[00:00:01]
AND I WOULD LIKE TO CALL TO ORDER A SPECIAL MEETING OF THE BOARD OF TRUSTEES OF FRISCO ISD.
TODAY WE ONLY HAVE ONE AGENDA ITEM AND THAT IS DISCUSSION REGARDING THE BUDGET.
[1. Discussion regarding the Budget ]
MRS. SMITH.OH, WE HAVE FOUR TRUSTEES PRESENT, AND WE HAVE MARK HILL ON THE PHONE.
WELCOME. THANK YOU, GOOD MORNING.
SO THIS IS OUR LAST BUDGET WORKSHOP BEFORE YOU GUYS ARE ASKED TO VOTE ON THE BUDGET NEXT WEEK.
TODAY'S WORKSHOP IS GOING TO BE A LITTLE BIT DIFFERENT.
WE HAD ONE ON ONE MEETINGS WITH EACH OF YOU OVER THE COURSE OF THIS SPRING RELATED TO THE BUDGET.
AND ONE OF THE THINGS THAT WE HEARD FROM A FEW OF YOU WAS, YOU KNOW, ADOPTING A DEFICIT BUDGET IS A REALLY HARD THING TO DO AND A HARD THING TO WRAP YOUR MIND AROUND. AND YOU GUYS NEED A LITTLE BIT MORE CONTEXT WHEN WHEN I SAY THINGS LIKE, WE'RE TRYING TO ADOPT A DEFICIT BUDGET AND PRESERVE THE THINGS THAT MAKE FRISCO ISD UNIQUE.
SO WHAT EXACTLY DOES THAT MEAN? WHAT ARE THE THINGS THAT WE'RE TRYING TO PRESERVE? WHAT IS OUR ARGUMENT ESSENTIALLY, FOR KEEPING THINGS THE WAY THEY ARE AS MUCH AS WE CAN AND USING THE RAINY DAY FUND VERSUS JUST BALANCING THE BUDGET.
AND SO THAT'S WHAT WE'RE GOING TO TALK ABOUT TODAY.
AND YOU'RE GOING TO HEAR FROM A LOT OF PEOPLE THAT AREN'T ME AS PART OF THIS WORKSHOP.
SO THAT'S THE PURPOSE OF TODAY.
LIKE I SAID, THERE'S NO SLIDE DECK.
WE JUST WANT YOU GUYS TO BE ABLE TO LISTEN AND ABSORB THE INFORMATION.
WE'LL PAUSE A FEW TIMES FOR STRATEGICALLY FOR Q&A THROUGHOUT THE WORKSHOP.
BUT WITH THAT I'M GOING TO TURN IT OVER TO MR. PETE HAZARD TO KICK US OFF.
OH, ONE OF THE INTERESTING THINGS ABOUT THIS IS YOU'VE GOT TO HEAR FROM THE FINE ARTS GUY, WHICH I DON'T KNOW WHY I'M UP HERE DOING THIS, BUT WE ARE GOING TO AND I'M KIND OF IN AN AWKWARD LOCATION RIGHT NOW BECAUSE OF WHERE YOU ALL ARE AND WHERE EVERYBODY IS.
BUT FIRST OF ALL, I WANT TO SAY THANK YOU TO EVERYBODY THAT'S HERE.
YOU KNOW, THIS IS TEACHER APPRECIATION WEEK AND I THINK WHAT ENDS UP HAPPENING A LOT OF TIMES IS WE DON'T UNDERSTAND AND RECOGNIZE THE AMOUNT OF TIME AND EFFORT THAT OUR IST THAT OUR BOARD PUTS INTO WHAT HAPPENS IN OUR SCHOOL DISTRICT TO MAKE IT UNIQUE AND SPECIAL.
WHEN I STARTED THINKING ABOUT WHAT TO START WITH, I HAD THIS KIND OF THOUGHT, THAT'S REALLY WEIRD, AND IT'S KIND OF AN ODD ADMISSION, BUT I REALLY LIKE THE SMELL OF DIESEL FUEL, AND I KNOW YOU'RE SITTING HERE AND YOU THINK, WHAT DOES THAT HAVE TO DO WITH WHAT WE'RE TALKING ABOUT TODAY? AND IT'S BECAUSE WHEN I SMELL DIESEL FUEL, IT TAKES ME BACK TO ANOTHER TIME.
SO I'VE BEEN IN THIS ROLE, I THINK, FOR 11 YEARS THIS YEAR.
AND WHAT I FIND REALLY INTERESTING ABOUT BEING IN THIS ROLE IS I MISS MY TIME IN THE CLASSROOM.
AND AS A BAND DIRECTOR FOR 17 YEARS, MY GREATEST MOMENTS HAPPENED AROUND DIESEL FUEL.
LIKE, I WOULD BE STANDING IN A PARKING LOT AND I'D HAVE 200 PLUS BAND MEMBERS THAT ARE SITTING OUT HERE, AND THERE'S THIS TWO MINUTES RIGHT BEFORE YOU GO ON TO THE MARCHING BAND FIELD, WHERE YOU HAVE THEIR ATTENTION AND YOU CAN SAY ANYTHING, AND THERE'S THIS MOMENT OF CONNECTION THAT YOU CAN'T REPLICATE ANYWHERE ELSE.
I THINK BACK TO WHEN I WAS IN COLLEGE AT HOWARD PAYNE UNIVERSITY, AND I MET MY WIFE AROUND DIESEL FUEL BECAUSE WE WERE IN A TOURING JAZZ BAND THAT TOURED ALL OVER THE COUNTRY IN EUROPE, AND WE TRAVELED ON BUSSES A LOT.
AND I THINK MY REAL AFFINITY FOR DIESEL FUEL STARTED BACK WHEN I WAS IN HIGH SCHOOL, BACK IN THE EARLY 90S, RIGHT, BECAUSE I WAS IN BAND AND IT WAS BECAUSE OF MY BAND DIRECTOR AND MY EXPERIENCE IN DOING ALL OF THOSE QUOTE UNQUOTE, EXTRA THINGS THAT LED TO THIS, AND TRUST ME, I WENT KICKING AND SCREAMING INTO EDUCATION.
NOW, WHY DO I BRING THAT UP? BECAUSE BACK IN THE EARLY 90S, WHEN I WAS A WEIRD HIGH SCHOOL KID SPORTING A FLOCK OF SEAGULLS HAIRCUT, WEARING BUGLE BOY JEANS AND ZODIAC SHOES AND SWATCH WATCHES, WE HAD A
[00:05:05]
WHOLE BUNCH OF PEOPLE HERE IN FRISCO THAT WERE TRYING TO FIGURE OUT WHAT THEY WERE GOING TO DO, BECAUSE THEY SAW AN IMPENDING PROBLEM.THE BOARD, THE IST AT THAT POINT, WHATEVER THEY WERE CALLED, THEY TRIED TO FIGURE THAT OUT WHEN FRISCO WAS STILL SMALL, AND THAT WAS WHERE THE TERM SMALL SCHOOL MODEL CAME UP, OR WHAT WE NOW CALL THE STUDENT OPPORTUNITY MODEL.
AND WE ALL KNOW HERE IN 2024 THERE'S NO SUCH THING AS A SMALL SCHOOL IN FRISCO, BUT THEY ARE SMALLER ON PURPOSE SO THAT WE CAN MAKE SURE THAT WE'RE OFFERING OPPORTUNITIES TO EVERY KID TO BE ABLE TO DO A LOT OF THINGS.
AND WHEN WE WENT OUT FOR A BOND AND TRE ELECTION IN 2018, WE DECIDED THAT AT THAT POINT, WITH A NUMBER OF PEOPLE THAT HAD MOVED INTO THE COMMUNITY, WE HAD TO FIGURE OUT WHETHER THIS WAS STILL IMPORTANT TO THE COMMUNITY OR NOT.
SO THE DISTRICT AND I REMEMBER IT VERY CLEARLY, WENT ON AN AGGRESSIVE CAMPAIGN WITH THE COMMUNITY TO FIND OUT, IS THIS STUDENT OPPORTUNITIES MODEL STILL SOMETHING THAT MATTERS? DO YOU EVEN CARE ABOUT IT BECAUSE YOU WEREN'T HERE IN THE 90S? SOME OF US WERE.
BUT THERE WERE PEOPLE STILL IN THE COMMUNITY THAT WERE DID THIS NEW MAKEUP OF OUR COMMUNITY CARE ABOUT STUDENT OPPORTUNITIES? AND THERE WAS A RESOUNDING YES, IN THE MIDST OF THAT, OVER 80% OF THE COMMUNITY CAME BACK AND SAID, YOU HAVE TO KEEP GOING WITH WHAT WE'RE DOING.
WHY IS THAT? I THINK IT'S PROBABLY BECAUSE THE EXPERIENCE OF KIDS IN THE DISTRICT, LIKE MY SON, MY SON, WHO'S GRADUATING FROM LONE STAR HIGH SCHOOL RIGHT NOW, PLAYED VARSITY BASKETBALL AND WAS THE FIRST CHAIR TRUMPET PLAYER ALL THE WAY THROUGH FOUR YEARS, DOUBLE BLOCKING BOTH, FIGURED OUT HOW TO DO THAT.
YES. ONE OF THE THINGS THAT I FIND REALLY INTERESTING ABOUT EDUCATION IS THIS.
BECAUSE EDUCATION IS SO COMPLEX, YOU CAN REALLY ONLY UNDERSTAND IT FROM THE INSIDE LOOKING OUT.
AND THAT'S REALLY WHAT THE PURPOSE OF TODAY IS, IS TO TRY TO HELP.
HOW CAN WE FIGURE OUT THAT THE DECISIONS THAT WE'RE MAKING, WHETHER IT'S A BOARD OR WHETHER IT'S AN IST, WHETHER IT'S JUST CENTRAL ADMINISTRATION, HOW IS THAT REALLY GOING TO AFFECT THE STUDENT EXPERIENCE? HOW IS THAT REALLY GOING TO IMPACT WHAT IT IS THAT WE PROVIDE TO EVERY CHILD, BOTH IN NAME AND NEED IN FRISCO? WELL, THE DIFFICULT PART, I THINK ABOUT DECISION POINTS LIKE THIS.
AND I THINK UNDERSTANDING AS WE MOVE FROM THE OUTSIDE IN IS WHEN WE LOOK AT THINGS LIKE BUDGETING, WE TEND TO THINK BINARY, RIGHT? IT'S EITHER PEOPLE OR IT'S PROGRAMS. WE'VE GOT TO CUT ONE AND SUPPORT THE OTHER.
BUT WE LIVE IN THIS SPECIAL ENVIRONMENT IN FRISCO THAT WAS SET UP FOR US WAY BACK IN THE 90S, THAT SOMETIMES WE FORGET THAT WHAT MAKES US SPECIAL IS THE INTERCONNECTEDNESS OF PEOPLE AND PROGRAMS. AND SO WE'VE GOT TO BE REALLY CAREFUL.
NOW WE ALL SEE THE WORLD THROUGH THE LENS OF OUR OWN EXPERIENCES.
SO WE'VE GOT PEOPLE HERE THAT ARE CENTRAL ADMINISTRATORS, COMMUNITY MEMBERS.
I READ A GREAT BOOK LAST JANUARY BY A GUY NAMED ADAM GRANT CALLED THINK AGAIN.
IT'S THE DEFINITION OF A FIXED MINDSET AND NOT SEE THE INFORMATION FOR WHAT IT REALLY IS.
WE CAN BE A PREACHER, A PROSECUTOR OR A POLITICIAN.
I'M GOING TO TRY TO CONVERT YOU OVER TO MY WAY OF THINKING OR POLITICIAN.
I'M GOING TO TRY TO CONVINCE YOU TO VOTE FOR ME.
OR A PROSECUTOR WHERE I'M GOING TO SLAM A WHOLE BUNCH OF FACTS DOWN YOUR THROAT.
I'M GOING TO TRY TO PROVE YOU WRONG IN A COURT OF LAW, OR PROVE YOU WRONG IN PUBLIC.
[00:10:08]
BIASES THAT PSYCHOLOGISTS TALK ABOUT.THINGS LIKE CONFIRMATION BIAS, LIKE WHEN I SCAN THE WORLD AROUND ME, I ONLY SEE THE THINGS THAT CONFIRM WHAT I ALREADY BELIEVE, OR A DESIRABILITY BIAS WHERE WHEN I LOOK AROUND, I ONLY SEE THE THINGS I WANT TO SEE, OR I SEE THE THINGS THAT HELP ME LEAD TO A FUTURE THAT I WANT TO SEE HAPPEN.
OR MY FAVORITE IS SOMETHING CALLED FUNDAMENTAL ATTRIBUTION ERROR.
RIGHT? THAT'S WHEN I HAVE AN ACTION COMPARED TO AN EXPECTATION AND THERE'S A GAP, AND WHEN IT COMES TO ME, I TEND TO OVEREMPHASIZE CIRCUMSTANCES AND UNDEREMPHASIZE SOME CHARACTER ISSUES.
BUT WHEN IT COMES TO OTHER PEOPLE, I FLIP IT RIGHT.
BUT I SHOW UP LATE TO A MEETING AND ALL OF A SUDDEN MY CAR WOULDN'T START.
I USED TO DO THAT WITH KIDS AS A YOUNG TEACHER ALL THE TIME WHEN THEY'D BE LATE TO REHEARSALS.
NOW, WHY DO I SHARE THAT TODAY? BECAUSE EVERY SEAT THAT WE'RE SITTING IN HAS ONLY ONE PERSPECTIVE.
WE NEED TO SEE HOW THESE DECISIONS, WHICH ARE NOT BINARY, THAT ARE CONNECTED.
ARE GOING TO IMPACT THE STUDENT EXPERIENCE AND WHAT IT'S LIKE AT THE CAMPUS LEVEL.
WE'VE GOT SOME WONDERFUL PEOPLE HERE.
WE'VE GOT SIX REPRESENTATIVES THAT ARE HERE TODAY, TWO FROM SHAWNEE TRAIL ELEMENTARY, TWO FROM SCOGGINS MIDDLE SCHOOL AND TWO FROM MEMORIAL HIGH SCHOOL, THE CAMPUS PRINCIPAL AND A TEACHER, TO JUST TALK TO US A LITTLE BIT ABOUT WHAT THE FRISCO EXPERIENCE IS TO HELP US BETTER UNDERSTAND HOW PROGRAMS AND PEOPLE ARE CONNECTED SO THAT WE SEE THAT THESE ARE NOT BINARY DECISIONS, AND WE CAN DELVE A LITTLE BIT MORE DEEPLY INTO WHAT THAT IMPACT IS.
SO LET'S START RIGHT OVER HERE WITH THEY HAVE THEIR OWN LITTLE NAMEPLATES UP HERE.
I'M GOING TO STAND OVER HERE NOW IN THIS KIND OF WEIRD PLACE.
HEY, GOOD MORNING, PHILIP POTTER, PRINCIPAL AT MEMORIAL HIGH SCHOOL.
THIS IS MY SECOND YEAR IN FRISCO ISD.
GOOD MORNING, VALERIE BEARDEN, PRINCIPAL AT SHAWNEE TRAIL.
I'VE BEEN IN FRISCO ISD SINCE JULY 17TH OF 2023.
GOOD MORNING, I'M SAHAR KOCHHAR.
I'M JUST CURIOUS WHAT BROUGHT YOU TO FRISCO.
LIKE, WHAT WAS IT ABOUT BECAUSE YOU CAME FROM ANOTHER SCHOOL DISTRICT.
WHAT WAS IT ABOUT OUR SCHOOL DISTRICT THAT ATTRACTED US TO YOU? WELL, I'M COMING TO FRISCO TWO YEARS AGO WAS A HUGE LEAP FOR ME.
I HAD SPENT SINCE 2004, IN A NEIGHBORING DISTRICT, STARTED AS A FIRST YEAR TEACHER THERE, AND MOVED UP INTO PRINCIPALSHIP IN THAT DISTRICT AND REALLY FOUND MYSELF SEARCHING KIND OF AT A CROSSROADS IN MY CAREER WHERE I REALLY WANTED TO FIND A DISTRICT THAT I FELT THAT MATCHED MY BELIEF SYSTEM OF REALLY WHAT'S BEST FOR KIDS, AND REALLY FELT LIKE I FOUND IT HERE.
WITH KEEPING KIDS AT THE FOREFRONT OF OUR DECISIONS AND REALLY DEVELOPING THE WHOLE CHILD, NOT JUST ACADEMICS, ALTHOUGH THAT IS A HUGE PRIORITY, BUT WE'RE REALLY LOOKING AT THE WHOLE CHILD DEVELOPMENT.
AND SO ACTUALLY DURING COVID AND I DON'T EVEN THINK I'VE EVER TOLD DOCTOR WALTER THIS, BUT DURING COVID, I FOUND MYSELF REALLY WATCHING WHAT OTHER DISTRICTS DID AND KIND OF TAKING THAT IN. AND I REMEMBER AND I DON'T EVEN KNOW IF THEY WERE PUBLIC VIDEOS OR I GOT THEM TEXTED TO ME THROUGH A FRIEND.
BUT I REMEMBER WATCHING A FEW VIDEOS OF FRISCO BEING FRONT RUNNERS AND MAKING DECISIONS AND MAKING BOLD DECISIONS, AND IT WAS SO CLEAR IN THE COMMUNICATION THAT IT TRULY WAS BECAUSE THEY THAT FRISCO FELT THAT WAS WHAT WAS BEST FOR STUDENTS.
[00:15:02]
INTO IS WHAT I ACTUALLY HAVE WALKED INTO.THAT'S GREAT. I THINK ONE OF THE REALLY INTERESTING THINGS IS FRISCO HAS ALWAYS BEEN ONE OF THOSE SCHOOL DISTRICTS THAT'S ON THE FRONT END, RIGHT? AND THAT THERE ARE SYSTEMS IN PLACE TO HELP BACK UP THOSE DECISION POINTS OF THE THINGS THAT WE SAY THAT ARE IMPORTANT AND THAT KIND OF CONSISTENCY DOESN'T EXIST EVERYWHERE, I LOVE THAT.
I CAME TO FRISCO ISD AS A PARENT, NOT AS A TEACHER ORIGINALLY.
AND WHEN I STARTED TO KIND OF REALLY PAY MORE ATTENTION TO THE CLASS SIZES AND THE HIGH SCHOOLS AND ALL THAT KIND OF STUFF, I STARTED TO FREAK OUT, AND I REALIZED THAT I DID NOT WANT OUR BOYS TO BE IN A SYSTEM WHERE THEY WERE GOING TO BE IN SUCH HUGE HIGH SCHOOLS.
AND HONESTLY, THAT WAS KIND OF OUR PUSH TO COME TO FRISCO.
SO WE CAME TO FRISCO IN 2004 WHEN HE STARTED KINDERGARTEN AT SHAWNEE TRAIL.
AND THEN I HAVE THREE BOYS THAT WENT THROUGH FRISCO ISD, AND WHEN THE YOUNGEST ONE WAS HALFWAY THROUGH SECOND GRADE IS WHEN I STARTED WORKING AT SHAWNEE TRAIL.
SO YOU COME TO THIS AS A PARENT AND BELIEVE SO MUCH IN WHAT'S GOING ON, THAT KNOWING EVERY CHILD BY NAME AND NEED ISN'T JUST A PRETTY COFFEE CUP QUOTE? NO. RIGHT THAT YOU JUMPED IN AND STARTED BECOMING PART OF THE SYSTEM, THAT'S FANTASTIC.
I CAME TO FRISCO ISD AFTER WORKING PREVIOUSLY IN A DISTRICT JUST OUTSIDE OF AUSTIN, AND I'M ORIGINALLY FROM A SMALL TOWN IN SOUTH CENTRAL TEXAS, AND I KNEW NOTHING ABOUT NORTH TEXAS, THE DFW AREA MOVED HERE BECAUSE I GOT MARRIED IS WHAT IT IS, WORKED OUT.
I WAS IMMEDIATELY ENAMORED WITH THE MOTTO, SO I REACHED OUT TO A RECRUITER THAT WORKED WITH HR, AND I WAS SO IMPRESSED WITH THE WAY OUR RECRUITING WAS HANDLED AND THE PERSONNEL.
AND I THOUGHT, IF THIS IS THE TYPE OF PERSON THAT WORKS FOR FRISCO ISD, THIS IS WHERE I WANT TO BE.
I BET THAT WAS A REAL CULTURE SHOCK COMING FROM SMALL SOUTH CENTRAL TEXAS TO HERE.
VERY MUCH SO. BUT PART OF WHAT ATTRACTED ME TO FRISCO WAS THAT IT WITH THE STUDENT OPPORTUNITY MODEL, IT KEPT, IT MAINTAINED THE SAME SORT OF FEELING THAT I WAS USED TO IN MY SMALL TOWN.
I THINK THAT'S INTERESTING BECAUSE YOU'VE BEEN IN THE DISTRICT FOR HOW LONG? THREE YEARS. SO YOU'VE BEEN IN THE DISTRICT FOR THREE YEARS, AND YOU'RE HARKENING BACK TO SOMETHING THAT WE TALKED ABOUT EARLIER WAS A DECISION POINT BACK IN THE 90S, AND THERE'S BEEN A CONSISTENCY OF TRYING TO HOLD TO THAT ALL THE WAY THROUGH, WHICH I THINK IS THAT'S INCREDIBLE THAT YOU'VE BEEN ABLE TO NOTICE THAT.
AND I CAN SAY THAT WE'VE KIND OF TALKED ABOUT THIS IN THAT I'VE SEEN THAT AT THE DISTRICT LEVEL AS A TEACHER MYSELF, AND THE SUPPORT THAT I RECEIVE FROM MY DISTRICT ADMIN, FROM MY CAMPUS LEADERS, THEY KNOW ME BY NAME AND ME.
THEREFORE I'M SUPPORTED AND I'M ABLE TO DO THE SAME FOR MY STUDENTS.
AND SO I JUST FEEL LIKE THAT MISSION JUST KIND OF.
AROUND. YOU KNOW WHAT I THINK'S INTERESTING ABOUT THAT? WE TALK ABOUT INTEGRITY AS THIS CONNECTION BETWEEN WHAT WE SAY AND WHAT WE DO.
AND YOU EITHER HAVE INTEGRITY OR YOU DON'T.
RIGHT. THERE'S NO KINDA IN THE MIDST OF THAT CONVERSATION.
THERE'S SUCH AN THERE'S SUCH A THING AS A LACK OF INTEGRITY IN ORGANIZATIONS, TOO, RIGHT? BETWEEN WHAT THEY SAY AND WHAT THEY DO.
AND WHAT I LOVE HEARING ABOUT YOUR PERSPECTIVE IS THAT TOP TO BOTTOM, NOT JUST WITH KNOWING ALL STUDENTS BY NAME AND NEED, BUT THERE'S AN INTENTIONALITY OF THAT WORKING ITS WAY ALL THE WAY DOWN THROUGH THE SYSTEM SO THAT AGAIN, IT'S NOT JUST A PRETTY COFFEE CUP SLOGAN, IT'S OPERATIONALIZED, WHICH I THINK IS, THAT'S REALLY COOL TO HEAR THAT KIND OF FEEDBACK. AND I KNOW YOU'RE SHOCKED, BUT I'M AFRICAN AMERICAN, AND I SAY THAT BECAUSE MY UPBRINGING FROM ELEMENTARY, MIDDLE AND HIGH, WAS I WENT TO SCHOOLS FROM, FROM ATLANTA BUT WENT TO SCHOOLS THAT WERE PREDOMINANTLY AFRICAN AMERICAN, 97% AND ALSO TITLE, TITLE ONE.
[00:20:03]
AND WHAT I DESIRED AT THAT TIME WAS TO HAVE SOME EXPERIENCE OF DIVERSITY AND EXPERIENCE OF SEEING SOMETHING OTHER THAN ME.SO I THAT WAS PART OF MY GOAL FOR COLLEGE.
SO GOING THERE, THE WORLD JUST KIND OF OPENED UP TO ME JUST TO SEE THE NUANCES OF DIFFERENT CULTURES AND DIFFERENT LANGUAGES AND JUST THE WAY ENTERTAINMENT, JUST WHATEVER IT IS, JUST THE DIFFERENCES THAT CULTURE BRINGS.
AND THAT JUST KIND OF REALLY SPOKE TO ME IN TERMS OF WHAT I DESIRED.
INITIALLY, EDUCATION WASN'T MY DESIRE, BUT THAT'S WHERE I ENDED UP GOING.
AND THEN I STARTED TEACHING AT A SCHOOL THAT LOOKED VERY SIMILAR TO MY UPBRINGING AND ENJOYED THE EXPERIENCES THERE, LEARNED A LOT THERE. BUT THEN AS I TRANSITIONED BACK TO THE ATLANTA AREA AND MOVED NORTH OF ATLANTA AND WENT TO START BEGAN TEACHING IN GWINNETT COUNTY, I WAS AROUND EVEN MORE DIVERSITY FROM WHAT MY COLLEGE EXPERIENCE WAS, AND THAT THOSE EXPERIENCES MEANT A LOT, BECAUSE ONE THING THAT I DO KNOW IS THAT I WAS ABLE TO GAIN A LOT MORE INSIGHT AND JUST WANTING AND WANTING OUR STUDENTS TO BE ABLE TO UNDERSTAND THE WORLD IN WHICH WE SEE, AS OPPOSED TO IT BEING JUST KIND OF JUST WHO YOU ARE.
AND THAT'S ALL THAT YOU SEE FOR THE MAJORITY OF THE TIME.
SO WE STARTED SEEKING OUT DIFFERENT PLACES.
AND FRISCO IS WHAT LANDED TO ME THE DIVERSITY.
SO ALSO, BEING IN A PLACE TO WHERE WE CAN SUPPORT STUDENTS, TO BE ABLE TO SET HIGH EXPECTATIONS REGARDLESS OF SOCIO ECONOMIC STATUS, REGARDLESS OF CULTURE, AND BE ABLE TO SUPPORT THEM.
SO THAT WAY THEY CAN UNDERSTAND THAT THE SKY IS THE LIMIT.
SO THAT'S WHAT BROUGHT ME HERE.
I LOVE THAT. YOU KNOW, ONE OF THE THINGS WE TALK ABOUT FROM THE 90S UNTIL THIS MOMENT TODAY, NAMES AND NEEDS HAVE CHANGED A LOT, RIGHT? AND AND NOT NOT JUST FROM A DIVERSITY OF OUR CAMPUSES, BUT JUST SURVIVING THROUGH SOMETHING LIKE COVID, RIGHT? HOW WE DEAL WITH BEHAVIOR, HOW WE DEAL WITH ALL OF THOSE THINGS IN LEARNING TO BE PROACTIVE IS A MAJOR PART OF MAKING SURE THAT WE'RE HELPING TO DEVELOP THE WHOLE CHILD, WHICH SOMEBODY TALKED ABOUT EARLIER IN A SYSTEMS RESPONSE TO THOSE NEEDS.
AND I LOVE HEARING THAT COMING.
EVEN ONLY BEING HERE FOR A YEAR, YOU'RE ABLE TO SEE THAT AS WELL.
DOCTOR POTTER, WHAT ABOUT YOU? I CAME HERE IN 2013 TO THE CITY OF FRISCO FROM CHICAGO.
ACTUALLY, I GREW UP IN EAST TENNESSEE, BUT MY I SEE YOU TRUSTEE DAVIS.
I WAS WORKING IN CHICAGO PUBLIC SCHOOLS.
WE WERE EXPECTING OUR FIRST CHILD.
SO I FIRST CAME HERE SEEKING A DREAM FOR MY FAMILY.
IT WAS REALLY ABOUT LIKE WHAT KIND OF EXPERIENCE MY CHILD WAS GOING TO HAVE.
AND THEN THE SECOND DREAM WAS TO BE AN EDUCATOR.
I'VE LONG KNOWN I'VE WANTED TO BE AN EDUCATOR MY WHOLE LIFE IN A PLACE LIKE FRISCO.
I THINK THE THING THAT HAS EXCEEDED MY EXPECTATIONS IS THE WORLD CLASS EDUCATIONAL EXPERIENCES, THAT THERE'S A SHARED INTEREST AROUND THAT IN OUR COMMUNITY TEACHERS, STAFF, STUDENTS, OUR COMMUNITY SHARES AN INTEREST IN THAT.
AND SO MOVING FROM CHICAGO AT THAT TIME, IT WAS THERE WAS NO OTHER PLACE TO BE RATHER THAN HERE.
AND REALLY, IT WAS A SCHOOL DISTRICT THAT BROUGHT ME HERE, EVEN THOUGH MY JOURNEY WOULDN'T LEAD ME TO FRISCO ISD AS AN EDUCATOR FOR SOME TIME AFTER THAT, I KNEW THAT'S WHAT I WANTED FOR MY FAMILY.
ONE THING I'VE LEARNED AS A BAND DIRECTOR IN EVERY MUSIC TEACHER, EVERY COACH KNOWS THIS.
THE TEAM TAKES ON THE PERSONALITY OF THE LEADER.
AND I LOVE HEARING, ESPECIALLY AS WE'VE LED THROUGH TOUGH TIMES.
CONTINUES OPERATIONALLY IN THE DISTRICT, STARTING BACK WITH MISS SCHULTE.
WHAT DO YOU THINK MAKES US UNIQUE? LIKE WHAT ARE 2 OR 3 REALLY SPECIFIC DIFFERENTIATORS YOU COULD POINT TO COMPARED TO THOSE OTHER DISTRICTS THAT YOU'VE BEEN IN? WELL, I THINK FRISCO HAS DONE A FANTASTIC JOB OF GROWING TREMENDOUSLY, BUT STILL MAINTAINING A SMALL DISTRICT FEEL. FOR ME PERSONALLY, I LOVE THE SUPPORT THAT I SEE IN FRISCO AND I AM SURE WHEN THE DISTRICT WAS A LOT SMALLER, KNOWING STAFF BY NAME AND NAME WAS A LOT EASIER.
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I TRULY HAVE BEEN BLOWN AWAY AT THE INTENTIONALITY AND STRUCTURES THAT FRISCO HAS IN PLACE TO TRULY SUPPORT PEOPLE.MY BOSS IS OUT HERE, BUT I CANNOT THINK OF A TIME THAT I'VE REACHED OUT NEEDING SOMETHING.
AND I HAVE NOT NOT ONLY GOTTEN RESPONSE AND SUPPORT, BUT IT'S SO QUICK AND IT'S SO TIMELY.
THAT THE PEOPLE SITTING UP HERE ARE REGULAR FACES THAT VISIT OUR CAMPUSES, AND IT'S ALWAYS MET WITH, WHAT CAN WE DO TO HELP YOU? AND IT'S NOT JUST A QUESTION.
AND THAT IS SOMETHING THAT THEN LIKE WHAT YOU SAID, PETE.
THEN I THINK THAT TRICKLES DOWN.
THAT ALLOWS ME TO BE THAT SUPPORT FOR MY STAFF.
WHEN THEY NEED THINGS AND IT ALLOWS OUR TEACHERS TO INTENTIONALLY BE THE SUPPORT FOR OUR STUDENTS.
AND AGAIN, THAT HAPPENS BECAUSE WE ARE INTENTIONAL WITH OUR STRUCTURES AND HAVE THE PEOPLE IN PLACE TO BE ABLE TO DO THAT AND THEN THE SECOND THING THAT REALLY STANDS OUT TO ME IS INSTRUCTIONALLY.
I, I REMEMBER THE FIRST PLC I WALKED INTO IN FRISCO AND JUST BEING BLOWN AWAY, AND MY CAMPUS WAS A CAMPUS THAT HAD UNDERGONE A LOT OF CHANGE IN LEADERSHIP.
THERE WASN'T A LOT OF STABILITY, BUT FROM DAY ONE, THE DEPTH THAT WE WERE ALREADY HAVING IN CONVERSATIONS OF PLANNING FOR OUR STUDENTS INSTRUCTIONALLY WAS LEAPS AND BOUNDS AHEAD OF WHAT I WAS USED TO AND I TELL MY TEACHERS CONTINUALLY.
WE TRULY ARE BLESSED TO BE IN A DISTRICT THAT NOT ONLY SETS THAT EXPECTATION OF PLC AND PLANNING AND BEING AND GOING INTO DEPTH WITH THAT, BUT WE MATCH IT WITH THE RESOURCE IN SECONDARY THAT WE HAVE THAT THAT TIME DESIGNATED IN OUR DAY.
AND SO I FEEL LIKE OUR TEACHERS CARRY LESS BURDEN BECAUSE THAT TIME IS INTENTIONAL FOR THEM TO DEVOTE TO THAT, AND SO I BELIEVE THAT IS A HUGE, HUGE PIECE OF WHY NOT ONLY ARE OUR STUDENTS ACADEMICALLY SUCCESSFUL, BUT WHY WE RETAIN STRONG, STRONG TEACHERS BECAUSE THEY SEE THAT THE DISTRICT VALUES THAT.
AND SO THOSE ARE TWO PIECES THAT REALLY STAND OUT TO ME.
THAT I LOVE SEEING THAT FRISCO DOES.
I LOVE HEARING YOU TALK ABOUT THAT FROM AN ADMINISTRATIVE LEVEL, BECAUSE OUR ADMINISTRATIVE SYSTEM ON THE CAMPUS LEVEL, NUMBER OF APS COUNSELORS ALL THE WAY UP TO CENTRAL, IT'S ALREADY PRETTY FLAT.
AND IT JUST GOES TO HOW DO WE MAKE SURE THAT THE THINGS THAT WE ESPOUSE ARE IMPORTANT TO US, ARE CONTINUED, CONTINUE TO BE OPERATIONALIZED, WHICH I THINK IS GREAT? WHAT ABOUT YOU, ESPECIALLY WITH YOUR YEAR IN THE DISTRICT, WHAT DO YOU THINK ARE THE 2 OR 3 BIG DIFFERENTIATORS? SO I WILL SAY THAT THE FIRST THING IS I'LL TAKE IT BACK TO WHAT I SAID EARLIER, TOO, ABOUT THE LAYERS OF SUPPORT FROM THE DISTRICT ONTO MY CAMPUS IN THAT THE ESL DISTRICT ADMIN TEAM HAS, LIKE, IMMEDIATELY PROVIDED A VERY COLLABORATIVE SPACE FOR US WHERE WE HAVE THEM AND THEN WE HAVE OUR OWN PLC GROUP WITHIN THERE.
SO I'VE IMMEDIATELY BEEN ABLE TO COLLABORATE WITH OTHER ESL TEACHERS ACROSS THE DISTRICT ON CAMPUSES THAT I PROBABLY WOULD HAVE NEVER, YOU KNOW, KNOWN OR BEEN ABLE TO VISIT. AND THEN, THEN ANOTHER LAYER OF THAT IS ON OUR CAMPUS.
I MEAN, IN OUR ON OUR CAMPUS, WE HAVE WHAT'S CALLED THE COLLABORATIVE CAVE.
SO WE HAVE THE MATH AND SCIENCE I SEE WE'VE GOT THE READING SOCIAL STUDIES.
I SEE I'M THERE AND THEN OUR DIGITAL LEARNING COACH.
SO WE'RE ALL IN THAT SPACE TOGETHER.
SO WE KIND OF ARE WE SEE OURSELVES AS LIKE THE TOOLS AND RESOURCES READILY AVAILABLE FOR TEACHERS.
SO THERE'S NEVER BEEN A MOMENT THAT I'VE BEEN HERE THIS YEAR THAT I FELT LIKE EITHER I DIDN'T KNOW WHO TO ASK, OR IF THEY DIDN'T KNOW, THEY WOULD KNOW SOMEBODY ELSE TO ASK.
AND SO THERE WAS NEVER A MOMENT WHERE I FELT LIKE I WAS LOST.
I DIDN'T KNOW WHAT TO DO OR WHO TO GO TO.
SO THE SUPPORT WAS THERE FROM TOP TO THE DISTRICT, FROM THE DISTRICT CAMPUS EVERYWHERE.
SO THAT'S SOMETHING THAT'S TRULY BEEN UNIQUE FOR ME TO EXPERIENCE AS A TEACHER THAT I HAVEN'T.
I MEAN, I'VE HAD SUPPORT, BUT NOT TO THIS EXTENT.
I'M CURIOUS, WE, WE'RE IN THIS DAY AND AGE WHERE YOU KNOW, BEING AN EDUCATOR, AS I SAID EARLIER, IN MY OWN EXPERIENCE, YOU DON'T GET INTO IT FOR FAME OR MONEY. YOU GET INTO IT BECAUSE IT'S A CALLING.
MISS STRAUB, FROM YOUR PERSPECTIVE, WHY DO YOU STAY IN EDUCATION AND FROM YOUR PERSPECTIVE, WHY DO YOU STAY IN FRISCO ISD AFTER ALL THESE YEARS? I STAY IN EDUCATION BECAUSE I LIKE THE IDEA OF BEING A PART OF THESE KIDS LIVES AND HELPING TO SHAPE THE WAY THAT THEY FEEL ABOUT LEARNING.
I TAUGHT IN A CENTRALIZED SPECIAL EDUCATION CLASS FOR EIGHT YEARS.
I TAUGHT LIFE SKILLS AND THEN TWO YEARS IN PRE-K, AND NOW THIS IS MY SECOND YEAR IN KINDERGARTEN.
[00:30:03]
SO I, I DID SPECIAL EDUCATION.I TAUGHT SPECIAL EDUCATION BECAUSE I LOVED IT.
I MEAN, I REALLY IT WAS AN AMAZING THING.
I YOU JUST DEVELOPED SO MANY FABULOUS RELATIONSHIPS WITH THE PARENTS AND THE KIDS.
AND, YOU KNOW, WE I STILL AM IN TOUCH WITH MANY OF THOSE PARENTS FROM MY FIRST CLASS.
AND THEN NOW TEACHING KINDERGARTEN.
I LIKE THE CHALLENGE OF MAKING IT FUN AND EXCITING.
I MEAN, AND THAT WAS SOMETHING IN SPED ALSO.
AND SO I LIKE THE IDEA, THE CHALLENGE OF MAKING IT FUN AND ENGAGING FOR THE KIDS.
WHILE WE'RE CREATING THE FOUNDATION OF THEIR LEARNING, THAT'S GREAT.
WE WANT TO MAKE SURE THAT WHAT WE DO IN FRISCO CONTINUES TO MAKE US A DESTINATION DISTRICT.
DOCTOR POTTER, FROM YOUR PERSPECTIVE, AND THEN I WANT TO HEAR FROM JULIE ALSO A LITTLE BIT.
WHAT MAKES US A DESTINATION DISTRICT? YOU TALKED ABOUT MOVING HERE AND KIND OF WHAT YOUR DREAM WAS.
WHAT IS IT ABOUT THE DISTRICT THAT MAKES IT A PLACE PEOPLE WANT TO COME? THAT'S A GREAT QUESTION. I THINK THERE'S SEVERAL THINGS.
ONE OF BEING THAT WE HAVE INCREDIBLY HIGH EXPECTATIONS HERE, AND THAT MATTERS TO ME PERSONALLY.
BUT WHAT'S UNIQUE AND MAYBE IT YOU KNOW, WE WOULD MAKE THE ASSUMPTION IT DOESN'T SOUND UNIQUE.
LIKE THE SUPPORTS THAT WE HAVE ARE ROBUST FOR ANYTHING WE WANT TO ACCOMPLISH.
AND IT'S A DESTINATION DISTRICT FOR ME AS A PROFESSIONAL, BECAUSE IF YOU WANT TO TAKE YOUR PROFESSIONAL PRACTICE TO THE NEXT LEVEL, IF YOU WANT TO REALLY ENGAGE AND BE EMPOWERED AND HAVE A SENSE OF AUTONOMY, BUT PARTNERSHIP AND COLLABORATION THAT IS THAT'S RICH, THAT CONTRIBUTES TO YOUR PURPOSE AND YOUR MEANING AS AN EDUCATOR.
THERE'S NOT A BETTER PLACE TO BE FOR THAT.
AS A TEACHER, I GENUINELY FEEL SUPPORTED IN THE DISTRICT.
I FEEL THAT I CAN GO BEYOND SURVIVAL MODE THAT WE HEAR ABOUT SO OFTEN.
I TRULY FEEL THAT WE STRIVE TO BE ON THE FOREFRONT OF EDUCATIONAL DISCOVERY, AND WE'RE NOT AFRAID TO TRY NEW THINGS AND BE CREATIVE, AND THAT IS EXCITING TO ME AS A HIGHLY MOTIVATED EDUCATOR.
IT MAKES ME WANT TO BE HERE, AND SO IT CREATES A STAFF THAT IS DRIVEN BY TO EXCELLENCE, TO A CULTURE OF EXCELLENCE AND THAT'S THRILLING TO GET TO WALK INTO THE BUILDING AND FEEL THAT THE PEOPLE I'M SURROUNDED BY HAVE THE SAME MOTIVATION AND EXCITED EXCITEMENT AND CREATIVITY THAT I DO.
IT'S INTERESTING. I THINK ONE OF THE THINGS COMING OUT OF COVID, ESPECIALLY IS IT WAS REAL EASY TO JUST GO, WELL, IT IS WHAT IT IS, RIGHT? AND WHAT WE'VE DONE, WHAT WE'VE CONTINUED TO DO, ESPECIALLY AS THE DISTRICT HAS GOTTEN BIGGER, ESPECIALLY SINCE ALL OF THOSE MOMENTS IN TIME THAT WE'VE ALL LIVED THROUGH, IS HOW IS IT THAT WE CONTINUE TO KEEP THE GROWTH MINDSET, NOT THOSE FIXED MINDSETS THAT WE TALKED ABOUT BEFORE, BUT HOW DO WE CONTINUE TO KEEP THAT GROWTH MINDSET AT THE FOREFRONT OF ALL THE DECISION MAKING? IT'S GREAT TO HEAR SOMEBODY THAT'S ONLY BEEN IN THEIR CAREER FOR THREE YEARS BE ABLE TO SEE POSSIBILITIES OF AND TO USE THE WORD INNOVATION IN TERMS OF THE APPROACHES THAT WE TAKE, ESPECIALLY THE COLLABORATIVE APPROACHES THAT WE TAKE, BECAUSE EVERYBODY'S KIND OF ECHOED THOSE LAYERS OF SUPPORT THAT ARE THERE BECAUSE THEY'RE ABLE TO BE PROVIDED AT THIS TIME UNDER THE SYSTEM THAT WE HAVE.
DOCTOR BEARDEN, I'M CURIOUS, WHY HAVE YOU NOT LEFT FRISCO? WHY DO YOU NOT SEE YOURSELF LEAVING FRISCO AFTER YOUR EXPERIENCE HERE? YES. SO I WOULD DEFINITELY SAY THE GROWTH OPPORTUNITIES AND EVEN JUST TO ECHO SOME OF THE THINGS FROM MY COLLEAGUES IS JUST BEING ABLE TO HAVE SUPPORT FROM VARYING LEVELS, AND THAT SUPPORT COMES INSTANTLY.
BEING NEW TO THE DISTRICT AND WANTING TO MAKE SURE THAT I'M DOING THINGS THE RIGHT WAY.
BUT THERE'S NOT A MOMENT WHERE I CALL AND THEY DON'T REACH OUT IF THEY'RE NOT ABLE TO RESPOND IN THE MOMENT, THEY'RE GIVING ME A CALL BACK TO SAY, HEY, I SEE I MISSED YOUR CALL, AND THAT WAS VERY FOREIGN TO ME BECAUSE I ALSO HAVE WORKED IN TWO OTHER DISTRICTS WHERE, BELIEVE IT OR NOT, SOMETIMES THERE'S A STATEMENT THAT'S MADE WHENEVER SOMEONE FROM THE DISTRICT COMES ON CAMPUS, AND THERE MIGHT BE SOMETHING OVER THE WALKIE TO SAY, THE EAGLE HAS LANDED.
AND LET'S MAKE SURE THAT WE HAVE EVERYTHING IN PLACE.
[00:35:09]
AND THERE'S. I'VE BEEN PLACES WHERE I'VE NEVER SEEN THE SUPERINTENDENT COME TO CAMPUS.AND THAT MEANS SO MUCH TO HAVE THE SUPERINTENDENT TO HAVE OTHER DISTRICT LEADERS COME BY AND SAY, HEY, HOW'S IT GOING? AND THEY'RE GENUINELY ASKING, HOW'S IT GOING, AND IT'S NOT, I GOT YOU, IT'S I GOT YOU.
AND THAT MEANS A LOT, A LOT TO JUST REALLY HAVE THAT SUPPORT.
RIGHT. THEY DON'T EVEN KNOW WHAT WATER IS THERE.
THEY'RE SURROUNDED BY THIS ENVIRONMENT THAT THEY'RE NOT EVEN AWARE OF WHAT THAT ENVIRONMENT IS.
THAT IS, UNTIL THEY GET PULLED OUT OF THAT ENVIRONMENT AND THEN IT BECOMES REALLY PAINFUL, REALLY QUICK, BECAUSE THEY DEPEND ON THAT WATER, THEY DEPEND ON THAT ENVIRONMENT TO BREATHE AND LIVE.
WHAT I LOVE ABOUT THIS PANEL IS HEARING ABOUT ALL OF YOUR EXPERIENCES OUTSIDE OF OUR LITTLE FISHBOWL OF FRISCO ISD, THIS ENVIRONMENT THAT FOR MANY OF US, WE'VE BEEN IN FOR SUCH A LONG TIME, WE FORGET WHAT IT'S LIKE ON THE OUTSIDE OF THAT.
AND I THINK AS WE HAVE THESE CONVERSATIONS TODAY, WE'VE GOT TO REALLY LOOK FOR THAT DOUBLE WIN, WHICH MEANS WE'VE GOT TO HAVE SOME PAINFUL DISCUSSIONS ABOUT PEOPLE AND PROGRAMS AND WHAT WE CONTINUE TO VALUE AS WE LOOK AT THAT, AND I THINK AS WE HEAR FROM THIS PANEL, WE UNDERSTAND THAT THERE ARE THINGS THAT ARE IN PLACE RIGHT NOW THAT ARE HELPING THEM BE ABLE TO REALLY OPERATIONALIZE KNOWING EVERY CHILD BY NAME AND NEED, AND ANY ADJUSTMENTS IN THOSE POSITIVE OR NEGATIVE IS GOING TO HAVE AN IMPACT ON WHAT WE'RE ABLE TO DO FOR STUDENTS.
AND THAT'S WHY I THINK THIS IS SUCH AN IMPORTANT DISCUSSION.
AND I THINK IT'S GREAT FOR US TO BE ABLE TO FRAME THAT AS WE COME IN TODAY.
NOW WE'VE GOT TEACHERS THAT HAVE TO GET BACK TO CLASS TO TEACH.
BUT BEFORE WE DO THAT BOARD, IST, WE WANT TO OPEN IT UP FOR ANY QUESTIONS THAT YOU MIGHT HAVE AS A FOLLOW UP TO SOME OF THE THINGS THAT THEY TALKED ABOUT EARLIER. SO JUST KIND OF JUMP IN AND ASK ANY QUESTIONS THAT YOU'VE GOT OF OUR PANEL.
I HAVE A COUPLE OF QUESTIONS YOU DON'T HAVE TO ANSWER RIGHT AWAY, BUT MAYBE YOU CAN SEND AN EMAIL TO YOUR TO KIMBERLY TO OR WHOEVER YOU ARE REPORTING TO.
BASICALLY WHAT I WANTED TO KNOW IS, YOU KNOW, COMING FROM OUTSIDE OR, YOU KNOW, BASED ON YOUR EXPERIENCES, WHAT ARE THE THINGS THAT YOU THINK ANY NEW PROGRAM OR ANYTHING THAT WILL ADD VALUE TO THE KIDS, WHETHER THEY ARE MOVING FROM ELEMENTARY TO MIDDLE OR MIDDLE TO HIGH SCHOOL OR HIGH SCHOOL TO HIGHER EDUCATION OR CAREER? AND THEN WHAT ARE THE THINGS THAT YOU THINK THAT WE ARE DOING THAT MAY NOT BE, YOU KNOW, NEEDED? AND THEN, YOU KNOW, WE CAN STRATEGIC ABANDONMENT LIKE DOCTOR CUNNINGHAM SAYS? SO IF YOU HAVE ANYTHING UP FRONT RIGHT AWAY, THAT'S FINE.
OTHERWISE YOU KNOW YOU CAN SHARE IT WITH THE TEAM LATER.
BUT THANKS A LOT FOR BEING HERE AND SHARING YOUR EXPERIENCES.
PANEL. ANYBODY HAVE ANY ANSWERS TO THOSE QUESTIONS YOU WANT TO SHARE RIGHT NOW? I WOULD PROBABLY JUMP IN ON THAT TRUSTEE PONANGI AND JUST SAY THAT ONE OF THE THINGS THAT I THINK, AGAIN, MAKES US REALLY UNIQUE IS WE TRY TO BE REALLY INTENTIONAL AND COLLABORATIVE TO GET TO A PLACE THAT WHEN WE UTILIZE OUR RESOURCES AND WE HAVE A PLAN, THERE'S A STORY BEHIND IT AND THERE'S HISTORY BEHIND IT, AND THAT'S ROBUST.
AND THAT'S SOMETHING THAT'S UNIQUE HERE.
OUR INITIATIVES DON'T COME TO BE IN THAT WAY IN THIS DISTRICT.
AND I THINK THAT'S REALLY UNIQUE.
AND SO I THINK THAT'S SOMETHING THAT WE'VE DONE REALLY WELL.
SO I COULDN'T GIVE YOU A SPECIFIC ONE.
AND I'LL ECHO WHAT DOCTOR POTTER SAID AND JUST ADD.
I ALSO THINK THAT EVERYTHING IS SO INTERWOVEN.
[00:40:04]
AND EXTRACURRICULAR FOR OUR STAFF.AND SO I THINK WHEN WE START THINKING OF THOSE, THOSE PIECES, IT'S, YOU KNOW, WHAT WOULD THAT TAKE AWAY FROM KIDS? AND THEN ALSO WHAT WOULD THAT TAKE AWAY FROM OUR STAFF EXPERIENCE? AND I KNOW IN THE DAY AND AGE WE ARE IN, WE REALLY WANT TO WORK HARD TO RETAIN HIGH QUALITY STAFF.
AND SO, SO A LOT OF THE PIECES THAT WE SHARED ARE WHAT ATTRACTS PEOPLE.
THAT'S WHAT KEEPS PEOPLE, AND SO I KIND OF ECHO PHILIP WHERE I JUST SO MANY THINGS ARE CONNECTED.
IT'S HARD TO THINK LIKE, OH, I COULD JUST PULL THIS AWAY AND IT WON'T UNDO MANY PIECES.
FIRST, I'D LIKE TO THANK YOU ALL FOR BEING HERE WITH US TODAY.
BUT I HAVE A QUESTION, AND THIS PROBABLY COULD GO TO ANY OF YOU ON THE PANEL.
EACH OF YOU HAVE BEEN HERE POST-COVID WITH FRISCO ISD.
MANY OF US THAT HAVE BEEN A PART OF FRISCO ISD PRE-COVID AND YEARS AND YEARS BEFORE, WE SEE A DIFFERENT FRISCO ISD IN TERMS OF BEHAVIORS OF STUDENTS AND THINGS OF THAT NATURE.
HOW HAVE YOU ACCLIMATED ONE TO FRISCO ISD, AND WHAT ARE SOME OF THE THINGS THAT YOU'VE DONE TO HELP YOUR PRINCIPALS, WHAT HAVE YOU DONE TO HELP YOUR TEACHERS? AND WORKING WITH THEM TO ENSURE THAT BEHAVIORS DON'T AFFECT WHETHER THEY WANT TO STAY OR NOT.
WELL, I THINK AS A PRINCIPAL, OUR NUMBER ONE JOB IS TO TAKE CARE OF OUR STAFF SO THEY CAN TAKE CARE OF THE KIDS, AND I WORKED I GUESS I WORKED A COUPLE OF YEARS IN THE NEIGHBORING DISTRICT RIGHT AFTER COVID, AND WE TOO EXPERIENCED A SPIKE IN BEHAVIOR ISSUES.
AND YOU KNOW, I THINK WE SEE SOME CONTINUING EFFECTS OF THAT.
BUT BUT I THINK IT COMES BACK TO THE SUPPORTS AND IT COMES BACK TO THE WHAT I'VE BEEN CHARGED WITH AND WHAT I'VE BEEN EQUIPPED WITH IS A BUILDING LEADER IS THAT I CAN BUILD THE SUPPORTS ON MY CAMPUS TO ALLOW TEACHERS TO DO WHAT THEY'RE THERE TO DO, TO TEACH.
WE HAVE OUR CISFS AND OUR MTSSB THAT COMES ALONG.
DOCTOR MILLER'S TEAM HAS REALLY DONE A GREAT JOB OF EQUIPPING AND CONTINUALLY TRAINING US AND HOW TO SUPPORT OUR STAFF, AND THEN IT'S REALLY THAT PARTNERSHIP THAT WE'RE ABLE TO HAVE OF ALL THE TEAM.
AND SO IT'S NEVER AN ISOLATED THING.
AND I THINK IT WAS DOCTOR BEARDEN THAT SAID I THINK TEACHERS HERE DON'T FEEL TOTALLY DRAINED ALL THE TIME, AND SO WHEN WE DO HAVE THOSE, THOSE STRUGGLES, THERE'S MORE TO GIVE BACK.
I'M GLAD YOU ASKED THAT QUESTION, BECAUSE I THINK ABOUT JUST BRINGING SOMETHING TO LIFE.
WE HAVE TO BRING THAT TO LIFE.
SO NOW WHERE DO I GO NEXT WHEN I UNDERSTAND WHAT THEY NEED? AND THEN IT GOES INTO HAVING CONVERSATIONS.
AND, YOU KNOW, WE CAN OFTEN SAY DEVELOP RELATIONSHIPS, BUT WHAT DOES THAT REALLY LOOK LIKE? WE GOT TO GO DEEPER WITH UNDERSTANDING THESE BEHAVIORS THAT WE MAY SEE THAT HAVE COME WHAT ARE SOME EXPERIENCES THAT THE STUDENTS OR THE FAMILIES HAVE EXPERIENCED SO WE CAN UNDERSTAND WHO WE'RE SUPPORTING AND WHO WE'RE TEACHING, WHO WE'RE EDUCATING.
DID A STUDENT LOSE A PARENT? ARE THERE DIFFICULTIES THAT ARE HAPPENING WITHIN THE HOME? WE KNOW THAT HOME STRUCTURE IS DIFFERENT FROM SCHOOL STRUCTURE.
IT'S JUST YOU DON'T HAVE 20 STUDENTS IN THE HOME.
WE HAVE 20 STUDENTS, OTHER STUDENTS IN THE CLASSROOM.
SO IT'S REALLY JUST PAINTING A PICTURE ABOUT WHAT THAT NAME AND NEED LOOKS LIKE TO BE ABLE TO MAKE THOSE ACTIONABLE STEPS TO SUPPORT, TO UNDERSTAND WHY ARE WE UPSET IF THERE'S FOR AN EXAMPLE, IF WE GO TO THE EXTREME OF IF THERE'S A CHAIR BEING THROWN, MY BELIEF IS THAT BEHAVIOR IS A PART OF COMMUNICATION.
IT'S A WAY FOR US TO COMMUNICATE A WANT OR A NEED THAT YOU WANT.
SO NOW, HOW CAN I SUPPORT THIS STUDENT WITH BEING ABLE TO RESPOND MORE POSITIVELY?
[00:45:01]
BECAUSE YES, YOUR WANTS AND NEEDS ARE ARE VALUED.YOU MISS MOM, WHATEVER THE CASE MAY BE.
AND ALSO ALONG WITH THAT, SOME OF THAT IS TEACHING OUR TEACHERS HOW TO RESPOND MORE EFFECTIVELY, TO GET THEM TO UNDERSTAND THAT I'M HERE TO HELP AND HERE TO SUPPORT YOU. IF YOU'RE CALLING FOR AN ADMINISTRATOR FOR A NEED, I'M HERE TO SUPPORT AND WALK THAT, WALK YOU THROUGH THAT.
SO THAT WAY IT'S NOT JUST YOU SUPPORTING THAT STUDENT.
IT'S NOT JUST ME SAYING THAT YOU HAVE TO DEAL WITH IT AS A TEACHER.
HELP TO TEACH THAT. BECAUSE JUST AS YOU ALL MAY HAVE SEEN QUOTES BEFORE, BUT WHEN A STUDENT DOESN'T KNOW HOW TO READ, OR IF THEY DON'T KNOW HOW TO DO MATH, WE TEACH WHEN THERE'S BEHAVIOR, WHEN THERE'S A NEGATIVE BEHAVIOR, WE PUNISH.
CAN WE GIVE OUR PANEL A HAND? JUST TELL THEM. THANK YOU FOR BEING HERE.
YOU'RE DISMISSED TO GO DEAL WITH STUDENTS.
WHICH IS THE MOST IMPORTANT THING? I'M GOING TO PASS THIS OFF TO DOCTOR FOUCHE, BECAUSE WHAT WE WANT TO DO RIGHT NOW IS WE WANT TO GIVE YOU AN IDEA OF SOME THINGS THAT OUR IST HAS BEEN WORKING ON IN TERMS OF STAFF CULTURE, MAKING THOSE COMMUNICATIVE CONNECTIONS WITH OUR CAMPUSES AND THEN OUR IST IS GOING TO GO THROUGH SOME SPECIFIC THINGS THAT THEY'VE BEEN DOING TO HELP WITH BUDGETARY ISSUES THAT DON'T AFFECT PEOPLE AND PROGRAMS AS MUCH AS THEY CAN.
AS WE MOVE INTO THIS FINAL PHASE OF DEVELOPING THE BUDGET.
SO THANK YOU GUYS FOR BEING HERE.
I KNOW WHEN PETE INTROED, HE SAID HE DIDN'T KNOW WHY HE WAS HERE, AND THAT'S PARTLY MY FAULT.
IT ONE OF THE ITERATIONS OF THIS.
I WAS GOING TO DO THAT INTRO AND I DIDN'T HAVE A I DIDN'T HAVE A DIESEL STORY.
AND I ACTUALLY REALLY LIKED THE SMELL OF DIESEL TOO.
BUT I DON'T HAVE ANY GREAT REASONS WHY.
I JUST KIND OF THINK IT SMELLS GOOD.
I'M GOING TO HIT A FEW THINGS.
I'VE KIND OF I'M GOING TO KIND OF SEPARATE PARTS.
IT'S NOT GOING TO BE REAL LONG, THOUGH.
I WANT TO MAKE SURE WE ALL UNDERSTAND THE INTENT OF TODAY.
AND AS WE'VE BEEN GOING THROUGH THIS BUDGET PROCESS, WE'D HEARD FROM THE BOARD THAT IT WAS A LOT OF KIMBERLEY TALKING, AND SO WE FELT LIKE WE NEEDED TO HEAR FROM PRACTITIONERS IN THE FIELD.
WE FELT LIKE WE NEEDED TO HEAR FROM MORE IST MEMBERS.
AND I WANT TO MAKE SURE THAT EVERYBODY UNDERSTANDS THAT AS A LEADERSHIP TEAM, WE FEEL LIKE IT IS OUR JOB TO BE AS EFFECTIVE AND AS EFFICIENT AS POSSIBLE ALL THE TIME.
KIM AND I BOTH CAME INTO THESE ROLES RIGHT AFTER WE FAILED.
LIKE, LITERALLY, WE FELT ATTACK RATIFICATION ELECTION IN 2016.
MY PREDECESSOR RETIRED A MONTH LATER, AND THE FIRST THING I DID IN THIS ROLE WAS STAND AT THAT PODIUM, LITERALLY MY FIRST BOARD MEETING, AND RECOMMEND THAT WE MOTHBALL FOUR SCHOOLS, RIGHT? SO FROM LITERALLY THE FIRST DAY AND KIM HAD BEEN HERE ABOUT SIX MONTHS AT THE TIME WHEN KIM AND I STARTED WORKING TOGETHER ON FINANCE AND BUDGET THINGS.
FROM DAY ONE, IT WAS, HOW DO WE COME BECOME MORE EFFECTIVE AND MORE EFFICIENT? NO ONE WANTS TO TALK ABOUT ADOPTING A DEFICIT BUDGET.
NO ONE DOES. WE NEVER EVEN SUGGESTED IT UNTIL A COUPLE OF YEARS AGO.
SO VERY CLEARLY, I WANT TO MAKE SURE I STATE OUR POINT OF BEING HERE TODAY AND IT'S.
TO SUGGEST ULTIMATELY THAT WE ADOPT A DEFICIT BUDGET THIS YEAR.
WE HAVE THE MONEY TO MAKE IT THROUGH A YEAR OR TWO OF THIS.
I FEEL VERY PASSIONATELY ABOUT THE THINGS THAT THAT GROUP TALKED ABOUT.
[00:50:01]
ABOUT WHAT MAKES FRISCO FRISCO, AND I WOULD FEEL A GREAT RESPONSIBILITY IF WE KILLED SOME OF THOSE THINGS IN ONE YEAR WHEN WE HAD THE ABILITY TO NOT DO IT. I DO THINK.I DO NOT THINK THE LEGISLATURE IS A SAVIOR FOR US.
I THINK THERE ARE GOING TO BE THINGS THAT WE HAVE TO CUT.
BUT WHAT I THINK THE BIGGEST MISTAKE WOULD BE, WOULD BE TO DO THESE GIANT DRACONIAN CUTS.
THAT'S, TO ME, THE BIGGEST MISTAKE THAT COULD COME OUT OF THIS, THIS WHOLE PROCESS.
I WAS IN EVERY MEETING THAT KIM HAD WITH WITH YOU GUYS, AND YOU ALL KNOW HOW THESE MEETINGS GO.
THE ONE ON ONE MEETINGS THAT WE HAD WITH YOU ALL.
EVERY PERSON TO A PERSON ASKS FOR SOMETHING MORE IN THE MEETINGS.
WE WERE HAVING A MEETING ABOUT MAKING CUTS AND WE HEARD, CAN WE PAY SUBS MORE? CAN WE ADD A SPORT? CAN WE ADD A PR DEPARTMENT? CAN WE HAVE MORE OUT OF STATE TRAVEL? WHAT ELSE CAN WE DO? I THINK IT HIT ME REALLY HARD DURING THOSE MEETINGS, HOW HARD THIS IS AND HOW HARD IT IS.
HOW HARD IT IS BECAUSE OF THE INTERCONNECTEDNESS OF ALL THE THINGS WE DO THAT MAKE FRISCO ISD GREAT.
WHEN YOU TAKE ONE THING OUT, IT DOESN'T AFFECT ONE THING.
NONE OF THAT WAS WHAT I WAS SUPPOSED TO TALK ABOUT TODAY, BUT I FELT COMPELLED.
I WAS REALLY SUPPOSED TO TALK ABOUT CULTURE AND RETENTION AND RECRUITMENT.
BUT ALL OF THIS IS THAT EVERYTHING WE DO IS THE.
IS THESE THINGS, RIGHT? I GOOGLED YESTERDAY TOP TEN REASONS WHY EMPLOYEES STAY.
WHY DO PEOPLE STAY? THEY FEEL VALUED AND RESPECTED.
GROWTH, LEARNING AND DEVELOPMENT.
KIND OF INTERESTING EXCITEMENT AND SATISFACTION IN THE WORKPLACE.
THEN I GOOGLED AND FOUND TOP TEN REASONS WHY GREAT EMPLOYEES STAY.
OOH, I LIKE THAT EVEN BETTER. RIGHT? TO STAY A PART OF SOMETHING SPECIAL, WORK ON SOMETHING THAT HAS PURPOSE AND MEANING.
A PERSONAL CONTRIBUTION THAT MAKES A DIFFERENCE.
THEY WANT TO BE RECOGNIZED AND RESPECTED, GIFTED AND TALENTED COWORKERS.
THERE IT IS AGAIN, I THOUGHT THAT WAS COOL.
A CULTURE THAT IS IRREPLACEABLE.
WHY DO I READ THOSE THINGS TODAY? I THINK A COUPLE OF THINGS.
ONE, I'M GOING TO SEPARATE RECRUITMENT AND RETENTION.
WE SAY THEM A LOT TOGETHER AS IF THEY'RE THE SAME THING.
I'VE ALWAYS FELT THAT A LOT OF RECRUITMENT IS PAM'S DEPARTMENT.
THEY TALK TO PEOPLE WHO DIDN'T GET A DEGREE IN EDUCATION LIKE ME.
I ALWAYS FELT LIKE A LOT OF THAT IS PAM'S DEPARTMENT.
NOW THEIR JOB IS IN RECRUITMENT IS TO GET THEM TO THE TABLE.
EVERYTHING WE DO, EVERY HIRING MANAGER, HOW HOW ACT IN PUBLIC THAT MAKES PEOPLE COME.
THAT'S RECRUITMENT RIGHT? RETENTION IS WHY PEOPLE STAY.
ALTHOUGH IT IS HR'S JOB AND IT CAN'T BE CNI'S JOB.
IT'S OUR COMMUNITY, IT'S OUR STAFF, IT'S OUR OTHER TEACHERS.
IT'S SO, SO IMPORTANT AND IT IS SO UNIVERSAL IN HOW WE RETAIN TEACHERS.
AND ONE OF THEM I LOVE ONE OF THERE'S ONE OF THEM THAT WE JUST IT SAYS WORK LIFE BALANCE.
YOU IF YOU'RE A TEACHER, YOU CAN'T ZOOM, RIGHT.
YOU CAN'T STAY HOME IN YOUR PJS AND AND ZOOM TO YOUR CLASS OF 22 KINDERGARTNERS.
[00:55:03]
IT'S NOT A THING.BUT I THINK THERE'S LOTS OF OTHER THINGS ON HERE THAT ARE IMPORTANT, TOO.
SO I GUESS IF ANYTHING, HOW WE ACT, HOW WE SHOW UP, WHAT WE DO, WHAT WE SAY.
IF IF THIS IS A NEW NORMAL, IT FEELS THE MOST THE MOST CLOSE TO ANYTHING LIKE THAT.
I WANT TO TALK A LITTLE BIT OF INTENT ABOUT A LITTLE BIT OF INTENTIONAL CULTURE BUILDING.
IT'S HARDER TO SAY THAN I REHEARSED.
SO WE FELT AFTER COVID THAT WE HAD A LITTLE BIT OF A GAP BETWEEN LEADERSHIP AND CAMPUSES.
WE HEARD IT, WE FELT IT, WE KNEW IT.
AND SO WE STARTED TALKING ABOUT, WHY DO PEOPLE WANT TO STAY? WHY DO PEOPLE WANT TO WORK FOR AN ORGANIZATION? AND WE BRAINSTORMED AN IST AND WE KIND OF CAME UP WITH THIS IDEA TO INTENTIONALLY BE AT CAMPUSES MORE. RIGHT.
AND WHAT DOES THAT LOOK LIKE? WHAT DOES THAT FEEL LIKE? SO WE TOOK OUR INSTRUCTIONAL SUPPORT TEAM.
AND WE SPLIT UP THE 77 CAMPUS IN THE DISTRICT.
AND THEY KIND OF BECAME LIKE OUR CAMPUS.
WE MADE IT A LITTLE BIT SMALLER.
WE MADE THE DISTRICT A LITTLE BIT SMALLER FOR US.
SO THE FIRST YEAR WAS LAST SCHOOL YEAR, AND WE EACH WENT TO A FACULTY MEETING AND WE WE HAD A LITTLE SLIDESHOW THAT WE PRESENTED TO EVERY PERSON IN THE FACULTY MEETING. WE DID A TOUR WITH THE TRUSTEE AT EACH OF THE ABOUT EIGHT CAMPUSES THAT WE EACH HAD, AND THEN WE SAT WITH THE CAMPUSES DURING CAMPUS NEEDS ASSESSMENT PROCESS, AND WE LISTENED AND WE SAID, WHAT DO YOU NEED FROM US TO BE MORE SUCCESSFUL? AND WE HEARD A LOT OF THINGS, RIGHT.
AND AS WE WERE GOING INTO THIS SCHOOL YEAR, WE TALKED A LOT ABOUT HOW DO WE MAKE THIS BETTER? WE CAN'T.
AND IST WILL KIND OF LAUGH, BUT IT'S LIKE, WHAT ARE WE GOING TO DO TO GET BETTER NEXT YEAR? BECAUSE STAYING THE SAME AIN'T A THING.
ONE OF THE PEOPLE ON THE PANEL SAID SOMETHING ABOUT THIS BEING AN INNOVATIVE DISTRICT.
SO WE TALKED ABOUT WHAT WHAT WOULD IT LOOK LIKE THIS YEAR.
SO WE ADDED ONE THING THIS YEAR.
SO WE DID OUR FACULTY MEETING AT THE START.
BUT IN THE MIDDLE OF THE YEAR, WE ASKED PRINCIPALS TO GET A GROUP OF TEACHERS, HOWEVER THEY WANTED.
TEACHERS HAVE BEEN HERE A LONG TIME, DIFFERENT CONTENT, AND THEY GOT 5 OR 6 TEACHERS.
AND IS TEAM MEMBERS WENT AND JUST SAT DOWN WITH THOSE TEACHERS.
WE HAD A LIST OF KIND OF GUIDING QUESTIONS.
WE HEARD WHAT THEY DIDN'T DON'T LOVE.
WE HEARD ABOUT JUST ALL KINDS OF DIFFERENT THINGS.
AND WE'VE BEEN ABLE TO TAKE ACTION ON SOME OF THESE THINGS, AND THEY SAW SOME OF THAT.
SO OUR FIRST YEAR WE ALL CAME BACK.
I WAS A MIDDLE SCHOOL PRINCIPAL.
WHEN WE HAD PARENT CONFERENCE DAY EVERY YEAR.
WHAT WE WHAT WE ALWAYS HEARD IS WE HAVE TROUBLE SCHEDULING THEM.
WE WOULD BE BETTER SERVED WITH A PROFESSIONAL DEVELOPMENT DAY THAN WITH A PARENT CONFERENCE DAY.
WE'RE GOING TO GET TO KNOW THE PARENTS WHO WE NEED TO GET TO KNOW THROUGHOUT THE YEAR.
AND WHAT HAPPENS IS OUR STRAIGHT A STUDENTS AND THEIR PARENTS COME TO THE MEETINGS, AND THE STUDENTS WHO WE REALLY NEED TO GET TO KNOW DON'T COME TO THE MEETINGS. SO WE SAID THIS WAS ABOUT SIX YEARS AGO, MAYBE.
AND WE SAID, OKAY, WE'RE GOING TO LISTEN TO THIS.
WE STOPPED DOING PARENT CONFERENCE DAY AND SAY, YOU JUST DO YOUR PARENT CONFERENCES.
[01:00:06]
THE ELEMENTARY PRINCIPALS SAID, WHY DID YOU DO AWAY WITH PARENT CONFERENCE DAY? WHAT ARE YOU DOING TO US? WE'RE LIKE, WHOA, WE GAVE YOU YOUR DAY BACK.WE'RE WE'RE THE HERO, RIGHT? WE GAVE YOU YOUR DAY BACK.
AND THEY SAID, YOU DON'T UNDERSTAND.
WHEN I'M TEACHING A KINDERGARTNER TO READ, I NEED TO SIT DOWN WITH THEIR PARENTS IN THE FIRST FALL SEMESTER AND TALK TO THEM ABOUT WHAT THEY'RE STRUGGLING WITH, WHAT THEY'RE GOOD AT. WHEN WE'RE DOING THESE THINGS IN ELEMENTARY SCHOOL, WE'VE GOT TO SIT DOWN WITH THE PARENTS.
AND SO WE SAT DOWN AS A GROUP AND SAID, WAIT, IS THERE A WAY FOR SECONDARY TO DO THEIR CONFERENCES AS NEEDED AND HAVE THAT AS A PD DAY AND FOR ELEMENTARIES TO HAVE A PARENT CONFERENCE DAY THAT DAY? WELL, IT WASN'T REALLY THAT HARD TO FIGURE OUT.
SO WE ARE TAKING ACTION BASED ON THE THINGS WE HEAR.
I DON'T KNOW THAT WE HEARD ONE RESOUNDING THING THIS YEAR LIKE WE HEARD THAT LAST YEAR, ONE POSITIVE THIS YEAR I'LL JUST SHARE WITH Y'ALL WAS WE'RE HEARING LESS ABOUT BEHAVIOR THIS YEAR THAN WE DID LAST YEAR.
WE'RE STILL HEARING MORE ABOUT BEHAVIOR THAN WE DID PRE-COVID.
DON'T DON'T GET ME WRONG WHAT I SAID.
BUT THIS YEAR, WE ARE DEFINITELY HEARING A LITTLE LESS ABOUT BEHAVIOR THAN WE DID BEFORE.
I REALLY BRING THESE THINGS UP BECAUSE I WANT YOU GUYS TO UNDERSTAND.
WE FEEL LIKE PEOPLE COME TO WORK BECAUSE OF A PERSON, RIGHT? AND THERE IS A FEELING THAT IT'S THE PRINCIPAL, AND IT IS.
BY AND LARGE, THE PRINCIPAL SETS THE CULTURE IN A SCHOOL BUILDING.
HOWEVER, WE KNOW THAT WHEN YOU GUYS AND THE OTHER PEOPLE WHO SIT AT THIS AND A LOT OF THE PEOPLE WHO ARE SITTING OUT HERE WHEN WE'RE AT CAMPUSES AND WHEN PEOPLE CAN SEE US AND WE GET TO KNOW THEIR NAME, WE HAVE 9000 EMPLOYEES, IT'S A LOT.
I'M TRANSITIONING NOW TO KIND OF THE LAST PART OF THIS.
ONE OF THE THINGS I'M GOING TO GIVE YOU GUYS SOMETHING, I'M GOING TO PASS THEM OUT IN JUST A SECOND.
63. I'M GOING TO GIVE THEM TO YOU ALL.
THESE ARE ALL THINGS THAT HAVE BEEN PUT OUT BY OUR COMMUNICATIONS.
THIS DOES NOT COUNT ATHLETICS.
THERE ARE SOME ATHLETIC THINGS IN HERE.
THIS DOESN'T COUNT. THINGS THAT CAMPUSES PUT OUT ON SOCIAL MEDIA.
THINGS THAT FINE ARTS PUT OUT ON SOCIAL MEDIA.
AND THESE AREN'T JUST 63 ARTICLES.
THESE ARE THE KIND OF ARTICLES THAT STUDENTS AND FAMILIES USE WHEN THEY'RE GETTING INTO COLLEGE.
RIGHT. AND I THINK IT'S IT'S AN EASY THING TO SAY.
WE HAVE TO COMMUNICATE BETTER.
BUT IT'S ALSO VERY, A VERY ABSTRACT THING TO SAY.
WE HAVE TO TELL OUR STORY BETTER.
TO WHO? WHAT DO WE NEED TO DO BETTER? WHAT DOES IT NEED TO LOOK LIKE? SO I THINK IT'S IT'S GOOD IF EVERYBODY IS AT LEAST ON THE SAME STARTING POINT WITH WHAT WE'RE DOING NOW.
AND I WAS I DON'T KNOW IF Y'ALL ARE SURPRISED FOR ME TO SEE THAT WE HAVE A 63 ARTICLES THAT OUR COMMUNICATIONS DEPARTMENT PUT OUT IN THE FIRST 25 WEEKS OF THE SCHOOL YEAR.
THAT'S THREE A WEEK, RIGHT? THAT WAS WAY MORE THAN I HAD IMAGINED.
SO REALLY, I'M GOING TO I'M GOING TO PASS THESE OUT, AND THEN I'M GOING TO TURN IT OVER TO KIM.
BUT THANK YOU GUYS FOR LISTENING.
[01:05:02]
TALKING ABOUT TODAY IS IT'S THE STUFF.HEARING FROM TEACHERS AND PRINCIPALS IS THE STUFF.
THE STUFF THESE GUYS ARE ABOUT TO TALK ABOUT IS THE STUFF, AND WE HAVE TO TALK ABOUT THE STUFF MORE.
OKAY. SO WE'RE GOING TO WE'RE GOING TO SHIFT A LITTLE BIT FROM TALKING ABOUT SORT OF THE, THE CULTURE OF FISD AND THE THINGS THAT MAKE US UNIQUE AND THE THINGS THAT WE'RE TRYING TO HOLD TIGHTLY TO.
WE'RE GOING TO SHIFT A LITTLE BIT AND LET SOME IST MEMBERS TALK ABOUT THE WORK THAT THEY'VE DONE OVER THE PAST YEAR TO GET MORE EFFICIENT AND MAINTAIN THE LEVEL OF SUPPORT THAT OUR CAMPUSES HOLD TIGHTLY.
AND THAT WAS A LITTLE BIT TONGUE IN CHEEK.
BUT I HOPE THAT THAT TODAY, THE THINGS THAT YOU'RE HEARING BETWEEN HEARING ABOUT THE THINGS THAT WE HOLD TIGHTLY AND THEN HEARING THE WORK THAT ALL OF THESE GUYS HAVE DONE OVER THE COURSE OF THE YEAR TO TRY AND BE MORE EFFICIENT BUT MAINTAIN THAT SUPPORT.
I HOPE THAT SORT OF BRINGS THAT LITTLE KIND OF FLIPPANT COMMENT THAT I MADE TO LIFE.
RIGHT? BECAUSE WHEN WE TALK ABOUT BUDGETING AND TODD MENTIONED MY TEAM AND YOU GUYS HAVE MENTIONED MY TEAM BEFORE, YOU ALL MY TEAM IS TWO OTHER PEOPLE BESIDES MYSELF.
WE DON'T DO THE BUDGETING IN FRISCO ISD.
THESE PEOPLE DO THE BUDGETING IN FRISCO ISD.
THESE PEOPLE ARE THE PROGRAM EXPERTS.
THESE PEOPLE ARE THE ONES THAT KNOW WHAT THEY NEED AND WHAT'S APPROPRIATE IN TERMS OF SPENDING.
BUT THE WORK IS DONE BY THE PEOPLE THAT ARE SITTING ON THE DAIS RIGHT NOW.
AND SO I WANT TO I WANT TO MAKE THAT CLEAR, TOO, BECAUSE THIS IS A LOT OF TIMES WHEN I SIT UP HERE AND I'M, I'M KIND OF THE FACE OF THE BUDGET AND I'M PRESENTING RECOMMENDATIONS TO YOU GUYS AND THINGS LIKE THAT, IT'S EASY TO THINK THAT THEY'RE MY RECOMMENDATIONS, BUT THEY'RE NOT.
SO WITH THAT, I'M GOING TO TURN IT OVER TO DOCTOR FIORE TO START TALKING ABOUT SOME OF THE THINGS THAT DIFFERENT IST MEMBERS HAVE DONE IN THEIR RESPECTIVE DEPARTMENTS TO GET MORE EFFICIENT WITH OUR SPENDING, BUT MAINTAIN THE LEVEL OF SUPPORT THAT WE EXPECT.
KIM, CAN I SAY SOMETHING REALLY QUICKLY BEFORE WE DO THAT? I JUST WANTED TO HIGHLIGHT SOMETHING THAT TODD MENTIONED THAT, YOU KNOW, I KNOW WE'RE TALKING WHEN WE TALK ABOUT OUR BUDGET.
AND I THINK IT'S REALLY IMPORTANT TO.
THINK ABOUT THE HISTORY OF WHAT GOT US HERE.
WE HAVE OTHERS THAT THOUGHT WE HAD WAY TOO MUCH MONEY AND THAT WE NEEDED TO DO SOMETHING DIFFERENT.
BUT IT WAS ALWAYS TOLD TO THIS BOARD, ANY ITERATION OF BOARD THAT I'VE BEEN ON, THAT WE'RE GOING TO HIT A POINT WHERE THAT SURPLUS IS GOING TO BE CRITICAL FOR US TO BE ABLE TO CONTINUE TO BE THE FRISCO ISD THAT WE ARE, AND THAT'S WHERE WE ARE RIGHT NOW.
AND I WANT TO COMMEND YOU AND YOUR TEAM.
I KNOW IT'S YOU AND TWO PEOPLE.
BUT I THINK IT'S JUST SOMETHING REALLY IMPORTANT TO HIGHLIGHT THAT EVERY YEAR THAT YOU ALL GO THROUGH THIS PROCESS AND PRESENT A BUDGET TO THE BOARD, WHETHER WE HAVE A SURPLUS OR WE HAVE A DEFICIT, EVERY THING THAT YOU HAVE PLANNED IN A VERY CONSERVATIVE WAY, WHEN WE NOW ACTUALLY HAVE THIS REALLY GREAT AMOUNT OF RAINY DAY MONEY THAT WE CAN UTILIZE TO GET US THROUGH THIS NEXT YEAR OR TWO, WHERE THE DEFICIT BUDGET IS PROBABLY GOING TO BE MORE COMMON THAN NOT. WE'RE SEEING IT WITH ALL OF OUR PEERS AROUND THE STATE AS WELL.
WE ARE DEFINITELY NOT THE ONLY DISTRICT IN THE STATE THAT'S DEALING WITH THE SAME ISSUES.
BUT I, I THINK BACK TO THOSE YEARS WHERE WE WERE HAVING TO REALLY COMMUNICATE THAT WE'RE GOING TO NEED THIS MONEY SOMEDAY, AND IT DOESN'T NEED TO GO BACK TO THE STATE.
IT NEEDS TO STAY HERE LOCALLY.
WE NEED TO HAVE LOCAL CONTROL OVER OUR FUND BALANCE SO THAT WE CAN, WHEN WE ARE MET WITH THE TIME THAT'S COMING IN WHICH WE ARE IN NOW, THAT WE WILL HAVE THE ABILITY TO MAKE SOME REALLY HARD DECISIONS.
[01:10:03]
YOU'VE DONE THAT SO THAT THIS BOARD AND I'M HOPEFUL, OBVIOUSLY THE BOARD'S IN THE FUTURE WILL HAVE THE FLEXIBILITY TO KEEP FRISCO ISD, FRISCO ISD.SO I JUST WANT TO COMMEND YOU.
TODD MENTIONED A LITTLE BIT ABOUT THAT AT THE TOP END OF HIS OF HIS REMARKS.
BUT I, I JUST THINK BACK TO THOSE YEARS WHERE WE HAD THIS GREAT SURPLUS, AND NOW WE SEE WHY IT WAS SO IMPORTANT TO KEEP THAT AND TO NOT OVERSPEND AND TO TO GET READY FOR A RAINY DAY, WHICH OF WHICH WE ARE IN NOW.
SO I JUST WANTED TO SAY THANK YOU AND JUST REMIND EVERYONE THAT THIS HAS BEEN A LONG TIME COMING.
AND REALLY GOOD PLANNING HAPPENS AT EVERY LEVEL THE CAMPUS LEVEL, THE CENTRAL ADMINISTRATION LEVEL.
EVERYONE HAS BEEN IN THIS TOGETHER SO THAT WE COULD COME TOGETHER AS A TEAM AND MAKE A MAKE REALLY HARD DECISIONS, BUT DO THAT WITHOUT IT BEING THE BOTTOM DROPPING OUT OF THIS DISTRICT. SO I JUST WANTED TO COMMEND EVERYONE AND SAY THANK YOU FOR THE VERY LONG, MANY YEARS OF PLANNING THAT GOT US TO THIS POINT.
FIRST OF ALL, THANK YOU, RENEE, FOR THAT SENTIMENT, AND HONESTLY, JUST FROM THE WHERE I SIT, I JUST WANT TO SAY THANK YOU TO EVERYONE FOR GIVING US THIS OPPORTUNITY, FOR TAKING THIS DECISION VERY SERIOUSLY AND TRYING TO MAKE SURE YOU HAVE THE WHOLE STORY.
YOU HAVE THE MOST INFORMATION YOU POSSIBLY CAN, BECAUSE THIS IS ONE OF THE MOST PIVOTAL DECISIONS THAT YOU'RE GOING TO HAVE PROBABLY HAD TO MAKE SINCE I'VE BEEN HERE IN THE NINE YEARS. SO I APPRECIATE HOW SERIOUS YOU'RE TAKING THAT.
ONE THING I JUST WANTED TO DRAW US BACK TO BEFORE THE REST OF THE CHIEFS START TO, TO SPEAK IS WE APPRECIATE Y'ALL'S SUPPORT OF OUR OUR REALLY OUR AIM TO BE THE FUTURE READY DISTRICT.
BUT WHEN YOU THINK ABOUT WHAT WE JUST HEARD FROM THE PANEL, THAT OUTER RING IS LEARNING ORGANIZATION, RIGHT? THAT MEANS THAT LEARNING ORGANIZATION IMPACTS EVERY COMPONENT OF ALL OF THOSE PIECES WITH POSITIVE CULTURE, GUARANTEED CURRICULUM, ALL THE THINGS.
WE HAVE BEEN CHARGED TO CREATE SYSTEMS OF SUPPORT, AND I THINK YOU HEARD A LOT OF THAT.
AND I KNOW AS A BOARD, Y'ALL AGREE WITH SYSTEMS OF SUPPORT.
Y'ALL DON'T WANT US WORKING IN SILOS.
YOU WANT US CREATING THESE THINGS THAT WOULD BENEFIT STUDENTS FROM A SYSTEM STANCE.
I LOVED IT, SHE SAID UNRAVEL THE SYSTEM.
SO BECAUSE IT ALL IS SO CONNECTED, THAT'S WHAT'S TAKING SO MUCH TIME.
SO I'M PROUD TO SAY TEACHING AND LEARNING DEPARTMENT HAS DONE A GREAT JOB WITH THAT THIS YEAR.
WE HAVE WE'VE HAD A LOT OF DEBATES.
WE'VE HAD A LOT OF DATA ANALYSTS ANALYZING OF ALL OF THE THINGS GOING ON, TALKING TO LOTS OF PEOPLE, TRYING TO FIGURE OUT WHAT CAN WE DO IN OUR AIM WAS TO SEE WHAT CAN WE CUT WITHOUT UNRAVELING THE SYSTEM, WITHOUT IMPACTING OUR CAMPUSES OR OUR PRINCIPLES.
THAT WAS DEFINITELY NOT AN EASY TASK BECAUSE OF WHAT I'VE SAID ABOUT THE SYSTEMS PIECE.
FORTUNATE. THE TEAM THAT WE HAVE IS VERY DEDICATED AND VERY COMMITTED, AND THEY KNOW GRANULARLY ALL THE PIECES OF THE SYSTEM SO WE CAN MAKE SMART DECISIONS ON WHAT WE CAN PULL AWAY AND WHAT WE CAN DO.
SO IN THAT THERE WAS TWO PIECES WITH IT IS OUR STAFFING DECISIONS.
SO AS PEOPLE RESIGNED WITHIN OUR DISTRICT OR WITHIN OUR DEPARTMENT, WE HAD TO TAKE A HARD LOOK AT THAT AND USE THOSE AS OPPORTUNITIES TO SEE. IS THERE A WAY THAT WE CAN OPERATE DIFFERENTLY WITHIN OUR DEPARTMENT AND SAVE MONEY? SO WE HAVE BEEN ABLE TO DO THAT.
WE FOR AN EXAMPLE, WE HAD OUR COORDINATOR OF ACADEMIC PARTNERSHIPS, SHE RESIGNED MID-YEAR.
SHE HAD A GREAT OPPORTUNITY TO MOVE TO FLORIDA, AND WE WERE HAPPY FOR HER.
HOW CAN WE DIVIDE THIS WORK UP? WE'RE GOING TO TAKE ON MORE.
WE CAN'T LET ANYONE OUTSIDE OF THIS DEPARTMENT FILL THIS.
BUT HOW CAN WE MAKE THIS WORK? SO AS FUNCTIONING AS A LEARNING ORGANIZATION, WE WERE ABLE TO FIGURE THAT OUT.
[01:15:04]
SO THERE WAS A LOT OF PIECES TO IT.I DON'T WANT TO TAKE UP THE WHOLE MEETING TO DESCRIBE THAT, BUT THAT'S JUST AN EXAMPLE.
I HAVE MANY OTHER EXAMPLES OF THAT.
IT WAS HARD TO SAY, WE'RE GOING TO CUT BACK ON THIS, ON THIS AND THIS AND THIS, BUT WE WERE ABLE TO COLLECTIVELY, EVERYONE CUTTING JUST A LITTLE BIT AND TRYING TO FIGURE OUT HOW CAN THEY OPERATE DIFFERENTLY TO BE ABLE TO COME UP WITH THAT LARGE SAVINGS.
I KNOW WE TALK ABOUT WITH ENROLLMENT THAT IT'S KIND OF IT'S NOT TAKEN OFF LIKE IT WAS IN THE PAST.
IT'S NOT GROWING QUITE AS MUCH AS IT HAS IN THE PAST.
HOWEVER, WE DON'T FEEL THAT IN OUR DEPARTMENT BECAUSE WE'RE GROWING DIFFERENTLY.
OKAY, SO WE'RE GROWING DIFFERENTLY.
OUR EMERGENT BILINGUAL STUDENTS THAT WE HAVE NOW REACHED OVER 9000 AS OF, I THINK, LAST WEEK, STUDENTS THAT COME TO US NEEDING ENGLISH SUPPORT AS WELL AS GROWING IN THEIR OWN LANGUAGE, THAT'S A LOT OF STUDENTS.
WE HAVE REACHED 15% OF OUR STUDENTS, WHICH IS OVER 10,000 STUDENTS.
SO I JUST WANTED YOU ALL TO KNOW IN THE CONTEXT OF ALL OF THIS, I WANT YOU ALL TO JUST REMEMBER THE TAGLINE THAT WE ARE GROWING DIFFERENTLY, AND TO REALLY THINK ABOUT YOUR DECISIONS THROUGH THAT LENS AS WELL.
SO WE DON'T IMPACT THOSE POPULATIONS OF STUDENTS.
THAT TAGS RIGHT ALONG WITH THAT.
THAT'S THAT'S REALLY ALL I HAVE.
I JUST WANT YOU ALL TO KNOW THAT.
AND SO WE AGAIN APPRECIATE YOUR SUPPORT OF ALL THAT.
I'M GOING TO PASS IT ON TO DOCTOR JACKSON.
THANK YOU CHRISTIE. GOOD MORNING BOARD.
WE'VE ACTUALLY GROWN THIS YEAR BY 10.8% FROM LAST YEAR.
OUR TYPICAL GROWTH IS 7% A YEAR.
AND SO THIS LAST YEAR HAS BEEN A TREMENDOUS AMOUNT OF GROWTH.
I GO ON TO THAT, TO THE DASHBOARD EVERY SINGLE DAY.
AND THERE THERE ARE MORE KIDS THERE THAN THERE WERE THE DAY BEFORE.
AND SO THAT IS A CHANGING NUMBER THROUGHOUT THE YEAR.
NOW THAT GROWTH CAN BE ATTRIBUTED TO A COUPLE OF THINGS.
ONE OF THOSE IS BEING STUDENTS MOVING TO THE DISTRICT.
WE HAVE A TREMENDOUS NUMBER OF STUDENTS THAT COME TO US WITH IEPS ALREADY.
THE OTHER PART OF THAT IS THE NUMBER OF STUDENTS THAT WE IDENTIFY THROUGHOUT THE YEAR THROUGH CHILD FIND, WE MAKE SURE THAT WE ARE FINDING THOSE STUDENTS THAT NEED THAT SUPPORT, WHO ARE ELIGIBLE FOR SERVICES, AND SO WE WE ADD THOSE TO OUR NUMBERS AS WELL.
SO AS CHRISTIE MENTIONED, WITH GROWING DIFFERENTLY AND TRYING OUR BEST TO OPTIMIZE WHAT OUR SUPPORTS ARE TO CAMPUSES AND TO NOT IMPACT OUR SERVICES TO STUDENTS IN A NEGATIVE WAY WHATSOEVER.
WE NEEDED TO LOOK AT WHAT WE WERE DOING CENTRALLY, BUT ALSO UNDERSTAND MAINTAINING AND INCREASING OR GROWING WHAT WE NEEDED AT CAMPUS LEVELS FOR THAT DIRECT SUPPORT TO TO STUDENTS AND EVEN AT CENTRAL LEVEL FOR THOSE STAFF MEMBERS WHO PROVIDE DIRECT SUPPORT AND SERVICES TO KIDS.
IT'S AN IMPORTANT PART OF THAT.
[01:20:09]
LOOKING FOR OR HEARING FROM CAMPUSES AND THE NEEDS THAT WE NEEDED TO ADDRESS.AND SO A FEW HIGHLIGHTS OF THAT STRUCTURE, WE SHIFTED OUR SUPPORT FROM A PRE-K TO 12 MODEL, WHICH IS OUR CAMPUS SUPPORT COORDINATORS, TRYING TO UNDERSTAND EVERYTHING THERE IS TO UNDERSTAND ABOUT A PRE-K KID ALL THE WAY UP TO A SENIOR IN HIGH SCHOOL.
AND THAT'S A WIDE RANGE OF SUPPORT THAT THEY WERE TRYING TO PROVIDE.
AND SO WE SHIFTED TO THAT MODEL TO A MODEL WHERE IT'S ELEMENTARY SUPPORT AND SECONDARY SUPPORT.
SO I'VE OFTEN SAID IN THIS RESTRUCTURE WE'VE WE'RE DOING A LOT OF THINGS.
WE'RE ABOUT THREE MILES WIDE AND TWO INCHES DEEP AND TRYING TO CHANGE THAT FOR OUR, OUR STAFF MEMBERS SO THEY UNDERSTAND THE DEPTH OF WHAT THEY CAN PROVIDE TO CAMPUSES WHEN IT COMES TO FOCUSING IN ON A SMALLER GROUP OF CAMPUSES AND EVEN A SMALLER AREA.
THEY ARE COMBINED INTO ONE AND TO BE ABLE TO ENHANCE OUR INSTRUCTIONAL AND BEHAVIORAL SUPPORT.
AND THERE'S STILL AREAS THAT WE NEED TO TO CONTINUE TO ADDRESS AND TO SUPPORT TEACHERS IN.
ADDITIONALLY, CENTRALLY WE SHIFTED SOME SUPPORT FOR OUR VALUATION STAFF.
SO AN EXAMPLE WOULD BE OUR SPEECH LANGUAGE.
MOVING FORWARD, OUR ENTIRE SLP TEAM ARE SPEECH.
LANGUAGE. PATHS ARE GOING TO BE SUPPORTED BY SOMEONE WHO HAS BEEN A SPEECH PATHOLOGIST AND WHO UNDERSTANDS THAT AREA OF EXPERTISE AND CAN PROVIDE THEM WITH IMMEDIATE SUPPORT IN THAT AREA. AND WE BELIEVE THAT'S GOING TO REALLY HELP OUR RETENTION OVER TIME AS WELL.
WE WILL ALSO BE ADDING SECTION 504 WORK WITH AARON MILLER ON MOVING THAT THAT AREA OF SUPPORT IN THE DISTRICT TO THIS DEPARTMENT.
WE ARE GOING TO OBVIOUSLY, 504 AND SPECIAL ED ARE NOT THE SAME AND SO THE SPECIAL EDUCATION DEPARTMENT WILL HAVE TO THINK OF A DIFFERENT NAME FOR THAT, BECAUSE IT'S THE THINGS THAT WILL BE UNDER THAT UMBRELLA AREN'T ALL SPECIAL ED.
THERE'S A LOT OF OVERLAP THERE.
SO ULTIMATELY NOT ONLY WERE WE ABLE TO SAVE NEARLY $200,000 IN THAT RESTRUCTURE THAT DEALS WITH ALSO NOT ONLY STAFFING, BUT THE WAY THAT WE WERE PROVIDING SUPPORT TO CAMPUSES.
AND SO WE WERE ABLE TO ELIMINATE THE NEED FOR THE DYSLEXIA BUDGET, AND WE WERE ABLE TO PULL THAT IN AND BE ABLE TO WITH OUR OVERLAPPING RESOURCES, BE ABLE TO PROVIDE THE SAME LEVEL OF SUPPORT AND FINANCIAL NEEDS TO CONTINUE TO SUPPORT DYSLEXIA AT THAT HIGH LEVEL.
SO WE WERE ABLE TO REDUCE THAT AS WELL.
ANOTHER THING THAT WE DID WAS OPTIMIZE OUR FEDERAL GRANT AND MOVING A LOT OF OUR LOCAL EXPENDITURES ONTO OUR GRANT EXPENDITURE TO BE ABLE TO TO FREE UP THAT LOCAL MONEY BE A LITTLE BIT MORE EFFICIENT WITH USING OUR GRANT MONEY.
SO THAT FROM YEAR TO YEAR OUR EFFICIENCY RATING GOES UP WITH THAT.
AND THAT WAY IT'S LESS OF AN IMPACT LOCALLY WHEN WE CONTINUE TO GROW DIFFERENTLY AND YOU CONTINUE TO HAVE TO ADD POSITIONS TO PROVIDE SPECIAL EDUCATION SUPPORT AT CAMPUSES. THAT NEED WON'T GO AWAY AS LONG AS WE'RE GROWING THE WAY THAT WE ARE.
SO THAT'S WHAT I HAVE, AND I THINK I'M GOING TO TURN IT OVER TO MISS MILLER.
I WORKED AT FRISCO HIGH SCHOOL FOR FIVE YEARS, AND IN THAT TIME IT BECAME VERY CLEAR TO ME HOW FRISCO HAS GROWN DIFFERENTLY BECAUSE I HEARD A LOT AND OFTEN ABOUT HOW FRISCO USED TO BE.
I ASKED KIMBERLY IF I COULD SHARE SOME OF WHAT STUDENT SERVICES HAS DONE AS FAR AS BEING EFFICIENT, AND I COULD TALK ABOUT HOW FINE ARTS HAS BEEN VERY EFFICIENT WITH THEIR MONEY AND CUT SPENDING.
[01:25:05]
ADDITIONAL RESOURCES.SO, AS PETE SAID, NAME NEEDS HAVE CHANGED A LOT.
AND SINCE THE PANDEMIC, THE ONSET OF ESCALATED AND MORE FREQUENT STUDENT BEHAVIOR, AS WE KNOW, HAS BECOME NOT ONLY A PRIORITY FOR OUR CAMPUSES, BUT A PRIORITY FOR THE DISTRICT.
SO WE HAD TO ASK OURSELVES, HOW DO WE DEAL WITH THIS ESCALATION IN BEHAVIORS WITH WHAT WE HAVE NOW? AND WHAT WE'VE HAD IS TEN CAMPUS INTERVENTION COACHES.
THOSE ARE OUR GEN ED BEHAVIOR COACHES.
AND THAT'S SURVEYING WHAT NOW WOULD BE 77 CAMPUSES AND THE WAY THEY USED TO SERVE THOSE CAMPUSES IS THERE WAS A TICKETING SYSTEM, AND CAMPUSES WOULD REQUEST THAT THEY COME OUT TO CAMPUS AND ASSIST WITH BEHAVIORS WITH PARTICULAR STUDENTS AND HELP THE TEACHERS.
AND IT'S LIKE PLAYING WHACK A MOLE WHEN YOU HAVE JUST TEN PEOPLE TO DO THAT MUCH WORK.
SO WE HAD TO TALK ABOUT HOW ARE WE GOING TO RESTRUCTURE SO WE CAN EMPOWER CAMPUSES TO BE ABLE TO DEAL WITH THESE BEHAVIORS, BECAUSE WE WOULD LOVE TO HAVE A BEHAVIOR COACH ON EACH CAMPUS, BUT THAT'S JUST NOT POSSIBLE IN THE SITUATION THAT WE'RE IN.
WE HAVE TO BE ABLE TO DO MORE WITH WHAT WE HAVE.
THEY DO THIS TO THE DISTRICT INDIVIDUAL TEACHERS.
SO WHILE I CAN'T GIVE YOU A NUMBER ON THE MONEY WE'VE SAVED, I CAN TELL YOU THAT WE'VE DONE THIS WITHOUT ADDING ANY ADDITIONAL PERSONNEL OR ANY ADDITIONAL DISTRICT FUNDS. SO JUST THIS YEAR, THOSE TEN SIX HAVE BEEN ABLE TO OFFER 42 DISTRICT TRAININGS THAT TOTAL 161.5 HOURS, 29 CAMPUS TRAININGS FOR A TOTAL OF 62.75 HOURS, AND HUNDREDS AND HUNDREDS OF HOURS SPENT EACH PROVIDING COACHING, MODELING, AND TRAINING TO SUPPORT CAMPUSES INDIVIDUAL NEEDS.
SO WE'VE DONE THIS TO ENSURE THAT WE'RE TRYING TO MEET THAT GOAL OF TEACHERS BEING ABLE TO TEACH WITHOUT BEHAVIORS INTERFERING IN THE LEARNING ENVIRONMENT. AND WE'VE DONE THAT WITH WHAT WE ALREADY HAD.
AND NOW I'D LIKE TO TURN IT OVER TO CHERYL.
SO YOU GET TO LOOK AT THIS SIDE OF THE ROOM NOW.
OKAY. I WANT TO SAY THAT I REALLY APPRECIATE THE CONVERSATIONS THAT YOU ALL HAD INDIVIDUALLY WITH KIM, BECAUSE THAT GAVE US ALL THE OPPORTUNITY TO COME BACK AND ANSWER SOME OF YOUR QUESTIONS THAT YOU WERE HAVING ABOUT OUR INDIVIDUAL DEPARTMENTS.
AND AND SO IT'S NICE TO BE ABLE TO TO TALK TO YOU ALL AND HAVE YOU ALL HEAR THE SAME THING AT THE SAME TIME AND KNOW WHAT WE'RE DOING ON OUR PART TO HELP OUT WITH ALL OF THIS? I'M COMING FROM, OF COURSE, THE TECHNOLOGY DEPARTMENT.
AND I LOOK AT OUR DEPARTMENT AS SORRY I'VE BEEN SICK, SO I DON'T SOUND REAL.
AND SO AS WE START LOOKING AT RESTRUCTURING OR THE THINGS THAT WE'RE DOING DIFFERENTLY.
SO JUST TO KIND OF LET YOU KNOW, THERE'S SOME AREAS WHERE WE'RE RUNNING SO EFFICIENT.
THERE'S PROBABLY NOT MUCH ELSE WE CAN DO THERE.
I DID A LITTLE SCAN BECAUSE WE LIKE TO DO COMPARISONS AROUND.
AND I LOOKED AT THREE SCHOOL DISTRICTS OR.
SO ONE DISTRICT HAS 23,000 STUDENTS AND THEY HAVE 11 PEOPLE IN THE NOC COMPARED TO OUR SEVEN.
SO JUST KIND OF LET YOU KNOW THAT THAT'S PRETTY SLIM.
THE THINGS THAT ARE NOT DOES WE HAVE 75MI² OF FIBER WE MAINTAIN EVERY DAY.
WHAT ELSE? WE PROVIDE NETWORK TO ALMOST 85 DIFFERENT LOCATIONS.
SO WE RUN KIND OF A SMALL, OUR OWN SMALL LITTLE CITY JUST WITH A NETWORK ALONE.
AND THEN JUST TO GIVE YOU THAT LITTLE COMPARISON, THERE'S OTHER THINGS THAT WE'VE DONE, AND I KNOW YOU'VE HEARD ABOUT IT, LIKE, WHY DO WE HAVE SO MANY CHROMEBOOKS? WHY DO WE WHY DON'T WE GIVE OUR TEACHERS MACS OR PCS OR THINGS LIKE THAT? BUT THAT'S PART OF THE REASON IS THE PERSONNEL AND BEING ABLE TO SUPPORT OUR STAFF.
[01:30:01]
POSITIVE OUTLOOK THERE ON THE CAMPUSES.SO OVER THE PAST COUPLE OF YEARS, AND, YOU KNOW, I'VE ONLY BEEN HERE TWO YEARS IN THIS PARTICULAR POSITION, WE'VE LOOKED AT POSITIONS, WE'VE LOOKED AT ATTRITION AS PEOPLE HAVE RETIRED, I GUESS MY GROUPS, THE OLD, THE OLD PEOPLE, BECAUSE WE START RETIRING, IT SEEMS LIKE IN MY GROUP.
BUT AS WE STARTED LOOKING AT DIFFERENT POSITIONS, WE'VE WE'VE LOOKED AT DO WE NEED THAT, CAN SOMEONE ELSE ABSORB THAT POSITION OR WHATEVER? AND THAT'S PROBABLY NOT A VERY NICE THING TO SAY.
I'M SORRY PAM, WE'RE EXPERIENCED.
SO WE HAD A DIRECTOR RETIRE AT THE END OF 21-22.
I'LL GET THESE NUMBERS MIXED UP.
SO LAST YEAR WE WE ASKED ANOTHER DIRECTOR TO TAKE OVER THE LEADERSHIP OF THAT GROUP.
SO WE DID ELIMINATE A DIRECTOR POSITION FOR THIS FOR THE 20 STARTING THE 22-23 SCHOOL YEAR.
WE'VE ALSO HAD, AS YOU ALL KNOW, WE HAVE DIGITAL LEARNING COACHES ON THE CAMPUSES, AND WE WERE MOVING TOWARDS A MODEL OF EVERY CAMPUS HAVING ONE DIGITAL LEARNING COACH AND JUST LOOKING THROUGH THE BUDGET AND ALL THOSE THINGS.
WE DECIDED TO GO BACK TO THE MODEL OF HAVING FOR ELEMENTARY, HAVING TWO DIGITAL LEARNING COACHES FOR MIDDLE SCHOOLS, HAVING TWO DIGITAL LEARNING COACHES IN HIGH SCHOOLS, HAVING THE ONE. SO THROUGH ATTRITION, WE HAVE OTHER PAST TWO YEARS HAVE NOT REPLACED SIX DIGITAL LEARNING COACHES.
I REMEMBER DOCTOR WALDRIP SITTING ME DOWN AND LOOKING AT ME ABOUT THE 1 TO 1 PROGRAM.
AND I KNOW I'M THROWING A LOT OF YEARS AT YOU.
WE ADDED A CHROMEBOOK CLERK SO THAT ON EACH CAMPUS SO THAT STUDENTS WOULD HAVE THE OPPORTUNITY TO SWITCH THOSE CHROMEBOOKS IN AND OUT AND HAVE A QUICK EXCHANGE.
WE THOUGHT THAT WAS IMPORTANT FOR NOT HAVING A LOT OF DOWNTIME IN THE CLASSROOM.
WE ALSO ADDED SOME CHROMEBOOK AREA TECHS WHERE ALL THEY DID WAS GOING TO BE FIXING.
WE WERE DOING IN HOUSE FIXING SO THAT THOSE CHROMEBOOKS WOULD ALSO BE A FAST RATE OF RETURN.
SO OVER THE PAST FEW YEARS, WE'VE EVALUATED THOSE POSITIONS.
WE ENDED UP NOT NOT KEEPING THOSE POSITIONS STARTING THIS PAST YEAR.
SO TOTAL OVER THE PAST COUPLE OF YEARS, WE'VE LOOKED AT THROUGH ATTRITION, THROUGH RESTRUCTURING.
WE'VE LOOKED AT ABOUT I GUESS RESTRUCTURING TO BE NICE ABOUT IT.
SO THAT'S WHAT'S HAPPENED IN TECHNOLOGY.
AND THEN TODD, I THINK IT'S BACK TO YOU.
I MEAN, THAT THAT WAS ONE OF THE THINGS YOU TALKED ABOUT.
THEY SEEM TO BE SO DEDICATED TO WHAT THEY WERE DOING.
I DESERVE I THINK YOU DESERVE A LOT OF KUDOS FOR WHAT YOU'VE ACCOMPLISHED.
I APPRECIATE IT, AND I'LL TELL YOU, IT'S IT'S THE GROUP, RIGHT? I MEAN, IT'S IT'S THE DEDICATION OF THE AREA TECHS, THE DIGITAL LEARNING COACHES, EVERYONE.
AND I'LL TAKE THAT COMPLIMENT ON BEHALF OF EVERYBODY.
BUT IT'S A FABULOUS DEPARTMENT AND I WOULDN'T WANT TO BE ANYWHERE ELSE.
I HAVE BEEN EVERYWHERE, NOT EVERYWHERE, BUT I HAVE BEEN SOMEWHERE ELSE AND I LOVE IT HERE.
SO ONE OF THE ONE OF THE OTHER THINGS WE'VE HEARD A LOT IN OUR INDIVIDUAL MEETINGS AND IN GENERAL, YOU HEAR THIS IN THE PUBLIC IS WHAT ABOUT THE ADMIN BUILDING? WE ACTUALLY HAD A COMMENT IN ONE OF OUR MEETINGS.
IT WAS THE ADMIN BUILDING NEEDS TO FEEL SOME PAIN, AND WE GET THAT.
I THINK WE HAVE DATA SUPPORTING THAT.
BUT WE FEEL LIKE WE CAN BE AS EFFECTIVE AND MORE EFFICIENT DOING THIS.
[01:35:02]
YOU ALL KNOW THAT AARON IS RETIRING IN DECEMBER, AND WE HAVE BEEN WORKING FOR THE LAST FEW MONTHS AND CREATED A PLAN WHERE WE CAN NOT REPLACE OR NOT REPLACE ERIN.HER, WE WILL STILL CLEARLY DO ALL THE DUTIES THAT WERE BEING DONE BEFORE, BUT A FEW OF THE THINGS UNDERNEATH HER PURVIEW WILL BE GOING UNDERNEATH DOCTOR JACKSON'S DEPARTMENT, AND THEN COREY WILL ACTUALLY BE CHIEF STUDENT, CHIEF LEADERSHIP AND STUDENT SERVICES OFFICER.
SO SOME OF THE A LOT MOST OF THE THINGS THAT ARE UNDERNEATH AARON'S PURVIEW WILL WILL GO UNDERNEATH COREY'S, AND THERE'LL BE SOME RESTRUCTURE THERE TO HELP SUPPORT HIM IN THAT.
I WANT TO BE VERY CLEAR ABOUT SOMETHING.
THIS HAS THAT DEPARTMENT, AND THOSE DEPARTMENTS ARE A VERY BIG PART OF WHO WE ARE AND WHAT THEY DO.
I HAVE NOTHING BUT THE UTMOST RESPECT FOR ALL THE PEOPLE IN THOSE DEPARTMENTS.
ME AND WES WENT AND WENT ON A LITTLE TOUR.
SO I DON'T KNOW HOW I CAN BE MORE CLEAR THAN TO SAY THAT WE HAVE A TON OF RESPECT FOR WHAT THOSE TWO DEPARTMENTS ARE DOING, AND WHEN WE TALKED ABOUT BEHAVIOR BEING BETTER THIS YEAR THAN IT WAS LAST YEAR, I THINK LAST YEAR IT TOOK US BY SURPRISE A LITTLE BIT.
WE WEREN'T MAYBE WE DIDN'T SEE IT COMING.
AND I'VE NEVER SEEN A MORE NIMBLE AND EFFECTIVE GROUP AT CHANGING WHAT WE DID AND HOW WE DID THINGS TO MAKE IT BETTER THIS YEAR, AND I THINK IT'S STILL GOING TO GET BETTER.
AND I THINK UNDER COREY'S GUIDANCE, IT WILL STILL GET BETTER.
BUT. I DON'T WANT TO GET OFF THIS SUBJECT WITHOUT MAKING IT UNDERSTOOD THAT THIS IS THIS WAS REALLY HARD AND YOU'RE.
AND TO MAKE SURE THAT THE PEOPLE IN THOSE DEPARTMENTS FEEL HONORED AND UNDERSTAND THAT THIS IS NOTHING MORE THAN US BEING IN A DIFFERENT TIME THAN WE'VE BEEN IN AND TRYING SOMETHING THAT WE THINK IS GOING TO BE AS EFFECTIVE AND MORE EFFICIENT THAN WHAT WE'VE DONE IN THE PAST.
SO YOU'VE HEARD SOME OF MY COLLEAGUES TALK ABOUT SOME WAYS THAT WE'VE ATTEMPTED TO DECREASE BUDGET THROUGH SEVERAL WAYS DEPARTMENT BUDGET REDUCTIONS, RESTRUCTURING IN SUCH A WAY THAT WE'RE MORE EFFICIENT BUT STILL ABLE TO SUPPORT OUR TEACHERS AND ADMINISTRATORS WHEN WE'RE DOING THESE THINGS IN SOME WAY, SHAPE OR FORM OVER THE LAST FEW YEARS.
AND DOCTOR LINTON AND I ARE GOING TO TALK A LITTLE BIT ABOUT HOW WE DID THAT.
BUT IT'S THE MOST LOGICAL OF PLACES FOR US TO LOOK AT NEXT.
AND FOR US TO DETERMINE THE BEST WAY TO OPERATE WHILE BEING FISCALLY RESPONSIBLE, WE HAVE TO LOOK AT CAMPUS STAFFING, BECAUSE OUR CAMPUS STAFFING MAKES UP THE LARGEST GROUP OF OUR LARGEST BUDGETARY ITEM PERSONNEL.
NONE OF THIS MEANS WE'RE PROPOSING A REDUCTION IN FORCE IN ANY WAY, SHAPE OR FORM.
WE'VE SEEN THAT IN A COUPLE OF SPOTS.
I WANT TO MAKE SURE I'M CLEAR ABOUT THAT, DOCTOR LINTON.
AND I WANT TO ECHO WHAT HE JUST SAID.
IN NO WAY DOES ANY OF THIS INDICATE, OR ARE WE RECOMMENDING A REDUCTION IN FORCE IN OUR STAFF.
I'M JUST TO PROVIDE YOU WITH SOME HISTORICAL CONTEXT.
AND SO WE STAFFED BASED ON THAT PRIORITY.
AROUND 2020, WE INCREASED STAFF ABOVE OUR STANDARD GUIDELINES AS OUR PRIORITIES PIVOTED TO MANAGING VIRTUAL AND FACE TO FACE CLASSES BASED ON FEDERAL AND STATE GUIDELINES, LOCAL EXPECTATIONS AND LOCAL GUIDELINES.
AND SO RECENTLY, AS OUR ENROLLMENT HAS TRENDED AWAY FROM BEING A FAST GROWTH DISTRICT, WE ARE MONITORING THE SHIFTING ENROLLMENT TRENDS AND CONTINUING TO SEEK ADDITIONAL FINANCIAL EFFICIENCIES.
[01:40:04]
NOT REDUCING OPPORTUNITIES FOR OUR STUDENTS, AND NOT EXERCISING, YOU GUESSED IT, A REDUCTION IN FORCE OR A RIP NOT DOING ANY OF THOSE THINGS WHILE STAFFING OUR PRIORITIES.SO WE MAY NOT HAVE REPLACED A POSITION, BUT THERE HAVE NO ONE HAS LOST THEIR JOB BASED ON THAT.
OKAY. AND SO I'M GOING TO TALK TO YOU A LITTLE BIT ABOUT ELEMENTARY.
AND I'VE MENTIONED TO YOU BEFORE THAT WHEN WE'RE LOOKING AT STAFFING IN FRISCO, IT IS YEAR ROUND, MANY DISTRICTS CAN STAFF AT THE BEGINNING OF THE YEAR AND THEY'RE PRETTY SET FOR FISD IT'S YEAR ROUND.
I CAN TELL YOU WHEN SCHOOL STARTS IN AUGUST.
IN OCTOBER WE START THE WHOLE STAFFING CYCLE AGAIN LOOKING AT FOR THE COMING SCHOOL YEAR.
SO AND IN ELEMENTARY THOSE DISCUSSIONS, BECAUSE WE HAVE THE STATE MANDATES WITH CLASS SIZE EVERY MONTH, WE'RE LOOKING AT WHAT THOSE CLASS SIZES ARE AND ADJUSTING STAFFING.
OUR GOAL IS ALWAYS TO MAINTAIN WHAT WE VALUE AS A DISTRICT IN ALL FACETS OF WHAT WE DO.
AND AS I'VE MENTIONED OVER THE PAST FEW YEARS, WITH OUR GROWTH SHIFTING FROM PRIMARILY BEING AT ELEMENTARY TO BEING AT SECONDARY, WE HAVE BEEN ABLE TO, THROUGH ATTRITION, USE SOME OF THOSE ALLOCATIONS THAT TYPICALLY WOULD HAVE BEEN AT THE ELEMENTARY LEVEL, SHIFTING THOSE TO THE SECONDARY LEVEL.
AND WHAT THAT DOES FOR US AS A DISTRICT, IT ALLOWS US NOT TO ASK FOR AS MANY ALLOCATIONS AND TO TRY TO HELP WHEN WE LOOK AT OUR FINANCIAL EFFICIENCIES.
THROUGH STAFFING EFFICIENCIES AT ELEMENTARY, WE WERE ABLE TO SAVE ABOUT SOMEWHERE BETWEEN 30 AND 35 ALLOCATIONS THAT WE WERE ABLE TO THEN USE FOR SECONDARY. THAT MEANT TO STAFF THOSE CAMPUSES, WE DID NOT HAVE TO REQUEST AS MANY ALLOCATIONS.
WE ALSO DID AGAIN, NOT HAVE TO GET RID OF ANY TEACHERS.
IT'S JUST THROUGH THAT ATTRITION.
AS PEOPLE RESIGNED, WE DID NOT REPLACE THOSE AT THE ELEMENTARY LEVEL.
SO WE'VE BEEN ABLE TO MAINTAIN OUR STAFFING RATIOS THROUGH THE LAST FEW YEARS WITHOUT ANY REDUCTION IN SUPPORT TO OUR CAMPUSES AND WITHOUT COMPROMISING WHAT WE VALUE FOR THE 2425 SCHOOL YEAR AT ELEMENTARY.
OKAY. DOCTOR CUNNINGHAM WILL TALK TO YOU A LITTLE BIT ABOUT SECONDARY.
WHAT WE'VE DONE WITH LOOKING AT SECONDARY STAFFING.
THIS IS FUN SHARING YOUR MIND.
SO DOCTOR LINTON STATED OUR ENROLLMENT TRENDS HAVE CHANGED AND IS ANY COMPETENT DISTRICT WOULD DO.
WE TOOK A MOMENT TO PAUSE, REFLECT, ANALYZE AND DEVELOP A PLAN.
AND WE STARTED BACK IN OCTOBER BY CONVENING A MASTER SCHEDULE TASK FORCE.
WE HAD AROUND 30 MEMBERS, AND THEY WERE FOLKS FROM ACROSS EVERY DEPARTMENT THAT IST REPRESENTS.
SO I'M GOING TO BE REAL BLUNT.
I'M GOING TO DO MY BEST TO SIMPLIFY IT FOR YOU AND SUMMARIZE IT.
I'LL TAKE ANY QUESTIONS LATER IF YOU HAVE THEM.
BUT WE GENERALLY FOLLOW A FEW STEPS.
AND REMEMBER THIS STARTED BACK IN OCTOBER AND WE'RE STILL MAKING SOME MINOR TWEAKS EVEN TODAY.
FIRST WE WERE ABLE TO EXAMINE CLASS LOADS AT EVERY SECONDARY CAMPUS PER COURSE, PER TEACHER, AND DISAGGREGATE THOSE CLASS LOADS SO THAT WE COULD BALANCE CLASSES AND STAFF ACROSS THE DISTRICT WHILE STILL SUPPORTING THE UNIQUE NEEDS OF OUR INDIVIDUAL CAMPUSES.
WE THEN TOOK AND ANALYZED STAFFING ALLOCATIONS PROVIDED TO CAMPUSES SINCE 2020, AND AS DOCTOR LINTON MENTIONED, THOSE ALLOCATIONS WERE BASED ON US TRYING TO MANAGE TWO COMPLETELY DIFFERENT INSTRUCTIONAL MODELS AT ONE TIME.
AND ONCE WE HAD ALL THOSE DIFFERENT DATA POINTS, WE TOOK A LOOK AT OUR HISTORICAL STAFFING PATTERNS AND PRACTICES THAT WERE NOT NECESSARILY ALIGNED TO OUR GOALS OF MEETING EFFICIENCIES WHILE STILL MEETING STUDENT NEEDS.
[01:45:04]
THAT'S REALLY IMPORTANT TO US TO SUPPORT OUR STUDENTS, OUR TEACHERS AND ADMINISTRATORS THROUGH THAT.AND IT'S WE'VE HAD THAT, BUT WE GOT A LITTLE TIGHTER THIS YEAR WITH IT.
ALONG THE WAY, THERE WERE CONSISTENT AND CONSTANT COMMUNICATION AND FEEDBACK LOOPS.
WE HAD TO THEN RETROACTIVELY PROVIDE A SIGNIFICANT AMOUNT OF ADDITIONAL SUPPORT THAT WE HAVEN'T NORMALLY PROVIDED TO OUR CAMPUS ADMINISTRATIVE STAFF, AS THEY BEGAN A FAIRLY LENGTHY PROCESS TO BUILD A MASTER SCHEDULE FOR NEXT YEAR.
SO THEN WE TAKE THESE GUIDELINES.
WE ANALYZE OUR STUDENT COURSE REQUESTS FOR THE 24-25 SCHOOL YEAR.
WE LOOKED AT CAMPUS PROJECTIONS, EXISTING STAFF, AND THEN PROVIDED SOME SUGGESTIONS TO CAMPUS LEADERSHIP ABOUT SOME OPTIONS THAT THEY COULD CONSIDER IN THEIR STAFFING MODELS AND IN THEIR MASTER SCHEDULE.
AND I SAID IT A COUPLE TIMES, BUT IT'S IMPORTANT.
SO IT WASN'T LIKE ANYBODY WALKED IN AND SAID, YOU, THOU SHALT DO THESE FIVE THINGS.
AND SO OVERALL, THE STEPS I'VE JUST WENT OVER RESULTED IN SAVINGS THAT KIM'S MENTIONED IN THE PAST FEW BUDGET MEETINGS, AND WE'VE BEEN ABLE TO DO THAT WITHOUT SIGNIFICANTLY IMPACTING OUR STUDENTS AND THIS OPPORTUNITIES THAT OUR STUDENTS HAVE IN FRISCO ISD, BECAUSE THAT'S WHAT MAKES FRISCO ISD SO SPECIAL.
AND I'D BE REMISS IF I ACTED LIKE THAT WAS THE END.
AND WE'RE CONTINUING THIS WORK.
AND AS DOCTOR FOUCHE SAID SO ELOQUENTLY A FEW MINUTES AGO, WE'RE GOING TO HAVE TO CONTINUE TO LOOK AT THESE EFFICIENCIES, AND WE'VE GOT TO DO IT THE RIGHT WAY, AND IT'S GOING TO HAVE TO BE DONE OVER TIME.
OTHERWISE, WE'LL USE MISS SCHULTZ PHRASE, WE'RE GOING TO UNRAVEL SOMETHING WE DON'T WANT TO UNRAVEL.
AND THE ONE THING THAT WE KNOW IS THAT IT MAY SEEM INCONGRUOUS TO TALK ABOUT SAVING ALLOCATIONS OR NOT REPLACING ALLOCATIONS WITHOUT INCREASING CLASS SIZE RATIOS.
THE OTHER THING WE KNOW IS THAT THAT MAY FEEL VERY DIFFERENT TO THE TEACHERS IN THE CLASSROOM, BECAUSE WHILE THE CLASS SIZE RATIOS HAVE NOT INCREASED, THE NUMBER OF STUDENTS THEY MAY SEE IN A CLASSROOM MAY INCREASE MORE SO TO ALIGN WITH THOSE CLASS SIZE RATIOS.
SO AGAIN WE JUST WANT TO REINFORCE WE'RE MAINTAINING OUR DISTRICT PRIORITIES AND ADHERING TO OUR DISTRICT VALUES WITH THE GOAL OF NOT RAISING OUR STANDARD CLASS SIZE RATIOS, NOT REDUCING OPPORTUNITIES FOR KIDS, AND CERTAINLY NOT EXERCISING ANY KIND OF REDUCTION IN FORCE OR WHERE PEOPLE ARE LOSING THEIR JOBS AS A RESULT OF THIS.
CAN I ASK YOU? I MIGHT HAVE MISUNDERSTOOD WHAT YOU WERE SAYING.
YOU SAID SOME OF THE TEACHERS MAY SEE AN INCREASE IN THEIR STUDENT, THEIR THEIR CLASSROOM SIZE, BUT THAT WON'T ALTER THE RATIO OF TEACHER TO STUDENT.
YOU WANT ME TO EXPLAIN THAT A LITTLE BIT? NO, I CAN GIVE YOU.
I'LL GIVE YOU A GREAT EXAMPLE.
WHEN YOU LOOK AT LET'S TAKE ELEMENTARY BACK IN THE 21-22 SCHOOL YEAR BECAUSE WE WERE VIRTUAL, SOME VIRTUAL, SOME FACE TO FACE AND FACE TO FACE WITH THE GUIDELINES IN PLACE, WE COULDN'T GO ABOVE ABOUT 14 KIDS.
SO IF YOU WERE AN ELEMENTARY TEACHER COMING IN, YOU MAY HAVE HAD 14.
WELL, IF I HAVE BEEN ACCUSTOMED TO 14 KIDS OR 16 KIDS, AND I'M NOW GOING TO 21 KIDS AT ELEMENTARY, AND AS A FORMER ELEMENTARY TEACHER, I CAN TELL YOU THAT THOSE FIVE KIDS, THAT FEELS VERY, VERY, VERY DIFFERENT.
SO THAT'S WHAT I MEAN BY THAT.
OKAY. SO SOME OF THE CLASSES ARE GOING TO SEE MORE STUDENTS.
THEY MAY SEE MORE STUDENTS, BUT IT'S NOT GOING TO GO OVER THE SIDE.
THE STATED AMOUNT THAT WE CAN'T GO OVER OR THE RIGHT.
SO THOSE CLASSES WILL STILL STAY IN LINE WITH OUR CLASS SIZE RATIOS ON AN AVERAGE.
[01:50:01]
AROUND THAT RATIO.THANK YOU, DOCTOR LINTON. YOU'RE WELCOME.
OKAY, I'M GOING TO WRAP THIS UP A LITTLE BIT.
THE NEXT PAGE IS JUST ON YOUR SCREEN IS JUST THE TIMELINE.
JUST TO REFRESH YOUR MEMORY, I'M GOING TO PAUSE IN A SECOND AND ASK FOR ANY FINAL Q&A.
BUT JUST AS A REMINDER WE WERE ON A TIGHTER TIMELINE TO ADOPT THE BUDGET THIS YEAR AND SO ON MAY 1ST, LAST WEEK, I SENT YOU GUYS THE NEAR FINAL BUDGET. AND WE POSTED THAT ON OUR DISTRICT WEBSITE AS WELL FOR THE COMMUNITY TO SEE.
WE PUBLISHED OUR REQUIRED NOTICE IN THE NEWSPAPER FOR THE PUBLIC HEARING.
AND THEN TODAY, OF COURSE, IS OUR FINAL BUDGET WORKSHOP.
I THINK THAT MEETING IS SCHEDULED FOR 9:00.
HOWEVER, WE LUCKED OUT THAT YOU GUYS HAVE A REGULAR BOARD MEETING MONDAY.
AND SO WE HAVE ADVERTISED IN OUR NEWSLETTERS AND THINGS LIKE THAT, THAT WE ARE SEEKING PUBLIC COMMENT ON THE BUDGET AND COMPENSATION PLAN AT MONDAY NIGHT'S BOARD MEETING, IN ADDITION TO IF PEOPLE WOULD LIKE TO COME TO THE OFFICIAL PUBLIC HEARING, BECAUSE WE WANT TO MAKE SURE THAT THE COMMUNITY IF THEY WANT TO COME AND SPEAK ABOUT THE BUDGET, THAT THEY HAVE AN OPPORTUNITY TO DO SO AT A TIME THAT IS CONVENIENT FOR THEM.
AND THEN THAT WILL BE THE VOTE ON THE BUDGET.
AND THEN WE KIND OF TAKE A PAUSE UNTIL AUGUST WHEN YOU GUYS ADOPT THE TAX RATE.
WE'RE STILL ADOPTING OR WE'RE STILL PROPOSING A, I THINK IT'S A NEARLY $30 MILLION DEFICIT.
BECAUSE IT DOES INCLUDE THE RAISE THAT WE TALKED ABOUT LAST TIME.
I DON'T BELIEVE THAT THE LEGISLATURE IS GOING TO COME IN AND SAVE THE DAY.
AND I WOULD SAY THAT IT'S RAINING.
RIGHT? AND, AND WE HAVE THE CAPACITY TO GET US THROUGH THE NEXT YEAR AND DO SOME OF THE THINGS THAT WE CAN DO WITHOUT IMPACTING THE PEOPLE AND THE PROGRAMS WHILE WE CONTINUE TO EXPLORE OTHER WAYS THAT WE CAN, CAN SAVE MONEY OR THAT WE MAY NEED TO START SLOWLY PULLING APART SOME OF THAT SUPPORT OR SOME OF THOSE PROGRAMS. SO THAT'S THAT'S ALL I HAVE.
REPORTER, ARE THERE ANY QUESTIONS AT THIS TIME? I HAVE A QUESTION.
IS THE BUDGET AND COMPENSATION PLAN GOING TO BE PRESENTED AGAIN ON MAY 13TH SO THAT? YES, WE CAN SEE, YES.
I'LL DO A VERY BRIEF PRESENTATION BEFORE WE TAKE PUBLIC COMMENT.
BUT NO NEW INFORMATION ON MONDAY.
IT'S JUST A COUPLE OF COMMENTS.
I I'M GLAD TO SEE THAT YOU KNOW, THROUGHOUT OUR WORKSHOP PROCESS WITH YOU GUYS AND ESPECIALLY TODAY, HEARING FROM ALL THE DIFFERENT MEMBERS OF VARIOUS DEPARTMENTS AND IST MEMBERS THAT YOU GUYS ARE ALREADY WORKING ON LANDING THIS PLANE.
I'VE SAID BEFORE AT PREVIOUS MEETINGS THAT WE HAVE A RAINY DAY FUND FOR RAINY DAYS.
ALSO, I THINK AS WE'VE GONE DOWN THE PATH OF HAVING THESE CONVERSATIONS AROUND WAYS THAT WE CAN RIGHTSIZE THIS BUDGET, I WANT TO MAKE SURE, AT LEAST IN MY OPINION, THAT IT'S EXPRESSED, THAT, YOU KNOW, FRISCO ISD HAS DONE SOMETHING WRONG, OR I WANT TO MAKE SURE WE AVOID THINKING THAT AS WE MOVE FURTHER AND FURTHER DOWN, TALKING ABOUT WAYS THAT WE CAN CHANGE THINGS.
AND DISTRICTS ALL ACROSS THE STATE ARE ATTRACTING OR ADOPTING DEFICIT BUDGETS.
SO AS WE LOOK FOR WAYS TO GET THIS JOB DONE ON OUR OWN, BECAUSE I THINK THAT WE NEED TO AND I THINK THAT THIS BOARD HAS PROBABLY SHARED WITH YOU THROUGH THIS PROCESS THAT THEY WOULD LIKE US TO.
DO I THINK THAT FRISCO ISD HAS DONE ANYTHING WRONG?
[01:55:06]
SO WE HAVE A RAINY DAY FUND.WE SHOULD USE THAT RAINY DAY FUND WHILE WE CAN.
I THINK WE CAN BOARD FOR THIS NEXT YEAR.
CAN WE DO IT FOREVER? ABSOLUTELY NOT.
AND STAFF MEMBERS IN THIS DISTRICT HAVE ALREADY STARTED THE PROCESS OF WAYS TO FIX THAT.
IF WE DON'T GET ANY OUTSIDE HELP.
BUT THE LAST THING THAT I'D WANT TO SAY ABOUT THIS, AND I GO BACK TO THE POINT THAT SOME OF YOU ALL MADE WITH COVID AND BEHAVIORS, WE WENT THROUGH COVID AS A DISTRICT, AS A WORLD, AND WE DON'T GET TO GO BACK AND DO RIGHT BY THOSE KIDS.
SOME OF THEM PERMANENTLY AFFECTED, SOME OF THEM HOPEFULLY TEMPORARILY AFFECTED.
AND WE'RE DOING OUR BEST TO FIX SOME OF THOSE SITUATIONS.
I SEE A SIMILAR SITUATION HERE WHERE WE CAN BECAUSE OF THE PREPARATION, WE'VE GOT THE FUND BALANCE, WE'VE GOT DO RIGHT BY THESE KIDS NEXT YEAR.
AND THEN HOPEFULLY THE PUBLIC WILL WATCH.
BUT FOR NEXT YEAR, WE CAN DO THE RIGHT THING.
THAT'S ALL. FIRST OF ALL, I AM THANKFUL FOR THE INPUTS FROM THE ISD ABOUT THE EFFORTS THAT ARE IN PLACE TO ENSURE THAT, YOU KNOW, WE PASS THROUGH THIS YEAR.
I GOT EXPOSURE TO HOW OTHER SCHOOL DISTRICTS ARE HANDLING THE SITUATION.
WHAT WE ARE HANDLING AND WHAT WE ARE HANDLING IS NOT UNIQUE ONLY TO OUR SCHOOL DISTRICT.
THEY'RE ADOPTING THE DEFICIT BUDGET NEXT YEAR OR THIS YEAR.
IT'S WE ARE NOT IN THAT SITUATION WHERE ONLY WE ARE DOING SOMETHING THAT IS DIFFERENT.
THIS IS BEING EXPERIENCED BY SCHOOL DISTRICTS ACROSS THE BOARD, BECAUSE IT'S VERY OBVIOUS THAT, YOU KNOW, WE ARE RUNNING ON A 2019 FORMULA FOR 2024 POST INFLATION EXPENSES.
SO CONSIDERING THAT AND THEN CONSIDERING THAT WE HAVE THE FUND BALANCE.
HOPING THAT LEGISLATURE WILL MAKE AMENDS NEXT YEAR.
AND ALSO, CONSIDERING THAT OUR ISD IS LOOKING DEEP INTO THE OPPORTUNITIES TO SAVE WITHIN THEIR DEPARTMENTS, I THINK GOOD ABOUT WHAT WE ARE DOING AT THIS TIME AND HOPEFULLY NEXT YEAR WILL BE IN A BETTER SHAPE.
SO I WANTED TO FIRST OF ALL, THANK THE PRINCIPALS WHO ARE HERE TODAY AND ALL THE IST FOLKS.
I FAILED TO MENTION THAT EARLIER.
I ALSO WANTED TO THANK YOU FOR THE ONE ON ONE TIME.
I THINK THAT THAT WAS HELPFUL.
I KNOW THAT WAS AT LEAST SEVEN HOURS OF YOUR TIME, PROBABLY.
AND I KNOW THAT TIME IS A VALUABLE THING, SO THANK YOU FOR THAT.
I THINK JUST WHAT WHAT I WOULD LIKE TO SEE NEXT WEEK THAT'S OBVIOUSLY UP TO YOU IS IN OUR LAST WORKSHOP THERE WAS SOME MENTION OF SOME POTENTIAL IDEAS THAT WE COULD EXPLORE FOR SAVINGS.
IT WAS KIND OF JUST A BASIC HIGH LEVEL LIST.
I THINK THAT THAT IN MY OPINION, THAT LIST SHOULD BE PART OF WHAT IS DISCUSSED NEXT WEEK, SO THAT THOSE FOLKS WHO MAYBE MISSED THAT WORKSHOP COULD SEE THAT WE ARE LOOKING AT THINGS. WE ARE EXPLORING THINGS.
AND SOME OF THE FEEDBACK THAT I'VE HEARD ABOUT THE BUDGET IS, WHY DON'T WE LOOK AT THIS, WHY DON'T WE LOOK AT THAT? AND SOME OF THOSE THINGS WERE ON YOUR LIST.
SO I THINK IT'S JUST IMPORTANT FOR THOSE FOLKS.
AND SOME OF THOSE, TO BE HONEST, SOME OF THOSE IDEAS, I THOUGHT THAT'S INTERESTING.
AND SOME OF THOSE. I THOUGHT THAT WOULD BE PROBABLY KIND OF TOUGH TO DO.
SO THEY'RE PROBABLY ALL TOUGH TO DO, RIGHT.
[02:00:02]
BUT I THINK SOME MAY BE MORE VIABLE THAN OTHERS.SO JUST WANTED TO SHARE THAT RECOMMENDATION.
THAT'S GOOD FEEDBACK I APPRECIATE THAT.
AND WE HAVE KIND OF A VIRTUAL SUGGESTION BOX THAT'S STILL OPEN.
AND YOU ALL HAVE ACCESS TO ALL OF THOSE RESPONSES AS WELL.
SOME OF THEM ALIGN EXACTLY WITH SOME OF THE THINGS THAT WERE ON THAT LIST.
OTHERS ARE NEW IDEAS THAT WE HADN'T NECESSARILY STARTED TO CONSIDER YET.
AND SO WE'RE WORKING THROUGH HOW ARE WE GOING TO REALLY DIVE INTO SOME OF THOSE IDEAS, ESPECIALLY THE ONES THAT HAVE BEEN COMING UP OVER AND OVER AGAIN? AND SORT OF EXPLORE THOSE FIRST, BECAUSE THOSE ARE THE ONES THAT ARE COMING STRAIGHT FROM STAFF ON CAMPUSES.
WELL. I WANT TO THANK YOU ALL FOR COMING TODAY TO GIVE US A LIVE VIEW FROM EACH DEPARTMENT AS TO WHERE AND HOW WE'VE BEEN WORKING TO REDUCE NOT ONLY OUR DEFICIT BUDGET, BUT JUST LOOKING AT HOW THE DISTRICT IS RUN FINANCIALLY.
I DO REALIZE, AND I THINK MANY OF THE TRUSTEES THAT ARE ON THE DAIS HERE TODAY THAT AT ONE POINT, IN THE WORDS OF DOCTOR WALDRIP, WE WERE PUTTING A PLANE TOGETHER WHILE IT WAS IN THE AIR AS FRISCO ISD WAS A FAST GROWING DISTRICT AND MY STOMACH IS GROWLING, SO Y'ALL PROBABLY HEAR IT.
LOST MY THOUGHT. ALL RIGHT, SO WE WERE PUTTING THAT BUDGET, PUTTING THAT PLANE TOGETHER IN THE AIR AS A DISTRICT, WHICH REQUIRED A LOT OF THE RESOURCES THAT SOME OF OUR COMMUNITY MEMBERS, SOME OF OUR TRUSTEES, MAY BE QUESTIONING TODAY.
BUT WHEN YOU'RE PUTTING TOGETHER A PROJECT, SOMETIMES YOU HAVE TO HAVE A LITTLE EXTRA.
YOU HAVE TO INCLUDE THINGS THAT YOU WON'T NEED FOR THE DURATION, BUT YOU NEED THEM TO BEGIN THE PROCESS OR TO ACTUALLY PUT THE PROJECT TOGETHER.
AS OUR DISTRICT BEGINS TO SLOW.
I THINK THAT IT IS IMPORTANT TO REMEMBER THAT YOU ALL, AS YOU'VE SHARED TODAY, HAVE DONE AN AMAZING JOB OF TAKING A LOOK AT THE THINGS THAT WE NO LONGER NEED WHILE BUILDING AND CONTINUING TO BUILD THE DISTRICT.
I WANTED TO ECHO JOHN AS IT RELATES TO.
THE FEELING OF WE'VE DONE SOMETHING WRONG.
I'VE, AFTER HEARING FROM ALL OF OUR CHIEFS TODAY AND SOME OF OUR IST MEMBERS, OUR PRINCIPALS, OUR TEACHERS IT SORT OF MADE ME SAD TO HEAR OF HOW EVERYONE FELT, THAT THEY NEEDED TO EXPLAIN WHY WE NEEDED TO, WHY THEY WERE REDUCING AND WHAT THEY WERE REDUCING, AND ALL OF THE THINGS THAT THEY WERE TAKING A CLOSER LOOK AT, BECAUSE I KNOW THAT THOSE THINGS HAVE BEEN DONE ANNUALLY THROUGHOUT THE YEAR, ALL YEAR LONG.
AND SO IF I CAN JUST LEAVE EVERYONE THAT IS HERE IN THIS ROOM TODAY WITH JUST ONE SENTIMENT ECHOING JOHN WHILE WE APPRECIATE ALL OF THE THINGS THAT YOU ALL HAVE SHARED WITH US IN TERMS OF COST SAVINGS AND STUDENT BEHAVIOR AND, AND THINGS THAT WILL HELP OUR DISTRICT CONTINUE TO GROW.
YOU HAVEN'T DONE ANYTHING WRONG.
AND IT'S IMPORTANT THAT YOU ALL REALIZE THAT OUR BOARD IS HERE TO SUPPORT YOU.
SOMETIMES HARD CONVERSATIONS MAY FEEL LIKE.
MAN. MAYBE WE DID SOMETHING WRONG.
ALL ARE THE SUBJECT MATTER EXPERTS.
YES, WE ALL HAVE DIFFERENT BACKGROUNDS.
WE HAVE DIFFERENT THINGS TO BRING TO THE TABLE.
BUT YOU ARE HERE FOR A REASON.
YOU WERE HERE BEFORE MOST OF US GOT HERE.
YOU'LL BE HERE LONG AFTER MANY OF US ARE GONE.
BECAUSE YOU LOVE THIS DISTRICT.
PLEASE DON'T FEEL LIKE IN ANY WAY THAT YOU'VE DONE ANYTHING WRONG.
NOBODY SMILED WHEN THEY GAVE THEIR REPORTS TODAY.
BECAUSE I KNOW THAT YOU FELT LIKE YOU HAD TO ANSWER TO SOMETHING.
YES. AS A DISTRICT, WE DO HAVE TO FIGURE OUT HOW TO BALANCE A BUDGET, BUT WE'RE IN IT TOGETHER.
SO IF I CAN JUST LEAVE YOU ALL WITH THAT TODAY, I APPRECIATE YOU.
[02:05:03]
I HOPE I CAN SPEAK ON BEHALF OF THE BOARD.THANK YOU FOR ALL THAT YOU'VE DONE, DOCTOR WALDRIP.
THANK YOU. I KNOW THAT IT IS NOT EASY DRIVING A 777 CAMPUS PLANE OR WHATEVER.
WHAT PROJECT OR WHATEVER WE WOULD CALL IT.
I KNOW PROBABLY OUT OF ALL OF THE TRUSTEES, I GIVE YOU THE MOST GRIEF.
AND I'M SORRY, BUT I'M NOT SORRY.
BUT I KNOW THAT WE HAVE TO, I KNOW THAT WE HAVE TO HAVE THOSE HARD CONVERSATIONS.
AND I KNOW THAT THE REASON WHY FRISCO ISD IS THE WAY THAT IT IS, IS BECAUSE OF YOUR HARD WORK AND YOUR EFFORT, AND I APPRECIATE IT, AND I DON'T I REALLY AGAIN, I'M SPEAKING FOR MYSELF. I KNOW THAT IT ISN'T EASY.
TO BE AT 77 CAMPUSES AT ONE TIME.
THANK YOU ALL FOR BEING HERE TODAY.
I KNOW THAT WE'RE GOING TO MAKE THE RIGHT DECISION FOR TEACHERS AND STUDENTS OF OUR DISTRICT.
AS IT RELATES TO WHAT STEPHANIE SHARED ABOUT THE DIFFERENT PROJECTS, IT IS IMPORTANT TO NOTE THAT THOSE THINGS WE WILL BE TAKING A LOOK AT BEYOND THE 2425 SCHOOL YEAR, OR IS THAT NOT THE CASE? NOTHING ON THAT LIST WAS WAS ANYTHING THAT'S BEING RECOMMENDED RIGHT NOW.
YEAH, THANK YOU FOR NOT TAKING OFFENSE TO US SAYING THAT.
WE WANTED TO HEAR FROM OTHER PEOPLE.
AND IF IF I COULD JUST REALLY QUICKLY KIND OF.
AND SINCE THAT TIME, THIS IS A REGULAR PROCESS, WHETHER IT'S A YEAR THAT WE HAVE A SURPLUS OF FUNDS AND WE'RE TRYING TO PLAN FOR THE FUTURE, OR IT'S A YEAR LIKE THIS, THIS IS REALLY NO DIFFERENT THAN WHAT WE'VE DONE IN THE PAST.
I THINK WE'VE ALWAYS TRIED TO MAKE DECISIONS THAT ARE RIGHT FOR KIDS.
AND WE'RE JUST IN A DIFFERENT TIME NOW, AND IT MAKES THE CONVERSATION A LITTLE BIT HARDER.
FOR YOU GUYS, FOR THE COMMUNITY, FOR OUR STAFF.
RIGHT. SO I APPRECIATE YOU ACKNOWLEDGING THAT.
AND I'LL STOP TALKING NOW AND TURN IT OVER TO JUST SOMETHING KIND OF FUNNY ABOUT THAT.
SINCE WE DIDN'T SMILE MUCH TODAY.
AND I REMEMBER WE WERE IN AN IST MEETING.
WE WERE LIKE, THIS IS FALL OF 2019, MIND YOU.
WE'RE IN A REALLY GOOD PLACE RIGHT NOW.
I THINK THINGS GOING FOR THE NEXT 4 OR 5 YEARS ARE GOING TO BE AMAZING.
SO. FIRST OF ALL, DOCTOR POTTER, DOCTOR BEARDEN.
MISS SCHULTE, THANK YOU FOR BEING HERE.
THESE THREE WEREN'T JUST THREE RINGERS WE COULD HAVE.
I APPRECIATE THE TIME THAT YOU'VE GIVEN.
THERE IS AND IT IT PAINS ME THAT WE'VE COME TO THIS, THIS PLACE.
THERE WAS A TIME WHEN POLITICS DIDN'T ENTER INTO SCHOOL BOARD MATTERS THAT THAT TIME HAS.
I HEAR ABOUT FROM SOME ABOUT THEIR BASE AND THEIR BASE CHIRPING IN THEIR EAR ABOUT SOMEBODY NEEDS TO FEEL SOME PAIN, AND I HEAR THIS, AND I HEAR THAT, AND I'M BEHOLDEN TO MY BASE.
THERE ARE 67,000 STUDENTS IN THE SCHOOL DISTRICT.
THAT ARE THE PROGENY OF ABOUT 100,000 PARENTS.
[02:10:01]
THAT ARE PART OF A MUCH LARGER COMMUNITY.AMEN. THAT IS WHAT YOU GOT ON THIS BOARD TO REPRESENT NOT A SMALL GROUP OF DISGRUNTLED INDIVIDUALS OR PEOPLE THAT HAVE A PERCEPTION OF THIS SCHOOL DISTRICT THAT IS FAR FROM ACCURATE.
YOU'RE REPRESENTING 67,000 STUDENTS, 100,000 PARENTS, AND THE COMMUNITIES OF FRISCO, PART OF MCKINNEY, PART OF PLANO, PART OF LITTLE ELM.
10,000 OF OUR STUDENTS LIVE IN THE CITY OF MCKINNEY.
YOU'RE REPRESENTING ALL THOSE FAMILIES, ALL THOSE KIDS.
AND I IMPLORE YOU TO THINK ABOUT THAT.
THAT IS MY PERCEPTION OF HOW A BOARD SHOULD SEE THINGS AND HOW A BOARD SHOULD OPERATE.
YOU ARE FREE TO SEE THINGS AS YOU SEE THEM.
AND I APPRECIATE MORE THAN EVER THE SACRIFICE THAT YOU ALL MAKE AS BOARD MEMBERS.
I COULD NOT HAVE SERVED WITH TWO BETTER INDIVIDUALS ON A BOARD.
I AM GOING TO. YOU'RE GOING TO BE SORELY MISSED BY ME AND A LOT OF OTHERS IN THIS ORGANIZATION.
WE SEE THAT THERE ARE TWO QUALITY INDIVIDUALS COMING TO REPLACE YOU.
I COULDN'T BE HAPPIER FOR THAT EITHER.
BUT AS WE MOVE FORWARD, NEVER FORGET WHY WE'RE ALL HERE.
AND, YOU KNOW, YOU HEARD SOMETHING TODAY.
YOU HEARD THE WORD CALLING USED THE PEOPLE SITTING AT THIS DAIS.
I HAVE BEEN WORKED IN THIS 42 YEARS AS A CALLING.
THAT'S WHAT ALL THOSE PEOPLE OUT THERE.
AND I COULDN'T, I COULDN'T WORK WITH A BUNCH OF BETTER INDIVIDUALS.
THANK YOU FOR YOUR TIME TODAY, AND THANK YOU FOR YOUR ATTENTION AND YOUR PATIENCE.
WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.