[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]
[00:00:03]
GOOD MORNING AND WELCOME TO THE BOARD BRIEFING, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.
PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.
[INAUDIBLE] HONOR, THE TEXAS FLAG, THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEOCONFERENCE, A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
DISTRICT ONE, EDWIN FLORES IS ON HIS WAY.
DISTRICT TWO, DUSTIN MARSHALL.
DISTRICT THREE, DAN MICCICHE, DISTRICT FOUR, KARLA GARCIA IS ON WAY, DISTRICT FIVE.
JOYCE FORMAN, DISTRICT SEVEN, BEN MACKEY, DISTRICT EIGHT.
JOE CARRYON AND DISTRICT NINE.
JUSTIN HENRY, OUR SUPERINTENDENT SCHOOL IS MICHAEL HINOJOSA JOINS US AND I AM BEN MACKEY, BOARD PRESIDENT.
THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA THROUGH DALLAS ISD AND ESPANOL ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE.
TRANSMITTED SIMULTANEAMENTE IN ESPANOL A TRAVéS DE LAS REDES SOCIALES FOR DALLAS ISD EN ESPANOL AND FACEBOOK IN LA PAGINA WEB DE LA ST2.
EVERYONE IS ASKED TO PLEASE WEAR YOUR MASK OVER YOUR NOSE AND MOUTH WHILE ON DISTRICT PROPERTY?
[2. ACKNOWLEDGEMENTS]
WE'LL NOW MOVE ON TO SEGMENT TWO OF OUR MEETING ACKNOWLEDGMENTS.I DON'T SEE ANY ELECTED OR PUBLIC OFFICIALS IN THE AUDIENCE, SO WE WILL MOVE ON TO ITEM
[3. PUBLIC FORUM]
THREE, PUBLIC FORUM.OUR AGENDA NOW CALLS TO THE PUBLIC FORUM SEGMENT OF OUR MEETING.
HOWEVER, I WAS INFORMED NO ONE SIGNED UP TO SPEAK OR WE DO HAVE ONE PERSON.
SORRY, MS. SCULLY, WILL YOU PLEASE CALL THE NAMES OF OUR SPEAKERS? MICROPHONE.
I WOULD LIKE TO REMIND OUR SPEAKER THAT YOU HAVE THREE MINUTES, PLEASE STATE YOUR NAME.
ALL SIDES TO THE GRADUATES WHO ALSO BECAME TEACHERS IN THE DISTRICT.
I DECIDED ONLY YESTERDAY TO BE HERE.
MY COMMENTS ARE LOOSE, THOUGH I HAVE HANDOUTS AND WE'LL SEND ADDITIONAL COPIES LATER.
WHEN YOU DISCUSS CHANGES TODAY TO THE STUDENT CODE OF CONDUCT, PLEASE DISCUSS ON OFF CAMPUS BEHAVIOR.
IN MY NEIGHBORHOOD, AT LEAST 50 STUDENTS NOT ON CAMPUS REGULARLY BREAK LAWS AND STANDARDS IGNORED BY LAW ENFORCEMENT.
ALL OF THIS REPORTED TO LAW ENFORCEMENT IN THE SCHOOL DISTRICT OVER FOUR MONTHS.
I'D RATHER BE POSTING POSITIVE NEWS ON FACEBOOK ABOUT THE SCHOOLS I LOVE OR WORKING ON ON THE GRADUATE TOGETHER SHIRTS PROGRAM I FOUNDED.
IN ADDITION TO SELF EXPLANATORY PHOTOS, I'VE LISTED VIOLATIONS THE AFFECTED AREAS IN RELATED SECTIONS OF THE CODE OF CONDUCT.
AS YOU BROWSE THE PHOTOS KNOW THAT NO AMOUNT OF MARKETING ERASES WHAT PROSPECTIVE PARENTS SEE IN THIS ACTIVITY.
THE TEXAS EDUCATION CODE ALLOWS PEACE OFFICERS TO PICK UP STUDENTS ANYWHERE AND TAKE THEM BACK TO CAMPUS.
IT'S NOT AN ARREST, NOR A PIPELINE TO PRISON.
IT'S PUTTING THEM IN A CLASSROOM.
THE WORD PORT IS MENTIONED 32 TIMES IN BOARD POLICY FED LEGAL, YET SEEMS NON-EXISTENT IN THE CURRENT ENVIRONMENT.
ASK YOU TO PLEASE PASS THE PROPOSED CHANGES, PRESENTED IT BY STAFF TODAY.
ADD ALSO THAT ONCE A STUDENT ARRIVES TO CAMPUS BY ANY MEANS, THEIR IDLE TIME BE SPENT ON CAMPUS IN A SUPERVISED SETTING.
ENROLL THEM IN ADDITIONAL COURSES AND STUDENT ACTIVITIES.
ADD AN OPTIONAL ALLOWED FOR MAGNET SCHOOLS, ADD LOSS OF TRANSFER FOR THOSE WHO ARE REPEAT OFFENDERS.
ENFORCE EXISTING LAWS AND STANDARDS OF CONDUCT.
LOAN A STAFF TO FILL VACANT MONITOR POSITIONS UNTIL THEY ARE FILLED.
AND PLEASE REINSTATE ALL STUDENT, PARENT AND COMMUNITY ACTIVITIES.
IT'S MY FIRM BELIEF THAT THIS NEGATIVE ENERGY IS BEING PLAYED OUT IN THE NEIGHBORHOOD BECAUSE YOU'VE TAKEN SO MUCH AWAY FROM THEM.
THANK YOU, SO WE'LL NOW MOVE ON TO ITEM FOUR, CLOSED SESSION.
[4. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
THE BOARD ONE HOUR OF TIRED OF CLOSED SESSION THE PUBLIC AND STAFF ARE WELCOME TO STAY CONNECTED TO ZOOM, WHILE THE BOARD LEAVES THIS MEETING TO ATTEND A CLOSED SESSION.THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION.
THE BOARD WILL RETIRED A CLOSED SESSION PURSUANT TO THE TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT
[00:05:06]
LIMITED TO, THE FOLLOWING SECTIONS 551071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION OR ON A MATTER WHICH THE DUTY OF THE STATE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES, THE PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS.CLEARLY, CONFLICTS WITH THIS CHAPTER, INCLUDING TEI RELATED LITIGATION 551072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SELL OR VALUE OF REAL PROPERTY AND
[5. VISION/PROGRESS MONITORING]
SEE 551074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICE OR EMPLOYEE, INCLUDING THE SUPERINTENDENT OF SCHOOLS.I ESTIMATE WILL BE IN CLOSED SESSION FOR ABOUT AN HOUR.
OK, THE TIME IS NOW 12:54 P.M.
NO DECISION WAS MADE DURING CLOSED SESSION AND SO WE'RE MOVING ON TO AGENDA ITEM NUMBER FIVE, VISION PROGRESS MONITORING STUDENT OUTCOME GOALS.
TPMS FOUR POINT FOUR AND FIVE POINT THREE.
GOOD AFTERNOON, EVERYONE, THANK YOU FOR THE OPPORTUNITY TO SHARE THE OUTCOMES FROM OUR GOALS, GPMS FOR 4.4 AND 5.3.
WE HAVE A PICTURE HERE, SO IN THESE TWO GOALS, WE'RE GOING TO BE SHARING UPDATES ON OUR FAFSA AND TASFA RESULTS, AS WELL AS OUR MIDDLE GRADES BEGINNING OF YOUR MAP SCORES FOR READING.
THE HEADLINES THAT WE'D LIKE TO SHARE.
SO FOR OUR FAFSA AND TASFA, THE PERCENT OF STUDENTS COMPLETING THESE REMAINED RELATIVELY UNCHANGED FROM THE PRIOR YEAR, BUT WE DID EXCEED THE REVISED COVID TARGET FOR 2020-2021 FOR MIDDLE GRADES MAP BEGINNING OF THE YEAR READING THERE WAS A SLIGHT INCREASE IN THE PERCENT OF STUDENTS AT THE 50TH PERCENTILE COMPARED TO THE END OF THE YEAR.
HOWEVER, OUR RESULTS DO NOT YET MEET THE PRE-PANDEMIC EXPECTATIONS, AND EVEN WITH THIS SLIGHT INCREASE, LESS THAN 40 PERCENT OF OUR STUDENTS WERE PERFORMING AT THE 50TH PERCENTILE MARK, WHICH OBVIOUSLY IS VERY CONCERNING.
SO HERE YOU CAN SEE THAT FOR GPM 4.4, WHICH IS THE PERCENT OF STUDENTS WHO WERE COMPLETING A FAFSA OR FAFSA, WILL INCREASE FROM SIX 68.5 TO 75 BY 2025.
WE HAD HAD A TARGET OF SIXTY FIVE PERCENT.
WE DID REACH SIXTY NINE PERCENT THIS LAST YEAR.
AND SO THAT IS ABOVE THE REVISED TARGET AND HELPS PUT US BACK ON TRACK TO THE OVERALL GOAL.
I'LL DIG IN A LITTLE BIT MORE DEEPLY INTO WHERE WE ARE WITH FAFSA/TAFSA COMPLETION NUMBERS.
SO WE HAVE IDENTIFIED A COUPLE OF THE PLACES WHERE WE'VE HAD SOME CHALLENGES THAT WE WANT TO ADDRESS IN TERMS OF INCREASING THE COMPLETION NUMBERS.
THE CURRENTLY OUR BASELINE DATA FOR STUDENTS ELECTING TO OPT OUT.
IT IS NOT, IT WAS NOT A REQUIREMENT FOR STUDENTS TO COMPLETE FAFSA/TAFSA AND SO WE DID NOT HAVE INFORMATION ON OPT OUT.
THERE ARE SOME FAMILIES WHO SELECT NOT TO DISCLOSE FINANCIAL INFORMATION THROUGH THAT PROCESS.
THAT'S OBVIOUSLY A VERY SMALL NUMBER OF OUR STUDENTS, BUT WE ARE GOING TO BE WORKING ON COLLECTING OPT OUT DATA.
OVER THE PAST TWO YEARS, THERE ARE APPROXIMATELY FOUR PERCENT OF OUR STUDENTS WHO ARE SENIORS WHO HAD DISABILITIES THAT MADE IT UNLIKELY THAT THEY WOULD APPLY TO POST-SECONDARY EDUCATION.
AGAIN, WE WILL BE WORKING TO COLLECT OPT OUT DATA IN THE EVENT THAT STUDENTS DON'T COMPLETE THAT.
AND THERE IS ALSO A LACK OF DATA RIGHT NOW ON THE NUMBER OF STUDENTS WHO ARE ELIGIBLE TO COMPLETE TASFA, WHO ARE INELIGIBLE TO COMPLETE TASFA BECAUSE WE DON'T ACTUALLY HAVE INFORMATION ON STUDENTS WHO ARE NOT ABLE FOR FAFSA OR TASFA.
AND AGAIN, OUR GOAL IS GOING TO BE TO GET TO 100 PERCENT COMPLETION FOR BOTH OF THESE.
AND SO EITHER THROUGH FILLING OUT THE FORMS OR THROUGH OPTING OUT.
WE HOPE TO BE ABLE TO INCREASE OUR NUMBERS EVEN HIGHER.
THE NEXT GPM THAT WE WANTED TO SHARE INFORMATION ABOUT IS OUR MIDDLE GRADES, MAP SCORES AND WE DID MISS THE REVISED 21 END OF YEAR TARGET.
ALTHOUGH WE HAVE SEEN A SLIGHT INCREASE AT THE BEGINNING OF THE YEAR FOR MAP, THE REVISED TARGET WAS 39.
WE ONLY HAD THIRTY SIX POINT FIVE PERCENT OF OUR STUDENTS WHO WERE ABLE TO REACH THE TARGET AT THE END OF LAST YEAR.
WE DID SEE A SLIGHT INCREASE AT 36.5, 38.5, UP FROM THE SPRING, AND WE ARE WORKING VERY HARD TO MAKE SURE THAT WE'RE ON TRACK TO MEET THAT.
WE DID SEE AN INCREASE IN THE PARTICIPATION IN THE FALL.
AND SO WE DO THINK THAT'S IMPORTANT AND WE'RE GOING TO CONTINUE TO DRIVE THOSE NUMBERS UP.
[00:10:01]
I WANT TO SHARE SOME OF THE SUPPORTS THAT WE HAVE IN PLACE.SOME OF THE SUPPORTS THAT WE HAVE IN PLACE FROM OUR SCHOOL LEADERSHIP TEAM AROUND MIDDLE GRADES, WE ARE VERY INTENSELY FOCUSED ON DOMAIN ONE SUPPORTS THAT INCLUDES NEW LESSON PLANS THAT ARE SUPPORTIVE FOR TEACHERS DURING THIS TIME, THAT FOCUS VERY INTENSIVELY ON ACCELERATION STRATEGIES, SUPPORTS FOR SMALL GROUP INSTRUCTION.
AND THEN, AS WE HAVE SHARED PREVIOUSLY, WE'VE ALLOCATED ADDITIONAL FUNDING FROM ESSER TO OUR HIGH NEEDS SCHOOLS.
IN OUR AIM SCHOOLS IN PARTICULAR, WE HAVE A FOCUS ON OUR AFRICAN-AMERICAN STUDENTS USING A DISAGGREGATED DATA DASHBOARD SO THAT WE CAN ENSURE THAT WE ARE APPLYING STRATEGIES TO ACCELERATE PERFORMANCE OF OUR AFRICAN-AMERICAN STUDENTS IN PARTICULAR.
AND THEN WE HAVE MAPS, SUPPORTS BOTH AROUND THE TECHNICAL ASPECTS OF USING THE ASSESSMENT AND HOW TO USE THE DATA FROM IT, AND ALSO FOR THE INSTRUCTIONAL FOCUS THAT GOES ALONG WITH THAT.
AND SO AS WE ROUND OUT THIS, I JUST WANTED TO SHARE SOME OF OUR NEXT STEPS IN OUR AREAS OF FOCUS FOR THESE TWO GPM GOALS.
WE ARE VERY FOCUSED ON FAFSA AND TAFES FOR COMPLETION AND IN THE ABSENCE OF HAVING STUDENTS WHO COMPLETE THOSE MAKING SURE THAT WE HAVE OPT OUT FORMS. SO THAT WE CAN DEMONSTRATE A FULL BODY OF STUDENTS HAVING COMPLETED IT OR OPT IT OUT.
WE'LL CONTINUE TO FOCUS ON OUR DOMAIN ONE SUPPORTS FOR A MIDDLE GRADES IN ADDITION TO THE OTHER WORK THAT WE'RE DOING WITH ALL OF OUR SCHOOLS.
AND THEN WE'LL CONTINUE OUR MAP SUPPORT, BOTH INSTRUCTIONAL AND TECHNICAL FOR OUR STUDENTS.
SO I'D BE HAPPY TO TAKE ANY QUESTIONS YOU MAY HAVE.
TRUSTEES WILL NOW TAKE ANY QUESTIONS.
TRUSTEE HENRY, FOLLOWED BY TRUSTEE FOREMAN, FOLLOWED BY TRUSTEE FLORES.
JUST HAVE A EXCUSE ME, A FEW QUESTIONS, I HOPE YOU CAN HEAR ME.
SO WHEN YOU TALKED ABOUT FAFSA AND TAFSA, ONE OF THE THINGS IS IS THAT YOU TALKED ABOUT THE OPT OUT DATA AND THAT YOU HAD NOT BEEN COLLECTING THE WE HAVE NOT BEEN COLLECTING THE OPT OUT DATA.
IS THAT CORRECT? WE HAVE SOME OF IT.
WE DID NOT HAVE A FULL COMPLEMENT OF OPT OUT DATA.
AND SO THAT'S ONE OF THE AREAS OF FOCUS THAT WE'RE GOING TO MAKE SURE THAT WE'RE WORKING ON.
SO AND I WANT TO UNDERSTAND WHAT THE OPT OUT DATA IS.
IS THAT JUST THE FINANCIAL INFORMATION THAT'S COMING FROM THE FAMILY? THAT'S CORRECT.
ONLY THAT'S THE ONLY THING THEY CAN OPT OUT ON IS IS CAN THEY JUST OPT OUT OR NOT DOING FAFSA AND TAFSA COMPLETELY? THE OPT OUT WOULD INDICATE THAT THEY ARE NOT COMPLETING THE FAFSA OR TAFSA FORM AT ALL, THAT THEY'RE NOT DISCLOSING THEIR FINANCIAL INFORMATION.
WE DO HAVE A GROUP OF STUDENTS WHO ARE INELIGIBLE TO FILL OUT EITHER FAFSA OR TAFSIR.
IF YOU ARE NOT DOCUMENTED AND YOU HAVEN'T LIVED IN TEXAS FOR 36 MONTHS, SO DO WE COMPLETE THAT AND DO WE KNOW THAT NUMBER OF STUDENTS? BECAUSE IT JUST APPEARS TO ME, I'M NOT A MATHEMATICIAN, BUT IT APPEARS TO ME IF WE DON'T KNOW THAT NUMBER, THEN WE STILL DON'T KNOW WHO'S OPTING OUT AND WHO'S NOT OPTING OUT.
AND THE WORK THAT WE ARE DOING THIS YEAR IN PARTICULAR, IS TO ENSURE THAT WE HAVE ONE HUNDRED PERCENT COMPLETION, EITHER THROUGH FILLING OUT THE FORMS OR KNOWING THAT THEY ARE INTENTIONALLY OPTING OUT OR CANNOT FILL IT OUT.
DR. LUSK YEAH, I THINK THAT'S ACCURATE.
I WANT TO POINT OUT THAT YOU'RE RIGHT, TRUSTEE FOREMAN.
IT IS A LITTLE BIT OF A MOVING TARGET OR TARGET THAT'S HARD TO DETERMINE, RIGHT? SO THAT'S ACCURATE.
I THINK THE OTHER THING THAT I WOULD JUST DOUBLE DOWN ON IS THE POINT THAT WE ARE GOING TO TRY TO MAKE SURE EVERY STUDENT WHO WHO IS ELIGIBLE AND WHO CHOOSES TO DOES SO AND WE'RE NOT GOING TO ENCOURAGE STUDENTS OPT OUT.
BUT OBVIOUSLY THAT'S AN OPPORTUNITY THAT THEY HAVE.
BUT PART OF THE GRADUATION PLAN IS FOR THEM TO COMPLETE FAFSA AND TAFSA.
SO IT'S NOW THAT YOU MENTIONED THAT SINCE THAT'S PART OF THE GRADUATION PLAN, IF THEY DON'T COMPLETE IT, HOW DOES THAT AFFECT THE GRADUATION PLAN? BECAUSE SOME PEOPLE ARE JUST NOT GOING TO DO IT BECAUSE THEY DON'T WANT TO GIVE YOU THEIR FINANCIAL INFORMATION AND I'M WITH THEM, I WOULDN'T GIVE IT TO YOU.
YES, STUDENTS WILL HAVE AN OPPORTUNITY TO DO SO, BUT WE'LL HAVE TO DOCUMENT THE FACT THAT THEY AND THEIR PARENTS ARE CHOOSING NOT TO DO SO.
THAT'S ALSO WE'LL HAVE TO JUST BE EFFECTIVE IN OUR COMMUNICATION.
BUT HOW DOES IT HOW DOES THAT AFFECT THE GRADUATION? IT WON'T AFFECT IT NEGATIVELY.
PARENTS HAVE THAT OPPORTUNITY, BUT I WANTED TO MAKE SURE YES, MA'AM, JUST BECAUSE THEY DON'T FILL OUT THE FAFSA OR THE TAFSA DOESN'T MEAN THAT IT WOULD AFFECT THEIR GRADUATION.
OK, I JUST NEEDED TO GET THAT CLEAR.
CAN I CLARIFY ONE THING ALSO? WHEN FAMILIES FILL OUT THE FAFSA, THAT INFORMATION ACTUALLY DOES NOT COME TO US.
I KNOW IT GOES ALL ALL OVER THE WORLD.
IT GOES TO THE IT GOES TO THE KARLA EVERYWHERE FOR EVERYBODY.
ONCE IT GOES IN THAT DARK HOLE.
[00:15:03]
YEAH.SO THE OTHER QUESTION I WANTED TO ASK, DID YOU COME TO CORRECT ME, BIRTHDAY LADY? SO THE OTHER QUESTION IS IS HOW DO WE DO IT BASED ON STUDENTS BEING IN THE VIRTUAL PROGRAM? HOW DO WE HOW DO WE COLLECT FAFSA AND TAFSA WITH THEIR, YOU KNOW, TRUSTEE FOREMAN? THAT'S A FAIR QUESTION.
AND OBVIOUSLY NOW WE'RE GOING THROUGH MULTIPLE SCHOOL YEARS IN THIS PROCESS, RIGHT? BUT IT'S LIKE EVERYTHING LIKE THE WAY WE'VE DONE BUSINESS, YOU KNOW, IN MANY SECTORS, IF YOU WILL.
BUT WE HAVE FIGURED SOME OF IT OUT AND SOME HAVE JUST BEEN VIRTUAL FACE TO FACE WITH STUDENTS AND PARENTS.
AND ALSO, THAT'S INHIBITED OUR SUCCESS TO IN SOME CASES.
OUR COLLEGE ACCESS PROVIDERS DO A GREAT JOB OF HELPING US IN THE PROCESS, BUT IT'S NOT SIMPLE AND WE ARE PRETTY PROUD OF THE NUMBERS WE'VE OBTAINED GIVEN THE CIRCUMSTANCES OF THE PANDEMIC.
ROGERS, YOU'RE ON ANYTHING ELSE YOU WANT TO ADD.
WE KNOW YOU'RE CORRECT, WE MEET WE ARE ABLE TO SET UP VIRTUAL MEETINGS WITH STUDENTS AND THEIR FAMILIES TO PROVIDE SUPPORT THROUGH OUR COLLEGE ACCESS PROVIDERS.
AND THEN JUST A QUICK QUESTION PARTICULAR ON THE AIMS SCHOOLS, AIMS IN THE MIDDLE.
AND TIFFANY, I DON'T KNOW IF YOU WANT TO COME UP AND HELP ME OUT WITH THIS BECAUSE WE OFTEN HEAR ABOUT THE PROGRAMS THAT AND THE ADDITIONAL DOLLARS THAT WE'RE PUTTING INTO THESE PROGRAMS, BUT I NEVER SEE A FULL LISTING OF PROGRAMS, THE AMOUNT OF MONEY THAT GOES INTO THE PROGRAMS AND THEN WHAT RESULTS WE HAVE FROM THE PROGRAMS BECAUSE I'M ALL FOR PROGRAMS, BUT I ALSO WANT TO SEE RESULTS FROM THOSE PROGRAMS. YES, MA'AM.
SO WE HAVE AND I DEFINITELY HAVE TRACIE WASHINGTON ONLINE WHO CAN ADD TO THE LIST.
BUT WE WERE REALLY INTENTIONAL ABOUT MAKING SURE THAT AIMS SCHOOLS RECEIVE ADDITIONAL SUPPORT THROUGH LIKE THE CAMPUS CIC.
THEY ALSO HAVE AN ASSISTANT PRINCIPAL.
WE ALSO HAVE ENGAGED TO LEARN FOR OUR PROGRAMS AND WHAT THEY DO IS THEY GO AND TRAIN OUR CAMPUS KEYES AND OUR ALTS TO ENSURE THAT THEY'RE PREPARED TO GO, PROVIDE TRAINING TO TEACHERS.
THEN WE ALSO HAVE IFL OR INSTITUTE FOR LEARNING, PARDON ME TO COME IN AND HELP THEM THINK THROUGH THE CONTENT AND PLAN CONTENT.
SO WE'VE BEEN REALLY INTENTIONAL AND FOCUSED ABOUT IT BEING AROUND THE DEVELOPMENT OF THE TEACHER AND SUPPORT TO STUDENTS, AND WE CAN DEFINITELY PROVIDE A MORE EXHAUSTIVE LIST TO YOU.
AND THEN SOME OF THOSE OUTCOMES, I LOVE KILLING TREES.
A QUESTION ABOUT THE DASHBOARD.
IS THE DASHBOARD FOR INSTRUCTION FOR THE TEACHERS, OR ARE WE TRACKING THESE STUDENTS INDIVIDUALLY ON A DASHBOARD? WE ARE TRACKING THEM INDIVIDUALLY.
AND SO ON THAT DATA TRACKER DASHBOARD, YOU CAN ACTUALLY SEE EVERY SINGLE STUDENT HOW THEY PROGRESS THEIR BACKGROUND IN TESTING, HOW THEY'RE PROGRESSING RIGHT NOW.
YOU CAN ACTUALLY ALSO SEE WHICH TEACHERS ARE MORE EFFECTIVE, WHICH TEACHERS ARE AT LEAST EFFECTIVE, SO THAT THE CAMPUS ADMINISTRATOR CAN MAKE INFORMED DECISIONS AS THEY MOVE STUDENTS AROUND OR ADJUST THE MASTER SCHEDULE FOR SUPPORT.
TRUSTEE HENRY, THANK YOU FOR THE PRESENTATION, I HAVE A FEW QUESTIONS, AND MAYBE I SHOULD ALREADY KNOW THE ANSWERS TO THESE.
THE SLIDE FIVE, THE FISCAL YEAR TWENTY ONE, THE BEGINNING OF THE YEAR MAP THAT COLUMN DIDN'T HAVE ANY NUMBERS.
IS THERE A REASON FOR THAT? SLIDE FIVE, THE COLUMNS THAT DON'T HAVE ANY NUMBERS, YOU'RE TALKING ABOUT THE 1920 [INAUDIBLE] OR THE BOTTOM.
WE DIDN'T START COLLECTING MAP DATA.
AND SO THE DATA THAT YOU SEE REFLECTED STARTS AT THE BEGINNING OF THE ADMINISTRATION OF MAPS.
NO, THE COLUMN THAT THE TOP SAYS F21 BOY THAT BEGINNING OF YEAR MAP.
THAT COLUMN ONLY ONE IS BLANK IF YOU GO VERTICALLY.
OH, YOU'RE TALKING ABOUT THE WHITE, THE WHITE BOXES THERE? YES.
WE ARE INTENTIONALLY LOOKING AT GPM THREE FIVE POINT THREE.
AND SO THE DATA THAT WE'RE LOOKING AT IS THERE.
IF WE'RE MISSING INFORMATION FROM THOSE PREVIOUS GRADES, SO GOAL FIVE, THAT TOP BAR IS ON DOMAIN ONE.
GOAL 5.1 IS ON DOMAIN ONE FROM THE FALL ACP.
WE'LL HAVE THAT DATA COMING UP IN THE NEXT BRIEFING AND THEN FIVE POINT TWO IS ALSO NOT MAP DATA.
DO YOU HAVE MAP DATA DISAGGREGATED BY AFRICAN-AMERICAN STUDENTS?
[00:20:04]
WE DO HAVE MAP DATA DISAGGREGATED.I DON'T HAVE IT WITH ME CURRENTLY, BUT WE CAN GET THAT FOR YOU.
COULD YOU SHARE THAT WITH? ABSOLUTELY.
HOWEVER, WE CAN SLICE ALL OF ALL OF THE DEMOGRAPHIC CUTS.
THE NEXT SLIDE MENTIONED THIS ON THE SECOND BULLET POINT, BUT I WANTED TO KNOW WHAT THESE SUPPORTS JUST LOOK LIKE JUST FROM MY OWN UNDERSTANDING.
SO LIKE THE DOMAIN, ONE SUPPORT THAT MAKES SENSE.
THE SECOND BULLET POINT YOU TALKED ABOUT DISAGGREGATED DASHBOARD.
WHAT DOES IT LOOK LIKE WHEN YOU SAY AFRICAN-AMERICAN STUDENT FOCUS THE NAME SCHOOLS? YEAH, DEFINITELY.
SO WE HAVE WHAT WE CALL A TRACKER.
AND WHEN YOU GO AND WE CAN CERTAINLY GIVE YOU LIKE SOME SCREENSHOTS SO YOU CAN SEE WHAT IT LOOKS LIKE.
BUT WHEN YOU GO ON THAT TRACKER, YOU CAN SEE THE OUR STUDENT GROUPS, HOW THEY'RE PERFORMING IN DOMAIN ONE, DOMAIN, 2B AND OTHER DOMAINS FOR STAAR.
YOU CAN ACTUALLY DRILL DOWN INTO A STUDENT AND YOU CAN SEE HOW THIS STUDENT IS PERFORMING NOT ONLY AS A WHOLE, BUT ON EVERY STUDENT EXPECTATION.
YOU CAN SEE IF THAT STUDENT IS MAKING PROGRESS TOWARDS THE GOALS THAT ARE SET AND OUTLINED FOR THEM.
YOU CAN SEE HOW THEY'VE PERFORMED PREVIOUSLY ON ASSESSMENTS AND THEN LIKE YOU CAN ALSO SEE WHAT TEACHERS THEY'RE ASSIGNED TO.
SO IT'S REAL TIME PROGRESS MONITORING FOR THOSE STUDENTS SO THAT WE CAN MAKE REAL TIME INFORMED DECISIONS FOR THE STUDENTS.
THAT'S ALL THE QUESTIONS I HAVE.
TRUSTEE FLORES, FOLLOWED BY TRUSTEE GARCIA.
SO I HAVE A COUPLE OF QUICK QUESTIONS.
SO ON THIS ON THIS FAFSA/TAFSA COMPLETION QUESTION.
YOU KNOW, WE HAVE OUR GOAL IS SIXTY EIGHT POINT FIVE TO 75 BY JUNE 2025.
AND I GUESS I'M JUST, YOU KNOW, WE VOTED FOR THESE.
SO, YOU KNOW, I'M FAMILIAR WITH THIS GOAL.
BUT NOW THAT YOU BROUGHT UP THE QUESTION OF LIKE INELIGIBLE AND THEN AND THEN, YOU KNOW, FOLKS THAT JUST TELL US THEY'RE NOT GOING TO, WHICH IS FINE.
I'M WONDERING IF, YOU KNOW, IF THAT COMBINED NUMBER IS TOGETHER 27 PERCENT OF THE STUDENTS, THEN WE'VE NEVER HIT THIS GOAL, RIGHT? BECAUSE THE GOAL IS 75 PERCENT.
BUT WE KNOW TWENTY SEVEN PERCENT AREN'T ELIGIBLE, 30 PERCENT AREN'T ELIGIBLE, THEN WE COULD NEVER HIT THIS NUMBER.
OUR INTENTION, THOUGH, IS TO BE ABLE TO DEMONSTRATE THROUGH COMPLETION NUMBERS AND VERIFIED AFTER WE TRY TO SUPPORT PEOPLE AROUND FILLING IT OUT, OPT OUTS TO GET TO THIS NUMBER OR ONE HUNDRED PERCENT.
SO WE KNOW RIGHT BUSINESS WHO'S COMPLETED AND THIS IS WHO IS NOT COMPLETED AND THE REASONS WHY THEY'VE NOT COMPLETED, RIGHT.
SO I'M IN A DIFFERENT WAY OF LOOKING AT IT WOULD BE SAY, OF THOSE WHO ARE ELIGIBLE AND THOSE WHO ARE INTERESTED, WE SHOULD BE HITTING 100 PERCENT, RIGHT? CORRECT.
YEAH, I THINK THAT'S THE INTENT.
I THINK YOU CAN LOOK AT IT TWO WAYS TO YOUR POINT.
BUT YES, IN THE END, IF WE FACTORED OUT THAT THE THOSE WHO ARE INELIGIBLE OR CHOSE NOT TO, WE EXPECT TO GET TO THAT GOAL OF ONE HUNDRED AND ESSENTIALLY RIGHT AND THAT NUMBER THAT THAT NUMBER OF INELIGIBLE COULD ACTUALLY GROW.
YOU KNOW, A LOT OF PEOPLE ARE MOVING TO TEXAS FOR JOBS.
THAT MEANS THEY WOULDN'T BE HERE.
WHAT THIRTY SIX MONTHS IS THE IS THE REQUIREMENT IF YOU ARE NOT ELIGIBLE FOR FAFSA, RIGHT, YOU HAVE TO HAVE 36 MONTH IN TEXAS FOR TAFSA, RIGHT? SO I MEAN, IF RIGHT NOW THAT NUMBER IS 19 AND NEXT YEAR IT'S TWENTY IN THE YEAR AFTER THAT IS TWENTY ONE AND A HALF.
I MEAN, THE I KNOW WE HAVE THIS GOAL OF SEVENTY FIVE, BUT IT ALSO KIND OF BE INTERESTING TO KNOW OF THE INELIGIBLE, THEN WE'RE LOOKING ONLY AT THAT DELTA, RIGHT? THAT'S RIGHT, IF TWENTY FOUR PERCENT ARE INELIGIBLE.
AND OUR GOAL IS SEVENTY FIVE PERCENT, THEN THERE'S STILL A ONE POINT ONE PERCENT GAP.
SO I JUST I JUST WANTED TO I WAS JUST INTERESTED.
JUST ONCE I SAW THAT NUMBER, I WAS LIKE, WELL, YEAH, THAT'S THE OTHER.
THE OTHER QUESTION I HAVE BECAUSE IT DOESN'T REALLY, IT'S NOT REFLECTED IN THE DATA, AND I'VE TALKED TO BRIAN ABOUT THIS MANY TIMES.
IS THIS QUESTION? IT'S NOT JUST THE NUMBER OF PEOPLE THAT FILL OUT FAFSA/TAFSA, IT'S WHEN THEY FILL IT OUT BECAUSE THAT MONEY GOES I MEAN, IT IS IT'S ON A FIRST COME, FIRST SERVE BASIS.
AND IF YOU'RE NOT FILLING THESE THINGS OUT IN, YOU KNOW, NOVEMBER OR DECEMBER, THERE'S PROBABLY SOME POINT IN THE MIDDLE OF JANUARY WHEN THE FEDERAL MONEY RUNS OUT.
WHEN YOU'RE APPLYING TO COLLEGE, AND SO IF FIVE PERCENT OF OUR APPLICATIONS ARE FAFSA BY THE PARENTS SUBMITTED TO THE FEDERAL GOVERNMENT ARE COMPLETED BY JANUARY 15TH AND THE OTHER SIXTY THREE PERCENT ARE COMPLETED AFTER THAT, THEN YOU KNOW WE WE'VE MISSED THE TARGET, RIGHT?
[00:25:01]
THE TARGET SHOULD BE GETTING MOST OF THESE DONE BY AS SOON AS POSSIBLE WHILE THERE'S STILL MONEY AVAILABLE AND YOU ALL MAY HAVE THOSE NUMBERS AND I'M JUST RAISING THE ISSUE.I DON'T KNOW IF YOU HAVE ANY COMMENTS ON THAT, BUT TO ME THAT THAT IS IS NOT IN THE METRIC.
IT'D BE GOOD TO KNOW IF YOU GUYS KNOW THAT'S GREAT IF WE'RE PUSHING TO MAKE SURE WE GET AS MANY KIDDOS IN UNDER THE LINE BEFORE THE MONEY RUNS OUT.
I DON'T KNOW IF YOU GUYS HAVE ANY COMMENTS ON THAT.
NOW YOU'RE RIGHT AND THERE IS A PRIORITY DEADLINE, RIGHT? SO THAT'S IMPORTANT TO KNOW.
BUT I THINK THE OTHER THING I WILL TELL YOU IS AND DR.
ROGERS JUMP IN HERE IN A SECOND, BUT WE ALSO SET BENCHMARKS ALONG THE WAY THROUGHOUT THE YEAR SO WE CAN BE, TO YOUR POINT, GET AHEAD OF THIS EARLIER BECAUSE IN THE END, YOU'RE RIGHT, IF WE DON'T DO THIS IN A TIMELY FASHION, THEN THE OPPORTUNITIES CAN GO AWAY.
THE OTHER THING THAT CAN GO AWAY, TOO, IS BEYOND BEYOND THE FUND, THE MONEY, RIGHT? EVEN APPLYING TO COLLEGE.
THERE ARE DEADLINES, TOO, YOU KNOW, THAT ARE IMPORTANT SO THAT STUDENTS HAVE A BETTER SHOT AT GETTING IN PARTICULAR SCHOOL.
SO IT HAS MULTIPLE REASONS WHY THIS IS IMPORTANT.
DR. ROGERS, ANYTHING TO ADD THERE? YES, GOOD AFTERNOON.
WE DO TRACK OUR MONTHLY AND WE SEND OUT REPORTS WEEKLY TO PRINCIPALS SO THAT THEY KNOW EXACTLY WHERE THEY STAND IN TERMS OF STUDENTS SUBMITTING FINANCIAL AID APPLICATIONS AND THOSE THAT HAVE BEEN COMPLETED.
SO WE DO [INAUDIBLE] MONITOR AND PUSH THAT INFORMATION OUT TO THE CAMPUSES AND PROVIDE SUPPORT.
I MEAN, AS LONG AS YOU KNOW SOMEBODY SOMEWHERE IS KEEPING AN EYE ON THESE ON A KIND OF ONGOING BASIS, I THINK THAT'S REALLY, REALLY IMPORTANT.
I MEAN, WE HAVE THESE THESE PROVIDERS, THEY SHOULD BE, YOU KNOW, WORKING ON THIS AND I KNOW THEY DO AND THEY WORK HARD.
BUT I THINK THAT FOR OUR POPULATION OF STUDENTS GETTING THAT MAXIMUM, PELL GRANT IS CRITICAL.
THANK YOU FOR THE RESPONSE TO THE PREVIOUS QUESTIONS I SHARED.
MANY OF THEM QUESTION ON OF THE OPT OUT THE MECHANISM TO UNDERSTAND OPTING OUT IN THE NUMBER OF STUDENTS OPTING OUT.
DO WE HAVE A CUTOFF DATE WHERE WE ARE ESSENTIALLY TRYING TO GAUGE THAT POPULATION OF THOSE THAT ARE INTERESTED IN CAN AND NEED TO? DR. ROGERS YOU HAVE AN ANSWER? I DON'T KNOW THAT ANSWER TO BE CANDID.
SO THIS IS THE FIRST YEAR THAT THE OPT OUT IS AVAILABLE, AS IT IS THE FIRST YEAR THAT IT BECOMES A GRADUATION REQUIREMENT.
WE HAVE INSTRUCTED OUR COLLEGE ACCESS PROVIDERS THAT WE WANT TO ENSURE THAT AS MANY STUDENTS AS POSSIBLE COMPLETE THE FINANCIAL AID APPLICATIONS.
AND SO WE HAVE NOT MADE OPTING OUT AVAILABLE AT ALL UNTIL MARCH.
WE WANTED TO GET THROUGH THE PRIORITY DEADLINES AND ENSURE THAT AS MANY STUDENTS AS POSSIBLE ARE MAXIMIZING OPPORTUNITIES TO RECEIVE FINANCIAL AID.
SO WE HAVE NOT BEGIN TO COLLECT THAT INFORMATION.
BUT WE WILL START IN MARCH TO ENSURE THAT WE HAVE DATA ON ALL STUDENTS WHO ARE IN THIS GRADUATING CLASS.
AND I THINK ONE OF THE THINGS THAT WOULD BE HELPFUL FOR ME TO UNDERSTAND I THINK THE REST OF MY COLLEAGUES TO IS TO UNDERSTAND WHY THEY'RE OPTING OUT.
I BELIEVE THAT THIS IS INFORMATION THAT WE COULD ASK FOR ANYWAYS.
BUT, YOU KNOW, HAVING AN UNDERSTANDING OF WHAT WE CAN DO NEXT YEAR TO WHETHER IT'S HAVING THOSE CONVERSATIONS ABOUT THE DISCOMFORT AROUND SHARING THE FINANCIAL DATA, THE FAMILY SITUATIONS AND ALL OF THESE ISSUES THAT I'M FAMILIAR WITH OTHER THAN THE CUT OFF DATE IN A MECHANISM TO COLLECT.
WHAT IS THAT MECHANISM? I THINK I HEARD SORT OF IDEAS AROUND IT, BUT WHAT IS THAT MECHANISM TO COLLECT ACTUALLY LOOK LIKE? IS IT PRINTED FORMS? IS IT A DIGITAL SIGNATURE? WE ARE WORKING TO FIND WHAT IS THE BEST WAY TO DO THAT SO THAT WE CAN KEEP A RECORD OF IT AND HAVE THAT DATA TO BE ABLE TO DISAGGREGATE IT.
SO WE ARE STILL DEVELOPING THAT, BUT WE CAN GET BACK TO YOU.
ONCE WE FINALIZE AND SEE SOMETHING THAT IS NEW, THAT'S TAKING PLACE THIS YEAR.
RIGHT? ABSOLUTELY, I UNDERSTAND.
AND FOR THE PURPOSE OF GRADUATION REQUIREMENTS, WHEN WOULD THAT BE DUE? WHEN WOULD WHEN WOULD A STUDENT NEED TO HAVE DECLARED AND HAVE A SIGNED FORM THAT THEY ARE OPTING OUT AND CAN THEREFORE GRADUATE? WE'LL WORK IN CONJUNCTION WITH COUNSELING SERVICES TO ENSURE THAT WE HAVE THAT IN TIME FOR ALL OF THE GRADUATION CERTIFICATION? IT IS KIND OF A SLIPPERY SLOPE BECAUSE WE DIDN'T WANT TO PUT INFORMATION ABOUT OPTING OUT EARLY AS BECAUSE WE DIDN'T WANT TO DISSUADE STUDENTS FROM COMPLETING THE APPLICATIONS.
SO WE WILL MAKE SURE THAT ALL OF THOSE DATES ALIGN TO ENSURE THAT WE MEET GRADUATION CERTIFICATION DATES.
LET ME ASK YOU ANOTHER QUESTION AROUND THE POINTS ON SLIDE FOUR.
YOU SAY ABOUT FOUR PERCENT OF STUDENTS WITH DISABILITIES UNABLE ARE UNLIKELY TO APPLY.
CAN YOU WALK ME THROUGH REALLY QUICKLY EXAMPLES OF WHAT YOU REFERENCE HERE? YES, IN REGARD TO THAT, IF THOSE ARE STUDENTS WHO ARE TYPICALLY IN OUR ADL OR FLS UNITS.
[00:30:01]
MEANING STUDENTS WHO NEED MORE DIRECT SUPPORT ONE ON ONE THROUGHOUT THE SCHOOL DAY, AND SO JUST SOME OF THE BASIC CHALLENGE, SOME OF THE BASIC THINGS ARE CHALLENGES FOR THEM AND SO THEY HAVE MORE GREATER SUPPORTS.AND SO THE STUDENTS WOULD THEN POTENTIALLY NOT NECESSARILY [INAUDIBLE] OF FAFSA OR TAFSA .
OK, I'D LIKE TO HAVE A CONVERSATION, I FIND, OF KIND OF EXACTLY WHAT WE'RE DOING TO ADDRESS STUDENT POPULATION.
AND THEN LET ME WALK THROUGH ANOTHER ONE, WHICH IS THE WELL, FIRST OF ALL, CONCURRING WITH MY COLLEAGUE EDWIN AROUND THE JANUARY 15TH OF THE STATE OF TEXAS, JANUARY 15TH IS THAT FINANCIAL AID DEADLINE? THE EARLIER STUDENT SUBMITS THINGS THE EARLIER THEY CAN BE NOTIFIED AND IDEALLY MAKE THE BEST FIT DECISION FOR THEIR POST-SECONDARY JOURNEY AFTER HIGH SCHOOL.
I WOULD LOVE TO SEE A MOVEMENT TOWARDS TRYING TO MEET THAT JANUARY 15 DEADLINE.
I KNOW OUR GOAL IS SET AS SIMPLY SUBMITTING, I THINK, FOR PURPOSES OF GRADUATION.
BUT YOU KNOW, IN CONSIDERATION OF THAT JANUARY 15TH, IT'S REALLY TO THE BEST INTEREST OF THE STUDENT TO HAVE AND MEET EARLIER, EARLIER DEADLINES.
LET ME GO DOWN TO THE POINT MADE ABOUT THE FOCUS ON THE COMPLETION FOR FAFSA AND TESLA.
WHAT DOES THAT LOOK LIKE MOVING FORWARD NOW THAT WE ARE ESSENTIALLY ABOUT TO PASS THAT PRIORITY DEADLINE? I THINK IT STILL INVOLVES, YOU KNOW, THE INTENTIONALITY.
I I WOULD SAY THIS THE THE WORK THAT WE'VE DONE IN DALLAS OBVIOUSLY IS PRECEDED THE REQUIREMENT OF FASTING AS PART OF GRADUATION.
SO I THINK THAT'S NOT JUST FINISHING IS NOT OUR GOAL, RIGHT? GETTING IT DONE IN A TIMELY MANNER TO MEET THE NEEDS OF STUDENTS AND FAMILIES HAS BEEN OUR GOAL FROM THE BEGINNING.
I THINK THIS HAS COME ALONG THE WAY, THE GRADUATION COMPONENT, AND IT'S FINE.
IT HELPS US, RIGHT? THERE ARE DIFFERENT ASPECTS AND STRATEGIES THAT DR.
ROGERS AND THE TEAM HAVE PUT TOGETHER, LIKE FILL IT OUT FRIDAYS, FOR EXAMPLE, AND DR.
ROGERS, I WANT TO TALK ABOUT A FEW OF THOSE STRATEGIES YOU HAVE IN PLACE TO MOTIVATE STUDENTS.
WE WORK IN CONJUNCTION WITH OUR COMMUNICATIONS TEAM, AND SO WE HAVE LOTS OF SOCIAL MEDIA PROMOTIONS.
WE ARE ALSO IN THE PROCESS OF HAVING FINANCIAL AID SERIES.
SO WE'VE HAD OUR FIRST SERIES WITH THE UT OUTREACH CENTER, WHERE WE TALK TO PUT OUT INFORMATION ABOUT THE IMPORTANCE OF THE FINANCIAL AID APPLICATION AND THE PROCESS.
WE ALSO HAVE FIELDED OUT FRIDAYS, WHICH IS A SOCIAL MEDIA PUSH WHERE WE PROMOTE COMPLETING THE APPLICATIONS, AND SO THERE ARE VARIETY OF THINGS THAT WE HAVE IN PLACE.
WE HAVE SOME COMPETITIONS FOR STUDENTS.
AND AGAIN, WE SEND OUT THE WEEKLY TRACKING INFORMATION USING VARIOUS TOOLS SUCH AS SALESFORCE TO DRILL DOWN TO STUDENT LEVEL DATA AND IMPORTING INFORMATION AND WEEKLY IN TERMS OF TRACKING EVEN THE STUDENTS WHO HAVE SUBMITTED FINANCIAL AID APPLICATIONS COMPARED TO COMPLETING TO SEE IF THERE'S ANY CHALLENGES THAT THE STUDENTS HAVE ENCOUNTER DEALING WITH THE SUBMISSION OF THE FINANCIAL AID APPLICATION.
SO WE WATCH THIS INFORMATION PRETTY CLOSELY AND PROVIDE LOTS OF HANDS ON SUPPORT TO BOTH STUDENTS FAMILIES, ALONG WITH OUR COLLEGE ACCESS PROVIDERS AND COUNSELORS.
AND I GUESS I'LL CONCLUDE WITH MY QUESTION ABOUT TRYING TO UNDERSTAND HOW DATA INFORMS THESE EFFORTS.
YOU KNOW, I'VE HAD THE REAL SHOCKING EXPERIENCE OF BREAKING DOWN DEMOGRAPHICALLY WHAT COMPLETION RATES LOOK LIKE BY RACE, GENDER AND OTHER KEY DEMOGRAPHIC INFORMATION, AND FIND THAT THERE'S GREAT DISPARITIES FOR BLACK MALES, FOR LATINOS, PARTICULARLY LATINO MALES AND THEIR FAMILIES.
AND SO HOW DO WE USE THIS DATA, WHETHER ON A CAMPUS OR DISTRICT WIDE BASIS, TO INFORM HOW WE'RE GOING TO FOCUS IN THE NEXT FEW MONTHS ON THIS FAFSA TEST FOR COMPLETION? SEVERAL DOCTORS LET ME JUST IF I MAY LET ME JUST ADDRESS THAT, BUT I THINK ESSENTIALLY LIKE THE WORK THAT WE'RE DOING, WHETHER WE'RE TALKING ABOUT AIM JUST NOW FOR THE FIVE POINT THREE, I THINK ALL THE SAME, WE'RE GOING TO USE THE DATA TO MAKE SURE THAT WE MEET THE NEEDS OF OUR STUDENTS, YOU KNOW, AND DEMOGRAPHICALLY, YOU KNOW, SOME OF OUR SCHOOLS ARE DIVERSE AND SOME ARE MORE HOMOGENOUS.
BUT IN THE END, WE'RE GOING TO USE THE DATA TO MAKE SURE ALL OF OUR KIDS ARE NEEDS ARE MET.
TRUSTEE GARCIA, DO WE HAVE ANYONE ELSE FOR FIRST ROUND? WE'LL BEGIN SECOND ROUND TRUSTEE FOREMAN.
JUST A COUPLE OF QUICK QUESTIONS AFTER THE DISCUSSION.
I THINK I HEARD THAT THE FAFSA OR TAFSA APPLICATION IS A GRADUATION REQUIREMENT.
IF THEY DON'T COMPLETE IT OR THEIR PENALTIES? NO, THERE ARE NO PENALTIES.
OK, SO I WANT TO BE CLEAR ON THAT TO START WITH, BECAUSE WHEN YOU CALL IT A GRADUATION REQUIREMENT, OR THERE COULD BE SUBSEQUENT PENALTIES BASED ON THAT, AND I DON'T WANT TO SEE THAT HAPPEN.
Q EXCUSE ME, I DIDN'T MEAN TO DO THAT, BUT I DON'T WANT TO SEE THAT HAPPEN, PERIOD.
AND THEN THE NEXT QUESTION IS WHEN THEY COMPLETE THE FAFSA AND PASSBOOK FORMS, WHAT ORGANIZATIONS GET THAT DATA THEY CAN STUDENTS CAN DIRECT WHERE THEY WANT, WHICH COLLEGE AND UNIVERSITIES THAT THEY WANT THEM TO GO TO WITH THEIR PARENTS CONSENT.
SO THAT WAS DIRECTED BY THE STUDENT.
THE DATA ONLY GOES DIRECTLY TO THE COLLEGE.
[00:35:02]
YES.NO WHERE ELSE? DR. ROGERS, ANYWHERE ELSE THAT YOU WOULD TELL ME, TELL US THAT IT GOES, NO, WE DON'T GET THE STUDENT LEVEL DATA.
WHAT WE GET IS THE SUBMISSION THAT THEY COMPLETE OR NO, I ASK ABOUT THE FAFSA AND TAFSA FORMS. DOES ANY OTHER ORGANIZATION GET DALLAS ISD FAFSA AND TAFSA RATHER THAN THE COLLEGE THAT THE STUDENT DIRECTED TO? NOW, TO MY KNOWLEDGE, I'LL DOUBLE CHECK THAT FOR YOU IN THE BECAUSE I THINK I KNOW WHERE IT GOES, BUT I WANT TO MAKE SURE.
SO CHECK THAT OUT FOR ME AND GET BACK WITH ME ON THAT.
THANK YOU, TRUSTEE FOREMAN ANYONE ELSE FOR A SECOND ROUND? TRUSTEE GARCIA.
I WANT TO GO BACK TO THIS POINT THAT WAS MADE BY TRUSTEE FLORES ABOUT DETERMINING THE POPULATIONS THAT ARE ELIGIBLE TO COMPLETE THE FAFSA OR THE TEST TO BEGIN WITH.
IT'S MY UNDERSTANDING IN OTHER SCHOOL DISTRICTS THAT ONE OF THE WAYS IN WHICH THEY'VE DETERMINED THAT POPULATION IS ESSENTIALLY LOOKING AT STUDENT STUDENTS THAT HAVE FILED THE SOCIAL SECURITY NUMBER OR ELIGIBLE FAFSA COMPLETION REQUIREMENTS AND THEN BEING ABLE TO SEGMENT AND SAY, LIKE, THIS IS OUR POPULATION OF STUDENTS THAT WE BELIEVE ARE ELIGIBLE FOR TAFSA AND WORKING WITH WITH THOSE STUDENTS, PARTICULARLY HAVING ONE ON ONE CONVERSATIONS.
DO WE HAVE ANYTHING SIMILAR TO THAT AND TRYING TO UNDERSTAND WHICH POPULATION IS ELIGIBLE OR IS NOT? OR ARE WE BASING IT OFF OF WHAT THE STUDENT TELLS US WHEN IT'S TIME TO SUBMIT? LET ME KIND OF JUMP IN AND JUST TELL YOU, FROM OUR PERSPECTIVE, WHAT HAPPENS AT THE CAMPUS SO YOU HAVE A A RELATIONSHIP THAT HAPPENS WITH THE COLLEGE ACCESS PROVIDER.
YOU ALSO HAVE THE CAMPUS COUNSELOR AND YOU HAVE A REGISTRAR.
AND SO WHAT THEY'RE DOING IS SO OUR STUDENTS HAVE AN OPPORTUNITY TO TURN IN THEIR ECONOMIC FORMS. WHAT WE'LL SAY IS THAT AT THIS CAMPUS, WE HAVE THIS PERCENTAGE OF OUR STUDENTS WHO ARE ELIGIBLE TO COMPLETE WHO MAY BE ELIGIBLE FOR FAFSA OR FOR TAFSA.
AND SO THERE'S USUALLY A SYSTEM THAT TAKES PLACE AT A CAMPUS LEVEL AT THE BEGINNING OF THE YEAR.
AND THEN AND THEN YOU MIGHT HAVE A GROUP OF STUDENTS WHO DIDN'T TURN IT IN.
AND SO WHAT HAPPENS IS THE COLLEGE ACCESS PROVIDER OR THE COUNSELORS MEETING INDIVIDUALLY WITH THOSE STUDENTS THROUGHOUT THE YEAR TO DETERMINE WHAT OUR NEXT STEPS FOR THOSE STUDENTS.
SO IT'S A RELATIONSHIP BETWEEN THOSE INDIVIDUALS AND OFTEN WITH THE TEAM TO DETERMINE WHAT TO DO WITH THE STUDENTS.
THERE'S DATA THAT'S SENT BY THE FROM OSAMA'S CCR TEAM THAT THE CAMPUS TRACKS THE CAMPUS TRACKS EACH WEEK, AND THEN THERE ARE TOUCH POINTS THAT THE COLLEGE ACCESS PROVIDER MUST HAVE WITH THE STUDENT.
YOU CAN DRILL DOWN FURTHER, AND THE COUNSELOR FOLLOWS UP WITH THE WITH THE STUDENT AS WELL.
SO THERE'S TYPICALLY A SYSTEM.
IT MAY VARY A LITTLE BIT BY CAMPUS, BUT IN GENERAL THERE'S A SYSTEM THAT COLLEGE ACCESS PROVIDERS USE.
AND I THINK THE REASON WHY I MEAN TO ME, THIS IS PARTICULARLY IMPORTANT IS WE'LL HAVE CAMPUSES THAT MAY OR MAY NOT HAVE ELIGIBILITY FOR FAFSA AT 80, AND SOME OF THEM MAY BE AT 90, AND SOME OF THEM MAY BE EVEN LOWER THAN THAT.
SO I THINK UNDERSTANDING SYSTEMICALLY WHAT MECHANISM WE HAVE IN PLACE TO UNDERSTAND WHO'S ELIGIBLE WILL HELP US GUIDE THE CONVERSATION ABOUT WHAT WE ACTUALLY NEED TO DO TO REACH THE NUMBERS THAT WE WANT TO.
AND LET ME ALSO JUST END BY THANKING YOU FOR THE WORK HERE IN FAFSA AND TAFSA COMPLETION.
IT'S NOT JUST COMPLETING A FINANCIAL AID APPLICATION, IT'S NOT EASY.
IT TAKES A LOT OF WORK, BUT ULTIMATELY IT LEADS TO THAT UNDERSTANDING OF WHETHER OR NOT THEY CAN OR CANNOT AFFORD TO CONTINUE WITH THAT POSTSECONDARY STEP.
SO THIS ONE IS PARTICULARLY IMPORTANT TO ME, BUT THANK YOU ALL FOR THIS WORK, AND I KNOW THAT WE'VE ALREADY EXCEEDED THE GOAL FOR THIS YEAR, AND I THINK THERE'S JUST SO MUCH ROOM FOR IMPROVEMENT AS WE LEARN AFTER THIS FIRST YEAR WHERE WHERE IT HAS BECOME A GRADUATION REQUIREMENT.
SO I LOOK FORWARD TO JUST SEEING US CONTINUOUSLY REACH HIGHER HIGHER NUMBERS.
YES, I JUST GOT A FEW QUESTIONS NOW, IS IT THIS IS MANDATORY FOR EVERY, EVERY STUDENT TO DO OR DO THEY HAVE OPTIONS? I'M READING, THEY SAID THEY CANNOT OPT OUT, SO I WANT TO GET SOME CLARITY ON THAT.
STUDENTS DO HAVE THE OPPORTUNITY TO OPT OUT.
SO WE'RE NOT FORCING THEM TO DO THIS.
WE'RE JUST GIVING UP PROVIDING OPPORTUNITIES FOR THOSE THAT WANT TO GO TO COLLEGE.
THEY'RE BE ABLE TO GO TO COLLEGE AND WE'RE IN ASSISTING WITH THAT PROCESS.
THE TRUSTEES, ARE THERE ANYTHING ELSE FOR SECOND ROUND HERE ON THIS ITEM? ALL RIGHT, SO WE ARE GOING TO TAKE A BRIEF RECESS AS WE HAVE A PRESS CONFERENCE AT 1:30 AND THEN WE WILL RETURN AND BEGIN ON ITEM SIX SUPERINTENDENTS REPORT.
ALL RIGHT, THE TIME IS 2:01 P.M.
[6. INFORMATION/REPORTS]
AND WE HAVE RETURNED FROM RECESS.WE WILL NOW MOVE ON TO ITEM SIX INFORMATION AND REPORTS.
WE'LL BEGIN WITH THE COLLEGE CAREER READINESS, FOLLOWED BY STUDENT RECRUITMENT UPDATES.
I'LL TURN IT OVER TO MS. CORDOVA.
[00:40:01]
PRESIDENT.WE WILL BE SHARING AN UPDATE FROM DR.
LUSK AND HIS TEAM, AND SO I'LL TURN IT OVER TO HIM.
THANK YOU, DEPUTY SUPERINTENDENT CORDOVA.
AND GOOD AFTERNOON, PRESIDENT MCKINLEY, MEMBERS OF THE BOARD.
WE HAVE TWO TOPICS TODAY THAT WE WANT TO PRESENT TO YOU TODAY, ONE OF WHICH IS COLLEGE AND CAREER READINESS, AN UPDATE ON SOME OF THE METRICS AND DATA THAT HAVE BEEN GAINED OVER THE LAST YEAR.
OVER THE LAST SCHOOL YEAR, AND THEN WE WILL TURN TO STUDENT RECRUITMENT UPDATE AND KISHA CROWDER DAVIS WILL THEN PROVIDE THAT UPDATE, BUT I'LL GET STARTED WITH THE COLLEGE AND CAREER READINESS DATA.
SO GOING TO IF YOU CAN PULL UP THE SLIDE DECK, THAT'D BE GREAT.
AND WE'LL GO TO THE ASSOCIATED DEGREE ATTAINMENT SLIDE SLIDE NUMBER TWO.
BUT AS WE TURN TO THAT, WE SHARED DURING THE SUPERINTENDENCE EVALUATION A MONTH AGO, I GUESS IT WAS SOME OF THE ASSOCIATE DEGREE ATTAINMENT, AS WELL AS THE INDUSTRY BASED CERTIFICATION SUCCESS THAT WE'VE HAD AS A DISTRICT.
AND OF COURSE, IN ADDITION TODAY, AS YOU KNOW, ON THE AGENDA IS THE LOCAL, WHICH IS THE CCR POLICY.
LOCAL, WHICH IS A PROPOSED NEW POLICY FOR DALLAS ISD, WHICH FOCUSES ON OUR FRAMEWORK AND EXPECTED OUTCOMES FOR COLLEGE AND CAREER READINESS? YOU KNOW, NEARLY SIX YEARS AGO, WE ROLLED OUT PTECH P-TECH PROGRAMS ACROSS EIGHT OF OUR HIGH SCHOOLS AND EIGHT OF OUR NEEDIEST HIGH SCHOOLS.
TO BE CLEAR, AT THE TIME WE HAD EARLY COLLEGE PROGRAMS AND THEY WERE DOING PRETTY WELL.
THEY WERE REALLY OUTSTANDING PROGRAMS. AND THEN, OF COURSE, A YEAR LATER, WE ROLLED OUT ANOTHER 10 PROGRAMS. AND SO IN TOTAL, NOW WE HAVE 26 PROGRAMS. BUT I THINK I SHARE THAT WITH YOU TO REALLY JUST LOOK AT THE TRAJECTORY OF SUCCESS THAT WE'VE HAD.
SO IF YOU LOOK AT THIS SLIDE, YOU'LL SEE THAT IN 16-17, WE HAD A ONE HUNDRED AND SEVENTY SEVEN ASSOCIATE DEGREES ATTAINED THE FOLLOWING YEAR 197.
YOU CAN SEE HOW THE NUMBER QUICKLY ROSE IN 18-19.
THAT WAS THE YEAR RIGHT BEFORE WE BEGAN TO ROLL OUT P-TECH AND EARLY COLLEGE, AND THE FIVE TWENTY FIVE IS ATTRIBUTABLE TO THE STANDALONE EARLY COLLEGE PROGRAMS THAT WE HAVE THE HAT AND DALLAS ISD, AS WELL AS THE TWO SCHOOLS IN A SCHOOL MODELS ALSO AT SAMUEL AND SPRUCE.
AND THEN IN NINETEEN TWENTY, AS YOU CAN SEE, SIX HUNDRED AND TWENTY EIGHT ASSOCIATE DEGREES WERE ATTAINED BY OUR STUDENTS.
AND OF COURSE, THE MOST RECENTLY THIS PAST SCHOOL YEAR, 910 ASSOCIATED DEGREES WERE ATTAINED.
AND THEN THIS NEXT SLIDE PROVIDES A BREAKDOWN, REALLY, JUST TO GIVE A LOOK AT THE DIFFERENCE BETWEEN THE BREAKDOWN OF ATTAINMENT OF ASSOCIATE OF ARTS, ASSOCIATE OF SCIENCE AND ASSOCIATE OF APPLIED SCIENCE, AS WELL AS ASSOCIATE OF ARTS AND TEACHING AND THE ASSOCIATE ART IN TEACHING IS REALLY EXCITING BECAUSE WE ARE WORKING TO CREATE OUR OWN PIPELINE AND DALLAS ISD.
BUT ULTIMATELY, I THINK IT'S JUST IMPORTANT TO SEE THAT BECAUSE I KNOW IN THE PAST THERE HAVE BEEN SOME QUESTIONS ABOUT THE DIFFERENCES AND PROBABLY MOST IMPORTANTLY, THE OPPORTUNITY FOR TRANSITIONING FROM A TWO YEAR TO A FOUR YEAR.
AND YOU KNOW, THE ASSOCIATE OF APPLIED SCIENCE IS WE ALL KNOW AS A REMINDER, IS THAT IT'S AIMED AT ALLOWING STUDENTS THE OPPORTUNITY TO REALLY GAIN DEPTH OF KNOWLEDGE AND PARTICULAR SKILL AREA THAT THEY COULD THEN, AFTER TWO YEARS, GO RIGHT INTO THE JOB MARKET OR CONTINUE ON TO THE FOUR YEAR PROGRAM.
AND SO THIS JUST OUTLINES THE NUMBER OF ASSOCIATE DEGREES ATTAINED IN EACH OF THOSE AREAS.
THEN WE TURN TO INDUSTRY BASED CERTIFICATIONS.
WE HAVE MADE SIGNIFICANT PROGRESS IN OUR SUCCESS OF INDUSTRY BASED CERTIFICATIONS EARNED BY OUR STUDENTS, AND AS YOU WILL RECALL, THAT WE DO NOT HAVE SENIORS YET IN CAREER INSTITUTES.
SO THE SUCCESS YOU'RE SEEING ON THE RIGHT SIDE OF ON THE SLIDE NINE HUNDRED AND FORTY EIGHT REPRESENTS THE GOOD WORK OUR HIGH SCHOOL PRINCIPALS ARE DOING ACROSS DALLAS ISD OVER TIME.
OF COURSE, THIS NUMBER WILL REALLY MULTIPLY AND WE WILL SEE EVEN GREATER SUCCESS, BUT WE'RE PRETTY PROUD OF WHAT'S BEEN ACCOMPLISHED.
WE WENT FROM TWO HUNDRED AND FORTY THREE IN 2020 TO NINE HUNDRED AND FORTY EIGHT IN 2020.
THAT GOES FROM THREE PERCENT OF OUR STUDENTS, EARNING AN INDUSTRY BASED CERTIFICATION TO 11 PERCENT ACROSS DALLAS ISD.
ON THE LEFT SIDE OF THE SLIDE, I WILL TELL YOU JUST QUICKLY THAT YOU CAN SEE THAT BUSINESS, MARKETING AND FINANCE WERE THE SUBSTANTIAL AMOUNT OF THE CERTIFICATIONS WERE EARNED.
BUT IN OTHER PLACES, YOU CAN LOOK AT A LOT OF PUBLIC SAFETY CORRECTION AND SECURITY.
10 PERCENT OF THOSE INDUSTRY BASED CERTIFICATIONS WERE EARNED.
SO JUST WITH THAT, WE WANTED TO PROVIDE THIS UPDATE.
AND OF COURSE, INDUSTRY BASED CERTIFICATIONS IS ONE OF OUR GPM, GPM 4.4.
SO I WILL NOW TURN OVER TO KISHA CROWDER DAVIS TO TALK TO US ABOUT STUDENT RECRUITMENT AND GIVE US A LOOK AT HOW OUR NEIGHBORHOOD SCHOOLS ARE DOING, AS WELL AS SOME OF OUR CHOICE SCHOOLS.
GOOD AFTERNOON, PRESIDENT MACKEY.
BOARD OF TRUSTEES, DEPUTY SUPERINTENDENT CORDOVA AND EVERYONE ELSE, WE'RE EXCITED TO BRING TO YOU OUR STUDENT RECRUITMENT UPDATE.
TWO YEARS AGO, WE SAT AT THIS TABLE AND WE BROUGHT TO YOU WHAT WE'RE CALLING OUR GAME CHANGER IN OUR APPLICATION PROCESS FOR FAMILIES, WHICH IS OUR CHOOSE DALLAS ISD, CHOOSE DALLAS ISD HOUSES, OUR SCHOOL FINDER, OUR APPLICATION AND OUR
[00:45:04]
ENROLLMENT PORTAL SCHOOL FINDER.WE CALL IT AS OUR ONE STOP SHOP FOR FAMILIES TO SEARCH, APPLY AND ENROLL IN DALLAS ISD.
ALL RIGHT, FROM NOVEMBER 1ST THROUGH JANUARY THE 3RD, WE'RE ABLE TO PROVIDE YOU WITH SOME AWESOME METRICS.
WE HAVE NEVER BEEN ABLE TO PROVIDE THIS TO YOU BEFORE.
SO THE VISITORS TO OUR SCHOOL FINDER, WE HAD EIGHTEEN THOUSAND TWO HUNDRED AND FIFTY USERS, OF WHICH SIXTEEN THOUSAND SEVEN HUNDRED AND EIGHT ARE NEW USERS.
WHAT THAT LOOKS LIKE IS OUR RETURN VISITORS, ARE SEVENTY FOUR, SEVENTY POINT FOUR PERCENT AND OUR NEW VISITORS ARE TWENTY NINE POINT SIX PERCENT.
THIS SESSION WAS ABOUT FOUR MINUTES AND 16 SECONDS.
WE'VE NEVER BEEN ABLE TO PROVIDE YOU THAT INFORMATION BEFORE.
IF WE LOOK AT OUR MAIL VERSUS OUR FEMALE USERS RIGHT NOW, WE HAVE 38 PERCENT OF MALE USERS WITH SIXTY TWO PERCENT FEMALE USERS.
LOOK AT THE PERCENTAGE OF USERS BY AGE.
TWENTY ONE PERCENT OF OUR TWENTY TWENTY ONE PERCENT OF OUR FAMILIES ARE BETWEEN 18 AND TWENTY FOUR.
FORTY TWO PERCENT BETWEEN TWENTY FIVE AND THIRTY FOUR.
TWENTY PERCENT BETWEEN THIRTY FIVE AND FORTY FOUR EIGHT PERCENT OF OUR VISITORS ARE BETWEEN FORTY FIVE AND FIFTY FOUR.
FIVE PERCENT ARE BETWEEN FIFTY FIVE AND SIXTY FOUR AND FOUR PERCENT BETWEEN OUR SIXTY FIVE PLUS.
THESE ARE VISITORS THAT JUST WANT TO KNOW WHAT'S GOING ON IN DALLAS ISD.
THIS IS MY FAVORITE INFORMATION THAT WE'RE ABLE TO PROVIDE TO YOU.
LOOK AT THE DEVICES OF OUR USERS.
WE'RE ABLE TO SHOW YOU THAT NINE THOUSAND ONE HUNDRED AND NINETY SEVEN USERS USE A DESKTOP.
ONE HUNDRED AND NINETY EIGHT USE A TABLET, EIGHT THOUSAND SEVEN HUNDRED AND SEVENTY SEVEN ARE USING A MOBILE DEVICE TO FIND OUT THE GOOD THINGS THAT ARE GOING ON IN DALLAS ISD.
WHERE ARE OUR USERS? LIBBY AND THE MARKETING TEAM HAVE DONE AN AMAZING JOB.
WE HAVE EIGHTEEN THOUSAND AND FORTY FOUR USERS THAT ARE WITHIN THE UNITED STATES.
THERE ARE 15 IN CANADA, THIRTY FOUR IN MEXICO, SEVEN IN GUATEMALA, FOUR IN PERU, SIX IN PUERTO RICO, SEVEN IN COLOMBIA.
WE EVEN HAVE USERS IN SOUTH KOREA FOR SEVEN IN THE PHILIPPINES AND TWENTY THREE IN INDIA.
WE'RE ABLE TO PULL THE TIME OF DAY THAT FAMILIES ARE SEARCHING FOR US.
BUT IF YOU LOOK AT IT, THEY'RE SEARCHING BETWEEN EIGHT AND FOUR NINE AND THREE EIGHT AND FIVE EIGHT AND THREE NINE AND TWO, EIGHT AND 11.
AND EARLIER I TOLD YOU THEY WERE USING A DESKTOP.
SO TO ME, IT LOOKS LIKE FAMILIES ARE SEARCHING DURING THEIR WORKDAY.
THIS IS SOMETHING ALSO THAT WE'VE NEVER BEEN ABLE TO BRING TO YOU.
CHOOSE DALLAS ISD ALLOWED US TO DECENTRALIZE OUR APPLICATION PROCESS BY DECENTRALIZING.
WE WERE ABLE TO INCLUDE ALL OF OUR SCHOOL TYPES, ALL OF OUR PROGRAMS INTO ONE PORTAL.
IF YOU RECALL, FAMILIES HAVE THE ABILITY TO APPLY FOR UP TO FIVE SCHOOLS, NO MATTER THE SCHOOL TYPE, BE IT AN IB SCHOOL, PERSONALIZED LEARNING, A MAGNET, A P-TECH, NO MATTER THE SCHOOL, THEY'RE ABLE TO SELECT IT.
SO WHEN WE LOOK AT OUR NEIGHBORHOOD STUDENT TRANSFER REQUEST RIGHT NOW, WOODROW WILSON HAS TWO HUNDRED AND THIRTY FOUR APPLICATIONS.
GRINER, JUST FOR THE NEIGHBORHOOD SCHOOL, HAS ONE HUNDRED AND SIX FAMILIES WHO WANT TO ATTEND GRINER.
HILLCREST IB 88 APPLICATIONS MOCKINGBIRD DUAL LANGUAGE EIGHTY TWO.
LAKEWOOD DUAL LANGUAGE SIXTY EIGHT APPLICATION ROSEMONT DUAL LANGUAGE SIXTY FOUR APPLICATIONS SKYLINE NEIGHBORHOOD TRADITIONAL SCHOOL, FIFTY FIVE, WINNETKA TRADITIONAL SCHOOL, FORTY SIX APPLICATIONS AND RICHARD STEEN FORTY FIVE APPLICATIONS AND SANGER DUAL LANGUAGE HAS FORTY FOUR APPLICATIONS AT THIS TIME.
WE'RE ALSO ABLE TO DISAGGREGATE THIS INFORMATION BY QUADRANTS, SO WE'VE PROVIDED YOU WITH THE TOP TWO APPLICATION CHOICES BY QUADRANTS THAT FAMILIES ARE SELECTING.
HILLCREST IB AND DEGOLYER ARE LEAVING THE NORTHWEST QUADRANT.
WOODROW AND MOCKINGBIRD ARE LEADING IN THE NORTHEAST QUADRANT, SKYLINE NEIGHBORHOOD SCHOOL AND ANN RICHARDS IN THE.
SOUTHEAST AND GREINER AND ROSEMONT IN THE SOUTHWEST.
THESE ARE OUR TOP 10 PUBLIC SCHOOL CHOICE SCHOOLS, SO WE'RE SAYING OUR MAGNET, OUR P-TECH AND OUR TRANSFORMATION SCHOOLS, OUR TOP 10 MAGNET SCHOOLS, OF COURSE, ARE IN TOWNVIEW TECH TO SCIENCE AND ENGINEERING.
WASHINGTON TOWN VIEW, HEALTH, TOWN VIEW BUSINESS SKYLINE, TRAVIS, DESSA,
[00:50:04]
DAILY AND LAW MAGNET.THESE ARE OUR TOP 10 MAGNET SCHOOLS.
OUR TOP 10 TECH CHOICES FOR FAMILIES ARE SKYLINE COLLEGIATE.
OUR TOP 10 TRANSFORMATION SCHOOLS ARE NEW SCHOOLS.
LOOK AT OUR BIOMEDICAL SCHOOL.
PRESTON WOOD MONTESSORI, DOWNTOWN MONTESSORI, SOLA PREP, MATA MONTESSORI MONTESSORI ACADEMY AT HERNANDEZ.
THIS IS TELLING US THIS DATA TELLS US THAT FAMILIES WANT MONTESSORI, NEW TECH, HALCY STEAM, IGNITE AND SOLAR PREP.
WHAT WE'VE GIVEN YOU AT THE BOTTOM HERE IS THE APPLICATION SUBMISSION DATA JUST BY THE TOP THREE CHOICES RIGHT NOW.
MAGNET SCHOOLS HAVE TWO THOUSAND NINE HUNDRED AND NINETY TWO FIRST CHOICE APPLICATIONS.
P-TECH HAS EIGHT HUNDRED AND FORTY SIX, AND OUR OTI SCHOOLS HAVE ONE THOUSAND AND SIXTY NINE APPLICATIONS, BUT WE JUST GAVE YOU 1ST, 2ND AND 3RD.
REMEMBER, FAMILIES HAVE THE ABILITY TO CHOOSE FIVE CHOICES, SO A STUDENT COULD SELECT ONE OF THE SCHOOLS AS THEIR FIFTH CHOICE AND RECEIVE A C BECAUSE IT'S VERY IMPORTANT HOW YOU PRIORITIZE YOUR CHOICES.
SO WE WANTED TO BRING TO YOU THIS INFORMATION AND WE'RE READY FOR QUESTIONS.
TRUSTEES WILL OPEN THE FLOOR TO QUESTIONS.
THANK YOU FOR THIS PRESENTATION, AND THANK YOU FOR THE AMAZING EFFORTS THAT ARE ONGOING.
I REALLY LOVE TO SEE THE BREAKDOWN OF NUMBERS AND VISUALS, AND THIS IS HELPFUL TO UNDERSTAND AND PIECE TOGETHER EXACTLY HOW EVERYTHING IS WORKING.
I HAD A QUESTION REALLY QUICKLY ON SLIDE.
IT'S A SLIDE THREE, SO WE'RE LOOKING AT THE ASSOCIATE DEGREE ATTAINMENT BY TYPE.
SO WHAT EXACTLY CONTRIBUTED TO THAT NEARLY TWO FOLD INCREASE IN THE ASSOCIATE OF ARTS AND SCIENCES, WHICH IS, OF COURSE, TREMENDOUSLY EXCITING? YEAH, THANK YOU.
TRUSTEE GARCIA, I THINK THE REALITY IS IS IT'S KIND OF WHY I PAINT A PICTURE OF LIKE OUR ROLLOUT, RIGHT? PREVIOUSLY, WE HAD EARLY COLLEGES.
THEY WERE DOING GREAT FOR US AND THEN WE THEN WE INTRODUCE A COUPLE OF SCHOOLS IN THE SCHOOL OR EARLY COLLEGE PROGRAMS, RIGHT? AND THEN, OF COURSE, THE YEAR ONE OF THE COHORT, THE FIRST COHORT OF EIGHT SCHOOLS.
IF YOU LOOK AT NINETEEN TWENTY, THAT'S WHEN WE HAD OUR FIRST COHORT OF EIGHT SCHOOLS PLUS EARLY COLLEGES THAT THAT REPRESENTS THE ASSOCIATE DEGREE ATTAINMENT THERE.
THEN, OF COURSE, THE NINE 10 OF THIS JUST THE YEAR THAT ENDED JUST SIX MONTHS AGO OR SIX OR EIGHT MONTHS AGO.
THAT REPRESENTS THE NINE 10, WHICH WOULD BE THE EARLY COLLEGES, AS WELL AS THE EIGHT SCHOOLS AND THEN THE NEXT 10 HIGH SCHOOLS THAT ROLLED OUT THE SUBSEQUENT YEAR AFTER THE EIGHT.
SO WE'RE NOT FULLY THERE YET BECAUSE WE ALSO WE STILL HAVE TWO SCHOOLS THAT ARE NOT FULLY DON'T FULLY HAVE SENIORS YET, BUT THAT THAT'S WHY THE NUMBER REPRESENTS 910.
AND QUITE FRANKLY, IF NOT FOR THE PANDEMIC, THE NUMBER WOULD HAVE BEEN BIGGER.
BUT, YOU KNOW, EVEN WITH SUMMER PROGRAMING, SOME OF OUR STUDENTS JUST TRIPPED UP.
AND WHAT DO YOU EXPECT TO SEE WHEN IT COMES TO THE ASSOCIATE OF ARTS AND TEACHING, WHICH I'M ALSO TREMENDOUSLY EXCITED ABOUT? I KNOW THAT YOU'VE SEEN TWO FOLD INCREASES AND ACROSS THE DIFFERENT TYPES, BUT WHAT ABOUT THE ASSOCIATED TEACHING? WELL, I'LL GIVE YOU A LITTLE BIT, THEN I WANT DR.
BUT JUST RECENTLY, YOU KNOW, WE SHE'S SHE AND HER TEAM HAVE DONE A GREAT JOB OF WORKING WITH LOCAL COLLEGES AND UNIVERSITIES TO HELP THESE STUDENTS IN THE EDUCATION PATHWAY, FOR EXAMPLE, GET CONNECTED AND HAVE A FAIR, IF YOU WILL, TO BE TO UNDERSTAND THE OPTIONS AND OPPORTUNITIES AT LOCAL UNIVERSITIES.
BUT THERE ARE ABOUT 100 STUDENTS WHO ARE JUST IN THE EDUCATION PATHWAY THAT WILL PARTICIPATE IN THIS JUST AT THE SENIOR LEVEL.
DR. ROGERS, ANYTHING ELSE TO ADD ABOUT THE EDUCATION PATHWAY? NO, YOU'RE CORRECT WITH THE SORRY, OK.
I'LL LEAVE THE THUNDER FOR YOU NEXT TIME.
I'LL MOVE ON TO THE RECRUITMENT NOW.
SO ONE THING I DIDN'T SEE ON HERE WAS, CAN YOU TELL ME ABOUT LANGUAGE USERS? I DON'T SEE A BREAKDOWN OF IS MOST OF THE INFORMATION REQUESTED IN THE SPANISH PAGE ENGLISH PAGE.
DO YOU HAVE ANY GRASP ON WHAT THE LANGUAGE NEEDS ARE? WE DO.
I DID NOT PROVIDE THAT RIGHT HERE, BUT WE DO HAVE THE ABILITY TO LOOK TO SEE THE LANGUAGE THAT FAMILIES ARE TRANSITIONING OR TRANSLATING THE APPLICATION INTO.
RIGHT NOW, WE ARE ABLE TO USE GOOGLE TRANSLATE, SO THEY'RE ABLE TO DO THAT.
WE DO HAVE ENGLISH, SPANISH AND BURMESE.
BUT WE CAN'T PROVIDE YOU WITH THE LANGUAGE BREAKDOWN IF YOU LIKE.
NOT NECESSARY, BUT I'M JUST AT THE TOP OF MY HEAD INTERESTED IN UNDERSTANDING IF THAT'S WHAT THAT NUMBER LOOK LIKE MOVING FORWARD, THEN.
SO ONE OF THE THINGS I'M MOST INTERESTED IN IS THIS IS, OF COURSE, MADE IT A LOT EASIER FOR PARENTS TO UNDERSTAND THE OPTIONS THAT THEY HAVE IN DALLAS ISD.
BUT ANOTHER NOTE, ANOTHER THING THAT I RECALL THAT IS SIMILAR TO THE CONVERSATION WE'VE HAD AROUND MAGNET SCHOOL ACCESS IS JUST, YOU KNOW, I'M CURIOUS TO KNOW IF THE FAMILIES WHO WOULD BENEFIT THE MOST AND OR COULD BENEFIT THE MOST OR WANT TO BENEFIT THE
[00:55:03]
MOST ARE INDEED TAKING ADVANTAGE OF THE, ARE THEY PART OF THE EIGHTEEN THOUSAND USERS THAT WE'RE SEEING? SO ANOTHER WAY TO SAY IT IS DO WE HAVE AN UNDERSTANDING OF WHERE OUR FAMILIES ARE COMING FROM THAT ARE ACTUALLY TAKING ADVANTAGE OF SCHOOL FINDER? WE DO.WE'RE ABLE TO LOOK TO SEE ONE OF THE THINGS THAT WE'RE DOING WITH OUR RACIAL EQUITY AND OUR MAGNET DEPARTMENT IS WE'VE IDENTIFIED STUDENTS, YOU KNOW, ONCE AGAIN WHO MEET THE CRITERIA AND THEY'VE BEEN PARTNERED UP WITH A MENTOR.
SO WE'RE ABLE TO LOOK TO SEE WHERE OUR KIDS ARE, THE FEEDER PATTERNS THAT THEY REPRESENT, THE HOMES OR THE AREAS OF TOWN THAT THEY REPRESENT.
AND THEN WE'RE ABLE TO DISAGGREGATE AND PROVIDE YOU THAT INFORMATION.
AND I RECALL THAT NOW, AS YOU WERE MENTIONING IT TO ME JUST NOW.
AND THIS IS ALSO THIS RECRUITMENT.
THIS EFFORT HERE IS ALSO PART OF THE ONE ENROLLMENT CENTERS.
THIS IS PART ONE OF THE EFFORTS THAT OUR ONE CENTERS, OUR CENTRALIZED ENROLLMENT CENTERS.
WE WORK VERY CLOSELY WITH LIBBY AND HER TEAM, HER MARKETING AND COMMUNICATIONS TEAM TO MAKE SURE THAT WE ARE PUTTING OUT ALL TYPES OF INFORMATION ABOUT THE AMAZING PROGRAMS THAT WE HAVE IN THE DISTRICT, AND WE'RE HERE TO SUPPORT FAMILIES WHEN THEY CALL.
WE HAVE PHONE BANKS, WE HAVE STAFF THAT GO OUT TO THE COMMUNITY TO ASSIST FAMILIES WITH COMPLETING THE APPLICATION.
TONIGHT, WE WILL HAVE OUR VIRTUAL DISCOVER DALLAS ISD.
IT'S LEVEL, SO WE'LL HAVE AN ELEMENTARY, A MIDDLE AND A HIGH SCHOOL FROM SIX TO EIGHT.
THERE'LL BE REPRESENTATIVES NOT ONLY FROM THE VARIOUS DEPARTMENTS, BUT FROM THE CAMPUSES, SO FAMILIES CAN ASK SPECIFIC QUESTIONS TO THE SCHOOLS AND A PHONE BANK WILL BE GOING ON SIMULTANEOUSLY.
I MEAN, MY GREATEST KUDOS TO THE JUST THE TREMENDOUS OUTREACH IN MOBILE PHONE ONLINE REACHING PARENTS WHERE THEY ARE AT.
IT SEEMS LIKE YOU'VE GOT THEM COMING TO YOU FROM ALL, ALL TIMES AND ALL THE DIFFERENT PLACES.
SO HUGE CURIOSITY TO THIS WORK.
AND YOU KNOW, I CAN ONLY EXPECT TO SEE JUST A GREAT GREATER CAMPUSES, GREATER CAMPUSES ACROSS THE DISTRICT.
SO THANK YOU SO MUCH FOR THAT CONCLUDES MY QUESTIONS.
TRUSTEE FOREMAN, FOLLOWED BY TRUSTEE FLORES.
AND AGAIN, THANK YOU FOR THE DOCUMENT.
SO IN AND I'M ON ACTUALLY PAGE THREE.
SO IF YOU WANT TO JUST KEEP UP WITH ME ON PAGE THREE.
SO IN TWENTY SIXTEEN TWENTY SEVENTEEN, WE DIDN'T HAVE THE SAME OFFERINGS THAT WE HAVE NOW.
AND SO OBVIOUSLY THE INCREASE IS BASED ON ADDITIONAL OPPORTUNITIES.
AND WE WENT TO 910 FROM A HUNDRED AND SEVENTY SEVEN.
MY QUESTION IS THIS SAYS IT'S ASSOCIATE'S DEGREE FOR EARLY COLLEGE HIGH SCHOOL STUDENTS.
SO IS THAT EARLY COLLEGE IN P-TECH OR IS THAT JUST EARLY COLLEGE? IT IS BOTH.
IT'S EARLY COLLEGE AND PTECH BOTH.
AND AS I EXPLAINED EARLIER, YOU MAY NOT BE IN THE ROOM.
BUT THAT WAS BASICALLY OUR EARLY COLLEGE PROGRAMS, LIKE OUR STANDARD LOANS LIKE GILLIAM, LASSETER, ET CETERA, RIGHT? BUT ALSO THEN WE INTRODUCED SAMUEL SPRUCE, AS YOU RECALL, A LITTLE BIT LATER.
AND THEN, OF COURSE, ABOUT FIVE YEARS, I GUESS IT WAS FIVE YEARS AGO THAT COHORT, THE FIRST COHORT OF P-TECH ROLLED OUT AND THEN THE SECOND COHORT A YEAR LATER.
SO I THINK IT'S BETTER TO INDICATE THAT IT REPRESENTS ALL, BECAUSE THAT COULD BE SOMEWHAT MISLEADING.
IT'S EARLY COLLEGE AND P-TECH, SO I THINK THAT WOULD BE GOOD TO TO BE ABLE TO DO THAT.
THE OTHER THING I THOUGHT WAS INTERESTING WHEN I WAS READING LATE LAST NIGHT AND MY EYES WERE CROSSED IS THAT IT WOULD REALLY BE GOOD TO HAVE THE TOTAL NUMBER OF SENIORS OF GRADUATING SENIORS, SO THAT YOU REALLY HAVE A CLEAR UNDERSTANDING OF JUST WHAT THE PERCENTAGE OF STUDENTS THAT GRADUATE.
I CAN TELL YOU THAT THE DENOMINATOR FOR THIS GROUP, FOR THIS GROUP WAS FOURTEEN TWENTY FOUR, WHICH IS SIXTY FOUR PERCENT.
ROGERS, CAN YOU CONFIRM I'M SAYING THAT CORRECTLY? SO WE ONLY HAVE FOURTEEN TWENTY FOUR IN THE.
I'M TALKING ABOUT THE OVERALL OF THE 8000 SENIORS, RIGHT? RIGHT.
SO DID YOU REALLY GET A GOOD PERSPECTIVE AS TO EXACTLY WHAT YOU'RE LOOKING AT? I TELL PEOPLE ALL THE TIME DATA IS CAN BE A WHOLE BUNCH OF STUFF, BUT YOU REALLY GOT TO KNOW WHAT YOU'RE LOOKING AT TO BE ABLE TO UNDERSTAND THE DATA.
SO THAT WOULD BE EXTREMELY IMPORTANT TO ME OVERALL.
AND PLUS THAT EARLY COLLEGE PIECE.
AND THEN THE SECOND WELL, MAYBE THE THIRD QUESTION IS, DOES THAT NUMBER INCLUDE STUDENTS THAT WOULD HAVE TO TAKE MAYBE A COUPLE OF ADDITIONAL COURSES AFTER GRADUATION BECAUSE WE KNOW THAT THE COLLEGES WILL LET THE STUDENTS WALK.
AND SO IT DOES THAT NUMBER INCLUDE OR EXCLUDE?
[01:00:02]
IT INCLUDES.BUT DR. ROGERS, CAN YOU GIVE CLARITY TO THAT? THESE ARE STUDENTS WHO HAVE EARNED THEIR DEGREE.
SO THESE ARE STUDENTS WHO THEY HIGH SCHOOL GRADUATION MAY HAVE TAKEN PLACE IN MAY, BUT THEY TOOK SUMMER CLASSES IT THROUGH AND GRADUATED IN THE SUMMER.
SO THESE ARE STUDENTS WHO HAVE A DEGREE EARNED, NOT JUST PARTICIPATED IN GRADUATION.
SO I JUST WANT TO MAKE SURE BECAUSE I DO KNOW OF SOME CASES WHERE SOME OF THOSE STUDENTS DID NOT GO BACK AND COMPLETE.
AND SO WHEN WE GIVE THE NUMBERS, I WANT TO MAKE SURE THEY'RE REAL NUMBERS.
SO THERE MIGHT BE AN OPPORTUNITY, DR.
ROGERS, TO DISAGGREGATE THE STUDENTS WHO IN FACT ARE HAVING TO GO TO SUMMER SCHOOL TO TO FINISH THEIR DEGREE SO THAT THERE'S A CLEAR UNDERSTANDING IN THE NUMBERS ARE IN FACT FACTUAL AS WE SEE THEM...
I WILL TELL YOU THIS THERE WERE ONE HUNDRED AND FOUR STUDENTS WHO EARN 60 HOURS BUT WEREN'T QUITE FINISHED WITH THEIR DEGREES.
SO THERE'S CLARITY THERE AND THAT ONE HUNDRED AND FOUR IS NOT IN THE 910 THEY'RE OUTSIDE OF THE 910.
THEY'RE NOT THEY'RE NOT COUNTED IN THE 910.
I'M HEARING TWO DIFFERENT THINGS.
THE FIRST THING I HEARD WAS IS THAT IF THEY HAD TO GO TO SUMMER SCHOOL TO COMPLETE THE DEGREE THEY'RE IN HERE.
AND NOW I'M HEARING THAT THAT'S NOT WHAT I'M SAYING.
AND WHAT I'M SAYING TO YOU IS EVEN AFTER SUMMER, WE HAD 910 STUDENTS WHO HAVE EARNED ASSOCIATE DEGREES, AND EVEN AFTER A SUMMER, WE HAD ONE HUNDRED AND FOUR STUDENTS WHO EARNED 60 HOURS BUT DIDN'T EARN AN ASSOCIATE DEGREE.
IT MIGHT BE BECAUSE THEY HAD TO TAKE A DEVELOPMENTAL COURSE, AND THEY NEED ONE MORE COURSE.
SO WHAT I'M TELLING YOU IS THERE'S FOURTEEN HUNDRED TWENTY FOUR STUDENTS IN THAT COHORT AND NINE HUNDRED AND TEN EARN AN ASSOCIATE DEGREE AND THEN ANOTHER ONE HUNDRED AND FOUR EARNED SIXTY HOURS.
AND THEY'RE THIS CLOSE TO EARNING THE ASSOCIATE DEGREE.
YES, I APPRECIATE THAT BECAUSE THAT'S IMPORTANT THAT WE HAVE THE NUMBERS ACCURATE.
AND I'M ASSUMING THAT THESE ARE THE USERS REGARDING THE FIND THE SCHOOL FINDER OR LOOKING FOR.
SO HOW DO WE HOW DO WE GET THE INFORMATION OUT TO THE PARENTS? LIKE I SAID, WE DO LOTS OF WEBINARS.
WE SEND OUT LIBBY AND HER TEAM HAVE FACEBOOK LIVES.
WE SEND OUT INFORMATION TO FAMILIES WHO JUST REQUEST INFORMATION.
IF YOU VISIT THE DISTRICT'S HOME PAGE IN THE MIDDLE OF THE HOME PAGE, IT SAYS CHOOSE DALLAS ISD.
FAMILIES HAVE THE ABILITY TO CLICK, THEIR MAILERS ARE SENT, FLIERS ARE SENT.
SO A SUGGESTION IS THAT WE KNOW THAT CHARTER SCHOOLS HAVE FREQUENTLY GONE AFTER OUR STUDENTS WITH THEIR MARKETING PLAN.
I THINK WE SHOULD DO THE SAME KIND OF MARKETING.
I'M THE KIND OF PERSON THAT BELIEVES THAT IT SHOULD BE A FAIR PLAYING FIELD, AND WE BASICALLY HAVE HAVE WALKED AWAY FROM TRYING TO GET INTO THAT LANDSCAPE FOR WHATEVER REASON.
BUT I THINK IT'S TIME THAT WE DO THAT IN TERMS OF WHAT WE'RE TRYING TO DO AND TO TRYING TO GROW OUR STUDENT POPULATION.
SO I JUST LIKE TO MAKE THAT SUGGESTION.
ALL THE THINGS WE DID THIS YEAR, TRUSTEE FORMAN WAS WE SENT A MAILER OUT TO EVERY ZIP CODE THAT I THAT IS ZONED TO DALLAS ISD.
SO OVER THE CHRISTMAS BREAK, THEY RECEIVED A MAILER PRIOR TO DISCOVER, AND IT WAS JUST A BROCHURE ABOUT ALL OF OUR OPTIONS THAT WE HAVE.
IT HAD A QR CODE TO BE ABLE TO TAKE THEM DIRECTLY TO OUR CHOOSE DALLAS ISD WEBSITE.
IT PROVIDED THEM WITH THE LOCATIONS OF THE ONE CENTERS SO THAT THEY CAN COME IN AND RECEIVE ASSISTANCE.
IT PROVIDED THEM WITH A PHONE NUMBER OR SOMEONE WHO CAN SO WE ARE TRYING TO PLAY IN THE SAME SANDBOX THAT OUR CHARTER SCHOOL FAMILIES ARE PLAYING IN.
I TRY AND DRAW A LITTLE SAND, WHY ARE YOU DOING THIS? NO, NO SAY.
I'M NOT WATCHING MY TIME, SO I'LL DO THIS QUICKLY.
SO THIS IS ON THE TOP 10 CAMPUS STUDENT TRANSFER REQUEST.
IS THAT TRANSFER IN A TRANSFER APP? THIS IS TRANSFER, IAN.
OK, SO WHY ARE WE NOT LOOKING AT TRANSFER OUT ALSO? WE DO LOOK AT TRANSFER OUT DATA, BUT I JUST WANTED TO PROVIDE YOU WITH THESE ARE THE FAMILIES WHO WANT TO ATTEND THESE SCHOOLS.
SO WE'RE BRINGING YOU DATA TO SHOW YOU THAT NOT JUST OUR CHOICE SCHOOLS.
I KNOW A LOT OF TIME WE FOCUS ON OUR CHOICE SCHOOLS, BUT WE WANTED TO LET YOU KNOW THAT WE ARE ALSO MARKETING OUR NEIGHBORHOOD SCHOOLS AND THESE ARE FAMILIES WHO WANT TO GO TO OUR NEIGHBORHOOD SCHOOLS.
THEY WERE INCLUDED IN THE PORTAL BECAUSE THEY ARE A CHOICE AS WELL.
BUT BUT I THINK WE ALSO NEED TRANSFER OUT SO THAT THERE'S AN OPPORTUNITY TO SEE WHAT
[01:05:01]
THE SCHOOLS WHERE THE STUDENTS ARE TRANSFERRING OUT WHAT AND MOST OF THEM WILL BE NEIGHBORHOOD SCHOOLS.THERE'S AN OPPORTUNITY THERE TO TRY TO FIGURE OUT WHY THOSE STUDENTS ARE TRANSFERRING OUT.
TRUSTEE FLORES, FOLLOWED BY TRUSTEE HENRY.
SO GOING BACK TO SLIDE THREE, I JUST HAVE A QUICK QUESTION ABOUT THAT.
AND AS TO WHETHER OR NOT WE HAVE ANY VISIBILITY AS TO WHAT HAPPENS.
YOU KNOW, THESE ARE THE TWO YEAR, YOU KNOW, HOW MANY OF THESE, YOU KNOW, GO ON TO FINISH, YOU KNOW, WANT TO GO TO FOUR AND THEN END UP IN FOUR OR JUST SAY, HEY, I'VE GOT MY TWO, I'VE GOT MY JOB.
DO WE HAVE ANY VISIBILITY ON THAT? WE DO HAVE NATIONAL STUDENT CLEARINGHOUSE DATA.
OBVIOUSLY, THAT HELPS US KNOW.
LOOK, LOOK AT TWO YEAR VERSUS FOUR YEAR.
BUT THE MATRICULATION OF STUDENTS ISN'T EASY TO CAPTURE, NECESSARILY, BUT I'LL LET THE TEAM RESPOND FURTHER.
WE DON'T HAVE THAT INSIGHT AT THIS TIME, WE ARE WORKING TO STAND UP SOME TOOLS TO BE ABLE TO CAPTURE THAT INFORMATION.
AND WHAT ABOUT DO WE FOR THESE STUDENTS, YOU KNOW, ARE THEY ABLE TO ACCESS OUR COLLEGE ACCESS PROVIDERS SO THAT THEY COULD APPLY WHILE THEY'RE STILL GETTING THEIR ASSOCIATES? THEY'RE JUST LIKE NORMAL STUDENTS THAT CAN GO AND SIGN UP AND SAY, HEY, NOW I WANT TO TRANSITION, RIGHT? ABSOLUTELY.
AND I THINK WHAT I'M PROUD ABOUT THAT DR.
ROGERS AND THE TEAM'S WORK IS NOT ONLY DO THEY HAVE THE OPPORTUNITY TO GO TO FOUR YEAR COLLEGES, THEY ALSO HAVE THE OPPORTUNITY TO LAND JOBS.
AND LIKE YOU KNOW, THIS YEAR WE HAD 11 OF OUR STUDENTS WHO COMPLETED THEIR ASSOCIATE DEGREE SIMULTANEOUS TO GRADUATING FROM HIGH SCHOOL AND 11 OF THE STUDENTS WENT TO AMERICAN AIRLINES TO WORK FOR THEM.
SO I THINK, YOU KNOW, WE'RE TRYING TO DO BOTH, BUT I DO THINK WE HAVE AN OPPORTUNITY TO STRENGTHEN OUR PROGRAMING.
I THINK TO THE POINT YOU MAYBE YOU'RE MAKING WITH OUR COLLEGE ACCESS PROVIDERS TO REALLY ADDRESS THE SUMMER MELT AND ADDRESS THE HANDOFF, WHETHER IT BE TO, YOU KNOW, TO THE JOB MARKET LIKE I JUST REFERENCED.
BUT YOU KNOW, OBVIOUSLY FOR MANY STUDENTS TO TWO YEAR, FOUR YEAR, YEAH, I MEAN, IT'D BE IT'D BE INTERESTING TO SEE.
I DON'T KNOW IF WE COULD PROVIDE THIS OR NOT PROVIDE THIS, FOR EXAMPLE.
YOU MENTIONED THAT THERE WERE 910 GRADUATED HAD THE PIECE OF PAPER.
THERE ARE ANOTHER 104 I THINK YOU SAID ARE AT THE THRESHOLD AND WHETHER OR NOT THERE'D BE ANY OPPORTUNITY FOR OR SOMEBODY ELSE.
MAYBE IT'S SOMEBODY ELSE THAT CAN HELP THEM.
THEN YOU KNOW, THEY'RE NO LONGER OUR STUDENTS, TECHNICALLY.
BUT IS THERE ANY OPPORTUNITY FOR THOSE STUDENTS TO THEN, YOU KNOW, NEXT, YOU KNOW, THEY FINISH.
THE TWO COURSES THEY NEEDED, YOU KNOW, THAT THEY'D HAVE ACCESS TO SOME SYSTEM.
DOES THE D, TRIPLE C OR DALLAS COLLEGE PROVIDE THAT SO THAT, YOU KNOW, WE CAN SUPPORT THESE STUDENTS.
SO IF THEY DO WANT TO MAKE THAT TRANSITION THAT THEY'RE ABLE TO TO DO IT, THAT'S WHERE WE CAN STRENGTHEN OUR ADVISING.
I MEAN, YOU'RE RIGHT ON, YOU KNOW, THE SORT OF THE POINT OF YOUR QUESTION.
IT'S KIND OF SAD IN A WAY WE DON'T NECESSARILY KNOW WHERE KIDS ARE GOING TO A TWO YEAR OR FOUR YEAR SPECIFICALLY LIKE OR IF THEY GO FROM GETTING AN ASSOCIATE DEGREE TO THE FOUR YEAR, YOU KNOW WHICH ONES.
RATHER, WE GET THE NUMBERS RIGHT.
BUT IF WE DO A BETTER JOB, WE CAN REALLY TRACK WHO IS AND YOU KNOW, WHO'S GOING TO WHAT.
AND THEN EVEN THE SIMPLE ADVISING OF, YOU KNOW, YOU GOT ONE COURSE LEFT.
WE'RE GOING TO HELP YOU GET ACROSS THAT FINISH LINE BECAUSE IT'S SO CRITICAL FOR YOUR FUTURE, FOR LIVING WAGE JOB, ET CETERA.
YEAH, I MEAN, I THINK THAT PIECE OF PAPER CAN BE A PRETTY SIGNIFICANT JUMP IN IN WHAT THEY CAN MAKE.
I MEAN, I VISITED WITH FOLKS THAT CAME UP TO ME AND, YOU KNOW, WHEN THEY HEARD ABOUT CAREER INSTITUTES, AND I GUESS WE'LL DEVELOP SOME METRICS AROUND THOSE.
I MEAN, WE DO HAVE THE METRICS OF THE CERTIFICATIONS, BUT THAT, YOU KNOW, AFTER WE'D ANNOUNCE THOSE CAME UP TO ME AND SAID, HEY, YOU KNOW, WHERE ARE THESE STUDENTS? I NEED THESE STUDENTS.
I NEED THEM WITH, YOU KNOW, THIS KIND OF TRAINING AND CYBERSECURITY.
I NEED THEM TO HAVE, YOU KNOW, THEIR PARCHMENT THAT SAYS, HEY, YOU KNOW, HOW TO DO SOMETHING THAT'S USEFUL, YOU KNOW, CODING AND WHATNOT.
AND YOU KNOW, HE'S I'VE GOT DOZENS OF THOSE JOBS RIGHT NOW READY TO GO.
AND SO THERE'S A HUGE DEMAND FOR THOSE.
SO IT'D BE IT'D BE GOOD IF WE CAN, WE CAN MEET THAT DEMAND.
SO AND THEN I WAS GOING TO ASK ONE MORE QUESTION ON THAT SIDE.
THE ONE YOU WERE ON BEFORE ON THE THE TRANSFER REQUEST.
THOSE AREN'T LIKE SUCCESSFULLY TRANSFERRED.
THOSE ARE JUST WE'RE JUST LOOKING AT NEIGHBORHOOD SCHOOLS THAT ARE COVETED AND PEOPLE APPLIED.
THESE ARE PART OF THE APPLICATION PROCESS.
SO THESE FAMILIES WHO HAVE REQUESTED THESE TRANSFERS ON MARCH 1ST WILL RECEIVE THE NOTIFICATION, YOU KNOW, JUST LIKE ALL OF YOUR OTHER CHOICES, BECAUSE YOU'RE GOING TO GET ONE OPTIMAL CHOICE.
DO YOU HAVE FIVE SELECTIONS AND THEN YOU'LL RECEIVE NOTIFICATION THAT YES, I RECEIVED MY TRANSFER TO SKYLINE TRADITIONAL SCHOOL, AND THAT'S ALSO PREDICATED ON SPACE, RIGHT? I MEAN, THAT'S THE THING, THE PRINCIPAL.
WE'RE MAKING SURE THAT WE'RE NOT OVERLOADING SCHOOLS.
THE PRINCIPALS HAVE THE SCHOOL LEADERSHIP, HAVE THE ABILITY TO TELL US, YOU KNOW
[01:10:02]
WHAT THE CAPACITY OF THE SCHOOL IS OR CAPACITY TO TAKE.BUT OBVIOUSLY WE TO THE POINT I THINK TRUSTEE FOREMAN MADE ABOUT MARKET SHARE, RIGHT? WE'VE GOT TO KEEP WORKING TOWARDS MARKET SHARE.
SO IF THERE IS SPACE AND THERE'S AN APPETITE, WE WANT TO HELP OUR STUDENTS.
AND ON THE NEXT SLIDE, I MEAN, I DO WANT TO NOTE THAT PRESTONWOOD MONTESSORI, I DON'T KNOW HOW I ENDED UP SECOND, IS THIS DECIDED BY THE NUMBER OR WAS JUST IS THIS LIKE NUMBER ONE CHOICE? AND THEN SECOND CHOICE...
NO THESE ARE THE NUMBER OF FIRST CHOICE APPLICATIONS TO THE SCHOOLS.
YOU'LL BE THERE NEXT? I'VE BEEN OVER THERE.
AND I DON'T KNOW HOW MANY OF YOU GUYS HAVE HAD A CHANCE TO GO OVER TO PRESTONWOOD BUT THEY ARE DOING SOME AMAZING THINGS.
ONE OF MY NEIGHBORS APPLIED AND WAS ABLE TO GET IN IS JUST VERY, VERY EXCITED.
THEY HAVE THEIR BIG SIGN OUT IN FRONT OF THEIR THEIR HOUSE, SO WE'RE VERY EXCITED ABOUT PRESTONWOOD, IT'S DOING GREAT THINGS.
I'LL START TRUSTEE FLORES LEFT OFF.
I MEAN, HE WAS TALKING ABOUT HIS NEIGHBORS IN THE SCHOOLS.
BUT YOU KNOW, AGAIN, I WOULD LOVE TO SEE WAYS THAT WE'RE TRYING TO GET THIS MESSAGES OUT.
I HAD A CALL LAST WEEK OF A PARENT ACTUALLY DOWNTOWN.
LEAVE THE DETAILS OUT OF THAT STORY.
BUT YOU KNOW, WHEN YOU GET TO ASKING THOSE FOLKS, HAVE YOU VISITED OUR SCHOOL? HAVE YOU WALKED IN? I HAD TO PEOPLE, HAVE YOU WALKED IN THE MONTESSORI EDDIE WALKER? TOO OFTEN I GET A NO.
SO I DON'T KNOW IT'S COVID TOO, SO I CAN'T WALK INTO DEALY, BUT FINDING WAYS TO CONTINUE TO THINK ABOUT HOW WE GET EXPOSURE TO BREAK DOWN SOME OF THESE NEGATIVE STEREOTYPES THAT PEOPLE ARE SEEING ON SOME RATING ON SOME WEBSITE.
SO JUST AN ASIDE I WAS GOING TO READ.
IT'S KIND OF CHEESY, BUT I'M GONNA READ A QUOTE FROM MY WIFE BECAUSE SHE WENT THROUGH THIS PROCESS AND IT WAS CRAZY THE FIRST TIME WE WENT THROUGH IT.
BUT I WAS GOING TO READ HER QUOTE.
SHE SAID THAT THIS CHOOSE DALLAS ISD WAS A SEAMLESS AND STREAMLINED EXPERIENCE.
IT WAS GREAT TO BE ABLE TO ENROLL AT OR APPLY TO ANY DISD SCHOOL USING ONE WEBSITE.
FOR THOSE WHO HAVEN'T DONE IT BEFORE, IT WAS MULTIPLE WEBSITES MULTIPLE.
THIS IS ME NOW BACK TO CHANCE.
THE PROCESS WAS INTUITIVE AND TOOK LESS THAN 30 MINUTES.
IT IS A GREAT IMPROVEMENT, AND IT'S CLEAR THAT INPUT FROM ALL STAKEHOLDERS, ESPECIALLY DSD PARENTS, WERE HEARD AND WAS HEARD AND INCORPORATED.
SO, YOU KNOW, JUST, YOU KNOW, I REALLY APPRECIATE YOUR WHOLE TEAM LISTENING TO PARENTS AND STAKEHOLDERS.
THERE WAS A BUNCH OF THEM GIVING INPUT ON WHAT I THINK A KIND OF CLUNKY SYSTEM AND THEN GIVING PARENTS SOMETHING AS SEAMLESS AS THIS.
OR YOU CAN GET THROUGH IT IN 30 MINUTES AND NOT MULTIPLE DAYS AND NOT DRIVING TO THIS SCHOOL TO DROP THAT OFF AND THE SCHOOL TO DROP THAT OFF.
AND IF YOU THINK ABOUT PARENTS WITH PRIVILEGE AND AGENCY, IT MAKES IT EASIER FOR THEM TO NAVIGATE WHICH.
WHILE YOU MIGHT GET THE NUMBERS, YOU GET A MAN SCHOOL, THEN A LOT OF OUR FAMILIES, IT'S DIFFICULT TO MEET ALL THOSE OBLIGATIONS.
AND AT ONE POINT YOU'RE JUST LIKE, FORGET IT, I'M GOING HERE.
SO FOR THOSE FAMILIES THAT DO CHOOSE TO APPLY TO THESE TYPES OF SCHOOLS, I APPRECIATE THAT YOU MADE IT TO QUOTE HER SEAMLESS AND STREAMLINED EXPERIENCE.
SO THANK YOU TO THIS WHOLE ENTIRE TEAM, WHOEVER INVOLVED.
THE ONLY QUESTION I HAD ON THE SLIDE WAS I WAS JUST CURIOUS ON THE SLIDE.
I DON'T KNOW IF IT'S THREE OR FOUR.
IT'S THREE TWENTY THE 2020-2021 SCHOOL YEAR, THE AAT ASSOCIATE OF ARTS AND TEACHING, WE HAVE FORTY FIVE.
WHERE ARE THOSE STUDENTS AT DR.
ROGERS? YOU'RE ASKING, WHERE ARE THE STUDENTS IN TERMS OF UNIVERSITY OR WHAT SCHOOLS ARE THEY? DID THEY WERE STUDENTS GETTING THE ASSOCIATIVE ARTS AND TEACHING? OH, WE HAVE SEVERAL STUDENTS AT BRYAN ADAMS, STUDENTS AT SAMUELE AND STUDENTS AT W T WHITE ARE IN THAT AGGREGATE.
PRESIDENT MICHAEL, THANK YOU, TRUSTEE HENRY TRUSTEE JOHNSON.
YES, I THINK TRUSTEE FOREMAN WAS ALLUDING TO THIS CONCERNING MARKETING.
WHAT IS YOUR? I KNOW I HEARD YOU SAY YOU WORK WITH THE COMMUNICATION DEPARTMENT AT [INAUDIBLE] EXCUSE ME, NO DISRESPECT.
IS THERE IS THAT TWO DIFFERENT BUDGETS FOR MARKETING.
DO OTI HAVE THEIR OWN BUDGET? AND THEN COMMUNICATION HAVE THEIR OWN BUDGET? CHIEF DANIELS, YOU WANT TO COME SPEAK TO YOUR BUDGET AND THEN WE CAN LET DEPUTY CHIEF GAYNOR SPEAK TO THE ONE YOU COME AND ASK THAT YOU'RE THE MONEY GUY.
TO ANSWER YOUR QUESTION, YES, THE TWO DIFFERENT SEPARATE WORDS TO HAVE BUDGETS.
CAN YOU GIVE ME THAT? I WANT TO KNOW THE BUDGET OF COMMUNICATION.
AND THEN THE BUDGET OF OTIE BECAUSE I THINK YOU'RE DOING A GREAT WORK AND I JUST LIKE TO SEE MORE MARKETING DONE WITH WHAT'S GOING ON.
[01:15:03]
BUT SINCE IT'S TWO DIFFERENT BUDGETS, THEN THAT MEANS WE'RE WE'RE TARGETING AND WE HAVE THE RESOURCES TO TARGET MORE.SO I DO LIKE IF YOU CAN GIVE ME THAT BUDGET TO SEE WHAT COMMUNICATION BUDGET IS WHEN IT COMES TO MARKETING AND COMMERCIALS OR WHATEVER WE HAVE TO DO.
AND THEN ALSO GIVE ME THE BUDGET FOR OTI WHEN IT COMES TO MARKET.
I WANT TO SEE WHAT WE'RE WORKING WITH AND THE TOTAL BUDGET PLEASE TRUSTEE JOHNSON.
I THINK IT'S IMPORTANT TO KNOW THAT COMMUNICATIONS IS DISTRICT WIDE, SO IT'S A CENTRALIZED BUDGET.
SO IT'S GOING TO BE, YOU KNOW, MORE THAN WHAT OTIE HAS.
SO I MEAN, THAT IS OUR PURPOSE WITH OUR COMMUNICATION GROUP IS TO OFFER RESOURCES TO ALL DEPARTMENTS.
SO LIBBY AND HER TEAM ARE SUPPORTING ALL OF THE CHIEF'S BUDGETS.
I MEAN, CHIEFLY, I DIDN'T SAY THAT.
I UNDERSTAND THAT THEIR BUDGET IS DIFFERENT, BUT I STILL WOULD LIKE TO SEE THE BUDGET.
ANYONE ELSE HERE FOR FIRST ROUND? I HAVE JUST A COUPLE OF BRIEF QUESTIONS.
I'M CURIOUS ON IF YOU GO TO THE NEXT SLIDE.
SO I MEAN, THIS IS A SUPER HELPFUL DAY TO SEE.
I'M CURIOUS WHAT OUR THOUGHTS ARE ON.
WE HAVE 75 PERCENT COMING FROM BUSINESS, MARKETING AND FINANCE IS THAT BECAUSE OF DEMAND FOR STUDENTS, IS THAT BECAUSE THAT'S THE MOST PROLIFIC PROGRAM THAT WE OFFER THE MOST PLACES? I'M CURIOUS ABOUT, JUST LIKE BECAUSE THAT SEEMS LIKE YOU WOULD GENERALLY, I WOULD THINK WE WOULD SEE MORE OF A DISTRIBUTED BREAKDOWN THAT IS SUPER CONCENTRATED.
I'M CURIOUS ABOUT THE REASONING BEHIND IT.
YEAH, AND I ACTUALLY WONDER THE SAME THING.
SO I'M GOING TO TURN TO OSWALD ALVARENGA, WHO LEADS OUR WORK AND TO ANSWER THAT QUESTION.
IF YOU LOOK AT THE YEAR, THIS IS TWENTY TWENTY TWENTY TWENTY ONE.
AND SO WHAT HAPPENED IS WE WENT VIRTUAL.
SO NORMALLY WE WOULD HAVE A DISTRIBUTED PIE CHART ACROSS MANY CERTIFICATIONS.
BUT BECAUSE WE WENT VIRTUAL, WE HAD TO PIVOT AND THE CURRICULUM WAS PUT OUT TO HAVE STUDENTS TAKE CERTIFICATIONS THAT THEY WERE ABLE TO OBTAIN VIRTUALLY.
SO ONE OF THE MAIN ONE WAS GOOGLE ANALYTICS, BECAUSE IT HAS TO DO WITH STATISTICS.
AND SO THE STATISTICS THAT HAPPENED IN YOUR CLASS, THAT'S WHAT YOU WERE COVERING.
THAT CERTIFICATION WAS ALSO THERE WAS NO FEE FOR IT, SO IT WAS FREE.
SO WE HAD STUDENTS TAKE THAT CERTIFICATION AND PASS IT.
SO THIS WAS THIS WAS THE 2020/21 SCHOOL YEAR.
SO AM I SUMMARIZING CORRECTLY WHEN THAT WHEN THE PANDEMIC HIT AND PUSHED EVERYONE VIRTUAL FOR A LONG PERIOD OF TIME, THERE WERE A LOT OF CERTIFICATIONS THAT WEREN'T ABLE TO HAVE THEIR NORMAL COMPLETION RATE.
BUT HOWEVER, IN THE BUSINESS MARKETING AND FINANCE PATHWAY, MOST OF THOSE LIKE AN XL1 OR LIKE BUSINESS ANALYTICS WOULD HAVE BEEN ABLE TO TEST AS NORMAL BECAUSE IT WAS VIRTUAL.
AND SO THAT'S WHY WE'RE PROBABLY SEEING AN OVERALLOCATION OF CERTIFICATIONS THERE THAT WOULDN'T BE NORMAL IN A NORMAL SCHOOL YEAR.
ALL THE HANDS ON CERTIFICATIONS, THOSE HAD TO COME TO A HALT BECAUSE EVERYTHING WENT VIRTUAL.
OK, SO I'LL LOOK FORWARD TO SEEING WHAT IT LOOKS LIKE AFTER THIS YEAR AND THEN SWITCHING TO THE THE APPLICATION PROCESS AND ALL THAT SUPER HELPFUL DATA.
I WAS ACTUALLY AT A PARENT TO PARENT SCHOOL FAIR LAST NIGHT WHERE WE HAD PARENTS FROM A NUMBER OF, I THINK, 15 TO 20 DIFFERENT SCHOOLS, NEIGHBORHOOD CHOICE SCHOOLS, MAGNET SCHOOLS ALL ACROSS THE AREA.
TALKING TO OTHER PARENTS, IT WAS AWESOME TO SEE.
AND I DO WANT TO CLARIFY SOMETHING, AND I THINK YOU ANSWERED IT.
BUT IF I GO TO CHOOSE DALLAS ISD AND GO THROUGH THAT PROCESS, IT'S A ONE STOP SHOP FOR WHETHER IT'S A MAGNET A P-TECH, A CHOICE PROGRAM OR JUST A NEIGHBORHOOD SCHOOL TRANSFER.
IS THAT CORRECT? SO THERE IS NO DIFFERENT TRANSFER FORM THAT I HAVE TO FILL OUT ANYMORE.
THIS IS OUR APPLICATION OR WHAT ARE WE CALLING IT? DR. WHO SUFFERED? WHAT DID WE CALL IT? YOU CALL IT SOMETHING.
ONE TIME I FORGOT THIS WAS OUR COMMON APP.
COMMON APP IS WHAT YOU CALL IT.
THIS WAS OUR COMMON APP FOR CHOICE SCHOOL.
SO YES, NO MATTER THE PROGRAM, FAMILIES RECEIVE FIVE CHOICES, TRANSFER, P-TECH, OTI AND THEN ONLY TWO OF THOSE FIVE CHOICES CAN BE A MAGNET SCHOOL.
AND SO AS YOU LOOK AT THAT, ESPECIALLY FOR THE NEIGHBORHOOD SCHOOL, BECAUSE I THINK THAT IS SOMETHING THAT'S A PHENOMENAL THING THAT DALLAS ISD OFFERS.
I'VE HAD NUMEROUS PARENTS TAKE THAT OPPORTUNITY AND GO TO PICK A DIFFERENT NEIGHBORHOOD SCHOOL, AND OFTENTIMES THEY DON'T KNOW ABOUT THAT.
HOW DO WE DETERMINE IF THERE ARE SEATS AVAILABLE? THIS TIME, SO YOU'RE ABOUT TO SEND NOTIFICATIONS IN FEBRUARY OR MARCH.
OBVIOUSLY, YOU DON'T KNOW THE ENROLLMENT NEXT YEAR YET, SO IF IT'S A SCHOOL RIGHT ON THE BRINK, HOW WOULD THAT WORK? HOW WOULD YOU DETERMINE WHETHER OR NOT TO OFFER A SEAT ON A TRANSFER VERSUS WE GOT TO WAIT TILL ENROLLMENT AND SEE IF WE'RE ACTUALLY GOING TO BE OVERCAPACITY.
I THINK WE HAVE TO WORK WITH SCHOOL LEADERSHIP WHEN WE DO.
[01:20:02]
RIGHT? I MEAN, THEY HAVE TO HELP US UNDERSTAND BECAUSE IN THE END, WE DON'T WANT TO PUT THE PRINCIPAL IN THE SCHOOL IN A SITUATION WHERE THEY, YOU KNOW, WE PUT THEM AT ODDS, RIGHT? WITH TOO MANY STUDENTS, NOT ENOUGH SEATS, ET CETERA.SO WE WORK WITH SCHOOL LEADERSHIP AND I THINK THERE ARE SEVERAL SCHOOLS ACROSS THE DISTRICT THAT HAVE THAT CHALLENGE IF WE WANT.
IT'S A GOOD PROBLEM TO A DEGREE, BUT THEY TELL US THE NUMBER OF SEATS AVAILABLE.
AND THEN WE ALSO KEISHA'S TEAM LOOKS AT, YOU KNOW, WHO WOULD BE NEXT IN LINE SO THAT IF SEATS DO OPEN UP AS THE SCHOOL YEAR STARTS, WE DON'T WANT TO LET THEM MS. OUT AND LET THE PARENTS HAVE THE OPPORTUNITY.
AND SO I UNDERSTAND WE'VE ALWAYS HAD A PROCESS THAT HAS A DEADLINE FOR LIKE MAGNET AND CHOICE SCHOOLS BECAUSE WE RUN THE LOTTERY AT THAT POINT AND HAVE A WAIT LIST.
AS FAR AS IF A PARENT IN THE MIDDLE OF THE YEAR SAYS, YOU KNOW WHAT, I'M LOOKING FOR A TRANSFER.
I KNOW THIS OTHER NEIGHBORHOOD SCHOOL HAS OPENINGS.
DO THEY CAN THEY FILL THIS OUT OR IS THERE A WAY TO FILL THAT OUT OR OR DO A TRANSFER BETWEEN NEIGHBORHOOD SCHOOLS IF THERE IS SPACE OR ANY SCHOOL THAT HAS A WAIT, NO WAIT LIST OR ANYTHING LIKE THAT? ARE THERE WAYS TO DO THAT IN THE MIDDLE OF THE CYCLE? YES, THE ONLY SCHOOL THAT YOU CANNOT TRANSFER TO IN THE MIDDLE OF THE YEAR WILL BE OUR CHOICE SCHOOLS.
BUT IF YOU'RE JUST LOOKING PARENT FOR A NEIGHBORHOOD TRANSFER AND YOU WANT TO LEAVE X AND GO TO Y, YOU GO BACK INTO THE PORTAL, COMPLETE THE APPLICATION AND THEN YOU'LL RECEIVE NOTIFICATION THAT YOUR TRANSFER, IF YOU KNOW SPACE IS AVAILABLE, IS APPROVED BY THE CAMPUS AND YOU CAN ENROLL.
OK, WELL, THAT'S WONDERFUL TO HEAR.
SO, SO EXCITED TO HEAR THAT WE HAVE A ONE STOP SHOP HERE.
I DON'T SEE ANY OTHER QUESTIONS HERE.
SO THANK YOU ALL FOR THE REPORT.
WE WILL NOW MOVE ON TO ITEM EIGHT TRUSTEES.
ARE THERE ANY QUESTIONS REGARDING THE MINUTES? ALTHOUGH I BELIEVE THESE WILL BE SUBMITTED AS WE GET TOWARDS THE MEETING.
OH, THEY ARE UPLOADED TO TRUSTEES.
ANY QUESTIONS ON THE MINUTES? SEEING, NONE.
WE'LL MOVE TO ITEM NINE STATUTORY ITEMS, CONSIDER AND TAKE POSSIBLE ACTION TO ADOPT THE RESOLUTION ORDERING A GENERAL ELECTION HELD MAY SEVEN, 2022, FOR
[9. STATUTORY ITEMS]
THE PURPOSE OF ELECTING THREE MEMBERS TO THE BOARD OF TRUSTEES IN DALLAS INDEPENDENT SCHOOL DISTRICT AND DISTRICTS FOUR, FIVE AND SEVEN.ARE THERE ANY QUESTIONS HERE? ALL RIGHT, WE WILL NOW MOVE ON TO ITEM 10 POLICY UPDATES, TRUSTEES PLEASE
[A. Consider and Take Possible Action to Approve the Amendment to Board Policy CDA (Local) Other Revenues Investments (Single Read, Sponsored by Dwayne Thompson, Deputy Superintendent, Business Services)]
SPEAK UP ABOUT ANY THAT YOU WOULD LIKE TO PAUSE ON AND HAVE QUESTIONS FOR.WE'RE LOOKING AT 10 A THROUGH E.
ALL RIGHT, WITH THAT, WE'LL MOVE ON TO ITEM 10A YEAR LOCAL.
WE'LL BEGIN WITH TRUSTEE FOREMAN.
AND SOMEBODY IS GOING TO ANSWER.
ARE YOU THERE, SHANNON? DOESN'T LOOKED LIKE OSWALDO.
IT MIGHT NOT SEEM LIKE IT, BUT I AM.
YEAH, I WOULDN'T COME BACK TO THIS ONE.
ALL RIGHT, SO WE'LL MOVE ON TO 10 D F0 LEGAL SORRY.
TWENTY TWENTY ONE TWENTY TWO SCHOOL YEAR CALENDAR REQUIRED IN ACCORDANCE.
THE AMENDMENT TO THE STUDENT CODE OF CONDUCT TRUSTEES.
ARE THERE ANY QUESTIONS ON F O.
A STUDENT CODE OF CONDUCT WILL START WITH TRUSTEE FLORES, FOLLOWED BY TRUSTEE JOHNSON, FOLLOWED BY TRUSTEE FOREMAN.
YOU KNOW, SO, SO SO WE HAD ONE CONSTITUENT FROM DISTRICT ONE COME AND GIVE US THIS PACKET OF INFORMATION AND HAD SOME RECOMMENDATIONS FOR FOR THE CODE OF CONDUCT AND WAS WONDERING IF THE ADMINISTRATION HAS HAD A CHANCE TO TO REVIEW THESE, THE PROPOSED CHANGE OR IF IT CAN BE IMPLEMENTED IN TERMS OF REGULATION.
JUST JUST, YOU KNOW, WOULD BE GOOD TO HAVE SOMEBODY WITH THE ADMINISTRATION LOOK AT IT AND SEE IF THERE ARE ANY ADDITIONAL CHANGES.
I DON'T KNOW IF YOU GUYS GOT A COPY OF THIS OR NOT.
YOU CAN HAVE MINE AND YOU GUYS CAN LOOK AT IT.
SEEING FLOORS, WE WILL LOOK AT IT, I HAVEN'T HAVE A COPY.
EVEN SO, THERE WAS COPIES AT OUR DESK, EVERYBODY GOT A LITTLE.
IT HAS A IT HAS A CHART IN THE FRONT.
I MEAN, I'LL BE GLAD TO READ THEM.
SO THE RECOMMENDATIONS WERE TO PASS THE PROPOSED CHANGES, YOU KNOW, PASSED BY, PRESENTED BY STAFF TODAY, WHICH I'M FULLY SUPPORTIVE OF.
ADD THAT ONCE THE STUDENTS ARRIVES TO A CAMPUS BY BUS, CAR OR ON FOOT, THEY'RE IDLE.
TIME MUST BE SPENT ON CAMPUSES IN A SUPERVISED SETTING OR ENROLL THEM IN ADDITIONAL COURSES IN STUDENT ACTIVITIES INCLUDE THAT THERE'S A LOSS OF TRANSFER FOR REPEAT OFFENDERS, WHICH IS SOMETHING THAT CURRENTLY APPLIES TO MAGNET SCHOOLS
[01:25:03]
BUT DOES NOT, MAY OR MAY NOT APPLY TO REGULAR CAMPUSES THAT WE HAVE SOME CONSISTENCY AND ENFORCEMENT OF THE LAWS AND THE CODE OF CONDUCT.THE HAVING NOTHING TO DO WITH THE CODE OF CONDUCT, BUT MAKE SURE THAT WE FILL OUR VACANT MONITOR POSITIONS AND THEN THE REQUEST THAT WE REINSTATE ALL ARE DIFFERENT.
STUDENT, PARENT AND COMMUNITY ACTIVITIES, THE SOONER WE CAN DO THAT, I THINK THE BETTER.
BUT PAM HAS A LIST AND SO YOU GUYS COULD LOOK AT THAT.
I'D REALLY, REALLY APPRECIATE IT.
FLORES, IF I COULD RECOMMEND, WE ARE ACTUALLY GETTING READY TO START OUR STUDENT CODE OF CONDUCT REVISIONS FOR NEXT YEAR FOR THE 22-23 SCHOOL YEAR.
AND SO WE WILL BE ASKING YOU ALL ACTUALLY FOR YOUR NAMES HERE IN THE NEXT WEEK OR TWO OF WHO YOU WANT ON THE COMMITTEE FOR NEXT YEAR'S CODE.
AND SO WHAT I'D LIKE TO DO IS SINCE THERE'S QUITE A BIT IN THAT TO TAKE THAT TO THAT COMMITTEE AND THEN WORK THROUGH THOSE TO IMPLEMENT SOME OF THOSE THINGS FOR THE CODE OF CONDUCT FOR TWENTY TWO POINT TWENTY THREE, IF THAT'S OK.
YEAH, I MEAN, THAT'S DEFINITELY JUST THAT THERE AND NOW ALREADY VISITED WITH PAM AND CHIEF LAWTON ABOUT THIS.
BUT YOU KNOW WHERE SOME ALL OUT OF OUR CAMPUSES ARE SEEING ISSUES, AND THEN THERE'S SOME ACUTE ISSUES AT A CAMPUS IN MY POLITICAL DISTRICT THERE, ALL OUR SCHOOLS THAT YOU KNOW, ARE BEING ADDRESSED, BUT YOU KNOW, THE KIND OF CODE OF CONDUCT AND LOOKING AT THOSE THINGS.
SO THANK YOU FOR THE OPPORTUNITY.
I'LL MAKE SURE TO MENTION THAT POSSIBILITY OF JOINING THAT, THAT COMMITTEE THANKS.
TRUSTEE JOHNSON HAS STEPPED OUT, SO WE'LL MOVE ON TO TRUSTEE FOREMAN.
I'D LIKE TO THANK THE ADMINISTRATION FOR BEING FLEXIBLE ENOUGH TO UNDERSTAND THAT SOMETIMES YOU HAVE TO PIVOT WHEN YOU ACTUALLY CHANGE A POLICY SO RAPIDLY.
THESE PARTICULAR TIMES ARE DIFFICULT TIMES FOR OUR STUDENTS AND OUR FACULTY REGARDING WHAT IS GOING ON WITH SOME OF THE ISSUES.
AND SHERRY AND I'VE HAD MANY CONVERSATIONS ABOUT SOME OF THE ISSUES THAT OUR CHILDREN ARE GOING THROUGH.
AND I CLEARLY UNDERSTAND THIS NOTION OF SCHOOL TO PRISON PIPELINE.
BUT WHAT I'M NOT READY TO DO IS TO SACRIFICE A HUNDRED PERCENT OF THE KIDS FOR 10 PERCENT THAT MIGHT BE HAVING SOME ISSUES.
I THINK WE AS RESPONSIBLE ADULTS, SHOULD BE WILLING TO TAKE THE NEXT STEPS TO BE ABLE TO MAKE SURE THOSE CHILDREN GET THE INTENSIVE CARE OR THE INTENSIVE ATTENTION THAT THEY NEED AT A PARTICULAR TIME.
I SEE THAT WE HAVE TWO PRINCIPALS HERE.
I'M IN CONTACT WITH MY PRINCIPALS ALL LOT, A LOT MORE THAN NORMAL REGARDING SOME OF THESE ISSUES.
AND SO I RESPECT THE WORK THAT YOU DO.
I RESPECT THE WORK THAT THE TEACHERS DO AND THE OTHER STAFF BECAUSE IT'S NOT JUST PRINCIPALS AND TEACHERS, IT'S EVERYBODY IN THE BUILDING THAT ARE HAVING TO ADJUST TO SOME OF THESE ISSUES.
SO I JUST LIKE FOR EACH ONE OF THE PRINCIPALS, TWO MINUTES A MINUTE, WHATEVER YOU WANT TO SAY, BECAUSE I DON'T WANT YOU COMING DOWN HERE WITHOUT SAYING WHAT YOU HAVE TO SAY AND THEN I'LL COME BACK AND SAY MY ENDING POINT.
THANK YOU SO MUCH, I APPRECIATE THAT, AND I APPRECIATE THIS OPPORTUNITY.
YOU KNOW, JESUS MARTINEZ, PRINCIPAL AT SUNSET HIGH SCHOOL AND, YOU KNOW, WHEN WE STARTED THE INITIATIVE, YOU KNOW, IT WAS A BIT OF A TRANSITIONAL YEAR AND COMING WITH THE PANDEMIC, THERE WERE OTHER ASPECTS OF THINGS THAT WERE NOT NECESSARILY FULLY ANTICIPATED HAVING 100 PERCENT OF STUDENTS BACK ON CAMPUS.
SO A LOT OF WHAT WE'VE BEEN HEARING ON OUR FRONT, AT LEAST I CAN SPEAK FOR MY CAMPUSES.
MY CAMPUS HAS TO DO WITH THE COMMUNITY WANTING A MIDDLE GROUND.
PARENTS ASKING US FOR HELP WHEN WE ASKED FOR THEIR SUPPORT AND PARTNERSHIP WITH, YOU KNOW, THE DISCIPLINE MATTERS AND PARENTS SAYING, WELL, WHAT ELSE CAN YOU DO? SO THOSE ARE SOME OF THE THINGS THAT WE'VE BEEN GETTING ON OUR END FOR THIS YEAR, AND WE FEEL LIKE A MIDDLE GROUND IS KIND OF NECESSARY IN ORDER TO REALLY MAKE SURE THAT OUR INITIATIVE OF RESTORATIVE DISCIPLINE PRACTICES GOES INTO EFFECT FOR THE LONG TERM AND IS EFFECTIVE FOR THE LONG TERM.
GOOD AFTERNOON, I'M SHADERIA FOSTER, PRINCIPAL AT KENNEDY-CURRY MIDDLE SCHOOL, AND I WOULD LIKE TO SAY THE RESEARCH CENTER HAS BEEN AN OUTSTANDING ASSET FOR KENNEDY-CURRY MIDDLE SCHOOL.
WE USE OUR RESEARCH CENTER AS A AS A COMMON PLACE FOR OUR STUDENTS.
[01:30:05]
WE BARELY USE THE RESEARCH CENTER BECAUSE WE HAVE A LOT OF PROACTIVE MEANS IN PLACE.WE STARTED OUT BY BUILDING PARTNERSHIPS WITH OUR PARENTS.
WE RECEIVED THE AWARD FOR INCREASE, NOT PTECH PARTICIPATION BY 70 PERCENT.
AND SO IN THE BEGINNING OF THE SCHOOL YEAR, WE HAD A PROFESSIONAL DEVELOPMENT ABOUT WHAT IS THE RESEARCH CENTER? WHAT'S WHAT? WE INTRODUCED THE NEW STUDENT CALLED CONNECTED TEACHERS.
WE PROVIDED PD TO OUR TEACHERS, OUR TEACHERS ABOUT INTO THE RESEARCH CENTER.
WE WALKED OUR TEACHERS THROUGH THROUGH THE RESET CENTER SO THEY CAN SEE EXACTLY WHAT STUDENTS WOULD BE DOING IN THE RESET CENTER.
AND SO IT'S BEEN A BLESSING TO MY CAMPUS, I CAN SAY.
WE KNOW THAT THE KIDS WOULD BRING ISSUES FROM THE NEIGHBORHOODS.
SO ONCE THOSE KIDS COME TO CAMPUS, WE TAKE THEM DIRECTLY TO THE RESET CENTER SO KIDS CAN RESET THEIR BEHAVIORS, THEIR MINDSETS AND RECONNECT WITH THEIR EMOTIONS BECAUSE THEY WILL HAVE EMOTIONS.
AND SO IT'S BEEN SO GOOD FOR KENNEDY CURRY THAT WE ARE ACTUALLY CREATING A RESET CENTER FOR TEACHERS BECAUSE WE ARE IN A PANDEMIC.
AND SO WE KNOW TEACHERS NEED TO RESET AS WELL.
AND SO I'M IN SUPPORT OF THE RESEARCH CENTER AND BE ABLE TO TAKE BETWEEN GROUND WILL BE GOOD FOR SOME SCHOOLS, BUT FOR COMMUNITY CARE.
I WAS JUST WORKING AT JUST FINE.
AND THE REASON WE ASK MS. FOSTER TO COME IS BECAUSE OF HOW GREAT THEIR SYSTEMS ARE WORKING.
AND ONE OF THE THINGS THAT WE HEARD FROM PRINCIPALS WHEN WE HAD THESE CONVERSATIONS WITH THEM WAS TEACHERS NEEDED MORE TRAINING AND SUPPORT AROUND RESET.
AND SO MS. FOSTER AND WE'RE GOING TO BE ASKING A COUPLE OF OTHER PRINCIPALS THAT ARE HAVING THESE GREAT RESULTS THAT HAVE GOT TEACHER BUY IN FROM THE ENTIRE STAFF TO HELP US WITH TRAINING THE OTHER PRINCIPALS ON HOW TO USE THE MODEL THAT THEY'RE USING AT KENNEDY CURRY TO DO THAT ACROSS OTHER CAMPUSES.
SO THAT'S ONE REASON WE WANT TO ASK YOU A QUESTION.
SO DO DO YOU SEE A DISTINCTION BETWEEN HIGH SCHOOLS AND MIDDLE SCHOOLS? AND THE REASON I ASK THAT QUESTION HIGH SCHOOL STUDENTS ARE DIFFERENT THAN MIDDLE SCHOOL STUDENTS.
HIGH SCHOOLS ARE LARGER THAN MIDDLE SCHOOLS, SO THERE'S A LOT OF THINGS THAT ARE DIFFERENT WITHIN SUNSET AND KENNEDY CURRY KENNEDY CURRY MIGHT HAVE 700 KIDS ON SET, MIGHT HAVE 2000, RIGHT? SO THAT'S A HUGE DIFFERENCE IN REGARD TO RESEARCH CENTERS.
SO I JUST AGAIN WANT TO THANK THE ADMINISTRATION FOR BEING COURAGEOUS ENOUGH TO UNDERSTAND THAT THIS IS A SITUATION THAT YOU MIGHT HAVE TO PIVOT ON AND FIND SOME MIDDLE GROUND THAT WILL HELP YOUR MIDDLE SCHOOLS AND YOUR HIGH SCHOOLS.
SO I CAN TELL YOU FROM THE VISITS THAT WE DID WITH THE PRINCIPALS AND LIKE I SAID BEFORE, WE MET WITH EVERY NETWORK EXCEPT ONE, AND THAT WAS BECAUSE THEY WERE IN TRANSITION FOR THEIR ED, AND SO WE WEREN'T ABLE TO GET SCHEDULED WITH THEM.
BUT EVERY OTHER COMPREHENSIVE SECONDARY NETWORK WE MET WITH IN THEIR SMALL GROUPS AND FROM BOTH MIDDLE SCHOOL AND HIGH SCHOOL PRINCIPALS, THE TWO COMMON THINGS THAT WE HEARD WERE THEY NEEDED A MIDDLE GROUND.
SO SOMETHING BETWEEN RESET AND DAEP, AND THEN THEY ALSO NEEDED MORE TRAINING FOR TEACHERS.
THE MAIN FOCUS WAS HOW DO WE GET, YOU KNOW, PRINCIPALS LIKE MS. FOSTER TO COME IN AND SHARE THE TECHNIQUES THAT SHE'S USED TO REFOCUS SOME ON THE RESET PIECE? AND THEN HOW DO WE COME UP WITH A MIDDLE GROUND BECAUSE PRINCIPALS WERE SAYING, YOU KNOW, THESE ARE BEHAVIORS, EGREGIOUS BEHAVIORS THAT I COULD SEND THEM TO DAEP FOR THREE WEEKS, BUT I DON'T WANT THEM GONE FROM THEIR TEACHERS FOR THREE WEEKS.
SO WHAT IS IT IN BETWEEN THAT WE CAN DO IF I REALLY NEED PARENTS TO REENGAGE STUDENTS TO REENGAGE, BUT I DON'T WANT TO SEND THEM TO DAEP FOR THREE WEEKS? AND SO THAT'S HOW THE BIRTH OF A CENTRAL RESET CENTER CAME SO THAT WE COULD HAVE ADDITIONAL RESOURCES MORE THAN WHAT WE DO HAVE IN THE CAMPUS RESET AND TO HAVE THOSE PROGRAMS AND SERVICES FOR PARENTS AT LARGE.
THANK YOU, TRUSTEE FOREMAN, WE'LL COME BACK TO TRUSTEE JOHNSON, FOLLOWED BY TRUSTEE MARSHALL.
I'M GLAD FOR EVERYBODY ELSE, OK? TRUSTEE MARSHALL.
AND FIRST, I WANT TO ACKNOWLEDGE SHERRY THAT YOU DID CALL ME OFFLINE BEFOREHAND.
UNFORTUNATELY, I WAS BUSY AT THE MOMENT YOU CALLED, SO I DIDN'T REALLY GET TO TALK.
I HAVE A LOT OF QUESTIONS ABOUT THIS AND I I'M STRUGGLING WITH THIS ONE, JUST TO BE HONEST.
USUALLY, AS YOU GUYS KNOW, I HAVE A STRONG OPINION ON POLICIES ONE WAY OR THE OTHER.
THIS ONE I'M CONFLICTED ON BECAUSE THE FEEDBACK THAT I'VE GOTTEN FROM PRINCIPALS HAS UNIFORMLY BEEN CONSISTENT WITH WHAT WE JUST HEARD HERE.
AND I'VE TALKED TO A LOT OF PRINCIPALS ABOUT THIS, AND THEY ARE DEFINITELY YEARNING FOR THIS CHANGE, AND I HAVE BEEN ENCOURAGED BY EVERY PRINCIPAL I'VE TALKED TO TO SUPPORT THE ADMINISTRATION ON THIS.
AND I WILL TELL YOU, I AM INCLINED TO SUPPORT THE ADMINISTRATION ON THIS.
I WANT TO I WANT TO SUPPORT THE ADMINISTRATION ON THIS, BUT I'M NOT SURE THAT I
[01:35:05]
LIKE THE IDEA OF PIVOTING ON A POLICY.CHANGE THIS QUICKLY WITHOUT HAVING DATA TO ASCERTAIN THE SUCCESS OR FAILURE OF THE CHANGES THAT WE JUST MADE.
AND IT'S NOT THAT I OBJECT TO REFINING PROGRAMS AS THEY UNFOLD.
IN FACT, WITH TEI, WHICH EVERYONE KNOWS I'VE BEEN A BIG SUPPORTER OF.
WE'VE MADE MANY CHANGES AS THE POLICY HAS UNFOLDED.
AND I'VE BEEN SUPPORTIVE OF ALL OF THOSE CHANGES.
BUT WE DID THOSE AFTER WE HAD SUFFICIENT TIME TO GATHER ENOUGH DATA TO UNDERSTAND WHAT WAS WORKING, WHAT WASN'T WORKING AND UNDERSTAND FROM A DATA PERSPECTIVE AND FROM AN IMPACT ON CHILDREN PERSPECTIVE.
WHAT NEEDED TO CHANGE? THIS SITUATION? WITH ALL DUE RESPECT TO THE PRINCIPALS IN THE ROOM AND THOSE THAT MAY BE LISTENING, THIS CHANGE SEEMS TO BE MADE FROM MY PERSPECTIVE, PRIMARILY AS A RESULT OF PRINCIPAL FEEDBACK PRIOR TO THE DATA COMING IN.
SO I'D LIKE TO TRY TO UNDERSTAND MORE THAN I DO CURRENTLY, AND I'M HAPPY TO TAKE SOME OF THIS CONVERSATION OFFLINE, BUT I'D LIKE TO TRY TO UNDERSTAND THE WHOLE PROCESS FOR HOW WE GOT TO THIS SUGGESTION.
LIKE WHAT OTHER IDEAS WERE CONSIDERED? WHY WERE THOSE IDEAS? HOW WERE THOSE IDEAS CREATED IN THE FIRST PLACE? WHO HAD INPUT ON THOSE IDEAS? HOW DID WE REJECT OTHER IDEAS AND END UP ON THIS ONE? WHY WAS THIS OUR FINAL CONCEPT INSTEAD OF OTHER POTENTIAL PROPOSALS? AND I JUST NEED TO GET MY HEAD AROUND HOW WE ARRIVED AT THIS AS THE PREFERRED RECOMMENDATION? AND WHAT IF ANY DATA WAS INVOLVED IN THAT PROCESS OTHER THAN ANECDOTAL DATA WHICH IS COMING FROM, YOU KNOW, PRINCIPAL FEEDBACK.
AND I'M NOT DISCOUNTING THAT IT IS CRITICAL FEEDBACK, WHICH IS WHY, AGAIN, I'M INCLINED TO SUPPORT THIS.
BUT I NEED TO GET MY HANDS AROUND THAT.
SO I DON'T KNOW IF YOU WANT TO SPEAK TO THAT NOW OR IF YOU WANT TO TAKE IT OFFLINE.
WELL, I MEAN, LET ME START WITH THAT BECAUSE MY EXPERIENCE WITH THE RESET CENTERS, EVERYTHING EVERY SINGLE ONE THAT I SAW WAS PHENOMENAL.
BUT EVERYTHING I HEARD WAS QUESTIONING, WHY DO WE GO SO FAR, SO QUICK? AND THESE ARE FROM PEOPLE THAT NORMALLY DON'T COMPLAIN.
THESE ARE PEOPLE THAT I RESPECT THAT ARE NOT WHINERS.
AND SO TO ME, I HAD A DISCONNECT.
YOU KNOW, EVERY, EVERY SINGLE ONE THAT I'VE SEEN IS WORKING BRILLIANTLY.
BUT I HEAR ALL THIS RHETORIC OF PEOPLE SAYING, YEAH, WELL, NOT NECESSARILY FOR SOME VERY POSITIVE FOLKS.
I SAID, GUYS, I DON'T WANT THE EMPEROR TO HAVE NO CLOTHES ON.
LET'S MAKE SURE THIS THING IS WORKING BEFORE WE GO OUT AND BRAG ABOUT IT.
SO I SAID AT LEAST TAKE ANOTHER LOOK.
NOW YOU CAN ANSWER, WELL, I'M FEELING THE SAME DISCONNECT THAT YOU'RE ARTICULATING BECAUSE, YOU KNOW, THEY SEEM TO BE WORKING.
WE DON'T REALLY KNOW BECAUSE THE DATA IS NOT BACK YET, BUT WE'RE ALSO HEARING ALL THIS FEEDBACK THAT I'M HEARING THE SAME THING AND I WILL ECHO YOU.
I'M HEARING IT FROM PEOPLE THAT I RESPECT AND WHO ARE NOT WHINERS, BUT THEY'RE SAYING WE GOT TO MAKE THIS CHANGE, WHICH IS WHY I'M INCLINED TO DO IT.
BUT IT IT, YOU KNOW, IT GOES AGAINST MY NORMAL APPROACH, SO I'M VIBRATING AGAINST IT AND I NEED HELP.
OK, SO I'LL START AND THEN, YOU KNOW, LET THE PRINCIPLES JUMP IN TO KIND OF GIVE THEIR PIECE.
SO FIRST OF ALL, YOU KNOW, CODE OF CONDUCT IS SOMETHING WE BRING BACK EVERY YEAR.
I THINK IT'S PROBABLY ONE OF THE FEW POLICIES THAT YOU ALL THAT WE HAVE TO REVISE AND BRING BACK EVERY YEAR.
BUT THE REASON NOW IS JUST LIKE DOC SAID, YOU KNOW, HE WAS GOING OUT AND HE WAS HEARING THINGS, WE'RE OUT.
YOU KNOW, JAMIL'S TEAM IS OUT IN SCHOOLS EVERY WEEK.
YOU KNOW THAT THEY VISIT SCHOOLS EVERY WEEK THEY SUPPORT, THEY, YOU KNOW, GET FEEDBACK.
AND SO AS WE WERE LISTENING TO THE FEEDBACK AND HAVING THE CONVERSATIONS AND HEARING THAT THERE WERE SOME, SOME AREAS WHERE WE NEEDED TO WORK BETTER ON OUR TRAINING PIECE FOR THE TEACHERS BECAUSE I THINK THAT WAS THE BIG PIECE WHERE WE DID NOT DO OUR BEST WORK WITH WAS MAKING SURE THAT THE TEACHERS UNDERSTOOD THE WORK AROUND THE RESET AND WHAT IT WAS FOR AND WHAT IT DID.
AND THEN WE HAD A COUPLE OF SESSIONS FOR PARENTS, BUT WE DID NOT HAVE VERY MANY PARENTS ATTEND.
AND SO, YOU KNOW, REACHING OUT AND GETTING BETTER COMMUNICATION WITH PARENTS IS A MUST.
SO FROM THAT AND KNOWING THAT PIECE, THEN WE HAD THAT CONVERSATION.
LIKE I SAID EARLIER AROUND, THIS IS NOT A LARGE GROUP OF KIDS.
THIS IS A SMALL GROUP OF KIDS THAT WE'RE TALKING ABOUT THAT HAVE NOT BOUGHT INTO RESET.
AND WE'VE GOT A SMALL GROUP OF PARENTS THAT HAVE NOT BOUGHT INTO RESET.
AND YOU KNOW, THE PRINCIPAL IS GOING TO SPEAK TO THE FACT THAT WE HEARD OVER AND OVER AGAIN IN THE CONVERSATIONS WITH THE PRINCIPALS WAS THERE ARE SOME PARENTS NOW
[01:40:02]
THAT SAY, OH, WELL, YOU CAN'T SUSPEND MY KID, SO YOU DEAL WITH IT, YOU KNOW THAT FIGURE IT OUT.AND SO THIS WAS KIND OF OUR FIGURING IT OUT WHEN WE HAD THE CONVERSATION WITH PRINCIPALS.
SHERRY, IF I COULD INTERRUPT YOU AND BE, YOU KNOW, RESPECTFULLY, A LITTLE PUSHBACK ON THAT.
EVERYTHING YOU JUST SAID TO ME.
WHAT I HEAR IS THAT WE HAVE NOT SUFFICIENTLY TRAINED AND ROLLED OUT OUR CURRENT PROGRAM.
RIGHT, AND SO BUT IT MAKES ME NERVOUS IS THAT YOUR SOLUTION TO THAT IS TO CHANGE IT, TO DO SOMETHING ELSE.
OK, SO SO TO ME, WHAT I HEAR IS YOU LITERALLY ACKNOWLEDGING WE HAVE NOT SUFFICIENTLY TRAINED ALL THE TEACHERS AND WE HAVE NOT COMMUNICATED EFFECTIVELY ENOUGH WITH THE PARENTS.
SO IF THAT'S THE CASE, THEN LET'S GO DO THOSE THINGS.
LET'S NOT LET'S NOT CHANGE THE MODEL.
THERE'S TWO PIECES THAT WE HEARD OVER AND OVER FROM PRINCIPALS AND THAT WAS MAKING SURE TEACHERS UNDER THE FIRST ONE, I'M NOT COMPELLED BY.
SO WHAT'S THE SECOND ONE? SO THE SECOND ONE WAS THAT THERE ARE A HANDFUL OF STUDENTS AND PARENTS THAT ARE NOT THAT RESET AT THE CAMPUS IS NOT WORKING FOR.
FOR SOME OF THESE EGREGIOUS BEHAVIORS, AND YOU PROBABLY SAW FROM THE DATA THAT WE SENT OUT AROUND RESET WAS A LOT OF THE RESET CENTER OFFENSES WERE FIGHTING.
OK, SO LET'S TOUCH ON THAT ONE FOR A SECOND.
AND MAYBE, MAYBE THE PRINCIPALS CAN WEIGH INTO WHAT IS IT ABOUT THE CURRENT RESET CENTERS THAT IS NOT SUFFICIENTLY SOLVING THE PROBLEMS OF THE KIDS THAT ARE FIGHTING GOING TO THEM? LIKE, WHAT IS THE ACTUAL TACTICAL PROBLEM? WELL, YOU KNOW, TO START THE RESET CENTERS IF YOU SET UP YOUR STRUCTURES PROPERLY AND AS A LOT OF THE CAMPUSES HAVE, AND BECAUSE WE HAD AMPLE WARNING AND AMPLE NOTICE AND SET UP THE STRUCTURES IN PLACE, THEY ARE WORKING WHAT ENDS UP HAPPENING WITH SOME OF THESE OFFENSES THAT ARE A LITTLE BIT BEYOND WHAT A RESET CENTER IN THE MOMENT CAN DO.
YOU KNOW SOMETHING ALONG THE LINES OF A BIG GROUP FIGHT AT A HIGH SCHOOL.
YOU KNOW, IT'S KIND OF HARD IN THE MOMENT TO HAVE THOSE STUDENTS THERE.
ABLE TO UNWIND, ABLE TO REALLY SEE, YOU KNOW, THE VALUE IN THAT CONVERSATION AND THE MEDIATION.
BUT IT ALSO GOES INTO THE REST OF YOUR STUDENT BODY.
AND I THINK THAT'S WHERE A LOT OF MYSELF AND MY COLLEAGUES...
CAN I ASK YOU BEFORE YOU MOVE ON TO THE NEXT POINT ON THAT POINT, IF YOU MOVE THE WHOLE GROUP OF KIDS THAT WAS FIGHTING TO THE OFF CAMPUS RESET CENTER, AREN'T THEY ALL STILL TOGETHER OVER THERE? WELL, BUT A PART OF THAT, BECAUSE WE HAVE SEPARATED, WE DO SEPARATE THREE DAYS FOR ONE GROUP, THREE DAYS FOR THE OTHER GROUP IS THEY'RE KEEPING ONE GROUP THAT'S INVOLVED IN THE SAME FIGHT LOCALLY ON CAMPUS AND THE OTHER ONE AT THE CENTRAL RESET CENTER TO SEPARATE THEM AND THEN SWAP.
WHAT WAS YOUR SECOND POINT? I INTERRUPTED YOU.
WELL, WELL ALONG THE SAME LINES, THOUGH, THOSE STUDENTS BEING ON CAMPUS STILL SENDS THE MESSAGE THAT THIS IS SOMEWHAT ACCEPTABLE FOR THE REST OF YOUR STUDENT BODY.
AND THAT AFFECTS CULTURE WHEN WE'RE TALKING ABOUT THESE LEVEL OF OFFENSES, LIKE BULLYING.
THE PARENTS ARE COMING IN AND SAYING, WHAT ARE YOU DOING? YOU'RE ALLOWING THIS BULLYING INCIDENT TO CONTINUE AND THAT CHILD IS WALKING WITH IMPUNITY.
SO SOME OF THOSE THINGS THAT WE'RE FACING ARE THINGS WE HAVEN'T FACED IN THE PAST WHERE WE GET A LITTLE BIT OF SEPARATION AND THE REST.
I CAN IMAGINE THAT THAT IS A VERY DIFFICULT SITUATION FOR YOU TO BE IN.
BUT IT ALSO FEELS TO ME LIKE THAT'S PART OF THE GROWING PAINS OF IMPLEMENTING POLICY CHANGE AND CREATING A NEW CULTURE AROUND DISCIPLINE.
I KNOW I'M RUNNING OUT OF TIME HERE, BUT MAYBE WITH MY LAST QUESTION, WHAT WOULD IT? WHAT WOULD IT LOOK LIKE AND WHAT WOULD IT COST IF WE DEPLOYED ADDITIONAL RESOURCES TO THE CAMPUS RESEARCH CENTERS TO SOLVE SOME OF THESE PROBLEMS THAT PRINCIPALS ARE EXPERIENCING, LIKE IF WE NEEDED TO SEPARATE, YOU KNOW, TWO GROUPS OF FIGHTING KIDS? WHAT IF WE JUST HAD MORE RESOURCES ON THE CAMPUS LEVEL RESET CENTERS TO BE ABLE TO DO THAT? WHAT IF IT WAS A DIFFERENT, YOU KNOW, SECOND RESOURCE IN A DIFFERENT AREA? LIKE, SO WHAT IF WE WERE TRYING TO SOLVE THIS PROBLEM WITHOUT DOING IT WITH A CENTRAL RESET CENTER? HOW WOULD WE GO ABOUT DOING THAT AND WHAT WOULD IT LOOK LIKE AND HOW MUCH WOULD IT COST? OK, SO TO DO THAT AGAIN, WE WOULD HAVE TO PUT THOSE RESOURCES AT ALL FIFTY TWO CAMPUSES.
AND BECAUSE THIS IS NOT AN OVERWHELMING NUMBER OF STUDENTS THAT NEED THESE ADDITIONAL SUPPORTS AND THAT THE CAMPUS NEEDS THAT TIME AWAY FROM THE CAMPUS TO SEND A MESSAGE, YOU KNOW, TO STAFF, TO STUDENTS, TO PARENTS, IT WOULD BE QUITE COSTLY WHEN WE CAN DO THAT AT THE CENTRAL LOCATION.
THE OTHER PIECE, YOU KNOW, AND LET ME BACK UP REAL QUICK TO THE TRAINING THAT DIDN'T HAPPEN ON EVERY CAMPUS.
YOU KNOW, A LOT OF CAMPUSES LIKE MS. FOSTER'S CAMPUS TRAINING WENT OFF WITHOUT A HITCH.
HER TEACHERS BOUGHT IN IMMEDIATELY.
SO IT'S STILL A SMALL NUMBER OF CAMPUSES WHERE WE WERE HEARING THAT FROM.
BUT THAT'S A PIECE WE NEED TO ADDRESS AND WE NEED TO TACKLE ON THOSE CAMPUSES.
SO THAT'S THAT'S WHY I BRING THAT UP.
THE OTHER PIECE, LIKE I SAID, THAT WE HEARD ON SEVERAL CAMPUSES WAS THE
[01:45:02]
NEED FOR A MIDDLE ALTERNATIVE TO THE CAMPUS RESET AND DAEP.YEAH, I DON'T UNDERSTAND EITHER.
TRUSTEE MARSHALL WILL BE ON TIME.
WE'LL COME BACK IN THE SECOND ROUND.
WELL, ACTUALLY, I THINK A LOT OF MY QUESTION QUESTIONING FOLLOWS ALONG WITH TRUSTEE MARSHALL, BUT I HAD THE OPPORTUNITY TO JUST BREAK DOWN.
THANK YOU FOR INCLUDING EVEN THE CAMPUS BREAKDOWN OF WHAT WE WERE SEEING.
I WAS PARTICULARLY CURIOUS BY ONE QUICK THING, BUT I DON'T WANT TO LOSE SIGHT OF THE CONVERSATION WITH TRUSTEE MARSHALL, WHICH IS I'M JUST SURPRISED BY THIS OUTLIER AT AN RICHARD STEAM ACADEMY WITH NEARLY A TWOFOLD GREATER NUMBER OF INCIDENTS THAN EVERY OTHER CAMPUS SO FAR.
WHAT'S THAT IS, DOES THAT ALLUDE TO SOME OF THIS TRAINING THAT WE'RE SEEING? BUT WHAT? WHAT CAN WE ATTRIBUTE THIS KIND OF DRAMATIC OUTLIER IN THE DATA SO FAR COMPARED TO ALL THE OTHER CAMPUSES? CAN YOU PUT THAT DATA UP, WHICH IS GOOD? YES, THANK YOU, TRUSTEE GARCIA, FOR YOUR QUESTION.
YES, WE DEFINITELY HAVE THE OUTLIER IN RICHARDSON SINCE WE'VE SEEN THAT DATA, WE'VE ACTUALLY ASKED THEM TO CREATE A PLAN FOR THEIR TEACHERS.
ONE OF THE THINGS THAT THEY NEEDED SUPPORT IN THEY WERE ONE OF OUR CAMPUSES WAS THAT ADDITIONAL TRAINING PER RESET CENTER.
SO WHEN YOU LOOK AT SOME OF THE DISCIPLINE THAT'S TAKING PLACE AT THAT CAMPUS, A GREAT MAJORITY OF THAT, ASIDE FROM SOME OF THE FIGHTS THAT TOOK PLACE, WHAT WERE CLASSROOM DISRUPTIONS AND DISRUPTIONS LIKE NOT RESPONDING TO TEACHERS? AND SO TRAINING TEACHERS IN THE RESET CENTER, HOW TO USE HOW TO USE THE RESET CENTER, HOW TO DE-ESCALATE BEHAVIOR AT THE CAMPUS LEVEL OR AT THE CAMP CLASSROOM LEVEL, WE FELT LIKE WOULD REALLY HELP REDUCE THOSE NUMBERS OVER TIME.
AND THEN I WANT TO FOLLOW UP WITH THAT SPECIFIC NOTE OF THE MAJOR DISRUPTIVE SCHOOL BEHAVIOR.
SO I DON'T THINK I SAW THIS IN THE FIRST ITERATION OF THIS.
I THINK UNDER LEVEL TWO BE OFFENSES, WE SAW ASSAULT, WE SAW BULLYING, FIGHTING.
AND THEN HERE WERE THE INCLUSION OF MAJOR DISRUPTIVE SCHOOL BEHAVIOR IN THE POSITION OF THE B.B.
I'M CONCERNED THAT THE DISCRETION BEHIND WHAT, WHAT, WHAT MAKES MAJOR DISRUPTIVE SCHOOL BEHAVIOR WILL LEAD TO MORE STUDENTS HEADING TO THE CENTRAL RESET CENTER.
AND IF I'M INTERPRETING THIS CORRECTLY, WE'RE SAYING THAT LEVEL TO BE OFFENSES IS AN AUTOMATIC SENT TO THE CENTRAL RESET OR IS FIRST STARTING ON CAMPUS AND THEN PROGRESSIVELY TOWARDS CENTRAL RESET CENTER.
YES, SO IF I UNDERSTAND YOUR QUESTION CORRECTLY AND YOU PLEASE CORRECT ME, YOU'RE SAYING THAT YOU WERE CONCERNED ABOUT THE MAJOR SCHOOL DISRUPTION BECAUSE YOU FEEL LIKE THAT WOULD LEAD TO MORE STUDENTS BEING ASSIGNED TO THE CENTRALIZED RESET CENTER.
IS THAT WHAT YOU'RE SAYING? AND YOU'RE CONCERNED ABOUT THAT? AND SO YOU'RE SAYING, HOW WILL WE RESPOND TO THAT? IS THAT YOUR QUESTION? I'M MOSTLY CONCERNED THAT THE MAJOR SCHOOL BEHAVIOR IS STILL VERY DISCRETIONARY.
YES, BULLET POINT TO ADD NOW IN THIS ITERATION OF THIS POLICY.
THE REASON WHY THAT BULLET POINT IS ADDED IN THE CHAIR, YOU CAN PLEASE JUMP IN.
BUT PART OF THAT IS A MAJOR SCHOOL DISRUPTION CAN ACTUALLY HAVE A STUDENT GO TO DAEP.
AND WE HAD PRINCIPALS SAYING, I DON'T WANT TO SEND A STUDENT TO DAEP AND BE OUT OF SCHOOL FOR, YOU KNOW, 10 DAYS OR 15 DAYS.
WE ACTUALLY WOULD RATHER HAVE SOME SORT OF MIDDLE GROUND.
SO THAT'S THE REASON WHY THERE WAS AN ADDENDUM IN ADDITION FOR THIS POLICY.
UM, IF I'M LOOKING CORRECTLY ALSO, YOU'VE GOT DATA HERE ON THE STUDENTS WHO ARE HEADING BACK TO THE RESET CENTER OR JUST CLOSE THAT TAB, PARTICULARLY JUST CURIOUS ABOUT THE FIGHT, THE FIGHTING AND WHAT THEIR RESPONSE HAS BEEN AFTER THE VISITS TO THE RESET CENTER GIVE THEM.
THAT'S THE HIGHEST NUMBER OF OFFENSES THAT ARE SENDING STUDENTS TO THESE RESET CENTERS.
SO FOR THE FIGHTING, YES, THAT IS THE MAJOR FIRST OFFENSE FOR THE RESET CENTER VISITS.
NOW FOR RECIDIVISM WE'VE HAD OUT OF THE OVER 1100 STUDENTS THAT HAVE HAD A VISIT TO THE RESET CENTER.
A HUNDRED AND SEVEN, I BELIEVE, HAVE COME BACK FOR A SECOND VISIT.
AND I DON'T KNOW NECESSARILY THAT THOSE WERE FOR FIGHTS OR THAT THOSE WERE FOR OTHER OFFENSES, BUT I CAN GET THAT DATA FOR YOU.
OK, AND THAT'S STRICTLY JUST ON BASED ON THE CAMPUS RESET CENTER.
RIGHT INTERVENTIONS, RIGHT? OK, WHICH IS REALLY GREAT.
AND THAT MINIMIZES TO ME, I THINK THE NUMBER OF STUDENTS THAT WE'RE EVEN CONSIDERING WOULD GO TO THE CENTRAL RESET CENTER FOR GREATER INTERVENTION.
AND SOMETHING GOING BACK TO MY FIRST QUESTION, PARDON ME, WHICH IS THE YOU WILL BE SENT TO THE CAMPUS RESET CENTER FIRST.
THAT NOT WORKING CENTRAL CAMPUS RESEARCH CENTER IS THE NEXT OPTION.
[01:50:03]
OR IS IT AN IMMEDIATE LEVEL B OFFENSE CONSTITUTES THAT VERY PERSON TO THE CENTRAL.SO THAT IS AT THE PRINCIPAL DISCRETION.
AND WHAT WE HEARD FROM PRINCIPALS IS FIRST OFF, THEY DON'T WANT THEIR KIDS OFF THEIR CAMPUS.
I MEAN, WE HEARD THAT OVERWHELMINGLY THAT PRINCIPALS HAVE ACCOUNTABILITY, SO IT'S BETTER FOR THEM TO HAVE THEIR KIDS ON THEIR CAMPUS IN THEIR CLASSES SO THAT THEY CAN MAKE SURE THEY'RE GETTING INSTRUCTION AND THAT THEIR GRADES ARE GOOD.
HOWEVER, IF A KID DOES SOMETHING THAT THEY NEED A CHANGE IN BEHAVIOR, THEY ABSOLUTELY WANT THEM IN THEIR CAMPUS RESET CENTER SO THAT THEY STILL HAVE THEM THERE.
TEACHERS CAN GO DOWN, THEY CAN CHECK ON THEM FOR THEIR ASSIGNMENTS.
THEIR CENTRAL RESET COORDINATOR CAN GO BACK AND FORTH ONCE THEY GO BACK TO CLASS.
THEY NOW HAVE BUILT A RAPPORT WITH THEM, SO THAT IS DEFINITELY WHERE THEY WANT THEM.
THE PIECE THEY ASKED FOR WAS IF THERE IS AN EGREGIOUS BEHAVIOR, IF IT IS A MAJOR FIGHT.
LIKE PRINCIPAL, MARTINEZ DESCRIBED THAT THEY REALLY NEED A COUPLE OF DAYS TO REGAIN CONTROL AND TO SEND A MESSAGE THROUGHOUT THE SCHOOL AND TO GET THEM THE ATTENTION OF THESE KIDS WHO DID THIS MAJOR SCHOOL DISRUPTION THAT THEY DON'T WANT THEM GONE TO DAEP FOR 15 DAYS, BUT SENDING THEM TO THEIR CENTRAL RESET CENTER, WHERE THEY WILL GET THOSE EXTRA SUPPORTS, WHERE WE CAN DO MORE IN-DEPTH MENTAL HEALTH SERVICES, SEO STRATEGIES AND DIFFERENT ITEMS TO TRY TO GET THE STUDENTS BACK ON TRACK BEFORE THEY DO CONTINUE DOWN THAT PATH TO A DAEP ASSIGNMENT FOR 15 DAYS.
SO IT'S ANOTHER STEP, ANOTHER INTERVENTION, ANOTHER WAY TO HELP THE KIDS.
IT ALSO REQUIRES WORK FROM THE PARENTS BECAUSE THE PARENTS NOW HAVE TO BE ENGAGED IN THE INTAKE PROCESS AND SIGNING A CONTRACT AND GET REENGAGING IN THEIR STUDENTS' DISCIPLINE.
SO IT'S JUST HAVING THOSE EXTRA PIECES SO THAT WE CAN REDIRECT BEFORE THE KIDS ARE SENT TO DAP, IF THAT'S THE TRACK THAT THEY'RE ON AT THE TIME.
OK, I'M FOLLOWING ONE OF THE THINGS I DIDN'T SEE ON HERE, AND I KNOW THAT WE TALKED ABOUT WHEN THIS WAS FIRST INTRODUCED WAS TO LOOK AT WHAT INTAKE AND.
AND THAT OUTCOME SURVEY OR UPTAKE SURVEY POTENTIALLY COULD LOOK LIKE, IS THERE ANY INTENTION TO INCLUDE ANY OF THAT INFORMATION IN THE UPCOMING PRESENTATIONS? I DON'T THINK I SEE IT ANYWHERE ON THE ATTACHED DOCUMENTS.
WE RECENTLY PARTNERED WITH IT TO DEVELOP A EXIT SURVEY FOR STUDENTS WHO HAVE TRANSITIONED THROUGH THE RESEARCH CENTER.
AND SO WE'RE GOING TO TAKE THIS OPPORTUNITY TO GO BACK AND PROVIDE THEIR SURVEY TO STUDENTS, AS WELL AS STUDENTS WHO ARE BEING ASSIGNED TO THE RESEARCH CENTER IN THE FUTURE SO THAT DATA WILL BE FORTHCOMING.
AND THERE'S ANOTHER QUESTION THAT I WANT TO POSE AS A HYPOTHETICAL, BUT SO IF I UNDERSTAND THIS CORRECTLY, WE'VE HAD NEARLY 1100 OFFENSES, NEARLY 200 OFFENSES THAT HAVE THAT HAVE BEEN RESET CENTER VISITS.
IF WE HAD THE CENTRAL RESET CENTER ALREADY TAKING PLACE, HOW MANY OF THOSE UNDER THE DISCRETIONARY POWER OF THE PRINCIPAL HAVE BEEN CENTRAL RESET VERSUS CAMPUS RESETS? I KNOW THAT YOU MENTIONED THE NUMBER IS MINIMAL, BUT SO THAT WOULD BE HARD TO GUESSTIMATE BECAUSE THERE IS STILL DISCRETION THERE.
AND BECAUSE OF THAT, WE WILL HAVE CHECKPOINTS IN PLACE FOR THAT.
SO WHEN A PRINCIPAL DETERMINES THAT THEY FEEL LIKE THIS STUDENT NEEDS MORE THAN WHAT THEY CAN DO AT THE CAMPUS RESEARCH CENTER, THEY WILL PUT THAT INTO THE SYSTEM THAT DAY AND WE WILL HAVE A PERSON THAT THEY WILL BE REVIEWING THOSE IMMEDIATELY AND SENDING BACK TO THE PRINCIPAL AND SAYING YES, BASED ON THE BEHAVIOR AND WHAT YOU'VE ALREADY BEEN DOING WITH THE STUDENT.
YES, THEY'RE APPROVED TO COME TO THE CENTRAL RESET CENTER AND THEN THAT DAY WILL ALSO BE LETTING ED'S KNOW THAT, YOU KNOW, X SCHOOL IS SENDING, YOU KNOW, THREE KIDS TO THE CENTRAL RESEARCH CENTER.
CHIEF HEWITT HAS ALSO ASKED TO REVIEW THAT DATA WEEKLY, SO WE'LL BE SENDING HER REPORT WEEKLY, OF WHICH CAMPUSES ARE SENDING STUDENTS TO THE CENTRAL RESEARCH CENTER BECAUSE WE DON'T WANT THIS TO BE THE FIRST RESORT.
THIS SHOULD BE AFTER YOU'VE TRIED THINGS OR, YOU KNOW, IT MAY BE A STUDENT THAT YOU HAVEN'T SENT TO THE RESEARCH CENTER, BUT YOU'VE HAD A PARENT CONFERENCE WITH, YOU'VE HAD A COUNSELOR CONFERENCE WITH, AND YOU'RE NOT SEEING THAT BEHAVIOR IS CHANGING QUICKLY.
AND SO THAT MIGHT BE A DETERMINING FACTOR.
SO WE'LL BE REVIEWING IT BEFORE THEY'RE APPROVED.
AND THEN THE ED WILL GET THAT INFORMATION AND THEN CHIEF HEWITT WILL BE GETTING IT WEEKLY TO MAKE SURE THAT THIS IS NOT A SYSTEM THAT IS ABUSED.
AND THEN IN THE LAST FEW SECONDS THAT I'VE GOT, WHAT'S THE CONSEQUENCE THEN OR THE OBJECTION TO SAYING FIRST THIS THEN THAT BECAUSE IT'S NOT WRITTEN THAT WAY IN THIS POLICY RIGHT NOW? NO, IT'S NOT.
BECAUSE, LIKE I SAID, IF IF A STUDENT BECAUSE PRINCIPALS KNOW THEIR STUDENTS, THEY KNOW THEY'RE STUDENTS THAT THEY NEED TO GET A HANDLE ON BEFORE IT BECOMES AN ISSUE,
[01:55:02]
THEY KNOW SITUATIONS IN THE CAMPUS THAT ARE, YOU KNOW, ESCALATING.AND SO THIS WOULD HELP BEFORE IT ESCALATES.
SO MAYBE SENDING THEM TO THE THE CAMPUS RESEARCH CENTER MIGHT NOT BE THE RIGHT DE-ESCALATION PIECE BASED ON THE BACKGROUND IN THE HISTORY OF WHAT'S GOING ON WITH THIS SITUATION, WHEREAS THE CENTRAL MIGHT BE THAT FACTOR THAT WE COULD DE-ESCALATE BECAUSE WE'RE GOING TO HAVE ORGANIZATIONS THERE THAT WE'RE CONTRACTING WITH IF THIS IS APPROVED TO DO MENTORSHIP, TO DO INTENSIVE INTERVENTIONS.
SO THERE'S JUST A FEW MORE THINGS THAT PRINCIPALS CAN SEND STUDENTS TO TAKE ADVANTAGE OF, THAT THEY MIGHT SEE IMMEDIATELY THAT THEY NEED TO GET A HANDLE ON BEFORE IT GETS TO ANOTHER ANOTHER SITUATION.
PRINCIPAL MARTINEZ, PRINCIPAL FOSTER, IS THERE ANYTHING YOU WANTED TO ADD TO THAT PART? WELL, YOU KNOW, ONE THING THAT TRUSTEE FOREMAN MENTIONED THAT I REALLY APPRECIATED IS THAT, YOU KNOW, WE'RE RESPONSIBLE FOR THE FULL AMOUNT OF OUR STUDENTS AND THE SCHOOL CULTURE.
AND SOMETIMES, YOU KNOW, YOU KNOW, HAVING THIS EXTRA TOOL IN OUR TOOL BELT WOULD BE SOMETHING TO SAY, YOU KNOW, THIS IS A WAY TO KIND OF PRESERVE SOME OF THAT IN THE CASES.
AND IT WOULD BE AN EXTREME CASE.
THIS I CAN THINK OF MAYBE TWO INSTANCES TOTAL FOR THE FALL SEMESTER WHERE I WOULD HAVE CONSIDERED IT.
SO JUST TO GIVE YOU SOME PERSPECTIVE ON THAT, BUT ALSO I THINK THERE'S SOMEWHERE LIKE SOMETHING LIKE BULLYING WHERE THERE IS AN ACTUAL VICTIM AND WE ARE HAVING TO LOOK A PARENT IN THE FACE AND SAY, HEY, THIS IS WHAT YOU KNOW, THIS IS HOW THIS IS GOING TO BE NAVIGATED AND THE CHILD GOES HOME AND TELLS THE PARENT, WELL, IT SEEMS LIKE, YOU KNOW, THERE'S NOT MUCH GOING ON THERE.
THIS IS SOMETHING THAT GIVES US A MIDDLE GROUND.
SO, YOU KNOW, JUST TO GIVE SOME PERSPECTIVE, I THINK THE NUMBERS WOULD BE MINIMAL.
I ALSO THINK IT WOULD HELP PRESERVE THE SCHOOL CULTURE FOR STUDENTS, FOR THE REST OF THE STUDENTS.
I MEAN, IT'S A VERY SMALL PERCENTAGE OF STUDENTS THAT MAKE THESE ERRORS DURING, YOU KNOW, THE SCHOOL DAY AND WE WANT TO KIND OF JUST HAVE A MIDDLE GROUND FOR THAT.
I WOULD LIKE TO ADD, AND I KNOW FROM MY EXPERIENCE IN HIGH SCHOOL YOU HAVE SOME STUDENTS THAT ARE EXTREMELY VIOLENT, AND SOMETIMES THOSE STUDENTS MAY NEED TO BE REMOVED FROM THE CAMPUS TO PROTECT THE CULTURE OF THE SCHOOL.
AND YOU MAY HAVE A FIGHT THAT BREAKS OUT IN THE HIGH SCHOOL, AND WE KNOW THAT OTHER STUDENTS WILL BECOME INVOLVED AND THERE WILL BE A RUMBLING.
SO JUST TO QUIET THE STORM, SOMETIMES STUDENTS MAY NEED TO BE SENT TO A CENTRALIZED LOCATION SO THEY CAN RECEIVE SUPPORT FROM THE MENTAL HEALTH CLINICIANS AND THE COUNSELORS.
SO THE AMENDMENT IS NECESSARY, ESPECIALLY LIKE MS. FORMER SAVE FOR THOSE HIGH SCHOOLS AND SOME MIDDLE SCHOOLS.
I THINK ALSO JUST TO, YOU KNOW, CEMENT WHAT THEY WERE SAYING.
SOME OF THE TRENDS THAT WE RECEIVED BACK FROM PRINCIPALS AS IT RELATES TO THE NEED FOR A MEDIUM WAS JUST SAFETY CONCERNS AND FEAR OF FUTURE INCIDENTS HAPPENING.
WE FEEL THAT, YOU KNOW, THE CENTRAL RESET STANDARDS CENTER STILL IS A WE'RE STILL STAYING TRUE TO OUR POLICY OF ELIMINATING OUT OF SCHOOL SUSPENSIONS AND IN-SCHOOL SUSPENSIONS, IT'S ULTIMATELY THE STUDENTS ARE IN ON CAMPUS RECEIVING SERVICES THAT THEY NEED FOR A SUCCESSFUL REENTRY BACK TO THEIR CAMPUS RIGHT, WHICH PROTECTS THE INTEGRITY OF THE SPIRIT OF THIS POLICY.
IT WASN'T TRUSTEE JOHNSON, ARE YOU READY? GO AHEAD.
OF COURSE, WE'VE HAD A LITTLE BUMPS AND BRUISES IN DISTRICT FIVE CONCERNING THE HIRING PROCEDURE CONCERNING AN AFRICAN-AMERICAN MALE WHEN IT CAME TO THIS PARTICULAR RESET COORDINATOR JOB, WHICH I HAVE NOT FORGOT ABOUT SHERRY.
BUT HOWEVER, WHAT HAPPENS TO A FOURTH GRADER OR ELEMENTARY SCHOOL OR THAT'S AT A ELEMENTARY SCHOOL THAT HAS STRONG NEGATIVE BEHAVIOR OR BEHAVIOR CHALLENGES? BECAUSE THE POLICY THAT I READ OR WHEN I'M LOOKING AT THE POWERPOINT DID NOT ADDRESS THAT SIXTH GRADE, SIXTH GRADE AND UP FOR THE CENTRAL RESET.
I WAS A COMMUNITY LIAISON AT [INAUDIBLE] FOR FIVE YEARS AND WE HAD A SITUATION AND I KNOW WE HAVE THE THE BEHAVIORAL UNIT.
BUT WHAT HAPPENS WITH WITH THOSE CHILDREN THAT'S COMING IN USING STRONG PROFANITY AND THE PARENTS ARE SAYING THAT YOU CAN'T DO ANYTHING, WHAT HAPPENS TO THOSE KIDS BECAUSE WE'RE SAYING SIX AND UP, BUT WE HAVE EDUCATORS THAT SAY IN ELEMENTARY THAT'S HAVING TO DEAL WITH SOME OF THIS.
SO WHAT? WHAT'S THE WHAT DO WE DO FOR THOSE THOSE CHILDREN AS WELL? RIGHT? SO AT THE ELEMENTARY SCHOOL, OUR SOCIAL EMOTIONAL LEARNING DEPARTMENT IS WORKING WITH THE PRINCIPALS AND THEIR TEAMS TO COME UP WITH ADDITIONAL PLANS AND SUPPORT FOR THE CAMPUSES FOR FIFTH GRADE AND BELOW.
IF THEY HAVE SIXTH GRADE ON ELEMENTARY CAMPUS OR SIXTH GRADE IN ANY OF OUR CHOICE OR MAGNET SCHOOLS.
IN ADDITION TO OUR MIDDLE SCHOOLS, THOSE STUDENTS THEY COULD SEND BUT FIFTH GRADE AND BELOW THEY'RE GOING TO BE WORKING CLOSELY WITH THE SEL
[02:00:03]
DEPARTMENT TO PROVIDE THOSE SUPPORTS AND STRATEGIES THERE ON THE CAMPUS WITH THOSE STUDENTS.SO PRETTY MUCH RIGHT NOW WE HAVE NOTHING IN, WE HAVE NOTHING TO ADDRESS THOSE ISSUES, SO THEY SHOULD BE ASSIGNING THEM TO THE MENTAL HEALTH CLINICIAN AND WORKING WITH THE PARENTS TO GET PERMISSION TO WORK WITH THEM, TO GET THEM STRATEGIES AND TOOLS TO CHANGE THOSE BEHAVIORS.
SO THAT WOULD BE EITHER THROUGH THE COUNSELOR, THE CLINICIAN, THE STAFF THAT THE CAMPUS HAS ASSIGNED THAT WORK ON THEIR SEL TEAM.
SO THEY DO HAVE OTHER MECHANISMS ON THE ELEMENTARY CAMPUS THAT THEY'RE WORKING WITH NOW.
YOU SAID THE MENTAL HEALTH COUNSELOR IS THAT THE MENTAL HEALTH COUNSELOR IS THAT DIFFERENT THAN THE SOCIAL EMOTIONAL COUNSELING? SO THERE'S YOU HAVE YOUR SCHOOL COUNSELOR THAT'S THERE AT THE CAMPUS, YOU ALSO HAVE YOUR MENTAL HEALTH CLINICIAN AND THOSE ARE THE INDIVIDUALS WHO COME OUT OF THE MENTAL HEALTH SERVICES DEPARTMENT AND ACTUALLY TRACY BROWN.
IS SHE AWAY? TRACY BROWN IS OUR NEW EXECUTIVE DIRECTOR FOR MENTAL HEALTH SERVICES.
AND SO SHE AND [INAUDIBLE] AND SEL ARE WORKING VERY CLOSELY TOGETHER TO MAKE SURE THAT WE HAVE ALL OF THOSE SUPPORTS IN LINE AND THAT CAMPUSES ARE UTILIZING THOSE BECAUSE WE HAVE THE SUPPORTS.
IT'S JUST MAKING SURE THAT PRINCIPALS KNOW WHAT'S AVAILABLE AND THAT THEY'RE REACHING OUT.
AND THEN THE OTHER PIECE THAT'S CRITICAL THERE IS THE COUNSELOR WORKING CLOSELY WITH THE MENTAL HEALTH SERVICES CLINICIAN BECAUSE THE COUNSELOR IS NORMALLY THE PERSON WHO REACHES OUT TO THE MENTAL HEALTH CLINICIAN WHEN IT'S SOMETHING MORE THAN WHAT THE COUNSELOR CAN HANDLE SO THAT THEY WOULD BRING THE CLINICIAN IN TO DO THAT REFERRAL.
OK, I DON'T I DON'T KNOW IF YOU UNDERSTOOD MY QUESTION BECAUSE IT WASN'T ANSWERED.
IS THERE A DIFFERENCE IN DUTY? IS THERE A DISTINCTION, DIFFERENT DISTINCTION BETWEEN MENTAL HEALTH COUNSELING AND SOCIAL EMOTIONAL COUNSELING? YES.
SO SO THE SOCIAL EMOTIONAL LEARNING DEPARTMENT COMES IN AND PROVIDES PREVENTION STRATEGIES.
I WOULD SAY THEY COME IN AND PROVIDE PIECES FOR THE CAMPUS TO WORK ON SO THAT TEACHERS UNDERSTAND THE SEO STRATEGIES.
THEY CAN IMPLEMENT THEM IN THE CLASSROOM.
THEY CAN PROVIDE SUPPORT TO STUDENTS TO LEARN HOW TO CALM THEMSELVES, TO DO DIFFERENT SEL STRATEGIES.
IF A STUDENT'S BEHAVIOR ESCALATES TO THE POINT THAT WE FEEL LIKE THERE IS SOMETHING GOING ON WITH THEIR MENTAL HEALTH THAT IS CAUSING THEM TO HAVE CERTAIN BEHAVIORS, THEN THE COUNSELOR WOULD DO A REFERRAL TO THE MENTAL HEALTH CLINICIAN, WHO WOULD THEN SEEK PERMISSION FROM THE PARENT TO SEE THAT STUDENT ON AN ONGOING BASIS TO HELP.
LIKE NOT ONLY CLASS GROUPS, WHEN THERE ARE SITUATIONS HAPPENING IN A CLASSROOM, BUT WORKING WITH INDIVIDUAL STUDENTS ON A CASE BY CASE BASIS THAT NEED THOSE INTENSIVE SUPPORT.
SO TO STEP THIS TO GO FROM THE SCHOOL COUNSELOR AND THE SCHOOL COUNSELOR RECOMMENDS THE MENTAL HEALTH COUNSELOR.
WHILE THE SCHOOL COUNSELOR WON'T RECOMMEND THE SOCIAL EMOTIONAL COUNSELOR BEFORE YOU RECOMMEND TO A MENTAL HEALTH COUNSELOR.
THEY COULD RECOMMEND THAT THE STUDENT PARTICIPATE IN SEO STRATEGIES THAT THE COUNSELOR AND SEL PERSON COULD WORK WITH A TEACHER, LIKE IF IT SAY IT'S A CLASSROOM WHERE THEY'RE SEEING CERTAIN BEHAVIORS THAT DON'T SHOW RESPECT, THAT STUDENTS HAVE TROUBLE TRANSITIONING BETWEEN CLASSES.
BECAUSE THEY DON'T HAVE THE SKILL SET TO REFOCUS AND AND CALM THEMSELVES, SO YES, THEY COULD HAVE A SOCIAL, EMOTIONAL LEARNING PERSON COME IN AND HELP THEM WITH THOSE TOOLS AND STRATEGIES TO DO THOSE TYPES OF PIECES.
THAT'S THAT'S MY CONCERN BECAUSE WE'RE SEEING LIKE WE'RE PUSHING MORE MENTAL HEALTH THAN SOCIAL, EMOTIONAL AND THAT'S A BIG CONCERN BECAUSE WHEN ONE OF THE COUNSELORS CAME TO ONE OF MY SCHOOLS, HE WAS A MENTAL HEALTH COUNSELOR.
AND WHEN WE STARTED TALKING ABOUT SOCIAL EMOTIONAL, HE SAID, I DON'T HAVE THE SOCIAL EMOTIONAL.
I ONLY DEAL WITH MENTAL HEALTH.
AND SO BUT THE COMMUNITY AND THE PRINCIPAL REQUESTED A SOCIAL EMOTIONAL COUNSELING.
AND SO I DIDN'T UNDERSTAND WHY WE DIDN'T GET THAT COUNSELOR VERSUS A MENTAL HEALTH COUNSELOR.
HE WAS NOT ABLE TO ASSIST THAT STUDENT, WHICH IS A CONCERN.
AND I'M GLAD WE'RE TALKING ABOUT THAT BECAUSE WHEN I'M LOOKING AT GOING TO THE RESET CENTER, I GUESS THE OUTSIDE RESET CENTER IS THAT WHAT WE CONSIDER NOW TO BE THE DAEP? NO.
SO WE'VE I'VE BEEN HAVING CONVERSATIONS ABOUT THAT WHEN WHAT IS THE DIFFERENCE? BECAUSE THIS IS WHAT'S WHAT'S ASKING ME.
SO LET'S EXPLAIN THE DIFFERENCE BETWEEN THE RESET COORDINATOR, THE CENTRALIZED RESET CORE BUILDING VERSUS THE DAEP.
OK, SO THE CENTRALIZED RESET WOULD BE A TWO TO THREE DAY PLACEMENT.
SO THEY WOULD COME, THEY WOULD WORK THROUGH PROBABLY RESTORATIVE PRACTICES.
THEY WOULD GET STRATEGIES TO BE ABLE TO WORK TOWARD WHATEVER THE BEHAVIOR ISSUE THAT THEY'RE HAVING.
THEY WOULD DEFINITELY WORK WITH THE MENTAL HEALTH CLINICIAN THAT'S ASSIGNED THERE.
WE WOULD ALSO HAVE A SOCIAL, EMOTIONAL LEARNING PERSON THAT'S BEEN ASSIGNED TO US FOR THIS IF THIS PASSES.
[02:05:03]
AND SO THEY WOULD WORK THROUGH ALL OF THOSE THROUGHOUT THE DAY.NOW, IN ADDITION TO THAT, ANY ASSIGNMENTS THAT THE SCHOOL SENT OVER, THEY WOULD DO, YOU KNOW, WE'D MAKE SURE WE HAVE WE'LL HAVE STAFF THERE TO MAKE SURE THEY GET ANY CLASSWORK THAT'S SENT OVER.
BUT TRULY, THOSE TWO OR THREE DAYS, THE FOCUS IS BEHAVIOR CHANGING BEHAVIOR.
IF THEY GO TO DAEP, THE MINIMUM ASSIGNMENT IS THREE WEEKS.
SO WHEN THEY GO TO DAEP, THEY ACTUALLY GET A CLASS SCHEDULE.
SO MOST THE MAJORITY OF THEIR CLASSES NOW THERE ARE SOME ELECTIVES AND DIFFERENT THINGS THAT WE DON'T HAVE AT DAEP, SO THEY WOULD BE MISSING OUT ON THAT, WHICH IS ANOTHER REASON MOST PRINCIPALS DON'T WANT TO SEND KIDS TO DAEP BECAUSE THEY WANT THEM TO STAY ON THEIR SCHEDULE SO THEY COME TO DAEP.
THEY ACTUALLY IT'S LIKE SCHOOL, THEY WROTE.
YOU KNOW, THEY HAVE A FIRST PERIOD.
THEY GO TO ENGLISH, THEY HAVE A SECOND PERIOD, THEY GO TO MATH, SO THEY GO THROUGH ALL THEIR CLASSES.
IN ADDITION TO THAT, THEY WORK WITH THE MENTAL HEALTH CLINICIAN.
WE ALSO HAVE THE THREAT ASSESSMENT COUNSELORS THERE, SO THEY HAVE ALL THE RESOURCES THERE TO WORK THROUGH THE BEHAVIOR.
THE DIFFERENCE, TOO, IS IT'S A THREE WEEK ASSIGNMENT, WHICH A LOT OF PRINCIPALS DON'T WANT THEIR KIDS GONE FOR THREE WEEKS VERSUS A TWO TO THREE DAY ASSIGNMENT.
OK, SO THE REASON I'M ASKING THIS QUESTION, OF COURSE, OF COURSE, THIS IS WHERE OUR COMMUNITY IS ASKING ME SOME OF MY PARENTS.
I SPOKE WITH A FEW PARENTS AND THEY LOOK AND SOME LEADERS IN THE COMMUNITY, AND THEY LOOK AT THIS AS WE'RE PUTTING OUR KIDS IN JAIL.
THIS IS WHAT THEY CONSIDER A JAIL LIKE POLICY, RIGHT? SO THEY CALL US TO GO TO JAIL POLICY.
MY CONCERN PERSONALLY IS I'M LOOKING AT THIS CENTURY CENTRALIZED RESET CENTER COORDINATOR, AND I UNDERSTAND THAT YOU GUYS CHOOSE PICTURES AND ET CETERA.
BUT YOU HAVE WE'RE TALKING ABOUT RESET CENTRALIZED CENTERS, ET CETERA, AND BULLYING FIGHTING IN A MAJOR, DISRUPTIVE SCHOOL.
YOU HAVE MY THREE BRIGHT ONE OF MY THREE OF MY BRIGHTEST STUDENTS ON THIS PARTICULAR SLIDE AT SOUTH OAK CLIFF HIGH SCHOOL.
AND I WANT YOU ALL TO KNOW THAT I DON'T WANT A 3.0 STUDENTS.
AND ON A PICTURE OF A SLIDE TALKING ABOUT RESET AND CENTRALIZED CENTERS, THAT'S VERY OFFENSIVE TO ME, THAT'S ON SLIDE FIVE.
YOU GOT HORACE BRADSHAW, THE SIX.
AND SO I DON'T I DON'T WANT THAT, THAT'S A MESSAGE, THAT'S A MESSAGE TO ME.
AND THAT'S A NEGATIVE MESSAGE TO ME AND I'M I'M VERY UPSET ABOUT THIS AND I'LL EXPLAIN I'VE EXPRESSED THIS, SO I'M EXPRESSING IT PUBLICLY.
THAT'S DISRESPECTFUL, IN MY OPINION.
WELL, ALL THE WORK THAT WE'VE DONE AT SOUTH OAK CLIFF HIGH SCHOOL THAT I PERSONALLY HAVE DONE, THIS IS OFFENSIVE TO ME.
IT'S ALL THEY'RE SAYING THIS OVER IN MY COMMUNITY, IF THEY ARE OFFENDED ABOUT THIS.
AND SO THIS STUFF LIKE THIS, THIS IS A MESSAGE WITHIN A MESSAGE, BUT I'M LOOKING AT IT.
I UNDERSTAND WHAT YOU'RE SAYING, BUT WE HAVE SOME MORE QUESTIONS.
AND ONE OF THE THINGS THAT I ASKED FOR US TO DO, WHICH WHICH WE WERE NOT ABLE TO DO IS HAVE MORE COMMUNITY MEETINGS SURROUNDING THIS SO WE CAN EDUCATE OUR COMMUNITY ABOUT THIS PARTICULAR POLICY.
SO THERE WILL NOT BE ANY DOUBT.
I UNDERSTAND WHAT OUR EDUCATORS ARE SAYING.
I SPOKE WITH THEM TOO, BUT WE HAVE TO DO MORE COMMUNICATION SO WE CAN BETTER EDUCATE PEOPLE CONCERNING THIS POLICY.
WHERE TO BEGIN? I'M HAVING A LITTLE BIT OF DIFFICULTY WITH THIS, I GUESS I JUST WANT TO SET THE CONTEXT AGAIN.
OUR GOAL? WHEN WE STARTED OUT AND WHAT WE GOT PRAISE FOR ON THE MORNING NEWS THAT WE ENDED OUT OF SCHOOL SUSPENSIONS, THAT'S THAT WAS THE GOAL.
AND I GUESS I STARED AT THE SLIDE DECK FOR SOME TIME TRYING TO WRAP MY HEAD AROUND.
THIS IS A CENTRAL RESET CENTERS PRECISELY COUNTER TO THAT GOAL.
WE'RE ACTUALLY CREATED OUT OF SCHOOL.
WE'RE TAKING KIDS OUT OF SCHOOL AGAIN.
AND SO THAT WAS LIKE THE FIRST KIND OF MENTAL KIND OF CHALLENGE I HAD, BUT I HEAR MY COLLEAGUES MENTIONED THE IMPORTANCE OF OF PIVOTING WHEN NECESSARY, AND SO THEN I THINK TO MYSELF, WELL, WHEN WHEN IS IT NECESSARY? AND AND THAT WAS LIKE MY SECOND INITIAL CHALLENGE FOR ME IS THE TIMING OF THIS.
AND TRUSTEE MARSHALL SPOKE TO THIS ELOQUENTLY AND VERY WELL AS I BELIEVE WE PASSED THIS POLICY WITH IN LATE AUGUST? CAN YOU CONFIRM THAT? IS THAT WHEN THIS WAS?
[02:10:01]
YEAH, IT WAS PRIOR TO THE START OF SCHOOL AS WHEN THE CODE OF CONDUCT COME, SO IT STARTS EVERY YEAR AT THE BEGINNING OF THE SCHOOL YEAR, SO.SO THIS SO THAT MEANS WE HAD AND THEN WE HAD SEPTEMBER AND OCTOBER WHERE WE TO IMPLEMENT IT.
AS A TEAM, WE HAD TO HAVE BEEN THINKING ABOUT MAKING RECOMMENDATIONS BECAUSE IT WAS ALL GOING TO BE ON THE DECEMBER AGENDA.
I JUST HAVE TROUBLE WITH THAT.
THERE'S NOT ENOUGH TIME TO ONE.
EXECUTE OUR VISION WITH FIDELITY AND THEN ALSO GATHER FEEDBACK AND DATA TO MAKE AN INFORMED DECISION.
SO LIKE HAVE THAT INITIAL KIND OF CHALLENGE OF THIS IS, I MEAN, YOU'RE LITERALLY TAKING KIDS OUT OF SCHOOL, THEN THEN OK, WELL, I'M OPEN TO THE IDEA, BUT THEN WELL, IT'S NOT ENOUGH TIME TO PIVOT.
BUT THEN LET'S ASSUME THAT THE SITUATION WE HAD DATA THAT SUGGESTED, NO, IT'S THERE'S A VERY SERIOUS PROBLEM.
I GO TO SLIDE, I GO TO PAGE ONE ON THE SLIDE DECK AND I DON'T KNOW WHAT I'M SUPPOSED TO GLEAN FROM THIS PAGE.
OTHER THAN THAT THERE ISN'T A FIRE.
THINGS SEEM TO BE VERY MUCH SIMILAR TO THE FIRST SEMESTER LAST YEAR.
AM I READING THIS WRONG? IS THERE SOMETHING HERE I WAS SUPPOSED TO SEE THAT I'M NOT SEEING? OK, SO YES, THE DATA IS NOT OVERWHELMINGLY INCONSISTENT WITH PREVIOUS YEARS PRIOR TO THE PANDEMIC.
LIKE WE SAID EARLIER, THE ISSUE IS THERE ARE SOME STUDENTS WHO, WHETHER IT'S AN EGREGIOUS BEHAVIOR OR IT'S A BEHAVIOR THAT CREATES A MAJOR SCHOOL DISRUPTION, THAT THE PRINCIPALS WERE ASKING FOR SOMETHING IN BETWEEN, LIKE I SAID, RESETTING DAEP BECAUSE TO BE HONEST, FOR ANY OF THESE FIVE OFFENSES, THESE COULD ALL BE CLASSIFIED AS A MAJOR SCHOOL DISRUPTION.
AND IN OUR CODE OF CONDUCT, A PRINCIPAL DOES HAVE THE DISCRETION FOR A MAJOR SCHOOL DISRUPTION TO SEND A STUDENT TO DAEP FOR THREE WEEKS.
BUT THE PRINCIPAL SAID WE DON'T WANT TO SEND THEM A LOT OF TIMES ON A FIRST OFFENSE.
SO WHAT CAN WE DO? THAT'S NOT DAEP, BUT THAT WE CAN HAVE ANOTHER CONSEQUENCE THERE.
AND YOU KNOW, I KNOW SOME PEOPLE FEEL LIKE IT'S OUT OF SCHOOL SUSPENSION, BUT OUT OF SCHOOL SUSPENSION IS MORE OF A PUNITIVE APPROACH AND WE ARE TRULY DOING RESTORATIVE.
SO WHETHER IT'S THE CAMPUS RESET CENTER OR THE CENTRALIZED RESET CENTER, IT IS TRULY A RESTORATIVE APPROACH.
THEY'RE NOT GOING HOME TO SIT AND THEN COMING BACK WITH NO TYPE OF SUPPORT.
THEY ARE GETTING THESE INTERVENTIONS, THEY'RE GETTING SUPPORTS, THEY'RE GETTING TOOLS AND STRATEGIES.
SO IT IS TRULY A RESTORATIVE SYSTEM THAT WE HAVE BOASTED FROM THE BEGINNING THAT WE WANT TO BE MORE OF A RESTORATIVE DISTRICT RATHER THAN A PUNITIVE.
YOU BROUGHT UP I WANTED TO TOUCH ON WHAT WE HEARD FROM PRINCIPALS AND ED'S, AND I GUESS I'M READING THIS.
I'M READING PAGE THREE OF THE SLIDE DECK HERE AND SAYING, YOU KNOW, LET'S SEE ALTERNATIVE SUPPORTS IN ADDITION TO THE RESET CENTER STEP BETWEEN ESCALATED SYSTEM OF SUPPORT AND SERVICES.
MORE MORE PROFESSIONAL DEVELOPMENT, RESTORATIVE TRAINING, OUR AMAZING PRINCIPALS HERE MENTIONED EARLIER, I THINK THE WORD THAT'S BEEN USED A LOT TODAY IS WHAT IS IT? KNOW THE MIDDLE GROUND LIKE.
THIS WAS A MIDDLE GROUND, I GUESS, BUT.
I MEAN, I GUESS NOWHERE HERE WAS THE FEEDBACK WAS THE FEEDBACK THAT WE'RE LOOKING WE WANT A MIDDLE GROUND OR WAS IT OR IF WE NEED AND WE NEED THESE KIDS OFF CAMPUS BECAUSE NO, WE'RE IN HERE, NEXT STEP DOESN'T NECESSARILY MEAN.
OFF CAMPUS RESET CENTER, RIGHT, I MEAN, YOU COULD THERE'S A HOST OF OTHER THINGS THAT COULD MEAN AS A NEXT STEP OR A MIDDLE GROUND, I GUESS, I GUESS.
OR WHERE DID WE HEAR FROM THE NETWORK LISTENING TOUR THAT THAT MEANT OFF CAMPUS SPECIFICALLY? DURING A LISTENING TOUR, I THINK THE GENERAL CONSENSUS WAS FOR THE EGREGIOUS OFFENSES, YOU KNOW, FOR THOSE STUDENTS THAT CONTINUOUSLY EXHIBIT DISRUPTIVE BEHAVIOR THAT ARE NOT RESPONDING TO THE CAMPUS RESET CENTER.
FOR THOSE PARENTS WHO ARE NOT IN SUPPORT IN WORKING IN PARTNERSHIP WITH THE SCHOOL TO HELP MITIGATE THOSE BEHAVIORS, THERE NEEDED TO BE A MIDDLE GROUND OR THOSE
[02:15:06]
STUDENTS NEEDED TO BE OFF CAMPUS, BUT NOT NECESSARILY SENT HOME SO THAT WE KEEP WITH THE FIDELITY OF, YOU KNOW, OUR POLICY.SO TAKING THAT BACK, THAT FEEDBACK SHERRY, I AND THE TEAM WE WERE ABLE TO, YOU KNOW, COME UP WITH THIS IDEA AS AN ALTERNATIVE SO THAT WE'RE NOT AMENDING THE POLICY TO SAY, WELL, WE WANT TO SEND STUDENTS HOME FOR EGREGIOUS OFFENSES.
WE STILL WANT TO KEEP THEM IN A SCHOOL SETTING, BUT WE WOULD LIKE TO REMOVE THEM FROM THEIR HOME CAMPUS SO THAT THEY CAN GET A LITTLE BIT MORE INTENSE SUPPORT.
AND SO THAT THEY'RE ALSO THAT THEIR PARENTS CAN BE A LITTLE BIT MORE VESTED AND HAVE A LITTLE BIT MORE ACCOUNTABILITY IN HELPING US MITIGATE THOSE BEHAVIORS.
THE QUESTION THAT THEN ARISES FOR ME, THEN, IS THE LIST.
THE VISION THAT I HAD WHEN WE KIND OF VOTED ON THIS IN THE FALL WAS THAT WE HAD THE WE HAD THE SYSTEMS IN PLACE ON ON A CAMPUS TO HELP A CHILD WORK THROUGH WHAT THEY'RE WORKING THROUGH.
IT SEEMS UNLIKELY TO ME THAT PLACING A CHILD SOMEWHERE FOR THREE DAYS WITH SOMEONE THEY HAVEN'T REALLY BUILT A RAPPORT OR A RELATIONSHIP WITH WOULD BE MORE EFFECTIVE THAN GIVING THAT SAME CHILD, KEEPING THAT CHILD ON A CAMPUS WITH SOMEONE THEY ACTUALLY HAVE BOTH THAT RAPPORT.
THEY KNOW THEY, THEY THEY KNOW THEM FROM BECAUSE IT'S SOMEONE THAT WORKS ON THEIR CAMPUS AND FIND THOSE RESOURCES THERE.
SO I DON'T KNOW IF THAT'S A QUESTION WHICH IS LIKE, THAT'S KIND OF THAT'S SOMETHING THAT I HAVE TO THINK THROUGH, AND YOU'RE WELCOME TO RESPOND TO IT.
I CERTAINLY UNDERSTAND YOUR SENTIMENTS WITH THAT.
BUT THE DATA FOR RESET CENTERS, AS YOU CAN SEE, WE'VE HAD ROUGHLY 200 STUDENTS BE ASSIGNED.
ONE HUNDRED AND SEVEN HAVE RETURNED MULTIPLE OCCASIONS, SO IT'S ROUGHLY 11 PERCENT RECIDIVISM RATE.
SO FOR THOSE STUDENTS THAT ARE NOT RESPONDING, RESET IS GREAT AND I'LL STAND ON THAT IN FRONT OF ANYONE.
IT'S THAT'S WHAT OUR STUDENTS NEED.
AND THEY, BASED ON THE DATA, THEY ARE NOT RETURNING FOR THE MOST PART, BUT THERE ARE A CERTAIN GROUP OF STUDENTS WHO PROBABLY ARE NOT BENEFITING FROM THEIR CAMPUS RESEARCH CENTER COORDINATOR OR THE SYSTEMS THAT THE CAMPUS RESEARCH CENTER HAS IN PLACE.
AND SO THEY MAY NEED TO GO OVER TO THE CENTRAL RESET CENTER.
AND AS SHERRY ALLUDED TO EARLIER, WE ARE PARTNERING WITH THE NONPROFIT ORGANIZATION TO PROVIDE ADDITIONAL CURRICULUM AROUND RESTORATIVE PRACTICES, SO IT'S A LITTLE BIT MORE INTENSE.
IT'S ALMOST LIKE THEIR CAMPUS RESET CENTER ON STEROIDS, YOU KNOW? SO THAT'S WHAT.
AND SO I GUESS WHEN I WAS WITH THE 30 SECONDS I HAVE IS TO TRUSTEE MARSHALL ANSWER, ASK THIS QUESTION, BUT I'M NOT SURE IF IT WAS ANSWERED.
IS WHAT WOULD IT COST TO TAKE THAT WHOLE SYSTEM THAT YOU JUST MENTIONED ON TOUR TO HOTSPOTS WHERE THAT'S NEEDED? AND THAT WAS AN OPTION THAT WE EXPLORED AND I'LL LET SHERRY AND IT'S GOING TO BE VERY COSTLY.
YEAH, IT'S COSTLY AND THEY DON'T HAVE THE MANPOWER.
THEY DON'T HAVE ENOUGH PEOPLE TO GO TO MULTIPLE SITES.
THAT'S WHY THIS THIS WOULD BE AN OPTIMAL PLACE TO HAVE IT AT ONE PLACE.
AND IT BE FOR THOSE STUDENTS WHO TRULY NEED THE SERVICE WOULD COME THERE.
AND IN ADDITION TO ALL THE OTHER THINGS, THIS IS ANOTHER OPPORTUNITY FOR THEM TO PARTICIPATE IN.
THANK YOU, TRUSTEE CARREON, TRUSTEE HENRY OR TRUSTEE MICCICHE, TRUSTEE MICCICHE.
AND I'M SORRY, I MISSED THE FIRST PART OF THE PRESENTATION.
SO IF YOU'VE COVERED IT, JUST TELL ME, GO BACK AND WATCH THE TAPE.
BUT LOOKING THROUGH THE PRESENTATION, A COUPLE OF THINGS I WANTED TO SAY.
FIRST, I APPRECIATE THE FACT THAT YOU RESPONDED TO SOME LENGTHY QUESTIONS THAT I HAD AND RESPONDED TO THEM IN WRITING, AND I WOULD ASK THAT YOU PUT THEM ON THE NOT ONLY IN THE TRACKER, BUT AS AN ATTACHMENT FOR TO THE BOARD DOCUMENTS SO THAT EVERYBODY CAN HAVE THE BENEFIT OF THOSE THOSE QUESTIONS AND ANSWERS.
I WANTED TO ASK YOU ABOUT THE STUDENTS INPUT, WHAT DID DID YOU DO A SURVEY OF STUDENTS, WHAT KIND OF FEEDBACK DID YOU GET FROM STUDENTS OR INPUT? YES.
WE HAVE RECENTLY PARTNERED WITH DALLAS ISD IT TO CREATE AN INTERNAL PLATFORM THAT STUDENTS WILL TAKE ONCE THEY EXIT THE RESET CENTER SO THAT WE CAN CAPTURE SOME QUALITATIVE DATA, SOME QUANTITATIVE DATA ABOUT THEIR EXPERIENCE AND HELP US
[02:20:02]
GAUGE WHETHER OR NOT WE NEED TO CONTINUE THINGS, AS IS OR PIVOT THAT WILL ACTUALLY LAUNCH THE TUESDAY AFTER MARTIN LUTHER KING DAY.AND WE WILL GO BACK AND CAPTURE THAT DATA AND PROVIDE THAT AS SOON AS IT'S READILY AVAILABLE TO THE TEAM.
AND THEN IN TERMS OF STAFFING OF THE CAMPUS RESET CENTERS ARE ARE THEY STAFFED ON THE BASIS OF WHICH CAMPUS NEEDS THE HELP THE MOST? OR ARE THEY STAFFED ON EVERY CAMPUS GETS, YOU KNOW, GETS TWO PEOPLE, TWO STAFF MEMBERS? HOW DO YOU DO THAT? SO WHAT WE DID WAS EVERY COMPREHENSIVE MIDDLE SCHOOL AND HIGH SCHOOL RECEIVED A CENTRAL RESET.
I MEAN, A CAMPUS RESET COORDINATOR.
THEN IN ADDITION TO THAT PERSON, THE COUNSELORS WERE TRAINED AND THE COUNSELING DEPARTMENT WORKED WITH THEM SO THAT THEY WOULD BE A PART OF THE THE CAMPUS RESET CENTER.
SO AS THE PERSON IN THE CENTER NEEDED THEM, COUNSELORS WOULD COME IN AND COME OUT.
IN ADDITION TO THAT, WE HAVE OUR MENTAL HEALTH CLINICIANS THAT ARE ASSIGNED TO THE CAMPUS.
AND SO EACH CENTRAL, I DON'T KNOW.
EACH CAMPUS RESET CENTER HAS A LIST OF WHO THEIR MENTAL HEALTH CLINICIAN IS, SO THEY HAVE THEM BASICALLY ON SPEED DIAL.
SO IF IT'S A DAY THAT THEY'RE NOT ASSIGNED, IF THAT CAMPUS DOESN'T HAVE A FULL TIME PERSON, THEN THEY CAN CALL THEM AND GET THOSE SUPPORTS THEY NEED ON THAT DAY.
AND THEY ALSO HAVE THEIR CAMPUS BEHAVIOR COORDINATOR ON CAMPUS THAT COMES IN AND OUT OF THE CENTRAL RESET CENTER.
SO THE CAMPUS RESET CENTER, SO THERE ARE A LOT OF SUPPORTS AND SYSTEMS AT THE CAMPUS FOR THAT CENTER.
IF I COULD JUST FOLLOW UP A LITTLE BIT, IF ONE HIGH SCHOOL HAS THREE TIMES AS MANY INCIDENTS AS ANOTHER HIGH SCHOOL, DOES IT HAVE MORE PERSONNEL TO DEAL WITH OR DOES IT? EVERY CAMPUS HAVE THE SAME SAME NUMBER OF PERSONNEL BASED ON THE RATIO OF THE STUDENT POPULATION.
SO AT THIS POINT, UM TRUSTEE MICCICHE, EACH SECONDARY SCHOOL HAS A COORDINATOR.
THIS IS THE FIRST YEAR AND SO WE ARE CONSTANTLY ASSESSING THE DATA AND WE'RE WE'RE PIVOTING, MAKING ADJUSTMENTS AS NEEDED.
AND SO AS WE GO THROUGH THIS YEAR, IF WE SEE THAT THERE ARE HOTSPOTS OR THERE AREAS WHERE WE NEED ADDITIONAL RESOURCES, WE WILL CERTAINLY ENTERTAIN THAT.
AND IF I COULD JUST ADD TO THAT ALSO, WE HAVE, LIKE I SAID, JAMIL'S TEAM THAT'S OUT IN CAMPUSES WEEKLY.
AND THEN ALSO IF A PRINCIPAL IS HAVING AN ISSUE ON A CAMPUS, THEY THEY'RE HAVING ESCALATED BEHAVIORS AND THEY'RE HAVING MORE ISSUES, THEN WE WILL DEFINITELY WE SEND STAFF OUT.
WE HAD A CAMPUS THIS YEAR THAT WAS HAVING SOME STRUGGLES AND SO WE WOULD SEND ADDITIONAL STAFF OUT DAILY TO HELP TO LOOK AT, YOU KNOW, WHAT WERE THE ISSUES, HOW COULD WE SUPPORT? I MEAN, I WAS EVEN THERE ONE DAY DOING CAFETERIA DUTY, LUNCHROOM DUTY.
SO YES, WE ABSOLUTELY JUMP IN TO ANYWHERE WHERE THERE'S A CAMPUS THAT IS NEEDING THOSE ADDITIONAL SUPPORTS.
OK, I WOULD JUST RECOMMEND YOU TAKE A HARD LOOK AT ASSESSING THE CAMPUSES THAT HAVE THE MOST NEED AND MAKE SURE THAT THEY HAVE THE MOST SUPPORT AS OPPOSED TO THE MOST, YOU KNOW, FIRE DRILL RESPONSES.
BUT YOU KNOW, I'M VERY APPRECIATIVE OF THE EFFORT WE'RE MAKING HERE.
I WISH ALL WE HAD TO DO WAS PASS THE POLICY AND, YOU KNOW, READ ABOUT IT IN THE NEWSPAPER AND IT WOULD ALL BE DONE AND EVERYTHING WILL BE FINE.
AND WE KNOW THAT IT'S NOT THE WAY, THE WAY IT WORKS.
AND SO I APPRECIATE YOU LOOKING AT THIS AS A CONTINUOUS IMPROVEMENT MODEL AND TRYING TO TRYING TO FIGURE OUT WAYS TO DO SOMETHING THAT NOBODY ELSE HAS REALLY DONE BEFORE.
SO SO EVERYTHING THAT WE TRY IS NOT GOING TO WORK, YOU KNOW, RIGHT OUT OF THE BOX.
SO, SO AS I DO, DO APPRECIATE THE EFFORT? AND AS I AS I TOLD SHERI YESTERDAY OR THE DAY BEFORE WHEN WE WE HAD A TALK ABOUT THIS, I WILL BE SUPPORTING THESE CHANGES.
BUT I THINK ALL OF US NEED TO NEED TO TO REALIZE THAT TAKING A CHILD OFF THE CAMPUS IS EXCLUSIONARY, BUT IT'S STILL A WHOLE LOT BETTER THAN SENDING THEM HOME TO, YOU KNOW, EITHER DO NOTHING OR YOU KNOW, GET IN TROUBLE OR AND THAT WHILE THEY'RE WHILE THEY'RE IN, EVEN WHEN THEY'RE IN THE CENTRAL RESET CENTER, THEY WILL BE GETTING SOME, SOME SUPPORT.
SO SO THAT IN ITSELF IS A STEP FORWARD.
BUT BUT I THINK WE DO NEED TO BE FLEXIBLE AND WE NEED WE DO NEED TO REALIZE THAT EVERYTHING IS NOT GOING TO WORK.
[02:25:02]
I DON'T HAVE ALL THE ANSWERS.SO I DO WANT TO SAY THAT I WILL SUPPORT THIS AND ENCOURAGE YOU ALL TO CONTINUE TO TO WORK HARD AT GETTING THIS RIGHT.
SO A GOOD AMOUNT OF QUESTIONS.
SO THANK YOU FOR THE PRESENTATION.
THE FIRST QUESTION IS THE DATA.
I SAT ON THAT TECH CALL THE OTHER DAY AND A LOT OF THE TIME WERE SAYING THEY HADN'T RECEIVED THAT.
I THINK IT WAS ON EARLY THIS WEEK.
SO I JUST WANT TO ENCOURAGE NOT ONLY THIS GROUP, BUT THE ADMINISTRATION.
IF WE HAVE THESE TRUSTEE APPOINTED COMMITTEES WHERE WE'RE ASKING PEOPLE TO VOLUNTEER THEIR TIME TO SERVE AND FEED US INFORMATION, FRANKLY, I KNOW OUR DILIGENCE TO BE THE TRUSTEE.
IF THEY REQUEST DATA, YOU KNOW, WE'RE LIKE QUICK RESPONSES TO THEM, THE FACT THAT SOME OF THEM ARE GETTING IT TODAY OR YESTERDAY DOESN'T GIVE THAT GROUP ENOUGH.
AND THEY'RE VERY THOUGHTFUL GROUP, WHICH I KNOW TO TO TO TOY WITH THE DATA AND TO PROVIDE SUGGESTIONS AS THE REASON WHY WE APPOINTED THEM.
SO I'D REALLY LIKE IT IF WE COULD BE MORE RESPONSIVE IN THAT REGARD.
LET'S CALL THEM PART OF THE DATA THAT WAS SENT WAS THE A LAPTOP? THE FOLKS THAT WERE SENT TO RESET CENTERS BY MY SCHOOL AND.
IT I DON'T SEE LIKE I DON'T SEE KENNEDY CURRY ON HERE.
IS THERE A REASON THOSE SCHOOLS AREN'T ON HERE, DO WE NOT HAVE THEIR NUMBERS OR IS THERE NUMBER ZERO? OH YES.
SO I MS. FOSTER CAN JUMP IN ON THIS TOO.
SO AT KENNEDY CURRY, THEY USE THEIR RECENT CENTER FOR A PERIOD BASIS, SO THEY MIGHT HAVE A STUDENT THAT GOES IN AND GETS SUPPORTS AND THEN THEY RETURN BACK TO CLASS.
THEY'VE NOT HAD TO ASSIGN ANY STUDENTS FOR A DAY LONG.
SO THERE'S TWO THERE'S TWO DIFFERENT ASSIGNMENTS FOR RESET CENTER.
THERE'S ONE THAT'S MORE OF A PERIOD BASIS WHERE THEY MIGHT GO IN AND MEET WITH THE RESET COORDINATOR FOR, YOU KNOW, 30 MINUTES OR SO AND GO BACK TO CLASS.
SO THAT WOULD NOT BE AN OFFICIAL RESET ASSIGNMENT BECAUSE THEY WEREN'T IN THERE FOR A FULL DAY.
WE HAVEN'T HAD TO ASSIGN A STUDENT TO THE RESET CENTER FOR AN ENTIRE DAY.
WE SEND STUDENTS UP TO THE RESET CENTER TO MEET WITH THE RESET COORDINATOR FOR REDIRECTION.
AND SO THAT'S WHY WE DON'T HAVE ANY ASSIGNMENTS TO RESET CENTER.
AGAIN, WE HAVE A LOT OF PROACTIVE APPROACHES TO DISCIPLINE.
SO AT KENNEDY CURRY, SINCE THIS HAS BEEN IMPLEMENTED, YOU HAVE NOT FELT THE NEED TO HAVE A STUDENT THERE ALL DAY.
SO THEN AT SUNSET, SUNSETS AT 30.
WHAT'S THE DISTINCTION BETWEEN? FOR, I WOULD SAY, 100 PERCENT OF THOSE, IT IS MORE EGREGIOUS BEHAVIORS THAT WHERE THEY ARE ASSIGNED FOR A PERIOD OF DAYS, THIS IS NOT JUST CLASSROOM DISRUPTIONS, THIS IS MORE ALONG THE LINES OF VIOLENT ACTS.
YOU KNOW, MAJOR THREATS OF THE SORT, YOU KNOW, THE TIKTOK CHALLENGES, MAYBE SOME OF THOSE ASPECTS OF THINGS THAT GO ON SOCIAL MEDIA.
SO THAT'S ONE OF THE REASONS BEHIND IT.
YOU KNOW, SOMETIMES STUDENTS SPENDING GOING TO DAEP FOR DRUGS, SOMETIMES INSTEAD OF SENDING THEM HOME, WE PUT THEM IN THE RESET CENTER PENDING THEIR START DATE AT THE DAEP, WHICH IS A MANDATORY PLACEMENT.
SO THAT ACCOUNTS FOR MOST OF THOSE NUMBERS.
OK, SO I SEE LINCOLN IS AT FIVE MS. DOING HIGH SCHOOLS IN THE DISTRICT THAT I REPRESENT.
MADISON'S THE GREAT JAMES MADISON IS NOT ONLY SO THAT'S AT ZERO FULL DAYS, I'M ASSUMING IF IT'S NOT ON HERE.
AND THEN YOU HAVE HIGH SCHOOLS AS HIGH AS 30 AND.
HAS THERE BEEN ANY DISCUSSION ON JUST, YOU KNOW, HOW THIS IS IMPLEMENTED AT THE CAMPUS LEVEL? I MEAN, HERE YOU HAVE A PRINCIPAL THANK YOU BOTH FOR WHAT YOU DO, BUT A PRINCIPLE THAT HAS A CERTAIN STRATEGY.
IT HAS HER AT ZERO KIDS OUT OF CLASS ALL DAY.
SO I CAN SPEAK TO THAT BECAUSE MY TEAM ARE IN HIGH SCHOOL, THE HIGH SCHOOL, SO OUTSIDE THE MIDDLE SCHOOL OR HIGH SCHOOL, IS THAT DIFFERENT? IS THAT DIFFERENT FROM LINCOLN, THAT IT'S REQUIRES 30 MORE KIDS TO GO ALL DAY TO? WHAT WE FOUND AS WE, YOU KNOW, HAD THOSE CONVERSATIONS WITH THOSE RESET COORDINATORS AND PRINCIPALS BECAUSE JUST LIKE YOU AS AN EXECUTIVE DIRECTOR OF THIS PROGRAM, WHEN I SEE ZERO RECESS AND VISITS AND I KNOW WE'RE IN THE MIDDLE OF A PANDEMIC, I'M LIKE, WHAT'S GOING ON? AND SO HAVING THOSE CONVERSATIONS WITH PRINCIPALS AND THOSE STAKEHOLDERS AT THE CAMPUSES THERE, THEY HAVE DONE A GREAT JOB OF IMPLEMENTING A REALLY GREAT RESET CULTURE.
AND THOSE RESET COORDINATORS ARE PROACTIVE ABOUT BEING IN THE CLASSROOMS, GETTING AHEAD OF THOSE ISSUES, WORKING IN TANDEM WITH TEACHERS.
AND SO REALLY BEING PROACTIVE ABOUT NOT HAVING TO ASSIGN STUDENTS, WHETHER IT'S ENGAGING IN PARENT CONVERSATIONS, PARENT CONFERENCES, HOME VISITS.
SO THAT'S REALLY WHAT HAS ATTRIBUTED TO IT.
[02:30:02]
THE MAJORITY OF THOSE.I'M NOT SAYING EITHER ONE GROUP IS RIGHT OR WRONG, BUT RIGHT, RIGHT.
THERE IS A WIDE VARIETY OF IMPLEMENTATION IN THESE FIRST THREE MONTHS.
SO I SHARE SOME OF MY COLLEAGUES CONCERNS TRUSTEE MARSHALL WHAT HE SAID EARLIER, ESPECIALLY TRUSTEE CARREN.
WHEN YOU TALK ABOUT IMPLEMENTING A VERY IMPORTANT POLICY AND THEN, YOU KNOW, SHIFTING VERY QUICKLY WHEN THERE ACTUALLY IS A POINT IN TIME WHERE WE DO SHIFT THESE POLICIES.
LET ME JUST GO TO THE SHRINK QUESTION SO I CAN JUST INFORM FOR MYSELF, SO I THINK YOU ALREADY ANSWERED LIKE THE STAKEHOLDERS THAT WERE INCLUDED.
WHEN YOU TALK ABOUT SCHOOLS, EVERY FEEDER PATTERN, EVERY ED, EVERY HIGH SCHOOL, THAT WAS PART OF THAT STAKEHOLDER CONVERSATION.
THE COMPREHENSIVE MIDDLE SCHOOL AND HIGH SCHOOL EDS AND THEIR PRINCIPALS, EDUCATORS, STAFF, STUDENTS, PARENTS, THERE WAS LOW ATTENDANCE OF PARENTS.
WHAT ABOUT STUDENTS? I THINK I HEARD NO AND THEN EDUCATORS AND STAFF.
SO WE, I MET WITH THE TEACHER ORGANIZATIONS, THE TWO TWO MAIN ORGANIZATIONS.
I HAD A CONVERSATION WITH THEM.
AND THEN FROM THE PRINCIPAL CONVERSATIONS IS WHERE WE GOT FEEDBACK FROM STUDENTS AND PARENTS.
SO THEY WERE FEEDING US THE INFORMATION THAT THEY HAD GOTTEN FROM THEIR PARENTS AND STUDENTS IN THE MAIN FEEDBACK.
SORRY, I'M GETTING MY THE MAIN FEEDBACK THAT YOU HEARD WERE THE TWO THINGS YOU TALKED ABOUT EARLIER WAS THEY NEEDED A MIDDLE GROUND AND THERE NEEDS TO BE MORE PD IN TRAINING, RIGHT? OK.
AND AGAIN, THAT WASN'T ALL SCHOOLS FOR THE PDP'S, IT WAS SOME SCHOOLS, BUT IT WAS ENOUGH THAT WE WANTED TO REVISIT THAT.
UM, I HAVE A BUNCH OF TRAINING QUESTIONS.
SO LIKE, WHO DOES THE TRAIN? HOW OFTEN AND IS THERE? THERE'S NOT AN EXIT SURVEYS FOR STUDENTS, THERE'S ENTRY SURVEYS FOR STUDENTS.
THERE ARE NOW EXIT SURVEYS THAT THEY'LL BE DOING.
IN MANY CASES, THE RESET CENTER COORDINATOR HAD A CONVERSATION WITH THE STUDENTS BEFORE THEY EXITED, BUT WE DIDN'T HAVE OUR ELECTRONIC SYSTEM UP AND RUNNING YET.
AND SO THAT'S WHAT WE'LL BE UP AND RUNNING WHEN WE COME BACK NEXT WEEK, WHERE STUDENTS WILL BE ABLE TO FEED US THAT INFORMATION ELECTRONICALLY.
SO WE ACTUALLY HAVE ACCESS TO IT NOW.
AND HOW OFTEN DO WE HAVE THE TRAINING REGARDING RESET CENTERS, WHETHER IT'S TEACHER PD OR ? SO THE ROLE OF THE RESET CENTER COORDINATOR WAS TO GET THE TRAININGS THAT THEY GOT AT THE BEGINNING OF THE SCHOOL YEAR AND TAKE THAT BACK TO THE CAMPUS, AND THEY WERE TO BE THE TRAINER OF TRAINER IN.
IN A LOT OF CASES THEY DID THAT.
THEY TOOK BACK, THEY DID THE RESTORATIVE TRAINING WITH THE CAMPUSES.
THEY TALKED TO THE TEACHERS ABOUT THEIR ROLE AND WHAT RESET CENTER LOOKS LIKE AND HOW IT OPERATES.
BUT WE DID HAVE A FEW CAMPUSES WHERE EITHER THAT DIDN'T HAPPEN TO THE EXTENT THAT IT NEEDED TO FOR EVERYONE TO TRULY UNDERSTAND OR THERE WAS SOME, SOME DISCONNECT.
SO THOSE ARE THE CAMPUSES THAT WE'RE NOW GOING TO FOCUS ON.
AND SINCE WE HAVE PRINCIPALS THAT ARE HAVING GREAT SUCCESS AND HAVE THOSE STORIES TO SHARE, WE'RE GOING TO USE THOSE PRINCIPLES NOW TO DO THOSE TRAININGS WITH OTHER PRINCIPALS AND THEN WORK THROUGH THAT AVENUE TO NOW DO THE TRAINING FOR TEACHERS.
SO THE TRAINING WAS LOCALIZED AND VARIES BASED ON THE CAMPUS OR SOME OF THE VERY EFFECTIVE TRAINING.
SOME, MAYBE NOT SOME BETWEEN, RIGHT? THERE MIGHT HAVE BEEN AN ANSWER TO THIS QUESTION.
SO I HAVE THE SAME QUESTION ABOUT THE COST OF HAVING THESE ADDITIONAL SUPPORTS AT THE CAMPUS.
TWO WORDS COST, I THINK, OR IT'S COSTLY AND THEY DON'T HAVE THE RESOURCES.
THEY DON'T HAVE ENOUGH RESOURCES.
LET'S SAY WE IDENTIFIED 10 SCHOOLS THAT NEEDED EXTRA SUPPORT.
THEY DON'T HAVE ENOUGH MANPOWER TO TO ACCOMMODATE 10 SCHOOLS.
AND AT THOSE 10 SCHOOLS, THEY REALLY DON'T HAVE ENOUGH STUDENTS TO JUSTIFY THE COST.
THAT WOULD HAVE TO HAVE THEM THERE BECAUSE IT'S IT'S A HANDFUL OF KIDS THAT WE'RE TALKING ABOUT AT THE SCHOOLS.
IT'S NOT A LARGE NUMBER OF KIDS, SO THAT'S WHY IT'S MORE COST EFFECTIVE.
IT'S A BETTER OPPORTUNITY FOR US TO WORK WITH PARENTS WHEN WE BRING THEM TOGETHER TO THE CENTRAL LOCATION FOR US TO DO THOSE SERVICES AND SUPPORTS.
GIVEN I'D BE INTERESTED IN WHAT THOSE NUMBERS LOOK LIKE, THAT LAST PART, WE DON'T HAVE ENOUGH PEOPLE, WE DON'T HAVE ENOUGH PEOPLE BECAUSE THERE'S NOT ENOUGH PEOPLE TO HIRE OR THERE'S IT'S TOO EXPENSIVE TO HIRE ENOUGH PEOPLE TO LOCATE THEM.
WHAT THE SERVICE WOULD BE EXPENSIVE FOR THEM TO GO OUT AND GET ENOUGH PEOPLE BECAUSE AND RIGHT NOW, THEY DON'T HAVE TEAMS THAT LARGE TO ACCOMMODATE THAT MANY SCHOOLS.
IN 10 MINUTES, THE DO WE KNOW WHICH CAMPUSES DO WE HAVE A DISAGGREGATED LIKE WHICH CAMPUS WE FEEL LIKE WOULD HAVE THE MOST? SO THERE'S 30 STUDENTS AT SUNSET, FOR EXAMPLE, THERE WERE SENT TO RESET CENTER OUT OF THOSE 30, HOW MANY OF THOSE WOULD HAVE FIT FIT THE CRITERIA TO FIT THE NEED OF THIS POLICY?
[02:35:01]
DO WE KNOW THAT NUMBER? I CAN SPEAK FOR THAT ONE.IT WOULD HAVE BEEN TWO INSTANCES WITH ABOUT SIX STUDENTS TOTAL.
DO WE KNOW THAT FOR ALL HIGH SCHOOLS, LIKE CAN I SEE THE DATA THAT WE COULD SEE THAT OUT OF ALL THESE NUMBERS, WE COULD THINK OF A TOTAL OF HOW MANY STUDENTS THIS WOULD ACTUALLY BE? WE COULD ASK PRINCIPALS TO GUESSTIMATE THAT AND GET US THAT NUMBER, BUT NO, WE DON'T WE DID NOT CAPTURE A NUMBER PER SCHOOL.
SO I'LL GO BEFORE WE BEGIN SECOND ROUND.
I'M GOING TO PICK UP RIGHT WHERE WE LEFT OFF BECAUSE I'VE SHARED FROM THE BEGINNING I THINK MY TWO MAJOR CONCERNS WITH THIS WERE NUMBER ONE WITHOUT MAKING THIS DECISION, WITHOUT THE DATA BASED ON ANECDOTES, VERY IMPORTANT ANECDOTES FROM PRINCIPALS.
AND I'M THANKFUL YOU HAVE TAKEN THAT INTO ACCOUNT.
I'M GLAD TO SEE OUR PRINCIPALS HERE TALKING ABOUT THIS, BUT WHAT IS THE DATA LOOK LIKE? AND THEN NUMBER TWO, WHAT'S THE REAL PROBLEM AND HOW ARE WE TRYING TO SURGICALLY SOLVE THAT PROBLEM RATHER THAN HAVE A BLANKET SOLUTION? AND SO I WANT TO PICK UP RIGHT WHERE TRUSTEE HENRY LEFT OFF.
I'VE HEARD TWO THINGS MENTIONED.
I'VE HEARD THIS IS A SMALL GROUP OF STUDENTS.
IT IS NOT AN OVERWHELMING GROUP OF STUDENTS.
WE'VE HEARD TWO OR SIX, DEPENDING ON WHATEVER THE SITUATIONS ARE.
BUT THEN I ALSO LOOK AT THIS AND I'VE HEARD YOU SAY THAT AS LONG AS IT'S ONE OF THOSE OFFENSES, IT'S DISCRETIONARY.
IF IT'S THOSE OFFENSES AND DISCRETIONARY, THE NINETY SEVEN PERCENT OF OFFENSES WOULD QUALIFY AND WE COULD THEORETICALLY HAVE 97 PERCENT OF ALL OFFENSES BE SAID TO HAVE CENTRALIZED RESET CENTER.
I WOULD SAY NO, BECAUSE WE'RE GOING TO HAVE A SYSTEM IN PLACE TO VET THAT.
SO WE WOULD NOT LET IT BECOME A PLACE TO BE ABUSED FOR LACK OF A BETTER TERM.
SO WHAT IS THAT SYSTEM? I THINK THAT'S THE HEART OF TRUSTEE HENRY QUESTION.
ARE WE TALKING ABOUT REPEAT OFFENSES OR ARE WE TALKING ABOUT FIGHTS INVOLVING 40 KIDS? THERE'S GOING TO BE SOMETHING LIKE, WHAT ARE THOSE THINGS AND THOSE SAFEGUARDS? SO IT'S NOT JUST WHAT'S GOING ON, HOW I FEEL THAT DAY, BECAUSE I THINK THERE IS AN ASPECT TO WHAT TRUSTEE MARSHALL SAID.
THIS IS A NEW SYSTEM AND IT'S NOT AN EASY SYSTEM AND WE'RE NOT GOING TO A PERFECT.
AND SO I WANT TO BE INCLINED TO SUPPORT THIS, BUT I WANT TO SOLVE THE PROBLEM AND SEE WHAT IT LOOKS LIKE AS OPPOSED TO JUST CHANGING IT ON ITS SURFACE AND BLANKET.
SO LIKE I SAID EARLIER, SO IF A PRINCIPAL HAS A SITUATION THAT OCCURS, WHETHER IT'S A REPETITIVE OFFENSE OR IT'S SOMETHING THAT WAS A MAJOR SCHOOL DISRUPTION, THAT THE PRINCIPAL COULD ACTUALLY SEND THE KIDS TO DAEP FOR, BUT THEY DON'T WANT TO SEND THEM TO DAP, BUT THEY DO WANT TO UTILIZE THE CENTRAL RESET CENTER.
THEN THEY WOULD PUT THAT IN AND WE WILL HAVE STAFF THAT WILL VET THOSE DAYS.
CAN WE SEND KIDS TO DAEP FOR ALL OF THESE LEVEL B OFFENSES? IF THEY CLASSIFY THEM AS A MAJOR SCHOOL DISRUPTION? YES.
SO I SEE MAJOR MAJOR DISRUPTIVE SCHOOL BEHAVIOR.
SO, SO RIGHT NOW, ANY OF THESE LEVEL TO BE OFFENSES CAN BE CLASSIFIED AS DAP.
IF THE PRINCIPAL ENTERS IT AS A MAJOR SCHOOL DISRUPTION, IF THEY HAVE A A MAJOR FIGHT LIKE IT IS LIKE SEVERAL KIDS AND A HUGE ALTERCATION, THE PRINCIPAL CAN PUT THAT IN THE STUDENT IN THE REFERRAL SYSTEM AS A MAJOR SCHOOL DISRUPTION, WHICH ON THE FIRST OFFENSE, THEY CAN SEND THEM TO DAEP AND THE CODE OF CONDUCT.
SO NOW I'M THINKING ABOUT THIS.
OK, SO THEN OUT OF THE TWELVE HUNDRED INSTANCES THAT YOU SHARED WITH US ON THE DATA HERE, ALL OF THOSE THE PRINCIPAL IDENTIFIED SAYS THESE ARE NOT ALL OF THOSE ARE AT LEAST OUT OF THE CATEGORY.
SORRY, THOSE CATEGORIES RIGHT THERE.
THERE WERE ONE THOUSAND ONE HUNDRED AND SIXTY TWO OUT OF THE TWELVE HUNDRED OFFENSES THAT COULD HAVE BEEN CLASSIFIED AS A MAJOR SCHOOL DISRUPTION, AND KIDS COULD HAVE BEEN SENT TO DAEP FOR THOSE? NO, BECAUSE NOT ALL OF THOSE WERE THE LEVEL 2B.
THERE WERE SOME THAT WERE IN THE RESET CENTER FOR OFFENSES THAT WERE NOT.
NO I'M SAYING LOOKING AT THOSE SIX THINGS RIGHT THERE OUT OF YOUR TWELVE HUNDRED AND FOUR.
ELEVEN HUNDRED AND SIXTY TWO WERE THOSE SIX THINGS.
OK, SO OUT OF THOSE ELEVEN POINT SIXTY TWO, THEORETICALLY, PRINCIPALS COULD HAVE PUT ALL THOSE KIDS FOR DAP IF IT QUALIFIED AS THE MAJOR SCHOOL DISRUPTION.
YES, BUT THEY CHOOSE NOT TO THEY, BECAUSE THAT'S WHAT WE HEARD FROM PRINCIPALS.
THEY DON'T WANT TO SEND THEIR KIDS TO DAEP, THEY WANT THEM ON CAMPUS.
OK, SO THAT HELPS ME A LITTLE BIT.
I THINK MY CONCERN AND WHERE I'M VIBRATING ON THIS TO USE TRUSTEE MARSHALL TERM IS BEING SUPER OPEN, AND THERE'S DEFINITELY A LEVEL OF DETERMINATION THAT WE HAVE TO BE ABLE TO GIVE PRINCIPALS TO BE ABLE TO DO THIS.
BUT I WOULD LIKE TO SEE SOME GUARDRAILS, AT LEAST INITIALLY ON THIS, TO SAY IT'S GOING TO BE FOR IF IT'S A FIGHTING, IT'S INVOLVING OF MORE THAN FIVE PEOPLE OR REPEAT
[02:40:01]
OFFENDERS.IF IT'S A REPEAT AGAIN AGAIN, ONE HUNDRED AND SEVEN OUT OF THIS TWELVE HUNDRED AND FOUR, THAT LOOKS LIKE GREAT NUMBERS.
I WOULD BE CURIOUS TO SEE THE RETURN RATE IN PAST YEARS AS PART OF THE PANDEMIC, BUT THAT'S ONLY EIGHT PERCENT OF THESE.
THAT MAKES ME FEEL A LITTLE BIT THAT WE ARE REALLY TRYING TO HONE IN ON SOMETHING AND PROVIDE THOSE SPECIFIC KIDS IN THIS SPECIFIC NEED WITH ADDITIONAL SUPPORT.
I'VE HEARD FROM BOTH PRINCIPALS THAT FROM THEIR PERSPECTIVE, THIS IS NOT A TON OF STUDENTS, BUT I WOULD JUST LIKE SOME HELP AND I WOULD FEEL A LOT MORE COMFORTABLE DOING THIS IF WE COULD HAVE SOME GUARDRAILS ON THAT RATHER THAN JUST IT'S OPEN, OPEN SEASON.
SEND WHOEVER YOU WANT TO THE CENTRAL RESET CENTER.
THAT'S YOUR DISCRETION ACROSS THE BOARD.
SO THAT'S MY NUMBER ONE CONCERN ABOUT THIS.
MY SECOND QUESTION HERE IS AM I OVER? YEAH, THAT'S NOT RIGHT.
SO I'LL TAKE A COUPLE OF MORE MINUTES HERE.
MY SECOND QUESTION IS, DID WE TALK WITH EITHER THE DISCIPLINE TASK FORCE THAT HELPED TO SET THIS OUT UP FRONT AND OR THE RACIAL EQUITY COMMITTEE? AND IF SO, WHAT WERE THOSE CONVERSATIONS LIKE? SO WE MET WITH BOTH OF THOSE GROUPS.
THE CODE OF CONDUCT GROUP, YES.
FOR THE YOU KNOW, THERE ARE SEVERAL PRINCIPALS ON THAT GROUP.
SO OF COURSE, THEY ARE DEFINITELY IN SUPPORT OF THIS FOR THE TRUSTEE ADVISORY COMMITTEE.
THEY DID HAVE SOME CONCERNS, YOU KNOW, AND THEIR CONCERNS WERE KIND OF LIKE THE CONCERN ABOUT OUT OF SCHOOL, YOU KNOW, WHICH WE KEEP SAYING IT IS DEFINITELY NOT OUT OF SCHOOL BECAUSE KIDS ARE NOT BEING SENT HOME.
THEY ARE GOING THERE TO GET SUPPORT.
BUT YES, WE DID TALK TO BOTH OF THOSE GROUPS.
AND WHAT ADDITIONAL SUPPORTS WOULD A KID GET IN THIS THAT THEY ARE NOT ABLE TO GET AT THEIR CAMPUS RESET CENTER AND.
AND SECOND QUESTION IS, WOULD THEY STILL BE ABLE TO GET ACADEMIC CONTENT AND HELP IN THAT? YES.
SO WHILE THE MAJORITY OF THE DAY IS AROUND, THE BEHAVIOR SUPPORTS, THERE WILL BE TIME FOR THOSE STUDENTS TO WORK ON THEIR ACADEMIC ASSIGNMENTS.
AND WE'RE GOING TO HAVE A SYSTEM WHERE THE SCHOOLS CAN SEND THOSE ASSIGNMENTS OVER AND WE CAN ENSURE THAT THOSE ARE DONE AND RETURN BACK TO THE SCHOOL.
BUT THE MAJORITY OF THE DAY IS WORKING THROUGH THE SUPPORTS, WITH RESTORATIVE PRACTICES, WITH THE MENTAL HEALTH CLINICIAN, WITH COUNSELING, WITH THOSE SEL STRATEGIES.
THE SEL DEPARTMENT IS GOING TO GIVE US A PERSON THAT WILL BE THERE FULL TIME AS WE GET STARTED TO ROLL THOSE PIECES OUT.
SO YES, THOSE ADDITIONAL SUPPORTS ARE IN PLACE AND READY IF THIS IS APPROVED, OK? AND MY LAST QUESTION IS, I KNOW I THINK OTHER TRUSTEES HAVE ASKED THIS.
WE DO NOT HAVE DATA FROM STUDENTS AND HOW STUDENTS ARE PERCEIVING THIS AFTER THE FIRST SEMESTER.
I'M DISAPPOINTED WE DON'T HAVE THAT.
THEY'RE THE ONES THAT THIS MOST DIRECTLY IMPACTS.
I WOULD LOVE TO HEAR THAT BOTH THOSE WHO HAVE BEEN IN THE RESET CENTER, BUT ALSO THE OTHER STUDENTS THAT AREN'T NECESSARILY IN THE RESEARCH CENTER.
I SUSPECT THERE WOULD BE AN ECHOING OF SENTIMENT, BUT I CAN'T BE SURE ABOUT THAT.
BUT I'D BE CURIOUS, AND I THINK IT'S HARD TO MAKE THIS DECISION WITHOUT THIS.
SO I THINK WE NEED TO PRIORITIZE FINDING AND GETTING THAT DATA.
SAME WITH, YOU KNOW, TEACHERS AND STAFF.
WE MIGHT HAVE A LITTLE BIT THERE, BUT I THINK THOSE ARE REALLY IMPORTANT POINTS OF DATA THAT COULD HELP US MAKE A LITTLE BIT MORE SENSE OF THIS FROM A BOARD PERSPECTIVE WHERE WE'RE NOT IN THE DAY TO DAY OF IT.
I DO JUST WANT TO REMIND TRUSTEES THAT WE DO HAVE A OUR THREE HOUR LEGALLY REQUIRED TEAM BUILDING ACTIVITY TODAY AS WELL.
SO LET'S BEGIN WITH TRUSTEE MARSHALL.
I'M STILL TAKING MY 10 MINUTES, BUT NICE TRY.
I WOULD HAVE BUILD A LOT ON WHAT TRUSTEE CARREON SAID, AND SOME OF THE QUESTIONS THAT TRUSTEE HENRY AND GARCIA BROUGHT UP TO ME.
I VALUE A LOT THE INPUT OF PRINCIPLES, WHICH IS WHY I'M EVEN WILLING TO ENTERTAIN THIS CONVERSATION BECAUSE MY NATURAL INSTINCT IS TO WAIT FOR DATA AND YOU DON'T HAVE ANY DATA.
YOUR EVERY QUESTION THAT'S ASKED ABOUT DATA, YOU BASICALLY SAY, YEAH, WE DON'T HAVE THAT YET OR WE'LL HAVE THAT IN THE FUTURE, OR WE'LL WE'LL GIVE THAT TO YOU WHEN WE GET IT.
SO WHAT YOU DO HAVE IS IS SOME PRINCIPLES THAT ARE POINTING US IN THE DIRECTION OF, HEY, WE NEED TO TAKE A LOOK AT THIS.
AND SO I'M GLAD THAT YOU BROUGHT IT FORWARD AND I DON'T WANT YOU TO INTERPRET OUR QUESTIONS OR COMMENTS AS ANYTHING OTHER THAN GRATITUDE, BUT ALSO JUST, YOU KNOW, QUESTIONING.
AND THERE'S BEEN A LOT OF CONVERSATION ABOUT WHAT WE INTEND TO USE THIS FOR.
I GET I GET NERVOUS WHEN WE START TALKING ABOUT INTENTIONS, RIGHT? THERE'S A REASON WHY WE PUT POLICY GUARDRAILS AS A BOARD AROUND WHAT WE WANT THE FOLKS THAT WORK FOR THE DISTRICT TO DO RIGHT.
WE PUT THOSE POLICY GUARDRAILS BECAUSE WE WANT TO SAY, LOOK, NOT EVERY PRINCIPLE IS THE SAME, RIGHT? THE WHOLE REASON WHY WE PASSED THE SUSPENSION BAN POLICY IN AUGUST WAS BECAUSE SOME PRINCIPLES WERE GOING OUT AND DISPROPORTIONATELY SUSPENDING KIDS OF COLOR.
AND SO NOT ALL PRINCIPALS ARE AS GOOD AS THE ONES WE'VE GOT RIGHT HERE IN FRONT OF US, OR THEY'RE THE ONES THAT YOU KNOW, WE ALL KNOW ARE GREAT PRINCIPALS.
[02:45:02]
THERE WERE PRINCIPALS THAT WERE DOING THINGS THAT THEY SHOULDN'T DO.SO WHEN WE SIT AROUND AND TALK ABOUT INTENTIONS AT THIS BOARD TABLE, WE'VE GOT TO BE CAREFUL THAT IT'S OUR IT'S OUR OBLIGATION TO PUT POLICY GUARDRAILS AROUND WHAT THE FOLKS THAT AREN'T DOING THE RIGHT THING CAN'T DO.
AND SO SAYING, WE'RE GOING TO CREATE THIS CENTRAL RESET CENTER, WHICH BY DEFINITION IS AN OUT OF SCHOOL SUSPENSION TO TRUSTEE CARRY-ONS POINT, BUT WE DON'T REALLY WANT TO USE IT VERY OFTEN.
WELL, WE JUST PUT IN POLICY THAT WE'RE CREATING THIS SO YOU CAN GO USE IT.
AND NOW IT'S UP TO PRINCIPAL DISCRETION AND WE FIND OURSELVES RIGHT BACK IN THE SAME POSITION WE WERE TO BEGIN WITH WHERE SOME PRINCIPALS ARE GOING TO USE IT MORE THAN OTHERS.
SO THAT JUST MAKES ME REALLY NERVOUS.
I ALSO A LOT OF THE COMMENTS THAT WE'VE HEARD HERE TODAY FOR ME AREN'T ADDING UP.
AND I WILL TELL YOU, I ENTERED THIS DISCUSSION, AS I SAID IN THE FIRST ROUND OF CONVERSATION, INCLINED TO VOTE FOR THIS.
I AM CURRENTLY HEAVILY INCLINED TO VOTE AGAINST IT, AND I'M WILLING TO HAVE FURTHER DISCUSSIONS OVER THE NEXT COUPLE OF WEEKS BEFORE THE BOARD MEETING VOTE ON THIS.
BUT A LOT OF THINGS AREN'T ADDING UP FOR ME.
I MEAN, YOU KNOW, YOU'RE SAYING THIS IS WORKING.
THE CURRENT APPROACH WITH IN-SCHOOL RESET CENTERS IS WORKING IN MOST PLACES, BUT NOT WORKING IN A FEW.
AND THEN PAM SAID, OK, WELL, WE CAN TAKE RESOURCES DISPROPORTIONATELY WHEN SHE WAS ANSWERING TRUSTEE MICCICHE AND DEVOTE THAT TO THOSE SCHOOLS.
OK, WELL, THEN MAYBE THAT'LL SOLVE THE PROBLEM.
YOU ALSO SAID SOME, SOME PEOPLE, WE DIDN'T TEACHERS, WE DIDN'T TRAIN VERY WELL.
SO TRUSTEE HENRY IS ASKING YOU A BUNCH OF QUESTIONS ABOUT TRAINING.
THEN YOU SAID, OK, WELL, SOME PARENTS, YOU KNOW, DIDN'T REALLY UNDERSTAND IT.
OK, WELL, THEN LET'S GO COMMUNICATE WITH PARENTS BETTER.
THEN YOU SAID THAT PEOPLE DON'T.
PRINCIPALS DON'T WANT TO USE DAP BECAUSE THEY WANT TO KEEP THEIR KIDS ON CAMPUS.
OK, WELL, THEN LET'S KEEP THEM ON CAMPUS.
WHY ARE WE TALKING ABOUT SENDING THEM SOMEWHERE ELSE? AND IF IT'S BECAUSE YOU SAID THAT MOST PRINCIPALS DON'T WANT TO SEND THEIR KIDS TO DAP BECAUSE IT'S THREE WEEKS? THEN WHO SAID IT HAD TO BE THREE WEEKS? LET'S SHORTEN IT.
WHY CAN'T PRINCIPALS SEND THEIR KIDS TO DAP FOR A WEEK? SERIOUSLY, THAT'S A REAL QUESTION.
WHY COULDN'T WE DO THAT? WE COULD WE COULD CHANGE THE CODE OF CONDUCT TO HAVE A SHORTENED ASSIGNMENT TO DAP AND CALL IT A DAY ASSIGNMENT VERSUS A CAMPUS RESET.
I MEAN, YEAH, IT JUST SEEMS TO ME LIKE IF WE WORKED ON EXECUTION OF THE ORIGINAL VISION AND TRAINED TEACHERS BETTER.
IN THE END, THE PROBLEM SPOTS COMMUNICATED BETTER WITH PARENTS.
CHANGE SOME REGULATIONS AROUND DAP IDENTIFIED THE HOT SPOTS WHERE WE WERE REALLY HAVING PROBLEMS AND DEDICATED ADDITIONAL RESET CENTER RESOURCES TO THE ON CAMPUS LOCATION THERE.
THERE'S A LOT OF LEVERS THAT I STILL THINK ARE WITHIN THE ADMINISTRATION'S PURVIEW TO PULL ON THOSE LEVERS TO COMPLY WITH THE EXISTING POLICY, AS PASSED IN AUGUST.
AND, YOU KNOW, I'M ALL FOR CONTINUAL IMPROVEMENT.
GOD KNOWS, YOU KNOW, THAT'S HOW I RUN MY BUSINESS.
THAT'S HOW I VOTE ON THIS BOARD.
BUT CONTINUAL IMPROVEMENT IN THE BEGINNING OF JANUARY FOR A POLICY THAT WAS PASSED AT THE END OF AUGUST AND YOU HAVE LITERALLY NOT COLLECTED ANY DATA ON THAT'S NOT CONTINUAL IMPROVEMENT.
RIGHT, RIGHT, I MEAN, WE WE DON'T KNOW.
WE DON'T KNOW WHAT WE DON'T KNOW.
WE DON'T KNOW IF IT'S WORKING OR WE DON'T KNOW.
WE JUST DON'T KNOW ENOUGH TO TO CALL THAT CONTINUAL IMPROVEMENT.
I MEAN, AT THIS POINT, IT SEEMS TO ME THAT WE'RE WE'RE WE'RE TAKING SOME PRETTY AGGRESSIVE ACTIONS WITHOUT KNOWING MUCH MORE THAN THE FACT THAT WE'VE GOT SOME PRETTY COMPELLING FEEDBACK FROM ANECDOTAL FEEDBACK FROM PRINCIPALS.
AND AGAIN, THAT'S REALLY IMPORTANT.
SO WE SHOULD TAKE THAT FEEDBACK SERIOUSLY.
BUT WE ALSO KNOW THAT SOME PRINCIPALS MADE BAD DECISIONS UNDER THE OLD POLICY.
AND SO, YOU KNOW, TAKING FEEDBACK FROM A SELECT GROUP OF FOLKS AND SAYING, WE NEED TO CHANGE THE POLICY BECAUSE OF IT, THAT'S HARD FOR ME TO DO.
SO LIKE I SAID, I'M HAPPY TO HAVE A FOLLOW UP CONVERSATION OFFLINE ABOUT THIS.
I WOULD I WOULD THROW A COUPLE OF SUGGESTIONS OUT THERE IF YOU IF THE ADMINISTRATION DOES STILL AFTER THIS CONVERSATION AND THE FEEDBACK FROM A LOT OF TRUSTEES THAT SEEM TO HAVE A LOT OF PROBLEMS WITH THIS, IF THE ADMINISTRATION STILL WANTS TO PUT THIS FORWARD, I WOULD SUGGEST ONE OF TWO PATHWAYS.
ONE IS THAT YOU CREATE THE AND I'M NOT I'M NOT SAYING I WILL VOTE FOR THIS, BY THE WAY.
ONE IS THAT YOU CREATE A PILOT TEST PROGRAM WHERE THE CENTRAL RESOURCE CENTER IS A TEMPORARY MEASURE FOR THE REST OF THIS YEAR, AND IT IS AN EXCEPTION TO THE CURRENT POLICY, RATHER THAN A CHANGE TO THE POLICY.
SO WE DON'T CHANGE THE POLICY.
WE JUST SAY WE'RE GOING TO CREATE THIS AS A PILOT SEPARATE PILOT PROGRAM.
WE EVALUATE THAT AT THE END OF THE YEAR IN COMPARISON TO THE ON CAMPUS RESET CENTERS, SEE WHICH ONE IS BEST AND THEN TERMINATE THE PILOT.
IF IT DIDN'T WORK, THAT WOULD BE ONE.
ONE SUGGESTION I WOULD MAKE THE OTHER SUGGESTION IS IF IF THE ADMINISTRATION DOES WANT TO PUSH THE CENTRAL RESET CENTER'S FORWARD, I WOULD CREATE A PHASE OUT PLAN WHERE YOU CREATE IT NOW, BUT YOU'RE CREATING SOME SORT OF TIMELINE WHERE IT GOES AWAY BECAUSE I DON'T
[02:50:06]
LIKE THIS EXISTING AND IN A PERMANENT FASHION AND CREATING THE ABILITY OF DISCRETION FOR PRINCIPALS TO SEND KIDS, YOU KNOW, OFF CAMPUS.SO THE LAST QUESTION THAT I THINK I'LL LEAVE YOU WITH, WHICH I WOULD I WOULD BOTH LIKE AN ANSWER TO IT, BUT I WOULD ALSO LIKE YOU GUYS TO JUST CONTEMPLATE IT AND BE REFLECTIVE ON THE QUESTION IS HOW IS THIS POLICY CHANGE HELPING THE STUDENT? BECAUSE I'M NOT I'M NOT I HAVEN'T HEARD ANYTHING ABOUT HOW WE HELP THE STUDENT.
IT'S A LOT OF TALK ABOUT ADULTS, RIGHT? A LOT OF TALK ABOUT PARENTS, TEACHERS, PRINCIPALS, HOW ARE WE HELPING THE KID WITH THIS POLICY CHANGE? SO THERE ARE THE INTERVENTIONS AND THE STRATEGIES THAT STUDENTS WILL BE GETTING THERE, THE INCREASE SUPPORTS THAT THEY'LL BE GETTING IN THE CENTRAL RESET CENTER TO CHANGE THOSE BEHAVIORS.
SO THOSE THOSE INCREASED STRATEGIES AND TOOLS WILL ACTUALLY BENEFIT THE STUDENTS.
OK, SO I HAVE NOT HEARD ANYTHING THAT LEADS ME TO BELIEVE THAT THE QUALITY OF THE RESTORATIVE INTERVENTION AT THE CENTRAL RESET CENTER WILL WILL BE SUPERIOR TO THAT RECEIVED AT THE CAMPUS.
AND IF THAT IS, IF THAT IS IN FACT TRUE, THAT WE HAVE SOME REASON TO BELIEVE THAT AT THE CENTRAL RESET CENTER, WE'RE GOING TO HAVE OUR GURU AMONG GROUPS LIKE OUR KID WHISPERER THAT'S GOING TO BE ABLE TO, YOU KNOW, JUST ELIMINATE ALL BAD BEHAVIOR.
IF THAT'S TRUE, WE NEED TO SEE SOME EVIDENCE OF THAT BECAUSE TO ME IN MY HEAD, WE'VE GOT A CENTRAL RESET CENTER AND A CAMPUS RESET CENTER THAT ARE ESSENTIALLY THE SAME THING.
ONE IS TAKING A KID OFF ITS CAMPUS, OFF HIS, HIS OR HER CAMPUS, AND THE OTHER ONE IS NOT.
AND IT SEEMS TO ME LIKE FOR THE KID, UNLESS THERE'S A DISCREPANCY IN THE SERVICE PROVIDED AT THOSE TWO LOCATIONS, STAYING ON CAMPUS IS CLEARLY THE BEST OPTION.
I'M HAPPY TO TALK OFFLINE, BUT I DO THINK WE NEED TO THINK ABOUT THIS WITH A WITH A KID FIRST ORIENTATION, AND I HAVEN'T HEARD THAT IN OUR COMMENTS TODAY.
AND WHAT I HAVE HEARD LEADS ME TO BE VERY UNCOMFORTABLE WITH THE POLICY CHANGE AS PROPOSED.
TRUSTEE FOREMAN FOLLOWED BY TRUSTEE JOHNSON.
WE'VE BEEN HERE FOR OVER AN HOUR TALKING ABOUT THIS POLICY.
I WISH THIS BOARD WOULD SPEND THIS KIND OF TIME ON ACADEMICS, EQUITY, TESTING, PARENTAL INVOLVEMENT, TEACHER RETENTION.
THEY SPENT A LOT OF TIME ON THIS POLICY CHANGE, WHICH IS NOT A HEAVY SHIFT BECAUSE IT'S AFFECTING ONLY A FEW OF OUR STUDENTS.
WAS THIS A TRUSTEE APPOINTED A COMMITTEE OR WAS THIS A COMMITTEE THAT WAS CARED BY SOMEBODY OUTSIDE OF THIS DISTRICT? I'M SORRY, WHICH COMMITTEE? WAS IT A TRUSTEE APPOINTED COMMITTEE, BECAUSE I HEARD SOMEBODY REFER TO IT AS A TRUSTEE APPOINTED COMMITTEE THAT BOUGHT THE RESET CENTERS TO THE DISTRICT.
OUT OF THE STUDENT CODE OF CONDUCT TASK FORCE IS WHERE WE TALKED ABOUT, YOU KNOW, WHAT ARE THE CHANGES FOR NEXT YEAR AS A DISTRICT WITH ADMINISTRATORS, WE HAVE BEEN TALKING ABOUT WHAT COULD WE DO TO ELIMINATE IN SCHOOL AND OUT OF SCHOOL SUSPENSIONS EARLY ON? THE ONLY REASON I'M SAYING THAT IS, YOU KNOW, AS WELL AS I DO, I KNOW THE ANSWER TO THE QUESTION.
SO I KNOW WHERE THE IDEA CAME FROM, AND I KNOW WHERE ALL THE [INAUDIBLE] IS COMING FROM.
WE'RE JUST GOING TO HAVE TO BE HONEST ABOUT WHAT IS GOING ON.
I'VE BEEN ON THE BOARD SINCE 2015.
MR. CHOICE NEVER SHOWED UP ON A CAMPUS UNANNOUNCED.
ON A CAMPUS THAT I LOVE DEARLY.
AND WHAT WAS IT? GO TO THE RESET CENTER.
CHILDREN WEREN'T RESPONDING TO THAT.
THERE HAS TO BE CONSEQUENCES TO BAD ACTIONS.
THAT'S WHAT CHILDREN RESPOND TO.
NOT TO LOOK CUTE, A BUNCH OF ADULTS SITTING AROUND TALKING ABOUT, WELL, WE'RE NOT SUSPENDING ANY KIDS.
AND I GET REALLY UPSET WHEN PEOPLE START TALKING ABOUT THE MINORITY KIDS.
HECK, I DON'T KNOW THAT BETTER THAN ANYBODY SITTING AROUND HERE.
I DON'T WANT THESE KIDS SUSPENDED, BUT I ALSO DON'T WANT TO LOSE ALL OF OUR KIDS WHILE
[02:55:01]
WE'RE TRYING TO LOOK CUTE.I DON'T CARE WHAT THE DALLAS MORNING NEWS SAYS.
I CARE ABOUT ONE HUNDRED AND FIFTY THOUSAND KIDS, AND WE NEED TO CHANGE WHAT WE'RE DOING.
I THINK IT'S A GREAT IDEA TO START TALKING ABOUT THE SHIFT.
AND THE SHIFT HAS TO HAPPEN TO BE ABLE TO MAKE SURE THAT THE CHILDREN THAT ARE FALLING THROUGH THE CRACK WITH THE RESET CENTERS GET THE SUPPORT THAT THEY NEED.
WE ALWAYS TALK ABOUT MORE MONEY, WE THROW MONEY AT THE WRONG THINGS.
LET'S THROW SOME MONEY ON THESE CAMPUSES.
SO THESE PRINCIPLES CAN HAVE SOME MORE OPTIONS AND CHOICES.
YOU KNOW, IT'S JUST DOESN'T MAKE ANY DARN SENSE, AND IN FACT, WE NEED TO EVEN START LOOKING AT ELEMENTARY BECAUSE, YOU KNOW, THESE LEVEL ONE AND TWOS.
THE CHILDREN CAN CURSE OUT THE TEACHERS.
DID YOU KNOW THAT? AND THEN YOU HAVE TO TAKE INTO CONSIDERATION OUR COMPREHENSIVE SCHOOLS ARE DIFFERENT THEN OUR MAGNETS AND CHOICE SCHOOLS.
THEY HAVE PARENTAL INVOLVEMENT, PEOPLE COME ON, STOP THE NONSENSE.
LET'S DEAL WITH THE REAL ISSUES AND STOP ALL THIS BUDDY BUDDY KICKING UP UNDER THE TABLE.
LET'S TALK ABOUT THE CHILDREN.
LET'S TALK ABOUT WHAT'S BEST FOR THE TEACHERS.
NONE OF US ARE IN A SCHOOL EVERY DAY.
LET'S DO SOMETHING POSITIVE FOR CHILDREN, NOT ADULTS.
YES, TRUSTEE MARSHALL SAID A FEW THINGS THAT I WAS LOOKING AT AND THINKING ABOUT AGAIN, I SERVED AS A COMMUNITY LIAISON AND DALLAS ISD AND THE T.A.
AND I WAS IN THE SOUTH OAK CLIFF FEEDER PATTERN IN MY LAST SCHOOL WAS AT MS. SHERRY, IT IS A SMALL GROUP OF PEOPLE.
SOME OF MY PRINCIPALS WOULD GET IN TROUBLE IF THEY ACTUALLY WROTE UP A KID TO GO TO DAEP BECAUSE IT'S A REFLECTION THAT THEY CAN'T HANDLE THEIR SCHOOL.
SO THEY DID NOT WANT TO SEND THAT.
YOU WOULDN'T KNOW THAT IF YOU'RE IN THE ADMINISTRATION, BUT IF YOU WORKED ON A GROUND LIKE I DID, YOU HEAR IT ALL AND YOU SEE IT ALL IN.
AND YOU SEE MY PRINCIPALS SHAKING THEIR HEAD BECAUSE THEY UNDERSTAND THAT I'M TELLING THE TRUTH.
SO SOMETIMES THEY ARE FORCED TO DO CERTAIN THINGS THAT THEY DON'T WANT TO DO.
NOW EVEN WITH THAT BEING SAID.
IS THERE A WAY? WHAT WILL IT TAKE SINCE OUR PRINCIPALS REALLY DON'T WANT TO SEND OUR KIDS TO DAEP THAT I HEARD REPEATEDLY TODAY? AND I, ON THE OTHER HAND, APPRECIATE THE HOUR DIALOG BECAUSE BEHAVIOR DOES AFFECT OUR ACADEMICS.
SO THE FACT THAT WE'RE TAKING THIS LONG OR HOUR TO DISCUSS BEHAVIOR THAT HAS TO DO WITH OUR CLIMATE AND OUR CULTURE.
AND I SAID THIS EARLIER, WHEN YOU WANT TO SEE A SUCCESSFUL SCHOOL, GO VISIT THE CLIMATE AND CULTURE.
IF THE CLIMATE AND CULTURE IS GREAT, THEN YOU HAVE A SUCCESSFUL SCHOOL.
SO WHAT WILL IT TAKE IN TO SUPPORT WHAT TRUSTEE MARSHALL IS SAYING TO CHANGE THE DAEP MINIMAL TO LOWER THAN THREE WEEKS? WHAT WOULD THAT TAKE? ANYONE CAN ANSWER THAT WON'T ANSWER.
SO IT WOULD CREATE A CHANGE TO THE CODE OF CONDUCT LIKE WE'RE DOING NOW.
BUT ALSO WHEN STUDENTS GO TO DAEP, THEY'RE WITHDRAWN FOR THEM FROM THEIR HOME CAMPUS.
AND SO EVEN IF WE WERE GOING TO SEND THEM FOR, LET'S SAY, THREE TO FIVE DAYS, THEY WOULD BE WITHDRAWN FROM THEIR HOME CAMPUS.
THEY WOULD ENROLL IN DAEP, THEY WOULD STAY THERE FOR WHATEVER THE THE NUMBER OF DAYS THAT'S DETERMINED AND THEN THEY WOULD JUST BE WITHDRAWN AGAIN FROM DAEP AND BACK RE ENROLLED AT THEIR HOME CAMPUS.
SO WE HAVE THE LAW, WE HAVE TO COME BACK AND TRY TO LOWER IT AND BRING THAT TO THE BOARD, ET CETERA.
CORRECT? WELL, IT WOULD JUST BE AN ADDITIONAL CHANGE SINCE WE HAVE THIS REPORT.
AND THE REASON I'M ASKING, BECAUSE SOME OF MY PARENTS AND PEOPLE THAT I TALKED TO IN THE COMMUNITY, THEY VIEW THIS AS TO GO TO JAIL POLICY, OK? AND IT FEELS LIKE THAT.
SO WHEN WE'RE LOOKING AT THE RESET CENTER AND THE CENTRAL RESEARCH CENTER, IT SOUNDS LIKE THE CENTRAL RESET CENTER IS SIMILAR TO THE DAEP VERSUS IT'S JUST NOT THREE WEEKS, IF I'M CORRECT.
SO THE SIMILARITIES BETWEEN THE TWO IS WHAT'S CHALLENGING AND SO THAT'S WHY I ASK YOU TO DESCRIBE THE DIFFERENCE SO WE CAN TRY TO EDUCATE.
MY CONCERN AND I AND I SAID THIS TO TRUSTEE FOR THAT SHE WAS PASSING AND I SAID THIS
[03:00:06]
EARLIER, THE ELEMENTARY SCHOOLS AGAIN, I WORKED AT CLARA OLIVER.FOR MY FIRST FIVE YEARS IN DALLAS ISD, I'VE VISITED, I'VE VISITED SCHOOLS AND JUST SUPPORT, BUT WHEN I GO TO SCHOOLS, WHEN I DO VISIT, I SOMETIMES GO DURING LUNCH TIME.
BECAUSE YOU SEE A LOT DURING THE LUNCH PERIOD.
I KNOW BECAUSE I HAD TO DO LUNCH DUTY.
WHEN YOU HAVE A FOURTH GRADER.
USING STRONG LANGUAGE TO A TEACHER OR PRINCIPAL IN FOURTH GRADE, BECAUSE AS YOU KNOW THAT THE BEHAVIOR DOESN'T START IN HIGH SCHOOL, IT STARTS IN THE ELEMENTARY.
I'M KIND OF SURPRISED THAT WE'RE FOCUSING ON SIXTH THROUGH 12TH.
BUT BUT WE'RE NOT REALLY HAVING HAVE NOT FOCUSED OR BROUGHT A SOLUTION FOR OUR ELEMENTARY EDUCATORS BECAUSE I'M LOOKING AT MY PRINCIPAL HERE OVER AT KENNEDY CURRY.
AND I UNDERSTAND THAT THAT WE'RE TRYING TO SUPPORT THE TEACHERS, BUT ALSO WE NEED TO SUPPORT THE KIDS.
AND HOW ARE WE DOING THAT? IT'S KIND OF VAGUE TO ME WHAT STEPS BECAUSE I'M LISTENING TO TRUSTEE MARSHALL, WHO HAS ALWAYS SAID HE'S A DATA GUY, SO I UNDERSTAND WHERE HE'S COMING FROM.
I'M LOOKING AT TRUSTEE MACKEY, WHO WAS A PRINCIPAL IN DALLAS ISD.
SO AS HE'S HERE, IT'S THE AS THE TRUSTEE.
I'M SURE HIS MIND IS SAYING THE SAME THING.
WE'RE TRYING TO SUPPORT HIS FORMER COLLEAGUES BECAUSE HE SAT IN THOSE SEATS.
AND SO HE SEES AND HE HEARD AND EXPERIENCED A LOT OF THINGS THAT WE'RE SAYING TODAY.
I'M SAYING, WHAT MEASURES WILL THE ADMINISTRATION DO TO HELP SOME OF OUR ELEMENTARY SCHOOLS THAT THOSE BABIES ARE EXPERIENCING THINGS? YES.
AND WE DON'T WANT TO PUSH THEM OUT INTO A SYSTEM.
AND THAT'S WHAT WE'RE I THINK THAT'S WHAT YOU'RE HEARING THAT WE DON'T WANT TO CREATE A SYSTEM BECAUSE THERE'S ALREADY A SYSTEM BY THIRD GRADE.
THEY'VE ALREADY BEEN IN PRISONS CONCERNING THE ACTIONS OF OUR YOUTH, ESPECIALLY BLACK YOUTH.
SO WHAT SYSTEMS ARE WE PUTTING IN PLACE THAT WE COULD PREVENT THOSE THINGS FROM HAPPENING SO WE DON'T HAVE TO SEND THEM TO THE CENTRAL RESET CENTERS? WE DO NEED MORE SOCIAL EMOTIONAL COUNSELORS, NOT JUST MENTAL HEALTH COUNSELORS.
WHAT WHAT ARE WE DOING IN THE ELEMENTARY LEVEL BECAUSE I DIDN'T HEAR IT THE FIRST TIME I ASKED, AND THAT IS VERY IMPORTANT BECAUSE I BELIEVE THAT IF WE CAN SEND MORE SUPPORT EMOTIONALLY IN THE ELEMENTARY LEVEL, IT WILL CUT OUT A LOT OF THINGS THAT ARE THAT ARE EXPERIENCING AND THE HIGH SCHOOL.
ANOTHER THING THIS IS WHY I'M SUPPORTING THE BAM AND WILD PROGRAM, BECAUSE THE BAM AND WILD PROGRAM AND I'VE SAT AND TALKED TO DR.
[INAUDIBLE] AS WE'RE TRYING TO FIGURE OUT WHAT WE'RE GOING TO DO TO INCLUDE THAT IN OUR ELEMENTARY SCHOOLS BECAUSE IT'S A RESOURCE THAT HELP KIDS TALK THROUGH THEIR SITUATION.
SOME OF THE FIGHTING IS BECAUSE KIDS MAY BE GOING THROUGH SOMETHING AT HOME THAT WE HAVE NOT UNDERSTOOD, RIGHT? AND SO THEN WE SUSPENDED THEM BY NOT UNDERSTANDING THAT THEY'RE DEALING WITH SOMETHING.
SO WHAT CAN WE DO ON AN ELEMENTARY LEVEL THAT WERE THAT WILL LEAD US TO OUR JUNIOR HIGH AND HIGH SCHOOL THAT COULD PREVENT THESE PROBLEMS? THAT'S WHAT I'M LOOKING TO HEAR TODAY.
SO, SO HELP ME WITH THAT BECAUSE WE'RE WE'RE NOT DOING IT IF IT'S WORKING ON AN ELEMENTARY LEVEL.
MAYBE WE CAN SEE WHAT IT WOULD DO IN OUR IN OUR MIDDLE SCHOOLS AND OUR HIGH SCHOOLS SO THAT SO I THINK WE NEED TO TALK ABOUT MORE ABOUT BAM AND WILD AND BRINGING THEM IN AND BECAUSE I SAT THROUGH A CLASS AND IT WAS EFFECTIVE.
IT WAS IT WAS EFFECTIVE AND IT WAS POWERFUL BECAUSE I WAS ABLE TO SHARE SOME THINGS AND HEAR SOME THINGS.
AND IF IT WAS EFFECTIVE FOR ME AS A 45, 44 YEAR OLD AFRICAN-AMERICAN MALE, I WANT TO KNOW I THINK IT WOULD BE JUST AS EFFECTIVE TO A YOUNG AFRICAN-AMERICAN MALE OR OR HISPANIC MALE THAT'S GOING THROUGH A SIMILAR SITUATION THAT THEY REALLY CAN'T TALK ABOUT.
BUT THEN THEY HAVE THAT PERSON THAT THEY COULD TALK ABOUT, AND YOU COULD SEE THE BEHAVIOR CHANGED BECAUSE I WORKED IN A BEHAVIOR UNIT.
I WHEN I WAS IN [INAUDIBLE] I WORKED IN THE BEHAVIOR UNIT.
AND SOME OF THE BEHAVIORS, SOMETHING WHEN YOU TALK ABOUT IT IS REALLY SOCIAL, EMOTIONAL.
SO I'M TALKING FROM EXPERIENCE.
I'M TALKING FROM WHAT I'VE EXPERIENCED AS A WORKER HERE, AS AN EMPLOYEE PRIOR, BUT NOT A TRUSTEE EMPLOYEE.
SO WHAT CAN WE DO? MS. TIFFANY CONCERNED OUR ELEMENTARY STUDENTS AND SUPPORT OUR ELEMENTARY PRESENCE, WHICH I'LL TELL YOU WHAT WE'RE DOING NOW.
ONE OF THE THINGS THAT WE'RE DOING AND I'M HAPPY TO HAVE.
IF SHANNON'S ON, SHE CAN JUMP IN.
BUT I'LL TELL YOU WHAT WE STARTED DOING LAST YEAR, EVEN DURING THE PANDEMIC.
ONE THING THAT OUR TEACHERS WOULD SEE ACROSS THE DISTRICT IS THE INFLUX OF
[03:05:03]
SEL INTO THE CURRICULUM SO THAT THERE'S SEL THAT'S TAKING PLACE EVERY DAY IN THE CURRICULUM.WE ALSO ASKED FOR PRINCIPALS TO INCLUDE IN THEIR MASTER SCHEDULE, A PERIOD FOR SEL JUST A FOCUS ON SEL.
IN SOME CASES IT'S 20 OR 30 MINUTES AND IT'S INCLUDED IN THE MASTER SCHEDULE.
THE OTHER THING THAT THEY HAVE IS LONNIE'S TEAM, AND I DON'T KNOW THAT SHE'S ON, BUT RONNIE'S TEAM ACTUALLY WENT OUT AND TRAINED ALL ELEMENTARY SCHOOL GROUPS.
IT MAY BE THE COUNSELOR THE OR TEACHERS ON THE CAMPUS TO SERVE HAVE COMMON CORNERS, AND SO A CALMING CORNER HAS A LOT OF THE SAME TYPE OF SYSTEMS, BUT MORE AGE APPROPRIATE AS YOU MIGHT HAVE IN THAT RESET CENTER.
SO IT'S LIKE A REDIRECTION THAT HAPPENS IN THE SCHOOL.
YOU CAN HAVE A CALMING CORNER IN A CLASSROOM, YOU CAN HAVE A CALMING CORNER THAT'S ACTUALLY IN AN OPEN SPACE THAT'S MONITORED BY AN ADULT.
AND SO WHAT YOU YOU GO INTO MANY SCHOOLS, WHAT YOU'LL SEE IS THAT CALMING CORNER WITH A T.A.
THAT STAFF, THEY'RE DOING A LOT OF THOSE REDIRECT BEHAVIORS.
SO WHAT WE TRY TO DO WAS ACTUALLY INFUSE BECAUSE JUST HAVING AN SEL COUNSELOR, IT'S NOT ENOUGH WHEN YOU THINK ABOUT THE SHEER NUMBER IN THE SCALE OF ELEMENTARY SCHOOL.
SO IT WAS REALLY IMPORTANT FOR THE KIDS TO SEE SEL EVERY SINGLE DAY FOR IT TO BE IN A CURRICULUM CURRICULUM AND ALSO TO DEPLOY THOSE MENTAL HEALTH CLINICIANS.
SO WE DO WE ARE TAKING AN ACTIVE APPROACH IN ELEMENTARY SCHOOL.
AND IF I COULD, I JUST LIKE TO KIND OF GO BACK TO THE CONVERSATION THAT WAS BROUGHT TO ME ABOUT OUR STUDENTS.
AND I DO THINK THAT TODAY IT WAS.
IT'S IMPORTANT TO KIND OF REDIRECT AND REALLY THINK ABOUT THE KIDS.
IF YOU THINK ABOUT EDUCATION FROM A CURRICULUM STANDPOINT, YOU THINK ABOUT IN THE MAJORITY OF TIMES YOU HAVE A WHOLE CLASS AND YOU'RE ABLE TO EDUCATE A GROUP OF STUDENTS ON A PARTICULAR MATH CONCEPT, AND THAT WORKS FOR A LOT OF THEM.
BUT THERE'S A SMALL NUMBER OF THE STUDENTS WHO LIKE THEY DON'T GET THAT MATH CONCEPT.
AND SO YOU HAVE TO PULL THEM TO A SMALL GROUP AND YOU WORK WITH THAT SMALL GROUP OF STUDENTS.
AND THAT'S HOW WE KIND OF VIEW THE RESET CENTER ON THE CAMPUS.
WE'VE GOT TO WORK WITH THIS SMALL GROUP OF STUDENTS.
THERE IS A SMALLER GROUP OF STUDENTS, HOWEVER, EVEN FROM THAT SMALL GROUP OF STUDENTS WHO STILL NEED INTENSIVE DIRECT SUPPORT.
AND SO THE IDEA OF THE CENTRALIZED CENTER IS THAT INTENSIVE DIRECT SUPPORT.
WE DON'T WANT TO SEND THEM HOME.
WE WANT TO SEND THEM OFFSITE SO THAT THEY CAN GET THAT INTENSE SUPPORT.
WHAT I'VE BEEN ABLE TO SEE AND THERE'S BEEN A LOT OF DISCUSSION AROUND DATA, BUT I WOULD VENTURE TO SAY THE DATA COMES IN ALL SHAPES AND SIZES, RIGHT? LIKE, WE GET NUMERICAL DATA RIGHT AND WE GET A DATA THAT'S THAT'S NOT NUMERICAL.
WE GET WE GET THE DATA WHERE WE GO AND THEN WE ACTUALLY DO OBSERVATIONS.
AND SO THROUGH OBSERVATIONS, THROUGH DISCUSSIONS, WE'RE ABLE TO DETERMINE THAT WE HAVE 11 PERCENT OF OUR STUDENTS WHO ARE REPEATING WHERE THE CAMPUS RESEARCH CENTER IS NOT WORKING AND THEY DO NEED THAT SUPER INTENSIVE SUPPORT.
WHAT WE'VE BEEN ABLE TO SEE WITH SHERRY'S TEAM IS THAT WHEN HER TEAM IS ABLE TO PUSH IN AND PROVIDE THAT INTENSE WRAPAROUND SUPPORT FOR MULTIPLE DAYS AT A TIME, THEN SOME OF THOSE STUDENTS ACTUALLY REALLY RESPOND.
AND WE DON'T SEE THEM AGAIN TO BE ABLE TO SCALE THAT ACROSS 230 CAMPUSES FINANCIALLY AND FISCALLY.
IT DOESN'T NECESSARILY MAKE SENSE WHEN YOU'RE TALKING ABOUT 11 PERCENT OF THE STUDENTS WHO ARE REPEAT OFFENDERS.
AND SO THAT'S WHAT WE'RE TALKING ABOUT.
AS FAR AS THE GUARDRAILS ARE CONCERNED, I THINK SHE MENTIONED IT EARLIER WHEN SHE SAID, WELL, WE OUR TEAM WOULD HELP MAKE SURE THAT THAT DOESN'T HAPPEN.
SO WE'RE TALKING ABOUT APPROVALS IN PLACE.
SO NO DIFFERENT THAN WHEN YOU HAVE TO SEND A STUDENT TO DAEP.
THEY HAVE TO SAY, DOES THIS MEET THE PARAMETERS? ARE WE ABLE TO DO THIS? AND THEY'RE GIVING THE APPROVAL TO MOVE FORWARD? SO IF YOU THINK WE'RE GOING WAY OVER TIME WHEN OTHERS FUNDS MET THE BOARD PRESIDENT RUN THE MEETING.
TRUSTEE JOHNSON TRUSTEE FLORES.
OK, SO I'M I'VE BEEN LISTENING TO THIS KIND OF WHOLE DISCUSSION, AND WHEN WE STARTED THIS WORK, I TOLD YOU WE WOULD FIND OUT MORE ABOUT THE ADULTS THAN WE WOULD ABOUT THE KIDS.
AND I THINK THAT THAT CONTINUES TO BE TRUE.
I MEAN, I'VE HEARD FROM THE CAMPUSES THE SAME THING THAT THE THERE'S BEEN A LOSS OF DISCIPLINE BECAUSE KIDS FEEL THERE'S NO THERE ARE NO CONSEQUENCES.
YOU KNOW, AS I WAS REREADING THIS AND REREADING THIS AND REREADING THIS AND LISTENING, LISTENING TO YOU RIGHT NOW, TIFFANIE, YOU KNOW, IT SEEMS TO ME THAT, YOU KNOW, IT SAYS FOR A MAXIMUM OF THREE DAYS, YOU KNOW, SO THE CAMPUS RESEARCH CENTER FIRST OFFENSE, BUT WHAT IF THE FIRST OFFENSE IS SO BAD THAT IT'S LIKE PRINCIPAL? I MEAN, THE PRINCIPAL SHOULD HAVE AT LEAST SOME DISCRETION.
SORRY, I'M AMENDING YOUR PROPOSAL OR WHO KNOWS? YOU KNOW, THERE ARE PROBABLY A HANDFUL OF BEHAVIORS THAT YOU SAID THAT THIS IS SO BAD
[03:10:02]
THAT THIS SHOULD NOT BE A THREE DAY ON CAMPUS THING.I MEAN, YOU KNOW, YOUR RESEARCH CENTERS, YOU KNOW WHAT THEY'RE CAPABLE OF.
MAYBE THEY NEED, YOU KNOW, SHERI'S LEVEL OF SUPPORT.
AND THEN AGAIN, WHEN YOU DO SEND THEM TO CENTRAL.
IS THERE A THREE DAY LIMIT ON THAT AS WELL OR I MEAN, AGAIN, I THINK THERE HAS TO BE SOME KIND OF SAFETY VALVE FOR THE OTHER STUDENTS AND FOR THE CAMPUS WHERE IF THEY GO TO YOUR CENTRAL SHOP AND THEY SAY, HEY, WAIT A MINUTE, THIS STUFF IS WORKING, WE SEND YOU BACK.
THIS IS THE SUB PERCENT OF THE SUB PERCENT.
YEAH, THIS STUFF IS NOT WORKING.
WE'RE GOING TO SEND THEM BACK AND WE'RE GOING TO SEE THE EXACT SAME BEHAVIOR.
I MEAN, I THINK THAT THAT WE NEED TO BE.
I THINK WE NEED TO ADD A LITTLE MORE FLEXIBILITY TO THIS.
THAT'S JUST MY KIND OF SPIT-BALLING RIGHT NOW, LOOKING AT IT, THINKING TO MYSELF, WELL, YOU KNOW, OUR THREE DAYS, FOR THE 11 PERCENT OR 85 PERCENT, 90 PERCENT, AGAIN, WE'RE KIND OF THIS IS ALL NEW.
WE'RE JUST CAPTURING THE DATA NOW.
ARE WE SURPRISED BY THAT? WE SHOULDN'T BE.
WE HAVE ONE SEMESTER WORTH OF DATA PARTWAY THROUGH THE SEMESTER, WE HEARD WE CAME BACK, WE MADE CHANGES.
WE'RE GOING TO MAKE CHANGES AGAIN.
THAT'S GREAT AND I APPRECIATE THAT VERY MUCH.
I THINK WE NEED TO BE DOING THAT.
WE NEED TO BE LISTENING TO THE PRINCIPALS.
I MEAN, THEY'RE THE ONES BOOTS ON THE GROUND.
THEY KNOW THEIR KIDS, AND THEY MAY KNOW THAT THIS ONE KID.
SO WE CREATE SOME KIND OF EXEMPTION FOR THIS WHERE, YOU KNOW, THERE IS THERE HAS TO BE SOME OVERSIGHT OVER IT.
IT CAN'T JUST BE PRINCIPAL HAS IT OUT FOR THE KID.
YOU KNOW, THERE, WE HAVE TO CREATE SOME GUARDRAILS WHERE YOU SAY, WELL, NOW SOMEBODY FROM SHERRY'S OFFICE HAS TO COME AND LOOK AND LOOK AT ALL THE FACTS AND CIRCUMSTANCES AND SAY, OK, THIS WILL BE AN EXCEPTION GOING KIND OF THINKING TO WHERE TRUSTEE MARSHALL WAS.
YOU KNOW THAT WE'RE GOING TO SAY, WELL, THIS IS GOING TO BE EXCEPTION TO THE RULE WHERE THERE HAS TO BE SOME GUIDELINES FOR YOU GUYS TO KNOW.
DOES THIS FALL WITHIN THE EXCEPTIONS? YOU KNOW, AND THERE ALSO HAS TO BE, YOU KNOW, SOME I THINK ANALYSIS OF WHAT THE INCENTIVES ARE FOR THE DIFFERENT ADULTS BECAUSE IF FOR THE PRINCIPAL, THE INCENTIVE IS I DON'T WANT TO HAVE ANY OF THESE MAJOR DISRUPTIVE SCHOOL BEHAVIORS.
THE INCENTIVE FOR ME IS THAT I SHOULDN'T HAVE ANY IF I'M A GOOD PRINCIPAL, I'M NOT GOING TO HAVE ANY OF THESE AND I'M NEVER GOING TO QUALIFY ONE OF THOSE.
I'M JUST NEVER GOING TO DO IT.
YOU KNOW, I'D RATHER KEEP THE KIDS ON OR SENDING THEM TO THE RESET CENTER.
S I THINK THAT WE NEED TO AND YOU GUYS ARE THE SMART PEOPLE.
YOU GUYS KNOW WHAT YOU'RE DOING.
I'M JUST SAYING WE HAVE TO LOOK AT THE INCENTIVES.
WE HAVE TO LOOK AT THE NEEDS OF THE KIDS.
I THINK TRUSTEE FOREMAN IS TOTALLY CORRECT.
IF IT DOES MEAN MORE RESOURCES AND IT MEANS MORE BUDGET, I MEAN, RIGHT NOW WE ARE, YOU KNOW, FOR AT LEAST THE NEXT THREE YEARS, THERE SEEMS TO BE LOTS OF BUDGET FOR LOTS OF THINGS, AND AFTER THREE YEARS THOSE RESOURCES ARE GOING TO BE GONE.
USE THOSE RESOURCES UNDERSTANDING THAT THEY COULD GO AWAY TO ADDRESS KIND OF THE IMMEDIATE NEEDS, I THINK THAT WHAT I'VE HEARD ANECDOTALLY AGAIN, THERE'S PROBABLY DATA OUT THERE TO REPORT THIS IS THAT WE'RE SEEING.
YOUNG HUMANS RE SOCIALIZING AFTER BEING A YEAR AWAY FROM EACH OTHER.
ENGAGING IN A LOT MORE CONFLICTIVE ACTIVITIES.
IN OUR SCHOOLS, IN THE SUBURBS, IN THE PRIVATE SCHOOLS, IN THE CATHOLIC SCHOOLS.
THESE ARE, YOU KNOW, YOUNG HUMAN ANIMALS THAT ARE, YOU KNOW, WE ARE.
I ADMIT I AM THERE RE SOCIALIZING AFTER A YEAR AWAY FROM EACH OTHER, STARTING TO RELEARN THOSE BOUNDARIES.
AND SO I THINK THAT THIS SEMESTER HAS PROBABLY BEEN UNUSUAL IN THAT REGARD.
SO, YOU KNOW, I'M, YOU KNOW, I ALWAYS START SOMEWHAT WHERE TRUSTEE MARSHALL IS, IS THAT, YOU KNOW? I'M IN FAVOR OF THIS.
THIS LOOKS LIKE IT MAKES A LOT OF SENSE.
MY ONLY INPUT IS WE MAY WANT TO HAVE A LITTLE, YOU KNOW, ADD A LITTLE MORE FLEXIBILITY TO THIS.
SO THE CAMPUS HAS A LITTLE MORE DISCRETION.
BUT IF WITH THAT DISCRETION THAT WE GIVE THOSE CAMPUSES, THERE WILL BE MORE OVERSIGHT OVER THAT.
SO IF THERE ARE ANSWERS TO THAT OR IF YOU HAVE THOUGHTS ON THAT, I WELCOME THEM.
I KNOW YOU GUYS ARE THE ONES WITH THE BOOTS ON THE GROUND, SO I REALLY WOULD APPRECIATE YOUR INPUT.
[03:15:01]
IF ANY, OR IF YOU JUST THINK IT'S A GOOD IDEA, THEN JUST SAY, WELL, WE APPRECIATE THE SUGGESTIONS, WE DON'T HAVE ANY RESPONSES.THANK YOU, JESSE FLORES, ANYONE ELSE FOR SECOND ROUND? ALL RIGHT, YOU ALL HAVE HEARD A LOT FROM US.
THANK YOU AGAIN FOR BRINGING IT TO US.
THANK YOU FOR TALKING TO PRINCIPALS.
HOPEFULLY IN THIS DISCUSSION, YOU CAN DISCERN WHAT THE BEST NEXT STEPS ARE AS WE GO FORWARD HERE, AND HOPEFULLY WE'VE GIVEN YOU SOME MEANINGFUL THINGS TO THINK ABOUT.
WE'LL MOVE ON TO THE REST OF THE AGENDA AGAIN.
JUST A REMINDER WE DO HAVE OUR REQUIRED TEAM BUILDING TONIGHT.
SO IF THERE ARE ITEMS THAT CAN BE TAKEN OFFLINE, I WOULD ENCOURAGE PEOPLE TO CONSIDER DOING THAT.
BUT OF COURSE, WE ARE HERE TO ALSO ADDRESS THESE TOPICS.
SO I KNOW WE HAD 10B AND 10E ALSO, DO WE WANT?
[E. Discussion of Proposed Board Policy EA(LOCAL) Instructional Goals and Objectives (First Read, Sponsored by Brian Lusk, Chief of Strategic Initiatives)]
DOES ANYONE STILL HAVE QUESTIONS ON THAT THAT CAN'T BE ADDRESSED OFFLINE? 10B, EIA LOCAL AND 10E, EA LOCAL 10E [INAUDIBLE].WAS IT 10 E, IS THAT CORRECT? 10E, YES, GO AHEAD.
I THOUGHT, I JUST WANT TO CLARIFY.
SO 10E IS A NEW POLICY FOCUSED ON COLLEGE AND CAREER READINESS.
AND BEFORE I GET JUST GET INTO THE REALLY HIGH LEVEL QUICK DETAILS, I WANT TO TURN IT TO TRUSTEE GARCIA, WHO'S BEEN A HUGE ADVOCATE FOR THE CREATION OF THIS POLICY.
LIKE ALL OF YOU, SHE'S A CHAMPION FOR COLLEGE AND CAREER READINESS.
AND SHE ALSO HAS PUSHED FOR POLICIES.
SO I THINK YOUR COLLEAGUES, MEMBERS OF THE BOARD SUPERINTENDENT, I KNOW WE'VE BEEN SITTING HERE FOR A LONG TIME.
WE'VE ALREADY DISCUSSED SOME VERY HEAVY TOPICS.
BUT PLEASE, I IMPLORE YOU TO TO PAY ATTENTION TO THIS SPECIFIC POLICY.
I THINK THIS IS THIS IS GOING TO BE A HUGE GAME CHANGER FOR THE DISTRICT.
DR. NELSON, YOU'VE TALKED ABOUT NOT JUST CHANGING THE DISTRICT BUT TRANSFORMING A DISTRICT.
I THINK THIS FOR US REALLY IS THAT OPPORTUNITY TO TRANSFORM DALLAS ISD TO A PLACE WHERE STUDENTS NOT ONLY CAN LEARN AND BE GREAT LEARNERS AT THE BEGINNING STAGES OF LIFE, BUT ALSO BE PREPARED TO TAKE ON THOSE NEXT STEPS AFTER HIGH SCHOOL AND BE AND BE VERY INTENTIONAL MEMBERS OF OUR SOCIETY.
AND SO THE SPIRIT OF THIS POLICY IS REALLY INTENDED TO ADDRESS MANY DIFFERENT THINGS.
NAMELY IS WHAT DOES A DALLAS ISD GRADUATE STUDENT, WHAT CAN THEY DO AFTER THEY GRADUATE WITH THAT DIPLOMA, THAT ASSOCIATE'S DEGREE, THAT CERTIFICATE OUT OF HIGH SCHOOL? AS YOU ALL KNOW, WE HAVE OVER THE LAST FEW YEARS, AND I'M THANKFUL TO DISTRICT FOUR FOR HAVING PILOTED SOME OF THESE GREAT PROGRAMS THAT EARLY COLLEGE, HIGH SCHOOLS WITH PTECHS AND OTHERS.
WE HAVE A DIVERSE ARRAY OF SERVICES THAT CAN HELP STUDENTS OBTAIN COLLEGE CREDITS, CERTIFICATES THAT ASSOCIATE'S DEGREE.
BUT THERE IS STILL A FUNDAMENTAL OPPORTUNITY FOR US TO RECEIVE BONUS FUNDING COMING OUT OF THE VERY HISTORIC HB THREE BILL THAT WAS RECENTLY PASSED IN 2019.
SO I LOOK FORWARD TO THIS DISCUSSION TO INTRODUCE ESSENTIALLY THE OPPORTUNITY FOR US TO PUT A GREATER INVESTMENT INTO NOT NOT ONLY PRODUCING MORE STUDENTS COMING OUT OF HIGH SCHOOL WITH THESE CREDENTIALS, BUT ALSO TAKING THAT NEXT STEP INTO WHAT'S CALLED THE BEST FIT OPTION.
AS MANY OF YOU ALL KNOW, I'M A GRADUATE OF THIS DISTRICT.
I HAVEN'T EVEN HAD MY 10-YEAR YEAR HIGH SCHOOL REUNION, BUT IT WAS THAT ACCESS TO A HIGHER EDUCATION THAT ENABLED ME TO DO MANY OF THE GREAT THINGS THAT I ENJOY OF LIFE TODAY, NAMELY THE FIRST PERSON IN MY FAMILY TO HAVE A SALARY, SOLID EMPLOYMENT.
YOU KNOW, THE OPPORTUNITY TO HAVE THE TRUST OF THE COMMUNITY TO RUN FOR A POSITION WITH THE RESPONSIBILITIES OF OF BEING PART OF A SCHOOL DISTRICT.
AND SO WE CURRENTLY HAVE AN INVESTMENT THAT WE'VE MADE INTO COLLEGE AND CAREER READINESS.
WE'VE SET BOARD GOALS AROUND IT.
THAT'S NOT A REQUIREMENT OUT OF HB THREE, BUT REALLY, THIS IS THE OPPORTUNITY TO TAKE IT TO THAT NEXT STEP FURTHER AND BEYOND.
AT THE END OF THE DAY, I CARE MOST ABOUT GRADUATING STUDENTS THAT ARE READY TO EARN A LIVING WAGE JOB, HOW THEY GET THEIR COLLEGE CAREER, MILITARY, VOCATIONAL, WHATEVER IT IS, WE'VE GOT TO GET THEM READY TO TAKE THAT NEXT STEP AFTER HIGH SCHOOL.
SO, DR. LUSK, THANK YOU FOR YOUR ATTENTION TO THIS MATTER.
COLLEAGUES, I LOOK FORWARD TO A REALLY GREAT DISCUSSION AND PLEASE, IF I'M GOING TO SOUND A DRUM, IT'S GOING TO BE THIS ONE.
TRUSTEE MARSHALL ARE YOU READY FOR? NO.
SO I WANT TO JUST FIRST VOICE MY APPRECIATION TO TRUSTEE GARCIA AS WELL AS TO YOU, DR. LUSK, AND YOUR BROADER TEAM.
THIS, I BELIEVE, BEYOND THE THINGS THAT WE'VE ALREADY DONE, WHICH I THINK WE WERE RIGHT TO START THERE.
THIS IS THE MOST IMPORTANT THING THAT I THINK WE CAN DO NEXT.
AND IN MY, YOU KNOW, A YEAR FROM NOW, A YEAR AND A HALF FROM NOW WHEN WHEN I AM WRAPPING UP MY TERM, I HOPE THAT IF WE HAVE ACCOMPLISHED ANYTHING IN THAT LAST YEAR AND A HALF, IT IS IT IS THIS NOT ONLY THE PASSAGE OF THIS POLICY, BUT THE CREATION OF AN
[03:20:03]
INFRASTRUCTURE, A STRATEGY AND A FRAMEWORK AROUND CCMR AND DEDICATION FROM A BUDGET PERSPECTIVE TO ALLOCATING RESOURCES AGAINST THAT STRATEGY IN THAT FRAMEWORK? AND I APPRECIATE VERY MUCH THE ADMINISTRATION FOR BEING INNOVATIVE AND BOLD AND BRINGING FORTH A POLICY CHANGE TO INITIATE THIS DISCUSSION BECAUSE IT'S A CRITICAL DISCUSSION AND IT, I THINK, WILL BE THE NEXT BIG, BIG THING FOR THIS DISTRICT.AND SO I'M EXCITED TO ENGAGE IN THE CONVERSATION.
I ABSOLUTELY WILL BE SUPPORTIVE OF THIS POLICY, BUT I AM SO SUPPORTIVE OF THIS THAT I WANT THE POLICY TO BE WRITTEN IN A WAY THAT HAS AS MUCH TEETH FOR THE ADMINISTRATION AS POSSIBLE.
AND I'M NOT SURE THAT THIS VERSION OF THE POLICY, ALTHOUGH IT'S GOOD, GOES FAR ENOUGH.
AND SO I WOULD LOVE TO TALK ABOUT THIS, AND SOME OF THAT CAN BE OFFLINE, BUT JUST TO INTRODUCE SOME TOPICS THAT I THINK WE MIGHT WANT TO THINK ABOUT MORE DEEPLY.
ONE IS THERE'S NO COMMITMENT IN THE POLICY FROM A BUDGET PERSPECTIVE, AND I KNOW THAT WOULD BE TOUGH.
TO ASCERTAIN EXACTLY WHAT THAT BUDGETED AMOUNT WOULD BE, AND I'M RELUCTANT FROM A GOVERNANCE PERSPECTIVE TO PUT BUDGET NUMBERS IN A POLICY.
BUT I WILL ALSO TELL YOU THAT WHEN WE HAD THE PRE-K DEBATE, I THINK THE REASON THAT WE WERE SO SUCCESSFUL FROM AN EARLY CHILDHOOD PERSPECTIVE IS THAT WE NOT ONLY HAD A FRAMEWORK AND A STRATEGY, BUT WE HAD A BUDGETARY COMMITMENT TO INCREASE FUNDS ON AN ANNUAL BASIS TO ACHIEVE THAT STRATEGY.
AND SO I WOULD SUBMIT THAT WE NEED TO THINK ABOUT WHAT KIND OF LANGUAGE WOULD SHOW THAT BUDGETARY COMMITMENT AND GIVE THE ADMINISTRATION SOME INSIGHT INTO HOW HOW SUPPORTIVE THE BOARD IS OF THIS POLICY.
AND SO IN THAT VEIN, I WOULD IMAGINE WITH YOU GUYS BRINGING THIS POLICY FORWARD THAT YOU'VE ALREADY STARTED THINKING ABOUT WHAT SORT OF INFRASTRUCTURE YOU WOULD NEED TO PUT IN PLACE FOLLOWING THE PASSAGE OF THIS POLICY.
SO CAN YOU GIVE ME ANY INSIGHT INTO WHAT THAT INFRASTRUCTURE WOULD LOOK LIKE AND COST, AT LEAST AT A VERY PRELIMINARY LEVEL? A FEW.
WE STILL ARE WORKING ON SIGNIFICANT STREAMS OF WORK RELATED TO COLLEGE, AND CAREER READINESS IS A GREATER DISTRICT, AND WE'RE LEADING A LEARNING GROUP LED BY DEPUTY SUPERINTENDENT CORDOVA.
BUT I MEAN, WE'RE LOOKING AT MULTIPLE THINGS LIKE RIGHT NOW WE'RE REALLY LOOKING AT EFFECTIVE ADVISING, FOR EXAMPLE, BECAUSE WE KNOW WE NEED TO GET BETTER TO THE ADVISING SPACE SO WE CAN GET KIDS INTO THESE PATHWAYS TO MAKE SURE THEY'RE SUCCESSFUL, RIGHT? SO TELL ME ABOUT ADVISING WHAT ARE WE DOING TODAY VERSUS WHAT WE DO IN THE FUTURE? WELL, I THINK A COUPLE OF THINGS.
SO ONE OF WHICH IS I THINK WE HAVE TO DO A BETTER JOB OF DEFINING ROLES, RESPONSIBILITY AND LINES, DELINEATING THE LINES BETWEEN WHAT A COUNSELOR DOES VERSUS WHAT A COLLEGE ACCESS PROVIDER DOES, FOR EXAMPLE, RIGHT? SO THAT'S ONE ASPECT, AND THERE'S A LOT MORE TO IT.
BUT NONETHELESS, I THINK WE HAVE TO MAKE SURE THAT THE ROLES THAT THEY'RE SUPPOSED TO BE DOING ARE EFFECTIVELY CAN BE DONE RIGHT.
SECONDLY, LOOKING AT THE COLLEGE ACCESS PROVIDER, WE KNOW THAT THERE'S MORE THAT WE WANT TO ACCOMPLISH.
AND SO WITH THAT, WE WANT TO ADDRESS SOME OF THOSE WE TALKED ABOUT EARLIER IN THE CONVERSATION TODAY AROUND COLLEGE AND CAREER READINESS.
WE ALSO NEED TO DO A BETTER JOB OF FIGURING OUT LIKE WHERE STUDENTS ARE GOING AFTER AFTER HIGH SCHOOL INTO COLLEGE AND MAKE SURE THE HANDOFF IS EFFECTIVE.
SO THERE ARE A FEW THINGS THERE AND IT WILL THAT WILL COST A SIGNIFICANT AMOUNT OF MONEY TO ADDRESS THE LEVEL OF EFFECTIVENESS, EXCUSE ME THAT WE EXPECT.
SO THOSE ARE A FEW ITEMS THAT BECAUSE THERE'S A LOT, THERE'S A LINE IN THE POLICY HERE THAT YOU SAY THAT EVERY STUDENT ENTERING HIGH SCHOOL IN THE DISTRICT IS ADEQUATELY INFORMED AND APPROPRIATELY ADVISED.
YOU KNOW, THE APPROPRIATELY ADVISED IS A PRETTY VAGUE SITUATION AND, YOU KNOW, COMING FROM RIGHT NOW.
YOU KNOW, WE'RE SPENDING TWO MILLION BUCKS A YEAR ON THIRD PARTY VENDORS THAT WE GIVE CONTRACTS TO RIGHT BEFORE SCHOOL STARTS DON'T HAVE SERVICE IN THE SUMMER.
THEY ALL FOCUS JUST ON SENIORS.
THERE'S 150 TO 1.RATIO; RIGHT? IT'S NOT A GOOD SITUATION.
WHAT I WANT TO MAKE SURE WE CAPTURE REALLY FOR THE BENEFIT OF THE ADMINISTRATION IS TO IS TO SAY THIS IS WHAT APPROPRIATE ADVISING LOOKS LIKE IN THE POLICY SO THAT SO THAT THERE IS A AGREEMENT AROUND THE BOARD TABLE AND FOR FUTURE BOARDS UNLESS THEY WERE TO MAKE A CHANGE TO POLICY THAT SAYS THIS IS WHAT HIGH QUALITY ADVISING LOOKS LIKE AND AND BY BY ENUMERATING THAT WE ARE MAKING A BUDGET COMMITMENT TO YOU THAT WE ARE WILLING TO SEE THIS THROUGH.
AND I WOULD ADD, TOO, I THINK ONE OF THE POINTS YOU TOUCHED ON IS THE NEXT FRAMEWORK I'M GOING TO GET TO IS MIDDLE SCHOOL CURRICULUM ADVISING, RIGHT? SO ONE IS TO ADVISE THAT THE HIGH SCHOOL LEVEL, BUT ALSO WE RECOGNIZE TOO, THAT FOR EXAMPLE, MIDDLE SCHOOL, EVERY SCHOOL HAS A CAREER, A CAREER [INAUDIBLE] TYPE, COURSE; RIGHT? OR A CTE BASED COURSE WHERE STUDENTS ARE, YOU KNOW, HAVE A SEMESTER WHERE THEY'RE ENGAGING WITH THEIR TEACHER AND COUNSELORS ON CAREER PATHWAYS AND OPPORTUNITIES
[03:25:01]
RIGHT TO THINK ABOUT THEIR FUTURE.SO WE'RE ACTUALLY WORKING NOW TO DEVELOP A DALLAS ISD SPECIFIC CURRICULUM THAT SPEAKS DIRECTLY TO THAT.
SO THAT'S ANOTHER EFFORT WE'RE MAKING.
I THINK I'M MORE INTERESTED IN FOCUSING ON THE GOALS; RIGHT? LIKE WHAT DOES SUCCESS LOOK LIKE AND HOW CAN WE DEFINE THAT IN THE POLICY SO THAT THERE'S COMMITMENT AND YOU GUYS HAVE GUIDANCE THAT THE BOARD IS COMMITTED FROM A BUDGET PERSPECTIVE TO HELP YOU REACH THOSE MILESTONES? BECAUSE WE LAID OUT THOSE MILESTONES IN THE POLICY AND YOU GUYS ARE THEN FILLING IN THE DETAILS AROUND WHAT THAT LOOKS LIKE.
AND I THINK, YOU KNOW, TRUSTEE GARCIA HIT ON OUTCOMES BASED FUNDING AND HOUSE BILL THREE.
I DON'T RECALL HOW MUCH MONEY WE HAVE AVAILABLE FOR DISD, BUT I KNOW IT'S A TON MORE THAN WE'RE GETTING.
IT'S AROUND $45 MILLION AVAILABLE IF WE FULLY MAXIMIZE, YOU KNOW, OUR EIGHT THOUSAND STUDENTS, IF YOU WILL; RIGHT? AND GRADUATES.
AND I THINK THERE'S A LINE IN THE POLICY THAT SAYS SOMETHING TO THE EFFECT OF THE DISTRICTS WILL ANNUALLY REPORT ON THE CCMR OUTCOMES BASED FUNDING RECEIVED FROM THE STATE.
SO IT'S GOOD THAT YOU'RE TRACKING IT.
BUT I WOULD RATHER SEE A GOAL IN THERE THAT SAYS WE ARE GOING TO ATTAIN AT LEAST WHATEVER NUMBER 80 PERCENT.
OF THE FUNDS AVAILABLE TO THE STATE, I MEAN, IDEALLY, I'D LIKE THAT TO BE 100 PERCENT OF THE FUNDS AVAILABLE FROM THE STATE.
BUT I'D LIKE TO PUT SOMETHING IN THERE.
AND THEN, YOU KNOW, THE OTHER THING THAT OCCURRED TO ME IS, YOU KNOW, OUTCOMES BASED FUNDING IS OBVIOUSLY LAGGING; RIGHT? YOU GET IT AFTER THE OUTCOME? CORRECT.
SO YOU'RE REALLY THE DISTRICT WOULD BE FRONTING THE MONEY TO THEN BE REIMBURSED BACK BY THE STATE IN THE NEXT BIENNIUM.
BUT THE POLICY DOESN'T CLARIFY THAT WHEN THE MONEY COMES BACK FROM THE STATE FOR THE OUTCOME THAT WAS ACHIEVED, THAT THE MONEY GOES INTO CCMR. THAT'S CORRECT.
THERE'S A TWO TWO YEAR LAG WITH THE FUNDING AT THE MOMENT, AND WE WE CAN'T ARTICULATE MORE CLEARLY OR ARTICULATE, YOU'RE RIGHT, JUST THE FACT THAT WHAT WE'RE HOW WE WANT TO INVEST OUR FUNDS.
WELL, IT'S MORE THAN THAT, BRIAN.
IT'S SAYING, HERE'S THE AMOUNT OF FUNDS WE WANT TO GET.
AND HERE IS THAT GOAL, THAT TARGET OF WHAT IT'S GOING TO BE.
AND IN THE POLICY, A COMMITMENT THAT WHEN WE GET THAT OUTCOMES BASED FUNDING FROM THE STATE, WE'RE PLOWING IT BACK INTO CCMR. BECAUSE IN THEORY, WE GET THAT ALLOCATION FROM THE STATE, WE COULD PUT IT IN THE GENERAL FUND, DO WHATEVER THE HELL WE WANT WITH IT, UNLESS WE PUT IT IN POLICY THAT IT'S GOING TO GO BACK THE CCMR. CORRECT.
SO THOSE ARE A COUPLE OF EXAMPLES, BUT I THINK WE JUST NEED TO GIVE THIS SOME MORE TEETH SO THAT YOU GUYS HAVE CLARITY OF VISION.
THERE'S ALIGNMENT AROUND THE TABLE, THERE'S BUDGET COMMITMENT, THERE'S GOALS, THERE'S METRICS, THERE'S TRACKING, THERE'S STRATEGIC ALIGNMENT.
I THINK AS MUCH OF THAT THAT WE CAN DO IN THE POLICY ITSELF, THE BETTER OFF YOU GUYS WILL BE DOWN THE ROAD.
AND SO WE'D LOVE TO HAVE AN OFFLINE CONVERSATION WITH YOU ABOUT THAT AND SEE IF WE CAN MAKE THIS EVEN STRONGER BEFORE WE VOTE ON IT.
OH, I ALSO WANT TO THANK TRUSTEE GARCIA FOR BRINGING THIS FORWARD.
AND I ALSO SHARE TRUSTEE MARSHALL'S CONCERNS THAT WE NEED TO TO LOOK AT THE LANGUAGE OR PUT IT IN REGULATION OR WHATEVER.
WITH THAT MONEY COMES IN, IT NEEDS TO GO BACK INTO THIS, NOT JUST INTO THE REGULAR POT AND, YOU KNOW, LOOKING AT GOALS AND FIGURING OUT WHAT THOSE ARE GOING TO BE SO THAT WE CAN GET THIS FUNDING.
AND I DON'T KNOW WHAT KIND OF LANGUAGE WE CAN ADD TO THIS OR IF IT'S MORE OF AN ADMINISTRATIVE, YOU GUYS GET IT DONE IN THE REGS, BUT IT'D BE IMPORTANT TO MAKE SURE THAT WE'RE, YOU KNOW, TAKING THE RIGHT STEPS TOWARD DOING WHAT'S RIGHT FOR KIDS FIRST.
YOU KNOW, AS YOU MENTIONED, YOU KNOW, WE YOU KNOW, OUR COLLEGE ACCESS STUFF IS KIND OF TRUNCATED AND IT'S NOT ALL THE TIME, AND IT'S FOR CERTAIN AMOUNTS OF TIME AND MAKING SURE THAT WE CAN KIND OF MAKE THOSE MUCH MORE CONSISTENT.
AND THAT MEANS HAVING A CONSISTENT BUDGET, WHICH MEANS THAT YOU HAVE TO HAVE SOMETHING.
BUT AGAIN, YOU DON'T PUT BUDGETS INTO POLICIES.
SO I DON'T KNOW IF IT'S MAKING IT A STRATEGIC COVENANT OR DOING SOMETHING LIKE THAT, BUT JUST MAKING SURE THAT WE HAVE THE THE FUNDING TO BACK UP THESE NEEDS.
AND AND REALLY, I SEE IT IN TWO DIFFERENT PLACES, WHICH IS IN HERE.
ONE IS THAT TRANSITION, THAT DECISION MAKING IN MIDDLE SCHOOL ABOUT WHAT YOU'RE GOING TO DO.
ARE YOU GOING TO DO CAREER INSTITUTE OR ARE YOU GOING TO DO P-TECH? OR ARE YOU GOING TO DO, YOU KNOW, CHOICE SCHOOL OR WHATEVER HELPING THE KIDS SIX TO EIGHT FIGURE OUT PERHAPS THE DIRECTION THEY WANT TO GO IN? AND THEN, WHILE THEY'RE IN HIGH SCHOOL EVERY FOUR YEARS, HAVE ACCESS TO THAT.
OK, WHERE I'M GOING TO, WHAT AM I GOING TO DO AFTER THIS? WHETHER I GET A P-TECH CAREER INSTITUTE COMPREHENSIVE, IT DOESN'T MATTER.
I JUST, I'M SURE YOU GUYS ALREADY THINK PLAN WISE, WHAT YOU NEED TO DO.
BUT WE CAN TALK OFFLINE ABOUT THAT.
[03:30:02]
SO BUT I'M VERY EXCITED ABOUT THIS POLICY.ANYONE ELSE FOR FIRST ROUND? I'LL JUST SAY VERY BRIEFLY, I UNDERSTAND TRUSTEE MARSHALL AND TRUSTEE AT FLORES'S POINTS AROUND GOALS.
MY ONE IMPLORING THERE, AS YOU CONSIDER THAT, IS THAT WE ALREADY HAVE A GOAL SET AROUND CCMR WITH PROGRESS MEASURES IN OUR BOARD GOALS.
SO THIS SHOULD NOT BE SOMETHING SEPARATE AND APART AND DIFFERENT.
IT SHOULD BE IN DIRECT ALIGNMENT WITH THAT.
IT CAN MAYBE BE A LITTLE BIT MORE SPECIFIC, BUT IT SHOULD.
IT SHOULD MOVE IN CONCERT WITH OUR BOARD GOALS.
WE CAN'T BE HAVING GOALS IN MANY DIFFERENT PLACES, SO THAT'S MY ONE NOTE THERE.
TRUSTEE GARCIA SECOND ROUND? SURE.
AND I THINK PRESIDENT TO THE SPIRIT OF YOUR QUESTION, TOO, IT'S A VERY MUCH, OF COURSE, JUST, YOU KNOW, THERE IS A DIFFERENCE BETWEEN THE COLLEGE READINESS STANDARDS THAT ARE ACCOUNTABLE TO US AND THOSE THAT WILL TRIGGER OUTCOME BONUS FUNDING.
I THINK THE OPPORTUNITY HERE IS TO REALLY THINK ABOUT THE INFRASTRUCTURE THAT'S IN PLACE TO ENABLE MORE STUDENTS.
ULTIMATELY, THAT HB THREE FUNDING IS ATTAINED WHEN STUDENTS ARE TESTING COLLEGE READY AND ACTUALLY ENROLLING, WHICH WE KNOW ULTIMATELY, THE GREATER THE NUMBER OF CERTIFICATES AND POST-SECONDARY COMPLETION THAT WE HAVE, THE BETTER OUTCOMES WILL HAVE FOR STUDENTS QUALITY OF LIFE AND A LOT MORE OTHER THINGS.
SO ULTIMATELY, I THINK I CHALLENGED MY COLLEAGUES TO THINK ABOUT THE WAYS THAT WE CAN THE LOW-HANGING FRUIT, FOR EXAMPLE.
I CAN THINK OF A FEW IMMEDIATE THINGS, LIKE THE YEAR ROUND CONTRACTS WHERE WE SUFFER A SUMMER MELT.
WE LOSE A LOT OF STUDENTS WHO HAD ALREADY COMPLETED EVERYTHING THAT NEEDED TO DO TO MOVE ON TO THE NEXT STEP FOR LIFE.
AND MANY DIFFERENT REASONS DON'T ACTUALLY SHOW UP TO CLASS IN THE FALL.
YOU KNOW, AS CURRENTLY, CONTRACTS ARE ONLY FOR A SHORT PERIOD OF TIME.
THEY'RE NOT NECESSARILY GUARANTEED.
SO THERE'S A LOT OF THINGS THAT WE CAN ALREADY DO AT THE SENIOR YEAR LEVEL AT THAT VERY LAST STEP IN THE HIGH SCHOOL CAREER THAT CAN HELP US ACHIEVE ALREADY TRIGGER SOME OF THAT FUNDING FOR THOSE STUDENTS WHO ARE ALREADY READY, WHO ARE ALREADY MEETING THESE NEEDS.
AND THEN CONSEQUENTLY, CAN WE THINK ABOUT THE INFRASTRUCTURE THAT'S GOING TO SUPPORT THE STUDENTS IN THE EARLIER GRADES, THE 10TH, THE 11TH THAT THE 10TH 9TH GRADE? SO, YOU KNOW, THERE'S A LOT OF OPPORTUNITY TO ADD TO REALLY THINK ABOUT THE ROBUST INFRASTRUCTURE.
I THINK WE ALREADY HAVE A LOT OF THE GREAT THINGS IN PLACE.
THERE'S JUST A LOT OF ROOM TO BE ABLE TO REALLY TAKE THIS AND BE THAT DISTRICT, THAT INNOVATIVE DISTRICT THAT'S GRADUATING THOSE STUDENTS READY FOR THAT NEXT STEP.
TRUSTEE FOREMAN DID YOU WANT TO GO BACK TO 10B OR YOU CAN YOU ADDRESS US OFFLINE? ALL RIGHT.
DOES ANYONE HAVE ANY ITEMS ON THE REST OF THIS AGENDA THAT THEY WOULD LIKE TO ASK QUESTIONS HERE OR CAN WE ADDRESS THE REST OF OUR QUESTIONS OFFLINE THROUGH THE TRACKER? ALL RIGHT.
THANK YOU, TRUSTEES, FOR THAT.
THIS MEETING IS ADJOURNED AND WE DO HAVE OUR REQUIRED BY LAW SCHOOL BOARD AND SUPERINTENDENT TEAM OF TEN TRAINING HERE THAT WILL COMMENCE IN FIVE MINUTES.
WE'LL GIVE PEOPLE A BATHROOM BREAK.
OH, AND THERE'S DINNER HERE, TOO.
* This transcript was compiled from uncorrected Closed Captioning.