Allen Independent School District

Allen Independent School District
Board Candidate Information Session December 5, 2017

Welcome and Introductions
Dr.Scott Niven, Superintendent Robin Bullock, Deputy Superintendent. School Leadership & Support Greg Cartwright, Chief Financial Officer Dr. Maroba Zoeller, Chief Governmental Relations Officer Tim Carroll, Chief Information Officer Daniel Pitcock, Assistant Supt, Operations Jennifer Wilhelm, Assistant Superintendent for Learner Services Shelia Smith, Assistant Superintendent for Human Resources

WELCOME & INTRODUCTIONS
Louise Master, President - Place 6 John Montgomery - Vice-President - Place 3 Amy Gnadt, Secretary - Place 4 Susan Olinger - Place 1 Vatsa Ramanathan - Place 7 Scott Niven, Ed.D. Superintendent of Schools David Noll - Place 2 Kelley Rowley - Place 5

Cabinet Members Robin Bullock Deputy Superintendent Tim Carroll
Chief Information Officer Greg Cartwright Chief Financial Officer Daniel Pitcock Chief Operations Officer Deron Robinson General Counsel Shelia Straughan Smith Assistant Superintendent of Human Resources Jennifer Wilhelm Assistant Superintendent of Learner Services Dr. Maroba Zoeller Chief Governmental Relations Officer

Introduction to Allen ISD

HISTORY Allen Independent School District When Were Our Schools Built? Allen Schoolhouse Allen School Allen High School Elementary Addition Rountree Elemen Boyd Elementary Reed Elementary Ford Middle School Story Elementary – 1987 Vaughan Elementary – 1989 Curtis Middle School – 1994 Green Elementary – 1995 Anderson Elementary Norton Elementary Allen High School Lowery Freshman Ctr Bolin Elementary Kerr Elementary – 2000 Marion Elementary – 2003 Ereckson Middle School – 2004 Boon Elementary – 2005 Chandler Elementary – 2006 Evans Elementary – 2008 Olson Elementary – 2009 Cheatham Elementary – 2010 Lindsey Elementary – 2013 Preston Elementary

FACTS Allen Independent School District District covers 29 square miles including most of Allen plus some of Lucas, Fairview, Parker & McKinney Highly recognized for student academic and athletic performance & fiscal management Anticipate reaching “build out of about 23,000 students in 2020 In addition to classroom responsibilities, district serves 15,655 lunches per day and runs 82 daily bus routes carrying 4,518 students

STUDENTS Allen Independent School District Allen ISD serves 21,054 students 51.14% Anglo 18.20% Asian 12.92% Hispanic 11.99% African American 4.88% Multi-Racial 0.59% American Indian/Alaskan 0.28% Hawaiian/ Pacific Islander

STUDENTS Allen Independent School District Allen High School serves 4,929 students (10-12) + 1,775 students at Lowery Freshman Center makes the school Texas’ largest 9-12 school 2,179 enrolled in one or more advanced placement courses; 202 enrolled in International Baccalaureate 621 enrolled in dual college credit courses 87.8% graduate on recommended & distinguished plan Allen HS graduation rate is 97.3% 2,624 participate in extracurricular activities

EMPLOYEES Allen Independent School District Allen ISD employs 2,660 people Teaching Staff 1,337 Support Staff 1,009 Professional- Admin 314 Teaching Experience 0-5 years % 6 –10 years % 11 years %

Finance

Allen ISD Tax Rates History

Allen ISD “At A Glance”

Part 1: Spring 2017 STAAR/EOC Assessment Results
September 2017

Assessment Updates for 2016-2017
Redesign of STAAR Assessments in Grades 3-8 to comply with HB 743 requirements Removal of the short answer reading questions from the English I and II STAAR EOC exams Elimination of the STAAR L and STAAR A versions Implementation of new STAAR Performance Categories

Performance Levels for STAAR
Approaches Grade Level on STAAR assessments will be considered passing. Approaches Grade Level Meets Grade Level Masters Grade Level Did Not Meet Grade Level Unlikely to succeed in the next grade or course without significant, ongoing academic intervention Likely to succeed in the next grade or course with targeted academic intervention High likelihood of success in the next grade or course, but may still need some short-term, targeted academic intervention Expected to succeed in the next grade or course with little or no academic intervention

2017 STAAR 3-8 Results

Math 3-8 Reading 3-8 Science 5, 8 Social Studies 8 Writing 4, 7
Math 3-8 Reading 3-8 Science 5, 8 Social Studies 8 Writing 4, 7 Change (from 2016) 0.56% 0.98% 0.50% 0.10% -1.91% 2015 Satisfactory 92% 88% 90% 2016 Satisfactory 91% 2017 Approaches Grade Level 86%

Math 3-8 Reading 3-8 Science 5, 8 Social Studies 8 Writing 4, 7 Change (from 2016) 3.85% 3.21% 4.94% -2.09% -4.27% 2015 Final Recommended 68% 61% 2016 Final Recommended 71% 66% 2017 Meets Grade Level 75% 74% 69% 64%

Math 3-8 Reading 3-8 Science 5, 8 Social Studies 8 Writing 4, 7 Change (from 2016) 6.52% 4.38% 4.01% -2.25% -4.44% 2015 Advanced 38% 43% 32% 25% 2016 Advanced 45% 36% 52% 33% 2017 Masters Grade Level 50% 49% 40% 29%

2017 STAAR EOC Results

Black Line - State Results
60% 44% 8% 62% 6% Black Line - State Results

Black Line - State Results
82% 50% 27% 85% 59% 21% 92% 67% 37% Black Line - State Results

Algebra I Biology U.S. History English I English II
Algebra I Biology U.S. History English I English II Change (from 2016) 0.79% -0.97% 0.95% -1.35% -0.44% 2015 Satisfactory 94% 97% 89% 90% 2016 Satisfactory 98% 88% 2017 Approaches Grade Level 95% 96% 99% 87%

Algebra I Biology U.S. History English I English II Change (from 2016) 5.72% 0.52% 3.97% -0.01% 2.86% 2015 Final Recommended 73% 81% 85% 78% 76% 2016 Final Recommended 86% 2017 Meets Grade Level 90%

Algebra I Biology U.S. History English I English II Change (from 2016) 7.11% 9.03% 10.96% 5.78% -3.45% 2015 Final Recommended 51% 42% 53% 24% 21% 2016 Final Recommended 55% 48% 56% 2017 Masters Grade Level 63% 57% 67% 29%

Allen’s Commitment to Student Success
Focused on providing high quality instruction and intervention. Students’ mastery of grade level curriculum is monitored throughout the year in order to address identified needs with classroom instruction, intervention, and enrichment. Offered STAAR/EOC Accelerated Instruction for students not meeting the approaches grade level score as well as identified students who would benefit from additional intervention. Retesting Opportunities: STAAR 5th & 8th Grade – The third administration of Math and Reading tests were administered June 19-20 STAAR EOC retests were administered June 19-23

Focus for Celebrating gains made by individual students in addition to gains made by the whole, as demonstrated by student progress measures Continuing focus on Special Education student instruction and performance Emphasizing development of our students as writers across all content areas

QUESTIONS?

Part 2: 2017 Accountability Results
September 2017

2017: A Year of Relative Stability
2013 ≠ 2014 2015 2016 2017 Significant changes to accountability each year: Methodology and/or Data 2017 is stable in terms of methodology Most changes for 2017 involve data (i.e. what changes occurred with the assessments included?) Changes to performance and STAAR progress labels also applied 2017: A Year of Relative Stability

2017: The 5 BIG Changes Elimination of STAAR L and STAAR A versions
Redesign of STAAR Assessments in Grades 3-8 Removal of short answer reading questions from English I and English II STAAR EOC exams New Performance Categories New labels for STAAR Progress Measure

Accountability - 4 Tiers
1. Ratings Based on 4 Indices 2. System Safeguards 3. Distinction Designations 4. Local Accountability

Performance Index Framework
Student Progress Index 4: Postsecondary Readiness Index 3: Closing Performance Gaps Index 1: Student Achievement Provides an overall summary of the school’s performance at the Approaches Grade Level performance standard on the STAAR across all grade levels, all tests, and all subject areas tested. OVERALL PERCENT PASSING Credits schools for demonstrating progress on the student growth measure. MOVING STUDENTS FORWARD Focuses on the economically disadvantaged student group and the two lowest performing race/ethnicity groups for the campus or district, recognizing performance gains in these groups. IMPROVING PERFORMANCE FOR LOWEST PERFORMING GROUPS Combines the following measures: postsecondary readiness, performance on STAAR (Meets Grade Level standard), high school 4yr/5yr graduation rates, and RHSP/DAP or FHSP graduates. POSTSECONDARY READINESS District All Campuses District All Campuses District All Campuses District All Campuses

Index 1 – Student Achievement
60 Provides an overview of student performance based on Approaches Grade Level student achievement across all subjects for all students and all tests. Subjects: Combined over ALL subject areas Student Groups: All Students only Performance Standards: Approaches Grade Level Index 1: Student Achievement 100 50 Index Score 92 What is our overall percent passing?

Index 2 – Student Progress
22 Separates measures of student progress from measures of student achievement to provide an opportunity for diverse campuses to show the improvements they are making independent of overall achievement levels. Growth is evaluated by subject and student group. By Subject Area: Reading and Math 10 Groups: All Students, 7 Race/Ethnicity Groups, Special Education, ELLs Minimum Size: At least 25 test results. Credit based on weighted performance. Limited Growth = no point Expected Growth = 1 point Accelerated Growth = 2 points Index 2: Student Progress 100 50 Index Score 51 Are our students moving forward and making progress each year?

Index 3 – Closing Performance Gaps
28 Emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing race/ethnicity student groups. By Subject Areas Student Groups: Economically Disadvantaged and 2 lowest performing student groups from previous year (if group meets minimum size of 25 tests both years) Credit based on weighted performance: Approaches Grade Level Standard = 1 point Masters Grade Level Standard = 2 points Index 3: Closing Performance Gaps 100 50 Index Score 55 Are our lowest performing student groups making gains in their achievement?

Index 4 – Postsecondary Readiness
60 Emphasizes the importance for students to receive a high school diploma that provides them with the foundation necessary for success in college, the workforce, job training programs, or the military; and the role of elementary and middle schools in preparing students for high school. Four possible components are weighted equally: District and All Campuses: Meets Grade Level performance on TWO or more tests District and Allen High School: Post-Secondary Readiness High School Graduation Rates (4 or 5 year rate) Diploma Plans Index 4: Postsecondary Readiness 100 50 Index Score 85 Are we preparing students satisfactorily for the next grade or course (elementary) or for their postsecondary pathways (secondary)?

Overview of Performance Index Framework
Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Performance Gaps Index 4: Postsecondary Readiness 100 Index Score 92 Index Score 85 Index Score 55 50 Index Score 51

State System Safeguards
Indicator All African Amer. Hispanic White Amer. Indian Asian Pacific Islander Two or More Eco. Disadv. Special Ed ELL Performance Rates Reading 91% 81% 86% 93% 96% 87% 92% 78% 57% 79% Mathematics 94% 84% 98% 85% 68% 89% Writing 73% 95% 100% 51% 74% Science 82% 65% Social Studies 90% 99% 70% Participation Rates Federal Graduation Rates 4-year 97.6% 97.8% 96.3% 97.5% 99.5% 95.5% 94.8% 86.8% 98.4% 5-year 98.3% 96.8% 97.3% 98.8% 96.4% 87.9% District Limits on Use of Alternative Assessment Results Alternate 1% Met Federal Limits on Alternative Assessments Performance Indices drive our rating – System Safeguards drive our intervention.

Local Accountability HB 5 requires school districts to self-evaluate community and student engagement and compliance Each district is required to assign ratings of Exemplary, Recognized, Acceptable, or Unacceptable Ratings must be assigned to the district AND to each campus An overall rating A rating for each of the following measures: Fine Arts Second Language Acquisition Wellness and PE Digital Learning Environment Community and Parental Involvement Dropout Prevention Strategies 21st Century Workforce Development Gifted and Talented Programs Compliance with Statutory Requirements

Summary The district and all campuses “Met Standard.”
All secondary campuses and 13 of 17 elementary campuses received one or more Distinction Designations. Campuses earned an increased number of Distinction Designations. For local accountability, the district and all campuses received an overall “Exemplary” rating.

Questions 2017 Accountability Results

Board Responsibilities & Roles
Presented by: Dr. Scott Niven, Superintendent

Board Responsibilities & Roles
Policy & Governance Hire and Evaluate Superintendent Adopt Policy Approve and Adopt Annual Budget Set Tax Rate Community Leaders & Advocates for Schools Strategic Plan Compelling Message Legislative Advocacy Board of Directors Attendance at School Events Preparation for Board Meetings Leadership Development

Framework for School Board Development
Vision Where Eagles SOAR The board ensures creation of a shared vision that promotes enhanced student achievement. Structure The board provides guidance and direction for accomplishing the vision. Accountability The board measures and communicates how well the vision is being accomplished. Advocacy The board promotes the vision. Unity The board works with the superintendent to lead the district toward the vision.

Beliefs We believe every child deserves the highest quality education
We hold ourselves accountable to every child who walks through our door We believe the development of citizenship in all students is essential to a complete education We are responsible for building upon the sense of community we have inherited We believe the development of leadership is critical to success

Allen ISD: Where Eagles SOAR
Vision Allen ISD: Where Eagles SOAR

Mission Statement “Allen ISD cultivates innovation in education that empowers every learner to realize his or her full potential”

Strategic Planning “Strategic planning is the means by which an organization continually recreates itself toward extraordinary purposes." William J. Cook , Jr., Ph.D

Strategic Planning This is a process in which the Board places in the hands of the local community decisions regarding the initiatives for providing services for students. Districts that do not have strategic planning have to operate from a strict adherence to accountability mandate and are limited to reactive rather than proactive management of growth and change.

Strategic Plan Strategic Goal 1: STUDENT LEARNING
Cultivate innovation and increase student success by engaging students in rigorous and relevant learning experiences that will prepare them for graduation and post-secondary success. Strategic Objective 1:Implement systems and structures promoting the communication, exploration and pursuit of college and career opportunities for all students. Strategic Objective 2: Build instructional capacity to yield increases in student success. Strategic Objective 3: Design and implement comprehensive instructional programs and learning services for our community of learners Strategic Goal 2: HUMAN CAPITAL DEVELOPMENT, SUPPORT, AND RETENTION Cultivate an organizational culture and climate that values building capacity in all staff that fosters academic success for all students. Strategic Objective 1: Recruit and retain staff that is committed to our shared beliefs and vision. Strategic Objective 2: Provide human capital development opportunities to continually strengthen professional capacity and interpersonal skills to maximize the educational environment

Strategic Plan Strategic Goal 3: RESOURCES
Leverage all opportunities to create and sustain a successful learning organization. Develop and implement a long-range financial plan to support student success. Strategic Objective 1: Maintain a strong financial plan that appropriately allocates instructional resources, maintains financial strength, integrity, and provides adequate taxpayer transparency. Strategic Objective 2: Provide a student-centered educational environment that reflects a commitment to safety, security, and innovation Strategic Goal 4: ORGANIZATIONAL AND INSTRUCTIONAL EFFECTIVENESS AND EFFICIENCY Ensure optimum use of resources and operation and systems. Strategic Objective 1: Design and implement specific, comprehensive program evaluations of systemic district initiatives, programs, and practices. Strategic Goal 5: COMMUNICATION AND COMMUNITY ENGAGEMENT Purposefully promote and communicate the message of our vision of excellence to our stakeholders, business and surrounding community, the extended social media community, and in state, national, and international venues. Strategic Objective 1: Inform and engage students, parents, and the community regarding the educational priorities, processes, initiatives, achievements and challenges of the District.

Strategic Plan Character Building Online Classes
Professional Development Alternative Education Technology One-Stop Shop Strategic Plan Career Certifications Culture of Sharing 1 to 1 Devices Global Communication Early Childhood Center Service Leadership

Allen ISD Graduate Profile
Allen High School Graduates will be: Academically Prepared for Future Pursuits Students will possess necessary skills to seek educational and career options as they continually pursue and integrate knowledge. Effective Problem-Solvers Students will master the skills needed to design innovative solutions within independent and team settings. Effective Communicators Students will be able to listen critically and speak articulately, will be able to resolve conflicts effectively and appropriately, will be able to understand and appreciate diverse individuals and cultures, will be able to exercise leadership qualities, and will be able to communicate using advancing technology. Responsible and Engaged Citizens Students will demonstrate ethical and moral decision-making in the context of their local, national and world community. They will also possess an awareness of community resources and understand the value of service to others.

Bond Election 2015

Bond Election 2015 The 2015 bond proposal was created from recommendations brought forth by the Project Kids Committee. Project Kids was an 80-member committee of parents, community members, business leaders and staff members that studied future facility needs for Allen ISD. The committee met throughout the school year and presented their findings to the Board of Trustees in April The Allen ISD Board of Trustees evaluated the Project Kids recommendations and voted to present a bond proposal in the amount of $272,580,000 to Allen voters in November Allen voters approved that proposal by 76% on November 3, 2015.

Bond Election 2015 That bond referendum addressed the need for increasing facility and program capacity through construction, renovation, rebuilding, and re-purposing existing facilities. Also included were upgrading technology, safety and security, transportation, and other improvements to meet anticipated increase in student population: 1. New Facility Construction $170,528,200 Construction of elementary school # 18 to open in 2017 in northwest Allen Update: Complete & Opened in Fall, 2017 Construction of Allen High School satellite STEM (science, technology, engineering and mathematics) facility (2018) Update: Under construction since summer on schedule for January 2019 K-8 soft opening. Construction of new freshman center built north of existing school site (2018) Update: Under construction and scheduled for August, opening.

Bond Election 2015 2. Renovations and Upgrades To Existing Facilities $79,739,800 Renovate south wing (Main St.) of Lowery Freshman Center for new Dillard Special Achievement Center (2019) Renovate Kerr and Marion Elementary Schools (Bolin & Vaughan to be renovated with existing funds) ( ) Update: Bolin & Vaughan complete; Kerr on target for August, 2018;Maron scheduled for 2019 Construction of a new multipurpose music room at Allen High School (2017) Update: Completed, Fall 2017. .

Bond Election 2015 2. Renovations and Upgrades To Existing Facilities $79,739,800 Upgrade or replace Allen High School roof, heating and air conditioning systems Update: Phase I & II Complete Fall 2017, ongoing Summer 2018 Interior renovations to portion of Allen High School (2016,2017, 2018, 2019) Update:The high school competition gymnasium and the auxiliary gymnasium renovations have been completed, The JROTC classroom space between the main and new auxilliary gymnasiums is complete the AHS cafeteria was also renovated and has new ceiling panels, lighting and floor tile to increase light and lower maintenance costs .

Bond Election 2015 2. Renovations and Upgrades To Existing Facilities $79,739,800 Renovate existing Dillard Center facility to create district professional development / training center (2020) Update: Presentation of Professional Development & Board Room proposal by architects December 2017 Board Meeting. Installation of lights and seating at Ereckson Middle School athletic field (2018) Update: Finalizing design & set for completion August Installation of artificial turf at Allen High School baseball and softball competition fields (2016) Update: Turf installed 2017 .

Bond Election 2015 3. Technology $12,000,000
District network infrastructure upgrades; WIFI and WAN enhancements, data center upgrades (2016, 2017, 2018, 2019)Update: Summer 2017 technology refresh projects were completed at Ereckson Middle School, Olson Elementary School and Cheatham Elementary School ongoing upgrades through 2019. 4. Security $312,000 Upgrade emergency communications systems across the school district (2017) Update: system upgrades ongoing through 2019 5. Purchase of Land. $10,000,000 Purchase land for elementary school #18 and Allen High School STEAM Center (2016) Update: Land purchased TOTAL: $272,580,000 .

Allen ISD General Election
Presented by Dr. Maroba Zoeller

Election: Important Dates

Paula English, Assistant to Chief Governmental Relations Officer
Election Day Dec. 5, 2017 Jan 17 February 16 February 23 Board Academy Application & CTA Filing Period Drawing for Ballot Position May 5 Paula English, Assistant to Chief Governmental Relations Officer 612 East Bethany Drive Allen, Texas (office) (fax)

Trustee Profile Legal – BBA(Legal) Board Members Eligibility/Qualifications Personal Communicator Community Involvement Team Member

Election: Local Filing Authority
As the local filing authority, the District is responsible for: Providing various forms listed and the accompanying instructions from the Ethics Commission’s website at Copying Forms and making them available to filers at no charge. Accepting documents that candidates, officeholders, and political committees file under Title 15 with a date-stamp on the filing and retaining postmarks and receipt marks on envelopes. Notification of Drawing for Position on the Ballot

As the local filing authority, the District is responsible for: Determination of legal sufficiency of applications (ex.) If a candidate has an address outside of the district’s boundaries, has a notice of felony conviction, or other, the District must declare the candidate “ineligible”. BBA(LEGAL)

As the local filing authority, the District is responsible for: Accepting financial reports during and after an election per the Texas Ethics Commission Supplying information to the media upon request Maintaining all election files on a permanent basis

POLITICAL ADVERTISING:
What You Need to Know Texas Ethics Commission The Texas Election Law requires certain disclosures and notices on political advertising. The law also prohibits certain types of misrepresentation in political advertising and campaign communications. This brochure explains what you need to know to insure that your political advertising and campaign communications comply with the law. If you are not sure what the law requires, do the cautious thing. Use the political advertising disclosure statement whenever you think it might be necessary, and do not use any possibly misleading information in political advertising or a campaign communication. If you are using political advertising or campaign communications from a prior campaign, you should check to see if the law has changed since that campaign. NOTE! Texas Ethics Commission P.O. Box 12070 Austin, Texas (512) FAX (512) TDD (800) Revised July 19, 2011

Important Online Resources for Candidates:
Allen ISD Website AISD Trustee Election – May 5, 2018 Candidates: Applications Process Candidates: Forms, Instructions & Publications Candidates: Notice of Deadline to File Applications for Place on the Ballot

Important Online Resources for Candidates: Allen ISD Website
AISD Board of Trustees: General Election Information (duties, terms, qualifications, etc.) AISD Board of Trustees: Board Policy Manual (policies and operating procedures) AISD Board of Trustees: Disclosure Requirements (conflict of interest)

Important Online Resources for Candidates:
External Websites Collin County Elections Department Texas Association of School Board Members (TASB) Resources for Board Candidates Texas Ethics Commission (TEC) Local Filers and Filing Authority Texas Secretary of State Election Information

Board Policy & Governance
Presented by: Dr. Maroba Zoeller

Board Policy Schools operate under legal policy based on actions taken by the Texas State Legislature which are then mandated by the Texas Administration Code, Texas Education Code, Texas Education Agency and State Board of Education. Texas Legislature Texas Education Code Texas Education Agency Texas State Board of Education

Board Policy Districts subscribe to a policy service provided by the Texas Association of School Boards (TASB) who issue those legal policies for all districts as they are revised based on legislative action or other changes in code.

Board Policy Each district develops their own local policy based on those legal policies in which they are able to “localize” each of those legal policies. Local policies can be more detailed, include more restrictions and reserves, but cannot be written to contradict, not fully enforce or not align with the legal policy.

Board Policy Legal and Local policy are posted on the Allen ISD Board website. A topic index is provided for ease in locating policies that govern particular areas or subjects and provide a comprehensive cross-reference of all policies in all areas.

Board Policy Policies are divided into sections:
A: Basic District Foundations B: Local Governance C: Business and Support Services D: Personnel E: Instruction F: Students G: Community and Governmental Relations

2017-18 Board Planning Calendar
Board Calendar This venue offers an on-line reference for Board and community members so planning for Board members is transparent. Issues are defined and scheduled, usually with two months’ notice to allow time for review before a decision is made. Edits are made as there are changes to the calendar, including additional workshops that may be necessary for budget discussions, legislative updates or other timely issues requiring board discussion. Board Planning Calendar

Training Requirements

Board members are required to have three different kinds of continuing education: Tier One: Orientations All newly elected or appointed board members must within 60 days receive a local orientation to their district. (Provided by local officials, preferably the Board President and Superintendent) Orientation to Texas Education Code: required within 120 days of election or appointment. (Provided by the Regional Education Service Center) - Experienced board members receive an update to the Texas Education Code after each legislative session

Tier Two: Teamwork Each year all members of the board and the superintendent must participate, as a group, in at least a three hour team- building session to enhance the team’s effectiveness. The session must include a review of the roles, rights and responsiblities of the local board as outined in the Framework for Governance Leadership, and an assessment of continuing education needs of the board- superintendent team.

Tier Three: Discretionary Continuing Education First year board members must, within 90 days of election or appointment, receive one hour of Open Meetings Training. First year board members must receive 10 hours of additional education related to the activities identified in the framework as being areas of need. Experienced board members must receive at least five hours of additional continuing education each year related to the areas of need. Up to five hours of the tier three training may be completed via on-line training courses.)

Continuing Education Credit
Training Requirements Training Continuing Education Credit Overview of Continuing Education Requirements for School Board Members FAQ: Board Member Continuing Education Requirements School Board Member Training – SBOE Rules School Board Member Training – Framework for School Board Development

TASB Resources for Board Candidates
Preparing to Serve: A Webinar for School Board Candidates This workshop will help individuals interested in running for their local school board understand what is involved in being elected to and serving on the local school board. Board responsibilities, constructive campaigns, and other information and resources will be covered. Best of all, it's free, and you can view it from the comfort of home. A Guide for School Board Candidates Updated annually, this publication summarizes the duties of a school board member, procedures for seeking an elected board position, and services offered by TASB in support of effective school governance. Order it from the TASB Store . Your district's superintendent's office may have copies available for candidates as well. Check with them during election filing periods. Serving on a Board: An Insiders Guide to Board Service for School Board Candidates A recorded video Webcast designed especially for people considering a run for the school board, provides perspectives from experienced board members on what it is like to be on a board. View this program now.

TASB: Local Resources If you have questions about how schools are operated in your district, your local superintendent or experienced trustees, especially your board president, are important sources of information. Another important source is your district's policy manual, a key tool in understanding the requirements imposed by law upon the school district, as well as the paths the board of trustees has chosen within the discretion permitted the board by state and federal law and regulation. Questions about school district policies should be directed to the superintendent, who is usually responsible for maintaining the official board policy manual for the school district. Many local school districts and regional education service centers also offer candidate workshops that give you an opportunity to ask questions of local school trustees and superintendents about school board service as well. Check with the superintendent's office in your local district to find out if one is available in your area.

TASB: State Resources For information and publications with details about campaign laws and regulations, including campaign finance and advertising, see TASB’s useful links to several state agencies that can assist you. For additional information about school board service, contact Leadership Team Services at , extension 6161.

Board Operations Presented by: Louise Master, Board President

AISD Board Operating Procedures
These procedures serve the purpose of highlighting frequently addressed issues regarding the Board. In any case where these procedures are found to be in conflict with the AISD Policy Manual, the Policy Manual controls. AISD Board Operating Procedures

Board Operating Procedures
I. Developing Meeting Agenda (BE Local) II. Consent Agenda III. Executive (Closed) Session (BEC Legal) IV. Community, Citizens Addressing the Board V. Board Responses to Citizens Addressing the Board (BE Legal, BED Local) VI.Voting (BE Local)

VII. Role/Authority of Board Members and Board Officers VIII. Individual Board Member Request for Information or Report IX. Citizen Request or Complaint to Individual Board Member X. Employee Request or Complaint to Individual Board Member XI. Board Member Visit to School Campus XII. Board and Superintendent Communications XIII. Board Members’ Standard of Behavior and Code of Conduct XIV. Board Review and Evaluation of the Superintendent

XV. Review or Evaluation of the Board XVI. Criteria or Process for Selecting Board Officers XVII. Media Inquiries XVIII. Response to Communication XIX. Violation of Board Operating Procedures

Trustworthiness in Stewardship Honor in Conduct Integrity of Character
SCHOOL BOARD CODE OF ETHICS BBF(LOCAL) Equity in Attitude Trustworthiness in Stewardship Honor in Conduct Integrity of Character Commitment to Service Student-Centered Focus

“Team of Eight” The AISD Board of Trustees and Superintendent form the “Team of Eight.” Board meetings are held monthly at Allen City Hall. The meetings usually begin at 7:00 p.m. and are usually held on the fourth Monday of the month. Call to check meeting dates. Patrons who would like to contact the Board are invited to “Ask the Team of Eight” by ing their questions to

“Hardest Lessons”

“Hardest Lessons” The most difficult lesson was . . . .
from the National School Boards Association (NSBA) The most difficult lesson was Learning to acknowledge publicly that you have no power and authority as an individual board member; that only the board as a whole can make policies and decisions for the school district.

Determining what your function is on the board and how to accomplish it effectively.

That no matter what you think you know about board service when you first come on board, you still have a lot to learn.

Recognizing the difference between setting policy (the board’s job) and administering the schools (the superintendent’s job).

Knowing that you must represent all the students. Your decisions must be made in the interest of the total school system and not made solely for special groups or interests.

Learning how to respond to complaints and concerns of citizens, school administrators and other staff.

That change comes slowly.

That you can’t solve everyone’s problems by yourself.

That you must think deeply and sometimes accept a reality that is contrary to your own beliefs.

That effective board service means being able to hold the minority viewpoint when voting on a given issue; then openly supporting in your community the majority vote of the board.

Discovering how the schools are funded.

That the primary focus of all board decisions must be student achievement.

“Questions & Answers” Current School Board Members

P O Box 13 Allen, Texas

Allen Independent School District

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