14.C. Consider and act on a guaranteed maximum price for the Frisco ISD Visual & Performing Arts Center.

[14.B. Consider and act on the adoption of an order authorizing the issuance of unlimited tax bonds, establishing sale parameters, authorizing the execution of a bond purchase contract and an escrow agreement; approving an official statement; and enacting other provisions relating to the subject.]

YES, WE ARE. WELL, WE'LL CONSIDER AN ACT ON THE ADOPTION OF AN ORDER AUTHORIZING THE ISSUANCE OF UNLIMITED TAX BONDS, ESTABLISHING SALE PARAMETERS, AUTHORIZING THE EXECUTION OF A BOND PURCHASE CONTRACT, AND AN ESCROW AGREEMENT, APPROVING AN OFFICIAL STATEMENT, AND ENACTING OTHER PROVISIONS RELATING TO THE SUBJECT.

I DID ALL THAT WITHOUT MY GLASSES.

[LAUGHTER]

>> WELL DONE.

>> MR. GRUBBS, THANK YOU FOR BEING HERE TODAY.

>> THANK YOU. AGAIN, I'M BRIAN GRUBBS FROM SANCO CAPITAL MARKETS, SERVED THE DISTRICT AS YOUR FINANCIAL ADVISOR FOR A NUMBER OF YEARS.

THANK YOU, DR. WALTER AND MEMBERS OF THE BOARD.

WITH ALL THAT SAID, THE ORDER ITSELF YOU'RE ADOPTING OR CONSIDERING ADOPTING THIS EVENING IS AUTHORIZING US TO ISSUE ADDITIONAL BONDS AS [NOISE] WELL AS CONSIDER THE REFINANCING OF SOME OUTSTANDING BONDS FOR SOME INTEREST COST SAVINGS.

WITH THAT, I HAVE SOME INFORMATION THAT I'LL SHARE WITH YOU AND THEN I'LL ANSWER

[01:55:04]

ANY QUESTIONS THAT YOU HAVE FOR ME THIS EVENING BEFORE YOU ENTERTAIN A MOTION.

WITH THAT, I WANT TO BEGIN WITH A LOOK AT WHERE THE DISTRICT CURRENTLY IS WITH YOUR OUTSTANDING VOTED BOND DEBT SERVICE.

AGAIN, THIS IS THE DEBT SERVICE THAT'S PAID FOR OUT OF THE INS SIDE FOR ALL BONDS ISSUED TO DATE.

YOU'LL NOTICE A COUPLE OF THINGS.

ONE, YOU'VE GOT THE BAR GRAPH WHERE THE PRINCIPAL AMOUNTS ARE THERE IN THE DARK BLUE WITH THE INTEREST COMPONENTS IN YELLOW.

I WANT TO POINT OUT TWO THINGS.

ONE, IF YOU'LL NOTICE THE LOOK OF THE BAR GRAPH, YOU BASICALLY HAVE A FLAT TOTAL BOND PAYMENT BY DESIGN OVER THE NEXT 10-11 YEARS WITH SUBSTANTIAL DROPS IN THE FUTURE.

WE HAVE TRIED TO MAINTAIN THIS PROFILE AS WE'VE ISSUED BONDS OUT OF THE LAST TWO BOND ELECTIONS SO THAT YOU HAVE THE ABILITY THAT AS YOUR TAX BASE CONTINUES TO GROW, AS YOU HAVE TO GO BACK TO THE VOTERS TO GET ADDITIONAL BONDS TO APPROVE AND SEE FOR CONTINUED PROJECTS, YOU HAVE THE ABILITY TO DO SO AT OR BELOW WHAT THE EXPECTATIONS ARE FROM THE INS TAX RATE.

ONE OTHER THING I WANT TO POINT OUT IS IF YOU LOOK IN RED, YOU'LL SEE A 3.5% STATISTIC.

THIS IS THE PERCENTAGE OF YOUR OUTSTANDING PRINCIPAL BALANCE, A LITTLE OVER 2.2 BILLION, AS A PERCENTAGE OF YOUR TOTAL TAXABLE VALUE AT OVER 62 BILLION.

THIS IS A STATISTIC THAT WE HAVE TRACKED FOR A NUMBER OF YEARS.

I WILL SAY THAT AT THIS POINT, THIS IS THE LOWEST THAT THIS STATISTIC HAS EVER BEEN, WHICH IS A GOOD THING.

THE AMOUNT OF BONDS THAT YOU HAVE OUTSTANDING AS A PERCENTAGE OF THE SIZE OF YOUR TAX BASE, AS YOU'VE CONTINUED TO ISSUE BONDS FROM THE LAST TWO ELECTIONS HAS IN FACT GONE DOWN, AND I'LL SHOW YOU THAT HERE IN A MOMENT.

BUT THOSE ARE TWO IMPORTANT ITEMS WITH RESPECT TO THAT SLIDE.

OUR NEXT SLIDE IS TO LOOK AT YOUR BOND RATINGS.

ANYTIME THE DISTRICT GOES AND ISSUES ADDITIONAL BONDS, WHETHER IT'S FOR NEW CONSTRUCTION OR BONDS THAT ARE BEING REFINANCED FOR INTEREST COST SAVINGS, YOU DO SO WITH THE AAA RATING THAT'S BASED ON THE PERMANENT SCHOOL FUND GUARANTEE.

IT'S THE AAA RATING THAT'S THE HIGHEST CREDIT QUALITY RATING THAT GIVES YOU THE ABILITY TO BORROW AT THE LOWEST POSSIBLE INTEREST COST.

NOW WITH THAT SAID, ANYTIME WE DO SELL BONDS, ADMINISTRATION GOES BEFORE BOTH STANDARD AND POOR'S RATING SERVICES AND MOODY'S INVESTOR SERVICE ON AN INDEPENDENT BASIS, WHERE THEY ASK THE DISTRICT ABOUT THE FINANCES, ABOUT THE DEVELOPMENT, ABOUT WHAT PROJECTS.

IT'S A COMPREHENSIVE EVALUATION OF YOUR DISTRICT SO THAT WHEN YOU DO SELL BONDS, BOND BUYERS MAY NOT KNOW ALL THE INS AND OUTS OF FRISCO, BUT THEY KNOW THAT THEY SEE THE AAA RATING AND YOUR STRONG UNDERLYING CREDIT RATINGS THAT GIVES YOU THE ABILITY TO BORROW AT VERY LOW INTEREST RATES.

YOUR SCHOOL DISTRICT HAS A AA+ BY STANDARD AND POOR'S AND A AA1 BY MOODY'S.

THIS NEXT CHART, TO PUT THAT IN PERSPECTIVE, IN THE MOODY'S COLUMN, THERE ARE ONLY SEVEN TEXAS SCHOOL DISTRICTS THAT HAVE A HIGHER UNDERLYING CREDIT RATING THAN FRISCO ISD.

THAT INCLUDES AUSTIN, GARLAND, HIGHLAND PARK, HOUSTON, PLANO, RICHARDSON, AND ROUND ROCK.

THE PRIMARY REASON I WOULD SAY THAT THOSE DISTRICTS HAVE A HIGHER BOND RATING THAN YOU FROM AN UNDERLYING IS A LOT OF THOSE DISTRICTS ARE BUILT OUT, YOU STILL HAVE TREMENDOUS AMOUNT OF GROWING TO DO IF YOU CAN BELIEVE IT.

AFTER ALL THESE YEARS, STILL CONTINUED GROWTH.

BUT YOU DO HAVE ONLY SEVEN DISTRICTS THAT HAVE A HIGHER UNDERLYING CREDIT BY MOODY'S.

IF YOU LOOK TO STANDARD AND POOR'S, THERE'S NOT A SINGLE DISTRICT THAT HAS A HIGHER UNDERLYING CREDIT BY STANDARD AND POOR'S.

THERE'S NOT A AAA RATED SCHOOL DISTRICT THAT'S RATED BY THEM.

I WANT TO QUICKLY LOOK AT YOUR TAXABLE VALUE HISTORY.

THIS IS ONE OF OUR MOST IMPORTANT STATISTICS FROM A FINANCIAL ADVISOR PERSPECTIVE WHEN WE GO AND STRUCTURE YOUR BOND SALES, AND ALSO HELP YOU EVALUATE FUTURE ADDITIONAL ELECTIONS AND CONSIDERATIONS.

THE PRIMARY FOCUS HERE IS GOING TO BE ON COLUMN 2.

THIS IS A LOOK AT YOUR TOTAL TAXABLE VALUE GOING BACK TO 2011-2012 WHERE WE WERE JUST ABOVE 17.5 BILLION IN TOTAL TAX BASE, THAT INCLUDES ALL COMMERCIAL, RESIDENTIAL, AGLAND THAT'S PROVIDED IN A CERTIFIED VALUE BY YOUR APPRAISAL DISTRICTS EVERY SUMMER.

IF YOU FOLLOW COLUMN 2 TO THE VERY BOTTOM, WE'RE AT OVER 62 BILLION NOW.

TWO THINGS I WANT TO POINT OUT.

BACK WITH THE 2014 AND THE 2018 ELECTIONS, WE BUILT THOSE BOND MODELS BASED ON THE GROWTH THAT WE WERE EXPERIENCING AT THE TIME, AND WE COMMUNICATED TO THE VOTERS THAT YOU HAD THE ABILITY TO ISSUE ALL OF THOSE BONDS AND DO SO WHERE YOU WOULD NEED TO GROW AT APPROXIMATELY 1.5-2 BILLION PER YEAR TO ISSUE THOSE BONDS AND BE AT OR BELOW WHAT THE VOTERS HAVE PROJECTED.

BUT IF YOU LOOK UNDER COLUMN 3, JUST IN YOUR LAST 10 YEARS, THERE'S ONLY BEEN ONE YEAR WHERE YOU'VE BEEN LESS THAN THREE BILLION DOLLARS OF GROWTH IN YOUR TAXABLE VALUE.

[02:00:02]

WE ARE OUTPERFORMING AND OUTPACING ANY OF THE PROJECTIONS THAT WERE SHARED WITH YOUR VOTERS BACK IN 14 AND IN 18.

IT PUTS YOU IN A VERY GOOD POSITION TO CONTINUE TO ISSUE BONDS AT OR WHAT YOU PROMISED TO VOTERS IN TERMS OF THE TAX RATE.

THIS IS A LOOK AT YOUR INTEREST RATES.

I ALWAYS LIKE TO SHARE WHERE WE ARE CURRENTLY WITH RESPECT TO OUR BORROWING COSTS.

THIS IS THE NATIONAL INDEX THAT YOU'VE SEEN FROM ME BEFORE.

THIS PARTICULAR INDEX LAST FRIDAY UPDATED TO THE FAR RIGHT AT A 3.54%, THE BOTTOM LINE HERE IS THAT FOR TEXAS SCHOOL DISTRICT ISSUING 30-YEAR FIXED RATE BONDS, WHICH IS WHAT WE'RE ISSUING, WE'RE SOMEWHERE AROUND 4-4.25%, WHICH IS AGAIN BELOW A LOT OF THE PROJECTIONS BACK WHEN WE DID OUR 2014 AND 2018 BOND ELECTION PLANNINGS.

THE YELLOW DOTS FOR THIS PARTICULAR CHART REPRESENT BONDS THAT WERE SOLD BY THE DISTRICT.

YOU CAN SEE WE HAVE HAD MARKETS WHERE WE HAVE BEEN HIGHER INTEREST RATE MARKETS GOING BACK TO 2008.

BUT WE'VE ALSO ISSUED BONDS, AND THIS IS NOT JUST BONDS FOR NEW CONSTRUCTION, BUT ALSO BONDS FOR REFINANCINGS, IN VERY LOW INTEREST RATE MARKETS BACK IN 2020, WHICH LEADS ME TO THIS NEXT SLIDE.

EVEN IN THOSE MARKETS WHERE WE ISSUED BONDS IN HIGHER INTEREST RATE MARKETS, THE DISTRICT HAS DONE AN OUTSTANDING JOB OF TAKING ADVANTAGE OF LOWER INTEREST RATE ENVIRONMENTS AND REFINANCING OUTSTANDING BONDS, JUST LIKE HOMEOWNERS WOULD REFINANCE A HOME MORTGAGE.

SINCE 2012, THE DISTRICT HAS REFINANCED OVER $1.4 BILLION OF PRINCIPAL IN OUTSTANDING ISSUES THAT HAS GENERATED DEBT SERVICE SAVINGS TO THE TAXPAYERS AND THEIR BOND PAYMENTS OF OVER $337 MILLION.

IN FACT, MOST RECENTLY WE JUST COMPLETED A BOND REFINANCING EARLIER THIS YEAR, WHERE WE GENERATED $6.8 MILLION OF INTEREST COST SAVINGS ON A STANDALONE BASIS JUST FOR THAT ISSUE.

PART OF THE ORDER IS INCLUDING FOR THE ISSUANCE OF ADDITIONAL BONDS FOR CONSTRUCTION, BUT WE ALSO HAVE A COMPONENT IN THERE THAT ALLOWS US TO POSSIBLY REFINANCE BONDS THAT WERE SOLD BACK IN 2014.

TO THE EXTENT THAT WE CAN SAVE MONEY AND LOWER THE INTEREST COST, WE WILL DO SO.

THIS IS A LOOK AT YOUR BOND SALE HISTORY OUT OF BOTH YEAR 2014 AND 2018 BOND ELECTIONS.

YOU CAN SEE BACK TO THE FAR RIGHT, YOU'VE GOT YOUR TWO COLUMNS OF WHEN THE AUTHORIZATIONS WERE APPROVED.

IN MAY OF 2014, IF YOU FOLLOW THAT COLUMN DOWN, YOU CAN SEE TO THE BOTTOM THAT OF THE 775 MILLION THAT WAS APPROVED, THERE IS $26 MILLION REMAINING OF BONDS TO BE SOLD OUT OF THAT AUTHORIZATION.

THEN IN 2018, OUT OF THE 691 MILLION THAT IS APPROVED, YOU HAVE $32 MILLION LEFT OUT OF THAT AUTHORIZATION.

BUT I WANT TO POINT OUT SOMETHING THAT WE SPOKE ABOUT HERE EARLIER.

IF YOU LOOK IN THAT MIDDLE COLUMN WHERE IT SAYS DEBT TO ASSESS VALUATION, THIS IS THE STATISTIC THAT WE SHARED WITH YOU WHERE YOU'RE AT A 3.57% CURRENTLY, THE AMOUNT OF BONDS THAT YOU HAVE AS A PERCENTAGE OF YOUR TAX BASE.

IF YOU LOOK IN 2014, THAT STATISTIC WAS AT 7.19%.

WHAT I'M ILLUSTRATING FOR YOU IS THAT YOU HAVE BEEN ABLE TO ISSUE THE BONDS OUT OF BOTH OF THESE AUTHORIZATIONS AND YOUR DEBT TO TAX BASE HAS GONE DOWN CONSIDERABLY, WHICH IS A GOOD THING.

OUR PLAN OF FINANCE FOR THIS NEXT ISSUE IS, AGAIN AS WE MENTIONED, YOU HAVE 26 MILLION LEFT FROM THE 2014 ELECTION, 2018 ELECTION HAS A BALANCE OF 32 MILLION, WE ARE ISSUING THE BALANCE FROM THE 2014 OF 26 MILLION.

WHEN YOU GO TO THE VOTERS AND THEY APPROVE THEM, YOU DO SO WITH THE INTENT THAT YOU WILL EXPIRE THAT ENTIRE AUTHORIZATION WITHIN A 10-YEAR PERIOD.

MAY OF THIS YEAR WOULD BE THAT 10-YEAR ANNIVERSARY, SO WE'RE ISSUING THE 26 MILLION OUT OF THE MAY 14.

YOU'LL HAVE A BALANCE FROM THE 2018 ELECTION OF 32 MILLION.

WE ARE CONSIDERING THE REFINANCING OF BONDS THAT WERE SOLD IN 2014.

THEY HAVE AN AVERAGE OUTSTANDING INTEREST RATE OF JUST UNDER 4%.

IN TOTAL THAT COULD BE AS MUCH AS 128 MILLION THAT WE WOULD REFINANCE.

NOW WITH THAT SAID, WHEN WE GO TO ENTER THE MARKET, IF WE CANNOT ACHIEVE SAVINGS THAT ARE GREATER THAN 3% OF THE AMOUNT OF PRINCIPAL THAT WE'RE REFINANCING, WE DO NOTHING AND THEY REMAIN OUTSTANDING.

IF OUR INTEREST RATE ENVIRONMENT MOVES AGAINST US AND WE CAN'T SHARE THAT WE CAN SAVE THE MONEY THAT WE'RE TALKING ABOUT TODAY, WE DO NOTHING.

IF IN FACT, WE CAN DELIVER THOSE INTEREST COST SAVINGS, WE WILL COMBINE THAT WITH THE ISSUANCE OF THE 26 MILLION AT THE TIME THE BONDS ARE SOLD.

LASTLY, OUR TIMING, SUBJECT TO YOUR AUTHORIZATION OF ADOPTING THE ORDER THIS EVENING, IS FOR US TO ENTER THE MARKET AND LOCK IN A COMMITTED INTEREST RATE AS EARLY AS THE END OF APRIL AND A CLOSING WOULD OCCUR MAY 21ST.

[02:05:01]

THAT WOULD BE WHEN YOU WOULD NOT ONLY RECEIVE THE CONSTRUCTION FUND DEPOSIT, BUT ALSO CLOSING ON ANY BOND REFINANCINGS WE'RE ABLE TO GENERATE.

WITH THAT, I'LL ANSWER ANY QUESTIONS THAT YOU HAVE FOR ME THIS EVENING.

>> WELL, ARE THERE ANY QUESTIONS AT THIS TIME? IF THERE ARE NO QUESTIONS, I'LL LOOK FOR A MOTION.

>> I'LL MOVE TO APPROVE AN ORDER AUTHORIZING THE ISSUANCE OF UNLIMITED TAX BONDS, ESTABLISHING SALE PARAMETERS, AUTHORIZING THE EXECUTION OF A BOND PURCHASE AGREEMENT AND AN ESCROW AGREEMENT, APPROVING AN OFFICIAL STATEMENT, AND ENACTING OTHER PROVISIONS RELATING TO THE SUBJECT.

>> SECOND.

>> MOTION BY MR. CLASSE. SECOND BY MISS.

ARCHAMBAULT. THERE ARE NO ADDITIONAL QUESTIONS. PLEASE VOTE.

MOTION PASSES 7-0 THANK YOU, MR. GRUBBS.

>> THANK YOU.

>> BOARD, WE ARE NOW GOING TO RECESS BACK INTO CLOSED SESSION.

[2. Closed Session under Texas Government Code Chapter 551, Subchapters D and E (Part 2 of 3)]

WE WILL FINISH AND RETURN TO OPEN SESSION TO CONTINUE OUR DISCUSSION IN ACTION AS WELL AS OUR CONSENT ITEMS. THANK YOU. [BACKGROUND] TESTING.

THANK YOU ALL SO MUCH FOR BEING SO PATIENT AND EXTENDING GRACE TO US.

[9. Public Hearing regarding Texas Academic Performance Report (TAPR)]

WE ARE GOING TO GO AHEAD AND MOVE FORWARD WITH OUR AGENDA ITEM 9, PUBLIC HEARING REGARDING TEXAS ACADEMIC PERFORMANCE REPORT.

DOCTOR FURY.

>> THANK YOU. DOCTOR NIE, OUR EXECUTIVE DIRECTOR OF CONTINUOUS IMPROVEMENT, AND DOCTOR AMY HARPER, MANAGING DIRECTOR OF ACADEMIC PROGRAMS, WILL PROVIDE A HIGH-LEVEL OVERVIEW OF THE DISTRICT-LEVEL DATA THROUGH THE PRESENTATION OF THE TEXAS ACADEMIC PERFORMANCE REPORT, ALSO KNOWN AS TAPR.

THAT'S WHAT YOU HEAR USUALLY WITH THE NAME OF THAT REPORT.

JUST AS AN OVERVIEW, THE STATE PROVIDES THIS REPORT ANNUALLY TO SCHOOL DISTRICTS ON THE PERFORMANCE OF STUDENTS IN EACH SCHOOL AND DISTRICT IN TEXAS EVERY YEAR.

STATE LAW DOES REQUIRE THAT WE, AS A DISTRICT, HOLD A HEARING OF THE ANNUAL REPORT, WHICH IS THE PURPOSE OF THIS PRESENTATION TONIGHT.

THEN, AS YOU ALL KNOW, DOCTOR NIE DID AN ACADEMIC PERFORMANCE PRESENTATION BACK IN NOVEMBER AT THE BOARD MEETING HERE.

YOU MAY SEE SOME SIMILAR INFORMATION.

HOWEVER, IT'S JUST IMPORTANT TO PRESENT THIS INFORMATION IN ALIGNMENT WITH STATE GUIDELINES IN THE FASHION THAT WE'RE DOING IT TONIGHT.

AT THIS TIME. I'LL TURN IT OVER TO DOCTOR NIE AND DOCTOR HARP.

>> GOOD EVENING, ALL. I ALWAYS GET EXCITED AT THE START SEEING THE LARGE CROWD [INAUDIBLE] TALK WITH A LOT OF DATA, WITH FOLKS. [OVERLAPPING].

>> I'M SORRY, DID YOU JUST SAY, LET'S GET EXCITED? WELL, WE CAN. [OVERLAPPING].

>> THAT MAKES MY HEART SO HAPPY, DOCTOR JAY.

[LAUGHTER].

>> WE'LL MOVE BRISKLY THEN.

HOW ABOUT THAT? GOOD EVENING, GUYS.

IT'S A PLEASURE TO BE HERE WITH YOU.

AS DOCTOR FURY MENTIONED, THIS IS THE REVIEW OF THE ANNUAL REPORTS.

THIS IS INFORMATION FROM THE '22, '23 SCHOOL YEAR.

THIS IS INFORMATION REALLY WE SHOULD HAVE ALL SEEN REALLY BEFORE IN DIFFERENT FORMATS.

THIS IS JUST A SUMMARY REPORT THAT MEETS THE REQUIREMENTS OF THE STATE.

I WANT TO GO THROUGH THE FULL ACTUAL ANNUAL REPORT.

THIS YEAR IT MADE IT OVER 2000 PAGES, WHICH IS A NEW RECORD.

THE PURPOSE OF THIS TONIGHT REALLY IS TO BRING AWARENESS TO WHAT'S INSIDE THE REPORT, NOT TO REALLY NECESSARILY GO THROUGH IT STEP BY STEP OR ANYTHING ALONG THERE.

THE EIGHT SECTIONS OF THE REPORT ARE THE TAPR ITSELF.

THERE'S A DISTRICT TAPR, AS WELL AS ONE FOR ALL THE CAMPUSES.

DOCTOR HARP IS GOING TO COME UP HERE A LITTLE BIT.

WE'RE GOING TO GIVE THE UPDATE ON THE HOUSE BILL 3 GOALS FOR CCMR AND EARLY CHILDHOOD READING AND MATH.

THERE'S PEIMS FINANCIAL INFORMATION.

BECAUSE IT'S ON A LAGGING AUDIT CYCLE, IT'S ACTUALLY FROM THE PRIOR SCHOOL YEAR.

ACCREDITATION STATUS.

CAMPUS PERFORMANCE TARGETS, WHICH WE APPROVE EACH FALL.

REPORTING VIOLENT CRIMINAL INCIDENTS AND STUDENT PERFORMANCE AND POST-SECONDARY INSTITUTIONS.

THEN THE FINAL PART IS THE GLOSSARY.

WE ALWAYS BRING THE GLOSSARY UP AS A REMINDER FOR FOLKS, BECAUSE A LOT OF THE TERMINOLOGY WITHIN THE TAPR AND THE ANNUAL REPORTS NOT NECESSARILY INTUITIVE.

WE ALWAYS MAKE SURE TO INCLUDE THE TAPR FOR ANYONE THAT WANTS TO JUMP IN AND GO THROUGH ANY OF THIS DATA, THEY HAVE THE TERMS THAT GO ALONG WITH THE DATA.

AS YOU KNOW, WE'RE UNDER CURRENT LITIGATION WITH

[02:10:01]

THE STATE IN REGARD TO THE ACCOUNTABILITY SYSTEM.

YOU MAY WONDER HOW THAT IMPACTS THE ANNUAL REPORT.

REALLY ENSURED IT REALLY DOESN'T IMPACT THE REPORT THAT MUCH.

ALL THE DATA IS PRETTY MUCH THE SAME.

THE ONLY THINGS THAT ARE EMITTED ARE THE SCALE SCORES, THE A-F RATINGS, DISTINCTION DESIGNATIONS, AND THE SPECIAL ED DETERMINATION STATUS.

BUT OTHERWISE, THE ANNUAL REPORT IS THE SAME AS MOST YEARS.

ON THE NEXT FEW SLIDES, WE'RE JUST GOING TO GO THROUGH A FEW DATA POINTS TO GIVE SOME EXAMPLES OF THE TYPE OF DATA THAT'S INCLUDED IN THE TAPR.

JUST HIT A FEW HIGHLIGHTS.

ON EACH ONE OF THESE, I'LL TRY TO GIVE YOU A COUPLE POINTS OF CONTEXT TO HELP MAKE MEANING OF THE DATA.

THIS FIRST ONE LOOKS AT READING MASS SCIENCE AND SOCIAL STUDIES AT THE APPROACHES STANDARD.

THIS IS FOR ALL GRADE LEVELS.

WE CAN SEE READING.

THEN THE RED DOTTED LINE REPRESENTS THE STATE AVERAGE FOR ALL SUBJECTS, ALL TEST, WHICH IS 76%.

WE CAN SEE READING 93, MATH, 91, SCIENCE 92, AND SOCIAL STUDIES 93, AS AN OVERVIEW FOR THAT STANDARD.

ALSO LOOKING AT THE HIGHEST PERFORMANCE STANDARD, WHICH IS CALLED MASTERS, WE CAN SEE THE SAME SUBJECT AREAS AND HOW THEIR PERCENTAGES FALL THERE.

AGAIN, THE RED DOTTED LINE REPRESENTS THE ALL SUBJECTS AVERAGE ACROSS THE STATE, WHICH IS AT 20%.

THIS GRAPH HAS A LOT OF DIFFERENT THINGS ON IT, SO I WANT TO JUST BREAK IT DOWN INTO ITS PARTS.

THE FIRST PART OF IT, THIS INCLUDES ALL THREE PERFORMANCE LEVELS ON THIS STAAR TEST APPROACHES, THE MEETS, AND THE MASTERS, REPRESENTED BY THE BLUE, YELLOW, AND GREEN LINE.

THIS WILL FIRST PUT A BOX AROUND THE FRISCO ISD.

AGAIN, WE'RE LOOKING AT ALL STUDENTS, ALL SUBJECTS, 92% APPROACHES, 76 MEETS, AND 45% MASTERS.

THEN WE'RE PROVIDING YOU TWO POINTS OF CONTEXT IN COMPARISON TO THAT.

NEXT, THE STATE AND REGION, WE SEE HOW OUR SCORES PERFORMING IN STATE AVERAGES AND REGIONAL AVERAGES.

BUT WE ALSO WANTED TO INCLUDE A CONTEXT OF OTHER DISTRICTS.

WHAT WE CAN SEE HERE, LOOKING AT THE BIG PICTURE, THERE'S TEN COMPARISON DISTRICTS, AND THEY WERE DETERMINED BASED UPON STUDENT ENROLLMENT, 40,000 STUDENTS OR MORE ECONOMICALLY DISADVANTAGED OF LESS THAN 46% AND ENGLISH LEARNERS OF LESS THAN 20%.

WE SEE HERE FRISCO.

FOR THE PURPOSES OF THE PRESENTATION TONIGHT, WE MASK THESE OTHER DISTRICTS.

I CAN GET YOU A FULL COPY OF THE DISTRICTS, BUT TONIGHT WE JUST WANT TO SHOW CONTEXT OF HOW WE'RE DOING COMPARED TO OTHER SIMILAR DISTRICTS, NOT NECESSARILY CALL OUT OUR PERFORMANCE AS BEING BETTER OFF OR ANYTHING LIKE THAT.

THAT'S WHY WE MASK THOSE DISTRICTS HERE.

BUT WE CAN SEE AT THE APPROACHES STANDARD WHERE FRISCO IS AT 92% AND THE REST OF OUR COMPARISON GROUPS IN THE 80S AND 70S.

THEN AT THE MASTERS PERFORMANCE LEVEL, YOU CAN SEE THERE 45% AND THEN THE REST OF THE GROUP IS IN THE 30S OR 20S OR EVEN IN THE 19%.

THAT'S ALL SUBJECT TO ALL GRADE LEVELS.

WE WANT TO SHOW OUR SAME GROUPS HERE.

AGAIN, WE HAVE FRISCO ISD REGION STATE AS COMPARED TO THE SAME 10 COMPARISON DISTRICTS.

THEN WE INCLUDED OUR FOUR LARGEST ETHNICITY GROUPS.

WE'LL WALK THROUGH EACH ONE OF THOSE.

ASIAN STUDENTS, WE SEE IS AT 98% AS COMPARED TO THE STATE AVERAGE OF 94.

WHITE STUDENTS PERFORM AT 93% AS COMPARED TO THE STATE AVERAGE OF 86.

HISPANIC STUDENTS AT 84%, STATE AVERAGE OF 72.

AFRICAN AMERICAN STUDENTS AT 78%, STATE AVERAGE OF 67.

YOU CAN SEE DISTRICT THEY'RE HERE, AND THIS WAS AT TWO PERCENTAGE POINTS BETTER FOR AFRICAN AMERICAN STUDENTS.

THAT'S HOW FRISCO ISD COMPARED IT UP AGAINST THE STATE, AS WELL AS 10 COMPARISON DISTRICTS.

A COUPLE QUICK ADDITIONAL NOTES.

IN ADDITION TO STUDENT PERFORMANCE IN THE TAPR, THERE'S INDICATORS OF GRADUATION RATE, COLLEGE MILITARY READINESS.

WE CAN SEE OUR FOUR-YEAR GRADUATION RATE IS AT ALMOST 99% AS COMPARED TO THE REGION OF THE STATE.

AP PERFORMANCE, AND WE INCLUDE TWO DIFFERENT DATA POINTS HERE,

[02:15:03]

BOTH THE PARTICIPATION AND THE PERFORMANCE, BECAUSE AS YOU NOTICE, FOR GRADES 11 AND 12, ALMOST 50% OF OUR 11TH AND 12TH GRADERS TAKE AT LEAST ONE AP CLASS.

THEN LOOKING AT THE PERFORMANCE, 79.4% OF THOSE STUDENTS EARN A THREE OR BETTER, WHICH AGAIN, WE CAN SEE IS QUITE A BIT HIGHER THAN THE STATE AND REGION 10.

SAT PERFORMANCE GOES UP TO 1,600 SCALE.

WE SEE SAT VERSUS, AGAIN, THE REGION IN TEXAS.

ACT ON A SCALE OF UP TO 36, 25.9 FOR FRISCO AS COMPARED TO RIGHT AROUND 19 FOR THE STATE IN TEXAS.

A REGION IN TEXAS.

THAT COVERS THE FIRST PARTS OF THE TAPR.

DR. HARP IS GOING TO COME UP AND GO THROUGH SOME OF THE HOUSE BILL THREE GOALS FOR EARLY CHILDHOOD AND CCMR.

>> GOOD EVENING. WHAT WE'RE LOOKING HERE IS JUST ADDING TO THE TAPR REPORT SOME OF THE ITEMS WITH HOUSE BILL 3.

HOUSE BILL 3 WAS PASSED IN 2019.

IF WE CAN IMAGINE 2019 AND HOW THINGS HAVE CHANGED OVER THE PAST FIVE YEARS.

BUT IN 2019, DISTRICTS ACROSS THE STATE HAD TO SET THESE PARTICULAR GOALS ABOUT WHERE THEY WANTED TO BE WHEN IT COMES TO EARLY CHILDHOOD AND ALSO CCMR. YOU'RE GOING TO SEE SOME DATA POINTS THAT REFLECT THOSE GOALS THAT WERE SET AND OF COURSE, WE KNOW HOW WORLDWIDE PANDEMIC HAPPENED AND IMPACTED THOSE PARTICULAR SCORES.

WHEN WE LOOK AT THE SCORES, WE'RE LOOKING AT THE MEETS AND NOT AT THE APPROACHES OR THE MASTERS.

KEEP THAT IN MIND AS WE GO THROUGH THE ITEMS HERE.

THIS IS WITH OUR EARLY CHILDHOOD LITERACY, AS FAR AS THE CLOSING THE GAPS PIECE IN THE ACCOUNTABILITY REPORT.

YOU CAN SEE WHERE WE STARTED IN 2019 AND WHERE WE CURRENTLY ARE IN 2023.

AS WE KNOW, THE PANDEMIC REALLY IMPACTED INTERNATIONALLY MATH SCORES AS COMPARED TO LITERACY SCORES.

YOU'RE GOING TO SEE SOME OF THAT IMPACT HERE IN THE NEXT SLIDE WHEN IT COMES TO EARLY CHILDHOOD AND MATH.

WE WILL GO OVER SOME OF THE PROGRAMMING THAT FRISCO ISD IS ACTUALLY USING TO ADDRESS SOME OF THESE GAPS THAT WE SEE IN MATHEMATICS.

COLLEGE CAREER MILITARY READINESS.

THIS IS LAGGING DATA ALSO IN '22, INSTEAD OF THE '23 GRADUATES.

THERE ARE MANY WAYS FOR THE DISTRICT TO RECEIVE A CCMR POINT, WHICH INCLUDES COLLEGE READINESS.

ALSO MILITARY READINESS AND CAREER READINESS.

THERE ARE MANY ASSESSMENTS ASSOCIATED WITH THE COLLEGE READINESS PIECE THAT WE ARE INVOLVED WITH HERE IN FRISCO ISD.

WE'RE ABOUT TO GIVE THE SAT HERE ON MARCH THE 6TH, SO MAYBE DON'T STOP BY A SCHOOL ON THAT DAY.

WHENEVER WE'RE GIVING THE SAT.

WE HAVE DUAL CREDIT, AP, IB.

WE'RE ALSO WORKING ON INDUSTRY-BASED CERTIFICATION WITH CTE AND LEVEL 1 AND 2 CERTIFICATES.

THE CCMR GOAL, AGAIN, IS SET IN A FIVE YEAR SPAN AND WE CONTINUALLY WORK ON THESE PARTICULAR NUMBERS AS WE'RE LOOKING AT OUR VARIOUS PROGRAMS, AND WE'LL TALK ABOUT THAT HERE IN A MINUTE.

WHAT ARE THOSE SUPPORTS AND PROGRAMS LOOK LIKE IN EARLY CHILDHOOD LITERACY AND MATH? WE'VE DEFINITELY EXPANDED OUR PRE-K PROGRAMS. ELEMENTARY CURRICULUM INSTRUCTION HAS BEEN WORKING VERY HARD, ESPECIALLY ON MATHEMATICS, IN CREATING MATHEMATICS TOOL KITS IN WHICH KIDS ARE MEETING IN SMALLER GROUPS WITH THEIR TEACHERS.

I THINK WE HEARD SOME OF THAT IN THE POSITIVE CULTURE SECTION, THEY TALKED ABOUT THAT [NOISE] ALSO, MONITORING AND INTERVENTION;GIVING ASSESSMENTS THAT HAVE THAT INTERVENTION PIECE GOING ON.

WE ARE CURRENTLY WORKING ON SOME OF OUR CAREER IN TECH EDUCATION PROGRAMS AS WELL AS ADVANCED ACADEMICS.

ADVISEMENT IS VERY IMPORTANT.

COUNSELING IS VERY IMPORTANT WHEN IT COMES TO LOOKING AT THE PROGRAMS, ESPECIALLY WITH CCMR, AND ALSO USING OUR MILITARY RESOURCES FOR KIDS WHO ARE INTERESTED IN GOING INTO THE MILITARY.

WE HAVE THE NNDCC PROGRAM OVER AT LEBANON TRAIL, AS WELL AS AVAILABILITY OF THE ASVAB.

WE ALSO ARE WORKING WITH SPECIAL EDUCATION TO MAKE SURE OUR SPECIAL EDUCATION STUDENTS ARE COUNTED IN THE CCMR PORTION OF THE POINTS.

>> TO JUMP BACK IN A COUPLE OF SLIDES TO CLOSE THIS OUT.

IN ADDITION TO THE STUDENT INFORMATION AS WELL AS STAFF INFORMATION IN THE TAPR,

[02:20:08]

A COUPLE EXAMPLES OF THE TYPES OF DATA IN THE TAPR FOR STAFF INFORMATION.

FRISCO ISD HAS THE INSTRUCTIONAL STAFF IS AT 70.9% AS COMPARED TO THE STATE AVERAGE OF 65%.

THIS JUST SHOW IN FRISCO, WE CONTINUE TO PUT THE LARGEST PERCENT OF OUR STAFFING TOWARDS STAFF THAT'S GOING TO DIRECTLY IMPACT THE CLASSROOM.

WE CAN SEE THAT THERE. ADVANCED DEGREES.

ALMOST 30% OF THE TEACHERS IN FRISCO ISD HAVE AT LEAST A MASTERS AS COMPARED TO THE STATE AVERAGE OF 25%.

GENDERS REMAINED PRETTY CONSTANT OVER THE YEARS: 77.4% FEMALE, 22.6% MALE.

TEACHERS HAVE 10.4 YEARS OF EXPERIENCE IN FRISCO ISD, WITH AT LEAST HALF OF THOSE BEING WITHIN THE DISTRICT.

OUR PRINCIPALS IN FRISCO HAVE ABOUT 0.6 YEARS OF EXPERIENCE AS COMPARED TO THE STATE AVERAGE OF 6.1 ANY QUESTIONS? THEN THE LAST PIECE OF THE ANNUAL REPORT IS A REPORT ON VIOLENT AND CRIMINAL INCIDENTS.

THIS IS PART OF THE REPORT AND INCIDENTS IN THE DISTRICT AND WE'VE BEEN VERY FORTUNATE.

FRISCO BY FAR LESS THAN 1% OF STUDENTS INVOLVED IN ANY INCIDENT CATEGORIZED UNDER THIS CATEGORY.

FINALLY, TO CONCLUDE, I GUESS WE JUST WANT TO MAKE SURE FOLKS KNOW WHERE ALL OF THIS IS AVAILABLE.

WE'LL HAVE THE FULL 2,000 PAGE REPORT.

WE'LL HAVE THAT POSTED ON OUR WEBSITE, AVAILABLE FOR THE COMMUNITY.

ALSO, WE'LL HAVE THE ACTUAL TAPR ITSELF IF FOLKS WANT TO JUST DIVE INTO THE DISTRICT TAPR OR ANY SPECIFIC CAMPUSES, WE'LL HAVE THAT AVAILABLE AND THEN IN ADDITION, OF COURSE, GLOSTER 2,262 I BELIEVE THIS IS THIS YEAR.

IT'S NEW RECORD? IT'S A LITTLE LIGHT READING FOR 1038 IN THE EVENING.

AGAIN, THAT'S AN OVERVIEW OF WHAT'S INCLUDED IN THE ANNUAL REPORT.

BUT WE'D BE HAPPY TO TAKE ANY QUESTIONS?

>> OR ARE THERE ANY QUESTIONS? I HAVE FIVE. I'M JUST KIDDING.

[LAUGHTER]

>> WE GOT IT. [LAUGHTER]

>> THANK YOU, DOCTOR. [LAUGHTER].

>> [BACKGROUND].

>> YOU CAN REALLY TELL THE DIFFERENCE BETWEEN SCHOOL BOARD ELECTED OFFICIALS BECAUSE WE LOVE CHILDREN.

WHEN IT GETS LATE, WHAT WILL CHILDREN DO? THEY GET A LITTLE GIGGLY, SO SORRY.

THANK YOU SO MUCH FOR YOUR PRESENTATION THIS EVENING OR TONIGHT.

>> THANK YOU.

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

>> BOARD WILL MOVE TO AGENDA ITEM 10 DISCUSSION REGARDING UPDATE ON INTERNAL AUDIT DEPARTMENT ACTIVITY.

>> TAKE YOUR SEAT.

[BACKGROUND].

LET ME GET A LITTLE BIT OF WATER HERE.

MY VOICE ARE GETTING RUSTY.

I HOPE I DON'T COUGH THROUGH THIS THING.

BUT I DO HAVE A PRETTY LONG PRESENTATION TONIGHT.

IT'S PRETTY UNUSUAL FOR INTERNAL AUDIT, BUT WE GOT TO DO IT, IT'S INTERNAL AUDIT STANDARDS.

I'M KIDDING. STANDARD REPORT.

AUDIT PLAN STATUS REPORT FOR FISCAL YEAR 2024.

THIS ONE JUST SHOWS HOW WE'RE PROGRESS INTO THE PLAN.

WE FINALIZED AN AUDIT OF PRINT CENTER.

YOU RECEIVED THAT I BELIEVE IT WAS ON FRIDAY ACTUALLY.

YOU ALSO HAVE ANY MATERIALS TONIGHT.

PUBLIC INFORMATION ACT.

WE HAVE A DRAFT REPORT OUT ON THAT.

WE'VE HAD THE EXIT MEETING, SO WE SHOULD BE GETTING THAT ONE PUBLISHED OUT TO YOU IN THE NEXT COUPLE OF WEEKS.

TWO AUDITS ARE IN PROGRESS, HAZARDOUS WASTE DISPOSAL AND ALSO PEIMS. I ORIGINALLY ASSIGNED HAZARDOUS WASTE DISPOSAL TO DANA AND SHE SAID NO.

I SAID, I'M GOING TO TAKE IT.

RECOMMENDATION TRACKING, YOU CAN SEE THE IMPLEMENTATION PERCENTAGES THERE.

WE'RE ABLE TO MOVE A FEW OFF THE CHART THERE FOR '22 AND '23.

AGAIN, THE PERCENTAGES KEEP GOING UP AS WE KEEP ON WELL, I GUESS MAKING AN INQUIRY ON THE STATUS OF IT AND HAVE YOU INFLATED OR NOT.

[02:25:01]

THIS SLIDE JUST SHOWS A LITTLE MORE DETAIL.

IT'S A LITTLE MORE LONG THIS TIME BECAUSE WE ADDED THE 23 AUDITS ON THERE FOR FOLLOW UP BECAUSE THEY STARTED COMING DUE, SO WE PUT THAT ON THIS SLIDE RIGHT HERE.

LIGHTHOUSE ACTIVITY, PRETTY LEAN YEAR SO FAR.

FIVE INCIDENTS THAT CAME THROUGH FOR UNSUBSTANTIATED ONE CURRENTLY UNDER REVIEW.

I DO HAVE ONE EXTRA SLIDE, IT'S RISK ASSESSMENT AND AUDIT PLANNING SEASON, AGAIN FOR THE AUDIT DEPARTMENT.

THIS SLIDE, YOU SEE IT EVERY YEAR.

JUST SHOWS HOW WE START OFF THE PROCESS AND HOW WE GET TO THE END OF IT WITH AN APPROVED PLAN.

EARLY APRIL, WE DO THE REVIEW OF THE AUDIBLE AREAS AND RISK RATINGS.

WE ASSIGN ALL THE DIFFERENT AREAS OF THE DISTRICT.

MID APRIL WE'LL SOLICIT INPUT FROM IST, DEVELOP THE PROPOSED PLAN IN EARLY MAY, PRESENT THAT PROPOSED PLAN TO THE COMMITTEE.

IF ALL GOES WELL THERE, THEN WE'LL MOVE IT FORWARD TO THE FULL BOARD FOR APPROVAL.

IF THE BOARD LIKES THAT AND APPROVES IT, THEN WE'RE OFF AND RUNNING WITH OUR FISCAL YEAR 25 AUDIT PLAN.

THAT'S MY UPDATE.

>> THANK YOU SO MUCH.

BOARD, ARE THERE ANY QUESTIONS? COOL. ALL SAY NO. THANK YOU.

>> THANK YOU.

>> WELL, WE'LL MOVE TO AGENDA ITEM NUMBER 11,

[11. Discussion regarding presentation on Dual-Credit Program and related recommendation for revision to Policy EIC(Local) - Academic Achievement: Class Ranking being presented for First Reading]

DISCUSSION REGARDING PRESENTATION ON DUAL CREDIT PROGRAM AND RELATED RECOMMENDATION.

>> I KNOW YOU GUYS ARE EXCITED TO SEE ME.

GOOD EVENING, PRESIDENT DAVIS, SUPERINTENDENT WALDROP, MEMBERS OF THE BOARD AND ADMINISTRATION.

I'M HERE TO GIVE A LITTLE INTRO INTO THIS PRESENTATION, SOME BACKGROUND ON HOW WE'RE HERE AND WHY WE'RE HERE.

BACK IN FEBRUARY, WE MET WITH THE BOARD POLICY SUBCOMMITTEE TO DISCUSS SOME PROPOSED REVISIONS TO POLICY PER TASB UPDATES AND THEN ALSO DEPARTMENTAL UPDATE TO POLICY EIC LOCAL WHICH AFFECTS GPA.

AT THE POLICY SUBCOMMITTEE MEETING, THE SUBCOMMITTEE DECIDED THAT EIC LOCAL SHOULD BE PRESENTED TO THE FULL BOARD FOR YOUR CONSIDERATION AND ALSO BE READ IN TWO PARTS.

READ ONCE HERE IN MARCH AND THEN WE'LL READ IT AGAIN IN APRIL.

THAT ALLOWS FOR GREATER PUBLIC TRANSPARENCY AS TO THIS PARTICULAR POLICY, GIVES A DOUBLE OPPORTUNITY FOR PEOPLE TO COME FOR PUBLIC COMMENT AND DISCUSS THE POLICY AS NEEDED.

WE ARE HERE TODAY TO GIVE A PRESENTATION ON DUAL CREDIT AS BACKGROUND INFORMATION FOR WHY THE DISTRICT IS PROPOSING THE REVISIONS THAT WE'RE PROPOSING TO EIC LOCAL.

ON THAT NOTE, I WILL PASS THE MIC OVER TO OUR ILLUSTRIOUS CHRISTY FIORI, OUR CHIEF ACADEMIC OFFICER.

>> THANK YOU. AS DR. AMY HARPER IS COMING BACK TO THE PODIUM, WE APPRECIATE YOU.

YOU'RE LIKE AN MVP TONIGHT.

IN THIS PRESENTATION, SHE HAS A NEW PARTNER.

THAT'S GOING TO BE DR. STEPHANIE COOK, THE MANAGING DIRECTOR OF GUIDANCE AND COUNSELING.

WE APPRECIATE BOTH OF THESE WITH THEIR EXPERTISE IN THIS AREA AND HAVE BEEN JUST INVALUABLE IN THIS PROCESS JUST TO STUDY THESE POLICIES AND UNDERSTAND WHAT PROPOSALS WE MIGHT BRING FORWARD THAT WOULD BE FAIR FOR ALL OF OUR STUDENTS.

AT THIS TIME I'M JUST GOING TO TURN IT OVER TO DR. HARP TO GET STARTED ON THE PRESENTATION.

>> THANK YOU, DR. WALDROP.

IT'S GREAT TO TALK WITH THE BOARD TODAY ABOUT JUST LEVERAGING ADVANCED ACADEMIC OPPORTUNITIES THROUGHOUT THE DISTRICT AND REALLY REVIEWING THIS EIC LOCAL POLICY WHEN IT COMES TO GPA AND THE 6.0 FOR ADVANCED PLACEMENT AND FOR DUAL CREDIT.

AT THE BEGINNING OF THIS PRESENTATION, I'M GOING TO REALLY TALK TO YOU ABOUT WHERE WE ARE AS A DISTRICT AS FAR AS ADVANCED PLACEMENT AND DUAL CREDIT IS CONCERNED, AND THEN DR. COOK'S GOING TO COME AND TALK ABOUT REALLY THE PROCESS THAT WE'VE BEEN GOING THROUGH AS A DISTRICT TO REVIEW THAT POLICY.

ON THE FIRST SLIDE, I PUT IT RIGHT UP HERE, WE ARE TALKING ABOUT CLASS OF 2030 AND BEYOND, WHENEVER WE HAVE THIS CONVERSATION ABOUT DUAL CREDIT AND ADVANCED PLACEMENT.

THOSE ARE CURRENTLY OUR SIXTH GRADERS THAT ARE IN OUR SCHOOLS TODAY.

THAT'S WHAT WE'RE REALLY TALKING ABOUT AS FAR AS LEVERAGING THOSE OPPORTUNITIES FOR THOSE PARTICULAR STUDENTS.

WE HAVE MANY ADVANCED ACADEMIC PARTNERS IN FRISCO ISD.

WE'RE REALLY GOING TO FOCUS ON THE ONES THAT WE HAVE AT ALL 12 HIGH SCHOOLS.

YOU'LL SEE IB IS ON HERE, BUT WE'RE NOT NECESSARILY GOING TO DISCUSS IT TODAY.

MANY OF OUR ADVANCED ACADEMIC PARTNERS HAVE TO DO WITH ASSESSMENT.

YOU'LL SEE QUITE A BIT OF ASSESSMENT UP HERE AS FAR AS SAT TSIA TO PSAT SAT.

[02:30:06]

THEN ALSO, WE HAVE PARTNERS WITH THE COLLEGE BOARD, COLLIN COLLEGE AND U AND T AT FRISCO.

RIGHT NOW, AS FAR AS AN ADVANCED PLACEMENT CLASS, WHAT IS AN ADVANCED PLACEMENT CLASS? IT REALLY IS TACKLING COLLEGE LEVEL WORK AT THE HIGH SCHOOL LEVEL.

THESE PARTICULAR COURSES ARE TAUGHT TO THE RIGOR OF A COLLEGE CLASS, BUT YOU DO NOT RECEIVE COLLEGE CREDIT UNTIL YOU TAKE AN ASSESSMENT IN MAY.

THIS PARTICULAR COURSE, WE HAVE AROUND 33 IN FRISCO ISD FOR NEXT YEAR THAT ARE AVAILABLE TO STUDENTS.

STUDENTS TAKE THIS COURSE WHENEVER THEY WANT TO.

IT'S OPEN ENROLLMENT.

ANY STUDENT CAN ENROLL IN THIS COURSE, SAY I WANT TO BE A PART OF AP PROGRAM.

ANY STUDENT CAN COME IN AND BE A PART OF THAT PROGRAM.

THE TEACHERS ARE CERTIFIED TEACHERS ON OUR CAMPUSES.

THEY ATTEND AN AP WEEK LONG SUMMER INSTITUTE THAT THEY GO TO TO LEARN MORE ABOUT THE PARTICULAR COURSE AND TO BE TRAINED TO TEACH THAT COURSE.

STUDENTS PAY $97 TO TAKE THAT PARTICULAR EXAM.

AT THE END OF THE DAY, FREE AND REDUCED LUNCH STUDENTS RECEIVE A FEE REDUCTION AND THEN THE INSTRUCTIONAL MATERIALS, THE DISTRICT IS PURCHASING THOSE INSTRUCTIONAL MATERIALS FOR THOSE AP CLASSES.

HOW DO I KNOW WHAT'S IN AN AP COURSE AND HOW DO I KNOW THAT IT'S RIGOROUS? WELL, COLLEGE BOARD HAS BEEN WORKING SINCE THE 1950S TO REALLY CREATE A PARTNERSHIP WITH COLLEGES AND UNIVERSITIES TO CREATE COURSES THAT ARE AT THE LEVEL OF A COLLEGE LEVEL COURSE.

YOU CAN FIND THESE IN A COURSE EXAM DESCRIPTION OR CED.

THESE ARE CONSISTENT ACROSS THE NATION AND REALLY INTERNATIONALLY IN ALL COLLEGE BOARD COURSES THAT HAVE AP ASSOCIATED WITH THEM.

THE AP COURSE AUDIT.

EVERY TEACHER MUST TURN IN AN AP COURSE AUDIT THAT'S ACTUALLY THEIR SYLLABUS AND THAT IS APPROVED BY THE COLLEGE BOARD.

THE BIG QUESTION IS ALWAYS WITH PARENTS AND STUDENTS, WILL THIS COURSE COUNT FOR ME IN COLLEGE? AS WE ALWAYS SAY, AND I THINK DR. COOK ALWAYS SAYS IN COUNSELING, IT DEPENDS ON THE COLLEGE AND OR UNIVERSITY.

BUT A RESOURCE THAT IS PROVIDED BY THE COLLEGE BOARD IS CALLED AN AP CREDIT POLICY SEARCH.

I'M ACTUALLY GOING TO GO TO THE SEARCH AND SHOW YOU HOW THAT WORKS.

IF I'M OVER HERE AND I'M SEARCHING BY A COURSE, OR IF I'M GOING TO FIND MY COLLEGE, THE NUMBER 1 COLLEGE THAT OUR STUDENTS GO TO HERE IN FRISCO ISD IS ACTUALLY COLLIN COLLEGE.

BUT WE'RE GOING TO LOOK UP THE SECOND, WHICH IS THE UNIVERSITY OF TEXAS AT DALLAS.

I'M GOING TO JUST PULL THAT IN HERE.

I'M GOING TO PULL UP UTD AND I'M GOING TO LOOK AND SEE, IF I MAKE A PARTICULAR SCORE ON A TEST, WHAT IS THAT GOING TO COUNT AS? YOU CAN SEE HERE THAT I CAN ALSO EXPLORE COLLEGES.

YOU CAN SEE HERE THAT I'M GOING TO PICK SOMETHING THAT A LOT OF KIDS TAKE.

A LOT OF KIDS TAKE AP ENGLISH LANG AND COMP.

YOU CAN SEE THAT IF I MAKE A FOUR ON THE EXAM, I'M GOING TO RECEIVE THREE HOURS.

THIS IS GOING TO BE THE COURSE THAT I RECEIVE AT THE UNIVERSITY OF TEXAS AT DALLAS.

AS WE KNOW, EVERY COLLEGE AND UNIVERSITY, THEY NAME THEIR COURSES DIFFERENTLY.

BUT WE HAVE IN THE STATE OF TEXAS A COURSE NUMBERING SYSTEM THAT LINKS THIS PARTICULAR COURSE TO THAT ENGLISH COURSE.

YOU CAN SEE HERE THAT IF I MAKE A THREE ON THIS COURSE, IT GIVES ME A LINE.

THAT'S WHEN I WOULD CALL THE UNIVERSITY OF TEXAS AT DALLAS OR HAVE MY COUNSELOR HELP ME OUT WITH THAT TO ACTUALLY SEE, AM I GOING TO GET CREDIT FOR THAT PARTICULAR AP TEST IN THIS PARTICULAR SITUATION? ANOTHER ONE THAT A LOT OF OUR KIDS TAKE IS US HISTORY.

I CAN GO DOWN HERE TO US AND I CAN SEE IF I SCORE A THREE, I'LL GET 1301 CREDIT.

IF I SCORE A FOUR, I GET SIX HOURS AND I GET 1301 AND 1302 CREDIT.

YOU CAN HAVE FUN TONIGHT WHEN YOU GET HOME AND GET ON THESE CREDIT SEARCHES AND JUST PUT IN DIFFERENT UNIVERSITIES, PUT A DIFFERENT CONTENTS, AND REALLY SEE WHAT KIND OF CREDIT YOU'RE GOING TO GET.

AGAIN, THIS CAN CHANGE FROM YEAR TO YEAR AS FAR AS THE UNIVERSITY IS CONCERNED.

THESE ARE THE COURSES THAT WE OFFER HERE IN FRISCO ISD.

SO THIS IS A LIST OF THE COURSES, IS AVAILABLE ON THE WEBSITE, AND OF COURSE, THE COUNSELORS HELP THE STUDENTS WITH THE ACADEMIC CATALOG, REALLY PROMOTING THOSE PARTICULAR COURSES, AS WELL AS THE TEACHERS.

AS WE TALKED IN THE TAPR REPORT,

[02:35:01]

OUR STUDENTS ARE VERY SUCCESSFUL ON THE ADVANCED PLACEMENT COURSES.

HERE ARE SOME STATISTICS.

NOW THESE ARE NINTH THROUGH 12TH GRADERS.

IN THE TAPR IT WAS ONLY 11 THROUGH 12.

YOU CAN SEE THAT WE HAD A PASSING RATE OF ABOUT 75%.

LAST YEAR WE HAD AROUND 25,000 TESTS TAKEN BY STUDENTS, AP TESTS.

AND THEN YOU CAN SEE HOW MANY STUDENTS THAT IS, A LITTLE OVER 10,000 STUDENTS.

FOR THIS COMING YEAR IN '24, IT'LL BE HIGHER.

IT'S AROUND 26,000 ASSESSMENTS THAT STUDENTS WILL BE TAKING.

THOSE ARE USUALLY IN THE FIRST WEEK OF MAY, IS WHEN THOSE ARE GOING.

THAT'S WHEN WE NEED TO SEND OUR TESTING COORDINATORS SOME GIFTS ON THOSE DAYS.

LET'S TALK A LITTLE BIT ABOUT DUAL CREDIT.

DUAL CREDIT IS ACTUALLY A COLLEGE COURSE THAT IS TAKEN AT THE SAME TIME OF THE HIGH SCHOOL COURSE.

THIS IS ACTUALLY A COLLEGE COURSE.

WE HAVE TWO PARTNERS, COLLIN COLLEGE AND UNT FRISCO.

IT'S NOT OPEN ENROLLMENT.

STUDENTS MUST ACHIEVE A COLLEGE READINESS STANDARD THAT IS DETERMINED BY TSIA2 OR THEY CAN RECEIVE A WAIVER ON THEIR SAT OR THEIR PSAT.

IF THEY MAKE HIGH ENOUGH AS FAR AS COLLEGE READINESS, THEY DON'T HAVE TO TAKE TSIA2.

PROFESSORS ARE REQUIRED TO OBTAIN A MASTER'S DEGREE AND 18 HOURS OF GRADUATE WORK IN THE PARTICULAR COURSE THAT THEY ARE TEACHING.

IF I'M TEACHING GOVERNMENT, THAT MEANS I HAVE TO HAVE A MASTER'S AND I HAVE TO HAVE 18 HOURS.

AND THOSE COURSES ARE LOOKED OVER BY THE UNIVERSITIES.

THOSE TRANSCRIPTS ARE EVALUATED TO MAKE SURE THAT THOSE ARE ACTUAL GRADUATE LEVEL COURSES WITH THOSE PARTICULAR SUBJECTS.

YOU CAN SEE THE FEES, 152-225, EXCUSE ME, THE TUITION, WHICH IS VERY DIFFERENT FROM WHAT YOU'LL RECEIVE WHENEVER YOU'RE IN AN UNDERGRADUATE WORLD.

AT UNT, THE COURSE IS AROUND $1,000 AS FAR AS TUITION.

WHEN YOU LAYER IN FEES, IT'S AROUND 1,300-1,500 PER THREE CREDIT HOURS.

THERE IS SAVINGS WITH AP AND ALSO WITH DUAL CREDIT.

FREE AND REDUCED LUNCH KIDS RECEIVE A FEE REDUCTION AND MANY TIMES ARE FREE FOR 6 HOURS IN THE FALL AND 6 HOURS IN THE SPRING.

INSTRUCTIONAL MATERIALS ARE ESTIMATED ABOUT $100 PER COURSE.

UNT AND COLLIN COLLEGE REALLY TRY TO KEEP THAT PRETTY LOW FOR OUR STUDENTS.

THERE ARE LOTS OF COURSES AVAILABLE, ACADEMIC AND TECHNICAL FOR COLLIN AND UNT.

NORTH TEXAS NOW, WHICH I BELIEVE DR. KILN MENTIONED, IS A PROGRAM THAT IS AT UNT FRISCO.

IT'S VERY DIFFERENT FROM COLLIN COLLEGE DUAL CREDIT, WHERE THE KIDS ARE COMING ALL MORNING OR ALL AFTERNOON AND RECEIVING THEIR CORE AS FAR AS THE UNIVERSITY IS CONCERNED.

SO ALL OF THESE WILL TRANSFER TO DIFFERENT UNIVERSITIES.

UNT IS A TIER ONE UNIVERSITY AND THE STUDENTS ARE ACQUIRING QUITE A BIT OF COLLEGE CREDIT WHEN THEY ATTEND.

IT WAS CALLED UNT NOW, AND THEY'RE CHANGING THEIR BRANDING TO NORTH TEXAS NOW, SO IF YOU SEE THAT.

MANY TIMES I GET THE QUESTION, IS A DUAL CREDIT CLASS RIGOROUS? AND I JUST POINT TO THE LAW.

IN TEXAS ADMINISTRATIVE CODE IT TALKS ABOUT DUAL CREDIT COURSES HAVE TO BE THE SAME AS WHAT YOU SEE ON A MAIN CAMPUS.

JUST BECAUSE YOU'RE TAKING A DUAL CREDIT COURSE DOESN'T MEAN THAT IT'S ANY EASIER.

IT HAS TO BE THE SAME PER THE LAW.

AND IT TALKS ABOUT THE RIGOR OF STUDENT EVALUATION.

MUST BE THE SAME IN A DUAL CREDIT COURSE.

AGAIN, THE QUESTION IS, WILL THE DUAL CREDIT COURSE, WILL IT TRANSFER TO THE COLLEGE OR UNIVERSITY I AM INTERESTED IN? IN MANY TEXAS UNIVERSITIES, IT WILL TRANSFER OVER.

THIS IS FROM THE TEXAS HIGHER COORDINATING BOARD.

I'M GOING TO PICK COLLIN COLLEGE HERE AS THE FIRST INSTITUTION.

I'M GOING TO GO BACK TO UTD IN DALLAS.

I'M GOING TO COMPARE THESE TWO.

THIS SHOWS YOU REALLY THE CORE OF UTD.

THE CORE IS IMPORTANT IN COLLEGES.

SOMETIMES THE CORE IS THE SAME, BUT MANY TIMES IT'S DIFFERENT DEPENDING ON WHAT UNIVERSITY YOU GO TO.

THIS SITE IS VERY HELPFUL FOR PARENTS, FOR GUIDANCE COUNSELORS TO LOOK AND SEE, OKAY, THIS IS WHAT THIS PARTICULAR COURSE IS GOING TO COUNT AT THE FOUR YEAR UNIVERSITY OF YOUR CHOICE.

YOU CAN PICK TEXAS A&M, YOU CAN PICK UT AUSTIN.

ALL OF THESE ARE LOCATED HERE WHERE YOU CAN GET A GOOD SENSE OF WHAT IS ACTUALLY GOING TO TRANSFER.

AGAIN, IF I TAKE 1301 OR 1302, IT'S GOING TO TRANSFER AS THESE RHETORIC COURSE HERE.

WHAT I ALWAYS TELL STUDENTS TO DO IS TO LOOK AT YOUR MAJOR, TO MAKE SURE THAT THAT IS THE COURSE THAT YOUR MAJOR IS REQUIRING.

[02:40:01]

BECAUSE SOMETIMES THEY LIKE TO CHANGE SOME OF THOSE NUMBERS.

YOU CAN SEE IN MATHEMATICS.

THEN ALSO DOWN HERE IN THE SCIENCES, IT GIVES YOU ALL OF THE INFORMATION YOU NEED TO KNOW AS FAR AS, I'M A DUAL CREDIT STUDENT AND I WANT TO TRANSFER THOSE OVER.

THAT'S ALSO A REALLY GOOD RESOURCE FOR STUDENTS, PARENTS TO USE.

I PULLED THE DUAL CREDIT NUMBERS.

THESE ARE THE NUMBERS FOR THE AMOUNT OF COURSES.

IT'S NOT STUDENTS, IT'S THE AMOUNT OF COURSES THEY ARE CURRENTLY BEING TAKEN IN COLLIN COLLEGE.

YOU CAN SEE THAT UNT HAS GONE DOWN OVER THE PAST COUPLE OF YEARS.

WE'RE REALLY WORKING TO REALLY PROMOTE THAT PARTICULAR PROGRAM AS FAR AS STAYING AT YOUR HOME CAMPUS AND COMING OVER THERE EITHER THE MORNING OR THE AFTERNOON.

THE CONSIDERATIONS AND REALLY REVIEW OF THIS CURRENT POLICY.

WE HAVE HEARD FROM STUDENTS THAT ARE TAKING COLLEGE COURSES.

I'M TAKING A COLLEGE COURSE.

WHY IS IT NOT COUNTING THE SAME AS AN AP COURSE? WE HEAR THAT OVER AND OVER FROM STUDENTS.

THAT'S ONE OF THE REASONS WE EXPLORED THIS PARTICULAR ITEM.

ALSO, WE WANT STUDENTS TO LEAVE FRISCO ISD WITH COLLEGE CREDIT.

THIS DOES IMPACT CCMR. IN ORDER TO RECEIVE A CCMR POINT, YOU HAVE TO MAKE A THREE OR BETTER ON YOUR AP EXAM.

AS FAR AS DUAL CREDIT IS CONCERNED, YOU HAVE TO PASS EITHER ENGLISH THAT GIVES YOU A CCMR POINT, OR MATH THAT GIVES YOU A CCMR POINT OR 9 HOURS TOTAL.

I COULD TAKE MY TWO HISTORIES AND THE GOVERNMENT AND I WOULD RECEIVE A CCMR POINT FOR THAT.

ALSO THE COST OF COLLEGE AND UNIVERSITY SYSTEMS. THIS IS NOT A, I'M GOING TO TAKE ALL DUAL CREDIT OR I'M GOING TO TAKE ALL AP.

IT CAN BE REALLY A COMBINATION OF BOTH OF THOSE AND THEY WOULD BE EQUAL AS FAR AS THE GPA WEIGHT IS CONCERNED.

I DO BELIEVE THAT THERE ARE A LOT OF STUDENTS OUT THERE WHO ARE WORRIED ABOUT TAKING AN AP COURSE THAT WOULD BE INTERESTED IN TAKING A DUAL CREDIT COURSE.

SO WE'D LIKE TO REALLY EXPAND THOSE OPPORTUNITIES FOR THOSE STUDENTS WHO ARE MAYBE LOOKING INTO A CTE WORKFORCE READY TYPE OF SITUATION AND EXPANDING OPPORTUNITIES FOR THOSE STUDENTS.

AND ALSO STUDENTS WHO ARE MAKING ONES AND TWOS ON AN AP TEST.

AS A FORMER AP TEACHER AND DUAL CREDIT TEACHER, I SEE KIDS WHO MAKE ONES AND TWOS AND THEN THEY GIVE UP.

WOULD THEY BE BETTER SERVED IN A DUAL CREDIT SITUATION WHERE THEY'RE REALLY GAINING THOSE CREDITS? SO THOSE ARE SOME OF THE ITEMS THAT WE HAVE BEEN DISCUSSING.

DR. KILN IS GOING TO COME AND TALK ABOUT OUR PROCESS.

>> THANK YOU. GOOD EVENING. ONE OF THE THINGS THAT I REALLY WANT TO DIRECT YOUR ATTENTION TO HERE IS HOW MANY TIMES IT SAYS STUDENTS.

THE STATE OF TEXAS INITIATED WHAT THEY CALL THE TEXAS 60 BY 30 PLAN AND THAT'S THAT 60% OF STUDENTS BY 2030 WOULD HAVE SOME COLLEGE READINESS, CREDIT CERTIFICATION, SOMETHING LIKE THAT.

ONE OF THE GREAT BENEFITS TO THIS IS RECEIVING THAT COLLEGE CREDIT, ACHIEVING THAT TEXAS 60 BY 30 GOAL BEFORE GRADUATING AND IT BEING AT SUCH A LOWER COST THAN A REGULAR COLLEGE HOUR.

I JUST THINK NOTING THAT THE STUDENT FOCUS ON THAT PIECE AND STUDENT OPPORTUNITY, WHICH IS WHAT WE'RE ALL ABOUT, IS REALLY IMPORTANT BECAUSE WE'RE TALKING ABOUT A GEN Z GENERATION.

WHEN YOU REALLY LOOK AT CHARACTERISTICS OF THE POPULATION THAT WE'RE SERVING RIGHT NOW, SO MANY OF THEM WILL CHOOSE TO NOT GO TO COLLEGE BECAUSE OF THE FINANCIAL IMPACT, BECAUSE THEY WILL HAVE GROWN UP IN A CULTURE WHERE WE HEAR ABOUT STUDENT LOANS AND THE BURDEN THAT'S BEEN PLACED ON THEIR FAMILIES.

WE'RE SEEING ONE OF OUR FIRST GENERATION START TO MAKE DECISIONS BASED SOLELY ON THAT FINANCIAL PIECE AND IT SLOWED DOWN SOME OF THAT DECISION MAKING FOR THEM.

I REALLY DO SEE THIS AS A STUDENT OPPORTUNITY TO ALLOW THEM COLLEGE CREDIT AND THEN NOT, MAYBE BE DISCOURAGED FROM MAKING THAT DECISION BECAUSE OF THE COST THAT IT IS FOR THEM.

PART OF WHAT OUR TEACHING AND LEARNING DEPARTMENT DID IS THROUGH THE DISTRICT ADVISORY COUNCIL, HAD A GPA COMMITTEE THAT ADDRESSED THIS WITH THEM.

THAT WAS MADE OF TEACHERS, PARENTS, AND STUDENTS AND THEN YOU'LL SEE OTHER LEADERS THAT WERE A PART OF THAT.

WHAT THEY WANTED TO DISCUSS WITH THEM IS POSSIBLY THIS POLICY CHANGE, GET INFORMATION ON THAT, BUT GIVE THEM A LOT OF INFORMATION ON THE DIFFERENT PARTNERSHIPS THAT WE HAVE, THE DIFFERENT OPPORTUNITIES THAT STUDENTS HAVE, AND WHAT THAT ALL MEANS.

BECAUSE OVER THE EVOLUTION OF DUAL CREDIT PROGRAMS, IT MAY HAVE BEEN UNDERSTOOD TO BE SOME EXTRA COLLEGE CREDIT HOURS BUT WE DO HAVE ASSOCIATE PROGRAMS. WE HAVE CORE ONLY PROGRAMS.

[02:45:02]

I DON'T KNOW IF ANY OF YOU HAVE SEEN RECENTLY, COLLIN COLLEGE RELEASE THEIR PARTNERSHIP WITH TEXAS A&M WHERE YOU CAN GET AN ASSOCIATE'S DEGREE AND GO STRAIGHT TO TEXAS A&M.

A LOT OF REALLY GREAT OPPORTUNITIES FOR OUR STUDENTS, BUT A LITTLE BIT MORE ABOUT HOW IT IS THAT WE DO ADVISEMENT, THE TEXAS HIGHER EDUCATION BOARD, AND JUST UNDERSTANDING WHAT SOME OF THOSE IDEAS WERE.

THIS WASN'T JUST A FRISCO ISD IDEA, THIS WAS THE TEXAS HIGHER EDUCATION COORDINATING BOARD.

THIS IS TEA THROUGH CCMR THROUGH CTE EDUCATION, THINGS LIKE THAT.

THEN JUST REALLY TRYING TO HEAR FROM THEM THEIR FEEDBACK, THEIR QUESTIONS THEY MET MORE THAN THE DAC COMMITTEE TYPICALLY MEETS.

IN REVIEWING THE BOARD POLICY WITH THEM, THIS IS WHAT IT CURRENTLY IS.

YOU'LL NOTE THAT THAT TIER 3 OR THAT 6.0 IS THE AP CLASSES OR IB AND THEN YOU'LL SEE DUAL CREDIT AT 5.5.

THEN IT BREAKS DOWN THOSE GPA VALUES BASED ON THE GRADES THAT STUDENTS GET.

THEN ALSO REVIEWING FOR THEM WHAT'S THE PURPOSE OF A GPA ANYWAYS.

WE REVIEWED THAT WITH THEM.

YOU ALL GET TO HEAR A LOT ABOUT GPA AND ALL THESE THINGS MORE THAN YOUR AVERAGE MAYBE CITIZEN, AND SO YOU KNOW A LOT OF THESE THINGS BUT WE EXPLAIN THOSE THINGS TO THEM.

THAT TABLE INDICATED, THE GRADES THAT THEY GET, THERE'S A GPA VALUE ASSIGNED THAT COLLEGES REVIEW WEIGHTED AND UNWEIGHTED DEPENDING ON WHICH UNIVERSITY IS AND WHICH PROGRAM THEY'RE LOOKING AT, AND SO THAT'S PART OF IT.

BUT UNDERSTANDING THAT GPA IS PART OF THE HIGH SCHOOL TRANSCRIPT THAT'S SENT TO COLLEGES FOR THE ADMISSIONS PROCESS.

NOT ONLY THE DAC, BUT ALSO THE SUPERINTENDENT ADVISORY COUNCIL THAT DR. WALDROP LEADS.

WE GOT FEEDBACK FROM STUDENTS IN THAT PROCESS, THE DAC COMMITTEE, LIKE I MENTIONED, AND THEN DIFFERENT LEADERS IN THE DISTRICT WHO YOU'LL SEE MENTIONED THERE.

THEN I'VE GOTTEN THE OPPORTUNITY TO WORK WITH DR. HARP QUITE A BIT ON THIS AND JUST PUTTING INFORMATION TOGETHER FOR SOME OF YOU AND THEN ALSO FOR THOSE GROUPS THAT WE TALKED ABOUT.

THE FEEDBACK FROM THOSE GROUPS, SO YOU'LL SEE THE SUPERINTENDENT ADVISORY COUNCIL HERE FIRST, 70% OF STUDENTS AGREED THAT IT SHOULD GET EQUAL WEIGHT WITH AP, 23% DISAGREED, AND THEN 7% SAID THEY NEEDED MORE INFORMATION.

I THINK IT'S IMPORTANT TO NOTE THAT THOSE THREE STUDENTS WERE ALL FRESHMEN AND STILL LEARNING THEIR WAY AROUND THAT PIECE, BUT ANSWERED QUESTIONS WHEN THEY WERE BROUGHT.

THEN THE DAC, WHICH I MENTIONED, YOU'LL SEE THERE 58% AGREED THAT IT SHOULD BE EQUAL WEIGHT, 25% DISAGREED, AND THEN 16% MORE INFORMATION.

A LOT OF THEIR QUESTIONS HAD TO DO MORE WITH OTHER PIECES OF OUR GPA POLICY AND NOT SPECIFICALLY THE DUAL CREDIT WITH EQUAL WEIGHTING AND SO THAT'S WHERE YOU'LL SEE SOME OF THAT.

REFERENCING BACK TO THAT 2,000 PAGE TAPER REPORT THAT YOU ALL REVIEWED ALL OF.

YOU'LL KNOW THAT THE IMPORTANCE OF CCMR POINTS THAT THIS IS A GREAT WAY FOR OUR STUDENTS TO EARN THAT POINT.

THAT'S A BIG PIECE OF THAT.

I THOUGHT ANOTHER REALLY NOTEWORTHY POINT FROM TONIGHT, WHEN YOU LOOK AT THE AP COLLEGE BOARD PROCESS FOR STUDENTS WITH DISABILITIES, YOU HAVE TO SUBMIT WHAT THEY CALL SSD ACCOMMODATIONS.

FOR AP TESTING, SAY YOU ARE A STUDENT WITH A DISABILITY, YOU SUBMIT THOSE TO THE COLLEGE BOARD AND THEN WE AS A DISTRICT, ARE SUBJECT TO WHAT THEY APPROVE.

IF THE COLLEGE BOARD COMES BACK AND SAYS, WE'RE NOT APPROVING THE ACCOMMODATIONS THAT YOU REQUESTED.

THEN WE ARE NOT ABLE TO OFFER THOSE FOR A STUDENT.

THE COLLEGE BOARD DECIDES THAT OVER US.

THEY TRUMP US ON THAT.

HOWEVER, WHEN YOU LOOK AT OUR DUAL CREDIT PARTNERSHIPS WITH COLIN AND U&T, ANY OF OUR STUDENTS THAT HAVE DISABILITIES AND RECEIVE ACCOMMODATIONS, THOSE ARE HONORED BY THE COLLEGE OR UNIVERSITY.

I ABSOLUTELY THINK IT'S AN OPPORTUNITY FOR OUR STUDENTS WITH DISABILITIES IF THEY WANTED TO PURSUE THIS ROUTE AS A WAY TO GET A CCMR POINT, THAT WOULD ABSOLUTELY BE AN OPTION TO THEM.

THE PROPOSED BOARD POLICY FOR THE CLASS OF 2030 AND BEYOND, YOU'LL SEE RIGHT THERE THE DIFFERENCE IN THE CHANGE BEING THAT WE WOULD ADD DUAL CREDIT TO THAT 6.0 OR THAT TIER 3 CATEGORY.

THEN THERE'S ALSO ADDITIONAL INFORMATION ON OUR DISTRICT WEBSITE IF YOU WANTED TO REVIEW THAT.

I FLEW THROUGH BUT I KNOW YOU ALL ARE EATING RIGHT NOW TOO.

I KNOW I JUST ENJOYED SOME UBER EATS WATER BURGER.

BUT I DID WANT TO TAKE A MINUTE IF YOU'LL HAD QUESTIONS AND ANSWER QUESTIONS.

I DO THINK THAT THIS IS SOMETHING THAT WE'VE HAD ABOUT A YEAR AND A HALF JUST KICKING AROUND IDEAS AND EXPLORING IT FOR OURSELVES.

FOR SOME OF YOU, THIS MAY BE THE FIRST TIME YOU'RE HEARING IT AND SOME OF YOU MAYBE YOU'VE STARTED TO HEAR ABOUT IT.

HAPPY TO ANSWER ANY QUESTIONS THAT YOU HAVE.

[02:50:03]

>> THE ONLY THING I COULD ADD IS YOU ALL GAVE THE COMMITTEE SOME OF THE WRITTEN STATEMENTS, I THINK BY DR. WALDROPS STUDENT ADVISORY COMMITTEE, THAT PUT SOME WORDS BEHIND THAT GRID THERE OF SUPPORT AND LACK OF SUPPORT, THAT KIND OF THING.

I FOUND THAT VALUABLE TO READ THROUGH, KIND OF SEE WHAT THE KIDS HAD TO SAY ABOUT IT, IS THAT IN HOME BASE? IF IT'S NOT IN HOME BASE, MAYBE WE COULD THROW IT WASN'T IN THE BACK UP FOR BOARD BOOK.

[BACKGROUND]

>> SHE SAYS IT'S IN HOME BASE, BUT SHE CAN HIGHLIGHT IT IF YOU'D LIKE.

>> I THINK THE MEMBERS OF THE BOARD THAT WERE NOT ON THE COMMITTEE WOULD PROBABLY APPRECIATE LOOKING AT THAT.

>> ABSOLUTELY.

>> YEAH. THANK YOU, GUYS.

>> YEAH. THANK YOU.

>> I DON'T HAVE A QUESTION, BUT JUST A COUPLE OF COMMENTS.

I HAVE HAD THE CHANCE TO PARTICIPATE ON THE COMMITTEE AND IT WAS VERY ENLIGHTENING.

I THINK THERE WAS SOME ADDITIONAL INFORMATION THAT WAS PROVIDED TO THE COMMITTEE THAT HOPEFULLY ALL OF THAT WILL BE PROVIDED TO THE BOARD, NOT JUST THE SPECIFIC THINGS THAT JOHN MENTIONED, ALTHOUGH I THINK THOSE WILL ALSO BE HELPFUL.

THE OTHER THING I WILL ADD IS THAT I DON'T THINK WE CAN OVERSTATE HOW BIG OF A CHANGE THIS IS.

THIS IS A REALLY BIG CHANGE, I THINK FOR FRISCOISD IF WE WERE TO MOVE FORWARD WITH THIS.

HAVING HAD A HIGH SCHOOLER GO THROUGH THIS PROCESS OF MAKING THESE DECISIONS AND DECIDING WHICH WAY TO GO WITH CERTAIN CLASSES AND SEEING HOW THAT IMPACTS YOUR RANKING AND YOUR COLLEGE ADMISSIONS.

HAD I NOT GONE THROUGH THAT AS A PARENT, I DON'T KNOW THAT I WOULD FULLY UNDERSTAND HOW BIG OF A DEAL THIS IS.

HOW WE PROCEED WILL BE DETERMINED.

BUT IT'S ALMOST LIKE TAKING THE CHESS BOARD AND THROWING IT UP AND ALL THE PIECES ARE GOING TO GO DOWN TO IT IN A DIFFERENT SPOT THAN THEY WERE BEFORE.

I THINK WE JUST REALLY NEED TO THINK THAT THROUGH.

I THINK THE COMMUNITY NEEDS A CHANCE TO THINK IT THROUGH.

AGAIN, I THINK UNLESS YOU'VE BEEN THERE, IT'S HARD TO UNDERSTAND WHAT IT ALL MEANS.

BUT WHEN I ALSO TAKE A STEP BACK AND THINK OF WE'RE MAKING THIS DECISION FOR CURRENT SIXTH GRADERS.

IT'S A LONG WAYS AWAY BECAUSE IT TAKES THAT MUCH PLANNING AND I THINK THAT YOUR TEAM'S DONE A GREAT JOB PUTTING THIS ALL TOGETHER.

I KNOW I'VE HAD A LOT OF QUESTIONS, YOU'LL HAVE BEEN GREAT ABOUT ANSWERING THOSE, BUT I THINK WE HAVE TO BE REALLY THOUGHTFUL.

I'M GLAD THAT WE'RE DOING THIS NOW, AND WE'RE GOING TO REVISIT IT NEXT MONTH.

BUT THIS IS A REALLY BIG CHANGE WHEN YOU THINK ABOUT HIGH SCHOLARS GOING THROUGH THIS AND MAKING THESE DECISIONS.

I CAN'T THINK OF A SINGLE HIGH SCHOOLER WHOSE RANK WOULD BE DIFFERENT OR WOULD BE THE SAME WHEN WE APPLY THIS FILTER ON TOP OF THAT.

THERE'S ALSO GOING TO BE FAMILIES THAT HAVE ONE CHILD IN THE FAMILY GO THROUGH ONE ITERATION OF THIS, POTENTIALLY IF WE GO TO THIS MODEL AND ONE GO THROUGH ANOTHER ONE.

AGAIN, IF WE DO GO FORWARD, I THINK THE COMMUNICATION ON THIS IS GOING TO BE HUGE.

BECAUSE IT'S A REALLY BIG DEAL.

I'M TRYING TO REMEMBER WHEN WE FIRST HEARD ABOUT IT.

I THINK IT WAS DECEMBER, IS IT DECEMBER? NOVEMBER. IT'S BEEN PERCOLATING IN MY MIND.

EVEN TODAY, GETTING PREPARED TO COME OVER HERE FOR THIS MEETING, STUFF IS STILL RATTLING AROUND IN MY BRAIN AND YOU ALL HAVE BEEN WORKING ON THIS FOR A YEAR AND A HALF, SO IT'S A LOT, THERE'S A LOT TO CONSIDER.

>> I THINK IT'S A VERY BIG CHANGE, AND TO YOUR POINT.

IF YOU'VE GONE THROUGH ONE WAY AND THEN YOU GO THROUGH ANOTHER, IT FEELS ALMOST LIKE TWO DIFFERENT PLAYING CARDS, IF YOU WILL.

I THINK A LOT OF IT IS GOING TO COME DOWN TO COMMUNICATION, AND I THINK PERSONALIZATION FOR FAMILIES ON WHAT THEY'RE PLANNING TO DO FOR COLLEGE.

BECAUSE WE KNOW THAT FOR TEXAS AND SURROUNDING STATES WHICH IS WHERE THE MAJORITY OF OUR STUDENTS GO, IT WILL ABSOLUTELY BE A COST BENEFIT FOR THEM.

BUT THERE ARE SOME STUDENTS WHO KNOW FROM THE BEGINNING THAT'S NOT WHAT THEY WANT AND I DON'T THINK DUAL CREDIT WILL BE RIGHT FOR THEM.

THERE ARE SOME STUDENTS WHO NYU IS THE ONLY SCHOOL THAT EVER EXISTED AND THAT'S WHAT THEY WANT TO DO AND THEY'RE PROBABLY RIGHT TO TAKE AP CLASSES INSTEAD.

I THINK AT LEAST WHAT I LIKE ABOUT IT IS THAT IT REALLY ALLOWS FOR THAT PERSONALIZATION PIECE, SO A HUGE COST SAVINGS WHEN THEY KNOW THEY'RE GOING TO STAY IN.

BUT ABSOLUTELY PERSONALIZATION IF THEY KNOW THEY'RE GOING TO GO OUT AND GET THAT CREDIT.

BUT YOU'RE RIGHT, THAT DISRUPTION IS ABSOLUTELY THERE, AND SO FOR WHERE IT'S RIGHT, IT'S RIGHT, AND WHERE IT'S A BIG CHANGE.

IT WILL JUST COME DOWN TO PERSONALIZED PLANNING FOR THOSE FAMILIES AND UNDERSTANDING IN STATE AND OUT OF STATE AND THOSE PIECES.

WE'VE HAD QUITE A BIT OF TIME WITH IT.

IT WASN'T MY FIRST KNEE JERK EITHER, JUST EXPLORING THE IDEA BECAUSE IT'S ONE OF THOSE, LIKE THIS IS WHAT I BELIEVE, BUT I DON'T KNOW WHY I'VE HELD THAT BELIEF FOR SO LONG.

[02:55:02]

BUT THEN WHEN YOU START TO REALLY THINK ABOUT HOW MANY OF OUR STUDENTS, AGAIN STAY IN STATE AND SURROUNDING WITHOUT BEING DRAMATIC, THOUSANDS OF DOLLARS THAT WILL SAVE OUR FAMILIES IN GETTING A DEGREE, YOU REALLY START TO UNDERSTAND A HUGE BENEFIT TO OVER 50% OF OUR STUDENTS THAT WOULD BE ABLE TO GO TO SCHOOL AT SUCH A DISCOUNTED PRICE.

>> THAT'S PART OF THE INFORMATION THAT WOULD BE HELPFUL TO SHARE WITH THE REST OF THE BOARD AS WELL AS THE COMMUNITY.

BECAUSE I KNOW YOU HAD SOME SLIDES AROUND THE DIFFERENT CAMPUSES THAT ACCEPTED THIS. FIRST IS NOT.

I DO REMAIN CONCERNED AND I DON'T WANT TO GET TOO FAR INTO IT TONIGHT BECAUSE IT'S LATE.

BUT I STILL DO REMAIN CONCERNED A LITTLE BIT ABOUT THE LACK OF RIGOR AND ABOUT THE LEVELING OFF, WHICH TAKES AWAY SOME OF THAT DIFFERENTIATION WHICH I THINK HELPS.

BUT I'LL LEAVE IT AT THAT FOR TONIGHT. THANK YOU VERY MUCH.

>> ABSOLUTELY.

>> BOARD ARE THERE ANY ADDITIONAL QUESTIONS OR COMMENTS? IF NOT, I WON'T BELABOR THE MOMENT.

BUT I WILL SAY THAT INITIALLY I WAS COMPLETELY AND TOTALLY AGAINST THIS PROCESS.

HAVING AN OPPORTUNITY TO HEAR FROM YOUR TEAM, GETTING A BETTER UNDERSTANDING OF THE BENEFITS THAT IT WILL PROVIDE FOR STUDENTS.

ESPECIALLY IN MY PROFESSIONAL CAREER.

I LOOK AT STUDENTS LEAVE FOR COLLEGE AND HAVE TO RETURN AFTER EITHER THEIR FIRST SEMESTER OR THEIR FIRST YEAR BECAUSE THEY JUST SIMPLY CAN'T AFFORD IT.

THEN ALSO DOING A EVEN DEEPER DIVE AND SPEAKING WITH THE FOLKS OVER AT COLLIN COLLEGE AND THE PROGRAMS THAT THEY HAVE IMPLEMENTED FOR OUR STUDENTS POST HIGH SCHOOL GRADUATION AND WHILE THEY'RE IN, WHICH WOULD OBVIOUSLY BE DUAL CREDIT, I DO THINK THAT YOU ALL HAVE CHANGED MY HEART IN THIS.

I HAVE A CHILD THAT WAS STRICTLY DUAL CREDIT AND I HAVE ANOTHER CHILD THAT WAS AP, DUAL CREDIT, IB, ALL THAT.

BUT I DO BELIEVE THAT THEY BOTH HAD AN EQUAL OPPORTUNITY BASED ON THE NEEDS FOR THEM INDIVIDUALLY.

ALL OF OUR STUDENTS CAN POSSIBLY HAVE THAT.

I'M GRATEFUL FOR THIS.

I DO THINK THAT WE PROBABLY WILL NEED TO HAVE SOME MORE DISCUSSIONS.

I TOLD YOU ALL AT THE VERY BEGINNING, HEY, I WANT TO SEE IT WORK.

I JUST NEED TO KNOW HOW AND I WANT TO BE ABLE TO SHARE THAT WITH OTHER FAMILIES.

HEY, THIS IS HOW IT WILL WORK AND BENEFIT YOUR STUDENT. THANK YOU.

>> ABSOLUTELY. THANK YOU ALL.

>> JUST A COUPLE OF THINGS TO FOLLOW UP FROM OUR END.

WELL, FIRST OF ALL, THANK YOU TO MISS ROWAN, MS. DAVIS AND MR. CLASSE FOR SPENDING SO MUCH TIME WITH US IN THE POLICY SUBCOMMITTEE.

YOUR QUESTIONS REALLY HELPED US TO FRAME THIS PRESENTATION AND REALLY TRY TO CAPTURE A YEAR AND A HALF OF WORK INTO JUST A FEW MINUTES AND SOME SLIDES.

WE REALLY APPRECIATE YOUR FEEDBACK ON THAT AND YOUR TIME.

THE INFORMATION THAT WAS PROVIDED IN THE POLICY SUBCOMMITTEE, ANYTHING THAT IS MISSING, WE WILL GET THAT IN HOME BASE FOR THE REST OF THE BOARD. I APOLOGIZE FOR THAT.

WE'LL MAKE SURE YOU'VE GOT EVERYTHING YOU NEED AND THEN THE THINGS THAT YOU ALL ARE SAYING IS EXACTLY WHY WE HAVE RECOMMENDED TO DO THIS OVER TWO READINGS BECAUSE WE REALLY DID WANT TO HONOR THE PROCESS.

WE WANTED EVERYONE TO HAVE TIME TO THINK THROUGH IT.

BECAUSE LIKE WE SAID, WE'VE BEEN LOOKING AT THIS FOR A LONG TIME AND IT TAKES A WHILE TO GRASP EXACTLY WHAT WE'RE RECOMMENDING.

THAT'S THE REASON FOR THAT.

I DON'T KNOW, MISS COLDEY, IF YOU HAVE ANYTHING ELSE FROM OUR END ON THAT?

>> I JUST WOULD REMIND EVERYONE THAT ALSO BY HAVING TWO READINGS, WE DO GIVE AN OPPORTUNITY TO THE PUBLIC TO WATCH THE PRESENTATION FROM THIS EVENING, BUT ALSO TO COMMENT, AS WE HAD A FEW COMMENTS EARLIER THIS EVENING.

THEN THE PUBLIC WILL HAVE ANOTHER OPPORTUNITY AT NEXT BOARD MEETING TO MAKE PUBLIC COMMENTS BEFORE THE BOARD WILL MAKE A FINAL VOTE ON THE PROPOSED POLICY REVISION.

THAT IS, AGAIN, INTENDED TO ALLOW FOR GREATER TRANSPARENCY GIVEN THE WEIGHT OF THIS TYPE OF POLICY CHANGE AND TO ALLOW THE PUBLIC TO BE INVOLVED IN THE DECISION-MAKING PROCESS FOR THIS KIND OF CHANGE. THANK YOU ALL.

>> THANK YOU. BOARD WILL MOVE TO AGENDA ITEM 12,

[12. Discussion regarding findings of Intruder Detection Audits at Frisco ISD Campuses]

DISCUSSION REGARDING FINDINGS OF INTRUDER DETECTION AUDITS AT FRISCO ISD CAMPUSES.

[03:00:07]

>> GOOD EVENING TO THE BOARD, TO THE ISD.

WE'RE HERE TONIGHT TO TALK ABOUT THE INTRUDER DETECTION AUDITS THAT HAVE OCCURRED SINCE THE LAST TIME WE VISITED WITH THE BOARD IN NOVEMBER OF 2023.

THE INTRUDER DETECTION AUDITS HAD BEGUN IN AUGUST OF 2022 AT A DIRECTIVE BY GOVERNOR ABBOTT.

AS OF FRIDAY, THE TEXAS EDUCATION AGENCY HAS CONDUCTED INTRUDER DETECTION AUDITS AT 61 OF OUR FRISCO ISD CAMPUSES.

WHILE COMMUNITY MEMBERS ARE LIKELY INTERESTED IN THE DETAILS OF THE AUDIT RESULTS, THE STATE HAS INFORMED OUR DISTRICT IT'S IN THE BEST INTEREST OF THE STUDENTS THAT WE DO NOT SHARE THE INFERIORATION TO THE BROADER PUBLIC AS IT COULD LEAD TO THE COMPROMISING OF IMPORTANT CAMPUS SECURITY INFORMATION.

NOW AS REQUIRED BY THE STATE, SPECIFIC DETAILS OF THE INTRUDER DETECTION AUDITS WERE DISCUSSED IN THE BOARD EXECUTIVE SESSION EARLIER THIS EVENING.

RESULTS WERE ALSO DISCUSSED IN EXECUTIVE SESSION OF THE DISTRICT SAFETY AND SECURITY COMMITTEE MEETING HELD ON FEBRUARY 22ND AS REQUIRED BY LAW.

JUST LIKE TO CONTINUE TO THANK THE BOARD OF TRUSTEES FOR THEIR WORK IN HELPING SUPPORT US THROUGHOUT THE REMAINDER OF THIS SCHOOL YEAR.

WITH THAT, I'LL TAKE ANY QUESTIONS.

>> THANK YOU SO MUCH.

>> THANK YOU.

>> WE'LL MOVE NOW TO OUR ACTION ITEMS,

[14.A. Consider and act on approval of minutes from the February 5th Regular Meeting, February 14th Transfer Appeal Hearing and February 29th Workshop Meeting.]

WHICH IS ITEM 14, CONSIDER AND ACT ON APPROVAL OF MINUTES FROM THE FEBRUARY 5TH REGULAR MEETING, FEBRUARY 14TH TRANSFER APPEAL HEARING, AND FEBRUARY 29TH WORKSHOP MEETING.

>> I MOVE TO APPROVE THE MINUTES AS PRESENTED.

>> MOTION BY MISS ARCHAMBAULT.

SECOND BY MR. PONANGI.

BOARD, ARE THERE ANY QUESTIONS AT THIS TIME? IF THERE ARE NONE, I'LL LOOK FOR A VOTE. ALL IN FAVOR? MOTION PASSES 7-0. THANK YOU.

BOARD WILL NOW MOVE TO AGENDA ITEM 14G.

CONSIDER AND ACT ON THE PROPOSED RESOLUTION IN AGREEMENT WITH PROSPER ISD FOR MINOR BOUNDARY ADJUSTMENT.

>> I MOVE TO APPROVE THE RESOLUTION IN AGREEMENT WITH PROSPER ISD FOR MINOR BOUNDARY ADJUSTMENTS.

>> MOTION BY MISS ARCHAMBAULT.

SECOND BY MR. LOWE.

BOARD, ARE THERE ANY QUESTIONS AT THIS TIME? NOW, I'LL LOOK FOR A VOTE. MOTION PASSES 7-0.

WE'LL MOVE TO ITEM 14I, CONSIDER AN ACT ON CONTRACT RECOMMENDATIONS FOR PERSONNEL, INCLUDING EXECUTIVE DIRECTOR OF FACILITIES, MANAGING DIRECTOR OF HUMAN RESOURCES, AND PRINCIPAL OF MONETTE ELEMENTARY SCHOOL. I'LL LOOK FOR A MOTION.