Meeting Videos and Questions

2026-27 Community Input Meetings

August 31, 2026

August 31, 2026

Questions & Answers

What is Plano ISD’s District of Innovation plan, and what does its kindergarten-through-fourth-grade class-size exemption allow?

A District of Innovation, or DOI, is a designation authorized under Texas law that allows a public school district to receive exemptions from certain provisions of the Texas Education Code. Plano ISD first adopted a Local Innovation Plan in 2016 to increase local control over district operations and support local initiatives intended to improve outcomes for students and the community.

Plano ISD’s current Local Innovation Plan is effective from March 10, 2026, through March 10, 2031. It includes nine exemptions, including one related to class size for kindergarten through fourth grade. The plan may be amended earlier by the Board of Trustees in accordance with law, and its effectiveness is subject to ongoing monitoring.

The K–4 class-size exemption provides the district flexibility when a classroom exceeds the state’s 22-student standard. Without this exemption, the district could be required to seek an individual state waiver each time a K–4 class exceeds that standard. The exemption does not remove Plano ISD’s responsibility to monitor class sizes, enrollment and campus staffing needs

How does Plano ISD use enrollment information when making and adjusting K–4 staffing allocations, including when class sizes exceed 22 students at the beginning of the school year?

Plano ISD makes initial staffing allocations using enrollment projections provided by the district's demographer. Enrollment can change substantially before school begins and during the first weeks of the school year, so the district reviews allocations as actual enrollment patterns become clearer.

To provide more clarity, before the first day of this school year, district enrollment was 42,155 students. After no-shows were resolved, enrollment on the first day of school was 39,077 students, a difference of 3,078 students. Enrollment subsequently increased to 41,225 students by August 28.

Because enrollment is still stabilizing during this period, the district may not immediately fill every projected staffing allocation. When a campus has unfilled positions, staffing allocations may be reviewed and adjusted as enrollment continues to settle during the first weeks of school and after Labor Day.

What action or requirements led to the changes in ninth-grade and JV band and drill team performance scheduling, and what flexibility does Plano ISD have within those requirements?

The 7-6A UIL District Executive Committee, or DEC, formally adopted the 7-6A Football Policies and Guidelines at its August 18 meeting. Those guidelines established new sub-varsity halftime parameters:

For Plano ISD-versus-Plano ISD games, halftime may extend up to 14 minutes to accommodate band or drill team performances.
For Plano ISD-versus-non-Plano ISD games, halftime is limited to eight minutes.

The DEC action applies to sub-varsity football games. State UIL regulations allow up to 20 minutes for sub-varsity halftime and up to 28 minutes for varsity halftime. A standard combined band and drill team performance—including field entry, performance, equipment management and exit—requires approximately 14 minutes per school. As a result, two complete school presentations would require about 28 minutes and cannot fit within the applicable sub-varsity halftime limits.

Plano ISD must follow the DEC-established parameters while they remain in effect. Within those parameters, Fine Arts and Athletics staff have arranged pregame, halftime and postgame performance opportunities. Band and drill team directors may choose a pregame or postgame option to develop the best performance schedule for their campus programs.

Why were the revised performance arrangements communicated close to the beginning of the football season?

The DEC reviewed sub-varsity football game timing as part of its annual agenda in May but took no official action at that time. The DEC formally enacted the policy on August 18 through adoption of the fall sports regulations. Because no final decision existed before that action, Plano ISD had no policy change to communicate or implement over the summer.

Following the August 18 DEC action, Plano ISD notified directors on August 21 and families on August 24. We recognize that the timing of these changes created challenges for students, families and program staff as the football season approached

How is Plano ISD working to maintain meaningful performance opportunities and a positive game-day experience for ninth-grade and JV band and drill team students under the revised schedule?

Plano ISD has stated that the revised approach is intended to preserve meaningful student performance opportunities while complying with the DEC parameters and UIL requirements. Plano ISD is unique in having junior varsity and non-varsity marching bands and drill teams participate in junior varsity football game-day performances.

The final performance arrangements include:

Plano ISD vs. external ISD: One assigned band may perform in a 10-minute pregame window or elect an optional 14-minute postgame performance at the high school director’s discretion. Both drill teams share an eight-minute halftime performance window.
Plano ISD vs. Plano ISD: An assigned band or drill team may perform in a 10-minute pregame window or elect an optional 14-minute postgame performance at the high school director’s discretion. Halftime includes a 14-minute combined band and drill team performance window.

Plano ISD is providing charter transportation for bands and drill teams to make pregame performances possible and to address scheduling conflicts with regular end-of-day transportation routes. Athletics and Fine Arts permit spirit lines; UIL rules do not prohibit them if they can be conducted safely and without interfering with pregame preparations, stadium logistics, team warmups, officiating schedules or field safety. Fine Arts and Athletics administrators have shared the final performance calendar with staff

What factors affect the amount of time available for pregame and halftime performances, including at Plano ISD-versus-Plano ISD games?

The time available for performances is affected by state UIL halftime limits, the DEC’s local sub-varsity parameters and game-day operations.

UIL limits sub-varsity halftime to 20 minutes. For Plano ISD-versus-Plano ISD sub-varsity games, the DEC approved a maximum 14-minute halftime period. That timeframe can accommodate one combined band and drill team presentation, including entry, performance, equipment movement and exit. It does not allow two full combined presentations, which would require approximately 28 minutes.

For Plano ISD games against external districts, the DEC established an eight-minute halftime limit. That amount of time does not allow a full combined band and drill team presentation.

Pregame performances are not prohibited by rule. Their feasibility depends on transportation, field access, team warmups, stadium logistics, officiating schedules and field safety. Initially, pregame scheduling was affected by overlap with regular end-of-day bus routes and available drivers. Plano ISD added charter transportation for JV bands and drill teams to address that logistical challenge.

2025-2026 Meetings

April 27, 2026

Questions & Answers

How does Plano ISD structure manifestation determination reviews (MDRs) to ensure they are neutral and aligned with best practices?

Plano ISD maintains a clear distinction between disciplinary due process hearings and Manifestation Determination Reviews (MDRs). While the former evaluates the incident and consequences under the Student Code of Conduct, the MDR is a specialized Admission, Review, and Dismissal (ARD) committee meeting required by the Individuals with Disabilities Education Act (IDEA) when there is a disciplinary change of placement to determine whether the behavior subject to disciplinary action was directly caused by the student’s documented disability or by a failure to implement the student’s Individualized Education Program (IEP).

The MDR Committee comprises individuals who have specific knowledge of the student and the incident, typically including:

A campus administrator (district representative).
The school psychologist or diagnostician (to interpret the Full and Individual Evaluation).
The student's special education and general education teachers.
The parent(s)/guardian(s).

The MDR focuses strictly on two questions:

Was the conduct caused by, or had a direct and substantial relationship to, the student’s disability?
Was the conduct the direct result of the district’s failure to implement the student’s IEP?

There is no legal conflict of interest in having the same administrator participate in both a due process and MDR committee meeting. Under 34 CFR § 300.530(e), the MDR team must include a representative of the local educational agency (LEA) and “relevant members of the IEP Team.” The investigating administrator provides essential factual testimony regarding the incident, which is critical for the committee to determine if the conduct was a manifestation of the student's disability.

Consistent with best practices, the district strives to ensure that assessment staff (psychologists/diagnosticians) familiar with the student’s specific history participate in the MDR to provide the most accurate context for the team's decision.

What is the district’s practice regarding the use and sharing of evidence such as video and incident reports during MDR meetings?

The ARD committee conducting a manifestation determination review typically examines disciplinary incident reports to gain a clear understanding of the behavior that led to the disciplinary action. This information is reviewed in conjunction with the student’s Full and Individual Evaluation to determine whether the behavior was, or was not, a manifestation of the student’s disability.

If a video recording of the incident exists and it is appropriate for review, select members of the ARD committee may view it; however, review of the written incident report is more customary as video is not always available for every incident. Parents receive detailed information regarding the incident through the due process hearing. Additionally, the campus administrator with direct knowledge of the incident participates as a member of the ARD committee to provide clarification and context regarding the student’s behavior.

In bond and facility planning processes, how does Plano ISD ensure that the roles of committees, administration and the Board are clearly defined and communicated, including how recommendations are developed, reviewed and acted upon?

In May 2024, the Board of Trustees adopted policy CT(Local) and its accompanying exhibit to formalize how facility decisions are studied, recommended and brought forward for action. Although the Board and district administration utilize a committee structure, per adopted policy, the Board retains final authority for decisions related to district facilities, including consolidating or closing schools, restructuring campuses and redrawing attendance boundary zones, and those decisions are made in duly posted public meetings.

CT(Local) authorizes the Board to create a Long‑Range Facility Planning Advisory Committee to provide feedback and recommendations on long‑range building and property efficiencies, including campus programming, feeder pattern options, attendance boundaries, right‑sizing properties and possible campus consolidations or closures based on current and projected enrollment. The policy defines the committee’s role as fact‑finding, deliberative and advisory, not administrative. The committee reviews demographic data, information on the physical condition of schools, current and projected utilization and other relevant information, including the Facility Efficiency Framework and guiding principles described in the exhibit. After completing its work, the advisory committee prepares a final report and recommendation related to school consolidations and/or closings based on all pertinent information, and that report is submitted to the Board for final action.

Bond elections are governed by state law and Board action rather than CT(Local). When the Board considers calling a bond election, trustees review information about facility conditions, enrollment, safety and security, instructional and technology needs and projected costs, along with recommendations that emerge from long‑range facility studies and advisory committee work. The Board then votes in a public meeting on whether to order a bond election and what projects and propositions to include, and those details are shared with the community through resources like a dedicated bond information website and FAQs. By having a defined long‑range facility planning process in policy and keeping bond decisions with the elected Board, the district’s intent is that facility study, community input and Board action are more clearly connected and understood over time.

March 30, 2026

Questions & Answers

How does Plano ISD ensure that Manifestation Determination Review (MDR) meetings are fair and objective, and has the district considered using neutral, rotating facilitators?

In Plano ISD, when a student who receives special education services is disciplined, two separate steps may take place.

First, the campus holds a discipline due‑process hearing. This meeting looks at what happened, considers any circumstances around the incident and decides what discipline is appropriate, such as a placement at the Disciplinary Alternative Education Program (DAEP).

After that, if required, an Admission, Review and Dismissal (ARD) meeting is held to complete a Manifestation Determination Review (MDR). The MDR has a very specific purpose: to decide whether the behavior was caused by the student’s disability or by a failure to follow the student’s Individualized Education Program (IEP). The MDR does not decide the discipline again—it only answers this disability‑related question. Because these two meetings have different purposes, it is not considered a conflict of interest for the same administrator to participate in both. Campus principals generally do not attend in case the decision is later appealed.

During the MDR, the ARD committee looks carefully at the incident together with the student’s evaluation and IEP. The campus administrator who investigated the incident usually participates so they can explain what happened. A school psychologist or educational diagnostician who knows the student’s evaluation also participates to help explain how the disability may affect behavior. The team also includes both a special education teacher and a general education teacher who are familiar with the campus.

Some community members have suggested rotating school psychologists across campuses to increase neutrality. At this time, Plano ISD is not aware of nearby school districts using a formal rotation system. The district’s focus is on making sure MDR decisions are made by a complete ARD team that follows all state and federal requirements and includes staff who know the student and understand the information being reviewed.

How do schools decide restroom and passing‑period procedures, and how are safety and student needs considered in those decisions?

Secondary School Transitions and Passing Periods: To maintain a safe, respectful and organized campus, our secondary schools utilize designated passing periods between classes. These transitions are designed using PBIS (Positive Behavioral Interventions and Supports) frameworks to ensure clear expectations and a positive environment for all students. For specific questions about procedures on an individual campus, families are encouraged to contact the campus administrators.

Time Allocation and Expectations: The time allotted for transitions is designed to balance campus safety with student needs. Certain courses require a minimum of 45 minutes of instructional time, and it is the district’s belief that no classes should be less than a 45‑minute class in order to support good instruction and best practices.

Middle and High: Students are allotted four to five minutes.
Senior High: Students are allotted six minutes.

In most instances, the physical walk between classrooms takes only a small portion of this time. This allows students the opportunity to:

Manage Personal Needs: Use the restroom and visit lockers during the transition to ensure they are ready for the start of the next instructional block.
Arrive Proactively: Be inside their designated classroom and prepared to learn before the bell rings.

Supervision and PBIS Framework: Our hall procedures are guided by clear common area expectations and consistent adult supervision:

Staff Presence: Administrators and staff are strategically stationed throughout the hallways to monitor the "flow," greet students, and ensure a safe environment.
Consistent Procedures: By utilizing PBIS-based training, our staff ensures that expectations for hallway behavior are taught, modeled, and reinforced consistently across the district.
Safe Transitions: This high level of visibility ensures that students remain in motion and that our hallways remain a secure and welcoming space for everyone.

Student Materials and Supplies

We provide flexibility for students to manage their school supplies and personal items. To support efficiency during the school day, most students prefer to carry their school supplies and personal items in a backpack. Lockers are available upon request if needed.

When concerns about staff conduct are reported, how does Plano ISD ensure the required reports to the Texas Education Agency fully describe what happened?

The district reports employee misconduct to the Texas Education Agency (TEA) and, when applicable, the State Board for Educator Certification (SBEC), in compliance with state law and TEA requirements. Reports include known facts and relevant identifying information and are submitted within required statutory timelines. The district also complies with all mandatory child‑abuse reporting obligations under the Texas Family Code.

The district follows the TEA guidance and framework, which is available online and provides the following:

Texas Education Code and SBEC rules define educator misconduct as behavior that violates law, professional ethics, student safety, or the integrity of the education profession. Misconduct may involve certified educators, applicants for certification, school employees, contractors, service providers, or other individuals who work directly with students.

The examples below are not exhaustive. Each case is evaluated based on its specific facts and circumstances.

Conduct That Endangers Students

Physical abuse of a student or minor
Sexual misconduct or exploitation
Boundary violations, grooming behaviors, or inappropriate communication
Romantic or sexual relationships with a student or minor

Criminal or Unethical Behavior

Criminal conduct occurring at school or during a school-related event
Possession, sale or distribution of illegal drugs
Theft or misuse of school funds, materials or property
Fraudulent attempts to obtain, alter or use an educator certificate

Violations of Educational Integrity

Violating state assessment security procedures
Serious violations of district policy that compromise student safety or professional ethics

Allegations involving these behaviors are subject to mandatory reporting requirements under state law. Failure to report as required by law will result in adverse employment action.

What training do school resource officers receive to help them respond to situations involving students with disabilities or medically fragile students?

School resource officers at Plano ISD secondary campuses are commissioned peace officers who are trained and employed by their respective local law enforcement agencies. SRO’s are part of an ongoing partnership with law enforcement, but are not employees of Plano ISD. Therefore, their law‑enforcement training, including any specialized instruction related to working with youth, students with disabilities or medically fragile students, is developed and delivered by those agencies rather than by Plano ISD. Within that framework, the district partners with its law enforcement agencies to promote safe, supportive school environments and to ensure that officers assigned to campuses understand district expectations, campus procedures and how to work collaboratively with school staff to support student safety. Families who have detailed questions about officer training or certification may wish to contact those law enforcement agencies directly for more information.

Why doesn’t Plano ISD post the same full reports and presentations that trustees receive before board meetings, and how does the district support families’ ability to engage and comment?

Plano ISD complies with the Texas Open Meetings Act by posting a written agenda for each meeting that clearly states the date, time, place and topics to be discussed. Key information is also shared during meetings through presentations, discussion and recorded materials so community members can understand how items are explained to the Board.

Not all documents reviewed by trustees are posted in advance. Some reports and presentations are developed close to meeting dates to ensure they reflect the most current and accurate information. Posting draft or working documents could create confusion if content changes. The district’s practice is to post agendas and key materials that outline discussion topics, while providing additional context during meetings through presentations, discussion and recordings. This approach supports transparency, accuracy, confidentiality and compliance with state law and board policy. Additionally, board meetings are livestreamed to support the access to community stakeholders, and are posted on the district’s website, as well, following the meetings.

February 23, 2026

Questions & Answers

How can outside organizations or speakers share information or present to Plano ISD students?

During the instructional day, any guest speaker must be invited by district staff for a clearly defined instructional purpose, be directly related to the curriculum, support approved instructional goals, and be supervised at all times by a certified staff member. Third‑party organizations do not have independent access to students or staff during school hours.

Outside organizations that wish to share information about their programs with Plano ISD students, families or staff should use the district’s approved Materials Distribution Portal. Any request for a guest speaker, whether during or outside the school day, must be submitted and approved in advance by the campus principal (or designee) through the established speaker request and materials review processes. Approval of materials for posting or distribution does not, by itself, authorize in‑person meetings or visits with students.

How can outside organizations partner with Plano ISD?

Plano ISD’s Partners in Education (PIE) program is the primary avenue for businesses and community organizations to explore partnerships that support students, staff and families. The PIE program connects potential partners with district needs and helps design mutually beneficial opportunities such as volunteer support, mentoring, sponsorships, donations and support for student programming and enrichment.

Organizations interested in partnering with Plano ISD should visit the district’s Partnership Opportunities page and complete the online Partners in Education interest form. After the form is submitted, a member of the Partners in Education team will review the information and follow up to discuss possible partnership options that align with district priorities and campus needs.

Why doesn’t Plano ISD post full reports with every board agenda, and what is the district required to post by law?

The Texas Open Meetings Act (TOMA) requires school districts to post a written meeting notice (agenda) that clearly states the date, time, place and subjects to be considered, with each subject described specifically enough that the public knows what will be discussed. It does not require districts to post full staff reports or supporting documents with the agenda, with a limited exception for meetings related to a proposed budget, which have specific posting requirements as of September 1, 2025.

For school districts, TOMA also requires that this notice be posted at least three business days before the meeting, on a bulletin board at the district’s central administrative office in a place convenient and continuously accessible to the public, and—if the district maintains a website—on the district website for the full posting period. These are the legal minimum requirements the district must follow for agendas and notices, even when additional explanatory materials or presentations are shared with trustees and the public at the meeting itself.

The reports are shared publicly and live-streamed at all Board meetings to the extent possible and to ensure the members of the public and the Board receive timely information.

How is Plano ISD implementing released-time religious instruction under Senate Bill 1049, and what is the district’s role?

Senate Bill 1049 (Texas Education Code 25.0875) requires school districts to allow excused released-time for religious instruction upon written parent request. Plano ISD is implementing this requirement through new Board Policies FEF(Legal) and FEF(Local), which are part of TASB Policy Update 126, and through written guidance for principals.

Released-Time Religious Instruction is voluntary and parent‑initiated, is provided by private entities (not the district) and must not exceed five hours per week. Parents or providers are required to handle all transportation and supervision associated with the released-time program. Plano ISD does not sponsor, endorse, promote or use district resources to support these programs and maintains a limited, neutral role focused on accurately processing requests, recording attendance and ensuring consistent application of Board policy and state law across campuses.

How does Plano ISD respond when a parent raises concerns about how a student was treated by staff, and does the employee’s resignation affect the investigation or reporting?

When a concern is raised, campus and district administrators review the concern, gather available information (such as video, documentation and witness statements, when applicable) and respond in accordance with district policy and law. This may include safety planning for the student, changes to staff assignments or supervision, required training and disciplinary action up to and including separation from employment, along with any mandatory reports to state agencies or law enforcement.

Under Texas law, a resignation does not end the district’s responsibility to complete the investigation and make all required misconduct reports. School districts must still report certain misconduct to the Texas Education Agency within required timelines, and serious cases can result in certificate sanctions, placement on the Do Not Hire registry or other actions by the State Board for Educator Certification. Additionally, allegations of abuse or neglect must be timely reported to the Texas Department of Family and Protective Services regardless of resignation. The district’s responsibility is to ensure student safety, follow mandatory reporting rules and accurately document incidents.

If a parent/guardian or stakeholder believes a student’s safety has been compromised, all individuals are strongly encouraged and in fact, some are mandated, to report to the appropriate campus administrator as soon as possible.

November 3, 2025

Questions & Answers

How does Plano ISD support responsible, open and future-ready use of artificial intelligence (AI) tools and what steps are taken to ensure students and staff are prepared to use these technologies effectively and ethically?

Plano ISD supports the responsible and transparent use of generative AI through its Generative AI Position & Guidance document, first shared with principals in July 2023. The district’s approach emphasizes academic integrity, critical thinking, cybersecurity and data privacy.

A Generative AI workgroup, comprising teachers, librarians, instructional specialists, campus administrators and district staff, met across late 2024 and early 2025 to study safe and effective instructional uses of AI. Additional student feedback was collected from the Superintendent’s Student Advisory Committee in April 2025.

Plano ISD does not impose blanket bans on emerging AI tools. Restrictions apply only where required by law (e.g., tools that prohibit users under age 13) or by vendor terms of service. Teachers determine whether AI use is appropriate for specific assignments, and the district continues to emphasize the importance of avoiding over-reliance on AI.

Google’s system-level safeguards may also limit access to some third-party tools on district-issued accounts, a security enhancement implemented statewide for users under age 18.

Are teachers and students allowed to use any AI tools at all?

AI is incorporated into many tools available to Plano ISD staff and students. Notably, as part of our Microsoft 365 A5 Education License, we have access to Copilot Chat. Similarly, under an educational licensing agreement with Google, we have access to Gemini and NotebookLM. Additionally, there are some generative AI capabilities embedded into a range of other tools we offer like Adobe Express and Canva. For students, it is important to note that these tools must only be used with teacher approval. And even when AI tools are used, we expect such use to be transparent: students and teachers should talk openly about how AI was used in assignments and for what purpose(s)

Would adding Google Chat to student Chromebooks be a safe and effective way for parents and students to communicate during the school day, especially for those with language barriers?

District practices must align with state law, which bans student access to personal communication devices during the instructional day, to support a focused learning environment. Adding an application like Google Chat to student Chromebooks as a communication tool between parents and students is not currently an option and not allowable for parent-student communication. Any messaging platform must meet district requirements for safety, privacy and data security, as well as state law.

How can parents, particularly those who are non-English speaking or hard of hearing, effectively communicate with their children or school staff during school hours now that personal communication devices are prohibited?

During school hours, parents may contact the front office, and staff will ensure that important messages are delivered to students promptly. For families who speak languages other than English, Plano ISD provides translation support through TalkingPoints, which allows two-way communication in a family’s preferred language. Parents can also reach teachers and administrators through other means such as Skyward and Seesaw, where they can send messages, review student progress and stay informed about classroom activities. These tools help maintain clear and accessible communication between families and schools without relying on direct student phone use during the school day.

Can the district streamline club participation by allowing parents to give a single, blanket consent for all clubs at the beginning of the school year, instead of filling out individual consent forms for each club?

State law (Texas Senate Bill 12) requires parents to provide written consent each school year for every district- or campus-sponsored club their child wishes to join. The intent of SB 12 is to protect parental rights by ensuring families have the opportunity to review and thoughtfully approve each club individually. Some parents may wish for their child to join certain clubs but not others, and individual permission forms support those preferences.

Does the process for forming and joining clubs, as well as securing parental consent, create obstacles for student involvement?

Plano ISD understands the value of extracurricular activities and is committed to maximizing student participation. In compliance with SB 12, written parental consent is required for each club a student wishes to join. Campuses can provide clear information about available clubs, a user-friendly consent form and dedicated staff assistance to help families with the process. This approach ensures that all students have access to clubs while meeting state requirements and honoring families’ preferences.

September 29, 2025

Questions & Answers

Can Plano ISD add more conversational and cultural elements to language courses?

Plano ISD’s Languages Other Than English (LOTE) curriculum aligns with the Texas Essential Knowledge and Skills (TEKS) and American Council on the Teaching of Foreign Language (ACTFL) standards. Our teachers already build in authentic practice that includes conversational fluency, cultural context and regional expressions, while also teaching the formal skills required by the state.

Why aren’t all reports posted with the agenda before board meetings?

By law, board agendas must be posted at least three business days before each meeting. Reports and supporting materials are often finalized closer to the meeting so trustees can review and ask questions first. Meetings are live streamed, so the public receives the information at the same time as the Board. After the meeting, finalized reports are posted online for everyone to access.

How does public comment sign-up work?

Regular Board Meetings and Work Sessions: Online signup the day of the meeting from 8:00 a.m. until one hour before the meeting.
Special-Called Meetings: Online signup from 8:00 a.m. to 5:00 p.m. the business day before the meeting.
A device is available in the Administration Building lobby for those without computer or phone access.
Speakers usually have up to three minutes. To accommodate larger groups of speakers, the presiding officer may adjust the time, but each speaker will always have at least one minute.

How is the district transparent about major reports and decisions?

Plano ISD complies with the Texas Open Meetings Act. Agendas and meetings are posted publicly, live streamed and recorded. For decisions of significant impact, such as program changes or facility planning, the district ensures that no major changes affecting students are made in the same meeting where the topic is first introduced. Examples include the multi-meeting process used for decisions related to strategic planning, transportation services, long-range facility planning, bond referendums, the annual budget and the annual District Improvement Plan.

What was the sign-up process for the June 10, 2024, Special Called Meeting?

Public comment sign-up for the Monday, June 10, 2024, Special Called Meeting was Thursday, June 6, from 8:00 a.m. to 5:00 p.m., the business day before the meeting, due to district offices being closed Friday for summer hours. The meeting was posted with the legally required notice, fully complying with the Texas Open Meetings Act. A courtesy email sent to parents on Thursday, June 6, exceeded what was required by law and was sent because of the significance of the meeting's content.