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>> GOOD MORNING AGAIN AND WELCOME TO THE BOARD,

[00:00:02]

BRIEF AND A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

WE'VE ALREADY HAD A MOMENT OF SILENCE IN PLEDGE OF ALLEGIANCE AND SLEW FOR THE TEXAS FLAG JUST A FEW MINUTES AGO.

THE TRUSTEES PRESENT FOR THIS MEETING,

[2. ACKNOWLEDGEMENTS]

ARE DISTRICT 1 TRUSTEE FLORES, DISTRICT 2 TRUSTEE MARSHALL, DISTRICT 4 TRUSTEE GARCIA, DISTRICT 6 TRUSTEE FOREMAN, DISTRICT 7 TRUSTEE MAGGIE, DISTRICT 8 TRUSTEE DR. MICHAEL, AND ALSO JOINS US AND JUSTIN HENRY BOARD PRESIDENT.

THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA THROUGH DALLAS SIZED ESPANOL ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE. TRUSTEE FLORES PLEASE.

>>

>> THANK YOU, TRUSTEE FLORES.

ON MARCH 16TH, 2020 GOVERNOR GREG ABBOTT GRANTED A REQUEST BY ATTORNEY GENERAL COMPACT AND TEMPORARILY SUSPEND A LIMITED NUMBER OF OPEN MEETINGS LAWS TO THE EXTENT NECESSARY TO ALLOW TELEPHONIC AND VIDEO CONFERENCE MEETINGS IN RESPONSE TO COVID-19.

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

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

B, WE HAVE A TRUSTEES ARE IN ATTENDANCE SIMULTANEOUSLY THROUGH VIDEO CONFERENCE VIA ZOOM.

C, YOU ARE MEETING BY USE OF ZOOM MEETINGS SOLVE FOR APPLICATION WHICH ALLOWS TWO-WAY COMMUNICATION FOR MEMBERS OF THE PUBLIC.

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

ALL OF THE MEETING PROCEDURES WILL ADHERE TO BOARD ADOPTED PROCEDURES TO THE EXTENT PRACTICABLE.

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

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

H, IF YOU HAVE QUESTIONS ABOUT THE SUSPENDED LAWS, PLEASE CALL THE OFFICE OF ATTORNEY GENERAL AT 886726787 OR BY E-MAIL AT TOMA@ORG.TEXAS.GOV.

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

I'M AWARE THAT PROBABLY EVERYONE IN THE ROOM HAS BEEN VACCINATED AT THIS POINT.

OUR AGENDA NOW CALL FOR THE PUBLIC FORUM SEGMENT OF OUR MEETINGS,

[3. PUBLIC FORUM]

MRS. GRANT, WE PLEASE CALL THE NAMES OF SPEAKERS

>> OUR FIRST SPEAKER IS HAMZA ATUMA.

>> HI, EVERYONE HEAR ME?

>> YES.

>> DO I JUST BEGIN SPEAKING NOW? ALL RIGHT.

MY NAME IS HAMZA ATUMA AND I'M A MIDDLE SCHOOL TEACHER AND DISTRICT 9.

NUMBERS MAKE THE LINK BETWEEN OUR SCHOOL SUSPENSIONS AND BLACK STUDENTS ARE OVER-REPRESENTED IN SCHOOL SUSPENSIONS, WHICH LEADS TO THE UNJUST DISPARITIES IN ACADEMIC PERFORMANCE WE SEE ANNUALLY.

IN RESPONSE TO THIS FACT, THE DISTRICTS DESIRE TO BAN OUT-OF-SCHOOL SUSPENSIONS.

TODAY, I'M ENCOURAGING DALLAS INDEPENDENT SCHOOL DISTRICT SCHOOL BOARD TO INVEST IN CAMPUS BASE POSITIVE BEHAVIOR SYSTEMS AS AN ALTERNATIVE TO THE CREATION OF RESET ROOMS. AS A NEW TEACHER, I CONSISTENTLY RECEIVED ADVICE ON HOW TO ENSURE GREATER DISCIPLINE IN MY CLASSROOM THROUGH PUNITIVE MEASURES.

I WAS TOLD PHRASES LIKE DON'T SMILE FOR THE FIRST MONTH, OR BE AS STRICT AS POSSIBLE CONSEQUENCES IN ORDER TO AVOID PROBLEMS FROM HAPPENING LATER.

WHILE EACH AND EVERY PERSON WHO PROVIDED THIS ADVICE DID SO FROM A PLACE OF SYMPATHY, AND A BACKGROUND IN TEACHING THAT FAR EXCEEDED MY OWN, I KNEW DEEP DOWN THAT THIS LOGIC SIMPLY SUPPORTED USING GREATER NEGATIVE AND REINFORCEMENT TO DISCIPLINE OUR CHILDREN.

CHILDREN WHO ALREADY HAVE TO NAVIGATE A WORLD WHERE THEY'RE CRIMINALIZED FOR THE COLOR OF THEIR SKIN, RATHER THAN THE CONTENT OF THE CHARACTER.

LUCKILY, I STUMBLED UPON CLASS-WIDE FUNCTION INTERVENTION TEAMS WHILE COMPLETING MY TEACHER CERTIFICATION PROGRAM.

CLASS-WIDE FUNCTION INTERVENTION TEAMS ENCOURAGE POSITIVE CLASSROOM BEHAVIOR FOR STUDENTS, WHILE ALSO TRAINING TEACHERS TO RELY ON GREATER REINFORCEMENT RATHER THAN NEGATIVE.

THIS SYSTEM HAS REAL DATA AND EVIDENCE TO SUPPORT GREATER CLASSROOM MANAGEMENT, AS WELL AS GREATER STUDENT ENGAGEMENT AND A LOWER NEED TO REMOVE CHILDREN FROM A CLASSROOM.

TEACHERS WHO PROVIDED THE TOOLS TO BETTER MANAGE CLASSROOM BEHAVIOR WITHOUT THE NEED TO SEND A CHILD OUT OF THE CLASSROOM, STUDENTS WOULD LIKELY STAY ON TASK, BEHAVE IN A WAY THAT IS MORE CONDUCIVE TO THEIR OWN LEARNING, AND WITHOUT ALSO FEELING MARGINALIZED OR EVEN TARGETED, BY SYSTEM THAT TEACHES THEM THEY ARE CRIMINALS.

FORTUNATELY, I'VE ONLY SEEN A FEW RECOMMENDATIONS FROM DISTRICT ADMINISTRATORS TO ADDRESS THESE CONCERNS, INCLUDING THE CREATION OF RESEARCH CENTERS WHERE STUDENTS CAN POSSIBLY ZOOM INTO CLASS OR ACCESS TELETHERAPY.

SPECIFICALLY IN REGARD TO TELETHERAPY, I WOULD URGE THE SCHOOL BOARD TO THINK ABOUT THESE QUESTIONS.

WILL YOU BE HIRING THERAPIST WHO ACTUALLY REFLECT THE IDENTITIES AND EXPERIENCES OF OUR STUDENTS? WILL THEY BE CAPABLE OF ESTABLISHING A RELATIONSHIP OF TRUST WITH SOMEONE THEY MAY HAVE NEVER MET BEFORE? CAN YOU GUARANTEE TELETHERAPY WILL ACTUALLY IMPROVE A STUDENT'S PERFORMANCE INSIDE AND OUTSIDE OF THE CLASSROOM.

NOW IS OUR TIME TO LEAD THE NATION IN OUR MARCH TOWARD TRULY EQUITABLE SCHOOLS.

I'M PROUD TODAY TO LIFT UP THE VOICES OF TEACHERS WHO EXPERIENCED THIS DAILY AND HOPE THAT SHE WILL TAKE THESE RECOMMENDATIONS AND QUESTIONS IN THE SERIOUSNESS THEY DESERVE.

THANK YOU, AND HOPE THIS IS ONE OF MANY BOLD STEPS THE DISTRICT IS TAKING TO BUILD TRULY EQUITABLE AND ANTI-RACIST SCHOOLS.

[00:05:02]

>> THANK YOU. THIS CONCLUDES OUR SPEAKERS.

>> THANK YOU TO OUR SPEAKER.

THE BOARD WILL NOW RETIRE TO CLOSED SESSION.

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

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

THE PUBLIC PORTION OF THE MEETING OVER ZOOM AFTER CLOSE SECTION THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO THE TEXAS GOVERNMENT CODE, SECTION 551 CONCERNING ANY AND ALL OF THE PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO THE FOLLOWING, TEXAS GOVERNMENT CODE, SECTION 551.071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT, OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER, B, 551.072, TO DELIBERATE THE PURCHASE EXCHANGE LEASE SELLER VALUE OF REAL PROPERTY, C, 551.074, TO DELIBERATE THE APPOINTMENT EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE, AND DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE INCLUDING, ONE, RECOMMENDATION TO TERMINATE THE PROBATIONARY CONTRACT OF CERTAIN EMPLOYEES AT THE END OF THE CONTRACT PERIOD.

TWO, RECOMMENDATION TO PROPOSE A NEW NON-RENEWAL OF THE TERM CONTRACT OF CERTAIN EMPLOYEES AT THE END OF THE CONTRACT PERIOD.

THREE, RECOMMENDATION OF NON-RENEW TERM CONTRACT EMPLOYEES WHO DID NOT REQUEST A HEARING REGARDING THE PROPOSED NON-RENEWAL OF THEIR TERM CONTRACT.

THE TIME IS NOW 12:06 PM AND WE ARE IN CLOSED SESSION.

THE TIME IS NOW 12:29 PM WHEN WE'RE BACK IN OPEN SESSION, THE BOARD SIGNAL ACTION IN CLOSED SESSION, WE MOVE ON TO INFORMATION REPORTS STARTING WITH ITEM A,

[6. INFORMATION/REPORTS]

DISCUSSION OF 87TH OF TEXAS LEGISLATIVE AGENDA.

>> THANK YOU, MR. PRESIDENT, MEMBERS OF THE BOARD.

A LOT OF THINGS ARE HAPPENING IN AUSTIN AS WE SPEAK.

AS YOU WELL KNOW, 3270 AS IT'S BEEN REFERRED TO, DIED IN THE HOUSE AS ON A POINT OF ORDER, BUT IT IS STILL ALIVE IN THE SENATE 1365 BY BETANCOURT.

YOU AS A BOARD TOOK ACTION ON MONDAY ON RESOLUTION AND THERE'S ALREADY A RESULT AS A RESULT OF YOUR ACTION.

YESTERDAY, DAVID THOMPSON GOT CALLED TO A MEETING WITH THREE MEMBERS OF THE PUBLIC HEAD COMMITTEE.

TODAY THEY CAME UP WITH A COMPROMISE, TODAY THEY ARE MEETING WITH ALL OF THE MANAGEMENT GROUPS INCLUDING TACIT, TASB, TEXAS SCHOOL LINES, TEXAS URBAN COUNCIL, AND THERE ARE SIGNIFICANT COMPROMISES THAT THEY HAVE COME UP WITH.

FIRST OF ALL, THEY WILL ALLOW THERE TO BE DUE PROCESS FOR ANY DISTRICT THAT IS FACING THIS ISSUE.

THERE ARE MANY OTHER CONCESSIONS BEING MADE ABOUT PROTECTIONS FOR SCHOOL DISTRICT, SHOULD THIS BILL PASS.

I THINK THAT YOUR RESOLUTION AND THE QUESTIONS THAT YOU ASKED PEOPLE WERE PAYING ATTENTION.

THEREFORE, THERE'S ALSO THE FEAR THOUGH, THAT IF THE HOUSE AGREES TO THIS, THEN IT GOES OVER TO THE SENATE, AND THERE'S A DISAGREEMENT, AND THEN THE CONFERENCES WILL MAKE THE FINAL DECISION.

WELL, THERE'S ALSO BECAUSE OF THAT FEAR, THERE IS AGREEMENT AMONGST THESE MEMBERS OF THE HOUSE THAT THEY WILL KILL THEIR OWN BILL IF THAT HAPPENS.

THERE IS A MEETING THIS AFTERNOON AT LUANN MARTINA'S OFFICE WITH ALL OF THESE GROUPS, AND HOPEFULLY WE'LL GET A GOOD RESULT, AS THINGS COME OUT.

THAT'S ABOUT THE ONLY BIT OF GOOD NEWS I'M GOING TO SHARE WITH YOU TODAY.

SENATE BILL 27, THE VIRTUAL SCHOOL NETWORK BILL IS VERY SILENT IN THE SENATE.

IT PASSED THE HOUSE.

THE BIG DIFFERENCE BETWEEN THE TWO BILLS IS THE SENATE WANTS PRE-K TO THREE.

THE HOUSE DOES NOT WANT PRE-K TO THREE VIRTUAL.

THE SENATE WANTS TO OPEN IT UP TO SERVE STUDENTS THAT ARE NOT IN YOUR DISTRICT, THE HOUSE IS ADAMANTLY AND SAW ARE TAS AND TASB, AND MOST OF THE MANAGED GROUPS, AGAINST THAT PROVISION.

THEREFORE IT IS STALLED AND THIS IS A HIGH PRIORITY BUILD FOR LIEUTENANT GOVERNOR.

WE WERE TOLD YESTERDAY TO START PLANNING TO ASK THE COMMISSIONER FOR A WAIVER, BECAUSE IT DOES NOT LOOK LIKE THE VIRTUAL BILL WILL SURVIVE THIS SESSION.

MORE BAD NEWS, HOUSE BILL 3731, HAROLD DUTTON, RELATING TO SCHOOL ACCOUNTABILITY RATINGS, INCLUDING INTERVENTIONS AND SANCTIONS.

THERE'S LOT OF DISCUSSION ABOUT WHAT A D IS.

UNDER CERTAIN PROVISIONS, A D GET SANCTIONS.

THERE ARE COMPROMISES BEING WORKED OUT ALSO BY THAT COMMITTEE I JUST TALKED ABOUT THIS MORNING.

THERE IS UNIVERSAL AGREEMENT.

I WOULDN'T AGREE TO THE BILL IF IT WERE IN THERE ANYWAY, IF THIS WERE NOT IN THERE, THAT YOU CANNOT HAVE MULTIPLE YEARS OF D AND BE OKAY.

IF YOU GET A THIRD D, YOU'RE NOT OKAY.

YOU GOT TO GET SANCTIONS.

[00:10:01]

BUT IT'S NOT OKAY IF A SCHOOL GOES FROM F TO A D AND IS SHOWING PROGRESS, BUT UNDER THIS, THEY WILL STILL GET SANCTIONS.

THEN ALSO THERE'S A DEBATE, WHAT IF A SCHOOL'S BEEN A OR B OR C AND THEN DROP TO A D. WE'RE HAVING THOSE DEBATES RIGHT NOW AND THERE'S NO CLEAR CONSENSUS, ALL OF THIS GOT STRIPPED OUT IN COMMITTEE.

IT'S NOW BEING RENEGOTIATED AS WE SPEAK.

HOPEFULLY AS THEY'RE DEALING WITH THE TAKEOVER BILL, THEY WILL ALSO CLEAN THIS BILL UP AND WE'LL KEEP YOU INFORMED ON THAT.

SENATE BILL 215, YOU NEED TO WATCH THAT ONE, IS SENATOR BETANCOURT IS CREATING HIS LEGISLATION WHICH AS PASSED THE SENATE WOULD CREATE AN OFFICE OF INSPECTOR GENERAL.

THE INSPECTOR GENERAL ONLY HAS AUSPICES OR AUTHORITY OVER THAT AGENCY.

BUT IN THIS CASE, THAT INSPECTOR GENERAL WILL HAVE AUTHORITY OVER SCHOOL DISTRICTS.

THEY WOULD HAVE SUBPOENA POWER AND INVESTIGATION POWER.

IT IS NOT THAT WAY IN ANY OTHER STATE AGENCY AND ASK WHY MANY OF THE GROUPS ARE OPPOSED TO SENATE BILL 215.

HOUSE BILL 547 IS GETTING SUPPORT AND IT IS MOVING THROUGH BOTH CHAMBERS AND IT IS TO ALLOW HOME SCHOOLERS TO PLAY UIL SPORTS AT OUR PUBLIC SCHOOLS, AND THEY DON'T HAVE TO FOLLOW NO PASS NO PLAY.

OH, WAIT A MINUTE, LET ME CORRECT IT.

NO, YES, THEY DON'T HAVE TO FOLLOW NO PASS NO PLAY.

THAT'S 547, AND SO OF A STUDENT IS HOME-SCHOOLED AND WANTS TO PLAY BALL FOR SOC, WE WOULD HAVE TO ALLOW THEM TO DO THAT.

THAT IT'S NOT REALLY A BIG ISSUE IN OUR COMMUNITY, BUT IT IS IN A LOT OF OTHER COMMUNITIES.

THEN ANOTHER ISSUE THAT WE'VE TALKED TO YOU ABOUT VERY EARLY ON.

WE'VE GOTTEN SUPPORT FROM THE HOUSE ON THE HOUSE BILL 3, CLEANUP BILL.

IT'S CALLED HOUSE BILL 525 BY DAN PUBERTY.

THIS ONE IS VERY IMPORTANT TO US BECAUSE THE STATE TOLD US WE WOULD GET $28 MILLION FOR THE TEACHER INCENTIVE ALLOTMENT.

WE HAVE MADE DECISIONS, WE HAVE HIRED TEACHERS TO GO TO ALL OF OUR HIGH PRIORITY CAMPUSES, WE'VE PROMISED OUR TEACHERS THEY'RE GOING TO BE MAKING SIGNIFICANT DOLLARS IF THEY HAVE THE ACCEPTABLE RATING ON THEIR TEI PERFORMANCE.

NOW WE'RE BEING TOLD THAT BECAUSE WE HAVE AN OPTIONAL HOMESTEAD EXEMPTION AND WE'RE ALSO A PROPERTY RICH DISTRICT THAT WE WOULD ONLY QUALIFY FOR EIGHT MILLION DOLLARS.

WE HAVE A SOLUTION IN THE HOUSE, AND IT'S PASSED, THE SENATE DOES NOT CONCUR.

BY THE WAY, IT'S NOT JUST US, IT'S ALSO HOUSTON WHO IS NOW MOVING TO THAT EVALUATION SYSTEM, AND MANY OF THE RURAL DISTRICTS WHO WERE INCENTIVIZED TO GO IN THIS DIRECTION.

BUT THE PROPERTY POOR DISTRICTS ARE ARGUING THAT THE PROPERTY RICH DISTRICTS ARE DOUBLE-DIPPING.

DUAN THOMPSON HAD A MEETING WITH SENATOR WEST AND MEMBERS OF SENATOR TAYLOR STAFF, WE VEHEMENTLY AGREE WITH THAT ASSERTION FROM THE EQUITY CENTER AND THAT THIS IS LEGISLATION THAT WAS PASSED BECAUSE OF DALLAS ISD.

BUT WE WERE TOLD WHAT DALLAS IS JUST GOING TO HAVE TO EAT IT.

THERE'S A DIFFERENCE BETWEEN THE HOUSE AND THE SENATE, THEY GO TO CONFERENCE COMMITTEE.

I VERY SELDOM CALL INDIVIDUAL CHAIRMAN OR THE GOVERNOR, BUT ON THIS ONE, I MAY HAVE TO CALL THE GOVERNOR'S OFFICE MYSELF AND SENATOR TAYLOR'S OFFICE WHO HAVE A GOOD RELATIONSHIP WITH BOTH OF THEM.

BUT THIS WAS A CORNERSTONE OF HOUSE BILL 3.

I THINK THIS BOARD IS COMMITTED AND WE CAN HANDLE A BAD DECISION FOR A YEAR OR TWO, BUT THESE ARE RECURRING COSTS AND WE WANT OUR BEST TEACHERS GOING TO, NOT ONLY OUR A SCHOOLS, BUT TO OUR HIGH PRIORITY CAMPUSES.

STAY TUNED, IT IS GETTING VERY LATE IN THE SESSION, THERE'S VERY LITTLE TIME FOR OTHER CHANGES TO OCCUR.

THAT CONCLUDES MY REPORT, MR. CHAIR, AND NOW I'LL TURN IT OVER, SEE IF BOARD MEMBERS HAVE QUESTIONS.

>> THANK YOU. DR. HINOJOSA TRUSTEES, ARE THERE ANY QUESTIONS?

>> NOW, I JUST WANTED TO THANK YOU, DR. HINOJOSA FOR YOUR VIGILANCE AND LOOKING OUT FOR DALLAS ISD IN THE LEGISLATIVE PROCESS HERE.

A LOT OF BILLS THAT COULD BE VERY HARMFUL TO US AND ESPECIALLY WELL, A LOT OF BILLS THE ONE THAT YOU MENTIONED LAST, REGARDING THE TEACHER INCENTIVE ALLOTMENT IS A REAL PROBLEM FOR US.

[00:15:04]

WHILE WE CAN ABSORB THE LOSS OF THAT FUNDING POSSIBLY FOR A YEAR OR TWO ON A LONG-TERM BASIS, THAT IS NOT GOING TO BE REALISTIC, AND IF THERE'S ANYTHING YOU THINK WE CAN DO AS A BOARD OR AS INDIVIDUAL MEMBERS TO HELP GET THE SENATE TO CONCUR WITH THE HOUSE ON THIS, PLEASE REACH OUT TO US.

SOME OF US HAVE GONE DOWN TO AUSTIN ON VARIOUS OCCASIONS IN THE PAST AND IN FACT, IN 2019 TO SUPPORT THAT VERY PROVISION.

>> YEAH. STAY TUNED, WE MAY NEED YOU BECAUSE IT NEEDS TO BE ALL HANDS ON DECK AND WE ARE VERY MUCH IN THE MINORITY BECAUSE WE ARE PROPERTY RICH DISTRICT AND IT WILL HELP TO HAVE SOME VOICES.

WELL, I'LL KEEP YOU POSTED OVER THE NEXT WEEK TO 10 DAYS, THANK YOU.

>> WAS THERE A DEVELOPMENT REGARDING THE ANTI-RACISM ISSUES?

>> MY BAD, I'VE OMITTED THE MOST IMPORTANT ONE FOR THIS DISTRICT.

THIS DISTRICT HAS GONE TO GREAT LINKS REGARDING RACIAL EQUITY.

THERE ARE SOME VERY DANGEROUS BILLS THAT ARE OUT THERE THAT WE MISSED QUITE HONESTLY, EVERYBODY MISSED.

THEY MADE THEIR WAY AND WE'D BOARD PASS A RESOLUTION UNANIMOUSLY ON THAT ON MONDAY, AND IS CALLED CRITICAL RACE THEORY BILLS 2022, I THINK IS IN THE SENATE AND A COMPANION IN THE HOUSE.

THEY BOTH PASSED AND THERE'S BEEN SOME AMENDMENTS ON THE HOUSE SIDE TO MITIGATE THOSE SITUATIONS SOME THE BAD NEWS IS THAT THEY BOTH CONTINUE TO MOVE FORWARD.

THEY COULD JEOPARDIZE A LOT OF THINGS THAT WE DO, WE MAY HAVE TO CHANGE THE MASTER SCHEDULES, COULD WE WOULD NOT BE ALLOWED TO TEACH MEXICAN-AMERICAN STUDIES AND BLACK STUDIES IN OUR SCHOOLS.

LOT OF THE THINGS THAT OUR OFFICE OF RACIAL EQUITY HAS CHAMPIONED, INCLUDING A LOT OF THE TRAINING THAT THE BOARD HAS BEEN THROUGH, THAT SENIOR TEAM HAS BEEN THROUGH, THAT EVERY CAMPUS HAS BEEN THROUGH ABOUT RACIAL EQUITY AND HOW WE TREAT EACH OTHER AND HOW WE UNDERSTAND EACH OTHER WOULD NOT BE ALLOWED.

EVEN WE HAVE SOME OUTSIDE PROVIDERS THAT HAVE RAISED MONEY TO DO SOME PROFESSIONAL DEVELOPMENT FOR TEACHERS, THAT WOULD BE DISALLOWED.

THAT IS SPECIFICALLY CALLED OUT IN THE BILL THAT WE COULDN'T EVEN TAKE DONATIONS FROM OUTSIDE GROUPS TO DO THAT INSTRUCTION.

OUR PD DEPARTMENT WOULD HAVE TO RE-INVENT A LOT OF THE THINGS THAT WE'RE DOING.

WE'D HAVE TO GO BACK AND LOOK AT OUR WHOLE RACIAL EQUITY OFFICE BUDGET, AND THIS IS SOMETHING THAT THIS BOARD PASSED UNANIMOUSLY.

I ASKED OUR CONSULTANT, DOES THIS HAVE A CHANCE TO PASS? SHE GO, ABSOLUTELY, AND IN FACT, IT'S ALREADY PASSED IN FIVE REPUBLICAN STATES AND THOSE GOVERNORS HAVE SIGNED IT.

WE'RE GOING TO HAVE SOME HUGE DIFFICULT DECISIONS TO MAKE.

I'M ALSO GOING TO SAY THIS AND I DON'T LIKE TO THREATEN LITIGATION VERY OFTEN, ESPECIALLY NOW FROM BEHIND A MICROPHONE.

BUT SOME OF US HAVE BEEN TALKING TO THE COUNCIL OF THE GREAT CITY SCHOOLS BECAUSE THIS IS IMPACTED MORE THAN JUST TEXAS.

IT WOULD BE MORE POWERFUL IF SEVERAL STATES OR SEVERAL SCHOOL DISTRICTS IN SEVERAL LARGE STATES TOOK THIS ON AS SOME POTENTIAL LITIGATION.

I DON'T HAVE THE AUTHORITY TO SUE ANYBODY, ONLY THE BOARD CAN DO THAT, BUT WE'RE DOING OUR HOMEWORK BECAUSE IF THIS LAW DOES PASS, THE STAKES, GET VERY HIGH VERY QUICKLY.

I MEAN, I HATE TO BE A HIGH SCHOOL PRINCIPAL WHO'S DONE A MASTER SCHEDULE AND THEY GOT TO TURN THAT ON A DIME FOR THE NEXT SCHOOL YEAR BECAUSE WE CANNOT BE IN VIOLATION OF THIS LAW.

IF IT PASSES AND OUR CONSULTANT TELLS US IT HAS A HIGH LIKELIHOOD OF PASSING.

THANK YOU FOR BRINGING THAT ONE UP, IT WAS ALL MY LIST, BUT I JUST BLOWS THROUGH IT.

I'LL BE GLAD TO ENTERTAIN ANY QUESTIONS THAT YOU MAY HAVE ABOUT THAT ONE AS WELL.

>> I ASSUME THAT IF ONE OF THOSE BILLS PASSES, WE WOULDN'T BE TAKING A HARD LOOK AT THE SPECIFIC LANGUAGE TO MAKE SURE THAT SOME OF THE THINGS THAT WE ARE AFRAID MIGHT BE ELIMINATED, ARE REALLY COVERED BY THE SPECIFIC LANGUAGE SIDE.

I THINK WE HAVE A NUMBER OF LAWYERS ON THE BOARD WHO WILL LOOK AT IT THIS THE SAME WAY.

WHAT EXACTLY DOES IT SAY? WE WOULD CERTAINLY BE LOOKING AT THE MOST REASONABLE INTERPRETATION.

[00:20:08]

>> THAT'S A VERY CRITICAL POINT AND YOUR TRAINED ATTORNEYS, BECAUSE, LIKE ONE OF THE THINGS IS THERE'S NO TEACHER WOULD BE FORCED TO TEACH ANYTHING REGARDING RACIAL EQUITY.

WELL, THAT CAN BE INTERPRETED A LOT OF DIFFERENT WAYS.

I MEAN, BUT WE NEED A SMART ATTORNEYS AND WE'VE ALREADY REACHED OUT TO TEXAS ASSOCIATION OF SCHOOL BOARDS, THEY HAVE LEGAL SERVICES AND POLICY SERVICES ABOUT WHAT DO OUR POLICIES DO WE HAVE TO AMEND? WE'LL PROBABLY HAVE TO REACH OUT TO SOME SPECIALIZED ATTORNEYS IN THESE AREAS AS WELL.

BECAUSE WE CANNOT THROW OUT THE PROGRESS THAT WE'VE MADE WITH ONE FELL SWOOP.

BUT A LOT OF IT IS GOING TO BE SUBJECT TO INTERPRETATION AND CHALLENGE, SO YOU MAKE A VERY GOOD POINT, THANK YOU.

>> ALL RIGHT. ANYBODY ELSE HAVE ANY QUESTIONS OR COMMENTS ABOUT THE LEGISLATIVE SESSION? IF NOT, LET'S MOVE ON TO ITEM 6B, MITIGATING LEARNING LOSS, UPDATE FROM STUDENT ACTIVITIES AFTER SCHOOL AND TUTORING.

>> MR. CHAIR AND MEMBERS OF THE BOARD, THANK YOU.

SUSANA CORDOVA AND HER TEAM HAVE DONE AN OUTSTANDING JOB, I THINK YOU'LL BE AS EXCITED ABOUT THIS PRESENTATION AS I HAVE BEEN.

WE HAVE A LOT OF TALENTED PEOPLE WORKING ON THIS PROJECT, AND THIS IS SOMETHING THAT'S VERY IMPORTANT TO US AND NOW WE HAVE THE FUNDING TO MAKE IT HAPPEN.

I WILL NOW TURN IT OVER TO DEPUTY SUPERINTENDENT GORDON FOR A FEW INTRODUCTORY COMMENTS AND THE LATER TEAM RUN WITH IT.

>> THANK YOU, SUPERINTENDENT, AND THANK YOU TRUSTEES FOR THIS OPPORTUNITY TO SHARE THIS UPDATE ON OUR MITIGATING LEARNING LOSS EFFORTS.

AT EVERY MEETING, WE'RE TRYING TO MAKE SURE THAT WE FOCUS ON THE MOST IMPORTANT WORK THAT WE CAN DO AS A SCHOOL DISTRICT, WHICH IS ACCELERATING THE LEARNING OPPORTUNITIES FOR OUR STUDENTS, AND SO IN THIS SESSION TODAY, YOU'LL SEE THE NEXT PHASE OF WORK LOOKING AT THE SUPPORTS FOR AFTER-SCHOOL LEARNING TIME AND TUTORING.

I'LL GO AHEAD AND TURN IT OVER TO THE WONDERFUL TEAM FROM BOTH SCHOOL LEADERSHIP AND TEACHING AND LEARNING TO TALK ABOUT THIS.

>> THANK YOU. I'M NOT SURE WHY THIS ISN'T WORKING.

CAN YOU GO TO THE NEXT SLIDE, PLEASE? TRUSTEES, WE JUST WANTED TO ORIENT YOU TO HOW WE'VE BEEN NAVIGATING THROUGH OUR MITIGATING LEARNING LOSS STRATEGY WITH YOU OVER THE PAST COUPLE OF MONTHS.

YOU CERTAINLY KNOW ABOUT THE WORK WE'RE DOING TO EXTEND THE SCHOOL YEAR LAST MONTH UNDER THE PANDEMIC SUPPORT BUCKET, YOU WEIGH THE SPRING ACP REQUIREMENT.

WE ALSO TALKED TO YOU LAST MONTH ABOUT RE-IMAGINING SUMMER LEARNING.

TODAY'S FOCUS IS IN THE RESOURCES AND SUPPORT SECTION OF THIS STRATEGY, WHERE WE'RE GOING TO TALK TO YOU FIRST ABOUT EXPANDING AFTER SCHOOL OPPORTUNITIES FOR STUDENTS, AND THEN WE WILL WRAP UP DISCUSSING TUTORING.

NEXT MONTH, WE WILL COME WITH THE CORE OF ALL OF THIS WORK WITH A FULL BRIEFING ON WHAT WE'RE DOING RELATED TO HIGH-QUALITY INSTRUCTION.

SORRY, NEXT SLIDE, IT'S NOT WORKING OVER HERE.

>> OKAY. GOOD AFTERNOON.

HAPPY TO BE HERE TODAY TO SHARE OUR PLANS FOR A REDESIGNED AFTER-SCHOOL PROGRAM.

OUR VISION IS TO HELP CLOSE THE OPPORTUNITY AND ACHIEVEMENT GAP BY PROVIDING STUDENTS WITH EXPOSURE TO DIFFERENT ACTIVITIES AFTER SCHOOL.

OUR GOAL IS FOR EVERY CAMPUS TO HAVE AN AFTER-SCHOOL PROGRAM EVERY SCHOOL DAY.

TO JUMPSTART THAT EFFORT, THE DISTRICT WILL SUPPORT 61 CAMPUSES WITH AN AFTER-SCHOOL PROGRAM MONDAY THROUGH FRIDAY FROM 3:00 PM TO 6:00 PM.

WE WILL ALSO EXPAND TUTORING OPPORTUNITIES AND WE WILL CONTINUE TO CONNECT OUR AFTER-SCHOOL PARTNERS WITH CAMPUSES.

>> SEAN, I SEE WE'VE LOST OUR DECK.

OKAY, NOW IT'S BACK, THANK YOU.

>> OKAY. WE'LL ALSO CONTINUE TO CONNECT OUR PARTNERS WITH AFTER-SCHOOL PROGRAMMING OPTIONS FOR OUR CAMPUSES.

IF WE HAVE A CONSISTENT AFTER-SCHOOL PROGRAM EVERY DAY, MONDAY THROUGH FRIDAY FROM 3:00 PM TO 6:00 PM FROM THE FIRST DAY OF SCHOOL UNTIL THE LAST DAY OF SCHOOL, THAT ADDS 72 DAYS TO OUR BASE CALENDAR.

IT ADDS 92 DAYS TO THE INTERCESSION CALENDAR AND 95 DAYS TO THE SCHOOL DAY REDESIGN CALENDAR.

A CONSISTENT AND QUALITY AFTER-SCHOOL PROGRAM IS WHAT WILL HELP US CLOSE GAPS.

ADDRESSING EQUITY, MITIGATING LEARNING LOSS, ENCOURAGING PARTICIPATION IN EXTRACURRICULAR ACTIVITIES, ALL WHILE PROVIDING A HUGE SERVICE TO PARENTS, WHICH DIRECTLY RELATES TO OUR RECRUITMENT AND RETENTION EFFORTS.

[00:25:01]

THE CURRICULUM WILL BE BASED ON THE FIVE EXTRACURRICULAR OPPORTUNITY CATEGORIES OF OUR LOCAL ACCOUNTABILITY SYSTEMS, WITH CAMPUSES HAVING THE ABILITY TO CUSTOMIZE BASED ON STUDENT INTERESTS AND CAMPUS NEEDS.

>> GOOD AFTERNOON, TRUSTEES. IT'S DR. ANNA ELSA.

WE HAVE CREATED A SAMPLE SCHEDULE SO YOU CAN SEE HOW CAMPUSES COULD ARRANGE THEIR THREE-HOUR BLOCK.

STUDENTS WILL HAVE THE OPPORTUNITY TO DO THEIR HOMEWORK, PARTICIPATE IN ONE OR TWO ACTIVITIES AS WELL AS TUTORING.

SCO PRACTICES WILL BE EMBEDDED INTO EVERYDAY EXPERIENCES FOR OUR STUDENTS. NEXT SLIDE, PLEASE.

THE INVESTMENT WILL BE ABOUT $3.3 MILLION FOR OUR 61 CAMPUSES BASED ON THE AVERAGE OF 75 STUDENTS PER CAMPUS, WHICH IS ABOUT $534 PER STUDENT.

THIS COST DOES INCLUDE ALL OF THE MATERIALS THAT ARE NEEDED FOR EVERY ACTIVITY.

MATERIALS WILL BE SENT DIRECTLY TO CAMPUSES ONCE PRINCIPALS HAVE SELECTED THEIR COURSE OFFERINGS.

EACH CAMPUS WILL HAVE A SITE COORDINATOR AS WELL AS UP TO THREE TEACHERS BASED ON THE NUMBER OF STUDENTS ATTENDING THE PROGRAM.

NOW, WE KNOW THAT THIS WILL BE A HEAVY LIFT FOR SOME OF OUR PRINCIPLES, SO WE ARE WORKING THROUGH HOW WE CAN BEST SUPPORT PRINCIPALS THROUGH THIS PROCESS.

INCLUDED IN OUR 61 CAMPUSES, WE HAVE 43 HBC CAMPUSES, NOT INCLUDING ACE, AND 18 ADDITIONAL SCHOOLS WERE ADDED BASED ON OUR EQUITY INDEX.

>>TRUSTEES, THAT GIVES YOU A SENSE OF HOW WE'RE THINKING ABOUT EXPANDING OPPORTUNITIES AFTER HOURS FOR STUDENTS AND FAMILIES.

WHAT WE'RE GOING TO TURN TO NEXT QUICKLY IS HOW WE'RE ALSO THINKING ABOUT SCALING TUTORING SERVICES FOR STUDENTS THROUGHOUT THE DISTRICT.

ONE OF THE THINGS WE'VE REALIZED OVER THE PAST SIX MONTHS AS WE'VE BEEN THINKING ABOUT TUTORING IN PARTICULAR, AND WE HAVE THE GOOD FORTUNE TO BE PARTNERING WITH BROWN UNIVERSITY'S NATIONAL STUDENT ACCELERATOR AROUND THIS WORK, IS WE HAVE TO CLEARLY DEFINE WHAT HIGH DOSAGE, HIGH-QUALITY TUTORING IS.

I WANT TO SAY THAT THIS IS NOT WHAT WE TRADITIONALLY THINK OF AS TUTORING IN SOME CASES.

WE'RE REALLY LOOKING TO MAKE SURE THAT THERE IS CONSISTENCY FOR STUDENTS AND THEIR TUTORS, THAT RELATIONSHIP REALLY MATTERS.

THIS IDEALLY IS AT LEAST THREE TIMES A WEEK, AND IT'S GOT TO BE ANCHORED IN A HIGH-QUALITY ALIGNED CURRICULUM THAT CONNECTS TO THE CORE WORK THAT'S HAPPENING IN THE CLASSROOM.

THIS IS NOT HOMEWORK HELP, THAT IS A VALUABLE RESOURCE THAT WE PROVIDE AND WE PLAN TO PROVIDE NEXT YEAR AS WELL, BUT TUTORING GOES FAR BEYOND JUST HOMEWORK HELP.

THIS WILL HELP INFORM WHAT WE DO IN THE DISTRICT.

IT'S ALSO INFORMING HOW WE THINK ABOUT SELECTING PARTNERS TO WORK WITH US IN THE FUTURE.

TO GIVE YOU A SENSE OF HOW WE'RE THINKING ABOUT SCALE AND STRATEGY HERE, WE KNOW THAT WE'RE GOING TO NEED A LOT OF EXTRA RESOURCES AND SUPPORT FOR TUTORING IN OUR DISTRICT, JUST GIVING THE IMPACTS OF THE PANDEMIC AND LEARNING LOSS.

WE'RE THINKING THROUGH THE MODEL IN THREE WAYS, ONE IS WITH DIRECT PARTNERSHIPS, SIMILAR TO WHAT WE HAVE NOW IN SOME EARLY LITERACY SPACES, WE'VE GOT TO EXPAND THAT ACROSS THE BOARD.

WE'RE ALSO LOOKING AT JOINT VENTURE OPPORTUNITIES, PARTICULARLY WITH OUR HIGHER ED PARTNERS, HOW WE CAN WORK TOGETHER TO SOURCE RECRUIT STAFF, TUTORS THROUGHOUT THE DISTRICT, AND THEN WE'RE LIKELY GOING TO HAVE TO PROP UP OUR OWN DISTRICT RUN TUTORING OPERATION AS WELL.

WE MIGHT NEED AS MANY AS 1800 TUTORS, AND THAT'S OBVIOUSLY NOT GOING TO HAPPEN BY AUGUST.

THIS IS GOING TO BE A MULTI-YEAR STRATEGY, AND OUR PLANNED INVESTMENT AT THIS POINT IS $12 MILLION OVER THE NEXT THREE YEARS.

FINALLY, WHILE IN-SCHOOL TUTORING IS GOING TO CONTINUE TO BE THE BEDROCK OF THIS WORK, WE DO NEED TO THINK ABOUT HOW WE ENGAGE IN THE AFTER-SCHOOL SPACE WITH TUTORING, AS WELL AS ON SUMMERS AND WEEKENDS, AND HOW WE CONTINUE TO THINK THROUGH VIRTUAL AND HYBRID OPPORTUNITIES BEYOND WHAT WE TRADITIONALLY HAVE DONE WITH FACE-TO-FACE.

AT THAT, TRUSTEES, WE'RE HAPPY TO TAKE YOUR QUESTIONS ABOUT THESE TWO ASPECTS OF MITIGATING LEARNING LOSS.

>> THANK YOU FOR THAT PRESENTATION.

TRUSTEES, QUESTIONS, COMMENTS, START WITH TRUSTEE CARD, CARRY ON, AND THEN COME BACK TO TRUSTEE FORM AND TRUSTEE MACKEY.

>> WELL, THANK YOU ALL FOR THE PRESENTATION, REALLY COOL, REALLY EXCITING STUFF.

JUST A COUPLE OF QUESTIONS.

FIRST ONE IS OUR COMMITMENT TO BOTH AFTER-SCHOOL AND TUTORING, I KNOW WHAT THE REDESIGNED CALENDAR, EXTENDED CALENDAR WE'RE COMMITTED TO TWO YEARS.

HERE, TREATED LIKE A THREE-YEAR STRATEGY FOR THE TUTORING, BUT WHAT IS OUR COMMITMENT FOR BOTH AFTER SCHOOL, LONG-TERM, AND TUTORING?

>> YEAH, FOR THE AFTER-SCHOOL, I THINK WE'RE COMMITTED TO IT LONG-TERM IF IT

[00:30:01]

CONTINUES TO BE SUCCESSFUL AND IN-DEMAND BY FAMILY.

WHAT WE DO NEXT YEAR WILL BE REALLY IMPORTANT IN MAKING SURE THAT WE'RE MEETING A NEED AND WE'RE PROVIDING A SERVICE BOTH FROM AN ENRICHMENT ACADEMIC STANDPOINT, BUT ALSO A SERVICE TO FAMILIES WHO NEED THOSE EXTRA HOURS.

THAT WILL INFORM HOW WE POTENTIALLY SCALE IT OVER TIME.

FOR TUTORING, WE'VE ALWAYS HAD TUTORING IN PLACE, WE WILL ALWAYS IN THE FUTURE HAVE TUTORING IN PLACE.

THIS IS REALLY A FOCUS TO GET TO THE SCALE THAT WE NEED TO RESPOND TO THE IMPACT THAT OUR STUDENTS ARE CURRENTLY FACING.

THAT $12 MILLION IS A THREE-YEAR INVESTMENT AT A REALLY HIGH SCALE.

THAT'LL START TO TAMP DOWN OVER TIME, BUT WE WOULD CONTINUE TO HAVE TUTORING IN PLACE.

>> CURRENTLY BOTH OF THESE PROGRAMS, I THINK I SAW THE FOOTNOTE THERE, ARE FUNDED USING FEDERAL FUNDS.

THERE'S MEASURES IN PLACE FOR THOSE FEDERAL FUNDS ARE EXHAUSTED TO CONTINUE THE AFTER-SCHOOL PROGRAM AND WHERE ARE WE THINKING THAT FAR OUT FOR THAT?

>> YEAH, WE ARE IN AND CHIEF THOMPSON AND TEAM ARE ALREADY LOOKING AT THE FUTURE OF THAT WORK AND I THINK YOU'LL GET AN UPDATE LATER TODAY ON SOME OF THAT.

BUT YES, WE WILL HAVE SUSTAINABILITY PLANS IN PLACE FOR THE THINGS THAT WE NEED TO CONTINUE WHEN FEDERAL FUNDING IS NO LONGER HERE.

>> THEN ON THE 1,800 TUTORS, WHO DO WE ANTICIPATE OUR TUTORS TO BE?

>> DOUG, DO YOU WANT TO WEIGH IN ON THE PREVIOUS COMMENT FIRST?

>> YES, WE ARE VERY WARY OF THAT FUNDING CLIFF.

AT SOME POINT, THESE FUNDS ARE GOING TO GO AWAY, BUT WE HAVE A STRATEGY ABOUT HOW WE CAN EXTEND THAT FOR A COUPLE OF YEARS, LEGALLY AND ETHICALLY, AND WE WILL BE PRESENTING THAT TO YOU.

BUT I THINK ALSO, IT'S GOING TO HELP US SIGNIFICANTLY WITH LEARNING LOSS AND THAT'S REALLY OUR BIGGEST OBJECTIVE.

THEN IF WE FIND THAT IT IS SOMETHING LIKE NONE OF US EVER THOUGHT WE REALLY NEED A CELL PHONE, AND NOW NONE OF US CAN DO WITHOUT IT, IT BECOMES ONE OF THOSE LATE NEEDS THAT WE'LL HAVE TO PRIORITIZE AND DROP OTHER THINGS IF IT REALLY IS THAT POWERFUL.

>> GO AHEAD, DEREK, TO THE OTHER QUESTION.

>> THANKS, ZAC. WHERE WE'RE GOING TO FIND THE 1,800 TUTORS IS A BIG QUESTION, AND WE'RE DOING A LOT OF WORK WITH PARTNERS THROUGHOUT THE COMMUNITY TO HELP ANSWER THAT.

WE THINK SOME OF THEM WILL COME FROM UNIVERSITIES, SOME MAY COME FROM OUR OWN HIGH SCHOOL PROGRAMS, BE IT PUBLIC SCHOOLS OR PRIVATE SCHOOLS IN THE COMMUNITY.

SOME WILL COME THROUGH VOLUNTEER RECRUITMENT EFFORTS, SOME OF THAT EXIST ALREADY.

WE'RE GOING TO HAVE TO RAMP THAT UP, AND THEN, AGAIN, WE MAY NEED TO DO SOME DIRECT HIRING AS WELL FOR PART-TIME STAFF TO COME IN AND PROVIDE TUTORING SERVICES.

THIS IS A BIG INFRASTRUCTURE COMMITMENT AS WELL.

WE'RE TRYING TO TALK TO AND LEARN FROM OTHER DISTRICTS IN THE COUNTRY WHO ARE DOING SIMILAR THINGS, BUT DALLAS ISD AND NO DISTRICT REALLY HAS TRIED TO HAVE THAT MANY TUTORS COME IN A SHORT AMOUNT OF TIME, SO WE'RE GOING TO HAVE TO BE REALLY CREATIVE AND EXHAUSTIVE IN EXPLORING EVERY AVENUE TO SOURCE TUTORS.

>> WHEN I WAS YOUNGER, I WAS TUTOR IN TISD.

THAT WAS NEVER MY TITLE, I GUESS.

I DON'T KNOW, DO WE ALREADY HAVE A CORE GROUP OF TUTORS IN THE DISTRICT?

>> WE DO THROUGH OUR PARTNERS THAT WE CURRENTLY HAVE.

WE HAVE CONTRACTED SERVICES IN THE DISTRICT RIGHT NOW TO PROVIDE TUTORING.

THAT'S A MIX OF VOLUNTEERS THAT THEY RECRUIT AND PAID STAFF.

WE DON'T HAVE A CORE DALLAS ISD STAFF OF TUTORS, WHICH WOULD GET TO THAT THIRD MODEL OF DISTRICT-RUN PROGRAMMING, WHICH WE THINK WE'RE ULTIMATELY GOING TO HAVE TO CREATE.

>> THEN ON THE AFTER-SCHOOL STUFF, I WOULD HAVE, LIKE A FOLLOW-UP WITH YOU, A LIST OF OUR CURRENT AFTER-SCHOOL PROVIDERS AND THE CAMPUSES THAT THEY SERVE.

BUT OVERALL, IT'S SUPER SUPPORTIVE OF THIS.

I'M HAPPY THAT WE'RE MOVING FORWARD AND TAKING BOLD AND SEEING WHAT REALLY WORKS AND GETS RESULTS FOR KIDS, AND THEN WE'RE OPEN TO SEEING THOSE THINGS DO WORK, WILLING TO COMMIT TO A LONG-TERM.

I'M EXCITED THAT WE HAVE THAT MINDSET, SO THANK YOU.

TRUSTEE FOREMAN.

>> TO HAVE A FEW QUESTIONS REGARDING THE AFTER-SCHOOL PROGRAM.

I'LL TAKE THIS DOWN SO YOU CAN HEAR ME.

I'LL START WITH, WE NEED A COMPLETE LIST OF THE SCHOOLS THAT ARE TARGETED SO THAT I HAVE AN IDEA OF THE SCHOOLS THAT WE TARGET.

THE QUESTION I HAVE IS WE HAVE SEVERAL DIFFERENT CALENDARS.

HOW IS THIS GOING TO BE IMPLEMENTED AT ALL THESE DIFFERENT SCHOOLS WITH THESE DIFFERENT CALENDARS AND DIFFERENT SCALES.

ONE OF THE THINGS THAT I DO BELIEVE TRULY IS THAT WHILE WE ARE EXTENDING SCHOOL DAYS AND SCHOOL TIMES WITH CHILDREN,

[00:35:04]

CHILDREN STILL HAVE TO HAVE SOME OPPORTUNITY FOR PLAY.

WE CAN'T CROWD INTO OUR STUDENTS LIVES, JUST CONSTANT BADGERING WITH TRYING TO MOVE THEM FORWARD.

I THINK YOU WOULD AGREE WITH THAT.

I HOPE YOU WOULD AGREE WITH THAT.

IT APPEARS TO ME THAT WE SHOULD BE LOOKING AT THOSE DIFFERENT CALENDARS TO HAVE A GOOD UNDERSTANDING OF HOW WE'RE GOING TO IMPLEMENT THE PROGRAMS AT EACH SCHOOL.

THAT WOULD MAKE A LOT MORE SENSE TO ME THAN JUST AN OVERALL REACH FOR A PROGRAM.

I HOPE THAT YOU WILL TAKE THAT INTO CONSIDERATION.

WE HAVE SEVERAL DIFFERENT AFTER-SCHOOL PROVIDERS THAT DO DIFFERENT THINGS FOR US.

PART OF THE PRESENTATION WAS, IS THAT WE'RE GOING TO USE A CERTAIN MODEL TO BE ABLE TO MOVE FORWARD.

WELL, WE KNOW THAT IN DIFFERENT AREAS OF TOWN, THERE ARE DIFFERENT NEEDS.

I ALWAYS GET CONCERNED WHEN WE TALK ABOUT PIGEON HOLDING AND USING ONE CERTAIN MODEL THAT'S GOING TO BE USED THROUGHOUT THE DISTRICT BECAUSE THAT JUST DOESN'T WORK.

THERE'S GOING TO BE THINGS THAT'S GOING TO BE NEEDED IN MY DISTRICT THAT MIGHT NOT BE NEEDED IN DISTRICT 2 OR DISTRICT 1 OR DISTRICT 5.

AS WE GO THROUGH THE PROCESS, I HOPE THAT YOU ARE LOOKING AT ALL OF THOSE DIFFERENT INTRICACIES TO MAKE SURE THAT YOU ARE DELIVERING WHAT THOSE PARTICULAR STUDENTS NEED.

BECAUSE A LOT OF TIMES WE THINK WE'RE REALLY DOING GOOD WORK BECAUSE WE'VE GOT THIS BROAD BRUSH, BUT WE FIND IT REALLY DOESN'T WORK.

I HOPE AS WE MOVE THROUGH THAT PROCESS, YOU TAKE A LOOK AT THAT.

>> TRUSTEE FOR ME CAN I MAKE ONE QUICK COMMENT ON

>> NO, LET ME FINISH.

>> YES, MA'AM.

>> THE OTHER THING IS THAT WE TALKED ABOUT TRANSPORTATION.

THESE STUDENTS WILL BE GETTING OUT AT SIX O'CLOCK.

I JUST THINK WE HAVE TO BE REALLY CAREFUL WITH THAT BECAUSE DURING THE WINTER AT SIX O'CLOCK, WHAT DOES IT LOOK LIKE? I'M SAYING ALL OF THIS, NOT TO SAY THAT IT IS A BAD IDEA BECAUSE I THINK IT'S A GOOD IDEA, BUT I THINK THAT WE NEED TO LOOK AT IT HOLISTICALLY AS OPPOSED TO JUST THINKING WE'RE GOING TO DO THIS BROAD BRUSH BECAUSE I KNOW STUDENTS ON A BUS AT SIX O'CLOCK, BITS, FIVE YEARS OLD, IT'S NOT GOING TO BE IN OUR BEST INTERESTS, OR SIX YEARS OLD, IT'S NOT GOING TO BE IN OUR BEST INTERESTS.

LAST I HAD ONE OTHER QUESTION.

IN TERMS OF THE OVERALL SUMMER PROGRAM.

HOW ARE WE GOING TO MEASURE AND ARE OFTEN ARE WE GOING TO MEASURE IN A DAY?

>> FOR SUMMER SPECIFICALLY TRUSTEE IS IT? SO OUR EVALUATION AND ASSESSMENT TEAM ARE BUILDING OUT A FULL EVALUATION PLAN FOR ALL OF THE MITIGATING LEARNING LEARNING LOSS STRATEGIES.

SUMMER IS PART OF THAT.

IT'S REALLY LOOKING AT WHO SHOWS UP, WHAT IS ATTENDANCE LOOK LIKE AND WHAT IMPACT DO WE SEE ACADEMICALLY? BUT WE WILL BE ABLE TO SHARE AND UPDATES WITH THE BOARD ALL THROUGHOUT NEXT YEAR.

STATUS CHECKS ON HOW MITIGATING LEARNING LOSS WORK IS PROGRESSING AND WHAT THAT'S TRANSLATING INTO IN TERMS OF GROWTH AND ACHIEVEMENT FOR STUDENTS.

>> WHAT ARE WE GOING TO USE TO MEASURE? ARE USING TESTING TO MEASURE? IT'S NOT THE MAP TEST.

SO WHAT ARE WE GOING TO USE TO MEASURE THE GROWTH?

>> WE WILL USE EXISTING ASSESSMENTS.

ONE OF THE THINGS WE'RE BEING REALLY INTENTIONAL ABOUT IS NOT ADDING ADDITIONAL MEASURES IN PLACE.

WE'LL LOOK AT ALL OF THE ASSESSMENTS THAT WE CURRENTLY HAVE AND THAT WE'LL HAVE NEXT YEAR.

THE EVALUATION ASSESSMENT TEAM WILL BE ABLE TO PULL THAT DATA AND MAKE THE COMPARISONS TO UNDERSTAND IMPACT BASED ON WHETHER A STUDENT'S COMING TO INTERCESSION OR AFTER SCHOOL OR TUTORING OR WHATEVER THE SUPPORT STRATEGY MAY BE.

>> THE ONLY REASON I ASK THAT QUESTION, WE IMPLEMENT A KNOWLEDGE THINGS AND WE NEVER CHECK TO MAKE SURE IT WORKS.

I JUST WANT TO MAKE SURE THAT WE ARE CHECKING TO MEASURE TO MAKE SURE IT WORK.

HOW OFTEN THE STUDENTS ACTUALLY COME AND IF THEY COME THREE DAYS OR WHATEVER.

I THINK WE HAVE TO BE CAREFUL WITH THAT TOO, BECAUSE CIRCUMSTANCES ALWAYS ARE DIFFICULT SOMETIMES WITH FAMILIES WHEN THERE ARE MULTIPLE CHILDREN IN THE FAMILY.

WE REALLY HAVE TO TAKE A STROLL, TO GET THERE.

>> INTERESTING FORM AND I WANT TO BUILD ON SOMETHING LIKE THE REVIEW SLIDE FOR WHERE WE RUN THIS.

[00:40:03]

WHAT MY EXPECTATION IS THAT THE STUDENTS TELL THEIR PARENTS DON'T PICK ME UP AT THREE OR I'M NOT GETTING ON THE BUS AT THREE, I'M GETTING ON THE BUS AT SIX BECAUSE I DON'T WANT TO PARTICIPATE IN THIS.

I WANT TO GET CAUGHT UP ON MY LEARNING.

BUT YOU SEE ALL THE ENRICHING THINGS THAT ARE HERE.

THAT'S WHAT EXCITED ME WHEN THE TEAM LAID THAT OUT.

THAT'S THE ENVIRONMENT THAT THE KIDS LOOK FORWARD TO AND THEY DON'T LOOK AT IT AS A PUNISHMENT.

THEY LOOK AT IT WITH EXCITEMENT.

>>I HOPE SO, BUT IN MY COMMUNITY, CRICKET IS NOT GOING TO BE THE ATHLETIC SPORT YOU WANT TO PLAY. JUST SAYING.

>> TRUSTEE MAGGIE, DO YOU REPRESENT THE CRICKET DISTRICT?

>> I DON'T BELIEVE I DO.

>> OKAY. ALL RIGHT.

JUST A COUPLE OF QUESTIONS. THANK YOU AGAIN FOR THIS.

I THINK THE SUCCESSION OF ALL OF THESE PLANS AND ALL OF THE UNIQUE THINGS YOU ARE CONSIDERING SAYS A LOT ABOUT THE DIRECTION WE'RE GOING, TO REALLY HELP MAKE SURE ALL OF OUR KIDS CONTINUE TO GROW.

COUPLE QUICK QUESTIONS. I LOVE THE GOAL OF EVERY DALLAS ISD SCHOOL HAVING AN AFTER-SCHOOL PROGRAM.

THAT'S WHAT I'VE HEARD CONSISTENTLY FROM PARENTS WHO WANT IT, WHO HAVE FIGHTING FOR SPOTS AT THE REC CENTERS, ETC.

FOR THESE, I THINK THIS IS A PHENOMENAL GOAL.

I DON'T SEE A DEADLINE.

I KNOW WE'RE LAUNCHING 61 SCHOOLS NEXT YEAR.

DO WE HAVE A TIME FRAME IN WHICH WE WOULD HOPE TO HAVE EVERY SCHOOL HAVING AN AFTER SCHOOL PROGRAM.

>> LET ME STOP YOU RIGHT THERE.

WE WOULD TEMPORARILY LOST OUR QUORUM, SO THIS WILL GIVE DEREK MORE TIME TO THINK ABOUT WE HAVE A QUORUM AGAIN.

>> TRUSTEE MACKEY IS NOT A SMART GOAL.

IT'S MISSING THE T PART THERE.

PART OF IT IS LEARNING HOW THIS WORKS IN THE NEXT SCHOOL YEAR, FIGURING OUT WHAT IS THE RIGHT SCALE BACK TO TRUSTEE FOREMAN'S QUESTION, ARE WE PUTTING THE RIGHT ACTIVITIES IN THE RIGHT PLACES? DOC HAS SAID THIS BEFORE WHERE PEOPLE VOTE WITH THEIR FEET AND WE'RE GOING TO BE LOOKING AT THAT.

IF PEOPLE ARE STAYING AND THEY'RE GETTING A GOOD EXPERIENCE HERE, THEN WE KNOW IT'S SOMETHING WE NEED TO SPREAD MORE RAPIDLY.

THAT'LL HELP DETERMINE THE TIMING.

THE LAST THING I'LL SAY IS TO GET TO ALL THE SCHOOLS.

WE HAVE TO HAVE OTHER PARTNERS IN PLACE.

LATER ON TODAY'S AGENDA IS ACTUALLY THE RESULTS OF AN RFP TO HELP SOURCE ADDITIONAL AFTER-SCHOOL AND SUMMER PROGRAMS. THAT'S HOW WE CAN ENSURE MATCHING, LIKE WE'VE GOT THE RIGHT PROGRAMS IN THE RIGHT SCHOOLS IN THE RIGHT PARTS OF THE COMMUNITY, BUT ALSO HOW WE GET TO SCALE.

>> THANK YOU FOR THAT. HOW DID WE DETERMINE, I SAW THE LIST OF 61 SCHOOLS IN THE APPENDICES.

HOW DID WE DETERMINE THOSE? WHAT CRITERIA DID WE USE?

>> WE WANTED TO MAKE SURE THAT OUR MOST CHALLENGING CAMPUSES RECEIVE THE ADDITIONAL SUPPORT FROM THE AFTER-SCHOOL PROGRAM.

WE HAVE A 43 HPC CAMPUSES THAT DOES NOT INCLUDE ACE AND THEN WE HAVE OUR EQUITY INDEX.

WE USE THE NEXT SCHOOLS THAT WERE ON THE LIST.

>> ACE HAS ITS OWN SEPARATE THING.

THEY'VE ASCENDED DAY ANYWAYS.

THIS IS ALL THE HIGH-PRIORITY CAMPUSES, AND ANYONE ELSE WHO'S NOT A HIGH PRIORITY CAMPUS BUT FELL LOW ON THE CRI.

>> YES, ELEMENTARY AND MIDDLE SCHOOLS.

>> THANK YOU FOR THAT INTENTIONAL DECISION-MAKING.

I KNOW WE'RE GOING TO BE FIGHTING TO FIND 1,800 TUTORS.

THERE'S A WHOLE LOT OF QUESTIONS AROUND THAT.

WHAT ABOUT FOR THE AFTER-SCHOOL.

IS THAT GOING TO BE SCHOOL STAFF? THAT'S A LOT OF EXTRA HOURS AND DAYS, AS YOU MENTIONED, WHICH IS GREAT.

BUT WHO ARE WE GOING TO GET TO STAFF THAT AFTER-SCHOOL ACTIVITIES AND RUN THOSE PROGRAMS WITH FIDELITY.

>> ONE QUICK COMMENT ON THE TUTORING PART OF THAT AND THEN CHARLOTTE CAN HELP ADDRESS THE AFTER-SCHOOL PIECE.

YOU'RE RIGHT. IT IS GOING TO BE A CHORE AND A CHALLENGE TO GET ENOUGH TUTORS.

WE'RE NOT THE ONLY DISTRICT THAT'S GOING TO BE LOOKING FOR THEM,

[00:45:03]

THE ENTIRE NORTH TEXAS REGION IS GOING TO BE TRYING TO FIND ADEQUATE TUTORS.

WE DO HOPE WE CAN CREATE SOME PARTNERSHIPS AND SOME INFRASTRUCTURE THAT IMPACTS THE ENTIRE REGION.

WE ARE ALL TRYING TO SOURCE FROM THE SAME PLACES AND CAN MEET THAT NEED.

FOR THE AFTER-SCHOOL PIECE, CHARLOTTE CAN ANSWER THAT.

>> EACH SCHOOL WILL HAVE A SITE COORDINATOR AND THEN WE CAN HIRE OUT UP TO THREE INDIVIDUALS PER SCHOOL.

IT WILL START WITH THOSE THAT ARE AT THE CAMPUS ALREADY.

IF NO ONE IS INTERESTED, THEN WE'LL SOURCE OUT FROM THERE AND SEE WHO WE CAN GET TO COVER EACH DAY.

THEY CAN OPT IN, THEY DON'T HAVE TO BE THE SAME PERSON FOR THE ENTIRE YEAR.

MAYBE THEY SELECT A UNIT ON PHOTOGRAPHY.

SOMEONE AT THAT CAMPUS IS GREAT WITH PHOTOGRAPHY, THEY DO THAT THREE WEEK UNIT AND THEY STAY FOR THOSE WEEKS.

>> THAT'S HELPFUL. THE SIDE CORNER OF IT THOUGH, IDEALLY IT'S SOMEBODY ON THE CAMPUS THAT'S AN ADDITIONAL LEADERSHIP RESPONSIBILITY THEY WOULD BE ABLE TO TAKE ON PROBABLY RECEIVE PAY FOR THAT BECAUSE THEY WOULD BE THERE FOR THOSE EXTRA HOURS, ETC?

>> YES, THEY WOULD RECEIVE A STIPEND FOR THAT.

>> DO WE HAVE ANY DETAILS? IS IT LIKE A FLAT RATE STIPEND? IS IT AN HOURLY PAY?

>> A $5,000 STIPEND FOR THE SITE AND THAT PERSON COULD ALSO SERVE AS ONE OF THE TEACHERS IN THE AFTER-SCHOOL PROGRAM.

>> JUST DEMARKING. PART OF THE SCIENCE, IS THAT WE HAVE THESE SIGNIFICANT FEDERAL DOLLARS WHICH IS VERY APPROPRIATE TO GIVE TEACHERS EXTRA DUTY PAY FOR THIS EXTRA TIME.

ESPECIALLY IF IT'S OUR BEST TEACHERS WHO ARE THE ONES THAT WANT TO ACTUALLY DO SOME OF THE INSTRUCTIONAL WORK.

WE'RE GOING TO STUDY HOW WE CAN MANAGE ALL THAT.

BUT, SOME OF THEM WILL GET TIRED BECAUSE THAT'S WHAT WE LEARN FROM ACE.

IS THAT FOR A WHILE THERE'S THE TEACHERS GOT TIRED OF STAYING ALL THE WAY TILL SIX O'CLOCK EVERY DAY.

IT MAY NOT BE THE SAME ONE.

WE'RE GOING TO HAVE TO HAVE SOME FLEXIBILITY AS WE IMPLEMENT.

>> WE'VE ADDED EXTRA DAYS TO INTERSECTION AFTER SCHOOL AND LOTS OF EXTRA TIME, WHICH I THINK IS A REALLY GOOD THING.

I'M GLAD WE'RE PURSUING IT, BUT IT'S DEFINITELY A CHALLENGE.

SO LOOKING FORWARD TO YOU ALL WORKING THROUGH THAT CHALLENGE.

THAT GOT TO MY LAST QUESTION, WHICH IS, DO WE KNOW THE SOURCE OF THESE FUNDS? ARE THEY GOING TO COME FROM THIS LATEST ESSA? ARE WE STILL IN THE PROCESS WITH DETERMINING THE ENTIRE SCOPE OF THE ESSA FUNDS SPENDING? WHAT'S THAT LOOKING LIKE?

>> THAT'S DANGEROUS, THERE'S THE QUIZ BECAUSE HE KNOWS TO SPEND IT.

>>

>> ACTUALLY, THE FORMER CFO, WE'VE BEEN WORKING ABOUT SOME OF THESE THINGS.

WE WILL GO AND DO ANY WAY.

WE WILL HAVE TO TAKE THEM OUT OF FUND BALANCE NOW THAT WE'VE GOTTEN OUR ESSA DOLLARS, ALMOST ALL OF THESE QUALIFY FOR ESSA.

IS THERE ANYTHING THAT DOESN'T DEREK, FROM YOUR ANALYSIS AT THIS POINT?

>> NO. I THINK WE'VE BEEN WORKING WITH CHIEF THOMPSON AND HIS TEAM.

BOTH OF THESE TOPICS TODAY SHOULD QUALIFY FOR ESSA FUNDING.

>> DO WE HAVE A PROCESS? I KNOW YOU ALL HAVE BEEN THINKING ABOUT ESSA FOR A WHILE, BUT I KNOW THEY STAY PUTS MORE REQUIREMENTS ON THE PROCESS.

YOU'LL NEED TO GO THROUGH, ETC.

WHAT IS OUR PROCESS AND OUR TIMELINE TO DETERMINING, HERE'S WHAT WE PLAN TO DO WITH ESSA?

>> I THINK THAT'S COMING UP IN A FEW AGENDA ITEMS.

>> OH PERFECT.

>> DWAYNE WILL HAVE A SPECIFIC REPORT ON THAT.

WE'RE ACTUALLY HAVING FEEDBACK MEETINGS FROM OUR TEAM BOARD, OUR DISTRICT COUNCIL, WE'RE HAVE IN A TOWN HALL ON NEXT TUESDAY, AS RELAYING THOSE ITEMS OUT, WE'RE REQUIRED TO GIVE FEEDBACK, AND SO YES, DWAYNE WE'LL HAVE A REPORT ON THAT LATER TODAY.

>> THE FINAL QUESTION WHICH I THINK I HEARD WAS IN THAT, THE SITE COORDINATOR I ASSUMED TO BE A BUDGET FOR IT BOTH FOR THE EXTRA TIME BUT ALSO FOR THE SUPPLIES, ANYTHING WE NEED, ETC.

THE WAY IT SOUNDS IS THAT THESE WILL BE ABLE TO BE RUN BY THE SCHOOL.

BASICALLY WE'RE PUTTING EXTRA RESOURCES IN SCHOOLS HANDS TO RUN THIS AFTER-SCHOOL PROGRAM WITH CENTRALIZED SUPPORT.

IS AT ESSENTIALLY HOW IT'S DESIGNED?

>> YES. BASED ON THE UNITS THAT THEY SELECT, THE SCHOOL WILL RECEIVE ALL THE LESSON PLANS, THE MATERIALS, THE CURRICULUM, THEY JUST RUN WITH THAT AT THAT POINT.

>> WELL, I THINK THIS IS A PHENOMENAL WAY FORWARD.

I THINK YOU ALL ARE REALLY PUSHING THE ENVELOPE HERE.

I HOPE THAT AS WE GO AND NEXT YEAR, I KNOW WE GET THE BIG REPORT FROM CECILIA'S DEPARTMENT ABOUT THEIR PROGRAM EVALUATIONS.

I WOULD HOPE THAT WE HAVE SOME POINT AN EVALUATION OF ALL OF THESE SIDE-BY-SIDE, WHAT WORKED, WHAT DIDN'T WORK, ETC.

I LOOK FORWARD TO THAT AND HOPE THIS HAS A SUCCESS WE INTEND. THANK YOU.

>> THANK YOU. TRUSTEE GARCIA.

>> HI. GOOD AFTERNOON. I THINK MOST OF MY QUESTIONS WERE ANSWERED WITH TRUSTEE BUT DID I HEAR YOU CORRECT DEREK IN SAYING THAT PARTICIPANTS WERE ASKED TO BE CHOSEN BY THE PRINCIPAL OR STUDENTS SELF-SELECT.

HOW IS THE SELECTION PROCESS FOR STUDENTS?

>> FOR AFTER SCHOOL, IT IS MOSTLY OPT-IN FROM THE STUDENT AND THE PARENT.

THAT IS A CHOICE THAT THEY'LL MAKE AS A FAMILY.

FOR TUTORING, IT'LL BE BASED ON DATA, TEACHER AND PRINCIPAL RECOMMENDATION.

>> IN THAT MAXIMUM CAPACITY TOGETHER IS 75 OR IS THAT SEPARATE?

>> THANK YOU FOR ASKING THAT QUESTION.

SEVENTY-FIVE IS OUR TARGETED CAPACITY FOR AFTER-SCHOOL.

[00:50:04]

SOME OF THOSE STUDENTS WILL NEED TUTORING, SOME WON'T.

TUTORING HAS NO MAX CAPACITY AS LONG AS WE CAN SOURCE THE TUTORS TO MEET THE NEED.

>> EXCELLENT. THIS IS REALLY GREAT NEWS.

I'M VERY FAMILIAR WITH THE SCOPE OF AFTER-SCHOOL PROGRAM AVAILABILITY FOR STUDENTS, I HAD A AFTER-SCHOOL PROGRAMMING.

I'LL THINK JUST GIVEN THE TIME FRAME 3:00 PM - 6:00 PM, PARENTS ARE STILL WORKING.

I'M THINKING ABOUT MY DISTRICT IN PARTICULAR.

THIS IS REALLY GREAT NEWS. I REALLY APPRECIATE THIS PRESENTATION. THANK YOU.

>> THANK YOU. TRUSTEE FLORIS, DO YOU HAVE ANY THING ON THIS TOPIC?

>> VERY EXCITED ABOUT IT. VERY SUPPORTIVE.

THANK YOU, FOR THE WORK. REALLY EXCITED.

>> I DO HAVE A FEW QUESTIONS AND COMMENTS.

I APPRECIATE THE EFFORTS BEING MADE HERE AND I THINK THEY'RE NECESSARY AND THEY CERTAINLY SEEM VERY REASONABLE.

JUST TO START WITH THE MATH HERE.

FOR THE ADDITIONAL DAY, WE SAY THAT THE HAVING THREE HOURS A DAY FOR 180 DAYS OR WHATEVER OUR CALENDARS IS 180 NEXT YEAR?

>> IT DEPENDS ON THE CALENDAR TRUSTEE

>> 175, OKAY FOR THE FIRST ONE 3 HOURS A DAY, FOR 175 DAYS.

OR NEARLY A 175 DAYS IS THE EQUIVALENT OF ADDING 72 DAYS OF THE BASE CALENDAR.

SINCE THE OTHER TWO CALENDARS ARE ALREADY LONGER AND HAVE MORE DAYS OF AFTER-SCHOOL.

THE NUMBER OF STUDENTS THAT WILL BE INVOLVED, I BELIEVE YOU SAID 75 STUDENTS AT 61 CAMPUSES.

IS THAT CORRECT?

>> YEAH. WE SHOULD CLARIFY WE'RE TARGETING 75 STUDENTS.

IF WE HAVE A CAMPUS WHO HAS MORE DEMAND THAN THAT, WE'RE GOING TO MAKE ADJUSTMENTS AND SERVE THOSE STUDENTS.

THIS IS NOT AN EFFORT TO SAY IT MAXES OUT AT 75.

WE'RE CREATING THE INFRASTRUCTURE AT THE OUTSET TO SUPPORT AT LEAST 75.

>> THE GRAND TOTAL IN YOUR BUDGETING AND ESTIMATES IS HOW MANY STUDENTS?

>> SEVENTY FIVE TIMES 60.

I COULD DO THAT MENTAL MATH REALLY QUICK.

OR I COULD USE MY PHONE, WHICH IS EMBARRASSING, TRUSTEE MCKAY.

5,500. THANK YOU.

>> OKAY. WELL, THAT'S THE WAY I DID IT IN MY HEAD.

BUT I WANTED TO PUT YOU ON THE SPOT IN CASE I MISSED IT.

>> THANK YOU.

>> BUT I MISSED IT BY ZERO.

THAT'S REALLY WHERE MY POINT IS AND WE'RE TALKING ABOUT 5,000 STUDENTS, AND WE HAVE A LOT MORE THAN 5,000 STUDENTS WHO ARE IN NEED OF THIS ADDITIONAL SUPPORT.

>> THAT'S A GREAT POINT TRUSTEE, THIS GETS WHERE EVERYONE IN MY SPEECH IS AS I SAY IT, WE'RE DOING FOUR THINGS.

AFTER SCHOOL, SUMMER SCHOOL.

WE'RE ALSO DOING THE MULTIPLE CALENDARS.

THEN NEXT MONTH THEY GOING TO PRESENT ON THE CORE INSTRUCTIONAL DAY.

HOW DO WE GET TO ALL OF THEM? BUT THIS IS THE STRATEGY FOR ABOUT 5,000 KIDS THAT WE THINK WILL BE VERY BENEFICIAL BECAUSE THESE STUDENTS ARE VERY MUCH IN NEED.

>> I DO APPRECIATE THAT.

I'M JUST LOOKING AT ON THE SCALE OF A 150 THOUSAND STUDENTS THAT THIS IS ONLY 5,000.

WHETHER WE SHOULD BE USING THIS LEVER EVEN MORE THAN WHAT IS PLANNED HERE.

BECAUSE I CAN IMAGINE THAT AS DR.

SOME KIDS WOULD BENEFIT FROM ALL FOUR OF THOSE STRATEGIES.

IS IT A BUDGET ISSUE TO MAKE IT BIGGER OR IS IT A MANAGEMENT ISSUE THAT YOU CAN'T SCALE IT THAT BIG ON THE FIRST YEAR?

>> I THINK THERE IS A SCALING FACTOR AT PLAY HERE.

I THINK THE OTHER IS JUST MAKING SURE WE GET THIS RIGHT.

WE WANT TO ENSURE THAT WHAT WE DO AT THE 61 CAMPUSES REALLY HAS HIGH IMPACT, HIGH EXCITEMENT OPPORTUNITIES FOR STUDENTS WHO LEARN FROM THAT AND THEN MOVE ON.

THE OTHER FACTOR HERE IS WE DO HAVE PARTNERS AT SCHOOLS BEYOND THIS 61.

THERE ARE AFTER-SCHOOL OPTIONS THROUGHOUT THE DISTRICT BEYOND THIS 61 SCHOOLS THROUGH PARTNERSHIPS, AND WE WANT TO BEST UNDERSTAND THE RIGHT WAY TO PUT THAT PUZZLE TOGETHER.

>> IF I MAY INTERJECT.

THERE WERE A LOT OF LESSONS LEARNED FROM THE NO CHILD LEFT BEHIND SUPPLEMENTAL EDUCATIONAL SERVICES, WHICH MOSTLY FOCUSED ON TUTORING.

THE FINDINGS FROM THOSE DOLLARS REALLY WERE THAT IF YOU DON'T

[00:55:03]

MEET THE DOSAGE AND YOU DON'T MEET THE QUALITY, THE FUNDING IS NOT GOING TO PRODUCE THE RESULTS THAT YOU'RE LOOKING FOR, PARTICULARLY AROUND TUTORING.

WE WANT TO MAKE SURE, AS DEREK JUST SHARED WHATEVER IT IS THAT WE DO, WE HAVE TO BE ABLE TO ASSURE THE QUALITY ASPECTS OF IT.

THAT'S BOTH THE TRAINING OF THE TUTORS, THE SKILLS OF THE TUTORS, TO MAKE SURE THAT THE DOLLARS ACTUALLY HAVE THE IMPACT THAT WE'RE LOOKING FOR.

>> OKAY. WELL, I CERTAINLY APPRECIATE THAT THOSE ARE VALID CONCERNS.

I WOULD BE LOOKING AT TRYING TO SEE HOW MUCH BIGGER WE COULD GO ON THIS, BECAUSE I DO THINK IT'S A GREAT IDEA.

I AM CONCERNED THAT WE'RE NOT REACHING AS MANY STUDENTS AS WE POSSIBLY COULD.

YOU'VE GOT TO START SOMEWHERE.

THAT WAS MY BIGGEST CONCERN WHEN I SAW THIS.

THE OTHER THING IS THE IDEA OF THE VOLUNTEER TUTORING AND WE HAVE A LOT OF THAT IN OUR DISTRICT ALREADY.

MCSHANE ELEMENTARY IS A PLACE FOR EVERYBODY TO GO LOOK AT TO SEE HOW A VOLUNTEER PROGRAM HAS WORKED REALLY WELL WITH OVER A 100 TUTORS AT THAT SCHOOL.

THEY BASICALLY DO THE ONE OR TWO HOURS A WEEK TO HELP KIDS CATCH UP IN READING.

IT'S ESSENTIALLY WHAT THEY'RE DOING, BUT THAT PROGRAM HAS BEEN IN PLACE FOR A LONG TIME.

IT'S LED BY A WOMAN NAMED DALY RECRUITED HER CHURCH AND A LOT OF THE AREA CHURCHES TO PARTICIPATE IN THAT PROGRAM.

IT'S BEEN SUSTAINED FOR A NUMBER OF YEARS AND THERE'S SOME REAL LESSONS TO BE LEARNED THERE, RECRUITING AND TRAINING OF TUTORS.

A FEW YEARS BACK, MCSHANE, WHICH IS 100 PERCENT FREE AND REDUCED SCHOOL, WHAT WAS NUMBER ONE ON THE SCHOOL EFFECTIVENESS INDEX, AND THE PRINCIPAL AT THE TIME GAVE A LOT OF CREDIT TO THAT PROGRAM.

IN TERMS OF TRYING TO FIGURE OUT WAYS TO EXPAND TUTORING, THERE ARE SOME EXAMPLES OF PHENOMENAL SUCCESS OUT THERE THAT I HOPE WOULD BE TAKEN INTO ACCOUNT IN DEVELOPING THIS PROGRAM.

THEN JUST GENERALLY, I KNOW A LOT OF OTHER CITIES, I THINK FORT WORTH WAS ONE OF THOSE CITIES THAT LAUNCHED AN INITIATIVE TO USE VOLUNTEERS FROM ACROSS THE CITY TO HELP KIDS GET READ AT GRADE LEVEL BY THIRD GRADE.

I DON'T KNOW HOW SUCCESSFUL THOSE EFFORTS HAD BEEN, BUT I WOULD JUST ASK YOU IF YOU KNOW, LET ME KNOW OR JUST LOOK INTO THAT.

BUT THAT HAS BEEN AN EFFORT THAT HAS BEEN TRIED IN A NUMBER OF CITIES, AND THEY GET THE MAYOR INVOLVED AND THEY GET THE BUSINESS COMMUNITY INVOLVED, AND THE CHURCH LEADERSHIP INVOLVED.

THEY TRY TO DO A STRUCTURED PROGRAM TO TAP UNTAPPED RESOURCES.

THEN LASTLY, I GUESS I WOULD ASK OUR DEPUTY SUPERINTENDENT, DID THEY DO THIS IN DENVER AND DOES IT HELP? DID IT WORK?

>> YEAH. ONE OF OUR VERY EARLY TURNAROUND EFFORTS IN A NETWORK OF SCHOOLS WAS A HIGH DOSAGE.

WE CALLED IT A FELLOWS PROGRAM.

THAT IS THE THIRD OPTION THAT DEREK JUST DESCRIBED WHERE WE ACTUALLY HIRED FELLOWS.

GENERALLY, THESE WERE PEOPLE WITH BACHELOR'S DEGREES WHO MIGHT BE INTERESTED IN EDUCATION BUT HAD NOT COMPLETED AN EDUCATIONAL PROGRAM, WHO DID DURING THE DAY HIGH DOSAGE TUTORING IN SMALL GROUPS, GENERALLY WOULD MEET WITH A GROUP OF 3-4 KIDS AT A TIME, PROBABLY 6-7 GROUPS THROUGHOUT THE DAY.

IT HAD VERY POSITIVE IMPACTS ON STUDENTS.

>> ALL RIGHT. THANK YOU ALL.

I REALLY APPRECIATE THE EFFORTS HERE AND I LOOK FORWARD TO SOME REAL SUCCESSES.

IF THERE ARE NO OTHER QUESTIONS ON THIS ITEM, ANYBODY FOR A SECOND ROUND ON THIS? IF NOT, LET'S MOVE TO ITEM 6C OF THE AGENDA,

>> YES. MR. CHAIR, MEMBERS OF THE BOARD, AS WE'RE MOVING FORWARD WITH OUR CODE OF CONDUCT CHANGES AND

[01:00:01]

OUR OTHER CHANGES REGARDING OUR RESET OPPORTUNITIES, WE'LL HAVE SHARED CHRISTINE AND VINCENT JUST GIVE YOU AN UPDATE AS YOU CONSIDER THE CHANGES IN THE CODE FOR THIS COMING YEAR.

>> OKAY. GOOD AFTERNOON. LAST MONTH WE SHARED WITH YOU THE WORK AROUND THE CONVERSATION OF ELIMINATING SUSPENSIONS FOR LEVEL 1 AND LEVEL 2 OFFENSES.

TODAY WE'RE GOING TO GIVE YOU AN UPDATE ON WHERE WE ARE WITH THE MAJOR CHANGES FOR THE STUDENT CODE OF CONDUCT FOR NEXT YEAR, AS WELL AS NOTING THAT WE'LL BE BACK NEXT MONTH TO FINALIZE THE CHANGES TO THE CODE OF CONDUCT AND GIVE YOU THE FINAL BRIEFING ON THE RESET CENTERS.

AS WE WORKED ON THE CHANGES FOR THE CODE OF CONDUCT, ONE OF THE AREAS THAT WE'VE BEEN HAVING A CONVERSATION FOR SEVERAL MONTHS IS TRANSPORTATION AND BEHAVIOR ON BUSES.

THAT IS ONE PLACE WHERE WE MADE SOME CHANGES FOR THIS COMING YEAR.

WE'VE BEEN WORKING WITH THE TRANSPORTATION DEPARTMENTS HAS BEEN WORKING WITH THE DRIVERS TO MAKE SURE THEY HAVE THE SUPPORTS THEY NEED ON THE BUSES.

BUT THE THING THAT WE NEED TO CONTINUE TO REINFORCE WITH OUR STUDENTS AND PARENTS IS BEHAVIOR ON THOSE BUSES SO THAT THE BUSES ARE SAFE.

WE KNOW THAT BUS DRIVERS HAVE TO SET THAT TONE, JUST LIKE CLASSROOM TEACHERS HAVE TO SET THE TONE, AND SO WE ARE LOOKING AT MAKING SURE THAT THE CODE OF CONDUCT IS ADDRESSING BEHAVIOR ON THE BUSES.

OF COURSE, WE'VE ADDED A FEW THINGS TO THE RULES ON THE BUSES.

BUT THE MAIN THING THAT I WANTED TO TOUCH ON HERE IS THAT WE ARE MAKING SURE PARENTS UNDERSTAND THAT ONCE THERE IS AN ISSUE ON THE BUS, THEY'LL BE NOTIFIED BY THE TRANSPORTATION DEPARTMENT THAT THEY ARE RECEIVING A WARNING.

THE SECOND TIME THEY'LL GET A CALL FROM THEIR AP OR THEIR CAMPUS BEHAVIOR COORDINATOR, REINFORCING THE RULES AND LETTING THEM KNOW THIS IS THEIR SECOND WARNING.

AT THE THIRD OFFENSE WILL RESULT IN A POSSIBLE SUSPENSION OF PRIVILEGES TO RIDE THE BUS BECAUSE RIDING THE BUS IS A PRIVILEGE.

THAT THIRD OFFENSE, THEY GET THAT CALL, THE CBC WILL DECIDE HOW MANY DAYS THEY CANNOT RIDE THE BUS.

THAT IS SOMETHING THAT WE WANT TO MAKE SURE WE GIVE THEM THOSE MULTIPLE OPPORTUNITIES TO CORRECT BEHAVIOR BECAUSE OF COURSE, WE DON'T WANT KIDS NOT HAVING THEIR TRANSPORTATION TO SCHOOL.

OKAY. ON PAGE 13, YOU'LL ALSO SEE WHERE WE START THE LANGUAGE AROUND THE ELIMINATION OF SUSPENSIONS.

OF COURSE, WHILE WE'RE GETTING RID OF OUT OF SCHOOL AND THE TERM ISS, WE ARE MOVING TO THIS RESET CENTER LANGUAGE.

WE TALKED ABOUT THIS A LITTLE BIT LAST MONTH WITH YOU AT THAT PRESENTATION, THAT THIS CENTER WILL BE STAFFED WITH AN INDIVIDUAL WHO WILL BE TRAINED THIS SUMMER THROUGH REGION 13 AS A BEHAVIORAL SPECIALISTS.

THEY'LL ALSO BE TRAINED ON HOW TO DO RESTORATIVE PRACTICES AND THE SEL STRATEGIES THAT THE DISTRICT HAS ADOPTED.

THEN THIS RESET CENTER COORDINATOR WILL COORDINATE WITH THE COUNSELOR, THE MENTAL HEALTH CLINICIAN, AND THE SEL STAFF TO PROVIDE ALL OF THE SERVICES THAT ARE NECESSARY TO CHANGE BEHAVIORS.

ON PAGE 23, WE TALK ABOUT THE STUDENT SUPPORT TEAMS BECAUSE THESE ARE CRITICAL, AND SO WE'VE ADDED LANGUAGE THERE JUST TO REITERATE THAT WE DO NEED TO REGULARLY DISCUSS THE ISSUES THAT STUDENTS ARE HAVING WITH REGARD TO BEHAVIOR AND THAT THESE SSTS ARE CRITICAL TO THE SUCCESS OF OUR STUDENTS.

ON PAGE 24, LANGUAGE WAS ADDED TO ENSURE THAT THE STEPS ARE CLEARLY DEFINED WITH REGARD TO INVESTIGATING BEHAVIORAL INCIDENTS.

BECAUSE WE DON'T EVER WANT TO JUMP TO CONCLUSIONS WHEN ADDRESSING BEHAVIOR AND FALSELY ACCUSE OR PUNISH STUDENTS.

THEREFORE, WE'RE ASKING THAT OUR CBCS DO THEIR DUE DILIGENCE WHEN INVESTIGATING ANY SITUATION DEALING WITH BEHAVIOR.

NOW ON PAGE 25 IS WHERE WE GET TO THE SUPPORT OF WHERE WE'RE GOING TO BE ABLE TO WORK WITH OUR CAMPUSES ON THE ELIMINATION OF SUSPENSIONS.

IT'S IMPORTANT THAT SCHOOLS HAVE A MENU OF SUPPORTS THAT THEY CAN USE TO ADDRESS BEHAVIORS.

FOR THESE RESET CENTERS, THEY'LL HAVE TWO PURPOSES WHEN IT COMES TO THE LEVEL 1S AND LEVEL 2S.

FIRST ONE IS TO ADDRESS THE IMMEDIATE CONCERNS THAT CAN BE HANDLED WITH A SHORT CONFERENCE, THAT MIGHT BE WITH A MENTAL HEALTH CLINICIAN, IT MIGHT BE THE COUNSELOR, IT MIGHT BE TO COMPLETE A MODULE THAT WE'LL HAVE IN THE RESET CENTERS.

THESE REFERRALS WILL BE EQUIVALENT TO A CLASS PERIOD.

THEY MIGHT BE IN THERE FOR AN HOUR FOR THEIR CONFERENCE OR THEIR MODULE RESET.

[01:05:01]

BUT THESE WOULD NOT BE A DAY LONG ASSIGNMENT TO THE RESET CENTER.

THEN THE SECOND PURPOSE IS WHEN WE WOULD MOVE TO A SERIES OF INTERVENTION.

THIS ASSIGNMENT COULD BE ANYWHERE FROM ONE DAY TO THREE DAYS.

AN EXAMPLE OF THIS MIGHT BE A MAJOR FIGHT.

IF THERE'S A MAJOR FIGHT ON CAMPUS, THE STUDENTS WOULD BE ASSIGNED TO THE RESET CENTER AND THEN THEY WOULD PARTICIPATE AND RESTORE THE PRACTICE CIRCLES, THEY MIGHT WORK ON ANGER MANAGEMENT, THEY'D WORK WITH THE MENTAL HEALTH CLINICIAN TO ADDRESS WAYS TO HANDLE CONFRONTATIONS.

THIS WOULD BE A LONGER PLACEMENT IN THE RESET CENTER SO THAT THEY COULD WORK ON THESE STRATEGIES TO RESET AND CHANGE BEHAVIORS.

WE'VE REGROUPED THE OFFENSES UNDER LEVEL I AND LEVEL II'S.

FOR EXAMPLE, IN LEVEL 1A, WE HAVE THIS PROGRESSION.

THE LEVEL I-A'S THOSE ACTIONS THAT WE CAN ADDRESS QUICKLY.

THAT WOULD BE THE ONE CLASS PERIOD THAT THEY WOULD BE IN THERE.

THE LEVEL II'S WOULD BE THOSE OFFENSES WHERE WE NEED THE MORE INTENSE SUPPORT AND THOSE COULD BE ANYWHERE FROM A MINIMUM OF ONE DAY TO A MAXIMUM THREE DAYS.

THEN THE SAME IS TRUE FOR THE LEVEL II OFFENSES.

WE HAVE THOSE GROUPED LEVEL II-A'S AND LEVEL II-B'S, WHERE THE LEVEL II- B'S ARE THOSE THAT WOULD BE SIMILAR TO WHAT I ADDRESSED WITH REGARD TO A FIGHT.

THE NEXT SLIDE SHOWS YOU THE TASKFORCE MEETING DATES THAT WE MET AND THEN THE BOARD BRIEFING DATES WHERE WE'RE GIVING YOU TODAY, THE FIRST READ AND THEN THE SECOND READ IN JUNE AND THEN FINAL APPROVAL AT THE END OF JUNE.

THAT CONCLUDES THE MAJOR CHANGES FOR THE CODE OF CONDUCT FOR NEXT YEAR.

WE'LL ADDRESS ANY QUESTIONS YOU MAY HAVE.

>> OKAY. LET'S START WITH TRUSTEE

>> THANK YOU ALL FOR THE PRESENTATION.

MY FIRST QUESTION IS TO CLARIFY ON WHAT IS THE CAMPUS BEHAVIOR COORDINATOR? THE SAME PERSON THAT WILL BE SENT FOR SPECIALIZED TRAINING TO REGION 13?

>> NO. THE CBC, THE CAMPUS BEHAVIOR COORDINATOR, IS NORMALLY AN ASSISTANT PRINCIPAL.

THOSE INDIVIDUALS WOULD NOT BE GOING THROUGH THE BEHAVIORAL SPECIALISTS TRAINING.

THOSE ARE THE RESET COORDINATORS.

THOSE ARE THE PEOPLE WHO ARE REPLACING THE ISS TEACHERS.

>> THANK YOU. MY OTHER COMMENT IS ON PAGE 5 OF THE PRESENTATION, BUT IT'S IN REFERENCE TO PAGE 13 OF THE STUDENT CODE OF CONDUCT.

THAT'S THE MAJOR PARAGRAPH THERE, THIRD LINE IN SENTENCE THAT STARTS MIDWAY THROUGH, "A STUDENT ASSIGNED TO THE RESET CENTER WILL RECEIVE ASSIGNMENTS FROM EACH CLASSROOM TEACHER AND WILL BE EXPECTED TO COMPLETE ALL WORK ASSIGNED." HELP ME MAKE SENSE OF THAT, BECAUSE MY UNDERSTANDING WAS THAT THE VISION WAS THAT WE WANTED TO GIVE STUDENTS ASSIGNMENTS OR HANDOUTS TO DO, THAT WE'RE GOING TO CONTINUE LEARNING AND UTILIZE WHAT WE'VE LEARNED IN THE LAST YEAR, WITH VIRTUAL LEARNING TO CONTINUE A STUDENT'S PARTICIPATION IN THEIR CLASSROOM.

THAT WAS MY UNDERSTANDING OF THE CONVERSATION WE LAST HAD.

HOW DOES THAT MESH WITH WHAT I'M READING HERE?

>> THIS IS WHERE THE RESET CENTER COORDINATOR IS VERY VALUABLE BECAUSE THEY HAVE TO DO QUITE A FEW THINGS IN THE CENTER.

WHILE THE MAJOR FOCUS IS ON CHANGING BEHAVIORS, BECAUSE WHAT WE'RE WANTING TO DO WITH THESE INDIVIDUALS WHO'VE NOW BEEN ASSIGNED HERE FOR MULTIPLE DAYS, OR IF THEY'RE IN THERE FOR A DAY, TWO DAYS, THREE DAYS, A LOT OF THEIR TIME IN THERE WILL BE SPENT ON WORKING ON HOW NOT TO BE SENT BACK THERE AGAIN.

HOW TO CHANGE THEIR BEHAVIOR, HOW NOT TO GET INTO FIGHTS, HOW TO REDIRECT THEMSELVES WHEN THEY FEEL THE NEED TO CURSE OUT A TEACHER.

THAT WILL BE A LOT OF THE FOCUS.

BUT YES, THE OTHER PART OF THE DAY WILL BE SOME OF THOSE CLASSES THAT THEY NEED TO LOG INTO VIRTUALLY AND SEE VIRTUALLY, THEY WILL DO THAT.

SOME CLASSES THEY MAY NOT BE IN VIRTUALLY BECAUSE THEY WILL BE WORKING ON THEIR BEHAVIOR MANAGEMENT PIECES.

FOR THOSE COURSES, YES, THE RESET CENTER COORDINATOR WILL NEED TO ENSURE THAT THOSE STUDENTS DON'T MISS ANY ASSIGNMENTS BECAUSE WE DON'T WANT THEM TO MISS THEIR ACADEMICS WHILE THEY'RE IN THERE WORKING ON THEIR BEHAVIOR.

THERE ARE MULTIPLE THINGS THAT THEY'LL HAVE TO DO DURING THE TIME THAT THEY'RE IN THE CENTER.

>> LET ME ADD, JUST TO CUT IN ON THAT, A STUDENT MAY BE TEMPORARILY ASSIGNED FOR A CLASS PERIOD, AND WHILE THEY'RE IN THAT CLASS PERIOD, WHEN THEY'RE IN THE RESET CENTER, THEY'RE WORKING ON DIFFERENT STRATEGIES RIGHT AROUND BEHAVIOR MANAGEMENT, SEL, SO THAT CLASSWORK THAT THEY MISS WHILE THEY'RE IN THAT RESET CENTER, THEY NEED TO MAKE SURE THEY COMPLETE THAT.

>> A LOT OF THAT WILL ALSO BE ASYNCHRONOUS.

[01:10:04]

IT WON'T BE SYNCHRONOUS BUT IT'D BE ASYNCHRONOUS, WHERE THEY CAN TAKE THE LESSONS AND HAVE A WAY TO GET CAUGHT UP ON THEM WITH SOME VIRTUAL INSTRUCTION.

>> WELL, THANK YOU ALL FOR THAT.

I HAVE SOME FOLLOW-UP QUESTIONS LATER.

WHAT'S REALLY IMPORTANT TO ME AROUND THESE RESET CENTERS AND OF COURSE, THIS CODE OF CONDUCT IS THESE AREAS WHERE I COULD SEE IT VERY MUCH LIKE IN PRACTICE ON THE GROUND BEING SOMETHING ENTIRELY DIFFERENT.

I'M VERY SUPPORTIVE OF THE WORK AND PROUD OF US AS A DISTRICT TO TAKE THAT BOLD STEP, BUT I WANT TO SEE IT DONE RIGHT.

THANK YOU ALL FOR THE PRESENTATION.

>> TRUSTEE FOREMAN.

>> SHERRY, YOU AND I BOTH KNOW THAT WE'VE HAD ISS THAT WORKED AND ISS THAT DID NOT WORK.

IT'S NOT LIKE WE'RE CREATING SOMETHING NEW.

WE KNOW WHAT WORKS, AND PART OF THAT WAS ISS THAT DIDN'T WORK.

BUT I HAVE JUST A FEW QUESTIONS AND THESE ARE JUST TECHNICAL THINGS.

I LOVE YOUR WORK AND YOU KNOW THAT.

BUT ON PAGE 10, WHERE WE TALK ABOUT FAILURE TO REMAIN IN AN ASSIGNED SEAT DIRECTED BY THE DRIVER.

SOMETIMES THERE ARE MONITORS ON THE BUS THAT ARE DIRECTING THE CHILDREN, NOT NECESSARILY THE DRIVER.

MAYBE THERE NEEDS TO BE SOME INSERTION OF DRIVER MONITOR OR SOMETHING TO THAT ASPECT, BECAUSE THE MONITORS DO DIRECT THE CHILDREN WHEN THEY'RE ON THE BUS. DOES THAT MAKE SENSE?

>> YES. GOT IT.

>> THEN, RIGHT UNDER THERE WHERE IT TALKS ABOUT ADDITIONAL BUS RULES, ONE OF THEM SAYS, "RIDING ON UNASSIGNED BUS USING UNASSIGNED STOPS." THAT WOULD BE NO RIDING UNASSIGNED BUSES?

>> UH-HM.

>> JUST TO MAKE IT VERY CLEAR TO EVERYBODY THAT'S LOOKING AT THE POLICY.

THEN I'M STILL ON PAGE 10, WHERE IT TALKS ABOUT THE CAMPUS BEHAVIOR COORDINATOR.

BUT IS THERE A TIME WHEN THERE'S AN ASSESSMENT BY THE PRINCIPAL, OF THE NUMBER OF STUDENTS THAT THEY MIGHT HAVE IN ISS, NOT JUST THE ASSISTANT PRINCIPAL? BUT WHEN DOES THAT ROLL UP TO THE PRINCIPAL LEVEL? OR THE ED LEVEL TO BE ABLE TO TAKE A STRONG LOOK AT EXACTLY WHAT'S HAPPENING ON THE CAMPUSES?

>> WE NOW HAVE A DISCIPLINE DASHBOARD THAT'S MORE USER-FRIENDLY FOR THE CAMPUS ADMINISTRATORS, SO THE PRINCIPAL CAN REGULARLY LOOK OUT THERE TO SEE WHAT'S GOING ON ON THEIR CAMPUS AND WHAT THE DISCIPLINE REFERRALS ARE LOOKING LIKE.

IN ADDITION TO THAT, WITH THE REDESIGN OF THE RESET CENTER, WE'RE GOING TO HAVE STAFF FROM MY DEPARTMENT THAT WILL REGULARLY VISIT THOSE RESET CENTERS.

YOU MAY REMEMBER BACK WHEN WE DID THE REDESIGN OF THE MIDDLE SCHOOLS AND YOU AND I AND MY TEAM CAME OUT AND WALKED AND SAW WHAT A GREAT JOB YOUR SCHOOLS WERE DOING WITH THAT, IT WILL BE BE VERY SIMILAR TO THAT WHERE THOSE INDIVIDUALS WILL GO OUT AND VISIT AND MAKE SURE THE RESET CENTER HAS WHAT THEY NEED TO BE SUCCESSFUL.

THEN IN ADDITION, THERE WILL BE MONITORING THOSE NUMBERS TO SEE IF WE DO HAVE CAMPUSES WHERE THE NUMBERS ARE LARGE.

THE MAIN THING WE'LL ALSO BE LOOKING AT IS REPEAT OFFENDERS.

THE WHOLE PURPOSE OF THIS IS FOR A CHILD TO COME NEAR CHANGE BEHAVIOR AND NOT COME BACK.

BUT IF WE'RE SEEING THAT STUDENTS ARE CONSTANTLY COMING BACK, THEN WE'VE GOT AN ISSUE AND WE NEED TO READJUST THERE, SO WE'LL BE MONITORING THAT.

>> THAT LEADS TO MY NEXT QUESTION.

WE TALKED IN THE IN THE POLICY ABOUT OF THE CAMPUS COORDINATOR AND THE BEHAVIOR.

BUT WE DON'T TALK A LOT ABOUT HOW WE'RE GOING TO ADDRESS THE FAMILY.

BECAUSE A LOT OF TIMES OUR CHILDREN COME TO THE SITUATION WITH FAMILY ISSUES.

TO BE ABLE TO RESOLVE SOME OF THE PROBLEMS THAT WE'RE HAVING WITH OUR CHILDREN THIS DOESN'T ADDRESS HOW OFTEN WE ADDRESS THE FAMILY AND WHEN WE ADDRESS THE FAMILY.

>> YOU'RE RIGHT ON TRACK.

THAT IS WHAT WE ARE WORKING ON THROUGH OTHER AVENUES.

WHILE WE GET THE OFFENSES AND THE CONSEQUENCES IN HERE, THEN A LOT OF THE WORK THAT'S GOING TO BE HAPPENING IN THOSE RESEARCH CENTERS IS WITH THEM, THEY DON'T CLINICIANS.

THEY'LL BE WORKING DIRECTLY WITH THE STUDENTS THERE IN THEIR RESOURCE CENTERS AND THE RESEARCH CENTERS TO SEE WHAT THE ISSUES ARE,

[01:15:03]

WHY THEY'RE HAVING THOSE BEHAVIORS AND THEN THOSE ISSUES AS THEY GO THROUGH THOSE SOME OF THOSE MAY BE REFERRED TO THE YOUTH AND FAMILY CENTERS AND THAT'S WHERE WE WOULD WORK DIRECTLY, IN ADDITION TO THE SUPPORTS THAT THAT CLINICIAN WOULD GIVE TO THE FAMILY ON CAMPUS, THERE MAY BE SOME THAT WE NEED IN THE YOUTH AND FAMILY CENTERS SO WHERE WE CAN DO MORE DIRECT SERVICES.

ALL OF THAT WILL BE ADDRESSED.

THERE ARE PROTOCOLS AND OUR PLAYBOOK THAT WE'VE GOT WHERE WE'RE LOOKING AT ALL OF THE CONSEQUENCES, THE OFFENSES, AND THEN OUR CLINICIANS WILL BE WORKING DIRECTLY WITH THE STUDENTS AND THE FAMILIES MORE NOW.

>> THE ONLY THING I WOULD SAY IS THAT IF YOU DISAGGREGATE AND YOU'VE GOT THIS PIECE OVER HERE AND THIS PIECE OVER HERE.

WHEN ONE PICKS UP ONE POLICY, THEY DON'T SEE THE OTHER PIECE.

>> OKAY.

>> THEY ONLY SEE ONE PIECE, MAYBE THERE NEEDS TO BE SOME REFERENCES.

>> OKAY.

>> TO THAT SO THAT THERE'S AN UNDERSTANDING THAT THIS IS NOT JUST YET, IF THAT MAKES SENSE.

>> GOT IT.

>> FIRSTLY AND FOR MOST, WE ALSO HAVE OUR FAMILY COMMUNITY ENGAGEMENT DEPARTMENT THAT'S HEAVILY INVOLVED WITH THIS WORK.

FOR EXAMPLE, IF THE STUDENT NEEDS UNIFORM, THEY'D BEEN WEARING THE SAME UNIFORM THREE OR FOUR DAYS AND THAT'S THE REASON THERE ARE GETTING IN A FIGHT OR BEING PICKED ON, THEN WE COME IN AND PROVIDE CLEAN UNIFORM, SO YES, MA'AM, THAT'S PART OF THE BIG PICTURE AND WE WILL MAKE SURE.

>> YEAH, AND I JUST WANT TO SEE SOME REFERENCE, SO THAT IF AN INDIVIDUAL PICKS UP THIS PARTICULAR POLICY, THEY'LL KNOW THAT THERE ARE SOME OTHER WORK GOING ON THAT'S GOING TO AFFECT OUR STUDENTS AND HELP OUR STUDENTS.

>> ABSOLUTELY.

>> THEN THIS IS PAGE 24, WELL, IT TALKS ABOUT THE CAMPUS BEHAVIOR COORDINATOR SHALL PROMPTLY CONTACT THE PARENT OR GUARDIAN BY TELEPHONE OR IN PERSON AND MAKE A GOOD FAITH EFFORT.

WELL, THAT'S BLANKET.

I CAN SAY I MADE A GOOD FAITH EFFORT, BUT I JUST WOULD LIKE TO SEE A LITTLE BIT STRONGER WORDING TO MAKE SURE THAT AN INDIVIDUAL ADULT THINK IF I MADE A PHONE CALL AND I DIDN'T GET THE PARENT, I'M GOOD.

BECAUSE THAT'S A GOOD FAITH EFFORT.

>> RIGHT. OKAY.

>> I DON'T KNOW WHAT THE WORDING IS I'M NOT THAT SMART, BUT I JUST THINK WE COULD MAKE THAT A LITTLE STRONGER SO THAT THERE'S A CLEAR UNDERSTANDING THAT WE'RE GOING TO DO EVERYTHING WE CAN TO MAKE SURE THAT WE CONTACT THE PARENT.

I'LL PAUSE JUST SO THE PARENTS WILL KNOW WHAT'S GOING ON, AND THEN THIS IS UNDER NUMBER SIX.

IT TALKS ABOUT THE MISCONDUCT OF THE STUDENT AND THE INTENT OR LACK OF INTENT.

IS THE COORDINATOR GOING TO BE DETERMINING THE INTENT, A LACK OF INTENT BECAUSE THAT'S REALLY SUBJECTIVE.

WHO'S GOING TO BE MAKING THAT KIND OF DETERMINATION? IS THAT A CLINICIAN? IS THAT THE COORDINATOR? JUST THE QUESTION.

I'M JUST THINKING OUT LOUD, SOMETHING YOU MIGHT WANT TO LOOK AT.

>> IN MOST CASES, IT IS THE COORDINATOR, THE CAMPUS FAVORITE COORDINATOR, AND THAT'S WHAT WE SAY, THEY HAVE TO DO THEIR

>> THEN REMEMBER THE COORDINATOR HASN'T GONE TO THE TONE, SO I'LL JUST BE CAREFUL.

WE'RE TRYING TO DETERMINE INTENT OR NONE INTENT IF THAT MAKES SENSE, AND THEN LAST I STAYED UP LATE LAST NIGHT I THINK THAT'S THE LAST ONE, HOLD ON. THAT'S IT.

>> OKAY. THANK YOU.

>> THANK YOU.

>> ALL RIGHT. THANK YOU ALL FOR BRINGING THIS, SO A COUPLE OF QUICK CLARIFYING QUESTIONS, SO THE WAY I READ THIS AND I WANT TO MAKE SURE, SO WE ARE EFFECTIVELY FROM THE STUDENT CODE OF CONDUCT, REMOVING OUT-OF-SCHOOL SUSPENSION AS A DISCIPLINARY TOOL FOR LEVEL 1 AND LEVEL 2 OFFENSES?

>> CORRECT.

>> OKAY. THAT'S SOMETHING WE'VE TALKED ABOUT, I KNOW I'M IN SUPPORT OF THAT.

I THINK I'M SO GLAD WE HAVE GONE THROUGH THIS LENS TO DETERMINE WHAT THIS COULD LOOK LIKE, AND I'M MOVING FORWARD WITH IMPLEMENTING IT NEXT YEAR.

KUDOS TO YOU ON THAT.

ONE OF THE CONCERNS THAT WAS VOICED QUITE A BIT AT THE LAST MEETING, BY ALL THE COLLEAGUES AND MYSELF AND OTHERS IS AROUND HOW WE MAKING SHORTER GUARD AGAINST THIS JUST BEING AS SEEN AS A PLACE.

WELL, LET'S SEND THE KID THERE SO WE DON'T HAVE TO DEAL WITH THEM IN THE CLASSROOM.

BUT THE WAY I READ THIS AND I WANT TO MAKE SURE THAT I SEE IT CORRECTLY, IS THAT THIS IS NOT JUST A DETERMINATION A TEACHER CAN MAKE AND SAY, I THINK THIS KID SHOULD GO TO THE RESEARCH CENTER.

YOU HAVE TO GO THROUGH THE FORMAL PROCESS JUST LIKE YOU WOULD

[01:20:02]

CURRENTLY IN OUR SYSTEM GO FOR AN OUT-OF-SCHOOL SUSPENSION.

IT NEEDS TO BE DETERMINED, IT NEEDS TO BE FOLLOWED IN A PROTOCOL, SO THIS IS NOT A SUBJECTIVE DECISION THAT ME AS A TEACHER CAN JUST MAKE ON MY OWN.

>> CORRECT.

>> TO SEND A STUDENT THERE.

>> CORRECT. IT'S STILL A REFERRAL PROCESS TO DISCIPLINE REFERRAL.

>> OKAY, AND SO IT STILL NEEDS TO GO THROUGH A PROCESS IS JUST INSTEAD OF OUT-OF-SCHOOL SUSPENSION, THIS IS NOW THE NEW THING THAT WE CAN USE AS A TOOL TO GET TO THAT.

>> CORRECT.

>> I'M GLAD TO HEAR THAT. I THINK THE OTHER QUESTION THAT CAME UP, TRUSTEE CADDIO HIT ON THIS, IS A LOT OF REASON.

THERE ARE SOME BEHAVIORAL ELEMENTS ON WHY STUDENTS MAY ACT OUT, BUT PART OF IT COULD BE THERE ARE BEHIND ACADEMICALLY AND TO GIVE THEM ASSIGNMENTS.

BUT THEY DON'T HAVE ACCESS TO THE INSTRUCTION IN THOSE CLASSES BECAUSE THEY'RE DOING, WORKING THROUGH BEHAVIORAL THINGS.

I REALLY HOPE AND I'M CURIOUS IF YOU HAVE ANY DETAILS THAT YOU CAN PROVIDE ABOUT HOW WE ARE SUPPORTING KIDS WHO WERE IN THE RESEARCH CENTRE FOR THAT DAY OR SO ACADEMICALLY AND SUPPORT, LET ME KNOW THAT ONE PERSON THAT'S IN THE ROOM MAY NOT BE AN EXPERT ON EVERY SUBJECT, ESPECIALLY AT THE HIGH SCHOOL LEVEL.

HOW ARE WE MAKING SURE THAT THOSE STUDENTS WHO WERE THERE WHO MAY BE FALLING BEHIND A LITTLE BIT IN CLASS BECAUSE ARE NOT IN CLASS WITH THEIR PEERS, OR GETTING CAUGHT UP IN ACCELERATOR, ARE WE DOING ANYTHING WE ARE TRYING TO MAYBE SCHEDULE REALLY STRONG TEACHERS INTO THE RESEARCH CENTER FOR A PERIOD OF DAY TO WORK WITH KIDS ON HISTORY OR ANY OF THOSE ELEMENTS TO GET THE ACADEMIC SIDE OF SUPPORT FOR KIDS WHO MOST OFTEN NEED IT. YEAH.

>> THERE'S A COUPLE OF THINGS AT WORK THERE.

ONE IS WE WANT TO MAKE SURE THAT THROUGH THIS WORK, THAT IS ABOUT RESTORATIVE PRACTICES IN OUR SCHOOLS.

THAT WE STRENGTHEN THE RELATIONSHIP BETWEEN OUR TEACHERS AND OUR STUDENTS, SO THAT IF THAT STUDENT IS IN THE RESEARCH CENTER, THAT TEACHER KNOWS, HEY, I'M GOING TO REACH OUT TO THIS KID AND MAKE SURE THEY'RE OKAY.

THAT'S ONE THING.

THE OTHER THING IS KEEPING THEM CONNECTED VIRTUALLY.

THERE'S AN OPPORTUNITY AS DR. NOZZLE MENTION WHETHER IT'S SYNCHRONOUS OR ASYNCHRONOUS, THAT THERE'S STILL THAT OPPORTUNITY THAT WE'VE LEARNED THROUGH THIS PROCESS TO UTILIZE TECHNOLOGY TO STAY CONNECTED WITH THE CLASSWORK.

THE BIG PART OF THE WORK HERE IS HELPING THAT STUDENT NOT COME TO THE RESEARCH CENTER AS A HANG OUT PLACE, BUT TO COME WORK WITH A RESEARCH CENTER TEACHER OR COORDINATOR AND GET BACK INTO THEIR CLASSROOM AND MINIMIZE THE AMOUNT OF TIMES THAT THEY HAVE TO GET OUT OF THE CLASSROOM TO GO TO THE RESEARCH CENTRE.

IN THE LONG RUN, WE'RE HOPING THAT THE STUDENT WHO PROBABLY HISTORICALLY HAS MISSED A LOT OF CLASS TIME BECAUSE THEY'RE BEING SENT TO ISS OR THEY'RE BEING SUSPENDED, WILL NOW BE ABLE TO LONG-TERM BE IN THE CLASSROOM LONGER.

THAT'S THE BIG PICTURE OF THE WORK BUT I DO LIKE THE IDEA OF WORKING WITH OUR SCHOOLS TO FIND SOME STRONG TEACHERS THAT ARE SCHEDULED TO GO INTO THE RESEARCH CENTER, AND SO WE'LL MAKE SURE WE PUT THAT AS AN OPTION FOR TRAINING FOR OUR SCHOOLS.

>> YOU HIT ON SOMETHING THAT I WAS EXCITED TO HEAR.

I WANT TO MAKE SURE I HEARD IT CORRECTLY.

THESE ARE A PLACE FOR RESTORATIVE PRACTICE, WHICH MEANS IF AN OCCURRENCE OCCURRED IN THE CLASSROOM BETWEEN A STUDENT AND A TEACHER, IS THE PERSON WHO'S GOING TO BE RUNNING THE RESEARCH CENTER, ABLE TO FACILITATE A CONVERSATION BETWEEN THE TEACHER AND THE STUDENT, AND BUILD THAT RELATIONSHIP RATHER THAN BE JUST A SEPARATE PLACE THAT THE STUDENT GOES IN AND THEY COME BACK TO CLASS, IS THAT PART OF OUR PLAN?

>> EXACTLY.

>> IT'S THE CRITICAL PART OF THE PLAN, SO THE RESEARCH CENTER COORDINATOR IS ALSO RESPONSIBLE FOR BEFORE OR AFTER SCHOOL TRAINING SESSIONS FOR CAMPUS STAFF.

THAT'S PART OF THE JOB DESCRIPTION AND THAT'S WHY IT'S COORDINATED POSITION AND NOT A TEACHER POSITION, THAT'S A BIG NO, BUT THEY HAVE TEACHER CERTIFICATION.

THAT'S A BONUS.

THE OTHER THING IS IN OUR TRAINING PLAN WITH OUR TEACHERS AND INCORPORATING THIS WORK, MTSS, THE MULTI-TIER SYSTEM OF SUPPORT, PLAYS A CRITICAL ROLE SO THAT OUR TEACHERS UNDERSTAND THERE ARE TIER 1 INTERVENTIONS THAT SHOULD HAPPEN FOR ALL KIDS IN THE CLASSROOM, THAT I CAN IMPLEMENT.

THEN THE TIER 2, WERE THE SMALL GROUP, AND THEN THE TIER 3, MAYBE I NEED TO GET THIS PERSON REFERRED FOR SOME ADDITIONAL HELP AND THE RESEARCH CENTER.

>> I'M SO GLAD, I THINK THAT IS KEY BECAUSE THE RESEARCH CENTER IS NOT JUST A PLACE FOR STUDENTS TO GO AND WE HELP WORK WITH STUDENTS ON THEIR ISSUES BECAUSE OFTEN TIMES IT'S NOT JUST A STUDENT ISSUE.

WE ARE TEACHERS, WE HAVE ISSUES TOO, AND THERE'S THINGS THAT COME UP.

THIS PERSON NOT ONLY IS WORKING WITH THE STUDENTS AND HELPING FACILITATE THAT BUT ALSO WITH OUR TEACHERS AND TO TRY TO ROOT OUT SOME OF THE IMPLICIT BIASES THAT ARE THERE, THE INEFFICIENCIES IN OUR SCHOOLS TO REALLY BUILD A MORE HOLISTIC, COLLABORATIVE CULTURE.

I APPRECIATE YOU MAKING REFERENCE TO THAT BECAUSE I THINK THAT IS A REALLY KEY POINT ABOUT THIS.

THAT THIS IS NOT JUST A PLACE FOR THE STUDENT OR A NEW ISS.

THIS IS A DIFFERENT WAY TO ATTACK THIS ISSUE FROM THE ROOT CAUSES, SO THANK YOU ALL FOR THAT.

>> THANK YOU. TRUSTEE MURKEY, I CANNOT SEE YOU TRUSTEE GARCIA.

TRUSTEE GARCIA, DO YOU HAVE ANYTHING?

>> NO, NOT PARTICULAR QUESTION.

I THINK TRUSTEE MAC, YOU REALLY WALK THROUGH HELPED

[01:25:03]

ME UNDERSTAND JUST WHAT EXACTLY IS STUDENTS EXPERIENCE WILL LOOK LIKE.

WHAT'S THE INVOLVEMENT OF PARENTS GOING TO LOOK LIKE? ALSO, IS THIS SOMETHING THAT WE CAN EXPECT PARENTS TO MAYBE THEMSELVES BE REFERRED TO SOMETHING MORE, COME IN WITH STUDENTS AND MEET WITH EDUCATORS. I MAY HAVE MISSED THAT PART.

ARE YOU REFERRING TO WHEN A STUDENT HAS A BEHAVIOR ISSUE, HOW WILL WE WORK WITH THE PARENT, TO UNDERSTAND WHAT THE STUDENT IS GOING THROUGH? YES.

WE CURRENTLY ARE WORKING THROUGH OUR MENTAL HEALTH CLINICIANS TO BE A PART OF THE RESET CENTER SO THAT THEY ARE INVOLVED REGULARLY WITH THE STUDENTS WHO ARE HAVING ISSUES AND YES, THEY WILL BE WORKING DIRECTLY WITH PARENTS TO ADDRESS ANY OF THE ISSUES THAT NEED ADDITIONAL SUPPORTS FROM THE FAMILY.

GREAT. I'M GOING TO TELL YOU THAT PARENTS ARE INVOLVED.

AGAIN, A LOT OF THESE THINGS ARE COMING FROM HOME INTO THE CLASSROOM.

THANK YOU FOR THIS PRESENTATION.

I THINK BY PERSONS HAVE AGAIN SORT SUPPORTS THE DEVELOPMENT OF HOW THIS PLAYS OUT WITH SOMETHING USEFUL HERE.

I HAVE A FEW QUESTIONS.

ONE IS THE INPUT INTO THE PROCESS.

I SAW THAT YOU HAD ONE OF THOSE DEREK LITTLE APPENDICES HERE AND I APPRECIATE THAT WITH DIFFERENT DATES.

BUT WHO IS ON THOSE TASK FORCE? MORE SPECIFICALLY, WHAT KIND OF INPUT DO WE GET FROM STUDENTS THEMSELVES? I'LL START AND THEN VINCE CAN JUMP IN AS WELL.

WE HAD A COUPLE OF GROUPS THAT WORKED ON THIS.

WE HAD A LARGE TASK FORCE GROUP THAT HAD ADMINISTRATORS, TEACHERS, DEPARTMENT CHAIRS, PARENTS HAD QUITE A BIT OF INPUT ON WHAT ARE SOME OF THE MAJOR CHANGES TO THE CODE OF CONDUCT THAT THEY WOULD LIKE TO SEE.

THEN IN ADDITION, WE HAD THE SMALLER GROUP THAT VINCE WORKED WITH WHERE WE HAD THE DESIGN THINKING PART AND THAT WAS MAINLY DEPARTMENT LEADERS AND PRINCIPALS WHO WORKED ON THAT TO GET DOWN TO THE GRASSROOTS OF WHAT WE NEEDED TO CHANGE FROM THE CONVERSATIONS WE HAD HAD IN THE LARGE GROUP AND THEN I'LL LET VINCE TALK ABOUT SOME OF THE SESSIONS HE HELD WITH STUDENTS AND OTHERS TO GET INPUT.

WE HAVE VARIOUS FEEDBACK SESSIONS WITH OUR, SCHOOL LEADERSHIP, EXECUTIVE DIRECTORS, AND OUR PRINCIPLES.

I'VE HAD FEEDBACK SESSIONS WITH VARIOUS EXTERNAL GROUPS, APPLESEED GROUP, GROUPS LIKE THAT.

IN ADDITION, I HAD A FEEDBACK SESSION WITH OUR TEAM BOARD AND SO THAT WAS EXCITING AND THEN I ALSO HAD A FEEDBACK SESSION WITH OUR ATHLETIC LEADERSHIP GROUP WAS JUST CALLED LEADERS IN TRAINING AND SO THAT WAS A STUDENT FEEDBACK THAT I RECEIVED THERE.

IN ADDITION, WE HAVE TWO UPCOMING COMMUNITY MEETINGS NEXT TUESDAY AND NEXT THURSDAY, WHERE WE'LL HAVE FEEDBACK SESSIONS WITH COMMUNITY MEMBERS.

WE'VE HAD THROUGH THE DESIGN THINKING PROCESS, WE INTERVIEWED STUDENTS THAT HAD THE WAR IN ISS.

WE INTERVIEWED SEVERAL TEACHERS AND THE DATA WE USED, THE TEACHERS DIDN'T KNOW THIS, BUT IT WAS IMPORTANT FOR US TO CAPTURE THIS INFORMATION.

THE NUMBER OF TEACHERS THAT HAD HIGH NUMBER OF REFERRALS AT SOME SCHOOLS AND TEACHERS, I HAD VERY LOW NUMBERS OF REFERRALS AND SO WE INTERVIEWED THOSE TEACHERS AND SO WE GATHERED ALL THAT INFORMATION AND FEEDBACK AND THE THING ABOUT THIS PROCESS IS THAT IT'S AN ONGOING PROCESS.

LIKE I SAID, WE STILL HAVE SOME COMMUNITY MEETINGS COMING UP NEXT WEEK.

I HAVE WHAT ARE CALLED HUDDLES WITH OUR PRINCIPALS AND THOSE ARE QUICK, 20 TO 30 MINUTES, SOMETIMES EVEN SHORTER THAN THAT, BUT 20 TO 30 MINUTES SESSIONS WHERE WE TALK ABOUT, HERE'S THE JOB DESCRIPTION FOR THE RESET CENTER COORDINATOR.

WHAT DO YOU GUYS THINK ABOUT THAT? WE DID THAT WITH OUR EDS AS WELL.

IN FACT, OUR EDS ARE PUT TOGETHER OR ARE PUTTING TOGETHER THE INTERVIEW QUESTIONS THAT OUR SCHOOLS WILL USE TO INTERVIEW THE RESET CENTER COORDINATOR.

THEY'RE CONTRIBUTING IN THAT WAY.

THE NEXT SET OF HUDDLES WILL INCLUDE WHAT ARE SOME DIFFERENT STRATEGIES THAT TEACHERS CAN USE BEFORE THEY REFER A STUDENT TO A RESETS AND THEN WE'LL HAVE THE FEEDBACK FROM THE PRINCIPLES ON THE TYPE OF RESOURCES THAT ARE GOING TO GO INTO THE RESET CENTER.

THIS IS AN ITERATIVE PROCESS THAT IS ONGOING AND WE ARE CONTINUOUSLY GETTING THAT FEEDBACK FROM THE ADULTS AND THE STUDENTS INTO SYSTEM OKAY. I APPRECIATE THAT.

IT LOOKS LIKE YOU'RE TOUCHING ALL THE BASES.

I WOULD SUGGEST CONSIDERING REACHING OUT TO MORE STUDENTS.

I'M ALWAYS AMAZED AT HOW MUCH THEY CAN REALLY TELL YOU HOW MUCH THEY KNOW ABOUT IT.

[01:30:02]

I'M SORRY ABOUT THAT ISSUE.

CERTAINLY WHEN WE WERE LOOKING AT THE SAFETY AND SECURITY ISSUES AFTER THE SCHOOL SHOOTINGS, SEEMS LIKE THEY'RE ALWAYS GOING ON, BUT AFTER ONE OF THE MOST RECENT ONES, I REMEMBER THAT PROGRAM THAT YOU COORDINATED SHERRY, IT WAS REALLY EYE-OPENING HOW SERIOUS AND INFORMED AND THE GREAT SUGGESTIONS THAT COME OUT FROM STUDENTS AND, IT'S EASY TO DO AN HOUR INNER CIRCLE WITH SOME HIGH SCHOOL STUDENTS AND JUST SEE WHAT THEY TELL YOU.

THEY SOMETIMES TELL YOU THINGS THAT YOU DON'T NECESSARILY GET FROM FROM AN ADULT WHO HAS A DIFFERENT PERSPECTIVE.

I THINK IT'S GREAT.

I THINK WE'RE ON THE RIGHT TRACK AND I APPRECIATE THE HARD WORK HERE. ALL RIGHT.

TRUSTEE I HAVE ONE YES.

THIS IS A BIT ON THIS TEAM WITH EDWARD FLORES FOR 12 YEARS.

SO I'M ON THE NEXT TIME YOU REPORT.

HE'S GOING TO ASK YOU WHAT DATA DO YOU HAVE? HE'S PROBABLY GOING TO TELL YOU THAT YOU PROBABLY HAVE A HANDFUL OF SCHOOLS, OR A HANDFUL OF TEACHERS ON A HANDFUL OF SCHOOLS.

THEY ARE THE PROBLEM.

THEY ARE THE ONES THAT ARE REFERRING THE MOST STUDENTS.

I'M TELLING YOU TO ANTICIPATE THAT QUESTION FROM DR.

FLORES THE NEXT TIME YOU'RE AT THIS TABLE AND I'VE GOT A FEELING HE'S GOING TO ASK IT.

HE'S BEEN ASKING THE SAME QUESTIONS FOR 12 YEARS.

I DON'T ASK A QUESTION I DO ALREADY KNOW THE ANSWERS TO THANK YOU FOR THAT. THANK YOU ALL.

WE'LL MOVE NOW TO SIX D ON THE AGENDA, WHICH IS THE P-TECH WORKPLACE LEARNING UPDATE.

MR. CHAIR, MEMBERS OF THE BOARD.

WHEN WE STARTED THIS JOURNEY MANY YEARS AGO, I KNEW IT WAS GOING TO BE GOOD, BUT MY GOODNESS, IT JUST KEEPS GETTING BETTER.

THIS IS VERY EXCITING.

NOT ONLY THE STYLE BUT THE SUBSTANCE AND NOW THE RESULTS.

EFFORT IS GOOD AND RESULTS ARE BETTER AND NOW, WHEN WE WERE TOLD WHEN WE FIRST STARTED THIS JOURNEY, THAT KNOW A 17 YEAR-OLD CAN GET AN INTERNSHIP.

NOW WE'VE GOT THOMPSON REUTERS, AND NOW YOU'VE GOT IBO AND AMERICAN AIRLINES THAT ARE BREAKING THE MOLD AND SO I HEARD A REPORT TODAY AND LET ME JUST SET THIS UP.

DURING ONLY 7 PERCENT OF OUR STUDENTS GOT ANY SECONDARY CREDENTIAL SIX YEARS AFTER GRADUATING FROM HIGH SCHOOL.

THIS YEAR, DESPITE THE PANDEMIC, WE'RE GOING TO BE OVER 10 PERCENT OF OUR STUDENTS GRADUATING WITH AN ASSOCIATE'S DEGREE AND NOT ALL P-TECHS ARE CREATED EQUAL BECAUSE NOW WE'VE GOTTEN A CALL FROM A COUPLE OF SUBURBAN P-TECHS THAT ARE ASKING US HOW WE CONTINUE TO MAINTAIN THIS BECAUSE THEY'RE STRUGGLING WITH SOME ISSUES THAT OUR PEOPLE HAVE REALLY MOVED FORWARD TO.

I'LL TURN IT OVER TO DR. LUSK AND DR. ROGERS TO GIVE YOU THIS OVERVIEW AND ANSWER YOUR QUESTIONS.

WELL, GOOD AFTERNOON, MEMBERS OF THE BOARD, DOCTOR GOOD RESULTS OR BETTER THING WE HAVE DRAINED WITH NIGHTMARES ABOUT SOMETIMES, BUT NONETHELESS, RESULTS DO MATTER AND I AGREE THAT THE P-TECH PROGRAM IS MAKING A DIFFERENCE FOR OUR STUDENTS.

AS WE THINK ABOUT P-TECH, IT'S REALLY A THREE-PRONG APPROACH.

THE HIGH SCHOOL TO COLLEGE AND THE INDUSTRY PARTNER AND ALL THREE ARE CRITICAL AND IF YOU TALK TO ANY OF THE THREE ENTITIES.

THEY'LL RECOGNIZE THEIR ROLE AND THE IMPORTANCE.

WELL, TODAY WE WANT TO PROVIDE AN UPDATE OF WORKPLACE LEARNING AND WE DO THINK THE CRITICAL ROLE OF THE INDUSTRY PARTNER IS SHAPING THE LIVES OF OUR STUDENTS AND I'LL JUST REAL QUICKLY SAY ABOUT A WEEK AND A HALF AGO, WE WERE LUCKY ENOUGH TO HAVE THE DALLAS POLICE DEPARTMENT CHIEF GARCIA JOIN US ON A VISIT TO SUNSET AND CARTER AND WHAT WAS GREAT ABOUT HE BROUGHT A BIG GROUP TO REALLY SHOW HIS COMMITMENT AND TOWARDS MAKING SURE THAT THEY'RE ALL IN FOR THE WORK WE'RE DOING, OUR CRIMINAL JUSTICE PATHWAYS AND EVERYTHING WE ASK FOR IS RESPONSE KEPT GOING AND SAYING YES, YES AND WE COULDN'T FINISH SENTENCES AND HE SAID YES.

WE'RE REALLY GRATEFUL FOR THAT PARTNERSHIP AND ALL THE OTHERS AS WELL BECAUSE THEY ARE SHAPING THE LIVES OF OUR STUDENTS.

WITH THAT, I WANT TO TURN OVER TO DR. ROGERS AND THE TEAM AND WITH DR. ROGERS FROM THE P-TECH TEAM HAS SHOWN LEVELS ON WHO'S REMOTE AS WELL AS MYTHIC OF ANISOGAMY.

WITH THAT, DR. ROGERS, CAN YOU TAKE IT FROM HERE, PLEASE? GOOD AFTERNOON. AS YOU KNOW, OUR P-TECH INITIATIVE FOCUSES ON HIGH SCHOOL, COLLEGE, AND CAREER WITH OUR INDUSTRY PARTNERS, WE REMAIN GROUNDED IN THE WORK.

OUR WORK IS TIGHTLY ALIGNED WITH TICS AS 60 BY 30 AND THEN WE ALSO

[01:35:05]

STAY ABREAST TWO THINGS THAT ARE HAPPENING LOCALLY IN TERMS OF WORKFORCE AND DEMAND.

WE KNOW THEY LOCALIZE THAT 85 PERCENT OF THE JOBS IN DALLAS COUNTY THERE WILL LEAD TO A LIVING WAGE REQUIRE A POST-SECONDARY DEGREE OR CREDENTIAL AND SO IN OUR P-TECH AND EARLY COLLEGE PROGRAMS, THAT IS INFORMATION THAT WE KEEP AS A NORTH STAR AND OUR WORKPLACE LEARNING OPPORTUNITIES ARE EQUALLY AS IMPORTANT AS OUR COLLEGE DEGREE AND CERTIFICATE ATTAINMENT.

AT THIS TIME, I'M GOING TO TURN IT OVER TO MS. NEALS WHO WILL WALK US THROUGH THE DAY.

WELL, THE P-TECH PROGRAM, WE HAVE THREE MAIN GOALS THAT GROUND THE WORK THAT WE DO.

THE FIRST GOAL IS TO CONTINUE TO INCREASE THE NUMBER OF STUDENTS THAT WE HAVE GRADUATING WITH UP TO 60 COLLEGE CREDIT HOURS AND OR AN ASSOCIATE DEGREE.

THE SECOND GOAL IS TO CONTINUE TO INCREASE THE NUMBER OF STUDENTS THAT ARE GRADUATING COLLEGE AND CAREER READY ON STATE AND NATIONAL ASSESSMENTS AND THEN OUR FINAL GOAL IS TO INCREASE THE NUMBER OF OPPORTUNITIES FOR OUR STUDENTS.

WE'LL APPLY WHAT THEY'VE LEARNED VIA THEIR PATHWAYS TO INTERNSHIPS AND FUTURE CAREERS.

NEXT SLIDE, PLEASE.

THE P-TECH PROGRAM REALLY BEGAN AS A STRATEGIC INITIATIVE TO INCREASE COLLEGE AND CAREER READINESS ACROSS DALLAS ISD.

CURRENTLY AS SCALE, WE HAVE 26 P-TECH AND EARLY COLLEGE PROGRAMS AS DEPICTED HERE, WHO'LL CONTINUE TO PROVIDE OPPORTUNITIES FOR OUR STUDENTS TO RECEIVE DUAL CREDIT HOURS AND THIS IS AT NO COST TO THEIR FAMILIES.

TO DATE, WE ARE EXTREMELY PROUD TO REPORT THAT OUR PROGRAMS ARE SUPPORTING MORE THAN 8,000 STUDENTS ACROSS THE METROPLEX WHO ARE WORKING TO OBTAIN.

>> WE CURRENTLY HAVE 85 INDUSTRY PARTNERS, AND WE JUST WANT TO HIGHLIGHT SOME NEW PARTNERS THAT WE'VE ADDED TO OUR PROGRAM.

RECENTLY, WE'VE ADDED TEXAS HEALTH RESOURCES.

WE'VE ALSO ADDED EQUINIX, WHICH IS A GLOBAL TECHNOLOGY LEADER.

TEXAS INSTRUMENTS IS NOW SUPPORTING STUDENTS AT HILLCREST AND CAMPBELL, REDHOUSE VIRTUAL EDUCATION, AND THEN HCL AMERICA.

IN THIS GRAPHIC WE'D LIKE TO SHOW BECAUSE OUR INDUSTRY PARTNERS REPRESENT LARGE AND SMALL COMPANIES THROUGHOUT DALLAS

>> TAKING AND THE REAL-WORLD EXPECTATIONS OF THE WORKPLACE.

NEXT SLIDE, PLEASE.

>> SURE WE DON'T KNOW WHICH SLIDE YOU ARE ON ACTUALLY. WE LOST YOU

>> TO DATE WE HAVE RECRUITED APPROXIMATELY 85 INDUSTRY PARTNERS TO SUPPORT STUDENTS WITH WORKPLACE ENGAGEMENT ACTIVITIES.

THEY SUPPORT OUR STUDENTS WITH MENTORSHIPS, WORK SITE VISITS, I SHOULD SAY VIRTUAL VISITS FOR NOW, INTERNSHIPS AND ALSO INTERVIEW OPPORTUNITIES.

SOME OF THE NEWER INDUSTRY PARTNERS THAT WE HAVE RECRUITED, AND THEY ARE ON HERE AS WELL, INCLUDE

>>THIS IS GOOD NEWS WE CAN HEAR IT TWICE

>> DALLAS COUNTY HEALTH AND HUMAN SERVICES.

THEY SUPPORT OUR PUBLIC HEALTH PATHWAY.

EQUINIX AND REDHOUSE VIRTUAL EDUCATION SUPPORT OUR IT PATHWAYS.

WE RECRUITED HAWKEYE ADVERTISING AGENCY THAT SUPPORTS BUSINESS AND THEN TEXAS HEALTH RESOURCES.

THESE ARE SOME OF OUR NEWER PARTNERS.

>> THANK YOU, MS. NEVOSE.

ONE THING WHEN WE HAD TO GO VIRTUAL AS A RESULT OF THE PANDEMIC, WE WONDERED WHAT WILL WORKPLACE FINALLY LOOK LIKE AND WILL OUR PARTNERS CONTINUE THE LEVEL OF ENGAGEMENT.

WE ARE PROUD TO SAY THEY ACTUALLY INCREASED.

LAST SUMMER WE HAD 93 INDUSTRY ENGAGEMENT ACTIVITIES WITH OUR STUDENTS IN SUMMER BRIDGE.

WE'VE HAD SOME AMAZING WHITE PRIZE ENGAGEMENT ACTIVITIES.

STUDENTS FROM TWO HIGH SCHOOLS PARTICIPATED IN THE ATICS CITIES CHALLENGE WITH IBM AND 18T, WHERE THEY USE DESIGN THINKING TO SOLVE A PROBLEM AND WORK WITH IBM DESIGNERS TO BUILD A PROTOTYPE FOR THEIR SOLUTION.

STUDENTS ENGAGED IN VIRTUAL REALITY ACTIVITIES AS WELL AS BUILD ROVERS WITH WORKING WITH ENGINEERS FROM TEXAS INSTRUMENTS.

THE CITY OF DALLAS POLICE DEPARTMENT CONDUCTED

[01:40:03]

AN AWESOME ENGAGEMENT EXPERIENCE WITH OUR STUDENTS THAT INCLUDED THERE MOUNTING UNIT, CITY OF DALLAS OFFICERS, THE SWAT TEAM, THE K9 UNIT, AND STUDENTS GOT TO SEE AN OVERALL COMPREHENSIVE PICTURE OF THE WORK OF THE POLICE DEPARTMENT.

WHY IS THAT WE HAVE SET OF STRUCTURES TO KEEP OUR PARTNERS ENGAGED.

ONE IS THROUGH SHARED GOVERNANCE AND CREATING AN OPPORTUNITY TO CONTINUE TO RECEIVE THEIR FEEDBACK AND VOICE.

WE MEET QUARTERLY WITH OUR IMPACT BOARD.

THE IMPACT BOARD CONSISTS OF COMMUNITY LEADERS, INDUSTRY PARTNERS, AND OUR HIRE AA PARTNERS.

IN THESE MEETINGS, WE SHARE UPDATES AND GIVE INFORMATION, BUT MORE IMPORTANTLY, IT'S AN OPPORTUNITY TO CREATE A SPACE FOR TWO-WAY DIALOGUE TO UNDERSTAND HOW WE CAN ENHANCE OUR PROGRAM.

ONCE SUCH ACTIVITY THAT CAME OUT OF AN IDEA THAT WAS BIRTHED WITH OUR IMPACT BOARD WAS AN INDUSTRY PARTNER WORKSHOP.

WE'VE HELD THE INDUSTRY PARTNER WORKSHOP NOW FOR THREE YEARS, THE INDUSTRY PARTNERS COME TOGETHER TO SHARE PROMISING PRACTICES FROM THE PERSPECTIVE OF A PARTNER AND HOW TO ENGAGE MORE INDIVIDUALS THROUGHOUT THEIR ORGANIZATION TO SUPPORT OUR WORK.

THESE FOR THE PAST TWO YEARS, THEY BANNED VIRTUAL BREAKOUT SESSIONS AND THEY FOCUSED ON CORPORATE ENGAGEMENT AND NETWORKING.

EACH SPRING WE HOLD AN EVENT WHERE WE RECOGNIZE OUR PARTNERS FOR SUPPORTING OUR STUDENTS.

LAST JANUARY WE WERE FACE TO FACE, THIS YEAR WE WERE VIRTUAL, BUT WE PROVIDED A DIGITAL BADGE FOR ALL OF OUR PARTNERS TO PROUDLY DISPLAY AS THEY SUPPORT THE WORK OF OUR P-TECH PROGRAM.

AS A RESULT OF THE PANDEMIC, IBM CREATED AN OPEN PLATFORM FOR SCHOOLS AROUND THE WORLD THAT ARE A PART OF THEIR GLOBAL NETWORK.

WITHIN THIS PLATFORM, OPEN P-TECH, STUDENTS HAVE THE OPPORTUNITY TO EARN DIGITAL BADGES.

IN DALLAS ISD WE SELECTED A FEW BADGES TO SUPPORT THE WORK THAT WE DO WITH OUR STUDENTS.

WE IDENTIFIED THE MINDFULNESS BADGE AS A WAY TO HELP OUR STUDENTS AS IT RELATES TO SOCIAL AND EMOTIONAL LEARNING.

OUR STUDENTS OR MANY STUDENTS AS POSSIBLE TO COMPLETE THE PROFESSIONAL SKILLS BATCH.

THE PROFESSIONAL SKILLS BATCH CONSIST OF WORK AROUND PRESENTING IT WITH PURPOSE, COLLABORATING EFFECTIVELY, INTERPERSONAL SKILLS, SOLVING PROBLEMS WITH CRITICAL THINKING, AND DELIVERING HIGH-QUALITY WORK WITH AGILITY.

WE ALSO HAVE STUDENTS WORKING ON THE JOB APPLICATION ESSENTIALS BADGE AND THE AI OR ARTIFICIAL INTELLIGENCE BADGE.

TO DATE STUDENTS HAVE EARNED 1,036 BADGES ON THE OPEN P-TECH PLATFORM WITH 267 STUDENTS COMPLETING THE PROFESSIONAL SKILLS BADGE.

THE GREAT THING ABOUT THESE OPEN P-TECH BADGES IS THAT THE STUDENTS HAVE THE OPPORTUNITY TO CONNECT THEM TO THEIR LINKEDIN PROFILES.

WE HAVE HAD 266 STUDENTS TO DATE WHO HAVE COMPLETED INTERNSHIP OPPORTUNITIES THROUGH THE P-TECH PROGRAM.

WE'RE EXCITED THAT THIS SUMMER WE HAVE 550 STUDENTS THAT HAVE APPLIED FOR INTERNSHIPS AND COUNTING AND ADDS A TOTAL SINCE THE INCEPTION OF THE PROGRAM, OUR PARTNERS HAVE COMPLETED 5,874 ENGAGEMENT ACTIVITIES WITH OUR STUDENTS, WHICH AVERAGES ABOUT 71 INTERACTIONS PER PARTNER.

AT THIS TIME I'M GOING TO TURN IT OVER TO OUR DIRECTOR OF WORKPLACE LEARNING, NITHYA GOVINDASAMY, WHO WILL SHARE OUR STRATEGY FOR PREPARING STUDENTS FOR THE INTERNSHIP OPPORTUNITIES.

>> THANK YOU, DR. ROGERS.

THIS YEAR WE HAVE PRIORITIZED INCREASING INTERNSHIPS FOR P-TECH WORKPLACE LEARNING.

IT'S MAINLY TO ENSURE THE OUR STUDENTS ARE PLACED IN THE BEST POSITION POSSIBLE TO COMPETE IN THE WORKFORCE POST GRADUATION, WHETHER THEY'RE GOING ON TO CONTINUE THEIR POSTSECONDARY CREDENTIALS OR ENTERING THE WORKFORCE, WE WANT THEM TO BE PREPARED.

WE KNOW THAT STUDENTS THAT HAVE BOTH POSTSECONDARY CREDENTIALS AND RELEVANT WORK EXPERIENCE ARE MORE SOUGHT AFTER BY OUR EMPLOYERS FOR IN-DEMAND CAREERS.

IN ORDER FOR OUR STUDENTS TO BE SUCCESSFULLY HIRED FOR INTERNSHIPS AND EVENTUALLY JOBS AND CAREERS, THEY NEED TO BE BOTH READY AND CONFIDENT.

WITH THE RIGHT PREPARATION AND PRACTICE STUDENTS CAN BRING MORE COMPETENCE.

FOR THAT REASON, WE CREATED AND IMPLEMENTED A DISTRICT WIDE PLAN TO ENSURE THAT PREPARATION FOR INTERNSHIPS OR AS APPROACH CONSISTENTLY AND STUDENTS RECEIVE SIMILAR AND EQUITABLE SUPPORTS ACROSS THE DISTRICT.

WE ALSO INCORPORATED FEEDBACK FROM OUR INDUSTRY PARTNERS INTO

[01:45:01]

THE PREPARATION SO THAT WE ARE MORE ALIGNED WITH WHAT OUR INDUSTRY INDICATED THAT STUDENTS NEED.

THE PLAN, AS YOU SEE HERE, IS FOCUSED ON SKILL AREAS THAT ARE REQUIREMENTS FOR PROFESSIONAL ENVIRONMENTS AND PROFESSIONAL INTERNSHIPS TO HELP STUDENTS NOT JUST GET THE OPPORTUNITY, BUT ALSO BE SUCCESSFULLY COMPLETING THE OPPORTUNITY.

MANY OF OUR STUDENTS HAVE WORK EXPERIENCE, BUT THEY'VE NEVER WORKED IN A PROFESSIONAL ENVIRONMENT.

THESE INTERNSHIP OPPORTUNITIES PROVIDE THEM A VEHICLE TO GET PREPARED FOR THOSE KINDS OF ENVIRONMENTS. NEXT SLIDE, PLEASE.

ADDITIONALLY, OCCUR TO ENSURE THAT CAMPUSES COULD STRATEGICALLY PLAN AND SUPPORT OUR STUDENTS.

IT WAS REALLY IMPORTANT FOR OUR STUDENTS TO KNOW THAT WHAT WAS EXPECTED OF THEM FOR THE INTERNSHIP OPPORTUNITIES SO THEY COULD PREPARE STELLAR RESUMES, RECOMMENDATION LETTERS, RESEARCH THE COMPANIES IN ADVANCE, AND INTERVIEW WELL SO THEY CAN COMPETE AND SUCCESSFULLY ACQUIRE THE OPPORTUNITIES THAT ARE BEING PRESENTED.

NEXT SLIDE, PLEASE. WE HAVE BEEN FORTUNATE TO RECEIVE INTERNSHIPS THAT SPAN ACROSS VARIOUS COMPANIES AND DEPARTMENTS THIS YEAR.

AS YOU CAN SEE, MANY OF OUR STUDENTS WILL HAVE THE ABILITY TO PRACTICE ESSENTIAL WORKPLACE SKILLS AND GAIN REAL-WORLD EXPERIENCE THAT NOT JUST EXPOSES THEM TO IN-DEMAND CAREERS, BUT ALSO ALLOWS THEM TO EXPLORE THEIR STRENGTHS, THEIR INTERESTS, AND OPTIONS FOR THE FUTURE.

HIGHLIGHTED HERE ARE JUST A FEW OF THE INDUSTRY PARTNERS THAT HAVE OFFERED OPPORTUNITIES TO OUR STUDENTS.

THE CITY OF DALLAS PROVIDED A TARGETED APPRENTICESHIP OPPORTUNITY WITH THEIR COMMUNICATIONS DEPARTMENT FOR VISUAL COMMUNICATION PATHWAY STUDENTS.

THE MAYOR'S DALLAS WORKS PROGRAM IS CURRENTLY UNDERWAY AND MANY OF OUR P-TECH INDUSTRY PARTNERS PARTICIPATE IN THIS PROGRAM, SUCH AS ACCENTURE, AT&T AND PEPSICO.

STUDENTS ARE ACTUALLY PREPARING TO INTERVIEW FOR THIS PROGRAM AT THIS TIME.

IBM AND THOMPSON REUTERS ARE TWO OF OUR SIGNATURE INDUSTRY PARTNERS AND COMBINED, THEY HAVE BROUGHT OVER 350 VIRTUAL INTERNSHIP OPPORTUNITIES FOR OUR STUDENTS THIS YEAR.

BOTH COMPANIES CREATED OPPORTUNITIES THAT STUDENTS ACROSS THE DISTRICT AND ACROSS PATHWAYS COULD APPLY TO.

THERE WAS NO LIMITATION IN WHAT STUDENTS ARE CURRENTLY STUDYING IN TERMS OF ACCESS TO THESE OPPORTUNITIES.

OUR STUDENTS ARE COMPLETING THE HIRING PROCESS FOR MANY OF THESE OPPORTUNITIES AND OFFERS ARE BEING EXTENDED WHAT WE CONTINUE TO DO IS WE'RE VERY CLOSELY WITH OUR INDUSTRY PARTNERS TO HELP ONBOARD STUDENTS INTO INTERNSHIPS AND SUCCESSFULLY GET THEM READY FOR SUMMER.

WE ARE EXCITED TO CONTINUE THE WORK THROUGH THE PROCESS TO GET AS MANY STUDENTS CONNECTED TO INTERNSHIPS AS POSSIBLE.

I WILL TURN IT BACK OVER TO DR. ROGERS.

>> WE WERE EXCITED AT THE END OF LAST YEAR FOR OUR 2020 GRADUATES, WE DID HAVE SEVERAL STUDENTS WHO WERE EMPLOYED BY INDUSTRY PARTNERS.

WE HAD 21 STUDENTS HIRED BY THOMPSON REUTERS, 30 STUDENTS PARTICIPATED IN A SUMMER INTERNSHIP WITH THOMPSON REUTERS LAST YEAR, AND 21 WERE HIRED INTO FULL-TIME POSITIONS WITH THE COMPANY.

THOSE 30 INTERNSHIPS LAST SUMMER TRANSLATED INTO A 100 INTERNSHIP OPPORTUNITIES FOR STUDENTS THIS YEAR.

STIMULI IS A COMPANY THAT HAS HIRED FOUR STUDENTS WHO ARE GRADUATES IN THE GAMING AND TECHNOLOGY PATHWAYS.

PEPSICO HIRED FOUR STUDENTS FULL TIME TO WORK AT GATEWAY, WHICH IS A SUBSIDIARY AT PEPSICO.

THIS SUMMER, AMERICAN AIRLINES IS CURRENTLY RECRUITING FOR 12 INTERNSHIPS, AND THEY HAVE STATED THAT SIX OF THE INTERNSHIPS WILL CONVERT INTO FULL-TIME EMPLOYMENT OPPORTUNITIES FOR STUDENTS UPON COMPLETION.

JLL IS WORKING TO RECRUIT STUDENTS FOR AN APPRENTICESHIP WITH APPROXIMATELY 15 POSITIONS IN DALLAS.

>> THAT CONCLUDES OUR PRESENTATION AND WE WILL GLADLY FILL QUESTIONS.

TRUSTEE MARKIE.

>> THANK YOU ALL FOR THIS PRESENTATION.

I THINK YOU HIT THE NAIL ON THE HEAD, ATTEMPTS AND INTENSE SPEAKS A LOT, BUT RESULTS SAY THE WHOLE STORY.

WHAT'S BEEN ACCOMPLISHED HERE IS PHENOMENAL AND I KNOW IT'S STILL IN THE BEGINNING.

I JUST HAVE A MORE GENERAL QUESTION.

THIS IS PHENOMENALLY, I KNOW WE'RE STARTING TO GET PEOPLE THAT ARE GETTING FULL-TIME EMPLOYMENT COMING OUT OF THIS, ARE GOING OFF TO COLLEGE WITH THEIR ASSOCIATE'S DEGREE, ETC.

HOW ARE WE TRACKING THAT GOING FORWARD? I KNOW THEY'RE NOT OUR STUDENTS ANYMORE, WHAT ATTEMPTS ARE WE DOING? BECAUSE I THINK THE QUANTITATIVE ELEMENTS OF WHAT'S HAPPENING TO THE STUDENTS IF THEY COME PARTICIPATE IN OUR EARLY COLLEGES AND OUR P-TECHS NEEDS TO BE SHARED AND WE'RE STARTING TO GET THAT DATA.

WHAT PRELIMINARY STUFF HAVE YOU ALL BEEN WORKING ON TO TAKE THAT INTO ACCOUNT ABOUT WHAT'S HAPPENING AS KIDS GRADUATE AND GO OFF TO GREAT THINGS?

>> WE ARE WORKING COLLABORATIVELY WITH DALLAS COLLEGE TO TRACK THE DATA.

WE ARE WORKING IN PARTNERSHIP WITH THEIR CAREER SERVICES TO BEGIN TO TRACK STUDENTS INTO EMPLOYMENT.

[01:50:03]

>> I THINK AS SOON AS WE START GETTING SOME DATA ON THAT, THAT WILL TELL THE STORY FAR BETTER THAN ANY OF US CAN.

AS PARENTS, THE STUDENTS THINK ABOUT WHERE THEY WANT TO GO AND WHAT THEY WANT TO DO IN HIGH SCHOOL.

I'M EXCITED ABOUT THAT, KEEP UP THE GREAT WORK.

>> TRUSTEE FOREMAN.

>> I JUST HAVE A FEW QUESTIONS.

OF COURSE, I SUPPORT P-TECH, BUT MY QUESTION IS EXACTLY HOW MANY STUDENTS DO WE HAVE IN THE WHOLE P-TECH PROGRAM AT THIS TIME?

>> OUR CURRENT ENROLLMENT, 9TH THROUGH 12TH GRADE IS APPROXIMATELY 8,800 STUDENTS.

>> NINTH THROUGH 12TH IS 8,800 STUDENTS?

>> YES.

>> DO WE KNOW HOW MANY SENIORS?

>> WE HAVE APPROXIMATELY 1,400 SENIORS.

>> FOURTEEN HUNDRED SENIORS? WHAT'S THE GRADUATION RATE WITH AN ASSOCIATE'S AND A HIGH SCHOOL DIPLOMA?

>> WE ARE STILL TRACKING THAT FOR THIS YEAR AS STUDENTS ARE COMING TO THE CLOSE OF THE SEMESTER, BUT LAST YEAR WE HAD 628 OF THE STUDENTS.

AGAIN, WE HAVE COHORT 2 THIS YEAR, SO THE NUMBER IS BROADER, BUT 72 PERCENT OF THE GRADUATES LAST YEAR COMPLETED WITH A HIGH SCHOOL DIPLOMA AND AN ASSOCIATE'S DEGREE.

>> SEVENTY-TWO PERCENT. LAST YEAR WERE THE INTERNSHIPS THAT WE HAD, WAS THAT THAT SMALLER NUMBER THAT WE TALKED ABOUT?

>> YES, WE ARE KEEPING A RUNNING TOTAL.

A LOT OF TIMES WHAT HAPPENED WITH THE INTERNSHIPS IS THE COMPANIES THAT WE WORKED FOR DIDN'T PROVIDE OUR INTERNSHIP OPPORTUNITIES FOR HIGH SCHOOL STUDENTS.

ONE SUCH EXAMPLE IS ACCENTURE.

THE VERY FIRST SUMMER, THEY WERE ONLY ABLE TO PROVIDE ONE INTERNSHIP.

THAT STUDENT FROM SIEGEL HIGH SCHOOL DID AN AMAZING JOB.

UNTIL LAST SUMMER, ACCENTURE HAS BEEN ABLE TO INCREASE THE NUMBER OF HIGH SCHOOL INTERNS TO 30.

MANY OF OUR COMPANIES ARE JUST BEGINNING TO OPEN UP EMPLOYMENT OPPORTUNITIES TO HIGH SCHOOL STUDENTS, SO IT'S INCREASING EXPONENTIALLY EACH YEAR.

>> HOW MANY ARE WE ANTICIPATING FOR THIS SUMMER?

>> FOR THIS SUMMER, WE ARE STILL GETTING INFORMATION.

THERE HAS BEEN A RESTRUCTURE WITH THE DALLAS SUMMER MAYOR'S PROGRAM, MANY OF OUR PARTNERS PARTICIPATE THROUGH THAT.

IBM HAS OFFERED 100 INTERNSHIP OPPORTUNITIES FOR STUDENTS AND THERE ARE CERTAIN CRITERIA THAT THEY HAVE TO MEET TO BE ELIGIBLE, AND THEN THOMPSON REUTERS HAS ALSO OFFERED ABOUT 200 INTERNSHIP OPPORTUNITIES, WE HAVE 12 WITH AMERICAN AIRLINES, WE HAVE 15 APPRENTICESHIPS THAT ARE COMING ON DECK WITH JLL.

AS COMPANIES ARE STARTING TO OFFER, WE ARE CALCULATING AND KEEPING A RUNNING TOTAL.

>> THAT WILL BE IMPORTANT.

IT SOUNDS REALLY GOOD, BUT AGAIN, WE BASE OUR FACTS ON THE DATA.

IT WOULD BE IMPORTANT TO KNOW EXACTLY HOW MANY WE'RE BEING ABLE TO GET FOR THIS YEAR.

BECAUSE ONE OF THE THINGS THAT I GUESS CONCERN ME IS WITH THE PANDEMIC, COMPANIES HAVE CUT BACK, AND SO OUR OPPORTUNITIES MIGHT BE SMALLER, SO THAT'S UNDERSTANDABLE.

>> ACTUALLY THEY INCREASE, THEY'RE MANY WHO ARE OFFERING VIRTUAL.

>> VIRTUAL?

>> INTERNSHIPS.

>> VIRTUAL INTERNSHIPS.

>> TRUSTEE FOREMAN JUST TO ADD TO YOUR POINT.

I THINK IT WOULD SEEM INITIALLY LIKE THAT WOULD BE THE CASE, BUT WE'VE ACTUALLY SEEN THAT IN OTHER INDUSTRY PARTNERS BECOME CHAMPIONS FOR OUR STUDENTS, AND THEN THEY BEGIN TO RALLY AND TALK TO EACH OTHER ABOUT THE RECIPROCAL BENEFIT, BECAUSE OUR KIDS BENEFITED FROM THE EXPERIENCE THAT BRINGS THE THEORETICAL TO THE PRACTICAL.

BUT WHAT WE'VE ALSO SEEN TOO AS THE PARTNERS, OF COURSE, ARE LOOKING FOR EMPLOYERS TO BRING TO THE TABLE.

THIS IS A GREAT TRAINING GROUND FOR OUR STUDENTS AND A GREAT OPPORTUNITY FOR THE EMPLOYERS TO SEE THE BENEFIT OF THE WORK THAT OUR STUDENTS DO.

>> I WOULD JUST LIKE TO SEE THE HARD NUMBERS SO THAT THERE'S A GOOD UNDERSTANDING OF EXACTLY WHAT WE DID AND WHAT WE DIDN'T DO.

I THINK YOU GUYS ARE GOING IN THE RIGHT DIRECTION FOR SURE.

>> YES.

>> BUT I'D JUST LIKE TO SEE THE HARD NUMBERS JUST TO MAKE SURE THAT IF YOU'VE GOT 628 STUDENTS AND YOU GOT 21 JOB OFFERS, THAT'S A SMALL PERCENTAGE.

I'D JUST LIKE TO SEE THE HARD NUMBERS JUST TO MAKE SURE THAT WE'RE MOVING IN THAT DIRECTION.

I APPRECIATE ALL THE WORK THAT YOU'RE DOING WITH P-TECH.

THEN THE LAST QUESTION IS, BECAUSE WE'VE GOT P-TECHS IN ALMOST EVERY HIGH SCHOOL, DO WE THINK AT SOME POINT WE'RE OVER SATURATING?

[01:55:01]

>> WELL, WE DO KNOW THAT CHOICES IS GREAT FOR OUR FAMILIES, BUT YOU'RE RIGHT, WE ALSO HAVE TO BE COGNIZANT OF THAT.

IF WE HAVE TOO MANY OPTIONS, IT ALSO MAKES IT DIFFICULT FOR PRINCIPALS.

RIGHT NOW, WE DON'T HAVE A PLAN TO ADD OTHER P-TECHS AT THE MOMENT.

>> YOU DON'T ANY MORE HIGH SCHOOLS.

>> CORRECT.

>> ALSO-

>> LET ME FINISH. THE REASON I ASKED THAT QUESTION IS WE HAVE SOME SMALLER SCHOOLS THAT WE'RE MAKING THE SAME REQUIREMENTS AS THOSE SMALLER SCHOOLS.

THAT WOULD BE LIKE LINCOLN, AND MADISON, AND ROSABELL, WHO HAVE SMALL ENROLLMENTS.

I JUST WANT US TO BE COGNIZANT OF THAT AS WE CONTINUE TO PUSH THAT OUT, BECAUSE THERE'S A LOT OF PRESSURE ON THOSE CAMPUSES TO MEET THAT 125 THRESHOLD EVERY YEAR.

THAT'S A LOT OF PRESSURE.

I THINK AS YOU RETHINK SOMETHING THAT THOSE SMALLER CAMPUSES MIGHT NOT NEED THAT AMOUNT OF PRESSURE.

YOU MIGHT WANT TO SCALE THAT BACK SOME FOR YOUR SMALLER CAMPUSES.

>> WE ARE COGNIZANT OF THAT. THANK YOU.

>> THANK YOU.

ANYONE ELSE? TRUSTEE

>> EVERY TIME WE SEE ONE OF THESE PRESENTATIONS AND IT'S JUST AMAZING WHAT OUR KIDS COULD DO GIVEN THE RIGHT OPPORTUNITIES AND GIVEN THE RIGHT ATMOSPHERE IN WHICH THEY CAN REALLY PROGRESS TOWARD AN ASSOCIATES AND THEN FOUR-YEAR DEGREE.

THEN NOW WITH OUR CAREER INSTITUTES COMING ONLINE, I'M VERY EXCITED ABOUT WHAT'S GOING TO CONTINUE TO HAPPEN IN THE SCHOOL DISTRICT.

BUT SO MANY THANKS TO ALL THOSE PARTNERS AND THE INDUSTRY PARTNERS, I KNOW THEY WORK REALLY HARD.

THEY REALLY ENJOY WORKING WITH OUR KIDDOS AND WATCHING THEM GROW AND GIVE THEM OPPORTUNITIES FOR THE FUTURE.

SO MANY THANKS TO ALL OF YOU FOR YOUR HARD WORK. REALLY I APPRECIATE IT.

>> YEAH, I WANT TO SECOND THOSE COMMENTS.

THIS IS AN AMAZING PROGRAM AND IT'S REALLY HARD TO THINK BACK TO 2016 WHEN THIS STARTED.

JUST 2016, OR 2015?

>> TWENTY FIFTEEN, 16 SCHOOL YEAR.

>> TO SEE THAT WE'VE ALREADY HAD THAT FIRST COHORT COME THROUGH AND THE SECOND COHORT COMING THROUGH FOR GRADUATION THIS YEAR, IT'S JUST AN AMAZING PROGRAM.

MY COMPLIMENTS ON BEING ABLE TO PULL THIS OFF.

I KNOW DR. ROGERS, YOU WERE THERE FROM THE BEGINNING, AND CERTAINLY DR. HINOJOSA AND DR. LUSK, AND THE WHOLE TEAM HAS REALLY MADE THIS A WONDERFUL OPPORTUNITY FOR OUR STUDENTS. THANK YOU ALL.

>> WE'LL MOVE ON TO THE NEXT ITEM ON OUR AGENDA, WHICH IS ITEM 6.

>> MR. CHAIR, MEMBERS OF THE BOARD, WE'RE VERY PLEASED TO GIVE YOU AN UPDATE ON RACIAL EQUITY.

DR. LEAR, OUR CHIEF OF STAFF

>> YEAH.

>> IN RACIAL EQUITY SHOULD BE JOINING US FROM MICHIGAN AND SHE IS NOW

>> I'M ON DOC. I'M ON.

>> OKAY, THERE SHE IS. WE HAVE ILLUSTRIOUS TEAM, SO WE'LL LET DR. LEAR AND HER TEAM TAKE IT OVER FROM YOU.

>> SURE. THANKS, DOC.

GOOD AFTERNOON, I'M JUST IN MICHIGAN TRUSTEES AND OF COURSE DR. HINOJOSA.

TODAY'S PRESENTATION, WE'LL REALLY FOCUS ON OUR PROGRAM EQUITY A PILLAR OF THE SIX AND SPECIFICALLY, WE'LL HIGHLIGHT THE ROOT CAUSE, THE OUTCOME GOAL, THE INPUTS, AND THE PROGRESS TO DATE FOR TWO SPECIFIC PROGRAMS. ONE WILL BE OUR ADVANCED ACADEMICS AS WELL AS OUR MAGNET PROGRAM.

WE HAVE DR. QUINN WHO WILL LEAD US THROUGH THE PRESENTATION, AND WE ALSO HAVE SUPPORT FROM OUR ADVANCED ACADEMICS AND THE MAGNET PROGRAM STAFF.

DR. QUINN, IF YOU'RE AT THE TABLE IF YOU CAN START US OFF.

>> YES. GOOD AFTERNOON, EVERYONE.

AT THE BEGINNING OF THE SCHOOL YEAR, EACH DEPARTMENT INTROSPECTIVELY STUDIED HOW THEY COULD WORK TOWARDS RACIAL EQUITY FOR OUR AFRICAN-AMERICAN AND EL STUDENTS.

AS A RESULT, THE RACIAL EQUITY OFFICE COLLABORATED WITH THEM TO IDENTIFY A PROBLEM THAT NEEDED TO BE SOLVED ALONG WITH IDENTIFYING THE SYSTEMIC BARRIERS OR ROOT CAUSES THAT CREATED OR CONTRIBUTED TO THE PROBLEM.

FROM THEIR DEPARTMENTS CREATED SMART GOALS TO HELP THE REO MEASURE, MONITOR, AND REPORT TO YOU ON THE PROGRESS THAT THEY'VE MADE ALONG THE WAY.

[02:00:05]

AS DR. LEAR SHARED, WE ARE HERE TO UPDATE YOU ON THE PROGRESS FOR TWO DEPARTMENTS, THE ADVANCED ACADEMICS DEPARTMENT, AND THE MAGNET DEPARTMENT.

IN BOTH DEPARTMENTS, WE DISCOVERED THAT ROOT CAUSES SURROUNDED ISSUES WITH FAMILIES HAVING LIMITED INFORMATION AND OR RECEIVING MINIMAL SUPPORT.

FOR A QUICK REVIEW, WE KNOW THAT YOU'VE SEEN THIS SLIDE IN THE PAST.

YOU CAN SEE THAT THE ADVANCED ACADEMICS DEPARTMENT NOTICE THAT AFRICAN-AMERICAN AND ELS STUDENTS ARE NOT ENROLLING IN HONORS CLASSES AT THE SAME RATE AS THEIR PEERS.

EVEN WHEN THEY ARE ENROLLED, MANY TIMES THEY DON'T ALWAYS REMAIN IN THOSE ADVANCED COURSES.

THE DEPARTMENT CREATED STRATEGIES AND INPUTS TO AMELIORATE THE PROBLEMS OF RECRUITMENT AND RETENTION.

ADVANCED ACADEMICS INTENTIONALLY DECIDED THAT RECRUITMENT AND RETENTION FOR HIGH SCHOOL AP COURSES SHOULD ACTUALLY BEGIN WITH MIDDLE SCHOOL HONORS COURSES, WHICH WERE FORMALLY CALLED PRE-AP COURSES.

NOW MIDDLE SCHOOL STUDENTS HAVE A STRONG FOUNDATION NECESSARY TO ENROLL IN AND SUCCESSFULLY COMPLETE THE HIGH SCHOOL AP COURSE.

THEY ALSO CREATED A SMART GOAL TO INFORM 6TH-GRADE HONORS ENROLLMENT AND NOTICE THAT THE GOAL IS TO BE ACTUALIZED IN JUNE OF NEXT YEAR.

WE CAN CALL THIS OUR FOUNDATION-BUILDING YEAR WHERE POLICY WAS REVISED AND PROFESSIONAL LEARNING WAS PROVIDED TO TEACHERS AND TO COUNSELORS.

POLICY WAS REVISED TO REPLICATE THE OPT-OUT PROCESS THAT WAS USED TO AUTOMATICALLY ENROLL STUDENTS IN HONORS MATH AND SCIENCE.

NOW 5TH GRADERS WHO DEMONSTRATE PROFICIENCY ON READING AND SOCIAL STUDY STAR WILL AUTOMATICALLY BE ENROLLED IN 6TH-GRADE HONORS COURSES.

THIS WILL ELIMINATE HONORS ENROLLMENT FROM BEING TOTALLY AT THE DISCRETION OF TEACHERS AND PARENT'S REQUESTS AND RECOMMENDATIONS.

NOW WE ALL KNOW THAT EVEN HONORS STUDENTS STRUGGLE SOMETIMES AND THOSE WHO STRUGGLE MAY SOMETIMES WITHDRAW FROM THE CLASSES AND WITH THAT IN MIND, THE TEACHING AND LEARNING DIVISION AND ADVANCED ACADEMICS SPECIFICALLY TRAINED OUR HONORS TEACHERS ON HOW TO USE A MULTI-TIERED SYSTEM OF SUPPORT.

THAT SUPPORT WILL FOCUS ON THE WHOLE CHILD ACADEMICALLY, SOCIALLY, AND EMOTIONALLY.

COUNSELORS AND PRINCIPLES ALSO RECEIVED TRAINING TO ASSIST WITH BUILDING THEIR MASTER SCHEDULES TO ACCOMMODATE THE INCREASE THAT THE ADVANCED COURSES WILL HAVE IN ENROLLMENT.

AS YOU CAN SEE, THE DEPARTMENT IS ON TRACK TO MEET THEIR GOAL FOR NEXT YEAR BECAUSE THIS YEAR WAS USED TO PUT NECESSARY STRUCTURES AND SAFEGUARDS IN PLACE TO CREATE FOUNDATIONS FOR SUCCESS FOR BOTH STUDENTS AND THE TEACHERS WHO WOULD TEACH THEM.

NEXT SLIDE. THE MAGNET DEPARTMENT'S SMART GOAL IS AIMED TO INCREASE THE NUMBER OF QUALIFIED IN DISTRICT AFRICAN-AMERICAN STUDENTS APPLYING TO AND BEING ACCEPTED IN OUR MAGNET SCHOOLS.

NOTICE THAT THE TIMELINE FOR COMPLETING THIS GOAL IS ACTUALLY SEPTEMBER OF THIS YEAR.

AFTER ALL SELECTION, ACCEPTANCE, AND ENROLLMENT GROUNDS HAVE BEEN COMPLETED.

THE MAGNET DEPARTMENT INCREASED AND INTENSIFIED THEIR RECRUITING EFFORTS TO TARGET STUDENTS AND FAMILIES FROM THE LINCOLN, MADISON, ROOSEVELT, SOUTH OAK CLIFF, AND CARTER FEEDERS BECAUSE THAT DATA SHOW THAT THESE NEIGHBORHOODS HISTORICALLY HAD LOW NUMBERS OF AFRICAN-AMERICAN STUDENTS ENROLLED IN OUR MAGNET PROGRAMS. THEY ALSO HOSTED 18 VIRTUAL WORKSHOPS AND MAGNET INFORMATION SESSIONS.

THE DEPARTMENT ALSO COLLABORATED WITH THE RACIAL EQUITY OFFICE TO PROVIDE MENTOR SUPPORT TO HELP FAMILIES WITH WHAT CAN BE SEEN LIKE A DAUNTING PROCESS.

THE MENTORS SUPPORTED FAMILIES WITH COMPLETING APPLICATIONS.

THEY SUPPORTED THEM WITH ROLE-PLAYING, THE INTERVIEW PROCESS.

THEY ALSO SUPPORTED THEM WITH PROVIDING FEEDBACK AND EMBELLISHMENTS TO STUDENT ESSAYS.

THE MAGNET DEPARTMENT ALSO HELD AND CONTINUES TO HOLD MEETINGS WITH CAMPUS PRINCIPALS TO MEASURE AND MONITOR THEIR PROGRESS TOWARDS THE CAMPUS' INDIVIDUAL GOALS AND TO COMMUNICATE THEIR EXPECTATIONS FOR ALL OPEN SEATS TO BE FILLED.

[02:05:02]

NOW KISH IS GOING TO COME AND SHARE THE CURRENT DATA WITH YOU.

>> GOOD AFTERNOON, TRUSTEES AND SUPERINTENDENT IN THE HOUSE.

>>

>> I'M SORRY. GOOD AFTERNOON, TRUSTEES AND SUPERINTENDENT IN THE HOUSE, I WILL START OVER.

WHEN WE LOOK AT OUR CURRENT DATA FOR MAGNET SCHOOLS, CURRENTLY IN DALLAS ISD, WE HAVE 20.7 PERCENT OF THE STUDENTS ARE AFRICAN-AMERICAN.

OUR CURRENT ENROLLMENT FOR MAGNET SCHOOLS IS 15 PERCENT.

AS OF MAY 3RD, OUR FIRST-ROUND ACCEPTANCES, WE ARE SITTING AT 14 PERCENT AFRICAN-AMERICAN STUDENTS.

I WANT TO PREFACE THAT BY SAYING IN 2020, LAST SCHOOL YEAR, THIS TIME WE HAD 9,242 APPLICATIONS.

THIS YEAR WE HAD 6,898 APPLICATIONS.

SO THAT IS A DECREASE OF ABOUT 25.4 PERCENT OF STUDENTS.

WE ARE ATTRIBUTING THAT TO OUR COVID STUDENTS, COVID RELATED.

WE HAVE LOTS OF CHOICE OFFERINGS RIGHT NOW.

OUR CHOICE OPTIONS PROVIDE MANY OPPORTUNITIES FOR STUDENTS TO APPLY TO THE VARIOUS PROGRAMS THAT WE HAVE.

THE DATA IS TELLING US THAT AFRICAN-AMERICAN STUDENTS ARE SELECTING THEIR NEIGHBORHOOD SCHOOLS.

TWENTY-ONE PERCENT OF AFRICAN-AMERICAN STUDENTS ARE SITTING IN RP TECH IN EARLY COLLEGE HIGH SCHOOLS.

WHEREAS 20 PERCENT OF AFRICAN-AMERICAN STUDENTS ARE IN OUR OTI SCHOOLS.

CURRENTLY, RIGHT NOW, WE STILL HAVE OVER 800 SEATS THAT ARE STILL AVAILABLE FOR FAMILIES TO SELECT.

CAMPUSES ARE WORKING VERY HARD TO IDENTIFY, ASSESS, AND RECRUIT STUDENTS TO FILL THESE SEATS.

WE WILL HAVE THEM FILLED OR WE'RE TRYING REALLY HARD TO HAVE THEM FILLED SO WHEN WE PROVIDE YOU WITH THE SEPTEMBER ENROLLMENT NUMBERS, WE WILL BE CLOSER TO OUR GOAL.

WE HAVE IDENTIFIED THREE STRATEGIES THAT WE WILL IMPLEMENT TO ASSIST US WITH COMPLETING THIS GOAL.

WE WILL PROVIDE TRANSPORTATION FOR NEXT YEAR TO STUDENTS COMING FOR THEIR ASSESSMENTS.

WE WILL ENSURE THAT THE 70 PERCENT OF THE STUDENTS, BY OUR POLICY, WE HAVE 30 PERCENT MARRIED, 70 PERCENT FEEDER PATTERN.

WE WILL TARGET THAT FEEDER PATTERN AND ENSURE THAT THOSE SEATS REMAIN AVAILABLE FOR OUR STUDENTS IN THOSE FEEDER PATTERNS.

WE WILL EMPLOY THE WE KNOW THAT FAMILIES AND STUDENTS WANT TO GO TO SCHOOL WHERE THEIR FRIENDS ARE GOING.

SO WE ARE GOING TO MAKE SURE THAT WE'RE RECRUITING FRIENDS AND FAMILIES TO BE ABLE TO APPLY TO THE VARIOUS PROGRAMS. NEXT MONTH, I WILL RETURN AND SHARE UPDATES TO THE EQUITABLE LEADERSHIP AND OPERATIONS PILLAR IN COLLABORATION WITH THE HCM DIVISION AND THE SCHOOL LEADERSHIP DIVISION TO DISCUSS OUR PRINCIPLE DATA, AND THAT CONCLUDES THE PRESENTATION.

>> TRUSTEES ARE HAPPY TO ADDRESS ANY QUESTIONS THAT YOU MIGHT HAVE.

>>THANK YOU FOR THE PRESENTATION.

WE'LL START WITH, JUST MOVING FROM RIGHT TO LEFT TRUSTEE FOREMAN MACKEY AND THEN CARRY ON.

>>THANK YOU FOR THIS UPDATE.

JUST A FEW QUESTIONS.

ONE THING KEISHA THAT YOU SAID IS SOMETHING THAT I SAY OFTEN AND THAT IS MANY AFRICAN-AMERICAN WANT TO BE IN THEIR NEIGHBORHOOD SCHOOLS AND THAT'S WHY WE SHOULD MAKE SURE THAT THE NEIGHBORHOOD SCHOOLS ARE EFFECTIVE AND THAT THE OPTIONS ARE THERE FOR THEM TO STAY IN THEIR NEIGHBORHOODS BUT A QUESTION THAT CAME TO MIND WHEN WE AGGREGATE THESE NUMBERS OR DISAGGREGATE THE NUMBERS.

DO WE HAVE SCHOOLS LIKE MARK TWAIN, WHICH IS SITTING IN THE MIDDLE OF MY DISTRICT.

WHAT THE NUMBER OF AFRICAN-AMERICAN STUDENTS, THE OTHER ETHNICITIES ARE IN THOSE PARTICULAR SCHOOLS? WHEN WE'RE DOING THIS CHART, WE HAVE SCHOOLS RIGHT IN THE COMMUNITY THAT WE SHOULD BE LOOKING AT, NOT AN OTI SCHOOL LIKE HALSEY BUT IT'S A MAGNET SCHOOL SITTING RIGHT IN THE COMMUNITY AND THEN LOOKING AT WHAT THOSE NUMBERS ARE WOULD BE REALLY IMPORTANT TO ME.

I THINK I KNOW WHAT THEY ARE.

>> WE DO, WE HAVE THAT NUMBER AND WHEN YOU LOOK AT THE LOCATION OF OUR SCHOOL, IT DOES MATTER BECAUSE THE LOCATION OF THE SCHOOL DETERMINES WHAT THE DEMOGRAPHICS OF THE SCHOOL LOOKS LIKE.

A HIGHER PERCENTAGE OF AFRICAN-AMERICAN STUDENTS ATTENDING THE SCHOOL.

>> WHEN WE DO THESE PRESENTATIONS, IT WOULD BE NICE TO KNOW THOSE AREAS THAT ARE PREDOMINANTLY AFRICAN-AMERICAN.

WHAT THOSE NUMBERS LOOK LIKE COMPARED TO AN OVERALL NUMBER.

OF COURSE YOU WANT THE OVERALL NUMBER, BUT YOU WANT TO REALLY UNDERSTAND WHAT THE OTHERS LOOK LIKE, AND THEN I GUESS THE OTHER QUESTION THAT I HAVE, AND THIS COULD BE DUE TO THE PANDEMIC, OF COURSE BUT THEN WHEN YOU LOOK AT THIS YEAR OVERALL PROGRAMS FOR MAGNET SCHOOLS,

[02:10:06]

YOU SEE A DECREASE IN THE NUMBER OF AFRICAN-AMERICANS AT 14.7 PERCENT FROM 15 PERCENT, BUT YOU SEE AN INCREASE IN THE HISPANIC POPULATION AND THE OVERALL POPULATION HASN'T CHANGED.

IS THAT LOCATION OF THE SCHOOLS THAT IS DRIVING THAT? I MEAN, THERE'S SOMETHING THAT'S DRIVING IT, AND I DON'T KNOW WHAT THAT IS, I'M NOT ASKING YOU FOR THE ANSWER IT'S JUST SOMETHING THAT I THINK WE SHOULD BE LOOKING AT AS WE GO THROUGH THIS PROCESS.

THEN WHEN I LOOK AT THE WHITES, THERE'S A DECREASE IN NUMBER IN THE MAGNET SCHOOLS, BUT THE OTI SCHOOLS ARE PICKING UP WITH THE WHITE POPULATION AND SO AS WE LOOK AT THE DATA, WE HAVE TO LOOK AT IT ALL IN CONTEXT AS OPPOSED TO SEPARATING IT OUT, BECAUSE IF WE DON'T LOOK AT IT ALL IN CONTEXT, WE DON'T GET THE REAL PICTURE, IN MY OPINION AND MAYBE I'M WRONG.

KEISHA, YOU CAN'T TELL ME WHEN I'M WRONG, BUT YOU CAN NOD AT ME.

>> OKAY.

>> THANK YOU

>> THANK YOU THANK YOU ALL FOR THIS PRESENTATION.

FIRST OF ALL,THANK YOU TO DR. LEAH, THE TEAM, I NOTICED ON THIS YOU CLEARLY HAVE DELINEATED IF WE'RE ON TRACK AND WE'RE ON TRACK FOR THE FIRST ONE AND WE'RE PROGRESSING FOR THE SECOND ONE, AND THAT IS SUPER HELPFUL, I THINK FOR ME, FOR THE COMMUNITY UNDERSTAND TO SEE THIS DATA, AND JUST BECAUSE WE'RE PROGRESSING SOMEWHERE, WE KNOW THIS IS NOT ALL GOING TO BE EASY, AND SO THE NEXT QUESTION IS, AND YOU'VE ALREADY STARTED TO ANSWER THAT.

HERE'S WHAT WE'RE DOING TO TRY TO CONTINUE TO DRIVE THAT FORWARD AND I AM SO THANKFUL FOR THAT.

AND DR.

THE BEGINNING OF THE YEAR AND FLESH THESE GOALS OUT AND THIS IS NOW HAPPENING AS A RESULT OF THAT, AND SO I THINK THIS JUST DRIVES HOME.

THE DALLAS ISD IS NOT JUST TALKING THIS, THEY'RE ACTUALLY ACTING UPON IT AND I THINK THIS IS INCREDIBLY IMPRESSIVE, SO I JUST WANTED TO SAY THAT.

I ALSO WANT TO HIGHLIGHT, AND AGAIN, I THINK IT MIGHT HAVE GOTTEN LOST IN HERE JUST HOW AGGRESSIVE THIS GOAL IS.

BY NEXT JUNE, 90 PERCENT OF AFRICAN-AMERICAN AND EL STUDENTS WHO DEMONSTRATED PROFICIENCY IN FIFTH GRADE WILL COMPLETE THE SIXTH GRADE HONORS COURSE IN ELA AND ALL SOCIAL STUDIES.

WHEN I COMPARE THAT TO THE ERS REPORT, WHERE ARE WE AT CURRENTLY, IT'S 41 PERCENT ARE ENROLLED, NOT EVEN COMPLETING.

NOT ONLY ARE WE SAYING THEY'RE NOW GOING TO COMPLETE IT, BUT WE'RE GOING FROM 41 PERCENT APPROXIMATELY TO 90 PERCENT AND I THINK THAT IS PHENOMENAL.

I'M EXCITED TO SEE THAT.

I'M SURE WE'RE GOING TO FACE SOME BUMPS IN THAT PROCESS AND I LOOK FORWARD TO HEARING THAT AS WE ENACT THIS NEXT YEAR.

THAT'S A LOT OF TALKING BUT MY QUESTION IS, WHEN WE LOOK AT THESE, THE MAGNET ENROLLMENT DATA AND WE'RE PROGRESSING ON IT, AND WE KNOW THERE'S A LOT OF THINGS YOU'RE TRYING, A LOT OF STRATEGIES HERE.

I HEARD SOME OF THE THINGS WE'RE DOING TO GET MORE PEOPLE ENGAGED IN THIS PROCESS.

WHAT ATTENTION HAS BEEN TURNED TO WHAT KEEPS PEOPLE OUT OF THE PROCESS? SPECIFICALLY, WE KNOW BOTH IN STATE TESTING, ETC, THERE IS SOME IMPLICIT BIAS IN OUR TESTING BUT THEN ALSO WE'VE GOT INTERNAL CAMPUS ASSESSMENTS THAT MAY HAVE QUITE A BIT OF VARIABILITY.

WHAT ARE WE DOING TO REALLY LOOK AT WHERE THAT MIGHT BE DISCREPANCIES IN THAT MAY BE CAUSING KIDS TO BE KEPT OUT.

THAT MAY BE REALLY GOOD FITS THERE AND HOW ARE WE GOING TO THINK ABOUT SYSTEMATIZING THAT OVER THE COMING YEAR OR TWO?

>> KEISHA WHY DON'T YOU GET STARTED THEN, I'LL ADD TO WHAT YOU HAVE TO SAY.

>> OKAY. ONE OF THE THINGS WE DID THIS YEAR TRUSTEE MACKEY WAS WE WORKED WITH THE CAMPUSES INDIVIDUALLY.

PUT THEM TOGETHER BY PROGRAM FAMILIES.

FOR INSTANCE, WE LOOKED AT THE MONTESSORI SCHOOLS, WE PUT THEM TOGETHER AND WE LOOKED AT THEIR ASSESSMENT.

WE STREAMLINED IT, WE MADE SURE THAT IT WAS THE EXACT SAME ASSESSMENT IF I WAS APPLYING TO WE ALLOCATED THE SAME NUMBER OF POINTS FOR EACH PROCESS ALONG THEIR ASSESSMENT.

WE DID THE EXACT SAME THING WITH OUR TAG PROGRAMS. WE LOOKED AT THE TEST, WE LOOKED AT THE POINT SPREAD THAT WAS GOING TO EACH OF THE SCHOOLS.

WE ARE REALLY LOOKING TO ENSURE THAT IT'S EQUITABLE.

THE QUESTIONS THAT ARE ASKED.

ONE OF THE THINGS WE DID, WE IMPLEMENTED THE NNAT ASSESSMENT, SO THAT IT WAS A STANDARDIZED TEST-LIKE INSTEAD OF A LOT OF THE CAMPUS BASED ASSESSMENTS.

WE ARE REALLY REALLY SYSTEMATIZING,

>> I THINK I'LL JUST ADD TO THAT I THOUGHT KEISHA WOULD GO TO THAT POINT AND I FULLY AGREE.

I THINK WHAT I WOULD ADD IS AS WE LOOK AT THE ASSESSMENTS BEYOND SYSTEMATIZING, WE'RE ALSO TALKING TO PRINCIPALS IN GROUPS AND INDIVIDUALLY TO UNDERSTAND WHAT THEIR SENSE IS OF THE CHALLENGE THAT MAY ARISE IN THEIR INDIVIDUAL CAMPUS, BECAUSE WHAT I CAN TELL YOU IS THIS, IF WE'VE HAD CONVERSATIONS WITH PRINCIPALS,

[02:15:02]

THE DATA WHEN WE DIVE INTO THE DATA, EACH HAS ITS OWN CONTEXTS AND TELLS A DIFFERENT STORY IF YOU WILL.

I THINK TRACY FOR ME, YOU TALKED ABOUT THE NUMBERS AT TWAIN AND THE DEMOGRAPHICS AND THAT CAN BE SAID FOR EVERY SINGLE SCHOOL.

WHAT WE'VE SEEN AND HEARD IS DIFFERENT PERSPECTIVES FROM PRINCIPALS THAT ALSO I THINK BEYOND THAT CAMPUS BASED ASSESSMENT.

WE'RE SEEING STUDENTS QUALIFY.

THAT'S NOT A CHALLENGE. WE'RE SEEING STUDENTS APPLY MOST OF THE TIME, BUT SOMETIMES WE'RE ALSO SEEING STUDENTS WHO QUALIFY APPLY BUT DON'T SHOW UP AND SO THUS THE TRANSPORTATION WE FLAGGED, THAT'S A CRITICAL PIECE SO THAT WE LOOKED AT A COUPLE DIFFERENT SCHOOLS AND TALK TO A COUPLE OF THOSE PRINCIPALS AND WHAT THEY SHARED WAS THE NUMBER OF STUDENTS WHO DIDN'T SHOW UP FOR THE ASSESSMENT, WE FEEL LIKE THE GAP THERE COULD BE TRANSPORTATION.

AGAIN, EVERY FAMILY HAS THEIR OWN CHALLENGE.

WE'RE TRYING TO MITIGATE THOSE CHALLENGES AND MAKE SURE THAT WE CAN PROVIDE EVERY OPPORTUNITY FOR STUDENTS SUCCESS.

>> OKAY. THANK YOU FOR THAT.

THERE'S A LOT OF COMPLEXITIES INVOLVED IN HERE AND SO I THINK YOU'RE RIGHT ABOUT THAT.

THERE'S ALSO THE STUDENTS THAT QUALIFY APPLY, DO MAKE IT TO THE ASSESSMENT AND STILL DON'T GET IN BECAUSE OF INTERNAL ASSESSMENTS AND MAYBE THERE'S A REASON WHY THEY MAY NOT BE QUALIFIED, BUT AS LONG AS WE'RE CONTINUING TO LOOK AT THAT I APPRECIATE THAT YOU ALL ARE WORKING WITH THE PRINCIPALS, ETC.

I THINK CONTINUING TO LEAN ON THIS DATA AND IDENTIFY THOSE ISSUES SCHOOL BY SCHOOL WHERE THEY COME UP, BECAUSE I KNOW IT'S NOT A ONE SIZE FITS ALL ACROSS THE BOARD BUT THEN WE'RE REALLY HONING IN ON THOSE AND REALLY WORKING TO IDENTIFY WHAT THE ISSUE IS AND THEN REALLY CHANGING IT FOR EQUITY.

I APPRECIATE YOU ALL WORKING THROUGH THIS VERY COMPLEX PROBLEM.

I WILL SPEAK FOR MYSELF AND I THINK THE ENTIRE BOARD WOULD AGREE IS THAT WE'RE REALLY HOPEFUL AND HERE TO HELP MAKE THIS HAPPEN, AND SO PLEASE LET US KNOW WHAT YOU NEED TO CONTINUE THIS PROCESS AND AGAIN, THANK YOU FOR ADDING THE TAGLINES OF THESE GOALS.

BUT ONE JUST GENERAL QUESTION THIS MIGHT BE FOR YOU, DR. LEAH, WE AT THE END OF THE YEAR WILL BE ABLE TO SEE THE INTERNAL GOALS THAT YOU ALL SET WITH WHERE THEY ACTUALLY ACHIEVE BY THEIR DEADLINES LIKE WHICHEVER THINGS FINISHED IN 2021, WE CAN SEE IF WE MET THEM OR ARE SLIGHTLY OFF-TRACK WITH THEM?

>> WE CAN CERTAINLY DO THAT.

I THINK IT'S PROBABLY MORE REALISTIC TO SAY AUGUST.

>> OKAY. THAT'S FINE.

>> JUST BECAUSE IT'LL TAKE A MINUTE TO GET ALL OF THE DATA FOR THE END OF THE YEAR.

>> THAT'S FINE. I JUST WANTED TO KNOW IF WE'RE ON A PATH TO BE ABLE TO SEE THAT IN ONE PLACE, WITH EVERYTHING ELSE.

WHERE DO WE MEET, WHERE WE STILL HAVE WORK TO DO?

>> RIGHT. TRUSTEE MACKEY, I DO WANT TO PUBLICLY THANK YOU TOO JUST FOR BEING A GREAT THOUGHT PARTNER AND PUSHING US TO ENSURE THAT WE'RE BEING AS TRANSPARENT AS POSSIBLE WITH THE COMMUNITY.

>> THANK YOU, MR. PRESIDENT.

>> THANK YOU. TRUSTEE MACKEY, TRUSTEE CARREON, FOLLOWED BY TRUSTEE GARCIA.

>> THANK YOU, PRESIDENT HENRY.

THANK YOU ALL FOR THE PRESENTATION.

MAYBE I MISSED IT SOMEWHERE ON THE ENROLLMENT ACCEPTANCE DATA SLIDE, IT'S AT SIX ON ENGLISH LEARNERS.

TO BE DETERMINED ACCEPTANCE PERCENTAGE OF ENGLISH LEARNERS, MAYBE YOU ADDRESSED IT BUT WHY IS THAT?

>> KEYSHA, IF I MAY? IF IT'S OKAY, I'LL JUMP ON.

>> THAT'S OKAY.

>> FOR THIS PIECE, WHEN STUDENTS APPLY THERE ARE SOME INFORMATION THEY HAVE TO SUBMIT FOR THE PROCESS.

ONE OF THE PIECES THAT WE DON'T HAVE THEM SUBMIT WOULD BE THE ENGLISH LEARNER IDENTIFICATION SO WHAT WE WILL KNOW IS WHEN STUDENTS ENROLL IN THE FALL, THEY WILL HAVE THAT INFORMATION, THAT DATA TO BE ABLE TO TELL US WHAT THE ENGLISH LEARNER ENROLLMENT LOOKS LIKE.

RIGHT NOW BECAUSE THEY DON'T HAVE IT ON THE APPLICATION PROCESS, WE DON'T HAVE ALL THAT INFORMATION GATHERED.

WE'LL HAVE THAT FOR YOU IN THE FALL WHEN WE HAVE THE OVERALL ENROLLMENT.

>> DO WE HAVE A GOAL BECAUSE I SEE THE AFRICAN AMERICAN STUDENT GOAL FROM 15 TO 18 PERCENT, BUT DO WE HAVE AN ENGLISH LEARNER GOAL?

>> TRUSTEE CARREON, I CAN TAKE THAT.

WE CERTAINLY CAN, BUT THE REASON THIS BECAME A GOAL IS BECAUSE WE ACTUALLY LOOKED AT ALL OF THE DATA AND OUR AFRICAN AMERICAN STUDENTS WERE THE LOWEST.

ALSO FROM OUR WORKING GROUP LAST YEAR, THIS WAS ONE THAT ROSE TO THE SURFACE, SO WE WERE JUST REPORTING OUT ON WHAT WE HAD DETERMINED AS A GOAL, BUT WE CAN CERTAINLY ALSO DETERMINE ONE FOR ENGLISH LEARNERS.

>> GOOD, I THINK I WOULD LOVE THAT.

I'M SURE IT'S DIFFICULT TO PUT TOGETHER JUST GIVEN ALL THE VARIOUS DIFFERENT FACTORS, BUT I THINK A GOAL IMPORTANT.

I THINK THERE'S A TRUSTEE HERE THAT SAYS WHAT ISN'T MEASURED, DOESN'T HAPPEN AND WHAT HAPPENS PUBLICLY, IT CHANGES FASTER.

ANYWAY, THANK YOU ALL FOR THE PRESENTATION.

>> THANK YOU, TRUSTEE CARREON. TRUSTEE GARCIA.

[02:20:03]

>> YES, THANK YOU MR. PRESIDENT.

I'M ALWAYS DELIGHTED TO HEAR HOW WE'RE WORKING STRATEGICALLY USING DATA TO SUPPORT MORE STUDENTS IN ACCESSING OPPORTUNITIES FOR THEM.

DR. LUSK, TO YOU AND TO MS. CORDOVA, THANK YOU SO MUCH FOR SETTING TIME FRAMES WITH ME TO DISCUSS THIS A LITTLE FURTHER, GIVEN JUST MY PERSONAL EXPERIENCE WITH THE MAGNET SYSTEM AND DALLAS ISD AND HERE IN THE COMMUNITY.

THEN THINKING AT LARGE, WHAT WE WOULD DEEM SMALL SYSTEMIC BARRIERS THAT CAN PROHIBIT A STUDENT FROM EVEN SHOWING UP FOR THAT EXAMINATION.

I THINK TRUSTEE MACKEY OR TRUSTEE FOREMAN IN FRONT OF ME BROUGHT UP A GREAT POINT AS WE LOOK AT WHERE OUR STUDENTS WANT TO GO.

I WAS LEFT WITH THE IMPRESSION THAT YOU DOING ALL THE RIGHT WORK, YOU KNOW THE NUMBERS, YOU'RE IDENTIFYING THINGS AND MOVING FORWARD.

MY CHALLENGE TO YOU HOWEVER WOULD JUST BE AS WE SOLICIT FEEDBACK FROM PARENTS AND STUDENTS AS THEY'RE NAVIGATING THE PROCESS.

YOU'VE MENTIONED TALKING TO PRINCIPALS, TALKING TO TEACHERS, BUT I THINK THE MORE WE CAN CONNECT WITH WHAT OUR PARENTS ARE THINKING, WHAT'S KEEPING THEM FROM SHOWING UP, TO THAT EXTENT WOULD HELP JUST MAKE ME FEEL MORE COMFORTABLE THAT WE'RE HEADED EXACTLY WHERE OUR STUDENTS WANT TO GO.

ALL IN ALL, THANK YOU FOR THIS WORK. I THINK THIS IS AMAZING.

I'D LOVE TO SEE THE NUMBERS AND THE PROGRESS THAT'S GOING ON.

THANK YOU.

>> THANK YOU, TRUSTEE GARCIA. I HAVE A FEW QUESTIONS.

FIRST, THANK YOU CHIEF LEAR, EVERYONE INVOLVED, FOR CONSIDERING TO GIVE US THESE UPDATES ON RACIAL EQUITY, ROOTED IN OUR PILLARS.

THANK YOU FOR REACHING OUT IN ADVANCE TO THE TRUSTEES.

WE HAVE QUESTIONS ABOUT THIS PARTICULAR CONCERN AND WHAT WE'RE DOING NOW AND GOING FORWARD.

A LOT OF MY QUESTIONS OR COMMENTS HAVE ALREADY BEEN ADDRESSED, SO I'LL JUST REITERATE THEM AT A HIGH LEVEL.

TRUSTEE FOREMAN'S POINT EARLIER ABOUT DESEGREGATING SCHOOLS, I'M SURE THESE NUMBERS LOOK DIFFERENT BASED ON THE SCHOOLS.

I WOULD LOVE TO SEE THAT DATA, PARTICULARLY SOME OF THE NEW MAGNET PROGRAMS. WE'RE NOT SO NO MAGNET PROBLEMS THAT ARE BASED IN COMMUNITIES TO SEE IF THE COMMUNITY'S ACTUALLY CHOOSING TO GO THERE AND ACCESS THOSE THE NUMBERS AND I THINK DR. LUSK TALKED ABOUT SOME STUDENTS MEETING THE REQUIREMENTS, AND THEN WHETHER THEY'RE CHOSEN TO GO THERE OR NOT, I'D ENCOURAGE US TO CONTINUE TO LOOK AT THE WHOLE PROCESS.

WE'VE ALREADY TALKED ABOUT THIS FOR A PARENT FROM APPLICATION TO ACCEPTANCE.

I GUESS THIS GOES AT TRUSTEE GARCIA'S POINT OF WHAT OUR PARENTS AND COMMUNITY ARE THINKING.

MAYBE THERE'S A BARRIER OF EXCLUSION THAT WE'RE JUST NOT AWARE OF BECAUSE WE'RE NOT AS PROXIMATE AS THEY ARE.

THEN ONCE THEY GET IN, I WOULD LOVE TO SEE RETENTION RATES OVER TIME BECAUSE THERE'S ONE THING GETTING IN THE MAGNET PROGRAM AND ALSO IS THAT A FIT FOR YOU? DO YOU FEEL COMFORTABLE BEING YOUR AUTHENTIC SELF AT A SPACE WHERE YOU'RE 14 PERCENT OR MAYBE LESS DEPENDING ON THE SCHOOL OR THE POPULATION.

OR 13 PERCENT, OR IF WE DON'T HAVE REAL NUMBERS, BECAUSE YOU'RE PROBABLY COMING FROM A COMMUNITY WHERE YOUR WAY HIGHER THAN 14 PERCENT TO A COMMUNITY WHERE YOU'RE NOT.

I WOULD LOVE TO START LOOKING AT RETENTION RATES AT THESE MAGNETIC PROGRAMS AS WELL AND THEN, MY LAST POINT WAS PARENTS.

GOING BACK TO TRUSTEE GARCIA'S POINT OF, ARE THERE ANY OF THERE'S A LOT OF MEETINGS AND CONTINUAL FORMS AND INFORMATION SYSTEMS AND COVID HAS BEEN GOING ON SO WE PROBABLY HAVEN'T BEEN ABLE TO BE AS A PERSON AS WE'D LIKE TO BE.

IF THERE'S THINGS THAT ARE EXCLUDING FAMILIES FROM ACCESSING MAGNET PROGRAMS IN COMMUNITIES OR THE OTHER ONES THAT ARE MORE CENTRALIZED AND IN ONE BUILDING.

THANK YOU FOR THIS WORK, THANK YOU FOR ADDING THE ON TRACK AND THE PROGRESSING.

I WANT TO LOOK FORWARD TO THE NEXT ONE ON LEADERSHIP AND OPERATIONS.

AGAIN, THANK YOU DR. HARRELLS FOR YOUR LEADERSHIP IN THIS SPACE OF RACIAL EQUITY IN DSD.

I DON'T HAVE ANY OTHER COMMENTS OR QUESTIONS, I DON'T SEE ANY.

THANK YOU AGAIN. NEXT WE'RE ON FMWB QUARTERLY REPORT, FISCAL YEAR 2020, 2021, QUARTER 3.

>> MR. CHAIR AND MEMBERS OF THE BOARD, THANK YOU.

MR. WILLIAMS AND HIS TEAM WILL BE COMING FORWARD TO GIVE THE QUARTERLY MWBE REPORT.

>> GOOD AFTERNOON, MS. PARTEE AND I WILL PRESENT THE THIRD QUARTER AND M/WBE REPORT.

[02:25:01]

NEXT SLIDE. BEFORE YOU, YOU HAVE A LIST OF THE INTERVENTIONS AND INITIATIVES THAT WE HAVE PRESENTED THROUGHOUT THE YEAR AND WE'RE STILL CONDUCTING.

I HAVE A STRONG BELIEF THAT THROUGH THESE INITIATIVES WERE HAVING A VERY POSITIVE IMPACT ON BUSINESSES, NOT ONLY THE BUSINESSES, BUT THEIR FAMILIES AND COMMUNITIES THROUGH BUILDING CAPACITY OF THESE BUSINESS OWNERS, ETC.

NEXT SLIDE. NOT YET.

OUR INTERNAL MARKETING SESSION THAT WE HAVE, I'M JUST GOING TO HIGHLIGHT A COUPLE OF THE INITIATIVES.

THE INTERNAL MARKETING SESSION, WE HAD HAD 91 PARTICIPANTS, CONSISTING OF OFFICE MANAGERS, CENTRAL STAFF, ADMINISTRATIVE ASSISTANCE, AND DEPARTMENT EXECUTIVES.

OUR GOAL WAS TO INCREASE THE UTILIZATION OF M/WBE VENDORS AND THE PROCUREMENT PROCESS.

ANOTHER AREA THAT I WOULD LIKE TO HIGHLIGHT IS OUR BOND ACADEMY.

OUR FIRST BOND ACADEMY, WE HAD 29 PARTICIPANTS WITH PRE BONDING AND INCREASING THE BONDING CAPACITY OF OUR CONTRACTORS AS OUR NUMBER ONE OBJECTIVE.

THE LAST ONE THAT I WOULD LIKE TO HIGHLIGHT AND THAT IS, WE HAD OVERWHELMING RESPONSE TO OUR KNOWLEDGE IS POWER BUSINESS CONFERENCE.

WE HAD 220 PARTICIPANTS IN THAT CONFERENCE, AND OUR GOAL WAS TO INCREASE THE NUMBER OF MINORITY AND WOMEN OWNED BUSINESSES WHO TAKE ADVANTAGE OF THE OPPORTUNITY TO BID FOR CONTRACTS AND PURCHASING OPPORTUNITIES WITH THE DISTRICT.

NOW, WE'LL HAVE MS. PARTEE WHO WILL PRESENT OUR M/WBE THIRD-QUARTER DATA.

THANK YOU, MR. WILLIAMS. I CERTAINLY APPRECIATE IT.

TRUSTEES, DR. HANNAH HELSO, I'LL SHARE WITH YOU THE 2015 BOND PROGRAM, TOTAL M/WBE UTILIZATION, AND THESE NUMBERS ARE REFLECTING CUMULATIVE TO DATE AMOUNT, AS FAR AS BOND FUND THE CONSTRUCTION FOR THE 2015 BOND PROGRAM, WE HAVE A NUMERICAL GOAL OF 30 PERCENT.

HOWEVER, OUR ACTUAL UTILIZATION IS 58.76 PERCENT IN AREA OF CONSTRUCTION.

IN THE AREA OF PROFESSIONAL SERVICES, THE BOARD HAS ESTABLISHED A 35 PERCENT M/WBE GOAL AND OUR ACTUAL UTILIZATION IS 37.42 PERCENT.

THE NEXT SLIDE I HAVE BEFORE YOU IS ACTUALLY THE 2008 BOND PROGRAM, CUMULATIVE TO DATE.

WE HAVE A BOND FUNDED CONSTRUCTION GOAL OF 30 PERCENT.

OUR ACTUAL UTILIZATION IS 49 PERCENT.

WE HAVE A BOND FUNDED PROFESSIONAL SERVICES GOAL OF 35 PERCENT.

HOWEVER, OUR UTILIZATION IS 39 PERCENT AND WE HAVE EXCEEDED IN BOTH THE OF THOSE RESPECTIVE CATEGORIES.

THE NEXT SLIDE BEFORE YOU IS THE BRIDGE PROGRAM CUMULATIVE M/WBE UTILIZATION TO DATE.

AGAIN, THE CONSTRUCTION GOAL IS 30 PERCENT.

OUR ACTUAL UTILIZATION IS 73 PERCENT, BUT BOND FUNDED PROFESSIONAL SERVICES, WE HAVE A GOAL OF 35 PERCENT, HOWEVER, OUR UTILIZATION WAS 24 PERCENT.

THE NEXT SLIDE I HAVE BEFORE YOU IS THE CONSTRUCTION MANAGER AT RISK, WHICH IS OUR FUND 640.

WE HAVE A PROFESSIONAL SERVICES GOAL OF 35 PERCENT AS ESTABLISHED BY BOARD OF TRUSTEES.

THE UTILIZATION IS 70 PERCENT.

FOR BOND FUNDED CONSTRUCTION, THE GOAL IS 30 PERCENT AND THE TOTAL M/WBE UTILIZATION IS 48 PERCENT.

THE NEXT SLIDE I HAVE BEFORE YOU IS FUND 199 WHICH IS OUR GENERAL OPERATING FUNDS.

THE BOARD HAS ESTABLISHED A 30 PERCENT GOAL IN THIS PARTICULAR AREA.

HOWEVER, OUR UTILIZATION WAS 19.74 PERCENT CUMULATIVE.

THE TOTAL M/WBE UTILIZATION INCLUDING OUR DISTRICTWIDE FUNDS, THAT INCLUDES YOUR GRAPHICS, YOUR FUND 199, YOUR TECHNOLOGY, ETC, FOOD.

OUR ACTUAL UTILIZATION IS 20.93 PERCENT VERSUS A 30 PERCENT GOAL.

THE NEXT SLIDE I HAVE BEFORE YOU IS ACTUALLY AN EVENT THAT MR. WILLIAMS JUST TALKED ABOUT.

IT WAS THE UNDERSTANDING THAT DALLAS SIZE, THE ORDERING PROCESS.

[02:30:04]

THIS PARTICULAR INITIATIVE WAS CONDUCTED IN CONJUNCTION WITH PROCUREMENT SERVICES, M/WBE, AND IT WAS TO EDUCATE INDIVIDUALS REGARDING M/WBE, AS WELL AS PROCESSING ORDERS WITHIN DALLAS ISD.

THESE ARE JUST SOME OF OUR SIGNATURE EVENTS.

WE HAD THE 2021, KNOWLEDGE IS POWER BUSINESS CONFERENCING FEATURING EXECUTIVES FROM DALLAS ISD, THE CITY OF DALLAS, AS WELL AS THE DALLAS COLLEGE.

IN ADDITION, WE HAD A HONORED GUEST CYNT MARSHALL, THE CEO OF THE DALLAS MAVERICKS, WHICH BROUGHT WORDS OF WELCOME, AS WELL AS OUR FIRST VIRTUAL BOND ACADEMY.

THE NEXT SLIDE I HAVE BEFORE YOU IS JUST A FEW COMMENTS THAT WE'VE RECEIVED REGARDING OUR M/WBE EFFORTS WITHIN DALLAS ISD.

THE FIRST ONE WAS AN INITIATIVE THAT WAS HOSTED IN CONJUNCTION WITH OUR OTHER PUBLIC ENTITY PARTNERS.

WE HAD PARKLAND HOSPITAL AS WELL AS THE CITY OF DALLAS, AS WELL AS THE LAST SLIDE IS FROM BARRY H. THIS WAS ONE OF OUR M/WBE VENDORS THAT WAS HIGHLIGHTED DURING OUR OFFICE MANAGER'S TRAINING, AND HE SENT A NOTE TO SAYING THAT OUR PARTICULAR EFFORTS HELPED TO INCREASE HIS VISIBILITY AND UTILIZATION WITH DALLAS ISD SCHOOLS.

THAT INCLUDES OUR PRESENTATION.

TRUSTEES, DR. HANNAH HELSO, (PHONETICS) WE'RE ENTERTAINING ANY QUESTIONS AT THIS POINT.

THANK YOU, MR. WILLIAMS AND MS. PARTEE.

ARE THERE ANY QUESTIONS OR COMMENTS? TRUSTEE GOOD AFTERNOON AGAIN.

I ALWAYS APPRECIATE THE WORK THAT YOU GUYS DO.

JUST A COUPLE OF QUICK QUESTIONS.

I NOTICED ON THE, THIS IS ON PAGE 8, AND TOTAL M/WBE, I BELIEVE THIS IS FOR GOODS AND SERVICES DISTRICTWIDE? YES.

IS 20.

>> WHAT WAS IT LAST YEAR? DO WE REMEMBER WHAT IT WAS LAST YEAR?

>> TRUSTEE, MY APOLOGIES.

I DO NOT HAVE LAST YEAR, I ONLY HAD THE QUARTERLY TOTALS, BUT GOING FORWARD I'LL HAVE THAT INFORMATION FOR YOU.

>> NOT A PROBLEM. COULD YOU SHARE THAT WITH ME LATER?

>>YES.

>> THE ONLY REASON I'M ASKING THAT QUESTION IS JUST TO SEE IF WE INCREASED OUR GOODS AND SERVICES PURCHASES.

PARTICULARLY AFTER THE PANDEMIC AND WE DID A LOT OF EXTRA PURCHASING IN TERMS OF THE PPE SUPPLIES.

I WOULD JUST BE INTERESTED TO SEE IF WE IN FACT DID INCREASE OR DECREASE.

>> IN TRUSTEE FOREMAN I'D LIKE TO SPEAK ON THAT INTERNAL MARKETING SESSION THAT I SPOKE ABOUT.

WHERE WE HAD THE CAMPUS OFFICE MANAGERS, DISTRICT-WIDE ADMINISTRATIVE ASSISTANCE, AND DEPARTMENT DIRECTORS TO MAKE SURE THAT THEY UNDERSTAND THAT PROCESS AND HOW TO IDENTIFY AND MWBE VENDORS.

THAT HAS BEEN VERY HELPFUL.

I BELIEVE THAT YOU'RE GOING TO SEE A MAJOR IMPROVEMENT IN THAT AREA BECAUSE THEY'VE GONE THROUGH THAT TRAINING SESSION WITH US AND WE HAVE THE PROCUREMENT TO BE A PART OF THAT.

WE'RE DOING WE CAN'T DICTATE ANYTHING TO ANYONE, BUT WE'LL JUST ASK THEM TO CONSIDER MWBE VENDORS.

>> YOUR DISTRICT-WIDE, DID THEY GO TO CAMPUS LEVELS ALSO WHERE YOU BOUGHT IN MAYBE THE OFFICE MANAGER FROM THE SCHOOLS?

>> WE HAD 91 PARTICIPANTS.

THAT'S ALL-INCLUSIVE OF OFFICE MANAGERS, CENTER A STAFF ADMINISTRATIVE ASSISTANTS, AND DIRECTORS. NINETY-ONE PEOPLE.

>> I WOULD STRONGLY SUGGEST THAT IF AT ALL POSSIBLE, YOU GUYS WOULD DO A SECOND ROUND TO MAKE SURE THAT YOU GET MOST OF THE OFFICE MANAGERS IN THE SCHOOLS.

BECAUSE THEY DO A LOT OF PURCHASING FOR THE SCHOOLS.

THEN ON THE OTHER SIDE OF THAT, OF COURSE, WE KNOW WE HAVE TO HAVE THOSE OPPORTUNITIES OF VENDORS THAT ARE AVAILABLE BASED ON THE PROCUREMENT PROCESS SO THAT THEY WOULD BE ABLE TO USE THOSE PARTICULAR VENDORS.

THAT'S A TWO-FOLD SITUATION THAT COULD BE MET IF WE DO IT THE RIGHT WAY.

AGAIN, I THANK YOU GUYS ALWAYS FOR YOUR STEADFAST WORK IN THE WHOLE MWBEPS.

>> THANK YOU.

>> THANK YOU. TRUSTEE FOREMAN. TRUSTEE MCKING.

>> THANK YOU ALL FOR YOUR PRESENTATION AND CONGRATULATIONS ON A GREAT WRITE-UP THAT I SAW ABOUT A MONTH AGO.

GREAT WORK THERE. I JUST HAVE ONE QUESTION ON PAGE 6.

I KNOW WE'VE HAD A LOT OF CONVERSATIONS ABOUT CONSTRUCTION MANAGER AT RISK AND AS IT RELATES TO MWBE, ET CETERA.

STARTING NUMBERS, WE HAVEN'T REALLY GONE THROUGH THE FULL PROJECT YET,

[02:35:03]

BUT AM I READING THIS CORRECTLY TO SEE THAT THESE LOOK LIKE VERY PROMISING NUMBERS.

WE'RE LOOKING AT 70 PERCENT FOR PROFESSIONAL SERVICES AND 48 PERCENT FOR CONSTRUCTION.

I KNOW THIS IS SOMETHING WE'RE GOING TO BE CONTINUING TO MONITOR, BUT I WANTED TO MAKE SURE THAT I WAS LOOKING AT THAT CORRECTLY.

>> YES, YOU ARE.

>> OKAY. GREAT. I LOOK FORWARD TO SEEING THAT CONTINUE AS WE GET MORE DATA, BUT I APPRECIATE THE ADDITIONAL INCLUSION OF THAT HERE.

>> TRUSTEE MCKING DO YOU HAVE ANOTHER ONE, FOR A SECOND?

>> REAL QUICK. I WANT TO BE PERFECTLY CLEAR THAT THESE STARTING NUMBERS FOR THE CONSTRUCTION MANAGER AT RISK.

I THINK THERE HAS TO BE A CLEAR UNDERSTANDING THAT THIS IS ONLY BASED ON PAYMENTS THAT HAVE BEEN PAID OUT TO DATE?

>> YES, THAT'S CORRECT.

>> THIS IS NOT EVEN THE BEGINNING WHEN YOU START TALKING ABOUT A MILLION DOLLARS AND A 100 MILLION PROJECT.

I DON'T WANT THAT MISINTERPRETATION THAT WE ARE GOING GANGBUSTERS WITH A MILLION DOLLARS, IT IS ONLY ON THE PAYMENTS THAT HAVE BEEN MADE. IS THAT CORRECT?

>> YES, THAT'S CORRECT.

>> OKAY. THANK YOU.

>> I DON'T SEE ANY OTHER QUESTION. I SAID A FEW COMMENTS.

I WANT TO THANK YOU, MR WILLIAMS, AGAIN FOR YOUR CONTINUED WORK IN THIS SPACE.

FOR THE QUESTIONS THAT I HAD OR ADDRESS, I WANTED TO ASK THE QUESTION ABOUT THE SEYMOUR, BECAUSE THERE'S BEEN A LOT OF DISCUSSION AROUND THAT IN PPE, I'M GLAD TRUSTEE MCKING FOREMAN ADDRESS THAT.

I WANT TO THANK YOU ALL FOR YOUR CONTINUED ENGAGEMENT IN THE COMMUNITY.

I THINK IT'S AN EXEMPLAR IN MY OPINION.

GETTING OUT THERE TO OUR COMMUNITIES, PEOPLE UNDERSTAND THE PROCESS, HOW THEY CAN GET MORE ENGAGED.

IN PARTICULAR, THE SIZE AND SCOPE OF THE BOND AND THE VOTERS APPROVED NOT TOO LONG AGO.

THANK YOU ALL FOR YOUR ENGAGEMENT OUT THERE IN THE COMMUNITY SO PEOPLE KNOW HOW TO BE A PART OF ALL THESE THINGS THAT ARE HAPPENING.

THAT'S IT. I APPRECIATE YOUR TIME AND YOUR WORK AND CONTINUE WORKING.

HOPE NO OTHER COMMENTS AND WILL CONTINUE TO MOVE THROUGH THE AGENDA.

>> THANK YOU.

>> THANK YOU, SIR.

>> WE HAVE G 2021, 2022 BUDGET.

>> YES, PRESENT MEMBERS OF THE BOARD WE'RE IN NEED DEEP INTO THE BUDGETING PROCESS AND OBVIOUSLY, A LOT OF MOVING PARTS WITH THE FEDERAL DOLLARS THAT HAVE NOW BECOME AVAILABLE.

THERE ARE SOME TIMELINES THAT HAVE TO BE ADHERED TO ON THOSE FEDERAL FUNDS AND PROCESSES THAT NEED TO BE ADHERED TO.

OF COURSE, WE HAVE OUR REGULAR BUDGET OPPORTUNITY, SO I'LL TURN IT OVER TO DWAYNE THOMPSON AND THE TEAM.

>> THANK YOU, PRESIDENT AND THE TRUSTEES AND DR HANNAH HUDSON.

WE'RE GOING TO QUICKLY RUN THROUGH THE PRESENTATION OF THE BUDGET OF WHERE WE ARE NOW.

WE'LL START OFF AND DEPUTY CHIEF SCOTT ROULETTE WILL WALK YOU THROUGH THE MAJORITY OF IT AND THEN I'LL SPEND SOME TIME TOWARD THE END TALKING ABOUT THE SR FUNDS AND HOW THAT IMPACTS THE BUDGET.

>> THANK YOU, CHIEF THOMPSON.

WE JUST WANT TO TAKE AN OPPORTUNITY TO PRESENT OUR PROPOSED BUDGET FOR 21/22.

THERE'S A LOT OF VARIABLES IS HERE WITH US, THE LEGISLATIVE SESSION, OBVIOUSLY WITH THE FEDERAL FUNDS THAT DR HANNAH HUDSON MENTIONED.

WE HAVE SOME UPDATES FROM WHAT'S ACTUALLY IN THE BUDGET BOOK TO WHAT'S IN THE PRESENTATION.

BUT HERE IS OUR OVERVIEW.

WE'RE WORKING WITH A TAX RATE OF 103.29 FOR THE M&O.

THAT IS BASED ON IF WE HAVE 5 PERCENT GROWTH.

WE TALKED ABOUT THIS A LITTLE BIT LAST MONTH IN OUR PRAISE VALUES.

IF WE ACTUALLY HAVE HIGHER PRAISE VALUES FOR THE DALLAS ISD AREA, THEN OUR M&O TAX RATE WILL DROP MORE THAN THAT WITH THE TAX COMPRESSION.

IF WE HAVE LESS GROWTH THAN 5 PERCENT, THEN OUR TAX RATE WILL BE HIGHER THAN THAT.

BUT THAT'S JUST AN ESTIMATE OF WHERE WE PROJECT IT TO BE RIGHT NOW.

OUR I&S TAX RATE WILL BE THE SAME.

WE'RE WORKING ON A 146,500 STUDENT ENROLLMENT.

WE LOOK AT OUR REVENUE PROJECTIONS.

YOU CAN SEE THEY'RE SIMILAR TO LAST YEAR IN HOW THEY'RE BROKEN OUT PERCENTAGE-WISE.

A LITTLE BIT MORE OF OUR REVENUES WILL BE COLLECTED LOCALLY THIS YEAR.

A LOT OF IT HAS TO DO WITH THE ADDITIONAL TAX DOLLAR COLLECTIONS AND RECEIVING THEN LESS MONEY FROM THE STATE DUE TO HOW THE FORMULA SYSTEM WORK.

WE'LL BE COLLECTING MORE OF OUR REVENUES LOCALLY.

ON THE NEXT SLIDE, YOU GET ANOTHER LOOK AT OUR REVENUES AND IN TABLE FORMAT.

YOU CAN SEE LAST MONTH, IN COLUMN 3, WE PRESENTED $1.661 BILLION AS PROJECTED REVENUES.

YOU CAN SEE THEM BROKEN OUT WITH THE LOCAL, STATE, AND FEDERAL.

[02:40:03]

THE 1.457 FOR LOCAL, THE STATE REVENUE 144, AND IN THE FEDERAL 59 MILLION.

SINCE LAST MONTH, WE FEEL COMFORTABLE ADDING ABOUT 5.6 MILLION MORE TO THE REVENUES.

SO OUR NEW ADJUSTED REVENUE PROJECTION IS 1.667 BILLION THERE AT THE BOTTOM OF THE PAGE.

THE STRATEGIC INITIATIVES THAT WE'RE FUNDING AGAIN FOR THIS YEAR ARE THE FIVE HERE: THE CAREER INSTITUTES, EARLY LEARNING, PUBLIC SCHOOL CHOICE, RACIAL EQUITY, AND STRATEGIC COMPENSATION.

THERE ARE SOME CHANGES. SOME ADDITIONAL FUNDING TO THE STRATEGIC COMPENSATION, WHICH CHIEF THOMPSON, WE'LL TALK ABOUT HERE IN A LITTLE BIT LATER ON IN THE PRESENTATION.

OUR ACTUAL BUDGET EXPENDITURES.

ONCE AGAIN, THERE'S A BREAKOUT OF 2021 WHERE WE ARE RIGHT NOW VERSUS 21/22.

I THINK THE ONLY REAL DIFFERENCE HERE AS YOU CAN SEE THERE IS A HIGHER PERCENTAGE OF OUR BUDGET IS TOWARDS PAYROLL.

A LOT OF THAT IS BECAUSE THERE WAS SO MUCH MONEY EXPENDED ON COVID-19 MITIGATION LAST YEAR, THE PPE, AND THE PLEXIGLASS.

YOU CAN SEE OUR SUPPLIES MATERIAL PERCENTAGES ARE A LOT HIGHER IN OUR CURRENT YEAR THAN WHAT WE'RE PROJECTING THOSE TO BE NEXT YEAR.

OTHER THAN THAT, FAIRLY SIMILAR.

THEN HERE IN OUR PROPOSED EXPENDITURES BY FUNCTION.

WHEN WE LOOK AT ALL THE DIFFERENT FUNCTIONS AND BREAK IT OUT, WE'RE COMPARING OUR ACTUAL, 2019/20, WHERE WE ENDED UP THERE VERSUS WHERE OUR BUDGET IS TODAY.

IN THAT SECOND COLUMN, THAT'S OUR BUDGET AS OF MARCH 31ST, AS NOT OUR ADOPTED BUDGET AND THEN OUR PROPOSED BUDGET FOR 21/22.

DIFFERENT FUNCTIONS, INSTRUCTIONS, IT LOOKS LIKE WE HAVE A SMALL INCREASE THERE TOWARD INSTRUCTION, BUT A COUPLE OF THINGS, WE HAD SOME FAIRLY SIGNIFICANT DECREASES AND THEN INCREASES AS WELL, BUT IT NETS OUT TO A LARGE AMOUNT HERE ON THE SLIDE.

BUT WE HAD ABOUT SEVEN MILLION DOLLARS IN PANDEMIC EXPENDITURES THAT WE'RE NOT HAVING TO BUDGET FOR NEXT YEAR.

IN ADDITION, THERE'S EIGHT MILLION DOLLARS AT LEASE THAT WE'RE NOT CONTINUING SO THAT WE DON'T NEED TO KEEP THAT PART IN THE BUDGET AND SO THERE IS ABOUT $15 MILLION THAT CAME OUT OF THAT PORTION OF BUDGET AND THEN OUR SALARY INCREASES WITH T ARE REFLECTED HERE.

IN ADDITION AND WE'LL BE TALKING ABOUT THIS HERE IN A LITTLE BIT.

IS THERE SOME ADDITIONAL THINGS THAT WILL BE GOING TO THAT BUDGET THAT WHERE OUR AREN'T REFLECTED HERE AND SO THIS MATCHES WHAT ARE OUR BOARD BOOK HAS A TOTAL BUDGET, THE 1.737 BILLION AT THE BOTTOM AND SO WE'LL TALK ABOUT THAT.

BUT SOME OF THE OTHER AREAS, YOU CAN SEE THAT SOMEONE WOULD HAVE SOME INCREASES.

SEVERAL OF THE FUNCTIONS THERE TOWARD THE MIDDLE HAVE DECREASES AND THAT'S LARGELY DUE TO PANDEMIC EXPENDITURES THAT WE WON'T NEED.

WE'RE NOT PROJECTING TO NEED TO EXPAND AS MUCH NEXT YEAR OR SO AND THEN MAYBE SOME REAL CLASSES OUT OF THAT.

BUT THAT IS OUR BUDGET THAT WAS PUT TOGETHER FOR THE BOOK AND FROM THERE, THERE'S SOME ADDITIONAL BUDGET EXPENDITURES AND I THINK TOM'S GOING TO TALK ABOUT.

THANK YOU SCOTT. BEFORE I LEAVE THIS PAGE, I JUST WANT TO POINT OUT DOWN FUNCTION 91, THAT OUR RECAPTURE IS ESTIMATED TO GO UP $40 MILLION TO A TOTAL OF $58 MILLION FOR NEXT YEAR.

AS OUR VALUE CONTINUES TO GO UP AND AS WE PROJECT FEWER STUDENTS, YOU'RE GOING TO SEE RECAPTURE CONTINUE TO CLIMB.

BUT THAT'S A LARGE INCREASE AS IT RELATES TO THE OVERALL BUDGET COST.

AS DAVID WE HAVE THE EXPENDITURES AT $1.7 BILLION AND THEN THERE'S ITEMS THAT AS WE ARE PROGRESSING THROUGH THE BUDGET PROCESS THAT WE KNEW WE HAD TO GO AHEAD AND PROCEED WITH REGARDLESS IF WE GOT ANY AMOUNT FOR STIMULUS AND YOU'VE SEEN A LOT OF THESE ITEMS AND MOST OF THEM TODAY FOR MITIGATING, LOSS, DISCIPLINE, REDESIGN, THOSE TYPE THINGS AND YOU CAN SEE THERE WE ONE OF THE THINGS THAT WAS IN LAST YEAR'S DISCUSSION WAS WE DID DYSLEXIA AT THE ELEMENTARY LEVEL AND SO THIS DOLLAR AMOUNT, THE 4.5 MILLION, WILL ALLOW US TO BRING DYSLEXIA TO THE SECONDARY AND THEN RIGHT BELOW THAT IS WHERE WE'RE REFERENCING THE COMPENSATION PLAN, ONE OF THE PROPOSALS THAT WE PUT TOGETHER, IF YOU RECALL, WHEN WE DID THE TRE THE COMPENSATION PACKAGE WAS BASICALLY TWO PERCENT OF THE MIDPOINT FOR EMPLOYEES IN GENERAL TERMS AND SO WHAT WE'VE PROPOSED HERE IS TO TAKE THE MINIMUM SALARY SCHEDULE OR THE MINIMUM WAGE THAT WE HAVE,

[02:45:04]

WHICH IS CURRENTLY 1212, AND INCREASE THAT TO 1350 FOR NEXT YEAR AND THE COST OF THAT IS THE 19.5 MILLION THAT YOU SEE THERE.

I KNOW ROBERT COULD ANSWER MORE QUESTIONS ABOUT THAT IF YOU HAVE THOSE, BUT THAT'S PREDOMINANT GOING TO AFFECT CUSTODIAN CHILD NUTRITION, SOME TEACHER'S AIDES, THAT TYPE OF POSITION AND WE WOULD RAISE THAT UP FROM THE 1212, THAT IS CURRENTLY NOW TO 1350, SO THOSE INDIVIDUALS IN THAT RANGE WOULD SEE ROUGHLY 11, 12 PERCENT INCREASE BASED ON THAT INCREASE.

WHAT WE'RE LOOKING AT IS IF THE FEDERAL GOVERNMENT WAS HAVING THE DISCUSSIONS ABOUT GOING TO THE $15 MINIMUM WAGE, THEIR PLAN WAS TO IMPLEMENT THAT BY 2025 AND SO AS WE'RE PROGRESSING TOWARD THAT NUMBER, THAT'S WHAT WE WERE USING IN MIND TO MAKE SYSTEMATIC PROGRESS AND TO THAT NUMBER EVENTUALLY, EVEN THOUGH THE FEDERAL GOVERNMENT DIDN'T PUT IT IN A PLAY FOR ANYONE THAT WASN'T A FEDERAL EMPLOYEE.

THOSE ARE THE MAIN ITEMS. THERE ARE SOME MARKETING STRATEGIES IN THERE AND SO IF WE APPROVE THE BUDGET OR WHEN WE THE BOARD CONCERNS PROVEN BUDGET, IT WILL BE REFLECTED AT A BILLION EIGHT.

THE ONE THING I WANT TO POINT OUT, AND THERE'S SEVERAL OF THESE ITEMS THAT ARE IDENTIFIED HERE, AND THERE'S ITEMS THAT ARE IN THE BUDGET THAT ARE IDENTIFIED AS ELIGIBLE FOR STIMULUS.

LET ME JUST SPEND A COUPLE MINUTES ON STIMULUS AND LET YOU ASK ME ANY QUESTIONS THAT YOU HAVE.

BUT THE FIRST PART OF THE STIMULUS IS THIS THE ALLOCATION FOR SO3 FOR DALLAS ISD AND TOTAL IS $542 MILLION AND THAT HAS TO BE SPENT BY 23, 24, SO THERE'S A FEW RULES, OBVIOUSLY THAT GOES WITH THAT.

BUT THE FIRST IS WE HAVE THE OPPORTUNITY TO IDENTIFY AND RE-CLASS BASICALLY EXPENDITURES THAT ARE ELIGIBLE ALL THE WAY BACK TO MARCH OF 20.

WE WILL BE TAKING A LOOK AT THAT TO SEE IF THERE'S ANYTHING ELIGIBLE FOR THAT.

BUT WE HAVE ALSO BEEN APPLYING FOR REIMBURSEMENT FOR SEVERAL THINGS, SO WE CAN'T APPLY FOR REIMBURSEMENT FOR FEMA AND GET FEMA FUNDS FOR SOME PPE AND THEN ALSO CLAIM IT ON WE WILL HAVE TO BE VERY COGNIZANT OF THAT AS WE IDENTIFY ITEMS. BUT I KNOW FOR A FACT THAT FEMA AND OTHERS AREN'T WE'RE NOT REIMBURSING FOR THE PLEXIGLASS.

IF THAT BECOMES AN ITEM WE WANT TO IDENTIFY AND MOVE OVER, WE WOULD HAVE THE ABILITY TO DO THAT.

WE WOULD HAVE TO SPEND THE RESOURCES BY 23, 24, AND THERE ARE 15 ITEMS OR 15 BUCKETS REALLY THAT ARE ELIGIBLE AND SO THE MAJORITY OF THINGS THAT FIT IN THERE, OBVIOUSLY MITIGATING LEARNING LOSS AND THINGS THAT ARE DIRECTLY RELATED TO INSTRUCTION, THE COMPENSATORY TIME ON SPECIAL ED.

THERE'S A WIDE RANGE OF ITEMS, BUT IT ALSO INCLUDES CONNECTIVITY FOR STUDENTS.

IT ALSO INCLUDES CLEAN AIR FOR THE CLASSROOMS, SO THERE'S A WIDE RANGE OF ITEMS. WHAT WE HAVE DONE, AND THERE IS A COUPLE OF CONTINGENCIES THAT YOU HAVE TO GO THROUGH TO DO THIS AND ONE OF THEM IS THAT YOU HAVE TO HAVE WHAT THE FEDERAL GOVERNMENT CALLS MEANINGFUL INPUT AND SO WHAT WE ARE ATTEMPTING TO DO AND WHAT WE ARE DOING IS WE'RE HAVING A SURVEY THAT'S OUT RIGHT NOW TO ASK PEOPLE TO RANK THE VARIOUS AREAS.

WE'VE MET WITH JACK, WE MET WITH THE TEEN BOARD IS DR. HINOJOSA MENTIONED WE WILL BE DOING A TOWN HALL NEXT WEEK AND I'LL BE COVERING THE BUDGET AS WELL AS THIS.

BUT WE WILL BE GATHERING INPUT AS FAR AS THE WHAT INDIVIDUALS FEEL AS THAT ARE THE TOP PRIORITIES AND THEN WE WILL BE UTILIZING THAT INFORMATION TO FORMULATE OUR PLAN.

THE OTHER PART OF THIS IS THAT WITH THE FEDERAL GOVERNMENT IS THAT 20 PERCENT OF THE DOLLAR AMOUNT HAS TO BE SPENT ON WHAT WE CALL MITIGATING LEARNING LOSS.

IF THAT'S THE CASE AND WE HAVE $542 MILLION, 104 MILLION OF THAT HAS TO GO AT A MINIMUM TO MITIGATING LEARNING LOSS.

WE'RE VERY CLOSE TO THAT WITH OUR CURRENT PLAN, AND WE COULD AND PROBABLY WILL EXPAND THAT INTO A THIRD YEAR AND OR OTHER ITEMS. HOWEVER, THE TEACHING, LEARNING, AND SCHOOL LEADERSHIP COME TO THE NEEDS OF THE STUDENTS, BUT THIS GIVES US THE OPPORTUNITY TO DO THAT.

THE ONE KINK THAT RECENTLY BEEN THROWN INTO THIS STIMULUS IS IN A SENTENCE VERSION OF THE CLEAN-UP BILL FOR HOUSE BILL 3, IS THEY HAVE SECTION 25 AND IT WOULD BE INFINITELY KNOWN AS SECTION 25.

CURRENTLY WOULD GIVE THE COMMISSIONER AUTHORITY TO DO TWO THINGS AND THAT WOULD BE IF HE DEEMS IT

[02:50:02]

NECESSARY TO MEET THE MAINTENANCE OF EFFORT FOR THE FEDERAL GOVERNMENT AND HE COULD ADJUST OUR STIMULUS.

WE TAKE THAT TO MEAN THAT HE COULD PRORATE IT DOWN.

THERE IS SOME DISCUSSION THAT HE ACTUALLY MEANT TO ADD AND SO WE BASICALLY SAID, IF THAT'S WHAT WE MET, TO ADD THAT YOU WITHHELD TOO MUCH, THEN CHANGE THAT JUST TO ADD AND WE'RE OKAY WITH THAT.

BUT THE SECOND PART OF THAT BILL WAS THAT THE COMMISSIONER WAS TO TELL DISTRICTS HOW MUCH TO SET ASIDE AND PUT IT IN FUND BALANCE TO THEN SPIN THAT THOSE RESOURCES IN 24, 25, AND 25, 26.

THE WAY THAT YOU WOULD SET ASIDE THAT MONEY FOR FUND BALANCE WOULD BE THAT YOU WOULD HAVE TO BASICALLY SUPPLANT WHAT YOU ARE ALREADY GETTING READY TO DO.

I'LL JUST GIVE YOU A, FOR INSTANCE, IS IF WE NEEDED TO MOVE A $100 MILLION, THAT'S WHAT NEEDED TO GO INTO OUR FUND BALANCE.

YOU WOULD BASICALLY JUST MOVE TEACHERS OR STAFF, OR MATERIALS AND SUPPLIES, HOWEVER YOU CHOSE IT OUT OF THE GENERAL FUND INTO THESE SR FUND AND WHAT YOU MOVED WOULD THEN BE DESIGNATED, IN THIS CASE, BE COMMITTED BY THE BOARD IN A FUND BALANCE THAT WOULD THEN BE USED IN THE FUTURE TWO YEARS.

A LOT OF THAT DISCUSSION COMES FROM THE REALITY OF THIS IS A TEMPORARY FUNDING SOURCE.

IT'S GOING TO END IN THREE YEARS, AND SO YOU DON'T WANT TO UTILIZE IT FOR REOCCURRING COST IF AT ALL POSSIBLE.

YOU'LL HEAR INDIVIDUALS REFERRED TO THAT AS A FUNDING CLIFF, AND SO I BELIEVE THAT THE INTENT WAS TO ASSIST DISTRICTS TO THINK THROUGH THAT AND GET TWO MORE YEARS OUT OF THE EXPENDITURE.

BUT IF EVERYTHING IS RECURRING COSTS, YOU JUST EXTENDED THE CLIFF TO FIVE YEARS INSTEAD OF THREE.

THOSE ARE THE MAIN PIECES OF WHAT IS HAPPENING.

BUT THE LAST PIECE THAT I WOULD HAVE, AS I MENTIONED, WE CAN CLAIM FOR REIMBURSEMENT OR WE CAN CLAIM ITEMS THAT HAPPEN ALL THE WAY BACK TO MARCH OF 20.

BUT ALSO THE OTHER THING WE CAN'T DO, IS WE CAN'T BEGINS SPINNING THE MONEY UNTIL THE APPLICATION IS APPROVED AND APPLICATIONS ARE NOT DUE TILL JULY 27TH.

WHAT WE'RE PROPOSING TO DO IS INCLUDE THESE ITEMS IN THE GENERAL FUND BUDGET AND WILL BE IN THE JUNE BUDGET FOR THE BOARD TO CONSIDER.

ONCE WE FILL THE APPLICATION OUT AND ONCE IT IS APPROVED BY THE STATE, THOSE ITEMS THAT ARE WITHIN THE BUDGET WILL DO A BUDGET AMENDMENT TO MOVE THEM OUT AND INTO THE SR FUNDS IN AUGUST OR SEPTEMBER OR WHATEVER THE TIME FRAME THAT IS, WHAT THAT WILL ALLOW US TO DO IF SOMETHING NEEDS TO BE SPENT OF THESE ITEMS BEFORE APPROVAL, WE'D BE ABLE TO DO THAT, THEN IDENTIFY IT IN THE BUDGET AND BE ABLE TO CLAIM THAT AT A LATER DATE.

A JUNE 30TH FISCAL YEAR END IS DIFFICULT TO MATCH ALL OF THOSE DATES UP.

THIS WAS THE MOST APPROPRIATE WAY TO MEET THE NEEDS OF WHAT WE'RE TRYING TO DO WITH THE STUDENTS, BUT ALSO MEET THE LETTER OF THE LAW WHEN IT COMES TO THE STIMULUS PLAN.

THEN THE NEXT TWO EXCEPT FOR ONE ITEM ON FOOD SERVICE, WE HAVE ANTICIPATING REVENUE OF A 106 MILLION AND EXPENDITURES OF A 117.

IF EVERYTHING HAPPENED EXACTLY AS IT IS NOW, WE WOULD BE LOOKING AT SOME POINT IN THE FUTURE ASKING THE BOARD FOR A TRANSFER FROM THE GENERAL FUND TO CHILD NUTRITION.

THE ISSUE THAT WE HAVE IN TRAWLING ATTRITION IS THEY HAVE NO OTHER WAY TO GENERATE REVENUE EXCEPT THROUGH STUDENT PARTICIPATION, AND SO FAR, STUDENT COUNCIL DOWN OR THE PARTICIPATION IS DOWN, THEY'RE NOT ABLE TO GENERATE ANY ADDITIONAL REVENUE.

BECAUSE WE DON'T CHARGE OUR STUDENTS AND RIGHTLY SO.

WE'LL BE MONITORING THAT CLOSELY.

WE'RE ALSO GOING TO BE LOOKING AT WHERE CAN WE MAKE REDUCTIONS BECAUSE WE WANT TO GET THEM BACK TO SELF SUFFICIENT PROGRAM AS THEY WERE BEFORE THE PANDEMIC.

THEN FINALLY, AS DEBT SERVICE, AND ONE THING I WOULD POINT OUT TO YOU IN THE THIRD COLUMN UNDER 21, 22, UNDER THE EXPENDITURE, YOU'LL SEE THE THIRD LINE, WHICH IS 52.951.

THAT LINE IS WHAT WE ANTICIPATE BEING ABLE TO PAY OFF EARLY.

AS THAT PROGRESSES, YOU'LL SEE AN ACTION ITEM FOR THE BOARD TO ACTUALLY DO THAT, TO AUTHORIZE US TO PAY OFF DEBT EARLY.

WHAT THAT ALLOWS OBVIOUSLY US TO DO IS SAVE THE INTERESTS THAT WE WOULD HAVE PAID ON THAT DEBT, BUT ALSO FREEZE THIS UP FOR THE FUTURE TO POTENTIALLY SELL SOME OF THE DEBT THAT WE HAVE FROM THE 2020 BOND FASTER.

[02:55:03]

THAT IS AS YOU'VE SEEN THERE IN OUR BUDGET YEARS FOR THE LAST TWO YEARS, WE'VE BEEN ABLE TO PAY OFF ABOUT THAT SAME AMOUNT AND THE $50 MILLION RANGE, AND SO WE'RE HOPING TO BE ABLE TO CONTINUE TO DO THAT AS WELL.

IN THE APPENDIX OR THE ITEMS RELATED TO PAYROLL AND IF YOU HAVE QUESTIONS SPECIFICALLY ABOUT THAT, I KNOW ROBERT WOULD BE ABLE TO COME UP AND ANSWER THOSE QUESTIONS.

IF YOU HAVE QUESTIONS ABOUT THE PARTICULAR BUDGET, WE'D BE MORE THAN HAPPY TO ANSWER THEM NOW.

>> THANKS FOR THE PRESENTATION.

TRUSTEES OPEN THE FLOOR TO QUESTIONS.

TRUSTEE

>> AND THE FIRST THING I NOTICED SOME PAGE 2, IT'S THE PROJECTED NUMBER OF STUDENTS.

WHAT WAS THE PROJECTED NUMBER FOR LAST YEAR'S BUDGET?

>> IT WAS RIGHT AT 152 I THINK IT WAS 152, 233, SOMETHING LIKE THAT WAS JUST A LITTLE OVER 152.

>> I'M A LITTLE CONCERNED BASED ON USING THAT THE 146 WITH WHAT'S CURRENTLY HAPPENING WITH OUR STUDENT POPULATION.

>> WHAT WE DID WAS WE USED OUR CURRENT POPULATION THAT WE HAVE AT THE TIME WAS 145.

WE ADDED THAT WE ANTICIPATED THAT WE COULD ADD BACK ANOTHER 1500 AND PRE-K STUDENTS, AND SO THAT'S WHAT THE NUMBER ARRIVED AT.

WE USED CURRENT PLUS 1500 ADDITIONAL PRE-K.

>> THAT'S A LITTLE SUBJECTIVE AS YOU KNOW YOU DID ANSWER ONE OF MY QUESTIONS ABOUT THE ADDITIONAL FUNDING AND THE ESSAY FUNDING AND WHERE WHAT WE COULD DO WITH THAT.

I'M ON PAGE 4 AND THE AMOUNT OF INCREASE, THE LOCAL REVENUE, I WOULD ASSUME THAT'S TAXES. THAT'S A PROPERTY TAXES?

>> YES MA'AM.

>> THE PROPERTY VALUATION IS GOING UP FROM 1.383 TO 1.457 SO OUR PEOPLE WILL BE PAYING ADDITIONAL TAXES, SO I KNOW THEY'RE PAYING ATTENTION TO THAT.

>> THE ONE THING I WILL, IF I MAY OUT THAT BUT THE TAX RATE IS GOING DOWN.

>> ON PAGE 5 A STRATEGIC INITIATIVES, THE QUESTION IS IN EARLY LEARNING IS THE FIRST ONE THAT I LOOK AT IT BECAUSE WE LOST STUDENTS, BUT WE STILL ARE PUTTING MONEY INTO EARTH.

THE QUESTION IS EVEN FOR THE KOREAN INSTITUTE, WHICH ARE RELATIVELY NEW, HOW MUCH HAVE WE DEDICATED TO EACH ONE OF THESE INITIATIVES? EUROPA YEAR, HOW MUCH HAVE WE DONE IF WE STARTED, RACIAL EQUITY THREE YEARS AGO, EXACTLY HOW MUCH HAVE WE PUT INTO RACIAL EQUITY? I'M NICE SPEAKING YOU TO ANSWER THAT RIGHT NOW.

YOU CAN GET THAT INFORMATION FOR ME, BUT IT'S IMPORTANT TO KNOW YEAR-OVER-YEAR HOW MUCH MONEY WE PUT INTO THESE ADDITIONAL INITIATIVES, AND TO MAKE SURE THAT THERE MIGHT BE OTHER INITIATIVES THAT WE MIGHT NEED TO BE LOOKING AT BUT WE KEEP USING THE SAME ONES OVER AND OVER.

THERE'S GOT TO BE A REASON FOR THAT IN MY MIND, I'M ON PAGE 6, AND PARTICULARLY I'M LOOKING AT THE DEBT SERVICE AND IT SEEMS TO REMAIN THE SAME, BUT WE ARE GOING TO BE ACQUIRING ADDITIONAL DEBT BASED ON OUR ROLL OUT OF THE $2 BILLION BOND, CORRECT OR AM I INCORRECT?

>> TRUSTEE

>> OKAY.

>> WE HAVE BACK IN THE DAY, WE SAW DISTRICTS OF Q SAB DEBT, WHICH WAS PART OF PRESIDENT OBAMA AND THAT'S WHAT WE'RE PAYING OUT OF THE GENERAL FUND.

>> OKAY. THANK YOU FOR CLARIFYING THAT FOR ME.

I'M ON PAGE 7 AND UNDER THE INSTRUCTION LINE WHICH IS 11, I NOTICE THAT WE'VE GONE UP FROM 2019, 2020 FROM 781 MILLION TO OUR PROPOSED 965 MILLION, SO FEW STUDENTS MORE MONEY.

>> KEEP IN MIND THAT THE MAJORITY OF OUR SALARY INCREASES, INCLUDING WHAT WE GAVE,

[03:00:02]

WE HAVE THE STRATEGIC INITIATIVE OF CONVERSATION, BUT WE ALSO HAVE ITEMS LIKE TIA AND THOSE ITEMS THAT HAVE ADDED TO THAT AS WE INCREASE THE COMPENSATION TO OUR STAFF.

>> THAT'S ON THE INTRODUCTION SIDE, AND I'LL GET TO THE OTHER SIDE IN A MINUTE, BECAUSE MY BIG QUESTION IS, ARE WE GOING TO BE ABLE TO CONTINUE TO SUSTAIN THIS?

>> THE ANSWER IS YES.

I HAVE THE STRATEGIC INITIATIVES THAT WERE APPROVED WITH THE TRE NEXT YEAR, LAST YEAR THOSE INITIATIVES, AND SO WE'LL HAVE TO BE RE-EVALUATING THAT, BUT AS WE LOOK FORWARD AND YOU'LL SEE THAT IN THE FORECAST THAT WE HAVE SUFFICIENT FUNDS TO CARRY THAT FORWARD FOR THE NEXT FOUR YEARS, AT LEAST.

>> AMONG ITEM 34, STUDENT TRANSPORTATION, WE ARE INCREASING OUR CHOICES BUT WE ARE DECREASING OUR TRANSPORTATION DOLLARS.

>> RIGHT, AND AS SCOTT HAD MENTIONED, THERE IS A DECREASE IN TRANSPORTATION, AND THE MAJORITY OF THAT, STUDENTS OF THE PANDEMIC COSTS THAT WERE ASSOCIATED WITH TRANSPORTATION, WHETHER IT WAS THE ITEMS HAD TO BE PURCHASED FOR THE BUSES, THAT THING THAT ACTUALLY HAPPENED IN THE BUSES.

YOU'RE CORRECT, THERE IS SOME INCREASE IN DRIVERS, SO FORTH, BUT THEN WE ALSO ADDED A DECREASE IN ONE-TIME EXPENSE.

THAT'S WHAT RESULTED IN OVERALL NEGATIVE.

>> I HOPE THE ONE-TIME EXPENSES, THAT WE'RE NOT DECREASING THE SURFACE FOR OUR CHILDREN IF YOU'RE INCREASING YOUR OPTIONS?

>> NO, I DON'T BELIEVE WE'RE DECREASING OPTIONS.

>> I JUST WANT TO MAKE SURE BECAUSE I SEE NUMBERS AND SOMETIMES THERE ARE THINGS BEHIND NUMBERS THAT I DON'T QUITE UNDERSTAND, THAT YOU GUYS HAVE A BETTER HANDLE ON.

I JUST WANT TO MAKE SURE THAT I'M CLEAR.

I WOULDN'T WANT TO SEE THE SERVICE DECREASED AT ALL.

THEN I GUESS THE LAST QUESTION THAT I'LL HAVE FOR NOW BECAUSE I GOT TO LOOK AT THIS PICTURE, YOU GAVE ME MORE STUDYING FOR ME TO DO.

THE LAST QUESTION THAT I HAVE FOR NOW IS THAT THE HOURLY COMPENSATION IS UP TO 1,350.

OKAY, I THINK THAT'S GREAT.

BUT THE QUESTION IS HOW MANY EMPLOYEES WILL IT IMPACT? WHAT LEVEL OF THE EMPLOYEE? THERE HE IS.

>> ROBERT IS PREPARED WITH ALL THAT INFORMATION.

>> ROBERT KNOWS ME.

>> I DON'T KNOW IF I HAVE ALL, BUT I'LL DO MY VERY BEST.

IT'S AROUND 7,300 EMPLOYEES THAT ARE TOTALLY BEING IMPACTED.

IT'S NOT JUST THOSE EMPLOYEES THAT ARE EARNING BELOW THE 1,350, IT'S ALSO GOING TO BE THOSE COMPRESSION ISSUES AS WE ADJUST THOSE SALARY RATES AS WE GO UP.

>> IT WOULD BE GOOD TO KNOW HOW MANY ARE BELOW THE 1,350 THAT WE'RE RAISING THE BAR FOR, AND THEN THE COMPRESSION RATE SO THAT WE SEE HOW MANY ADDITIONAL PEOPLE JUST BASED ON THE FACT THAT WE MOVED THE BORROW UP, THAT THEY ALSO HAVE AN OPPORTUNITY TO MAKE MORE MONEY.

AS YOU ADD IN THE COMMUNITY TALKING ABOUT THAT, YOU HAVE TO BE ABLE TO LET THEM KNOW EXACTLY WHAT HAPPENED.

I CAN'T SAY WE RAISED IT TO 1,350, BUT I DON'T KNOW HOW MANY PEOPLE WERE IMPACTED IF THAT MAKES SENSE.

IF YOU COULD GET THAT TO THE FULL BOARD, THAT WOULD BE REALLY IMPORTANT.

>> I'LL GET THAT FOR YOU.

>> THANK YOU SO MUCH.

>>

>> STAY THERE ROBERT WHERE I NEED YOU.

BUT BEFORE WE GET TO YOU, THANK YOU ALL FOR THE PRESENTATION.

QUICK QUESTION, I'M WONDERING ON THE PROPOSED EXPENDITURES BY FUNCTION.

THANK YOU FOR THE COMPARATIVE CHART IN THE INCREASE AND DECREASE.

I NOTICED THE 15 PERCENT INCREASE IN FUNCTION 21 INSTRUCTIONAL LEADERSHIP, I'M WONDERING IF THERE'S ANY PARTICULAR STRATEGIES THAT'S IMPACTING THAT, AND WHY WE'RE SEEING THAT JUMP.

>> IT'S BACK TO THE STRATEGIC INITIATIVES, 3.1 MILLION OF THAT IS GOING TO BE FOR THE INCREASE TO EARLY LEARNING, THEN WE HAD A FISCAL NOTE RE-CLASS THAT WE NEED TO RE-CLASS FROM FUNCTIONAL 11 DOWN TO 21, WHICH IS 1.4, AND THEN WE HAD ANOTHER ONE-TIME RE-CLASS OF 1.4, SO THOSE ARE THE MAJORITY OF THE INCREASE.

>> WHAT WERE THOSE FISCAL NOTES FOR?

>> I'D HAVE TO GET THE ACTUAL.

I JUST HAVE A NOTE OF FISCAL NOTE, SO I'D HAVE TO FIND OUT WHICH FISCAL NOTE THEY WERE AND WHAT THE RE-CLASS WAS.

>>THAT'D BE HELPFUL TO EXPLAIN.

>> YEAH, I CAN DO THAT.

>> THANK YOU FOR THE DETAILED PROPOSAL FOR COMPENSATION.

[03:05:04]

JUST A FEW COMPENSATION QUESTIONS, ROBERT.

LOOKING FIRST AT OUR TEACHERS, I THINK THIS MAKES A LOT OF SENSE WHEN WE'RE LOOKING AT THESE.

MY FIRST QUESTION IS THE NEW HIRE SCHEDULE.

FIRST OF ALL, CAN YOU EXPLAIN A LITTLE BIT MORE WHAT THAT IS PARTICULARLY FOR THAT 2 MILLION?

>> YEAH, TEACHERS FROM OUTSIDE THE DISTRICT TO COME IN, SO ONE THING WE'VE SEEN OVER THE LAST COUPLE OF YEARS, IT'S BEEN GRADUALLY INCREASING MORE TEACHERS WITH MORE EXPERIENCE FROM LOCAL DISTRICTS THAN NECESSARILY THEY'RE TAKING FROM US.

WE'VE FOUND YET THAT PRECEDENCE LAST YEAR, SO WE BUDGET THE END.

WE MAY LOSE A TEACHER WHO HAS ZERO YEARS EXPERIENCE, BUT WE MAY HIRE SOMEBODY WITH FIVE YEARS, SIX YEARS OR SEVEN YEARS OR WHATEVER YEARS MAYBE.

WE MAKE SURE TO COVER THAT FUN TO HIRE THAT MORE EXPENSIVE TEACHER.

BECAUSE THEY'RE COMING WITH EXPERIENCE, THEY'LL BE HIRED ABOVE THAT ZERO-LEVEL SCALE.

>> SO THEY'RE ENTERING NOT AT THE NEW TEACHER, EVEN THOUGH THEY'RE ENTERING APPROXIMATELY WHERE THEY'RE PROBABLY AT COMING FROM ANOTHER DISTRICT UNTIL THEY GET A TEI RATING.

>> WELL, WE HAVE A SCALE OF 0-10 YEARS, ANYTHING ABOVE 10 YEARS, WE'LL LOOK AT ON AN INDIVIDUAL BASIS.

WE HAVE A SET RATE, SO ANYBODY WHO COMES IN WITH ONE YEAR EXPERIENCE ARE HIRED IN AT THAT EQUITABLE RATE FOR EVERYONE, BUT WE'RE GETTING MORE EXPERIENCED TEACHERS.

>> I GOT YOU. THIS MIGHT BE A QUESTION FOR YOU, OR ME, OR MAYBE FOR SUZIE.

WE HAVE A LOT OF TEACHERS, AND WE HAD TO MAKE SOME DECISIONS BASED ON TEI GIVEN THE PANDEMIC THAT STONED THIS OFF FOR THE LAST TWO YEARS.

IS THERE ANY CONSIDERATION? I UNDERSTAND THE REASONING FOR THE DIFFERENT JUMPS BASED ON EFFECTIVENESS LEVEL.

I KNOW WE HAVE A NUMBER OF TEACHERS, PROBABLY A NUMBER OF THIRD YEAR TEACHERS A COUPLE OF YEARS AGO THAT WERE READY TO APPLY FOR DTR OR MOVE UP TO PROFICIENT THAT HAVEN'T BEEN ABLE TO DO THAT BECAUSE OF ALL OF THIS.

WHEN I LOOK AT THIS, I THINK THAT'S THE ONE AREA THAT JUMPS OUT TO ME AS WHAT ARE WE DOING? IS THERE ANYTHING WE CAN DO FOR THOSE TEACHERS THAT ARE DTR-ELIGIBLE BUT JUST HAVEN'T BEEN ABLE TO APPLY OR HAVE BEEN AT THEIR THREE YEARS AND HAVEN'T BEEN ABLE TO MOVE TO PROFICIENT ONE, EVEN THOUGH THEY'RE NOW A FIVE-YEAR EXPERIENCED TEACHER GOING INTO NEXT YEAR, THAT MAY FIT OUTSIDE THIS, 1250 TO 1500, TO 1750 TO 2000 RANGE?

>> YEAH, SURE. I THINK THE IMPORTANT THING TO REMEMBER IS THAT LEVEL ADVANCEMENT IS NEVER GUARANTEED UNDER TEI.

>> RIGHT.

>> BECAUSE WE'VE NOT HAD SUFFICIENT APPROPRIATE DATA TO ADVANCE TEACHERS, UNFORTUNATELY SINCE THE 2018, 2019 SCHOOL YEAR, WE CAN'T UNLESS WE HAVE THE FULL BODY OF DATA.

SO EACH YEAR ABOUT 30 PERCENT OF TEACHERS ADVANCE IN THIS YEAR.

WHILE WE'RE NOT ADVANCING THEM LOCALLY UNDER TEI, THEY DO HAVE THAT OPPORTUNITY TO ADVANCE UNDER THE TIA.

WE WILL USE THAT STATE-LEVEL DESIGNATION TO DIFFERENTIATE SOME COMPENSATION, AND OF COURSE, AS SOON AS THAT TEACHER EARNS THAT DESIGNATION, HE OR SHE WOULD BE ELIGIBLE TO GO TO ONE OF THOSE HIGH-PRIORITY CAMPUSES TO DEFINITELY MAKE UP THAT DELAY IN EARNING A DISTINGUISHED EFFECTIVENESS LEVEL.

>> THAT'S INTERESTING. CAN A TEACHER BE PUT UP FOR TIA AND SEE THE INCREASE FROM TIA WITHOUT GOING THROUGH THE DTR PROCESS?

>> WE DEVELOPED AN ALTERNATE METHODOLOGY FOR THE DISTINGUISHED TEACHER REVIEW PROCESS IN THIS SCHOOL YEAR.

WE HAD ABOUT 964 TEACHERS WHO MAY HAVE BEEN KEPT, AS YOU'RE DESCRIBING BY CYS UNDER PRIOR EVALUATION CYCLES DO UNDERGO THAT PROCESS THIS YEAR.

WE WILL USE THAT DTR DATA, BOTH LOCALLY FOR DTR ELIGIBILITY FOR NEXT YEAR, AND IN NAMING TEACHERS FOR A DESIGNATION OF THE STATE.

>> THIS IS NEWS TO ME. WE HAD SOME TEACHERS BECAUSE OF ALL THE THINGS WEREN'T ABLE TO APPLY FOR DTR LAST YEAR, THEY WERE ABLE TO APPLY FOR AND GO THROUGH AN AUGMENTED DTR PROCESS THIS YEAR GIVEN THE DATA.

>> YES, SIR. THAT'S CORRECT.

>> THAT'S AWESOME, OKAY. THEN THIS MAY BE A WHEN WE LOOK AT THIS AMOUNT, I KNOW IT'S NOT PERFECT AND AVERAGES HIDE A LOT OF THINGS, BUT WHAT WOULD THIS RESULT IN AS AN AVERAGE RAISE TO A TEACHER? DO WE HAVE THAT DATA?

>> IT WOULD BE A 2.2-2.6 AVERAGE SALARY INCREASE FOR OUR TEACHERS.

>> OKAY. JUMPING DOWN TO THE SUPPORT STAFF, THE TWO PERCENT OF MIDPOINT AND THE INCREASE CDL DRIVERS AND THEN THE RAISING THE MINIMUM WAGE 1,350 AND CHANGING ALL THE COMPRESSION ISSUES, SCALING AT ALL UPWARD IN CONJUNCTION WITH THAT, IF I'M A PERSON WHO IS IMPACTED BY THE COMPRESSION AND CDL DRIVER AND THE TWO POINTS PRESENT A MIDPOINT, IS THERE A CAP ON THIS FOR ME? AM I GOING TO ONLY GET THE GREATER OF THE COMPRESSION OR THE TWO PERCENT OF RAISE?

[03:10:05]

IS IT GOING TO BE BOTH? HOW DOES THAT FIT IN?

>> WE ALWAYS GRANT THE BENEFIT TO THE EMPLOYEE.

CDL IS A GREAT EXAMPLE THAT YOU BROUGHT UP.

WE'RE INCREASING THE MINIMUM SALARY BY A DOLLAR DUE TO SOME REGIONAL PRESSURES, BUT AS WE GO THROUGH THAT COMPRESSION, IF YOU'RE AN ACTUAL BUS DRIVER, YOU MAY END UP EARNING $1.75 UP TO $1.85 MORE AFTER THIS COMPRESSION ISSUES GO UP BECAUSE OF THE TWO PERCENT, AND SO WE'RE GOING TO BENEFIT THE EMPLOYEE.

>> IS IT POSSIBLE FOR AN EMPLOYEE TO GET ALL THREE OF THESE IMPACT DUE TO THE COMPRESSION, THE $1 PER CDL AND THE TWO PERCENT FOR MIDPOINT?

>> I'D HAVE TO LOOK AT THE INDIVIDUAL.

YOU MAY GET PORTIONS OF THEM THAT SUM UP.

>> OBVIOUSLY, THESE AVERAGES HIDE THINGS.

BASED ON THIS ESTIMATE,11.7 MILLION AND 19.5 MILLION, WHAT'S OUR AVERAGE EXPECTED INCREASE FOR SUPPORT STAFF, NONE-EI STAFF?

>> OVERALL, I'D SAY LIKE FOR EXAMPLE, CUSTODIANS, WE'RE ESTIMATING AROUND 10.2 PERCENT, OUR FOOD SERVICE WOULD BE THAT 9.9 PERCENT TO 10 PERCENT, DEPENDING ON THE POSITION.

OUR TEACHER SYSTEMS WOULD BE AROUND 11 PERCENT.

OUR CDL DRIVERS WOULD BE AROUND 10 OR 10.5 PERCENT, OUR BUS MONITORS WOULD ALSO BE AROUND 10 PERCENT, AND OUR OFFICE MANAGERS WILL ALSO BE IN THAT GROUP.

I NEED TO GET THAT VALUE FROM PAYROLL.

>> YOU CAN AFFORD ALL THIS?

>> YES, SIR.

>> I'M GLAD TO SEE IT, SO I THINK IT WOULD JUST BE HELPFUL.

AGAIN, I KNOW IT HIDES A LOT OF THINGS.

THAT WOULD BE HELPFUL JUST TO SEE THAT LAID OUT WHAT THE AVERAGE WOULD BE AND WHAT THE AVERAGE OVERALL WOULD BE.

I APPRECIATE YOU ALL WITH THE DEPTH AND THAT YOU ALL HAVE LOOKED AT THIS AND PUT THIS ALL TOGETHER.

SO THANK YOU ALL.

>>

>> THANK YOU ALL FOR THE PRESENTATION, BUT ALSO FOR WHAT I'M SURE IS A SIGNIFICANT AMOUNT OF WORK TO PUT THIS TOGETHER.

THE MAIN COMMENT I WANT TO MAKE IS AROUND OUR MINIMUM WAGE AND THE INCREASE TO $1350 AND I THINK YOU MENTIONED TO ME OUR CURRENT MINIMUM WAGES IS $1212.

I GUESS MORE OF A COMMENT THAN A QUESTION, I THINK I REMEMBER, MIGHT'VE BEEN FOUR YEARS AGO, 2016, 2017, WHEN THIS BOARD TOOK THE STEP TO REALLY RAISE THE MINIMUM WAGE FOR OUR WORKERS TO I THINK IT WAS $10 SOMETHING, WHICH WAS THE LIVING WAGE ACCORDING TO, I THINK, THE MIT LIVING WAGE CALCULATORS, AM I RECALLING THAT KIND OF HISTORY CORRECTLY?

>> YES, I THINK YOU'RE CORRECT. MAYBE FIVE YEARS AGO.

>> YEAH. I GUESS MY ISSUE HERE IS I LOOKED AT THE MIT LIVING WAGE CALCULATOR THIS MORNING FOR DALLAS COUNTY AND THAT'S CHANGED DRAMATICALLY.

THAT'S AT $15 TODAY, AND I THINK I JUST CALL THE BOARD AND THE ADMINISTRATION TO REVISIT THIS POINT.

I APPRECIATE YOU LOOKING AT WHAT THE FEDERAL GOVERNMENT'S DOING AND THE TIMELINE, THE FEDERAL GOVERNMENT HAS TO REACH $15 AN HOUR.

AT THE SAME TIME, WE ALL KNOW THAT THE FEDERAL GOVERNMENT HASN'T BEEN THE GOLD STANDARD IN TERMS OF LEADERSHIP, SO PROUD OF THIS BOARD FIVE, FOUR YEARS AGO WHEN THEY TOOK THAT OUT.

I KNOW THE COUNTY HAS DONE SOME WORK IN THIS SPACE, MAYBE 2019.

SO I WOULD REALLY LIKE TO SEE NUMBERS OF WHAT THAT WOULD COST, BUT ALSO ENSURE CS ACT WITH MORE SPEED IN THIS SPACE.

SO I THINK 2025 IS TOO FAR OUT.

I THINK THAT BY THE TIME WE GET THERE, WE STAY BEHIND AND WILL ALWAYS BE BEHIND AND IT'S HARD TO LEAD OR TO SPEAK ON THESE ISSUES, TO ADVOCATE FOR OUR KIDS TO HAVE A LIVING WAGE WHEN WE OURSELVES HAVE STRUGGLED TO DO THAT.

I THINK THAT'S MY ONLY COMMENT, AT LEAST IN THIS ROUND.

SO WANTED TO LEAVE YOU ALL WITH THAT. THANK YOU.

>> THANK YOU, TRUSTEE CARREON.

ANY OTHER QUESTIONS OR COMMENTS? IF YOU'RE VIRTUAL, TRUSTEE IN AND I DON'T THINK I'M ABLE TO SEE IF YOU'RE RAISING YOUR HAND.

I THINK THE TRUSTEES HAVE ALREADY SPOKE TO SOME OF THE QUESTIONS AND CONCERNS I HAD.

[03:15:03]

TIA, I MIGHT HAVE MISSED IT, IS IT? WE'RE NOT PRESUMING THE NUMBER FROM TIA IN THIS BUDGET, OR ARE WE?

>> WE'RE PRESUMING AS STAYING AS IT IS FOR THIS YEAR.

>> WHAT IS IT THIS YEAR?

>> WE'RE RECEIVING JUST UNDER EIGHT MILLION DOLLARS RIGHT NOW.

>> WE JUST KEPT IT?

>> WE JUST ANTICIPATED THAT IT WOULD BE COMPARABLE.

>> THIS ISN'T REALLY FOR THE ADMINISTRATION.

JUST WANT TO MAKE A POINT THAT IT, AGAIN, MAYBE I WILL ASK A QUESTION AT THE END OF THIS, BUT I SEE LAST YEAR'S BUDGET 12.2 PERCENT WE RECEIVE FROM THE STATE, AND THIS YEAR WE'RE AT 8.7 PERCENT FROM THE STATE.

DOES ANYBODY PREPARED TO SPEAK ON WHAT THAT'S LOOKED BACK OVER THE LAST THREE, FOUR, FIVE, SIX YEARS GENERALLY?

>> I'M SORRY, I DIDN'T HEAR THAT QUESTION.

>> THE CURRENT BUDGET THAT WE'RE IN RIGHT NOW IS 12.2 PERCENT OF THAT WE RECEIVE FROM THE STATE AND WE'RE PROJECTING NEXT YEAR IT'S 8.7 PERCENT FROM THE STATE.

IS ANYONE ABLE TO ANSWER WHAT THAT'S BEEN LIKE PREVIOUS YEARS? I THINK I KNOW THE ANSWER, BUT.

>> WE CAN GET THE ACTUAL PERCENTAGE.

I WOULD EXPECT THAT OVER THE COURSE OF TIME HAS GONE DOWN JUST SIMPLY BECAUSE WE WERE GETTING MORE LOCAL DOLLARS THAN WE WERE IN THE PAST.

SO AS YOU DO THAT, THE STATE PORTION GRADUALLY DECREASES, BUT WE CAN GET YOU THE PERCENTAGE BACK FOR A FEW YEARS.

BUT I WOULD EXPECT THAT IT HAS GRADUALLY DECREASED.

>> THANK YOU.

>> I HAVE A QUESTION ON SLIDE 4.

THE STATE REVENUE FROM HAS DECREASED NEARLY 56 MILLION?

>> YES, SIR. WHATEVER YOU COLLECT LOCALLY GOES INTO THE FORMULA AND THEY, IN ESSENCE, TAKE THAT FROM YOU TO GET YOU TO THE EQUALIZE FUNDING.

>> THIS QUESTION CAME UP DURING THE PRESENTATION ON SLIDE 6.

THERE WAS A COMMENT THAT PAYROLLS INCREASED AND IT'S FROM THE COLORED MITIGATION SHIFTING THE PAYROLLS.

THERE REALLY WASN'T AN INCREASE IN PAYROLL THIS LAST YEAR OR THIS YEAR.

THE AMOUNT OF SUPPLIES AND MATERIALS WERE SO HIGH THAT IT IMPACTED THE PERCENTAGE OF PAYROLL?

>> THAT'S CORRECT. IF YOU RECALL, LAST YEAR WE SPENT SEVERAL TENS OF MILLIONS OF DOLLARS ON PPE, PROTECTIVE EQUIPMENT, CLEANING SUPPLIES, THAT THING.

WHILE WE'RE STILL GOING TO HAVE THOSE ITEMS, WE WON'T BE PURCHASING PLEXIGLASS AND THINGS LIKE THAT IN THE SAME QUANTITY, AND SO AS THOSE ITEMS GO DOWN, THEN THE PERCENTAGE OF PAYROLL DOES GO UP.

>> OKAY. I APPRECIATE ALL THE EXPLAINING ON SOME OF THESE LARGE DIFFERENCES ON SLIDE 7, THE REASON BEHIND THOSE.

GLAD I GOT TO MEET WITH YOU SEPARATELY ABOUT THE BUT WE CAN DO THAT OUTSIDE OF THIS MEETING.

BUT I'M GOING TO NEED TO GET A BETTER UNDERSTANDING OF WHAT WE CAN AND CAN'T DO.

I DON'T HAVE ANY OTHER QUESTIONS OF EDUCATION.

COMPENSATION PROPOSALS, TRUSTEE MACKEY ANSWERED THE QUESTIONS I HAD AND MORE, SO THANK YOU ALL FOR THIS PRESENTATION.

I DON'T SEE OTHER QUESTIONS FROM TRUSTEES.

WE'LL CONTINUE THROUGH THE AGENDA ITEMS. WE'RE IN THE MINUTE SECTION.

TRUSTEES, ARE THERE ANY QUESTIONS REGARDING THE MINUTES?

[8. MINUTES SUBMITTED FOR APPROVAL]

I'M GOING TO JUST KEEP MOVING SO YOU'LL STOP ME PUMP THE BREAKS IF I'M MOVING TOO FAST IN THIS SECTION.

TO RUN THE POLICY UPDATE SECTIONS ON 9A THROUGH D,

[9. POLICY UPDATES]

ARE THERE ANY QUESTIONS? SECTION 10, PROPOSED NAME IN A FACILITY, THAT'S 10A THROUGH H. SOMEBODY HAVE A QUESTION OR COMMENT?

[10. PROPOSED NAMING OF FACILITIES]

THE CHIEF OF STAFF DIVISION, THAT'S 13, 14,

[12. CHIEF OF STAFF DIVISION]

AND 15, ARE THERE ANY QUESTIONS OR COMMENTS? EXCUSE ME.

[03:20:04]

TRUSTEE FOREMAN HAS A QUESTION ON 23A SCHOOL LEADERSHIP.

IS ANY OTHER TRUSTEE HAVE A QUESTION BEFORE THAT ONE? TRUSTEE FOREMAN, THE FLOOR IN 23A SCHOOL LEADERSHIP.

TRUSTEE FOREMAN, CAN YOU TURN YOUR MIC ON, PLEASE?

>> I'M SORRY. I KNOW I TAUGHT AWHILE.

THIS PARTICULAR INNER LOCAL AGREEMENT BETWEEN DALLAS ISD AND THE UNIVERSITY OF NORTH TEXAS AT DALLAS.

SO IS THIS A TUITION REIMBURSEMENT BY THE DISTRICT OR THE STUDENTS PAYING THEIR OWN TUITION?

>> PRESIDENT HENRY, TRUSTEES, SUPERINTENDENT HERE, SOMEONE HAD THE NAME HARRIS'S WITH US DURING THIS TIME AS WELL STEP IN.

I'D BE ABLE TO ANSWER THAT DETAIL QUESTION OF TUITION REIMBURSEMENT.

>> OKAY.

>> MA'AM , ARE YOU ON?

>> IF SHE'S NOT ON, YOU CAN GET THE INFORMATION FOR ME.

>>YES, MA'AM.

>> BECAUSE THIS IS A MASTER'S DEGREE PROGRAM.

I DO KNOW THAT ONE OF THE THINGS THAT I'VE HAD SOME CONCERNS ABOUT WITH THE DISTRICT IS IN THE PRINCIPAL PROGRAM, MOST OF THE PEOPLE THAT WERE ACCEPTED FOR THE PROGRAM, VERY FEW OF THEM WERE FROM MY SIDE OF TOWN, AND SO IF WE ARE DOING SOME REIMBURSEMENT, WE NEED TO MAKE SURE THAT THESE PROGRAMS ARE EQUALIZED AND THAT'S MY ONLY CONCERN.

>> OKAY. I'LL GET THAT FOR YOU.

>> IF YOU WOULD GET THAT FOR US, I WOULD APPRECIATE IT.

>> YES, MA'AM.

>> THANK YOU, SIR.

>> YOU'RE WELCOME.

>> THANK YOU, TRUSTEE FOREMAN.

NOW, MOVING ONTO IT DIVISIONS OF 25 AND 26.

I'M GOING TO CONTINUE TO THE FINANCIAL.

>> START AT 26A, PLEASE.

>> OKAY. 26A, TRUSTEE FOREMAN?

>> YES.

[26. Enterprise Applications]

>> GOOD AFTERNOON TRUSTEE FOREMAN?

>> HEY JACK. HOW ARE YOU?

>> VERY WELL. THANK YOU.

>> GOOD.

JACK IN READING LAST NIGHT, I NOTICED JUST IN THE JUSTIFICATION.

THIS IS ANOTHER INSTANCE WHERE WE BOUGHT A PROGRAM IN 2018 AND THEN 2020, WE HAD DITCHED THAT PROGRAM AND WE HAD ANOTHER PROGRAM.

>> YES, MA'AM.

>> THAT BECOMES AN ONGOING CONCERN OF MINE IS THAT WE CONTINUE TO BUY THESE PROGRAMS AND THEN WE GET RID OF THE PROGRAMS SO WE ARE SPENDING MILLIONS OF DOLLARS ON PROGRAMS THAT WE REALLY DON'T USE.

THE QUESTION IS, ENSURE THAT THE SOFTWARE PROGRAMS THAT WE ARE PURCHASING ARE GOING TO BE APPLICABLE FOR US, AND WE DON'T KEEP GOING THROUGH THIS VICIOUS PATTERN OF SPENDING MILLIONS OF DOLLARS AND THEN NOT USING THE PROGRAM?

>> YES, MA'AM. THANK YOU FOR THAT QUESTION. YOU'RE RIGHT.

I THINK IN THIS CASE, WE STARTED WITH ONE SOFTWARE PRODUCT FOR ASSESSMENTS.

THERE'S TWO TYPES OF ASSESSMENTS THAT ARE RUN IN THE SOFTWARE.

ONE IS JUST THE COMMON ASSESSMENT THAT TEACHER'LL ADMINISTERED THROUGHOUT THE REGULAR COURSE OF INSTRUCTION, AND THE SECOND IS THE END OF COURSE PERFORMANCE.

WE RAN INTO SOME ISSUES, PERFORMANCE ISSUES WITH THE FIRST SOFTWARE THAT WE BOUGHT, WE SWITCHED MIDSTREAM TO THIS OTHER PRODUCT, BUT TO ANSWER YOUR QUESTION DIRECTLY, WE DO MEASURE THE ADOPTION OF THESE TOOLS JUST IN TERMS OF THE NUMBER OF TEACHERS THAT USE THEM, THE NUMBER OF STUDENTS THAT LOGIN AND USE THESE APPLICATIONS, AS WELL AS THE NUMBER OF ASSESSMENTS THAT ARE MINISTERED IN THE APPLICATION.

I DON'T HAVE THOSE DATA POINTS AT MY FINGERTIPS, BUT WE CAN CERTAINLY PROVIDE THOSE IF IT'S OF INTEREST TO YOU.

>> I GUESS THE BIG QUESTION TO ME IS BEFORE WE PROCURE, DO WE ENSURE THAT THESE PROGRAMS ARE WORKING SOMEWHERE ELSE? NOT AS OPPOSED TO ONCE WE GET THEM, THEN WE MEASURE.

A GOOD EXAMPLE, HAD NOTHING TO DO WITH YOU, BUT POWERSCHOOL, A NIGHTMARE.

FROM A TECHNOLOGY STANDPOINT, I KNOW IT'S SOMEWHAT DIFFICULT, BUT I THINK THAT WE REALLY NEED TO MAKE SURE THAT WE ARE MEASURING AND MAKING SURE THAT THESE PROGRAMS ARE GOING TO WORK BECAUSE WE'RE SPENDING MILLIONS OF DOLLARS AND THROWING THEM AWAY.

>> YES, MA'AM.

>> AGAIN, I WAS JUST UP LATE READING LAST NIGHT AND SAW THAT.

>> YES, MA'AM. I AM PLEASED TO REPORT THAT I THINK THE SYSTEM THAT WE'RE USING NOW IS GOING REALLY WELL.

IT'S PERFORMING WELL.

IT'S HAD GREAT ADOPTION IN THE CLASSROOMS AND THAT'S WHY WE WERE RECOMMENDING TO CONTINUE IT FOR ONE MORE YEAR.

[03:25:02]

>> ALL RIGHT. THANK YOU SO MUCH.

>> THANK YOU.

>> THANK YOU. TRUSTEE FOREMAN, WE'RE CONTINUING THROUGH THE AGENDA, FINANCIAL SERVICES DIVISION THAT'S 28, 29, 30.

>> OKAY. 30B AS IN BOY.

[30. Budget Services]

>>

>> OKAY, DWAYNE HELP ME UNDERSTAND WHY WE NEED THIS TEMPORARY APPROPRIATIONS BUDGET.

>> YES, MA'AM.

AT THE END OF JUNE, THE BOARD APPROVES THE OVERALL BUDGET AND BY THE TIME WE HAVE THE OPPORTUNITY TO UPLOAD IT, AND WE HAVE, THE DISTRICT CLOSES THE FIRST WEEK IN JULY, THERE'S NOT ENOUGH TIME TO GET ALL THAT DONE AND ENTER REQUISITIONS FOR THE FIRST PART OF JULY, AND SO WHAT WE HAVE DONE FOR THE PAST THREE YEARS IS DO A TEMPORARY APPROPRIATIONS WHICH ALLOWS US TO LOAD ONLY THAT PORTION OF THE ORGS BUDGET, WHICH WILL THEN ALLOWS THEM TO ENTER REQUISITIONS IN JUNE FOR JULY 1.

LIKE FOR SUMMER SCHOOL, THOSE TYPE ITEMS THAT ARE GOING TO HAPPEN VERY CLOSE TO JULY 1, IT ALLOWS THEM NOT TO HAVE PURCHASING UNAUTHORIZED PURCHASE BECAUSE THEY DIDN'T HAVE A PO BY THE TIME THE ACTIVITY STARTED.

WHAT WE ASK EACH ORGANIZATION TO DO IS GIVE US THEIR LIST AND DOLLAR AMOUNT OF THINGS THAT THEY BELIEVE WILL NEED TO HAPPEN OR BE AVAILABLE TO HAPPEN AT THE FIRST PART OF JULY, AND THIS ALLOWS THEM TO GET A PO IN PLACE EFFECTIVE JULY 1 TO BE ABLE TO MAKE THAT PURCHASE LEGAL.

>> THIS ACTUALLY ROLLS INTO THE 2021-2022 BUDGET,

>> IT IS PART, YES.

I'LL GIVE YOU A FOR INSTANCE, IF MY BUDGET IS A MILLION DOLLARS AND I ASK FOR 10,000, I'LL GET 10,000 IN JUNE TO ENTER THE PO AND THEN AFTER THE BOARD APPROVES, WHATEVER IS APPROVED, THAT WILL GET UPLOADED AND IT'S NOT AN INCREASE TO THE BUDGET, IT'S JUST A PORTION TO GET THE POS ISSUED.

>> ALL RIGHT. THANK YOU VERY MUCH.

>> YOU'RE WELCOME.

>> THANK YOU TRUSTEE FOREMAN AND THE QUESTIONS 31

[31. Special Revenue Funds Management]

>> 31A.

>> 31A. TRUSTEE FOREMAN?

>> YOU SHOULDN'T HAVE LEFT ME.

THIS IS ON RECEIVING THE GRANT FUNDS.

WHERE WOULD I FIND THE GRANT FUNDS AS A PART OF THE BUDGET? OR ARE THEY?

>> THESE GRANT FUNDS ARE GOING TO BE PUT INTO THE SPECIAL REVENUE ACCOUNT.

IS THAT WHAT YOU'RE ASKING ME?

>> WHERE WILL THEY BE?

>> THEY ARE IN THE FUNDS 200 SERIES, NOT IN 199.

THEY'RE ACCOUNTED FOR IN THEIR OWN SEPARATE.

EACH OF THESE GRANTS HAVE THEIR OWN SEPARATE FUND TO BE ABLE TO DOCUMENT AND SEND CLAIMS IN FOR REIMBURSEMENT, LIKE FOR TITLE ONE, HAS ITS OWN SEPARATE FUND TO BE ABLE TO, AND SO THEY'RE ALL IN THE 200 SERIES.

>> THAT LEADS ME TO A QUESTION AND WE CAN HAVE A CONVERSATION ABOUT IT LATER, IS HOW DOES IT OFFSETS THE FUNDS THAT WE'VE ALREADY BUDGETED FOR SOME OF THIS? BUT WE CAN HAVE A CONVERSATION ABOUT THAT.

>> I'LL JUST QUICKLY, AND WE CAN HAVE ANOTHER CONVERSATION AS WELL, BUT THESE ARE SUPPLEMENTAL OBVIOUSLY.

THEY'RE ABOVE AND BEYOND WHAT THE GENERAL FUND BUDGET IS.

>> CORRECT.

>> THEY ARE TO ENHANCE WHAT WE'RE PROVIDING AS A BASELINE, BUT THEY ARE PUT INTO THE SPECIAL REVENUE FUNDS OF 200 SERIES IN ADDITION TO WHAT EITHER DEPARTMENT OR CAMPUS ALREADY RECEIVED.

>> ONE OF THE THINGS I GUESS THAT, THAT'S WHY WE'LL HAVE THIS CONVERSATION, IS THAT WE BELIEVE A SPECIFIC AMOUNT BASED ON THE BUDGET, IT WHAT'S GOING TO BE SPENT ON A SPECIFIC ITEM BUT THERE ARE ADDITIONAL FUNDS, BASED ON ANOTHER FUND THAT COULD BE SPENT ON SOME OF THE SAME THINGS SO I'VE GOT TO GET A BETTER PICTURE.

>> WE CAN DEFINITELY

>> IT'LL TAKE TIME. I'M SLOW, SO IT'LL TAKE TIME.

>> ALL I WAS GOING TO SAY IS THE RULE IN RELATION TO FEDERAL FUNDS AND GRANT FUNDS, PARTICULARLY AS THE SUPPLEMENT NOT SUPPLANT, SO IF WE ARE TYPICALLY PAYING FOR A POSITION OUT OF THE GENERAL FUND, WE CAN'T PAY FOR THAT NOW THAT WE HAVE A GRANT FUND OUT OF THAT FUND, WE HAVE TO PROVIDE ADDITIONAL SERVICES.

I'M MORE THAN HAPPY TO WORK THROUGH ALL THAT WITH YOU BUT THESE GRANTS ARE ALL FUNDED THROUGH, THEY ARE EITHER FEDERAL OR STATE FUNDS AND THEY HAVE THEIR OWN SEPARATE FUND FOR CLAIMING PURPOSES.

>> I KNOW, BUT WE'VE ALLOCATED SOME OF THE FUNDS ALREADY READY FROM THE REGULAR BUDGET AND SO THERE ARE ADDITIONAL FUNDS THAT MIGHT BE IN A SPECIFIC AREA, BUT WE'LL TALK ABOUT THAT LATER.

[03:30:02]

>> YOU ARE CORRECT.

THEY'LL BE AN ORGAN, THE GENERAL FUND THAT HAS RESOURCES AND THAT SAME ORG WILL HAVE MONEY OUT OF THE FEDERAL PROGRAMS. YOU ARE CORRECT.

>> I KNOW. I KNOW.

THANK YOU. I'LL CALL YOU.

OKAY. I THINK THAT'S THE LAST ONE THAT I HAVE.

>> THANK YOU. TRUSTEE FOREMAN.

ANY OTHER QUESTIONS 32, 33, AND 34?

>> 34.

>> 34.

>> THIS IS ON

[34. Construction Services]

THE WEST DALLAS STEM SCHOOL.

WHAT'S THE TOTAL COMMITTED AMOUNT FOR THIS PROJECT? I MIGHT HAVE JUST MISSED IT.

>> THAT PROJECT IS IN MULTIPLE PHASES?

>> YEAH, THAT'S THE PROBLEM WITH IT, MULTIPLE PHASES, I CAN'T KEEP UP.

>> THE TOTAL IS $36 MILLION.

>> GOT YOU. OKAY.

>> THANK YOU TRUSTEE FOREMAN 35 REAL PROPERTY MANAGEMENT AND 36 MAINTENANCE AND FACILITY SERVICES, SHE'S CLOSED HER BINDER, ANY OTHER TRUSTEES? ALL RIGHT TRUSTEES.

ARE THERE ANY ADDITIONAL QUESTIONS? IT IS 3:54 PM, AND THIS MEETING IS ADJOURNED. THANK YOU ALL.

>> THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.