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[00:00:04]

GOOD MORNING AND WELCOME TO THE BOARD BRIEFING, THE MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, IF YOU'LL PLEASE STAND AND JOIN US FOR A

[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

MOMENT OF SILENCE, REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND SALUTE TO THE TEXAS FLAG.

THANK YOU.

[2. ACKNOWLEDGEMENTS]

THE FOLLOWING TRUSTEES ARE PRESENT DISTRICT ONE TRUSTEE EDWIN FLORES.

LET'S GO AROUND TRUSTEE JOYCE FOREMAN TRUSTEE BEN MACKEY TRUSTEE JOE CARREON, SUPERINTENDENT OF SCHOOLS, DR.

MICHAEL HINOJOSA IS PRESENT WITH US.

AND I'M JUSTIN HENRY YOUR BOARD PRESIDENT.

THIS MEETING WILL BE AVAILABLE, SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA THROUGH DALLAS ISD, IN ESPANOL AND ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE.

TRUSTEE FLORES WILL YOU PLEASE DO THE HONORS.

THANK YOU, TRUSTEE FLORES.

ON MARCH 16TH, GOVERNOR GREG ABBOTT GRANTED A REQUEST BY ATTORNEY GENERAL KEN PAXTON TO TEMPORARILY SUSPEND A LIMITED NUMBER OF OPEN MEETINGS LAWS TO THE EXTENT NECESSARY TO ALLOW TELEPHONIC AND VIDEOCONFERENCE MEETINGS IN RESPONSE TO COVID-19.

IN ACCORDANCE WITH THOSE SUSPENDED RULES, WE CERTIFY THE FOLLOWING.

A NOTICE OF THIS MEETING HAS BEEN POSTED ONLINE FOR AT LEAST 72 HOURS.

B WE HAVE A QUORUM IN ATTENDANCE AT THIS MEETING, EITHER PHYSICALLY OR TRUSTEES ARE IN ATTENDANCE TO VIDEO CONFERENCE OR VIA ZOOM.

C WE'RE IN MEETING BY USING ZOOM MEDIA SOFTWARE APPLICATION, WHICH ALLOWS TWO WAY COMMUNICATION FOR MEMBERS OF THE PUBLIC.

D MEMBERS OF THE PUBLIC WHO HAVE FOLLOWED THE INSTRUCTIONS ON THE MEETING NOTICE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION WILL BE ALLOWED TO ADDRESS THE BOARD FOR THREE MINUTES.

E ALL OTHER MEETING PROCEDURE, WE'LL ADHERE TO THE BOARD ADOPTED THE PROCEDURES TO THE EXTENT PRACTICABLE.

F AN AUDIO RECORDING OF THIS MEETING IS BEING MADE AND WILL BE MADE AVAILABLE TO THE PUBLIC.

G WE APOLOGIZE IN ADVANCE FOR ANY FORESEEABLE DIFFICULTIES AND ASK FOR YOUR PATIENCE AS WE NAVIGATE UNPRECEDENTED CONDITIONS.

H IF YOU HAVE ANY QUESTIONS ABOUT THESE SUSPENDED LAWS PLEASE CALL THE OFFICE OF ATTORNEY GENERAL AT 888-672-6787 OR BY EMAIL AT TOMA@OAG.TEXAS.GOV WE DON'T HAVE ANY ELECTED OFFICIALS PRESENT.

I WOULD LIKE TO REMIND EVERYONE TO PLEASE WEAR YOUR MASK OVER YOUR MOUTH AND NOSE AT ALL TIMES AND WHEN POSSIBLE, PLEASE KEEP SIX FEET APART.

I WANT TO RECOGNIZE TRUSTEE DAN MICCICHE IS ALSO JOINING US AT THE MEETING, OUR AGENDA NOW

[3. PUBLIC FORUM]

CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING MS. GRANT, WILL YOU PLEASE CALL THE SPEAKERS? GOOD MORNING.

OUR FIRST SPEAKER IS JULIO ACOSTA.

HELLO, CAN EVERYONE HEAR ME? YES.

HI, MY NAME IS JULIO ACOSTA PRONOUNS, HE EL I LIVE IN CARROLLTON, BUT I DO A LOT OF COMMUNITY ORGANIZING AND WORK IN DALLAS.

I'M A VOLUNTEER WITH THE COALITION FOR A STRONG INCLUSIVE DALLAS OUR REVOLUTION NORTH TEXAS.

SOMOS TEJAS AND LULAC, I'M VERY MUCH IN FAVOR OF THE REVISED CHANGES REGARDING AGENDA ITEM NINE A..

WE ALL BENEFIT WHEN ALL OF THE BEST VOICES AND IDEAS FROM THE CONSTITUENTS ARE ABLE TO BE PRESENTED AND REPRESENTED.

IT IS IMPORTANT THAT WE AS A CITY AND COUNTRY REALIZE THAT THE PEOPLE THAT LIVE IN OUR CITIES AND COUNTRY PAY TAXES ONE WAY OR ANOTHER.

BARRING RESIDENTS OF DISD FROM JOINING ADVISORY COMMITTEES OR BOARDS IS LIKE TAXATION WITHOUT REPRESENTATION.

I HOPE THAT WE PUSH THIS AND OTHER INCLUSIVE MEASURES AS SOON AS POSSIBLE BECAUSE JUSTICE DELAYED IS JUSTICE DENIED.

THANK YOU FOR YOUR TIME AND I YIELD MY TIME.

THANK YOU.

OUR NEXT SPEAKER IS CAMILLA CORIA BORDEAUX.

HI, THANK YOU.

AND CAN YOU HEAR ME AT THIS TIME? YES.

THANK YOU.

SO SUPERINTENDENT HINOJOSA, BOARD OF TRUSTEES, DISD ADMINISTRATION AND ANY COMMUNITY MEMBERS WHO ARE LISTENING.

MY NAME IS CAMILLA CORIA BORDEAUX.

I RESIDE AT FOUR THREE ONE NINE AND I'M HERE TO ADVOCATE ALSO IN SUPPORT OF AGENDA ITEM NINE A.

WHICH IS REGARDING THE MAKEUP OF ADVISORY BOARDS FOR THE DISTRICT SPECIFICALLY TO ELIMINATE THAT CITIZENSHIP STATUS AS AN ELIGIBILITY REQUIREMENT FOR APPOINTMENTS TO THESE COMMUNITY BOARDS BY YOU, THE TRUSTEES.

AND I'M ALSO A PART OF THE COALITION FOR A STRONG INCLUSIVE DALLAS.

I REPRESENT DALLAS KIDS FIRST AND THE LATINO VOTER EMPOWERMENT COALITION.

[00:05:04]

I FIRST WANT TO SAY THANK YOU TO TRUSTEE DAN MICCICHE, WHO'S TAKEN THE INITIATIVE TO BRING THIS TO THE BOARD TABLE FOR A DISCUSSION.

I KNOW THAT THE CITY IS CONSIDERING A SIMILAR CHANGE IN LARGE PART THANKS TO LEADERSHIP.

AND I BELIEVE THAT THE SCHOOL BOARD AT THIS TIME IS IN A REALLY UNIQUE POSITION TO TAKE THE LEAD FOR VOTERS WHO ARE GOING TO BE FACED WITH A SIMILAR DECISION AT THE BOTTOM OF THEIR MAY BALLOT WITH THESE PROPOSITIONS YOU KNOW THE MAKEUP OF ADVISORY BOARDS IS CRITICAL TO THE SUCCESS OF THE DISTRICT.

I KNOW FOR A FACT THAT THE DISTRICT STAFF AND YOU TRUSTEES ARE PUSHING FOR STRONGER COMMUNICATION WITH FAMILIES, WITH NEIGHBORS, WITH STUDENTS, AND BY ELIMINATING ANY BARRIER THAT COULD HINDER THAT COMMUNICATION, LIKE EXCLUDING PEOPLE FROM ADVISORY COMMITTEES SIMPLY BECAUSE OF CITIZENSHIP STATUS.

I THINK THAT THE DISTRICT CAN CREATE A STRONGER FEEDBACK LOOP AND GIVE A VOICE TO GREAT IDEAS THAT WOULD OTHERWISE BE UNTAPPED.

YOU KNOW THIS ALL KINDS OF FAMILIES INVEST IN DISD BY SENDING THEIR KIDS TO DISD SCHOOLS AND MAKING SURE THAT OUR ADVISORY BOARDS ARE INCLUSIVE OF ALL OF THESE FAMILIES.

AND THEIR INVESTMENT, AGAIN, REGARDLESS OF CITIZENSHIP STATUS, CAN ONLY MAKE THE DISTRICT BETTER.

IN ADDITION, AS LEADERS, IT'S IMPORTANT TO FUNCTION ON THREE AS, BRINGING AWARENESS, BRINGING ACKNOWLEDGEMENT AND THEN ACTING, BRINGING ACTION TO DIFFERENT ISSUES.

I THINK JUST BY HAVING THIS DISCUSSION AROUND ELIGIBILITY FOR APPOINTMENTS TO THESE ADVISORY GROUPS IS ALLOWING DISD TO BRING THE LIGHT TO THE MANY WAYS THAT RESIDENTS ACROSS DALLAS CAN PARTICIPATE IN IMPROVING PUBLIC SCHOOLS.

IT'S POSSIBLE THAT PEOPLE DON'T EVEN KNOW ABOUT THESE APPOINTMENTS AND THESE GROUPS THAT EXIST.

AND I THINK BY THE END OF THE MONTH, DISD, IN PARTNERSHIP WITH THE COMMUNITY LIKE ME, CAN HAVE THE OPPORTUNITY TO TAKE ACTION ON THIS ISSUE.

AND JUST TO KIND OF CLOSE OFF, I MYSELF IMMIGRATED TO THE US FROM CHILE AS AN ELEMENTARY SCHOOL STUDENT.

I WAS LUCKY TO ATTEND PUBLIC SCHOOLS THAT VALUED MY VOICE, GAVE ME LEADERSHIP AND OPPORTUNITIES TO SERVE IN VARIOUS WAYS.

AND THIS MADE MY FAMILY JUST FEEL MORE INVESTED IN THE SUCCESS OF OUR SHARED SCHOOL COMMUNITY.

AND I WAS NOT A CITIZEN THEN, AND MY FAMILY HAD TO WORK FOR 10 YEARS JUST TO EARN OUR GREEN CARDS, WHICH WASN'T EVEN THE FULL EXTENT OF CITIZENSHIP IN THE US.

AND I CAN HONESTLY SAY NOW THAT I'VE BECOME A CITIZEN AND I'VE BEEN A CITIZEN FOR FIVE YEARS AND I CARRY THAT PRIVILEGE, WHAT IT MEANS IN THIS COUNTRY, NOTHING HAS CHANGED WITH MY MINDSET.

THE SAME COMMITMENT THAT I FELT TO THIS COUNTRY BEFORE I WAS A CITIZEN IS THE SAME COMMITMENT I FEEL NOW WITH MY NEW CITIZENSHIP STATUS.

I DIDN'T GO FROM NOT CARING TO SUDDENLY CARING JUST BECAUSE OF THAT CHANGE, AND I WOULD IMAGINE THAT OTHERS FEEL SIMILARLY.

SO, YEAH, JUST TO CLOSE OFF, THANK YOU SO MUCH.

PLEASE CONSIDER THIS CHANGE AND I APPRECIATE THE TIME TODAY.

THANK YOU.

OUR NEXT SPEAKER IS DALIA OBASI YUDELSON.

GOOD MORNING, EVERYONE.

AS MY NAME CLEARLY SAYS DALIA OBASI YUDELSON THIS IS NOT AN AMERICAN NAME.

I AM AN IMMIGRANT FROM NIGERIA, BORN AND RAISED AND LIVED IN NIGERIA FOR ALL MY ADULT LIFE.

I AM A PERMANENT RESIDENT IN AMERICA.

STILL DO NOT HAVE THE RIGHT TO VOTE, BUT I'M STILL A VERY PROUD RESIDENT OF THIS GREAT NATION.

I AM HERE TODAY TO ADVOCATE FOR AGENDA NINE A I HAVE LOTS OF FAMILIES, FRIENDS AND KNOW DALLAS ISD HOUSES, A HUGE NUMBER OF IMMIGRANT STUDENTS.

SO I AM HERE TO ADVOCATE THAT THE DISTRICT CONSIDERS TO ALLOW TO CHANGE THE TERMINOLOGY FROM CITIZENS TO RESIDENT.

SO FOLKS LIKE ME THAT HAVE WEIRD NAMES LIKE DALIA OBASI YUDELSON THAT'S SO HARD TO PRONOUNCE CAN HAVE A CHANCE TO BE PART OF THIS DEMOCRACY IN AMERICA.

AND I RELINQUISH MY TIME.

THANK YOU, OUR NEXT SPEAKER IS RAMIRO LUNA.

HI, GOOD MORNING.

MY NAME IS RAMIRO LUNA AND THANK YOU BOARD FOR ALLOWING THIS PROPOSITION TO BE BROUGHT UP FOR A CONVERSATION.

I THINK THIS IS A VERY HISTORIC DECISION THAT WILL BE MADE IN THE COMING WEEKS.

AND I TRULY APPRECIATE ALL THE SPEAKERS AND EVERYONE IN ATTENDANCE TODAY AS SOMEBODY WHO IS A PRODUCT OF THE DISD EDUCATION.

I WENT THROUGH ELEMENTARY SCHOOL, MIDDLE SCHOOL, HIGH SCHOOL, THROUGH THE DISD SCHOOL SYSTEMS. I ALSO ATTENDED THE DCCCD COLLEGES AND I AM CURRENTLY A NONIMMIGRANT SOMEBODY WHO WILL BE DENIED PARTICIPATION.

CURRENTLY, AS IT STANDS, I FEEL THAT, YOU KNOW, NOT ONLY MYSELF, BUT THE HUNDREDS AND THOUSANDS OF INDIVIDUALS WHO ARE DENIED ACCESS TO PARTAKE IN THE DECISION MAKING AND HAVING A VOICE IN THE SCHOOLS, WHETHER THEIR CHILDREN BELONG TO AND ATTEND, IS SOMETHING THAT IS NOT ONLY A DISSERVICE TO THE CHILD, BUT TO THE PARENT AND THE EDUCATION SYSTEM AS A WHOLE.

AND I TRULY APPRECIATE THE FACT THAT IT SEEMS THAT THIS IS SOMETHING THAT HAS

[00:10:05]

GARNERED A LOT OF SUPPORT AND IT'S LONG OVERDUE.

AND THIS COULD SET THE TONE FOR NOT ONLY WHAT HAPPENS IN OUR CITY, BUT OTHER COUNTIES AS WELL.

SO I TRULY APPRECIATE THE COURAGE OF MICCICHE AND THE FELLOW BOARD MEMBERS WHO WILL BE SUPPORTING THIS.

LASTLY, I JUST WANTED TO REITERATE THE FACT THAT EVEN THOUGH I AM A NONCITIZEN, YOU DON'T HAVE TO BE A CITIZEN TO EXHIBIT CITIZENRY AND TO PARTAKE AND TO BE INVOLVED IN THIS AND THE SYSTEM OF DECISION MAKING.

SO I JUST WANTED TO THANK YOU FOR BRINGING THIS UP TO THE DISCUSSION.

AND I HOPE THAT WE HAVE UNANIMOUS SUPPORT.

THANK YOU.

OUR NEXT SPEAKER IS HONU GOOD MORNING, SUPERINTENDENT HINOJOSA, PRESIDENT HENRY SCHOOL BOARD TRUSTEES, THANK YOU FOR GIVING ME THE OPPORTUNITY TO SPEAK TODAY ON ITEM 9A.

CURRENTLY, THERE ARE PEOPLE WHO HAVE LIVED IN DALLAS PRETTY MUCH THEIR WHOLE LIFE AND GRADUATED FROM DALLAS ISD DALLAS COLLEGES OR OTHER EDUCATIONAL INSTITUTIONS IN OUR COMMUNITY WHO ARE PREVENTED FROM SERVING ON DISTRICT ADVISORY COMMITTEES WITHOUT THE BOARD NEEDING TO MAKE A SPECIFIC EXCEPTION.

MANY OF THESE NON-CITIZENS ARE LAWFUL PERMANENT RESIDENTS, DACA RECIPIENTS OR HAVE SOME OTHER LEGAL STATUS.

BUT EVEN THE PERSPECTIVE OF UNDOCUMENTED IMMIGRANTS IS VALUABLE WHEN IT COMES TO THE EDUCATION OF OUR CHILDREN.

SOME OF YOU MAY KNOW THAT BOTH OF MY PARENTS ARE IMMIGRANTS, BUT THEY'RE NOT ALONE.

OF DALLAS' 1.3 MILLION RESIDENTS TWENTY FOUR PERCENT ARE FOREIGN BORN.

THAT'S CLOSE TO THREE HUNDRED AND EIGHTEEN THOUSAND PEOPLE.

OF THOSE, ROUGHLY THREE HUNDRED AND EIGHTEEN THOUSAND PEOPLE SEVENTY THREE PERCENT ARE NON-CITIZENS.

THAT'S CLOSE TO TWO HUNDRED AND THIRTY THREE THOUSAND PEOPLE IN THE CITY OF DALLAS ALONE THAT FACE THIS BARRIER TO SERVING ON DISTRICT ADVISORY COMMITTEES.

WE ALL KNOW THE STATISTICS OF DALLAS ISD, WHERE MORE THAN 70 PERCENT OF STUDENTS ARE LATINO AND NEARLY HALF SPEAK ENGLISH AS A SECOND LANGUAGE.

I WAS ONE OF THOSE STUDENTS.

SPANISH IS THE SECOND LANGUAGE I LEARNED.

BUT MAKE NO MISTAKE, ITEM 9A IS NOT JUST A LATINO ISSUE, ALTHOUGH IN A CITY LIKE DALLAS, A SIGNIFICANT NUMBER OF IMMIGRANTS ARE LATINO.

IMMIGRATION STATUS IS NOT NECESSARILY A PROXY FOR RACE.

NONCITIZENS COME IN ALL RACES AND NATIONALITIES.

THERE ARE BLACK NON-CITIZENS, WHITE NON-CITIZENS, ASIAN NON-CITIZENS.

FOR EXAMPLE, IF DIRK NOWITZKI OR LUKA DONCIC WANTED TO SERVE ON A DISTRICT ADVISORY COMMITTEE, THEY WOULD FACE THE SAME BARRIER THAT OTHER NON-CITIZENS IN OUR COMMUNITY FACE.

WE KNOW THAT HAVING DIVERSITY IN GOVERNMENT INCREASES OUR ABILITY TO SERVE RESIDENTS OF ALL BACKGROUNDS AND EXPERIENCES AND MAY LEAD TO A MORE EQUITABLE POLICY OUTCOMES FOR REPRESENTED GROUPS.

WE KNOW THAT GOVERNMENT WORKS BEST WHEN EVERY MEMBER OF THE COMMUNITY HAS A SEAT AT THE TABLE.

THIS IS AN OPPORTUNITY FOR THE DISTRICT TO REMOVE THIS INSTITUTIONAL BARRIER AND AFFIRM ITS COMMITMENT TO ALL RESIDENTS IN OUR COMMUNITY.

I RESPECTFULLY REQUEST THAT YOU ALL SUPPORT TRUSTEE MICCICHE'S EFFORTS.

THANKS ONCE AGAIN FOR ALLOWING ME TO SPEAK AND KEEP UP THE GREAT WORK.

THANK YOU.

OUR NEXT SPEAKER IS ISAIAH MADRIGAL.

YOU HAVE THREE MINUTES TO SPEAK.

THANK YOU SO MUCH.

MR. MADRIGAL, YOU'RE INAUDIBLE.

WE'RE GOING TO MOVE TO THE NEXT SPEAKER AND WE'LL COME BACK TO YOU.

OUR NEXT SPEAKER IS ERIC MATTA.

CAN YOU HEAR ME NOW? HELLO, HELLO, TRUSTEES AND SUPERINTENDENT HINOJOSA THANK YOU FOR TAKING THE TIME TO HEAR ME OUT.

I SUPPORT THIS CHANGE TO THE SCHOOL CHARTER TO BE MORE INCLUSIVE, TO BE A PROPER REPRESENTATION OF OUR COMMUNITIES IN DALLAS WE'VE GOT A LARGE, YOU KNOW, DIVERSE POPULATION.

AND MAKING THE CHANGE TO THE CHARTER WILL REFLECT THAT THE DISTRICT REALLY, YOU KNOW, IS GOING TO MAKE SURE THERE ARE PROPER REPRESENTATION OF THE COMMUNITIES THEY SERVE TO ALLOW, YOU KNOW, NON-CITIZENS TO BE ABLE TO SERVE, ON THESE BOARDS AND

[00:15:04]

TO HAVE A VOICE IN THE SCHOOL DISTRICT TO THAT THEIR STUDENTS AND THEIR CHILDREN ATTEND BECAUSE THAT'S IMPORTANT TO BE MORE INCLUSIVE AND TO BE PROPER REPRESENTATION OF OUR COMMUNITIES.

THANK YOU VERY MUCH.

THANK YOU FOR THE TIME.

THANK YOU.

OUR LAST SPEAKER IS ISAIAH MADRIGAL.

GOOD MORNING, EVERYONE.

MY NAME IS ISAIAH MADRIGAL.

I'M A POSTAL WORKER, TEXAS STATE LICENSED ACTIVIST.

I WOULD LIKE TO THANK EVERYONE HERE, BOARD OF TRUSTEES AND SUPERINTENDENT HINOJOSA, FOR GIVING ME THE CHANCE TO SPEAK ON THE TOPIC I THINK IS NEAR TO A LOT OF OUR HEARTS.

MY GRANDPA, AT A YOUNG AGE CAME TO AMERICA AND MARRIED MY GRANDMOTHER AS AN IMMIGRANT.

HE FACED LESS JOB OPPORTUNITIES, DISCRIMINATION AND XENOPHOBIA.

HE HAD THREE KIDS, ONE BEING MY DAD.

I'M A SECOND GENERATION MEXICAN-AMERICAN AND I HOLD THAT IDENTITY WITH ME EVERYWHERE I GO.

RECENTLY, THE CITY OF DALLAS VOTED TO HAVE A BALLOT ITEM WHERE CITIZENS, REGARDLESS OF CITIZENSHIP, PARTICIPATE ON BOARDS THAT WOULD DIRECTLY IMPACT THE NEIGHBORHOODS THEY ARE STAYING IN THIS IS CONGRUENT TO THE DISD BOARD.

WE MUST ALLOW SOME OF OUR MOST HARDWORKING, SELFLESS AND COMPASSIONATE PEOPLE TO TAKE ON ROLES ON THE ADVISORY BOARDS.

I HAVE FRIENDS WHO ARE UNDOCUMENTED OR ON DACA WHO ARE ARTISTS, TEACHERS AND YEAH, EVEN BARBERS.

THEY DESERVE THE RIGHT TO SERVE THEIR COMMUNITIES, HOW THEY SEE FIT.

THEY LIVE, WORK AND PAY TAXES RIGHT HERE IN DALLAS.

THEY INFLUENCE SO MUCH OF OUR CULTURE AND BRING FAMILIARITY WITH OUR RESIDENTS.

WE ARE SUPPOSED TO BE A PROGRESSIVE PLACE.

I HOPE TODAY WE CAN MAKE SURE THAT OUR EFFORTS AND VOICES ARE UNITED IN DECIDING TO LET OUR AND THIS IS MY SUPPORT FOR THE AMENDMENT, 9A THANK YOU.

THIS CONCLUDES OUR SPEAKERS.

THANK YOU TO ALL OF OUR SPEAKERS.

WE'RE NOW ON TO THE VISION AND PROGRESS MONITORING.

[4. VISION/PROGRESS MONITORING]

WE'RE GOING TO START WITH STUDENT OUTCOME GOALS 2 & 3.

SUPERINTENDENT HINOJOSA.

YES, MR. PRESIDENT, MEMBERS OF THE BOARD, WE HAVE A DR.

HILL COME UP TO GIVE US PROGRESS ON THE GOALS AND THERE MAYBE OTHER STAFF TO AUGMENT I SEE OTHERS IN THE AUDIENCE THAT ARE GOING TO BE ABLE TO PARTICIPATE AS WELL.

SO, DR. HILL AND SHANNON TREJO, IF YOU'LL PICK IT UP, PLEASE.

THANK YOU SO MUCH, PRESIDENT HENRY AND MEMBERS OF THE BOARD AND SUPERINTENDENT HINOJOSA REALLY EXCITED TO COME AND BRING YOU A BOARD UPDATE ON THE PROGRESS GOALS TWO AND THREE.

WANT TO JUST REMIND US THAT THIS MONTH ACTUALLY MARKS THE ONE YEAR ANNIVERSARY TO OUR NEW WAY OF TEACHING AND LEARNING IN COVID.

SO WE WANT TO TAKE THESE RESULTS IN THAT CONTEXT AND UNDERSTAND THAT WE HAVE MADE SOME PROGRESS, BUT STILL RECOGNIZE OUR RESPONSIBILITY TO CONTINUE THAT WORK AND WORK TOWARDS THE GOALS THAT WE'VE LAID OUT FOR YOU.

SO I'M GOING TO TURN IT OVER TO DR.

HILL AT THIS TIME.

AND OH, JUST REAL QUICKLY, I ALSO WANT TO RECOGNIZE OUR TEACHERS AN OUR CAMPUS LEADERS, AND THEY ARE TRULY AT THE HEART OF THE PROGRESS THAT HAS BEEN MADE AT THIS POINT.

AND WE WANT TO MAKE SURE THAT THEY ARE RECOGNIZED FOR THE OUTCOMES THAT COME ABOUT AT THIS TIME.

THANK YOU.

GOOD MORNING.

I AM GOING TO GIVE YOU AN UPDATE ON OUR STUDENT OUTCOME GOALS TWO AND THREE TODAY, MEASURING OUR SECOND GRADE AFRICAN-AMERICAN READING AND MATH PERFORMANCE, AS WELL AS OUR KINDERGARTEN PERFORMANCE.

I'M GOING TO START WITH GPM TWO POINT ONE, WHICH AGAIN MEASURES OUR SECOND GRADE AFRICAN-AMERICAN READING ACHIEVEMENT ON THE MAP ASSESSMENT WE SEE AT THIS MIDDLE POINT OF THE YEAR, WE HAVE 34 PERCENT OF OUR STUDENTS SCORING AT OR ABOVE THE FIFTIETH PERCENTILE, WHICH IS CONSIDERED ON GRADE LEVEL.

AND THIS IS TWO PERCENTAGE POINTS MORE THAN THE BEGINNING OF THE YEAR MARK.

AND THE END OF THE YEAR MARK IS 35.

AND SO WE DO FEEL GOOD THAT OUR STUDENTS ARE ON TRACK TO MEET THEIR FIRST MILESTONE AT THE END OF THIS SCHOOL YEAR.

WE ALSO BROKE THIS DATA OUT BY OUR READING ACADEMY PARTICIPATION.

SO STUDENT PERFORMANCE FOR ALL SECOND GRADERS IN ENGLISH AND SPANISH IS ON THE LEFT.

OUR ENGLISH GREW SLIGHTLY BY TWO PERCENTAGE POINTS SINCE THE BEGINNING OF THE YEAR MARK.

SPANISH READING REMAINED THE SAME AT 54 PERCENT OF THE STUDENTS PERFORMING AT OR ABOVE THE FIFTIETH PERCENTILE.

NOW I'M GOING TO DRAW YOUR ATTENTION TO THE RIGHT.

YOU WILL SEE THREE DIFFERENTLY COLORED BARS AND THESE REPRESENT THE YEAR OF READING ACADEMY PARTICIPATION.

SO FOR ENGLISH READING, WE HAVE 43 PERCENT OF OUR SECOND GRADERS IN COHORT ONE OR SCHOOLS WHO ARE PARTICIPATING IN READING ACADEMY WITH US THIS SCHOOL YEAR ON OR ABOVE GRADE LEVEL.

WHEN WE COMPARE THAT TO THE LAST BAR, THE LIGHT GREEN BAR, WHICH IS COHORT THREE,

[00:20:01]

WE SEE THAT 47 PERCENT OF OUR SECOND GRADERS SCORED ON OR ABOVE GRADE LEVEL.

WHAT IS IMPORTANT TO NOTE HERE IS THAT THE FEEDER'S, WITH HIGHER NUMBERS OF HIGH PRIORITY CAMPUSES, ARE SCORING CLOSE TO STUDENTS IN THE SCHOOLS THAT DON'T HAVE AS MANY HIGH PRIORITY CAMPUSES.

WHEN WE LOOK AT THE SPANISH PERFORMANCE, WE SEE THAT THE GAP IS EVEN SMALLER WITH A THREE PERCENTAGE POINT DIFFERENCE.

GOAL PROGRESS MEASURE TWO POINT TWO MEASURES ARE ON LEVEL READING FOR OUR KINDERGARTEN STUDENTS, USING THE RUNNING RECORD, THE MIDDLE OF THE YEAR ASSESSMENT POINT WAS OUR FIRST TIME THAT WE ASSESSED OUR KINDERGARTNERS ON THIS ASSESSMENT.

AT THIS TIME, WE DO HAVE TWENTY EIGHT PERCENT OF OUR KINDERGARTNERS SCORING ON GRADE LEVEL.

THE END OF THE YEAR TARGET IS 40 PERCENT.

WHEN WE LOOK AT THIS DATA BY PRE-K ENROLLMENT, HOWEVER, WE DO SEE THAT 28 PERCENT OF OUR CURRENT KINDER STUDENTS WHO ATTENDED OUR DALLAS ISD PRE-K ARE ON TRACK VERSUS 17 PERCENT OF KINDER STUDENTS WHO DID NOT ATTEND OUR DALLAS ISD PROGRAM.

AND JUST TO GIVE YOU ANOTHER VIEW OF OUR KINDER PERFORMANCE, THE DATA ON THIS SLIDE IS FROM OUR TX-KEA ASSESSMENT.

ON THE LEFT, WE SEE THAT WE HAD SOME GROWTH IN MOST SUBTESTS AND OUR KINDERS SHOW GROWTH FROM THE BEGINNING OF THE YEAR MARK.

ON THE RIGHT, WE DO CONTINUE TO SEE THE BENEFIT OF PRE-K OF CHILDREN PARTICIPATING IN DALLAS ISD PRE-K WITH MORE STUDENTS SHOWING ON TRACK WHO ATTENDED PRE-K THAN THOSE WHO DID NOT.

NOW WANT TO SHOW YOU THE SAME DATA LOOKING AT THE YEAR OF PARTICIPATION IN READING ACADEMY, WE DO SEE THAT COHORT ONE, WHICH ARE THE SCHOOLS THAT ARE PARTICIPATING IN READING ACADEMY WITH US THIS YEAR, ARE SCORING CLOSE TO SCHOOLS IN COHORT THREE.

YOU WILL NOTICE THE DIFFERENCE FOR VOCABULARY IS MUCH BIGGER, WHICH ACTUALLY REINFORCES WHAT WE ARE TRYING TO DO, WHICH IS TO CLOSE STUDENT ACHIEVEMENT GAPS ACROSS ALL OF THE SCHOOLS THAT WE SERVE IN THE CITY.

NOW, I'M GOING TO MOVE ON TO GOAL THREE, WHICH MEASURES OUR MATH PERFORMANCE, SO THREE POINT ONE MEASURES OUR SECOND GRADE AFRICAN-AMERICAN PERFORMANCE AT OR ABOVE GRADE LEVEL.

AND WE DO SAY WE TOOK A SLIGHT DIP FROM THE BEGINNING OF THE YEAR MEASURE WITH TWENTY SEVEN PERCENT OF STUDENTS SCORING ON TRACK AT THIS TIME.

OUR END OF THE YEAR TARGET FOR OUR SECOND GRADE AFRICAN-AMERICAN STUDENTS IS AT THIRTY PERCENT.

SO WE WILL CONTINUE TO SUPPORT OUR AFRICAN-AMERICAN STUDENTS TO MEET THIS TARGET .

GPM THREE POINT TWO MEASURES OUR KINDER PERFORMANCE IN MATH ON TX-KEA.

WE ARE SEEING RAPID GROWTH WITH OUR KINDER STUDENTS IN MATH WITH FIFTY FOUR PERCENT OF STUDENTS SCORING ON TRACK AT THIS TIME.

ALTHOUGH WE HAVE EXCEEDED OUR END OF THE YEAR TARGET, WE KNOW THAT WE MUST MAINTAIN THIS LEVEL OF PERFORMANCE THROUGHOUT THIS SEMESTER BECAUSE AS THE YEAR PROGRESSES, SO THE KNOWLEDGE AND SKILLS OF WHAT OUR STUDENTS WILL NEED TO KNOW.

ON THE RIGHT AGAIN IS THE DATA BROKEN OUT BY PRE-K ENROLLMENT.

AND WE SEE FIFTY FIVE PERCENT OF OUR CURRENT KINDER STUDENTS WHO ATTENDED DALLAS ISD PRE-K ARE ON TRACK VERSUS 41 PERCENT WHO DID NOT.

TRUSTEES I ALSO WANT TO GIVE YOU A QUICK UPDATE ON OUR READING ACADEMY AS WELL.

YOU WILL REMEMBER THAT WE STRUCTURED TRAINING THIS YEAR IN FULL DAY SESSIONS OVER A SATURDAY SESSIONS AND THEN AFTER SCHOOL WORKSHOPS, WE ARE IN THE LAST PHASE OF TRAINING.

WE'RE FINISHING UP MODULES 11 AND 12 NOW THROUGH APRIL.

AND THE CHART ON THE RIGHT JUST IS A REMINDER OF ALL THE PARTICIPANTS WHO ARE ENGAGING IN READING ACADEMIES WITH US THIS YEAR.

THROUGHOUT ALL THE TRAINING ON THIS PAGE, WE ARE PROUD THAT WE HAVE BEEN ABLE TO MAINTAIN A NINETY FOUR PERCENT ATTENDANCE RATE FOR OUR READING ACADEMIES.

NOW A KEY COMPONENT OF READING ACADEMIES IS THE COMPLETION OF AN ARTIFACT OR WORK SAMPLE BECAUSE THEY HELP US ENSURE THAT OUR PARTICIPANTS ARE APPLYING THEIR LEARNING.

AND WE ARE PROUD THAT WE HAVE A 95 PERCENT SUCCESS RATE FOR ARTIFACT COMPLETION BETWEEN OUR TEACHERS AND ADMINISTRATORS AND ANY TEACHER ADMINISTRATOR WHO HAS NOT SHOWN SUCCESS THEY STILL HAVE AN OPPORTUNITY TO RESUBMIT.

ON THE RIGHT WE JUST HAVE SOME QUOTES FROM SOME OF THE PARTICIPANTS WE SEE TEACHERS NOTING THE IMPORTANCE OF FOUNDATIONAL SKILLS TO HELP KIDS LEARN HOW TO DECODE AND READ.

NEW TEACHERS ARE FINDING VALUE IN THIS TYPE OF TRAINING AT THE BEGINNING OF THEIR CAREER, AND OUR ADMINISTRATORS ARE APPRECIATING THE OPPORTUNITY TO HAVE A SCAFFOLD WITH PHONICS LESSONS FOR THEIR STUDENTS.

LAST SLIDE HERE.

WE HAVE STARTED THE PROCESS OF PLANNING FOR NEXT SCHOOL YEAR.

WE'VE HELD MEETINGS WITH SCHOOL LEADERSHIP, EXECUTIVE DIRECTORS, GIFTED AND TALENTED, SPECIAL EDUCATION, AS WELL AS OUR LIBRARY AND MEDIA SERVICES.

OTHER CONSIDERATIONS THAT WE ARE MAKING AT THIS TIME IS TAKING FEEDBACK FROM YEAR ONE TO MAKE ADJUSTMENTS AS WELL AS PLAN OUT OUR PROFESSIONAL DEVELOPMENT FOR OUR READING ACADEMY FOR NEXT SCHOOL YEAR.

THAT IS THE UPDATE ON GOALS TWO AND THREE.

I'D BE HAPPY TO ADDRESS ANY QUESTIONS.

TRUSTEE MARSHALL.

THANK YOU FOR YOUR PRESENTATION, AND I KNOW THIS HAS BEEN A CHALLENGING YEAR FOR GOAL ATTAINMENT, GIVEN THE HAND WE'VE BEEN DEALT WITH, THE PANDEMIC.

[00:25:03]

AND, YOU KNOW, CERTAINLY I THINK WE NEED TO BE THOUGHTFUL ABOUT INTERPRETING THESE RESULTS THROUGH THAT LENS.

BUT I'M ACTUALLY JUST TAKING A STEP BACK FROM THE ACTUAL RESULTS THEMSELVES.

I'M HAVING A HARD TIME MENTALLY DIGESTING THE CONTENT HERE.

AND IT'S NOT THAT I HAVE AN OBJECTION TO ANY PARTICULAR SLIDE IN HERE OR THE FORMAT OF THOSE SLIDES.

BUT WE'VE GOTTEN AT LEAST I'VE GOTTEN AND I DON'T WANT TO SPEAK FOR EVERYBODY.

BUT I WOULD WAGER IT'S TRUE FOR MOST.

WE'VE GOTTEN USED TO THIS FORMAT THAT PAM HAS PUT TOGETHER IN THE YEARS PAST WHEN WE'VE APPROVED THE GOALS.

IT'S LIKE A SPREADSHEET FORMAT AND IT HAS FOR EACH GOAL AND FOR EACH GPI, IT HAS THE STARTING POINT, THE FIVE YEAR GOAL FOR THAT, NOT ONLY FOR THE GOALS, BUT FOR THE GPI'S.

AND THEN IT HAS THE MIGRATION PATH OF EACH YEAR.

IT WOULD BE A LOT LIKE INFINITELY EASIER TO DIGEST THIS MATERIAL IF IT WAS PRESENTED IN THAT FORMAT WHERE WE COULD SEE THE STARTING POINT, THE GOAL FOR THAT YEAR ON THE MIGRATION PATH AND THE FIVE YEAR GOAL.

AND THEN WHERE WE ARE RIGHT NOW, AND IF YOU WANT TO SEPARATE IT INTO BEGINNING OF YEAR, MIDYEAR AND END OF YEAR TARGETS, THAT'S FINE.

BUT IT'S REALLY CHALLENGING WITH THIS FORMAT TO ANCHOR OFF OF THE HEIGHT OF THE BAR CHART AND KNOW WHETHER THAT'S AHEAD OF TARGET OR BEHIND TARGET.

AND I KNOW YOU DID.

YOU HAD YOUR LITTLE DOTTED BAR FORMAT AT THE END, BUT THAT TELLS ME WHERE WE ARE ON THE MIGRATION PATH FOR THIS YEAR, BUT NOT WHERE WE ARE ON THE MIGRATION PATH OF THE FIVE YEAR PLAN.

AND SO SO I GUESS MY REQUEST IS WHEN WE DO THESE GOAL CHECKING MEETINGS FROM HERE FORWARD, I WOULD LOVE IT IF YOU AT LEAST HAVE ONE SLIDE THAT IS THAT FORMAT SO THAT I CAN GET MY HEAD AROUND IT.

AND FOR THIS PARTICULAR UPDATE, I'D LOVE IT IF YOU COULD EMAIL ME THAT SLIDE FOLLOWING THIS MEETING SO THAT I CAN DIGEST IT A LITTLE BETTER BECAUSE I'M STRUGGLING WITH THIS FORMAT.

TRUSTEE MARSHALL AND I APOLOGIZE.

I SHOULD HAVE SAID THAT TO THE TEAM.

SO WE'LL DO THAT FROM HERE ON OUT.

APPRECIATE IT.

THANKS.

SO GIVEN THAT I'M STRUGGLING WITH THE FORMAT A LITTLE BIT, IT LOOKS TO ME JUST AT A HIGH LEVEL, LIKE ON GPM OR ON GOAL TWO THE GPM'S OUR LIKE ON TWO POINT ONE LOOKING OK, BUT ON TWO POINT TWO, WE'RE WAY BEHIND.

FAIR.

THAT IS A FAIR ASSESSMENT FOR OUR KINDER STUDENTS, WE ARE THE FURTHEST AWAY FROM WHAT THEY NEED TO BE AT AT THE END OF THE SCHOOL YEAR.

WELL, AND IT'S NOT ONLY THE DIFFERENCE BETWEEN THE 28 AND THE 40, THAT'S TOUGH TO SWALLOW, BUT OUR GOAL IS ACTUALLY 69 PERCENT BY 2025.

SO, I MEAN, YOU'VE NOW GOT, YOU KNOW, OVER 40 PERCENTAGE POINTS.

YOU NEED TO MOVE IN A YOU KNOW, IN A FOUR YEAR PERIOD.

I MEAN, ARE WE THINKING THIS IS ALL COVID OR WHAT'S GOING ON HERE, BECAUSE, I MEAN, THIS IS A PRETTY BIG MISS.

WE CAN CERTAINLY, YOU KNOW, CONSIDER SOME ASPECTS OF COVID TO, YOU KNOW, IMPACT OUR OVERALL ACHIEVEMENT.

AND THE OTHER THING IS, IT'S JUST WE REALLY HAVE THE OPPORTUNITY TO CONTINUE TO WORK WITH SCHOOL LEADERSHIP AND THE EXECUTIVE DIRECTORS AND PRINCIPALS FOR WHAT'S HAPPENING IN THE CLASSROOMS. AND SO FOR THIS PARTICULAR ASSESSMENT, IT'S A RUNNING RECORD.

AND SO IT'S ABOUT IT TRACKS A CHILD'S READING BEHAVIORS.

AND SO THE BEST WAY TO IMPACT THAT WOULD BE IN SMALL GROUP INSTRUCTION, USING GUIDED READING TO, YOU KNOW, MAKE SURE THAT KIDS ARE NOT MAKING MISTAKES WHEN THEY'RE READING.

SO TEACHERS CAN PLACE THEM ON APPROPRIATE GRADE LEVELS.

I WOULD ALSO VENTURE TO ADD THAT WHEN WE TRANSITIONED INTO SIMULTANEOUS LEARNING, WHEN YOU'RE LOOKING AT KINDERGARTEN STUDENTS AND BEING ABLE TO PROVIDE APPROPRIATE SUPPORT IN THAT TYPE OF ENVIRONMENT WHERE WE LOST ALL OF LAST SPRING, THEY DIDN'T HAVE A LOT OF OPPORTUNITY IN THE SUMMER.

AND THEN TEACHERS BEING, YOU KNOW, WILLING TO WORK TO TRY TO SUPPORT BOTH GROUPS OF STUDENTS.

I WOULD SAY THAT WAS A VERY DIFFICULT TASK AT BEST.

SURE, WELL I THINK WE'LL HAVE A BETTER SHOT.

YEAH, WE ALL KNOW GETTING A LITTLE KID TO SIT STILL IN FRONT OF A SCREEN TO LEARN IS NEARLY IMPOSSIBLE.

SO BUT THIS 20, THIS SLIDE ON THE RIGHT, THE GRAPH ON THE RIGHT OF SLIDE FOUR THAT HAS THE 28 VERSUS 17, THAT 28 NUMBER IS DOWN FROM WHAT IT NORMALLY IS TOO.

RIGHT.

I MEAN, I GET THAT YOU'RE HIGHLIGHTING THE DIFFERENCE BETWEEN TWENTY EIGHT AND SEVENTEEN, AND BUT TWENTY EIGHT IS LIKE IF WE LOOKED OVER HISTORY AT THE I GUESS WE DON'T HAVE MAP DATA GOING BACK THAT FAR.

BUT, WHEN WE'RE LOOKING AT SORT OF OTHER METRICS OF KINDERGARTEN READINESS WITH ISTATION OR YOU KNOW, ISIP OR WHATEVER, WE SAW TWENTY EIGHT, THAT TWENTY EIGHT NUMBER WAS MORE IN THE 40S WASN'T IT.

I THINK WHAT WOULD BE MORE REPRESENTATIVE WOULD IF WE WOULD LOOK AT THE TX-KEA DATA FOR THE PRE-K, NO PRE-K BECAUSE THIS PARTICULAR INSTRUMENT, WHICH IS THE RUNNING RECORD, THIS IS THE FIRST YEAR WE'VE ACTUALLY USED THIS MEASURE.

[00:30:03]

SO WE DON'T HAVE ANY HISTORICAL DATA.

BUT IF WE LOOK AT HOW THE STUDENTS PERFORMED IN KINDERGARTEN BASED ON THEIR PRE-K ENROLLMENT, I THINK WE'LL SEE MORE OF WHAT YOU'RE REMEMBERING.

WAS THIS ONE OF THE SHADED SLIDES ON THE SPREADSHEET FORMAT THAT I WAS TALKING ABOUT WHERE WE DIDN'T HAVE A GOOD ANCHOR POINT FOR THE BEGINNING OF THE.

DEREK'S NODDING YES, IN THE BACK SO.

YES SIR.

OK THERE WERE LIKE TWO OR THREE OF THOSE THAT IT WAS HARD TO SET THE GOAL TARGETS BECAUSE WE DIDN'T KNOW WHAT THE BASELINE WAS.

THIS IS ONE OF THOSE.

OK, IF I COULD JUST ADD, THOUGH, I THINK THE POINT THAT YOU ARE MAKING THAT I WANT TO UNDERSCORE IS AS WE LOOK FORWARD, WE WILL HAVE KINDERGARTNERS WHO DID NOT PARTICIPATE IN PRE-K.

RIGHT.

AND SO.

WE CAN'T GO BACK AND CHANGE THAT.

THE NUMBERS WILL, IN ADDITION TO KINDERGARTNERS WHO'VE PARTICIPATED EITHER VIRTUALLY OR IN PERSON UNDER VERY DIFFERENT CIRCUMSTANCES THAN PREVIOUSLY AND THEN VERY LOW NUMBERS OF PRE-K PARTICIPATION.

I DO THINK THAT WE ARE GOING TO HAVE TO THINK ABOUT HOW DO WE SUPPORT OUR YOUNGEST LEARNERS THE MOST? HOW DO WE THINK ABOUT WHAT ACCELERATION LOOKS LIKE? AND HOW DO WE THINK ABOUT THE TENSION BETWEEN MANAGING EXPECTATIONS AROUND THE REALITY OF WHAT HAS ACTUALLY OCCURRED FOR YOUNG LEARNERS AND THE URGENT NEED TO ACCELERATE? YEAH, I MEAN, YOU'RE GOING TO HAVE TO MOVE THE NEEDLE 10 PERCENTAGE POINTS PER YEAR FOR THE NEXT FOUR YEARS.

TO BE ON TRACK.

THAT'S.

YEAH, JUST TO BE ON TRACK.

CORRECT.

OK, ON GOAL THREE.

I MEAN, A LITTLE DIP IN THE MIDDLE OF THE YEAR, GPM, THREE POINT ONE, BUT, YOU KNOW, THAT STILL LOOKS ATTAINABLE TO GET THERE BY THE END OF THE YEAR RIGHT.

YES, SIR.

WHAT'S UP WITH THE THREE POINT TWO? HOW ARE WE CRUSHING THAT IN THE MIDDLE OF THE YEAR? THAT LOOKS TO ME LIKE WE NEED TO REVISE YOUR GOALS HIGHER.

SO, AGAIN, THIS IS YOU KNOW, WE SET THE GOALS AT THE BEGINNING OF THE YEAR.

AND SO WE DID SHOW AT THE END OF THE YEAR TARGET AS 40.

AND ACTUALLY, TO YOUR POINT, FOR NEXT SCHOOL YEAR, AT THE END OF THE SCHOOL YEAR, OUR STUDENTS FOR THREE POINT TWO ARE GOING TO NEED TO BE AT 57.

AND SO WE WANT TO MAKE SURE THAT, YOU KNOW, WE KEEP THIS TYPE OF SEE IF I HAD THAT OTHER FORMAT I'D KNOW THAT RIGHT.

UNDERSTOOD.

ALL RIGHT.

GOOD STUFF.

THANK YOU VERY MUCH.

I APPRECIATE IT.

THANK YOU TRUSTEE MARSHALL.

TRUSTEE MACKEY.

ALL RIGHT, THANK YOU ALL FOR THE PRESENTATION, I'M GLAD TO SEE US HAVE A FIRST AGENDA ITEM HERE ABOUT STUDENT ACHIEVEMENT AND HOW WE'RE DOING.

SO I THANK YOU ALL FOR BRINGING THAT.

I DO CONCUR WITH TRUSTEE MARSHALL'S POINT ON THESE AS WE GO FORWARD.

I KNOW WE CHANGE ASSESSMENTS THIS YEAR, BUT FOR US TO BE ABLE TO SEE EVERY SINGLE TIME THEY COME BACK AND MOVE FORWARD THROUGH THESE, TO SEE WHERE WE'RE AT, HOW IT COMPARES.

I FULLY CONCUR WITH THAT.

SO REAL QUICK, I DO WANT TO KIND OF PICK OFF A POINT OF THAT.

SO GOING FROM THROUGH EACH OF THE FOUR GPM THAT WERE TALKED ABOUT, I WOULD LOVE AND I THINK I CAN VISUALIZE WHAT I THINK THE DATA IS SAYING, BUT I'D LOVE TO HEAR THE ADMINISTRATION'S DETERMINATION FOR EACH OF THOSE IF THEY'RE ON TRACK, OFF TRACK OR INCONCLUSIVE, JUST TO GET A SENSE OF IT.

SO 2.1.

SO FOR TWO POINT ONE, WE DO FEEL LIKE WE'RE IN THE BEST PLACE TO MEET OUR END OF THE YEAR TARGET, WHICH IS THE THIRTY FIVE PERCENT.

AND SO WE DO FEEL GOOD WITH OUR SECOND GRADE AFRICAN-AMERICAN STUDENTS.

FOR KINDER, WHICH IS THE TWO POINT TWO EXCUSE ME, WE JUST DISCUSSED THAT.

AND THAT IS THE THE PLACE THAT WE HAVE THE BIGGEST OPPORTUNITY TO GROW.

YOU KNOW, I'M NOT MAKING EXCUSES.

THIS WAS THE FIRST TIME WE ASSESS THAT AT THE MIDDLE OF THE YEAR, MARK, WITH OUR TEACHERS AND STUDENTS.

AND SO WE WILL CONTINUE TO WORK NOT ONLY THROUGH THE ASSESSMENT, BUT THROUGH THE INSTRUCTION TO HELP THAT GROW.

SO WE KNOW WE HAVE WORK TO DO THERE FOR THREE POINT ONE FOR OUR SECOND GRADE MATH.

WE DO FEEL LIKE, AGAIN, WE ARE ON TARGET FOR OUR FIRST YEAR, YOU KNOW, INTO THE YEAR GOAL FOR THAT.

AND THEN OUR TX-KEA WITH OUR KINDER MATH.

AND I THINK THE IDEA THERE IS TO JUST REALLY SUSTAIN THE LEVEL OF RAPID GROWTH WE'VE BEEN ABLE TO SEE SO FAR THIS SCHOOL YEAR SORRY, OUR END OF THE YEAR DATA POINTS ARE GOING TO BE VERY IMPORTANT TO REALLY SEE, YOU KNOW, HOW WE ARE DOING.

SO DID I HEAR YOU CORRECTLY THROUGH THAT FOR TWO POINT ONE WE'RE SAYING WE ARE ON TRACK.

YES.

FOR TWO POINT TWO, WE ARE OFF TRACK.

WE ARE OFF TRACK.

FOR THREE POINT ONE WE ARE ON TRACK.

YES.

AND THREE POINT TWO ON TRACK.

ON TRACK.

OK, AND I THINK I DON'T THINK THERE'S ANYTHING YOU KNOW, I THINK THIS IS THE PURPOSE OF THIS IS, YOU KNOW, WE'RE GOING TO BE OFF TRACK IN SOME AREAS.

WE'RE GOING TO BE ON TRACK IN OTHER AREAS.

AND I THINK THE GOAL IN THIS ENTIRE BOARD'S OPERATING SHOULD BE AROUND.

WHAT CAN WE DO TO SUPPORT YOU ALL IN GETTING ALL OF THESE ON TRACK AND MAKING SURE THAT THESE ARE THE RIGHT GOALS TO CONTINUE TO BE MONITORING.

SO I APPRECIATE THAT FRAMING.

[00:35:01]

A QUICK QUESTION ON ALL OF THESE.

I THINK THIS IS PROBABLY JUST A GIVEN THE EXTENUATING FACTORS OF THIS YEAR, WHAT PERCENTAGE OF STUDENTS WERE ABLE TO TAKE MAP EOI AND OR BEGINNING OF THE YEAR AND MIDDLE OF THE YEAR AND RUNNING RECORD? IS THAT A LOWER NUMBER THAN IT USUALLY IS? IS THAT PLAYING ANY ROLE IN THIS DATA? SO FOR THE RUNNING RECORD, THIS WAS ACTUALLY OUR FIRST TIME, YOU KNOW, GIVEN THAT ASSESSMENT.

SO WE DON'T HAVE ANY HISTORICAL ON ON THAT.

WE DID HAVE MORE STUDENTS AT THE MIDDLE OF THE YEAR FOR OUR FIRST AND SECOND GRADERS WHO TOOK THE ASSESSMENT.

LET ME LOOK BACK AT THE SLIDE BECAUSE I HAVE THE NUMBERS.

IF YOU LOOK IN THE APPENDIX, THERE IS A SLIDE THERE FOR OUR FIRST AND SECOND GRADE RUNNING RECORD.

AND SO IT SHOWS WE HAD ABOUT 6000 FIRST GRADERS TAKE THE RUNNING RECORD ASSESSMENT AT THE MIDDLE OF THE YEAR MARK AN A LITTLE OVER 6000, TAKE THE SECOND GRADE.

WHAT SLIDE ARE YOU ON? SORRY.

I'M ON 19.

EXCUSE ME.

OK, SO WE HAD 6000 FIRST GRADERS 6000 SECOND GRADERS, APPROXIMATELY.

IS THAT 90 PERCENT OF OUR FIRST AND SECOND GRADERS, 80 PERCENT, 70 PERCENT, THAT'S MORE AROUND 60, 65 PERCENT.

OK, SO 60, 65 PERCENT.

OBVIOUSLY, IF THEY WERE IN SCHOOL, WE PROBABLY THAT WOULD BE A HIGHER NUMBER, THOUGH.

SO THERE ARE SOME I GUESS IT WAS HARDER TO GET RUNNING RECORD DONE WITH STUDENTS THAT WERE AT HOME OR WHATNOT.

YES.

OK, WELL, I'LL BE CURIOUS TO SEE HOW THAT CONTINUES AS WE GO FORWARD.

I APPRECIATE THE APPENDICES.

I DIDN'T SEE IT IN THE PRESENTATION, BUT I SEE IT IN THE APPENDICES NOW IS THE SUBGROUP COMPARISONS OR THE DIFFERENT DEMOGRAPHIC COMPARISONS OF STUDENTS.

SO WE STILL DEFINITELY HAVE SOME GAPS, IT SEEMS, IN THERE THAT WE KNOW OF.

YES, I GUESS MY BIG OVERALL QUESTION IS IN ALL OF THOSE, BOTH IN ADDRESSING THE GAPS AND FOR KINDERGARTEN, WE'RE OFF TRACK IN TWO POINT TWO.

WHAT DO YOU NEED FROM THIS BOARD TO MAKE SURE THAT YOU HAVE EVERYTHING YOU NEED TO CLOSE THOSE GAPS? I THINK WE JUST ALWAYS ARE GOING TO NEED JUST SUPPORT THAT THE MESSAGE THAT PRE-K IS IMPORTANT BECAUSE WE'RE GOING TO KEEP FRONT LOADING ARE KINDER CLASSROOMS WITH OUR PRE-K STUDENTS THAT COME PREPARED AND OUTSIDE OF THAT, YOU KNOW, IT'S REALLY ON US TO, YOU KNOW, MAKE SURE THAT OUR TEACHERS HAVE WHAT THEY NEED TO DO, THE RUNNING RECORDS IN THE CLASSROOM, THE LITERACY INSTRUCTION.

SO OR WE CAN'T IMPROVE READING LEVELS OVER TIME.

OK, AND THEN BASED ON THIS, I SEE THE DEMOGRAPHIC DATA.

DO WE HAVE ANY OF THIS SIMILARLY SLICE FOR SOCIOECONOMIC STATUS OR ON CAMPUS VERSUS VIRTUAL LEARNERS? I DON'T HAVE THAT DATA.

I CAN WORK TO GET THAT DATA.

I CAN DEFINITELY HAVE THE SOCIO ECONOMIC DATA FOR YOU.

AND I'LL JUST HAVE TO CHECK TO SEE IF WE HAVE THE STRUCTURE IN PLACE TO BE ABLE TO TELL, YOU KNOW, IF A STUDENT TESTED ON CAMPUS OR VIRTUALLY TO WHAT YOU'RE NEEDING.

YEAH, TRUSTEE MACKEY, WE MIGHT BE ABLE TO BREAK THAT DOWN BY THE CODING OF THE STUDENT, WHETHER THEY ARE CONSIDERED A REMOTE LEARNER OR AN IN-PERSON LEARNER, AND THAT BEING ABLE TO CAPTURE WHETHER OR NOT THEY TESTED VIRTUALLY VERSUS IN PERSON MAY VARY EVEN WITHIN THOSE CATEGORIES.

BUT WE CAN WORK ON GETTING THAT FOR YOU.

WELL, I'M NOT NECESSARILY I THINK IT'D BE INTERESTING TO SEE I DON'T NEED YOU TO DO THAT FOR ME.

I JUST WONDER IF THERE ARE TRENDS IN THERE THAT WE KNOW THAT ACTUALLY ARE ON CAMPUS LEARNERS THAT ARE DOING BETTER OR ON CAMPUS LEARNERS THAT ARE DOING BETTER IN THESE SCHOOLS.

LET'S FIND OUT WHY.

RIGHT.

AND THEN WE COULD USE THAT TO SCALE.

SO WE ARE TRACKING THAT WITH OUR MAP ASSESSMENT DATA TO MAKE SURE THAT WE UNDERSTAND THAT PHENOMENA.

OK, WELL, YOU KNOW, I WOULD LOVE TO DO WHATEVER I CAN.

AND I THINK WE AS A BOARD WOULD PROBABLY LOVE TO DO WHAT WE CAN TO SUPPORT YOU ALL AND CONTINUE TO DO THIS.

WELL, THE NEXT PRESENTATION ON THESE COME AFTER END OF THE YEAR SCREENER DATA IS AN.

YES, IT WILL.

OK.

ALL RIGHT, WELL, EXCITED TO SEE THE PROGRESS AND KEEP US UPDATED ON WHAT WE CAN DO.

THANK YOU.

THANK YOU, TRUSTEE MACKEY, I DON'T SEE ANY OTHER QUESTIONS RIGHT NOW, SO I HAVE A FEW QUESTIONS THESE GOALS THAT WE'RE LOOKING AT LIKE GPM TWO POINT ONE.

IS THIS AFTER IS THIS PART OF WHAT WE REDUCED IN THE PREVIOUS BOARD MEETING SO, 35 IS THE CURRENT END OF THE YEAR.

WHAT WAS IT BEFORE DO WE REMEMBER I COSIGN WITH WHAT TRUSTEE MARSHALL SAID THAT IT WOULD BE VERY HELPFUL TO HAVE THAT? FOR WHICH ASSESSMENT? GPM TWO POINT ONE SO LIKE OUR END OF YEAR TARGET.

FOR TWO POINT ONE.

WE WERE JUST ESTABLISHING A BASELINE THIS YEAR WITH 35 PERCENT, BUT PREVIOUSLY THIS

[00:40:06]

BOARD APPROVED MOVING SOME GOALS DOWN ARE ANY OF THESE GOALS, THOSE GOALS? YES, SIR.

SO THE TWO POINT TWO, WHICH IS THE KINDERGARTEN, INITIALLY IT WAS 55 PERCENT AND WE MOVED IT DOWN TO 40.

AND THEN ON THREE POINT ONE, AGAIN, WE'RE ESTABLISHING A BASELINE OF 30.

AND THEN FOR THREE POINT TWO, IT WAS 55 PERCENT AND IT WAS ADJUSTED TO 40 PERCENT FOR THE END OF THE YEAR TARGET ONE.

SO FOR TWO POINT TWO, WE ADJUSTED IT DOWN, IT SEEMS RIGHTFULLY SO, GIVEN THE STRUGGLES OF COVID, BUT WITH THREE POINT TWO, WE ADJUSTED IT DOWN AND PROBABLY SHOULDN'T HAVE IN HINDSIGHT AND HINDSIGHT IS 20/20, BUT WE'RE ALREADY THERE FROM WHAT IT USED TO BE BEFORE.

IT USED TO BE 55 PERCENT.

CORRECT? CORRECT.

WE'RE AT 54.

AND REMEMBER, THESE ARE JUST THE TARGETS FOR THE END OF THE YEAR THIS YEAR, NOT THE ACTUAL GOAL THAT WE'RE TRYING TO ACHIEVE BY THE 2025 YEAR.

OK, GOT IT.

PRESIDENT HENRY, DO YOU MIND IF I JUST JUMP IN REAL QUICKLY? GO AHEAD.

I MEAN, ONE OF THE THINGS I THINK THAT WE ARE GRAPPLING WITH IS THE LACK OF ABILITY TO PROJECT WELL HOW STUDENTS ARE PERFORMING IN THE CURRENT CONDITIONS.

AND AS WE GET NEW ASSESSMENT DATA IN, WE JUST RECENTLY, VERY RECENTLY HAD MAP ASSESSMENT DATA FOR GRADES THREE THROUGH 11.

AND THERE IS FRANKLY SURPRISING, DIFFICULT TO INTERPRET DATA THAT WE FEEL LIKE WE NEED TO DIG INTO.

SOME OF IT IS WE JUST DON'T HAVE ANY EXPERIENCE WITH BEING ABLE TO CREATE STRONG PROJECTIONS FOR HOW STUDENTS ARE GOING TO RESPOND TO OUR CURRENT TEACHING CONDITIONS.

AND I THINK THERE ARE TIMES WHEN WE ARE SEEING PERFORMANCE THAT EXCEEDS WHAT WE WOULD HAVE ANTICIPATED.

AND THERE ARE OTHER TIMES WHEN WE ARE SEEING PERFORMANCE THAT DRAMATICALLY LAGS WHAT WE WOULD HAVE ANTICIPATED.

SO THE LACK OF ABILITY TO HAVE ANY SORT OF COMPARABLE EXPERIENCES FOR THE CURRENT CONDITIONS IS VERY CHALLENGING.

THAT'S FAIR.

YEAH, AND I'M GLAD YOU'RE LOOKING AT THAT.

I KNOW TRUSTEE MACKEY TALKED ABOUT THAT AS WELL.

ARE THEY LEARNING WELL, VIRTUALLY NUMBERS.

THERE'S A LOT OF NEW FACTORS.

THAT'S RIGHT.

I'M A PARENT AS WELL.

I SAW THE DIFFERENCE IN MY HOUSEHOLD, TO VIRTUAL TO NON VIRTUAL AS FAR AS THE SUCCESS OF MY FOUR YEAR OLD.

IT'S ALMOST IMPOSSIBLE.

SO ON SLIDE FIVE, WHERE IT SAYS WHO IS ENROLLED IN I'M SORRY, WHEN WE SEE THE DIFFERENCE BETWEEN WHO'S ENROLLED IN OUR PRE-K AND WHO'S NOT? DO WE HAVE A DEMOGRAPHICS OF WHO IS ENROLLING IN OUR PRE-K? WE CERTAINLY HAVE THAT, IF WE CAN GET THAT TO YOU.

YEAH.

SCHOOLS, I MEAN, I DON'T KNOW.

SCHOOLS FEEDER DEMOGRAPHICS SOCIOECONOMIC.

SURE.

ARE THERE PARTS OF OUR COMMUNITY THAT ARE JUST NOT ENROLLED AT ALL.

MAYBE THEY COULD BENEFIT FROM ENROLLING.

AND DO WE NEED TO PUSH MARKETING WHATEVER TO TRUSTEES TO GET OUT IN THOSE COMMUNITIES.

WE CAN CERTAINLY PROVIDE THAT DATA AND WORK WITH YOU.

TRUSTEE HENRY, WE WOULD APPRECIATE EVERY TRUSTEE SUPPORTING THAT EFFORT AND WE'D BE HAPPY TO SIT DOWN AND PROVIDE THAT DATA TO TO BE HELPFUL IN THAT CAUSE.

IT'D BE HELPFUL TO ME TO SEE WHO IN DISTRICT NINE IS NOT ENROLLING IN OUR PRE-K AND THEN US TRYING TO FIGURE OUT WHY.

OK.

IF YOU KNOW, ON EVERY ONE OF THESE MEASURES, IT SEEMS THAT THE FOLKS ENROLLED IN OUR PRE-K ARE OUTPERFORMING FOLKS THAT ARE.

MIGHT BE AN EQUITY ISSUE IN THERE, TOO.

WELL.

ON THREE POINT ONE, THE PAGE SEVEN THIS IS THE AFRICAN-AMERICAN ACHIEVEMENT IN MATHEMATICS BEGINNING OF THE YEAR IS TWENTY EIGHT MIDDLE YEAR IS, 27, AND THEN WE'RE TRYING TO GET TO 30 PERCENT.

I'M LOOKING AT THAT AND I'M COMPARING IT TO THREE POINT TWO, WHICH IT'S NOT APPLES TO APPLES, NEVER MIND.

OH.

WHICH IS THAT'S OUR KINDERGARTEN ASSESSMENT FOR THREE POINT TWO.

YES.

OK, IT'S NOT A GOOD QUESTION.

I DON'T HAVE ANY OTHER QUESTIONS.

ANYBODY HAVE ANY OTHER QUESTIONS, TRUSTEE MICCICHE.

THANK YOU.

I WANTED TO GO TO THE SLIDE ON PRE K, WHICH I GUESS IS WHAT I'M THINKING ABOUT IS ON SLIDE THREE OVER ON THE RIGHT HAND SIDE OF THE CHART WHERE I WAS SORT OF SURPRISED BY THE SMALL DIFFERENTIAL IN VOCABULARY.

64 PERCENT OF STUDENTS BEING ON TRACK WHO DID NOT ATTEND PRE-K AND 72 PERCENT BEING ON TRACK, WHO DID ATTEND PRE-K? I, I WOULD HAVE THOUGHT THAT THERE WOULD HAVE BEEN A HIGHER PERCENTAGE GIVEN THAT

[00:45:07]

KIDS WHO YOU KNOW, THERE HAVE BEEN A LOT OF OTHER STUDIES THAT KIDS WHO DO NOT ATTEND PRE-K OR COME FROM ECONOMICALLY DISADVANTAGED CIRCUMSTANCES HAVE A VOCABULARY THAT IS ONE THIRD THE VOCABULARY OF KIDS AT AGE FIVE WHO ARE FROM MIDDLE CLASS FAMILIES.

SO I WAS SURPRISED THAT WE DIDN'T HAVE A MUCH BIGGER GAP HERE.

THIS GAP IS ALMOST, YOU KNOW, INSIGNIFICANT.

IT IS EIGHT POINTS.

SO IT'S NOT INSIGNIFICANT, BUT I WOULD HAVE THOUGHT IT WOULD BE 30 POINTS.

AND I'M WONDERING, YOU KNOW WHY ISN'T THAT BIGGER? IS THERE SOMETHING WRONG WITH THE ASSESSMENT? I'M ALSO SURPRISED THAT 64 PERCENT OF THE KIDS WHO DIDN'T ATTEND PRE-K ARE ON TRACK IN TERMS OF VOCABULARY.

SO FOR THE VOCABULARY FOR THE STUDENTS WHO DID ATTEND PRE-K, WE DO HAVE TO TAKE INTO ACCOUNT AT THIS TIME THAT LAST YEAR'S PRE-K EXPERIENCES IS THE SAME THAT, YOU KNOW, ANY ONE OF OUR SCHOLARS HAD WHERE IT WAS INTERRUPTED AT TIMES.

AND SO THEY DIDN'T HAVE THE SAME EXPERIENCE THAT THEY WOULD HAVE HAD IN THE PAST, WHERE WE'VE SEEN GREATER DIFFERENCES BETWEEN CHILDREN WHO ATTEND PRE-K AND WHO DON'T.

AND SO AT THIS TIME, WE ARE STILL HAPPY ABOUT THE TREND THAT, YOU KNOW, OUR PRE-K PROGRAMS ARE EFFECTIVE AS THEY ARE, YOU KNOW, MAKING, YOU KNOW, STUDENTS TO BE ABLE TO BE ON GRADE LEVEL MORE THAN THOSE WHO DID NOT.

BUT WE THINK THAT IS ONE FACTOR THAT PLAYED INTO THIS.

OK, I THINK THAT'S A FAIR POINT.

BUT STILL, GIVEN ALL OF THE FACTORS FOR 64 PERCENT OF THE KIDS WHO DID NOT ATTEND PRE-K TO, YOU KNOW, BE ON TRACK IN TERMS OF VOCABULARY, IT'S JUST NOT CONSISTENT WITH WHAT I REMEMBER ALL OF THESE OTHER STUDIES INDICATED THAT IT WAS A MUCH, MUCH LOWER PERCENTAGE.

SO I'M JUST WONDERING IF THE TEST IS A VALID MEASURE IN TERMS OF IT BEING CONSISTENT WITH AT LEAST WHAT I RECALL THE OTHER THE TESTS ARE.

CAN I ADD A POINT IF YOU DON'T MIND.

SURE.

SURE GO AHEAD.

BUT IF YOU LOOK AT AND DEREK CAN CORRECT ME IF I'M WRONG HERE, BUT I THINK FROM SEVERAL BOARD MEETINGS AGO WHEN WE LOOKED AT PRE-K ENROLLMENT BY TRUSTEE DISTRICT, THE ENROLLMENT IN OUR PRE-K IN DISD PRE-K IS ACTUALLY LOWEST IN THE MOST AFFLUENT AREAS OF DALLAS.

SO WHEN YOU'RE READING THAT, NOT ATTENDING PRE-K, NUMBER YOU'RE ASSOCIATING IT WITH SOCIOECONOMIC STATUS AND THAT YOU MIGHT HAVE A LOWER VOCABULARY BECAUSE YOU DIDN'T COME FROM, YOU KNOW, THE DATA STUDY WHERE YOU WERE TALKING ABOUT THAT IT'S THREE TIMES AS LIKELY IF YOU'RE FROM A MIDDLE OR UPPER CLASS BACKGROUND, THERE IS ACTUALLY A BIG CHUNK OF THE 64 PERCENT THAT IS COMING FROM A MIDDLE AND UPPER CLASS BACKGROUND.

OK, SO WHAT I THINK THE POINT THAT TRUSTEE MARSHALL IS MAKING IS THAT WE'RE STILL NOT REACHING THE KIDS WHO NEED PRE-K THE MOST.

ALL RIGHT, BECAUSE.

NO I'M MAKING THE OPPOSITE POINT, I'M SAYING THAT THE SIXTY FOUR PERCENT, THE REASON THAT NUMBER PERFORMS SO HIGH IS BECAUSE, LIKE, AND IF YOU LOOK IN DISTRICT ONE AND DISTRICT TWO WE HAVE VERY LOW PENETRATION OF PRE-K.

BUT THOSE FAMILIES ARE STILL GOING TO SOMETHING OR, YOU KNOW, THEY'RE LEARNING ELSEWHERE.

OH, OK, OK.

AND SO THEY'RE NOT THERE IN THAT THE RIGHT 64 BAR, BUT THEY'RE AFFLUENT.

OK, THAT'S ALSO A FAIR POINT.

BUT LET ME JUST ASK YOU TO LOOK AT THOSE NUMBERS, LOOK AT THAT NUMBER AND SEE IF IT STRIKES YOU AS BEING INCONSISTENT WITH WHAT THE REST OF THE RESEARCH AND THE DATA THAT WE'VE LOOKED AT TO SHOW THE BENEFIT OF PRE-K.

TRUSTEE MICCICHE TO YOUR POINT ABOUT THE ASSESSMENT, THE ASSESSMENT IS ACTUALLY VALIDATED BY THE STATE.

IT'S THE RECOMMENDED ASSESSMENT, TEXAS KEA FOR THE STATE.

SO THAT INSTRUMENT IS THE ONE THAT WE'RE UTILIZING RIGHT NOW.

AND I WOULD ALSO COME BACK TO TRUSTEE MACKEY'S POINT THAT, YOU KNOW, WE WERE TESTING AROUND 6000 STUDENTS BECAUSE OF OUR COVID SITUATION.

SO WE ARE MISSING SOME NUMBERS OF STUDENTS THAT WOULD NORMALLY BE INCLUDED IN THIS NUMBER.

SO DO WE HAVE WHAT THE STATE COMPARABLE DATA IS FOR THAT THAT PARTICULAR ITEM? WE DON'T HAVE THAT AT THIS TIME.

THOSE ARE PUBLISHED ONCE A YEAR.

AND SO WE'LL BE ABLE TO HAVE ACCESS TO THAT OVER THE SUMMER.

OK, THANK YOU.

APPRECIATE IT.

THANK YOU, DAN.

BEFORE WE MOVE ON, I THINK TO THIS POINT, IF WE BROKE DOWN THOSE DEMOGRAPHICS, WE COULD SEE VERY CLEARLY WHO'S BENEFITING, WHO'S NOT BENEFITING.

[00:50:01]

I GUESS WE MISSED IT BEFORE IN DEREK'S PRESENTATION, BUT IT'LL BE GOOD TO SEE THAT.

IF THERE'S NOT ANY OTHER QUESTIONS.

WE'RE GOING TO MOVE ON TO THE INFORMATION REPORTS, BEGINNING WITH A DISCUSSION 87TH TEXAS LEGISLATIVE AGENDA.

THANK YOU ALL.

I AGREE WITH TRUSTEE MACKEY.

I LIKE BEGINNING MEETINGS, TALKING ABOUT STUDENT OUTCOMES.

WELL, MR. PRESIDENT, MEMBERS OF THE BOARD, I'D LIKE TO BRING YOU AN UPDATE WITH THE

[5. INFORMATION/REPORTS]

LEGISLATURE.

THIS WHAT YOU'RE GOING TO BE GETTING IN A MOMENT FROM OUR DEPUTY SUPERINTENDENT OR CHIEF OF STAFF ARE OUR PRIORITIES THAT YOU ADOPTED.

AND THEN I WANT TO GIVE YOU KIND OF A VERY BRIEF UPDATE ON ALL OF THEM, INCLUDING SOME THAT ARE VERY SPECIFIC.

SO THE DOCUMENT THAT YOU'RE LOOKING AT, YOU JUST MENTIONED, ARE STRATEGIC INITIATIVES AT THE TOP.

AND THEN YOU SEE THE THREE TOP PRIORITIES AND THEN WE HAVE SOME SECONDARY PRIORITIES.

SO I'LL TRY TO GIVE YOU A STATUS ON EACH ONE OF THOSE VERY QUICKLY.

BUT BEFORE I DO THAT, I NEED TO TELL YOU THAT THIS SESSION IS LIKE NO OTHER SESSION.

THERE ARE VERY FEW BILLS BEING INTRODUCED.

THERE HAVE BEEN A LOT OF UPSETS ABOUT WHO'S CHAIRMAN OF WHAT COMMITTEES.

THE HOUSE PUBLIC ED COMMITTEE WAS A SIGNIFICANT SHOCK TO MOST OF US.

THE CHAIRMAN HAS BEEN ON THAT COMMITTEE FOR 32 YEARS AND THE PREVIOUS CHAIRMAN, WHO WILL PROBABLY HAVE THE HUBERTY TAYLOR ACT, WHICH WE KNOW IS HOUSE BILL, THE OLD HOUSE BILL THREE, NOT THE NEW HOUSE BILL THREE.

NOW, THAT'S ALSO CONFUSING ENOUGH.

HE'LL GO DOWN IN LEGISLATIVE HISTORY AS ONE OF THE TOP LEGISLATORS, YET HE'S NO LONGER THE CHAIRMAN OF A COMMITTEE THAT HE SERVES ON.

SO IT HAS BEEN WITH COVID AND LIMITED ACCESS.

I WAS INVITED TO PARTICIPATE LAST WEEK AND I WAS UNINVITED TO PARTICIPATE LAST WEEK.

SO WHO KNOWS WHAT'S GOING TO HAPPEN.

THIS IS LIKE NOTHING I'VE EVER SEEN OR EXPERIENCED.

BUT REGARDLESS, IT'S ALREADY TOO LATE TO FILE BILLS AND THERE WAS ONLY ONE BILL THAT HAD TO PASS, AND THAT'S THE BUDGET.

SO THINGS ARE MOVING RATHER QUICKLY NOW AND THERE WON'T.

IN FACT, SENATE HIGHER ED COMMITTEE HAS NOT EVEN MET YET AND HIGHER ED IN A LOT OF CONSTERNATION RIGHT NOW.

AND PUBLIC ED AN THE HOUSE HAS ONLY MET ONE TIME AND IT WAS AND MAYBE TWO TIMES THEY MET.

YEAH, TWICE FOR THREE HOURS.

SO A LOT OF BILLS AREN'T GOING TO GET THROUGH.

AND THEN I THINK FAVORITE BILLS BY LEADERSHIP OR COMMITTEE CHAIRMEN ARE GOING TO GET THROUGH.

SO LET ME JUST KIND OF TELL YOU WHERE WE ARE.

FIRST OF ALL, OUR FIRST PRIORITY WAS TO PROTECT HOUSE BILL THREE.

AND BEFORE WE COULD EVEN GET THE HOUSE BILL, THREE WAS THE HOLD HARMLESS OF ENROLLMENT LOSS THAT YOU'VE BEEN ASKING OUR TEAMS ABOUT HOW THEY'VE BEEN DOING ON MOVING THE NEEDLE WHEN WE DIDN'T EVEN KNOW WE'RE GOING TO GET THE MONEY.

WE GOT OUR HOLD HARMLESS FOR THE FIRST SEMESTER RATHER EASILY.

IT WASN'T UNTIL LAST WEEK THAT THE COMMISSIONER FINALLY GAVE US HOLD HARMLESS FOR THE WHOLE YEAR.

BUT THERE'S A CATCH.

YOUR IN-PERSON ENROLLMENT MUST GO UP.

I'LL BE HONEST WITH YOU HERE THAT PROBABLY THE ONE REGRET IS THAT I ALLOWED US, I GOT TALKED INTO ALLOWING US TO HAVE A HYBRID SCHEDULE AT THE HIGH SCHOOL.

I DON'T KNOW HOW WE WOULD HAVE SOCIALLY DISTANCED OTHERWISE, BUT WE PROBABLY THAT'S THE ONE OPPORTUNITY WHERE WE HAVE TO BRING STUDENTS BACK.

SO YOU'RE GOING TO SEE MY TEAM AND I HAVE A CONCERTED EFFORT OF BRINGING HIGH SCHOOLERS, ESPECIALLY SENIORS, BACK TO TRY TO EXPERIENCE SOME KIND OF SENIOR EXPERIENCE THAT WILL HELP THEM.

IT'LL HELP US.

THESE SENIORS HAVE HAD A TERRIBLE SENIOR YEAR.

THEY ALSO HAD A TERRIBLE JUNIOR SECOND SEMESTER.

AND SOME OF THEM THAT HAD THE TORNADO HAVE HAD IT TERRIBLE FOR THREE YEARS.

SO THERE ARE SOME ISSUES THERE THAT IMPACT FUNDING AND LEARNING.

AT LEAST WHAT YOU SAW WITH OUR EARLY LEARNING AND WITH OUR ELEMENTARY IS WE'VE HAD A LOT OF ENGAGEMENT BECAUSE OF IN-PERSON INSTRUCTION.

WE MEASURE ATTENDANCE, ENROLLMENT, ATTENDANCE AND ENGAGEMENT AND ENGAGEMENT AT THE HIGH SCHOOL IS THE ONE THAT I'M WORRIED THE MOST ABOUT.

SO WHERE YOU ARE GOING TO SEE A CONCERTED EFFORT BY ME AND MY TEAM TO GET AS MANY HIGH SCHOOLERS BACK IN PERSON NOW THAT THINGS HAVE IMPROVED SIGNIFICANTLY AND NOW THAT EVERYBODY IN OUR DISTRICT HAS ACCESS TO A VACCINE AND DR.

LEAR HAS DONE A TREMENDOUS JOB BETWEEN THE COUNCIL OF GREAT CITY SCHOOLS, THE DALLAS COUNTY AND PARKLAND HOSPITAL, THAT ANY EMPLOYEE WHO WANTS TO GET THE VACCINE CAN GET IT DONE BETWEEN NOW AND APRIL 1ST.

AND SO WITH THAT BEING SAID, WE REALLY WANT TO MOVE FORWARD AND WHAT DO WE DO ABOUT THESE ISSUES? SO WE'RE GOING TO GET OUR MONEY.

THEN LET'S TALK ABOUT HOUSE BILL THREE.

LUCKILY, THE COMPTROLLER CAME BACK AND SAID IT WASN'T AS BAD AS WE THOUGHT IT WAS GOING TO BE, THEN LUCKILY WE GOT CARES ONE, ALTHOUGH WE DIDN'T SEE ANY OF IT, ALTHOUGH WE DID SEE EIGHT MILLION FROM THE CITY OF DALLAS FOR OUR IN OPERATION CONNECTIVITY.

[00:55:03]

WE'VE GOT AN ESSER ONE THAT EVERY STATE IN THE COUNTRY HAS GOTTEN THEIR ESSER ONE MONEY EXCEPT FOR TWO NEW YORK AND TEXAS, SO WE AUTHORIZE A LETTER TO THE SECRETARY OF EDUCATION ABOUT THAT NEEDS TO BE HANDLED.

AND NOW YESTERDAY, SR3 PASSED.

THERE'S SIGNIFICANT DOLLARS FOR OUR SCHOOL DISTRICT TO NET, BUT WE DON'T HAVE ANY VEHICLE.

IT MAY BE A COUPLE OF MONTHS UNTIL WE KNOW HOW MUCH THAT IS.

BUT BECAUSE OF ALL THAT, YOUR LEGISLATIVE PRIORITY NUMBER ONE, HOUSE BILL THREE WILL BE FULLY FUNDED.

LAST WEEK, I INFORMED YOU INDIVIDUALLY THAT I WAS CONCERNED ABOUT ONE SMALL PROVISION, ONE BIG PROVISION, TEACHER INCENTIVE ALLOTMENT ON HOUSE BILL THREE AND THE UNINTENDED CONSEQUENCES OF SOME IMPLEMENTATION OF THAT LAW.

I'M HERE TO TELL YOU NOW THAT THERE'S BEEN A LOT OF POSITIVE MOVEMENT OF SOME OF THE INDIVIDUALS THAT WORK TOGETHER.

AND IN FACT, I GOT A CALL FROM THE COMMISSIONER YESTERDAY THAT THERE MAY BE A POSITIVE RESOLUTION.

SO I WANT TO THANK ALL OF YOU WHO TOOK THAT MATTER SERIOUSLY.

AND WE LOOKED LIKE WE MAY BE DOING JUST FINE ON THAT PORTION AND THE BASIC ALLOTMENTS ARE NOT GOING TO GO DOWN.

SO REALLY, WE'VE ACCOMPLISHED NUMBER ONE AND WE'RE GETTING VERY CLOSE TO REALLY EVEN THE ONE GLITCH WE THOUGHT WE HAD MAY NOT BE A GLITCH AFTER ALL.

ON OPERATION CONNECTIVITY, YOU AND THIS COMMUNITY PUT UP 25 MILLION DOLLARS IN OUR BOND FOR THAT.

WELL, NOW THAT THESE OTHER THINGS HAVE PASSED AND NOW THERE'S ACTUALLY EVEN ANOTHER INFRASTRUCTURE BILL AT THE FEDS THAT SOME OF US ARE WORKING ON THROUGH THE COUNCIL OF GREAT CITY SCHOOLS, THAT WE'RE GOING TO HAVE THAT ONE FUNDING.

WE'RE MAKING TREMENDOUS PROGRESS.

JACKS AND HIS TEAM AND OTHERS WITH ALL THIS GUIDING COALITION THAT WE HAVE AND THE TOWERS THAT ARE BEING PUT UP, WE'RE WAY AHEAD OF THE GAME FROM ANYBODY ELSE.

BUT SO AND THE STATES CUT THEM FURTHER BEHIND.

BUT THAT SECOND PRIORITY IS GOING TO BE A REALITY.

FULL FUNDING OF PRE-K.

THAT'S IN THE EYE OF THE BEHOLDER.

WE HAD A ROBUST CONVERSATION HERE.

I THINK THEY'LL BE LESS DEDICATED, DOLLARS HOWEVER WITH THE AMOUNT OF DOLLARS WE WILL HAVE, WE CAN DO WHAT WE NEED TO DO FOR PRE-K, WE JUST NEED TO ADJUST SOME OF OUR OTHER SITUATIONS IF NECESSARY.

WE HAD SOME VERY IMPORTANT SECONDARY PRIORITIES.

THERE'S BEEN NO CHANGE, EXCEPT WE GOT VERY GOOD NEWS.

AS DUANE THOMPSON WILL TELL YOU THAT WE'RE WORRIED THAT THE HOLD HARMLESS, DID NOT INCLUDE COMP ED STUDENTS AT FIRST, BUT IN THE FINAL VERSION OF THE COMMISSIONER'S HOLD HARMLESS AUTHORIZATION, IT DID INCLUDE COM ED COMPENSATORY ED STUDENTS.

SO WE'RE GOING TO BE FINE ON THE CURRENT LAW.

I DON'T KNOW THAT WE'LL GET ANY NEW DOLLARS.

WE'RE MAKING NO PROGRESS, WE'RE ACTUALLY LOSING GROUND ON LIMITING CHARTER SCHOOL EXPANSION.

IN FACT, THE COMMISSIONER HAS AUTHORIZED CERTAIN CHARTER NETWORKS TO DO VIRTUAL EDUCATION FOR THE WHOLE STATE.

AND SO THERE IS NO PROGRESS, IN FACT.

AND IN FACT, THE LIEUTENANT GOVERNOR AND HIS PRIORITIES HAS CHARTER EXPANSION VERY HIGH ON IT.

SO I GOT NOTHING GOOD TO REPORT TO YOU ON THAT ONE.

MORE FUNDING FOR ADDITIONAL DAYS.

I THINK WE'RE GOING TO GET A LOT OF HELP ON THAT.

AND BECAUSE BOTH THE COMMISSIONER AND THE FEDS IS A CONDITION OF THE NEW MONEY THAT YOU GET.

REMEMBER THE HUNT? REMEMBER, DEREK'S, 100 MILLION DOLLAR THRESHOLD PRICE TAG.

WE ONLY HAD A MILLION DOLLARS THAT WE QUALIFIED.

I THINK THE WHOLE HUNDRED MILLION WILL QUALIFY BECAUSE WE WILL HAVE BUCKETS OF REVENUE FROM BOTH THE STATE AND THE FEDS AND PART OF THOSE.

SO THAT ONE IS JUST HOW DO WE SPEND THAT MONEY WISELY.

SO THAT IS A VERY POSITIVE REPEAL OR MODIFY A THROUGH F OBVIOUSLY NOTHING'S HAPPENING.

IT'S BEEN PARKED.

IT'S BEEN PUT IN THE PARKING LOT.

THE DEBATE IS WHETHER WE'RE GOING TO HAVE A STATE ASSESSMENT.

ABOUT 20 SUPERINTENDENTS, INCLUDING MYSELF, SENT OUT A LETTER THAT WE FEEL LIKE WE NEED TO HAVE STATE ASSESSMENTS.

SOME CIVIL RIGHTS ORGANIZATIONS FEEL, INCLUDING LULAC AND OTHERS FEEL THAT WE SHOULD HAVE ASSESSMENTS, BUT WE SHOULD NOT USE THEM FOR ACCOUNTABILITY, ESPECIALLY AS YOU SAW THE REPORTS FROM OUR TEAMS. SO BUT THERE'S GOING TO BE NOTHING DEALT WITH A THROUGH F THIS LEGISLATIVE SESSION.

IT'S GOING TO BE PUT IN THE PARKING LOT.

AND NOW THE LAST ONE HERE IS THE ONE THAT YOU HAVE.

THERE'S ALSO AN ATTACHMENT THAT THE TEAM HANDED OUT TO YOU.

AT OUR REQUEST, SENATOR WEST HAS FILED A BILL THAT WOULD HELP FUND OUR HYBRID SCHOOL BECAUSE OF THE SEAT TIME ISSUE.

THIS ISSUE IS ALSO GETTING A LOT OF LEGS WITH EVERY ORGANIZATION, BECAUSE NOW WE

[01:00:04]

REALIZED THAT FOR A FEW STUDENTS VIRTUAL INSTRUCTION OR HYBRID INSTRUCTION IS VERY GOOD, AND FOR THOSE STUDENTS WHO CHOOSE TO DO THAT, AND OUR MODEL IS THAT WE DO IT, WE'RE HAVING THE SCHOOL WHERE THEY COULD DO THAT, THAT COULD BE SUCCESSFUL.

IT'S NOT NECESSARILY THE SOLUTION FOR MOST STUDENTS, FOR A SUPER MAJORITY OF STUDENTS.

SO, SENATOR BILL, SENATOR WEST HAS FILED A SENATE BILL, 1389.

THERE'S BEEN A HOUSE BILL FILED THAT WE HAVE A FEW ISSUES WITH.

BUT THERE ARE BILLS IN BOTH HOUSES MOVING FORWARD.

IF YOU SEE THE FIRST BULLET, OBVIOUSLY, YOU WOULD GET FUNDING FOR REMOTE EDUCATION ON ADA BASIS, BOTH WITH BRICKS AND MORTAR AND, YOU KNOW, AT HOME LEARNING, WE WOULD BE ABLE TO USE OUR OWN TEACHERS, OUR OWN PROGRAMS. AND THE CHARTER SCHOOLS MAY NOT EVEN HAVE CERTIFIED TEACHERS.

I THINK MOST OF YOU KNOW THAT WE HAVE 300 STUDENTS IN DALLAS ISD THAT GO TO HOUSTON AND GO TO SCHOOL IN HOUSTON ISD THROUGH THEIR VIRTUAL PROGRAM.

BUT IT'S THE HOUSTON TEACHERS THAT TEACH THEM.

AND THEY LIVE IN OUR DISTRICT.

BUT BECAUSE HOUSTON OFFERS THAT, THEY GET OUR KIDS.

IF YOU DON'T BELIEVE ME ABOUT THIS OTHER DISTRICT, RAISE YOUR HAND IF YOU'VE HEARD OF HALLSVILLE ISD.

HALLSVILLE ISD IS IN EAST TEXAS.

FIVE YEARS AGO, THEY HAD 4200 STUDENTS.

TODAY THEY HAVE 1200 STUDENTS.

WHY? BECAUSE THEY WERE AUTHORIZED BY THE TEXAS VIRTUAL NETWORK THAT THE COMMISSIONER HAS CONTROL OVER TO HAVE STUDENTS.

AND ALL OF THESE STUDENTS ARE VIRTUAL AND THEY GO TO HALLSVILLE ISD.

IF WE HAD THIS OPPORTUNITY TO EDUCATE OUR OWN KIDS, WE WOULD BE ABLE TO KEEP THEM HERE AT HOME.

AND WE DON'T KNOW HOW MANY OF THOSE COME FROM DALLAS.

BUT SO WHAT WE'RE TRYING TO DO IS LEVEL THE PLAYING FIELD.

FEDERAL AND STATE REQUIREMENTS.

WE TAKE ALL KIDS.

SOME OF THESE PROVIDERS DON'T TAKE ALL KIDS.

DURING THE WHOLE CRISIS AT THE FEDERAL LEVEL WITH THE PANDEMIC.

I WATCHED CNN EVERY DAY AND EVERY DAY IT WAS AN ADVERTISEMENT BY FOR PROFIT CHARTER K-12 THAT WAS INVITING STUDENTS TO COME TO A FREE PUBLIC EDUCATION, BUT SOMEHOW THERE ARE A FOR PROFIT AND THEY COULD TAKE WE DO NOT HAVE THAT OPPORTUNITY TO DO THAT FOR THE FAMILIES THAT CHOOSE THAT.

AND THEY DON'T HAVE TO TAKE OUR KIDS.

IF WE DO THIS, WE WOULD TAKE FEDERAL ALL FEDERAL REQUIREMENTS, SPECIAL ED TRANSPORTATION ANY OTHER SERVICES THAT OUR STUDENTS GET.

THAT'S WHAT'S IN THIS BILL.

THE NEXT BILL IS A BILL OF IS A BIG POINT OF CONTENTION.

THE ONLY WAY THE TEXAS ASSOCIATION OF SCHOOL BOARDS AND TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS WOULD SIGN OFF ON THESE BILLS IS IF THIS PROVISION WAS IN THERE.

THIS PROVISION IS THAT WE CANNOT TAKE, WE COULD TAKE ANY STUDENT THAT LIVES IN OUR BOUNDARIES, WHETHER THEY GO TO HOMESCHOOL PRIVATE SCHOOL, A CHARTER SCHOOL OR NO SCHOOL.

BUT WE COULD NOT TAKE KIDS FROM IRVING DESOTO, GARLAND HIGHLAND PARK OR ANYWHERE ELSE BECAUSE THIS WAS A DEAL BREAKER FOR A LOT OF THE ORGANIZATIONS OF SUPPORTING THIS BILL.

I PRESENT IT AND AND EVEN OUR CONSULTANTS ARE SAYING, YOU KNOW, IF YOU WANT TO GET THIS BILL PASSED, YOU'RE GOING TO HAVE TO AGREE TO THAT.

TO ME YOU KNOW, WE HAVE PUBLIC SCHOOL CHOICE IS ONE OF OUR STRATEGIC INITIATIVES WHERE WE DON'T WANT TO KEEP OUT ANY OF OUR KIDS, BUT WE'RE TRYING TO RECRUIT STUDENTS THAT DON'T GO TO OUR DISTRICT.

SO TO ME ON THIS ONE, I HAVE A VERY CONTRARIAN VIEW.

I PRESENTED THIS TO THE TEXAS SCHOOL ALLIANCE, WHICH IS 35 SCHOOL DISTRICTS, URBAN AND SUBURBAN, AND I'M THE ONLY ONE THAT SAID I WAS THAT AND BY THE WAY, THE LIEUTENANT GOVERNOR, IF SOMETHING'S GOING TO PASS, HE'S GOING TO INSIST THAT THIS PROVISION IS NOT IN THERE, THAT YOU CAN'T TAKE STUDENTS OUTSIDE OF YOUR DISTRICT.

NOW WHETHER THE LIEUTENANT GOVERNOR HAS ENOUGH MUSCLE TO GET THIS PASSED.

I DON'T KNOW.

MOST PEOPLE THINK THAT SOME KIND OF POLICY WILL PASS HERE.

WHEN I PRESENTED THIS TO THE 35 URBAN SUPERINTENDENTS, ONE SAID, YES, WE WANT TO TAKE HIM.

THAT WAS ME.

THE OTHER 34 SAID NO.

SO TEXAS SCHOOL ALLIANCE SAYS NO, THEY'RE NOT GOING TO SUPPORT THIS.

WHEN I MET WITH THE 10 URBAN DISTRICTS, ONE SUPERINTENDENT SAYS, YES, THAT WAS ME.

AND THE OTHER NINE SAID NO.

SO IF I'M ASKED TO TESTIFY, I CAN'T TESTIFY ON BEHALF OF TEXAS SCHOOL ALLIANCE AND I CAN'T TESTIFY ON THE URBAN COUNCIL BECAUSE I HAVE A DIFFERENT POINT OF VIEW.

NOW, IF I'M ASKED TO TESTIFY AND THIS WILL PROBABLY COME UP FOR A HEARING NEXT WEEK BECAUSE THIS ONE IS GETTING LEGS IN BOTH CHAMBERS.

I NEED TO KNOW FROM THE BOARD MEMBERS HOW YOU FEEL ABOUT WHETHER WE'RE WILLING TO TAKE STUDENTS OUTSIDE OF OUR BOUNDARIES OR NOT.

AND I KNOW YOU ALL BELONG TO OTHER ORGANIZATIONS, AND I'M HERE TO TAKE CARE OF THE

[01:05:05]

BEST INTERESTS OF DALLAS ISD AND I'M HERE TO TRY TO BE CONSISTENT WITH OUR STRATEGY.

SO THAT'S SOMETHING THAT I NEED SOME FEEDBACK FROM YOU, EITHER IN THIS MEETING OR AT SOME POINT BETWEEN NOW AND THE TIME I'M ASKED TO TESTIFY, BECAUSE I MAY JUST HAVE TO SAY THAT WE SUPPORT THIS, EVEN THOUGH I PERSONALLY DON'T.

BUT THIS IS NOT MY DISTRICT.

BUT I KNOW WHAT WE'RE TRYING TO GET DONE, AND I THINK WE COULD SERVE A LOT OF CHILDREN WELL IF NOBODY ELSE IS GOING TO.

AND THEN, OF COURSE, THERE ARE LOCAL CONTROL PROVISIONS IN THIS BILL.

SO THAT'S MY LEGISLATIVE UPDATE.

I'D BE GLAD TO ENTERTAIN MR. CHAIR, ANY QUESTIONS THAT YOU MAY HAVE.

AND AT THIS TIME, I'LL TURN IT BACK TO YOU, MR. CHAIR.

THANK YOU, SUPERINTENDENT.

TRUSTEE MICCICHE, MACKEY, MARSHALL.

YES.

DR. HINOJOSA, ON THE THE LAST POINT THAT YOU MENTIONED ABOUT ONLY BEING ABLE TO SERVE STUDENTS IN YOUR OWN DISTRICT THROUGH THIS VIRTUAL LEARNING PLAN, I THINK ONE OF THE ARGUMENTS IS THAT THAT ACTUALLY HELPS THE CHARTER SCHOOLS THAT ARE OPERATING VIRTUALLY BECAUSE IT REMOVES FROM THE CHARTER SCHOOLS THAT OPERATE VIRTUALLY ANY COMPETITION FROM THE TRADITIONAL PUBLIC SCHOOL SYSTEM.

SO IF WE HAVE A THOUSAND DISTRICTS IN TEXAS AND 900 OF THEM DON'T HAVE VIRTUAL LEARNING, THAT MEANS THAT MARKET OF 900 SCHOOL DISTRICTS IS COMPLETELY AND EXCLUSIVELY AVAILABLE TO THE CHARTER SCHOOLS THAT HAVE VIRTUAL LEARNING.

AND THERE IS NO TRADITIONAL PUBLIC SCHOOL ALTERNATIVE TO IT.

AND I THINK, YOU KNOW, WHEN YOU LOOK AT IT THROUGH THAT LENS, THAT THIS RESTRICTION ACTUALLY FEEDS THE BEAST.

AND I'M ON THE TASB BOARD, AS I THINK MOST OF YOU KNOW.

AND I WILL ARGUE THAT POSITION.

I THINK WE'VE GOT TO REALIZE THAT THE LEGISLATURE IS GOING TO CONTINUE TO PROMOTE CHARTER SCHOOLS, REGARDLESS OF THE FACT THAT THE TRADITIONAL PUBLIC SCHOOLS IN THE AGGREGATE GREATLY OUTPERFORM THE CHARTER SCHOOLS AND THEY DO IT AT A LOWER COST.

BUT THAT DATA DOESN'T SEEM TO EVER GET TO THE LEGISLATURE USING THE A THROUGH F SYSTEM THAT THE LEGISLATURE MANDATED.

BUT ON THIS PARTICULAR POINT, I DO THINK THAT IF PUBLIC SCHOOLS CAN'T CROSS BOUNDARIES, THEN THE CHARTER SCHOOLS JUST HAVE IT ALL TO THEMSELVES, EXCEPT UNLESS EACH PARTICULAR DISTRICT SETS UP A VIRTUAL LEARNING SYSTEM OF ITS OWN.

THE OTHER THING I WANTED TO ASK YOU ABOUT WAS THE FEDERAL MONEY.

IS THIS ONE TIME MONEY OR IS IT CONTINUING MONEY? SO THAT'S A GREAT QUESTION.

THAT IS ONE TIME MONEY.

AND THAT'S WHAT WE HAVE TO BE VERY CAREFUL ABOUT SPENDING IT FOR RECURRING COSTS.

HOWEVER, DESPITE IT BEING ONE TIME, MONEY IS NOT ONE YEAR MONEY.

IT'S THROUGH 2024 WITH AN OPTIONAL EXTENSION TO 2025.

SO THERE ARE SOME PARAMETERS THAT WE WOULD HAVE TO BE VERY CAREFUL, LIKE ALL OF THIS LEARNING LOSS OPPORTUNITIES, WE COULD FUND ALL OF THAT AS LONG AS, FOR EXAMPLE, WE PAY A SIGNIFICANT STIPEND TO OUR BEST TEACHERS TO HELP US DURING THE SUMMER.

SO THEY'LL MAKE A LOT OF MONEY, BUT THERE'S NO GUARANTEE THEY'LL KEEP THAT EVERY YEAR.

BUT THEY CAN KEEP THAT MONEY FOR A FEW YEARS.

SO THAT'S A VERY IMPORTANT POINT.

THANK YOU.

THAT'S ALL I HAVE MR. CHAIR.

MR. CHAIR, I ALSO FORGOT TO MENTION ANOTHER ANY KIND OF MISCHIEF CAN HAPPEN.

SO WE ALL HAVE TO PAY ATTENTION.

AS YOU KNOW, HOUSTON ISD AND WHAT DOES IT HAVE TO DO WITH US? WELL, NOT MUCH, BUT YOU GOT TO KNOW THE CONTEXT OF HOW EVERYTHING'S HAPPENING.

CHAIRMAN DUTTON FILED THE BILL THAT WOULD ALLOW THE COMMISSIONER TO TAKE OVER HOUSTON ISD AND IN THERE IT RIGHT NOW IT'S ON APPEAL TO THE STATE SUPREME COURT THAT WHOLE PROCESS.

AND THE ISSUES THAT ARE BEING ARGUED IN THE COURTS, THIS BILL THAT HAS BEEN SUBMITTED BY THE CHAIRMAN, IF HE'S THE CHAIRMAN, HE'S PROBABLY NOT GOING TO LET OTHER BILLS PASS UNLESS HIS BILLS PASSED OUT OF HIS COMMITTEE.

IT MITIGATES ALL OF THOSE ARGUMENTS THAT HOUSTON ISD HAS AGAINST THE COMMISSIONER.

SO AND NOW THE INTERIM SUPERINTENDENT HAS NOW GOTTEN ANOTHER JOB.

SO THERE ARE A LOT OF MOVING PARTS THAT I WISH I COULD TELL YOU, BUT THAT I DON'T EVEN

[01:10:01]

KNOW.

BUT EVERY DAY I GET A SURPRISE.

AND SO IT DOESN'T AFFECT US.

BUT YOU JUST GOT TO KEEP YOUR EYE ON THAT SITUATION IF THAT DOES BECOME LAW.

WHAT ARE THE IMPLICATIONS FOR US AND EVERYBODY ELSE? BUT I KNOW THAT OTHER MEMBERS THAT I WAS GOING TO MENTION THAT AND I FORGOT.

THANK YOU.

I WANT TO JUST DIG IN A LITTLE BIT MORE TO THE VIRTUAL SCHOOL QUESTIONS, JUST SO I UNDERSTAND IT, CURRENTLY THERE'S A TEXAS VIRTUAL SCHOOL NETWORK WITH SOME APPROVED PROVIDERS THAT MAYBE HOUSTON ISD OR OTHERS THAT EXIST NOW THAT STUDENTS IN THE STATE OF TEXAS CAN ENROLL IN.

IS THAT CORRECT? THAT'S CORRECT.

AND THERE WAS A MORATORIUM AND NO ONE WAS ALLOWED TO START THEIR OWN VIRTUAL SCHOOL FOR THE LAST FOUR YEARS, I BELIEVE.

AND SO THE ONES THAT ARE ALREADY IN EXISTENCE IS HOUSTON HALLSVILLE AND MAYBE ONE OTHER.

AND THOSE ARE THE ONLY ONES AND AND ACTUALLY AUTHORIZED BY THE COMMISSIONER.

OK.

AND SO NOW YOU SAID IN THIS THERE'S A PUSH FOR CHARTER SCHOOLS TO BE ABLE TO START THEIR OWN VIRTUAL LEARNING.

NO, ACTUALLY, THAT'S ALREADY BEEN AUTHORIZED BY THE COMMISSIONER.

OK, SO THAT HAS HAPPENED.

SO NOW CHARTER SCHOOLS ARE ABLE TO OFFER VIRTUAL LEARNING.

AND CURRENTLY DISTRICTS, UNLESS THEY WERE TO BE APPROVED, WHICH THEY HAVEN'T IN FOUR YEARS, WOULD NOT BE ABLE TO UNLESS THIS BILL PASSES.

CORRECT.

WE COULD NOT FUND WE'D HAVE TO USE OUR OWN PERSONAL DOLLARS OR TAKE A LIABILITY TO FUND A SCHOOL THAT WE'RE OPENING NEXT YEAR.

IN GEORGIA, THERE'S NO SEAT TIME, BUT IN TEXAS, THERE'S SEAT TIME.

RIGHT? YOU DON'T GET FUNDING UNLESS YOU HAVE SEATS.

OK, THAT MAKES SENSE TO ME.

AND I YOU KNOW, MY THOUGHTS ON THIS IS I WOULD LOVE TO SEE PUBLIC TRADITIONAL DISTRICTS BE ABLE TO OFFER THIS.

I KNOW WHAT WE DO IN DALLAS AND WHAT WE HAVE A NUMBER OF SCHOOLS AND HAVE GOTTEN A LOT OF RECOGNITION FOR YOU AND YOUR TEAM'S WORK.

WE CAN DO THIS PHENOMENALLY WELL IF WE WERE TO BE ABLE TO BE FUNDED FOR IT.

SO I WOULD CONCUR WITH TRUSTEE MICCICHE'S POINTS WHOLEHEARTEDLY I THINK, ESPECIALLY IF DALLAS CAN DO IT REALLY WELL AND WE CAN SERVE STUDENTS OUTSIDE OUR BOUNDARIES, THEN LET'S GO WITH THAT.

EVEN IF THAT DOESN'T SEEM TO BE PASSING, WE NEED TO HAVE THE OPPORTUNITY TO BE ABLE TO OFFER VIRTUAL SCHOOL.

SO TO ME, YOU KNOW, I WOULD AGREE WITH YOUR STANCE AND I WOULD ADD IF THAT WOULDN'T PASS, BUT WE COULD PASS A VIRTUAL SCHOOL EVEN IF IT JUST MEANT JUST FOR DALLAS ISD STUDENTS, BECAUSE THERE ARE TONS OF STUDENTS IN DALLAS ISD WHO DON'T ATTEND HERE THAT WOULD LOVE A VIRTUAL SCHOOL OPTION.

I THINK THAT THIS PANDEMIC HAS PUSHED FAMILIES TO SAY, HEY, ACTUALLY THIS IS WORKING FOR ME.

NOT EVERYONE, BUT SOME HAVE.

SO EITHER WAY IT GOES, I WOULD SUPPORT YOUR LEAD AND SUPPORT THE PUSH FOR THIS.

I THINK THIS IS A NECESSITY.

I THINK DALLAS ISD CAN DO IT REALLY WELL.

SO MAYBE I'M GETTING HUNG UP ON WORDING HERE, BUT I JUST WANT TO MAKE SURE I UNDERSTAND AND APPRECIATE TRUSTEE MACKEY'S CLARIFYING QUESTIONS BECAUSE THOSE WERE THE SAME ONES I HAD.

BUT TO BUILD ON THAT, THIS SAYS ON YOUR FOURTH BULLET POINT MAINTAINS THE ABILITY OF A DISTRICT TO ENTER INTO AN AGREEMENT WITH ANOTHER SCHOOL DISTRICT.

CURRENTLY OUTSIDE OF THE VIRTUAL WORLD IF WE WERE TO TAKE A STUDENT FROM DESOTO ISD AND BRING THEM IN TO DALLAS ISD, WE HAVE TO HAVE AN MOU WITH THEIR SCHOOL DISTRICT TO DO THAT.

ABSOLUTELY.

WE CAN ENGAGE WITH ANOTHER WILLING DISTRICT.

THEY'RE WILLING TO GIVE UP THEIR KIDS TO US.

WE CAN HAVE AN MOU CURRENTLY.

AND WE MUST HAVE THAT MOU BEFORE WE CAN TAKE THE KID.

NOT NECESSARILY.

MAYBE I'M MISSPEAKING BECAUSE RIGHT NOW, IF A KID JUST ENROLLS IN OUR SCHOOL, WE CAN TAKE THEM.

BUT I THINK THAT THIS COMPROMISED LANGUAGE IS IN THERE THAT BECAUSE MOST DISTRICTS DON'T WANT TO LOSE, MOST DISTRICTS ARE AFRAID OF COMPETITION.

YEAH, NO, I GET IT.

BUT IF, FOR EXAMPLE, WE WANT TO PROVIDE CERTAIN SERVICES, EVEN IF THIS BILL PASSED AND YOU COULDN'T TAKE DISTRICTS, SOME KIDS FROM DESOTO, YOU COULD DEVELOP AN AGREEMENT WITH DESOTO TO TAKE A CERTAIN NUMBER OF KIDS FROM DESOTO AND WE WOULD GET THE WADA FOR THEM.

OKAY, SO TELL ME WHAT PART OF MY STATEMENT HERE IS WRONG OUTSIDE THE VIRTUAL WORLD IN PERSON ONLY TODAY ANY KID FROM ANY OTHER PUBLIC SCHOOL DISTRICT IN THE STATE CAN SHOW UP AT THE DISD SCHOOL.

WE ACCEPT THEM AND WE GET PAID FOR THEM.

BINGO.

YES.

AND IF BUT GOING FORWARD, IF WE WANTED TO HAVE THE SAME SITUATION WITH A VIRTUAL EDUCATION FOR THAT KID THAT SHOWS UP FROM ANY OTHER SCHOOL DISTRICT, THIS LAW, AS WRITTEN, WOULD ALLOW THAT TO HAPPEN ONLY IF THERE'S AN INTERVIEW WITH THAT.

CORRECT.

THAT SCHOOL DISTRICT.

CORRECT.

WHICH THAT'S THE PART YOU'RE OBJECTING TO, IS YOU WANT THERE NOT TO BE THE MOU.

WE DON'T HAVE TO HAVE THE MOU THAT'S WHAT I'M OBJECTING TO.

YES.

OK, SO YOU'RE NOT NECESSARILY DISAGREEING WITH THE IDEA THAT ONE SCHOOL DISTRICT SHOULD BE ABLE TO ACCEPT A STUDENT FROM ANOTHER SCHOOL DISTRICT? YOU JUST DON'T WANT TO HAVE TO GO GET THE MOU FIRST? YEAH, IF PEOPLE ARE BETTER SERVED WITH US, I'D RATHER HAVE THEM.

YEAH, I DON'T SEE THE PURPOSE OF THE MOU.

SO MAYBE I'M MISREADING SOME POLITICAL WINDS, BUT IT WOULD SEEM TO ME THAT THE PREVAILING ATTITUDE AMONGST A REPUBLICAN CONTROLLED LEGISLATURE IS TO ALLOW COMPETITION IN ALL FORMS, WHETHER THAT'S BETWEEN A TRADITIONAL PUBLIC SCHOOL AND A CHARTER SCHOOL

[01:15:06]

IN PERSON, OR WHETHER THAT'S BETWEEN MULTIPLE TRADITIONAL PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOL NETWORKS, VIRTUALLY.

SO HOW IS THIS POSITION CONSISTENT WITH THE GOVERNOR'S AND THE LIEUTENANT GOVERNOR'S PERSPECTIVE? IT WOULD SEEM TO ME THAT THE ADDITION OF THIS MOU REQUIREMENT IS STIFLING COMPETITION.

THAT'S THE WAY THEY VIEW IT.

AND THEY'RE PROBABLY NOT GOING TO AGREE TO IT.

SO THEY AGREE WITH YOU.

THEY AGREE WITH ME.

THIS IS ONE OF THOSE WEIRD BEDFELLOW SITUATIONS.

YES, STRANGE BEDFELLOWS.

BUT WHERE YOU AND DAN PATRICK, ARE LIKE IN LOCKSTEP.

WE AGREE ON THIS ONE? ALL RIGHT.

BUT NONE OF THE OTHER SUPERINTENDENTS AGREE WITH ME.

AND THEIR POSITION ON THAT IS BECAUSE THEY WANT TO ONLY KEEP THEIR OWN KIDS AND NOT HAVE ANY COMPETITION.

AND IF THEY'RE GOING TO LOSE CHILDREN TO DAN'S POINT, THEY WOULD RATHER LOSE THEM TO CHARTER SCHOOLS THAN THEY WOULD TO DALLAS ISD.

WELL, THE POINT WAS MADE IN ONE MEETING.

WELL, FRISCO, THEY MAY START RECRUITING OUR KIDS.

AND I SAID, OK, SO LET THEM RECRUIT OUR KIDS.

DO THEY REALLY WANT OUR KIDS? IF THEY DO BETTER.

OK, LET THEM GO.

BUT NO THAT WAS THE FRISCO WAS MADE AS THE EXAMPLE THAT BUT I DON'T SEE HOW FRISCO WOULD WANT MORE KIDS, BUT THAT WAS THE EXAMPLE THAT THE SUBURBAN DISTRICTS WOULD THEN START CHERRY PICKING OUR BEST STUDENTS.

TO ME.

THAT HAPPENS ALREADY.

IT HAPPENS ALREADY, YOU KNOW, THEY HAVE I DON'T KNOW IF YOU'VE SEEN, YOU KNOW, A LOT OF THESE PARENTS THAT LIVE IN DUNCANVILLE AND DESOTO AND ALL THESE PLACES THEY WENT TO DALLAS SCHOOLS.

BUT NOW, FOR SOME REASON.

YOU ASKED FOR OUR OPINION.

YOU PROBABLY ALREADY KNOW MINE.

I'M A FERVENT BELIEVER IN COMPETITION IN ALL FORMS. I THINK WHEN PEOPLE COMPETE, WHETHER IT'S IN BUSINESS OR FOR STUDENTS, THAT THEY COME UP WITH A BETTER PRODUCT THAT EDUCATES STUDENTS BETTER.

SO I VOTE FOR COMPETITION.

OH, I'M SORRY, DID YOU HAVE SOMETHING? SO I COMPLETELY AGREE WITH TRUSTEE MARSHALL.

I MEAN, I'M A FIRM, STRONG BELIEVER IN COMPETITION.

YOU KNOW, IF FRISCO WANTS ARE, YOU KNOW, POOR ENGLISH LANGUAGE LEARNERS AND THEY THINK THAT THEY CAN DO A BETTER JOB.

GOOD LUCK.

NOT GOING TO HAPPEN.

BUT I THINK THIS HELPS LEVEL THE PLAYING FIELD.

IT SEEMS IT'S AN UNFAIR PLAYING FIELD IF WE CAN'T GO AFTER THOSE KIDS.

BUT THE CHARTER SCHOOLS CAN COME AFTER OURS.

AND SO, I MEAN, I FULLY BELIEVE THAT I KNOW WE CAN DO A BETTER JOB.

AND IN ADDITION, THAT WE NEED TO BE ABLE TO HAVE A LEVEL PLAYING FIELD, YOU KNOW, AND THERE IT'S TRUE.

I MEAN, KIDS RIGHT NOW, I MEAN, I GET A POSTCARD AT MY HOUSE IN ADDISON FROM GRAND PRAIRIE ISD, TELLING ME THAT MY KID COULD GO DOWN TO THERE, YOU KNOW, FORGET WHAT IT'S CALLED DOWN THERE.

THEY'RE SUPER DUPER HIGH SCHOOL.

AND THEN I GET A POSTCARD FROM CARROLLTON FARMERS BRANCH SAYING THAT I LIVE IN AN ALTERNATIVE CARROLLTON FARMERS BRANCH ATTENDANCE ZONE AND THAT IF THERE'S SPACE THAT MY KID CAN GO TO SCHOOL, TO CARROLLTON FARMERS BRANCH SCHOOL.

SO THIS FICTION THAT SOMEHOW, YOU KNOW, OH, WE CAN'T CROSS BOUNDARIES AND DON'T YOU KNOW, YOU DON'T GO AFTER KIDS IN ANOTHER DISTRICT.

I MEAN, IT'S A TOTAL FICTION.

AND I THINK THAT GIVEN ALL OUR CHOICE OFFERINGS AND DUAL LANGUAGE AND ALL THAT OTHER STUFF THAT WE OFFER THAT THE CHARTER SCHOOLS DON'T OFFER EXCEPT ONE, I MEAN, I THINK THAT WE WOULD BE IN A GREAT POSITION TO BE COMPETITIVE.

AND THIS BILL MAKES ALL THE SENSE IN THE WORLD.

AND I'M WITH YOU, DR.

H THE MOU DOES SEEM KIND OF A LITTLE ANTI-COMPETITIVE.

AND AGAIN, I DON'T SEE HOW, YOU KNOW, A REPUBLICAN LED LEGISLATURE COULD SUPPORT THAT BECAUSE IT SEEMS LIKE THE HAND OF GOVERNMENT INTERFERING WITH BUSINESS AND IN THIS CASE, WITH COMPETITION.

SO I'M WITH YOU.

I'M WITH YOU, SUP.

THANK YOU.

TRUSTEE JOHNSON.

I AGREE, I WAS A LITTLE CONCERNED ABOUT THE MOU I WAS LISTENING TO TRUSTEE MARSHALL, BUT I THINK COMPETITION IS GREAT.

WE ARE ALREADY OUTPERFORMING THE CHARTER SCHOOLS.

I JUST ACTUALLY GOT OFF A CALL THIS MORNING WITH A PARENT THAT IS BRINGING THEIR CHILD TO DALLAS ISD BECAUSE OF THE PROGRAMS THAT WE DID NOT HAVE, THE I.B.

PROGRAM AND HOW EXCITED THEY ARE THAT WE ARE DOING THAT.

SO I THINK COMPETITION IS GREAT.

YOU HAVE PROVEN THAT TO THE DISTRICT 5 COMMUNITY, WHEN WE DID THE IB PROGRAM OVER AT PAUL QUINN, KNOWING THAT IF A CHARTER IS GOING TO BE ON THERE WHICH WE PROBABLY WILL MOST LIKELY RUN THEM OUT OF BUSINESS.

SO I'M SUPPORTING IT I'M A LITTLE CONCERNED ABOUT THE MOU I'D LIKE TO KNOW MORE ABOUT THAT AND HOW THAT WILL WORK VIRTUALLY.

BUT I'M ON BOARD WITH IT, SO LET'S GO GET IN AND SHOW WHAT WE CAN DO.

THANK YOU, MR. CHAIR.

I THINK THIS IS IMPORTANT FOR ME TO KNOW BECAUSE I KNOW I'M GOING TO GET ASKED TO TESTIFY ON THIS BILL AND IT MAY BE NEXT TUESDAY, MAYBE THE FOLLOWING TUESDAY.

[01:20:01]

BUT I WANT TO KNOW THAT I CAN SPEAK ON BEHALF OF DALLAS ISD IN ADDITION TO MYSELF AND NOT FOR THE TEXAS SCHOOL ALLIANCE AND NOT FOR THE TEXAS URBAN COUNCIL.

SO THANK YOU.

THIS GIVES ME SOME VERY STRAIGHT DIRECTION.

OKAY I DON'T SEE ANY OTHER COMMENTS ON THIS ISSUE, ONLY POINT I WOULD ADD IS, YOU KNOW, WE TALKED ABOUT.

YOU KNOW, URBAN SUBURBAN SCHOOL DISTRICTS LIKE FRISCO ACCEPTING STUDENTS AND WHAT TYPE OF STUDENTS WE EDUCATE BUT, YOU KNOW, REALLY WE LEAD THE WAY IN A LOT OF WAYS ARTS ATHLETICS EXTRA CURRICULUM ACADEMICS.

I DO THINK NOW WE TAKE A LOT OF THEIR STUDENTS.

WE OUTSIDE OF DISD ARE REALLY TRYING HARD TO BE A PART OF WHAT WE'RE DOING.

SO I'M HAPPY TO COMPETE.

I THINK THEY'RE LESS LIKELY TO WANT TO SERVE SOME OF OUR POPULATION.

I THINK AT THE SAME TIME, THEY HAVE A LOT OF KIDS WANTING TO BE A PART OF WHAT WE'RE DOING IN DISD.

SO I THINK MOVING FORWARD IN THAT DIRECTION AND APPLAUDING THE POSITIVE THAT WE'RE DOING IN THIS DISTRICT AND WE KEEP MOVING FORWARD.

ANY OTHER COMMENTS OR QUESTIONS? ALL RIGHT, MOVE ONTO B.

THANK YOU SUPERINTENDENT HINOJOSA.

SOCIAL, EMOTIONAL LEARNING IN DALLAS ISD.

THANK YOU, MR. PRESIDENT.

MEMBERS OF THE BOARD, WE HAVE AN OUTSTANDING TEAM WORKING ON THIS.

AND I WANT TO THANK THE BOARD BECAUSE THIS WAS NOT MY IDEA.

THIS WAS THE BOARD'S IDEA.

AND YOU PASSED THIS POLICY SIX YEARS AGO UNANIMOUSLY ABOUT HAVING THE NEED TO MOVE FORWARD WITH SOCIAL EMOTIONAL LEARNING.

AND IN THIS TIME OF THE PANDEMIC, MAN WAS THAT A STROKE OF BRILLIANCE AND BEING AHEAD OF THE CURVE.

AND AND SO ANYWAY, I DON'T WANT TO STEAL THE THUNDER OF OUR TEAM.

SO SHANNON TREJO AND JUANY GAYTAN WILL GIVE US AN UPDATE AND OTHERS MAY CONTRIBUTE AS WELL.

DENVER ALSO WAS A PARTICIPANT IN THIS JOURNEY, AND THEY WERE ONE OF THE FEW DISTRICTS THAT GOT THE GRANT.

AND SO SUSANNA CORDOVA IS WELL INFORMED AND BEEN KNEE DEEP IN THIS.

SO SHE WILL ALSO PROBABLY BE ADDING TO THE CONVERSATION.

SO I'LL TURN IT OVER TO THE TEAM FOR THE PRESENTATION.

THANK YOU, PRESIDENT HENRY AND SUPERINTENDENT HINOJOSA DID STILL A LITTLE BIT OF MY THUNDER IN THANKING THE BOARD FOR MAKING THE EFFORT TO PUT SOCIAL EMOTIONAL LEARNING IN BOARD POLICY AND A PART OF OUR DAILY LIVES.

SO I'M GOING TO GO AHEAD AND TURN IT OVER TO JUANY GAYTAN OUR EXECUTIVE DIRECTOR OVER ENGAGEMENT, AND SHE'LL TELL YOU MORE ABOUT WHERE WE ARE WITH OUR JOURNEY.

THANK YOU, SHANNON.

GOOD AFTERNOON, TRUSTEES AND DR.

HINOJOSA.

SO IF YOU'LL RECALL, BACK IN 2016, WHEN SEL WAS ORIGINALLY WRITTEN INTO POLICY AND AGAIN WHEN IT WAS AMENDED IN 2017, WE HAD 100 PERCENT OF OUR BOARD MEMBERS ON BOARD, WHICH WE REALLY APPRECIATE BECAUSE YOUR SUPPORT HAS PAVED OUR WAY FOR SUCCESS IN THIS WORK.

ON THIS SLIDE, YOU SEE A WHEEL WITH FIVE COMPETENCIES, THESE FIVE COMPETENCIES ALIGNED DIRECTLY TO THE CASEL, THE COLLABORATIVE FOR ACADEMIC, SOCIAL AND EMOTIONAL LEARNING, NATIONAL FRAMEWORK.

AND THIS IS AND WE WE PARTNER WITH CASEL IN THIS WORK.

WE RECEIVE CONSULTATION FROM THEM AROUND THIS WORK.

SO YOU'LL SEE THE TWO COMPETENCIES IN ORANGE SELF-AWARENESS AND SELF MANAGEMENT.

THOSE ARE INTRAPERSONAL SKILLS, SOCIAL AWARENESS AND RELATIONSHIP SKILLS ARE INTERPERSONAL SKILLS AND RESPONSIBLE DECISION MAKING APPLY TO ALL FOUR COMPETENCIES.

SO SHORTLY AFTER SEL WAS WRITTEN INTO OUR POLICY DALLAS ISD AND BIG THOUGHT RECEIVED A PARTNERSHIP GRANT TO ENGAGE IN AN SEL STUDY FUNDED BY THE WALLACE FOUNDATION.

WHAT WE'VE BEEN LEARNING THROUGHOUT THIS STUDY, WE'VE BEEN ABLE TO SCALE ACROSS THE DISTRICT.

WHEN WE STARTED THIS WORK, WE PARTNERED WITH INTERNAL AND EXTERNAL PARTNERS TO DEFINE WHAT A SEL WOULD MEAN FOR OUR COMMUNITY, AND WE HOPE THAT YOU'LL SEE IN OUR DEFINITION, VISION AND MISSION THAT THIS WORK IS CENTERED AROUND EQUITY AND SEL SKILL BUILDING AND IT'S GROUNDED IN OUR FOUR DALLAS ISD CULTURAL TENANTS.

IT'S IMPORTANT THAT YOU KNOW, TOO, THAT THIS IS A COLLABORATION WITH INTERNAL EXTERNAL PARTNERS.

WE COLLABORATE WITH DISTRICTS ACROSS THE COUNTRY.

WE RECEIVE CONSULTATION FROM CASEL.

BUT WHAT WE CALL THIS LOCALLY IS OUR SEL DALLAS WORK.

SO IN THIS NEXT SLIDE, YOU SEE A PUZZLE IN THE MIDDLE OF THE SLIDE.

AND WHAT WE DO FOR SEL, DALLAS ACROSS THE DISTRICT IS PROVIDE TRAINING.

WE HAVE AN AMAZING SEL DEPARTMENT.

I WANT YOU TO KNOW THAT OUR SEL COORDINATORS AND MANAGERS ARE AMAZING.

THEY WORK CLOSELY WITH OUR TEACHERS AND PRINCIPALS TO PROVIDE COACHING AND TRAINING SUPPORT AROUND THE SEL DALLAS COMPREHENSIVE SOCIAL EMOTIONAL LEARNING FRAMEWORK.

AND WHAT THAT MEANS FOR US IS THAT THERE ARE FOUR APPROACHES TO IMPLEMENTING SEL AT A

[01:25:01]

CAMPUS SO THAT IT'S NOT TAUGHT IN ISOLATION.

IT'S IMPORTANT THAT IT'S INTEGRATED THROUGHOUT THE ENTIRE DAY.

WE TEACH IT THROUGH EXPLICIT SKILLS LESSONS, THROUGH DEDICATED TIME, USUALLY DURING ADVISORY PERIOD AND MORNING MEETINGS.

WE ALSO INTEGRATE SEL SKILL BUILDING THROUGH OUR CULTURE AND CLIMATE, ALIGNING SEL SKILL BUILDING OPPORTUNITIES TO OUR SYSTEMS AND PRACTICES.

WE INTEGRATE OUR SEL STANDARDS THAT WE'VE DEVELOPED AS WELL INTO OUR CONTENT AND THEN PROVIDE SUPPORT TO OUR PARENTS AND TO OUR CAREGIVERS WITH RESOURCES AND TRAINING STRATEGIES.

SO, AS DR.

HINOJOSA MENTIONED THAT A YEAR AGO WHEN THE PANDEMIC HIT AND THERE WAS A HEIGHTENED AWARENESS AROUND THE NEED FOR SEL AND SO WHAT WE'VE DONE IN RESPONSE TO THAT IS WE HAVE REQUIRED THAT AN ADVISORY PERIOD A MORNING MEETING BE WRITTEN INTO THE MASTER SCHEDULES TO ENSURE TIME TO FOCUS ON RELATIONSHIP BUILDING.

WE'VE ALSO ENSURED THAT PARENTS HAVE RESOURCES AND STRATEGIES THAT THEY CAN USE AT HOME AS THEY'VE REACHED OUT TO ASK FOR SUPPORT AROUND STRESS MANAGEMENT AND BEHAVIORS AND KEEPING THEIR KIDS MOTIVATED.

WE ALSO REQUIRED SOME RELATED TRAINING FOR ALL CAMPUS STAFF THIS YEAR AND THEN REALIZED THE IMPORTANCE OF HEARING FROM OUR STUDENTS.

AND SO WE ADMINISTERED, FOR THE FIRST TIME EVER, AN SEL SURVEY TO OUR STUDENTS IN THIRD THROUGH 12TH GRADE.

SO ON THIS SURVEY, THE SURVEY INCLUDED SURVEY TOPICS AROUND SUPPORTIVE RELATIONSHIPS, SOCIAL AWARENESS, SELF-MANAGEMENT AND SELF EFFICACY.

AND WHAT WE CAN SEE FROM THIS SURVEY IS THAT THAT OUR STUDENTS RESPONDED FAVORABLY WHERE YOU SEE PERCENTAGES IN GREEN COMPARED TO STUDENTS ACROSS THE COUNTRY.

SO, FOR EXAMPLE, WE SEE SUPPORTIVE RELATIONSHIPS.

OUR STUDENTS RESPONDED PRETTY FAVORABLY IN THIS AREA, BUT WE RESPONDED LESS FAVORABLY IN THOSE SPACES.

IN THOSE AREAS WHERE YOU SEE THE PERCENTAGES IN RED, FOR EXAMPLE, IN SELF EFFICACY? THIS DATA IS AVAILABLE AT THE DISTRICT, AT THE CAMPUS, CLASSROOM AND TEACHER LEVEL TO PROVIDE APPROPRIATE INTERVENTIONS.

SO WE'VE BEEN WORKING.

THERE'S A LOT WE'VE BEEN ABLE TO ACCOMPLISH A LOT, BUT WE KNOW THAT THERE'S STILL A LOT MORE TO DO.

WE'LL CONTINUE TO USE THIS DATA TO PROVIDE TARGETED SUPPORTS AT ALL LEVELS.

WE ARE ALSO PREPARING OUR CAMPUS, OUR LEAD SEL CAMPUSES, WITH OUR NEW IMPLEMENTERS AND CONTINUING TO WORK WITH STUDENT LEADERS AT OUR CAMPUSES.

HOPEFULLY IN THE LAST WEEK'S BOARD UPDATE, YOU WERE ABLE TO SEE THE VIDEO FROM THE LAST STUDENT LEADERSHIP SUMMIT.

WE ARE CONTINUING TO PROVIDE OPPORTUNITIES SUCH AS THAT TO DEVELOP LEADERSHIP AROUND THIS WITH OUR STUDENTS AND THEN ALSO TO EQUIP OUR PARENTS WITH THE SKILLS AND RESOURCES THAT THEY NEED, AS WELL AS CONTINUING TO WORK WITH DEPARTMENTS ACROSS THE DISTRICT AROUND ENSURING SEL AND EQUITY THROUGH ACCESS, AWARENESS AND VOICE.

THANK YOU.

IF YOU HAVE ANY QUESTIONS I WOULD LOVE TO HEAR THEM AT THIS TIME.

TRUSTEE MACKEY.

THANK YOU FOR THIS UPDATE TWO QUESTIONS HERE.

I'M EXCITED TO SEE THE WORK HAPPENING AND THE COMPREHENSIVENESS OF IT.

ON THE SURVEY IS THIS THROUGH THE PANORAMA SURVEY THAT WE USE? YES IT IS.

OK, DO WE HAVE IN THE SAME WAY THAT WE TALKED ABOUT THIS DURING THE STUDENT ACHIEVEMENT? DO WE HAVE LONGITUDINAL DATA FOR THESE AND WHICH ONES ARE MOVING UP? WHAT'S THE IMPACT BEEN? THIS IS THE FIRST YEAR THAT WE WERE ABLE TO ADMINISTER THE SURVEY IN OCTOBER.

OK.

AND BUT WE WILL CONTINUE TO ADMINISTER IT EVERY FALL.

OK, AND SO RIGHT NOW THE GREEN AN THE RED ARE BASED ON OUR COMPARISON OF NATIONAL NORMS. YES.

AND SO AS WE IMPLEMENT THIS NEXT YEAR, WE'LL BE ABLE TO SEE SPECIFICALLY IF THINGS ARE MOVING UP OR DOWN, ET CETERA.

ABSOLUTELY.

ARE THESE DATA FOR THE ENTIRE DISTRICT RIGHT HERE? SO THIS REPRESENTS THIRD THROUGH 12TH GRADERS ACROSS THE DISTRICT.

AND WE DID ADMINISTER IT TWO WEEKS AFTER STUDENTS STARTED RETURNING FOR IN-PERSON.

SO WE HAD ABOUT A 60000 PERCENT OR 60000 PARTICIPATION.

GOTCHA.

AND I'M WONDERING, DO YOU KNOW IF OR I DON'T KNOW IF YOU HAVE IT AVAILABLE OR KNOW OFF THE TOP OF YOUR HEAD.

WHAT DOES THE DATA LOOK LIKE FOR THE SCHOOLS IN PHASE ONE AND PHASE TWO? I WOULD ASSUME, YOU KNOW, IF IT'S HAVING AN IMPACT, WE SHOULD SEE HIGHER NUMBERS AT THOSE ELEMENTARY SCHOOL CAMPUSES COMPARED TO THE DISTRICT AVERAGE.

DO WE HAVE ANY INFORMATION ON THAT? YEAH, WE'VE BEEN LOOKING AT THAT DATA AND THERE IS A LITTLE BIT OF A DIFFERENCE WHERE WE CAN SEE AN INCREASE IN OUR PHASE ONE IN OUR COMPARED TO OUR PHASE TWO.

WE'VE ALSO WE CAN ALSO SEE IN THAT DATA THAT COVID HAS AFFECTED SOME OF THAT HAS IMPACTED THAT DATA AS WELL.

YEAH, THAT WOULD BE REALLY INTERESTING DATA, I THINK, FOR US TO SEE AS A BOARD AS THIS COMES BACK AROUND AGAIN.

YOU KNOW, IN THOSE PARTNERSHIP SCHOOLS, ARE WE SEEING HIGHER THAN THE REST OF THE DISTRICT? WHAT'S WORKING, WHAT'S NOT WORKING AND CONTINUE TO UTILIZE THIS TO DRIVE WHAT WE'RE DOING AND TAKING ACROSS THE DISTRICT?

[01:30:04]

MY FINAL QUESTION FOCUSES ON THOSE COMPETENCIES FROM THE CASEL FRAMEWORK.

YES.

SO IN THOSE BIG FIVE BUCKETS, DO WE HAVE A SET OF, LIKE, LEARNING INDICATORS, WHAT THIS LOOKS LIKE AT A KINDERGARTEN LEVEL, FIRST GRADE LEVEL, 5TH GRADE LEVEL, A NINTH GRADE LEVEL AND A DO WE HAVE THAT? WELL, WE DEVELOPED A SET OF PRE-K WELL ACTUALLY.

YEAH.

PRE-K THROUGH ADULT STANDARDS.

SO IT'S NOT BROKEN DOWN BY GRADE LEVEL.

AND WE DO HAVE CURRICULAR RESOURCES THAT WE'RE DEVELOPING BY GRADE LEVEL TO TEACH THOSE STANDARDS AT EACH GRADE LEVEL.

OK, YEAH, I DON'T THINK THAT'S NECESSARILY BROKEN DOWN BY GRADE LEVEL, BUT I WOULD ASSUME IT'S PRE-K THROUGH ADULT.

AND I THINK SO OFTEN THE CHALLENGE IS, YOU KNOW, SOCIAL, EMOTIONAL LEARNING GETS PUT IN AS ANOTHER THING THAT'S SEPARATE, BUT IT'S REALLY NOT SEPARATE.

IT SHOULD BE JUST HOW YOU DO BUSINESS.

AND IF TEACHERS ACROSS THE BOARD KNEW AND WERE AWARE AND HAD ACCESS TO THIS, THEY COULD JUDGE HOW THEIR REGULAR OPERATION OF CLASS IS HAPPENING AND HOW KIDS ARE DOING.

LIKE IF KIDS GOT FEEDBACK.

YOU'RE DOING GREAT ON THE SELF-AWARENESS.

BUT THIS IS YOUR NEXT STEP ON SELF-MANAGEMENT.

I THINK THAT WOULD CHANGE THE CONVERSATION.

DO WE HAVE ARE WE MOVING TOWARDS THAT? DO TEACHERS SEE THIS? DO THEY GET TO IMPLEMENT THIS FRAMEWORK AND UNDERSTAND LIKE DO WE GIVE FEEDBACK TO KIDS ON WHERE THEY'RE AT ALONG THIS PROGRESSION? SO THIS IS PART OF THE TRAINING THAT WE DO PROVIDE, THE COACHING SUPPORT THAT WE PROVIDE.

AND WE'RE ALSO WORKING WITH CAMPUSES BASED ON THEIR SCHOOL PERFORMANCE FRAMEWORKS SO WE PROVIDE TIERED SUPPORTS AROUND THAT.

BUT AS TEACHING AND LEARNING DIVISION, I KNOW WE'RE WORKING CLOSELY ON ENSURING THAT THE SEL AND THAT THIS FRAMEWORK IS INTEGRATED IN EVERYTHING THAT WE'RE DOING AROUND MITIGATING LEARNING I WOULD SAY TRUSTEE MACKEY, WE ARE NOT AS SOPHISTICATED AS WE'D LIKE TO BE IN TERMS OF PROVIDING INDIVIDUAL STUDENT FEEDBACK ON PROGRESS TOWARDS THESE SKILLS.

THAT'S CERTAINLY SOMETHING WE CAN LOOK INTO.

YEAH, I THINK THERE'S A NATURAL PROGRESSION AS WE GO FORWARD.

LIKE THE MORE THAT THIS INTEGRATES INTO THE DAY TO DAY, THE MORE IMPACT IT HAS.

AND SO I'M EXCITED TO SEE THAT WE'VE COME THIS FAR AND LOOKING FORWARD TO SEE THE NEXT STEPS THERE AND HOW THIS CONTINUES TO IMPACT STUDENT CULTURE BASED ON THESE SURVEY METRICS.

SO THANK YOU.

THANK YOU.

THANK YOU TRUSTEE MACKEY.

TRUSTEE MARSHALL.

TRUSTEE CARREON.

YEAH, I'LL BE VERY BRIEF.

I'M THRILLED WITH THIS WORK AND I THINK THIS IS A CORE PART OF US IMPROVING STUDENT OUTCOMES.

YOU HAVE A REALLY GOOD SLIDE IN THE APPENDIX, WHICH I'M SURPRISED IS IN THE APPENDIX, BECAUSE I THINK IT ANSWERS A LOT OF MY QUESTIONS ABOUT HOW WE'RE THINKING ABOUT THIS, BECAUSE I ABSOLUTELY BELIEVE THAT THIS SHOULD BE TIERED BASED ON THE PERFORMANCE OF THE SCHOOLS AND THAT WE SHOULD TAKE A MORE HEAVY HANDED APPROACH FOR SCHOOLS THAT ARE UNDERPERFORMING, BECAUSE I THINK THAT'S ONE OF THE KEY REASONS THEY ARE UNDERPERFORMING.

IT'S ALSO WHY YOU SEE DISCIPLINE DATA SKEW HIGHER IN THE UNDERPERFORMING CAMPUSES AND THESE THINGS MOVE HAND IN HAND, AS YOU GUYS KNOW.

SO I JUST WANTED TO NOT ONLY APPLAUD YOUR WORK, BUT APPLAUD THE FACT THAT YOU'RE THINKING ABOUT IT BASED ON THE ABCDF RATING.

I JUST HAVE ONE QUESTION, REALLY.

YOUR SURVEY SLIDE, I GUESS IT'S SLIDE SEVEN.

YOU HAVE IT BROKEN DOWN BY GRADES THREE THROUGH FIVE AND THEN GRADES SIX THROUGH 12.

WHAT ABOUT THE THE YOUNGER GRADES? YEAH, UNFORTUNATELY, WE DON'T HAVE A SURVEY RIGHT NOW FOR PRE-K, TWO, AND THIS SURVEY.

SO THAT'S NOT REFLECTIVE OF US NOT FOCUSING ON THOSE GRADES.

IT'S JUST THAT YOU DON'T HAVE A SURVEY INSTRUMENT THAT CAPTURES THAT.

RIGHT, THAT WE'RE USING AS A DISTRICT.

WE DO HAVE ONE THAT WE'RE USING THROUGH THE WALLACE STUDY, BUT THAT'S NOT PART OF THIS PANORAMA.

WHAT'S THAT SHOW FOR THE YOUNGER KIDS? IT'S A DIFFERENT TYPE OF MEASURE.

THAT'S BY CLASSROOM.

IT'S NOT BY STUDENTS.

SO THE SURVEY.

YEAH.

AND I JUST YOU KNOW, I'M PRETTY INVOLVED WITH THE MOMENTOUS INSTITUTE.

AND I KNOW YOU GUYS SPEND TIME WORKING WITH THEM AND HAVE INCORPORATED A LOT OF THEIR LEARNINGS.

BUT, YOU KNOW, THEY'RE FOCUSING DISPROPORTIONATELY ON PRE-K K AND 1ST AND 2ND GRADE.

SO I JUST WANT TO MAKE SURE THAT WHEN WE ARE SHOWING THIS DATA THAT WE'RE NOT MISLEADING THE PUBLIC TO BELIEVE THAT WE'RE FOCUSING OUR EFFORTS ON SOCIAL AND EMOTIONAL HEALTH ON THIRD GRADE AND UP BECAUSE IT'S ACTUALLY MUCH HIGHER LEVERAGE TO FOCUS IT ON THE YOUNGER GRADES.

AND I THINK MOMENTOUS HAVE LEARN THAT OVER, YOU KNOW, FOUR OR FIVE DECADES THEY'VE BEEN DOING THIS THAT, YOU KNOW, IF YOU TEACH KIDS ABOUT HOW THEIR BRAIN FUNCTIONS AND YOU KNOW HOW TO SETTLE THEIR GLITTER, YOU KNOW, BEFORE THEY'RE, YOU KNOW, IN FIRST OR SECOND GRADE, THEN THAT PAYS DIVIDENDS FROM THERE ON OUT.

THANKS FOR YOUR WORK ON THIS.

THANK YOU.

HELLO, THANK YOU FOR THE PRESENTATION.

I GUESS I'LL PICK UP A LITTLE BIT WHERE TRUSTEE MARSHALL LEFT OFF OR HINTED AT I WANT TO ASK YOU OR JUST GIVE YOU OPPORTUNITY TO SPEAK TO HOW WE ARE

[01:35:04]

MEASURING SUCCESS IN THIS SPACE.

SO I THINK, YOU KNOW, TRUSTEE MARSHALL ALLUDED TO DISCIPLINE DATA.

I MEAN, OBVIOUSLY, WE KNOW THE IMPACT OF SOCIAL, EMOTIONAL AND ACADEMIC SUCCESS.

IF YOU CAN JUST KIND OF ELABORATE ON HOW WE'RE MEASURING SUCCESS.

SO IN ADDITION TO JUST ROLLING OUT THIS SURVEY THAT WE'RE SUPER EXCITED ABOUT, WE'RE ALSO BEING EVALUATED BY OUR EVALUATION ACCOUNTABILITY OFFICE, AND THEY'RE LOOKING AT OUR MAP DATA AND OUR LEVEL OF IMPLEMENTATION AT EACH OF OUR CAMPUSES TO SEE TO MEASURE HOW OUR STUDENTS ARE DOING.

AND ACCORDING TO MAP AND THE LEVEL OF IMPLEMENTATION DOES THAT.

OK, SO I MEAN, OBVIOUSLY COMPARING COHORT ONE IN THE FALL COMPARED TO THE SECOND COHORT OR THE SECOND PHASE AND CALLING THEM PHASES HERE.

OH YES.

SO THAT SLIDE IS SPECIFIC TO JUST A SMALL COMPONENT OF THE IMPLEMENTATION ACROSS THE DISTRICT.

SO THOSE 14 SCHOOLS THAT ARE INVOLVED IN THIS STUDY IS JUST ONE COMPONENT OF OUR SUPPORTS AROUND THIS WORK.

SEL IS REALLY A PRACTICE THAT WE'RE WORKING WITH ALL CAMPUSES AROUND.

YOU KNOW, YOU MENTIONED THE SURVEY QUESTIONS ON THE SURVEY.

SO THIS IS THE FIRST YEAR WE'VE ADMINISTERED THE SURVEY.

YOU SAID IT WAS ADMINISTERED IN OCTOBER, I GUESS.

HOW MUCH THOUGHT HAVE YOU ALL GIVEN TO ADMINISTERING THE SURVEY, PERHAPS AGAIN AT THE END OF THE YEAR TO SEE IF THE INTERVENTIONS AND THE SUPPORT PROVIDED IN THE INTERIM WERE EFFECTIVE? OR ARE WE GOING A DIFFERENT ROUTE THERE? JUST IF YOU CAN EXPLAIN.

I CERTAINLY KNOW THAT WE'VE TALKED ABOUT THE CONSIDERATIONS FOR LOOKING AT AN END OF YEAR OPTION, BUT WE'RE ALSO TRYING TO KEEP IN MIND THE STRAIN ON THE SYSTEM AROUND ASSESSMENTS AND SURVEYS.

AND OPTED BECAUSE IT WAS OUR FIRST YEAR WITH THIS OPPORTUNITY, WE ARE GOING TO UTILIZE THIS TO HELP US TO PLAN FOR NEXT YEAR AND PERHAPS LOOK AT TWO MEASUREMENT OPTIONS FOR THE UPCOMING YEAR, AND THAT'S STILL UNDER DISCUSSION AT THIS TIME.

CAN YOU SPEAK TO THE SUPPORT AND INTERVENTION THAT WE PROVIDE OUR TEACHERS? YEAH, SO WE PROVIDE WE WORK WITH CAMPUSES AT THE BEGINNING OF THE YEAR TO DEVELOP A ROADMAP.

SO WE SET GOALS AROUND THE FOUR APPROACHES AROUND THE FRAMEWORK.

AND THEN WE HELP OUR CAMPUSES WITH TRAINING AND COACHING SUPPORT BASED ON WHAT THOSE INDIVIDUAL GOALS ARE AT EACH CAMPUS.

AND WE MEASURE THAT USING THE EVALUATION FROM THE EVALUATION DEPARTMENT, BUT ALSO AN IMPLEMENTATION SURVEY AT THE END OF THE YEAR TO LOOK AT THE CONSISTENCY OF PRACTICE THROUGHOUT THE YEAR.

AND SO AND THOSE TRAININGS, DO THEY I MEAN, WE GET THE INFORMATION FROM THIS SURVEY BACK IF IT WAS ADMINISTERED IN OCTOBER, WE GET IT BACK, I MEAN, SHORTLY THEREAFTER, AND THOSE TRAININGS OCCUR IN THE FALL OR EARLY SPRING.

YES THEY ARE THROUGHOUT THE ENTIRE SCHOOL YEAR.

WHEN WE RECEIVE THIS DATA AT THE END OF OCTOBER, OR WE ACTUALLY RECEIVED IT IN NOVEMBER.

WE STARTED SCHEDULING MEETINGS WITH PRINCIPALS, EXECUTIVE DIRECTORS AND JUST TRAINING THEM ON THE DATA.

AND THEN OUR COORDINATORS, THEN MEET WITH THE CAMPUSES TO TO LOOK AT THEIR DATA AND TO DETERMINE NEXT STEPS FOR SUPPORT.

SO I THOUGHT I HEARD YOU MENTION TO TRUSTEE MACKEY THAT WE CAN ACTUALLY WE HAVE WE CAN PINPOINT DATA DOWN TO INDIVIDUAL TEACHERS AS WELL.

SO OTHER THAN KIND OF GROUP OR CAMPUS LEVEL SUPPORT, DO WE HAVE INDIVIDUAL TEACHER SUPPORT? YES, THE DATA CAN BE DISAGGREGATED DOWN TO THE INDIVIDUAL STUDENT.

SO BY CAMPUS BY CLASSROOM TEACHER TO THE INDIVIDUAL STUDENT.

AND THE PURPOSE IS TO LOOK TO SEE IF THERE ARE TRENDS IN A CLASSROOM THAT MAYBE THE TEACHER NEEDS SUPPORT OR IF THERE ARE TRENDS IN CERTAIN STUDENTS THAT WE NEED TO PULL STUDENTS TOGETHER IN A SMALL GROUP OR IF WE NEED TO PROVIDE MORE INDIVIDUAL INTERVENTIONS.

AND SO WE ALSO HAVE PROVIDED OUR COUNSELORS AND OUR MENTAL HEALTH CLINICIANS WITH ACCESS TO THIS DATA.

SO IN THE CASES WHERE STUDENTS NEED MORE INDIVIDUALIZED INTERVENTIONS AND THAT'S AN OPTION .

WE'VE ALSO CREATED A BANK OF PROFESSIONAL LEARNING OPPORTUNITIES THAT INCLUDE SELF-PACED AS WELL AS FORMAL WELL ZOOM BASED TRAINING FOR OUR TEACHERS TO PROVIDE THAT TEACHER LEVEL SUPPORT THAT YOU'RE ASKING ABOUT.

AND SO THE TEACHERS KNOW THE RESULTS FROM THE OCTOBER SURVEY AND THEY KNOW WHERE THEY ARE ON THE SPECTRUM.

YES.

AND AS A MATTER OF FACT, I JUST RECEIVED A REPORT ON USAGE AND LEARNED THAT WE HAVE ABOUT A GOOD 60 PERCENT OF OUR USERS THAT ARE ACTIVELY USING THIS DATA ON A REGULAR BASIS, WHICH IS EXCITING.

I THINK I HAVE A BROADER QUESTION.

[01:40:02]

MAYBE IT'S SOMETHING WE CAN TALK MORE ABOUT OFFLINE.

MY UNDERSTANDING OF THE RESEARCH CURRENTLY IS THAT OR THERE'S A GROWING NUMBER OF LITERATURE ON HOW KIND OF MAINSTREAM SOCIAL, EMOTIONAL LEARNING FRAMEWORKS ARE NOT CONNECTING IN THE SAME WAY WITH ENGLISH LANGUAGE LEARNERS POPULATIONS.

I GUESS I KNOW WE HAVE A PRESENTATION ON DUAL LANGUAGE AND ENGLISH LANGUAGE LEARNERS LATER TODAY.

WAS THAT YOUR UNDERSTANDING OF THE RESEARCH OR AND I DON'T WANT TO PUT ANYONE ON THE SPOT HERE OR IS THAT RECOGNIZED IN WHAT WE'RE CURRENTLY DOING.

BASICALLY, TO SIMPLIFY THE QUESTION IS, CAN YOU SPEAK TO SOCIAL, EMOTIONAL LEARNING AND HOW IT APPLIES TO ENGLISH LANGUAGE LEARNERS? I KNOW THAT OUR BILINGUAL DEPARTMENT AND OUR DUAL LANGUAGE DEPARTMENTS THEY FOCUS ON SEL ALSO AND THE TRAININGS.

BUT IT IS A HUGE PART OF JUST THE PRACTICE IN GENERAL WHEN WE'RE LOOKING AT THE DIFFERENT SKILL BUILDING UNDER THE DIFFERENT COMPETENCIES AND REALLY ENCOURAGING AND SPEAKING, WRITING AND JUST BUILDING INTO THE NATURALLY TO THE FIVE COMPETENCIES.

OK, OK, OK, OK.

WE'LL I LOOK FORWARD TO GETTING A FOLLOWING UP ON THAT FOR SURE.

THANK YOU ALL SO MUCH.

TRUSTEE MICCICHE.

WELL, THANK YOU.

I'M REALLY PLEASED TO SEE HOW MUCH THIS PROGRAM HAS EVOLVED.

I KNOW THAT WHEN WE PASSED THE POLICY IN 2016, WE GAVE THE DISTRICT A BROAD GRANT OF AUTHORITY TO IMPLEMENT IT.

AND IT SEEMS TO BE GOING IN THE RIGHT DIRECTION.

I JUST WANTED TO I WAS THINKING BACK TO 2016 AND HAVING TO EXPLAIN TO PEOPLE WHAT SEL WAS AND WHY WE WOULD DO IT.

AND WE HAD ALL THE AUSTIN WAS MILES AHEAD OF EVERYBODY ELSE AT THE TIME.

WE HAD ALL THE MATERIAL, BUT IT NEVER REALLY KIND OF GOT TO LAYMEN'S LANGUAGE.

AND THERE ARE A COUPLE OF SIDES HERE THAT I WOULD SUGGEST THAT MIGHT EVEN BE HELPFUL AS YOU TALK TO THE COMMUNITY, TALK TO TEACHERS THAT THEY'RE NOT HERE, BUT ONE OF THEM IS WHAT DO EMPLOYERS VALUE MOST? RIGHT.

AND THAT COMES UP IN ARTICLES, IN BUSINESS MAGAZINES ALL THE TIME.

AND AT THE TOP OF THE LIST IS THE ABILITY TO WORK WITH OTHERS AND TEAMWORK AND SELF-CONTROL AND THOSE KINDS OF SKILLS THAT AHEAD OF, YOU KNOW, TECHNICAL KNOWLEDGE AND EXPERTISE AND THAT HELPS DRIVE THE POINT HOME AS TO WHY WE DO THIS.

AND ANOTHER ONE IS AND I REMEMBER LOOKING AT SOME STUDIES AND THERE WAS SOME METADATA STUDIES THAT SHOWED THAT SOMETHING LIKE THERE WAS LIKE AN ELEVEN PERCENTAGE INCREASE IN STUDENT ACHIEVEMENT WHEN YOU COMPARED SCHOOLS THAT INTEGRATED SOCIAL AND EMOTIONAL LEARNING AND SCHOOLS THAT DID NOT.

AND I THINK THAT ALSO HELPS TO SHOW THE PARENTS AND TEACHERS THAT YOU'RE NOT TAKING AWAY FROM ACADEMIC LEARNING TO DO ALL THIS SOFT, SOFT STUFF THAT A LOT OF PEOPLE DON'T VALUE, BUT THAT IT ACTUALLY HELPS REINFORCE THE LEARNING.

I THINK WE'RE, YOU KNOW, GOING DOWN A GOOD PATH.

AND I CAN TELL YOU THAT SOME OF THE TEACHERS WHO FIRST, YOU KNOW, STARTED OBJECTING TO IT AND POSTED IT SOME OF THE PTA PAGES OF WHAT WE WERE ABOUT TO DO.

AND THEY SAID WE'VE GOT TOO MUCH WORK.

THIS IS MORE WE CAN'T DO ANY MORE.

THIS IS AND I UNDERSTOOD THAT BECAUSE IT IS EXTREMELY CHALLENGING, AS WE ALL KNOW, TO BE A TEACHER AND ESPECIALLY IN A YOU KNOW, IN A HIGH POVERTY DISTRICT LIKE OURS.

BUT SOME OF THOSE PEOPLE CAME BACK AFTER THEY WERE TRAINED THEMSELVES AND

[01:45:06]

TALKED ABOUT HOW IT REALLY CHANGED THEIR VIEW OF LIFE, THEIR OWN PERSONAL LIFE AND HOW THEY BEHAVE AND THEIR VIEW OF TEACHING.

SO JUST KEEP UP THE GREAT WORK.

THANK YOU.

THANK YOU.

TRUSTEE MICCICHE.

I'D LIKE TO MAKE A COUPLE OF COMMENTS ON WHAT YOU SAID.

THAT'S ONE OF THE REASONS WHY JUANY AND HER TEAM DECIDED TO START WORKING WITH THE ADULTS FIRST AND TEACHING THEM THE STRATEGIES.

AND THE SECOND COMMENT WHEN WE STARTED THIS, YOU KNOW, WE KNEW ABOUT MOMENTOUS BUT MOMENTOUS HAD 300 STUDENTS, AUSTIN AND CLEVELAND WERE BEST IN CLASS AT THE TIME.

AND THEY WENT OUT AND THEY WATCHED AND SAW WHAT WAS WORKING THERE.

AND THEN THEY PUT THEIR PLAN TOGETHER.

AND THEN WE ALSO WENT DOWN THIS PATH WITH WALLACE AND THE RAND CORPORATION TO DO A CONTROL GROUP AND A STUDY GROUP SO WE COULD TELL WHAT THE DIFFERENCES WERE.

SO THIS HAS BEEN VERY WELL THOUGHT OUT, VERY DEEP.

AND JUANY, DO YOU WANT TO ADD ANYTHING TO WHAT I SAID ABOUT THOSE THINGS? BUT THOSE ARE THINGS THAT TRUSTEE MICCICHE BROUGHT UP.

YEAH, NO, THANK YOU FOR BRINGING THAT UP.

THAT'S TRUE.

WHEN WE WENT OUT TO CLEVELAND AND TO AUSTIN, ONE OF THE FIRST THINGS THAT WE ASKED THEM IN THOSE INITIAL CONVERSATIONS WAS IF YOU WERE TO START OVER WITH THIS WORK, WHERE WOULD YOU START? WHAT WOULD YOU DO DIFFERENTLY? AND THEIR ADVICE TO US WAS, YOU NEED TO START WITH THE ADULTS FIRST, BECAUSE THEY HAVE TO UNDERSTAND AND BE ABLE TO PRACTICE AND MODEL THIS BEFORE YOU CAN TAKE IT TO STUDENTS AND HAVE THEM, YOU KNOW, THEY NEED TO SEE ADULTS PRACTICING IT IF THEY WANT STUDENTS TO PRACTICE.

SO THAT WAS REALLY HELPFUL ADVICE.

THANK YOU, PRESIDENT HENRY.

AND SO I'M VERY SUPPORTIVE OF THE DAN MICCICHE, SOCIAL, EMOTIONAL LEARNING POLICY.

AUSTIN ISD WAS AHEAD OF US, BUT I THINK THAT WE'RE DOING BETTER THAN THAN THEY ARE NOW JUST HAVE TO GET THAT OUT THERE.

I THINK I'M GOING TO KIND OF FOLLOW UP ON A COUPLE OF THINGS THAT THAT THREAD THAT TRUSTEE MARSHALL AND CARREON STARTED ON HAVING TO DO WITH THE DISCIPLINE, THIS NEW DISCIPLINE COMMITTEE.

AND I BET YOU IF YOU REALLY START DIGGING INTO IT AND I DON'T KNOW HOW ENGAGED YOU GUYS ARE GOING TO BE WITH WHAT THEY'RE DOING, BUT IN TERMS OF LIKE PLANNING WHERE WE NEED TO FOCUS RESOURCES, YOU KNOW, FOR RACIAL EQUITY, WORK AND WHATNOT, RESTORATIVE JUSTICE, ET CETERA, THAT I HAVE A FEELING THAT WE WILL FIND THAT WHERE WE HAVE THE MOST DISCIPLINE ISSUES, WE HAVE ADULTS THAT NEED TO LEARN ABOUT DISCIPLINE ISSUES, I.E.

SOCIAL, EMOTIONAL LEARNING AND, YOU KNOW, RESTORATIVE JUSTICE.

AND THOSE FOLKS NEED A LITTLE TRAINING AND WHERE WE NEED TO FOCUS ON OUR KIDDOS ALSO, BECAUSE I THINK THAT AS THEY LEARN SELF EFFICACY AND MANAGEMENT AND ALL THOSE DIFFERENT THINGS THAT ARE PART OF THIS AND, YOU KNOW, IT WILL TAKE SOME TIME FOR ALL OF THIS TO KIND OF FILTER ITS WAY UP THROUGH THE WHOLE SYSTEM.

WE WILL SEE DECREASES IN DISCIPLINE ISSUES.

AND I THINK THAT THIS IS REALLY KIND OF SOME OF THE MOST IMPORTANT WORK THAT WE CAN DO, KIND OF GETTING THIS ALL EMBEDDED INTO THE FABRIC OF THE DISTRICT.

IF THERE ARE, YOU KNOW, I THINK TRUSTEE CARREON'S POINT ABOUT, YOU KNOW, IS IT DIFFERENT FOR, YOU KNOW, OR IS THERE SOMETHING WE NEED TO CUSTOMIZE FOR OUR ENGLISH LANGUAGE LEARNERS? I THINK THAT WE SHOULD CONSIDER THAT AND LOOK INTO IT, SEE IF THERE'S ANY RESEARCH AROUND, YOU KNOW, DIFFERENT WAYS OF APPROACHING WITH IT.

AND THEN DIFFERENT COMMUNITIES IN OUR SCHOOL DISTRICT, NOT JUST ENGLISH LANGUAGE LEARNERS, IT COULD BE ENGLISH LANGUAGE LEARNERS THAT ARE SOMALI, YOU KNOW, IMMIGRANTS.

IT COULD BE DIFFERENT FOR, YOU KNOW, AFRICAN-AMERICAN STUDENTS IN DIFFERENT PARTS OF TOWN.

YOU KNOW, I CERTAINLY WILL BE THE LAST PERSON TO SAY I'M AN EXPERT ON THOSE ISSUES OF NOT BEING FROM HERE.

BUT I THINK THAT THIS IS REALLY IMPORTANT WORK.

AND I APPLAUD YOU FOR THE EFFORT.

AND, YOU KNOW, WE ARE SEEING FAVORABLE RESULTS.

I THINK WE NEED TO KEEP THE FOOT ON THE GAS.

IF YOU KNOW, I THINK TRUSTEE MACKEY EARLIER SAID, YOU KNOW, WHAT KIND OF RESOURCES DO YOU GUYS NEED? WHAT KIND OF RESOURCES? I THINK THAT THE ASK IS I THINK PART OF WHY WE'RE HERE AND TO MAKE SURE THAT WE FULLY SUPPORT YOUR WORK.

SO VERY EXCITED ABOUT THIS STUFF.

I THINK IT'S GOING TO PAY DIVIDENDS BIG TIME.

MAYBE AT FIRST THAT I THINK WE'RE ALREADY SEEING RESULTS.

BUT I THINK THAT LONG TERM RESULTS ARE GOING TO BE VISIBLE IN SO MANY DIFFERENT WAYS.

AND THEN FINALLY, JUST COMMENT ON THE CAREER INSTITUTES WHICH ARE NEAR AND DEAR TO MY HEART.

I MEAN, I THINK THIS WHOLE IDEA OF LIKE ENTREPRENEURSHIP AND TEACHING, YOU KNOW, SELF EFFICACY AND MANAGEMENT AND THOSE KINDS OF THINGS, THOSE SOFT SKILLS, SO-CALLED SOFT SKILLS, WHICH I THINK ARE SO CRITICAL, NEED TO GO HAND IN HAND WITH KIND OF THE ENTREPRENEURSHIP STRAND WE'RE BUILDING INTO THE CAREER INSTITUTES, BECAUSE THOSE ARE THE

[01:50:01]

SMALL BUSINESSES OF THE FUTURE.

AND I THINK ALL OF THESE THINGS THAT WE'RE TRAINING AND TEACHING AND SKILLS THAT YOU NEED TO DEVELOP, I MEAN, YOU'RE NOT BORN KNOWING THEM.

I THINK THAT IF WE CAN PROVIDE THOSE SUPPORT TO THE CAREER INSTITUTES AND MAKE SURE THAT THAT'S ALL COMPLETELY EMBEDDED INTO THE FABRIC OF WHAT THE KIDDOS ARE LEARNING THERE, I MEAN, IT IS REALLY GOING TO PAY OFF FOR THIS COMMUNITY LONG TERM WHEN ALL THOSE PLUMBERS AND ELECTRICIANS AND CYBERSECURITY EXPERTS AND FOLKS IN THE HEALTH INDUSTRY AND WHATNOT START THEIR OWN BUSINESSES AND CAN DO ALL THESE THINGS, I THINK IT'S JUST GOING TO BE FANTASTIC.

I THINK THE ALIGNMENT OF ALL THIS STUFF COMING TOGETHER, YOU KNOW, THE MICCICHE SOCIAL, EMOTIONAL POLICY, THE FLORES CAREER INSTITUTES, WE'RE EVENTUALLY GOING TO GET, YOU KNOW, ALL THE YOU KNOW, THE MARSHALL SPECIAL ED WORK, I THINK IT'S ALL GOING TO PAY OFF.

SO REALLY, THANK YOU VERY MUCH FOR DOING THIS.

THANK YOU.

AND ALSO AND DALLAS ISD SOUTH THEY MAY BENEFIT FROM THIS AS WELL.

THANKS.

VOTE DAN MICCICHE FOR DISTRICT THREE.

DAN, DO YOU HAVE ANYTHING ELSE? YEAH, THAT WAS NOT EXACTLY AN ENDORSEMENT.

LET ME ALSO SAY THAT, YOU KNOW, ONE OF THE THINGS THAT WE DO HERE IN THE PUBLIC TOO IS HEAR FROM THE PUBLIC IS THE CONCERN, AN OBSESSION WITH TEST SCORES.

YOU KNOW WE KNOW THAT WHEN WE ARE SPENDING TIME ON SOCIAL AND EMOTIONAL LEARNING, IT IS NOT A DRILL AND KILL.

AND I THINK IT'S REALLY IMPORTANT FOR OUR COMMUNITY TO KNOW, THAT WE ARE TEACHING THESE SKILLS.

AND THEY ARE IMPORTANT.

THEY ARE THE KEY TO SUCCESS.

THEY ARE WHAT EMPLOYERS VALUE AND I'D JUST LIKE TO SEE US MAKE THAT WELL KNOWN TO THE PUBLIC, BECAUSE WHEN PEOPLE COMPLAIN, THEY THINK IT'S TEACHING TO THE TEST.

THIS IS ABSOLUTELY NOT TEACHING TO THE TEST.

SO THAT'S ALL.

THANKS FOR.

THANKS FOR THE OPPORTUNITY.

THANK YOU.

I DON'T SEE ANY OTHER QUESTIONS OR COMMENTS AGAIN, I JUST WANT TO REITERATE WHAT MY COLLEAGUES SAID, THE IMPORTANCE OF SOCIAL EMOTIONAL LEARNING.

SO THANK YOU FOR YOUR PERSISTENCE OVER TIME.

AND WHERE YOUR IMPLEMENTING THIS.

SO I DON'T HAVE ANY OTHER COMMENTS OR QUESTIONS WE WILL MOVE TO THE NEXT AGENDA ITEM, WHICH IS CHOOSE DALLAS ISD UPDATE.

GOOD AFTERNOON.

PRESIDENT HENRY, MEMBERS OF THE BOARD, WE ARE PLEASED TO BE HERE TODAY TO TALK TO YOU ABOUT THE APPLICATION DATA AS IT RELATES TO CHOOSE DALLAS ISD.

AND IN ADDITION, WE WANT TO TALK TO YOU.

WE'LL SHARE WITH YOU TODAY THE RESULTS OF PUBLIC SCHOOL CHOICE, SEVEN POINT ZERO.

WE'RE ALREADY AT SEVEN POINT ZERO.

SO IT'S AMAZING HOW SEVEN YEARS HAS GONE BY.

BUT WE'VE REALLY SCALED UP THE OPPORTUNITY.

BUT MORE IMPORTANTLY, THESE SCHOOLS HAVE REALLY RISEN TO THE OCCASION AND ARE EXCITED TO BE PART OF THIS PROCESS.

AS A STRATEGIC INITIATIVE PUBLIC SCHOOL CHOICE IS IMPORTANT TO DALLAS ISD SPECIFICALLY LOOKING AT MAKING SURE WE CAN CREATE BEST FIT SCHOOLS FOR OUR STUDENTS AND FAMILIES, BUT IN ADDITION TO RECAPTURE STUDENTS FROM A MARKET SHARE PERSPECTIVE.

AND SO WE'RE REALLY EXCITED TO TALK TO YOU TODAY TOO ALSO ABOUT MARKET SHARE AND HOW PUBLIC SCHOOL CHOICE IS SUPPORTING MARKET SHARE.

AND YOU'LL SEE SOME DATA ABOUT THAT IN A FEW MOMENTS.

AS YOU PROBABLY RECALL THAT THE PUBLIC SCHOOL CHOICE EXCUSE ME, CHOOSE DALLAS ISD WINDOW OPENED NOVEMBER 7TH.

AND THEN WE CONCLUDED JANUARY 31ST WITH THAT WAS OUR INTENT.

HOWEVER, WE RECEIVED A LOT OF FEEDBACK FROM PRINCIPALS THAT THEY NEEDED MORE TIME DUE TO THE PANDEMIC AND THE RECRUITMENT EFFORTS HAD TO BE DIFFERENT THIS YEAR.

SO WE DID, IN FACT, LISTEN TO THEM.

WE DID NOTIFY YOU ALL AS WELL THAT THAT WINDOW WAS EXTENDED TO FEBRUARY THE 7TH, WHICH THEN, OF COURSE, PUSHED BACK THE NOTIFICATION DATE FROM MARCH THE 1ST TO MARCH 8TH.

THEN, OF COURSE, THE SNOW STORM OF THE DECADE SHOWED UP, WHICH THEN PUSHED US BACK FOUR MORE DAYS.

SO NOTIFICATIONS OF FAMILIES WILL GO OUT TOMORROW AS PART OF THE PROCESS.

AND WHILE IT'S NOT QUITE WHERE WE WANT IT TO BE, BUT WE ARE MEETING THE MARK OF GETTING IT OUT BEFORE SPRING BREAK, AS IS WHAT OUR INTENTION HAS ALWAYS BEEN.

AND WE WILL CONTINUE TO WORK TOWARDS THAT.

SO JUST AT A HIGH LEVEL, COLLECTIVELY, YOU CAN SEE ON THE RIGHT SIDE OF THE SCREEN THERE THAT OVER 16000 APPLICATIONS HAVE BEEN SUBMITTED FOR OVER ABOUT 70 SCHOOL CHOICE OPTIONS.

AND THIS DOES NOT INCLUDE TRANSFER DATA OR SOME OF OUR IB SCHOOL DATA, SUCH AS WOODROW WILSON, ET CETERA.

SO WE'RE REALLY EXCITED ABOUT THE FACT THAT THERE'S AN APPETITE.

AND WE ALSO KEEP OUR MINDS ON THE FACT THAT NEIGHBORHOOD SCHOOLS ARE OUR MAIN FOCUS.

AND THIS IS AN EFFORT TO SUPPORT STUDENTS AND FAMILIES WHO WANT OTHER OPTIONS, EITHER WITHIN THE NEIGHBORHOOD SCHOOL, SUCH AS THE PTECH, OR A TRANSFORMATION SCHOOL

[01:55:02]

OR MAGNET SCHOOL.

SO THINKING ABOUT THAT, YOU CAN SEE OF THE 16000 APPLICATIONS SUBMITTED, THERE WAS OVER 7000 UNIQUE APPLICATIONS, MEANING THIS REPRESENTS 7000 STUDENTS.

SO WHAT DOES THAT MEAN? THAT REALLY MEANS THAT ABOUT TWO, AND A QUARTER PARENTS SUBMITTED JUST OVER TWO APPLICATIONS PER SCHOOL.

AND IN ESSENCE IS WHAT THAT MEANS.

SO PARENTS ARE PRETTY TARGETED THEN THAT TELLS US AS TO WHAT THEY WANTED.

AND SO ON AVERAGE, ABOUT TWO APPLICATIONS PER STUDENT.

AND OF COURSE, YOU CAN SEE THAT AMONG THE CHOICES ARE 28 OF THE MAGNET SCHOOLS.

AND MOST OF THOSE ARE STANDALONE SCHOOLS, AS YOU WELL KNOW.

BUT A FEW OF THEM ARE SCHOOL WITHIN A SCHOOL, 15 TRANSFORMATION SCHOOLS, BECAUSE WE'RE OPENING QUITE A FEW THIS YEAR.

AND THAT WINDOW, THAT APPLICATION PROCESS WILL CONTINUE TO FILL THOSE SEATS.

AND WE SEE THE GREAT APPETITE THAT'S THERE.

AND THEN, OF COURSE, OUR TWENTY SIX PTECH AND EARLY COLLEGE PROGRAMS. I'LL TURN OVER TO DR.

RODGERS, WHO IS VIA ZOOM AND SHE WILL TALK.

EXCUSE ME.

LET ME DO THIS NEXT SLIDE THEN I'LL TURN IT OVER TO DR.

RODGERS.

SO LOOKING AT THIS NEXT SLIDE, THIS DOES SPEAK TO RECAPTURE, AS I REFERENCED EARLIER, AND I THINK SPECIFICALLY THESE ARE JUST APPLICATIONS.

SO THESE ARE NOT PEOPLE LANDING IN SEATS RIGHT NOW.

SO I JUST WANT TO BE CLEAR ABOUT THAT.

BUT NONETHELESS, IT SHOWS THAT OVER 1200 STUDENTS HAVE APPLIED FROM EITHER IN DISTRICT WHO ARE NOT CURRENTLY DALLAS ISD STUDENTS OR WHO ARE OUT OF DISTRICT AND SEEKING TO COME TO DALLAS ISD, WHICH I THINK SPEAKS TO THE CONVERSATION WE HEARD A LITTLE BIT AGO ABOUT EVEN THE HYBRID, THE VIRTUAL MODEL THAT WE DISCUSSED.

AND I THINK WHAT'S REALLY INTERESTING TO ME, YOU CAN JUST KIND OF INTERPRET THE DATA AS YOU SEE AS YOU SEE FIT.

BUT ON THE FAR RIGHT WITH OUR PTECH PROGRAM, WHICH WE LAUNCHED FIVE YEARS AGO, 60 PERCENT OF THE APPLICANTS ARE FROM CHARTER SCHOOLS.

SO THAT REALLY TELLS US THAT 232 STUDENTS JUST IN THAT BUCKET RIGHT THERE REALIZE THAT WE HAVE A GREAT PROGRAM TO OFFER FOR OUR SCHOOLS, FOR OUR KIDS AND OUR FAMILIES.

SO WITH THAT, I'M GOING TO TRY TO TURN IT OVER ONE MORE TIME AT THIS TIME.

AND I THINK ACCURATELY, TO DR.

USAMAH RODGERS, WHO'S VIRTUAL WITH US, DR.

RODGERS.

GOOD AFTERNOON, PRESIDENT HENRY TRUSTEES AND SUPERINTENDENT HINOJOSA.

WE ARE EXCITED THAT THE PTECH PROGRAM CONTINUES TO ATTRACT STUDENTS AND FAMILIES FROM ALL OVER.

AND WE ARE EXTREMELY PROUD THAT THIS YEAR WE HAVE SIXTY FOUR HUNDRED APPLICANTS TO OUR PROGRAM, WHICH WAS AN INCREASE FROM THE PREVIOUS YEAR.

WE WORK COLLABORATIVELY WITH CAMPUS TEAMS, COMMUNICATIONS, PARENT SERVICES, COUNSELING SERVICES AND ENROLLMENT MANAGEMENT TO INCREASE AWARENESS AND TO RECRUIT STUDENTS.

AND OUR MARKETING EFFORTS CONTAINED A VARIETY OF MEDIUMS. NEXT SLIDE, PLEASE.

BECAUSE PTECH HAS OUTCOMES BASED MEASURES THAT WE TRACK, AND IT IS A PROGRAM THAT IS DESIGNED FOR STUDENTS WHO ARE FIRST GENERATION, WHO ARE AT RISK OR OTHERWISE WOULD BE UNDERSERVED IN HIGHER EDUCATION.

WE CONTINUE TO TRACK THE EDUCATIONAL ATTAINMENT OF OUR PARENTS AND AS IN PREVIOUS YEARS, WE CONTINUE TO REACH THAT TARGET MARKET WITH OVER 67 PERCENT OF THE PARENTS WHO IDENTIFY THEIR EDUCATIONAL ATTAINMENT BEING PARENTS WHO HAVE NOT HAD COLLEGE.

SO OUR PROGRAM CONTINUES TO REACH OUR TARGET POPULATION AS OUTLINED BY THE STATE.

THANK YOU.

GOOD AFTERNOON.

PRESIDENT JUSTIN HENRY, BOARD MEMBERS AND SUPERINTENDENT HINOJOSA.

THIS SLIDE ILLUSTRATES THE DATA FOR TRANSFORMATION SCHOOLS IN 21 22 WE WILL BE LAUNCHING THREE ADDITIONAL NEW SCHOOLS.

SO IT'S 15 TOTAL.

AND LET ME HIGHLIGHT, THIS IS ENTRY LEVEL DATA.

SO ENTRY LEVEL DATA FOR ELEMENTARY SCHOOLS WOULD BE PRE-K OR K.

AND THEN IN MIDDLE SCHOOL, SIXTH GRADE IN HIGH SCHOOL, NINTH GRADE, SO TOTAL IT WAS AROUND TWENTY SEVEN HUNDRED APPLICATIONS FOR ALL GRADES.

IT WAS AROUND 3800 APPLICATIONS.

AND FROM THERE YOU CAN SEE THE NUMBER OF SEATS VERSUS THE NUMBER OF APPLICATIONS FOR THESE ENTRY GRADE LEVELS.

WE WILL CONTINUE TO RECRUIT, YOU KNOW, WITH THE NEW HYBRID SCHOOL, THE PAUL QUINN AND THE WALKER MONTESSORI.

A LOT OF THOSE PRINCIPALS WEREN'T IN LINE WHEN WE OPENED THIS PORTAL.

AND SO WE WILL CONTINUE TO FILL THOSE SEATS ON MARCH 22ND WHEN WE OPEN UP THE PORTAL AFTER THE LOTTERY AND THE PARENTS ARE GIVEN THEIR FIRST NOTICE.

THIS NEXT SLIDE HIGHLIGHTS OUR TRANSFORMATION SCHOOLS AS A STRATEGIC INITIATIVES, OUR RECAPTURE STRATEGY AND SO THE SEATS FOR THESE SCHOOLS OTHER THAN HULCY STEAM, ALL OF THE OTHER TRANSFORMATION SCHOOLS, THE SEATS ARE SPLIT 50/50, 50 PERCENT ECONOMICALLY DISADVANTAGED, 50 PERCENT NON ECONOMICALLY DISADVANTAGED.

WE PULLED THE DATA FOR THE DISTRICT.

RIGHT NOW, DALLAS ISD IS FIFTEEN PERCENT NON ECONOMICALLY DISADVANTAGED, 85 PERCENT ED.

AND THEN THE DATA FOR THE TRANSFORMATION SCHOOLS IS SHOWING THAT WE ARE RECAPTURING AN INTEREST OF MARKET SHARE IN THE CITY OF DALLAS.

[02:00:04]

IN PREVIOUS YEARS, TRUSTEES HAD ASKED US TO KIND OF PAINT A PICTURE BY FEEDER OR BY GEOGRAPHIC LOCATION OF THE MODELS THAT PEOPLE WERE INTERESTED IN.

THIS SLIDE IS SUMMATIVE MODEL.

THIS IS DIVIDED BY MODEL, NOT BY SCHOOL.

SO IF YOU LOOK AT MONTESSORI RIGHT NOW, THERE'S FIVE OTI MONTESSORI SCHOOLS.

SO SOMETIMES THERE ARE MORE APPS BECAUSE THERE ARE MORE SCHOOLS.

BUT THIS IS TRANSFORMATION ONLY DATA DIVIDED OUT.

AND FROM THERE, IT REALLY DOES HELP US ILLUSTRATE WHERE PARENTS AND STUDENTS, WHAT MODELS THEY WOULD WANT.

I'LL HIGHLIGHT SAMUEL SEAGOVILLE AND SKYLINE, THAT AREA.

THERE'S A LOT OF MONTESSORI APPLICATIONS BETWEEN ALL FIVE OF THOSE SCHOOLS.

AND, YOU KNOW, SO IN THE FUTURE, I KNOW IN OUR 20/20 VISION THERE IS A PLEASANT GROVE MONTESSORI SCHOOL ON THE ON THE IN THE QUEUE FOR FUTURE PLANNING.

AND THEN WITH THAT, I'M GOING TO LET KEISHA CROWDER DAVIS, WHO'S VIRTUALLY TAKE US THROUGH THE MAGNET INFORMATION AND TRANSFER INFORMATION.

GOOD AFTERNOON, TRUSTEES.

GOOD AFTERNOON, SUPERINTENDENT HINOJOSA.

I AM EXCITED TO PRESENT TO YOU THE DATA FOR OUR ENTRY LEVEL MAGNET SCHOOL APPLICATION FOR THE TWENTY EIGHT PROGRAMS. WE HAD A TOTAL OF SIX THOUSAND EIGHT HUNDRED AND NINETY EIGHT APPLICATIONS FOR THREE THOUSAND FIVE HUNDRED AND THIRTY SEVEN SEATS.

AS YOU SEE ON THE DATA OF OUR MOST POPULAR SCHOOLS ARE SKYLINE HIGH SCHOOL, WHO HAD SEVEN HUNDRED AND THIRTY TWO APPLICATIONS FOR SEVEN HUNDRED AND TWENTY NINE SEATS.

OUR SCHOOLS AT SCIENCE AND ENGINEERING AT TOWNVIEW SCIENCE AND ENGINEERING HAD SIX HUNDRED AND FIFTEEN APPLICATIONS FOR ONE HUNDRED AND FIFTEEN SEATS.

OUR BOOKER T.

WASHINGTON.

FIVE HUNDRED AND NINETY SEVEN APPLICATIONS FOR TWO HUNDRED AND SIXTY.

BUT I DO WANT TO SHARE WITH YOU OUR MOST RECENT MAGNET SCHOOLS.

SUDIE WILLIAMS HAD TWO HUNDRED AND THIRTY FOUR APPLICATIONS FOR EIGHTY EIGHT SEATS.

MARK TWAIN TRINITY HEIGHTS, SIX SEATS.

REMINDER THE APPLICATION PROCESS WILL REOPEN MARCH THE TWENTY SECOND.

NEXT SLIDE PLEASE.

THE NEXT SLIDE TALKS ABOUT THE MAGNET AND RACIAL EQUITY DEPARTMENT WORK THAT WE HAVE DONE.

THE GOAL OF THIS INITIATIVE WAS TO INCREASE THE NUMBER OF AFRICAN-AMERICAN STUDENTS WHO WERE ENROLLED IN A MAGNET SCHOOL BY THREE PERCENT.

WE REALLY WORKED WITH THE RACIAL EQUITY OFFICE TO COME UP WITH THIS INITIATIVE, WHICH CONSISTED OF FIRST, WE IDENTIFIED THE TARGETED FEEDER PATTERNS.

WE IDENTIFIED LINCOLN, MADISON, ROOSEVELT, SOUTH OAK CLIFF AND CARTER.

THESE ARE THE FEEDER PATTERNS WHERE WE HAVE HISTORICALLY NOT HAD STUDENTS TO APPLY TO OUR MAGNET PROGRAM.

THE NEXT THING WE DID WAS WE IDENTIFIED 30 MENTORS FROM THOSE FEEDER PATTERNS TO BE ABLE TO WORK WITH OUR STUDENTS.

THE MENTORS WERE COUNSELORS, TEACHERS, LIBRARIANS, COMMUNITY LIAISONS, AND THEY WORKED WITH THE STUDENTS WHO THEY WERE GIVEN A SET OF STUDENTS FROM THEIR FEEDER PATTERN TO SAY, HEY, I ATTEND, LET'S SAY J.P.

STARK.

I QUALIFY FOR A MAGNET PROGRAM.

YOU WILL NOW BE MY MENTOR.

WE IDENTIFIED FIFTH AND EIGHTH GRADE STUDENTS.

WE HAD ONE THOUSAND FIVE HUNDRED NINETY SIX FIFTH GRADERS WHO MET THE ELIGIBILITY CRITERIA TO APPLY TO A MAGNET SCHOOL.

THEN WE HAD ONE THOUSAND ONE HUNDRED AND NINE EIGHTH GRADERS.

ALL OF THESE INDIVIDUALS RECEIVED A DIRECT MAIL OR AN INVITATION TO PARTICIPATE IN THE EIGHT WEBINARS THAT WERE HELD SPECIFICALLY FOR THE RACIAL EQUITY AND MAGNET OFFICE WORK AND THEN RECEIVED THE INVITATION TO ATTEND THE CHOOSE DALLAS ISD EVENT THAT WERE HELD ON SATURDAYS AND ON WEDNESDAYS.

THE MENTORS THEN WORKED WITH THEIR ASSIGNED MENTEE THEY WERE ABLE TO ASSIST THEM WITH THE APPLICATION SUBMISSION.

THEY ASSISTED THEM WITH MOCK INTERVIEWS AND THEY ASSISTED THEM WITH MOCK ESSAY WRITING.

ONE OF THE OTHER THINGS THAT WE DID WHILE WORKING WITH THE RACIAL EQUITY OFFICE, WE IDENTIFIED AND WE WORKED ON THE ASSESSMENTS THAT EACH OF THE KIDS FROM THE SCHOOL HAD TO HAVE.

WE STANDARDIZED THE ASSESSMENT AND WE MADE SURE THAT THE CAMPUS ASSESSMENT AND SELECTION COMMITTEE WAS DIVERSE.

NEXT SLIDE, PLEASE.

THIS IS THE EXCITING NEWS THAT I WANT TO BRING TO YOU AS A RESULT OF OUR NEW PORTAL, OUR CHOOSE DALLAS ISD, WE'RE ABLE TO PROVIDE YOU WITH THE STUDENT TRANSFER INFORMATION.

I WANT TO RECOGNIZE THE TEAMS WHO HAVE WORKED TIRELESSLY ON THIS PORTAL, THE CENTRALIZED ENROLLMENT TEAM, THE PROGRAM MANAGERS AND P-TECH AND MAGNET SCHOOL IN OTI.

WE'VE ALWAYS BEEN ABLE TO PROVIDE YOU THE MAGNET NUMBERS, P-TECH NUMBERS, THE

[02:05:04]

OTI NUMBERS, BUT WE'VE NEVER BEEN ABLE TO SHARE WITH YOU OUR TRANSFER DATA.

SO IF YOU LOOK AT THIS CHOOSE DALLAS ISD'S PORTAL.

REMEMBER NOW FAMILIES WERE ABLE TO COME INTO THE PORTAL, SELECT FIVE CHOICES AND RECEIVE ONE OPTIMAL ASSIGNMENT.

SO WE HAD 11,008 STUDENTS ENTER THE PORTAL TO COMPLETE 25,035 APPLICATIONS.

THAT IS SO EXCITING.

IF YOU LOOK AT OUR NEIGHBORHOOD TRANSFERS, WE HAD 2,750 STUDENTS WHO APPLIED TO A NEIGHBORHOOD SCHOOL.

OUR MOST POPULAR ARE GREINER, ANN RICHARDS, SKYLINE YOUNG WOMEN'S STEAM, SUNSET, HILLCREST, JP STARKS, STOCKARD, SOUTH OAK CLIFF, KB POLK.

THESE PRINCIPALS ARE TO BE COMMENDED.

THEY ARE DOING A PHENOMENAL JOB WITH PUTTING THEIR SCHOOLS OUT THERE TO BE MARKETED.

NEXT SLIDE, PLEASE.

THIS IS OUR SPECIALTY TRANSFER DATA.

THIS IS WHERE FAMILIES APPLY FOR OUR TWO WAY DUAL LANGUAGE, OUR IB PROGRAM, WE HAD 1,142 APPLICATIONS FOR OUR TWO WAY DUAL LANGUAGE PROGRAMS, 433 APPLICATIONS FOR OUR SECONDARY DUAL LANGUAGE PROGRAM AND 961 PROGRAMS FOR OUR I'M SORRY, 961 APPLICATIONS FOR OUR IB SCHOOLS.

AS WE SAID EARLIER, THE NOTIFICATIONS WILL BE SENT TO FAMILIES TOMORROW.

FAMILIES WILL RECEIVE A TEXT VIA EMAIL TO LET THEM KNOW THEIR STATUS.

THE COMMUNICATIONS HAS CREATED SOME AWESOME AND AMAZING GRAPHICS THAT WILL BE SENT WITH THE APPLICATIONS AND THEN YOU'LL SEE THE HASHTAG TRENDING.

I CHOSE DALLAS ISD ALL THROUGH SOCIAL MEDIA.

AS WE SAID, APPLICATION PORTAL WILL REOPEN MARCH 22ND FOR ANY SCHOOL THAT STILL HAS AVAILABLE SEATS.

PARENTS WILL HAVE TEN DAYS, NOT INCLUDING OUR SPRING BREAK HOLIDAY TO RESPOND.

SO BY 4/1, WE'LL KNOW EXACTLY WHO WILL BE ATTENDING OUR DALLAS ISD SCHOOLS.

I WILL TURN IT BACK OVER TO DEPUTY CHIEF.

THANK YOU, KEISHA.

WITH THIS SLIDE, THIS IS SOME MORE EXCITING NEWS.

WE ARE ABOUT TO, YOU KNOW, LAUNCH ADDITIONAL OTI SCHOOLS FOR THE '21- 22 SCHOOL YEAR.

I GAVE YOU THE TIMELINE OF PUBLIC SCHOOL CHOICE.

ONE, TWO, THREE, FOUR, FIVE, SIX, AND NOW SEVEN POINT ZERO.

JUST AS A REMINDER HOW WE'VE GROWN, HOW WE'VE SCALED AND CONTINUE TO PUT CHOICE TRANSFORMATION SCHOOLS AND INNOVATION SCHOOLS IN ALL QUADRANTS OF THE CITY.

THE SCHOOLS AT THE TOP IN BOLD ARE TRANSFORMATION SCHOOLS, NO ATTENDANCE, BOUNDARY CHOICE, 50/50 MODELS, THE ONES BELOW THAT ARE NEIGHBORHOOD.

I'LL SAY THAT ONE MORE TIME.

NEIGHBORHOOD SCHOOLS.

WE WANT NEIGHBORHOOD SCHOOLS INVOLVED WITH REIMAGINING LEARNING.

AND SO WITH THAT, HERE IS OUR TRANSFORMATION SCHOOLS.

WE HAD A RECORD NUMBER 31 APPLICATIONS.

SO DURING COVID 31 TEAMS, CAMPUS TEAMS TURNED IN BETWEEN FORTY TO FIFTY PAGE, ALMOST RESEARCH PROPOSALS OF THEIR SCHOOLS.

FROM THERE WE'VE GONE THROUGH A PROCESS WRITTEN ABOUT REVIEW ROUND, INTERVIEW ROUND, AND WE'RE SUPER EXCITED.

YOU'VE GOT SOME BOARD ITEMS, 10A THROUGH F FOR FUTURE NAMINGS OF THESE SCHOOLS.

BUT I WANTED TO KIND OF HIGHLIGHT THAT THE TRANSFORMATION SCHOOLS HAVE LISTED THE SCHOOL, THE FUTURE NAME, THE MODEL, THE TRUSTEE AND THE YEAR OF LAUNCH.

THE NEXT SLIDE IS THE INNOVATION SCHOOLS.

WE HAVE A NORTH STAR TO LAUNCH ADDITIONAL NEIGHBORHOOD SCHOOLS IN ALL QUADRANTS OF THE CITY.

SO WITH ALL OF THOSE 31 APPLICATIONS, WE WE PICKED THE BEST TEN.

THOSE TEN ARE LISTED FOR YOU RIGHT THERE IN 2019.

WE LAUNCHED MIDDLE SCHOOL REDESIGN FOR A REASON.

WE WERE NOT GETTING MIDDLE SCHOOLS THROUGH THE PROCESS.

NOW WE'RE HAPPY TO SAY FOUR MIDDLE SCHOOLS ARE LISTED HERE.

ANOTHER THING WE HAD NOT HAD A HIGH SCHOOL INNOVATION SCHOOL LAUNCHED SINCE 2015 WHEN BRIAN ADAMS WENT THROUGH.

IT'S A LONG RUNWAY TO DO A HIGH SCHOOL.

WE'RE SUPER EXCITED NORTH DALLAS HIGH SCHOOL IS GOING TO BE THE FIRST ONE SINCE 2015 TO HAVE GONE THROUGH AND BE AWARDED THE WALL TO WALL MODEL.

AND REMEMBER, THEY WERE A PILOT FOR US LAST YEAR, SO WE'VE HAD TWO YEARS TO WORK WITH THAT TEAM.

SO KUDOS TO ALL OF THESE TEAMS OUT THERE.

IT'S SO MUCH WORK TO BE CREATORS, TO BE, YOU KNOW, REIMAGINING ALL OF THESE SCHOOLS.

WE ALSO HAD TWO SCHOOLS THAT WERE PREVIOUS PILOTS THAT WE WANT TO CONTINUE TO WORK WITH, BIRDIE ALEXANDER, BOWIE, WHERE WERE PREVIOUS PILOTS.

AND NOW WE'RE ADDING DUNBAR.

AND FOR THE FIRST TIME EVER, WE'VE LAUNCHED, I TOLD YOU MIDDLE SCHOOL REDESIGN, HIGH SCHOOL REDESIGN.

AND ROOSEVELT'S GOING TO BE THAT TEAM THAT WE WORK WITH TO GET THROUGH THAT PROCESS.

[02:10:04]

I'VE LISTED ALL OF THE SCHOOLS WHERE THEIR GEOGRAPHIC LOCATION IS.

PROUD TO ALSO SAY THAT WE'RE EXPANDING, YOU KNOW, MORE CHOICE IN ALL QUADRANTS OF THE CITY.

I'VE SAID THAT AGAIN THAT FIVE OR THESE ARE GOING TO BE NORTH OF 30.

THREE ARE IN DOWNTOWN, UPTOWN AT ELEVEN OR SOUTH OF 30.

THIS IS A TOTAL FOR OVER 60 CHOICE BEST FIT SCHOOLS IN ALL QUADRANTS OF THE CITY.

SO JUST QUICKLY, AS NOTED EARLIER, WE ALL RECOGNIZE THAT BEST FIT IS IMPORTANT FOR OUR COMMUNITY, BUT ALSO IT'S ABOUT RECAPTURE.

RECAPTURING FAMILIES WITHIN A DISTRICT AND BEYOND.

AND SO WHAT WE DID PROVIDE FOR YOU HERE IS A LOOK AT OVER A THREE YEAR PERIOD, IF THE SCHOOL HAS BEEN OPEN FOR THREE YEARS, WE PROVIDED SUCH DATA THAT SHOWS THE RECAPTURE FOR THESE RESPECTIVE SCHOOLS.

AND I WANT TO POINT OUT THAT THIS DOES NOT INCLUDE PRE-K, BECAUSE OFTENTIMES WE WANT TO MAKE SURE THAT WE'RE KIND OF PULLING THAT OUT.

BUT I THINK YOU CAN SEE IN SOME OF THE DATA THAT CLEARLY THE RECAPTURE IS WORKING.

IF WE LOOK AT MATA MONTESSORI, FOR EXAMPLE, OVER THE LAST THREE YEARS, THEY'VE HAD 135 STUDENTS.

AND CONSERVATIVELY, IF WE USE $6,040 AS THE IS THE DOLLAR AMOUNT AND WE KNOW THERE'S WEIGHTED, THAT WOULD FACTOR IN MORE, BUT ULTIMATELY 135 TIMES 60-40, PUTS US AT OVER 800,000.

SO WE CAN SEE THAT IT IS GENERATING NEW MONEY AND NEW STUDENTS MORE IMPORTANTLY.

AND SO THIS IS JUST A QUICK LOOK AT THE RECAPTURE OPPORTUNITY FOR TRANSFORMATION SCHOOLS .

AS WE TURN TO THE NEXT SLIDE.

THE SAME COULD BE SAID FOR P-TECH IN EARLY COLLEGE.

WE DID WE DID P-TECH IN EARLY COLLEGE BECAUSE IT'S THE RIGHT THING TO DO AND WE NEED TO FOCUS ON CCR, COLLEGE AND CAREER READINESS.

WE ALSO DECIDED TO THAT WE WOULD TRY TO FOCUS ON 25 PERCENT RECAPTURE IN EACH COHORT FOR EACH SCHOOL.

AND YOU CAN SEE WE LISTEN BY NETWORK AND WE DIDN'T LIST THAT BY SCHOOL JUST BECAUSE THE PAGE WOULD BE TOO LONG.

BUT ULTIMATELY, OVER THE THREE YEARS, YOU CAN SEE IT'S ALMOST EIGHT MILLION DOLLARS OF RECAPTURE FOR P-TECH AND REALLY COLLEGE PROGRAMS. AND SO BEYOND THE FACT THAT IT'S WORKING FOR OUR KIDS AND IT PROVIDES THEM A PATH FORWARD FOR A CAREER, IT ALSO IS WORKING FROM A RECAPTURE STRATEGY.

AND WITH THAT, WE WILL OPEN UP FOR QUESTIONS OR COMMENTS.

OH, I RARELY START, BUT I'LL START.

I DON'T SEE ANY LIGHTS.

AND TRUSTEE MACKEY YOU CAN FOLLOW ME.

FIRST.

DEFINITELY THINK GONNA BURY THE LEAD A BIT ON THIS PRESENTATION, THESE LAST TWO SLIDES.

I THINK EVERYONE SHOULD PROBABLY TALK ABOUT THIS, THE OPTION OF JUST GIVING MORE OPPORTUNITIES TO KIDS ACROSS OUR DISTRICT.

BUT THERE'S ALSO REAL FISCAL CONSEQUENCES IN THIS CASE, POSITIVE CONSEQUENCES FOR, YOU KNOW, PROVIDING OPPORTUNITIES LIKE THIS THAT PARENTS COMMUNITIES BUY IN TO SEND THEIR KIDS TO.

AND THAT REALLY HELPS US THRIVE AS A DISTRICT.

NOT ONLY WE SERVING THE KIDS, BUT WE'RE ALSO, YOU KNOW, RECAPTURING ALMOST SIX MILLION DOLLARS WITH TRANSFORMATION, ALMOST EIGHT MILLION P-TECH.

I MEAN, THAT'S SIGNIFICANT.

SO ITS TOWARD THE END OF THE SLIDE.

BUT I THINK IT'S VERY, VERY GOOD NEWS.

SO SOMEONE WILL SPEAK TO IT MORE ELOQUENTLY THAN I DID.

I HAVE SOME POINTS, I THINK DR.

LUSK MADE US SEE GOING THROUGH AND WE TALKED ABOUT EARLIER ABOUT THIS COMPETITION AND OPENING UP COMPETITION IN, CAN DISTRICTS, DO WHAT WE DO WITH THE DEMOGRAPHICS WE HAVE.

BUT I THINK THAT SLIDE TWO ALSO SHOWS THAT IF I'M READING THIS RIGHT, YOU KNOW, WITH MAGNETS THERE'S 683 EXTERNAL APPLICANTS WITH TRANSFORMATION'S 227, SO PEOPLE ARE BEGINNING MORE AND MORE, WHETHER IN THE ISD OR NOT, REGARDLESS OF THE DEMOGRAPHICS, THE C OPTIONS WITHIN OUR DISTRICT THAT ARE APPEALING TO THEM FOR WHATEVER REASON.

SO, YOU KNOW.

WE COMPETE ON MANY LEVELS.

IN MY OPINION.

ON SLIDE THREE, JUST A FLAG.

THERE'S 34 PERCENT OF FOLKS APPLYING TO MAGNETS, I JUST WANT TO MAKE SURE THAT WE'LL HAVE THIS CONVERSATION AT SOME POINT.

I'M ASSUMING THAT THAT WE STILL HAVE THAT PRIORITY THAT WE TALKED ABOUT BEFORE WITH, YOU KNOW, OUR MAGNET SCHOOLS SERVE OUR DALLAS ISD STUDENTS AND NOT YOU KNOW, I DON'T KNOW HOW THAT BREAKS DOWN.

IT MIGHT BE THEIR SEATS FOR, IT MIGHT BE, I DON'T KNOW.

BUT I JUST WANTED TO FLAG THAT AS I SEE THAT DR.

LUSK GOT AHEAD OF ME AND PINGING THIS CHARTER WHERE WE'RE GETTING 60 CHARTERS FOR P-TECH.

I THINK THAT'S PHENOMENAL NEWS.

AGAIN, GOING BACK TO THAT CONVERSATION WE HAD EARLIER AROUND OPEN COMPETITION SHOWS THAT WE'RE COMPETING THERE.

I'LL SAVE THAT QUESTION, TRUSTEE HENRY, TO YOUR POINT WHILE YOU PONDER THE NEXT POINT, I THINK WE'RE VERY COGNIZANT OF THAT.

OF COURSE, POLICY DICTATES THAT WE WILL FOLLOW POLICY AS RELATES TO MAGNET OPPORTUNITIES IN DISTRICT STUDENTS WOULD HAVE THE FIRST OPPORTUNITY THAT IF AVAILABLE SEATS, IF THE SEATS WERE AVAILABLE, THEN WE WOULD LOOK TO EXTERNAL.

SO THANK YOU FOR POINTING THAT OUT AND, YOU KNOW, SPEAKING ON BEHALF I MEAN ON BEHALF.

BUT AS A DISTRICT NINE TRUSTEE JUST WANT TO THANK YOU ALL.

SINCE 2018, THE WORK YOU'VE BEEN DOING IN DISTRICT NINE AND I'M NOT SIMPLY TALKING ABOUT MAGNET OR I'M TALKING ABOUT NEIGHBORHOOD SCHOOLS THAT HAVE HAD THE OPPORTUNITY TO TAKE SOME SORT OF PATH WITH THE SCHOOLS TO GET IB OR, YOU KNOW, WHAT HAPPENED IN HENRY B.

GONZALES AND I GO ON AND ON ACTUALLY NAMED WHEN WE GET TO THEM.

I REALLY APPRECIATE THAT.

THE DOWNTOWN MONTESSORI SCHOOL.

I SEE THE DEMAND IS HIGH THERE MATA AS WELL.

[02:15:02]

I JUST REALLY APPRECIATE YOUR DEPARTMENT BEING REAL CREATIVE TO WORK WITH CAMPUSES IN THEIR COMMUNITY TO FIND OPPORTUNITIES THAT PARENTS BELIEVE IN.

THE PARENTS WILL COMMIT TO THINGS.

I THINK AS LONG AS WE DO THAT, WE'LL ALWAYS BE ABLE TO COMPETE.

MORE TO THAT POINT, ON THAT SLIDE ON THREE, YOU KNOW, SEE RICHARDSON'S ON THERE, SEE DOUGLAS IS ON THIS TEAM, GONZALES IS ON THIS PERSONALIZED ACADEMY, MLK ARTS ACADEMY.

JOHN IRELAND'S ON THERE.

THAT'S FIVE DISTRICT NINE SCHOOLS THAT DIDN'T HAVE THOSE TYPE OF OPPORTUNITIES WHERE THERE WASN'T STEAM ACADEMY, WHERE THERE WASN'T PERSONALIZED LEARNING, WHERE THERE WASN'T A MONTESSORI, OR THERE WASN'T THESE OPPORTUNITIES THAT WE'RE SEEING ACROSS THE DISTRICT.

SO I REALLY APPRECIATE Y'ALL TAKING THE CHARGE AND DELIVERING FOR A COMMUNITY THAT WAS REALLY THANKFUL TO HAVE THOSE TYPE OF OPPORTUNITIES.

THOSE AGAIN, YOU MENTIONED IT, BUT I'M REITERATE BECAUSE.

SOME OF THOSE FOLKS WOULD LIKE REACH OUT TO ME IS THEY REALLY WORKED HARD.

I MEAN, THEY REALLY WANTED TO HAVE I.B.

AT GUZICK.

THEY THEY REALLY WANTED TO BE, YOU KNOW, STEAM AT DOUGLAS, THIS WASN'T JUST OFF, YOU KNOW, BY CHANCE OR BY ACCIDENT.

THEY'RE REALLY INTENTIONAL OVER TIME.

SO I REALLY APPRECIATE THE DISTRICT PARTNERING WITH THOSE COMMUNITIES AND SCHOOLS THAT DELIVER THESE TYPE OF OPPORTUNITIES, DUNBAR AND AS WELL, BEING A STEM SCHOOL.

SO, AGAIN, A LITTLE SMALL NOTE.

I APPRECIATE WHOEVER PUT SUNNY SOUTH ON THIS SLIDE 17, I'M ASSUMING, ANGIE, BUT I DON'T KNOW WHO DID THAT.

YOU CAN QUICKLY FIGURE IT OUT.

IT WAS ANGIE.

I KNEW IT HAD TO BE ANGIE.

BUT AGAIN, I JUST WANTED TO MAKE THOSE POINTS, THESE TYPE OF OPPORTUNITIES THAT I THINK WE SHOULD CONTINUE TO LOOK AT AGAIN.

I LOVE THAT THERE'S A FOCUS ON NEIGHBORHOOD SCHOOLS.

THERE'S WAYS FOR NEIGHBORHOOD SCHOOLS TO INNOVATE, TO PIVOT, TO MEET THE NEEDS OF THE STAFF AND THE LEADERSHIP THERE, BUT ALSO WHAT THE COMMUNITY IS LOOKING FOR.

AND I THINK YOU SEE THAT ACROSS THE DISTRICT.

I THINK I ONLY SPOKE ON BEHALF OF DISTRICT NINE.

SO THANK YOU FOR THIS WORK.

VERY THRILLED ABOUT IT.

TRUSTEE MACKEY AND THEN TRUSTEE MARSHALL AND THEN TRUSTEE FLORES.

THANK YOU, PRESIDENT HENRY.

I REALLY WANT TO KNOW WHAT Y'ALL DID TO MANAGE TO DOUBLE THE 10 SLIDE LIMIT.

THE DOC HAS.

ONLY GOOD NEWS.

NO, BUT ALL JOKES ASIDE, THE DATA THAT SHOWS IN HERE SHOWS WHAT'S COME OF THE YEAR'S WORTH OF TIME AND INVESTMENT IN HERE.

SO I WANT TO START WITH JUST SOME GENERAL QUESTIONS.

THIS WAS OUR FIRST YEAR WITH THIS NEW APPLICATION SYSTEM.

WHAT OUTCOME? DID WE SEE MORE APPLICATIONS BECAUSE OF THE EASE OF THAT? WHAT FEEDBACK HAVE WE GOTTEN? DO WE KNOW, LIKE, WHAT THE RESPONSE WAS TO THIS NEW APPLICATION SYSTEM? I'M GOING TO START AND THEN KEISHA'S ON AND I'LL LET HER SAY SOMETHING, TOO, BECAUSE SHE HAS LITERALLY BEEN THE PROJECT LEAD OF THIS NEW APPLICATION.

THAT'S BEEN HUGE.

THE THING RIGHT NOW THAT WE THAT WE LIKE IS THE FACT THAT THERE'S NO DUPLICATIONS.

YOU KNOW, THIS TIME IN THE PAST, YOU COULD HAVE BEEN MACKEY, COULD HAVE BEEN A MULTIPLE SYSTEMS GETTING OFFERS MULTIPLE TIMES.

RIGHT? AND SO BECAUSE OF THAT, WE HAVE A REDUCTION IN APPS, BUT NOT A REDUCTION IN INTEREST BECAUSE WE JUST NOW HAVE BETTER CLARITY ON WHO WANTS WHAT WHERE.

KEISHA YOU WANT TO ADD PIECES THERE? NO.

THAT THAT IS ABSOLUTELY CORRECT.

THERE ARE NO DUPLICATIONS.

YOU ARE ABLE TO PICK FIRST, SECOND, THIRD, FOURTH, FIFTH CHOICE.

PARENTS ARE FINDING THAT THE EADS IS A LOT BETTER FOR THEM.

THEY DON'T HAVE TO SEARCH FOR A PARTICULAR PROGRAMS. YOU GO IN HERE, YOU FIND THE SCHOOL YOU'RE INTERESTED IN, AND THEN YOU JUST SELECT THE PROGRAM THAT YOU'RE INTERESTED IN.

THEY'RE EXCITED THAT THEY'RE ABLE TO HAVE COMMUNICATION BACK AND FORTH WITH THE CAMPUSES.

THE CAMPUSES ARE ABLE TO TALK BACK AND FORTH VIA THE EMAIL PORTAL AND CHAT MESSAGE FEATURE TO THE CAMPUSES WHEN THERE ARE DOCUMENTS THAT ARE NEEDED OR YOUR APPOINTMENTS FOR YOUR INTERVIEW, FOR P-TECH OR FOR YOUR ASSESSMENT FOR MAGNET.

THERE'S JUST, IT'S JUST THE EASE OF USE.

LET ME ADD THAT, TOO TRUSTEE MACKEY.

IT ALSO CREATED SOME CERTAINTY FOR OUR PRINCIPALS, BECAUSE BEFORE IF YOU WERE, LET'S SAY, THE SEAGOVILLE P-TECH PRINCIPAL, THEY MAY HAVE APPLIED AT A MAGNET SCHOOL AND THEY MAY HAVE PLAYED AT CITY LAB.

THEY MAY HAVE APPLIED MULTIPLE P-TECHS AND YOU.

BUT NOW IF YOU'RE THE FIRST CHOICE, THAT MEANS YOU HAVE SOME CERTAINTY THAT THAT STUDENTS ARE GOING TO COME TO YOU AND IT REALLY HELP OUR PRINCIPALS PLAN.

AND IN THE PAST, IF THEY WERE THE FOURTH CHOICE, THEN THEY LOST THE OTHERS.

THEN THEY WERE SCRAMBLING TO FIND STUDENTS.

THIS WILL HELP US NARROW THAT.

IT HAS SOME CERTAINLY AT THE BACK END.

WE HAD A FEW GLITCHES WITH THE NEW ANYTIME YOU HAVE A NEW PRODUCT.

WE HAD A FEW GLITCHES, BUT I THINK IT AND EVERYBODY WORKED TOGETHER TO RESOLVE THOSE THINGS AND IT GOT BETTER OVER TIME.

SO IT WASN'T PERFECT.

BUT I DO THINK A LOT OF PEOPLE STEPPED UP WITH THE GLITCHES.

NOW.

THANK YOU FOR THAT.

THAT MAKES A TON OF SENSE.

I KNOW JUST IN MY OWN EXPERIENCE, BEING A PRINCIPAL, TO HAVE PEOPLE YOU DON'T HEAR FROM SOMEONE THAT GOT ADMITTED, BUT THEY'RE TRYING TO DECIDE BETWEEN YOU AND A CHOICE SCHOOL AND A MAGNET SCHOOL AND THIS AND THAT.

AND SO I'LL BE CURIOUS.

I GUESS MY HYPOTHESIS WOULD BE THAT WE ACTUALLY SEE A HIGHER INCREASE OF PEOPLE STAYING IN THE DISTRICT AND TAKING THEIR FIRST OR SECOND CHOICE SCHOOL, RATHER, WITHOUT

[02:20:01]

HAVING ALL THE BLIPS IN BETWEEN IN THE FALL OFF.

SO I THINK THAT IS EXCITING.

I'M EXCITED TO SEE WHAT THE OUTCOME IS THERE.

SCROLLING DOWN.

SO WHEN I LOOK AT THESE THE SLIDES THAT SHOW APPLICATIONS VERSUS SEATS AVAILABLE, THAT'S TOTAL APPLICATIONS.

WHETHER IT WAS FIRST CHOICE OR FIFTH CHOICE, CORRECT? THAT'S CORRECT.

YES, SIR.

I'LL BE REALLY INTERESTED TO SEE WHERE OUR SEATS FILL.

SO IF SOMEONE THEORETICALLY COULD BE IN FIVE OF THESE BUCKETS, ONE STUDENT IN FIVE OF THESE DIFFERENT SCHOOL BUCKETS.

DO WE FEEL THAT, YOU KNOW, WE'RE GOING TO BE ABLE IT LOOKS FROM THIS LIKE WE ARE GOING TO BE ABLE TO FILL ALL THE SEATS WE HAVE AVAILABLE AT ESSENTIALLY 85 PERCENT OF THE SCHOOLS.

AND I KNOW RECRUITMENT IS NOT DONE AND WE STAY OPEN WITH PEOPLE IF THERE'S STILL SPACE, I'LL BE CURIOUS TO SEE.

I DON'T KNOW IF YOU HAVE ANY DATA ON THIS YET.

DO WE FEEL LIKE WE'LL BE ABLE TO.

FILL MOST OF THESE TO THE CAPACITY IN THE SEATS THEY HAVE, OR WHAT DOES THAT LOOK LIKE? YES, I THINK WE DO FEEL CONFIDENT THAT WE WILL FILL THEM.

AND EVEN THE SCHOOLS THAT OBVIOUSLY WERE APPROVED, AS TRANSFORMATION THAT PAUL QUINN COLLEGE ON PAUL QUINN COLLEGE CAMPUS, THE E.D.

WALKER CAMPUS, THEY'RE NOT QUITE THERE YET.

BUT WE SAW EARLY AND QUICKLY, EVEN THOUGH WE PUT THEM ON THE PORTAL LATE, WE SAW APPLICATIONS COMING IN QUICKLY.

AND WHAT'S GREAT ABOUT IT NOW IS WITH PRINCIPALS IN PLACE.

SO THEY'RE BUILDING THE MODEL, BUT ALSO THEY HAVE A CONTACT SO PARENTS CAN REACH OUT TO THEM DIRECTLY TO BEGIN TO REALLY JUST SHARE WHAT THE MODEL IS GOING TO BE.

SO PARENTS WHO HAVE NOT APPLIED WILL BE ABLE TO QUICKLY APPLY, BUT ALSO THEY HAVE A POINT OF CONTACT WITH THE PRINCIPALS AS IT STANDS RIGHT NOW.

AND I'LL TELL YOU, THE THE ONE THING THAT I THINK IS THE GAME CHANGER IS NORMALLY WHEN YOU GET THAT OFFER, YOU DON'T KNOW WHERE YOU STAND IN OTHER, IN LINE AT OTHER SCHOOLS.

YOU'RE GOING TO FIND OUT ON FRIDAY WHERE YOU REALLY YOUR WAITLIST NUMBER TO A DEGREE.

SAO IF IT'S A SOLAR PREP FOR GIRLS NO.

625, THEN, YOU KNOW, YOU KNOW WHAT I MEAN, IT'S GOING TO INCREASE AND ACCELERATE OUR ABILITY TO FILL SEATS AT A FASTER RATE THROUGH ALL OF SPRING AND SUMMER.

SO WHEN PARENTS RECEIVED THE NOTIFICATION, THEY'LL ACTUALLY KNOW WHERE THEY ARE ON THE WAIT LIST OF THE SCHOOL? LIKE THE NUMBER? OF ABSOLUTELY.

YEAH, I MEAN, THAT'S A HUGE CHANGE RIGHT THERE.

PARENTS, USED TO HAVE TO CALL AND FIND OUT WHERE THEY'RE AT.

YES, WE WOULD NORMALLY GET THOSE 600 CALLS THAT NEXT DAY.

THAT'S EXCITING.

SO ON SLIDE EIGHT, THAT SHOWS THE TOP 10 PROGRAMS OF INTEREST, I LOVE THAT WERE TRACKING THESE.

I SEE A LOT OF TRENDS IN HERE.

YOU KNOW, WE ALSO WE'VE GOT THIS APPLICATION PROCESS WHERE ANYONE CAN SUBMIT AN APPLICATION FOR ANY IDEAS, WHICH IS GREAT.

WE WANT TO CONTINUE TO FOSTER NEW IDEAS, ET CETERA.

HOW ARE WE MARRYING WHAT GETS SUBMITTED VERSUS WHERE WE KNOW, HEY, THERE IS A NEED FOR MONTESSORI, WHICH WE KNOW THERE'S A DEMAND FOR IT.

WE OBVIOUSLY SOME TEACHER PIPELINE THINGS THAT WE HAVE TO WORK OUT TO KIND OF EXPAND THAT .

HOW WE BALANCING THOSE? TO SAY ACTUALLY WE DO HAVE A SPACE OPEN FOR MONTESSORI SCHOOL, SO WE WANT TO REPLICATE THAT.

I SEE THAT HAPPENING WITH SOLAR GIRL'S, WHICH I'M REALLY EXCITED ABOUT.

WHAT DOES THAT PROCESS LOOK LIKE AND THE DECISION POINT LOOK LIKE? WELL, RIGHT NOW THE SOLAR GIRL'S REPLICATION IS THE FIRST REPLICATION MODEL THAT'S GONE THROUGH.

THE MONTESSORI REPLICATION HAS BEEN NOT NECESSARILY ONE TURNED IN EXTERNALLY.

IT'S BEEN DRIVEN BY US IN THE DISTRICT.

SO TRUSTEE MACKEY, WE KNOW WE'VE GOT MODELS, THE FUTURE MEDICAL SCHOOL, FUTURE MONTESSORI SCHOOL.

WE FIND THE ACADEMIC TEAMS TO MARRY THAT TO FIND THAT MATCH ALONG THE WAY.

OK, AND THEN JUMPING DOWN A SLIDES 18 AND 19, THE RECAPTURED DATA, SO I SEE WE HAVE JUST A QUICK CLARIFYING POINT.

SO THIS IS FOR TRANSFORMATION.

WE'RE TALKING ABOUT 5.9, BASICALLY 6 MILLION DOLLARS TOTAL RECAPTURE FOR YEAR THREE.

BUT THIS WOULD BE ANNUAL IF THOSE STUDENTS STAY IN THE SYSTEM.

THAT IS ANNUAL BECAUSE WE TALK A LOT ABOUT COST TO DO THIS.

BUT THIS IS ACTUALLY BRINGING US MORE STUDENTS AND MORE FUNDING ON AN ANNUAL BASIS.

YES, WE SEE THAT STUDENTS ARE COMING IN YEAR OVER YEAR, SO WE'RE ADDING STUDENTS EACH YEAR.

AND ARE WE ALSO LOOKED AT THE ATTRITION RATE? THE ATTRITION RATE IS VERY LOW.

SO, YOU KNOW, WE'RE SEEING NEW STUDENTS EACH YEAR, WHICH IS ADDING TO THE RECAPTURE, BUT ALSO MAINTAINING THE STUDENTS THAT WE HAD.

THAT'S I MEAN, COMPOUNDING.

YEAH, THAT'S PHENOMENAL.

AND IT DOESN'T EVEN TAKE INTO ACCOUNT IF ANYONE WERE TO LEAVE THE SYSTEM, BUT NOW THEY FEEL LIKE THEY WANT TO STAY HERE.

SO THAT'S EXCITING FOR THESE.

BUT I DON'T WANT TO END ON WHAT I THINK IS THE MOST EXCITING THING IS THAT THIS IS ONLY THE TRANSFORMATION SCHOOLS AND THE P-TECHS.

BUT WE ARE DOING THIS AT AN EVEN LARGER SCALE AT NEIGHBORHOOD SCHOOLS.

I WHEN I LOOK AT THIS NUMBER, WE APPROVED FIVE TRANSFORMATION SCHOOLS, BUT 10 INNOVATION SCHOOLS, WHICH ARE OUR NEIGHBORHOOD SCHOOLS.

CORRECT.

AND WE'VE BEEN CONTINUING TO DO THAT.

DO WE HAVE ANY OF THIS DATA FOR OUR NEIGHBORHOOD SCHOOLS OR HOW WE'RE RETAINING AT OUR NEIGHBORHOOD SCHOOLS AND HOW WE'RE BRINGING MORE STUDENTS INTO OUR NEIGHBORHOOD SCHOOLS? WE HAVEN'T LOOKED AT THAT.

BUT WE'LL DEFINITELY DO THAT.

YEAH, I'D BE REALLY EXCITED TO SEE THAT BECAUSE WE NEED TO CONTINUE TO BOLSTER OUR

[02:25:01]

NEIGHBORHOOD SCHOOLS.

AND I THINK YOU GUYS ARE DOING A HECK OF A JOB THIS WAY.

AND THIS PUTS A REALLY HARD NUMBER ON IT AND PUTS THE DATA OUT THERE.

AND SO I WOULD LOVE TO SEE THAT AS WE GO FORWARD.

BUT I WANT TO APPLAUD Y'ALL FOR THE WORK.

I'M EXCITED ABOUT WHAT WHERE THE RESULTS ARE SO FAR AND EXCITED TO SEE IT CONTINUE.

SO THANK YOU ALL.

AND TRUSTEE MACKEY, THANK YOU FOR THAT.

BUT ALSO WE LOOK AT ALL OF OUR SCHOOLS.

OUR MAGNET SCHOOLS ARE ALSO DOING A GREAT JOB OF RECAPTURING.

SO I THINK WE'RE DOING A GREAT JOB AND WE'LL TRY TO QUANTIFY IT AT SOME POINT.

BUT WE ALL OF A SUDDEN THIS WAS AN EPIPHANY THAT WE HAD BECAUSE WE'VE HEARD THE NARRATIVE ABOUT, YOU KNOW, WHY ARE WE DOING THIS? AND WE'RE DOING THIS? WE HAVE A BETTER SCHOOL, BUT ACTUALLY WE GET MORE MONEY.

THE P-TECH, WE STARTED BECAUSE WE GOT MAD BECAUSE COMPREHENSIVE HIGH SCHOOL PRINCIPAL WOULD BE MAD.

THERE'D BE FIVE BUSSES DRIVING UP TO THE SCHOOLS THAT TAKE KIDS AWAY.

NOW, WE'VE GOT KIDS GOING TO EVERY NEIGHBORHOOD IN DALLAS IN THEIR NEIGHBORHOOD, AND WE'RE GETTING CHARTER KIDS AND OTHER KIDS TO COME IN.

SO NOW IT'S NOT ONLY IS IT A GREAT EXPERIENCE, BUT ALSO WE WERE TAKES MONEY TO MAKE MONEY AND NOW WE'RE MAKING MONEY WITH THESE INITIATIVES.

AND THAT MONEY CAN GO RIGHT BACK INTO CONTINUING TO ENHANCE THESE PROGRAMS AND BUILD STRONGER PROGRAMS AND MORE PIPELINES FOR STUDENTS.

ABSOLUTELY.

THANK YOU, DR HINOJOSA.

AND THANK YOU, MR. PRESIDENT.

TRUSTEE MARSHALL? YES.

AND THAT COMMENT FROM DOC SOUNDED ALMOST LIKE HIS COMMENT A COUPLE OF YEARS AGO WHEN WE WERE TALKING ABOUT TEI AND HE SAID THE DEBATE IS OVER.

YOU REMEMBER THAT? YEAH.

WELL, THE DEBATE IS OVER ON THIS ONE, TOO.

THANK YOU.

I THINK THAT'S RIGHT.

AND I'M PLEASED WITH THIS UPDATE.

AND THERE'S A LOT OF REALLY GREAT CONTENT IN HERE.

I WOULD ENCOURAGE YOU GUYS TO REPLICATE THIS PARTICULAR PRESENTATION EACH TIME YOU COME TO THE BOARD WITH THE SAME CONTENT IN THE SAME FORMAT.

I MEAN, IT'S GREAT NEWS ALL AROUND.

SO I COMMEND YOU GUYS FOR A JOB WELL DONE.

I ALSO APPRECIATE THAT YOU'RE NOT PAINTING AN US VERSUS THEM MENTALITY WHEN IT COMES TO NEIGHBORHOOD SCHOOLS VERSUS CHOICE SCHOOLS, BECAUSE THIS THIS IS YOU KNOW, THIS IS PART AND PARCEL OF THE SAME SIDE OF THE COIN.

AND I'M THRILLED THAT, YOU KNOW, WE JUST TALKED ABOUT COMPETITION.

AND, YOU KNOW, THE WAY YOU SUCCEED IN COMPETITION IS MATCHING SUPPLY AND DEMAND.

AND, YOU KNOW, WE'VE GOT CLEAR DEMAND.

I MEAN, IT'S ALMOST LIKE PARENTS ARE, YOU KNOW, SCREAMING FROM THE ROOFTOPS AND BEATING DRUMS. THIS IS WHAT WE WANT.

IF YOU BUILD IT, WE WILL COME AND, YOU KNOW, AND WE'VE BEEN BUILDING IT.

AND GUESS WHAT'S HAPPENING.

THEY'RE COMING, RIGHT? IT'S JUST FOLLOWING, YOU KNOW, SUPPLY AND DEMAND ECONOMICS.

SO I DO HAVE SOME QUESTIONS ON SLIDE TWO.

THIS TABLE IN THE RIGHT IS A LITTLE CONFUSING TO ME.

AM I SUPPOSED TO INTERPRET THIS BY COLUMN OR BY ROW? AND WHEN I ASK THAT QUESTION, WHAT I'M WHAT I MEAN IS WHEN AN INDIVIDUAL STUDENT APPLIES, IT'S NOT AS IF THEY'RE ONLY APPLYING TO MAGNETS.

SO WHEN YOU SHOW FIRST, SECOND, THIRD CHOICE OF MAGNETS, ISN'T IT POSSIBLE THAT A STUDENT WOULD APPLY TO A MAGNET AS THEIR FIRST CHOICE, BUT TO A P-TECH AS THEIR SECOND CHOICE, THEN TO A TRANSFORMATION SCHOOL AS THEIR THIRD CHOICE.

SO THEN WHY ARE WE TOTALLY IN THE COLUMNS? THESE DON'T REPRESENT INDIVIDUAL STUDENTS, THESE REPRESENT APPLICATIONS, SO YOU'RE RIGHT.

SO, BRIAN, LOTS COULD APPLY TO TWO MAGNETS, FOR EXAMPLE, THAT COULD APPLY TO TO PROTECT AND I CAN APPLY TO ONE TRANSFORMATION SCHOOL.

BUT ULTIMATELY AND YOU'RE COUNTING THOSE BECAUSE SOME PEOPLE DON'T ACTUALLY DO FIVE.

THAT'S CORRECT.

AS I SAID EARLIER, MY STORY IN THE PRESENTATION, ON AVERAGE, ABOUT A LITTLE OVER TWO ARE SUBMITTED PER STUDENT, IF YOU WILL.

YEAH, I'M JUST NOT SURE THAT'S TO ME, THAT'S NOT REALLY THAT COMPELLING OF A NUMBER.

RIGHT.

WE'RE LOOKING AT STUDENTS, NOT STUDENTS, AND WHERE THEY'RE APPLYING NOT THE NUMBER OF APPLICATIONS THEY SUBMIT BECAUSE I DON'T KNOW.

I MEAN, TO ME, IF YOU'RE GOING TO SUBMIT IT, JUST CLICKING ANOTHER BUTTON.

RIGHT.

LIKE THEY MIGHT HAVE NO INTENTION OF GOING TO THEIR FOURTH OR FIFTH SCHOOL IF THAT'S ALL THAT THEY GOT INTO.

IT'S POSSIBLE, BUT I THINK THE REASON ARE PART OF THE REASON WHY WE DID IT IS BECAUSE LAST YEAR WHAT WE GAVE YOU WAS TOTALS IN OUR TOTAL WAS A PRETTY BIG NUMBER.

AND WE WANT TO KIND OF MAKE IT LOOK AS APPLES TO APPLES, EVEN THOUGH THE SYSTEM IS SIGNIFICANTLY DIFFERENT.

ALL RIGHT, FAIR ENOUGH.

SO I'M REALLY THRILLED WITH THIS, THE NEW APPLICATION.

AND, YOU KNOW, KUDOS TO YOUR WHOLE TEAM FOR ROLLING THIS OUT.

I'VE HEARD NOTHING BUT GREAT FEEDBACK ABOUT THE TOOL ITSELF AND ABOUT THE PROCESS BEING A LIGNED FROM A TIMELINE PERSPECTIVE AND ABOUT KNOWING WHERE THEY ARE ON THE WAIT LIST AND ABOUT GETTING COMMUNICATION FROM ALL SCHOOLS AT THE SAME TIME AND ABOUT IT BEING VIRTUAL INSTEAD OF RECEIVING SOMETHING IN THE MAIL THAT, YOU KNOW, OBVIOUSLY THE POST OFFICE SCREWS UP ALL THE TIME.

SO.

SO I THINK, YOU KNOW, HUGE STEP FORWARD.

I WOULD ENCOURAGE YOU GUYS TO THINK ABOUT A SECOND STEP FORWARD, WHICH IS SOME NEGATIVE FEEDBACK THAT I'VE GOTTEN FROM FOLKS, WHICH IS NOT ABOUT THE TOOL ITSELF, BUT ABOUT THE THE OUTSIDE STEPS OF THE PROCESS FROM ONE SCHOOL TO THE NEXT BEING ON THE SAME CALENDAR.

AND THE NATURE OF THE FEEDBACK THAT I'M HEARING IS THAT IF SOMEBODY IS APPLYING TO THREE DIFFERENT SCHOOLS AND EACH OF THOSE SCHOOLS HAS SOMETHING THAT HAS TO HAPPEN IN PERSON AT THE SCHOOL, EITHER A TEST OR A VISIT OR SOME SORT OF ACTUAL EVENT ON THE CALENDAR, THAT THOSE WERE NOT ACTUALLY MANAGING THE CALENDARS ACROSS THE SCHOOLS.

[02:30:04]

SO WE'RE EXPECTING THE SAME KID TO BE IN TWO DIFFERENT PLACES AT THE SAME TIME, WHICH IS NOT PHYSICALLY POSSIBLE, AND THAT APPARENTLY IF THEY DON'T SHOW UP AT BOTH PLACES AT THE SAME TIME, THEN THEY CAN'T STILL HAVE THEIR FIRST AND SECOND CHOICE, WHICH, YOU KNOW, CREATES SOME DYNAMICS THAT ARE ANGERING PARENTS.

SO I THINK THE NEXT ITERATION OF THIS IS TO GET THE CALENDARS ON THE SAME SCHEDULE AS WELL.

SO I'M REALLY INTERESTED IN THE DATA THAT YOU HAVE ON SLIDES 18 AND 19.

THE NUMBER IN THE COLUMN WHERE IT SAYS THE FIRST ROW, 83 TIMES 6,040.

THE 83, TELL ME IN PLAIN ENGLISH WHAT THAT 83 IS.

THAT'S AN AGGREGATE OVER THREE YEARS.

I REMEMBER RECAPTURED STUDENTS, WHETHER THEY BE INTERNAL TO THE DISTRICT WHO WEREN'T ATTENDING DALLAS ISD OR RECAPTURE PLUS, WHICH WOULD BE NICE IN A DIFFERENT WAY.

AND YOU TELL ME IF I'M WRONG.

SURE.

FOUR YEARS AGO, 83 STUDENTS DID NOT ATTEND THE ISD SCHOOL AND WERE NOT PRE-K AGED.

YES, CORRECT.

OK, SO THAT 83 AT CITY LAB, FOR INSTANCE, THE 6,000 TIMES 83 IS $501,000.

NOW THAT WE KNOW THAT, WHICH I DON'T THINK WE'VE EVER KNOWN THAT BEFORE.

NOW THAT WE KNOW THAT, CAN WE LOOK AT WHAT WE INVESTED IN CITY LAB TO GET THE SCHOOL STARTED AND CALCULATE AND ROI ON THE SCHOOL? MM HMM.

AND THEN AGGREGATE THAT BY SCHOOL MODEL SO THAT WE CAN SEE WHAT THE ROI ON MONTESSORI SCHOOLS IS AND WHAT ROI ON THE SINGLE GENDER SCHOOLS IS AND SO ON AND SO FORTH.

MM HMM.

BECAUSE I HAVE A FEELING THAT IF YOU DID THAT AND YOU LAYERED THAT ON THE INFORMATION THAT'S ON SLIDE EIGHT.

YEAH, I THINK IT'S GOING TO TELL YOU THAT THERE ARE TWO OR THREE, MAYBE FOUR MODELS THAT WE OUGHT TO JUST BUILD A BUNCH OF.

AND, YOU KNOW, AND I THINK THAT THOSE ARE GOING TO BE OUR SINGLE GENDER SCHOOLS, MONTESSORI SCHOOLS AND TRAVIS LIKE MAGNET SCHOOLS.

AND I COULD BE WRONG ABOUT THAT.

THAT'S MY HYPOTHESIS.

BUT I WOULD LOVE TO SEE THE DATA, HELP US FIGURE THAT OUT.

AND I'M NOT SUGGESTING THAT THE ECONOMICS ARE THE ONLY FACTOR DRIVING THE DECISION MAKING PROCESS.

I THINK YOU HAVE TO LAYER IN APPLICATION DATA AND, YOU KNOW, BALANCE SUPPLY AND DEMAND.

BUT TO TRUSTEE HENRY'S POINT NOW WE CAN MAKE AN ECONOMIC ARGUMENT IN ADDITION TO MAKING A SUPPLY AND DEMAND ARGUMENT FOR WHY EACH OF THESE SCHOOL TYPES IS MORE ATTRACTIVE THAN ANOTHER.

DID YOU WANT TO ADD SOMETHING? THE ONLY THING THAT I'D ADD IS I THINK IT IS ALWAYS THE MOST IMPORTANT THING TO DO IS TO MATCH UP THE KIND OF QUALITY SCHOOLS THAT COMMUNITIES WANT.

AND WITHIN THAT PROCESS, TO REALLY THINK ABOUT, DO YOU GET TO A POINT WHERE THERE'S OVERSATURATION OR NOT? LIKE HOW DO YOU GET TO THE RIGHT PLACE? THERE ARE DEFINITELY SOME MODELS, I THINK, THAT WILL BE MORE POPULAR.

I COMPLETELY AGREE WITH THAT STATEMENT.

BUT I CAN TELL YOU I'M PRETTY CONFIDENT WE'RE NOT ANYWHERE NEAR THAT SATURATION POINT ON ANY OF OUR MODELS.

AND WE MIGHT GET TO IT AT SOME POINT.

BUT RIGHT NOW WE'RE ON THE YOU KNOW, WE'RE ON THE UPSIDE AND DOWNSIDE, NOTHING BUT UPSIDE RIGHT NOW.

SO I GUESS IF I HAD ANY PUSHBACK ON WHAT'S GOING ON, IT'S WHEN I LOOK AT AND DON'T GET ME WRONG, I'M THRILLED THAT YOU SUPPORTED NORTH DALLAS HIGH SCHOOL'S APPLICATION ON HERE.

AND, YOU KNOW, THEY HAVE A VERY UNIQUE MODEL.

BUT WHAT I'M LOOKING AT, THE THE TYPES OF MODELS THAT WE'RE PURSUING HERE, YOU KNOW, SLIDE 14, 15, 16 AND SO ON, IT LOOKS TO ME LIKE THERE'S A STILL A LOT OF EXPERIMENTATION WITH NEW MODELS GOING ON.

YOU KNOW, WE'VE GOT MODERN ARTS ON THERE, GLOBAL LEADERSHIP, YOU KNOW, NOVEL ENGINEERING SERVICE.

YOU KNOW, THERE'S LOTS OF NEW EXPERIMENTATION AND I'M ALL FOR THAT.

BUT WE ALSO KNOW THAT WE'VE GOT THREE OR FOUR MODELS THAT ARE REALLY POPULAR AND ARE REALLY WORKING THAT ARE GENERATING, YOU KNOW, RECAPTURE DOLLARS.

I MEAN, IT SEEMS TO ME LIKE WE SHOULDN'T JUST KEEP OUR HEAD DOWN AND STILL PILOT TEST A BUNCH OF NEW THINGS.

WE SHOULD SAY, HEY, WAIT, WE'VE GOT THREE OR FOUR THINGS HERE THAT WE KNOW EVERYBODY WANTS.

EVERYBODY LIKES THEY'RE GROWING.

THEY'RE POPULAR.

THEY'RE MAKING PEOPLE COME BACK TO THE DISTRICT AND YOU CAN RECAPTURING DOLLARS.

LET'S BUILD MORE OF THOSE AND DO IT QUICKLY AND, YOU KNOW, MAYBE STILL EXPERIMENT ON THE SIDE.

BUT TO ME, IT'S LIKE, LET'S SHIFT THE EXPERIMENT VERSUS SCALE SORT OF TRADE OFF FROM WHAT I THINK IT IS NOW, WHICH IS 80 PERCENT EXPERIMENT WITH NEW MODELS AND 20 PERCENT SCALE TO MAKE IT 80 PERCENT SCALE AND 20 PERCENT, YOU KNOW, EXPERIMENT WITH NEW MODELS, BECAUSE I THINK WE KNOW WHAT THE THE DEMAND IS OUT THERE.

AND THEN TWO LAST COMMENTS JUST REAL QUICK.

I'M THRILLED WITH I GUESS YOU'RE CALLING IT THE REO? .

THE RACIAL EQUITY OFFICE EFFORTS? WHAT'S THAT? THE COLLABORATION WITH RACIAL EQUITY IS THAT? YOU SAID REO? YOU SAID MAGNET REO WORK.

YES, THIS IS THE THIS IS THE NOTION THAT THAT YOU CAN GET KIND OF A MENTOR TO SHEPHERD

[02:35:05]

YOU THROUGH THE APPLICATION PROCESS AND HELP YOU FIGURE OUT WHERE TO APPLY LIKE THAT.

I LOVE THAT IDEA BECAUSE I THINK THAT, YOU KNOW, IT'S FAR TOO OFTEN PARENTS WITH AGENCY THAT THAT CAN NAVIGATE THIS WHOLE PROCESS.

AND I ACTUALLY THINK ONE OF THE BIGGEST THINGS WE'VE DONE FROM A RACIAL EQUITY PERSPECTIVE IN THE LAST COUPLE OF YEARS IS TO DEVELOP THIS ONLINE TOOL THAT THAT WE JUST ROLLED OUT BECAUSE IT MAKES IT A LOT, YOU KNOW, EASIER TO DIGEST AND EASIER TO NAVIGATE.

AND YOU DON'T HAVE TO HAVE A PHD TO FIGURE OUT, YOU KNOW, THE SEVEN DIFFERENT SCHOOLS YOU WANT TO APPLY TO.

YOU CAN GO TO ONE PLACE LIKE THE COMMON APP ON COLLEGE APPLICATIONS AND APPLY TO ALL OF THEM AT THE SAME TIME.

SO I LOVE THAT.

BUT TO MAKE IT EVEN SIMPLER, I THINK IT'S YOU KNOW, IF YOU CAN HOLD SOMEBODY'S HAND AND SHEPHERD THEM THROUGH THE PROCESS, I THINK THAT'S THAT'S REALLY IMPORTANT.

AND THEN THE LAST THING I WAS GOING TO JUST CALL OUT AND I'M JUST I'M ASSUMING WE'RE ON THE SAME PAGE ON THIS, BUT ON SLIDE'S 11 AND 12, YOU HAVE TRANSFERRED DATA HERE.

THESE ARE TRANSFER APPLICATIONS, NOT GRANTED TRANSFERS, CORRECT? THAT'S CORRECT.

THESE ARE THESE ARE STUDENTS WHO HAVE APPLIED TO THE RESPECTIVE SCHOOLS.

YOU KNOW EXACTLY WHY I'M POINTING THAT OUT, BECAUSE ON SLIDE 12, IF YOU READ THE NAMES OF THOSE SCHOOLS.

WE HAD.

AT LEAST HALF OF THOSE ARE IN, I MEAN, MORE THAN HALF OF THEM ARE IN MY TRUSTEE DISTRICT.

AND ALL OF THOSE SCHOOLS THAT WHERE PEOPLE ARE REQUESTING TRANSFERS ARE ALREADY OVERCROWDED.

SO, YOU KNOW, WE NEED TO MAKE SURE THAT WHEN WE'RE I'M A LITTLE LEERY THAT Y'ALL ARE EVEN SHOWING THIS DATA, BECAUSE THIS IMPLIES THAT WE'RE GOING TO TRANSFER, YOU KNOW, SOME OR MOST OF THESE.

AND THE REALITY IS THAT MOST OF THOSE KIDS CANNOT GET THEIR TRANSFER APPROVED BECAUSE THE NEIGHBORHOOD KIDS IN THOSE SCHOOLS HAVE ALREADY FILLED UP THE BUILDING.

THAT'S CORRECT.

AND WHAT WE DO, THE SCHOOL LEADERSHIP HAS A PROCESS.

SO WE LET THEM REALLY WORK WITH THE PRINCIPAL AND THE SCHOOL BASED TEAMS TO TELL US WHAT SEAT THEY HAVE EACH YEAR.

SO IT'S NOT SOMETHING THAT WE MAKE ASSUMPTIONS ON.

WE WORK WITH THEM DIRECTLY.

THEY TELL US THE SEATS AND WE WE WERE COGNIZANT OF OVERCROWDING, ET CETERA.

SO WE'RE NOT EXCEEDING THE LIMITS OF WHAT WHAT THEY COULD SUPPORT.

GREAT WORK, GUYS.

APPRECIATE YOU.

TRUSTEE FLORES? THANK YOU, PRESIDENT HENRY, SO SO I'M GOING TO START IN SLIDE THREE, AND I WAS JUST REALLY EXCITED ABOUT I'M EXCITED ABOUT ALL THIS BECAUSE EVERYBODY KNOWS THAT I'M A BIG FAN OF THIS WORK.

BUT THE ONE THING WE HAVEN'T TALKED ABOUT HERE IN OUR MAGNET TRANSFORMATION SCHOOLS IN PARTICULAR, IS THE NUMBER OF HOME AND VIRTUAL SCHOOL STUDENTS.

THAT GOES BACK TO OUR DISCUSSION ABOUT HYBRIDS.

AND IT GOES BACK TO, I THINK, AN OPPORTUNITY, A GREAT OPPORTUNITY FOR MARKET SHARE AVAILABILITY.

AND, OF COURSE, THE PAROCHIAL AND PRIVATE SCHOOLS, OF COURSE, ARE ALSO, I THINK.

BIG OPPORTUNITY AND SOMETHING THAT WE'LL BE TALKING ABOUT HERE IN THE NEAR FUTURE .

JUST VERY EXCITED ABOUT THE PORTAL I PLAYED AROUND WITH THE PORTAL AND THE TROUSDALE ISD.

IT'S AWESOME.

THE ONLY THING THAT WE NEED TO WORK ON WITH OUR INDIVIDUAL CAMPUSES IS GETTING THEIR WEBSITES KIND OF THEIR INFORMATION, THEIR LANDING PAGE, KIND OF UP TO SPEED ON THEIR LATEST INITIATIVES.

AND THE ONLY FEEDBACK I RECEIVED WAS THAT THERE WAS, YOU KNOW, WELL, OUR SCHOOL DOESN'T SHOW THIS.

AND THEN WHEN I ASKED, WELL, WHO CONTROLS WHAT'S ON THERE? AND THEY SAID, WELL, THE PRINCIPAL AND THE SCHOOL.

SO MAYBE, YOU KNOW, COMMUNICATIONS CAN WORK WITH OUR PRINCIPALS AND OUR SCHOOLS TO MAKE SURE THAT THEY HAVE THE ACCESS THAT THEY SHOULD HAVE AND BE ABLE TO BRING THEIR PAGES UP TO SPEED WITH THEIR LATEST PROGRAMS. AND I CAN TELL YOU, TRUSTEE FLORES IS JUST TO YOUR POINT.

CHIEF DANIELS AND HER TEAM ACTUALLY HAS SET UP MEETINGS AND JUST RECENTLY.

SO I EXPECT THAT YOU WOULD SEE THAT CHANGE SOON, BUT ESPECIALLY THOSE NEW PRINCIPALS THAT ARE ON BOARD OF THE NEW PROGRAMS. YOU WOULD SEE THE ADJUSTMENT VERY QUICKLY.

YEAH, AND I REALLY APPRECIATE THAT.

I THINK IT MAKES A IF WE'RE GOING TO BE OFFERING CHOICE, PEOPLE NEED TO KNOW WHAT CHOICES ARE AVAILABLE.

AND THOSE WEB PAGES SHOULD BE ABLE TO REFLECT THAT AND PARTICULARLY WITH OUR NEIGHBORHOOD SCHOOLS.

SO TO THAT'S THE POINT ABOUT THAT.

VERY EXCITED ABOUT THE APPLICATION SYSTEM ITSELF.

ALSO AND I WAS GOING TO JUMP OVER TO THE MAGNET REO WORK.

I'LL TALK TO YOU GUYS OFFLINE, SOMEBODY I'D LIKE TO KIND OF DISCUSS THAT.

I'M VERY EXCITED ABOUT THIS AND, YOU KNOW, MENTORING AND STUFF.

MY CONCERN IS FOR ENGLISH LANGUAGE LEARNERS, WHAT ARE WE DOING ABOUT THAT? AND WE CAN TALK ABOUT THAT LATER.

THE TRANSFERS GOING TO THE ISSUE THAT TRUSTEE MARSHALL JUST RAISED ABOUT TRANSFERRING.

AND I ALSO NOTICE SEVERAL OF MY NEIGHBORHOOD SCHOOLS AROUND HERE.

SO LIKE WT WHITE HIGH SCHOOL IS ONE OF THE RECIPIENTS, WITHER'S, KRAMER, ANNE FRANK.

THEY HAVE, YOU KNOW, A LOT OF FOLKS ASKING TO GO THERE.

I THINK THAT ALSO GOES TO THE QUESTION OF KIND OF WHAT WE'RE OFFERING AND MARKET SHARE, BECAUSE IF WE HAVE SCHOOLS THAT ARE OVERSUBSCRIBED AND WE HAVE FOLKS WANTING TO APPLY, THEN MAYBE THERE'S SOME OPPORTUNITY FOR EXPANSION, BUT NOT NECESSARILY PHYSICALLY, BUT, YOU KNOW, NEIGHBORING SCHOOLS AND SEEING IF THOSE SAME PROGRAMS CAN BE OFFERED IN ADJACENT SCHOOLS SO THAT, YOU KNOW, FAMILIES CAN SAY, HEY, WELL, YOU KNOW, MAYBE I

[02:40:02]

DIDN'T GET INTO MY YOU KNOW, I DIDN'T, YOU KNOW, GET INTO WITHERS, BUT DUVALL OFFERS THAT OR NATHAN ADAMS OFFERS THAT.

SO THAT THOSE FAMILIES CAN ALSO KIND OF LIKE THE WAY WE'RE DOING.

AND I WAS GOING TO ASK ABOUT ARE WE CASCADING FOLKS SO YOU DON'T GET INTO YOUR FIRST CHOICE, BUT YOU GET INTO YOUR SECOND CHOICE? WHAT ARE WE DOING ABOUT THE CASCADING FOR THE APPLICANTS? THAT'S EXACTLY WHAT THEY'RE DOING.

SO THEY'RE RUNNING AN OPTIMIZER BASED AROUND WHO YOU PUT ONE, TWO, THREE, FOUR OR FIVE.

AND IF IT MATCHES YOU WITH YOUR ONE, YOU YOU'RE GOOD, YOU'RE THERE.

YOU HAVE AN OPPORTUNITY TO ACCEPT THE SEAT.

IF YOU ACCEPT THE SEAT, EVERYTHING ELSE ENDS.

IF YOU DON'T AND YOU OR YOU DON'T GET INTO ONE, IT'S GOING TO TRY TO MATCH YOU WITH TWO AND ALL THE WAY DOWN AND.

THINK ABOUT THIS NORMALLY MAGNET PORTAL WAS HERE, P-TECH PORTAL HERE, TRANSFER, SO ALL NEIGHBORHOOD SCHOOLS ARE IN THAT PORTAL.

SO YOU'RE GOING TO BE FINDING OUT ALL OF YOUR INFORMATION AT ONE TIME.

NOT ONE OR THE OTHER.

YEAH, I SPOKE TO A PARENT THIS MORNING THAT APPLIED TO OUR PRESTONWOOD TO A LANGUAGE MONTESSORI, AND SHE WAS VERY EXCITED ABOUT GETTING HER NOTIFICATION BECAUSE SHE'S ALSO GOING TO START GETTING THE OTHER NOTIFICATIONS.

AND SO SHE SHE WANTS TO KNOW, YOU KNOW, IS THIS GOING TO BE AN OPPORTUNITY FOR HER.

SO I'M VERY EXCITED ABOUT, YOU KNOW, ONE OF THEM.

SHE'S GOT TWO KIDDOS VERY EXCITED ABOUT, YOU KNOW, THE OPPORTUNITY.

SO THANKS FOR FOR THE WORK ON THAT.

AND THEN JUST ALSO GOING TO ENCOURAGE, YOU KNOW, TO THE EXTENT THAT I SEE OUR FIVE TRANSFORMATION SCHOOLS COMING FORWARD AND IN PARTICULAR MARCUS ELEMENTARY SCHOOL, VERY EXCITED ABOUT THAT.

WE'VE GOT THE NEW WALNUT HILL, WHICH WILL BE WALNUT HILL AND OUR NATIONAL LEADERSHIP ACADEMY VERY EXCITED ABOUT THAT.

AND I'M HOPING WE CAN GET TO CALL YOUR CLASS ACROSS THE LINE AS WELL.

I KNOW THAT THEY'RE IN THE PROCESS NOW, BUT WE'LL SEE IF WE GET THEM.

BUT I'M JUST VERY EXCITED ABOUT THIS WORK THAT WE CAPTURED.

YOU KNOW, IT'S IMPORTANT, BUT I THINK IT'S ABOUT OFFERING OPPORTUNITIES TO FAMILIES.

AND THE ONE THING THAT TRUSTEE MARSHALL SAID, WELL, WE SHOULD PROBABLY YOU KNOW, WE KNOW WHAT PEOPLE WANT.

WE SHOULD BE FOCUSING KIND OF ON THAT.

WELL, I'M A LITTLE BIT NOT IN THAT SAME CAMP.

I'M MORE IN THE.

INNOVATION IS IMPORTANT AND I THINK THAT IT'S ALSO POSSIBLE INNOVATION CAN FAIL, AND I'VE SAID THIS BEFORE, AND THAT'S NOT A BAD THING.

I THINK THAT THAT'S A GOOD THING.

I THINK THAT'S ONE OF THE THINGS THAT HAS MADE YOU FOLKS WANT TO WORK WITH US, IS THAT WE COULD WORK FAST AND AND PIVOT QUICKLY AND BE ABLE TO OFFER CERTAIN STUFF.

AND, YOU KNOW, IT IS POSSIBLE SOME OF THEM WILL FAIL.

YOU KNOW, WE SHOULDN'T LOOK AT IT AS SOMETHING BAD.

THAT'S JUST PART OF THE PROCESS OF INNOVATING.

YOU KNOW, I'M A PATENT ATTORNEY, SO THAT MEANS I WORK WITH INVENTORS THAT COME UP WITH NEW STUFF.

AND GUESS WHAT? THEY PROBABLY FAIL NINE OR 10 TIMES OUT OF 12.

AND IT'S THE ONE OR TWO THAT WORK THAT THAT ARE THAT ARE AWESOME.

SO I GUESS I'M LESS RISK AVERSE ABOUT HAVING NEW OPTIONS AND NEW OPPORTUNITIES AND GIVING THEM A TRY, BUT THEN RECOGNIZING THAT AT SOME POINT JUST THE EFFICIENCY DOESN'T WORK.

AND, YOU KNOW, YOU HAVE TO RIP THE BAND-AID OFF.

SO JUST, YOU KNOW, KEEP ON INNOVATING AND HAVING OUR NEIGHBORHOOD SCHOOLS, YOU KNOW, BE PART OF THE PROCESS IS, I THINK, VERY, VERY IMPORTANT.

SO THANK YOU TRUSTEE FLORES.

TRUSTEE JOHNSON? YES.

I HEARD YOU MENTION ROOSEVELT, COULD YOU DESCRIBE WHAT ROOSEVELT IS GETTING, WHAT WE'RE DOING OVER AT ROOSEVELT? ACTUALLY, WE MET WITH THE TEAM YESTERDAY.

THAT SCHOOL IS GOING THROUGH OUR HIGH SCHOOL REDESIGN INCUBATOR.

THEY'RE GOING TO GET 75,000.

ALL OF THE PILOT SCHOOLS AND THE IN THE INCUBATOR GET 75,000 FOR THE 21-22 SCHOOL YEAR TO PILOT THE STEAM PROJECT BASED LEARNING, PLANNING THAT THEY'RE DOING WITH THEIR CORE CLASSES AND THEIR ELECTIVE CLASSES.

THAT CAMPUS IS REALLY WANTING TO REDEFINE THE WHOLE COMPREHENSIVE SIDE.

AND SO FOR THAT PIECE SPECIFICALLY, WE'LL USE WHAT WE DID WITH MIDDLE SCHOOL REDESIGN, WHERE WE WALKED THAT TEAM ON HOW TO BUILD A DYNAMIC PROPOSAL, BECAUSE JUST FOR HIGH SCHOOL, IT'S JUST SUCH A BIG LIFT.

OK, SO I KNOW THERE WAS TRYING TO GET THE OTI THAT A HUNDRED THOUSAND DOLLARS, CORRECT? NO, THEY WERE THEY WERE WANTING TO WHAT THEY WERE APPLYING FOR ORIGINALLY THE 31 TEAMS WERE APPLYING FOR THE INNOVATION DESIGNATION.

AND WHAT THAT GIVES YOU IS ABOUT 100,000 FOR THREE YEARS IN A ROW.

OK, WHAT GETS THE 800,000 IS THE BRAND NEW STARTUPS LIKE PAUL QUINN, WHERE YOU'RE BUILDING A BRAND NEW SCHOOL THAT DOESN'T EXIST LIKE A STARTUP SCHOOL, AND YOU ACTUALLY GET TO USE THAT MONEY MULTIPLE YEARS.

AND I'LL USE THE PAUL QUINN IB SCHOOL AS AN EXAMPLE.

IT WILL START SIX AND SEVEN.

IT WILL GO ALL THE WAY UP TO 12.

SO IT'S GOING TO TAKE FIVE YEARS TO BUILD THAT OUT.

SO WE'LL WORK WITH THAT PRINCIPAL TO SAY YOU GET THE 875, BUT WE WON'T GIVE IT TO

[02:45:03]

YOU ALL AT ONCE.

WE WILL GIVE IT TO YOU ALONG THE WAY TO BUILD THAT OUT.

OK, SO THE ROOSEVELT I KNOW IT'S A STEAM.

CAN YOU TALK ABOUT THE PROGRAM THAT'S GOING ON INSIDE OF ROOSEVELT AND WHAT THE COMMUNITY IS ASKING FOR AND WHAT WE'RE DOING.

YEAH.

THE GROUP YESTERDAY, WHAT THEY'RE WANTING IS WITH THEY GOT 50,000 DOLLARS A COUPLE OF MONTHS AGO WITH INNOVATION ENGINE.

ALL RIGHT.

THEY HAVE BETWEEN NOW AND JUNE TO GO THROUGH AND SPEND THAT MONEY BASED AROUND THE PROGRAMING FOR STEAM PROFESSIONAL DEVELOPMENT.

THAT WAS A LOT OF WHAT THEY'RE DOING.

THEY'VE GOT A PROJECT MANAGER OVER THERE THAT THE PRINCIPAL HAS ASSIGNED TO REALLY LEAD THAT WORK.

SO BETWEEN NOW AND JUNE, THAT 50,000 WILL BUILD INSTRUCTIONAL MATERIALS, PROFESSIONAL DEVELOPMENT AND THEN PIECES THAT THEY WOULD WANT TO USE WITH THE NEXT 75,000 DOLLARS THAT THEY WILL GET FOR THE 21-22 SCHOOL YEAR.

IT WILL GO INTO BUILDING OUT THE MODEL THAT THEY WANT ACROSS THE BOARD FOR THEIR FOR THEIR TEAM.

OK, IS IT MORE LIKE MET MODEL, THE MEETINGS THAT I'VE HAD WITH THE COMMUNITY, WITH SURROUNDING MORE OF A MEDICAL STEM? YEAH, THEY'VE GOT 911.

YES.

YEAH, THEY'VE GOT THROUGH THEIR CTE PROGRAM.

YES.

YEAH, YEAH.

THEIR CTE PROGRAM REALLY WENT THROUGH THE TEACHING AND LEARNING SIDE.

OUR SIDE OF INNOVATION WAS MORE AROUND THEIR STEAM MODEL TO GO PROJECT BASED LEARNING.

I DON'T KNOW.

HI, TRUSTEE JOHNSON FOR THAT QUESTION.

WE ARE WORKING WITH THE CAMPUS RIGHT NOW WITH OUR CTE GROUP TO SUPPORT THE CURRENT MEDICAL MODEL THAT'S IN THERE NOW BASED ON THE RENOVATIONS THAT OCCURRED AND MAKING SURE THAT THEY'VE GOT THE APPROPRIATE EQUIPMENT, PROFESSIONAL DEVELOPMENT SUPPORT TO MAKE THAT THE MOST SUCCESSFUL POSSIBLE THERE.

I BELIEVE THAT'S A SEPARATE PIECE FROM WHAT'S OCCURRING HERE.

RIGHT.

I WILL TRY TO SEE WERE YOU GUYS MARRYING IT TOGETHER WITH THE PARTNERSHIP, BECAUSE I KNOW THAT'S BEEN A MAJOR, MAJOR, BIG DEAL AND EVERYBODY'S EXCITED AROUND THAT PARTICULAR PIECE.

SO I WANT TO KIND OF GET A LITTLE BIT OUT THERE BECAUSE I KNOW A LOT OF COMMUNITY IN CEDAR CREST IS ASKING ABOUT THAT.

WE'VE BEEN TALKING ABOUT WHAT FOR A MINUTE, ANGIE, ABOUT THE MEDICAL PIECE WITH THE PARAMEDICS AND.

YES, YES.

WELL AND TRUSTEE JOHNSON, WE KNEW YESTERDAY WHEN WE MET WITH THEM, THERE'S A LOT GOING ON IN PROGRAM.

RIGHT.

THAT THERE'S P-TECH GOING ON.

THERE'S MORE ADDITIONAL CTE, THERE'S CULINARY THERE'S MULTIPLE PIECES.

WHERE WE'RE COMING IN IS REALLY TRYING TO FIND AN UMBRELLA TO SUPPORT INNOVATION ACROSS THE BOARD.

AND THEN WITH TREJO AND HEWITT AND THAT TEAM, THEY'RE GOING TO GO INTO THE PROGRAMING OF THOSE ELECTIVES SPECIFICALLY AROUND THOSE INDUSTRY CERTIFICATIONS.

THE REASON I MENTION IT IS SOMETHING THAT TRUSTEE MARSHALL SAID, I BELIEVE.

IT'S STRENGTHENING THE NEIGHBORHOOD SCHOOL ROOSEVELT'S A NEIGHBORHOOD SCHOOL.

SO I HAVE A LOT OF PEOPLE THAT LISTEN TO OUR BRIEFING AND OUR MEETINGS, AND I WANT THEM TO UNDERSTAND AND SEE EVERYTHING THAT WE'RE PUTTING INTO ROOSEVELT BECAUSE THIS HAS BEEN ONE OF OUR HOT SUBJECTS AND A VERY INVOLVED COMMUNITY CONCERNING ROOSEVELT.

SO I WANT TO MAKE SURE THAT EVERYONE UNDERSTAND THAT A LOT OF MOVING PARTS THAT'S GOING ON AND SOME OF THE THINGS THAT WE'RE TRYING TO GET DONE IN ROOSEVELT.

LET'S GO TO EDDIE BERNICE JOHNSON.

TELL ME ABOUT EDDIE BERNICE JOHNSON.

I KNOW I HAD A PROBLEM WITH IT BECAUSE IT WAS A A SCHOOL, A BRAND NEW SCHOOL.

AND I SEE IT WAS, IT'S STEM.

CAN WE TALK ABOUT THAT, PLEASE? YEAH, LET ME LOOK, I'VE GOT MY I'VE GOT SHAKEATHA BUTLER ON THE LINE, BUT I ALSO HAVE MY 31 FIFTY PAGE DOCUMENTS OF ALL OF THESE SCHOOLS.

I KNOW THAT THE PRINCIPAL.

WHILE YOU'RE LOOKING FOR IT.

I GOT IT RIGHT HERE, OK, GOOD, GOOD.

ALL RIGHT, SO THIS PRINCIPAL AT EBJ WAS ORIGINALLY AT ANOTHER ELEMENTARY SCHOOL, WE WERE WORKING WITH HIM TO ALMOST GO THROUGH THE PROPOSAL.

SO IT'S IRONIC THAT NOW HE'S IN THIS SEAT AND GOING THROUGH THIS PROPOSAL.

RIGHT, BECAUSE THAT CONVERSATION'S A COUPLE OF YEARS OLD, BUT WITH HIS VISION IS REALLY AROUND, ADDING MORE PLCS AROUND STEM SCIENCE, TECHNOLOGY, ENGINEERING AND MATH FROM ROBOTICS.

LET'S SEE, I GOT HIS BUDGET SUMMARY PROJECT BASED LEARNING.

HE WANTS A LOT AROUND VIRTUAL REALITY.

LET'S SEE.

AND REALLY, THE WAY WE BUCKET THIS, WE BUCKET THIS INTO, YOU REDESIGN YOUR VISION.

RIGHT? WHAT ARE YOUR WHAT ARE YOU GOING TO DO? HOW ARE YOU GOING TO SET UP YOUR MASTER SCHEDULE? WHAT PROFESSIONAL DEVELOPMENT ARE YOUR TEACHERS ARE GOING TO GO THROUGH.

AND SO ALL OF THOSE SYSTEMS WOULD BE RELATED TO STEM FOR HIM.

WHAT AFTER SCHOOL PROGRAMS ARE YOU GOING TO OFFER FOR YOUR KIDDOS? ROBOTICS, DRONES, THOSE TYPES OF THINGS.

SO THERE IS A FRAMEWORK.

SO EVEN THOUGH THIS SEEMS LIKE THERE'S MULTIPLE MODELS AND THEY'RE ALL DIFFERENT NAMES, IF YOU REALLY GO THROUGH YOUR PROPOSALS, YOUR EVERY ONE OF THEM HAS TO HAVE AN SEL COMPONENT.

[02:50:01]

EVERY ONE OF THEM HAS TO HAVE A CAMPUS BUILDING CAPACITY FOR TEACHERS COMPONENT.

EVERY ONE OF THEM HAS TO HAVE A BUDGET PLAN WHERE YOU OUTLINE HOW WOULD YOU SPEND THE MONEY IF YOU WERE RECEIVE THE GRANT TO SPEND NOW.

BUT ALSO, HOW WOULD YOU SUSTAIN THAT OVER TIME ONCE THAT MONEY ENDS? BECAUSE SOME OF THIS MONEY, THIS MONEY WOULD ONLY BE THERE FOR THREE YEARS.

RIGHT.

SO YOU'RE GOING TO HAVE TO MAINTAIN AND CONTINUE TO SPEND TO DO THAT.

A LOT OF PROJECT BASED LEARNING.

IT'S GOT A WHOLE BIG PLAN FOR A NEW SOCIAL, SOCIAL, EMOTIONAL LEARNING COMPONENT ADDITION.

HE'S ALSO GOT A MOBILE MAKER SPACE SO THAT THAT MOBILE MAKER SPACE IS GOING AROUND THE BUILDING TO KIDDOS SO THAT THEY CAN INCUBATE, TINKER AND CREATE PROJECTS IN ALL THE CORE CLASSES.

THANK YOU.

AND I KNOW I DON'T HAVE MUCH TIME LEFT, BUT I SEE WITH THE WE GET INTO THE POWER PLAN AND I SPOKE WITH DR.

LEAR ABOUT THIS PREVIOUSLY, MANY TIMES BEFORE NEW SCHOOL BEING ACE WITHOUT ANY REALLY DATA FOR A NEW SCHOOL.

SO I WANT TO SEE HOW ARE WE GOING TO WORK THAT OUT.

I KNOW WE HAVE NOT BEEN ABLE TO REVISIT ON THAT, BUT I'M THE TYPE PERSON WHERE I LEAD PEOPLE TO GET THINGS TOGETHER AND THEN SEE HOW WE'RE GOING TO DO THAT.

BUT THAT'S A CONCERN FOR ME BECAUSE THAT WAS NOT SUPPOSED TO BE ACE CAMPUS AND I HAVE NOT LEFT THAT ALONE.

SO I WANT TO MAKE SURE THAT WE GET THAT TAKEN CARE OF BECAUSE THIS NEW SCHOOL AND ALTHOUGH I DO SUPPORT ACE, THIS BRAND NEW SCHOOL, I WANT TO SEE WHAT WE CAN DO FOR THAT WITH DR.

LEAR.

BUT AGAIN, BEFORE WE GET TO THE KNOW, I SUPPORT YOU GUYS.

YOU'VE DONE A LOT OF WORK DR.

SO I'M FULLY SUPPORT WHAT'S GOING ON AND EVERYTHING THAT YOU'RE DOING.

I'M VERY APPRECIATIVE OF IT.

SO I WANT TO MAKE SURE YOU DO KNOW THAT BUT YOU ALSO KNOW, I'M GOING TO HAVE TOUGH DISCUSSIONS.

AND SO LET'S TALK ABOUT THE SOME THAT I'M VERY EXCITED ABOUT AND I'M SORRY ABOUT EVERYTHING THAT'S GOING ON.

YOU GUYS ARE DOING A PHENOMENAL JOB.

LET'S TALK ABOUT THE PAUL QUINN.

I KNOW THAT SOMETHING THAT'S RECENTLY RECENT I TALKED TO MS. MCCOWAN THIS MORNING ABOUT THE ASK HER TO CONTACT MS. GAYLORD.

SHE SAID THAT SHE SPOKE TO MISS GAYLORD AND I TOLD HER ABOUT THE PAUL QUINN SCHOOL AND WHAT WE'RE TRYING TO DO.

SO CAN YOU TALK MORE ABOUT THAT? JUST SO MY CONSTITUENTS WHO HEAR ABOUT A LOT OF PARENTS ASKING ME ABOUT IT.

SO JUST HIGHLIGHT SOME OF THE THINGS THAT'S GOING TO BE GOING ON AND HOW IT'S GOING TO BENEFIT OUR KIDS.

WELL, IT'S VERY EXCITING.

WE WERE JUST THERE LAST THURSDAY.

SO THE LIBRARY AT PAUL QUINN UNIVERSITY, WE'VE LEASED THAT SPACE.

WE'RE GOING TO ROLL OUT IN 21, 22 SCHOOL YEAR, A SIXTH AND SEVENTH GRADE MIDDLE SCHOOL THAT WILL WORK TOWARDS AN IB INTERNATIONAL BACCALAUREATE DESIGNATION.

IF YOU ENROLL IN SIXTH AND SEVENTH GRADE, THAT WILL ROLL UP ALL THE WAY UP TO SENIORS.

AND WE'VE GOT A NEW PRINCIPAL THAT HAS BEEN RECENTLY HIRED THAT'S NOW SITTING WITH THE OTI SHOP RIGHT NOW TO REALLY BUILD OUT WHAT THAT MODEL WILL LOOK LIKE.

SO WITH IB, THERE'S GOING TO BE A LOT OF GLOBAL THINKING, A LOT OF PROJECTS, A LOT OF HIGH ACADEMIA, PERFORMING ARTS PIECES THAT WILL INSPIRE THESE KIDS.

YOU KNOW, THEY SAY IN 2020 WE ARE ALL ABOUT EMPOWERING I'M SORRY, ENGAGING KIDS.

AND RIGHT NOW WITH A LOT OF THESE NEW MODELS, IT'S ABOUT EMPOWERING THESE KIDS, THESE SOCIAL JUSTICE PROJECTS.

AND SO WE'RE GOING TO OPEN UP THAT PORTAL ON THE 22ND OF MARCH.

AND WE'VE GOT 75 SIXTH GRADE SEATS TO FILL.

AND WE'VE ALREADY GOT 50 APPS FOR THOSE SIXTH GRADE SEATS AND WE'VE GOT 75 SEVENTH GRADE SEATS TO FILL.

I DON'T HAVE THAT NUMBER OFF THE TOP OF MY HEAD, BUT I DO KNOW THAT THAT NEW PRINCIPAL IS GOING TO BE HITTING THE GROUND RUNNING RECRUITING IN OUR FIRST OTI SCHOOL THAT'S ON AN HBCU CAMPUS.

AND YOU TALKED ABOUT HAVING A NEW PRINCIPAL.

I WANT TO BE CLEAR THAT WE HAVE A VETERAN PRINCIPAL WHO'S NEW TO THIS SCHOOL AND HE'S DONE QUITE WELL.

AND SO I'M EXCITED ABOUT DR.

BARKSDALE.

AND IN HIS BACKGROUND, TOO, HE WENT TO AN HBCU.

SO HE UNDERSTANDS THE CULTURE AND THE IMPORTANCE AND THE SIGNIFICANCE OF THE PROGRAM.

SO I JUST WANT TO POINT THAT OUT AND WE'RE REALLY EXCITED ABOUT WHAT HE'S GOING TO DO.

AND I JUST HAD A CONVERSATION WITH HIM LAST WEEK.

AND YOU CAN JUST SEE THE EXCITEMENT OOZING OUT OF HIM ABOUT THIS OPPORTUNITY AND THE WAY HE'S GOING TO ENGAGE A COMMUNITY.

TRUSTEE JOHNSON, AGAIN, THANK YOU.

THANK YOU, DR. HINOJOSA.

THIS HAS BEEN EXCELLENT.

SO THANK YOU SO MUCH TO YOUR STAFF.

ANY OTHER QUESTIONS.

COMMENTS.

ALL RIGHT, THANK YOU ALL FOR THE PRESENTATION.

WE'RE GOING TO MOVE ON TO THE NEXT PART, WHICH IS DUAL LANGUAGE ESL UPDATE.

A LITTLE BIT OF CONTEXT, MR. PRESIDENT, MEMBERS OF THE BOARD, AS THE TEAM COMES UP WITH THE PRESENTATION, WHEN I GOT HIRED IN 2005, WE HAD 1300 CLASSROOMS THAT DID NOT HAVE BILINGUAL TEACHERS.

WE HAD TO GO ALL OVER THE WORLD TO GET A TEAM TO GET STAFFED.

[02:55:09]

AND IN FACT, WE MOVED ALL OF THE TEACHERS THAT WE HAD DOWN TO PRE-K AND ADDED FIRST AND SECOND, THAT WAS OUR STRATEGY.

AND WE IMPLEMENTED WENT OFF AND WE FOUND OUT ABOUT DUAL LANGUAGE, FOUND THE RESEARCH AND STARTED IMPLEMENTING.

SO WHAT ARE TEAMS GOING TO PRESENT TODAY.

ARE THE FRUITS OF 15 YEARS OF HARD LABOR.

SO WHEN YOU GO I'M NOT I'M NO FARMER, BUT I THINK WHEN YOU PLANT THE CROPS, THEY DON'T ALWAYS DELIVER LIKE PTEC AND CAREER INSTITUTES.

SOME OF THESE ARE JUST LIKE PRE-K AND JUST LIKE PROJECT LEGACY 2050.

SOME OF THESE ARE VERY LONG TERM PROJECTS THAT IF YOU'RE DONE RIGHT WITH THE RIGHT RESEARCH, YOU GET THE BEST RESULTS.

SO WITH THAT, I'LL TURN IT OVER TO CHIEF THROUGH THIS PRESENTATION.

THANK YOU, SUPERINTENDENT HINOJOSA, PRESIDENT AND MEMBERS OF THE BOARD, THANK YOU FOR THIS OPPORTUNITY TO GIVE YOU AN UPDATE ON SOME OF THE MILESTONES ON THE DUAL LANGUAGE PROGRAMING AND ENGLISH LANGUAGE LEARNERS SUPPORT.

WE'RE REALLY, REALLY EXCITED.

I KNOW AS DOC OFTEN SAYS WE HAVE MORE ENGLISH LEARNERS THAN MANY DISTRICTS HAVE STUDENTS.

AND NOT ONLY ARE WE PROUD OF THE PROGRAMING THAT WE PROVIDE, WE'RE ALSO VERY PROUD OF THE OUTCOMES.

AND SO WE WANT TO MAKE SURE THAT WE'RE PROVIDING THAT INFORMATION TO YOU AND LETTING YOU KNOW THAT WE ARE STILL COMMITTED TO HIGH LEVEL OUTCOMES FOR OUR ENGLISH LANGUAGE LEARNERS THROUGH DUAL PROGRAMING AS WELL AS ENGLISH LANGUAGE SUPPORTS.

TODAY I HAVE WITH ME RICHIE LANGUAGE AND ENGLISH LEARNING DEPARTMENT, I HAVE AMANDA CLYMER, WHO'S OUR DIRECTOR OF ENGLISH LANGUAGE SERVICES.

AND WE ALSO HAVE MARCO BARKER, PRINCIPAL AT ROSEMONT, WHO IS A HIGH QUALITY PRACTITIONER AT THE PROGRAM.

SO WE'RE HAPPY TO HAVE THESE THREE HERE TO PROVIDE YOU WITH THESE UPDATES.

BUT BEFORE WE DO THAT, I'M GOING TO BE A LITTLE BIT MORE PRECISE BECAUSE I'VE GOT THIS SPREADSHEET HERE TO PROVE IT.

THERE ARE 5000 SCHOOL DISTRICTS IN AMERICA.

AND ONLY.

ONLY 50 OF THEM HAVE MORE THAN 70,000 STUDENTS AND WE HAVE MORE THAN 70,000 ENGLISH LEARNERS, SO THAT'S JUST A LITTLE BIT OF CONTEXT.

VERY GOOD.

THANK YOU, SUPERINTENDENT.

IT IS A PLEASURE TO BE ABLE TO PRESENT WITH YOU THE HISTORY AND PROGRESS THAT WE'RE MAKING FOR ENGLISH LEARNERS IN OUR DISTRICT.

FOR A LITTLE BIT OF CONTEXT AND BACKGROUND, AS THE SUPERINTENDENT MENTIONED, IN 2006, WE LAUNCHED DUAL LANGUAGE DISTRICT WIDE ACROSS THE ENTIRE DISTRICT BY 2012.

WE WERE ABLE TO OFFER DUAL LANGUAGE TO SECONDARY SCHOOLS.

AND BY 2019, WE HAD OUR FIRST COHORT OF DUAL LANGUAGE STUDENTS GRADUATE WITH A SEAL OF BI LITERACY.

AND SO IN 2020, WE CONVENED THE ENGLISH LEARNER TASK FORCE, WHERE WE USED HUMAN CENTERED DESIGN AND SYSTEM DESIGN PRINCIPLES TO FOCUS ON FUTURE PROGRAMING AND OFFERINGS, ALONG WITH FOCUSING ON ALIGNMENT AND FIDELITY.

JUST AS A REMINDER.

WHEN YOU COMBINE ENGLISH LEARNERS WITH STUDENTS WHO HAVE EXITED THE PROGRAM AND BEING RECLASSIFIED.

THEY COMPRISE 51 PERCENT OF THE TOTAL STUDENT POPULATION HERE IN DALLAS ISD.

WE HAVE THREE TYPES OF DUAL LANGUAGE PROGRAMS THAT WE CURRENTLY OFFER IN DALLAS ISD, THE ONE WAY DUAL LANGUAGE PROGRAM WHICH SERVES ENGLISH LEARNERS STUDENTS EXCLUSIVELY, THE TWO WAY DUAL LANGUAGE PROGRAM, WHICH SERVES ENGLISH LEARNERS AND NON ENGLISH LEARNERS IN THE SAME CLASSROOMS AND IN THE SECONDARY DUAL LANGUAGE PROGRAM, WHICH BRINGS DUAL LANGUAGE AND A PATHWAY TO BI LITERACY TO MIDDLE SCHOOLS AND HIGH SCHOOLS.

DALLAS ISD HAS THE HIGHEST NUMBER AND THE HIGHEST PERCENTAGE OF ENGLISH LEARNERS IN THE ENTIRE STATE OF TEXAS, INCLUDING HOUSTON.

YOU CAN SEE FROM THIS GRAPH THAT EVEN THOUGH HOUSTON HAS TWO HUNDRED NINE THOUSAND STUDENTS, THEY HAVE 66,000 ENGLISH LEARNERS COMPARED TO THE 69,000 ENGLISH LEARNERS THAT WE HAVE IN DALLAS ISD.

AT THE SAME TIME, WHEN IT COMES TO ENGLISH LEARNERS STUDENT ACHIEVEMENT, WE ARE THE HIGHEST PERFORMING URBAN DISTRICT IN THE STATE OF TEXAS AND A HIGH PERFORMING LEADER HERE IN DALLAS COUNTY.

WHEN YOU MEASURE IT BOTH WITH STAAR.

AND WITH EOC.

AS I MENTIONED EARLIER IN THE PRESENTATION THIS YEAR, WE CONVENED THE ENGLISH LEARNER TASK FORCE, WHICH IS COMPRISED OF SCHOOL LEADERS, TEACHERS, CENTRAL STAFF, PERSONNEL FROM ALL ACROSS THE DISTRICT REPRESENTING EVERY SECTOR OF THE CITY.

AT THIS TIME.

I WOULD LIKE MARCO BARKER, THE PRINCIPAL OF ROSEMONT TO DESCRIBE WHAT SOME

[03:00:03]

OF THE RECOMMENDATIONS ARE AROUND DUAL LANGUAGE THAT HAVE COME FROM OUR WORK WITH THE ENGLISH LEARNERS TASK FORCE.

GOOD AFTERNOON, TRUSTEES.

GOOD AFTERNOON, SUPERINTENDENT HINOJOSA.

OUR REGIONAL PROGRAM SINCE 2006 HAS SERVED US WELL.

HOWEVER, IT IS TIME FOR AN UPGRADE.

CAN WE HONESTLY SAY OUR PROGRAM GOALS ARE BI LITERACY WHEN STUDENTS ONLY RECEIVE MATH IN ENGLISH OR SCIENCE AND SOCIAL STUDIES IN SPANISH? OUR PROPOSAL IS FOR MATH, SCIENCE AND SOCIAL STUDIES TO BE TAUGHT IN ENGLISH AND SPANISH THROUGH ALL YEARS OF ELEMENTARY SCHOOL.

LITERACY AND PRE-K THROUGH FIRST GRADE WILL FOCUS PRIMARILY ON SPANISH.

THIS DECISION IS BASED ON RECENT STUDIES THAT SHOWS THAT THIS APPROACH CLOSES THE ACHIEVEMENT GAP IN ENGLISH MUCH SOONER.

AND OFTEN STUDENTS DEMONSTRATE HIGHER LEVELS OF FOREIGN LANGUAGE PROFICIENCY.

GIVEN THE ALLOCATION AND WRITING CURRICULUM SPENDING NEXT YEAR IN THE PLANNING AND TRAINING PHASES SEEMS TO GUARANTEE A MUCH GREATER SUCCESS RATE.

SO AS WE CONCEPTUALIZE DUAL LANGUAGE AS A SHOWCASE PROGRAM THAT ADDRESSES HISTORICAL INEQUITIES FOR SOME OF OUR MOST MARGINALIZED STUDENTS, WE CANNOT OVERLOOK THE ADVANTAGES THE LANGUAGE CAN BRING TO OUR BLACK STUDENTS.

DUAL LANGUAGE CAN BECOME A CRUCIAL INITIATIVE IN REALIZING THE PROMISE OF TRUE EQUITY.

WE HAVE IDENTIFIED AT LEAST 13 SCHOOLS WITH A LARGE PERCENTAGE OF BLACK STUDENTS THAT WILL BE FERTILE GROUND FOR IMPLEMENTING THE TWO WAY DUAL LANGUAGE MODEL.

TWELVE ARE LOCATED IN OUR CITIES, SOUTHERN AND SOUTH EASTERN SECTORS.

THANK YOU, PRINCIPAL BARKER.

AND THEN FINALLY, THE ENGLISH LEARNER TASK FORCE ALSO REALIZED THERE WAS AN OPPORTUNITY TO IMPROVE OUTCOMES FOR OUR NEWCOMER STUDENTS AT THE HIGH SCHOOL LEVEL.

AND SO WE ARE CURRENTLY IN THE PLANNING PHASE OF CREATING A PILOT FOR AN OPT IN HIGH SCHOOL NEWCOMER CENTER LOCATED CENTRALLY INSIDE A NETWORK.

IT WOULD BE HOUSED IN A COMPREHENSIVE HIGH SCHOOL AS A SCHOOL WITHIN A SCHOOL.

THE PLAN WOULD BE FOR NEWCOMER STUDENTS TO RETURN TO THEIR NEIGHBORHOOD SCHOOL BY YEAR THREE OF HIGH SCHOOL.

WE ANTICIPATE A LOT OF BENEFITS FROM THIS APPROACH.

ONE WOULD BE THAT WE WOULD ALLOW FOR TARGETED DEVELOPMENT AND CONTENT AND LANGUAGE SIMULTANEOUSLY FOR UP TO THE FIRST TWO YEARS OF HIGH SCHOOL.

ALSO, ALL NEWCOMER STUDENTS WOULD RECEIVE THE SAME HIGHEST QUALITY EDUCATION, REGARDLESS OF WHERE THEY LIVE INSIDE THAT NETWORK.

THE STUDENTS WOULD BE SCHEDULED IN THEIR APPROPRIATE COURSES AND THEY WOULD REENTER THEIR NEIGHBORHOOD SCHOOL ON TRACK TO GRADUATE ON TIME.

I WAS TOLD WE HAD FIVE MINUTES, SO I TRIED REALLY HARD TO HIT THAT MARK.

AT THIS TIME, WE WOULD ENTERTAIN ANY QUESTIONS THAT YOU HAVE ABOUT OUR PRESENTATION, THE CONTEXT AND HISTORY OF THE PROGRAM OR THE FUTURE THAT WE SEE FOR ENGLISH LEARNER STUDENTS HERE IN DALLAS ISD.

THANK YOU FOR THE PRESENTATION.

WE'LL START WITH TRUSTEE MICCICHE.

Y'ALL ONLY GOT THE 10 SLIDES.

THIS IS INCREDIBLY EXCITING, I THINK.

I MEAN, THIS DATA SPEAKS FOR ITSELF.

I LOVE THE IDEAS AND I WOULD BE REMISS IF I DIDN'T THANK PRINCIPAL BARKER, WHO'S A DISTRICT SEVEN PRINCIPAL AND ONE OF THE BEST PRINCIPALS I'VE EVER SEEN IN ACTION HERE TODAY.

SO GLAD.

THANK YOU FOR YOUR SERVICE.

THANK YOU FOR YOUR WORK IN THIS AND THE ENTIRE TEAM.

I THINK THIS IS A NO BRAINER WHEN I LOOK AT THIS AND WE'RE TALKING ABOUT USING 50 50 ENGLISH AND SPANISH IN ALL OF OUR CORE SUBJECTS AND NOT JUST ONE.

SO I'M EXCITED ABOUT THAT.

WOULD THAT BE I GUESS THE QUESTION IS, WOULD THAT BE AT ALL PROGRAMS WHERE WE'RE IMPLEMENTING DUAL LANGUAGE? THAT WOULD BE THE CASE AND TAKE HOLD? RIGHT.

SO FOR ONE WAY AND TWO WAY DUAL LANGUAGE PROGRAMS, THAT ABSOLUTELY WOULD BE THE CASE.

THE PROGRAMING FOR SECONDARY DUAL LANGUAGE IS A LITTLE DIFFERENT BECAUSE THE SPANISH AND THE ENGLISH IS DIVIDED BY COURSE.

YOU TAKE ONE COURSE IN SPANISH AND ONE COURSE IN ENGLISH, AND THAT'S REALLY THOSE DECISIONS ARE CAMPUS BASED THAT ARE BASED ON AVAILABILITY OF PERSONNEL TO TEACH WHAT COURSES IN SPANISH AT THE SECONDARY LEVEL.

BUT FOR ONE WAY AND TWO WAY DUAL LANGUAGE AT THE ELEMENTARY SCHOOL LEVEL, IT WOULD BE 50 PERCENT ENGLISH, 50 PERCENT SPANISH FOR MATH, SCIENCE AND SOCIAL STUDIES STARTING AT PRE-K.

WOW.

THAT IS INCREDIBLY EXCITING.

AND NOW I'M ESPECIALLY THRILLED ABOUT THE IDEA OF A NEWCOMER SCHOOL.

AND I KNOW I'M FAMILIAR WITH ONE SCHOOL, I THINK IN LONDON THAT DID SOMETHING SIMILAR AS FOR STUDENTS THAT SPEAK ANY LANGUAGE.

BUT ENGLISH CAN GO THERE.

AND WHAT THEY'VE SEEN IS THEIR RESULTS ARE OFF THE CHARTS.

WHEN KIDS CONTINUE TO LEARN IN THEIR NATIVE LANGUAGE WHILE LEARNING A NEW LANGUAGE AND THEY'RE ABLE TO GRASP MATERIAL JUST AS YOU WOULD EXPECT, AND DO WONDERFUL THINGS WITH IT.

DO WE KNOW OF ANY OTHER DISTRICTS THAT HAVE SIMILAR THING LIKE THIS IN TEXAS, BUT THEN IN GENERAL? AND WHAT'S THOSE RESULTS BEEN? SO MY UNDERSTANDING IS THAT NEW YORK CITY CURRENTLY EMPLOYS THIS MODEL FOR A NEWCOMER CENTER, NOT FOR ALL THE NEWCOMERS, BUT FOR MANY OF THEM.

I BELIEVE THEY HAVE ONE IN BROOKLYN AND THEN AUSTIN ISD ALSO HAS A SCHOOL THAT IS CONSIDERED A NEWCOMER SCHOOL FOR NEWCOMERS TO THEIR DISTRICT.

[03:05:05]

THEY HAVE SEEN I DON'T HAVE THE DATA TO REPORT TO YOU, BUT MY UNDERSTANDING IS THAT THE RESULTS THAT THEY'VE GOTTEN WERE GREATLY IMPROVED BEFORE THEY STARTED THOSE NEWCOMERS CENTERS.

AND THERE WOULD THIS BE HOW WOULD STUDENTS GET IDENTIFIED FOR THIS? WOULD IT BE A CHOICE? OR WHEN STUDENTS ARE TO ENROLL, IT COULD BE A RECOMMENDATION.

WHAT WOULD THAT LOOK LIKE? THAT'S A GREAT POINT.

IT WOULD ABSOLUTELY BE A STUDENT CHOICE.

IT WOULD BE A RECOMMENDATION MADE BY OUR DEPARTMENT WHEN WE'RE ENROLLING STUDENTS AND OUR DEPARTMENT WOULD PLAY A KEY ROLE, A CENTRAL ROLE IN IDENTIFYING THE STUDENTS THAT WOULD BE ELIGIBLE FOR THIS PROGRAM AND WORKING WITH SCHOOLS TO MAKE SURE THAT THE STUDENTS ARE APPROPRIATELY PLACED.

WELL, I'M THRILLED ABOUT THIS.

YOU KNOW, I PERSONALLY AM A HUGE SUPPORTER.

I WOULD LOVE TO SEE US SUPPORT THIS IN ANY WAY WE CAN.

AND THANK YOU ALL FOR YOUR WORK.

THIS IS EXCITING TO SEE.

THANK YOU, MR. PRESIDENT.

TRUSTEE MARSHALL.

SO I DON'T THINK ANYBODY AT THIS TABLE WAS PRESENT FOR THIS DISCUSSION, BUT THE VERY FIRST IDEA WAS PITCHED WHEN I BECAME A TRUSTEE WAS BY A GROUP OF FOLKS FROM LEADERSHIP ISD, AND IT WAS FOR THIS TYPE OF ENTRY PROGRAM.

AND AS A BABY TRUSTEE, I DIDN'T REALLY KNOW WHO TO TAKE IT TO.

SO I TOOK IT AROUND AND ASKED A COUPLE OF PEOPLE IF THIS WAS A GOOD IDEA.

AND EVERYBODY SORT OF LAUGHED AT ME AND SAID, YEAH, DON'T WORRY ABOUT IT.

AND IT DIDN'T GO ANYWHERE.

SO NOW, FIVE YEARS LATER, I'M VERY THRILLED THAT THIS IS COMING FORTH AND I'LL BE HAPPY TO SUPPORT IT IN ANY WAY.

SO THANK YOU.

TRUSTEE JOHNSON.

CONCUR WITH TRUSTEE MARSHALL.

I THINK THIS PHENOMENAL WORK, AND I'M DEFINITELY GOING TO SUPPORT IT.

TRUSTEE FLORES.

WOW.

I AGREE WITH YOURSELF, AND I'M DEFINITELY GOING TO SUPPORT IT.

I'M ALSO VERY PROUD TO SEE RICHIE FROM GO TIGERS.

GREAT TO SEE YOU AND GREAT WORK.

I MEAN, THIS IS THIS IS VERY EXCITING, EVERYTHING THAT WE'VE DONE.

SO TO PLAY MY PART.

I WAS HERE IN 2006 WHEN WE PASSED IT, YOU KNOW, OR DR.

HINOJOSA BROUGHT TO US THE DUAL LANGUAGE PROGRAM AND THE GROWTH OF THE DUAL LANGUAGE PROGRAM AND THE COLLIER AND COLLIER RESEARCH AROUND DUAL LANGUAGE PROGRAMS. AND IT PROVES EXACTLY.

AND THE DATA PROVES EXACTLY WHAT THE COLLIER AND COLLIER RESEARCH SHOWS THAT THESE DUAL LANGUAGE KIDS DO PHENOMENALLY WELL.

YOU KNOW, MANY, MANY YEARS LATER, EVEN IF IT'S JUST K THROUGH FIVE, THAT THEY HAVE DUAL LANGUAGE AND WE OFFER IT, YOU KNOW, ALL THE WAY ACROSS THE SPECTRUM.

NOW AS A CHOICE PROGRAM, WE'VE TALKED ABOUT THAT IN OUR NEIGHBORHOOD SCHOOLS, FOR EXAMPLE, AT WT WHITE AND ED WALKER AND AT MARSH.

SO JUST VERY EXCITED ABOUT THE PROGRESS THAT'S BEEN DONE, VERY EXCITED ABOUT KIND OF SWITCHING TO THE 2.0 MODEL.

MANY OF YOU GUYS KNOW THAT I WENT TO A DUAL LANGUAGE SCHOOL.

THAT'S BEEN K-12 DUAL LANGUAGE FOR ABOUT 140 YEARS NOW AND HAS GENERATED PRESIDENTS OF SEVERAL COUNTRIES, PRESIDENT OF LIKE, YOU KNOW, COCA-COLA AND IBM AND DIFFERENT.

KNOW, VERY, VERY WELL THROUGHOUT THE AGES.

AND, YOU KNOW, IT'S JUST OUR REPLICATION OF WHAT WE ALREADY KNEW AND THE FACT THAT THE DATA CLEARLY SHOWS WHAT WE KNEW WAS GOING TO HAPPEN IS THERE.

SO VERY PROUD OF THE WORK OF THE DISTRICT AND SWITCHING TO THE FULL 50 50 WHERE YOU DO IT.

AND I MEAN, IT WAS IT WAS A PERSONNEL PROBLEM.

IT'S NOT HAVING ENOUGH BILINGUAL TEACHERS WHERE WE HAD TO SPLIT, WHERE WE DID THE LANGUAGE OF THE DAY, OR YOU ONLY DID MATH IN ONE LANGUAGE OR THE SCIENCE AND THE OTHER.

IN MY SCHOOL, IT WAS LIKE YOU HAD SCIENCE TWICE IN THE DAY AND ONE OF THEM ONES IN SPANISH AND ONE OF THEM WAS IN ENGLISH.

AND YOU'D HAD WE HAD MEXICAN HISTORY AND WE HAD U.S.

HISTORY AND, YOU KNOW, I GUESS.

ACADEMICALLY, I ENDED UP OK, I THINK I DID OK, SO I GUESS.

THAT'S DEBATABLE DR. FLORES.

I DID GO TO PUBLIC UNIVERSITY FOR UNDERGRAD AND LAW SCHOOL.

BUT I THINK IT ENDED UP OK.

BUT I MEAN, I MAKE A POINT IS THAT IN 2006 WE WERE ON CNN, LOU DOBBS, BECAUSE JOE MAY THE NAMESAKE OF THE SCHOOL WAS REALLY PUSHING US.

AND JUST LIKE THE TRUSTEES WHO ARE PUSHING US ON RACIAL EQUITY WITH THE THREE TRUSTEES, YOU KNOW, BLACK LIVES MATTER, WE ARE NOW GOING TO BE MOVING THE NEEDLE THAT WAY.

THOSE BIG ROCKS TAKE A LONG TIME TO MOVE, BUT YOU'VE GOT TO START SOMEWHERE AND YOU GOT TO BE DOGGING, YOU'VE GOT TO BE CONSISTENT AND YOU'VE GOT TO JUST DO IT.

SO SOME OF THESE THINGS ARE WORTH FIGHTING FOR.

SO I WANT TO THANK DR.

FLORES BECAUSE HE AND I CUZ LOU DOBBS WAS ALL OVER JOE MAY, WE WERE RIGHT BY HIM.

SO WE WERE COLLATERAL DAMAGE.

[03:10:01]

WITH HIS BROKEN GLASSES.

YES.

REMINISCING.

TRUSTEE CARREON.

I GOT SOME.

THANK YOU ALL FOR THE PRESENTATION.

I JUST ALSO WANTED TO ADD MY VOICE AND MY SUPPORT TO YOUR EFFORTS.

I JUST WANT TO ALSO SAY I'M HERE.

IF ANYTHING, ANYTHING YOU ALL NEED TO MAKE THIS HAPPEN.

I WANT TO MAKE MYSELF VERY AVAILABLE.

YOU ALL PROVIDED IN THE IN THE IN THE APPENDIX.

I WAS LIKE BEN, I DON'T KNOW IF IT MADE IT.

IT IS IN PAGE 12 OF THE APPENDIX, THE FEEDER PATTERNS AND THE PERCENTAGE THAT ARE ENGLISH LANGUAGE LEARNERS.

I REPRESENT MOST OF THE T.J.

FEEDER PATTERN.

SEVENTY FOUR PERCENT ENGLISH LEARNERS THERE.

AND SO SOMETHING AND TRUSTEE, SUPERINTENDENT HINOJOSA REFERENCED THIS AS WELL, SOMEONE WHO ONCE HELD THIS SEAT IN DISTRICT EIGHT, JOE MAY, I MEAN, WAS SPOT ON WHEN HE WAS LEADING THIS EFFORT.

YOU COULD SEE THE FUTURE HERE.

THAT'S DEFINITELY SOMETHING THAT MATTERS TO THE DISTRICT EIGHT AND THE ENTIRE CITY.

SO AND THE SCHOOL DISTRICT.

SO I WANT TO LEND MY SUPPORT, I DO HAVE JUST A COUPLE CLARIFYING QUESTIONS.

I KNOW TRUSTEE FLORES WAS MENTIONING HOW THE EVOLUTION OF DUAL LANGUAGE, WHERE HE ATTENDED SCHOOL, WHAT IS FIFTY FIFTY LOOK LIKE IN PRACTICE FOR US? IS IT IS IT AN A DAY B DAY SITUATION? IS IT A, WHAT'S THAT LOOK LIKE? SO I THINK THERE'S OPPORTUNITIES TO FLESH THAT OUT AS WE GO THROUGH THE PLANNING PHASE AND THE IMPLEMENTATION PHASE IN THE SPRING OF THIS YEAR, LATER ON THE SPRING OF THIS YEAR, THROUGH THE SUMMER AND INTO NEXT YEAR, IT WOULD DEPEND ON THE AGE OF THE STUDENTS.

RIGHT.

AND SO I THINK AT THE LOWER GRADES, YOU WANT THE STUDENTS TO BE ABLE TO AND ENGAGE IN AND WORK WITH EACH LANGUAGE AS MUCH AS POSSIBLE.

SO YOU WOULD DEFINITELY WANT EACH DAY TO BE FIFTY PERCENT IN SPANISH AND FIFTY PERCENT IN ENGLISH.

RIGHT.

AND THEN WHEN IT COMES TO HOW YOU DO THE FIFTY FIFTY FOR CONTENT AREAS? FOR THE YOUNGER KIDS, YOU PROBABLY WANT TO ALTERNATE THAT DAY BY DAY.

SO ON MONDAY I'M TEACHING SCIENCE IN SPANISH.

ON TUESDAY I'M TEACHING SCIENCE IN ENGLISH.

RIGHT.

AS YOU GET OLDER INTO SAY LIKE THIRD GRADE, FOURTH GRADE AND FIFTH GRADE, THE RESEARCH REALLY SUPPORTS THAT.

YOU CAN EXPAND THE AMOUNT OF TIME THAT STUDENTS SPEND WITHOUT OSCILLATING BETWEEN THE LANGUAGES.

SO, FOR EXAMPLE, YOU MIGHT HAVE AN A WEEK WHERE YOU ARE ENGAGING IN READING LANGUAGE ARTS IN SPANISH AND THEN YOUR MATH IS IN ENGLISH AND YOUR SCIENCE IS IN ENGLISH AND POSSIBLY YOUR SOCIAL STUDIES IN ENGLISH.

AND THEN THE FOLLOWING WEEK YOU WOULD SWITCH THOSE AROUND.

OK, WELL, OK, THANK YOU FOR THAT.

QUESTION ON THE NEWCOMER CENTERS.

Y'ALL REFERENCE PLACES WHERE THIS IS DONE IN OTHER PARTS OF THE COUNTRY.

I THINK THE PROPOSAL HERE OR THE VISION HERE IS FOR ONE IN EACH NETWORK.

I GUESS MAYBE I DON'T KNOW, OFF THE TOP OF MY HEAD, HOW MANY NETWORKS DO WE HAVE? WE HAVE FIVE.

OK.

OK.

AND THERE'S WHAT TWO OR THREE HIGH SCHOOLS? TYPICALLY FOUR HIGH SCHOOLS TO A NETWORK.

OK, AND I GUESS WHAT IS THE ANTICIPATED ENROLLMENT OF EACH NEWCOMER CENTER? I DON'T HAVE THAT DATA BY NETWORK, BUT I WILL TELL YOU THAT IN NINTH AND TENTH GRADE THIS YEAR, WE HAVE APPROXIMATELY 1200, 1250 NEWCOMERS STUDENTS.

WHEN YOU LOOK AT THAT NUMBER ALL THE WAY UP THROUGH 12TH GRADE, IT'S A LITTLE OVER 1600 NEWCOMER STUDENTS IN HIGH SCHOOL IN DALLAS ISD.

I MEAN, I GUESS LIKE WITH ANY SCHOOL, I MEAN, THERE'S A POSSIBILITY THAT THERE BE SOME NEWCOMER CENTERS WHERE THERE'S A CONCENTRATION OF NEWCOMERS THAT WOULD BE LARGER THAN OTHER THAN OTHER NEWCOMER CENTERS.

ABSOLUTELY.

AND IN FACT, YOU KNOW, THIS IS A PROPOSAL IN THE EARLY DAYS, BUT IN SOME SECTORS OF THE CITY, POSSIBLY, THERE MAY BE A NETWORK WHERE IT MIGHT BE ADVANTAGEOUS TO HAVE TWO NEWCOMER CENTERS RATHER THAN JUST ONE BASED ON THE CONCENTRATION OF NEWCOMERS THAT ARE IN THAT NETWORK.

THERE'S A LOTS OF OPPORTUNITY FOR FLEXIBILITY THERE.

THANK YOU FOR ACKNOWLEDGING THAT.

I GUESS THAT'S THAT'S WHERE MY QUESTION WAS KIND OF COMING FROM, IS JUST THINKING ABOUT SPACE AND THEN KIND OF LOOKING AT WHAT I REFERENCED EARLIER, YOU KNOW, ON THE T.J.

FEEDER PATTERN, JUST KIND OF FIGURING OUT HOW THAT WOULD WORK OUT PRACTICALLY.

ANYWAY THOSE ARE ALL MY QUESTIONS.

THANK YOU ALL SO MUCH.

THANK YOU.

THANK YOU.

TRUSTEE MICCICHE.

THANK YOU.

AND THANK YOU, TRUSTEE FLORES, FOR SHARING SOME OF YOUR CHILDHOOD EXPERIENCES.

LITTLE EXCEPTION TO THE SLIDE NUMBERS.

[03:15:04]

AND I HOPE THAT AFTER THIS DISCUSSION, THE SUPERINTENDENT DOESN'T SAY YOU'VE GOT TO YOU'RE STUCK WITH 10, INCLUDING APPENDIX.

SO WE LIKE THE EXTRA SLIDES.

LET ME ASK A COUPLE OF QUESTIONS AND FIRST SAY THAT THERE'S A REAL THERE'S A LOT OF EXCITEMENT ABOUT THE DUAL LANGUAGE PROGRAMS. AND ONE OF THE VERY FIRST THINGS THAT I NOTICED WHEN I GOT ON THE BOARD EIGHT AND A HALF YEARS AGO WAS THE COMMUNITY AROUND SANGER WAS REALLY EXCITED ABOUT IT.

AND THAT SCHOOL HAS FLOURISHED.

IT'S GROWN TO BE A PRE-K 8 .

AND THERE'S THAT SIMILAR EXCITEMENT HAPPENING AT HOTCHKISS, WHICH WILL BE A DUAL LANGUAGE SCHOOL NEXT YEAR.

BUT A COUPLE OF THINGS THAT I HAVE NOTICED IN THE IMPLEMENTATION.

ONE IS AT SANGER AND THEN THEN REILLY STARTED ONE.

BOTH OF THOSE SCHOOLS THERE WAS THERE WAS A SHORTAGE OF ENGLISH LANGUAGE LEARNER FAMILIES THERE ARE MORE NATIVE ENGLISH SPEAKERS, THEN NATIVE SPANISH SPEAKERS IN TERMS OF THE DEMAND AND I DON'T KNOW IF YOU'VE BEEN ABLE TO LEVEL THAT OFF, BUT I DO REMEMBER GETTING A LOT OF COMMENTS ABOUT WE NEED MORE NATIVE SPANISH SPEAKERS TO BALANCE OUT THESE CLASSES.

AND IS THAT A IS THAT A DISTRICT WIDE PROBLEM OR WHAT? OR HOW IS THAT BREAKING OUT? SO IT'S NOT A DISTRICT WIDE PROBLEM, BUT IT IS A PROBLEM FOR SOME OF OUR SCHOOLS.

RIGHT.

I WOULD SAY THAT THIS YEAR, INCLUDING THE TWO WAY DUAL LANGUAGE NEIGHBORHOOD PROGRAMS IN THE CHOOSE DALLAS ISD INITIATIVE REALLY OPENS UP A DOOR TO HELPING SCHOOLS SOLVE THAT PROBLEM, BECAUSE NOW A PARENT ANYWHERE IN THE CITY, A PARENT OF AN ENGLISH LEARNER STUDENT THAT MAY WANT THEIR STUDENT TO PARTICIPATE IN A TWO WAY DUAL LANGUAGE PROGRAM OR MAYBE WANT TO GO TO A DIFFERENT SCHOOL, CAN FIND THAT PROGRAM AT A SCHOOL, SAY, LIKE REILLY OR SANGER, LET'S SAY MOCKINGBIRD, FOR EXAMPLE, WHERE THEY STRUGGLE ATTRACTING ENGLISH LEARNER STUDENTS, NOW THERE'S A CENTRALIZED SYSTEM TO CONNECT THOSE SCHOOLS WITH THE FAMILIES, WHICH WOULD BOOST THE EFFICACY OF THE PROGRAMS THAT THEY HAVE.

OK, THANK YOU.

AND IN THE OTHER THE OTHER THING THAT SEEMS TO BE A PRACTICAL ISSUE, AND I'M SEEING IT NOW AGAIN WITH HOTCHKISS, BUT IS THE FACT THAT A DUAL LANGUAGE PROGRAM IS NOT A CHOICE PROGRAM.

AND IN OUR OWN RULES, WE PROVIDE TRANSPORTATION TO GO TO A CHOICE SCHOOL, BUT WE DON'T PROVIDE TRANSPORTATION TO GO TO A DUAL LANGUAGE SCHOOL.

AND AS I SEE HOTCHKISS AND I'M SURE OTHER SCHOOLS ARE GOING TO HAVE THESE SAME ISSUES AND HAVE HAD THEM IN THE PAST.

I MEAN, HOW DO WE HOW DO WE MAKE SURE THAT WE CAN FILL THESE SCHOOLS IF THEY CAN BE TRANSPORTED OUT OF THE NEIGHBORHOOD? BUT WHEN YOU WHEN PEOPLE FROM OUTSIDE THE NEIGHBORHOOD WANT TO COME INSIDE THAT NEIGHBORHOOD THAT HAS THE DUAL SCHOOL, DUAL LANGUAGE SCHOOL, THEY HAVE TO GET THERE ON THEIR OWN POWER.

THAT WAS GOING TO BE ABOUT RICHIE'S PAY GRADE.

BUT THAT'S SOMETHING THAT WE WORK THAT IS WORTH CONSIDERING.

DWAYNE'S PROBABLY HAVING A HEART ATTACK RIGHT NOW BECAUSE HE WANTS MORE BUS DRIVERS.

AND, YOU KNOW, SO BUT I THINK AS WE GO FORWARD, BRIAN, YOU AND WORKING WITH SCHOOL LEADERSHIP, SUZANNA, IF THAT IS REALLY A DEMAND AND THAT HELPS US INTEGRATE SCHOOLS AND IT'S THE RIGHT THING TO DO.

SO IF THERE IS MOMENTUM FOR THIS, THAT COULD BE A FISCAL NOTE.

THAT ACTUALLY COULD BE EXCITING INSTEAD OF SOME OF THE BORING FISCAL NOTES Y'ALL HAVE BEEN GIVING ME.

WELL, YEAH, I LEAVE THAT TO YOU TO COME UP WITH SOME SORT OF PROPOSAL OR PILOT, IT'S JUST THAT IT SEEMS TO BE A VERY INCONSISTENT APPROACH WHEN SOMEONE WANTS TO GO TO SPECIALTY PROGRAM VERSUS A DUAL LANGUAGE PROGRAM, WHICH IN A WAY IS A SPECIALTY PROGRAM, JUST NOT WITHIN OUR BUREAUCRATIC BOXES.

THANK YOU.

KEEP UP THE GREAT WORK.

THANK YOU TRUSTEE MICCICHE.

YEAH.

I JUST WANT TO REITERATE WHAT ALL MY COLLEAGUES SAID ON THE BOARD ALREADY.

NOT ONLY IS THE SCOPE OF THE AMOUNT OF STUDENTS WHO ARE IMPACTED, BUT JUST HOW EFFECTIVE YOU ARE DOING.

I THINK IT'S ONE THING TO EDUCATE AS MANY STUDENTS AS DR.

HINOJOSA TALKED ABOUT, BUT ALSO DO IT WELL IS A TESTAMENT TO THIS PROGRAM AND THE VISION SET WAY BEFORE MOST OF US WERE EVEN THINKING ABOUT THIS SCHOOL BOARD.

[03:20:04]

WHEN WE TALKED ABOUT ENGLISH LANGUAGE LEARNERS.

BUT I REMEMBER WHAT SLIDE IT WAS MY IPAD AGAIN.

BUT NOW THIS IS SOMETHING THAT A LOT OF PARENTS WANT ENGLISH LANGUAGE LEARNERS, BLACK FAMILIES, WHITE FAMILIES, HIGH INCOME, MIDDLE INCOME, LOW INCOME.

THERE'S SUCH A HIGH DEMAND AND A RECOGNITION THE VALUE OF BEING ABLE TO SPEAK TWO LANGUAGES FLUENTLY, NOT NOW, JUST NOW, BUT ALSO IN THE FUTURE.

IN A LOT OF WAYS, WE'RE FAILING OUR KIDS IF WE'RE NOT GRADUATING THEM WITH THE ABILITY TO SPEAK MORE THAN ONE LANGUAGE.

SO THIS IS A GREAT PROGRAM, NOT JUST FOR ENGLISH LANGUAGE STUDENTS, ENGLISH LANGUAGE LEARNER STUDENTS, BUT FOR ALL STUDENTS.

AND IT'S ALSO ONE OF THOSE THINGS THAT I THINK WILL TRUSTEE MARSHALL WAS TALKING ABOUT THINGS THAT ATTRACT FAMILIES, HIGH QUALITY, DUAL LANGUAGE PROGRAMS, I THINK WILL ATTRACT ALL KINDS OF FAMILIES THAT RECOGNIZE THE VALUE OF BEING ABLE TO SPEAK TWO LANGUAGES.

AND EVERYONE TOOK CREDIT FOR MR. AND I REMEMBER WHEN I WALKED THE CAMPUS WITH THE YOU WERE A PHENOMENAL LEADER, HATED TO LOSE YOU, BUT IT'S GOOD TO SEE WHERE YOU RIGHT NOW AND THE IMPACT YOU'RE MAKING ON EVEN MORE STUDENTS.

SO THANK YOU FOR YOUR CONTINUED SERVICE TO THE DISTRICT ACROSS THE BOARD.

SO I WANTED TO RECOGNIZE AND GET MY OWN THUNDER FOR DISTRICT NINE.

YOU KNOW, HE DID A GREAT JOB, BUT YOU LEFT THAT SCHOOL IN GREAT SHAPE AND GROOMED SOMEONE TO FALL IN THAT ROLE AS A GREAT LEADER AS WELL.

SO THANK YOU.

THAT BEING SAID, IS THERE ANY OTHER QUESTIONS OR COMMENTS? NOPE, THANK YOU ALL.

WE'LL GO TO THE NEXT PRESENTATION, WHICH IS RACIAL EQUITY UPDATE, INTERNAL AND EXTERNAL COMMUNITY ENGAGEMENT.

DR. HINOJOSA.

YES, SIR.

WE'RE EXCITED TO CONTINUE THE JOURNEY THAT YOU'VE GIVEN US, THE PATH.

I'M VERY EXCITED.

DR. LEAR AND OUR TEAM AND ALL OF OUR SHARON QUINN HAS REALLY BEEN A WARRIOR IN THIS OVER THE LAST SINCE SHE TOOK OVER THIS AND SHE'S BEEN ABLE TO MAKE CONNECTIONS WITH THE ENTIRE ORGANIZATION.

SO THIS OUR RACIAL LEGS ALL OVER, AS YOU'LL AS WILL BE VERY EVIDENT IN THE PRESENTATIONS.

SO I'LL TURN IT OVER TO DR.

LEAR AND DR. QUINN TO CARRY US THROUGH.

THANK YOU.

GOOD AFTERNOON.

PRESIDENT HENRY, TRUSTEES, SUPERINTENDENT HINOJOSA.

EXCITED FOR DR.

QUINN TO GO THROUGH THE PRESENTATION.

TODAY'S FOCUS WILL ACTUALLY BE ON COMMUNITY STAKEHOLDER OR ENGAGEMENT PILLAR.

AND WE DID TAKE THE ADVICE OF THE BOARD TO WORK TO USE OUR SLIDES TO REPRESENT OUR SORRY, OUR ROOT CAUSE ANALYSIS AND THEN ALSO OUR STUDENT OUTCOME GOAL WITH INPUTS AND OUTPUTS.

AND SO TODAY WE'LL REALLY FOCUS IN AND WILL HONE IN ON THE ENGAGEMENT OF STUDENTS, ENGAGEMENT OF FAMILIES AND ENGAGEMENT OF COMMUNITY.

SO, DR. QUINN, IF YOU CAN TAKE THIS ON SO, YEAH, AS CHIEF LEAR SAID, WE'RE GOING TO TALK ABOUT COMMUNITY ENGAGEMENT, FAMILY ENGAGEMENT AND THEN STUDENT ENGAGEMENT.

SO FIRST, WE'D LIKE TO UNDERSCORE THE CQ WEBINAR EXPERIENCE THAT WE'VE ALREADY PROVIDED FOR THE COMMUNITY.

AND IN OCTOBER, DIVISION CHIEFS SERVED AS PANELISTS UPDATING THE COMMUNITY ON SPECIFIC ACTIONS THAT THEIR DEPARTMENTS WOULD TAKE TO CREATE AND ANTI-RACIST SCHOOL COMMUNITY.

AND THEN IN DECEMBER, WE HOSTED ANOTHER WEBINAR WHERE LOCAL RACIAL EQUITY ADVOCATES TO SHARE THEIR PERSPECTIVES ON AND THEIR HOPES FOR CREATING AN ANTI-RACIST SCHOOL COMMUNITY.

NOW WE HAVE AN UPCOMING EVENT THAT WILL ACTUALLY BE A TOWN HALL MEETING THAT WILL OCCUR ON APRIL 12TH.

AND IMPLEMENTERS WHO ARE THE CLOSEST TO THE WORK WILL ENGAGE OUR COMMUNITY IN A QUESTION AND ANSWER SESSION REGARDING OUR DISTRICT'S RACIAL EQUITY PROGRESS.

AS YOU SEE HERE, OUR TRUSTEE APPOINTED ADVISORY COUNCIL IS YET ANOTHER WAY THAT OUR DISTRICT INTENTIONALLY ENGAGES THE COMMUNITY AROUND ISSUES OF RACIAL EQUITY.

AND AS YOU KNOW, THE GROUP CONSISTS OF THE NINE BOARD APPOINTED TRUSTEE NINE APPOINTED BOARD APPOINTED MEMBERS, AS WELL AS 12 AT LARGE MEMBERS AND FOUR HIGH SCHOOL TEAM BOARD REPRESENTATIVES.

AT EACH TAAC MEETING, MEMBERS HAVE THE OPPORTUNITY THIS YEAR TO INTERACT WITH DEPARTMENT LEADERS, AND THEY LEARN ABOUT THE CURRENT EQUITY WORK FROM EACH DEPARTMENT.

AND THEY ALSO LEARN AND GIVE AND GIVE INPUT ON THE INFORMATION SHARED IN ANY

[03:25:03]

FUTURE INITIATIVES.

AND SO FAR, OUR TAAC MEMBERS HAVE INTERACTED WITH LEADERS FROM TEACHING AND LEARNING, SCHOOL LEADERSHIP, FINANCE AND OPERATIONS, SPECIAL EDUCATION AND STUDENT DISCIPLINE.

AND AFTER EACH MEETING, THE REO SENDS MEETING SUMMARIES AND POWER POINTS TO THE GROUP.

IN ORDER THAT THEY CAN EQUIP, WE CAN EQUIP OUR TAAC MEMBERS TO SHARE UPDATES WITH THEIR RESPECTIVE COMMUNITIES.

AND OUR GOAL HERE IS TO MAKE SURE THAT TAAC MEMBERS FEEL THAT MEETINGS ARE VALUABLE AND THAT THEIR FEEDBACK IS TAKEN SERIOUSLY.

AND TO DATE, MORE THAN 90 PERCENT OF THE FEEDBACK SURVEYS FOR EACH MEETING SHOW THAT MEMBERS FEEL LIKE THE MEETINGS HAVE BEEN BENEFICIAL FOR THEM TO GO BACK AND REPRESENT THE DISTRICT IN THEIR COMMUNITIES.

SO OUR DEPARTMENT ALSO COLLABORATES WITH THE PARENT ADVOCACY DEPARTMENT, AND WE DISCUSSED SOME CHALLENGES OUR DISTRICT HAS BEEN FACING WITH BUILDING POSITIVE RELATIONSHIPS WITH OUR FAMILIES, ALONG WITH THE DEPARTMENT'S EFFORTS TO PROVIDE CONSISTENT AVENUES TO HEAR PARENT VOICES AND TO ALSO COMMUNICATE THE VARIOUS DISTRICT SUPPORTS THAT FAMILIES CAN TAKE ADVANTAGE OF.

SO THIS YEAR, THE PARENT ADVOCACY DEPARTMENT PILOTED VIRTUAL HOME TO HOME VISITS WITH FOUR CENTRAL NETWORK MIDDLE SCHOOL CAMPUSES, NAMELY KENNEDY CURRY, OW HOLMES, BOUDE STORY AND ZUMWALT, AND ALSO BIRDIE ALEXANDER ELEMENTARY SCHOOL.

AND IN THE HOME TO HOME PROGRAM, THE PARENT ADVOCACY DEPARTMENT RECRUITED TEACHERS FROM THESE CAMPUSES AT THE VERY BEGINNING OF THE YEAR TO CONSISTENTLY REACH OUT TO FAMILIES FOR THE SOLE PURPOSE OF BUILDING POSITIVE RELATIONSHIPS.

AND TEACHERS VISIT WITH THE FAMILIES FOR AT LEAST 30 MINUTES PER SESSION.

SESSIONS INCLUDE GOAL SETTING AND PROGRESS UPDATES REGARDING ATTENDANCE, BEHAVIOR AND STUDENT GRADES, AND THE SESSIONS ALSO ASSIST STUDENTS WITH BUILDING STRONG RELATIONSHIPS WITH THEIR PEERS AND THEIR TEACHERS.

THE GOAL FOR THIS YEAR'S PILOT IS THAT AT LEAST 80 PERCENT OF THE TEACHERS WILL COMPLETE 10 VISITS BY THE END OF THE SCHOOL YEAR.

AND AS YOU CAN SEE, 25 OF THE 31 PARTICIPATING TEACHERS, OR 81 PERCENT, HAVE COMPLETED 10 VIRTUAL VISITS FOR A TOTAL OF FOUR HUNDRED TEN VISITS OCCURRING THROUGHOUT ALL OF THE SCHOOLS WHO ARE IN THE PROGRAM.

SO THE PARENT ADVOCACY AND TEACHING AND LEARNING DEPARTMENTS CONTINUE TO REACH OUT TO DISENGAGED FAMILIES THROUGH WHAT WE'RE CALLING OPERATION COMEBACK.

AND TODAY, THE TEAMS HAVE ATTEMPTED TO CONTACT ONE HUNDRED PERCENT OF THE FAMILIES, WITH 62 OF THOSE FAMILIES HAVING BEEN SUCCESSFULLY CONTACTED BECAUSE WE'RE STILL LOOKING FOR ACCURATE INFORMATION FOR THE OTHERS AND WE REALIZE THAT 38 PERCENT IS A LARGE PERCENT AND THAT WE HAVEN'T CONTACTED.

AND TEAMS WILL CONTINUE PURSUING ADDITIONAL LEADS TO SECURE ACCURATE CONTACT INFORMATION FOR THOSE STUDENTS DURING THE MONTH OF MARCH.

AND FINALLY, THE PARENT ADVOCACY DEPARTMENT INTENTIONALLY INCREASED DIVERSITY FOR THE DISTRICT PARENT ADVISORY EXCUSE ME COUNCIL.

TO ENSURE A MORE DIVERSE AND EQUITABLE REPRESENTATION FROM EACH FEEDER PATTERN.

SO KEISHA DAVIS SPOKE VERY WELL AND VERY DETAILED ABOUT THE MAGNET APPLICATION INITIATIVE FOR SELECTED FEEDERS AND THE 30 MENTORS WHO HAVE BEEN ASSIGNED TO HELP THE FAMILIES NAVIGATE THE APPLICATION AND ENROLLMENT PROCESS.

AND SO IT IS IMPORTANT, THOUGH, FOR ME TO ADD THAT WE WILL HAVE A FULL REPORT REGARDING THE IMPACT OF THE MAGNET MENTORS IN MAY.

WE'RE ALSO GOING TO HIGHLIGHT TODAY STUDENT ENGAGEMENT AND THE EQUITY WORK THAT OUR BILINGUAL AND ESL DEPARTMENT IS DOING TO CLOSE THAT ACHIEVEMENT GAP THAT EXISTS FOR OUR EL STUDENTS, OUR HIGH SCHOOL STUDENTS IN PARTICULAR.

AND THE DEPARTMENT PROVIDES WEEKLY SUPPORT SESSIONS FOR OUR EL FAMILIES AND OUR TEACHERS TO LESSEN THAT DOUBLE BURDEN OF HAVING TO ACQUIRE ACADEMIC ENGLISH AND MASTERING CONTENT SIMULTANEOUSLY.

AND SO, AS OF TODAY, WE HAVE ONE HUNDRED FIFTY THREE PROFESSIONAL DEVELOPMENT SESSIONS THAT THE DEPARTMENT HAS OFFERED TO OUR EL TEACHERS, WITH OVER 9000 TEACHERS ACTUALLY PARTICIPATING IN THESE OFFERED SESSIONS.

ALSO, 380 PARENTS HAVE ATTENDED PARENT SESSIONS, AND THE ESL DEPARTMENT OFFERS SESSIONS SUCH AS DUAL LANGUAGE, ACADEMY CLASSES, ESL CLASSES FOR PARENTS, COLLEGE AWARENESS

[03:30:01]

CLASSES AND SPANISH LITERACY CLASSES FOR PARENTS.

ADDITIONALLY, 118 CAMPUSES ACROSS THE DISTRICT HAVE RECEIVED WEEKLY SUPPORT FROM EL INSTRUCTIONAL SPECIALISTS THAT INCLUDE LESSON PLANNING, MODELING AND SUPPLEMENTAL EL INSTRUCTIONAL RESOURCES.

AND LASTLY, THE NEWCOMER ORIENTATION THAT THE DEPARTMENT PROVIDES.

IT PROVIDES PARENTS WITH INFORMATION REGARDING THE VARIOUS PROGRAMS OUR DISTRICT OFFERS TO ENGLISH LEARNERS AND THEIR FAMILIES.

SESSIONS ARE VIRTUAL AS WELL AS IN PERSON.

AND TODAY THE INTAKE CENTER HAS SERVED OVER 1000 FAMILIES, PROVIDING DISTRICT ORIENTATION, LANGUAGE PROFICIENCY ASSESSMENTS, HEALTH SCREENINGS, SCHOOL SUPPLIES AND LITERACY RESOURCES.

ANOTHER WAY THAT WE ENGAGE FAMILIES, ONE, THIS YEAR WE HAD OUR AFRICAN-AMERICAN SUCCESS INITIATIVES ADVOCACY PROGRAM.

WHAT WE DID WAS WE IDENTIFIED STUDENTS ON EACH CAMPUS WHO NEEDED AN ADVOCATE TO HELP THEM TO DO BETTER WITH THEIR GRADES, ATTENDANCE AND THEIR BEHAVIOR AND THEIR BEHAVIOR.

AND THESE ADVOCATES CONNECT WITH STUDENTS.

THEY CONNECT THEM WITH COUNSELING.

THEY CONNECT THEM WITH TUTORING AND HEALTH SERVICES IF NEEDED.

THEY ALSO JUST LET THE STUDENTS KNOW THAT THEY'RE INTERESTED IN HOW THEIR DAY, THEIR WEEK IS PROGRESSING.

THEY MEET WITH STUDENTS NO LESS THAN TWICE A MONTH, AND THEY'RE REQUIRED TO PROVIDE UPDATES MONTHLY TO THE STUDENTS PARENTS.

WE HAVE OVER 240 ADVOCATES SERVING OVER 2000 AFRICAN-AMERICAN STUDENTS IN OUR DISTRICT.

AND LIKEWISE, THE RACIAL EQUITY OFFICE CONTINUES TO PARTNER WITH TEACHING AND LEARNING TO ENSURE THAT CAMPUSES HAVE ACCESS TO CULTURALLY RELEVANT, AUTHENTIC LITERATURE DESIGNED TO ENGAGE OUR AFRICAN-AMERICAN LEARNERS AND FOSTER THEIR LOVE FOR READING.

OUR OFFICE STAFF PARTNERED WITH A NUMBER OF DEPARTMENTS AND CAMPUSES TO CREATE AN OUTSTANDING BLACK HISTORY MONTH THAT PROVIDED DIGITAL CONTENT AND RESOURCES TO ALL OF OUR CAMPUSES.

THERE WERE STUDENT PERFORMANCES FOR BLACK HISTORY.

THERE WERE CLASSROOM ACTIVITIES, BLACK HISTORY TRIVIA CONTEST AND PANELS OF BLACK PROFESSIONALS WHO INTERACTED WITH STUDENTS AND TALKED TO THEM ABOUT THEIR PROFESSIONAL JOURNEYS AND CAREER CHOICES.

AS THE CULMINATING EVENT.

HOWEVER, FOR THE BLACK HISTORY MONTH, WE ORGANIZED A VIRTUAL.

VIRTUAL AFRICAN-AMERICAN READ IN, IT WAS OUR 22ND ANNUAL READING, AND THIS TIME, RATHER THAN HAVING IT FACE TO FACE, OF COURSE WE HAD IT VIRTUALLY AND OVER 100 SCHOOLS AND 4000 STUDENTS FROM ALL OVER THE DISTRICT WITH REPRESENTATION FROM EACH NETWORK PARTICIPATED.

WE HAD 13 RENOWNED AUTHORS.

AND WE ALSO HAD YUSEF SALAAM IS ONE OF THE AUTHORS AND HE WAS ONE OF THE CENTRAL PARK FIVE.

CAMPUS LIBRARIES ARE ALSO RECEIVING BOOKS THAT WERE WRITTEN BY THE FEATURED AUTHORS TO EMBELLISH THEIR AFRICAN-AMERICAN LITERATURE COLLECTIONS.

SO I'D LIKE TO PERSONALLY THANK TRUSTEE FOREMAN AND TRUSTEE HENRY FOR PARTICIPATING IN THIS YEAR'S READ IN.

AND AS YOU CAN SEE HERE, THERE ARE A FEW IMPRESSIONS AND PICTURES THAT WE'RE ABLE TO CAPTURE FROM THE READ IN, WHERE YOU CAN SEE CLASSROOMS VIRTUALLY INTERACTING WITH OUR AUTHORS.

AND THEN THE NEXT SLIDE IS GOING TO SHARE WITH YOU SOME TWEETS THAT WE RECEIVED, WE RECEIVED AN OVERWHELMING NUMBER OF TEXTS AND TWEETS FROM SCHOOLS AND EVEN CENTRAL OFFICE STAFF.

AND I WANT TO THANK DR.

CORDOVA AND DR.

WILSON FOR GIVING US A TWEET SHOUT OUT AS WELL DURING THE READ IN.

THE VIRTUAL READ IN MADE IT VERY POSSIBLE FOR MANY FIRST TIME SCHOOLS AND STUDENTS TO ATTEND.

AND IT WAS A MAJOR SUCCESS.

AND THE DISTRICT WORKED TIRELESSLY AND EFFORTLESSLY WITH SEVERAL DEPARTMENTS AND MANY SCHOOL PERFORMERS TO PRESENT THIS READ IN TO THE PUBLIC.

THE NEXT SLIDE THAT WE JUST WANT TO HIGHLIGHT IS THAT IN APRIL WE'RE GOING TO HIGHLIGHT DISTRICT EQUALITY PROGRESS WITHIN THE PILLAR OF OUR EQUITABLE LEADERSHIP AND OPERATIONS.

AND ALSO REMEMBER THAT THE MAGNET RESULTS WILL COME BACK IN MAY.

AND THE RACIAL EQUITY OFFICE, IN OUR COLLABORATION WITH THE MAGNET OFFICE, WILL ALSO SHARE UPDATES.

QUESTIONS.

THANK YOU BOTH FOR THAT PRESENTATION, TRUSTEES.

TRUSTEE JOHNSON.

YES, DR.

QUINN.

[03:35:01]

I JUST WANT TO SAY THANK YOU, YOU'RE DOING A PHENOMENAL JOB AND THANK YOU FOR EVERYTHING THAT YOU DO FOR OUR KIDS CONCERNING EQUITY.

TRUSTEE MACKEY.

YEAH, EXCITED TO SEE THIS.

THANK YOU FOR TAKING INTO ACCOUNT SOME OF THE FEEDBACK THE TRUSTEES SHARED LAST LAST MONTH.

THIS IS EXCITING TO SEE.

I GUESS MY QUESTION FOR THIS IS THE SAME AS IT WAS DURING STUDENT OUTCOME.

AND I'D LOVE TO GET TO A POINT WHERE WE CONTINUE TO SEE IT WHEN WE THINK ABOUT EQUITABLE OR SORRY, INTERNAL AND EXTERNAL COMMUNITY ENGAGEMENT, WHICH IS ONE.

ARE WE ON TRACK? ARE WE OFF TRACK? WHAT'S YOUR ASSESSMENT OF THE ADMINISTRATION FOR HOW WE'RE DOING MOVING TOWARDS THESE GOALS? OBVIOUSLY, THEIR LONG TERM GOALS.

BUT BASED ON THIS, I THINK I HAVE MY UNDERSTANDING OF IT.

BUT I'D LOVE TO HEAR ADMINISTRATION'S PERSPECTIVE.

SO EACH DEPARTMENT WITH WHOM WE VISIT IN EACH EVERY SIX WEEKS, WE HAVE CHECK IN VISITS WITH EACH DEPARTMENT AND THEY SET THEIR GOALS.

AND OUR OFFICE PROVIDES FEEDBACK ON HOW TO HELP THEM MEET THOSE GOALS.

SO IF YOU LOOK IN THE THIRD COLUMN, WELL, YOU LOOK IN THE FIRST COLUMN OF EACH SLIDE, IT'LL TELL YOU WHAT THEIR GOALS WERE.

AND THEN THE THIRD COLUMN TELLS YOU THE PROGRESS TO DATE THAT THEY'VE MADE TOWARD THOSE GOALS.

AND SO I WOULD SAY IN MANY INSTANCES, IF WE GO BACK, PARTICULARLY WITH THE STUDENT, THE STUDENT ADVOCATES, WE'LL SEE THAT WE HAVE MADE OUR GOAL OF IDENTIFYING THE AFRICAN-AMERICAN STUDENTS WHO ARE IN NEED OF AN ADVOCATE.

ONE HUNDRED PERCENT.

AND THEY HAVE BEEN MEETING WITH THE STUDENTS OF A MINIMUM OF TWICE A MONTH.

SO THAT ONE IS GOING VERY WELL.

IF WE GO BACK TO YEAH, IF WE GO TO THE ESL AND BILINGUAL DEPARTMENT, THEIR GOAL IS TO HAVE WEEKLY ACTIVITIES WITH PARENTS AND TEACHERS.

AND SO YOU'LL SEE THE DATA ON THE RIGHT HAND SIDE WHERE, YOU KNOW, OVER FORTY ONE SESSIONS HAVE ALREADY BEEN HELD WITH PARENTS ATTENDING VIRTUALLY AND TEACHERS ARE BEING ENGAGED TO LEARN HOW TO CLOSE GAPS WITH OUR EL STUDENTS.

AND THE INTAKE CENTER FAMILIES HAVE BEEN A THOUSAND, EVEN THOUGH WE ARE IN THIS PANDEMIC HERE.

WE HAVE STUDENTS, PARENTS WHO ARE COMING FACE TO FACE TO GET THE INFORMATION AND THOSE WHO ARE VIRTUALLY ATTENDING ANOTHER ONE THAT I THINK WE ARE NOWHERE ON THE PATH FOR THE MAGNET TO INCREASE FROM 15 TO 18 PERCENT.

SO WE'RE ON TRACK WITH THAT ONE.

AND THEN WHEN I LOOK AT THE HOME TO HOME VISITS THAT THE PARENT ENGAGEMENT DEPARTMENT IS OFFERING, WE SEE THAT WE'RE ACTUALLY OVER THE GOAL.

THAT WAS SET THERE WAS AN 80 PERCENT GOAL THAT WAS SET WITH THE FOUR SCHOOLS THAT WERE FOUR MIDDLE SCHOOLS WHO ARE BEING PILOTED.

AND AS OF TODAY, OUT OF THE THIRTY ONE TEACHERS, 25 OF THEM HAVE ALREADY MET THAT GOAL FOR EIGHTY ONE PERCENT.

SO I THINK WE'RE DOING WELL.

THAT'S GREAT.

AND I THINK THAT WOULD JUST BE ONE LAST PIECE OF FEEDBACK THERE IS IN THE TOP RIGHT CORNER OF THOSE SLIDES, PERHAPS TO SAY ON TRACK, OFF TRACK.

SO IT'S EASY FOR US TO SEE, ET CETERA.

AND THEN WHEN WE LOOK AT THE OUTCOMES AT THE END OF THE YEAR, DID THESE HAVE AN IMPACT? AND IF THEY DID GREAT, THEN WE'RE ON THE RIGHT TRACK.

IF THEY DIDN'T, THEN MAYBE WE NEED TO ADJUST SOME OF THESE, ET CETERA.

BUT AGAIN, I APPRECIATE ALL THE WORK THAT'S GONE INTO THIS, THE WORK THAT YOU'RE DOING, DR. QUINN AND DR.

LEAR AND THE ENTIRE TEAM THAT'S THAT'S AT WORK HERE.

SO THANK YOU FOR THIS PRESENTATION.

THANK YOU, MR. PRESIDENT.

THANKS.

TRUSTEE FLORES AND THEN TRUSTEE MICCICHE.

SO I JUST HAVE ONE COMMENT AND THEN ONE QUESTION.

SO THE COMMENT IS A COMMENDATION FROM SO LANCE CURRY IS MY APPOINTEE TO THE RACIAL EQUITY OFFICE, AND I ALWAYS ASK MY APPOINTEES BECAUSE I TALK WITH THEM, YOU KNOW, MEET WITH THEM FREQUENTLY AND KIND OF GET UPDATES.

AND ONE OF THE THINGS THAT I ALWAYS ASK THEM IS, YOU KNOW, DO YOU FEEL THAT YOUR INPUT THAT YOU'RE LISTEN TO, THAT YOU'RE ENGAGED, THAT THERE'S SOMETHING THAT'S ENGAGING FOR YOU AND THAT IT'S REALLY KIND OF MAKING PROGRESS AND PUSHING THINGS FORWARD? AND I MEAN, HE IS VERY COMPLIMENTARY OF THE WORK AND WHAT'S GOING ON AND THAT THEY REALLY FEEL THAT THEY'RE PARTICIPATING AND ENGAGED AS MEMBERS.

AND SO I REALLY WANT TO THANK YOU FOR THAT.

I THINK IT'S VERY IMPORTANT THAT WHEN WE ASK FOLKS TO VOLUNTEER THEIR TIME, THE WAY WE DO THAT THEY FEEL THAT THEIR INPUT IS, YOU KNOW, MAKING IT, YOU KNOW, MAKING A DIFFERENCE.

AND HE FEELS THAT IT IS SO.

SO THAT'S LIKE MY YOU KNOW.

YAY.

I APPRECIATE YOU SAYING THAT BECAUSE WE SURVEY ALL OF THE MEMBERS AT THE END OF EACH MEETING AND WE'VE EXCEEDED OUR GOAL OF NINETY PERCENT OF OUR MEMBERS SAYING THAT THEY DO BELIEVE IT'S A VALUABLE USE OF THEIR TIME.

SO THANK YOU FOR THAT TESTIMONY.

NO, NO.

AND THANK YOU, BECAUSE I THINK IT'S VERY IMPORTANT.

AND THEN ON SLIDE EIGHT ON THE ON THE ENGLISH LANGUAGE LEARNERS STUDENT ENGAGEMENT.

SO DOES THIS IN ANY WAY INCLUDE KIND OF THE WORK THAT'S DONE BY AND THOSE KINDS OF GROUPS AND HIPPIE AND WHATNOT, OR IS THIS JUST OUR DISTRICT INFO? YEAH, IT'S OUR DISTRICT, OUR DEPARTMENT.

LIKE I SAID EARLIER, EVERY SIX WEEKS WE COLLABORATE WITH ALL OF THE DEPARTMENTS.

AND SO THIS PARTICULAR MONTH, BECAUSE WE WERE HIGHLIGHTING WHAT WE DO FOR FAMILIES AND

[03:40:01]

FOR STUDENTS, THE SAME GROUP THAT WAS JUST HERE PRIOR TO ME, RICHIE HIS TEAM, WE LOOKED AT.

WHAT THEY THOUGHT WERE THE BIG ROCKS TO GIVE THEM THE BIGGEST RETURN ON THEIR INVESTMENTS WITH OUR LEARNERS AND OUR PARENTS, AND THESE WERE THE ONES THAT THEY HIGHLIGHTED THAT WE HAD SET GOALS FOR.

AND IT'S OUR DISTRICT'S WORK.

OH, OK.

NO, THAT'S GREAT.

THOSE GROUPS ALSO AND I KNOW THAT THAT'S, YOU KNOW, PARENTAL OUTREACH AND ENGAGEMENT.

AND I DON'T REMEMBER YOU.

I THINK WE MAY CONTRIBUTE A SMALL PORTION OF THEIR BUDGET, BUT I THINK THAT THAT'S SOMETHING THAT COUNTS AND THAT'S IMPORTANT THAT THE DISTRICT DOES.

ALSO, IN TERMS OF IN TERMS OF OUTREACH, I DON'T KNOW.

WE COULD JUST KIND OF SAY, WELL, AND WE ALSO DO THIS.

BUT THAT'S WHY I WAS CURIOUS.

THANK YOU.

WELL, THANK YOU.

I THINK WE'RE ALL PROUD OF THIS WORK, YOU MENTIONED MAGNET SCHOOLS, AND SINCE I WAS NOT ABLE TO MAKE THIS POINT IN THE LAST MEETING, BUT I SEE EVERYBODY STILL HERE.

IN TERMS OF RACIAL EQUITY AND MAGNET SCHOOL ADMISSIONS AND TALENTED AND GIFTED DETERMINATIONS, THERE IS THERE'S A LOT OF MOVEMENT ON THOSE ISSUES AS TO WHETHER TESTS SHOULD BE THE WAY THAT IN THE FUTURE WE SHOULD BE DETERMINING ADMISSIONS TO MAGNET SCHOOLS AND PARTICIPATION IN TALENTED AND GIFTED PROGRAMS. AND I KNOW THIS WAS A BIG ISSUE IN NEW YORK RECENTLY.

AND WHAT I'D LIKE TO DO IS ASK ASK YOUR TEAM AND THE MAGNET SCHOOL TEAM TO TAKE A HARD LOOK AT WHETHER WE NEED TO MAKE A BIG SHIFT IN THE WAY WE LOOK AT MAGNET SCHOOL ADMISSIONS AND TALENT AND GIFTED AND, YOU KNOW, WHETHER IT'S TIME TO FIGURE OUT ANOTHER WAY TO IDENTIFY STUDENTS FOR THESE PROGRAMS. THERE'S A LOT OF IT WAS A LOT OF CUTTING EDGE RESEARCH ON THIS NOW.

AND, YOU KNOW, WE'RE STILL DOING OUR MAGNET ADMISSIONS.

THE WAY THEY WERE DONE 30 YEARS AGO, SO IF YOU WOULD, YOU KNOW, ASK YOUR TEAM TO GET SOMEBODY TO BECOME VERY CONVERSANT IN THAT IN THAT RESEARCH AND THE BEST PRACTICES.

I'D APPRECIATE IT.

THANK YOU.

THANK YOU.

AND TRUSTEE MICCICHE.

WE CAN CERTAINLY DO THAT.

AND THE RACIAL EQUITY OFFICE CAN WORK WITH THE MAGNET OFFICE AND MAYBE EVEN BRING SOMETHING BACK IN MAY WHEN THEY BRING THE RESULTS.

ALL RIGHT, I JUST WANT TO SAY THANK YOU AGAIN FOR THE PRESENTATION, THE STRUCTURE OF THE WORK YOU'RE DOING.

I'M NOT GOING TO SIT HERE AND TRY TO FABRICATE ANY QUESTIONS OR COMMENTS RIGHT NOW.

YOU KNOW, I PARTICIPATED A LITTLE BIT IN AFRICAN-AMERICAN READ IN AND I WATCHED AND I HEARD FEEDBACK.

I THINK ONE OF THE STRENGTHS OF DOING IT DIGITALLY THIS YEAR WAS THERE WERE KIDS, THERE WERE ABLE KIDS, FAMILIES, EDUCATORS THERE WOULD PARTICIPATE AND SEE THIS FOR THE FIRST TIME.

AND I HEARD A LOT OF POSITIVE FEEDBACK, EVEN PERSONALLY FROM WHERE MY SON'S ATTENDING.

SO, YOU KNOW, WE TALK ABOUT THE AFRICAN-AMERICAN READ IN, BUT, YOU KNOW, THE CONTENT AND THE SUBSTANCE, THE SUBSTANCE OF WHAT WAS BEING DISCUSSED AND TALKED ABOUT IS IMPORTANT FOR EVERYBODY TO HEAR.

SO I REALLY APPRECIATED SEEING THAT AND SEEING THE SCOPE BROADENED BEYOND WHAT HISTORICALLY KEEPING THE FOCUS.

I MEAN, IT WAS UNAPOLOGETIC WHAT IT WAS, BUT KEEPING THE FOCUS, BUT ALSO EXPOSING OTHER FOLKS WHICH I'M DEEPLY GRATEFUL FOR THAT, CONTINUE TO SUPPORT THE WORK Y'ALL ARE DOING.

I LOOK FORWARD TO THE NEXT CONVERSATIONS ABOUT THE ADMISSIONS AND THEN WE TALK ABOUT A GLOBAL LEADERSHIP AND OUTCOME.

SO, AGAIN, THANK YOU ALL FOR THE WORK YOU'RE DOING.

ANYONE HAVE ANY OTHER COMMENTS OR QUESTIONS? THANK YOU ALL AGAIN.

ALL RIGHT, TRUSTEES WE'RE ON TO SECTION SEVEN MINUTE SUBMITTED FOR

[7. MINUTES SUBMITTED FOR APPROVAL]

APPROVAL, ARE THERE ANY QUESTIONS REGARDING THE MINUTES? DON'T SEE ANY.

TRUSTEES, THE STATUTORY ITEMS, WE HAVE 8A AND B.

WAS THERE ANY QUESTIONS ON 8A, I HAVE A COMMENT ON AB.

[8. STATUTORY ITEMS]

NONE.

SO 8B THE TITLE IS TO APPROVE THE RESOLUTION OF THE DISD BOARD OF TRUSTEES REGARDING THE NOMINATION OF SUPERINTENDENT OF SCHOOLS DR.

HINOJOSA FOR THE TEXAS ASSOCIATION OF SCHOOL BOARDS.

2021 SUPERINTENDENT OF THE YEAR.

TRUSTEE MICCICHE IS OUR APPOINTMENT ON TASB, BUT THIS IS AN ANNUAL AWARD THE BOARD COULD NOMINATE THE SUPERINTENDENT FOR IF THEY LIKED THEM.

FROM THE UNDERSTANDING THAT THE LIAISON'S HAVE REACHED OUT TO EACH TRUSTEE SEPARATELY TO HAVE A DISCUSSION ABOUT THIS.

I'M GOING TO READ THE RESOLUTION QUICKLY.

THE TITLE OF THE RESOLUTION IS RESOLUTION OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD

[03:45:01]

OF TRUSTEES REGARDING THE NOMINATION OF SUPERINTENDENT OF SCHOOLS MICHAEL HINOJOSA FOR TASB 2021 SUPERINTENDENT OF THE YEAR.

WHEREAS DALLAS ISD SUPERINTENDENT SCHOOLS MICHAEL HINOJOSA SERVED THE DISTRICT STUDENTS, FAMILIES AND STAFF OF DISTINCTION FOR A TOTAL OF 12 YEARS, WHEREAS SUPERINTENDENT ALSO HAS WORKED IN CONCERT WITH THE BOARD OF TRUSTEES AND LAUNCHED AND DEVELOPED INNOVATIVE PROGRAMS GROUNDED IN EQUITY, RACIAL EQUITY THAT EXPAND OPPORTUNITY FOR STUDENTS OF ALL RACES AND BACKGROUNDS TO REALIZE THEIR TRUE GIFTS AND TALENTS.

WHEREAS DALLAS ISD HAS GONE TO LOCAL AND NATIONAL RECOGNITION FOR GROWTH REALIZED HERE IN THE SUPERINTENDENT'S LEADERSHIP, INCLUDING EXPANDING CHOICE PROGRAMS, ADVANCING DIGITAL CONNECTIVITY AND ESTABLISHING AN EFFECTIVE INCENTIVE PROGRAM OF RECRUITING AND RETENTION FOR OUTSTANDING TEACHERS AND SCHOOL LEADERS.

WHEREAS DR. HINOJOSA HAS CONSISTENTLY SERVED AS AN OUTSPOKEN ADVOCATE FOR PROGRAMS AND STRUCTURAL IMPROVEMENTS AIMED AT EXPANDING EQUITY SORRY, EXPANDING RACIAL EQUITY AND GROWING STUDENT ACHIEVEMENT.

WHEREAS DALLAS ISD CONTINUES TO MAKE SIGNIFICANT STRIDES FOR STUDENTS, STAFF AND FAMILIES UNDER DR. HINOJOSA'S LEADERSHIP.

AND IT SAYS THEREFORE AND RESOLVE ENDORSES THE NOMINATION OF MICHAEL HINOJOSA FOR THE 2021 TEXAS ASSOCIATION OF SCHOOL BOARDS AS SUPERINTENDENT OF THE YEAR.

CHIEF LEAR, WE HAD CONVERSATIONS ABOUT THIS.

THE REASON IT'S A RESOLUTION IS BECAUSE IT HAS TO TAKE BOARD ACTION BEFORE WE NOMINATE THIS.

I CAN'T NOMINATE THE SUPERINTENDENT UNILATERALLY AS PRESIDENT.

SO THAT'S WHAT THE RESOLUTION IS ABOUT.

I DON'T KNOW IF CHIEF LEAR HAS ANYTHING TO SAY ABOUT IT, BUT ANY TRUSTEE HAVE ANY QUESTIONS OR COMMENT.

I FULLY SUPPORT THE RESOLUTION.

MY UNDERSTANDING IS EVERYONE ON THIS BOARD IS SO HAPPY TO FILL IN THE QUESTIONS.

OK, SO THAT IS, GOOD LUCK.

THAT IS 8B.

MOVING ON TO POLICY UPDATES.

[9. POLICY UPDATES]

QUESTIONS, 9A THIS IS BDF, TRUSTEE MICCICHE DO YOU WANT TO? YES, I DO.

THIS IS A PROPOSED CHANGE TO OUR REQUIREMENTS FOR SERVING ON A BOARD ADVISORY COMMITTEE AND CURRENTLY IN BOARD POLICY.

WE REQUIRE THAT THE PERSON WHO SERVES ON A BOARD ADVISORY COMMITTEE BE A CITIZEN.

AND IN FACT, I THINK THE TITLE OF THE THE POLICY RIGHT NOW IS AND I AM PROPOSING THAT WE CHANGE THAT TO RESIDENT, CHANGE CITIZEN TO RESIDENT SO THAT IN ORDER TO SERVE ON A COMMITTEE, YOU HAVE TO BE A RESIDENT AND NOT YOU DON'T NECESSARILY HAVE TO BE A CITIZEN TO PARTICIPATE.

A LITTLE BACKGROUND MIGHT BE HELPFUL ON THIS.

IN THE CITY COUNCIL IS CONSIDERING AN AMENDMENT TO THE CITY CHARTER THAT WOULD MAKE A SIMILAR TYPE OF CHANGE AT THE CITY LEVEL, MEANING THAT THEY WOULD PERMIT IF THE PROPOSAL IS PASSED BY THE VOTERS, IT WOULD PERMIT NON-CITIZENS WHO ARE RESIDENTS TO SERVE ON ADVISORY COMMITTEES AT THE CITY LEVEL.

AND OF COURSE, YOU STILL HAVE TO BE APPOINTED BY A TRUSTEE IN THE CASE OF THE CITY.

YOU HAVE TO BE APPOINTED BY THE COUNCIL AND A COUNCIL MEMBER AND IN SOME CASES APPROVED BY THE ENTIRE COUNCIL.

TRUSTEE FORMER TRUSTEE I WOULD SUPPORT THAT AND SPEAK AT THE CITY COUNCIL IN FAVOR OF IT, AND I DID.

BUT ONE OF THE THINGS THAT WE LEARNED IS THAT WE OURSELVES AT DALLAS ISD HAVE THIS PARTICULAR POLICY THAT RESTRICTS PARTICIPATION ON AN ADVISORY COMMITTEE TO CITIZENS.

SO ON OUR BOARD, I DON'T THINK THAT THIS IS AT ALL CONTROVERSIAL.

THE CHANGE THAT I'M SUGGESTING IS CONSISTENT WITH EVERYTHING WE'RE TRYING TO DO TO IMPROVE DIVERSITY, EQUITY AND INCLUSION.

IT'S CONSISTENT WITH THE IDEA THAT WE KNOW THAT WE NEED MORE PARENTAL PARTICIPATION TO INCREASE THE SUCCESS OF OUR STUDENTS.

SO IT TO ME AT AT OUR ON OUR BOARD, IT DOESN'T SEEM TO BE CONTROVERSIAL.

WELL WE'LL FIND OUT TODAY, OBVIOUSLY, IF IT IS.

BUT AT THE CITY LEVEL, I SHOULD POINT OUT TO YOU THAT THE VOTE THERE WAS A VOTE TO POSTPONE CONSIDERATION OF THIS MATTER AT THE CITY LEVEL AND SEND IT TO A CHARTER REVISIONS COMMITTEE THAT WOULD REPORT BACK IN TWO YEARS WITH A RECOMMENDATION ON WHETHER TO MAKE THE CHANGE.

SO AT THE CITY LEVEL, THE VOTE WAS NINE TO SIX TOO, WITH SIX FAVORING SENDING IT OFF TO THE COMMITTEE OBLIVION SITUATION AND NINE VOTING TO PUT IT ON

[03:50:06]

THE BALLOT.

SO IT IS ON THE IT IS ON THE MAY BALLOT NOW.

I WAS SURPRISED THAT 40 PERCENT OF THE COUNCIL DID NOT WANT TO SUPPORT THE CHANGE.

I THINK IT'S IMPORTANT AT THIS POINT IN TIME THAT WE MAKE A STATEMENT ABOUT THE IMPORTANCE OF DIVERSITY AND INCLUSION IN DALLAS AND IN DALLAS, ISD.

AND THERE IS, IN MY VIEW, NO REASON FOR US TO HAVE.

A POLICY THAT IS AS RESTRICTIVE AS IT IS, I DON'T RECALL A SITUATION WHERE THE ISSUE HAS ARISEN MOST OF THE TIME, THE TRUSTEE APPOINTMENTS TO COMMITTEES ARE MADE WITHOUT EVEN LOOKING AT WHETHER SOMEONE IS A CITIZEN.

SO I DON'T THINK IT HAS BEEN A FACTOR IN THE YEARS THAT I'VE BEEN A BOARD ON THE BOARD WHETHER OR NOT THERE IS A REQUIREMENT TO BE A CITIZEN OR NOT.

AND IF THE BOARD ACCEPTS THE COMMITTEE WITH A NONCITIZEN ON IT, THEN THE BOARD WAS TREATED BY LAW AS HAVING MADE AN EXCEPTION TO THE WRITTEN POLICY.

BUT I DON'T I DON'T THINK THAT HAVING A WRITTEN POLICY THAT EXCLUDES THE POSSIBILITY OF A NONCITIZEN FROM PARTICIPATING ON ONE OF THESE COMMITTEES IS CONSISTENT WITH OUR MISSION AND OUR PURPOSE.

AND SO I'M ASKING THAT WE THAT WE MAKE THIS CHANGE.

I THINK IT IS A GOOD MESSAGE TO SEND ACROSS OUR DISTRICT THAT WE DO BELIEVE IN DIVERSITY AND INCLUSION AND HOPEFULLY IT'LL HAVE SOME IMPACT ON PEOPLE'S THOUGHTS ON THE ISSUE.

SO WITH THAT, I'M HAPPY TO TAKE QUESTIONS.

TRUSTEE MACKEY.

I WANT TO THANK YOU, TRUSTEE MICCICHE FOR TAKING THE INITIATIVE TO MAKE SURE THAT IT GETS ON HERE FOR A FIRST READ, LIKE I ASSUME MOST OF OUR BOARD WHOLEHEARTEDLY SUPPORTS THIS.

AND I WOULD ALSO SUPPORT NOT WAITING FOR A SECOND READ AND MOVING IT TO A FIRST READ VOTE THIS MONTH.

IF THAT WERE THE WILL OF THE BOARD.

TRUSTEE MARSHALL.

SO I SUSPECT YOU'RE RIGHT THAT THIS IS NOT A TERRIBLY CONTROVERSIAL THING ON OUR BOARD, AND MY RATIONALE FOR THAT, JUST AS AN ASIDE, IS WE ARE IN THE BUSINESS OF EDUCATING KIDS, WHETHER THEY ARE HERE LEGALLY OR NOT.

WE ARE REQUIRED, IN FACT, BY LAW TO EDUCATE CHILDREN, WHETHER THEY ARE HERE LEGALLY OR NOT.

AND GIVEN THAT WE ARE IN THE BUSINESS OF EDUCATING ALL CHILDREN, I THINK IT'S ONLY LOGICAL AND FRANKLY DEMOCRATIC FOR THOSE KIDS TO HAVE REPRESENTATION ON COMMITTEES.

TRUSTEE MARSHALL.

IF I COULD JUST MAKE A POINT ABOUT THAT.

THIS IS ALL NON-CITIZENS.

SO THIS COULD BE PEOPLE WHO ARE HERE LEGALLY.

THEY ARE.

THEY ARE.

OK.

I UNDERSTAND.

BUT MY POINT IS WE EDUCATE CHILDREN OF ALL STATUSES, WHETHER THEY ARE HERE LEGALLY AND, YOU KNOW, BUT NOT A CITIZEN OR WHETHER THEY ARE HERE ILLEGALLY.

THEY ALL ATTEND DISD SCHOOLS AND HENCE, IN MY OPINION, DESERVE REPRESENTATION ON COMMITTEES.

I DO HAVE A COUPLE OF CLARIFYING QUESTIONS, THOUGH, BECAUSE I WANT TO MAKE SURE THAT WE'RE NOT THE WAY THAT YOU ARTICULATED YOUR INTRODUCTION MAKES THIS A REFERENDUM ON THE CITY COUNCIL ISSUE, WHICH IN MY OPINION.

NOT AT ALL.

THAT'S NOT WHAT WE'RE HERE TO VOTE ABOUT.

SO I DO WANT TO SEPARATE WHAT'S HAPPENING AT THE CITY FROM WHAT'S HAPPENING TO THE SCHOOL BOARD, BECAUSE THE CHANGE THAT'S PROPOSED AT THE CITY LEVEL, AS FAR AS I UNDERSTAND IT, PERMITS SERVICE ON A VARIETY OF COMMITTEES, SOME OF WHICH ARE ORIENTED TOWARDS TOWARDS THE ACT OF VOTING THAT IN FACT, I THINK REDISTRICTING IS ONE OF THE SUBCOMMITTEES THAT THE CITY COUNCIL CHARTER CHANGE WOULD IMPACT.

SO IT IS POSSIBLE TO FEEL ONE WAY ABOUT THIS ISSUE IN FRONT OF THE DISD BOARD AND A DIFFERENT WAY ABOUT THIS ISSUE IN FRONT OF THE CITY CHARTER.

SO I JUST WANT TO SEPARATE THOSE TWO THOSE TWO MATTERS.

AND THEN SECONDLY, MY OTHER QUESTION, YOU REFERENCED, THE NAME OF THE POLICY AS IT EXISTS NOW IS THE CITIZEN ADVISORY COMMITTEE POLICY, AND THE NOMENCLATURE AND NAMING STRUCTURE FOR BOARD POLICY IS ACTUALLY SET BY THE STATE.

AND I WAS UNDER THE IMPRESSION, YOU KNOW, BECAUSE I ACTUALLY LOOKED INTO THIS AS WELL WHEN I SAW IT COME UP AND WHEN FORMER TRUSTEE AND ASKED ABOUT IT.

AND SO I HAD I LOOKED IT UP.

AND THE WAY THAT BOARD POLICY WORKS FOR DISD IS WE SET LOCAL POLICY, BUT THE

[03:55:05]

STATE SETS WHAT'S CALLED LEGAL POLICY.

AND AS YOU GUYS ALL KNOW, THAT TAKES PRIORITY OVER ANYTHING WE AS A BOARD DO.

AND I BELIEVE THAT THE STATE POLICY ACTUALLY SAYS THAT IT HAS TO BE CITIZENS.

SO I'M NOT SURE THAT WE'RE EVEN ABLE TO TAKE THIS ACTION.

SO CAN YOU HELP ME UNDERSTAND? YES, I'LL DEFER TO HELLO.

ACTUALLY, OUR TITLES FOR THE POLICIES ARE SET BY THE TEXAS ASSOCIATION OF SCHOOL BOARDS, TASB SET THOSE SO WE COULD AND I WOULD BE WILLING TO DO THIS IS TO REACH OUT TO THEM AND SEE IF THAT TITLE COULD BE ALTERED.

WE HAVE HAD SOME SUCCESS IN THE PAST.

I CANNOT GUARANTEE THAT BECAUSE THESE TITLES ARE CONSISTENT WITH ANYONE WHO IS A MEMBER OF TASB AND THEY HAVE A POLICY MANUAL.

SO THAT PARTICULAR CODE AND TITLE ARE ASSOCIATED WITH ONE ANOTHER.

OK, WELL, THANKS FOR CLARIFYING BECAUSE I DID NOTICE THAT THERE'S ACTUALLY IN THE LANGUAGE OF THE POLICY, THERE IS NO REFERENCE TO HAVING TO BE A CITIZEN.

IT'S ONLY IN THE NAME OF THE POLICY THAT IT REFERENCES IT SO.

SO YOU'RE SAYING THAT THE LANGUAGE OF THE POLICY IS SET AT THE STATE LEVEL, BUT THE NAME OF IT IS SET BY TASB AND CAN BE CHANGED? WELL, I WANT TO ADDRESS TWO THINGS THERE.

THE TITLE AND LEGAL ARE PRODUCED BY TASB AND THEN THE LOCAL POLICY IS WHAT OUR BOARD SETS.

SURE.

AND SO WE HAVE THE ABILITY TO DO THAT.

I'M NOT REFERENCING THE LANGUAGE AND THE LEGAL POLICY.

THAT'S NOT SET BY TASB.

THAT'S SET BY THE STATE.

THAT'S CORRECT, SIR.

BUT THE LANGUAGE CORRECT ME IF I'M WRONG, BUT I DON'T THINK THAT THE LEGAL LANGUAGE IN THIS POLICY THAT'S SET BY THE STATE ACTUALLY REFERENCES CITIZENS ANYWHERE.

YOU ARE ABSOLUTELY CORRECT.

ALL RIGHT.

WHICH WOULD MEAN WE ARE LEGALLY ALLOWED TO DO THIS.

YES.

YEAH.

OK, GOOD.

WELL, THANKS FOR CLARIFYING THOSE.

I APPRECIATE IT.

COUNCIL ANY OTHER QUESTIONS FROM TRUSTEE MICCICHE.

I PLAN ON SUPPORTING IT AS LONG AS WE'RE ABLE TO DO IT ACCORDING TO WHAT DESCRIBING.

WE CAN GO AHEAD AND MOVE ON TO SECTION 10, WHICH IS PROPOSED NAMING THE

[10. PROPOSED NAMING OF FACILITIES]

FACILITIES.

ARE THERE ANY QUESTIONS UNDER A THROUGH G? HEARING NONE, WE'RE IN THE CHIEF OF STAFF DIVISION, I'LL START WITH 13 EVALUATION AND ASSESSMENTS.

ARE THERE ANY QUESTIONS, 13 A AND B? CHIEF LEAR, 14A WAS PULLED, IS THAT CORRECT? OK, TRUSTEES ARE THERE ANY QUESTIONS UNDER TEACHING AND LEARNING DIVISION? 16A.

I'M JUST GONNA KEEP ROLLING.

Y'ALL STOP ME.

18A.

20A.

TWENTY ONE A.

TWENTY THREE A.

PROCUREMENT SERVICES 24, A, B OR C.

TREASURY SERVICES TWENTY FIVE A AND B, BUDGET SERVICES 26 A.

CONSTRUCTION SERVICES 27 A THROUGH E.

MAINTENANCE AND FACILITY SERVICES, A THROUGH H.

TWENTY EIGHT A.

GO AHEAD TRUSTEE MICCICHE, 28A.

[28. Maintenance & Facility Services]

JUST ONE BRIEF QUESTION HERE, BUT I ALSO WANT TO DRAW THE ATTENTION.

WE HAD A PROCUREMENT COMMITTEE AD HOC COMMITTEE MEETING LAST NIGHT, AND I DO WANT TO JUST DRAW ATTENTION TO THE RFP, JUST PROCESS.

THERE'S BEEN SOME CHANGES, DWAYNE.

I WANTED TO GIVE YOU THE OPPORTUNITY TO KIND OF SHARE LOOKING AT THIS ONE.

I DO HAVE ONE QUESTION ON IT, BUT JUST SOME OF THE CHANGES THAT HAVE BEEN MADE, BECAUSE I KNOW THERE'S BEEN QUESTIONS ABOUT LARGE POOLS OF VENDORS, ET CETERA, FOR A VARIETY OF DIFFERENT ITEMS. AND I THINK SOME OF THE WORK THAT YOU AND YOUR DEPARTMENT HAVE DONE VISIBLE IN THIS RFP, I THINK ARE WORTH SHARING FOR THE WIDER BOARD.

SO, SIR, THANK YOU.

PRESIDENT HENRY, TRUSTEES.

AS YOU LOOK AT THIS, THIS IS A MAINTENANCE ITEM ON PLANTS AND HORTICULTURE AND SUPPLIES.

BUT WE DID ONE LARGE RFP AND THEN WHEN WE DID THE EVALUATION, WE BROKE IT DOWN INTO SECTIONS AND THEY WERE SCORED INDIVIDUALLY BY THOSE INDIVIDUAL SECTIONS.

AND WE YOU WILL SEE THAT IN OTHER PROCUREMENT ITEMS THAT WE HAVE.

AND SO INSTEAD OF SCORING THEM ALL AND HAVING A LARGE POOL FOR WHEN SOME PEOPLE MAY NOT BE ACTUALLY INTERESTED IN A CERTAIN FEATURE AND IN THIS CASE HAPPENS TO BE

[04:00:01]

MAINTENANCE ITEMS, BUT IT COULD HAVE BEEN TEACHING AND LEARNING ITEMS OF PD, WE WERE BREAKING THAT DOWN INTO SECTIONS.

SO THIS GROUP OF OF VENDORS IS INTERESTED IN THIS PART AND SO FORTH.

AND SOME MAY BE INTERESTED IN ALL, BUT WHEN YOU APPROVE THE POOL, THEN, YOU KNOW SPECIFICALLY WHICH ONES ARE APPLYING TO THE VARIOUS FEATURES, WHICH WAS A NOTE IN THE PROCUREMENT AUDIT.

SO WE HAVE WE HAVE BROKEN THOSE DOWN AND WE ARE BREAKING THOSE DOWN WHEN POSSIBLE TO MAKE IT MORE CLEAR WHAT VENDORS ARE BEING PROVIDING SERVICES FOR THE VARIOUS AREAS.

THANK YOU.

AND I KNOW WE'VE HAD NUMEROUS QUESTIONS AS A BOARD IN GENERAL, JUST ABOUT LARGE POOLS AND HALF OR MORE GETTING SELECTED, EVEN THOUGH THEY MAY SERVE VERY DIFFERENT PRODUCTS AND SORT OF COMPARTMENTALIZE IT THIS WAY TO BE ABLE TO SEE IT VERY CLEANLY.

I KNOW.

I APPRECIATE IT.

AND I THINK OTHERS MAY APPRECIATE THAT AS WELL.

MY ONE QUESTION IS, WHEN I LOOK AT SOME OF THESE ON THE AND I THINK I KNOW THE ANSWER, BUT ON THE SOIL PRODUCTS, WHEN YOU LOOK AT THESE, IT LOOKS LIKE WE PRETTY MUCH FOLLOW THE NATURAL BREAKS, SO FOR MULCH PRODUCTS.

WE TOOK THE TOP TWO RATED ONES.

THEY WERE 66 AND 60, AND THEN THE THIRD ONE IS 35.

SO THAT'S A BIG JUMP.

ON THE SOIL ONE WE HAD THE FIRST ONE WAS 74 AND THE SECOND ONE WAS TWENTY EIGHT, WHICH SEEMS TO BE A HUGE JUMP.

WE'RE STILL RECOMMENDING THOSE TWO.

I'M JUST CURIOUS ABOUT WHAT WHY THAT'S THE CHOICE.

IS IT JUST BETTER TO HAVE TWO JUST IN CASE ONE DOESN'T HAVE ONE OR WHATNOT? BECAUSE THAT WAS THE ONE THING THAT STOOD OUT.

I'LL LET DAVID BATES ANSWER THAT QUESTION.

THAT'S CORRECT, SOMETIMES, YOU KNOW, ONE VENDOR DOESN'T HAVE THE CAPACITY OR BANDWIDTH TO HELP US.

AND WHEN WE REACH OUT TO MULTIPLE VENDORS, ONE SAYS THEY CAN'T.

THE OTHER ONE SAYS THEY CAN.

OR SOMETIMES I GOT TO SPLIT IT UP JUST BASED ON THEIR CAPACITY.

GOTCHA.

WELL, THANK YOU ALL SO MUCH FOR THAT.

I APPRECIATE THE WORK THAT YOU AND YOUR TEAM HAVE DONE, DWAYNE.

DAVID, YOU AND YOUR TEAM CONTINUE TO DO.

AND THANK YOU FOR TAKING INTO ACCOUNT A LOT OF THOSE ITEMS FROM THE PURCHASING AUDIT THAT'S EVIDENT HERE.

THANK YOU, MR. PRESIDENT.

THANK YOU.

TRUSTEE MICCICHE.

29, I'M SORRY, 30A.

ANY QUESTIONS ON INTERNAL AUDIT.

ALL RIGHT, THE BOARD IS NOW GOING TO RETIRE IN A CLOSED SESSION, THE PUBLIC AND STAFF ARE WELCOME TO STAY CONNECTED TO ZOOM WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION.

[31. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]

THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER A CLOSED SESSION.

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUIT TO TEXAS GOVERNMENT CODE SECTION, OH.

FIVE FIVE ONE CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO THE FOLLOWING SECTIONS, TEXAS GOVERNMENT CODE SECTION.

FIVE FIVE ONE DOT ZERO SEVEN ONE FOR PRIVATE CONSULTATION WITH ITS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION ON THE MATTER IN WHICH THE DUTY OF THE ATTORNEY, THE GOVERNMENTAL BODY AND THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.

FIVE FIVE ONE DOT ZERO SEVEN TWO TO DELIBERATE THE PURCHASE EXCHANGE LEASE OR SELL OR VALUE OF PROPERTY.

FIVE FIVE ONE DOT ZERO SEVEN FOUR DELIBERATE THE APPOINTMENT EMPLOYMENT EVALUATION.

REASSIGNMENT DUTY DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER EMPLOYEE.

FIVE FIVE ONE DOT ZERO SEVEN FOUR.

DELIBERATIONS OF DUTIES OF A PUBLIC OFFICER.

THE TIME IS NOW 3:36 P.M.

AND WE ARE IN CLOSED SESSION.

THE TIME IS NOW 4:05 AND WE'RE BACK IN OPEN SESSION.

THE BOARD TOOK NO ACTION IN CLOSED SESSION.

THE TIME IS 4:05 P.M.

AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.