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>> IT IS 12:18,

[00:00:02]

AND WE HAVE A QUORUM AND THIS MEETING HAS BEEN DULY POSTED.

GOOD MORNING, TRUSTEES AND WELCOME TO THE BOARD BRIEFING, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE

[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.

THE FOLLOWING TRUSTEES ARE PRESENT: EDWIN FLORES,

[2. ACKNOWLEDGEMENTS]

KARLA GARCIA, MAXIE JOHNSON, BEN MACKEY, JOE CARREON, IS JOINING US VIA ZOOM AND TRUSTEE JOYCE FOREMAN IS HERE, AND SHE'LL BE JOINING US SHORTLY.

WE ARE JOINED BY OUR SUPERINTENDENT OF SCHOOLS, MICHAEL HINOJOSA, AND I AM EDWIN FLORES, SECOND VICE-PRESIDENT.

THIS MEETING WILL BE MADE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA THROUGH DALLASISD_ESPAƱOL ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE.

ON MARCH 16TH, 2020, GOVERNOR GREG ABBOTT GRANTED A REQUEST BY ATTORNEY GENERAL KEN PAXTON TO THE NUMBER OF OPEN MEETINGS LAWS TO THE EXTENT NECESSARY TO ALLOW TELEPHONIC OR VIDEO CONFERENCE MEETINGS IN RESPONSE TO THE CORONAVIRUS, COVID-19.

IN ACCORDANCE TO THE SUSPENDED RULES, WE CERTIFY THE FOLLOWING.

A, NOTICE OF THIS MEETING IS POSTED ONLINE FOR AT LEAST 72 HOURS.

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

C, WE ARE MEETING BY USE OF ZOOM MEETING 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 MEETING PORTION WOULD BE ALLOWED TO ADDRESS THE BOARD FOR THREE MINUTES IF PHYSICALLY PRESENT OR UNMUTED FOR THREE MINUTES TO SPEAK.

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

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

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

H, IF YOU HAVE ANY QUESTIONS ABOUT THE SUSPENDED LAWS, PLEASE CALL THE OFFICE OF ATTORNEY GENERAL AT 888-672-6787 OR BY EMAIL AT TOMA@OAG.TEXAS.GOV.

LET ME SAY THAT AGAIN. TOMA, T-O-M-A@OAG.TEXAS.GOV.

I DON'T SEE ANY PUBLIC 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.

OUR AGENDA, NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.

[3. PUBLIC FORUM]

MS. GRANT, WILL YOU PLEASE CALL THE SPEAKERS.

>> GOOD MORNING. OUR FIRST SPEAKER IS JAMIE HARSH.

>> CAN YOU HEAR ME?

>> YES.

>> I'M JAMIE HARSH, 6715 ROLLING VISTA DRIVE, DALLAS, TEXAS 75248.

I'VE HAD THE PRIVILEGE OF REVIEWING A COPY OF THE PRESENTATION THAT THE ENVIRONMENTAL AND SUSTAINABILITY COMMITTEE WILL PRESENT TODAY.

ALTHOUGH I AM NOT A COMMITTEE MEMBER, I HELPED COLLECT SUPPORTIVE MATERIAL FOR COMMITTEE MEMBERS, MOLLY ROOKE AND MELLEN WEST.

I'VE DISCUSSED WITH THEM THEIR COMMITTEE WORK.

I HAVE FOUR COMMENTS ON TODAY'S REPORT.

NUMBER 1, THE SENSE OF URGENCY IN THE REPORT WITH WHICH DALLAS ISD MUST REDUCE ITS ONGOING CONTRIBUTION TO CLIMATE CHANGE IS TOTALLY MISLEADING.

WHILE THE REPORT SUGGESTS CLIMATE CHANGE IS IMPORTANT, IT LEADS ONE TO BELIEVE WE HAVE DECADES TO RESPOND AND IT TOTALLY OMITS ANY DISCUSSION OF THE CONSEQUENCES OF FAILING TO DELIVER THE CHANGES NEEDED THIS DECADE.

I HAVE PROVIDED YOU WITH TWO REFERENCES, FOR YOU SECRETARY THAT AUTHORITATIVELY DESCRIBE THE URGENCY AND CONSEQUENCES OF CHANGING BUSINESS AND OUR CONVENIENCE.

I ASKED YOU TO EXAMINE THEM AND THEN ASK YOURSELF IF YOU CAN JUSTIFY TO THOSE REPORT AUTHORS THE TIMID MEASURES PROPOSED BY THE ENVIRONMENTAL AND SUSTAINABILITY COMMITTEE.

NUMBER 2, THE TASK AHEAD OF THE DISTRICT ARE IMMENSE.

[00:05:03]

FORTUNATELY, EXAMPLES OF HOW TO BE SUCCESSFUL ABOUND ARE EASILY ACCESSED.

FOR EXAMPLE, BY THE END OF NEXT MONTH, DISD COULD PROVE THAT A NET-ZERO DESIGN SCHOOL HAS DELIVERED OVER THE PAST DECADE EVERYTHING ADVERTISED.

DALLAS ISD HAS A STANDING INVITATION TO EXAMINE THE PHYSICAL STRUCTURE, DESIGN FEATURES, AND FINANCIAL PERFORMANCE OF LADY BIRD JOHNSON MIDDLE SCHOOL, BUILT AND OPERATED FOR A DECADE NOW IN IRVING, TEXAS.

DOZENS OF OTHER SCHOOL DISTRICTS FROM ALL OVER THE COUNTRY AND 10S OF OTHER COUNTRIES HAVE ALREADY MADE THE TRIP TO IRVING TO LEARN.

THERE IS NO NEED WHATSOEVER FOR US TO BUILD A TEST SCHOOL BY 2025 TO SEE IF NET-ZERO DESIGN REALLY WORKS TECHNICALLY AND FINANCIALLY.

INSTEAD, BY LEARNING FROM OUR PEERS, WE SHOULD BE PLANNING TO ONLY BUILD OR SIGNIFICANTLY REMODEL THE ISD STRUCTURES TO NET-ZERO STANDARDS.

AS THE CHINESE PROVERB SAYS, "ANY MAN CAN LEARN FROM HIS OWN MISTAKES.

IT IS A WISE MAN WHO LEARNS FROM OTHER MEN'S MISTAKES." NUMBER 3, FROM THE SUSTAINABILITY SOLUTIONS WE MUST IMPLEMENT, MANY USE NEW TECHNOLOGIES THAT WILL TAKE A LONG TIME FOR THE ADMINISTRATION TO FULLY MASTER.

TO IMPLEMENT SUSTAINABILITY IN A TIMELY AND FINANCIALLY PRUDENT MANNER, DALLAS ISD SHOULD USE THE NEW BUSINESS MODELS DEVELOPED TO PROVIDE SUSTAINABILITY AS A SERVICE.

ONE EXAMPLE IS TO CONTRACT WITH SUCH A COMPANY TO PROVIDE THE ELECTRIC SCHOOL BUSES WE NEED.

THAT COMPANY CAN ENGINEER.

>> THANK YOU, YOUR TIME HAS EXPIRED.

OUR NEXT SPEAKER IS MOLLY ROOKE.

>> HI, I'M MOLLY ROOKE, 5825 PALM LANE, DALLAS, TEXAS, 75206.

I'D LIKE TO THANK THE TRUSTEES WHO UNANIMOUSLY VOTED LAST YEAR TO CREATE THE ENVIRONMENTAL AND CLIMATE COMMITTEE ON WHICH IT'S BEEN MY PLEASURE AND HONOR TO SERVE WORKING WITH TRUSTEE MACKEY AND STAFF IN THE CRITICAL TASK OF DEVELOPING RECOMMENDATIONS FOR ACTING ON CLIMATE CHANGE AND SUSTAINABILITY.

CARBON DIOXIDE AND METHANE LEVELS IN THE ATMOSPHERE HAVE NOW REACHED THEIR HIGHEST POINT IN 3.6 MILLION YEARS, DESPITE A REDUCTION IN EXPECTED EMISSIONS DUE TO COVID-19.

WE HAVE LESS THAN ONE DECADE TO CUT OUR GREENHOUSE GAS EMISSIONS IN HALF OR FACE INCREASINGLY SEVERE, FREQUENT, EXPENSIVE, AND DEVASTATING CLIMATE IMPACTS, INCLUDING INCREASED DEATHS AND EXTINCTION OF MANY SPECIES.

WE NEED TO DO AS MUCH AS WE CAN AS FAST AS POSSIBLE.

THESE HARMS WILL HIT THE MOST VULNERABLE THE HARDEST SO IT'S IMPERATIVE FOR EQUITY AND ENVIRONMENTAL JUSTICE THAT WE PROPOSE PASS AND IMPLEMENT STRONG, SWIFT, AND EFFECTIVE POLICIES.

THE LIVES AND FUTURE OF DALLAS ISD STUDENTS AND OTHERS DEPEND ON IT.

ONE OF THE BIGGEST EMISSION SOURCES IS ENERGY USE WHERE BIG POLLUTION REDUCTIONS CAN BE MADE.

DALLAS ISD SHOW SUPPORT FOR CLEANER ENERGY FROM THE GRID ALREADY STARTED LAST YEAR WITH THE PURCHASE OF 100 PERCENT RENEWABLE ENERGY CERTIFICATES AND CAN HAVE FAR GREATER IMPACTS BY INSTALLING ON-SITE SOLAR AS SOON AS POSSIBLE ON ENERGY-EFFICIENT SCHOOLS, INCLUDING NET-ZERO ENERGY SCHOOLS WHICH CAN BE BUILT WITH THE 2020 BONDS AND OTHER FUNDING RESOURCES.

TRANSPORTATION, ESPECIALLY FROM DIESEL SCHOOL BUSES, IS ANOTHER BIG SOURCE OF GREENHOUSE GAS EMISSIONS AND UNHEALTHY AIR POLLUTION.

REPLACING THE OLD DIRTY BUSES WITH ZERO TAILPIPE EMISSION ELECTRIC BUSES IS A CRITICAL SOLUTION AND AS THE TECHNOLOGY INCREASINGLY BEING ADOPTED BY SCHOOL DISTRICTS.

ESTABLISHMENT OF A STANDING AND EXPANDED ENVIRONMENTAL AND SUSTAINABILITY ADVISORY COMMITTEE IS CRITICAL, INCLUDING ISSUE EXPERTS, REPRESENTATIVES OF THE CITY OF DALLAS, AND THE NORTH-CENTRAL TEXAS COUNCIL OF GOVERNMENTS TO HELP IMPLEMENT THESE POLICIES AND ACHIEVE GOALS QUICKLY.

OTHER SUCCESSFUL SCHOOL DISTRICTS HAVE SUCH COMMITTEES, AS DOES THE CITY OF DALLAS, HELPING FIND AND RECEIVE FUNDING FOR INITIATIVES IN THEIR COMPREHENSIVE ENVIRONMENTAL AND CLIMATE ACTION PLAN.

ANOTHER OF OUR COMMITTEES IMPORTANT IDEAS IS FOR THE ADDITION OF AT LEAST ONE DALLAS ISD STAFF TO OVERSEE AND ASSIST THE SUSTAINABILITY EFFORTS AND POLICIES ACROSS THE DEPARTMENTS.

I APPROVE OF THIS BEGINNING PLAN THAT WE HAVE BEFORE US YOU'LL BE HEARING ABOUT.

IT DOES NEED TO BE ACCELERATED AS WE MOVE ALONG AND I'M DEEPLY GRATEFUL TO YOU FOR THIS IMPORTANT INITIATIVE, AS ARE THE MANY STUDENTS AND PARENTS WHO SUPPORT THIS.

I'LL CONTINUE TO HELP YOU IN WHATEVER WAYS I CAN. THANK YOU.

[00:10:01]

>> THANK YOU. THIS CONCLUDES OUR SPEAKERS.

>> THANK YOU TO ALL OF OUR SPEAKERS.

WE ARE NOW ON SECTION 4 OR CLOSED SESSION,

[4. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]

THERE WILL BE A CLOSED SESSION.

PUBLIC AND STAFF ARE WELCOME TO STAY CONNECTED TO ZOOM, WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION.

THE PUBLIC PORTION OF MEETING WILL RESUME AFTER THE CLOSED SESSION.

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551, AND SO ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO THE FOLLOWING SECTIONS, TEXAS GOVERNMENT CODE, SECTIONS 551.071, FOR PRIVATE CONSULTATION WITH IT'S ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY INTO TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.

551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SELL, OR VALUE OF REAL PROPERTY.

C551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT, EVALUATION, REASSIGNMENT, DUTIES, DISCIPLINE, DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.

THE TIME IS NOW 12:29 PM AND WE ARE IN CLOSED SESSION.

THE TIME IS NOW 12:46 PM AND WE'RE BACK IN OPEN SESSION.

THE BOARD TOOK NO ACTION IN CLOSED SESSION.

WE'RE MOVING ON TO SECTION 5, VISION AND PROGRESS MONITORING.

[5. VISION/PROGRESS MONITORING]

DR. HINOJOSA.

>> MR. PRESIDENT AND MEMBERS OF THE BOARD, WITH DR. SUSANNA CORDOVA AND HER TEAM WILL BE LAYING OUT OR UPDATE ON THESE GOALS AND BRING THOSE TO YOUR ATTENTION.

I'LL TURN IT OVER TO SUSANNA AND HER TEAM.

>> THANK YOU PRESIDENT HENRY, TRUSTEES, DR. HINOJOSA, TODAY WE WANT TO SHARE WITH YOU THE PROGRESS THAT WE'VE MADE TO REACH OUR GOALS RELATED TO GOAL 1, ENSURING THAT STUDENTS PERFORMANCE INCREASE ACROSS DOMAIN 1 AND ALL GRADES AND CONTENTS AND GOAL 5.

NEXT SLIDE, PLEASE. WILL YOU DO THAT? THANK YOU.

BEFORE YOU, YOU SEE THE GOALS THAT WE ADOPTED THIS PAST FALL, INCLUDING THE ADJUSTMENTS THAT WE MADE FOR THIS YEAR'S TARGET.

THIS CHANGE ACKNOWLEDGED THE SIGNIFICANT CHALLENGES OUR STUDENTS AND SCHOOLS FACED DUE TO THE INTERRUPTIONS IN LEARNING BECAUSE OF THE COVID PANDEMIC.

YOU WILL ALSO SEE ON THIS SLIDE SOME OF THE PLACES WHERE WE HAVE MARKED THE DATA IS NOT AVAILABLE, AS WELL AS SOME QUESTION MARKS WHERE WE INDICATE THAT WE DON'T KNOW YET IF WE'RE ON TRACK.

THAT'S BECAUSE TYPICALLY WE WOULD BE MEASURING OUR PROGRESS USING OUR ACPS, WHICH THIS YEAR WERE WAIVED.

FOR GOAL PROGRESS MEASURES 1.1, 1.2 AND1.3.

WE DON'T HAVE THE DATA THAT IS REFERENCED IN THE TARGETS.

NEXT SLIDE PLEASE.

FOR STUDENT OUTCOME GOAL NUMBER 5, WE'RE ALSO LACKING SEVERAL OF THE MEASURES THAT WE WOULD TYPICALLY USE.

AGAIN, BECAUSE WE DON'T HAVE ACP DATA.

WE DO HAVE DATA FOR GPM 5.3 THAT REFERENCES MAP DATA.

THIS SHOWS THAT WE ARE ON TRACK TO REACH THE REVISION WITH 39.4 WITH A TARGET OF 39.

YOU MAY BE ASKING, WHAT CAN WE SHARE AND HOW DO WE ASSESS WHERE WE ARE? I'M GOING TO SHARE SOME UPDATES WITH INFORMATION THAT WE DO HAVE.

BUT FIRST I WANT TO POSITION THIS DATA, THAT WE'LL BE SHARING WITH SOME OF THE LIMITATIONS THAT UNFORTUNATELY WE HAVE TO GRAPPLE WITH THIS YEAR.

NEXT SLIDE.

WE'LL BE SHARING UPDATES FROM OUR MAP DATA, WHICH IS THE ASSESSMENT THAT WE'VE ADMINISTERED THIS YEAR TO ALL OF OUR STUDENTS.

HOWEVER, WE ONLY HAVE DATA FOR READING AND MATH.

FOR READING UNFORTUNATELY, MAP WAS ONLY ABLE TO PROVIDE PROJECTIONS FOR STUDENTS WHO TOOK THE ASSESSMENT IN ENGLISH.

OUR SPANISH SPEAKING STUDENTS DID TAKE THE ASSESSMENT, BUT THEY ARE NOT INCLUDED IN THESE RESULTS BECAUSE MAP WAS NOT ABLE TO CREATE A SAMPLE SIZE LARGE ENOUGH ACROSS THEY'RE ASSESSED DISTRICTS TO CREATE A VALID PROJECTION.

AS YOU LOOK AT THIS DATA, IT WILL ONLY REFLECT STUDENTS WHO TOOK THE ASSESSMENT IN ENGLISH.

WE ALSO WANT TO MAKE SURE THAT YOU ARE AWARE THAT WE DON'T HAVE AN APPLES TO APPLES GROUP OF STUDENTS WHO HAVE PARTICIPATED IN MAP ADMINISTRATION THIS YEAR.

WHEN WE LOOK AT THE BEGINNING OF THE YEAR ADMINISTRATION TO THE MIDDLE OF THE YEAR, WE WERE CHALLENGED IN ASSESSING ALL OF OUR STUDENTS IN THE FALL.

THAT WAS WHILE WE WERE STILL IN A VIRTUAL ENVIRONMENT, AND SO WE DO HAVE DIFFERENT RATES OF PARTICIPATION ACROSS GRADES, AND STUDENT GROUPS.

IN FACT THE GROUP THAT PARTICIPATED IN THE BEGINNING OF THE YEAR ASSESSMENT, ON AVERAGE, WERE STUDENTS WHO HAD HIGHER PERFORMANCE FROM THEIR STAAR DATA FROM THE PAST.

THE BEGINNING OF THE YEAR DATA AT TIMES IS SLIGHTLY SKEWED HIGHER THAN WE WOULD TYPICALLY SEE IF WE ASSESSED ALL OF OUR KIDS IF WE HAD A FULL DATA SET.

WE ALSO WANT TO NOTE AS WE LOOK AT THE DATA, THAT UNLIKE PREVIOUS YEARS, OUR END OF YEAR DATA WILL NOT BE AVAILABLE.

IT WILL BE AVAILABLE LATE, AND WE WON'T BE ABLE TO REVIEW THOSE UPDATES PUBLICLY UNTIL AUGUST,

[00:15:05]

AND THAT'S DUE TO THE CALENDAR CHANGES.

NEXT SLIDE, PLEASE.

WITH THOSE CAUTIONS AND WITH THAT FRAMING, I DO WANT TO SHARE WHERE WE ARE BASED ON THE RESULTS OF OUR ENGLISH ASSESSMENTS IN READING AND MATH FOR GRADES 3 THROUGH 8.

WE DID ARRIVE AT THESE PROJECTIONS USING THE IMPERFECT DATA THAT I JUST SHARED, BUT WE DO THINK IT'S IMPORTANT TO USE THEM AS THE BEST GUIDE THAT WE HAVE TO UNDERSTAND WHERE WE ARE.

FOR GPM 1.1, AT THIS TIME LAST YEAR, WE HAD 34 PERCENT OF OUR STUDENTS FOR DOMAIN 1, IT MEETS OR EXCEEDS.

THE BEGINNING OF THE YEAR, THIS YEAR WE DROPPED TO 32, BUT WE'VE MOVED BACK UP AT MID YEAR TO 35.

WE ARRIVED AT THIS, AS I MENTIONED, USING MAP PROJECTIONS, WHICH IS AN IMPERFECT APPROXIMATION FOR DOMAIN 1 FOR GPM 1.2 LOOKING AT THE PERFORMANCE OF AFRICAN-AMERICAN STUDENTS.

WE WERE AT 24 MEETS OR EXCEEDS AT LAST TIME THIS YEAR, AT THE BEGINNING OF THE YEAR, WE MOVED TO 25 AND WE ARE RIGHT NOW AT 26.

WE DO SEE SOME MOVEMENT IN THE RIGHT DIRECTION.

FOR GPM 1.3, THE NUMBER OF MEETS OR ABOVE WAS 29 AT THIS TIME LAST YEAR, WE DROPPED AT THE BEGINNING OF THE YEAR DOWN TO 25 AND WE'RE NOW BACK AT 29.

NEXT SLIDE, PLEASE. FOR GOAL 5, READING AND MATH FOR GRADES 3 THROUGH 8.

AGAIN, THIS IS THE ENGLISH SPEAKING STUDENTS RESULTS ONLY.

LOOKING AT GPM 5.1 DOMAIN 1 PERFORMANCE.

LAST YEAR AT THIS TIME WE WERE AT 34, IN THE FALL, WE WERE AT 35 AND WE'RE NOW AT 36.

FOR 5.2 THE PERFORMANCE OF AFRICAN-AMERICAN STUDENTS IN DOMAIN 1, WE WERE AT 25 AT THIS TIME LAST YEAR.

IN THE FALL, WE SAW THAT MOVED TO 29 AND NOW AT MID-YEAR WE'RE AT 28, SO WE HAVE SEEN A LITTLE BIT OF SLIPPAGE FROM MID YEAR THIS YEAR.

THEN WHEN WE LOOK AT GPM 5.3, WHICH LOOKS AT THE NUMBER OF STUDENTS, THAT MEETS EXPECTATIONS ON MAP.

WE WERE AT 37 LAST YEAR, IN THE MIDDLE OF THE YEAR, WE JUMPED TO 56, WE HAVE SEEN A FALL BACK TO 39.

THAT IS LOOKING AT WHERE WE ARE ON TRACK THAT DOES GIVE US SOME INFORMATION.

I'M GOING TO TURN IT OVER TO CHIEF TREJO WHO'S GOING TO SHARE SOME INFORMATION ABOUT THESE RESULTS, IN ANOTHER WAY OF LOOKING AT HOW WE CAN MEASURE OUR PROGRESS.

>> THE UNIQUE THING ABOUT THE MATH ASSESSMENT IS IT DOES CREATE PROJECTED OUTCOMES FOR STUDENTS BASED ON THE BASELINE DATA.

STUDENTS HAVE TO HAVE MORE THAN ONE DATA POINT IN ORDER TO CREATE THOSE PROJECTIONS.

BUT WE ARE ABLE TO LOOK AT THE COMPARISONS.

THIS PARTICULAR SLIDE SHOWS YOU WITH THE ORANGE BAR OR ORANGE LINE, THE PROJECTED TARGET.

THEN THE BLUE LINE SHOWS THE ACTUAL OBSERVED GROWTH.

PARTICULARLY IN ENGLISH READING, YOU CAN SEE THAT FROM OUR BASELINE AND MIDDLE OF YOUR LAST YEAR, THE BEGINNING OF YEAR SHOWED A SLIGHT INCREASE OVER THE PROJECTED TARGET, WHICH WE TALKED ABOUT THE BEGINNING OF THE YEAR.

WE DIDN'T SEE AS MUCH DECLINE AND READING AS WE DID IN MATH, WHEN STUDENTS CAME BACK INTO SCHOOL.

AGAIN, RELATED TO DEPUTY SUPERINTENDENT CORDOVA'S REFERENCE THAT NOT ALL OF THE STUDENTS TESTED, WHICH MAY BE CREATED AND INCREASED OUTCOME FOR US AT BEGINNING OF YEAR.

HOWEVER, YOU CAN SEE THAT WE DID CONTINUE TO CLIMB ACCORDING TO OUR MIDDLE OF YEAR RESULTS FOR 2020, 2021, EVEN THOUGH WE DID NOT MEET OUR PROJECTED TARGET.

THIS IS AN AVERAGE OF THE NUMBER OF RED POINTS, WHICH IS THE UNIT OF MEASURE FOR MAP FOR EACH STUDENT.

ONE THING I NOTED ON HERE IS WHAT WE'RE LOOKING FOR IN ORDER TO MEET STUDENT ACHIEVEMENT GOALS IS NOT JUST MEET THE PROJECTED TARGET THAT ACTUALLY EXCEED THE PROJECTED TARGET.

IT'S GOING TO TAKE US ACCELERATING INSTRUCTION BEYOND THAT PROJECTED TARGET IN ORDER TO REACH OUR ACHIEVEMENT GOALS.

I'LL EXPLAIN THAT A LITTLE BIT MORE IN A SECOND.

HERE ARE THE MATH RESULTS, AGAIN THE ORANGE BEING THE PROJECTION, THE BLUE BEING THE ACTUAL.

YOU CAN SEE THAT WE DROPPED, WHICH IS WHAT WE DISCUSSED BEFORE THAT, OUR STUDENTS CAME BACK AND WE SAW SIGNIFICANT DIP IN OUR MATHEMATIC RESULTS AT THE BEGINNING OF THE YEAR.

BUT THANKFULLY, WITH A LOT OF HARD WORK, THE STUDENTS WERE ABLE TO RECAPTURE SOME OF THAT LEARNING AND GET CLOSE TO PROJECTED TARGET BY THE MIDDLE OF YEAR RESULTS.

WHICH IS SHOWN AGAIN IN THIS LINE GRAPH.

NOW, WE ALSO WANT TO TALK IN REFERENCE BACK TO THE IDEA THAT THERE IS AN IMPROVEMENT JOURNEY THAT STUDENTS ARE TAKING.

WHAT WE WANT TO THINK ABOUT IS ALONG THAT JOURNEY.

THIS PARTICULAR TABLE SHOWS STUDENTS THAT WERE PLACED IN DECILES,

[00:20:01]

10TH PERCENTILE, 20TH PERCENTILE, 30TH PERCENTILE.

THEY'LL EITHER MOVE UP IN THEIR IMPROVEMENT JOURNEY OR MOVE DOWN IN THEIR IMPROVEMENT JOURNEY TOWARDS THEIR TARGETED GOAL.

HERE IT SHOWS IN THE GREEN, WHO WE CALL GAINERS, THE PERCENTAGE OF STUDENTS THAT MAKE GAINS IN THEIR IMPROVEMENT JOURNEY FROM ONE DECILE TO THE NEXT SO THEY MOVED UP, OR IN RED, IT INDICATES THAT THEY MOVED DOWN IN THEIR IMPROVEMENT JOURNEY.

AGAIN, THIS IS NOT SOMETHING YOU CAN EQUATE TO ABSOLUTE ACHIEVEMENT ON STAAR.

THIS IS JUST SHOWING THAT STUDENTS ARE MOVING UP, OR THEY'RE MOVING DOWN.

FOR READING, FOR EXAMPLE, WE SEE THAT WE HAD MORE STUDENTS SLIDING, THEN WE DID GAINING FOR READING.

EVEN THOUGH IT MAINTAINED AT THE BEGINNING OF THE YEAR, WE'RE NOT SEEING THE GROWTH THAT WE WOULD LIKE TO SEE FOR WHERE WE ARE RIGHT NOW, AND IN MATHEMATICS, HOWEVER, YOU CAN SEE THERE WAS QUITE A BIT OF GAIN FOR THE PERCENTAGE OF STUDENTS FROM BEGINNING OF YEAR TO MIDDLE OF YEAR FOR STUDENTS WHO ARE MAKING IMPROVEMENT.

THE ONE THING, CAVEAT I WOULD LIKE TO SAY IS AGAIN, A STUDENT'S ABILITY IN THAT IMPROVEMENT JOURNEY TO CLICK UP AND MOVE TOWARDS THEIR TARGETED OUTCOME, DOES NOT NECESSARILY MEAN IT'S GOING TO EQUATE TO AN ABSOLUTE ACHIEVEMENT ON STAAR.

WE'RE GOING TO WORK TOWARDS THAT, BUT WE'RE GOING TO HAVE TO ACCELERATE AND EXCEED THOSE TARGETS IN ORDER TO MEET AND GET STUDENTS BACK ON TRACK DUE TO COVID LEARNING LOSS.

I'LL TURN IT OVER TO CHIEF RIDDICK NOW TO TALK ABOUT ALL OF THEIR RESPONSES AND ACTIONS THAT HAVE TAKEN PLACE THIS YEAR TO HELP US GET STUDENTS BACK ON TRACK.

>> GOOD AFTERNOON, PRESIDENT HENRY, BOARD OF TRUSTEES, SUPERINTENDENT HINOJOSA.

AFTER THE REVIEW OF OUR NORTHWEST EVALUATION ASSOCIATION DATA, NWEA, I WANT TO SHARE OUR NEXT STEPS.

WHAT I'M REVIEWING WHICH IS NOT ALL INCLUSIVE ARE THE INSTRUCTIONAL SUPPORTS, LEADERSHIP SUPPORTS, IN OUR FINISH STRONG CAMPAIGN, WHICH YOU'LL GET INFORMATION MORE ON THE FINISH STRONG IN OUR HIGH-SCHOOL RE-ENGAGEMENT PLAN THAT WILL BE PRESENTED MOMENTARILY.

OUR PLAN HAS SEVERAL IMPLEMENTATION POINTS FROM PD, DATA DESEGREGATION, PLANNING AND INSTRUCTIONAL DELIVERY.

THE PD OFFERINGS WE SHIFTED TO WERE JUST IN TIME MODEL WHICH INCLUDED WEBINARS AND SELF-PACED MODULES WITH A VARIETY OF TIME COMMITMENT OPTIONS THAT WERE DEVELOPED AS EITHER A FAST BREAK, A MICRO LEARNING, OR ONLINE PLC.

THEY WERE FROM A MINUTE TO SEVEN MINUTES IN REGARDS TO ALLOWING FOR EFFICIENCY FOR TEACHERS SO THAT THEY COULD GET TO WHAT WAS NEEDED, AND MADE NECESSARY FOR IMPLEMENTATION IN THE CLASSROOM.

WE TARGETED SPECIFIC NETWORKS FOR DEEPER DIVES, AND CONTENT, AND DIGITAL TOOLS THAT ALLOWED US TO USE ITEMS SUCH AS ST MATH, MATHEMATIC MANIPULATIVES THAT ALLOWED FOR US TO GO DEEPER WITH INFORMATION THAT WE SAW BASED ON THE DATA INFORMATION THAT YOU JUST SAW MOMENTARILY.

WE'VE FRONT-LOADED MATH STANDARDS DUE TO THE INITIAL DATA ON MATH LEARNING LOSS THAT WE CAME INTO THE DISTRICT WITH, AND YOU SAW WHAT THAT MATH JOURNEY HAS LOOKED LIKE WITH DATA FROM, WHAT WAS THE BEGINNING OF THE YEAR TO THE MIDDLE OF YEAR IMPLEMENTATION, FOR WHAT WE'VE SEEN WITH THE GAINERS THAT WE'VE SEEN FROM THE DATA PRESENTED BY CHIEF TREJO.

WE IMPROVED WHAT DATA REPORTING AND INSIGHT TEMPLATES WE HAVE FROM DATA THAT DROPPED DOWN FROM PRE-K ALL THE WAY THAT LAUNCHED UP TO OUR HIGH SCHOOL STUDENTS.

THAT LOOKED AT WHAT WERE HIGH AND LOW GROWTH ACHIEVEMENT MATRIX OF WHERE THERE'S LOW GROWTH IN THE FAR LEFT, HIGH GROWTH IN THE TOP RIGHT, THAT ALLOWED US TO SEE WHAT WAS HIGH GROWTH, HIGH ACHIEVEMENT THAT WE COULD SEE FROM OUR STUDENTS AND REFER TO THAT IN THAT QUADRANT FOR INFORMATION THAT SCHOOLS COULD THEN DEVELOP SPECIFIC PLANS FOR STUDENTS, AND MEETING THEIR TARGETED GOALS.

THERE WERE TARGETED SUPPORTS THAT WE PROVIDED ESPECIALLY TO OUR 23 AIM ACHIEVEMENT IN THE MIDDLE CAMPUSES.

CAMPUSES SUCH AS DOCKER, YOUNG MEN'S LEADERSHIP ACADEMY AT FLORENCE, AND LAING MIDDLE SCHOOL, JUST TO NAME A FEW.

THESE WERE SCHEDULED SIX CONFERENCES THAT WE BUILT UP WITH OUR INSTRUCTIONAL LEADERSHIP TEACHERS THAT PROVIDED THE SUPPORT DURING THE SPRING SEMESTER.

THERE WERE SCHEDULED VISITS THAT WE PUT ONTO OUR AIM CAMPUSES LED BY OUR EXECUTIVE DIRECTOR TRACY WASHINGTON THAT BUILT IN WHAT THE SUPPORT NETWORKS WERE TO LAUNCH AND LIFT THIS WORK.

IT ENDS WITH OUR IMPLEMENTATION OF FINISH STRONG, WHICH HAS BEGUN.

THIS IS A SENIOR FOCUS THAT HELPS TO ENSURE OUR STUDENTS ARE ON TRACK FOR GRADUATION.

YOU MAY HAVE HEARD OR SEEN INFORMATION THAT'S COMING OUT IN REGARDS TO THAT.

OUR FINISH STRONG CONSISTED OF OPERATION COME BACK, WHICH WAS OUR BEGINNING JOURNEY FOR OUR FAMILIES TO RE-ENGAGE IN OUR HIGH SCHOOLS AND LAUNCHING NOW INTO WHAT WE CALL OUR FOURTH QUARTER INTERVENTIONS.

OUR TEAM BETWEEN TEACHING, AND LEARNING AND SCHOOL LEADERSHIP HAVE GONE TO CONDUCT CAMPUS VISITS SIMULTANEOUSLY, SO THAT WE CAN DO IN THIS JOINT WORK TO GATHER FEEDBACK FOR LEARNING ABOUT STRATEGIC IMPROVEMENTS,

[00:25:04]

JUST IN TIME SUPPORT, AS WELL AS LONG-RANGE PLANNING.

THANK YOU. NEXT SLIDE. QUESTIONS?

>> TRUSTEES QUESTIONS? TRUSTEE MACKEY.

>> THANK YOU FOR THE REPORT.

EXCITED, I KNOW WE HAVE A LOT OF MORE PRESENTATIONS TODAY ABOUT WHAT WE'RE DOING IN RESPONSE TO THIS.

A COUPLE OF CLARIFYING QUESTION, A COUPLE OF DATA QUESTIONS HERE.

FIRST OF ALL, ON THE PROJECTED SCORE, IF I KNOW CORRECTLY, AND CORRECT ME IF I'M WRONG.

IN MAP, BASICALLY WHEREVER KIDS STARTS AT, YOU KNOW WHERE THEY'RE SUPPOSED TO GROW AND THAT'S THE PROJECTED SCORE.

>> THAT'S CORRECT.

>> IF THEY ARE INLINE WITH THAT PROJECTED SCORE, IS THAT TO MEAN, IF THEY DO THE PROJECTED SCORE FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR, THAT SHOULD BE EQUIVALENT TO ONE YEAR'S WORTH OF GROWTH?

>> THAT'S CORRECT.

>> WHERE IT'S OVER THE LINE, WE HAVE STUDENTS THAT ARE ACHIEVING MORE THAN ONE YEAR'S WORTH OF GROWTH, AND IF IT'S BELOW THE LINE, LESS THAN ONE YEAR'S WORTH OF GROWTH ON TRACK?

>> THAT'S CORRECT. THOSE PROJECTED GROWTH TARGETS ARE BASED ON THE DATA POINTS FROM THAT PARTICULAR STUDENT.

THE AMOUNT OF GROWTH IS REALLY BASED ON THE INDIVIDUAL STUDENT BASELINE TO THEIR NEXT DATA POINT.

>> GOT YOU. THE TESTING PERIODS, THESE ARE ALL MAP TESTING PERIOD.

WE START OUR FIRST MAP TESTING PERIOD THAT WE DID WAS MIDDLE OF THE YEAR 2019-'20, CORRECT?

>> THAT'S CORRECT.

>> EVEN THOUGH WE HAVE NOW A FULL YEAR'S WORTH OF MAP DATA, WE HAVE NO CORRELATION TO STAAR FOR DISTRICT STUDENTS, WHICH IS WHY IT'S HARD TO MAKE THESE PREDICTIONS.

>> AARON WARE IS HERE ALSO FROM RESEARCH AND EVALUATION, MAP DOES PROVIDE CORRELATIONS TO STAAR, BASED ON THEIR BANK OF DATA AS IT RELATES TO TEXAS STANDARDS, AND STAAR OUTCOMES.

THAT'S WHAT DEPUTY SUPERINTENDENT CORDOVA WAS REFERENCING IN THE INITIAL CHARTS TABLES, WAS HOW WE ARE UTILIZING THAT PROJECTED STAAR PROJECTION TO THE GOALS, AND WHETHER OR NOT WE CAN TELL IF WE'RE ON TRACK OR NOT.

>> WE USE THAT TABLE TO GET SLIDES 5 AND 6 HERE, THE PERCENTAGE OF KIDS AND APPROACHES MEETS AND MASS.

>> THAT'S CORRECT.

>> THEN WE DID NOT PLUG THAT IN TO THE FIRST SLIDES THOUGH.

SLIDES NUMBER 2 AND 3, WE HAD QUESTION MARKS AND MIDDLE OF THE YEAR.

>> SURE, I'LL TAKE THAT.

WE REALLY WANTED TO MAKE SURE THAT WE WERE SHARING THE INFORMATION THAT WE HAVE CONTEXTUALIZED FOR WHAT IT PROVIDES.

ON THE FIRST TWO SLIDES, THAT ACTUALLY ASKS US TO GIVE DATA FROM OUR ACPS.

>> I GOT YOU.

>> BECAUSE WE DIDN'T HAVE ACPS WE DIDN'T WANT TO LEAD YOU TO BELIEVE THAT THAT WAS THE RESULT OF THAT.

ON SLIDES 5 AND 6, THESE ARE OUR BEST APPROXIMATIONS GIVEN THE LIMITATIONS THAT WE HAVE IN THE DATA.

>> GOT YOU. BECAUSE WE DON'T HAVE ACPS WE DIDN'T PLUG THEM IN.

WE KNOW HOW ACPS CORRELATE, BUT WE DIDN'T KNOW FOR OUR OWN EXPERIENCE, HOW NOT CORRELATED.

MAYBE IN THE FUTURE IF IT CORRELATES REALLY WELL, WE'LL PLACE ONE OF THE OTHER ONES.

>> SURE, ABSOLUTELY. I JUST ALSO WANT TO AGAIN POINT OUT WE ALSO DIDN'T WANT TO PUT IT ON THOSE INITIAL SLIDES, BECAUSE IT LACKS INFORMATION FROM OUR STUDENTS WHO ASSESSED IN SPANISH AND IT LACKS INFORMATION FROM SCIENCE AND SOCIAL STUDIES.

>> BUT IT DOES HIGHLIGHT THE NEED, AND AS WE KNOW WE'RE SIGNIFICANTLY BEHIND WHERE WE WOULD HAVE BEEN OR HOPE TO HAVE BEEN WITHOUT THE PANDEMIC.

THAT JUST BEGS THE OTHER QUESTIONS LIKE, WELL, WHAT ARE WE GOING TO DO TO DRIVE ACHIEVING GOING FORWARD AND GET TO THAT V-SHAPE RECOVERY? I WANT TO HAVE A COUPLE OF QUESTIONS AROUND MATH.

THAT ONE ON SLIDE 8, I KNOW WHEN WE LOOKED AT THIS, WHEN WE WERE DISCUSSING THESE ORIGINALLY, WE KNEW WE HAD A SIGNIFICANT FALL OFF IN MATH, WHICH IS REPRESENTED HERE.

BUT WE'VE SEEN SOME HUGE GROWTH FROM BEGINNING OF THE YEAR TO NOW, GOING FROM NEGATIVE ONE TO 6.8.

WHAT DO YOU ALL ATTRIBUTE THAT TO, WHAT'S WORKING, WHAT'S GETTING US TO THAT STAGE?

>> LET ME START THERE, AND I'LL TURN IT OVER TO CHIEF TREJO FOR SUPPORT AS WELL.

WE KNEW COMING IN THAT THAT WAS GOING TO BE THE LEVERAGE POINT, THAT WE NEEDED TO MAKE WITH CAMPUSES AND WITH STUDENTS, SO OUR DEVELOPMENT WITH THE PROGRESSION DEVELOPMENT AND THE TRACKING OF THE DATA KNEW WHAT WE HAD TO DO TO GET STUDENTS STARTED.

MATH WAS GOING TO BE THE CRUX OF WHAT THAT LOOKED LIKE.

OUR FACE-TO-FACE STUDENTS ARE DOING DYNAMIC IN REGARDS TO WHAT THIS DIRECT INSTRUCTION WAS GOING TO LOOK LIKE, THE JUST-IN-TIME SUPPORTS THAT WE PROVIDED, THE INSTRUCTIONAL COACHES, AND THEIR SUPPORT FOR WHAT THAT LOOKED LIKE IN REGARDS TO THE DATA TRACKING THAT WE WERE ABLE TO PRODUCE FOR OUR STUDENTS, AND KNOW WHERE STUDENTS WERE, AND WHAT SMALL GROUP, WHOLE GROUP PUSH IN AND PULL OUT THAT WE HAD TO TAKE ON.

YOU CAN SEE WHAT GOING ALL IN AROUND MATH LOOKED LIKE, AND YOU SEE THE TRAJECTORY THAT OUR STUDENT STARTED TO EXPERIENCE.

>> I WOULD ADD TO THAT, WE HAD SPECIFIC LESSON EXEMPLARS TARGETING KEY STANDARDS AND THAT WE KNEW WERE ISSUES THAT TRANSITION TO DIGITAL TOOLS FOR MATHEMATICS MANIPULATIVES WAS

[00:30:02]

A LITTLE EASIER TO TRANSITION THAN PERHAPS THE READING ANNOTATION TOOLS.

ALONG WITH THAT, WE HAD A LOT OF PERSONALIZED PATHWAY OPPORTUNITIES WITH SOFTWARE FOR MATHEMATICS LIKE ST MATH, THAT STUDENTS WERE ABLE TO GET A LOT OF ADDITIVE TUTORING, THAT I THINK OUR TEAMS FEEL LIKE HELPED TO THAT TRAJECTORY.

BOTTOM LINE IS, IT WAS A LOT OF TEACHERS WORKING VERY HARD TO DO THE RIGHT THINGS FOR KIDS.

WITH MATHEMATICS, WE KNEW IT WAS SUCH A PROBLEM AT THE BEGINNING OF THE YEAR THAT PEOPLE PUT A LOT OF FOCUS ON WHERE ARE WE GOING WITH MATH.

SO YOU HAVE A LOT OF VERY DISCREET, AND INTENTIONAL INSTRUCTION WITH MATHEMATICS WITH A HUGE DEFICIT.

>> DO WE HAVE ANY DATA, DO WE KNOW HOW THE ACHIEVEMENT IS BREAKING OUT? THIS IS AGGREGATE.

I HEARD YOU MENTIONED LIKE IN SCHOOL SUPPORTS FOR OUR FACE-TO-FACE LEARNERS.

HOW ARE OUR FACE-TO-FACE LEARNERS DOING COMPARED TO THE AT-HOME LEARNERS? DO WE HAVE THIS DATA BROKEN OUT IN THAT WAY OR CAN WE GET A SENSE OF IT?

>> AARON?

>> NO. WE DON'T HAVE IT AT THIS MOMENT, BUT IT IS ONE OF THE ANALYSIS TO COME UP NEXT STEPS WITH THIS.

>> YEAH, I'D BE CURIOUS TO KNOW, ESPECIALLY IF WE'RE SAYING THAT FACE-TO-FACE IS WORKING.

BUT IF WE END UP SAYING WE HAVE GOT HIGHER GROWTH AT THE AT-HOME STUDENTS, WELL THEN MAYBE IT'S NOT THE WAY.

SO I THINK THAT'S REALLY IMPORTANT FOR US TO KNOW AND BE ABLE TO SEE, AND KNOW WHICH KIDS WE NEED TO TARGET THEN GOING FORWARD.

JUMPING TO ENGLISH, LET ME MAKE SURE I UNDERSTAND THE GAINERS AND THE SLIDERS FIRST.

THIS IS, IF THERE ARE GAINER, THEY'VE ACTUALLY MOVED UP A DECILE.

>> THAT'S CORRECT.

>> HOW DOES THAT TRACK WITH PROJECTION? IF I'M PROJECTED TO GO IN A YEAR, IF I MAKE A GROWTH, IF EVERYONE MAKES A YEAR OF GROWTH, I COULD STILL STAY IN MY DECILE AND MAKE A YEAR OF GROWTH.

>> THAT'S CORRECT.

>> IT'S POSSIBLE, YES.

>> IS IT SAFE TO SAY THAT MOST PEOPLE WHO GAINED, WELL I GUESS IT'S NOT EVEN BECAUSE OTHER PEOPLE COULD SLIDE BACK, ETC.

>> THAT'S CORRECT, YEAH.

>> I DO THINK YOUR POINT THERE THOUGH IS IMPORTANT TO NAME, IF YOU ARE NOT AT MEETS, YOU NEED MORE THAN TO STAY STABLE AND YOU POTENTIALLY NEED MORE THAN ONE DECILE'S GROWTH TO GET TO MEETS.

>> SO YOU COULD GROW EVERY SINGLE YEAR, BUT IF YOU START FIVE YEARS BELOW AND YOU GROW, AND SO WE'VE GOT TO MAKE MORE THAN IT GETS

>> THAT'S CORRECT.

>> ON THE FLIP SIDE, CAN YOU TALK A LITTLE BIT ABOUT ENGLISH BECAUSE I FIND IT INTERESTING AND DISHEARTENING.

WHAT THIS DATA IS SAYING IS FROM THE MIDDLE OF THE YEAR, LAST YEAR IN 2019-20, BEFORE THE PANDEMIC.

THROUGH THE PANDEMIC AND IN THE SUMMER, WE ACTUALLY SHOWED HIGHER GROWTH.

WE SAW A HIGHER RATE OF GROWTH FROM MIDDLE OF THE YEAR 19-20 TO BEGINNING OF THE YEAR, WHICH IS GREAT.

BUT I'VE GOT QUESTIONS LIKE WHAT DO WE ATTRIBUTE THAT TO? BUT THEN NOW THAT WE'VE HAD THEM AT THE BEGINNING OF THE YEAR AND WE'VE HAD THEM FOR TIME, THEY'VE SHOWING LESS GROWTH.

WHAT DO WE ATTRIBUTE THOSE TWO DIFFERING RATES THAT SEEM COUNTER-INTUITIVE?

>> I CAN TALK A LITTLE BIT ABOUT WHY WE DID SIT DOWN AND THINK ABOUT, WHY WOULD THE STUDENTS COME BACK IN AND NOT APPEAR TO HAVE THE SAME DECLINE IN READING THAT THEY DID IN MATH AT THE BEGINNING OF THE YEAR? A LOT OF IT HAD TO DO WITH THE ABILITY OF PARENTS AT HOME TO CONTINUE READING WITH KIDS AND PARTICIPATING IN THE ACT OF READING IN GENERAL, AS OPPOSED TO VERY DISCRETE INSTRUCTION IN MATHEMATICS THAT AT TIMES REQUIRE SOME PREREQUISITE KNOWLEDGE THAT MAY OR MAY NOT BE AVAILABLE IN THE HOME.

SO IT'S POSSIBLE THAT INTERACTION MAINTAINED OR HELD SOME OF THE LEARNING AND READING THAT WE DIDN'T MAINTAIN MATHEMATICS.

THEN WE GET BACK TO SCHOOL AND STUDENTS GET THIS HUGE DOSE OF DIRECT MATHEMATICS INSTRUCTION, WHICH SHOWS THIS HUGE TRAJECTORY.

NOW, WE'VE GOT KIDS THAT HOLD IN TERMS OF THEIR READING, THEIR ABILITY TO READ, THOUGHTS ON COMPREHENSION.

BUT NOW THEY'RE APPROACHING GRADE LEVEL SKILLS THAT THEY HAVEN'T NECESSARILY BEEN TAUGHT EXPLICITLY THE TAUGHT CURRICULUM FOR READING THROUGHOUT THE SPRING SEMESTER LAST YEAR AND NOW WE'RE GETTING INTO GRADE LEVEL SKILLS AND WE'VE GOT A GAP.

THE GAP IS NOW, WE'VE GOT TO MAKE THAT TRAJECTORY STEEP FOR THE INCREASE, JUST LIKE WE DID WITH MATHEMATICS.

DOES THAT MAKE SENSE?

>> YEAH, SO LET ME MAKE SURE I UNDERSTAND IT.

WHAT I SEE ON THE DATA, AND TELL ME IF I'M WRONG ON THIS.

FROM THE RATE OF GROWTH OF KIDS FROM MIDDLE OF THE YEAR 19-20, PRE-PANDEMIC TO THE BEGINNING OF THE YEAR, THIS YEAR, THERE'S ACTUALLY A HIGHER RATE OF GROWTH IN READING, AND IT WAS GROWTH AND IT WAS A RATE OF GROWTH THAN IT'S BEEN SINCE WE TOOK THEM BACK AT THE BEGINNING OF THIS YEAR, WE'VE HAD A SLOWER RATE OF GROWTH AND THEY RECEIVED.

>> KEEP IN MIND THAT DATA POINT FOR BEGINNING OF THE YEAR DOESN'T INCLUDE ALL OF OUR STUDENTS BECAUSE WE WEREN'T ABLE TO TEST THEM ALL.

SO WE ARE STATING THAT WE THINK IT'S AN INFLATED NUMBER BECAUSE NOT ALL OF OUR STUDENTS WERE TESTED AT THAT POINT IN TIME, AND WE WERE ALSO ALL IN VIRTUAL AT THAT POINT IN TIME AND WE DID PROVIDE, EVEN THOUGH OUR CAMPUSES TRIED VERY HARD TO GET

[00:35:01]

ALL THE KIDS IN PERSON TO TAKE THAT ASSESSMENT, MAP WAS ALLOWED AS A REMOTE OPTION FOR ASSESSMENT.

THAT'S PART OF THE CONSTRAINTS THAT DEPUTY SUPERINTENDENT CORDOVA OUTLINED BEFORE IS OUR ACTUAL STUDENT COUNT, THE END NUMBER FOR THE ASSESSMENTS IS NOT NECESSARILY COMPLETE OR CONSISTENT.

>> THANK YOU. I'LL COME BACK A SECOND AROUND.

THANK YOU.

>>

>> THANK YOU.

IF I CAN PUT THIS INTO THE BROADER NARRATIVE OF THE DATA THAT WAS PRESENTED TO US IN NOVEMBER, AND THAT WE WERE LOOKING AT AS WE WERE EXPLORING THE VARIOUS MITIGATING LEARNING ALL STRATEGIES.

IN NOVEMBER, THE DATA THAT WAS PRESENTED SHOWED THAT WE HAD ABOUT 50 PERCENT OF OUR STUDENTS LOSING GROUND IN MATH AND ABOUT 30 PERCENT LOSING GROUND IN READING.

WHAT IS THIS DATA SHOWING US HERE, THAT WE HAVE MADE UP THAT LOST GROUND IN MATH?

>> THIS DATA SHOWS THAT STUDENTS WHO MOVED FROM ONE DECILE TO THE NEXT IN MATHEMATICS, WE HAD A GREATER PERCENTAGE OF STUDENTS WHO SHOWED GAINS.

THE GAINERS IN THIS CASE WENT FROM 20 PERCENT TO 47.1 PERCENT WHO GAINED AT LEAST ONE DECILE.

NOW, WE'VE GOT 47 PERCENT OF OUR STUDENTS WHO ARE SHOWING GAINS AND 20 PERCENT WHO ARE SHOWING A SLIDE OF SOME KIND.

>> OKAY. IF WE WERE JUST GOING TO UPDATE THE DATA THAT WAS PRESENTED IN NOVEMBER AND TRY TO JUST TRANSLATE THAT.

LOOKING AT THE EFFECT OF THE PANDEMIC SIX MONTHS, FIVE MONTHS AFTER, WHAT WOULD BE THE BROAD CONCLUSION? WHAT PERCENTAGE OF OUR STUDENTS LOST GROUND IN MATH? WHAT PERCENTAGE LOST GROUND IN READING?

>> THIS SLIDE PROBABLY BEST REPRESENTS GAINERS AND SLIDERS.

AT THIS POINT FROM BEGINNING OF YEAR TO MIDDLE OF YEAR IN READING, 31.8 PERCENT OF OUR STUDENTS ARE SHOWING GAINS.

THAT'S A LITTLE BIT LOWER THAN WHAT WE EXPERIENCED AT THE BEGINNING OF THE YEAR.

WE SAW A LITTLE BIT OF AN INCREASE IN READING OF STUDENTS WHO ARE SLIDING BACK FROM 29.3 TO 36.5.

SO BROADLY SPEAKING, OUR READING, WE'VE GOT TO GET GOING ON READING.

MATHEMATICS, WE'RE SEEING MORE STUDENTS GAINING IN MATHEMATICS, LESS STUDENTS SLIDING, SO WE NEED TO CONTINUE THE INTERVENTIONS THAT WE'RE DOING IN MATHEMATICS.

BUT I DO THINK THE IMPORTANT THING TO NOTE THAT WAS MENTIONED BEFORE IS, BEING A GAINER DOES NOT NECESSARILY MEAN THAT YOU ARE EXCEEDING THE TARGET GROWTH SO THAT IT WILL EQUATE TO A MEETS OR A MASTER'S ON STAAR.

>> TRUSTEE MICCICHE I THINK YOUR RESPONSE TO YOUR QUESTION IS, IT'S INCONCLUSIVE.

WE DO SEE SOME POSITIVE SIGNS IN MATH BECAUSE THERE'S BEEN SO MUCH FOCUS AND MATH.

BUT WE DON'T WANT TO BE MISLEADING BECAUSE THESE HAVE IMPROVED.

THERE'S STILL OTHER AREAS WHERE THEY MAY NOT HAVE IMPROVED ENOUGH, AND SO THAT'S ONE THING WE'VE GOT TO BE CAREFUL WITH.

IN READING, IT MEANS WE NEED TO DOUBLE OUR EFFORTS IN READING BECAUSE WHILE WE WERE SO FOCUSED ON THE MATH, NOW WE'VE GOT TO START PAYING ATTENTION TO THE READING.

I THINK THAT'S A HIGHER LEVEL SUMMARY OF WHAT YOU'RE TRYING TO GET AT.

>> THANK YOU. WITH RESPECT TO THE DATA THAT WE DON'T HAVE FOR THE ENGLISH LANGUAGE LEARNERS, WE DON'T HAVE IT FOR THIS PERIOD, BUT WE DO HAVE HISTORICAL DATA.

IS IT CORRECT TO SAY THAT THE ENGLISH LANGUAGE LEARNERS GENERALLY DO BETTER IN MATH THAN THEY DO IN READING?

>> HISTORICALLY, IN DALLAS OUR ENGLISH LANGUAGE LEARNERS OUTPERFORM IN ALL AREAS, NOT JUST IN MATHEMATICS, HISTORICALLY SPEAKING.

>> GENERALLY THAT'S BECAUSE THESE ASSESSMENTS WOULD REFLECT THEIR SPANISH READING, NOT EXCLUSIVELY THEIR ENGLISH READING.

>> OKAY. THEN FOR THE MIDDLE OF THE YEAR TESTING POINTS, WHAT IS THE MIDDLE OF THE YEAR? WAS THAT MIDDLE OF THE YEAR 19/20? WAS THAT BEFORE THE PANDEMIC?

>> THAT WOULD HAVE BEEN BEFORE, WOULDN'T IT?

>> WAS THAT DECEMBER?

>> DECEMBER.

>> JANUARY OF 19/20 SCHOOL YEAR.

SO MIDDLE OF YEAR WOULD'VE BEEN JANUARY OF 2020.

>> OKAY.

>> JANUARY TO JANUARY.

JANUARY 2020, JANUARY 2021.

>> OKAY. THANK YOU.

>> TRUSTEE FLORES.

[00:40:01]

>> SO I JUST HAVE ONE QUESTION.

WHAT'S THE REASON THAT, WE CAN'T DO THE ENGLISH LANGUAGE LEARNER ASSESSMENT FOR MAP AND MATH?

>> SURE. SO LET ME GO AHEAD AND ANSWER THAT.

THE PROJECTIONS ARE CREATED BY MAP, BY NWEA.

THEY DO THAT USING THEIR STATISTICAL ANALYSIS ON A SAMPLE SIZE, AND THE INFORMATION THAT WE RECEIVED FROM MAP WAS THAT THEY DO NOT YET HAVE A LARGE ENOUGH SAMPLE SIZE TO HAVE DONE THAT WITH VALIDITY.

WE WILL HAVE THAT IN THE COMING YEAR.

THEY WEREN'T ABLE TO PROVIDE THAT THIS YEAR.

>> SO IT'S JUST IS IT THAT THEY JUST DON'T HAVE ENOUGH DISTRICTS WITH ENOUGH ELLS AND SO THEY'RE KIND OF HAVE TO.

>> RIGHT. THEY WANT TO

>> YOU HIT THAT ON THE TARGET FOR A LONG TIME, ONE OF THE REASONS WE HESITATED GETTING IN WITH THEM BECAUSE THEY DIDN'T HAVE THIS PORTION.

>> THAT'S CORRECT.

>> BUT NOW THAT WE DO AND A LOT OF OTHER DISTRICTS ARE, NOW THEY'RE GETTING MORE DATA SO THEY CAN NORM IT.

>> I'M CERTAIN IT'S PROBABLY ALSO THE GAP WITH STAAR ADMINISTRATION DOESN'T ALLOW THEM TO DO AN ANALYSIS WITH OUR STUDENTS, THEIR MAP SCORES AND STAAR SCORES FROM LAST YEAR.

BECAUSE THAT'S HOW THEY'LL DO THE ANALYSIS, IS THEY'LL LOOK AT OUR STUDENTS WHERE THEY ASSESS ON MAP, OUR STUDENTS WHERE THEY ASSESS ON STAR, AND THEN MAKE A CORRELATION TO SAY, "THIS KIND OF MAP PERFORMANCE CORRELATES TO THIS KIND OF STAAR PERFORMANCE, AND WITHOUT STAAR LAST YEAR, I'M CERTAIN THAT'S PART OF THE CHALLENGE.

>> MY QUESTION WAS REALLY, WILL THIS CONTINUE TO BE A PROBLEM IN THE FUTURE? THE ANSWER IS NO BECAUSE THEY NOW WILL HAVE ENOUGH

>> YEAH, I BELIEVE EVEN JUST WITH OUR STUDENTS, THE SAMPLE SIZE SHOULD BE LARGE ENOUGH TO BE ABLE TO DO A STAAR CORRELATION AT LEAST FOR OUR OWN DISTRICT.

>> AWESOME. THANK YOU.

>> TRUSTEE GARCIA.

>> DR. HINOJOSA TALKED ABOUT THE FOCUS ON READING.

WE'VE BEEN DOING GREAT WORK IN MATH AND TELL ME A LITTLE BIT MORE ABOUT THE READING STRATEGIES AND INTERVENTIONS THAT ARE GOING TILL THE END OF THIS

>> WE ALSO CREATED EXEMPLAR LESSONS IN SPECIALIZED PROFESSIONAL LEARNING.

I THINK ONE OF THE CHALLENGES THAT WE FACED WAS LEARNING HOW TO READ ON A DIGITAL SCREEN AS OPPOSED TO A PRINT BASED BOOK.

THEN ANNOTATIONS, AS WELL AS STUDENTS BEING ABLE TO TAKE NOTES, HIGHLIGHT THOSE TYPES OF THINGS, THE TRANSITION WAS A LITTLE BIT DIFFERENT, SO WE HAD TO SPEND MORE TIME FOCUSING ON HOW TO USE THOSE TOOLS AND TO READ EFFECTIVELY IN THE DIGITAL FORMAT AS OPPOSED TO A PAPER PENCIL FORMAT, AND IT DEPENDED ON THE TYPE OF LEARNER IN THEIR FORMAT FOR INSTRUCTION.

SMALL GROUP INSTRUCTION PLAYED A HUGE ROLE IN THIS, AS WELL AS GUIDED READING AND SMALL GROUP AND THE ABILITY TO WORK WITH STUDENTS WHERE THEY WERE AT.

I WILL ALSO TELL YOU THE READING ACADEMIES WE FEEL LIKE ARE GOING TO HAVE A HUGE IMPACT, AS FOUNDATIONAL LITERACY SKILLS WERE THE FOCUS OF OUR TRAINING FOR KINDER THROUGH THIRD GRADE TEACHERS THIS YEAR.

SO KNOWING THAT WE'VE GOT A BIG GAP IN LITERACY, AND NOW WE HAVE 1,200 HIGHLY TRAINED CLASSROOM TEACHERS IN FOUNDATIONAL LITERACY SKILLS, WE KNOW THAT THAT IS GOING TO HAVE AN IMPACT ON UPCOMING LESSON DESIGN AND INSTRUCTION.

>> WHAT YOU'RE SAYING ALSO, TRUSTEE GARCIA, IS THAT WHEN WE'VE LEFT THAT MIDDLE OF THE YEAR, PARENT'S ABILITY TO WORK WITH THEIR STUDENTS LEARNING TO READ WAS A BIG LIFT, WHICH YOU SEE WITHIN THE DATA, ALTHOUGH IT'S REFERENCED ON THAT, NOT EVERY STUDENT TOOK THAT DATA POINT, AND NOW IT'S ABOUT READING TO LEARN ON GRADE LEVEL FOR THE TASK THAT YOU HAVE TO TACKLE, AND WITH THE NEW DIGITAL TOOL THAT YOU HEARD EARLIER THAT KIDS NOW HAD TO TACKLE, NOT NECESSARILY CONTEXTUALIZING WITH THE TEXTBOOK.

SO CLASSROOM LIBRARIES WERE NOT UTILIZED SO THAT WE CAN THEN USE THE READING MATERIALS ON A SCREEN, AND THEN USING ALL THE DIGITAL TOOLS THAT, THAT MANIPULATIVES COME WITH, OR THAT SCREEN COMES WITH THE MANIPULATIVES IS ANOTHER CHALLENGE, SO NO LONGER HOLDING A HIGHLIGHTER, NOT TO USE THE YOUR TOOL TO HIGHLIGHT YOUR TEXT AND NO LONGER FLIPPING WHAT PAGES.

NOW TRYING TO APPROACH IT WITH A DIFFERENT MODALITY ON HOW YOU APPROACH THE READING ABILITY FOR STUDENTS, AS WELL AS THE CHALLENGE THAT WE HAD FOR TEACHERS IN REGARDS TO MOVING TO THAT METHODOLOGY AS WELL.

SO WE KNOW WHERE OUR EFFORTS LIE, WE KNOW WHERE THE DATA SITS IN REGARDS TO THE EFFORTS THAT WE HAD TO PUSH FOR OUR STUDENTS AND FOR OUR KNOWLEDGE AROUND THAT.

SO THUS THE EXEMPLARS THAT WE ARE BUILDING OUT, THUS THE SMALL GROUPS, THUS THE PROFESSIONAL DEVELOPMENT AND LEARNING THAT'S BEING BUILT AND ONGOING FOR THIS FOURTH QUARTER.

SO WE KNOW WHAT WE NEED TO DO TO GET A RESURGENCE AROUND THE ASPECT OF READING, ALTHOUGH IT'S BELOW, WE KNOW THAT THERE'S STILL WORK TO BE DONE.

>> THANK YOU FOR YOUR RESPONSE, THAT'S EXCELLENT. THANK YOU.

>> THINK I JUST HAVE ONE QUESTION ON WE KEEP TALKING ABOUT THE FALL DEMOGRAPHIC OF STUDENTS AND HOW MAY NOT REPRESENT THE DISTRICT.

DO WE HAVE ANY INFORMATION ON THE DEMOGRAPHICS OF THOSE STUDENTS? WHO ARE THOSE STUDENTS WHO ASSESSED IN THE FALL? GENERALLY.

[00:45:03]

>> WE KNOW ON AVERAGE, LOOKING AT THE PREVIOUS ASSESSMENT HISTORY OF THE STUDENTS WHO ASSESSED IN THE FALL THAT THAT ON AVERAGE THEY HAD HIGHER STAAR PERFORMANCE, AND SO WE DO KNOW THAT IT WILL LIKELY SKEW HIGHER.

RIGHT NOW WE'RE HOVERING JUST AROUND 80 PERCENT PARTICIPATION IN STAAR I THINK THAT'S IN THE APPENDIX.

>> OH THAT'S WHAT I WAS LOOKING FOR. I GOT IT.

>> SO YOU CAN SEE THERE OF WHO IT IS.

BEYOND JUST THE NUMBERS THOUGH, I THINK IT IS IMPORTANT TO NOTE THE STUDENTS ACADEMIC PERFORMANCE IN THE FALL TENDED TO BE A LITTLE BIT HIGHER.

WE DO HAVE A GROUP OF STUDENTS WHO ARE NOT REPRESENTED IN EITHER FALL OR MID-YEAR.

>> OKAY. I GOT IT.

ALL RIGHT. I'M TAKING ANY OTHER QUESTIONS.

THANK YOU FOR THE PRESENTATION.

>> JUST ONE FOLLOW-UP QUESTION AND I THINK, OBVIOUSLY, WHAT I'VE SAW IN THIS PRESENTATION IS THAT WE PUT A HUGE AMOUNT OF FOCUS INTO MATH BECAUSE WE KNEW KIDS ARE BEHIND AND WE'VE SEEN A RETURNS ON THAT INVESTMENT.

PART OF THAT FOCUS, WE FOCUS THERE, SO ENGLISH HASN'T HAD THE SAME GROWTH BECAUSE WE HAVEN'T PUT THAT SAME FOCUS THAT WE WERE ABLE TO PUT IN MATH BECAUSE OF THE CRITICALNESS.

AT THE END OF THE DAY, WE KNOW KIDS STILL HAVE LARGE GAPS FROM WHERE THEY WANT TO BE.

SO WHAT DOES THIS BOARD NEED TO DO TO GIVE YOU ALL THE SUPPORT YOU NEED TO DRIVE STUDENT ACHIEVEMENT.

>> SURE. SO I'D DEFINITELY SAY THERE WERE TWO THINGS THAT I THINK WILL BE REALLY IMPORTANT.

AS WE LOOK AT THE COMING TWO YEARS, I THINK THE MORE TIME THAT WE CAN SPEND AS AN ORGANIZATION FOCUSED ON THE CORE WORK OF TEACHING AND LEARNING, THE BETTER OFF WE'RE GOING TO BE.

I THINK THAT WILL BE CHALLENGING, FRANKLY, BECAUSE THERE ARE LOTS OF THINGS THAT ARE IMPORTANT.

BUT BECAUSE OF THE IMPACT OF THE PANDEMIC, WE DON'T EVEN KNOW WHERE 20 PERCENT OF OUR STUDENTS ARE.

WE DON'T HAVE ANY INFORMATION IN THIS DATA ON OUR SPANISH SPEAKERS.

SO IN THE ABSENCE OF BEING ABLE TO HAVE THAT, I THINK IT'S CRITICALLY IMPORTANT THAT WE SPEND TIME COLLECTIVELY ON THE MOST IMPORTANT WORK THAT WE CAN DO, AND THAT WE'RE MONITORING IT VERY, VERY RIGOROUSLY THAT YOU ARE ASKING THE KIND OF QUESTIONS THAT YOU'RE ASKING HERE, WHICH IS, WE SAW A BIG JUMP IN MATH.

WHAT ARE WE DOING TO GET THAT SAME IN ENGLISH LANGUAGE, ARTS, AND READING, AND THAT WE DO THAT POTENTIALLY AT THE EXPENSE OF SOME OF THE OTHER THINGS THAT TYPICALLY MIGHT HAVE TAKEN CONVERSATION SPACE AT THE BOARD LEVEL.

>> THANK YOU.

>> I'D LIKE TO FOLLOW UP ON TRUSTEE MACKEY'S QUESTION.

YOU INDICATED THAT WE SHOULD SPEND MORE TIME ON THE CORE WORK OF TEACHING AND LEARNING AND LESS TIME ON THE OTHER THINGS.

I'M TRYING TO GET A FEEL FOR WHAT'S THE CORE WORK AND WHAT ARE THE OTHER THINGS THAT COULD BE PUT ASIDE FOR THE TIME BEING.

>> I'M NOT SPEAKING FROM EXPERIENCE IN THIS ORGANIZATION.

WHAT I CAN TELL YOU IN MY EXPERIENCE IN THE PAST, I DEFINITELY THINK IT'S GOING TO BE IMPORTANT FOR ALL BOARDS OF EDUCATION IN THE COUNTRY TO SPEND MORE TIME ON HOW WE'RE MONITORING THE SUPPORT, THE ALLOCATION OF RESOURCES TO THE IMPORTANT WORK OF ACCELERATING PROGRESS, THE WRAPAROUND SERVICES THAT ARE GOING TO BE IMPORTANT FOR THAT.

IN MY PREVIOUS WORK, I THINK THERE WERE TIMES WHEN WE SPENT TIME, ENERGY, FOCUS AT THE BOARD LEVEL ON THINGS THAT WERE LESS IMPORTANT THAN SOME OF THOSE REALLY CRITICAL ASPECTS.

>> LET ME BUILD ON THAT RESPONSE.

FOR EXAMPLE, WE'RE VERY EXCITED ABOUT OUR NEW CALENDAR OPTIONS.

WITH THE SCOPE OF THAT, IT WAS ONLY LIKE 40 SCHOOL.

WE HAVE 220 SCHOOLS.

WHEN YOU TALK ABOUT THE CORE INSTRUCTIONAL PROGRAM, WHAT DO WE DO EVERY DAY? NOT THE 60 HIGHER PRIORITY CAMPUSES THAT WE'RE GOING TO BE WORKING OFF FROM 3:00 TO 6:00.

WHAT DO WE DO EVERY DAY IN EVERY CLASSROOM TO PROVIDE THEM A RIGOROUS INSTRUCTION? THAT'S REALLY GOING TO BE THE KEY TO HAVE SYSTEM-WIDE.

WE'RE GOING TO SEE INDIVIDUAL SCHOOLS GET MORE GROWTH BECAUSE THEY HAVE HIGHER DOSAGE AND IN THE RIGHT TIMES AND IN THE RIGHT PLACES AND IN THE RIGHT WAY.

BUT WE DON'T NEED THE WHACK-A-MOLE WHERE IT WHILE WE'RE FOCUSED ON THEM, WE HAVE OTHERS POP UP.

MAYBE THAT'S REALLY ANOTHER WAY TO LOOK AT THAT RESPONSE.

>> MAYBE MY QUESTION WASN'T AS PRECISE AS IT SHOULD BE.

WHEN I SAID WHAT THE CORE WORK OF TEACHING AND LEARNING, I WAS THINKING THAT WAS SOMETHING BEING DONE INSIDE THE DISTRICT BY DISTRICT EDUCATORS.

I THINK YOUR RESPONSE WAS A LITTLE BIT MORE ABOUT WHAT THE BOARD OF TRUSTEES SHOULD BE DOING AND WHAT THE BOARD SHOULD BE FOCUSED ON.

LET ME BREAK IT DOWN. WHAT SHOULD THE DISTRICT BE DOING MORE OF? THE EDUCATOR IS INSIDE THE DISTRICT BE DOING

[00:50:03]

MORE OF TO DO THE CORE WORK OF TEACHING AND LEARNING, AND WHAT SHOULD THEY BE DOING LESS OF BECAUSE THEY'RE DOING MORE OF THAT WORK?

>> SURE. YEAH. FRANKLY, I THINK THIS IS ONE OF THE PLACES WHERE DOING LESS WILL BE DOING MORE.

I THINK IT'S REALLY IMPORTANT FOR US TO HAVE CLARITY ON THE SUPPORTS FOR EDUCATORS ON THE HIGHEST PRIORITY LEARNING GOALS.

CHIEF TREJO HAS TALKED QUITE A BIT ABOUT IN OUR MITIGATING LEARNING LOSS EFFORTS.

IT'S NOT TEACHING EVERYTHING A MILE WIDE AND AN INCH DEEP.

IT'S HOW DO WE TAKE THE MOST IMPORTANT ASPECTS OF OUR CURRICULUM, OF OUR STANDARDS AND ENSURE THAT WE'RE SUPPORTING TEACHERS TO WORK ON THOSE ASPECTS.

I THINK SOME OF THE EFFORTS THAT WE PUT INTO PLACE TO IMMEDIATELY ADDRESS THE PANDEMIC, MAKING MORE TIME FOR TEACHERS ASSOCIATED WITH TEACHING AND LEARNING WILL CONTINUE TO BE CRITICALLY IMPORTANT SO THAT WE CAN FOCUS ON TEACHING AND LEARNING.

WE HAVE THOSE SUPPORTS ALIGNED IN PLACE FOR OUR EDUCATORS TO BE ABLE TO DO THAT.

>> I THINK I AGREE WITH WHAT YOU'RE SAYING.

IN GENERAL IT MAKES SENSE.

I WAS JUST TRYING TO TAKE IT FROM THE ABSTRACT TO A MORE CONCRETE EXAMPLE OF SOMETHING THAT WE SHOULD BE DOING LESS OF.

SHOULD WE BE DOING LESS TESTING? SHOULD WE BE DOING LESS SOCIAL EMOTIONAL LEARNING? WHAT IS SOMETHING THAT WE HAVE TO DO LESS OF IF WE'RE GOING TO DO MORE OF THE CORE WORK OF TEACHING AND LEARNING.

>> I THINK A GOOD WAY TO THINK ABOUT IT IS WE SHOULD BE DOING LESS ONE-OFF TRAININGS AND MORE COHERENT ALIGNED TEACHING, LEARNING AND ASSESSMENT CYCLES SO THAT TEACHERS DON'T FEEL LIKE THEY'RE PULLED OFF OF THEIR WORK TO DO AN EXTRA TRAINING.

THERE ARE LOTS OF DIFFERENT OPPORTUNITIES THAT WE HAVE IN OUR ORGANIZATION FOR TEACHER TRAINING.

I THINK THAT THE MOST IMPORTANT THING WE CAN DO IS MAKE SURE THAT THEY ALIGN TO EACH OTHER.

THEY MAKE SENSE.

THEY ARE MANAGEABLE AND THEY'RE FOCUSED ON THIS REALLY IMPORTANT WORK.

>> OKAY. THANK YOU.

THE OTHER PART OF THAT WAS WHAT SHOULD THE BOARD BE DOING MORE OF? I THINK THERE'S A THERE'S PRETTY MUCH A CONSENSUS ON THIS BOARD THAT WE NEED TO BE SPENDING MORE AND MORE FOCUS ON STUDENT ACHIEVEMENT.

SO WE'RE TOTALLY IN LINE ON THAT. THANK YOU.

>> THANK YOU, TRUSTEE MICCICHE. I CAN SPOT A FEW QUESTIONS FOR ME.

THAT MORE OR LESS CONVERSATION.

I KNOW WE DIDN'T DO ACPS, NOT ALL OF THEM.

IN REGARDS TO TESTING, MORE OR LESS IS, WHAT'S YOUR THOUGHTS ON THAT? ANYONE?

>> WHAT I THINK WE NEED TO DO IS REALLY MAKE SURE THAT THE ASSESSMENTS THAT WE DO GIVE HAVE PURPOSE AND ARE HELPFUL TO THE TEACHER IN THE CLASSROOM FOR DESIGNING INSTRUCTION.

FOR EXAMPLE, WE ARE MOVING TO A NINE WEEKS CALENDAR FOR NEXT SCHOOL YEAR, WHICH MEANS WE WILL ALIGN OUR COMMON ASSESSMENTS TO A NINE-WEEK BENCHMARK AS OPPOSED TO A SIX WEEK.

THAT IS LESS ASSESSMENTS IN THE COURSE OF THE YEAR IN AN EFFORT TO GIVE MORE TIME FOR INSTRUCTION AND AN INTENTIONAL FOCUS ON WHEN WE DO ASSESS HOW ARE WE UTILIZING THAT DATA TO IMPROVE INSTRUCTION FOR THE NEXT CYCLE? THAT'S ONE EXAMPLE.

>> WHEN WE START GETTING MORE MAP INFORMATION INCLUDING ELL, DO WE STILL NEED THE NEED FOR THESE? IS IT SUPPLEMENTATION OF CANDIDATES.

TELL ME MORE ABOUT ONCE WE GET MORE HISTORICAL INFORMATION ON THIS MAP DATA, BOTH IN DISTRICT IN COMPARISON TO OTHER STUDENTS.

>> SURE. I THINK IT IS IMPORTANT TO UNDERSTAND THAT THE MAP IS A NORM-REFERENCED ASSESSMENT THAT FOCUSES ON GROWTH AS COMPARED TO STUDENTS WHO ARE IN THE SAME GRADE LEVEL AT THE SAME TIME.

WHEREAS COMMON ASSESSMENTS AND STAAR ARE CRITERION REFERENCED AND THEY TEST THE KNOWLEDGE THAT WAS TAUGHT DURING THAT SPECIFIC TIME PERIOD OR YEAR.

TO HAVE A COMPREHENSIVE ASSESSMENT PLAN, YOU ALMOST NEED BOTH SIDES OF THAT AND NORM REFERENCED AND CRITERION REFERENCED.

I THINK OUR CHALLENGE IS TO FIGURE OUT HOW DO WE MAKE THE MOST OF THE FEWEST AMOUNT OF ASSESSMENTS SO THAT WE CAN PRIORITIZE INSTRUCTION, BUT STILL HAVE THE BEST DATA TO MAKE GOOD DECISIONS IN THE CLASSROOM FOR INSTRUCTION.

>> I THINK I'M GOING TO, PROBABLY A LITTLE FAR OFF OUR TOPIC, BUT CRITERION-BASED TESTING, IF YOU'RE ABOVE GRADE LEVEL AND ITS TESTING WHAT YOU SHOULD'VE LEARNED THAT YEAR, IS IT HELPFUL FOR STUDENTS? THE SAME FOR THE COUNTER, THAT IF YOU'RE ONE OF THE STUDENTS THAT WERE BEHIND GRADE LEVEL AND YOU'RE SUPPOSED TO LEARN THESE THINGS IN THE SECOND GRADE, BUT YOU'RE INTERESTED IN A GRADE LEVEL, HOW DOES THAT SERVE FORMATIVELY FOR THOSE STUDENTS?

[00:55:01]

>> LET ME MAKE SURE I UNDERSTAND YOUR QUESTION, PRESIDENT HENRY.

THAT YOU'RE ASKING WHAT IS THE RELATIONSHIP BETWEEN A CRITERION-REFERENCED TEST VERSUS WHAT INFORMATION WE GET OUT OF A NORM REFERENCE TEST?

>> WELL, IF TESTING SUPPOSED TO BE FORMATIVE AND HAVE A THIRD GRADE STUDENT ON A FIFTH GRADE LEVEL AND THE CRITERION'S TESTING WHAT A THIRD GRADER IS SUPPOSED TO LEARN THAT YEAR AND THE SAME FOR STUDENTS THAT MIGHT BE ON A FIRST GRADE LEVEL IN THIRD GRADE AND THE CRITERION IS WHAT HE'S SUPPOSED TO LEARN AS A THIRD GRADER.

>> ONE OF THE THINGS THAT THE CRITERION REFERENCED TEST DO IS THEY MEASURE WHAT YOU'RE BEING TAUGHT.

I'M SAYING YOU'RE GOING TO LEARN THIS LESSON, THIS SECTION OF INFORMATION, THE MEASUREMENT OF THAT, THAT WE DO, OUR COMMON ASSESSMENTS OR ACPS, SAY WE'RE GOING TO MEASURE THAT PARTICULAR BIT OF INFORMATION AND WHERE YOU ARE WITH THAT.

MASTERY OR NON MASTERY OF THAT IS WHAT YOU'RE MEASURING AT THAT POINT.

YOU MADE THE POINT, THESE KIDS ON A FIRST GRADE LEVEL VERSUS A THIRD GRADE LEVEL.

THAT'S THE THING THAT A NORM REFERENCE TEST MIGHT TELL YOU.

IT MIGHT TELL YOU WHERE THE KID IS COMPARED TO OTHER KIDS AT A PARTICULAR PLACE.

IT NORMALLY USES A NATIONAL NORM.

IT GETS YOU OUT OF YOUR OWN, LITTLE BALLPARK AND PUTS YOU IN WITH A BIG C AND YOU CAN SEE THE METAPHORS, BUT YOU CAN SEE THE LARGER PICTURE OF IT.

THEY GIVE YOU DIFFERENT TYPES OF INFORMATION, AND FOR A TEACHER, THEY WOULD GIVE DIFFERENT TYPES OF WHAT DO I NEED TO WORK ON.

A CRITERION REFERENCED AS MEASURING WHAT WE JUST TAUGHT WILL TELL ME ON THESE PARTICULAR ASSAYS WE WERE STRUGGLING HERE OR THIS KID WAS STRUGGLING HERE, OR MAYBE AT A CLASSROOM WE'RE STRUGGLING HERE AND WE NEED TO DOUBLE DOWN ON THAT STUFF. DOES THAT HELP?

>> YEAH, HELPS EXPLAIN IT. THE NORMATIVE TESTS, WHO ARE WE COMPARING OURSELVES TO WHEN WE'RE LOOKING AT THAT? THIS IS NOT OPENING.

THE GAIN VERSUS LOST, THE SLIDERS AND THE GAINER.

WHO ARE WE COMPARING OURSELVES TO?

>> THAT IS A NATIONAL COMPARISON.

THE WAY THAT ACTUALLY WORKS IS THAT LET'S SAY A STUDENT IN THIRD GRADE AT THE MIDDLE OF THE YEAR SCORED A 200, AND THAT REPRESENTED THEY READ THE 44TH PERCENTILE.

>> OKAY. I THINK I GET IT.

IT'S LIKE AN SAT PERCENTILE.

>>

>> DO WE NEED THAT INTERNALLY? CAN I LOOK IN OUR DISTRICT, CAN SAY SIMILARLY SITUATED STUDENTS AT SCHOOL A AND HOW THEY GREW NEXT TO SIMILARLY SITUATED STUDENT AT SCHOOL B? CAN WE DO THAT? OR CAN YOU DO THE SAME MAP TYPE OF EVALUATION JUST WITH OUR KIDS?

>> IT CAN BE DONE. I DON'T KNOW THAT WE DO THAT HERE CURRENTLY.

>> I DON'T KNOW, IT'S PROBABLY A LOT OF INFORMATION GATHER, BUT IT'D BE INTERESTING TO SEE IF WE HAVE SIMILARLY SITUATED STUDENTS THAT ARE IN SOME ENVIRONMENT HERE A AND ANOTHER ENVIRONMENT B AND ONE JUST SHOOTS OUT THE ROUTE.

WHAT ARE WE DOING OVER HERE?

>> YEAH, WE DO HAVE THERE WITH THE SCHOOL EFFECTIVENESS INDEX AND THE CLASSROOM EFFECTIVENESS INDEX.

THAT'S HOW WE KNOW HOW CERTAIN TEACHERS AND OUR STUDENTS SCHOOLS OUTPERFORM THEIR EXPECTED OUTCOMES.

WE DO HAVE THAT.

>> OKAY. THANK YOU.

I DON'T HAVE ANY OTHER QUESTIONS? ANYONE ELSE? I'VE BEEN ASKED TO MOVE ENVIRONMENTAL SUSTAINABILITY COMMITTEE UP IN OUR INFORMATION REPORTS.

[6. INFORMATION/REPORTS]

WE HAVE SOME GUESTS HERE THAT I THINK ARE GOING TO PRESENT SOMETHING OR NEED TO BE SOMEWHERE SO NO ONE OBJECTS, WE'RE GOING TO MOVE REPORT F UP TO BE THE FIRST REPORT.

THEN WE'LL FOLLOW, AFTER THAT WITH A DISCUSSION OF THE 87 TEXAS LEGISLATIVE AGENDA.

>> I'D LIKE TO THANK THE BOARD FOR THEIR VISION AND PARTICIPATION IN THIS WORK AROUND ENVIRONMENT AND OUR SUSTAINABILITY EFFORTS.

I'D ESPECIALLY LIKE TO THANK TRUSTEE MACKEY FOR TAKING THIS SHARED VISION AND LEADING THIS VERY IMPORTANT WORK.

WITH THAT, MR. PRESIDENT, I'D LIKE TO RETURN THE MIC OVER TO TRUSTEE MACKEY TO LEAD THIS PRESENTATION.

>> THANK YOU, MR. BATES. I JUST WANT TO PROVIDE SOME CONTEXT.

BACK IN FEBRUARY OF 2020 BEFORE THE PANDEMIC REALLY HIT, THIS BOARD UNANIMOUSLY PASSED THE ENVIRONMENTAL AND CLIMATE RESOLUTION FOR DALLAS ISD THAT AIMED TO ADD AND ESTABLISH A COMMITTEE TO WORK WITH AND LOOK AT AND UTILIZE ALL RESOURCES AND UNDERSTAND WHERE THE GOALS AND THE SUSTAINABILITY EFFORTS COULD BE BENEFICIAL TO DALLAS ISD BOTH IN TERMS OF OUR IMPACT, BUT ALSO IN TERMS OF COST SAVINGS, AND TO WORK HAND IN HAND WITH THE DISTRICT ON THAT.

[01:00:02]

IF YOU GO TO SLIDE 3, AND TRUSTEES, YOU ALL APPOINTED AN INCREDIBLE GROUP OF PEOPLE.

AARYAMAN SINGHAL, JESS HOUSE, MICHELLE SMITHEN, MARIANNA ARCHIBALD, DR. FREDERICK TODD, BILL BETZEN, AND MOLLY ROOKE, JIM SCHERMBECK, AND MELLEN WEST.

THESE APPOINTEES SPENT HOURS RESEARCHING, ENGAGING OTHERS, PRESENTING TO THE COMMUNITY, GETTING IDEAS, AND THANKFUL TO HAVE TWO OF THEM HERE TODAY TO PRESENT WITH US.

BUT THEY WORKED HAND IN HAND WITH MR. BATES AND HIS ENTIRE TEAM AND PEOPLE FROM ACROSS THE DISTRICT TO UNDERSTAND THE WORK THAT'S ALREADY BEEN HAPPENING IN THE DISTRICT.

FRANKLY, THERE'S A LOT OF GREAT STUFF HAPPENING IN THE DISTRICT.

IN FACT, IN MAY OF 2020, ALREADY EVEN PRIOR TO THIS, DALLAS BECAME THE NATION'S LARGEST PUBLIC SCHOOL DISTRICTS TO USE A 100 PERCENT OF WIND SOURCES FOR ELECTRICITY, EARN THE ENERGY EFFICIENCY AWARD FOR THE HIGHEST EFFICIENCY AMONG ALL SECTORS AND INDUSTRIES.

THAT ENERGY CONTRACT, NOT ONLY DOES IT PROVIDE RENEWABLE ENERGY, BUT I BELIEVE IT SAVES THE DISTRICT A MILLION DOLLARS A YEAR THAT WE CAN THEN PUT TO THE CORE USAGE OF TEACHING AND LEARNING.

I JUST WANT TO THANK THE TEAM FOR THE WORK ALREADY DONE AND EXCITED TO HEAR THE OUTCOMES FOR THE PRESENTATION FROM THE COMMITTEE.

>> THANK YOU, TRUSTEE. TRUSTEES, I'D LIKE TO INTRODUCE YOU TO A COUPLE MEMBERS TODAY.

WE HAVE MARIANNA AND JESSICA, THEY'RE GOING TO HELP PRESENT.

THEY WERE ALSO ON THE COMMITTEE AND AN OUTSTANDING JOB THAT THEY'VE DONE WITH THIS WORK AND THE ONE WHO MANAGES OUR SUSTAINABILITY FOR THE DISTRICT IS WITH US AS WELL, MR. BRIAN SHAW.

WITH THAT, JESSICA, THE FLOOR IS YOURS.

>> THANK YOU, MR. BATES AND THANK YOU TRUSTEES.

TO START OFF, WE LOOKED AT FOOD AND CHILD NUTRITION SERVICES SINCE THERE ARE A LOT OF REGULATION AROUND ACTUAL NUTRITION AND WE TRIED TO FOCUS ON THINGS OUTSIDE OF THAT, LIKE REDUCING FOOD WASTE AND USING MORE COMPOSTABLE UTENSILS.

THEN ONE OF THE THINGS THAT WE SAW THAT WAS KIND OF LOW HANGING FRUIT IS TRAINING ALL THE CAMPUS STAFF ON HOW MUCH YOU OFFER VERSUS HOW MUCH YOU SERVE.

INSTEAD OF SAYING YOU GET THE SAME FOOD FOR A LOWER PRICE IF THE KID DOESN'T ACTUALLY WANT THE FOOD TO CONSERVE THAT FOOD BECAUSE FOOD WASTE IS A BIG ISSUE FROM AN ENVIRONMENTAL STANDPOINT.

NEXT SLIDE. THE CONSTRUCTION SERVICES SUBCOMMITTEE REALLY MET TO DISCUSS HOW WE CAN MAKE THE DISD BUILDINGS THEMSELVES MORE SUSTAINABLE.

THERE WERE A COUPLE OF HIGHLIGHTS AS THEY PERTAIN TO GOALS AND SUPPORTING POLICIES THAT I WANTED TO MENTION.

THE MAIN ONE BEING THAT ALL CONSTRUCTION MOVING FORWARD WOULD AIM TO ADHERE TO BOTH CHPS AND LEED SILVER STANDARDS OR ABOVE.

AS WELL, HAVING THE AIM TO HAVE SCHOOLS BEING BUILT TO NET-ZERO READY STANDARDS.

THE GOAL TO HAVE ONE ELEMENTARY, MIDDLE SCHOOL, AND HIGH SCHOOL BUILT WITH NET-ZERO ENERGY STANDARDS BY 2030.

A FEW OTHER AREAS OF FOCUS FOR THE SUBCOMMITTEE WAS ALSO ESTABLISHING A LIMIT ON LEAD IN WATER, REQUIRING WHITE ROOFS TO HELP MITIGATE THE HEAT ISLAND EFFECT, AND ALSO ASSESSING THE VIABILITY OF GEOTHERMAL SYSTEMS AT DIFFERENT FACILITIES THROUGHOUT THE DISTRICT. MR. SHAW?

>> THANK YOU, MARIANNA.

THE TRANSPORTATION SUBCOMMITTEE RECOMMENDS A PILOT PROGRAM FOR ONE ZERO EMISSIONS BUS TO BE OPERATED IN A LOW AIR QUALITY AREA OF THE CITY.

ELECTRIC BUS MAINTENANCE TRAINING WOULD BE PROVIDED FOR OUR BUS MECHANICS.

THE SUBCOMMITTEE ALSO RECOMMENDS PARTICIPATION IN AN ELECTRIC BUS COOPERATIVE WITH AN EYE TOWARD PURCHASING MORE BUSES AND EXPANDING THE ELECTRIC BUS FLEET. JESSICA.

>> THE GROUNDS COMMITTEE, WE FOCUSED A LOT ON USING NATIVE AND ADAPTIVE PLANTS WHICH ARE GREAT BECAUSE THEY'RE MADE FOR THE TEXAS ENVIRONMENT.

A LOT OF TIMES THEY'RE A LOT EASIER TO MAINTAIN BECAUSE THEY REQUIRE LESS MAINTENANCE BEING THAT THIS IS THEIR ENVIRONMENT AND LESS WATER GIVEN HOW MUCH IT RAINS IN TEXAS.

I KNOW CARBON CAPTURE IS VAGUE FROM AN ENVIRONMENTAL STANDPOINT AND SO WE FOCUSED ON WHERE WE COULD DOING CANOPY COVER, SO USING ANY EXCESS LANDS TO CREATE MORE CANOPY COVER WHICH WILL HELP WITH, LIKE MARIANNA WAS SAYING, THE HEAT ISLAND EFFECT AS WELL.

WE ALSO TALKED ABOUT GAS POWERED MAINTENANCE EQUIPMENT.

I KNOW IT SEEMS LIKE A SMALL THING, BUT THEY'RE ACTUALLY VERY UNREGULATED AND THEY EMIT VERY BAD EMISSIONS.

[01:05:02]

WE TALKED ABOUT PILOTING SOME ELECTRIC EQUIPMENT JUST TO SEE HOW IT GOES BECAUSE THERE'S PROBABLY SOME LOGISTIC THINGS THAT WE WILL NEED TO TAKE INTO CONSIDERATION.

THEN LIMITING SYNTHETIC FERTILIZERS, AND ALSO CREATING NO MOW ZONES WHICH YOU WON'T HAVE TO MAINTAIN THEM BECAUSE YOU JUST LET THEM GROW AND THEY ALSO HELP FOSTER NATIVE POLLINATORS, INSECTS IN THE ENVIRONMENT.

WHILE THE CONSTRUCTION SERVICES SUBCOMMITTEE THAT I MENTIONED EARLIER WAS FOCUSED ON THE BUILDINGS THEMSELVES, THE MAINTENANCE AND CUSTODIAL TEAM REALLY MET TO DISCUSS THE OPERATIONS OF THOSE BUILDINGS AND HOW WE COULD MAKE THOSE PROCESSES MORE SUSTAINABLE.

A FEW HIGHLIGHTS THAT CAME OUT OF THAT SUBCOMMITTEE INCLUDE A GOAL OF 20 PERCENT DECREASE IN WATER USE INTENSITY THROUGHOUT ALL FACILITIES BY 2030, AS WELL AS TRAINING A CUSTODIAL TEAM AND IMPLEMENTING A GREEN CLEANING POLICY WHICH WILL TREMENDOUSLY IMPACT AND IMPROVE THE INDOOR AIR QUALITY FOR NOT ONLY STUDENTS, BUT ALSO TEACHERS AND STAFF.

THE SUBCOMMITTEE ALSO RECOMMENDED CREATING AND EXECUTING A PREVENTATIVE COMMISSIONING SCHEDULE WHICH INCLUDES THE REGULAR REPLACEMENT OF HVAC FILTERS.

LAST BUT NOT LEAST, A LIFETIME COST APPROACH OF OWNERSHIP WHEN IT COMES TO PURCHASING PRODUCTS.

BECAUSE AS TRUSTEE MACKEY MENTIONED AT THE BEGINNING, THIS ALSO TAKES INTO ACCOUNT THAT MAYBE A SUSTAINABLE OPTION IS SLIGHTLY MORE EXPENSIVE UPFRONT, BUT WE'RE REALLY LOOKING AT IT FROM A HOLISTIC STANDPOINT AND WHAT WOULD WORK FINANCIALLY FOR DISD IN THE LONG RUN, AND TAKING THAT HIGH LEVEL APPROACH WHEN MAKING THOSE DECISIONS WHEN IT COMES TO MAINTENANCE. MR. SHAW.

>> THE ENERGY SUBCOMMITTEE, AS TRUSTEE MACKEY MENTIONED EARLIER, IN MAY OF 2020, DALLAS ISD BECAME THE LARGEST PUBLIC SCHOOL SYSTEM TO DERIVE ALL OF ITS ELECTRICITY FROM 100 PERCENT SOURCES.

IN OUR CASE, WIND.

THIS PUTS US WELL DOWN THE ROAD TOWARD ACHIEVING THE FIRST ENERGY SUBCOMMITTEE GOAL OF A 50 PERCENT REDUCTION IN GREENHOUSE GAS EMISSIONS BY 2030.

THE OTHER THREE GOALS LISTED IN THE CHART CAN BE NESTED WITHIN THAT VERY WEIGHTY GOAL OF A 50 PERCENT REDUCTION IN GREENHOUSE GAS EMISSIONS.

TO CONTINUE THE MOMENTUM THAT WE BEGAN IN MAY OF 2020, THE SUBCOMMITTEE RECOMMENDS THAT 100 PERCENT RENEWABLE SOURCES BE REQUIRED IN FUTURE ELECTRICITY CONTRACTS WITH THE DISTRICT.

THEY ALSO RECOMMEND THAT ONE PERSON BE APPOINTED BY THE BOARD TO ESTABLISH BASELINE ENERGY USAGE FOR EACH SCHOOL AND SHARE THAT USAGE MONTHLY.

AN ANNUAL REPORT ON ENERGY USE INTENSITY AS WELL AS WATER USE INTENSITY SHOULD BE SHARED WITH THE BOARD ANNUALLY AS WELL.

THE SUPPORTING IDEAS ARE INSPIRED BY SOME OF THE PRACTICES BEING USED IN MAINTENANCE AND FACILITIES AT THE TIME.

A REDUCTION IN THE NUMBER OF HVAC CONTROLS DISTRICT WIDE, AVOIDING AROUND THE CLOCK ENERGY DEMANDS AND PARTICIPATION IN PEAK DEMAND RESPONSE PROGRAMS, COMBINING THE NIGHT AND DAY USE LOADS INTO SINGLE METERS.

ONE OF THE THINGS THAT IS OF GREAT NEED AT THE MOMENT THOUGH IS DEVELOPING A LONG-RANGE ENERGY MANAGEMENT PLAN FOR THE DISTRICT, KEEPING IN MIND THE DEVELOPMENTS ON THE HORIZON GIVEN THE TECHNOLOGY AVAILABLE.

ONE OF THE FINAL RECOMMENDATIONS UNDER SUPPORTING IDEAS OFFERED BY THE COMMITTEE IS THE CONSIDERATION OF OFFERING A BONUS TO CAMPUSES OR REWARD CAMPUSES FOR MEETING THEIR ENERGY USAGE GOALS.

I BELIEVE MR. BATES WILL BRING US TO CONCLUSION.

>> SO WITH THAT, THERE'S MORE SUGGESTIONS.

YOU CAN SEE THAT WE'VE STRUCTURED THIS IN GOALS SUPPORTING IDEAS AND BOARD POLICIES AROUND OPERATIONS.

WE KNOW THAT THE DISTRICT HAS MANY MORE DEPARTMENTS THAN JUST OPERATIONS, BUT THIS IS A START, AND IT'S MORE THAN A START.

THE VISION THAT THE BOARD HAD TO DO THIS HAS IT WAS NOT DONE TO US, IT WAS DONE WITH US AND FOR US, AND THAT IS VERY IMPORTANT.

THERE'S MORE SUGGESTIONS THAT WE'LL BE TAKING INTO CONSIDERATION.

BUT THE PREVIOUS SLIDES THAT YOU'VE SEEN ARE GOALS THAT WE ARE ALREADY WORKING ON, SUPPORTING IDEAS THAT WE'VE ALREADY PUT IN PLACE AND POLICIES THAT WE HAVE AGREED TO HOLD OURSELVES TO THAT STANDARD, AND THE BOARD WILL HOLD US TO THAT STANDARD WITH THE PASSING OF THOSE POLICIES.

WITH THAT, I'LL HAVE ANY QUESTIONS?

[01:10:02]

>> THANK YOU ALL FOR THE PRESENTATION. TRUSTEE FOREMAN.

>> JUST TO START WITH I THINK, TRYING TO BE MORE CONSERVATIVE IS GOOD, BUT THERE'S ALSO A COST ASSOCIATED WITH THAT.

SO HAVE WE LOOKED AT, PARTICULARLY, WHEN YOU START TALKING ABOUT CONSTRUCTION AND LEADS, THERE IS A TREMENDOUS COST COMPARED TO WHAT YOU'D NORMALLY PAY.

SO HAVE WE LOOKED AT HOW THAT COST WILL AFFECT EVEN THE BOMB PROGRAM IN TERMS OF ADDITIONAL PROJECTS.

HAVE WE HAD AN OPPORTUNITY TO DO THAT?

>> YES, MA'AM. OVER THE LAST YEAR, MEETING WITH THIS COMMITTEE, AFTER THE COMMITTEE MEET, WE WOULD MEET WITH THESE DEPARTMENTS SPECIFICALLY AND I HAD THE OPPORTUNITY TO WORK WITH THAT DEPARTMENT FOR ABOUT EIGHT MONTHS.

SO I WAS ABLE TO LOOK INTO THE 2020 BOND AND WE HAVE INITIATIVES IN THAT BOND THAT ARE AROUND PARTNERSHIPS.

WE HAVE INITIATIVES AROUND RACIAL EQUITY AND IN SUSTAINABILITY, WHICH I BELIEVE IT'S $10 MILLION IN GREEN FUNDS THAT WE HAVE A LOT IN 2020.

>> IN THAT PARTICULAR BOND?

>> YES, MA'AM.

>> SO IF WE'RE TALKING ABOUT BY 2030, ALL OF THE BUILDINGS BEING GREEN THAT WE BUILD, DOES THAT $10 MILLION COVER THAT COST?

>> NOT ALL OF IT. MOST OF IT WILL BE IN THE HVAC UPGRADES THAT WE'RE GOING TO DO.

THAT COST IS ASSOCIATED WITH THE ACTUAL CONSTRUCTION PROJECTS.

>> DAVID, THE REASON I'M ASKING THE QUESTIONS THE WAY THAT I AM, I THINK THAT WHEN YOU VENTURE INTO SOMETHING NEW LIKE THIS, YOU HAVE TO HAVE SOME UNDERSTANDING OF A COST PROJECTION.

IT SOUNDS GREAT, BUT THERE IS A COST THAT WE NEED TO LOOK AT IT.

IF YOU WORK WITH CONSTRUCTION, I'M SURE YOU CAN WORK TO TRY TO FIGURE OUT PER SQUARE FOOTAGE WHAT THE ADDITIONAL COST WOULD BE.

AS WE GO INTO LOOKING AT NEW BUILDING, IS THAT COST BE ADDRESSED.

>> YES, MA'AM.

>> THAT'S JUST A START FOR ME.

I SURELY WANT TO BE ENVIRONMENTAL FRIENDLY, BUT AT THE SAME TIME THAT THERE IS A RESPONSIBILITY TO MAKE SURE THAT WE SPEND THE TAX PAYERS MONEY IN THE BEST WAY THAT WE POSSIBLY CAN.

SO I WANT TO MAKE SURE OF THAT.

THEN JUST ONE OTHER THING IS, I KNOW BILL BENSON WAS ON A COMMITTEE FOR ME AND I KNOW THAT HE PROBABLY ENGAGED YOU A LOT.

BUT WHEN WE START TALKING ABOUT THE MAINTENANCE AND CUSTODIAL PART AND GO ON WITH ALL ELECTRIC.

PARTICULARLY OUR OLDER SCHOOL.

HAVE YOU CONSIDERED HOW YOU WOULD BE ABLE TO DO THAT?

>> YES, MA'AM. WE DEFINITELY COULD NOT WHOLESALE CHANGE OUT AND GO TO ELECTRIC.

WE DON'T KNOW WHAT THE MAINTENANCE IS.

WE DON'T KNOW WHAT THE COST IS.

WE DON'T KNOW HOW LONG A BATTERY HOLDER CHARGE.

THAT'S WHY WE WE ARE COMMITTED TO GIVEN IT A TRY WITH A PILOT PROGRAM.

MY THOUGHT IS WE GO TO ONE BOARD WITH ONE TRUCK THAT HAS ALL OF IT ELECTRIC AND THEN WE ANALYZE THAT COSTS, AND LONG-TERM COSTS ASSOCIATED WITH IT IN ORDER TO SEE IF IT'LL WORK FOR THE DISTRICT BECAUSE WE DO HAVE 3,400 ACRES, SOMETHING LIKE THAT. WE HAVE A LOT.

>> IT'S A LOT.

>> YES, MA'AM.

>> AGAIN, IT SOUNDS GOOD BUT IS IT PRACTICAL? WE HAVE TO MAKE SURE THAT THE PRACTICALITY IS THERE AS WE GO THROUGH THE PROCESS OF TRYING TO MAKE SURE WE GET IT DONE.

BUT I APPRECIATE THE WORK THAT YOU GUYS DO.

>> THANK YOU TRUSTEE FOREMAN. TRUSTEE MICCICHE.

>> THANK YOU. I'M VERY SUPPORTIVE OF THIS INITIATIVE.

I DO HOWEVER, THINK THAT TRUSTEE FOREMAN'S REQUESTS FOR INFORMATION ABOUT COSTS ARE REALLY IMPORTANT.

WE MOVED TO ALL WIND ENERGY.

NOW, DID THAT COST US ANY ADDITIONAL AMOUNT TO GO FROM TRADITIONAL ENERGY SOURCES TO WIND SOURCES?

>> NO, SIR. WE RENEGOTIATED OUR CONTRACT.

WE ACTUALLY, WE'RE GOING TO SAVE THE DISTRICT $1.5 MILLION A YEAR.

WE ALSO ENTERED INTO SOME OTHER COST SAVING PROGRAM.

SO RIGHT NOW, WE'RE CLOSE TO $2 MILLION IN SAVINGS A YEAR FOR THE NEXT 10 YEARS.

>> OKAY. I THINK THAT FACT SHOULD BE SHOUTED FROM THE ROOFTOP BECAUSE I THINK THERE IS A GENERAL FEELING THAT

[01:15:02]

IF YOU TRIED TO DO THINGS THAT ARE MORE ENVIRONMENTALLY FRIENDLY, THAT THEY'RE GOING TO COST A LOT MORE, AND HERE WE ARE SHOWING THAT IT COSTS SIGNIFICANTLY LESS.

I DO LIKE THE LIFETIME COST CONCEPT.

I AM INTERESTED IN THE THE BUILDING COSTS.

IF WE DO STATE OF THE ART ENVIRONMENTALLY FRIENDLY BUILDINGS, AND WE WERE GOING TO DO FOUR, IS IT GOING TO COST US SO MUCH THAT WE CAN ONLY DO THREE? I MEAN, THAT'S THE KIND OF ANALYSIS WE NEED TO HAVE ON DESK USING OUR FUNDS.

OR IS IT SIMILAR TO THE ENERGY?

>> THERE IS UPFRONT COSTS, OF COURSE.

BUT THEN THERE'S THAT LONG-TERM COST ASSOCIATED WITH THE OPERATING OF THAT BUILDING, THE OPERATIONAL COSTS, AND THAT'S WHY WE'RE COMMITTED TO DOING SOME TO SEE WHAT THE OPERATIONAL COST WILL BE LONG-TERM.

RIGHT NOW WE FACTOR, IT'S GOING TO BE A LOT LESS THAN IF WE WERE TO CONTINUE DOWN THE SAME PATH WE'RE ON.

>> WE HAD A BOND PROGRAM THAT SAID WE'RE GOING TO REPLACE FOUR OLD SCHOOLS WITH FOUR NEW SCHOOLS.

WE HAVE A PILOT PROGRAM HERE THAT WILL GIVE US ENOUGH INFORMATION TO FIGURE OUT IF WE CAN ONLY BUILD THREE NEW SCHOOLS WITH THE SAME AMOUNT OF MONEY OR WE CAN BUILD FIVE NEW SCHOOLS WITH THE SAME AMOUNT OF MONEY.

YOU'RE SAYING THAT THE PRELIMINARY INDICATIONS ARE THAT IF YOU LOOK AT IT ON A LIFETIME COST BASIS, THAT THE MORE ENVIRONMENTALLY FRIENDLY CONSTRUCTED BUILDINGS WOULD BE COSTING LESS THAN THE TRADITIONAL BUILDINGS THAT WE ARE DOING NOW.

>> YES, SIR. COULD, BUT THEN THERE'S THE TRADE-OFFS.

THE BOND FUNDS ARE SPENT ON THE ACTUAL CONSTRUCTION OF THE BUILDING RIGHT NOW.

THEY'RE NOT FOR THE LONG-TERM COST OF KEEPING UP THE BUILDING, WHICH IS THE GENERAL OPERATING FUNDS THAT I WOULD BE WORKING UNDER MAINTENANCE OF FACILITIES.

WHAT THOSE SYSTEMS THEN HAVE TO BE MAINTAINED AND TRAINING THAT GOES INTO THAT.

SO DOING THAT WILL KNOW LONG-TERM.

BUT PRELIMINARY NUMBERS SHOW THAT, YES, IT HAS A COST SAVINGS ON ITS LIFE CYCLE, NOT SAVING TO THE BOND, I MEAN, BECAUSE THE MONEY'S GOT TO BE SPENT FROM THE BOND UP FRONT.

>> I THINK THAT IS A REALLY GOOD POINT AND WE DO NEED TO LOOK AT IT AS DALLAS ISD BEING ONE ENTITY.

IF YOU'RE SAYING THAT WE WOULD BE SPENDING MORE ON THE BOND PROGRAM, BUT WE WOULD BE SAVING EVEN MORE IN OPERATIONS IF WE GO THIS APPROACH, THAT IS A GOOD DEAL.

>> I JUST WANTED TO JUMP IN HERE.

I HAVE EXPERIENCE IN LEAD AND IN SUSTAINABILITY WHEN IT COMES TO CONSTRUCTION AND ARCHITECTURE.

ALTHOUGH, EVERY PROJECT IS DIFFERENT AND ALTHOUGH, THE GREEN BUILDING AND LEAD APPROACH CAN BE SOMETIMES MORE EXPENSIVE UPFRONT, ONE OF THE REASONS WHY GREEN CONSTRUCTION HAS BECOME SO POPULAR AND WIDESPREAD IS BECAUSE WE HAVE RECOGNIZED THAT OVER THE LIFETIME OF THE BUILDING, IT REALLY CAN SAVE SIGNIFICANT AMOUNTS OF MONEY.

TO THAT POINT, LEAD SEVERAL YEARS AGO, STARTED WITH THESE INNOVATIVE GREEN CONSTRUCTION IDEAS THAT HAVE NOW BEEN ADOPTED IN STANDARD BUILDING CODES.

GREEN CONSTRUCTION HAS BEEN PROVEN TIME AND TIME AGAIN, OVER THE LIFETIME OF THE BUILDING TO REALLY BE COST-EFFECTIVE IN TERMS OF SAVINGS.

IF YOU WORK WITH DESIGNERS AND ARCHITECTS THAT ARE FAMILIAR WITH THIS, THERE ARE SO MANY ELEMENTS OF THE ARCHITECTURE AND THE DESIGN ITSELF THAT WON'T NECESSARILY COST YOU MORE MONEY, BUT IT DOES INTEGRATE ON ENERGY SAVINGS AND DIFFERENT APPROACHES.

>> THAT'S THE OTHER HEADLINE THAT I THINK SHOULD COME OUT OF THIS THAT BY BUILDING OUR BUILDINGS IN A MORE ENVIRONMENTALLY FRIENDLY WAY, WE'RE NOT EXPECTING TO SPEND MORE, WE'RE ACTUALLY EXPECTING TO SPEND LESS OVER THE LONG-TERM.

THAT IS CONTRARY TO, I THINK THE MYTH THAT IS OUT THERE WHEN A COMPANY OR AN ORGANIZATION DECIDES TO GO IN THIS DIRECTION.

SO I WOULD HOPE THAT WE GET THE MESSAGING OUT THERE AS WE'RE DOING THIS.

BECAUSE IT SEEMS LIKE THE RIGHT THING TO DO FOR THE ENVIRONMENT AND THE RIGHT THING TO DO FROM A FINANCIAL PERSPECTIVE. THANK YOU.

>> THANK YOU, TRUSTEE MICCICHE. TRUSTEE GARCIA.

>> A QUESTION ON THE INVOLVEMENT OF STUDENTS UP UNTIL THIS POINT AND THEIR FUTURE INVOLVEMENT.

ONE OF THE GREATEST JOYS OF SERVING ON THE BOARD SO FAR IT WAS PASSING THIS RESOLUTION WITH A FULL GROUP OF STUDENTS IN ATTENDANCE AND CELEBRATING IN THEIR JOY OF HAVING SOMETHING LIKE THIS AN EFFORT IN THEIR OWN SCHOOL DISTRICT.

IN WHAT WAY ARE STUDENTS GOING TO BE INVOLVED? CAN THEY BE INVOLVED? I'M LOOKING HERE AT THE COOL SCHOOLS' PARTNERSHIP, I THINK IT'S CALLED ON SLIDE. GROUNDS?

[01:20:01]

>> YES.

>> SLIDE 6.

CAN YOU TELL ME MORE ABOUT HOW STUDENTS WILL BE PART OF THIS EFFORT ACROSS THE DISTRICT?

>> WE KEPT THIS STRUCTURED AROUND OPERATIONS, SO GROUNDS, CONSTRUCTION, THINGS LIKE THAT.

BUT MR. SHAW'S IN CHARGE OF THE SUSTAINABILITY FOR THE ENTIRE DISTRICT.

HE WORKS WITH PRINCIPALS AND ASSISTANT PRINCIPALS AND TEACHER LEADERS AT THE CAMPUSES ON RECYCLING PROGRAMS, ON THE DIFFERENT PROGRAMS THAT WE HAVE WITH RELIANT, AND THAT WILL CONTINUE.

COOL SCHOOLS IS ANOTHER EXAMPLE.

WE'VE BEEN DOING THAT AND WE'LL CONTINUE TO DO THAT, AND WE WORK WITH NOT ONLY THE CAMPUS ADMINISTRATION, BUT A GROUP OF COMMUNITY MEMBERS AND STUDENTS.

AS WE EXPAND BECAUSE OF THIS RESOLUTION, THIS WAS OPERATIONS.

THERE'S ANOTHER YEAR AND TWO YEARS AND THREE YEARS THAT WE'LL WORK WITH SCHOOL LEADERSHIP, THAT WE'LL WORK WITH HCN, WE'LL WORK WITH PURCHASING AROUND ENVIRONMENTAL AND SUSTAINABILITY THROUGHOUT ALL OF OUR DEPARTMENTS.

OUR TENTACLES WILL CONTINUE TO REACH AND WILL HAVE TO IMPACT CHILDREN.

THEY'LL HAVE TO BE INVOLVED, IF THAT MAKES ANY SENSE.

>> I GUESS I GET EXCITED TOO, BUT THINKING OF THIS EVEN COMING DOWN AS PART OF THEIR CURRICULUM OR SOMETHING A PROJECT THAT THEY CAN WORK ON IN THEIR SCHOOL AND AS A GREEN PROJECT THAT WILL DIRECTLY IMPACT THEIR CAMPUS.

EXCITING OPPORTUNITIES THERE, BUT I'M HAPPY TO HEAR THAT THE ENTIRE COMMUNITY IS INVOLVED IN THIS EFFORT AS A WHOLE.

THIS IS HUGE UNDERTAKING, BUT VERY EXCITING RESULTS SO FAR. THANK YOU.

>> MR. BATES, TRUSTEE, IF I MIGHT, I WOULD ADD THAT NEXT WEDNESDAY, I'LL BE MEETING WITH THE ENVIRONMENTAL CLUB AT WOODROW WILSON HIGH SCHOOL AND I'LL BE PRESENTING TO THEM ALL OF THEIR WASTE DATA, ALL OF THE RECYCLED DATA, THEIR ENERGY DATA, AND WE'LL BEGIN WORKING ON A PLAN ON HOW TO CONSERVE ENERGY ESSENTIALLY AND TRANSFORM THEIR WASTE MANAGEMENT PROGRAM ON SITE THERE.

WE WERE ALSO WORKING WITH CUSTODIAL SERVICES HAND IN HAND TO DO THIS.

>> THAT'S EXCELLENT BECAUSE TO ME, A LOT OF WHAT STARTED IN SCHOOL COMES HOME TOO, AND SO A LOT OF GROWTH FOR ALL OF US. THANK YOU.

>> THANK YOU, TRUSTEE GARCIA. TRUSTEE JOHNSON.

>> I'M SORRY, TRUSTEE GARCIA ASKED THE QUESTION. IT WAS ANSWERED. THANK YOU.

>> I WAS GOING TO ASK A QUESTION TO GET AN UPDATE ON THE GEOTHERMAL BECAUSE WE'VE TRIED THIS BEFORE AND WE HAD SOME SIGNIFICANT PROBLEMS TO THE POINT WHERE THE SYSTEMS WEREN'T USABLE, AND SO I WAS JUST WONDERING WHERE WE WERE ON THAT.

>> YEAH. GREAT QUESTION, TRUSTEE.

THAT'S WHY IN THIS PACKET, IT WAS GREAT THAT I WAS IN THE SEAT THAT I WAS IN PRIOR TO SERVING ON THIS COMMITTEE.

WE CAN LOOK AT THINGS THAT ARE GOING TO MAKE SENSE LONG-TERM FOR THE DISTRICT, THINGS THAT WE CAN MAINTAIN FOR THE DISTRICT, AND THINGS THAT WE'RE NOT JUST MAKING A KNEE-JERK REACTION TO IN ORDER IT'S THE NEXT BEST THING AT THE TRADE SHOW.

WE'RE GOING TO MAKE DECISIONS THAT ARE LONG TERM DECISIONS FOR THE DISTRICT, NOT NECESSARILY GEOTHERMAL, FOR ALL OF OUR SCHOOLS.

WHERE IT'S RETROFITTED, WE'LL DO WHERE WE NEED TO DO IT WHERE WE HAVE IT RIGHT NOW, WHICH IS AT 25 SCHOOLS AND IT'S WORKING PROPERLY AT SOME OF THOSE SCHOOLS.

SOME, UNFORTUNATELY, WERE INSTALLED IMPROPERLY.

>> I COMPLETELY AGREE WITH TRUSTEE FOREMAN.

I MEAN, WE NEED TO KNOW WHAT THE COST OF THESE THINGS ARE, THE LONG-TERM COSTS FOR THIS, I WROTE THE ORIGINAL SUSTAINABILITY POLICY OF THE DISTRICT 12 YEARS AGO, AND AT THE TIME WE WERE DOING CHPS.

ARE WE THINKING ABOUT ALSO THEN PAYING THE RANSOM TO GET THE LEADS OR ARE WE JUST STAYING WITH CHPS.

>> YES, WE'RE LOOKING AT DOING BOTH.

RIGHT NOW WE'RE DOING CHPS, AND THAT'S WHY WE'VE SET THE GOAL TOWARDS LEAD CERTIFICATION.

>> RIGHT. BUT THEN THE LEADS, WE HAVE TO PAY MONEY.

>> WE DO. YES.

>> YEAH. I'M JUST NOT A BIG FAN OF SPENDING.

HOW MUCH DOES IT COST, 30-40 THOU A SCHOOL, A BUILDING TO GET THEIR IMPRIMATUR THAT WILL SOMEHOW MAGICALLY LEADS VERSUS BEING A PERFECTLY GOOD CHPS BUILDING.

>> I DON'T KNOW WHAT THAT COST IS.

>> I MEAN, I KNOW THERE'S A COST, WHICH IS WHY I BRING IT UP.

IF I SAY PAY THE RANSOM TO GET THE IMPRIMATUR OF ALL WHERE IT LEADS PURPLE OR PLATINUM OR WHATEVER, I DON'T KNOW WHAT THE COLORS ARE.

>> YES. THE COST DOES DEPEND ON THE SQUARE FOOTAGE AND DEPENDING ON THE SIZE OF THE SCHOOL, IT IS NOT INSIGNIFICANT.

BUT THE LANGUAGE ALSO, I THINK WAS LEFT TO CONSIDERATION TO SAY LEAD SILVER STANDARDS.

THAT IS IN THERE IN TERMS OF WE DON'T NECESSARILY HAVE TO GET THE PLAQUE IF THAT'S NOT SOMETHING THAT SCHOOL WOULD LIKE.

BUT LEAD HAS A MUCH MORE COMPREHENSIVE FROM WHAT I HAVE LEARNED, A MUCH MORE COMPREHENSIVE APPROACH TO GREEN BUILDING THAN CHPS.

[01:25:03]

CHIPS IS FOCUS A LOT ON INDOOR AIR QUALITY WHICH IS GREAT AND VERY IMPORTANT TO SCHOOLS.

LEAD DOES HAVE A BROADER APPROACH TO GREEN BUILDING, WHICH IS WHY THERE ARE ELEMENTS OF IT THAT CHPS DOES NOT COVER AND IMPORTANT ELEMENTS IN MY OPINION.

>> YEAH, BUT WE LOOKED AT THIS WAY BACK WHEN BECAUSE WE'VE HAD THIS DISCUSSION AT THE BOARD TABLE BACK WHEN WE WERE AT OLYMPUS ON ROSS.

THE ADVANTAGE OF CHPS IS THAT MOST OF OUR SCHOOL BUILDINGS ARE CLOSED DURING THE SUMMER, WHICH MEANS THAT WHATEVER THEY DO IN LEAD FOR AIR CONDITIONING ON JUNE, JULY AND AUGUST DOESN'T REALLY APPLY TO US.

WE'RE WERE CLOSED DURING THOSE DURING THAT TIME.

IF IT'S JUST THAT WE'RE GOING TO GET TO LEAD STANDARD, IT'S CHPS CERTIFIED, AND IT DOESN'T COST US ANY MORE MONEY, THEN THAT'S WHERE I WOULD BE BECAUSE WE MET THE STANDARD.

BECAUSE I WAS ALL GUNG-HO ABOUT LEADS, AND THEN I FIGURED OUT WHAT IT COSTS AND ALL THAT STUFF.

THEN THE FOLKS AT THE TIME WHO WERE RESPONSIBLE FOR CONSTRUCTION BECAUSE IT WAS FOR THE '08 BOND SAID, HEY, THERE'S THIS OTHER BETTER THING WHICH IS DESIGNED FOR SCHOOLS, WHICH IS SPECIFIC FOR SCHOOLS IN TEXAS THAT DON'T OPERATE AIR CONDITIONERS DURING THE HOTTEST TIME OF THE YEAR, OR MAYBE EXCEPT AUGUST AND SEPTEMBER.

THAT'S WHY I WAS, WELL, LET'S DO THAT.

OUR POLICY DIDN'T SAY, MY ORIGINAL DRAFTS SAID LEAD WHATEVER GOLD OR PURPLE OR WHATEVER COLOR IT IS.

THEN WHEN THEY TOLD ME THERE WAS THIS CHPS, IT'S LIKE, WELL, LET'S DO CHPS.

THAT SOUNDS PRETTY GOOD, IT DOESN'T COST US ANY MONEY OR WHATEVER TO BE A MEMBER.

IT'S A COUPLE THOU A YEAR, I THINK.

THAT SEEMED LIKE THEY WOULD APPLY TO ALL OUR SCHOOLS AND THEY'D COME AND VISIT AND DO ALL THAT GOOD STUFF.

IT IS JUST THAT WE'RE GOING TO HIT THE STANDARD, I'M OKAY WITH THAT.

AS I SAID, I DON'T WANT TO PAY THE RANSOM AND WE DON'T NEED TO PAY THE RANSOM IF WE DON'T NEED TO PAY THE RANSOM.

>> UNDERSTOOD. YES, SIR.

>> THANK YOU. I ALWAYS WANT TO THANK WHEN FOLKS VOLUNTEER FOR US.

I'M REALLY GRATEFUL THAT YOU ALL HAVE SPENT THIS TIME, BECAUSE IT'S A LOT OF TIME, AND WE'RE REALLY GRATEFUL FOR YOU COMING AND PRESENTING TO US.

WE'RE GRATEFUL FOR THE HARD WORK.

I MEAN, THERE'S SOME REALLY, REALLY GOOD STUFF HERE, I LIKE THE IDEA OF PILOTING THE ELECTRIC STUFF.

I MEAN, WE ALSO NEED TO RECOGNIZE THAT TO GET THAT ELECTRICITY, YOU NEED TO GENERATE IT.

WE'RE ALL BUYING WIND, BUT THE WIND DOESN'T BLOW ALL THE TIME, SO I'M SURE THERE'S SOME BACKFILL AT SOME POINT FOR GAS AND COAL.

I'M ACTUALLY A BIG FAN OF NUCLEAR, MYSELF, I WISH WE DID MORE OF THAT, BUT WE DON'T IN TEXAS, UNFORTUNATELY.

BUT ANYWAY, I THINK IT'S A GOOD IDEA TO PILOT.

IF WE WANT TO PAY ELON MUSK A BUNCH OF MONEY, THEN THAT'S FINE.

I THINK HE'S RICH ENOUGH ALREADY, BUT I WAS TELLING TRUSTEE MACKEY BEFORE THE MEETING, I'VE DRIVEN HYBRID CARDS FOR 12 YEARS, SO OBVIOUSLY BELIEVE IN INVESTING IN THE TECHNOLOGY.

BUT REALLY APPRECIATE YOU ALL'S WORK ON THIS AND YOUR CONTINUED SUPPORT OF THE DISTRICT.

>> HAPPY TO BE HEAR.

>> YEAH. THANK YOU. IT'S BEEN A TRUE PLEASURE WORKING WITH DIST AND THE TEAM AND TRUSTEE MACKEY, SO WE APPRECIATE THE OPPORTUNITY. THANK YOU.

>> YOUR RECEPTIVITY FOR ALL OF IT AS WELL.

>> YEAH. LATE TO THE PARTY, BUT I WAS GOING TO ADD, WHAT TRUSTEE FLORES SAID.

I JUST REALLY APPRECIATE THE AMOUNT OF HOURS THAT YOU ALL PUT ONTO THIS PRESENTATION AND THE FOLLOW-UPS.

I KNOW MY APPOINTING MELLEN WEST, HE'S A VERY PASSION AND DILIGENT GUY.

WE'RE AROUND ALL OF THIS STUFF TO GIVE AN EXAMPLE, AND THIS ISN'T A TESTAMENT TO HIM.

I DON'T KNOW EVERYONE ON THIS APPOINTING, BUT I KNOW THAT HE GOOGLED EVERY SINGLE ONE OF OUR BUILDINGS TO SEE WHICH ONES HAVE WHITE ROOFS TO GET AN IDEA OF THE VALUE THAT COULD BE SAVED IF WE PAINTED ALL OUR ROOFS WHITE AS OPPOSED ABSORBING THE ENERGY AND HAVING THEM BLACK.

THAT'S HIM, BUT I'M SURE EVERYONE ON THIS COMMITTEE, BUT I KNOW BILL BETZEN'S LIKE THAT TOO.

OUR VERY DILIGENT FOLKS, INCLUDING YOURSELF, SO I REALLY APPRECIATE ONE ATOMY PUT IN AND JUST THE PASSIONATE DILIGENCE SHE PUT AROUND.

ONE, SAVING THIS WORLD FOR OUR KIDS, BUT TWO, ALSO SAVING US SOME MONEY ALONG THE WAY IS TRUSTEE MICCICHE.

DESCRIBED. ALONG THE POINTS OF SAVING MONEY, I DO AGREE PILOTS WOULD BE GREAT.

WHAT YOU'RE SHARING TODAY IS MY FIRST-TIME REALIZING HOW MUCH MONEY WE SAVED FROM USING WIND ENERGY.

SO IT'D BE NICE TO SEE WHAT THE SAVINGS ARE AND IT MAKES A REAL COMPELLING ARGUMENT.

THERE'S NO LONGER THE ''IT'S EXPENSIVE'' DEBATE ANY MORE, IT'S ACTUALLY SAVING US MONEY AND WE'RE WORKING TO SAVE THE ENVIRONMENT.

WHEREVER WE CAN DO THAT, THE QUICKER WE CAN DO IT TO START GETTING SOME DOCUMENTATION ON HOW IT SAVES MONEY, WOULD BE WONDERFUL FROM MY PERSPECTIVE.

I SAW A LOT OF THESE POLICY RECOMMENDATIONS.

I DON'T KNOW. MAYBE IT'S A QUESTION FOR TRUSTEE MACKEY, OR MEMBERS OF THE COMMITTEE.

[01:30:03]

ARE THERE NEXT STEPS ON THESE POLICIES? DID PEOPLE LOOK AT OUR POLICIES TO SEE HOW THEY EITHER APPLY TO THESE OR DIDN'T? THERE'S SOMETHING THAT ANTICIPATES WHAT'S GOING TO HAPPEN GOING FORWARD?

>> I CAN ANSWER THAT AND I'M SURE THAT MR. BATES IS GOING TO ADD TO IT.

PEOPLE DID REVIEW ALL THE POLICIES AND WHAT WAS THERE, SO THERE WAS A ROBUST DISCUSSION THROUGHOUT WITH MR. BATES AND WHATNOT ON WHAT'S POLICY VERSUS WHAT DOESN'T MAKE SENSE IN POLICY OR WHATNOT.

THESE WERE WHAT WAS DISCUSSED WHEN THEY WERE DISCUSSED WITH THE DIFFERENT DEPARTMENTS.

AS FAR AS I UNDERSTAND IT, A LOT OF THESE EVEN THOUGH THEY'RE WRITTEN HERE, A LOT OF THEM ARE ALREADY HAPPENING.

SO IT'S JUST A MATTER OF CODIFYING THAT.

BUT MR. BATES, I DON'T KNOW IF I MISSTATED ANYTHING.

>> NO. THAT WAS GOOD. YES SIR.

>> BUT YES, THERE MAY BE, DOWN THE LINE, EVENTUAL REVISIONS TO POLICIES COMING THAT SPEAK SPECIFICALLY TO THESE AREAS.

>> THANK YOU EVERYONE AGAIN, APPRECIATE THE WORK AND EFFORT.

INCREDIBLY IMPORTANT.

I THINK WE'RE GOING TO MOVE ON TO SUPERINTENDENT ALLISON THE DISCUSSION OF THE LEGISLATIVE SESSION.

>> THANK YOU, MR. CHAIR, MEMBERS OF THE BOARD, I'M GOING TO TAKE MY MASK OFF.

I'VE HAD BOTH SHOTS, BUT THIS STUFF IS GETTING PRETTY HOT AND HEAVY AND I WANT TO BE VERY CLEAR SO THAT EVERYBODY UNDERSTANDS ME.

I'M NOT GOING TO MINCE ANY WORDS ABOUT WHAT I'M GOING TO TALK ABOUT WITH THE LEGISLATURE.

I KNOW IT'S BEING RECORDED AND I'M GLAD. IT'S GOING LIVE.

FIRST OF ALL, LET ME TALK ABOUT THE TONE.

DURING THE LAST SESSION, PUBLIC EDUCATION, PUBLIC EDUCATORS WERE THE DARLINGS OF THE SESSION AND WE WERE VERY GRATEFUL THAT WE'VE GOT HOUSE BILL 3.

THE TONE IS MUCH DIFFERENT THIS SESSION.

I'VE SEEN MY SUPERINTENDENT COLLEAGUES GET EATEN ALIVE AS THEY GO ON TO STATE THEIR OPINION ABOUT CERTAIN BILLS THAT THEY'RE NOT SUPPORTIVE OF.

SO I WILL BE VERY SPECIFIC ABOUT WHICH BILLS ARE IN THE HOPPER THAT YOU NEED TO BE WORRIED ABOUT.

THERE'S ONE THAT WE SHOULD BE HAPPY ABOUT.

SO THERE IS A BIT OF GOOD NEWS, AND THEN THERE'S ALSO A BIGGER ISSUE THAT TRUSTEES MAY NEED TO BE ENGAGED IN.

I DO APPRECIATE BOARD PRESIDENT HENRY SIGNING OFF ON THE LETTER THAT WAS INCLUDED BY THE BECAUSE THAT'S THE SOURCE OBJECT THAT'S COMING DOWN THE PATH.

FIRST OF ALL, LET ME GET SPECIFIC BEYOND THE TONE.

HOUSE BILL 1468 TO KEITH BELL BILL.

KEITH BILL, BY THE WAY, IS A REPRESENTATIVE FROM FORNEY.

HE ALSO HAPPENS TO BE AN INDUSTRY PARTNER IN THE CAREER INSTITUTES HE'S A REPUBLICAN WHO HAS FILED A BILL WHICH WE ARE VERY SUPPORTIVE OF, AND IT TALKS ABOUT US BEING ALLOWED TO DON'T NEED A WAIVER FROM THE COMMISSIONER TO HAVE VIRTUAL INSTRUCTION AS WE.

SO FOR OUR NEW SCHOOL, THIS WOULD BE EXTREMELY HELPFUL.

THAT ONE WAS PASSED OUT OF THE COMMITTEE 12-1, SO NOW IT MOVES FORWARD TO THE HOUSE FLOOR.

THAT ONE WE NEED TO MONITOR BECAUSE IT WILL HELP WITH OUR NEW SCHOOL.

NOW, WHAT WAS NOT TALKED ABOUT, WAS TAKING OUT OF DISTRICT STUDENTS.

YES. TRUSTEE. HOUSE BILL 1468.

SO MONITOR THAT ONE.

NOW, THEY DID NOT HAVE A CONVERSATION ABOUT TAKING OUT THE DISTRICT STUDENTS, BUT FOR US THAT'S NOT OUR PRIMARY GOAL ANYWAY, BECAUSE AS YOU KNOW, WITH THAT SCHOOL, IT'S TWO DAYS BRICKS AND MORTAR AND IT WOULDN'T BE FEASIBLE FOR A STUDENT FROM ODESSA TO COME TO THAT SCHOOL, IT WOULDN'T BE FEASIBLE FOR A STUDENT FROM IRVING TO COME TO THAT SCHOOL, BUT NOT NECESSARILY ODESSA.

SO THAT ONE IS MOVING FAVORABLY.

THE SECOND ONE, THIS ONE YOU NEED TO BE CONCERNED ABOUT, AND BY THE WAY, WHO FILES THE BILL IS IMPORTANT.

THAT MEANS IT'S PROBABLY GOING TO GET LEGS.

THIS ONE IS FILED BY THE CHAIRMAN OF THE COMMITTEE'S REPRESENTATIVE HAROLD DUTTON AND IT'S 3270.

TRUSTEE FOREMAN WAS GOING TO TESTIFY BUT THE SCHEDULING DID NOT ALLOW, SO HE SUBMITTED A WRITTEN TESTIMONY AGAINST THIS BILL.

WHAT THIS BILL DOES, IT'S A COMPANION BUILDER TO THE BETTENCOURT BILL.

IT'S IN THE SENATE AND EXPANDS THE COMMISSIONER'S AUTHORITY.

IT WAS DEBATED HOTLY, AND IT WAS APPROVED ON A 6-7 VOTE TO MOVE FORWARD TO THE ENTIRE HOUSE OF REPRESENTATIVES.

THIS ALLOWS THE COMMISSIONER TO TAKE OVER ANY SCHOOL DISTRICT WITH VERY FEW RESTRICTIONS.

RIGHT NOW, YOU HAVE TO MEET CERTAIN THRESHOLDS IN GOVERNANCE, ACCOUNTABILITY, OR FINANCES.

SOME OF THOSE GUARD RAILS ARE NOT IN THIS PROPOSED LEGISLATION THAT HAS BEEN PASSED OUT OF THE HOUSK'S COMMITTEE AND GOES TO THE FULL COMMITTEE.

THE DANGER IS THAT THE NEXT BILL THAT I'M GOING TO TELL YOU ABOUT, ALSO FALL BY THE CHAIRMAN, AND THAT'S 3731.

THIRTY SEVEN THIRTY ONE NOW SAYS THAT IF YOU GET A D, THAT'S LIKE AN F. IF ANY CAMPUS GETS A D, IT'S LIKE AN F.

[01:35:04]

THEREFORE, SANCTIONS START.

I HAVEN'T SEEN THIS IN THE BILL, BUT I WAS TOLD THAT AFTER TWO YEARS OF HAVING A D CAMPUS, THEN THE COMMISSIONER COULD TAKE OVER THE ENTIRE DISTRICT.

BOTH OF THESE HAVE BEEN FILED.

THIS ONE WAS LEFT PENDING IN COMMITTEE, AND ONCE THEY HEAR IT IN COMMITTEE, THEY CAN VOTE IT OUT AT ANY TIME.

SO IT'S GOING TO BE VERY HARD TO MONITOR THESE.

I'VE LOOKED AT NEXT WEEK'S AGENDA, I DON'T SEE ANYTHING THAT I'M INTERESTED IN NEXT WEEK, BUT I MAY BE SPENDING A LOT OF TIME IN AUSTIN ON TUESDAYS AND THURSDAYS FOR THE BALANCE OF THE SESSION.

BUT I DON'T KNOW WHEN THEY'RE GOING TO JUST PULL THIS UP TO VOTE IT OUT SINCE IT'S ALREADY BEEN HEARD.

THAT GOES TWO COUPLED TOGETHER, GIVE THE COMMISSIONER AN AWFUL LOT OF AUTHORITY ON SCHOOL DISTRICTS AND TAKES THE AUTHORITY AWAY FROM LOCAL ELECTED OFFICIALS. YES, TRUSTEE?

>> SO THEN WHY HAVE BOTH A D AND AN F?

>> THAT'S OUR POINT. WHY HAVE A D AND AN F IF A D IS FAILING? WE'VE DONE A GREAT JOB.

WE'VE GOTTEN EVERY SCHOOL THAT WAS F OUT.

BUT EVERY NOW AND THEN, WE GET A FEW SCHOOLS THAT FALL BACK AND RIGHT NOW, WE'RE VERY FORTUNATE BECAUSE WE HAVE NO MULTIPLE YEAR F SCHOOLS.

BUT THIS IS JUST BAD POLICY AND SO WE OBJECT.

ON THE SENATE SIDE, SENATE BILL 28 ALSO IS REGARDING CHARTER SCHOOLS AND IF IT HAS A LOW NUMBER LIKE THAT, THAT MEANS IT'S PROBABLY GOING TO PASS BECAUSE IT'S GOT A LOT OF SUPPORT.

THIS IS SENATOR BETTENCOURT, AND THIS TAKES ANY LOCAL OFFICIAL OUT OF APPROVING CHARTER SCHOOLS.

NOW, THE STATE BOARD OF EDUCATION BY 2/3 VOTE CAN VETO A CHARTER SCHOOL IF THEY HAVE DATA, BUT IT'S ALREADY BEEN APPROVED SO THEY COULD OVERRIDE THE VETO.

THEY HAVE A VETO POWER BY 2/3 MAJORITY, SO THAT MEANS TEN OF THE 15 STATE BOARD MEMBERS WOULD HAVE TO VOTE FOR THIS.

THIS ALSO TAKES AWAY CITY COUNCIL PEOPLE FROM BEING ABLE TO HAVE PURVIEW OVER PERMITTING FOR CHARTER SCHOOLS.

SOMETIMES WE DON'T EVEN KNOW WHERE ARE CHARTER SCHOOLS COMING, BUT WE GET NOTIFIED BY CITY COUNCIL MEMBERS THAT THERE IS A PERMIT REQUEST AT A PARTICULAR CHARTER SCHOOL AND THAT'S HOW WE BECOME INFORMED TO BECOME ACTIVE.

THAT ONE HAS BEEN LEFT PENDING.

ANOTHER ONE BY SENATOR BETTENCOURT IS 1365, AND THAT'S THE COMPANION TO THE HOUSE BILL FOR DUTTON ABOUT EXPANDING THE COMMISSIONER'S AUTHORITY, AND IT HAS BEEN LEFT PENDING, SO WE DON'T KNOW WHEN IT'S GOING TO BE VOTED OUT.

ALSO, SURPRISING IS HOUSE BILL 34, 45 BY FORMER CHAIRMAN HUBERTY, THAT SAYS THAT SCHOOL DISTRICTS HAVE TOO MUCH FUND BALANCE.

IF YOU HAVE TOO MUCH FUND BALANCE, IF YOU HAVE MORE THAN 110 DAYS OF FUND BALANCE, YOU EITHER HAVE TO LOWER YOUR TAX RATE, PAY DOWN DEBT, OR THE COMMISSIONER CAN TAKE THE MONEY THAT'S EXCEEDS THE 110 DAYS.

WE HAVE VERY STRATEGICALLY, BECAUSE EDWIN AND I LIVE THROUGH IT, BUILT OUR FUND BALANCE FROM 32 MILLION TO WHERE IT IS NOW BY BEING EFFICIENT AND GOOD STEWARDS OF THE MONEY AND THIS BOARD TOOK A REFERENDUM TO THE COMMUNITY TO FUND OUR STRATEGIC INITIATIVES AND TO PARK THAT MONEY IN A FUND BALANCE, SO THAT WE WOULD HAVE FUTURE MONEY FOR PRE-K, WE WOULD HAVE FUTURE MONEY FOR STRATEGIC COMPENSATION, WE WOULD HAVE FUTURE MONEY FOR THESE KINDS OF ISSUES, BUT THIS BILL WOULD PUT THOSE MONEY AT JEOPARDY FOR A SCHOOL DISTRICT.

AS I SAID, THIS HAS NOT BEEN VERY FRIENDLY.

BUT THEN PROBABLY THE MOST DISTURBING IS THE NEXT ONE AND IT'S ALSO BY HAROLD DUTTON, THE CHAIRMAN, AND THIS IS 44, 65.

THIS IS WHAT I WAS REFERRING TO THAT PRESIDENT HENRY FILED ON, IS THAT THE FEDS HAVE GIVEN US OPPORTUNITY TO HAVE SIGNIFICANT DOLLARS THROUGH SR 2 AND SR 3.

SR 1 WE GOT NOTHING.

WE UNDERSTAND THE STATE HAD TO USE SR 1 TO HELP MAKE SURE WE PROTECT HOUSE BILL 3.

WE GET THAT AND WE APPRECIATE THAT.

THE ONLY THING WE GOT OUT OF SR 1 IS THANKS TO JACK KALANICK AND OTHERS, THE CITY GAVE US EIGHT MILLION DOLLARS FOR OPERATION CONNECTIVITY.

THEY GAVE US PART OF THEIR DOLLARS.

WE DIDN'T GET ANY DOLLARS ON SR 1.

SR 2 HAS BEEN PASSED AND IT'S BEEN SITTING AT THE STATE LEVEL.

THERE ARE 15 BUCKETS WHERE WE CAN SPEND DOLLARS.

MOST OF THEM ARE ON RECOVERY AND WE'RE GOING TO SHARE THAT FOR YOU IN A MOMENT.

[01:40:06]

LEARNING LAST RECOVERY, ETC, AND HOW YOU DEAL WITH THIS PANDEMIC.

BUT THEN SR 3, WHICH WAS EVEN BIGGER, WAS PASSED.

BUT THE NEW PRESIDENTIAL ADMINISTRATION SAW THAT CERTAIN STATES, AND BY THE WAY, THERE'S ONLY TWO STATES, NEW YORK AND TEXAS, THAT ARE REALLY HOLDING THIS MONEY UP, THAT THEY PUT A 60-DAY WINDOW OF WHEN THE STATE GETS THE MONEY, THEY HAVE TO DISTRIBUTE IT TO THE SCHOOL DISTRICTS.

WE'VE GOT THAT MONEY IN THE PIPELINE.

BUT NOW, THIS BILL 44, 65 BY DUTTON SAYS THAT THEY TAKE THOSE 15 FEDERAL BUCKETS AND TURN THEM INTO FIVE STATE BUCKETS, ON WHAT YOU CAN SPEND MONEY ON.

NOW MY TEAM HAS BEEN WORKING ON IT, WE'VE HAD TWO OR THREE RETREATS TO BRING SOME THINGS TO YOU.

BUT NOW I WAS TOLD THAT I NEED TO START TELLING MY DELEGATION WHAT WE'RE GOING TO SPEND OUR MONEY ON.

I SAID THAT'S DISRESPECTFUL TO MY SCHOOL BOARD BECAUSE I HAVEN'T HAD A CHANCE TO TELL YOU WHAT WE'RE PROPOSING TO SPEND MONEY ON, BUT THEY WANT ME TO TELL THE LEGISLATORS BECAUSE THERE'S NO TRUST THAT WE KNOW HOW TO SPEND MONEY.

THEREFORE, WE SHOULDN'T GET ALL OF OUR MONEY.

THAT'S WHY TEXAS AND NEW YORK ARE THE ONLY ONES HOLDING THIS UP.

FORTY TWO STATES ALREADY HAVE ON THEIR WEBSITE HOW DISTRICTS CAN ACCESS THIS MONEY, AND THE OTHER STATES ARE IN THE PROCESS OF WRITING RULES, AND TWO STATES HAVE SAID, "WE'RE STILL WORKING ON THIS.

WE'RE GOING TO FIGURE OUT HOW WE DO IT." THAT'S WHAT DR. LEAR AND SUSANNA CORDOVA PASSED YOU THIS DOCUMENT OUT.

THIS IS WHAT WE'VE BEEN WORKING ON AND I APOLOGIZE TO PRESENT BECAUSE YOU GUYS GET MAD AT ME WHEN I DON'T TALK TO YOU FIRST ABOUT STUFF AND YOU SHOULD.

BUT WE'VE BEEN IN A QUANDARY BECAUSE I'VE BEEN PUSHING BACK ON MY STAFF TO MAKE SURE THAT WE'RE INNOVATIVE, AND THAT WE COULD HAVE A FUNDING CLIFF.

WHEN THIS FEDERAL SR MONEY GOES AWAY, THERE'S GOING TO BE A FUNDING CLIFF.

IN OTHER WORDS, THIS IS GOOD FOR 2.5, THREE YEARS, MAYBE 3.5 YEARS AFTER THAT.

IF YOU SPEND ONETIME DOLLARS FOR RECURRING COSTS, YOU'RE GOING TO PAY THE PIPER AT SOMETIME.

MY STAFF BRINGS ME STUFF, I PUSH BACK, WE'VE BEEN WORKING ON THIS, WE'VE HAD MULTIPLE RETREATS TO WORK ON THIS.

BUT NOW I HAVE TO GIVE IT TO YOU BECAUSE NOW I'VE GOT TO START TALKING TO OUR LEGISLATORS TO PROVE TO OUR LOCAL DELEGATION THAT WE KNOW WHAT WE CAN SPEND MONEY ON TO HELP THEM.

YOU SEE THE FOUR BUCKETS THERE IN THIS DOCUMENT THAT WAS PASSED OUT TO YOU, MOST OF IT IS GOING TO BE AN ACCELERATED LEARNING.

YOU SEE THE ITEMS THERE, I'M NOT GOING TO READ THEM TO YOU.

YOU'VE HEARD A LOT OF THOSE PRESENTED TO YOU FROM DEREK LITTLE AND OTHER STAFF MEMBERS, WE'RE ALSO LOOKING AT WRAP-AROUND SERVICES.

BUT TO SPEND THIS MONEY WITHOUT HIRING PEOPLE, IS GOING TO BE A CHALLENGE.

THERE ARE GOING TO HAVE TO BE STIPENDS THAT WE GIVE, LIKE IF WE GIVE OUR BEST TEACHERS MORE DOLLARS TO DO THE OUT-OF-SCHOOL PROGRAMS. THOSE ARE THE THINGS WE'RE GOING TO HAVE TO GET VERY CREATIVE ABOUT.

IF WE DO HIRE PEOPLE ON SOFT MONEY, YOU GUYS ARE GOING TO HAVE TO UNDERSTAND WHEN THAT MONEY RUNS OUT, THEIR JOB RUNS OUT.

WE CAN'T JUST KEEP PAYING FOR IT.

THESE ARE THINGS WE HAVEN'T BEEN ABLE TO VET WITH YOU AND GIVE YOU A FULL EXPLANATION.

WRAP-AROUND SERVICES ARE THINGS THAT WE'RE WORKING ON.

THE VERY UCR DISCIPLINE RESET, WE'RE GOING TO BE TALKING ABOUT THAT LATER TODAY.

IT HAS A COST AMOUNT THAT WE'RE NOT QUITE READY TO SHARE WITH YOU BECAUSE WE ARE VETTING ALL OF OUR PROPOSALS.

INFRASTRUCTURE AND TECHNOLOGY, SOME OF THIS MONEY IS FUNGIBLE, AND WE ARE GOING TO BE ABLE TO DO SO OUR OPERATION CONNECTIVITY WITH THESE DOLLARS, THUS FREEING UP BOND DOLLARS AND OTHER DOLLARS THAT WE CAN POSSIBLY USE.

A LOT OF THESE DOLLARS MAY BE FUNGIBLE AT SOME POINT.

BUT EVERYBODY IS GOING TO BE WATCHING HOW WE SPEND THESE DOLLARS.

WE'VE GOT TO BE ABLE TO PROVE UP, INTENT, AND IN COMPLIANT WITH NOT ONLY THE LETTER OF THE LAW, BUT THE INTENT OF THE LAW.

THEN OF COURSE, UNANTICIPATED COSTS BECAUSE OF COVID, FOR EXAMPLE, OUR CHILD NUTRITION DEPARTMENT, THEIR WHOLE FUND BALANCE HAS BEEN WIPED OUT BECAUSE WE FED EVERYBODY.

WE DID THE RIGHT THING.

THERE ARE THINGS THAT WE NEED TO GO BACK AND REPLENISH AND THESE DOLLARS WILL ALLOW US TO REPLENISH THIS.

I APOLOGIZE TO YOU, THAT WE PROBABLY NEED TO HAVE A WORKSHOP LATER ABOUT HOW ALL THIS COMES.

BUT RIGHT NOW, I DON'T KNOW HOW MUCH MONEY WE'RE GOING TO GET BECAUSE WE'VE ESTIMATED IT.

BUT WE KNOW THAT THE STATE THEY'VE ALREADY SUPPLANT IT ONE TIME AND IT'S NOT A SURPRISE NOW THAT THEY HAVE A BILL TO GO FROM 15 BUCKETS TO FIVE BUCKETS.

THEN THE LAST BILL YOU NEED TO WATCH IS 45, 45.

[01:45:01]

ONCE AGAIN, CHAIRMAN DUTTON.

THIS ONE IS A STARTLING WHERE THE COMMISSIONER WOULD HAVE CONTROL OVER OUR IMA INSTRUCTIONAL MATERIALS ALLOTMENT.

THE STATE WOULD HAVE CONTROL OF OUR IMA AND OTHER DOLLARS.

THAT MEANS THAT WE MAY HAVE A STATE CURRICULUM, AND WE MAY HAVE STATE PRODUCTS BECAUSE IF THE STATE HAS ALL THE MONEY, YOU HAVE NO LOCAL AUTHORITY ON WHICH TEXTBOOKS, WHICH INSTRUCTIONAL MATERIALS AND SO THIS ONE WOULD GIVE THE COMMISSIONER A LOT OF AUTHORITY ON INSTRUCTIONAL MATERIALS AND MANY OTHER THINGS THAT ARE RELATED TO THAT.

I'LL FINISH WITH THIS, WHAT'S REALLY IRONIC IS THAT DESPITE ALL THESE CHANGES, THE SENATE ALREADY HAS APPROVED THEIR BUDGET.

THE HOUSE HASN'T.

THEY ONLY HAVE TO PASS ONE BILL THIS YEAR AND THAT'S THE BUDGET.

THE SENATE WITH ALMOST NO DEBATE, APPROVED THEIR BUDGET ALREADY.

THIS HAS BEEN A DIFFERENT EXPERIENCE AND AS YOU CAN TELL, A LOT OF THE EDUCATORS ARE SIGNIFICANTLY FRUSTRATED.

I'LL CLOSE THERE AND BE GLAD TO ENTERTAIN ANY QUESTIONS ABOUT ANY OF THESE SPECIFIC ITEMS OR WE MAY HAVE TO GET YOU SOME INFORMATION BECAUSE THINGS ARE CHANGING ALMOST DAILY WITH THINGS THAT WE GET FROM THE CAPITOL.

QUESTIONS, COMMENTS, OR CONCERNS.

>> THANK YOU, SUPERINTENDENT. TRUSTEE FOREMAN.

>> SUPERINTENDENT. THERE JUST A FEW THINGS THAT I'D LIKE TO STATE.

THE FIRST ONE IS THAT IT WOULD REALLY BE NICE IS WHEN YOU GET UPDATES FROM ANYONE REGARDING THIS IS THAT THE BOARD GET THOSE UPDATES BECAUSE THIS IS REALLY IMPORTANT.

IF IT'S A WEEKLY UPDATE, IT WOULD BE REALLY IMPORTANT TO ME TO KEEP UP WITH WHAT'S GOING ON.

>> WE GET THEM IN DIFFERENT FORMS, BUT WE CAN HAVE A CONDENSED FORM OF THINGS AND ACTIONS AND THEN WE'LL GET THOSE TO PAM IF YOU'LL HELP ME.

>> WE CAN KEEP UP BECAUSE WE CAN ALSO ENCOURAGE OTHER PEOPLE TO TALK TO THEIR LEGISLATORS ABOUT THESE ISSUES.

I JUST WANTED TO MAKE TWO MORE STATEMENTS.

ONE OF THEM IS, IS THAT ON YOUR LIST OF PRIORITIES, POSSIBLY, I WOULD REALLY LIKE TO SEE HIGH PRIORITY CAMPUSES PUT ON THAT LIST.

WE CONTINUE TO STRUGGLE WITH MAKING SURE THAT HIGH-PRIORITY CAMPUSES GET WHAT THEY NEED TO TRY TO MAKE SURE THAT WE MOVE OUR STUDENTS FORWARD.

WE DON'T WANT TO INVEST AS MUCH AS WE'VE INVESTED IN OTHER INITIATIVES.

I'D LIKE TO SEE THAT AS ONE OF THE OPPORTUNITIES, IF AT ALL POSSIBLE.

THEN LASTLY, I THINK THE BOARD NEEDS TO UNDERSTAND WHAT HAPPENED WITH TERM IN DUTTON OF THE HOUSE SO THAT THERE IS A CLEAR UNDERSTANDING WHY HE IS MAKING ALL OF THESE MOVES.

EITHER I CAN TELL THEM OR YOU CAN TELL THEM.

>> I'LL LET YOU START, THEN I'LL ADD.

>> CHAIRMAN DUTTON IS A GRADUATE OF A HISTORICAL BLACK SCHOOL IN HOUSTON, WHEATLEY.

SHE'S GONE OUT AND DR. WILSON WOULD KNOW THAT WELL.

HE IS VERY UPSET THAT WHEATLEY HAS BEEN LOW PERFORMING FOR NINE YEARS AND TO MAKE MATTERS EVEN WORSE FOR HIM, IS THAT THE COMMISSIONER WANTED TO TAKE OVER WHEATLEY, BUT THE HOUSTON ISD WENT TO COURT.

SO THE COMMISSIONER HAS NOT TAKEN OVER HOUSTON ISD.

SO PART OF WHAT DUTTON IS BRINGING FORWARD IS TO REMOVE SOME OF THE THINGS THAT THE COMMISSIONER HAD OBJECTED TO IN TERMS OF HOW THAT WORKS, AND THEY'RE TRYING TO MAKE SURE THAT THE COMMISSIONER HAS A BETTER OPPORTUNITY.

MOST OF YOU AROUND THIS TABLE DON'T REMEMBER HOME ROOM CHARTER WHEN MIKE MARAT WAS HERE AND TRIED TO TAKE OVER THIS DISTRICT BUT I DO.

SO THAT'S NOT UNUSUAL FOR THE COMMISSIONER.

I THINK IT'S EXTREMELY IMPORTANT THAT WE ACTIVATE AS MANY PEOPLE AS POSSIBLE TO BE ABLE TO MAKE SURE THAT THERE'S JUST NOT A WHOLESALE TAKEOVER OF MANY OF OUR SCHOOL DISTRICTS AND PARTICULARLY OUR URBAN SCHOOL DISTRICTS.

I AM TRYING TO GET IN TOUCH WITH CHAIRMAN DUTTON JUST TO EXPLAIN TO HIM THAT THERE WERE SEVERAL OPTIONS THAT THEY HAD THAT THEY PROBABLY DID NOT USE AS A SCHOOL BOARD TO

[01:50:02]

TRY TO RECTIFY THAT PARTICULAR PROBLEM, RECONSTITUTION, WHICH WE'VE DONE BEFORE OR CLOSING A SCHOOL.

SO THERE'S A METHOD TO CHAIRMAN DUTTON'S MADNESS AND IT ALL REVOLVES AROUND THE SCHOOL THAT HE GRADUATED FROM IN HOUSTON.

>> I THINK I DO NEED TO ADD A COUPLE OF THINGS.

BY THE WAY, THE TEXAS EDUCATION LAW IS IN THE COURTS, AND THIS LAW WILL FIX EVERYTHING THAT THEY LOST ON.

ON TOP OF THAT, IT WILL MAKE EVERYTHING UNAPPEALABLE.

SO NEXT TIME HE RULES, YOU CAN'T GO TO COURT, THE STATE CAN TAKE OVER THE DISTRICT.

A COMMENT WAS MADE, WHY ISN'T THIS JUST A BRACKET BILL? A BRACKET BILL AS YOU WILL KNOW, JUST PERTAINS TO A CERTAIN DISTRICT OR CERTAIN DISTRICTS THAT MEET CERTAIN CRITERIA, SUCH AS THAT ARE OVER 175,000 STUDENTS, THAT WOULD BRACKET IT JUST TO HOUSTON ISD.

THERE IS NO APPETITE ON THIS COMMITTEE.

THE COMMITTEE WAS VERY SPLIT.

IT WAS VOTED OUT 76 WITH THE ONLY DEMOCRAT VOTING FOR IT WAS CHAIRMAN DUTTON, AND EVEN A COUPLE OF REPUBLICANS VOTED AGAINST IT.

BUT IT IS VERY CONTROVERSIAL AND NOW THERE IS A COMPANION IN THE SENATE THAT HAS A LOW NUMBER.

SO THEY'RE GOING TO MEET, AND THE DECISION IS, THEY'LL PROBABLY PASS ON THE FLOOR SO THEN THE DECISION WILL BE MADE BY A CONFERENCE COMMITTEE.

THIS IS A BIG, HAIRY DEAL.

WE'RE IN GOOD SHAPE, DALLAS ISD, BECAUSE WE FIGURED OUT HOW TO GET SCHOOLS OUT OF TROUBLE.

BUT THIS IS JUST STILL BAD GOVERNANCE AND FOR IT TO BE UNAPPEALABLE, I DON'T KNOW HOW THAT IS LEGAL, BUT WE'VE GOT FOUR LAWYERS ON THE SCHOOL BOARD, MAYBE YOU-ALL CAN TELL ME HOW SOMETHING IS UNAPPEALABLE, BUT THAT'S WHAT THE LANGUAGE IS.

>> TRUSTEE MICCICHE.

>> THANK YOU FOR THAT REPORT, VERY UNENCOURAGING.

I THINK IF WE LOOK AT THE CONTEXT OF STATE FUNDING OF SCHOOLS, EVERYBODY CHEERED IN 2019 THAT WE GOT HB 3.

BUT HB 3, EVEN WITH ALL OF THE ADVANCES IT MADE, IT STILL LEAVES TEXAS AS ONE OF THE LEAST FUNDED SCHOOLS STATE SYSTEMS IN THE COUNTRY.

SO WHILE EVERYBODY TOOK A BOW FOR HB 3 GETTING PASSED, IT STILL LEAVES US IN A SITUATION WHERE THE STATE IS UNDER-FUNDING PUBLIC SCHOOLS COMPARED TO OTHER STATES.

THESE PROPOSALS THAT YOU'VE GONE OVER HERE ARE JUST HORRENDOUS.

THIS JUST GOES BACK TO THE SITUATION WHERE IT WAS BEFORE THE SMALL ADVANCE IN HB 3, WHERE THE STATE CONTINUES TO HACK AWAY AT LOCAL CONTROL.

I WANTED TO MAKE A COMMENT AND ASK A QUESTION ON THE RESERVE FUND BILL, IT'S OVER 110 DAYS.

REPRESENTATIVE HUBERTY HAS PROPOSED THAT THE EXCESS WOULD GO TO THE STATE.

>> ONE OPTION IS YOU GO TO THE STATE.

OTHER, WE COULD USE IT TO PAY DOWN DEBT AND WE COULD USE IT TO LOWER OUR TAX RATE.

BUT YOU COULDN'T KEEP MORE THAN 100 DAYS, AND BY THE WAY, DWAYNE, THERE'S NO DOUBT, THOSE ARE CALENDAR DAYS BECAUSE THEY GO BY THIS THREE MONTH, THEN YOU SHOULD ONLY HAVE THREE MONTHS IN RESERVE.

>> I RECALL IN PRIOR YEARS, THAT WE WERE TRYING TO GET TO THREE MONTHS.

NOW, IF WE JUST GO OVER A LITTLE BIT ON THREE MONTHS, THEN WE GET ALL OF THESE SANCTIONS BUT THERE WAS NO HARD AND FAST GUIDELINE, BUT AS I UNDERSTAND IT, THERE WERE GUIDELINES THAT WERE INFORMAL THAT WERE PUT OUT BY THE STATES AND BY SOME OF THE PROFESSIONAL ORGANIZATIONS THAT YOU SHOULD HAVE THREE MONTHS.

>> EXACTLY, EVEN THE BOARD HAD A POLICY THAT WE SHOULD GET AT LEAST TO TWO MONTHS AND WITH THE GOAL OF GETTING TO THREE MONTHS SO THAT AT LEAST WE CAN MEET THE RECOMMENDED AMOUNT OF RESERVE THAT YOU SHOULD HAVE.

BY THE WAY, FOR A LOT OF DISTRICTS,

[01:55:01]

WE HAVE TO USE THIS MONEY ON A CASH BASIS TO PAY OUR BILLS UNTIL THEY GET THEIR STATE REVENUE BECAUSE THEY DON'T GET IT FOR A WHILE.

LIKE FOR EXAMPLE, WHEN I WAS IN EL PASO, IF YOU RAISE THE PENNY ON THE TAX RATE, YOU GOT $35,000.

SO MOST OF THE MONEY CAME FROM THE STATE.

HOW DO YOU PAY PAYROLL UNTIL YOU GET YOUR STATE DOLLARS? YOU HAVE TO HAVE CASH ON HAND.

FOR A LOT OF THIS, EVERYBODY'S UPSET ABOUT THIS RIGHT NOW, BY THE WAY.

>> SOMEWHAT SURPRISING THAT IT COMES FROM HUBERTY, WHO HAS BEEN MORE PRO EDUCATION THAN-

>>

>> RIGHT. HOW MANY DAYS DO WE CURRENTLY HAVE IN OUR RESERVE ROUGHLY?

>> DWAYNE, I'M SURE IT'S MORE THAN 110.

>> CURRENTLY ON OUR UNASSIGN, WE HAVE ABOUT 4.5 MONTHS.

>> OKAY.

>> OBVIOUSLY, HE HAS HIGH PROFILE.

HE DID STRUGGLE IN COMMITTEE BECAUSE THERE ARE SEVERAL FORMER SCHOOL BOARD MEMBERS THAT ARE ON THE HOUSE PUBLIC ED COMMITTEE.

SO HE DIDN'T GET VOTED OUT, BUT HE DID INDICATE THAT HE'S GOING TO TRY TO TAG IT ON AS AN AMENDMENT TO ANOTHER BILL ON THE HOUSE FLOOR.

SO WE ALSO NEED TO THINK ABOUT THE CONCEPT OF FUNGIBLE FUNDS AND THERE MAY BE SOME THINGS THAT WE MAY HAVE TO DO TO USE SOME OF THESE FUNDS SO THAT WE DON'T WANT TO PUT THEM IN JEOPARDY.

>> WE'RE AT 135 DAYS OR SO AND HE'S GOT 110.

I GUESS THE OTHER ACCEPTABLE RESULT IS IF THAT NUMBER WAS 200 DAYS OR SOMETHING LIKE THAT, AND IF THERE WAS AN AMENDMENT TO AN AMENDMENT AND SO FORTH.

WELL, THE D IS AN F CONCEPT THAT THAT YOU WERE TALKING ABOUT AND TRUSTEE FLORES INDICATED OR WHAT DO YOU NEEDED THE D FOR THEN.

BUT WE STILL HAVE IN THE STATUTE THE RULE THAT IF THERE IS ONE SCHOOL THAT IS AN F SCHOOL IN A DISTRICT, NO MATTER HOW BIG THE DISTRICT IS, THEN THE COMMISSIONER HAS THE AUTHORITY TO TAKE OVER THE DISTRICT.

>> UNDER CURRENT LAW IT WOULD BE FIVE YEARS IN A ROW.

THE INDICATIONS, IT MAY MAYBE TWO YEARS AND THEY MAY NOT HAVE TO BE AN F, IT MAY JUST BE A D, YES. IF IT'S ONE SCHOOL AND YOU HAVE 222, THAT SCHOOL COULD CAUSE THE ENTIRE DISTRICT TO BE TAKEN OVER

>> THE PROBLEM IN THAT ONE SCHOOL, 0.5 PERCENT OF YOUR SCHOOLS, OR IT COULD EVEN BE 0.2 PERCENT IF YOU WERE AT A BIGGER DISTRICT LIKE HOUSTON, WOULD TRIGGER THE COMMISSIONER'S AUTHORITY TO TAKE OVER THE SCHOOLS AND THEN THE OTHER LEGISLATION THAT IS BEING PROPOSED WOULD MAKE THAT UNAPPEALABLE?

>> YES.

>> WELL, THANK YOU.

>> DR. HINOJOSA, YOU MENTIONED THE FIVE BUCKETS THAT ARE CURRENTLY FOR THE THIRD ROUND OF FUNDING.

WILL YOU PRESENT IN FRONT OF US THE ACCELERATE LEARNING, WRAP-AROUND SERVICES, INFRASTRUCTURE, TECHNOLOGY, AND THE UNANTICIPATED COSTS, ARE THOSE WITHIN THESE FIVE BUCKETS?

>> DR. LEE, I THINK ALL OF THESE ITEMS WOULD FALL WITHIN THOSE PROPOSED FIVE BUCKETS, YES.

NONE OF OUR DOLLARS IN THIS AREA WOULD BE AT JEOPARDY.

>> OKAY.

>> THERE ARE OTHERS REMAINING 10 BUCKETS THAT I HAVE GIVEN YOU A LITTLE BIT MORE FLEXIBILITY AS A LOCAL SCHOOL BOARD TO MAKE SOME DECISIONS.

>> OKAY. JUST WANTED TO CLARIFY THAT. THANK YOU.

>> THANK YOU.

>> I SAID THIS CONCEPT OF THE D EQUALS AN F IS RIDICULOUS.

BUT LET ME ASK YOU A STRATEGIC QUESTION AROUND OUR INVOLVEMENT IN DOING THIS.

WE'VE BEEN THROUGH HOW MANY LEGISLATURE, SIX NOW? IN TERMS OF THE RANKING OF THESE, THERE ARE SOME THAT WILL PROBABLY MAKE IT AND THEN THAT'S SOME THAT JUST ARE NOT AND SOME THAT WILL AFFECT US MORE OR NOT.

WHERE ARE WE IN TERMS OF, ARE WE AT HELL ON FIRE OR ARE WE JUST MILDLY ANNOYED? WHERE ARE WE IN THAT RANGE?

>> GREAT QUESTION AND I THINK THAT'S A VERY LEGITIMATE QUESTION.

IT'S MUCH EASIER TO KILL A BILL THAN IT IS TO PASS A BILL BECAUSE THERE'S ALL PROCEDURAL THINGS THAT CAN HAPPEN.

HOWEVER, THE DANGER IS THAT IF THE LEADERSHIP OR THE CHAIRMAN ARE IN CHARGE,

[02:00:01]

THESE ARE THEIR BILLS, THEN NOTHING ELSE GETS HEARD UNTIL THEY GET THEIR WAY.

IF THE CHAIRMAN IS SUPPORTING IT, OR SOMEONE WHO USED TO BE THE CHAIRMAN, IT'S GOING TO GET SOME LEGS.

I DON'T THINK WE NEED TO BE TOO WORRIED ABOUT THE FUND BALANCE ONE, BECAUSE THEY GOT A LOT OF PUSH BACK AT THE COMMITTEE AND IT DID NOT GET VOTED OUT.

THE ONE THAT GIVES A COMMISSION TO ALL THIS AUTHORITY THAT'S AN APPEALABLE, THAT'S ALREADY OUT OF THE COMMITTEE, THAT'S ALREADY GOING TO THE HOUSE FLOOR.

THAT ONE, YOU NEED TO WORRY ABOUT THE END.

IF IT GOES OUT OF COMMITTEE IN THE SENATE, THEN YOU GOT TO GET REALLY WORRIED ABOUT BECAUSE NOW, THEY JUST PASS THEM ON THE FULL CHAMBERS.

NOW IT'S A CONFERENCE COMMITTEE.

GUESS WHO APPOINTS THE CONFERENCE COMMITTEE? WELL, IT'S THE LEADERSHIP.

IF IT'S ONE OF THEIR FAVORITE BILLS, IT'S PROBABLY GOING TO HAPPEN.

THE REPUBLICAN PARTY WAS USED TO BE THE PARTY OF LOCAL CONTROL, BUT NOW IT LOOKS LIKE EVERYTHING'S BEING CENTRALIZED.

THIS COMMISSION HAS BEEN VERY GOOD TO US.

BUT WHEN ONE PERSON HAS AUTHORITY OVER THE CURRICULUM, THE CHARTER SCHOOLS, THE ACCOUNTABILITY, THE TAKEOVER OF THE SCHOOL DISTRICT, ALL THAT IN ONE PERSON.

JUST BECAUSE HE'S VERY SUPPORTIVE OF US RIGHT NOW, IT'S JUST CONCERNING.

IF ANYTHING TO FALL BY DUTTON OR ANYTHING THAT HAS A LOW NUMBER, LIKE OUR HOUSE BILL 1468 WITH BILL, HE'S NOT A CHAIRMAN, AND THAT'S OUR VIRTUAL OPPORTUNITY.

HE'S NOT A CHAIRMAN AND IT HAS A HIGH NUMBER, SO THAT ONE MAY GET KILLED SOMEWHERE ALONG THE WAY.

BUT IF IT HAS A LOW NUMBER OR A CHAIRMAN IS FOLLOWING IT OR A FORMER CHAIRMAN, YOU NEED TO BE CONCERNED.

NOW, WE WILL KEEP YOU POSTED BECAUSE IT'S GOT TO MAKE IT OUT OF THE COMMITTEE, THEN IT'S GOT TO GET THROUGH THE ENTIRE FLOOR.

THAT'S WHY THEY'RE TELLING US THAT WE NEED TO TALK TO YOU SO WE CAN START TALKING TO ANCHIA.

WE CAN START TALKING TO YVONNE DAVIS.

WE CAN START TALKING TO OUR DELEGATION ABOUT OUR CONCERNS ABOUT THIS AND THAT'S WHY TRUSTEE FOREMAN HAS A GOOD POINT.

WE'RE GOING TO SUMMARIZE THESE, MAKE THEM SHORT, BRIEF, AND GIVE YOU SOME TALKING POINTS IF YOU CHOOSE IN THE TOP TO THE DELEGATION MEMBERS THAT YOU HAVE A RELATIONSHIP WITH.

BUT WE'LL PRIORITIZE THEM, MAYBE WORST AND MOST LIKELY TO PASS.

WE'LL PUT IT AT THE TOP OF THE LIST, SO PAM, IF YOU WOULD HELP ME DO THAT, AND SUSANNA, AND WE'LL PUT THEM DOWN AND WE'LL FIND BALANCE WILL BE THE LAST ONE ARE THE ONES I'VE MENTIONED THE DATE BECAUSE IT MAY NOT GET OUT OF COMMITTEE.

>> MY EXPERIENCE IS THAT LAST TIME WE SPENT A LOT OF TIME DOWN IN AUSTIN, THIS TIME WE REALLY HAVEN'T.

WE'VE EVEN BEEN ZOOMING DOWN WITH THEM, FORGET GOING DOWN THERE.

THE FUNDING PIECES THERE, IT SEEMS LIKE THAT WAS OUR PRIMARY CONCERN.

LOOKS LIKE WE'RE A LITTLE MORE CALM ON THAT NOW.

BUT SOME OF THESE THINGS ARE SIGNIFICANT.

LET ME ASK A QUESTION.

IF THE COMMISSIONERS GIVEN ALL THIS AUTHORITY, THEN WHAT'S THE STATE BOARD OF EDUCATION FOR?

>> WELL, THAT'S A GOOD QUESTION TOO.

THE STATE BOARD OF EDUCATION'S AUTHORITIES HAVE EVEN BEEN MORE LIMITED.

>> IT'S LIKE, WELL, IF THEY'RE NOT RESPONSIBLE FOR CHARTER SCHOOLS OR CURRICULUM OR ANYTHING ELSE, THEN WHAT ARE THEY FOR?

>> YEAH.

>> YEAH. I AM ANNOYED BY THIS COMMAND AND CONTROL FROM AUSTIN AND JUST HELP THINGS FLIP IS JUST TRACKING.

>> IT'S NOW GETTING LATE IN THE SESSION SO DON'T BE SURPRISED IF YOU GET AN EMAIL FROM ME THAT I WANTED TO GET THE HANG DOWN THERE AND PARKED AND TRY TO KILL THE BEST OF WITH SUPPORTIVE OTHER FOLKS, BUT IT'S GETTING LATE.

WE GOT APRIL AND MAY, THAT'S IT.

NOW, THERE'S SUPPOSED TO BE THREE SPECIAL SESSIONS, BUT THE CALL OF THOSE WILL BE VERY LIMITED.

>> RE-EXAMINED ON ANY REDISTRICTING HAPPEN.

>> NO, REDISTRICTING IS GOING TO BE IN A SPECIAL SESSION.

>> THEY'VE ALREADY SO ALREADY PUNTED ON THAT.

>> THEY HAVE ALREADY PUNTED ON REDISTRICTING.

>> TRUSTEE FOREMAN.

>> I'LL JUST FINISH WITH THAT, I ALREADY BEGAN TO TALK TO LEGISLATORS THAT I KNOW.

ACTUALLY, WHEN I WAS IN AUSTIN, I PULLED ASIDE YVONNE DAVIS, WHO IS MY STATE REPRESENTATIVE, TONI ROSE WHO IS LIKE A MENTEE TO ME, AND THEN CALL SHERMAN TO HAVE A CONVERSATION WITH THEM REGARDING MY CONCERNS, AND I'VE ALSO BEEN ON THE PHONE WITH ROYCE WEST.

I THINK IT'S IMPERATIVE THAT ALL OF US WHO HAVE RELATIONSHIPS WITH ANY OF THE LEGISLATORS BEGIN TO HAVE THOSE CONVERSATIONS.

I LIKE IT WAS LAID OUT TODAY AND LET THEM KNOW OUR CONCERNS ABOUT PUBLIC EDUCATION, AND WHAT'S THERE, AND TRY TO ANSWER ANY QUESTIONS

[02:05:04]

THAT THEY MAY HAVE REGARDING OUR POSITION.

>> YEAH, I'LL BE BRIEF.

MY SHARE, THOUGH NOT TO THE EXTENT, BUT I UNDERSTAND WHY OUR SUPERINTENDENT HINOJOSA IS EVEN MORE FRUSTRATING THAN I AM.

BUT I APPRECIATE YOU SHARING YOUR PERSPECTIVE IN A VERY HONEST, TRANSPARENT WAY.

I WOULD LOVE TO GET THE SUMMARY.

I'LL HAVE A CONVERSATION WITH FOLKS THAT WE HAD A RELATIONSHIP WITH, LIKE TRUSTEE FOREMAN JUST MENTIONED.

BEEN A LOT OF FRUSTRATION DOWN THERE, AND ALSO FROM OUR PERSPECTIVE, I THINK NOW WE HAVE OUR RELATIONSHIP WITH OUR FOLKS HERE THAT ARE GENERALLY SUPPORTIVE, BUT ORGANIZING AS BROADLY AS POSSIBLE IS GOING TO BE INCREDIBLY IMPORTANT.

I KNOW YOU'VE MENTIONED THIS BEFORE, DOC THAT, DUTTON WASN'T THE CHAIR OF THIS COMMITTEE BEFORE.

A LOT OF THIS STUFF HAS BEEN THOUGHT ABOUT FOR A LONG TIME.

NONE OF THAT'S ACCIDENTAL DOWN THERE IN AUSTIN.

THERE'S OUR FRIENDS OF PUBLIC EDUCATION, BUT EVERYONE IN BETWEEN IS GOING TO HAVE TO BE INFORMED AND ENGAGED ON THE IMPACT.

I'M HAVING CONVERSATIONS WITH OUR OTHER TRUSTEES.

I KNOW, DANIEL, BUT IT'S GOING TO BE A BROADER CONVERSATION BECAUSE THE FOLKS THAT HAVE THE POWER TO MAKE THAT TYPE OF CHANGE, TOM WITH, THE CHAIRMAN OF THE COMMITTEE IS NOT USUALLY THE FOLKS WE'RE TALKING TO, IT'S THE FOLKS IN THE MAJORITY DOWN THERE.

I JUST WANTED TO SHARE THAT ASPECT.

THANK YOU FOR THIS UPDATE, I THINK IT'S CRITICALLY IMPORTANT.

I DON'T HAVE ANY MORE COMMENTS OR QUESTIONS, BUT THIS DEFINITELY NEEDS TO BE ELEVATED AS FAR AS A CONVERSATION, JUST FOR PUBLIC EDUCATION PERIOD ACROSS THE STATE.

I DON'T KNOW, FOLKS THAT ARE IN FAVOR OF LOCAL CONTROL.

OUR CONSTITUENTS THAT WE REPRESENT THAT ELECT US WILL VOTE US OUT, WHATEVER IT MIGHT BE, BUT THEY HAVE THAT OPTION ON EVERY THREE YEARS FOR US ON THE BOARD.

THAT DOES NOT HAPPEN FOR THE COMMISSIONER OF TEXAS.

WE VOTE FOR THE GOVERNOR, HE APPOINTS THE COMMISSIONER.

I'LL SAY IT WHETHER HOWEVER IT COMES ACROSS, BUT THAT'S PROBLEMATIC.

IT DISENFRANCHISES THE PEOPLE THAT WE REPRESENT ON A NOT ON A LOT OF LEVELS.

I DON'T HAVE MUCH TO SAY ABOUT THIS.

I MUST STOP THERE BEFORE I ACTUALLY SAY SOMETHING I SHOULDN'T SAY, BUT ANY OTHER COMMENTS OR QUESTIONS, TRUSTEE MICCICHE.

>> JUST A QUESTION FOR DR. HINOJOSA.

IT MIGHT BE HELPFUL TO TALK OFFLINE, YOU AND ME, ABOUT WHO THE UNDECIDED VOTERS ARE BECAUSE I CAN LOOK AT WHO MY PERSONAL REPRESENTATIVES ARE, MY HOUSE MEMBER IS GOING TO BE OPPOSED TO THIS, AND MY SENATE MEMBER IS GOING SURELY BE IN FAVOR OF IT.

TALKING TO EITHER ONE OF THEM, IT'S NOT GOING TO INFLUENCE THEIR DECISIONS BECAUSE I KNOW WHERE THEY ARE IDEOLOGICALLY ON IT, BUT WHERE ARE THE SWING VOTES THE PEOPLE WHO ARE PERSUADABLE TO SUPPORT PUBLIC EDUCATION?

>> THAT'S A GREAT POINT AND WE'LL WORK WITH YOU IN THAT NOTE, ENTIRE DELEGATION VERY WELL.

MOST OF WHOM ARE PRETTY MUCH ENTRENCHED IN THEIR POINT OF VIEW.

HOWEVER, THEY NEED TO BE AWARE OF LITTLE THINGS LIKE AMENDMENTS COMING AND HOW TO BE READY TO MAKE SURE THAT THEY'RE PAYING ATTENTION ON A CERTAIN AMENDMENT THAT WOULD GO FOR US OR AGAINST US.

I DIDN'T EVEN MENTION REPRESENTATIVE TURNER WHO HAD FOLLOWED THE BILL TO HELP US ACCESS MORE MONEY FOR EXTENDED SCHOOL DAY.

WE THOUGHT WE HAD THAT ONE IN THE HOUSE BILL 3 CLEAN UP, BUT THEN BECAUSE OF THE FISCAL NAUGHTY GOT KICKED OUT AND IT'S STILL IN THE PIPELINE, BUT HE'S BEEN VERY SUPPORTIVE.

OUR DELEGATION IS VERY SUPPORTIVE OF US, BUT WE JUST NEED TO TELL THEM WHAT TO BE WARY OF ON HOUSE AMENDMENT FLOORS BECAUSE THEY HAVE A STAFF.

IN MANY TIMES, IF YOU HAVE A PERSONAL RELATIONSHIP WITH THEM, THAT'S GREAT.

BUT IF EVEN IF YOU DON'T, IF YOU JUST LET THEIR STAFF MEMBERS KNOW TO WATCH OUT FOR THESE BILLS AND WHAT MIGHT BE TAGGED ONTO THEM ON A MIN MONTHS, THAT WOULD BE ENOUGH TO AT LEAST KNOW THAT THEY KNOW THAT YOU'RE PAYING ATTENTION.

I DON'T THINK THERE'S MAYBE ONE OR TWO OF OUR DELEGATION THAT DON'T AGREE WITH OUR POINT OF VIEW.

LIKE YOU SAID, YOU'RE NOT GOING TO CHANGE CAUSE OF WHO FUNDS THEM AND WHO SUPPORTS THEM AND WHO THEY BELONG TO, BUT IF THEY CAN BE AWARE OF WHAT MY CURRENT DALLAS ISD, THEN I THINK THAT'S EVEN MORE OF A FOCUSED AREA OF WHAT WE COULD FOLLOW UP ON.

WE'LL TRY TO GET THAT TO YOU AS WELL.

>> THANK YOU.

>> ALL RIGHT. THANK YOU, TRUSTEES. THANK YOU, SUPERINTENDENT.

WE'RE GOING TO MOVE ON TO OUR SECOND REPORT, WHICH IS PROGRESS LEGACY 2050.

>> THANK YOU. MR. PRESIDENT, MEMBERS OF THE BOARD, I HAVE A MUCH DIFFERENT TONE FOR THIS ONE BECAUSE THIS IS VERY EXCITING.

[02:10:01]

I WILL BE 94 YEARS OLD WHEN WE GET 2050.

I HAVE THREE TRUSTEES ON THIS BOARD THAT'LL BE YOUNGER THAN I AM NOW IN 2050.

WE HAVE OPERATION CONNECTIVITY WAS SHORT-LIVED AND IT WAS URGENT, AND WE HAD TO DO SOMETHING RIGHT AWAY.

THIS ONE IS THE RIGHT THING TO DO FOR A LONG TIME.

BUT WE GOT TO HAVE THE DISCIPLINE TO STICK WITH IT.

LET'S GO TO THE NEXT SLIDE.

SOME OF YOU HAVE GOTTEN THIS PRESENTATION, THIS QUOTE FROM DR. FERGUSON IS VERY IMPORTANT.

HE'S AN MIT TRAINED ECONOMIST WHO WORKS FOR HARVARD, A SCHOOL OF GOVERNMENT.

HE'S GONE AROUND THE COUNTRY TELLING EVERYBODY THAT IF WE DON'T GET OUR KIDS READY EARLY, AND WE'VE DONE A GREAT JOB OF GETTING OUR KIDS PRE-K READY.

I MEAN, GETTING THEM KINDERGARTEN READY.

BUT REALLY WHAT WE NEED TO IS GET THEM PRE-K READY.

THIS IS NOT REALLY OUR SWIM LANE IN MANY CASES, BUT WE HAVE RESOURCES AND SUPPORT AND WE HAD THE BULLY PULPIT TO DEVELOP SUPPORT SO THAT OUR PEOPLE, THIS IS A SWIM LANE, SEE US AS A PARTNER OR SOMEONE WHO CAN HELP THEM DO THEIR JOBS.

I'LL JUST TELL THE STORY QUICKLY.

I WAS A 21-YEAR-OLD DAD, I DIDN'T KNOW WHAT I DIDN'T KNOW, AND I WAS A POOR PARENT.

BUT LUCKILY, I LOVE MY SON, MY EX-WIFE LOVED HIM, AND OUR FAMILIES LOVED HIM, AND NOW HE IS DOING WILDLY SUCCESSFUL.

HE ACTUALLY HAS A HIGHER IQ THAN MY TWO YOUNGER BOYS.

MY TWO YOUNGER BOYS WENT TO HARVARD AND PRINCETON.

THE REASON THEY WENT TO HARVARD AND PRINCETON IS BECAUSE I MARRIED UP.

I MARRIED AN AP ENGLISH TEACHER WHO WAS READING TO THESE BOYS BEFORE THEY WERE BORN.

I WAS MAKING FUN OF HER.

THAT SHOWS HOW SMART I AM. BUT SHE WAS RIGHT.

MY BOYS LEARNED TO LOVE TO READ, AND NOW THEY'RE WILDLY SUCCESSFUL, EVEN THOUGH THEIR OLDER HALF-BROTHER HAD A HIGHER IQ.

ALL THREE OF THEM ARE VERY SUCCESSFUL BECAUSE THEY GOT LOVE FROM THEIR FAMILY AND THEY HAD EVERYTHING THAT THEY NEEDED.

BUT THAT'S NOT THE CASE FOR A LOT OF OUR KIDS.

A LOT OF OUR KIDS NEED US AND NEED PROVIDERS IN THE COMMUNITY TO HELP THEM, BECAUSE MUCH OF THE BRAIN IS DEVELOPED EVEN BEFORE WE GET TO THREE-YEAR-OLDS TO BECOME PRE-K.

I'M GOING TO TURN IT OVER, SUSANNA CORDOVA ACTUALLY HAD DONE A LOT OF THIS WORK IN DENVER AND IT WAS ACTUALLY DRIVEN BY HER BOARD.

HAPPY HAYNES WAS A BOARD MEMBER THAT I KNEW VERY WELL IN DENVER, WHO WAS ON THE EXECUTIVE COMMITTEE WITH ME AT THE COUNCIL OF THE GREAT CITY SCHOOLS.

IF YOU'D LOOK AT FOURTH GRADE NAEP AND THE DIFFERENCE THAT SCHOOL DISTRICTS ACTUALLY IMPACT ON THE NAEP, NOT WHERE YOU STARTED, BUT HOW MUCH VALUE DID YOU ADD? DENVER AND DALLAS ARE TWO OF THE DISTRICTS THAT HAVE MADE THE BIGGEST IMPACT.

WHAT IS THE DISTRICT'S IMPACT ON THESE FAMILIES? I'LL TURN IT OVER TO SUSANNA CORDOVA WHO WILL WALK US THROUGH ALONG WITH HER TEAM, SHANNON TREJO, WE HAD DR. HILL.

WE HAVE QUITE A STELLAR TEAM, OF COURSE.

DEREK LITTLE IS LURKING IN THE BACKGROUND SOMEWHERE BACK THERE IN THE BACK ROW.

WE GOT A LOT OF PEOPLE WATCHING THIS THING.

SUSANNA, WE'LL GO TO THE NEXT LADDER AND YOU'LL PICK IT UP FROM HERE, PLEASE.

I MAY ADD A WORD OR TWO LATER.

>> YES. THANK YOU. PLEASE FEEL FREE TO JUMP IN AT ANY POINT.

I THINK DR. HILL HAS REALLY POINTED OUT HOW CRITICALLY IMPORTANT IT IS TO THINK ABOUT THE CONTINUUM OF LEARNING FROM THE TIME A CHILD REALLY IS CONCEIVED, THAT PRENATAL 0-3 SPACE, AND THEN THE WORK THAT WE DO WITH THEM WHEN THEY COME TO US IN SCHOOL.

WE KNOW THAT THE REASON THAT THAT'S IMPORTANT IS BECAUSE OUR GOAL IS TO GET KIDS READING ON GRADE LEVEL AT THIRD GRADE.

WHAT HAPPENS FROM BIRTH TO 3 IS A VERY STRONG PREDICTOR OF WHAT HAPPENS LATER.

IT ALSO MAKES A DIFFERENCE FOR OUR ECONOMY.

WE ALSO KNOW THAT WHEN PARENTS CAN WORK BECAUSE THEIR CHILDREN ARE IN QUALITY CHILDCARE, THAT IT'S LIKELY THAT THEY WILL HAVE A STRONGER ECONOMIC FOOTING.

THAT ALSO HELPS US IN SCHOOL.

FINALLY, WE ALSO KNOW THAT FOR OUR LOW-INCOME STUDENTS, THAT FREQUENTLY THERE'S LESS ACCESS TO HIGH-QUALITY CHILDCARE, AND WE WANT TO MAKE SURE THAT WE'RE HELPING SUPPORT THAT.

NEXT SLIDE, PLEASE. AS DOC HAS JUST MENTIONED, WE DO SEE THAT THE PERIOD PRENATAL TO THREE YEARS OLD IS A TIME WHEN THE BRAIN IS DEVELOPING FASTER THAN ALMOST ANY OTHER TIME IN A PERSON'S LIFE.

IT'S THAT PERIOD OF TIME AND ADOLESCENCE, WHEN BRAIN DEVELOPMENT IS DRAMATICALLY IMPACTED.

CHILDREN ARE LEARNING AT A VERY FAST RATE.

THEY'RE DEVELOPING THE PRE LITERACY SKILLS AS WELL AS A SOCIAL-EMOTIONAL SKILLS.

A LOT OF WHAT WE CALL EXECUTIVE FUNCTIONING, HOW TO LEARN HOW TO LEARN,

[02:15:01]

HOW TO LEARN SELF-REGULATION, HOW TO BUILD CONFIDENCE, HOW TO COMMUNICATE EMOTIONS, AND THEN ALL OF THE PRE LITERACY SKILLS THAT ARE SO CRITICAL FOR US WITHIN SCHOOL.

THAT THE MORE THAT WE CAN INVEST IN A SPACE, THE BETTER OFF WE'RE GOING TO BE IN OUR SCHOOLS. NEXT SLIDE, PLEASE.

WE ALSO KNOW THAT EDUCATIONAL READINESS, WHICH HAS BEEN SUCH A BIG EMPHASIS IN OUR PRE-K PROGRAMMING, REALLY HAS PAID OFF AND STUDENTS WERE MORE KINDERGARTEN READY.

BUT WHAT YOU'LL SEE HERE, THIS IS THREE YEARS OF DATA THAT LOOKED AT HOW WE WERE DOING PRE-PANDEMIC.

WE'RE BEGINNING TO SEE A LITTLE BIT OF A FLATTENING OFF OF THE GAINS THAT WE HAD SEEN IN REALLY DRAMATIC INITIALLY, BUT STARTING TO LEVEL OFF.

WE KNOW ALSO THAT THE STUDENTS WHO DID NOT SHOW UP THIS YEAR LARGELY ARE OUR THREE, FOUR AND FIVE-YEAR-OLDS.

WE MAY ACTUALLY SEE A SLIDE BACK TO WHERE WE WERE PRIOR TO THE EMPHASIS ON PRE-K, AND WE KNOW THAT THAT'S GOING TO BE IMPORTANT FOR US TO BE ABLE TO HELP OUT WITH.

THEN FINALLY, THE LAST THING THAT I'D LIKE TO SAY AROUND THE WORK WITH PROJECT LEGACY 2050 IS THAT EVERY DOLLAR THAT WE SPEND IN EARLY LEARNING ACTUALLY PROVIDES THE HIGHEST LEVEL OF RETURN AS AN INVESTMENT.

WHAT YOU CAN SEE HERE IN THIS GRAPH IS THAT PRE-K IS A MUCH, MUCH SMARTER INVESTMENT THAN ANY OF THE OTHER PLACES ALONG THE PIPELINE IN A PERSON'S LIFE.

ALL OF THOSE PLACES OBVIOUSLY MAKE A BIG DIFFERENCE BUT DOLLAR FOR DOLLAR, THE INVESTMENTS IN PRE-K MAKE A BIGGER DIFFERENCE.

WHEN WE DO MAKE THOSE INVESTMENTS, THE ACADEMIC BENEFITS THAT ARE LINKED TO A FAMILY'S FINANCIAL HEALTH REALLY DO PAY OFF.

FOR EVERY $1,000 THAT A FAMILY EARNS HIGHER IN THEIR ANNUAL INCOME FOR TWO TO FIVE YEARS IS LIKELY THAT WE'LL SEE A 16 PERCENT GAIN IN THE ACADEMIC OUTCOMES FOR STUDENTS.

WHEN CHILDREN HAVE ACCESS TO HIGH-QUALITY CARE WHEN FAMILIES CAN EARN MORE MONEY, IT CREATES THIS FLY WHEEL EFFECT WHERE KIDS ACTUALLY GET BETTER IN SCHOOL.

THOSE ARE PART OF THE REASONS WHY WE THINK IT'S SO IMPORTANT TO BE ABLE TO DO THAT.

I'M GOING TO GO AHEAD AND TURN IT OVER TO DR. HILL, WHO'S GOING TO TALK A LITTLE BIT ABOUT WHAT WE SEE HERE IN OUR OWN COMMUNITY RELATED TO THIS.

>> THANK YOU. TRUSTEES, WE KNOW FROM EVERY DATA POINT THAT THERE ARE SYSTEMIC IMPACTS OF RACISM IN OUR CITY THAT RESULT IN INEQUITIES FOR OUR STUDENTS AS WELL AS OUR YOUNG CHILDREN.

KNOWING THAT, IT IS IMPORTANT TO UNDERSTAND HOW TO BETTER SUPPORT FAMILIES AS WELL AS OUR YOUNG CHILDREN, AND PART OF THIS WORK IS TO DO JUST THAT.

I'M GOING TO DIRECT YOUR ATTENTION TO THE BIG MAP ON THE LEFT.

IT DOES SHOW POVERTY BY ZIP CODE IN OUR CITY.

WE CAN SEE CONCENTRATED AMOUNTS OF POVERTY IN SOUTHERN DALLAS, SCOVILLE, AND THEN IN BOTH THE CITIES OF WILMER AND HUTCHINS.

I'M LOOKING OVER TO THE RIGHT, THE TOP BLUE MAP SHOWS THE NUMBER OF INFANTS AND TODDLERS IN EACH ZIP CODE.

AGAIN, YOU'LL NOTICE THAT SOME OF OUR HIGHEST POPULATED AREAS ALSO HAVE THE HIGHEST CONCENTRATION OF POVERTY.

THE MAP ON THE BOTTOM RIGHT SHOWS THAT WHEN WE OVERLAY THE SAME CENSUS TRACK WITH RACE, THAT THE GROUPS THAT HAVE BEEN IMPACTED THE MOST ARE BLACK AND LATINO FAMILIES.

AS WE THINK ABOUT OUR EQUITY WORK IN THE DISTRICT AND EVEN OUR EARLY LEARNING WORK, WE DO HAVE TO KEEP IN MIND THE GEOGRAPHICAL NEEDS THAT OUR YOUNG CHILDREN WOULD NEED IN PARTICULAR.

>> LET'S GO BACK TO THAT SLIDE, I WANT TO MAKE A COMMENT IN HERE.

THIS BOARD IS BECAUSE OF YOUR LEADERSHIP AND RACIAL EQUITY.

THIS SAME SLIDES, THE SAME SLIDE THAT RED LINING DID TO THIS COMMUNITY THAT YOU'VE BEEN A LEADER ON.

WE DON'T HAVE GROCERY STORES, WE DON'T HAVE STARBUCKS, WE DON'T HAVE DISPOSABLE INCOME IN THESE AREAS.

WE HAVE THE MOST INCARCERATED PEOPLE, FORMERLY INCARCERATED PEOPLE FROM THESE AREAS.

THIS IS THE SAME MAP THAT WE SEE ALL THE TIME, AND NOW IT'S RELATED ALSO TO THESE YOUNG PEOPLE.

THIS IS NOT BY ACCIDENT.

REMEMBER AS WE LEARNED BY THAT RED LINING VIDEO WHERE ALL THIS STARTED. PLEASE CONTINUE.

>> THANK YOU. WE DO ALSO KNOW THAT THERE ARE FAR MORE KIDS IN THE CITY THAN THERE ARE QUALITY SEATS.

WE DO WANT TO ACKNOWLEDGE THAT THERE IS A VARIETY OF CARE THAT EXISTS, SUCH AS FRIENDS AND NEIGHBOR CARE.

BUT WHAT WE'RE REALLY TALKING ABOUT HERE ARE QUALITY SEATS WHICH ARE LICENSED AND QUALITY TO MAKE THESE COMPARISONS.

WE SEE THAT THERE'S JUST NOT ENOUGH WITH JUST A LITTLE OVER 200 IN OUR CITY.

WHAT WE HAVE TO DO IS WE HAVE TO THINK ABOUT HOW WE SUPPORT CHILDCARE AS WE RECOVER FROM BOTH THE ECONOMIC AS WELL AS ACADEMIC IMPACTS OF THE PANDEMIC.

AS SHOWN ON THE PREVIOUS SLIDE, WE ALSO HAVE TO THINK ABOUT HOW WE ENSURE THAT WE HAVE ACCESS AND OPPORTUNITY TO THE PLACES THEY'RE NEEDED IN DALLAS.

[02:20:04]

IT IS IMPORTANT TO NOTE HERE, TRUSTEES, THAT WE ARE NOT LOOKING TO INCREASE COMPETITION WITH OUR CURRENT PARTNERS.

WE VALUE OUR RELATIONSHIPS WITH THEM.

THE QUESTION REALLY BECOMES, HOW DO WE GET OUR CURRENT PARTNERS MORE OPPORTUNITIES AND SUPPORT, AND HOW DO WE THINK ABOUT LEVERAGING OUR ROLE IN THE DISTRICT TO CREATE NEW OPPORTUNITIES IN THE PLACES THAT THEY DON'T ALREADY EXIST.

NOW I'M GOING TO PASS IT OVER TO CHIEF TREJO.

>> EARLY LEARNING IS EVERYTHING TO EVERYONE.

BASICALLY, WE ARE SEEING THAT WE'VE GOT CURRENT AND FUTURE PARTNERSHIPS THAT CAN HELP US DETERMINE THE KEY STRATEGIC MOVES THAT ARE GOING TO IMPACT EDUCATION, ECONOMICS AND EQUITY.

CHILDCARE IS AN IMPORTANT PIECE AND IT IS A BIG PART OF THIS CONVERSATION AND WE ARE WORKING HARD TO SUPPORT THE PARTNERSHIPS THAT ARE ALREADY IN PLACE AND EXPAND THOSE IN A WAY THAT ARE MEANINGFUL.

BUT WE ALSO NEED TO THINK ABOUT THIS ECOSYSTEM BEYOND CHILDCARE.

IT CAN INCLUDE HEALTH CARE, IT CAN INCLUDE HOUSING, IT CAN INCLUDE TRANSPORTATION AND THERE'S A LOT OF FACETS THAT HAVE TO BE CONSIDERED.

WHAT WE WANT TO DO IS TO START TO BE A PART OF THAT ADVOCACY IN THE COALITION EFFORT.

WE WANT TO UNDERSTAND AND SUPPORT THIS LARGER ECOSYSTEM THAT MAYBE WE AREN'T AS FAMILIAR WITH BUT WANT TO BE AND WE WANT TO MOBILIZE DISTRICT RESOURCES AND CONNECTIONS TO APPROPRIATELY MAKE AN IMPACT IN THE ZERO TO THREE SPACE THAT CREATES A BRIDGE TO OUR PRE-K AND BEYOND PROGRAMMING.

AS YOU CAN SEE HERE, THERE'S A LARGE CONVERSATION HAPPENING WITH LOCAL EXPERTS ALREADY IN THE FIELD, ALREADY DOING GREAT WORK IN THIS AREA, AND WE WANT TO START TO SUPPORT THE EFFORTS THAT ARE IN PLAY AS WELL AS ADVOCATE FOR ADDITIONAL INITIATIVES.

THAT BRIDGING NEEDS TO OCCUR AND THESE CONNECTIONS CAN ONLY BE ENHANCED BY THE SCHOOL DISTRICT PLAYING A MORE VOCAL ROLE IN SUPPORTING THESE EFFORTS.

LASTLY, WE WANT TO GIVE YOU AN IDEA OF THE TIMELINE.

WHAT ARE WE TALKING ABOUT WITH PROJECT LEGACY 2050 AS A LONG-TERM IMPACT ON STUDENTS? FIRST OF ALL, FROM NOW UNTIL THE MONTH OF AUGUST, WE ARE CONNECTING WITH THESE PARTNERS RIGHT NOW TO THINK ABOUT HOW TO MARKET AND ADVERTISE IT AND CREATE AN AWARENESS CAMPAIGN AROUND THE IMPORTANCE OF PRE-K.

BOTH AWARENESS IN TERMS OF ENROLLMENT, EASE OF ENROLLMENT, SUPPORT WITH ENROLLMENT AND RECAPTURING ALL OF OUR STUDENTS THAT PERHAPS WERE IMPACTED BY COVID AND GETTING THEM BACK INTO SCHOOL.

IN ADDITION, WE'LL HAVE CONVERSATIONS AROUND HIGH-QUALITY CHILDCARE.

HOW DO WE HELP SUPPORT GETTING STUDENTS INTO HIGH-QUALITY CHILDCARE IN THE PRENATAL TO THREE SPACE.

IN THE FALL, WE WANT TO CO-HOST AN EARLY LEARNING SUBMIT THAT GIVES US AN OPPORTUNITY TO LEARN FROM THOSE WHO HAVE ALREADY BEEN IN THIS LANDSCAPE.

WHAT ARE THE SUCCESSFUL PRACTICES THAT HAVE ALREADY HAPPENED AND HOW CAN WE LEARN FROM THAT AND CREATE OUR OWN ACTION PLAN THAT'S GOING TO IMPACT THE CITY OF DALLAS AND DALLAS ISD ESSENTIALLY? AS PART OF THIS, WE WILL LOOK AT LOCAL EXEMPLARS, STATE EXEMPLARS, AND EVEN NATIONAL EXEMPLARS, AS MENTIONED EARLIER BY DR. HINOJOSA WITH DR. FERGUSON'S WORK.

FINALLY, IN THE WINTER WE PLAN TO HAVE THE COMMITTED AND KEY STAKEHOLDERS IN THIS SPACE WORKING TOGETHER TO ACTUALLY LAY OUT THE ACTION STEPS.

WHAT EXACTLY ARE WE GOING TO DO AND HOW ARE WE GOING TO WORK TOGETHER TO MAKE THIS SPACE THE MOST IMPACTFUL FOR OUR CITIZENS AND FOR OUR RESIDENTS HERE IN DALLAS SO THAT OUR STUDENTS CAN HAVE THE BEST POSSIBLE OUTCOMES.

>> IN SUMMARY, I ALSO WOULD LIKE TO SAY THAT WE'VE BEEN IN CONTACT WITH DR.

FERGUSON ABOUT HIS RESEARCH AND HOW HE CAN HELP US WITH THAT.

I'VE MET WITH ALL OF THE DALLAS COUNTY SUPERINTENDENTS.

EVEN THOUGH HIGHLAND PARK DOESN'T HAVE ANY OF THESE STUDENTS, THEY DO HAVE A LOT OF PHILANTHROPIC SUPPORT THAT THEY GIVE OTHERS AND THEY'RE A VERY GIVING COMMUNITY.

THEY'VE INDICATED SUPPORT EVEN THOUGH THEY DON'T HAVE THE STUDENTS THAT HAVE THESE NEEDS.

THEN WE'VE MET WITH ALL OF THE URBAN COUNCIL DISTRICTS AND ALL OF THEM HAVE SIGNED ON TO GO ON THIS JOURNEY TOGETHER.

WITH THAT BEING SAID I ALSO WANT TO SAY THAT WE'RE WORRIED ABOUT WHAT PRE-K KIDS ARE THIS YEAR.

WE KNOW THAT A LOT OF THEM ARE COMING BACK.

WE'VE HEARD TODAY A PRESENTATION ON A STRATEGY OF HOW TO GET THEM BACK.

TRUSTEE MICHIGAN, DR. LEE AND I WERE IN TWO OF YOUR SCHOOLS YESTERDAY AND THEY HAD A LOT OF PRE-K KIDS AT CASA VIEW AND LARRY SMITH.

THEY WERE SWARMING WITH PRE-K KIDS AND THEY WERE ENGAGED.

WE KNOW WE CAN DO THIS DESPITE THIS PANDEMIC BUT WE ACTUALLY GOT TO GET THEM BEFORE PRE-K AND THIS IS REALLY MAKING SURE THAT WE HAVE A STRATEGY.

I READ AN ARTICLE A LONG TIME AGO FROM THE HARVARD BUSINESS REVIEW AND IT SAID,

[02:25:07]

"TRANSFORMATIONS FAIL FOR TWO REASONS.

ONE, THERE'S NOT A BIG ENOUGH SENSE OF URGENCY AND THAT'S WHAT WE'RE TRYING TO CREATE.

TWO, THERE'S NOT ENOUGH OF A GUIDING COALITION TO SOLVE THE PROBLEM." IF THIS BECOMES EVERYBODY'S PROBLEM AND WE GET THOSE TWO THINGS, WE DID THAT ON OPERATION CONNECTIVITY.

WE SOLD THE PROBLEM AND THEN WE FOUND A SOLUTION.

WE DIDN'T ADMIRE THE PROBLEM.

WE NEED TO QUIT ADMIRING PROBLEMS, WE NEED TO FIND SOLUTIONS.

NO ONE HAS SAID NO TO US YET THAT WE'VE PRESENTED THIS TO AND WE'VE BEEN TALKING TO EVERYBODY THAT'LL LISTENED TO US.

WITH THAT I WILL STOP THERE AND WE'LL ENTERTAIN ANY QUESTIONS THAT YOU MAY HAVE.

>> THANK YOU SUPERINTENDENT IN THE TEAM FOR THEIR PRESENTATION.

CHELSEA MICHIGAN IS GOING TO TAKE OVER THE MEETING A LITTLE BIT, I HAVE TO TAKE A COMMITMENT AND THEN I'LL COME BACK IN THE MEETING.

I DO WANT TO SAY HOPEFULLY I HAVE TIME TO ASK QUESTIONS WHEN I COME BACK BUT I MIGHT NOT BE ABLE TO, BUT I DO WANT TO STATE PUBLICLY THAT EARLY LEARNING IS VERY IMPORTANT TO ME AND HOW WE DO IT IS ALSO IMPORTANT, WHOM WE PARTNER WITH AND HOW WE DO IT, HOW WE IMPACTFUL TO THEIR COMMUNITIES IS VERY IMPORTANT TO ME.

HOPEFULLY I'LL BE ABLE TO TAKE THE SCREEN WHEN I COME BACK AND BE A PART OF THE CONVERSATION.

TRUSTEE FOREMAN AND TRUSTEE MICHIGAN.

>> THANK YOU. I HAVE SEVERAL QUESTIONS REGARDING THIS.

THE FIRST THING THAT I NOTICE IS THE PARTNERS THAT YOU'VE BEEN TALKING TO, NONE OF THE PARTNERS THAT LOOK LIKE ME.

THAT BECOMES A PROBLEM.

THIS IS NOT SOMETHING THAT WE WOULD TRADITIONALLY BE DOING.

IT'S OUTSIDE OF WHAT WE WOULD NEED.

NOT TO HAVE THOSE INDIVIDUALS AT THE TABLE BUT YOU GOT EARLY MATTERS, YOU GOT DALLAS COLLEGE, YOU'VE GOT UNITED WAY, FIRST THREE YEARS.

THERE ARE ACTUALLY ORGANIZATIONS OF AFRICAN-AMERICAN WOMEN WHO ARE DAY-CARE PROVIDERS.

YOU START OFF WRONG AS FAR AS I'M CONCERNED BECAUSE THOSE ARE THE CHILDREN THAT YOU WANT TO BRING INTO THIS PROCESS.

IF YOU DON'T HAVE THE RIGHT PEOPLE AT THE TABLE, THEN YO WON'T GET IT RIGHT.

THAT'S A HUGE CONCERN OF MINE.

THE OTHER THING THAT'S A HUGE CONCERN IS MAKING SURE THAT AS WE GO THROUGH A PROCESS LIKE THIS, THAT OUR CHILDREN DON'T BECOME DATA POINTS.

WE DON'T START COLLECTING DATA ON BABIES TO BE PASSED ON TO SOMEBODY ELSE, BECAUSE A LOT OF THESE ORGANIZATIONS DO COLLECT DATA.

YOU GOT ONE ON HERE THAT'S CALLED THE CHILD POVERTY ACTION LAB.

WELL, LAB ALWAYS MAKES ME LEERY.

I JUST DON'T LIKE IT BECAUSE I KNOW A LOT OF TIMES THAT'S DATA INVOLVED.

I THINK WE HAVE AN OPPORTUNITY TO DO SOME THINGS, BUT I DON'T THINK DISD SHOULD BE LEADING IN AN INITIATIVE LIKE THIS.

I THINK WE'VE GOT ENOUGH PROBLEMS WHEN WE GET OUR KIDS BACK IN OUR OWN SPHERE THAT WE'RE GOING TO HAVE TO WORK ON.

I WILL JUST STRONGLY SUGGEST.

DR. HINOJOSA, I DON'T MEAN ANY DISRESPECT, BUT I THINK WE NEED TO BE WORKING ON THESE CHILDREN THAT WE'RE GOING TO BRING BACK THERE'S GOING TO BE SO FAR BEHIND THAT WE DON'T ROLL AT A WHOLE ANOTHER INITIATIVE THAT WE MISS OUT ON.

DO I THINK WE SHOULD CO-PARTICIPATE? SURE. DO I THINK THE DISTRICT NEEDS TO TAKE THE LEAD? NO, I DO NOT.

THEN I THINK YOU NEED TO BRING THE PEOPLE TO THE TABLE THAT YOU'RE TALKING ABOUT, OR WORKING WITH.

I THINK SUSANNA, YOU AND I HAD SOME CONVERSATION REGARDING THIS.

I THINK THE PEOPLE THAT YOU'RE TALKING ABOUT, WORKING WITH, WHICH WOULD BE BLACK AND BROWN CHILDREN, NOT ANGLO CHILDREN, BLACK AND BROWN CHILDREN MOSTLY, THOSE PARTIES NEED TO BE AT THE TABLE.

I'M NOT JUST TALKING ABOUT YOU GUYS SITTING UP THERE, I'M TALKING ABOUT THE PEOPLE WHO WILL BE DELIVERING.

I THOUGHT WE WERE GOING TO HOLD OFF ON THIS, SO I'M A LITTLE DISAPPOINTED THAT WE'RE MOVING FORWARD WITHOUT HAVING THOSE INDIVIDUALS AT THE TABLE TO HAVE A CONVERSATION WITH.

I DON'T KNOW WHAT THEY'RE GOING TO SAY.

THEY MIGHT BE WITH YOU, BUT I THINK TOO OFTEN WE MAKE THOSE LEAPS WITHOUT HAVING ALL OF THE PEOPLE AT THE TABLE.

IT'S NOT TO SAY THAT YOU DON'T WANT TO DO WHAT'S RIGHT, BUT JUST BECAUSE WE FEEL LIKE WE WANT TO DO SOMETHING,

[02:30:02]

WE MOVE FORWARD WITHOUT HAVING EVERYTHING THAT WE NEED AT THE TABLE, THAT'S JUST MY SPHERE.

OTHER PEOPLE MIGHT FEEL A LOT DIFFERENT.

>> THANK YOU.

>> TRUSTEE GARCIA, AND THEN TRUSTEE MACKEY.

>> I THINK TRUSTEE MACKEY IS ON THE PHONE.

CAN YOU COME BACK TO ME TRUSTEE MICHIGAN?

>> OKAY. TRUSTEE MACKEY.

>> THANK YOU FOR THE PRESENTATION.

I AM THRILLED TO SEE THIS.

A LOT OF FORETHOUGHT GOES INTO THIS, AND THE FACT THAT YOU'RE RIGHT.

STUDENTS AGES ZERO AREN'T NECESSARILY DIRECTLY IN OUR BUILDINGS TODAY, IT'S NOT WHAT WE THINK OF WHEN WE THINK OF A SCHOOL DISTRICT, BUT THEY WILL BE THE CHILDREN THAT ARE IN OUR BUILDINGS IN THREE SHORT YEARS.

THE MORE THAT WE CAN INFLUENCE IS A DIRECT CORRELATION TO OUR WORK, AND WILL HELP US GET AHEAD OF THE EIGHT BALL.

I REALLY APPLAUD THIS.

I HEAR, TRUSTEE FOREMAN'S CONCERNS AROUND MAKING SURE WE'VE GOT A DIVERSE COALITION HERE, AND I ECHO THAT, I THINK IT'S IMPORTANT.

I SEE YOU ARE IN THE PROCESS OF DOING THAT, AND SO WE'LL BE EXCITED TO CONTINUE TO SEE.

I KNOW YOU'RE STILL PUTTING THAT COALITION TOGETHER, BUT THAT'S ABSOLUTELY SOMETHING WE'RE LOOKING AT AND HOW WE DO IT, AND HOW WE IMPACT US, AND HOW WE WORK WITH THE COMMUNITY PARTNERS.

I KNOW THAT THE PLAN IS NOT THERE YET BECAUSE THIS IS RIGHT NOW ENGAGING THE COALITION, REALLY DETERMINING THE LANDSCAPE, AND THEN PUTTING TOGETHER A PLAN WHICH ISN'T SCHEDULED FOR ANOTHER YEAR UNTIL WE GET THAT.

THAT'S A SMART WAY TO GO ABOUT IT, TO REALLY UNDERSTAND IT, SO WE CAN DO IT VIGOROUSLY AND CONTINUOUSLY FOR A LONG TIME PERIOD RATHER THAN AT NOT BE THE RIGHT STEPS.

BUT I AM CURIOUS, SUSANNA, FROM YOUR EXPERIENCE IN DOING THIS IN DENVER, CAN YOU GIVE ANY EXAMPLES OF WHAT THIS COULD LOOK LIKE JUST SO WE CAN HAVE SOME CONCRETE IDEAS ABOUT WHAT IT MIGHT RESULT IN US HAVING TO CONSIDER AND THINK ABOUT AS THE SCHOOL DISTRICT OR COMMUNITY.

>> SURE. WE WENT THROUGH A VERY SIMILAR PROCESS WHERE WE DID SOME ASSET MAPPING IN OUR COMMUNITY.

WE DID HAVE LOTS OF DIVERSE STAKEHOLDERS AT THE TABLE.

ONE OF THE THINGS WE REALIZED WAS EVERY YEAR AS A SCHOOL DISTRICT, WE PROVIDE PRETTY EXTENSIVE PROFESSIONAL LEARNING TO OUR PRE-K TEACHERS.

MANY OF OUR COMMUNITY PROVIDERS ARE SINGLE-SITE, OWNER OPERATED LOCATIONS, WHO WANT TO DO TRAINING FOR THEIR TEACHERS, BUT SIMPLY DON'T HAVE THE SAME RESOURCES AS A SCHOOL DISTRICT.

WE OPENED UP ALL OF OUR TRAINING AT NO COST TO COMMUNITY PROVIDERS SO THAT THEIR TEACHERS COULD GET TRAINED RIGHT ALONGSIDE SCHOOL DISTRICT TEACHERS.

THAT WAS A ONE REALLY CONCRETE EXAMPLE.

SOMETHING ELSE THAT WE DID THAT I THINK WAS A REALLY GREAT WAY TO START SPREADING THE REACH, THROUGH OUR PARTNERSHIP WITH OUR PARKLAND EQUIVALENT, WE PUSHED A PHONE APP CALLED BRIGHT BY TEXT THAT ALLOWED FAMILIES TO GET TEXT MESSAGES PUSHED TO THEIR PHONE.

THEY SIGNED UP FOR THIS, SO IT WASN'T INTRUSIVE, PEOPLE ELECTED INTO IT, WITH ACTIVITIES IN ENGLISH AND SPANISH THAT WERE AGE APPROPRIATE BASED ON THEIR CHILD'S AGE, WHICH THEY KNEW FROM THEIR INVOLVEMENT IN THE HEALTH CARE SYSTEM.

THOSE ARE JUST A COUPLE OF EXAMPLES OF THINGS THAT WE DID.

>> THANK YOU FOR THAT. I THINK THAT'S SUPER CLEAR AND OBVIOUSLY THERE'S A WHOLE LOT OF OTHER THINGS THAT CAN COME FROM IT, BUT WHEN I LOOK AT THIS GROUP, I THINK ABOUT PARKLAND HOSPITAL OR SOME OF THESE OTHERS.

FROM THE TIME THAT A PARENT GOES FOR A CHECK UP YOU CAN ALREADY START SAYING, HERE'S WHAT YOU SHOULD BE CONSIDERING AND THINKING ABOUT, AND HERE ARE SOME LITERATURE, AND HERE ARE SOME SUPPORTS, ETC.

I MEAN, WE HAVE ORGANIZATIONS ACROSS THIS COMMUNITY THAT ARE ALL WORKING IN THIS VEIN, BUT ARE ALL DOING IT PRETTY INDEPENDENTLY AND NOT TO THEIR OWN FALL THERE'S NOT A COALITION THOUGH.

SO I APPLAUD, DR. HINOJOSA YOUR TEAM, EVERYONE FOR STARTING THIS PROCESS ROLLING, WHICH IS GOING TO BE CRITICALLY IMPORTANT, SOME EXCITED TO SEE WHERE THIS GOES FROM HERE. THANK YOU.

>> TRUSTEE GARCIA.

>> TRUSTEE MACKEY, YOU ACTUALLY JUST PUT INTO WORDS THE QUESTION IN MY HEAD, WHICH WAS, WHAT KIND OF BOARD ACTION WITH THIS SOMEDAY WHERE ARE WE LOOKING AT? BUT TRUSTEE MACKEY, THANK YOU FOR THAT.

THE QUESTION, AND I'M GOING BACK TO THIS POINT ABOUT IF WE HAVE THESE MANY PARTNERS INVOLVED EARLIER ON BEFORE STUDENT GETS TO DALLAS ISD, IS IT TO SAY THAT WE'D HAVE A PORTFOLIO OF UNDERSTANDING OF WHERE THE STUDENT IS WHEN THEY COME INTO OUR SCHOOL SYSTEM?

>> IT MIGHT RESULT IN THAT.

>> OKAY.

>> WHAT WE REALLY ARE TRYING TO SAY IN CREATING THE COALITION IS, HOW DO WE ACTUALLY MAKE THE EXPERIENCE OF RAISING CHILDREN EASIER FOR FAMILIES, BY STRONGER CONNECTIONS ACROSS ALL OF THE DIFFERENT PLACES WHERE THEY INTERACT? I THINK THAT FRANKLY, IT WILL HELP US TO HAVE A GREATER UNDERSTANDING OF OUR FAMILY'S EXPERIENCES WITH ALL OF THE DIFFERENT AGENCIES, LEARNING PLACES, FAITH-BASED PLACES WHERE THEY INTERACT, TO THINK ABOUT WHERE CAN WE STRENGTHEN CONNECTIONS AND HOW CAN WE BUILD A STRONGER SUPPORT SYSTEM,

[02:35:02]

PARTICULARLY FOR THE STUDENTS WHO ARE IN THE MOST HIGHLY IMPACTED NEIGHBORHOODS, WHO HAVE THE HIGHEST NEEDS.

>> SO THE BURNING PLATFORM, ESSENTIALLY, RAISING AN EVEN PLAYING FIELD FOR OUR STUDENTS FROM BIRTH BY THE TIME THEY GET TO DALLAS ISD?

>> THAT'S RIGHT.

>> OKAY. I'M JUST AS EXCITED.

TRUSTEE MACKEY, AND THOSE OF US WHO HAVE HEARD THIS PRESENTATION EARLIER TOO, BUT TO ME, WHEN I LOOK AT THAT MAP, MY DREAM IS THAT SOMEDAY THAT MAP, IT WEARS AWAY THE HISTORIC INEQUITIES THAT HAVE HAUNTED COMMUNITIES, PARTICULARLY MINE FOR DECADES, AND THAT WE CAN START EARLIER, AND ADDRESS A LOT OF THESE THINGS ALONG THE WAY.

SO THANK YOU FOR THIS PRESENTATION. THANK YOU.

>> TRUSTEE FLORES.

>> THANK YOU, TRUSTEE MICCICHE.

I JUST WANT TO SAY HOW EXCITED I AM ABOUT THIS WORK, AND I WAS LOOKING AT THESE ORGANIZATIONS THAT ARE LISTED HERE AND ACTUALLY A GOOD NUMBER OF THEM ARE LED BY AFRICAN-AMERICANS, SO I DON'T SEE ANY ISSUE WITH WORKING WITH THE COALITION OF THE WILLING TO START WITH, AND THEN START AND EXPAND THROUGHOUT THE CITY OF DALLAS.

FOR EXAMPLE, I WOULD SAY, WELL, THE NORTH DALLAS CHAMBERS ARE NOT HERE.

WELL, I'M SURE THEY WILL BE.

I'M SURE THEY'LL COME ALONG AND WILL BE PART OF THAT EVENTUALLY, AND OTHER CHAMBERS THROUGHOUT THE WHOLE CLIFF AND I KNOW THERE'S ONE IN EAST DALLAS AND OTHER FOLKS THAT WILL PROBABLY BE WILLING TO WORK WITH US.

THEN THE CHILDCARE COMMUNITY, OF COURSE, TO THE EXTENT WE CAN WITH THE RELIGIOUS COMMUNITIES, THE VARIOUS RELIGIOUS COMMUNITIES I KNOW CERTAINLY IN DISTRICT 1.

THE JEWISH COMMUNITY IS VERY INVOLVED WITH OUR SCHOOLS AND IS VERY SUPPORTIVE OF THE WORK THAT WE'RE DOING THROUGHOUT THE SCHOOL DISTRICT.

THIS IS A GREAT BEGINNING.

THESE ARE GOOD FOLKS COMMITTED TO THE WORK.

I THINK THAT THE MORE EDUCATION THAT WE GET INTO BABIES, THE EARLIER, THE BETTER.

HAVING HAD TWO RAISED THEM, AND THEN LIKE DR. HINOJOSA , HAD A WIFE THAT STARTED READING TO THEM BEFORE THEY WERE BORN AND HAD THAT ACCESS AND THAT ENGAGEMENT.

A LOT OF OUR PARENTS ARE DISTANCED FROM THE WAY THEY WOULD HAVE BEEN RAISED, FOR EXAMPLE, BACK HOME IN MEXICO.

BACK HOME IN MEXICO, THE TIYA'S AND THE TIYO'S AND THE ABUELITO'S AND THE WHOLE EXTENDED FAMILY, THE COUSINS AND THE SISTERS AND EVERYBODY WOULD HAVE BEEN INVOLVED IN THE CHILD REARING, AND HERE THEY'RE SEPARATED.

ALL THAT SUPPORT NETWORK IS BACK HOME, IS NOT HERE.

THEY'VE GOT THE TV AND THEIR APARTMENT.

TO THE EXTENT THAT WE CAN BE ENGAGED AND BE PART OF THIS WORK AND LEAD IN THIS WORK, I THINK THAT WE SHOULD.

I THINK THAT IT'S INCUMBENT ON US TO MAKE SURE THAT WE LAY THE FOUNDATION AT THE EARLIEST POINT POSSIBLE SO THAT WHEN THEY DO GET TO THIRD AND FOURTH GRADE WITH US OR GET TO PRE-CARE K, THAT THEY'RE ALREADY ON THE PATH.

THIS IS AN INVESTMENT.

CHURCHILL USED TO SAY, "THERE'S NO BETTER INVESTMENT THAN PUTTING MILK INTO BABIES." THIS IS OUR INVESTMENT.

THIS IS OUR AREA OF THE WORLD.

WE'RE NOT IN THE NUTRITION SPACE, ALTHOUGH WE DO QUITE A BIT OF IT TOO, BUT WE'RE IN THE EDUCATION SPACE.

WE EDUCATE 80 SOMEWHAT PERCENT OF KIDS IN THE DFW AREA, AND TO THE EXTENT THAT WE CAN BE THE GO-TO PROVIDER FOR THESE THINGS AND THE CONVENER.

WHO ELSE IS GOING TO DO IT? ASK YOURSELF THAT.

IF WE DON'T DO IT, WHO ELSE IS GOING DO IT? ARE WE GOING TO LET SOMEBODY ELSE DO IT? MAYBE WE SHOULD LET THE CHARTER SCHOOLS DO IT.

SINCE WE DON'T WANT TO DO THAT, OR THE PRIVATE SCHOOLS, OR THE PAROCHIAL SCHOOLS.

WE'RE THE BIG DOG. WE'VE GOT THE RESOURCES.

IT LOOKS LIKE THEY'RE GOING TO MAKE US SPEND SOME OF OUR FUND BALANCES.

WOULD CERTAINLY SEEM LIKE A GOOD PLACE TO I'M 100 PERCENT BEHIND THIS, TOTALLY IN, WHATEVER I CAN DO TO HELP BRING OTHER GROUPS AND ASSOCIATIONS AND INDIVIDUALS TO THE TABLE, THAT'S GREAT.

DR. PARNELL, WHO'S THE CHAIR OF PARKLAND, HE'S VERY SUPPORTIVE OF THE WORK I'VE KNOWN FOR YEARS. GREAT GUY.

I JUST CAN'T SAY ENOUGH GOOD THINGS ABOUT THIS.

I DON'T EVEN HAVE ANY QUESTIONS.

A GROUPIE OVER THE COOL STUFF THAT WE'RE DOING AND THAT DEREK'S DOING, AND SO READY TO BE THE CONVENER, READY TO BE THE LEADER, READY TO BE THERE FOR OUR KIDS. THANK YOU.

>> THANK YOU, TRUSTEE FLORES.

I JUST HAVE A FEW QUESTIONS AND COMMENTS.

I DO REMEMBER BACK A FEW YEARS AGO WHEN WE REALLY STARTED EXPANDING PRE-K, ONE OF THE REASONS THAT WE WERE DOING IT WAS THAT THERE WAS A LOT OF RESEARCH THAT A LOT OF PEOPLE DIDN'T KNOW ABOUT, THAT 90 PERCENT OF BRAIN DEVELOPMENT TAKES PLACE BEFORE AGE FIVE.

[02:40:04]

WE EMBARKED ON A PLAN TO GET AS MANY FOUR-YEAR-OLDS IN PRE-K, AND THEN TO GET AS MANY THREE-YEAR-OLDS IN PRE-K.

THAT'S CLEARLY WITH OUR ADMISSION EVEN THOSE THREE-YEAR-OLDS WERE NOT IN OUR SCHOOLS YET, GETTING THEM IN OUR SCHOOLS AS SOON AS POSSIBLE SO THAT THEY COULD START KINDERGARTEN READY, NOT A FEW YEARS BEHIND THEIR MIDDLE-CLASS PEERS WAS VERY IMPORTANT.

BUT THERE WAS ALWAYS THE QUESTION ABOUT WHAT ABOUT THE RANGE 0-3 RANGE? DALLAS ISD HAD LONG HAD A PROGRAM WITH HIPPY, AND IF I CAN REMEMBER WHAT THAT ACRONYM IS, HOME INSTRUCTION FOR PRESCHOOL THAT'S WHAT IT IS. I THINK AT ONE POINT, WE HAD THE LARGEST HIPPY PROGRAM IN THE UNITED STATES.

CAN YOU TELL ME WHERE THAT STANDS RIGHT NOW?

>> OUR HIPPY PROGRAM RIGHT NOW IS SERVING ABOUT 700 FAMILIES.

>> OKAY. WE'VE GOT A LONG WAY TO GO TO REACH THE NUMBER OF KIDS THAT ARE 0-3.

WHAT DO YOU THINK, THERE'S 40-50,000 KIDS IN THAT RANGE?

>> FIFTY THOUSAND, THAT'S CORRECT.

>> OKAY. WELL, I THINK IT'S LONG OVERDUE THAT WE REALLY START MAKING THESE EFFORTS, AND I THINK DALLAS ISD SHOULD LEAD IT.

I DON'T THINK THERE'S ANY OTHER ORGANIZATION THAT'S IN A BETTER POSITION TO LEAD A COALITION AND GET ORGANIZATIONS THAT ARE ALREADY INTERESTED, AND THEN SEEK OUT MORE STAKEHOLDERS WE SPEND SO MUCH TIME TRYING TO CATCH OUR KIDS UP WHO START OUT BEHIND.

IF WE CAN REDUCE THE NUMBER OF KIDS WHO START OUT BEHIND BY DOING THIS PROGRAM, THEN I THINK THAT'S GREAT AND I TOTALLY SUPPORT IT AND TOTALLY SUPPORT DALLAS ISD LEADING IT. THANK YOU.

>> TRUSTEE FOREMAN, SECOND ROUND?

>> PLEASE. JUST A COUPLE OF CLARIFICATIONS.

THE FIRST ONE IS THAT ALL AFRICAN-AMERICANS ARE NOT IN THE COMMUNITY AND HAVE GONE THROUGH IMPOVERISHED LIVES.

JUST BECAUSE AN ORGANIZATION IS LED BY AN AFRICAN-AMERICAN, THAT DOESN'T NECESSARILY MEAN THAT THEY UNDERSTAND THE NEEDS OF SOME OF OUR POOREST CHILDREN.

I WANT TO MAKE THAT CLEAR.

IN FACT, I THINK THE CHAIRMAN OF THE CITIZENS' COUNCIL LIVES IN HOLLAND PARK.

HE'S NOT IN SOUTH DALLAS.

THAT IS A CONCERN WHEN WE MAKE THOSE KINDS OF STATEMENTS.

ONE OTHER THING TOO, I KNOW THERE'S THIS HUGE DESIRE TO SUPPORT EARLY LEARNING, BUT WE HAVE TO REMEMBER THAT THESE ARE STILL BABIES.

WE HAVE TO MAKE SURE THAT THROUGH THAT PROCESS, THAT THEY HAVE AGE APPROPRIATE KINDS OF THINGS.

YOUNG CHILDREN, ARE THREE YEARS OLD, AND IN OUR PRE-K.

THEY'RE NOT POTTY TRAINED.

THAT'S NOT NEW TO YOU GUYS. I KNOW YOU KNOW THAT.

IN THE PROCESS OF TRYING TO DO ALL THE THINGS THAT WE WANT TO DO, I THINK WE HAVE TO BE CAREFUL AS WE GO THROUGH THAT.

THERE ARE PROBLEMS THAT ALREADY HAVE THE YOUNG MOTHERS WHO GET PAMPHLETS AND THINGS FROM PARKLAND HOSPITAL ALONG WHAT THEY NEED TO DO.

THOSE PROBLEMS ARE ALREADY THERE.

MY CONCERN IS THAT WE DO NOT MOVE INTO COLLECTING DATA ON FAMILIES, AND WE HAVE NO CONTROL OVER IT.

WE HAVE A LOT OF DATA-SHARING AGREEMENTS RIGHT NOW THAT WE DON'T CONTROL.

I WOULD JUST NOT WANT TO SEE US MOVE TO THAT KIND OF A REALM, AND I ALSO WANT TO MAKE SURE AS YOU GO THROUGH THE PROCESS, IS THAT THE REAL STAKEHOLDERS ARE AT THE TABLE, NOT US AROUND THIS TABLE TALKING ABOUT WHAT HAPPENED TO PEOPLE IN THESE COMMUNITIES THAT THEY'RE NOT AFFECTED, BUT THE PEOPLE WILL BE AFFECTED.

IF THAT MAKES SENSE. THANK YOU.

[02:45:01]

>> IF THERE ARE NO OTHER QUESTIONS, WE'LL MOVE ON TO ITEM 6C, MITIGATING LEARNING LOSS UPDATE, FINAL CALENDAR CHANGES IN SUMMER SCHOOL.

THANK YOU VERY MUCH.

>> MR. CHAIR, MEMBERS OF THE BOARD, WE'VE BEEN WORKING ON THIS PROJECT FOR A WHILE.

DEREK AND HIS TEAM HAVE BEEN GOING OFF AND PUTTING DETAILS ON THINGS AS WE'VE GOTTEN MORE INFORMATION, AND SO NOW IT'S APPROPRIATE FOR SUSANNA, DEREK, AND THE TEAM TO GIVE YOU AN UPDATE OF WHERE WE ARE AT THIS POINT.

>> THANK YOU. LET ME MAKE SURE WE'RE IN THE RIGHT SLIDES.

AS WE PULL UP THIS NEW SLIDE DECK, THANK YOU.

WE WANTED TO START GROUNDED FIRST IN THIS NEW GRAPHIC, AS WE'VE BEEN TALKING WITH YOU OVER THIS PAST YEAR ABOUT MITIGATING LEARNING LOSS.

WE'VE PREVIOUSLY BEEN USING A SLIDE THAT WAS A LINEAR SLIDE HAD LIGHT BLUE BACKGROUND.

TALKED ABOUT SUPPORT THAT WE HAD FOR TEACHERS TO CREATE MORE TIME FOR LEARNING DURING THE PANDEMIC.

IT TALKED ABOUT CALENDAR, I TALKED ABOUT THE INSTRUCTIONAL CORE.

WHAT WE REALLY ARE COMING TO UNDERSTAND MORE DEEPLY THAT ALL OF OUR STRATEGIES HAVE THE GOAL OF HIGH QUALITY INSTRUCTION AT THE CORE.

IT'S A LITTLE BIT OF WHAT WE TALKED ABOUT EARLIER TODAY.

WE REALLY HAVE TRIED TO RESPOND TO THAT WITH A NEW VISUAL THAT REALLY DOES POSITION OUR WORK, ALL OF OUR WORK OVER THE NEXT COMING YEARS AROUND MITIGATING LEARNING LOSS TO TRULY BE ABOUT HOW WE CREATE HIGH-QUALITY INSTRUCTION REGARDLESS OF WHAT IT IS THAT WE'RE TALKING ABOUT, ANY PART OF THE STRATEGY.

THE GOAL REALLY IS TO GET IT THAT HIGH-QUALITY INSTRUCTION.

WE'RE INTRODUCING THIS NEW GRAPHIC HERE TODAY THAT'S GOING TO REPLACE THAT LINEAR GRAPHIC BECAUSE WE REALIZE EVERYTHING IS REVOLVING AROUND THAT.

I WANTED TO START THIS CONVERSATION WITH THIS NEW GRAPHIC AND THEN I'LL TURN IT OVER TO THE TEAM WHO ARE GOING TO TALK ABOUT WHERE WE ARE SPECIFICALLY WITH EXTENDED SCHOOL YEAR TIME FOR OUR STUDENTS.

>> TRUSTEES, WE DO HAVE A STRONG TEAM HERE TODAY.

WE GOT OUR EXECUTIVE DIRECTOR, SHARLA HUDSPETH OF EXTRA CURRICULAR AND EXTENDED LEARNING.

MY GOOD PARTNER, TIFFANY HEWITT, THE OTHER DEPUTY CHIEF ACADEMIC OFFICER, AND WE'RE HAPPY TO BE JOINED BY PRINCIPAL RIVERS FROM BOUDE STOREY, WHO IS ONE OF OUR SCHOOL DAY REDESIGN CAMPUSES.

WE'RE GOING TO SPLIT THIS CONVERSATION A BIT IN TWO.

WE'RE GOING TO START BY GIVING YOU A QUICK UPDATE ON EXTENDED SCHOOL YEAR AND THEN WE'RE ALSO GOING TO TALK ABOUT RE-IMAGINED SUMMER.

QUICKLY, WE HAVE LANDED ON OUR FINAL LIST OF SCHOOLS FOR THE EXTENDED SCHOOL YEAR OPTIONS.

WE HAVE 41 INTERSESSION SCHOOLS.

WE HAVE FIVE SCHOOL DAY REDESIGN SITES, SO 46 TOTAL OF OUR CAMPUSES WILL BE DOING THIS WORK OVER THE NEXT TWO YEARS.

YOU CAN SEE IN THE DEMOGRAPHIC DATA, SOMETHING I THINK WE'RE PROUD OF IS THAT WE ARE INTENTIONALLY OVER REPRESENTING ECONOMICALLY DISADVANTAGED STUDENTS, AFRICAN-AMERICAN STUDENTS, AND ENGLISH LEARNERS.

THERE IS ALSO A STRONG EQUITY PLAY AS WE THINK ABOUT THE EXTENDED YEAR WORK, AND YOU SEE THAT WE HAVE INVOLVED AND HEARD FROM A TON OF FAMILIES ALONG THE WAY AS PART OF THIS PROCESS.

NOW WHAT WE ARE DOING IS, OBVIOUSLY, WE'RE PAST THE POINT OF TRYING TO CONFIRM FINAL SCHOOLS AND AS WE'RE GETTING THE WORK STARTED.

IN FACT, AS WE SIT HERE NOW WE HAVE 10 SCHOOLS WHO ARE INVOLVED IN A SUMMIT, WHO ARE GETTING THEIR FOUNDATION BUILT TO CARRY THIS WORK MOVING FORWARD, THAT IS THROUGH THEIR CORE DESIGN TEAM.

ALL 46 SCHOOLS HAVE CREATED A CORE DESIGN TEAM THAT IS ESSENTIALLY THEIR DECISION-MAKING GROUP AT THE LOCAL CAMPUS LEVEL.

WE'RE SUPPORTING THEM THROUGH WRITTEN GUIDANCE.

WE'RE HOLDING COLLABORATIVE PLANNING SESSIONS WITH THEM, HAVING ONGOING CONVERSATION AND IN PART OF WHAT THEY'RE DOING, WHICH IS SHOWN ON THE RIGHT OF THIS SLIDE, IS KEEPING THEIR COMMUNITY IN THE LOOP.

THEY ALSO HAVE AN ADVISORY TEAM WHICH IS DIVERSE AND REPRESENTATIVE OF KEY STAKEHOLDERS IN THEIR SCHOOL COMMUNITY, AND THEY WILL CONTINUE TO ENGAGE AND INFORM THEIR PARENTS, FAMILIES, AND THEIR STUDENTS ALONG THE WAY.

>> GOOD AFTERNOON.

OUR INTERCESSION MODELS CONSIST OF THREE OR FOUR DAYS OF LEARNING DURING EACH INTERSESSION WEEK.

THEY ARE THEMATIC AND INQUIRY BASED IN NATURE, AND IN THIS SLIDE YOU CAN SEE THE THEMES AND THE CORRESPONDING MONTHS FOR THE NEXT SCHOOL YEAR.

WHILE THE CORE CONTENT IS TAUGHT IN EACH MODULE, EACH INTERSESSION MODULE HAS A LEADING CONTENT AREA.

YOU CAN SEE LIKE READING AND MATH AND SCIENCE.

THE LEAD CONTENT WILL POSE AN OVERARCHING QUESTION RELATED TO THE THEME THAT INVITES INQUIRY.

FOR EXAMPLE, AN EARLY ELEMENTARY STUDENTS MIGHT EXPLORE QUESTION LIKE, HOW CAN I IDENTIFY SUPERHEROES AROUND ME IN SEPTEMBER? DURING THEIR EXPLORATION OF THE OVERARCHING QUESTIONS, STUDENTS WILL ENGAGE IN A PROJECT THAT MAY INCLUDE COMMUNITY INVOLVEMENT.

[02:50:03]

ALL PARTICIPATING CAMPUSES HAVE AN OPPORTUNITY TO CO-DEVELOP THEIR CURRICULUM WITH TEACHING AND LEARNING, AND WE'LL INVITE REFLECTION AND RESPONSES AT EACH PHASE OF THE CURRICULUM DEVELOPMENT PROCESS FROM TEACHERS, CAMPUS OICS, AND ADMINISTRATORS.

AT THIS TIME I'LL TURN IT OVER TO PRINCIPAL RIVERS FROM BOUDE STOREY TO TALK ABOUT A SCHOOL DAY REDESIGN.

>> THANK YOU. GOOD AFTERNOON, EVERYONE.

REDESIGN IS THE BEST FIT FOR MY CAMPUS BECAUSE ALL OF MY STUDENTS EXPERIENCE LEARNING LOSS, AND THIS PARTICULAR DESIGN GIVES US AN OPPORTUNITY TO REALLY DELVE INTO THE CURRICULUM, CREATE MEANINGFUL LEARNING EXPERIENCES FOR STUDENTS.

REALLY HONING IN ON THOSE CRITICAL THINKING SKILLS, AND ALSO GIVING THEM THE OPPORTUNITY TO SPEND TIME IN THE EXPLORATION AND THE ELABORATION PHASE OF A LESSON CYCLE SO THAT ANY KIND OF LEARNING GAP THAT THEY HAVE, WE CAN BRIDGE THOSE GAPS AND ENSURE THAT OUR STUDENTS ARE SUCCESSFUL.

>> THANK YOU SO MUCH, PRINCIPAL RIVERS.

WE'RE GOING TO SHIFT A LITTLE BIT.

THAT WAS A QUICK UPDATE ON WHERE WE ARE WITH EXTENDED YEAR, AND NOW WE'RE GOING TO TURN TO HOW WE'RE THINKING ABOUT THE REIMAGINED SUMMER PART OF THIS STRATEGY.

PART OF OUR UPDATE TODAY IS GIVING YOU INSIGHT INTO WHAT WE'RE GOING TO BE DOING THIS SUMMER, BUT IT ALSO IS A GOOD SIGNAL OF HOW WE'RE THINKING ABOUT A DIFFERENT SUMMER STRATEGY IN THE LONG RUN AS WELL.

MS. HUDSPETH IS GOING TO TAKE THIS OVER.

>> GOOD AFTERNOON, BOARD OF TRUSTEES.

DR. HINOJOSA, HAPPY TO BE HERE TODAY TO PROVIDE AN UPDATE ON THE PLANS FOR SUMMER LEARNING.

THIS YEAR WE'RE TAKING A HOLISTIC APPROACH AND FOCUSING PROGRAMMING ON UNFINISHED TEACHING, ACCELERATION AND THE EMOTIONAL NEEDS OF STUDENTS.

THIS TIME IS AN OPPORTUNITY FOR US TO RECONNECT WITH OUR STUDENTS AND A TIME FOR STUDENTS TO RECONNECT WITH THEIR PEERS.

RE-IMAGINING THE STRUCTURE AND STRATEGY BEHIND SUMMER LEARNING WILL NOT ONLY IMPACT US THIS YEAR, BUT FOR YEARS IN THE FUTURE, PROGRAMMING WILL BE ARRANGED INTO FOUR KEY COMPONENT AREAS: UNFINISHED TEACHING, LEGISLATIVE MANDATES, ACCELERATION, AND ENRICHMENT.

MOST PROGRAMMING THIS SUMMER WILL TAKE PLACE JUNE 22ND THROUGH JULY THE 1ST, WITH SOME OF THOSE LEGISLATIVELY MANDATED PROGRAMS GOING MORE INTO THE MONTH OF JULY.

THIS SUMMER, WE'LL HAVE A RANGE OF PROGRAMMING, OFFERING SOME NEW PROGRAMS FOR LIKE OUR PRE-K EIGHT CAMPS AND OUR PROJECT READ LIVE, AS WELL AS OUR EXISTING ONES THAT WE'VE HAD IN THE PAST, PTECH AND EARLY COLLEGE ACCELERATION PROGRAM.

WE'RE EXCITED TO MAKE SURE THAT WE'RE OFFERING SOMETHING THAT'S GOING TO ADDRESS THE NEEDS OF OUR STUDENTS.

WE KNOW THAT MOST OF OUR STUDENTS HAVE NOT JUST THE LEARNING LOSS, BUT THEY MAY ALSO HAVE HAD SOME TRAUMATIC EXPERIENCES AT HOME AND SUFFER FROM MENTAL HEALTH AND WELLNESS ISSUES IN GENERAL, DISENGAGEMENT AND DISINTEREST IN LEARNING.

OUR GOAL THIS SUMMER IS NOT TO REMEDIATE IN THE TRADITIONAL SENSE, WE WANT TO OFFER ENRICHMENT EXPERIENCES WHILE THEY LEARN.

PRE-K 8 CAMP IS GOING TO HAVE FOUR MAIN COMPONENTS; SOCIAL EMOTIONAL LEARNING, MOVEMENT, ACADEMICS, WHERE STUDENTS WILL ENGAGE IN THE CORE CONTENT THROUGH NOVEL ENGINEERING, AND THE FOURTH ELEMENT IS OUR EXTRA CURRICULAR BLOCK.

IF YOU'VE EVER HAD AN OPPORTUNITY TO PARTICIPATE IN A CAMP EXPERIENCE, HOPEFULLY YOU HAD FUN, YOU CONNECTED WITH YOUR PEERS, AND WE'RE ALL WANTING TO OFFER THE SAME ENGAGEMENT OPPORTUNITY FOR OUR STUDENTS.

I KNOW I'M SHORT ON TIME, BUT I'D BE REMISS IF I DIDN'T GIVE A PUBLIC ACKNOWLEDGMENT TO STEPHANIE AMAYA, THE PRINCIPAL OF JOHN NEELY BRYAN IN ROOSEVELT FEEDER PATTERN..

SHE'S BEEN WORKING REALLY CLOSELY WITH OUR TEAM TO HELP US DEVELOP SOME OF THE NOVEL ENGINEERING CURRICULUM.

>> REGISTRATION IS CURRENTLY TAKING PLACE FOR CAMPUSES, FOR THEIR STANDALONE CAMPS, AND FOR CENTRAL DEPARTMENTS, AND THEIR PROGRAMS FOR SUMMER.

THAT DEADLINE IS APRIL THE 14TH.

FOLLOWING THAT, WE'LL HAVE A COMPREHENSIVE LIST OF OFFERINGS THAT WE'LL PLAN TO SHARE WITH PARENTS DURING THE MONTH OF MAY AND EARLY JUNE.

SUMMER BREEZE IS REALLY ALL ABOUT MEETING THE ACADEMIC AND SOCIAL NEEDS OF STUDENTS.

WE WANT STUDENTS TO FEEL FINE, RE-ENGAGED, AND OPTIMISTIC ABOUT THE UPCOMING SCHOOL YEAR.

>> THANK YOU, TEAM. TRUSTEES, JUST ANOTHER NOTE.

THIS CONVERSATION TODAY WAS OBVIOUSLY AN UPDATE ON EXTENDED YEAR AND SOME SUMMER FACTORS.

WE'LL COME BACK TO YOU NEXT MONTH, REALLY DIGGING INTO THE RESOURCES AND SUPPORT SECTION OF THAT STRATEGY, SPECIFICALLY TALKING ABOUT AFTER SCHOOL.

THEN IN JUNE, YOU WILL HEAR THE CORE PIECE OF IT, WHICH IS THE WORK RELATED TO HIGH-QUALITY INSTRUCTION.

>> I'LL FINISH BY SAYING THAT ONLY REASON I APPROVE IS THAT

[02:55:04]

THEY PROMISED ME TO USE THE ISLEY BROTHERS' VERSION OF SUMMER BREEZE.

>> REALLY NOW?

>> TRUSTEE FOREMAN, YOU KNOW THAT TUNE?

>> YES, I DO.

>> OKAY.

>> WELL, PLEASE START.

>> OKAY. FIRST OF ALL, ONE OF MY STAR PRINCIPLES IS THAT MS. RIVERS IS JUST REALLY A MOVER AND SHAKER, AND SHE DOES JUST REALLY GREAT WORK.

I WAS SURPRISED TO SEE YOU.

WE'RE GLAD TO SEE YOU AND THANK YOU FOR BEING HERE.

I'VE TAKEN A HANDS-OFF APPROACH ON DETERMINING WHICH CAMPUSES WOULD BE INVOLVED, BUT THAT'S WHAT I DO ON A LOT OF THINGS.

I'LL LEAVE IT UP TO THE PRINCIPLES TO MAKE THOSE KINDS OF DECISIONS, AND THEN I'M THERE TO SUPPORT WHICHEVER DECISION THAT THE PRINCIPAL FEELS IS MOST VALUABLE IN THEIR PARTICULAR BUILDING.

I WILL BE THERE TO SUPPORT WHATEVER IT IS THAT YOU THINK YOU NEED, AND OTHER PRINCIPALS THAT I NOTICED A LOT OF MY ELEMENTARY SCHOOLS ARE ON HERE SO I'LL BE EXTREMELY SUPPORTIVE IN ANY WAY THAT I POSSIBLY CAN AND YOU KNOW I LOVE YOU.

>> TRUSTEE MACKEY.

>> THANK YOU ALL FOR THE PRESENTATION.

I THINK THINGS LIKE THIS WILL GO A LONG WAY TOWARDS HELPING TO CLOSE THOSE GAPS WE WERE TALKING ABOUT AND SAW DURING OUR STUDENT OUTCOMES PRESENTATION.

A COUPLE OF CLARIFYING QUESTIONS.

ON SLIDE 5, THE EXAMPLE THEMES, FOR INSTANCE, FROM READING, SOCIAL STUDIES, MATH, SCIENCE, ETC.

IS THAT AN EXAMPLE OF WHAT A SCHOOL DAY REDESIGNED SCHOOL MIGHT LOOK LIKE, OR IS THIS SOMETHING THAT'S GOING TO BE USED ACROSS THE DISTRICT, OR IS IT AN INTERCESSION?

>> YEAH. THOSE ARE THE INTERSESSION THEMES, AND SO EACH OF THE INTERSESSION SCHOOLS, THOSE WILL BE THE THEMES THAT THEY'LL LOOK AT FOR EACH ONE OF THOSE FIVE WEEKS.

>> GOT YOU. DURING THAT WEEK OF INTERSESSION SEPTEMBER, THE THEME IS HEROES AND VILLAINS, AND THERE'S GOING TO BE A LOT OF THINGS THAT'LL GO AHEAD.

I GOT YOU. THAT'S INTERESTING AND EXCITING.

I'M EXCITED TO SEE THAT.

MAYBE SOME OF THIS ISN'T ALL FLUSHED OUT YET AS WE LOOK AT THE SUMMER SLIDE 11.

I THINK THIS IS REALLY EXCITING.

I THINK I HAVE SOME IDEAS, BUT I THINK IT WOULD BE HELPFUL TO KNOW, HOW DOES THIS COMPARE TO WHAT WE DO NOW IN SUMMER SCHOOL AND SUMMER CAMPS? IF WE DO ANYTHING LIKE IT, WHAT'S CHANGING ABOUT IT, ETC.

THAT'S THE FIRST QUESTION.

>> I'LL START THAT AND THEN I THINK MS. WE'VE ACTUALLY HAD A LOT OF CONVERSATIONS ABOUT WHAT THE SUMMER SCHOOL MEAN BECAUSE I THINK WE ALL CONNOTATE THAT TO SOMETHING DIFFERENTLY, BOTH AT GRADE LEVELS AND IN TERMS OF EXPERIENCES.

WE HAVE TRADITIONALLY CONSIDERED SUMMER SCHOOL TO BE A CREDIT RECOVERY OR A PATHWAY TO PROMOTION TO THE NEXT GRADE LEVEL.

THERE IS STILL A ROLE TO PLAY THERE, AND THAT'S PART OF WHAT'S IN THIS UNFINISHED TEACHING BUCKET.

BUT WHAT WE'RE REALLY WANTING TO GET TO IS THIS EXPERIENCE THAT IS MUCH MORE HOLISTIC, ROBUST, AND WELL-ROUNDED FOR THE STUDENTS IN THE SUMMER, WHICH IS WHERE THE PRE-K 8 SUMMER CAMP IS REALLY FOCUSED.

>> YEAH. IN THE PAST, OUR CURRICULUM HAS BEEN BASED ON FOCUSING ON REMEDIATION AND ISOLATED SKILLS TO MOVE OUR STUDENTS TOWARDS A GREAT LEVEL OF MASTERY.

THIS TIME WE'RE SAYING THE STUDENTS CAN HAVE A REALLY HOLISTIC RICH EXPERIENCE, THAT INCLUDES INTEGRATED CONCEPTS AND NOVEL APPROACHES TO CURRICULUM, THAT STILL DOES THE SAME THINGS WITHOUT THIS FOCUS ON REMEDIATION.

IT'S AN ACCELERATED APPROACH.

>> GOT YOU. I THINK YOU'RE RIGHT. A LOT OF PEOPLE HAVE CONNOTATION.

WHEN THEY HEAR SUMMER SCHOOL, IT'S LIKE, OH, I FAILED A CLASS OR THE KID IS STRUGGLING, SO WE NEED TO SEND THEM AND IT'S JUST MORE OF THE SAME.

THAT IS VERY MUCH NOT WHAT IT LOOKS LIKE IT IS HERE.

THE STATE DOES MANDATE SOME CREDIT RECOVERY AND SOME OF THOSE OPTIONS, ETC.

THAT WE WILL STILL NEED TO OFFER.

BUT PEOPLE THINK OF THAT AS SUMMER SCHOOL AND THEN MAYBE THE SCHOOL HAS A CAMP THAT THEY DO BEFOREHAND.

DO I UNDERSTAND THIS AS SAYING WE'RE ACTUALLY RETHINKING WHAT SUMMER SCHOOL LOOKS LIKE SO KIDS ENGAGE IN SUMMER SCHOOL.

THERE MAY BE SOME THAT ARE THERE BECAUSE OF CREDIT RECOVERY, BUT ALSO WE'RE MAKING IT WIDER TO BRING MORE KIDS INTO OUR BUILDINGS ACROSS, AND THIS IS THE WAY WE'RE GOING TO DO IT.

WHETHER YOU NEED CREDIT RECOVERY OR YOU'RE JUST THERE BECAUSE THERE'S ENRICHMENT ACTIVITIES THERE, YOU'RE COMING INTO THE SAME EXPERIENCE.

IS THAT HOW I UNDERSTAND THIS?

>> YEAH. EVERY STUDENT SHOULD FIND SOMETHING THAT THEY CAN PLUG INTO, EVEN THIS SUMMER.

EVEN THOUGH IT'S A SHORTER PROGRAM, WE HAVE A WHOLE RANGE OF OPPORTUNITIES.

>> WHAT I'M SAYING IS THOUGH, IT'S THE SAME EXPERIENCE.

IF I'M THERE EVEN THOUGH I NEED TO BE THERE BECAUSE I FAILED, OF COURSE, I'M BEHIND, I'M STILL GETTING ACCESS TO THE SEL CONNECTION, THE PHYSICAL ACTIVITY, THE TECHNOLOGY-BASED LEARNING, AND MY CREDIT RECOVERY. IS THAT CORRECT?

>> ABSOLUTELY, TRUSTEE MACKEY.

AT THE ELEMENTARY THROUGH MIDDLE SCHOOL LEVEL, IF YOU NEED A CREDIT RECOVERY FOR PROMOTIONAL PURPOSES, YOU WILL ATTEND THE PRE-K 8 SUMMER CAMP.

IF YOU ARE WANTING TO SENT YOUR CHILD TO AN ENRICHMENT EXPERIENCE,

[03:00:02]

THEY CAN ATTEND THE PRE-K 8 SUMMER CAMP.

THOSE OPPORTUNITIES ARE AVAILABLE FOR BOTH STUDENTS IN THE SAME CLASSROOMS.

>> IF I COULD JUST ADD, PART OF WHAT WE'RE REALLY TRYING TO THINK ABOUT IS HOW DO WE REPLICATE IN OUR SCHOOLS FOR OUR CHILDREN, THE EXPERIENCES THAT PARENTS OF MEANS PURCHASE FOR THEIR CHILDREN IN THE SUMMER?

>> YEAH. THAT'S WHAT IT SEEMS LIKE.

I THINK YOU ALL ARE NOT GOING OUT OF THE PARK WITH THAT BECAUSE YOU'RE RIGHT.

PEOPLE GIVE PUSHBACK ON YEAR-ROUND SCHOOL OR ANYTHING LIKE THAT.

BUT THE REALITY IS KIDS WITH MEANS HAVE YEAR ROUND SCHOOL, THEY JUST CALL IT MINECRAFT CAMP, THIS, THAT.

THEY DO THESE PROGRAMS, I GUESS THAT BRINGS ME TO MY LAST TWO QUESTIONS HERE, WHICH IS NUMBER 1, AS WE THINK ABOUT ROLLING IT OUT THIS SUMMER OR THE NEXT SUMMER, I'M SURE THIS IS A BIG LIFT TO DO IT EVERYWHERE FOR EVERY KID.

HOW ARE WE REALLY ROLLING THIS OUT AND BEING THOUGHTFUL ABOUT WHERE WE'RE GOING TO ROLL THIS OUT, TO WHOM? THAT'S MY FIRST QUESTION.

>> OKAY. THE PRE-K 8 CAMPS WILL BE AT THE HIGH PRIORITY CAMPUSES.

THEN IF YOU'RE AT A CAMPUS THAT IS NOT A HIGH PRIORITY CAMPUS, YOU CAN OPT-IN TO ATTEND AT ONE OF THOSE OTHER LOCATIONS.

>> THAT'S AWESOME. THE SECOND QUESTION IS THIS SOUNDS FAR MORE ROBUST THAN WHAT WE'VE DONE FULL WIDE IN THE PAST.

I ASSUME THAT COMES WITH AN ADDITIONAL COST.

IN THE WAY I UNDERSTAND IT, MAYBE DR. HINOJOSA , YOU CAN COVER IT MORE.

I THINK THIS ACCELERATE LEARNING, IF WE GET THIS FUNDING, THAT WOULD HELP TO FUND THIS AT LEAST FOR THE FIRST PART.

ARE WE HAVING TO MAKE ANY OTHER SHIFTS TO DO THIS?

>> FOR THIS SUMMER, LIKELY NOT, AND THAT'S REALLY JUST A FACTOR OF THE TRUNCATED CALENDAR.

FOR NEXT SUMMER AND BEYOND, THIS WILL POTENTIALLY BE A MUCH BIGGER INVESTMENT THAT WE COULD CONSIDER THOSE FUNDS FOR.

>> OKAY. THAT'S GREAT. I THINK THIS IS A PHENOMENAL, SO I CAN'T WAIT TO SEE IT COME TO FRUITION AND I'LL LOOK FORWARD TO SEEING THAT AS WE GET TO BUDGET PROJECTIONS AND AS WE START TALKING ABOUT THE BUDGET TO BE ABLE TO INVEST IN THIS.

THANK YOU ALL FOR YOUR WORK.

>> TRUSTEE FLORES.

>> THAT TRIGGERED A THOUGHT.

IF THIS IS SOMETHING THAT WE WANT TO OFFER, AS I LOVE WHAT YOU SAID, DEPUTY CORDOVA, THAT WE COULD OFFER TO OUR FAMILIES WHAT THE FAMILIES WITH MEANS OFFER.

I'M WONDERING, CAN WE CHARGE TUITION TO THE PEOPLE WHO CAN AFFORD IT OR DO SOME HYBRID LIKE WE DO WITH THE EARLY CHILDHOOD WHERE WE HAVE REDUCED TUITION OR SOMETHING?

>> WE DID THAT IN DENVER. WE DID.

WE ABSOLUTELY DID.

WE HAD SUMMER CAMPS AND WE CHARGED TUITION FOR THEM.

>> I'M NOT SAYING FOR MOST OF OUR KIDS, OF COURSE.

OR EVEN MIDDLE-CLASS WITH SOME REDUCED COST, AT LEAST WE COULD RECOVER A LITTLE OF OUR COST.

OKAY. WOW. COOL. I LOVE THIS THING.

WELL, I THINK THIS IS VERY EXCITING.

I'M VERY ENCOURAGED BY IT.

THE ONLY THING THAT JUMPS OUT AT ME IS THAT IT'S TWO WEEKS.

EIGHT DAYS, 10 DAYS, AND I REALIZED WE GOT IN THAT PREDICAMENT BECAUSE OF COVID AND WE'RE GOING THREE WEEKS LONGER.

BUT I REALLY WISH THIS COULD HAVE BEEN MORE THAN TWO WEEKS.

NEXT NEXT, WHAT WOULD WE BE LOOKING AT?

>> LET ME SAY ONE THING TO THE TWO-WEEK THING.

THAT IS CERTAINLY A TRADE-OFF THIS YEAR AS A RESULT OF THE CALENDAR BECAUSE WE DO WANT PEOPLE TO HAVE SOME TIME TO HAVE A BREAK IN JULY.

BUT THE OTHER REALITY IS ALL OF THESE TWO WEEKS ARE FULL SCHOOL-DAYS AND WE'VE HAD A NUMBER OF PROGRAMS IN THE PAST THAT HAD BEEN HALF DAYS.

WE ACTUALLY ARE CAPTURING MORE TIME THIS SUMMER FOR SOME STUDENTS THAN WE WOULD HAVE UNDER A TRADITIONAL SETTING.

IT JUST AS IT SHOW UP THAT WAY ON PAPER.

IN THE FUTURE, YOU COULD EXPECT SUMMER PROGRAMS PROBABLY IN THE 3-6 WEEK RANGE LIKE WE'VE NEVER DONE SIX-WEEK PROGRAMS, TYPICALLY, AT LEAST IN THE ELEMENTARY AND MIDDLE SCHOOLS, BUT WITH THE HOUSE BILL 3 PROVISION, WE CERTAINLY ARE GOING TO CONSIDER THAT STARTING IN SUMMER '22.

>> THAT'S GOOD TO KNOW. I THINK LONGER IS GENERALLY GOING TO BE BETTER FOR US.

TO THE EXTENT, IT'S ALSO FUNDED BY THE STATE, THAT'LL BE A REAL BENEFIT.

ALSO JUST GOING BACK TO THESE FIRST COUPLE OF SLIDES, I JUST WANT TO SAY, THANKS FOR BEING ABLE TO RECRUIT 40, 45, 46 SCHOOLS TO PARTICIPATE IN THIS PROGRAM.

I KNOW IT WASN'T AN EASY CHORE, BUT I CAN TELL YOU THAT THE SIX PRINCIPLES THAT ARE IN DISTRICT 3 ARE VERY ENTHUSIASTIC ABOUT IT.

I THINK THAT THIS IS A GREAT SIZE PILOT, AND THAT WHEN WE SEE THE RESULTS, IF THEY'RE STRONG, THAT THERE'LL BE MORE SCHOOLS THAT

[03:05:02]

WE'LL WANT TO OPT INTO IT IN THE FUTURE.

THE OTHER THING I JUST WANTED TO THROW OUT ON THIS TOPIC OF EXTENDED SCHOOL YEARS IS, I'M WONDERING IF THE ADMINISTRATION HAS GIVEN ANY THOUGHT TO HAVING ONE OR TWO SCHOOLS BE YEAR-ROUND SCHOOLS.

IF YOU HAVEN'T THOUGHT ABOUT IT, WE HAVE SO MANY CHOICE SCHOOLS, WE HAVE SO MANY IMAGINATIVE PROGRAMS, WE'VE GOT DIFFERENT CALENDAR OPTIONS.

BUT THE POSSIBILITY OF A FEW OF OUR SCHOOLS BEING TWO YEAR-ROUND SCHOOLS, SEEMS TO ME TO BE SOMETHING AT LEAST LEAST WORTH LOOKING AT.

WITH THAT, I'M GOING TO CONCLUDE MY COMMENTS.

TRUSTEE GARCIA, DID YOU WANT TO GET IN ON THIS TOPIC?

>> YES. JUST A QUICK QUESTION FROM ME.

THERE WAS A QUICK BATHROOM BREAK OF MINE.

LOOKING AT SLIDE 14.

WHAT HAPPENED IN DISTRICT 4?

>> ONE OF TWO THINGS.

EITHER THE SCHOOLS THEMSELVES DIDN'T HAVE ENOUGH INTERESTS TO MOVE FOR IT, MEANING YOUR SCHOOL LEADER, TEACHERS, STAFF AS THEIR SURVEYS CAME IN, OR THEY DID, BUT THERE WASN'T ENOUGH PARENT INTERESTS, BUT YOU HAD TO GO THROUGH THOSE THREE GATES TO GET THERE.

TO TRUSTEE MICCICHE'S POINT, WE'RE GOING TO LEARN A LOT OVER THE NEXT YEAR AND FAMILIES ARE GOING TO LEARN A LOT ABOUT WHAT THIS MEANS AND TALK TO THEIR FRIENDS AND NEIGHBORS WHO ARE IN OTHER SCHOOLS, AND SO I THINK WE'LL DEFINITELY SEE SOME SHIFTING OVER TIME, BUT THIS IS WHERE WE LANDED BASED ON TEACHER, STAFF, AND PARENT INTERESTS.

>> THANK YOU. NOW SUMMER PROGRAMMING IS ENTIRELY IN-PERSON, MAKES THEM VIRTUAL, WHAT'S THE CURRENT STANDING?

>> WE ARE ENCOURAGING IN-PERSON BECAUSE AGAIN, WE WANT TO RECONNECT.

WE WANT TO USE THIS TIME AS RECONNECTING WITH OUR STUDENTS, BUT WE WILL HAVE HYBRID PROGRAMMING.

>> THANK YOU. I THINK THOSE ARE ALL MY QUESTIONS SO FAR. THANK YOU.

>> THANK YOU-ALL VERY MUCH. WE APPRECIATE IT.

LET'S MOVE NOW TO ITEM 6D, POSITIVE INTERVENTIONS TO STUDENT DISCIPLINE.

>> MR. CHAIR, MEMBERS OF THE BOARD, THIS IS A TOPIC THAT WE'VE BEEN TALKING, RESEARCHING, AND LOOKING AT FOR QUITE A FEW MONTHS.

IT STARTED WITH, WHAT PROBLEM ARE YOU TRYING TO SOLVE? I ASK THESE PEOPLE SCURRYING, THE RHETORICAL QUESTION THAT I ASKED IS, WHY WOULD I EVER SUSPEND A STUDENT AGAIN? APPARENTLY, SOME OF THEM TOOK ME SOMEWHAT SERIOUSLY, WHICH IS VERY UNUSUAL FOR MY SENIOR STAFF.

THEY WENT OFF AND STARTED SCURRYING AROUND AND TRY TO ANSWER THE QUESTION OF, WHY WOULD I EVER SUSPEND A STUDENT AGAIN? IT WAS JUST A RHETORICAL QUESTION, SO I'LL TURN IT OVER TO WHOEVER'S DRIVING THIS INITIATIVE AND LET'S SEE WHAT THEY GOT.

>> GOOD AFTERNOON. TRUSTEE MICCICHE, MEMBERS OF THE BOARD OF TRUSTEES, SUPERINTENDENT HERE, LET'S SAY YOU HEARD THE RHETORICAL QUESTION THAT WAS ASKED.

I TOOK IT AS A CHALLENGE IN REGARDS TO THE WORK THAT WE COULD DO TO LEVERAGE AN OPPORTUNITY TO DELIVER ON THE QUESTION.

I HAVE WITH ME, OUR DEPUTY CHIEF OF STAFF, SHERRY CHRISTIAN, ALONG WITH ASSISTANT SUPERINTENDENT, TO SPEAK TO WHAT THIS LOOKS LIKE IN REGARDS TO WHAT WE CALL THE MORAL IMPERATIVE, AND THE MORAL IMPERATIVE SPEAKS TO THE WORK THAT'S GOING TO HELP DRIVE WHAT THIS LOOKS LIKE, AND ADDRESSING WHAT WE SEE AS AN ACTION THAT SPEAKS TO THE PAST, THE PRESENT, AND THE FUTURE.

WE HAVE THE HISTORICAL KNOWLEDGE ABOUT THE DISTRICT AND IT HAS A STORIED HISTORY, BOTH GOOD AND BAD.

WE HAVE AN OPPORTUNITY TO TAKE BOLD ACTION, AND YOU HEARD THAT FROM THE SUPERINTENDENT IN REGARDS TO THE QUESTION THAT WAS ASKED.

BUT IT'S ABOUT BOLD ACTION THAT WE HAVE AN OPPORTUNITY TO ADDRESS AT THIS STATE.

IT LEADS TO NOW WHAT IS THE FUTURE, WHICH IS A WILLINGNESS TO BRIDGE AND INFORM GAPS BASED ON WHAT WE KNOW IN OUR PRESENT AND OUR PAST AND HOW WE CAN DRIVE WHAT IT LOOKS LIKE FOR THE FUTURE AS WE WORK TO RESET WHAT THIS LOOKS LIKE FOR OUR IN-SCHOOL SUSPENSION PROGRAMMING.

THIS SLIDE RIGHT HERE JUST SPEAKS TO THE NATIONAL STATE AND LOCAL DATA THAT WE HAVE.

IT'S JUST TO KEEP YOU INFORMED IN REGARDS TO WHAT IT LOOKS LIKE AND WHAT OUR FOOTPRINT LOOKS LIKE AROUND THIS CONCERN AROUND THIS ISSUE.

THE MAIN PIECE TO TAKE AWAY FROM THIS IS WITHIN THE CHART THAT IT'S OUR BLACK AND BROWN STUDENTS THAT ARE BEING SUSPENDED OR BEING PLACED IN AN ISS FORMAT MORE OVER THAN ANYONE ELSE,

[03:10:04]

THAT NUMBER EQUATES TO ABOUT 96 PERCENT OF ACTIONS ARE TAKEN WITH THESE TWO GROUPS.

GO AHEAD AND TURN IT OVER TO THE TEAM SO THAT THEY CAN BEGIN TO PRESENT THE REMAINING SLIDES.

>> GOOD AFTERNOON, TRUSTEES, SUPERINTENDENT HINOJOSA.

WE ARE IN A VERY AGGRESSIVE TIMELINE TO BE ABLE TO MOVE FORWARD WITH RE-IMAGINING HOW WE DO SUSPENSIONS AND HOW WE DO IN-SCHOOL SUSPENSIONS IN DALLAS ISD FOR ALL OF OUR STUDENTS.

WE'RE HERE TO THIS MONTH TO GIVE YOU JUST THE FIRST UPDATE OF A COUPLE OF MORE THAT ARE GOING TO COME IN THE NEXT FEW MONTHS.

WE HAVE GOT A TEAM GOING.

WE HAVE TWO TEAMS GOING RIGHT NOW.

WE HAVE A WORKING GROUP TEAM THAT IS COMPRISED OF A CROSS DIVISIONAL MEMBERS FROM EVERY DEPARTMENT, FROM HCM TO IT TO SCHOOL LEADERSHIP TO TEACHING AND LEARNING.

THAT GROUP IS CHARGED WITH DEVELOPING THE SYSTEMS OF SUPPORT THAT WILL BE PROVIDED TO OUR SCHOOLS.

IN THIS GROUP, WE HAVE POLICY WORK THAT'S GOING ON, SO WE'LL BE COMING TO YOU WITH A RECOMMENDED POLICY LANGUAGE AS IT RELATES TO SUSPENSIONS.

WE'LL BE COMING TO YOU IN THE NEXT FEW MONTHS ALSO WITH A BUDGET AS WELL AS WE DO NOT WANT TO DO AN UNFUNDED MANDATE AS IT COMES TO THIS WORK.

WE'LL ENGAGE IN SEVERAL DIALOGUES, DO THE DESIGN THINKING PROCESS, AND GET STAKEHOLDER FEEDBACK THROUGHOUT THE SYSTEM.

THEN WE'LL BECOME IN BACK IN JUNE AND SAY, "HERE WE GO." THEN AUGUST, HERE WE GO, ESPECIALLY WHEN THE SCHOOL YEAR STARTS AND WE START TO IMPLEMENT WHAT WE THINK IS AN EXCITING OPPORTUNITY TO MAKE SURE OUR KIDS STAY IN THE CLASSROOM FOR THE BEST WAY TO MITIGATE LEARNING LOSSES, TO KEEP THEM IN THE CLASSROOM.

NEXT SLIDE, PLEASE. WHAT THE PROCESS LOOKS LIKE IS, FIRST OF ALL, AS WE'VE GONE THROUGH A DESIGN THINKING PROCESS WHERE WE ARE EXAMINING EVERY AVENUE, EVERY STAKEHOLDER GROUP, EVERYTHING THAT WE NEED TO DO TO MAKE SURE THAT THIS IS A SUCCESSFUL INITIATIVE AND IT'S IMPLEMENTED WITH A HIGH SUCCESS RATE.

A KEY PART TO THE DESIGN THINKING PROCESS IS A STAKEHOLDER BUY-IN.

I'VE DONE SOME INITIAL FEEDBACK SESSIONS WITH ADULTS AND STUDENTS AS WELL, INCLUDING THE TEAM BOARD AND OUR STUDENT ATHLETE LEADERSHIP GROUP TO GET THEIR THINKING ON IN-SCHOOL SUSPENSIONS AND JUST SUSPENSIONS OVERALL.

WE HAVE TO DEVELOP A ROBUST COMMUNICATION PLAN SO THAT ALL OF OUR COMMUNITIES UNDERSTAND WHAT ISS OR WHAT SUSPENSIONS LOOK LIKE IN DALLAS ISD.

NEXT SLIDE, PLEASE.

AS IT RELATES TO WHAT IT MIGHT LOOK LIKE, WE HAVE TO TAKE A HOLISTIC APPROACH TO THIS.

THE FIRST THING IS WE HAVE TO DECONSTRUCT THE PUNITIVE MINDSET OF DISCIPLINE AND REPLACE IT WITH A POSITIVE AND RESTORED APPROACH TO SUPPORTING STUDENTS AND STAFF.

WE HAVE TO CREATE AN ENVIRONMENT IN OUR SCHOOLS WHERE SEL AND RESTORATIVE PRACTICES ARE THE NORM AND PART OF EVERYDAY INSTRUCTION.

THEN WE HAVE TO LISTEN TO STAFF AND STUDENTS ON WHAT SUPPORTS THEY NEED SO THAT WE CAN CONTINUE TO IMPROVE OUR SUPPORT FOR SCHOOLS. NEXT SLIDE, PLEASE.

>> ON THIS NEXT SLIDE, YOU'LL SEE THAT WE HAVE TO CHANGE THE MINDSET NOT ONLY FOR OUR PRACTICES BUT ALSO FOR OUR ADULTS AND STUDENTS.

OUR CONVERSATIONS AROUND THIS WORK HAVE STAND THAT WE HAVE TO CREATE A NEW CENTER WHERE WE HAVE KIDS GO WHEN THEY'RE HAVING BEHAVIORAL ISSUES.

WE DON'T WANT IT TO BE THE ISS OF CURRENT DAY WHERE KIDS A LOT OF TIMES GO IN AND MAY WORK ON CLASSWORK BUT IT'S BASICALLY SITTING OUT TIME.

WE WANT IT TO ACTUALLY BE A PLACE WHERE THEY GO AND THEY GET THE TOOLS AND SUPPORTS THAT THEY NEED.

THROUGH THIS RE-DESIGN, WE WILL BE COMING UP WITH A NEW NAME FOR IT SO THAT WE DON'T LOOK AT IT AS THE ISS ROOM.

SOME THINGS THAT HAVE BEEN THROWN OUT ARE RESET CENTER OR REDIRECTION CENTER, RESTART, POSITIVE INTERVENTION CENTER.

BUT WE'LL BE LETTING PRINCIPALS AND SOME OF OUR STAKE HOLDERS VOTE ON THE FINAL NAME FOR THAT CENTER.

THE OTHER THING THAT WE HAVE TO LOOK AT HERE IS WHO'S GOING TO BE STAFFED IN THAT ROOM.

IT NEEDS TO BE SOMEONE, WHETHER IT'S A TEACHER OR A SPECIALIST.

IT HAS TO BE SOMEONE WHO CAN ENGAGE WITH THE STUDENTS WHILE THEY HAVE TO KEEP DISCIPLINE IN THE ROOM, WE STILL NEED IT TO BE SOMEONE WHO CAN ENGAGE WITH THE STUDENTS, WHO CAN BUILD RELATIONSHIPS WITH THE STUDENTS, WHO CAN MAKE SURE THEY FIND ALL THE SUPPORTS THAT THE KIDS NEED TO GET THEM BACK ON TRACK AND BACK IN THEIR CLASSROOMS. THAT WILL BE KEY. THIS PERSON WILL GET EXTENSIVE TRAINING.

THEY'LL BE TRAINED THROUGH REGION 10 AS A BEHAVIOR COACH.

THEY'LL GET SEO TRAINING, THEY'LL GET RESTORATIVE PRACTICES TRAINING.

THEN THEY WILL ALSO BE OUR PERSON WHO HELPS THE CAMPUSES WHEN THERE'S TRAINING THAT'S OUT AROUND SEL AND RESTORATIVE THAT

[03:15:02]

THEY'LL BE THE PERSON THAT WORKS WITH THE OTHER STAFF ON THE CAMPUSES.

THEY WILL BE THE KEY FOR THAT.

THE OTHER THING THAT'S GOING TO BE CRITICAL HERE IS OUR STUDENTS SUPPORT TEAMS, OUR SST TEAMS. WE'LL BE WORKING WITH THAT DEPARTMENT TO MAKE SURE SCHOOLS ARE TRAINED ON SST AND THAT THEY'RE ABLE TO IMPLEMENT THOSE EFFECTIVELY.

A COUPLE OF OTHER INDIVIDUALS THAT ARE GOING TO BE CRITICAL TO THIS, ARE OUR MENTAL HEALTH CLINICIANS AND OUR COUNSELORS.

THEY WILL PLAY A KEY ROLE IN THIS BECAUSE THEY WILL ACTUALLY BE IN THE CENTERS WORKING WITH THE KIDS WHEN THERE'S THINGS THAT THEY NEED TO WORK ON TO MAKE SURE THAT THE KIDS ARE GETTING THE SUPPORTS THEY NEED.

FINALLY, FOR THE STUDENTS MIND SHIFT, THIS NEEDS TO BE A PLACE WHERE THEY FEEL THEY'RE ENGAGED.

THEY FEEL LIKE THEY CAN GET THE TOOLS THEY NEED TO CHANGE THEIR BEHAVIORS.

WE WILL BE ASKING AGAIN, THE COUNSELORS, THIS PERSON WHO'S ASSIGNED TO THIS ROOM, AS WELL AS THE MENTAL HEALTH CLINICIANS TO PLAY A BIG ROLE IN GIVING THE KIDS THE SUPPORTS THEY NEED IN THE CENTER.

NEXT SLIDE, PLEASE. THIS SLIDE IS ABOUT OUR TIERED SUPPORT.

FOR EXAMPLE, TIER 1 IS PRETTY MUCH EVERYONE.

EVERYONE NEEDS TO BE TRAINED IN SEO PRACTICES, WHETHER THAT'S TEACHERS, PARENTS, STUDENTS.

WE CLAIM EVERYBODY IN TIER ONE.

TIER 2 IS WHEN WE HAVE STUDENTS THAT MAY HAVE GONE THROUGH SST, THEY MAY BE STARTING TO SEE BEHAVIORAL ISSUES, MENTAL HEALTH ISSUES.

THEY WOULD START GETTING INTERVENTIONS AT TIER 2.

THEN TIER 3 ARE THOSE STUDENTS WHO THE TIER 2 INTERVENTIONS ARE NOT WORKING FOR, SO THEY NEED MORE INTERVENTION.

THESE STUDENTS MANY TIMES ARE REFERRED TO OUR YOUTH AND FAMILY CENTERS BECAUSE SOMETIMES THERE'S THINGS THAT THE FAMILY NEEDS TO WORK ON WITH THE STUDENT IS WELL.

NEXT SLIDE. THIS IS THE FUN SLIDE.

THIS IS NOT AN UNSUPPORTED MANDATE.

AS VINCE SAID EARLIER, WE ARE HAVING CONVERSATIONS WITH EXECUTIVE LEADERSHIP ABOUT WHAT THE THINGS ARE THAT WE WOULD NEED IN THIS ROOM.

FOR EXAMPLE, A DEDICATED PERSON THAT IS HIGHLY TRAINED.

THERE'S A LOT OF TRAINING INVOLVED.

WE DO WANT IT TO LOOK DIFFERENT, SO THERE'S SOME COSTS IN THERE TO REDO THE FURNITURE AND MAKE IT A PLACE WHERE KIDS CAN COME IN AND GET SUPPORTS THEY NEED RATHER THAN JUST GOING INTO A DESK AND LIKE I SAID, SITTING OUT TIME AND DOING THEIR CLASSWORK THAT THEY MISS.

ALSO, WE ARE NOT AND WE HAVE TO KEEP SAYING THIS OVER AND OVER.

WE ARE NOT TALKING ABOUT MANDATORY REMOVAL.

THOSE REMOVALS WHERE A KID HAS DONE SOMETHING THAT THEY HAVE TO GO TO DAEP, WE ARE NOT TALKING ABOUT THOSE.

IF THEY'RE SELLING DRUGS ON SCHOOL, BRING A FIRE ARM TO SCHOOL, WE'RE NOT TALKING ABOUT THAT GROUP OF KIDS.

THERE IS STILL A PLACEMENT FOR THEM.

WE ARE JUST TALKING ABOUT KIDS THAT ARE DOING CLASSROOM DISRUPTIONS, DRESS CODE, THINGS LIKE THAT, THAT THEY MIGHT GET A ONE DAY SUSPENSION OR A FIGHT WHERE THEY GET A THREE DAY SUSPENSION.

THE OTHER THING, THIS IS NOT A SPECIAL ED PLACEMENT.

THAT CONCLUDES OUR SLIDE DECK FOR THIS PRESENTATION AND NOW WE WILL ENTERTAIN QUESTIONS.

>> THANK YOU FOR THE PRESENTATION.

TRUSTEE FOREMAN, FOLLOWED BY JOHNSON AND THEN MACKEY.

>> WELL, SHERRY, AT THE END, YOU CLEARED UP A LITTLE BIT FOR ME.

BUT YOU'RE GOOD, SO WE KNOW.

BUT THERE ARE SEVERAL QUESTIONS I STILL HAVE REGARDING THIS.

THE FIRST ONE IS, IS THE NUMBER OF EXPULSIONS THAT WE HAVE, HOW MANY OF THOSE WOULD FIT IN OR WHAT PERCENTAGE OF THOSE WOULD FIT INTO THIS NEW RE-DESIGN THAT YOU'RE TALKING ABOUT? IF WE GOT 9,000, WOULD YOU SAY MAYBE HALF OF THOSE WOULD FIT IN?

>> WELL, THEY'RE CATEGORIZED DIFFERENTLY.

THIS WOULD INCLUDE ALL OF THE OUT-OF-SCHOOL SUSPENSIONS.

IF WE SAY NO MORE OUT OF SCHOOL SUSPENSIONS, THAT WOULD TAKE THAT AWAY.

THE OTHER CATEGORY THAT YOU'RE SAYING EXPULSIONS, THAT'S A DIFFERENT SET OF NUMBERS.

THAT'S THE GROUP THAT GOES TO DAEP OR JJAEP.

>> IF THERE'S A LEVEL 3, ITS AN AUTOMATIC EXPULSION?

>> RIGHT. WE'RE TALKING ABOUT LEVELS ONE AND TWO.

>> THAT'S NOT INCLUDED IN THIS GROUP IN THE NUMBERS?

>> NO.

>> I JUST WANT TO MAKE SURE THAT I UNDERSTAND THE NUMBERS.

BECAUSE I WOULD NEVER SUPPORT NOT EXPELLING STUDENTS WHO PUT OTHER STUDENTS AND TEACHERS AT RISK.

I DON'T CARE WHO COMES IN FRONT OF ME, I WOULD NEVER SUPPORT THAT AND I KNOW WHICH CHILDREN ARE GOING OUT.

BUT THE FACT OF THE MATTER IS, I WILL NEVER PUT ANYBODY ELSE AT RISK.

I DO STRONGLY BELIEVE, ANNIE, YOU KNOW THAT ISS WHEN IT WORKS BECAUSE ISS HAS JUST BEEN A ROOM IN

[03:20:01]

SOME CASES WITHOUT SOMEONE IN THERE INSTRUCTING THE CHILDREN AND MAKING SURE THAT THE CHILDREN HAVE AN OPPORTUNITY TO CONTINUE THEIR EDUCATION, SO I STRONGLY SUPPORT THAT.

ANOTHER QUESTION THAT I HAVE IS REGARDING THE CLINICIANS.

SOME OF THOSE HAVE MULTIPLE SCHOOLS.

>> YES. I CAN ADDRESS THAT.

>> LET ME FINISH.

>> OH, I'M SORRY.

>> NO, NOT YET.

I HAD TO BREATHE.

>> OKAY.

>> SOME OF THEM HAVE MULTIPLE SCHOOLS?

>> RIGHT.

>> ARE WE TALKING ABOUT ON ISS, OR A SIMILAR ROOM IN EVERY SCHOOL? OR ARE WE TALKING ABOUT HAVING REGIONAL KINDS OF THINGS? HOW ARE WE TALKING ABOUT DOING THIS?

>> YOU READY FOR ME TO ANSWER.

>> I'M READY.

>> EVERY COMPREHENSIVE MIDDLE SCHOOL AND HIGH SCHOOL WOULD HAVE THIS CENTER AND IT WOULD BE SERVED WITH A INDIVIDUAL WITH A DETAILED JOB DESCRIPTION FOR THE CENTER.

IN THAT CENTER, THOSE INDIVIDUALS WOULD BE ASSIGNED A MENTAL HEALTH CLINICIAN THAT WOULD BE THEIR GO-TO PERSON.

THEY WILL BE ASSIGNED SOMEONE FROM THE SEL DEPARTMENT, THAT WOULD BE THEIR GO-TO PERSON, AND OF COURSE, THEY HAVE THEIR COUNSELORS ON STAFF.

FOR EXAMPLE, THAT WILL BE AN AUTOMATIC.

THAT WOULD BE THEIR PERSON.

THEN THE OTHERS THAT MAY HAVE THREE OR FOUR SCHOOLS, IF THEY HAVE AN ISSUE ON THAT CAMPUS AND IT'S NOT THE DAY THE CLINICIAN IS THERE, THEN THEY WOULD AUTOMATICALLY CALL THAT INDIVIDUAL AND SAY, HEY, WE HAD THIS BIG FIGHT TODAY AND WE'RE WORKING WITH THEM RIGHT NOW.

COUNSELOR IS GOING TO WORK WITH THEM TODAY.

PANEL COMING IN, WE HAVE PANEL CONFERENCE THAT'S GOING SEND THEM HOME.

BUT WHEN THEY COME BACK TOMORROW, WE NEED A MENTAL HEALTH CLINICIAN HERE TOMORROW BECAUSE THEY'RE GOING TO BE ASSIGNED TO THE CENTER AND WE'RE GOING TO START IMMEDIATELY GIVING THEM THEIR SUPPORTS TO GET THEM READY TO GO BACK TO THE CLASSROOM.

BECAUSE WHAT WE DO NOW IS, WE DO ALL OF THAT.

FIRST STEP, THEY GO TO THE CAMPUS BEHAVIOR COORDINATOR AND THE SYSTEM PRINCIPLE, THEY GET THEIR THREE DAY SUSPENSION.

THE PARENT COMES IN, THEY HAVE QUICK CONFERENCE, THEY SEND THEM HOME, THEY STAY HOME FOR THREE DAYS, THEY COME BACK, THEY GO STRAIGHT TO CLASS.

WE'VE DONE NOTHING TO CHANGE THE BEHAVIOR.

NOW THEY WOULD GO THROUGH THE CVC, THE ADMINISTRATOR, WHAT WE CALL IT THE CENTER, THEY WOULD PROBABLY GO AHEAD AND GO HOME FOR THAT DAY BECAUSE THERE'S PROBABLY SO MUCH DRAMA THAT HAPPENED THAT THEY WOULDN'T WANT TO DO JUST ON CAMPUS FOR THAT AFTERNOON PROBABLY.

WE ARE HAVING THAT CONVERSATION ABOUT, THEY WOULD GO AND GO HOME FOR THAT AFTERNOON, BUT THEN THE NEXT DAY THEY COME BACK AND THEY REPORT TO THE CENTER AND THAT'S WHERE THEY START WORKING ON THEIR BEHAVIOR.

THE CLINICIAN WOULD BE IN THERE.

IF THEY NEEDED THE COUNSELOR, THE COUNSELOR MIGHT BE IN THERE, BUT THAT DAY THEY WOULD START GETTING THEIR SUPPORT.

THEN THAT'S WHEN THE SCHOOL WOULD DECIDE HOW MANY DAYS ARE THEY IN THE CENTER? HOW MUCH TIME IS IT GOING TO TAKE FOR THEM TO GET THEIR BEHAVIOR CHANGE SO THEY CAN GO BACK TO THE CLASSROOM.

>> DR. HINOJOSA, I NEVER TALK ABOUT SPENDING ADDITIONAL MONEY.

NEVER.

THOSE CENTERS BECAUSE OUR CHILDREN ARE GOING TO COME BACK WITH MULTIPLE PROBLEMS AND IT'S NOT GOING TO BE A RUN IN AND FIX IT AND THEN WE'RE ONTO ANOTHER SCHOOL.

I SEE THAT NOW.

I MEAN, AS YOU GO THROUGH THE PROCESS, PLEASE LOOK AT MAKING SURE THAT THERE'S SOME CONVERSATION ABOUT A CLINICIAN IN EACH ONE OF THOSE CENTERS BECAUSE ONE HOUR WITH THE CHILD IS NOT GOING TO ALWAYS WORK.

>> TRUSTEE FOREMAN JUST TO ADD ON THAT.

THE OTHER REASON WHY AND THE TOOLS THAT THAT PERSON IS GIVING ARE GOING TO BE CRITICAL TO THE SUCCESS OF THE KIDS.

THAT IS A BIG PLUS

>> THEN THE LAST QUESTION AND I'LL MOVE ON IS, WE ALREADY HAVE RESTORATIVE PRACTICES IN SOME OF OUR SCHOOLS.

>> SOME OF THEM, YES.

>> SOME OF THEM. IS THE THOUGHT TO BE ABLE TO PUT RESTORATIVE PRACTICES IN ALL OF THE SCHOOL?

>> WE'RE STARTING WITH THE CENTERS RIGHT NOW.

WE WOULD GET ALL OF THOSE CENTER PEOPLE, WHATEVER WE'RE GOING TO CALL THEM, TRAINED.

THEY WOULD BE THE KEY FOR THE CAMPUSES TO START WITH NOW.

BECAUSE THE KIDS THAT ARE COMING INTO THE CENTER, THAT'S THE CIRCLES ARE GOING TO BE CRITICAL,

[03:25:01]

ESPECIALLY IF IT'S A FIGHT.

THEY'RE GOING TO NEED TO BRING THOSE KIDS TOGETHER AND THE CIRCLES TOP THERE, WHAT'S GOING ON? IF WE'VE GOT KIDS THAT ARE EXHIBITING THE SAME TYPE OF BEHAVIORS ONE DAY, THEY COULD DO CIRCLES WITH THEM FOR THEM TO TALK ABOUT WHY THEY DO THE BEHAVIORS THEY DO AND THEY COULD SHARE AND WORK THROUGH SOME OF THOSE THINGS.

THE CENTERS, YES, WILL BE ALL FULLY TRAINED ON RESTORATIVE PRACTICES.

NOW FOR THE ENTIRE CAMPUS, THAT PERSON WILL BE ABLE TO SHARE SOME OF THEIR TOOLS WITH A RESTORATIVE BUT RIGHT NOW, WE ARE NOT PLANNING TO DO A FULL PLEDGE RESTORATIVE FOR ALL CAMPUSES.

WE COULD PHASE THAT IN, BUT RIGHT NOW, WE JUST WOULDN'T BE ABLE TO DO IT FOR ALL CAMPUSES FULL-FLEDGED.

>> THANK YOU.

>> BEFORE WE TAKE THE NEXT QUESTION, WHEN I FIRST FIGURED OUT THAT WE HAD DEVICES, WE HAD CONNECTIVITY, WE HAD CURRICULUM, WE ALLOW THESE THINGS.

THE COVID THING CREATED A LOT OF PROBLEMS. BUT WE DON'T NEED TO GO BACK TO THE OLD WAY OF DOING THINGS ON EVERYTHING.

THAT'S ONE OF THE REASONS THAT CHALLENGE THE TEAM TO COME UP WITH SOMETHING DIFFERENT NOW THAT WE HAVE ALL OF THESE TOOLS.

WHAT IF WE CAN FIND SOME OF THE BEST TEACHERS THAT CAN RECORD LESSONS THAT CAN HELP THESE KIDS WHEN THEY ARE ASSIGNED TO THESE ROOMS. NOW WE'LL HAVE A DIFFERENT WAY TO SOLVE THAT SAME PROBLEM THAT WE'VE ALWAYS STRUGGLED WITH.

ESPECIALLY WHEN IT WAS DRIVEN BY RACIAL INEQUITY.

NOW WHEN CERTAIN STUDENTS WERE THE ONES THAT WERE ALWAYS ASSIGNED TO THESE TYPES OF SITUATIONS.

THAT WAS ANOTHER ONE OF THE CATALYSTS THAT WAS NOT OVERT BY THE INITIAL PRESENTATION BY THE GROUP.

>> WE HAVE NEXT TRUSTEE JOHNSON, FOLLOWED BY MICCICHE AND FLORES.

>> THANK YOU, TRUSTEE HENRY.

I LIKE HOW WE ARE LOOKING HERE AT RE-IMAGINING OUR SUSPENSION, AND AS DR. HINOJOSA SAID, LOOKING AT IT FROM A RACIAL EQUITY LANES, I THINK THAT'S GREAT.

BUT I DO HAVE A CONCERN.

I WILL ALSO SAY THAT I WOULD NEVER SUPPORT ANY STUDENTS THAT PUT TEACHERS IN DANGER OR OTHER ANY STUDENT IN DANGER.

WHEN WE'RE SAYING LEVEL 2, LEVEL 3, I REMEMBER LITTLE BIT BECAUSE I WAS A COMMUNITY LIAISON AND A TEACHING ASSISTANT FOR 10 YEARS HERE IN THE DISTRICT.

WHEN WE HAVE FIGHTS OR STUDENTS CURSING OUT TEACHER, STRONG CLASS DISRUPTION, HOW WILL WE DEAL WITH THOSE KIND OF BEHAVIORS? THAT'S TRICKY, IF YOU WILL.

IN FACT, I SAY IT LIKE THAT BECAUSE YOU HAVE SOME KIDS THAT'S ACTING OUT BECAUSE OF WHAT THEY ARE EXPERIENCING AT HOME.

I KNOW THAT WE HAVE, I DON'T KNOW IF THEY SAY IN MY SCHOOL, I KNOW I'VE SEEN MENTAL HEALTH COUNSELORS, BUT I DON'T THINK I'VE SEEN SOCIAL OR EMOTIONAL COUNSELS, WHICH IS SOMETHING I'M CONCERNED ABOUT, BUT HOW DO WE ADDRESS THAT MATTER VERSUS SOMEONE THAT IS ACTUALLY BEING TOTALLY DISRUPTED? WHAT STRENGTH DO WE GIVE TEACHERS BECAUSE NOT ONLY WERE THEY HURTING THE TEACHER, BUT THEY'RE ALSO IMPEDING THE OTHER STUDENTS FROM LEARNING.

WHAT'S OUR TAKE ON THAT?

>> TRUSTEE JOHNSON, WHAT I WOULD SHARE IS THAT ONE OF THE THINGS THAT WE HAVE TO WORK TO MITIGATE IS THAT NOISE AT HOME THAT COMES ONTO THE CAMPUS WHICH YOU JUST SHARED, THAT WE HAVE TO WORK THROUGH BECAUSE THERE ARE TRIGGERS THAT OCCUR WITHIN A CLASSROOM THAT A STUDENT GETS CAUGHT UP IN THAT LEAD TO WHAT THAT BEHAVIOR IS, EITHER LEARNED THE PIECE THAT WE HAVE TO WORK THROUGH THOUGH IS THAT WHEN THAT TRIGGER OCCURS AND THAT STUDENT CREATES THAT ACTION, TYPICALLY, AND I WAS ONE OF THOSE ASSISTANT PRINCIPALS, YOU'RE NOT GOING TO VIOLATE THE SCHOOL AND YOU'RE GOING TO CONFORM, AND YOU'RE OUT OF HERE.

WE'VE GOT TO TAKE A WHOLE DIFFERENT KIND OF APPROACH.

THIS IS SOMETHING I'VE HAD TO LEARN THROUGH MY OWN PRACTICES BECAUSE I WAS GOING TO ADHERE TO THE SANCTITY OF THE CLASSROOM AND THE ACADEMICS AND NEVER GET TO THE ROOT CAUSE OF FIXING WHAT THAT PROBLEM IS, TO COAX THAT STUDENT ABOUT, YOU'VE GOT TO GO BACK INTO THAT SETTING.

THE RESET OPPORTUNITY THAT ALLOWS THAT STUDENT TO, IN ESSENCE, RESET SO THAT WE CAN COACH THEM THROUGH WHAT'S GOING ON, ADDRESS THE ROOT CAUSE, AND GET THEM BACK IN PLAY SO THAT IF THAT TRIGGER OCCURS, THEY KNOW HOW TO ADDRESS THAT.

WE WORK THEN WITH A TEACHER SO THAT WE CAN ENSURE THAT WE'RE NOT PUSHING THOSE TRIGGERS WHEN THAT STUDENT COMES BACK, THAT THE STUDENT HAS FAIR PLAY COMING IN.

IT'S A DIFFERENT MINDSET.

YOU'VE REFERENCED THE IDEA THAT WE HAVE STUDENTS THAT FIGHT.

SOME OF THAT SPILLS OFF FROM THE COMMUNITY THAT COMES ONTO THE CAMPUS, AND SOME OF THAT STARTS ON THE CAMPUS ITSELF AS WELL.

TYPICALLY, WHAT WE WOULD DO IS TAKE THOSE STUDENTS AND SEND THEM HOME.

[03:30:01]

THREE DAYS, YOU'RE OUT, YOU GET THE MAXIMUM, AND YOU GO BACK TO THE ENVIRONMENT WHERE THE PROBLEM MAY HAVE OCCURRED, AND YOU CONFRONT EACH OTHER AGAIN, AND IT BECOMES A ONGOING CYCLE OF A BEHAVIOR THAT ALWAYS COMES BACK TO THE CAMPUS, THEN YOU GO TO THE NEXT CYCLE, ANOTHER SUSPENSION.

WE NEVER GET TO THE OPPORTUNITY TO HELP RESOLVE AS BEST CASE THAT WE CAN TAKE CARE OF.

I CAN'T SAY IT'S GOING RESOLVE EVERYTHING, BECAUSE THERE'S GOING TO BE SOME THINGS THAT ARE GOING TO BE DEEP-SEATED THAT WE'RE GOING TO HAVE TO REALLY PULL A PORT IN, SOME STRONG MENTAL HEALTH SUPPORT FOR KIDS, AND FOR OUR ADULT POPULATION AS WELL TO BE ABLE TO GET TO A MINDSET THAT IT'S A SAFE SPACE, IT'S A LEARNING ENVIRONMENT.

MUCH WHAT SUPERINTENDENT HINOJOSA JUST SHARED, THAT WE CAN BRING IN BEST TEACHER PRACTICES FOR LEARNING AND BEGIN TO ADDRESS FACTORS.

ONE THING I KNOW, KIDS WANT TO BE GOOD AT SOMETHING, AND IF THEY'RE NOT GOING TO BE GOOD ACADEMICALLY, THEY MAY ADDRESS THE OTHER END OF THE SPECTRUM BECAUSE THEY WANT TO BE GOOD.

WE NEED TO ENSURE THAT THE BEHAVIORS THAT WE WANT TO INSTITUTE, THE CULTURE AND THE CLIMATE, ARE GOING TO CORRECT THOSE BEHAVIORS THAT YOU'RE SEEING THEM.

I'VE SEEN IT HAPPEN. THIS ALLOWS KIDS TO RECOVER THEMSELVES AND GET PUT BACK INTO PLAY AND KNOW HOW TO ADDRESS THOSE BEHAVIORS AS THEY'RE OCCURRING IN THE CLASSROOM OR STEPPING OUT.

>> OKAY.

BECAUSE I'VE BEEN IN THE SYSTEM, RIGHT?

>> YES, SIR.

>> WHAT HAPPENS WHEN WE'VE DONE THOSE MEASURES, AND THE TEACHERS IS STEADY BEING FACED WITH CLASSROOM DISRUPTION, THE OTHER KIDS ARE STEADY AND NOT LEARNING, AND A PARTICULAR KID CONTINUES TO USE STRONG LANGUAGE AND THE PARENT IS NOT SUPPORTIVE OF THE TEACHER OR THE PRINCIPAL, AND IT BECOMES NOW A REPEATED BEHAVIOR? BECAUSE THAT'S SOME OF OUR TEACHERS HAVE ACTUALLY DEALT WITH IN DISTRICT 5 WHEN I WORKED THERE.

WHAT WHAT DO WE DO FOR THOSE MESSAGE? BECAUSE I'M SUPPORTIVE OF RE-IMAGINING SUSPENSION. THAT'S NOT WHAT I'M SAYING.

>> RIGHT.

>> I'M TRYING TO GIVE REAL LIFE SITUATIONS AND HOW OUR TEACHERS BUILD THAT BECAUSE WE NOT ONLY WANT TO SUPPORT OUR KIDS AND OUR PARENTS, BUT ALSO GOT TO SUPPORT OUR EDUCATORS.

HOW CAN WE SUPPORT THEM? BECAUSE IF SOMEONE SAYS, AND I'VE HEARD THIS, IF YOU WORKED IN THE SCHOOL LIKE I'VE HAVE, YOU'VE HEARD, THAT THEY'RE NOT GOING TO DO NOTHING.

THIS IS GOING TO BE A MAY GO HOME FOR OR MAY NOT GO TO OFFICE, AND THEY'RE GOING TO PUT ME RIGHT BACK IN CLASS, AND MY MOM IS NOT GOING DO ANYTHING.

THERE'S NO STRONG PARENTAL SUPPORT IN THAT SPACE.

HOW DO WE REALLY DEAL WITH THE MATTER AFTER WE'VE DONE EVERYTHING THAT WE CAN DO? THIS IS SOMETHING THAT I WOULD LIKE TO ASK.

>> YEAH. I THINK YOU HAVE A GREAT POINT, TRUSTEE JOHNSON.

THIS IS SOMETHING THAT I'M SURE HAS BUBBLED UP FROM OUR STAFF MEMBERS AND OUR TEACHERS.

IF YOUR BEHAVIOR DOES NOT CHANGE, YOU DON'T GET THE RIGHT TO GO BACK IN THERE BUT WHEN YOU'RE ASSIGNED TO THIS RESET ROOM AND YOU DON'T GET RESET, WE DON'T WANT YOU TO WASTE THAT TIME IN THERE.

THEY MAY HAVE TO SAY EXTEND THE TIME THERE UNTIL THEY DO COME AROUND BUT WE ALSO DON'T WANT THEM TO GO IN THERE AND NOT GET ANY INSTRUCTION.

WE ALSO DON'T WANT TO PUT THEM OUT IN THE STREET.

WE'RE GOING TO HAVE TO LEARN, WE'RE GOING HAVE TO MAKE SOME MISTAKES, AND WE'RE GOING TO HAVE TO FIX WHAT WE DO BUT IF THEY DON'T CHANGE THEIR BEHAVIOR, WE DON'T WANT THEM GOING BACK IN THEIR CLASSROOM AND CONTINUE TO DISRUPT THE TEACHER.

THAT'S THE LAST THING THAT WE WANT.

THAT'S WHY WE NEED TO HAVE PEOPLE WHO KNOW HOW TO DEAL.

ONE OF THE BEST ALTERNATIVE SCHOOLS I EVER HAD WAS IN A DISTRICT NEAR AUSTIN.

INSTEAD OF HIRING AN OLD, RETIRED PRINCIPAL WHO WASN'T VERY GOOD AT A COMPREHENSIVE SCHOOL, WE HIRED A BEHAVIOR SPECIALIST THAT WAS TRAINED IN SPECIAL ED, AND THAT BEHAVIOR SPECIALIST CHANGED EVERYTHING.

THAT'S THE KIND OF THE CONCEPT THAT WE'RE TRYING TO DO.

DON'T HIRE SOMEONE WHO WASN'T VERY GOOD TEACHER AND PUT THEM OVER THERE IN CHARGE OF THAT, BECAUSE THAT IS SO IMPORTANT.

HIRE SOMEONE WHO IS VERY GOOD AT CHANGING BEHAVIOR.

THAT'S WHY PART OF THIS IS GOING TO HAVE A HUGE FISCAL NOTE.

WE WERE GOING TO TRY TO FUND THIS WITH FEDERAL DOLLARS BECAUSE WE THINK WE CAN REENGAGE.

IT GIVES US A BETTER CHANCE TO REENGAGE STUDENTS IN MEANINGFUL LEARNING.

WHILE WE LET THE PRINCIPALS APPROVE THIS BEHAVIOR SPECIALIST, YOU'RE NOT GOING TO PUT SOME TEACHER WHO WAS NOT SUCCESSFUL IN THERE.

WE'RE GOING TO CO-ASSIGN TO MAKE SURE THAT SHERRY'S DEPARTMENT, AND WHOEVER CENTRALLY, IS GOING TO MAKE SURE WE HAVE PEOPLE, AND THEN THEY GOT TO KNOW THAT THEY GOT TO KEEP GOING TO GET TRAINING SO THEY CAN GET BETTER AT THEIR CRAFT BECAUSE THIS IS GOING TO BE A HARD JOB.

IT'S NOT GOING TO BE EASY, WHEN WE ANCHOR STUDENTS AND THEY GO IN THERE AND THEY'RE VERY VOLATILE.

WE'RE GOING TO LEARN ALONG THE WAY, BUT WE'RE NOT GOING TO SEND A KID WHO JUST MESSED UP A CLASSROOM RIGHT BACK INTO THAT CLASSROOM AND MESS IT UP AGAIN.

I HOPE WE BECOME CLEAR ON THAT.

>> THANK YOU, DR. HINOJOSA.

AGAIN, I THINK THE WAY WE'RE TRYING TO REIMAGINE,

[03:35:01]

BECAUSE WE DO NEED THE WRAPAROUND SUPPORT AND OUR SCHOOL OUT.

WE'VE HAD THOSE CONVERSATIONS BEFORE, SO I'M SUPPORTING THAT.

DEFINITELY, I'M SUPPORTING THAT.

MY LAST QUESTION, AND I THINK THAT DR. HINOJOSA WAS ALLUDING TOWARD THE END OF THIS CONVERSATION, WHAT SUPPORT AND AUTHORITY WILL WE GIVE OUR PRINCIPALS? THAT'S NUMBER 1.

THE SECOND QUESTION IS, WILL WE ALSO INCLUDE OUR TEACHERS, OUR EDUCATORS, IN THE PROCESS AND PROCEDURE SO THEY KNOW, HEY, THIS IS WHAT I'M SUPPORTING, THIS IS WHAT'S GOING ON, AND IT DOESN'T FEEL LIKE THERE HAVE BEEN FORCE, WE HAVE TO DEAL WITH SOMETHING THAT THEY HAD NO INPUT ON SINCE THEY ARE THE EDUCATORS.

HOW WELL AROUND ARE WE BRINGING, JUST NOT THE PARENTS AND THE COMMUNITY TOGETHER, BECAUSE I'M A BIG COMMUNITY ADVOCATE, BUT HOW WE ALSO INCLUDE THE PRINCIPALS AND THE TEACHERS SO WE CAN CREATE THAT SYNERGY AROUND WHAT WE'RE TRYING TO DO BECAUSE I THINK THIS IS A GREAT OPPORTUNITY?

>> DEPUTY CORDOVA , WOULD YOU PLEASE ADDRESS THE WHOLE CONCEPT OF DESIGN THINKING AND HOW THE EMPHATIC LISTENING AND HOW WE LISTEN TO THE PEOPLE THAT HAVE HAD TO DEAL WITH THIS? WILL YOU COVER THAT?

>> SURE. YEAH. WE REALLY HAVE BEEN USING DESIGN THINKING, WHICH COMES OUT OF, THEY CALL IT USER-CENTERED DESIGN.

REALLY, THE GOAL IS TO DON'T START WITH THE SOLUTION THAT YOU THINK PEOPLE NEED.

TALK TO PEOPLE FIRST SO YOU UNDERSTAND WHAT THEIR EXPERIENCE IS LIKE, AND THEN USE THAT INFORMATION TO HELP TEST OUT SOLUTIONS.

DON'T CREATE AN ELABORATE SOLUTION.

TEST AND TRY THINGS AND CONTINUE TO GET FEEDBACK FROM THE PEOPLE THAT YOU'RE TALKING WITH.

IN THIS CASE, THE USERS THAT WE WANT TO TALK WITH FOR THIS DESIGN THINKING ARE TEACHERS WHO ARE EXPERIENCING PROBLEMS WITH STUDENTS, OUR PRINCIPALS WHO ARE USING IN-SCHOOL SUSPENSION AS PART OF THE SOLUTION, BUT ALSO OUR STUDENTS.

WE NEED TO GET FEEDBACK FROM STUDENTS.

THEY ARE THE ONES WHO ARE ACTUALLY AT THE CORE OF WHAT WE ARE DOING WITH OUR DISCIPLINE SYSTEM RIGHT NOW SO WE NEED FEEDBACK FROM ALL OF THOSE PEOPLE SO THAT THE SOLUTIONS REALLY DO MATCH UP.

IT'S REALLY EASY. I'M SURE PEOPLE HAVE SEEN THE STORY THAT'S BEEN ALL OVER THE NEWS OF A DEFIANT STUDENT WHO WOULDN'T TAKE HIS HAT OFF, AND IT WAS BECAUSE HE DIDN'T HAVE A HAIRCUT, HIS PRINCIPAL CUT HIS HAIR.

THERE'S SO MANY DIFFERENT WAYS TO SOLVE THOSE THINGS IF YOU ARE LISTENING TO THE EXPERIENCES OF THE PEOPLE YOU'RE SOLVING IT FOR, AND THAT'S REALLY WHAT THIS IS TRYING TO DO.

>> THANK YOU SO MUCH FOR EXPLAINING THAT.

LET'S SAY THIS IS SOMETHING THAT WE CAN SUPPORT.

I'M EXCITED TO HEAR MORE ABOUT IT. THANK YOU.

>> THANK YOU, TRUSTEE JOHNSON AND TRUSTEE MACKEY.

>> THANK YOU, PRESIDENT HENRY. FIRST, I JUST WANT TO APPLAUD DR. HINOJOSA, THE TEAM.

THIS IS RADICAL, THIS IS BOLD, THIS IS A STEP FOR RACIAL EQUITY.

THIS SLIDE ON PAGE 3 WITH THE PERCENTAGES OF OUT-OF-SCHOOL SUSPENSIONS TELLS AND GIVES YOU ALL THE FACTS ABOUT WHY WE NEED TO DO SOMETHING DIFFERENT.

I LIKE EVERY SINGLE ONE OF MY COLLEAGUES UP HERE, WOULD NOT SUPPORT PUTTING OUR TEACHERS OR OTHER STUDENTS IN HARM'S WAY.

I CAN SAY THAT FULLY AND 100 PERCENT FOR EVERY SINGLE ONE OF OUR COLLEAGUES.

THIS REDESIGN IS TO MAKE SURE THAT WE DON'T PUT STUDENTS ALSO IN HARM'S WAY.

IT'S NOT PUTTING OUR EDUCATORS.

RIGHT NOW, TO TRUSTEE JOHNSON'S POINT, THAT HAPPENS.

WE SEND THE KID HOME, WE DON'T GIVE THEM ANY SUPPORTS.

THE TEACHER KNOWS THAT THEY'RE GOING TO COME BACK FURTHER BEHIND AND WHOSE RESPONSIBILITY IS IT? THAT'S THE SYSTEM AND IT'S HOW IT'S BUILT RIGHT NOW ACROSS AMERICA.

THIS RADICAL PROPOSAL AND WHAT WE'RE PROPOSING IS SOMETHING THAT CAN CHANGE THE GAME FOR OUR STUDENTS.

IT CAN LIGHTEN THE BURDEN ON OUR EDUCATORS AND OUR TEACHERS AND MAKE A HUGE DIFFERENCE.

I JUST WANT TO SAY THAT AND APPLAUD THAT.

SO MY QUESTION, AND YOU CLEARED IT UP ON THE LAST SLIDE, THAT THIS IS NOT ABOUT LEVEL 3 AND LEVEL 4, THIS IS ABOUT DISCRETIONARY SUSPENSIONS THAT OCCUR BASED ON REPEATED LEVEL 1 OFFENSES OR SOME LEVEL 2 OFFENSES, IS THAT CORRECT? WHAT PERCENTAGE OF OUR SUSPENSIONS IN THE DISTRICT COME FROM LEVEL 1 OR LEVEL 2? DO WE HAVE THAT DATA? DO WE KNOW BY ROUGHLY?

>> NO BUT WE CAN GET THAT.

>> DON'T HAVE THAT DATA BUT SHERRY CAN GET IT FOR YOU.

>> MY GUESS IS THAT, THAT'S A HIGH PERCENTAGE AND PROBABLY THE HIGHEST PERCENTAGE AND WE'RE TALKING ABOUT LEVEL ONES LIKE CLASSROOM DISRUPTION, NOT USING DRESS CODE, AND IF YOU VIOLATE DRESS CODE SIX TIMES, YOU CAN BE SUSPENDED AND THERE'S A WHOLE DIFFERENT SET OF THINGS THAT GO TO THAT.

THIS IS EXACTLY SOMETHING WE NEED TO BE TALKING ABOUT AND I APPLAUD IT FOR DOING THAT.

I HEARD THE QUESTION COME UP TRUSTEE FORUM AND POINTED TO THE POINT ABOUT OUR ISS AND RETHINKING ABOUT THAT.

DOES EVERY SCHOOL HAVE AN ISS CENTER RIGHT NOW? DO WE KNOW HOW MANY ISS CENTERS WE HAVE ACROSS THE DISTRICT?

>> NO, I DON'T KNOW HOW MANY BUT RIGHT NOW, SOME SCHOOLS WILL TAKE ONE OF THEIR CURRENT ALLOCATIONS AND CREATE A CENTER.

[03:40:03]

SOME HAVE COACHES THAT ROTATE IN DIFFERENT PERIODS, SO THERE'S NOT NECESSARILY CONSISTENCY WITH WHO'S IN THE ROOM ALL DAY.

>> SURE, LET ME PICK IT UP ON IT.

THIS IS AN INEQUITY THAT WE CREATED BECAUSE WE DIDN'T GIVE THEM THE PROPER SUPPORTS AND SO SOME PRINCIPLES THAT I GOT TO HAVE A NICE IS BECAUSE I DON'T WANT US TO SEND THEM OUT AND I GOT TO HAVE THEM SOMEWHERE BUT THEN BECAUSE WE DIDN'T GIVE HIM A POSITION OR SUPPORTS, THEN THEY MADE THEIR OTHER CLASSES LARGER.

>> YEAH.

>> BECAUSE AT A HIGH SCHOOL YOU CAN DO THAT, SO THEY COULD CREATE AN ISS POSITION AND THERE WASN'T NECESSARILY A STRUCTURE, THERE WASN'T NECESSARILY A PLAN.

WE'VE CREATED THAT OURSELVES OVER.

THAT'S WHY WE'RE BRINGING THIS SOLUTION WITH RESOURCES AND SUPPORT THE PLAYING FIELD AND THAT THOSE OTHER MATH CLASSES AND SCIENCE CLASSES DON'T HAVE TO GET BIGGER SO THEY CAN STAFF ON ISS POSITION.

>> YEAH. THAT'S EXACTLY WHAT I WAS GOING FOR AND TO HEAR US THINKING ABOUT THIS AS PUTTING THOSE PROVISIONS IN PLACE BECAUSE WE'VE EITHER INCENTIVIZED CREATING LARGER CLASS SIZES ON TEACHERS, OR MOVING A KID OUT-OF-SCHOOL SUSPENSION.

WE'VE HAD TO FORCE PEOPLE TO MAKE THAT CHOICE.

I THINK IT IS INCREDIBLY TIMELY AND THOUGHTFUL FOR THE DISTRICT TO CONSIDER THIS AND I'M EXCITED ABOUT THAT.

YOU TALKED ABOUT THE SEL SUPPORTS AND THE SEL SUPPORTS HAVE CLINICIANS, WHETHER WE COULD ROTATE THEM OR IF WE COULD FIND A WAY TO FUND IT, TO HAVE THEM IN SCHOOL, WHATEVER THAT WORKS OUT TO BE, WHICH IS INCREDIBLY IMPORTANT.

I THINK THERE'S INDUCTOR HANDLE, SO YOU ALLUDED TO THIS.

I'M CURIOUS WHAT THE THINKING HAS BEEN BECAUSE ANOTHER BIG REASON STUDENTS END UP ACTING OUT IS THEY'RE BEHIND, AND IF YOU'RE NOT GOOD IN A MATH CLASS, YOU'RE MIGHT HAVE A TENDENCY TO ACT OUT.

WHAT CONVERSATIONS HAVE BEEN HAPPENING TO GET OUR BEST TEACHERS IN FRONT OF THOSE STUDENTS IF THEY ARE IN THIS RESET ROOM, FOR INSTANCE?

>> WELL, THAT'S THE POWER OF THE TECHNOLOGY FROM THE PANDEMIC, THE ZOOM AND GOOGLE CLASSROOMS AND TEAMS AND ALL THOSE THINGS SO THAT OUR TEACHERS AND OUR COUNSELORS AS WELL.

PART OF THE WORK THAT WE'RE DOING WITH OUR COUNSELORS IS TO BE ABLE TO BROADCAST A TERRIFIC COUNSELOR OR TERRIFIC COUNSELING LESSON, FOR EXAMPLE, AN SEL LESSON TO MULTIPLE CLASSROOMS AT THE SAME TIME.

UTILIZING THAT TECHNOLOGY IS GOING TO BE CRITICAL SO THE STUDENT IS IN A RESET ROOM.

THEY'RE ABLE TO STILL ACCESS INSTRUCTION.

THAT'S WHY THIS IS A CLASSROOM EQUITY DISCUSSION OF KEEPING OUR KIDS IN THE CLASSROOM CONNECTED WITH THE BEST TEACHERS, CONNECTED WITH THE BEST COUNSELORS, REGARDLESS OF WHERE THEY'RE SITTING.

>> AS WE CONTINUE THIS, I WOULD HOPE THAT WE LOOK AT WAYS TO SUPPORT PRINCIPALS AND HOW DO I SCHEDULE MY STRONGEST ENGLISH TEACHER OR MATH TEACHER OFF AN EXTRA PERIOD? THAT'S NOT AN OFF PERIOD, BUT TO GO TO THIS ROOM AND WORK WITH STUDENTS ON MATH OR ON ENGLISH OR UTILIZE IF WE'RE CONSIDERING, AND THEN WE TALKED ABOUT THE SUMMER PROGRAM LIKE TUTORING AND FIGURING OUT WAYS TO GET STUDENTS TUTORING, MOBILIZING THOSE RESOURCES HERE AS WELL.

ARE WE DOING ANYTHING OR THINKING ABOUT ANYTHING IN TERMS OF INSTEAD OF WAITING FOR THE BEHAVIOR TO HAPPEN? THERE'S A LOT OF SIGNS A STUDENT NEEDS SUPPORT BEFORE A BEHAVIOR HAPPENS.

WHAT ARE WE DOING AND THINKING ABOUT IN TERMS OF HOPEFULLY GETTING THESE STUDENTS SUPPORTS BEFORE THEY WOULD HAVE THIS ISS OR GET IN THIS CONDITION?

>> THE BEST WAY GETTING OUR STUDENTS CONNECTED IS EFFECTIVE CLASSROOM INSTRUCTION AND SO THE WORD THAT TEACHING AND LEARNING IS GOING AROUND THAT IS GOING TO BE A CRITICAL PIECE TO THAT.

THE OTHER THING IS THE SEL TRAINING THAT WE'VE BEEN DOING IN DALLAS ISD NOW SINCE 2015, IF I REMEMBER CORRECTLY, SINCE THE WALL THIS GRANT AND MAKING THAT SEL AND RESTORATIVE PRACTICE TYPE PART OF EVERYDAY INSTRUCTION IS A CRITICAL PIECE SO THAT A TEACHER CAN ADDRESS IT IN THE CLASSROOM AND USE SOME TYPE OF TECHNIQUE TO GET THE STUDENT BACK REENGAGE WITH LEARNING.

THOSE THINGS ARE ONGOING.

THERE'S OUR MTSS, OUR TIERED INTERVENTIONS.

THAT ONE SLIDE SHOWED ALL THE TIERED INTERVENTIONS THAT SHOULD BE OCCURRING AT OUR SCHOOLS AND, OF COURSE, IN THE FEEDBACK SESSIONS THAT I'VE CONDUCTED, THE NORMAL ONE THING I'VE HEARD FROM TEACHERS IS WE NEED MORE TRAINING ON THIS.

MAKE SURE EVERYBODY'S TRAINED ON THIS.

THAT WAS THE NUMBER 1 THING I HEARD.

MAKING THAT CLASSROOM INSTRUCTION MORE EFFECTIVE, THAT IS INCLUSIVE OF SEL AND RESTORATIVE TYPE OF THINKING IS GOING TO BE THE BEST THING FOR THOSE KIDS.

>> YEAH. I GUESS WHAT I WAS SPEAKING TO SPECIFICALLY IS THERE'S GOING TO BE EXTRA SUPPORTS IN THIS AREA FOR STUDENTS WHO HAVE BEHAVIOR INCIDENT HAPPENED AND NOW THEY'RE IN THE RESET ROOM OR WHATNOT.

>> I WOULD LIKE CHIEF TREJO TO COME UP AND TALK BECAUSE A LOT OF THE POWERFUL PART OF SEL IS TEACHING STUDENTS ON HOW TO DECOMPRESS AND BEFORE WE GOT TO THE STUDENTS, WE STARTED WITH THE ADULTS.

>> RIGHT.

>> WE'VE BEEN AT THIS FOR A WHILE AND SO I DON'T KNOW WHAT THE SCOPE IS.

I DON'T KNOW HOW MUCH SECONDARY SUPPORT WE'VE HAD, BUT, OBVIOUSLY, A LOT OF THESE BIG ISSUES HAPPEN IN SECONDARY.

CHIEF, DO YOU WANT TO ADD ANYTHING TO THAT CONVERSATION?

>> ABSOLUTELY. I THINK IN CREATING THE SELF-AWARENESS THAT

[03:45:01]

THE ACTUAL CURRICULUM THAT'S BEEN CREATED BASED ON THE CASTLE WORK, WHICH IS AROUND SELF-AWARENESS AND THEN OUR RELATIONSHIP WITH OTHERS HAVE TRANSLATED INTO TRAINING.

THAT'S BEEN TRANSLATED INTO ADVISORY PERIODS AT CAMPUSES FOR TEACHERS TO BE ABLE TO WORK WITH THOSE.

IN ADDITION, I WOULD SAY, TRUSTEE MACKEY, WE'VE ALSO IMPLEMENTED THIS PAST YEAR, I DON'T KNOW IF YOU REMEMBER THE UPDATE ON THE PANORAMA SURVEY.

>> RIGHT.

>> TALKING ABOUT A PREVENTATIVE WAY OF UNDERSTANDING WHICH KIDS ARE RECOGNIZING, I HAVE AN ADULT HERE THAT I CAN TALK TO YOU, THAT I HAVE A MENTORSHIP RELATIONSHIP WITH SO THAT WE CAN EXERCISE THOSE.

>> RIGHT. WE'D DONE WHAT'S ABSOLUTELY NECESSARY FOR STUDENTS WHO HAVE BEHAVIOR INCIDENCES THAT END UP IN THIS ROOM.

WE WILL PROBABLY HAVE STUDENTS WHO HAVEN'T CAUSED THE BEHAVIOR INCIDENTS BUT NEED THE EXTRA SUPPORT.

>> YEAH.

>> WILL THEY BE ABLE TO HAVE ACCESS OR WHEN A STUDENT LEAVES THAT THEY HAD AN INCIDENT, THEY WERE THERE IN THE ROOM FOR THREE DAYS LIKE THEY WOULD HAVE HAD A SUSPENSION, WILL THEY BE ABLE TO CONTINUE TO SEE THE CLINICIAN IF THERE'S A LINGERING ISSUE BECAUSE THESE THINGS DON'T GET SOLVED IN THE TIME THAT A STUDENT IS PHYSICALLY IN THAT ROOM, WILL THIS BE ABLE TO BE UTILIZED HOLISTICALLY AT THE SCHOOL TARGETING THE STUDENTS WHO MOST FREQUENTLY ARE IN THESE SITUATIONS, BUT ALSO MAY INCLUDE OTHERS?

>> I WOULD SAY ABSOLUTELY.

WE WOULD HAVE FOLLOW-UP OPPORTUNITIES WITH COUNSELING SERVICES AND, AGAIN, WITH THE CLASSROOM TEACHER.

IF WE'RE TRANSLATING THIS INTO THOSE ADVISORY PERIODS WHERE WE CAN WATCH WHAT'S GOING ON, IF YOU HAVE A STUDENT GO OUT AND THEN THEY'RE COMING BACK IN AND IT'S TRIGGERED AGAIN IN THAT CLASSROOM TEACHER IS TRAINED, HAS THOSE AVAILABLE, THEN WE CAN DO FOLLOW UP SERVICES AND HAVE THE CLINICIANS AND COUNSELORS PLAY A ROLE IN THAT.

>> GOT YOU. THANK YOU.

>> IN THAT ALSO THAT'S WHERE OUR YOUTH AND FAMILY CENTERS COME IN TO PLAY.

>> GOT YOU.

>> SO WHETHER THEY GET A REFERRAL TO CONTINUE TO SEE THEIR MENTAL HEALTH CLINICIAN LONGER, OR IT MAY BE TO THE POINT THAT THEY NEED TO BE REFERRED TO THE YOUTH AND FAMILY CENTER.

>> THANK YOU. THEN DID I SEE ON THIS, IS THE GOAL TO IMPLEMENT THIS SYSTEM WIDE THIS COMING AUGUST OR DO WE CONSIDER A PILOT AND THEN GO WHEREAS THE CONVERSATION, I ASSUME THIS GROUP THAT WE'VE PUT TOGETHER WITH TRUSTEE APPOINTMENTS AND OTHERS IN THE COMMUNITY IS HELPING TO DO THIS DESIGN. THANK YOU.

>> EXACTLY, AND THAT'S PART OF THE DESIGN THINKING PROCESS AS WE CONTINUE TO GO THROUGH THIS DESIGN THINKING PROCESS FOR EXAMPLE, NEXT WEEK, THE WORKING GROUP HAS BEEN CHARGED WITH CONDUCTING OUR INTERVIEWS.

WE'RE GOING TO SET OUT NEXT WEEK TO CONDUCT OUR INTERVIEWS.

AS WE CONDUCT THOSE INTERVIEWS AND GATHER ALL THAT DATA WILL DETERMINE, "OKAY, HEY, WE CAN DO THIS." WHEN WE'RE ALREADY KNOW FOR THE EARLY LEARNING, CAN WE EXPAND THIS FROM GRADE 3 TO GRADE 12? CAN WE DO IT ALL NEXT YEAR? BEING GUNG-HO ABOUT IT AND WANTING TO DO THIS FOR OUR KIDS, I'M SAYING, YEAH, LET'S DO IT, BUT IT'S NOT MY DECISION.

THE DECISION IS GOING TO COME OUT OF THAT DESIGN THINKING PROCESS AS WE ENGAGE YOUR STAKEHOLDERS, TEACHERS, STUDENTS, COMMUNITY, PARENT.

THEY MIGHT SAY NO, LET'S JUST TRY FIFTH GRADE OR SOMETHING.

>> YEAH.

>> WE WILL LISTEN AND THEN COME BACK WITH THE FINAL PLANNING.

>> YEAH, WHETHER WE COME TO A CONSENSUS THAT NEEDS TO BE A PILOT OR GO SYSTEM-WIDE, I'M IN FULL SUPPORT OF US MOVING THAT DIRECTION WITH HASTE, WHATEVER MAKES THE MOST SENSE.

JUST QUICK NOTE IS THAT DR.

YOU MENTIONED THIS COULD BE A HUGE FISCAL NOTE.

YEAH, DEFINITELY IT COULD, BUT THIS IS AN EXAMPLE OF US PUTTING OUR RESOURCES TO OUR KIDS, AND OUR FAMILIES, AND OUR STUDENTS, AND OUR SCHOOLS THAT NEED IT THE MOST AND I WOULD FULLY SUPPORT THAT.

I WOULD HOPE THAT WHATEVER THIS JOB ROLE IS, IT MAY BE SEPARATE FROM A TEACHER OR IT MAY BE THAT WE FIND A WAY TO COMPENSATE THEM ACCORDINGLY AND FIND A WAY TO PUT THEM ON OUR EFFECTIVENESS INITIATIVE SYSTEMS TO COMPENSATE THE GREAT AND HARD WORK THAT HAPPENS AS WE GO FORWARD. THANK YOU, MS. PRESIDENT.

>>

>> THANK YOU, PRESIDENT HENRY.

I WANT TO REITERATE WHAT WE'RE TALKING ABOUT HERE ARE THINGS THAT ARE DISCRETIONARY OR THERE'S THINGS THAT ARE NOT DISCRETIONARY.

THERE'S STATE LAW THAT SAYS THESE CONSEQUENCE HAPPENED WITH KIDS THAT DID BAD THINGS AND THOSE CONSEQUENCES ARE GOING TO HAPPEN NO MATTER WHAT BECAUSE STATE LAW SAYS SO.

WHAT WE'RE TALKING ABOUT IS BEFORE THEY GET THERE.

THE GIULIANI DID IN NEW YORK.

IF YOU FOCUS ON THE LITTLE THINGS, THAT'LL FLOW DOWN I JUST WANT TO PUT THAT OUT THERE SO THAT IT WAS VERY CLEAR THAT THE STUFF THAT'S MANDATORY IS STILL MANDATORY.

THE DALLAS INDEPENDENT SCHOOL DISTRICT IS STILL GOING TO SUSPEND AND SENT TO DAP AND JAAP AND ALL THOSE THINGS TO KIDS THAT DO REALLY BAD THINGS, PERIOD.

FOR THE DISCRETIONARY THINGS, WHICH WAS WHERE STATE LAW STILL SAYS, HEY, YOU HAVE A CODE OF CONDUCT, KIDS HAVE TO FOLLOW THE CODE OF CONDUCT.

I WAS NOTICING ON THIS SLIDE, IN PARTICULAR, THAT THE ROOT CAUSE, IF YOU SEE THAT THE STATE OF TEXAS LOOKED AT WHAT WE'RE DOING AND HAVE READ THE ROOT CAUSE,

[03:50:01]

THE VERY FIRST ONE SAYS "BIASED AND DISCRIMINATORY SUSPENSION PRACTICES BY STAFF," AND SO I JUST WANT TO LAY THAT OUT THERE AND THEY GIVE YOU A LITTLE STORY BECAUSE THAT'S WHAT I DO.

IN 2005, THE 21ST CENTURY, DALLAS ISD ELIMINATED CORPORAL PUNISHMENT.

DEFENSE REYES HAD JET-BLACK HAIR AT THE TIME THE DATA WAS VERY INTERESTING BECAUSE IF YOU LOOKED AT THE 223 INSTANCES OF CORPORAL PUNISHMENT THAT HAD HAPPENED IN THE 2004-2005 SCHOOL YEAR, IT WAS DELIVERED BY 12 PEOPLE.

ONLY 12 PEOPLE IN THE ENTIRE SCHOOL DISTRICT WERE RESPONSIBLE FOR ALL 220 AND IT HAPPENED AT SIX SCHOOLS.

IN THE OTHER 224 SCHOOLS, THERE WAS NEVER A NEED FOR IT AND THEN THERE WAS A NEED FOR IT, I GUESS.

THE POINT OF THE STORY IS THAT, SO FAR I HAVEN'T HEARD ANYTHING ABOUT HOW THE ADULTS ARE FOLKS.

I THINK THAT IT GOES TO THE QUESTION OF TRAINING.

IT GOES TO THE QUESTION OF PROVIDING THOSE RESOURCES IN THE TRAINING SO THAT THEY REALIZE WHAT THEY'RE DOING.

I THINK THAT THE EMPHASIS ON THIS BOARD AND THE RESOLUTIONS THAT WE'VE PASSED AND OUR BOARD POLICIES THAT WE HAVE AROUND THIS, I THINK NEEDS TO BE REITERATED TO THE STAFF BECAUSE I BET YOU IF YOU LOOK, YOU START BREAKING IT DOWN THE WAY I JUST DID ON THE CORPORAL PUNISHMENT THING, YOU WILL SEE THAT THIS IS HAPPENING AND PRIMARILY CERTAIN SCHOOLS, AS BEING PRIMARILY DONE BY A SMALL NUMBER OF PEOPLE.

I THINK THAT WOULD BE THE OBVIOUS PLACE TO START, TO SEE WHETHER AS THE STATE OF TEXAS SAID, BIASED AND DISCRIMINATORY SUSPENSION PRACTICES BY STAFF.

ROOT CAUSE B WAS, HIGH SUSPENSION RATE OF AFRICAN-AMERICAN STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES.

AGAIN, ARE WE PROVIDING THOSE SERVICES EARLY ENOUGH? ARE WE IDENTIFYING THOSE STUDENTS THAT NEED THAT HELP? THE YOUNGER THE BETTER.

I MEAN, GAVE US THE STORY OF A STUDENT THAT WAS GOING INTO NINTH GRADE AND HE WAS ACTING UP AND DOING UP, THE KID COULDN'T READ.

FOR EIGHT GRADES, NOBODY HAD EVER FIGURED OUT THAT THIS KID COULDN'T READ.

THAT WAS THE ACTING UP, AND SO AGAIN, THAT WAS ADULTS.

THEN FINALLY, THE THIRD ONE IS INCONSISTENT USE OF TIER 1 AND TIER 2 INTERVENTIONS TO ADDRESS BEHAVIORAL INFRACTIONS.

THAT'S JUST GOING TO BE A CHALLENGE ACROSS THE 50 SOME OLD MIDDLE SCHOOLS AND 20 SOME ON HIGH SCHOOL, AND THIS IS JUST GOING TO BE HARD.

WHEN MY KIDS WERE AT BOOKER T, THE BOOKER T'S DRESS CODE IS A LITTLE DIFFERENT THAN EVERYBODY ELSE'S, EVEN THOUGH THEY'RE SUPPOSED TO MEET THE SAME DRESS CODE AND AT TRUSTEE MACKEY'S HIGH SCHOOL, THOSE ARE WHOLE DIFFERENT SET OF RULES, IT SEEMED AT LEAST TO ME WHAT MY OTHER DAUGHTER WAS A TAG.

THAT'S GOING TO BE A CHALLENGE PERIOD.

BUT I THINK THIS IS A GREAT START, I'M VERY SUPPORTIVE, AS DOC SAID, PUTTING THE BEST PEOPLE IN THESE ROOMS, MAKING SURE THEY HAVE THE BEST TRAINING, CONTINUOUS TRAINING, AND GOING TO TRUSTEE MACKEY'S, THE POINT IS, WE NEED TO BE ABLE TO COMPENSATE THEM FAIRLY.

DISCIPLINES ARE EFFECTIVENESS INDEX, I DON'T KNOW WHAT WE WANT TO CALL THESE NICE FOLKS, BUT SO THAT THEY'LL STAY.

WHEN YOU FIND GOOD PEOPLE, YOU WANT THEM TO STAY.

I THINK THAT YOU WILL SEE THAT IF WE REALLY START LOOKING HARD AT THE DATA, YOU WILL FIND THAT THERE ARE PLACES THAT ARE HIGH PRIORITY, WHERE WE NEED TO JUMP ON THIS AND GET THIS RIGHT FROM THE GET-GO.

I THINK THAT YOU'LL START TO SEE SOME OF THOSE BEHAVIORS CHANGING, WHEN YOU START PUTTING AN EMPHASIS ON, WAIT A MINUTE, WHO IS DOING THIS? WHY IS IT THAT THIS TEACHER, THIS ASSISTANT PRINCIPAL, WHY IS IT THAT? I'VE BEEN TO ORLANDO AND I HAVE HISTORY ON THE CALL I GOT AT TEN O'CLOCK AT NIGHT ON A SUNDAY OF A PARENT THAT WAS MAD.

WELL, THEIR KID HAD DONE LIKE A TEAR FORTY.

SORRY, TOO BAD, SO SAD, BUT THEY'RE GOING TO JJEP OR WHATEVER IT'S CALLED.

I JUST WANT US, AS WE'RE DOING THIS, TO REALLY LOOK HARD AT THE DATA AND REALLY LOOK HARD AT WHERE THINGS ARE HAPPENING AND LOOK AT THE DATA, BECAUSE I BET YOU THE DAY THAT IT WILL SHOW SOMETHING VERY SIMILAR TO WHAT WE SAW WITH THE CORPORAL PUNISHMENT BACK IN, LONG TIME AGO, '05 BEFORE WHEN VINCE STILL HAD BLACK HAIR AND SO DID I,

[03:55:01]

AND SO DID DOC.

BUT VERY SUPPORTIVE OF THIS WORK, REALLY APPRECIATE IT.

>> THANK YOU, TRUSTEE FLORES. I'M GOING TO JUMP ON LINE REAL QUICK.

I REALLY APPRECIATE HIS WORK.

INCREDIBLE PERSONAL TO ME, AND I'LL TELL A STORY IN A SECOND, BUT I WANTED TO HELP HIM BECAUSE WHAT TRUSTEE FLORES SAID IS WHAT I WAS GOING TO SAY.

I WANT TO JUST ECHO THIS, THE IMPORTANCE.

THERE ARE A LOT OF CONVERSATIONS ABOUT THE CHILD AND THE TRAINING AND THEY'RE AT THE HOME AND ALL THE ANSWER JUST SEEMED TO BE JUST CHILD, CHILD, CHILD. UNDERSTAND OUR CHILDREN.

ALL CHILDREN NOT ADULTS HAVE ISSUES.

I HEARD SOME COMMENTS ABOUT, IT TAKES LONG FOR KIDS, WHICH I AGREED, TO HAVE THE THERAPY TO PROCESS SOME OF THESE THINGS, BUT IT TAKES A LONG TIME FOR ADULTS TO DO THE SAME.

IT'S AN ONGOING PROCESS TO BE SOCIALLY, EMOTIONALLY AWARE, ETC.

AND ALL THAT GOES ALONG WITH THAT.

BUT THE DATA THAT WE'VE SEEN, EITHER FROM OUR OWN INTERNAL DATA, LOOK AT THESE NUMBERS.

THE PERCENTAGE OF OUT-OF-SCHOOL SUSPENSION FOR AFRICAN BLACK KIDS IS 51.66 PERCENT.

WE KNOW THIS TO BE TRUE. IT'S BEEN TRUE AND THIS IS WHY WE'VE PASSED SOME OF THE THINGS WE'VE PASSED.

THE TEA IS TELLING US THE ROOT CAUSE IS BIAS AND DISCRIMINATORS SPITS AND PRACTICES BY STAFF.

I LOVE THE IDEA OF THIS, HAVE BEEN A BIT MAYBE LIKE TRUSTEE FLORES'S CONCERN IS A BIG WORD, BUT I WOULD HAVE LIKED TO HEAR MORE OF THE ANSWERS TO THE TRUSTEE'S QUESTION IS MORE FOCUSED ON THE ADULTS IN THE ROOM BECAUSE THERE'S CLEARLY SOMETHING GOING ON IN THAT REGARD TO SEE NUMBERS LIKE THIS.

I'LL GIVE A PERSONAL STORY WHICH SOME OF YOU HAVE ALREADY HEARD.

BUT WHEN I WAS IN SECOND GRADE, THIS WAS MY EXPERIENCE.

MY MOM TRANSFERRED ME TO ANOTHER SCHOOL WHERE I WAS NO LONGER IN THE MAJORITY.

PEOPLE OF COLOR SCHOOL. I WAS ONE OF TWO BLACK KIDS IN THE WHOLE GRADE.

SHE WENT THERE BECAUSE THEIR ACADEMIC OPPORTUNITIES WERE BETTER, BUT I GOT INTO A LOT OF TROUBLE; IN-SCHOOL SUSPENSION, OUT-OF-SCHOOL SUSPENSION, YOU NAME IT.

I GOT INTO IT IN SECOND GRADE.

THE TEACHERS, ALL OF THEM IN THAT GRADE LEVEL SAT MY MOM, DAD ON A TABLE NO BIGGER THAN THIS AND TELL ME AND MY MOM THAT I NEED TO BE TESTED FOR THIS DISABILITY, I NEED TO BE TESTED FOR THIS DISABILITY, I NEED TO BE MOVED OUT.

I MEAN, THEY WERE GIVING THEM A PLENTY OF OPTIONS ON WHY I SHOULD NOT BE IN THE CLASSROOM.

MY MOM ADVOCATED FOR ME LIKE ALL OF OUR PARENTS DO AND IT WASN'T ENOUGH.

IT WASN'T ENOUGH UNTIL MY FIFTH GRADE TEACHER WHO JUST HAPPENED TO BE MY PARISH'S WIFE CAME DOWN, AN ADULT CAME DOWN AND SAID HE GOES TO CHURCH AND SITS NEXT TO HIS MOM FOR TWO, THREE HOURS AND DOESN'T EXHIBIT THIS BEHAVIOR.

BUT FOR THOSE TWO ADULTS, MY MOM AND MS. MCKUSICK, I DON'T KNOW WHERE I'M AT LITERALLY.

I KNOW THOSE TEACHERS IN THAT GRADE WERE TRYING TO GET ME OUT OF THE CLASSROOM.

I WAS AT THE TABLE. THEY DIDN'T EVEN REMOVE ME FROM THE CONVERSATION. THEY SAID THIS IN FRONT OF ME.

I WISH THAT WAS JUST MY STORY, BUT OUR DATA AND TEA TELLS US THAT THAT'S NOT AN ISOLATED STORY.

THERE ARE ADULTS, WHEREVER THEY MIGHT BE, THAT HAVE DISCRIMINATORY PRACTICES THAT ARE DISPROPORTIONATELY HURTING BLACK KIDS AND ENGLISH LANGUAGE LEARNERS.

I LOVE THIS. I HOPE WE CONTINUE TO MOVE FORWARD, BUT I REALLY HOPE WE HEED THE WARNING OF TRUSTEE FLORES AND THE IDEA OF WHAT IS THE ROOT CAUSE? OR BLACK IS THIS MUCH MORE VIOLENT OR DISOBEDIENT THAN EVERY OTHER KID? IS THAT WHAT WE'RE WILLING TO ASSUME? THEY JUST NEED MORE THERAPY THAN ANY OTHER KID? MAYBE THAT'S PART OF IT, THE THERAPY IS GOING TO BE FUNDAMENTAL.

I AGREE WITH TRUSTEE FLORES AND I'M MORE IN SUPPORT OF MORE CLINICIANS.

BUT THAT'S NOT IT, IN MY OPINION, AND I'M NOT JUST SAYING THAT FROM MY OWN ADULT EXPERIENCE, THE DATA IS SHOWING THAT'S NOT IT.

I WANTED TO INTERVENE BECAUSE I JUST THOUGHT THAT WAS A KEY POINT TO THIS CONVERSATION.

I'M SO GLAD YOU BROUGHT IT UP.

I WAS GOING TO WAIT MY TIME, BUT I THINK TO ECHO WHAT YOU SAID AND ELEVATING WHAT YOU SAID, THAT IS SOMETHING WE HAVE TO COME TO TERMS WITH, THAT'S FROM US AT THIS BOARD ALL THE WAY DOWN.

IF IT'S POLICIES THAT YOU LOOK AT, MAYBE ITS POLICIES.

WHAT ARE WE DOING THAT'S PERPETUATED A DISCRIMINATORY PRACTICE IN A DISTRICT, AND IT'S ALL DISTRICTS? I WANTED TO HOP IN.

I GUESS I'LL ASK MY QUESTIONS NOW AS WELL.

>> UNDERSTAND THIS TABLE THAT I JUST DECIDED TO APPLY.

I SHOULD HAVE UNDERSTOOD IT BEFORE I CITED IT.

THE ONE THAT SAYS ETHNICITY IS A COLUMN TOTAL COUNTABLE ASSESS ENROLLMENT, PERCENTAGE OF ENROLLMENT, AND THE PERCENTAGE OF SCHOOL SUSPENSIONS.

WHAT'S THE PERCENTAGE OF ENROLLMENT? IS THAT ENROLLMENT IN WHAT? OR WHAT IS ENROLLMENT?

>> IT LOOKS THE PERCENTAGE OF ASIAN STUDENTS.

>> IN WHAT?

>> IT'S THE FIRST COLUMN DIVIDED BY THE SECOND COLUMN.

>> CORRECT.

>> LET'S DO AGE. THERE'S 22 ASIAN KIDS, AND ALL IT SAYS.

OUT OF THE 801 ENROLLED IN THE DISTRICT?

>> CORRECT. THERE'S A CORRECTION WE NEED TO MAKE ON THIS SLIDE AS WELL.

BUT YES, YOU'RE TRACKING CORRECTLY.

[04:00:01]

>> 1.2 PERCENT OF THE STUDENTS IN OSS ARE ASIAN.

>> IF YOU LOOK FOR EXAMPLE AT THE TOTAL COUNT OF OSS.

THOSE ARE THE NUMBER OF STUDENTS THAT HAVE BEEN OUT-OF-SCHOOL SUSPENSION.

THEN THERE'S THE ENROLLMENT IN THE DISTRICT.

WHEN YOU LOOK AT THAT PERCENTAGE YOU SEE THAT, OF THE 32,700 AFRICAN-AMERICAN STUDENTS, 4,409 OF THOSE STUDENTS ARE IN OUT-OF-SCHOOL SUSPENSIONS, OR 13.47 PERCENT.

WHEN YOU LOOK AT HISPANIC STUDENTS, 108,000 STUDENTS, 3,753 THAT HAVE BEEN IN OUT-OF-SCHOOL SUSPENSION, WHICH IS ONLY 3.47 PERCENT OF THE 108,000.

>> THEN THAT LAST COLUMN IS THE PERCENTAGE OF OTHER SCHOOLS IS PRINCETON.

>> YEAH.

>> YEAH.

>> THAT'S A PRETTY SIGNIFICANT NUMBER THEN.

>> THE 51.66?

>> YEAH.

>>

>> EVEN THE 13.47 PERCENT.

>> YEAH.

>> COMPARED TO THE OTHER STUDENT POPULATIONS THAT ARE LISTED.

>> IT'S ALMOST A SPANNING NUMBER.

I THINK IF YOU DISAGREED ABOUT THE ENGLISH LANGUAGE LEARNERS, THEY WOULD EVEN BE MORE DISPROPORTIONATE BECAUSE WE'VE ALREADY KNOWN THIS.

OUR OFFICES GOTTEN TO THE BLACK STUDENTS IT'S GOING TO BE UGLY AND IT'S NOT OUR ISSUE, IT'S EVERYWHERE.

I APPRECIATE WHAT WE'RE DOING.

WE'RE DOING SOMETHING I ASKED DR. HINOJOSA IF HE KNEW OF ANY OTHER DISTRICT TAKING THESE TYPE OF BOLD STEPS AND HE MENTIONED MAYBE ONE.

BUT THE THINGS WE ARE DOING AND YOUR TEAM IS DOING.

I WANT TO JUST BECOME OVERLY CRITICAL.

THINGS YOU ARE DOING IS SETTING A FRONTIER.

YOU'RE LEADING. WHICH IS WHAT I THINK THIS BOARD HAS ASKED US TO DO AND BE AMBITION AND BOLD IN THIS REGARD.

I REALLY APPRECIATE EVERYTHING ABOUT THIS PRESENTATION.

I JUST DON'T WANT TO LOSE SIGHT OF ALL CONTRIBUTING FACTORS.

I'LL STOP THERE, AND I THINK TRUSTEE GARCIA WAS NEXT THEN TRUSTEE MICHIGAN.

>> HI. GOOD AFTERNOON. THANK YOU FOR THIS PRESENTATION.

THIS IS ALSO INCREDIBLY PERSONAL TO ME AND MY FAMILY.

CORPORATE PUNISHMENT WAS PART OF MY FAMILY EXPERIENCE IN DALLAS ISD.

I'D EVEN FORGOTTEN ABOUT THAT.

THAT'S NOW SINCE BEEN BANNED.

THE ACTING OUT CAME BECAUSE WE WERE SWITCHED FROM SECOND TO THIRD GRADE FULL ENGLISH READING.

WE DIDN'T SPEAK ENGLISH IN THE CLASSROOM AND THAT WAS INCREDIBLY DISRUPTIVE.

THE NIGHTMARES OF WHAT THAT WAS.

BUT I WANT TO BRING IT BACK TO THE ADULTS AND THE FOCUS ON THE ADULTS.

I WAS VERY SURPRISED WHEN I ASKED DURING A REGION 10 BOARD I BELIEVE THE TITLE WAS CHILD ABUSE PREVENTION ONLINE TRAINING.

IT WAS ALL ABOUT LEARNING TO RECOGNIZE SYMPTOMS AND SIGNS OF WHEN A STUDENT IS FACING ABUSE OR NEGLECT AT HOME OR IN THE CLASSROOM, AND HOW THAT CAN POTENTIALLY ATTRIBUTE TO NEGATIVE BEHAVIOR IN THE CLASSROOM.

IS THAT REQUIRED FOR OUR EDUCATORS, AND IF NOT, IS THAT A PART OF THE TOOLKIT FOR CAMPUS SUPPORT THAT HAS BEEN STATED IN THIS PRESENTATION?

>> IT'S REQUIRED OF ALL EMPLOYEES ACTUALLY, AS A NEW EMPLOYEE HERE IN DALLAS, THAT WAS ONE OF THE FIRST TRAININGS I HAD TO TAKE.

>> GREAT. THESE ARE THE TRAININGS WE'RE TALKING ABOUT THAT WOULD BE PART OF THIS TOOLKIT OR WHAT ARE OTHER CONCRETE EXAMPLES?

>> FOR THE TOOLKIT FOR THE CENTER WHERE THE STUDENTS WILL BE ASSIGNED, WILL BE HIGH IN RESTORATIVE PRACTICES.

BECAUSE THAT'S ONE OF THE TOOLS THAT WE'VE FOUND IS WE'VE EXPERIMENTED WITH IT IN THE PAST THAT IS VERY SUCCESSFUL WITH OUR KIDS.

OF COURSE ALL OF OUR SEO PRACTICES ARE SEO COORDINATORS THAT ARE IN WANTING SHOT, THEY ARE TOTALLY COMMITTED TO THIS AND THEY WILL BE IN THESE CLASSROOMS DOING TRAINING NOT ONLY FOR THE TEACHERS, BUT WORKING WITH THE KIDS ON A REGULAR BASIS.

THEN THE OTHER PIECE IS THAT BEHAVIOR COACH ENDORSEMENT PROGRAM THAT THESE INDIVIDUALS THAT WILL BE ASSIGNED TO THE CENTERS WILL GO THROUGH.

THAT IS AN ONGOING PROGRAM THAT THEY GO THROUGH ALL YEAR.

IT'S ABOUT 250 HOURS, I BELIEVE, WHERE THEY GET EXTENSIVE TRAINING ON HOW TO WORK WITH KIDS THAT ARE STRUGGLING WITH BEHAVIOR, HOW TO BE THAT COACH IN THAT CLASSROOM? HOW TO COACH WITH THE OTHER ADULTS IN THE BUILDING TO HAVE THE TOOLS THAT THEY'RE GETTING SO THAT WHEN THE KIDS COME BACK TO THE CLASSROOM, THEY CAN ALSO HELP IMPLEMENT AND MAKE SURE THAT THE KIDS ARE ABLE TO USE THE TOOLS THAT THEY LEARN IN THE CENTER.

>> THAT'S EXCELLENT. TRUSTEE FOREMAN TOUCHED ON THIS FIRST, BUT WE'RE ALREADY HEARING FROM OUR PARENTS HOW MUCH THEY'RE STRUGGLING WITH THE BEHAVIOR AT HOME.

IF WE OPEN SCHOOLS UP AGAIN, THIS IS GOING TO BE EVEN MORE SO IMPORTANT AS WE TRY TO MITIGATE THE LEARNING LOSS THAT WE'RE ALREADY EXPERIENCING.

BACK TO ONE OF TRUSTEE HENRY'S POINTS.

I THINK WE TALKED ABOUT THE STUDENT INVOLVEMENT IN THIS PROCESS.

I'M TAKING A LOOK AT SLIDE.

YOU HAVE THE THREE TIERS OF STAKEHOLDER BUY-IN.

THINK IT'S SLIDE 6.

HERE YOU MENTIONED STUDENT VOICE PRIORITIZE CONTINUOUS IMPROVEMENT.

[04:05:01]

HOW OFTEN ARE YOU TALKING TO THOSE STUDENTS AND PARENTS THAT HAVE ALREADY BEEN IMPACTED BY THIS SYSTEM? IS THIS A ONE-TIME DESIGN THINKING APPROACH OR IS THIS A CONTINUOUS LEARNING WITH STUDENTS AND FAMILIES AT THE TABLE?

>> YEAH, IT'S DEFINITELY CONTINUOUS.

THE INITIAL FEEDBACK SESSIONS ARE CONDUCTED WITH THE TEAM BOARD AND WITH OUR STUDENT ATHLETE LEADERSHIP GROUP, OR JUST DIPPING OUR TOES IN THE WATER, IF YOU WILL.

I WANTED TO GAUGE WHAT OUR STUDENTS WERE THINKING.

AS PART OF THE DESIGN PROCESS, THE STAKEHOLDER GROUPS THAT WE WOULD HAVE INTERVIEW QUESTIONS FOR, IS PART OF THE DESIGN PROCESS AS YOU GO OUT AND INTERVIEW GROUPS.

WE'RE GOING TO INTERVIEW STUDENTS THAT ARE CURRENTLY IN OUT-OF-SCHOOL SUSPENSION AND EVEN IN DAP, WE WILL IDENTIFY SCHOOLS WHERE THERE'S A LARGE NUMBER OF STUDENTS THAT ARE CONTINUALLY SUSPENDED OR PUT INTO ISS.

WE'RE GOING TO INTERVIEW THOSE STUDENTS.

THE PERSON THAT WE'RE WORKING WITH IS CURRENTLY DESIGNING WHAT THOSE INTERVIEW QUESTIONS WILL LOOK LIKE.

GOING BACK TO THE ADULT, I KNOW THAT THE OTHER STAKEHOLDER GROUPS THAT WE'RE GOING TO INTERVIEW ARE THE TEACHERS WITH HIGH NUMBER OF ISS, ENDORSE SUSPENSIONS.

I'M THINKING ABOUT A SUSPENSION OR OUT-OF-SCHOOL SUSPENSION AND ISS.

TEACHERS WITH LOW NUMBERS, PRINCIPLES WITH LOW NUMBERS, AND PRINCIPLES WITH HIGH NUMBERS.

TO THE QUESTION ABOUT HOW WE'RE LOOKING AT THAT DATA AND TALKING TO THOSE STAKEHOLDER GROUPS, THAT IS PART OF THE DESIGN PROCESS TO GO OUT AND INTERVIEW THOSE TEACHERS AND PRINCIPALS AND STUDENTS.

>> YES. THANK YOU. I THINK THAT'S A DISCRETE RESPONSE TO THE QUESTION THAT TRUSTEE HENRY POSED ABOUT WHAT ARE WE GOING ABOUT THE ADULTS THAT WE'VE IDENTIFIED ARE OVER IDENTIFYING THOSE STUDENTS AND SUSPENDING, ALL THESE OTHER THINGS.

>> WE DEFINITELY WANT TO TALK TO THEM.

I ALSO WANT TO MAKE THE POINT THAT A TEAM MEMBER ON OUR WORKING GROUP IS AN HCM TEAM MEMBER BECAUSE IN THE DIALOGUE THERE IS WHAT DOES NEW TEACHER ACADEMY LOOK LIKE? AS WE'RE ON-BOARDING NEW TEACHERS AROUND SO THAT THEY HAVE A FULL UNDERSTANDING OF WHAT OUR DISCIPLINE AND OUR CODE OF CONDUCT IS IN DALLAS ISD.

>> GREAT, WONDERFUL.

GOING ON TO ANOTHER QUESTION OF THE EXPERTISE AT THE TABLE.

I'M FAMILIAR WITH ORGANIZATIONS LIKE TEXAS APPLESEED AND THE WORK THAT THEY'VE DONE AROUND EDUCATION, JUSTICE, AND RESTORATIVE PRACTICES.

ARE THEY AT ALL A PART OF THIS PROCESS? WILL THEY BE INVITED? HOW CAN WE TAKE NATIONAL ORGANIZATIONS OR STATE-OWNED ORGANIZATIONS THAT HAVE BEEN DOING WORK ON THIS IN DALLAS ISD?

>> I MEET WITH MR. HAIRSTON EITHER TOMORROW OR TUESDAY.

MONDAYS ARE MIXED TOGETHER, BUT YES, I'M SCHEDULED TO MEET WITH HIM AS WELL BECAUSE I KNOW THAT THEY'VE DONE A LOT OF WORK ON THIS, AND SO YEAH.

>> OKAY.

>> HE'S ON MY CALENDAR.

>> OKAY. EXCELLENT.

>> GREAT. I JUST HAVE TO SAY I'M TAKING A LOOK AT SLIDE 16 IN THE QUESTIONS YOU POST THE STUDIO.

THIS IS THE LANGUAGE THAT WHEN I GET TO SIT DOWN WITH STUDENTS AND ASK QUESTIONS ABOUT THEIR EXPERIENCE, THIS ELICITS ANSWERS.

THANK YOU FOR JUST MAKING A STRAIGHT TO THE POINT, AND REALLY LET'S GET DOWN TO WHAT'S AFFECTING THEM IN THE CLASSROOM.

THANK YOU VERY MUCH FOR

>> THANK YOU. A LOT OF MY ISSUES HAVE BEEN BEEN ALREADY ADDRESSED, BUT I DO WANT TO COME BACK TO A COUPLE OF THINGS.

FIRST, I APPRECIATE THE WAY THE ADMINISTRATION HERE HAS BEEN THINKING BIG ON LOTS OF ISSUES.

THIS IS REALLY WHAT THE BOARD WANTS THE DISTRICT TO DO, IS TO MOVE FORWARD IN A BIG WAY TO ADDRESS SOME OF THESE PROBLEMS AND TO BE INNOVATIVE.

I HAVE TO SAY THAT ACROSS THE BOARD, I'VE BEEN IMPRESSED BY THE STEPS AND PROPOSALS AND INITIATIVES THAT WE'VE SEEN, NOT ONLY TODAY, BUT PARTICULARLY TODAY AND OVER THE PAST YEAR FOR SURE.

ON THE BUDGET ISSUE, THERE WAS A COMMENT IN THE PRESENTATION ABOUT A FISCAL NOTE AND I DO THINK WE HAVE TO INVEST MORE HERE.

I JUST WANTED TO POINT OUT THOUGH, THAT THERE IS SOME OFFSETS HERE.

STUDENTS ARE SUSPENDED, WE'RE NOT GETTING FUNDING FROM THE STATE.

LOOKING AT THIS CHART, IT LOOKS WE'VE HAD 8,000 SUSPENSIONS.

I DON'T KNOW EXACTLY WHAT THAT TRANSLATES INTO A BUDGETARY ESTIMATE, BUT IF THAT REDUCES STATE FUNDING BY $1,000 PER CHILD, THAT'S EIGHT MILLION DOLLARS THAT WE GET BACK BY NOT DOING THOSE SUSPENSION.

I THINK TEXAS APPLESEED, AS A MATTER OF FACT, AT ONE POINT A FEW YEARS AGO, DID SOME ESTIMATES BASED ON DISTRICT INFORMATION.

THIS IS PRIOR GOING BACK 10 YEARS, BUT IT WOULD BE GOOD TO SEE WHAT THAT ESTIMATE IS.

BUT BY KEEPING KIDS IN SCHOOL, THERE'S ADDITIONAL FUNDING THAT WOULD BE AVAILABLE, AND DWAYNE IF YOU HAVE ANY IDEA WHAT THAT NUMBER WOULD BE. APPRECIATE IT.

[04:10:05]

>> BASICALLY $35 A DAY FOR EVERY DAY THEY'RE ABSENT, JUST AT THE BASIC ALLOTMENT.

NOW OF COURSE, WE GENERALLY HAVE STUDENTS THAT HAVE MUCH MORE WEIGHTS THAN THAT.

IF YOU JUST GO UP FROM THERE, BUT THAT WOULD BE THE BARE MINIMUM IF YOU DIVIDE THE 60,140 BY 180

>> EXPECT TO GET AN ADDITIONAL FUNDING TO HELP PAY US?

>> DEPENDING ON THE NUMBER OF ABSENCES THAT WE REDUCED, THEN YOU'RE GOING TO GET THAT PROPORTIONALLY TIMES THE $35.

DEPENDING ON HOW MANY WERE ABLE TO RECOVER, IT COULD BE MILLIONS OF DOLLARS.

>> THANKS, DWAYNE. THE SECOND THING THAT I WANTED TO JUST BE CLEAR ON IS LEVEL 3 AND LEVEL 4.

I HAVE A SENSE OF WHAT LEVEL 3 AND LEVEL 4 ARE.

THOSE ARE THE VERY SERIOUS OFFENSES, THING LIKE ASSAULTS AND WORSE.

PUBLIC RUDENESS, I THINK IT'S LEVEL 3, I HAVEN'T LOOKED AT THOSE LISTS.

BUT AS WE MOVE FORWARD, I DO THINK THAT THEY'LL BE A LOT OF PEOPLE CONCERNED ABOUT A SUSPENSION BAN.

I'M IN SUPPORT OF IT, BUT I THINK A LOT OF PEOPLE WOULD BE CONCERNED ABOUT IT BECAUSE THEY DON'T REALLY KNOW WHAT'S COVERED AND WHAT'S NOT COVERED.

I APPRECIATED THE SLIDE THAT SAID LEVEL 3 AND LEVEL 4 ARE NOT COVERED.

BUT AS WE HAVE TO CONDUCT AN INFORMATIONAL CAMPAIGN TO TEACHERS AND PARENTS, THEY DON'T KNOW WHAT LEVEL 3 AND LEVEL 4 IS OFF THE TOP OF THEIR HEADS.

THEY THINK THAT A CHILD CAN NOT BE SUSPENDED, EVEN IF THEY COMMIT VIOLENT ACTS AGAINST THEY'LL BE OPPOSED WHEN THIS DOESN'T REALLY COVER THAT SITUATION.

I WOULD HOPE THAT THE MESSAGING ON THIS COULD SAY THESE THINGS ARE NOT COVERED.

ALL THESE THINGS THAT YOU'RE WORRIED ABOUT ARE NOT GOING TO BE COVERED BY A BAN.

I ALSO WANTED TO TALK ABOUT THE SUPPORTS.

WHEN I FLOATED THIS IDEA TO TEACHERS AND PRINCIPALS AND OTHER EDUCATORS, THE FIRST THING I SAY IS, WELL, WE NEED SUPPORTS.

BECAUSE WE'VE HAD SOME DISCUSSIONS ABOUT THIS IN THE PAST AND THAT PROMPTS QUESTIONS TO ME ABOUT WHERE ARE WE GOING WITH THE SUSPENSION POLICY? ARE WE REALLY THINKING ABOUT BANNING ALL SUSPENSIONS? I SAID, ''WELL, IF WE ARE CONSIDERING BANNING SUSPENSIONS AND THE ADMINISTRATION IS WORKING ON A PROPOSAL, BUT WHAT ARE YOUR THOUGHTS ON IT?'' THE FIRST THING I GET BACK IS, WELL, WE NEED SUPPORTS.

WHAT KIND OF SUPPORTS? USUALLY THE ANSWER I GET IS MORE PSYCHOLOGIST.

THAT OUR RATIO OF PSYCHOLOGIST TO STUDENTS IS WAY OUT OF WHACK THAT ONE PSYCHOLOGIST COVERS THREE SCHOOLS SOMETIMES.

I APPRECIATE THE SUGGESTION THAT WE SHOULD HAVE ONE PSYCHOLOGIST IN EACH SCHOOL, BUT I THINK WE NEED TO HAVE AS MANY PSYCHOLOGISTS IN A SCHOOL AS IS NEEDED.

YOU MIGHT NEED THREE OF THEM IN A HIGH SCHOOL, AND YOUS MIGHT BE ABLE TO HAVE AN ELEMENTARY SCHOOL SHARE WITH ANOTHER ELEMENTARY SCHOOL.

I DON'T THINK YOU NEED A FIXED NUMBER PER BUILDING.

I THINK YOU NEED TO CONSIDER DOING THAT WHERE THE NEED IS.

I THINK TRUSTEE HENRY MAKES A GREAT POINT ABOUT THE ADULTS BEING SO MUCH A PART OF WHY SUSPENSIONS ARE SO HIGH, PARTICULARLY AMONG AFRICAN-AMERICAN STUDENTS.

THE TRAINING THAT WE'VE DONE AND THE TRAINING THAT WE NEED TO DO IS SO CRITICAL TO THIS COMPONENT BECAUSE IT'S NOT ALL ABOUT THE STUDENTS AND THEIR.

HAVING ISSUES AND SOMETIMES ABOUT ADULTS MISCATEGORIZING OR MISJUDGING WHAT'S HAPPENING.

AGAIN, I THANK YOU FOR MOVING FORWARD ON THIS, GENERALLY JUST THINKING BIG ABOUT THE PROBLEMS AND ISSUES THAT WE'RE FACING. THANK YOU.

>> VERY QUICKLY. THANK YOU, PRESIDENT HENRY.

JUST PIGGYBACKING ON WHAT DAN JUST SAID AND THINKING ABOUT OUR CODE OF CONDUCT AND STATE LAW.

[04:15:06]

IF IT'S A HEALTH OR SAFETY THING, THEY'RE OUT.

PERIOD. I THINK THAT'S A GOOD WAY OF LOOKING AT IT, THAT IF IT'S THE HEALTH OF THE STUDENTS, OTHER STUDENTS OR THE TEACHER, OR THE SAFETY OF THE STUDENTS OR THE OTHER TEACHER, AND THEY DO SOMETHING THAT VIOLATES THOSE TWO THINGS.

THAT'S NOT DISCRETIONARY, THAT'S MANDATORY.

IN ORDER TO SAY THAT THIS IS NOT A SUSPENSION BAN, THOSE SUSPENSIONS EXIST NO MATTER WHAT.

HEALTH SAFETY, THEY'RE GOING TO GET SUSPENDED, THEY'RE OUT OF SCHOOL BECAUSE THEY HAVE THREATENED THE HEALTH OR SAFETY OF THEMSELVES, OTHER STUDENTS OR ADULTS IN THE BUILDING.

JUST SO THAT IT'S VERY CLEAR.

WHAT WE'RE TALKING ABOUT IS THINGS OTHER THAN THAT.

AS WE SAW HERE, KIDS LEAVE THE CAMPUS TO GO GET LUNCH.

THAT'S WHAT WE'RE TALKING ABOUT HERE.

IT'S NOT THINGS THAT IS GOING TO PUT SOMEBODY AT RISK.

I JUST WANT TO TELL A VERY QUICK STORY THAT I REMEMBER TRUSTEE SOLIS TELLING BECAUSE HE WAS A TEACHER IN MY DISTRICT, I VISITED HIM WHEN HE WAS TEACHER FOR AMERICA.

HE TELLS THE STORY AND HE DID DURING HIS CAMPAIGN MANY TIMES ABOUT WHEN HE FIRST STARTED AS A TEACHER IN A MIDDLE SCHOOL, TEACHING SOCIAL STUDIES.

HE SHOWED UP AND HE WAS ALL BRIGHT-EYED AND BUSHY TAILED AND JUMPING UP AND DOWN AND HE WAS GOING TO SAVE THE WORLD, SO HE GETS HIS ROSTER AND HE'S GETTING HIS CLASSROOM READY, AND A COUPLE OF THE VETERAN TEACHERS WALK INTO HIS ROOM AND THEY SAID, YOU'RE EXCITED AND STUFF.

"LET US SEE YOUR ROSTER." HE, SAYS, "HERE'S MY ROSTER OF KIDS." THEY WENT DOWN THE LIST AND PUT LINES THROUGH NAMES AND SAID, "YOU KNOW WHAT, DON'T EVEN BOTHER WITH THESE STUDENTS BECAUSE THEY'RE JUST NOT GOING TO MAKE IT." HE TOOK THAT AS A PERSONAL AFFRONT.

HE SAID, "YOU KNOW WHAT, I AM GOING TO MAKE SURE THAT I'M NOT PUTTING LINES THROUGH KIDS." HE HAD LIKE 99 PERCENT OF HIS KIDS PASSED THE STAAR THAT YEAR.

THE VETERAN TEACHERS HAD WALKED IN AND SAID, "THIS 25 PERCENT, THIS 30 PERCENT, DON'T EVEN BOTHER.

FOCUS ON THE OTHER KIDS." THAT'S THE REASON WHY I BRING UP THIS ADULT ISSUE BECAUSE I THINK THAT THAT'S THE KIND OF MENTALITY WE NEED TO WORK OUT OF OUR SYSTEM BY SHOWING THOSE FOLKS THAT, "HEY, THESE KIDS CAN." AND THAT'S WHAT TRUSTEE SOLIS DID IN HIS FIRST YEAR AS A TEACHER, HE PROVED THAT THOSE KIDS COULD LEARN IF SOMEBODY BELIEVED IN THEM.

I JUST HAD TO TELL THAT ANECDOTE BECAUSE I THINK IT GOES TO THE MEAT OF THIS WORK.

I REALLY APPRECIATE YOU AS DOING THIS.

THIS IS REALLY BOLD, INNOVATIVE THINKING, BUT IT'S THE RIGHT THINKING.

WE'RE NOT BEING STUPID ABOUT THIS, WE'RE BEING REALLY, REALLY SMART ABOUT IT. THANK YOU.

>> THANK YOU, TRUSTEE FLORES. THANK YOU, EVERYONE FOR THE PRESENTATION.

WE'RE GOING TO MOVE ON TO E, WHICH IS HIGH SCHOOL RE-ENGAGEMENT. DR. HINOJOSA.

>> YES, SIR. MR. PRESIDENT, MEMBERS OF THE BOARD.

WE FEEL THE NEED NOW THAT THINGS HAVE IMPROVED AS WE STARTED SEEING SIGNS IMPROVE WITH THE TURN OF THE YEAR, THE VACCINE, THE NEW ADMINISTRATION, JUST THE FACT THAT THE NUMBER OF NEW CASES WERE DIMINISHING.

IF YOU THINK ABOUT THIS SENIOR CLASS, IF YOU REALLY THINK ABOUT TJ SENIOR CLASS.

WHAT THEY WENT THROUGH IN THE TORNADO AND THE PANDEMIC, AND THEN THE SNOWMAGEDDON.

NOW, THAT THINGS ARE MUCH BETTER, HERE'S AN OPPORTUNITY FOR US TO INCENTIVIZE THE BEHAVIOR THAT WE WANT AND FOR THESE KIDS TO HAVE A SUCCESSFUL FINISH TO THEIR SCHOOL CAREER.

YOU THINK ABOUT HOW RESILIENT OUR KIDS HAVE BEEN, YOU THINK ABOUT THE TEEN BOARD.

BUT THE TEAM BOARD, THEY'RE HIGH FLYERS.

BUT WHAT ABOUT THE REST OF THE KIDS THAT ARE IN THE SENIOR CLASS? WE WENT BACK AND WE STARTED THINKING ABOUT WHAT COULD WE DO TO ENTICE, AND EXPECT, AND CAJOLE, AND IDENTIFY WAYS TO GET OUR HIGH-SCHOOL STUDENTS BACK BECAUSE THAT'S WHERE OUR BIGGEST GAP WAS.

WE HAD TO DO THE HYBRID SCHEDULE BECAUSE OF THE SOCIAL DISTANCING AND THE EARLY NUMBERS ON THAT AGE GROUP ABOUT SUSCEPTIBLE MAYBE TO COVID.

WE'VE LEARNED A LOT OF THINGS SINCE THEN, SOME OF THOSE WERE OR WERE NOT TRUE.

BUT NOW IS AN OPPORTUNITY TO TRY TO DO SOMETHING FOR THE SENIORS.

NOT ONLY THE SENIORS, BUT ANY HIGH SCHOOL STUDENT THAT WANTS TO COME BACK AND CAUGHT BACK UP.

SUSANNA CORDOVA, OR ORLANDO RIDDICK, AND MARK RAMIREZ HAVE DONE A LOT OF WORK IN THIS SPACE AND I'LL TURN IT OVER TO THEM TO GIVE YOU AN OVERVIEW

[04:20:04]

OF WHAT WE'RE TRYING TO DO AND SET OUR STUDENTS TO COME BACK.

>> GREAT. THANK YOU, DR. HINOJOSA.

THANK YOU TRUSTEES FOR THIS CHANCE TO TALK ABOUT OUR HIGH-SCHOOL RE-ENGAGEMENT STRATEGIES AND KNOWING, AS DR. HINOJOSA JUST SHARED, HOW CRITICALLY IMPORTANT IT IS FOR OUR STUDENTS TO BE ABLE TO HAVE AN IN-PERSON EXPERIENCE.

PARTICULARLY FOR OUR SENIORS, THE RITE OF PASSAGE AT THE END OF THEIR SENIOR YEAR IS SUCH A CRITICAL MOMENT.

I'M SURE ALL OF US CAN REMEMBER BACK TO MANY OF THOSE ONCE IN A LIFETIME EVENTS THAT HAPPENED AT THE END OF A SENIOR YEAR.

IN ADDITION TO ALL OF THE LEARNING, WE REALLY WANT TO MAKE SURE THAT WE'RE CREATING THOSE OPPORTUNITIES FOR OUR STUDENTS.

THERE ARE SOME REALLY SIGNIFICANT CHALLENGES THAT WE'RE GRAPPLING WITH AS WE DO THAT, BUT I REALLY WANT TO COMMEND THE TEAM FOR THE THOUGHTFULNESS THAT THEY'RE PUTTING INTO THIS AND THE HARD WORK THAT OUR SCHOOL TEAMS ARE GOING THROUGH TO MAKE THIS FUNCTION.

I'LL GO AHEAD AND TURN IT OVER TO THE TEAM TO KICK US OFF.

>> YOU HEARD EARLIER ABOUT THE FOURTH QUARTER INTERVENTIONS THAT WE BEGAN TO WORK WITH.

WE ARE GOING LITERALLY INTO OUR FOURTH QUARTER, THE OPPORTUNITY TO ENGAGE OUR HIGH SCHOOL STUDENTS AT ANOTHER LEVEL.

IT MEANS THAT THERE ARE CHALLENGES THAT WE'RE CONFRONTING, MUCH LIKE ANYONE WOULD GO INTO A FOURTH QUARTER.

BUT IT SEEMS THAT WE ARE RALLYING ALL OF OUR EFFORTS IN ORDER TO MAKE THIS AN EXPERIENCE FOR OUR SENIORS, AS THEY LAUNCH INTO THEIR LAST NINE WEEKS.

THIS OPPORTUNITY FOR OUR SENIORS IS TO RE-ENGAGE IN A NUMBER OF WAYS SO THAT WE KNOW THOSE KIDS WHO WANT TO BE ON TRACK FOR GRADUATION ARE MEETING ALL THE PARTS AND PIECES IN REGARDS TO MAKING THAT HAPPEN.

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

WHO'S GOING TO CONTINUE WITH THE PRESENTATION.

>> GOOD AFTERNOON, PRESIDENT HENRY BOARD OF TRUSTEES, DR. HINOJOSA.

OUR COMPANY SLOGAN FOR THIS IS, FINISH STRONG 21.

THE GOAL OF THE PLAN IS TO GET OUR HIGH SCHOOL STUDENTS BACK INTO CAMPUS FIVE DAYS A WEEK FOR FACE-TO-FACE INSTRUCTION FOR THE FINAL NINE WEEKS BEGINNING ON APRIL THE 12TH.

WE WANT TO FOCUS ON OUR SENIORS FIRST.

THE REASON WE WANT TO PRIORITIZE OUR SENIORS IS TWO REASONS.

NUMBER 1 IS TO GIVE THEM A MEMORABLE EXPERIENCE, LIKE MS. CORDOVA JUST SAID, PROM AND THE SENIORS ACTIVITIES SO THEY CAN FINISH OFF STRONG WITH THOSE MEMORABLE EXPERIENCES.

NUMBER 2 IS, THE CHALLENGES THAT WE HAVE, IS WE DO HAVE SOME STUDENTS THAT ARE OFF TRACK.

WE KNOW THAT OUR BEST PRACTICE TO GET OUR STUDENTS IN FRONT OF TEACHERS TO ENSURE THAT THEY HAVE FACE-TO-FACE INSTRUCTION AND TO GET THOSE STUDENTS THAT ARE OFF TRACK, BACK ON TRACK.

WE WANT AS MANY STUDENTS TO WALK ACROSS THE STAGE AND READY FOR THEIR GRADUATION CEREMONIES.

IN PLANNING WITH THE END IN MIND, OUR GRADUATION PLANS IS THIS, STARTING ON JUNE 11TH, WE DO WANT TO HAVE IN-PERSON GRADUATION FOR OUR SENIORS.

OUR PREFERRED SOLUTION IS THAT IN-PERSON GRADUATION, THAT'S WHAT WE'RE MOVING FORWARD WITH.

OUR LARGEST GRADUATING CLASSES WILL BE HOSTING THEIR GRADUATION CEREMONIES AT KINCAIDE AND COUCH STADIUM, WHICH IS AN OUTDOOR FACILITY.

WE DO HAVE SOME ALTERNATE PLAN JUST IN CASE THERE'S AN INCLEMENT WEATHER.

MOST OF OUR CAMPUSES WILL BE AT DAVIS AND LOOS FIELD HOUSE.

SAME THING THERE'LL BE FOR THOSE THAT ARE LESS THAN 400 GRADUATES WHO WILL BE THERE, WHICH IS THE MAJORITY OF OUR CAMPUSES.

THEN OUR SMALLER GRADUATING CLASSES THAT ARE 70 OR LESS, THEY WILL HAVE THEIR GRADUATION CEREMONIES AT OBAMA MALE LEADERSHIP ACADEMY.

NOW IN CASE WE DO HAVE TO PIVOT, IN CASE OUR COVID NUMBERS DO SPIKE, THEN WE DO HAVE TWO ALTERNATES.

THE FIRST ALTERNATE IS ALSO AN IN-PERSON GRADUATION, BUT IT'S ONLY GOING TO BE THE GRADUATES ONLY.

THERE WON'T BE AN AUDIENCE.

BOTH THE PREFERRED SOLUTION AN ALTERNATE ONE IS, THERE'LL BE LIVE-STREAMED BOTH THOSE OPTIONS.

IF WE DO HAVE TO PIVOT TO ALTERNATE TWO, AND THAT'S GOING TO BE VIRTUAL GRADUATION CEREMONY LIKE WE HAD LAST YEAR.

BUT WE ARE MOVING FORWARD WITH A PREFERRED SOLUTION FOR OUR GRADUATION CEREMONY, WHICH IS IN-PERSON.

WE ALSO CONSIDERED DIFFERENT DATA POINTS IN MAKING THIS DECISION.

WE LOOKED AT OUR COVID CAPACITY AND KEEP IN MIND WITH OUR COVID CAPACITY.

WE STILL KEPT THE SIX-FOOT SOCIAL DISTANCING WHEN WE LOOKED AT HOW MANY STUDENTS WE CAN ACCEPT AT EACH OF OUR HIGH SCHOOLS.

WE ALSO LOOKED AT THE CAMPUSES THAT ARE AT DIFFERENT BUILDINGS.

WE LOOKED AT THEIR CURRENT BUILDINGS THAT THEY'RE AT.

IT'S ALSO IMPORTANT TO NOTE THAT WE WILL CONTINUE TO USE OUR SAFETY MEASURES SUCH AS SOCIAL DISTANCING, MASK, SANITATION STATIONS, AS WELL AS PLEXIGLASS WILL REMAIN IN PLACE AT ALL OF OUR HIGH SCHOOLS WHEN OUR SENIORS RETURN.

IN DOING SO, THE NEXT SLIDE SHOWS OUR COVID DATA.

IT DOES SHOW THAT FROM THE BEGINNING OF THE YEAR TO NOW, WE'VE HAD SHARP DECREASES IN OUR COVID DATA.

AT THE BEGINNING OF THE YEAR, WE WERE AVERAGING ABOUT 16 CASES PER CAMPUS ACROSS THE DISTRICT.

NOW THIS DOES INCLUDE ALL CAMPUSES, ELEMENTARY, MIDDLE, AND HIGH SCHOOL.

OUR MOST RECENT DATA SHOWS THAT WE ARE AVERAGING LESS THAN ONE COVID CASE PER CAMPUS ACROSS THE DISTRICT,

[04:25:04]

AND THAT'S OUR MOST RECENT DATA AS OF MARCH.

NEXT SLIDE REFLECTS ON WITH OUR COVID NUMBERS GOING DOWN, OUR IN-PERSON LEARNERS HAS SLIGHTLY INCREASED THROUGHOUT THE YEAR.

WHEN WE FIRST STARTED, ONLY 35 PERCENT OF OUR HIGH SCHOOL STUDENTS WERE IN-PERSON AT THE BEGINNING OF THE YEAR AFTER OUR FIRST GRADIENT PERIOD, WHICH WAS IN OCTOBER.

BUT OUR MOST RECENT NUMBERS AS OF THIS PAST WEEK, WE HAVE 43 PERCENT OF OUR HIGH SCHOOL, OUR IN-PERSON AS AS WE SPEAK.

OUR CRITERIA FOR A SAFE RETURN, WE HAD TO PUT OUR STUDENTS IN THREE BUCKETS.

OUR FIRST BUCKET IS OUR SENIORS AND THAT'S GOING TO OUR CAMPAIGN TRYING TO GET OUR SENIORS BACK.

WE WANT 100 PERCENT OF OUR SENIORS BACK SO THEY CAN FINISH OFF STRONG AND BE IN-PERSON LEARNING FIVE DAYS A WEEK.

THE SECOND GROUP IS OUR NON-SENIORS.

AGAIN, 43 PERCENT INCLUDED 9TH, 10TH, AND 11TH GRADERS.

WE DO HAVE 9TH, 10TH,AND 11TH GRADERS THAT ARE SELECTED TO BE ON-CAMPUS. WE WANT THEM.

IF THEY'RE ALREADY ON-CAMPUS, I'LL JUST CHANGE THEIR DESTRUCTION, WHERE INSTEAD OF GOING THERE TWO DAYS A WEEK, THEY'RE ALSO THERE FIVE DAYS A WEEK. THEN THE THIRD GROUP.

THE THIRD GROUP VARIES DEPENDING ON SIZE AND DEPENDING ON CAPACITY FOR EACH CAMPUS.

WE WANT TO INVITE AS MANY STUDENTS BACK AS POSSIBLE THAT ARE NON-SENIORS THAT ARE TIER 3 AND THE PRESENTATION THAT YOU HEARD TODAY MITIGATING LEARNING LAST SUMMER SCHOOL IS WHY WAIT.

IF WE HAVE SPACE THAT WE CAN SAFELY BRING BACK OUR STUDENTS, WHY WAIT.

LET'S BRING THEM BACK NOW SO WE CAN START THOSE INTERVENTIONS EARLY AND NOT WAIT FOR SUMMER OR AUGUST WHEN ALL THE STUDENTS RETURN.

SOME CAMPUSES BASED ON TIER 3, THEY WILL BE ABLE TO BRING, DEPENDING ON THE NUMBER, A CERTAIN NUMBER OF TIER 3 STUDENTS BACK THERE ON 9TH, 10TH, AND 11TH GRADERS.

WE ALSO WANTED TO GET FEEDBACK WE DID SEND OUT A PARENT SURVEY.

THE SURVEY WAS FROM MARCH 29TH THROUGH APRIL THE 4TH.

IT WAS WHEN IT WAS OPENED.

WE JUST ASKED, WE WERE TRYING TO GET A SENSE OF WHAT OUR PARENTS THOUGHT ABOUT BRINGING THEIR STUDENTS BACK TO FOR ON-CAMPUS LEARNING.

THAT DATA IS IN THE APPENDIX FOR ALL YOU TO SEE.

NEXT SLIDE IS, HERE'S WHAT WE'VE DONE SO FAR.

THIS WORK ON THIS PEN BEGAN BACK IN MARCH.

WE DID MEET WITH EDS, WITH HIGH SCHOOL PRINCIPALS.

WE RECEIVE FEEDBACK FROM THEM.

WHAT ARE THE PROS, WHAT ARE THE CONS? WHAT ARE SOME QUESTIONS THEY MAY STILL HAVE? WE ALSO WORK WITH COMMUNICATIONS TO COME UP WITH OUR CAMPAIGN OR SLOGAN.

YOU CAN SEE IT ON THE TOP RIGHT, OUR FINISH STRONG 21 LOGO.

ALL THIS TO PREPARE FOR ARE APRIL THE 12TH.

RIGHT NOW OUR EDS ARE WORKING WITH OUR PRINCIPALS TO PLAN OUT WHAT IS APRIL THE12TH LOOK LIKE.

RIGHT NOW WE DO HAVE CREATIVE IDEAS AGAIN, I'M THINKING ABOUT IT LIKE A RE-DO OUR FIRST DAY OF SCHOOL FOR OUR SENIORS ON APRIL THE 12TH.

SOME SCHOOLS HAVE AGAIN, THEIR BANDS PLAYING OR CHEERLEADERS ARE GOING TO BE THERE, DJS TRYING TO PUMP IT UP FOR OUR SENIORS.

WE'RE ALSO USING OUR SENIOR ACTIVITIES AS INCIDENCE, PROM, JUST SENIOR ACTIVITIES FOR OUR STUDENTS SO THEY CAN RETURN TO IN-PERSON INSTRUCTION.

ALSO WANT TO HIGHLIGHT PRINCIPAL WEAVER AT LINCOLN.

SHE ACTUALLY STARTED THIS WORK A COUPLE OF WEEKS AGO.

AT OUR CAMPUS, SHE REACHED OUT TO A CERTAIN GROUP OF SENIORS AND SHE WAS ABLE TO GET EIGHT PERCENT OF THOSE SENIORS TO RETURN JUST ON ON HER REACHING OUT TO THOSE STUDENTS.

THAT'S BEEN A SUCCESS THAT I WANTED TO SHARE THEN THE LAST SLIDE HERE IS TIMELINE FOR A KEY DECISIONS.

THIS SHOWS THE KEY DECISIONS THAT WE'VE MADE OVER THE PAST FEW WEEKS.

ALL THESE DECISIONS TO PREPARE FOR APRIL THE 12TH.

HERE'S WHAT WE WANT. WE NEED OUR STUDENTS BACK IN-PERSON AND LOOKING FORWARD TO APRIL THE 12TH FOR OUR FIRST DAY OF SCHOOL FOR OUR SENIORS.

THANK YOU.

>> BEFORE WE CLOSE OUT, I DO JUST WANT TO CALL OUT A COUPLE OF DATA POINTS THAT I THINK ARE REALLY IMPORTANT.

YOU'LL NOTE IN THE APPENDIX THE FEEDBACK THAT WE GOT FROM PARENTS.

RIGHT NOW, WE DO HAVE A LARGE NUMBER OF PARENTS WHO ARE LETTING US KNOW THAT THEY'RE UNCOMFORTABLE SENDING THEIR KIDS BACK IN PERSON.

UNFORTUNATELY, WE DIDN'T HAVE AN OPEN COMMENT SECTION IN THE SURVEY.

WE'VE REALLY TRIED TO DIG INTO WHAT IS MAKING PEOPLE UNCOMFORTABLE.

DEFINITELY WERE PEOPLE WHO ARE CONCERNED ABOUT THE HEALTH AND SAFETY CONCERNS.

I THINK WE'VE GOT VERY STRONG EVIDENCE THAT WE CAN SHARE WITH OUR FAMILIES ABOUT WHY SCHOOL IS SAFE.

CERTAINLY, THE CDC WE ARE PLANNING WITH OUR DENSITY CONSIDERATIONS, SOCIAL DISTANCING AT SIX FEET.

THE CDC NO LONGER REQUIRES SIX FEET AND SO IN SOME OF OUR SCHOOLS, WE WILL BE ABLE TO HAVE STUDENTS CLOSER TOGETHER AS LONG AS WE CONTINUE TO USE MASKS AND PRACTICE GOOD HYGIENE, WE CAN USE THE THREE FEET OF SOCIAL DISTANCING.

I THINK THAT WILL HELP, CERTAINLY.

BUT A LOT OF THE FEEDBACK THAT I'VE ALSO HEARD IS

[04:30:02]

FEEDBACK AROUND CONCERNS ABOUT WHAT'S THE MODE OF INSTRUCTION.

I DO JUST WANT TO SHARE, I HAD A CONVERSATION WITH TRUSTEE MARSHALL AND HE WANTED TO MAKE SURE THAT I SHARED THIS FEEDBACK.

THIS IS ON THE RECORD THAT MANY OF THE CONCERNS THAT HE IS HEARING AND I FOLLOWED UP WITH SEVERAL PARENTS AS WELL, IS THAT THEY'RE CONCERNED THAT THEIR STUDENTS, IF THEY COME BACK IN PERSON, THEY'RE ANXIOUS TO COME BACK IN PERSON, BUT NOT IF WHAT HAPPENS IN CLASS IS WHAT IS CURRENTLY HAPPENING AT HOME, WHICH IS STUDENTS IN CLASS AND STUDENTS AT HOME ARE ALL PLUGGED INTO THEIR COMPUTERS AND THE DELIVERY MODE IS ONLY THROUGH ZOOM OR THROUGH TECHNOLOGY.

I HAVE BOTH READ MANY OF THE EMAILS FROM PARENTS AS WELL AS REACHED OUT TO PRINCIPLES TO GET FEEDBACK ON THIS.

I THINK IT'S REALLY IMPORTANT THAT WE ARE SHARING PUBLICLY, THAT WE WANT TO ENSURE THAT WE ARE CREATING LEARNING SPACES THAT DO THE FOLLOWING THINGS THAT FOLLOW THE HEALTH AND SAFETY GUIDELINES, INCLUDING THE SOCIAL DISTANCING REQUIREMENTS AND HYGIENE THAT CREATE OPPORTUNITIES FOR REAL, MEANINGFUL LIVE INTERACTION FOR STUDENTS IN PERSON.

WE WILL CONTINUE TO USE TECHNOLOGY.

WE PROBABLY WON'T MOVE AWAY FROM IT, BUT WE WANT THE PRIMARY MODE OF INSTRUCTION FOR IN-PERSON LEARNING TO BE IN-PERSON.

I'M ASSUMING THAT'S REALLY IMPORTANT AND THAT IT'S ACTIVE LEARNING.

BUT WE ALSO AT THE SAME TIME WANT TO ENSURE THAT OUR STUDENTS WHO CAN'T OR WON'T BE RETURNING TO IN-PERSON LEARNING ALSO HAVE QUALITY LEARNING EXPERIENCES.

WE WILL CONTINUE TO HAVE OPPORTUNITIES FOR SOME LIVE INSTRUCTION, ALSO, ASYNCHRONOUS AND OFFICE HOURS FOR OUR STUDENTS WHO DON'T COME BACK IN PERSON.

I WANT TO JUST NAME, WE'VE LEARNED A LOT IN OUR ELEMENTARY SCHOOLS WHERE THE MAJORITY OF OUR STUDENTS ARE IN-PERSON.

WE HAVE BEEN ABLE TO CREATE ACTIVE LEARNING ENVIRONMENTS AND WE WANT TO MAKE SURE THAT WE'RE IMPORTING THOSE STRATEGIES INTO OUR SECONDARY SCHOOLS AND HIGH SCHOOLS IN PARTICULAR, TO MAKE SURE THAT THE EXPERIENCE WHEN YOU'RE IN-PERSON REALLY DOES GET BACK TO ALL OF THE BENEFITS OF IN-PERSON LEARNING.

>> MS. CORDOVA, WOULD YOU MIND ME ADDING BECAUSE JUST ON THE PARENT SURVEY, WE DID NOT ASK AN OPEN-ENDED QUESTION.

BUT ONE OF THE QUESTIONS THAT WE ASK IS, WHAT ARE SOME FACTORS THAT WOULD MAKE YOU FEEL MORE COMFORTABLE IN YOUR STUDENTS RETURNING.

THERE'S THREE THINGS THAT CAME OUT OF THAT QUESTION.

NUMBER 1 IS KNOWING SPACES ARE CLEAN AND SANITIZED DAILY.

MAINTAINING SOCIAL DISTANCING PROTOCOL WAS NUMBER 2.

NUMBER 3 WAS KNOWING THAT MANDATORY SYMPTOM CHECKS ARE REQUIRED BEFORE ENTERING THE CAMPUS.

THAT'S GOING TO HELP THIS IN OUR MESSAGING AS WE DO OUR COMMUNICATIONS CAMPAIGN TO MAKE SURE THAT WE HIGHLIGHT THOSE THREE THINGS BECAUSE WE ARE DOING THOSE THREE THINGS.

THE MAIN CONCERN THAT ALSO CAME UP IS THE SECOND QUESTION, WHAT ARE THE MAIN CONCERNS THAT YOU HAVE? TWO THINGS THAT I WANT TO HIGHLIGHT THERE, HEALTH AND SAFETY REGULATIONS NOT BEING FOLLOWED.

NUMBER 2, THE CAMPUS BEING NOT PROPERLY DISINFECTED.

THOSE ARE SOME OF THE QUESTIONS OR COMMENTS THAT THE PARENTS MADE.

>> THANK YOU. TRUSTEE MACKEY, FOLLOWED BY FLORES.

>> THANK YOU-ALL FOR THE PRESENTATION.

I KNOW I'VE HAD A NUMBER OF QUESTIONS THAT CAME UP AND THANK YOU, CHIEF RIDDICK, FOR GETTING A LOT OF ANSWERS, BUT I THINK YOU'VE ANSWERED A LOT OF THEM, BUT I'M GOING TO ASK THEM OF THEM AGAIN JUST TO MAKE SURE THAT EVERYTHING IS CLEAR.

WE'RE MOVING AWAY FROM THE HYBRID.

THERE WON'T BE HYBRID ANY LONGER.

ANY STUDENT WHO IS CURRENTLY OPTED INTO ON-CAMPUS INSTRUCTION AS PART OF THE HYBRID THEY'LL BE ABLE TO CONTINUE ON CAMPUS, BUT THERE'LL BE THERE FIVE DAYS A WEEK INSTEAD OF A HYBRID. IS THAT CORRECT?

>> CORRECT.

>> OKAY. THEN STUDENTS WHO WHOSE PARENTS DECIDE THAT THEY ARE NOT COMFORTABLE, THEY HAVEN'T BEEN ABLE TO GET A VACCINE, NOT COMFORTABLE SENDING TO CAMPUS, THEY WILL STILL BE ABLE TO CHOOSE TO KEEP THEIR STUDENTS VIRTUALLY FIVE DAYS A WEEK. IS THAT CORRECT?

>> CORRECT. WE FEEL IN-PERSON IS OPTIMAL FOR STUDENTS, BUT YES, IF THAT IS A FAMILY'S CHOICE, WE WOULD ADHERE TO IT.

>> YEAH. OKAY. I WANT THAT TO BE CLEAR.

I LOVE THAT WE'RE GOING TO INVITE THEM.

I LOVE YOUR EXAMPLE OF THE PRINCIPAL CALLING STUDENTS AND SAY, HEY, WE WOULD LOVE FOR YOU TO COME BACK AND HERE'S WHY AND THAT BRINGS A BIG BOON TO IT.

THERE'S A LOT OF THINGS THAT SEEM TO HAPPEN BETWEEN THE DECISIONS AND HOW IT'S SOMETIMES ROLLS OUT.

SOMETIMES IT'S A PARENT'S HEARING DIFFERENT THINGS OR TALKING AMONGST ONE ANOTHER OR WHATNOT.

BUT I JUST WANT TO MAKE SURE THAT WE DO EVERYTHING WE CAN TO WHILE WE CAN ENCOURAGE AND SHOULD ENCOURAGE STUDENTS TO COME BACK, THAT PARENTS DON'T FEEL THREATENED OR STUDENTS DON'T FEEL THREATENED.

IF YOU DON'T COME BACK, YOU CAN'T TAKE PART IN THIS, THIS, AND THAT, AND WE'RE NOT DOING THAT, CORRECT?

>> WE ARE NOT.

>> OKAY. I DID SEE THAT'S GOING TO BE IMPORTANT FOR US TO CONSIDER.

WE SHOULD INVITE THEM, REACH OUT TO THEM AND I THINK THAT'LL MAKE A BIG IMPACT.

>> SURE. I DO WANT TO NAME, WE WILL HAVE EVENTS DURING THE DAY THAT IN-PERSON STUDENTS WILL BE ABLE TO PARTICIPATE IN, AND IF YOU'RE NOT IN PERSON, YOU WON'T BE ABLE TO PARTICIPATE IN THOSE IN-PERSON EVENTS.

>> GOT YOU. THAT MAKES TOTAL SENSE.

>> THE PROM, GRADUATION, YOUR STATUS IS NOT IMPACTED BY THEM.

>> THE PROM AND GRADUATION, THOSE BIG SENIOR EVENTS,

>> YEAH. THAT'S RIGHT.

>> CORRECT.

[04:35:01]

>> BUT IF THEY HAVE A SENIOR BREAKFASTS DURING THE SCHOOL DAY, OBVIOUSLY, IF YOU'RE NOT IN-PERSON, YOU CANNOT TAKE PART.

I UNDERSTAND THAT I THINK THAT'S JUST IMPORTANT FOR US TO DISCUSS.

THEN THE LAST PIECE THAT I HAVE HERE IS, ARE WE DOING EVERYTHING POSSIBLE TO MAKE SURE GRADUATIONS TAKE PLACE IN PERSON? IT SOUNDS LIKE THAT'S OPTION NUMBER 1.

I WANTED TO UNDERSCORE THAT, I THINK THAT'S INCREDIBLY IMPORTANT.

WE'VE HAD STUDENTS INVOLVED IN EXTRACURRICULAR ACTIVITIES, SPORTS ALL YEAR LONG, ETC.

WE SHOULD BE DOING EVERYTHING WE CAN.

IT SOUNDS LIKE WE ARE, BUT I KNOW A BAD GOTTEN TONS OF QUESTIONS ABOUT THAT AND PEOPLE ARE ANXIOUS TO KNOW, SO I'M GLAD TO KNOW IF WE'RE GOING THAT DIRECTION. THANK YOU FOR THAT.

>> THANK YOU, TRUSTEE MACKEY. TRUSTEE FLORES FOLLOWED BY TRUSTEE FOREMAN

>> COULD YOU GO BACK TO SLIDE 5 OR PAGE 5? JUST LOOK AT THE REPORTED CASES.

THERE ARE DROPPING LIKE A ROCK.

I MEAN, FIRST OF ALL, SO LET'S BE CLEAR THAT THE REPORTED CASES ARE OF OUR SCHOOL WE'RE DOWN TO 0.36, AVERAGE CASES PER CAMPUS, SO POINT 36 DOZENS THE ENTIRE SCHOOL DISTRICT, SO THAT'S PRETTY RARE.

ALL OUR TEACHERS HAVE BEEN IMMUNIZED NOW.

I UNDERSTAND ARE PRETTY CLOSE.

>> I WOULDN'T GO ALL BUT I SAID THAT ALL BEEN OFFERED THE OPPORTUNITY.

>> ALL THAT HAD BEEN OFFERED THE OPPORTUNITY AND THEY'VE OPTED TO RECEIVE IT THE CDC GUIDELINES ARE THAT WITH THREE FEET OF SPACE, SO IS THE PERCENT THAT YOU'RE USING THAT 60 PERCENT, IS THAT USING THE THREE FEET OR THE SIX FEET? YOUR CAPACITY NUMBER?

>> THAT'S USING THE SIX FEET.

>> SO WE USED INSTEAD THE CDC GUIDELINE, THREE FEET, WE COULD ACTUALLY HAVE MORE STUDENTS ON CAMPUS?

>> CORRECT. WE HAVE A COUPLE OF CAMPUSES THAT ARE CLOSE TO THAT OVER A 100 PERCENT CAPACITY.

WHAT WE'RE LOOKING AT THOSE CASE-BY-CASE AND LOOKING AT THAT THREE-FOOT AS AN OPTION.

>> MY KIDDO WENT TO BOOKER T. I MEAN, THAT'S THE KIND OF PLACE WHERE YOU DO HAVE TO BE THERE.

I GUESS YOU COULD DO BALLET CLASS REMOTELY, BUT, IT'S ONE OF THOSE THINGS THAT YOU REALLY GOT TO HAVE TO PARTICIPATE.

PARTICIPATORY ACTIVITY.

SINCE WE REOPEN SCHOOLS, JUST TO BE VERY CLEAR, WE SANITIZE EVERY CLASSROOM EVERY DAY, AND WE HAVE PPE, AND GOOP, AND CLEANSING STUFF IN EVERY CLASSROOM.

>> THAT'S CORRECT. I'VE YET TO ENTER A SCHOOL WHERE I HAVE NOT BEEN STOPPED TO HAVE MY TEMPERATURE CHECKED, EVERY SINGLE SCHOOL.

>> I GET TEMPERATURE CHECK WHEN I WALK IN HERE.

>> EXACTLY.

>> YES, SIR.

>> JUST TO ASSUAGE SOME OF THE CONCERNS, BECAUSE CLEARLY THE SURVEY SHOWED THE CONCERNS AND THEY WOULDN'T HAVE THAT CONCERNED IF THEY KNEW THAT EVERY PERSON GETS CHECKED FOR SYMPTOMS EVERY SINGLE DAY BEFORE THEY WALK IN THE BUILDING.

I MEAN, WHEN I WAS AT TJ AT THE BEGINNING OF THE YEAR WHEN THEY REOPEN ON THE FIRST DAY, I MEAN, EVERY KID GOT GUNNED AND CHECKED FOR TEMPERATURE.

THE CLASSROOMS WERE CLEAN AND CLEANED AS THEY ALL ANYWAY, BUT WITH SPECIAL EMPHASIS, THERE WAS PPE, THERE WERE DIVIDERS.

>> EXTRA MASKS, HAND SANITIZER STATIONS ALL THROUGHOUT THE BUILDINGS.

>> THE CLEANING THROUGH THE MAINTENANCE TEAM THAT HAPPENS WEEKLY THAT DOES DEEP CLEAN WITH CAMPUSES AS WELL AS THE DAILY CLEAN THAT'S OCCURRING ON THE CAMPUS LEVEL.

>> WE DO DAILY CLEANING PLUS WEEKLY DEEP CLEANING.

IT'S A BODILY ION SPRAY OR SOMETHING WHICH IS LIKE SUPER-DUPER EXCESSIVE, BUT THAT'S GOOD.

IT SEEMS TO ME THAT IN TERMS OF THE CONCERNS THAT WE'RE SEEING DURING THE SURVEY, A KID GETS CHECKED EVERY SINGLE TIME THEY TRY TO COME IN THE BUILDING, EVERY DAY.

THERE'S DAILY CLEANING AND THE CLASSROOMS, THERE'S PPE, THERE ARE DIVIDERS, AND THERE'S DEEP CLEANING EVERY WEEK.

I JUST WANT TO MAKE SURE THAT IT'S CLEAR THAT IT'S OUT THERE, THAT WE'RE ON THE RECORD SAYING THIS AND THAT THOSE PARENTS THAT HAVE THAT CONCERN SAY, HEY, WAIT A MINUTE.

THE QUESTION WAS ASKED AND IT WAS ANSWERED.

YES. WHERE DO WE END OF THEIR CONCERNS? BECAUSE I'VE RECEIVED EMAILS ABOUT CONCERNS.

I KNOW I'VE REACHED OUT TO DAVID BATES' SHOP AND THEY WENT BACK IN AND DOUBLE-CHECKED AND MADE SURE THAT THEY'VE PLENTY OF PPE, THEY'VE PLENTY OF MASKS, THEY HAVE PLENTY OF GOOP.

I'M VERY COMFORTABLE, I AM VERY HOPEFUL THAT WE WILL START THE NEXT YEAR 100 PERCENT IN PERSON, STARTING IN AUGUST.

HOPEFULLY, WITH REACHING HARD IMMUNITY IN THE UNITED STATES, WHICH WE'RE CERTAINLY ON TRACK TO DO GIVEN THE FOUR MILLION VACCINES THAT ARE BEING HANDED OUT EVERY YEAR AND THE FOUR AVAILABLE VACCINES DOWN.

I'M VERY HOPEFUL THAT THAT'LL BE, I MEAN, WE'LL JUST HAVE TO WAIT AND SEE, BUT I AM VERY OPTIMISTIC ABOUT THAT POSSIBILITY.

THANKS FOR THIS WORK. I'M GLAD TO GET THE KIDDOS BACK IN THE BUILDING AND

[04:40:03]

HOPEFULLY THE VAST MAJORITY OF OUR SENIORS WILL TAKE ADVANTAGE OF THE OPPORTUNITY. THANK YOU.

>> IF I COULD JUST ADD, I'D LOVE TO PUT IN A PLUG TO ENCOURAGE OUR FAMILIES TO CONSIDER VACCINATING THEIR STUDENTS WHO ARE 16 AND OVER.

DALLAS COUNTY STILL HAS LOTS OF AVAILABILITY FOR VACCINATIONS, AND SO IF PARENTS WANT THAT ADDED LEVEL OF SECURITY, A VACCINATION MAY HELP OUT.

>> THANK YOU, TRUSTEE FLORENCE AND THANK YOU FOR THAT VERY GOOD PLUG. TRUSTEE FOREMAN.

>> I'M SORRY, I WAS OUT OF THE ROOM, BUT I DID HEAR SOME THINGS AND I JUST HAVE MAYBE THREE QUESTIONS.

ONE IS, HAVE WE MADE THE DECISION AS OF THIS DATE THE GRADUATIONS WILL BE IN-PERSON? THAT DECISION HAS BEEN MADE?

>> YES, MA'AM. THIS LIVE SHOWS THAT THAT IS OUR PREFERRED SOLUTION THAT WILL BE MOVING FORWARD WITH THIS, WHICH IS AN IN-PERSON GRADUATION THAT'S LIVE STREAMED AS WELL, BASED ON THE NUMBER OF TICKETS THAT A STUDENT WOULD RECEIVE FOR FAMILY MEMBERS TO ATTEND.

>> WHAT I HEAR IT'S OUR PREFERRED?

>> YES, MA'AM.

>> ONE OF THE THINGS THAT I'VE HAD A LOT OF QUESTIONS FROM STUDENTS, PARTICULARLY, AND PARENTS IS THAT THEY WANT AN IN-PERSON GRADUATION.

THEY MIGHT NOT BE HAPPY ABOUT FOUR TICKETS.

BUT IF THEY GET AN IN-PERSON GRADUATION, I THINK THAT WILL HELP TO BEING MORE EXCITED ABOUT DISD.

>> YES, MA'AM.

>> THAT'S WHY IT'S CALLED PREFERRED.

WE GOT TO HAVE A CAVEAT IN CASE SOMETHING GOES BAD, WHICH I WERE SERIOUSLY DOUBT WILL HAPPEN, THAT WE HAVE TWO OTHER ALTERNATE, BUT WE ARE EXPECTED TO HAVE IN-PERSON.

>> I THINK MOST REASONABLE PEOPLE KNOW IF SOMETHING BAD HAPPENS THAT YOU CAN'T, BUT THAT'S A BIG ISSUE.

LAST YEAR WAS A DISASTER FOR SOMETHING NO FAULT OF OURS, BUT UNFORTUNATELY IT WAS.

I JUST WANTED TO MAKE SURE THAT I UNDERSTOOD AND HEARD THAT CORRECTLY, SO WHEN I GO AND TELL THEM, I WON'T HAVE TO EAT MY WORDS.

>> NO, MA'AM.

>> GOOD. BECAUSE IF I DO, MR. RIDDICK, THE NEXT TIME WE MEET, IT WON'T BE HAPPY.

>> I REALIZE IT.

>> FROM TEACHERS AND PEOPLE THAT WORK IN THE BUILDINGS, IS THEY DO HAVE SOME CONCERNS ABOUT OUR PROTOCOL.

WHAT I DIDN'T SEE WAS, I KNOW WE SURVEYED THE STUDENTS, BUT I THINK IT WOULD HAVE BEEN GOOD TO SURVEY THE PEOPLE WITHIN THE BUILDING THAT MIGHT JUST GO TO THAT PRINCIPAL OR THE EXECUTIVE DIRECTOR.

BUT TO GET SOME SENSE OF HOW THOSE TEACHERS ARE FEELING AND WHAT THEY FEEL LIKE, AND NOT JUST TEACHERS, THEY COULD BE OFFICE WORKERS, JANITORS, WHOEVER, A SENSE OF HOW THEY FEEL AND WHAT WE COULD DO TO IMPROVE WHAT WE'RE TRYING TO DO IN TERMS OF GETTING OUR STUDENTS BACK.

I THINK IT'S ALL HANDS ON DECK.

>> SURE.

>> GETTING EVERYBODY'S INPUT, I THINK IT'S GOING TO BE EXTREMELY IMPORTANT TO GET OUR CHILDREN BACK IN THE BUILDING.

THEN THE LAST THING IS THAT, ANOTHER CONCERN THAT I HAVE HEARD IS THAT OUR REPORTING OF THE COVID CASES WITHIN OUR DISTRICT ARE NOT ALWAYS ACCURATE OR TIMELY.

TO BE ABLE TO ASSURE PEOPLE THAT WE ARE TRYING TO DO WHAT'S RIGHT, I THINK MAYBE WE MIGHT NEED TO LOOK AT HOW WE'RE REPORTING AND WHEN WE'RE REPORTING.

THEN LET THE PUBLIC KNOW WHAT WE'RE DOING, SO THAT THERE'S NO ANTICIPATION THAT IF WE FIND OUT TODAY THAT WE TELL THE PUBLIC TODAY BECAUSE THERE MIGHT BE A WAITING TIME TO MAKE SURE OF WHAT'S GOING ON.

BUT I DON'T THINK THE PUBLIC NOR THE STAFF REALLY UNDERSTANDS OUR REPORTING PROCESS.

THAT'S JUST SOMETHING I THINK YOU MIGHT WANT TO LOOK AT AS WE GO THROUGH THIS PROCESS OF TRYING TO ENSURE OUR STUDENTS AND THE PARENTS THAT EVERYTHING IS GOING TO BE AS SAFE AS POSSIBLE, THAT WE HAVE THOSE CONTROLS, SO WE'LL KNOW EXACTLY WHAT WE'RE DOING.

>> THANK YOU.

>> THANK YOU.

>> THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN. TRUSTEE MACKEY.

>> THANK YOU. I THINK THAT THIS IS A GOOD PREFERRED PLAN TO HAVE BEEN KNOWLEDGE THAT WE HAVE THE FOURTH WAVE HITTING THE DALLAS AREA THAT WE MIGHT HAVE TO THINK IT, BUT I THINK THIS IS SOMETHING WE REALLY DO NEED TO SHOOT FOR.

[04:45:03]

YOU INDICATED THAT EVERY TEACHER WHO WANTED TO BE VACCINATED HAS BEEN VACCINATED.

IS THAT ALSO TRUE FOR STAFF?

>> TRUSTEE MICCICHE, ANY STAFF MEMBER CAN GET VACCINATED AND WE HAVE A PARTNERSHIP WITH PARKLAND, THE COUNTY, METHODIST HOSPITAL, WALMART.

YES, IF THEY WANT TO GET VACCINATED, THEY CAN.

COMMUNICATIONS HAS DONE A GREAT JOB IN PUSHING ALL OF THE INFORMATION OUT.

ALSO, BEING ON THE PHONE TO WORKING WITH PEOPLE TO ENSURE THAT THEY HAVE THE INFORMATION NEEDED.

>> GREAT. THAT'S GREAT TO HEAR.

IT'S ACTUALLY SHOCKING WHEN YOU CONSIDER WHERE WE WERE JUST A COUPLE OF MONTHS AGO AND THINKING THAT IT WOULD TAKE MUCH LONGER TO DO THIS.

THE PLAN FOR SENIORS IS TO HAVE THEM BACK ON APRIL 12TH.

HOW MANY WEEKS WOULD THEY HAVE IN-PERSON FROM APRIL 12TH GOING FORWARD? IS THAT 6, 7, 8 WEEKS?

>> I THINK IT'S NINE WEEKS.

>> IT'S NINE WEEKS. NOT THAT YOU ASK THAT QUESTION OR ANYTHING, JUNE 11TH IS THE LAST DAY FOR SENIORS, SO IT'S A FINAL NINE WEEKS OF SCHOOL.

>> THAT'S ACTUALLY A MEANINGFUL PERIOD OF TIME TO BE BACK.

THAT'S GREAT.

I HAD THE CHANCE TO VISIT A COUPLE OF SCHOOLS THIS WEEK.

I'VE BEEN FULLY VACCINATED.

THAT'S THE FIRST TIME I'VE BEEN TO INSIDE THE SCHOOLS IN OVER A YEAR, AND I WAS REALLY AMAZED AT HOW WELL THE PROTOCOLS WERE BEING FOLLOWED.

YOU JUST WALK DOWN THE HALL AND PEEK IN THERE, EVERY KID HAS A MASK ON AND IT'S ALL THE WAY UP, AND THERE ARE THESE BOTTLES OF HAND SANITIZER EVERYWHERE.

THESE KIDS WOULD BE WALKING DOWN THE HALLS, THEY WOULD BE THE RIGHT DISTANCE APART.

I WAS HOPING THAT WOULD BE THE CASE, BUT I HAD MY DOUBTS UNTIL I SAW IT AND NOT JUST IN ONE SCHOOL.

YOU GUYS HAVE DONE A GREAT JOB IN MAKING SURE THAT THESE PROTOCOLS HAVE BEEN FOLLOWED.

I DID GET A TEXT FROM A STUDENT WHO SAID, "PLEASE DON'T TAKE AWAY MY HYBRID." THIS IS, I GUESS A SENIOR.

I'M NOT SURE. BUT THERE ARE SOME STUDENTS APPARENTLY THAT WANT TO CONTINUE COMING IN TWO DAYS A WEEK AND BEING HYBRID THE REST OF THE TIME.

I DON'T KNOW WHAT THE POPULATION OF STUDENTS ARE THAT WANT TO DO THAT AND WE CAN'T ALWAYS GIVE EVERYBODY WHAT THEY WANT.

BUT WHAT ARE YOU SEEING IN TERMS OF RESISTANCE TO GOING BACK FULL TIME WHEN STUDENTS ARE ALREADY GOING BACK TWO DAYS A WEEK?

>> WE'RE TRUSTING HQ WITH THAT. AGAIN, WE'VE BEEN MESSAGING.

AGAIN, WE DO WANT 100 PERCENT OF OUR SENIORS BACK AND THAT'S WHAT WE WANT.

THAT'S WHAT WE'VE PUSHING OUT, BUT WE ALSO UNDERSTAND THERE ARE SOME HARDSHIPS WITH CERTAIN SENIOR, CERTAIN STUDENTS.

WE'VE BEEN ASKING THOSE STUDENTS TO REACH OUT TO THOSE PRINCIPALS AND JUST WORK WITH THEM ON A CASE-BY-CASE BASIS, DEPENDING ON WHERE THE HARDSHIP IS.

AGAIN, IF THEY'RE OFF TRACK, MEETING WITH THE PARENTS TO SEE WHAT ARE SOME OPTIONS? WHAT ARE SOME ALTERNATIVES THAT WE CAN THINK TO WORK WITH THE STUDENT TO MEET THEIR NEEDS, BUT ALSO TO MAKE SURE THAT THEY'RE ON TRACK FOR GRADUATION?

>> I THINK WE'RE ALSO HEARING ANECDOTALLY THAT STUDENTS HAVE BECOME ACCUSTOMED TO THIS APPROACH.

PARTICULARLY IF THE EXPERIENCE IN SCHOOL DOESN'T CHANGE, THEY DON'T FEEL MOTIVATED ABOUT COMING INTO SCHOOL, PLUGGING INTO A LAPTOP, WEARING HEADPHONES AND ENGAGING IN A ZOOM LESSON.

THAT DOESN'T FEEL LIKE LIVE INSTRUCTION.

THAT'S REALLY WHY WE'RE TRYING TO PUSH THE CONCEPT OF LET'S MAKE SURE THAT LIVE INSTRUCTION IN OUR HIGH SCHOOLS ACTUALLY FOCUSES ON LIVE INTERACTION.

OUR ELEMENTARY SCHOOLS HAVE DONE A GREAT JOB OF DOING THIS.

KIDS TURN AND TALK THROUGH PLEXIGLASS.

IT FEELS AND LOOKS A LOT LIKE SCHOOL, EXCEPT FOR THE MASKS AND THE PLEXIGLASS.

WE'RE REALLY TRYING TO REPLICATE THAT SAME EXPERIENCE IN SECONDARY FOR OUR STUDENTS WHO COME IN LIVE.

WE KNOW THAT THERE ARE GOING TO BE KIDS WHO ARE NOT ABLE TO COME IN FOR A VARIETY OF DIFFERENT REASONS, AND WE REALLY WANT TO MAKE SURE THAT THE FOCUS IS ON HOW DO WE HAVE QUALITY INTERACTIVE EXPERIENCES IN PERSON.

>> SURE. THANK YOU. THE LAST QUESTION IS,

[04:50:02]

IF PARENTS WANT THEIR STUDENTS TO CONTINUE VIRTUALLY, THAT WILL CONTINUE TO BE AN OPTION?

>> YES, SIR. IT IS.

OPTIMALLY, WE'D LIKE THEM TO BE ON THE CAMPUS TO HAVE THE SENIOR EXPERIENCE WITHIN THE LAST NINE WEEKS, BUT THAT CERTAINLY IS AN OPTION.

IT'S SOMETHING WE'RE GOING TO HAVE TO MONITOR AS WELL SO THAT AS STUDENTS WORK EITHER ASYNCHRONOUSLY OR SYNCHRONOUSLY, THAT WE MONITOR WHAT PERFORMANCE LOOKS LIKE WHILE YOU STAY IN A VIRTUAL PLATFORM SO THAT WE CAN PUSH THOSE SUPPORTS IN.

EITHER WITH WHAT WAS PREVIOUSLY SAID, WHICH IS IN OFFICE HOURS FOR A TUTORIAL AND DIRECT TEACHER SUPPORT AND HELP.

OR IS IT THAT WE NEED TO GET YOU BACK INTO THE CAMPUS AND UNDERSTAND THE SAFETY PROTOCOLS, SO THERE IS A COMFORT LEVEL FOR THAT TO OCCUR.

BUT WE KNOW THAT FAMILIES ARE GOING TO SELECT THE OPTION THAT'S BEST FOR THEM.

>> NOTICING WHAT YOU NOTICED TO SCHOOLS YOU VISITED, BECAUSE THAT'S THE SAME EXPERIENCE THAT I'VE HAD NOW FOR OVER 20 SCHOOLS FOR SEVERAL MONTHS.

I WAS HESITANT TO GO BACK INTO THE SCHOOLS MYSELF BECAUSE I DIDN'T WANT TO BE A SPREADER.

BUT WHEN I SAW WHAT I SAW, I HAD THAT EPIPHANY THAT THE KIDS THAT WERE IN THE SCHOOL WERE DOING MUCH BETTER THAN THE ONES WHO WERE NOT, OR THE ONES WE COULDN'T FIND, AND THAT'S WHY I KEPT PRESSING.

I HEARD TODAY ON OUR CALL, THAT THERE'S STILL EIGHT SCHOOLS IN CALIFORNIA THERE'S STILL NOT ANYBODY IN SCHOOL.

I'M REALLY PROUD OF OUR TEACHERS AND OUR PRINCIPALS.

ACTUALLY, I STILL SEE NO KID WITHOUT THE MASK EXCEPT ONE SPECIAL NEEDS FIVE-YEAR-OLD, AND THIS WEEK IS THE FIRST TIME I SAW A TEACHER WITHOUT A MASK.

BUT THAT'S OVER 20 SCHOOLS ALL OVER TOWN, UNANNOUNCED.

IT'S REALLY PROUD BECAUSE A LOT OF PEOPLE TOLD US THAT THE YOUNG KIDS WOULDN'T WEAR THE MASK.

THAT HAS NOT BEEN OUR EXPERIENCE.

EVERY NOW AND THEN YOU HAD TO NUDGE THEM TO MAKE SURE YOU PUT IT OVER YOUR NOSE, BUT THAT'S ABOUT ALL THAT I'VE HEARD.

I THANK YOU FOR NOTICING THAT ON THE SCHOOLS THAT YOU WENT TO GO VISIT.

>> THANK YOU, TRUSTEE MICCICHE AND THE OTHER COMMENTS.

I APPRECIATE THE PRESENTATION.

WE'RE GOING TO CONTINUE TO MOVE ON TO THE AGENDA ON THE ITEM G, WHICH IS THE 2021/2022 BUDGET ASSUMPTIONS.

>> YEAH. MR. PRESIDENT, MEMBERS OF THE BOARD, WE GOT OUR DEPUTY CFO, SCOTT DRILLETTE, WHO'S GOING TO COME UP AND GUIDE US THROUGH.

BELIEVE IT OR NOT, IT'S BUDGET SEASON.

EVEN THOUGH WE HAVE VERY LITTLE CLARITY, AT LEAST WE KNOW HOUSE BILL 3 IS GOING TO SURVIVE.

BUT WE ALSO HAVE A LOT OF OTHER MOVING PARTS, AND IT ALMOST SEEMS EVERY YEAR WE GO THROUGH THIS AND WE APOLOGIZE.

BUT WE DO HAVE TO DO WHAT WE GOT TO DO, AND SO SCOTT WILL WALK US THROUGH WHERE WE ARE AND WHAT OUR BUDGET ASSUMPTIONS ARE.

>> VERY GOOD. THANK YOU, SUPERINTENDENT, HEAD OF HOST, THE PRESIDENT HENRY, AND THE BOARD OF TRUSTEES.

I KNOW YOU HAD A LONG DAY OF PRESENTATION, SO I'LL TRY TO KEEP THIS AT A HIGH LEVEL.

I'LL BE HAPPY TO ANSWER ANY QUESTIONS WHEN WE'RE COMPLETED.

BUT WE JUST WANT TO COVER A LITTLE BIT WHERE WE ARE THIS CURRENT YEAR, AND THEN TALK A LITTLE BIT ABOUT HOW LEVEL WHERE WE ARE PROJECTING AT LEAST INITIALLY FOR '21/'22.

CURRENT YEAR, OUR REVENUE PROJECTIONS WERE JUST OVER 1.6 BILLION FOR THE YEAR.

MOST OF THAT IN LOCAL REVENUE AS IS EVERY YEAR THROUGH LOCAL TAX COLLECTIONS.

WE'RE TRACKING WELL AS FAR AS OUR COLLECTIONS AT ALL THREE; THE LOCAL, THE STATE, AND THE FEDERAL.

STATE REVENUE A LOT OF TIMES LAGS BEHIND.

WE GET PAID LATER IN THE YEAR, BUT WE DO ANTICIPATE THAT WE WILL COLLECT ROUGHLY THAT 200 MILLION THAT WE HAVE INDICATED THERE.

FEDERAL REVENUE, WE'LL COLLECT THAT AS WELL.

AS MATTER OF FACT, THAT 36 MILLION, THE REMAINING BALANCE TO COLLECT, WE COLLECTED 31 AND-A-HALF MILLION OF THAT THIS MONTH IN MARCH.

IT'S JUST NOT REFLECTED IN THE FEBRUARY NUMBERS.

LIKE I SAID, THIS PAGE WE PROJECT WILL BE PRETTY MUCH INDICATIVE OF WHAT WE BUDGETED.

I THINK A BIG POINT TO CONSIDER IS THAT A LOT OF THE REASON THAT WE WILL COLLECT AS MUCH AS WE'RE GOING TO, IS THE HOLD HARMLESS THAT WE RECEIVED FOR OUR ENROLLMENT ATTENDANCE THIS YEAR, AND SO IT WOULD BE A DIFFERENT STORY, SIGNIFICANTLY REVENUE-WISE, IF WE DIDN'T HAVE THAT WORK TO OUR ADVANTAGE.

ON THE NEXT SLIDE, 2021 YEAR-TO-DATE EXPENDITURES.

YOU CAN SEE OUR BUDGET AS OF TODAY IS 1.776 BILLION.

THOSE ARE FROM SEVERAL AMENDMENTS, AND THAT'S FROM A LOT OF THE COVID EXPENDITURES THAT CAUSED OUR INITIAL BUDGET TO INCREASE TO COVER THE NEEDS OF THE DISTRICT FOR OUR PPE AND OTHER MITIGATING COVID CONCERNS THAT WE HAD AND STILL DO.

THEY'RE CONTINUING COSTS WITH THAT.

BUT IF YOU LOOK AT OUR YEAR-TO-DATE, ONCE AGAIN, THIS IS THROUGH FEBRUARY, WE ARE TRENDING WELL ON OUR EXPENDITURES.

[04:55:03]

WE ANTICIPATE THAT WE WON'T HAVE ANY ISSUES WITH THAT.

ONE THING TO NOTE, YOU WOULDN'T KNOW UNLESS YOU COMPARE WITH IT, BUT OUR PAYROLL EXPENDITURES ARE A LITTLE BIT LOWER AT THIS POINT IN THE YEAR PERCENT-WISE THAN THEY WOULD NORMALLY BE, BECAUSE WE STARTED SCHOOL LATER.

THOSE PAYROLL EXPENDITURES AREN'T RECOGNIZED IN OUR SYSTEM UNTIL THOSE EMPLOYEES WORK THOSE DAYS.

BECAUSE WE STARTED ACTUALLY THE SCHOOL YEAR IN SEPTEMBER, IT'S DROPPED THAT BAG LITTLE BIT.

IT WILL CATCH BACK UP IN JUNE AS WE CONTINUE TO GET TO THE END OF THE YEAR.

ON PAGE 4, THIS IS JUST A DIFFERENT LOOK AT OUR EXPENDITURES.

THIS IS MORE WHERE OUR EXPENDITURES ARE SPENT.

IT'S THE SAME TOTAL NUMBERS AS SLIDE 3, BUT IT JUST SHOWS OUR INSTRUCTION AND OUR INSTRUCTIONAL SCHOOL LEADERSHIP AND SO FORTH.

YOU CAN SEE IN OUR SUPPORT SERVICES, THAT'S A HIGH NUMBER, 309 MILLION.

BUT A LOT OF THAT, ONCE AGAIN, IS COVID EXPENDITURES AND MITIGATING.

THE CONCERNS FROM THAT.

AS WE MOVE INTO THE YEAR 2021 '22, NEXT YEAR'S BUDGET, LIKE WE DID LAST YEAR, WERE ESTIMATE AT LEAST INITIALLY A FIVE PERCENT INCREASE ON THE TOTAL TAXABLE APPRAISED VALUES OF PROPERTY.

THAT'S SOME INITIAL DISCUSSIONS THAT WE'VE HAD WITH DALLAS COUNTY APPRAISAL DISTRICT INDICATES THAT A REASONABLE ASSUMPTION COULD BE HIGHER OR LOWER OF COURSE.

WE'LL LEARN MORE THROUGH APRIL AND THEN THROUGH JULY AND AUGUST.

BUT A PROJECTING STUDENT ENROLLMENT, THIS IS VERY CHALLENGING.

WHAT'S IT GOING TO BE LIKE NEXT YEAR? HOW MANY STUDENTS ARE GOING TO COME BACK? YOU CAN SEE THAT AS OF EARLY MARCH, WE HAD ROUGHLY 145,000 STUDENTS WHO WERE ENROLLED THAT DAY IN THE DISTRICT, BUT WE HAD PROJECTED BASED ON GOING INTO THE YEAR, A 152,472 FOR 2021.

THE COVID, AS YOU ALL KNOW, WE HAD A BIG IMPACT TO OUR ENROLLMENT, AND I KNOW THE DISTRICT HAS MADE A BIG PUSH TO BRING THOSE STUDENTS BACK.

HOPEFULLY, WE'LL HAVE MORE COME BACK NEXT YEAR, WE WERE PROJECTING 146,500 AND BASED ON OUR REVENUES OFF THAT.

ASSUMING THAT WE DO HAVE A FIVE PERCENT TAXABLE APPRAISED VALUES INCREASE, THEN WE WOULD HAVE A TAX RATE DROP COMPRESSION.

ANYTHING OVER 2 1/2 PERCENT WILL BECOME REVENUE NEUTRAL, SO THAT WE WOULD RECOGNIZE WHERE A $1.547 ON OUR M&O RIGHT NOW, THAT IF THAT WERE THE CASE, I WOULD DROPS TO $1.3.

IF WE HAVE A SMALLER GROWTH ON THAT, THEN WE'LL HAVE A SMALLER TAX REDUCTION.

IF WE HAVE A LARGER GROWTH, THEN WE'LL ACTUALLY HAVE A LARGER TAX REDUCTION.

ON OUR EXPENDITURES, WE STILL BE FUNDING FOR THE DISTRICT INITIATIVES.

EARLY LEARNING, THE CAREER INSTITUTES, RACIAL EQUITY, PUBLIC SCHOOL CHOICE, AND STRATEGIC COMPENSATION.

ALL THOSE WILL GET NEW MONEY ON TOP OF WHAT THEY'VE BEEN GETTING TO DO THEIR WORK.

THAT WILL BE AS PART OF THE BUDGET.

THE MITIGATING LEARNING LOSS, I KNOW THAT'S BEEN TALKED ABOUT SEVERAL MONTHS AND OVER A LONG PERIOD OF TIME, AND THAT'S GOING TO BE A SIGNIFICANT DOLLAR AMOUNT TO THE DISTRICT.

WE'RE PREPARED FOR THAT.

THERE'S POTENTIAL THAT WE'LL GET FEDERAL STIMULUS MONEY THAT WILL HELP WITH THAT, BUT IF NOT, WE'RE PREPARED THAT, THAT WILL COME OUT OF FUND BALANCE BECAUSE WE HAVE THAT AVAILABLE, WE'LL MAKE SURE THAT THOSE FUNDS ARE AVAILABLE.

CLEARLY WAS TO HAVE COVID EXPENDITURES AT LEAST FOR THE FORESEEABLE FUTURE.

HOPEFULLY THEY'LL BE LESS, AND I'M SURE THEY WILL, BUT WE STILL WANT TO ALLOCATE FOR THOSE.

ON SLIDE 6, JUST A COMPARISON OF WHAT OUR BUDGET WAS THIS CURRENT YEAR FOR REVENUES VERSUS WHAT WE'RE LOOKING AT OUR BUDGET FOR NEXT YEAR.

YOU'LL SEE THERE ARE LOCAL REVENUE.

WE GET A SIGNIFICANT INCREASE AND THAT'S PRIMARILY THE INCREASE TAX COLLECTIONS.

OUR APPRAISED VALUES THIS YEAR END UP BEING SIGNIFICANTLY HIGHER THAN WHAT WE THOUGHT MAYBE COVID LET DURING THE SPRING.

WE THINK THEY WILL GET ADDITIONAL GROWTH ON TOP OF THAT.

WHEN WE COLLECT ADDITIONAL DOLLARS, THEN THE STATE SAYS YOU DON'T NEED AS MUCH, THAT'S THE FLIP SIDE.

WE'LL NOTICE A REDUCTION ON THE STATE REVENUE AND CORRESPONDING TO OFFSET OUR INCREASE IN TAX DOLLARS, TAX COLLECTIONS.

FEDERAL REVENUE WOULD PROJECT TO STAY ROUGHLY THE SAME.

I THINK A BIG THING TO NOTE HERE IS AT THE BOTTOM THE NOTES, WE SHOW ROUGHLY A $10 MILLION INCREASE.

WHAT WE'RE SHOWING A $30 MILLION INCREASE IN RECAPTURE.

[05:00:04]

OUR NET REVENUES ACTUALLY END UP BEING LESS IF YOU SAY THIS IS WHAT WE HAVE TO SPEND OR AVAILABLE TO SPEND ON STUDENTS.

WE HAVE ROUGHLY 19 MILLION BUDGET FOR THIS YEAR, 49 MILLION FOR NEXT YEAR.

THEN ON OUR FINAL SLIDE, OUR PROPOSED EXPENDITURES.

THIS IS CLEARLY AN EARLY ESTIMATE.

THESE WILL CHANGE, BUT YOU CAN SEE WHAT OUR ADOPTED BUDGET WAS AT THE START OF THIS CURRENT YEAR, 1.656 BILLION.

YOU CAN SEE WHAT THE STRATEGIC INITIATIVES, THE DIFFERENT AREAS, AND THE INCREASED RECAPTURE.

WE WILL HAVE A SIGNIFICANT AMOUNT OF INCREASE IN OUR IN OUR ADOPTED BUDGET TO ACCOUNT FOR THOSE AREAS.

WHILE OUR REVENUES ARE GOING TO BE RELATIVELY CONSISTENT TO LAST YEAR, OUR EXPENDITURES ARE GOING TO GO UP SIGNIFICANTLY.

WE THINK WE WERE PREPARED FOR THAT.

WE KNOW THAT WE'VE GOT CALLS COME IN, LIKE I SAID, WITH MITIGATING LEARNING LOSS, BUT WE FEEL PREPARED TO MANAGE THE BUDGET AND TO WORK WITHIN THE CONSTRAINTS THAT WE HAVE TO WORK WITH.

THAT IS A QUICK OVERVIEW, AND I'LL BE HAPPY TO TAKE ANY QUESTIONS.

>> THANK YOU FOR THE OVERVIEW.

DR. HINOJOSA, DO YOU HAVE SOMETHING FOR THE TRUSTEES?

>> TRUSTEE MICCICHE, MACKEY, AND FOREMAN.

>> THANKS. I JUST WANT TO MAKE SURE I UNDERSTAND THE APPRAISED VALUE EFFECT AND THE TAX AND THE REVENUE EFFECT.

I THINK THIS IS ON SLIDE 6.

IF THE PROPERTY IN OUR DISTRICT INCREASES IN VALUE BY FIVE PERCENT, THERE WILL BE MORE LOCAL REVENUE BY ABOUT $566 MILLION, AND WE WILL GET A REDUCTION IN STATE FUNDING BY 557 MILLION.

ALMOST THAT ENTIRE INCREASE IN TAX REVENUE THAT IS GENERATED BY AN INCREASE IN PROPERTY VALUES GOES TO THE STATE.

>> THAT'S GREAT. THERE'S A COUPLE OF DIFFERENT THINGS. I'M SORRY.

>> YEAH. I WAS TRYING TO LOOK AT THIS A LITTLE BROADLY.

I REALIZED THERE'S THIS PERCENTAGE OFF DIFFERENCE ON THE 557 AND THE 566, BUT JUST ABOUT EVERY ADDITIONAL DOLLAR OF REVENUE THAT THE DISTRICT COLLECTS FROM LOCAL PROPERTY TAXES RESULTS IN A REDUCTION IN STATE FUNDING BY ALMOST THE EXACT AMOUNT.

>> IT'S CORRECT.

>> OKAY. I'M NOT SURE THE PUBLIC REALIZES THAT WHEN THEY SEE THEIR TAX BILL, BUT I JUST WANTED TO EMPHASIZE THAT POINT. THANK YOU.

>> THANK YOU, TRUSTEE MICCICHE. TRUSTEE FOREMAN, AND THEN TRUSTEE MACKEY.

>> JUST A FEW QUESTIONS PARTICULARLY ON, AND THIS IS ON SLIDE 5, ON OUR DISTRICT INITIATIVES.

WHEN IS THE LAST TIME WE ASSESSED OUR INITIATIVES TO SEE IF WE STILL NEED TO BE PUTTING THE SAME DOLLAR AMOUNT AND THEN, YOU PROBABLY DON'T KNOW THAT.

COME ON UP HERE, DWAYNE.

>> WHEN THE TRE WAS APPROVED TO FUND THOSE ITEMS, THEY WERE FOR FIVE YEARS, AND SO WE HAVE NOT VARIED FROM WHAT THE VOTERS APPROVED, AND SO WE'RE IN YEAR FOUR OR FIVE FOR THOSE ITEMS.

>> EARLY LEARNING IS PROBABLY FOUR OR FIVE YEARS.

CAREER INSTITUTE PROBABLY NOT, IT'S RELATIVELY NEW.

>> YES.

>> THE ONLY QUESTION I'M ASKING IS, DO WE REASSESS TO MAKE SURE WE NEED TO BE PUTTING THAT SAME DOLLAR AMOUNT? I'M USING EARLY LEARNING AS JUST ONE EXAMPLE SIMPLY BECAUSE WE LOST A LOT OF STUDENT, BUT WE STILL HAVE THE SAME NUMBER OF STAFF, WE STILL HAVE ALL OF THE SAME RESOURCES, AND WE'RE PUTTING ADDITIONAL DOLLARS IN.

FOR ME, AS A FORMER BUSINESS OWNER, IF I KNOW I GOT EXTRA MONEY, GUESS WHAT I'M GOING TO DO? I'M GOING TO SPEND IT.

MIGHT NOT BE IN THE BEST WAY, BUT I'M GOING TO SPEND IT FROM A BUDGET STANDPOINT.

I JUST THINK WE NEED TO REASSESS, NOT JUST THAT ONE BUT ALL OF THEM TO MAKE SURE THAT WE'RE MAKING

[05:05:04]

SENSE IN TERMS OF THE DOLLAR AMOUNT THAT WE PUTTING IN. THAT'S ALL I'M SAYING.

>> TRUSTEE FOREMAN, IF I CAN JUST LET YOU KNOW, WE DID HAVE ON P-TECH AS A STRATEGIC INITIATIVE SO WE DO ASSESS.

YOU CAN SEE P-TECH IS NOT ON THERE.

IT'S STILL HIGH PRIORITY, BUT E PICKED THAT INTO THE BASE BUDGET.

>> YOU'VE GOT ALL THE P-TECHS UP SO WHY WOULD YOU STILL HAVE IT ON THERE? NOW WHERE ARE WE GOING? JUST A FEW MORE QUESTIONS IN REGARDS TO THE M&O TAX RATE, AND IF THE TAXABLE PROPERTY GOES UP FIVE PERCENT, THEN WE DROP.

THE NUMBER THAT WE'RE USING ON, I THINK IT'S THE LAST PAGE, ON PAGE 7, DOES THAT INDICATE THE DECREASE IN THE M&O, THAT 1.715?

>> ON PAGE 7 IS OUR EXPENDITURES, BUT IT WOULD BE BASED ON THAT TAX RATE, THE REVENUES THAT WE'VE GENERATED FROM THE TAX RATE.

>> WHICH TAX RATE, THE FIVE PERCENT?

>> THE FIVE PERCENT, SO THE $1.329.

>> SO WHAT HAPPENS IF THE M&O GOES DOWN?

>> SAY OUR APPRAISED VALUES GO UP HIGHER THAN THE FIVE PERCENT AND OUR TAX RATE DROPS MORE THAN WHAT THE STATE DOES, IS OUR FORMULA ADJUST.

IF OUR TAX RATE WILL COMPRESS, OF MONEY BASED OF OUR NUMBER OF STUDENTS IN OUR SUB-POPULATIONS.

WE WILL STILL

>> THE WAY THE FORMULA WORKS NOW IS ANYTHING OVER 2 1/2 PERCENT IS REVENUE NEUTRAL.

WHETHER OUR VALUE GOES FIVE PERCENT OR 15 PERCENT, WE STILL NEED TO GET TO 2 1/2 PERCENT.

NO MATTER WHAT HAPPENS, IN THE OVERALL FORMULA, WE GET TO REALIZE THE 2 1/2 PERCENT.

YOU GET TO REALIZE THE 2 1/2 PERCENT.

IT GOING UP WON'T IMPACT US, IT'LL JUST LOWER THE TAX RATE FOR THE TAXPAYER.

>> THAT HELPS ME. WHAT WOULD BE THE NUMBER OF STUDENTS THAT WE WOULD USE FOR THE PROJECTION? WILL IT BE THE 146,500?

>> CORRECT.

>> THAT'S THE NUMBER OF STUDENTS WE'RE GOING TO USE FOR THE PROJECTING? OKAY. I HAVE ONE OTHER QUESTION.

A FEW STUDENTS, OKAY.

ALL RIGHT, THAT'S IT. THANK YOU.

>> I DIDN'T WANT TO USE TRUSTEE FOREMAN'S TIME.

>> NO YOU CAN.

>> YOU HAD A QUESTION, I WANT TO ASK YOU A QUESTION.

AS WAS POINTED OUT BY A COUPLE OF TRUSTEES.

ON THE M&O SIDE, IT HAD SOME IMPACT.

BUT ON THE I&S SIDE, I KNOW THAT WE HAD MORE CONSERVATIVE PROJECTIONS THAN FIVE PERCENT.

DWAYNE WHAT WAS OUR PROJECTION? NOW THAT IT'S COMING A LITTLE BETTER, COULD YOU TELL THE BOARD HOW THAT WORKS FOR US TO EITHER PAY OFF SOME DEBT.

>> IN THE PROJECTION FOR NEXT YEAR, WE HAD FOUR PERCENT WHEN WE PROPOSED THE BOND ISSUE.

IF WE REALIZE ANYTHING ABOVE THAT, THEN WE'RE GOOD.

WHAT THAT ALLOWS US TO DO IS WE DID THIS YEAR, WE WERE ABLE TO DIFFUSE SOME DEBT, YOU TOOK BOARD ACTION TO ALLOW US TO DO THAT, AND WE PAID OFF DEBT EARLY, WHICH THEN FREES UP SPACE.

WE PAY OFF THE INTEREST, BUT ALSO FREES UP SPACE FOR US TO HAVE LARGER SALES MOVING FORWARD, WHICH THEN GIVES US THE OPPORTUNITY TO DO MORE PROJECTS.

IT JUST GIVES US MORE CAPACITY AND ENSURES THAT WE'RE GOING TO HIT THE TAX RATE THAT WE PROMISED TO VOTERS OF 24.2 CENTS.

>> THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN. TRUSTEE MACKEY.

>> THANK YOU, PRESIDENT HENRY.

JUST THREE QUICK QUESTIONS.

FIRST ONE IS, IS THERE ANY WAY YOU CAN SAY BASED ON OUR BUDGETING LAST YEAR, ARE WE ON TRACK TO INCREASE FUND BALANCE SLIGHTLY, DECREASE FUND BALANCE OR HIT OUR BUDGET PROJECTIONS PRETTY ACCURATELY. ARE WE ON TRACK?

>> I WOULD SAY THAT RIGHT NOW, OUR OVERALL FUND BALANCE, WE WILL LOOK TO INCREASE IT A LITTLE BIT, I THINK, WITH OUR ASSIGNED FUND BALANCE THAT WE WILL NEED TO SIGN FOR THE MITIGATING LEARNING LOSS,

[05:10:01]

WE NEED TO BE AWARE OF THAT.

I THINK BECAUSE OF THE HOLD HARMLESS AND THEN WE'RE GOING TO PROBABLY BE ABLE TO INCREASE OVERALL A LITTLE BIT.

>> GOT YOU, THAT'S GREAT. I NOTICED IN OUR ENROLLMENT PROJECTIONS, WERE TAKEN A CONSERVATIVE APPROACH OF BUDGETING JUST OVER WHERE WE'RE ACTUALLY AT THIS YEAR.

I'M SURE IT'S BECAUSE WE BELIEVE WE CAN ACTUALLY REENGAGE A LOT OF PRE-K STUDENTS WHO OPTED OUT DURING THIS PANDEMIC YEAR, WHICH I THINK IS A GREAT WAY TO GO ABOUT IT.

IF WE WERE TO PROJECT ON THAT NUMBER, THE 146.5, I THINK, COMPARED TO THE 151.

HOW MUCH IS THAT IN TERMS OF DOLLAR AMOUNT, THAT WE'RE ACTUALLY BE BUDGETING LESS THIS COMING YEAR DUE TO THAT PROJECTED LOSS OF STUDENTS?

>> FROM A REVENUE STANDPOINT?

>> RIGHT.

>> PROBABLY A SAFE NUMBER IS, WE GET 6,160 PER STUDENT ESSENTIALLY, THAT'S JUST STUDENT WITH MAYBE NO DISABILITIES, NOT BILINGUAL BECAUSE THERE'S A LOT OF DIFFERENT ALLOTMENTS THAT WE RECEIVE.

ON AN AVERAGE, IF YOU LOOK AT THE AVERAGE ACROSS THE DISTRICT, WE WILL RECEIVE ABOUT $9 TO $10,000 PER STUDENT PER YEAR.

IF WE'RE SAYING 5,000 LESS STUDENTS, THAT'D BE ROUGHLY $50 MILLION LOWER REVENUES.

>> IF I MAY THOUGH, SINCE WE'RE IN RECAPTURE, IT WOULD LOWER RECAPTURE.

YOU WOULD SEE A LOWER RECAPTURE?

>> IT WOULDN'T NECESSARILY HIT OUR ACTUAL BUDGETING DETERMINATIONS, LIKELY $50 MILLION BUDGET CUT BECAUSE IT WE'D SEE IT REALIZED AND RECAPTURE OR WE PAY LESS.

>> RECAPTURE WOULD GO DOWN INSTEAD OF 49 MILLION, THEY'D BE CLOSER TO 20 PROBABLY.

>> GOT YOU. BUT WHAT I'M SAYING IS, WE WERE NOT ACTUALLY HAVING TO MAKE $29 MILLION WORTH OF CUTS THEN TO WHAT WE'RE DOING BECAUSE IT'S SAD, IT'S HITTING THE RECAPTURE ASPECT.

>> GREAT.

>> GOT YOU. THEN ANY EXPENDITURES HERE, I DIDN'T SEE ANY.

WE TALKED ABOUT THE SUSPENSIONS AND THE BOLD ACTION WE'RE CONSIDERING TAKING.

THIS MAY BE A QUESTION FOR YOU, DOC OR SUSANNA.

BASED ON THE FEEDBACK FROM OUR DESIGN THINKING MODEL, IF SOMETHING DID COME UP AND SAID, "HEY, WE ACTUALLY DO WANT TO FUND THAT." THEN WE WOULD SEE THAT BAKED INTO THE BUDGET AND ALONGSIDE SOME OF THOSE OTHER ONES.

>> YEAH. PART OF THIS IS THE FUNGIBILITY OF FUNDS BECAUSE THERE'S SOME THINGS THAT WE WERE ALREADY GOING TO TRY TO SPEND OUT OF FUND BALANCE.

LIKE THE BOARD GOT EXCITED ABOUT THE LIBRARIES AND YOU ALL ASKED US A QUESTION HOW MUCH WOULD IT BE TO DO MORE SCHOOLS.

WELL, WE'VE KIND OF THINKING ABOUT ALL THOSE THINGS.

WE CAN'T USE THIS FEDERAL DOLLARS FOR THAT, BUT WE COULD USE OTHER DOLLARS.

WE'RE WORKING ON ALL OF THOSE PIECES RIGHT NOW, WE'LL COME BACK TO YOU EITHER AT A WORKSHOP WITH HOW WE'RE THINKING ON ALL OF THOSE OTHER FISCAL NOTES THAT WE ARE CONSIDERING THAT WOULD BE VERY EXCITING.

IN FACT, BRIAN AND HIS TEAM COME UP WITH AN IDEA.

ACTUALLY, YOU WERE INVOLVED IN IT WITH GOT THE REALTORS REALLY EXCITED ABOUT BECAUSE THEY HAD NO CLUE ABOUT ALL OF THESE SCHOOL OPTIONS THAT WE HAVE.

WE'VE GOT SOME EXCITING FISCAL NOTES THAT WE'RE GOING TO BRING YOU THROUGH THE BUDGETING PROCESS AND THAT WILL IMPACT SOME OF THE BASE BUDGET.

WE HAVE A REALIZATION THAT WE CAN'T KEEP THIS BIG FUND BALANCE FOREVER, BUT IT ALL JUST DEPENDS ON WHAT IS FUNGIBLE AND HOW WE CAN MOVE AROUND AND NAVIGATE THOSE WATERS.

>> THANK YOU. THANK YOU ALL.

>> THANK YOU, TRUSTEE MACKEY, I'M NOT SEEING ANY OTHER QUESTIONS, I APPRECIATE THE PRESENTATION.

NOW, WE'LL MOVE TO THE AGENDA.

TRUSTEES, ARE THERE ANY QUESTIONS REGARDING THE MINUTES?

[8. MINUTES SUBMITTED FOR APPROVAL]

TRUSTEES, ARE THERE ANY QUESTIONS ON THE STATUTORY ITEMS AT THE LAST REGULAR MEETING OF THE BOARD OF TRUSTEES BEFORE AN ELECTION OF TRUSTEES.

[9. STATUTORY ITEMS]

THE CURRENT PRESIDENT OF EACH LOCAL BOARD OF TRUSTEES REQUIRED TO ANNOUNCE THE NAME OF EACH BOARD MEMBER WHO HAS COMPLETED THE REQUIRED CONTINUING EDUCATION, WHO HAS EXCEEDED THE REQUIRED HOURS OF CONTINUING EDUCATION, WAS DEFICIENT IN MEETING THE REQUIRED CONTINUING EDUCATION AS THE ANNIVERSARY OF THE DATE OF BOARD AND ELECTION OR APPOINTMENT TO THE BOARD.

COMPLETING THE REQUIRED CONTINUING EDUCATION IS A BASED OBLIGATION.

EXPLOITATION OF ANY CITY BOARD MEMBER UNDER STATE TO BOARD OF EDUCATION RULES.

REMINDING ALL TRUSTEES WHERE IN THE CHIEF OF STAFF DIVISION, SO I'LL JUST BROADLY ASKED A QUESTION AND ASK THAT YOU STOP ME IF YOU HAVE A QUESTION.

[11. CHIEF OF STAFF DIVISION]

THAT'S 12, 8, 13, AND 14A.

IF NO ONE INTERRUPTS ME, I'M GOING TO KEEP MOVING.

I RUN THE HUMAN CAPITAL MANAGEMENT DIVISION, 16A.

[15. HUMAN CAPITAL MANAGEMENT DIVISION]

WE'RE UNDER THE LEADING AND LEARNING DIVISION, THAT'S 18A, B,19A AND B.

[17. LEADING AND LEARNING DIVISION]

TRUSTEE FOREMAN, GO AHEAD. WE'RE ON 18B.

[05:15:10]

>> HI, TRUSTEE FOREMAN.

>> HI, DEAR. THIS IS FOR EXTRA CURRICULAR ACTIVITIES, MATERIALS, AND RESOURCES.

>> CORRECT.

>> WE HAVEN'T DONE THIS BEFORE.

IS THAT CORRECT? OR HAVE WE?

>> THAT'S CORRECT.

>> OKAY. SEVEN MILLION IS A LOT OF MONEY.

EXACTLY WHAT ARE WE BUYING?

>> WE AVERAGED ABOUT 1.2 MILLION PER YEAR AND IT'S FOR THE ACADEMIC STUDY MATERIALS FOR THE ACADEMIC COMPETITIONS.

>> THIS IS ABOUT COMPETITIONS?

>> YES.

>> WE AVERAGE ABOUT 1.2 PER YEAR?

>> YES.

>> OKAY. I FEEL BETTER NOW.

I WAS JUST LIKE, "WHAT ARE THEY DOING?" BUT I FEEL BETTER. OKAY. THANK YOU.

>> OKAY. CONTINUING ON, ANY OTHER QUESTIONS UNDER HUMAN CAPITAL MANAGEMENT OR LEADING AND LEARNING?

>> 19A.

>> TRUSTEE FOREMAN, 19A.

>> THIS IS FOR THE TUITION RATE?

>> YES.

>> I'M JUST CURIOUS AS TO HOW MANY ACTUAL PAYING STUDENTS THAT WE HAVE THIS YEAR?

>> YES, MA'AM. TRUSTEE FOREMAN, WE HAD 152.

>> ONE HUNDRED AND FIFTY-TWO?

>> YES MA'AM.

>> DO WE KNOW WHERE MOST OF THEM WERE LOCATED?

>> I CAN GET THAT INFORMATION FOR YOU.

I HAVE THE TUITION SITES THAT ARE ACTUALLY IN THE BOARD DOC.

THOSE ARE THE TUITION SITES WE HAVE AND WE'RE ONLY ADDING THREE FOR NEXT SCHOOL YEAR SO, AT LEAST THEY ARE IN THE SITES THAT ARE LISTED IN THE BOARD DOC.

>> JUST DO ME A FAVOR.

THOSE THAT ARE LISTED, HOW MANY STUDENTS PER SITE?

>> WE COULD DO THAT.

>> YES, MA'AM. I CAN DO THAT FOR YOU.

>> THANK YOU.

>> 19B, TRUSTEE FOREMAN?

>> I'M SORRY. I DON'T HAVE 19B. I'M SORRY.

>> WE'RE IN SCHOOL LEADERSHIP SECTION, SO 21A.

>> I HAVE 21A.

>> ALL RIGHT, TRUSTEE FOREMAN.

[20. SCHOOL LEADERSHIP DIVISION]

>> COULD SOMEONE EXPLAIN TO ME THE RATIONALE FOR CLOSING THE SCHOOL IN THE AFRICAN-AMERICAN COMMUNITY?

>> GOOD EVENING, PRESIDENT HENRY, MEMBERS OF THE BOARD AND TRUSTEES AND SUPERINTENDENT IN A WHOLESOME.

WE ARE ACTUALLY PLANNING TO RE-PURPOSE PEASE, AND WE WOULD LIKE TO CONSOLIDATE THE STUDENTS WHO ARE AT PEACE AND BUSHMAN SO THAT THEY CAN HAVE A BRAND NEW STATE OF THE ART BUILDING IN THE SOUTHERN SECTOR.

>> WHILE I AM COMFORTABLE WITH BRAND NEW BUILDINGS, YOU CAN GET THAT WITHOUT PUTTING ALMOST 900 STRUGGLING STUDENTS ON ONE CAMPUS.

THAT IS MY BIG ISSUE. DR. HINOJOSA.

BOTH OF THESE SCHOOLS HAVE STRUGGLED, YOU'VE NOT HAD CONVERSATIONS ABOUT IT.

>> OKAY.

>> LET ME FINISH. WE KNOW THAT YOLANDA NOLAN WENT TO W.W. BUSHMAN, IT WAS STRUGGLING, AND SHE'S BOUGHT IT UP.

WE KNOW THAT ELIJAH M. PEASE HAS STRUGGLED, BUT WE'RE GOING TO PUT THOSE TWO CAMPUSES TOGETHER.

ALMOST 1,000 CHILDREN THAT ARE STRUGGLING ON ONE CAMPUS.

THAT MAKES NO SENSE TO ME.

WE ARE CREATING CAMPUSES UNDER THE OTI SCHOOLS THAT HAVE A 100 KIDS, 200 KIDS, 300 KIDS.

BUT YET AND STILL, THESE KIDS IN A PREDOMINANTLY AFRICAN-AMERICAN SCHOOL AND BY THE WAY, I DON'T KNOW BUT ONE PREDOMINANTLY HISPANIC SCHOOL THAT'S BEEN CLOSED.

WE KEEP CLOSING THESE SCHOOLS IN THE COMMUNITY.

NOBODY ELSE MIGHT NOT WANT TO SAY ANYTHING ABOUT IT, BUT I'M TIRED OF IT.

THESE KIDS NEED THE SAME THING.

YOU'RE CREATING OTI SCHOOLS,

[05:20:01]

PUTTING ADDITIONAL MONEY IN THERE FOR SMALL NUMBERS OF STUDENTS.

BUT YOU'RE TAKING THESE BLACK KIDS AND PUTTING THEM ALL IN ONE SCHOOL.

THAT'S NOT RIGHT. THAT IS NOT RIGHT.

I'VE CHALLENGED IT CORRECT, JUSTIN? I'VE CHALLENGED IT EVERY TIME YOU'VE DONE IT BECAUSE IT'S NOT RIGHT.

BUT YOU GUYS KEEP DOING IT BECAUSE NOBODY ELSE WANTS TO SAY ANYTHING.

IT'S A CONVENIENCE.

ALMOST 1,000 KIDS IN ONE SCHOOL IN ELEMENTARY AND THEY'RE STRUGGLING.

WHY WOULD WE DO THAT? THAT MAKES ABSOLUTELY NO SENSE.

OF COURSE, I'M NOT GOING TO SUPPORT IT.

I'VE NEVER SUPPORTED IT.

I'M A PRODUCT OF THIS DISTRICT.

WE NEED TO TREAT OUR KIDS THE SAME.

LET ME JUST MAKE SURE I'VE GOT MY NOTES RIGHT HERE.

IN THE SINGLE GENDER STEAM ACADEMY, $800,000.

BY THE WAY, THERE'S 386 STUDENTS.

SOLAR PREP, 306 STUDENTS, $875,000 EXTRA.

I'M NOT MAD AT THESE KIDS.

THIS IS THE SAME THING THAT ALL OF OUR STUDENTS DESERVE, AND IT'S NOT FAIR.

IT'S ABSOLUTELY NOT FAIR.

YES, I AM ANGRY, AND I WANT EVERYBODY ELSE TO KNOW I'M ANGRY, AND I DON'T CARE WHAT NOBODY SAY.

THIS IS NOT FAIR.

THIS IS NOT FAIR TO OUR KIDS.

I KNOW THAT AREA, I KNOW IT WELL.

I HAVE FAMILY MEMBERS LIVE THERE.

YOU'RE GOING TO TELL US WE'RE GOING GET A NEW SCHOOL IF YOU COMBINE 1,000 KIDS.

WILL YOU CREATE NEW SCHOOLS FOR KIDS WITH LESS? STOP KILLING THIS IS CRAZY.

>> WELL, IF I COULD RESPOND.

BUSHMAN UNDER THE LEADERSHIP OF YOLANDA KNIGHT HAS ALWAYS BEEN HIGH PERFORMING, DESPITE THE CHALLENGES.

PEASE IS A A SCHOOL, IT HAS DONE OUTSTANDING JOB, AND THEY'RE HIGH PERFORMING.

HOW MANY STUDENTS ARE GOING TO BE IN THIS SCHOOL COMBINED? WHILE YOU'RE LOOKING THAT UP, JW RAY WAS MULTI-YEAR UNDERPERFORMING, WE REPURPOSED IT, NOW IGNITE IS FLOURISHING THERE.

ALSO, WE HAVE BOYS SOLAR PREP BECAUSE OF THOSE COMBINATIONS OF THOSE THREE SCHOOLS ON ROSS AVENUE.

NOW, CESAR CHAVEZ IS FULL AND WE COMBINE THREE SCHOOLS; CESAR CHAVEZ, LARGE LATINO POPULATION, AND WE HAD TO RE-PURPOSE JOHN F KENNEDY.

WE ALSO REPURPOSED AND WE MOVED A LOT OF THOSE STUDENTS TO MAPLE LAWN.

I THINK THE HISTORY SHOWS THAT WHERE THERE IS A NEED, WE RESPOND.

I'M ACTUALLY PROUD OF HOW THOSE SCHOOLS ARE DOING.

DO YOU ALL KNOW HOW THE NUMBERS ON THOSE SCHOOLS?

>> EIGHT HUNDRED AND FIFTY-THREE.

>> EIGHT HUNDRED AND FIFTY-THREE. THANK YOU.

>> TRUSTEE JOHNSON.

>> THANK YOU, TRUSTEE HENRY.

DR. HINOJOSA ALSO ANSWERED A QUESTION THAT I WAS GOING TO ASK.

MY QUESTION WAS, HOW WAS ELISHA M. PEASE DOING UNDER THE LEADERSHIP OF PRINCIPAL ZACHARY? I'M GOING TO RE-ASK THAT QUESTION.

HOW ARE THEY DOING?

>> THEY ARE DOING VERY WELL, THEY ARE ON ACE CAMPUS.

THEY DO HAVE A D RATING, BUT IF YOU WALK INTO THAT SCHOOL, YOU SEE HIGH CULTURE.

THE STUDENTS ARE DOING VERY WELL.

IF WE WOULD HAVE TAKEN A STAAR, WE KNOW THAT THE SCHOOL WOULD HAVE BEEN A C RATING, AT LEAST A C.

>> OKAY. THE PRINCIPAL IS DOING WELL AND WE KNOW THAT PRINCIPAL KNIGHT IS A STRONG PRINCIPAL AS WELL.

HOW'S BUSHMAN DOING?

>> BUSHMAN IS DOING GREAT AS WELL, THEY ARE A B RATED CAMPUS.

[05:25:03]

>> TWO STRONG PRINCIPALS IN THE COMMUNITY.

I GREW UP IN AN AREA, I LIVE ACTUALLY 2-3 MINUTES FROM BUSHMAN.

PRIOR TO ME BECOMING THE TRUSTEE, THIS WAS A CONVERSATION IN THE COMMUNITY.

WERE YOU AROUND DR. WILSON WHEN THAT HAPPENED?

>> YES, SIR.

THIS HAS BEEN AN ONGOING CONVERSATION FOR SEVERAL YEARS ABOUT THESE TWO CAMPUSES.

>> SO THIS IS NOTHING NEW?

>> IT'S NOT A NEW CONCEPT.

>> OKAY. I HAD A DISTRICT 5 MEETING EVERY SO OFTEN, PROBABLY NOT FREQUENTLY, I HAVE DISTRICT 5 COMMUNITY MEETINGS.

WE HAD A ZOOM MEETING LIKE I NORMALLY DO FOR MY DISTRICT TO EDUCATE OUR COMMUNITY AS THE TRUSTEE OF DISTRICT 5.

ON THAT MEETING, YOU ATTENDED THAT MEETING, CORRECT?

>> YES, SIR.

>> WHEN WE HAD THIS MEETING, WAS THERE ANY PUSHBACK FROM THE COMMUNITY?

>> THERE WAS PUSHBACK FROM THE COMMUNITY.

THE PRINCIPAL PARTICIPATED IN THE CONVERSATION, SHE HAD SOME QUESTIONS THAT I BELIEVE YOU RESPONDED TO.

BUT GENERAL, OVERALL PUSHBACK FROM THE COMMUNITY WAS NOT EXPRESSED ON THAT CALL.

>> RIGHT. EVER SINCE I'VE BEEN A TRUSTEE, EVEN PRIOR TO ME BEING A TRUSTEE AS A COMMUNITY ORGANIZER.

WE'VE ALWAYS HAD COMMUNITY MEETINGS IN OUR DISTRICT.

I THINK YOU'VE ATTENDED SOME, MS. PAM ATTENDED SOME.

THIS MEETING THAT WE'VE HAD, I FORGOT WHAT THE DATE IT WAS, BUT WE WAS VERY TRANSPARENT, VERY ACCOUNTABLE TO OUR COMMUNITY, LET THEM KNOW WHAT THE PLAN WAS.

THAT IS A VERY HIGH CRIME AREA A TIMES, WE KNOW THAT BECAUSE ONE OF OUR STUDENTS AT SOUTH OAK CLIFF WAS MURDERED RIGHT BEHIND THE SCHOOL IN THOSE APARTMENTS.

I'VE BEEN OVER THERE AS A COMMUNITY LIAISON, I ACTUALLY WORKED AT ELISHA M. PEASE AS A COMMUNITY LIAISON UNDER MS. FREEMAN, WORKED IN THE SOUTH OAK CLIFF AREA AS A COMMUNITY LIAISON.

AGAIN, THE MAJORITY OF THE TENURE OF MY TIME IN DISTRICT AS AN EMPLOYEE.

THE POPULATION WE SAID IS 853.

WHEN WE'RE DISCUSSING THIS WITH THE COMMUNITY, AND WE'VE ONLY HAD ONE MEETING CONCERNING THIS, ONE OF THE THINGS THAT WE DISCUSSED ON THAT PARTICULAR CALL IS MAKING SURE THAT OUR COMMUNITY IS INVOLVED IN THE DECISION-MAKING THAT'S GOING ON.

I THINK WE'VE HAD THE SAME CONVERSATION WITH MAKING SURE THAT THE PRINCIPALS IS INVOLVED, THAT THE PARENTS ARE INVOLVED, THAT EVEN THE STUDENTS, ALTHOUGH THEY'RE ELEMENTARY, I THINK THEY ARE MATURE ENOUGH TO UNDERSTAND WHAT'S GOING ON AND WHAT THEY LIKE IN THEIR SCHOOL.

IN THAT MEETING, DID WE NOT OFFER THAT SAME OPPORTUNITY FOR OUR COMMUNITY TO HAVE SOMEWHAT OF A CHARRETTE, WHILE WE'RE MAKING THIS DECISION?

>> YES, SIR.

>> OKAY. AS A TRUSTEE, I'VE DONE MY JOB.

I'VE COMMUNICATED WHAT THE DISTRICT HAS BROUGHT TO OUR ATTENTION AND I'M SUPPORTING THIS IN MY DISTRICT, AND I'M ASKING MY COLLEAGUES TO SUPPORT THE FACT WORKING WITH BLACK KIDS, WHERE I'VE LIVED AT, ALL OF MY LIFE, BLACK KIDS AND BROWN KIDS, A STATE OF THE ART SCHOOL.

I THINK WE'RE GOING TO MOVE IT RIGHT THERE ON W.W. BUSHMAN'S PROPERTY, CORRECT?

>> CORRECT.

>> WE'RE GOING TO ALSO BUILD STRONG PARTNERSHIP WITH THE BOYS AND GIRLS CLUB RIGHT THERE, RIGHT BEHIND W.W. BUSHMAN, CORRECT?

>> CORRECT.

>> THIS IS WHAT WE'VE ADVOCATED FOR.

WE'VE ADVOCATED FOR EQUITABLE RESOURCES, SAFE LEARNING ENVIRONMENT.

THAT'S WHAT I RAN ON.

SAFE LEARNING ENVIRONMENT, EQUITABLE RESOURCES TO TRANSPARENT ACCOUNTABILITY.

THAT'S WHERE I HAVE PROVIDED WHEN WE'RE HAVING OUR COMMUNITY MEETINGS IN DISTRICT 5.

OUR PARENTS ARE GOING TO BE INVOLVED IN THIS, I'M PRETTY SURE IT'S MY JOB TO SPEAK WITH MY COMMUNITY, I BELIEVE IT'S THE ADMINISTRATION JOB TO SPEAK WITH THE PRINCIPALS, CORRECT?

>> CORRECT.

>> AS YOU'RE DOING YOUR JOB AND NOTIFYING ME, I'M THERE NOTIFYING MY COMMUNITY.

WHEN THERE IS A PROBLEM, I THINK I'VE BEEN PRETTY ADAMANT ABOUT BEING STRONG CONCERNING NOT EXCLUDING THE COMMUNITY, BUT INCLUDING THEM ON EVERY DETAIL AND EVERY PROCESS IN DISTRICT 5.

NOT JUST ON THIS PARTICULAR PROJECT, BUT SEVERAL OF THEM IN MY COMMUNITY, CORRECT?

>> CORRECT.

>> EVEN WHEN WE DISAGREE STRONGLY A LOT OF TIMES, BUT I'VE BEEN THEIR VOICE BECAUSE I WAS ELECTED TO BE THAT VOICE FOR DISTRICT 5. CORRECT?

>> YOU ARE CORRECT.

>> WITH THAT BEING SAID AND DR. WILSON STAYED ON THE PHONE THE ENTIRE TIME, AND I THINK IT WAS ALMOST A TWO-HOUR CONVERSATION OR SOMETHING LIKE THAT, IT WAS CLOSE.

IT WAS VERY DETAILED, VERY INFORMATIVE AND WE LET EVERYONE KNOW WHAT WAS GOING ON.

WE'RE GOING TO HAVE ANOTHER MEETING TO FURTHER EDUCATE OUR COMMUNITY.

I MEAN, NOT JUST EDUCATE DISTRICT 5, GET THEM INVOLVED.

I SAY IT ALL THE TIME, INVOLVEMENT BRINGS INVESTMENT.

WE'RE GOING TO CONTINUE WHAT WE'RE DOING.

I'M ASKING, AGAIN, MY COLLEAGUES TO SUPPORT IT.

I'M DOING MY DUTY AS A TRUSTEE TO EDUCATE OUR COMMUNITY ON WHAT'S GOING ON.

THOSE KIDS ARE GOING TO GET THE BEST RESOURCES.

TOP OF THE LINE SCHOOL,

[05:30:02]

TOP OF THE LINE RESOURCES.

WE DON'T KNOW IF IT'S GOING TO BE AN OTI, STRENGTHENING THE NEIGHBORHOOD SCHOOL AND ALLOWING OUR PARENTS, STUDENTS AS AN EDUCATORS, IF THEY WANT TO PARTICIPATE IN OUR CHARRETTE PROCESS WITH THE DESIGN, WITH WHAT IS GOING TO LOOK LIKE, WHAT'S GOING TO GO ON OUR WORKING WITH THE ADMINISTRATION AND THE TRUSTEE.

THAT'S WHAT WE'RE GOING TO BRING TO THE TABLE IN DISTRICT 5, AND I WANT TO THANK YOU FOR LISTENING TO THE VOICE OF THE COMMUNITY BECAUSE THAT'S WHAT I SAID WHEN YOU GUYS BROUGHT TO ME, LET'S HAVE A COMMUNITY MEETING, LET'S SEE HOW THE COMMUNITY FEELS ABOUT THIS.

WE'VE DONE THAT AND WE'RE GOING TO HAVE ANOTHER COMMUNITY MEETING, AND I'LL ASK THAT YOU GUYS TO ATTEND THAT, AS WELL AS THE CONSTRUCTION DEPARTMENT.

IT WILL INCLUDE ALL OF OUR KIDS, ALL OF OUR PARENTS, TEACHERS, WHOEVER WANTS TO BE INVOLVED IN DISTRICT 5, LOVE TO WELCOME THEM BECAUSE THIS IS GOING TO BE ALSO FOR OUR KIDS, OUR BLACK AND BROWN KIDS OR IN W.W. BUSHMAN, IN THAT AREA IN DISTRICT 5. THANK YOU SO MUCH.

>> THANK YOU, TRUSTEE JOHNSON. TRUSTEE FOREMAN.

>> I JUST LIKE TO CLARIFY A COUPLE OF THINGS AND I DON'T PLAN TO GET INTO A DEBATE HERE.

IT'S NOT JUST ABOUT WHO'S DISTRICT IT IS, THIS IS ABOUT KIDS.

MY UNDERSTANDING IS THERE'S BEEN ONE MEETING.

IN THAT MEETING, THERE WERE MULTIPLE THINGS THAT WERE TALKED ABOUT FOR TWO HOURS.

ACTUALLY THE W.W. BUSHMAN PIECE WAS THE LATTER PIECE, SO I'LL JUST HAVE TO BE CLEAR.

I TALKED TO TRUSTEE BLACKBURN WHO ALSO HAD THE SAME CONVERSATIONS.

HE TALKED TO BUSHMAN AND HE TALKED TO ELISHA M. PEASE.

NEITHER ONE OF THEM WANTED TO COME TOGETHER AT THAT TIME.

HE WAS ON THE CALL, HE HEARD IT.

I'M NOT A NOVICE AT THIS.

MY STATEMENT IS STILL THE SAME.

IF I'M DOING SOMETHING WRONG ON DISTRICT 6 AND SOMEBODY WANTS TO SAY SOMETHING, I'M GOOD WITH THAT.

I HAVE A STRONG CONCERN ABOUT PUTTING STRUGGLING BLACK KIDS TOGETHER, WHERE WE ARE CREATING OPPORTUNITIES, SMALL SCHOOLS, TO BRING OTHER PEOPLE BACK INTO THIS DISTRICT.

WE'RE DOING THAT, THE BOARD IS DOING THAT. IS THAT WRONG? NO.

BUT WHAT IS RIGHT, PAM? WHERE IS THE EQUITY OFFICE IN THIS? I THOUGHT WE WERE GOING TO TALK ABOUT SOME KIND OF POLICY THAT YOU COULDN'T CLOSE SCHOOLS UNTIL YOU JUMP TO ALL THESE HOOPS, JUSTIN.

WHAT HAPPENED TO THAT? PEOPLE SHOULD NOT BE JUST CLOSING SCHOOLS JUST BECAUSE IT SEEMS POPULAR OR FOR A NEW BUILDING.

WE JUST VOTED ON MORE MONEY FOR TJ.

I MEAN, WE'RE NOT TRYING TO DISPLACE THEIR KIDS.

I HAVE FAMILY MEMBERS THAT LIVE RIGHT THERE OFF OF I KNOW THAT AREA VERY WELL.

I'M NOT GOING TO CHANGE MY POSITION.

THE EQUITY OFFICE NEEDS TO GET INVOLVED.

IF WE'RE GOING TO EQUALIZE EDUCATION FOR CHILDREN, WHAT'S GOOD FOR THE GOOSE IS GOOD FOR THE GANDER.

I AM NOT SUPPORTING 300 STUDENTS IN A SCHOOL FOR ONE SET OF KIDS AND NOT FOR THE OTHER SET OF KIDS.

I KNOW WE'RE SAYING THEY'RE DOING OKAY NOW, BUT WE KNOW THE HISTORY OF THOSE TWO SCHOOLS. I DO.

MAYBE NOBODY ELSE IN HERE DOES, BUT I DO.

BECAUSE I'VE BEEN INVOLVED JUST THAT LONG.

I DIDN'T JUST GET TO THE BOARD AND GO TO WORK, I'VE BEEN WORKING.

IT'S NOT FAIR FOR US TO CONTINUE TO DO THESE SMALL SCHOOLS FOR A SET OF KIDS AND THEN PUT OUR KIDS IN THIS KIND OF CONDITION TALKING ABOUT A NEW SCHOOL. REALLY?

>> FOR THE RECORD,

[05:35:01]

I WANT TO CLARIFY THAT THE SCHOOLS THAT START SMALL, DON'T STAY SMALL.

THEY ALL HAVE TYPICALLY A CAPACITY OF 6-800 STUDENTS OR LARGER.

>> TRUSTEE JOHNSON.

>> THANK YOU. MOST OF YOU GUYS KNOW I GRADUATED FROM A. MACEO SMITH.

I WENT TO ROOSEVELT, SO I GRADUATED FROM A. MACEO SMITH.

AGAIN, I LIVE TWO MINUTES FROM THAT AREA, SO I TOO KNOW THAT AREA WELL.

I JUST START WORKING JUST BECAUSE I BECAME A TRUSTEE, MY WORK IS PRETTY MUCH IS THE REASON WHY THAT COMMUNITY DISTRICT VOTED FOR ME TO BE HERE.

SHE MADE A STATEMENT AND I APPRECIATE HER CONCERN, CONCERN OF RACIAL EQUITY, THAT IS A VERY GOOD CONCERN.

BUT DR. WILSON, AGAIN, HE WAS ON THE LINE.

WASN'T OUR RACIAL EQUITY DEPUTY CHIEF ON THE LINE? DR. QUINN?

>> YES, SIR. SHE WAS ON THE CALL.

>> SHE WAS ON THE CALL MAJORITY OF THE TIME, CORRECT?

>> YES, SIR.

>> WE DID INCLUDE OUR RACIAL EQUITY DEPUTY CHIEF CONCERNING THIS MATTER BECAUSE I WANT TO MAKE SURE MY COLLEAGUES ARE AWARE AND THOSE THAT ARE LISTENING, THAT WE COVER EVERY BASIS.

MR. BRENT, I THINK HE'S THE DEPUTY CHIEF OF CONSTRUCTION.

MR. BRENT, CAN YOU COME TO THE TABLE AS WELL?

>> MAXIE JOHNSON WHEN I WAS GROWING UP, I USED TO BASKETBALL AT CUMMINGS RECREATION CENTER.

IS THAT STILL CALLED CUMMINGS OR IT HAD A DIFFERENT NAME?

>> IT'S STILL CALLED CUMMINGS.

>> OKAY. YEAH, I KNOW THAT NEIGHBORHOOD PRETTY GOOD MYSELF.

>> IT'S STILL CALLED CUMMINGS.

MR. BRENT, YOU WAS ONE OF THE MAJORITY OF THE TIME AS WELL.

WE DISCUSSED SEVERAL OF THE SCHOOLS IN DISTRICT 5.

THE NAMING OF THE SCHOOL, BUT WE ALSO DISCUSSED THAT WAS GOING ON IN DISTRICT 5, CORRECT?

>> YEAH, THAT'S CORRECT.

>> WHEN YOU WAS TALKING, YOU DID LET THE COMMUNITY KNOW THAT CONCERNING THE RE-PURPOSING OF THE SCHOOL THAT WE'RE GOING TO BE VERY TRANSPARENT AND LET EVERY PARENT, EVERY COMMUNITY MEMBER THAT WANTS TO BE A PART OF THIS PROJECT BE A PART AND HELP DESIGN AND PUT EVERYTHING THAT THEY WANT IN THIS PARTICULAR SCHOOL, CORRECT?

>> THAT IS CORRECT.

>> OKAY. I JUST WANT TO MAKE SURE THAT MY COLLEAGUES KNOW THAT THIS WAS TRULY A TWO-HOUR CONVERSATION.

THE RACIAL EQUITY DEPARTMENT IS INVOLVED IN THIS DECISION-MAKING, PARENTS ARE INVOLVED IN THIS DECISION-MAKING.

THIS CONVERSATION WAS HELD BEFORE I BECAME A TRUSTEE.

CLEARLY BY THIS COMING BACK UP, IF THE COMMUNITY DID NOT WANT IT, I'M PRETTY SURE THE COMMUNITY WOULD HAVE TOLD ME THEY DIDN'T WANT IT BY NOW.

WE'RE GOING TO MAKE SURE THAT EVERYONE KNOWS WHAT'S GOING ON HERE.

AGAIN, THIS IS GOING TO BE OPPORTUNITY.

WE'RE ALWAYS TALKING ABOUT EQUITY.

THIS IS WHAT EQUITY LOOKS LIKE.

THIS IS BRINGING EQUITABLE RESOURCES TO A COMMUNITY, BLACK AND BROWN KIDS.

I THINK THIS IS GOING TO BE GREAT.

NOT I THINK, I KNOW IT'S GOING TO BE GREAT, I'M SUPPORTING THE ADMINISTRATION.

THE COMMUNITY WILL BE NOTIFIED EVEN MORE EVEN.

SHE'S EXACTLY RIGHT, WE'VE ONLY HAD ONE MEETING.

AS SOON AS THE ADMINISTRATION LET ME KNOW, I IMMEDIATELY WENT TO, I THINK WAS THE ONE SPRING BREAK.

WE HAD A COMMUNITY MEETING SURROUNDED IT.

WE'RE GOING TO HAVE MANY MORE COMMUNITY MEETINGS SURROUNDING IT BECAUSE WE WANT THIS TO BE AN AWESOME PROCESS, WE WANT EVERYONE TO BE EXCITED.

I'M SURE THAT OUR KIDS ARE GOING TO ENJOY THIS NEW SCHOOL AND WHAT WE'RE DOING IN DISTRICT 5 TO BRING EQUITY IN TOP-NOTCH SCHOOLING AND MAKE SURE THAT WE HAVE ARE THE RESOURCES OUR KIDS NEED TO BE SUCCESSFUL.

DR. HINOJOSA, I KNOW AT TIMES WE SIT ON THE OPPOSITE SIDE OF THE TABLE.

BUT I DON'T KNOW, MAYBE SOMETHING'S IN THE WATER HERE LATELY.

WE'VE BEEN GETTING ALONG VERY WELL.

I WENT TO SCHOOL, BUT I THANK YOU RESPONDED, YOUR STAFF IS RESPONDING.

THANK YOU FOR HEARING THE VOICE OF OUR COMMUNITY IN DISTRICT 5.

AGAIN, I'M ASKING MY COLLEAGUES, IF YOU PLEASE SUPPORT THIS BECAUSE THIS IS BEING IN DEPTH CONVERSATION PRIOR TO ME BECOMING A SCHOOL BOARD TRUSTEE AND I'M JUST DOING THE BEST I CAN FOR MY KIDS.

THANK YOU SO MUCH.

>> THANK YOU, STAFF.

>> THANK YOU. TRUSTEE MICCICHE.

>> I JUST WANTED TO FOLLOW UP ON THE RE-PURPOSING AT PIECE.

THAT BUILDING WILL BECOME A TRANSFORMATION SCHOOL, IS THAT CORRECT?

>> BRIAN, COME ON UP.

I DON'T THINK WE HAVE A SPECIFIC PLAN YEAR, BUT WE ALWAYS LOOKING FOR SITES FOR TRANSFORMATION SCHOOLS.

BRIAN, DO YOU HAVE ANYTHING ELSE TO ADD TO THERE?

>> YOU'RE RIGHT, I WOULD ECHO WHAT YOU'RE SAYING, DOCTOR.

FIRST OF ALL, GOOD EVENING.

THERE HAS NOT BEEN A DECISION MADE AS TRUSTEE JOHNSON JUST POINTED OUT, THE COMMUNITY CONVERSATIONS HAVE BEEN HELD.

WE WOULDN'T MAKE DECISIONS WITHOUT COMMUNITY INPUT OR DISCUSSION.

WE LEARNED ABOUT IT AND THAT'S THE EXTENT OF IT THUS FAR.

>> OKAY. I'M ASSUMING THE INTENT IS NOT TO JUST LEAVE IT EMPTY, THAT WE WOULD DO SOMETHING WITH THE BUILDING AND THAT IT WOULD MOST LIKELY BE A CHOICE SCHOOL, IS THAT A FAIR UNDERSTANDING?

[05:40:03]

>> WE HAD A DISCUSSION.

YOU'RE RIGHT, I THINK AS A DISTRICT, WE WOULD NOT WANT TO LEAVE THE SCHOOL EMPTY, BUT THERE HAS BEEN NO DECISION MADE.

>> OKAY, FAIR ENOUGH. I UNDERSTAND THAT.

BUT IT DOES SAY RE-PURPOSE, SO I ASSUME IT DOESN'T MEAN ABANDONED.

IF IT'S REPURPOSED AS A CHOICE SCHOOL, I WANT TO KNOW WHAT THE PLAN WOULD LIKELY INCLUDE A PRIORITY RADIUS FOR THE STUDENTS THAT LIVE IN THAT NEIGHBORHOOD, LIKE MOST OF OUR OTHER CHOICE SCHOOLS DO?

>> THAT IS A STANDARD THAT WE FOLLOW, SO I WOULD AGREE THAT THAT WOULD HAPPEN IF THIS WERE TO BE THE CASE.

>> OKAY, THAT BUILDING IS LIKELY TO BE TURNED INTO A TRANSFORMATION SCHOOL.

IF IT IS TURNED INTO A TRANSFORMATION SCHOOL, THE KIDS IN THAT NEIGHBORHOOD WILL HAVE FIRST PRIORITY TO ATTEND THAT TRANSFORMATION SCHOOL?

>> YES, SIR.

>> OKAY. DOCTOR, CAN YOU MAKE THAT COMMITMENT?

>> ABSOLUTELY.

>> OKAY, THANK YOU.

SOUNDS LIKE A GOOD PROGRAM.

>> THANK YOU, TRUSTEES.

WE'RE GOING TO MOVE ON TO INFORMATION TECHNOLOGY DIVISION.

[22. INFORMATION TECHNOLOGY DIVISION]

THAT'S 23A, 24A.

I GOING TO KEEP GOING, STOP ME.

FINANCIAL SERVICES DIVISION, THAT'S 26, 27,

[25. FINANCIAL SERVICES DIVISION]

28, 26 THROUGH 32. I 'LL GIVE YOU SOME TIME.

I THINK LIKE THERE'S ENOUGH TIME.

ANY QUESTIONS ON THE POLICE DIVISIONS? IT'S 34A.

[33. POLICE DIVISION]

>> I DO.

>> TRUSTEE GARCIA.

>> DO WE

>> I THINK WE WANT TO GIVE IT CHEAP, BUT I CAN TRY TO ANSWER YOUR QUESTION DEPENDING ON WHAT IT IS.

>> YES, THE DOCUMENTS INCLUDED HERE.

BUT I NEED MORE CLARIFICATION ON, IT SAYS HERE, DUTY GEAR ACCESSORIES AND EQUIPMENT.

I WANTED TO KNOW MORE IN DEPTH WITH WHAT WE'RE TALKING ABOUT HERE.

>> BARE WITH ME JUST A SECOND, I'LL SEE.

I CAN GET YOU A DEFINITION OF WHAT DUTY GEAR ACCESSORIES WOULD BE.

>> YES, SIR.

>> I ANTICIPATE IT'S MORE IN REGARDS TO THE CLOTHING AREA.

I'M GOING TO KEEP LOOKING FIRST.

IT'S ALL TYPE CLOTHING, BUT I CAN GET A DEFINITE ANSWER.

PERFECT. SHE WANTS TO KNOW DUTY GEAR ACCESSORIES ARE.

>> FIRST OF ALL, GOOD EVENING.

>> GOOD EVENING.

>> HOW YOU DOING TRUSTEE GARCIA.

I ACTUALLY HAVE THAT SPELLED OUT FROM HERE.

>> THANK YOU.

>> JUST A SECOND.

TYPICALLY WHAT THIS INVOLVES AS FAR AS DUTY GEAR, INNER, OUTER BELT, HANDCUFF CASE, HANDCUFFS, SPRAY CASE, BATON HOLDER, WHICH IS IN THE ASS.

THE RADIO HOLSTER AND DUTY HOLSTER.

THEN ALSO IT INCLUDES INNER JACKETS, OUTER JACKETS.

ALL THE GEAR THAT YOU SEE THAT I'M WEARING. YES, MA'AM.

>> OKAY, THAT'S ALL I NEED TO KNOW.

>> YES, MA'AM.

>> THANK YOU.

>> YEAH, ABSOLUTELY.

>> THANK YOU, CHIEF THANK YOU, TRUSTEE GARCIA. TRUSTEES, ARE THERE ANY OTHER QUESTIONS?

>> I HAVE A QUESTION.

>> GO AHEAD TRUSTEE JOHNSON

>> I KNOW THIS HAS BEEN SOME TIME AGO, I'VE ASKED THIS QUESTION BEFORE.

I KNOW THAT A LOT OF THINGS HAPPENING AND I DON'T KNOW IF THIS IS A PART OF 2020 BOND WHICH YOU RECEIVE.

WHAT ABOUT OUR CAMERAS? POLICE CAMERAS, THAT'S VERY IMPORTANT.

CAN YOU TALK MORE ABOUT THAT? DO WE GO AWAY FROM THAT?

>> NO, SIR.

ACTUALLY, THAT AMOUNT, I DON'T HAVE THE PAPERWORK IN FRONT OF ME, BUT WE'VE PROBABLY GOT ABOUT $49.5 MILLION FROM THE BOND PROGRAM THAT WILL BE USED, AND THAT'S WHAT WE'RE STARTING TO FOCUS ON NOW, PRIORITIZING.

IN FACT, WE'RE IN CONVERSATIONS NOW WITH OUR PROCUREMENT FOLKS TRYING TO GET OUR RFPS OUT SO WE CAN GO AHEAD AND HAVE ENOUGH CONTRACT.

THE MONEY AND THE CONTRACT SO THAT WE CAN START BRINGING IN NEW CAMERAS AND DOING WHAT WE NEED TO DO WITH THOSE CAMERAS.

[05:45:01]

>> ABSOLUTELY. THANK YOU SO MUCH, CHIEF.

>> ABSOLUTELY, SIR.

>> I SEE NO MORE QUESTIONS, TRUSTEES.

IT IS 6:20 PM AND THIS MEETING IS NOW ADJOURNED. THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.