBLIC.

WE HAD A MILITARY EVENT, AND SO ALL OF THESE WERE VERY WELL ATTENDED.

IN SPRING WE HAVE A JOB FAIR AND CAREER FAIR COMING AS WELL, JUST TO PROVIDE THAT BROAD SPECTRUM OF OPTIONS AFTER AFTER HIGH SCHOOL.

JUST MENTION XELLO.

XELLO IS AN ONLINE LEARNING TOOL THAT ALL OF OUR SECONDARY STUDENTS HAVE AN ACCOUNT FOR.

THIS YEAR XELLO DID ROLL OUT A PARENT PORTION OF THAT, AND SO WE ROLLED THAT OUT DISTRICT-WIDE THIS YEAR TO HELP INVOLVE OUR PARENTS AND SHOW THEM THIS AWESOME TOOL THAT OUR STUDENTS ARE USING IN THEIR CLASSES AND WITH THEIR COUNSELORS.

WE'VE GOT SOME COUNSELORS RIGHT NOW THAT ARE WORKING TO DEVELOP SOME OF THIS XELLO MATERIAL AND CONTINUE TO MATCH IT UP WITH OUR FASD COURSES AND PATHWAYS.

IN TERMS OF ACCESS, SOMETHING THAT WE NOTICED THROUGHOUT THIS PROCESS ALSO IS THAT IF YOU'RE A STUDENT INTERESTED IN DUAL CREDIT IN FRISCO, WE HAVE A LOT OF GREAT OPTIONS.

BUT MOST OF THE TIME, YOU MAY NOT HEAR ABOUT THAT UNTIL MAYBE END OR MID OF SOPHOMORE YEAR IS THE TYPICAL TIME.

WE REALLY STARTED LOOKING AT THAT AND STARTED ASKING WHY WAS THAT THE CASE? WE'VE MADE SOME CHANGES TO OUR FOUR-YEAR PLANNING MATERIALS AND OUR ONLINE SYSTEM THAT OUR EIGHTH GRADERS USE TO INCORPORATE THOSE DUAL CREDIT OPTIONS EARLIER AND SOONER SO THAT OUR STUDENTS CAN BECOME AWARE OF THOSE OPTIONS AND START MAKING SOME STRATEGIC SCHEDULING CHOICES A LITTLE BIT EARLIER JUST TO HELP PREP THEM FOR THOSE PROGRAMS. OUR COUNSELORS RIGHT NOW ARE GEARING UP FOR COURSE REGISTRATION IN JANUARY AND THEY ARE USING TOOLS SUCH AS AP POTENTIAL.

WHICH THIS IS A TOOL THAT WILL ADVISE COUNSELORS, BASED ON A STUDENT'S PSAT SCORE ON WHO SHOULD BE GAUGED FOR SUCCESS IN AN AP COURSE.

BUT IS CURRENTLY NOT SITTING IN OR HASN'T TAKEN AN AP COURSE.

THIS IS A TOOL THAT A LOT OF COUNSELORS ARE USING DURING THOSE INDIVIDUAL PLANNING SESSIONS AS THEIR STUDENTS SELECT THEIR COURSES FOR NEXT YEAR.

AS MANY OF YOU PROBABLY KNOW, COMPLETING THE FASFA LAST SCHOOL YEAR BECAME A HIGH SCHOOL GRADUATION REQUIREMENT AND SO THIS WAS NEW FOR TEXAS.

LAST YEAR OUR SENIORS IN FRISCO, WE HAD 66 PERCENT OF SENIORS IN FRISCO COMPLETE THE FASFA, WHICH WAS A GREAT PERCENTAGE COMPARED TO THE STATE.

[01:10:01]

WE'RE EXCITED ABOUT WHAT'S NEXT.

THERE'S THIS WE REALLY UNCOVERED SO MANY THINGS THAT WE WANT TO DO NEXT.

WE REALLY WANT TO AS YOU CAN PROBABLY IMAGINE, HELPING A STUDENT MAKE THEIR POST-SECONDARY PLAN, REALLY CAN'T HAPPEN WITHIN ONE CLASS PERIOD OR REALLY FROM ONE STAFF MEMBER.

WE'RE REALLY LOOKING AT WAYS TO CONTINUE TO PROVIDE ACADEMIC ADVISING INFORMATION OPPORTUNITIES IN VERY CREATIVE AND INNOVATIVE WAYS TO GET THAT INFORMATION TO OUR STUDENTS TO HELP THEM MAKE THOSE PLANS.

IN TERMS OF JUST THE CATALOG AND ACADEMIC GUIDES WE'RE GETTING STUDENTS THAT FEEDBACK, WE HAVE PLANS TO EMBED MORE VIDEOS AND IMAGES AND GRAPHICS JUST TO CONTINUE TO APPEAL TO STUDENT INTERESTS. ANYTHING ELSE?

>> THAT'S IT. THANK YOU.

>> THAT WAS IT. THANK YOU.

>> THANK YOU, BOARD ANY QUESTIONS, COMMENTS?

>> I JUST HAVE A FEW QUESTIONS.

GOING BACK TO THE COURSE CATALOG, HOW OUR PARENTS NOTIFIED OF THIS AMAZING CHANGE.

BECAUSE LET ME JUST SAY THAT I STILL HAVE 138 PAGES IN A BINDER.

[LAUGHTER]

>> WHAT YEAR DID YOU PRINT THAT OUT? LET'S SEE. IT'S CHANGING [OVERLAPPING]

>> NOW, A SOPHOMORE IN COLLEGE, YOU PRINT OUT.

[OVERLAPPING] BEATRICE, THANK YOU FOR THAT.

THE PAPER THAT I HAD TO USE THE PRINT.

BUT HOW ARE THE PARENTS NOTIFIED OF THAT COURSE CATALOG CHANGE? THIS IS ALL AMAZING.

>> MOSTLY RIGHT NOW IS EIGHTH GRADERS THAT ARE MAKING THEIR FOUR-YEAR PLANS.

THEY'D BEEN WORKING ON THOSE BEGINNING IN NOVEMBER THROUGHOUT DECEMBER.

FOR THE REST OF SECONDARY STUDENTS, THAT'S REALLY GOING TO BEGIN IN JANUARY WHENEVER THEY ARE SELECTING NEXT YEAR COURSES.

AGAIN, SOME HIGH SCHOOL STUDENTS AT THIS POINT MAY HAVE BEEN MAKING CHANGES TO THEIR FOUR-YEAR PLAN DURING THE FALL.

WE HAVE MADE SOME PRESENTATIONS AND ALSO A VIDEO THAT'S ON THE WEBSITE.

I DON'T KNOW WHERE IT IS, BUT WE HAVE A VIDEO ON THERE TOO.

WE'VE SHARED JUST LIKE SOME ADVERTISING MATERIALS AND VIDEOS TO HELP STUDENTS AND STAFF JUST START TO LEARN TO USE THIS NEUTRAL AND NAVIGATE THE NEW SYSTEM BECAUSE IT IS A CHANGE FROM THE PAST.

WE'VE MADE SOME THINGS TO HELP THEM WORK THAT OUT.

>> EMAILED OUT TO PARENTS AND KIDS?

>> YES. THROUGH TYPICALLY EMAILED OUT TO PARENTS AND KIDS AND IN CLASSROOM PRESENTATIONS AS WELL.

>> IT HAS GONE UP OR WILL GO UP?

>> IT JUST DEPENDS ON THE CAMPUS ON THEIR DATES ON WHENEVER THEY'RE WORKING WITH STUDENTS ON.

>> THEN YOU SHARED THAT YOU'RE JUST ANSWERED MY SECOND QUESTION WHICH WAS, WILL THE COUNSELORS MEET WITH THE STUDENT TO ACTUALLY MAKE THEIR PLAN?

>> YES, MA'AM.

>> WILL CONTINUE BECAUSE THEY HAD BEEN DOING OKAY.

THEN THE XELLO PORTAL, I LOVE IT.

IT REALLY HELPS WITH ESPECIALLY THE COMMUNITY SERVICE COMPONENT WHERE STUDENTS ARE ABLE TO DOCUMENT THEIR HOURS.

BUT WE HAD ONE SCHOOL THAT DID NOT HAVE ACCESS TO THIS AND THAT WAS LONE STAR.

HAVE THEY BEEN ADDED TO THAT ROTATION YET?

>> LONE STAR DOES HAVE XELLO AND THEIR STUDENTS ALL HAVE IS XELLO ACCOUNT. YES, MA'AM.

>> AWESOME.

>> IN OUR NEW CAMPUS, PANTHER CREEK, EVERYONE SHOULD HAVE.

ALL SECONDARY SCHOOLS HAVE ACCESS TO XELLO.

>> AWESOME. THEN MY FINAL QUESTION IS REGARDING THE FASFA, IS THERE A TIME DURING THE SCHOOL YEAR WHERE STUDENTS CAN ACTUALLY GO IN AND BEGAN THE COMPLETION?

>> ABSOLUTELY. JUST DEPENDING ON THE CAMPUS AND HOW THEY SET THOSE OPPORTUNITIES UP, THERE ARE CAMPUSES THAT WILL SET UP LABS DURING EITHER POWER LUNCH OR DURING ADVISORY.

WE WORK A LOT WITH COLLIN COLLEGE AND UNT AND SO COLLIN HAS A TRAVELING BUS SIT SOMETIMES THE CAMPUSES WILL HAVE IN THE EVENINGS COME.

PARENTS AND KIDS CAN COME UP AND FULLY COMPLETE THE WHOLE THING.

WE'VE HAD TWO DISTRICT EVENTS.

ONE AT UNT FRISCO AND THEN ONE HERE AT AD RAN A FEW WEEKS AGO AND THAT ONE WAS OFFERED IN BOTH ENGLISH AND SPANISH.

BOTH OF THOSE PARENTS AND KIDS COULD COME AND SIT HERE ABOUT IT, LEARN HOW TO DO IT, BUT ALSO SUBMIT THE WHOLE THING.

CAMPUS IS HONESTLY WE'LL CONTINUE TO ADVERTISE THOSE OPPORTUNITIES OFF SPRING ON OPPORTUNITIES TO FILL THAT WHOLE THING OUT IF THEY WOULD LIKE TO.

>> THANK YOU.

>> YES, MA'AM

>> I WANTED TO SAY SOMETHING.

THIS LOOKS LIKE AN AWESOME TOOL.

I AM TOTALLY IMPRESSED BY YOUR WORK AND IT'S LIKE, WOW.

[LAUGHTER] I DIDN'T HAVE ONE QUESTION THOUGH.

[01:15:03]

>>WE ACTUALLY HAVE ABOUT 14, CORRECT ME IF I'M WRONG ON THAT, IT'S A TOTAL ABOUT A LOT OF OUR COURSES ARE NOT POSTED.

BECAUSE LIKE FOR EXAMPLE, A SPECIAL ED STUDENT MAY TAKE A SPECIFIC COURSE THAT THEY DON'T CHOOSE THROUGH THE GUIDANCE, THE ACADEMIC, OR THE COURSE SELECTION PROCESS.

THEY MAY BE ASSIGNED TO IT AS PART OF THEIR INDIVIDUAL EDUCATION PLAN.

THOSE COURSES AREN'T REALLY ADVERTISED FOR A KID TO GO.

I WANT TO TAKE A RESOURCE ENGLISH CLASS OR SOMETHING LIKE THAT.

WHEN YOU ADD EVERY COURSE AND THEN THOSE LITTLE SUB COURSES, I GUESS FOR LACK OF BETTER WORD.

BUT IN TERMS OF THE TOTAL COURSE IS POSTED ON THIS TOOL, I THINK IT'S LIKE 570ISH OR SOMEWHERE AROUND THERE.

DOES THAT ANSWER YOUR QUESTION?

>> THAT DOES. THAT'S SEEMS REALLY IMPRESSIVE.

YOU MIGHT NOT KNOW THIS, BUT HOW DOES THAT COMPARE TO OTHER DISTRICTS IN THE AREA? IS THAT MORE, BETTER, MORE COMPREHENSIVE, LESS OR?

>> I WILL TELL YOU THAT I FEEL LIKE WE HAVE A GREAT OFFERING OF COURSES IN FRISCO ISD.

I LOOK AT THEM SOMETIMES AND JUST THINK HOW LUCKY ARE OUR KIDS ARE AND A LOT OF THAT IS OUR SIZE.

BECAUSE IF WE ARE LARGE, WE CAN OFFER A VARIETY OF DIFFERENT COURSES, PARTICULARLY IN THE CTE AREA, THAT ALL AREAS, EVEN ALL OF OUR AP COURSES AND THE DUAL CREDIT THOSE NUMBERS ARE GROWING.

I COULDN'T TELL YOU NUMBER WISE.

DR. CUNNINGHAM PROBABLY KNOWS MORE THAN I DO ABOUT THAT.

>> I DON'T HAVE THE TOP MY HEAD HOW WE COMPARE TO OTHER DISTRICTS, BUT I ECHO WHAT DR. CLARK SAID, WE HAVE STUDENT OPPORTUNITY MODEL HERE IN FRISCO ISD AND WE WANT TO MEET THE NEEDS OF THE WHOLE CHILD.

WE WERE FORTUNATE WITH THE SPORT OF OUR BOARD AND COMMUNITY BE ABLE TO OFFER QUITE A BIT OF COURSES FOR STUDENTS TO ALLOW THEM TO PURSUE THEIR PASSIONS.

>> I WILL TELL YOU THAT I DID LOOK AT EVERY DISTRICTS SURROUNDING US AND SEVERAL OTHERS THROUGHOUT THE STATE, WHAT THEY PUBLISHED FOR AN ACADEMIC GUIDANCE OF COURSE CATALOG.

I CAN TELL YOU THAT WE DEFINITELY OFFER MORE THAN OUR SURROUNDING.

OTHER LIKE KATY ISD IS ABOUT, I THINK THERE ARE LARGER THAN US.

THEY HAVE A SIMILAR NUMBER OF COURSE OFFERINGS IF THAT MAKES SENSE.

>> AWESOME JOB.

>> THANK YOU.

>> ALSO THANK TO THAT BEING A DISTRICT OF INNOVATION, WERE ABLE TO REALLY HAVE SOME FLEXIBILITY THAT OTHER DISTRICTS DON'T.

WE CAN HIRE INDUSTRY PROFESSIONALS TO TEACH SOME OF OUR CLASSES, ESPECIALLY THROUGH CTE.

I THINK THAT REALLY ALLOWS FOR US TO BE ABLE TO BRING SOME INCREDIBLE CONTENT TO OUR STUDENTS IN WAYS OTHER DISTRICTS CAN'T.

I'M APPRECIATIVE OF ALL OF YOU ALL THAT CONTINUE TO PUSH THE ENVELOPE AND FIND INTERESTING AND UNIQUE WAYS FOR US TO HIRE TEACHERS AND HIRE PROFESSIONALS TO TEACH OUR KIDDOS.

GREAT JOB. THANK YOU ALL SO MUCH.

>> THANK YOU.

[10. Discussion regarding Strategic Initiative Update: Strategic Abandonment]

>> WE'LL MOVE ON TO ITEM 10, DISCUSSION REGARDING STRATEGIC INITIATIVE UPDATE STRATEGIC ABANDONMENT, MRS. SMITH.

>> THANK YOU. WE'RE GOING TO GIVE YOU GUYS AN UPDATE ON OUR STRATEGIC ABANDONMENT INITIATIVE.

WE'RE GOING TO DO THIS A LITTLE BIT DIFFERENT TONIGHT.

TYPICALLY WE HAVE WHOEVER THE OWNER OF THAT CONTENT AREA IS STAND UP AND GIVE YOU GUYS A PRESENTATION.

IST IS THE OWNER OF THIS CONTENT AREA.

WE ARE ALL GOING TO TAKE PART IN THIS PRESENTATION I'M JUST GOING TO KICK IT OFF.

WE'RE ALL SITTING UP HERE INSTEAD OF CROWDING AROUND THE PODIUM.

IF YOU WANT TO GO TO THE NEXT SLIDE, PLEASE.

STRATEGIC ABANDONMENT IS ONE OF THE SIX BIG INITIATIVES THAT WE TALKED TO YOU ABOUT BACK IN AUGUST WHEN DR. CUNNINGHAM AND I PRESENTED THIS CONCEPT OF THE STRATEGIC BLUEPRINT AND TALK TO YOU ABOUT THE SIX INITIATIVES THAT WE'VE BEEN REPORTING TO YOU GUYS ON THROUGHOUT THE FALL SO FAR.

AS YOU KNOW, EACH ONE OF OUR INITIATIVES CENTERS AROUND A PIECE OF OUR FUTURE READY FRAMEWORK.

THE FUTURE READY FRAMEWORK IS ESSENTIALLY A SET OF CONDITIONS THAT NEED TO EXIST IN ORDER TO CREATE A FUTURE READY LEARNER.

THE OUTSIDE RING OF THAT FRAMEWORK IS WHAT WE CALL THE LEARNING ORGANIZATION WHICH IS ESSENTIALLY JUST AN ORGANIZATION FULL OF PEOPLE THAT ARE COMMITTED TO LEARNING AND ADAPTING AND MODIFYING ORGANIZATIONAL BEHAVIOR AS WE GET NEW INFORMATION.

IF WE DO THAT APPROPRIATELY, THEN WE WILL CONTINUOUSLY EVOLVE AS A SCHOOL DISTRICT TO ADDRESS THE NEEDS OF THE SCHOOL COMMUNITY.

THAT IS HOW WE ALIGN THIS CONCEPT OF STRATEGIC ABANDONMENT WITH OUR FUTURE-READY FRAMEWORK.

IF YOU WANT TO GO TO THE NEXT ONE.

I WANT TO KICK THIS OFF BY TALKING A LITTLE BIT ABOUT WHAT STRATEGIC ABANDONMENT IS AND IS NOT AND TAKE YOU ALONG THE JOURNEY OF WHEN WE STARTED TALKING ABOUT THIS CONCEPT TO WHERE WE ARE TODAY.

STRATEGIC ABANDONMENT IS REALLY THE ART OF LETTING GO.

[01:20:04]

REALLY CLOSELY EXAMINING WHAT ARE WE DOING THROUGH THE LENS OF CONTINUOUS IMPROVEMENT.

WHAT WE SAID WE WERE GOING TO DO BACK WHEN WE CAME UP WITH THIS INITIATIVE AND FIRST PRESENTED IT TO YOU, WAS THAT WE WERE GOING TO TAKE STOCK OF ALL OF THE THINGS THAT WE'RE DOING AS AN ORGANIZATION.

AS 75 INDIVIDUAL CAMPUSES, WE'RE GOING TO TAKE STOCK, WE'RE GOING TO EVALUATE, WE'RE GOING TO BENCHMARK, WE'RE GOING TO LOOK FOR EFFICIENCIES, WE'RE GOING TO IDENTIFY OPPORTUNITIES TO STREAMLINE PROCESSES AND REQUIRED RESOURCES THAT ARE USED BY STAFF, WE'RE GOING TO IDENTIFY EFFICIENCIES TO ALLOW US TO REINVEST RESOURCES THAT WE MAYBE DON'T NEED TO BE USING IN THE SAME WAY INTO NEW INITIATIVES OR EVEN EXISTING INITIATIVES THAT POTENTIALLY NEED MORE SUPPORT.

WE'RE REALLY LOOKING AT THIS FROM A LOT OF DIFFERENT ANGLES.

WE'RE LOOKING AT IT FROM THE WAY THAT WE WORK.

WE'RE LOOKING AT IT FOR OUR BUDGET, WE'RE LOOKING AT IT FROM A STAFFING PERSPECTIVE, FROM HOW STAFF USE THEIR TIME.

IT'S REALLY BEEN A CONSTANT CONVERSATION SINCE WE STARTED TALKING ABOUT THIS BACK IN FEBRUARY OF 2022.

WHAT WE DID NOT SAY WE WOULD DO AND I FEEL LIKE THIS IS IMPORTANT TO CLARIFY IS WE DID NOT SAY THAT WE WOULD HAVE THIS LONG LIST OF THINGS THAT WE WERE GOING TO STOP DOING.

IST, WE'RE AN ORGANIZATION OF 9,000 PEOPLE.

WE HAVE 75 DIFFERENT CAMPUSES THAT HAVE THEIR OWN UNIQUE SETS OF NEEDS.

EACH CAMPUS LEADER HAS THEIR OWN SET OF THINGS THAT THEY HOLD TIGHTLY TO.

AS THE CENTRAL ADMINISTRATION AND I'VE SAID THIS BEFORE WHEN WE PRESENTED ON THIS, WE CAN ONLY CONTROL SO MUCH.

BUT WE ARE STILL GUIDING THIS EFFORT TO EVALUATE AND TAKE STOCK OF THE THINGS THAT WE ARE DOING SO THAT WE CAN PROVIDE SUPPORT TO CAMPUS LEADERS, TO TEACHERS, TO STAFF MEMBERS.

ANOTHER THING THAT WE DID NOT SAY WE WOULD DO IS JUST STOP DOING THINGS THAT TAKE A LOT OF TIME EVEN IF THEY'RE IMPORTANT.

WE KNOW THAT THERE ARE A NUMBER OF THINGS THAT STAFF ESPECIALLY TEACHERS, HAVE TO DO ON A DAY-TO-DAY BASIS THAT TAKE A SIGNIFICANT AMOUNT OF TIME.

BUT THERE'S A REASON THAT THEY HAVE TO DO THOSE THINGS.

OUR GOAL WITH THE STRATEGIC ABANDONMENT INITIATIVE IS REALLY TO SEE IF THERE ARE WAYS THAT WE CAN MAKE THOSE THINGS MORE EFFICIENT, NOT NECESSARILY STOP DOING THEM ALTOGETHER BECAUSE THERE ARE THINGS THAT TAKE TIME THAT HAVE VALUE.

THEN THE LAST THING THAT WE DID NOT SAY WE WOULD DO IS FIX EVERYTHING FOR EVERYBODY ALL AT ONCE.

LIKE I MENTIONED, WE'RE AN ORGANIZATION OF 9,000 PEOPLE CHANGE IN AN ORGANIZATION THIS LARGE TAKES TIME.

SOMETIMES EVEN UNWINDING SOMETHING CAN HAVE MORE CONSEQUENCES IF YOU DON'T THINK THROUGH IT ALL THE WAY.

YOU'LL HEAR ME AND ALL OF US REALLY TALK ABOUT HOW MUCH WE'VE BEEN EVALUATING SO FAR THIS FALL.

THAT'S REALLY PURPOSEFUL BECAUSE WE DON'T WANT TO JUST HEAR SOMETHING AND IMMEDIATELY PUT A FIX IN PLACE OR STOP DOING SOMETHING, OR CHANGE THE WAY WE'RE DOING SOMETHING WITHOUT TRULY TAKING STOCK AND EVALUATING HOW IT WILL IMPACT EVERYONE THROUGHOUT THE ORGANIZATION.

THIS NEXT SLIDE IS A TIMELINE OF HOW WE HAVE BEEN APPROACHING THIS IDEA OF STRATEGIC ABANDONMENT.

I'M GOING TO WALK YOU THROUGH THIS TIMELINE AND THEN THE REST OF IST IS GOING TO CHIME IN ABOUT SOME THINGS THAT WE'VE LEARNED ALONG THE WAY.

THIS IDEA STARTED BACK IN FEBRUARY OF 2022 WHEN WE STARTED HAVING OUR BUDGET MEETINGS.

IF YOU GUYS REMEMBER, WHEN WE STARTED HAVING LAST YEAR'S BUDGET MEETINGS, WE STARTED TALKING ABOUT A DEFICIT BUDGET FOR THE FIRST TIME.

WE STARTED TALKING ABOUT HOW IMPORTANT IT WAS TO THE BOARD TO PROVIDE LARGER RAISES TO STAFF THAN WE COULD REALLY AFFORD IN THAT BUDGET.

WE CAME UP WITH SOME WAYS THAT WE CAN MAKE THAT HAPPEN BY ADOPTING A DEFICIT BUDGET.

THE IDEA OF STRATEGIC ABANDONMENT CAME UP AS A RESULT OF THOSE DISCUSSIONS BECAUSE WE SAID, NOW WE'RE GOING TO ADOPT A DEFICIT BUDGET.

WE'RE GOING TO HAVE TO DO SOME WORK NOW TO BALANCE THAT AND HOW ARE WE GOING TO DO THAT? WE'RE GOING TO EVALUATE THE RESOURCES THAT WE HAVE, WHERE WE'RE PUTTING THOSE RESOURCES AND SEE WHAT WE CAN PULL BACK ON AND RE-INVEST IN OTHER PLACES TO HELP BALANCE THE BUDGET.

THAT'S HOW THE CONCEPT FIRST CAME UP AND THAT'S WHEN WE START IT FIRST STARTED TALKING ABOUT IT.

ONE OF THE THINGS THAT WE QUICKLY LEARNED AS PART OF THOSE DISCUSSIONS WAS THAT NOT ONLY IS IT A GOOD WAY FOR US TO RE-EVALUATE THE RESOURCES THAT WE'RE USING AND WHAT WE'RE SPENDING MONEY ON AND THINGS LIKE THAT, IT'S ALSO A REALLY GOOD WAY FOR US TO GET INPUT FROM LEADERS ACROSS THE DISTRICT, FROM STAFF ACROSS THE DISTRICT, ABOUT THE THINGS THAT ARE REALLY WEIGHING THEM DOWN, THE THINGS THAT ARE MAKING THEIR WORKLOAD REALLY HEAVY.

BECAUSE AS WE ALL KNOW,

[01:25:01]

STRATEGIC ABANDONMENT STARTED TO SERVE THIS DUAL PURPOSE AS WE STARTED TALKING THROUGH IT IN THE SPRING.

WE WENT TO OUR LEADERS MEETING IN MARCH, AND WE STARTED HAVING THOSE TYPES OF DISCUSSIONS.

WE STARTED TALKING TO OUR PRINCIPLES ABOUT WHERE THEY'RE SPENDING TIME AND ENERGY AND RESOURCES ON THINGS THAT THEY FELT THEY WEREN'T GETTING A SIGNIFICANT AMOUNT OF RETURN FOR.

IN ADDITION TO THAT, WE PUT OUT AN OPEN-ENDED TEACHER SURVEY LATER IN MAY THAT PLAYED OFF OF THAT THEME.

I'M NOT GOING TO GO INTO THAT TOO MUCH BECAUSE DR. CUNNINGHAM IS GOING TO TALK ABOUT THAT IN A MINUTE.

BUT WE WENT THROUGH THE SPRING TALKING ABOUT THIS IDEA AND SAYING, WHAT ARE SOME THINGS THAT WE NEED TO BE AWARE OF? THEN THROUGHOUT THE SUMMER AND THE FALL, WE'VE REALLY BEEN WORKING ON ANALYZING ALL OF THAT FEEDBACK, PUTTING TOGETHER WORKING GROUPS FOR CONSISTENT THEMES THAT WE HAVE HEARD THROUGH ALL OF THAT FEEDBACK THAT WE'VE GATHERED.

THAT'S WHAT WE'RE GOING TO TALK TO YOU ABOUT NEXT.

>> BEFORE I TALK A LITTLE BIT ABOUT THE SURVEY IN THE SPRING OF 2022, I THINK IT'S IMPORTANT TO GET A LITTLE CONTEXT INTO PREVIOUS ITERATIONS OF STAFF COMMUNITY SURVEYS.

BEGINNING IN THE SPRING OF 2014 THROUGH 2019 AND THEN THE SPRING OF 2021, WE HAVE CONDUCTED AN ANNUAL PARENT AND STAFF SURVEY FOCUSED PRIMARILY ON NEEDS ASSESSMENT.

THAT'S SEVEN OUT OF THE LAST EIGHT YEARS.

THE SURVEY QUESTIONS WERE DESIGNED TO SOLICIT FEEDBACK ON FIVE COMPONENTS; SAFETY AND SECURITY, CAMPUS CLIMATE AND CULTURE, COMMUNICATION, PARENTAL INVOLVEMENT IN ACADEMIC ACHIEVEMENT AND CURRICULUM, IN ADDITION TO AN OPEN RESPONSE QUESTION.

THE DISTRICT WOULD SET THAT SURVEY UP.

I'LL TALK TO YOU A SECOND ABOUT THE PLATFORM WE USED.

THEN CAMPUSES WERE ALLOWED TO ADD SOME VERY SPECIFIC QUESTIONS TO MEET THEIR CAMPUS SPECIFIC NEEDS.

THAT'S A FAIRLY REGULAR THING THAT WE'VE DONE IN FIRST-CLASS DAY SINCE ABOUT 2014.

THE SPRING OF 2020 WE DETERMINED IT WAS NEEDED TO CANCEL THAT SURVEY DUE TO TIMING WITH COVID-19.

HOWEVER, WE DID CONDUCT A SPRING 2020 E-LEARNING SURVEY FOR OUR STAFF.

THAT WAS DESIGNED FOR US TO GATHER SOME INFORMATION FROM OUR STAFF ABOUT WHAT WAS GOING WELL FOR THEM THROUGH E-LEARNING, WHAT ARE THINGS THAT WE COULD DO AS A DISTRICT TO SUPPORT THEM, IDENTIFY BEST PRACTICES, AND JUST REALLY WRAP OUR ARMS AROUND OUR STAFF TO MAKE SURE THEY GOT WHAT THEY NEEDED.

WE HAD ABOUT A 50 PERCENT RESPONSE RATE FROM OUR STAFF AT THAT TIME.

STARTING IN 2015 THROUGH 2022, WE HAVE DONE THESE PARTICULAR SURVEYS, THE PARENT AND TEACHER STAFF ENGAGEMENT SURVEY THROUGH THE USE OF SURVEY MONKEY.

IT'S THIRD PARTY PLATFORM THROUGH THEIR ENTERPRISE ACCOUNT.

THAT'S THEIR CORPORATE VERSION.

USES THE LATEST PROGRAMMING SCREEN TECHNOLOGY, HELPS US TO ALLOW FOR ANONYMITY.

I PROVIDE FOR ADDITIONAL SECURITY SO THAT THE FOLKS FILLING OUT THE SURVEY COULD TRUST THEY WERE TRULY WAS ANONYMOUS.

THE SPRING OF 2022 WE ENDED UP WITH A OPEN-ENDED TEACHER SURVEY.

THERE'S A LITTLE BIT MORE TO THAT.

WE KNEW WE NEEDED TO REVISE OUR TRADITIONAL NEEDS ASSESSMENT SURVEY BASED ON THE WORK WE'VE DONE WITH FUTURE-READY FRAMEWORK, CBAS.

WE BEGAN DISCUSSIONS TO UPDATE OUR SURVEY IN OUR APPROACH TO PROVIDE A VERY TARGETED APPROACH TO OUR SURVEY INFORMATION.

IN THE EARLY SPRING OF 2022 THE DISTRICT ENGAGED WITH THIRD PARTY TO HELP DEVELOP A COMPREHENSIVE STAFF SURVEY TO SEND OUT TOWARDS THE END OF THE SCHOOL YEAR.

THE GOAL WAS TO TIE OUR QUESTIONS TO THE PILLARS OF CBAS AND THE FOCUS AREAS SINCE ALL THE WORK CAMPUSES AND DISTRICT DOES IS SUPPOSED TO CONNECT TO CBAS AND THE FUTURE FRAMEWORK.

HOWEVER, THE TIMEFRAME WAS TOO SHORT TO ACCOMPLISH THE TASK RELIABLY AND WITH VALIDITY, SPLIT THE VENDOR WHERE WE'RE USING.

IT WAS JUST TOO DIFFICULT TO COMPLETE THE TASK.

THE SAME TIME WE WERE STARTING TO HEAR A LITTLE BIT ABOUT TEACHER RETENTION CONCERNS.

WE PIVOTED AND PIVOT OUR INTENT AND DETERMINED THAT WE NEEDED TO HEAR DIRECTLY FROM OUR TEACHING STAFF IN THEIR OWN WORDS.

WE ASKED THEM A SERIES OF FIVE OPEN-ENDED QUESTIONS AND WE SURVEYED THAT TO ALL STAFF, US TEACHING STAFF TO THE SURVEY MONKEY ENTERPRISE SYSTEM.

LEFT THE SURVEY OPEN FOR TWO WEEKS FOR TEACHING STAFF TO FILL OUT.

A SURVEY WAS SENT TO ALL OF OUR TEACHING STAFF.

WE HAD ABOUT A 44 PERCENT RESPONSE RATE WHICH IS A LITTLE HIGHER THAN THE STAFF SURVEY IN PREVIOUS YEARS WHICH AVERAGE BETWEEN 30 AND 35 PERCENT OF OUR RESPONSE RATE.

MS. MCCUNE, WHAT DID I MISS?

>> I THINK YOU'RE RIGHT ON TARGET.

>> AFTER THE STAFF RESPONDED, I'M GOING TO FOCUS ON THE BLUE AND ORANGE AREAS OF

[01:30:02]

>> WHAT WAS I GOING TO CALL IT?

>> LIKE FRUIT CAKE COLORED.

DR. WALDRIP REALLY GOT INTO, IT WAS A LABOR OF LOVE FOR HIM TO DO THE STATISTICAL ANALYSIS OF ALL OF THE RESULTS THAT CAME BACK FROM THE SURVEY.

HE REALLY SPENT THE SUMMER DISAGGREGATING THE DATA FROM THE TEACHER VOICE FROM THE SURVEY.

THEN THESE TWO BOXES.

THE BLUE IS, WHAT CAN WE WORK ON? WHAT DO WE NEED TO GET BETTER AT? YOU CAN SEE ALL COMMENTS IN THERE LIKE, TOO MANY TASKS TO COMPLETE DURING WORK HOURS, MULTIPLE INITIATIVES INTRODUCED AT ONCE.

A LOT OF TIME AND VOICE.

TEACHERS WANTING TO FEEL THEIR VOICE HEARD MORE AND HOW CAN I GET MORE TIME BACK.

THEN IN THE ORANGE PIECE IT'S WHAT DO YOU LIKE? WHAT'S GOING ON RIGHT NOW? NOT SURPRISING IN THIS INDUSTRY, A LOT OF IT IS BASED ON RELATIONSHIPS.

RELATIONSHIPS BETWEEN THE TEACHER AND THEIR STUDENT, RELATIONSHIPS BETWEEN THE TEACHER AND PARENTS, TEACHERS AND COLLEAGUES.

SO REALLY WITHOUT READING EVERY ONE OF THOSE IF I WERE GOING TO BREAK IT DOWN FOR YOU I WOULD SAY, WHAT DO WE NEED TO WORK ON? HOW CAN WE GET TEACHERS MORE TIME FROM THE SURVEY? HOW CAN WE HEAR THEIR VOICE MORE? THEN WHAT ARE THE THINGS THAT THEY WERE DOING WELL THAT THEY LIKE ABOUT WHAT'S GOING ON AND IT'S A LOT DEALING WITH RELATIONSHIPS.

NOT ONLY WILL I GIVE A SHOUT OUT TO DR. WALDRIP FOR BREAKING DOWN THE STATISTICS, GARY AND I AND BRADEN IN THAT TEAM REALLY DUG INTO THIS BECAUSE I THINK DR. WALDRIP SAID IT HAD MORE WORDS IN IT THAN WAR AND PEACE.

[LAUGHTER]

>> AS DR. FROST SAID, WE GOT A TON OF REALLY GOOD INFORMATION FROM THAT TEACHER SURVEY AND THAT COUPLED WITH THE INFORMATION THAT WE GOT FROM TALKING TO CAMPUS LEADERS BACK IN THE SPRING ABOUT STRATEGIC ABANDONMENT REALLY LED US TO DEVELOPING THESE WORKING GROUPS WITHIN CENTRAL OFFICE THAT INCLUDE CAMPUS LEADERSHIP.

SOME OF THE WORKING GROUPS INCLUDE CAMPUS STAFF TO REALLY ADDRESS SOME OF THESE COMMON THEMES THAT WE HEARD.

ONE OF THE THINGS THAT I WANT TO MAKE SURE THAT WE TALK ABOUT IS IT'S VERY IMPORTANT TO US AS A LEARNING ORGANIZATION NOT JUST TO TAKE ACTION BASED ON SOMEONE'S FEEDBACK.

IT'S IMPORTANT TO GO BACK AND ASK WHY IS THIS AN ISSUE? THIS IS A CONCEPT THAT DR. WALDROP HAS TAUGHT US ALL VERY WELL CALLED DOUBLE-LOOP LEARNING.

IT'S THIS CONCEPT OF NOT SAYING THIS IS HARD, OKAY, I'M GOING TO FIX IT.

I'M GOING TO TAKE ACTION BUT I'M GOING TO ASK YOU WHY IS THIS HARD.

WHAT KIND OF ASSUMPTIONS ARE YOU MAKING? WHAT KIND OF THINGS ARE YOU DOING? LET ME FIGURE OUT THE ROOT CAUSE OF THIS PROBLEM BEFORE I TAKE ACTION.

YOU CAN EVEN TAKE THAT ONE STEP FURTHER AND THINK ABOUT THE CONTEXT IN WHICH YOU'RE DOING THIS.

WHY AS AN ORGANIZATION IS THIS A TASK THAT WE HAVE TO DO? DOES IT ALIGN REALLY CLOSELY WITH SOMETHING THAT WE VALUE OR A HIGH PRIORITY? THAT MAY CHANGE THE ACTION THAT WE TAKE IN ORDER TO PROVIDE MORE SUPPORT FOR THAT.

I MENTIONED AT THE BEGINNING THAT THIS THING REALLY TAKES TIME AND IT'S VERY IMPORTANT FOR US TO TAKE STOCK AND NOT JUST LISTEN ONCE AND TAKE ACTION.

THAT'S THE REASON WHY.

ONE OF THE THINGS THAT WE HAVE DONE WHICH I THINK IS PROBABLY ONE OF OUR BIGGEST RESPONSES TO THIS FEEDBACK IS, WE HAVE REALLY CHANGED THE WAY THAT WE WORK IN CENTRAL OFFICE.

WHILE THAT IS NOT SOMETHING THAT WE ARE STOPPING DOING IT IS REALLY FLIPPING OUR MODEL ON ITS HEAD.

WE HAVE SPENT THE BETTER PART OF THIS YEAR REALLY WORKING THROUGH A STRATEGIC CHANGE PROCESS, BUILDING THE CAPACITY FOR MANAGING CHANGE IN ALL OF OUR LEADERS BOTH CENTRALLY AND ACROSS CAMPUSES, AND WE'VE REALLY BEEN WORKING TOWARDS THIS IDEA THAT STUDENT ACHIEVEMENT IS AT THE CENTER OF ALL OF THE NEEDS THAT WE HAVE, ALL OF THE INITIATIVES THAT SHOULD ARISE AND THE PEOPLE CLOSEST TO THOSE STUDENTS ARE OUR TEACHERS.

EACH CAMPUS REALLY HAS THEIR OWN SET OF NEEDS THAT WE NEED TO HEAR FROM THEM ABOUT.

THEN WE NEED TO TAILOR OUR SUPPORT AND PROVIDE CHANGES OR CREATE INITIATIVES OR THAT KIND OF THING BASED ON WHAT THOSE CAMPUSES ARE TELLING US THEY NEED WHICH IS A LITTLE BIT DIFFERENT FROM WHAT YOU WOULD NORMALLY THINK OF IN A TOP-DOWN ORGANIZATION.

[01:35:01]

FROST PUT IT, FRUIT CAKE COLORED CLOUD ON THE [LAUGHTER] LEFT SIDE OF THE SCREEN.

IT'S REALLY ABOUT FLIPPING OUR MODEL AND STARTING FROM THE CAMPUS LEVEL TO COMMUNICATE UPWARD FOR PLANNING PURPOSES AND THEN TO PROVIDE SUPPORT OUTWARD TO CAMPUSES.

THAT'S PROBABLY ONE OF THE BIGGEST CHANGES THAT HAS COME FROM THIS WHOLE INITIATIVE.

>> AS KIM WAS SAYING, AS WE ARE FLIPPING THE SCRIPT A LITTLE BIT ON HOW [NOISE] WE ARE LISTENING FROM THE CAMPUS UP TO DISTRICT ADMIN, WE ARE ALSO WORKING ON HOW WE COMMUNICATE INTERNALLY AND WE HAVE A REALLY GREAT EXTERNAL COMMUNICATIONS PLAN BUT WE KNEW THAT OUR INTERNAL COMMUNICATIONS REALLY NEEDED TO EVOLVE IN ORDER TO MAINTAIN THE STRATEGIC INITIATIVE PROGRAMMING.

IN THE SPRING OF 2022, THANK YOU, THE BOARD APPROVED A NEW FTE FOR AN INTERNAL COMMUNICATIONS INDIVIDUAL IN MY DEPARTMENT.

THAT FTE HAS HELPED US BETTER PRIORITIZE OUR INTERNAL COMMUNICATIONS AND OFFER ADDITIONAL COMMUNICATION AVENUES FOR OUR EMPLOYEES TO KNOW ABOUT WHAT'S HAPPENING WITHIN OUR DISTRICT.

AS A RESULT, IN JULY WE WERE ABLE TO LAUNCH AN INTERNAL WEBSITE THAT WORKS AS A COMPANION WITH OUR DISTRICT NEWSLETTER.

THIS HAS ALLOWED FOR A CENTRAL LOCATION FOR OUR STAFF TO FIND INFORMATION AND TO EASILY SEARCH FOR ITEMS AS THEY'RE NEEDED.

PRIOR TO THIS, ANY INFORMATION THAT CAME FROM THE DISTRICT ADMINISTRATIVE OFFICES LIVED WITHIN EMAIL.

WELL, IF YOU'VE HEARD FROM OUR TEACHERS, THEIR EMAIL INBOXES ARE OVERFLOWING.

THAT'S NOT A GOOD SPACE TO BE ABLE TO GO BACK AND SAY, OH, HEY, I KNOW THAT THEY TALKED ABOUT SOMETHING, WELL, WHERE IS IT? NOW THERE IS A PLACE THAT THEY CAN GO TO EVERY DAY WHERE INFORMATION IS UPDATED ALL THE TIME OF EVERYTHING THAT THEY'LL NEED AND WE'VE EVEN OPTIMIZED OUR SEARCH.

NO, MCCRACKEN IS NOT STILL HERE, BUT HE HAS WORKED INCREDIBLY HARD TO OPTIMIZE OUR SEARCH RESULTS SO THAT YOU CAN TYPE IN A KEYWORD AND ANYTHING WITH THAT KEYWORD, IT'S PRETTY MUCH GOING TO KNOW WHAT YOU'RE LOOKING FOR BASED OFF OF THAT.

MANY TIMES OUR INTERNAL NEWSLETTERS WOULD'VE NEEDED FOR ANCILLARY DETAILS FOR CERTAIN EMPLOYEE GROUPS AND THE INSIDER GIVES US A PLACE TO POST THOSE DETAILS WHILE KEEPING THE NEWSLETTERS EASILY DIGESTIBLE.

IT WAS SOMETHING ELSE THAT WE LEARNED FROM OUR SURVEY IS THAT THERE'S TOO MUCH INFORMATION GOING OUT.

THEY NEED IT IN A DIGESTIBLE FORMAT.

WE LEARNED HOW TO REWRITE, HOW WE'RE PUTTING THAT INFORMATION OUT THERE.

BUT THE INSIDER ALSO GIVES US AN OPPORTUNITY TO HIGHLIGHT TIME-SENSITIVE TOPICS AS THEY ARISE, CELEBRATE GROUPS, STAFF PHOTOS, AND ALL THE REALLY GREAT THINGS THAT ARE ALSO HAPPENING WITHIN THE DISTRICT.

>> WE TALKED A LOT ABOUT THE WAY THAT WE HAVE CHANGED THE WAY WE WORK AS A CENTRAL OFFICE.

NOW I WANTED US TO TALK A LITTLE BIT ABOUT SOME SPECIFIC EXAMPLES THAT HAVE COME FROM THE STRATEGIC ABANDONMENT EXERCISE.

BEFORE WE GET INTO THE DETAILS OF IT, I JUST WANT TO SAY ONE, WE'RE NOT FINISHED.

THIS IS JUST A PROGRESS REPORT.

WE'RE GOING TO CONTINUE TAKING STOCK.

WE'RE GOING TO CONTINUE IDENTIFYING OPPORTUNITIES FOR EFFICIENCIES AND SUPPORT.

THIS IS JUST OUR JOURNEY SO FAR TO GIVE YOU GUYS AN UPDATE ON WHERE WE ARE IN SOME EXAMPLES.

ONE OF THE BIGGEST THINGS THAT WE'VE DONE AS A CENTRAL OFFICE BESIDES CHANGE THE WAY THAT WE WORK, IS REALLY HIT THE PAUSE BUTTON.

WE'VE PUT SOME PROTOCOLS TECHNIQUES IN PLACE, I GUESS TO MAKE SURE THAT WE'RE ALL REALLY THOUGHTFUL IN COMMUNICATING WITH ONE ANOTHER CROSS-FUNCTIONALLY AND COMMUNICATING WITH CAMPUSES.

BEFORE WE HAVE TO DO SOMETHING, WE CAN'T HIT PAUSE ON EVERYTHING.

SCOTT WILL GIVE US AN EXAMPLE IN JUST A MINUTE.

BUT WHEN WE DO NEED TO MAKE A CHANGE OR WHEN WE DO NEED TO COMMUNICATE SOMETHING OUT OR HAVE CAMPUSES DO SOMETHING, WE NOW HAVE A PRETTY ROBUST COMMUNICATION PROCESS THAT WE CAN GO THROUGH IN ORDER TO MAKE SURE THAT EVERYBODY UNDERSTANDS WHAT WE'RE DOING, WHY WE'RE DOING IT, THAT KIND OF THING.

>> THANK YOU, KIM. FIRST OF ALL, I DIDN'T KNOW FRUIT CAKE WAS PURPLE, BUT THAT'S ALL RIGHT.

WE TALKED ABOUT PAUSE AND SOME INITIATIVES.

I THINK WE NEED TO BE CAREFUL WHEN WE LOOK AT THIS IN TERMS OF WHEN WE HEAR STAFF AND WE GO OUT AND WE TALK WITH STAFF AND WE TALK ABOUT PAUSING THINGS.

THERE ARE CERTAIN THINGS THAT WE'RE REQUIRED TO DO AND THE STATE WILL MANDATE FOR EXAMPLE, WHEN WE LOOKED AT THIS SOMEWHERE AND THE TEA MANDATED EXTERIOR DOOR AUDITS THAT WERE REQUIRED TO BE COMPLETED RIGHT BEFORE SCHOOL STARTED.

THEN WE HAD THE REQUIREMENT THAT CAME OUT THAT SAID

[01:40:02]

NOT ONLY IN FRISCO ARE WE DOING WEEKLY DOOR CHECKS, WE'RE DOING ONE BETTER THAN THAT AND WE'RE DOING DAILY DOOR CHECKS AT EVERY CAMPUS.

I SAY ALL THAT TO SAY THOSE THINGS PUT A BURDEN ON OUR CAMPUS STAFF.

BUT THOSE ARE THINGS THAT WE CAN'T UNDO AND WE CAN'T SAY WE'RE GOING TO PAUSE THOSE.

THOSE ARE REQUIREMENTS HANDED DOWN.

AS WE GO INTO A LEGISLATIVE SESSION COMING UP THIS SUMMER, THERE ARE GOING TO BE ADDITIONAL MANDATES THAT COME FROM THAT THAT WE'RE GOING TO HAVE TO ACT ON.

ANOTHER ONE REAL QUICK IS THE INTRUDER DETECTION AUDIT, WHERE WE HAVE SOMEBODY THROUGH, I BELIEVE REGION THAT WILL COME AND DO OUR INTRUDER DETECTION ON THE EXTERIOR OF THE BUILDING.

THEY MAY MAKE ENTRANCE INTO THE BUILDING THROUGH THE FRONT OFFICE.

ASK SOME QUESTIONS.

WE HAVEN'T HAD A CHANCE TO TALK ABOUT THIS BUT LAST I LOOKED, THEY HAVE VISITED 14 OF OUR CAMPUSES AND WE HAVE 14 OF 14 THAT HAVE HAD NO FINDINGS.

THAT'S REALLY, REALLY POSITIVE.

I JUST WANT TO GIVE A QUICK SHOUTOUT TO OUR DIRECTOR OF SECURITY, KEVIN HOWLER, DIRECTOR OF EMERGENCY MANAGEMENT, JOHN BODHI.

PROBABLY MOST IMPORTANTLY, OUR CAMPUS ADMINISTRATION, STAFF, AND STUDENTS FOR REALLY TAKING ALL THE THINGS THAT WE DO FROM A SAFETY SECURITY STANDPOINT.

THEY REALLY UNDERSTAND HOW IMPORTANT IT IS TO FOLLOW THROUGH WITH THE TRAININGS THAT WE'VE GIVEN THEM.

ANOTHER EXAMPLE, AS WE TALK ABOUT THE PROCESS, A SCHOOL CALENDAR.

BRENT BEDINGFIELD IS GOING TO GET UP AND DO A PRESENTATION ON THE SCHOOL CALENDAR.

BUT FROM A HIGH LEVEL, WHEN WE TALK ABOUT LISTENING AND ASKING THE QUESTIONS OF WHY AND WHAT'S, OUR STAFF REALLY CAME UP WITH THREE MAIN CONCERNS WHEN WE LOOK AT OUR SCHOOL CALENDAR FOR NEXT YEAR.

ONE OF THOSE WAS MAKING SURE THAT OUR BREAKS FOR STUDENTS ARE SPREAD OUT EVENLY THROUGHOUT THE COURSE OF THE SCHOOL CALENDAR, MAKING SURE THAT STUDENTS AREN'T GOING FOR CONTINUOUS WEEKS WITHOUT A DAY OFF.

IN THOSE DAYS, OUR TEACHERS NEED TIME TO PLAN, THEY NEED TIME TO LEARN PROFESSIONAL DEVELOPMENT.

THAT WAS ONE THING WE LISTENED TO WHEN YOU SEE THE CALENDAR.

THE OTHER THING WAS AND THIS ONE WE'VE HEARD OVER AND OVER AGAIN AND THAT IS IS THERE A WAY FOR US TO GET OUR WINTER BREAK AND OUR SPRING BREAK IN ALIGNMENT WITH THE DISTRICTS THAT SURROUND US? WE HAVE SOME REALLY GOOD NEWS THAT BRENT WILL REPORT ON WHEN HE PRESENTS THE CALENDAR TO YOU IN A BIT.

THEN THE OTHER IS IST HAS GONE OUT AND VISITED WITH CAMPUSES AND DONE PRESENTATIONS AT STAFF MEETINGS.

WE'VE HEARD A LOT FROM OUR ELEMENTARY TEACHERS THAT HAVE SAID, CAN YOU PLEASE BRING BACK PARENT-TEACHER CONFERENCE DAYS BECAUSE RIGHT NOW A LOT OF THEM ARE DOING THOSE AFTER-SCHOOL HOURS IN THE EVENINGS.

THE OCTOBER 6TH STAFF DEVELOPMENT DAY THAT WE HAVE FOR ELEMENTARY SCHOOLS, THAT WILL BE A PARENT-TEACHER CONFERENCE DAY WHERE THEY CAN KNOCK OUT A MAJORITY OF THOSE DURING THAT DAY AND NOT HAVE TO DO THE EVENINGS.

OUR SECONDARY FOLKS WILL HAVE SECONDARY PROFESSIONAL DEVELOPMENT ON THAT DAY.

THOSE ARE A FEW EXAMPLES OF WHAT WE'RE DOING AND HOW A SCHOOL CALENDAR CAN RELATE INTO THIS CONCEPT.

>> I'M GOING TO TALK A LITTLE BIT ABOUT STUDENT SERVICES.

WHEN WE STARTED LOOKING THROUGH SURVEY RESULTS, OF COURSE, THE THING THAT WAS GLARING FOR US WAS STUDENT BEHAVIOR.

IMMEDIATELY WE WERE LIKE, HOW DO WE FIX IT? WE TOOK A BREATH AND WE ASKED OURSELVES, FIRST, TEACHERS ARE STRESSED.

WHAT'S SOMETHING WE CAN DO TO TAKE OFF OF TEACHER'S PLATES? WE WERE TALKING ABOUT RELATIONSHIPS-CENTERED LEARNING.

THEY'D ALREADY HAD A YEAR OF LEARNING AND TRAINING.

THAT'S WHERE WE DECIDED TO PUT THE PAUSE BUTTON ON AND SAY WE DON'T NEED TO HAVE ANY NEW LEARNING FOR RELATIONSHIPS IN OUR LEARNING.

WE HAVE ALL OF THESE PROACTIVE TOOLS, WE CAN JUST GET BETTER AT WHAT WE'RE DOING AND STOP.

THAT WAS A DECISION THAT WE MADE BASED ON SURVEY RESULTS.

TWO OTHER THINGS THAT WE ARE DOING.

IF YOU LOOK IN THE LITTLE PURPLE CLOUD GRAPHIC, SADLY, NOT A FRUIT CAKE GRAPHIC.

THE THIRD ONE, FOCUS GROUPS.

WE TOOK A PAGE OUT OF WHAT HR WAS DOING AND WE DECIDED THAT WE WANTED TO DO FOCUS GROUPS AS WELL BASED ON STUDENT BEHAVIOR.

IN JANUARY AND FEBRUARY, WE'RE GOING TO GO OUT TO 40 OF OUR CAMPUSES ACROSS ALL LEVELS THAT WE CHOSE.

THEY WOULD BE IN ALL QUADRANTS OF THE DISTRICT, ALL DIFFERENT TYPES OF CAMPUSES.

WE'RE GOING TO MEET WITH AN ADMINISTRATOR AND TWO TEACHERS ALL SEPARATELY AND CONDUCT WHAT WE'RE CALLING EMPATHY INTERVIEWS BASED ON WHAT THEY'RE DEALING WITH, WHAT THEY'RE EXPERIENCING WITH STUDENT BEHAVIOR.

IT'D BE VERY OPEN-ENDED QUESTIONS.

THEY'LL HAVE A TIME TO GIVE US A LOT OF FEEDBACK.

THAT FEEDBACK IS GOING TO INFORM US WHEN WE LOOK AT OUR STUDENT HANDBOOK, OUR STUDENT CODE OF CONDUCT, DRESS CODE, CELL PHONE USAGE, THE BEHAVIOR MATRIX, TRAININGS THAT WE NEED TO DO.

WE'RE GOING TO USE THAT FEEDBACK TO REALLY INFORM WHAT WE DO IN THE NEXT SCHOOL YEAR.

THAT WILL BE IN JANUARY AND FEBRUARY.

THEN FINALLY, WE HAVE OUR STUDENT SUPPORT SPECIALISTS.

THEY'RE FUNDED BY ESA, AND THEY ARE GENERALLY LIKE SOCIAL WORKERS.

BUT WE FOUND THAT AT THE ELEMENTARY LEVEL THEY HAD SOME CAPACITY TO BE ABLE TO GO IN AND ALSO HELP WITH STUDENT BEHAVIOR.

DR. COOK REALLY DID SOME PIVOTING WITH THE JOB DESCRIPTION FOR SOME OF THOSE SSS'S,

[01:45:06]

WE'VE SEEN SOME REALLY GOOD RESULTS.

THAT'S THREE THINGS FROM STUDENT SERVICES.

>> FROM THE HR END NOW, OF COURSE, ALL I CAN THINK ABOUT IS FRUIT CAKE AT THIS MOMENT, BUT WE'RE GOING TO GET PAST THAT.

WE LOOKED AT WALKTHROUGHS AND FORMAL EVALUATIONS.

I HAVE TO SMILE AND I THINK ABOUT HOW THIS STARTED BECAUSE DR. WALTER WAS DOING STRATEGIC ABANDONMENT BEFORE WE HAD A NAME FOR IT WHEN HE RETURNED TO THE DISTRICT AND HE DID HIS FIRST SET OF VISITS TO CAMPUSES.

HE CAME DOWN TO HR AND HE SAID, WE HAVE TO DO SOMETHING ABOUT T-TESTS.

I SAID OKAY, WELL, I'LL LOOK INTO IT AND HE SAID, WE HAVE TO DO SOMETHING ABOUT T-TESTS.

BECAUSE IN TALKING WITH PRINCIPALS AND TALKING WITH TEACHERS, THEY FELT LIKE THE APPRAISAL INSTRUMENT AND THE PROCESS ITSELF WAS A GOOD AND VALUED PROCESS.

IT'S JUST THAT IT WAS SO LABORIOUS THAT SOME OF THE BENEFITS WERE OUTWEIGHED BY HOW MUCH TIME IT TOOK TO WRITE IT UP TO GO INTO THE CLASSROOMS AND SO FROM THAT, WE BROUGHT A RECOMMENDATION TO YOU AS A BOARD TO GO TO EVERY THREE YEARS AS AN EVALUATION CYCLE WHICH YOU APPROVED A FEW YEARS AGO.

WHAT WE'VE HEARD FROM PRINCIPALS AND TEACHERS AS WE'VE CONTINUED IS THAT IT'S GREAT, BUT WE ALSO HAVE THESE WALKTHROUGHS THAT HAVE TO BE DONE, AND IF YOU HAVE 50 TEACHERS, OR IF YOU'RE ON A HIGH SCHOOL WHERE YOU'VE GOT 125 TEACHERS AND YOU'VE GOT TO GO INTO EVERY CLASSROOM 3-4 TIMES AND WRITE UP SOMETHING THAT IT'S FORM OF A FUNCTION SO WE'RE DOING IT, BUT IS IT GETTING US TO WHERE WE NEED TO BE BECAUSE THE AMOUNT OF TIME THAT IT TAKES TO GET IT DONE AND SO WHAT WE DID THIS YEAR IS WE REDUCED WALK-THROUGHS TO ONE.

THERE'S A MINIMUM OF ONE WALK-THROUGH.

THERE IS STILL THE FORMAL APPRAISAL THAT OCCURS FOR THOSE TEACHERS WHO ARE NOT IN THAT EVERY THIRD YEAR WHERE THEY DON'T HAVE TO HAVE IT.

BUT WHAT WE'VE HEARD FROM BOTH TEACHERS AND FROM PRINCIPALS AND ADMINISTRATORS IF THAT WAS EXTREMELY HELPFUL.

NOW INSTEAD OF A REQUIREMENT TO BE IN THE CLASSROOMS AND WRITE SOMETHING GOT 3-4 TIMES A YEAR.

IT IS NOW 1,2,3 TIMES AND THE GREAT THING IS WHAT WE HEARD FROM TEACHERS IS NOW WE DON'T WANT THAT TO BE THAT THEY'RE NOT STILL COMING INTO OUR CLASSROOMS. WE LOVE IT WHEN OUR ADMINISTRATORS COME IN.

IT'S JUST THAT PRESSURE OF I'VE GOT TO WRITE IT UP AND WE HEARD THE SAME THING FOR PRINCIPLES.

I'M IN THE CLASSROOM ALL THE TIME AND I'M HAVING CONVERSATIONS WITH THEM ALL THE TIME.

IS IT REALLY NECESSARY TO WRITE THIS UP EVERY SINGLE TIME? THAT'S ONE OF THE THINGS THAT WE WERE ABLE TO DO AND ONCE WE DID THAT WITH TEACHERS THEN WE WERE ABLE TO LOOK AT OTHER ADMINISTRATORS AND PEOPLE WHO ARE ON THE OTHER CONTRACTS.

BECAUSE YOU'LL NOTICE THINGS OFTEN START FOR US WITH TEACHING STAFF AND THAT'S FOR THREE REASONS.

ONE, BECAUSE TEACHERS COMPRISE MORE THAN HALF OF OUR STAFF, THE TEACHING GROUP COMPRISE MORE THAN HALF OF OUR TOTAL NUMBER OF STAFF MEMBERS.

THEN YOU'VE GOT THE FACT THAT TEACHERS ARE TYPICALLY THE CLOSEST TOUCH POINT TO STUDENTS ON A DAILY BASIS.

THE OTHER THING IS, THERE ARE LAWS AND POLICIES THAT ARE SPECIFIC TO WHAT HAS TO HAPPEN WITH TEACHERS THAT WE ALWAYS WANT IT TO BE KNOWN AND FOR EVERYONE TO KNOW THAT OUR GOAL IS TO FOCUS ON EVERY STAFF MEMBER, EVERY SINGLE STAFF MEMBER, IN EVERY SINGLE GROUP AND SO SOMETIMES WHILE IT MAY START WITH TEACHERS OR IT MAY START WITH ONE GROUP, IT HAS NEVER BECAUSE ANY OTHERS ARE BEING DISCOUNTED.

IT'S JUST THAT WHEN WE LOOK AT THE NUMBER OF STAFF WE HAVE AND WE LOOK AT FOCUSING ON GETTING THINGS DONE SOMETIMES IT HAS TO WORK THROUGH GOING THROUGH TEACHERS AND THEN THE OTHERS.

BUT JUST NOTE THAT WE TRIED TO MAKE SURE THAT EVERYONE IS COVERED.

THE SECOND THING WE HEARD A LOT, AND THIS CAME FROM THE SURVEY.

IT ALSO CAME JUST FROM LISTENING TO TEACHERS AS WE WENT TO CAMPUSES IN OUR DEPARTMENT, IT CAME FROM LOOKING AT DATA FROM THINGS LIKE BENEFITS AND THE REQUESTS FOR LEAVES AND ACCOMMODATIONS.

WHAT PEOPLE ARE SAYING, I'M OVERWHELMED EVEN IF YOU DIDN'T GIVE ME A SINGLE OTHER THING TO DO BECAUSE MY PERSONAL LIFE HAS CHANGED.

IT FEELS OVERWHELMING.

I DO HAVE ONE MORE THING TO DO AND THAT FEELS OVERWHELMING SO WE HEARD A LOT ABOUT THAT WORKLOAD AND THE WORK-LIFE BALANCE.

THAT WAS REALLY A CHALLENGE FOR STAFF.

WHAT WE DID THROUGH SR FUNDS IS WE WERE ABLE TO HAVE STAFF NOW THAT'S DEDICATED TO WORKING WITH EMPLOYEE WELLNESS.

WE'RE LOOKING AT WELLNESS AS IN GETTING RESOURCES TO PEOPLE THAT THEY NEED AND ALSO WELLNESS FROM THE EMPLOYMENT ENGAGEMENT END OF THINGS AND SO IT'S PART OF GETTING RESOURCES.

WE'RE LOOKING AT FINANCIAL WELLNESS, NUTRITIONAL WELLNESS, BEHAVIORAL HEALTH SO, AND NUTRITIONAL, PHYSICAL, JUST TRYING TO LOOK AT ALL OF THOSE DIFFERENT ASPECTS AND PROVIDING THINGS TO EMPLOYEES SO THAT THEY CAN HAVE THOSE RESOURCES.

SOME OF THE EXAMPLES YOU KNOW ABOUT

[01:50:01]

WE HAVE IN THE SPRING, WE'RE GOING TO BE MEETING WITH OUR TRANSPORTATION AND CUSTODIAL DEPARTMENT AND WE'RE VERY EXCITED ABOUT THIS.

WE'RE GOING TO HAVE SOME FINANCIAL WORKSHOPS FOR THEM.

ONE THAT TELLS THEM ABOUT RESOURCES AND WAYS TO PLAN FOR FINANCES.

THERE'S ANOTHER THAT'S ABOUT BUILDING A BUDGET AND THEY'LL ACTUALLY HAVE SIMULATIONS WHERE THEY START TO BUILD A BUDGET.

TRYING TO ENSURE THAT WE'VE GOT RESOURCES THAT PEOPLE ARE AWARE OF THEIR RESOURCES.

THERE ARE SOME BENEFITS THAT ARE AVAILABLE TO EVERYONE, EVEN IF THEY DON'T TAKE BENEFITS THROUGH THE DISTRICT AND WE FOUND THAT STAFF DIDN'T KNOW THAT.

TRYING TO ADDRESS THOSE THINGS THAT WE HEARD THEM SAY ABOUT, I NEED TO BE ABLE TO TAKE CARE OF MYSELF.

CAN YOU HELP ME IN SOME WAYS TO DO THAT, THESE ARE SOME OF THE WAYS THAT WE'RE TRYING TO DO THAT.

>> WE'VE GOT A FEW ITEMS ON THE SLIDE THAT ARE MINE, TEACHING AND LEARNING AS WELL.

WE'VE HEARD A LOT FROM STAFF ABOUT THE NEED FOR SOME ADDITIONAL TIME, PARTICULARLY AT THE START OF SCHOOL.

THIS PAST YEAR WE REDUCE THE AMOUNT OF MANDATED PROFESSIONAL LEARNING FROM OUR STAFF, WHILE AT THE SAME TIME, ENSURING WE PROVIDED MORE OPPORTUNITIES FOR TEACHER-LED COLLABORATIVE PLANNING, DURING OUR TRADITIONAL PD IN-SERVICE DAYS.

WE'VE ALSO CONTINUED TO PROVIDE ADDITIONAL JOB-EMBEDDED PROFESSIONAL LEARNING THROUGH A VARIETY OF PROFESSIONAL LEARNING STAFF, AS WELL AS ON-DEMAND SUPPORT.

NEARLY 24/7 THROUGH THE PROFESSIONAL LEARNING DEPARTMENT, ESPECIALLY EDUCATION DEPARTMENT, TECHNOLOGY DEPARTMENT, STUDENT SERVICES DEPARTMENT, AND THE TEACHING-LEARNING DEPARTMENT.

THIS IS ALL TO ENSURE THAT EVEN THOUGH WE'VE TAKEN SOMETHING OFF THEIR PLATES, WE WANT TO MAKE CERTAIN THEY HAVE THE SUPPORT THAT THEY NEED AND WHEN THEY NEED IT.

WE'VE HAD A NUMBER OF STAFF WORKING ON INCREASED EFFICIENCY FOR OUR ELEMENTARY ASSESSMENTS, AS WELL AS A VARIETY OF OTHER PLATFORMS WHERE STAFF CAN GO TO GATHER DATA AND THE FEEDBACK THAT WILL EQUIP THEM TO MEET THE NAME OF OUR STUDENTS QUICKLY AND THOROUGHLY.

WE'RE WORKING TO ENSURE THAT WE DO NOT MAKE THINGS WORSE WHILE TRYING TO MAKE THINGS BETTER AND AS FAST AS WE WANT TO MOVE THESE AVERAGE, JUST TAKE SOME TIME.

WE ARE PROVIDING MORE CLARITY ON SECONDARY GRADING PRACTICES THROUGH THE EFFORTS THAT OUR FOLKS HAVE MADE THROUGH THE PARENT ACADEMY, FOCUS GROUPS, FEEDBACK LOOPS, AND JUST SPENDING TIME ON CAMPUSES.

WORKING WITH TEACHERS DIRECTLY TO HELP SUPPORT THEM THROUGH THEIR WORK.

THOSE ARE JUST A COUPLE OF EXAMPLES OF THINGS IN OUR DEPARTMENT.

>> I PROMISE WE'RE ON THE HOME STRETCH HERE.

JUST STICK WITH THIS A LITTLE LONGER, DOING GREAT.

WE APPRECIATE YOU MAKING EYE CONTACT WITH US WE'RE NEARLY THERE [LAUGHTER].

ON THE LEADERSHIP SIDE AND THAT'S MY DEPARTMENT.

OBVIOUSLY, THE NAME PRETTY MUCH EXPLAINS WHAT WE DO.

WE SUPPORT LEADERS IN THE DISTRICT AND SPECIFICALLY, WHAT I WANT TO TALK ABOUT REAL QUICK IS JUST THE PRINCIPALS AND ASSISTANT PRINCIPALS THAT ARE IN OUR DISTRICT.

I WANT TO HIT THESE ON HIGH LEVEL.

THERE'S A LOT OF DETAILS TO THEM, SO JUST KNOW THAT IT'S GOING TO TAKE ON WHAT WE'RE DOING HERE.

BUT ONE OF THE THINGS WE GET BACK FROM OUR LEADERSHIP IS THEY WANT TO KNOW THERE'S OPPORTUNITIES TO GROW IN THEIR ROLE.

SOME OF THEM WANT TO BE ASSISTANT PRINCIPALS FOREVER, AND THAT'S PERFECTLY FINE.

WE WANT TO SUPPORT THEM AND MAKE THEM THE BEST PRINCIPAL POSSIBLE.

PRINCIPALS THE SAME WAY THAT SOME OF THEM WANT TO BE ABLE TO GROW AND TO GO INTO OTHER POSITIONS AS WELL.

THE WAY THAT WE DO THAT FOR ASSISTANT PRINCIPALS, WE HAVE A NEW ASSISTANT PRINCIPAL ACADEMY THAT'S SET UP, A PARTNERSHIP WITH STUDENTS SERVICES.

WE RUN A MENTORSHIP PROGRAM FOR THEM.

WE RUN AN API IGNITE PROGRAM, THAT'S FOR THOSE ASSISTANT PRINCIPALS THAT ARE ALMOST THERE, READY TO BE PRINCIPAL, IT'S A SMALL GROUP.

IT'S GOOD WORK THROUGHOUT THE YEAR TO GET THEM COME TO THAT NEXT LEVEL.

FOR PRINCIPALS, WE HAVE A NEW PRINCIPAL ACADEMIES STARTED UP THIS YEAR, MARK MIMS, MANAGING DIRECTOR TIM, I LEFT HIM AND ME AND BENIN, THE ONES TO KICK THAT OFF AND IT HAS A GREAT PROGRAM GOING, MENTORSHIP IS INCLUDED IN THAT AS WELL.

WE'RE ALSO ON THE DEVELOPMENT OF A DISTRICT LEADERSHIP PIPELINE.

WE'RE DEVELOPING IT THIS YEAR, WE'RE ROLLING OUT NEXT YEAR.

THOSE ARE FOR PRINCIPALS, ASSISTANT PRINCIPALS THAT WANT TO MOVE INTO SOME TYPE OF DISTRICT LEADERSHIP.

THEN TEACHERS, WE HAVE AN ASPIRING LEADERS PROGRAM THAT HR RUNS THAT WE SUPPORT, AND THOSE ARE FOR OUR TEACHERS THAT WANT TO BECOME ADMINISTRATORS.

JUST KNOW EVERY PIPELINE OF LEADERSHIP THAT WE CAN THINK OF WE WANT TO MAKE SURE WE HAVE QUALIFIED CANDIDATES AND WE DO, WE HAVE SOME WONDERFUL CANDIDATES OUT THERE.

BUT YOU GOT TO THINK ABOUT IT, WE HAVE 75 CAMPUSES IN THIS DISTRICT, WE ARE HUGE.

WE WILL NEED PEOPLE EVERY YEAR TO BE ABLE TO FILL THOSE POSITIONS AS THEY BECOME AVAILABLE.

THEN TRANSITIONING JUST A LITTLE BIT ABOUT MY TEAM SPECIFICALLY, OBVIOUSLY IT'S LEADERSHIP DEPARTMENT AND THEIR SUPERVISION IN THAT, BUT THE MOST PART OF THIS IS SUPPORT.

WHAT DO WE DO TO HELP SUPPORT OUR CAMPUSES? THERE'S SIX OF THEM RIGHT NOW, SEVEN OF THEM MOST OF THE TIME, BUT WE TOOK A POSITION AND HELD IT FOR THIS YEAR.

WE HAVE SIX THAT ARE OUT ON CAMPUSES ALL THE TIME WORKING WITH PRINCIPALS.

I WANT TO SAY TWO THINGS HERE, I KNOW WE'RE GOING A LITTLE LONG, BUT I GOT TO SAY THIS.

YOU ALL HAVE BEEN ON SOME CAMPUSES SO FAR AND YOU'VE MET OUR PRINCIPALS.

THEY'RE NOT OUTSTANDING PRINCIPALS, THEY'RE OUTSTANDING LEADERS AND PEOPLE.

YOU WATCH WHAT THEY DO AND MAKE IT LOOK SO EFFORTLESS BUT THEY'RE

[01:55:02]

BUT OUR TEAM GETS OUT TO THEM AND LISTENS, THEY TALK, WE MEET MONTHLY.

WE HAVE FOCUS GROUPS, WE'LL TALK ABOUT THAT HERE IN JUST A SECOND.

BUT I WANT TEACHERS TO HEAR THIS TOO.

SOMETIMES TEACHERS WILL SAY, AND I TALK TO TEACHERS, IT'S LIKE WE JUST DON'T FEEL WE'VE BEING HEARD.

YOUR BIGGEST CONDUIT TO CENTRAL ADMIN IS THROUGH YOUR PRINCIPAL.

I'M TALKING TO ALL THE TEACHERS OUT THERE, YOUR PRINCIPALS ARE YOUR BIGGEST ADVOCATE, THERE'S NOBODY ON THAT CAMPUS THAT WANTS THAT BUILDING AND WANTS THAT SCHOOL TO BE SUCCESSFUL MORE SO THAN YOUR PRINCIPAL, THAT'S THEIR BABY, THOSE ARE THEIR TEACHERS, THOSE ARE THEIR STUDENTS, THOSE ARE THEIR PARENTS, THEY OWN EVERYTHING THAT THEY DO AT THAT SCHOOL.

HOW IT WORKS AND I'M GOING TO GIVE YOU EXAMPLE IS WHEN YOU VOICE YOUR CONCERNS OR VOICE YOUR PRAISES TO THE PRINCIPAL, PRINCIPALS TALKS TO MANAGING DIRECTORS, MANAGING DIRECTORS, WE COME BACK AT MEETING HERE AT CENTRAL ADMIN, I'LL BRING IT TO IST OR WHATEVER DIRECTORS NEED TO BE INFORMED AND THEN WE MAKE DECISIONS ACCORDINGLY.

ONE OF THOSE JUST HAPPENED, MAYBE FIVE WEEKS AGO, WE HAD SOME ELEMENTARY CAMPUSES THAT WERE STRUGGLING A LITTLE BIT, DIFFERENT REASONS, I'M NOT GOING TO GET INTO DETAILS OF THAT.

BUT OUR MANAGING DIRECTOR HAS BROUGHT THAT BACK TO US.

WE KEPT THAT THE IST, IST TOOK THESE ELEMENTARY CAMPUSES.

ALL OF US UP HERE HAVE A DESIGNATED ELEMENTARY CAMPUS THAT WE WORK WITH IN A TEAM FROM CENTRAL ADMIN THAT WE GO OUT AND WE SUPPORT WEEKLY.

WE HAVE DONE THAT FOR THE LAST SIX WEEKS AND IT CAN BE JUST AS LITTLE AS COVERING A LUNCH DUTY.

BUT IF IT GIVES A TEACHER 30 MINUTES TO COLLECT THEMSELVES DURING THE DAY AT THE ELEMENTARY CAMPUS, THEN IT'S WORTH IT.

JUST KNOW THAT THAT'S PART OF THOSE CONVERSATIONS LEAD TO ACTIONS THAT WERE TAKEN FROM THE INSTRUCTIONAL SUPPORT TEAM, SO MAKE SURE YOU'RE SHARING THOSE.

THEN THE LAST THING I WANT TO SAY IS THE FOCUS GROUPS, RIGHT NOW WE'RE WORKING WITH ELEMENTARY PRINCIPAL FOCUS GROUP.

THEY ARE SHARING INFORMATION WITH US THAT ARE PAIN POINTS, THAT ARE GOOD, THAT ARE BAD, THAT ARE UGLY.

WE DO THIS EVERY SINGLE YEAR, AFTER THE BREAK, I'LL PULL A MIDDLE SCHOOL GROUP IN, WE'LL PULL THE HIGH SCHOOL GROUP IN.

FROM THOSE COMMENTS AND FROM THOSE ACTIONS AND FROM THOSE STATEMENTS THAT THEY'RE SAYING WE START MAKING ADJUSTMENTS, WE DO IT NOW SO THAT WE CAN START ROLLING OUT STUFF IN THE SPRING INTO THE SUMMER, SO THAT WE CAN ROLL IT OUT IN THE FALL AND HAVE SOME CHANGES THERE.

THAT'S GIVES YOU AN OVERALL IDEA OF HOW THESE CONVERSATIONS AND LEADERSHIPS INVOLVE THE CAMPUS LEVEL, BUT IT COMES UP TO CENTRAL ADMIN AND ACTION IS TAKEN. CHERYL.

>> ONE AWESOME THING THAT WE GET TO DO THIS YEAR IS IST HAS ABOUT EIGHT OR SO CAMPUSES THAT ARE WHAT WE CALL OUR CAMPUSES AND THAT WE ARE GOING TO GO OUT AND VISIT.

I'VE LEARNED ABOUT 10 DIFFERENT WAYS TO OPEN UP A JUICE PACKAGE WHEN I GO TO THE CAFETERIA THINKING I'M GOING TO HELP OUT THERE AND VERY CREATIVE ON HOW WE CAN OPEN UP JUICE BOXES.

YOU ALL HAVE JOINED US ALONG THE WAY WITH I'M DOING SOME OF THAT, RENEE AND I GOT TO PLAY WITH SMALL SPOTS WITH SOME CODING ONE DAY.

I THINK SHE AND I HAD PROBABLY MORE FUN THAN ANYBODY IN THE ROOM.

IT WAS AWESOME. IT'S IMPORTANT TO GET FEEDBACK IN A VARIETY OF WAYS.

ONE OF THE BEST WAYS IS TO GO THERE AND GET YOUR HANDS DIRTY WITH THE KIDDOS AND DIVE IN.

THAT'S WHEN YOU HEAR FROM THE TEACHERS WHAT'S GOING ON AND YOU SEE WHAT'S GOING ON IN THE CLASSROOM AND THERE'S NOTHING BETTER TO GO AND JUST BE THERE AND HELP LISTEN AND GET THEIR FEEDBACK IN THAT WAY.

THE OTHER THING WE DO IS I KNOW WE'RE CUTTING DOWN ON STAFF MEETINGS, BUT WHEN THEY DO HAVE ONE OF THOSE 8-10 CAMPUSES THAT WE HAVE, WE'VE ASKED IF WE COULD ACTUALLY GO IN, TAKE ABOUT FIVE MINUTES OR SO OF THAT STAFF MEETING AND TALK ABOUT OUR ROLE AS IST, WHAT WE'RE DOING, WHAT OUR PRIORITIES ARE FOR THE YEAR.

THEN WE ASK FOR FEEDBACK FROM THERE TOO AND THAT'S SPOT STOLE MY THUNDER A LITTLE BIT BECAUSE THAT WAS MY LAST PARAGRAPH.

BUT THAT'S WHERE WE FOUND OUT A LOT FROM ELEMENTARY TEACHERS THAT THEY ARE JUST MEETING A LOT IN OCTOBER.

IF THEY COULD JUST USE SOME OF THAT PROFESSIONAL DEVELOPMENT DAY AND ONE OF THAT DAY IN OCTOBER FOR PARENT MEETINGS DURING THE DAY THAT, THAT WOULD HELP THEM.

IF WE HAD NOT HAD THAT FEEDBACK STRAND WE MAY NOT HAVE EVER HEARD THAT.

>> SINCE CHERYL MENTIONED AND CORY TALKED ABOUT THE FOCUS GROUPS AND SHE TALKED ABOUT THE FEEDBACK THAT WE'RE GETTING, JUST WANT TO REMIND YOU ABOUT THE STATE INTERVIEWS THAT WE CONDUCTED THIS SUMMER.

AGAIN, ANYTIME I GET TO TALK ABOUT THIS, I LOVE TO DO SO BECAUSE THE FACT THAT WE HAD 238 TEACHERS WHO WERE INVITED TO PARTICIPATE AND 212 OF THEM DID AND DID SO DURING THE SUMMER OFF CONTRACT DIDN'T ASK FOR MONEY, AND HAVE BEEN JUST WONDERFUL SUPPORT FOR US AND RESOURCES FOR US.

AFTER THOSE STAY INTERVIEWS, THEY BECAME OUR OWN FOCUS GROUP.

THAT TEAM MEETS MONTHLY, THOSE WHO ARE AVAILABLE AND JUST TALK ABOUT THINGS THAT WE CAN DO THAT HELP TO SUPPORT TEACHERS,

[02:00:03]

OUR GOAL IS JUST TO CONTINUE TO HAVE THESE MULTIPLE OUTLETS FOR PEOPLE TO PROVIDE INPUT.

WE KNOW SURVEYS, SURVEYS ARE ONE WAY.

BUT EVEN WITHIN A SURVEY, YOU CAN HAVE OPEN-ENDED, YOU CAN HAVE A LIKERT SCALE, YOU CAN HAVE MULTIPLE CHOICE.

SURVEYS THEMSELVES CAN GIVE YOU SOME INFORMATION, BUT A LOT OF WHAT IT DOES IT LEAD YOU TO OTHER QUESTIONS TO ASK.

WE ALWAYS WANT TO MAKE SURE THAT WE'VE GOT MULTIPLE WAYS, AND THERE ARE SOME PEOPLE WHO AREN'T COMFORTABLE COMPLETING A SURVEY, BUT THEY WILL WALK TO THEIR PRINCIPAL OR THEY WILL EMAIL ME, OR THEY WILL FIND A WAY TO ENSURE THAT WE GET THEIR FEEDBACK.

OUR GOAL IS TO CONTINUE HAVING MORE OF THOSE FOCUS GROUPS, IS HAVING THOSE OPPORTUNITIES TO TALK WITH PEOPLE AND TO ENSURE THAT STAFF KNOWS HOW THEY CAN GET TO US AND THAT WE ARE HERE AND WE WANT TO LISTEN.

AS MR. MCCLENDON MENTIONED, THEIR FIRST AVENUE IS GOING TO BE THEIR SUPERVISOR OR SOMEONE THAT'S RIGHT THERE ON THEIR CAMPUS OR IN THEIR DEPARTMENT, BECAUSE THEY'LL GET THAT INFORMATION BACK TO US.

THEY ARE THE BIGGEST ADVOCATES AND THEY KNOW THAT WE'RE ALL WANTING TO DO WHAT IT TAKES TO HELP OUR FOLKS STAY HERE AND HAVE A GOOD EXPERIENCE WHILE THEY'RE HERE.

>> KIM MENTIONED A MINUTE AGO THAT WE'RE CONTINUING TO WORK ON THIS WINDOW WE'VE JUST GOTTEN STARTED.

WE'RE ACUTELY AWARE THAT WE NEED ONGOING FEEDBACK.

WE THINK WE'VE GOT THE BEST TEACHERS IN TEXAS AND WE WANT TO ENSURE THAT THEY KNOW WE HEAR THEIR VOICE.

WE HOPE YOU'VE HEARD SOME OF THE WAYS THAT WE'RE CONTINUALLY TRYING TO IMPROVE OUR EFFORTS TO SUPPORT AND EMPOWER OUR STAFF AS THEY NAVIGATE THE COMPLEXITIES OF MEETING THE NAME AND NEED OF OUR STUDENTS.

TO SUM A FEW THINGS UP HERE, IN TERMS OF FEEDBACK.

WE'VE INCREASED THE SIZE OF THE DISTRICT ADVISORY COUNCIL BY ADDING ADDITIONAL STAFF MEMBERS AND PROVIDED AVENUES FOR FEEDBACK DIRECTLY FROM OUR COUNCIL MEMBERS.

JUST TO GIVE AN EXAMPLE OF WHAT'S HAPPENED THIS YEAR IN JUST TWO MEETINGS, WE'VE BEEN ABLE TO GATHER FEEDBACK, RESPOND TO THAT FEEDBACK WITH ADDITIONAL COMMUNICATION AND CLARITY ON THE FUTURE-READY FRAMEWORK AND FOCUS AREAS.

WE WILL CONTINUE TO USE THE DISTRICT ADVISORY COUNCIL SO VALUED MECHANISM FOR FEEDBACK AND INPUT IN CASE YOU DIDN'T KNOW THAT THAT'S STAFF MEMBERS, THAT'S COMMUNITY MEMBERS, THAT'S BUSINESS MEMBERS, THAT'S OUR STAKEHOLDERS FOR OUR COMMUNITY THAT ARE INVOLVED IN THAT.

WE'VE CHANGED UP THE WAY WE ORGANIZE AND IMPLEMENT OUR LEADERS' MEETINGS SO THAT WE CAN GATHER FEEDBACK AND INPUT FROM OUR AMAZING PRINCIPALS AND CENTRAL OFFICE SUPPORT TEAM TO FURTHER MEET THE NEEDS OF OUR STAFF.

THEY'VE HELPED US IMMENSELY AND HOW WE CAN RESPOND AND GROW AS A LEARNING ORGANIZATION.

YOU'VE HEARD ABOUT A VARIETY OF FOCUS GROUPS AND WORKING GROUPS DESIGNED TO GATHER A DETAILED INPUT, COMMENTS, AND SUGGESTIONS FROM THE BEST EDUCATORS ACROSS THE STATE.

WE DO THIS SO WE CAN HEAR DIRECTLY FROM THEM AND GATHER MORE INFORMATION AND DETAIL THAN WE'VE EVER BEEN ABLE TO BEFORE.

YOU'VE HEARD ABOUT OUR ISD VISITS TO CAMPUS STAFF MEETINGS.

WE'VE BEEN ABLE TO RESPOND PERSONALLY TO STAFF AS THEY ASK A QUESTION OR NEED DETAILS.

THERE'S ANOTHER WAY TO SHOW HOW IMPORTANT IT IS FOR US TO HEAR DIRECTLY FROM CAMPUS STAFF.

THE KEY TO ALL OF THIS IS THAT WE'VE RECOGNIZED THE IMPORTANCE OF TAKING STOCK FROM A PLETHORA OF VIEWPOINTS, SLOWING DOWN, ENSURING A STRATEGIC APPROACH TO OUR EFFORTS TO ALIGN WHAT WE DO IN THE WAY IN WHICH WE DO IT, TO OUR FUTURE-READY LIVING FRAMEWORK.

THIS TAKES TIME AND WE WANT TO ENSURE THAT WE DO NOT MAKE SNAP DECISIONS.

THEY'RE NOT IN THE BEST INTERESTS OF OUR CORE MISSION, IN FRISCO ISD.

YOU'VE HEARD ABOUT SOME OF OUR ATTEMPTS TO GATHER INFORMATION THROUGH SURVEYS, AND YOU'VE HEARD WHAT WE'VE DONE IN THE PAST.

I'M GOING TO INVITE MRS. MCCUNE TO TALK ABOUT OUR PLAN FOR THE SPRING OF 2023.

>> THANK YOU. YOU'VE HEARD QUITE A BIT ABOUT SURVEYS AND ONE OF THE THINGS THAT WE'VE HEARD FROM OUR STAFF IS SURVEY FATIGUE.

SURVEY FATIGUE IS REAL.

EVERY DEPARTMENT THAT WE HAVE WANTS TO KNOW SOMETHING ABOUT WHAT'S GOING ON ON THEIR CAMPUSES, FROM ANY PART OF OUR EMPLOYEES, FROM OUR CUSTODIANS TO BUS DRIVERS, TO TEACHERS, TO OUR LEADERSHIP TEAM.

WE'RE ALWAYS WANTING TO COLLECT INFORMATION TO IMPROVE BUT SURVEY FATIGUE IS REAL.

SOMETHING THAT DR. WALDRIP TASKED MYSELF, DR. CUNNINGHAM, DR. KNIGHT, AND JAMIE DRISCOLL WITH OVER THIS NEXT YEAR IS TO RE-EVALUATE OUR SURVEYS.

WHAT WE'VE DONE IS WE'VE CONTRACTED WITH A THIRD PARTY CALLED K12 INSIGHTS, WHO IS GOING TO WORK WITH US IN BRINGING TOGETHER ALL THESE SURVEYS INTO ONE.

IN THE SPRING OF THIS YEAR, WE'RE GOING TO BE ABLE TO SURVEY BOTH OUR STUDENTS, OUR STAFF, AND OUR PARENTS, HOPEFULLY THROUGH JUST ONE SURVEY WITH THE EXCEPTION OF MAYBE ONE OR TWO, SAFE SCHOOL SURVEY BEING SOMETHING THAT NEEDS TO BE COMPLETELY SEPARATE.

TO BE ABLE TO SURVEY IN A CUMULATIVE FORMAT, SOMETHING NEW THAT WE'RE GOING TO BE DEVELOPING THIS YEAR IS DEVELOPING A BENCHMARK.

[02:05:05]

BUT ALSO TO HAVE A SECTION IN THERE OF RELEVANT INFORMATION ABOUT WHATEVER IT IS THAT WE NEED TO COLLECT DATA ON AT THAT TIME.

OUR GOAL IS TO ENSURE THAT IT MEETS OUR CNA NEEDS, WHICH IS THE COMPREHENSIVE NEEDS ASSESSMENT, WHICH IS PUT IN ALIGNMENT WITH OUR FUTURE-READY FRAMEWORK AND FOCUS AREAS, WHICH IS SOMETHING THAT PROHIBITED US FROM BEING ABLE TO DO THIS LAST SCHOOL YEAR.

THAT'S A VERY COMPLEX TASK TO TAKE ON, WHICH IS WHY IT'S GOING TO TAKE US A FULL YEAR TO BE ABLE TO DO THAT.

BUT ALSO THE CNA INFORMATION THAT WE GET FOR OUR CAMPUSES IS WHAT SUPPORTS THE CONTINUOUS IMPROVEMENT PROCESSES FOR THEM.

I ALREADY SPOKE ABOUT OUR BENCHMARK AND ADDITIONALLY, WE WANT TO MAKE SURE THAT OUR BENCHMARK INFORMATION INCLUDES CLIMATE AND CULTURE, INFORMATION FOR RECRUITMENT AND RETENTION AS WELL.

ONE OF THE THINGS WE'VE ALSO HEARD ABOUT IN TERMS OF SURVEYS IS THE ANONYMITY OF THE SURVEYS.

I SPECIFICALLY REACHED OUT TO K12 INSIGHTS TO MAKE SURE THAT THIS IS DOABLE AND I'M JUST GOING TO READ EXACTLY WHAT THEY SAID.

"ALL RESULTS ARE SHARED OUT AT THE AGGREGATE LEVEL, I. E ALL STAFF MEMBERS AT ONE SCORE OR ALL SCHOOL COUNSELORS IN THE DISTRICT." WE WON'T KNOW WHO THEY ARE.

WHAT'S GREAT ABOUT HAVING K12 INSIGHTS, BEING OUR THIRD PARTY IS THAT ALL THE INFORMATION GOES TO THEM.

WE DON'T COLLECT ANY OF THE DATA.

[NOISE] K12 JUST SENDS US THE AGGREGATE INFORMATION.

OF COURSE, IF THERE ARE STILL CONCERNS, INDIVIDUALS ARE OF COURSE ALLOWED NOT TO FILL OUT THE SURVEY, OR THEY CAN ACTUALLY CALL K12 INSIGHTS.

THAT WAS ONE OF THE SELLING POINTS WITH K12, IS THAT THEY HAVE THE ABILITY TO CALL AND ASK QUESTIONS TO ONE OTHER OPERATORS ABOUT OUR SURVEYS.

[NOISE] ADDITIONALLY, K12 DOES NOT SHARE RESULTS FOR GROUPS WITH LESS THAN 10 RESPONSES.

WHEN WE'RE DIVIDING OUT INFORMATION, IF ONE OF OUR CAMPUSES, FOR WHATEVER REASON ONLY HAS 10 RESPONDENTS, THEY WILL NOT SHARE SPECIFIC INFORMATION SO THAT THERE'S NO IDENTIFIABLE INFORMATION THAT MAYBE SOMEONE COULD ARTICULATE IN THOSE RESPONSES.

>> TO WRAP UP ALL OF THIS, I HOPE THAT WHAT YOU'RE HEARING IS THAT WE HAVE REALLY DONE A DEEP DIVE INTO THIS FIRST STEP OF STRATEGIC ABANDONMENT, WHICH IS REALLY THE TAKING STOCK PIECE.

IT'S I THINK THE MOST IMPORTANT PIECE.

AGAIN, BECAUSE WE ARE SUCH A LARGE ORGANIZATION, IT'S REALLY IMPORTANT TO US THAT WE MAKE SURE THAT WE ARE LISTENING AND ALWAYS POSSIBLE AND GATHERING AS MUCH INFORMATION AS POSSIBLE BEFORE WE START TO MAKE CHANGE.

WHILE THE PREVIOUS SLIDE DID HAVE A LIST OF SOME I GUESS I WOULD CALL IT LOW-HANGING FRUIT OF THINGS THAT WE WERE ABLE TO STREAMLINE OR GIVE UP OR WHATEVER UP TO THIS POINT, REALLY, THE NEXT STEP IN THIS STRATEGIC ABANDONMENT PROCESS IS TO WORK ON IDENTIFYING EFFICIENCIES.

WE'VE BEEN WORKING REALLY HARD TO PROVIDE CAMPUS PRINCIPALS WITH THE TOOLS TO BE ABLE TO DO THOSE ON THEIR OWN CAMPUSES BECAUSE LIKE I MENTIONED AT THE VERY BEGINNING, EACH CAMPUS HOLDS DIFFERENT THINGS TIGHTLY, EACH CAMPUS OPERATES A LITTLE BIT DIFFERENTLY, AND IT WOULD BE VERY DIFFICULT FOR US IN CENTRAL OFFICE TO MAKE A CHANGE THAT WOULD POSITIVELY IMPACT EVERYONE IN THE DISTRICT.

THOSE ARE REALLY OUR NEXT STEPS, IS TO CONTINUE TO PROVIDE THOSE TOOLS, BUILD THAT CAPACITY FOR MAKING CHANGE, DOING THIS STRATEGIC ABANDONMENT THING AT A CAMPUS LEVEL.

EVEN ON A PERSONAL LEVEL, WE'VE GIVEN PEOPLE SOME TOOLS TO USE TO EVALUATE THEIR OWN WORKLOADS TO REALLY SELF-REFLECT, WHY AM I DOING THIS? IS THERE A WAY THAT I CAN DO THIS BETTER? CAN I SEEK HELP FROM A PEER OR MY PRINCIPAL OR SOMEBODY ELSE TO MAKE THIS MORE EFFICIENT? WE'VE REALLY BEEN DIVING VERY DEEP INTO THE ORGANIZATION.

THERE'S MORE TO COME ON THIS FOR SURE.

BUT WE WANTED TO GIVE YOU GUYS AN UPDATE OF ALL OF THE THINGS THAT WE'VE BEEN DOING AND ALL OF THE RESPONSES THAT WE'VE HAD FOR THE FEEDBACK THAT WE'VE GOTTEN SO FAR.

>> AWESOME. THANK YOU-ALL. BOARD, WHAT QUESTIONS DO YOU HAVE FOR ISD?

[02:10:01]

>> I HAVE A COUPLE OF QUESTIONS.

MS. MILLER, WE ABANDON THE RCL.

>> NO, WE HAVEN'T ABANDONED RCL.

WHAT WE DID, [LAUGHTER] THAT WOULD'VE BEEN A LOT OF WORK TO ABANDON.

[LAUGHTER] [OVERLAPPING] WE DID A LOT OF THE LEARNING LAST YEAR FOR ALL OF THE PROACTIVE TOOLS.

INSTEAD OF MOVING ON WITH ANY OF THE OTHER TOOLS THAT WE COULD MOVE ON TO LEARN, WE'RE JUST HOLDING TIGHT WITH WHAT WE HAVE AND JUST GOING FROM THERE.

>> THE PROGRAM IS STILL ONGOING. [OVERLAPPING]

>> YES, THAT'S CORRECT.

>> [OVERLAPPING].

>> YES. I APPRECIATE YOU CLARIFYING THAT.

>> [LAUGHTER] NO, THANK YOU. I HAVE ANOTHER QUESTION.

HOW MANY PROJECTS OR SERVICES HAVE BEEN ABANDONED TO DATE? IS THERE A SAVINGS OR MAN-HOURS ASSOCIATED WITH THAT?

>> NO. I THINK WE'RE NOT THERE YET.

LIKE I SAID, THE FIRST PART OF THIS IS REALLY LISTENING AND TAKING STOCK OF WHERE WE'RE AT.

WE HAVE BEEN KEEPING TRACK OF THINGS THAT WE HAVE BEEN ABLE TO STREAMLINE.

THOSE WERE ON THAT SLIDE.

I BELIEVE THAT AS WE GET FURTHER INTO BUDGET SEASON, DISCUSSIONS ABOUT HOW WE'RE ALLOCATING RESOURCES AND THINGS LIKE THAT, AS WE'VE BEEN HAVING THESE DISCUSSIONS AND GATHERING ALL OF THIS FEEDBACK, YOU MIGHT START TO SEE US IDENTIFY SOME EFFICIENCIES WITH OUR SPENDING, WITH THE WAY THAT WE'RE ALLOCATING STAFF AND THINGS LIKE THAT.

THEN WE WOULD HAVE A DOLLAR AMOUNT ESSENTIALLY.

JUST TO GO ALONG WITH YOUR QUESTION, ONE THING THAT WE ARE WORKING ON AS A DISTRICT, WE'VE BEEN DOING WHAT WE CALL PRIORITIES BASED BUDGETING FOR YEARS NOW.

BUT WE'RE ALONG WITH THIS.

WE'RE ALSO WORKING ON CATEGORIZING OUR BUDGET INTO DIFFERENT PROGRAMS OR SERVICE OFFERINGS.

THAT IT'S CLEAR, IF WE HAVE A SERVICE OR A PROGRAM THAT WE'RE SPENDING MONEY ON AND THAT WE'RE ALLOCATING RESOURCES TO, WE CAN REPORT THAT VERY CLEARLY.

IF WE THEN GENERATE SAVINGS BECAUSE WE MAKE SOMETHING MORE EFFICIENT, IT'S MUCH EASIER AND MORE TRANSPARENT TO SEE.

THAT'S SOMETHING THAT WE'RE WORKING ON AS WELL.

TODAY THOUGH, WE REALLY JUST HAVE THE LIST OF THINGS THAT YOU SAW ON THAT PREVIOUS SCREEN OF THINGS THAT EITHER CAMPUS PRINCIPALS HAVE BEEN ABLE TO DO ON THEIR CAMPUS TO SAVE THEIR STAFF SOME TIME, OR SOME OF THE THINGS THAT WE'VE BEEN ABLE TO DO AT CENTRAL OFFICE TO SAVE PEOPLE SOME TIME OR THAT WE ARE EVALUATING WAYS TO SAVE TIME.

FOR EXAMPLE ELEMENTARY ASSESSMENTS, DR. CUNNINGHAM MENTIONED THAT ONE.

THAT'S A PRETTY LONG EVALUATION PROCESS TO DETERMINE IF WE CAN ELIMINATE SOME REQUIRED ELEMENTARY ASSESSMENTS.

THERE'S A LOT OF UNWINDING THAT HAS TO BE DONE IF WE DECIDE TO ELIMINATE.

IT'S A MUCH LONGER PROCESS.

>> GREAT, THANK YOU. DO WE HAVE A TARGET AMOUNT OF EITHER TEACHER HOURS OR MONEY THAT WE ANTICIPATE BEING ABLE TO SAVE THIS YEAR?

>> NO.

>> WE HAVE A SURVEY AND I THINK ONE OF THE REASONS WE HAVE THE SURVEY WAS TO FIGURE OUT HOW WE WOULD WANT TO PROBLEM-SOLVE WHEN THE PROBLEMS KEEPING TEACHER RETENTIONS.

DO WE HAVE THE RESOURCES TO CORRECT ANYTHING THAT WE FOUND IN THE SURVEY THAT'S ADDING TO THE PROBLEMS OF RETAINING TEACHERS? DO WE HAVE WHAT WE NEED TO RESPOND TO WHATEVER WE GOT IN THE SURVEY?

>> DO WE HAVE WHAT WE NEED? I'M GOING TO MAKE SURE I ANSWER THE QUESTION THAT YOU'RE ASKING SO ASK ME THAT QUESTION ONE MORE TIME.

>> DO WE HAVE THE RESOURCES TO CORRECT ANY OF THE CHALLENGES THAT WERE UNCOVERED IN THE SURVEY?

>> GREAT QUESTION AND THAT'S WHAT WE'RE WORKING ON.

THAT IS ACTUALLY WHAT WE'RE WORKING TOWARDS.

WE'RE USING THE RESOURCES THAT WE HAVE.

FOR EXAMPLE, WHEN I MENTIONED THE WELLNESS STAFF, THE STAFF DEDICATED TO WELLNESS, WE WERE ABLE TO USE SR FUNDS TO ALLOCATE STAFF WHO COULD WORK SPECIFICALLY ON THAT.

WHEN IT CAME TO SOMETHING LIKE THE WALK-THROUGHS, THAT DIDN'T REQUIRE A LOT OF RESOURCES, IT JUST REQUIRED ENSURING THAT WE WERE STILL IN LINE WITH THE STATUTE WITH REGARDS TO THE APPRAISAL PROCESS.

IT JUST DEPENDS ON WHAT THE ASK IS BUT MOST OF THESE THINGS HAVE BEEN THINGS THAT WE ARE ABLE TO DO WITHIN WHETHER IT'S THE TIME RESOURCES WE HAVE OR THE PEOPLE RESOURCES THAT WE HAVE.

>> THANK YOU. LAST QUESTION IS, HOW WOULD WE MEASURE THE SOLUTIONS OR MEASURE HOW THE SOLUTIONS IMPACT TEACHER RETENTION? WE'VE LOST SEVERAL TEACHERS FOR THE LAST SEVERAL YEARS.

HOW WILL WE KNOW THAT THE CHANGES THAT WE'RE MAKING ACTUALLY ARE MAKING THE DIFFERENCE?.

[02:15:02]

>> THAT IS A GREAT QUESTION.

THE ISSUE WOULD ARISE WITH BEING ABLE TO INEXTRICABLY TIE THE SOLUTION WE PUT INTO PLACE TO WHETHER THEY STAY OR WHETHER THEY GO.

BECAUSE YOU THINK ABOUT IT, WE HAVE A LARGE NUMBER, SOME OF THE TEACHERS WHO LEFT, LEFT BECAUSE THEY WERE MOVING AND SO EVEN IF WE CHANGED ALL OF THESE THINGS, THE FACT THAT THEY WERE MOVING WOULDN'T CHANGE.

BUT WHAT WE CAN DO IS WHEN WE LOOK AT THINGS LIKE OUR SURVEYS, WHEN WE LOOK AT THE FEEDBACK THAT WE GET AS WE'RE GOING OUT TO CAMPUSES, WHEN WE LOOK AT RESIGNATION DATA, THAT WILL HELP US TO GET SOME OF THAT INFORMATION.

IT MAY NOT BE AND WE DO HOPE THAT IT RESULTS IN HIGHER RETENTION.

THERE'S NO DOUBT ABOUT IT THAT IS ABSOLUTELY ONE OF THE THINGS WE WANT TO DO IS KEEP OUR GREAT TEACHERS.

BUT WE'LL BE ABLE TO USE THAT DATA TO LOOK AT WHETHER OR NOT IT HAD AN IMPACT, EVEN IF THAT PERSON WERE STILL NOT ABLE TO STAY WITH US.

>> THANK YOU, DR. LYNN.

>> YOU'RE WELCOME.

>> WELL, AND I THINK TOO IT'S HARD WHEN YOU ARE TRYING TO LOOK AT A CAUSE AND EFFECT IN A QUANTITATIVE SURVEY, THAT'S WHY THE QUALITATIVE DATA IS SO INCREDIBLY IMPORTANT.

THE FOCUS GROUPS THAT COREY MENTIONED, ALL OF THAT DATA HELPS US TO ACTUALLY SEE IF THE SOLUTIONS THAT WE'RE PUTTING INTO PLACE ARE WORKING AND SO I APPRECIATE THAT YOU-ALL ARE LOOKING AT THE DATA IN A MYRIAD OF WAYS BECAUSE I THINK THAT'S INCREDIBLY IMPORTANT MOVING FORWARD.

>> BOARD, ANY OTHER QUESTIONS?

>> YES, I HAVE THREE.

AMANDA, YOU SHARED WITH US THAT WE'RE GOING TO HAVE K THROUGH 12 INSIGHTS AS A THIRD-PARTY VENDOR.

DO YOU KNOW WHO CREATE THE QUESTIONS? WILL THEY COME FROM US OR WHERE WILL THEY COME FROM?

>> WE'LL WORK IN COLLABORATION WITH THEM.

THEY'VE JUST SENT OVER WHAT I CONSIDER A KITCHEN SINK OF QUESTIONS THAT WE'VE JUST HAD OUR FIRST MEETING LOOKING THROUGH WITH THEM AND WE'LL CONTINUE TO REFINE WHAT THAT LOOKS LIKE FOR THE FIRST SURVEY THAT WE'RE WORKING ON.

>> THEN A PART B TO THAT QUESTION IS, ONCE THE SURVEYS ARE COMPLETE, WHO RECEIVES THAT DATA AND IS ABLE TO ANALYZE IT.

DO THEY ANALYZE IT AND THEN SEND IT TO US?

>> YES. K-12 INSIGHTS, IS THE ONE THAT RECEIVES ALL THE INFORMATION, THE DATA FROM THE PARENTS, THE STUDENTS, AND THE STAFF.

WHEN WE RELEASE THOSE SURVEYS, THEY WILL ANALYZE IT AND THEY WILL SEND IT TO US.

ANOTHER COMPONENT THAT I REALLY LIKED ABOUT USING K-12 INSIGHTS IS THAT THEY WILL WORK WITH US ON BRINGING THAT DATA BACK AND HOW WE CAN BEST UTILIZE IT NOT ONLY AS A DISTRICT BUT CAN GO CAMPUS TO CAMPUS AND HELP THEM SET UP THEIR PLANS FOR UTILIZING THAT DATA AS WELL.

>> I DON'T KNOW IF YOU KNOW THIS YET, BUT COST-WISE?

>> AN ESTIMATED 32,000 DOLLARS FOR THREE SURVEYS.

>> MR. MCCLENDON, I KNOW THAT OUR SURVEYS GIVE US A SNAPSHOT OF OUR TEACHERS' THOUGHTS BECAUSE YOU'RE OVER CAMPUS LEADERSHIP, IEL PRINCIPLES, I'M WONDERING IF WE WOULD BE ABLE TO INCORPORATE SOMETHING ALONG THOSE LINES TO PERHAPS HEAR FROM THEM.

I DON'T KNOW HOW THAT COULD BE PRESENTED TO US AS A BOARD, BUT WE HEAR A LOT ABOUT OUR TEACHER FEEDBACK.

I'D BE INTERESTED IN KNOWING WHAT SOME OF OUR PRINCIPALS ARE THINKING ON THAT CAMPUS LEVEL AND WHAT THEIR EXPERIENCES ARE.

>> YEAH, I THINK WE COULD DO SOMETHING AS GRATEFUL, JUST TO TALK TO THEM AND LISTEN TO THEM AND HEAR WHAT THEY HAVE TO SAY FIRSTHAND.

LET ME DO THIS. ONCE WE GET BACK FROM BREAK, WE'LL HAVE THESE GROUPS.

WE DO IT EACH YEAR, BUT THE ELEMENTARY GROUP IS ALREADY ESTABLISHED AND I'LL HAVE THE MIDDLE SCHOOL AND HIGH SCHOOL ESTABLISHED BY THEN.

THEN I'LL REACH OUT TO MS. ARCHAMBAULT AND DR.

WALTER TO SEE WHAT THE BEST MAYBE FORMAT IS FOR THAT.

MAYBE AS A BOARD WORKSHOP, WE CAN BRING THEM IN AND HAVE THEM TALK TO YOU ALL AND SHARE SOME OF THE THINGS THAT THEY'VE DONE THIS YEAR ON OUR CAMPUSES AND YOU CAN HEAR DIRECTLY FROM THEM.

IF THAT'S OKAY WITH YOU, I'LL GO THAT DIRECTION.

>> THANK YOU. THEN FINALLY ERIN, IS IT POSSIBLE TO INCLUDE STUDENTS AND SOME PARENT VOLUNTEERS IN YOUR FOCUS GROUPS THAT WILL BE HITTING THE CAMPUSES IN JANUARY AND FEBRUARY?

>> YES, I'M GLAD YOU BROUGHT THAT UP.

WE WERE DEFINITELY GOING TO INCLUDE THE SUPERINTENDENT STUDENT ADVISORY GROUP AS PART OF THE FOCUS GROUPS SO WE CAN HEAR FROM STUDENTS, BUT WE COULD ALSO START FORMULATING A PLAN TO ALSO HEAR FROM PARENTS.

WE HAVEN'T GOTTEN THERE, BUT WE CAN DEFINITELY INCLUDE THAT.

>> THANK YOU.

>> YEAH. DR. CUNNINGHAM SAID WE COULD DEFINITELY USE OUR DECK COMMITTEE.

[02:20:02]

>> I HAVE ACTUALLY QUITE A FEW QUESTIONS AND COMMENTS ABOUT THIS, BUT I'M ALSO MINDFUL THAT IT'S ALMOST NINE O'CLOCK AND WE'VE GOT ABOUT TEN COMMUNITY MEMBERS THAT HAVE SIGNED UP TO SPEAK TO US TONIGHT SO WOULD IT BE OKAY IF I HOLD THAT UNTIL WE GET TO 13 C BECAUSE MOST OF MINE ARE RELATED TO THAT.

THAT WAY WE CAN MOVE THIS ALONG AND LET THE COMMUNITY ADDRESS THIS.

>> SURE.

>> THANK YOU.

>> BOARD, ANY OTHER QUESTIONS?

>> YEAH, I DON'T HAVE ANY QUESTION BUT I HAVE A COMMENT.

ACTUALLY, I'M VERY APPRECIATIVE OF THE IST FOR PUTTING TOGETHER THIS COMPREHENSIVE REPORT FOR US AND I REALLY LIKE THE APPROACH OF ALL HANDS ON DECK APPROACH.

SOME OF THE IST MEMBERS ASSIGNED TO SOME CAMPUSES, I THINK THAT'S A VERY GOOD APPROACH.

THEN BRINGING EVERYONE TOGETHER, TAKING STOCK.

I THINK IT'S A VERY GOOD INITIATIVE.

THANKS TO EACH AND EVERY ONE OF YOU FOR TAKING CARE OF THIS.

>> THANK YOU.

>> BOARD ITEM NUMBER 11 IS DISCUSSION REGARDING SELECTION OF APPLICANTS FOR INCLUSION IN THE RECONSIDERATION COMMITTEE FOR OUR LIBRARY BOOKS.

WE RECEIVED 169 APPLICATIONS AND I DIDN'T FEEL LIKE WE HAD THE APPROPRIATE AMOUNT OF TIME TO ACTUALLY LOOK THROUGH THAT AS WE WERE PREPARING FOR OUR BOARD MEETING SO I ASKED DANNY IF WE COULD MOVE THAT DISCUSSION AND POSSIBLE ACTION ITEM TO OUR JANUARY MEETING SO THAT WE HAVE TIME TO LOOK THROUGH ALL OF THE 169 APPLICATIONS.

I KNOW AS A BOARD, WE'RE SO APPRECIATIVE OF COMMUNITY INVOLVEMENT AND TO HAVE THAT LEVEL OF INTEREST IN THIS COMMITTEE IS SOMETHING THAT WE'RE VERY HAPPY ABOUT AND THRILLED THAT THERE'S SO MUCH COMMUNITY INVOLVEMENT IN THAT.

WE'LL LOOK OVER THOSE NAMES OVER THE NEXT MONTH AND THEN WE'LL RECONVENE ON THAT TOPIC IN JANUARY.

WE'LL NOW MOVE TO ITEM 12,

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

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

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

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

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

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

EACH SPEAKER, WE HAVE 10 OR 12, I BELIEVE SO EACH SPEAKER SHALL HAVE THREE MINUTES TO ADDRESS THE BOARD REGARDING ITEMS ON THE AGENDA FOR THIS MEETING.

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

PLEASE KEEP ALL PUBLIC COMMENTS RELATED TO DISTRICT BUSINESS AND GOVERNANCE.

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, AND GF 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 ON THE SAME TOPIC, YOU MAY CHOOSE TO APPOINT AN INDIVIDUAL TO SPEAK ON BEHALF OF THE GROUP.

PLEASE REMEMBER THAT THE BOARD MAY NOT DISCUSS OR ACT UPON ANY ISSUES THAT ARE NOT PROPERLY POSTED ON THE AGENDA.

IF YOU WISH TO PROVIDE PUBLIC COMMENT ON AN ITEM NOT ON THIS MEETING'S AGENDA, PLEASE JOIN US FOR OUR NEXT COMMUNITY INPUT MEETING.

I DIDN'T WRITE DOWN THE DATE AGAIN, I'M SORRY.

>> WE'LL GET IT BY THE END OF THE MEETING.

OUR FIRST SPEAKER IS MELINDA PRESTON, FOLLOWED BY JERRY FULLER AND SHIRLEY ROBERT.

>> GOOD EVENING. MY NAME IS MELINDA PRESTON AND I HAVE LIVED HERE FOR 18 YEARS, MORE THAN 18, ALMOST 19 AND I JUST WANT TO GO OVER A FEW THINGS TONIGHT.

IN MAY THE PEOPLE SPOKE.

STEPHANIE ELIDE AND MARVIN LOWE, WON THEIR, FISD SCHOOL BOARD SEATS.

I WAS HOPING THAT THIS WOULD BE A WAKE-UP CALL FOR THE BOARD AND MAYBE YOU WOULD LISTEN TO THE CONCERNED PARENTS AND RESIDENTS OF FRISCO.

WHEN MY HUSBAND AND I MOVED HERE OVER 18 YEARS AGO, WE MOVED HERE BECAUSE FRISCO HAD A REPUTATION FOR BEING A FAMILY FRIENDLY CITY, AND IT HAD SOME OF THE BEST SCHOOLS IN THE STATE.

TODAY WE'RE RIDDLED WITH CONTROVERSY AND OUR EDUCATION SYSTEM SEEMS TO BE CRUMBLING.

WE GIVE STUDENTS MULTIPLE TIMES TO TAKE A TEST SO WHY WOULD THEY STUDY? WE ARE TAKING AWAY ADVANCED CLASSES AND WE'RE ALLOWING PORNOGRAPHY IN OUR LIBRARIES ALONG WITH OPPOSITE SEXES IN THE BATHROOMS.

[02:25:01]

I SAW THAT THE STAR TEST SCORES, STUDENT SCORES ARE DROPPING AND WE ARE HAVING A TOUGH TIME RETAINING TEACHERS.

WE NEED TO GET BACK TO TRULY EDUCATING OUR STUDENTS.

LET'S QUIT BEING WOKE.

OUR CHILDREN CANNOT BE YOUR EXPERIMENT.

THE RESIDENTS OF FRISCO WANT OUR SCHOOLS BACK AND THE EDUCATION SYSTEM THAT WE WERE PROMISED.

WE NEED TO FILL SAFE DROPPING OUR CHILDREN OFF AT SCHOOL AND NOT HAVE TO WORRY ABOUT SEXUAL AND POLITICAL INDOCTRINATION.

I HAVE MET WITH SEVERAL OF YOU AND YOU HAVE ASKED HOW WE CAN BRING OUR COMMUNITY TOGETHER.

I HAVE SHARED WAYS TO HELP OUR COMMUNITY FEEL CONFIDENT AND FISD, FIRST OF ALL, BE TRANSPARENT AND I APPRECIATE SOME OF THE THINGS THAT I'M HEARING TONIGHT ABOUT THE ABANDONMENT MOVEMENT.

I LIKE THAT HEARING WHAT YOU'RE DOING WITH THE TEACHERS.

WE NEED TO FEEL SAFE.

WE NEED TO BE TRANSPARENT, WE NEED TO KEEP THE BATHROOMS TO THE SEX THAT THEY ARE BORN WITH.

IT'S FOR THE SAFETY OF THE STUDENTS.

ALL STUDENTS, INCLUDING THE TRANSGENDER STUDENTS GET THE PORNOGRAPHY OUT OF OUR LIBRARIES AND LET THE TEACHERS TEACH THE CLASSES THEY WERE HIRED TO TEACH.

PROTECT THE TEACHERS AS WELL AS THE STUDENTS.

I HAVE SPOKEN TO MANY OF OUR LEGISLATORS, THAT'S WHAT I DO AND THEY ARE PLANNING TO GET LEGISLATION PASSED TO TAKE CARE OF THESE ISSUES, BUT PLEASE DO NOT LET FRISCO ISD BE THE EXAMPLE THAT THEY USE OF WHY WE NEED THE LEGISLATION, PLEASE PROTECT OUR CHILDREN.

THAT'S ONE OF THE THINGS THAT HAS REALLY I MEAN, I LOVE OUR CITY AND I KNOW YOU DO.

I LOVE OUR KIDS.

I HAVE SEVEN CHILDREN, SEVEN GRANDCHILDREN.

I WANT THE BEST FOR THEM.

LET'S DO THAT FOR OUR CHILDREN HERE IN FRISCO.

LET'S GET BACK TO WHAT WE HAD.

LET'S GET BACK TO HAVING THE BEST SCHOOLS IN THE NATION AND THAT'S MY DREAM AND THAT'S MY HOPE.

THANK YOU, GUYS. [APPLAUSE].

>> THANK YOU.

>> HOW ARE YOU ALL? I'M JERRY FULLER.

I'VE BEEN HERE OVER 30 YEARS, I GUESS.

I HAVE TO SAY THAT WHAT I'M HERE FOR IS TO ONE, THANK YOU AND ANOTHER IS TO LAY SOME COMPLIMENTS OUT HERE FOR ALL THE PEOPLE THAT ARE DOING EVERYTHING THEY CAN WHICH WHEN IT COMES TO PERSONNEL RETENTION, WHETHER IT'S ADMINISTRATORS, TEACHERS, WHATEVER, I'M SURE YOU'RE ALL DOING THE VERY BEST YOU CAN AND THERE'S ONE HERE THAT I SAW HIS NAME ON THE AGENDA IN A DIFFERENT PLACE ON THE AGENDA THAN WHAT I'M USED TO AND HE HAPPENS TO BE A FAVORITE OF MINE BECAUSE I KNOW THAT THAT HE HAS MORE 11 IS HARD AND DEDICATION TO WHAT HE'S DONE, LOVE TO THE KIDS, EVERYTHING THAN ANYBODY I'VE KNOWN.

AS HE'S TRYING TO DO HIS JOB, THEN I WOULD LIKE FOR HIM TO BE ABLE TO MOVE FORWARD TAKING CARE OF THESE ISSUES WITH YOU ALL AND NOT SEE HIS NAME IN THAT SPOT.

I'M BIASED TO MARVIN LOWE, STEPHANIE ELIDE ROCKSTARS.

[APPLAUSE] I'M ONLY HERE TO BRAG ON EVERYBODY BECAUSE WHAT ALL OF YOU DO IT'S A WONDERFUL THING.

I'D LIKE TO BE GRATEFUL FOR THE PEOPLE THAT ARE SPECIAL.

THANKS A LOT. [APPLAUSE]

>> SHIRLEY ROBERT FOLLOWED BY TERRY GUCH AND THEN SELENA MARTIN.

>> I'M SORRY, DID YOU CALL ME NEXT?

>> SHIRLEY ROBERT.

NO.

TERRY GUCH, IS THAT YOU? IF SHIRLEY COMES BACK, WE'LL HAVE HER COME UP AFTER SO GO AHEAD AND THEN SELENA MARTIN.

>> HI, MY NAME IS TERRY GUCH AND I CAME TO THANK AND APPRECIATE THE HARD WORK THAT IS HAPPENING.

BUT I ALSO DO WANT TO EXPRESS CONCERN WHERE I TOO WAS VERY CONCERNED WHEN I SAW MARVIN'S NAME, WHO I JUST ABSOLUTELY RESPECT AND ADMIRE THE WORK THAT HE'S DOING AND I HOPE THIS BOARD REALIZES THE PARENTS AND GRANDPARENTS HAVE A SERIOUS MISTRUST OF VIEW OF THIS BOARD AND WHAT SOME OF THE PRACTICES THAT YOU DO OF HIDING THINGS FROM PARENTS, OF DOING THINGS SEXUALIZING OUR CHILDREN.

THEN WE SEE AN OPPOSING VOICE COME INTO THIS ROOM AND IT SEEMS LIKE WE NEED TO TRY TO DISCIPLINE THAT.

ANYWAYS THANK YOU, MARVIN.

THANK YOU FOR THE ONES WHO DO CARE ABOUT

[02:30:02]

THANK YOU. [APPLAUSE]

>> SELENA MARTIN, FOLLOWED BY STEPHANIE BROWN KANO, AND THEN ANNA MARIA GORILLAS.

>> HELLO. THANK YOU ALL VERY MUCH THIS EVENING, I ENJOYED THE OVERVIEW THAT YOU GAVE.

I WANTED TO SPEAK ABOUT TEACHERS.

I KNOW WE ALL REMEMBER OUR FAVORITE TEACHER.

IT WAS NEVER THE TEACHER WHO LET US GET AWAY WITH EVERYTHING.

IT WAS ALWAYS THE TEACHER WHO INSTILLED IN US THE SINCERENESS OF HER TEACHING, HER PASSION FOR TEACHING, AND MADE IT TOUGH ON US IN CLASS.

THEY ALWAYS HAD ENTHUSIASM FOR THE SUBJECT AND FOR TEACHING ITSELF.

THE TEACHER WHO LOVED TEACHING AND ALWAYS TAUGHT US TO LOVE LEARNING.

WHAT'S THE THING THAT KILLS LOVE? I WOULD SAY IT'S FEAR AND RIGHT NOW OUR TEACHERS ARE FEARFUL.

IT SHOWS THERE IN THE MASS EXODUS AND ALL OF OUR SCHOOLS, TEACHERS ARE FEARFUL AND THEY'RE BURNT OUT.

FEARFUL OF RETALIATION FOR TELLING THE TRUTH IF THEY SPEAK OUT AGAINST THE WORK CULTURE OR UNPROVEN NEW GRADING STANDARDS.

THEY'RE FEARFUL OF ENDLESS FIGHTS IN THE HALLS AND IN THE BATHROOMS. THE GROWLING AGGRESSION IN STUDENTS AS THEY ARE GIVEN MORE AND MORE AGENCY WITH FEWER AND FEWER BOUNDARIES.

I CAN ATTEST THAT IN THE 2021 SCHOOL YEAR, THERE WERE A 135 ASSAULTS, FIGHTS THAT WERE LISTED.

THERE WERE SOME OF THOSE THAT THERE WERE SCHOOL SUSPENSIONS, BUT AN ALARMING RATE WE WERE JUST CALLING THE PARENTS.

I URGE YOU TO TAKE A LOOK AT THAT SYSTEM.

CALLING THE PARENTS IS NOT APPROPRIATE COURSE OF ACTION.

WE NEED TO ENSURE THAT OUR TEACHERS ARE SAFE IN THE SCHOOLS AND OUR STUDENTS FEEL SAFE IN THE SCHOOLS.

I WOULD LIKE TO SEE YOU TALKED ABOUT THE TEACHERS HAVING MORE SURVEYS.

I THINK THAT THAT'S IMPORTANT AND I'D LIKE TO ENCOURAGE YOU TO ASK YOURSELF IF YOU HAVE THOROUGHLY INVESTIGATED THAT WITH THE TEACHERS AND GIVEN THEM ANONYMITY TO ANSWER THOSE QUESTIONS.

I'D LIKE TO ENCOURAGE THAT AND I'D LIKE TO SEE THAT HAPPEN.

I KNOW THAT VIRGINIA WOOLF WROTE, TEACHING WITHOUT ZEST IS A CRIME.

I'D LIKE TO FURTHER SAY THAT ALLOWING VIOLENCE TO CONTINUE IN OUR SCHOOLS IS A CRIME AND WE WILL LOSE EVEN MORE GREAT TEACHERS IF WE DON'T DO SOMETHING ABOUT IT.

I ENCOURAGE YOUR SUPPORT IN OUR CLASSROOMS AND FOR THE SAFETY OF OUR TEACHERS AND FOR OUR STUDENTS.

THANK YOU. [APPLAUSE]

>> THANK YOU. STEPHANIE BROWN KANO FOLLOWED BY ANNA MARIA GORILLAS, AND THEN JENNY MCCULLOUGH.

>> GOOD EVENING BOARD. MY NAME IS STEPHANIE BROWN KANO.

FIRST, I'D LIKE TO SAY THANK YOU FOR ALL YOUR HARD WORK AND ESPECIALLY THANK YOU TO MARVIN AND STEPHANIE.

I APPRECIATE YOUR QUESTIONS AND THERE'S THE THOUGHTFULNESS THAT YOU BROUGHT TO THIS PROCESS SO THANK YOU.

WHAT IS HAPPENING IN FRISCO ISD WITH TEACHER RETENTION? WHY ARE TEACHERS NOT SUPPORTED? TEACHERS ARE SPENDING ENDLESS TIME AND MONEY TRYING TO CORRELATE CLASS PLANS TO TECHNOLOGY.

MONITORS WHICH HELPED WITH CLASS PRESENTATIONS WERE REMOVED FROM THE CLASSROOMS AND STORED IN WAREHOUSES.

WHAT ON EARTH IS GOING ON? CHROMEBOOKS ARE HORRIBLE FOR SUBJECTS SUCH AS MATH.

TEACHERS ARE SPENDING THEIR OWN MONEY TO REPLACE THE MONITORS FOR THEIR CLASSROOM.

THERE'S A FEELING OF ISOLATION AND FRUSTRATION ON SYSTEMS THAT MAKE IT VIRTUALLY IMPOSSIBLE TO CREATE INSTRUCTIONAL MATERIALS CONDUCIVE TO PROPER LEARNING AND HELP WITH THE ADVANCEMENT OF THE STUDENTS.

ADD STANDARDS-BASED GRADING TO THE MESS, NO GRADES ALLOWED FOR HOMEWORK.

HERE'S A QUOTE FROM AN INSTRUCTIONAL COACH, PRACTICE IS NOT THE FRISCO WAY.

HOW DOES THE TEACHER FIGURE OUT WHERE THE STUDENTS ARE STRUGGLING? THINGS DON'T GET MEASURED, THEY DON'T GET DONE.

BY THE TIME THE QUIZZES, THE TESTS, AND ASSESSMENTS ARE DONE, IT'S TOO LATE.

NOW YOU ADD MULTIPLE RETAKING OF TESTS AND QUIZZES, WHICH REQUIRE MORE TUTORIALS AND ADDITIONAL WORK FOR TEACHERS TO REMEDIATE AND RETEST.

TEACHERS ARE SACRIFICING THEIR LUNCH HOURS WITH ADDITIONAL WORKLOADS TO READDRESS MATERIALS OVER AND OVER AGAIN.

NOW THINK ABOUT 30 KIDS IN ONE CLASS, 14 OF THEM WITH 504S AND 3-4 IEPS AND NO PAIR OF PROFESSIONAL TO HELP.

TALK ABOUT OVERWHELM.

STUDENTS, LOOK AT THIS SYSTEM AND FIGURE OUT THAT IT'S NOT IMPORTANT TO STUDY OR DO HOMEWORK IF THEY CAN JUST RETAKE THE TEST FOR A HIGHER GRADE ANYWAY.

SO MANY KIDS ARE GETTING A'S AND IT'S NOT A TRUE REFLECTION OF MASTERING MATERIALS.

THIS ALSO MAKES THE STUDENTS WHO DID WELL SUFFER IN THE PROCESS BY SLOWING DOWN THE PACE FOR NEW COURSEWORK.

[02:35:03]

WHY IS FRISCO ISD ONE OF THE ONLY DISTRICTS THAT DOES NOT DO MIDTERMS OR FINALS? COLLEGES ARE GRADING HOMEWORK AND THEY DO HAVE MIDTERMS AND FINALS.

THANK YOU. [APPLAUSE].

>> THANK YOU.

>> GOOD EVENING. SINCE WE HAVE MORE TIME, I WOULD LIKE TO START BY CONGRATULATING THE WONDERFUL KIDS AND THEIR TEACHERS THAT DELIGHTED US WITH BEAUTIFUL SONGS, AS WELL AS THE GROUP THAT WAS IN THE LOBBY SETTING UP THE TONE FOR THE EVENING.

I WISH THAT WAS HALF OF THE EVENING.

AS MS. GILLESPIE SAID, I DID TAKE THE TIME AND I ADMIRE ALL THE ARTWORK IN THE LOBBY.

I DID THAT BECAUSE MY DAUGHTER, WHO'S SEVEN YEARS OLD, IS A WONDERFUL ARTIST, AND HER DRAWINGS AND HER PAINTINGS ARE AN INSPIRATION TO ME AND I WANT TO DO A CALL-OUT TO HER TEACHER, WHO'S A WONDERFUL TEACHER, MS. MADISON SMITH AS BARKS, AND I HOPE SHE NEVER LEAVES THE DISTRICT.

I PRAISE GOD FOR GIVING FISD THE OPPORTUNITY TO HAVE ON ITS BOARD TRUSTEES LIKE MR. MARVIN LOW AND STEPHANIE ALLAN WHO STAND FOR TRANSPARENCY ON POLICY AND PROCEDURES, ACADEMIC EXCELLENCE, AND FOR HOLDING THE DISTRICT ACCOUNTABLE FOR ITS ACTIONS OR LACK OF ACTIONS IN FRONT OF TAXPAYERS AND PARENTS.

I ADMIRE AND SUPPORT MR. LOW FOR HIS WORK TO NOT ONLY UNCOVER THE TRUTH ABOUT BIOLOGICAL BOYS BEING ALLOWED BY FISD TO USE BIOLOGICAL GIRLS' BATHROOM FOR OVER SEVEN YEARS WITHOUT A POLICY OR LAW TO SUPPORT THAT BUT ALSO FOR CORE DRAFTING AND PROPOSING A POLICY TOGETHER WITH MESILLA DUCK, CAN PROTECT CHILDREN'S PRIVACY AND MORAL CONDUCT WHILE IN SCHOOL.

I ALSO WANT TO THANK MR. LOW FOR HIS ONGOING EFFORTS TO MAKE SURE THAT SEXUALLY INAPPROPRIATE ILLICIT BOOKS ARE NOT ALLOWED ON FISD LIBRARIES AND ARE OUT OF SCORES.

YES, ANYTHING YOU CAN DO TO RETAIN GOOD TEACHERS AND HELP OUR KIDS TO BE MORE CREATIVE AND FOCUS ON ACADEMIC EXCELLENCE THAT DEFINITELY WE'RE GOING TO ALWAYS APPLAUD AND WELCOME HAPPY HANUKKAH, AND MERRY CHRISTMAS TO EVERYBODY.

JENNY NIKOLA. IS JENNY HERE STILL? LINEA CARTOONY AND FOLLOWED BY AMANDA REED AND THEN ALISON DARRELL.

>> GOOD EVENING. I WANTED TO SAY I'VE MET SOME REALLY INCREDIBLE TEACHERS HERE AT FRISCO ISD.

EVERY YEAR I ALWAYS SHOW UP TO MEET THE TEACHER, EVEN FOR MY SENIORS, I THINK IT'S IMPORTANT THAT WE GET TO KNOW OUR TEACHERS AND THEY'RE REALLY, REALLY NICE.

THE FEEDBACK I GET FROM THEM AND THE RESPONSES I GET FROM THEM, THEY'RE VERY ENGAGING AND THEY DO A GOOD JOB.

I'M HERE TONIGHT TO SPEAK IN SOLIDARITY WITH THE TEACHERS AND ON BEHALF OF THEM BECAUSE THEY DON'T HAVE A VOICE. THAT'S WHAT I FIND.

THEY CANNOT SPEAK FOR THEMSELVES BECAUSE THEY HAVE A FEAR OF RETALIATION OR A MARK, A SCARLET LETTER.

HOW DID WE GET TO FRISCO ISD ADMINISTRATION BEING SO TOP-HEAVY? THE ADMINISTRATION THAT NEVER SET FOOT IN THE CLASSROOMS, THAT TIRE CHANGE THE FOOT OF THE TEACHERS, AND ADMINISTRATION WHO KEEPS ADDING MORE TASKS TO MICROMANAGE TEACHERS AND STIFLE THE ORGANIC PROCESS OF TEACHING, ESSENTIALLY RUINING THE LOVE OF TEACHING FOR TEACHERS AND THE LOVE OF LEARNING FOR THE STUDENTS.

INSTRUCTIONAL COACHES ARE DESIGNATING THEIR JOBS TO OTHER TEACHERS INSTEAD OF HELPING AND MENTORING THE NEW TEACHERS WHO ARE NOT CERTIFIED.

I GUESS WE'RE LOW ON TEACHERS.

WE'VE HAD TO HIRE TEACHERS THAT ARE NOT CERTIFIED.

THEY'RE GETTING THROUGH THE PROCESS, I GUESS UNDER OUR WATCH AND WE'RE PAYING FOR THAT, I BELIEVE, AS WELL.

THIS IS ADDITIONAL WORKLOAD, AND IT DISRESPECTS THE TEACHERS' TIME AND ULTIMATELY DOES NOT HELP THE CHILDREN.

WHAT WOULD BE THE PURPOSE OF THE INITIATIVE ABANDONMENT? I UNDERSTOOD THAT MORE CLEARLY A FEW MINUTES AGO WHEN YOU SPOKE ABOUT IT.

I GUESS THERE ARE TOO MANY USELESS ADMINISTRATIVE POSITIONS THAT CAUSE UNNECESSARY WORK FOR THE TEACHERS JUST TO JUSTIFY ALL THESE USELESS JOBS.

PEOPLE ROLL OUT INITIATIVES AND PROGRAMS WITHOUT CONSIDERING THE IMPACT IT WILL HAVE ON THE TEACHERS AND WITH NO RESPECT FOR THEIR TIME.

THE WORKLOAD IS HEAVY.

WE KNOW FULL WELL WHAT HAS WORKED IN THE PAST.

TEACHERS CAN MAKE CLASS PLANS AND BE IN CHARGE OF THEIR OWN DESTINY WHILE ENJOYING AND ENGAGING THEIR STUDENTS IN THEIR CORE SUBJECTS.

THE HR DEPARTMENT, THEY SAY IS HARD TO REACH OUT TO.

[02:40:02]

THEY SAY THEY PUSH ONLINE SERVICES WITHOUT RETURNING EMAILS OR PHONE CALLS WITHIN A REASONABLE AMOUNT OF TIME.

WE ALSO HAVE A DIRECTOR OF WELLNESS WHO SENDS OUT MONTHLY NEWSLETTERS TO TEACHERS.

AGAIN, USELESS AND WASTEFUL SPENDING IN FRISCO ISD.

WE HAVE $2 MILLION SPENT ON ACTUALLY THE TOP TIER, WHICH IS SUPERINTENDENT WALDRIP AND EIGHT DEPUTY SUPERINTENDENTS WHO KNEW EDUCATION COULD BE SO LUCRATIVE IN THE UPPER ADMINISTRATION.

WE OFFER 6,000 TEACHERS, SPLIT $7,037,000 BETWEEN THEM THAT'S $1,000.

>> THANK YOU VERY MUCH FOR YOUR TIME HAS EXPIRED.

THANK YOU. YOUR TIME HAS EXPIRED. I'M SORRY.

OUR NEXT SPEAKER IS AMANDA REED, FOLLOWED BY ALICE DARRELL AND AN ANTI-DEPRESSANT.

FEEL FREE TO EMAIL US THE REST OF YOUR COMMENTS.

THANK YOU. PLEASE FEEL FREE TO EMAIL US THE REST OF YOUR COMMENTS.

THANK YOU SO MUCH. [APPLAUSE]

>> ALISON REED. REED, I'M SORRY.

>> YES. I WAS JUST WONDERING TO TALK ABOUT THE STRATEGIC ABANDONMENT AND HOW MUCH I REALLY APPRECIATE IT ALL OF YOU GUYS.

IT'S REALLY COOL TO SEE EVERYBODY REALLY CONTRIBUTING TO THAT.

IT'S ONE OF THOSE THINGS I'VE BEEN THINKING ABOUT SINCE LAST YEAR SINCE THE FIRST BROUGHT IT UP.

IT'S REALLY GREAT TO SEE IT CIRCLE BACK AND I'D LOVE TO SEE IT CIRCLE BACK AGAIN.

I ACTUALLY WANTED TO SAY PERSONALLY, I KNOW A FEW TEACHERS THAT I'M FACEBOOK FRIENDS WITH I'M PART OF A PTA FOR A MIDDLE SCHOOL.

I ACTUALLY FEEL THIS YEAR IS GOING BETTER.

I'VE HAD TEACHERS WHO TALKED ABOUT HOW THIS WAS THE FIRST YEAR THEY'VE DECORATED THEIR DOOR FOR THE FIRST TIME THIS YEAR BECAUSE THEY'RE FEELING BETTER.

OUR MIDDLE SCHOOL IS BIZARRELY HAPPY FOR TAKING CARE OF MIDDLE SCHOOLERS.

IT IS JUST ALWAYS AMAZING TO ME.

I THINK THINGS ARE GOING WELL, BUT I THINK GIVING OUR TEACHERS THAT TIME FOR PERSONAL CONNECTION AND TO PERSONALLY REST THIS YEAR SEEMS AN AMAZING CHOICE.

I HOPE THAT CONTINUES.

I ALSO WANTED TO SAY I RECENTLY TOOK YOUR COURSE ABOUT STANDARDS-BASED GRADING WHERE WE LEARNED ABOUT HOW THAT PROCESS WORKS.

I THOUGHT IT WAS VERY SORRY, I GET NERVOUS WHEN I DO THIS.

I THOUGHT IT WAS VERY INTERESTING.

IT SEEMED TO ME LIKE IT WAS A GREAT WAY TO START ASSESSING LEARNING EARLIER THAN A TEST.

THAT WAS THE ENTIRE POINT IS TO START TO INTRODUCE A STANDARD SEE WHERE A STUDENT IS, GET A QUICK ASSESSMENT BEFORE YOU GET TO THAT FINAL TEST PERIOD WHICH I THOUGHT WAS A REALLY GOOD THING.

I DID THINK IT IS A HIGH WORKLOAD FOR TEACHERS.

I'M GLAD TO HEAR ABOUT THE ABANDONMENT BECAUSE I THINK TAKING ON THESE NEW TEACHING METHODS IS GOING TO REQUIRE A NEW APPROACH TO GIVE THEM TIME TO WORK THROUGH ALL OF THAT.

THANK YOU AND I HOPE YOU KEEP GOING AND GIVE OUR TEACHERS VOICES AND RESPECT.

I APPRECIATE YOU. THANKS.

>> THANK YOU. ALISON DARRELL FOLLOWED BY AN OPPRESSIVE.

>> HI, ALISON LAMBERT DARRELL.

I REPRESENT A CONSERVATIVE FRESCO WATCHDOG GROUP.

I REMIND YOU, WE, THE PARENTS ARE YOUR BOSSES, YOU REPORT TO US.

WE ELECTED YOU AND WE PAY YOUR SALARIES.

MANY FISD TEACHERS ARE TOO SCARED TO VOICE THEIR CONCERNS TO THE FISD ADMINISTRATION FOR FEAR OF RETALIATION.

THEY HAVE TURNED TO US TO BE THEIR VOICE TO YOU.

THE TEACHERS REPORT TO US THAT ONE, THIS ADMINISTRATION'S LIBERAL AGENDA IS DESTROYING OUR CHILDREN'S EDUCATION.

IT IS DIRECTLY UNDERMINING TEACHERS' ABILITY TO EDUCATE OUR STUDENTS, TWO, THEY ARE DROWNING UNDER YOUR ADMINISTRATIVE BURDENS.

THREE, YOUR PERMISSIVE DISCIPLINE PRACTICES HAVE CREATED UNTENABLE DISCIPLINE ISSUES THAT HARM TEACHERS AND MAKE IT ALMOST IMPOSSIBLE TO TEACH.

THAT IS WHY OUR BELOVED TEACHERS ARE SUFFERING, BURNED OUT, AND QUITTING IN DROVES.

SINCE YOU WON'T LISTEN TO OUR TEACHERS, IT IS INCUMBENT UPON US PARENTS TO BE THEIR VOICE.

I PRAY THAT YOU WILL LISTEN.

PAST TEACHER SURVEYS OF WHITEWASHED TEACHERS, TRUE OPINIONS, AND EXPERIENCE.

YOU'RE SILENCING THE VOICE OF THE TEACHERS, CAUSING THE BACKLASH OF TEACHER TURNOVER.

YOU HAVE CREATED A TRAVESTY OF CHURN AS OUR CORE ASSET OUR TEACHERS ARE QUITTING.

OUR WATCHDOG GROUP IS HERE TO AMPLIFY TEACHERS' VOICES AND MAKE SURE THEY ARE HEARD.

THEY LOVE OUR CHILDREN AND ARE HEARTBROKEN OVER HOW YOU ARE

[02:45:04]

THE NEXT TEACHER SURVEY MUST BE PERFORMED BY A TRULY INDEPENDENT FIRM.

THE DETAILED RESULTS MUST BE SHARED WITH US PARENTS IN OPEN SESSION OF OUR BOARD MEETING.

REST ASSURED, WE WILL KNOW IF YOU ARE HIDING THE TRUE RESULTS AS WE ALREADY KNOW, TEACHERS' FEEDBACK.

FOLLOWING OUR SAMPLE QUESTIONS THAT SHOULD BE ON THE SURVEY, DOES THE SUPERINTENDENT'S AGENDA REFLECT YOUR VALUES AND INPUT? HOW IS STANDARDS-BASED TEACHING NEGATIVELY IMPACTING LEARNING? WHAT IS YOUR OPINION ABOUT FISD'S ELIMINATION OF AP PROGRAMMING? IS IT APPROPRIATE FOR A TRANSGENDER CHILD TO SHARE THE PUBLIC RESTROOM WITH STUDENTS OF THE OPPOSITE SEX? WHAT IS IMPEDING YOUR ABILITY TO TEACH EFFECTIVELY? DO YOU SUPPORT FISD'S ELIMINATION OF TEXTBOOKS? DO YOU SUPPORT THE USE OF LAPTOPS AND THE ELIMINATION OF ALL HANDWRITING? DOES FISD ALLOW TESTING AND RETESTING HINDER STUDENTS' ABILITY TO LEARN AND IMPEDE AND ALSO IMPEDE THEIR COLLEGE PREPARATION? IS THE QUALITY OF FISD'S CORE ACADEMIC EDUCATION DECLINING? DO YOU THINK CHILDREN SHOULD BE ALLOWED TO MEET WITH THE SCHOOL COUNSELORS WITHOUT THE CONSENT OF PARENTS? HOW IS THE QUALITY OF YOUR FELLOW EDUCATORS' TEACHING INCREASED OR DECREASED IN RECENT YEARS?

>> THANK YOU.

>> THANK YOU. [APPLAUSE]

>> HI, I'M ANNA PRISKIN.

I AM A MOM OF THREE KIDS HERE IN FRISCO ISD.

I AM HERE TO BASICALLY EXPRESS MY GRATITUDE TO OUR TWO NEWLY ELECTED BOARD OF TRUSTEES, REPRESENTATIVE STEPHANIE AND MARVIN.

WE ARE SO GRATEFUL FOR EVERYTHING YOU HAVE DONE FOR THE COMMUNITY OF FRISCO.

PEOPLE OF FRISCO SHOWED UP AT THE POLLS LAST MAY TO REPRESENT THEIR DISCONTENT WITH THE DIRECTION OF THE PAST LEADERSHIP OF FRISCO ISD AND THE DIRECTION THINGS TO TOOK IN THEIR SCHOOLS AND ELECTED STEPHANIE AND MARVIN TO REPRESENT THEIR VOICES.

MANY COMMUNITY MEMBERS ARE VERY TRADITIONAL.

THEY DO NOT SUPPORT VALLEYS THAT FRISCO ISD PUSHES ONTO OUR KIDS.

WE ARE SO GRATEFUL FOR SOME VOICES THAT ACTUALLY SHOW WHAT MANY PARENTS OF RISK GUYS THINK AND FEEL ABOUT WHAT YOU'RE DOING TO KIDS IN SCHOOLS.

WE FEEL ENORMOUS GRATITUDE FOR SOMEONE JUST BASICALLY SOMETIMES SAYING THINGS THAT ARE OPPOSED TO THE OPINION OF THE PAST LEADERSHIP.

I JUST WANTED TO SAY THANK YOU SO MUCH AND KEEP DOING A WONDERFUL JOB.

[APPLAUSE] THANK YOU.

>> IST AND DR. WALTER PYTHIA WOULD JUST HUMOR ME FOR A MOMENT.

COULD YOU RAISE YOUR HANDS IF YOU'VE EVER TAUGHT IN A CLASSROOM, BEEN A PRINCIPAL, HAD BEEN AN ADMINISTRATOR BEFORE YOU WERE SITTING AT THIS DEUS? OKAY. THAT'S IMPORTANT. THESE ARE TEACHERS, THEY ARE ADMINISTRATORS, AND THEY ARE HERE REPRESENTING THE BEST OF THE BEST PUBLIC EDUCATION HAS TO OFFER IN THE STATE OF TEXAS.

THANK YOU. [BACKGROUND] [APPLAUSE] WE'LL NOW MOVE ON TO ACTION ITEM A.

[13.A. Consider and act on approval of minutes from November 14 regular meeting, November 30 special meeting and December 1 special meeting]

IF YOU DON'T HAVE ANY QUESTIONS, I'LL LOOK FOR A MOTION.

>> I MADE TO APPROVE MINUTES FROM NOVEMBER 14TH, REGULAR MEETING, NOVEMBER 30TH SPECIAL MEETING AND DECEMBER FOR A SPECIAL MEETING AS PRESENTED.

>> MOTION BY MS. GILLESPIE.

>> SECOND BY MS. DAVIS. ALL IN FAVOR.

>> MOTION PASSES 5/1.

[13.B. Consider and act on a resolution of the Board of Trustees declaring a public purpose for the expenditure of district funds for the January 2023 employee retention incentive]

>> THANK YOU. THIS IS THE RESOLUTION FOR OUR JANUARY 2023 RETENTION INCENTIVE.

ELIGIBLE EMPLOYEES ARE EMPLOYEES WHO ARE IN A BUDGETED, ALLOCATED POSITION WHO HAVE AT LEAST ONE YEAR OF TRS SERVICE CREDIT WITH FRISCO ISD AS OF SEPTEMBER 1ST, 2022.

[02:50:04]

IF AN EMPLOYEE IS ELIGIBLE FOR THIS, THEY WOULD RECEIVE AN AMOUNT EQUAL TO $50 FOR EACH YEAR OF SERVICE WITH FRISCO ISD PLUS THE GREATER OF ONE PERCENT OF THEIR SALARY OR $250.

>> GREAT. THANK YOU. BOARD, ANY QUESTIONS FOR MS. SMITH? IF NOT, I'LL MOVE FOR A MOTION.

>> I MOVE TO APPROVE THE RESOLUTION AS PRESENTED.

>> MOTION BY MR. DAVIS.

>> SECOND.

>> SECOND BY MS. GLOSSY. ALL IN FAVOR.

AYE. MOTION PASSES 6/0.

ITEM C. CONSIDER AN ACT ON RETAINING A THIRD-PARTY VENDOR TO CONDUCT

[13.C. Consider and act on retaining a third-party vendor to conduct a confidential engagement survey and provide results to the Board of Trustees]

BECAUSE WE HAVE EVERYTHING THAT WE'VE HEARD TONIGHT.

STEPHANIE, YOU HAD SOME QUESTIONS THAT YOU WANTED TO ASK WHEN WE GOT TO THIS ITEM, DO YOU WANT TO KICK US OFF?

>> SURE. I HAVE A FEW ACTUALLY.

I WROTE A BUNCH OF QUESTIONS DOWN BEFORE OBVIOUSLY HAVING SEEN THE PRESENTATION.

I THINK THAT SOME OF THEM MAY HAVE BEEN ANSWERED, BUT I THINK MOST I WILL STILL BRING UP.

BUT WHAT I WANTED TO DO BEFORE I GOT INTO THAT AS I WANTED TO SHARE WHY THIS ISSUE IS SO IMPORTANT TO ME.

BEFORE I EVEN SAY THAT, I DO WANT TO SAY THAT I THINK THAT THE WORK DONE ON THIS IS GOOD.

I THINK IT'S COMPREHENSIVE.

IT'S NOT LOOKING AT ONE ISSUE, IT'S LOOKING AT ALL THE ISSUES BECAUSE WHEN YOU'RE TRYING TO SOLVE ANY ISSUE, IT'S ALWAYS MULTI-FACETED.

THERE'S A LOT OF DIFFERENT THINGS THAT GO INTO IT.

I THINK THAT THE PRESENTATION THAT WE SAW DID A GOOD JOB OF REALLY ACKNOWLEDGING THAT THIS ISN'T EASY AND THAT IT TAKES TIME AND THAT THERE'S A LOT OF DIFFERENT FACTORS INVOLVED.

I WANTED TO SAY THAT FIRST.

AS IT RELATES TO WHY THIS ISSUE IS SO IMPORTANT TO ME, AND I KNOW IT'S IMPORTANT TO ALL OF US BUT ME PERSONALLY.

IT WAS ABOUT A YEAR AGO IN JANUARY ACTUALLY OF THIS YEAR THAT I RECEIVED A PHONE CALL FROM A TEACHER WHO HAD SAID, I JUST GOT MY BONUS, THE RETENTION INCENTIVE THAT WE JUST VOTED ON FOR THIS COMING YEAR.

SHE SAID, AND I LOVE GETTING MONEY.

SHE SAID IT'S GREAT TO GET MONEY.

I THINK HER BONUS WAS SOMEWHERE IN THE $1,000 RANGE, SOMETHING LIKE THAT BASED ON HER TENURE WITH THE DISTRICT.

BUT SHE SAID WHAT I REALLY WANT IS FOR SOMEONE TO LISTEN AND TO HEAR MY PAIN POINTS AND HELP SOLVE THEM.

THAT'S WHAT LED ME DOWN THE ROAD OF, WELL, HOW IS FEEDBACK GATHERED AND WHEN DO YOU GIVE YOUR INPUT ON THINGS.

I WON'T GO INTO ALL THE DETAILS ON THAT.

BUT THIS TEACHER FELT LIKE SHE HAD NO VOICE AND FELT LIKE THE TIMES THAT SHE DID TRY TO SPEAK, THAT SHE WASN'T HEARD FOR WHATEVER REASON.

THAT'S WHAT STARTED ME ON THIS WHOLE THING IN THE FIRST PLACE AND WHY I MADE IT SOMETHING THAT I RAN ON.

I HONESTLY DIDN'T THINK IT WOULD BE THE MAIN ISSUE THAT I RAN ON, BUT IT ENDED UP BEING THAT AND I THINK IT'S REALLY THE MOST IMPORTANT THING THAT WE NEED TO DO, IS HELP SOLVE THIS ISSUE AND ACTUALLY NOT HELP SOLVE IT, BUT ACTUALLY SOLVE IT.

I BELIEVE THAT IT CAN BE SOLVED.

I THINK THAT SOME OF WHAT WE HEARD TONIGHT, IS A GOOD STEP IN THE RIGHT DIRECTION.

ALSO LAST WEEK, I HEARD FROM ONE OF OUR CAMPUS ADMINISTRATORS WHO SAID TO ME, BECAUSE I HAD PUT SOMETHING OUT PUBLICLY THAT I HAD REQUESTED AN ENGAGEMENT SURVEY AS AN AGENDA ITEM.

THIS PERSON WROTE TO ME AND SAID, THANK YOU FOR TALKING ABOUT THIS.

THIS IS REALLY IMPORTANT.

OH, BY THE WAY, THERE'S THREE TEACHERS THAT TOLD ME LAST WEEK THAT THEY WILL BE RESIGNING AND PROBABLY NOT FINISHING THE SCHOOL YEAR.

I DON'T EVEN THINK THAT THOSE RESIGNATIONS ARE CAPTURED IN THE MONTHLY RESIGNATIONS THAT WE HAVE BECAUSE THEY HAVEN'T HAPPENED YET.

I ASKED WHY AND THE WHY WITH SOME OF THE THINGS AROUND THE STUDENT DISCIPLINE, THE WORKLOAD, STANDARDS-BASED GRADING, AND THINGS LIKE THAT. IT IS AN ISSUE.

I WAS VERY GLAD TO SEE IT ON THE AGENDA.

NOW I WILL GO AHEAD AND GO INTO MY QUESTIONS.

THE FIRST IS HOW MANY VENDORS DID WE LOOKED AT BEFORE DECIDING ON K12? INSIGHT OR INSIGHTS.

>> TWO.

>> WHY DID WE SELECT THIS ONE? WHAT WERE THE FACTORS THAT LEAD US TO SELECT THIS ONE OVER THE OTHER ONE?

>> SORRY, I'M LOOKING AT DR. CUNNINGHAM AND DR.

NICE HERE STILL I WAS ON LEAVE WHEN THIS WAS SELECTED.

>> I KNOW ONE OF THE PRIMARY REASONS FOR THIS COMPANIES, THEY WORK WITH PUBLIC EDUCATION INTO THESE ACROSS THE NATION.

SOME OF THE SKILL SET THEY HAVE IN WORKING WITH US ON SOME OF THE QUESTION ITEMS WITH LIABILITY WERE VERY IMPORTANT TO US.

[02:55:02]

WHO IS DESIGNING THE SURVEY? WHO'S GOING TO DECIDE WHICH QUESTIONS ARE ON THE SURVEY?

>> K12 INSIGHT IS SENDING QUESTIONS TO US TO LOOK AT.

THEY ARE THE ONES WE'VE GIVEN THEM INFORMATION AS TO WHAT IT IS THAT WE'RE TRYING TO CAPTURE WITHIN THE SURVEY AND THEY ARE DESIGNING BASED OFF OF THAT, WE'LL HAVE THE ABILITY TO GO BACK AND FORTH WITH THEM TO PROVE ESSENTIALLY WHAT THE SURVEY LOOKS LIKE.

>> THANK YOU. YOU MENTIONED THAT WE'RE GOING TO BE SENDING THE SURVEY TO TEACHERS AND ALL STUFF ACTUALLY, PARENTS.

IS IT GOING TO BE ONE SURVEY THAT'S SENT TO ALL PEOPLE OR HOW MANY DIFFERENT VERSIONS OF THE SURVEY ARE WE GOING TO HAVE?

>> THERE'S GOING TO BE THREE INDEPENDENT SURVEYS.

>> ONE FOR TEACHERS, ONE FOR NON TEACHING STAFF, AND ONE FOR PARENTS?

>> NO, ONE FOR TEACHERS. I'M SORRY.

ONE FOR ALL STAFF, ONE FOR PARENTS AND ONE FOR STUDENTS FOUR THROUGH 12.

>> OKAY.

WHAT IS THE TARGET PARTICIPATION RATE? WHAT ARE WE LOOKING FOR? I GUESS, ACTUALLY TO GO BACK, HOW MANY PARENTS ARE WE GOING TO SEND THIS TO? IS IT EVERY PARENT AND THE DISTRICT? EVERY SINGLE PARENT.

WHAT IS THE TARGET PARTICIPATION RATE? I'M SPECIFICALLY ASKING FOR STAFF, WHAT'S THE MINIMUM PARTICIPATION RATE THAT WE'RE GOING TO DECIDE IS OUR TARGET AND THEN MAYBE LIKE AN ACCEPTABLE THRESHOLD?

>> GENERALLY, 30 PERCENT IS WHAT A STANDARD NUMBER IS FOR PARTICIPATION, WE'D OBVIOUSLY LOVE TO SEE A 100 PERCENT.

ONE OF THE THINGS THAT KATE WOVEN SITE DOES, WHILE WE AS AN FISD DON'T HAVE THE ABILITY TO SEND PEOPLE EMAIL REMINDERS TO WHO HAVEN'T RESPONDED TO THE SURVEY, THEY WILL HAVE THE ABILITY TO REMIND FOLKS, HEY, SURVEY WINDOW IS CLOSING, PLEASE FILL OUT THE SURVEY.

WHILE WE HAVEN'T DISCUSSED AN ACTUAL NUMBER OR PERCENTAGE WISE OF WHAT WE WOULD LIKE, AS HIGH AS WE POSSIBLY CAN.

FORTY, I BELIEVE.

DR. KNIGHT, WE SAID WE GOT 44 PERCENT OF OUR TEACHING STAFF THAT GOT OUR OPEN-ENDED SURVEY THIS PAST SPRING RESPONDED, WHICH WAS AN EXCELLENT PERCENTAGE.

>> WHO RECOMMENDED THE 30 PERCENT? WAS THAT K12 THAT RECOMMENDED THAT?

>> NO, THAT'S JUST A GENERAL STANDARD.

>> WELL, I DON'T KNOW ABOUT IN EDUCATION, BUT INDUSTRY STANDARD AND CORPORATE AMERICA IS MORE THAN DOUBLE THAT QUITE HONESTLY.

MOST ORGANIZATIONS SHAPE FOR 70 AND 80 IS CONSIDERED REALLY GOOD.

I WOULD SAY THAT 30 PERCENT TO ME SEEMS REALLY LOW.

I DON'T SEE HOW WE'RE GOING TO CAPTURE THE THOUGHTS AND OPINIONS OF THE PEOPLE IF NOT EVEN A THIRD OF OUR FOLKS FILL IT OUT.

I'M TALKING SPECIFICALLY ABOUT STAFF.

I THINK PARENTS IS WE'RE TALKING OVER A 100,000 PARENTS, SO THAT'S GOING TO BE DIFFERENT.

BUT THAT JUST SEEMS REALLY LOW TO ME. I WILL SAY THAT.

BUT THE 30 PERCENT, I DON'T THINK IS GOING TO GIVE US ENOUGH OF A PICTURE OF WHAT OUR STAFF IS FEELING.

I THINK IT'S GOING TO BE TOUGH TO ACTION ON THAT.

THAT'S MY OPINION.

I'LL MOVE ON TO THE NEXT QUESTION, OVER HOW MANY DAYS WILL THE SURVEY RUN?

>> WE DON'T HAVE THOSE DETAILS HAMMERED OUT QUITE YET.

>> IT SOUNDS LIKE WE'RE GOING TO ASK SOME QUANTITATIVE QUESTIONS.

THERE WILL PRIMARILY BE QUANTITATIVE QUESTIONS.

>> WE ARE IN THE VERY BEGINNING STAGES OF DEVELOPING IT, SO I CAN'T TELL YOU SPECIFICALLY WHAT PERCENTAGE IT'S GOING TO BE QUESTION WISE.

>> I DIDN'T ASK WHAT PERCENTAGE, I JUST ASKED IF WE WOULD BE ASKING QUANTITATIVE QUESTIONS.

>> I WOULD ASSUME SO, YES.

>> WILL THERE ALSO BE A PLACE FOR COMMENTS?

>> YES, ABSOLUTELY.

>> THANK YOU. WHEN ARE WE TARGETING TO ADMINISTER THIS SURVEY?

>> SPRING OF '23.

>> WHEN WILL WE RECEIVE THE RESULTS OF THAT SURVEY? ABOUT HOW MANY WEEKS OR MONTHS AFTERWARDS?

>> I THINK THEY TOLD US RELATIVELY HOW SOON AFTER AND I DON'T REMEMBER THAT OFF THE BACK OF MY HEAD.

>> THEN IT SOUNDS LIKE WE CAN BREAK THE DATA DOWN BY CAMPUS BECAUSE YOU SAID IF THERE WASN'T 10 RESPONSES FROM A UNIT, THAT IT WOULDN'T RECORD THAT.

BUT WILL THOSE RESULTS ROLL UP TO THE LARGER SURVEY?

>> YES, IT WILL.

>> GOOD. THIS QUESTION IS FOR DR. WALDROP.

[03:00:05]

WHY WASN'T I TOLD THAT THE DISTRICT HAS HIRED A VENDOR FOR THIS EXACT PURPOSE?

>> THIS WAS SOMETHING WE HAD BEEN WORKING ON SINCE LAST SPRING.

WE ACTUALLY WE'RE GOING TO ENGAGE ANOTHER VENDOR. WE RAN OUT OF TIME.

WHEN WE DID THE INITIAL SURVEY LAST SPRING, THAT WAS BECAUSE WE DIDN'T HAVE TIME TO DEVELOP THE SURVEY THAT WE'RE DEVELOPING NOW.

WE HAD ENGAGED THIS VENDOR LONG AGO.

YOU ASKED FOR A COMPLETELY DIFFERENT REASON, WHICH WAS SOMETHING THAT I REALLY HAD NOTHING TO DO WITH.

YOU ARE ASKING FOR A THIRD PARTY TO REPORT DIRECTLY TO THE BOARD, THIS WAS FOR STAFF TO GIVE US ACTIONABLE INFORMATION SO THAT WE CAN ACT ON IT AS A STAFF.

>> BUT I WAS ASKING FOR AN ENGAGEMENT SURVEY TO BE CONDUCTED.

OBVIOUSLY, I DON'T THINK WE SHOULD ADMINISTER TWO SURVEYS TO OUR STAFF.

>> I AGREE.

>> I THINK THAT WOULD HAVE BEEN A GOOD TIME, I GUESS I'M JUST SAYING TO TOM, ABOUT THAT.

>> I THOUGHT YOU HAD A COMPLETELY DIFFERENT REASON FOR ASKING FOR YOUR SURVEY.

IT WAS AN EMAIL TO RENEE AND I THINK.

>> IT WAS, REQUESTING AN ACTION ITEM.

I DIDN'T FIND OUT THAT THE DISTRICT WAS ENGAGED.

>> I DID NOT KNOW THE PURPOSE OF THE SURVEY, MISS ELAD.

OURS WAS FOR A COMPLETELY DIFFERENT REASONS.

>> I THINK THE PURPOSE WAS OBVIOUS.

>> I GUESS IT JUST WASN'T TO ME. I'M A LITTLE SLOW.

>> WE'LL MOVE ON.

THE COST OF THE SURVEY IS $32,000.

I WILL SAY IN MY EXPERIENCE THAT THAT IS REALLY LOW.

IN FACT, WHEN I ASKED THAT QUESTION OF DR. WALDRIP OVER THE WEEKEND AND GOT THE ANSWER, I HONESTLY THOUGHT IT WAS A TYPO.

BECAUSE JUST FOR COMPARISON PURPOSES, WHEN I HAVE HIRED VENDORS IN THE PAST TO DO THIS, THE LAST ONE I HEARD WAS PROBABLY TWO OR THREE YEARS AGO.

IT COSTS $75,000 FOR ABOUT 3,500 EMPLOYEES.

I'M CERTAINLY NOT HERE TO ADVOCATE WE SHOULD SPEND MORE MONEY.

I ALWAYS THINK WE SHOULD TRY TO SAVE MONEY.

BUT I BRING IT UP BECAUSE THE COST HERE CREATES A CONCERN FOR ME THAT MAYBE THE SURVEY WON'T BE AS COMPREHENSIVE OR AS ROBUST AS I THINK AS POSSIBLE THAT WE CAN GET.

I'M A LITTLE CONCERNED ABOUT THAT.

IF SOMEONE CAME OVER TO MY HOUSE AND SAID WE COULD BUILD YOU A POOL FOR $20,000 AND I SAID, SURE, IT'S PROBABLY GOING TO BE MORE OF A POND THAN A POOL.

THAT'S JUST AN ANALOGY TO SAY I'M JUST A LITTLE CONCERNED THAT $32,000 IS NOT A LOT OF MONEY.

I DON'T KNOW IF THAT'S REALLY GOING TO GIVE US THE ANALYTICS, THE ABILITY TO BREAK THE DATA DOWN THAT WE REALLY WANT.

I DON'T KNOW ANYTHING ABOUT THIS COMPANY.

I DID A LITTLE RESEARCH OVER THE WEEKEND.

OBVIOUSLY, THEY SPECIALIZE IN EDUCATION.

BUT I JUST WANT TO MAKE SURE TO YOUR POINT ABOUT SURVEY FATIGUE, WHICH I THINK IS A GOOD ONE. THAT'S A REAL THING.

PEOPLE GET SICK OF FILLING OUT SURVEYS, I KNOW THAT VERY WELL.

BUT I JUST WANT TO MAKE SURE THAT WHEN WE DO THIS, THAT WE REALLY TAKE THE OPPORTUNITY AND GET THE DATA.

THIRTY-TWO THOUSAND DOLLARS, WE'RE GOING TO BE SENDING THIS OUT TO A100 AND SOME THOUSAND UNIQUE EMAIL ADDRESSES, RIGHT?

>> THIRTY THOUSAND DOLLARS IS AROUND THE SAME PRICE RANGE FOR OTHER SURVEYS THAT WE HAVE SENT OUT IN THE PAST.

WE'VE ENGAGED A LARGER SURVEY BY A DIFFERENT THIRD-PARTY COMPANY THAT COST JUST ABOUT THAT FOR A BOND.

[NOISE] I'M TRYING TO REMEMBER HOW MANY WE SENT THAT OUT FOR A BOND, BUT THAT WAS A COMPREHENSIVE SURVEY AS WELL AROUND THAT PRICE RANGE.

BUT YES, WE WILL BE SENDING OUT A VERY COMPREHENSIVE SURVEY BECAUSE WE WANT TO MAKE SURE THAT THE INFORMATION THAT WE'RE GETTING BACK IS USABLE AND ACTIONABLE.

>> I'M JUST CHECKING TO SEE IF I HAD ANY OTHER QUESTIONS.

DOES ANYONE ELSE HAVE ANY QUESTIONS OR COMMENTS BASED ON THAT?

>> LET ME ASK. YOU SAID WE'RE HAVING THREE DIFFERENT SURVEYS.

>> YES, SIR.

>> THOSE ARE FOR PARENTS?

>> PARENTS, EMPLOYEES, AND STUDENTS, GRADES 4-12.

>> ON THE EMPLOYEES, WE DON'T DIFFERENTIATE BETWEEN STAFF AND TEACHERS?

>> THEY WILL AS PART OF THEIR DEMOGRAPHIC INFORMATION.

>> THE REASON I'M ASKING, IT SEEMS LIKE THERE WERE CERTAIN QUESTIONS OR CERTAIN INFORMATION WE WOULD WANT FOR TEACHERS THAT MIGHT NOT APPLY TO MAYBE A CAFETERIA WORKER.

AM I MISTAKEN BY THIS OR ARE THEY GOING TO BE DIFFERENT? IS IT GOING TO BE A DIFFERENT QUESTION FOR THAT GROUP?

[03:05:01]

>> WE'RE NOT FAR ENOUGH INTO THE DEVELOPMENT PROCESS, BUT I WOULD BE ABLE TO GIVE YOU THAT ANSWER.

>> GOOD.

ARE WE GOING TO HAVE THE RESULTS BACK IN TIME FOR US TO IMPACT THE '23,'24 SCHOOL YEAR?

>> MISS ALOT ASKED THAT QUESTION JUST SHORTLY AGO.

I DO NOT HAVE THE TIME-FRAME FOR WHEN WE WILL RECEIVE THOSE RESULTS.

I KNOW THAT IS DURING THE SUMMERTIME THAT WE WILL RECEIVE THEM.

>> SO IT WON'T REALLY IMPACT OUR HIRING DECISIONS IF WE'RE GOING TO GET IT BACK IN THE SUMMER? I THINK WE DO MOST OF OUR HIRING PRIOR TO THE SUMMER, IS THAT CORRECT?

>> I'M NOT SURE.

NO. I'M NOT SURE HOW THIS SURVEYS THAT WE'RE LOOKING AT ADMINISTERING WOULD IMPACT OUR HIRING.

>> OKAY. THANK YOU.

>> I DO THINK THAT MR. LOWE, MAKES A GOOD POINT ABOUT THE TEACHER SURVEY PERHAPS BEING DIFFERENT THAN THE STAFF SURVEY BECAUSE I THINK THEIR PIN POINTS ARE DIFFERENT.

I THINK THEIR CHALLENGES ARE DIFFERENT AND I THINK AS YOU'RE COMPARING, IT MIGHT BE HELPFUL TO BE DIFFERENT.

BUT THE CHALLENGE TO THAT WOULD BE, YOU MIGHT NOT HAVE ENOUGH FUND ON CAMPUSES TO HAVE A SAMPLE.

ALTHOUGH I THINK MOST OF OUR CAMPUSES [NOISE] HAVE MORE THAN TEN TEACHERS, BUT IF ONLY 10 OUT OF 30 FILL IT OUT, THEN YOU COULD RUN INTO ISSUES THERE.

THERE'S DIFFERENT WAYS TO GET AROUND THAT IF YOU WANTED TO EXPLORE THAT.

>> [OVERLAPPING] WE CAN CERTAINLY LOOK INTO AS WE'RE DEVELOPING THE SURVEY.

IF WE NEED TO DIFFERENTIATE SURVEYS BETWEEN TEACHING STAFF AND ALL STAFF.

>> WE CAN CERTAINLY LOOK AT THAT AS WELL AND RE-ENGAGE.

>> OKAY. WHAT IS THE NATURE OF THE STUDENT AND PARENTS SURVEY? WHAT ARE WE TRYING TO GET AT BY ASKING STUDENTS AND PARENTS TO FILL OUT A SURVEY?

>> I'M GOING TO ASK MS. MILLER AND DR. CUNNINGHAM TO CHIME IN ON THAT.

>> AGAIN, WE HAVEN'T GOTTEN INTO THE SPECIFICS OF IT.

BUT THE SAFE SCHOOLS SURVEY THAT WE ADMINISTER, THAT'S JUST GOING TO 8TH GRADERS AND 11TH GRADERS AND I BELIEVE 5TH GRADERS.

WE WOULD WANT TO TAKE SOME OF THAT BECAUSE ONE OF THE THINGS WE'VE WANTED TO DO IS GET INFORMATION THAT WE GET FROM THIS SAFE SCHOOL SURVEY, BUT FROM ALL STUDENTS AND NOT JUST THOSE SELECTED GRADE LEVELS.

YOU'D PROBABLY WANT TO TAKE SOME OF THOSE QUESTIONS AND INTERWEAVE THEM INTO WHAT WE'RE DOING WITH STUDENTS.

BUT THEN, JUST BEYOND SAFE SCHOOLS, WE WANT TO GO INTO MORE ABOUT CLASSROOM ENVIRONMENT AND FOCUS ON THE FUTURE READY FOCUS AREAS IN THE QUESTIONS THAT WE'RE GOING TO ASK.

>> ARE WE GOING TO INFORM THE PARENTS THAT THE STUDENTS IN THOSE GRADES WILL BE RECEIVING A SURVEY AND GIVE THEM THE OPPORTUNITY TO OPT OUT IF THEY WISH TO DO SO?

>> WE ALWAYS LET PARENTS KNOW WHEN THEY'RE GOING TO GET A SURVEY LIKE THAT LIKE WHEN WE DO SAFE SCHOOL SURVEY, YES.

>> I WOULD ADD TO WHAT MS. MILLER SAID, WE WILL GET SOME INFORMATION.

IT'S SUPPOSED TO BE ALIGNED TO THE FOCUS AREA SO WE CAN GET SOME INFORMATION ABOUT WHAT THEY'RE EXPERIENCING IN THEIR CLASSROOM FROM A TEACHING AND LEARNING MANAGE POINT.

WE'RE GOING TO ASK THEM, WHAT COMMUNICATION ARE THEY GETTING TO AND FROM THEIR CAMPUS.

A LOT OF INFORMATION ABOUT CLIMATE AND CULTURE, THEIR ACHIEVEMENT AND THEIR LEARNING EXPERIENCES, ALONG WITH SAFETY AND SECURITY.

[OVERLAPPING] NOT SPECIFIC QUESTIONS YET, BUT THE GENERAL THEMES.

>> SORRY, YOU'RE FINE. CORY MENTIONED EARLIER THAT PERHAPS WE DO A BOARD WORKSHOP AND AS THE INSTRUMENT IS DEVELOPED AND YOU GET FURTHER ALONG IN THE PROCESS, I KNOW WE ALL HAVE A LOT OF QUESTIONS THAT MIGHT NOT BE ABLE TO BE ANSWERED TONIGHT BECAUSE YOU'RE JUST NOT FAR ENOUGH ALONG IN THE PROCESS.

I LIKE CORY'S IDEA OF DOING SOME TYPE OF BOARD WORKSHOP SO THAT WHEN THAT QUALITATIVE AND QUANTITATIVE DATA FOR THE BOARD IS OBVIOUSLY INCREDIBLY IMPORTANT TO ALL OF US, WE'D LOVE TO REVIEW IT JUST LIKE DR. WALDRIP SENT THE BOARD THE RESULTS FROM THE LAST SURVEY SO WE COULD REALLY DO A DEEP DIVE INTO THE HUNDREDS.

IT WAS PROBABLY 1,000 RESPONSES, IT WAS A VERY COMPREHENSIVE 1800 RESPONSES.

IT WAS A VERY COMPREHENSIVE RESPONSE RATE THAT WE RECEIVED ON [NOISE] THE BOARD AND GO THROUGH ALL OF THAT.

I THINK WE CAN SEE HERE'S WHERE WE'VE BEEN AND THEN LOOK AT THE INSTRUMENT THAT YOU'RE ALL CREATING AND HERE'S WHERE WE'RE GOING.

I LOVE THE IDEA AND I KNOW THE BOARD'S PROBABLY GOING TO CRY BECAUSE I'M SUGGESTING YET ANOTHER WORKSHOP, BUT I DO THINK THAT IT'S IMPORTANT.

AS SOON AS THAT'S READY, I THINK THAT'D BE GREAT FOR US TO SIT DOWN AND JUST BE ABLE TO TAKE A DEEP DIVE.

>> [OVERLAPPING] I'LL ALSO THROW IN THAT PARENTS AND STUDENTS ARE OUR CUSTOMERS.

THERE ARE OUR END-USERS. IF WE'RE NOT GETTING THEIR VOICE, WE'RE NOT HEARING THE WHOLE STORY.

>> THANK YOU. [APPLAUSE]

>> THANKS DR. WALDROP.

I WANT TO FIRST THANK YOU ALL FOR GETTING THIS THIRD PARTY VENDOR SITUATION UNDERWAY.

I REMEMBER HAVING THE BEGINNING CONVERSATION ABOUT IT LAST YEAR AND YOU ALL SHARE WITH US THAT YOU HAD IT IN THE WORKS.

[03:10:01]

I DO ASK THAT WE SEE THE QUESTIONS BEFORE THEY GO OUT.

WE CAN PROBABLY DO THAT AGAIN THROUGH THE BOARD WORKSHOP.

BUT I AM APPRECIATIVE AND GRATEFUL THAT YOU ALL ARE USING THIS OPPORTUNITY BECAUSE IT DOES SOUND OR IT DOES SEEM WITH US GIVING THE QUESTIONS TO OUR TEACHERS AND OUR STAFF AND THEN WE'RE RECEIVING THEM.

IT MAY GIVE THE OPINION OR THE IMPRESSION THAT THEY CAN'T SHARE WITH US EXACTLY WHAT IS ON THEIR HEARTS.

BUT YOU ALL HAVE GIVEN US THE INFORMATION THAT WE NEED AND IT'S BEEN VERY THOROUGH.

I WOULD LIKE THAT WE TABLE 13C, BECAUSE WE HAVE RECEIVED THE INFORMATION THAT WE NEED IN TO CONSIDER, ANOTHER ACT WOULD BE REDUNDANT.

>> I HAVE A MOTION ON THE TABLE BY MS. DAVIS TO TABLE THIS ACTION ITEM.

[OVERLAPPING] SECOND BY MS. GILLESPIE, BUT YEAH, WE CAN OPEN THE FLOOR BACKUP FOR DISCUSSION.

>> I'LL BE BRIEF. THANK YOU, MS. DAVIS FOR REQUESTING THAT WE REVIEW THE QUESTIONS BEFORE THEY GO ON.

I WAS GOING TO ASK THE SAME THING. I'M GLAD THAT WE'RE ON THE SAME PAGE ON THAT.

I WOULD ALSO LIKE TO REQUEST, CAN WE SEE WHAT A REPORT MIGHT LOOK LIKE SO THAT WE CAN MAKE SURE THAT WE'RE COMFORTABLE WITH THE LEVEL OF DETAIL AS WELL AS THE ANALYTICS INVOLVED TO MAKE SURE THAT WE'RE COMFORTABLE WITH THAT BEFORE IT GOES OUT? OKAY. CAN WE HAVE THE NOTES, THE MINUTES TO REFLECT, MS. CRUTCHER, THAT BOTH THE SURVEY QUESTIONS WILL BE REVIEWED BY THE BOARD PRIOR TO GOING OUT AND THEN WILL ALSO RECEIVE A SAMPLE REPORT, MAYBE JUST FROM ANOTHER ONE OF THEIR CLIENTS BEFORE THE SURVEY GOES OUT. THAT'S ALL. THANK YOU.

>> I HAVE A MOTION BY MS. DAVIS AND A SECOND BY MS. GILLESPIE, TO TABLE THIS ACTION ITEM UNTIL A LATER DATE DUE TO REDUNDANCY?

>> WE CAN. [LAUGHTER]

>> JUST A COUPLE OF THINGS.

ONE THING IS, WHEN WE'RE DISCUSSING THE FACT THAT WE WANTED ANONYMOUS, THAT'S WHY WE'VE TALKED ABOUT IT, I DO WORRY ABOUT HOW MUCH WE DIVIDE IT BETWEEN STAFF BECAUSE THAT WAS ONE THING THAT WE HAD THIS PAST YEAR, IS SOME OF THE QUESTIONS THAT GOT VERY GRANULAR THAT THEN THEY THOUGHT THAT THEY WERE GOING TO BE PICKED OUT.

BECAUSE IF THEY TALKED ABOUT SUBJECT CONTENT THAT THEY TAUGHT OR THINGS THAT MIGHT BE A CAMPUS CULTURE THAT WOULD THEN LEAD THEM TO BELIEVE THAT IT'S NOT ANONYMOUS.

I JUST CAUTION WITH HOW FAR WE DIVIDE THAT STAFF THAT IT GO TOO FAR.

THE SECOND PART IS, WE CONTINUALLY TALK ABOUT PARENT ENGAGEMENT AND PARENT FEEDBACK AND OF COURSE, WHAT OUR STUDENTS WANT.

BECAUSE WHAT WE DECIDED, MATTER OF FACT, I'M LOOKING AT SOME INFORMATION TODAY, I CAME ACROSS A BOND PACKAGE [LAUGHTER] BOOKLET THAT I HAD.

I'M NOT A HOARDER. I JUST KEPT THAT INFORMATION FOR A REASON.

BUT IT WAS FROM 2003 WHICH IS WHEN THE CT CENTER WAS FIRST DISCUSSED AND WAS GOING TO BE BUILT.

FROM THAT INFORMATION, WHAT WE BUILT THAT CT CENTER IN 2003, WHAT WE OFFER NOW IS VERY DIFFERENT AND SO WHEN WE LOOK AT WHY WE NEED TO ENGAGE PARENTS OR STUDENTS, THOSE ARE TWO GREAT REASONS WE TALK ALL THE TIME ABOUT PARENT ENGAGEMENT.

WE NEED TO KNOW WHAT PARENTS ARE THINKING AND THEN ALSO FOR STUDENTS BECAUSE WHAT WE OFFER THEM THREE YEARS AGO IS NOT WHAT IS LOOKING FORWARD TO IN THE FUTURE NOW.

THOSE ARE JUST MY COUPLE COMMENTS.

>> THANK YOU. ALL RIGHT.

WE HAVE A MOTION BY MS. DAVIS SECONDED BY MS. GILLESPIE TO TABLE THIS ACTION ITEM UNTIL A LATER DATE DUE TO REDUNDANCY.

ALL IN FAVOR? ALL OPPOSED?

>> I'M GOING TO HAVE TO STAY ON THIS.

>> OKAY. ALL RIGHT.

MOTION PASSES FIVE, ZERO.

>> [BACKGROUND]

>> MY REASON FOR ABSTAINING IS I JUST WOULD LIKE TO LEARN A LITTLE MORE ABOUT WHAT IS GOING ON I REALIZE I CAN'T DO THAT TOO MUCH BEFORE WE DO THIS AGAIN BUT I JUST WANT TO LEARN MORE SO I'M GOING TO ABSTAIN TAKING THIS ONE SIDE OR THE OTHER. THANKS.

>> YOU BET. MOTION PASSES 5-0.

[13.D. Consider and act on budget transfers and amendments for 2022-2023 General Fund budget]

>> THANK YOU. I HAVE A BUDGET AMENDMENT FOR YOU FOR JUST OVER $9 MILLION, SEVEN MILLION OF THAT IS FOR THE STAFF RETENTION INCENTIVE THAT YOU GUYS JUST APPROVED A LITTLE BIT AGO.

WE'LL BE USING FUND BALANCE TO PAY FOR THAT BUT WE STILL NEED TO PUT THE MONEY OUT OF FUND BALANCE AND INTO THE BUDGET.

THE OTHER TWO ITEMS ARE FOR AN INCREASE IN OUR SHARE OF COUNTY APPRAISAL DISTRICT COST AND ALSO AN INCREASE IN PROJECTED RECAPTURE.

>> GREAT. BOARD ANY QUESTIONS?

[03:15:01]

>> I MOVE TO APPROVE THE BUDGET TRANSFERS AND AMENDMENTS FOR 2022-2023 GENERAL FUND BUDGET AS PRESENTED.

>> MOTION BY MS. DAVIS, SECOND BY MS. GILLESPIE ALL IN FAVOR? I MOTION PASSES 6-0.

WE MOVE ON TO BOARD ITEM E WE CONSIDER AN ACT ON POSSIBLE ACTION REGARDING THE LEVEL 3 APPEAL FILED BY HEIDI COOK.

WE'RE NOT TAKING ACTION ON THIS THIS EVENING BECAUSE IN CLOSED SESSION THE BOARD DID DECIDE THAT THEY WILL HEAR OR WE RATHER WILL HEAR THIS LEVEL 3 GRIEVANCE IN JANUARY SO WE DO NOT HAVE TO TAKE ACTION ON THAT TONIGHT.

[13.F. Consider and act on approval of annual district and campus performance targets]

>> THANK YOU. TONIGHT WE'RE SEEKING APPROVAL FROM THE BOARD ON THE PERFORMANCE OBJECTIVES PORTION OF THE DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLANS.

INFORMATIONS IN HOME-BASED AND IS ALSO IN YOUR BOOK FOR YOUR APPROVAL.

THIS IS A RECURRING TEST, THE BOARD IS ASKED A YEARLY, MY FAMILY WE ANNUALLY PASS THE FRUIT CAKE AROUND YEAR-TO-YEAR, LAST 50 YEARS OR SO.

BUT I'M GOING TO ASK MR. MANUEL GONZALES, OUR DIRECTOR OF SCHOOL SUPPORTS TO THE PODIUM TO SHARE THAT INFORMATION WITH YOU AND ASK FOR YOUR APPROVAL.

>> I FOUND OUT HOW TO DO PRESENTATION MODE IN A PDF, IF ANYBODY WANTS TO SEE THAT, THERE YOU GO.

THANK YOU FOR ALLOWING ME TO BE HERE AS DR. CUNNINGHAM SAID MY NAME IS MANUEL GONZALES, DIRECTOR OF SCHOOL SUPPORTS SO I GET THE HONOR AND PRIVILEGE OF WORKING AND TEACHING LEARNING DEPARTMENT, ALONG WITH SOME FINE FOLKS ALONGSIDE DR.

KNIGHT AND SPECIFICALLY ASSESSMENT ACCOUNTABILITY.

PART OF OUR WORK IS APPROVAL OF ANNUAL PERFORMANCE TARGETS AND I WANTED TO TALK TO YOU A LITTLE BIT TODAY ABOUT THE STRATEGIC ALIGNMENT THAT WE HAVE WITH THOSE PERFORMANCE TARGETS IN RELATIONSHIP TO OUR FUTURE READY FRAMEWORK AND OUR IMPROVEMENT PLANNING.

I DIDN'T START OFF BY JUST SAYING GOOD EVENING TO PRESIDENT ARCHAMBAULT, THE BOARD AND DR. WALDRIP IN IST SO AGAIN THANK YOU FOR ALLOWING ME TO BE HERE TO GO THROUGH THIS PRESENTATION.

I WILL TRY TO BE BRIEF, I KNOW IT'S GETTING LATE.

[NOISE] WELL I SAY IT WAS WORKING, THERE YOU GO.

WE HAVE A PURPOSE OF TWO THINGS TODAY, THE FIRST IS TO REVIEW THE DISTRICT AND CAMPUS, DEVELOP STAAR PERFORMANCE TARGETS FOR BOARD APPROVAL, THAT'S THE MAIN REASON WHY WE'RE HERE TODAY PER BQ LOCAL.

THE BOARD SHALL ANNUALLY APPROVE CAMPUS AND DISTRICT PERFORMANCE OBJECTIVES OR TARGETS, THOSE ARE STAAR PERFORMANCE TARGETS BASED OFF OF AND WE'LL TALK A LITTLE BIT MORE OR GETTING A LITTLE BIT MORE DETAIL BUT BASED OFF OF HOW WE HAVE DONE PREVIOUSLY AND THEN SETTING THOSE TARGETS FOR THE 2023 STAAR ASSESSMENT.

SECONDLY, I'M GOING TO TAKE SOME TIME TO JUST BRIEFLY REVIEW THIS STRATEGIC ALIGNMENT PROCESS THAT WE'VE TAKEN FROM THE FUTURE READY FRAMEWORK TO THE IMPROVEMENT PLANNING PROCESS THAT THEN WILL ULTIMATELY OUR DESIRE TO LEAD TO THOSE TARGETS, TO ACHIEVE THOSE TARGETS THAT HAVE BEEN SET BY EACH CAMPUS IN OUR SCHOOL DISTRICT AND ALSO AT THE DISTRICT LEVEL.

JUMPING INTO THE STAAR PERFORMANCE TARGETS SO THERE'S THREE THINGS IN TERMS OF THESE PARTICULAR TARGETS.

THE FIRST ONE AGAIN AND THAT IT SOUND REPETITIVE BUT BQ LOCAL STATES THAT WE MUST BRING THE PERFORMANCE TARGETS BY CAMPUS.

LOOKING AT DIFFERENT STUDENT GROUPS AND BASED OFF OF THE ASSESSMENTS THAT ARE TAKEN AT STAAR AND SET TARGETS AND HOW WE WOULD LIKE TO INCREASE THOSE TARGETS FOR THE NEXT SCHOOL YEAR AND SO THOSE MUST BE APPROVED BY THE BOARD.

WE'RE GOING TO BRING THOSE TO YOU HOPEFULLY AT THE END OF THE DAY, WE'LL GET AN OPPORTUNITY TO ACT AND APPROVE ON THAT.

THAT'S OUR MAIN THING THERE.

THE SECOND THING WITHIN THE TARGETS IS THAT THE DISTRICT AND CAMPUS TARGETS SHOULD BE MUTUALLY SUPPORTIVE OF ONE ANOTHER.

IN YOUR BOARD BOOK YOU SHOULD HAVE ACCESS OR YOU SHOULD HAVE COPIES OF THE CAMPUS TARGETS.

THEY ARE BROKEN DOWN BY ELEMENTARY SCHOOL, THE PDFS FOR EACH CAMPUS.

YOU HAVE MIDDLE-SCHOOL, YOU HAVE HIGH SCHOOL AS WELL AND I WANT TO THROW IN INCLUDING OUR NEWEST HIGH SCHOOL AND NEWEST ELEMENTARY,

[03:20:02]

THAT'S A PRETTY COOL THING JUST TO NOTE THERE.

BUT YOU CAN TELL THAT THEY'RE MUTUALLY SUPPORTIVE OF ONE ANOTHER BECAUSE THEY'RE ALIGNED FROM.

IF YOU ARE ABLE TO TAKE A LOOK AT THE DISTRICT REPORT OR THE DISTRICT TABLES AND LOOK AT A SAMPLE OF A CAMPUS TABLE, THEY ARE ALL CREATED THE SAME.

THEY BOTH BASICALLY LOOK AT THE DIFFERENT SUBGROUPS, THEY ALL INCLUDE THE SAME CONTENT AREA THAT IS TESTED FOR THOSE PARTICULAR GRADE SPANS AT ELEMENTARY LEVEL, MIDDLE SCHOOL LEVEL AND HIGH SCHOOL LEVEL.

THEN THE THIRD PIECE IS THAT THE TARGET SHOULD SUPPORT STATE GOALS AND OBJECTIVES.

T IS STATE GOALS FOR OUR STUDENTS IN PUBLIC EDUCATION SYSTEM IS TO GROW OUR STUDENTS TOWARDS EXEMPLARY PERFORMANCE AND READING, WRITING, ENGLISH, MATH, SCIENCE AND SOCIAL STUDIES.

YOU CAN SEE THAT THOSE ALIGNED WITH WHAT'S BEING TESTED.

WE'RE MEETING THE MARK IN TERMS OF THOSE PERFORMANCE TARGETS WHEN WE LOOK AT THOSE AND HOW THEIR SET UP AND DESIGNED.

ONE OF THE THINGS THAT I JUST WANTED TO SAY THIS THAT IT'S COME UP IN THE PAST.

IT'S ASKED TOO.

HOW DO WE SET THESE PERFORMANCE TARGETS? I JUST WANTED TO BRIEFLY TALK A LITTLE BIT ABOUT THAT, HOW CAMPUSES GO THROUGH THE PROCESS AND HOW THE DISTRICT GOES THROUGH THE PROCESS OF SETTING THESE PERFORMANCE TARGETS.

IT'S IMPORTANT TO NOTE THAT WE LOOK AT A FEW DIFFERENT DATA POINTS.

THE FIRST THING THAT YOU CAN LOOK AT THE ACTUAL TABLES, AND YOU CAN SEE THE 2022 ACTUAL PERCENTAGE SCORES FOR ALL STUDENTS AT EACH CAMPUS, AND AT THE DISTRICT LEVEL, YOU CAN ALSO SEE THE PERCENTAGE POINTS AND HOW SCORES WERE BY STUDENT POPULATION GROUPS AND STUDENT PROGRAMS, WHICH ARE THE SAME GROUPS AND PROGRAMS THAT ARE REPORTED OUT BY THE STATE WHEN STAAR RESULTS COME IN.

THAT'S THE BASELINE OF WHERE A CAMPUS IN THE DISTRICT IS GOING TO LOOK.

HERE'S HOW WE PERFORM THIS YEAR.

WHERE DO WE WANT TO GO FOR THE NEXT YEAR? HOW MUCH DO WE WANT TO INCREASE? THE SECOND THING TO THIS IS THAT CAMPUSES IN DISTRICTS DO HAVE ACCESS TO HISTORICAL STAAR DATA.

THEY HAVE FIVE TREND STAAR DATA TRENDS THAT THEY CAN LOOK AT AND THAT IS ALSO BROKEN DOWN BY THE SAME CONTENT AREA AT THE PARTICULAR LEVELS.

THEY ARE ALSO BROKEN DOWN BY THOSE SAME STUDENT POPULATION GROUPS.

THEY ARE CAMPUSES AND DISTRICT CAN ACTUALLY LOOK AT THOSE TRENDS TO SEE HOW'S IT BEEN OVER THE LAST FIVE YEARS WHEN WE LOOK AT.

THAT'S OUR DATA. THEN THE LAST PIECE TO TRIANGULATE THIS DATA IS TO LOOK AT, WHEN YOU'RE LOOKING AT THOSE DATA TABLES, LOOKING AT THE NUMBER OF STUDENTS IS IMPORTANT IN THOSE DIFFERENT POPULATION GROUPS.

ALL STUDENTS, OR EVEN THOSE DIFFERENT ETHNICITY GROUPS, OR EVEN THE STUDENT PROGRAM GROUPS.

FOR EXAMPLE, IF I ONLY HAVE FOUR STUDENTS THAT ARE TAKING A TEST IN A CERTAIN GROUP AND ONLY HAD 50 PERCENT THAT APPROACHED, I COULD POTENTIALLY SET A TARGET FOR 100 PERCENT, THAT'S A 50 PERCENT GROWTH.

THAT MIGHT BE ATTAINABLE AND DOABLE BECAUSE THE NUMBERS ARE MUCH LOWER.

WHEREAS IF WE'RE LOOKING OVER AT 5,000 STUDENTS, MAYBE THAT MAY NOT BE QUITE AS ATTAINABLE TO GET 50 PERCENT OF THAT.

TRIANGULATING THAT DATA WITH THOSE THREE POINTS WOULD THEN LEAD US TO THE CAMPUS IN THE DISTRICT TO LOOK AT WHAT'S A REASONABLE TARGET? WHAT'S AN ATTAINABLE TARGET TO BE ABLE TO GET TO FOR THE NEXT SCHOOL YEAR? I JUST WANTED TO TALK A LITTLE BIT ABOUT THAT.

THE NEXT SLIDE IS NOW GOING TO JUST SHOW YOU THE STRATEGIC ALIGNMENT.

AGAIN, WE TALKED ABOUT THE PERFORMANCE TARGETS, WHICH YOU CAN SEE ON THE RIGHT-HAND SIDE OF THIS PARTICULAR VISUAL.

BUT BEFORE WE GET TO THE PERFORMANCE TARGETS.

WE KNOW STAAR IS STAAR, WE HAVE IT.

HOWEVER, WE KNOW IN FRISCO ISD, WE'RE LOOKING AT THE FUTURE LEARNER FRAMEWORK.

[03:25:01]

THIS FRAMEWORK GUIDES OUR WORK IN TERMS OF THE FIVE FOCUS AREAS THAT WE HAVE.

WE DEFINITELY WANT TO START THERE AND LOOK AT WHAT ARE THE CAMPUSES DOING AND WHAT IS THE DISTRICT DOING? WE HEARD SOME OF THOSE THINGS TONIGHT AS WELL.

WHAT IS THE DISTRICT DOING THAT'S ALIGNED TO THAT FUTURE READY LEARNER FRAMEWORK? THAT THEN CAN GO INTO IMPROVEMENT PLANNING.

THEN THE ULTIMATE GOAL IS TO TAKE THAT IMPROVEMENT PLANNING IF WE USE THE, EXCUSE ME, IF WE USE THAT FUTURE READY TO LEARN OR FRAMEWORK INTO OUR PLANS, OUR ULTIMATE GOAL IS FOR STUDENT ACHIEVEMENT, STUDENTS SUCCESS THAT WILL LEAD TO MEET THOSE PERFORMANCE TARGETS.

NOW, I DO WANT TO JUST POINT OUT THAT WE LOOK AT LOTS OF DIFFERENT THINGS WHEN WE LOOK AT STUDENT ACHIEVEMENT.

IT'S NOT JUST THAT WE HAVE LOCAL ASSESSMENTS.

WE HAVE ALL DIFFERENT THINGS THAT WE CAN USE TO SEE HOW OUR STUDENTS DOING AND PERFORMING IN FRISCO ISD.

HOWEVER, WE DO KNOW THAT STAAR IS SOMETHING THAT OUR STUDENTS HAVE TO PARTICIPATE IN AND WE DO NEED TO MAKE SURE THAT WE ARE MONITORING AND WE'RE LOOKING AT AND WE'RE SETTING TARGETS TO IMPROVE IN THOSE AREAS SO THAT WE CAN PERFORM AS EQUALLY IF NOT BETTER THAN WHERE WE WERE AT THIS POINT, PRE-COVID, BECAUSE WE DO KNOW THAT THERE WERE SOME DEEPS AFTER COVID, BUT COMING BACK UP OUT OF THAT.

WITH THAT BEING SAID, I'M GOING TO TURN IT OVER TO DR. KNIGHT AND HE'S GOING TO GIVE YOU THIS QUICK LITTLE UPDATE ON THE SYSTEM CHANGES OR SOME IMPORTANT THINGS TO THINK ABOUT WHEN WE'RE LOOKING FORWARD TO THE 2023 STAAR TEST.

THEN AT THAT POINT, WE CAN HOPEFULLY OPEN IT UP FOR ANY QUESTIONS YOU HAVE.

>> GOOD EVENING BOARD ISD.

I JUST HAVE ONE QUICK REMINDER AS WE'RE TALKING ABOUT SETTING PERFORMANCE TARGETS FOR THIS YEAR STAAR TEST.

JUST TWO QUICK REMINDERS DAY.

THE ACCOUNTABILITY SYSTEM WHICH REPORTS AT OUR PERFORMANCE, IS GOING THROUGH MAJOR RESET THIS YEAR.

TA HAS A FIVE-YEAR CYCLE WHERE THEY RESET A THROUGH OVERALL ACCOUNTABILITY SYSTEM.

A REPORTING MECHANISM STATE UTILIZES, WE'LL BE UNDERGOING SOME CHANGES AND ADJUSTMENTS, AND WE'LL BE FINDING OUT MORE ON THOSE OVER THE NEXT THAT YOU KNOW FROM.

THEY'LL BE RELEASING A LITTLE BIT MORE AND MORE INFORMATION IN JANUARY UP THROUGH THE SUMMER ON HOW OUR ACCOUNTABILITY SYSTEM WILL LOOK.

BUT PRIMARILY I ALSO WANTED TO MENTION THE STAAR TEST ITSELF, JUST AS A REMINDER, IS GETTING REDESIGNED.

THEY'RE CALLING A STAR TO 0.04, FOUR MAJOR CHANGES TO IT.

ONLINE TESTING, OF COURSE, WE'VE BEEN DOING THAT FOR A WHILE.

THERE'LL BE NEW QUESTION TYPES FROM THE STUDENTS.

SEVENTY FIVE PERCENT OF THE TEST WILL BE MULTIPLE CHOICE AND THEN 25 PERCENT CAN BE SOME OF THE NEW ITEM TYPES THAT ARE MORE INTERACTIVE AND ENGAGING FOR THE STUDENTS ENGAGE HIGHER LEVELS OF THINKING.

THERE'LL BE CROSS-CURRICULAR PASSAGES WHERE SOME OF THE STANDARDS IN ONE CONTENT AREA WILL BE A READING PASSAGE FOR THE ASSESSMENT AND OTHER CONTENT AREAS.

A LOT MORE CROSS-CURRICULAR READING, AS WELL AS EVIDENCE-BASED WRITING.

TA IS TELLING US THAT THE STAAR SHOULDN'T BE HARDER OR EASIER IS JUST GOING TO BE DIFFERENT.

BUT AS WE'RE TALKING ABOUT SETTING GOALS AND CUT POINTS, WE DO WANT TO BE MINDFUL THAT THE STAAR TEST IS BEING REDESIGNED AND OUR OVERALL ACCOUNTABILITY SYSTEM IS GOING THROUGH A RESET.

WE'RE JUST KEEPING THAT IN MIND AS WE GO THROUGH THE PROCESS.

>> THAT'S GOING TO BRING US TO THE END.

I WANT TO SAY THANK YOU.

AGAIN, THE PURPOSE HERE TODAY IS FOR YOU TO HAVE THOSE TARGETS, TO BE ABLE TO HOPEFULLY APPROVE THOSE AT THE CAMPUS AND AT THE DISTRICT LEVEL.

THEN WE CAN THEN GO AND DO ALL THE GREAT THINGS THAT WE KNOW WE CAN DO IN ORDER FOR OUR STUDENTS TO CONTINUE TO GROW IN OUR STUDENT PERFORMANCE.

I'LL OPEN IT UP AND HOPEFULLY IF YOU HAVE ANY QUESTIONS, I'LL SEE IF I CAN ANSWER.

IF NOT, I WILL SEE IF DR. KNIGHT CAN MAYBE HELP ME OUT.

[LAUGHTER]

>> THANK YOU SO MUCH FOR THE PRESENTATION.

DR. CUNNINGHAM, IN OCTOBER, YOU ALL PRESENTED THESE RESULTS FROM

[03:30:01]

THANK YOU FOR SHARING THE TARGET.

THE TARGET IS THE PERFORMANCE PART IS THAT YOU HAVE FOR STUDENTS BY ETHNICITY SO THAT WE'RE ABLE TO FIND OUT OR GAUGE THEIR GROWTH.

IT REALLY DOES MAKE A DIFFERENCE.

I KNOW I'VE BEEN HERE FOR 10 YEARS AND WE'VE SEEN HOW THE DISTRICT HAS GROWN BY LEAPS AND BOUNDS.

WE'VE SEEN HOW OUR TEST OR TEST SCORES, ESPECIALLY THE STAAR, HAVE CONSTANTLY BEEN ABOVE STATE AVERAGE.

BUT I'M WORRIED AS A PARENT OF STUDENTS THAT ARE AFRICAN-AMERICAN.

I WORRIED WHEN I SAW THE RESULTS OF THIS DEMOGRAPHIC, I'M WORRIED OF THE RESULTS FROM OUR HISPANIC POPULATION AND OTHER STUDENTS THAT SCORED UNUSUALLY LOWER, BOTH ON THE STATE LEVEL AND IN MANY CASES WITHIN OUR DISTRICT.

I'M SO GRATEFUL THAT YOU NOT ONLY GAVE US THE REPORT ON IT, BUT YOU'RE TAKING ACTION TOWARD IT.

I JUST HAVE ONE QUESTION.

AS WE MOVE TOWARD THE 2023 STAAR ASSESSMENT IN PREPARATION OF THOSE TARGET INCREASES BECAUSE I CAN'T WAIT TO HEAR ABOUT THE INCREASE THAT WE'RE GOING TO HAVE.

I'M REALLY EXCITED ABOUT IT.

WHAT I'D LIKE TO KNOW IS WHAT MECHANISMS WE'RE GOING TO USE IN PREPARATION FOR THESE TARGET INCREASES.

HOW ARE WE GOING TO GAUGE WHERE THE STUDENTS ARE PRIOR TO ACTUALLY TAKING THEIR STAAR EXAM.

I KNOW THAT WHEN WE FIRST MOVED HERE, WE USED TO DO IT WAS A BENCHMARK ASSESSMENT. WHAT WAS IT CALLED?

>> CVAS. [LAUGHTER]

>> YES, WE USED TO DO.

THAT WAS HOW WE WERE ABLE AS PARENTS TO TELL WHETHER OUR KIDS WE'RE ON TRACK.

MY HOPE IS THAT WE CAN CONTINUE TO DO THAT IN PREPARATION BECAUSE I'M LOOKING AT THE TARGETS AND I KNOW THAT OUR STUDENTS CAN ACHIEVE THEM.

BUT IF WE'RE WORKING WITH THEM INDIVIDUALLY, I'M GETTING REALLY EMOTIONAL BECAUSE I KNOW THAT THEY CAN DO IT AND I KNOW THAT WHEN WE GET THE SCORES BACK FOR NEXT YEAR, WE'RE GOING TO SEE A SIGNIFICANT INCREASE. THANK YOU.

>> COULD I ADD THAT, ONE OF THE THINGS THAT WE'VE TALKED ABOUT IS DEFINITELY BRINGING BACK THOSE SCORES AND LOOKING IN COMPARISON TO THE TARGETS.

HOW DID WE HIT THE TARGETS? WHICH ONES DID WE EXCEED? INTERNALLY, WE WILL BE DOING SOME WORK ON THAT.

>> DID YOU WANT TO ANSWER?

>> JUST TO JUMP AT THE QUESTION ABOUT TEACHERS MONITORING THOSE ASSESSMENTS.

WE HAVE INTERNAL BENCHMARK TYPE ASSESSMENT NOW CALLED THE DISTRICT SNAPSHOT.

CAMPUSES GIVE THAT 2-3 TIMES A YEAR BY CONTENT AREA.

GETTING PROGRESS REPORTS, UPDATES ON WHERE STUDENTS ARE.

IN ADDITION TO CAMPUSES HAVE OPTION.

THERE'S THE TEACHER BASED ASSESSMENTS, COMMON FORMATIVE ASSESSMENTS THAT TEACHERS IMPLEMENT THROUGHOUT THE YEAR WHERE THEY'RE MONITORING THE PROGRESS OF INDIVIDUAL STUDENTS AND STUDENT GROUPS.

WE ALSO GIVE CAMPUSES OPTION TO.O THERE'S A PRACTICE STAAR TEST OUT CALLED THE INTERIM ASSESSMENT.

A LOT OF OUR ELEMENTARY CAMPUSES SPECIFICALLY ARE UTILIZING THAT PARTIALLY FOR THE OPPORTUNITY TO PRACTICE SOME OF THE NEW ASSESSMENT TYPES, ASSESSMENT QUESTION TYPES, BUT ALSO TO YOUR POINT OF MONITORING STUDENT PROGRESS OVER TIME.

>> I HAVE ONE MORE QUESTION.

WE HAVE STUDENTS THAT ARE MOVING HERE FROM VARIOUS PLACES, SOME IN-STATE SOME OUT-OF-STATE.

>> YES, MA'AM.

>> HOW ARE WE ASSESSING THEM WHEN THEY ENTER THE DISTRICT TO HELP THEM PREPARE FOR THAT TEST AS WELL FOR THOSE TARGETS AS WELL?

>> A LOT OF OUR CAMPUSES WILL HAVE ASSESSMENT TO GET A BENCHMARK OF WHERE THE STUDENTS ARE AT.

SOMETIMES IT'LL BE RELEASED STAAR DEPENDING ON THE GRADE LEVEL AND THE SUBJECT.

JUST TO REALLY GET TO ASSESS WHERE THE STUDENT'S AT, WHERE THE STRENGTHS AND WEAKNESSES ARE.

WE CAN GET AS MUCH INFORMATION SO WHEN THE STUDENTS STARTS WE CAN GET ON THE GROUND ROLLING WITH THEM.

>> I HAD A COUPLE OF QUESTIONS.

HELLO, MR. GONZALEZ, I DON'T THINK I'VE HAD A CHANCE TO MEET YOU.

>> HELLO. NICE TO MEET YOU.

>> I SEE ON OUR TARGET SHEETS HERE THAT WE HAVE THE 2022 ACTUAL RESULTS FOR EACH CAMPUS AND THEN AGGREGATED BY ELEMENTARY, MIDDLE, HIGH SCHOOL, ETC.

THEN WE HAVE THE 2023 TARGET.

BUT I DON'T SEE THE 2022 GOALS ON HERE.

I WAS THINKING THAT WOULD BE A NICE COMPARISON TO SEE HOW WE TRACKED AGAINST THE GOAL.

I KNOW WE SAW THAT SOMEWHERE ELSE AT SOME POINT.

>> YES.

>> BUT AS WE'RE THINKING ABOUT TARGETS FOR NEXT YEAR, THAT WOULD BE NICE INFORMATION TO HAVE.

>> I AGREE AND THAT'S WHAT I WAS JUST EXPLAINING.

[NOISE] EXCUSE ME.

THAT'S ONE PIECE THAT WE'VE DISCUSSED THAT WE FEEL LIKE THAT WOULD BE VERY IMPORTANT.

WE WANT TO GO BACK TO LOOK AT TO SAY,

[03:35:03]

I AGREE 100 PERCENT AND THAT'S SOMETHING THAT WE WILL DEFINITELY LOOK AT WANTING TO ADD TO THIS TYPE OF REPORT.

>> GREAT.

>> THANK YOU. THEN YOU SPOKE TO THIS EARLIER, BUT I WANT TO MAKE SURE I UNDERSTAND WHO SETS THE GOAL? THE CAMPUSES SET THE GOALS? WHICH CAMPUS SETS THE GOAL, [OVERLAPPING] FOR THEIR CAMPUS?

>> EACH CAMPUS YES.

>> BASED ON THEIR 2022 RESULTS THEN THEY LOOK AT, THEY LOOK AT WHATEVER OTHER FACTORS AND THEN THEY SET THE 2023 GOALS.

>> YEAH.

>> I NOTICED THAT SOME CAMPUSES, OR AT LEAST ONE CAMPUS THAT I SAW HAD A GOAL OF 100 PERCENT ALL THE WAY UP AND DOWN.

IT'S NICE, BUT IT SEEMS A LITTLE MAYBE NOT REALISTIC.

>> I'M CURIOUS TO KNOW AND I DON'T KNOW WHAT CAMPUS YOU'RE LOOKING AT, BUT I DO KNOW AND I'VE LOOKED AT THOSE.

I KNOW ONE IN PARTICULAR A HIGH SCHOOL CAMPUS.

THEIR TARGET, WELL THEIR ACTUALS WERE LIKE 98.5, 99.2.

I DON'T KNOW AGAIN WHICH ONE YOU'RE LOOKING AT.

>> I CAN TELL YOU OFF RECORD I DON'T WANT TO NAME A CAMPUS.

>> BUT I KNOW THAT WHEN THEY LOOKED AT THOSE, MANY OF THEM, THERE WAS, I KNOW OF ONE OR MAYBE A COUPLE OF CAMPUSES.

THEIR ACTUALS WERE ALREADY SO HIGH THAT 100 PERCENT FELT LIKE THAT MIGHT BE ATTAINABLE.

[OVERLAPPING] THAT MIGHT NOT BE THE SITUATION HERE.

>> THEY WERE AT 85% AND TRYING TO GO TO 100 AND I'M THINKING, "IS THAT EVEN REALISTIC?"

>> TO YOUR POINT, AND AGAIN, I DON'T KNOW IF MAYBE THEY LOOKED AT PRIOR YEARS PERFORMANCE AND IF THEY FELT LIKE THAT PARTICULAR GROUP, MAYBE THEY GREW 10 PERCENT OVER THE LAST TWO YEARS, OR FIVE PERCENT THIS YEAR, SEVEN PERCENT THIS YEAR.

MAYBE THEY'RE THINKING A 10-12 PERCENT INCREASE MIGHT BE DOABLE, THAT MAY BE THE CASE.

IT'S JUST USING ALL THAT, AGAIN, TRIANGULATING THAT DATA OF THE TRENDS WITH WHERE YOU CURRENTLY ARE, AND THEN KNOWING THE NUMBER OF STUDENTS.

THAT'S HOW I MAY PROBABLY BE ABLE TO ANSWER THAT QUESTION.

>> THANK YOU FOR THAT ADDITIONAL CONTEXT.

I THINK BECAUSE ON THE OTHER SIDE, I ALSO SAW A COUPLE OF CAMPUSES WHERE THE GOAL WAS LIKE 0.3 PERCENT HIGHER THAN WHERE THEY WERE NOW, HALF A PERCENT OR A PERCENT.

I DO THINK THAT THE CAMPUSES SHOULD BE ABLE TO SET THEIR OWN GOALS.

I GUESS WHAT I WOULD ALSO JUST ADD IS DO WE WANT TO HAVE SOME LEVEL OF JUST LOOKING AT IT AND SAYING, "HEY, WE'RE NOT SURE THESE GOALS ARE AGGRESSIVE ENOUGH OR MAYBE THESE ARE TOO AGGRESSIVE." JUST TO MAKE SURE THAT THE GOALS STRIKE THAT RIGHT BALANCE.

I REALIZE IT'S AN ART AND A SCIENCE, IT'S NOT THAT EASY, BUT THAT BALANCE BETWEEN SETTING AND ACHIEVABLE GOAL, THAT'S ALSO A STRETCH GOAL THAT CHALLENGES OUR STUDENTS.

>> YES. I WOULD ADD TO, I THINK AT THE CAMPUS LEVEL BECAUSE OUR CAMPUS LEADERS WORK TO KNOW EVERY STUDENT BY THE NAME AND NEED.

THEY WILL GO IN DEEPER AND ONE PIECE, MAYBE I DIDN'T ADD TO THAT IS THEY WOULD GO DEEPER INTO HOW DID MR. GONZALEZ SCORE THAN THE PREVIOUS YEAR? HOW DID DR. NICE SCORE IN THE PREVIOUS YEAR? IF YOU HAVE A CERTAIN NUMBER THAT YOU FELT LIKE, MAN, THEY WERE JUST RIGHT THERE TO BE AT THAT NEXT LEVEL, THEN THERE'S A DIVER DEEP THAT MAYBE SOMETIMES WE DO THAT I MAY NOT KNOW ABOUT, BUT I AGREE.

>> THANK YOU.

>> YOU'RE WELCOME. [NOISE]

>> ANY OTHER QUESTIONS? IF NOT, I WILL LOOK FOR A MOTION.

THANK YOU ALL VERY MUCH, WE APPRECIATE ALL OF THE DATA AND IT'S LOVELY TO SEE THE GOALS FOR NEXT YEAR AND KNOW THAT OUR KIDDOS CAN NOT ONLY HIT THEM, BUT IN A LOT OF CASES THEY WILL EXCEED THEM AND SO WE'RE EXCITED TO SEE THOSE RESULTS.

I MOVE TO APPROVE THE ANNUAL DISTRICT AND CAMPUS PERFORMANCE.

SEE, I'M STILL A LITTLE CHOKED UP.

[LAUGHTER] I MOVE TO APPROVE THE ANNUAL DISTRICT AND CAMPUS PERFORMANCE TARGETS AS PRESENTED.

>> MOTION BY MS. DAVIS, SECOND BY MS. GILLESPIE. ALL IN FAVOR? AYE. MOTION PASSES 6-0.

BOARD, WE WILL MOVE ON TO ITEM G. CONSIDER AN ACT ON THE 2023, 2024 SCHOOL CALENDAR.

[13.G. Consider and act on 2023-2024 School Calendar]

>> MADAM PRESIDENT. IN LIGHT OF THE FACT THAT WE HAVE RECEIVED A LOT OF COMMENTS ABOUT THE PROPOSED CALENDAR, I WOULD ASK THAT WE MAKE A MOTION TO TABLE THIS UNTIL JANUARY WHERE WE CAN HAVE TIME FOR SOME COMMUNITY FEEDBACK, IF POSSIBLE.

>> MOTION BY MS. GILLESPIE SECOND BY MS. [INAUDIBLE] ALL IN FAVOR OF TABLING UNTIL JANUARY.

>> AYE.

>> MOTION PASSES 6-0. THANK YOU.

>> I KNOW YOU HAD A PRESENTATION READY FOR US TONIGHT, SO WE APPRECIATE YOU BEING HERE. THANK YOU.

[03:40:01]

>> THANK YOU. WE MOVE ON TO ITEM H. CONSIDER

[13.H. Consider and act on personnel recommendations]

>> THANK YOU. YOU HAVE THE PERSONNEL REPORT BEFORE YOU.

RESIGNATIONS ARE PRESENTED FOR YOUR INFORMATION ONLY.

TONIGHT'S RECOMMENDATIONS INCLUDE THAT OF MARVIN WHITE AS PRINCIPAL OF PEARSON MIDDLE-SCHOOL TO REPLACE JAMIE WISNESKI WHO'S GOING TO OPEN WILKINSON.

MR. WHITE BEGAN HIS CAREER IN 2010.

HE HAS BEEN A SPECIAL ED TEACHER, SPEECH AND ABBOTT TEACHER AND DIRECTOR AND ASSISTANT PRINCIPAL AND HE IS CURRENTLY A PRINCIPAL.

HE STARTED HIS CAREER IN GAINESVILLE.

IF HE IS APPROVED TONIGHT, HE WILL BEGIN SECOND SEMESTER, WHICH WILL ALLOW MRS. WISNESKI AN OPPORTUNITY TO PLAN FOR WILKINSON.

ALL CONTRACT RECOMMENDATIONS ARE SUBMITTED FOR YOUR CONSIDERATION AND APPROVAL.

>> THANK YOU, DR. LINTON. BOARD, ANY QUESTIONS? IF NOT, I'LL LOOK FOR A MOTION.

>> I MOVE TO APPROVE THE PERSONNEL RECOMMENDATIONS AS PRESENTED.

MOTION BY MS. GILLESPIE, SECOND BY MS. DAVIS. ALL IN FAVOR? AYE. MOTION PASSES 6-0.

WE'LL NOW MOVE ON TO OUR FINAL ITEM OF THE EVENING CONSENT AGENDA BOARD.

[13.I. Consent Agenda]

>> I MOVE TO APPROVE THE CONSENT AGENDA AS PRESENTED MOTION BY MS. GILLESPIE.

SECOND BY MR. PONANGI.

ALL IN FAVOR? AYE. MOTION PASSES 6-0.

[14. Reports]

COMMUNITY MEMBERS, THANK YOU ALL, TEACHERS, PRINCIPALS OUR AWESOME KIDDOS THAT JOINED US.

OUR SROS THAT HAVE STAYED OUT WAY TOO LATE BECAUSE I KNOW THAT YOU ALL HAVE A VERY BUSY DAY IS TOMORROW, SO THANK YOU ALL FOR BEING HERE.

COMMUNITY INPUT NIGHT, OUR NEXT MEETING, THE INPUT NIGHT IS JANUARY 23RD, SO I WANTED TO MAKE MENTION OF THAT.

SORRY DEV, I SHOULD HAVE HAD THAT FOR YOU, I APOLOGIZE.

BOARD WITH THAT, WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.