[00:00:02]
AND I CALL TO ORDER OUR REGULAR SCHOOL BOARD MEETING OF THE FRISCO ISD BOARD OF TRUSTEES.
THANK YOU ALL FOR JOINING US THIS EVENING.
OUR FIRST ITEM ON THE AGENDA IS THE PLEDGE OF ALLEGIANCE.
[2. Pledge of Allegiance]
MS. MCCUNE. THANK YOU.TONIGHT, WE HAVE STUDENTS FROM NEWMAN ELEMENTARY HERE TO SAY THE PLEDGES FOR US.
ALL RIGHT. YAY, CLAP, CLAP [APPLAUSE].
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 THE TEXAS FLAG I PLEDGE ALLEGIANCE TO THEE, TEXAS ONE STATE UNDER GOD, ONE AND INDIVISIBLE [APPLAUSE]. WE'RE GOING TO LET YOUR PARENTS TAKE SOME PHOTOS.
[APPLAUSE] THANK YOU ALL FOR BEING HERE TONIGHT.
WE'LL, NOW MOVE ON TO ITEM THREE RECOGNITIONS, HIGHEST POSSIBLE SAT OR ACT SCORE, DR.
[3. Recognitions]
CUNNINGHAM.DR. CLARK. HEY, GOOD EVENING, EVERYBODY TO OUR BOARD MEMBERS ISD AND DR.
WALDRIP, I WANT TO ASK THESE STUDENTS TO STEP UP ON THE STAGE, PLEASE.
THIS WAY IF YOU WANT [APPLAUSE].
NOT ONLY DID YOU DO WELL ON THE SAT, BUT YOU PASSED THAT TEST AS WELL, GETTING ON STAGE.
ALL RIGHT. THANK YOU FOR THE OPPORTUNITY TO RECOGNIZE THESE STUDENTS THIS EVENING.
FRISCO ISD STUDENTS CONTINUE TO EXCEL ON COLLEGE ENTRANCE EXAMS. TONIGHT, WE ARE RECOGNIZING 12 STUDENTS.
THEIR SCORES ACCOUNT FOR LESS THAN 1/10 OF 1% OF ALL STUDENTS THAT TAKE THESE EXAMS. IN OCTOBER, FISD ADMINISTERED THE PSAT TO ALL 10TH AND 11TH GRADE STUDENTS DURING THE SCHOOL DAY AND WILL ADMINISTER THE SAT DURING THE SCHOOL DAY ON MARCH 1ST FOR ALL 11TH GRADE STUDENTS.
THE SCHOOL DAY SAT IS ADMINISTERED AT NO COST TO OUR STUDENTS, AND WE'RE EXCITED TO PROVIDE THIS OPPORTUNITY FOR STUDENTS DURING A YEAR WHERE SATURDAY ADMINISTRATIONS HAVE NOT BEEN AS AVAILABLE.
SO FIRST UP, WE HAVE [INAUDIBLE] FROM REEDY HIGH SCHOOL.
[INAUDIBLE] IS THE PRESIDENT [APPLAUSE].
[INAUDIBLE] FROM REEDY HIGH SCHOOL AND PLANS TO STUDY BIOLOGY IN COLLEGE.
THANK YOU. NEXT UP, WE HAVE TANISH GUPTA FROM CENTENNIAL HIGH SCHOOL WHO'S NOT PRESENT.
WE WANT TO GIVE HER A ROUND OF APPLAUSE [APPLAUSE].
ALSO TANMAY GUPTA FROM LIBERTY HIGH SCHOOL, NOT PRESENT [APPLAUSE].
ARNAV COWELL FROM WAKELAND HIGH HIGH SCHOOL WHO IS NOT PRESENT [APPLAUSE].
NEXT UP, WE HAVE SHREYA PATANGI FROM LIBERTY HIGH SCHOOL [APPLAUSE].
[00:05:05]
SHE ALSO PARTICIPATES IN SCIENCE UIL COMPETITIONS AND PLANS TO STUDY BIOLOGY IN COLLEGE.NEXT UP WE HAVE PRIYANKA [INAUDIBLE].
PRIYANKA IS FROM HERITAGE HIGH SCHOOL AND SHE'S THE PRESIDENT OF GIRL UP.
SHE IS THE BUILD LEAD FOR HER ROBOTICS TEAM AND PLANS TO STUDY COMPUTER SCIENCE IN COLLEGE AS WELL.
CONGRATULATIONS, PRIYANKA [APPLAUSE].
WE HAVE TANVI SOOD FROM FRISCO HIGH SCHOOL [APPLAUSE].
NEXT UP, WHO IS ALSO NOT PRESENT, WE HAVE VISHAL [INAUDIBLE] FROM CENTENNIAL HIGH SCHOOL. VISHAL IS A MEMBER OF THE [INAUDIBLE] ALPHA THETA COMPUTER SCIENCE CLUB ECONOMICS CLUB AND PLANS TO STUDY COMPUTER SCIENCE IN COLLEGE [APPLAUSE].
NEXT UP, NOT PRESENT IS HANNAH WANG FROM LIBERTY HIGH SCHOOL.
[APPLAUSE]. NEXT UP, WE HAVE [INAUDIBLE] KARTHIKEYAN FROM FRISCO HIGH SCHOOL. DID I GET IT RIGHT? HE TUTORED ME ON THAT RIGHT BEFORE.
LAST BUT NOT LEAST FOR SURE, WE HAVE [INAUDIBLE].
[INAUDIBLE] IS FROM WAKELAND HIGH SCHOOL AND HE IS THE PRESIDENT OF THE FRENCH HONOR SOCIETY, [INAUDIBLE] ALPHA THETA ORCHESTRA, SENIOR VICE PRESIDENT AND PLANS TO STUDY CHEMISTRY IN COLLEGE.
CONGRATULATIONS. [APPLAUSE] NOW LET'S RECOGNIZE ANY PARENTS OF THESE YOUNG MEN AND WOMEN THAT ARE HAPPEN TO BE IN THE AUDIENCE TONIGHT, IF YOU WOULD STAND UP SO WE COULD RECOGNIZE YOU AS WELL [APPLAUSE].
SO SHE WOULD LIKE TO SHAKE YOUR HANDS ON BEHALF OF ALL OF YOUR PRINCIPALS.
THANK YOU. IF YOU WOULD, EXIT TO THE LEFT [APPLAUSE].
THANK YOU, GUYS. CAN WE GIVE THEM ANOTHER ROUND OF APPLAUSE? [APPLAUSE].
WE WILL NOW MOVE ON TO ITEM B.
AND WE HAD 212 TEACHERS WHO VOLUNTEERED DURING THE SUMMER TO GIVE US SOME FEEDBACK DURING SOME ONE HOUR SESSIONS, JUST PROVIDING FEEDBACK ABOUT WHAT THEY LOVED ABOUT FISD, WHY THEY STAY AND THEIR SUGGESTIONS FOR CONSIDERATION.
AND DURING THESE SESSIONS, WHAT WAS AWESOME ABOUT THIS GROUP OF TEACHERS IS THEY SHARED HOW MUCH THEY ENJOYED JUST TALKING WITH OTHER PROFESSIONALS FROM ACROSS THE DISTRICT AND ASK ABOUT STAYING TOGETHER.
THEY HAVE GIVEN FEEDBACK ON THINGS LIKE MORALE BOOSTERS.
THEY'VE GIVEN IDEAS FOR ADMINISTRATORS.
THEY HAVE TALKED WITH US ABOUT RECRUITMENT AND RETENTION.
THEY HAVE ALSO TALKED ABOUT HOW TO UNPLUG FOR THE HOLIDAYS.
AND SO THINGS THAT WE'VE BEEN ABLE TO SHARE WITH ADMINISTRATORS AND ALL STAFF.
THEY HAD A MEETING THIS EVENING AND STAYED SO THAT WE WOULD HAVE A CHANCE TO SEE THEM.
HERE ARE SOME PICTURES OF TEAM FOCUS, AS THEY'VE DUBBED THEMSELVES.
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SO JUST WANT TO THANK YOU ALL SO VERY MUCH.THAT'S JUST HOW GRACIOUS THEY ARE.
LINTON. WHAT HAVE YOU BEEN ABLE TO SHARE WITH THE BOARD SOME OF THE NOTES FROM THE SESSIONS THAT WE HAD WITH THE TEACHERS SO WE COULD SEE THE THINGS THAT THEY BROUGHT UP, AS WELL AS IF YOU TOOK ACTION ON ANY OF THOSE SUGGESTIONS THAT THEY MADE? ABSOLUTELY. WOULD YOU LIKE TO KNOW SOME NOW.
ARE YOU ASKING TO HAVE THEM? I WAS JUST SAYING TO SEND TO THE BOARD MAYBE LATER THIS WEEK.
YOU'RE WELCOME. WE'LL MOVE ON TO ITEM C, PARTNER IN EDUCATION RECOGNITION.
TONIGHT, WE RECOGNIZE THE FISD SCHOOL RESOURCE OFFICERS AS OUR PARTNERS IN EDUCATION FOR THEIR TIME AND PROGRAMS DEVOTED TO BUILDING RELATIONSHIPS AND TRUST WITH OUR STUDENTS.
IN ADDITION TO SAFETY AND SECURITY, THE SCHOOL RESOURCE OFFICER PROGRAM IS A PARTNERSHIP BETWEEN THE FRISCO, PLANO, LITTLE ELM AND MCKINNEY POLICE DEPARTMENTS AND FISD. SROS ARE INVOLVED IN A VARIETY OF PROGRAMS THAT REACH OUT TO ALL GRADE LEVELS, SUCH AS THE JUNIOR POLICE ACADEMY, THE JUVENILE IMPACT PROGRAM, SHATTERED DREAMS, IT'S PARTY TIME, AND EXPLORERS AS WELL AS ASSIST STUDENTS IN THE DAY TO DAY QUESTIONS THEY MAY HAVE REGARDING LAW ENFORCEMENT. THE SROS SERVE THREE FUNDAMENTAL FUNCTIONS IN THEIR ROLE.
LAW ENFORCEMENT OFFICER, TEACHER AND COUNSELOR.
ADDITIONAL GOALS OF THE PROGRAM INCLUDE ESTABLISHING A RAPPORT WITH STUDENTS, PARENTS AND STAFF.
CREATING AND EXPANDING PROGRAMS WITH VISION AND CREATIVITY TO INCREASE STUDENT PARTICIPATION.
WALDRIP AND PRESIDENT ARCHAMBAULT TO JOIN US ON THE STAGE, AS WELL AS OFFICER RAMOS.
AND OFFICER JONATHAN VARGAS, WHO'S HERE IN PLAINCLOTHES.
AND IF SHARON WHITE WOULD PLEASE GO TO THE STAGE AND PRESENT THIS PLAQUE TO THEM.
DID ANY ONE OF YOU WANT TO SAY SOMETHING? WHATEVER SO RECENTLY WE HAD ONE OF OUR OFFICERS GO ON MEDICAL LEAVE BECAUSE HE HAS SOME KNEE ISSUES.
SO ONE OF THE ELEMENTARY SCHOOLS WAS NOT LEFT VACANT BUT KIND OF LEFT VACANT.
SO I'M LIKE, YOU KNOW WHAT? I'LL TAKE THAT SCHOOL IN THIS CARROLL ELEMENTARY.
SO IT'S IT'S GREAT TO BE IN THE SCHOOLS AND TO INFLUENCE IN ALL THE WAYS THAT WE CAN.
IT'S GOOD TO SEE YOUNG LADIES, YOU KNOW, STRIVE TO DO THINGS THAT MAYBE THEY THINK THEY CAN'T.
SO IT'S A IT'S A GREAT SCHOOL SYSTEM AND GOOD JOB, CARROLL.
I ALSO WANT TO ADD, YOU GUYS CAN GO, BUT I ALSO WANTED TO ADD THAT I THOUGHT THIS WAS JUST TYPICAL, BUT I LEARNED THAT IT'S NOT THE CASE IN ALL SCHOOL DISTRICTS.
SO I'M VERY THANKFUL TO BE IN FRISCO ISD AND I'M VERY THANKFUL THAT WE HAVE THE RELATIONSHIPS THAT WE HAVE WITH FRISCO, LET ALONE MCKINNEY AND PLANO PD'S, AND THAT OUR SROS ARE ON OUR CAMPUSES ACTIVELY BEING THERE FOR OUR STUDENTS.
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SO THANK YOU [APPLAUSE]. THANK YOU ALL. WE'LL NOW MOVE ON TO ITEM FOUR.[4. Invocation]
INVOCATION.LET US BE OUTWARD IN SHOWING OUR GRATITUDE FOR THE OPPORTUNITY TO CALL FRISCO ISD HOME.
ALLOW US TO BE OPEN TO THE OPINIONS OF OTHERS AND HELP US TO REMEMBER THAT WE ARE A COMMUNITY OF NEIGHBORS, FAMILIES AND FRIENDS FIRST, AND THAT THERE IS MUCH MORE THAT CONNECTS US RATHER THAN THAT DIVIDES US.
AMEN. WE WILL NOW MOVE ON TO ITEM FIVE.
[5. Board Report]
BOARD REPORT.YES. THE FIRST THING I WANTED TO DO WAS SAY A SPECIAL THANK YOU FOR EVERYONE INVOLVED THAT WAS IN THE DECISION MAKING TO KEEP OUR STUDENTS AND STAFF SAFE DURING OUR MOST RECENT ICE STORM OR WHATEVER YOU WANTED TO CALL IT, MESS.
SO THE NEXT THING I WANTED TO JUST SHARE WAS THAT A FEW OF US WENT TO WASHINGTON, DC LAST WEEK TO ADVOCATE FOR OUR FAVORITE SUBJECT, FRISCO ISD. IT WAS A FEDERAL ADVOCACY CONFERENCE AND IT WAS JUST TEXAS TRUSTEE.
THERE WAS ABOUT 80 TRUSTEES FROM ALL OVER TEXAS, AND WE HAD SOME GREAT SPEAKERS THAT TALKED TO US ABOUT IDA, CHILD NUTRITION, TEACHER RETAINMENT, RETENTION AND RECRUITMENT AND WORKFORCE TRENDS.
THAT WAS A REALLY GREAT, INTERESTING PRESENTATION.
ONE OF OUR OTHER FAVORITE SUBJECTS.
SO I DON'T KNOW IF ANYBODY ELSE THAT WAS WITH ME WOULD LIKE TO SHARE ANYTHING ABOUT IT.
AND WE ARE NOT JUST DOING IT FOR OUR STUDENTS.
IT WILL BE IMPACTED NATIONWIDE.
[6. Discussion regarding Texas Academic Performance Report (TAPR) Public Hearing]
IT IS OUR PUBLIC HEARING.I'LL INVITE DR. GARY NYE OUR MANAGING DIRECTOR OF ASSESSMENT ACCOUNTABILITY, DR.
CHRIS CLARK, OUR MANAGING DIRECTOR OF ACADEMIC PROGRAMS TO THE PODIUM.
WE'RE TASKED WITH THREE THINGS TONIGHT TO HIGHLIGHT THE TYPES OF DATA POINTS INCLUDED IN THE 21-22 TAPR REPORT, COMMUNICATE WHERE THE REPORT MAY BE ACCESSED FOR OUR INTERESTED COMMUNITY MEMBERS. ALLOW FOR ANY PUBLIC COMMENT ON THE REPORT.
AND IN ADDITION, WE'RE GOING TO BE SHARING A CCMR UPDATE THAT'S ALSO REQUIRED BY TEA.
THIS IS AN ANNUAL PUBLIC HEARING.
THIS PRESENTATION IS LIMITED TO THE INFORMATION CONTAINED IN THE 21-22 TAPR REPORT.
BOARD MEMBERS, YOU GOT THAT IN THE BOARD BOOK.
AND IN HOME BASE, THERE'S ONLY 1984 PAGES, SO I'M SURE IT'S BEEN READ.
SO AGAIN, MOST OF THIS INFORMATION THAT WE'LL BE SHARING WITH THIS EVENING HAS BEEN HIGHLIGHTED IN PREVIOUS BOARD MEETINGS, INCLUDING ONES IN JUNE, SEPTEMBER, OCTOBER, NOVEMBER. DR.
CLARK AND DR. NYE LOOKED UP SOME THINGS TO YOU.
AND AS DR. CUNNINGHAM MENTIONED, THE ENTIRETY OF THIS YEAR'S REPORT IS JUST UNDER 2000 PAGES.
WE'RE NOT GOING TO GO THROUGH THE ENTIRETY OF THE REPORT.
BUT WHAT WE DO WANT TO DO IS A COUPLE OF THINGS.
ONE, MAKE SURE FOLKS KNOW WHAT IS INCLUDED IN THIS REPORT AND THEN KNOW WHERE TO ACCESS IT SO THEY CAN LOOK UP INFORMATION AS AS THEY GO. SO HERE WE LOOK AT THE SECTIONS, WHAT'S INCLUDED IN THE ANNUAL REPORT.
[00:20:01]
THERE'S ACTUAL TAPR FOR THE DISTRICT AND THEN EACH ONE OF THE CAMPUSES, WE'RE ALSO INCLUDING THE COLLEGE CAREER MILITARY READINESS GOALS THAT WERE APPROVED AS PART OF HOUSE BILL THREE. THOSE ARE ALL DIRECTLY CONNECTED TO STAAR AND OTHER DATA POINTS RELATED DIRECTLY INTO THE TAPR.SO WE'RE MERGING THAT IN WITH THIS.
THE OVERALL TAPR, IT'S BASICALLY AN ANNUAL SUMMARY OF THE 2021 SCHOOL YEAR.
SO THIS IS KIND OF THE FINAL SUMMARY REPORT OF EVERYTHING FROM THE 2021 SCHOOL YEAR.
THE FINANCIAL DATA IS ACTUALLY FROM THE 2021 SCHOOL YEAR.
ALSO INCLUDES ASPECTS LIKE THE DISTRICT ACCREDITATION STATUS FOR THE COMMISSION THAT ACTUALLY DID ACTUALLY NOT RELEASE AN ACCREDITATION STATUS THIS YEAR.
THEY'RE NOT ISSUING IT THIS YEAR.
CAMPUS PERFORMANCE OBJECTIVES.
AGAIN, WE LOOKED AT THOSE IN THE DECEMBER BOARD MEETING, THE CAMPUS PERFORMANCE OBJECTIVES AND TARGETS, REPORTS ON VIOLENT CRIMINAL INCIDENTS, STUDENT PERFORMANCE AND POST-SECONDARY INSTITUTIONS, LOOKING AT HOW STUDENTS DO IN TEXAS PUBLIC UNIVERSITIES.
AND THEN THE LAST PIECE OF IT IS THE THAT KIND OF DOESN'T SHOW UP VERY WELL IN THIS SCREEN HERE.
BUT THE TAPR GLOSSARY, WE REALLY ENCOURAGE FOLKS TO LOOK AT THAT GLOSSARY.
THEY'LL BE AVAILABLE ON THE FRISCO ISD ACCOUNTABILITY WEB PAGE AND THEN ALSO, OF COURSE, ON TA'S WEBSITE AT TATEXAS .GOV. AND AGAIN, ENCOURAGE FOLKS TO USE THE THE TAPR GLOSSARY AS PART OF THE REVIEW PROCESS.
SO AS TO KIND OF REVIEW SOME OF THAT.
THE DATA HIGHLIGHTS, AGAIN, PRIOR BOARD MEETINGS.
AND THEN THAT RED DOTTED LINE KIND OF REPRESENTS THE ALL SUBJECTS AVERAGE FOR THE STATE.
SO, AGAIN, THE TAPR REPORTS ON EACH ONE OF THOSE CONTENT AREAS.
THIS GRAPH RIGHT HERE REPRESENTS KIND OF THE SAME CONTENT AREAS BUT REPRESENTS FRISCO PERFORMANCE AT THE HIGHEST PERFORMANCE CATEGORY, WHICH IS MASTER'S. WE LOOKED AT THIS, SHARED THIS GRAPH WITH YOU AT THE BELIEVE IT WAS OCTOBER BOARD MEETING, BUT THIS LOOKED AT THE ALL STUDENTS ALL SUBJECTS PERFORMANCE OF ALL ALL STUDENTS ON ALL SUBJECTS ON THE STAAR EXAM.
AND WHAT WE REALLY TRIED TO DO ON THIS ONE WAS TO SHOW ALL THREE PERFORMANCE LEVELS.
AND WE THE TAPR DOES A GOOD JOB OF PROVIDING SOME COMPARISON POINTS AGAINST THE STATE IN THE REGION.
BUT IN ADDITION TO THAT, ONE OF THE THINGS WE LOOK AT IS, WELL, HOW IS FRISCO DOING COMPARED TO PEER DISTRICTS? SO THIS IS WE LOOKED AT THIS REPORT WHERE IT SAYS FRISCO ISD PERFORMANCE AGAINST THE STATE AND REGION.
AND THEN TO THE RIGHT THERE, THERE'S TEN COMPARISON DISTRICTS.
WE IDENTIFY THE COMPARISON DISTRICTS BASED UPON THEIR ENROLLMENT, 40,000 STUDENTS OR MORE, AND THE PERCENTAGE OF ECONOMICALLY DISADVANTAGED AND ENGLISH LEARNER STUDENTS.
SO WHAT WE CAN SEE HERE, THERE'S A LOT OF NUMBERS ON THIS, BUT THE DARK BLUE LINE ON THE GRAPH REPRESENTS THE STUDENTS PERFORMANCE AT APPROACHES. WE SEE FRISCO 90% OF THE STUDENTS MET THEIR PURCHASE STANDARD WHEN ALL SUBJECTS WERE CONSIDERED.
[00:25:03]
THE KIND OF THE YELLOW OR GOLD BAR ON THE GRAPH REPRESENTS THE PERFORMANCE AT MEETS.CLARK'S GOING TO COME UP AND TALK THROUGH SOME CCMR GOALS THAT WE HAVE THAT IS BASED UPON THIS MEETS PERFORMANCE STANDARD AND THEN THE GREEN BAR ON THERE REPRESENTS.
THE PERFORMANCE AT MASTERS PERFORMANCE CATEGORY.
SO AGAIN, OUR POINT WITH SHOWING THIS WAS JUST TO KIND OF SHOW RELATIVE PERFORMANCE IS THE QUALITY OF WORK OUR FRISCO STUDENTS AND TEACHERS DO IN COMPARISON TO THE STATE REGION, BUT ALSO COMPARISON DISTRICTS.
WE LOOKED AT THIS GRAPH IN OUR OCTOBER BOARD MEETING.
THE DARK BLUE LINE REPRESENTS ASIAN STUDENTS, AND WE CAN LOOK AT THE PERFORMANCE OF ASIAN STUDENTS AS COMPARED TO THE STATE REGION AND THEN THE TO COMPARISON DISTRICTS.
WHY STUDENT PERFORMANCE AGAIN ACROSS THE SAME COMPARISON GROUPS.
AND AGAIN, ALL OF THESE ARE THE SAME PERFORMANCE CATEGORIES OR APPROACHES CATEGORY.
AND THEN AFRICAN AMERICAN PERFORMANCE ISD STUDENTS AT 75%.
ONE OF THOSE IS LOOKING AT GRADUATION RATE.
FRISCO ISD HAS A 99% GRADUATION RATE FOR ITS SENIORS.
AS COMPARED TO 87.5 FOR REGION AND 90% FOR TEXAS.
GO TO A COUPLE OF DATA POINTS RELATED TO ADVANCED PLACEMENT SAT AND ACT SCORES.
AND ONE OF THE THINGS WE ALWAYS LOOK AT WHEN TALKING ABOUT SAT, ACT AND AP EXAMS IS ALSO WHAT WAS THE PARTICIPATION RATE BECAUSE BASICALLY ALL STUDENTS TAKE STAAR, BUT ACROSS THE DISTRICT AND ACROSS ACROSS THE STATE AND ACROSS THE NATION, NOT ALL STUDENTS TAKE THE AP AND SAT, ACT EXAMS. SO ONE OF THE THINGS WE'RE PROUD OF IN FRISCO IS AMONGST 11TH AND 12TH GRADERS, ALMOST HALF OUR STUDENTS TAKE AT LEAST ONE AP EXAM, JUST THAT 46.6%, WHICH IS ALMOST DOUBLE THAT OF THE STATE AVERAGE.
IT'S MORE THAN DOUBLE THAN THAT.
SO EVEN WITH THAT HIGH PARTICIPATION RATE, WE STILL HAVE 75% OF OUR STUDENTS EARNING THREE OR HIGHER AP SCORES COME BACK ON A 1 TO 5 SCALE, AND STUDENTS THAT EARN A THREE OR HIGHER ARE ELIGIBLE FOR THE TERMS OF ELIGIBLE FOR COLLEGE CREDIT.
SO AGAIN, WE CAN SEE HOW FRISCO ISD COMPARES TO THE REGION AND THE STATE.
DR. CLARK, JUST BEFORE, JUST A FEW MINUTES AGO RECOGNIZED SOME STUDENTS THAT HAD A PERFECT, PERFECT SCORE OR NEAR PERFECT SCORE ON THE SAT, WHICH IS 1600. WE CAN KIND OF SEE THE FRISCO.
THE AVERAGE OF FRISCO STUDENTS IS 1156 AVERAGE SAT SCORE.
THROUGHOUT THAT YOU CAN SEE THE TEXAS AVERAGE IS 1002.
NATIONALLY, THE TAPR DOESN'T REPORT OUT THE NATIONAL DATA ON SAT, BUT THE NATIONAL DAY ON SAT IS LET'S SEE, BETTER DOUBLE CHECK.
YEAH. SO 1050 WAS THE NATIONAL AVERAGE ON SAT SCORES THROUGHOUT THE COUNTRY.
BUT TEXAS ACTUALLY TESTS ASSESSES A LOT MORE STUDENTS ON THE SAT THEN THAN OTHER STATES.
ACT THE SCALE KIND OF GOES UP TO 36.
26.2 WAS THE AVERAGE ACT PERFORMANCE FOR FRISCO STUDENTS.
[00:30:04]
SO WHILE WE'RE KIND OF GOING THROUGH SOME OF THE STAAR, AP, SAT, CCMR DATA POINTS, WE'RE GOING TO KIND OF DR.EARLY CHILDHOOD LITERACY AND MATH GOALS AND OUR CCMR GOALS ARE BASED ON HOUSE BILL THREE, WHICH IS A WELL KNOWN SCHOOL FINANCE BILL PASSED IN 2019 BY THE TEXAS LEGISLATURE.
IT INCLUDED SEVERAL REQUIREMENTS, BUT THESE ARE TWO OF THEM THAT WE'RE REPORTING ON TONIGHT.
THEY ARE THEY ARE BASED ON THE SCHOOL FINANCE COMMISSION'S 60 BY 30 TEXAS GOALS, WHICH IS TO HAVE 60% OF THE STATE STUDENTS REACH PROFICIENCY BY YEAR 2030. SO THE THINKING BEHIND THIS IS KIND OF THEY LINK EARLY CHILDHOOD LITERACY AND MATH WITH WITH CCMR THAT EARLIER ACADEMIC ACHIEVEMENT WILL LEAD TO IMPROVED POST-SECONDARY PERFORMANCE.
SO THESE NEXT SLIDES THAT I'M GOING TO GO OVER HAVE THE FIVE YEAR GOALS.
SO THESE WERE DEVELOPED WHEN THIS INITIALLY BEGAN AND WERE APPROVED BY THE BOARD IN JANUARY OF 2021, WHICH WAS A REQUIREMENT OF HOUSE BILL THREE. SO WHAT YOU'RE SEEING RIGHT NOW IS THE EARLY CHILDHOOD LITERACY GOAL.
EXCUSE ME, IT'S THE GOAL OUR BASELINE ACTUALS AND THEN THE YEARLY TARGET.
SO YOU'LL SEE THAT THE THE GOAL IS ACROSS THE TOP.
AND THEN THE LOWER PORTION, OF COURSE, INDICATES THOSE TARGETS.
SO THOSE TARGETS WERE SET BY THE DISTRICT BACK WHEN WE INITIALLY BEGAN THIS IN 2021.
AND THOSE WERE INCLUDED IN THE BOARD BOOK FOR YOU.
AND JUST AS A REMINDER, DOCTOR AND I ALREADY MENTIONED THIS, BUT.
SO THESE GOALS ARE BASED ON THE MEETS GRADE LEVEL.
SO THE STATE DEFINES USES THE LABEL APPROACHES FOR WHAT IS ACTUALLY PASSING STAAR.
AND YOU CAN SEE AGAIN THE GOALS ACROSS THE TOP.
AND THEN THE NEXT SLIDE OR THE NEXT COUPLE OF SLIDES, WE'RE GOING TO SWITCH FOCUS TO CCMR. BUT I WANTED TO KIND OF JUST PROVIDE YOU A REMINDER.
SO HOW DO WE DETERMINE THAT THESE ARE THE CRITERIA THAT TEA HAS PROVIDED FOR US.
I DON'T WANT TO READ THEM TO YOU, BUT THERE ARE TEN DIFFERENT CRITERIA.
AND ACTUALLY WITHIN THOSE TEN, THERE ARE A FEW DIFFERENT WAYS YOU CAN HIT THAT CRITERIA.
SO TO HIT THE TEXAS TEXAS SUCCESS INITIATIVE CRITERIA CAN BE DONE THROUGH ONE OF THREE TEST OR A COLLEGE PREP COURSE AS AN EXAMPLE, AND THERE ARE SOME SPECIFIC SCORES, ETC.
A COUPLE OF THINGS TO POINT OUT HERE IS THAT THESE CRITERIA, SINCE THE INCEPTION OF CCMR, HAVE CHANGED NEARLY EVERY YEAR, NOT COMPLETELY, BUT THERE HAVE BEEN SOME FAIRLY MAJOR CHANGES AND THEN SLIGHT CHANGES AT LEAST EVERY YEAR.
AND WE'RE ALSO ANTICIPATING SOME CHANGES FOR THIS CURRENT GRADUATING CLASS.
JUST TO POINT OUT, THIS IS FOR THE CLASS FOR THE ACCOUNTABILITY YEAR 2022, WHICH DR.
NYE MENTIONED. THERE'S A LAG IN SOME OF THIS REPORTING DATA.
SO FOR THE ACCOUNTABILITY YEAR 2022, IT'S BASED ON OUR 2021 GRADUATES.
[00:35:02]
I THINK I HIT EVERYTHING THERE.ALL RIGHT, SO. BASED ON THOSE INDICATORS, THESE GOALS AND TARGETS WERE SET FOR CCMR. SO YOU CAN SEE THE FORMAT IS PRETTY SIMILAR TO WHAT WAS DESCRIBED FOR EARLY CHILDHOOD, EXCEPT FOR THESE ARE NOT BASED ON ONE SPECIFIC TEST, LIKE THE THIRD GRADE STAAR FOR MATH OR READING.
SO, FOR EXAMPLE, ANY ANY A KID THAT HITS ANY OF THOSE CRITERIA, THEY ONLY HAVE TO HIT IT IN ONE.
THEY DON'T HAVE TO HIT IT IN MULTIPLE.
A LOT OF OUR STUDENTS DO HIT IT IN MULTIPLE.
THAT DOESN'T GET US ANY EXTRA POINTS OR ANYTHING.
BUT THIS DATA SHOWS HOW MANY, WHAT PERCENTAGES OF OUR STUDENTS HIT AT LEAST ONE OF THOSE CRITERIA.
AGAIN, THESE WERE BOARD APPROVED IN JANUARY.
2021 SO IF YOU READ THROUGH THOSE 1900 PAGES ON THE TAPR REPORT AND COMPARED THEM TO THIS SLIDE, YOU WOULD SEE SOME SLIGHT DIFFERENCES IN THESE PERCENTAGES BECAUSE WE HAVE TWO KIND OF CONFLICTING GUIDELINES THAT WE WORK WITHIN.
AND THE TAPR REPORT IS CALCULATED REPORTING USING ONLY GRADUATES.
BUT FEDERAL GUIDELINES REQUIRE US TO REPORT ON THIS SLIDE FOR STUDENTS ARE WERE IN THE 12TH GRADE.
SO OUR GRADUATION RATE IS HIGH, IT'S 99%.
SO YOU DON'T SEE A HUGE DIFFERENCE.
SO THIS IS A BROAD, VERY, VERY BROAD OVERVIEW.
AND I'M NOT EVEN GOING TO TALK ABOUT EVERYTHING ON EVERY SLIDE.
IT WOULD BE TOO MUCH FOR TONIGHT.
SO IT'S A PRETTY STRAIGHTFORWARD SUPPORT FROM AN EARLY CHILDHOOD LITERACY IN MATH.
WE HAVE A SOLID CURRICULUM AND THEN, YOU KNOW, THERE'S SOME PRE K THROUGH FIVE PROGRESS MONITORING.
BUT ONE THING I DO LIKE TO ALWAYS POINT OUT IS THE INCREASE IN PARTICIPATION OF OUR PRE K PROGRAM, WHICH REALLY PROVIDES STUDENTS A STRONG FOUNDATION BEFORE THEY ENTER KINDERGARTEN. SO WE'VE HAD 578 STUDENTS THAT PARTICIPATED IN OUR 2019-20 PRE K PROGRAM AND I BELIEVE THEY WERE HALF DAY AT THE TIME, IF I REMEMBER CORRECTLY. AND TODAY, AS OF FEBRUARY 8TH, 2023, WE HAVE 1256 STUDENTS IN THAT PROGRAM.
SO THAT'S A HUGE JUMP IN PARTICIPATION THERE.
AND THEN CTE IS ANOTHER BIG PROGRAM.
LET'S SEE. DID I GET OUT OF ORDER HERE? YEAH, I JUMPED AHEAD. SORRY.
CTE IS ANOTHER BIG PROGRAM IN FRISCO ISD.
WE HAVE 22,000 HIGH SCHOOL STUDENTS.
IN ABOUT 19,000 OF THEM TOOK AT LEAST ONE CTE COURSE.
SO WE HAVE 124 CTE COURSES, AND THEY MAKE UP 25 CAREER PATHWAYS OR PROGRAMS OF STUDY.
INCIDENTALLY, IT IS CTE APPRECIATION MONTH THIS MONTH.
SO SHOUT OUT TO ALL OF OUR FOLKS THERE.
SO WE ARE EXPANDING THE CTE CENTER, AS YOU WELL KNOW, BUT THAT PROVIDES US OPPORTUNITIES TO PROVIDE MORE COURSES, ADD MORE STRENGTH TO OUR PATHWAYS, AND THEN A BIG PUSH FROM THE COMMUNITY AND WORKFORCE COMMISSION IS TO TIE SOME OF OUR PATHWAYS DIRECTLY TO LOCAL JOBS WHEN POSSIBLE.
SO WE'RE WORKING WITH EVERYBODY FROM FRISCO POLICE DEPARTMENT TO LOCAL BUSINESSES, ETC.
TO DO THAT. WHOOPS, KEEP GOING AHEAD.
WE HAVE A VERY ROBUST ADVANCED ACADEMIC PROGRAM.
SO AP COURSE, ENROLLMENT CONTINUES TO BE HIGH AS WELL AS AP TEST PARTICIPATION.
WE OFFER 32 AP COURSES IN FRISCO ISD.
AND CURRENTLY WE HAVE RIGHT NOW TODAY I JUST CHECKED 12,365 STUDENTS ENROLLED IN THREE 3,241 ENROLLMENTS.
SO THAT'S LIKE SEATS IN AN AP COURSE.
SO THOSE ENROLLMENTS ARE OBVIOUSLY WE HAVE STUDENTS THAT TAKE TWO OR THREE COURSES OR MORE.
AND THEN 26,305 TEST REGISTRATIONS.
SO THAT MEANS WE HAVE A LOT OF KIDS TAKING A LOT OF TESTS.
SO ONCE KIDS ARE IN OUR AP COURSES, ABOUT HALF A LITTLE LESS THAN HALF, I THINK.
ANOTHER GROWING PROGRAM FOR US IS THE IB PROGRAM AT FHS.
IT CURRENTLY HAS 270 STUDENTS ENROLLED FROM THE FHS ZONE AND OTHER OTHER SCHOOL ZONES.
OTHER HIGH SCHOOL ZONES AS WELL.
THIS YEAR WILL BE OUR FIRST GRADUATING CLASS.
LOOKS LIKE IF EVERYTHING GOES WELL, WE'LL HAVE 69 STUDENTS GRADUATE FROM THAT PROGRAM THIS YEAR.
[00:40:06]
YEAH. AND THE GOOD NEWS IS, IS THAT'S AN 85% RETENTION RATE OF THE NUMBER OF KIDS THAT STARTED IN THOSE IB COURSES IN 11TH GRADE.AND I THINK THIS IS OUR LARGEST GROUP FOR THE CLASS OF 2027 KIDS CURRENTLY SITTING IN EIGHTH GRADE.
WE HAVE 101 OF THEM SIGNED UP TO PARTICIPATE IN IB NEXT YEAR.
ALL RIGHT. SO THE NEXT PART OF THIS ACADEMIC ADVISEMENT, AS I KNOW YOU GUYS, I WAS HERE WHEN I SPOKE ABOUT THE THE COURSE CATALOG AND THE ACADEMIC GUIDE EARLIER IN THE YEAR.
THAT DOCUMENT REPRESENTS A LOT OF WORK THAT'S BEEN DONE WITH OUR COUNSELING DEPARTMENT AND VARIOUS OTHER DEPARTMENTS IN THE DISTRICT TO MAKE SURE WE'RE COMMUNICATING AND PROVIDING STUDENTS GOOD DIRECTION ON THESE DIFFERENT PATHWAYS TO HIT COLLEGE AND CAREER MILITARY READINESS.
WE GET CCMR DATA 18 MONTHS AFTER THE STUDENTS HAVE EXITED OUR SCHOOL DISTRICT.
THERE'S NOT A LOT YOU CAN DO AT THAT POINT.
SO WE'VE DEVELOPED AN EARLY WARNING SYSTEM.
IT'S A SYSTEM TIED TO OUR STUDENT INFORMATION SYSTEM, WHICH IS E SCHOOL.
THE DATA COMES FROM ALL DIFFERENT LOCATIONS.
IT'S CONSTANTLY MOVING AND CHANGING.
SO WE HAVE IT REQUIRES A LOT OF PROCESSES TO UPDATE AND KEEP IT CURRENT.
BUT WE JUST ROLLED THAT OUT THIS YEAR.
SO WHAT THAT ENABLES PRINCIPALS AND COUNSELORS AND OTHER SCHOOL STAFF TO DO IS IDENTIFY STUDENTS WHO ARE NOT ON TRACK TO HIT CCMR CRITERIA BEFORE THEY LEAVE, AND WE CAN RESPOND AND PROVIDE THEM OTHER OPPORTUNITIES TO ACHIEVE THAT DEPENDING ON WHAT THEIR POST-SECONDARY GOALS MAY BE.
SO THAT'S BEEN A LOT OF WORK INTERNALLY TO PROVIDE THAT.
AND LET'S SEE MILITARY READINESS.
IT IS RETURNING FOR OUR 2023 GRADUATES.
TEA IS PROVIDED SOME GUIDANCE ON THAT.
SO ASVAB IS AN OPTIONAL ASSESSMENT THAT STUDENTS CAN IDENTIFY.
SO WE TESTED 276 STUDENTS IN 2021.
THAT'S AN AVERAGE OF 27 PER CAMPUS.
THAT'S INCREASED TO 489 AND 22-23, WHICH IS AN AVERAGE OF 40 STUDENTS PER CAMPUS.
SO WE'RE COMMUNICATING THAT BETTER TO STUDENTS, BUT ALSO HELPING COUNSELORS AND SCHOOL STAFF IDENTIFY WHO THOSE KIDS MIGHT BE SO WE CAN MAKE THAT TRANSITION AS EASY AS POSSIBLE.
AND THEN LAST ON THIS LIST IS TRANSITION SERVICES FOR OUR SPECIAL ED STUDENTS.
SO A SPECIAL ED STUDENT CAN ACHIEVE CCMR STATUS THROUGH ANY OF THOSE TEN CRITERIA.
AND THAT'S A LOT ABOUT TRACKING STUDENTS AND GETTING THEM CODED CORRECTLY IN OUR SYSTEMS, BUT ALSO EDUCATING OUR TEACHERS, PARENTS AND STUDENTS AS THEY GET OLDER THROUGH OUR DECISIONS THAT THEY ARE PUTTING KIDS ON THE RIGHT GRADUATION CODE, GETTING THEM IN THE RIGHT PROGRAM SO THAT THEY EXIT OUR SYSTEM, WORKFORCE READY, OR COLLEGE READY OR FINISH ONE OF OUR ADVANCED GRADUATION PLANS.
AND I THINK AT THIS TIME, I'LL HAND IT RIGHT BACK OVER TO DR.
SO WE'LL JUMP BACK RIGHT BACK INTO THE TAPR WITH SOME OF THE DATA.
WE'VE KIND OF GONE OVER SOME OF THE HIGHLIGHTS OF THE STUDENT ACHIEVEMENT DATA.
IN ADDITION TO THE STUDENT ACHIEVEMENT, THERE IS INFORMATION ABOUT DISTRICT CAMPUS PROGRAM STAFFING.
THIS CHART WOULD BE A LITTLE EASIER TO KIND OF INTERPRET THE TEACHER, PROFESSIONAL SUPPORT, CAMPUS ADMINISTRATION AND CENTRAL ADMINISTRATION ARE ALL THOSE ARE THE FOUR SUBCATEGORIES UNDER PROFESSIONAL STAFF.
[00:45:02]
BUT REALLY WANT TO HIGHLIGHT HERE IS JUST FRISCO'S COMMITMENT TO PUTTING ITS RESOURCES AND TIME RESOURCES TOWARDS THE TEACHERS.YOU SEE, 57.1% OF THE POSITIONS ARE DIRECTLY TEACHERS AS COMPARED TO JUST UNDER 50% FOR THE STATE.
CAMPUS AND CENTRAL OFFICE ADMINISTRATION ARE BOTH BELOW STATE AVERAGES, AS WELL AS EDUCATIONAL AIDES AND AUXILIARY STAFF BELOW STATE AVERAGES.
SO LOOKING AGAIN AT HR AND CATEGORIZATION OF STAFFING, IT'S STAFF EMPLOYEES THAT HAVE A DIRECT INSTRUCTIONAL TIE.
THIS REPRESENTS 70 A LITTLE OVER 72% OF ALL EMPLOYEES AS COMPARED TO THE STATE AVERAGE OF JUST ALMOST 65%. ONE OF THE THINGS ON THE TAPR THAT LOOKS AT PERCENT OF TEACHERS WITH MASTER'S AND DOCTORATE DEGREES.
TEACHER GENDER KIND OF HAS SINCE LAST QUITE A FEW YEARS IS REALLY PRETTY STABLE, CONSTANT AND CONSISTENT AT ABOUT 78% FEMALE, 22% MALE AND THEN TEACHER YEARS OF EXPERIENCE.
ANOTHER SECTION OF THE REPORT IS A REPORT ON VIOLENT OR CRIMINAL INCIDENTS.
THIS IS A REQUIRED PART THAT WAS ADDED IN THE TEXAS EDUCATION CODE AND FRISCO LESS THAN 1% OF SCHOOLS INVOLVE ANY SORT OF INCIDENT CATEGORIZED THROUGH THIS DEFINITION.
AND AS WE KIND OF WRAP UP, THE HIGHLIGHTS OF THE TAPR ARE JUST WHAT WE KIND OF WANT TO JUST PUT A COUPLE OF THINGS ON YOUR RADAR IN TERMS OF 2023 ASSESSMENT RESULTS AS WELL AS ACCOUNTABILITY.
AS YOU'VE PROBABLY HEARD, THE STAAR TEST IS CHANGING.
IT'S GOING TO BE COMPLETELY ONLINE.
THERE'LL BE NEW ITEM TYPES THAT THE STUDENTS CAN INTERACT WITH MORE OF AN INTERACTIVE ASSESSMENT.
SO AS A RESULT OF THESE CHANGES, WE'RE NOT GETTING STAAR RESULTS BACK THIS YEAR UNTIL AUGUST.
USUALLY WE GET THOSE KIND OF IN MAY, JUNE.
SO THEY'LL BE KIND OF A SIGNIFICANT DELAY THIS YEAR WHEN WE ACTUALLY RECEIVE RESULTS BACK.
AND THEN AS RELATED TO THAT, THE A THROUGH F ACCOUNTABILITY SYSTEM IS GOING THROUGH A RESET THIS YEAR WHERE THEY'RE LOOKING AT THE CUT POINTS, THE SCALING SCORES OF WHEN THEY REPORT OUT A DISTRICT, BEING AT A, B, C OR D, THEY'RE RESETTING ALL THOSE CUT POINTS FOR WHAT QUALIFIES FOR CERTAIN THRESHOLDS.
AND ONE OF THE THINGS WE KIND OF WANT TO HIGHLIGHT DR.
SO WE'RE REALLY WATCHING THAT CLOSELY AT WHAT STATE'S GOING TO DO FOR REPORTING OUT CCMR RESULTS.
BUT AGAIN, THE STAAR RESULTS THEMSELVES WILL BE DELAYED AND ACCORDINGLY, THE OVERALL RATINGS THIS YEAR, WE WILL GET UNTIL SOME TIME IN MID SEPTEMBER AND TEA IS STILL ACTIVELY, YOU KNOW, SENDING OUT PROVIDING INFORMATION.
SO THAT'S AN OVERVIEW OF KIND OF THE LITTLE LESS THAN 2000 PAGES.
QUESTIONS, COMMENTS? HI. HELLO.
THANK YOU SO MUCH FOR THE PRESENTATION AND ALL THE INFORMATION YOU PROVIDED TODAY.
I HAVE FOUR QUESTIONS, AND THEY'RE PRETTY BROAD SCATTERED ACROSS THE REPORT.
SO THE FIRST QUESTION THAT I HAVE IS DO WE HAVE A PLAN TO CLOSE THE ACHIEVEMENT GAPS THAT WE SAW ON THE TAPR REPORT? AND IF SO, WHAT IS THAT PLAN? AGAIN, WE SHARED THAT DATA IN OCTOBER AND WE KIND OF WENT THROUGH SOME OF THE DATA.
AND THEN WE TALKED ABOUT SOME OF THE RESPONSE TO THAT DATA.
SOME OF THE PIECES TO THAT INVOLVE THE GOAL SETTING THAT WE KIND OF MENTIONED WHEN WE'RE GOING THROUGH THE CAMPUS PERFORMANCE OBJECTIVES. CAMPUSES GO THROUGH A GOAL SETTING PROCESS EACH YEAR TO IDENTIFY WHERE STUDENTS ARE PERFORMING, WHERE THEIR STRENGTHS ARE, AS WELL AS AREAS OF GROWTH.
[00:50:02]
DR. NYE. I'LL ADD ON WHEN YOU'RE FINISHED, I'LL ADD ON THINGS.OKAY. IN ADDITION TO THAT PROGRESS MONITORING THROUGHOUT THE YEAR THROUGH LOOKING AT ASSESSMENT DATA AS WE GIVE OUR INTERNAL ASSESSMENTS THROUGHOUT THE YEAR.
OUR MTSS PROCESS, BOTH ACADEMIC AND BEHAVIORAL.
WE REALLY AGAIN LOOK TO IDENTIFY WHERE STUDENTS ARE AND HOW WE CAN MOVE THEM FORWARD.
SO THE GROWTH I'M SORRY, SO THE GROWTH YOU'RE MEASURING THE GROWTH OR ACTUALLY CLOSING THOSE ACHIEVEMENT GAPS PER STUDENT? IS THERE. YEAH, THAT DEPENDS A LOT.
SO A LOT OF THE SO THE STAAR PERFORMANCE HERE, WE LOOK AT PERFORMANCE AND WE LOOK AT GROWTH.
A LOT OF ESPECIALLY AT OUR ELEMENTARY CAMPUSES, THEY DO A LOT OF TALKING WITH STUDENTS AND TEACHERS ABOUT THEIR GROWTH, WHICH HONESTLY IS A MEASURE I BELIEVE THAT'S FAR MORE APPROPRIATE BECAUSE GROWTH IS AN APPROPRIATE TARGET FOR EVERY STUDENT.
WHERE DO YOU THINK WE CAN GET YOU TO A YEAR'S PROGRESS IN A YEAR'S TIME? AND THEY'LL WORK WITH STUDENTS ON THAT GOAL SETTING PROCESS.
OK I PROMISE THIS NEXT ONE IS THE LAST.
OKAY. DID YOU HAVE SOMETHING? I WOULD JUST ADD, DR. NYE DID A GREAT JOB OF ANSWERING THAT.
OUR TEACHERS WHO ARE ALSO THE BEST IN THE STATE, I'M A LITTLE BIASED.
TEACHER LINE DEPARTMENT AND SOME OTHER TEAM MEMBERS.
DR. CLARK MENTIONED QUITE A FEW THINGS AT THE SECONDARY LEVEL.
WE'RE INCREASING OUR TARGET APPROACH TO DUAL CREDIT.
KEEP AN EYE OUT FOR SOME WEBINARS GOING ON RIGHT NOW AND ON OUR WEBSITE.
AND ACADEMIC ADVISEMENT AS DR.
THANKS TO YOU ALL WE'VE BEEN ABLE TO PROVIDE ADDITIONAL RESOURCES, BOTH ELECTRONIC AND PRINT, TO OUR TEACHERS, TO MAKE SURE THAT WHEN THE TEACHER NOTICED SOMETHING THAT GOT THAT ADDITIONAL SUPPORT FOR IT FOR THEM.
YOU MENTIONED ALSO IN THE REPORT THE NUMBER OF TESTS.
I THINK YOU SAID SOMEWHERE AROUND 33,000, 3,300 SOMETHING LIKE THAT.
I'M NOT SURE WHAT THAT NUMBER WAS.
YES. I REALLY JUST NEED TO KNOW IF THE TESTING THAT THE IB STUDENTS WAS THEIR TESTING INCLUDED IN THAT NUMBER? SO THAT WAS THOSE WERE JUST AP TEST NUMBERS.
THERE ARE SIMILAR TESTS THAT WE ADMINISTERED TO I.B., BUT THEY WERE NOT INCLUDED IN THAT NUMBER.
OKAY. SO I WAS I WAS GOING TO TRY AND SPECULATE, BUT I COULDN'T.
I CAN GET YOU THE NUMBERS ON THAT, THOUGH.
WE ONLY HAVE ONE TESTING SEASON OF DATA BECAUSE THEY DON'T TAKE TESTS UNTIL THEY'RE IN 11TH GRADE.
SO THE SENIOR CLASS HASN'T TAKEN THE SECOND ROUND YET.
AND THE NEXT QUESTION IS WITH THE STAAR BEING COMPLETELY ONLINE.
I'D LIKE TO KNOW HOW THE PREPARATION WILL LOOK IN THE CLASSROOM.
SO WE'VE BEEN WORKING ON THE TRANSITION.
WE'VE KNOWN THIS TRANSITION HAS BEEN COMING FOR QUITE A FEW YEARS, SO WE'VE BEEN WORKING ON THAT.
WELL, I THINK WE ONLY HAD THREE CONTENT AREAS AT THE HIGH SCHOOL LEVEL.
WE ALSO HAVE INTERNAL ASSESSMENT TOOLS WHERE STUDENTS AND TEACHERS CAN PRACTICE THE NEW STYLES OF ASSESSMENT. THE QUESTION ITEMS WHERE THEY'RE MORE INTERACTIVE.
SO STUDENTS HAVE BEEN KIND OF INTERACTING AND PRACTICING WITH THOSE FOR THE LAST SEVERAL YEARS.
THANK YOU. AND THEN THE LAST QUESTION I THINK IS MORE SO FOR DR.
LINTON. I KNOW IN THE PAST TWO YEARS WE'VE WORKED TO INCREASE THE DIVERSITY IN THE TEACHING STAFF.
[00:55:08]
FEMALE, IS THERE A WAY TO CODE SO THAT WE CAN SEE I KNOW WE'RE A DIVERSE DISTRICT AND WE'RE GROWING.AND SO I JUST LIKE TO KNOW IF WE CAN CODE BY ETHNICITY? ABSOLUTELY. THE STATE PROVIDES THAT INFORMATION.
I CAN DEFINITELY SHARE THAT WITH YOU.
THANK YOU. YOU'RE WELCOME, MS. DAVIS. AND I CAN SHARE THAT JUST RIGHT NOW REAL QUICK WITH YOU.
TEACHERS BY ETHNICITY, AFRICAN AMERICAN, IS 6.8%.
THANK YOU. YOU'RE VERY WELCOME.
SO WITH STAAR 2.0, WILL THERE BE A WAY FOR STUDENTS WHO NEED AN ACCOMMODATION WITH A PAPER TEST? BECAUSE I KNOW STAAR IS ALL ONLINE WELL, THERE WILL BE A WAY TO ACCOMMODATE THOSE STUDENTS OR WHAT? YES. OKAY. SO THEY CAN STILL WE CAN STILL FOLLOW THEIR 504S OR IEPS.
YEAH THERE'S A SMALL PERCENTAGE OF STUDENTS THAT WILL STILL TAKE A PAPER ADMINISTRATION BUT MOST STUDENTS WILL HAVE THEIR ACCOMMODATIONS . TEA HAS IN THE ONLINE ASSESSMENT PLATFORMS A LOT OF THE ACCOMMODATIONS ARE STUDENTS CAN ACCESS THEM.
BUT IN SOME WAYS THE ONLINE TOOLS YOU KNOW THEY HAVE HIGHLIGHTING TOOLS THEY HAVE TEXT TO SPEECH.
BUT TO YOUR POINT, THERE ARE SOME STUDENTS THAT WILL STILL HAVE TO TAKE A PAPER.
I KNOW THAT WE HAVE TO HAVE ACCOUNTABILITY AND IT'S IMPORTANT ASSESSMENT IS CRITICAL FOR THE WORK OF THE EDUCATION INDUSTRY TO BE ABLE TO MAKE SURE THAT KIDS ARE PROGRESSING AND THAT THEY'RE GETTING WHAT THEY NEED.
BUT WITH THE PUNITIVE NATURE OF STAAR, EVERYTHING FROM OUR HIGH SCHOOL STUDENTS LOSING AN ELECTIVE TO THE INCREDIBLE RESPONSIBILITY OF OUR TEACHERS TO HAVE TO IMPLEMENT HB 4545, WHICH WE'RE HOPING WE WILL SEE A MASSIVE REFORM DURING THE 88TH LEGISLATURE.
WITH THIS SHIFT IN STAAR, YOU ALL HEARING ANYTHING ABOUT THE POSSIBILITY OF EITHER A GRACE PERIOD WITH THESE PUNITIVE MEASURES THAT COME WITH THE TEST SCORES OR ARE WE GOING TO GO RIGHT BACK INTO THE REPORTING IS IN SEPTEMBER WE HAVE TO IMPLEMENT ANY TYPE OF CURRENT PUNITIVE NATURE OF THOSE RESULTS IN THE SAME MONTH? AND YOU MAY NOT KNOW THAT, BUT I'M JUST CURIOUS IF, YOU KNOW, BECAUSE THE TEST IS GOING TO SHIFT SO DRAMATICALLY.
YES. I WOULD HOPE THAT THE STATE WOULD GIVE OUR KIDS A LITTLE BIT OF A GRACE PERIOD TO CATCH UP.
AND I KNOW THEY DID THAT DURING COVID.
THIS IS A BIG SHIFT FOR A LOT OF OUR STUDENTS.
YEAH, AND A LOT OF DIFFERENT FORMATS WE'VE HEARD 4545 IS GETTING A LOT OF ATTENTION.
I HAVEN'T HEARD THE WORD GRACE PERIOD USED YET.
NYE AND I HAVE NOT HEARD GRACE PERIOD.
IT'S A GOOD THING TO PUT IN THE AIR THOUGH.
BOARD ANY OTHER QUESTIONS FOR DR.
NYE. I WAS GOING TO ASK HOW THAT EFFECT WOULD AFFECT PROGRESSION BUT I GUESS THE ANSWER IS WE DON'T KNOW YET.
PROGRESSION AND PROGRESSION IN WHAT WAY? I'M SORRY. STUDENTS THAT THAT HAVE TO PROGRESS TO HAVE TO PASS THE TEST IN ORDER TO.
IT WILL BE THE THREE THROUGH 8 RESULTS THAT ARE PARTICULARLY DELAYED.
WELL, IN ADDITION TO THAT, I WAS GOING TO POINT OUT, YOU KNOW, FOR THOSE THAT ARE FOLLOWING ALONG IN THE AUDIENCE AND THEY HEAR 1900 PAGES IN THE DOCUMENT, I MEAN, YOU CAN DRILL DOWN AND YOU CAN SEE SPECIFIC DATA ABOUT YOUR CAMPUS.
ABSOLUTELY. YOU CAN SEE SPECIFIC DATA ABOUT SUBGROUPS IN OUR STUDENT POPULATION.
MOST PEOPLE ARE PRETTY FAMILIAR WITH IT.
WE'VE HAD IT FOR A FEW YEARS AND THEY SEE FRISCO ISD WITH ITS GRADE.
AND SO I THINK THAT'S WORTHY OF A READ FOR ANYBODY THAT'S FOLLOWING ALONG.
[01:00:01]
CAMPUSES. TWO THINGS IN PARTICULAR I REMEMBER BEING AT AN ELEMENTARY SCHOOL ONE TIME AND BROUGHT INTO A I'M GOING TO CALL IT A CLASSROOM THAT WAS EMPTY AND IT WAS THE WINDOWS WERE COVERED UP WITH PAPER, BUT THERE WAS A PROGRESS WALL THAT LINED THE WALLS, AND EVERY INDIVIDUAL STUDENT IN THAT CAMPUS WAS ILLUSTRATED ON THAT WALL WHERE THEY WERE WITH INDIVIDUAL TEKS, WITH INDIVIDUAL SUBJECT MATTER.AND THOSE TEACHERS IN THE CLASSROOM WOULD COME IN THERE AND THEY WOULD WORK INDIVIDUALLY TO TRY TO FIGURE OUT WHERE THAT KID WAS AND HOW AS A CAMPUS THEY WERE GOING TO MOVE THAT KID WHERE HE COULD BE.
AND THEN ALONG THAT SAME LINE, I'M GOING TO CALL IT CONTINUITY OF CARE, BECAUSE I DON'T KNOW WHAT YOU GUYS CALL IT, BUT IN THE HEALTH CARE PROFESSION, WHEN YOU GOT MULTIPLE DOCTORS, RIGHT, AND YOU'VE GOT A SECONDARY KID WITH MULTIPLE TEACHERS WE'VE SAT IN BEFORE ON CAMPUS MEETINGS WHERE A PRINCIPAL COUNSELOR, VARIOUS TEACHERS FROM DIFFERENT DISCIPLINES WHO HAVE AN INDIVIDUAL STUDENT WILL JUST GO DOWN THE LIST.
LET'S TALK ABOUT KID A. LET'S TALK ABOUT KID B AND THEN THEY'LL FIGURE OUT AS A TEAM WHERE THAT KID IS IN THEIR CLASSROOM SO THAT THE TEACHERS THAT SEE THEM IN THE OTHER SEVEN PERIODS OF THE DAY KNOW WHERE THEY ARE AS WELL.
SO WE'LL CALL IT CONTINUITY OF CARE.
AND THAT'S IT. IT'S ALL I GOT. THANK YOU.
AND I KNOW WE'RE TRYING TO EVEN CLOSE THAT GAP EVEN FURTHER.
DO WE HAVE ANY IDEA THE REASON FOR THOSE ACHIEVEMENT GAPS.
I'D BE REMISS IN SPECULATING THAT, EXCEPT TO SAY THAT WHAT I'VE SAID BEFORE, WE HAVE AMAZING PROFESSIONALLY TRAINED EDUCATORS WORKING WITH STUDENTS DAY IN, DAY OUT, TRYING TO MEET THEIR MAIN AND NEED.
THEY HAVE ACCESS TO A ROBUST SET OF DATA.
AND THIS FOCUS ON WHAT I SAID A FEW MINUTES AGO ABOUT GROWTH.
WE WORK WITH ALL STUDENTS TO MAKE SURE THAT THEY GROW NO MATTER WHERE THEY'RE AT ACADEMICALLY.
AND WE TRIANGULATE THOSE DATA AT THE STAAR WITH LOTS OF OTHER DATA SETS ACROSS THE BOARD.
AND OUR TEACHERS DO AN AMAZING JOB OF DOING ALL OF THAT EFFICIENTLY.
I GOT A CHANCE TO BE IN AN ELEMENTARY CLASSROOM JUST THE OTHER DAY.
I THINK THE [INAUDIBLE] ARE ACTUALLY DOING A GREAT JOB.
BUT I KNOW WE'RE TRYING TO ADDRESS IT AND WE'RE TRYING TO DO A BETTER JOB OF IT.
AND I WAS JUST WONDERING, HAD ANYBODY EVER LOOKED INTO THAT OR IS IT.
WELL, WHEN IT COMES TO THAT, I GUESS MY FIRST THOUGHT, IS GETTING DOWN TO THE STUDENT LEVEL AS QUICKLY AS POSSIBLE WHEN LOOKING AT DATA AND DETERMINING CAUSE EFFECT FOR REASONS A LOT CAN GET LOST IN AVERAGES.
AND THAT'S WHERE IT WAS KIND OF REFERENCED EARLIER.
A LOT OF THE STRUCTURES, PROCESSES, CAMPUSES, TEACHERS, TEAMS HAVE IN PLACE ARE TO DISCUSS INDIVIDUAL STUDENTS, WHAT THEIR NEEDS ARE, WHAT THEIR STRENGTHS ARE, SO WE CAN FILL IN THOSE GAPS.
LIKE MIDDLE SCHOOL HAS A TEAMING PROCESS AND WHERE WE GET TOGETHER AND KIND OF LIKE WE'VE JUST MR. CLASSE DESCRIBED OF TEACHERS GETTING TOGETHER, TALKING ABOUT INDIVIDUAL STUDENTS, WHAT THEIR NEEDS ARE BOTH ACADEMICALLY AND BEHAVIORALLY, AND COMING TOGETHER AS PROFESSIONALS TO ADDRESS PLANS TO ADDRESS THOSE GAPS.
THANK YOU. BOARD ANY OF THE QUESTIONS.
AND BELIEVE ME, WHEN WE ALL SAW THAT THE BOARD BOOK WAS 2200 PAGES, WE IMMEDIATELY PANICKED.
BUT THEN WE REALIZED IT WAS TAPR.
AND SO WE FELT BETTER. SO THANK YOU.
IT'S INCREDIBLE DATA FOR US TO HAVE AND IT'S IMPORTANT.
AND WE APPRECIATE YOU ALL DOING THE DEEP DIVE AND ANALYSIS TO PRESENT TO US EVERY YEAR.
I'M SURE THAT THERE WILL BE MANY QUESTIONS ABOUT TAPR AS WE CONTINUE TO DELVE INTO THE DATA.
ARE YOU SAYING WE WANT TO JUST FOCUS? YOU KNOW, WHAT'S IN THE REPORT AND WHERE FOLKS CAN ACCESS IT AND ASK QUESTIONS.
[01:05:01]
SO AWESOME, THANK YOU ALL VERY MUCH.WE'LL MOVE ON TO ITEM SEVEN DISCUSSION REGARDING ONE LEVEL ILA UPDATE.
[7. Discussion regarding One Level 1LA Update]
DR. CUNNINGHAM. THANK YOU.I'M JUST GOING TO SPEAK FOR A FEW MINUTES.
THE DIFFERENTIATIONS, ONE OF THOSE TERMS WE USE TO TALK ABOUT HOW OUR PROFESSIONALLY TRAINED EDUCATORS ADAPT THEIR APPROACH , THE USE OF CONSTRUCTION MATERIALS, ETC., IN ORDER TO MEET THE DIVERSE NEEDS OF OUR STUDENTS.
HOWEVER, IN AN EFFORT TO EFFECTIVELY SUPPORT THE PROGRAM AND COLLECT RELIABLE DATA TO TRULY UNDERSTAND THE IMPACT OF THE APPROACH, WE LIMITED THE PILOT TO FOUR SCHOOLS FOR THE 2020 2021 SCHOOL YEAR.
TRY SAYING THAT 12 TIMES FAST.
THAT SPRING, OUR PARTICIPATING CAMPUSES COMMUNICATED WITH THEIR STAFF AND THEIR PARENTS.
I FULLY ADMIT TO YOU THAT SOME OF THE COMMUNICATION WAS NOT AS TIGHT AS IT COULD HAVE BEEN, AND WE BELIEVE THAT WAS THE ROOT CAUSE OF SOME OF THE INITIAL CONCERN OVER THE IMPLEMENTATION. WE LEARNED A LOT FROM THAT, AND AFTER OUR REFLECTION, WE RESPONDED PROACTIVELY IN FUTURE ITERATIONS.
YOU KNOW ALL THAT. WE'VE TALKED ABOUT THIS BEFORE, AND THAT'S SORT OF THE WHAT.
THE WHY? WHY DO WE GO DOWN THIS ROAD? WE OWE IT TO OUR STUDENTS.
AS THE NEEDS OF OUR STUDENTS CONTINUE TO CHANGE, WE AS A DISTRICT HAVE TO BE NIMBLE, ADAPTIVE.
ONE MIGHT EVEN SAY INNOVATIVE IN OUR APPROACH TO TEACHING LEARNING.
THAT'S WHAT WE OWE TO OUR STUDENTS.
THIS IS NOT A NEW IDEA TO EDUCATION.
THE APPROACH OF ONE LEVEL ILA WAS SIMPLY A STRUCTURE THAT ALLOWED ALL STUDENTS TO BE EDUCATED WITHIN THE SAME ENVIRONMENT AND PROVIDED SUPPORT FOR OUR TEACHERS TO BE MORE INTENTIONAL WITH THE DIFFERENTIATION EFFORTS.
WE WERE ALONGSIDE OUR TEACHERS DAY IN, DAY OUT WITH THIS.
WHILE WE DID SEE SOME CONSISTENTLY POSITIVE BENEFITS FOR STUDENTS IN THE PROGRAM.
AND WHAT I MEAN BY THIS ACADEMIC GROWTH, WE ALSO SAW AN INCREASED NUMBER OF STUDENTS SELECTING ADVANCED COURSES BOTH AT MIDDLE SCHOOL AND HIGH SCHOOL AFTER EXPERIENCING ONE LEVEL ILA. THESE ARE STUDENTS WHO HAD NOT PREVIOUSLY SELECTED AN ON LEVEL COURSE.
HOWEVER, THE RESULTS JUST WEREN'T STATISTICALLY SIGNIFICANT ENOUGH FOR ME TO FEEL COMFORTABLE.
RECOMMEND TO DR. WALDRIP THAT WE CONTINUE THIS DISTRICT LED PROGRAM.
I'VE BEEN AN ADVOCATE FOR THIS PROGRAM.
I THINK THAT'S CLEAR. BUT AFTER LOOKING AT THE DATA, WE MADE THE DECISION TO HALT THE DISTRICT WIDE IMPLEMENTATION OF THIS PROGRAM BECAUSE AS I'VE SAID MANY TIMES BEFORE, FROM THIS SEAT AND FROM THE PODIUM, IT'S VERY DIFFICULT TO CONCLUDE THAT ANY PARTICULAR PROGRAM IS DIRECTLY RESPONSIBLE FOR ACADEMIC GROWTH.
HOWEVER, WHAT I WOULD LEAVE YOU WITH THIS EVENING IS THAT WE'VE LEARNED AN AWFUL LOT.
AND WHAT WE'VE LEARNED IS IT'S NOT THE STRUCTURE.
BUT IT'S THE WORK OF OUR AMAZING TEACHERS IN DIFFERENTIATION THAT MADE THE IMPACT FOR OUR STUDENTS.
WE LEARNED, THE PROFESSIONAL LEARNING OF OUR TEACHERS, THE FEEDBACK WE RECEIVED FROM THE COMMUNITY AND STAFF IS THAT WE HAVE LEARNINGS IN WAYS THAT WE COULD CONTINUE TO SUPPORT OUR STAFF AS THEY CONTINUE TO MEET THE MAIN NEED OF OUR STUDENTS.
AND I WILL TELL YOU WHILE THIS PROGRAM, WHILE WE'RE SHOPPING A PROGRAM FROM A DISTRICT LED LENS, WE LEARNED AN AWFUL LOT ABOUT DIFFERENTIATION IN OUR CLASSROOMS AND WE'RE APPRECIATIVE OF THAT.
CUNNINGHAM REGARDING THE ONE LEVEL ILA UPDATE? I DON'T HAVE ANY QUESTIONS, BUT I DO WANT TO THANK YOU.
[01:10:04]
SO MANY. WE WERE GOING BACK AND FORTH KIND OF ROUND ROBIN ABOUT THE INTENT OF THE ACTUAL PILOT.[LAUGHTER] HOWEVER, I DO APPRECIATE YOUR TRANSPARENCY AND ALL THAT YOU SHARED THROUGHOUT THE THREE YEARS OF THE PROGRAM. I DO HOPE THAT WE CAN TAKE A LOOK AT SOME OF THE GAINS AND OR LOSSES THAT THE STUDENTS HAD THAT WERE PART OF THE PILOT.
CUNNINGHAM. JUST A COUPLE OF THINGS.
I THINK IN THE PAST TWO YEARS BEFORE BEING ON THE BOARD AND SINCE BEING ELECTED TO THE BOARD, I THINK THIS IS PROBABLY THE ISSUE THAT I'VE HEARD THE MOST ABOUT FROM THE FOLKS WHO'VE REACHED OUT TO ME.
AND MOST OF IT EXPRESSED CONCERNS AROUND HOW DO YOU INCREASE DIFFERENTIATION IN THE CLASSROOM BY TAKING AWAY THE DIFFERENTIATION. I MEAN, I THINK THAT'S KIND OF THE HARD PART.
THAT'S A LITTLE DIFFICULT TO EXPLAIN.
IT FELT A LITTLE COUNTERINTUITIVE, I BELIEVE.
I THINK WHAT I'D LIKE TO KNOW IS, YOU KNOW, IN TERMS OF THE LEARNINGS, WHAT WHAT DID WE LEARN OR WHAT DID YOU LEARN SPECIFICALLY FROM THE WAY THIS PILOT WAS IMPLEMENTED, THE REASON WHY THE DECISION WAS MADE, HOW IT WAS COMMUNICATED, AND ULTIMATELY THE DECISION TO STOP THIS PILOT OR CEASE THE PILOT THAT WE CAN TAKE TO OTHER PILOT PROGRAMS? I KNOW WE'RE PILOTING A LOT OF DIFFERENT THINGS IN THE DISTRICT.
SOMETIMES WE START AT ONE OR TWO CAMPUSES AND THEN EXPAND IT AND THINGS LIKE THAT, BECAUSE WE DID, YOU KNOW, WE DID IMPACT THOUSANDS OF MIDDLE SCHOOL EXCUSE ME, STUDENTS FOR A COUPLE OF YEARS, THREE YEARS NOW WITH THIS AND TO THEN HAVE IT DECIDE THAT THAT WE'RE NOT GOING TO CONTINUE.
I'LL DO MY BEST. THAT WAS A LOT OF QUESTIONS.
SO I KNOW THAT ONE OF THE THINGS THAT I MENTIONED A MINUTE AGO WAS COMMUNICATION EFFORTS.
I THINK WE LEARNED A LOT ABOUT EARLIER COMMUNICATION WITH TIGHTER COMMUNICATION.
ONE OF THE THINGS WE TALKED ABOUT STUDYING DIFFERENTIATION, I COULD RATTLE OFF ABOUT 15 NAMES OF PEOPLE IN JUST A SHORT PERIOD OF TIME THAT WE LOOKED AT AND STUDIED WHAT DIFFERENTIATION MIGHT LOOK AND SOUND LIKE IN TERMS OF THINGS WE LEARNED SPECIFICALLY FOR THIS IS HOW TO SUPPORT OUR TEACHERS AND MIXED ABILITY GROUPS USING THE WORKSHOP MODEL AT THE SECONDARY LEVEL.
AND WE HAD THIS LAST SET OF PROFESSIONAL LEARNING WE DID ONE OF THE THINGS THAT WE FOCUSED IN ON WAS THERE ARE STUDENTS WHO ARE, NOT TO USE THIS EXAMPLE BEFORE THEY'RE REALLY GOOD AT THIS SET OF STANDARDS AND THEY GET IT REALLY QUICKLY.
THE NEXT SET OF STANDARDS, MAYBE THEY NEED A LITTLE BIT MORE SUPPORT AND OUR TEACHERS HAVE THIS IS THEM TELLING ME, HEY, WE LEARNED A LOT HOW TO MEET THE NEEDS OF SOME HIGHER ACHIEVING STUDENTS THAT HELPED US OUT IN MEETING THE MAIN AND NEED OF OUR STUDENTS ACROSS THE BOARD.
WE HAVE ALL THESE STANDARDS WE'VE GOT TO LEARN AND COVER THROUGH THE SCHOOL YEAR.
SOME ARE PRIORITY STANDARDS, SOME ARE NOT.
AND SO WE'RE ABLE TO TURN BACK AROUND AND PROVIDE OUR TEACHERS SOME SUPPORT.
THE OTHER THING THAT I'LL MENTION IS THAT THIS IS NOT A UNIQUE THING TO FRISCO ISD.
THERE ARE QUITE A FEW DISTRICTS AROUND US THAT DO SOME SORT OF THIS PROGRAM, AND SO I'M NOT SURE I PUT THAT BACK OUT THERE, THAT THIS WAS SOMETHING THAT A LOT OF DISTRICTS DO WITH GREAT SUCCESS.
AND I'LL LEAVE WITH THAT THAT WE KNOW AN AWFUL LOT ABOUT HOW TO SUPPORT OUR TEACHERS, A LOT OF OUR PROFESSIONAL LEARNING THAT OUR FOLKS JUST WENT THROUGH A COUPLE OF WEEKS BACK WE'RE GOING TO UTILIZE IN OTHER OTHER GRADE LEVELS, OTHER SUBJECT AREAS AND THIS SUMMER AND FALL AS WE WORK WITH OUR TEACHERS.
THANK YOU. ONE THING THAT I GUESS I WOULD ADD IS, I THINK ONE OF THE CHALLENGES THAT I SAW WITH THIS PILOT WAS THAT IT WAS COMMUNICATED AS AN EQUITY AND INCLUSIVITY INITIATIVE.
[01:15:03]
AND THEN WE SORT OF SAID, WELL, WE DIDN'T REALLY MEAN THAT.AND THEN I THINK THE MEASUREMENTS ALSO.
SO I THINK THAT'S KIND OF TO THE COMMUNICATION PIECE IS LIKE, WHY? WHY EXACTLY ARE WE DOING THIS AS WELL AS WHAT DOES SUCCESS LOOK LIKE? WE TALKED A LITTLE BIT ABOUT A SLIGHT INCREASE IN STAAR SCORES AT THE JUNE BOARD MEETING, I BELIEVE IT WAS.
THOSE WERE THE THE GOALS OF THE PROGRAM WHEN THE PROGRAM WAS FIRST LAUNCHED.
RIGHT. THAT WAS SORT OF COMMUNICATED LATER ON.
WE HAVE 67,000 STUDENTS IN THIS DISTRICT.
WE HAD THOUSANDS OF MIDDLE SCHOOL SCHOOLERS GO THROUGH THIS.
LIKE IF WE SAW A 5% INCREASE IN STAAR SCORES, WOULD THAT BE CONSIDERED A SUCCESS? OR IF WE SAW A 20% INCREASE IN STUDENTS WHO ARE PART OF THE PILOT, YOU KNOW, SELECTING HIGHER LEVEL COURSES, ADVANCED LEVEL COURSES IN HIGH SCHOOL, WOULD THAT BE A SUCCESS? I THINK HAVING THAT UP FRONT WOULD BE IMPORTANT WITH ALL PILOTS THAT WE GO THROUGH.
AND I THINK WE EVEN TALKED ABOUT IN JUNE, I THINK I ACTUALLY ASKED THE QUESTION, ARE THOSE THE RIGHT METRICS FOR SUCCESS? IS STAAR SCORES AND ADVANCED COURSE SELECTION IN HIGH SCHOOL? ARE THOSE THE RIGHT MEASUREMENTS TO DETERMINE WHETHER OR NOT THIS IS A PILOT THAT SHOULD BE EXPANDED TO ALL 17 OF OUR MIDDLE SCHOOLS VERSUS THE EIGHT IN THE PILOT PROGRAM? IT'S GOING TO PIGGYBACK ON THAT JUST A LITTLE BIT.
I THINK I THINK IT CAN BE BOTH.
YOU CALLED IT THAT AT THE BEGINNING, BUT THE GOAL IN THE END WAS TO RAISE STAAR SCORES, TO RAISE PARTICIPATION IN THESE ADVANCED TESTS OR METRICS AND THAT KIND OF THING. SO WHETHER YOU CALLED IT THAT AT THE BEGINNING AND THEN STOPPED CALLING IT THAT, THE GOAL WAS ALWAYS THE SAME.
I DO APPLAUD YOU GUYS FOR ALWAYS TRYING NEW THINGS.
WE'VE SAT THROUGH ONES THAT WE THOUGHT THERE WON'T BE ANY PROBLEM WITH THIS AT ALL.
AND THEN IT BLOWS UP IN YOUR FACE.
AND, YOU KNOW, IT'S EASY TO MONDAY MORNING QUARTERBACK IT.
YOU NEVER KNOW UNTIL YOU'VE DONE IT.
AND I DON'T THINK WE CAN COMMUNICATE ENOUGH.
WE CAN JUST OVERCOMMUNICATE ON THESE THINGS AND GET GET PARENT FEEDBACK AND BRING PEOPLE TO THE TABLE AND EXPLAIN IT TO THEM ON THE FRONT END RATHER THAN MAKING THE DECISION AND WAITING TO SEE IF IT BLOWS UP BEFORE DOING THAT KIND OF THING.
I ALSO TO PIGGYBACK OFF OF BOTH OF YOU.
I YOU KNOW, I APPRECIATE YOU ALL LOOKING AND MAKING A DATA DRIVEN DECISION THAT'S ALWAYS FIRST AND FOREMOST, THAT THE DATA SHOULD BE THE THING THAT WE FOCUS ON. BECAUSE THAT INFORMS US AND THAT THAT MAKES US BETTER.
BUT ALSO TO TALK ABOUT OUR TEACHERS AND PRINCIPALS THAT WANTED TO DO THIS PROGRAM, THEY CAME AND THEY APPLIED FOR THIS PROGRAM FOR THEIR CAMPUSES.
AND JUST BECAUSE THIS PILOT DIDN'T WORK, JUST BECAUSE THIS PROVED TO BE SOMETHING DIFFERENT THAN WHAT WE THOUGHT, I DON'T WANT OUR AMAZING AND INNOVATIVE ADMINISTRATORS AND TEACHERS TO SHY AWAY FROM TRYING NEW THINGS, JUST LIKE WHAT MR. CLASSE MENTIONED. I THINK IT'S VERY IMPORTANT FOR FOR ALL FOR OUR DISTRICT TO YOU KNOW THINGS ARE CHANGING ALL THE TIME IN EDUCATION.
THERE ARE NEW TOOLS AND TECHNIQUES AND KIDS NEED NEW RESOURCES.
AND SO JUST BECAUSE THIS ONE DOESN'T WORK DOESN'T MEAN THE NEXT ONE WON'T.
AND SO I KNOW THAT THERE WAS A LOT OF THOUGHTFUL CONSIDERATION THAT WENT INTO THIS PILOT.
AND SO BUT I DO WANT TO COMMEND OUR TEACHERS AND PRINCIPALS FOR ALWAYS BEING WILLING AND ON THE CUTTING EDGE OF TRYING SOMETHING NEW FOR OUR KIDS, BECAUSE THIS COULD HAVE GONE A DIFFERENT WAY.
IT COULD HAVE BEEN THE EXACT THING THAT THIS COMMUNITY OF MIDDLE SCHOOL STUDENTS NEEDED.
[01:20:02]
SO I'M JUST APPRECIATIVE OF THEM ALWAYS BEING WILLING TO TRY SOMETHING NEW.I JUST WANT TO APPLAUD YOUR TEAM FOR FIRST OF ALL, IN RESEARCHING THIS EFFORT AND THEN STARTING IT.
BUT ALSO APPRECIATION FOR THE COMMUNITY, FOR COMING BACK AND THEN GIVING THEIR FEEDBACK.
SO INSTEAD OF CONTINUING TO PUSH BECAUSE A DECISION WAS TAKEN.
SO I APPRECIATE YOU AND YOUR TEAM FOR MAKING THAT CALL ON THIS.
I JUST SHOULD HAVE MENTIONED SOMETHING A MINUTE AGO WHEN I ASKED THE QUESTION.
ONE OF THE THINGS THAT WE HAVE PUT IN PLACE SINCE THIS IS IT'S CALLED THE PANTRY, IT'S A CENTRAL OFFICE GROUP THAT GETS TOGETHER AND WE START THINKING ABOUT WHAT STRATEGIC INITIATIVES WE ARE GOING TO ABANDON OR WHICH STRATEGIC INITIATIVES WE MIGHT BE THINKING ABOUT AND MAKE SURE THEY'RE ALIGNED ALL THE WAY THROUGH THE THROUGH OUR SYSTEM TO OUR FRAMEWORK. AND SO WE'VE GOT A PRETTY ROBUST PROCESS THAT WE THAT'S NOW IN PLACE.
SO THAT'S ONE OF THE THINGS THAT WE'VE LEARNED THROUGH THIS.
I DON'T THINK IT'S ALL OF THIS PARTICULAR PROGRAMS, BUT I WANT TO MAKE [INAUDIBLE] AS A POSTSCRIPT.
I WANT TO ECHO WHAT COLLEAGUE GOPAL SAID.
BUT YOUR APPROACH WASN'T THAT YOU LOOKED AT THE DATA.
YOU SAID THIS ISN'T GOING IN THE DIRECTION THAT WE WANTED IT TO GO AND ENDED IT.
AND I WANT TO APPLAUD YOU FOR THAT.
I JUST HAD ONE QUESTION AND IT WAS KIND OF WHAT MY COLLEAGUE STEPHANIE KIND OF MENTIONED TO BEGIN WITH, THAT ONE OF THE REASONS WHY WE INITIATED THE ILA PILOT PROGRAM WAS BECAUSE OF EQUITY.
I THINK THAT'S WHAT IT SAID ON THE WEBSITE.
AND I JUST LIKE TO KNOW, WELL, FIRST OF ALL, MAYBE YOU COULD BUY FIND EQUITY FOR ME AND THEN TELL ME WHAT PART DID THAT PLAY IN KICKING OFF THIS PILOT PROGRAM? SO I THINK THAT'S A SEMANTICS CONVERSATION.
I MENTIONED IT A FEW MINUTES AGO.
QUESTION WE WERE TRYING TO ANSWER WITH THIS PILOT IS HOW COULD WE PROVIDE ALL STUDENTS CHALLENGING DEVELOPMENTALLY APPROPRIATE FUTURE LEARNING EXPERIENCE? THAT'S ALL THIS IS ABOUT.
IT'S THE NAME OF ACADEMIC EQUITY, AND I KNOW THAT.
I'VE SAID YOU'D USE YOUR PHRASE ACADEMIC EQUITY.
I USED THAT BEFORE. MY DEFINITION FOR YOU TONIGHT WOULD BE WHAT I SAID.
I'VE SAID SEVERAL TIMES, HOW CAN WE PROVIDE ALL STUDENTS WITH CHALLENGING DEVELOPMENT, APPROPRIATE FUTURE LEARNING EXPERIENCES? THANK YOU, DR.
[8. Discussion regarding 2023-2024 budget process and timeline]
SMITH.AND THEN AT THE END, I'M GOING TO EXPLAIN A RESOLUTION FOR SOME NEW POSITIONS THAT IS ON YOUR AGENDA FOR LATER TONIGHT WHEN YOU GET TO ACTION ITEMS. SO THIS IS THE TIME OF YEAR WHERE WE TYPICALLY START TALKING ABOUT THE BUDGET.
AND I'LL GET INTO WHY AND WHAT THAT MEANS FOR US HERE IN JUST A MINUTE.
I WANTED TO START OFF, THOUGH, BY REMINDING YOU GUYS WHAT LAST YEAR'S BUDGET PROCESS LOOKED LIKE.
I WOULD KIND OF SUM IT UP IN THREE THINGS.
WE WE PUT THE LARGEST EVER RAISE FOR FRISCO ISD EMPLOYEES IN THIS YEAR'S BUDGET.
WE OPENED TWO NEW CAMPUSES AND ADDED 213 NEW STAFF TO TO ACCOMMODATE ENROLLMENT GROWTH.
WE'LL BE OPENING TWO MORE CAMPUSES THIS COMING FALL.
AND THEN WE DID ADOPT, I'M SURE YOU ALL REMEMBER, ABOUT A $22 MILLION BUDGET DEFICIT THAT WE EXPECT TO BE COVERED BY SOME ESSER FUNDING THAT WE HAD AVAILABLE TO US AS WELL AS AVAILABLE FUND BALANCE AS NECESSARY.
[01:25:03]
SO IN TERMS OF FACTORS THAT ARE INFLUENCING THIS YEAR'S GENERAL FUND BUDGET, YOU CAN KIND OF BOIL IT DOWN TO THREE BIG THINGS.ENROLLMENT, THE ECONOMY, AND THEN THE EFFECT OF LEGISLATION.
WE WERE ABOUT 676 STUDENTS LOWER THAN PROJECTED ENROLLMENT THIS YEAR.
AND THAT'S ALSO WHAT WE USE WHEN WE PROJECT STAFFING ALLOCATIONS.
WE ARE STILL A FAST GROWTH DISTRICT, BUT AS I'M SURE YOU GUYS REMEMBER HEARING OUR DEMOGRAPHERS TALK ABOUT IN THE FALL WHEN WE HAD THEM COME PRESENT, THEY'VE ADJUSTED THEIR PROJECTIONS TO ACCOMMODATE THOSE SLOWER GROWTH RATES GOING FORWARD BECAUSE WE'VE HAD THREE YEARS IN A ROW WHERE WE'VE SEEN LOWER THAN NORMAL ENROLLMENT GROWTH.
SO NOW WE'RE ANTICIPATING LESS THAN 1,000 NEW STUDENTS PER YEAR GOING FORWARD.
WE TALKED ABOUT THIS LAST SPRING DURING THE BUDGET PROCESS, BUT SLOWING ENROLLMENT GROWTH.
ONE OF THE BIGGEST THINGS THAT THAT DOES FOR US IS WHEN WE OPEN NEW CAMPUSES, IT TAKES US A FEW EXTRA YEARS TO GENERATE THE REVENUE FROM NEW STUDENTS TO HELP COVER THE OPERATING COST OF THOSE NEW CAMPUSES.
AND THAT'S JUST NOT OUR STORY ANYMORE.
THE ECONOMY IS THE SECOND BIG FACTOR.
I DON'T KNOW THAT I REALLY NEED TO EXPLAIN.
INFLATION AND WHAT IT'S DOING TO YOU GUYS.
BUT, YOU KNOW, INFLATION, COMPETITION FOR EMPLOYMENT AND THEN OTHER ECONOMIC FACTORS LIKE THE UTILITY RATE HIKES THAT WE'VE EXPERIENCED ARE REALLY PUTTING I WON'T SAY A STRAIN, BUT DEFINITELY THEY ARE IMPACTING OUR BUDGET IN A SIGNIFICANT WAY.
THE ADA SESSION IS UNDERWAY RIGHT NOW.
LAWMAKERS HAVE A $33 BILLION STATE SURPLUS TO WORK WITH.
SO NOT ALL OF THAT MONEY IS SPENDABLE AND IT WON'T ALL BE SPENT ON PUBLIC EDUCATION.
BUT WE DO KNOW THAT THERE WILL BE SOME MONEY COMING OUR WAY.
THE INITIAL BUDGET BILL AT THE STATE LEVEL THAT'S BEEN FILED FULLY FUNDS CURRENT LAW.
AND IT ALSO THERE WAS A RIDER TO ADD SOME ADDITIONAL FUNDING TO PUBLIC EDUCATION.
WE DON'T KNOW WHAT THAT FUNDING WHAT FORM THAT FUNDING WILL COME IN.
SO WHAT WE DON'T WANT TO DO IN A LEGISLATIVE YEAR IS GET AHEAD OF THE LEGISLATURE.
WE REALLY WANT TO TAKE OUR TIME, LOOK AT WHAT WE KNOW WE NEED, LOOK AT WAYS TO ENSURE OUR BUDGET IS SUSTAINABLE WITHOUT RELIANCE ON ADDITIONAL MONEY FROM THE LEGISLATURE AND THAT WAY WHEN WE DO GET THAT FUNDING, WHICH WE FULLY EXPECT TO GET WHATEVER STRINGS MAY BE ATTACHED TO IT, WE'RE PREPARED TO ADDRESS THOSE THINGS.
WE'VE BEEN DOING THIS SINCE 2016.
THIS IS A METHOD THAT ESSENTIALLY LOOKS AT ALL OF OUR PROGRAMS AND PRIORITIES AND FUNDS THE HIGHEST PRIORITY ITEMS FIRST, AND THEN LOOKS FOR SAVINGS OPPORTUNITIES IN AREAS WHERE WE FEEL WE COULD BE MORE EFFICIENT OR MAYBE AREAS THAT NO LONGER ALIGN WITH SOME OF THOSE PRIORITIES.
ONE OF THE THINGS THAT WE'VE DONE THIS YEAR, WHICH IS ALSO IMPACTING THE TIMING OF OUR BUDGET PROCESS, IS WE'VE ENGAGED BACK IN THE FALL, WE ENGAGED A COMPANY CALLED RESOURCE X, WHICH IS JUST A SOFTWARE PLATFORM THAT HELPS US CATEGORIZE OUR SPENDING AND OUR BUDGETING INTO DIFFERENT PROGRAMS THAT ACTUALLY ALIGN WITH THE FUTURE READY FRAMEWORK THAT WE'VE ADOPTED. SO WE'RE REALLY EXCITED ABOUT BEING ABLE TO REPORT OUT OUR BUDGET IN A WAY THAT FULLY ALIGNS WITH OUR STRATEGIC OBJECTIVES AND OUR FUTURE READY FRAMEWORK.
ALSO JUST KIND OF A REMINDER ON ALL THE PEOPLE INVOLVED IN THE BUDGET PROCESS.
[01:30:06]
SO IT STARTS WITH OUR DISTRICT BUDGET OWNERS.THEY MAKE RECOMMENDATIONS AND REQUESTS TO THE INSTRUCTIONAL SUPPORT TEAM THROUGHOUT THE SPRING.
WE SEEK AND ANALYZE FEEDBACK FROM STAKEHOLDERS AS NECESSARY EVERY NOW AND THEN.
WE WILL GO TO OUR DISTRICT ADVISORY COUNCIL WITH SOME KIND OF RECOMMENDATION.
WE WE JUST WE HAVE THOSE OPPORTUNITIES AVAILABLE TO US IF WE NEED THEM.
AND THEN WE MAKE RECOMMENDATIONS TO YOU GUYS.
WE TYPICALLY DO THAT IN A WORKSHOP FORMAT, AND THEN WE COME TO A BOARD MEETING AND HOLD A PUBLIC HEARING AND THEN YOU GUYS SET THE OVERALL DISTRICT VISION AND GOALS, REVIEW OUR FEEDBACK AND RECOMMENDATIONS, AND ULTIMATELY ADOPT THE BUDGET.
SO OUR BUDGET, OUR DISTRICT PRIORITIES OUR STRATEGIC OBJECTIVES.
IT'S BEEN SOMETHING THAT WE'VE BEEN WORKING TOWARDS FOR REALLY THE PAST COUPLE OF YEARS AND WE'RE REALLY CLOSE AND WE HOPE TO BE ABLE TO TO WRAP IT ALL UP IN A NICE PRETTY BOW THIS YEAR. SO ONE OF THE THINGS THAT WE'D LOVE TO DO AS PART OF THIS PROCESS.
WHEN WE HAVE OUR BOARD WORKSHOP IN MAY, WHICH I'LL GO THROUGH THE CALENDAR FOR YOU IN A SECOND, IS HAVE YOU GUYS ESSENTIALLY ADOPT A SET OF STRATEGIC OBJECTIVES.
SO WE'VE TALKED A LOT ABOUT OUR STRATEGIC CHANGE PROCESS AND THE FUTURE READY FRAMEWORK.
AND ONE OF THE THINGS THAT WILL HELP US TIE ALL OF THAT TOGETHER, OUR WORK, OUR BUDGET, YOUR DIRECTION AS THE BOARD IS TO TO ADOPT A SET OF STRATEGIC OBJECTIVES WHICH ARE ESSENTIALLY STATEMENTS OF DIRECTION THAT ARE ALIGNED TO THE FUTURE READY FRAMEWORK.
AND SO SOME OF THOSE DIRECTION OBJECTIVES WOULD BE DEVELOPED BY DISTRICT LEADERSHIP BASED ON CONTINUOUS IMPROVEMENT EFFORTS, BOTH AT THE CAMPUS LEVEL AND AT THE DISTRICT LEVEL. WE'RE WORKING WITH OUR CAMPUS PRINCIPALS RIGHT NOW GOING THROUGH WHAT THEIR NEEDS ARE FOR NEXT YEAR.
WE'RE ALSO WORKING WITH OUR DISTRICT ADVISORY COUNCIL, WHICH IS MADE UP OF COMMUNITY MEMBERS AND STAFF THROUGHOUT THE DISTRICT TO TALK ABOUT THEIR PRIORITIES AND THE THINGS THAT THEY WOULD LIKE US TO EXPLORE OR EVALUATE OR FOCUS ON OVER THE NEXT YEAR.
SO BETWEEN ALL OF THOSE GROUPS, WE WOULD LIKE TO PROPOSE THAT WE PUT TOGETHER A LIST ESSENTIALLY OF STRATEGIC OBJECTIVES AND PRESENT THAT TO YOU GUYS AT THE WORKSHOP IN MAY. WE'LL TURN IT INTO A NOT JUST A BUDGET WORKSHOP, BUT A BUDGET AND STRATEGIC PLANNING WORKSHOP THAT YOU GUYS CAN THEN ADOPT AS OUR STATEMENTS OF DIRECTION, STRATEGIC OBJECTIVES GOING FORWARD.
AND WE'LL BE ABLE TO ALIGN OUR BUDGET AND OUR SPENDING TO ALL OF THOSE OBJECTIVES.
SO WE'VE WE'VE BEGUN WE BEGAN WORK IN DECEMBER WITH RESOURCE X AND WITH OUR BUDGET OWNERS LOOKING AT DOING THAT DEEP DIVE INTO OUR SPENDING AND OUR BUDGETS AND TRYING TO CATEGORIZE THOSE PROGRAMS TO THE FUTURE READY FRAMEWORK.
WE'RE CONTINUING THAT WORK THROUGHOUT THE SPRING.
IN FEBRUARY, WHICH IS WHERE WE ARE NOW.
WE WILL BE WORKING WITH OUR DISTRICT ADVISORY COUNCIL.
THEY MEET THIS WEDNESDAY TO START TALKING ABOUT THOSE PRIORITIES, THOSE COMMUNITY PRIORITIES, WHERE WE CAN BEGIN CRAFTING THOSE STRATEGIC OBJECTIVES. WE'RE ALSO BRINGING TO YOU GUYS A PRELIMINARY LIST OF STAFFING RECOMMENDATIONS, LIKE I MENTIONED IN AN ACTION ITEM LATER ON TONIGHT.
AND THEN AS WE WORK THROUGH APRIL AND MAY AND WE WORK WITH OUR LEGISLATORS TO HEAR WHAT THEY'RE PLANNING FOR, WE LOOK AT ANY REVISED REVENUE ESTIMATES BASED ON ANY ADDITIONAL FUNDING THAT COMES FROM THE STATE.
WE POTENTIALLY WORK THROUGH ANY NEW MANDATES THAT COME FROM THE STATE AND THE COST OF THOSE.
WE WILL PUT ALL OF THAT TOGETHER FOR A WORKSHOP FOR YOU GUYS IN MAY.
[01:35:05]
HOPEFULLY WE'LL HAVE IT PRETTY NEAR FINAL BY THE TIME WE HAVE OUR WORKSHOP, BUT THAT WORKSHOP WILL HAPPEN BEFORE THE LEGISLATIVE SESSION IS.SO THE PLAN IS TO HAVE THAT WORKSHOP IN MAY.
THE LEGISLATIVE SESSION WILL END.
WE'LL MAKE ANY FINAL REVISIONS AS NECESSARY, WE'LL HOLD A PUBLIC HEARING IN JUNE.
AND THEN, OF COURSE, IN JULY, WE'LL GET OUR TAXABLE VALUES FROM THE APPRAISAL DISTRICTS.
AND IN AUGUST, YOU GUYS WILL ADOPT THE TAX RATE.
YOU GUYS HAVE A MORE DETAILED LIST OF THIS SLIDE IN YOUR BOARD BOOK ATTACHED TO THAT RESOLUTION.
THIS IS SOMETHING FOR THOSE OF YOU THAT ARE NEW TO THIS PROCESS.
WE'VE DONE THIS FOR THE PAST SEVERAL YEARS AT THE FEBRUARY BOARD MEETING SPECIFICALLY TO GIVE HR AND OUR PRINCIPALS THE OPPORTUNITY TO START RECRUITING FOR THESE POSITIONS IN LATE FEBRUARY OR EARLY MARCH, WHICH IS PRIME RECRUITING TIME FOR TEACHERS.
THERE MAY BE ADDITIONAL ONES THAT WE PRESENT TO YOU GUYS LATER.
BUT THIS LIST REPRESENTS THE ALLOCATIONS THAT WE KNOW WE WILL NEED TO ACCOMMODATE ENROLLMENT GROWTH AND THAT WE KNOW OUR PRINCIPALS WILL NEED TO BEGIN PLANNING THEIR MASTER SCHEDULES. SO WE CALL THESE POSITIONS WITH CRITICAL HIRING TIMELINES BECAUSE WE WANT TO GET STARTED RECRUITING FOR THESE AS QUICKLY AS POSSIBLE.
SO THE RESOLUTION THAT YOU GUYS HAVE LATER DOESN'T ACTUALLY COMMIT US TO THIS.
IT'S JUST A WAY FOR US TO BE TRANSPARENT AND SAY WE FULLY INTEND TO PUT THESE INTO THE BUDGET.
BUT WE MAY COME BACK THROUGHOUT THE BUDGET PROCESS SOME YEARS.
SOME YEARS. WE HAVEN'T DONE THAT.
BUT THAT'S KIND OF HOW THIS PROCESS WORKS.
I HAD A COUPLE OF QUESTIONS. COULD YOU GO BACK TO THE PREVIOUS SLIDE? YES. SO I'M LOOKING AT THE WILKINSON AND THE WORTHAM INTERMEDIATE SCHOOLS, AND I'M LOOKING AT 20 FTES FOR TEACHERS.
THAT CAN'T POSSIBLY BE THE TOTAL NUMBER OF TEACHERS.
THAT'S A GOOD QUESTION. I SHOULD HAVE MENTIONED THAT AS I WAS TALKING THROUGH IT.
NO, THAT IS NOT THE NUMBER OF TEACHER FTES THAT THOSE TWO SCHOOLS WILL NEED IN TOTAL.
BUT WHAT WE HAVE BEEN ABLE TO DO IS LOOK AT OUR STAFFING THROUGHOUT THE DISTRICT AND WHERE THOSE STUDENTS WILL BE COMING FROM, BECAUSE LIKE I SAID BEFORE, WE'RE NOT FILLING UP THOSE SCHOOLS WITH BRAND NEW TWO FISD STUDENTS.
A LOT OF THOSE KIDS ARE IN FRISCO CLASSROOMS RIGHT NOW BEING TAUGHT BY FRISCO TEACHERS.
SO APPROXIMATELY HOW MANY TEACHERS DO WE THINK WE WILL NEED STATIONED AT THOSE TWO SCHOOLS IN THE FALL WHEN WE OPEN? YOU KNOW, I HAVE THAT LIST, BUT NOT RIGHT IN FRONT OF ME.
LINTON HAS THAT RIGHT IN FRONT OF HER EITHER, BUT I CAN I CAN GET THAT TO YOU.
I JUST. I DON'T HAVE IT RIGHT IN FRONT OF ME.
THANK YOU. BOARD ANY OTHER QUESTIONS FOR KIM? OKAY. THANK YOU.
WE'LL NOW MOVE ON TO ITEM NINE COMMUNICATIONS TO AND FROM THE BOARD, INCLUDING PUBLIC COMMENTS, MS.
[9. Communication to and from the Board including public comments]
GILLESPIE. WE NOW MOVE TO THE PUBLIC COMMENT SECTION OF OUR AGENDA.THE BOARD WELCOMES COMMENTS REGARDING AGENDA ITEMS FROM CITIZENS WHO HAVE COMPLETED PUBLIC COMMENT CARDS THIS EVENING, WHICH ARE ACCEPTED UNTIL THE BEGINNING OF THE OPEN MEETING AND ARE NOT TRANSFERABLE TO OTHER SPEAKERS.
PLEASE BE ADVISED THAT THE INFORMATION SHARED IN PUBLIC COMMENT IS NOT AN ENDORSEMENT OF THE INFORMATION SHARED BY THE PRESENTER AND SOLELY PROVIDES THE OPINION OF THE INDIVIDUAL SPEAKER, NOT THE DISTRICT.
[01:40:03]
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, F AND G LOCAL AND GF LOCAL.
EACH GRIEVANCE PROCEDURE ALLOWS FOR AN INDIVIDUAL TO REDRESS GRIEVANCES WITH THE BOARD OF TRUSTEES.
IF YOU WISH TO PROVIDE PUBLIC COMMENT ON AN ITEM ON NOT ON THIS MEETING'S AGENDA, PLEASE JOIN US FOR OUR NEXT COMMUNITY INPUT NIGHT, WHICH IS FEBRUARY 27TH AT 6:30. THANK YOU.
OUR FIRST SPEAKER IS MEREDITH MANIS, FOLLOWED BY CHERIE HARDING, GRIFFIN AND THEN SHERRY SOLACE.
GOOD EVENING. THANK YOU FOR THE OPPORTUNITY TO SPEAK TONIGHT.
I'M A MOTHER OF FOUR FISD STUDENTS, A FRISCO RESIDENT AND AN EMPLOYEE OF FRISCO ISD.
TONIGHT, I WANT TO TALK TO YOU ABOUT EXPECTATIONS.
EXPECTATIONS HAVE A HIGH IMPACT ON ONE'S PERFORMANCE IN JUST ABOUT EVERYTHING.
IF WE EXPECT SOMETHING, THEN WE MUST CREATE THE CONDITIONS FOR IT TO OCCUR.
WHEN I WAS FIRST HIRED AS A TEACHER AND A COACH IN FRISCO 20 YEARS AGO.
THOSE EXPECTATIONS MADE ME BETTER AND GAVE ME SOMETHING TO BE PROUD TO BE PART OF.
THIS IS NOT UNIQUE TO ME, THOUGH.
WE HAVE AN AMAZING STAFF WHO ALSO HAVE HIGH EXPECTATIONS FOR THEMSELVES AND THE PEOPLE THEY SERVE.
IT'S WHY WE HAVE SO MANY GREAT OPPORTUNITIES FOR OUR STUDENTS AND SUCCESSES TO CELEBRATE.
IT MAKES A DIFFERENCE IN OUR SUCCESS.
ONE LEVEL ILA WAS ALL ABOUT RAISING EXPECTATIONS FOR ALL STUDENTS.
MIDDLE SCHOOL STUDENTS ARE NOT COLLEGIATE OR PROFESSIONAL ATHLETES.
ONE LEVEL PROGRAM WAS ABOUT TRULY KNOWING EACH STUDENT WHERE THEY ARE AND MEETING THOSE NEEDS.
SOME DISTRICTS HAVE CALLED THIS PRE AP FOR ALL AND THEY HAVE SUCCESS DOING JUST THAT.
I INVITE YOU TO GO VISIT THESE CAMPUSES SO YOU CAN SEE THE MAGIC THAT OUR TEACHERS PERFORM, THE BELIEF THAT THEY HAVE IN THEIR STUDENTS AND THE ACTIONS THEY TAKE TO MEET THE STUDENTS NEEDS.
THANK YOU. CHERIE HARDING GRIFFIN.
WALDRIP, BOARD MEMBERS OF THE LEADERSHIP.
THANK YOU FOR ALLOWING ME A FEW MOMENTS THIS EVENING.
I AM HERE TO SPEAK AS A CONCERNED PARENT ON RECORD REGARDING THE PROPOSED CHANGES TO THE E AND B LEGISLATION LOCAL LEGISLATION AS WELL AS COMMONLY KNOWN AS THE CRITICAL RACE THEORY CRT.
I HAVE BEEN A MEMBER OF THE FRISCO COMMUNITY FOR APPROACHING 18 YEARS.
WE ACTUALLY WERE HERE, MOVED AWAY TO A DIFFERENT STATE AND BECAUSE I LOVED FRISCO ISD SO MUCH, WE CAME BACK BECAUSE WE HAD A SPECIAL NEEDS STUDENT WHO I AM PROUD TO SAY IS GRADUATING WITH STRAIGHT A'S THIS JUNE THIS MAY.
SO I AM VERY EXCITED ABOUT WHAT YOU ALL HAVE ALWAYS DONE.
I WILL SAY AS A MEMBER OF THE PROFESSIONAL COMMUNITY, AS A BANKING EXECUTIVE, AS A BUSINESS OWNER, AS A DEI EXECUTIVE AND CHAMPION, IT IS IMPORTANT TO ME THAT WE ALWAYS ACKNOWLEDGE OUR HISTORY.
PERSONALLY, I AM FROM [INAUDIBLE].
MY FAMILY IS FROM COLONIAL VIRGINIA, MEANING ALL THE WAY BACK TO THE BEGINNING.
I HAVE DIRECT LINEAGE TO NAT TURNER, TO DRED SCOTT AND TO THE GEORGE WASHINGTON FAMILY.
I AM 28% CAUCASIAN, BUT I CAN'T DECIDE.
[01:45:01]
WE DON'T NONE OF US GET TO DECIDE THE DNA THAT WE'RE WRAPPED IN WHEN WE COME HERE, BUT WE SIMPLY EMBRACE WHO WE ARE AND DO SOMETHING WITH THE DECISIONS, WITH THE WITH THE GAP BETWEEN THE LINE OF WHEN WE'RE HERE AND WHEN WE LEAVE.AND THAT'S OUR LEGACY AND THAT'S OUR HISTORY.
AND SO WITH THAT, I WANT IT TO TO CHALLENGE US IN DECIDING THAT, YOU KNOW, HISTORY ARE FACTS.
JUST BECAUSE WE THINK THE AIR STINKS DOESN'T MEAN WE DON'T STILL HAVE TO BREATHE IT.
JUST BECAUSE THE SUN BURNS DOESN'T MEAN WE DON'T NEED THE TO GO OUTSIDE IN IT.
SO I ASK YOU TO REMEMBER THAT WE HAVE STUDENTS THAT DON'T NEED TO BE DISENFRANCHIZED THERE'S DATA POINTS, THERE'S TRUST AND ACCOUNTABILITY THAT WE AS PARENTS AND AS TAXPAYERS AND AS COMMUNITY MEMBERS GIVE TO YOU ALL.
BUT EACH OF THESE STUDENTS TO KNOW THAT THEY ARE IMPORTANT IN EVERYTHING THAT THEY DO.
THAT'S [INAUDIBLE] THANK YOU [APPLAUSE].
AND CONGRATULATIONS TO YOUR GRADUATE.
THAT'S A GREAT THAT'S A GREAT STORY.
AND WE'RE HAPPY TO CELEBRATE THAT SUCCESS.
I'M HERE TO SPEAK ON THE SAME AGENDA ITEM TEN D.
I DON'T KNOW ALL THE VERBIAGE BECAUSE I WAS JUST ZIPPING THROUGH IT.
I TALKED TO TONS OF EDUCATORS EVERYWHERE ALL THE TIME WHEN THE OPPORTUNITY PRESENTS ITSELF, YOU HAVE TO BE VERY CAREFUL WHEN YOU KIND OF SCOOT IN TO TRYING TO GET AN EDUCATOR TO OPEN UP. HANDS DOWN ONE OF THE ONE OF THE REOCCURRING TOP ISSUES FOR EDUCATORS IS THIS.
IS THE PAPER PUSHING BUREAUCRACY, EITHER STATE OR LOCAL DOESN'T MATTER.
WHEN I READ TEN D, I'M THINKING, DOES FISD HAVE AN ISSUE HERE? BECAUSE I REALLY THOUGHT THAT BOOGEYMAN WAS GONE.
WELL, WILL THIS BE MORE PAPER PUSHING FOR OUR EDUCATORS, MORE MANDATED AND ASK AND WE ARE ASK.
CAN WE PLEASE FOCUS OUR TIME, RESOURCES AND ENERGY ON ISSUES THAT ARE PRIORITY FOR OUR EDUCATORS? I HAVE A SAYING WHEN THE BOOK ISSUE IS A BIG FUSS, I HAVE THIS SAYING THAT I SAY THE HOUSE IS ON FIRE AND IT'S LIKE WE'RE STANDING AROUND TRYING TO MAKE SURE THE LIBRARY IS CLEAN. WHEN WE'RE ALL FUSSING ABOUT WHAT BOOKS ARE ON THE SHELVES.
THE HOUSE BEING ON FIRE IS OUR EDUCATORS.
AND TEN D READS MORE LIKE, WHY ARE WE DOING THIS? WHY IS OUR ENERGY HERE.
I HAVE A FEELING THAT'S ALSO WHY YOU WERE ALSO TRYING TO UNDERSTAND THE 20 COUNT AND THE FALL.
I WANT US ALL TO REMEMBER THAT WE SPENT THIS NIGHT TALKING ABOUT TEN D INSTEAD OF OTHER THINGS, IMPLYING RESOURCES AND ENERGY TO THINGS THAT ACTUALLY MATTER FOR OUR CLASSROOMS AND OUR FRONT LINE EDUCATORS.
THEY ARE LEAVING AND WE ARE NOT EDUCATING ANY.
AND I JUST AM TIRED OF HEARING ABOUT CRT AND SO MANY OTHER THINGS THAT ARE REAL POLITICAL GARBAGE.
[INAUDIBLE] FOLLOWED BY [INAUDIBLE] THOMAS AND THEN JACKIE WAKIN.
KEN [INAUDIBLE] HERE. THANKS FOR ALLOWING ME TO TALK TONIGHT.
WE'VE LIVED IN FRISCO SINCE 2008.
WE GOT TWO KIDS, AMAZING KIDS THAT ATTEND WAKELAND HIGH SCHOOL TONIGHT.
AS WRITTEN THE PROHIBITIONS ON THIS TOPIC OR OVERLY BROAD.
SO I'M NOT SURE IF THIS LANGUAGE CAN BE REJECTED OR NOT.
PERHAPS IT'S STATE MANDATED, AND SO IT'S JUST A REQUIREMENT.
BUT I DO URGE THE BOARD TO HAVE AN OPEN DIALOG ON THE ORIGINS OF THE ANTI CRT MOVEMENT.
YOU GUYS MAY KNOW THAT HE'S FROM THE MANHATTAN INSTITUTE, A CONSERVATIVE THINK TANK.
HE CREATED IT AS A WEDGE ISSUE FOR POLITICAL GAIN AND HE CREATED A THREE STEP PLAYBOOK FOR IT.
[01:50:03]
IDENTIFY LITTLE KNOWN COLLEGE LEVEL ACADEMIC FRAMEWORK, CRT, TARGET IT WITH, YOU KNOW, FOR SUSTAINED MISINFORMATION TO DESTROY THE MEETING, REBRAND IT AND TURN IT INTO A VESSEL THEY CAN FILL UP WITH OTHER UNRELATED CULTURAL HOT BUTTON STUFF TO MAKE PEOPLE ANGRY, FEARFUL AND AGGRIEVED RAGED.AND THEN STEP THREE, HARNESS THAT GRIEVANCE, FEAR AND RAGE FOR VOTES AND POLITICAL GAIN.
IF YOU DON'T BELIEVE ME, LOOK IT UP.
IT'S ON TWITTER. CHRISTOPHER RUFO, MARCH 2021.
AND THAT'S WHAT'S HAPPENED HERE.
SO I CONCLUDE WITH THIS CRT IS NOT TAUGHT IN FRISCO PERIOD AND THIS ANTI CRT MISINFORMATION CAMPAIGN IS DESIGNED TO CYNICALLY BROADEN THE DEFINITION OF CRT AND TO LEVERAGE THAT TO PREEMPTIVELY CENSOR CLASSROOM DISCUSSIONS ON OTHER LEGITIMATE HISTORICAL TOPICS THAT SOME CERTAIN PEOPLE ARE UNCOMFORTABLE HAVING FROM A CULTURAL AND HISTORICAL PERSPECTIVE.
SO AGAIN, I'M NOT SURE WHAT THE BOARD CAN DO, BUT I ASK THEM TO BE AWARE OF THIS MISINFORMATION CAMPAIGN AND TO ENSURE TO THE EXTENT OF YOUR POSSIBILITY THAT IT NOT BE IMPLEMENTED IN FRISCO.
HELLO, YOU CALLED MY NAME AND IT'S ACTUALLY [INAUDIBLE] THOMAS [INAUDIBLE].
I WANT TO THANK YOU FOR THIS OPPORTUNITY TO SPEAK.
MY NAME IS [INAUDIBLE] THOMAS, AND I AM HERE REPRESENTING THE NAACP.
I SERVE IN SEVERAL LEADERSHIP ROLES WITHIN THE NAACP AND IN COLLIN COUNTY.
I WOULD LIKE TO SHARE WITH YOU SOME OF THE DANGERS OF THE NEGATIVE IMPACT THAT THE ANTI CRT MOVEMENT IS HAVING ON EDUCATORS AND ON STUDENTS IN ON OUR COMMUNITY.
THOSE ARE ALL DIFFERENT THINGS AND VAGUE POLICIES THAT CALL OUT INCLUSIVE TEACHING IS CASTING A WIDE NET AND CAN DO HARM.
NOT ONLY IS IT PROBLEMATIC, IT'S DANGEROUS.
SO REPEATING THIS CONFLATION REINFORCES THE LIES THAT ALL OF THESE THINGS ARE THE SAME.
ASSUMING THAT STUDENTS CAN HANDLE LEARNING ABOUT THEIR PEERS AND CAN HANDLE EMBRACING BEING A GLOBAL CITIZEN AND A GLOBAL MINDSET IS ALSO UNTRUE AND AN ENVIRONMENT THAT I WORK IN I KNOW THAT STUDENTS HAVE IT CREATES A DANGEROUS ENVIRONMENT FOR STUDENTS WHEN YOU OTHERIZE THEM AND NOT ALLOWING OTHER STUDENTS TO LEARN ABOUT THEIR FELLOW CITIZENS OR THEIR FELLOW STUDENTS IS DANGEROUS.
THE ANTI CRT MOVEMENT STRIPS BLACK INDIGENOUS STUDENTS OF COLOR AND THE LGBT STUDENTS OF THEIR IDENTITIES AND SENDS THE MESSAGE THAT THEY DON'T BELONG, THAT THEY ARE OTHERS IN IN A IN WHAT'S CONSIDERED A STANDARD SOCIETY.
TEACHERS. ONE OF OUR TEACHERS TALKED ABOUT TEACHER BURNOUT.
THEY'RE SCARED OF WHAT MIGHT HAPPEN TO THEM OF LOSING THEIR JOBS WHEN ORGANIC CONVERSATIONS COME UP IN THE CLASSROOM AND THEY'RE UNWILLING TO OR UNABLE TO HAVE THESE CONVERSATIONS WITH STUDENTS OUT OF FEAR.
A STUDY IN ED WEEKLY REPORTS THAT 84% OF NATIONAL EDUCATOR TEACHERS ALREADY TALK ABOUT RACISM IN THEIR CLASSROOMS, SPECIFICALLY IN A HISTORICAL CONTENT CONTEXT.
AND 56 56% OF THEM WANT TO HAVE THESE CONVERSATIONS.
AND SO THAT IS THAT'S MY TIME.
THANK YOU VERY MUCH [APPLAUSE].
JACKIE WAKIN, FOLLOWED BY JUNE JENKINS AND THEN ISAAC [INAUDIBLE].
WAS IT IN THE NAME OF EQUITY? WE DON'T WANT EXPERIMENTAL PROGRAMS IN THE FUTURE.
[01:55:01]
MULTI-LEVEL LEARNING IS KNOWING EACH CHILD BY NAME AND NEED AND IN SORRY IN INDIVIDUAL INDIVIDUAL.I WROTE THIS AND I CAN'T EVEN READ IT.
THOSE WHO STRIVE TO WORK HARD AND HAVE THE TEMPERAMENT, TALENT AND DRIVE TO EXCEL AT A RAPID PACE DESERVE TO BE CHALLENGED. EQUITY OF OUTCOMES LEADS TO LOWERING THE STANDARDS.
THE COLLEGE AND CAREER READINESS GOALS WILL NOT SERVE OUR STUDENTS WELL IF THEY ARE MISLED TO BELIEVE THAT CHARACTER, TALENT, INNATE ABILITIES AND HARD WORK WON'T PAY OFF.
THANK YOU FOR YOUR TIME [APPLAUSE].
GOOD EVENING. MY NAME IS JUNE JENKINS.
I'M THE PRESIDENT OF THE COLLIN COUNTY NAACP.
SEVERAL OF OUR MEMBERS LIVE IN FRISCO AND THEIR CHILDREN ATTEND THE FRISCO ISD SCHOOLS.
ARE POLICY CHANGES BEING PROPOSED TONIGHT BASED ON A DOCUMENTED PROBLEM OF CRT BEING TAUGHT IN OUR CLASSROOMS IN FRISCO? CRT AND YOU NOT LIKING YOUR CHILD BEING TAUGHT THE UGLY HISTORY OF OUR COUNTRY ARE TWO SEPARATE ISSUES.
I FIRMLY BELIEVE THAT IF WE FAIL TO TELL OUR HISTORY, WE ARE DOOMED TO REPEAT IT, TO REPEAT IT.
ON YOUR PANEL I SEE THAT TRUST.
I BELIEVE THAT TRUSTEE LOWE, YOU ARE A GRADUATE OR ATTENDED GRAMBLING STATE UNIVERSITY, WHICH IS A HISTORICALLY BLACK COLLEGE, ALSO KNOWN AS AN HBCU.
ESTABLISHED BECAUSE OF SYSTEMS OF OPPRESSION IN OUR COUNTRY.
AS WE ARE LOOKING AT THE ISSUES BEING PRESENTED TO US TONIGHT, I ASK OUR SUPERINTENDENT, HAVE THERE BEEN PARENTS AND OR STUDENTS REPORTING THAT CRT WAS BEING TAUGHT? IF REPORTED HOW MANY AND WHAT ACTIONS WERE TAKEN? AND IS THIS A RECURRING PROBLEM THAT OCCURS ON ONE CAMPUS OR MULTIPLE CAMPUSES? THESE PROPOSED CHANGES APPEAR TO BE AGAINST WHAT SOME OF THE STATE GUIDELINES ARE WITH TEA.
I PROPOSE THAT WE LOOK INTO SOME OF THE OTHER ISSUES, THAT THERE ARE MORE IMPORTANT ISSUES THAT ARE BEING PROPOSED AND ARE OCCURRING IN THE SCHOOL DISTRICT, AND THAT GOING DOWN THIS ROUTE OF LOOKING AT CRT TO DIVIDE THE COMMUNITY IS DIVISIVE AND WE WANT THE BOARD TO FOCUS ON ISSUES THAT IMPACT THE LEARNING, DEVELOPMENT AND EDUCATION OF OUR CHILDREN.
AFTER ISAAC WE HAVE TAD PRESTON AND THEN CRAIG BROWN AND JENNA MARTIN.
GOOD EVENING. I GREET YOU AS THE SOCIAL ACTION DIRECTOR OF PHI BETA SIGMA FRATERNITY, INC., [INAUDIBLE] ZETA SIGMA CHAPTER HERE IN THE COLLIN COUNTY. I'M VERY EXCITED TO BE HERE, AND I WISH YOU ALL A HAPPY BLACK HISTORY MONTH.
AS WE GO THROUGH THIS EXPERIENCE OF TALKING THROUGH CRT I WANTED TO JUST BRING UP THE IDEA THAT, YOU KNOW, CRITICAL RACE THEORY IS THE IDEA THAT HISTORICAL FACTS ARE TAUGHT IN SUCH A WAY THAT CRITICIZES RACE FOR HISTORICAL ACTIONS.
AND FOR US TO REMOVE THIS HISTORY WE'RE NOT ONLY REMOVING THE PIECE OF SLAVERY, WHICH WE TALK ABOUT OFTEN, BUT WE'RE REMOVING THE CONTRIBUTIONS OF WHITE AND BLACK MEN AND WOMEN WHO SUPPORTED THE ABOLITIONIST MOVEMENT FROM THE UNION TO THE WHITE HOUSE TO LAWYERS AND CROSS LEGISLATION ALL THE WAY DOWN TO THE UNDERGROUND RAILROAD.
THE IDEA HERE THAT WE HAVE SHARED WE'VE NOT ONLY SHARED THE CONCEPT OF THE BURNOUT THAT WE EXPERIENCE AS EDUCATORS WORKING TO WORK THROUGH THIS PROCESS, BUT WE'VE TALKED ABOUT THE CONCERNS OF EDUCATORS TRYING TO BUILD ONE ON ONE CONNECTIONS WITH THEIR STUDENTS.
[02:00:03]
I'M MERELY BRINGING FORWARD THE HISTORICAL CONTEXT THAT, YES, IT IS MISINFORMATION THAT WE'RE HEARING ABOUT IT.IF WE REMOVE IT, WE'RE NOT JUST REMOVING THE UGLY PART.
WE'RE MOVING REMOVING THE GOOD PART, THE GOOD PART OF UNDERSTANDING OUR HISTORY AND HOW ALL PEOPLE PLAYED A PART IN GETTING TOWARDS WHERE WE ARE TODAY.
GOOD EVENING. MY NAME IS TAD PRESTON.
I'VE BEEN A RESIDENT OF FRISCO FOR 18 YEARS.
JUST RECENTLY I FOUND AN ARTICLE ABOUT A TEACHER THAT QUIT HER JOB AFTER 20 YEARS OF TEACHING.
HER NAME IS KATIE SMITH, AND SHE QUIT AFTER 20 YEARS OF TEACHING.
SHE TAUGHT IN FRISCO FOR 11 YEARS AFTER HER 20 YEAR CAREER.
SHE FOUND AN ENTIRE INSTAGRAM ACCOUNT DEDICATED TO HATING HER BY STUDENTS AT LIBERTY HIGH SCHOOL.
THIS IS TROUBLING, TO SAY THE LEAST, ACCORDING TO A POLICE REPORT LIBERTY HIGH SCHOOL PRINCIPAL STACY WALLING ALERTED THE FRISCO POLICE DEPARTMENT ON NOVEMBER 7TH, 202 2. THE TEACHER REACHED OUT FOR HELP AND THE SCHOOL DISTRICT DETERMINED THAT SHE WAS NOT IN ANY GRAVE DANGER OR ANY GRAVE THREAT.
WHY IN THE WORLD ARE WE NOT SUPPORTING OUR TEACHERS? WHY WOULDN'T THE DISTRICT GO OUT OF THE WAY TO PROTECT MS. SMITH AND MAKE HER FEEL SUPPORTED? THE ARTICLE GOES ON TO SAY THAT MS. SMITH SAID THAT THERE WERE OTHER FACTORS CONTRIBUTED TO HER DECISION AS WELL.
THE ARTICLE ALSO STATED THAT SHE'S NOT ALONE IN FEELING THIS WAY.
THAT 77% OF TEACHERS HAVE SERIOUSLY CONSIDERED QUITTING.
AN INCREASE OF 19% OVER THE LAST TWO YEARS.
IT'S A SHAMEFUL STORY, BUT UNFORTUNATELY ONE THAT IS A GROWING BAND OF TEACHERS THAT ARE FED UP WITH STUDENTS WHOSE BAD BEHAVIOR SEEM TO HAVE NO CONSEQUENCES.
EVERY TEACHER, STUDENT AND PARENTS SHOULD FEEL SAFE WITH THE FRISCO SCHOOL DISTRICT.
LET'S BRING BACK DISCIPLINE AND BOUNDARIES TO OUR STUDENTS AND SCHOOLS.
MY NAME IS JENNA MARTIN. I'M AN EMPLOYEE OF THE DISTRICT.
THE CREDIT BELONGS TO THE MAN WHO IS ACTUALLY IN THE ARENA, WHOSE FACE IS MARRED BY DUST AND SWEAT AND BLOOD, WHO STRIVE VALIANTLY, WHO ERRORS AND COMES UP SHORT AGAIN AND AGAIN BECAUSE THERE IS NO EFFORT WITHOUT ERROR OR SHORTCOMINGS.
BUT WHO KNOWS THE GREAT ENTHUSIASMS, THE GREAT DEVOTIONS WHO SPEND THEMSELVES IN A WORTHY CAUSE, WHO AT BEST KNOWS AT THE END THE TRIUMPH OF HIGH ACHIEVEMENT AND WHO AT WORST, IF HE FAILS, AT LEAST HE FAILS WHILE DOING GREATLY.
I WANT TO KNOW FROM THE BOARD, ARE YOU A CRITIC OR ARE YOU A LEARNER IN THE ARENA WITH US IN EARNEST? I AM ASKING IF YOU FEEL YOU HAVE LEARNED ENOUGH ABOUT FRISCO AND JUSTIFY MANY OF THE NEGATIVE ACCUSATIONS THAT HAVE BEEN THROWN AROUND IN THIS ROOM THIS YEAR.
DO YOU KNOW ABOUT THE HAPPINESS, LEARNING AND SENSE OF COMMUNITY THAT HAPPENS IN OUR SCHOOLS? IF YOU HAVE, I OPENLY WELCOME YOUR CONSTRUCTIVE CRITICISM.
WHAT I TEACH MY STAFF AND STUDENTS IS TO SEEK TO UNDERSTAND.
SO I TRULY WANT TO KNOW IF THAT'S YOUR LEADERSHIP FOCUS AS WELL.
AT THIS POINT, I TRULY FEEL IT IS NOT SOME OF YOUR INTENTIONS BASED OFF THE LACK OF DECORUM IN THIS ROOM FROM A FEW, THE TREATMENT OF OUR PANTRY, WHO DOES INSANELY HARD WORK, AND BECAUSE OF A PREPARED SPEECH THAT OCCURRED AFTER THE PUBLIC COMMENT MEETING A FEW WEEKS AGO, THAT MANY OF THE EMPLOYEES YOU CLAIM TO SERVE AFTER THEY EXPRESS THEIR CONCERN. NO ONE IS SAYING THAT FRISCO IS RIGHT ALL THE TIME, BUT I AM SAYING THAT THE PEOPLE IN THE DISTRICT WHO MAKE DECISIONS FOR OUR KIDS DO SO BY RESEARCHING, BEING A LIFELONG LEARNER AND BY LISTENING TO ALL STAFF AND STAKEHOLDERS.
IN MY OPINION, THERE IS FEAR MONGERING COMING FROM THIS BOARD IN THIS ROOM AND ON SOCIAL MEDIA.
THE WAR YOU ARE WAGING IN THIS ROOM AND ON SOCIAL MEDIA HAS MANY EMPLOYEES SCARED, INCLUDING MYSELF.
[02:05:07]
I KNOW THAT THE BOARD IS CONCERNED ABOUT TEACHER RETENTION.I KNOW THAT WHEN I HEAR EMPLOYEES ACROSS THE DISTRICT TALKING ABOUT THEIR PLANS FOR NEXT YEAR.
I HAVE HEARD THEM ASKING EACH OTHER, DO YOU HAVE YOUR RESUME READY? THESE ARE GOOD AND DEDICATED TEACHERS WHO HAVE SPENT YEARS IN THIS DISTRICT.
THEY ARE REFERRING TO THE OPEN BOARD SPOTS.
NOT WHAT IS BEST FOR OUR STUDENTS, FOR POLITICS.
IS THERE A CRAIG BROWN BY CHANCE? DEBRA NELSON, FOLLOWED BY KIMBERLY EVANS AND THEN KEITH BRITTON.
THOSE STUDENTS SHOULD BE COMMENDED.
SO THE NUMEROUS RECOGNITIONS DO NOT MATCH UP WITH THE RHETORIC THAT I READ ON SOCIAL MEDIA AND HEAR FROM PEOPLE AT THESE MEETINGS THAT FRISCO SCHOOLS ARE DECLINING AND WE MUST SAVE THEM OR FIX THEM.
SO WHY ARE PARENTS STILL CHOOSING TO MOVE HERE TO FRISCO AND PAY THE HIGH COST TO LIVE HERE IF OUR SCHOOLS ARE TRULY NOT PROVIDING FOR OUR STUDENTS, THIS IS A FALSE NARRATIVE THAT'S BEEN CREATED TO DISCREDIT THE HARD WORK OF OUR TEACHERS, STAFF AND ADMINISTRATORS.
AND I PERSONALLY FIND THAT APPALLING THAT ELECTED OFFICIALS ACTUALLY SAY THESE FALSE STATEMENTS.
WHAT CAUSES ME ANGUISH IS THAT SCHOOLS NOW HAVE BECOME POLITICAL SOUNDBITES.
PLACES TO PUSH POLITICAL AGENDAS AND INTERACTIONS ARE BECOMING OUT OF CONTROL.
WE MUST ALLOW TEACHERS TO TEACH AND TO SUPPORT THEM BY NOT CREATING FEAR THAT A BOOK THAT THEY READ OR ASSIGNMENT THAT THEY CREATE FOR A STUDENT IS TO BE CRITICIZED OR RIDICULED.
SO WE NEED TO PROVIDE THEM WITH SUPPORT, GRATITUDE, AND NOT DENIGRATE THEM.
OH, AND BY THE WAY, HOW DOES IT FEEL WHEN WE HEAR THAT OUR SUPERINTENDENT IS GOING TO BE FIRED BY BOARD MEMBERS WHO WERE ELECTED AND WHO ARE RUNNING FOR POSITIONS? ONCE AGAIN [INAUDIBLE] MEANDERING.
THANK YOU, DR. WALDRIP AND YOUR TEAM FOR PUTTING TOGETHER PROGRAMS THAT WE HEARD ABOUT TONIGHT.
EVEN THOUGH IT WAS SUCCESSFUL, WE ATTEMPTED, DR.
GOOD JOB. THANK YOU, TEACHERS, FOR WHAT YOU DO.
I SUPPORT YOU FULLY [APPLAUSE].
TO THE BOARD, PRESIDENT, MEMBERS OF THE BOARD, AND DR.
WHAT I WANT TO SPEAK TO YOU IS REGARDING THE PROPOSED AMENDMENT TO POLICY EMB LOCAL.
GENERALLY SPEAKING, THESE MEETINGS WERE RELATIVELY BENIGN AND FAR BACK, AS I CAN RECALL, AND FOCUSED ON REAL VERSUS PERCEIVED ISSUES THAT NEEDED TO BE RESOLVED. TO CHANGE OR NOT TO CHANGE FOR USE OF TENNIS COURT TENNIS COURTS TO CHARGE.
[02:10:02]
TO WEAR OR NOT TO WEAR MASKS, VIRTUAL VERSUS IN-PERSON INSTRUCTION, REDISTRICTING CONCERNS, ETC..UNFORTUNATELY, WHAT I'M NOTICING NOW IS THAT OUR CHANGE IN OUR MEETINGS SEEM TO BE OVERWHELMINGLY INTEREST AND FILLING THE DISCUSSIONS WITH EXTREMELY BROAD AND GENERIC TOPICS THAT ARE REMOTELY AND I USE THE TERM LOOSELY, THE MOST APPROPRIATE TERM IS NOT RELATED TO COMMUNITY NEEDS.
SO I ASK YOU WITH ALL SINCERITY, JUST WHAT IS THE PROBLEM? THE PROPOSED POLICY CHANGES ARE DESIGNED TO ADDRESS? THE POLICY BARS TEACHERS AND ADMINISTRATORS FROM TEACHING, INSTRUCTING, ADVOCATING, PROMOTING OR DISCUSSING ANY IDEAS, BELIEFS, CONCEPTS, THEORIES, PRINCIPLES, RULES, THOUGHTS, OR IMPRESSIONS THAT HAVE ANY CONNECTION TO THE RELATIONSHIP WITH REFERRED TO OR [INAUDIBLE] BY OR OTHERWISE CONSISTENTLY SO CALLED THE CRITICAL RACE THEORY. OUR SYSTEMATIC DISCRIMINATION IDEOLOGIES WHICH IT CALLS CRT OR SDI.
SO WHAT EXACTLY DOES THAT MEAN? THE LANGUAGE IS EXTREMELY BROAD, VAGUE, AND APPEARS INTENTIONALLY DESIGNED TO CREATE CONFUSION AND FEAR.
HOW IS A TEACHER TO KNOW WHAT THEY ARE ALLOWED OR NOT ALLOWED TO SAY? HOW WILL THIS LOOK IN US HISTORY CLASS? WHAT TEACHERS SIMPLY AVOID THE 13TH, 14TH, 15TH, 19TH TO THE CONSTITUTION? THE LITTLE ROCK NINE, BROWN VERSUS BOARD.
I'M AN ATTORNEY. I LOVE THAT CASE.
ARE THESE NOT CRITICAL COMPONENTS OR OUR AMERICAN HISTORY? PERHAPS YOU ARE PROPOSING THESE CHANGES TO FURTHER MARGINALIZE THE STRUGGLES OF BLACK AND BROWN AMERICANS.
HAVE YOU NO SHAME WHEN YOU THINK ABOUT HOW YOU'RE GOING TO DESCRIBE THAT TO THE REST OF THESE KIDS? SOME MIGHT CALL THIS A PLOY TO WHITEWASH AMERICAN HISTORY.
I CALL IT INHUMANE, COWARDICE AND MODERN DAY OPPRESSION TO MINIMIZE THE LITERAL BLOOD, SWEAT AND TEARS OF PEOPLE WHO FOUGHT TO MAKE THIS COUNTRY WHAT IT IS TODAY. YOU ARE ASKING ME NOT TO TELL MY KIDS ABOUT ME.
AGAIN WHAT PROBLEM ARE WE TRYING TO SOLVE AND HOW WILL THE PROPOSED CHANGES ACCOMPLISH THIS GOAL? HOW WILL THIS LOOK TO THE CLASSROOM? AND WHAT MESSAGES ARE YOU TRYING TO CONVEY TO STUDENTS, ESPECIALLY TO THOSE WHO ARE BLACK AND BROWN? YOU JUST ASKED ABOUT THOSE GAPS.
HOW ARE YOU GOING TO FIX THEM IF THEY DON'T EVER SEE THEM? THANK YOU VERY MUCH [APPLAUSE].
AFTER KEITH, WE HAVE KATHERINE VARGAS, CARSON [INAUDIBLE] AND AISHA VEAH.
GOOD EVENING. MADAM PRESIDENT.
AS A LONG TIME RESIDENT AND PARENT IN FRISCO.
I'M APPRECIATIVE OF YOUR COMMITMENT TO CONTINUOUS IMPROVEMENT AND A WILLINGNESS TO ADJUST AS NEEDED.
AS DEMONSTRATED BY YOUR RECENT DECISION REGARDING ONE ONE LEVEL ILA.
TEACHERS AND ADMINISTRATORS ARE ALREADY AWARE OF THE GUIDELINES.
SO WHY? SO WHY EXACTLY ARE WE RECREATING THE WHEEL? LET THE TEACHERS TEACH.
MORE SPECIFICALLY, TO WHAT DOES SYSTEMIC DISCRIMINATION IDEOLOGIES REFER? THE PROPOSED LANGUAGE OF THE POLICY EMB LOCAL PROHIBITS INSTRUCTION THAT HAS ANY CONNECTION TO CRT OR SDI.
THE BROAD LANGUAGE WOULD INHIBIT CLASSROOM DISCUSSIONS AROUND THE DECLARATION OF INDEPENDENCE OR AMERICAN REVOLUTION, FORMULATION OF THE US CONSTITUTION, THE ABOLITION MOVEMENTS AND WOMEN'S SUFFRAGE.
ALL OUR REQUIREMENTS OF THE TEKS.
SO I SAY IT IS HISTORY HELPS ONE TO UNDERSTAND THE IMMENSE COMPLEXITY OF OUR WORLD AND THEREFORE ENABLES ONE TO COPE WITH THE PROBLEMS AND POSSIBILITIES OF THE PRESENT AND THE FUTURE.
HISTORY PROVIDES US WITH A SENSE OF IDENTITY.
PEOPLE NEED TO DEVELOP A SENSE OF THEIR COLLECTIVE PAST.
EVENTS IN THE PAST HAVE MADE US WHAT WE ARE TODAY.
[02:15:04]
MY NAME IS KAT VARGAS.I'M DEEPLY CONCERNED BY THE PROPOSED REVISION TO E AND B LOCAL.
IN FACT, NEARLY HALF THE DELEGATES TO THE CONSTITUTIONAL CONVENTION WERE SLAVE OWNERS.
IN AUGUST OF 1787, DEBATE BECAME SO HEATED THAT SOUTH CAROLINA AND OTHER SOUTHERN STATES THREATENED THEY WOULD NOT BE PARTIES OF THE UNION IF THE FEDERAL GOVERNMENT STEPPED IN TO REGULATE THE SLAVE TRADE.
AND SO THE 20 YEAR COMPROMISE WAS MADE FURTHER.
WHAT IS THE ALTERNATIVE VIEWPOINT HIS TEACHER IS SUPPOSED TO GIVE HIM? THAT MY BEAUTIFUL BROWN BOY ACTUALLY DOES NOT BELONG IN HIS CLASSROOM.
IF LITTLE JIMMY RAISES HIS HAND AND SAYS THAT HIS CLASSMATE TONY, HAS TWO DADS AND IS THAT OKAY? IS THE TEACHER NOT ALLOWED TO AFFIRM TONY'S FAMILY? WE HAVE TWO BOARD MEMBERS WHO JUST REGURGITATE THE SAME NONSENSE FROM THE EXTREMIST BOARD MEMBERS OF SURROUNDING DISTRICTS SO SURELY THEY ARE AWARE OF THE JUSTICE DEPARTMENT ANNOUNCING AN INVESTIGATION IN THE SOUTHLAKE, CARROLL, SHORTLY AFTER TEACHERS WERE TOLD THEY WOULD HAVE TO PROVIDE AN ALTERNATIVE VIEWPOINT OF THE HOLOCAUST.
PLEASE DON'T TAKE US DOWN THAT PATH.
PLEASE STOP WASTING OUR TIME ON CULTURE WARS YOU'VE ALREADY LOST.
YOU HAVE ALREADY LOST IN FRISCO [APPLAUSE].
GOOD EVENING. MY NAME IS CARSON STATLER, AND I'M A SENIOR AT LEBANON TRAIL HIGH SCHOOL.
YOU MIGHT RECOGNIZE ME AS I'VE BEEN SPOKEN BEFORE THIS BOARD MULTIPLE TIMES.
I SHOULD BE DOING HOMEWORK RIGHT NOW, BUT INSTEAD I HAVE TO BE HERE.
I'M SPEAKING ABOUT THE PROPOSED AMENDMENT E AND B LOCAL.
HOW CAN YOU BE OBJECTIVE AND IMPARTIAL ABOUT CONTROVERSIAL ISSUES WHEN YOU ARE BANNING DISCUSSIONS ON CONTROVERSIAL ISSUES SUCH AS SLAVERY, RACISM AND CRT BECAUSE THEY DO NOT LIVE UP TO THE AMERICAN IDEALS OF LIBERTY AND EQUALITY? HOW DO YOU EXPECT STUDENTS TO RATIONALLY ANALYZE TOPICS AND DEVELOP CRITICAL THINKING SKILLS IF THEY WILL BE MISSING A BIG PART OF OUR COUNTRY'S HISTORY? I AGREE THAT SLAVERY RACISM DOES NOT ALIGN WITH OUR PRINCIPLES OF LIBERTY AND EQUALITY, BUT THAT IS EXACTLY WHY IT SHOULD BE DISCUSSED. I HAVE HAD THE PLEASURE OF TAKING DUAL CREDIT COURSES THIS YEAR AND LAST YEAR, AND WE DISCUSSED TOPICS LIKE THESE IN OUR CLASSROOMS. THESE DISCUSSIONS HAVE TAUGHT ME HOW TO THINK FOR MYSELF AND HOW TO LISTEN AND ACKNOWLEDGE THE OPINIONS AND IDEAS OF OTHER PEOPLE, HOW TO FORMULATE MY OWN IDEAS.
AND NOW I KNOW MUCH MORE ABOUT THE STATE OF THE WORLD TODAY THAN I EVER DID BEFORE.
I SEE THE MISTAKES OF OUR PAST AND THE PATTERNS OF CENSORSHIP AND DISCRIMINATION HAPPENING AGAIN AND AGAIN IN OUR HISTORY AND IN OUR LIVES NOW, IF THE WORLD DOES NOT LEARN FROM ITS MISTAKES AND IT IS DESTINED TO REPEAT THEM, I KNOW YOU THINK THAT YOU ARE HELPING WITH THIS, THAT YOU'RE SAVING KIDS FROM INDOCTRINATION OR GUILT ABOUT THEIR RACE.
GOOD EVENING. MY NAME IS [INAUDIBLE] VILLA, AND I'M A SENIOR AT MEMORIAL HIGH SCHOOL.
AND I'M HERE TO TALK ABOUT THE PROPOSED AMENDMENT TO AND BE LOCAL LEGISLATION.
WHILE I UNDERSTAND THE IMPORTANCE OF ENSURING ALL STUDENTS FEEL SAFE IN THE CLASSROOM, WORKING AGAINST THE TOOLS THAT ARE SET TO ENSURE THE COMFORT AND SUCCESS OF UNDERREPRESENTED COMMUNITIES IS COUNTERPRODUCTIVE IN THE OVERALL GOAL OF STUDENT SAFETY.
[02:20:04]
IT'S NOT FAIR TO IMPLY THAT CERTAIN STUDENTS ARE TOO YOUNG TO LEARN ABOUT A TOPIC, WHILE OTHERS ARE CURRENTLY EXPERIENCING IT.THESE THESE STORIES AND VOICES WILL NOT BE HEARD IF WE CENSOR LESSON PLANS.
ENDURING THE HISTORY DOESN'T REPEAT ITSELF STARTS FROM THE SOCIAL STUDIES CLASSROOM.
THANK YOU. MONICA ROUSSEAU, FOLLOWED BY STEPHANIE CUNNINGHAM AND THEN GORDY CARMONA.
GOOD EVENING, SCHOOL BOARD AND DR.
WALDRIP. THANK YOU FOR THE OPPORTUNITY TO ADDRESS THE BOARD.
AND MEMBERS WILL VOTE AGAINST THIS AMENDMENT.
LET'S DISPEL SOME RUMORS AND MISTRUTHS BEING SPOKEN AS TRUTH.
THE TERM CRITICAL RACE THEORY HAS BEEN CO-OPTED BY OPPONENTS AS A CATCH ALL IN RALLYING CRY TO SILENCE ANY DISCUSSIONS ABOUT SYSTEMIC RACISM AND BAN THE TRUTHFUL TEACHING OF AMERICAN HISTORY.
HOWEVER, THESE BANS DO THE EXACT OPPOSITE DENY THE TRUTH ABOUT OUR NATION'S HISTORY, SILENCE DISSENT, AND PUNISH THOSE WHO SPEAK THE TRUTH TO COUNTER WHITEWASH FALSEHOODS. LAST LISTEN, I KNOW SOME OF AMERICAN HISTORY IS UGLY AND IT'S NASTY, AND MAYBE WE DON'T WANT TO TALK ABOUT IT.
HOWEVER, REMOVING IT FROM DISCUSSIONS IN SCHOOL DOESN'T REMOVE IT FROM HISTORY.
RATHER, IT JUST MAKES OUR STUDENTS IGNORANT OF THE FACTS.
CRT IS NOT BEING TAUGHT IN FRISCO SCHOOLS.
I SHOULD HOPE OUR GOAL IS NOT TO CENSOR WHAT IS TAUGHT BECAUSE WE DON'T LIKE IT.
IF THAT'S THE CASE, I ASK WHAT'S NEXT? THE WAR IN VIETNAM WAS CERTAINLY CONTROVERSIAL.
NAZIS AND THE HOLOCAUST ARE A HORRIBLE PART OF HUMAN HISTORY, BUT WE CAN'T ERASE ANY OF IT.
AND WE SHOULDN'T DENY OUR STUDENTS LEARNING HISTORY.
THIS IS A SCARY IDEA AND A SLIPPERY SLOPE.
AGAIN, I ASK WHAT'S NEXT? WE'VE ALREADY MADE THE DECISION THIS YEAR THAT PARENTS MUST OPT IN FOR ANTI VICTIMIZATION PRESENTATIONS BY OUR COUNSELING DEPARTMENT.
NOW, TO SUGGEST THAT PARENTS MUST CONSENT TO STUDENTS ACCESSING AND READING CERTAIN MATERIALS, WHAT'S AT STAKE HERE? WHERE DO WE DRAW THE LINE? OUR HOPE I HOPE OUR BOARD DECIDES WE'RE IN THE BUSINESS OF EDUCATING STUDENTS AT THE END OF THE DAY.
STUDENTS SHOULD BE ENCOURAGED TO LEARN THE GOOD, THE BAD AND THE UGLY.
GOOD EVENING, STEPHANIE CUNNINGHAM HERE.
I HAVE SIX TEENAGERS, FIVE THAT ARE IN THE DISTRICT.
HERE WE ARE AGAIN WITH THE CRT.
TO BE CLEAR, IN 2020, THIS WAS SOMETHING I WAS CONCERNED ABOUT.
MY SON HAD SOME POLITICALLY BIASED ASSIGNMENTS IN 2020, BUT HERE'S HOW THE PROCESS SHOULD GO.
I MET WITH THE TEACHERS, I MET WITH THE ADMINISTRATORS, SOME OF YOU ALL THAT ARE UP HERE.
THEY HAD A COMMITMENT TO A IMPROVE TRANSPARENCY RELATED TO THE CURRICULUM AND INSTRUCTION, INCLUDING SEL LESSONS HAVE SINCE SEEN A SEL UP ON THE WEBSITE. IT HAPPENED.
THEY FOLLOW. THEY MADE A COMMITMENT.
THEY FOLLOWED THROUGH WITH IT.
[02:25:07]
ALSO DAC COMMITTEE WAS WAS REESTABLISHED AND PARENTS LIKE MYSELF AND OTHER PARENTS WHO HAVE WORKED ON MANY OF Y'ALL'S CAMPAIGNS, NOT JUST A COUPLE OF YOUR CAMPAIGNS, BUT DIVERSE BACKGROUNDS, DIVERSE POLITICAL BACKGROUNDS WERE ASKED TO SERVE ON THESE COMMITTEES.I AM HERE TO SAY THAT A COUPLE OF YEARS LATER, FOX NEWS WILL COME IN THERE BECAUSE, YOU KNOW, THEY WANT TO SEE SOME OF THESE DIFFERENT PERSPECTIVES BECAUSE THAT FACILITATES CRITICAL THINKING.
I HAVEN'T SEEN ANYTHING ELSE QUESTIONABLE WITH MY OTHER FIVE AND I CHECK OFTEN CRT IN 1619 PROJECT AS WELL AS MANY OF MUCH OF WHAT HAS BEEN LISTED IN THIS PROPOSED POLICY AS PROHIBITED BY SB THREE.
TEKS HAVE ALREADY BEEN UPDATED AND THEY'LL BE UPDATED AGAIN THIS YEAR.
I AM SO PROUD THEY ONLY TOOK 200 TROOPS ALL YEAR.
MY POINT HE TURNED OUT MORE THAN OKAY.
INSTEAD OF WRITING NEW POLICY AND GETTING, I WOULD THINK THAT I'D LIKE TO SUGGEST FOR YOU ALL TO GET FAMILIAR WITH THE CURRENT POLICY, GET FAMILIAR WITH THE TEKS, GET FAMILIAR WITH THE TEXAS ADMINISTRATIVE CODE, GET FAMILIAR WITH THE TEXAS EDUCATION CODE, GET FAMILIAR WITH SBO, GET FAMILIAR WITH TEA, ASSIST WITH ACCOUNTABILITY TO THAT MONTH AFTER MONTH. I HEAR PEOPLE SAY THAT THEY WANT TO FOCUS ON OUR EDUCATORS RETENTION AND LESSEN THE BURDEN OF OUR EDUCATORS.
OFTENTIMES PUTTING A TARGET ON OUR OUR EDUCATORS BACKS.
AT THIS POINT, THIS AGENDA ITEM IN POLICY SEEMS PUNITIVE.
ANOTHER DIRECT HIT AT OUR EDUCATORS AND JUST MORE FEAR MONGERING FEAR MONGERING.
PLEASE ENCOURAGE ENCOURAGE PARENTS TO TALK TO AND MEET WITH THEIR EDUCATORS AND ADMINISTRATORS.
PLEASE STOP DIMINISHING THE PARENTAL RIGHTS.
THANK YOU VERY MUCH. AND PARENTAL INVOLVEMENT.
THANK YOU [APPLAUSE]. THANK YOU. AND OUR FINAL SPEAKER, GORDY CARMONA.
LIKE PRETTY MUCH EVERYBODY ELSE IS HERE TODAY.
BUT OBVIOUSLY IT'S NOT, BECAUSE THIS IS OBVIOUSLY MORE THAN JUST ATTACKING CRITICAL RACE THEORY, WHICH IS NOT TAUGHT IN SCHOOLS, IT IS A COLLEGIATE ACADEMIC DISCUSSION, NOT IN MIDDLE SCHOOL OR HIGH SCHOOL OR ELEMENTARY SCHOOL.
THE FACT THAT YOU WANT TO USE THIS AS A BACKDOOR WEAPON TO FURTHER ATTACK ON POLITICAL AGENDAS LIKE OUR LGBT STUDENTS AND WHO HAPPEN TO ALSO BE PEOPLE OF COLOR.
SO THE FACT THAT MR. LOWE PUT OUT A VIDEO SAYING THAT HE'S GOING TO CLOSE BACKDOOR HOLES TO THAT ISSUE FROM NOVEMBER, IT'S KIND OF IRONIC THAT THIS IS HERE NOW WITH THOSE SEGMENTS IN THERE.
THE FACT THAT WE ARE HERE DISCUSSING SOMETHING THAT IS SHOULDN'T BE DIVISIVE.
THIS COUNTRY HAS DONE SOME HORRIBLE THINGS.
DOES IT MEAN IT'S NOT A GREAT COUNTRY OR COULD BE A BETTER COUNTRY.
AND I QUESTION WHETHER THIS IS ACTUAL ISSUES IN THE DISTRICT, OR IF THIS IS JUST YOUR RESOLUTIONS FROM POLITICAL DONATIONS FROM JARED PATTERSON TO DISCUSS THESE ISSUE ON SCHOOL BOARD OR NOT.
[10.A. Consider and act on approval of minutes from January 12 special meeting, January 17 regular meeting, and January 23 special meeting]
SPECIAL MEETING JANUARY 17TH REGULAR MEETING AND JANUARY 23RD.SPECIAL MEETING. IF YOU DON'T HAVE ANY QUESTIONS, THEN I WILL LOOK FOR A MOTION.
MOTION BY MS. DAVIS, SECOND BY MR. CLASSE. ALL IN FAVOR.
MOTION MOTION PASSES SEVEN ZERO.
[10. B. Consideration and possible action regarding the Level III appeal filed by Heidi Koch]
WE DID NOT HEAR THE LEVEL THREE APPEAL FILED BY MS.[02:30:03]
HEIDI COOK. WE WILL HEAR THAT APPEAL AT A LATER DATE IN MARCH.[10.C. Consider and act on TASB Policy Update 120, affecting the following (LOCAL) policies: CB(LOCAL): STATE AND FEDERAL REVENUE SOURCES CKC(LOCAL): SAFETYPROGRAM/RISK MANAGEMENT- EMERGENCY PLANS FNGfLOCAL): STUDENT RIGHTS AND RESPONSIBILITIES - STUDENT AND PARENT COMPLAINTS/GRIEVANCES FO(LOCAL): STUDENT DISCIPLINE]
CONSIDER AND ACT ON TASB POLICY UPDATE 120 AFFECTING THE FOLLOWING LOCAL POLICIES CB LOCAL, STATE AND FEDERAL REVENUE SOURCES CKC LOCAL, SAFETY PROGRAMS, RISK MANAGEMENT, EMERGENCY PLANS.DR. WALDRIP. SO BOARD WE GET PERIODIC UPDATES.
I KNOW YOU KNOW THIS FROM TASB AFFECTING LOCAL POLICIES AND SOME ARE LEGAL POLICIES.
IT'S HERE FOR YOUR CONSIDERATION OF APPROVAL.
BOARD WHAT QUESTIONS DO YOU HAVE? DR. WALDRIP WE RECEIVED A COUPLE OF MESSAGES OVER THE PAST WEEK ABOUT THE SPECIFIC ELEMENTS OF THESE CHANGES THAT RELATED TO RESTRAINT OF STUDENTS.
AS I LOOKED AT THE POLICY AMENDMENTS.
THOSE DIDN'T ADD ANYTHING THAT WASN'T ALREADY THERE.
IT WAS CLEANING UP LANGUAGE AND MOVING THINGS AROUND.
SO IS ANYTHING CHANGING WITH REGARD TO THAT? IT DIDN'T APPEAR SO TO ME.
MS. MILLER, YOU WANT TO ADDRESS THAT? WE'VE HAD THIS DISCUSSION AS WELL.
I'M SURE WE TALKED A LITTLE BIT ABOUT THIS AND SPECIFIC TO FO LOCAL THAT IS THAT SPECIFIC TO OUR GENERAL EDUCATION STUDENTS, NOT OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES.
THEY'RE SERVED UNDER ANOTHER POLICY.
THE ONLY CHANGE IN FO LOCAL IS THAT THEY'RE REMOVING ONE OF THE REASONS FOR RESTRAINING A STUDENT, WHICH WOULD BE CONTROL INTERNATIONAL STUDENT THAT'S BEEN STRUCK. EVERYTHING ELSE HAS JUST BEEN MOVED AROUND.
MOTION BY MR. CLASSE SECOND BY MS. GILLESPIE. ALL IN FAVOR? MOTION PASSES SEVEN ZERO.
WE'LL MOVE ON TO ITEM D, CONSIDER AND ACT ON THE AMENDMENT OF BOARD POLICY EMB LOCAL.
[10.D. Consider and act on the amendment of Board Policy EMB(LOCAL)]
WE HAVE MR. STOCKTON HERE TO ANSWER QUESTIONS ON BEHALF OF THE BOARD, BUT I WOULD LIKE TO TURN IT OVER TO MR. LOWE FOR IF YOU'D LIKE TO JUST PRESENT.LAST YEAR BEFORE I WHAT PROMPTED ME TO CONSIDER RUNNING WAS THERE WAS A LOT OF TALK IN THE DISTRICT IN THE CITY, IN THE COUNTRY.
AND I LOOKED AT WHAT THEY WERE TALKING ABOUT AND I SAID, OH, THAT'S KIND OF WEIRD.
WE'RE GOING TO CHANGE THAT THE UNITED STATES WAS FOUNDED IN 1619.
AND WHY WAS THAT? IT WAS BECAUSE WE HAD OUR FIRST SLAVES IN 1619.
WHY ARE WE USING THAT AS AN ARBITRARY MEASURE TO SAY THAT'S WHEN THE COUNTRY STARTED? THE COUNTRY STARTED IN 1776 LIKE IT WAS SUPPOSED TO.
CRT WAS USED TO SAY THAT BLACKS WERE.
SUFFERING IRREPARABLE HARM BECAUSE OF WHAT HAS HAPPENED IN THE PAST.
THEREFORE, THEY'RE NOT ON THE SAME LEVEL AS OTHER PEOPLE, OTHER RACES.
SO I DECIDED TO POLL THE BOARD AND I SENT AN EMAIL AND I ASKED WHAT THE BOARD THINKS ABOUT CRT.
ALL I GOT WAS, HEY, WE'RE NOT ALLOWED TO TEACH CRT.
I SAID, I KNOW YOU'RE NOT ALLOWED TO TEACH IT WHAT DO YOU THINK ABOUT IT? WHAT DO YOU THINK ABOUT THE WHOLE CONCEPT OF CRT? I NEVER WAS. I NEVER WAS GIVEN A GOOD ANSWER.
AND BASED ON THAT, I DECIDED TO RUN.
I DON'T KNOW WHERE THAT COMES FROM.
WE COULD TEACH YOU ABOUT SLAVERY.
MATTER OF FACT, I THINK IT'S IMPORTANT THAT WE TEACH ABOUT SLAVERY.
WE TEACH ABOUT WHERE THAT'S COMING FROM.
WE TEACH ABOUT THE EFFECT THAT THAT HAD ON BLACK PEOPLE.
[02:35:04]
RACIAL INJUSTICE AND THE PROBLEMS THAT REALLY STARTED WITH SLAVERY IN THIS COUNTRY.MANY PEOPLE AREN'T AWARE THAT MORE PEOPLE DIED.
MORE AMERICANS DIED IN THESE SLAVERY.
THAT HAS DIED IN EVERY SINGLE WAR SINCE.
I MEAN, YOU TOOK LIKE WORLD WAR TWO OR ONE VIETNAM, ALL OF THEM.
TRYING TO END SLAVERY IN THIS COUNTRY.
THAT'S A FACT. THAT'S SOMETHING WE NEED TO HIGHLIGHT.
WE LOOK AT AFTER SLAVERY, WE HAD ALL TYPES OF INJUSTICES THAT HAPPENED.
I LOOK BACK AT MY FATHER, WHO'S 85 RIGHT NOW.
AND BECAUSE OF RACISM AND BECAUSE OF THE THE SOUTH WASN'T ABLE TO ACCOMPLISH WHAT HE MIGHT HAVE BEEN ACCOMPLISHED HAD HE BEEN GIVEN THE SAME OPPORTUNITY AS EVERY OTHER AMERICAN CITIZEN.
HE WASN'T. HE LEFT LOUISIANA, WENT DOWN HE CAME DOWN TO LOS ANGELES AT THE AGE OF 18.
MET MY MOM. GOT MARRIED, HAD SIX KIDS.
STAYED WITH MY MOM, LOVED HER, RAISED US WELL.
NOW, ALL OF US HAVE COLLEGE EDUCATIONS.
WE'VE BEEN ABLE TO GO TO COLLEGE.
I BET EVERY ONE OF YOU, IF YOU DID ANCESTRY.COM, SOMEBODY SAID THEY WERE 28% WHITE.
SO, YOU KNOW, TRYING TO FIGURE THAT OUT.
IT MAKES PEOPLE THINK LIKE, OH, I'M NOT THAT GOOD.
THEY CAN'T DO AS WELL BECAUSE OF OF RACISM AND THINGS LIKE THAT.
I REMEMBER WHEN I WENT TO COLLEGE, I WAS 27.
I WAS A LITTLE OLDER. I HAD TO GET A LOT OF THINGS TOGETHER BEFORE I WENT TO COLLEGE.
AND I REMEMBER BEING IN ONE CLASS AND TALKING TO THIS ONE KID.
AND HE SAID TO ME, YOU KNOW, IT DON'T MATTER.
THE WHITE MAN AIN'T GONNA GIVE ME A CHANCE TO MAKE IT IN THIS WORLD.
AND I'M THINKING LIKE, WHERE THE HECK DID YOU GET THAT FROM? HE GOT IT FROM A PHILOSOPHY.
THE WHITE MAN IS ALWAYS GOING TO KEEP ME DOWN.
HE GOT IT FROM A PHILOSOPHY THAT IS SO SILLY.
LIKE BLACK PEOPLE CAN'T BE RACIST BECAUSE WE DON'T HAVE THE POWER TO ENFORCE IT.
AND WE SET UP PEOPLE TO BELIEVE THAT I DON'T RAISE MY CHILDREN LIKE THAT.
THAT PHILOSOPHY DOES THINGS TO US WHEN WE'RE TALKING ABOUT EDUCATION.
I THINK EVERY BLACK PERSON CAN COMPETE WITH EVERY OTHER PERSON HERE.
I BELIEVE THAT I DON'T LOOK AT GOPAL AND SAY, HEY, I'M A LITTLE LESS THAN HIM.
YOU KNOW, THOSE ASIANS REALLY MAKE GOOD GRADES.
I'M NOT. I DON'T IF I WANTED IF I WANTED TO KEEP PEOPLE AT HIM, I WOULD COMPETE.
WE LOOK HERE AND THERE ARE PROBLEMS OUT HERE.
THEY'RE PROBLEM IS THAT NOBODY WANTS TO TALK ABOUT.
WE LOOKED UP HERE TODAY AND WE HAD WHAT? HOW MANY WAS IT 12 STUDENTS THAT GOT PERFECT ON SAT TESTS? HOW MANY OF THEM WERE BLACK PEOPLE? GOOD QUESTION.
WE HAVE NATIONAL MERIT SCHOLARS.
WAS THAT TWO MONTHS AGO? 118 WAS AT 118 DR.
CUNNINGHAM, DO YOU REMEMBER? IT WAS A HUGE AMOUNT.
HOW MANY OF THEM WERE BLACK? I DIDN'T SEE ANY.
THEN WE COME AND WE HAVE ANOTHER PROGRAM TO HONOR BLACKS, HISPANICS AND TO HONOR INDIGENOUS PEOPLE. BUT GUESS WHAT? THE PEOPLE THAT STOOD UP HERE AND GOT THE NATIONAL MERIT SCHOLAR, THEY HAD TO HAVE.
THEY PROBABLY ALL HAD OVER A 5.0 GPA.
WHAT DID YOU HAVE TO DO TO BE HONORED WHEN YOU'RE BLACK? WAS IT 3.5? DR. CUNNINGHAM. OH, YOU DON'T REMEMBER? YEAH, I THINK IT WAS 3.5.
NOW, WHAT DO YOU GUYS SAY? WELL, WHAT'S THE BIG DEAL WE GOT ON OUR POST, PEOPLE? CAN I ASK YOU A QUESTION? WHAT IF YOUR KID WAS ONE OF THE ONES WHO HAD A FOUR POINT.
[02:40:05]
SAY, A 5.9? BUT HE WAS WHITE.HE WAS ASIAN. YEAH, THE HIGHEST ACHIEVERS THAT CAME OUT HERE.
THOSE PEOPLE DID BETTER THAN THE SCHOLARS, THE BLACK, THE HISPANIC AND THE INDIGENOUS PEOPLE.
WHAT DOES THAT PARENT THINK? WHAT DOES HE THINK? WHAT DO YOU THINK? I MEAN, THEIR PARENTS, THEY LOVE THEIR KIDS.
DOES. IT TELLS BLACK PEOPLE THAT YOU ARE NOT AS MUCH.
I BELIEVE THAT I DON'T THINK YOU'RE RESTRICTED FROM COMPETING BASED ON RACE.
SO I HAVE A PROBLEM WITH ALL THESE RACE BASED THINGS.
DO I HAVE A PROBLEM WITH US TEACHING ALL THE ATROCITIES OF SLAVERY? HECK NO. THAT'S SILLY.
DO I HAVE A PROBLEM WITH THEM TEACHING ABOUT THE LYNCHING THAT TOOK PLACE IN THE COUNTRY? NO, I DON'T. AND THIS POLICY DOES NOT STOP PEOPLE FROM TEACHING THAT.
IT DOESN'T. IT TELLS THEM YOU COULD STILL BE ANYTHING.
GUESS WHAT? YOU CAN COMPETE WITH OTHER PEOPLE UP HERE WHO MADE 5.0.
WE WANT TO MAKE THE PEOPLE WHO DIDN'T MAKE THAT GREAT FEEL JUST AS GOOD AS THE PEOPLE IN 5.0.
THE WORLD DOESN'T WORK LIKE THAT.
THE WORLD IS NOT GOING TO LOOK AT YOU AND SAY, HEY, YOU'RE A BLACK PERSON.
WE REALLY NEED PEOPLE TO DO THIS.
BUT YOU COULD DO THIS BECAUSE YOU'RE BLACK.
THAT'S A PART OF WHAT WHAT I PERCEIVE CRT IS TEACHING.
AND I WILL FIGHT IT WITH EVERYTHING THAT'S IN ME, NOT BECAUSE I WANT TO DENY HISTORY.
THE REASON I'M FIGHTING IS BECAUSE AS LONG AS WE HAVE DIFFERENT STANDARDS FOR THESE PEOPLE, A LOWER STANDARD FOR PEOPLE OF COLOR, WE'RE GOING TO HAVE A PROBLEM BECAUSE THE WORLD DOESN'T WORK THAT WAY.
THAT'S ALL I HAVE TO SAY ABOUT THAT.
SO I GUESS DO YOU BECAUSE THE WE HAVE A POLICY SIMILAR A LOT OF ADDITIONS HAVE BEEN ADDED TO OUR CURRENT POLICY. SO I DON'T KNOW IF WE WANT TO OPEN IT UP FOR QUESTIONS OR.
MR. LOWE, WOULD YOU LIKE TO WALK US THROUGH THE PROVISIONS THAT YOU'RE SUGGESTING THAT WE CHANGE? BASICALLY, WHAT WE DID WAS A LOT OF THAT WE COPIED THE STATE LAW.
SO A LOT OF IT'S JUST REALLY THE STATE LAW, BUT WE WANTED TO CODIFY IT IN OUR POLICY HERE.
SO THE ADDITIONS ARE WHAT IS NOT IN STATE STATUTE.
I SAID MOST OF IT IS IN THE STATE LAW.
THAT'S WHAT WE DISCUSSED WHEN WE WERE AT THE MEETING, THE PARTS THAT WEREN'T.
AND IT IS THIS SOME THINGS THAT WE CAN'T TEACH THAT THE UNITED STATES WAS FOUNDED IN 1619.
WOULD YOU AGREE WITH THAT? I'M JUST ASKING YOU TO WALK US THROUGH THE PROCESS.
I'M JUST SAYING THOSE ARE THE THINGS.
IF YOU HAVE ANY QUESTIONS ABOUT ANY PARTICULAR PART OF IT, I'LL ANSWER IT.
NO. I WOULD LIKE TO ACHIEVE A CITY AND A SCHOOL DISTRICT THAT DIDN'T LOOK AT RACE, THAT DIDN'T LOOK AT IT, JUST SAID, HEY, I'M GOING TO HELP YOU AND I'M NOT GOING TO GIVE YOU EXTRA FOR BEING BLACK.
I'M NOT GOING TO TAKE AWAY FROM YOU FROM BEING BLACK.
I'M GOING TO GIVE YOU THE OPPORTUNITY TO LEARN WHATEVER YOU HOWEVER MUCH YOU CAN LEARN.
I'M GOING TO BRING YOU OUT AND TAKE YOUR POTENTIAL AND TAKE YOU TO THE HIGHEST LEVEL YOU CAN GO.
I'M NOT GOING TO SAY, HEY, WELL, YOU'RE BLACK.
YOU KNOW, 5.2 GPA IS NOT FOR YOU.
BOARD, LET'S OPEN UP FOR QUESTIONS REGARDING THE POLICY AMENDMENT.
I JUST HAD A COUPLE OF QUESTIONS.
WHITE SUPREMACY, SLAVERY, CIVIL RIGHTS, RECONSTRUCTION, THE 13TH, 14TH AND 15TH AMENDMENTS.
IS THERE ANYTHING IN THIS POLICY THAT PROHIBITS THE TEACHING OF THOSE TOPICS? I DIDN'T SEE IT, BUT I JUST WANT TO MAKE SURE.
[02:45:03]
ABSOLUTELY NOT.I MEAN, ONE OF THE SPEAKERS CAME UP, TALKED ABOUT WE COULDN'T TEACH SLAVERY.
AND I'M THINKING LIKE MAYBE SOMEBODY ELSE OFFERED SOME DIFFERENT POLICY UP HERE.
THAT'S WHAT I THOUGHT. THANK YOU.
SO I GUESS WHAT I'D LIKE TO KNOW IS WHAT IS THE DIFFERENCE BETWEEN THE ORIGINAL POLICY AND THE ONE THAT HAS THE AMENDMENTS? WHAT ARE THE DIFFERENTIATING FACTORS? LIKE OTHER THAN WHAT YOU JUST MENTIONED ABOUT? SO IT'S JUST 19.
OKAY. AND SO THEN ONE OF THE DIFFERENCES.
BUT SEE, SO WHAT I'M GOING FOR, WHAT I READ, I THOUGHT THAT WAS ALREADY ADDRESSED.
WHAT DID YOU SAY, JOHN? 1619 IS ALREADY EMB LEGAL.
IT'S ALREADY THAT'S ALREADY PART OF STATE LAW.
OKAY. AND THEN I GUESS SINCE WE'VE CLARIFIED THAT OTHER THAN 1619, WHICH IS ALREADY IN EMB LEGAL, I JUST WANT TO MAKE SURE I'M UNDERSTANDING THIS CORRECTLY.
ARE THERE ANY OTHER ADDITIONS? THAT YOU'RE PROPOSING THAT ARE NOT ALREADY INCLUDED IN THE ORIGINAL POLICY.
OTHER THAN 1619 BECAUSE YOU JUST SAID 1619.
BUT YEAH, I UNDERSTAND YOUR I THINK I UNDERSTAND YOUR QUESTION.
I'M PROPOSING THE POLICY THAT WE SET FORTH.
I DON'T KNOW WHAT YOU'RE SAYING DIFFERENT.
I GUESS I'M JUST TRYING TO FIGURE OUT WHAT THE DIFFERENCE BETWEEN THE TWO.
LIKE YOU'RE GIVING ADDITIONAL.
YEAH, I JUST WANT I WANT THESE THINGS TO BE IN OUR POLICY.
I WANT IT TO BE KNOWN THAT WE AS A SCHOOL DISTRICT ARE SAYING THERE'S A LOT OF THINGS THAT ARE IN OUR SCHOOL POLICY, ARE IN THE LAW OF TEXAS. I JUST WANT THESE THINGS CODIFIED IN OUR POLICY.
DOES THAT ANSWER YOUR QUESTION? DOES IT? IF NOT, YOU CAN ASK ME AGAIN.
I GUESS I WAS, YOU KNOW, WHEN I LOOKED AT THE ORIGINAL POLICY AND THEN THE PROPOSED REVISIONS.
I GUESS I'M JUST WONDERING WHAT.
WHY ARE WE HERE? WHAT ARE WE DOING WITH? IF IT'S ALREADY THERE, IF IT'S ALREADY THERE AND I'M NOT, I'M REALLY NOT BEING FUNNY.
NO, YOU'RE NOT. I REALLY WANT TO KNOW WHAT THE ADDITIONS ARE, YOU SAID 1619.
RIGHT. THAT IS IN EMB LEGAL OR LOCAL? LEGAL. OTHER THAN THAT, IS THERE ANYTHING ADDITIONAL THAT WE SHOULD BE CONSIDERING, IF IT'S ALREADY THERE? RIGHT.
YOU SAY SO. WHAT YOU'RE SAYING IS THESE THINGS ARE ALREADY IN OUR POLICY, BASICALLY.
RIGHT. JUST TRYING TO GET A LITTLE CLARITY.
SO. DO YOU SUPPORT THIS POLICY? ARE YOU GOING TO VOTE FOR IT? SO I'M ASKING FOR YOU TO ANSWER MY QUESTION.
NO, YOU. I WOULD HOPE THAT YOU READ IT RIGHT.
AND I ASK YOU, WOULD YOU SUPPORT IT? SO WE'LL DECIDE THAT WHEN IT'S TIME FOR US TO VOTE.
BUT I'M OKAY NOW SO THAT I CAN MAKE AN INFORMED DECISION.
I ANSWERED YOUR QUESTION AND I WOULD LIKE YOU TO MAKE A DECISION BASED ON READING THE DOCUMENT.
CAN YOU CLARIFY WHY THE DEFINITION IS NEEDED? I'M SORRY, COULD YOU REPEAT THAT QUESTION, PLEASE? IN QUOTES, ADMINISTRATION, THAT IS, I BELIEVE, ON THE FIRST PAGE IT'S DEFINED BY PROPOSED AMENDMENT.
BUT THE REST OF THE PROPOSED AMENDMENT DOES.
DOES. I'M SORRY, IT DOESN'T USE THE WORD ADMINISTRATION.
CAN YOU CLARIFY WHY THE DEFINITION IS NEEDED? ADMINISTRATION. NO.
NO, I KNOW IT'S OKAY, BUT I'M NOT.
I HAD A LAWYER KIND OF LOOK AT THIS AND GIVE ME GUIDANCE ON IT.
AND BASICALLY, ONCE HE FINISHED IT, I AGREED WITH WHAT THEY WROTE.
THIS MIGHT BE A QUESTION FOR DANNY.
WHO? I THINK. YEAH, HE'S OVER THERE.
IT'S MY UNDERSTANDING THAT THE UNDERLINED LANGUAGE WAS WHAT WAS ADDED TO THE EXISTING POLICY.
[02:50:10]
IS THAT AN ACCURATE REPRESENTATION? SO SOME OF THE THINGS THAT WERE PROPOSED WERE ALREADY IN.AM I DESCRIBING THAT ACCURATELY? YES. LET ME CLARIFY A COUPLE OF THINGS.
SEPARATE FROM YOUR LOCAL POLICY, WE ALSO HAVE WHAT WE CALL THE LEGAL FRAMEWORK.
AND SO SOME OF YOU ARE REFERENCING THAT EMB LEGAL.
THAT'S THE LEGAL FRAMEWORK FOR YOUR POLICY.
AND THOSE ARE ESSENTIALLY RESTATEMENTS OF STATE LAW.
SO I THINK ONE OF THE DISCUSSIONS THAT YOU ALL WERE HAVING IS REALLY ABOUT THIS FIRST SECTION OF THE PROPOSED AMENDMENTS THAT STARTS ON PAGE TWO, WHERE IT SAYS THE DISTRICT, INCLUDING ITS TEACHERS AND ADMINISTRATOR, SHALL NOT.
AND THEN YOU GET NUMBER ONE, THAT LANGUAGE THERE IS VERY SIMILAR TO WHAT YOU SEE IN EMB LEGAL, WHICH IS A RESTATEMENT OF THE LAW THAT'S THAT'S CODIFIED ALREADY. THERE ARE SOME DIFFERENCES, BUT IT'S VERY SIMILAR.
AND THEN KIND OF ONCE YOU GET INTO TWO, THREE, FOUR AND THEN THE UNNUMBERED PARAGRAPHS AT THE END.
THERE ARE SOME DIFFERENCES, THOUGH.
AGAIN, AS SOMEONE POINTED OUT, THE 1619 PROJECT IS ADDRESSED IN EMB LEGAL AS WELL.
AND THIS DOES NOT REPLACE THAT POLICY.
IT'S A SEPARATE? WELL, SO YOU YOU ALL DON'T ADOPT THE LEGAL FRAMEWORK BECAUSE IT'S STATE LAW.
RIGHT. SO YOU CAN'T NOT FOLLOW IT.
OKAY. THANK YOU, THOUGH. THAT'S A LOCAL DECISION.
YEAH. THANK YOU. UM, YOU BEAR WITH ME.
AND AS DANNY JUST SAID, EVERYTHING.
ON MOST OF THE FIRST PAGE PREDATES TODAY AND EVERYTHING ON PAGES, THE END OF PAGE ONE.
PAGE TWO, PAGE THREE. PAGE FOUR IS WHAT'S BEEN PROPOSED BY MR. LOWE YO BE ADDED AND ADOPTED.
AND ON PAGE TWO, WE HAVE DEFINITIONS.
WE DON'T HAVE A GOOD DEFINITION OF WHAT CRT OR SDI ARE.
WHAT I MEAN BY THAT IS THAT IF I GO TO PAGE THREE OF THE PROPOSED POLICY.
TOGETHER WILL BE USED AS DEFINITION OF CRT AND SDI, BUT CRT AND SDI.
THOSE TERMS THEMSELVES ARE USED WITHIN ONE, TWO, THREE AND FOUR.
AND I KNOW, MR. LOWE, YOU SAID EARLIER TONIGHT.
BLACK SUFFERING IRREPARABLE HARM.
TELLING PROBLEMS THAT CAN'T BE SOLVED.
REPARATIONS. IT TEACHES THAT WE CAN'T DO THINGS BECAUSE OF RACISM.
AND YOU CAN'T ACHIEVE AS MUCH.
ACHIEVE A SCHOOL DISTRICT THAT DIDN'T LOOK THAT RACE.
BUT NOWHERE IN THE POLICY YOU PROPOSED ARE ANY OF THOSE THINGS MENTIONED AS DEFINITION OF CRT OR SDI, WHICH I'LL ADMIT IS A NEW TERM FOR ME AS OF THE LAST THREE WEEKS.
THE LAST POINT OF ACHIEVING A SCHOOL DISTRICT THAT DIDN'T LOOK AT RACE.
RACE. WE CAN'T DO ANYTHING ABOUT IT UNLESS THE LEGISLATURE TELLS US WE DON'T HAVE TO DO IT ANYMORE.
[02:55:08]
WHY THE REDUNDANCY? ONE OF THE SPEAKERS TONIGHT SAID.THAT WE NEED TO SPEND TIME FIRST LEARNING POLICY, LEARNING CURRICULUM.
SHE RATTLED OFF SOME OTHER THINGS.
I THINK THIS IS AN EXAMPLE OF WHAT SHE'S TALKING ABOUT THAT.
WELL, A LOT OF THIS WORK HAS ALREADY BEEN DONE.
DOESN'T NEED TO BE DONE AGAIN.
I HAVE ISSUE WITH THE LAST COUPLE OF PARAGRAPHS AS WELL.
THEY MENTION PARTICIPANTS THAT AREN'T DEFINED LIKE OTHERS, INDIVIDUALS AND GROUPS.
AND IF I'M A TEACHER IN THIS DISTRICT, WONDERING IF I'M GOING TO LOSE MY JOB.
I'D BE LOOKING AT THIS BOARD SAYING, WHAT THE HELL ARE THEY DOING? I'VE GOT OTHER THINGS AND I CAN KEEP GOING DOWN THEM.
SO THAT'S ALL I'VE GOT FOR TONIGHT.
LET'S SEE IF WE CAN DO BETTER.
I APPRECIATE YOUR CONCERN AND I'M NOT GOING TO QUESTION YOUR MOTIVES.
I THINK ALL OF US HAVE A PROBLEM WITH RACISM.
BUT YOU'RE ASKING ME QUESTIONS.
BUT YOU DON'T WANT TO ANSWER QUESTIONS SO THAT I CAN GET CLARIFIED, SO I CAN GET CLARITY.
OR WHERE ARE YOU COMING FROM? THAT'S OKAY. IT'S TO BE EXPECTED FROM YOU.
I'LL TELL YOU WHY THIS IS HERE.
I'LL TELL YOU WHY THIS IS HERE.
SEE, PARENTS HAVE SENT ME CURRICULUM THAT IS CRT BASED.
THEY HAVE A PICTURE OF A WHITE MAN AND A BLACK MAN.
THEY HAVE TO GET TO THE FINISH LINE.
THE WHITE MAN HAS A STRAIGHT LINE TO THE FINISH LINE.
THE BLACK MAN HAS A CIRCUITOUS ROUTE TO THE FINISH LINE.
AND IT SHOWS THE WHITE MAN SAYING, HEY, WHAT'S TAKING YOU SO LONG? AND IT SHOWS ON THAT ROAD RACISM, ALL THESE THINGS THAT HAVE HAPPENED OVER THE YEARS.
THE BOTTOM LINE IS THAT WAS IN OUR CURRICULUM.
I WILL SEND THAT TO MICHELLE, JUST SO IT CAN BE IN THE RECORD.
I'LL SEND THE OTHER THINGS I HAD, THAT I FOUND IN THE DISTRICT THAT YOU ALL DENY.
BUT WHERE DID I GET IT FROM? THESE ARE THE REASONS THAT THIS IS AN ISSUE.
IT'S THE ONLY REASON. THIS IS THE MAIN REASON I RAN AGAIN.
YOU WANT TO. YOU DON'T WANT TO DO THIS.
YOU DON'T WANT TO PUT THIS POLICY FORWARD.
YOU DON'T WANT IT MADE. YOU SOUND LIKE YOU DON'T WANT TO SUPPORT IT.
YOU WANT TO CLAIM THAT CRT OR RACE BASED LEARNING IS NOT TAKING PLACE IN OUR DISTRICT, BUT IT IS.
AND IF IT'S A BAD THING, WHY DON'T WE GET ON BOARD AND BE AGAINST IT? IF CRT IS A BAD THING.
WHICH NONE OF YOU ARE, IT WILL ADMIT WHETHER YOU LIKE IT OR DON'T LIKE IT.
IF YOU THINK IT'S BAD, LET'S GET ON BOARD AND SUPPORT IT.
NO ONE ANY OBJECTION THAT ANYBODY HAS BROUGHT FORTH ABOUT CRT IS UNTRUE.
WE CAN'T, IT DOESN'T SAY WE DON'T TEACH ABOUT RACISM.
IT DOESN'T SAY WE DON'T TEACH ABOUT THOSE THINGS, BUT IT PREVENTS.
SOCIETY FROM LEVERAGING THE ATROCITIES OF THE PAST TO FURTHER OTHER AGENDAS.
IT PRECLUDES IF WE DON'T TEACH THIS, IT PRECLUDES BLACK PEOPLE FROM SAYING, OH, MY SON, HEY, I DIDN'T KNOW I WAS RACISM. I DIDN'T KNOW I COULDN'T BE AS GOOD AS SOMEBODY ELSE BECAUSE MY GREAT, GREAT, GREAT, GREAT GRANDFATHER WAS A SLAVE.
HEY, LOOK, LET'S TALK ABOUT THE PAST.
LET'S TALK ABOUT HOW WE GOT THERE.
LET'S ACKNOWLEDGE ALL THE EVIL THAT HAS HAPPENED IN THIS COUNTRY.
LET'S TALK ABOUT WHAT IS GOOD.
I'M HERE IN FRISCO 10% OF THE POPULATION, BUT THE PEOPLE OF THE CITY DECIDED TO VOTE FOR ME.
[03:00:04]
WE HAVE WE'RE OVERREPRESENTED ON THE BOARD BLACK PEOPLE.6.8%. SEE AGAIN, I'M NOT GOING TO COMMENT ON THERE'S TWO PEOPLE ON THE BOARD THAT ARE BLACK.
THERE'S ONLY 10%, 11% OF BLACKS HERE IN FRISCO.
ANYWAY. THAT'S HOW I CHOOSE TO ANSWER THAT.
WE IMPLEMENTED THAT INTO OUR DISTRICT.
AND FROM MY UNDERSTANDING AND WE'VE HAD THIS CONVERSATION BEFORE, CRT AND SDI, WHICH ADMITTEDLY SDI IS A NEW ACRONYM FOR ME, BUT CRT IS NOT TAUGHT IN FRISCO ISD.
I NEVER ACCUSED ANYONE OF TEACHING IT.
WE HAVE HAD THOSE. WE HAVE HAD THOSE CONVERSATIONS.
NEVER ACCUSED ANYBODY OF TEACHING A CRT COURSE IN FRISCO.
WE DON'T KNOW WHERE THEY CAME FROM, BUT IT WAS INVESTIGATED.
WE'VE GONE THROUGH THAT TIME AND TIME AGAIN.
DR. CUNNINGHAM HAS GONE OVER IT.
WE'VE HAD THOSE DISCUSSIONS OVER AND OVER AGAIN.
THOSE RESOURCES WERE NOT FRISCO ISD.
THAT'S FAIR. THAT'S A FAIR THING FOR YOU TO SAY.
WHY DON'T WE DO THIS? IF I COULD SHOW YOU WHERE THAT CAME FROM, WOULD YOU AT OUR NEXT BOARD MEETING, APOLOGIZE AND SAY, OH, WE MADE A MISTAKE, THAT THIS WAS IN THE DISTRICT.
WILL YOU DO THAT? I'M SAYING MAYBE I'LL COME BACK TO YOU AND I'LL SAY, HEY, YOU KNOW SOMETHING? IT'S BEEN PROVEN THAT IT HAPPENED.
NO, I'LL BRING YOU MORE PROOF IF THAT'S WHAT YOU NEED.
WHAT I'M ASKING YOU VERY DIRECT QUESTION.
IF I BRING THAT TO YOU AND SHOW YOU THAT IT WAS DISTRIBUTED IN THE SCHOOL DISTRICT, WILL YOU APOLOGIZE TO ME? I WOULD HAVE THOUGHT. I THOUGHT NOT.
WELL, ARE YOU GOING TO LET ME ANSWER YOUR QUESTION? I'M SORRY. GREAT. SO HERE'S WHERE I AM WITH THIS.
I THINK THAT THERE'S NOT ANYONE UP HERE THAT WOULD ADVOCATE FOR US TO BE TEACHING CRT OR SDI.
IT ALLOWS, IT TAKES AWAY STUDENTS FIRST AMENDMENT RIGHTS, FIRST OF ALL, BY DISTRIBUTION OF FLIERS, BY HAVING CLUBS ON CAMPUS, BY REMOVING OPTIONAL INSTRUCTIONAL MATERIALS THAT EXPRESS A SPECIFIC VIEWPOINT.
THOSE ARE ALL THINGS THAT ARE PROTECTED BY THE FIRST AMENDMENT.
AND AT MY CORE, I'M A CONSTITUTIONALIST AND I BELIEVE THAT THE FIRST AMENDMENT IS STRONG AND THAT WE SHOULD PROTECT OUR TEACHERS AND OUR STUDENTS TO BE ABLE TO EXPRESS THEIR VIEWPOINTS. AND SO WHEN YOU HAVE A POLICY THAT IS IMMEDIATELY GOING AFTER THE ABILITY OF FREE SPEECH, THAT CONCERNS ME GREATLY BECAUSE I BELIEVE OUR STUDENTS, IN ORDER TO BECOME CRITICAL THINKERS, WHICH IS SOMETHING THAT IS PART OF OUR FUTURE READY FRAMEWORK TO BECOME CRITICAL THINKERS IF THEY DO NOT HAVE ALTERNATIVE VIEWPOINTS, IF THEY ARE NOT ABLE TO HAVE RESOURCES THAT OPEN THEIR MINDS, THEN WE ARE DOING A DISSERVICE TO OUR STUDENTS AND WE ARE FORCING OUR TEACHERS TO MAKE A DECISION OF DO I DO WHAT'S RIGHT BY MY PROFESSION? MANY OF OUR TEACHERS WE SAW TONIGHT WE HAVE AN OVERABUNDANCE OF TEACHERS THAT ARE CONTINUALLY BEING EDUCATED SO THAT THEY CAN BETTER THEMSELVES FOR OUR STUDENTS.
THEY ARE THEN GOING TO BE FORCED INTO A SPACE WHERE THEY NOT ONLY ARE HAVING TO MAKE A PHILOSOPHICAL QUESTION OF DO I DO RIGHT BY MY PROFESSION AND WHAT I'VE BEEN TAUGHT, OR DO I HAVE TO WORRY ABOUT THIS SCHOOL BOARD CREATING POLICY THAT PUTS ME INTO A POSITION WHERE I'M GOING TO POSSIBLY LOSE MY JOB? I NEVER WANT A TEACHER IN THIS DISTRICT TO HAVE TO THINK THAT THIS BOARD IS GOING TO GO AFTER THEM BECAUSE THEY'RE DECORATING THEIR DOOR FOR BLACK HISTORY MONTH.
[03:05:03]
SAY WE WERE ON THE WRONG SIDE OF HISTORY.SO I DO NOT AGREE WITH THIS POLICY.
I BELIEVE, I THINK WE ARE CLOSER ON THAT ISSUE THAN WE ARE ON A LOT OF OTHER ISSUES, BECAUSE I AGREE WITH THE LOGIC THAT GOT YOU TO WHERE ARE YOU GOING? BUT I WANT TO ASK YOU A QUESTION.
IF WE HAD BOOKS IN HERE THAT SAID THAT LGBT FOLKS ARE EVIL AND SHOULD BE KILLED, WOULD YOU ADVOCATE FOR THAT? SHOULD THAT BE IN OUR LIBRARIES? MADAM PRESIDENT, I MOVE TO CALL THE QUESTION.
WE HAVE A MOTION ON THE FLOOR TO CALL THE QUESTION SECOND BY MR. DAVIS. ALL IN FAVOR? AYE. MOTION PASSES FIVE.
I'M GUESSING YOU ARE OPPOSED TO.
YOU DIDN'T ASK. IT WAS OPPOSED.
ALL OPPOSED TO CALLING THE QUESTION.
YEAH, I'M A I'LL ABSTAIN TOO, BECAUSE.
YEAH. WHAT'S YOUR REASON FOR ABSTAINING? WE'RE GOING TO VOTE. LIKE.
ALL IN FAVOR OF DENIAL OF MOTION.
ALL OPPOSED? OKAY. MOTION PASSES FIVE TO THE POLICY SIDE.
[10.E. Consider and act on a resolution regarding wage payments during the February 2023 emergency closure]
MRS. SMITH? I'M GOING TO LIGHTEN THE ROOM A LITTLE BIT AND TALK ABOUT PAYING PEOPLE SOME EXTRA MONEY.WE CLOSED THE DISTRICT FROM JANUARY 30TH TO FEBRUARY 3RD FOR WINTER WEATHER AND BOARD POLICY.
EDEA LOCAL REQUIRES YOU GUYS TO ADOPT A RESOLUTION AFTER THE FACT IN ORDER TO CONTINUE WAGE PAYMENTS FOR THOSE PEOPLE DURING THE CLOSURE AND NOT REQUIRE THEM TO USE ANY PERSONAL DAYS FOR THE TIME OFF THAT THEY TOOK.
SO THAT IS WHAT THIS RESOLUTION DOES.
IN ADDITION TO THAT, THE GOVERNOR DECLARED A DISASTER IN DENTON COUNTY RELATED TO THE ICE STORM.
AND SINCE A PORTION OF FRISCO ISD IS IN DENTON COUNTY THAT ALLOWS US TO PAY ANYONE WHO CAME ON SITE TO AN FISD WORK PLACE DURING THE CLOSURE FOR WINTER WEATHER, IT ALLOWS US TO PAY THEM TIME AND A HALF FOR ANY WORK THAT THEY DID DURING REGULAR HOURS.
OKAY. FOR ANY QUESTIONS? IF NOT, I'LL LOOK FOR A MOTION.
I MOVE TO APPROVE THE RESOLUTION REGARDING WAGE PAYMENTS DURING THE FEBRUARY 2023 EMERGENCY CLOSURE.
MOTION BY MS. GILLESPIE SECOND BY MR. PONANGI. ALL IN FAVOR? MOTION PASSES 6-0.
[10.F. Consider and act on a resolution for new positions to be included in the 2023-2024 proposed budget]
MRS. SMITH? I DON'T HAVE MUCH TO ADD OTHER THAN WHAT I SHARED DURING THE BUDGET PRESENTATION EARLIER, BUT I WILL REMIND YOU GUYS THAT THIS DOES NOT OFFICIALLY ALLOCATE ANY OF THESE POSITIONS AS THAT WON'T BE DONE UNTIL YOU ADOPT THE BUDGET IN JUNE.IT ALSO DOESN'T ALLOW ANY PEOPLE TO START IN THESE POSITIONS UNTIL AFTER THE BUDGET IS ADOPTED.
THANK YOU. BOARD, ANY QUESTIONS FOR MS. SMITH OR I WILL LOOK FOR A MOTION? I MOVE TO APPROVE THE RESOLUTION FOR NEW POSITIONS TO BE INCLUDED IN THE 2023 24 PROPOSED BUDGET MOTION BY MS. GILLESPIE. SECOND BY MR. CLASSE. ALL IN FAVOR.
[10.G. Consider and act on the recommended selection of contractual personnel including Principal of Pioneer Heritage Middle School]
DR. LINTON? THANK YOU. YOU HAVE THE PERSONNEL REPORT BEFORE YOU.RESIGNATIONS AS ALWAYS, ARE PRESENTED FOR YOUR INFORMATION ONLY.
MR. CONRAD BEGAN HIS CAREER IN 2006 AS A TEACHER COACH.
ALL CONTRACT RECOMMENDATIONS ARE SUBMITTED FOR YOUR CONSIDERATION AND APPROVAL.
THANK YOU. ANY QUESTIONS FOR DR.
LINTON? IF NOT, I'LL LOOK FOR A MOTION.
MOVE TO APPROVE THE PERSONNEL RECOMMENDATIONS AS PRESENTED MOTION BY MR. CLASSE, SECOND BY MS. ELAD. ALL IN FAVOR.
MOTION PASSES 6-0AND OUR FINAL ITEM ON THE AGENDA THIS EVENING IS CONSENT AGENDA ITEM I.
[03:10:04]
PRESIDENT ARCHAMBAULT, BEFORE WE GO TO THE CONSENT AGENDA, I DON'T HAVE ANYTHING I WANT TO PULL TONIGHT, BUT I THOUGHT WE WERE GOING TO BE DOING THE.BOARD OPERATING PROCEDURES, PROPOSED CHANGES TONIGHT.
DID I MISS SOMETHING? WHEN IS THAT SCHEDULED? SO I ACTUALLY NEEDED TO SPEAK TO YOU GUYS ABOUT THAT.
WE'LL DO A SPECIAL MEETING FOR THOSE OPERATING PROCEDURES.
YOU'RE WELCOME. BOARD I LOOK FOR A MOTION FOR CONSENT.
[10.H. Consent Agenda]
I MOVE TO APPROVE THE CONSENT AGENDA AS PRESENTED MOTION BY MR. CLASSE, SECOND BY MS. GILLESPIE. ALL IN FAVOR? MOTION PASSES 6-0.AND I WOULD JUST LIKE TO SAY THANK YOU TO OUR SROS.
THANK YOU SO MUCH FOR STICKING IT OUT.
WE APPRECIATE YOU BEING HERE SO MUCH.
AND FOR ALL OF OUR STAFF MEMBERS AND TEACHERS THAT ARE ALSO HERE, WE KNOW THAT YOU HAVE TAUGHT ALL DAY AND YOU ARE EXHAUSTED AND IT'S ALMOST TEN AND YOU HAVE TO GET UP AND DO IT ALL AGAIN TOMORROW.
WELL, WE, THE STUDENTS HAVE A FOUR DAY WEEKEND COMING UP.
OUR STUDENTS ARE BETTER FOR EACH ONE OF YOU.
SO THANK YOU ALL FOR BEING HERE, BOARD.
IT'S 9:42 AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.